If it is desired to take only a part of the plant biology, Chapters VI, XIV, XX, XXIII, XXIV may be omitted, and also perhaps parts of other chapters (as of X, XII, XIII) if the time is very short. The important point is to give the pupil a rational conception of what plants are and of their main activities; therefore, the parts that deal with the underlying life processes and the relation of the plant to its surroundings should not be omitted.
If more work is wanted it is best to provide the extra work by means of the study of a greater abundance of specimens rather than by the addition of more texts; but the teacher must be careful not to introduce too much detail until the general subject has first been covered.
The value of biology study lies in the work with the actual things themselves. It is not possible to provide specimens for every point in the work, nor is it always desirable to do so; for the beginning pupil may not be able to interest himself in the objects, and he may become immersed in details before he has arrived at any general view or reason of the subject. Great care must be exercised that the pupil is not swamped. Mere book work or memory stuffing is useless, and it may dwarf or divert the sympathies of active young minds.
Every effort should be made to apply the lessons to daily life. The very reason for knowing plants and animals is that one may live with them, and the reason for knowing oneself is that he may live his daily life with some degree of intelligence. The teacher should not be afraid to make all teaching useful and practical.
In many cases a state syllabus designates just what subjects shall be covered; the topics may be chosen easily from the text, and the order of them is usually left largely to the discretion of the teacher.
