"The laboratory method was such an emancipation from the old-time bookish slavery of pre-laboratory days that we may have been inclined to overdo it and to subject ourselves to a new slavery. It should never be forgotten that the laboratory is simply a means to the end; that the dominant thing should be a consistent chain of ideas which the laboratory may serve to elucidate. When, however, the laboratory assumes the first place and other phases of the course are made explanatory to it, we have taken, in my mind, an attitude fundamentally wrong. The question is, not what _types_ may be taken up in the laboratory to be fitted into the general scheme afterwards, but what _ideas_ are most worth while to be worked out and developed in the laboratory, if that happens to be the best way of doing it, or if not, some other way to be adopted with perfect freedom. Too often our course of study of an animal or plant takes the easiest rather than the most illuminating path. What is easier, for instance, particularly with large classes of restless pupils who apparently need to be kept in a condition of uniform occupation, than to kill a supply of animals, preferably as near alike as possible, and set the pupils to work drawing the dead remains? This method is usually supplemented by a series of questions concerning the remains which are sure to keep the pupils busy a while longer, perhaps until the bell strikes, and which usually are so planned as to anticipate any ideas that might naturally crop up in the pupil's mind during the drawing exercise. "Such an abuse of the laboratory idea is all wrong and should be avoided. The ideal laboratory ought to be a retreat for rainy days; a substitute for out of doors; a clearing house of ideas brought in from the outside. Any course in biology which can be confined within four walls, even if these walls be of a modern, well-equipped laboratory, is in some measure a failure. Living things, to be appreciated and correctly interpreted, must be seen and studied in the open where they will be encountered throughout life. _The place where an animal or plant is found is just as important a characteristic as its shape or function._ Impossible field excursions with large classes within school hours, which only bring confusion to _inflexible_ school programs, are not necessary to accomplish this result. Properly administered, it is without doubt one of our most efficient devices for developing biological ideas, but the laboratory should be kept in its proper relation to the other means at our disposal and never be allowed to degenerate either into a place for vacuous drawing exercises or a biological morgue where dead remains are viewed."--_Dr. H. E. Walter._