ny ILLINOIS ACADEMY OF SCIENCE 
secured entrance to the list of studies through the demonstra- 
tion of the fact that the study of it contributed utilitarian, 
intellectual, aesthetic or emotional, and moral values to the 
education of the student. With the increase in our scope of 
knowledge and the development of new sciences there are now 
numerous courses offered in the secondary schools all of which 
contribute to the intellectual, the aesthetic, and the moral or 
ethical phases of life. Consequently the final struggle for 
supremecy, or in some cases existence, is to be fought out along: 
the lines of relative contribution of direct practical value in 
human life. 
The past generation has brought forth few educators in the 
field of zoology. Tremendous progress has been made in the 
addition of new facts to the bulk of zoological knowledge, but 
unfortunately no successful effort has been made by the leaders 
of this science to meet the popular demand for emphasis upon 
the practical values in teaching. Zoology as taught in the high 
schools is still chiefly that of the older morphological type in 
spite of the fact that the more recent advances in the science 
have frequently possessed more strictly practical sides. This 
failure to appreciate the necessity of incorporating the prac- 
tical applications of zoology into the course of the secondary 
schools is due in large measure to the feeling that the value of 
zoology had been given full recognition upon its adoption fol- 
lowing the efforts of the educators mentioned in the last para- 
graph. Asa consequence of these combined factors no sig- 
nificant advance has been made toward the production of a 
text-book which would incorporate zoological materials of such 
importance to social progress as to demand general dissemina- 
tion. 
The prime object of a high school course is not the training 
of zoologists. In fact any attempt at correlation with later 
work in university or college course might interfere with ac- 
complishing the very object of such a course, namely that of 
equipping the individual with a fund of knowledge concerning 
and attitude toward living organisms and his relations to 
them. That attempted correlation between high school and 
college courses has in the past failed is evidenced by the gen- 
eral feeling among university teachers that students who have 
