On the Management of Elementakv Classes in Botany. 



infer too mucli from the examination of a single specimen, as variations similar to that now under 

 notice are not uncommon. Tlie cohesion and adhesion of the stamens will next be observed, and the 

 "Remarks " column filled and checked as before. Pistil " Wanting " will be the next entrj', and will 

 complete the examination of the staminate blossom. The fertile flowers will then be distributed and 

 the work carried on in the same manner, the pupils being led to find out for themselves the difference 

 between the two kinds of flowers, and no observation on their part being considered altogether unworthy 

 of notice, even though relatively unimportant. The significance of the invasion of the flowers by 

 insects can now be made clear, and the pupils should be advised to observe the trees from time to time 

 afterwards, in order to see what progress the fruit is making, to note the development of the wings, 

 the lengthening of pedicels, and finally the sprouting of the seeds and the production of a strong new 

 plant, all in one season. Other points, such as the shape of the leaves, comparison with other species 

 of maple, etc., etc., maj' be introduced at the discretion of the teacher, but care should be taken to 

 avoid vagtieness and confusion in offering for the consideration of the pupils more than they can readily 

 grasp, and the relative importance of points of structure should be distinctly brought out. For this 

 reason a form of schedule, which will present the various features in their proper perspective and avoid 

 giving the impression that all observations are of equal importance, is the best. It is, in the writer's 

 judgment, a great mistake to dwell at first with any degree of miniiteness upon the morphology of the 

 various organs — to attach much importance, for instance, to the minute description of leaves. What 

 is wanted is to get a clear apprehension of the leading characteristics of the great groups of plants, and 

 the main facts of plant life, and anything which tends to cloud the perception of these things must be a 

 hindrance to true progress. After typical floral forms have been examined, and some knowledge has 

 been gained of the more comprehensive groups, then it will be proper to proceed with the study of those 

 finer distinctions upon which depends the separation of genera and of species, and which are essential 

 to know in order to use intelligently the classified list of the common plants of the country. 



^A^inter W^Ork. — As already suggested, the lessons in the fall should be as frequent as circum- 

 stances will allow, so as to complete the examination of as many typical flowers as possible. Mean- 

 while preparations should be going on for the winter lessons. Fruits, seeds, leaves, bulbs, tubers, 

 cones, etc., etc., should be collected in as great variety as possible. A supply of ferns should also be 

 laid in, neatly pressed and mounted, as these plants may be studied nearly as well in winter as in 

 summer. Elementary microscopic work can also be just as well done in winter. Every school should 

 now have a good compound microscope, and the teacher who can skillfully cut a few hand sections has 

 at his command an inexhaustible source of interest and delight to his class. In all this winter work, 

 and indeed in all botanical work, a good deal of attention should be given to drawing. It forms a 

 very useful exercise, for example, to dictate or write on the blackboard, a botanical description of a 

 leaf, and then require the class to draw the leaf so described. So, also, if a section is viewed through 

 the microscope, a drawing of what has been observed should in aU cases be demanded, as the most 

 satisfactory way of ascertaining whether the observer has carried awaj' the right impression ; whether 

 he has, in short, seen what he was desired to see. It will often happen, too, in the examination of 

 minute flowers, that it becomes necessarj^ to dissect out and exhibit separately special portions of the 

 flower, say, for example, the pollen-masses of the milkweed, or a single stamen of the pine. The 

 teacher should, in such a case, perform the necessary dissection ; and having fixed the portion properly 

 under the lens, pass it round for the inspection of the pupils. They may then be required to make a 

 drawing of the object, and having thus apprehended what is necessary, may be asked to try to repeat 

 the dissecting process for themselves. 



The study of the structure and germination of seeds is another part of the work which can be very 

 well done in winter, and many interesting and valuable lessons may be given upon these points. Seeds 

 of different sorts should be placed upon wet flannel or blotting-paper and allowed to germinate. The 



