PEEFACE. 



The methods of teaching botany in secondary schools 

 are very diverse, and in so far as they express the experience 

 of successful teachers, they are worthy of careful considera- 

 tion. As the overwhelming factor in successful teaching 

 is the teacher, methods are of secondary imjportance, and 

 may well vary. It is the purpose of the present work to 

 contribute anotlrer suggestion as to tire method of teach- 

 ing botany in secondary schools. The author does not 

 intend to criticise other nietliods of teaching, for each 

 teacher has his own best method, but it may be well to 

 state the principles whicli underlie the preparation of this 

 work. 



The botany is divided into two parts, each representing 

 work for lialf a year. The two books are independent, 

 and opinions may differ as to which should precede. The 

 first book, herewith presented, is dominated by Ecology, 

 and also contains certain fundamentals of Physiology that 

 are naturally suggested. The second book will be domi- 

 nated by Morphology, but plant structure, function, and 

 classification will be developed together in an attempt to 

 trace the evolution of the plant kingdom. In the judg- 

 ment of the author Ecology should precede Morphology, 

 but this order brings to Ecology no knowledge of plant 

 structures and plant groups, which is of course unfortu- 

 nate. The advantages which seem to overbalance this dis- 

 advantage are as follows : 



1. The study of the most evident life-relations of 

 plants gives a proper conception of the place of jolants in 

 1* 



