Outlines of Lessons in Botany, Part I; from Seed to Leaf / For the Use of Teachers, or Mothers Studying with Their Children

by Jane Newell Moore

[V.]

STEMS.

The stem, as the scholars have already learned, is the axis of the plant. The leaves are produced at certain definite points called nodes, and the portions of stem between these points are internodes. The internode, node, and leaf make a single plant-part, and the plant is made up of a succession of such parts.

The stem, as well as the root and leaves, may bear plant-hairs. The accepted theory of plant structure assumes that these four parts, root, stem, leaves, and plant-hairs, are the only members of a flowering plant, and that all other forms, as flowers, tendrils, etc., are modified from these. While this idea is at the foundation of all our teaching, causing us to lead the pupil to recognize as modified leaves the cotyledons of a seedling and the scales of a bud, it is difficult to state it directly so as to be understood, except by mature minds. I have been frequently surprised at the failure of even bright and advanced pupils to grasp this idea, and believe it is better to let them first imbibe it unconsciously in their study. Whenever their minds are ready for it, it will be readily understood. The chief difficulty is that they imagine that there is a direct metamorphosis of a leaf to a petal or a stamen.

Briefly, the theory is this: the beginnings of leaf, petal, tendril, etc., are the same. At an early stage of their growth it is impossible to tell what they are to become. They develop into the organ needed for the particular work required of them to do. The organ, that under other circumstances might develop into a leaf, is capable of developing into a petal, a stamen, or a pistil, according to the requirements of the plant, but no actual metamorphosis takes place. Sometimes, instead of developing into the form we should normally find, the organ develops into another form, as when a petal stands in the place of a stamen, or the pistil reverts to a leafy branch. This will be more fully treated under flowers. The study of the different forms in which an organ may appear is the study of morphology.

1. Forms of Stems.—Stems may grow in many ways. Let the pupils compare the habits of growth of the seedlings they have studied. The Sunflower and Corn are erect. This is the most usual habit, as with our common trees. The Morning Glory is twining, the stem itself twists about a support. The Bean, Pea and Nasturtium are climbing. The stems are weak, and are held up, in the first two by tendrils, in the last by the twining leaf-stalks. The English Ivy, as we have seen, is also climbing, by means of its aërial roots. The Red Clover is ascending, the branches rising obliquely from the base. Some kinds of Clover, as the White Clover, are creeping, that is, with prostrate branches rooting at the nodes and forming new plants. Such rooting branches are called stolons, or when the stem runs underground, suckers. The gardener imitates them in the process called layering, that is, bending down an erect branch and covering it with soil, causing it to strike root. When the connecting stem is cut, a new plant is formed. Long and leafless stolons, like those of the Strawberry are called runners. Stems creep below the ground as well as above. Probably the pupil will think of some examples. The pretty little Gold Thread is so named from the yellow running stems, which grow beneath the ground and send up shoots, or suckers, which make new plants. Many grasses propagate themselves in this way. Such stems are called rootstocks. "That these are really stems, and not roots, is evident from the way in which they grow; from their consisting of a succession of joints; and from the leaves which they bear on each node, in the form of small scales, just like the lowest ones on the upright stem next the ground. They also produce buds in the axils of these scales, showing the scales to be leaves; whereas real roots bear neither leaves nor axillary buds."[1] Rootstocks are often stored with nourishment. We have already taken up this subject in the potato, but it is well to repeat the distinction between stems and roots. A thick, short rootstock provided with buds, like the potato, is called a tuber. Compare again the corm of Crocus and the bulb of Onion to find the stem in each. In the former, it makes the bulk of the whole; in the latter, it is a mere plate holding the fleshy bases of the leaves.

[Footnote 1: Gray's First Lessons, revised edition, 1887, page 42.]

2. Movements of Stems.—Let a glass thread, no larger than a coarse hair, be affixed by means of some quickly drying varnish to the tip of the laterally inclined stem of one of the young Morning-Glory plants in the schoolroom. Stand a piece of cardboard beside the pot, at right angles to the stem, so that the end of the glass will be near the surface of the card. Make a dot upon the card opposite the tip of the filament, taking care not to disturb the position of either. In a few minutes observe that the filament is no longer opposite the dot. Mark its position anew, and continue thus until a circle is completed on the cardboard. This is a rough way of conducting the experiment. Darwin's method will be found in the footnote.[1]

[Footnote 1: "Plants growing in pots were protected wholly from the light, or had light admitted from above or on one side as the case might require, and were covered above by a large horizontal sheet of glass, and with another vertical sheet on one side. A glass filament, not thicker than a horsehair, and from a quarter to three-quarters of an inch in length, was affixed to the part to be observed by means of shellac dissolved in alcohol. The solution was allowed to evaporate until it became so thick that it set hard in two or three seconds, and it never injured the tissues, even the tips of tender radicles, to which it was applied. To the end of the glass filament an excessively minute bead of black sealing-wax was cemented, below or behind which a bit of card with a black dot was fixed to a stick driven into the ground.... The bead and the dot on the card were viewed through the horizontal or vertical glass-plate (according to the position of the object) and when one exactly covered the other, a dot was made on the glass plate with a sharply pointed stick dipped in thick India ink. Other dots were made at short intervals of time and these were afterwards joined by straight lines. The figures thus traced were therefore angular, but if dots had been made every one or two minutes, the lines would have been more curvilinear."—The Power of Movement in Plants, p. 6.]

The use of the glass filament is simply to increase the size of the circle described, and thus make visible the movements of the stem. All young parts of stems are continually moving in circles or ellipses. "To learn how the sweeps are made, one has only to mark a line of dots along the upper side of the outstretched revolving end of such a stem, and to note that when it has moved round a quarter of a circle, these dots will be on one side; when half round, the dots occupy the lower side; and when the revolution is completed, they are again on the upper side. That is, the stem revolves by bowing itself over to one side,—is either pulled over or pushed over, or both, by some internal force, which acts in turn all round the stem in the direction in which it sweeps; and so the stem makes its circuits without twisting."[1]