788 Handbook of Nature-Study 



Method Typical blossoms of different varieties of apples should be 

 brought into the schoolroom, where the pupils may closely observe and make 

 notes about their appearance. Each pupil should have one or two apples 

 that may be cut in vertical and transverse sections, so that the pulp, core- 

 lines, carpels and seeds may be observed. After this lesson there should be 

 an apple exhibit, and the pupils should be taught how to score the apples 

 according to size, shape, color, flavor and texture. 



Observations i. Sketch the shape of your apple. Is it almost spheri- 

 cal, or flattened, or long and egg-shaped, or with unequal tapering sides? 

 How does the shape of the apple help in determining its variety ? 



2. What is the color of the skin? Is it varied by streaks, freckles or 

 blotches ? Has it one blushing cheek the rest being of a different color ? 



3. Is the stem thick and fleshy, or short and knobby, or slender and 

 woody and long ? Does each variety have a characteristic stem ? 



4. Is the cavity or depression where the stem grew narrow and deep 

 like a tunnel, or shallow like a saucer? 



5. Examine the blossom end, or basin. What is its shape? Can you 

 find within it the remnants of the calyx-lobes, the stamens and the pistils of 

 the flower ? 



6. What is the texture of the skin of the apple ? Is it thin, tough, waxy 

 or oily? Has it a bloom that may be rubbed off? From what sort of 

 injury does the skin protect the apple? 



Experiment i. Take three apples of equal soundness and peel one of 

 them; place them on a shelf. Place one of the unpeeled apples against the 

 peeled one, and the other a little distance from it. Does the peeled apple 

 begin to rot before the other two ? Does the unpeeled apple touching the 

 peeled one begin to decay first at the point of contact ? 



Experiment 2. Take an apple with a smooth, unblemished skin and 

 vaccinate it with some juice from an apple that has begun to decay; per- 

 form the operation with a pin or needle, pricking first the unsound fruit and 

 then the sound one ; this may be done in patterns around the apple or with 

 the initials of the operator's name. Where does this apple begin to decay? 

 What should these two experiments teach us as to the care and storage of 

 fruit ? 



7 . Cut an apple through its center from stem to blossom end. Describe 

 the color, texture and taste of the pulp. Is it coarse or fine-grained? 

 Crisp or smooth? Juicy, or dry and mealy? Sweet or sour? Does it 

 exhale a fragrance or have a spicy flavor? 



8. Is the flesh immediately surrounding the core separated from the 

 rest of the pulp by a line more or less distinct ? This is called the core-line 

 and differs in size and outline in different varieties. Can you find any 

 connection between the stem and blossom ends and the core ? Can you see 

 the fibrous threads which connect them? 



9. Cut an apple transversely across the middle. In what shape are 

 the seed-cells arranged in the center? Do the carpels, or seed-cells, vary 

 in shape in different varieties? Are they closed, or do they all open into a 

 common cavity? Can you see, between the core-lines and the skin, faint 

 little dots? Count, and tell how they are arranged in relation to the star 

 formed by the core. 



10. The stiff, parchment-like walls of the seed-cells are called carpels 

 How many of these does the apple contain ? Do all apples have the same 

 number of carpels? Are the carpels of all varieties smooth and glossy, or 



