906 
In the grammar* school observation is 
to be extended to comparison; with the 
sheep’s brain as a standard the brains of 
eats and dogs and rabbits are to be exam- 
ined, drawn and disseeted in the same way. 
All the cranial nerves may be identified. 
The general nature of cerebral fissures may 
be considered, and certain special points 
elaborated, e. g., the distinction between the 
Fie. 3. Ventral aspect of the cranium after re- 
moval along the line 4-C. If the parts outside the 
line D-E and F-G are sawn off the brain may be ex- 
posed with nippers. 
fissures of the cat and of the dog; the dif- 
ference between the right and the left ; the 
extent of individual variations. Pigs, kit- 
tens and puppies} at various ages, before 
and after birth, may illustrate changes in 
the form and proportions of parts. A lens 
may be required for some purposes. The 
fibrous nature of the white portions may be 
‘demonstrated upon hardened specimens. 
*Tn his admirable address, ‘Science Teaching in 
the Publie Schools,’ (Amen Soc. Naturalists, 1897 ; 
American Naturalist, September, 1888; also with 
Appendices, D. C. Heath & Co., 1889), Wm. North 
Rice assigns the nervous system to the fifth of the 
nine grades recognized in the primary and grammar 
schools; but there is also an implication that the 
study of the brain as an object is to begin in the 
high school. 
{ Fetal pigs may usually be obtained at any large 
slaughter-house. 
SCIENCE. 
(N.S. Vou. VI. No. 155. 
In the high school, with further observa- 
tion and comparison should be associated — 
reflection. The pupil should be led to rec- 
ognize the segmental constitution of the 
brain, and the modifications of the several 
segments. For this purpose, after a trial 
of several forms, I believe the brain of the 
large Green turtle (Chelone mydas) of the 
Atlantic is most available.* The severed 
heads may be obtained from city hotels, 
and the brain readily exposed by sawing off 
the larger part of one side. Afterwards 
may be studied the brains of other turtles, 
of salamanders, of lizards and of small 
mammals, and finally those of frogs and 
birds. The compound microscope should 
now be employed for the demonstration of 
_cell-clusters and fiber-tracts in certain re- 
gions. In every high school there should 
be at least one well preserved adult human 
brain; also that of a monkey. The main 
resemblances and peculiarities of the former 
may then be illustrated. Each pupil 
should have an opportunity of studying the 
topography of the human cerebrum, and 
the general arrangement of the fissures: 
should be as familiar as the river systems 
of his native country. The order of forma- 
tion of the fissures should be shown upon a 
series of fetal brains, or models or diagrams 
thereof. 
The foregoing outline is not assumed to: 
be complete or perfect, and the experienced 
teacher will of course modify the details in 
accordance with the circumstances. 
An opportunity for a partial test of its. 
validity was afforded last spring with a 
class of forty boys and girls between seven 
*Even were the commonly employed brain of the frog 
not too small, the insignificance of the cerebellum and 
the secondary fusion of the olfactory bulbs are apt to: 
occasion misconceptions. Indeed, so aberrant is the 
structure of the frog in most respects that the ease 
and safety with which it may be obtained, kept alive 
and experimented upon, constitute a real and con- 
siderable bar to the formation and diffusion of sound 
morphologic ideas. 
