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 Table of Contents
1. Children: Our Most Important Resource 1
2. The Changing Family 9
3. Children and Poverty 16
4. Children and Violence in the Community 23
5. Children Against the Backdrop of War: Addressing the Needs of
Military Families 30
6. Trauma-Sensitive Educational Settings 37
7. Child Abuse and Neglect: Protecting Children When Families Cannot 43
8. Family Preservation or Child Placement? Serving the Child’s Best Interests 49
9. Juvenile Court Justice: Promoting the Rights and Welfare of Children and
Families 56
10. Teenage Pregnancy and Parenting 63
11. Children in Family Foster Care 69
12. The Adoption of Children 79
13. Children in Residential Setting 87
14. Our Children’s Future 94
Answer Key 100
Chapter 1
Children: Our Most Important Resource

CHAPTER SUMMARY
The role of child welfare services is to provide a safety net for children. When seeking to understand how today’s
services for children operate, it is helpful to consider the past. Children have always been at the mercy of their
caregivers. In earlier times, unwanted children were dealt with through abortion, infanticide, and abandonment.
Children were required to work alongside adults who may have disregarded that they were weaker and less able to
work long hours. An early form of child labor was indenture, a system in which children worked as apprentices to
tradesmen. It was not until the late nineteenth and early twentieth centuries that such reformers as Jane Addams,
Homer Folks, Grace Abbott, and Julia Lathrop sought reform in child labor laws. Several agencies have advocated
for children over the years. The U.S. Children’s Bureau (founded in 1912), Family Welfare Association (formerly
the COS), and CDF each played a role in protecting children and advocating for their well-being.
The responsibility for children originally rested entirely with their parents. Children were expected to follow their
parents, even to almshouses, where the conditions could be unfit for adults, let alone their offspring. Later, the care
of orphaned children or children whose parents could not care for them shifted to orphanages. In the late nineteenth
century, Charles Loring Brace, feeling that a family setting was a better environment for children than an
institutional setting, instituted “placing out,” whereby children were sent by train to the Midwestern United States to
live with farm families.

Minority children were excluded from the programs for white children. An African American child might be sent to
a reform school rather than an orphanage or private home. Native American children were often sent to boarding
schools so that they could be better assimilated into white culture.

With advances in research about child development came the recognition that children need a family environment.
Placement in foster and adoptive homes became the priority. In 1874 the well-publicized case of the maltreated
Mary Ellen Wilson gave rise to the Society for the Prevention of Cruelty to Children and the first formalized efforts
to protect children from abuse and neglect. Over the years, numerous pieces of legislation have been enacted to
protect children’s rights and stimulate services for children and families.

Since the early 1900s, there have been numerous advances in the provision of services for children. Today family
preservation (keeping families intact) and permanency planning (finding permanent arrangements as early as
possible for children whose parents cannot care for them) are key concepts of the provision of services. The post-
World War II era witnessed the expansion of women in the workplace, propelling the need for child care outside the
home.
We are also beginning to recognize the importance of attachment in children’s lives and to seek new ways to provide
the consistency that enables children to develop healthy relationships. In recognition of this need, The Adoptions
and Safe Families Act of 1997 (P.L. 105-89) was signed into law by President Clinton on November 19, 1997. The
new law, which amends the 1980 Child Welfare Act (P.L. 96-272), clarifies that the health and safety of children
served by child welfare agencies must be their paramount concern and aims to move children in foster care more
quickly into permanent homes.

ASFA is one of many reforms spurred by CAPTA (Child Abuse Prevention and Treatment Act), passed in 1974 here
priority for provision of services and protection of children was recognized.

Funding, always an issue in the provision of child welfare services, is a major concern. Critics of the move to collapse
funds into block grants contend that services to children would be cut substantially. Others argue that it is the personal
touch that is lacking in today’s agency efforts. The fact remains that children are our most important resource.
Strengthening the safety net that protects them from harm and enables them to develop safely and healthfully is the
obligation of all adults.

Copyright © 2018 by Pearson Education, Inc. 1

STUDENT LEARNING OBJECTIVES
Students will be able to explain why abortion, infanticide, and abandonment were practiced throughout
history.
Students will be able to analyze how the early efforts of reformers to intervene in child labor influenced
current child labor laws and practices.
Students will be able to cite the individuals and organizations providing advocacy for children over the
years.
Students will be able to identify why children might come to the attention of the child welfare system today.
Students will be able to describe the role that attachment plays in the lives of children and how services
should address attachment issues.
Students will be able to differentiate between the various types of roles a child welfare worker of today
might take in serving children.
Students will be able to identify key legal and social reforms representing how society reacts to and
addresses the changing needs of children.
Students will be able to describe the effect of population shift on the social service system.

TEACHING TIPS
It might be helpful to invite students to summarize the information that they have read prior to beginning to
discuss it deeply in class. Asking students to identify the part of the chapter that they found most intriguing
is an innovative way to invite more class participation.
Students from specific cultural backgrounds may have difficulty understanding the behaviors and
characteristics of families from very different cultural backgrounds. It is essential that students understand
that just because certain characteristics and behaviors are different does not mean that they are strange or
inferior.
Students might have trouble distinguishing between generalizations and specific details. Emphasize that at
several points throughout the text our author explains that the text contains generalizations about different
types of families because otherwise it would be too long.
Help students develop deeper understandings of the information contained in this chapter by connecting the
information to real families. For example, when discussing the cultures of Middle Eastern families, ask if
anybody knows a family from the Middle East. Also, take advantage of students as representatives from
specific types of cultures and families.

LECTURE GUIDE AND ASSET CORRELATION

The below lecture guide and asset correlation indicates where discussion prompts, assignments, activities connect to
a given topic. The full descriptions of these prompts and assignments follow the below guide.

Discussion Prompts
Throughout this chapter, various discussion prompts have been provided for in-class use. These prompts are
developed to assist you in starting open conversation with students about key topics of the chapter.

Assignments and Activities

These assignments and activities can be used to expand thought process on the subject or to deepen the
student’s understanding and application to real life circumstances.

Chapter Outline
The Need for Child Welfare Services Today (Activity #1)
A Brief History of the Plight of Children

Copyright © 2018 by Pearson Education, Inc. 2

 Abortion, Infanticide, and Abandonment
Child Labor and Education (Discussion Question #1)
Early Efforts to Care For and Help Children
Out-of-Home Care
Childcare (Discussion Question #2 and #8)
Advocacy in the Provision of Services for Children (Discussion Question #3)
Providing Services for Children Today (Activity #3, Activity #4, Activity #5) (Discussion Question #5,
Discussion Question #6, Discussion Question #7)
Today’s Children
Services for Today’s Children (Discussion Question #9)
Services in the Future
Becoming a Child Welfare Worker Today (Activity #2) (Discussion Question #4)
Summary

DISCUSSION PROMPTS
1. How has society’s concept of childhood evolved through history? How are changes of perception
represented? What indicators highlight the need for continued improvement?
2. How has child labor evolved with time? Do you think that current labor laws are adequate? Is there still
work to be done in the area of child labor?
3. How did daycare institutions come to be? What are some of the issues that
contemporary families face with daycare? How could a social worker help them with these problems or
issues?
4. What/who are the main agencies, individuals, and pieces of legislation that have
actively advocated the provision of services for children? Do you think that current child services agencies
provide adequate resources for children and their families? What is the role of the social worker in making
sure children and families get the support they need?
5. How has society’s view of the child changed over the years? What are some of the
reforms and current services that are indicative of the changing view of children? How are children viewed
today? What is your perception of children? How will this perception inform or influence your work as a
social worker?
6. What are some of the issues that require the child welfare system to intervene in
order for a child to be safe or a family to remain intact? What is the social worker’s role in this process?
7. As the concept of childhood evolves, how does that effect practice? How do reforms impact the demand for
resources? What adaptations are necessary in order to meet changing demands?
8. How has the increase changing roles of women in the workplace impacted the needs of the family and the
perception of child-rearing responsibilities? What do you anticipate will be the long-term effect of these
changes?
9. How have the various reforms in the late 20 th Century and Early 21 st century attended to the needs of
Children? How have priorities around children shifted?

ASSIGNMENTS AND ACTIVITES

1. Messages about Children. Brainstorm with the class about things they have heard
people say about children, both today and in years past. For example, “Children should be seen and not
heard” or the use of derogatory terms such as “rug rats.” Have these messages changed over the years?
How? How do these messages reflect our view of children? Has society’s view of the child changed today?
How? Break into small groups to discuss the topic “How do I view children?” Report back to the larger
group and discuss.
2. Area Resources. Have the students find out what children’s services resources there are
in the community. They might devise a resource list or suggest what speakers they might want to hear from
various agencies.
3. Child Welfare Panel. Organize (or have students organize) a panel of representatives
from various agencies who can speak to the students about their work and their experiences.
4. Working in Child Welfare. Ask the students to look at page 17. Break into small

Copyright © 2018 by Pearson Education, Inc. 3

 groups. Have one group make a list of the personal qualities one would need to assume these types of roles.
Have another group make a list of the specific areas of training one would need to assume these roles. Discuss
as a larger group.
5. Assessing Personal Qualities. Have each student write a brief paper addressing: What is my philosophy of
helping? How would this philosophy work with children? What would be my biggest challenge in working
with children? Ask the students to bring the papers to class and discuss them in small groups or, if they are
comfortable, as a class.

STUDENT LEARNING OUTCOMES

The student will discuss the incidence of children in need of child welfare service today.
The student will develop the skills to analyze the role attachment plays in the lives of children and the ways
in which services address these issues.
The student will develop an understanding of how individuals and organizations that have provided
advocacy for children over the years have shaped current welfare practices.
The student will develop an appreciation for the various roles contemporary welfare works take in serving
children.
The student will develop an understanding of the relationship between changing needs of children and
families and the policies and legislation that aims to meet those needs.

ADDITIONAL RESOURCES
Books
Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. New York: Basic
Books.

Brisch, K. H. (2004). Treating attachment disorders: From theory to therapy. New York: Guilford.

Caulfield, E. (1931). The infant welfare movement of the eighteenth century. New York: Paul Locker.

Crosson-Tower, C. (2003). From the eye of the storm: The experiences of a child welfare worker. Boston: Allyn &
Bacon.

Downs, S. W., McFadden, E. J. and Michaud, S. (2003). Child welfare and family services: Policies and practice.
Boston: Allyn & Bacon.

Goldstein, J., Freud, A., & Solnit, A. J. (1973). Beyond the best interests of the child. New York: Free Press.

Hegar, R. L., & Scannapieco, M. (1999). Kinship foster care: Policy, practice and research. New York: Oxford
University Press.

Holt, M. I. (2004). Indian orphanages. Lawrence: University of Kansas Press.

Johnson, L. C., & Schwartz, C. L. (1996). Social welfare: A response to human need. Boston: Allyn & Bacon.

Levy, T. M., & Orlans, M. (1998). Attachment, trauma and healing: Understanding and treating attachment
disorder in children and families. Washington, DC: Child Welfare Leagueof America.

Maas, H. S., & Engles, R. E. (1959). Children in need of parents. New York: Columbia University Press.

O’Connor, S. (2004). Orphan trains. Chicago: University of Chicago Press.

Trattner, W. I. (1970). Crusade for children: A history of the National Child Labor Committee and child labor
reform in America. Chicago: Quadrangle Books.

Copyright © 2018 by Pearson Education, Inc. 4

Vinovskis, M. A. (2005). The birth of Head Start. Chicago: University of Chicago Press.

Journals
Hacsi, T. (1995). From indenture to family foster care: A brief history of child placing. Child Welfare, 74(1), 162–
180.
Peebles-Wilkins, W. (1995). Janie Porter Barrett and the Virginia Industrial School for colored girls: Community
response to the needs of African American children. Child Welfare, 74(1), 143–161.

Terrell, M. C. (1899). The duty of the National Association of Colored Women to the race. Church Review, 340–
354. In Mary Church Terrell Papers. Washington, DC: Moorland-Springarn Research Center, Howard University.
Tuttle, W. M. (1995). Rosie the Riveter and her latchkey children: What Americans can learn about child day care
from the Second World War. Child Welfare, 74(1), 92–114.

Weil, A. (2002). Ten things everyone should know about welfare reform. New Federalism, Series A, no. A52.
Washington, DC: The Urban Institute.

Films
Hearn, W. (Producer). (1991). The end of the line, orphan trains [motion picture]. United States: Filmakers Library.

Doyle, M. W. (Producer). (2004). Society's problems in children's lives. [motion picture]. United States: Films for
the Humanities & Sciences.

Sorenson, J. C. (Producer). (2003). The idea makers: The women of Hull House. [motion picture]. United States:
Insight Media

Copyright © 2018 by Pearson Education, Inc. 5

Test Bank

Multiple Choice Questions

Difficulty: 1 = Easy; 2 = Medium; 3 = Challenging

Choose the best possible answer for each of the following:

Multiple Choice Questions

1. Early societies used infanticide
a. as a solution for unwanted children.
b. as a form of child labor.
c. as a way to teach children.
d. as a discipline method.
Bloom’s Level: Knowledge

2. With the dawn of the industrial revolution came new ways of using children in the
workforce. Children were used predominantly because
a. they could work long hours without tiring like adults would.
b. they would do what their parents told them.
c. their smaller hands and bodies enabled them to do things adults could not.
d. their parents paid to have them employed so they wouldn't have to take care
of them.
Bloom’s Level: Knowledge

3. What was one of the reasons Marian Wright Edelman founded the Children’s Defense
Fund?
a. to reform the juvenile justice system
b. to promote child labor practices
c. to end unfair adoption practices
d. to help children find employment
Bloom’s Level: Knowledge

4. The National Child Labor Committee was organized in 1904

a. in accordance with the Children’s Defense Law.
b. to create reforms for working children.
c. as a result of the efforts of Charles Loring Brace.
d. by the members of the White House Conference.

Bloom’s Level: Knowledge

5. Which of the following children would have been placed in the Carrie Steele Orphan
Home in Atlanta?
a. an American-Indian boy
b. a Caucasian boy
c. an African-American girl
d. a Vietnamese girl

Bloom’s Level: Comprehension

Copyright © 2018 by Pearson Education, Inc. 6

 6. What was an early forerunner of family preservation, which would have a significant
influence on permanency planning efforts in later years?
a. The Public Health Act of 1987
b. The Indian Child Welfare Act of 1978
c. The Child Rights Act of 1990
d. The Child Treatment Act of 1962
Bloom’s Level: Knowledge

7. Carol is a mother of 5. She knows that she needs to make sure they eat balanced
meals and go to bed on time, but she is not sure how to go about doing this. Carol is experiencing
a. parental rejection.
b. maternal isolation.
c. intrarole conflict.
d. character deficiency.
Bloom’s Level: Application
8. An example of an advocacy agency for children is
a. the Carrie Steele Orphan Home.
b. the Diverse Population Foundation.
c. the Native American Community.
d. the Children’s Defense Fund.

Bloom’s Level: Comprehension

9. Jessie has a hard time believing that her friends will actually be supportive of her
when she needs them. She is most likely suffering from
a. interrole conflict
b. child incapacity
c. attachment disorder
d. role rejection

Bloom’s Level: Application

10. This approach aims to help those being served gain a sense of control and empowerment that can
lead to healing based on a child’s prior experiences.
a. Trauma informed practice
b. Collaborative
c. Individualized
d. Family centered

Bloom’s Level: Knowledge

Short Answer Questions

1. Why did the Greeks and Romans practice infanticide?

Bloom’s Level: Comprehension

2. What is an example of a problem a child laborer during or after the Industrial

Revolution might have experienced?

Bloom’s Level: Comprehension

3. What is the difference between role rejection and interrole conflict?

Copyright © 2018 by Pearson Education, Inc. 7

 Bloom’s Level: Analysis

4. Predict one challenge that will arise for child welfare workers in the next 20 years.

Bloom’s Level: Evaluation

5. Write a 2-sentence description of a child with attachment disorder.

Bloom’s Level: Application

6. Give an example of a role a child welfare worker might take. What type of service
would this role perform?

Bloom’s Level: Application

7. Explain what it means to be a trauma-informed child welfare worker and how being a trauma-informed
child welfare worker is helpful to the children they serve.

Bloom’s Level: Application

Essay Questions

1. Evaluate the level of influence child advocacy programs of the 1960s, such as Project
Head Start and the Children’s Defense Fund, had on current child welfare services.
Be as specific as you can in your evaluation.

Bloom’s Level: Evaluation

2. Hypothesize how child welfare services will need to change in the next decade to
accommodate the growing diversity in the United States. Be as specific as you can in your
discussion.

Bloom’s Level: Synthesis

3. Historically speaking, what was/is the difference between out-of-home care and
daycare? Use specific examples from the text in your analysis.

Bloom’s Level: Analysis

4. Examine how the industrial revolution changed the role of children in the work force.
Use specific examples from the text in your analysis.

Bloom’s Level: Analysis

Copyright © 2018 by Pearson Education, Inc. 8

Answer Key

Chapter 1
1. a
2. c
3. a
4. b
5. c
6. b
7. c
8. d
9. c
10. a
Answer Key

Chapter 1
1. a
2. c
3. a
4. b
5. c
6. b
7. c
8. d
9. c
10. a

Answer Key NOT available for:

Essay Questions
Short Answer Questions
Another random document with
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The account given in the following pages has been deliberately

restricted, for the most part, to British species. Our own fauna
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1830.

[513]

"Symbolae Physicae," 1831, and Abh. Ak. Berlin, 1832, i. p. 377,

etc.

[514]

T. cit. p. 92.

[515]

Vol. i. 1880, Introduction, p. cxxxi.

[516]

Élémens de Zoologie, 2nd ed. Animaux sans Vertèbres, 1843, pp.

238, 312. Prof. A. Milne-Edwards has kindly written to me,
informing me that he believes this to have been the first occasion
on which the term was thus used.

[517]

Phil. Trans. vol. cxliii, 1853, p. 62.

[518]

Nitsche, Zeitschr. wiss. Zool. xx. 1870, p. 34.

[519]

πρωκτός, anus; ἐντός, within; ἐκτός, without.

[520]

λοφός, crest or tuft.

[521]

γυμνός, naked; λαιμός, throat.

[522]

φυλάσσω, I guard.

[523]

κύκλος, circle; στόμα, mouth.

[524]

χεῖλος, lip.

[525]

κτείς, κτενός, comb.

[526]

Miss E. C. Jelly, Synonymic Cat. Recent Marine Bryozoa, London,

1889.

[527]

Zeitschr. wiss. Zool. xxi. 1871, p. 421.

[528]

Fischer, Nouv. Arch. Mus. Paris, ii. 1866, p. 293.

[529]

Ehlers, Abh. Ges. Göttingen, xxi. 1876, p. 3, and Joyeux-Laffuie,

(as Delagia) Arch. Zool. Exp. 2 sér. vi. 1888, p. 135.

[530]

Busk, "Challenger" Reports, Parts 30 and 50.

[531]

Hincks, Brit. Marine Polyzoa, Introduction, p. cxxxv.

[532]

Hincks, Brit. Mar. Polyzoa, i. p. 558.

[533]

See Hincks, Brit. Mar. Polyzoa, i. p. lxiv.; and Busk, Cat. of Marine
Polyzoa in the British Museum, part ii. 1854, p. 103.

[534]

J. Linn. Soc. xv. 1881, p. 359.

[535]

"Challenger" Report, part xxx. 1884, pl. ix.

[536]

Hincks, Brit. Mar. Polyzoa, i. p. 58.

[537]

Brit. Mus. Cat. part ii. 1854, p. 106; Hincks, t. cit. p. 181 n.

[538]

p. 475.

[539]

Barentsia Hincks (= Ascopodaria Busk) differs from Pedicellina in

that each stem has a muscular swelling at its base. The genus is
represented by two British species, B. gracilis Sars and B. nodosa
Lomas.

[540]

Arch. Zool. Exp. 2 sér. ix. 1891, p. 91.

[541]

For structure, see Davenport, Bull. Mus. Harvard, xxiv. 1893, p. 1.

[542]

λοξός, oblique; σῶμα, body.

[543]

Quart. J. Micr. Sci. xxvii. 1887, pl. xxi. Fig. 10.

[544]

For a recent account of the Entoprocta, see Ehlers, "Zur Kenntniss

d. Pedicellineen," Abh. Ges. Göttingen, xxxvi. 1890, No. iii.

[An important account of the structure of marine Ectoprocta is

given by Calvet, "Contribution à l'Histoire Naturelle des
Bryozoaires Ectoproctes Marins," Trav. Inst. Zool. Montpellier,
N.S., Mém. No. 8, 1900.]

[545]

Kraepelin, K., "Die deutschen Süsswasser-Bryozoen."—Abh. Ver.

Hamburg, x. 1887, No. 9, p. 95.

[546]

Jullien, Bull. Soc. Zool. France, x. 1885, p. 92.

[547]

Hincks, Brit. Marine Polyzoa, i. p. 132.

[548]

T. cit., p. 167.

[549]

Quoted by Kraepelin, t. cit., p. 83.

[550]

Kraepelin, Abh. Ver. Hamburg, xii. 1893, No. 2, p. 65.

[551]

Zool. Anz., xvi. 1893 (1894), p. 385.

[552]

Hyatt, Proc. Essex Institute (U.S.A.) (reprint from vols. iv., v. 1866-
1868), p. 9.

[553]

Rare and Remarkable Animals of Scotland, ii. 1848, p. 93.

[554]

Trembley, Mém. Hist. Polypes, 1744; iii. Mém., p. 217. The same
processes are described by Baker, Employment for the
Microscope, new ed. 1785, p. 311.

[555]

Oka, J. Coll. Japan, iv. 1891, p. 90.

[556]

Hyatt, t. cit. p. 99.

[557]

Verworn, Zeitschr. wiss. Zool. xlvi. 1888, p. 119.

[558]

Dalyell, t. cit. p. 94.

[559]

Kraepelin, Abh. Ver. Hamburg, x. 1887, No. 9, p. 141.

[560]

Phil. Trans. 1837, p. 396.

[561]

Zeitschr. wiss. Zool. xxi. 1871, p. 426.

[562]
J. Coll. Japan, iv. 1891, p. 113.

[563]

Zool. Anz. xii. 1889, p. 508. This paper contains references to M.

Jullien's writings on the mechanism of protrusion.

[564]

[See P. Cambridge Soc. vol. xi. Part 1, 1901.]

[565]

Zeitschr. wiss. Zool. xlvi. 1888, p. 124.

[566]

Kraepelin, Abh. Ver. Hamburg, xii. 1893, No. 2, p. 47; Braem, Bibl.
Zool. (Bd. ii.) Heft 6, 1890, pp. 66 f.

[567]

Cf. Kraepelin, Abh. Ver. Hamburg, x. 1887, No. 9, pp. 154 f.

[568]

T. cit. p. 83.

[569]

Joliet, Arch. Zool. Exp. vi. 1877, p. 262.

[570]

Kraepelin, Abh. Ver. Hamburg, xii. 1893, No. 2, p. 22.

[571]

Harmer, Quart. J. Micr. Sci. xxxiv. 1893, p. 211.

[572]

Arch. Zool. Exp. 2 sér. x. 1892, p. 557.

[573]

Phil. Trans. 1837, p. 408.

[574]

Brit. Marine Polyzoa, Introduction, pp. lxxxvi, xc.

[575]

Arch. Zool. Exp. vi. 1877, p. 261.

[576]

Recherches sur l'Embryologie des Bryozoaires, 4to Lille, 1877.

[577]

Prouho, loc. cit.

[578]

Arch. Zool. Exp. 2 ser. v. 1887, p. 446.

[579]

Quart. J. Micr. Sci. xxxiv. 1893, p. 199; xxxix. part i. 1896, p. 71.

[580]

Jullien, Mém. Soc. Zool. France, iii. 1890, p. 381.

[581]

Cori, Zeitschr. wiss. Zool. lv. 1893, p. 626.

[582]

Oka, J. Coll. Japan, iv. 1891, p. 109; viii. 1895, p. 339.

[583]

Cf. Seeliger, Zeitschr. wiss. Zool. xlix. 1890, p. 168; and l. 1890, p.
560.
[584]

Cf. Milne-Edwards (H.), Ann. Sci. Nat. 2 ser. vi. 1836, pp. 5, 321.

[585]

See Norman, Ann. Nat. Hist. ser. 6, xiii. 1894, p. 114.

[586]

See Holdsworth, P. Zool. Soc. pt. xxvi. 1858, p. 306.

[587]

Brit. Mar. Polyzoa, Introduction, p. cxxii.

[588]

Ann. Nat. Hist. ser. 5, xx. 1887, p. 91.

[589]

Aetea, Eucratea, and certain other forms were separated off by Mr.
Busk as a distinct division, the Stolonata.

[590]

Most of the writings of this author are referred to on pp. 277, 278
of Miss Jelly's Synonymic Catalogue, referred to on p. 523.

[591]

Catalogue of Marine Polyzoa in the Collection of the British

Museum, parts i.-iii. 1852-1875; and Challenger Reports, Parts 30
(1884) and 50 (1886).

[592]

Trans. and Proc. R. Soc. Victoria, xxiii. 1887, p. 187, and Tr. R.
Soc. Victoria, iv. 1895, p. 1.

[593]

Tr. Zool. Soc. xiii. 1895, p. 223.

[594]

Zittel, Text Book of Palaeontology (Eng. Trans.), 1900, p. 257

(Bryozoa, by E. O. Ulrich).

[595]

Paléontologie Française. Terrains Crétacés, tome v., Bryozoaires,

8vo. Paris, 1850-1851. This great work refers, however, to recent
as well as to fossil species.

[596]

Heteropora, of which recent species exist, is placed by Dr. Gregory

in the Trepostomata.

[597]

Quart. J. Geol. Soc. l. 1894, pp. 72, 79.

[598]

See, however, Vine, Ann. Nat. Hist. ser. 5. xiv. 1884, pp. 87, 88,
and P. Yorksh. Geol. Soc. xii. 1891, p. 74, for possible Palaeozoic
Ctenostomes (Ascodictyon, Rhopalonaria, and Vinella).

[599]

Two vols. 8vo. London (Van Voorst), 1880.

[600]

8vo. London (Dulau), 1889.

[601]

One or two genera of Cheilostomata may be mistaken for

Cyclostomata. In case of doubt, 7 et seq. must be worked through.

[602]

Certain varieties of adherent species occasionally assume an

erect form.
[603]

For Celleporella (colony minute: orifice tubular), see 41 et seq.

[604]

Rhynchozoon (see No. 61), in which the primary orifice becomes

much obscured by the development of a large mucro, is placed in
this section.

[605]

Hincks, J. Linn. Soc. xxi. 1889, p. 123.

[606]

Micropora complanata, Norman, should be placed in the genus

Lepralia. See Hincks, Ann. Nat. Hist. 5 ser. xix. 1887, p. 304.

[607]

See Norman, Ann. Nat. Hist. ser. 6, xiii. 1894, p. 113.

[608]

Hincks, "Marine Polyzoa" (reprints from Ann. Nat. Hist. 1880-91),

Index, p. v. note. (Replacing Rhynchopora, preoccupied for a
Brachiopod.)

[609]

A form of Lepralia pallasiana, in which a mucro is developed, may

be mistaken for Umbonula (see characters given for Lepralia
under No. 59).

[610]

See Arch. Zool. Exp. 2 ser. vi. 1888, p. 135 (as Delagia), and ibid.
x. 1892, p. 594. [See also J. Mar. Biol. Ass. v., 1897-99, p. 51.]

[611]

F. S. Conant, Johns Hopkins Univ. Circ. vol. xv. 1896, p. 82.

[612]

Ibid. vol. xiv. 1896, p. 77.

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