NINTH LECTURE. 



THE ORGANIZATION OF BOTANICAL MUSEUMS 



FOR SCHOOLS, COLLEGES, AND 



UNIVERSITIES. 



PROF. J. M. MACFARLANE. 



Every teacher of botany must have experienced the diffi- 

 culty at times, of presenting to a class a series of natural spec- 

 imens illustrating some problem in the science. Dried plants 

 are practically useless for such a purpose, as the process of 

 drying involves crushing and displacement of parts that are 

 often highly instructive. Even were our most active period of 

 teaching to embrace the summer months — which is the rare 

 exception — it is impossible to obtain at any one time all those 

 stages of growth in a species or in genera that may be desired 

 for comparison. The question naturally arises as to whether 

 this state of things can be remedied. The writer believes 

 that it can, and now proposes to outline means by which the 

 remedy can be obtained. 



It is universally conceded that a well-arranged museum of 

 comparative zoology is an invaluable aid to the study of animal 

 forms in class-room and laboratory, particularly if care has 

 been taken to display dissections as well as entire specimens. 

 It will be my endeavor now to show that the same holds true for 

 the study of plants. But it may be well to remind you here 

 that till within the past few years a botanical museum was 

 supposed to be a collection of gums, resins, oils, sugars, fibres, 

 woods, fruits, and seeds, varied occasionally by hats, shoes, 

 musical or other instruments, manufactured from vegetable 

 products, and all arranged according to some approved system 

 of classification. Such a collection could appropriately be 



