TO THE TEACHER. Xlll 



Too much emphasis cannot be laid on the importance 

 of securing at the outset a fairly complete equipment. 

 The necessity of following the laboratory method in science 

 teaching is now so universally recognized that it is to be 

 hoped that boards of education will generally adopt the 

 better way and cheerfully pay for it. Having once secured 

 the necessary tables, instruments, and books, the expense 

 from year to year is extremely small in comparison with 

 the result aimed at, viz. a discipline that can be attained in 

 no other ivay. 



The use of the microscope, methods of sectioning, 

 mounting microscopic objects, drawing, and other prac- 

 tical operations of the laboratory are best learned of the 

 living teacher. Useful suggestions, however, will be found 

 in the excellent handbooks of Strasburger, Arthur, Barnes, 

 and Coulter, and other laboratory manuals. 



DISPOSITION OF TIME. 



When practicable, it is much more advantageous to 

 arrange the time given to laboratory work so that each 

 student can work two consecutive hours for a certain num- 

 ber of days each week. When this cannot be done with- 

 out seriously interfering with the school programme, the 

 following plan is suggested: Give four hours each week 

 to practical exercises, requiring each member of the class 

 to work independently in his own place, precisely as he 

 would at a table in a chemical laboratory, the teacher pass- 

 ing from table to table, giving personal help as it is needed, 

 and from time to time giving notes and directions to the 

 class as a whole. The remaining hour, say on Friday or 

 Monday, or sometimes both, may be used for recitations, 

 reports on laboratory work, and the dictation of notes and 



