be
conveniently segregated into five groups, 1) relations to world
problems, 2) to problems of the state, 3) to the community, 4) to the
school curriculum, and 5) to individual pupils. To world problems
biology bears many relations, for example, it is fundamental in the
analysis of immigration problems, especially those phases concerning
health, over-population, and the probable hereditary effects of
assimilation through hybridization. State problems of health
protection, conservation of game and forests, control of rodents and
other crop pests, and others can only be solved after gaining a
thorough knowledge of the underlying natural laws, and acting in
accordance with them. How inadequate a game conservation law of closed
season, without regard to the breeding habits of the animal concerned!
Again, State regulations regarding the care of mentally deficient,
especially in the prevention of intermarriage, must be given
consideration from the biological as well as the ethical point of
view.

As we consider the smaller group unit so the relations of biology to
that group become more special. A biology course may be readily
standardized for national problems, but for any given community the
course must be somewhat unique. A course planned for a rural
population would not be fitted for a school in an overcrowded section
of a city. Where there are differences in social and biological
problems there also must be fitting adaptive changes in the course in
biology. In addition to these community relations, the teacher must
keep in mind the relations between the biology course and the other
courses in the curriculum of the school. Such a question as this
should arise in the mind of the teacher; how may my work be made to
correlate with that of Domestic Science? The possibilities are many,
there is the field of dietetics, scientific determination of the best
methods of sweeping methods by bacterial culture methods, and the role
of bacteria, yeasts and molds in the culinary arts constitute a few of
them. How about cooperation with the English Department? Certainly
every bit of written work, every oral recitation, should measure up to
standards of ability in expression as well as to standards of
attainment in the mastery of certain scientific information. This
cooperation has been carried out to great mutual benefit in some
schools. These illustrations are sufficient to illustrate, though the
teacher should not overlook any depar