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out of ten goes to a normal school, college or university. One out of a 

 hundred of these makes zoology a specialty and perhaps follows in the 

 footsteps of his former preceptor. The other ninety-nine become artisans, 

 merchants, professional men or farmers ; or, if of the gentler sex, the 

 wives of the above. They go through life meeting daily nature's objects 

 on every hand, yet seeing them not ; surrounded by problems interesting 

 and instructive, yet knowing nothing of the problems themselves or of the 

 method of their solution. 



They see no order, no relations among the animals and plants around 

 them. Knowing nothing of classification, they are unable to find the 

 name of any plant or animal, which, from some conspicuous external char- 

 acter, attracts their attention. If they should happen upon Kirtland's 

 warbler they would never know but what it was the common "yellow- 

 rump." 



Taking all these facts into consideration it is obvious that the proposed 

 survey can expect little or nothing from those high schools where "fossils" 

 or "special microscopiets " are at the head of the work in biology. In 

 such schools the "proper conditions" are lacking. 



The " all around biologist," if I may term him such, at times succeeds 

 the " fossil." With the money received from the school board, usually a 

 much smaller sum than that secured by the " special microscopist," he 

 purchases one or two compound microscopes, a number of sets of dissect- 

 ing tools, ten or fifteen gallons of alcohol, some fruit jars, etc., and ex- 

 pends the remainder for general reference works on biology, especially 

 those treating of the morphology, physiology and systematic position of 

 the more common forms of life. These works of reference are in an as- 

 cending series, beginning with the more simple, as Huxley and Martin's 

 Biology, Huxley's " Crayfish," Hyatt's " Insecta," etc., and advancing to 

 the more complex. 



The instructor begins his teaching at the very bottom of the work, with 

 a few simple talks, illustrated by common specimens picked up in the 

 neighborhood, in which he develops the distinctions between organic and 

 inorganic objects, and between plants and animals. A week or two is 

 then spent upon the elements of histology, explaining, by the use of typ- 

 ical sections, the parts of a cell, cell multiplication and the structure of the 

 primary animal tissues. The pupil is then put to work for himself, with 

 Colton's or some similar zoology in hand, upon a grasshopper as a type of 

 arthropoda and insects. Three weeks are spent upon this, and a week 

 each upon typical examples of the other six orders of insects. 



