iv Preface. 



They should be studied before the season of frosts. On the other 

 hand, fishes can as well, or better, be studied later. Since the natural 

 history point of view is prominent, the general principle regulating the 

 order of study should be, " follow the season. 1 ' The birds, too, should 

 receive attention during the first part of the term, for many of them 

 migrate early. It is not necessary, nor always desirable, to complete 

 the study of one group before beginning another. Two lines of work 

 can profitably be pursued on alternate days or weeks. 



For fall work, the order here given has been found satisfactory. 

 But circumstances call for considerable variation ; it is not necessary to 

 follow any given order with slavish fidelity. If the work begins in the 

 spring, the teacher may prefer to begin with the crayfish, clam, fish, 

 or frog. 



There are some advantages in beginning with the lowest animals 

 and studying them in the ascending order. This gives the clearest 

 idea of the natural sequence of the animal kingdom. 



Other things being equal, it would be better to study animals in their 

 logical sequence, just as we prefer to learn historical facts in their 

 chronological order. But there are very serious objections to this 

 order. First, it involves the use of the microscope at the outset. This 

 is impossible for many schools. Further, the use of the microscope is 

 like a new language, which must be translated. Even if the student 

 has a microscope and has mastered its technique, he still has difficul- 

 ties. What he sees is very different from his previous observations. 

 All our knowledge is knowledge of relation. Until the new is related 

 to that already known, it means nothing. The very simplicity of the 

 Protozoan makes it hard to understand. 



If, however, the teacher decides upon this course, the work may 

 begin with Chapter XVIII. By following the remaining chapters and 

 then beginning with Chapter I, the ascending order will be followed 

 with a few slight exceptions. But, as before stated, the teacher should 

 not be tied down to any fixed order. Zoology is the study of animals. 

 For most schools, the best time to study animals is when they can be 

 most easily collected, for two reasons. First, it involves expense to 

 keep them on hand to use at a later date. Second, and more impor- 

 tant, the sooner they are studied after collection, the better. At this 

 time some of the facts as to their source will appear, even if the students 

 have not assisted in the collecting. The study of the home life and 

 natural surroundings is of vital importance, if the student is to get 



