Elementary Eotanical Teaching. 251 
the “ Intermediate Science” and “ Pass B.Sc.” courses at most 
Universities, with Part I of the “Natural Sciences Tripos” at 
Cambridge and the first Science School at Oxford should be 
reorganised as suggested, i.e., they should be based on a physio¬ 
logical treatment of the plant and its life-history, using the word 
“ physiological ” in the widest sense. To this should be added an 
elementary treatment of the structural and physiological characters 
of different ecological types with an introduction to the study 
of the social life of plants, and an elementary treatment of the 
principles of genetics. The points of contact between botany and 
horticulture, agriculture, forestry, and industry should everywhere 
be developed and insisted on. Comparative morphology should be 
reduced to a subordinate position, and should be used primarily 
to illustrate the principle of the division of labour and the 
progressive ecological adaptation of the various great phyla. 
2. Adequate provision should of course be made for laboratory, 
garden, and field work in the different subjects dealt with, and in all 
of these, students should do as much as possible for themselves. 
The laboratory course should no longer be based mainly on a 
detailed comparative study of the anatomy of the vegetative and 
reproductive organs of the different groups of plants. 
3. After passing satisfactorily through such an elementary 
course, together with similar courses in one or two other subjects, 
the student should be entitled to a degree in science. The standard 
of attainment required in the examinations attached to the course 
should be raised, but at the same time credit should be given for 
good class and practical work in estimating the claims of the 
candidate. 
4. For an honours degree in botany graduation in an honour 
school of botany should be required. It is suggested that there 
should be three types of school—general plant physiology and 
ecology, biochemistry and biophysics, and morphology. A 
University should have one or more of such schools according 
to its resources. Research, or at least a practical introduction 
to the method of research, should be ' a an integral part of gradua¬ 
tion work in the honours school as well as of post-graduate work. 
In the two first types of school the work, while strictly scientific 
and theoretical in character, should be in close touch with advanced 
schools of agriculture, forestry and with technological institutes. 
5. A determined and general effort should be made to raise 
the remuneration of teachers and of the holders of purely research 
