The particular merit of the work is that it is so planned that each laboratory lesson compels the students to reason. Having once thus obtained their information, they are required to drill themselves out of school hours until the facts become an integral part of their knowledge. For the study of fruits, for example, they are given large trays, each divided into sixteen compartments, plainly labeled with the name of the seed or fruit within. Then, by means of questions, the students are made to read for themselves the story which each fruit has to tell, to compare it with the others, and to deduce from this comparison certain general laws. After sufficient laboratory practice of this kind they are required to read parts of Lubbock's Flower, Fruit, and Leaves, Kerner's Natural History of Plants, Wallace's Tropical Nature, and Darwinism, etc. Finally, they are each given a type-written summary of the work, and after a week's notice are required to pass a written examination. Zoölogy: The course begins in the fall with a rather thorough study of the insects, partly because they are then so abundant, and partly because a knowledge of them is particularly useful to the grade teacher in the elementary schools. The locust is studied in detail. Tumblers and aquaria are utilized as vivaria, so that there is abundant opportunity for the individual study of living specimens. Freshly killed material is used for dissection, so that students have no difficulty in making out the internal anatomy, which is further elucidated with large, home-made charts, each of which shows a single system, and serves for a text to teach them the functions of the various organs as worked out by modern physiologists. They then study, always with abundant material, the other insects belonging to the same group. They are given two such insects, a bug, and two beetles, and required to classify them, giving reasons for so doing. While this work is going on they have visited the beehive in small groups, sometimes seeing the queen and the drone, and always having the opportunity to see the workers pursuing their various occupations, and the eggs, larvæ, and pupæ in their different states of development. Beautiful models of the bees and of the comb, together with dry and alcoholic material, illustrate further this metamorphosis, by contrast making clearer the exactly opposite metamorphosis of the locust. At least one member of each of the other orders of insects is compared with these two type forms, and, although only important points are considered at all, yet from one to two hours of laboratory work are devoted to each specimen. This leisurely method of work is pursued to give the students the opportunity, at least, to think for themselves. When the subject is finished they are then given a searching test. This is never directly on their required reading, but planned to show to them and to their teachers whether they have really assimilated what they have seen and studied.