First course in biology

The present tendency in secondary education is away from the formal technical completion of separate subjects and toward the developing of a workable training in the activities that relate the pupil to his own life. In the natural science field, the tendency is to attach less importance to botany and zoology and physiology as such, and to lay greater stress on the processes and adaptations of life as expressed in plants and animals and men. This tendency is a revolt against the laboratory method and research method of the college as it has been impressed into the common schools, for it is not uncommon for the pupil to study botany without really knowing plants, or physiology without knowing himself. Education that is not applicable, that does not put the pupil into touch with the living knowledge and the affairs of his time, may be of less educative value than the learning of a trade in a shop. We are coming to learn that the ideals and the abilities should be developed out of the common surroundings and affairs of life rather than imposed on the pupil as a matter of abstract, unrelated theory.

One of the marks of this new tendency in education is the introduction of unit courses in biology in the secondary schools, in the place of the formal and often dry and nearly meaningless isolated courses in botany, zoology, and physiology. This result is one of the outcomes of the recent nature-study discussions.

The present volume is an effort to meet the need for a simple and untechnical text to cover this secondary biology in its elementary phases. The book stands between the unorganized nature-study of the intermediate grades and the formal science of the more advanced courses. It is a difficult space to bridge, partly because the subjects are so diverse, and partly because some teachers do not yet understand the importance of imparting to beginners a general rather than a special view point.

Still another difficulty is the lack of uniformity in the practice of different schools. It is not urged that it is desirable to have uniformity in all respects, but the lack of it makes it difficult to prepare a book that shall equally meet all needs. It is hoped, however, that the present book is fairly adaptable to a variety of conditions, and with this thought in mind the following suggestions are made as to its use:

Being in three separate parts, the teacher may begin with plants, or with animals, or with human physiology.

If a one-year course is desired, the topics that are printed in large type in Parts II and III may be used, and a choice from the chapters in 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.