I2O THE TEACHING BOTANIST 



tion. In reading such books, ho\v~ver, it will be of 

 little use to skim them for their facts or their rhetoric ; 

 but the reader must minutely enter into the spirit of 

 the work, try to put himself into the very mental 

 attitude of the writer, with him view the original data, 

 follow him as he marshals these into their proper 

 relative positions, and try even to anticipate him in the 

 deduction of his general principles. Happily there 

 are many good books which will fully repay such 

 reading. 



Upon the general subject of scientific education, 

 and the true place of science in education, there are 

 first of all the various addresses of Huxley, contained 

 in his Collected Essays, particularly in the volume 

 entitled " Science and Education." Of the greatest 

 importance are also the addresses of President Eliot, 

 now accessible in his " Educational Reform." Among 

 books which are models of scientific argument, I think 

 the first place should be given to Darwin's " Origin 

 of Species " ; and if the teacher can thoroughly study 

 but one book, it should be this. Its matter has some 

 of it been superseded, but its spirit has not. Sug- 

 gested naturally by this work are others of Darwin's, 

 of which, perhaps, the " Power of Movement in 

 Plants ' would most interest the botanist. Some of 

 Huxley's biological essays are also not inferior to 

 Darwin's in scientific exposition, and are much supe- 

 rior in literary form, but their subjects are of less 



