OUTLINE OF I'LAXT STUDY. 25 



Seeds and Fruits. — Formation of seeds from fiower, in early fall (Sep- 

 tember). See list of plants above. Dissemination of seeds (October). Study- 

 seeds that fly, such as milkweed, dandelion, thistle; seeds that sail, such 

 as maple, linden, ash; seeds that stick, such as burdock and stick-tight. 

 Fruits (November and December). Study common fruits, such as apple, 

 pear, and orange. Lead to Thanksgiving thought. Germination of seeds 

 (April). 



Buds. — Development (March to May). Keep twigs in school-room in 

 fresh water, and watch development of one or two at a time. Buds spe- 

 cially good for study are: horse-chestnut, willow, cherry, lilac, beech. 



Leaves. — Falling and colors of leaves (October and November). Why 

 it is better for them to fall. The work they do on the ground. Nothing 

 about their death. The bright coloring of leaves studied out of doors. 

 Unfolding of "baby leaves " from seed and bud, in connection with seed and 

 bud studj^ (April to June). The way Mother Nature protects the leaves, 

 their ari'angement and unfolding, their beauty, and the work they do in 

 beautifying the world. 



Flowers. — Some kept in school-room and watched (never picked to 

 pieces). 



Special Topics. — Evergreens studied (December), leading to Christmas 

 thought. Their beauty and adaptation to winter. One tree observed 

 throughout year (one which can be seen from school-room window). 



Field Lessons. — Whenever possible. The dissemination of seeds and 

 falling and colors of leaves must be studied out of doors in the fall ; also 

 the development of buds, the protection and unfolding of baby leaves, and 

 the homes of plants in late spring. 



SECOND YEAR. 



Special Aim. — Much as in the first year. To review work of first year, 

 strengthening the interest and fixing the ideas gained, but placing a little 

 more emphasis on the way in which parts are fitted for their work — that 

 is, their structure. 



Plant as a Whole. — Two whole plants, one a composite (September), to 

 show uses of parts, adaptation to work or function, and mutual cooperation. 

 In addition to one or two of the plants named for first year, study dande- 

 lion or thistle or burdock plants, their roots, stems, leaves, flowers, fruit. 

 Compare plants studied. Life history, or development from seed to matu- 

 rity, of bean and pea, with constant comparison, to bring out fornaation, 

 woi'k and adaptation to work of the different parts, and vai'iations in the 

 form of the same part in different plants (April to June). 



Buds. — Formation of buds and preparation for winter, in fall. Devel- 

 opment, in spring, with more attention to arrangement of parts to be 

 protected and to protect (March to May). 



Seeds, Fruits, and Grains. — As in first year, but one or two fruits and 

 two or more grains, such as corn, wheat, oats (October and November). 



