viii Introduction 



little, except, possibly, the names of the parts of the flower 

 in Chapter XIV., which should be committed to memory. 



Plants can be brought to the schoolroom and studied in 

 window-boxes. It is not enough to see the plants through the 

 stage of germination merely; they should be watched until 

 their life story has been told. 



With the generous aid of the Education Department, it 

 is possible to add each year some simple, well-constructed 

 apparatus as a means of increasing interest in the work. It is 

 poor economy to use implements so crude as to give inexact 

 and unsatisfactory results, when, for a slight outlay, the correct- 

 ness and consequent value of an experiment may be insured. 

 Glass jars, flasks with rubber stoppers, retort stands, porous 

 flower-pots of various sizes, wire, thread, scissors, cork-borers, 

 glass and rubber tubing, U-tubes, glass funnels, and thermo- 

 meters are indispensable. 



Valuable suggestions may be obtained from Prof. Atkinson's 

 " First Studies of Plant Life," from the " Elementary Text- 

 book," by Prof. L. H. Bailey, and the accompanying Lessons, 

 the Plant Physiologies of Darwin and Acton, MacDougal, and 

 Ganong. " The Teaching Botanist," by Ganong, and " Plant 

 Geography," by Schimper, are excellent books. " Flowering 

 Plants and Ferns," by J. C. Willis, of the Cambridge Biological 

 Series, is a valuable guide in the study of morphology, geo- 

 graphical and economic botany. To this list may be added 

 Maud Going's charmingly written book, " With the Trees and 

 with the Wild Flowers." 



My thanks are due to the generous advice and assistance 

 rendered by Dr. Marloth, Dr. MacOwan, Dr. Bolus, and the 

 Rev. Dr. Kolbe. 



It is also a pleasure to express my deep indebtedness to 

 my present and former students who have kindly assisted me 

 in illustrating the book, in particular to Miss Lucette Creux 



