CHAPTER I. 



SEEDLINGS. 



1. Numerous seedlings of the common plants should be 

 examined by the beginner. An outline sketch of one or 

 more specimens should be made to insure a careful inspection 

 of every detail. Like the mature plants, the seedlings have 

 three evident parts or organs ; namely, root, stem and leaves. 

 These present numerous variations in form and mode of 

 growth, which may be seen by examining specimens repre- 

 senting many different species of plants. They should be 

 studied in the early stages of germination, and also observed 

 at intervals until the ordinary foliage leaves appear upon the 

 stem. This can be conveniently done if the following direc- 

 tions are heeded. 



Q-erminator. — Provide a shallow box of sand (or soil or sawdust, but if 

 sawdust is used, that of the Oak and Chestnut must be avoided), and in this 

 plant a number of different kinds of seeds. Any or all of the following may 

 be used :' Bean, Pea, Castor Bean, Mustard, Coreopsis, Maple, Radish, Lark- 

 spur, Sunflower, Phlox, Squash, Four-o' clock. Mallow, Touch-me-not, Morn- 

 ing Glory, Eschscholtzia, Wild Cucumber, Onion, Com, Wheat and Pine. 

 Keep sufficiently warm and moist to insure quick germination. Use the 

 seedlings for study in connection with the paragraphs that follow. The ger- 

 minator should be kept in the class-room or other convenient place. It 

 should be so ample that each pupil may have all the specimens desired for 

 each lesson. In case of large classes several boxes should be used. 



2. Shortly after the seeds have been subjected to a proper 

 degree of temperature and moisture, the embryo or plantlet 

 (popularly called the " germ ") begins to grow. A slender 



' If all the seeds named are used, all of the conspicuous variations in coty- 

 ledons, etc., will be shown ; but the Bean, Morning Glory, Corn, Wheat and 

 Pine might be taken as desirable examples, if but a few can be used. 

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