IV. EDUCATIONAL AIMS OF THE DEPARTMENT OF 

 INVERTEBRATE ZOOLOGY 



Hi/ firnri/ /■,'. ('rani //ton 



THl-1 stiulcnt of li\in.i:: nature imariahly Ix'conu's a('(|uainte(l at 

 first with tlic lar<;'cr animals, those possessing a hackhonc, such 

 as the hcasts of the field and forest, the l)irds of tlie air, and af{uatie 

 forms like fislies and ani})hihia. Not until later is his attention eliallenged 

 l)y the myriads of smaller animals dexoid of hackhones, and hence called 

 invertehrutes; only a few kinds of insects, Crustacea and edil)le mollusks 

 come to notice without heing sought in their natural homes. ^ et many 

 of them are related to man in such ways tliat his health and welfare depend 

 upon a knowledge of their habits and life histories and moreover, from the 

 educational standpoint, the value of their study is extraordinarily high 

 because their forms are more varied than thf)se of vertebrates. 



It is the task of the I)ej)artment of Invertebrate Zorilogy to display 

 characteristic examples chosen from the wide array knf)W!i to science, and 

 also to demonstrate the countless ways in which the lixcs of these low forms 

 are intertwined with other animal life and directly touch human interests. 



In addition, an in- 

 sight into nature's 

 all-inclusive pro- 

 cess f)f e\-olution is 

 so \ahiable that 

 this too must be 

 presented in edu- 

 cational exhibits of 

 the relationships of 

 animals to one 

 another and to 

 their surroundings 

 as well. 



In the Darwin 

 Hall , specimens and 

 models illustrating 

 significant forms 

 among the princi- 

 j)al groups of the 

 Animal Kingdom 

 are arranged in the 

 order of their rela- 

 tionship from the 



250 



A hive of live bee.s in the Insect Hall 



