diff --git "a/Botany/a_primer_of_botany_1887.md" "b/Botany/a_primer_of_botany_1887.md" new file mode 100644--- /dev/null +++ "b/Botany/a_primer_of_botany_1887.md" @@ -0,0 +1,4046 @@ +W. H. Bueche +Primer of Botany + +QK49 +K6 + +A red circular stamp with "SHELTER" and "SHELTER" around the edge, and "SHELTER" in the center. +W. H. Bueche +Primer of Botany + +The D. H. Hill Library + +A circular seal with a design of three figures, possibly allegorical, and the text "North Carolina State College" around the edge. + +North Carolina State College +QK49 +K6 + +Date Due +JUN 0 1535 +1979 +JUL 19 1979 +JAN 30 1980 +Stamp with "1979" printed on it. + +[API_EMPTY_RESPONSE] + +A + +PRIMER OF BOTANY. + +BY +MES. A. A. KNIGHT, +ROBINSON SEMINARY, EXETER, NEW HAMPSHIRE. + +BOSTON: +GINN AND COMPANY. +1887. + +Entered, according to Act of Congress, in the year 1887, by +GINS AND COMPANY, +in the Office of the Librarian of Congress, at Washington. + +ELECTROTYPED BY J. S. CUSHING & Co., BOSTON. + +GK49 KG +PREFACE. + +The one actual expense about the use of the Primer will be a compound microscope. +The lessons may often prove unduly long for the capacity of the class or for the length of the recitation period. One lesson may furnish material for three or four successive recitations. This matter of adjustment must be left to individual cases. There are many grammar schools in which the present number of classes resolutely forbids any fixed number of minutes for this sort of general and accomplishing instruction which every earnest teacher greatly desires to give. In such a perplexity, the Primer can be taken up daily for a few moments before the morning recess, with the understanding that the examination of the specimen may be continued through that brief respite if any or all desire to spend it about the microscope. It may be objected that both teacher and pupils are extremely in need of the temporary suspension of lessons during this time, and that for a few minutes' company for a few minutes. There is much truth in the objection, and if any better time can be found for the exercise, no teacher ought to spend a recess over botany. If no other arrangement can be made, she will have the consolation of knowing that the heaviest part of the wear and strain of nerve will be borne by herself instead of her charges; and + +15 + +iv +PREFACE. + +as in this case the matter will narrow to the question whether she is willing to "die daily - a little" for the furtherance of her work, or to assert her claims of personal ease at its expense, this employment of the odds and ends of school hours must be necessarily left to the individual worker. + +Other teachers may feel, too, that the Primer strikes aimlessly into profound depths unsuited to small, unreasoning minds, as if one should read Spencer in the nursery. The truth, however, will generally bear telling. It is an injustice to the childish intellect to teach it botany superficially, and it is a strange error to encourage it — by silence about other series of facts, at any rate — to consider the complex plants we see about us as the important whole of the vegetable kingdom and to relegate the families of blights, rusts, smuts, and moults to a limbo of uncertainties and misgivings. + +The writer feels the teacher who tries this Primer to believe that the system of tests and reviews and the selection of materials are not considered limitations of arrangements. The aim of this work is to be suggestive. In most cases the practical studies can be bases of original outlining. The material used has been taken from text-books designed for older pupils, and has been simplified to bring botany into the reach of primary grades. + +The writer feels much indebted to Professor Charles E. Bessey, of the University of Nebraska, for matter taken from his "Essentials of Botany," and for his painstaking examination of the manuscript of this Primer. Principal G. N. Cross, of Robinson Seminary, Exeter, N.H., has kindly furnished an appendix, upon the cost and care of microscopes. + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
TABLE OF CONTENTS.
CHAPTER I.
A. What the Living Part of a Plant is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page1
B. About Green Protoplasm. . . . . . . .3
C. Starch5
D. The Plant Cell.7
E. Sap8
Review (Oral and Written)10
CHAPTER II.
TISSUES.
A. A Plant Tissue13
B. Soft Tissue14
C. Stony Tissue16
D. Fibrous Tissue17
E. Milk Tissue18
Review20
CHAPTER III.
TISSUE SYSTEMS.
A. Why Every System is made up of Groups22
B. The Boundary System24
+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
TABLE OF CONTENTS.
C. More about the Boundary System• • •27
D. Hairs• • •• • •28
E. Breathing-Pores• • •• • •31
CHAPTER IV.
THE SUPPORTING SYSTEM
• • •38
CHAPTER V.
THE FUNDAMENTAL SYSTEM.
A. Materials• • •• • •38
B. Spaces between Cells• • •• • •40
Review (Oral and Written)
• • •41
CHAPTER VI.
THE PHYSIOLOGY OF PLANTS.
A. Water in the Plant• • •• • •48
B. Water in Protoplast and in Cell-Walls• • •• • •50
C. Disturbance of Water in the Plant• • •• • •53
D. Evaporation• • •• • •55
E. Movement of Water in the Plant• • •• • •57
+ +
A. Plant Food
B. How Food circulates in a Plant
C. Another Lesson about Starch
D. Use of Reserve Material
E. Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food
How Food circulates in a Plant
Another Lesson about Starch
Use of Reserve Material
Temperature
+ + + +
Plant Food +How Food circulates in a Plant +Another Lesson about Starch +Use of Reserve Material +Temperature +62
+ + + +
: Plant Food +How Food circulates in a Plant +Another Lesson about Starch +Use of Reserve Material +Temperature +65
+ + +/div class='content'></div>  +
: Another Lesson about Starch +: Use of Reserve Material +: Temperature +:68