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Addressed broadly to the teaching botanist, and professing to serve as a manual of information upon botanical instruction, it nevertheless deals chiefly with one phase of botanical teaching; namely, with its elementary presentation as a science. Yet in this it represents the actual condition of the problems in botanical teaching at the present day. On the one hand, our university and advanced college teaching, carried on as investigation or in that spirit, represents a well-nigh ideal relation of teacher to student; and on the other, the botanical part of nature study in the lower schools has hardly yet begun to attract the attention it deserves. It is just between these two, between advanced college and lower school work, that is, in elementary courses in Botany treated as a science, whether in high school or college, that the present problems lie. Here is the real centre of discussion, effort, and advance in botanical teaching to-day. This part of botanical teaching is now in a state of wonderfully rapid expansion and transition. Three causes are contributing to this result: first, the natural reaction from its former extreme backwardness; second, a widening recognition of the value of the sciences, of which Botany is a leading one, in general education; 5s.
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