the Journal of the Academy of Natural Sciences, Philadelphia. The paper is based on a specimen collected by Dr. George M. Dawson from the Tertiary shales of the west coast of Vancouver Island, and belongs to the Geological Survey of Canada. The bone was sent by Capt. Jacques, of Victoria, B.C., to Dr. G. M. Dawson, and was obtained at Carmanagh Point, Vancouver Island. The specimen is carefully described by Prof. Cope on pages 449 et seq., and consists of the "superior part of a tarsometatarse" belonging to a new genus of bird. It was a singular but rather fortunate occurrence that this portion of the skeleton was preserved, inasmuch as the "tarsometatarse is perhaps the most characteristic part of the skeleton of a bird." Prof. Cope finds that this extinct species of birds, which used to inhabit our western coast in Tertiary times, and to which he has given the generic designation of Cyphornis, bears greater resemblance to the Steganopodes or Pelicans than to any other family. "The anterior aspect of the bone," Cope says (loc. sit., p. 451), "is almost exactly like that of Pelecanus," but the "posterior aspect resembles that of none of the order, in the absence of the tendinous grooves." When compared with Cretaceous birds, Cope finds but one "point of resemblance," and that to the extinct form Hesperornis, in "the ridge-like elevation of the anterior part of the external tibial facet, which is in both genera connected with the intercondylar tuberosity." The affinities of this bird, Prof. Cope holds, are more clearly with the " Steganopodes," but they have combined with these certain affinities to "more primitive birds with a simple hypotarsal structure." CYPHORNIS MAGNUS, Cope, is the name ascribed to this extinct bird from Canada, which inhabited our western shores in Tertiary times. "As regards its habits, it may be said that the pneumatic character of its foot bone renders it improbable that it depended on this member for habitual locomotion on land. In all the birds of terrestrial habit which I have examined, and of which I can give information, the tarsometatarse is either filled with cancellous tissue, dense or open, or the walls of the shaft are thick, as in the Emeu. The presumed affinity with the Steganopodes indicates natatory habits and probable capacity for flight. Should this power have been developed in Cyphornis magnus, it will have been much the largest bird of flight thus far known." On plate XX. of this livraison Cope figures six views of the tarsometatarse in question, and in the text expresses the hope that new and additional material will be forthcoming from which to describe more fully the present imperfectly known but interesting species.

Regarding the precise geological horizon to which to refer the species, Prof. Cope writes:-"The characters of Cyphornis indicate that the bed from which it was obtained is not older than Eocene nor later than Oligocene." H. M. AMI.

BOOK NOTICES.

The increasing interest taken in the study of Astronomy has induced the proprietors of Knowledge to issue an annual for students and workers in that science specially devoted to their requirements. It is entitled "Knowledge Diary and Scientific Handbook, 1901," and will contain, amongst other things, useful tables, original articles, calendar of scientific events, and a blank diary portion.

BOTANY AN ELEMENTARY TEXT-BOOK, by L. H. BAILEY. 12mo. Half leather. 500 illustrations. Pages xiv +355. The MacMillan Company. New York. Price $1.10.

The amount of literature relating to the study of plants which has appeared during the last five years is truly astonishing. For a quarter of a century or more Gray's Lessons with plants was the standard, in fact the dominant class-room botany. About the time his "New Manual" was published in 1887, other books presenting the study of botany in quite a different manner appeared. Since that time, each year has marked divergences of opinion among botanists regarding teaching methods.

Gray's Lessons did not take up the subject from the present-day view point of botanical science. It is a question with many whether the botanical science standpoint is best for the pupil-the average pupil. There are many text-books for the student of botany. The admirable works of Coulter, Barnes, Atkinson and Ganong are written for the college student. There are few text-books for the pupil. In the present-day botany, individuals of the plant kingdom illustrating its lowest and simplest forms are studied first. More complete forms are examined in natural order and regular sequence. This is the logi cal; it is the scientific method, the one approved by those versed in pedagogy.

Bailey's botany "is made for the pupil "- -so its author announces. "There are four general subjects in the book: The nature of the plant itself; the relation of the plant to its surroundings; histological studies; determination of the kinds of plants." The author's position on the teaching of botany in the secondary school has no doubt been much influenced by his intimate association with the nature study movement in New York, which in itself has been a great training school. It is as follows: "In the secondary schools, botany should be taught for the purpose of bringing the pupil closer to the things with which he lives, of widening his horizon, of intensifying his hold on life. It should begin with familiar plant forms and phenomena. It should be related to the experiences of the daily life. It should not be taught for the purpose of making the pupil a specialist; that effort should be retained for the few who develop a taste for special knowledge. It is

often said that the high-school pupil should begin the study of botany with the lowest and simplest forms of life. This is wrong. The microscope is not an introduction to nature. It is said that the physiology of plants can be best understood by beginning with the lower forms. This may be true; but technical plant physiology is not a subject for the beginner. Other subjects are more important. . . Good botanical teaching for the young is replete with human interest. It is conWhen beginning to teach

nected with the cominon associations.

plants, think more of the pupil than of botany. The pupil's mind and sympathies are to be expanded: the science of botany is not to be extended. The teacher who thinks first of his subject teaches science; he who thinks first of his pupil teaches nature-study. . . The old way of teaching botany was to teach the forms and the names of plants. It is now proposed that only function be taught. But one cannot study function intelligently without some knowledge of plant forms and names. He must know the language of the subject. The study of form and function should go together. Correlate what a plant is with what it does. What is this plant? What is its office, or how did it come to be? It were a pity to teach phyllotaxy without teaching light-relation it were an equal pity to teach light-relation without teaching phyllotaxy."

Of the book itself there is little need to speak. The subject-matter is excellently edited; the illustrations are elaborately profuse-perhaps unnecessarily so- - mostly half-tones; the paper and binding are of the best. It is an exceedingly attractive volume; not a dull page between its handsome covers.

We shall watch the success of this book, which in a measure is a reversion to former botanical teaching ideals, with a great deal of interest. There is unquestionably a tendency on the part of the advanced teacher of botany to cater to the specialist in scientific botany rather than the student who wishes to study plants. I think this book has a distinct mission and will find a large constituency awaiting it.

Ithaca, N. Y.

JOHN CRAIG.