{"product_id":"2940016110745","title":"A Guide for the Study of Animals","description":"PREFACE\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eThe following guide to the study of animals is intended for pupils in\u003cbr\u003esecondary schools. It was prepared by the authors at the request of\u003cbr\u003ethe Biology Round Table, an association composed of the teachers of\u003cbr\u003eBiology in the Chicago High Schools, to whom the authors wish to take\u003cbr\u003ethis opportunity of expressing their appreciation of the many helpful\u003cbr\u003esuggestions and criticisms of the manuscript.\u003cbr\u003e\u003cbr\u003eThe time has passed when a high school course in zoölogy consists\u003cbr\u003esimply of a somewhat simplified edition of a similar course in\u003cbr\u003ecollege. All teachers now recognize that the motivization of any\u003cbr\u003ecourse should be its adaptability to the needs of the student, and\u003cbr\u003ethat zoölogy must be taught from the standpoint of the student rather\u003cbr\u003ethan that of the subject. In preparing this guide, the authors have\u003cbr\u003etried to keep these points in mind.\u003cbr\u003e\u003cbr\u003eThe matter of presentation, the order of topics, and the choice of\u003cbr\u003ematerial has been much discussed, but the trend of opinion has\u003cbr\u003efinally set in toward an ecological rather than a type study of\u003cbr\u003eanimals; that there should be in the case of young students a brief\u003cbr\u003estudy of rather a large number of animals to bring out some general\u003cbr\u003ebiological law, rather than an exhaustive study of a very few types.\u003cbr\u003eIt is further recognized that the use of a reference library is\u003cbr\u003eabsolutely essential in connection with and to supplement the\u003cbr\u003elaboratory work, as there are some topics beyond the ability of the\u003cbr\u003eyoung student for original investigation as well as impossible in\u003cbr\u003ethe amount of time usually allotted to the subject in our crowded\u003cbr\u003ecurricula. Of great importance is the economic side of zoölogy,\u003cbr\u003eespecially its bearing upon the applied sciences of medicine,\u003cbr\u003esanitation, household science, and agriculture, and this phase has\u003cbr\u003ereceived special attention in this guide.\u003cbr\u003e\u003cbr\u003eThe desirability of field work has always been recognized, but the\u003cbr\u003especial conditions under which schools must work are so variable as\u003cbr\u003eto make any set directions for field work of little value, and so\u003cbr\u003ethey have in most cases been omitted in this work. Each teacher can\u003cbr\u003eeasily give such special direction for collecting material and study\u003cbr\u003ein the field as the locality of the school and the time available for\u003cbr\u003eit shall determine.\u003cbr\u003e\u003cbr\u003eSince zoölogy will probably be the pupil's first laboratory science,\u003cbr\u003ethe authors have preceded the more formal portion of the manual with\u003cbr\u003ea series of short exercises on familiar and easily obtained animals\u003cbr\u003ein order to introduce the pupil to the laboratory method and to\u003cbr\u003estimulate his interest, training him at the outset to be constantly\u003cbr\u003eon the outlook for specimens and to show him how much may be learned\u003cbr\u003efrom common things right around him, if he will only use his eyes. We\u003cbr\u003ehave also begun the more formal portion of the guide with insects,\u003cbr\u003esince in the fall they are easily collected and may be studied alive.\u003cbr\u003eThey illustrate, moreover, the principles of classification and\u003cbr\u003emethod of using keys and other means of finding out the names of\u003cbr\u003eanimals. This would seem to be pedagogically sound, for some recent\u003cbr\u003eexperiments with pupils show that the first question that comes into\u003cbr\u003ea child's mind upon seeing a new or strange specimen is \"What is it?\"\u003cbr\u003e\u003cbr\u003eA larger portion of the guide is given to the chordates than is\u003cbr\u003eusually the case. The authors also believe that this is correct and\u003cbr\u003ein accord with the natural interest of the pupil. It will serve to\u003cbr\u003econnect his zoölogy more closely with his daily experiences.\u003cbr\u003e\u003cbr\u003eThere is material enough provided to allow the teacher a chance to\u003cbr\u003eselect that best adapted to his purposes or conditions as well as to\u003cbr\u003eprovide for those schools that give more than one year to zoölogy.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eCONTENTS\u003cbr\u003e\u003cbr\u003e                                                                 PAGE\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eCHAPTER I\u003cbr\u003e\u003cbr\u003e INTRODUCTORY STUDIES OF LIVING ANIMALS                             1\u003cbr\u003e\u003cbr\u003eFly, 1; Maggot, 3; Cockroach, 4; Spider, 5; Cricket, 6; Grasshopper,\u003cbr\u003e7; Butterfly or Moth, 9; Caterpillar, 10; Tussock Moth, 11; Beetle,\u003cbr\u003e13; Damsel Fly Larva, 14; Plant Lice and Scale Bugs, 15; Water Bugs\u003cbr\u003eand Beetles, 17; Getting Acquainted with the Library, 18.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eCHAPTER II\u003cbr\u003e\u003cbr\u003e STUDIES OF INSECTS                                                20\u003cbr\u003e\u003cbr\u003eField Studies, 20; Grasshoppers or Locusts, 23; Comparative Study of\u003cbr\u003eOrthoptera, 28; Key to Orthoptera, 29; Dragon Fly, 30; Honeybee, 31;\u003cbr\u003eGeneral Study of Insects, 33; Review of Insects, 35; Key to Principal\u003cbr\u003eOrders, 36; Some Common Butterflies, 38; Summary of Insects, 37;\u003cbr\u003eGeneral Review and Library Exercise, 40.","brand":"SAP","offers":[{"title":"Default Title","offer_id":47121409179888,"sku":"2940016110745","price":0.99,"currency_code":"USD","in_stock":true}],"url":"https:\/\/shop-qa.barnesandnoble.com\/products\/2940016110745","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}