VIU PARAGRAPHS FOR THE TEACHER 



that it attempts to go too far, and the subjects have 

 no vital connection with the pupil's life. 



Good botanical teaching for the young is replete 

 with human interest. It is connected with the common 

 associations. 



The teacher often hesitates to teach botany because 

 of lack of technical knowledge of the subject. This 

 is well ; but technical knowledge of the subject does 

 not make a good teacher. Expert specialists are so 

 likely to go into mere details and to pursue particu« 

 lar subjects so far, when teaching beginners, as to 

 miss the leading and emphatic points. They are so 

 cognizant of exceptions to every rule that they qualify 

 their statements until the statements have no force. 

 There are other ideals than those of mere accuracy. In 

 other words, it is more important that the teacher be 

 a good teacher than a good botanist. One may be 

 so exact that his words mean n/)thing. 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 



