BOOK EEVIEWS. 



649 



''The Teaching Botanist. " By W. F. Ganong, Ph.D. Ed. II., 

 8vo., xi. +439 pp. (Macmillan Co., New York and London, 1910.) 

 5s. net. 



The teaching of natural science is gradually assuming its true place 

 in education. One phase of it, ''Nature Study," is becoming more 

 and more recognized as the true point of view for the education of 

 the quite young in all grades of schools, and especially, perhaps, in 

 the elementary school; the increase in Government-aided secondary 

 schools has ensured the recognition of science as an important part of 

 the curriculum ; and now, gradually, the private schools are recognizing 

 its importance, and, except for the exigencies of " scholarship " 

 examinations, there is little doubt that it would gain ground quicker. 

 Even at Eton, thanks in large measure to the exertions of Sir Henry 

 Roscoe, some progress has been made, but we may echo his words : 

 ** The real educational value of science is not to ^et a smattering of 

 so-called Nature-knowledge." . . . It *' is not to know how a pump 

 works or how to test for sulphuric acid. The value lies in the forma- 

 tion of an orderly, observant, and accurate habit of mind." * 



The material for education is wide as the world; the choice of it 

 lies with the teacher; any method that leads to the formation of an 

 orderly, observant, accurate habit of mind is the right method. 



Whether it be the " Renaissance of Wonder " as Theodore Watts 

 Dunton calls it ; or the triumph of science in so many human affairs ; or 

 the growth of huge close-dwelling communities which leads to a reaction 

 towards the open-air; it is certain that more and more value is being 

 attached to direct communion with Nature and a sympathetic apprecia- 

 tion of Nature's wonders. Along with this seeking to Nature is the 

 strong feeling that school work should not be divorced from daily life. 

 It should not be a thing apart imposed as an extra finish, but rather 

 be woven into the common web to strengthen and stay it. 



The first of the books mentioned above is a symposium, and the 

 broad teaching on scientific lines for wEich it pleads traverses almost 

 every subject that ordinarily finds its way into the school curriculum, 

 and some that are not ordinarily there. The editor has got together 

 a series of essays which are worth the careful reading and study of 

 all teachers. Most of the essays are written in relation to secondary 

 school education, but those dealing with " Nature Study " apply 

 particularly to the education of younger children. 



The second series of essays, with one exception the work of one 

 writer, is already widely known, and the essays themselves, either 

 singly or collectively, have had a profound influence in directing 

 education along desirable lines. Possibly the author, who is a 

 physicist, fails somewhat to realize the true value of ** Nature Study," 

 and tends to regard it as of aesthetic value alone, while those who have 

 tried its value know how potent its living interest also is. But apart 

 from this, " scientific method " is the text of the book, and many an 

 illuminating suggestion teachers who have not yet read it will gain by 



* Life and Experiences of Sir H. E. Bo&co-e, p. 255. 



