138 THE PLANT WORIvD 



Briefer Articles. 



PLANT PHYSIOLOGY FOR THE HIGH SCHOOL. 



[The proper method of teaching botany in our high schools is a subject that is now 

 being widely discussed by prominent educators. We recommend teachers to secure 

 and read all of Dr. Ganong's valuable article, of which we have space for only a small 

 portion. — Eds.] 



There are many differences between the older and the newer botanical 

 instruction, but the greatest of these is the presence in the newer of 

 much plant physiology. Whether one views the modern textbooks, or 

 the courses in the more advanced institutions, or recent educational dis- 

 cussions — it is everywhere the same, a strong emphasis upon plant 

 physiology as an integral part of every truly scientific elementary course 

 in botany. 



That the emphasis upon this phase of the science is no passing whim 

 but a permanent addition to scientific education, there is every evidence. 

 Its growth has been gradual and sound, and it has won recognition as 

 an indispensable foundation for an understanding not only of plant 

 structure and adaptations, but also of the simpler processes of animal 

 physiology, as illuminating and pleasing knowledge, and as a peculiarly 

 valuable intellectual discipline, one going far toward aiding to elevate 

 botany to as high an educational rank as any subject possesses. It is 

 now safe to say that every progressive and well-informed high school 

 teacher either already has introduced a fair proportion of the subject into 

 his instruction or else is preparing to do so. 



To secure its full educational value, however, there is one great pre- 

 requisite, namely, that it shall be taught in the truly scientific inductive 

 spirit from actual personal observation and logical experiment. * * * 

 By far the best way is to have all experiments performed by each student 

 individually, but as that is generally impossible in high schools, a fair 

 substitute consists in making each student a participant in the experi- 

 menting, holding him responsible for as full an understanding and 

 exposition of each experiment as if it were actually carried out by him- 

 self individually. * * * 



The understanding of plant physiology is by no means easy, but this 

 is precisely one of its chief educational values. Moreover, the teacher 

 should by no means attempt to select its easiest, but its most important 

 parts. It is far better that the pupil should attack those questions which 

 the nature of the subject points out as most fundamental and illuminat- 

 ing, and do the best he can with them, than that he should concern 

 himself with matters of lesser importance even though these are easier 

 to study and more open to simple experiment. — Professor W. F. 

 Ganong in School Science. 



