10 FOREWORD TO TEACHERS 



topics which appeal to the average normal boy or girl, topics given 

 in a logical sequence so as to work out the solution of problems 

 bearing on the ultimate problem of the entire course, that of prep 

 aration for citizenship in the largest sense. 



Seasonal use of materials has been kept in mind in outlining 

 this course. Field trips, when properly organized and later used 

 as a basis for discussion in the classroom, make a firm foundation 

 on which to build the superstructure of a course in biology. The 

 normal environment, its relation to the artificial environment of 

 the city, the relations of mutual give and take existing between 

 plants and animals, are better shown by means of field trips than 

 in any other way. Field and museum trips are enjoyed by the 

 pupils as well. These result in interest and in better work. The 

 course is worked up around certain great biological principles ; 

 hence insects may be studied when abundant in the fall in connec 

 tion with their relations to green plants and especially in their re 

 lation to flowers. In the winter months material available for the 

 laboratory is used. Saprophytic and parasitic organisms, wild 

 plants in the household, are studied in their relations to man 

 kind, both as destroyers of food, property and life and as man's 

 invaluable friends. The economic phase of biology may well be 

 taken up during the winter months, thus gaining variety in sub 

 ject matter and in method of treatment. The apparent emphasis 

 placed upon economic material in the following pages is not real. 

 It has been found that material so given makes for variety, as it 

 may be assigned as a topical reading lesson or simply used as 

 reference when needed. Cyclic work in the study of life phenom 

 ena and of the needs of organisms for oxygen, food, and reproduc 

 tion culminates, as it rightly should, in the study of life-processes 

 of man and man's relation to his environment. 



In a course in biology the difficulty comes not so much in know 

 ing what to teach as in knowing what not to teach. The author 

 believes that he has made a selection of the topics most vital in a 

 well-rounded course in elementary biology directed toward civic 

 betterment. The physiological functions of plants and animals, 

 the hygiene of the individual within the community, conservation 

 and the betterment of existing plant and animal products, the 



