1877.] The Study of Zoélogy in Germany. 333, 
and from the very beginning the student is introduced to special 
memoirs and directed to the best general works. The laboratory 
is usually provided with a small collection of books, among which 
never fail to be Gegenbaur’s Vergleichende Anatomie, Claus’s 
Handbuch der Zoölogie, Kélliker’s Histology and Embryology, 
and Bronn’s Klassen und Ordnungen des Thierreichs. Besides 
these there are always a number of miscellaneous and more 
special works — perhaps two or three hundred — whose appear- 
ance is that of veterans in service. 
The university library, usually very rich in old publications, but 
apt to lack many of the newer ones, is accessible to the students, 
though getting out a book involves usually great and, as the 
experience of our American libraries prove, unnecessary annoy- 
ance. There is generally no catalogue to which the students 
are allowed free access. Altogether, Americans sometimes justly 
feel provoked by the clumsiness of the arrangements in the libra- 
ries, — the usefulness of which certainly does not correspond to 
the number of volumes they contain, — but after all the books are 
there and can be got at. The writer has always found his 
professors exceedingly kind in lending books, and that is of great 
advantage, because, thanks to the admirable practice of inter- 
changing scientific publications so extensively, all the leading 
men own separate reprints (separat-abdriicke) of a great many 
papers. 
The laboratory is always connected with a museum, which, 
except at Berlin, Munich, or Leipzig, is small, having been 
created mainly to bring together an instructive collection, suffi- 
cient to exhibit the principal varieties of animal forms, and to 
supply the necessary anatomical preparations for illustrating the 
lectures and aiding the students. Besides this it is often at- 
tempted to keep up an abundant supply of specimens for dissec- 
tion. The students are encouraged to collect living specimens 
for themselves, and to learn to recognize the typical forms of 
animals, The writer has often seen a professor bring in some 
Strange creature and make the learners examine it, and try to 
determine its relationship for themselves., 
Having looked at the conditions under which the learner is 
Placed, we proceed to examine his work. We notice above all _ 
a want of system: each person is launched out by the instructor, 
but has afterward to guide himself as best he may, with occa- 
sional help or warning from his teachers. It strikes one as a 
rather slipshod manner of learning, but it is pretty sure to weed 
