Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1907-01-19

,ated. that by flower OF fruit develop
ment may be studied In the fall. Con-
slider only two in each grade. ana let
the pupils find out something new
each day about these curious ana
unique forms.
This work gives food to the appetite
for scientific knowledge and develops
the desire to learn OF the unknown.
Curiosity will be both excited and
gratified by a judlcious handling OF
these specimens. The child's attitude
toward the specimen will become one
of wonderment and intelligent Curl
oslty and his longing TO know the
reason for the devices and special
forms OF "the plant wonderful Will
solve the problem of creating an in
terest in his school work Point out
especially the plant devices for self
protection. for adaptation TO environ.
ment, for securing fertilization seed
dispersal etc. What is 1t for? Will
be the constant inquiry.
THE PLANT POWERFUL.
Grade apple, pear. haw; -
peach, apricot. plum 3--poplar. cot
topwood. quakingaspen; 4--boXelder,
ash, maple. Toothbrush, mahogany,
squawberry, Oregon grape; 6--locust,
willow. birch alder. cliff-rose; 7--pine.
wood, kinnykinnick. Study any one
Of these in each grade. Lead the pu-
pills TO discover what living things
find shelter in each species.
This work appeals to the pupils
sense of strength by suggesting the
ideas of power. durability service, etc,
In the study OF wood specimens, while
similar ideas of another class are
suggested by the sheltering, shading
and protecting influence OF the tree
Sections Of the wood may be planned
and polished by the pupil. to show the
grain and the ornamental markings.
| observation OF the winter buds is re-
commended. 4 visit to the grove or
forest for the purpose of enjoying
| the forest as q whole, and the plant-
| ing on the school grounds of the wild
| forest trees and shrubs considered.
viii give. additional vitality and zest
to the work. Discuss numbering and
forestry and visit lumber yard
THE PLANT PALATABLE.
Grade l---apple, etc. and melon,
| cantaloupe and squash; 2--peach, etc,
and carrot, turnlp and onion; 3--cher-'
ny. chokecberry. nectarine and potato,
| cabbage, caulifiower and parsley; A.
grape, currant, seryiceberry, also the
sugar beet and table beet; 5--acorn.
| strawberries, cheeseweeds and toma-
TO and cucumber; 6-raspberry, null
berry, dewberry and pea. bean and
lentil; wild currant, gooseberry
strawberry and watereress mustard
radish, lettuce, celery and aspara gus:
S-ephedra, buffalo berry, ground
cherry and mushroom, catnip, hoar-
hound. peppermint Only one fruit
and one vegetable is to be chosen for
study In each grade. The form, color
taste ana odor of the fruits are to be
| noted, the food values learned and
preserving. domestication of fruits, and
marketing are to receive illustration
the fruits and vegetables should be
actually harvested by the pupils and
preferably by the pupils in cooperating
groups Engage with farmer TO help
| him some afternoon. Bring samples Of
fruit and vegetables into the class room
Tor tasting netting, smelling, the dis
unguiShing of color and description
of form, with drawing and clay model
ing. Visit a cannery Discuss the
care and marketing OF products, and so
''socialize' or bring int relation with
the community life, the class activities,
These exercises appeal to the econom-
ic sense and tho trading activities OF
the pupil The market price, the bar
gain and sale. the agreement to sell tho
bill of sale. the receipt the calculation
of the amount due. the entry of debit
here as fast as they are called for, but
no faster,
THE PLANT HARMFUL.
Grade /, wild morning glory. sun
flower; 2, dodder, dandelion. poison se-
go, q sagebrush. matchweed, singing
nettle, red-root. 4. larkspur, crease
wood, knotsrass, false hellebore; O. coc-
klebur, Unison weed, Wild carrot, corn
cookie, aconite; 9, bitterweed gum
plant locust weed. thistle; Z, wooliy
loco, prickly lettuce, burdock, Russian
thistle water hemlook. black night
shade s. wild oats, cheat grass, toad
stool, poison ivy, sueezeweed These
are the principal western weed pests
and poisons available for fan study.
Consider one or more in each grade
Let the pupils engage in the game OF
weed hunting and bring in new weed
on each nature study day. Discuss III
seeds, its dIyces for perpetuation and
methods OF exterminatlng II.
The motive Of self-preservation "the
nrst law Of nature Is appealed to by
this line OF work Each species named
IN this column is a noXious weed pest
or Is nm active poison, calling for ex-
termination or avoidance. This aspect
OF plant life Is u call for action-thC
contest Is raging, the battle must be
fought Prudence. persistence, ana
prolonged eitort are necessary. These
considerations supply 10 the weed stud,
= motive somewhat out OF proportion C
- f'NA' ~ 'NAAlAdltn DN the DlHtt
given 10 II In the outlines so that weeds
r homely. unottractive, and troublesome
are perhaps the best subjects for ma
ture study in the fall outline.
HELPFUL BOOKS.
; The following bulletins, which win b,
sent free TO any address upon appllca
ton Ia the secretary OF agriculture
7 Washington, D. O., vii be found help
tul In this work
Bulletin l3-the apple, 33--peach grow
ing; 25-potato culture 2s-weeds; 81
sugar beet 262--maplo syrup; 254--cu
cumbers, l0s -salthushes 3g-onions
Z l4S-celery; 2iS-peas; isS-weeds II
medicine: 66-meadows. S6--poisonou
plants; l73--iorestry; ls5 ~beautifylnl
home grounds,
! a complete list Of books for eacI
grade, with a tabular outline of IN
, foregoing work for schools. win be sen
. to teachers who address the state nor
) NAL school. Salt Lake city. lncloslng
, stamped and addressed envelope.
rnIfNTN ACGEGGnD xuAxrt Arm