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Principal Janes: Mr. Chairman: Biology has value on several 
grounds. We might speak of its cultural value, its economic 
value, and its disciplinary value, but I will confine myself to one, 
that is to say its physiological value. 
There has been much talk recently of reconstruction, not only 
of cities, towns and homes, but also of industry, government, 
church and education. While it is no doubt necessary that this 
reconstruction take place, and while it is essential that there be a 
rebuilding along all lines, it by no means follows that all that has 
been done in the past has been of no avail. Change there must 
be in order to meet present and future requirements, but that 
change does not necessarily call for “scrapping” all that has 
been done in the past. It seems to be the thought of many that 
whatever has been is, on that account, wrong. e should pre- 
pare ourselves for changes, but let us have no hysteria about it. 
Let us save out of the past that which has been good, and make 
better that which is capable of improvement. But in general it 
is agreed that our school work must be made more immediately 
and ultimately practical, and must touch the pupil’s life closely. 
It must appeal to his interest. In my estimation biology has ac- 
complished just this thing. 
A questionnaire was recently filled out by several hundred third 
term boys in Boys’ High School, in which the question was asked, 
“Which first year subject did you like best?”’; the answer in the 
majority of cases was “ Biology.” Another question was, “ What 
part of Biology did you like best?”, and again the answer was, 
“That part which deals with the human body.” If this question- 
naire tells us the truth of the case, and I believe it does, it be- 
comes evidence which is strongly in favor of biology. It appeals 
to, and has its interest for, the pupil. 
As to the practical need for the study of physiology, you 
hardly need be reminded of the thirty per cent. of drafted men 
who were rejected, and of the fact that eighty per cent. of pupils 
in public schools suffer from eye, ear, or throat trouble. To offset 
this condition is a duty which the public schools cannot escape. 
The young of our nation must have a knowledge of the relation 
of foods to physical efficiency, of the necessity for the regulation 
of personal habits, causes and prevention of disease, and of the 
