246 NAT URE-ST UD Y RE VIE W 



Why do not all the seed-boxes (ovaries) of single flowers become 

 enlarged and bear seeds? 



What besides seeds will not grow if flower pistils are not helped 

 by pollen ? 



To raise melons in a greenhouse in winter the blossoms must be 

 polHnated "by hand." Why? 



To raise cucumbers for the early market, a hive of bees is 

 taken into the greenhouse. Why? 



Why do bee-keeping and fruit-raising go well together? 



Without the visits of insects carrying pollen, and in many 

 cases the pollen not merely of other plants but of other varie- 

 ties, we should have few if any melons, cucumbers, strawberries, 

 cherries, plums, grapes, cranberries, pears, apples, etc. (Lovell, 



The Flower and the Bee.) 

 Adaptations of Other Flowers 



In later lessons, in the school room and during trips to green- 

 houses, gardens, parks, and woods, blossoms of many of the above 

 as well as of wild plants should be compared with those already 

 studied and their special adaptations for receiving help from 

 insects made out if possible. 

 Correlations: — Story writing — Life History of a Bulb. 



Keeping a Nature Note-hook, with outlines, stories, pictures of 

 bulbs and flowers pasted in, diagrams and sketches, made by 

 the children, of flowers and flower structure and of btilbs in differ- 

 ent stages of development, new bulbs forming (next lessons), 

 etc. (See Bailey, Henry Turner, Nature Drawing). 

 Poems. — 



If these lessons are properly taught, bulbs and bulb flowers 

 and other flowers will mean more to the children than .they did to 

 him of whom it was said : 



"A primrose by the river's brim 

 A yellow primrose was to him. 

 And it was nothing more." 



Instead they can appreciate Wordworth's "Daffodils" and 

 can say with Longfellow, — 



"In all places then and in all seasons, 

 Flowers expand their light and soul-like wings 

 Teaching us by most persuasive reasons, 

 How akin they are to human things." 



