SECTIONAL TRANSACTIONS.— L. 405 



Friday, July 26. 



The Teaching of Science in Schools : 



(a) Prof. H. B. Fantham. — The Teaching of Biology. 



The teaching of biology in schools is considered more especially from the South 

 African standpoint, but the general principles apply to any country. At last it is 

 becoming recognised that a knowledge of biology is a necessary part of a liberal 

 education. Also, the present need of trained biologists in the Empire indicates the 

 economic importance of the subject. 



In the Cape Province biology is taught in secondary schools to both sexes. In 

 the Transvaal high schools, generally, botan}- is taught to girls and chemistry and 

 physics to boys. As a result of much propaganda, about two years ago the Transvaal 

 Education Department appointed a committee of head masters, inspectors, science 

 teachers and University professors to consider the teaching of .science in high schools. 

 After much discussion, a syllabus of general science was proposed, in which both 

 physical and biological sciences, with physiography as a centre, were grouped and 

 correlated. At first, a five years' course of general science was considered, special 

 attention being devoted to the first three years' work, at the end of which period 

 about 85 per cent, of the pupils leave school, having reached Form III. (or Standard 

 VIII.) and being about 16 years of age. Ultimately a three years' course of corre- 

 lated general science was recommended for high schools, with a divergence into 

 the study of either biological or physical sciences during the fourth and fifth years. 

 Care was taken to avoid too early specialisation. This scheme is to be introduced 

 into Transvaal high schools in 1930, and will form a subject for the school leaving 

 certificate. Nature study is taught in the primary schools, but at present it has 

 hardly realised expectations, though it should form a foundation for biological work 

 in high schools. 



The usual objections of expense, lack of suitably trained teachers and ' un- 

 pleasantness ' of the subject have had to be faced and some still have to be overcome, 

 especially the lack of teachers. The Universities might be asked to offer special 

 courses, particularly in animal biology, for teachers. 



The study of both animal and plant biology is included in the three years' course. 

 It is recognised that the syllabus submitted is a wide one. All the subjects should 

 be attempted, but scope is allowed for individual interpretation and for variation in 

 the local environment. Uniformity of detail in such a syllabus is undesirable and 

 impracticable in South Africa. Ecological, physiological and economic factors must 

 be considered, and form and function not dissociated. Insistence is laid on the 

 acquisition of first-hand knowledge, on accurate deductions therefrom and on the 

 study of biology as a training for membership of a civilised community. 



The different topics of each year's syllabus should be taught at the appropriate 

 season of the year. In South Africa biological work will be done more especially in 

 the spring and autumn when fresh material can be obtained, most of the summer 

 being long vacation. Pupils must be encouraged to collect, handle and examine 

 living specimens of the animals and plants they study, as well as to make contri- 

 butions to the sc'nool garden, vivarium, aquarium and school museum. The nature 

 calendar kept by each scholar should be so compiled that it becomes a good ecological 

 record of the neighbourhood. Experimental work in biology must be undertaken 

 by the pupils. Dissection should be done by them individually in their last year. 

 Correlation and application of processes observed in plants and animals -with what 

 occurs in man are necessary, forming a practical introduction to hjwiene and further 

 indicating the close association of biology with human Ufe. Ideas of sex and of 

 evolution are gradually developed as natural occurrences. Attention must be given 

 to animal and plant excitants of disease (e.g. of malaria, redwater, bUharziasis, 

 fungoid diseases) ; such are of interest and practical importance and always appeal 

 to young people who are intensely utilitarian. 



Biological studies serve to introduce pupils, in the later years of their course, to 

 the work of great investigators such as Darwin and Pasteur, by reference to carefully 

 selected parts of their works. The literary and cultural aspects of natural science 

 are thus inculcated. 



The syllabuses for high schools in the Transvaal in general science (three years' 

 course), and those in biological sciences (two years' course) are presented for 

 discussion. 



