APRIL 19, 1901.] 
5. Series of normal human hearts—show- 
ing, in various preparations, coronary 
sinus, Thebesian and Eustachian valves— 
both foetal and adult. 
6. Series of well-developed folds of Mar- 
shal in feetal and adult hearts. 
7. As soon as obtained the final mem- 
ber of this group will be added as a prepa- 
ration showing the normal persistence of 
the left precava in the adult human sub- 
ject. 
Instances in which a similar limited and 
selected group of preparations may be with 
advantage established for the elucidation 
of special details in human anatomy could 
be almost indefinitely multiplied. 
I have noted at random : 
1. Development of axis and atlas. 
2. Ligaments and tendons of shoulder 
joint. 
3. Greater and lesser sciatic ligaments 
and relation to hamstring muscles and 
coccygeus. 
4, Postcava and variations. 
5. Carpus and tarsus. 
6. Sacrum and vertebral variations. 
7. Aortic arch and variations of primary 
branches. 
8. Various myological problems. 
9. The peritoneum. 
The question as to the practical applica- 
tion of this educational material to the re- 
quirements of undergraduate instruction 
in anatomy deserves careful consideration 
from several points of view: 
1. Primarily the museum should afford a - 
consecutive and logical serial exhibition, 
arranged and administered in such a man- 
ner that for both undergraduates and ad- 
vanced students the preparations should 
be readily accessible and capable of being 
examined with only such restrictions as 
the safety of the object demands. The 
museum should be the reference library of 
the student in the widest sense, where 
the undergraduate can review and extend 
SCIENCE. 
605 
his anatomical knowledge on the hand of 
the actual object of his study, and where the 
advanced worker will find the necessary 
material in directing and supplementing his 
research in any given problem under in- 
vestigation. 
2. In the demonstrative teaching of the 
anatomical course the material of the mu- 
seum in our experience can best be utilized 
in two ways: 
a, Itis our custom, in approaching any 
one of the large subdivisions of the course 
—such as the respiratory and circulatory 
system, the alimentary canal or genito- 
urinary tract—to devote a portion of the 
available time to a preliminary general con- 
sideration of the development, peculiarities 
of morphological structure and the physi- 
ological significance of the parts involved. 
For this purpose a judicious selection of a 
limited number of the museum preparations 
is made, and the objects are arranged in the 
form of a series, each number of which dis- 
tinetly and forcibly illustrates a develop- 
mental stage or a significant and important 
-structure or functional fact. It is neces- 
sary to limit the preparations thus selected 
in number to avoid confusion and super- 
fluous expenditure of time, but it is sur- 
prising how clearly and convincingly the 
main broad lines of vertebrate development 
and evolution and the relation between 
structure and function can be brought out 
in a comparatively short series of selected 
preparations. Every teacher knows and 
appreciates the difference in the quality of 
instruction and its results between a demon- 
stration of models and drawings, schematic 
or otherwise, and one referring directly to 
the natural object. The most important 
function of the museum, as an integral part 
of the educational system of the university, 
is exerted in supplying the material neces- 
sary for this kind of demonstrative teach- 
ing. Practically I find in the schematic 
blackboard sketch or the more carefully 
