880 



SCIENCE. 



[N. S. Vol. XX. No. 521. 



a knowledge of the true morphology of the 

 lymphatic system. Eor example, the question 

 of whether the lymphatics have an especial 

 relation to the serous cavities is wholly cleared 

 up on the basis of the lymphatic vessels being 

 modified veins rather than modified tissue 

 spaces. This section has two excellent pic- 

 tures of lymphatic capillaries — on pages 74 

 and 76. They are both thoroughly character- 

 istic and hard to reconcile with Sappey's figure 

 of the lymphatic vessels in the skin given in 

 the same section. In regard to the question 

 of open aiid closed lymphatics our author is 

 again dogmatic, stating that the lymphatic 

 capillaries are invariably absolutely closed. 

 The recent embryological studies agree that 

 the lymphatic capillaries develop as closed 

 ducts; this, however, does not prove that they 

 are always closed, nor closed in all parts of 

 the body. We may admit that openings have 

 not been demonstrated and that lymphatic 

 capillaries can be injected without extravasa- 

 tion, but how do we explain how the granules 

 of coal pigment get from the air sacs of the 

 lung into the lymph nodes. Experimental 

 evidence obtained from injecting granules 

 into the abdominal cavity is certainly against 

 the idea that all of the granules are carried 

 into the lymphatics by leucocytes. In other 

 words, our histology of the lymphatic capil- 

 laries is not yet adequate to explain our 

 physiology, and until it is it is safer not to be 

 dogmatic on the subject of open and closed 

 lymphatics. 



In connection with the lymph nodes no one 

 has yet given us such clear pictures as His 

 and we can not but think that this chapter 

 would be improved were it based on his work. 

 A good picture of the connective tissue frame- 

 work of the node would add much to the clear- 

 ness of the descriptions. The comparison of 

 lymph nodes in different animals is helpful 

 and the chapter contains many suggestive 

 points. 



In general, the first part of the book is an 

 excellent compilation of the facts. It gives 

 a complete literature, but in treating of the 

 development of our knowledge of the sub- 

 ject does not bring out which works have 

 marked the important steps in advance. 



Though it will be a helpful book to students, 

 it will not do for the lymphatic system what 

 Waldeyer's critical review did for the nervous 

 system, that is, give an even clearer picture 

 of the subject than could be obtained from 

 reading original literature. 



The last of the book on ' Regional Anatomy ' 

 is a higher type. Though based on the work 

 of Sappey it is not a compilation, but presents 

 a number of new and valuable figures. The 

 subject is treated under the following heads : 

 (1) The lymphatics of the lower limb, (2) of 

 the pelvis and abdomen, (3) of the thorax, (4) 

 of the upper limb, (5) of the head and neck, 

 and finally (6) the collecting trunks. The 

 body is thus gone over systematically and 

 numerous points noted where our knowledge is 

 quite inadequate. The subject of absorption 

 from the central nervous system is untouched. 

 This part of the book is not only helpful to the 

 student in giving what is already known, but 

 will form a good starting point for further 

 investigations. 



In general the book will give any one who 

 does not have access to the original literature/- 

 on the subject, to the works of Sappey, Ean- 

 vier, His, Fleming and von Recklinhauser an 

 excellent presentation of the subject. 



Florence E. Sabin. 



The Teaching of Biology in the Secondary 

 School. By Francis E. Lloyd, A.M., and 

 Maurice A. Bigelow, Ph.D., Professors in 

 Teachers College, Columbia University. 

 American Teachers Series. New York, 

 Longmans, Green and Co. 1904. Pp. viii 

 -1-491. 



Of this book it may certainly be said that 

 it is by the two men who, of all in this coun- 

 ti-y, are best fitted by their ofiicial positions 

 and the nature of their work to write it, for 

 the Teachers College is the one educational 

 institution which lays equal stress upon con- 

 tent and upon method. There will be, I be- 

 lieve, no dissent from the opinion that it justi- 

 fies our expectations. Its title is not precisely 

 descriptive, since it is not one book, but two 

 separate works by different authors devoted 

 to the teaching of botany and zoology re- 

 spectively. Yet their union here is amply 



