VI PREFACE 



taking Botany I never go further into these subjects. Note the figure for Botany! 

 This nia\- be a sad comnicntar}' on our abihty to interest students in tlie field. 

 While we do not intend to make botanists out of a majority of our freshman 

 students, yet we should expeet to interest more than wc do in the cultural and 

 aesthetic aspects of the subject. 



Tlie first course in almost any subject should be made rich in cultural, 

 aesthetic, and philosophic phases. Memorization of factual material should not 

 obscure the important development of thinking abilit\'. Botany can offer much 

 to make the free time of people worthwhile and meaningful. 



This book has been compiled with the hope that it will serve a purpose in 

 aiding to fulfil many of the objectives of a modern course in botany. 



Most of the classical selections will point up the states of knowledge and 

 the methods of inquiry' existing in the earlier days of the subject. The more 

 modern writings, for the most part, pass over the minute details and stress the 

 developmental background, the modern ways of attacking problems, the impli- 

 cations for modem man, the ramification of the subject and the philosophic 

 aspects, as a whole. 



By a wise selection of subject matter from textbooks and readings from this 

 book, the author hopes that students in botany will emerge from their course 

 with a broader perspective, with an aroused interest, and with a strong desire to 

 pursue further work in botany. 



The writer's thanks are expressed to the many botanists who have expressed 

 an interest in this type of endeavor and have encouraged me in one way or an- 

 other. 



Acknowledgments are also due to many writers and publishers who have 

 kindh' contributed selections. Such acknowledgments are made at the appro- 

 priate place. It is regrettable that our effort to obtain a broad spectrum of bo- 

 tanical thought has necessitated leaving out some important passages from all 

 of the articles. It is our hope that students will be stimulated to read the original 

 article in its entirety and go on from there into other areas. 



Irving William Knobloch 



