xvi EQUIPMENT AND METHODS 



The iiuiuber of dissecting and compound microscopes will 

 depend on the number of pupils and the time allotted to the 

 subject. Secondary schools have but very little use for micro- 

 scopes and can get along very nicely without them. They should 

 not be nsed except for the demonstration of a few points on the 

 structure of the plants. It is far better that the pupil have a 

 good understanding of a few fundamental principles of plant 

 gro\vth than a poor understanding of plant structure. 



There is no hard and fast line between botany and agTicul- 

 ture and horticulture, and in the agricultural high schools it 

 may be found desirable to merge these subjects into a continu- 

 ous course on plant studies, but neither the teacher nor the pupil 

 should ever lose sight of the fundamental principles of plant 

 growth. Study plants and plant gi-owth first and agriculture 

 and horticulture will follow in due course. 



The sciences are the most variable subjects taught in our 

 schools ; new discoveries cause continuous change of views and 

 methods and present ne^v lines of thought. Although bottiny is 

 in some respects the oldest of the sciences the fact that its great- 

 est developing has been within the last quarter of a century 

 makes it the youngest. These facts explain the great diversity 

 of opinion as to the importance of the subject, the time devoted 

 to it, and the amount and character of equipment. 



The author fully appreciates that no teacher can dictate 

 methods of teaching botany to another teacher, but suggestions 

 may be given which are well worth consideration. The first 

 suggestion that the author makes is that the pupils should recog- 

 nize the importance of the subject. Botany should appeal to 

 the every-day life of the students; the pupils learn to read, that 

 they may read not the one exercise at the set period, but that 

 reading may be used by them for pleasure and business in every- 

 day life; they learn arithmetic not for the class period but that 

 it may serve them in their vocational work ; and they should 



