In this study, as in all scientific teaching, the teacher's aim should
be to foster in his pupils the power of careful observation and clear
expression. The actual amount of knowledge gained at school must needs be
small, and often quickly forgotten, but the habit of right study is an
invaluable possession.
The former method of teaching Botany was confined almost wholly to dry,
technical classification. The pupil learned to find the name and order of
a plant, but its structure, its habits, its life in short, were untouched
by him. We know now that Nature is the best text-book. The pupil should
first ask his questions of her and try to interpret her answers; then he
may learn with profit what those who better understand her speech have to
tell him.
This method of teaching, however, requires much, very much, of the
teacher. He must be himself intelligent, well trained, and able to give
time to the preparation of his lessons. It seems to us, who are but
amateurs, as if it were impossible to teach thus without a thorough
comprehension of the whole field. Our own ignorance oppresses us so much
that we feel tempted to say that we cannot attempt it. But if the work of
leading children to observe the wonders about them is to be done at all,
it must be done by us, who are not masters of our subject, and we must
find out for ourselves how we can best accomplish this result, since we
have so little to guide us.
It is with the hope that the experience of one who has tried to do
this with some fair amount of success may be of use to other puzzled
experimenters, that I venture to write out some outlines of lessons in
Botany for beginners.
The method of beginning with the simpler forms of life is one that appeals
to the scientific tendencies of the day. It seems logical to begin with
lower forms and work up to the higher. But this method is only suitable
for mature minds. We do not teach a child English by showing him the
sources of the language; he learns it by daily use. So also the beginning
of the study of any Natural Science by the young should be the observation
of the most obvious things about them, the things which they can see, and
handle, and experiment upon naturally, without artificial aids. Therefore
this book concerns itself only with the Flowering Plants.
The author believes that the simplest botanical study should afford the
means of identifying plants, as a large part of the student's pleasure in
the science will be the recognition of the things about him. The present
volume affords the basis for future classification, which Part II, on
flowers, will develop. It is, doubtless, as good a way, perhaps the best,
to begin with a single plant, and study root, stem, leaves, and flowers
as belonging to a whole, but the problem is complicated by practical
difficulties. In our climate there are but two months of the school year
when flowers are easily obtained. On the other hand, the material for
these lessons can be got throughout the winter, and the class, well
trained in methodical work, will begin the study of flowers at the season
when every day brings some fresh wonder of beauty.
The author will receive gladly any criticisms or suggestions.