Ree T 
* 
1894.] Zoology in the High School. 1005 
life processes are watched in the field of the microscope. As 
to the first reason, the probable greater ease of procuring bo- 
tanical material, the probability was not justified by the recent 
experience of Mr. C. H. Clark and myself at the New Hamp- 
shire College Summer School of Biology. We there went over, 
with nearly twenty teacher-students, the work in botany and 
zoology recommended in the programs of the Natural History 
Conference Committee, the afternoon sessions being devoted to 
botanical instruction by Mr. Clark, and the morning sessions 
to zoological instruction by myself. We both spent much of 
our spare time foraging for supplies, but I think Mr. Clark 
had the more difficult task of the two. Evidently these rea- 
sons are open to question, and, in any event, as mere reasons 
of expediency, they should give way to the larger considera- 
tions involved in other phases of the subject. 
The limits of time forbid present discussion of the many 
claims of biology as a whole upon modern education, but I 
May say in passing that one of the most important of these 
claims is to be found in the relations of biological science to 
_ the philosophical problems of the day. Our philosophy is so 
permeated with the evolutionary phraseology that a knowledge 
of biological terms and processes is essential to the daily read- 
ing of an intelligent man. Such knowledge cannot be ade- 
quately obtained from the study of either plants or animals 
alone. 
I believe that the position of a large proportion of biological 
teachers in America concerning biology in the high schools may 
fairly be represented by the following propositions: (1) That 
biology should be taught rather than either botany or zoology 
alone; (2) That the course should cover two years of at least 
three periods a week if possible, if not, that it cover as much 
time as can be spared to it, the minimum being one year ; (3) 
. That in general the time should be about equally divided be- 
tween animals and plants, and that the study of the latter should 
come first, although some simple animal cells may well be stud- 
ied at the start in connection with the lowest plants; (4) That 
the instruction should be given by means of the laboratory 
method of individual study of organic types, beginning with 
