BOOK REVIEWS 83 



entertaining' than instructive, but cat ways and characteristics are 

 well described. The book has a peculiar value from a narrative 

 standpoint, and some of the best stories might be read to children 

 in the primary grades with a view to oral reproduction. The 

 stories are well told in simple language, and the facts are inter- 

 esting and appeal to young children. The book is, however, too 

 special to be used as a supplementary reading book. 



Both books, " About Animals " and " Cat Stories," are well 

 illustrated with reproductions of photographs and original draw- 

 ings and the paper and print are good. The books are well 

 worthy to be placed in any school library for children of the upper 

 primary and lower grammar grade-. 



Elizabeth Carse. 



The Charlton School, 

 New York City. 



Since the above review was set in type four other volumes com- 

 pleting the series have been received : " Stories of Brave Dogs." 

 " Lion and Tiger Stories," "Bear Stories" and "Panther Stories." 

 These are in all essentials like the " Cat Stories " reviewed above, 

 and the same general commendations and criticisms are applicable 

 to them. All the volumes of the series will undoubtedly be well 

 received as books for home reading and for school-libraries. 



M. A. B. 



How Nature Study Should be Taught. By Edward F. Bigelow. 

 Introduction by J. P. Gordy ; appendix, " How to Introduce 

 Nature-Study," by H. A. Surface. N. Y., Hinds, Noble & 

 Eldredge. 1904. Pp. 203. $1.00. 

 This series of talks to teachers is not, as the title might suggest, 

 a book of special method — though there is considerable pedagogy 

 in it — but rather is it a plea for the more general and sympa- 

 thetic teaching of the subject. The author was, for eight years, 

 the editor of The Observer; for three years editor of Popular 

 Science, and for the past five years the editor of the department 

 of Nature and Science in St. Xicholas. He is known as a lecturer 

 and is not without experience as a teacher. However, the point 

 of view throughout the book is rather that of the school patron 

 than of the teacher. The author, evidently an ardent nature- 

 lover, is interested in children and desires that nature be por- 



