iv PREFACE. 
Assuming that facts in natural history are useless if merely memorized from the book, 
and that the student must earn his knowledge by observing and experimenting, it is ob- 
viously best to encourage him at first by showing him how to try simple experiments 
whose results are easily interpreted. Seeds are the best material for such experiments, 
since the phenomena connected with their germination are not only easily observed, but 
deeply interesting. For this reason what may seem a disproportionate space in the Intro- 
ductory Lessons is devoted to ‘‘The Beginnings of Plant Life.” There are no lessons of 
greater educational value than those given to observing eyes by the growth of a plant 
from the first quickening of the dry embryo to the putting forth of flowers and the ripen- 
ing of fruit. A sunny window in each school-room should be devoted to these beautiful 
object lessons of nature. It must not be forgotten, however, that since most young peo- 
ple are eager to learn the names of plants whose flowers they admire, it is best to devote 
most of the spring months to the study of Systematic Botany. The child’s ‘‘What is 
it?” and the finger pointing to the plant in bloom, show plainly with what to begin the 
study of botany. Baron Frederick von Mueller says in his preface to an elementary 
work upon the botany of Victoria, Australia: ‘‘An experience of nearly forty years has 
convinced the author that the use of a grammar-like publication for initiating into » 
study of plants is alike wearisome to teacher and children, and that as a rule, subject to 
rare exceptions, the knowledge acquired from the ordinary first elementary works on 
botany is as quickly lost as gained. The only method of rendering such studies agreeable 
and lastingly fruitful consists in arousing an interest of the young scholars in the native 
plants of their locality, to afford them all possible facilities to recognize and discriminate 
all the various plants within reach, to lead them by observations thus started to com- 
prehend the limits of specific forms, of generic and ordinal'groups, and to conduct them 
afterwards to the more difficult study of special anatomy and physiology of plants.” 
Teachers and learners are here reminded of the importance of carefully writing out 
the details of experiments tried, as well as descriptions of what has been observed. In 
the words of Dr. Asa Gray: ‘‘ The naturalist must not only observe that he may describe, 
but describe if he would observe.” 
It will be noticed—and the fact has formed the basis of a criticism—that the descrip- 
tions of genera and species in this Flora are very brief; as a rule only the contrasting 
characteristics being’ given, since more is calculated to confuse rather than help the be- 
ginner. Dr. Gray says: ‘‘In floras, as in more general works, abridged descriptions or 
diagnoses suffice—indeed, are preferable in all cases where the region is pretty well 
explored, and where materials can be thoroughly elaborated.” 
Although the Flora is designed especially for students in Central California, it will be 
found only a little less useful to those studying as far south as Los Angeles, or as far 
north as the Columbia. The Introductory Lessons are suited to the entire Pacific Coast. 
San Francisco, January, 1882. Vv. R 
