PREFA CE. V 



ing a few representatives of the different groups of the algae, 

 fungi, liverworts, mosses, ferns, and the higher plants. This 

 should be done with special reference to form, reproduction, 

 general classification, progression, and retrogression of parts or 

 organs, in passing from the lower to the higher plants. In 

 taking up this study of representative forms now, if a wise selec- 

 tion has been made in dealing with the life processes, the same 

 plant can be used here in most cases. These plants now are 

 familiar to the pupil, and the mind can be centered on form, 

 organs, reproduction, relationship, etc. In this study of gen- 

 eral morphology it is very important that a careful study be 

 made of some of the lower plants, and of the ferns. Here the 

 sexual organs are well formed, and the processes of reproduc- 

 tion can be more easily observed. In the higher plants the 

 sexual organs are very much reduced, and the processes more 

 difficult to observe. It is only through a study of the lower 

 plants that we are able to properly interpret the floral structures, 

 and the sexual organs of the spermatophytes, and to rid our- 

 selves of the erroneous conceptions which the prevalent method 

 of elementary instruction has fixed so firmly on the lay mind. 



A third period of the elementary course may be employed in 

 studying special morphology of the higher plants. Even here 

 it seems to the author wise that the "analysis" of plants 

 should be deferred until after a general notion of the characters 

 and habit of several of the important families has been obtained. 

 The pupil may be told the names of the several plants used as 

 examples, and emphasis can be laid on ordinal and generic 

 characters, which can then be recognized in many plants with- 

 out resort to a key. The matter of determining the names of 

 plants by the old method can, if desired, be pursued to greater 

 advantage after this critical study of relationships has been made, 

 even though the pupil may pursue it independently at a later time. 



In the study of plants one should not lose sight of the value 

 of observing plants in their natural surroundings. If judiciously 

 pursued it forms at once a means of healthful recreation, of com- 

 munion with the very soul of nature, and of becoming ac- 



