Proceedings of the Ohio State Academy of Science. 83 



a view of his subject, he accomplishes something which com- 

 pensates in part for the disadvantage of being under one or two 

 instructors instead of several and of having the smaller equip- 

 ment of the college rather than the large amount of apparatus 

 and laboratory supplies found in the larger institutions. Indeed, 

 it is possible that one who has had his undergraduate courses 

 under one or two competent instructors with rather limited facil- 

 ities will succeed better with the conditions found in most high 

 schools, and even in many colleges, than the one who has had his 

 undergraduate botanical work in a large university with more 

 teachers and with everything that he could wish constantly at 

 hand. 



The place of research in the college may well be considered. 

 The spirit of investigation appears in the normal person in early 

 childhood, and it should never be stifled. When the teacher of 

 Botany ceases to be an investigator in the best sense, he should 

 retire. His studies should extend at least to the things of nature 

 about him and to the literature connected with his teaching. Some 

 botanists fear that this spirit will, if carried farther, interfere 

 with teaching in the college. \"ery possibly for the one who lacks 

 power of self-restraint, but research is as much a tonic to some 

 as is a pleasure trip, or the unceasing round of social enjoyment, 

 or games to others ; and for such, investigation kept within proper 

 bounds is an aid to teaching, not a hindrance. Whether the 

 teacher's investigation should extend far beyond the field of his 

 teaching is a question for each one to consider for himself. 



Certainly, the college teacher of Botany should include in his 

 studies many things which may never be used in the class room, 

 but which round out his knowledge of his subject, make him a 

 better instructor, and may be drawn upon if needed. His in- 

 vestigation should be secondary to his teaching and should be 

 closely enough connected with it, at least in its initial stages, so 

 that some of the facts ascertained may bear directly on the 

 teaching. H he be an investigator in the best sense, he will 

 eventually push his work to the limits of human knowledge in 

 some direction. This is the natural outcome of persistent effort, 

 and his investigation now becomes real research. The question is 



