Outlines of Lessons in Botany, Part I; from Seed to Leaf eBook

This eBook from the Gutenberg Project consists of approximately 96 pages of information about Outlines of Lessons in Botany, Part I; from Seed to Leaf.

Outlines of Lessons in Botany, Part I; from Seed to Leaf eBook

This eBook from the Gutenberg Project consists of approximately 96 pages of information about Outlines of Lessons in Botany, Part I; from Seed to Leaf.

YEARS MAIN 1ST 2ND 2ND 2ND 3RD 4TH
      AXIS BRANCH BRANCH BRANCH BRANCH BRANCH BRANCH
-----------------------------------------------------
      in. 1st 2nd
                            side side
’80 6-1/4 —–­ —–­ shoot. shoot. —–­ —–­ ’81 8-3/4 6-3/4 —–­ —–­ —–­ —–­ —–­ ’82 8-1/2 6-1/4 6-7/8 —–­ —–­ —–­ . ’83 4-3/4 1-1/2 2-3/8 —–­ —–­ 4 . ’84 3-1/2 3-1/8 5-1/8 —–­ —–­ 1-3/4 7/8 ’85 4-1/2 3/8 4-3/4 2-1/4 —–­ 6 1 ’86 6+ 6-3/4 12-1/8 5-1/2 10-1/2 8-7/8 5-1/8 ’87 bough 2-1/2 8-3/4 4-1/4 4-1/4 4-6/8 3-3/4
      broken.

One question brought up by these measurements is whether there is any correspondence in growth between the main axis and its branches.  It appears in these tables that there is a general correspondence, in this tree at least.  In the recitation of the class, whose tables are given above (Nos. 1, 2, 3 and 4), we took all the measurements of these four branches for the year 1885 and added them.  We did the same for 1886, and compared the results.  The total growth for 1885 was 31-15/16 inches; for 1886, leaving out the measurement of the twig whose entire growth was in that year, 109-3/4 inches or nearly 3-1/2 times as much.  The proportion held in a general way throughout, there being only a single case of a branch where the growth was greater in the first year.[1] But there is a point that must not be overlooked in this connection.  The branches of the Beech seem to grow about equally well in the first, second, third, or any succeeding year.  In some trees, as the Ash, the axillary buds make a large growth, and the succeeding terminal buds carry on the branch much more slowly; in other trees, as the Cherry, a branch grows very slowly in the first few years and then suddenly takes a start.  These facts would appear in tables of growth, made from branches of these trees, but the addition of results for any particular year would have no significance.

[Footnote 1:  The spring of 1880 was a remarkably early one.  Thus I find in my diary of that year the following entries:—­

April 17.  The red maples are in full bloom, the elms almost over.  The leaves of the Horsechestnut are quite large.  The lilacs are nearly in leaf.  April 24.  We went up to Waverley and found bloodroot up, spice bush out, violets, dog-tooths and anemones, also caltha.  April 28.  All the cherries are in full bloom.  April 29.  Picked an apple blossom in bud, beautifully pink.

The season was nearly three weeks earlier than usual. 1885 on the other hand was a late spring.]

In table No. 5, the addition of the measurements for 1885 and 1886 shows the growth in the latter year to be about twice that of the former.  This branch came from a tree in another town.  We have tried also to discover whether the number of leaves each year has any relation to growth.  I cannot see that it has, but it requires many experiments to determine these points.  To study this, make tables of the number of leaves on the branch each year.  I think teachers would find it interesting to keep all data of this kind of work done by their classes, with a view to tabulation and comparison.  The scholars themselves are exceedingly interested in anything that partakes of the nature of an original investigation.[1]

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Outlines of Lessons in Botany, Part I; from Seed to Leaf from Project Gutenberg. Public domain.