APPENDIX II 



fully, and a few other forms such as Spirogym, Fatiilieria, 

 Peronospora or Cystopus, Pucdnia, Uredo, and sEcidiutn 

 added. 



FARTHER STUDY 



When the student shall have finished a careful study of 

 the morphology of the more conspicuous plants, and has 

 seen some of the more important modifications of the dif- 

 ferent organs to perform different services to the plant, it 

 will be well for him to study as many species as are readily 

 accessible in suitable condition, with especial attention to the 

 consideration of the life-history. It will be well to use some 

 suitable manual of the botany of the region from which the 

 name and the relationships of the species may be obtained. 

 But the teacher should prevent this searching out of the 

 name and the practice in the use of the analytical key from 

 absorbing the principal portion of the attention. The prac- 

 tice in using the key is excellent logical discipline of a cer- 

 tain kind, but the training of the powers of observing 

 correctly, and of making the proper inferences, should not 

 be subordinated to it. The name should not be the end for 

 which the work is done. The name serves two purposes : 

 first, it furnishes a convenient designation to be used when 

 studying, talking, or writing of the plant ; and second, it 

 enables the student to find out what others have written 

 or think about the subject. 



The principal attention of the student should be directed 

 towards the morphology of the plant in as many of its dif- 

 ferent stages of development as possible. This study of the 

 life-histories of the different species forms as profitable work 

 as can be recommended for the student. Teachers may 

 obtain suggestions in this direction from the chapter upon 



