412 SECTIONAL TRANSACTIONS.— I. 



In schools, and even in universities, outside the medical curriculum, 

 biological teaching concentrates largely on the lower forms of life. Not 

 infrequently, such forms are difficult to obtain, are subject to seasonal 

 effects and require relatively expensive apparatus for their study. Moreover, 

 such study too often lacks direct applicability to the affairs of everyday 

 life, and, very important, lacks the emotional appeal which is so necessary 

 to make a subject attractive in school and later. 



On the other hand, study of the human body can inculcate most of the 

 biological first principles and has direct bearing on many of the most 

 urgent problems which face mankind. With the human body as experi- 

 mental material, elementary classes in biology can be conducted with the 

 minimum of apparatus. 



Dr. L. P. LocKHART. — Physiology as a part of general education 

 (11.30). 



The approach to the subject is by way of clinical medicine practised 

 within industry. The thesis that a grasp of physiological principles is 

 essential to an objective understanding of reality was developed by Herbert 

 Spencer, but modern trends in industrial communities give added weight 

 to it. The large aggregations of people working in close co-operation in an 

 intricate system can only remain healthy and efficient if their legitimate 

 needs are met in full measure. Systems of industrial welfare, national 

 physical education, nutrition and housing cannot be viewed in isolation 

 but form part of a unity. Those who administer national and industrial 

 aflfairs need not be technical physiologists, but they need to be so educated 

 that they can grasp the essentials of the technical evidence submitted to 

 them and be aware of its relevance and importance. Much of the neurosis 

 which damages large communities and renders individuals inefficient, sub- 

 standard in health or asocial in behaviour arises from the physiologically 

 unbalanced lives they are forced to lead. Ignorance of physiological needs 

 operates not only on the personal life but on the lives of those controlled 

 or influenced by persons who lack awareness and understanding of what is 

 physiologically desirable. It is not suggested that the mere addition of a 

 subject to the school curriculum will effect a change. What is far more 

 necessary is that the general basis of educational subjects should be inter- 

 preted to pupils in terms of natural laws, and it is obvious that this must 

 apply mainly to secondary schools. There is a physiological basis to social 

 change and evolution which is historically of far greater moment than the 

 doings of rulers and statesmen, and it would be well if those who dictate 

 examination policy would realise this more fully than they appear to do. 

 The plea put forward is that unless physiological principles are inculcated 

 as a part of general education there is no proper foundation for the develop- 

 ment of sound health, sane morals, nor for the later understanding of those 

 psychological conceptions which in the end determine the manner and 

 objective of social and individual development. 



General Discussion on Physiology as a subject of general education 

 (12.0). 



Afternoon. 



Demonstration by Dr. L. F. Richardson, F.R.S., of An electrical model 

 of reciprocal inhibition (2.30). 



Two osglim lamps in series with resistances are connected in parallel to a 

 battery through another resistance. When the resistances and voltage have 



