CHIVERS: DIRECTING FACTORS IN TEACHING OF BOTANY 37 



results identical with our own. Two have devoted their attention 

 to one problem. The time of one has been almost or entirely 

 wasted, and his work has been discounted. There is no doubt 

 that some of this confusion may be assigned to plagiarism, but 

 by far the greater part is due to a lack of intelligent organization 

 among researchers. Many of us have come to look with suspicion 

 upon our neighbor, and to conceal our product until we are entirely 

 certain that no man can borrow it. Of what advantage it would 

 be to the science if each and every person engaged in botanical 

 research could have access to some common source of information 

 which should indicate the field of activities of the individual. 

 Then theft would be in the nature of an inexcusable misdemeanor, 

 and our attitude one toward another would rapidly change. 



In concluding I may say that I am convinced that botany is 

 on trial at the present time in our educational system. It is a 

 comparatively young subject and has not as yet arrived at a 

 well-developed stature. Whether or not it will succeed is open 

 to serious question. We are told by some that botany will 

 prosper in so far as it is able to show its relation to the various 

 branches of industry. On the contrary I believe it will fail if 

 this be our shibboleth. The success of any subject cannot be 

 measured by the number of dollars and cents it can earn. 



We have seen in recent years the decline of the study of Greek 

 and Latin, the reason most frequently given being that these 

 subjects have had no relation to the practical affairs of life. This 

 fallen position I venture to say is not permanent, and if we will 

 look into the future beyond this money-getting age we shall find 

 Greek and Latin restored to their proper position in our educa- 

 tional system. The restoration w^ill be not on account of their 

 commercial value, but their importance per se. 



It seems highly possible that botany may experience a similar 

 downfall unless those who have the interests of the science at 

 heart are willing to devote time and attention sufficient to guide 

 its progress. I believe the most potent guiding factors are those 

 which I have already attempted to point out: intelligent and ac- 

 curate instruction in our public schools; well-equipped botanical 

 gardens and museums; strong courses in foundational botany in 

 our colleges; a hearty spirit of cooperation in our graduate depart- 

 ments; thorough organization in the field of research. 



