34 Kansas Academy of Science. 



Fishes. —1 paper. 



Reptiles. — 'i papers. 



Botany. —4 papers. 



Meteorites.— 4 papers. 



General Science. —3 papers. ■ 



Education.— 1 papers. 



A total of 161 papers; 63 papers before the Kansas Academy of Science. 



PROFESSOR SNOW AS A TEACHER. 



By W. C. Stevens. Lawrence. 



We can best understand Professor Snow as a teacher by calling 

 to mind the conditions under which his reputation in this field 

 was made. This was before he was called to the chancellorship in 

 1890, when the daily sessions extended from nine o'clock till one, 

 leaving the rest of the day to be used as the teacher chose. He 

 elected to return after dinner and work in his museum until supper 

 time. Again, we must recall how many branches of study he un- 

 dertook to teach. They were zoology, botany, geology, physiology, 

 meteorology, and comparative anatomy. It is clear enough that 

 building up the museum as he did, and carrying on these numerous 

 branches of science in the classroom, his reputation could not be 

 achieved by profound scholarship in any one of them. Neverthe- 

 less, it is very clear to any one who was familiar with the inside of 

 the University in what we now call the old days, that Professor 

 Snow had a reputation as a teacher second to none, and he was 

 considered our big man amongst the students and abroad over the 

 state. 



Let us hark back, and in memory enter his classrooms and see 

 him at work there. We see his room tilled with students. We 

 see him enter with sprightly step and smiling face. A friendly 

 feeling between teacher and students pervades the room. The roll 

 is called, the text-book is opened on the teacher's desk, and the 

 recitation begins. Questions on the day's lessons are asked clearly 

 and forcibly ; the ineffective answer is pasEed over without re- 

 proach, and the successful one is rewarded with a smile. Thus the 

 hour of friendship and good will is passed, and the students feel a 

 surprising amount of interest in the subject, considering the charac- 

 ter of the text-books then in vogue; for it must be admitted that 

 they were about as barren and dry-as dust as such things well 

 could be. They were the dry skeletons of science swinging and 

 creaking in the wind ; but in the classroom the rare personality of 

 the teacher draped them about until they became comely, and, for 

 the moment, fair to behold. About half of the time in elementary 



