9 
9 
Ik* 
[Written for Moore's Rural New Yorker.] 
HOME EDUCATION. 
Tijbre has been much speculation among philoso¬ 
phers axd learned men in regard to the real and ulti- 
timate designs of edneation. It is perfectly orthodox 
everywhere in community, In regard to the profes¬ 
sional man or woman,—they must ho educated. The 
dear and important interests of the people must not 
be placed in the hands of the unlearned and unskillful. 
And then, men and women must be well educated, 
who arc called to meet the public demands of busy, 
active life. 
No man can administer to the intellectual or moral 
demands of the public mind, destitute of the power of 
education. This sentiment is received as orthodox 
everywhere. Without the advantages wlifch a good 
education affords, people cannot well inert and con¬ 
quer the ills and stern necessities of human nature. 
Theology, medicine and law are sciences which it is 
popular to study. Quacks are a living terror to those 
who would see the machinery of life move on in un¬ 
disturbed harmony and order. Hence, when a young 
man or woman, impelled by the higher instincts of 
nature, is seen pursuing, earnestly and assiduously, a 
oonrse of study, the questions are heard, “What do 
they intend to become?" " What aro they fitting them¬ 
selves for?'' “Surely they cannot be wasting ho much 
of their precious time without some specific purpose?" 
An efficient and useful practice of medicine, theology, 
or law, requires much study and knowledge. It is 
a most glaring error to admit that an ignorant man 
can reach real eminence in any of the “ learned pro¬ 
fessions." Common experience, however, proves 
that many who are called learned, seem to have very 
little success. 
Another fact is very evident Were there more 
careful, earnest study among the masses, there would 
be far less occasion for the practice of the “ learned 
professions." The real enlightenment and elevation 
of society looks toward a time when there shall be far 
leas incumbents of the “learned professions." Hut 
all education that does look to the elevation and puri 
fying of the homo circle, is most sadly detioiont. In 
the light of the home circle must arise all true reforms. 
Were I able, in the zeal and strength of hope, to 
rear a superstructure of intellectual and moral purity 
in our land, I would begin at the domestic hearth. 
1 would not commence in the public throng. Were 
the mighty ocean to be emptied of its fiood, it would 
be folly to chain its giant surges as they go dashing 
over its dark bosom. Just arrest the raindrop before 
it falls to the earth, cut off the course of the merry 
streamlet as it goes singing to the sea, and how soon 
would the “ vasty deep " reveal its world of mysterious 
life and death. 
Step into the homes of our country and sit down by 
the hearthstone. Over many is gleaming the light of 
intelligence and beauty,—in many you may discover 
the rctiuiug light of home education,—yon will lind 
the mother and wife amply fitted to fill her station. 
She is qualified to instruct and guide her sons and 
daughters. They feci her controlling influence. Her 
feelings and emotions have been trained and disci¬ 
plined, her affections arc strong, genial and resolute. 
She was not educated for some ideal mission. She 
did not squander her younger years away upon the 
fooleries and frivolities of pride and fashion. There 
was more importance attached to the real pressing 
demands of life, than to the width or number of tlu> 
the flounces upon her dress. When Miss Brown,— 
who had the most ample means of administering to 
every passion and vain desire, - was spending her life 
in positive idleness, she was endeavoring to discipline 
and strengthen her mind by self-denial. She was en¬ 
gaged in touching, impelled by her thirst for real 
knowledge, and by the strong power of maternal love. 
She. has contended nobly with the ills and misfortunes 
of life, and lias conquered. And now site Is prepared, 
by a course of seasonable discipline, to adorn the 
noblest station of life. 
There, are some such homes. There are homos in 
which the beautiful machinery of domestic govern¬ 
ment seems to move with regularity and order. Every 
member of the household understands and maintains 
his relative duties, and from such homes radiate those 
cheering influences which honor (ion and bless man¬ 
kind. Hut there are very many sadder pictures of 
domestic education. There are many homes in which 
the refining power of discipline and education is not 
felt. The domestic hearthstone, instead of being a 
nucleus around which cluster love, virtue and refine¬ 
ment, seems a repelling power, and an object of ne¬ 
cessity rather than of love and beauty. 
The mother and wife has been most sadly disap¬ 
pointed in regard to her real raissiou. Him finds her¬ 
self almost entirely destitute ol’ that education requi¬ 
site to adorn her station. Instead of meeting her du¬ 
ties with a cheerful and resolute will, her spirit com¬ 
plains that life’s burden rests so heavily upon her. A 
shadow darkens that household,—there is no music 
there,—the hours pass heavily on,—there is jargon in 
the motions of domestic life. This is all the result of 
home education. 
Were I asked for a panacea for all the moral ills 
which infest the world,- were I to give a remedy, 
effectual and efficient for moral disease,—were 1 asked 
what would arrest the mighty tide of sensuality and 
licentiousness pouring over our land, 1 would say, 
purify mat educate the hums circle. Educate your 
daughters to become competent and efficient wives 
am) mothers, and educate your sons to become the 
worthy husbands of such daughters. This will do 
more than all the statute enactments or police ar¬ 
rangements in our land. J. W. Barker. 
liuliulo, N. Y,, I860. 
FALSE EDUCATION. 
Shame upon historians and schoolmasters for excit¬ 
ing the worst passions of youth by the display of false 
glories! If your religion hath any truth or influence, 
her professors will extinguish the promontory lights, 
which only allure to breakers. They will be assiduous 
in teaching the young and ardent that great abilities 
do not constitute gn at men, without, the right and 
uni emitting application of them; and that, in the 
sight of humanity and wisdom, it is better to erect 
one cottage than demolish a hundred cities. Down 
to the present day we have been taught little else than 
falsehood. We have been told to do this thing and 
that; we have been told we shall be punished unless 
we do; but at the same time we are shown by the 
finger that prosperity and glory, and the esteem of ail 
about us, rest upon other and very difh rei t founda¬ 
tions. Now, do the curs or the eye* *e,lu C 0 .be most 
easily, and lead the most directly to tne ncari? But 
both ears and eyes are won over, and alike are per¬ 
suaded to corrupt us.— Walter Savage Lanaor. 
• ♦ 
He that knows useful things, and not he that knows 
many things, is the wise man. 
[Written for Moore's Rural New-Yorker.] 
WHAT MADE THE DIFFERENCE. 
As the winter term of our district schools has begun, 
let me ask you, parents and pupils, to take a glance 
at the schools of a year ago in your vicinity, some of 
which were good, others bad, and tell me what made 
the difference. Doubtless your ready answer is,— 
why, some were fortunate enough to soenre good 
teachers, while others were not, either because they 
were afraid to open their purse strings far enough, or 
could not spend time to look up one. Are you, my 
friends, very sure that your answer is the correct one? 
Have yon studied the matter carefully, and sifted it 
thoroughly? If yon are right in believing that the 
teacher only is responsible for the reputation of your 
schools, will you tell me why we hoard so many re¬ 
marks like the following:—“/ don’t see why Jones 
can’t teach just as good a school as Smith.’’ “ 1 
should think Jones would keep lirst rate order, he is 
so stern and unflinching in other places." “ I haven’t 
been in to see, but they say the scholars do just as they 
please. I wish f had hired Smith, for they say ‘that 
their school beats anything else in town.’ t would, 
but I didn’t suppose Jones would fail here, though he 
hasn’t had the name of keeping first-rate order.” 
As you don’t seem to lind the exact difficulty in 
Jones, let us look at the circumstances of the two, a 
little. You all consider Jones equal to Smith at any¬ 
thing out of the line of teaching. Each taught his 
first terra in some out-of-the-way place, and we never 
heard much about it. The second term, Smith was 
engaged in a well regulated school, with a large num¬ 
ber of earnest, intelligent scholars, and parents who 
were determined to have their children know some¬ 
thing, and their sohool n good one. Jones taught in 
a tumble-down house, belonging to a district where 
education was below par, and school taxes a grudged 
investment, and, as a natural consequence, a lot of 
scholars that knew but little, and enred less about 
learning any more. That ho failed to acquire the 
name of being a good teacher in such a place need 
not surprise any one. That Smith would have done 
any better in the same place remains to be proved. 
The third term, Smith enters No. -t with the reputa¬ 
tion of being a good teacher, and keeping first-rate 
order, which his school of the previous winter, united 
witli his own energy and perseverance, gave him, and 
a successful course is confidently expected by ail con¬ 
cerned. And a successful course they have, not so 
much because Smith is a better teacher than Jones, 
as because all the component parts are expecting and 
therefore doing all in tin ir power to make it a good 
one, and putting down the few fault-finding remarks 
of the dissatisfied ones until they, too, give it up, and 
go with the rest in saying^mi “ can't ho heat, nor 
equaled even.” Jonhs, just as earnest and efficient, 
but with the reputation which his school of the pre 
ceding winter gave him still clinging to his name, 
enters your school amid shakes of the head, doubts 
expressed and unexpressed, and eyes opened wide to 
see if there should he the least bit of disorder. Some 
of tlie scholars are for fun; others stand outside and 
wait to see if the school is to be a good ono or not; 
others go inside, but instead of devoting their time to 
study, sit, watch the rest, and go away saying, “it 
was so noisy they couldn’t learn anything, and the 
school was a miserable one.” 
Why was it a miserable ono, I ask? You say, 
“Jones is a tine young man, a first rate fellow, but he 
hasn't til e faculty to get along in the schoolroom.” 
/ say it is because he is almost the only one in the dis¬ 
trict ready to work, - the rest of you aro carefully 
watching for the failure that must inevitably oomo, if 
the teacher has no one to help him. You might as 
well expect the sculptor (with whom the teacher is 
so often compared,) to embody the beautiful designs* 
which bis soul creates, with his block of marble set 
up by the wayside, and every passer-by permitted to 
hack it as he pleased, as to expect even the most per¬ 
fect of teachers to mold a character of beauty and 
symmetry during theshort timo the scholars are under 
his supervision, unaided by their own efforts and the 
hearty co-operation of their parents. 
But you, scholars, aro not blocks of inanimate mar 
ble,—you are immortal beings, like your teacher, and 
like him, responsible to yourselves, your country, and 
your Creator, for the use and improvement of those 
powers which lie bus given to your keeping. Jfyou 
would have a good school the present winter, he ready 
to do your part, and believe me it is no small part you 
have to do, for yon an- just as much a factor of the 
school as your teacher, —it is just as necessary that 
your part, should lie well done as that his should be. 
And if you cannot each do quite as much toward 
forming the character of yiwir school, you can do in¬ 
finitely more towards forming your own. It is upon 
your own exertions that your advancement mostly de¬ 
pends. I do not wish to take one iota from the re¬ 
sponsibility resting upon tho teachers' efforts, but / 
do say that you ran learn in almost any school if you 
will and if you do. I want it to be understood that I 
have reference to the forge scholars, or first classes, in 
these remarks, the smaller ones seldom trouble any 
teacher. 
To the parents 1 would say, when you catch your¬ 
selves in the act of finding fault with your teacher, 
pause and go to the schoolroom and compare his dis¬ 
cipline with your own, and if he is not overrun any 
worse than you are, go away and hold your peace, 
leaving him to manage the school unmolested by your 
opposing influence, if you will nut give him your sup¬ 
port. May Myrtle. 
Albion, N. Y., i860. 
* - ♦. + 
Education in Vermont.—' The State Teachers’ As¬ 
sociation adopted, during tho last session, the follow¬ 
ing resolution: 
Resolved, That when qualifications are equal, and 
equal services aro rendered, male and female Teachers 
should receive equal compensation. 
From a report on the progress of Common Schools 
in the State, wo learn that the whole number of chil¬ 
dren in the State is 89,000; of schools, 2,7.Vi; of teach¬ 
ers, -1,885. Average attendance, 47,000, or about 50 
percent. More than 17,000 have attended no Bchool 
at ail. Instances of tardiness, 800,000; eases of cor¬ 
poreal punishment, 0,882. Only 126 districts have a 
dictionary of any kind; 115 have globes; 310 have 
outline maps. Whole expense during the year, 
$405,000. 
Education in Wisconsin.—T he annual report of 
the Superintendent of Public Instruction in Wisconsin, 
gives the number of school districts in that State as 
4,110; number of male attendants, 194,834 being 
about two-thirds of the children of school age in the 
Stute; average monthly wages of male teachers, 
S24 20: ditto female teaelmrs, $14 84; total receipts 
for school purposes during the last year, $574,183 97. 
There aro 1,175 district libraries in the State, contain¬ 
ing an aggregate of 35,939 volumes. The amount of 
money raised for tlie libraries was $2,003 91, There 
are also IG1 select and private schools in the State, 
exclusive ol incorporated academies, attended by 
7,326 scholars. 
Prominent among the places made memorable by 
Revolutionary events, arc the Highlands upon the 
Hudson, from Haverstraw to Newburgh. Here we 
find the scenes of councils, battles, seiges, triumphs, 
and treason, giving an interest in the locality to every 
lover of freedom, and especially claiming the homage 
of the American heart. Newburgh, and New Windsor, 
then <» small village two miles below tho former town, 
were the chosen quarters of Washington at different 
times, from December, 1780, until the conclusion of 
the war in 1783, and a portion of that time was the 
cantonment of the American army, thus making New 
burgh a conspicuous point in the history of the war. 
At tho close of 1780 the army was cantoned at three 
points, Morristown and Pompton, in Now Jersey, ami 
at Phillipstown, in the Hudson Highlands, Wash 
inciton established his head-quarters at New Windsor 
in December, 1780, where he remained until June, 
1781, when the French, who had quartered during the 
winter at Newport and Isibanon, formed a junction 
with the Americans on the Hudson. In April, 1782, 
he established his bead-quarters at Newburgh, two 
miles above the village of New Windsor, occupying 
tho stone house, a view of which we present to our 
readers, as an interesting relic of revolutionary times, 
where He continued most of the time until November, 
1783, when the Continental army was disbanded. 
Tho house is substantially built, of stone, and the 
main part is over ono hundred years old, though an 
addition was made to it as Late as 1770. It was in 
possession of the Hasbrouck family from the time of 
its erection until within about ten years, when it was 
purchased by the State of New York for the purpose 
of securing its preservation as a relic of tho Revolu¬ 
tion. It was placed in charge of the trustees of 
Newburgh, who were required to spend a certain 
amount in repairs, ornamenting the grounds, Ac. 
The bouse has accordingly been thoroughly repaired, 
sonje of the modern alterations within have been 
changed, and the whole appearance of the edifice is 
as much like that of the era of the Revolution as it is 
possible to make it. A family resides in the mansion 
for the purpose of receiving and attending visitors. 
Properly preserved, this relic of the Revolution will 
doubtless withstand the destruction of time for another 
century. The timbers are sound, the walls massive, 
the roof and the weather-boards on tho gables well 
preserved. 
Isidy Wakimnuton was a resident of “ Haabrouck 
House" during the fin miner of 1783, and in gratifica¬ 
tion of her taste for gardening, cultivated a large 
space in front of the house. Mr. Eager, the historian 
of Orange County, says that within his remembrance, 
the brick borders of her flower-beds remained. For 
the above facts wo aro indebted mainly to Lossing’s 
field Book of Ike Revolution. 
THE MICROSCOPE. 
With the help of his microscope, man can enter 
into a world unknown to the ignorant, and altogether 
invisible to the unassisted eye. In every plant and 
flower which adorns the field, in every loaf of the 
forest, in tlie seeds, prickles, and down of all vege¬ 
tables, he perceives beauties and harmonies, and 
exquisite contrivances, Of which, without this instru¬ 
ment, lie could have formed no conception. Tn evory 
scale of a haddock he perceives a beautiful piece of 
net-work, admirably contrived and arranged, arid in 
tln> scale of a sole, a still more diversified structure, 
which no art could imitate, terminated witli pointed 
spikes, and formed with admirable regularity. Where 
nothing but a speck of moliiiness appears to tlie naked 
eye, ho beholds a forest of mushrooms with long 
stalks, and with leaves and blossoms distinctly visi¬ 
ble. In the eyes of a common fly, where others can 
see only two small protuberances, he perceives several 
thoiisanila .it' beautiful i.ranspure.nt gK.Lvi, exquiaiteQ 
rounded and polished, placed with tlie utmost regu¬ 
larity in rows, crossing each other like a kind of 
lattice-work, and forming tho most admirable piece 
of mechanism which the eye can contemplate. Tho 
small dust that covers the wings of moths and butter 
flies he perceives to consist of an infinite multitude of 
feathers ol various forms, not much unlike the feather- 
of birds, and adorned with the most bright and vivid 
colors. In an animal so small that the naked eye can 
scarcely distinguish it as a visible point, he perceives 
a bead, month, eyes, legs, Joints, bristles, hair, and 
other animal parts and functions, as nicely formed 
and adjusted, and endowed with ns much vivacity, 
agility, and intelligence, us the larger animate. In 
the tail of a small fish or the foot of a frog, ho can 
perceive the variegated branchings of the veins and 
arteries, and the blood circulating through them with 
amazing velocity. In a drop of stagnant water lie 
perceives thousands of living beings of various shapes 
and sizes, beautifully formed, and swimming with 
wanton vivacity, like fishes in the midst of the ocean. 
In short, by this instrument ho perceives that the 
whole earth is full of animation, and that there is not 
a single tree, plant, or flower, and scarcely a drop of 
water, that is not teeming witli life and peopled with 
its peculiar inhabitants. He thus enters, as it were, 
into a new world, invisible to other eyes, where every 
object in the animal, vegetable, and mineral king¬ 
doms presents a new and interesting aspect, and 
unfolds beauties, harmonies, contrasts, and exquisite 
contrivances, altogether inconceivable by the igno¬ 
rant ami unreflecting mind.— Dick. 
-- -s- 
SECURE SOUND, REGULAR SLEEP. 
Du. Coknwei.L, of Philadelphia, contributes to 
the November number of the Educator an article on 
sleep, from which we make the following brief 
extract: 
No one who wishes to accomplish great things 
should deny himself the advantages of sleep or exer¬ 
cise. Any student will accomplish more, year by 
year, if he allows himself seven or eight hours to 
sleep, and three or four for meals and amusements, 
than if he labors at his books, or with his pen, ten or 
twelve hours a day. It is true that some few persons 
are able to perforin much mental labor, and to study 
late at night, and yet sleep well. Home require but 
little sleep. But such individuals are very rare. ( Jen. 
Piohogru informed Sir Gilbert Blanc that, during a 
whole year’s campaign, he did not sleep more than 
one hour in twenty-four. Sleep seemed to be at the 
command of Napoleon, as 1m could sleep and awake 
apparently at wili. M. Guizot, a minister of France 
under Louis Philippe, was a good sleeper. A late 
writer observed that this facility for going to sleep 
after extreme excitement and mental exertion was 
prodigious, and it was fortunate for him that he was 
so constituted, otherwise his health would have mate 
ri;iIly suffered. A minister in France ought not to be 
a nervous maa; it is a fate to him if lie is. After the 
most boisterous and tumultuous sittings at the Gham¬ 
ber, after being baited by the opposition in tin- most 
savage manner—there is no milder expression for 
their excessive violence—he arrives home, throws 
himself upon his couch and sinks immediately into a 
profound sleep, from which he is undisturbed till 
midnight, when the proofs of the Moniteur aro 
brought to him for inspection. 
The most frequent and immediate cause of insanity, 
and one of tho most important to guard against, is 
the want of sleep. Indeed, so rarely do we see a 
recent case of insanity, that is not preceded by want 
of sleep, that is regarded as almost a sure precursor 
of mental derangement. Notwithstanding strong 
hereditary predisposition, ill health, loss of kindred 
or property, insanity rarely results, unless tho existing 
causes aro such ns to produce a loss of steep. A 
mother loses her only child, the merchant his fortune, 
the politician, the scholar, the enthusiast, may have 
their minds powerfully excited and disturbed yet, if 
they steep well, they will not become insane. No 
advice is so good, therefore, to those who have reoov 
ered from an attack, or to those who are in delicate 
health, us that of securing, by all means, sound, reg¬ 
ular, and refreshing sleep. 
♦ • ♦ • ♦ - • 
Optics. —Place on a sheet of white paper a piece 
of blue hr Ik about four Inches in diameter, in the sun¬ 
shine; cover the center of this with a piece of yellow 
silk about three inches in diameter; and Mm center of 
this with a piece of pink silk about two inches in 
diameter; and the center of the pink silk again cover 
with another circle of green silk about ono inch in 
diameter; then Cover the center of the green silk with 
a circle of indigo about half an Inch in diameter; in 
Mm center of the whole make a black dot with a pen. 
Then look steady fur a minute, on this central *rmt 
...ni closing your eyes, hold your hand about, an inch 
distant before them, and you will appear to see tho 
most bountiful circle of colors that imagination can 
conceive, which colors will appear not only different 
from the colors of the silk, but will keep perpetually 
changing. 
— -V ♦ • -V-- 
Protection from Lightning.— The beech tree is 
said to be a non-eondnetor of lightning. So notori¬ 
ous is the fact, that Mm Indians, whenever the sky 
wears the appearance of a thunder storm, leave their 
pursuits and take refuge under the nearest beech tree. 
In Tennessee the people consider it a complete pro¬ 
tection, Dr. Beetori, in a letter to Dr. Mitchell, states 
that the beech tree is never known to be struck by 
atmospheric electricity, while other trees are often 
shattered into splinters. May not a knowledge of 
this afford protection to many when exposed? 
STAMENS AND PISTILS OF FLOWERS. 
Editors Rubai. New-Yorker: —Will yon pl.-use give a 
very young farmer a little information about tlie Stamens and 
Pistils of Mowers, so that I can understand in what way our 
squashes and other things become mixed when several kinds 
are grown together, as tins subject Inis been talked over a 
good deal here? Also, docs the mixing affect the vegetable tho 
first year, or only the seed, so that they show tho mixture 
when planted and grown the next season? — G. !•’. 8., Grand 
Prairie, Illinois, I860. 
It will be remembered by some of the readers of 
this department., that in the early numbers of last 
year we published some very sensible and instructive 
articles from an Old Gardener, and Imd promise 
of others, which promise tho old gentleman did not 
fulfill. The reason assigned for this neglect was the 
charms and labors of the garden. Spring came, and 
the pen was dropped for tin- spade, and the transplant¬ 
ing trowel. Bui the obligation is still acknowledged, 
and for the purpose of securing its fulfillment wo 
handed the above to our old friend, who responds in 
his usual style. 
REMARKS OF THE OLD GARDENER. 
Editors of the Rural New-Yorker: — I fear that 
by my neglect 1 have forfeited your good esteem, and 
perhaps a complimentary copy of the Rural. The 
latter money would purchase, the loss of the former f 
should very much regret, and the more so because I 
feel It would not he without cause. It is pleasant for 
an old man to talk and relate the experience and 
observation of over fifty years spent in the garden, 
hut writing is a different thing. The fingers lose 
their suppleness long before tlie tongue. That pro¬ 
verbially unruly member bolds out to the last. But 
industry and perseverance has been my motto for many 
years, f have taught it to many youth that have 
been under my care and instruction, and I must not 
prove false to my principles at Ibis late day. So, I 
will take courage, and reply to the young correspon¬ 
dent of Illinois. I like to instruct tlie young best, 
because they are willing to receive instruction] but it 
is hard to instruct ono who has grown up in igno¬ 
rance. An ignorant man is wiser in his own conceit 
than ten intelligent men. 1 am glad sometimes that 
men don’t live always, and that their ignorance and 
pride die with them. The next generation f think 
will he more intelligent, and consequently more 
modest than the present. But, I must restrain my 
disposition to rumble, which is well enough in talk- 
king, for words are eheup, hut printers’ ink and 
paper costs money, and every line and word should 
be of value. 
The mixture of varieties of fruits, flowers, vegeta¬ 
bles, <&c., is produced through tlie flower and the 
seed. As a general rulo, the mixture only affects the 
soed and not the fruit. A Greening and a Kpitzon- 
burgh apple tree may be grown together for any 
number of years, and each tree will produce its kind 
true and pure; hut if the seed should bo sown and 
trees grown from them, the fruit produced by the 
young trees would be not true, but he new varieties, 
perhaps resembling the old kinds, but of this there is 
no certainty. Heod of a yellow and a green squash 
may be planted near together, even in the same hill, 
and no mixture will he seen if tho seed is pure; but 
plant seeds saved from these squashes, ami nearly all, 
and perhaps every one, will bo mixed and spotted, 
and striped witli yellow anil green. 
If wo plant a rod and white perennial flower 
together, say peonies, they will remain true for any 
number of years, but plants grown from their seeds 
will show mixture. There are some people who 
think the mixture affects tho fruit as wi ll as tho seed, 
and some.very wise persons argue that a mixture may 
bo produced in plant* without either flowers or seeds; 
hut this is very unreasonable; and when such inquir¬ 
ing young readers as your friend of Illinois become 
men, such notions will be scarce. 
A flower is made up of several parts, each having 
a particular office to perform. First, tho calyx, 
which is tho outer circle of green leaves seen in 
almost all flowers; second, the corolla or inner circle 
ol leaves of bright Colors, which gives the flower its 
beauty; third, a set of stamens, each looking liko a 
cap on a slender stem; and in tho center of the 
(lower, the pistils. I give a drawing of a flower dis¬ 
sected so that its parts may bo more plainly seen — a 
is a part of tho calyx, b part of corolla, c stamons, d 
pistils. 
It must bo remembered that nature works for 
an object, and the object of tlie flower is the produc¬ 
tion Of seed. The flower, therefore, is made up of 
those parts which are useful in accomplishing this 
end. Homo of the parte are essential to the produc¬ 
tion of seed, as „„ seed can ho produced without 
them, while others are only of use to protect and 
support these essential parte. From this fact botan¬ 
ists divide the flower into two parte, or tho organs 
into two classes, tho Essential and tho Protecting 
The Protecting Organs are the calyx and corolla. 
ho calyx is the circle of green leaves at tho huso of 
the flower, or the union of tho (lower with tho stem. 
I Ins m some (lowers is composed of several leaves 
and each one is called a srpaU I„ tho engraving 
above, a is one of the sepals forming the calyx. Tho 
corolla is the colored leaves of the (lower, which give 
It its principal beauty. Each ono of theso colored 
loaves is called a petal, the corolla being therefore 
formed or a number of petals. Thus far I have no 
doubt every young reader can understand; but ir not 
read, again carefully until tho facts stated are well 
The Essential organs of the flower arc the stamens 
and pistils. The stamons aro the fertili zing organs, 
and tho pistils are fertilized by them, and hoar the 
seeds. In the engraving above, c is tho stamens and 
iftlie pistils. I’o make tho matter more plain, I give 
engravings of two flowers cut in halves lengthwise; 
the first the flower of the cherry, and the latter the 
common purslane. 
These show the stamens and pistils us they grow, 
and the connection of tlie pistils witli tho seeds 
below. 
A stamen consists of two parts, the stalk, which is 
called tlie filament, and seen in the small engraving 
nt a, and tho anther, b. The anther is 
a little cap, and generally has two colls 
tilled witli a yellowish dust which bota¬ 
nists call pollen. At the proper time 
the anther opens ami the yellow dust falls 
on the pistils, fertilizing them and caus¬ 
ing them to bear seeds. If the anthers 
were cut off' before tho dust, falls, the 
flower would never have any seed, unless 
some of the pollen should fall on the pistils from 
other flowers. 
The pistil is divided into three parts the ovary, 
style, and stigma. The ovary is the hollow case or 
pod which contains the half formed seeds waiting to 
be fertilized oy tlie. pollen of the stamen. Tlie engrav¬ 
ing shows tlie ovary cut 
across and separated a 
little so that the seeds 
may be seen. The style 
is the long points, three 
of which are shown in 
the engraving. In some 
flowers there is but one, 
and in others more. 
The cherry flower given 
above, has but ono, 
while the purslane lias 
many. In some flow¬ 
ers the style is quite 
short, while in others 
it is very long. The 
stigma is the point seen 
at the top of. the style iu the engraving, and very 
distinctly seen in the flower of the cherry. It issolt 
and open, and upon this the pollen falls and is con¬ 
veyed to the ovary, forming seeds. 
I have endeavored to make this matter very plain 
to young readers, and if I have succeeded in giving 
the information desired by your correspondent, and 
needed by many others, 1 will continue tho subject. 
But those who wisli to thoroughly study tlie subjects 
should obtain Gray’s Lessons in Botany. 
