402 THE AMERICAN NATURALIST. [Vor. XXXV. 
briefly noted without statement of the reasons: Sardinia for Clupa- 
nodon, which should be restricted to the group in Japan and China, 
lately named Konosirus ; Anchovia for Stolephorus, which was based 
on a Japanese Spratelloides; Esox (Esocidz) instead of Lucius; 
(the type of a Linnzan genus, according to Linnzus," is the best 
known European or officinal species") ; Syngnathus for Siphostoma, 
the same rule covering these cases; Bodianus should replace Harpe, 
the genus called Bodianus by Jordan and Evermann standing as 
Cephalopholis; Dipterodon should replace Neomzenis, if the latter is 
really distinct from Lutianus; Eupomacentrus is probably not distinct 
from Pomacentrus; Tropidichthys should replace Canthigaster, the 
latter a bare definition without species. Probably Carapus must 
replace Fierasfer. Lepisoma must take the place of Labrisomus, 
which replaces Gobioclinus. Probably Ichthycallus should be used 
instead of Iridio. Det 
Studies of Animal Life.'— In this new series of laboratory exer- 
cises for use in high schools — the outgrowth of experience in the 
schools of Chicago — the authors have aimed to make the practical 
work of elementary zoólogy a study from the view-point of animal 
life, interpreting structure in the light of activity. While the outlines 
for the study of the activities of living animals are as extensive as is 
probably practicable for most schools, by far the greater part of the 
laboratory work is a study of structure. Students are not expected 
to dissect, but many points of internal structure are to be demon- 
strated from permanent preparations. 
In the form of its outlines the book is an example of the reaction 
from the older manuals, — which consisted of description to be veri- 
fied by the students, — in that it contains numerous questions, along 
with a minimum of description and guiding information. Some of 
the questions are of doubtful value in elementary zoólogy, for exam- 
ple: “Why are there no fresh-water echinoderms?” “Is there 
anything about the life history of man to suggest the metamorphosis 
of insects?" ‘What traces of an invertebrate exoskeleton are still 
present in man?" 
In order * to develop the subject of the evolution of life from sim- 
ple to complex forms," the authors follow the so-called logical order 
and begin with the Protozoa, because “high-school pupils are not 
more familiar in any true scientific sense with higher forms." If this 
1 Walter, H. E, Whitney, W., and Lucas, F.C. Boston, Heath & Co. 1999 
106 pp. Teacher's Book of Suggestions, with 31 pages. 
