116 



teacher and student. And it is this contact which permits freedom 

 of discussion. 



It has been said, and with truth, that the method of instruction 

 at Ohio State is "a discussion in the presence of the material." The 

 lesson, then, begins with a consideration of the problem. This is fol- 

 lowed by a study of pertinent material, interspersed with discussion 

 leading to primary conclusions and these, ultimately, to broader 

 biological generalizations. In recording his observations and con- 

 clusions, the student thus personally accumulates a basic textbook 

 of botany. It is obvious that many items, especially of a theoretical 

 or extended nature, or requiring too precise experimentation, cannot 

 be observed or discussed during the study period. For these the 

 orthodox text^ is assigned, as well as supplementary reading. In this 

 way the student is prepared for a further adventure into the general 

 subject of botany ; at least he has been given some insight into the 

 methods of scientific reasoning based on experimental procedures. 

 Thus, by seeing, doing, recording and discussing, the student learns 

 the same facts he might otherwise memorize from a book. However, 

 at the same time he also acquires the habit of gathering and evaluat- 

 ing evidence, a mental trait which certainly cannot be cultivated by 

 the other method. 



There has been considerable argument that the use of a set of 

 drawings, complete except for the labels, does not cultivate the stu- 

 dent's powers of observation. The writer of these notes is able to 

 take issue with this viewpoint for he instructed at Ohio State Uni- 

 versity during the decade of transition from the old to the new type 

 of instruction and watched the method develop with considerable 

 interesL, particularly as it influenced student reaction. In selected 

 classes having paired IQ ratings there was no decrease in effective 

 learning where prepared drawings were used. The advantage is that 

 they eliminate a lot of useless "busy work" which wastes time which 

 might more effectively be spent in examining the material or in dis- 

 cussion. However, the instructor should be cautioned that prepared 

 drawings can never take the place of the actual material and that the 

 student must learn to study the material first, using the diagrams 

 or detailed drawings as a means of recording his observations. 



^Textbook of Botany. By Transeau, Sampson and Tififany. Harper & 

 Brothers. New York, 1940. 



