PART III. 



PLANT MEMBERS IN RELATION TO ENVIRONMENT. 



CHAPTER XXXVIII. 



THE ORGANIZATION OF THE PLANT. 

 I. Organization of Plant Members.* 



689. It is now generally conceded that the earliest plants to 

 appear in the world were very simple in form and structure. 

 Perhaps, the earliest were mere bits of naked protoplasm, not 



* Suggestions to the teacher. In the study of the flowering plants in the 

 secondary school and in elementary courses three general topics are suggested, 

 ist, the study of the form and members of the plant and their arrangement, 

 as in Chapters XXXVIII-XLV. 2d, the study of a few plants repre- 

 sentative of the more important families, in order that the members of the 

 plant, as studied under the first topic, may be seen in correlation with the 

 plant as a whole in a number of different types; also to be able to recognize 

 certain family likenesses or resemblances (example, to recognize plants of the 

 lily type, the ament type, the mustard type, the rose type, labiate type, com- 

 posite type, etc.), as in Chapters LVIII-LXV. 3d, the study of plants in their 

 relation to environment, as in Chapters XLVI-LVII. The first and 

 second topics can be conducted consecutively in the class-room and 

 laboratory. The third topic can be studied at opportune times during the 

 progress of topics i and 2. For example, while^studying topic i excursions 

 can be made to' study winter conditions of buds, shoots, etc., if in winter 

 period, or the relations of leaves, etc., to environment, if in the growing 

 period. While studying topic 2 excursions can be made to study flower 

 relations, and also vegetation relations (formations, etc.) to environment 

 (see Chapter LVII). It is believed that a study of these three general 

 topics is of much more value to the beginning student than the ordinary 

 plant analysis and determination of, species. 



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