yiii PARAGRAPHS FOR THE TEACHER 



a 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. 



An imperfect method that is adapted to one's use 

 is better than a perfect one that cannot be used. 

 Some school laboratories are so perfect that they dis- 

 courage the pupil in taking up investigations 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. 



r^ ^J* ^J^ #K JK 



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 tilings nearest to hand. When the 

 seen the common, he may be introduced to 

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

 thin 



