456 ZOOLOGY. 



phology and ecology. The exercises of this book have been 

 arranged in the main to lead the student to see first what the 

 animal types do; secondly, the relation of this activity to the 

 outside world; and thirdly, the more important structures by 

 which this relation is maintained. The practical work should 

 then be (i) physiological, which involves both the field and 

 the laboratory; (2) ecological, chiefly in the field; and (3) 

 morphological, chiefly in the laboratory. In each case the 

 student should be caused to take the attitude of answering 

 questions, preferably of his own asking, rather than of verify- 

 ing descriptions. The laboratory outlines seek to raise ques- 

 tions rather than to supply answers. 



3. The Order of Work and the Time to be Given (see 

 table). The author has arranged the matter in the book as it 

 appears to him it should be presented if the various organisms 

 were always available when needed, a condition which every 

 teacher knows to be contrary to fact. Everything considered, 

 the author thinks the best results may be had by beginning the 

 year's work in the spring term and finishing it in the autumn 

 term of the next year. No arrangement of courses can be 

 best for all, but the following tables may be suggestive as to 

 the order of treatment, time to be devoted to various types, and 

 the like. " Practical " is meant to include field work, labora- 

 tory work, demonstrations, and themes worked out in the 

 library. A whole year's work is supposed to embrace not less 

 than five exercises per week for about thirty-six weeks. The 

 author has purposely placed at the disposal of the teacher in 

 this text-book about three times as much work as can be done 

 well in the allotted time. The purpose of this is that each 

 teacher may have the privilege of electing material most suited 

 to his special circumstances, and yet have before him an ideal 

 of what a thorough elementary course should cover. 



For a course covering one-half year and given in the spring 

 term the order would be about that of I and the time about 

 as in III. In a course of one-half year the bulk of the matter 

 in fine print should be omitted, or used in just such measure 



