104 MICHIGAN ACADEMY OF SCIENCE. 



same kinds of seeds and seedlings. Coi)ies of this bulletin are on the 

 table at this meeting-. Wheat and buckwheat are studied in the same 

 manner, and later, seeds and seedlings of timothy and clover, each time 

 finishing up with a bulletin. 1 can conceive of no more desirable method 

 than to have the whole series of tojncs which are studied during a term, 

 w^-itten up and illustrated in this manner, that the text and cuts may 

 not be seen till considerable attention has been given the objects. In 

 case a book is furnished a beginner, while he has specimens, he is almost 

 certain to use it as freely as a student would use the translation of a 

 German or Latin text which he is trying to translate. 



In Michigan many persons preparing for examinations w4th a view 

 of securing certificates, cram in botany and zoology, physics and chem- 

 istry, instead of making original observations or of making the experi- 

 ments for themselves. 



Not long ago, our t^tate Superintendent of Public Instruction intro- 

 duced a fine scheme for a portion of his examinations in botany. Those 

 who were trying for State certificates, were given some questions to 

 be answered in writing on the usual plan, while another portion of the 

 examination consisted in using a stage microscope with paper and pencil 

 and no books. Applicants were asked to give the results of their obser- 

 vations covering some fresh plants placed in their hands. Such ques- 

 tions are most admirable, and they are fair, but in. this case, most of 

 them were unanswered, showing that the candidates were destitute of 

 the most important part of the preparation. Some of them failed to 

 make a passing record. 



In examining candidates to enter an advanced class, I invariably 

 make considerable use of laboratory work and less of oral quizzes. 



Students should keep the following four points constantly before 

 them to aid in arriving at correct conclusions: 



1. Where possible, examine many specimens of one species. 



2. Pav considerable attention to counting and measuring and finding 

 the relative sizes of the parts studied. 



3. Carefully compare homologous parts of allied species. 



4. Study plants of any species in all stages of development. 



As we must expect, beginners are often at a loss to know how to ex- 

 press themseh^es clearly and fully, especially in writing descriptions 

 of plants or parts of plants that \hey have never seen before. Their 

 notes are very often too meager. After all have tried and done the best 

 they can, I show them what I can do or permit them to copy an apt 

 description from some book or from a blackboard. After repeating this 

 process for several times, they soon begin to acquire considerable skill 

 in description. 



I like to keep a syllabus of the course on the blackboard or to have 

 it on a chart hung before the class. 



Many text-books contain in the introduction or in some of the early 

 chapters a lengthy account of the classification of the subjects treated 

 in later chapters. "^ Here they attempt to teach classification before the 

 beginner has acquired a knowledge of facts as a basis sufficient to com- 

 prehend the text. 



