40 
UNIVERSITY OF CALIFORNIA-EXPERIMENT STATION 
“core line” in the cut-open apple. Can you see ten faint dots in the 
cross section of the apple? What are these dots? Discussion of the 
value of apples as food. Various ways of cooking. Methods of storing 
and marketing. Different varieties of apples grown in the neigh¬ 
borhood. 
The Potato .—Make a brief potato survey of the community to 
ascertain the importance of this particular crop locally. Any grown 
on a large scale commercially? Number of acres? Number of bags 
sold last year? Price per bag. Shipped away when dug? Any 
stored and methods of storage. Does each family grow enough for 
food? Bring a few potatoes to school, varieties of each kind grown 
in the district. Study variety types and characteristics. Ts the 
potato a seed? If not, what is it? Why say “seed” potatoes? 
Discuss the “eyes” of the potato. How is the potato a part of the 
stem ? . If so, where are the buds ? Cut a potato in two through one 
of the “eyes.” Describe and sketch cross-section. Compare with 
cross-section of a thick branch of a tree. Make the iodine test for 
starch of the potato. Put two or three potatoes in a box of sand, 
moisten properly, keep in proper temperature and light, and direct 
children to record daily observations. Plant the whole potato or cut 
it in pieces? Practices of potato growers of the community. Have 
children make observations of the best methods of preparing the seed 
bed for potato planting. Discussion in class. Rotation of crops valuable 
for the potato patch. Why? How plant potatoes? Insist on careful 
statement of all details. Various methods of cultivation observed and 
