Equipment of pupils.—Each pupil should have a laboratory note-book of about 8 × 10 inches, opening at the end, in which both drawings and notes can be made. The paper should be unruled and of good quality (not too soft). Each pupil should have also instruments of his own as follows: scalpel, pair of small scissors, spring forceps, pair of dissecting-needles, small glass pipette, and paper of ribbon-pins for pinning out specimens. The cost of this outfit need not exceed $1.00. The laboratory should furnish him with a dissecting-dish and a dissecting-microscope, or at least a lens.

Laboratory drawings and notes.—Each pupil should make the drawings called for in the directions for the laboratory exercises. These drawings should be in outline, and put in by pencil; the lines may be inked over if preferred. Shading should be used sparingly, if at all. Each drawing and all the organs and animal parts represented in it should be fully named. See the anatomical plates in this book for example. With such complete "labelling," little note-taking need be done in connection with the dissections.

Notes should be made of any observations which cannot be represented in the drawings; for example, on the behavior of the living animals. All notes referring to matters of life-history should be dated.

Field-observations and notes.—Scattered through this book will be found numerous suggestions for student field-work, for the observation of the life-history and habits and conditions of animals in nature. As explained in the Preface, the initiation and direction of such work must be left to the teacher. But its importance both because of its instructiveness and its interest is great. Pupils should not only be incited to make individual observations whenever and wherever they can, but the teacher should make little field-excursions with the class or with parts of it at various times, to ponds or streams or woods, and "show things" to all. The life-history and feeding-habits of insects, the web-making of spiders, the flight, songs, nesting, and care of young of birds, the haunts of fishes, the development of frogs, toads, and salamanders, the home-building and feeding-habits of squirrels, mice, and other familiar mammals are all (as has been called attention to at proper places in the book) specially fit subjects for field-observation.

Each pupil should keep a field note-book, recording from day to day, under exact date, any observations he may make. Let the most trivial things be noted; when referred to later in connection with other notes they may not seem so trivial. The field note-book should be smaller than the laboratory note- and drawing-book, small enough to be carried in the pocket. Notes should be made on the spot of observation; do not wait to get home. Sketches, even rough ones, may be advantageously put into the book. Students with photographic cameras can do some very interesting and valuable field-work in making photographs of animals, their nests and favorite haunts. Such photographic work is very effectively used now in the illustration of books about animals and plants (see the reproductions of photographs in this book). If the class is making a collection the collecting notes or data made in the field-books of the different pupil collectors should all be transferred to a common "Notes on Collections" book kept by the whole class.