Jane Newell Moore

“ An organ (Εργον, meaning work) is any part that does a special work, as the leaves, the stem of a plant, and the eye, the ear of animals. An organism is a living being made up of such organs. The inorganic world contains the mineral kingdom; the organic world includes the vegetable and animal kingdoms.
One's aim in these lessons should always be to tell the pupils as little as possible. Try to lead them to think out these things for themselves. ”

“ This method of teaching, however, requires much, very much, of the teacher. He must be himself intelligent, well trained, and able to give time to the preparation of his lessons. It seems to us, who are but amateurs, as if it were impossible to teach thus without a thorough comprehension of the whole field. Our own ignorance oppresses us so much that we feel tempted to say that we cannot attempt it. ”

“ At an early stage of their growth it is impossible to tell what they are to become. They develop into the organ needed for the particular work required of them to do. The organ, that under other circumstances might develop into a leaf, is capable of developing into a petal, a stamen, or a pistil, according to the requirements of the plant, but no actual metamorphosis takes place. Sometimes, instead of developing into the form we should normally find, the organ develops into another form, as when a petal stands in the place of a stamen, or the pistil reverts to a leafy branch. ”

“ These waste substances, composed chiefly of carbon and hydrogen, unite with oxygen breathed in from the air, forming carbonic acid gas and water, which are breathed out of the system. The action is a process of slow combustion, and it is principally by the heat thus evolved that the body is kept warm. As we are thus constantly taking oxygen from the air, a close room becomes unfit to live in and a supply of fresh air is indispensable. The cycle of changes is completed by the action of plants, which take in carbonic acid gas, use the carbon, and return most of the oxygen to the atmosphere. ”

“ If no bud can be seen in the Pea, the experiment may be tried of cutting off the top of the seedling plant. Buds will be developed in the axils of the nearest leaves, and it will be shown that each is a compound leaf with two appendages at its base, called stipules, and with a tendril at its apex. Buds can be forced in the same way to grow from the axils of the lower scales, and even from those of the cotyledons, and the lesson may be again impressed that organs are capable of undergoing great modifications. ”

“ The method of beginning with the simpler forms of life is one that appeals to the scientific tendencies of the day. It seems logical to begin with lower forms and work up to the higher. But this method is only suitable for mature minds. We do not teach a child English by showing him the sources of the language; he learns it by daily use. So also the beginning of the study of any Natural Science by the young should be the observation of the most obvious things about them, the things which they can see, and handle, and experiment upon naturally, without artificial aids. ”

“ The roots of air-plants, such as certain orchids, draw their nourishment from the air.
The experiment of marking roots and stem has been already tried, but it should be repeated. Repetition of experiments is always desirable, as it fixes his conclusions in the pupil's mind. The stem grows by a succession of similar parts, phytomera, each part, or phyton, consisting of node, internode, and leaf. Thus it follows that stems must bear leaves. The marked stems of seedlings show greater growth towards the top of the growing phyton. It is only young stems that elongate throughout. ”

“ The caulicle can be proved by the manner of its growth to be of the nature of stem, not root. The main root grows from its naked end. Roots can also grow from the sides of the caulicle, as in Indian Corn. In this, it acts precisely as does the stem of a cutting. It can be prettily shown with the seedlings by breaking off a bean at the ground and putting the slip in water. It will throw out roots and the pupil will readily understand that the caulicle does the same thing. ”

“ Light is not necessary, and in winter time the neighborhood of the furnace is often a very convenient place to keep them safe from frost. They should not be in the sun while germinating. When the first sprouts appear above the ground let another set be planted, and so on, till a series is obtained ranging from plants several inches high to those just starting from the seed. The seeds themselves should be soaked for a day and the series is then ready for study. The time required for their growth varies according to the temperature, moisture, etc. ”

“ All living things must have oxygen to breathe, and this gas is as needful for the germination of seeds, and the action of roots and leaves, as it is for our maintenance of life. It is hurtful for plants to be kept with too much water about their roots, because this keeps out the air. ”

“ If the stems of flowers are cut under water they will last a wonderfully long time. "One of the most interesting characteristics of the woody tissues in relation to the transfer of water is the immediate change which the cut surface of a stem undergoes upon exposure to the air, unfitting it for its full conductive work. De Vries has shown that when a shoot of a vigorous plant, for instance a Helianthus, is bent down under water, care being taken not to break it even in the slightest degree, a clean, sharp cut will give a surface which will retain the power of absorbing water for a long time ”

“ In the older parts the scars become less noticeable. Strong young shoots, especially those which come up from the root, are strongly angled, with three ridges running up into each leaf-scar, making them almost club-shaped. There are often from twenty to thirty leaves in one year's growth, in such shoots, and all the leaves are not rudimentary in the bud. The growth in this case is said to be indefinite. Usually in trees with scaly buds the plan of the whole year's growth is laid down in the bud, and the term definite is applied. ”

“ Sea-anemones are fixed to the rock on which they grow, while some of the lower plants are able to move from place to place, and it is hardly safe to affirm that a jelly-fish is more conscious of its actions than is a Sensitive Plant, the leaves of which close when the stem is touched.
There is no real division between animals and plants. We try to classify the objects about us into groups, according to the closeness of their relationships, but we must always remember that these hard lines are ours, not Nature's. ”

“ For the first recitation each is to tell what he has discovered. The specimens are not in sight during the recitation. In learning the lesson, books are not used; for, if they are used, no books will contain a quarter of what the pupil may see for himself. If there is time, each member of the class is allowed a chance to mention anything not named by any of the rest. The teacher may suggest a few other points for study. The pupils are not told what they can see for themselves. An effort is made to keep them working after something which they have not yet discovered. ”

“ The small, feathery twigs and branches that are often seen on the trunks and great limbs of the elm grow from buds which are produced anywhere on the surface of the wood. Such buds are called adventitious buds. They often spring from a tree when it is wounded.
"The American elm is, in most parts of the state, the most magnificent tree to be seen. From a root, which, in old trees, spreads much above the surface of the ground, the trunk rises to a considerable height in a single stem. ”

“ This is made from oats, which is a plant. Coffee and tea, bread made from wheat, potatoes, etc., all come from plants. [1] Beef, butter and milk come from the cow, but the cow lives upon grass. The plant, on the other hand, is nourished upon mineral or inorganic matter. It can make its own food from the soil and the air, while animals can only live upon that which is made for them by plants. These are thus the link between the mineral and animal kingdoms. Ask the scholars if they can think of anything to eat or drink that does not come from a plant. ”

“ The buds are long and tapering, the scales thin and scarious, the outer naked, the inner with long, silky hairs. Remove the scales one by one, as in Lilac. The outer four or six pairs are so minute that the arrangement is not very clear, but as we proceed we perceive that the scales are in alternate pairs, as in Horsechestnut; that is, that two scales are exactly on the same plane. But we have learned in the Lilac that the scales are modified leaves, and follow the leaf-arrangement of the species. The Beech is alternate-leaved, and we should therefore expect the scales to alternate. ”

“ It is always bad for a pupil to attempt to describe what he sees but imperfectly. He will be sure to jump at any conclusions which he thinks ought to be correct.
The leaf-scars are semicircular, small and swollen.
The bud-rings are plain. The twigs make a very small growth in a season, so that the leaf-scars and rings make them exceedingly rough.
The flower-cluster scars are small circles, with a dot in the centre, in the leaf-axils. The flowers come before the leaves.
The leaf-arrangement is alternate on the 2/5 plan. The pupils may compare the branching with that of their other specimens. ”

“ 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. ”

“ The gardener imitates them in the process called layering, that is, bending down an erect branch and covering it with soil, causing it to strike root. When the connecting stem is cut, a new plant is formed. Long and leafless stolons, like those of the Strawberry are called runners. Stems creep below the ground as well as above. Probably the pupil will think of some examples. The pretty little Gold Thread is so named from the yellow running stems, which grow beneath the ground and send up shoots, or suckers, which make new plants. ”

“ The wood-cells are cells which are elongated and with thickened walls. There are many kinds of them. Those where the walls are very thick and the cavity within extremely small are fibres. A kind of cell, not strictly woody, is where many cells form long vessels by the breaking away of the connecting walls. These are ducts. These two kinds of cells are generally associated together in woody bundles, called therefore fibro-vascular bundles. We have already spoken of them as making the dots on the leaf-scars, and forming the strengthening fabric of the leaves. ”

“ The object aimed at is to teach the pupils about the things which they can see and handle for themselves. Looking at sections that others have prepared is like looking at pictures; and, while useful in opening their eyes and minds to the wonders hidden from our unassisted sight, fails to give the real benefit of scientific training. Plants are built up of cells. The delicate-walled spherical, or polygonal, cells which make up the bulk of an herbaceous stem, constitute cellular tissue (parenchyma) . This was well seen in the stem of the cutting of Bean in which the roots had begun to form. ”

“ The pupils can observe in their growing seedlings some of the points mentioned and have already noticed a few in their answers. They have said that the caulicle was the part to grow first, and have spoken of the arched form of the young stem. Their attention should also be drawn to the root-hairs, which are well seen in Corn, Wheat, and Oats. They absorb the liquid food of the plants. A secondary office is to hold the seed firmly, so that the caulicle can enter the ground. ”

“ If no air has been allowed to enter, the match will go out at once. No animal could live in an atmosphere which could not support combustion.
From these experiments the pupils have seen that the life-sustaining quality of the air is used up by combustion and respiration. To bring in the subject of purification by plants, ask them why all the oxygen in the world is not exhausted by the people and the fires in it. After the subject has been explained, the following experiment can be prepared and put aside till the next lesson. ”

“ In other woods there are no ducts, or they are evenly distributed, but the transition from the close autumn wood, consisting of smaller and more closely packed cells, to the wood of looser texture, formed in the following spring, makes a line that marks the season's growth. ”

“ It is, doubtless, as good a way, perhaps the best, to begin with a single plant, and study root, stem, leaves, and flowers as belonging to a whole, but the problem is complicated by practical difficulties. ”

“ The volatile gases burn more readily than the carbon, and are the first substances to be driven off, so that the carbon is left behind nearly pure. In the same way we have driven off all the gases from the half-burned match and left the carbon. The teacher should have a piece of charcoal to show the pupils. It still retains all the markings of the wood.
If the combustion is continued, the carbon also unites with the oxygen of the air, till it is all converted into carbonic acid gas. ”