108 MICHIGAN ACADEMY OF SCIENCE. 



dents of the University, as a considerable number of them participate in 

 the program at this meeting. 



Even for college students, I have found it beneficial to write neatly 

 on the blackboard, some motto or sentiment which shall catch the eye 

 for two or three days. ] have picked up some good mottoes from speak- 

 ers at this meeting. Here are some that 1 have used: 



No real progress can be made in botany, until the student learns to 

 observe. 



Neatness begets accuracy. 



Mere book knowledge of natural historv is a sham and a delusion. 

 (Huxley.) 



The pupil must earn his facts. (Goodale.) 



The teacher of biology will keep the student in the right track, but 

 let him find the truth himself. (Farlow.) 



Make frequent and thorough comparisons of two or more plants or 

 similar parts of plants. 



In biology, laboratory work should precede any detailed course of 

 lectures. (Farlow.) 



Details and facts before principles or conclusions. 



To learn to observe well, concentrate the attention for some time on 

 a very small portion of the field, then in like manner study other 

 portions. 



As an instrument of research, the microscope now occupies a position 

 which is second to none. 



A trained eye is valuable in any kind of business. 



MerelA' learning the name of a plant or part of a plant can no longer 

 be palmed off as valuable training. 



Correct teaching of botany is simply giving the thirsty a chance to 

 drink. 



He who expectorates on the floor must not expect to rate high in liis 

 class. 



To lose a lesson is to unsettle a week. 



He who can teach onlv bv the book had better not begin. (Prof. 

 Wesley.) 



From first to last the student should be an investigator. (Prof. 

 Weslev.) 



Patting one on the back and saying, "Don't you see this and don't you 

 see that?"^ does not tend to produce a verv robust mental development. 

 (Farlow.) 



You should not neglect to tell the members of your board of control, 

 whether they like to hear it or not, that giving good instruction in 

 natural history is costly, but, notwithstanding the cost no one in these 

 times can any longer lay claim to a liberal education unless he has had 

 a pretty good drill in botany or zoology, or both of these. By costly I 

 mean, not only to take into account the apparatus required, but the 

 sizes of the sections and the hours for the work. For example, it costs 

 about five times as much to teach a class of thirty in the subject of para- 

 sitic fungi, as it does to teach the same students histor}' or political 

 economy. 



None of us will ever live to perfect a course in botany that will stand 

 the test of future discoveries and methods of teaching, nor shall we ever 



