SCIENCE 



[N. S. Vol. XXXVII. No. 940 



restricted to but one problem. The only 

 requirement laid upon these men will be 

 that they can do the work to which they 

 have been assigned, and the more restricted 

 the problem the narrower may be the 

 preparation of the expert. Such men will 

 be demanded in increasing numbers by the 

 scientifie bureaus of the general govern- 

 ment, by the state experiment stations and 

 by large private establishments engaged in 

 beet growing, cane growing, fruit growing, 

 potato growing, hop growing, etc., and it 

 will be the duty of the teachers of botany 

 to produce an adequate supply of such 

 botanical experts. 



But while the community is certain to 

 increase its demand for botanical experts 

 we must not overlook the fact that with 

 this demand will come another, much more 

 imperative, for men of far greater breadth 

 and depth of knowledge, who in addition 

 to training the botanical experts of various 

 kinds for the community, are able to bring 

 the science as a whole before the youth of 

 the land as a part of the scientific culture 

 which modern society requires. These 

 must be men of the broadest training ; men 

 whose sympathies are not bounded by the 

 one science which they know, much less by 

 one phase of botanical science; men who, 

 knowing well their one science, know also 

 much of the related sciences; men who in 

 addition to a knowledge of science bring to 

 their students and their community the 

 results of that broader view which relates 

 botany to the life and activities of the 

 community. Such men bear the name of 

 botanists worthily, and justify the conten- 

 tion of scientific men that science may 

 contribute more than material good to 

 the community. These are Lord Bacon's 

 "Lamps," and "Interpreters of Nature." 



And my vision is by no means unreal- 

 izable. Already among botanists there are 

 those who measure up to this ideal. 



Already thei'e are those who to a wide and 

 deep knowledge of plants add that breadth 

 of culture that brings them into sympa- 

 thetic relations with the company of schol- 

 ars throughout the world. As I speak 

 these words there will come to you the 

 names of those of our number who are 

 known and honored as botanists, but whose 

 beneficent influence extends far beyond the 

 limits of their science. And I am confi- 

 dent that this high standard, now reached 

 by some, will be demanded for all by the 

 community of the future. Such botanists 

 will be the leaders of their students, guid- 

 ing wisely their early steps in science ; they 

 will be the leaders of the experts whose 

 results they will be able to relate to other 

 parts of the botanical field; and they will 

 be the leaders of the community, not only 

 in the applications of botany to the solu- 

 tion of material jDroblems, but in a larger 

 and nobler manner they will be able to 

 help them in the higher things that make 

 for culture and spiritual uplift. 



The Teaching Institutions. — Turning 

 now tO' the institutions of learning — the 

 colleges and universities — where botany 

 holds a place as one of the sciences, let us 

 ask what we may look for in regard to its 

 development. In every proper college the 

 department of botany exists primarily for 

 its teaching function, and this is true also 

 for nearly every university. And while 

 we may hope to make every such depart- 

 ment a center of investigation also, it is 

 true now, and it must always be true that 

 in our educational institutions the teaching 

 of the science must be the primary object 

 of every one of its scientific departments. 

 So the future will call for much more of 

 definiteness as to the content and sequence 

 of the science, as well as the manner of its 

 presentation ; its pedagogics, if you please. 



The college and university departments 

 of botany in the near future will arrive at 



