1876.] University Instruction in Botany. 287 
rather soft, not chitinous as in most Carabid larve. There is no 
sculpturing on the head, and but a single claw on the egs. 
At the same time and in the same sand-banks occurred the 
pupa (Figure 2, enlarged) of the same species. It rested in 
little pits or cells three quarters of an inch long under flat stones, 
and was eyeless and white, with the harder parts of the mouth 
honey-yellow in color. 
Though the pupa of the Adelops was not found, two larve 
occurred, one in the Labyrinth of Mammoth Cave. Figure 5 
represents this interesting form, and 4a one of the antenne mag- 
nified. It bears some resemblance to the larva of Agathidium (1 
know of no figure of a young Catops with which to compare it), 
but the head is very much larger and nearly as wide as the pro- 
thoracic segments. The body tapers rapidly from the prothorax 
to the end, and is provided with long hairs; it is dull white. 
There are no traces of eyes. 
UNIVERSITY INSTRUCTION IN BOTANY. 
BY PROFESSOR W. G. FARLOW. 
ITHIN the last few years the interest of the public in bo- 
tanical questions has very much increased, and not only is 
there a greater demand for popular lectures, but the introduc- 
tion of the study of botany into the common schools is beginning 
to be seriously agitated. But who is to teach the subject? If 
the public desire to have botany taught in the schools, it is not, 
as some botanists seem to suppose, because they regard botanical 
facts as more important than other facts, — historical, philological, 
etc., — but because, of all the natural sciences, botany is the most 
easily and cheaply adapted to the school-room, and it is to naday. 
ral history in some form or other that the public look for a rem- 
edy for the evil of book-cramming and memorizing which prevails 
n our schools. But although botany may serve to counteract 
the evil, it will not accomplish that object unless in the hands of 
good teachers, and the very first requisite of a good teacher is a 
familiarity with the subject he is to teach. If the introduction 
of botany into the schools is ‘precipitated, the instructors will 
necessarily be those who are already overburdened with other 
branches which they are obliged to teach, and which furthermore 
they teach in exactly the way in which botany or any other 
natural science should neyer be taught. The school-teachers 
themselves must be taught, and that will not be an easy task, 
