VI PARAGRAPHS FOR THE TEACHER 



One of the first things that a child should learn 

 when he comes to the study of natural history is the 

 fad that no two things are alike. This leads to an 

 a] (prehension of the correlated fact that every animal 

 and plant contends for an opportunity to live, and this 

 is the central fact in the study of living things. The 

 world has a new meaning when this fact is under- 

 stood. 



The ninety and nine cannot and should not be 

 botanists, but everyone can love plants and nature. 

 Every person is interested in the evident things, few 

 in the abstruse and recondite. Education should train 

 persons to live, rather than to be scientists. 



Now and then a pupil develops a love of science 

 for science's sake. He would be an investigator. He 

 would add to the sum of human knowledge. He should 

 be encouraged. There are colleges and universities in 

 which he may continue his studies. 



In the secondary schools botany should be taught 

 for the purpose of bringing the pupil closer to the 

 things with which he lives, of widening his horizon, 

 of intensifying his hold on life. It should begin 

 with familiar plant forms and phenomena. It should 

 be related to the experiences of the daily life. It 

 should not be taught for the purpose of making the 

 pupil a specialist: that effort should be retained for the 

 few who develop a taste for special knowledge. It is 

 often said that the high-school pupil should begin the 

 study of hot nny with the lowest and simplest forms of 



