251 
prehend. They are thus liable to be somewhat incomplete 
and inaccurate, but the more complete and accurate definitions 
of most texts have the disadvantage of being only partly compre- 
hensible as a result of class room work, the acquisition of the 
remainder being purely memory work. 
Mr. Payne's book thus calls for a minimum of teaching by 
authority and a maximum of self-help by the pupil. In this 
method a much greater responsibility rests with the teacher but 
the results should more than compensate. 
In conclusion brief reference may be made to another recent 
review of Mr. Payne's book (Bessey, C. E., Science II. 35: 994. 
1912). Prof. Bessey's main criticism is that the book follows too 
exclusively the single method of approach, the experimental. This 
fact finds its main defence, as noted above, in the purpose of the 
book to teach by the pupil's endeavor rather than by that of 
the teacher. The lack of expository matter certainly has some 
drawbacks but it seems to be a necessary defect of the virtues 
of the book. The ideal text will perhaps have the loose-leaf 
system, with experiments and expositions separate so that the 
pupil need not be given the latter until his work with the former 
. is complete. 
Another fault noted by Prof. Bessey has to do with the re- 
pletion of exercises,.too many to be covered for a year's course, 
but he also finds much to commend in the form and matter of 
the exercises and suggests that teachers may with profit use the 
book as a source from which to draw experiments as needed. 
It is to be hoped that Mr. Payne's book may receive the 
thorough working out to which, with its many merits, it would 
seem to be entitled. Defects it has without question, but these 
are mainly minutiae which can easily be rectified. The ultimate 
value of the plan and method can only be determined by the 
test of actual use. 
R. C. BENEDICT 
HicH SCHOOL ОЕ COMMERCE, 
New York City 
