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and what it requires for entrance. The fact that so few take up 

 botany in college is reason enough for our making the high 

 school course such as described above.* 



George W. Hunter, New York City. — Quantitative physio- 

 logical work for the student of thirteen with the appliances he 

 will find in the average New York home is out of the question. 

 I prefer to set my problems for the student in such a way that 

 he will work out the simplest kind of generalities himself Then 

 in the laboratory experiments may be set up and worked out as 

 demonstrations. This shows to the student the value and place 

 of quantitative work in the experiment — and often his own short- 

 comings. 



Emmeline Moore, Trenton, New Jersey. — Physiological work 

 in botany involves experimentaton of a quantitative as well as of 

 a qualitative nature. It is true that the so-called qualitative ex- 

 periments are more numerous than the quantitative ones in the 

 lists of experiments which are usually performed but a plant is 

 a living organism, and since it is a living organism " time " and 

 "amount," in a general way, constantly enter as factors in the 

 conditions which affect its life. A classification of experiments 

 into quantitative or qualitative as such would tend to make the 

 work, for the high school grade of pupils, artificial and mechan- 

 ical and very probably obscure the principle involved in the 

 experiment. 



Elsie M. Kupfer, New York City. — I divide the physiological 

 work in botany into two groups one of which includes experiments 

 performed by pupils individually at home or in school, and the 

 other those demonstrated by me in class. As my room is in 

 use for work either by myself or some one else every period of 

 the day, group work becomes impossible. I usually ask to have 

 the experiment actually brought in, so as to avoid shirking. 



The following list of the experiments performed by each pupil 

 is not given in any related order : 



1. On the force exerted by swelling seeds. 



2. On the relation of water to germination. 



3. On the relation of heat to germination. 



* Editor's note. — See the discussion in the June Torreya. 



