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WAYS TO STIMULATE INTEREST IN ZOOLOGY.ADA L. WECKEL. .

High School, Oak Park, Illinois.There probably has never been a time in the history of edu-

cation when its problems have been more complex than theyare at the present time. Life on every hand is now offeringyoung people the sensational and the spectacular. If by anychance the automobile, jazz music, the theater, or the moviesfail to interest them, the press is at their command ever readyto supply them with accounts of real or fictitious scandals,or there is at their disposal an abundance of short stories andof novels. With all of these influences outside of school creatingand stimulating this almost abnormal desire for the unusual,it is becoming constantly more difficult in school to create andto maintain any intellectual interests except by methods ofwhich all of us have not or still do not approve. Athletics,dramatics, clubs, school newspapers, and public speaking arethe things which our students are enjoying and about which,they are talking. Compared with these what does zoologyhave to offer? We know that it is filled with phenomena, anyone of which is infinitely more remarkable than the spectacularthings which are being constantly devised for creating andsatisfying the craving for the sensational. But, what have wedone to make it appear so to boys and girls of high school age?Has our salesmanship been as skillful and as efficient as thatof the- influences outside of school? Perhaps the answer tothese questions is found in the present enrollment in zoology.Much has been said in recent years, as you know, about thedecline of botany and of zoology. Whether all the statisticsgiven in this connection are correct or not, it is certain thatthere are not so many students electing the biological sciencesas there should be.No subject in the high school curriculum offers material of

more vital importance to boys and girls than does zoology.Neither does any subject have materials which are betteradapted for spectacular presentation. As teachers of science,however, I believe that most of us have been prejudiced againstthis type of presentation. It has seemed to us almost likean affront against the ethics of science. But we have beenforgetting, I believe, that we are teaching boys and girls, andthat the more formal methods of science are not best adaptedfor them. I think that it is possible to make the process of

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digestion, the action of the heart, the phenomena of develop-ment, the laws of inheritance, the symbiotic relationships be-tween animals, or the-camouflage in the animal world seem justas wonderful and as remarkable to boys and girls as do theadventures of their favorite movie stars, in their latest pro-ductions. At the same time we can slowly but certainly con-vince them that their acquaintanceship with the ways andthe laws of Nature is giving them an interest to which theycan always turn to satisfy the desire for the sensational andthe spectacular. In acquiring this information they will, also,be developing the scientific method of attack which shouldhelp them to solve sanely and wisely the problems which willconfront them in later life.In spite of my dislike of publicity and of my personal preju-

dices against doing the spectacular, it has been necessary ona number of occasions in recent years to do both in my zoologywork. As a result I have come to appreciate the fact thattt is possible to present in a spectacular way much of the ma-terial in zoology, and yet not have it lose any of its scientificaccuracy or value. Since by the methods which I have usedin this connection, I have succeeded in stimulating a littleinterest in zoology, I thought perhaps my experiences mightoffer some suggestions to you.

It has been customary in our high school for a number ofyears to have exhibits of school work. These exhibits are heldin the evening about once in two years under the auspicesof the Parent-Teachers? Organization. To prevent theseexhibits from becoming monotonous it has been necessary tovary the kinds of materials shown. The use of charts I havefound to be one of the most effective methods for displayingclass work and also for giving to the public information whichI have thought was important and of general interest. Stu-dents have prepared charts on such topics as: House Flya Disease Carrier; Life History of the Mosquito; Metamorphosisof Monarch Butterfly; Protective Resemblance, the WalkingStick; Inheritance in the Jukes; Inheritance in the EdwardsFamily; Furs, Real and Imitation; and many other similartopics.Last year we were asked to take a booth at the annual ^Na-

ture Exhibit^ held at Marshall Field^s store under the directionof the Federated Women^s Clubs of this district. Here ourproblem was complicated by the fact that wo had to compete

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with all kinds of garden and nature clubs, scout organizations,and individual exhibitors. We were anxious to make ourexhibit attractive enough so that boys and girls seeing it wouldwant to come to school to learn what we have to offer as muchas, if not more than, they would want to take a walk with thePrairie Club or belong to the Boy Scouts.

This fall a "new demand was made upon us. The businessmen of Oak Park had an "Own Your Home" exhibition, andwe. were asked to prepare something appropriate for that.We were studying insects when this request came, so we pre-pared a series of charts on insects which are household pests:the clothes moth, carpet beetle, ant, cockroach, and others.

In spite of the fact that I believed at first that the timespent in preparation for an exhibit was wasted, I have becomeconvinced that there are very few ways in which one can createmore interest in class work and in the subject. The public,too, shares in this interest.A public-spirited woman in Oak Park two years ago offered

a prize of $20.00 for the best essay on birds written by anystudent taking zoology. This stimulated so much interestthat she is continuing to offer the prize each year. The subjectassigned for this essay last year was: "My Personal Experienceswith Birds." It was my intention to have all the essays writtenon experiences in attracting winter birds. Early in Novemberwe made a careful study of the methods for attracting birds.Feeding trays were put up, a lot of seeds were purchased anddivided, and suet was also supplied for food. Careful recordswere then kept by each pupil of the results obtained. In theseresults, however, we were all much disappointed. There wasvery little snow last winter and our trays were not such popularfeeding places as we had hoped they would be. When the timecame for submitting the essays only a few were written on"Winter Birds." Other subjects used were ’."Enemies of Birds;""Observations Made on Nest Building;" "A Morning Walkin the Forest Preserve;" "Bird Photography;" and a "Surveyof the Bird Nesting Places in our Block." All of the studentstaking zoology were required to submit essays. The best werethen selected, written and rewritten until they were in as perfectform as it was possible for the writers to make them.

The thing most effective last year in making regular classwork interesting W9^ the making of models to show the in-

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ternal structure of the frog. They were made of heavy paper,and their construction was similar to that of the manikinsused in human physiology. In fact, we named these models^frogikins." I have never found a method ’so successful forteaching students the parts of the frog and the relation ofthese parts to each other. Neither have I suggested anythingwhich afforded them so much pleasure.

In the consideration of man as an animal and of man inrelation to his environment personal and public hygiene offer abig field of interesting and valuable material. In personalhygiene this year I expect to have charts kept by studentsin which they record: kinds and amounts of food eaten daily,amount of exercise, number of hours of sleep, number of hoursof study, etc. In public hygiene sanitary surveys may be made,trips may be taken to the o.ffice of the health department, tothe sewage disposal plants, to packing houses, and to all otherplants which are concerned with our welfare. This work isespecially important in making students see the practical valueof zoology.

I have attempted to give you briefly some concrete examplesof methods I have used for stimulating interest in zoology.J. Harvey Robinson in ^Mind and the Making^ says tn’atmonkeys learn by monkeying, not by apeing. But to becomecivilized, he says, animals must also ape or imitate. I havegiven you my experiences in monkeying. I hope that some ofyou may find something in them worth apeing.

BUILDING BETTER BOYS AT CAMP ROOSEVELT.

BY LILLIAN EWERTSEN,460 So. State St., Chicago.

Two hundred and seventy-three boys buckling down to hardstudy just at the beginning of the summer vacation seems mostunusual. However, this is what happened at the beginning ofthe summer of 1922 at Camp Roosevelt, known throughout thecountry as ^the boy-builder." The boys in these summer schoolswere under the direction of the Principal, Mr. Charles H. Smith,Editor of SCHOOL SCIENCE AND MATHEMATICS, and his facultyof fourteen. That these boys did buckle down and study hardis shown by the results at the end of the summer. Fourteen ofthem maintained an average of over ninety in each of twosubjects, and were awarded Camp Roosevelt Scholarship Med-als as* a result. Four others, maintained such high marks that