BURGESS: A METHOD OF TEACHING ECONOMIC BOTANY 53 
(Biology 13); fourth, Lower Cryptogams; Algae and Fungi chiefly 
(Biology 15); fifth, Higher Cryptogams, with comparison and 
review of Spermatophytes (Biology 16). 
In planning this sequence, Biology 11-16, it has been my effort 
to promote both the knowledge and the love of plants, and to 
arrange each course so that it shall provide individual work from 
fresh specimens. I also deem it axiomatic that the student's 
earlier botanical studies should proceed from the known to the 
unknown; and, therefore, that flowering plants should be quite 
well understood before beginning detailed work with cryptogams. 
In planning this particular portion, Biology 12, our introduction 
to economic botany, there are also the following special objects: 
First, that the student obtain systematized knowledge of the 
relation of the plant-world to man's use—the special province of 
economic botany. 
Second, that this knowledge be accompanied by distinct con- 
ceptions of the plants which furnish economic material; of their 
names, appearance, habitat, and structure; also of their relation- 
ships. Therefore we study them in a sequence of families. 
Third, that, so far as possible, our local plants be used as basis 
for study. Therefore our sequence of families is such as will 
yield fresh material during the weeks of this course, beginning in 
September, and avoiding the use for class purposes of any but 
abundant plants (for our rare plants, and any others which are 
liable to extermination, should never be gathered for class study.) 
Fourth, that foreign plants also should be shown or illustrated, 
as supplementary matter. 
To secure these objects I have arranged a sequence of topics 
which presents in succession the economic relations of families of 
plants available in autumn in the vicinity of New York City. 
It might also be used in its entirety or with appropriate modifica- 
tions, in many other cities. 
I have considered the course as forming properly the second 
half of a first year in botany; in which year the first half, which 
with us begins with February, is an introduction to systematic 
botany (our Biology 11), consisting of studies from seeds and 
plants, in laboratory and in the field, proceeding from germina- 
tion-work and the Gymnosperms, through the Monocotyledons. 
and many of the Polypetalae. 
