Part I.

For three half-year courses, all the parts may be covered in full.

If the course in biology begins in the fall (with the school year), it may be well to study plant biology two days in the week and animal biology three days until midwinter; when outdoor material becomes scarce, human biology may be followed five days in the week; in spring, plants may be studied three days and animals two days.

If the use of the book is begun at midyear, it will probably be better to follow the order in the book consecutively.

If it is desired to take only a part of the plant biology, Chapters VI, XIV, XX, XXIII, XXIV may be omitted, and also perhaps parts of other chapters (as of X, XII, XIII) if the time is very short. The important point is to give the pupil a rational conception of what plants are and of their main activities; therefore, the parts that deal with the underlying life processes and the relation of the plant to its surroundings should not be omitted.

If more work is wanted it is best to provide the extra work by means of the study of a greater abundance of specimens rather than by the addition of more texts; but the teacher must be careful not to introduce too much detail until the general subject has first been covered.

The value of biology study lies in the work with the actual things themselves. It is not possible to provide specimens for every point in the work, nor is it always desirable to do so; for the beginning pupil may not be able to interest himself in the objects, and he may become immersed in details before he has arrived at any general view or reason of the subject. Great care must be exercised that the pupil is not swamped. Mere book work or memory stuffing is useless, and it may dwarf or divert the sympathies of active young minds.

Every effort should be made to apply the lessons to daily life. The very reason for knowing plants and animals is that one may live with them, and the reason for knowing oneself is that he may live his daily life with some degree of intelligence. The teacher should not be afraid to make all teaching useful and practical.

In many cases a state syllabus designates just what subjects shall be covered; the topics may be chosen easily from the text, and the order of them is usually left largely to the discretion of the teacher.

Finally, let it be repeated that it is much better for the beginning pupil to acquire a real conception of a few central principles and points of view respecting common forms that will enable him to tie his knowledge together and organize it and apply it, than to familiarize himself with any number of mere facts about the lower forms of life which, at the best, he can know only indirectly and remotely. If the pupil wishes to go farther in later years, he may then take up special groups and phases.

CONTENTS

PAGE

GENERAL INTRODUCTION I xi