No. 1, July, 1920] botanical EDUCATION 19 



L56. Bottlger, G. S. [Rev. of : Sahni, Birbal, and M. Willis. Preface by J. 0. 

 Willis. Lowson's text-book of botany (Indian edition) revi ed and adapted by these authi 

 London, xii + 610 p. W. B. Clivc] Jour. Botany 57: 324-326. 1919. 



157. Davis, Bradley M. Introductory courses in botany. School Sci. Math. 19:797- 

 S00. Dec, 1919. — Outline No. 4, College half-year course; In-gins with vegetative parts of 

 seed plants, physiology. Later plants in evolutionary sequence. No. 5. STear course in 



agricultural college. Mainly physiology and ecology, del nils of phylogeny not, studied, eco- 

 nomic plants used as far as possible. No. G. Twelve week college courses. Cyanophyaceae 



to Angiosperms. Morphology is emphasized, because facts can there be most clearly ar- 

 ranged. — A .Git rulers, n. 



158. Gaoer, C. Stuart. A basis for reconstructing botanical education. Science 50: 

 2G3-269. Sept., 1919. — In deciding the content of an introductory course one should keep 

 clearly in mind the purpose of education in general. The aim of education is not merely to 

 give information, nor merely to teach somebody how to do something, nor to prepare young 

 people to get a living, nor to get a living only by commercial pursuits. Public education 

 should always adapt itself to the needs and ideals of the age. Mr. Rockefeller, Jr., has said 

 "that every man is entitled to an opportunity to earn a living, to fair wages, to reasonable 

 hours of work and proper working conditions, to a decent home, to opportunity to play, 

 to learn, to worship and to love." Every subject in the curriculum therefore should, in 

 its introductory course at least, have its content decided with reference to this entire modern 

 ideal. The writer urges the desirability of offering, in all colleges, and universities, "cultural 

 courses." We should never forget that one of the important aims of education is to enable 

 the individual to find himself. The introductory courses should almost never be planned 

 on the sole supposition that the student is to take more advanced courses. Public educa- 

 cation should be planned, not solely with reference to utilitarian demands, but on a basis 

 of broad culture as well. — A. H. Chivers. 



159. Grier, Lt. N. M. The poppies of Flanders fields. Nat. Study Rev. 15: 342-343. 

 Nov., 1919. 



160. Herrmann. [Rev. of: Kraeplinn, K. Naturstudien in Wald und Feld (Nature study 

 in wood and field) dth edition, Leipzig and Berlin, 1918.] Forest. Rundschau 20: 15. 1919. 



161. Herrmann. [Rev. of: Rosen, Felix. Anleitung zur Beobachtung der Pflanzenwelt 

 (Introduction to observations of the Plant World) 2nd edition, Leipzig, 1917.] Forst. Rundschau 

 20: 7-8. 1919. — Popular booklet on general botany. — F. S. Baker. 



162. Kolbe, F. C. Some experiments used in the rudimentary teaching of botany. South 

 African Jour. Sci. 15: 576-579. 1919. — The first stage of every science is pure observation. 

 We put nature to the torture to make her reveal her secrets. That is experiment. When 

 by these means we come to final principles we argue from them and the science passes into 

 the deductive stage. "Experiments" in rudimentary teaching are not experiments at all. 

 They are simply demonstrations — and usually book-work demonstrations — under distorted 

 conditions. — E. P. Phillips. 



163. Nichols, G. E. The general biology course and the teaching of elementary botany 

 and zoology in American colleges and universities. Science 50: 509-517. Dec, 1919. — The 

 general biology course originated with Huxley and was introduced into this country by Mar- 

 tin. In the average general biology course the laboratory material is selected more or less 

 indiscriminately from both plant and animal kingdoms, but with animal material greatly 

 predominant. The study of animals alternates with the study of plants. The aim of such a 

 course is not so much to bring out the fundamental characteristics of plants as plants and 

 of animals as animals, but rather to demonstrate that the two are merely different expressions 

 of matter in the living state, and that the same underlying biological principles are appli- 

 cable to both. For a number of years it has been the conviction of the writer that a course 



