APPENDIX. 

 SUGGESTIONS TO TEACHERS. 



1. The Relation of the Descriptive Work to that of the 

 Laboratory and Field. If time were of no consideration, it 

 would perhaps be desirable for each student to get all his infor- 

 mation concerning animals at first hand. Even under this 

 most favorable assumption, however, his information would 

 have a detached and unrelated quality which can only be cor- 

 rected by lectures or text-book. This indicates the author's 

 view of the purpose of the body of the text. It is to conserve 

 the pupil's time and to unify his own necessarily scattered 

 observations in such a way as to give them a vital and perma- 

 nent interest. For this end the practical work in each phylum 

 of animals should precede the descriptive and not be used 

 merely to illustrate it. The text-book instruction and library 

 references should have a much wider scope and fuller illustra- 

 tive detail than is possible in the laboratory. 



2. The Nature of the Practical Work. Personally the 

 author has little sympathy with the sentiment, so much in 

 evidence of recent years, that the most bizarre and superficially 

 interesting phenomena are the ones most likely to lead to good 

 educational results. These may be well enough in their place, 

 but their best possible place when not abused is only to 

 heighten interest in the more important relations and phenom- 

 ena of animal life. The animal furnishes interesting and im- 

 portant facts in two essential relations : ( i ) the internal, in 

 connection with which we are concerned equally with the 

 fundamental structure and with its relation to the work to be 

 done by the organism; and (2) the external, in which we are 

 interested in this same work done by the parts of the organ- 

 ism, but in relation to the conditions on the outside of the 

 animal. Physiology is thus the connecting link between mor- 



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