244 APPENDIX 



book ; and, further, will there find clear and authoritative statements 

 of physiological theory. The book is more than a manual of experi- 

 mental procedure. 



Experiments sometimes fail to convince the pupil of the truth 

 which it is sought to illustrate. Doubts should not be put aside or 

 left unsatisfied when it is possible that some further test — which, 

 oftentimes, the pupil himself is able to suggest — may settle the ques- 

 tion without recourse to the statements of the authorities. A little 

 experimenting along an original line, that is, a line original as far as 

 the pupil is concerned, is often of very great value : it awakens and 

 stimulates the scientific spirit strongly in some cases. 



Books of reference. — The following will be useful to the teacher 

 who wishes to extend, by reading, a scanty knowledge of botany: 

 " Gray's Structural Botany " ; American Book Company, New York. 

 " Goodale's Physiological Botany " ; American Book Company, Xew 

 York. Strasburger (and others), "Text-book of Botany," translated 

 by Porter ; The Macmillan Company, New York. 



This list might, of course, be indefinitely extended. 



Ganong's " The Teaching Botanist " is a manual for the teacher, 

 contain'ng outlines of a course of study, pedagogical suggestions, 

 a list of books of reference, etc., etc.; the book is highly recom- 

 mended to teachers in secondary schools. Published by Macmillan, 

 New York. 



Chapter I. — In approaching a series of studies on a given topic we 

 may adopt either of two courses. First, we may, without delay or 

 preliminary consideration, proceed to tVie actual study of the material, 

 leaving all general views aside until the laboratory work has been 

 completed and the summarization is to be made. Or, secondly, we 

 may seek to gain at least some general idea of the direction and aim 

 of our investigations before they are actually begun. If the teacher 

 chooses the former method he will pass over the questions asked at the 

 beginning of Chapter L, and will not necessarily emphasize the head- 

 ings of the several exercises. If the second method is pursued, then 

 tne teacher will talk over the proposed work on the subject of seeds 

 with the class before the first exercise. It will probably be found that 

 amongst them the pupils already know a good deal of the natural his- 

 tory of seeds. And this knowledge may be made the basis of inter- 

 esting suggestions of study. There may be a doubt on the part of 

 some pupils as to whether the seed has a complete plant in it. This 

 may then be left for investigation. But all will doubtless admit that 

 the seed contains at least the starting-point of a new plant, if no 

 more. Assuming this, the idea of the resting state (see text on 

 Seeds, Chapter 11.) may perhaps be hinted at. This conception, 

 together with the idea of the feebleness of the young plantlet at the 

 start as opposed to the dangers and difficulties that surround it, and 



