Makers of British Botany; a collection of biographies by living botanists

by Unknown

Though liable like his predecessors to undertake clinical medical teaching, Balfour, save for occasionally acting as locum tenens, took no share in it, and his energies in teaching were devoted to Botany. On the lines he followed he was pioneer. We have seen that Field Botany had been for several decades a characteristic of the Edinburgh Botanic School. Whilst maintaining this feature, Balfour added laboratory work. The word "laboratory" was not then in vogue, and "microscopical room" was the designation of the new domain in which the "guillotine," not the "microtome," was used. In the sphere of practical teaching this was a notable advance, and the more so when the technical difficulties that had to be overcome are remembered—the days of cheap microscopes were but beginning, aniline dyes were not yet. Nevertheless the student of the time had opportunity were he so minded of examining plant-form and plant-structure for himself under direction, and if the equipment for work were not so perfect mechanically as modern methods now permit of, the training in minute observation was no less excellent than that of to-day, and the educational effect of the teaching no less valuable. The scheme of work was that of the text-books—passing progressively from tissues to organs vegetative and reproductive both phanerogamic and cryptogamic. The specialisation of the type system had not come.

Before he was able to establish, as he did in the early fifties, practical laboratory classes, Balfour had introduced a system of demonstrations of microscopic objects and of physiological experiments in illustration daily of the subject of his lecture, and it is testimony to his power of infusing zeal in pupils that there was always a contingent of them ready to come to the Botanic Garden at six o'clock in the morning to give voluntary aid in the arranging of these demonstrations for the lecture at eight o'clock. Many of those who came have recorded that they found that period and its work one of the most inspiring in their student history.

This new departure in teaching did not interfere with the continuation and extension of field-work, which up to this time had been the form of practical study cultivated in Edinburgh. On the contrary the Botanical Excursion gave Balfour an outlet for energy and favourable opportunity for the exercise of those gifts of personal magnetism and intellectual stimulus through which he influenced and guided many generations of students. Every Saturday during the summer session an excursion was made, and one of some days' duration usually brought the session to a close. Through these excursions the greater part of Scotland was traversed—on one occasion the terminal excursion of the session was to Switzerland—and the features of flora and vegetation were brought to the attention of many hundreds of students.

The aim and result of the excursion were not solely the acquisition of plants and their identification. The stimulating effect on many of this side of Botany is evidenced even in our day by the zeal with which search after rare plants is pursued, and in the eagerness displayed in the race after micro-forms. But the enticement of acquisition and discovery of novelty whilst there were not the governing influences in Balfour's excursion. In touch as he was with the problems of organography in its fullest sense, a man of wide reading familiar with the botanical work of his time, and associated as he had been in the field with men like Edward Forbes and Hewett Cottrell Watson, Balfour could and did look at plants from the standpoint of their place in vegetation, and in relation to the conditions of growth, and as having a history in their habitat. His teaching reflected this. It was never classification, diagnosis, and nomenclature as the end-all of Botany. The details emphasised changed as the progress of botanical discovery gave new clues to explanation of form and relation, and it was the solvings and attempts at solvings of observed phenomena that gave that fascination to his excursions, the remembrance of which seems to have clung to those who had the fortune to join them. The succession of plants and plant-form from base to summit of a highland hill; contrasts of vegetation of stream-course, mountain pasture, alpine rock; high mountain forms of shore plants; intrusion and extirpation; factors of distribution and their influence;—those and other problems of what we now term Ecological Botany were themes on which the Professor discoursed in his rambles, filling the pupil with information and forcing him to think out to such conclusion as he might on the evidence before him. And then the whole occasion was so enlivened by the outgo of good humour and mirth in joke and pun and story, that fatigue and weariness, which the physical exercise might evoke in those less attuned than the wiry Professor, were drowned in the sunny current of humanity.

I mention this practical teaching first, for it was the characteristic feature, but the idea of practical illustration pervaded all Balfour's effort. His lecture table became a synopsis of the lecture—living plants, herbarium material, museum specimens, all were pressed into service to elucidate the points of the discourse, whilst the walls were tapestried by diagrams. Never did teacher more sedulously absorb the new for presentation to his pupils. He was a lucid expositor, and, apart from his University lectures, during many years was sought after for more popular discourses to non-academic audiences.

The period of Balfour's teaching included the momentous year 1860. The impulse of the new spirit introduced by Darwin did not stimulate Balfour as it might have done a younger man. His religious beliefs—always in evidence—were showing then the influence of his early environment, and whilst Darwin's work was incorporated in his teaching, the acceptance of Darwin's theory appeared too near the negation of faith. On Balfour indeed, as on others with like views, the immediate effect of the Origin was the opposite of vivifying. It gave a shock. And this, I conceive, not so much a consequence of Darwin's own statement of his theory as of the forceful uncompromising attitude of the chief protagonist of his cause. Arrogance there was on the religious side, but no less also on the scientific side in the discussion. Perhaps it was well that the contest was sharp and bitter. It ended sooner, but its course was strewn with misconceptions and with confusion of cause and effect. In our days of complete reconciliation, when every tyro lisps in phyletic numbers as the outcome of Darwin's work, it is not amiss to recall the struggle at its inception—lest we forget.

The system of Essays which formed so important a part of Graham's teaching remained as prominent and was even developed further in Balfour's course in a way which had the inestimable merit of making the student feel that his study of plants had a living relationship with the everyday concerns of life. Thus when Simpson was engaged in his epoch-making investigations on anaesthetics, the subject for an essay was the effect of anaesthetics on sensitive plants, and by way of emphasis, the prize awarded was a gift by Simpson himself. Similarly Balfour enlisted the sympathy of Messrs Lawson, the prominent agricultural nurserymen of the day, and their prizes for dissection of grasses, for kinds of cereals, and like subjects, were constant reminders of the relations of botanical study to agriculture. The subjects of essays covered a wide field. The titles—influence of narcotic and irritant gases, changes which have taken place in the Flora of Britain during the historical era, cytogenesis and cell development, phanerogamous embryology, cryptogamous reproduction, teratology—may serve to indicate this, and an essential was always the practical illustration, microscopic or other.

For the use of the students Balfour compiled text-books which, like his lectures, are comprehensive in the field they cover, and encyclopaedic in the information they convey. His facile pen found expression too in numberless articles in encyclopaedias and magazines, and his activity as an expositor of botanical topics of the time was unbounded.

In the Botanic Garden Balfour obtained the material for the definite contributions he made to natural knowledge which are in the domain of Systematic Botany. No work in which Balfour engaged gave him more genuine pleasure than the administration of the Botanic Garden. Entering on the responsibility of its care when its repute was high, he left it on laying down office in even higher reputation, for in the McNabs—William and James—father and son—he had lieutenants of the first rank in gardening. During his regime the equipment for laboratory teaching to which reference has been made was installed, a museum to which old pupils all over the world contributed was instituted, and the Garden itself trebled in size, the latest addition, made just before his retirement, being an area to be cultivated as an arboretum for students of Forestry—a subject then beginning to claim attention.