and Laboratory Methods. 2351 



In too many cases the teaching of botany is shifted from one person to another 

 without any stabiHty from year to year, with the prevailing notion that any one 

 can teach a class in botany. 



In a few cases the class consists of fifty to sixty persons ; in most cases the 

 time for the class is a period of only 30 to 45 minutes. Little can be accom- 

 plished in this way, even with the best of teachers. 



The class should not number over 25 and the period should be at least 90 

 minutes, consisting mostly of laboratory work. The teacher must have received 

 thorough training in botany, otherwise the topic had better be omitted entirely 

 and something else put in its place. I believe in permitting a teacher to teach 

 what she likes best. 



By no means hurry on the start, but go at the study deliberately as though 

 you had all the time you needed. Be just as particular and thorough as you 

 know how to be, of course urging the pupils to study the plants themselves, and 

 not get a lesson in a text-book. The teacher who is compelled to rely on a 

 text-book had better not be entrusted with the work. 



If the teacher is a Douglas Campbell he may begin with the study of the 

 lowest forms, using a compound microscope ; otherwise, he better not use a 

 compound microscope. 



What can the State Academy do to help teachers of science — especially 

 those who have a fundamental knowledge of the topics they attempt to teach ? 



They may prepare and read papers ; they may ask any number of questions ; 

 they can listen to the most capable teachers of the state. If any society can 

 help such teachers, it is certain sections of the Academy. This is the place for 

 you ; you have found it at last ; avail yourself of its privileges ; welcome to the 

 section of science teachers ! There may and should be at every annual meet- 

 ing discussions concerning the best new books, apparatus and a teachers' class 

 where methods of demonstration are the prominent feature. W. J. Beal. 



Michigan Agricultural College. 



The Needs of Our Michigan High Schools, as Felt by the 



Teachers Themselves. 



One of a series of questions sent out to the Michigan schools by the chair- 

 man of the section on science teaching was as follows : " What do you con- 

 sider the chief difficulties in the teaching of these sciences ?" The sciences 

 referred to were physical geography, physiography, geology, botany, zoology and 

 physiology. From replies obtained it would seem that in answering the question 

 the majority of writers had botany and zoology chiefly in mind. In some cases 

 principals or superintendents replied, in others high school teachers, thus giving 

 a view of the matter from two standpoints. The difficulties enumerated may in 

 general be included under four heads ; insufficient preparation in these subjects 

 on the part of teachers ; indifference shown by those in authority ; need of illus- 

 trative material and laboratory equipment ; and lack of time. 



An idea of the need for thoroughly trained science teachers may be gained 



