12 LA B OR A TORY G UIDE IN PH YSIOL O G Y. 



After some experimentation it has been found most advan- 

 tageous to divide the class into sections not exceeding 

 thirty students, and to subdivide these sections into divi- 

 sions of three students each. Each division is assigned a 

 table. The assistant demonstrator places the material 

 needed for any day's work either upon the table or where 

 it is readily accessible. 



Nothing should be done for the student which he can 

 profitably do for himself. A small class with less limited 

 time may easily construct much apparatus in the work- 

 shop. No class is so large as to debar the members from 

 the privilege of constructing frog boards, tracing levers, 

 etc., (which may be done at the tables) and of setting up, 

 adjusting and readjusting all apparatus. 



Nothing should be told a student which he can readily 

 find out for himself. The function of the demonstrator 

 is to guide the student by questions and by hints to dis- 

 cover facts and to formulate principles. Extended expla- 

 nations on the part of the demonstrator may instruct the 

 student, but they do not educate him. 



HINTS TO THE STUDENTS. 



It is a general principle that a student gets out of a 

 course what he puts into it, and with interest. If he in- 

 vests (1) intellectual capacity, (2) the spirit of inquiry 

 and investigation, (3) the power of logical reasoning, and 

 (4) the power to formulate conclusions; he will promptly 

 receive interest upon the investment. Further, the greater 

 the investment the greater the rate of interest. This may 

 seem inequitable, but it is inevitable. 



The value of taking full notes of laboratory experiments 

 is unquestionable. The following hints regarding note 

 taking may be advantageous: 



1. Make a careful description of each new instrument 

 with which you work. 



