1908 The American Naturalist. [ December, 
allowing the student to follow the laboratory guide in his note- 
book, often answering questions by number with a yes or no, 
the results will be far from satisfactory. In my own classes I 
have adopted the method of writing upon the blackboard 
a definite subject, e. g., “A Description of the Structure and 
Biology of the Amoeba,” upon which I require an original 
essay embodying the results of the student’s observations, and 
such additional explanations as I have given the class at the 
time the animal was studied. These essays are written upon 
one side of the letter size paper that goes between clip binders. 
The drawings are incorporated in the proper places with ex- 
planations beneath, the aim being to make all as clear and con- 
cise as it should be ina book. These essays are submitted 
once a week, and if not satisfactory are rewritten. I hope soon 
to arrange a cooperation with the English department so that 
the essays may count as English exercises and be reviewed 
from the rhetorical point of view. Very decided progress has 
resulted from this method which seems to me the most desira- 
ble mode of note-keeping in such laboratory work. 
But the ordinary laboratory manual by no means includes 
all of the “ pedagogical contents of zoology.” In general it 
confessedly covers with fair completeness only the morpholog- 
ical side of the subject and leaves almost or quite untouched 
important phases of the science which should never be ignored. 
To guide astudent along the morphological road is unquestion- 
ably the safest and surest way of leading him to a sound basis 
of biological knowledge, but every opportunity should be taken 
to point out to him the objects of fascinating interest that are 
found beside the way. Failure to do this leads to the produc- 
tion of those near-sighted naturalists, who, in the expressive 
words of Professor Forbes, ^ must have nature boiled in cor- 
rosive sublimate solution and fried in paraffine and sliced by 
a microtome before they care for it.” These are not the nature 
students the high schools wish to produce. Broadness, not 
narrowness, is here the aim; and the results in this respect 
will depend largely on the culture, enthusiasm and prepara- 
tion of the teacher. 
The most important general result to be taught in connec- 
