TRANSACTIONS OF SECTION K. 843 



tvacheids and partly by tyloses into traclieids and A-ei^sels, utilisinf* the spaco 

 contained in the lumen, with subseqnent destruction of the identity of these wood 

 elements. 



6. Later the quiescent cambium lying- between the original internal phloem and 

 the axial woody ring takes upon itself new growth, and proceeds to lay down 

 xylem on the one side and phloem on the other. 



,SATURDAY, SEPTEMBEB 14. 

 The Section did not meet. 



3T0NBAr, SFPTEJIBER in. 



A joint Discussion with Section L on ' Tlie Teaching of Botany ' was opened 

 by the reading of the following Papers : — 



i. The Tcacliing of Botany in ,^chools. By Harold Wager. 



Di.scussiou is invited on the following topics : — Place of botany in the school 

 curriculum as compared with chemistry and physics. Its importance as an 

 educational subject ; as a training in scientific method. Amount of time avail- 

 able for it. 



Choice of botanical topics suitable for schools. Right selection important. It 

 is not possible or desirable to explore the whole field of botany. ' Intelligent 

 knowledge of a few truths' required rather than an imperfect acquaintance with 

 a vast number of facts. Among the various topics which will be found useful in 

 the school course, experimental plant physiology, especially in connection with 

 nutrition, respiration, and transpiration, is probably one of the most valuable. It 

 ailbrds an excellent training in observation, experimental manipulation, drawing 

 conclusions from facts observed, weighing evidence for and against them, and in 

 neatness and accuracy. 



Equipment. Simple laboratory and fittings. Clas.s-room accommodation. 

 Apparatus. 



Methods of teaching. The pupil should be led through his own experiments 

 and observations to come to conclusions for himself. The work done in the 

 laboratory should precede any discussion of it in the class-room. Experimental 

 work should not be merely illustrative of the lecture or text-book. As Spencer 

 says, pupils 'should be told as little as possible and induced to discover as much 

 as po!5sible.' Records of experiments. Importance of drawing. Time required 

 by the teacher for the preparation of experimental lessons. Field work. Collect- 

 ing and collections. Models. 



ii. The TeMching of Botany in Universities. 

 Notes hy Professor F. O. Bower. 



Prelioninariea. — As matters stand at present, no previous study of botany by 

 the student on entry to the university can be presupposed ; a knowledge of plants 

 by field collection is, however, most desirable, as well as by such teaching as 

 suggested by Mr. Wager in schools ; but microscopic work in schools is not to be 

 encouraged : the time would be better employed in acquiring even the rudiments 

 of French and German. Thus under present conditions any junior class in 

 botany in a university will necessarily be mixed, as regards previous knowledge and 

 scientific method, as much as in intellectual power of the individuals. In 



