plant Stuby. 



ORDER OF STUDY. 



In general, the order of study is : 



1. Relation to natural environment. 



2. Life and work, or function and life history. 



3. Adaptation to ■work, or form and structure. 



4. Comparison and classification. 



In the lower grades all emphasis must be placed on the first two or 

 three points; in the intermediate and upper grades more attention is given 

 to structure; in the upper grades classification and practical applications 

 are emphasized. 



RELATION TO LITERATURE. 



Plant work can be and should be constantly and very closely related 

 to literature. See "Nature in Verse" and files of Primary Education. 

 Refer to works of Longfellow, Whittier, Wordsworth, Holmes, Lowell, 

 and Lucy Larcom. 



FIRST YEAR. 



Special Aim of Work. — -To inspire and develoi3 an interest in and love 

 for the plant as something living, growing, and working, and not a mere 

 form or structure. To learn about the plant as a whole, the relation and 

 work of its parts and its life history, from the seed to the formation of the 

 seed. To lead the child to see how well Mother Nature protects and cares 

 for her children. 



Plant as a Whole. — One or two whole plants in the early fall (Septem- 

 ber), to learn about the uses of the root, stem, leaves, and flowers, and 

 particularly about the formation of seeds. A similar study of one plant 

 in late spring (June), as a review. Select common plants, showing the 

 flower and fruit in all stages of development at the same time — such as 

 mallow, buttercup, evening primrose, mustard, sweet peas. Life history 

 of pea or bean in spring (April to June), from seed to formation of seed, to 

 show formation, development, and relations of parts. Plant dwarf varie- 

 ties in boxes in school-room early in April. Plant some on damp blotters 

 in fruit cans, for study of growth and work of roots. Study each part as 

 it develops. Do not pull up plants or pull them to pieces. 



