iology 3: Economic Entomology;
Biology 4: Bird Course;
Biology 5: Tree Course;
Biology 6: Bacteriology and Fermentation;
Biology 7: Biology of Sex; Heredity and Eugenics;
Biology 8: Biology and Education;
Biology 9: Evolution and Theoretical Problems.

PLACE OF BIOLOGY IN THE COLLEGE CURRICULUM

=The first course ought to be given in such a way that it might fittingly
be required of all freshmen=

The introductory course (Biology 1) can be given in such a way that it
ought to be required of all students during the freshman or sophomore
year, preferably the freshman. In addition to the life value suggested
above, and its introductory value in later biology courses, such a
course would aid the student in psychology, sociology, geology,
ethics, philosophy, education, domestic economy, and physical culture.
Effort should be made to correlate the biological work with these
departments of instruction. The course as now given in most of our
colleges and universities does not possess enough merit to become a
required study. Perhaps all we have a right at present to ask is that
biology shall be one of a group of sciences from which all students
must elect at least one. It is preposterous, in an age of science,
that any college should not require at least a year of science.

Biology 1 should be prerequisite for botany 1 and zoology 1, and for
the special biology courses in group three.

Botany 1 and zoology 1 should be made prerequisite for the higher
courses in their respective fields; but aside from this almost any
sequence would be allowable.

A major in biology should provide at least for biology 1 and 2, botany
1, zoology 1, botany 2 and 3, or zoology, 2 and 3. Chemistry is
desirable as a preparation for the second group of courses.

METHODS OF TEACHING AS CONDITIONED BY THE AIMS OUTLINED ABOVE

=Acceptance of biology retarded by poor pedagogy=

Since the laboratory method came into use among biologists, there has
been a disposition, growing out of its very excellences, to make a
fetich of it, to refuse to recognize the necessity of other methods,
to be intolerant of any science courses not employing the laboratory,
and to affect a lofty disdain of any pedagogical discussion of the
question whatsoever. The tone in which all this is done suggests a
boast; but to the discriminating it amounts to a confession! The
result of it has been to retard the development of biology to its
rightful place as on