1004 The American Naturalist. [December, 
is abundant evidence to show that it does not to-day. For 
there are many indications that biological teachers are accept- 
ing and adopting the dictum long since enunciated by Huxley 
that “the study of living bodies is really one discipline, which | 
is divided into zoology and botany simply as a matter of con- 
venience.” Nothing shows this more clearly than the general 
adoption of such books as Huxley & Martin’s Course of Ele- 
mentary Instruction in Practical Biology, Parker’s Lessons in 
Elementary Biology, Dodge’s Introduction to Elementary 
Practical Biology, and Boyer's Laboratory Manual in Element- 
ary Biology. These books are designed for use in the high 
schools and colleges, and unquestionably represent the consen- 
sus of opinion among the most successful biological teachers. 
They show that the study of living things can easily be car- 
ried on in a consecutive course in which the student may ob- 
tain a basis of sound biological knowledge concerning the 
organisms on both sides of the imaginary fence which separ- 
ates the plant and animal world. I doubt if any fair-minded 
zoologist would think of insisting on confining the biological 
training of high school students to animals, for it would be a 
one-sided and inadequate training introducing the pupil to 
one phase of nature when he is entitled to an introduction to 
both. No more should the botanist claim an exclusive privi- 
lege in this respect. : 
The reasons given by the Conference report for choosing 
botany instead of zoology are three, viz.: (1) “ Because the 
materials for the study of that subject are probably more easily 
obtained than those for the study of zoology; (2) Because the 
study of plants is more attractive to the average pupil; and 
(3) Because, in the study of animals, many prejudices or aver- 
sions have to be overcome.” Obviously, these last two causes 
should be considered as one, the explanation of the greater 
attractiveness of plants must largely be found in the prejudices 
'and aversions to animals. My own experience in teaching 
both subjects leads to the opinion that there is little weight to 
be given the argument on either side: some students prefer 
one subject and some the other, but the greatest enthusiasm is 
. always aroused by the study of animals like Vorticella, whose 
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