562 
there are so many demands upon the high 
school pupil that little space is left for 
biological science. 
II. 
(a) The object of the high school educa- 
tion is not culture but capability, not indi- 
viduality but organizability, not conscious- 
ness but conscientiousness, not well-rounded 
men and women but well-adjusted men and 
women. 
Therefore, education must always have a 
double content (1) information, developing 
the structure of the social individual, (2) 
training exercise in social functioning. 
(b) A general classification may be made 
of subjects in the cirriculum, under these 
views. 
1. Technique of life: Reading, writing, 
spelling, mathematical calculation,  eti- 
quette, hygiene, manual training and draw- 
ing, local geography, modern languages, 
logie. 
2. Conditions of life: Chemistry, physics, 
physiography, geology, civil government. 
(Physiology. ) 
3. Principles of life : 
mics, ethics, sociology. 
4. Epitomes of life: 
literature, art, music. 
5. Vestigial subjects: Ancient languages, 
metaphysics. 
(c) Such a classification is necessarily 
very elastic. Certain phases of biology are 
seen to be properly included under each of 
the classifications. 
(d) In general the value of biological in- 
struction lies not in the information, but in 
the training. This training is without a 
rival in the curriculum for the following 
reasons : 
1. The organisms studied, whether plants 
or animals, are microcosms revealing to the 
student, under conditions free from preju- 
dice, the laws and factors of man and of 
society. 
Psychology, econo- 
History, biology, 
SCIENCE. 
[N.§. Von. X. No. 251. 
2. As compared with history or literature 
which are likewise epitomes of life, biology 
has the advantage of thorough organiza- 
tion under the modern scientific method. 
The subject itself may be considered as a 
record : it differs, however, from history in 
being a record not so much impregnated 
with human error, and from literature in 
being free from the personal element. Fur- 
thermore, the method of reading the record 
is fresh, and devoid of those older unscien- 
tific blemishes which prevent us from inter- 
preting either history or literature apart 
from prejudice. 
3. The quality of insight is developed 
under conditions that are more impartial 
than in the study of history or literature. 
For example, there is a secular and even a 
profane history—but there is neither secu- 
lar or profane biology. There is national, 
religious, political, personal literature, but 
there is no national, no religious, no polit- 
ical, no personal biology. 
4. The quality of judgment, under such 
conditions, must be more perfectly and 
completely developed than under any other. 
Observation, classification, recollection, 
orderly notation, ete., can be inculcated as 
well by other disciplines. Note A. T. 
Harris’ comparison of botany with gram- 
mar. 
iil. 
What should be the nature of High 
School courses in Biology. 
(a) In the first place courses in elemen- 
tary general biology are impracticable be- 
cause (1) either an inherently superficial 
view of both plants and animals, or (2) a 
one-sided view of the living world must be 
presented. Further, there is no possible 
way of instituting just comparisons between 
plants and animals in the time given to 
elementary study. Consequently, the idea 
of ‘general biology courses’ is founded on 
pedagogical error. 
