Trees of the Northern United States Their Study, Description and Determination — A Reader’s Guide
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The catalog record for Trees of the Northern United States Their Study, Description and Determination — A Reader’s Guide provides practical reading context through 54,421 words, 3 hr 57 min estimated reading time, and 13 detected text sections.
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Read the Text
CHAPTER II. Stems and Branches 11
CHAPTER III. Leaves 17
CHAPTER IV. Flowers and Fruit 24
CHAPTER V. Winter Study of Trees 29
CHAPTER VI. The Preparation of a Collection 35
CHAPTER VII. Figures to be used in Botanical Description 38
PART II. PLAN AND MODELS FOR TREE DESCRIPTION 44-50
PART III. KEY, CLASSIFICATION AND DESCRIPTION OF THE SPECIES 51-201
GLOSSARY OF BOTANICAL TERMS, AND INDEX TO PART I 203-212
INDEX TO PART III 213-224
THE ESSENTIAL ORGANS, AND THE TERMS NEEDED FOR THEIR DESCRIPTION.
Though but little study of the roots of trees is practicable, some knowledge of their forms, varieties, and parts is important.
The great office of the roots of all plants is the taking in of food from the soil. Thick or fleshy roots, such as the radish, are stocks of food prepared for the future growth of the plant, or for the production of flowers and fruit. The thick roots of trees are designed mainly for their secure fastening in the soil. The real mouths by which the food is taken in are the minute tips of the hair-like roots found over the surface of the smaller branches. As trees especially need a strong support, they all have either a _tap-root_--one large root extending from the lower end of the trunk deep down into the ground; or _multiple roots_--a number of large roots mainly extending outward from the base of the trunk.
Trees with large tap-roots are very hard to transplant, and cannot with safety be transferred after they have attained any real size. The Hickories and Oaks belong to this class.
Trees having multiple roots are readily transplanted, even when large. The Maples and Elms are of this class.
Roots that grow from the root-end of the embryo of the seed are called _primary roots_; those growing from slips or from stems anywhere are _secondary roots_.
Some trees grow luxuriantly with only secondary roots; such trees can readily be raised from stems placed in the ground. The Willows and Poplars are good examples of this group. Other trees need all the strength that primary roots can give them; these have to be raised from seed. Peach-trees are specially good examples, but practically most trees are best raised from seed.
A few trees can be easily raised from root-cuttings or from suckers which grow up from roots. The Ailanthus, or "Tree of Heaven," is best raised in this way. Of this tree there are three kinds, two of which have disagreeable odors when in bloom, but the other is nearly odorless. By using the roots or the suckers of the third kind, only those which would be pleasant to have in a neighborhood would be obtained. One of the large cities of the United States has in its streets thousands of the most displeasing of these varieties and but few of the right sort, all because the nurseryman who originally supplied the city used root-cuttings from the disagreeable kind.
If such trees were raised from the seed, only about one third would be desirable, and their character could be determined only when they had reached such a size as to produce fruit, when it would be too late to transplant them. Fruit-trees, when raised from the seed, have to be grafted with the desired variety in order to secure good fruit when they reach the bearing age.
_Stems and Branches._
The stem is the distinguishing characteristic of trees, separating them from all other groups of plants. Although in the region covered by this book the trees include all the very large plants, size alone does not make a tree.
A plant with a single trunk of woody structure that does not branch for some distance above the ground, is called a _tree_. Woody plants that branch directly above the soil, even though they grow to the height of twenty feet or more, are called _shrubs_, or, in popular language, _bushes_. Many plants which have a tendency to grow into the form of shrubs may, by pruning, be forced to grow tree-like; some that are shrubs in the northern States are trees further south.
All the trees that grow wild, or can be cultivated out of doors, in the northern States belong to one class, the stems having a separable bark on the outside, a minute stem of pith in the center, and, between these, wood in annual layers. Such a stem is called _exogenous_ (outside-growing), because a new layer forms on the outside of the wood each year.
Apgar's preface immediately sets this book apart from standard botanies: he argues that most tree-study guides fail because they require examining blossoms, which are brief, small, and often unreachable. Instead, he directs attention to leaves, wood, bark, and fruit—parts available 'throughout the greater part of the year.' This practical reorientation shapes the entire work, making it a tool for sustained, seasonal observation rather than a spring-only reference.
The author's voice is that of an experienced classroom teacher. He warns that 'the recitation of definitions in school work is often useless or worse than useless,' and insists that students learn by pointing to figures and describing leaves in full sentences. The book is built for active use, not passive reading.
A Teacher's Blueprint for Observation
The preface reveals Apgar's instructional strategy in detail. He recommends that only Chapter III on leaves be 'thoroughly studied and recited,' while the rest of Part I can be read more lightly. The figures on pages 38–43 are designed for 'class description' and 'application of botanical words.' This is not a reference work to be browsed; it is a curriculum. Apgar expects the pupil to 'give a full description of each leaf' as a review exercise, building vocabulary through repeated, hands-on practice.
The book's structure mirrors this pedagogy. After the initial chapters, the bulk of the text consists of systematic species entries, each with consistent headings: leaf shape, bark texture, fruit type, and geographic range. This uniformity allows a student to compare entries methodically. The author's twenty years of teaching experience are evident in the careful scaffolding—terms are introduced, illustrated, then applied in descriptions before the student is asked to identify unknown trees.
Precision in Botanical Description
The species entries demonstrate a consistent, economical style. For example, Styrax Americana is described as having 'oblong, alternate leaves acute at both ends, 1 to 3 inches long, smooth or very nearly so.' Every phrase carries information: leaf arrangement (alternate), shape (oblong), tip and base (acute), size range, and surface texture. The entry for Halesia diptera notes 'leaves large (4 to 5 in. long), ovate, acute, serrate, softly pubescent'—a compact set of observable traits.
Apgar also includes practical notes on cultivation and hardiness. Styrax Japonica is 'hardy as far north as Philadelphia, but needing a little protection in Massachusetts and Missouri.' Such details ground the descriptions in real growing conditions, not just abstract morphology. The author avoids florid language; his goal is clarity and utility for the field.
Pacing and the Rhythm of Identification
The book's pace shifts noticeably between the introductory chapters and the species catalog. Part I moves slowly, with definitions, figures, and exercises designed for classroom recitation. The language is deliberate and explanatory. Once the student reaches the systematic entries, however, the text becomes terse and repetitive—each genus and species follows the same template: leaf shape, flower description (if any), fruit, wood, and range.
This change in pace mirrors the learning process: first, master the vocabulary and observational method; then, apply it rapidly to many examples. The entries for the Olive Family (Oleaceae) illustrate this: Fraxinus is introduced with general notes on opposite, odd-pinnate leaves and single-winged fruit, followed by species that vary only in specific measurements and distribution. The reader is expected to move quickly, using the consistent structure to compare and contrast. Apgar's design rewards patient study of the early chapters and then demands efficient scanning of the later ones.
Apgar's book is best approached as a workbook, not a field guide to be carried on a hike. Readers new to botany should start with Chapter III and the leaf descriptions on pages 38–43, practicing the terminology aloud. The species entries reward slow, comparative reading: note how bark, leaf margin, and fruit shape differ between similar genera. The author's voice—direct, experienced, skeptical of rote learning—makes this a surprisingly engaging manual for self-study or classroom use.
I’ve kept both volumes near my elbow for decades. The American guide taught me to read bark like weathered prose, patient through winter. Yet in the quieter margins, something whispers of woodlands across the water. There, that other book—Trees: A Woodland Notebook Containing Observations on Certain British and Exotic Trees — Story, Setting & Ideas—offers its own gentle observations. They never converse, but their leaf-stillness feels like kin.
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