TEE LIBRARY OF THE UNIVERSITY OF CALIFORNIA PRESENTED BY PROF. CHARLES A. KOFOID AND MRS. PRUDENCE W. KOFOID FAMILIAR LECTURES ON BOTANY, INCLUDING PRACTICAL AND ELEMENTARY BOTANY, WITH GENERIC AND SPECIFIC DESCRIPTIONS OF THE MOST COMMON NATIVE AND FOREIGN PLANTS 4ND A VOCABULARY OP BOTANICAL TERMS. FOR THE USE OP HIGHER SCHOOLS AND ACADEMIES. BY MRS. ALMIRA H. LINCOLN, VICE-PRINCIPAL OF TROY FEMALE SEMINARY*."' "' TEURD EDITION. HARTFORD: PUBLISHED BY F. J. HUNTINGTON. NEW-YORK, COLLINS & HANNAY, AND G. & C. & H. CARVILL J BOSTON, RICHARDSON LORD & HOLBROOK, CROCKER & BREWSTER, CARTER & HENDEB ; PHILA- DELPHIA, KEY, MIELKE &. BIDDLE ; BALTIMORE, JOSEPH JEWETT ; WASHINGTON, THOMPSON & HOMANS ; TROY, W. S. PARKER. 1832. Entered according to the Act of Congress, in the year 1831. BY MRS. ALMIRA H. LINCOLN, in the Clerk's Office of the Northern District Court of New-YoA. HARTFORD: Printed at the Secretary Office, BT P. CANFIKLD. IV 31 TO MY MOTHER, MRS. LYDIA HEART. THODGH a name conspicuous in the scientific world might add popularity to this little work now offered to the public, affection for my venerable parent induces me to dedicate to her, what will, to her, be interesting, however it may be regarded by the severe eye of criticism. I have, within the past year, seen in my sister's dedi- cation to our aged Mother, of " The History of the Republic of America," that these marks of affectionate respect from her children have the power of awakening more vivid emotions in her breast, than most events connected with a world, which has almost vanish- ed from her sight, in the brighter visions of eternity ; that ehe may find the pious sentiments imbibed from herself, in some degree re- flected from the following pages, is the wish of her DAUGHTER, ALMIRA H. LINCOLN. Troy Female Seminary, April 20, 1829. PREFACE. " A PREFACE," says Smellie, author of the " Philosophy of Natural History," "should contain an account of the circumstances and mo- tives which induced an author to write upon that particular subject." The origin of the present volume, may be briefly traced. In the course of some years, devoted in part to the study of Botany, and with the charge of a large class, I found the want of a suitable book for beginners, and prepared for the use of my pupils a sketch, of which the following pages are but the filling up. The pupils were in the practice of copying the manuscript, but it required much time, and some of them expressed a wish that they might have the same in a printed form. With respect to botanical facts, I have no claim to any discoveries, neither have I ventured to make any innovations upon the science itself. The works of Mirbel, Demerson, Roeseau, St. Pier- re, Smith, Thornton, Woodville, Eaton, Torrey, Bigelow, NuttalJ, Elliot, Barton, Bartram, Sumner and Locke ; Encyclopedias and the Journal of Science, have been consulted. For the style, the arrange iplication of botanical facts to f either with a view of strengthening its reasoning Ihcukiep, or of in- ment of the work, and the application of botanical facts to the mind, spiring devout affection, I consider myself as responsible. I have not intentionally copied from any work, without giving credit to the author. The History of Botany is, in part, translated from Mirbel's Siemens de Botanique. The description of the genera and species of plants, with the Natural Orders of Linnieus and Jussieu, have been fiTrnished me by Professor Eaton, to whom my thanks for this, and other kind office?, are justly due. It has been customary among botanical writers, to consider under separate heads, the phy&iology, anatomy, and classification of plants. This division, although proper in minute investigations unon physi- ology and anatomy, seems not well adapted for a school book. I have not therefore attempted to keep the departments separate. This work has been prepared in intervals from duties connected with this institution, and while instructing in such branches of edu- cation, as required the best faculties of my mind ; it is larger than was at first designed ; it may be urged, that remarks not strictly connected with me subject are introduced, and that the substance of the book might be much condensed. In answer to this objection, I would remark, that from experience in teaching others, and from observation of the operations of my own mind, I am led to believe that books most remarkable for a concise style, are not the most fa- vourable for the developement of the mind. If a book is to be com- mitted to memory, every word, member of a sentence, or idea, not absolutely essential, should be excluded ; but this fact with regard to education seems now to be generally understood, that the memory PREFACE, V may be burdened without improving the other intellectual faculties, and that the best method of teaching, is that which tends most to develope, fertilize, and strengthen the mind. A small text book, in a dry, concise style, may answer very well where a teacher has leisure and ability to amplify and explain ; thus supplying to the pupils the want of an interesting book : yet with all this labour on the part of a teacher, a book containing interesting illustrations, would be desirable. But many teachers have neither the time, nor the confidence in themselves, to attempt to enlarge or illustrate : considering their duty as terminating in a faithful expla- nation of the book from which their pupils study. It is desirable that school books should be easy to teach, and easy to learn. The essentials for these purposes are, 1st. A clear and methodical arrangement of subjects. 2d. Perspicuity of language. 3d. A pleasing style, and interesting illustrations. Whether I have attained to this standard, it remains for experi- ence to determine. But much as I have desired to aid the youthful mind in acquiring the elements of knowledge, still more have I desired to lead that mind to the fountain of all knowledge, to teach it to behold the providence of God as ever active, and watchful over all, even the least of his works. I am greatly indebted to the kindness of Dr. Robbins, who amidst the fatigue of professional duties, has performed a service, for which, by long and close study of the ancient languages, he i& peculiarly well qualified, that of accenting the genera and species of plants an- nexed to these*lectures. This it is believed will prove of great utility both to teachers and pupils; for without some guide, those who are unacquainted with the principles of accentuation in the Latin and Greek languages, are liable to many mistakes in pro- nouncing botanical names. 1* PREFACE TO THE THIRD EDITION. THE first edition of this work was presented to the public with many fears and much hesitation ; the favourable reception which it received, was therefore gratifying, in proportion as it was unexpect- ed. The encouraging voice and approving smile of our fellow tra- vellers in the journey of life, have a powerful influence in exciting us to greater efforts ; and while the virtuous mind would fear to in- dulge in an inordinate love of human applause, it must feel that the approbation of the good on earth, is a pledge of that higher reward which awaits it hereafter. These Lectures, although written \\ith a view to teach science, have yet a higher aim, that of leading the youthful mind to view the wisdom, power and goodness of the Al- mighty, as manifested in his creation — and no commendation which this work has received, has been so gratifying to its author, as that, which has ascribed to it a religious tendency. Since the publication of this elementary work, the science of which it treats has been introduced, as a study, into many of our principal female seminaries ; and in the various applications for teachers, which are made to this institution from different parts of the country, an acquaintance with Botany is now often made an indispensable qualification. It was the difficulty of procuring a 'female instructor in this department which led the author of these lectures to apply herself to the study of a science, whose beauties until recently have been concealed from general observation. In this edition care has been taken to profit by the remarks of teach- ers and others who have used the work. The Physiological depart- ment is rendered more full, by additional remarks upon the growth of plants, circulation of fluids, MirbeVs arrangements of fruits, *c. The wood cuts which are now added will, it is thought, be found useful for purposes of illustration. The analysis of subjects is now placed at the bottom of each page, as being there more con- venient for reference, than at the end of the book. To some scientific gentlemen, who, condescending to notice so, unpretending a volume, have suggested the propriety of rendering it more strictly scientific, the author would reply, that from the first it was only intended as a popular introduction to the science. No one department is considered as complete ; the botanical descriptions do not include all the plants of any one section of the country, but aome of the most common indigenous and exotic plants of the various botanical districts of the United States ; such, as it is supposed, teach- ers can easily procure for analysis in their classes. Pupils going into the fields to collect plants should be provided with a Flora of the re- PREFACE. vii gion in which they attempt to botanize;* teachers for their own pri- vate use, should be furnished with some work containing; descriptions of all the plants of the country, as Eaton's Manual, Torrey's Bo- tany, &c. Little alteration in the arrangement of the work, has been made in this edition ; a few additions have been made, from suggestions occasioned by the perusal of some English and French botanical works of recent publication $ bnt in none of those works has the author yet met with that simple and inductive method of treat- ing the science for the benefit of learners, which she believes to be exhibited in this humble volume. * Professor Hitchcock's " Catalogue of the Plants growing m the vtcinitij of Amherst College" furnishes nearly all the indigenous plants which may be found in the Northern part of the United States. This Catalogue is the fruit of twelve year's examination of plants, made by the Professor, aided by several eminent botanists. TABLE OF CONTENTS. INTRODUCTION. LECTURE I. Page 13. Importance of System. — Advantages to be derived from the Study PARTL LECTURE II. P. 18. General division of the sciences which relate to mind and matter. — DiH'crent departments of Botanical science. — Parts of a flower. LECTURE III. P. 21. Method of analyzing plants. Analysis of the Pink. Lily, Rose and Poppy. LECTURE IV. P. 29. Latin and Greek numerals. — Artificial classes and orders. " LECTURE V. P. 35. Condensed view of the Natural Orders of Lonnams and Jueeieu. — Directions for pronouncing the names of Plants. LECTURE VI. P. 42. Method of analyzing plants by a series of comparisons.— General re- marks upon plants. — Method of preserving plants for an Herbarium. — Poisonous plants, and those which are not poisonous. PART II. LECTURE VII. P. 48. Importance of observing external objects. — Vegetables consist of two sets of organ&--Of the Root. — The Stem. LECTURE VIII. P. 64. Of Buds. LECTURE IX, P. 69. Of Leave*. LECTURE X. P. 80. Anatomy and Physiology of Leaves. — Their use in the vegetable sys- tern.— -Appendages to plants. LECTURE XI. P. 88. Calyx. LECTURE XII. P. 93. Corcdla.r— Nectary. LECTURE XIII. P. 101. Stamens and Pistils. — Pollen. LECTURE XIV. P. 108. Inflorescence. — Receptacle. — Fruit.— Mirbel's clasefficetion of fruits. — Linneeas* classification of fruits. LECTURE XV. P. 126. The Seed. LECTURE XVI. P. 133. Physiological Views. — Germination of the seed. — Solids and Fluids of vegetables. CONTENTS. ix LECTURE XVII. P. 140. Physiological Views. — Solid parts of vegetables.— -Fluid parts of veg- etables. LECTURE XVIII. P. 147. Bark, Wood and Pith.— Growth of a Plant. LECTURE XIX. P. 156. Chemical Composition of Plants. PART III. LECTURE XX. P. 163. Method of Tournefort. — System of Linnaeus. — Method of Jussieu. — Natural Method of Linnaeus. LECTURE XXI. P. 172. Characters used in classification. LECTURE XXII. P. 176. Natural Families. LECTURE XXIII. P. 194. Use of Botanical Names. — Artificial classes and orders considered in groups. — Classes i. and n. LECTURE XXIV. P. 200. Classes m. and rv. LECTURE XXV. P. 209. Class v. ; Pentandria. LECTURE XXVI. P. 216. Class Pentandria, continued. LECTURE XXVII. P. 219. Class vi. ; Hexandria, and Class vn. ; Heptandri'a. LECTURE XXVIII. P. 225. Class vm. ; Octandria. — Class ix. ; Enneandria. LECTURE XXIX. P. 229. Class x. ; Decandria. LECTURE XXX. P. 234. Class xi. ; Icosandria. LECTURE XXXI. P. 238. Class xn. ; Polyandria. LECTURE XXXII. P. 242. Class xni. ; Didynamia, and Class xrv., Tetradynamia. LECTURE XXXIII. P. 244. Class xv. ; Monadelphia. LECTURE XXXIV. P. 248. Class xvi. ; Diadelphia. LECTURE XXXV. P. 252. Class xvn. ; Syngenesia. LECTURE XXXVI. P. 257. Class xvin.; Gynandria. LECTURE XXXVII. P. 261. Class xix. ; Monoecia, and Class xx. Dioacia. LECTURE XXXVIII. P. 267. Class xxi. ; Cryptogamia. X CONTENTS. PART IV. LECTURE XXXIX. P. 278. The Flowering Season of Plants. LECTURE XL. P. 283. Autumnal Flowers. — Evergreens. — Ancient superstition respecting plants.— Various phenomena of plants. LECTURE XLI. P. 289. Habits of Plants. — Agents which affect their growth. — Their habi- tations, and geographical situations. — Elevation corresponding to lati- tude. LECTURE XLII. P. 296. Plants as affected by Cultivation, &c. LECTURE XLIII. P. 302. History of Botany, from the Creation of the World to the Revival of Letters, in the reign of Charlemagne, A. D. 770. LECTURE XLIV. P. 307. History of Botany, from the eighth century to the discovery of America. LECTURE XLV. P. 311. History of Botany, from the beginning of the sixteenth century to the time of Linnaeus. LECTURE XLVI. P. 317. History of Botany, from the time of Linnaeus to the present. LECTURE XLVII. P. 323. General view of Nature. — Organized and Inorganizod Bodies. — Classification of Animals. LECTURE XLVIII. P. 335. Man at the head of the kingdoms of Nature. Comparison between Animals and Plants. — Conclusion of the Lectures. Botanical Districts. — Explanation of characters, figures and letters. P. 340. Genera of Plants. P. 343. Species of Plants. P. 372. Vocabulary. P. 416. Language of Flowers. P. 427. Alphabetical Index. P. 431. Common names of plants, 438. TO TEACHERS. IN offering this book to the public, the Author hopes to have renr dered the first principles of the Science of Botany of easy attainment ; arid that Instructors, in the developement of the work, will find such methodical arrangements, and simple illustrations, as may render it easy for their pupils, and agreeable to themselves. The most proper time for commencing botanical studies, seems to be that of the opening of flowers in the spring ; though, should cir- cumstances render it desirable to commence in winter, every assist- ance thought necessary, is offered by engravings, especially by the representations of dissected plants. The arrangement of subjects might be altered in pursuing the study, without the aid of natural flowers. The second part, which treats of the various organs ol plants, the formation of buds, and other subjects connected with vege- table physiology ; \hefourtfi part, which gives the history of science, with the distinctions in the kingdoms of nature, might be studied to advantage, before attending much to the principles of classification, which are mostly illustrated in the first and third parts. The Botanical Class in this Institution, has for some years past been composed of about forty pupils.* The method pursued in teach* ing, has been very laborious, as the want of suitable books rendered it necessary for the Author of these Lectures, who has had charge of the class, to devote much time and attention, in gleaning from differ- ent writers, such facts and principles as would illustrate the science, and make it interesting to the pupils. This work contains the sub- stance of what has been thus collected, and the method in which those lacts and principles were illustrated and arranged. A brief view of the manner in which I have proceeded in teaching, may be satisfactory to those about to commence the science. On the first meeting of the class, after some explanation as to the nature of the study they are about to commence, each member is presented with a flower for analysis. The flower selected is always a simple one, exhibiting in a conspicuous manner the different oj?- gans of fructification ; the lily and tulip are both very proper for this purpose. The names of the different parts of the flower are then explained, each pupil being directed to dissect and examine her flower as we proceed. After noticing the parts of fructification, the pupils are prepared to understand the principles on which the artifi- cial classes are founded, and to tiace the plant to its proper class, or- der, &c. At each step, they are required to examine their flowers, and to answer simultaneously the questions proposed ; as, how many stamens has your flower? Suppose it lo be a lily, they answer six. They are then told it is of the sixth class. How many pistils ? They * The summer term after the publication of the first edition of this work, the number was increased to 70. xii TO TEACHERS. answer one — they are told it is of the first order. They are then directed to take their books and turn to the sixth class, first order, to find the genus. In each step, in the comparison, they are questioned as above described, until, having seen in what respects their plant agrees with each general division, and differs from each genus under the section in which it is found, they ascertain its generic name. They are taught in the same manner to trace out its species : their minds perceiving at each step, some new circumstances of resem- blance or difference, until they come to a species, the description of which answers to the plant under consideration. Technical terms are explained as we proceed ; and the advantage in this kind of explanation, over that of any abstract idea, is, that it is manifested to the senses of the pupils, by the object before them. If a teacher attempt to define the words, reason, ioill, $c. or any other abstract terms, there is danger that the pupil may, from misunder- standing the language used in the explanation, obtain but a very confused and imperfect idea of the definition ; and, indeed, what two authors or philosophers give to abstract terms the same definition ? Though mankind do not, in the purely mental operations, exhibit an entire uniformity, yet, in their external senses, they seldom disagree, A flower which appears to one person to be composed of six petate, corolla bell-form, and of a yellow colour, is seen to be so by another. Pupils who find it difficult to understand their other studies, (which in early youth are often too abstract,) are usually delighted with this method of analyzing plants; they feel that they understand the whole process, by which they have brought out the result, and IHT- haps for the first time enjoy the pleasure of a clear idea upon a scien- tific subject. It is necessary, before the meeting of the class, to have a suitable number of plants collected, so that all may have specimens. In ex- amining the pupils as they proceed in their study, each one, boi.U-s reciting a lesson, should be required to give an analysis of a plant ; aometimes the whole class having but one species ; sometimes giv- ing to each pupil permission to bring any flower she chooses. This, also, at public examinations, is a satisfactory method of testing their knowledge of the subject. With respect to those portions of the work to which their attention should most particularly oe paid, it must be left to the judgment of the teacher. Whatever relates to modes of classification, and makes part of a system, should be noted ; many re- marks, illustrations, and quotations, are designed merely for reading, without being considered as important matter for recitations. An analysis of the subjects of each Lecture is given, as a substi- tute for questions ; the practice of having set questions, appearing too mechanical for teachers, who feel an interest in the sciences they teach. This analysis, it is thought, will answer all the purposes of questions, without being attended with their disadvantages. INTRODUCTION. LECTURE I. Importance of System. — Advantages to lie derived from the Study of Botany. x THE universe consists of matter and mind. By the faculties of mind with which God has endowed us, we are able to examine into the properties of the material obje'cts by which we are surrounded. If we had no sciences, nature would present exactly the same phenomena as at present. The heavenly bodies would move with equal regularity, and preserve the same relative situa- tions, although no system of Astronomy had been formed. The laws of gravity and of motion, would operate in the same man- ner as at present, if we had no such science as Natural Phi- losophy. The affinities of substances for each other were the same, before the science of Chemistry existed, as they are now. It is an important truth, and one which cannot be too much im- pressed upon the mind in all scientific investigations, that no systems of man can change the laws and operations of Nature ; though by systems, we are enabled to gain a knowledge of these laws and relations. The Deity has not only placed before us an almost infinite variety of objects, but has given to our minds the power of reducing them into classes, so as to form beautiful and regular systems, by which we can comprehend, under a few terms, the vast number of individual things, which would, otherwise, pre- sent to our bewildered minds a confused and indiscriminate mass. This power of the mind, so important in classification, is that of discovering resemblances. We perceive two objects, we have an idea of their resemblance, and we give a common name to both ; other similar objects are then referred to the same class or receive the same name. A child sees a flower which he is told is a rose ; he sees another resembling it, and nature teaches him to call that also a rose. On this operation of the mind depends the power of forming classes or of general- izing. By the faculties of mind we examine the properties of matter — Human science cannot alter the laws of nature — Power of the mind to form classes, 2 14 INTRODUCTION. Some relations or resemblances are seen at the first glance ; others are not discovered until after close examination and re- flection ; but the most perfect classification is not always founded upon the most obvious resemblances. A person ignorant of Botany, on beholding the profusion of flowers which adorn the face of nature, would discover general resem- blances, and perhaps form in his mind, some order of arrange, ment ; but the system of Botany now in use, neglecting the most conspicuous parts of the flower, is founded upon the obser- vation of small parts of it, which a common observer might not notice. System is necessary in every science. It not only assists in the acquisition of knowledge, but enables us to retain what is thus acquired ; and, by the laws of association, to call forth what is treasured up in the storehouse of the mind. System is important not only in the grave and elevated departments of science, but is essential in the most common concerns and ope- rations of ordinary life. In conducting any kind of business, and in the arrangement of household concerns, it is indispensa- ble to the success of the one, and to the comfort of those inter- ested in the other. The very logical and systematic arrange- ment which prevails in Botanical science, has, without doubt, a tendency to' induce in the mind the habit and love of order; which, when once established, will operate, even in the minu- test concerns. Whoever traces this system, through its various connexions, -by a gradual progress from individual plants to general classes, until the whole vegetable world seems brought into one point of view ; and then descends in the same methodi- cal manner, from generals to particulars, must acquire a habit of arrangement, and a perception of order, which is the true practical logic. The study of Botany seems peculiarly adapted to females ; the objects of its investigation are beautiful and delicate ; its pursuits, leading to exercise in the open air, are conducive to health and cheerfulness. It is not a sedentary study which can be acquired in the library, but the objects of the science are scattered over the surface of the earth, along the banks of the winding brooks, on the borders of precipices, the sides of moun- tains, and the depths of the forest. A knowledge of Botany is necessary to the medical profes- sion. Our Almighty Benefactor, in bestowing upon us the vegetable tribes, has not only provided a source of refined en- Classification not always founded upon the most striking resemblances, as in Botany — Importance of system— The study of Botany is practical logic— Proper for females — Necessary to the medical profession. INTRODUCTION. 15 joyment in the contemplation of their beautiful forms and co- lours ; in their fragrance, by which, in their peculiar language, they seem to hold secret communion with our minds ; He has not only given them for our food and clothing, but with kind, parental care, has, in them, provided powers to counteract and remove the diseases to which mankind are subject. For many ages plants were the only medicines known, or used ; but modern discoveries in Chemistry, by forming com- pounds of previously existing elements, have, in some degree, superseded their use. Although the science of medicine has received much additional, light from Chemistry, it may perhaps in modern days have occupied the attention of medical men too exclusively ; inducing them to toil in their laboratories to form those combinations which nature had done, much more per- fectly, in the plants which they pass unheeded. It is probable that the medicinal productions of the animal and mineral king- doms, bear but a small proportion to those of the vegetable. When our forefathers came to this country, they found the natives in possession of much medical knowledge of plants. Having no remedies prepared by scientific skill, the Indians were led, by necessity, to the use of those which nature offered them ; and, by experience and observation, they had arrived at many valuable conclusions as to the qualities of plants. Their mode of life, leading them to penetrate the shades of the forest, and to climb the mountain precipices, naturally associated them much with the vegetable world. The Indian woman, the pa- tient sharer in these excursions, was led to look for such plants as she might use for the diseases of her family. Each new and curious plant, though not viewed by her as a botanist would now behold it, doubJess was regarded with scrutinizing attention; the colour, taste, and smell, were carefully re- marked as indications of its properties. But the discoveries and obsorvations of the Indians have perished with themselves; having no system for the classification or description of plants, nor any written language by which such a system might have bean conveyed to others, no vestige, but uncertain tradition, re- mains of their knowledge of the medicinal qualities of plants. The study of nature in any of her varieties is highly interest- ing and usjful. But the heavenly bodies are far distant from us, and were they within our reach,, are too mighty for us to grasp ; our feeble minds seem overwhelmed in the contempla- tion of their immensity. Animals, though affording the most striking marks of design- Experienes of the Indians with respect to plants — Medicinal virtues of plants — Heavenly bodies — Animals. 16 INTRODUCTION. ing wisdom, cannot be dissected and examined without painful emotions. The vegetable world offers a boundless field of inquiry, which may be explored with the most pure and delightful emo- tions. Here the Almighty seems to manifest himself to us with less of that dazzling sublimity which it is almost painful to be- hold in His more magnificent creations ; and it might almost appear, that accommodating the vegetable world to our capa- cities, He had especially designed it for our investigation and amusement. The study of Botany naturally leads to greater love and reverence for the Deity. We would not affirm that it does in reality always produce this effect ; for, unhappily, there are some minds which, though quick to perceive the beauties of na- ture, seem, blindly, to overlook Him who spread them forth. They can admire the gifts, while they forget the Giver. But those who feel in their hearts a love to God, and who see in the natural world the workings of His power, can look abroad, and adopting the language of a Christian poet, exclaim, "My Father made them all." / DIVISION OF THE SUBJECT. Having endeavoured to convince you that the study you are about to commence, is recommended by its own intrinsic utility, and especially by its tendency to strengthen the understanding and improve the heart, we will now proceed to lay before you the arrangement which we propose to follow in our course of instruction. We will divide our course of study into Four Parts, viz. : PART I. Will be chiefly devoted to the Analysis of Plants, or lessons in Practical Botany. PART II. We shall here consider the various organs of the plant, beginning with the root and ascending to the flower ; this part will include what is usually termed Elementary Botany ; it will also contain remarks upon the uses of the various organs of plants, the nature of vegetable substan- ces, and other circumstances connected with Vegetable Physiology. PART III. In this part we shall consider the different systems of Botany. We shall examine some of the most impor- Study of the vegetable world — The study of Botany tends to piety — Divi- sion of the subject into four parts — I. Practical Botany — II. Vegetable Physi- ology—Ill. Systematic Botany. INTRODUCTION. , 17 tant Natural Families ; and then proceed to give a detail- ed view of the Linncaan System ; remarking some of the most interesting genera, and natural families found under each class, and order. PART IV. In this part we shall consider the Progressive ap- pearance of Flowers during the season of blossoming ; their various phenomena produced -by the different states of the atmosphere, light, &c. ; their distribution over the face of the earth, and the effect of elevation as similar to that of distance from the equator. After giving a History of Botany, we shall take a general view of Nature ; the distinction between organized and inorganized matter ; the classification of Animals, with the analogies, and differ- ences presented by a view of the animal and vegetable kingdoms. IV. Various phenomena of Plants, History of Botany, and General Views of Nature. 2* PART I. LECTURE II. General division of the sciences -which relate to mind and matter — Different departments of Botanical Science — Partsofajlower. THE Universe, as composed of mind and matter -, gives rise to various sciences. The SUPREME BEING we believe to be immaterial, or pure mind. The knowledge of mind may be considered under two gene- ral heads. 1. THEOLOGY,* or that science which comprehends our views of the Deity, and our duties to Him. 2, PHILOSOPHY OF THE HUMAN MIND, or, metaphysics, -\ which is the science that investigates the mind of man, and ana- lyzcs and arranges its faculties. The knowledge of matter, which is included under the gene- ral term, Physics, may be considered under three general heads. 1. NATURAL PHILOSOPHY, which considers the effects of bo- dies acting upon each other by their mechanical powers ; as their weight and motion. 2. CHEMISTRY, in which the properties, and mutual action of the elementary atoms of bodies are investigated.' 3. NATURAL HISTORY, which considers the external forms and characters of objects, and arranges them in classes. NATURAL HISTORY is divided into three branches. 1. ZOOLOGY, J which treats of animals. 2. BOTANY, which treats of plants. 3. MINERALOGY, which treats of the inorganized masses of the globe ; as stones, earths, &c. GEOLOGY, which treats of minerals as they exist in masses, forming rocks, is a branch of mineralogy. Having thus presented you with this general view of the natural sciences, we will now proceed to that department which is to be the object of your present study. Departments in Botany. BOTANY§ treats of the vegetable kingdom, including every * From the Greek Theos, God, and logos, a discourse. t From meta, beyond, and phusis, nature. This term originated with Aris- totle, who, considering the study of the intellectual world as beyond that of the material world, or physics, called it meta taphusis. \ From zoe, life, and logos, a discourse. § From the Greek, botane, an herb. Divisions of the sciences which relate to mind— Those which relate to mat- ter— Branches of Natural history. DEPARTMENTS IN BOTANY. 19 thing which grows, having root, stem, leaf, or flower. This sci- ence comprehends the knowledge of the methodical arrange- ment of plants, of their structure, and whatever has relation to the vegetable kingdom. The study of plants may be consi- dered under two general heads. 1st. The classification of plants by means of comparing their different organs, is termed Systematic Botany. 2d. The knowledge of the relations and uses of the various parts of plants with respect to each other, is termed Physiologi- cal Botany. This department includes Vegetable Anatomy. Systematic Botany is divided into the artificial and natural methods. The artificial method- is founded upon different cir- cumstances of two organs of the plant, called the pistils and stamens. Linnaeus of Sweden was the first who discovered that these organs are common to all plants, and essential to their existence. Taking advantage of this fact, hefounded his classes and orders upon their number, situation, and proportion. By this artificial system, plants which are unlike in their gene- ral appearance, are brought together, as in a dictionary, words of different signification are placed together from the mere circumstance of agreement in their initial letters. Fig. i. Parts of the flower. Before you can learn the principles on which the classifica- tion of plants depends, it is necessary that you should become acquainted with the parts of a flower ; for this purpose, you have here the repre- sentation of a Lily. (See Jig. I.) You know that at nrst this flower is folded up in a little green bud, and that by degrees, it expands and chan- ges its colour ; being in some kinds of lilies, white, in others, yel- This is the picture of a white lily. low, orange, &c. Definition of Botany— Systematic Botany— Physiological Botany— Artificial Method— Names of the different parts of a dower. 20 PARTS OF THE FLOWER. The part which you would call the blossom, is the corolla ; this is composed of six pieces, each of which is a petal, as seen at a. Fig. 2. By examining the lily you will observe within the corolla six thread-like organs ; these are called Stamens. Each stamen is composed of two parts, one long and slender, called the Filament (Fig. '2, a), the other part called the An- ther (/;), is a kind of knob, like a little box, which, when the flower comes to maturity, opens, and throws out a colour- ed dust, called the Pollen. The central organ is called the Pistil (c) ; this consists of three parts, the top, which is called the Stigma (rf), the slen- der filament which bears the stigma is called the Style (e), and the base is called the Germ (/). In many flowers the corolla is surrounded by a kind of cup call- ed the Calyx, this is wanting in the Lily, but exists in the Pink. The Receptacle (g), is the end of the stem, where all the other parts of the flower are inserted. Fig. 3. The Peri, carp (Figure 3), is the germ in a ma- ture state ; the name is deri- ved from the Greek, perir around, and karpos, fruit, denoting that it surrounds the fruit or seed. This kind of peri- carp is called >rolla— Petals— Stamens, and parts of— Pistil, and parts of— Calyx— Receptacle -Pericarp. PARTS OF THE FLOWER. 21 a capsule, or little chest ; at a is a row of fine fibres, which connect the valves or pieces of the capsule, and through which the seeds are admitted. At b the capsule appears as if cut transversely, shewing three cells or apartments, each contain- ing two triangular seeds (b, b). These 7 parts constitute what are called the organs of Fruc- tification,* viz. Calyx, the cup. Pericarp, containing the seed. Corolla, . blossom. Seed, rudiment of a new Stamens, organs within plant. the corolla. Receptacle, top of the stem. Pistil, central organ. We have now examined each part of a flower ; this is one kind of analysis, or separation, but there is another kind of analysis with which you are now to be made acquainted, viz. that which we employ in finding out the Botanical name of a plant. DIVISION OF PLANTS INTO CLASSES, &C. According to the system now most used by botanists, plants are divided into twenty-one classes. Each class is divided into Orders, the Orders into Genera,f and the Genera into Species. The name of the genus is like a family name or surname ; the name of the species is like the particular or Christian name ; for example ; the Rose family contains many different species ; as Rosa alba, the white rose, Rosa damascena, the damask rose, &c. The specific or individual name in botany, is placed after the family name, as Rosa alba, which is Rose white, instead of white rose : this circumstance is probably owing to the names being in Latin ; as in that language the adjective is generally placed after the noun, instead of before it, as in English. LECTURE III. Method of analyzing plants. — Analysis of the Pink, Lily, Rose, and Poppy. WHEN you begin to analyze plants, you will meet with * From fructus fruit, and J ado to make, signifying that those parts serve to the maturing of the fruit. t Plural of genus, a family or tribe. Seed — Organs of fructification — Number of Classes — Genus — Species, 22 ANALYSIS OF THE PINK. many new terms. It will be necessary in these cases, to re- sort to the vocabulary of botanical words ;* by the obsorvation of plants, connected with definitions, you will soon become fa- miliar with the technical terms of Botany. We will now proceed to analyze a flower in order to ascer- tain its botanical name. We will commence with the Pink, as you are provided with a drawing which you can examine if you have no natural flower.f s Analysis of the Pink. ^•4- The first step, is to find the class. We will suppose this flower to be- long to one of the frst ten classes; in this case, all you have to do, is to ascertain the number of sta- mens, as by this .circum- stance only all these cl are arranged. Because there are ten stamens (Fig. 4), the Pink is in the 10th class, the name of which is Decandria. Having now ascertained its class, the second s:ep is to find its order. In the first 12 classes, the orders depend on the number of pistils ; these, you must count ; b< -cuu.su )<>u find tiro (Fig. 4, 6), you consider your flower as belonging to the 2nd order, the name of which is Digynia. You must now turn to the description of the Genera of plants $ find class 10th, order 2nd. The third step is to ascertain the genus of your plant ; for this purpose, you must compare it with each genus, until you find it described. You find first, * This is placed in the latter part of this volume. t In analyzing a natural flower, it is necessary to separate the parts ; first» if there is a calyx, remove it carefully, th'jn take off the corolla, or i I it is mo- nopetalous, cut it open with a knife. A microscope is necessary if the organs are very small. t This follows Part IV. First step in the analysis of the Pink — second step — third step. ANALYSIS OF THE PINK. 23 w * * * « HYDRANGEA. Calyx 5 tooth- id, superior ;" your calyx is 5 toothed, (see the notches around the top of it, at Fig. 5, a ;) but it is not superior, that is, it does not stand upon the germ. You must go to the next genus. " SAXIFRAGA. Calix 5 part- ed, half superior," but your ca- lyx is not half superior, or part- , ly above the germ. You must go to the next genus. " SAPONARIA. Calyx inferi- or, (under the germ ;) 1 leafed, (all of one piece ;) tubular, (long and hollow like a tube ;) 5 toothed," — so far the description agrees with the Pink ; next, calyx without scales, (see fig. 5,£.) In this particular, your flower, the calyx of which has scales, does not correspond with the description, therefore you must go to the next genus. DIANTHUS. Calyx inferior, cylindrical, (much the same as tubular ;) I leafed, with four or eight scales at the base ; petals fve, Fig. 4, a, with claws, (long and slender at the base ;) cap- sule cylindrical, 1 celled, (having no partings ;) dehiscent, (open- ing at the top.) Fig. 5, at c, represents the capsule of the pink as it appears in a mature state, the valves or pieces which compose it, opening spontaneously, as if for liberating the seed ; at d, the capsule appears cut horizontally, showing but one cell, which contains many seeds. Fig. 4, at c, represents the germ, as seen when the pink is in blossom. Your flower agreeing with every particular in the description of the last mentioned genus, you may be certain that you have found the generic or family name of the Pink, which is DIANTHUS. But there are several individuals or species in this family ; you wish to know to which species of Dianthus the Pink be- longs ; and this process constitutes a fourth step in your anal- ysis. Turn to the Alphabetical Arrangement of Genera,* where the species of each Genus are described, and look for Dianthus. Now compare the description of each species, with a natural flower; " Armeria, flowers aggregate" (in a thick cluster;) this does not agree ; you must look further. * This follows the Description of Genera. Fourth step in the analysis of a plant. 24 ANALYSIS OF THE LILY. « Barbatus, flowers fascicled," (crowded together,) but your flower grows singly on each stalk. " Caryophyllus, flowers solitary, scales of the calyx sub, (partly,) rhomboid, (diamond shape ;) very short, petal-s crenate, (scollop, ed on the edge :) beardless, (without any hair or down.) The pink is, in all respects, answerable to this description. It is also added that the " leaves are linear," which signifies long, and of nearly equal width ; "subulate" signifies pointed at the end, like a shoemaker's awl ; " channelled" signifies hav- ing a groove or channel running through the leaf. You have now found the name of your plant to be DIAN- THUS caryophyllus, belonging to Class 10th, DECANDRIA. Order 2d, DIGYIYIA.* And in this way it should be labelled for an herbarium or col- lection of dried plants. Let it now be remembered that in this process, four distinct steps have been taken ; the first, to find the class; second, the order ; third, the genus ; and fourth, the species. You can now proceed with the analysis of any plant which belongs to the first ten classes, in the same manner as you have done with the Pink ; as all these classes depend upon the cir- cumstance of the number of stamens. Analysis of the Lily. In analyzing the Lily you can refer to Figures 1st, 2d, and 3d ; you will find this flower belonging to the 6th class, the name of which is HEXANDRIA ; and to the 1st order, MONOGY- NIA. This order containing a great many genera, is divided into several sections.^ 1st Section contains flowers " with a perianth" (that is, a kind of calyx,) and " corolla without a spatha," (a kind of wrapper.) The Lily has no calyx, therefore you will not find it in this section. 2nd Section. " With a spatha or glume, (a kind of sheath,) without a perianth." The Lily has no spatha or glume, therefore it is not in this section. 3d. Section. " Flowers having no calyx." The Lily has no calyx, therefore you may expect to find it described under this section. You can proceed, as in the Pink, * The student can consult the synopsis of artificial classes and orders to as- certain the etymology of their names ; the whole system has not been introdu- ced before, because it is thought better to lead the mind, by gradual induc- tion,-to generalize for itself. t The pupil must turn to Class VI., Order L, in the Description of Genera. Analysis of the Lily— parts of the plant referred to in describing the genus. ANALYSIS OF THE ROSE. 25 to compare each genus with your flower, till you find a descrip- tion which corresponds with the Lily. " HEMEROCALLIS. "Corolla six parted." Six parted shows that the corolla is all of one piece, having divisions around the border. The Lily is not six parted, but has six petals, there- fore you need look no farther in this genus. " LILIUM." Now compare each particular in this description with your flower, (looking out; the terms in the vocabulary,) and you will find an agreement in every respect. In the description of a genus, nothing is said about any part of the plant, except the different organs which compose the flower; in the species, the distinctions are chiefly drawn from different circumstances of the leaves, stems, py affords a good illustration of the 12th class, Po- lyandria ; here are numerous stamens, always more than ten, sometimes more than a hundred, growing upon the receptacle; the Poppy has but one pistil, and therefore belongs to the first order, Monogynia ; the genus is PAPAVER. The Poppy has a " ca- lyx of two leaves" but these fall off as soon as the blossom expands, and are therefore called " caducous ;" the corolla (except when double) " is four petaled ;" it has no style, but the stigma is set upon the germ, and is therefore said to be sessile. — why is t in the llth class ? — why the 13th order? — Generic characters of the rose— Circumstances which distinguish the different species of the genus Rosa— Apple blossom and fruit— Analysis of the Poppy. ANALYSIS OF THE POPPY. 27 The germ is large and somewhat oblong, the stigma is flat and radiated. The pericarp is one-celled or without divisions, it opens at the top, by pores, when the seeds are ripe. The spe- cies of Papaver which is cultivated in gardens, is the somnifer- um, which name signifies to produce sleep. It is often called Opium Poppy. By observing the figures which stand at the right hand of PAPAVER in the description of genera, and also of species, you will find to what natural order the plant belongs. The num- ber 27 refers to the natural orders of Linnreus ; on looking for these you will find against this number Rhceadcea, which includes plants with capsules and caducous calyxes. Such plants, as to medicinal properties are anodyne (causing sleep), and antiscor- butic (curing eruptions). The number 62 points to the natural orders of Jussieu ;* on referring to these, you will find this number to stand against Papaveracea, which is a word in the plural number, signify- ing poppy-like plants. You cannot at present understand what is meant by natural orders or natural families, but when you have become familiar with the analysis, and different parts of plants, we will give an explanation of these orders, and of the principles by which they are arranged. In the commencement of a new science, it is not to be ex- pected that every idea, or principle of arrangement will seem perfectly clear, as such may often relate to other principles not yet explained. In architecture, we know it would be impossible to form a clear idea of the use or beauty of a particular part of an edifice, until it was considered in its relation to the whole. The beginner in any branch of scientific knowledge, is not like one travelling a straight road, where every step is so much ground actually gained ; but the views which he takes are like the faint sketches of a painter, which gradually brighten and grow more definite as he advances. The idea which was formerly entertained, that students must' learn perfectly, every thing as they proceed, appears to be found- ed upon a wrong view both of the nature of the mind, and of the sciences. The memory may be so disciplined as to retain a great many words, but words are only valuable as instru- ments of conveying knowledge to the mind ; and if, after a careful attention to a subject, something in your lessons may appear obscure, you must not be discouraged by attributing the * The table of contents will shew where the natural orders are to be found. Natural order, how pointed out— Remarks respecting the commencement of a new science— Words of use only as instruments. 28 ANALYSIS OF THE POPPY. difficulty to the duiness of your own faculties ; it may arise from want of clearness in an author's style, or the subject may be connected with something which is to follow ; therefore, you should patiently proceed, with the hope and expectation that difficulties will gradually disappear. We shall not at present give any more examples of analyzing plants. With even the little practice you have now had, you can analyze flowers of any of the first thirteen classes ; but it is necessary for you to know before proceeding farther, that the two circumstances of the number and insertion of the stamens, are not all that you are to talte into consideration, in tli rahgement of the classes ; this was not sooner observed, that your minds at first might not be confused with too many IK w ideas. You are now prepared to comprehend the general features of the Linnaean system* and to study the whole of the classes and orders in a connected view. Before proceeding to this, it seems necessary that you should have some knowledge of Greek and Latin numerals. In our next lecture we shall commence, by this necessary preparation, and shall then explain the char- acters of the classes and orders, and illustrate the same by draw- ings. Sensible objects are of great assistance to the mind, by enabling it to form definite ideas of the meaning of words. In abstract studies we cannot have such aid ; and in order to com- prehend instructions given upon them, it is necessary that the definitions of words should be well understood. Many persons are satisfied with a general notion of the meaning of abstract terms ; thus, they speak of " a sensation of pity," when they mean an emotion. A more critical knowledge of the mdaning of words, would enable them to perceive, that sensation is a term appropriated to that state of the mind which immediately follows the presence of an external object : it depends on the connexion between the body and the mind. The mind, separa- ted from all the organs of sense, could have no sensations ; but it could have emotions, for they are feelings which the mind has, independently of the senses. The, great advantage of pursuing studies which relate to ma- terial objects, is, as we have before remarked, in being able to illustrate principles, and define terms by a reference to those objects themselves, or to delineations of them. Assistance which the mind derives from sensible object*— Example of using terms indefinitely. LECTURE IV. Latin and Greek numerals. — Artificial classes and orders. WE shall now present you with a list of Latin and Greek nu- merals; these it is necessary to commit to memory, in order that you may understand the names given to the classes and or- ders. It is not in Botany alone, that a knowledge of these nu- merals will be useful to you ; many words in our common lan- guage are compounded with them ; for example — uniform, from unus, one, and forma, form; octagon, from octo, eight, and gonia an angle, hexagon, pentagon, &c. ; decimal, from decem, ten. These few examples may show you the importance of knowing these numerals, which will serve as a key to the meaning of many words in common use. NUMERALS. Numbers. 1. Latin. Unus, Bis, Tres, Quatuor, Quinque, Sex, , Septem, Octo, Novem, Decem, Undecem, Duodecem, Tredecem, Quatuordecem, Quindecem, Sexdecem, Septendecem, Octodecem, Novemdecem, Viginti, Multus, 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Many. Greek. Monos, Dis, Treis. Tettares. Pente. Hex. Hepta. Okto. Ennea. Deka. Endeka. Dodeka. Dekatreis. Dekatettares. Dekapente. Dekaex. Dekaepta. Dekaokto. Dekaennea. Eikosi. Polus. single, twice. THfE CLASSES OF LINNJEUS. These are founded upon distinctions observed in the STAMENS. According to this system, all known plants are divided into twenty-one classes. Importance of understanding Latin and Greek numerals — Latin numerals- Greek numerals— Classes of Linnaeus, on what founded ? — HJW many ? 3* 30 CLASSES OF LINNAEUS. The first twelve classes are named by prefixing Greek numer- als to ANDRIA, which signifies stamen. CLASSES. Names. Definitions. C 1. MON- ANDRIA, One Stamen. 2. DI-ANDRIA, T/ro Stamens. 3. TRI-ANDRIA, Three Stamens. 4. TKTR-AMJRIA, Four Stamens. Number of 5. PENT-ANDRIA, Five Stamens- Stamens. I 6. HEX-ANDRIA, Six Stamens. 7. HEPT-AXDRIA, Seven Stamens. 8. OCT-AXDRIA, Eight Stamens. 9. ENNE- ANDRIA, Nine Starnens. . 10. DEC-ANDRI \, Ten Stamen*. Fig. 6. Number and position. '11. (Eikosi.) 20 12. POLY- ANDRIA, (Polus.) many. Fig. 7. r Over ten Sta- mens inserted on the Calyx. Over ten Sta- mens inserted on the Receptacle. The two following classes are named by infixing Greek nu- merals to DYNAMIA, which signifies poweflK length. C Two Stamens longer DYNAMIA, < or more powerful f than the other two. Number and relative length .MIA, wnicn : ? 13. Di-i * The name of this cj&ss does not now designate its character, since the num- ber of stamens is oftepmore or less than twenty. First twelve, how named 1 —Those which depend on the number of stamens — those which depend on number and position — Number and relative length — Ex- plain the signification of the names of the classes now described. CLASSES OF LINNAEUS. 31 ^ C C Four Stamens longer Icx1 < 14. TETRA-DYNAMIA, < or more powerful relative length. A * - J Fig. 8. than the other two. The two following classes are named by prefixing Greek nu- merals, to the word ADELPHIA, which signifies brotherhood. ( Stamens united by 15. MON- ADELPHIA, < their filaments in one f set or brotherhood. 16. Di- ADELPHIA, Two brotherhoods. The next class is named by prefixing SYN, signifying together, to GENESIA, which signi- fies growing up. 17. SYN-GEHESIA, Fig. 9. Connexion. Jtowers compound. The next class is named by an abbreviation of the word GYNIA, which signifies pistil, prefixed to ANDRIA, showing that the sta- mens and pistil are united. 18. GYN-ANDRIA, \ Stamens growing out I of the pistil. The two following classes are named by prefixing numerals to (ECIA, which signifies a house. f Stamens and Pistils j on separate corollas \ upon the same plant, t or in one house. Position. 19. MON-CECIA, What classes depend on the connexion of the stamens ? — Explain the signi- fication of their names— What classes depend on the position of the stamens ? ORDERS OF LINN.EUS. Position. f Stamens and Pistils J in separate corollas | upon different plants I or in two houses. The name of the last class is a compound of two Greek words, CRYPTO and GAMIA, signifying a concealed union. f Stamens and Pistils Natural. . I'KNTANDRIA, 5. 6. HEXANDRIA, 6. 7. HEPTANDRIA, 7. 8. QCTANDRIA, 8. 9. ENNF.ANDRIA, 9. 10. DECANDRIA, 10. 11. ICOSANDRIA, over 10 stamens, on the calyx. 12. PoLYANDRiA,many sta- mens, not on the calyx. Number of styles ; if styles arc wanting, number of sessile stig- mas. Monogynia, 1 style or one sessile stigma. Digynia, 2. Tri- gynia, 3. Tetragynia, 4. Pcn- tagynia, 5. Hexagynia, 6. llep- tagynia, 7. Octogynia, 8. Enne- agynia, 9. Decagynia, 10. Poly- gynia, any number over 10. 13. DIDYNAMIA, 4 stamens I 1. Gymnospermia, seeds naked. 2 of them longest. 1 2. Angiospermia, seeds in cap- 14. TKTRADYNAMIA, 6 sta- | sules. mens,4 of them longest. | 1. Siliculosa, pod short. J 2. Siliquosa, pod long. Of the classes Gynandria, Monoecia, and Dicecia— Of the class Cryptogamia — Synopsis of artificial classes and orders. NATURAL ORDERS. 35 n, | 16. Connexion of the Stamens) by filaments \ or anthers. 17. Position of the Stamens relative to the Pistils. Characters and names of pre- ceding classes. As, 1. Monandria, 2. Diandria, 3. Triandria, 4. Te- trandria, 5. Pentandria, 6. Hexan- dria. Disk and ray florets compared. 1. ^Equalis, 2. Superflu'a, 3. Frus- tranea, 4. Necessaria, 5. Segre- gata. Characters and names of prece- ding classes, (as under the classes 15 and 16,) 7. Heptandria, 8. Oc- tandria, 9. Enneandria, 10. Decan- dria, 12. Polyandria, 16. Monadel- phia. Invisible or J Caducous. ', MONADELPHIA, fila- ments united in 1 set. DIADELPHIA, filaments united in 2 sets — papili- onaceous. SYNGENESIA, anthers united — flowers com- pound. GYNANDRIA, stamens on the pistil, distant from corolla. MONCECIA, stamens in flowers separate from pistils, on the same plant. DICECIA, stamens in flowers separate from pistils on separate plants CRYPTOGAMiAjStamens I Natural families. 1. Filices, 2. invisible, wanting, or } Musci, 3. Hepaticae, 4. Algse, 5. very caducous. J Lichens, 6. Fungi.* We have now exhibited the Linnsean system ; a thorough knowledge of it can be gained only by a series of inductions made by the analysis of single plants. You cannot be too much impressed with the idea, that a knowledge of nature can be acquired but -by the* observation of material objects. LECTURE V. the [The beginner in Botany may omit the whole of the fifth Lecture, except a "Directions for pronouncing the names of plants."] Condensed view of the Natural orders of Linn&us and Jussieu. After you have analyzed a number of plants, you will begin to observe a striking resemblance in many genera, and your own minds will suggest the propriety of arranging them into groups, without any reference to the artificial class or order where they may have been placed. We thus form natural fa- milies. Among resemblances which give rise to natural families ; are, 1st, resemblance in seeds, 2d, in pericarps, or the envelopes of seeds, 3d, in stamens and pistils, 4th, in corollas and calyxes, 5th, in the modes of inflorescence, or the manner in which the flowers grow together upon the stalks, 6th, in leaves, 7th, in roots and stems. In order to form a correct idea of the natural methods of classification, it is necessary to observe many plants, and the most constant characters of most of * Eaton. Synopsis of artificial classes and orders — What is necessary in order to gain a knowledge of nature ? — Arrangement of plants into natural families — Impor- tant resemblances which give rise to natural families. 36 NATURAL ORDERS OF LLNN^US. their organs. To find the place of plants in the artificial classes and orders, it is only necessary to observe the distinctions of the stamens and pistils. You will therefore recollect that Natural Methods depend on many considera- tions ; the Artificial System is founded on a few simple principles. But without attempting to explain to you the peculiarities of Natural Me- thods, we will now place before you those of Linnaeus and of Jussieu. These you are to refer to, in your analysis of flowers, rather than to study in regular order. The physician is chiefly conversant with the natural characters of plants, especially with such as are connected by medicinal qual- ities; he would say of one group, they are narcotics; of another, these are tonics ; of another that they are refrigerants* &c. Although the natural method is of the greatest utility, its chief use depends on a knowledge of the artificial system, which enables us to find, in an expedi- tious manner, the name of a plant, and then its place among the natural families or orders. Linmeus did not suppose his natural method could be used without the as- sistance of the artificial system ; but he considered the former as ingrafted upon the latter. NATURAL ORDERS OF LINNAEUS. 1. PALM^E. Palms and their relatives ; as Cocoanut, Frog's bit. Farinace- ous diet. 2. PIPERIT^. Pepper and its relatives. IB crowded spikes ; as Indian- turnip, sweet flag. Tonics and stomachics. 3. CALAMARI^C. Reed-like grasses, with culms without joints ; as cat-tail, sedge. Coarse cattle fodder. 4. GRAMINA. The proper grasses with jointed culms; as Wheat, Rye, Oats, Timothy-grass, Indian-corn. Farinaceous diet, and cattle fodder. 5. TRIPETALOIDE^E. Corol* 3-petalled, or calyx 3-leaved; as Water-plan- tain, Rush-grass, Arrow-head. Tonics and rough cattle fodder. 6. ENSAT.*. Liliaceous plants, with sword-form leaves ; as Iris, Blue-eyed grass, Virginian spiderwort. Antiscorbutics and tonics. 7. ORCHIDE/E. With fleshy roots, stamens on the pistils, pollen glutinous, flowers of singular structure, with the germ inferior ; as Ladies' slipper, Are- thusa. Farinaceous diet and stomachics. 8. SCITAMINE.*. Liliaceous corols, stems herbaceous, leaves broad, germ blunt-angular ; as Ginger, Turmeric. Warming stomachics. 9. SPATHACE.*. Liliaceous plants with spathes;t as Daffodil, Onion, Snow-drop. Secernant stimulants. 10. CORONARI^E. Liliaceous plants without spathes ; as Lily, Tulip, Star- grass. The nauseous scented and bitter are antiscorbutic and cathartic, the others Emollient. ^ 11. SARMENTACE.S. Liliaceous corols with very weak stems; as Asparagus, Bell-wort. Tonic* and Secernant stimulants. 12. OLERACE*: or HOLERACE*:. Having flowers destitute of beauty, at least of gay colouring; as Beet, Blight, Pig- weed, Dock, Pepperage. If nau- seous, Cathartic ,• others, mild stimulants and nutrientics. 13. SUCCULENT.*. Plants with very thick succulent leaves ; as Prickly- pear, House-leek, Purslane. Antiscorbutic and Emollient. 14. GRUINALES. Corpls with five petals, capsules beaked ; as Flax, Wood- sorrel, Cranes-bill. Tomes and Refrigerants. 15. INUNDATAE. Growing under water, and having flowers destitute of beauty ; as Hippuris, Pondweed. Astringents. 16. CALYCIFLORAE. Plants without corols, with the stamens on the ca- lyx ; as Poet's cassia, Seed buckthorn. Astringents and Refrigerants. * In explanation of these terms, see vocabulary. t Or corolla. t Or spathas. Difference between natural methods and the artificial system — The physi- cian chiefly conversant with natural methods — The artificial system an index to natural methods — Natural orders of Linnaeus. NATURAL ORDERS OF LINN^US. 37 17. CALYCANTHEM^E. Calyx on the germ or growing to it, flowers beauti- ful ; as Willow-herb, Ludwigia, OEnothera. Astringents. 18. BICORNES. Anthers with two straight horns ; as Whortleberry, spicy and bitter Wintergreen, Laurel. Astringents. 19. HESPERIDES. Sweet-scented, leaves evergreen; as Myrtle, Cloves, Mock-orange. Astringent and stomachic. 20. ROTACE./E. Corols wheel-form ; as Gentian, St. John's wort. Tonics. 21. PRECISE. Plants with early spring flowers, of an elegant, shewy ap- pearance; as Primrose. Astringents. 22. CARYOPHYLLE^E. Plants with caryophyllous corols; as Pink, Cockle. Astringent and Secernant stimulants. 23. TRIHILATJE. Flowers with 3 stigmas, capsules inflated and winged, and generally three-seeded with distinct hilums ; as Nasturtion, Horse-chesnut. Tonics and -Nutrientics. 24. CORYDALES. Corols spurred or anomalous; as Fumitory, Touch-me- not. Narcotic and Antiscorbutic. 25. PUTAMINEAE. Plants which bear shell-fruit ; as Caperbush. Detergent and Antiscorbutic. 26. MuLTisiLiQiLiE. Having several pod-form capsules to each flower; as Columbine, Larkspur, Rue, American cowslip. Cathartic and Caustic. 27. RIICEADEAE. Plants wilh caducous calyxes, , and capsules or siliques; as Poppy, Blcod-root, Celandine. Anodyne and Antiscorbutic. 28. LURIDAE. Corols lurid, mostly monopetalous ; flowers Pentandrous, or Didynamous with capsules ; as Tobacco, Thorn-apple, Night-shade, Fox-glove. Narcotic and Antiscorbutic. 29. CAMPANACEAE. Having bell-form corols, or those whose general aspect is somewhat bell-form ; as Morning-glory, Bell-flower, Violet, Cardinal flower. Cathartics and Secernant stimulants. 30. CONTORTS. Corols twisted or contorted; as Milk- weed, Periwinkle, Choak-dog. Cathartics and Antiscorbutics. 31. VEPRECUL,*:. Having monophyllous calyxes, coloured like corols ; as Leatherwood, Thesium. Antiscorbutic and Emetic. 32. PAPILONACE^E Having papilionaceous flowers ; as Peas, Beans, Locust- tree, Clover. Emollient, Nutrientic. 33. LOMENTACE.E. Having legumes or loments, but not perfect papiliona- ceous flowers ; as Cassia, Sensitive plant. Emollient, Astringent, Cathartic. 34. CucuRBiTACEjE. Fruit pompion-like, anthers mostly united ; as Me- lons, Cucumbers, Passion-flower. Cathartic and Refrigerant. 35.''SENTicos.E. Prickly or hairy, with Polypetalous corols and a number of seeds either naked or slightly covered; as Rose, Raspberry, Strawberry. Astringent and Refrigerant. 36. POMACE^E. Having many stamens on the calyx, and drupaceous or po- maceous fruit ; as Pear, Currant, Cherry, Peach. Refrigerants. 37. COLUMNIFER^E. Stamens united in the form of a column; as Holly- hock, Mallows, Cotton. Emollient. 38. TRICOCC^E. Having 3-celled capsules ; as Castor-oil plant, Spurge, Box. Cathartic. 39. SiLiciuosvE. Having silique pods ; as Cabbage, Mustard, Shepherd- purse. Antiscorbutic, Nutrientic. 40. PERSONATE. Having personate corols; as Snapdragon, Monkey- flower. Deobstruents and Cathartics. 41. AspERiFOLiiE. Corqls monopetalous, with 5 stamens, seeds 4, naked, leaves rough ; as Comfrey, Stone-seed, (lithospermum.) Astringents and De- obstruents. 42. VERTICILLAT^;. Having Labiate flowers ; as Sage, Thyme, Catmint, Motherwort. Stomachics nnd Astringents. 43. DUMOS^E. Bushy pithy plants with small flowers, petals in 4 or 5 divi- sions ; as Sumach, Eldfr, Holly. Tonic, and Cathartic. 44. SEPIARI*. Having mostly tubular divided corols with few stamens ; being ornamental shrubs ; as Lilac, Jasmine. Astringent. 45. UMBELLATE. Flowers in umbels with 5-petalled corols, stamens 5, styles 2, and 2 naked seeds ; as Fennel, Dill, Carrot, Poison-hemlock. Sto~ machic and Narcotic, 38 NATURAL ORDERS OF LINN.EUS. 46. HEDERACEJS. Corols 5-cleft, stamens 5 to 10. fruit berry-like on a com- pound raceme ; as Grape, Ginst-ni:, Spikenard. Tonics and Refrigerants. 47. STELLATE. Corols 4-rldi, st:unc>ns 4, seeds 2, naked, leaves mostly whorled ; as Bedstraw, Dogwood, Venus' pride. Tonics and Deobstruents . 48. AGGREGATE. Having aggregate flowers; as Button-bush, Marsh-rose- mary. Tonics and Secernant stimulant*. 49. COMPOSITE. All the compound flowers; as Sun-flower, Boneset, Tan- aey, Thistle. Tonics and Secernant stimulants. 50. AMENTACE^E. Bearing pendant amenta ; as Hazle, Oak, Chesnut, Wil- low. Astringents. 51. CONIFERS. Bearing strobiles ; as Pine, Juniper, Cedar. Tonics and Stomachics. 52. CoADUNAT^i. Several berry-like pericarps, which are adnate ; as Tu- lip-tree, Magnolia. Tonics. 53. SCABRID.E. Leaves rough, flowers destitute of beauty ; as Nettle, Hemp, Hop, Elm. Astringents. 54. MISCELLANKJE. Plants not arranged by any particular character ; as Pond-lily, Poke-weed, Amaranth. Their qualities are various. 55. FILICES. All ferns ; as Brakes, Maiden-hair. Secernant stimulant*. 56. Musci. All mosses; as Polytrichum. Cathartics and Secernant sti- mulants. 57. ALGJE. All Liverworts, Lichens and Sea- weeds ; as Jungermannia, Fucus, Usnea. Tonics. 58. FUNGI. All funguses ; as Mushroom, Toad-stool, Puff-ball, Touchwood, Mould. Tonics and Cathartics:'* General Divisions of Jussieu. The natural orders of Jussieu are arranged under the three following gene- ral divisions, according to distinctions observed in the seed ; viz. into Acotyle- donousj MonocotyledonousJ and Dicotyledonous* plants. First Division. The Acotyledonous plants correspond to the class Cryptogamia.ofthe arti- ficial system. Second Division. The Monocotyledonous plants are divided into three classes characterised, by the insertion of the stamens ; the 1st has the stamens hyp<>gynous, or under the pistil ; as the grasses, &c. ; the 2d has the stamens perilous, or around the pistil ; as the palms, &c. ; the 3d has the stamens epigynous, or upon the pistil ; as the orchis, &c. Third Division. The Dicotyledonous plants are ten times more numerous than tho two pre- ceding divisions ; the different classes are here arranged as in the other cases with reference to the absence of the corolla, its presence, and the number of petals. These plants are divided into four sections, as follows. The first section Apetalous (wanting petals) is divided into three classes. 1st. Comprehends all dicotyledonous plants destitute of a corolla, which have the stamens epigynous ; as wild ginger. 2d, Comprehends all dicotyledonous plants destitute of a corolla, which have the stamens perigynous ; as dock, &c. 3d, Comprehends all dicotyledonous plants destitute of a corolla, which have the stamens hypogynous ; as plantain, «fcc. The second section, Monopetalous, is divided into four classes. 1st, Comprehends all dicotyledonous, monopetalous plants, which have the stamens hypogynous ; as milkweed, &c. *The preceding synopsis of artificial classes and orders, together with the natural orders of Linnaeus, are quoted from Eaton, by permission, t See these terms in the vocabulary. Three general divisions of plants by Jussieu— Acotyledonous, Monocotyledo- nous, how divided— Dicotyledonous, how divided— First section, into how many classes divided — Second section, how divided. GENERAL DIVISIONS OF JUSSIEU. 39 2d, Differs from the first only in having the stamens perigynous ; as the win- tergreen, &c. 3d, Differs from the two preceding, in having stamens epigynous, and antherg united ; as lettuce, &c. 4th, Differs from the third only in having the anthers separate ; as the elder, &c. The third section, Polypetalous, is divided into three classes. 1st, Stamens epigynous : as, umbellate flowers. 2d, Stamens hypogynous ; as cruciform flowers. 3d, Stamens perigynous ; as the rose, &c. The fourth section anomalous, contains the 15th and last class of Jussieu. This class contains the melon, hop, oak, &c. ; it corresponds to the classes, Monoecia and Dioecia, in the artificial system. These fifteen classes are divided into 100 families or orders. Names. 1. Fungi, 2. Algae, 3. Hepaticae, 4. Musci, 5. Filices, 6. Naiades, 7. Aroideae,1 8. Typhae, . 9. Cyperoicleae, 10. Gramineae, 11. Palmae, 12. Asparagi, 13. Junci, 14. Liliaceae, 15. Bromeliae, 16. Asphodeli, 17. Narcissi, 18. Irides, 19. Musae,. 20. Cannae, 21. Orchidae, NATURAL FAMILIES OF JUSSIEU. ACOTYLEDONOUS PLANTS. CLASS I. Examples. Mushroom, mould, Lichen, conferva, Brook liverwort, Proper mosses, Brakes, polypod, Duck meat, Properties. Tonic if dry, narcotic if juicy. Tonic some used in dyeing. Tonic, refrigerant. Tonic, rarely cathartic. Secernant stimulants. Astringent. 22. Hydrocharides, Tape grass, MONOCOTYLEDONOUS PLANTS. CLASS II. Stamens below the pistil. Wild turnip, Warming, stomachic & antispasmodic. Cat tail, Weak tonic. Sedge grass, Tonic, coarse cattle fodder. Timothy grass, Tonic, farinaceous, cattle fodder. CLASS III. Stamens surrounding the pistil. Date, cocoanut, Weak tonic, farinaceous. Solomon seal, Secernant stimulant, mild tonic. Sweet flag, Secernant stimulant, antiscorbutic. Tulip, addertongue, Emollient, weak secernant stimulant. Pine apple, Refrigerant. Onion, hyacinth, Expectorant, tonic, cathartic. Daffodil, Weak tonic, emollient. Iris, blue-eyed grass, Antiscorbutic, tonic. CLASS IV. Stamens on thepistil. Bread-tree, 'Tonic. Ginger, Warming stomachic. Ladies' slipper, Emollient, stomachic, farinaceous. Weak tonic. DICOTYLEDONOUS PLANTS. Section first, flowers apetalous. CLASS V. Stamens on the germ. 23. Aristolochiae, Wild ginger, Tonic, warming stomachic. CLASS VI. Stamens surrounding the germ. 24. Aeleagni, 25. Thymeleae, 26. Proteae, 27. Lauri, 28. Polygoneae, 29. Atriplices, Pepperage tree, Leather-wood, Silver tree, Sassafras, Dock, rhubarb, Beet, pokeweed, Weak tonic. Mild emetic, antiscorbutic. Weak tonic. Secernant stimulant, stomachic. Mild cathartic, antiscorbutic. Aperient, cathartic. Third section — Fourth section — Jussieu's fifteen classes, into how many families or orders divided. 40 NATURAL FAMILIES OF JUSSIEU. Names. 30. Amaranthi, 31. Plantaginea, 32. Nyctagines, 33. PJumbagines, 34. Lysimachiae, Loosestrife, 35. Pediculares, Snakeroot, 36. Acanthi, 37. Jaamineae, 38. Vitices, 39. Labiatae, 40. Scrophulariae, Foxglove, 41. Solaneae, 42. Boragineae, 43. Convolvuli, 44. Polemonia, 45. Bignoniae, 46. Gentianae, 47. Apocyneae, 43. Sapotae, CLASS VII. Stamens below the germ. Examples. Properties. Cock's comb, Weak tonic, secernant stimulant. Plantain, Emollitnf. Four o'clock, Cathartic, emetic. Sea-lavender, Cathartic, tonic. Section second. Flowers monoprtulous. CLASS VIII. Corollas below the germ. Weak tonic, secernant stimulant. Tonic, nit fiurtir. Emollient, weak tonic. Tonic, secernant stimul'int. Deobstruent, secernant stimulant. Secernant stimulant, stowm-fiic, tonic. Narcotic, absorbent, deobstrm ,,t. Malabar nut, Ash, lilac, Vervain, Sage, catnip, Red pepper, henbane, Narcotic, cat hartic, warming, stomachic. Astringent, vulnerary, emollient. Cathartic. Feeble tonic. Cathartic, narcotic. Cathartic, tonic. Cathartic, narcotic, deobstruent. ( •aftiurtir, nut) spasmodic. 58. Caprifolia, Comfrey, Jalap, dodder, Lichnidia, Snake-head, Caroline Pink, Milkweed, Sour sop, CLASS IX. Corollas surrounding the germ. 49. Guaiacanae, Lignum vita, Tonic, warming, stomachic. 50. Rhododendra, Laurel, Tonic, narcotic. 51. Ericae, Wintergreen, Tonic, astringent, refrigerant. 52.Carapanulaceae,Lobelia, Cathartic, emetic, deobstruent. CLASS X. CoroUas on the germ — anthers united. 63. Cichoraceae, Lettuce, endive, Aperient, mild anodyne. 54. Cinarocephalae,Th stle, burdock, Tonic, if nauseous, cathartic. 55. Corymbiferae, Boneset, fleabane, Tonic, secernant stimulant. CLASS XI. Corollas on the germ — anthers separate. 56. Dipsaceae, Button bush, teasel, Weak tonic. 57. Rubiaceae, Bedstraw,venus pride, Weak tonic, aperient. Elder, dogwood, Tonic, cathartic if nauseous. Section third. Flowers polypetalous. CLASS XII. Stamens on the germ. 59. Araliae, Ginseng, spikenard, Tonic, expectorant. 60. Umbelliferae, Cicuta, fennel, Stomachic, narcotic, if nauseous. CLASS XIII. Stamens below the germ. 61. Ranunculaceae,Crowfoot,goldthread,Mzrcot ra- tion, is certainly destroyed by the labour of the florist. The love of native wild Howrrs is no doubt greatly heigtened by the habit of seeking them out, and observing them in their peculiar situations ; a Botanist at the discovery of some lowly plant, growing by the side of a brook, or almost concealed in the cleft of a rock, will often experience a more vivid delight than could be produ- ced by a view of the most splendid exotic. Botanical pursuits render us inter- ested in every vegetable production ; even such as we before looked upon as useless, present attractions, as objects of scientific investigation, and become associated with the pleasing recollections, arising from the gratification of our love of knowledge. A peculiar interest is given to conversation by an ac- quaintance with any of the natural sciences ; and when females shall have more generally obtained access to these delightful sources of pure enjoyment, we may hope that scandal, which oftener proceeds from a want of better subjects than malevolence .of disposition, shall cease to be regarded as a charaeteristic of our sex. It is important to the cause of science, that it should become./^A- ivnuhle; and as one means of affecting this, the parlours of those ladies, who have advantages for intellectual improvement, should more frequently exhibit spei-imens of their own scientific taste. All the fashionable*/ iv/miNot' books, engravings and albums, do not reflect upon their possessors any ::r. .u degree of credit To paste pictures, or pieces of prose or poetry, into a book ; or to collect in an album the wit and good sense of others, are not proofs <>f one's own acquirements ; and the possession of elegant and curious enirravintrs, indicates a full purse, rather than a well stored mind ; but fctfffamMtt and books of inijH, -xsiniimi/ , -Aunti*,* drawings &c. show the taste, and knowledge of those who execute them. * MANNER OF TAKING IMPRESSIONS OF LEAVES. — Hold Oiled paper OVCr the smoke of a lamp until it becomes darkened ; to this paper, apply the leaf, having previously warmed it between the hands, that it may be pliant. Place the lower surface of the leaf upon the blackened paper, that the numerous veins which run through its extent, and which are so prominent on this side, may receive from the paper, a portion of the smoke. Press the leaf upon the Plants seldom poisonous — Double flowers not proper for analysis — Effect of Botanical pursuits — Of an acquaintance with any of the natural sciences. GENERAL REMARKS. 47 It is unfortunately too much the case, that female ingenuity, (especially in the case of young ladies after leaving school) is in a great degree, directed to trivi- al objects, which have no reference either to utility, or to moral and intellec- tual improvement. But a taste for scientific pursuits once acquired, a lady will feel that she has no time for engagements, which neither tend to the good of others, or to make herself wiser or better. paper, by placing upon it^some thin paper and rubbing the fingers gently over it, so that every part of the leaf may come in contact with the sooted oil paper. Then remove the leaf, and place the sooted side upon clean white paper, press- ing it gently as before ; upon removing the leaf, the paper will present a deli- cate and perfect outline, together with an accurate exhibition of the veins which extend in every direction through it, more correct and beautiful than the finest drawing. Female ingenuity too often directed to trivial objects. PART II. LECTURE VII. Importance of observing external objects. — Vegetables consist of two sets of organs. — Of the root. — The stem. THE exercises which constitute the principal part of our pre- vious course of lectures, are chiefly designed to assist you in practical botany. It is not expected that you are to be the . passive receivers of instruction, but that you are to compare with real objects, the descriptions which are presented ; by do- ing this faithfully, you will find your minds gradually strength, ened, and more competent to compare and judge in abstract studies, where the subjects of investigation are in the mind on- ly, and cannot, like the plants, be looked at with the eyes and handled with the hands. All our thoughts, by means of the senses, are originally de- rived from external objects. Suppose an infant to exist who could neither hear, see, taste, smell, nor feel ; all the embryos of thought and emotion might exist within it; it might have a soul capable of as high attainments as are within the reach of any created beings; but this soul, while thus imprisoned, could gather rio ideas; the beauty of re fleeted light, constituting all the variety of colouring ; the harmony of sounds, the fragrant odors of flowers, the various flavors, which are derived from our sense of taste, the ideas of soft, smooth, or hard ; all these ideas must forever remain unknown to the soul confined to a body having no means of communication with the world around it. The soul, in its relation to external objects, may be compared to the embryo plant, which, imprisoned within the seed, would forever remain inert, were no means provided for its escape from this confinement, and no communication opened between it and the air, the light, and vivifying influence of the earth. Since our first ideas are derived from external nature is it not a rational conclusion that we should add to this original Study of external objects strengthens the mind — Abstract studies facilitated by acquaintance with the natural sciences — Our first ideas gained by the senses —Analogy between the soul and the embryo plant. ORGANS OF PLANTS. 49 stock of knowledge, by a continued observation of objects ad- dressed to our senses? After the years of infancy are past, and we begin to study books, should we, neglecting sensible objects, seek only to gain ideas from the learned ; or in other words, shall we in the pursuit of human sciences, overlook the works of God? Having now enabled you to understand the method of analy- sing plants, we shall proceed to consider more fully the different organs of plants, with the uses of each, in the vegetable econ- omy. In plants, as well as animals, each part or organ, is intimate- ly connected with the whole ; and the vegetable, as well as the animal being depends for its existence on certain laws of or- ganization. We shall consider the vegetable organs under two classes ; the first including such organs as promote the growth of the plant ; the second such as perfect the seed, and thus provide for the reproduction of the species. 1st. The Root, or descending part. 2nd. The Stem, which elevates and sustains the branches. 3d. The Leaves, which are the lungs of plants, inhaling nutritious gases, and exhaling such as are not needed for the growth of the plant. 4th. The appendages, as leafets, tendrils, thorns, &c. 1st. The Calyx, or outer part of the flower. 2d. The Corolla, or coloured blossoms within the Calyx, or enclosing the stamens. 3d. The Stamens, organs surrounding the cen- tral one. 4th. The Pistil, central organ. 5th. The Pericarp, covering the seed. 6th. The Seed, the essential part ,which contains the rudiments of a new plant. 7th. The Receptacle, or base of the flower, being the end of the flower stem. The parts above enumerated consist of subdivisions, as may be seen in the following table. We should not confine our attention exclusively to books — Vegetable as well as animal existence depends on certain laws of organization— Two kinds of or- gans of vegetables— The first set of organs — The second set. 5 Organs which promote the growth of the plant. Organs which perfect the seed. 50 SYNOPSIS OF ORGANS OF PLANTS. THE BOOT. $ CaU*ef> 1 radicles, t branches, THE STEM. 1 petioles, ( peduncles, Organs of nu- THE BUD. ) scales, trition^ parts s necessary to < the growth of THE LEAF. 5 leafets, the plant. stipules, prickles, thorns, glands, APPENDAGES. \ ""*»' scales, tendrils, pubescence, . bracts. CALYX divisions are called leaves. COROLLA divisions are called petals. C sometimes apart of tte corolla, Organs of re- NECTARY < f sometimes a separate organ. production, or parts of fruc- tification. THE FLOWER. ^tes.