![]() ![]() Such silence was a deliberate pedagogical choice. They didn't only represent frogs, but also the ways in which they were actually manipulated and examined by scientists.įew of the contents of Deyrolle's 'Musée Scolaire' have any labels, unlike the educational material from our own zoology department. Deyrolle's teaching materials were often careful to present their subjects in the same positions in which a student might restrain and dissect their living counterparts. A clutch of eggs denotes that this is a female frog. This papier-mâché and plaster frog model presents its subject in a familiar position: on its back, as though under the anatomist's knife, with viscera exposed for easy identification. Most of the 'Musée Scolaire Deyrolle' materials are either posters or larger-than-life models, typically schematic and color-coded. These posters and, eventually, models were common materials in French science classes: every school in Paris, Lyon, Bordeaux and Lille used Deyrolle's Musée Scolaire on the recommendation of both the Ministry of Instruction and the Ministry of Agriculture and Commerce. In the late 19th century it also produced learning materials, which the shop called the 'Musée Scolaire Deyrolle'. The 'Maison Deyrolle' is a Parisian shop that, since opening in 1831, has dealt in natural history specimens and models, often sourcing items from collectors and selling them to researchers and museums. This model of a dissected, pregnant frog is one object within Deyrolle's multimedia, mail-order museum designed to illustrate the wondrous variety of the animal world. It also produced scores of models and posters for teaching students. The French natural-historical dealership 'Maison Deyrolle' helped link specimen collectors with scientific experts. Digital resources, which we will call CyberFrogs, reflect a new, digital approach to scientific training that stands in stark contrast to those represented in our collection. ![]() Biology instruction today has many more resources than those made of plastic, plaster, and paper.They embody the visual sensibilities encouraged by anatomical study. ![]() Teaching tools from the Cambridge Zoology and Comparative Anatomy Department offer a glimpse into the objects used, and even made, by educators here in Cambridge.Our Deyrolle Model reflects the visual and non-textual focus of secondary school biology in 19th century France, and underscores the mimetic purpose of models as alternatives to live frog specimens.The Whipple Museum possesses many examples of such teaching tools from the late 19th and early 20th centuries, some of which are explored below: Posters and models have the advantages of being reusable, predictable, and large enough for sharing by a large class of students. Though frog dissection became an increasingly common practice in secondary and university education during the 20th century, the practical demands of teaching and the often limited availability of live frogs demanded alternate resources. Frogs and biology classrooms have entwined histories. ![]()
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