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 aërial 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 gradually become accustomed to describe
whatever they can see. They have, at any rate, used their eyes; and,
though they may not understand the real meaning of anything they have
seen, they are prepared to discuss the subject intelligently when they
come together in the class. If they will first write out their unassisted
impressions and, subsequently, an account of the same thing after they
have had a recitation upon it, they will be sure to gain something in the
power of observation and clear expression. It cannot be too strongly
urged that the number of facts that the children may learn is not of the
slightest consequence, but that the teacher should aim to cultivate the
quick eye, the ready hand, and the clear reason.

The root of the Morning-Glory is _primary_; it is a direct downward growth
from the tip of the caulicle. It is about as thick as the stem, tapers
towards the end, and has short and fibrous branches. In some plants the
root keeps on growing and makes a _tap-root_; in the Bean, it soon becomes
lost in the branches. These are all simple, that is, there is but one
primary root. Sometimes there are several or many, and the root is then