A SUBJECT OF GENERAL EDUCATION 5 



the field are necessary, but experience has repeatedly 

 shown that this in itself is not sufficient. Such 

 studies should be supplemented by the story of the 

 rise of zoology and a systematic account of its dis- 

 coveries of first magnitude. 



As indicated above, these aspects of zoology are so 

 commonly neglected that students emerge from the 

 study of the subject, possessing only a certain set of 

 facts about animals with detached fragments of 

 zoological knowledge and no conception of zoology 

 as a department of human learning. The fact is that 

 the outlook on zoology has been too narrow, and we 

 should become more aware of the results of zoological 

 study and not limit our vision merely to facts about 

 animals in a word, more cognizant of the ideas and 

 theories of zoology. 



Considerations of this nature serve to indicate that 

 a knowledge of the main currents of zoology should 

 be acquired in connection with the facts of observa- 

 tion learned in the laboratory and in the field. To 

 orient ourselves toward the subject we should at 

 least know the great movements, the foremost men, 

 in a broad way the influence of their researches, and 

 the present tendencies of the science. 



It is the purpose of the following chapters to supply 



