Journal of Applied Microscopy. 



433 



causes much discomfort, distraction, and loss of time to the student. This should 

 not be necessary when duplicating apparatus can be had or made for a few 

 dollars. 



We give frequent sets of review questions, allowing the student ample time 

 for working them out and formulating his answer. This does not take the place 

 of recitations, but supplements them, and is found helpful. The value of ques- 

 tions in training is brought out by the best of all older teaching. Have not most 

 investigators been stimulated and led to the problem solved or the principles 

 given to the world by their questioning spirit, aroused by keener observation than 

 other men possess ? If we had much more time for recitations in which— by 

 appropriate questions — to help the student to a systematic handling of his obser- 



PLAN OF LARGER BOTANY ROOM, WITH CONSERVATORY 



vations, the logical arrangement of his thoughts and clear expressions of his con- 

 clusions, the laboratory work might be given much greater value and permanence. 

 Frequent written review questions do a great deal toward this. 



In the high school curriculum (and also in primary work) biology should be 

 placed earlier than physical sciences because the phenomena of living things 

 appeal more strongly to the untutored mind and the principles can be stated in 

 simpler and more informal manner, and are easier of comprehension. For simi- 

 lar reasons botany should be placed before zoology. On the other hand, phys- 

 iology should follow zoology because it needs to draw on the knowledge of the 

 animal body gained in the latter study. If students could be required to take all 



