the prospects opened by molecular biology. She has tried to bridge the gap by stressing a 

 concept that she has given the happy name of "cell sociology": the integration of the 

 functions of individual cells in the organism by constant interchange of information 

 resulting in continuous cellular transformation. 



The book is in several respects typically French: lucid but at times rather abstract 

 style; critical preoccupation with theory and definition; much more emphasis than usual 

 on morphogenesis in later stages and in the adult, and on work with invertebrates. 

 Although the necessary knowledge of developmental cell biology is only beginning to 

 emerge, the book provides a broad and dynamic theoretical framework for older, recent 

 and future studies. It is not surprising that the author comes up with some unorthodox 

 but nevertheless well-argued views, particularly as regards the role of gradients and 

 morphogenetic fields and the significance of regulation for normal development. 



An interesting didactic feature is the provision of 355 numbered "abstracts" in the 

 page margins summarizing the main conclusions drawn in the text. Each part has a 

 lengthy "conclusion" and the book is rounded off by a 20-page chapter of general 

 conclusions. The numerous line drawings are good and have explanatory captions. 

 Although numerous authors are quoted in the text the general reading Ust at the end of 

 the book is regrettably short. 



3. 



S. E. LURIA. 1975. 36 LECTURES IN BIOLOGY 



M.I.T. Press, Cambridge, Mass., etc. XX, 439 pp., numerous illustrations, subject index. 



£ 9.00 (cloth), £ 4.95 (paper) 



Contents: I. Cell biology and cell chemistry, II. Biochemistry, III. Genetics, IV. Devel- 

 opmental biology, V. Physiology 



This book is based on a transcript of a General Biology course taught at M.I.T. in 1973 

 and '74. The unifying theme is that of hving organisms as possessors of a programme, so 

 the emphasis is on molecular genetics and cell biology. Developmental biology and 

 physiology are treated as the expression of the programme. The book is primarily meant 

 for junior students but is admirably suited for biology teachers and for physicists and 

 chemists entering the area of biology. 



Part IV on development covers seven lectures (62 pages). Although there are a few 

 minor unclarities and inaccuracies the text reads well. It touches on many developing 

 systems, from bacteria and slime moulds through plants to lower and higher animals, but 

 nevertheless is logically coherent. Subjects which are not covered are cellular metaplasia, 

 transdetermination, and homeotic mutations. 



No hterature is of course cited in the text, but reference is made to a number of recent 

 texts. The illustrations are extremely simple line drawings copied directly from the 

 blackboard. They do not convey more than the main principles. 



4. 



J. McKENZIE. 1976. AN INTRODUCTION TO DEVELOPMENTAL BIOLOGY 



Blackwell Sclent. Publ., Oxford, etc. VIII, 223 pp., Ill figs., subject index. £4.25 

 (paper) 



This text for beginning students is based on many years of teaching experience. Its aim 

 is breadth rather than depth of treatment and as such it serves its purpose well, in 

 addition to being written in a pleasant, readable style. The arrangement of the subject 

 matter is unconventional but useful because it facilitates the selection of specific topics 

 by the student or teacher. The emphasis is on structural aspects and when mechanisms are 

 discussed this is generally done in a tentative manner. Although much stress is placed on 

 mammals, particularly in the chapter on organogenesis, comparative and evolutionary 

 viewpoints are never lost sight of. 



In the chapter on the early development of amphioxus, amphibians and birds the 

 figures are very schematic and the text is not free from occasional errors. After the main 



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