246 Journal of Applied Microscopy. 



that there is a certain normal type for weight, length of wing, etc., that is best 

 adapted to the preservation of the species, and that any variation from this type, 

 either in increase or diminution of size or weight, lessens the sparrow's chances 

 of living. 



While these papers were being presented to different sections of the societies, 

 the teachers across the street, at the Teachers' College, were earnestly consider- 

 ing what scientific facts should be taught, and how the subjects should be pre- 

 sented to students. 



Although two years are spent on a single language — -Latin- — in the secondary 

 schools, half a year is usually considered sufficient time in which to master a 

 science, and in consequence the choice of subject matter that will give an ade- 

 quate idea of the science becomes a difficult question. 



In section A the question was raised as to whether biology should be taught 

 as a recreation or as a science. Part of the educators were in favor of teaching 

 biology from the standpoint of dissection and comparative anatomy, with bearings 

 on the structural relations of different forms and upon the laws of life. Others 

 preferred to awaken the interest of the student by the study of external forms 

 and activities of animals, and to introduce little or no dissection. 



Dr. Conklin advised all teachers to undertake some research and so keep in 

 touch with the work of investigation. The progress of science has been due to 

 the efforts of investigators, and the teacher's efficiency will be greater if he can 

 take some part in this work. 



Dr. C. B. Davenport of Harvard University presented a printed outline of the 

 zoological requirements for entrance to the Lawrence Scientific School. The 

 outline includes the study of twenty animal forms, eight of which belong to the 

 Arthropoda. The outline is as follows : 



He considers that ten of these twenty exercises, thoroughly worked out, will 

 be sufficient to occupy five periods a week for half a year, or three periods for 

 one year. 



He recommends that closely related types be studied in immediate succession, 

 although, since living forms are required, this will depend upon the availability 

 of material. 



Dr. Davenport offers to give addresses of dealers to teachers who wish assist- 

 ance in obtaining living material, or to answer questions concerning the work as 

 laid out in the pamphlet. 



Two of the exercises are here given : 



