Reconstruction of Elementary Botanical Teaching, u 
Finally much better results would be obtained if the study of 
function went hand in hand with morphology; it is an anomaly 
that physiology should be relegated to a special course, at the end, 
say, of the summer session ; when such is the case, it is hardly sur¬ 
prising if the student concludes that vegetable physiology is a 
curious kind of special subject having some connection with plants 
but not much with botany. 
A point for discussion is the advisability of continuous courses, 
e.g., chemistry during the first term, geology during the second and 
botany during the third term, as opposed to concurrent courses. 
I have seen both in operation, and am unreservedly in favour of 
one term, one subject. 
Finally, in view of the fact that the classes in some botanical 
centres consist almost entirely of medical students, the teaching 
of botany to medical students would appear to be within the scope 
of the memorandum. The subject has its peculiar difficulties, so 
that it would, perhaps, be better to raise the question in a separate 
communication. 
4. EXAMINATIONS .—Students naturally desire to pass the 
various tests laid down, and this by the line of least resistance. The 
majority of the examinations do not test the candidate’s education 
or capabilities, they merely ascertain the capacity of his memory, 
This the student knows and also the teacher, and, unfortunately 
there are still some teachers who consider that the examination is 
the goal. 
There is a further aspect: I remember some years ago a 
friend wrote to me that he was up for his final next month, and 
would I kindly give him a few tips. I told him that if he would 
let me know who the examiners were I would think it over. This 
I did, on receiving the names of the eminent botanists, and sent a 
list of likely subjects: Nine appeared in the papers I My friend 
did remarkably well, and on meeting him during the vacation, I 
noticed that when I congratulated him on his success he appeared 
somewhat constrained in manner; some time afterwards he re¬ 
marked. “ I say, it was awfully good of you to send me those 
tips, but as a matter of fact I didn’t look one of them up,” on hearing 
which my conscience was much relieved. 
Most agree that examinations are necessary, so that, in order 
to obviate their undesirable features, they must be conducted on 
lines which will really test the candidate’s education and capa 
