. Lessons with plants. Suggestions for seeing and interpreting some of the common forms of vegetation. us have another illustration ofthe fact that the plan of the flower is more im-portant in determining kinships than the ap-pearance of the flowers or the plant (253). Suggestions.—Compare the fig with the strawberry and rasp-berry; also with the burdock. All of these plants are very nnlikethe fig in morphology, but the contrast will bring out the differ-ences and resemblances. Is the fig a receptacle in the sense inwhich that term is used with the mustard (166), or as it is usedwith the sunfl
. Lessons with plants. Suggestions for seeing and interpreting some of the common forms of vegetation. us have another illustration ofthe fact that the plan of the flower is more im-portant in determining kinships than the ap-pearance of the flowers or the plant (253). Suggestions.—Compare the fig with the strawberry and rasp-berry; also with the burdock. All of these plants are very nnlikethe fig in morphology, but the contrast will bring out the differ-ences and resemblances. Is the fig a receptacle in the sense inwhich that term is used with the mustard (166), or as it is usedwith the sunflower (201 )f U 306 LUSSOIfS WITS PLANTS LIX. PINES AND THEIR KIN 370. The pines are monoecious. Both kinds offlowers are in catkins. If one examines theAustrian or the Scotch pine just after growth has begun in the spring, hewill find a cluster oflight yellow pollen-bear-ing catkins at the baseof the new growth,and a reddish fertile orseed-bearing catkin, orsometimes two of them (Fig. 321 B),on the tip of the shoot,— but notfrom a terminal bud,—and elevatedtwo to six inches above the
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Keywords: ., bookauthorbai, bookcentury1900, bookdecade1900, booksubjectbotany
