. Lessons with plants. Suggestions for seeing and interpreting some of the common forms of vegetation. Pig. 242. Proliferous fruit ofstrawberry. upon the bush when the raspberry is picked, isthe receptacle. The pupil should now explain themorphology of the blackberry. 299. The pupil will now be in-terested in peaches, apricots, plumsand cherries. He has seen thestructure of the flower in Figs. 47,48, 144. There is a single superiorpistil. The petals and stamensare perigynous, and both fall soonafter fertilization has taken gamosepalous calyx (or re-ceptacle-tube, 170) persists for at
. Lessons with plants. Suggestions for seeing and interpreting some of the common forms of vegetation. Pig. 242. Proliferous fruit ofstrawberry. upon the bush when the raspberry is picked, isthe receptacle. The pupil should now explain themorphology of the blackberry. 299. The pupil will now be in-terested in peaches, apricots, plumsand cherries. He has seen thestructure of the flower in Figs. 47,48, 144. There is a single superiorpistil. The petals and stamensare perigynous, and both fall soonafter fertilization has taken gamosepalous calyx (or re-ceptacle-tube, 170) persists for atime, but finally breaks away at the base, andthe ring gradually works off over the top of theswelling fruit (). In these fruits,therefore, only theovary and its con-tents persist andripen into the fruit, -^r pia. 243. Fruit of raspberry. 299a. Why does the ringslip off, rather than break in two f Do peaches, cherries andplums behave in the same way 1 Are there similar rings on youngapple and pear fruits ?.
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Keywords: ., bookauthorbai, bookcentury1900, bookdecade1900, booksubjectbotany
