Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1907-03-23
WITH TIE POETS.

Arrowy pangs of delight, piercing the
core OF the world
Tremors and coy unfoldings rcluct-
ances. sweet agltations,
Youth, irrepresslbly fair. wakes like
wondering rose,"--W atsou,
Prelude to the Hymn to the Sea"
Nature is beautiful to the mature
mind, but as to the wondering mind
of youth, which contributes to nature
almost half of the beauty which 1t
finds there. who has more truly con-
ceIved and expressed It than Watson
in the last line just quoted? Tennyson
declares the fact in this manner
I'm the spring brighter crimson
comes upon the robins breast;
In the spring, the wanton lapwIng
gets himself another crest,
In the spring llvelIcr iris changes on
the FURNISHED dove;
In the spring, a young mans fancy
lightly turns TO thoughts or love"
1t lis a mistake to think that Young
people grow languld in the spring
tirrse- They grow poetic and romantic.
Inspired by the audible voices of ma
tures but the schools do not know
what 10 do with them In this frame
of mind except to scold or punish.
They find grammar dry, arithmetic
dull and history m onotonous. when-
ever
'"rhere is perfume oM every breeze.
Music in every tree,
Dews for the NJ oistuTe loving flowers,
Sweets for the honey bee"
What to do with children In "the
duh days OF spring" roTsooth! Take |
them out into the air and sunshine, for
'"The ma pIe-buds are red, are red,
The robins call Is sweet
The sky is blue above our head.
The violets kiss our feet"
FIXING THE AIM.
First, however, aim at something.
Adopt for each grade class tower
and sentiment. For study as flower
type. grade j may adopt the lily
Innocence. purity',--~and may learn
what plants are, noting the colors and
odors of blossoms and other features
that please. delight and Instruct them.
They should plant either the tulip,
gladiolrs, hyacinth or liIy; collect the
Va How lily. the sego lily and the poison
sego; rear wheat, melon or squash.
and study the blossoms OF either APP
pie, pear or ha%.
INCENTIVES TO STUDY.
The second grade adopts the prim-
rose--"sw eetness"- --and may learn
why we consider the lilies,' may
plant either the dafrodil. four O'Clock.
morning glory. moontlower or print
TOSti lIi{t. CplASCl us Win IlluIOse.
blue lily, solonhon's seal, or wild onion;
may study the blossom of peach, aprI-
cot, cherry, or Wild rose: and rear
wheat, cucumber onion or radish.
The best incentives TO plant study
consist in finding out what the plant
Is, what 1t does. and how IL lives.
WHAT THE PLANT is
The third grade will adopt the rose
--'-beauty"--ani will learn what the
plant Is, ats roots, stems. branches,
leaves, buds and flowers. The teacher
should ascertain what it is they dis
cover in plants that is odd, beautiful
wonderful, useful. or harmful. They
consider such blossoms as the plum,
almond chokecherry and serviceberry;
plant either the poppy, hollyhock,
phloS. campanula stock. flower de
luce. or cowsIip; gather the wild scar
let mallow, spring beauty, wild flax,
and sweet william; also rear corn and
either potatoes peppergrass, cabbage
or lettuce
HOW THE PLANT LIVES
The fourth grade may well adopt
the Influence con.
slider how the plant lives the work OF
roots stems and leaves, Ask them II
the plant ever tires, stops. or COM
plains, and Ii each part does we'll and
faithfully It's allotted task. They
plant either the carnation bal
ShAtl. canterbury DeLi CldTkau, sweet
william or California poppy;
consider the bios SONS OF currant, goose
berry honeysuckle, syrinSa, or Japan
quince; collect the wild forget IN e-not,
waterleaf, shepherds purse. mustard.
mertensia, and cartntne honeysuCkle;
and rear oats and either the sugar beet.
sable beet, parsnip, carrot or turnip.
WHAT THE PLANT DOES.
The fifth grade adopts the columblne
purpose and learns special things |
which some plants can do--twine, climb |
swim: and also what all plants do
grow. breathe, sleep, etc. Ask the pu-
Yils what lessons OF industry. peIse-
Yerance continuance, and determined
effort these plants teach them Let
them plant either the coIumblne, lark
spnr, pansy, violet. snap-dragon. or
nastnr'ion consider blossoms of the
raspberry, dewberry, oregon grape |
wild honeysucsle, and buffalo berry |
collect the wild violet, larkspur. column
bine, virgins bower. monkshood, mea-
dow rue and buttereupi and rear rye,
barley also tomatoes or ground cher
ries, or a tobacco plant.
WHAT FLOWERS DO.
The sixth grade may adopt the scr6n-
ium--' 'lire"-and may study the special |
work OF the howers In securing CROSS
fertilization. with the help OF the bees
tsltEltIy IlOllIlR tAhIlApleS OF cO-Opera- |
ten and mutual aid In the work OF the
beGs, butterflies, mot tbs, and flowers |
This class may plans geranIums, fox
gloves verbenas petunias or sweet |
peas may consider such blossoms las
the locust, catalpa rock rose. bridal
wreath, and lilac may collect the Wild |
astragulus Nady ingers). sweet pea |
hedysarum. lupine and woolly loco: and |
may rear red top. timothy, or blue |
grass, and parsley OF asparagus.
HOW THE PLANT BREATHEs.
The seventh grade may adopt the |
ef-"expresslon'-- learn how |
plants breathe, or the special func- |
tlUns OF the leaves IN respiration, trans |
pIraalon and digestion" Why we |
should help The plant 10 live, by sup |
plying air, water and tlllage, and whit |
he plant does for us. should here BIS |
considered. The class may plant the |
chry santhemum, corntlower, astet. or |
dAIsy may examine the blossoms OF |
willow, birch, alder, maple. boxeldeT. |
and ash; may collect the wild ox-sye 1
daisies, aSters erigerons and other /
enmpOstac; and may rear lncern or 4
dover. and peas, beans, or lontils,
HOW TIE PLANT FEEDS
The last and highest grade,th0 eighth, |
adopts the cultivated cosmos--"adnptatt II
tion''--and considers this changes which
plants undergo IN cultivation The class
studies how the plant feeds, the special