MOLLUSCS aye 
In the Infant Department the subject might begin with the two 
main divisions of shells—univalves and bivalves. All detailed 
descriptions of the animals which form and dwell in the shells 
might be omitted, except that they are soft-bodied and cold to the 
touch. 
The two classes could then be dealt with separately, and in some 
detail, e.g., the colour and form of the shells with some of the more 
obvious markings. From the earliest lessons comparisons and . 
contrasts should be made where possible. When the classes are 
further advanced, the next step would be to select some simple 
form and require pupils to name the parts of the shell. Taking 
the univalve first—the body whorl, spire, mouth, inner and outer 
lip should be known. But little difficulty will be found with 
these terms—pupils should draw the form under review on their 
slates and write the names opposite the parts to which they 
belong. Before passing on, this part of the subject should be 
mastered in such a way, that on being handed a specimen, pupils 
should be able to apply the knowledge gained ; that is, pointing 
to the places indicated, they should readily name them without 
hesitation, ¢.g., ‘‘ This is the spire, this the body whorl, here is 
the mouth,” etc., ete. The outside markings could then be treated 
in the same way. Plenty of specimens should be dealt with in 
these lessons. 
The same remarks apply to the bivalves—the parts of the shell 
should be learnt first—then the markings inside and outside, the 
teeth, hinge-line, etc., dealt with. Some description of the 
animal itself, of the way in which it obtains food, of its method of 
enlarging the shell, and of its habits, should be incidentally given. 
The amount of attention devoted to these lessons will of course 
depend on the surroundings of the school. A study of marine 
molluscs might under certain conditions be omitted altogether. 
Many schools removed from the sea are within reach of fresh 
water molluses, e.g., the fresh-water mussel unio, these would 
form suitable subjects for investigation. In the case of 
schools near the sea coast, a good deal of prominence might 
profitably be given to this phase of Nature-study. Pupils could 
be encouraged to collect and bring specimens for examination, and 
might from time to time be taken for excursions with the object 
of applying the knowledge gained, and of observing the conditions 
under which the animals live. The reasons why some shells are 
thick and strong, others thin and fragile, and many other matters 
of interest would then be realised in a way impossible under 
indoor treatment alone. 
