li PREFACE. 
If a spirit of inquiry be awakened in the class (as 
it surely will be if the text-book be of the right stamp 
and the teacher use it aright), questions will occasion 
ally be asked which will call for information that 
must be gathered from larger works, or perchance 
from the teacher's own observation. This leads me to 
say that no text-book is rightly constructed that does 
not excite this spirit of inquiry and observation on 
the part of both teacher and pupil. The more it does 
so, the more fully is the true object of teaching attain- 
ed; for the communication of knowledge is by no 
means of so much importance as the imparting to the 
mind the power and the disposition to acquire it of 
itself. Especially is this true of such a study as 
Zoology, which presents to the pupil abundant mate- 
rial for observation on every hand, in the garden and 
in the field, on the land, in the water, and in the air. 
I will mention here some of the books which the 
teacher may use with profit for reference in teaching 
Natural History. Carpenter’s Zoology, Carpenter’s 
Animal Physiology, Agassiz and Gould’s Principles 
of Zoology, Cuvier’s Animal Kingdom, Redfield’s 
Zoological Science, Nuttal’s Ornithology, Kirby and 
Spence’s Entomology, Harris on North American In- 
sects, Jaeger’s Life of North American Insects, Jones's 
Aquarian Naturalist, Buckland’s Curiosities of Natu- 
ral History, Broderip’s Note-book of a Naturalist, 
Harvey’s Sea-side Book, Rennie’s Insect Architecture, 
Brocklesby’s Views of the Microscopic World. Any 
of these will be of great advantage to the teacher, but 
I would especially recommend Carpenter’s Zoology, 
which constitutes two volumes in Bohn’s Scientific 
Library. Redfield’s Chart answers a good purpose in 
DSI 
