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so palpable. There need be little duplication. In addition, 

 since the hygiene is largely deductive, it presupposes thorough 

 grounding in biologic principles and bases. Military autocracy 

 can be exemplified b}^ the lines "Theirs not to reason why," 

 but the full cooperation of the average hygiene student, and 

 indeed every adult as well, in health endeavors as in other lines 

 of action, is gained not only by knowing that "there's a reason," 

 but knowing what that reason is. First year biology supplies 

 abundant reasons. There is neither time, with only one hygiene 

 period a week, at the most, nor is there continuity enough 

 possible, to teach the content of a full year of biology by means 

 of such a hygiene subterfuge. Daily contact with the experi- 

 mental evidence of the laboratory is requisite for mental digestion 

 and assimilation of principles, and to develop the scientific view- 

 point. Last term, for instance, one of my hygiene classes had 

 to be excused from one week's recitation on account of a holiday, 

 and the next week did not recite for another reason. That 

 meant that they went three weeks without a single recitation ! 



Nor is there much encouragement for the man who feels on 

 the other hand that general science presents enough biology to 

 be a worthy substitute. I shall not enter into the relative merits 

 of these two subjects. Each has its place. However, the amount 

 of biology presented in a year of general science is too frequently 

 insignificant. 



In the third place, have we any moral right to deprive 

 students of the cultural values which are unquestioned by- 

 products of elementary biology? Whatever philosophy of life 

 each student comes eventually to formulate, early or later, will 

 hinge on living things and their relation to metaphysical ques- 

 tions. The drama of life is unbalanced and ill-proportioned if 

 viewed through anthropocentric lenses. Literature is full of 

 references to nature. Shall we send our pupils out into the 

 world, into nature itself, refusing them the key to the inter- 

 pretations of biologic phenomena? For each student, is due at 

 least the opportunity of an esthetic appreciation of the wonder of 

 life and of the utility and beauty of its types, whether diatom or 

 humming bird, scaled mosaic from a butterfly's wing or the 



