Vlll PARAGRAPHS FOR THE TEACHER 



good teacher than a good botanist. One may be so 

 exact that his words mean nothing. But being a good 

 botanist does not spoil a good teacher; and the ideal 

 teacher is one who has careful knowledge and knows 

 how to teach. 



An imperfect method that is adapted to one's use 

 is better than a perfect method that cannot be used. 

 Some school laboratories are so perfect that they dis- 

 courage the pupil in making inquiries when thrown 

 on his own resources. Imperfect equipment often 

 encourages ingenuity and originality. A good teacher 

 is better than all the laboratories and apparatus. 



Good teaching devolves on the personality and 

 enthusiasm of the teacher; but subject-matter is a 

 prime requisite. The teacher should know more than 

 he attempts to teach. Every teacher should have 

 access to the current botanical books. The school 

 library should contain these books. By consulting the 

 new books the teacher keeps abreast of the latest 

 opinion and points of view. 



When beginning to teach plants, think more of 

 the pupil than of botany. The pupil's mind and sym- 

 pathies are to be expanded: the science of botany is 

 not to be extended. The teacher who thinks first of 

 his subject teaches science; he who thinks first of his 

 pupil teaches nature-study. 



Teach first the things nearest to hand. When the 

 pupil has seen the common, he may be introduced to 

 the rare and distant. We live in the midst of common 

 things. 



The old way of teaching botany was to teach the 



