and Laboratory Methods. 2359 



ratory work or to prepare the pupil for future appreciation and use of the natural 

 world. 



Of the two sciences botany is the more popular, but does not in the opinion 

 of the writer offer alone the material needed for all-round training. The major- 

 ity of the schools prefer a combination of the two. The ideal condition is one 

 full year's work of botany and one full year's work of zoology preceded by a 

 general and popular course of elementary science in the grades. The physiol- 

 ogy work might be combined with the zoology. 



Most of the biology work is given in the first half of the course, where it belongs. 



Laboratory work prevails and there is a growing demand for field work. 



The class and laboratory periods are too short to allow of efficient work. 



The elementary science of the grades does not give the preparation for high 

 school science or for general life that it ought. 



The thing most needed and really demanded, I think, is the popularizing of 

 science. Books and papers are doing much, but illustrated lectures, exhibits, 

 and entertainments might be given by the schools that would arouse the atten- 

 tion of our patrons. Perhaps the exchange bureau suggested by Professor 

 Sherzer will help. Jessie Phelps. 



Michigan State Normal College. 



The Greatest Present Need in High School Work. 



Aside from the importance of properly trained teachers, endowed with enthu- 

 siasm and common sense, the greatest need in biological teaching in the high 

 schools to-day is less anatomy and morphology and more natural history and 

 ecology. The prime object of a course in either zoology or botany in the high 

 school, aside from its general educational value, ought to be to make the pupils 

 love animals and plants, and find in them their friends. Every student ought 

 to feel when he sees a new flower or animal that he has made a new friend, and 

 each spring and summer ought to bring the renewal of countless old friendships. 

 The high school work in biology ought not to attempt to replace a college course, 

 but should be introductory to the whole subject, leaving the details of morphol- 

 ogy to the later course. Hubert Lyman Clark. 

 Olivet College. 



A Useful Light for Biological Laboratories. — Acetylene lamps have 

 some advantages over other artificial lights for use with the microscope when 

 good daylight is not available. These are : less irritating character of the light, 

 greater whiteness, that enables color to be justly judged, and portability. With 

 these is joined an intensity sufficient for use with Zeiss 18-ocular and 2-mm. 

 objective. 



The best lamp for individual and for class use seems to be the acetylene 

 lamp known as the " Electrolite." To adapt this to microscopic work we add a 

 " bobeche " as used for Welsbach lights, made of finely ground imported glass. 

 There is also added an opaque shade, instead of a globe, large enough to 

 restrict the light to the area of the table in use. All the light used passes 

 through the ground glass and is diffused. 



For use with high powers and vertical stand the too tall lamp may be placed 

 lower than the work table. On the other hand, for a class using low powers the 

 tall stand will spread the light, so that ten or twelve may work around one lamp 

 if the tables are properly placed. 



The objection to acetylene lamps is the trouble of attending to them, but in 

 the " Electrolite " filling and cleaning are not difficult, and with one change of 

 carbide the lamp may be put out and relighted at any time till more than ten 

 hours of actual burning have passed. Acetylene for microscopic work has been 

 commended by the Canadian pathologist, Chas. H. Higgins. — Science. 



