76 THE JOURNAL OF BOTANY 



very welcome. Those of the genera, however, are supplied, but are 

 not always satisfactory. For instance, Phasciwi, Ephemerum, and 

 Astominn are referred to " Hampe Liinmu 1832." But I have never 

 been able to find this reference. Pfeifit'er, in his Noniemiator 

 Botanicus (1873), is unable to quote the page. It is true that 

 Schwaegrichen, in the text to his tab. 301, h (Spec. Muse. Frond. 

 (1842) ), refers these genera to Hampe, " in diario Schlechtendaliano 

 anni 1832, p. 522 " ; but, if this journal means Linucea, then the 

 reference is a myth. On the other hand, Hampe broke up the 

 genus Fhasrum L. in a moss-list published in Flora, 1837, p. 285 ; 

 and Astomiim and Ephemermn liave the aspect of being printed there 

 for the first time. Schwaegrichen's quotation requires explanation. 

 The species he quotes are not in every case allocated to the same 

 eenus as in Hampe's list of 1837. 



A. G. 



Botany : an FAementary Text for Schools. By L. H. Bailey. 

 8vo, pp. xi, 355, 500 figs. The Macmillan Company : New 

 York. 1900. Price 6s. 



Another delightful book from Professor L. H. Bailey, recalling 

 in its wealth of illustrations and general air of excellence his 

 Lessons with Plants reviewed in this Journal for 1898 (p. 200). 

 The Lessons was to supplement the work of the teacher ; the new 

 book is made for the pupil. But the teacher should read and mark 

 the paragraphs addressed to himself in the form of an introduction ; 

 a series of sentences replete witti common-sense advice. The author 

 has studied his pupils as well as the plants, and aptly hits off the 

 relations which should subsist between them. The secondary teacher, 

 he reminds us, has not to train scientific observers, but to educate 

 the child, to bring him closer to the things with which he lives, to 

 widen his horizon, and intensify his hold on life. Botany should 

 not be taught for the purpose of making the pupil a specialist: that 

 effort should be retained for the few who develop a taste for special 

 knowledge. Such a one should be encouraged. There are colleges 

 and universities in which he may continue his studies. But, while 

 the ninety and nine cannot, and should not, be botanists, every one 

 can love plants and nature. 



Professor Bailey traces four epochs in the teaching of elementary 

 botany — (1) The effort to know the names of plants, and to classify. 

 (2) The desire to know the formal names of the parts of plants, an 

 outgrowth of the study of gross morphology when botanies came to 

 be dictionaries of technical terms. (3) The effort to develop the 

 powers of independent investigation ; a result largely of the German 

 laboratory system, which emphasized the value of the compound 

 microscope and other apparatus. " This method is of the greatest 

 service to botanical science, but its introduction into the secondary 

 schools is usually unfortunate " — a statement which will be 

 thoroughly endorsed by every one who has witnessed the results 

 by examination and otherwise of the attempt. (4) The effort to 

 know the plant as a complete organism, living its own life in a 



