viii PREFACE. 



Department of Agriculture and the Experiment Stations 

 of the various States. In this way, by varying the em- 

 phasis, the book may be used satisfactorily by any of 

 the three types of teachers mentioned above. 



Because of this effort to meet the demands 

 of teachers of both tendencies, the book is too 

 rich in material and suggestion to allow 

 the members of any class to cover all of it in one year. 

 It is the author's experience, however, 'that a class does 

 better work when there is a conscious selection of material 

 out of a larger mass to suit the particular needs of the 

 individual or class. Furthermore, a hinterland of unex- 

 plored matter gives a certain sense of incompleteness which 

 should always exist at the end of an elementary course. 



Aside from what has been indicated above as to the 

 attitude of the book, the chief contribution which the 

 author hopes, through it, to make to the pedagogy of 

 zoology lies in the following particulars. 



p (i) the giving of special motives to the 



teacher and pupil for each exercise as well 



CAL LONTRI- J . f 



as the general motives for the course as a 

 BUTION. 



whole; (2) to place emphasis on the personal 



processes whereby knowledge is gained as well as on the 

 matter itself, and upon completed processes of knowledge 

 rather than upon partial or aborted ones; and (3) a 

 better adjustment of the arrangement of the material 

 to the natural order of the youth's mental processes. 



i . Motivization. The teacher should have in his mind 

 a general purpose to be accomplished for the pupils by 

 the course as a whole, and this should be brought directly 

 to the attention of the pupil occasionally. This, however, 

 is not vivid enough nor near enough to serve adequately 

 either pupil or teacher. The teacher should formulate 



