193 
in Gothic? Suppose we can be certain that one of Heer's plants 
from Greenland is the same as one found in the Amboy Clays, 
but we are still in doubt as to the generic reference. Shall we 
write the genus in Gothic and the species in Italic? Апа, when 
all is said and done, who shall be the censor to pass upon the 
authenticity of the biologic references? Shall we have a high 
court of appeal to decide when a species is entitled only to Gothic 
type, or when it is to be permitted to graduate into Italic or 
full capitals? 
Although Doctor Stopes has thoughtfully confined these “тога! 
reflections" to plant impressions only, we can not help thinking 
that the proposed reform, if adopted, ought also to apply to genera 
or species founded or identified on internal structure. For in- 
stance, would it not be as well to print Niponophyllum cordaiti- 
forme Stopes & Fujii in Gothic, pending the decision as to 
whether. it belongs to the Araucarineae, Podocarpineae, Cyca- 
daceae or Cordaitales? Or would it be out of place to '' Gothi- 
cize” Cretovarium japonicum of the same authors until it can be 
determined whether it is a Monocotyledone or a Dicotyledone?— 
A. Horrick. 
THE INDIANA WEED Book.— This work by W. S. Blatchley is 
a piece of botany segregated upon the basis of the subjects being 
troublesome to the crop grower. So much that can be said of 
weeds applies with more or less force to other plants that the 
discussion of the distribution of their seeds by winds, water, 
birds and passing animals becomes a bright chapter in plant 
ecology. In the classification of weeds into (1) those of the worst 
type, (2) less aggressive, and (3) comparatively harmless, the 
author has not overlooked the benefits that those pests confer 
by the green covers they provide and the stimulus for better 
tillage. Apropos of this there are many pages devoted to the 
best methods of weed extermination, beginning with ‘‘(1) Sow 
clean seeds” and running through crop-rotation, autumn plowing, 
fewer fences, spraying, etc., to (15) Make botany a common 
school study.” 
Following directly upon this very practical portion, and all 
