All questions of time aside, it is a favored body of young men who occupy the benches in the laboratory during Professor Haeckel's unique Sunday-morning service. Each student has before him a microscope and a specimen of the particular animal that is the subject of the morning's lesson. Let us say that the subject this morning is the crawfish. Then in addition to the specimens with which the students are provided, and which each will dissect for himself under the professor's guidance, there are scattered about the room, on the various tables, all manner of specimens of allied creatures, such as crabs, lobsters, and the like. There are dissected specimens also of the crawfish, each preparation showing a different set of organs, exhibited in preserving fluids. Then there are charts hung all about the room illustrating on a magnified scale, by diagram and picture, all phases of the anatomy of the subjects under discussion. The entire atmosphere of the place this morning smacks of the crawfish and his allies. The session begins with a brief off-hand discussion of the general characteristics and affinities of the group of arthropoda, of which the crawfish is a member. Then, perhaps, the professor calls the students about him and gives a demonstration of the curious phenomena of hypnotism as applied to the crawfish, through which a living specimen, when held for a few moments in a constrained attitude, will pass into a rigid "trance," and remain standing on its head or in any other grotesque position for an indefinite period, until aroused by a blow on the table or other shock. Such are some of the little asides, so to speak, with which the virile teacher enlivens his subject and gives it broad, human interest. Now each student turns to his microscope and his individual dissection, and the professor passes from one investigator to another with comment, suggestion, and criticism; answering questions, propounding anatomical enigmas for solution--enlivening, vivifying, inspiring the entire situation.