Reconstruction of Elementary Botanical Teaching. 197 
With regard to the inclusion of ecology in an elementary 
course I share the views expressed by “Witness” and by Dr. Jeffreys. 
The proper place of ecology in elementary work is indicated in the 
Editorial Note appended to an earlier contribution (p. 53). The 
problems of plant-ecology demand a wide practical knowledge of 
systematic botany, a sound knowledge of plant structure and a 
working knowledge of the methods of the plant physiologist. They 
constitute in fact applied Botany in the widest sense. The nature 
of these problems can only be properly appreciated by trained 
botanists. 
We hear much of the neglect of Science. We are told 
unceasingly that Science does not take its proper place in the 
life of the nation. It is for botanists to see to it that botanical 
science is taught so that it carries its full weight as an educational 
subject; it is for them to make clear that the fundamentals of 
botanical knowledge should form an indispensable part of the 
intellectual equipment of every educated person. 
It seems to me indisputable that this purpose can be served 
best by a change in the spirit of botanical teaching on the lines 
suggested by the Memorandum in The New Phytologist of 
December,. 1917, and I am glad to take this opportunity of 
expressing my personal indebtedness to the authors for their 
lucid analysis of the present situation. 
It remains for those botanists who are persuaded that these 
things are true to show that such a change of spirit can be brought 
about without any lowering of the high standards which have been 
set and maintained hitherto in the teaching of academic Botany. 
I am, Sir, etc., 
M. C. Rayner. 
