298 EXPERIMENT STATION EECORD. 



Cornell University during the years 1903-1911. The subject-matter is essen- 

 tially the same as in the leaflets, but the lessons have all been rewritten with 

 a view to consistency, and many new lessons have been added to bridge gaps 

 and make a coherent whole. 



The book is divided into 4 parts. Part 1 deals with the teaching of nature 

 study, part 2 with animal life, part 3 with plant life, and part 4 with the earth 

 and sky. In the consideration of each subject there is usually the teacher's 

 story, and then the lesson, which is made up of a leading thought, a method, 

 and observations put in the form of questions, besides supplementary reading. 



Nature study by grades, H. H. Cummings (Neio York, Cincinnati, Chicago 

 [IDOD], pp. nil +208, figs. 5.'/).— The object of this text-book of nature study 

 for the lower grammar grades, which is the second of the series entitled Nature 

 Study by Grades, is to aid both teachers and pupils in an examination of matter 

 in every school environment, to organize and direct investigations into the 

 secrets of nature, and to stimulate observation and inference. The subjects 

 form the basis of the fourth year's work in nature study and are adapted to 

 the 3 seasons — fall, winter, and spring. The lessons consist of suggestions to the 

 teacher, questions, and problems. Few explanations are given in the text. 



How to teach nature study, T. W. Hoare {London, 1910, pp. XXII+316, 

 figs. 73). — This practical working guide for teachers contains an introductory 

 statement of what nature study is, why and how it should be taught, how it 

 should not be taught, and the influence of nature study. This is followed by 

 a typical scheme of work for nature-study teaching in a primary school for 

 impils up to 13 years of age, a scheme of work suitable for supplementary 

 classes or for an intermediate school for pupils from 12 to 15 years of age, and 

 lessons on such topics as butterflies, moths and silkworms, climbing plants, 

 buds and twigs, ice and snow, how a soil is formed, seeds, movements and 

 functions of water, ants and spiders, preserving and mounting plants, and the 

 physical composition of the atmosphere. 



Gardening and farming, Ellen E. Shaw (Netc York, 1911, pp. 376, pis. 9, 

 figs. 19). — This book belongs to the Children's Library of Work and Play. 



The contents are divided into 2 parts, the first dealing with garden clubs, 

 improving the school grounds, the corn contest, and the garden experiments 

 performed indoors, and the second presenting garden talks on such subjects as 

 the soil, plant food, garden operations, garden i^ests, vegetable and flower cul- 

 ture, and landscape gardening. 



Outdoor work, Mary R. Miller {Xew York, 1911, pp. XII +5 19, pis. 13, 

 figs. 5ff). — This book belongs to tlie Children's Library of Work and Play, and 

 takes the form of confidential talks for young people. The titles of some of the 

 chapters are raising domestic animals, keeping bees, making collections, har- 

 vesting nature's crops, and making the country a better place to live in. In- 

 structions are given in the appendix on how to get free printed matter relating 

 to outdoor work subjects. A list of useful books, magazines, and other publi- 

 cations on various outdoor occupations is also given. 



The relation of the county superintendent of education to the boys' corn 

 club work: How to organize a club, L. N. Duncan {AUihama Col. Sfa. Circ. 9, 

 pp. 2-S). — The organization and growth of boys' corn club work in Alabama 

 is outlined. A suggested constitution and by-laws, as well as directions for 

 organizing a corn club, are given. 



Michigan state farmers' institutes, 1909-10, L. R. Taft (Mich. Bd. Agr., 

 Inst. Bui. 16, 1910, pp. 160, figs. 3). — Besides a summary of the work accom- 

 plished through the one-day and two-day institutes and the institute trains, a 

 very complete report of the proceedings of the round-up institute is given. 



