322 BOTANICAL GAZETTE [May 
American Association to the International Botanical Congress at 
Vienna. 
As a teacher Professor BARNES had few equals. There was a 
clearness and precision in his statements that left nothing to be desired. 
This power of presentation was reinforced by a personality so winning, 
on account of its brightness and friendliness, that students were 
attracted not only to the subject, but also to the man. This is teach- 
ing at its highest level, and his many students throughout the country 
are feeling the loss of a friend of powerful personality even more than 
of a teacher of unusual ability. His power of training men was 
conspicuous, and his critical sense was an unusually valuable asset in 
a department active in research. An investigation or a thesis which 
had run the gauntlet of his frank and keen criticism was equipped to 
face the public. 
In 1883 Professor BARNES became coeditor of the BOTANICAL 
GazerTE, and for twenty-seven years filled this position with remark- 
able efficiency. He had the editorial genius, which entered into 
every detail, from general policy to printing. He was complete 
master of all the details that belong to such work, and was continu- 
ously solicitous as to form, accuracy, and high standards of every 
kind. He was especially expert in the work of illustration, and with 
remarkable patience corrected the blunders of inexperienced or care- 
less contributors. The laborious work of editing manuscripts and 
illustrations obtains little or no public recognition, but in his work 
as a reviewer Professor BARNES achieved high reputation. He 
grasped the significant things and presented them with a clearness 
and a force that is unusual. Moreover, he felt keenly his respon- 
sibility to the readers of the journal and to his science, and let no 
doubtful results or inferior work slip by without incisive comment. 
As a writer Professor BARNES was not voluminous, but very 
effective. He never wrote for the sake of writing, but because he 
had something to say. He had a style and a grasp that are sadly 
lacking in most scientific writing today. He felt that clear statement 
comes naturally from clear understanding, and that muddy statement 
throws suspicion on the understanding. When the organizing 
instinct of the teacher deals with clear and sharp-cut statements, the 
result is a presentation that is a real contribution not only to knowl- 
