INANIMATE NATURE. 51 



— that was catnip. Two other names were taught them in 

 the course of the lesson. This exercise, with variations, might 

 be repeated several times with the use of a constantly 

 increasing list of names. The children would, in a few lessons 

 of this kind, acquire an interest in a dozen or more common 

 plants. 



Both the Courses of Study properly emphasize the cultiva- 

 tion of plants. Conduct this part of the work with consider- 

 able thoroughness and so that interest^ skill, and knowledge 

 will keep pace. Make it the central part of the plant study 

 in the junior grades. Devise some method of working in 

 the principle of individual ownership. Keep an eye on 

 the other suggestions of the programme. In the round of 

 the seasons opportunities will likely occur to observe in 

 conspicuous examples most of the phenomena mentioned. 

 Pussy-willows in the spring, dandelions in the summer, and 

 crimson leaves in autumn will attract the children's notice 

 whether the teacher speaks of them or not. Why not be 

 generous with your sympathy, participate with the children 

 in the enjoyment of these beautiful natural objects, and 

 turn every possible occasion to educational account. 



Inanimate Nature. — Studies on direction, weather, dew, 

 snow, thermometer, river, valley, sky, should in these grades 

 be almost purely observational. Percepts, images, experiences 

 are in order here. These prepare the way for generalizing and 

 experimenting in the higher grades. The high-school pupil 

 will not exhaust the dew-drop and the cloud, although the 

 youngest scholar may associate both with refreshment of the 

 thirsty plant. Distinct perception of particular facts and 

 phenomena, rather than discussion of any but the most 

 apparent relations, is the appropriate treatment here. Of 

 course in dealing with causes and effects the teacher need not 

 stop short of the learner's interest and understanding, nor 

 should he go any further. 



