ZOOLOGICAL PARKS AND AQUARIUMS 937 



brought in by the collector in connection with his regular work of capturing 

 specimens for exhibition is valued at about half that amount. 



The natural food of most fishes consists chiefly of other fishes, which 

 may at times be their own young. Fishes in general are feeders on animal 

 life, and their food supply includes practically the whole aquatic fauna. 

 Fishes may be described as not only piscivorous and insectivorous, but as 

 feeders on crustaceans, mollusks and worms. Plants do not constitute much 

 of their food, although a few kinds feed freely on them, such as buffalo 

 fishes, carps and minnows. The young of many fishes nibble at tender 

 plant shoots. 



THE EDUCATIONAL-RECREATIONAL VALUE AND USES OF AQUARIUMS 



Aquariums wherever established in the United States have proven to 

 be of tremendous interest to the people, as evidenced by the very large 

 attendance. The daily average attendance at aquariums reported upon in 

 the United States ranges from approximately eight hundred to five thou- 

 sand daily, the greater number having an average daily attendance of over 

 four thousand. The per capita cost of maintenance based upon records 

 of 1924 ranged from approximately fifteen cents (Boston) to one and one- 

 tenth cents (Detroit). New Orleans reports a daily attendance and an 

 annual maintenance cost which would give the per capita cost as four- 

 hundredths of a cent, but inasmuch as this aquarium was opened for the 

 first time in February, 1924, time had not yet elapsed for a true record 

 of the capita cost. 



It would appear that from the standpoint of the amount of space 

 occupied by aquariums, the capital investment involved and the annual 

 maintenance costs, this type of educational-recreational institution yields a 

 fair return in general service. But in addition to the service rendered through 

 general attendance the service of aquariums may be and often is extended 

 far beyond the walls of the institutions themselves. These services include 

 the following: 



i. Service to schools. This may take several forms, viz.: (a) Providing 

 specimens for small aquaria in classrooms. In 1925 the New York Aqua- 

 rium provided specimens for small aquaria in the classrooms of thirty-eight 

 schools in New York City, (b) Providing specimens for scientific work in 

 high school laboratories and institutions of higher learning, (c) Talks and 

 illustrated lectures before classes and school assemblies, (d) Talks and 

 lectures in courses of evening lectures offered by boards of education for 

 the general public, (e) Arranging for guide service to teachers bringing 

 classes to the aquarium. (/) Promotion of the organization of nature study 

 or hiking clubs among the pupils whereby the children under the leader- 



