4SO GUIDE IN REVIEW 



KEY TO INDEX AND GUIDE IN REVIEW 



The following tables furnish a key to the relative importance of 

 topics. It is believed that they may be of service to the student 

 in review work, and otherwise help him to differentiate between the 

 more and the less fundamental ideas which the course presents. All 

 terms included occur also in the index, and by use of the latter an 

 explanation of them may readily be found in the text. 



Table I is composed of 230 terms which stand for ideas of funda- 

 mental importance. An understanding of them constitutes a con- 

 siderable part of that knowledge which should become the permanent 

 possession of the student. Eighty-five of these terms are printed in 

 bold faced type, not because familiarity with the others is of less 

 importance, but because the eighty-five represent ideas which are 

 foundational to the others. Satisfactory comprehension of the others 

 depends upon comprehension of the emphasized eighty-five. Knowl- 

 edge of the others without understanding of the eighty -five is superficial. 

 The eighty-five stand for things fundamental in the life of practically 

 all familiar plants, and over half of them stand for things fundamental 

 in all life. 



Table II (42 terms), in case Chapters IX and X are given equal 

 attention with the rest of the book, is of equal importance with Table I. 

 The only reason for making a separate table of these terms is that it 

 is not uncommon to give less attention to these topics than to those 

 which compose Table I. 



Table III (205 terms) is made up of terms chosen from the entire 

 book, and so important as entirely to justify questions about them ii^ 

 a final examination upon the course. But they are not terms of 

 equivalent importance with those which precede them. The good 

 student at the end of his course will be as familiar with the ideas 

 represented by Table III as he is with those represented by Table I, 

 yet he will recognize readily the more fundamental nature of the knowl- 

 edge suggested by Table I. 



All three tables, however, by no means indicate all the knowledge 

 which the student should acquire in the course. They represent chiefly 

 what is common to all courses in elementary botany, but they do not 

 represent that very important part of such courses which is not com- 

 mon to all. They do not represent the part of the course that depends 



