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PREFACE C ,*,^ 



In recent times systematic botany has gained increased recog- 

 nition, and this is reflected by the ever-larger number of schools, 

 colleges, and universities that include it in their formal program 

 of instruction. The taxonomic part is taught at length by lecture, 

 textbook, laboratory work, and on field excursions. 



On the other hand, nomenclature is usually covered briefly in 

 a week or two of lectures. These are mostly historical in view- 

 point, as opposed to practical. Such lectures are of value and 

 are interesting, but the student does not gain a detailed knowl- 

 edge of the content of the laws or the nomenclatural procedure 

 under them as codified in the International Code of Botanical 

 Nomenclature. He does not learn the basic principles of nomen- 

 clature. Usually his only real contact with it is by a chance 

 overhearing of an argument between two of his instructors as to 

 which is the correct name of a particular plant. Some taxono- 

 mists announce to their students that nomenclature is an evil, 

 though they admit its necessity. They argue that a botanist 

 should spend all his time studying the plants themselves, and 

 that time spent on nomenclature is time wasted. 



On the contrary, a taxonomic report published with the taxon- 

 omy or classification well done, but the nomenclature incom- 

 plete or incorrect, is not authoritative and must be done over 

 again by some competent investigator. 



After a short, well-directed study, nomenclature becomes first 

 interesting, then fascinating. Its study reveals much of the de- 

 velopment of botany, and it gives a familiarity with the begin- 

 nings of the science, the pioneer workers on, and the great 

 books of, our science. 



For more than a decade the writer has taught a course on bo- 

 tanical nomenclature at the University of Hawaii. The response 

 by the students has been such as to cause him to expand the 



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