9 8 
Some Criticisms and Suggestions. 
suggestion that ecology in the broadest sense, together with its 
bearing on agriculture, horticulture, and forestry, should occupy a 
prominent position in the elementary curriculum, and that the 
physiological conception should be infused into morphology and 
anatomy. 
We feel that one of the great faults of morphological teaching 
at the present time is the retention of details that are comparatively 
irrelevant. As instances we may cite the details of archesporial 
development, comparative stelar anatomy (especially in the 
Pteridophyta), the methods of segmentation in meristematic 
tissues, the details of flower and fruit structure in Angiosperms 
(which are readily acquired in the use of a flora), the cytol- 
ogical details of Fungi, etc. On the other hand morphological 
training, for pure and applied Botanists alike, should include a 
thorough grounding in the essential characters'of the chief groups 
of the Vegetable Kingdom. The course of lectures dealing with 
this part of the subject could be relatively brief, but the practical 
work should be of such a nature as to enable the student to 
determine the approximate systematic position of any form which 
might come within his purview. That is to say the training should 
be a preparation for the acquisition of knowledge to meet future 
requirements and not the mere assimilation of a large number 
of facts. 
In the domain of physiology we support the recommendation 
of Mr. T. G. Hill that students should be encouraged to devise and 
construct their own apparatus wherever feasible. In view of the 
importance to be given to ecology and the economic trend a 
moderate-sized garden should he available for experiments on the 
living and undisturbed plant. The general principles of cultivation, 
of the application of manures, etc., should be tested by the students 
themselves on suitable plots in this garden. Nothing is better 
calculated to inculcate the practical application of physiological 
principles than the actual cultivation, on the part of students, of a 
small area of ground. 
Any change in the teaching of Botany which is to be not 
merely temporarily effective must aim at the removal of the 
domination of the lecture-room and laboratory by the examination. 
To this end the syllabus should lack rigidity and thus leave scope 
for the individuality of the teacher. It is desirable too that there 
should be accompanying modifications in cognate subjects ( e.g ., 
Chemistry and Physics), so that courses in these latter dealing 
