. Botany for secondary schools; a guide to the knowledge of the vegetation of the neighborhood. Plants. 68 THE FORMS OF PLANTS in plants of unusual form? Tell how any two trees differ in "; Note.—One of the first things the pupil should learn about plants is to see them as a whole. He should get the feeling of mass. Then he should endeavor to determine why the mass is so and so. Trees are best to begin on. No two trees are alike. How do they differ? The pupil can observe as he comes and goes from school. An orchard of different kinds of fruits shows strong contrasts. Even diffe
. Botany for secondary schools; a guide to the knowledge of the vegetation of the neighborhood. Plants. 68 THE FORMS OF PLANTS in plants of unusual form? Tell how any two trees differ in "; Note.—One of the first things the pupil should learn about plants is to see them as a whole. He should get the feeling of mass. Then he should endeavor to determine why the mass is so and so. Trees are best to begin on. No two trees are alike. How do they differ? The pupil can observe as he comes and goes from school. An orchard of different kinds of fruits shows strong contrasts. Even different varieties of the same fruit may be unlike in habit. This is especially true in pears (Figs. 118, 119). It is well, also, to develop the feeling for the mass, and to apprehend the expression, in a field of wheat or of clover, a field of potatoes, an apple orchard, a vegetable garden: dis- tinguish the various plant forms and also the impression that the entire field or garden or woodland makes on 118. A young pear tree of the Kieffer variety. 119. A pear tree of the Hardy Please note that these images are extracted from scanned page images that may have been digitally enhanced for readability - coloration and appearance of these illustrations may not perfectly resemble the original Bailey, L. H. (Liberty Hyde), 1858-1954. New York, Macmillan
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Keywords: ., bookcentury1900, bookdecade1910, booksubjectplants, bookyear1913
