852 



SCIENCE. 



[N. S. Vol. XX. No. 520. 



sects and vertebrates the characteristics of 

 the prominent orders. The teaching of classi- 

 fication should be by practical work so as to 

 train the pupil to recognize animals and to 

 point out the chief taxonomic characteristics. 

 The meaning of species, genera and larger 

 groups should be developed by constructive 

 practical work with representatives of insect 

 or vertebrate orders. 



3. The general plan of internal structure, 

 not the anatomical minutise, of one verte- 

 brate (preferably frog or fish) in general com- 

 parison with human body ; an arthropod (pref- 

 erably a decapod) ; an annelid (earthworm or 

 Nereis) ; a coelenterate (hydroid, hydra or 

 sea-anemone) ; a protozoon (a ciliate, and 

 amceba when possible). In place of any of 

 above types not locally available there may 

 be substituted a second vertebrate, an insect 

 or an echinoderm. Tissues should be exam- 

 ined first with the unaided eye, in such a 

 structure as a frog's leg, and then with a mi- 

 croscope demonstrate the relations of cells 

 and intercellular substance in epithelium and 

 cartilage; and, if possible, in other tissues. 

 The functions of the chief tissues and their 

 positions in the body of a vertebrate should 

 be pointed out. 



4. (a) The general physiology of above 

 types, involving the essentials of digestion, 

 absorption, circulation (respiration), cell-met- 

 abolism, secretion, excretion and nervous func- 

 tions. This should apply comparatively the 

 essentials of elementary work in human phys- 

 iology (see chapters 8, 9 and 10 in Martin's 

 'Human Body, Briefer Course'). Demon- 

 strations and experiments, such as are sug- 

 gested in high-school text-books on human 

 physiology, should be introduced, or recalled 

 if not previously well presented in elementary 

 physiology, in connection with the discussion 

 of the chief functions. As far as practicable 

 structure and function should be studied 

 together. 



(b) Comparison of the general life-proc- 

 esses in animals and plants (in connection 

 with botany if zoology is first studied). 



5. The very general features of asexual re- 

 production of a protozoon (preferably Para- 

 mcecium) ; alternation of generations in 



hydroids; reproduction and regeneration of 

 Hydra; the very general external features of 

 embryological development in a fish or frog; 

 and the general cellular nature (not centro- 

 somes and the like) of germ-cells, fertilization 

 and cell division in developing eggs should, 

 as far as possible, be demonstrated and briefly 

 described. Also, the most interesting features 

 of development should be pointed out in the 

 case of other animals studied. (The limited 

 microscopic work suggested above might all 

 be carried out with only one microscope for 

 demonstrations.) 



6. The prominent evidences of relationship, 

 suggesting evolution, within such groups as 

 the decapods, the insects and the vertebrates, 

 should be demonstrated. A few facts indi- 

 cating the struggle for existence, adaptation 

 to environment, variations of individuals and 

 man's selective influence should be pointed 

 out; but the factors of evolution and the dis- 

 cussion of its theories should not be attempted. 



7. Some leading facts regarding the epoch- 

 making discoveries of biological history and 

 the careers of such eminent naturalists as 

 Darwin, Huxley, Pasteur and Agassiz should 

 be presented. 



The above outline of a course in general 

 zoology should be developed on the basis of 

 a course of laboratory study guided by defi- 

 nite directions. This should be supplemented 

 by the careful reading of at least one modern 

 elementary text-book in general zoology. At 

 least two thirds of the time should be devoted 

 to the practical studies of the laboratory. If 

 good nature-studies have not preceded the 

 course in high-school zoology, pupils should 

 be encouraged to do supplementary work in 

 the line of natural history. A note-book with 

 carefully labeled outline drawings of the 

 chief structures studied, and with notes on 

 demonstrations and in explanation of draw- 

 ings, with dates and an index, must be sub- 

 mitted, properly certified by the teacher, at 

 the time of the examination. It will be 

 graded as one third of the examination. 



The question whether a course as outlined 

 above should admit students to the second 

 college course in zoology is one which must 

 be answered by each college for itself. It is 



