The _Elementary Zoölogy_ of _Frank E. Beddard_[45] contains an account of a few types selected from the chief groups of the animal kingdom, followed and accompanied by a consideration of some of the more general conclusions of biology. A type system has to be used, but the author has endeavored to obviate the great fault of that method--the liability of the students conceiving that the characters of the species selected for description are distinctive of a wider assemblage of forms--by emphasizing here and there the differences between allied groups. The question arises whether to begin with the higher forms and go down to the lower, which some authorities believe to be the course easier of comprehension by the student, or to follow the inverse method. The author prefers to begin with the lower forms and gradually work to the higher as the course having the undoubted advantage of presenting the facts in a logical sequence. He accordingly begins with the amoeba and proceeds upward. The treatment is simple and lucid. Novelty has not been sought in the illustrations, though there are several new ones, but selections have been made from the best already drawn. _An Introductory Logic_[46] grew out of the lectures of the author, Prof. _J. E. Creighton_, to undergraduate classes in Cornell University; is intended primarily as a text-book for students, and aims at being both practical and theoretical. The broad view is taken in the definition of the subject that logic is the science of thought, or the science that investigates the process of thinking; and the author expresses himself convinced that, in spite of some difficulties, formal logic is one of the most valuable instruments in modern education for promoting clear thinking and for developing critical habits of mind. To doubters of the advisability of attempting to include a theory of thought or a philosophy of mind in an elementary course in logic, Professor Creighton replies that psychology having differentiated itself from philosophy and become a "natural" science, no longer undertakes to describe all that the mind is and does. "It belongs to logic to investigate intelligence as a knowing function, just as it is the task of ethics to deal with the practical or active mental faculties." Logic must first be a science before it can become an art, but it can not be regarded as an art in the sense that it furnishes a definite set of rules for thinking correctly. What it can do is to show the method by which new truths have been discovered and the general conditions that must always be fulfilled in reasoning correctly. The treatment in the text follows the usual order, except that the author, keeping clear of artificial diction, writes in talking English that is easy to be comprehended.