Reconstruction of Elementary Botanical Teaching. 147 
looking for things that have already been described in lectures or 
instructions. Such work gives the opportunity for exercising 
critical independence where the capacity is already developed, 
but does little to train those who are not naturally of an inquiring 
turn of mind. For the average student this end could be served by 
requiring him occasionally to obtain answers to simple problems, 
clearly formulated, and soluble with technique easily within his 
powers. Similar exercises should form an essential (and well 
advertised) part of the practical examination. 
Ideally the laboratory course would not be an appendage of 
the lectures, but would provide a basis of observed facts on which 
the lecturer could build. The more this ideal can be realised, the 
greater will the educational value of our courses become. With 
students in whom the ever present dread of examinations will not 
allow the sparks of interest to be fanned into flames, it is so easy 
for the demonstrator to follow the line of least resistance and 
spoonfeed, instead of helping them over practical difficulties to the 
independent observation of facts, the adequate recording of 
them, and the drawing of sound conclusions. We must persist 
in the endeavour to remove the incubus, by changing the character 
of the examinations themselves, or diminishing their relative 
importance ; and to stimulate interest in the subject for its own 
sake, not forgetting that the selection of knowledge with an obvious 
bearing on practical life will succeed with some to whom theoretical 
principles may not at first appeal. 
I am, Sir, 
Yours, etc., 
D. THODAY. 
ADVISORY COUNCILS—AND OTHER THINGS. 
To the Editor of the New Phytologist. 
Sir, 
Much of your article on botanical teaching in the December 
issue will be very welcome to those who have for many years 
attempted to carry out its main thesis, and who have only been 
prevented from doing so more fully by practical difficulties, e.g., 
expense, and the necessity of “ covering the syllabus.” This leads 
at once to my first practical suggestion:— 
(1) That national advisory councils should be formed of those 
University teachers (irrespective of status) who are actually doing 
