Adequate Preparation for the Teacher of Biological Sciences in Secondary Schools

This work opens with a clear‑sighted look at why biology belongs in the high‑school curriculum. Drawing on the 1920 National Education Association report, it outlines the subject’s breadth—plant life, animal life, human physiology, and even bacteriology—while stressing that a well‑balanced course should serve both future specialists and students who will move on with only a basic grounding. The author frames biology as “the science of life,” a natural continuation of elementary nature study, and sets out the educational goals that guided secondary programs of the era.

From this foundation the discussion turns to what a teacher needs to bring to the classroom. Emphasizing biology’s social purpose, the text argues that instruction should foster accurate observation, logical reasoning, and an appreciation of nature’s aesthetic value. It also highlights practical concerns such as public health, agriculture, and industry, showing how a solid grasp of biological principles can improve everyday living. Throughout, the author stresses preparation that equips educators to convey both the scientific content and its broader relevance to students’ lives.