86 THE FIRST BOOK OF BOTANY. 



SCHEDULE NINETEEN, DESCRIBING FIG. 157. 



LEAF. Cauline, opposite, simple, sessile, feather- 

 veined, crenate, or creiiate-serrate, lower leaves, sub- 

 acute, upper ones obtuse, lower leaves broadly ovate, 

 upper ones broadly oval. 



STEM round, erect, herbaceous. 



NOTE. Determination of the position of an inflorescence 

 is often very easy, yet sometimes it is puzzling and difficult. 

 For instance, although the cluster (Fig. 156) is clearly ter- 

 minal, a thoughtful child might notice that each flower in 

 this cluster is axial, and so hesitate in deciding how to describe 

 it. Such perplexities will be gradually cleared up as the child 

 advances with the study. It should be remembered that many 

 of the observations begun with this book are necessarily in- 

 complete. Cloudiness of perception concerning some matters 

 must, therefore, be tolerated at first. Clear and complete ideas 

 can only arise as the mind develops, and the subject is further 

 pursued. There are portions of almost every study over which 

 children are liable to get confused at first. They see difficulties, 

 but cannot see through them. Yet the discovery of difficulties 

 is as much a part of education as the discovery of facts. It 

 is the overcoming of difficulties, and this mainly, that exercises 

 the judgment, and calls forth mental power. But, to gain these 

 ends, it is important that the child be left to himself. It is bet- 

 ter for him to form his own opinion, even though it be wrong, 

 than to have every thing explained in advance. Extended ob- 

 servation and continued thought may be trusted to correct 

 errors made at first, as, without these conditions, there can 

 be little real improvement. 



