Reconstruction of Elementary Botanical Teaching. 53 
research is undertaken another reform is needed. Most universities 
require their lecturers and non-graduate students to reside most 
of their time, which makes it impossible for them to carry on 
ecological research'more than half a day’s journey away. Thus 
areas not close to a university town can only be treated ecologi¬ 
cally under great difficulties. To make an improvement in this 
respect it is necessary that researchers shall not be compelled to 
reside during the summer and shall have a considerable amount of 
free time in the winter. Then real knowledge in ecology will grow 
rapidly and in time reach sufficient magnitude to be included 
without injury in an elementary course. 
Yours sincerely, 
HAROLD JEFFREYS. 
[We had not intended to comment upon points raised in this discussion 
until its close, but in view especially of Ur. Jeffreys’ letter it seems desirable 
at once to try to prevent further misunderstanding on one or two points. 
We are in close agreement with many of Dr. Jeffreys’ contentions. 
Emphatically ecology is not in a state of development which fits it to be 
included “as a set subject in an elementary course.” We do not believe in 
“ set subjects ” at all in elementary courses of botany. We believe rather in 
presenting a selection of material from the whole range of our knowledge 
of plants which will enable the student to form a picture of plants as living 
organisms of definite structure and definite physical and chemical constitu¬ 
tion conditioned by their physical, chemical, and biotic environments—not 
primarily as structural forms to be brought into phylogenetic relation with 
other structural forms, nor even as machines in the sense of structures the 
parts of which are adapted to perform work for the benefit of the whole. 
Both those points of view have their justification and their uses, but 
exclusive insistence on either or both gives the student a bias which is 
relatively sterile in its results. We do not think it is open to dispute by 
those acquainted with the subject that the field of ecology provides 
essential material for the selection suggested. It is obvious that in mere 
bulk a description of facts of structure is bound to preponderate in any 
course on elementary botany. But ‘‘Witness” is of course entirely right 
when he says that “ the mere description of the parts of which plants are 
composed is necessarily dull and without any obvious bearing on general 
problems.” The question is, what are the general problems to which the 
attention of elementary students should be directed ? Not, we submit, 
phylogenetic problems, nor quasi-artificial teleological problems. — Editok.J 
