t them write
answers to the following questions:

MORNING-GLORY.[1]

[Footnote 1: It has been objected that the Morning-Glory seed is too small
to begin upon. If the teacher prefer, he may begin with the Squash, Bean,
and Pea. The questions will require but little alteration, and he can take
up the Morning-Glory later.]

Tell the parts of the Morning-Glory seed.

What part grows first?

What becomes of the seed-covering?

What appears between the first pair of leaves?

Was this to be seen in the seed?

How many leaves are there at each joint of stem after the first pair?

How do they differ from the first pair?

SUNFLOWER OR SQUASH.

What are the parts of the seed?

What is there in the Morning-Glory seed that this has not?

How do the first leaves change as the seedling grows?

BEAN.

What are the parts of the seed?

How does this differ from the Morning-Glory seed?

How from the Sunflower seed?

How do the first pair of leaves of the Bean change as they grow?

How many leaves are there at each joint of stem?[1]

[Footnote 1: There are two simple leaves at the next node to the
cotyledons; after these there is one compound leaf at each node.]

How do they differ from the first pair?

PEA.

What are the parts of the seed? Compare it with the Morning-Glory,
Sunflower, and Bean.

How does it differ in its growth from the Bean?

What have all these four seeds in common?

[Illustration: FIG. 7.--Germination of Pea. _a_, caulicle; _b_,
cotyledons; _c_, plumule; _d_, roots.]

[Illustration: FIG. 8.--Germination of Bean.]

What has the Morning-Glory seed that the others have not?

What have the Bean and Pea that the Morning-Glory has not?

How does the Pea differ from all the others in its growth?

What part grows first in all these seeds?

From which part do the roots grow?

What peculiarity do you notice in the way they come up out of the
ground?[1]

[Footnote 1: This question refers to the arched form in which they come
up. In this way the tender, growing apex is not rubbed.]

The teacher must remember that, unless the pupils have had some previous
training, they will first have to learn to use their eyes, and for this
they will need much judicious help. They should be assisted to see what is
before them, not told what is there. It is absolutely necessary that these
questions should be thoroughly understood and correctly answered before
any conclusions are drawn from them. F