48 THE TEACHING BOTANIST 



are better than nothing, but are a very poor substitute 

 indeed, especially in the sciences, for contact with a 

 skilled teacher. No doubt books could, and in time 

 will, be prepared as guides for those who must study 

 alone, but at present hardly any exist. 1 Much good 

 may be obtained from reading, but only as supplemen- 

 tary to the actual study of botanical objects, never as 

 a substitute for it. To attempt to truly know Botany 

 from books is like expecting to acquire the advantages 

 of a European tour from the reading of guide-books, 

 or like trying to form intimate friendships through the 

 exchange of letters. In another part of this work (VII. 

 On Books) will be found further suggestions upon 

 reading, and lists of books that can be recommended. 



Whenever advice is needed about books or any other 

 botanical matters, the teacher should not hesitate to 

 write to some botanical specialist, as, for example, the 

 Professor of Botany at the nearest large university. 

 Most specialists take pleasure in assisting any earnest 

 inquirer, and many of them welcome this method of 

 extending their own usefulness as teachers. 



There is one feature of the education of the teaching 

 botanist so important as to deserve particular emphasis, 

 i.e. the performance of some work in original inves- 



1 Strasburger's " Das kleine botanische Practicum " (English translation 

 by Hillhouse, under the name of " Practical Botany ") could thus be used, 

 and with great profit, in plant anatomy ; and Bailey's " Lessons with 

 Plants " would form a good guide for such study in general elementary 

 work. 



