and Neurology in the preliminary courses, as it is in these fields that so 

 many students later find their greatest difficulties. 



(11) Medical educators insist that in a few years all medical schools 

 must add a course in Medical Zoology. The students who are now be- 

 ing prepared for these courses must obtain an adequate number of ex- 

 amples of animal parasites in their pre-medical studies or they will not 

 be able to profit fully when such later course is taken. 



(12) The student now purchases three, and often four, texts for his 

 biological work, none of which is a true continuation of its predecessor. 



(13). When studying a given biological problem, constant reference 

 must be made to facts and findings of various kinds for the purpose of 

 checking up and coordinating the work one is doing. If a student must 

 seek through many volumes for such references he is all too apt not to 

 look for any at all, whereas if he has but to turn a few pages, .he will 

 almost invariably search out many. 



Being confronted with points such as these, and wishing to obtain 

 the professional student's point of view as well as an understanding of 

 his difficulties, the author took the regular laboratory courses offered in 

 American Schools of Medicine and has built this book on what experi- 

 ence taught him to hold most valuable. 



Therefore, he begins (1) by showing the student WHY to study, 

 and (2) HOW to study and HOW to COORDINATE the various 

 courses of the curriculum. (3) The glossary is made quite complete by 

 giving both derivations and pronunciations of all technical words used 

 in the text and the student is then obliged to write them out in the 

 parentheses left blank for that purpose. (4) "General Biology" is fol- 

 lowed by "Introductory Embryology" of the Chick and Frog, together 

 with a general statement regarding Mammalian Forms, thus presenting 

 to the student the beginnings of a Comparative Study. This, then, is 

 followed by "Comparative Anatomy" where constant comparisons are 

 not only made, but where back references are always being brought into 

 play, so as to force a repetition, so essential to a full understanding of 

 all scientific work. 



(5) One subject (The Frog) is treated exhaustively so that the 

 student will not be burdened with too good an opinion of his own knowl- 

 edge of even so humble a thing as the frog, while principles are always 

 presented AFTER the facts have been shown upon which those prin- 

 ciples rest. 



(6) The entire work is concentrated and by no means "easy." The 

 goal of the student is kept in mind. 



(7) The terminology that the professional student is going to use 

 later is always borne in mind and stressed. 



(8) "Type Forms" are studied, but only in so far as these are nec- 

 essary to a full and complete understanding of both the anatomy and 



