62 THE TEACHING BOTANIST 



ments too far. On the other hand, it is true that in 

 one's own specialty it is the maximum that is profita- 

 ble, and in the face of competition in the world out- 

 side it is the maximum that most men are forced to, 

 and this is the logical end in art, music, etc. While, 

 therefore, the teacher should be content with the opti- 

 mum from the average student, there will be cases of 

 special talent where it is wise to encourage individ- 

 uals to the attainment of their maximum, their very 

 best possible. 



The good teacher, too, will not be above employ- 

 ing many little tricks and devices to arouse interest, 

 keep attention, and encourage application. As the 

 diplomat and the politician play upon the peculiari- 

 ties of " human nature ' and attain success by their 

 knowledge of it, so may the teacher. But he should 

 ever remember that Botany is not an end in itself, 

 but that its highest aim is to contribute to human 

 welfare and happiness. 



An important part of good botanical work is ex- 

 periment on physiology. Practically this is difficult 

 to work into the regular laboratory hours with large 

 classes, and I have found, after trying different plans, 

 that it can best be managed in demonstration hours, 

 when all the students may be present and give their 

 undivided attention to it. The teacher should then 

 set up the experiment before the class, carefully ex- 

 plaining, or rather letting them work out from his 



