SYSTEMATIC ZOOLOGY FOR TEACHERS. 17 



too remote from the color-thoughts for them to be awakened, or in 

 other words, to cause the cells which represent them, to vibrate. 



We have now arrived at a point, where new centers of potential 

 thought-cells are being developed, but all are connected with pre- 

 vious thought-cells in some way, for, as I have said before, no new 

 thought can be received, which does not in some way, awaken the 

 vibration of some established thought cell. That thought-cell may 

 be the result of inheritence, when it vibrates more feebly and re- 

 quires a stronger combined sensation to excite it to action, or may 

 be the result of recent acquisition, when it vibrates more strongly. 



This being a fact, it becomes clear that children learn altogether 

 bv what we call comparison, that is, by the awakening of potential 

 thought-cells through presenting to them new ideas which are similar 

 to the thoughts which they have already acquired, or which have 

 some association with them. 



In acquiring new thoughts, which are in close association with 

 potential thoughts the nerve vibration appears to be transmitted, not 

 only to the sense organs, by which the new thought is recorded, 

 but to other nerve fiber, and what we call a sense of pleasure, is 

 given by these vibrations. Hence children learn more readily and 

 are best pleased when closely connected subjects are presented to 

 them, subjects which awaken at once, and fully, potential thought vi- 

 bration. We have seen that thoughts derived from the sight of bright 

 colors, are strongly inherited and that they are among the first to re- 

 spond to the new thoughts derived from the admiration of bright colors. 

 Thus we know that all children are fond of pictures which are brightly 

 colored, simplv because it gives them a sense of pleasure to derive 

 new impressions which are closely connected with their strongest po- 

 tential thoughts. 



Knowing then that children learn most readily when closely con- 

 nected ideas are presented to them, it would seem best to present all 

 subjects which they are to study in as systematic a manner as possible. 



What is true of children is also true, to a great degree, with 

 older persons, and while publishing this series of papers on zoologv 

 for the use of teachers, I have constantly kept this idea in mind, and 

 have endeavored to show the advancement of animal life, just as we 

 find it in nature, in a closely connected series, from the one-celled- 

 protozoa or first animals, up to man. 



I have endeavored always to present the subject, just as I should 

 like to see it taught, with one idea or thought leading into another, 

 so that one series of stored thought cells will be always connected with 

 another serfes. 



The matter herein contained is intended for teachers, and also of 

 course for pupils in normal schools. Teachers must thus, in a man- 

 ner, use their judgment in presenting the subjects to their pupils ac- 

 cording to the grade, but it is hoped that great benefit will be derived 

 through a close study of the experimental lessons now being published 

 in this magazine. 



(to be continued.) 



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