86 Proceedings of the Ohio Slate Aeadejiiy of Science. 



We have pleaded for a botanical in.struction which will de- 

 velop initiative, resourcefulness, and independence. This can 

 never be accomplished by |)ure text-book and lecture methods, 

 supplemented by set tasks in the laboratory. Reproducing from 

 printed pages or from lecture notes and passing quizzes and ex- 

 aminations is but a small part of scholarship. The one who can 

 get results for himself should be allowed to pass the course first 

 of all. and every student should be frequently tested in some in- 

 dependent laboratory work and reading. Those who do not get 

 satisfactory results in this study should not be passed, however 

 well they may do in the set tests. Life consists largely in solving 

 problems for ourselves, and grading should be based largely on 

 ability to do this, rather than on the reproduction of what has 

 been imparted. The scholar is not he who has received most, but 

 he who has found out most and can make the best use of what 

 he knows. In life, we make little use of what we are told, and 

 excellent use of what we find out for ourselves. I fear not, 

 though some teachers may impart to their students twice as 

 many facts as I impart to mine in the same time. I will willingly 

 place my product against their, if only I can give my students 

 perspective, initiative, resourcefulness, and independence. 



To summarize partially and to conclude, teaching Botany has 

 come to be a serious responsibility. Because of importance 

 economically and educationally, the place of the branch in colleges 

 is constantly growing. Difficulties have increased as the field has 

 broadened. In face of the multiplicity of material, the teacher 

 should not lose sight of the training that is so im])ortant. Se- 

 lection must not give \vay to a desire to fill young heads with 

 knowledge. It is much more important to adai:)t methods to the 

 botanical advancement of our students. The instruction should 

 be built upon direct study of the plant and reasoning about it. 

 Lectures, reading, and quizzes should follow instead of precede, 

 at least until botanical imagination is somewhat developed. One 

 should proceed from the simple to the complex in matter and 

 method. 



Amount of ground covered is by no means so important as 

 the breadth of the instruction and the character of the product 



