334 Canadicui Record of Science. 



often said that the high-school pupil should begin the study of botany 

 with the lowest and simplest forms of life. This is wrong. The micro- 

 scope is not an introduction to nature. It is said that the physiology 

 of plants can be best understood by beginning with the lower forms. 

 This may be true ; but technical plant physiology is not a subject for 

 the beginner. Other subjects are more important. . . Good botani- 

 cal teaching for the young is replete with human interest. It is con- 

 nected with the common associations. . . When beginning to teach 

 plants, think more of the pupil than of botany. The pupil's mind and 

 sympathies are to be expanded : the science of botany is not to be 

 extended. The teacher who tliinks first of his subject teaches science ; 

 he who thinks first of his pupil teaches nature-study. . . The old 

 way of teaching botany was to teach the forms and the names of plants. 

 It is now proposed that only function be taught. But one cannot study 

 function intelligently without some knowledge of plant forms and 

 names. He must know the language of the subject. The study of 

 form and function should go together. Correlate what a plant is with 

 what it does. What is this plant ? What is its office, or how did it 

 come to be ? It were a pity to teach phyllotaxy without teaching 

 light-relation : it were an equal pity to teach light-relation without 

 teaching phyllotaxy." 



Of the book itself there is little need to speak. The subject-matter 

 is excellently edited ; the illustrations are elaborately prof use — perhaps 

 unnecessarily so— mostly half-tones ; the paper and binding are of the 

 best. It is an exceedingly attractive volume ; not a dull page between 

 its handsome covers. 



We shall watch the success of this book, which in a measure is a 

 reversion to former botanical teaching ideals, with a great deal of inter- 

 est. There is unquestionably a tendency on the part of the advanced 

 teacher of botany to cater to the specialist in scientific botany rather 

 than the student who wishes to study plants. I think this book has a, 

 distinct mission and will find a large constituency awaiting it. 



John Craig. 

 Ithaca, N.Y. 



