BOOK KEl'IEWS 269 



not a few other interested observers of the nature-study movement, 

 has been impressed apparently with the flabby, anemic, catch-as- 

 catch-can affair which passes for nature-study in some schools, for 

 he says, " the freedom and confidence with which teachers, high and 

 low, recommend observational and experimental science, and the 

 modesty and scarcity of those who succeed in such teaching, almost 

 suggests the old fable of the belling of the cat." 



In the chapter on ' Method in Science Lessons ' the teacher will 

 find valuable suggestions which should aid him very materially in 

 revivifying and strengthening his nature-work. The coordination of 

 nature-study with other subjects such as geography, history, manual 

 training, etc., is advocated. One of the author's main objects is to 

 select and arrange a suitable basis for bringing the child into con- 

 tact with the practical problems of modern life. In his own words, 

 " the materials for investigation spring better out of the contact with 

 life's needs and necessities, than from the artificial conditions of the 

 laboratory." 



He attempts at the outset to minimize the confusion of the teacher 

 placed amidst " the endless multitude and diversity of objects and 

 forces," by citing him, as the rational source of material, to the re- 

 latively few points in the child's environment " where his interest 

 and activity are strongly concentrated." Thus, he shows how a few 

 centers such as the home, the local town, the school, the surround- 

 ing wild nature, and a few of the primary human occupations will 

 supply all necessary data and material for nature-study or a simpli- 

 fied course in science. In a succeeding chapter a number of valuable 

 suggestions are offered for planning a course of study for the eight 

 grades, based upon these natural centers of the child's environment, 

 and several practical lessons are appended for illustrations. 



One greets with satisfaction the idea maintained throughout the 

 book that " the course of study for the eight grades must reveal a 

 rational, well-matured plan. ..." About a fourth of the volume. 

 indeed, is given up to laying out such a course of study. Not only 

 are specific materials suggested and discussed, but the author en- 

 deavors so to arrange them that they will supplement the pupil's 

 other studies. To the outline of the work for each grade is added 

 a list of references so that the teacher may find adequate informa- 

 tion about the material specified. This is still farther supplemented 

 in the final chapter by a very full, classified list of books which are 

 valuable aids in science teaching. 



Michael F. Guyer. 



University of Cincinnati. 



