398 SCIENCE TEACHING : EXAMINATIONS 
definitions, and those you do not put before liini categorically. 
Many men have many minds and my mind always revolted 
at having to read up a long yarn about a word, whose meaning 
alone in a tangible form I wanted at the time. My own plan 
would have been to have left much of what you say in the 
first part to a chapter on Morphology. I think too that by 
using too many words and attempting too much simphcity, 
you involve the sentences and mask their meaning. I did 
honestly try hard, and for the hfe of me could not understand 
your definitions of Hypogynous, perigynous, etc. 
A similar letter to Asa Gray on the appearance of his 
excellent ' Elements of Botany ' (March 30, 1857) re-enforces 
these points of view. Some loose definitions are criticised, 
but the chief one desideratum was an Introductory Chapter 
* written in the same lucid, simple, and still accurate and 
sober style,' introducing the beginner to some of the more 
leading ideas in a practical study of plans— telling him 
what to look out for, and giving examples of them. He 
must insist also on certain definitions being ' absolutely and 
unalterably impressed on every pupiFs mind and at their 
fingers' ends.' A glossary at the end is not enough. 
It is true that ' Organs,' ' Morphology,' and most of these 
terms, not all, are defined in the Glossary, but ten to one the 
pupil will go through and through the work and be unable 
to define ' Anatomy,' * Organs,' ' function,' ' type,' at the 
end of it ! 
The definition of Physiology is rather loose, is it not ? 
^ , . , , • .1 action . 
* The Science of the Forces that determme the j ot 
functions.' Your term ' the way it grows ' (act of growth) 
is development, which is not physiology but a branch of 
morphology. Physiology is Physics + Chemistry. It is true 
that bad Botanical definers class ovule, growth, and such 
things under Physiology, but if so then aestivation, verna- 
tion, and every other phase of development comes under 
Physiology. 
A Httle might be said on the great advantage of Systematic 
Botany as a means of schooling the mind (as good as Mathe- 
matics) to habits of close observation, accurate defining, and 
