The Teaching of Biology in the Secondary School |
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adapted æsthetic alcohol algæ anatomy Appleton aquaria bacteria beginning biology Boston botany chapter classification comparative cotyledons course in botany course in zoology crayfish directions discussion dissection earthworm echinoderms ecology edition elementary course elementary school embryo especially essential evolution examination experience facts figs formalin frog function Ganong give Grammar of Science high school human body human physiology Huxley hydras hypocotyl idea illustrate important insects interest introductory knowledge laboratory leaf lesson liverworts living London Macmillan materials ment method of thought microscope mind morphology natural history nature study object observation obtained organs outline Paramecium Parker phases Plant Physiology possible practical present principles problems Protozoa reason reference regard relation roots scientific method secondary schools seed seedlings specimens sporophyte student study of animals subject-matter suggestions teacher text-books tion tissues types vertebrates worms York zoology
Popular passages
Page 41 - Science seems to me to teach in the highest and strongest manner the great truth which is embodied in the Christian conception of entire surrender to the will of God. Sit down before fact as a little child, be prepared to give up every preconceived notion, follow humbly wherever and to whatever abysses nature leads, or you shall learn nothing.
Page 145 - Gross anatomy of a typical shoot, including the relationships of position of leaf, stem (and root), the arrangement of leaves and buds on the stem, and deviations (through light adjustment, etc.) from symmetry. Buds and the mode of origin of new leaf and stem ; winter buds in particular. Specialized and metamorphosed shoots (stems and leaves). General structure and distribution of the leading tissues of the shoot; annual growth; shedding of bark and leaves.
Page 478 - This is not a physiological but a temperance movement. In all grades below the high school this instruction should contain only physiology enough to make the hygiene of temperance and other laws of health intelligible. Temperance should be the chief and not the subordinate topic, and should occupy at least one-fourth the space in text-books for these grades.
Page 42 - Government (if we may use such a phrase to express the sum of the "customs of matter") is wholly just. The more I know intimately of the lives of other men (to say nothing of my own), the more obvious it is to me that the wicked does not flourish nor is the righteous punished. But for this to be clear we must bear in mind what almost all forget, that the rewards of life are contingent upon obedience to the whole law — physical as well as moral — and that moral obedience will not atone for physical...
Page 41 - There is a path that leads to truth so surely, that any 'one who will follow it must needs reach the goal, whether his capacity be great or small.
Page 1 - How to live? — that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is — the right ruling of conduct in all directions under all circumstances. In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way...
Page 456 - We infer that as vigorous health and its accompanying high spirits are larger elements of happiness than any other things whatever, the teaching how to maintain them is a teaching that yields in moment to no other whatever. And therefore we assert that such a course of physiology as is needful for the comprehension of its general truths, and their bearings on daily conduct, is an all-essential part of a rational education.
Page 42 - Sit down before fact as a little child, be prepared to give up every preconceived notion, follow humbly wherever and to whatever abysses nature leads, or you shall learn nothing. I have only begun to learn content and peace of mind since I have resolved at all risks to do this.
Page 146 - Gross anatomy of a typical root; position and origin of secondary roots; hair-zone, cap, and growing point. Specialized and metamorphosed roots. General structure and distribution of the leading tissues of the root. The Flower. — Structure of a typical flower, especially of ovule and pollen ; functions of the parts. Comparative morphological study of four or more marked types, with the construction of transverse and longitudinal diagrams.
Page 280 - The beginning student should know that the whole life of animals, that all the variety of animal form and habit, is an expression of the fitness of animals to the varied circumstances and conditions of their living, and that this adapting and fitting of their life to the conditions of living come about inevitably and naturally, and that it can be readily studied and largely understood.