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A Guide for the Study of Animals
A Guide for the Study of Animals
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PREFACE
The following guide to the study of animals is intended for pupils in
secondary schools. It was prepared by the authors at the request of
the Biology Round Table, an association composed of the teachers of
Biology in the Chicago High Schools, to whom the authors wish to take
this opportunity of expressing their appreciation of the many helpful
suggestions and criticisms of the manuscript.
The time has passed when a high school course in zoölogy consists
simply of a somewhat simplified edition of a similar course in
college. All teachers now recognize that the motivization of any
course should be its adaptability to the needs of the student, and
that zoölogy must be taught from the standpoint of the student rather
than that of the subject. In preparing this guide, the authors have
tried to keep these points in mind.
The matter of presentation, the order of topics, and the choice of
material has been much discussed, but the trend of opinion has
finally set in toward an ecological rather than a type study of
animals; that there should be in the case of young students a brief
study of rather a large number of animals to bring out some general
biological law, rather than an exhaustive study of a very few types.
It is further recognized that the use of a reference library is
absolutely essential in connection with and to supplement the
laboratory work, as there are some topics beyond the ability of the
young student for original investigation as well as impossible in
the amount of time usually allotted to the subject in our crowded
curricula. Of great importance is the economic side of zoölogy,
especially its bearing upon the applied sciences of medicine,
sanitation, household science, and agriculture, and this phase has
received special attention in this guide.
The desirability of field work has always been recognized, but the
special conditions under which schools must work are so variable as
to make any set directions for field work of little value, and so
they have in most cases been omitted in this work. Each teacher can
easily give such special direction for collecting material and study
in the field as the locality of the school and the time available for
it shall determine.
Since zoölogy will probably be the pupil's first laboratory science,
the authors have preceded the more formal portion of the manual with
a series of short exercises on familiar and easily obtained animals
in order to introduce the pupil to the laboratory method and to
stimulate his interest, training him at the outset to be constantly
on the outlook for specimens and to show him how much may be learned
from common things right around him, if he will only use his eyes. We
have also begun the more formal portion of the guide with insects,
since in the fall they are easily collected and may be studied alive.
They illustrate, moreover, the principles of classification and
method of using keys and other means of finding out the names of
animals. This would seem to be pedagogically sound, for some recent
experiments with pupils show that the first question that comes into
a child's mind upon seeing a new or strange specimen is "What is it?"
A larger portion of the guide is given to the chordates than is
usually the case. The authors also believe that this is correct and
in accord with the natural interest of the pupil. It will serve to
connect his zoölogy more closely with his daily experiences.
There is material enough provided to allow the teacher a chance to
select that best adapted to his purposes or conditions as well as to
provide for those schools that give more than one year to zoölogy.
CONTENTS
PAGE
CHAPTER I
INTRODUCTORY STUDIES OF LIVING ANIMALS 1
Fly, 1; Maggot, 3; Cockroach, 4; Spider, 5; Cricket, 6; Grasshopper,
7; Butterfly or Moth, 9; Caterpillar, 10; Tussock Moth, 11; Beetle,
13; Damsel Fly Larva, 14; Plant Lice and Scale Bugs, 15; Water Bugs
and Beetles, 17; Getting Acquainted with the Library, 18.
CHAPTER II
STUDIES OF INSECTS 20
Field Studies, 20; Grasshoppers or Locusts, 23; Comparative Study of
Orthoptera, 28; Key to Orthoptera, 29; Dragon Fly, 30; Honeybee, 31;
General Study of Insects, 33; Review of Insects, 35; Key to Principal
Orders, 36; Some Common Butterflies, 38; Summary of Insects, 37;
General Review and Library Exercise, 40.
The following guide to the study of animals is intended for pupils in
secondary schools. It was prepared by the authors at the request of
the Biology Round Table, an association composed of the teachers of
Biology in the Chicago High Schools, to whom the authors wish to take
this opportunity of expressing their appreciation of the many helpful
suggestions and criticisms of the manuscript.
The time has passed when a high school course in zoölogy consists
simply of a somewhat simplified edition of a similar course in
college. All teachers now recognize that the motivization of any
course should be its adaptability to the needs of the student, and
that zoölogy must be taught from the standpoint of the student rather
than that of the subject. In preparing this guide, the authors have
tried to keep these points in mind.
The matter of presentation, the order of topics, and the choice of
material has been much discussed, but the trend of opinion has
finally set in toward an ecological rather than a type study of
animals; that there should be in the case of young students a brief
study of rather a large number of animals to bring out some general
biological law, rather than an exhaustive study of a very few types.
It is further recognized that the use of a reference library is
absolutely essential in connection with and to supplement the
laboratory work, as there are some topics beyond the ability of the
young student for original investigation as well as impossible in
the amount of time usually allotted to the subject in our crowded
curricula. Of great importance is the economic side of zoölogy,
especially its bearing upon the applied sciences of medicine,
sanitation, household science, and agriculture, and this phase has
received special attention in this guide.
The desirability of field work has always been recognized, but the
special conditions under which schools must work are so variable as
to make any set directions for field work of little value, and so
they have in most cases been omitted in this work. Each teacher can
easily give such special direction for collecting material and study
in the field as the locality of the school and the time available for
it shall determine.
Since zoölogy will probably be the pupil's first laboratory science,
the authors have preceded the more formal portion of the manual with
a series of short exercises on familiar and easily obtained animals
in order to introduce the pupil to the laboratory method and to
stimulate his interest, training him at the outset to be constantly
on the outlook for specimens and to show him how much may be learned
from common things right around him, if he will only use his eyes. We
have also begun the more formal portion of the guide with insects,
since in the fall they are easily collected and may be studied alive.
They illustrate, moreover, the principles of classification and
method of using keys and other means of finding out the names of
animals. This would seem to be pedagogically sound, for some recent
experiments with pupils show that the first question that comes into
a child's mind upon seeing a new or strange specimen is "What is it?"
A larger portion of the guide is given to the chordates than is
usually the case. The authors also believe that this is correct and
in accord with the natural interest of the pupil. It will serve to
connect his zoölogy more closely with his daily experiences.
There is material enough provided to allow the teacher a chance to
select that best adapted to his purposes or conditions as well as to
provide for those schools that give more than one year to zoölogy.
CONTENTS
PAGE
CHAPTER I
INTRODUCTORY STUDIES OF LIVING ANIMALS 1
Fly, 1; Maggot, 3; Cockroach, 4; Spider, 5; Cricket, 6; Grasshopper,
7; Butterfly or Moth, 9; Caterpillar, 10; Tussock Moth, 11; Beetle,
13; Damsel Fly Larva, 14; Plant Lice and Scale Bugs, 15; Water Bugs
and Beetles, 17; Getting Acquainted with the Library, 18.
CHAPTER II
STUDIES OF INSECTS 20
Field Studies, 20; Grasshoppers or Locusts, 23; Comparative Study of
Orthoptera, 28; Key to Orthoptera, 29; Dragon Fly, 30; Honeybee, 31;
General Study of Insects, 33; Review of Insects, 35; Key to Principal
Orders, 36; Some Common Butterflies, 38; Summary of Insects, 37;
General Review and Library Exercise, 40.