43 



could not be easily seen. Twigs were gathered and these were to be 

 carefully drawn and labeled in the laboratory at the next period. Just 

 why time should be spent in drawing twigs in the laboratory when 

 the whole woods was available for actual daily study did not appear. 

 The pupils did not seem to learn to know the trees. As a matter of 

 method the question may be asked is it well to teach the barks of a 

 group of trees one day, the leaves on another, etc., in showing how to 

 know trees; or is it better to teach all about one tree one day, and 

 about another at a different time? In order to remember the names 

 of the twigs which she was to draw, one girl put soft maple in one 

 pocket and hard maple in another. This did not help much for she 

 soon forgot which pocket had the soft and which the hard. 



The next day in class this field trip was never mentioned. The 

 class recited about palms and cocoanut trees that they had read about 

 in the text. The recitation and the laboratory were disconnected 

 things. The work was not connected up for the girls with their prac- 

 tical work in domestic science. 



The first question in the recitation was to name the four large groups 

 into which plants were divided. It took two pupils to give thallo- 

 phytes, bryophites, pteridophytes, and spermatophytes. When pupils 

 stumbled over the pronunciation of these or other long words the in- 

 structor helped but he did not give their derivation or anything else 

 which might have helped the pupils to understand and remember them. 

 After a discussion of monocotyledons and dicotyledons the instructor 

 drew and labeled illustrations on the board. A little later a girl 

 asked if maple seed was a dicotyledon. The maple was one of the 

 illustrations the instructor had previously drawn and labelled. He 

 answered "Yes" to this and other questions which might with profit 

 have been discussed by other members of the class. 



This instructor seemed to work hard. To some extent he kept the 

 interest of the pupils. He never discouraged them and answered their 

 questions even though at first they seemed of no value. 



Veterinary Science 



5 present 



This class was made up of the more mature students. The first 

 few minutes were given over to review of tuberculosis. The instructor 

 showed the class an affected gland. Then he began to lecture. One 

 student wanted to ask a question, but was asked by the instructor not 

 to interrupt him while he was talking. As the instructor talked the 

 rest of the period not another boy said a word. The instructor lec- 

 tured slowly, stopping now and then to give students time to get what 

 he said fully in their note books. The lecture method is usually de- 



