ON THE MANAGEMENT OF 



ELEMENTARY CLASSES IN BOTANY. 



The followiiig suggestions are offered in the hope that they may be found helpful to those who are 

 beginning the work of teaching Botanj^, as well as to the young student. The writer, mindful of the 

 difficulcies and perplexities which he has himself often had to encounter, makes no apology for thus 

 presenting what appear to him to be the chief essentials to success in this department of school work. 

 It goes without saying that no written instructions can ever make a successful teacher where natural 

 enthusiasm is wanting, but it is equally true that the young enthusiast may derive some benefit from 

 the larger experience of others ; and while the intelligent and active teacher will not slavishly follow 

 the details of any method, but will be quick to avail himself of any legitimate device which will serve 

 his purpose, still there are broad principles upon which those who have had practical experience will 

 probably agree. In the following remarks an attempt is made to outline the course of a year's work, 

 which it is thought will be found practicable in any High School. 



When to begin Botanical Work. — A good deal might be said in favor of beginning our 

 botanical work in the spring. At that time, when nature is awaking from the torpor of winter, and 

 the first leaves and flowers are unfolding, it is especially delightful to ramble abroad. Then, perhaps 

 more than at any other time, the youthful mind is attracted by the forms of the vegetable world, and is 

 prepared to enter upon the sj'stematic study of them with more than ordinary enthusiasm. And if it 

 were possible to continue through the summer the botanical work begun in the spring, doubtless the 

 most satisfactory results would be obtained. There is, however, the break caused by the long vacation, 

 during which teacher and pupils are separated and school work generally abandoned, so that when 

 classes are resumed in September the work of the spring has to be gone over again, with the disadvan- 

 tage of having, in most cases, new pupils as well as old ones to deal with. On the whole, thei-efore, as 

 the school year begins in September, and a general re-organization of classes then takes place, it seems 

 most advantageous to begin the botanical work at that time. During September and October an 

 abundant supply of material is available, with the advantage also of access to fruits and seeds af all 

 kinds, as well as flowers. It is exceedingly desirable that during this period, when fresh plants can be 

 had for examination, the botanical lessons should be frequent. If a short lesson could be given every 

 day at this time surprising progress would be made in a few weeks. When summer has passed by, 

 and work has to be confined to such material as has been collected for winter use, the lessons need not 

 be given so often ; probably twice a week would be found quite sufficient. Then, in the spring, when 

 field work can be resumed, the lessons may again be increased in frequency for a time. 



How to begin.— Assuming, then, that the botanical work is commenced in September, the 

 next question to consider is how to carry on the work of the class so as to give the subject its 

 highest educational value. Botany is essentially a science of observation. One of its very highest 

 uses as a factor in education is that it trains the eye to habits of accuracy. But, in order to 



Mtmsuy 01 £uu*aiiOR, Ontario 

 Historical Collection 



