- periment in the wind. Remove the
wing from a seed and toss it and an uninjured seed into the air together. What do you infer from these experiments?
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Fig. 29.—Cones of Hemlock (above), White Pine, Pitch Pine.
Suggestions.—Few subjects connected
with the study of plant-life are so
useful in schoolroom demonstrations as
germination. The pupil should prepare
the soil, plant the seeds, water them, and
care for the plants. 10. Plant seeds in
pots or shallow boxes. The box should
not be very wide or long, and not over
four inches deep. Holes may be bored
in the bottom so it will not hold water.
Plant a number of squash, bean, corn,
pine, or other seeds about an inch deep
in damp sand or pine sawdust in this
box. The depth of planting should be
two to four times the diameter of the
seeds. Keep the sand or sawdust moist
but not wet. If the class is large, use
several boxes, that the supply of specimens
may be ample. Cigar boxes and
chalk boxes are excellent for individual
pupils. It is well to begin the planting
of seeds at least ten days in advance of
the lesson, and to make four or five different
plantings at intervals. A day or two
before the study is taken up, put seeds
to soak in moss or cloth. The pupil
then has a series from swollen seeds to
complete germination, and all the steps can be made out. Dry
seeds should be had for comparison. If there is no special room
for laboratory, nor duplicate apparatus for every pupil, each experiment
may be assigned to a committee of two pupils to watch
in the schoolroom. 11. Good seeds for study are those detailed
in the lesson, and buckwheat, pumpkin, cotton, morning glory,
radish, four o'clock, oats, wheat. It is best to use familiar seeds
of farm and garden. Make drawings and notes of all the events
in the germination. Note the effects of unusual conditions, as
planting too deep and too shallow and different sides up. For
hypogeal germination, use the garden pea, scarlet runner or Dutch
