175 
C. Ecology — Continued. 
Plant associations and zonal distribution — Continued. 
In this connection field work is of great importance, and for some topics, 
such as the sixth, is indispensable, though much may be done also with 
potted plants in greenhouses, photographs, and museum specimens. It is 
strongly recommended that some systematic field work be considered a- an 
integral pari of the course, coordinate in definiteness and value as tar as it 
goes with the laboratory work. The temptations to haziness and guessing 
in ecology must be combated. 
II. The Half Yeak ix the Natural History of the Plant Groups \m> Clas- 
sification. 
A comprehensive summary of the great natural groups of plant-, based upon 
the thorough study of the structure, reproduction and adaptations to 
habitat of one <>r two types from cadi group, supplemented and extended 
by-more rapid study of other forms in those groups. When' living mate- 
rial is wanting for the latter, preserved material and even good pictures 
may be used, and a standard text-book should be thoroughly read. The 
general homologies from group to group should be understood. In gen- 
eral, in this part of the course, it is recommended that much less attention 
be given to the lower and inconspicuous groups, and progressively more 
to the higher and conspicuous forms. 
Following is a list of recommended types from which, or their equiva- 
lents, selection may be made: 
A. Alga?. Pleurococcus, Sphserella, Spirogyra, Vaucheria, Fucus, Nemalion (or 
Batrachosperum or Polysiphonia or Coleochaete). 
B. Fungi. Bacteria, Rhizopus, Yeast, Puccinia (or any powdery mildew), Mush- 
room. 
Bacteria and yeast have obvious disadvantages in such a course, but their 
great economic prominence may justify their introduction. 
C. Lichens. Physcia (or Parmelia). 
D. Bryophytes. In Hepaticse, Radula (or Porella or Alarchantia). 
In Musci, Mnium (or Funaria or Polytrichium): 
E. Pteridophytes. In Filicinese, Aspidium or equivalent, including, of course, the 
Prothaliium. 
In Equisetinere, Equisetum. 
In Lycopodinea 1 , Lycopodium and Selaginella (or Isoetes.. 
F. (Tymnosperms. Pinus or equivalent. 
G. Angiosperms. A monocotyledon and a dicotyledon, to be studied with reference 
to the homologies of their parts with those in the above groups; together with rep- 
resentative plants of the leading subdivisions and principal families of angiosperms. 
Classification should include a study of the primary subdivisions of the above 
groups, based on the comparison of the types with other ( preferably | living or pre- 
served material. The principal subdivisions of the angiosperms. grouped on the 
Engler and Prantl system, should be understood. 
The ability to use manuals for the determination of the species of flowering plants 
is not considered essential in this course, though it is desirable. It should not be 
introduced to the exclusion of any other work, but may well be made voluntary work 
for those showing a taste for it. It should not be limited to learning names of plants, 
but should be made a study in the plan of classification as well. 
The preparation of an herbarium is not required nor recommended except as vol- 
untary work for those with a taste for collecting. If made, it should not constitute 
a simple accumulation of species, but should represent some distinct idea of plant 
associations, or of morphology, or of representation of the groups, etc. 
It is the opinion of your committee that the course outlined above should be adopted 
as a general standard elementary course. It is clearly recognized that each phase of 
it is capable of great expansion. Enough is outlined, for example, under ecology or 
physiology for a year's work in college. It will lie possible, therefore, to present only 
the main fundamental propositions under each head, leaving the more thorough 
study for future work along special lines. A sufficient amount can be accomplished 
in this course to furnish a good foundation for subsequent courses somewhat more 
specialized. In all respects this foundation course is the most important part of a 
botanical training. During this period either a liking or a dislike for the science will 
be developed; right or wrong methods of study and investigations will be acquired; 
in fact, the foundation for future development along any of these lines of pure or 
applied botany is laid at this time. This is work for specialists in botany and not 
