Watchers, Directions for, [136]
Wounds, Treatment of, [178]
Writing, Proper Position when, [103]
KEY TO ANATOMICAL OUTLINE PLATES.
SUGGESTIONS TO TEACHERS.
In using these plates, we would suggest, that the pupil carefully examine the illustrating cuts interspersed with the text, in connection with the lesson to be recited. The similarity between these and the plates will enable the pupil to recite, and the teacher to conduct his recitation, from the latter.
Let a pupil show the situation of an organ, or part, on an anatomical outline plate, and also give its structure; while other members of the class note all omissions and misstatements. Another pupil may give the use of that organ, and if necessary, others may give an extended explanation. The third may explain the laws on which the health of the part depends, while other members of the class supply what has been omitted. After thus presenting the subject in the form Of topics, questions may be proposed promiscuously, from each paragraph, and where examples occur in the text, let other analogous ones be given.
If the physiology and hygiene of a given subject have not been studied, confine the recitation to those parts only on which the pupil is prepared. When practicable, the three departments should be united; but this can only be done when the chapter on the hygiene has been learned, while the physiology can be united with the anatomy, in all chapters upon physiology.
PLATE I.
A FRONT VIEW OF THE SKELETON.
Bones of the Head. 7, The sphenoid bone. 8, The frontal bone. 10, The parietal bone. 11, The os unguis. 12, The superior maxillary bone, (upper jaw.) 13, The nasal bone. 14, The ethmoid bone. 15, The malar bone, (cheek-bone.) 16, The vomer. 17, The inferior maxillary bone, (the lower jaw.) a, Its body. b, Its ramus, or branch. 18, The teeth.