PLACE OF BOTANY IN EDUCATION 21 



while other colleges are coming to accept them as 

 alternatives. This is the beginning of a movement 

 whose logical end is the elevation of the Sciences to 

 full educational rank with any and all other subjects. 

 It must come about slowly, but it is the ideal which 

 every teacher of the Sciences should never cease to 

 strive for. 



But how are the Natural Sciences to be admitted 

 to full equality with subjects which not only are in 

 possession of but fully occupy the ground ? That the 

 curriculum is already full there is of course no ques- 

 tion, and the introduction of other subjects is possible 

 only through either first, reducing the number of, or 

 the time given to, those already there, or else second, 

 by adding the new ones as alternatives to the older, 

 permitting students to choose those from which they 

 gain most good. The first is not to be thought of, 

 for the older subjects, Languages and the Mathematics, 

 are well entitled to the place they have won, and 

 there are many students to whom they will mean 

 more than the new subjects; their only offence is 

 their unwarranted exclusiveness. The second is, I 

 think, the logical, profitable, and inevitable solution, 

 which will find its ultimate expression in the offer- 

 ing by schools, as colleges do now, of as complete, 

 thorough, and extended courses in some one or more 

 of the Sciences as they offer in Classics or Mathe- 

 matics. This implies election in the school course, 



