General Introduction
(i) Denotation of the term taxonomy as used in the paper-de Candolle's analysis of classificatory procedures in Botany-Empirical and Rational. Further subdivisions of Rational Classification, Practical, Artificial and Natural.
Differences between experimental and classical taxonomy. Since experimental taxonomy is beyond the scope of teaching at initial stages, the teaching of classical taxonomy will be dealt with in the paper. Experimental taxonomy is to be reserved for the post-graduate and research level.
So also detailed study of taxonomy of lower groups of plants shall be set apart for post-graduate and research level. We are mainly concerned here with the teaching of taxonomy of Angiosperms.
(ii) Importance of teaching taxonomy. Shortage of trained taxonomists.
(iii) Present status of taxonomy. Among the biological subjects how it is neglected. Even in teaching it has become so to say an 'endemic' which may soon get 'fossilised' if not properly nurtured and cared for. The problem is involved.
Suggestions for making teaching of Taxonomy interesting and effective
(i) Systems of classification to be studied. At initial level the relative position of only the major taxa, say Monocotyledons, Dicotyledons, Gymnosperms only need be stressed. Only one system need be taught in detail, say that of Bentham & Hooker, which may be easily grasped by beginners. All the post-Darwinian systems may be taught only at higher levels.
(ii) Mode of teaching. Students are often bored by complicated morphological terms.
Greater importance should be given to genera and families. But to start with, more importance is to be given to higher taxa, i.e. teaching at first may be from above downwards. Teaching may be from below upwards only at later stages.
(iii) Excursions. Short afternoon or one-day trips rather than one long excursion. Excursions should help a thorough study of the flora of small selected areas ; with special reference to ecology.
(iv) Herbarium, Importance ; the handicap of the present system of herbarium preparation and submission by degree class students and even by post-graduate students. Submission of herbarium by degree class students may be stopped. Collection and preparation of herbarium by post-graduate students may be so modified and organised that within a few years we may have collected all the plant species of our country.
(v) Not being satisfied by dried herbarium specimens, there should also be Botanical gardens attached to every institutions where teaching of taxonomy is undertaken ; for cultivation of rare plants and also of specimens for class work. Such Botanical gardens at district level and bigger ones at state level should also be maintained.
(vi) Collection and study of lower groups of plants should also be promoted. Of these Algae are more important from the point of view of Fisheries and Agriculture. Fungi and Bryophytes also deserve special mention.
(vii) Model of questions for practical examination in taxonomy. Some modifications are needed, giving greater importance to major taxa at lower levels.
(viii) Students should be made to appreciate the idea of a happy co-operation between the various branches of biology, say taxonomy and anatomy (especially embryology), taxonomy and cytogenetics, etc.