489 
NOTICES OF BOOKS. 
Tue Tracuinc or Borany. 
The Teaching Botanist. A Manual of Information upon Botanical 
tion, together with Outlines and arise ctions for a 
Comprehensive ae Course. By 1M F’, Ganone, 
Ph.D. 8vo, pp. ix, 270; figs. 29. New “Seek: The Mac- 
millan Co. 
A Practical Introduction to the Study of Botany and Flowering Plants, 
By J. Bretianp erie MER, M.A. 8vo, pp. viii, 274; figs. 121. 
London: Longmans. Price 2s. 6d. 
Botany for Foil Be Eirnvest Evans. 8vo, pp. viii, 290; figs. 
271. London: Macmillan. 1899. Price Qs. 6d. 
It is very evident that ae teaching of botany in ates is of 
much greater importane the United States than n 
country. Who in this toon land would dare ne silo st 
weekly course of at sob! practical work, an hour’s doreogtne 
tion, and an hour’s lecture—in botany? Yet it is the possibility of 
such or similar courses wali 6 all forth so many excellent intro- 
anctees to the science— ioe for instance, like Prof. L. H. Bailey's 
opening J eek ch the place of the sciences in education, and 
of botany among the sciences—is cheerful reading for the botanist, 
but would shock the average ‘“‘head”’ or principal. It is not little 
consolation that the author seems to have gained much of his in- 
spiration from Huxley’s Science and Education. However, every 
teaching botanist, even if only an hour a week be the maximum 
space allotted or grudged, will do well to read carefully this excel- 
lent and highly suggestive little manual. It will not only help him 
to make the most of the short time at his disposal, but encourage 
him with the conviction that his work may be as truly educational 
and as rowan useful as languages or mathematics, or any other 
branch of learning. 
As indicated by the title, the book consists he two parts: Part I. 
‘* Hssays on botanical pedagogics”’; or, more simply—how to teach. 
Part IL. «An outline for a synthetic elorneatay course’’; or, what 
to teach. The poe part comprises eight chapters, to the first 
which we have already referred. In the second, ‘“ * Wha otany is 
urse of commencing upon “objects already somewhat familiar, 
with clearly defined characters, and large enough to need no tools, 
nt oy the naked eye and hands” ; and suggests the life cycle of 
seed- -plant from seed to seed. This may be followed by 
a om course in which a few representative members of aii the 
large groups—Alge, Fungi, Lichens, Bryophytes, &c.—may be 
staied- Other chapters deal with methods of recording results, 
cluding the importance of clear, but not elaborate, drawing ; 
po bi and arrangement of laboratories; botanical collections ; 
