HUMAN PHYSIOLOGY 



TO THE TEACHER 



It is commonly assumed that the chief qualification for 

 the teaching of physiology is a knowledge of anatomy. 

 Indeed, what is called physiology in the lower schools 

 has often been a mere description of the organization 

 of the body. Anatomy can evidently be taught without 

 reference to other sciences and the instructor who follows 

 the line of least resistance with regard to his own prepa- 

 ration is likely to give a large place to the pictorial 

 branch. But the temptation is one to be resisted. It is 

 a sound principle to subordinate details of structure 

 to the facts of operation. 



It is much more important that the teacher shall be 

 adequately grounded in physics and chemistry than that 

 he shall be an authority on anatomy. The difficulties 

 experienced by the student are not connected with 

 shapes, appearances, and arrangements which he can 

 visualize but with molecules and forces. The teacher 

 must assist him here and must bring to his task well- 

 ordered knowledge of these things. The central concep- 

 tion must be the transformation of energy by the living 

 tissues. 



Physiology can be taught to the best purpose to pupils 

 who have had previous courses in both physics and chem- 

 istry. In the introduction to this book it is pointed out 

 that physiology could not develop historically until these 

 sciences were well advanced. It is legitimate to argue 

 that it cannot be grasped by the individual without the 

 elements of these supporting sciences to serve as its foun- 

 dation. The next best thing to having these subjects 



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