ELEMENTARY ZOOLOGY
BY
VERNON L. KELLOGG, M.S.
Professor of Entomology, Leland Stanford Junior University
SECOND EDITION, REVISED
NEW YORK
HENRY HOLT AND COMPANY
1902
Copyright, 1901,
BY
HENRY HOLT & CO.
ROBERT DRUMMOND, PRINTER, NEW YORK
PREFACE
It seems to the author that three kinds of work shouldbe included in the elementary study of zoology. Thesethree kinds are: (a) observations in the field coveringthe habits and behavior of animals and their relationsto their physical surroundings, to plants, and to eachother; (b) work in the laboratory, consisting of the studyof animal structure by dissection and the observation oflive specimens in cages and aquaria; and (c) work in therecitation- or lecture-room, where the significance andgeneral application of the observed facts are consideredand some of the elementary facts relating to the classificationand distribution of animals are learned.
These three kinds of work are represented in the courseof study outlined in this book. The sequence and extentof the study in laboratory and recitation-room are definitelyset forth, but the references to field-work consistchiefly of suggestions to teacher and student regardingthe character of the work and the opportunities for it.Not because the author would give to the field-work theleast important place,—he would not,—but because of theutter impracticability of attempting to direct the field-workof students scattered widely over the United States.The differences in season and natural conditions in variousparts of the country with the corresponding differencesin the "seasons" and course of the life-history of the[Pg iv]animals of the various regions make it impossible to includein a book intended for general use specific directionsfor field-work. Further, the amount of time forfield-work at the disposal of teacher and class and theopportunities afforded by the topographic character of theregion in which the schools are located vary much. Theinitiation and direction of this must therefore always dependon the teacher. On the other hand, the work of theother two phases of study can to a large extent be madepretty uniform throughout the country. For dissection,specimens properly killed and preserved are about asgood as fresh material, and by modifying the suggestedsequence of work a little to suit special conditions or conveniences,the examination of live specimens in thelaboratory can in most cases be accomplished.
The author believes that elementary zoological studyshould not be limited to the examination of the structureof several types. The student should learn byobservation something of the functions of animals andsomething of their life-history and habits, and should begiven a glimpse of the significance of his particular observationsand of their general relation to animal life as awhole. The drill of the laboratory is perhaps the mostvaluable part of the work, but as a matter of fact the highschool is trying to teach elementary zoology, an elementaryknowledge of animals and their life, and dissectionalone cannot give the