298 BIOLOGIC SCIENCE AND HEALTH 



orations. It can be erected only upon a foundation of biology, 

 physiology, and genetic psychology. With respect to the nor- 

 mal school, at least, the practical question is: How and where 

 may this foundation be laid? Professor Phelps in her admirable 

 paper has shown that a large majority of those who take her 

 course in sexology lack the essential foundations for the work 

 and that a full half of the time of the course is devoted to laying 

 these foundations. It is fairly obvious that in a two-year nor- 

 mal school course, it will be practically impossible to do all the 

 foundation work necessary either for such a course as Prof. 

 Phelps has outlined or for a treatment of school hygiene such 

 as I am defending. By common practice, a reasonable amount of 

 time is given to psychology in the normal schools. To make this 

 effective as preparation for school hygiene, it requires only that 

 the instruction in psychology be concrete and genetic. But for 

 preparation in biology and physiology, we are forced back to the 

 high school. This is no injustice to the high school. 



There are two ways in which the high school may give effec- 

 tive preparation of the kind needed: (1) By the systematic 

 study of biology; (2) through the instrumentality of the in- 

 struction in physical education. (Commonly known as physical 

 culture or physical training.) 



If I could issue an edict and enforce the same, every high 

 school pupil would study biology at least one year, except those 

 pupils who might be prevented by college entrance requirements. 

 This exception would be merely concession to the God-of-things- 

 as-they-are, not an admission that the exception should be made. 

 If every state and city normal school would make this require- 

 ment, the high schools could and would respond. 



I offer the following outline of the course in general biology 

 given in the school of which I am principal, not as ideally per- 

 fect, but as a sample of what can easily be done in any reason- 

 ably well equipped city or town high school. Such a course 

 cannot fail to give the student a conception of the solidarity of 

 life and a foundation, both of knowledge and of method,, for the 

 subsequent study of physiology and hygiene, in both its personal 

 and general applications. 



The course covers thirty-six (36) weeks, six (6) periods a 

 week ; time is distributed as needed to recitation and laboratory 

 exercises. 



1. The course begins with type studies of insects and crayfish 

 animals tolerably familiar. Habitat, habits, life history and 

 external structure of each animal are studied. The structure 

 and functions of all systems of the crayfish are studied. Time 

 8 weeks. 



