334 The Study of Zodlogy in Germany. [June, 
out the inferior pupils, for only industrious and energetic ones 
can struggle on to the end. The woful lack of method would 
be more injurious than it is, were it-not counteracted in every 
laboratory by the spirit of truth-seeking, which should always 
guide every original investigation, and by the rivalry among the. 
students, and the high respect for zodlogical science constantly 
inculeated. 
The first thing learnt is the distinction between physiology 
and morphology as the two great branches of zodlogy, and then 
most of the time is taken up with morphological work ; conse- 
quently morphology comes to be viewed as the principal field of 
work for a scientific zodlogist. Classification, comparative anat- 
omy, histology, and embryology are combined as one depart- 
ment, and the aim of the student becomes finally to make him- 
self acquainted with the general principles of morphology, with 
the intention of ultimately taking up some special investigation. 
In America a class or an order are made a specialty, and we 
have carcinologists, herpetologists, ornithologists, etc., who at- 
tempt to study everything connected with the group they have 
chosen. In Germany some branch of morphology is taken up, 
thus the eye, or the nervous system, or the comparative anatomy 
of some division. In one country all the characters of one group 
are made a specialty ; in the other more frequently a few charac- 
ters are studied in many groups. 
When the student has advanced far enough, he is encouraged 
to take up some special investigation with a view to writing his 
thesis to get his degree. The foundation having been broadly 
and well laid, he narrows his attention to a particular question 
and begins his original work. It is then that the professor be- 
comes most ready to assist, and it is generally considered his 
most important function to teach how to make a research by 
carefully controlling and guiding the learner in his first research, 
examining his preparations and discussing his conclusions with 
him. This is admirably done by some professors, poorly by 
others, but all are interested in its being well done, because a 
fault in a thesis by a pupil from à laboratory discredits the 
professor who ought to have cared for its avoidance. Many 
graduating theses are valuable papers, often quoted as scientific 
authorities upon the subjects of which they treat. Their char- 
acter generally shows the ability of the student pretty fairly ’ 
whether he be equal to difficult problems or only to simpler 
ones, 
