Report on Zoology. 



141 



tain that the doctrine has recently made rapid advances 

 and is now very generally accepted, especially by the 

 younger and rising naturalists. 



We are glad to be able to report a degree of activity in 

 subjects pertaining to zoology in our own midst. 



The New York State Museum is making a most inter- 

 esting and instructive addition to its zoological department 

 in a collection of skeletons, intended to embrace all the 

 mammals of the state as far as procurable, and also full 

 representation in the birds, fishes and reptiles. The first 

 installment of these, twentj'-three skeletons, was received 

 last fall. They are admirably mounted, and will prove 

 valuable objects for the study of comparative anatomy. 



Having thus hastily reviewed a few of the more import- 

 ant advances in zoological science in this country and 

 abroad, I desire to call the attention of the Institute 

 to some things which are not being done in our own 

 community and especially, in regard to the instruction of 

 the young in this wonderful science. 



During the last few years, science has been making 

 gigantic strides toward perfection. In every branch of 

 study of natural laws and phenomena, active and enthusi- 

 astic minds are engaged, and new facts and new principles 

 are yearly brought to light, until the science of to-day is 

 vastly different from the science of a quarter of a century 

 ago. The effect of this revolution is felt in every grade of 

 civilized life ; and physical and intellectual enjoyments 

 are multiplied just in proportion to the increased develop- 

 ment of scientific knowledge. If this is true, and it seems 

 self-evident, it becomes a question of the greatest practical 

 interest whether scientific teachings in primary schools 

 and academies do not deserve far more attention than 

 they receive. It is a remarkable fact that notwithstand- 

 ing the marvelous increase of scientific knowledge and the 

 consequent increased importance of scientific instruction 



