Quote for the day: For every fact is also a revelation

"Two things must be done by the modern nature writer who would first understand the animal world and then share his discovery with others. He must collect his facts, at first hand if possible, and then he must interpret the facts as they appeal to his own head and heart in the light of all the circumstances that surround them. The child will be content with his animal story, but the man will surely ask the why and the how of every fact of animal life that particularly appeals to him. For every fact is also a revelation, and is chiefly interesting, not for itself, but for the law or the life which lies behind it and which it in some way expresses. An apple falling to the ground was a common enough fact,—so common that it had no interest until some one thought about it and found the great law that grips alike the falling apple and the falling star." ~~ William J. Long, A Little Brother to the Bear

Frosty sparkling morning, school plans (Lydia's Grade Eight)

"It reaches to the fence, 
  It wraps it rail by rail 
  Till it is lost in fleeces;  
It deals celestial veil....  

    It ruffles wrists of posts  
  As ankles of a queen,  
Then stills its artisans like ghosts,  
Denying they have been."  
~~ Emily Dickinson

Today's school plans:

Opening time: January's hymn.

Read aloud together:  How to Read a Book.

Bible, History, Science readings

Math (working in Key to Algebra this week, using the booklet on Graphing)

Composition and Grammar: work on The Roar on the Other Side

Latin lesson: Lesson 4, Day 3 (we are going through these lessons pretty quickly, and finding Lydia does remember quite a lot from four years ago)

Reading together:  The Merchant of Venice
Keeping a Nature Journal (nature notebooking)

Quote for Advent III: Candles in the Wood

From Pilgrim's Inn (The Herb of Grace), by Elizabeth Goudge: on a day of Christmas-season miracles, nanny Jill and the five-year-old-twins look for holly in the woods.

"Will there be candles lit again in the wood as it's nearly Christmas?" asked Jerry.
"No, dear," said Jill. "There are never candles in the wood. There are lighted candles on Christmas trees, and in people's eyes when they're happy, but not in woods."
"There were the first day we came. We saw them when we went away."
"The sunset behind the trees, perhaps," said Jill....

(Later in the chapter)

As she sat on the rock she was not consciously thinking any more of the mystery of that moment when she had thought she saw the shining hoofprints on the path; she was watching a nuthatch running like a little mouse up the trunk of the tree opposite her, listening for the tap of its beak, feasting her eyes upon the glow of the holly berries above; yet because of it she saw a little more deeply into the beauty of bird and berry, heard a music in the tappings that she would not have heard before. And so it would be for the rest of her life. 

The music of the nuthatch was lost in the music of small feet running, and the twins were with her again, incredibly dirty, leaves in their hair, mud on their faces and their reefer coats, but with very pink cheeks and candle eyes....At the door of the Herb of Grace they paused and looked back. It was nearly dark now, with the stars pricking through. The last fires of sunset were still flaming low in the west and  a thousand candles had been lit upon the trees that stretched their shade deep beyond deep in the dark wood.  ~~ Elizabeth Goudge, Pilgrim's Inn (The Herb of Grace)

If I've really learned my Charlotte Mason lessons...

1.  I will not forsake the earnest and devout study of the Bible, the one way of approach to the knowledge of God....It is probably that even our lame efforts at reading with understanding are more profitable than the best instruction.  (Ourselves Book II, page 82-84)

2.  I will pray to be delivered from prejudices and prepossessions, and wait upon God as the thirsty earth waits for rain.  (page 84)

3.  Through observation of nature I will "learn to distinguish between small matters and great, to see that we ourselves are not of very great importance, that the world is wide, that things are sweet, that people are sweet, too; that indeed, we are compassed about by an atmosphere of sweetness, airs of heaven coming from our God."  (page 98)

4.  I will give daily and hourly thanks and praise to the Maker and designer of the beauty, glory, and fitness above our heads and about our feet and surrounding us on every side.  (page 100)

5.  I will "carry on the patient investigation of some one order of natural objects....the attitude of mind we get in our own little bit of work helps us to the understanding of what is being done elsewhere, and we no longer conduct ourselves in this world of wonders like a gaping rustic at a fair." (page 101)

6.  I will "record what I myself have seen, correcting my records as I learn to be more accurate, and being very chary of conclusions."  (page 101)

7.  I will "approach Art with the modest intention to pay a debt that we owe in learning to appreciate.  So shall we escape the irritating ways of the connoisseur!" (page 103)

8.  I will "lay myself out for instruction, read, inquire, think, look about for a way of acting...[to] find the particular piece of brotherly work appointed for me to do." (page 105)

9. I must "get a wide care and knowledge concerning the needs of men."  (page 105)

10.I will "take stock, not of what is peculiar to us as individuals, but what is proper to each of us as human beings..."  (page 108)

11.  I will not "put this sort of knowledge away as too troublesome and as making me too responsible.  I have simply to know in the first place; I am not bound to be labouring all the time to feed imagination, exercise reason, instruct conscience, and the rest...We are so mercifully made that the ordering of ourselves becomes unconscious to those of us who take it as a duty; it is the casual people who land in bogs or are brought up against stone walls."  (page 108)

Nature in our back yard, and a lot of others right now

Gray or speckled snow mold, proper name Typhula Blight.  (Or mould. Canadians can't decide how to spell that one.)  It's a mycelium that appears when the snow's been on the ground too long.  It's showing on a lot of lawns right now, as the snow disappears.

It's sort of pretty, in a weird, Spanish-moss sort of way.  It doesn't kill the grass, just damages the blades (and then hides for the summer).

Are you seeing this where you live?

(Photo found here)

Countdown to school: Grade 7 Science Plans

It's three weeks till school starts; for us, anyway.  I know some of you start school next Monday, some of you started this week, and some of you never stopped.  But we still have three weeks.

Since I had been looking at the World Book Typical Course of Study for 7th Grade Language and Math, I figured I might as well check out the Science topics as well.  I remember Mary Pride going through some of these lists, or something like them, in one of her books, and pointing out where there can be a lot of overlap and repetition between the grades, along with a few politically-correct or twaddly topics.  However, when I looked at the lists for 6th, 7th, and 8th grade, and compared them with the two Apologia textbooks we have for middle school (General Science and Physical Science), I was a bit startled at how closely they lined up. General Science covers World Book topics such as microbes, algae and fungi, food for growth and energy, the cell, rocks, soil and minerals, weathering and erosion, the scientific method, and laboratory techniques (lab reports are required all through the book).  Physical Science includes chapters on climate and weather, atmosphere, electricity, and Newton's laws.   In fact, about the only major things missing would be a unit on chemistry (elements and compounds), maybe a space or astronomy unit, an oceans unit (which would be covered by The Sea Around Us if you had done Ambleside Online Year 6), and maybe some work on ecosystems, conservation, ecology and the environment.

Now obviously using the Apologia books is not the only way to cover those topics.  And when you say a textbook "covers" a topic, that can mean all kinds of things.  For instance, General Science has a chapter title that includes Paleontology, which might lead you to believe you're going to be discussing dinosaurs. Actually dinosaurs per se are mentioned about twice in the whole book.  Lots of fossils, studied in an age-of-the-earth context, but very little discussion of dinosaur life.  Just saying.  Also, the way that a Christian-based book "covers" a topic such as geology might be a little different from the way that a mainstream book handles it.  But since we do have the two books (plus some resources for the missing units), and I was planning on using them over the next two years anyway, the lists just reinforced that plan.

What I did change, while looking both at the lists and the textbooks, was the earlier plan to cover only half the General Science book this year.  Instead, we'll spend six weeks on the first three modules, which are an introduction to science history and the scientific method; skip Module 4, Simple Machines, since we've done lots of that before; and spend the rest of terms 1 and 2 on the Geology and Life Science modules, but saving most of the human-body chapters for next year.  The third term will be based on the DK Science Explorer bind-up volume we have (and other resources), using the sections on Matter and Chemistry (there's a lot of overlap in content).

Another thing I want to emphasize this year is getting out and letting Dollygirl have some fun being homeschooled.  Really.  Sometimes you just forget what's out there, or don't realize your kids have never gotten to do such and such.  Recently I downloaded Bucket List Learning, by Kimberlee Wilkes (when it was free--now it's not).  It was a reminder that sometimes you can actually cover a lot of lengthy school objectives through real-life experiences, field trips, community happenings.  In our own area, we are privileged to have an earth-sciences museum that not only provides school tours and talks, but also has a "rock garden"--not the kind you might have with flowers, but a "garden" of unusual geological specimens to walk through.  So obviously this is the year for us to make at least a couple of visits there.  Also there's a conservation area and nature centre within a short drive, that of course also offers school programs (for homeschoolers too) and places to just walk through the woods or look at pond life.  As the Bucket List book points out, once you start listing the stuff that's available (noon hour concerts! homeschool days at the museum! an archaeological site!), you can get carried away.

I'm looking forward to science...and I'm hoping that Dollygirl will get good things from this year's studies.

Nature quote for the day: CM reviews John Burroughs (Parents' Review Volume Two)

"BOOKS," [link fixed] by "The Editor" (Charlotte Mason).  The Parents' Review, Volume 2, no. 2, 1891/92, pg. 391-394.

"Pepacton, by John Burroughs. The 'Pepacton' appears to be the Indian name for the eastern branch of the Delaware, the author's native stream; and one summer he takes a naturalist's voyage down stream in a boat of his own building, and he tells us all he sees and hears and does as he punts down stream or camps on the banks with the peculiar charm of the Home Naturalist. Now he reminds you of Gilbert White, now of Gilpin, now of Isaac Walton, and you get to know the blue bird, the wood chuck, the hickory, the oriole, just as you know thrushes and tomtits and hawthorn bushes at home. Then, there is in the same little volume an 'Idyl of the Honey Bee,' and, 'A Bunch of Herbs,' wherein he is envious, for no American poet may see such a sight as Wordsworth's 'Host of golden daffodils;'

"but then, does he not give us a list of upwards of forty species of fragrant native wild flowers and flowering shrubs and trees to make up--several of them strangers to us?

"In Fresh Fields, Mr. Burroughs comes to England, chiefly to see what Nature is about with us.

"The publisher (David Douglas, Edinburgh) has done good service in introducing Mr. John Burroughs's 'Six Books of Nature, Animal Life, and Literature' to English readers in 'one shilling volumes.' They are, 'Winter Sunshine,' 'Locusts and Wild Honey,' 'Birds and Poets,' 'Pepacton,' 'Wake-Robin,' and 'Fresh Fields.' We cannot imagine a more delightful birthday gift for an intelligent boy or girl."



(Check out the little girl with the huge hairbow at 1:50!  Some comments on the film are here.)

Book cover photo found here.

Frugalities, and what's for supper

1.  What's for supper? 

A layered casserole made from leftover smoked sausage, leftover cooked barley, chicken broth, celery, mushrooms, and mini potatoes that the Apprentice donated (she brought some of her groceries here).  I cut the potatoes in half, although they were already pretty small; put them on top of the other ingredients; drizzled a bit of olive oil on them; and sprinkled on some thyme.  The potatoes were done by the time the rest was heated through.

Spinach salad with carrots and chow mein noodles

Dessert made from graham crackers, yogurt, frozen blueberries, and a bit of leftover fruit crisp.

2.  Things to make:  I crocheted two doll-sized hairbows and a girl-sized one, after Dollygirl noticed this link on Doll Diaries today.  These are very, very, very easy and fast.  No shaping--you just make rectangles and then cinch them in the middle with yarn.

3.  I downloaded Best Hikes and Walks in Ontario, free right now for Kindle.

4.  Free for the looking:  pink magnolia blossoms on our backyard tree.  Like these ones.  Last year the magnolia blossoms all got killed by a hard frost, along with the apple blossoms.  I've heard that this is supposed to be a good apple year, so maybe the magnolia will stay beautiful as well.

Drop-in guests (Backyard Nature)

Today's visitors:  a flock of starlings, out for anything they could find on the ground as the ice melted.  Down they came, all at once; then something startled them, and up they all whooshed, for about ten seconds; then down again, up again, like a game of Simon Says.  And then on to someone else's yard.

Photo and more at this bird site.

Sheila Burnford Quote for the Day: Don't try this in a crowded place.

From The Fields of Noon, by Sheila Burnford, 1964.  In this essay, Ms. Burnford recalls her attempt to imitate the vocalizations of various forms of Saskatchewan wildlife. 

At last, listening one morning to the tantalizing clamour overhead, I realized where I had gone wrong.  I had tried to be a chorus of geese.  I had been attempting something like singing all four parts of a quartet simultaneously.  Now I listened carefully and isolated a contralto of about my range in the flock, who kept up an obliging steady honking.  I threw back my head, to make my neck as long and gooselike as possible; opened my throat as though I were about to pour something down it, then fooled it at the last moment by howling like a lovelorn wolf--and out came a perfect yelping honk.  My contralto friend answered, an echelon of her relatives joined in, so did the dog; and as I crouched there, howling my heart out, wingless but ecstatic, the long V wavered, then turned, and our unlovely duet rose and mingled at last in the wild harmony above as they flew directly over us.

Life of a Primrose, Part 7: The Golden Crown (end)

These lessons are adapted from "The Life of a Primrose" in Fairy-Land of Science, by Arabella B. Buckley.  You might start today by reviewing the parts of a flower, e.g. stigma, stamens.  There will be a general review at the end of the lesson.

But why should the primroses have such golden crowns? Plain green ones would protect the seed quite as well. Ah! now we come to a secret well worth knowing.

1, Primrose with long pistil, and stamens in the tube. 2, Primrose with short pistil, and stamens at mouth of tube. (Diagram from Fairy-Land of Science)  See also diagram here (scroll down to Primrose) and the photos and diagrams in this really good post about primroses and cowslips.

Look at the two primrose flowers, 1 and 2, and tell me how you think the dust (pollen) gets on to the top of the sticky knob or stigma.

No. 2 seems easy enough to explain, for it looks as if the pollen could fall down easily from the stamens on to the knob, but it cannot fall up, as it would have to do in No. 1.

Now the curious truth is, as Mr. Darwin has shown, that neither of these flowers can get the dust easily for themselves, but of the two No. 1 has the least difficulty.

Look at a withered primrose, and see how it holds its head down, and after a little while the yellow crown falls off. It is just about as it is falling that the anthers or bags of the stamens burst open, and then, in No. 1, they are dragged over the knob and some of the grains stick there. But in the other form of primrose, No. 2, when the flower falls off, the stamens do not come near the knob, so it has no chance of getting any pollen; and while the primrose is upright the tube is so narrow that the dust does not easily fall.

But, as I have said, neither kind gets it very easily, nor is it good for them if they do. The seeds are much stronger and better if the dust or pollen of one flower is carried away and left on the knob or stigma of another flower; and the only way this can be done is by insects flying from one flower to another and carrying the dust on their legs and bodies.

If you suck the end of the tube of the primrose flower you will find it tastes sweet, because a drop of honey has been lying there. When the insects go in to get this honey, they brush themselves against the yellow dust-bags, and some of the dust sticks to them, and then when they go to the next flower they rub it off on to its sticky knob. Look at No. 1 and No. 2  and you will see at once that if an insect goes into No. 1 and the pollen sticks to him, when he goes into No. 2 just that part of his body on which the pollen is will touch the knob; and so the flowers become what we call "crossed," that is, the pollen-dust of the one feeds the ovule of the other. And just the same thing will happen if he flies from No. 2 to No. 1. There the dust will be just in the position to touch the knob which sticks out of the flower.

Therefore, we can see clearly that it is good for the primrose that bees and other insects should come to it, and anything it can do to entice them will be useful.

Now, do you not think that when an insect once knew that the pale-yellow crown showed where honey was to be found, he would soon spy these crowns out as he flew along? or if they were behind a hedge, and he could not see them, would not the sweet scent tell him where to come and look for them? And so we see that the pretty sweet-scented corolla is not only delightful for us to look at and to smell, but it is really very useful in helping the primrose to make strong healthy seeds out of which the young plants are to grow next year.

Where the bee sucks, there suck I:

In a cowslip's bell I lie

~~William Shakespeare, The Tempest

(photo of bee and cowslip found here)

This is a good place for narration.

And now let us see what we have learned.  We began with a tiny seed, though we did not then know how this seed had been made.

We saw the plantlet buried in it, and learned how it fed at first on prepared food, but soon began to make living matter for itself out of gases taken from the water and the air. How ingeniously it pumped up the water through the cells to its stomach—the leaves!

And how marvelously the sun-waves entering there formed the little green granules, and then helped them to make food and living protoplasm!

At this point we might have gone further, and studied how the fibres and all the different vessels of the plant are formed, and a wondrous history it would have been. But it was too long for one hour's lecture (or seven natural-history lessons), and you must read it for yourselves in books on botany.

We had to pass on to the flower, and learn the use of the covering leaves, the gaily colored crown  attracting the insects, the dust-bags holding the pollen, the little ovules each with the germ of a new plantlet, lying hidden in the seed-vessel, waiting for the pollen-grains to grow down to them. Lastly, when the pollen crept in at the tiny opening we learned that the ovule had now all it wanted to grow into a perfect seed.

And so we came back to a primrose seed, the point from which we started; and we have a history of our primrose from its birth to the day when its leaves and flowers wither away and it dies down for the winter.

(Photo found here--read the blog post too!)

A fun followup:  The Magic School Bus, Episode 11: "The Magic School Bus Goes to Seed," (available as a book as well)

Life of a Primrose, Part 6 (Natural History Lesson)

Adapted from "The Life of a Primrose" in The Fairy-Land of Science, by Arabella B. Buckley.  Those who have read Charlotte Mason's first volume, Home Education, may remember vaguely that she did not seem to approve of pulling flowers apart for study.  This is what she actually says:  "Is it advisable, then, to teach the children the elements of natural science, of biology, botany, zoology? on the whole, no: the dissection even of a flower is painful to a sensitive child, and, during the first six or eight years of life, I would not teach them any botany which should necessitate the pulling of flowers to bits; much less should they be permitted to injure or destroy any (not noxious) form of animal life."  But we will assume that the students following these lessons were over the age of eight. 

You may want to begin by looking at a rough diagram of the parts of a flower--any of these images may help.  Do your students already know the names of the parts?  Even better:  find some real flowers of this type to examine. 

We have now seen how a plant springs up, feeds itself, grows, stores up food, withers, and dies; but we have said nothing yet about its beautiful flowers or how it forms its seeds.

If we look down close to the bottom of the leaves in a primrose root in spring-time, we shall always find three or four little green buds nestling in among the leaves, and day by day we may see the stalk of these buds lengthening till they reach up into the open sunshine, and then the flower opens and shows its beautiful pale-yellow crown.

We all know that seeds are formed in the flower, and that the seeds are necessary to grow into new plants. But do we know the history of how they are formed, or what is the use of the different parts of the bud? Let us examine them all, and then I think you will agree with me that this is not the least wonderful part of the plant.

Remember that the seed is the one important thing and then notice how the flower protects it. First, look at the outside green covering, which we call the calyx. See how closely it fits in the bud, so that no insect can creep in to gnaw the flower, nor any harm come to it from cold or blight.

Then, when the calyx opens, notice that the yellow leaves which form the crown or corolla (ignore the Toyota, scroll down to the plant version), are each placed alternately with one of the calyx leaves, so that anything which got past the first covering would be stopped by the second.

Lastly, when the delicate corolla has opened out, look at those curious yellow bags just at the top of the tube (top flower on the right). What is their use?

But I fancy I see two or three little questioning faces which seem to say, "I see no yellow bags at the top of the tube."

Well, I cannot tell whether you can or not in the specimen you have in your hand; for one of the most curious things about primrose flowers is, that some of them have these yellow bags at the top of the tube and some of them hidden down right in the middle.  (Fantastic photos here) (Note to teacher: if you are examining some other kind of flower--since we don't have English primroses here--this will probably not apply.  Primroses are a distylous species; others are named here.)

But this I can tell you: those of you who have got no yellow bags at the top will have a round knob there (see the flower on the left), and will find the yellow bags buried in the tube. Those, on the other hand, who have the yellow bags at the top will find the knob half way down the tube.

Now for the use of these yellow bags, which are called the anthers of the stamens, the stalk on which they grow being called the filament or thread. If you can manage to split them open you will find that they have a yellow powder in them, called pollen, the same as the powder which sticks to your nose when you put it into a lily; and if you look with a magnifying glass at the little green knob in the centre of the flower, you will probably see some of this yellow dust sticking on it. We will leave it there for a time.

  Students to narrate at this point.

Now we will examine the body called the pistil, to which the knob belongs.

Pull off the yellow corolla (which will come off quite easily), and turn back the green leaves. You will then see that the knob stands on the top of a column, and at the bottom of this column there is a round ball, which is a vessel for holding the seeds.  In the middle of the ball, in a cluster, there are a number of round transparent little bodies, looking something like round green orange-cells full of juice. They are really cells full of protoplasm, with one little dark spot in each of them, which by-and-by is to make our little plantlet that we found in the seed. (Do they look a bit like the inside of a cucumber?)  

"These, then, are seeds," you will say. Not yet; they are only ovules, or little bodies which may become seeds. If they are left as they are they would all wither and die. But those little grains of pollen, which we saw sticking to the knob at the top, are coming down to help them. As soon as these yellow grains touch the sticky knob or stigma, as it is called, they throw out tubes, which grow down the column until they reach the ovules. In each one of these they find a tiny hole, and into this they creep, and then they pour into the ovule all the protoplasm from the pollen grain which is sticking above, and this enables it to grow into a real seed, with a tiny plantlet inside. This is how the plant forms its seed to bring up new little ones next year, while the leaves and the roots are at work preparing the necessary food.

Think sometimes when you walk in the woods, how hard at work the little plants and big trees are all around you. You breathe in the nice fresh oxygen they have been throwing out, and little think that it is they who are making the country so fresh and pleasant, and that while they look as if they were doing nothing but enjoying the bright sunshine, they are really fulfilling their part in the world by the help of this sunshine; earning their food from the ground; working it up; turning their leaves where they can best get light (and in this it is chiefly the violet sun-waves that help them), growing even at night, by making new cells out of the food they have taken in the day; storing up for the winter; putting out their flowers and making their seeds, and all the while smiling so pleasantly in quiet nooks and sunny dells that it makes us glad to see them.

Little Green Cells, Part Four (Natural History Lesson)

Adapted from "The Life of a Primrose" in The Fairy-Land of Science, by Arabella B. Buckley. 
Part One
Part Two
Part Three

--------------------------------------------
Part One:

Can you tell the life story so far of the imaginary primrose plant?  Do you remember how the water gets "pumped up" into the leaves?  What is the name for that process? 

Before we read the first part of today's lesson, we need to talk about (or review) some ideas about the way we see colours.  In an earlier chapter of the book, the author says this:

Reflected light-waves not only make us see things, but they make us see them in different colors. What, you will ask, is this too the work of the sunbeams? Certainly; for if the color we see depends on the size of the waves which come back to us, then we must see things colored differently according to the waves they send back. For instance, imagine a sunbeam playing on a leaf: part of its waves bound straight back from it to our eye and make us see the surface of the leaf, but the rest go right into the leaf itself, and there some of them are used up and kept prisoners. The red, orange, yellow, blue, and violet waves are all useful to the leaf, and it does not let them go again. But it cannot absorb the green waves, and so it throws them back, and they travel to your eye and make you see a green color. 

 There's another good explanation of how we see colours at Art Smarts 4 Kids.  Then should we have a musical interlude with Harry Chapin?



More from Arabella Buckley: 

If you have ever tried to grow a plant in a cellar, you will know that in the dark its leaves remain white and sickly. It is only in the sunlight that a beautiful delicate green tint is given to them, and you will remember that this green tint shows that the leaf has used all the sun-waves except those which make you see green; but why should it do this only when it has grown up in the sunshine?

The reason is this: when the sunbeam darts into the leaf and sets all its particles quivering, it divides the protoplasm into two kinds, collected into different cells. One of these remains white, but the other kind, near the surface, is altered by the sunlight and by the help of the iron brought in by the water. This particular kind of protoplasm, which is called "chlorophyll," will have nothing to do with the green waves and throws them back, so that every little grain of this protoplasm looks green and gives the leaf its green color.

It is these little green cells that by the help of the sun-waves digest the food of the plant and turn the water and gases into useful sap and juices. 

When this book was first published in 1888, the name for this process didn't exist; it was first used by American botanist Charles Barnes in 1893.  Maybe you already know its proper name.  If you don't, see this page.  (Link fixed.)

Narration to follow.

Part Two:

What is carbon?  Where do you ever hear that word?  Do you know what a carbon copy is?  What are the bubbles in gingerale?  Look at this page about carbon at the Chem4Kids website.  Did you know that humans are about 18% carbon? 

When we breathe in air, we use up the oxygen in it and send back out of our mouths carbon dioxide, which is a gas made of oxygen and carbon.   Now, every living thing wants carbon to feed upon, but plants cannot take it in by itself, because carbon is solid (the graphite in your pencils is pure carbon), and a plant cannot eat, it can only drink in fluids and gases. Here the little green cells help it out of its difficulty. They take in or absorb out of the air carbon dioxide gas which we have given out of our mouths and then by the help of the sun-waves they tear the carbon and oxygen apart. Most of the oxygen they throw back into the air for us to use, but the carbon they keep.

If you will take some fresh laurel leaves and put them into a tumbler of water turned upside-down in a saucer of water, and set the tumbler in the sunshine, you will soon see little bright bubbles rising up and clinging to the glass. These are bubbles of oxygen gas, and they tell you that they have been set free by the green cells which have torn from them the carbon of the carbon dioxide in the water.

But what becomes of the carbon? And what use is made of the water which we have kept waiting all this time in the leaves? Water, you already know, is made of hydrogen and oxygen, but perhaps you will be surprised when I tell you that starch, sugar, and oil, which we get from plants, are nothing more than hydrogen and oxygen in different quantities joined to carbon. 

In the "don't try this at home" category:  the teacher proves that when you take the water out of a plant, what's left is mostly carbon.

It is very difficult at first to picture such a black thing as carbon making part of delicate leaves and beautiful flowers, and still more of pure white sugar. But we can make an experiment by which we can draw the hydrogen and oxygen out of sugar, and then you will see the carbon stand out in all its blackness. I have here a plate with a heap of white sugar in it. I pour upon it first some hot water to melt and warm it, and then some strong sulphuric acid. This acid does nothing more than simply draw the hydrogen and oxygen out. See! in a few moments a black mass of carbon begins to rise, all of which has come out of the white sugar you saw just now. You see, then, that from the whitest substance in plants we can get this black carbon; and in truth, one-half of the dry part of every plant is composed of it.

Now look at my plant again, and tell me if we have not already found a curious history? Fancy that you see the water creeping in at the roots, oozing up from cell to cell till it reaches the leaves, and there meeting the carbon which has just come out of the air, and being worked up with it by the sun-waves into starch, or sugar, or oils.

Narration to follow.  Have a good weekend!  Keep your beans moist!

Life of a Primrose, Part Three (Natural History Lesson)

Text is from Fairy-Land of Science, by Arabella B. Buckley.

Tell what you have learned so far about germination.  How are the sprouting beans doing?  What do the roots look like?  How long do you think it will take for the original bean to be used up?  Imagine that the primrose seed has been planted in soil, and that its roots are now developed enough for it to take in food from the ground. 

And now the plant can no longer afford to be idle and live on prepared food. It must work for itself. Until now it has been taking in the same kind of food that you and I do; for we too find many seeds very pleasant to eat and useful to nourish us. But now this store is exhausted. Upon what then is the plant to live? It is cleverer than we are in this, for while we cannot live unless we have food which has once been alive, plants can feed upon gases and water and mineral matter only. Think over the substances you can eat or drink, and you will find they are nearly all made of things which have been alive: meat, vegetables, bread, beer, wine, milk; all these are made from living matter, and though you do take in such things as water and salt, and even iron and phosphorus, these would be quite useless if you did not eat and drink prepared food which your body can work into living matter.

But the plant, as soon as it has roots and leaves, begins to make living matter out of matter that has never been alive. Through all the little hairs of its roots it sucks in water, and in this water are dissolved more or less of the salts of ammonia, phosphorus, sulphur, iron, lime, magnesia, and even silica, or flint. In all kinds of earth there is some iron, and we shall see presently that this is very important to the plant.

 Here's a science experiment for you to try. Take a glass of water, and put a straw in it. Put your mouth on the straw, but don't do anything else. How much of a drink did you get? Why didn't the water just come up through the straw? Of course you have to suck on the straw to make the water rise. Well, since plants can't suck water from the ground in that way, how can the water get up into the plant? Today we are going to do an experiment to show how osmosis works. 

Suppose, then, that our primrose has begun to drink in water at its roots. How is it to get this water up into the stem and leaves, seeing that the whole plant is made of closed bags or cells? It does it in a very curious way, which you can prove for yourselves. Whenever two fluids, one thicker than the other, such as treacle (molasses, syrup) and water for example, are only separated by a skin or any porous substance, they will always mix, the thinner one oozing through the skin into the thicker one. This is called osmosis.

At this point in the book, the teacher proposes an experiment involving a piece of bladder and some treacle, neither of which we have. However, The Little Giant Book of Science Experiments, by H.J. Press, suggests a similar experiment (“#253, Rising Sap”) that uses a carrot and other more easily obtainable supplies; you can read the directions on Google Books. 

Now, the saps and juices of plants are thicker than water, so, directly the water enters the cells at the root it oozes up into the cells above, and mixes with the sap. Then the matter in those cells becomes thinner than in the cells above, so it too oozes up, and in this way cell by cell the water is pumped up into the leaves.

Narration to follow ("explain osmosis").

You may also want to check out this article:  "Osmosis Experiments with Gummy Bears."

Life of a Primrose, Part Two (Natural History Lesson)

Part One is here.  Adapted from Fairy-Land of Science, by Arabella B. Buckley.

Tell what you have learned so far about primroses.  What would you see if you could look inside the seed of a primrose?  Today we will talk about germination, or what happens when seeds sprout. (Examine one of the diagrams at that link.)

When a seed falls into the ground, so long as the earth is cold and dry, it lies like a person in a trance, as if it were dead; but as soon as the warm, damp spring comes, and the busy little sun-waves pierce down into the earth, they wake up the plantlet and make it bestir itself. They agitate to and fro the particles of matter in this tiny body, and cause them to seek out for other particles to seize and join to themselves.

But these new particles cannot come in at the roots, for the seed has none; nor through the leaves, for they have not yet grown up; and so the plantlet begins by helping itself to the store of food laid up in the thick seed-leaves in which it is buried. Here it finds starch, oils, sugar, and substances called albuminoids. My note: This matter is a protein that is fibrous and insoluble in water, serving a protective or supportive function in the body; in other words, as well as being food for the new plant, it's also the stuff that holds the seed together, that gives it its shape. 

This food is all ready for the plantlet to use, and it sucks it in, and works itself into a young plant with tiny roots at one end, and a growing shoot, with leaves, at the other.

Narration to follow here.

Do you know what pith is?  It often refers to the soft, spongy centre that you will find in some plant stems, such as young trees.  Generally it just means soft, spongy tissue or plant material.  When I was little, I remember being given an orange to eat and my parents telling me, "don't eat the pith."  They meant the white stuff inside the peel and around each section of orange.  By a strange coincidence, the next part of the lesson also requires an orange.  

But how does it grow? What makes it become larger? To answer this you must look at the second thing I asked you to bring—a piece of orange. If you take the skin off a piece of orange, you will see inside a number of long-shaped transparent bags, full of juice. These we call cells, and the flesh of all plants and animals is made up of cells like these, only of various shapes. In the pith of elder (see photos) they are round, large, and easily seen; in the stalks of plants they are long, and lap over each other, so as to give the stalk strength to stand upright. Sometimes many cells growing one on the top of the other break into one tube and make vessels. But whether large or small, they are all bags growing one against the other. The cells of the seed are not empty; they are filled with something we call protoplasm, which is 90% water but which has a number of other important things in it as well. 

Now we are prepared to explain how our plant grows. Imagine the tiny primrose plantlet to be made up of cells filled with active living protoplasm, which drinks in starch and other food from the seed-leaves. In this way each cell will grow too full for its skin, and then the protoplasm divides into two parts and builds up a wall between them, and so one cell becomes two. Each of these two cells again breaks up into two more, and so the plant grows larger and larger, till by the time it has used up all the food in the seed-leaves, it has sent roots covered with fine hairs downwards into the earth, and a shoot with beginnings of leaves up into the air.  Sometimes the seed-leaves themselves come above ground, as in the mustard-plant, and sometimes they are left empty behind, while the plantlet shoots through them.

Narration to follow.

How are your sprouting beans doing?

Something to think about:  do you eat sunflower seeds or pumpkin seeds as a snack?  Why does it make sense that they are high in protein?

A natural history lesson: Primrose Seeds

Book studied:  "The Life of a Primrose," in The Fairy-Land of Science, by Arabella B. Buckley.  First part of the chapter only for today.

Have you ever seen any primroses? What do you think they look like? In England, they are one of the first wildflowers to come up in spring, in March when we still have snow on the ground here. They are not roses; they are in a family called the primulas, which also includes cowslips and pimpernels. Their name comes from the Italian words for “first thing.” The best-known English primroses have pale yellow flowers, with five heart-shaped petals and bright yellow-orange centres.  (Sometimes they are other colours.) They have been a very popular decoration on things like teacups.  Look at these photos and see if you can pick out the primroses. (An image search for "primroses embroidered" also brought up some great photos of all kinds of primroses--cookies, crocheted, stitched, and real.)

(Photo of Primula vulgaris found here)

We don’t have the same species of primroses in Canada, although we do have a bluish-purple wildflower in the same family called the Dwarf Canadian Primrose or Lake Mistassini Primrose. There is a really interesting story about how Louis the Sixteenth’s personal botanist discovered the Canadian primrose for him in 1786, but this lesson is about English primroses.

(Photo of Primula mistassinica found here)

The teacher giving this lesson had asked each student to bring a primrose flower, or a whole plant if they could find one. This is what she told them: 

WHEN the dreary days of winter and the early damp days of spring are passing away, and the warm bright sunshine has begun to pour down upon the grassy paths of the wood, who does not love to go out and bring home posies of violets, and bluebells, and primroses? We wander from one plant to another picking a flower here and a bud there, as they nestle among the green leaves, and we make our rooms sweet and gay with the tender and lovely blossoms. But tell me, did you ever stop to think, as you added flower after flower to your nosegay, how the plants which bear them have been building up their green leaves and their fragile buds during the last few weeks? If you had visited the same spot a month before, a few of last year's leaves, withered and dead, would have been all that you would have found. And now the whole wood is carpeted with delicate green leaves, with nodding bluebells, and pale-yellow primroses, as if a fairy had touched the ground and covered it with fresh young life. And our fairies have been at work here; the fairy "Life," of whom we know so little, though we love her so well and rejoice in the beautiful forms she can produce; the fairy sunbeams with their invisible influence kissing the tiny shoots and warming them into vigor and activity; the gentle rain-drops, the balmy air, all these have been working, while you or I passed heedlessly by; and now we come and gather the flowers they have made, and too often forget to wonder how these lovely forms have sprung up around us.

There is a beautiful little poem by Tennyson, which says—

"Flower in the crannied wall,
I pluck you out of the crannies;
Hold you here, root and all, in my hand,
Little flower; but if I could understand
What you are, root and all, and all in all,
I should know what God and man is."

Do you remember two years ago in school when we sprouted different kinds of birdseed in a shoebox? Do you remember examining the inside of seeds, seeing how everything was in there, ready to make the plant grow? Since flower seeds are too small to examine easily, the teacher here soaked almond-kernels for the students to split in half and examine. We will use dried beans from our garden.  This is what the teacher said:

If you peel the two skins off your seed, the two halves will slip apart quite easily. One of these halves will have a small dent at the pointed end, while in the other half you will see a little lump, which fitted into the dent when the two halves were joined. This little lump is a young plant, and the two halves of the almond are the seed-leaves which hold the plantlet, and feed it till it can feed itself. The rounded end of the plantlet sticking out of the almond, is the beginning of the root, while the other end will in time become the stem. If you look carefully, you will see two little points at this end, which are the tips of future leaves. Only think how minute this plantlet must be in a primrose, where the whole seed is scarcely larger than a grain of sand! Yet in this tiny plantlet lies hid the life of the future plant. 

Narration to follow.  In the next lesson we will talk about what happens to the primrose seed when it falls into the ground.  Here is some homework for you:  go and look in our dish cupboards, both the everyday dishes and the teacups, and see if you can find any decorations of primroses.

Note:  we decided to enhance this part of the study by taking some of the soaked beans and letting them sprout (glass jar with damp paper towels).  We've done that other times through the years, but it seemed like a good opportunity for hands-on review.

Linked from the Charlotte Mason Blog Carnival.

In which the chambered nautilus flunks the test (a math lesson for Crayons)

Fifth grader Crayons/Dollygirl has been learning a bit of math history from John Tiner's Exploring the World of Mathematics.  In this week's lesson I had just intended to finish up the chapter on Number Patterns, but the Fibonacci business got away from me a bit.  But that's a good thing.

Here's the lesson as I plan to present it tomorrow, making use of online resources (including one with an unexpected surprise).

1.  Review what we have learned so far about Fibonacci numbers:  that they run in the sequence 1, 1, 2, 3, 5, 8, 13 and so on, with each pair of numbers adding up to the number following right after.

2.  Construct squares following the sequence from graph paper--that is, two with sides 1 unit long, one with sides 2 units long, and so on.  Colour them and cut them out.

3.  Arrange them as if you were packing them in a box, starting with the smallest ones in the centre.  See diagram in the book if you're not sure. Then watch this online animation.  At the end of the animation, watch the drawing of the spiral.  Can you see how that works?  This is called a Fibonacci spiral.

4.  Places in nature where Fibonacci spirals occur:  in spiral galaxies, in your inner ear, in pine cones, in cauliflower.  (I'm thinking maybe also in fiddleheads? I'm not sure about those.)  But not, according to this blog post and its accompanying slide show, in that classic example (cited in Tiner's book), the chambered nautilus.  So much for that. (Maybe it works for some people?)

5.  Another use of Fibonacci spirals:  in art, what is referred to as the Golden Mean or Golden Ratio.  Apparently our eyes just like to follow things that move around in those proportions. Here's a neat blog post showing photographic examples.  (According to the post, the photos were not deliberately planned to match up with the spiral: they just do because they're good photos.  Or they're good photos because they just do.)

6.  So a fun followup might be to find other examples of paintings or photographs that follow these proportions.  Or to deliberately create a drawing--or maybe just a colour pattern--that follows it, and see how that works.  Do you like the way it turned out--why or why not?

The flickers reappear

Have you ever seen a Northern Flicker?

They have been visiting our backyard in large groups over the past couple of afternoons, mostly when the sun's out, and have been feasting on something in the grass (probably the ants which seem to be out in full force as well). From our above-ground basement window, we have a perfect view of anything that flies, creeps or hops along the grass, including amazing close-ups of parent and baby flickers.

The last (and only other) time I mentioned flickers on the blog, it was also the middle of September--so I'm wondering if this is one of those annual events that Charlotte Mason said we should note down and look forward to each year. I don't remember seeing them last year, but maybe we just weren't looking for them.

A package from Hampstead House

We don't get brand-new books all that often.

But I saw some things that might be useful in the last HH catalogue, and I had a credit note for some stuff that had gone out of stock, so I decided to send in an order.

Violet Comes to Stay: this will be a birthday gift for a young relative later this year.

World in a Box: I posted about this earlier today.

Watching Water Birds, by Jim Arnosky.

Mouse Tail Moon--a book of poems, also for a birthday gift.

Stars & Planets: a book with lots of tabs, things to unfold, photos, and a poster in the back. Even The Apprentice thought this was pretty cool.

Photos: Ponytails

April 22nd is God's Earth Day

I am not the only one to think of calling April 22nd "God's Earth Day," but it did come into my head as I contemplated one of my least favourite "holidays," on which it's demanded that we bow down not only to the Bunny but to the Asian Elephant, the Blue Whale, the Hybrid Spider Monkey, and every other endangered species, not to mention the Dandelion and the Recyclable Plastic Bag. Homeschooling means little when you're trying to be politically incorrect: it's all over TVOntario, even all over the Stuffed Animal Site (you didn't know that April 22nd is That Site's official holiday?).

"On April 22nd, over six million Canadians will join one billion people worldwide in celebrating Earth Day. Nearly every school across Canada will also participate in Earth Day events and festivities. Everyone is looking to make a difference – one that will heal our planet."--TVOntario website

So how are we reclaiming this homeschooling day without using the words green, environment, recycle, or eco-anything? (Some of these things were already on our schedule, some I'm adding in.)

Bible Sword Drills using the word Earth

Our current Bible memory song: Psalm 100, that begins "Make a joyful noise unto the Lord, all ye lands..."

Favourite hymns: All Creatures of Our God and King, This is My Father's World, any others...and ending with Isaiah 6:3: "....Holy, holy, holy, is the LORD of hosts: the whole earth is full of his glory."

A chapter of Eleanor Doorly's The Insect Man (biography of Jean Henri Fabre)

Nature notebook time in the backyard--lots of dandelions to sketch, and our lone tulip that hasn't yet been eaten by The Bunny...

A game of Beaver Ed's Nature Cards, or maybe a round of Animal, Vegetable or Mineral (Twenty Questions)

A lesson for Crayons from Munro Leaf's book Geography Can Be Fun (which is about the earth too)

Watering the cucumber and pepper plants we've started indoors, and remembering to rinse the lentil sprouts in the cupboard

Usborne Map of the World Jigsaw

Making something good to eat...just haven't decided what yet...

Want more? Christian Earth Day Printables (colouring pages and such)

O LORD, our Lord, how excellent is thy name in all the earth!....Psalm 8:1