115 



one kind of flower. For example, the rose was some flower with a 

 bulbous root — tulip, narcissus, crocus of amaryllis — probably a gen- 

 eral term including all of these ; the lily of the field, as already men- 

 tioned, was an anemone (Anemone coronaria), but possibly included 

 all the wild flowers blooming on the hillsides ; apples were apricots, 

 quinces or oranges ; the gourd that shaded Jonah may have been a 

 vine of the gourd family, though many students believe it to have been 

 the castor bean. Of course, for many of the plants named there is no 

 doubt as to the species — the Cedar of Lebanon, olive, fig, green bay, 

 palm, and some of the spices and plants used for perfumes or in 

 making incense. 



The book will be of great value to those who desire to devote a 

 part of their gardens to these plants of such sacred memories, to all 

 students of the Bible and to plant lovers generally. The dozen full 

 page plates illustrate a few of the plants and give some suggestions 

 for flower arrangements that combine beauty with religious sig- 

 nificance. 



George T. Hastings 



An Individual Botany Text 



Work Book in General Botany. By H. C. Sampson. Harper & Brothers, 

 New York, 1941. 242 looseleaf pages. $1.75. 



The subtitle of this publication is "A problem approach to plant 

 science through observation and discussion." This, perhaps as well 

 as any single phrase, can be used to describe the method of instruc- 

 tion in the beginning course at Ohio State University under the im- 

 mediate supervision of Professor Sampson. It is inevitable that 

 many teachers of elementary botany may look with some disfavor on 

 this guide for it can scarcely be said to follow traditional lines. It is 

 therefore necessary that a little of its background be reviewed. 



There has been much discussion concerning the method of in- 

 struction followed in that institution. In the first place, the beginning 

 student is not assigned a chapter in a book and told to return the 

 next day and "recite his lesson." Also, there is no differentiation be- 

 tween lecture and laboratory sessions, for the students meet in the 

 same room with their instructor one hour a day, five days a week. 

 This provides the necessary continuity of topic and concept so sadly 

 lacking in many courses; it also establishes firm contact between 



