10 INTRODUCTION 



thought. After the student has done all he can in laboratory 

 and field, lectures by the teacher and references to text- 

 books and library resources, will be found necessary to 

 broaden and deepen the view of the subject. 



It is believed that it is not necessary to have a regular 

 text-book in the hands of the pupils to accompany this guide, 

 since the student is thereby led away from his dependence 

 upon nature so strongly insisted upon in every study. If, 

 however, it is thought best to use a regular text the author 

 would recommend Animal Life, by Jordan and Kellogg, 

 which is a clear statement of the ecological factors; or 

 School Zoology, by Burnett, which is a definite presentation 

 of the animal kingdom, including many forms not given in 

 these pages. 



The teacher will recognize the value of careful drawing, 

 but it is believed that if students adopt a scale 'before at- 

 tempting to draw, the accuracy of the observation will be 

 increased. In many cases this scale has been suggested, 

 and the teacher may encourage the formation of this accu- 

 rate habit by requiring the scale attached to every drawing. 



The observations made under the direction of this book 

 or of the teacher, should be carefully written in a note book 

 in clear, concise language. It is better that the notes and 

 drawing be in ink and that neatness and accuracy be insisted 

 upon from the beginning. 



After a study of animals in this way it is believed that 

 students will have a desire to go into the deeper problems 

 of Zoology in the College or University. 



The course outlined in this book will require about one 

 year's work of one period each day. If the allotted time is 

 shorter, the teacher may adapt this course by omitting cer- 



