JEU ae Ae gh ea Pe ARE AS T Se ee a o TS ne LR MEE A ee M ERROR 
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1894.] Zoology in the High School. 1009 
tion with morphology is that of physiology. So far as possible 
the study of function should coincide with the study of form. 
To à considerable extent the newer laboratory manuals pro- 
vide for this, especially in the lower groups of animals. Em- 
phasis should be laid upon this side of the subject, and expla- 
nations be reiterated until the student masters each detail. In 
the same connection—and here is one of the most important 
phases of zoology—the teacher should develop those laws of 
life which give to biology its greatest interest, such as the law 
of the physiological division of labor and of structural progress 
from simple to complex ; the relation of the one-celled animal 
to the multicellular one; the similarity of individual develop- 
ment to that of the group; the significance of the nucleus; 
the phases of reproduction; the facts of biogenesis and abio- 
genesis, of homogenesis and heterogenesis; the relations of 
parasitism to degeneration; the differences between plants 
and animals; the infinity of variations; the main facts of 
mimicry and protective resemblance; the effects of heredity 
and environment; the elements of natural selection, and an 
outline of the theory of organic evolution. 
Perhaps you think this is laying too great a burden upon 
the teacher: it need not, for he may find an admirable, 
though concise discussion of these principles in Parker's Ele- 
mentary Biology, and a more elaborate account of many of 
them in Lloyd Morgan’s Animal Life. He should also have 
at hand for familiar reference Wallace’s Darwinism, Poulton’s 
Colors of Animals, Beddard’s Animal Coloration, Rolleston’s 
Forms of Animal Life, the Standard Natural History, the 
important zoological text-books, and as many other similar 
works as possible. 
Perhaps the next most essential feature of the zoological 
course is a knowledge of the main outlines of animal classifi- 
cation. Not many years ago zoology was taught as if it con- 
sisted only of classification, and the inevitable reaction has 
gone so far that at present there is a tendency to ignore it 
altogether. This, however, is to bedeplored. Classification is 
an essential feature of the science and should receive due con- 
sideration. Here the safest guide for the American teacher is 
