Familiar lectures on botany : including practical and elementary botany : with generic and specific descriptions of the most common native and foreign plants, and a vocabulary of botanical terms : for the use of higher schools and academies

Front matter

spirt

Ex Libris The Pennsylvania

Horticultural Society

Preface

“ A preface,” says Smellie, the author of the “ Philosophy ol' Natural History,” “should contain an account of the circumstances and motives 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, Rosseau, St. Pierre, Smith, Thornton, Woodville, Eaton, Torrey, Bigelow, Nuttall, Elliot, Barton, Bartram, Sumner, and Locke ; Encyclopedias and the Journal of Science, have been consulted. For the style, whatever may be its merits, or its faults ; the arrangement of the work, and the application of botanical facts to the mind, either with a view of strengthening its reasoning faculties, or of inspiring devout affection, I consider myself as responsible. I have not intentionally copied from any work, without giving credit to the author. The History of botanical science, is in part translated from Mirbel’s Elemens dc Botanique.

The description of the genera and species of plants, with the Natural Orders of Linnaeus and Jussieu, have been furnished me by Professor Eaton, to whom my thanks for this, and other kind offices are justly due.

It has been customary among botanical writers, to consider under separate heads, the physiology, anatomy, and classification of plants. This division, although proper in minute investigations upon physiology 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 education, as required the best faculties of my mind ; it is larger than was at first designed : it may be urjred, that remarks are introduced not strictly connected with the subject, 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 favourable for the developement of the mind.’ If a book is to be committed to memory, every word, member of a sentence, or idea, not absolutely essential, should be. excluded : but tins fact with regard to education seems now

PREFACE.

v to be generally understood, that the memory 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 explanation 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 experience 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 ac*ive, and watchful over all, even the least of his works.

I am greatly indented 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 is peculiarly well qualified, that of accenting the genera and species of plants annexed 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 pronouncing botanical names.

The plates which accompany this work, have been taken from drawings, executed expressly for this purpose by Miss Thirza Lee, teacher of drawing in the Seminary.

1*

PREFACE

TO THE SECOND EDITION.

The former edition of this work was presented to the public with many fears and much hesitation ; the favorable reception which it received, was therefore gratifying, in proportion as it was unexpected. The encouraging voice and approving smile of onr fellow travellers in the journey of life, have a powerful influence in exciting us to greater etlorts ; and while the virtuous mind would fear to indulge 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. T hese Lectures, although written with 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 Almighty, 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 instructer 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.

lu this edition .care has been taken to profit by the remarks of teachers and others who have used the work. A full index for the purpose of convenient reference has been added, and also a table of contents, winch, through mistake, was omitted in the former edition. In that edition it was remarked that all descriptions of genera and species of plants were quoted from Eaton's Manual , with the consent of the Professor, and mostly from liis own selection ; at the request of teachers ;uid others some additions are now made to this department ; these ire from Persoon, Torrey and Eaton. The author for tins part of the work is indebted to the assistance of a scientific friend.

The Physiological department 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 to the engravings, 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 convenient for reference, than at the end of the book.

To some scientific gentlemen, who in condescending to notice so unpretending a volume, have suggested the propriety of rendering it more

PREFACE.

vii

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 some of the most common indigenous and exotic plants of the various botanical districts of the United States; such, as it is supposed, teachers can easily procure for analysis in their classes. Pupils going into the fields to collect plants should be provided with a Flora of the region in which they attempt to botanize* ; teachers for their own private use, should be furnished with some work containing descriptions of all the plants of the country, as Eaton’s Manual, Torrey’s Botany, &c.

To the errors of the first edition, the public have been truly lenient ; and it is with regret that the author feels the necessity of asking for further indulgence ; she was called upon to prepare for this edition, at a time, when (the Principal of the Institution being in Europe) cares and duties, peculiarly complicated, had devolved upon her. A mere revision and correction of the first edition might have been easily accomplished, but additions and improvements had suggested themselves, which the author was unwilling to omit ; in pursuance of these views, it became necessary, to write the work in a gre&t measure anew — the copy furnished the printers was less legible than if the whole had been manuscript, as the pages not entirely rewritten were much confused with erasures and interpolations. The printing having been executed at a distance, the author had not the opportunity of correcting some errors, which had escaped observation, notwithstanding, great care taken in printing and proof-reading.

The present edition, embracing as full a developement of the various departments of Botany as seems desirable in an elementary book, it is not probable any important alterations will hereafter be made in this work.

Troy Female Seminary , April 25, 1831.

* Professor Hitchcock’s “ Catalogue, of the Plants growing in the vicinity 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. Those are truly the benefactors of science, who thus add to its stores the result of patient and laborious observations of nature, whilst the retail dealers of what their industry has collected, may be considered as filling a very subordinate, though, it may be, a useful station in this department of human knowledge.

TABLE OF CONTENTS,

LECTURE I. Page 13.

Introduction

Importance of System. — Advantages to be derived from the Study of Botany. J

Part I

LECTURE II. P. 18.

General division of the sciences which relate to mind and matter.

Different departments of Botanical science. — Of the parts of a flower LECTURE III. P. 21.

Method of analyzing plants.— Analysis of the Pink, Lily, Rose and Poppy.

LECTURE IV. P.27.

Latin and Greek numerals. — Artificial classes and orders. LECTURE V. P. 34.

Condensed view of the Natural Orders of Linnreus and Jussieu. LECTURE VI. P. 42.

Method of analyzing plants by a series of comparisons. — General remarks 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 organs. — Of the Root. — The Stem.

LECTURE VIII. P.62.

Of Buds.

LECTURE IX. P. 67.

Of Leaves.

LECTURE X. P. 73.

Anatomy of Leaves. — Their use in the vegetable system. Appendages to plants.

LECTURE XI. P. 81.

Calyx.

LECTURE XII. P. 85.

Corolla.

LECTURE XIII. P. 93.

Stamens and Pistils.

LECTURE XIV. P. 100.

Inflorescence. — Receptacle — Fruit. — Mirbel’s classification of fruits. — Linnceus’ classification of fruits.

Contents

LECTURE XV. P. 116.

ix

The Seed.

Part III

LECTURE XX. P. 148.

Method of Tournefort. — System of Linnaeus. — Method of Jussieu. — Natural Method of Linnaeus.

LECTURE XXI. P. 157.

Comparison of Natural and Artificial Classes. — Characters used in classification.

LECTURE XXII. P. 162.

Natural Families.

LECTURE XXIII. P. 176.

Use of Botanical Names. — Artificial c lasses and orders considered in groups. — Classes 1st and 2nd.

LECTURE XXTV. P. 182.

Class hi. ; Triandria. — Class iv. ; Tetrandia.

LECTURE XXV. P. 189.

Class v. — Pentandria.

LECTURE XXVI. P 195.

Class Pentandria continued. Order Dygvnia.

LECTURE XXVn. P. 199.

Class vi. ; Hexandria, and Class vn. ; Heptandria.

LECTURE XXVIII. P. 203.

Class viii. ; Octandria. — Class ix. ; Enneandria. — Monogynia.

LECTURE XXIX P.208.

Class x. ; Decandria.

LECTURE XXX. P. 212.

Class xi. ; Icosandria.

LECTURE XXXI. P. 215.

Class xii. ; Polyandria.

' LECTURE XXXII. P.219.

Class xiii. ; Didynamia, and xiv., Tetradynamia.

LECTURE XXXIII. ' P. 222.

Class xv. ; Monadelphia.

LECTURE XXXIV. P. 226.

Class xvi. ; Diadelphia.

LECTURE XXXV. P. 229.

Class xvn.; Syngenesia.

' LECTURE XXXVI. P/234 Class xviii ; Gynandria.

LECTURE XXXVII. P. 238.

Class xix. ; Monoecia, and xx. Dioecia.

X

CONTENTS.

LECTURE XXXVIII. P.242.

Claes xxi. ; Cryptogamia.

Part IV

LECTURE XXXIX. P. 253.

The Flowering Season of Plants. — Vernal, Summer, and Autumnal Flowers.

LECTURE XL. P.257.

Autumnal Flowers. — Evergreens. — Ancient superstition respecting plants. — Various phenomena of plants.

LECTURE XLI. P.263.

Habits of plants. — Agents which affect their growth. — Then- habitations, and geographical situations. — Elevation corresponding to latitude.

LECTURE XLII. P. 270.

Plants as affected by Cultivation.

LECTURE XLIII. P. 276.

History of Botany, from the creation of the World, to a Revival of Lett ers, in the reign of Charlemagne, in the year A. D. 770.

LECTURE XLIV. P. 281.

History of Botany, from the eighth century to the discovery of America.

LECTURE LXV. P. 284.

History of Botany, from the beginning of the sixteenth century to the time of Linnaeus.

LECTURE XL VI. P. 290.

History of Botany, from the time of Linnaeus to the present.

LECTURE XL VII. P. 295.

Organized and Inorganized Bodies. — Classification of Animals.

LECTURE XLVIII. P. 305.

Man at the head of the kingdoms of Nature. Comparison between Animals and Plants.

Botanical Districts. — Explanation of characters, figures and letters. Page 311.

Explanation of the marks over generic and specific names. P 312. Genera of Plants. P. 313.

Species of Plants. P. 346.

Vocabulary. P.401.

Language of Flowers. P. 421.

Alphabetical Index. P. 425.

TO TEACHERS.

In offering this book as an assistance to Instructed, the Author hopes to have rendered the first principles of the Science of Botany, of easy attainment ; and that Instructed, in the developement of the work, will find such methodical arrangements, and simple illustrations, as may render it easy for pupils, and agreeable to themselves.

The most proper time lor commencing botanical studies, seems to be that of the opening of flowers in the spring ; though, should circumstances render it desirable to commence in winter, every assistance thought necessary, is offered by drawings, and 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 of plants, the formation of buds, and other subjects connected with vegetable physiology ; the fourth 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 teaching, has been very laborious, as the want of suitable books, rendered it necessary for the Author of these Lectures, who has taken charge of the class, to devote much time and attention, in gleaning from diflerent writers, such facts and principles as would illustrate the science, and make it interesting to the pupils. This work contains the substance of what has been thus collected, and the method in which those facts and principles have been illustrated and arranged. A brief view of the manner in which I have proceeded in teacliing, 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 organs 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 then prepared to understand the principles on which the artificial classes are founded, and to trace the plant to its proper class, order, tec. At each step, they are required to examine their flowers, and to answer simultaneously the ques-

*The summer term after the publication of the first edition of this work, the number was increased to 70.

TO TEACHERS.

xii

tions proposed ; as, how many stamens has your flower ? Suppose it to be a lily, they answer six. They are then told it is of the sixth class. How many pistils? They 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 resemblance 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, will, &c. or any other abstract terms, there is danger that the pupil may, from misunderstanding the language used in the explanation, obtain but a very confused and imperfect idea of the term ; and, indeed, what two authors or philosophers give the same definition to abstract terms? 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 petals, 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 perhaps for the first time enjoy the pleasure of a clear idea upon a scientific 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 examining the pupils as they proceed in their study, each one, besides reciting a lesson, should be required to give an analysis of a plant ; sometimes the whole class having but one species , sometimes giving 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 be 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 remarks, illustrations, and quotations, are designed merely lor reading, without being considered as important matter for recitations.

An analysis of the subjects of each Lecture is given, as a substitute for questions ; the practice of having set questions, appearing too mechanical for teachers, who feel the spirit of the sciences they teach. This analysis, it is thought, will answer all the important purposes of questions, without being attended with their disadvantages.

INTRODUCTION.

LECTURE I.

Importance of System. — Advantages to be derived from the Study of Botany.

The universe consists of matter and mind. By the faculties of mind with which God lias endowed us, we are able to examine into the properties of the material objects by which we arc 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 situations, although no system of Astronomy had been formed. The laws of gravity and of motion, would operate in the same manner as at present, if we had no such science as Natural Philosophy. The affinities of substances for each other remain now as they were before the science of Chemistry existed. It is an important truth, and one which cannot be too much impressed 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, this vast number of individual things, which, without system, would present 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

By the faculties of the mind we explain the properties of matter. — Human science cannot alter the laws of nature. — Power of the mind to form classes.

INTRODUCTION.

nature teaches him to call that also a rose. On this operation of the mind depends the power of forming classes.

Some relations or resemblances are seen at the first glance; others are not discovered until after close examination and reflection ; but the most perfect classification is not always founded upon the most obvious resemblances : for example, a person ignorant of Botany, on beholding the profusion of flowers which adorn the face of nature, would discover general resemblances, and perhaps form in his mind, some order of arrangement ; but the system of Botany now in use, neglecting the most conspicuous parts of the flower, is founded upon the observation 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 operations of ordinary life. In conducting any kind of business, and in the arrangement of household concerns, it is indispensable to the success of the one, and to the comfort of those interested in the other. The very logical and systematic arrangement 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 minutest 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 methodical 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 Avinding brooks, on the borders of precipices, the sides of mountains, and the depths of the forest.

A knowledge of Botany is indispensable to the medical profession. Our Almighty Benefactor, in bestowing upon us the

Classification not always founded upon the most striking resemblances, as in Botany. — Importance of system. — The study of Botany is practica. log ic. — Proper for females. — Adapted to the medical profession.

INTRODUCTION.

vegetable tribes, lias not only provided a source of refined enjoyment in the contemplation of their beautiful forms and colours ; 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 compounds 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, in order to form those combinations which nature had executed much more perfectly, in the plants which they pass unheeded. It is said by an eminent physician, that in the catalogues of the most useful medicines, the productions of the animal and mineral kingdoms, bear but a small proportion to the vegetable. It is perhaps no uncommon idea, with the generality of people, that herbs are all somewhat alike in their properties, and that it is not very important what species they use in particular cases, since, if they do no good, they will do no hurt. This is an error from which much evil lias resulted ; health and life have been sacrificed through its influence.

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, to climb the mountain precipices, naturally associated them much with the vegetable world. The Indian woman, the patient sharer in these excursions, urged by a mother’s affection, was led to look for such plants as she might use for the diseases of her children. Each new and curious plant, though not viewed by her as a botanist would now behold it, doubtless was regarded with scrutinizing attention; the colour, the taste, the smell, were carefully remarked as indications of its properties. Hut the discoveries and observations 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 been conveyed to others, no vestige but un-

Expericnce of the Indians with respect to plants, lost from their ig-.'io ranee of Botany.

INTRODUCTION.

certain tradition remains of their valuable knowledge of the medicinal qualities of plants.

The study of nature in any of her varieties is highly interesting and useful. 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 almost overwhelmed in the contemplation of their immensity. Animals though affording the most striking marks of designing wisdom, as seen even in the structure of the minutest insect, cannot be dissected and examined without painful and unpleasant sensations. The vegetable world offers a boundless field of inquiry, which may be explored with none but the most pure and delightful emotions. Here the Almighty seems to manifest himself to us with less of that dazzling sublimity which it is almost painful to behold in his more magnificent creations ; and it might almost appear that accommodating the vegetable world in some degree to our capacities, he had especially designed it for our investigation and amusement.

The study of Botany naturally leads to a 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 nature, 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 tvho 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.