ON TIIIO MANAGICMENT OF 



ELEMENTARY CLASSES IN BOTANY' 



Tup: following suggestions are offered in the liope that they may be found helpful to those who are 

 beginning the work of teaching Botany, as well as to the young student. Tlie writer, mindful of tlio 

 dirticukies and perplexities which he has himself often had to encounter, makos 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 

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

 ilie details of any method, but will Ije quick to avail himself of any legitimate device which will serve 

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

 ])i-obabl3' agree. In the following remarks an attempt is made To outline tlin coni-^- nf n yen's worlc 

 wiiiiii 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 llie spring. At that time, wlien nature is awaking from the torpor of winter, and 

 tlie iirst leaves and flowers are unfolding, it is especially delightfid to ramble abroad. Then, ]»erhaiis 

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

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

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

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

 during which teacher and ])upils are separated and school work generally abandonc<l. so that when 

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

 tage of liaviug, in most cases, new pupils as well as old ones to deal with. On the who le, th ere fore, as 

 the school year begins in September, and a general re-organization of classes theiL takes. plivcfiv-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, wlien 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. AVhea summer has passed by, 

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

 be ^ven so often ; probably twice a week would be found quite sufficient. Then, in the spring, wlicn 

 field work can be resumed, tlie lessons iii:iy uu-ain 1k> 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 curry on the work of the class so as to give the subject its 

 liighest educational value. Botany is essentially a science of observation. One of its verj' highe.st 



uses as a factor in education is tliiif if f'-iois tlm ..ve t.i b:. lilts of ■.uu-mv.hv. ■Rut. in ord.-r to 



