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General Anatomy and Physiology) were insisted upon from every 

 anatomical, geological, mineralogical, palseontological, zoological 

 and botanical student. The following are the subjects laid down 

 for the students in Zoology : — 



1 . The general principles of Classification, applied to the animal kingdom, 



together with a comparison of the more important systems hitherto 

 proposed for that purpose. 



2. The structures and habits of animals, with especial reference to their 



external organs. 



3. The types of extinct animals, in order to show their position and 



relationship with existing groups. 



And for more especial subjects: — 



a. The classification, geographical distribution, affinities, economy, 

 transformations and development of the anhnals comprised iu 

 some one or more of the families, genera or individual species of 

 animals ; with practical illustrations, by dissection and delineation, 

 of their structure. 

 h. The minute details of structure of special individual organs may 

 also be practically shown and illustrated by dissection; e.g. — 

 The organs of flight throughout the Insecta. 

 The mouth organs in the Crustacea. 



The embryonic and metamorphotic changes occurring in one or 

 more of the species of any family, especially among the 

 Invertebrata. 

 c. The student may offer himself for examination upon the Fauna of 

 any district in the British islands; e.g. — 

 The animals of the Ibis and Cherwell. 



The indigenous invertebrated Fauna of the neighbourhood of 

 Oxford. 



It may possibly be found that the amount of matter thus 

 required from the zoological student (in addition to the thorough 

 grounding in the general principles of Physical and Natural 

 Science also required) may deter many young men from taking 

 up Zoology as a subject for their final honour examination, but 

 it has been the object of the Board rather to produce a few 

 thoroughly well-grounded naturalists than a number of dabblers 

 in science. 



In immediate connexion with, and in respect to, the effects 

 which will ultimately result from the more systematic teaching of 



