Download the full version of the textbook now at textbookfull.

com

Visual Basic For Kids A Step by Step Computer

Programming Tutorial Philip Conrod

https://textbookfull.com/product/visual-basic-for-
kids-a-step-by-step-computer-programming-tutorial-
philip-conrod/

Explore and download more textbook at https://textbookfull.com

 Recommended digital products (PDF, EPUB, MOBI) that
you can download immediately if you are interested.

Visual C For Kids A Step by Step Computer Programming

Tutorial 15th Edition Philip Conrod

https://textbookfull.com/product/visual-c-for-kids-a-step-by-step-
computer-programming-tutorial-15th-edition-philip-conrod/

textbookfull.com

Visual C and Databases A Step By Step Database Programming

Tutorial 15th Edition Philip Conrod

https://textbookfull.com/product/visual-c-and-databases-a-step-by-
step-database-programming-tutorial-15th-edition-philip-conrod/

textbookfull.com

Computer Coding for Kids A Unique Step by Step Visual

Guide from Binary Code to Building Games 1st Edition Carol
Vorderman
https://textbookfull.com/product/computer-coding-for-kids-a-unique-
step-by-step-visual-guide-from-binary-code-to-building-games-1st-
edition-carol-vorderman/
textbookfull.com

Women's Organizations for Peace: Moving Beyond the

Rhetoric of the Cyprus Problem Sophia Papastavrou

https://textbookfull.com/product/womens-organizations-for-peace-
moving-beyond-the-rhetoric-of-the-cyprus-problem-sophia-papastavrou/

textbookfull.com
Architects of the Euro : intellectuals in the making of
European Monetary Union 1st Edition Dyson

https://textbookfull.com/product/architects-of-the-euro-intellectuals-
in-the-making-of-european-monetary-union-1st-edition-dyson/

textbookfull.com

Hypertension and Organ Damage A Case Based Guide to

Management 1st Edition Giuliano Tocci (Auth.)

https://textbookfull.com/product/hypertension-and-organ-damage-a-case-
based-guide-to-management-1st-edition-giuliano-tocci-auth/

textbookfull.com

Managerial Accounting 6th Edition James Jiambalvo

https://textbookfull.com/product/managerial-accounting-6th-edition-
james-jiambalvo/

textbookfull.com

Fundamentals of Magnonics Sergio M. Rezende

https://textbookfull.com/product/fundamentals-of-magnonics-sergio-m-
rezende/

textbookfull.com

The SAGE Handbook of Electoral Behaviour 1st Edition Kai

Arzheimer

https://textbookfull.com/product/the-sage-handbook-of-electoral-
behaviour-1st-edition-kai-arzheimer/

textbookfull.com
Finite Element Computations in Mechanics with R A Problem
Centered Programming Approach First Edition Bayo Mustapha

https://textbookfull.com/product/finite-element-computations-in-
mechanics-with-r-a-problem-centered-programming-approach-first-
edition-bayo-mustapha/
textbookfull.com
 Visual Basic®
For Kids

15th Edition

By
Philip Conrod and Lou Tylee

©2017 Kidware Software LLC

PO Box 701
Maple Valley, WA 98038

http://www.computerscienceforkids.com
http://www.kidwaresoftware.com
Copyright © 2017 by Kidware Software LLC. All rights reserved

Kidware Software LLC

PO Box 701
Maple Valley, Washington 98038
1.425.413.1185
www.kidwaresoftware.com
www.computerscienceforkids.com

All Rights Reserved. No part of the contents of this book may be reproduced or transmitted
in any form or by any means without the written permission of the publisher.

Printed in the United States of America

ISBN-13: 978-1-937161-61-3 (electronic edition)

ISBN-13: 978-1-937161-58-3 (printed edition)

Previous edition published as “Visual Basic Express For Kids – 12th Edition”

Cover Design by Stephanie Conrod

Copy Edit by Jessica Conrod
Book Cover Illustration by Kevin Brockschmidt

This copy of “Visual Basic For Kids” and the associated software is licensed to a single user.
Copies of the course are not to be distributed or provided to any other user. Multiple copy
licenses are available for educational institutions. Please contact Kidware Software for
school site license information.

This guide was developed for the course, “Visual Basic For Kids,” produced by Kidware
Software, Maple Valley, Washington. It is not intended to be a complete reference to the
Visual Basic language. Please consult the Microsoft website for detailed reference
information.
This guide refers to several software and hardware products by their trade names. These
references are for informational purposes only and all trademarks are the property of their
respective companies and owners. Microsoft, Visual Studio, Small Basic, Visual Basic, Visual
J#, and Visual C#, IntelliSense, Word, Excel, MSDN, and Windows are all trademark
products of the Microsoft Corporation. Oracle, NetBeans and Java are trademark products of
the Oracle Corporation. JCreator is a trademark product of XINOX Software

The example companies, organizations, products, domain names, e-mail addresses, logos,
people, places, and events depicted are fictitious. No association with any real company,
organization, product, domain name, e-mail address, logo, person, place, or event is
intended or should be inferred.

This book expresses the author’s views and opinions. The information in this book is
distributed on an "as is" basis, without and expresses, statutory, or implied warranties.

Neither the author(s) nor Kidware Software LLC shall have any liability to any person or
entity with respect to any loss nor damage caused or alleged to be caused directly or
indirectly by the information contained in this book.
Reviews for Previous Editions
"I find your course VISUAL BASIC FOR KIDS more helpful than any of the books (including
that Dummies book) I have read so far. " - TF, Mounds, Oklahoma.

"Your course VISUAL BASIC FOR KIDS is the nicest I've found on the internet - it's content,
look and organization are excellent for my 13 year old son." - CG, Brussels, Belgium.

"I just wanted to tell you that I purchased VISUAL BASIC FOR KIDS and have been very
pleased with it. It is for my son who is 10 and has been wanting to learn programming." -
BH, Cincinnati, Ohio.

"My 14 year old just loves this VISUAL BASIC FOR KIDS! I'm glad there's finally a product
out there for the programmers of the future." - RU, Fresno, California.

"I am very impressed with the layout of your course VISUAL BASIC FOR KIDS - it is quite
well structured." - AM, Tasmania, Australia.

"I use VISUAL BASIC FOR KIDS with my students. I think it's great! " - PE, Bangkok,
Thailand.

"What a great course VISUAL BASIC FOR KIDS! This is a wonderful product at a great price.
" - SP, Martinsville, Virginia.

"My kids really enjoy your course and are programming a lot. VISUAL BASIC FOR KIDS is
perfect for my kids' level. " - RF, The Netherlands.

"Your VISUAL BASIC FOR KIDS course is very well put together and I have learned a lot. " -
BN, Greenfield, Massachusetts.

"My son is keen to program but all those other manuals have involved poor Mom trying to
translate language that is supposed to be English. Thank you for writing something VISUAL
BASIC FOR KIDS he can understand! " - AG, United Kingdom.

"I enjoy your tutorial VISUAL BASIC FOR KIDS and am learning along with my kids. " - JM,
Palmdale, California.

"It's nice to see a product like this VISUAL BASIC FOR KIDS for beginning programmers! " -
DK, San Francisco, California.

"I'm no kid, but I enjoy the product VISUAL BASIC FOR KIDS! " - BS, El Cajon, California.

"Just wanted to compliment you on an excellent training tool VISUAL BASIC FOR KIDS for
this 43 year old 'kid'. " - MD, Edgewater, Maryland.
About The Authors
Philip Conrod has authored, co-authored and edited numerous
computer programming books for kids, teens and adults. Philip holds
a BS in Computer Information Systems and a Master's certificate in
the Essentials of Business Development from Regis University. He
also holds a Certificate in Programming for Business from Warren-
Tech. Philip has been programming computers since 1977. He has
held various Information Technology leadership roles in companies
like Command Plus, BibleBytes Software, Sundstrand Aerospace,
Safeco Insurance Companies, FamilyLife, Kenworth Truck Company,
PACCAR and Darigold. In his spare time, Philip serves as the
President & Publisher of Kidware Software, LLC. He is the proud
father of three “techie” daughters and he and his beautiful family
live in Maple Valley, Washington.

Lou Tylee holds BS and MS degrees in Mechanical Engineering and

a PhD in Electrical Engineering. Lou has been programming
computers since 1969 when he took his first Fortran course in
college. He has written software to control suspensions for high
speed ground vehicles, monitor nuclear power plants, lower noise
levels in commercial jetliners, compute takeoff speeds for jetliners,
locate and identify air and ground traffic and to let kids count
bunnies, learn how to spell and do math problems. He has written
several online texts teaching Visual Basic, Visual C# and Java to
thousands of people. He taught a beginning Visual Basic course for
over 15 years at a major university. Currently, Lou works as an
engineer at a major Seattle aerospace firm. He is the proud father of
five children and proud husband of his special wife. Lou and his
family live in Seattle, Washington.
Acknowledgements
I want to thank my three wonderful daughters - Stephanie, Jessica and Chloe, who helped
with various aspects of the book publishing process including software testing, book editing,
creative design and many other more tedious tasks like finding errors and typos. I could not
have accomplished this without all your hard work, love and support. I want to also thank
my best friend Jesus, who has always been there by my side giving me wisdom and
guidance. Without you, this book would have never been printed or published.

I also want to thank my multi-talented co-author, Lou Tylee, for doing all the real hard work
necessary to develop, test, debug, and keep current all the ‘beginner-friendly’ applications,
games and base tutorial text found in this book. Lou has tirelessly poured his heart and soul
into so many previous versions of this tutorial and there are so many beginners who have
benefited from his work over the years. Lou is by far one of the best application developers
and tutorial writers I have ever worked with. Thank you Lou for collaborating with me on
this book project.
 Table of Contents
Course Description
Course Prerequisites
A Brief Word on the Course
Installing and Using the Downloadable Solution Files
Using Visual Basic For Kids
How To Take the Course
Forward by Alan Payne, A Computer Science Teacher

1. Introducing Visual Basic

A Story About Bill and Paul
Let’s Get Started
Starting Visual Basic
Opening a Visual Basic Project
Running a Visual Basic Project
Stopping a Visual Basic Project
Stopping Visual Basic
Summary

2. The Visual Basic Design Environment

Review and Preview
Parts of a Visual Basic Project
Parts of the Visual Basic Environment
Starting a New Visual Basic Project
Main Window
Solution Explorer Window
Design Window
Toolbox Window
Properties Window
Moving Around in Visual Basic
Solution Explorer Window
 Properties Window
Code Window
Summary

3. Your First Visual Basic Project

Review and Preview
Steps in Building a Visual Basic Project
Placing Controls on the Form
Example
Setting Control Properties (Design Mode)
Naming Controls
Setting Properties in Run Mode
How Control Names are Used in Event Procedures
Writing Event Procedures
Example
Summary

4. Project Design, Forms, Buttons

Review and Preview
Project Design
Saving a Visual Basic Project
On-Line Help
The Form Control
Properties
Example
Events
Typical Use of Form Control
Button Control
Properties
Example
Events
Typical Use of Button Control
BASIC - The First Lesson
Event Procedure Structure
Visit https://textbookfull.com
now to explore a rich
collection of eBooks, textbook
and enjoy exciting offers!
 Assignment Statement
Property Types
Comments
Project - Form Fun
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Summary

5. Labels, Text Boxes, Variables

Review and Preview
Debugging a Visual Basic Project
Syntax Errors
Run-Time Errors
Logic Errors
Label Control
Properties
Example
Events
Typical Use of Label Control
Text Box Control
Properties
Example
Events
Typical Use of Text Box Control
BASIC - The Second Lesson
Variables
Variable Names
Variable Types
Declaring Variables
Arithmetic Operators
Val and Str Functions
 String Concatenation
Project - Savings Account
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Summary

6. UpDown Control, Decisions, Random

Numbers
Review and Preview
Numeric UpDown Control
Properties
Example
Events
Typical Use of Numeric UpDown Control
BASIC - The Third Lesson
Logical Expressions
Comparison Operators
Logical Operators
Decisions - The If Statement
Random Number Generator
Project - Guess the Number Game
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Summary
7. Icons, Group Boxes, Check Boxes, Radio
Buttons
Review and Preview
Icons
Custom Icons
Assigning Icons to Forms
Group Box Control
Properties
Placing Controls in a Group Box
Example
Typical Use of Group Box Control
Check Box Control
Properties
Example
Events
Typical Use of Check Box Control
Radio Button Control
Properties
Example
Events
Typical Use of Radio Button Control
BASIC - The Fourth Lesson
Decisions - Select Case
Project - Sandwich Maker
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Summary

8. Panels, Mouse Events, Colors

 Review and Preview
Panel Control
Properties
Typical Use of Panel Control
Graphics Using the Panel Control
Graphics Methods
Graphics Objects
Colors
Example
Pen Objects
Graphics Coordinates
DrawLine Method
Graphics Review
Example
BASIC - The Fifth Lesson
Mouse Events
MouseDown Event
Example
MouseUp Event
Example
MouseMove Event
Example
Project - Blackboard Fun
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Summary

9. Picture Boxes, Arrays

Review and Preview
Picture Box Control
Properties
 Image Property
Example
SizeMode Property
Example
Events
Typical Use of Picture Box Control
BASIC - The Sixth Lesson
Variable Arrays
For/Next Loops
Procedure Level Variables
Shuffle Routine
Project - Card Wars
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Summary

10. Timers, Animation, Keyboard Events

Review and Preview
Timer Control
Properties
Events
Examples
Typical Use of Timer Control
BASIC - The Final Lesson
Animation - The DrawImage Method
Image Disappearance
Border Crossing
Image Erasure
Collision Detection
Keyboard Events
KeyDown Event
 KeyPress Event
Project – Beach Balls
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Summary

Bonus Projects
Preview
Project 1 – Stopwatch
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Project 2 - Tic-Tac-Toe
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Project 3 - Dice Rolling
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Project 4 - State Capitals
Project Design
 Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Project 5 - Memory Game
Project Design
Place Controls on Form
Set Control Properties
Write Event Procedures
Run the Project
Other Things to Try
Bonus Project – Pong!

More Self-Study or Instructor-Led

Computer Programming Tutorials by
Kidware Software
Course Description:
Visual Basic for Kids is an interactive, self-paced tutorial providing
a complete introduction to the Visual Basic programming language
and environment. The tutorial consists of 10 lessons explaining (in
simple, easy-to-follow terms) how to build a Visual Basic application.
Numerous examples are used to demonstrate every step in the
building process. The tutorial also includes detailed computer
projects for kids to build and try. Visual Basic for Kids is presented
using a combination of course notes (written in Microsoft Word
format) and many Visual Basic examples and projects.
Course Prerequisites:
To use Visual Basic for Kids, you should be comfortable working
within the Windows environment, knowing how to find files, move
windows, resize windows, etc. No programming experience is
needed. The course material should be understandable to kids aged
10 and up. You will also need the ability to view and print documents
saved in Acrobat PDF format.

Software Requirements:
Regarding software requirements, to use Visual Basic, you (and your
potential users) should be using Windows 10. And, of course, you
need to have the Visual Studio 2015 Community Edition product
installed on your computer. It is available for free download from
Microsoft. Follow this link for complete instructions for downloading
and installing Visual Basic on your computer:

https://www.visualstudio.com/products/free-developer-offers-vs
A Brief Word on the Course:
Though this course is entitled “Visual Basic for Kids,” it is not
necessarily written in a kid’s vocabulary. Computer programming has
a detailed vocabulary of its own and, since adults developed it, the
terminology tends to be very adult-like. In developing this course,
we discussed how to address this problem and decided we would
treat our kid readers like adults, since they are learning what is
essentially an adult topic. We did not want to ‘dumb-down’ the
course. You see this in some books. We, quite frankly, are offended
by books that refer to readers as dummies and idiots simply because
they are new to a particular topic. We didn’t want to do that here.
Throughout the course, we treat the kid reader as a mature person
learning a new skill. The vocabulary is not that difficult, but there
may be times the kid reader needs a little help. Hopefully, the
nearest adult can provide that help.
Visit https://textbookfull.com
now to explore a rich
collection of eBooks, textbook
and enjoy exciting offers!
Installing and Using the Downloadable
Solution Files
If you purchased this directly from our website you received an
email with a special and individualized internet download link where
you could download the compressed Program Solution Files. If you
purchased this book through a 3rd Party Book Store like
Amazon.com, the solutions files for this tutorial are included in a
compressed ZIP file that is available for download directly from our
website at:

http://www.kidwaresoftware.com/vbkids2015-registration.html

Complete the online web form at the webpage above with your
name, shipping address, email address, the exact title of this book,
date of purchase, online or physical store name, and your order
confirmation number from that store. After we receive all this
information we will email you a download link for the Source Code
Solution Files associated with this book.

Warning: If you purchased this book “used” or “second hand” you

are not licensed or entitled to download the Program Solution Files.
However, you can purchase the Digital Download Version of this
book at a discounted price which allows you access to the digital
source code solutions files required for completing this tutorial.
Using Visual Basic for Kids:
The course notes and code for Visual Basic for Kids are included
in one or more ZIP files. Use your favorite ‘unzipping’ application to
write all files to your computer. The course is included in the folder
entitled VBKids. This folder contains two other folders: VBK Notes
and VBK Projects. The VBK Projects folder includes all the Visual
Basic projects developed during the course.
How To Take the Course:
Visual Basic for Kids is a self-paced course. The suggested
approach is to do one class a week for ten weeks. Each week’s class
should require about 3 to 6 hours of your time to grasp the concepts
completely. Prior to doing a particular week’s work, open the class
notes file for that week and print it out. Then, work through the
notes at your own pace. Try to do each example as they are
encountered in the notes. Work through the projects in Classes 3
through 10 (and the Bonus class). If you need any help, all
completed projects are included in the VBK Projects folder.
Foreword by Alan Payne, A Computer Science
Teacher

What is “Visual Basic For Kids” … and how it works.

The lessons “Visual Basic for Kids” are a highly organized and well-
indexed set of tutorials meant for children aged 10 and above. Visual
Basic is a programming environment which allows the user to drag
and drop buttons, text boxes, scroll bars, timers and dozens of other
visual “controls” to make programs which look like “Windows”
programs. They provide a graphical user interface (GUI) to the user.

The tutorials provide the benefit of completed age-appropriate

applications for children – fully documented projects from the
teachers’ or parents’ point of view. That is, while full solutions are
provided, the projects are presented in an easy-to-follow set of
lessons explaining the rational for the form layout, coding design and
conventions, and specific code related to the problem.

Child-learners may follow tutorials at their own pace. Every bit of the
lesson is remembered as it contributes to the final solution to a kid-
friendly application. The finished product is the reward, but the
student is fully engaged and enriched by the process. This kind of
learning is often the focus of teacher training. Every computer
science teacher knows what a great deal of preparation is required
for projects to work for kids. With these tutorials, the research
behind the projects is done by an author who understands the
classroom experience. That is extremely rare!

Graduated Lessons for Every Project … Lessons, examples,

problems and projects. Graduated learning. Increasing and
appropriate difficulty… Great results.
With these projects, there are lessons providing a comprehensive,
kid-friendly background on the programming topics to be covered.
Once understood, concepts are easily applicable to a variety of
applications. Then, specific examples are drawn out so that a young
learner can practice with the Visual Basic designer. Then specific
Visual Basic coding for the example is provided so that the user can
see all the parts of the project come together for the finished
product.
By presenting lessons in this graduated manner, students are fully
engaged and appropriately challenged to become independent
thinkers who can come up with their own project ideas and design
their own forms and do their own coding. Once the process is
learned, then student engagement is unlimited! I have seen literacy
and numeracy skills improve dramatically because students cannot
get enough of what is being presented.

Indeed, lessons encourage accelerated learning – in the sense that

they provide an enriched environment to learn computer science,
but they also encourage accelerating learning because students
cannot put the lessons away once they start! Computer science
provides this unique opportunity to challenge students, and it is a
great testament to the authors that they are successful in achieving
such levels of engagement with consistency.

My History with Kidware Software products.

I have used Kidware’s Programming Tutorials for over a decade to

keep up my own learning. By using these lessons, I am able to
spend time on things which will pay off in the classroom. I do not
waste valuable time ensconced in language reference libraries for
programming environments – help screens which can never be fully
remembered! These projects are examples of how student projects
should be as final products – thus, the pathway to learning is clear
and immediate in every project.
Random documents with unrelated
content Scribd suggests to you:
Coelenterates, 78, 118
Coexistence of impressions, not a companion of them, 208
Cognitive intellect, 220, 221
Colloid systems, aggregates, not units, 168
Colloidal, 141, 170;
substances, 141;
systems not analogous to organisms, 170
Colloids, 166-169;
hydrophilic, 168, 169
Columns, continental and submarine, 114
Commanchian period, 72
Commensal, 46
Commensalism, 52
Common stock, 39
Comparative anatomy, 279, 304
Complexity, “Law” of, 166, 167
Components, 138, 139, 141, 142, 168;
cytoplasmic and nuclear, 138, 139;
of cell, 141
—self-perpetuating, 168;
of protoplasmic system, 141
Compounds, organic, 142
Concepts, 219, 220, 221, 247;
abstract and general, 220, 247;
rational, 247
Conceptual thought, 219, 222, 223;
concerned with the reality of essence, 219;
excludes materiality
from its specific agent and receptive subject, 222;
not communicated to organism, 223;
 subject in soul alone, 223
Conduction path, 265
Condyles, occipital, 272
Conformity, 105, 107, 110;
“deceptive,”105, 110;
normal significance of, 105;
“upside-down,”107
Conjugation, 157, 161
Consciousness, 198, 203, 204, 205, 206, 208, 211, 235, 238,
240, 248, 262;
and unconsciousness, 198;
attests existence superficially variable but radically
unchangeable subject of mental life, 206;
attests persistence of our personal identity, 211;
dependence of all science upon, 204;
etymology of, 205, 206;
its testimony to the reality of the ego, 205;
organic and spiritual, 199;
phenomenal, 198;
sentient, 235, 238, 240, 248;
testimony of, 208
Constructions, complex and systematic, not producible by
accident, 53, 154
Consolation, 358, 361;
destroyed, 361;
eliminated, 358
Contamination of media, 135
Contiguity, 241, 242;
association of, 241;
law of, 241, 242
Continents, 113, 114;
permanence of, 114
Continuity, 350;
destructive as metaphysics, 350;
leads to materialistic monism, 350;
principles of, 350;
nuclear, 137
Control, 236, 251-253;
intelligent, 253;
psychic, 251;
rational and moral, 236;
sensory, 251-253
Consequences—socialism, anarchy, despair, 360
Convergence, 10, 36, 58, 59, 61, 63, 77, 78, 79, 80, 277, 283,
284, 287;
kinds of 77
Corpuscular, 174
Correlation, 90, 91, 93, 99, 101, 111;
Cuvier’s Law of, 90, 91;
stratigraphic, 93, 96, 99, 101, 111
Cortical, 294, 315;
area, 274;
surface, 315
Cosmic scale, 350;
Cosmogony, 181, 185
Cosmopolitan species, 73
Cosmozoa, 182
Cranial box, 272
Cranial capacity, 274, 315, 317, 322, 325, 332, 341;
absolute, 332;
human, 341;
large, 341;
of man and ape compared, 274;
relative, 317, 332
Cranial vault, more spacious in Spy No.2, 327
Cranium, 118, 271, 321, 325, 328, 329, 331, 333, 337, 341;
dolichocephalic, 325, 331;
flat on top, broad in back, 341;
modern, 333;
human, 328;
of ape, 271;
of man, 271;
not subsequent to barbarism, 337;
Spy, 331
Creation, 67, 72, 186, 187;
defined, 187;
new, 67, 72;
simultaneous or recessive, 72
Creationism, 55
Creator, 72, 249, 298, 350
Credulous persons misled, 353
Cretaceous, 100, 104, 108, 109, 111, 118;
shales, 109
Crete, 337
Cretinism, 294
Cries, 246;
emotional, 246;
instinctive, 246
Crinoids, 119
Crossing, 4, 5, 19-21, 25-28, 88;
interspecific, 19-21, 26, 27;
intervarietal, 19, 20, 27, 28;
does not produce “new species,”25-28
Crossover, 17, 26, 42
Crust, terrestrial, 113
Crustaceans, 117
Cryptorhetic system, 292-294
Crystalloids, 144
Crystals, 153
Crystal units, 144, 165
Ctenomys, 305
Cultures, 135, 309, 317;
sterilized and aërated, 135
Curved femur, acquired adaptation, 328
Cycads, 118
Cycas, 118
Cysts, 134
Cytodes, 138, 179, 207
Cytologist, 136, 141
Cytology, 137
Cytoplasm, 137-139, 141;
of eggs differentiated, 141
Cytoplasmic components self-perpetuating, 139
Cytosome, 140

Darwinism, 1, 5, 6, 16, 24, 29, 30, 32, 78, 79, 85, 263, 265, 285,
291, 325;
contradicted by history, 337;
obsolete theory, 29, 30, 349
Datura stramonium, 21, 22, 23
Death, 156
Deceptive conformities, 98
Deep sea bottoms, 113
Degeneracy, 15, 15 note, 18, 336
Degradation of energy, 162, 163, 180;
implies beginning of life, 180;
law of, 162, 163
Delitzch, 118
Dependence, 217, 218, 221, 231;
direct, of psycho-organic functions on organism, 231;
incompatible with spirituality, 218;
intrinsic on matter, 218;
objective, not subjective, 221
Descent, 67, 80, 87, 88, 267, 269, 274, 277, 284, 305, 308, 310,
312, 315, 317, 345;
collateral, 269, 308, 312, 317
—of man, 308, 317
—theory of, 269, 312;
common, 269, 315
—reference of, 269;
direct, Darwin’s theory of, 274;
from ape, theory of, 274;
human, 317, 345
—from pithecoid primates, not a historical fact, 345
—theory of, 269;
lineal, 269, 305, 308, 309, 317
—a chain of creatures, 305
—from ape, theory of, 269
—upheld by Darwin, 269;
of man, 308, 310;
theory of, 80, 277
Deterioration of organism does not always involve deterioration
of superorganic powers, 230
Devonian, 62, 99, 103, 106;
Middle, 106
De-Vriesianism, 23, 24, 29, 263, 265, 266, 349
Diester, phytyl-methyl, 147
Differences, 9, 12, 13, 16, 28, 37, 46, 81, 82, 84, 86, 89, 121,
171, 236, 237, 271, 272, 273, 320, 331, 333, 334, 359;
anatomical, between
Homo primigenius and Homo sapiens, 331, 334
—between man and ape, 271-273;
between living and lifeless, 171;
fluctuational, 121;
generic, 37, 46, 82, 84, 86;
individual, 16
—alleged summation of, 9, 20, 29;
major, 9, 37, 46, 320
—relative and absolute, 37;
minor, 9, 37, 46, 320;
mutational, 121, 334;
ordinal, 46;
psychological, between man and brute, 236, 237, 359, 360
—amount to a distinction of kind, 236, 237, 359, 360;
specific, 12, 13, 28, 37, 46, 81, 84, 86, 333, 334;
varietal, 46
Differential threshold, law of, 227
Differentiation, 284
Diffusion of venom, 264, 265
Digestion, stimulates lymphatic glands, 301
Dileptus gigas, 138, 174
Diluvium, European, 345
Dinoflagellata, 118
Dinosaurs, 100, 271
Diphasic, 134
Diploid forms, 44, 45, 47
Dipnoan, 119
Diptera, 48, 49
Discernment, 240
Discina, 118
Disconformity, non-evident, 105
Discrimination, 208
Discursive analysis, 243, 244
Disease germs, 141, 169, 170, 216;
invisible, identified by the pathological effects, 216;
submicroscopic, 141, 169, 170
Disintegration, atomic, 163
Dispersing medium, 168
Dissociation, 235, 242
Distributed nucleus, 138
Distribution, 92, 99, 100, 112, 113, 115;
chronological, 92;
geographical, hard to distinguish from chronological, 99, 100;
of plants and animals, 115;
spatial, anomalies of, 112, 113
Disuse, 286, 288, 290, 305, 306;
effects, alleged of, 288
Divergence, 9, 36, 39, 57
Divine action, vivifying matter, not a miracle, 187, 188
Dog, 248, 255, 287
Dogmatism, evolutionary, 360
Dolphins, 80
Domination of intellect and will over organic powers, 235
Doubt, “scientific,”198
Dragonflies, 115
Drone, 158
Drosophila, 17, 18, 19, 27, 85, 86;
melanogaster, 85, 86
—gradations in eye-color, wing-length and pigmentation of,
85, 86
Dryopithecus, 270, 310, 311, 323, 345;
dentition of, 311, rhenanus, teeth, human-like, 323
Dualism, 174, 198, 199, 231, 233, 234, 351;
conscious and unconscious, of Descartes, 198;
hylomorphic, 174, 198, 231;
of emergence and resistance, 233, 234 note;
of potency and act, 199;
psychic and physical, of Descartes, 198;
psychophysical, 198, 231
Duckbill, 287
Duplication, 44, 45, 305;
chromosomal, 44, 45;
of organs, 305
Dynamic, 206

Ear, 302, 304;

helix of, 304
Earth columns, 113
Earthworm, 250, 280
East Indies, 118
Echinodermata, 119, 121, 122
Education, 245, 256, 360;
responsible, 360
Educator, modern, 360
Effect, 176, 177
Eggs, 134, 156, 158, 159, 160, 255, 259, 278, 283;
of sea urchin, 159, 160;
unfertilized, 158;
 reduced, 158;
unreduced, 158
Ego, 209, 210, 224;
the, 209, 210;
the thinking, 224
Egoism, 256
Egypt, 115, 337, 340
Electrolytes, 168
Electronic theory, 56
Electrons, 163, 174
Elements, radioactive, 180
Elephants, 111, 115, 315;
brain of, 315;
Siberian, sudden extinction of, 111
Elephas:
antiquus, 317;
primigenius, 326
Embryologists, 136
Embryology, 141, 275, 276, 308;
comparative, 276;
experimental, 141
Embryonic additions, 276
Embryos, 276, 278, 279, 280, 281;
alleged fish-like stage of, 279, 280;
human, 278, 280, 283;
mammalian, 281, 283;
vertebrate, 281
Emergents, 233 note, 234 note
Energy-content, 174
Emotion, 214, 231, 246, 247;
 functions of sensual appetite, 247;
a psycho-organic function, 214;
organic function, 231
Emperor moth, 267
Emulsifier, 169
Emulsion, 139, 168
Encasement, 3, 4
Encystment, 162
End, 254, 259
Endocrine glands, 292-295, 298;
not functionless, 295
Endomixis, 161, 162, 163, 178
Endoskeletal, 36
Energy, 172, 174;
content, 174;
defined, 172;
kinetic and potential, 172
Energy-environment, 168
Enlightenment, 244, 245
Entelechy, 172-175, 199, 200, 202, 210;
definition of, 200;
Aristotelian sense perverted by Driesch, 172;
a constant in living units, a variant in inorganic units, 175, 200,
202, 210;
common to inorganic units and living organisms, 173, 174;
consubstantial with matter, 202;
entitive, not dynamic, 172, 201;
equivalent to static affinity or structural valence, 173;
inorganic, 174;
not an agent but a specifying type, 201
Entitive, 206
Environment, 6-9, 12-15, 42, 46, 152, 153, 174, 180-182, 261,
307;
cosmic, of life, 180, 181;
internal, 14, 15;
not a mechanism for molding organisms, 152, 153
Environmental conditions, 15, 16, 68, 123, 284
Environmental stimulus, 255
Enzymes, 143
Eoanthropus, 320, 322, 323, 342;
a combination of simian and human remains, 342;
Dawsoni, 320-323, 342;
jaw older than cranium, 322
Eocene, 115, 309, 313, 317;
Lower, 313;
Middle, 115
Eoliths, 154, 321
Eosin, a sensitizer, 147
Epeira, 248, 249
Epicyclic subterfuges, 110
Epigenesis, 3, 4
Epiphysis, 292
Equus, 5, 95, 113;
American and European, 113;
asinus, 5;
caballus, 5
Erosion, 105, 109
Eskimo, 330, 338;
language more complex than English, 338
Euphemisms, 351
Europe, 112, 113, 335
Eurypterids, 117
Events, 208
Evolution (active and passive) of life from inorganic matter, 132,
133
Evolution (alleged) of human soul, 194, 195, 268, 352
Evolution (alleged) of human body, 268, 309, 343
Evolution, xi-xiv, 2, 3, 6, 7, 8, 17, 19, 20, 21, 28, 29, 31, 32, 34,
43, 44, 45, 63, 66, 70, 74, 75, 76, 78, 79, 80, 83, 86, 90, 92, 97,
105, 116, 117, 123, 124, 125, 131, 193, 194, 267, 268, 291, 297,
304, 309, 325, 335, 339, 349-361;
aspects, moral and social, of, 353-361;
causes of, 2, 6;
evidence for, experimental, 3, 7, 8, 17, 28
—inferential or circumstantial, 3, 8, 125
—genetical, 8, 18, 28, 29
—zoological, 8, 34, 66, 76
—palæontological, 3, 8, 66, 74-76, 78, 79, 80, 83, 92, 97, 105,
126;
fact of, 2, 86, 124, 126;
heliocentric theory not on a par with, xii, xiii, law of, 1, 123;
monistic basis of, 349-353;
necessary as hypothesis, not as
dogma, xi;
senses of, 2, 74, 75, 131;
spirit not a product of, 193, 194, 268;
systems of, 1, 29, 31, 349;
Augustinian, 32, 74, 75;
Batesonian, 18-21, 43, 44, 79;
monophyletic, 69, 70, 116, 117;
polyphyletic, 70;
progressive, 44, 45, 116
Evolutionary thought, crisis in, 3, 29
Evolutionists, 279
Exoskeletal, 36
Expediency, 291
Experience, 238, 241, 253, 256;
learning by, 241;
sensory, 238, 253
Experimentation, 197
Eye, 60, 205, 217, 283, 298;
a corporal element intrinsic to the visual sense, 217;
an example of convergence, 60;
constituent part of agent and subject of vision, 217;
human, defective, 298;
not replaced by telescope, 205;
vertebrate type of, 283

Factorial, complex, 45
Factors, germinal (genetic, hereditary), 5, 6, 15, 17, 18, 19, 41,
42, 44, 45, 68, 122, 151, 152, 174, 207, 291
—diagnosis of, 122
—fractionation of, 19
—positive and inhibitive, 19;
environmental, 6, 41, 42, 68, 151, 152, 174, 207, 291
—blind, 151, 152
—of disuse and selection, 207
Facts, 205;
former cannot be formulated except with reference to ego,
205;
in terms denoting or connoting ego, 205;
intramental and extramental, 205
“Falsifications” of ancestral records, 276
Families, 37, 58;
chemical, 58
Family-tree, evolutionary, 58
Fats, 145
Faulting, 107, 108;
horizontal and vertical, 108;
“Low angle,”107, 108;
normal, 108
Fayûm, the, 115
Feldhofer Grotte, 323, 324, 326
Felis leo fossilis, 319
Femur, 313, 316, 317, 324, 327, 330, 341;
not curved as in Neanderthal type, 341;
shows curvature, 327, 330
Ferns, 118
Fertilization, 42, 157, 159, 160
Filiation, 75
Finality, immanent law of, 174
First causes, 52, 71, 249
Fishes, 61, 270, 276, 279, 283, 296;
adult, 279, 283;
embryo of, 279
Fish-kidney, 302
Fission, binary, 156, 161;
unequal, 156;
multiple, 156
Fixism, 4, 32, 52, 69, 70, 72, 75, 119, 124, 268;
unable to furnish “natural” explanation of homology, 52;
uniformitarian, 69
Flat worms, 278
Flies, 134
Fluctuants, 87
Fluctuations, 10, 16, 29, 302, 333;
cause of, 10, 16;
 instance of, 16;
non-inheritable, 10, 16
Fœtal life, special conditions of, 299
Fœtus, 301
Fonte de Gaume, 339
Foot-and-mouth disease, germ of, 183 note
Foramnifera, 118
Force, 172, 176;
defined, 172;
no special vital, 176
Forehead, 328, 330, 341;
higher, 328;
low, 341;
retreating, 330
Formaldehyde, 145-148;
not first step in origin of life nor in photosynthesis, 145-147
Formaldehyde-hypothesis, 145-148
Formaldoxime, 148
Formations, fossiliferous, 105
Formations, geological, 75, 84, 93, 95, 99, 100, 103, 105, 108,
118, 119, 126;
time-value of, 84
Formed bodies of cell, self-perpetuating, 168
Formose, 145
Forms, 246, 275, 276, 312;
fossil, sequence of, 276
—intermediate, 312;
grammatical, 246;
intermediate, none between man and apes, 275
Fortuitous result, 249
Fossil bones, 319
Fossil facts, 311
Fossiliferous stratification, universality of, 102
Fossil remains, human, 213
Fossils, 3, 81, 87, 88, 94, 95, 96, 99, 100, 101, 102, 104, 107,
110, 111, 112, 118, 309, 317, 334, 335;
dated by theory of descent, 334;
evade experimental breeding tests, 87, 88, 334;
no invariable sequence of, 99, 102;
reconstructed, 88;
still “medals of Creation,”94;
time-value problematic, 98, 100, 101, 107, 110, 111, 112, 335
Foxhall Man, 309, 341, 342;
alleged to be Tertiary, 309, 341, 342;
flint implements prove intelligence of, 342;
no fossils of, 342
Freedom, human, 232;
of will, 232
Free will, a myth, 360, 361
Frescoes, 339, 340;
polychrome, 340;
primeval, 339, 340
Frog, 64, 281;
tadpole, 281
Fruit-flies, eyeless, 306;
vestigial, 306;
wingless, 306
Functions, 215, 216, 241, 276;
extrinsically dependent on organism, 215, 216;
sensitivo-nervous, 241;
superorganic, 215
Fundulus, 62
Future life, 354, 361;
a myth, 361;
of retribution, 354

Gametes, 13, 14, 25, 156, 157, 158, 159;

production of, 25;
specialization of, for kinetic and trophic functions, 157, 158
Ganoids, 119, 120
Gar pike, 119
Gastrula, 159
Gelation, 168
Gemmation, 156
Geneology, 95, 113, 348;
hypothetical, 113;
of horse, 95;
of man, 348
Geneological tree of man, 348
Genera, 3, 4, 37, 78, 80, 81, 86, 92, 119, 312, 313;
fossil, 3, 4, 78, 80, 81, 86, 312, 313
Generalization, power of, 261
Generation, univocal and equivocal, 68, 69
Genes, 17, 18, 19, 25, 27, 42, 43, 44, 45, 79, 141, 162;
inhibitive, 18, 19, 42, 79, 162
Genetic cellular continuity, law of, no exception to, 163, 164
Genetic continuity, 142, 160, 165, 311;
fivefold law of, 142;
law of, 136, 160
—may not prevail in submicroscopic world, 165
Geneticists, 89, 334
Genetics, 2, 3, 24, 36, 46 note, 56, 82, 88, 89, 121, 126, 141,
302, 305, 334
Genital distrophy, 294
Genotype, 5, 41, 43, 123
Geodesists, 114
Geological column, 106, 117, 125, 126
Geological record, 72, 80-84, 92, 106, 111, 120, 125, 126, 127,
297;
damaged, 92;
enigmatic, 126, 127;
incomplete, 72, 80, 106;
incompleteness assumed to explain absence of
intermediates, 83;
time-value presupposes its completeness, 82, 83, 111
Geologists, 100, 102, 113, 114, 117, 125, 181
Geology, xiv, 98, 107, 111, 117;
can only prove local order of succession, 111
Germ, 13, 155, 156, 182;
multicellular and unicellular, 155, 156
Germ cells, 13, 14, 16, 156, 157, 163
Germ plasm, 14, 25, 26, 41, 42, 45, 265, 303
Germ tract, 14
Germinal constitution, 87, 123
Gerrymandering, geological, 116
Giantism, 44, 294
Gibbon, 271, 274, 310, 314, 316
Gibraltar skull, 322
Gill arches and clefts, 278, 279
Gills, 70, 279;
permanent, 279
Glacial, 104 note, 289, 320, 327, 329, 330, 331, 332, 334;
 deposits, 104 note;
epoch, 320, 332, 334
—middle of, 332
—close of, 332;
period, 289, 327, 329, 330, 331
—fourth or last, 327, 329
—close of, 331
Glaciation, 290
Glacier, continental, 287, 289
Glacier National Park, 108
Glaciologists, 289
Glands, 296, 304;
muciparous, 296;
supernumerary mammary, 304
Glaurus overthrust, 107
Globigerina, 118
Glucose, 145
Gluteal region, 273
Glyceraldehyde, 145
God, 180, 351;
admitted as hypothetical, 351;
Author of Life, 180;
impossible to prove existence of, 351
Golgi bodies, 140
Gonads, interstitial cells of, 292
Gondwana Land, 114, 115
Gorilla, 51, 270, 271, 272, 273, 314;
face of, 271;
skull of, 271
Gradation, 82, 87, 315;