*' LIBRARY OF THE UNIVERSITY OF CALIFORNIA. GIFT OF G Sa A POPULAR CALIFORNIA FLORA OE, MANUAL OF BOTANY FOR BEGINNERS. CONTAINING DESCRIPTIONS OF FLOWERING PLANTS GROWING IN CENTRAL CALIFORNIA, AND WESTWARD TO THE OCEAN. WITH ILLUSTRATED INTRODUCTORY LESSONS, ESPECIALLY ADAPTED TO THE PACIFIC COAST. BY YOLNEY RATTAN, TEACHER or NATURAL SCIENCES IK THE GIRLS' HIGH SCHOOL, SAN FEANCISCO. HemaeD (BDttion. SAN FRANCISCO: A. L. BANCROFT AND COMPANY. 1885. f ;> Entered according to Act of Congress, in the year 1882, BY A. L. BANCROFT AND COMPANY, In the office of the Librarian of Congress, at Washington. PREFACE. THE first edition of this book was prepared for the press during the evenings and Satur- days of the month of January, 1879. The hope that an abler hand would undertake the task deferred the beginning, and the needs of a class of over five hundred pupils hastened the completion of a work that .would have been more slowly elaborated had the reputa- tion of the author been the only consideration. The errors incident to such rapid work were as far as possible corrected the following year, in a second edition, which was pre- faced as follows: "I have endeavored to prepare an inexpensive manual which will enable beginners in botany to determine the names of all plants with conspicuous flowers that may be found growing wild in the Central Valley of California from Visalia to Marysville, and through the Coast Ranges from Monterey to Ukiah. Over six hundred species of plants are characterized by descriptions condensed, for the most part, from Vol. I of the 'California Botany,' and Sereno Watson's 'Revision of the North American Liliaceae.' Valuable material has also been obtained from a 'Revision of the Eriogonese,' by Torrey & Gray, Gray's 'Synoptical Flora of North America,' and 'Gray's Manual of Botany.' " Plants belonging to the Parsnip, Aster, Willow, Oak, and Pine Families, are not de- scribed, being mostly too difficult for beginners, or of little interest to them. The Intro- ductory Lessons are designed to show the learner how to study the growth of plants, as well as to give such knowledge of their structure as will enable him to understand the descriptions in the Flora. The 'Glossary of Generic and Specific Names ' will enable the student to make appropriate common names for most plants. "To the authors whose works have furnished the materials for this book is due the credit for whatever of excellence it may possess; to the compiler, who may, in a few cases, have misrepresented these authors, attaches the blame for most of its defects. "I am indebted for suggestions and criticisms to Prof. E. W.Hilgard, Dr. C. L. Ander- son, Prof. W. H. Brewer and Dr. Asa Gray. To the latter I am especially grateful for his kind interest in my humble work." One third of the second edition was new matter, and only about half of the book in its present form is printed from the stereotype plates of the first edition. The newer half of the work, although necessarily partaking somewhat of the nature of patchwork, is as good as I can make it. My drawings upon wood have been faithfully engraved, and, though claiming no artistic merit, will, I trust, prove helpful to the learner. With few exceptions always noted in the text the plants, or parts of plants, are represented of the natural size. Besides the more obvious improvements, an entirely new Analytical Key replaces the old one; and our most common oaks are described. 183987 IV PREFACE. Assuming tliat facts in natural history are useless if merely memorized from the "book, and that the student must earn his knowledge by observing and experimenting, it is ob- viously best to encourage him at first by showing him how to try simple experiments whose results are easily interpreted. Seeds are the best material for such experiments, since the phenomena connected with their germination are not only easily observed, but deeply interesting. For this reason what may seem a disproportionate space in the Intro- ductory Lessons is devoted to "The Beginnings of Plant Life." There are no lessons of greater educational value than those given to observing eyes by the growth of a plant from the first quickening of the dry embryo to the putting forth of flowers and the ripen- ing of fruit. A sunny window in each school-room should be devoted to these beautiful object lessons of nature. It must not be forgotten, however, that since most young peo- ple are eager to learn the names of plants whose flowers they admire, it is best to devote most of the spring months to the study of Systematic Botany. The child's "What is it?" and the finger pointing to the plant in bloom, show plainly with what to begin the study of botany. Baron Frederick von Mueller says in his preface to an elementary work upon the botany of Victoria, Australia: "An experience of nearly forty years has convinced the author that the use of a grammar-like publication for initiating into a study of plants is alike wearisome to teacher and children, and that as a rule, subject to rare exceptions, the knowledge acquired from the ordinary first elementary works on botany is as quickly lost as gained. The only method of rendering such studies agreeable and lastingly fruitful consists in arousing an interest of the young scholars in the native plants of their locality, to afford them all possible facilities to recognize and discriminate all the various plants within reach, to lead them by observations thus started to com- prehend the limits of specific forms, of generic and ordinal groups, and to conduct them afterwards to the more difficult study of special anatomy and physiology of plants." Teachers and learners ar^ here reminded of the importance of carefully writing out the details of experiments tried, as well as descriptions of what has been observed. In the words of Dr. Asa Gray: " The naturalist must not only observe that he may describe, but describe if he would observe." It will be noticed and the fact has formed the basis of a criticism that the descrip- tions of genera and species in this Flora are very brief; as a rule only the contrasting characteristics being given, since more is calculated to confuse rather than help the be- ginner. Dr. Gray says: "In floras, as in more general works, abridged descriptions or diagnoses suffice indeed, are preferable in all cases where the region is pretty well explored, and where materials can be thoroughly elaborated." Although the Flora is designed especially for students in Central California, it will be found only a little less useful to those studying as far south as Los Angeles, or as far north as the Columbia. The Introductory Lessons are suited to the entire Pacific Coast. SAN FRANCISCO, January, 1882. V. R. INTRODUCTORY LESSONS IN STRUCTURAL BOTAN1 7 SECTION 1. THE BEGINNINGS OF PLANT LIFE. 1. If the first rain of the wet season is followed by warm, sunny weather, specks of green will soon appear among the dry stems of last year's weeds; and in fence corners or other eddy nooks where summer winds have drifted seeds and covered them with dust, you may find per- fect mats of baby plants. With a shovel skim off a few square inches of this plant-bearing soil, and carefully examine it. Except a few green needles, which you recognize as spears of grass, most of these little plants seem to consist of white steins, which split at the top into pairs of green leaves. Looking sharply, you may find between each pair of leaves a 1 . Seed of Bur-clover just be- fore! it appears above ground, g. Same three days older. 3. Mus- tard. 4. Bur clover showing the first and second plumule leaves; the former simple (apparently), the latter with three lefiflets. 5. Mallows (Malvaborealis), sttbw- ing the long-petioled see.l leaves (Cotyledons , and one plumule leaf unfolded. 6- Filaria (Ero- dium), with lobed or sub-com- pound seed leaves. tiny bud; or, in the older plants, this may have grown other leaves, which curiously enough are not like the first two. (Figures 1 to 6). Searching through the shovelful of earth you will likely find plants in all stages of growth, from swollen and sprouting seeds to stems, which are just push- ing their bowed leaf-heads into the sunlight. Here, then, is material from which you may learn how plants grow; a lesson, remember, which no text-book or schoolmaster can teach you. It will be easier, however, since most of these early wild plants come from very small seeds, to take VI INTRODUCTORY LESSONS. your first lessons from plants which have larger beginnings. You should first study 2. The Plant in the seed. Get many kinds of large seeds, such as peas, beans, squash-seeds, buckeyes, castor beans, corn, etc. Put them in water that they may become soft enough to be readily separated into their parts. In a day or two starchy seeds, such as peas or beans, will be in good condition. 3. First take a bean and make drawings showing the outlines as seen sidewise and edgewise. Any marks that seem to be found on all beans must be put down in the drawing, but do not bother about the shading. These attempts to represent what you see will lead to the discovery of certain marks on the concave edge of the bean, the meaning of which you may sometime learn by studying the growth of the seed in the pod. After you have thus studied the outside of the seed, slit it along the back with a sharp knife and take out the kernel. It readily splits into halves which are held together near one end by a short stem. Upon breaking them apart the stem sticks to one half, and you discover growing from the inner end a pair of tiny embracing-leaves. Make another drawing and compare it with Fig. 7. Presently it will be clear to you that this entire kernel is a little plant. The plant in this dry apparently lifeless first stage of its existence is called 4. The Embryo, or Germ. This, as you have seen, is made up of the stem, or Radicle ; the thick parts called Cotyledons, and the two-leaved 7 i -i r>7 7 mi i f ' 7. One cotyledon of a bean wim bud, Or Plumule. The embryo Of a pea IS Sim- the radicle and large plumule. 8. i i 1 1 i t* i itit t t Eintorvo of ft P6