175 



by the encroachments of such hobbies of the faddists as " nature- 

 study," "agriculture," "biology," and an indefinite number of 

 other " ologies." So far as this fear is well founded the attempt 

 to replace three of the "ologies" by a single one, should be wel- 

 comed. Yet this does not seem to meet the pedagogic ideals of 

 educators on the one hand, nor of business men on the other. 

 These are gravely asking what benefit comes from a study of 

 natural science ? Does it induce to efficiency ? Does it confer 

 mental training and power ? Does it equip the student with the 

 tools whereby he can win success in business competition ? And 

 if natural science be admitted into the general curriculum, why 

 biology, rather than physics or chemistry? Is not biology a 

 technical subject fit only for those who are to enter the medical 

 profession ? Do not physics and chemistry underlie biology 

 whereas no knowledge of biology is needed for the study of the 

 physical sciences ? 



It is not my purpose to answer these questions, they have 

 been ably answered by others, such as Lloyd, Bigelow, and 

 Hodge. We are convinced that biology should form an essen- 

 tial part of a common school education and we call attention to 

 tendencies operating against this. 



College entrance requirements determine to a large degree the 

 contents of the high school curriculum. But the college has 

 practically abandoned the old time "general course" which 

 included a considerable list of the natural sciences. The present 

 ideal is the "technical" course, fitting the graduate for a partic- 

 ular business, and including only the studies that most directly 

 bear on the aim of the course. Biology is retained practically 

 only in the courses leading to medicine or to agriculture. 

 Physics and chemistry underlie most technical courses, therefore 

 the college requires the physical rather than the biological sci- 

 ences as preparatory for entrance. In regard to the classical 

 and literary courses, the so-called "culture" courses, the case is 

 no better, for in these, the "sciences" are offered as "electives" 

 that may or may not be chosen. The classical courses are in 

 fact as highly technical as any course by specializing in language- 

 training, so useful to preachers and lawyers. Conditions that 



