GROWTH in seeds, buds, plants and flowers. Specimens of leaves illustrating form, described in terms of ratios. Duration determined by intrinsic characters. Specimens showing relations of the Time of growth, and the importance of noting the relations of acts of growth as to Specimens showing the importance of describing the Quantity Specimens showing the importance of observing Proportional Specimens showing Sequences of Proportional growth. Specimens showing Growth controlled by Pressure or Mechanical Specimens illustrating that an impression may be produced in a living object, and its outcome may not be observable till a later period. Delayed expression. Specimens illustrating living things as being Impressionable, and as the seats of storage of material or force. Examples of storage of material from growth. PART II. ILLUSTRATING THE STUDY OF SERIES OF ACTS OF GROWTH. Specimens showing the importance of subdividing the object observed into the parts that may grow or act separately. Animal specimens. Flowers and Inflorescence. Buds. Branches. Roots. Physiological division of the specimen into parts that act separately. Uniform series of acts of growth in two or more subjects. Similar series of acts of growth in two or more living things. Series of acts of growth uniform as to time, but not uniform as to relation in the quantity of growth. Series of acts of growth non-uniform; successive members being added to the series, and continuing to grow, while older members live on but cease to grow. (Reinforcement.) Series of acts of growth, the number of parts lessening as the growth proceeds. (Suppression.) Series of acts of growth, successive members of the series not being similar in kind. Series of acts of growth, successive members of the series not similar in quantity. Compound series of acts of growth. (Compound action.) Specimens showing that among like objects, synchronous nutrition is often followed by subsequent synchronous nutrition. (Syntrophy.) Specimens illustrating movements in plants, and the mechanism by which their movements are effected. CATALOGUE. IN training students to observe and think about living things a collection of specimens has been found useful, and the catalogue of such a museum is now given. It is hoped that this, while illustrating the principles put forward in preceding chapters, may indicate to School Teachers new methods of training their powers of observation and making logical inductions therefrom, as well as suggest methods of conducting object lessons and science classes, so as to give more mental training than is sometimes conveyed by science instruction. Specimens are here arranged and classified for the Physiology purpose of illustrating the principles and methods of action illustrated. seen in nature. Illustrations will be afforded of the proposition that "all vital phenomena must occur in a living thing, and all vital action necessitates not only supplies of food-material, but also stimulation by forces from without." All organic specimens are the results of growth. Specimens will be presented showing how physical forces may determine and control growth; some evidence may be afforded that physical forces may probably determine the evolution of an individual and of a species. Specimens are drawn from widely different classes of objects, among the lowest are inorganic objects, while amongst the highest results of organization is the human brain, which can only be studied efficiently in the results or outcome of its action. It may be shown that the methods of action in growth are similar to certain observed methods of brain action. There Growth is an essential difference between studying nerve-muscular and Movemovements, and the outcomes of acts of growth, for in such specimens we see readily the action in the subject, its results may be less obvious, in observing movements we see the outcome of action in the nerve-centre, not that action itself. ment. In the first part of the Catalogue each specimen is usually described as a single object; action is usually described as seen in an individual, thus the examples are here presented as simpler than the illustrations used in Part II. which are usually presented as series of acts of growth seen in two or more subjects or parts of the thing described. Specimens may first be demonstrated where we can easily observe the visible outcomes of growth-see germinated seeds, buds, leaves, plants, and flowers. PART I. Germinated seeds indicating processes and modes of growth. 1. Pea seeds dissected, showing the embryo and its testa or covering. The embryo has two large cotyledons, the germ lies between them and consists of the plumule and radicle. 2. Wheat seeds dissected, showing testa, perisperm, and embryo with one cotyledon. The perisperm is a store of material. 3. Models of seeds on an enlarged scale. 4. A series of germinated peas corresponding to ten days of growth. They grew under favourable circumstances of light and food supply. Remarks. If a pea seed be placed on damp moss and kept in the dark at a sufficient temperature, the access of air being free, it soon begins to sprout. The seed swells, and growth occurring in the embryo is followed by protrusion of the radicle, later the covering of the seed splits and the embryo stem rises into the air bearing a delicate tuft of leaves. The ascending axis of the seedling as it grows is seen to be bent a little below the apex, and the arched neck of the stem with the tender tuft of leaves pointing downwards, is pushed upwards by its elongation. This arched condition, this result of growth, is due to unequal elongation of the two |