376 ‘ SECTIONAL TRANSACTIONS.—L. 
Monday, August 31. 
MorNING. 
6. Discussion on Biology as an Element in the Science Curriculum of 
Schools. 
Speakers: Mr. G. W. Ouive, Prof. W. J. Daxty, Mr. O. H. Latrerr, 
Dr. Lintan Ciarxke, Prof. 8. MaugHam, Prof. TatrERsALL, Prof. 
Laurtisz, Miss C. M. Gipson. 
Mr. G. W. OLIVE. 
A knowledge of the main principles of biology is an essential of the intellectual 
equipment of an educated man—it gives a widened outlook. An appreciation of the 
wonders and beauties of Nature has an elevating influence, and under proper guidance 
the study of biology enables a boy to know how to face a scientific problem, and how 
to apply scientific methods in the proper way. There is a vast field of work before 
pioneers in biology, but to argue the value of biology as a possible path to livelihood 
is to show a misconception of the purpose of science teaching. Biology in the service 
of man, not of Mammon, is the prime consideration. 
Biology should be taught to all boys up to the age 15-16. It is not sufficient to say 
that biology should be introduced into the curriculum of every school by the side of 
other science ‘ subjects’; it should merge imperceptibly into them, be correlated with 
literature, languages and history, and be linked up with the life of the nation, with 
economics, and with industrial sociological problems. 
The dead hand of narrow teaching and the cramping effect of the examination 
syllabus should not be tolerated. At first there must be no specialising. Each boy 
will probably possess his own special inclinations, and the ability and interests of the 
teacher should be wide enough to guide and stimulate these inclinations, so that from 
whatever angle the boy views biological study he can come to learn the great truths 
of biology with the fullest meaning and value. 
It is natural and wise to frame the biological portion of the General Science curricu- 
lum with special reference to the school’s environment and its general resources. Under 
keen and capable guidance much can be done to create within theschool andimmediately 
round about it an atmosphere and environment favourable to real and generous study 
—within, a living museum, charts of progress, aquaria, vivaria, incubators, &c. ; 
without, miniature zoological and botanical gardens, a farm, a garden beautiful. 
Many of these added educational facilities call for only a small financial expenditure. 
After the age of 15-16 the study of biology may become specialised or be allowed 
to lapse as necessity dictates, but it will have had, at least, the opportunity to exercise 
its great educational influence if it has been included in the curriculum to this age. 
Mr. O. H. Latter. 
Biology is yearly receiving increased recognition in schools, hence need for dis- 
cussing methods, new points and limitation. 
Nature study—the type of biology for junior classes, its function and value. 
For older pupils human physiology, broadly interpreted, and extended to include 
the gross structure and functions of the organs of the body and dependence on green 
plant life, the best taking-off ground for subsequent stages of biological teaching ; 
hygiene, the chemistry of combustion, solubility, osmotic and kindred phenomena, 
a certain amount of optics and acoustics in connection with eye and ear are the natural 
side issues to be developed with this course. 
Reference to blood corpuscles leads to study of unicellular animals and plants, 
and thence to the theory of evolution and differentiation of structure. 
Fundamental differences between animals and plants shown by selection of simple 
types—iriterdependence of all living things—the geological and economic importance 
of lower forms of life to man as regards his industries, occupations, agriculture, &c., 
his sickness, and health. Practical work in the biological laboratory hardly possible, 
if indeed desirable, with such classes as are under consideration, but instead, abundant 
demonstration of specimens, and wherever possible experiments, displayed or set up 
by teacher. 
