APPENDIX I 

 DIRECTIONS FOR LABORATORY AND FIELD WORK 



Many plants will grow readily in the classroom, adding to its 

 attractiveness, and at the same time furnishing material for study 

 and experiment. They may be grown either in pots or in window 

 boxes ; the latter can be bought or easily made. Good loamy 

 soil with plenty of hvmius should be used. The following plants 

 are quite hardy and should be tried before an attempt is made to 

 grow others which may prove much more difficult : Geranium, 

 Pelargonium, Begonia, umbrella plant, ferns, Vinca, wandering 

 Jew (Tradescantia) , rubber plant (Fictis), century plant, and 

 various cacti. 



Methods of making simple aquaria for the cultivation of algae 

 and other water plants are described in Hodge's Nature Study and 

 Life. 



Chapter I 



See the footnote on page i . Should the flowers of squash, pumpkin, 

 or cucumber not be available at the time this chapter is taken up, some 

 other reasonably simple flower may be used — such, for example, 

 as the buttercup, anemone, crocus, hyacinth, lily, strawberry, morning- 

 glory, petunia, or tomato. In case such a substitution is made, it 

 will be necessary for the teacher to modify the directions here given so 

 far as they apply to the flowers. 



1. Put some squash or pumpkin seeds into lukewarm water and 

 leave them in the water over night. Examine these soaked seeds 

 and compare them with unsoaked ones. 



2. Notice the scar at the pointed end of a seed. What caused 

 it? In one end of the scar and a little to one side of the point of 

 the seed, find a deep hole or depression, the micropyle. If there 

 is more than one depression, the micropyle is the deepest. How 

 far into the seed does the opening of the micropyle go ? 



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