SCIENCE AND EDUCATION 43 
had work in high school zoology are but little, if any, better 
prepared for the intensive courses in the university than are 
those who have never had such previous training. 
Elementary work in a university course of zoology usually 
takes up the morphology of a series of types as a foundation 
upon which the study of the higher branches of the science may 
be built in later courses. Students coming from the secondary 
schools with a smattering of morphology, superficial, to be sure, 
but leaving them with the idea that they know the structure 
of animals, enter their university work with the handicap of 
self-complacency. At least in some instances this is due to the 
selection and preparation of the high school teachers of 
zoology. Frequently persons are required to teach zoology 
when their preparation consists in nothing more than an 
elementary course in a university or normal school. The lack 
of appreciation of the subject and of the problems involved in 
the teaching of students of high school age permits such a 
teacher to attempt, with very few modifications, a repetition of 
the course which he had in college. The result is the cultiva- 
tion of an abhorence for zoology on the part of the students. 
Administrators are naturally inclined to attribute this result 
to weakness in the subject itself for the chances are that the 
teacher has been a success in teaching subjects for which he has 
been more thoroughly trained. On every hand there seems to 
be ample justification for a sharp differentiation between high 
school and university courses in zoology. Whatever line this 
differentiation may take it must be kept in mind that there are 
facts and principles in the science of zoology an understanding 
of which are vital to the interests of the individual and of 
society. The dissemination of these must find a place in the 
program of our secondary schools. 
Many teachers have laid especial emphasis upon the value of 
the study of science as a training in approaching the problems 
of life and reaching valid conclusions through a grounding in 
the application of the methods of science. The whole question 
of the transfer of training is much in dispute but we are led 
to believe that not much is carried over directly except in case 
of rather closely related fields. For this reason the study of 
zoology offers opportunities unique among the sciences because 
