Science-Teaching in the Schools. 911 
fish. Fish breathes air dissolved in water. Show presence of such 
air by warming a beaker of water, and so forming air-bubbles. 
Zoology.— Lessons on common reptiles, amphibia, and fishes—e.g., 
turtle, snake, frog, perch, pickerel, eel. Let pupils observe, com- 
pare, and describe. Continue studies of homology of limbs. How 
many of these animals have two pairs of limbs like those of mam- 
mals and birds? Notice external covering of these animals, Their 
bodies are cold. Why? Respiration of fishes. Is the whale a 
fish? Metamorphosis of amphibia, as shown in changes from tad- 
pole to frog. Teach characters of the three classes—reptiles, 
amphibia, fishes. Characters possessed in common by mammals, 
birds, reptiles, amphibia, fishes. Sub-kingdom vertebrata. 
Botany.—The pistil of a flower developes into a fruit. Different 
kinds of fruits. Seeds. Show the embryo in beans and other large 
seeds. Plant seeds in pots, and show growth of plants from seeds. 
Cycle of growth, reproduction, death. 
GRADE V. 
Physiology.—Nervons system. Analyze the series of actions 
when a boy puts his hand on the radiator, and finds it too hot. 
Nervous system a telegraphic system in the body. Brain the cen- 
tral office. Afferent and efferent nerves. Anatomy of the nervous 
system. Hygiene of the nervous system—stimulants and narcotics. 
Zoology.—Study the lobster. Lead pupils to recognize jointed 
external skeleton, distinct regions of body, jointed limbs. Trace 
similarity of structure in feelers, jaws and accessory jaws, nippers, 
legs, and other appendages, including the caudal fin. Cut off edge 
of carapace on one side, and show gills. Contrast articulate type 
of structure, as shown in lobster, with vertebrate type, as shown 
in animals previously studied. Compare diagrams of nervous 
systems in vertebrates and articulates. Compare with the lobster, 
the crab and the sow-bug. Teach pupils to recognize the com- 
mon characters which unite these animals in the class crustacea. 
Study angle-worm, as illustrating articulate type in much simpler 
form—body not differentiated into regions, no jointed appendages. 
Talks on useful animals. 
Botany.—Study, more obscure and difficult forms of flowers 
than those examined in Grade III. Flowers densely aggregated, 
as in sun-flower, dandelion, daisy. Imperfect flowers, as in wil- 
