Botany for Secondary Schools

BY L. H. BAILEY

Of Cornell University

_Cloth, 12mo, illustrated, 460 pages. List price, $1.25_

It is not essential nor desirable that everybody should become a botanist but it is inevitable that people shall be interested in the more human side of plant and animal life. We are interested in the evident things of natural history, and the greater our interest in such things, the wider is our horizon and the deeper our hold on life.

The secondary school could not teach _botanical science_ if it would; lack of time and the immaturity of the pupils forbid it. But it can encourage a love of nature and an interest in plant study; indeed, it can originate these, and it does. Professor Bailey’s _Botany_ has been known to do it.

In the revision of this book that has just been made, the effective simplicity of the nature teacher and the genuine sympathy of the nature lover are as successfully blended as they were in the former book. Bailey’s _Botany for Secondary Schools_ recognizes four or five general life principles: that no two natural things are alike; that each individual has to make and maintain its place through struggle with its fellows; that “as the twig is bent the tree inclines”; that “like produces like,” and so on. From these simple laws and others like them Professor Bailey proceeds to unfold a wonderful story of plant individuals that have improved upon their race characteristics, of plant communities that have adopted manners from their neighbors, of features and characteristics that have been lost by plants because of changed conditions of life or surroundings. The story vibrates with interest.

The book is, moreover, perfectly organized along the logical lines of approach to a scientific subject. Four general divisions of material insure its pedagogical success:

PART I.——The Plant Itself; PART II.——The Plant in Its Relation to Environment and to Man; PART III.——Histology, or the Minute Structure of Plants; PART IV.——The Kinds of Plants, including a Flora of 130 pages.

THE MACMILLAN COMPANY Publishers 64-66 Fifth Avenue New York BOSTON CHICAGO ATLANTA DALLAS SAN FRANCISCO

Studies in Literature

BY FREDERICK MONROE TISDEL

Assistant Professor of English in the University of Missouri.

_Cloth, 12mo., illustrated, 333 pages, list price $.90_

In Part I of this book the author introduces the student to more than twenty standard English classics, giving in connection with each a brief explanatory introduction, suggestions for study and topics for oral and written discussion. These classics are grouped with respect to the different types of literature which they represent,——epic, drama, essay, novel, etc., and there is a brief exposition of the type. The result is that in the mind of the reader the individual masterpiece and the type with its characteristics are inseparably connected.

Part II consists of a brief but masterly survey of English literature. The book as a whole serves to systematize and unify the study of secondary school literature,——a most desirable end.

Professor E. A. Cross, State Teachers College, Greeley, Colo. “It meets with my heartiest approval. It is brief, considers all the writers high school students need to know, touches the interesting features in the lives and works of these men,——about all you could want it to do.”

Mr. John B. Opdycke, English Department of the High School of Commerce, New York City. “I like it very much indeed. It has just enough in its review of the history of English literature, and its treatment of the classics is restrained and dignified. So far as I have seen, this is the only book that combines the two in one volume. I am all against the use of an abstract History of English Literature in the high school and I am all in favor of putting into the hands of the students some book that analyzes classics fully and yet with restraint. This book seems to have combined the two in just the right proportions and treated them in just the right manner.”

THE MACMILLAN COMPANY Publishers 64-66 Fifth Ave. New York City Boston Chicago Atlanta Dallas San Francisco

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FOOTNOTES:

[Footnote 1: TEACHER’S NOTE.——The term “foodstuff” is used in place of “food principle,” as being the later and better term.]

[Footnote 2: This is the “greater calorie” or “kilogram calorie,” and is written Calorie to distinguish it from the “lesser calorie” or “gram calorie,” largely used in physics and chemistry.]

[Footnote 3: TEACHER’S NOTE.——The machines operating with a crank are examples of the “wheel and axle,” or the windlass, or both. The mechanical advantage can be worked out mathematically,——a good problem for the physics or mathematics class. See “Household Physics,” C. J. Lynde.]

[Footnote 4: TEACHER’S NOTE.——A good way to study utensils is to begin with the school kitchen equipment. Utensils for the home kitchen can be listed in the notebook, as these are used in the school kitchen, having the list grow by degrees throughout the year. For reference, have a price list and illustrated catalogue from some good firm.]

[Footnote 5: _Laboratory management._——In the school kitchen the dish-washing may be done at the sink by housekeepers appointed for the day, or if equipment allows, the work may be done in twos with some definite plan for dividing the work.]

[Footnote 6: These terms perpetuate the names of scientists famous for their work in electricity. Volta was an Italian who invented an electric battery; Ampere was a French electrician; and Watt a Scottish engineer and electrician.]

[Footnote 7: TEACHER’S NOTE.——The teacher of physics can coöperate here, and indeed throughout the whole topic of apparatus and cooking processes.]

[Footnote 8: TEACHER’S NOTE.——If a meter can be used, very exact problems can be worked out with gas and electricity.]

[Footnote 9: TEACHER’S NOTE.——These experiments may be performed as each food material is used. In this case a page should be kept in the notebook for the table of weights and measures, and each observation recorded as it is made. It may be that the perishable articles will not be on hand, except as they are used in order. The weighing and measuring should be dwelt on all through the course.]

[Footnote 10: Both these methods were taught by French cooks connected with well-known chocolate firms, and both give good results.]

[Footnote 11: “Cereal” is derived from the Latin word “cerealis,” pertaining to Ceres, the Roman goddess of agriculture.]

[Footnote 12: The manufacture of flour is discussed in the chapter on bread making.]

[Footnote 13: U. S. Department of Agriculture, Farmers’ Bulletin 389, p. 16.]

[Footnote 14: Several of the large firms manufacturing flour issue pamphlets descriptive of the whole process, to be mailed free on application.]

[Footnote 15: “Some Points in the Making and Judging of Bread,” 1913. Isabel Bevier, Univ. of Ill. Bulletin No. 25.]

[Footnote 16: For Furnishing the Dining Room, see “Shelter and Clothing,” p. 88.]

[Footnote 17: U. S. Department of Agriculture, Farmers’ Bulletin 487.]

[Footnote 18: Contributed by Mary Swartz Rose, Ph.D., Assistant Professor, Department of Nutrition, Teachers College.]

[Footnote 19: Observations of the food eaten by individuals or groups of people are also called dietary studies, whether the observed dietary is such as to satisfy the food requirement or not.]

[Footnote 20: One quart of milk yields 6-3/4 portions.]

[Footnote 21: Rose, “Laboratory Handbook for Dietetics.”]

[Footnote 22: The apportionment of the income to the different expenses of living (food, clothing, shelter, etc.) is discussed in Chapter XIX. It will be found that the smaller the income the higher is the percentage of it which must be allowed for food.]

[Footnote 23: Printed by permission of J. Wiley & Sons, publishers of “The Cost of Living,” by Ellen Richards.]

[Footnote 24: Published by J. Wiley & Sons, publishers of “The Cost of Living,” by Ellen Richards.]

[Footnote 25: From Chapin’s “Standards of Living.” By permission Russell Sage Foundation.]

[Footnote 26: Some of the widely advertised disinfectants are rather ineffective. Those interested should look up the tests of commercial disinfectants published from time to time by the United States Public Health Service.]

[Footnote 27: Depending upon the nature of the infection, it may be possible to substitute the use of a proper disinfectant, followed by short boiling.]

TRANSCRIBER’S AMENDMENTS

Transcriber’s Note: Blank pages have been deleted. Some illustrations have been moved and page references to such illustrations have been updated. Footnotes have been moved to the end of the etext. Paragraph formatting has been made somewhat more consistent. The publisher’s inadvertent omissions of important punctuation have been corrected. Some wide tables have been re-formatted to narrower equivalents including a key. Duplicative front matter has been removed. Some Laboratory Management Notes have been moved.

The following list indicates any additional changes made. The page number represents that of the original publication and applies in this etext except for footnotes and illustrations since they may have been moved.

Key: {<from>}[<to>]

82 _Method 2._{[10]}{} 82 chocolate, and beat vigorously.{[10]}[] 141 these {deficiences}[deficiencies] should be reported 170 foundation for all {bon bons}[bonbons] 203 1 cake dissolved in 1/4 cup {luke warm}[lukewarm] water 209 wild animals of {herbiverous}[herbivorous] habits 216 {}[Left: ]Chuck rib roast, 9th and 10th ribs. {}[Right: ] 216 {}[Left: ]1st cut prime rib roast. {}[Right: ]2d cut 336 {Total expenditure for year}[Totals]

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