LEAVES 9 
grow, should be taken up at intervals of a few days—the length of 
the intervals depending on the rate of growth—and drawn by the 
pupils on their slates. In this way the details of the history of 
the early life of a seedling could be worked out by the pupils 
themselves. In 8. I the work could be carried a stage further ; 
pupils might here be expected to ascertain and describe the 
difference in structure between the Bean seed and Maize grain, 
and to note the similarity of structure of the former to the Pea 
seed and of the latter to the Wheat grain. At this stage, too, the 
meaning of a ‘‘starch test” might be taught, when pupils could 
be led to discover the presence of starch in each type of seed. 
Special attention should be drawn to the system of roots each 
type gives rise to. 
The root-system in each case should have special attention 
bestowed upon it, and the two types of seed should be contrasted 
and compared. 
In 8. II Vegetable-marrow, Pumpkin, Kidney-bean, and other 
seeds might be similarly investigated and the use of the stored-up 
food supply discovered. If necessary, additional lessons could be 
given to 8. III and higher classes by expanding the work already 
done. 
Il].—_LEAVES.—Part 1. 
Parts ot a Leaf. Take any ordinary leaf and make 
out the following parts—stalk, blade, mid-rib, ribs, 
veins, margin, surface, axil (angle between attachment 
of leaf and stem, in which bud is produced). 
Use of Mid-rib, Ribs, and Veins. It will be seen in 
fig. 7 as also in the leaf under examination, that the mid- 
rib is really a continuation of the leaf stalk, and runs from 
the base to the apex of the leaf. Branching out from the 
mid-rib are the ribs, and running between and joining up 
these are the veins. ‘The mid-rib, ribs, and veins are 
in fact the stiff parts of the leaf, and, acting like the 
ribs of an umbrella, keep its surfaces stretched out and 
so exposed to the light and air. By placing the cut 
