INTRODUCTION, ix 



provide the pupils with the flowers described when- 

 ever they can do so, in order that they may see for 

 themselves the details in each case. 



The pupils should be taught how to make '•' Floral 

 Diagrams," of which there are several examples in 

 this book. The best way is to procure a flower only 

 half-opened, so that it can be seen how the sepals 

 or petals overlap one another ; then the exact positions 

 of the stamens and honey-glands, with the relative 

 positions of the cells of the ovary, must be carefully 

 added. 



One other item should be carefully observed, and 

 that is, the insistence upon the correct s^pelling of every 

 botanical term, especially when it is used for the first 

 time. It should be written large upon the blackboard, 

 and copied some half-dozen times by the pupils. 



The reader will find many statements repeated in 

 this book. Experience has taught me the advisability 

 of the use of repetition. 



In order to start fair with a general knowledge of 

 plant structure, it is necessary to begin upon some 

 common plant, and examine all its parts in order. For 

 this purpose I have selected the common South African 

 Sorrel, Ox' alls cer'nua, and shall devote the first sections 

 to a description of this plant. 



