In Public School 19, Manhattan Borough, of which I had the honor to be principal for nearly five years, we worked out each subject as carefully as we could, the aim being to make the method concrete, where possible, and to secure definite results. What follows is our treatment of Plant Study in the fourth-year.

I shall present first the requirement of the grade in the language of the course of study; then an "Introductory analysis," showing our interpretation of that course, and finally a weekly plan embodying the "Introductory analysis."

I use the pronoun "we" because other hands besides my own were employed in this work. Special acknowledgment is made of the valuable services of Miss Olive Jones, who studied this subject under Professor Bailey, at Cornell University, and arranged the weekly plan.

I. COURSE OF STUDY.

"Plants in relation to soil and agriculture. Cultivation of plants for food-vegetables, fruits, fruit trees, fruit shrubs, fruit vines. Distribution of plant life on earth. Areas of cultivation. Areas of staple products. Wild and cultivated flowers of New York and vicinity."

What follows is offered not for its intrinsic value as science, but as an illustration of plan-making. No principal can hold his teachers responsible for correct and definite re

sults unless he interprets the course of study for them.

II.

INTRODUCTORY ANALYSIS.

Science of the Fourth Year-2d Half. In previous grades plants have been studied in their relations, as follows: (a) Relation to climate; plant belts. (b) Vegetables, fruit, grain, in relation to seasons.

(1) Uses and values of the above for human life. In other words, plants were studied as species, rather than as individuals. In this grade some of the same topics are to be reviewed with increased detail, but the plant is also studied as an individual. Some of its more important physiological functions and conditions of growth become objects of investigation.

As before, the study is to begin not only with concrete material, but with

material that touches the child's individual experience.

"PLANTS IN RELATION TO SOIL AND AGRICULTURE."

It will be necessary to start a class garden. This will open the way for a study of the soil you select:

(a) Where did it come from? (b) Why did you select it, and no other?

(c) Kinds of soil, mold, clay, sandy, wet, dry.

Can you name a plant that grows in wet soil? Dry? Sand?

Then show how, on a large scale over a continent, the plants depend

largely on soil; but also on the rainfall. In about six or eight States and Territories on the Rocky Mountains the soil is good, but no rain; hence desert. Where irrigation is possible, good crops.

(d) AGRICULTURE: What pupils have been on a farm? Make farm life vivid and attractive by picture, story, etc. Then call attention to the plants of commerce-things farmers raise in different parts of country.

Point out the relation of these different crops to climate.

1. In the South a farm is called a plantation; produces rice, cotton, sugar cane.

2. In California and the Rockies a farm is a ranch; produces wheat, fruit, horses, cattle.

3. In the East, farm is the name; produces wheat, oats, corn, fruit, potatoes, hay, etc.

By this time the class garden is sprouting and daily observations should be made by children on the processes of growth. May keep notes in a little book from day to day. "CULTIVATION OF PLANTS FOR FOOD."

"Vegetables, Fruits."

Draw out a list of vegetables found at the grocer's: Cabbage, carrots, potatoes, peas, beans, beets, etc.

Same of fruit: Apples, cherries, cranberries, etc.

Other food plants: Wheat, corn, rice, etc.

Where each of these comes from. How it is raised; farms have gardens where the family raises its own vegetables.

FRUIT VINES.-Grapes, strawberries, beans, peanuts, peas.

Where are they raised? "DISTRIBUTION OF PLANT LIFE ON EARTH."

(Same as topic in geography.)
"AREAS OF STAPLE PRODUCTS."

(See Frye's Elements.)

66 AREAS OF CULTIVATION." Take map of the world and point out in a general way that the plains of the world, as a rule, furnish the food for the people. These are suitable for cultivation because they have rich soil and are nearly level; also they are usually well supplied by rains. "WILD AND CULTIVATED FLOWERS OF NEW YORK."

Here again beginning is to be made with the experience of the children. If wild flowers can be found near the school let these be used.

Cultivated flowers can be raised in school or brought there. Probably half the children have flowers at home. They will gladly loan them for study.

From these concretes, pass to others merely named. In the fall term this topic should be taken up in September while flowers are still plentiful. In the spring term it should be taken up late in the term, after spring flowers appear.

life in North America. In California and the Rockies a farm or ranch: wheat, fruits (what ones), horses, cattle. Review plants in relation to soil, climate, rainfall. In six or eight States of the West soil is good, but no rain, hence desert. California is noted for its fruit, which is wholly produced by irrigation. Similarly, Rocky Mountain States, like Utah, California, New Mexico, etc.

Lesson 2.--Collections. Observations on fruit; relation to flower and rest of plant. Physiologically a plant exists only to produce fruit.

Twelfth Week.

Lesson 1.-Distribution of plant life in North America. In South a farm or plantation: rice, cotton, sugar-cane. Review of weeks 10, II and 2 (1). Lesson 2.-Collections. Observations. Study of fruit. Draw out list of those found at grocer's; apple,

In the following plan I shall attempt to show how this subject can be practically treated in the classroom.

Teachers in this large city are handicapped by many disadvantages and the facilities for teaching zoology are rather limited.

In planning the work of a term we must take two important factors into consideration: The amount to be taught as required by the curriculum; the time alloted.

With these two limitations to start let us see what can be done. We are to teach:

"Distribution of animal life on the

globe."

"Typical animals of land and sea." "Adaptation of the animal to its environment, food, enemies, mode of life habits."

"Classification of quadrupeds, of birds. Articulates, fishes, radiates, reptiles, mollusks."

A great task! All this to be accomplished in one term, one hour per week.

Let us consider the aim. Why should we teach zoology?

I. To train the child to observe. To reflect upon what he. observes. Το draw an inference.

2. To acquire knowledge, which will furnish content for language.

3. To cultivate his higher nature; to teach him to love "All things great and small." With these aims in view and knowing that in order to observe characteristics, we must have the object before us, let us proceed to consider the means within our reach to approach our ideals.

Having an aquarium in the classroom, and visiting the menagerie, are excellent stimuli to interest, but for systematic work we ought to have the object before us.

Leutmann's Zoological Charts are excellent substitutes for the real animal. The pictures are large and show the animal in its environment and in certain characteristic attitudes. In many instances its food and home are shown, as in the charts of the camel in the desert, the chamois climbing the high mountains, the condor and its prey, etc.

If the pictures relative to the lesson be hung upon the wall before the lesson begins and the children permitted to observe, you will be surprised at the amount of knowledge they will thus acquire. Then through the skillful guidance of the teacher, the child compares and reaches a conclusion through his own activity. In this way the writing of a composition becomes an easy matter, because the child has something to say.

After a series of such lessons the child generalizes without difficulty. He sees for himself that although the cat, lion, leopard, hyena and jaguar differ greatly still they have such marked resemblances that they should be placed in one family.

Through his observations he has discovered that there are many kinds of teeth, feet, bills, tongues, and that each kind has its special use. He wonders why the eagle has such a

sharp and pointed beak, such sharp claws; why the giraffe has a long neck, the bee a sting; why the turtle draws itself within its hard shell. In all these lessons the child's mind is hard at work asking and discovering the why and wherefore of things. This is receiving valuable training.

Let us take as an example a lesson on the Cat Family. Here we proceed from the individual notion to the general. A day or two preceding the lesson direct the children to observe the cat and record their observations.

CAT.-Claws, pads, mouth, teeth, tongue, eyes, ears, whiskers, fur. When you play with your cat can you feel her claws? Why not?

When have you seen her claws?

When she tried to catch a mouse.
When angry and ready to scratch.
When climbing.

What have you noticed about these claws?

They are sharp, the cat can draw them in and out.

I wonder why the cat has such sharp claws?

To catch her prey.

To defend herself.

Why must the cat defend herself?
Because she has enemies.
Who are her enemies?
Dogs, etc.

Have you noticed the bottom of each paw? What did you see?

Little round soft cushions. Can you think why the cat has cushions or pads?

So she can catch her prey without being heard.

Have you ever watched a cat open its mouth? Is it wide?

It is very wide.

Can you think of a reason?

This helps her to hold the mouse.