Physiology : experimental and descriptive / by Buel P. Colton.

  • Buel P. Colton
Date:
1898
Catalogue details

Licence: Public Domain Mark

Credit: Physiology : experimental and descriptive / by Buel P. Colton. Source: Wellcome Collection.

Provider: This material has been provided by the Augustus C. Long Health Sciences Library at Columbia University and Columbia University Libraries/Information Services, through the Medical Heritage Library. The original may be consulted at the the Augustus C. Long Health Sciences Library at Columbia University and Columbia University.

    16/460
    3. If a good model of the arm can be obtained, it will prove a fair substitute for the muscle of some other animal. (To show muscle action use a frog.) 4. In the absence of a muscle, or a model of a muscle, a drawing may be used. This is good as a review, especially as the parts, properly labeled, are all before the eye at one time. The teacher should always keep a supply of colored crayons; as color is a great aid, especially where there are several parts to be shown having different colors. Good physiological charts are very desirable, but often a rude drawing made by the teacher will serve a better purpose. The completed drawing, as shown in the chart, especially where many parts are shown, is apt to be confusing. Whereas, if the teacher makes the drawing, bringing out one point at a time, and labeling it as he draws it, the object seems to grow under his hand, and there is none of the confusion that comes when the whole thing is thrust upon the sight and mind at once. 5. Mechanical contrivances aid the teacher. The bones of the arm may be connected by rubber to imitate the action of the muscle. (See directions in Chapter II.) 6. The microscope may be used to show the minute struc- ture of muscles. 7. The chemistry of many of the actions of the body may often be illustrated by very simple experiments. The teacher and the pupil should work together to find the answer to the questions raised, to solve problems which the skill- ful teacher will make to appear to present themselves. The above are some of the most helpful modes of proce- dure. In some cases one mode of procedure may prove more helpful, in another case another way. So far as possible get the pupil to thinking, How can I find out about this ? Probably some pupil in the class will suggest a good way of trying to find the answer. In this way
    No text description is available for this image
    No text description is available for this image
    No text description is available for this image