J one, 1920] BOTANICAL EDUCATION 277 



value. But science fulfills its educational mission, not simply by arousing interest in a dis- 

 connected series of phenomena .... but by cultivating capacity to deal intelligent ly 



and vigorously with significant problems Unless so presented, science is likely 



to be a transient diversion rather than a profoundly formative and truly disciplinary influence 

 in the pupil's development. — C. S. Gager. 



1906. Chapman, H. II. Forestry as a vocation. Amer. Forestry 25: 1075-1077. 1919. 



1907. Claasbn, P. W. The tale of the cat-tail. Nat. Study Rev. 15: 244-246. 2 fig. 

 Sept., 1919. — Cat-tail fruits furnish home for larvae of moth Lymnaecia phragmilella. — A. 

 Gundersen. 



1908. Cockayne, L. Presidential address, New Zealand Institute Science Congress, 

 Christchurch, 1919. New Zealand Jour. Sci. Technol. 2: 241-251. July, 1919. 



1909. Conard, Henry S. Old and new classification. School. Sci. Math. 19: 592-593. 

 Oct., 1919. — No one would cling to an outworn system merely on grounds of convenience. 

 Urges abandonment of Thallophyta, Bryophyta, Pteridophyta and Spermatophyta classi- 

 fication in favor of a dichotomous one Thallophyta, Embyrophyta, the latter divided into 

 Atracheata and Tracheata, and the last again into Lycopsida and Pteropsida. More fully 

 in March (1919) Plant World.— A. Gundersen. 



1910. Davis, Bradley M. Introductory courses in botany. School Sci. Math. 19: 629- 

 632. Oct., 1919. — Replies to requests from the Division of Biology, National Research Coun- 

 cil, giving three outlines of introductory courses in botany. — A. Gundersen. 



1911. [Gager, C. Stuart.] Statements of high school principals as to the value of general 

 biology in the high schools of greater New York. Brooklyn Bot. Gard. Rec. 8: 121-126. July, 

 1919. — Replies to a letter of inquiry sent by author to all New York City high school princi- 

 pals not present at the conference on similar topic held at Brooklyn Botanic Garden, Apr. 4, 

 1919. Almost unanimous testimony to the superior value of general biology as a subject for 

 high school study. — C. S. Gager. 



1912. Grier, N. M. Teaching a "Reading" textbook of botany. School Sci. Math. 19: 

 723-726. Nov., 1919. — Our science courses must be largely informational for a time. A 

 great deal of microscopical work is far from beneficial. Botany should be the outlet for every 

 other talent of the pupil which can be made to bring to bear on it. The great groups of plants 

 and their subdivisions should not be forgotten. Definite mental pictures must be formed as 

 to what are the algae, fungi, lichens, mosses, ferns, conifers and palms. — A. Gundersen. 



1913. Gruenberg, Benjamin C. Elementary biology, x + 528 p. Fig. 261. Ginn & 

 Co.: Boston, 1919. [See Bot.'Absts. 3, Entry 1902.] 



1914. Hausman, E. H. The common milkweed. Nat. Study Rev. 15: 238-241. 2 fig. 

 Sept., 1919. — Study of flower and fruit. — A. Gundersen. 



1915. Hogstad, Anton, Jr. The medicinal plant garden and the pharmacist. Northwest- 

 ern Druggist 27: 389-391. 1919. — The author discusses the development of the medicinal 

 plant garden for commercial purposes by many manufacturing pharmacists and lists 22 schools 

 and colleges that have medicinal plant gardens. He shows that these gardens are a means 

 of very readily acquainting the student of pharmacy with the nature and characteristics of 

 the many drug plants and helps him to retain this knowledge and that they are of inestimable 

 value for purposes of research. — Oliver Atkins Farwell. 



1916. Karraker, P. E. What is the value of the usual laboratory work given in general 

 soil courses? Jour. Amer. Soc. Agron. 2: 253-256. 1919. 



