A Study of Celery. 1 1 3 



will have discovered for himself a strange and interesting 

 fact in nature. 



Written and oral descriptions should also be given. 



Other double flowers show still more wonderful transfor- 

 mations. Thus the flowering almond has had all its stamens 

 changed to petals and the pistil often to a leaf. The pu- 

 pils, having had their attention turned to this line of in- 

 quiry, will often bring in results of independent observa- 

 tions in the same direction. The water-lily shows every 

 stage of petal development from the stamen. 



Having had the foregoing lesson in spring before wild 

 roses are in bloom, direct pupils to examine the single roses 

 for beginnings of this development. They will often find 

 stamens which are beginning to show a change in form ; 

 hence the lesson that all our cultivated roses are produced 

 from single wild parents. Similar facts may be introduced 

 to illustrate the working of this law of evolution in other 

 things. 



The following are suggested : Apples produced from the 

 wild crab-apple, peaches and almonds from the same wild 

 parents, fantail doves, and indeed all ornamental doves, 

 from the wild pigeon. 



The fact that all cultivated things will degenerate into 

 the primitive form unless cultivated will furnish material 

 for lessons in morals. 



A STUDY OF CELERY. 



Directions. The teacher should bring in celery, or have 

 the children do so. If possible, plants should be had which 

 have roots attached. It is not necessary that each child 

 have a whole plant. One leaf with its long petiole is 

 sufficient for each. 



The lesson on the gentian introduced the pupils to plant- 

 life as a unit. They have seen the roots, stems, leaves, 

 flowers, etc. The object of this lesson on celery is to show 

 the children how some plants are built up. 



