284 THE PIvANT WORLD 



of Botany and of Nature Study. The following are the titles of the ten 

 chapters : The value of science, and particularly of biology in education ; 

 nature study ; the value of botany in secondary education ; the various 

 types of botanical courses ; use of the method of thought in teaching 

 botany ; general botanical principles to be emphasized in teaching ; 

 detailed discussion of the course in botany for the high school ; the labor- 

 atory, its equipment, materials for study and for demonstration ; botan- 

 ical literature for the use of teachers and students. 



It will be noted at a glance that some of these chapters serve to give 

 the teacher a point of view and enable him to see his work in proper 

 perspective. Others contain ideas and information directly applicable in 

 the class-room. 



This work, with Ganong's " The Teaching Botanist," are the only 

 attempts, so far. to treat the subject from the educational standpoint. 

 While somewhat similar in scope the difference between the two volumes 

 is sufficient to make them both desirable for the teacher. 



The publishers should receive credit for the attractive appearance of 

 the volume, uniform with the five other published numbers of the Ameri- 

 can Teachers Series. 



The book is the outgrowth of practical class work and nearly every 

 page shows evidence that the author is speaking from a wide experience. 



We look in vain for the di.scussion of some topics with which every 

 thoughtful teacher is concerned, e. g., the place of botany in the high 

 school course (briefly touched by Bigelow, p. 331, et seg.); correlation 

 of laboratory and field exercises with class work and lectures ; different 

 courses " for life " and for college entrance (though the author's views 

 may doubtless be correctly inferred from chapter 4). 



One questions the advisability of introducing "Symbiosis in roots" 

 (p. 173) before any study of fungi has been made, and of endeavoring to 

 homologize the clinging organs of climbing plants (p. 178) before anj^ 

 study of .stems and leaves ; also of introducing transpiration (p. 178) before 

 .studying leaves. It would seem difficult to avoid giving the idea that 

 respiration is a function of leaves only if the suggestion on p. 182 is 

 adopted. ' ' Microscopic propositions ' ' (p. 134) is doubtless a typograph- 

 ical error. The meaning of the asterisk in Chapter X is not explained. 



These features, however, are the more easily mentioned because they 

 are so few. It is refreshing to have the author emphasize the fact that 

 the end of botany study in the high school is something more than a 

 knowledge of plants (Ch. Ill), to urge the introduction of historical 

 allusions (p. 96), and to advocate so forcibly and sensibly a straight- 

 forward presentation of the essential facts of sexual reproduction. 



Chapter VII is an excellent analysis of the fundamental principles 

 with which every introductory course should serve to acquaint the pupil. 

 The chapter on nature study is sane and timely, and will be wholesome 

 reading, not onl}' for mo.st teachers, but for the authors of some nature 

 study books as well. 



The bibliographies are well chosen, and concise summaries of each 

 chapter, together with marginal analysis of the contents of each page, add 

 much to the value of the book as a text. Everj' progressive teacher of 

 botany will read it and be profited by it, and it should be in every school 

 library. C. Stuart Gager. 



State Normal College, Albauy, N. Y. 



