and Laboratory Methods. 2401 



The frog was studied in a similar way, including two other topics for indi- 

 vidual observation, its food and enemies. The economic importance of the earth- 

 worm and frog was brought out during these investigations. This work was 

 done in the vicinity of the students' homes without the aid of the teacher. The 

 results of their observations were written up and brought in for class discussion. 

 The interest aroused was very great, even extending to the parents. Their 

 indoor work is carried on with more zest when they have personally studied the 

 activities of the animal in its natural environment. 



A class of thirty was recently taken to the Aquarium, where they could see 

 other specimens of the same groups that they had been studying. The Arthro- 

 poda. Amphibia, Coelenterata, Echinodermata, Porifera, and Fishes appealed 

 to them, because they knew something of their habits and structure. 



Late in the term's work each class is taken to the Zoological Park in the 

 Bronx, to study the animals there. Each student has a printed paper containing 

 a few definite questions, under the following headings : Habitat, locomotion, 

 food-getting, means of protection, sense-organs. Individual observations are 

 made and notes are taken, which are discussed in class next day. We do not 

 visit all the animals, but work on a few, such as the buffalo, wolf, bear, reptile, 

 and bird, then observe the others. A few carefully examined will produce bet- 

 ter results than if we attempted to do many. Frequently the animals are fed for 

 the benefit of our classes and the attendants are always very kind in showing 

 the students the most interesting specimens. The pupils work with much 

 pleasure. 



When we have completed the study of the human skeleton, each class is taken 

 to the Museum of Natural History to make a comparative study of the mam- 

 malian skeleton. They use Peabody's Laboratory Exercises in Anatomy and 

 Physiology, being required to answer in writing the twenty-nine questions under 

 the following headings : spinal column, ribs and sternum, anterior appendages, 

 posterior appendages, teeth. 



Each student selects three animals upon which to work. Several may work 

 on the same one, which prompts discussion, for all are not equally keen in seeing 

 the number of vertebrae in the cervical region, or whether the animal has a 

 clavicle, etc. 



We are fortunate in having a Zoological Garden, Aquarium, and Museum in 

 our city, but much valuable work could be done by schools that are located in 

 districts near the country. A teacher could take her class to some place where 

 cows or sheep are kept. By carefully observing one animal they may become 

 interested and examine others of a different kind. 



Encourage your students to bring in specimens of all kinds, it not only teaches 

 them, but arouses the interest of other children. 



We have in our classroom a salt water aquarium containing sea anemones, 

 shrimps, and snails. When working on the crayfish the shrimps were useful for 

 comparison. There are several fresh water aquaria, one containing water insects 

 and tadpoles in the first stage of development, another contains tadpoles in more 

 advanced stages, others contain newts, turtles, an alligator, and crayfish. A 

 large wooden box was fitted up for the frogs. The pupils have been encouraged to 



