OUTLINE STUDY OF SEEDS AND SEEDLINGS. 2O9 



The outlines suggest a way to take up with grade pupils 

 the topics indicated. The questions may either be asked of the 

 class vocally, or each pupil may be supplied with a specimen 

 and a mimeographed copy of the cpestions. Or the questions 

 may be written on the blackboard. The main point is that 

 the pupil shall proceed as independently as possible in his ob- 

 serving and thinking. The " Notes," of course, are for the 

 teacher only. 



About a week may profitably be spent on the structure of seeds. 

 At the beginning of the study, seeds of the bean, pea, corn, squash, 

 and castor-oil should be planted in boxes of soil after being 

 soaked in water over night. 



About three days before needed, seeds of the same kinds should 

 be soaked over night and placed to germinate in moist sawdust, 

 sphagnum, or between blotters. 



The Structure of the Bean Seed. 



Outside Parts. 



Material. — Three or four dry bean seeds for each pupil. 



Obscrz'alion. — Observe and describe the shape of the seeds. 

 Are they all practically the same shape ? Mow many times as long 

 as broad ? How many times as broad as thick ? Make drawings 

 four times as large as the seed to show the shape as seen from (a) 

 the side, ( b ) the edge, (c) the end. Describe the color of the seed. 

 Do you find any diflr'erences in color? If so, describe them. Ob- 

 serve a seed that has been soaked over night. Does it differ in 

 any way from the dry seeds. If so, how? Do you find any 

 parts or marks (besides differences in color) on the surface? If 

 so, tell all you can about where they are, and their size and shapes. 

 Alake another drawing, enlarged four times, to show the parts 

 you have observed. Write a paragraph telling clearly and accu- 

 rately all you have learned about the structure of the bean seed. 



Note. — This is not a memory exercise and the pupil should not 

 be given any technical names of the structures observed. The 

 aim is to teach the pupil to see the natural object as it is, and to 

 describe it as seen in as clear and accurate a manner as possible. 

 In the process the pupil acquires a knowledge of the seed struc- 



