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. For this purpose abundant material is
indispensable. It is better not to attempt these lessons on seeds at
all, unless there is material enough for personal observation by all the
pupils.

After this preliminary work has been done, the names of the parts can
be given to the pupils. They may be written under each drawing
thus,--A=Caulicle;[1] B=Cotyledons; C=Roots; D=Plumule. The whole plantlet
in the seed is the _embryo_ or _germ_, whence the sprouting of seeds is
called _germination_.

[Footnote 1: The term radicle is still in general use. The derivation
(little root) makes it undesirable. Dr. Gray has adopted caulicle (little
stem) in the latest edition of his text-book, which I have followed. Other
writers use the term hypocotyl, meaning under the cotyledons.]

I consider this the best order to study the seeds because in the
Morning-Glory the cotyledons are plainly leaves in the seed; and in the
Squash or Sunflower[2] the whole process is plainly to be seen whereby
a thick body, most unlike a leaf, becomes an ordinary green leaf with
veins.[3] In the Sunflower the true leaves are nearly the same shape as
the cotyledons, so that this is an especially good illustration for the
purpose. Thus, without any hint from me, my pupils often write of the
Bean, "it has two thick leaves and two thin leaves." In this way the Bean
and Pea present no difficulty. The cotyledons in the first make apparently
an unsuccessful effort to become leaves, which the second give up