vill PREFACE 
(2) Require simple, accurate drawings of the essential 
features of each specimen. (38) Label the different parts 
of the drawings, upon the sheet. (4) Do not require long 
descriptions of the specimens studied, for the student 
needs more to see and study plants than to attempt to 
write about them. (5) Do not ask for “conclusions,” 
for the student has not yet enough knowledge of plants 
to make generalizations. (6) The exact name of the 
plant, or part of plant studied should be written upon 
the sheet. of drawings. 
It remains only for us to say that while the junior 
author originally prepared Chapters I to V, and the senior 
author the remainder, all have been gone over again and 
again by both of us so that we are both responsible for 
what is here set forth. We hope that this presentation 
that has approved itself to us in our classrooms and 
laboratories may be equally helpful in those of other 
teachers of Botany in the Colleges and other high 
schools of the country. 
Tue AUTHORS. 
May, 1914 
