now being prepared for these courses must obtain an adequate number 

 of examples of animal parasites in their premedical studies, or they will 

 not be able to profit fully when such later course is taken. 



(12) The student now purchases three, and often four, texts for 

 his biological work, none of which is a true continuation of its 

 predecessor. 



(13) When studying a given biological problem, constant reference 

 must be made to facts and findings of various kinds, for the purpose of 

 checking up and coordinating the work one is doing. If a student must 

 seek through many volumes for such references, he is all too likely not 

 to look for any at all ; whereas, if he has but to turn a few pages, he 

 will almost invariably search out many. 



Being confronted with points such as these, and wishing to obtain 

 the professional student's point of view as well as an understanding of 

 his difficulties, the author has taken the regular laboratory courses 

 offered in American schools of medicine, and has built this book on what 

 experience has taught him to hold most valuable. 



Therefore, he begins (1) by showing the student why to study, 

 and (2) how to study and how to coordinate the various courses of the 

 curriculum. (3) The glossary is made quite complete by giving both 

 derivations and pronunciations of all technical words used in the text, 

 and the student is then asked to write them out in the parentheses left 

 blank for that purpose. (4) "General Biology" is followed by "Intro- 

 ductory Embryology" of the Chick and Frog, with a general statement 

 regarding Mammalian Forms, thus presenting to the student the begin- 

 nings of a Comparative Study. This, then, is followed by "Comparative 

 Anatomy" where constant comparisons are not only made, but where 

 back references are brought into play to force a repetition, so essential 

 to a full understanding of all scientific work. 



(5) One subject (the Frog) is treated exhaustively, so that the 

 student will not be burdened with too good an opinion of his own 

 knowledge of even so humble a thing as the frog, while principles are 

 always presented after the facts have been shown upon which those 

 principles rest. 



(6) The entire work is concentrated and by no means "easy." The 

 goal of the student is kept in mind. 



(7) The terminology which the professional student will use later 

 is always borne in mind and stressed. 



(8) "Type Forms" are studied, but only in so far as these are 

 necessary to a full and complete understanding of both the anatomy 

 and physiology of the animal, and to furnish the facts on which to build 

 interpretations and principles. 



(9) In such work as that on the Malarial Parasite, the result of 

 scientific work is first shown so as to cause the student to wonder how 

 such a mass of intricate detail could ever have been discovered. Then 

 a detailed account of the painstaking and intelligent effort necessary to 

 make such findings valuable is given. 



(1.0) Histology and Genetics are stressed, because in all biological 



