early pure wheat-starch. Of course the other ingredients, such as
the mineral matter and the like, might be referred to, but the starch at
least should be shown. When the seed is placed in proper soil, or upon a
support where it can receive moisture, and can get at the air and still be
warm enough, a part of the starch changes into a sort of gum, like that on
postage stamps, and finally becomes a kind of sugar. Upon this sirup the
young seedling feeds until it has some good green leaves for work, and as
we have seen in the case of some plants it has these very early."

[Footnote 1: Concerning a Few Common Plants, page 18.]

The presence of starch can be shown by testing with a solution of iodine.
Starch is turned blue by iodine and may thus be detected in flour, in
seeds, in potatoes, etc.

After all this careful experimental work the subject may be studied in the
text-book and recited, the recitation constituting a thorough review of
the whole.

A charming description of the germination of a seed will be found in the
Reader. V. The Birth of Picciola.

_Gray's Lessons_. Sect. II, 8-14. III. _How Plants Grow_. Sect. I, 22, 23.
II.

III

ROOTS.

This subject can be treated more conveniently while the young seedlings
are still growing, because their roots are very suitable for study. It
seems best, therefore, to take it up before examining the buds.

1. _Study of the Roots of Seedlings_.--One or two of the seedlings should
be broken off and the slips put into a glass of water. They will be
studied later. Bean and Sunflower are the best for the purpose.

Begin by telling the pupils to prepare for their first lesson a
description of the roots of their seedlings. Those grown on sponge or
paper will show the development of the root-hairs, while those grown on
sand are better for studying the form of the root. Give them also some
fleshy root to describe, as a carrot, or a radish; and a spray of English
Ivy, as an example of aerial roots.

Throughout these lessons, the method is pursued of giving pupils specimens
to observe and describe before teaching them botanical terms. It is better
for them to name the things they see than to find examples for terms
already learned. In the first case, they feel the difficulty of expressing
themselves and are glad to have the want of exact terms supplied. This
method is discouraging at first, especially to the younger ones; but,
with time and patience, they will gradua