Gregor Mendel: The Friar Who Grew Peas

Gregor Mendel: The Friar Who Grew Peas
by Cheryl Bardoe

Growing up in current day Czech Republic to a farmer, Gregor Mendel was close to nature and spent time noticing many things. He loved learning, so even though putting him through school was a sacrifice for his family, Gregor made sure he could continue learning. At times this meant Gregor missed meals regularly, as there was not enough money for school and food. Gregor was soon sent to a more rigorous school farther from home and had to board there away from his family. When Gregor was eighteen, his father broke his back, and any financial support he received from his family was over. But Gregor was resourceful and tutored other students in order to pay his way through school. Still, too often he went without eating. Gregor studied for a couple years at the University of Vienna, learning about science and mathematics, particularly about the scientific method. Finally, his hunger began to demand his attention, and Gregor made the decision to become a monk. At the time Gregor lived in the 1800's, monasteries were great centers of learning and had enough wealth to support scholarly and artistic efforts. Gregor had three square meals a day, plenty of time to study, and many other bright minds with whom to discuss his ideas.

A particularly interesting field of study to Gregor was the science of heredity. What made children like one parent in some ways and like the other parent in other ways? He decided to use what he learned about the scientific method to plan a huge experiment. He grew a variety of peas that exhibited different traits, some green and others yellow, some with smooth seeds and others with wrinkled, and so on. He picked seven different traits to study. Then he grew the peas for some time separately to be sure he had a pure batch of each trait with which to begin his experiment. After a couple years of growing, he was ready to begin in earnest. He intervened in nature's usual course of pollination by cutting off the stamen and manually dusting pollen from a plant with the opposite trait on to the egg cells of the original plant (for example, pollen from a yellow pea plant to pollinate a green pea plant). He did this very carefully with 287 pea plants and tied little bags over the plants to be sure no other pollen got to the egg cells. Then, he had to wait.

When the peas grew, the findings were fascinating! All the peas were yellow, even the ones from the green pea plants. And all the peas were smooth too! Gregor wondered, were the green peas and wrinkled peas gone forever? The next year, he let those plants cross pollinate as they normally do in nature and waited to see what would happen. This time, there were mostly yellow peas, but some green peas, and mostly smooth peas, but some wrinkled peas. Those traits hadn't disappeared, but rather had been hidden for a time! Some traits, like the color yellow, were dominant, while other traits, like the color green, were recessive. But two yellow pea plants that had a recessive or hidden green trait could still produce green peas.

Gregor continued his experiment for eight years, growing 28,000 pea plants in that time. He took careful notes and used mathematics to prove how the traits were passed from parent to child. He gathered his findings and published a research article and spoke at a university about his discovery. Unfortunately, no one seemed to understand that Gregor Mendel had discovered what we now call genes, the vehicle living things use to pass on traits to their offspring. People did not see how this new knowledge could change how they raised livestock and grains, how it could change so many things!

Soon Gregor was called to be the abbot of his abbey, and his new responsibilities took him away from his scientific work. He died without the world knowing what a great discovery he had made. About thirty years later, three men from three different countries came upon the same discovery as Gregor Mendel and happened to find his published research. They were amazed that a friar had already made the discovery!

The study of heredity, or genetics, is field of study still today as we continue to learn how genes affect the hardiness and quality of food crops, the desired traits in animals, and even the survival of species, something that Charles Darwin was writing about at the same time that Gregor Mendel was writing about the genes in his pea plants. We call Gregor Mendel the father of genetics because of his careful research.

Plutarch: Publicola, Lesson 1

Publicola by Plutarch
(as read from Anne White's text and study guide)

Lesson 1:
Publicola's full name was _______ Valerius Publicola, and he was first known by the name Valerius, having been named after an ancestor who helped deliver the Romans from tyranny. Publicola lived in the time of King Tarquin (the last of the kings of Rome before the Republic was instituted). King Tarquin came to power by greedy and evil means and treated one of the people, Lucretia, with disrespect and disregard (perhaps as told in Shakespeare's The Rape of Lucretia?). When this same woman killed herself because of her mistreatment, the people were in an uproar, demanding that King Tarquin be removed as king. Publicola found himself, as a generous and influential man of wealth as well as a powerful orator, as one of the two prominent leaders of the rebellion against King Tarquin. The other was Brutus (_______  ________  Brutus), an ancestor of the more famous later Brutus who lived in the time of Julius Caesar. Publicola assumed that Brutus would be the new ruler, as he was the better qualified of the two. However, when the people decided on having two rulers rather than one king, Publicola began to hope that he would be chosen as the second honored one. Instead, the people chose Brutus and the husband of Lucretia as their new leaders, with the reasoning that Lucretia's husband, having a personal hatred for the king, would be least likely to let the king back into control. Publicola felt slighted by this decision, as though his loyalty towards the Republic was in question. He removed himself from public affairs. The people and the two elected consuls were concerned that Publicola might decide to support the kings in the end. However, when Brutus challenged the people to swear an oath of fidelity to the Republic at the marketplace during the time of the sacrifices, Publicola was the first to wholeheartedly do so, putting the fears of the people to rest. And so, Rome changed from an empire to a republic in the year 590 BC.

Trial and Triumph: Richard Cameron

Trial and Triumph by Richard Hannula

Richard Cameron

In 1680 in a field in Scotland, two groups gathered for battle. The odds were clearly against one side and favored the other. Many English soliders well armed and trained on one side faced a group of about sixty Scottish rebels, mostly farmers and laborers, led by Richard Cameron.

During the reign of Charles II, religious freedom was suppressed and only those submitted to Charles as the head of the church were allowed "freedom." However there was a group of ministers and church members in Scotland who did not accept Charles as their king, They claimed Jesus Christ as the king of their church. Richard Cameron was a young school teacher during this time and happened upon a secret meeting of these rebels. He eventually came to faith in Christ through their ministry. Cameron went on to learn and study in Holland, a place safe and free from persecution. However, he felt called back to Scotland. Before he left Holland, another church leader laid hands on Cameron and prophesied that he would give his life for Christ and that his sacrifice would be shown under the sun and the moon.

Richard Cameron returned to Scotland and declared war against King Charles II, who dared to usurp the place of Christ as head of the church. Cameron and his band of men were on the run and continued to teach and preach for the saving of souls in Scotland. Eventually, King Charles II's men caught up with Cameron and the battle lines were drawn. Cameron encouraged his men to remain brave and faithful to the end, and promised that the gates of heaven awaited them. The army of King Charles was victorious and Cameron and his brother Michael were of those slain. Richard Cameron's head and hands were cut off and put on display to be a lesson to others. Before making a public display, however, King Charles' men, who had Richard Cameron's father imprisoned, brought these gory prizes to prison and paid them on his father's lap. Mr. Cameron bore the news bravely with faith. Men said that Richard Cameron started out praying and preaching and ended praying and fighting.

Merchant of Venice: Act I, Scene I

Merchant of Venice by William Shakespeare

Act I, Scene I

Antonio, sitting under a cloud of unexplained sadness, meets with a few friends who try to guess as to the cause of his long face. Is he in love? Is he worried about his business as a merchant? Antonio will not betray the source of his melancholy. One friend suggests that it is the fashion to be somber and quiet to affect an appearance of wisdom, but that when those pretenders speak, their foolishness betrays them. It appears as though his "friends" are superficially interested in cheering him up, but mostly bent on getting away from his unpleasant presence. They come and go rather quickly during the scene.

One friend, Bassario (?), sticks around longer than the rest, but it turns out the reason is that he needs something from Antonio. Bassario has fallen in love with beautiful Portia of Belmont, but due to some past indiscretions he owes many debts and does not have the money with which to properly woo Portia, who has several others suitors. Bassario asks Antonio if for their friendship's sake he would help in his quest for love. Antonio declares his loyalty to his friend and promises to help in any way he can. Unfortunately his capital is all tied up at sea at the moment, but he believes that merchants in Venice will consider his name good for credit, and urges Bassario to use his credit freely to fund his courtship of Portia.

Minn of the Mississippi: Chapter 1

Minn of the Mississippi by Holling Clancy Holling

Chapter 1: Land of Ancient Waters

A crow sits perched on a pine tree in the rain, waiting for the wetness to be over. Little does it know the history of the movement of water in the locale of this very pine tree over the past millions of years. Long ago, many years of wind and water eroded granite and laid a bed of soil here. Heat stirred up the rocks and folded the layers in places. The path of the water changed many times. After much wetness, there came a time of great cold, and glaciers pushed their way across this land, crushing and grinding the rocks. The cold could not last forever, and then the glacier melted, leaving boulders and new lakes.

The crow notices that the pouring rain has ended. He tries his wings and they provide escape into the sky. He soars over water and sees a dead pickerel on a rock, a good meal. He begins in on it, seeing a pair of reptile eyes poking up out from under a lily pad nearby. A flock of crows nearby call out and our crow exuberantly replies that there is enough dinner for all. But meanwhile, the nearby turtle has stolen away the crow's dinner, and slipped under water for her feast.

The crow and his mate have made a rickety looking nest at the top of a pine tree and laid their five eggs there, safe and sound despite how precarious the nest looks. These eggs must be cared for constantly and sheltered from the cold and rain. But the turtle has a different plan. She digs a hole in the sand and deposits thirty eggs, covers them up, and wanders away, never to see her children. But that is okay, the warmth of the earth and the sun take over and nurture the turtle eggs towards life. Turtle eggs start out about the size of a ping pong ball, and are made of the yoke, the seed, and the white or albumen. One small cell of the seed swells and multiplies into two, and then those two divide, and again and again, so that before we know it, a living thing is becoming. The embryo goes through stages of looking like a worm, a fish, and other creatures, but ends up looking like what it really is, a snapping turtle. It is as though there is a pattern that is built into it, so that it cannot help becoming who it is.

Age of Fable: Preface

Age of Fable by Thomas Bulfinch

Preface:

The purpose of this collection of mythology is to give happiness and enjoyment to the reader, not to be a slavish study. Why study mythology? Myths are often referenced in English literature of all kinds, especially poetry, and knowing the story behind the allusion paints a full picture in the mind of the reader who is acquainted with the myth. The reader without this understanding will be left feeling dull. But what a delight to participate in the thoughts of a poet or novelist as you share in the common myth!

These myths are told in story form, not in an attempt to translate directly into prose, for that would be clunky, not are they told in verse, because it would be forced and lose it's beauty, but rather the final product is a combination of the beauty of verse and the accuracy of the prose to offer the myths in an engaging story.

Most of the content is taken from Ovid and Virgil. Not all myths are retold here, as some without heroes and noble thoughts are not worth being retold, so it will be no embarrassment to be found unfamiliar with these.

With an index at the back, this volume will be a fit reference for all ages: stories for the young, reference in reading literature for the student, and a return to the joys of childhood for the aged.

Poor Richard: Milk Street - Boston

Poor Richard by James Daugherty

Milk Street - Boston:
Milk Street, Boston, right across from the Old South Church, is where we first meet the very large Franklin family. Father Josiah Franklin is carrying his newest son this Sunday in January 1706 across to the church to be christened Benjamin. What a great big family Benjamin was born into! He is the thirteenth child of Josiah. Josiah and his three oldest children came over from Banbury and Josiah's wife died in the colonies after bearing two more children. Josiah married again and continued to grow his family until there were fifteen total.The children played on Milk Street in the dust and grime, playing Indians and settlers, having fun with stray dogs, and entertaining themselves while Josiah worked as a candle maker. Originally trained as a dyer, Josiah learned that a tallow maker was more in demand here in Boston, and adapted to the needs of his town.

Boston was not yet one hundred years old, however it already had a storied history of differing views, demands for freedoms, persecution, and sadness. The old oak tree by the common where the town's cattle grazed had been a gallows for those who did not abide by the strict rules of the colony. Puritan town though it was, on weekdays there were plenty of opportunities for good liquor, good reading, and good conversation. Boston was the liveliest of all Britain's colonies.

Mother Abiah Franklin raised her many children until they were old enough to come under the tutelage of Father Josiah, who would teach his children to be useful in the world. The family moved to Hanover Street, gathering together for dinner as a family, where the food was always blessed through Josiah's long prayers and the conversation always lively, often including friends and neighbors as guests.

The Storybook of Science: Chapters 1 and 2

The Storybook of Science by Jean Henri Fabre (translation by Elizur Wright, Jr.)

Chapter 1: The Six

Uncle Paul is a revered and respected man in his village, one who labours on the farm by day. He takes time to notice the bees and plants when he is out among the fields, stopping to watch and listen and think. In the evenings, he rests with his books, books of many kinds and subjects. He is known as Maitre Paul, because he is always willing to share his knowledge with others and help them in so sharing.

Uncle Paul lives with old Ambroisine and her old husband Jacques, who have been family servants and friends since the time Uncle Paul was born. Ambroisine takes care of the house, and Jacques cares for the animals and farm. They are like parents to Uncle Paul. And because Uncle Paul is so very fond of children and their endless curiosity, he has prevailed upon his brother to allow his niece and nephews to stay with him for part of the year.

Claire is the oldest, nearly twelve years old. She is obedient and happy to oblige and be helpful. She can make useful things with her hands.

Jules is ten and is full of questions about everything. He is wiry and full of energy, but he has one fault, that of a temper that flares up too easily. Uncle Paul wishes to help him learn to control it.

Emile is the youngest and is just learning to pay attention to the world around him, though in the meantime he has a box full of playthings of all kinds to distract him and keep him entertained.

Chapter 2: The Fairy Tale and the True Story

The six members of Uncle Paul's family were all sitting around the fire one evening, pursuing various methods of passing the evening. Uncle Paul was reading a book, Jacques was mending a basket, Ambroisine was sitting with her distaff, Claire was doing some handwork, and Jules and Emile were setting up the Noah's ark with all the animals. The younger boys got bored of their play and asked Ambroisine for a story.

"Once there was an ant and a grasshopper who were going to the fair in the winter. The grasshopper hopped across a patch of ice along the way. The ant asked the grasshopper to carry him over, but the grasshopper replied that the ant should give a great leap just as he had done. The ant having done this hurt his leg by slipping on the ice. Ice, ice, the strong should be good, but you have broken the ant's leg. The ice said, 'The sun is stronger than me, she melts me.' Sun, sun, the strong should be good, but you melt the ice, and the ice hurt the ant's leg. 'The clouds are stronger than me, they hide me.' Clouds, clouds, the strong should be good, but you cover the sun, the sun melts the ice, and the ice hurt the ant's leg. 'The wind is stronger than me, it blows me away.' Wind, wind, the strong should be good, but you blow away the clouds, the clouds cover the sun, the sun melts the ice, and the ice hurt the ant's leg. 'The walls are stronger than me, they stop me.' Walls, walls, the strong should be good, but you stop the wind, the wind blows the clouds away, the clouds cover the sun, the sun melts the ice, and the ice hurt the ant's leg."

Jules interrupted the story to ask if the story ever had an end, and Ambroisine responded that it can have no end, as there is always something stronger. She tried to being another fairy story which Emile already knew, and Jules requested a real story.

At this, Uncle Paul looked up from his reading and asked the children if they would like to hear the story of a real ant, not just a fairy tale one like Ambroisine told them. The children excitedly assented. Uncle Paul said that the beauty of a real story is that it is marvelous and surprising, while all the time being true. And he began the story of the ant.

Madam How and Lady Why: Preface - A Narration

This is a narration of the Preface of Madam How and Lady Why by Charles Kingsley.

In the time the author wrote this book, it was easy to find beautiful books with lovely pictures to learn from, but it wasn't always that way. Books when the author was a child were much more dull. However, there was one book that he remembered learning from that had stuck with him and one story in particular from it that he wished to share with his children. It is about eyes and no eyes.

There was a school that was reopening after being closed for a holiday session. The teacher asked one student, Robert, where he had come from and what he had seen. Robert replied that he had walked through the woods, hadn't seen a soul, and that he had been so bored he wished he had walked by the turnpike. Another boy walked into the class, dressed in his school clothes but showing the signs of having been playing in the mud. The teacher asked this boy, William, where he had been and what he had seen. William replied, "Oh, I have had the most delightful walk!" He explained that he had walked through the woods and showed a handkerchief full of treasures he had found along the way. He saw a peewit that he chased into a swamp. He chatted with a man who was cutting sod and showed him how to cut sod himself. He found a piece of mistletoe that he was wanting to identify. He climbed a hill and saw a glorious view, and then remembering the name of the hill was something like Fort Mount, he looked to see if there was an old Roman fort, and sure enough, he found one and explored it. Then he found his way to the school.

The teacher wisely said to the children, "There are two kinds of people in this world, those who use their eyes to see all that is around them, and those who might as well not have eyes for they do not use them. William, continue to see all that is around you. Robert, learn to use the eyes you have."

So we must use our eyes to see the world God made. The Universe is God's Book and the reading of God's Book is Science. Of course there is much more truth in the world that cannot be seen and heard and touched, but we must start there. When we study the truths we find in Nature we will begin to know the One who made it all.

Learning Through AO Year 4 Myself

As a family, we have been learning and growing together under the influence of the ideas of Charlotte Mason for three years now. What a beautiful and tender way to flourish together! My children have soaked in so much truth and found joy in many new ideas and things over the years. And I couldn't be left behind! I've read and delighted alongside them.

However, there is at least one area that I am falling behind them. I do not narrate as regularly as the kids do and it is beginning to show! I am forgetting too quickly what I should have made more effort to retain!

In an attempt to remedy that lacking, I am embarking on a personal journey. I am beginning to study through AmblesideOnline's Year 4 for myself, complete with narrations for each reading. Yikes -- that sounds terribly ominous and intimidating. I am not saying I will complete it all in a year's time, but I will at least make a beginning of it, partake of the feast as I am able, and narrate each reading before moving on. I'm hoping writing about this here and also having a plan will keep me accountable!

 First narration to be posted post haste!