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OF INTEREST TO TEACHERS 



BIOLOGY IN HIGH SCHOOLS* 

 By Julius Nelson 



The word " biology" is here used to include botany, zoology, 

 and physiology, under one term. These three sciences are 

 closely interrelated : it is recognized that zoology and physiology 

 are best taught together ; so also it may be noted that the course 

 called "general biology" embraces an alternate comparison be- 

 tween vegetable and animal forms. Zoology and botany may 

 advantageously be studied thus intermixed, because, first, the 

 chemical and physical forces are common to all the kingdoms of 

 nature ; second, because of the ecological interactions between 

 the two organic kingdoms as illustrated by parasitism, symbiosis, 

 fertilization of flowers by insects, food relations, etc.; thirdly, 

 seasonal changes affect both plant and animal life, calling for a 

 study of both kingdoms throughout the year. 



On the other hand, from the systematic point of view, it is as 

 convenient to take botany and zoology separately and succes- 

 sively, as it is to consider the classes of animals in definite order. 

 There are other reasons in favor of studying a particular branch 

 of biology during a definite period. 



There should be no question as to the propriety of including 

 biology in the high school curriculum. As one at least of the 

 three branches of biology has been taught in a large proportion 

 of the high schools for an indefinite period of years, we should 

 not be charged with trying to crowd a " new fangled fad" into an 

 already overcrowded curriculum. 



So far as biology replaces physiology, botany, and zoology and 

 is given only the time of a single study, the result may be to re- 

 duce the time given to biological study, a reduction to be deplored, 

 for never even under the most favorable circumstances, have 

 these subjects been granted their due proportion of time in com- 

 parison with other subjects. The three R's are taught dcxily from 

 the kindergarten to the college sophomore year, yet the fear is 

 often expressed that the fundamentals of education are endangered 



* An address delivered liefore tlie New Jersey Science Teachers Association at 

 Newark, New Jersey. May 23, 1908. 



