OUTLINE STUDY OF SEEDS AND SEEDLINGS. 2I4 



Observation. — What part of the seed first breaks through the 

 seed-coat? Is this the same for all the seeds? Is it better for 

 the root to grow first? Would it not be just as well if the stem 

 and leaves came out before the root grew ? Why ? 



Do you see any special growth on the peg of the squash seed 

 that helps the young squash plant get out of the seed-coat? 



Does more than one root come through at first? Is this the 

 same in all the seeds? In what direction does the first root (or 

 roots) grow? Does the root grow downward in the seeds where 

 the peg was placed horizontally or pointing vertically upwards? 

 Would it not be just as well if the roots grew vertically upwards 

 or sideways? Why? 



Would the gardener's or farmer's work be any different if roots 

 did not always grow downward in germination? Explain how. 



After a time does the root begin to branch? If so, in what 

 direction do these side roots grow? Would it not be better if 

 they grew directly downward just as the first root grows? 

 Why ? 



Can you see any fine white hairs (root-hairs) growing on the 

 surface of the root? If so, do they cover all the root? Do they 

 grow up to the very tip ? What do you think they are for ? 



What part of the seed first appears above ground? Does this 

 part appear before or after the branch roots have begun to grow ? 

 Is this the same in all the plants ? 



Drawings and written descriptions as above. 



Note. — In these exercises the pupil begins to study the plant 

 in action. It is doing something. The value, as in the study of 

 seeds, consists in practice in observation, expression, and inter- 

 pretation. That the first root grows vertically downward is a fact 

 worth knowing. It is of infinitely more value to have reasoned 

 out, even in the most elementary manner, the meaning and sig- 

 nificance of this. Here, also, is emphasized the fact that obser- 

 vation is something more than merely looking at an object. 

 It implies an active attitude on the part of the pupil in which 

 definite questions are put and their anszvers sought in the objects 

 studied. 



Besides the educational discipline secured, the pupil will learn 

 the followinsr facts : 



