. But Jena is not London, and, as Professor
Haeckel says, "In Jena one is free. It pleases us to have our Sabbath
service in our tabernacle of science."

All questions of time aside, it is a favored body of young men who
occupy the benches in the laboratory during Professor Haeckel's unique
Sunday-morning service. Each student has before him a microscope and a
specimen of the particular animal that is the subject of the morning's
lesson. Let us say that the subject this morning is the crawfish. Then
in addition to the specimens with which the students are provided, and
which each will dissect for himself under the professor's guidance,
there are scattered about the room, on the various tables, all manner
of specimens of allied creatures, such as crabs, lobsters, and the like.
There are dissected specimens also of the crawfish, each preparation
showing a different set of organs, exhibited in preserving fluids. Then
there are charts hung all about the room illustrating on a magnified
scale, by diagram and picture, all phases of the anatomy of the subjects
under discussion. The entire atmosphere of the place this morning smacks
of the crawfish and his allies.

The session begins with a brief off-hand discussion of the general
characteristics and affinities of the group of arthropoda, of which the
crawfish is a member. Then, perhaps, the professor calls the students
about him and gives a demonstration of the curious phenomena of
hypnotism as applied to the crawfish, through which a living specimen,
when held for a few moments in a constrained attitude, will pass into
a rigid "trance," and remain standing on its head or in any other
grotesque position for an indefinite period, until aroused by a blow
on the table or other shock. Such are some of the little asides, so to
speak, with which the virile teacher enlivens his subject and gives it
broad, human interest. Now each student turns to his microscope and his
individual dissection, and the professor passes from one investigator
to another with comment, suggestion, and criticism; answering questions,
propounding anatomical enigmas for solution--enlivening, vivifying,
inspiring the entire situation.

As the work proceeds, Professor Haeckel now and again calls the
attention of the entire class to some particular phase of the subject
just passing under their individual observation, and in the most
informal of talks, illustrated on blackboard and chart, clears up
any lurking