Address to the State Teachers Association Convention: Human Aspects of the Teaching of Biology: a machine readable edition H.F. Perkins Creation of machine-readable version: Nancy Gallagher Additional scanning and OCR: Ben Schacher Conversion to TEI.2-conformant markup: Mary Margaret Welch Additional markup by: Hope Greenberg, Shane Barney ca. 6 kilobytes University of VermontBurlington, Vermont USA

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July/2000 Address to the State Teachers' Association: Human Aspects of Teaching Biology Eugenics Survey of Vermont papers, "Dr. Perkins' Speeches" H.F. Perkins

October 13, 1931

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 October 13, 1931 WE'LL LET NANCY DETERMINE THESE Perkins, Henry F. Human Aspects of the Teaching of Biology Unpublished outline of address to the Vermont State Teachers Association Convention October 13, 1931 Eugenics Survey of Vermont Papers, Dr. Perkins' Speeches Permission required for reproduction. Vermont Public Records.

Talk to be given to the State Teachers Association Convention October 13th on the discussion of the human aspects of the teaching of science.

Human Aspects of the Teaching of Biology

Topics for Discussion

1. How can the teacher present her material so as to put emphasis upon the human aspects of biology?Is it best to be done by emphasizing evolution, thus bringing into the foreground permanently the significance of man's body and mind?Is the economic side of biology the best side to present showing man's dependence on plants and animals and the part he played through artificial selection in altering the course of evolution? 2. Suppose we take the evolutionary point of view throughout the presentation of a course on zoology, is it possible to show how each step in the evolution of new and higher forms of life point to the ultimate production of the human species? 3. If the above method is chosen, what are some of the broad tendencies of evolution that have an ultimate result‐‐ that is, the human species?Should we include in this group of tendencies the following‐‐ (a) Bilateral symmetry (b) Head‐tail differentiation (c) Specialization (d) Centralization (as the evolution of nerve ganglia and brain, the closed circulatory system of the heart, et cetera) (e) Following specialization is simplification exemplified amongst animals (f) What bearing if any does this series of evolutionary trends have upon the tendencies in society? Does the development of the family, the state, specialization in trades and manufactures, the inventions of machines show similar trends? 4. How much of a year's course in biology be devoted to man? Is it the function of the teacher to take up the questions of life processes in man from the biological point of view, that is, the evolutionary explanation of the origin of instincts, reactions, the senses and the part they play in every day life, perpetuation of the species and finally man's substitution for natural selection, namely voluntary and deliberate choice of mates. 5. How far would biological principles be followed in mate selection, conducting the life of the family and rearing children? 6. What is the teacher's part in teaching sex hygiene? Should the schools offer courses for mixed classes in the anatomy and physiology of the reproductive system?Or should the needs of the pupils be cared for rather by the opportunity to confer with the teacher or the principal or some local doctor in regard to personal problem? 7. Is there a place for the discussion of problems of human heredity as related to social and economic welfare of the community? 8. If opportunity is given for such discussion, how large a section of the time or what part of the course should be allotted to this purpose? 9. Should birth control and sterilization programs be mentioned? Be discussed?Be presented in special lectures? 10. How much use should be made of a selected list of books for discussion of some of the more delicate points in the above list of topics?Would it be desirable for a standard but frequently revised list of books to be put in the hands of all teachers of biology by the State Board of Education or the State Department? 11. Would it be desirable to have a list of speakers from various parts of Vermont who might be called upon for special talks to the pupils on any of the above topics?If so, how could such a list best be put together?

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