OAK ST: HDSF CENTRAL CIRCULATION BOOKSTACKS The person charging this material is re- sponsible for its renewal or its return to the library from which it was borrowed on or before the Latest Date stamped below. You may be charged a minimum fee of $75.00 for each lost book. Theft, mutilation, and underlining of books ore rootoni for disciplinary action and may result In dismissal from the University. TO RENEW CALL TELEPHONE CENTER, 333-S4O0 UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN FEB / 1996 m 2 1995 When renewing by phone, write previous due date. new due date below L162 THE ILLINOIS STATE LABORATORY ATURAL History NORMAL ILL CIRCULAR OF INFORMATION, JULY,iS7S. SPRINGFIELD: Statk Register Printing Hoisk. 1S7S. THE ILLINOIS STATE LABORATORY OF R rn NORMAL ILL CIRCULAR OF INFORMATION. JULY, 1S78. SPRINGFIELD: State Register Printing House. 1S78. Digitized by the Internet Arciiive in 2010 with funding from University of Illinois Urbana-Champaign http://www.archive.org/details/circularofinformOOilli 5ion THE ILLINOIS STATE LABORATORY OF NATURAL HISTORY. Prof. S. A. Forbes, Curator of the Laboratory, by vote of the Board, read his annual report, as follows: To f/ie State Board of Education : This is an institution whose chief objects are the prosecution and aid of original work on the natural history of the State, (preference •''being given to subjects having special educational or economical Rvalue,) the publication of the results of such work for the informa- ~ tion of the people, the training and instruction of teachers of bot- j any and zoology for the public schools, and the supply of the nec- i essary scientific material to these schools, to the State Museum, ^ and to the State educational institutions. It affords a place to which X any specialist or scientific student may come, with the assurance .^ that he will find everything necessary for special study or original T-^ work on the natural history of Illinois, to which any teacher mav 4 come for preparation to teach these subjects intelligently, and upon •^ which the officers of any school may draw for material to Illustrate the scientific work of their school. Its operations are guided by the conviction that the spread of the ^ knowledge and discipline ot science among the people is essential ■*• to their highest prosperity; that this is a matter of public rather ^>j^than of personal concern, and that it must be provided for by public >^ I'ather than by private measures. To encourage the spontaneous and gratuitous labors of our sci- oJ entific men, to assist them at least to the extent of supplying them d with such facilities for work as are beyond the reach of individuals, O and to furnish them a means of adding the results of their labors to i the common stock of human knowledge, is obviously sound public rJpolicy. Without this class of workers, devoted to science for its own sake, no solid and valuable progress in science is possible. From them comes the initiative, the incitement. They are the root of the tree by which the raw elements of the natural world have been in all 'ages drawn together and made ready for the nourish- ment of the organism. It is also of great importance to the public welfare that the meth- ods of work and habits of thought by which the achievements of modern science have been made, should be brought to bear as far as possible upon the daily life of all. For this, trained and intelli- gent teachers of science are necessary, able to comprehend the work of specialists, and to assim'ilate and adapt it to the needs of the com- munity at large, — able also to translate the spirit and methods of science into the work of the school, and through the school into the pursuits of business and labor. But a practical knowledge of nature cannot be imparted by books or by word of mouth alone. The distinctive discipline of science can only be got by the immediate exercise of the mind upon ob- jects and upon ideas directly derived from objects. Materials for study, and named cabinets as the standards of reference, are the sine qua non of work worth doing. To incite and reward natural history work, nothing has been found more effective than skeleton cabinet^ of representative species, which can afterwards be filled up by the collections of teachers and pupils. The cost of these is slight, the value very great. An easily accessible medium of mutual ex- changes, — a center of authority to which difficult questions can be referred for solution, are also indispensable to success. The pressing needs of these three classes, specialists in science, the teachers and the pupils of the public schools, it is the principal function of the State Laboratory to supply. It is also evident that the large collections needed by the State Museum, and in the work of the great State educational institutions can be made more rapidly and much more economically by one tho- roughly equipped central laboratory than by the separate institutions themselves, since one set of apparatus, materials and men can thus do the work which would otherwise require several. It is not intend- ed to take from those institutions any work of special educational value, but to do for them in the least expensive way what each cannot do separately without considerable special outlay. HISTORY. The institution had its ori