22 



Seeds. 



As soon as the fall rains come we have sprouting on every 

 side the many forms of seeds whose distribution has been studied. 

 Consequentl}' among the plant lessons the growing of seeds may 

 well follow those on distribution of seeds. It is well at the very 

 start for the teacher to have in mind something ot the true mean- 

 ing of the seed. 



This will serve as the best guide to the use of the seed and 

 its activities as lessons, even the most elementary. The full under- 

 standing of the significance of the seed would include, with other 

 things, the knowledge of that part of its structure which points 

 to the relationships of the seed-forming plants to those of lower 

 forms. Such matters would obviously be out of place here 



The view of the seed as a plant itself, being a phase in the 

 existence of the plant's life adapted to certain conditions is 

 the one to be kept in mind. These conditions are those con- 

 nected with its distribution, including its ability to remain dor- 

 mant a long time, its having the means of transportation as 

 already studied in distribution, and its preparation for making a 

 start in growth, in a favorable place, and continuing this 

 growth until its organs for obtaining food from the air and the 

 soil are well developed. This view will give us direction in the 

 study of the structure of the seed, and in methods of observing 

 the activities of the the growth of its parts. 



Of the two lines of study of the seed, its structure and its 

 action in growth, logically it might be considered that the lessons 

 on structure should come first. It will be found, however, that 

 there will be greater interest in the work if first we see the seed in 

 action and then follow with the seeking out of the parts concerned 

 in tht action. 



Growth of Seeds. 

 Do not confine the lessons to one form of seed as is sometimes 



