. Lessons with plants. Suggestions for seeing and interpreting some of the common forms of vegetation. Fig. 7. Twin ter-minal buds twig,flowering , however, thisterminal bud isa flower-bud,the forking ofthe branch willbegin in thepresent other words,this dogwoodmakes long, straight shootsuntil the flower-ing stage ar-rives, at whichtime it begins It has not yet arrived at the. of lilac. TBM DEFLECTED AXIS OF OBOWTB a distinct method of branching. 12a. Can these remarks be made for mostbushes? That is, do they make single ter-minal buds the first year or two from thesee
. Lessons with plants. Suggestions for seeing and interpreting some of the common forms of vegetation. Fig. 7. Twin ter-minal buds twig,flowering , however, thisterminal bud isa flower-bud,the forking ofthe branch willbegin in thepresent other words,this dogwoodmakes long, straight shootsuntil the flower-ing stage ar-rives, at whichtime it begins It has not yet arrived at the. of lilac. TBM DEFLECTED AXIS OF OBOWTB a distinct method of branching. 12a. Can these remarks be made for mostbushes? That is, do they make single ter-minal buds the first year or two from theseed, and afterwards begin a new habit ofbud-bearing? If the pupil does not haveaccess to young plants, he may examine thesprouts or suckers which spring from tueroots of common bushes, as lilacs, roses,spireas, osiers, willows, barberries, privets,and the like. He may also study the horse-chestnut. 13. Some bushes seldom makesingle terminal buds. The redelder (Fig. 7) is one. In thiscase, therefore, it would seemif the forking system of as growth must commence at the very beginning of the plants history. The lilac is a similar case. Fig. 8 shows the shoots just pushing out from the ends of suckers which sprtag from the ground. The specimen at the right shows the twin shoots, but one is stronger than the other. That is, in the struggle for existence one has the start. The sample at the
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Keywords: ., bookauthorbai, bookcentury1900, bookdecade1900, booksubjectbotany
