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2. The short amount of time devoted to it when the subject is 

 given ; hence — 



3. The superficial or technical manner in which the subject is 

 taught. 



4. The lack of immediate or close relation to the pupil's life, 

 thought and needs at the time when it is introduced ; hence not 

 sufficient interest is created for that interest to be lasting. 



Although these conditions exist in many localities, in others 

 they are being partially met by the introduction of plant study 

 into the elementary schools. When the child, unaccustomed to 

 some plant study earlier in his school life, begins his half year of 

 botany in the high school, he must spend time in learning what 

 to see and how to see it, as well as the application of the terms 

 required. The child, accustomed to the observation of a plant 

 in the elementary school, has already learned to see, at least in 

 an elementary way ; he has learned a few necessary terms ; he 

 has gained a foundation upon which to build his half year botany. 

 He takes up the subject, now to be treated more technically, with 

 an interest already created, and is ready to add to this founda- 

 tion built in a natural way. 



The introduction of the microscope before the student has 

 learned to use his powers of observation with the unaided eye, 

 the use of alcoholic and dried specimens with the beginner, and 

 the study of plant parts without first considering the plant as a 

 whole, all tend to deaden an interest that should continue beyond 

 the botanical classroom. An intimate acquaintance with a few 

 plants made in a proper manner and an introduction by name to 

 as many plants as possible will place at the student's disposal a 

 basis for continued interest. 



For a few years past, I fear we have swung the pendulum too 

 far from the value of the name of an object. The child, or ordi- 

 naiy grown person for that matter, wants a name for the thing 

 at hand. He will recognize no other introduction. Further 

 acquaintance may prove desirable, but he must first have the 

 name. Therefore, I make a plea for means of simple classifica- 

 tion leading to common names for common things. What's in a 

 name ? It may be the entire interest in a subject ; at least, the 



