Cornell Nature-Study Leaflets: Being a selection, with revision, from the teachers' leaflets, home nature-study lessons, junior naturalist monthlies and other publications from the College of Agriculture, Cornell University, Ithaca, N.Y., 1896-1904New York State College of Agriculture
History
Cornell Nature-Study Leaflets: Being a selection, with revision, from the teachers' leaflets, home nature-study lessons, junior naturalist monthlies and other publications from the College of Agriculture, Cornell University, Ithaca, N.Y., 1896-1904
New York State College of Agriculture
Natural history; Nature study
If one were to plant seeds of a Hubbard or Boston Marrow squash in loose
warm earth in a pan or box, and were then to leave the parcel for a week
or ten days, he would find, upon his return, a colony of plants like
that shown in Fig. 189. If he had not planted the seeds himself or had
not seen such plants before, he would not believe that these curious
plants would ever grow into squash vines, so different are they from the
vines which we know in the garden. This, itself, is a most curious
fact,--this wonderful difference between the first and the later stages
of nearly all plants, and it is only because we know it so well that we
do not wonder at it.
[Illustration: _Fig. 189. Squash plant a week old._]
It may happen, however,--as it did in a pan of seed which I sowed a few
days ago--that one or two of the plants may look like that shown in Fig.
190. Here the seed seems to have come up on top of the plant; and one is
reminded of the curious way in which beans come up on the stalk of the
young plant. If we were to study the matter, however,--as we may do at a
future time--we should find a great difference in the ways in which the
squashes and the beans raise their seeds out of the ground. It is not
our purpose to compare the squash and the bean at this time, but we are
curious to know why one of these squash plants brings its seed up out of
the ground whilst all the others do not. In order to find out why it is,
we must ask the plant, and this asking is what we call an experiment. We
may first pull up the two plants. The first one (Fig. 189) will be seen
to have the seed-coats still attached to the very lowest part of the
stalk below the soil, but the other plant has no seed at that point. We
will now plant more seeds, a dozen or more of them, so that we shall
have enough to examine two or three times a day for several days. A day
or two after the seeds are planted, we shall find a little point or
root-like part breaking out of the sharp end of the seed, as shown in
Fig. 191. A day later this root part has grown to be as long as the seed
itself (Fig. 192), and it has turned directly downwards into the soil.
But there is another most interesting thing about this germinating seed.
Just where the root is breaking out of the seed (shown at _a_ in Fig.
192), there is a little peg or projection. In Fig. 193, about a day
later, the root has grown still longer, and this peg seems to be forcing
the seed apart. In Fig, 194, however, it will be seen that the seed is
really being forced apart by the stem or stalk above the peg for this
stem is now growing longer. The lower lobe of the seed has attached to
the peg (seen at _a_, Fig. 194), and the seed-leaves seem to be backing
out of the seed. Fig. 195 shows the seed a day later. The root has now
produced many branches and has thoroughly established itself in the
soil. The top is also growing rapidly and is still backing out of the
seed, and the seed-coats are still firmly held by the obstinate peg.
Public-domain text, read in full here on John Shaqi.
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