VL] it % Siubjr xrf %aalas$- 113 



by constant demonstration, which may take place to 

 a certain imperfect extent during a lecture, but which 

 ought also to be carried on independently, and which 

 should be addressed to each individual student, the 

 teacher endeavouring, not so much to show a thing to 

 the learner, as to make him see it for himself. 



I am well aware that there are great practical difficul- 

 ties in the way of effectual zoological demonstrations. 

 The dissection of animals is not altogether pleasant, 

 and requires much time; nor is it easy to secure an 

 adequate supply of the needful specimens. The botanist 

 has here a great advantage ; his specimens are easily 

 obtained, are clean and wholesome, and can be dissected 

 in a private house as well as anywhere else ; and 

 hence, I believe, the fact, that botany is so much 

 more readily and better taught than its sister science. 

 But, be it difficult or be it easy, if zoological science 

 is to be properly studied, demonstration, and, con- 

 sequently, dissection, must be had. Without it, no 

 man can have a really sound knowledge of animal 

 organization. 



A good deal may be done, however, without actual 

 dissection on the student's part, by demonstration upon 

 specimens and preparations ; and in all probability it 

 would not be very difficult, were the demand sufficient, 

 to organize collections of such objects, sufficient for all 

 the purposes of elementary teaching, at a comparatively 

 cheap rate. Even without these, much might be effected, 

 if the zoological collections, which are open to the 

 public, were arranged according to what has been 

 termed the "typical principle ;" that is to say, if the 

 specimens exposed to public view were so selected, that 

 the public could learn something from them, instead 

 of being, as at present, merely confused by their mul- 

 tiplicity. For example, the grand ornithological gallery 



I 



