heir favourite
flowers.

~Observations.~--The pansy flowers are now distributed and the general
form of the flower is first noted. The resemblance to the face of an
animal will be discovered. The name _corolla_ is given, but no other
botanical terms are to be introduced in this lesson.

The details of colours, perfumes, velvety feeling of the corolla, and
the number of leaflets in it are next _discovered_ and described by the
_pupils_. Lastly, in a withering flower they discover the seed cases and
the little seeds.

LESSON II

The conception of the relationship between the flower, root, and stem is
developed by a method similar to the following:

What soon happens to a pansy flower after it is broken from the plant?
Are the flowers that you have in your hands withering?

How can you keep them from withering?

Hence, what must the flower get from the stem?

Where does the stem get the moisture?

Hence, what is one use of the root?

A pupil is asked to pull the plant out of the soil in the flower-pot.
What is another use that you have discovered for the root?

The plant is now uprooted from the soil, and the pupils examine the root
to find how it is fitted for gathering water and food from the soil and
for holding the plant in place.

Note the number of branches touching a great deal of soil and also the
twisted form of the roots for grasping the soil.

The form of the leaves is studied by the pupils, and, as a test of the
accuracy of their observation, they are asked to pick out the pansy
leaves from the pile of leaves.

_To the teacher._--The pupils must be active participants in the lesson.
They must use their eyes, hands, and even their noses in gaining
first-hand impressions, and they are to be required to express in their
own way the things that they discover. The beautiful flower with its
face like that of an animal is an appeal to the child's imagination, and
the child's interest in the _use_ of things is utilized in the study of
the relations of root, stem, and flower.

This lesson may be used as the basis for busy work by means of the
following correlations:

1. With art:

Represent the flower in colours.

2. With reading and literature:

The pupils are required to express the meaning and sentiment of the
following stanza:

The pansy wakes in early spring
To make our world more bright;
All summer long its happy face
Fills children with delight,

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