Mat 6, 1910] 



SCIENCU 



707 



facts before reaching a judgment as to their 

 meaning and classification, and an habitual 

 willingness to take great trouble in getting at 

 the truth. 



The first essay is by Professor J. H. Badley 

 on the Place of Science in the School Curric- 

 ulum. He tests the value of science in edu- 

 cation by " the kind of motive it appeals to 

 and arouses, the kind of power it develops, 

 and the kind of discipline it gives." He 

 shows that, tested by these criteria, science 

 has an important place in the schools. 



The remaining essays in the book are as 

 follows: The Scope of Nature Study, Edward 

 Thomas; The Teaching of Nature Study, 

 Clotilde Von Wyss; Biology in Schools, Os- 

 wald Latter; The Teaching of Hygiene, Alice 

 Kavenhill; The Place of Hypotheses in Sci- 

 ence Teaching, T. Percy Nimn; The Claims 

 of " Research " Work and Examinations, 

 Ered Hodson; School Mathematics in Rela- 

 tion to School Science, T. James Garstang; 

 Coordination of Physics Teaching in School 

 and College with Special Reference to Elec- 

 tricity and Magnetism, Alfred W. Porter; 

 Geography, J. H. N. Stephenson; Science in 

 the Teaching of History, F. M. Powicke; 

 Economic Science in Secondary Schools, 

 Augustus Kahn; Domestic Science, Arthur 

 Smithells; The Teaching of Chemistry in 

 Technical Schools, Henry Garrett; How the 

 School may help Agriculture, E. W. Read; 

 Engineering, An Associate of the Institution 

 of Civil Engineers — Science Teaching and 

 the Training of the Affections, Sidney Unwin ; 

 Science Teaching and a Child's Philosophy, 

 Cora B. Sanders; The Present Condition of 

 Physics Teaching in the United States, C. R. 

 Mann; School Science in Germany, the 

 Editor; Some Practical Notes on the Plan- 

 ning of Science Laboratories, T. H. Russell. 



In the brief space of a review it is im- 

 possible to give any definite idea of the con- 

 tent and richness of these essays. They are 

 all excellent and full of suggestion. Every 

 one who is interested in the problems of sci- 

 ence teaching on broad lines should read and 

 study this book at first hand. It is an im- 

 portant contribution to one of the most press- 



ing of our school problems of the present day. 

 C. R. Mann 

 The Unt^'eesitt of Chicago 



Design in Nature. By J. Bell Pettigrew, 

 M.D., F.R.S., 3 vols. New York, Long- 

 mans, Green & Co. 1908. 

 Dr. J. Bell Pettigrew, professor of anatomy 

 and medicine in the University of St. An- 

 drews, was more especially known for his con- 

 tributions to mammalian anatomy and dis- 

 cussions on the physiology and mechanics of 

 flight. He was not a skilled zoologist, in the 

 sense of being an expert student of any par- 

 ticular group of animals; but he had a keen 

 interest in nature and a wide, if somewhat 

 shallow, knowledge of a great variety of sub- 

 jects. Being firmly convinced that the order 

 and beauty of the visible world bore eloquent 

 testimony to the existence of an invisible but 

 ever-present " creator, designer and upholder," 

 he conceived the idea of preparing a work 

 which should make this evident to every 

 reader. The " argument for design " pre- 

 sented nothing new, of course; but never be- 

 fore had it been supported by such a wealth of 

 illustrative facts, gleaned from the store- 

 houses of modern science. Just as Darwin 

 profited by the mass of data accumulated by 

 those who knew nothing of evolution, now 

 Pettigrew was to utilize the contributions of 

 an unbelieving age, in support of the ancient 

 doctrine of special creation. The work was 

 finished, and partly printed, at the time of 

 the author's death in January, 1908. It con- 

 sists of three great quarto volumes, aggre- 

 gating 1,416 pages, with innumerable illus- 

 trations. The printing and binding are 

 excellent, and at the beginning of each vol- 

 ume is a portrait of the author. As is re- 

 marked in the preface, " it was necessary to 

 deal with physics, chemistry, botany, zoology, 

 anatomy, physiology, psychology and paleon- 

 tology more or less in detail," but most space 

 is given to the author's favorite subjects, ver- 

 tebrate anatomy and animal locomotion. 

 Those who have no sympathy with the main 

 purpose of the work will find it a sort of 

 glorified scientific scrap-book, full of enter- 

 taining and instructive matter. It does not 



