No. 457] NOTES AND LITERATURE. 49 
Practical notes as to laboratory equipment and so forth, conclude 
Professors Lloyd's part of this volume and it should also be men- 
tioned that at the head of each chapter copious and usually pertinent 
references are given to articles and books which the reader may 
desire to consult. 
The second part of the book, entitled “ The Teaching of Zoölogy 
in the Secondary Schools," covers some 248 pages arranged under 
twelve chapters, and is by Professor Bigelow. In the first chapter 
the aims of zoólogical teaching are discussed from the standpoint 
of the secondary school and emphasis is laid on the importance of 
zoölogy as a means of training the mind as well as an informational 
subject. In discussing available matter for zoölogy Professor 
Bigelow advocates a partial return to the study of internal anatomy, 
including dissection, from which in the last ten years the secondary 
schools have tended to withdraw. It is questionable whether this 
proposal is sound, for, notwithstanding laboratory pretensions, the 
teacher of zoólogy is bound to impart most of his knowledge by 
authoritative statement rather than by demonstration and hence he 
may draw his laboratory material from the many illustrations in 
external anatomy rather than from internal dissection so often objec- 
tionable to the pupil. 
The importance of animal ecology, classification, embryology, palæ- 
ontology, and evolution are reasonably urged but with the final apol- 
ogy that perhaps these aspects of zoólogy, good in themselves, are for 
want of time not possible in the school. 1f, however, we understand 
Professor Bigelow aright the pupil is not to be treated in such a way 
as to bring him to the state of a “finished” product at the end of his 
School life, but he is to be turned out with a mind trained for mental 
work and awakened by a flood of suggestions that will lead him in 
later years to take an active interest in the intellectual life about him. 
From this standpoint few subjects are more important than ecology, 
palzontology, and evolution. 
ood advise based upon actual experience is contained in the 
chapter on laboratory method, and the advantages of the “ verifica- 
tion” and “ investigation” methods are set forth so well that even 
the strongest advocates of the latter must see that theirs is not the 
only path to true knowledge. The conception of school “ physiology i 
as a special application of zoölogy and its importance in connection 
with this science is justly emphasized and ought to lead to a radical 
reform and betterment in the teaching of this subject. The zoólogi- 
cal text, like that of the botanical portion, is accompanied by copious 
