PREFACE 



MOST teachers of biology in secondary schools to-day aim 

 to emphasize the biological relations of plants and animals 

 from a physiological standpoint. The practical aspect is also 

 becoming more and more recognized as most desirable, as 

 opposed to the strictly educational and cultural functions of 

 this subject. Moreover, it is being gradually brought to our 

 attention that methods of study that induce thinking are of 

 far more import than any attempts at mere memorizing. 1 

 Hence we have what may be called the "Problem Method" 

 of study and class exercise. 



With these considerations in mind, I have attempted to de- 

 velop a series of solutions of problems in biology. These prob- 

 lems are intended to be prim aril} 7 physiological in their import, 

 but with especially significant references made to man at every 

 opportunity. I am confident that this method of treatment 

 will not be interpreted as being too utilitarian, although the 

 relations of plants and animals to man are by no means 

 lightly dwelt upon. "Of all the pleas that Spencer 2 makes 

 for the sciences, that for physiology is the most convincing, 

 for the problems of hygienic living are always personal and 

 persistent, as are those that pertain to food, stimulants, nar- 

 cotics, clothing, and shelter. . . . Consequently, the teacher 

 is to be pardoned if he urges the practical, rather than the 

 strictly educational, function of this study." 3 



It appears to be generally admitted that a course in sec- 

 ondary school biology should include training in logical think- 



1 See McMurry, How to Study, Chaps. III-VII, for splendid treatment of 

 this phase of educational processes. 



2 Education, Chap. I. 



3 De Garmo, Principles of Secondary Education, p. 87. 



3 



