THE FLOWER 57 
to trust to other objects for support. In St. I and higher classes 
the treatment of the subject might be extended; pupils could be led 
to distinguish between the two methods of twining, and in simple 
cases to determine the organ represented by the tendril. It must 
not be forgotten, here as elsewhere, that Nature-study is not 
Botany, and that to enter into considerations involving minute 
and complicated details and advanced reasoning can result only 
in failure. Throughout the entire school course it is the simple 
cases only which should be dealt with. 
XIV.—THE FLOWER. 
Functions of the Flower. The special duty or 
function of the flower is to produce seed, and hence to 
secure the reproduction and multiplication of the plant. 
Though the structure of the flowers in different groups 
of plants varies considerably in’ detail, the same general 
plan of arrangement will be found in all flowering plants. 
_A pupil will obtain a general idea of the details otf 
flower structure by examining a few typical forms. So 
soon as the details are mastered, the next step might be 
to compare and contrast the forms themselves. 
The Buttercup. Quite a large number of species 
of this plant occur in New Zealand, so that during the 
months they are in flower there will be no difficulty in, 
obtaining suitable specimens. 
If we examine the flower, after noting its bright yellow 
colour, it will be found to consist of (#) five green leaves 
the- sepals, outside of and surrounding the coloured 
portion ; the whole of these leaves together are known as 
the calyx, and are fastened to the end of the flower- 
stalk, known as the receptacle: ()) five yellow petals 
also attached to the receptacle, in such a position as to 
fill the gaps between the sepals—the whorl of the petals is 
