606 
prepared colored chart a most valuable ad- 
junct. The drawing should, however, be 
made directly from the actual preparation 
demonstrated. and the student should have 
the opportunity of directly comparing both. 
In this way salient points can be accentu- 
ated and the attention properly and imme- 
diately directed to the important facts which 
the preparation is designed to illustrate. 
b. In connection with the class-room 
demonstration it is at times desirable to deal 
with general problems of vertebrate mor- 
phology from the higher standpoint which, 
on the hand of a more extensive series, af- 
fords a wider view of the structures con- 
cerned. I find that this can best be accom- 
plished by a photographic lantern slide 
demonstration, in which a very considerable 
number of forms can be exhibited to the 
class in a comparatively short time. It 
has been our practice to photograph the 
preparations when finished, but before they 
are permanently mounted or included in 
the museum series. Asa practical matter 
the best results are obtained by vertical ex- 
posure, the object being placed in suitable 
trays and covered by clear fluid—water or 
alcohol. In this way the disadvantage, re- 
sulting from the distorsion and reflection of 
the jar containing the specimen when finally 
mounted, is obviated. 
The resulting photograph forms part of 
the museum record and is useful in many 
ways. Properly labeled, it forms an excel- 
lent guide to the study of the preparation 
and it can be used directly for reproduction 
in publications or be made the basis of the 
drawing. Finally, as the completion of the 
series warrants it, the negatives yield a set 
of lantern slides which can be used in the 
teaching of the department as well as in 
extending the use of the museum material 
in other institutions. 
3. The special courses in comparative 
anatomy and embryology, which are offered 
as optionals, electives, or for the higher uni- 
SCIENCE. 
[N. 8. Vou. XIII. No. 329. 
versity degrees, make demands which the 
museum should meet as fully as possible. 
In the first place, I find that the forms 
which can readily be obtained in numbers, 
and supplied to the students for their 
actual personal usein the laboratory courses, 
require in many cases comparison with 
allied types which, by reason of their rarity 
and value, can only be represented in the 
permanent collection of the museum. The 
courses can thus be extended and made in- 
finitely more valuable and instructive. 
Again, every practical laboratory teacher 
will know the value of placing before the 
student a carefully and clearly executed 
preparation and reviewing the structures 
which he is to expose and determine for 
himself by the dissection of the fresh ma- 
terial on hand. This use of the museum is 
entirely apart from the valuable and in- 
structive deductions which a series of sig- 
nificant variations of normal structures will 
enable the student to make. 
Moreover, in many respects the museum 
fulfills one of its most important practical 
functions in enabling the teacher to direct 
the student’s attention, at the proper points 
in any laboratory course, to the correspond- 
ing structures and their modifications in 
selected preparations ranging throughout 
the entire vertebrate series. The broad 
and general application of the knowledge 
gained by the detailed study of any indi- 
vidual form can only by these means be im- 
pressed on the student, and it is thus that 
the anatomical museum accomplishes one of 
the main purposes of morphological study. 
II. RELATION OF THE MUSEUM TO ORIGINAL 
RESEARCH AND ADVANCED STUDY. 
Of equal importance with the value of 
the museum for undergraduate instruction 
is its influence in promoting original in- 
vestigation and advanced morphological 
study. Its very existence carries this with 
it. It constantly opens up, in creating the 
