A suggested program of eugenics education in high school biology

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Authors Stahnke, Herbert L. (Herbert Ludwig), 1902-

Publisher The University of Arizona.

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Link to Item http://hdl.handle.net/10150/553253 A SUGGESTED PROGRAM OF EUGENICS EDUCATION

IN HIGH SCHOOL BIOLOGY.

Herbert L. Stahnke.

Submitted In partial fulfillment of the v. ' 'A requirements for the degree of

Master of Arto

in the.College of Education of the

University of Arizona

1 9 3 4

Approved!_ Major adviser Date &. s

- * «ie£ 1 4 3 $ 4 7

t a b l e of cwrmiTs

Chapter Page

I. INTRODUCTION...... 1

The Need For Such A Study Aa T h i s * ...... 1 Related Studies* «••••• ...... * . 8 The Purpose Of This study* ••••••*•* 16 The Scope Of This Study...... •••• 17 The Plan Of Procedure In This Study* . * . *

II. UNDERLYING PRINCIPLES FOR EUGENICS INSTRUC­ TION ...... 21

The Time Of Year ••••••...... 21 A Scientific Vocabulary...... *••• 21 Proper Atmosphere* ...... 22 - Attitude Of Teacher...... ••• 22 Acceptable Subject Matter Headings * . . . . 23- Instruction By Trained Biology Teacher • • • 23 Instruction As An Integrated Part Of Biology 24- Normal Emphasis On Venereal Disease. • • • • 24 Stress On Human Reproduction ...... 25 Private Instruction In Sex For Problem Cases 25- No Public Announcement Of Instruction. • • • 25 Sociological Aspects Integrated With Other Courses...... 26 A Supporting Extra-Curricular Program. . • • 27-

III. A SUGGESTED PROGRAM OF EUGENICS EDUCATION. . 28

An Outline Of Units For A Year Of Biology. • 28 - The Suggested Program Of Eugenics Instruc­ tion ...... • • • • 30 Teacher’s Syllabus For Unit 11. . . . 31 Student’s Syllabus For Unit 11...... 56 Teacher’s Syllabus For Unit 12. . . . • 89 Student’s Syllabus For Unit 12. • . . • 96

IV. A TABULATION OF READING MATERIAL...... 114

V. SUMMARY...... 134

BIBLIOGRAPHY...... 138

11

bdl * 5 TABLES Table Pag©

I. INSTRUCTIONAL MATERIAL FOR ASEXUAL REPRODUCTION AS FOUND IN VARIOUS BIOLOGY TEXTBOOKS...... 116 II. INSTRUCTIONAL MATERIAL FOR SEXUAL • REPRODUCTION AS FOUND IN VARIOUS • BIOLOGY TEXTBOOKS...... 121

III. INSTRUCTIONAL MATERIAL FOR EMBRYOLOGY AS POUND IN VARIOUS BIOLOGY TEXTBOOKS...... 125

IV. INSTRUCTIONAL MATERIAL FOR GENETICS AS FOUND IN VARIOUS BIOLOGY TEXTBOOKS. . . . 127

V. LIFE CYCLES. MATERIAL NOT SUITABLE FOR SPECIFIC REPRODUCTION INSTRUCTION...... 131

DIAGRAMS Diagram Page

1. Life Cycle of Ulothrlz ...... 61

2. Life Cycle of Spirogyra...... 64

3. Life Cycle of the Moss ...... 67

4. Life History of the Angioopera: A Typical Flower ...... 70

5. Life History of the Angiospem: The Microsporange and Megasporange ...... 71

6. Earthworms Copulating......

7. Reproductive Systems of an Earthworm. . . . 75

8. Reproductive Systems of Amulets...... 76

9. Developmental Stages of the Animal Zygote. 81 10. Types of Mammalian Uteri ...... 82

11. Human Embryo in Utoro...... 82

12. Reduction Cell Division. • • • . • . . . . 100

ill CHAPTER I. I1TTR0DUCTI0IU , m . For SUCH A StuJx M Bile. At oomo time or other every biologically normal individual eomos in contact with conditions pertaining to sex, heredity, and family life.

These experiences begin at an earlier age than is customarily thought. This is especially true in the field of sex,1 As tho individual develops mentally and physically he becomes more interested in these phases of life. If, as a child, his curiosity la satisfied with exact knowledge skilfully pre­ sented the interest grows normally. On the other hand if this natural inquisitiveness is left unsatisfied sex becomes an absorbing and activating curiosity. Thus a perfectly nor­ mal and natural topic, because of lack of instruction, is thrust for the child into the realm of the mysterious. This is unfortunate since nothing else is so motivating as mys­ tery and since the average child is reared in on environ­ ment of secrecy and taboo regarding eugenics2 in general*

Any normal child is going to satisfy his curiosity, con­ sequently since his immediate sources of information will not assist him, he will seek his information from secret

1. Pinkevitch, Albert P,

-s paper the term "eugenics" does not only refer to race Improvement through selective mating but also to the topics necessary to an understanding of this practice,!.e. sex, heredity, and family life. 2

sources regardless of their authenticity•

As a result of this practice of secrecy and taboo In regard to the sexual phases of life, an abnormal attitude with a consequent unbalanced emotional condition develops within the individual.^ Tills is especially true of the av­ erage boy placed under such conditions. The topic of sex obsesses him to such an extent that at an early age he seeks definite sexual experiences. The Investigator^ quoted pre­ viously states that almost one-half of the boys of school age, while under the immediate Influence of physicians and teachers who consider it their duty to protect the members of the younger generation by keeping them in ignorance, learn to know sexual life, not from theory only, but from actual experiences of the most diverse character. The writer has likewise known young people who have had early sexual experiences because of curiosity regarding the opposite sex and an unbalanced emotional condition in their sex life.

Unfortunately these investigations were not of the type sanctioned by society nor did they always end happily for the individual,

; Since youth is going to learn about sex anyway it is the duty of the school to provide Instruction that will furnish him with correct information and acceptable ideals

and Counts. Principles of Education.n.229, Pinkevitch,Op* Cit. Briggs, Thomas,"Golden rule of education: The first duty of the school is to teach pupils to do better the desir­ able things that they are likely to do anyway." 3 >

By providing thic instruction many of the above- difficulties could be averted, if the child were given ocx" information at an early ago more desirable behavior patterns would bo developed.^ The abnormal sexual development would not take place since the primary urges of sex would not receive ab­ normal attention. As the child grows older the sex urge would not dominate his being so that the energies released by the i sex glands could be harmlessly diverted into other channels of endeavor. It is not claimed that the abovo results will be achieved with the program of eugenics education herein pre­ sented unless the students taught have also been given in­ struction of this nature at an earlier age and that similar instruction be continued beyond the course in biology. Even then normal development could not be secured from each indi­ vidual since some are abnormal from birth. Such a program as this could, however, develop a sane and thoughtful attitude ? toward eugenics topics. Educational agencies may not be ablo to stop entirely promiscuous sexual relations nor be able to stop entirely the production of unfortunate and unwanted children, but they can do much toward decreasing both. These agencies can likewise give information that will enable tlio individual to protect himself from the social diseases and 6

6. Kulp,D•H*,II» Educational Sociology,1952.p.477. 7* Chapman and Counts,Op.clt.p.251-2. ' quack doctor a. Education may not be able to curb the paosiono of people but It certainly can do. much toward mitigating the miffGringo of people.

Further need for eugenics instruction is evident when one.considers the theories and beliefs that are still common in regard to eugenics phenomena. Ono of these theories claims that the experiences of an expectant mother definitely affect the development of the unborn child.

According to this belief a mother wanting a beautiful daughter should look at pictures of beautiful v/omen. Or if s mother desires to give birth to a child talented in music she should spend much time listening to music. If the mother is frightened by some object tho child will have a birth mark the shape of that object. Other theories are mentioned below.

The sex of the child depends on parental vigor. One child may receive its traits from the father while another child is the "mother's" child. The blood of the mother flows in the veins of the child. The sex of the child is predictable.

Consanguineous marriages are bad per se. Conception.by a female results in a definite modification of her germ-plasm from the influence of the male, and this modification will be shown in the offspring she may subsequently bear to a second male. These are the most common misunderstand­ ings of eugenics phenomena and amply serve to illustrate the point. &

v Artielea on eugenics are becoming increasingly numerous

in lay periodicals, and the average citizen needs a back­

ground to read this literature intelligently. He should be

able to distinguish fact from fiction. The relatively small amount of scientific eugenics knowledge that the average

individual possesses has been misinterpreted and warped to

justify the primitive practice of ancestor worship, the

false idea of race superiority, the anti-social practice of

snobbery, the undemocratic opinions of class distinction, the misconceptions of intellectual aristocracy, and the dangerous development of race prejudice. The layman needs

to distinguish true scientific information founded on re­

search from mere propaganda. It is not true that miners,

janitors, street-cleaners, and collectors of garbage, who

have large families, are necessarily idiots and morons. It

1® not true that college graduates, people in "Who's Who",

and some "successful" people, are necessarily physically,

mentally, and morally superior parents of our new generation.

It is not true that celebrated individuals necessarily beget

celebrated offspring. These and other concepts need the

intelligent consideration of the layman as he reads his

periodicals.

In order to place eugenics in the realm of acceptable

conversation and to enable the layman to read intelligently

articles on eugenics, the scientific eugenics vocabulary

now in existence must be disseminated and taught to the lay €

people, The eugenics vocabulary non in use is not only socially unacceptable but is also unscientific in meaning.

It is expressive of imaginary and of sensual ideas. Fre­ quently the eugenics experience of the average individual is factual but is socially tabooed because the language with which it is expressed carries undesirable connotations.

Thus the average person hesitates to express his experiences except in an obscene way or in a secretive manner. As a result the eugenics experience of the layman that could be beneficial is lost or remains unused and undeveloped. In addition to this the lack of a scientific vocabulary on the part of the layman prevents him from assimilating and benefiting by the findings of the research worker in the field of eugenloa(the cugeniclst)• Again the need of a program of eugenics instruction becomes apparent.

Young people need to be impressed with the need of selecting a mate carefully and with a thought as to their obligation toward the next generation. The lack of genetic knowledge and sex knowledge are two of the great causes of incompatibility. Incompatibility leads to divorce or, where religion interferes, to a very unhappy married life.

It has been previously pointed out that sex instruction will tend to develop a normal and sane attitude toward the sex side of life. Genetics Instruction, on the other hand, will emphasize the importance of an Individual's genetic 7 constitution and “inculcate ideals that t/ill lead to an improvement of the racial stock, and to the adoption of a voluntary resolve by the individual to refuse, where feasible, to transmit or allow' the transmission of mental or physical defect, v/e must instill into youth the feeling of genuine obligation towards the coming generation.

For some time psychologists have been discussing the need of having a hobby. They have given convincing evidence that having a hobby is desirable for mental and physical health. A hobby is unquestionably valuable for assisting youth through the period of hobble-de-hoy. Yet the field

for this activity Is often difficult to find. Eugenics

can fill this need. Certainly there are few fields that

offer-more material of an attractive and inexpensive nature

than that of genetics. Hobbies in plant and animal breeding

and in the building of genealogical charts can be adjusted

to almost any size of pocket book and any level of lat#lll-

gence. In addition to this, such hobbies may prove very

profitable in a monetary way. Then, too, the fascination

of dealing with living things is unsurpassed.

“ Summarizing, wo may say, then, that the justification

for such a study as this lies in the fact that it will pro-

# Chapman and Counts,Op.cit., p.232. Also, Kilpatrick, Source Book in the Philosophy of Education. 1934, Source sW^ernilnga on Eugenics." #

vide the following things:

a. An opportunity for young people to develop a

wholesome and appreciative attitude toward

matters relating to sex, b. A scientific vocabulary for the discussion of

eugenics,

c. Answers to the natural questions of young people

in such a way as to prevent morbid and to develop

healthy attitudes toward sex matters.

d. a means for strengthening the character of boys and girls against common temptations of youth.

e. A way to give young people some conception of

the responsibilities of parenthood in the light

f. A means of disseminating eugenics information and

for correcting the erroneous concepts pertaining

to eugenics that laymen possess.

g. A device for inculcating information and ideals

needed to guide young people in selecting a mate

and to help them in their married life.

h. A field for loisuro time activities.

Related Studies And Materials. The studies and mate­

rials related to this work are primarily in the more limit­

ed field of sex education. Although there has been a great 9

deal written in regard to tkia more limited topic the ob­ jective studies of worth are few. Some of these studies are outlined below. In January, 1920, the United States Bureau of Education and the United States Public Health service9 conducted a survey to determine the status of sex education in the high schools of the United States, A questionnaire was

schools. Replies were received from 6,488 (53.8 per cent) of these schools. study•are,as follows:

(1) 211,633 high schools replying give emergency sex instruction, that is, through lectures, occasional talks, sex hygiene exhibits, pamphlets, etc.$ 1,005 give integrated sex education, that is in­ cidentally in the subjects of the regular curric­ ulum; 3,850 give no sox education. From the num­ ber of attempts in the field of sex education, experimental in character because of the absence of standard content or method, and from the ex­ pressed attitude of high school principals, there appears a rather widespread belief that sex ed­ ucation is needed." (2) "Apparently, sex instruction has developed here and there without regard to locality, an 'indica­ tion that it has grown because of genuine need. Hor is It likely that its status is a result of propaganda. Indeed, the movement is too new and has too little uniformity-- V (3) "Not all school subjects are equally adapted to serve as media for sex facts. Some phases of sox education can be handled normally as part of a

9* Edson, Newell, "Some Facts Regarding Sex Education In The High Schools Of The United States." School Review, 1921, vol.23:593-602. 10

particular subject or of several subjects, v/hlle a wide variety of subjects nay serve for present­ ing; at least one phase of sc:: education." (4) "Because of their frequent dealing Tilth sex and reproduction in plants and animals, the biological sciences furnish the readiest vehicles of sex ed­ ucation. Sociology, physiology, hygiene, which in its fact content is mainly biology, and physical education arc possible avenues of approach— -util­ ised, however, by but few teachers," (5) "Aside from dealing with topics of human reproduc­ tion and venereal diseases, there is little organ­ ized sex instruction in connection with established high school subjects." (6) "Sex instruction is probably given early in the high school course because the subjects including , it happen to be taught then,.rather than because of a conscious plan to give such instruction in early adolescence when it is most needed." (7) "Principals expressed marked approval of integrated sex education, voicing their conviction of the success of ouch instruction as has been given." (8) "Bne-rgoncy sex education--- has less approval than sex education given as part of the regular subjects in the curriculum."

In the fall of 1921 The Mew York Association of Biology

Teachers10 made a study of sex education. They prepared an outline for Sex Education and submitted it to Dr.John J,

Tigert, United States Commissioner of Education, she sent copies for criticism to 200 representative principals of secondary education in various states, sixty-five replies were received. The following are some of the viewpoints of the committee that were approved by school men answering the questionnaire:

(1) "The committee is strong in its belief that there is

HO, School and Society, June 20, 1922, 15:650-52. 11

all boys and girls.n (2) "...the particular province of this committee is with students of the high school period...even though we believe the subject should be presented to boys and girls much earlier in life." (3) "The committee cannot stress the fact too strongly that success in this work will be contingent upon its presentation by teachers especially fitted by training, character, and good judgement." (4) "7/e believe that only a minimum amount of instruc­ tion concerning pathological conditions should be given, and then only to safeguard the individual student and the community. For this reason we feel that, in general, physicians and nurses should not present this subject to high school classes, both because of the undue emphasis they would be likely to place on anatomical and pathological facts, and because of their lack of pedagogical training." (5) "It is obvious that girls and boys should be segre­ gated when direct biological sex instruction is given, and should in each case be taught by an in­ structor of the same sex." (6) "While it Is evident that certain phases of sex ed­ ucation are naturally based upon and most easily taught in connection with sciences having a biolog­ ical content, we consider it inadvisable to limit sex education to the biological field, or to present It as a separate and isolated course in the curricu­ lum. — The teacher of any subject who is sensitive to the mental and physical needs of adolescents undoubtedly can be a messenger of vital truths in this field."

Another related study, made by Willard Vi. Beatty and reported rather recently by him in "Education"11, contains some pertinent data in support of sex education. His report consists of both opinions and objective data secured during approximately twenty years of experience in giving sex instruction. Some of his opinions are quoted below.

11, Beatty, Willard W.,“Sex Instruction In Public Schools." Muoation,54:396-402,Harch,1934. 12

"It has ceased to Ids a question of whether our children are to be informed uith regard to sex; it is now a question merely of whether the truth re­ garding sex and its social implications shall be allowed to compete with the false concepts being commercially exploited, and whether it shall begin its competition early enough to establish an initial impression of naturalness, cleanness, end the de­ sirability of self-restraint and moderation*"

"Tills agency, too, (the school) is Still inadequate* The teaching staff of our schools at present in as ignorant about sex as were its parents and it possess­ es quite as many emotional conflicts on the subject. In fact, a majority of teachers suffer from the addi­ tional handicap of being unmarried, with whatever disappointments and emotional strain that unnatural conditions may have created*"

teaching them the facts,..eliminates smuttiness and untruth that will necessarily be a of their ignorance. ... Recently, I have been develop­ ing a new course for high school seniors where, la level many pertinent factors of their sex lives where many additional problems that have to intelligent preparation for marriage are introduced.”

In the following paragraphs are Beatty*s conclusions drawn from his..."own experience in giving instruction to children, and in guiding other teachers in the work of sex education."

(1) "Instruction concerning sex should be a normal part of courses designed to have a much broader educational purpose. Life Science or Biology forms an excellent medium." (2) "Emotional strain should be avoided by so arrang­ ing the course as to provide a reasonable period during which pupils and teachers may become ac­ quainted, and a scientific terminology of sex built up through a study of the functions of the lower animals and plants before human reproduc­ tion is touched upon." 13

(3) ,fV/hilo a clcar-cut and thorough factual knowledge la a necessary preliminary to ethical Interpreta­ tions, the social implications of sex should be presented with sincerity and conviction, if per­ sonal conduct is to be influenced," (4) "Fear is not nearly so effective a deterrent as positive idealism; therefore loyalties, family ideals, self-respect, self-restraint, and mod­ eration should be taught rather than the danger or horrors of venereal infection," (5) "Children tend to absorb only that information which serves immediate needs or answers immediate questions. Some provision for continuously meeting the child’s sex problems is manifestly ideal* If this is not feasible, as many problems as possible should be met prior to adolescence, so that the information may be as impersonal as possible. When the instruction Is delayed until the child’s ado­ lescent development is under way or near completion, the whole problem of sex has become highly charged with personal, emotional reactions and the teacher’s job becomes more difficult. If possible, further opportunities should be provided later on for the solution of the adolescent problems," (6) "Y/hlle single lectures to high school students are possibly preferable to ignoring the subject com­ pletely, they are dangerously charged emotionally, because they offer little or no opportunity for clarifying questions after the import of the in­ formation has been digested." (?) "Parents of children in such classes should be in­ formed in advance of the purpose of the course and should be given some knowledge of methods and pro­ cedure, The children should be urged to discuss the work of the course at home." (8) "The instructor in this work should be a regular staff member, in touch with normal aspects of the school, and in a position through other contacts with children and with other staff members to eval- uate the progressive results of the instruction," (9) "The instructor should at all times be strictly honest in nil statements, ready to encourage and to answer frankly all legitimate questions, and care­ ful to distinguish fact from belief or interpreta- tlon." |10) "The personality of the instructor, how he imparts instruction, and the degree of confidence which the children repose in him, are more important than 14

that he oaya, in formulating the ideals of his students. Therefore in selecting a teacher for classes of this type, one should recognize that while scientific training is Important, it is secondary to character*"

These three studies cover the important findings of an objective nature in the field of sex education and to outline any other studies would result in mere repetition.

Additional statements of opinion are listed below. These have been taken from books on sex education and are given merely to indicate the attitudes and reactions of other

In the Foreword to H.H.March1 a book, "Toward Racial

Health. J.Arthur Thomson makes the statement:

"Wo give instruction to young people in regard to food and exercise, but *sex* we scarcely mention. This cannot be because it is too sacred, for we give religious instruction; nor because it is some­ thing to be ashamed of, for we know that it la the physical basic of what may be the finest thing in life; nor because the conspiracy of silence is working well, for it is not; The reason why we do not face up to our duty in the way of sex education and education for parenthood is that the task is so difficult." In the "Introduction" of "this same work Evangeline

W. Young,LI.D. states:

"One of the most urgent needs in the educational system of this country is for the right kind of eugenic Instruction for young people. Parents, teachers, and social workers are realising more and more that the attitude of the past in ignoring or

12. March, Horah H..Towards Racial Health,1919. 15

dealing casually with tills subject has been wholly inadequate either as a protection from social dangers or as a preparation for parenthood."

How quoting at random from this treatise a general idea of the author’s philosophy regarding the concept of sex education is obtained: "A nation’s life goes on for unnumbered generations, the child’s life but for one generation. Yet each generation is the parent of the next,*. Sex education may be accomplished in part by the giving of definite information regarding those processes by which life is transmitted from one generation to another; such an acquaintance with' the many phases of Nature’s workings is bound to have an automatic reaction upon character formation,- widening the mental horizon. Intensifying love of the beautiful..... sex hygiene is not only an affair of the body; it is an affair of the mind. For, in sex is the fundamental main­ spring of all that v/e prize.....; It is the inspira­ tion and cause of manliness and1 womanliness...We can­ not, then, view sex itself awrong when we regard Its . fundamental initiating power."

From Bigelow’s book on "Sox Education"15 some addition­ al viewpoints in regard to this topic are gleaned:

"...it appears that however desirable home instruction regarding sex may be, the majority of parents are not

public educational system...should provide a scheme of instruction which will make sure that all young people will have an opportunity to got the most help­ ful information for the guidance of their lives.... With regard to high-school pupils, we should remember that nine-tenths of the desirable information is al­ ready Included in the biology of our best high schools. ...Many teachers have succeeded in giving desirable instruction to the satisfaction of critical principals and parents. ...She larger cox education includes all

13. Bigelow, II.A., Sex Education. 1920. 16

scientific, ethical, social, end religious instruction and influence which in any way may help young people prepare to meet the problems of life in relation to sex,"

The books of both authors quoted would be worth read­ ing# These passages are typical of the guiding philosophy underlying the programs which they present#

Two other items in regard to the importance being attached to sex education are the fact that the Health

Program For Use In The Schools Of The Woman* s Home Mission­ ary Society Of The Methodist Episcopal Church now includes sex education and also that Teachers College, Columbia

University is sponsoring a "Conference on Education for

Marriage and Family Social Relations1’#

The Purpose Of This Study. The above discussion amply V r ' shews that a program of eugenics instruction is not only desirable but also greatly needed in our social order#

It has been further indicated that the school is the best equipped and most reliable agency through which this in­

struction may be given. Therefore, it is the purpose of

this study to present a program of eugenics instruction

that will partially supply this need. The material for

instruction will be integrated in the high school biology

course, and since this subject is generally taught in

the tenth year the program will be suitable in content

and vocabulary for students of that age level# IT

mnssm oi ms. of oucomoo.-. 2.nntruetion heroin presented hao drawn its material from the fields of sox, onbryology, and genetics, and has emphasized the application of the generalizations in­ volved to the human race. Factual material has been presented for the purpose of illustrating important principles and not simply because of its entertaining value. Ample consideration has been given to all impor­ tant phases of eugenics and the material has been arranged in logical and developmental order. A scientific vocabu­ lary has been gradually introduced so as to prevent the student from experiencing any noticeable burden while learning new terms. On the whole, the material lias been so presented that an unemotional and scientific study of eugenics may be achieved.

The Plan Of Procedure In This Study. According to n A Abeloon ^ the solution of a problem of this type would follow the "constructive method". The steps followed in construction are fourfold: (1) determining and delimit­ ing the thing to be constructed (in this case the program for eugenics instruction), (2) obtaining suggestions for possible material, (3) evaluating the suggestions, and (4)

14. Abclson, H.H.,The Art of Educational Research,1933. 18

formulating the acceptable suggestions into an integral whole.

In the first step, the thing to be constructed should be clearly identified. The scope of the problem may be limited at will with the expectation that subse­ quent investigations will continue tho work. The study may be further delimited by means of assumptions relative to the criteria to bo used. Authoritative judgements are sometimes assumed to be true and regularly employed. Of likely to be correspondingly false. The assumption of tho adequacy of criteria should consequently be made with much caution.

Suggestions for possible material— the second step— may be obtained through (1), the empirical examination of miscellaneous sources and (2), the systematic speculative analysis of the situation.

In the third step the suggestions obtained should be evaluated. The first thing to do in tills step is to set up evaluating criteria. These criteria should be arranged in order of importance and then applied to the elements ■ of the material to be evaluated.

The above Is an ideal plan of procedure. Facing the actual situation at hand, however, the writer admits that this plan was not consciously followed, if followed at all. 19

A need for eugenics instruction became apparent "because of the existing social conditions discussed in the early part of tills study. A list of objectives .was determined and a program of eugenics instruction was drawn up accord­ ingly. This program, was then modified as experience dic­ tated a need for revision. This experimental period con­ sisted of three years. During this time many "books and periodicals written by authorities in the fields of ed­ ucation, eugenics, sexology, and psychology were consulted#

Information was also gained by personal conversation with such authorities. The academic work of the writer previous to tills time provided a basis for evaluating the suggestions obtained through this empirical examination of miscellaneous sources.

Objective data for this study were obtained from two sources. One of these sources was the data given in the related studies previously discussed. The other source was direct observation by the writer. Interesting data were obtained from the reactions of students both those re­ ceiving this Instruction and those that did not receive it.

By means of informal conversation the reactions of parents and other relatives of the students receiving the instruc­ tion were procured. Last but not least, the unsolicited reports of students were received within a year or moro after they had this instruction. These later reports 20

came from both married and unmarried Individual a. It may be of Interest to note that the writer has yet his first undesirable reaction to observe from either parents or from students that have received the instruction.

The causes of success or of failure during the period of experimentation were carefully noted. As a result of

such observations, and of the opinions and studies of

other -workers in related fields, guiding principles for eugenics instruction were recognized. An attempt has been made to state these principles clearly in the following chapter.

In order to obtain reading references for students

that may use this program the eugenics material in ten of

the popular and well-written biology text-books has been

tabulated. These tabulations have been given in the last

Chapter so that the instructor of biology may have a guide in selecting a suitable text or texts. CHAPTER II* UIDERIZItia PRINCIPLES FOR E l B m C S INSTRUCTION. A carefully outlined program Is not In Itself a guar­ antee of successful eugenics instruction. Other factors besides subject matter and organization are necessary for satisfactory results. These conditions are presented in the form of guiding principles in the paragraphs to folio®* The Tine Of The Year. Spring is the most desirable

time of the year to give eugenics instruction. The stu­

dents are motivated in their study by a natural curiosity

regarding the new life that comes with this season. The en­

vironment is abundant with material for illustrating the

principles involved. The teacher that does not make use of

such material is indeed missing a rare opportunity. However, he should not formalize this observation of Nature but

through his own interest draw the student's attention to

the interesting environment#

A Scientific Vocabulary. In order to give an exact

presentation of the principles of eugenics and to prevent

an undue arousing of the emotions a scientific vocabulary

is necessary. This vocabulary must become a natural part

of the student's every day language and must in no way

impress him as being stilted. The teacher should carry

out such group activity as will give natural drill in the uoo of the net; w q h &s * Proper Ataonphere, The need for onphaolo on vocabulary euggesta another principle. It 16 very important for the eueoesa of eugenics Instruction that the proper mental and. social atmosphere be maintained, among the members of the class. Because of the traditions of taboo the average in­ dividual has developed behavior patterns that are undesir­ able, The common reaction to tilings sexual, for example* may be one of the following typesi obscenity, prudlohneos, or secretiveneoe* Sex and heredity, as found in nature, need not bring about these reactions. Teachers must be alert so as to prevent any one of these from occurring. It is the teacher*a business to build healthy minds. This can bo done by facing reality frankly. Obscenity, shyness, or secretiveness prevent the realization of this end.

Attitude Of Teacher, The teacher*s attitude toward

M b students should be easy, proper, and wholesome, noth­ ing else can be so harmful to the mental health of students or to the success of a eugenics program as border-line smuttiness on the part of the teacher, "The personality of the instructor, how he Imparts instruction, and the degree of confidence which the children repose in him, are more important than what he says, in formulating the ideals of his students. a stammering, stuttering, timid soul can-

15, Beatty,Op,cite 23 not teach eugenics* The material must be presented with sincerity and conviction. "The instructor should at all times be strictly honest in all statements, ready to en­ courage and to answer frankly all legitimate questions, and careful to distinguish fact from belief or inter- pretation.” ° Such attitude and presentation comes only as a result of mastery of the subject and the development of high ideals. It is therefore important that the instruc­ tor be well read in the fields of reproduction, embryology, and heredity. He should also have a rather thorough know­ ledge of the eugenics superstitions of the day so as to ho able to point out the fallacy involved in any one of then.

Acceptable Subject Matter Headings. The unit titles, topic, and etib-toplc headings should be carefully worded.

Hone of the headings should be "sex education" or "eugenic education." The field is still too new and these terms

Convey to some extent an undesirable and antagonistic connotation*

Instruction By Trained Biology Teacher. The instructor for the eugenics program should bo the regular teacher of biology. This practice may be altered but should be done with great caution. An outside person nay have the neces­ sary Information as to the physical aspects of sex and heredity, but may lack entirely the psychology needed for

16. Beatty, Op.cit. preDentation. Special professional training io required, both in manner and in method to fit teachers to give this instruction. The uniter did have the school nurse talk to the girls on sex hygiene. But this was after these young people had been given the proper background. Likewise, the nurse was a graduate nurse of exceptional training and personality. She was broad minded, believed in such inotrae- tion, and went over her lecture notes carefully with the writer* biological phases of eugenics instruction should be an in­ tegrated part of biology. Emergency eugenics education should not be dealt in— especially from the sex angle— i.e. do not have special lectures, occasional talks, sex hygiene exhibits, pamphlets, etc. These only tend to arouse unhealthy emotions* Such lectures result more frequently in brooding, morbid thoughts and fear rather than In giv­ ing cheerful, healthy, information that will lead to safe and moderate action. On the whole more harm than good is done by ouch devices, since the mind has not been properly prepared beforehand.

normal Emphasis on Venereal Diseases* Instruction in regard to venereal diseases should not receive abnormal emphasise Such knowledge should be given as is needed by the pupil for his own protection and for the guidance in his relations toward others. An much Information ought to be Given regarding the aocial diseases as is generally given about ouch diseases as cancer, tuberculosis, etc.

The chief appeal regarding the social diseases should be

to an ideal of self-realization, and the altruistic concept

of sympathy. The student should be made to recognise his responsibility to the group; that he, through Ills behavior may make others to suffer.

Human Reproduction Hunt Be Stressed. Eugenics instruc­

tion must definitely and unequivocally teach about human • reproduction. The reproduction, in flowers and insocto is entirely Inadequate. The idea that the student will carry­

over information on the reproduction of the lower organism

and apply it to M s own order is a myth. Furthermore, to

take the student part way through the intensely Interesting

story of reproduction Is tantalising and unduly arouses the

emotions, v/here the entire story is presented in a matter-

of-fact way a natural situation is maintained.

Private Instruction In Sex For Problem Cases, In

eases of special problems of sex conduct, where pupils

have gone seriously wrong or are in danger of doing so,

instruction and counsel should be given privately to suit the needs of the cane.

Ho Public Announcement Of Instruction, when it has

been decided to introduce eugenic® instruction into the

school system no public announcement should be made to

that effect. This extends also to the matter of notifying the parents of the students. The principles involved'in this Instruction, are lavs of nature. They should be treated as outii and not be given side-show advertising.

In no way should they be placed, in a position of prominenco

since by DO' doing one of the major objectives is defeated, i.e, the giving of eugenics Instruction without unduly arousing the emotions.

If parents or other adults Inquire about the course of instruction it is best to give them a hearing. Let them

toll what they think is being taught and then tell them in careful language what is really being taught. Go over the pregram with them explaining how the facts are presented.

In a clean, scientific fashion, and in a way that will

avoid arousing sexual excitement. It has been the writer's

experience to have most parents censure the school program

of the past for not having done as much for then rather

than branding as "indecent" the program presented to their

children#

" Sociological Aspects integrated With Other Courses.

The sociological aspects of eugenics should be integrated

with otlier phases of the school program. Subjects that are

especially suitable for such integration arc Home Making,

Physical Education, Literature, and Social Science. These

departments should emphasize the spiritual aspects of sex

relationships as shown In the family and in society. The

finer values of the home and the family should be stressed. 27

So also should the need of right behavior In the entire range of relationships preceding narrlago and the home.

During the twelfth year the social science course should

In a very definite manner discuss preparation for narriago and the factors that make for a successful and happy married life.

The course In literature could greatly support ouch a program. Literature might be provided which treats romantic affection and its devotion and loyalty in Its highest and finest forms. A taste for literature of a desirable moral tone could be developed. Such integrated eugenics education would also be of real service In furnishing a foundation for further selection and study of adult sex literature. Too frequently individuals cannot intelligently read such liter­ ature. Their power to select literature Is likewise poor.

Obscene literature loses much of its flavor when a mind Is filled with the facts of Mature. It is generally the incor­ rectly Informed mind that Is fascinated by man's obscene concoctions.

A Supporting Extra-Curricular j a* A good extra­ curricular program Is a necessary factor in aa entire- school eugenics program. Activities should be inaugurated for the entire school so as to use the principle of domi­ nance In regard to bodily energies,The extra-curricular pro­ gram must take care of a well balanced plan of activities. It must Include every student to the extent of his time avail­ able for such activity and must be adapted to his abilities# CHATTER III.

A SUGGESTED PROQR/vM OF EUCH3IXCS SDUCATIOH.

An Outline Of Unit,a For A Year Of Biology. The out­ line of units given belov; is presented, merely to give the reader a means of relating the eugenics program to tho rest of the biology course. After each unit title io a statement of the main principle (or principles) around nliich the unit should be built. Since tho first unit io purely introductory the objectives of the unit are given instead. The outline of units follows*

Unit 1. What Is The nature Of Living Matter?

The objectives are;

(a) To present a bird’s-eye vion of the

nature of living matter*

(b) To provide motivating subject matter. Unit 2. Where Is Life Found?

Plants mid animals do not occur hit or miss on

tho earth but are grouped geographically de­

pending on climate, water, and other ecologi­

cal factors*'

Unit 5. Hoy; Living Tilings Are Warned And Classified.

The relationships between all organisms are

recognised by a definite method of classifica­

tion. 29

Unit 4. Hot? Plants Arc Homed And Claaoifled.

The application of the taxonomic generalization

to the plant kingdom.

Unit 5. How Animald Are Named And Classified.

The application of the taxonomic generalization

to the animal kingdom.

Unit 6. Y/Iiat Are The Building Materials Of Life?

All phenomena of life are manifested In the substance called protoplasm.

The ultimate unit of complete protoplasmic

organization and basic unit of all organisms is the cell.

Unit 7* How Are Animals Constructed?

All animals have a definite but similar morpho­ logical composition.

Unit 8. How Are Plants Constructed?

All plants have a definite but similar morpho­

logical composition*

Unit 9. How The Plant Body Operates.

The structures of plants are definite and simi­

lar in function.

Halt 10, How The Animal Body Operates.

The structures of animals are definite and simi­

lar in function.

Unit 11. How Organisms Perpetuate Their Kind.

All life comes from pre-existing life. 30

All living tilings generally have the power

to produce organisms similar to their IdLnd

but the method varies with the typo or class

of organism. All organisms are reproduced at first as a

single cell out of which develops the mature

form of the organism.

Unit 12, What Are The Laws Of Heredity And Their

Value To Fan? Germinal characteristics are passed on from parent to offspring through tho medium of the

chromosomes of tho cell.

The inheritance of offspring from parents is

according to definite law and as such can bo

utilized by man.

Unit 13. '.That Is The web Of Life?

Organisms and their environment are inter­

dependent.

Unit 14. Y/hat Is Man's Relation To The nob Of Life?

Man as on organism is dependent upon other

organisms and upon his physical environment.

The Suggested Program Of Eugenics Instruction; The

program of eugenics instruction is presented In four parts.

A syllabus for the teacher on unit 11 is presented first.

In this the primary biological principles involved are 31 stated followed by a statement of the general and specific objectives of the unit after which a statement of method is given. The second part presented is a syllabus for the student consisting of,a general outline, related work, problem sheets, summary of unit in question form, and a unit test. The third and fourth parts consist of a sylla­ bus for the teacher and one for the student similar to the above but covering the material on heredity, or unit 12.

Teacher* s Syllabus, Unit 11. How organisms Perpetuate Thoir Kind,

A# Biological principles Involved*

I. Continuity of life.

All life comes from pre-existing life. II. Reproduction,

All living things generally have the power to reproduce organisms similar to their kind but

the method varies with the type or class of

organism, III. Embryology.

All organisms are reproduced first as a single

cell out of which develops the mature form of

the organism.

B. Objectives.

I, General objectives.

1. To acquaint students with the process of reproduction as found among organ!one In general.

2. To dovelop a wholesome and appreciative atti­

tude toward matters relating to sex. 3. To supply an acceptable vocabulary for the dis­

cussion of sox.

4. To present an opportunity for - answering the

natural questions of youth in such a way as to

prevent morbid and to develop health attitudes

toward sex matters.

5. To strengthen the character of boys and girls against the common temptations of youth.

6* To train the present generation of boys and

girls, so that they in turn may be prepared to

do their part in giving suitable guidance in sex

matters to their children,

7. To develop an interest In Nature and furnish

a background for close observation of biological

phenomena.

8. To furnish a background for the study of -

genetics#

II. Specific objectives as per unit outline.

1. The solving of a biological mystery.

a. To learn of the controversy that existed

during the time of Pasteur over the origin of life.

b. To present the principle,’*All life 33

ccmeo fron pro-exioting life.'*

2m Multiplication by division. a. To ohow that reproduction dose not

require two Individuals.

b» To illustrate the hardiness and great

productivity of lowly forms of organlsmo.

3. Multiplication by division and addition.

a. To show that sexual reproduction does

not necessarily need two individualo. b. To show that sexual reproduction consists

fundamentally of a union of gametes.

c. To shew that maleness and femalcneoo is

basically determined by t!ic type of gamete

produced and not because of secondary sexu­

al characteristics,

4. Two forms of reproduction in one life cycle.

a. To illustrate alternation of generations.

b. To present exact facts regarding reproduc­

tion among angiospermo. A very common and orronoous concept exists that plants have

sex when the truth of the matter is that a

few cells— the gametophyte generation— have

sex, while the sporophyte generation is an asexual generation.

c. To illustrate the specialisation of

tissue (sex organs) for the purpose of 34

reproduction.

5. Syotenatlc formation of non life.

a. To Illustrate □pocialization of tiscuo

to the extent and in the form of a special

reproductive system.

b. To introduce unemotionally the fact of

copulation.

e. To Introduce the fact and causes of sec­

ondary sexual characteristics.

d. To inform girls regarding the experience of menstruation and boys regarding the ex­

perience of seminal emissions— a preparation

necessary since parental instruction in these

matters is woefully lacking.

e. To reduce tension and worry that are com­

monly associated with excessive or improperly motivated repression.

f. To give guidance in the matter of relation­ ship between the sexes.

g. To teach important information regarding sex hygiene.

6. Hot/ new life develops.

a. To compare and contrast the development

of the zygoto in plants and animals,

b* To present the facts of embryology in

mammals and especially in the human. 35

e. To dispel superstition and erroneous

beliefs regarding the relationship between

the mother and the unborn child,

d. To give a background for understanding

the principles of birth control, 7. Related work,

a. To provide for Individual interests and

. talent of the students,

b. To provide additional activity for the fast working student or the slow hard

working student,

c* To generally motivate students through a

wide selection of activity.

C. Method.

I, General method,

1, Adapting the instruction to the individual should be the guiding rule of method for this

program.

2, There will bo no ono method of presentation

used. The following types will bo used: directed

study, lecture-discussion, lecture-demonstration, individual laboratory method,

3, The syllabus outline Includes the minimum work

expected from the average student. This work,

other than the unit test, should bo graded on the

basis of acceptable, not acceptable, or condition­

ally acceptable. There are three distinct advan­ '■

36

tages in using this method. First, from the

standpoint of instruction, the teacher can more closely adapt the quality of work done to the

ability of the student. A paper that may be

acceptable from one student would not neces­

sarily be acceptable from a student with

greater ability. The ability for ’’best” achiev-

sent varies with the individual# This philosophy

may prove dangerous unless the teacher is very

cautious in his judgement and does not become

politically inclined. The "conditional acceptance"

marking must be carefully used. It is intended

only for a paper that has a few,weak places that

.could be corrected without rewriting the entire

paper. The second advantage is from the standpoint

of the psychological effect on the student. The

fact that the paper is not acceptable removes the

old idea of a piece of work being satisfactory at seventy-five percent perfect achievement. The

lazy and careless student soon l oams that he

must work up to his natural ability. On the other

hand the sincere but slow and poorly equipped

student receives the necessary encouragement to make him develop to the extent of his innate

abilities. The third advantage is from the stand­

point of the teacher. This method avoids "book­ 37 keeping" methods of evaluating every paper.

Consequently, papers may be checked in a much shorter time but yet In a highly satisfactory maimer. Tills gives more time to the instructor for assisting the students in their activities.

4. The section on related v/ork is included for the fasWarlght student or for the o lot-hardwork­ ing student. Every type of related v/ork may bo given an arbitrary maximum point value. The Idea of "levels" of .v/ork is purposely avoided, first, because it does not give sufficient scope for individual differences, second, this practice of

levels detracts from a natural interest in the

subject matter and creates a desire to v/ork for

an acceptable level. The idea of "Related" v/ork with maximum point value on each type of v/prk lias all the desirable features of levels without possessing the undesirable elements.

5. The summary of the unit in question form Is

Intended for review by the group with the instruc­

tor leading the discussion.

6. The unit test is provided in objective form

to measure the achievement by the various students. The test should be graded on a point basis. 7. When providing grades on a five point basis

the following is a satisfactory procedure. The points earned In related vzork should he totaled

for each student. The highest number of points

accumulated in related -work will serve an a basis

for evaluating the unit test. The questions on

this test should be so evaluated that the total

points possible on the entire test will be twice

the number of the highest total made in related

work. This evaluation is arbitrary. The main idea

is to place a high enough value on related work

so as to make it worthy of effort. On the other

hand it should not be too high no that excellent

work in the minimum field is not underrated.

After the test, the test points and related points

of oach student will be totaled. The highest and

lowest totals will determine the range. The five

point grades will then be determined by the 95th,

75th, 25th, and 5th percentile points of the dis­ tribution unless the curve is too abnormal. In this

case the teacher will have to exercise his best

judgement. II. Specific method.

1. The solving of a biological mystery.

The entire class should progress

together as far as the general outline is

concerned. After the instructor has handed

out the first sheet of the syllabus, which contains the unit outline and suggested

related activities, he should explain the

method to he followed In studying the unit*

Then ho should carry on a discussion on

the conflict over "spontaneous generation"

that occurred about the time of Red! and

Pasteur* As a result of this discussion

the experiment described in problem 1,

page 57* should be set up and the mimeo­

graphed copies of problem 1 given to the

students. The students will proceed to work

on the problem during a period of directed

study that should now be entered. Those

4ljrBi complete the problem before the end of

the period will be privileged to start work on some of the related work. Those students

that have not completed the problem may be

permitted to take it home and hand it in

the following day upon entering the class.

2. Multiplication by division.

The teacher will introduce problem 2,

page 58, on the second day. The sheet will

be handed out and the experiment set up*

Students should be encouraged to set up

this experiment at home also. After this

the students will enter the directed study 40

period. The teacher should not remain at

his desk during this period hut should

"look for trouble." Students become

discouraged and waste time because of

timidity in asking questions. Individual

differences will be cared for as explained

previously.

3m Multiplication by division and addition.

When introducing this topic on the

third day the instructor should be certain ,

that all the students understand why it is

that the topic title is an exact statement

of the process of sexual reproduction. The

term "sex act" should also be introduced at

tills time. However, do not spend too much

time on this discussion. Problem 3, page 60, will then be handed out for directed study

as previously discussed.

On the fourth day problem 4, page 62,

' will be handed out. It will require but very

little discussion. About ten minutes before

the end of the period the class Should be

drawn together for a drill in order to fix

the following concepts: asexual reproduction,

spontaneous generation, gamete, sex act,

zygote, four essentials of sexual reproduc- 41

tlon, conjugation, fertilization, male

gamete, female gamete, male organism,

female organism, sperm, and egg.

4. Two forms of reproduction in one life cycle.

Problem 5, page 65, should be started on

the fifth day. Before allowing the clans to

proceed with the directed study the term

alternation of generations should be

carefully explained. The parts of tho noss

•plant should be carefully pointed out and

the terrarium started. 7,'hen Introducing

problem 6, page 68, on the following day

the meaning of alternation of generations

should again be stressed and also the mean­

ing of "gametophyte" and "eporophyte". file student should also be forewarned regarding

tho comparative sizes of these generations

In the life cycle of the angleoparm. Since

this problem Is quite difficult the student

should be given half of the period on the

seventh day. During the remaining half of

the period the instructor should review the

work up to date. He should allow time for

questions but should be careful not to

consume time ,developing new material. 5s Systemic formation of nov; life.

On the elchth day thin topic should

be Introduced. Special emphasis should be

placed upon the haphazard methods of sexual

reproduction employed 'by Ilatui^e in the processes studied to date. The four essen­

tials of sexual reproduction might well be

reviewed together with the topic of sex

organs* The story of the reproduction of

the earthworm could be told effectively

by the Instructor. It is splendid material

for breaking up hesitancy or shyness regard­

ing the act of copulation. Problem 7, page

72, can then be readily completed in the

remainder, of the period.

Problem 8, page 77, should be handed out the first of the period in the ninth

day. The. influence of the gonads and the

pituitary body on the development of the body should be briefly explained. The

dissection of a cat to show these struc­

tures together with the entire reproductive

system would be a very worth while demon­

stration* A pregnant oat would be oven better

since the condition of the foetus in utero

may be demonstrated. On the tenth day arrangements should he mad® for the segregation of the classes according to sex. The hoys should be led in their discussion by an instructor of their

sex and the girls by one of their sex.

Of course the assisting instructor should preferably be a member of the faculty. Both

sexes should have the questions listed under

“Problem Exercises“ of problem 8 thoroughly discussed. Other adolescent problems for

discussion may be selected from the follow­

ing list according to the judgement of the

instructor and the nature of the community i

a. The Mature Of Sex.

1. How is a girl different from a boy?

1.1 Y/hat are the differences between the sexes?

1.2 Why is a male stronger than a

female?

1.3 Which sex is the more self-

control led?

b. honstruatlon* 1. Is it harmful to go swimming during

the menstrual period?

1.1 Y/hat about getting feet wet

and colds during menstruation? 1.2 la otrenuoua exorcise harmful

during menstrual period?

1.3 V/hy does a girl get pimp loo

during menstruation? 2m why dooo a girl feel unoomfortahle

when menstruating?

3* How ohould a girl care for herself

during menstrual periods? c. Night Emissions. 1. What causes wet dreams?

1.1 What effect do wet dreams have

on a person?

1.2 Are wet dreams a sign of mental

trouble? d. Masturbation*

1. To what extent does masturbation affoct the body?

1.1 Is self abuse harmful?

1.2 What effect does masturbation

have on the growing boy?

2. Does masturbation hurt a boy later in life?

3* How can masturbation be cured or

stopped? o. Circumcision,

1. Is circumcision necessary? Why? 1.1 Stoat nhould one do If he were

told he needed to he circum­ cised?

1.2 If you Y?ero not clrcumclaed

when a hahy. Is It advisable

to liavo It done at 15? f. Sex Attraction.

1# m a t Is sex attraction?

1.1 Y/liy do vre have sox attraction?

1.2 How can one become more attrac­

tive to the opposite sex?

2* what makes a grcwlng boy become ex­

cited when In presence of girls?

2.1 Is sox attraction wrong?

2.2 How can I control sox attrac­

tion? g. Girl and Boy Friendships.

1. What Is the best liind of a girl for

a friend? 1.1 How can ono have a perfectly

good understanding with his

girl?

1.2 How can you gain real friend­

ship of the opposite sex?

1.3 How should a boy choose a girl

he goes with? 46

1.4 Arc cchool love affalro declr-

able? If not, hov/ ohould they

be avoided?

1.5 At v/hat-ase ohould a boy start

going with a.girl? 2* Ho# © M should a girl be before sho

can go with boys?

2*1 Should a girl be careful with when ohe associates?

2.2 How should a girl choose the boy

with whom she goes?

2.3 Should girlo talk to one another

about sox?

2.4 Hov; would you go about meeting a

- follow you would like to know?

3* What social standards Should a boy and girl follow? 3*1 Hov/ can one stop being nervous

in the presence of the opposite

sex?

3*2 How would you go about meeting

a girl you like to know?

3*3 What does it mean to be a true

friend of a person of the oppo­

site sex?

4* Is it vulgar for boys and girls to 47

diacuss box qucDtiono?

5, T/hat arc convontiono and nhat in

their relation to sex? 6. In the double standard of morals de­

sirable?

6.1 What is meant by "wild oats"? h. Petting*

1. What is petting?

1.1 What la the difference between

necking and potting?

2. lo potting poor taste?

2*1 Is there any moral good in pet­

ting?

2.2 Why is petting talked about as

demoralizing to the boy and girl?

2.3 Does petting lower you morally?

2*4 Is petting privately or publicly degrading?

3. How does petting affect health?

3.1 Does petting cause nervousness?

3.2 Is petting injurious to one's

sexual organs?

3.3 Id petting as dangerous to a boy

as to a girl?

3*4 Is petting liable to cause

disease? 48

3.5 Doeo oxcosa petting bring on

oterllity?

3.6 Does petting have any effect on

grot? tii»

3.7 la petting moro injurlouo to

' health than emolcing or drinlcing?

3.8 T/hat effect does potting have

’ on reproduction?

4. Does Iclosing Injure health? 4.1 If parties are in perfect health,

is kissing dangerous?

4;2 Is it safe to kiss a boy on the

mouth?

4;3 Is it unhealthful to kiss a girl

who is in perfect health? 5. Under what circumstances, if any, is

it wholesome for a boy and a girl to

pet?

5.1 Is it necessary for a girl to

pet in order to be friends with

a boy?

5.2 Should a girl pet with a boy of

little acquaintance?

5.3 lo potting with the one you love

harmful?

5.4 Is petting necessary to a boy or a potting party?

6.1 Docc potting ever develop into

.. further oox rolatlono?

7. Do you consider petting nonething

tliat is natural end that all have

wishes to do?

7.1 Vihy can't hoys and girls have . a good time without necking

and petting?

1. HeparodiaetioBe ■

1. T/hat causes a child?

1.1 Kow does reproduction take 'place?

1.2 Does reproduction over happen

accidentally?

1.3 W can’t some women have . children?

1.4 Is it right to try to control

birth?

1.5 Can physical harm result from

birth control?

t# Ib thero any liarm— physical, mental.

persons who are not married? 50

pornonn vzho intend to marry each

other eventually? 2.1 Are sexual relationships m

school hoy?

4* Sources Of Information.

le From vzhat sources should cn individ­

ual get advico on sex problems?

1.1 Hov/ con you boot learn about

sex and reproduction?

1.2 where can a girl find out things

about sex problems concerning a

boy v/liich she v/islies to Imorj? 1.5 Should a boy of 17 visit a doctor

for any advice on sex?

Ik4 ’.'/hat are sex pamphlets about? 2, Should girls be taught feminine hygiene?

2.1 Should sox be discussed secretly?

3. Should sex matters be discussed in school to separate boy's and girl's

classes?

3.1 why aren't sex differences ex­

plained to girls instead of lot­

ting them guess and guess v/rong? 51

3.2 T/hy aro not acnniblc m o d e m

books on life brought to one *□

attention for careful conoid-

oration and reading?

3.5 Should oox be taught in high

school in mixed claocen?

Many of the above questions are of a so­

ciological nature and arc given here only to

give a more complete picture of adolescent problems. It would be a commendable practice

for the instructor of biology to cooperate

with the social science department in inaugu­

rating a complete program of sox instruction.

6. Plant development.

On the eleventh day problem 9, page 78,

should be completed. The instructor should

prepare seeds for germination on tho eighth

day. On the tenth day a quantity of seeds

sufficient for the class, divided into groups

of four, should be placed in water to soak.

The groups should work together on the entire

problem. The examination of the seeds should

not take more than fifteen minutes. Emphasis

should be placed upon the meaning of "seed"

and "embryo" as compared with "spore" and

"zygote". %

?• Animal development.

The tv,'elftli and thirteenth day should

he devoted to problem 10, page 79* The

problem experiment is again a source of

motivation* Frog eggs should be placed in

the aquarium just as soon as available Is

the Spring. Likewise there should be cages

in the room v/ith paired animals so that

opportunity is given to occ the actual birth of young. For this purpose the white

rats are unsurpassed. If the animals do begin

giving birth to their young while a class is .

in session the- regular class work should be

Interrupted while the students quietly watch

the birth. The problem exercises should be

discussed thoroughly. A large wall chart of the child-ln-utero should be used.

Allow the students free rein in questioning#

Do not emphasise technicalities too much In

regard to the early eribryologlcal development#

This is placed in the problem merely to im­

press the student with the fact that complex

animals develop from a single cell.

D, Sources Of Information And References.

I, Organizations. American Child Health Association, 450 Seventh Avenue, New York, 1T.Y. American Medical Association, 535 II.Dearborn Street, Chicaco, Illinois, Amorican Public Health Association, 450 Seventh Avenue, Hew York, H.Y,

American Red Cross, Rational Headquarters, Washington, D.C, American Social Hygiene Association, 450 Seventh Avenue, How York, H.Y.

Birth Control League, 104 Fifth Avenue, H.Y.

Eugenic® Publishing Company, Hew York, H.Y.'

Joint Committee On Health Problems In Education Of The National Education Association And Tho American Medical Association. Care Dr.T.D.'Jood, 525 vreot 120th Street, Hew York,H.Y.

National Organization For Public Health nursing, 450 Seventh Avenue, Hew York, H.Y.

Russell Sago Foundation, 130 East 22nd Street* New York, H.Y.

United States Children's Bureau, U.S.Department of Labor, Washington, D»C* ' .

II. Books and Periodicals* Allen, Edgar, Edi Baltimore; W

Arey, L.B., Dovelopae W.B.Saunders Co.

Balliet, T Publl Assoc

Blgolow, M.A. Company, Bull, Raymond C., and Thomas, Stanley J., Chamberlain,Chau.J.,hlcinent5 .of Plant^Sclcnco.

DeBeer.^G.R..^ Rroerimcntal ^mbryolo^»

Emut,HeL.,and Beagle.W..To The Pure— A Study Of Obacenity and Tlie Censor, ,11.Y. ;The Viking Press. Hegner,r,^E.u,, introduction to Zoology,Chapter 10.

Eelllcott, William E., General mbrr^olORv. II.Y.; Henry Holt and Coapan>',1915*

Lindsey, Ben B., Comeanlonato harriar’e. H.Y.; Beni and Liveright, 19^.

------— The Revolt of Modern Youth.

Lipschuts, Alexander, Tlie Internal secretions of Hns^Unp^^lgal!'11,1120''c' t[xllian‘J ^ s,x **

March, Ilorah H.,Towards Racial Health. H.Y.; E.P.Dutton' and c;bapahy^'i91’9. Margold, Charles W.,Bex Freedom and Social Con­ trol., Chicago; University of Chicago Press,1926. . . .

Rice, Thurman B., Sex Education.. Hygoia, July, 1933-April,19^r

Robinson, William J., 1T.Y.; Eugenics ,1929. Singer, Charles, The Story^of Living Things,

St opes, H.C.,Sox and the Young. H.Y. JG.PP.Putnam’s sens, 1926. ms. Body end Its Functions. ;1926. 55

Taylor, 17.S., A Hales.,Gonetic Worcester, Masc.; Clark University Press, Vol.13, Ho. 1, 1933• V/inslo»7, Chao. A., and Williamson, P.B., "tlon, Publication 572,1927*

111. Films. Indiana University, Extension Division, Bloomington, Indiana. 1. Tho Life Cycle of a Frog. No.lIM-12. 16 ism* $1.00 per day. 2. Embryology of tho Egg. Ho.A-16. 35 mm. 01.00 per day. 3. The Gift of Life. This film shows the embryology of lower forms of plant and animal life and such higher forms as the chick and mammal. Ho. IC-55. 35 mm. 4 reels. 01,00 per reel per day. 4. Social Hygiene for Women (reproduction, venereal disease). American Social Hygiene Association. Uo.k-38. 35 mm. 01.00 per day. 5. Venereal Diseases (a film made for older boys). Ho .K-37. 35 mm. 01.00 per day, 6. The Living Cell (shows examples of cell division and reproduction of hydra and flatwom). Ho .KK-6. 16 mm. 01.00 per day.

University of Texas, Austin, Texas. le The Gift of Life (deals exclusively v/ith human reproduction). Iio.3004. 35 mm. 02.00 per day.

University of California, Berkeley, California. 1, Seed and Seed Dispersal-. Ho. 19*25. 35 mm. §1.00 per day. 56

Student*o Syllabus,

Unit 11. How Organisms Perpetuate Their Kind.

I. How Life Begins.

1- The Solving Of A Biological Mystery.

Problem 1. Where does new life come from?

2. Multiplication By Division.

Problem 2, What are the simplest ways of

starting new life?

3. Multiplication By Division And Addition.

Problem 3. What are the necessary requirements

for sexual reproduction?

Problem 4. What determines whether an organism

is male or female?

4. Two Forma Of Reproduction In One Life Cycle. Problem 5« How do Mosses reproduce?

Problem 6. How do Anglosoerms reproduce?

5* Systemic Formation Of Hew life.

Problem 7. Yfnat is a sex system?

Problem 8. Hoy; does the sex system influenco

the organism? II. How New Life Develops.

1. Plant Development.

Problem 9* How does the plant zygote develop?

2, Animal Development.

Problem 10. Hoy; does the animal zygote develop? r-*51' : Problem 1. Where Does Her/ Life Come From?

Object: To l o a m In a general v/ay life

Materials: A email piece of fresh ran moat, tv/o small jars, a piece of cheese cloth or screening, 5"x5r’*

Procedure: Cut a piece of fresh ran moat in half. Place each half in a separate jar that has been scrupulously cleaned. Cover one cf the Jars nith the screen so that flies may not get to the meat. Leave the other jar uncovered do that flies may have access to the meat. Observe the meat in both jars carefully each day for m period of 5 to 7 days. Problem Exercises: 1. What v/cro some of the early ideas concerning the origin of new life? 2, Discuss spontaneous generation. 3« As a result of their research what conclusion did Red! and Pasteur reach regarding the origin of life? 4. Define reproduction.

Referencesi Baker & Mills, p.575 Kinsey, p.226-8. Moon & Mann, p.154. Pieper & Beauchamp, p.18, 152-6. Wheat & Fitzpatrick, p.239-45, 246-7. Problem 2. V/hat Are Tlie 'Simplest Vfaya Of Starting Hot? Life?

Object: To become acquainted r/itli the various simple forma of reproduction# ' -; ’ - Hater!ala: A sllco of bread, tv/o aaucoro, a microscope, aiepoacopic slides and cover-glasses. * ;

procedure: Moisten a slice of bread and expose it to the air for 10 to 15 minutes. Place the bread in' a saucer. Cover the saucer and place It In a dark, warn place. Examine the bread from day to day. Watch for black dots on the tips of the thread-like growths of the mold, when they appear place them on a microscopic slide and cover with a cover-glass. Examine them under low power of the microscope. Break the little black balls open by gently pressing on the cover-glass and moving it a little from side to side. Examine again under the microscope. The small round bodies you see arc spores.

Problem Exercises: 1. What is asexual reproduction? 2# Describe briefly binary fis -ion, sporulatlcn(spore- formation) , budding, and vegetative propagation. Fill in a table as followss

Organism Plant or Method of Me. of acplariati'on of Animal Asexual par- answer in column roprod, onto, number 4. 1. 2. 3# 4. 5.

Amoeba

Hydra

Yeast

- Pleuro- coccus.

Earth­ worm.

Bread- mold.

4# How do bacteria and other germs commonly reproduce? 5. Give an account of the life cycle of the amoeba. Problem 2 (Continued)

References: Baker & Mills, p.100-1; 345; 34?; 350; 576-8; 592-3. C-ruonberg, p.58-9; 433; 467-70; 481-3. Kinsey, p.50-1; 72; 227-8. Meier & Meier, p.40; 98; 124; 167; 172-3; 178-80; 210; 221; 237. Moon & Mann, p.51-2; 84-6; 154; 159-161; 202-3; 215-18; 238. Peabody & Hunt, p.209-11; 221; 246-8; 335-6; 345; 539-40; 544-5. Pleper & Beauchamp, p.110; 156-165. Smallwood,et al.,p.8-9; 325; 327; 328-30; 332; 335. Waggoner, p.133-38; 179; 185; 193-94; 208-9; 236-7;

V/lieat & Fitzpatrick, p.44-5; 49; 247-254; 256-63. 60

Problem 3. Y/hat Are The necessary Requirements For Sexual Reproduction?

Object: To learn the simplest requirements necessary for sexual reproduction.

Materials: Life cycle diagram of Ulothrix.

Procedure: 1, Label the following parts of the accompanying diagram of ulothrixt Hold fast cell* Ghloroplast, Gillum. Zoospore,'Snore, Gamete, Union of gametes, zygote( or zygospore}, Encysted zygote. Broken zygote wall. 2, State clearly what happens in each step of the sexual life cycle.

Problem Exercises: 1. (a) Which step of the life cycle marks the beginning of a new organism? (b) What three things are necessary in order that this simple form of the new organism may be started? 2, Is it necessary to have two adult organisms in order to have sexual reproduction take place? 3. What is the one great difference between sexual and asexual reproduction? 4, Contrast a zoospore and a gamete of ulothrix as to structure and power to reproduce. 5* What is the product of gametic union? 6. What Is conjugation? 7« What are the four essential conditions necessary for sexual reproduction? References: Pi©per & Beauchamp, p.166. 61

Diagram 1. The Life Cycle Of Ulothrlx.

0 x 2 Asexual Cycle

I 10. t

6 Sexual Cycle 9.

1

r < ? o

8. 62

Problem 4. What Deterrnlnoa Whether An Orgozilom lo Male or Female?

Object: To find out the fundamental meaning of male and

Haterialn: Life cycle diagram of Snlrogyra.

Procedure: 1. Carefully label the diagram of Splrogyra v/ith the following terran: Cytoplasm, chloroplast, nucleus, bulge, tube, male, female, empty cell, ' male gamete, female gamete, zygote(or zygospore), broken cell wall, broken zygote wall,:new filament, .

H. B. One of the Opirogyra plants always sends Its eeTl contents to the other plant. The process is never reversed. Consequently, though the two plants look exactly alike yet they must be different because of this difference in behavior. The active gamete (the one that moves) In considered the male gamete while the passive one (the one that remains), the female gamete. A plant (or any organism) that produces male gametes lo called a male, while the plant that produces female gametes is called a female. In the higher organisms there is a great difference in form and in size between the male and female gametes. When this difference in form and in size exist we call the small, active gamete (the male gamete) a sperm ( sometimes called mierogamete or speraatazoon). The large gamete is called the err, (sometimes called megagamete, macrogamete, oogone, and ovum).

2. State clearly what happens in each stage of the life cycle of Splrogyra.

Problem Exercises: I. By means of diagrams contrast the meaning of con­ jugation and fertilization. Show in each diagram the two gametes and the product of union, 2. Make diagrams of a opera and an egg for three distinct organisms, 3. Why are the gametes in Splrogyra called male and female gametes when they are not so called in Ulothrix? 4. In general, when is an organism referred to as a male and when as a female? 5. why is it correct to say that sexual reproduction. is "multiplication by division and addition"? Problem 4 (Continued)

References, Baker &. rdllo, p.531-5, 573-5, 594. Gruenberg, p,l68-9» 212, 470-1, 483-6. Keler & Meier, p.266 Moon & Mann, p.155-6, 203-4. Peaboly & Hunt, p.331-2, 473* Pleper & Beauchamo, p«166-8, 178-9• SmallY/ood et al, p,318-9* Saesoner, p.32, 364. Wheat & Fitzpatrick, p.49-50, 2^-8, 270-1 Diagram 2. The Life Cycle Of Splrogyra. 65

Problem 5. Hon Do Lioaoes Reproduce?

Objects To study the life cycle of the Hogs as an, example of alternation of generations. Material: A small aquarium (or some other glass vessel of good size), a .plate of glass, rich soil, Hoso, Life Cycle Diagram-of the Ho g s .

Procedure: 1, Plant some Hoso in an aquarium in vrhlch soil has been placed instead of water. Moisten the soil thoroughly and cover the aquarium with the glass plate so as to prevent excessive evaporation of water. This is no longer now an aquarium but a terrarium. Observe the growth of the Moss to see if you can re­ cognize the various stages of the life cyclo as studied in this problem. 2. Label the accompanying life cycle diagram of the Moss with the following terms: Rhlzold, stem, loaf, antherid, archegone, neck, ventor, canal cells, egg cell, sperm, egg, canal, zygote, spore, capsule, stalk, foot, protonema. 3. Color all the parts of the life cycle that belong to the sporophyto generation yellow, and those that belong to the gametophyte blue*

N.B. The gametes are formed in a very definite place in the organism. Just any cell no longer gives rloo to gametes. These special parts that produce the gametes are called sex organs. The male sex organ in this organism is called the anther!d. (In some organisms it is known as the spormary, testes, or testicle.) The female sex organ is called the arche­ gone (It is also known in some organisms as the oogonium or ovary.).

Problem Exercises: 1. Are the four requirements necessary for sexual reproduction present in the Moss life cycle. Explain. 2. Study the sexual life cycle of Ulothrix and the life cycle of the Moss. Do you see any simi­ larity? Any suggestion of alternation of gen­ erations in Ulothrix? 3. In there any suggestion of one generation being parasitic on the other generation? Explain. 4. Compare the gametes of the Moss with those of Ulothrix on the basis of morphology, physiology, and as to the place the zygote is formed. 5. Which generation of the life cycle is sexual? Which asexual? 66*

Problem 5 (Continued)

Referenceo: Baker & Mlllo, p.323» 584-5. Grueribers, p.77- Kinsey, p.26-7. Meier & Holer, p.187. Moon & Mann, p,3.68-9. Peabody & Hunt, p.327-30, Pleper « Beauchamp, p.169-70. Smallwood ct al, p.315. 67

Diagram 3. The Life Cycle Of The Moss. Object: To got acquainted with the life history of a typical ansiosperm. Materials: Simple flowers, dissecting set, diagrams of the various stages of the angiooperm life history.

Procedure: 1. Locate the various parts of the flower structure as given below. Also carefully cut the stigma and style of the pistil lengthwise. Can you determine whether or not the flower has been fertil­ ized? How? 2. On the following pages of diagrams label the following structures: stigma, stylo, ovary, pistil, mesasporangeC ovule), anther, filament, stamen, petal, sepal, perianth, receptacle, microsoorange, microspore, outer integument. Inner Integument, miceHus, pollen sac, megaspore, micropylc, tube cell, generative cell, tube nucleus, sperm nuclei, antipodal cells, egg cell, synerglds, fusion nucleus, sperm nucleus, endosperm nucleus, pollen tube.

fi.JI* A sporange Is a case In which spores are formed; Tin the Moss life cycle this was called the capsule.) The prefix “mega" means large while the prefix "micro" means small. Therefore" the term megasporange means a case where large snores are formed and mlcrosporange a ease where small spores are formed. The "ovary"'in the anglooperms io not a sex organ. Many years ago scientists mistook this structure for the female sex organ and gave it this name.

3. Color the garnetophytoo lightly with blue end the sporophyte generation very lightly with yellow. 4. Make a word life cycle of the angiooperm showing clearly the sporophyte and gametophyte gen­ erations.

Problem Exercisess 1. Define "self-pollination" and "cross-pollination". 2. Where are the sex organs in the gametophyte gen­ erations of the angiooperm? 3* What is a "pollen grain"? 4. what is the difference between fertilization and pollination? 5. Is it scientifically correct to refer to a tree as a male or female tree? Explain. 69

Problem 6 (Continued)

References: Baker & Hills, p.331-2, 585-9. Qruenberg, p.41-4, 473. Kinsey, p,l6-7, 219. Holer & Holer, p.137-9. Moon u M a m , p.119-126. . Peabody & Hunt, p.221-33. Pleper & Beauchamp, p.170-4. Smallwood et al, p.261-5. v/aggoner, p.32-5. Wheat & Fitzpatrick, p.273-80. 70

Diagram 4. Life History Of The Angiospems. (A Typical Flower.) 71

Diagram 5* Life History Of The Angiosperm* (The Mlcrosporange and Megaeporsnge.)

The mlcrosporange and the The megasporange and the development of the micro- development of the mega- spores and the micro- spores and the mega­ gametophyte. game tophyte.

(Cross-section of anther.) (Longitudinal section of megasporange.)

3b

© C£> * ag

4a 4 Problem 7. What la A Sex System? Ot»Ject:To find out v/hat constitutes a sex system and hov; It functions. Material: Diagrams of the reproductive systems of the earthworm and anmiots.

Procedure: 1. After reading the opefcial instructions given below (l.e. li.B.) label the following structures in the anterior region of the earthworm as given on the accompanying diagram: Mouth, gizzard, crop, oesophagus, ovary, oviduct, vao deferens, seminal vesicle, seminal . receptacle, tools, funnel, sperm sac.

H.B, In the organisms studied to date Nature has been very careless and wasteful in her methods of reproduc­ tion. Tho sperm loft the male and it was entirely a matter of chance whether or not it ever reached an egg. Nature has improved upon this process in the more com­ plex animals. A system for directing both eggs and sperm has developed. In the earthworm both these systems (sex or reproductive systems) are found in one indivi­ dual. This means, then, that a single earthworm produces both sperm and eggs. According to our previous definition the individual that produces eggs is a female and the one that produces sperm is a male. Here then we have one Individual that accomplishes both and consequently is both male and female. Such an individual is called a he hrpditp. enreduction by organisms with sex systems is a much less wasteful and more certain method of getting the sperm to meet the eggs. This may be seen by tracing the process of reproduction in the earthworm. Although earthworms are hermaphrodites two individuals are neces­ sary for reproduction. The breeding season begins in the spring and continues, until late in the autumn. Sexually mature worms possess a much swollen region at the thirty-first to the thirty-seventh segments. In this region, of six to seven, segments, the earthworm is swollen on the top and sides, producing a saddle- shaped enlargement known, as the eliteHum (or saddle or girdle). During the breeding season two earthworms come together, just beneath, the surface of the earth, with their heads in opposite directions, no that their ventral surfaces meet and the opening of tho sperm sac (as shown in the base of segment 9 of the diagram) of one earthworm is approximately opposite the opening of the vao deferens (in the base of segment 15) of tho other earthworm. Each secretes about itself a tube of 73

□lino which extends from about the ci£hth to the thirty-sixth scezont. Four benl-liko thickenin2n, probably of the d i n e tubes, encircle both w o m s at the front and rear edges of the region of the clitellun. These bands hold the t:oma finely together. While they ere in thin position the nominal vesicles (the organs shaped like a deflated penny-balloon end found in segnents 11 end 12) give off a fluid known as scninnl fluid. This goes into the charbors below, the soninel rr.ccntecles of r.cgr.'.ent 10 and 11, where it nixes with the spern given off by the testes (the snail dark bodies found in the anterior part of both sogrents 10 and 11), The mixture of the fluid and spern is called sc.non. The scrcn down the two tubes which Join in scgrant 12 to --- one tube, the vas deferens, whose external opening is in oogront 15. since this is near the spern sac most of the scrcn enters it. The earthworms now and copulation is said to have occurred. During copulation a wide braid-like region is ing in the region of the clitellun. This is the worm cocoon. The slice tubes help protect this cocoon. After copulation the worms slowly withdraw backward from the slime tube and cocoon, /.hen the tube c opening of the oviduct (segment 14) the ovary in 13 gives off eggs (it ovulates). These eggs pass down the oviduct into the cocoon. As the individual worn continues to withdraw backwards from the cocoon and □lino tube the opening of the coera sac is reached. At this time the cocoon receives the comen which mixes with the eggs. The s o c m cf the semen unite with the eggs to form sygotes. The worm continues to withdraw backwards from the cocoon and clime tubes and when the ends slip over the head of the earthworm they close forming a capsule containing earthworm sygotss. In a few weeks these sygotes develop into tiny worms which break the cocoon wall and start an independent life. All organisms possessing sex systems do not cop­ ulate. In moot ague-tie animals the eggs and spern arc discharged externally at about the same time and place. Their meeting depends largely on chance, enhanced by the production, of immense numbers of sperm, dome animals increase the certainty of such cell union by a nseudo- coouiatlon: thus, the male- frog clasps the female and pours his semen (or milt, as it is called in those organisms) ever the eggs as they are given off by the female. Many invertebrates and all amniots (reptiles, birds, and mammals) have their sex cells (epera and egg) unite inside the female’s body. The sperm is 74

Problem 7 (Continued)

injected Into the vagina of the female by meana of an ejaculatory tube of some kind, usual Inside the female is a secretion in is able to swim and thus get to the egg that is given off by the ovary. Y/hen the zygote is formed it implants itself in the walls of the uterus and begins to grow. Animals that do not have copulatlon(or coitus as it is called in higher animals) produce a larger number of eggs because of the uncertainty of the meeting of sperm and egg. For example the codfish produces 10,000,000 eggs in a breeding period, while in the human the female produces a single egg per month. The eggs of the various animals vary in size all the way from the large egg of the ostrich to t he human egg which is about the size of a pin point (0.2 mm in diameter). The human egg at that is 200,000 times as large as the human sperm. Three cubic centimeters of semen contain about 200,000,000 sperm.

2. Label the following structures on both of the accompanying sheets of diagrams: Testis, vas deferens, bladder, large intestine, kidneys, ovary, vagina, funnel, oviduct, uterus, ureters, urethra. 3. Explain briefly how reproduction takes place among mammals.

Problem Exercises: 1* Define the terms "viviparous”, "oviparous" and "ovulation". 2. Where is the zygote formed in the human? 3* Are the four requirements necessary for sexual reproduction present in the human? Explain. 4. In amnlots how does the sperm get to the egg? 5. What constitueo a sex system? References: Baker & Kills, p.347-50, 573-5, 590, 594-8. arueaberg, p.220-4, 483-8. Kinsey, p.196-7, 200-4, 228, Kelcr & Meier, p.53, 98, 266. Moon & Mann, p •p29» p66—7* p75—6* Peabody & Hunt, p.211-20, 408-11, 473. Pleoer c Beauchamp, p.167-8, 178-80. Smallwood et al, p.130-1, 146-7, 218, 318-19. Waggoner, p.443, 391. Wheat & Fitzpatrick, p.268-71, 281-5, 287-8. Diagram 6. Earthworms Copulating. (Anterior Segments.;

Diagram 7. Reoroductlve Systems Of An Earthworm (Anterior Portion of a Median Section.) 76

Diagram 8. Reproductive Systems Of The Amniots.

a* 77

Problem 8 . Hot; Doeo The sex Syoten Influenco The Organism.

Object: To learn about the secondary sexual characteristics. Materials: Hone.

Procedure: Make a list of five organisms (Include man) and indicate the characteristics that enable you to tell the male from the female. Give this information in table form as follows;

Organism Male characteristics Female characteristics

f

Problem Exercises! l.(aj What is “puberty"? b] Y/hat are the signs of puberty for your tc] What new problems confront the individual after he or she reaches puberty? At what ago is a boy matured? When does a girl become a woman? What is the pituitary body? (b) What are hormones? 4. (a) What is the menstrual period? (b) What are seminal emissions? U) Y/hat are come hygienic measures to observe in connection with the external genitals for your sex? 5. (a) Y/hat is sex attraction? Cb) How can it be controlled? Cc) How does netting affect the health? 6. (a) Y/hat is meant by "social diseases"? (b) How can social diseases be controlled? 7. How can you best learn about sox and reproduction?

References: Smallwood et al, p.497. Wheat & Fitzpatrick, n.281-3. Group discussions. 78 -r';

Problem 9. Hovr Does

Object: To trace the _ the fully developed seedling.

Materials: Bean screen* i* Procedure: 1, Germinate the beano and c o m seeds. G e m ­ ination Trill be hastened.if you soak these seeds in • water for 24 hours. Place these seeds on a screen over a tumbler three-fourths full of water and covered by a glass Jar to keep the air moist. Dissect one of each of the above seeds. In the bean the endosperm is soon used up by the cotyledons, so that you do not see any endosperm in the ripe seed. After soaking in water dissect off the seed coat. The embryo consists of two large fleshy cotyledons, a root and a stem (plumule). After soaking the c o m dissect off the ovary wall, which looks like a coed coat. Dissect out the embryo. The largest part of it, lying against the endosoerm, is the cotyledon in corn and other monocotylo, 2. Hake a diagram of a median section of a bean and of a c o m seed so as to show the following structures: Cotyledon, endosoerm, eplcotyl, hypocotyl, fruit-coat, seed coat. 3. Tell what happens to the various parts of a seed when it germinates and grows into a fully developed seedling. Problem Exercises: 1. What is a seed? 2. What is an embryo? 3. What is a flower? 4. What is fruit? 5. Contrast a seed and a spore. A seed and fruit. 6. Contrast a seed and a zygote. 7 . YJhat parts of the plant take part in the formation of the orange? the apple?

References: Baker &a mHills, i is, p.600-1,p.ouu-i, 611-15. Gruenberg, p.45, 67-70. Kinsey, o.220, 238-9. Holer & Meier, p.153-5, 198. Moon & Harm, p.125, 137. Peabody & Hunt, p.234-5, 242-5. Pieper & Beauchamp, p.113-4. Smallwood et al, p.282-6. waggoner, p.35, 45-8. Wheat & Fitzpatrick, p.278-9. Problem 10. Hoyt Does The Animal Zygote Develop?

Object: To study the development of tho animal from the one-celled stage to the fully developed organism.

Materials: Frog eggs, museum jar showing life cycle of frog, balanced aquarium, diagrams of zygote cell . division, types of uteri, and the human embryo in ttt©X*0e

Procedure: 1. Place frog (or toad) eggs in a balanced aquarium and observe them very carefully from day to day. Every day remove an egg from the aquarium and look at it under'a hand lens. 2. On the diagram showing tho cell division of the zygote label the following places: Zg5, sperm, early cleavage stages, morula, biastula, gastrula, 2-collcd, 4-celled, 8-cellcd, 16-celled, 32-celled, hallow ball stage, inner bulging of wall, ectoderm, mesoderm, endodern. 3. Color the ectoderm red, the mesoderm blue, and the endodern yellow. 4. Label the diagram of the human embryo- in-utero as follows: Vagina, cervix, uterine wall, blood vessel of embryo, uterine cavity, chorion, amnion, placenta, embryo, yolk sac, umbilical cord, chorion fingers(frondosum), oviduct. 5. Color the following parts of the above diagram as follows: Mother flesh, brown; chorion and placenta, red; amnion, yellow; embryo, orange; umbilical cord, blue* Problem Exercises: 1. What kind of mammal would give birth to the most young, one that has a simplex uterus or one with a duplex uterus? 2. Does the blood of the mother flow through the blood vessels of the embryo? Explain. 3. How does an unborn baby respire? 4. How does an unborn baby receive its nourishment? 5# What is the function of the uterus in reproduction? 6. What is meant by "Caesarean operation”? 7. What is meant by "ovulation"? How often does it occur in women? 8. What is meant by "abdominal pregnancy"? 9» What is meant by "birth control"? 10. What causes twins, triplets, etc.? H e What organs are derived from the ectoderm, the mesoderm, the endodern? 12, What is meant by the term "miscarriage"? 80

Problem 10 (Continued) References: Baker & Mills, p.600-1, 611-12, 616-20. Grueriberg# p»212. Kinsey, p.238-45• Meier & Holer, p.259-60. Peabody & Hunt, p.212-6, 445-6. Pieper & Beauchamp, p«131-40. Smallwood et al, p.147-53. Waggoner, p.36-7, 443-6. Wheat & Fitzpatrick, p.285-91> 388-9. 81

Diagram 9* Stages Through Which The Animal Zygote Passes.

o.x Z

1

\. I* r ■

82

Diagram 10. Types Mammalian Uteri. Duplex Sisgilex.

Diagram 11. Human Embryo In Uterus Unit 11.

Related Y/ork.

Thlo In a lint of tlilngn you may do beyond the re­ quirements of the unit problems. You v;lll be given addi­ tional credit for these activities. If you have any other activities in mind which are*not listed here but that you would like to do consult your instructor. I. Themes. 1. Spontaneous Generation. 2. Parthenogenesis.' 3. Hermaphroditism. 4. Reproduction Of The Honey-bee. 5. The Reproductive Systems Of The Chicken.

8. Animal Courtship* 9. Human Courtship. 10. Nesting Habits Of Insects. 11* Nesting Habits Of Birds. 12. Nesting Habits Of Mammals• 13. Spawning Habits Of Animals• 14. Reproduction Of Rattlesnakes. 15. The Life Cycle Of The H o m e d Toads. 16. Reproduction Of Gila Monsters. 17* Hie Reproductive Systems Of Snakes. 18. Kinds Of Eggs. 19* Number Of Offspring. 20. From Flower To Fruit. (Choose one to write about:Fig, cocoanut, strawberry, cucumber, tomato, banana, pecan, cantaloupe, artichoke.) 21* Hie Life Cycle Of Salmon. 22. The Life Cycle Of Eel, 23* Biographies: Pasteur, Redl, Darwin, Spallanzani.

II. Experiments: (Report your findings in writing.) 1* Protozoan cultures• Look for protozoa reproducing* 2. Incubate eggs. Carefully open an egg at different intervals of incubation. Examine each carefully while keeping it in a warm solution of salt water. 3* Regeneration of Earthworms. 4. Regeneration of Flatworao(planarla)• 5* Regeneration of Lizards.III.

III. Dissections:(Report findings in writing.) 1. Locate sex systems in insects of various kinds. 2. Dissect out sex systems of animals other than insects. 3* Dissect seeds(except bean or corn).Germinate some. 84

Related work .For Unit 11. CContinued)

IV. Diagrams. 1. Flouor clusters: raceme, corymb, umbel, spike, head, spadix, catkin, and panicle. 2. Life cycles of plants: Pine, fern, vaucheria, oelaginellatclub moss), equisltum, liverworto, bread mold, nuslirocn, and others. 3. Life cycles of animals: Paramecium, tapeworm, malaria, parasite, butterfly, June bug, ladybug, liver flulce, and others. 4. Reduction cell division. Demonstrating maturation.

•V. Portraits of Biologists.

VI. Poem on. some subject suggested by the unit study.

VII. Scrap book made up from newspaper or magazine clippings on various parts of the unit. 85

Unit 11.

Unit Smaiaary In Question Form, le T/hat in the origin of net? life?

2* What in the nimplent uay that reproduction nay occur?

3* Dleounn tlie statement: "All,newly reproduced organisms must have parents®* . ■

4* Hoy: in vegetative propagation used in your community?

5* What is the on* great difference between sexual and - asexual reproduction? ;

6. In sexual reproduction what is the simplest form of a • new organ!on called?

7* What four conditions are essential for sexual reproduction?

8* Contrast the meaning of conjugation and fertilisation.

9. What Is the shape of the sperm and eggs produced by organisms?

10. What determines the sex of an organism?

11. (a) v/hat is meant by "alternation of generations"?

(b) Does this occur in both plants and animals? 12. why is it incorrect to refer to angiosperm individuals as male and female? -

13«Kor; does the male sex cell of a flower get to the egg of another flower of the same species?

14. What is the purpose o f .copulation?

15. Define "viviparous" and "oviparous".

16. (a)’7hat is puberty?

(b)Hov; does puberty affect the individual? 17*What secondary sexual characteristics?

18. How does petting affect the health?

19. Contrast the following: seed, spore, embryo, zygote. Unit Summary In question Form. (Continued)

20#What are the three growing points of a need?

21#How does an animal develop from the single cell stage?

22*What relation exists between the mother and the unborn child?

23. (a)What in meant by gestation?

(b)What is an abdominal pregnancy?

24. What is the function of the uterus in reproduction? 25*What is meant by "birth control"? Unit Tent.

Unit 11.

Answer the following quest!one ac briefly an possible:

1. A horse-hair snake comes (1 ) from putting a horse-hair in stagnant water. (2)from an egg. (3 )from the intestine of a horse. (A)only from horse-hair that has fallen in horse troughs. (2)1

2. In the Valley citrus trees are propagated by means of asexual reproduction. True or False? (t ")2

3. In sexual reproduction the simplest form that the new organism exists in is the (1) egg. (2 )cmbryo„ (3)zygote. (4)foetus. (5 )snore. (3)3

*• The main difference between asexual and sexual reproduction exists in the fact that in asexual reproduction only one individual is required to produce a new individual while in sexual repro­ duction two organisms arc necessary. T or F? (F)4

5. The sex of an individual organism is determined by the kind of gametes it produces. T or F? (t )5

6. The plant Ulothrix may reproduce in three different ways. T or F? ; fTt#

7* All newly produced organisms have parents. T or F? (f=)7 S. The method by means of which the male sex cell of one angiosoorn gets to the flower of another anglosoorm in known as (1)conjugation.(2 )pollcn- Izatlon. (3 )fertilisation. (4)coitus. (5 )sporu- lotion. (2)8

9. The blood of the mother flows through the blood vessels of the unborn child. T or F? _ (^)9

10. Every organism exists as a single cell before it develops into the adult form. T or F? (r) 10

11.Ovulation is the process througli which the chick goes when breaking the egg. T or F? (/=)11

12.0estatlon occurs when the sperm meets the egg. T or F? (7112

13. Every seed contains an embryo. T or F? (r)13

14. Every embryo comes from a zygote. T or F? (7ll4 15>Petting la stimulating to t'n3 - emotions and should therefore he Indulged In often. T or F? (a is 16. A spore and a zygote are more nearly alike In structure than are a spore and a seed. T or F? (r)l6

17. All animals that give birth to young arc said to bo ov'parous. T or F? ' - (F)17

18. The unborn child gets its oxygen from the blood of the mother. T or F? (r)l8

IS*Alternation of generations occurs among both plants and animals. T or F? (7") 19

20*Trees exist as male and female individuals. 2 or F?(/r)20

21* The primary function of the uterus is that Of (21) feaSsfes__ )2i 22.Tho three primary growing points of tho 24.seed are: (22). (25). (24).

25*Any process, in the case of the human, that tends to prevent a sperm from unit­ ing with an egg Is known as (25). )S5 26. Hormones given off by the (26) and the 126 27. (27) bring about the development of secondary seoaial characteristics.

28. The four conditions necessary for sexual tb)re .iroduction in the order of occurrence 51.arc: (28).(29).(50).(51).

32*Replace the following underlined words’ used incorrectly by writing the correct to)word in the blank provided at the rlgnt. "During the act of conjugation the male 57.rabbit injects the sperm into the vagina of the female. The sperm copulates with 'the egg and the embryo is said to be formed. The embryo now undergoes cell division until it becomes a spore.11

38.Three examples of secondary sexual to)characteristics in tho human are: gtis gtis tdyss Unit 12. What a t o The Laws Of Heredity And Their

Value To Han?

A* Biological principles involved.

1. Heredity.

Germinal characterlotico are passed on from

parent to offspring through the medium of the chromosomes ofthe cell.

II. Lav/s of heredity.

The inheritance of offspring from parents is

according to definite law and as such can be

utilised by man.

B. Objectives.

I. General objectives.

1. To acquaint the students with the principles of heredity.

2. To provide a scientific vocabulary for the

discussion and reading of genetic topics.

3. To convey to students a concept of their

responsibilities toward the next generation.

4. To provide suitable material for a hobby in

plant or animal breeding.

5. To impress upon students the importance of

selecting a mate carefully.

6. To provide students with a background for

understanding themselves better. 90 lie Specific objectives. 1. Heredity and environment.

a. To impress students vrith the fact that

m m question of the importance of heredity

and environment is not heredity vs. environ­

ment but rather heredity plus environment.

b. To furnish the students with a background

of experience for the study of genetics.

2. The mechanism of heredity.

a. To present the student v/lth the mechanics

of heredity as represented in reduction

division, the germ cells, the zygote, the"

chromosomes, and the genes.

3. The nature of heredity.

a. To present the Hendelian Ians of heredity.

b. To furnish exercise in genetic shorthand and the theoretical operation of the Hendellan Ians.

c. To present the genetic explanation of

variation and mutation.

4. The use of heredity to man.

a. To give the student some Idea as to v/h&t

has been accomplished in the nay of applying

Mendel‘s Ians to plant and animal breeding.

b« To illustrate hov; Mendel’s Ians operate

In determining the offspring of man. 91

c. To•furnish-an incentive for keeping

pedigree charts.

C. Ilethod.

I. General method* ■>: ' - -

The general method for this unit vzill he the •

same as that given for unit 11.

II# Specific method,

1. Heredity and environment. : *

On the first day of the unit the mean­

ing of the terms "heredity" and "eviromnent"

should he presented. In simple language state Lamarck’s theory on the Inheritance of

Acquired Characters and also Darwin’o theory

of Natural Selection. From this discussion ,

propose a debate on the age worn subject of

"Heredity vs. environment". Divide the class into two groups and have each group choose

their own debaters'. Then have each group act

as a committee of the whole in collecting

and suggesting material for debate. Set the

time of the debate as the first thing in the

period on the next day.

Oh the second day after the debate is.

over present the idea of the interdependence

of heredity and environment. The statement might be used that heredity provldeo the

tools and environment the opportunity to uso

theoo tools. Give the student the remainder

of the period to write up problem 1, page 97* 2. The mechanism of heredity. -

This topic should be worked on during

the third day. Mitosis should be reviewed

’with the class after which reduction division

should be explained. With this as a background

problem 2, page 98, can be finished within

a half hour of directed study. •

3. The nature of heredity.

Problem 3, page 101, should be started

on the fourth day and completed on the fifth.

The orobiera is self-explanatory so needs

no Introduction, The students should be allowed to study during the better part of

the period. Fifteen minutes before the end

of the period it would be well to have a re­

view over reduction division, gametic union,

and the bearers and determiners of heredity.

On the following day begin the period with a discussion emphasising the nature of

Mendel's three laws. Then allow the students

to go into directed study for the remainder

of the period. Be alert to assist the Individ- the last fifteen minutes mrlc simple problems.

Have a fen students solve problems on the

blackboard#

8

action of the lav, of chance. Also solve a

problem containing two allelomorphs.

Ism 5, page lOo. The point to get across

is the genetic explanation of simple var­ iation and mutation. Allow the greater part

of the period for directed study.

5, The use of heredity to man.

This is the all important topic of

the unit. Do not hurry through it but

develop an emotional attitude toward the value of heredity to man. A talented student

could ,ork up a short skit for a homo room

or assembly program on the benefits of

Genetics to nan. Review Kendo1*0 laws thor­

oughly and let the students suggest a list of - ' ' ^ ./ organlsmic improvements brought about as a

result of the application of the laws of

heredity. After this discussion hand out

problem G, pa:;o 108. Give tao days to this

problem. Be sure that the meaning of Inbreed­

ing and outbreeding is clear to the students. 5

Then on the eleventh day begin working on

problem 7? 'page 109. Stress the pedigree charts

and the cugenlcal family studies. Also enpha-

deolrable offspring. Devote the twelfth day to this problem also. Give much time for very

informal discussion*

Spend the thirteenth and fourteenth

days in review by means of the "Summary of

Unit in Question Form". Take tine to clinch

the desirable emotional attitude. Then on

the fifteenth day give the unit test.

D. Sources Of Information And References.

I. Organizations.

See list of organisations given on page 53. II. Books end Poriodicalc.

Caldwell, O.V/ ;#

Coulter,M.Ce, Chloaso, ■Mk Universl j m m w a i K v.:'. -,f 3'' M' Davenport,Chao.B. ,& Lauslilin,Harry H., Hou To In^i^u^on^of^aahin|ton^UrM^enI( Office, Bull.13,1915.,C o M Springs Harbor, Long Inland, H.Y.

Eaot, E.M., and Jonon,D.F., Inbreeding and Out- brooding.,Philadelphia; J.B.Lippencott & Co., 1919. Jewett,Frances Gulick, The Noxt^Genoration. Boston; Ginn /!?' POpenoe,?aul Bowman, Aonlled^Fugenlcs. N.Y.JHacral1lan Company,:

Rice, Thurman 3.,Racial Hyrtione JI.Y. ; P.acmillan Company,1929. Singer,Chas., pie Story of^Living Things. N.Y.; Harpei

-■ Igglns, A* Si.. * Indlanapel

III. Films.

Indiana University, Extension Divlolon,Biooning- ton, Indiana. 1. Luther Burbank. Ho. HI!-20. 16mm. 51.00 per day. 2. Selecting Dairy Cattle. Ho.A-8. 35 mm. (>1.00 per day. 3. Better Seed— Better Crops. iTo.A-2. 35 mm. #1.00 per day. 4. Selecting a Laying Hen. Tlo.A-15.35 mm. #1.00 per day. 5. A Year with the Flock. Ho.A-21. 35 mm. . vl»00 per day.. Student's syllabus*

Uttlt 12. m a t Are The

Their Value - - u

I. Heredity and Environment*

Problem 1. Which is more important— heredity or

■ . environment? =

II. The Mechanism Of Heredity.

Problem 2. m a t is the bridge and vehicle that ... . • transports heredity?

III.The Nature Of Heredity. ^

Problem 3. m a t is the nature of heredity?

Problem 4. Hoy/ can v/e record the possible actions of

heredity?

Problem 5* Hoy/ do organisms of the same species differ?

IV.The Use of Heredity To Han.

Problem 6, What use has man made of heredity among

lower organisms?

Problem 7* '/hat can y/o do to improve the human race? 97

Problem 1. 7/hlch la L'oro Important— Heredity Or Environment? ■ : ' Object: To l e a m of the relationship that exloto between heredity and environment.

Uaterl&lsi None.

Procedure: As a result of your reading and the debate do the following exerciseo.

Problem Exercisest

1. Make a H o t of ten charactcrlctlco that you have an a result of heredity. 2. Make a list of ton characteristics that you have ao a result of environment.

3. Should farmers be concerned with heredity? Discuns.

4. In a child exactly like ono or both of hi3 parents? Discuss.- '

5* Explain the meaning of the statement: "Heredity provides the tools and environment the opportunity to use them." References:

Baker & Mills, p.649-56. . Gruenberg, p.507-8. Kinsey, p.280-1, 369, 385-93. Moon & Mann, p.667. Peabody & Hunt, p*2#5* Pleper & Beauchamp, p.506-10, Smallwood ot al, p.376. Waggoner, p.323-8. Wheat A Fitzpatrick, p.306-16. Problem 2. Y/hat Is That Transports Heredity?

Object: To learn hov; to offspring. Materials: The accompanying diagram.

Procedure: Label the diagram of reduction cell division as follows: Gera coll of female parent, germ cell of male parent, egg, sperm, chromosome, first coll of offspring. Label the chromosomes in the "first cell of the offspring" as follows: Chromosome from made parent, chromosome from female parent.

N.B. Hereditary traits,i.e. the detailed likenesses of offspring to parents, come to the offspring a very small bridge, the egg and the it, all the hundreds of physical and teristies that make up the adult individual have been transported across that very small bridge of protoplasm. In these tiny bits of'protoplasm— the sperm and the’egg— are bodies with which you are familiar, i.e. the chromosomes. These arc the vehicles that carry the substances that cause the protoplasm to develop as it does. These ultramicroscopic sub­ stances are called gened. Ho one has ever seen a gene. ' v:e know the genes arc there however because of what they do. Just as in the case of electricity, we do not see the current but we know that it is there because of the light and heat produced, the motors turned or the shock received. So we know that are in the chromosomes because of the way they cc protoplasm to develop* Therefore we soy that the are determiners of hereditary traits, but they are not the traits" theaseIvee, problem Exercisesi 1. that is the difference between a bcdy(somatic) cell and a germ cell? 2. Yhy does an egg cell have fewer chromosomes than body cell of the organism that produced it? 3. What would happen if gametes had as osoraea as body cells? 4. What is the relation between a chromosome 5. What do genes have to do with inheritance? References: Baker & kills, p.70-9, 629-3, 636-7 . Kinsey, p.370-2 99

Problem 2 (Continued)

Moon & Harm, p.671-75. Pleper & Beauchamp, p.513-4. Smallwood ct al, p.379-81, Waggoner, p.98-9, 335-7» Wheat & Fitzpatrick, p .268-70,315-7,331-3.

S8i75 100 r

Diagram 12. Reduction Cell Division. Object: To Analyze heredity and find out what it lo like, ;• V ' ' materials: Readins material below*

Procedure: The folio.owins dincuEGion states In brief form the nature of heredity. Three elementary laws are recognized in and purity of gametes. 1. Unit characters. a. Heredity is made un of utiui-u-uuujl-u . Kg. Eye color, height, size of car, of hair, music,ability, etc. b. These characters are made up of traits. Eg. Aye color consists of blue, green, hazel, brown, etc. ::HC : Height— tall, short, medium. Size of ear— large, small, medium. Texture of hair— fine, coarse, Liusic ability— excellent, poor. 2. Dominance* The traits of each character vary in to show up in the individual. Thus in the case of eye color, if the offsoring inherited blue eyes from the mother and brown eyes from the father (or vice versa) the eye color of the offspring would be brown because the blue is hidden by the brown, v/c say then that brown eye color is the dominant trait of these two for the character of eye color. Since the traits are represented by genes we speak of the gene for brown eye color as being the dominant gene of 3-Purity of gametes (or the law of s .tlon) • Since the characters are made up of traits and each trait is represented by it follows that every cell must have two each character. Such pairs of genes a: allelomorphs. In the cell these allelomorphs wo genes for a single character) in the same chromosome but in two different chromosomes. Consequently, as far concerned we have reduction division takes place of each pair goes into each gamete, Ar a result of this then there is only one gene for each character in each gamete. Thus we say that tho gametes--- ,------are pure for Blnsle traits, mien tho two gametes, an egg and a opera, unite we havo again, in the new organism, two genes for character and a pair of Thus each parent has contributed half of tho Problem Exerciser,: 1. Ilake a table like the oharactere for each of throe different oganlsmo: (Organism Character Traits of Dominant character. 1 ......

2* If an Individual haa a dominant gone for brown cyeo and a recessive esene for blue eyes making im his character of eye color, what kind of Genoa for this character will be found in his sperm? As far as the character "oyo color” is concerned how many different kinds of sperm will be produced? 3. If

he produce? If a woman had this genetic nalco-u? how many kinds of eggs could she produce? t References: Baker C-. Kills, p,633-5, 639-40. Gruenbsrg, p.508-14. Kinsey, p.372-80. Meier & Keler, p.475-8. Moon c- Kami, p.668-71, 677. Peabody & Hunt, p.269-75. ’ Pieper & Beauchamp, p.512-17. Smallwood et al, p.381-2. u: Waggoner, p.329-35. Wheat & Fitzpatrick, p.318-31. 1#

Problem 4, Hovf Gem if/o Of Heredity? ■jj Object* To l e a m genetic Bhorthajfid and possible inherit-mco In offspring.

Material: Reading material below. Procedure t In the last problem v/e learned that every character was represented by two genes known as allelomorphs* In genetics we use symbols (simple letters) to show the make-up of these allelomorphs. Let us Illustrate with the character "kind of hair". If the allelomorph consisted of two dominant genes for kind of hair (i.e. curly hair) we would indicate the single gene with a C„ or the allelomorph with CC. If an indi-

s a m a r a top one gene or cc for the allelomorph. The practice is to

in the allelomorph-one gene for brown (dominant) and one gene for blue (recessive). Thin allelomorph would bo written Bb* Recalling the three) laws studied in problem 5 let us see how they act in producing offspring. If an organism has two genes3S alike (i.e.(i.e, both dominan or both recessive) for an allelomorph he is said to '0G hompayaouo for that trait. Thus an individual with the make-up for kind of hair as CC would be homozygous

How supposing a man homozygous for brown eyes (BB) married a girl homozygous for blue eyes (bb) what kind of offspring would they have? Let us represent both, individuals in diagrammatic fashion as follows: Thus the—

They would produce gametes as follows

The gametes would unite to form the zygote-

Thus from two pure bred (homozygous) individuals we get a hybrid offspring. Thin offspring would have Problem 4 (Continued) brown eyes, however, blue In human eye color. Again let uo .see two individuals that eyes. Parents @

Possible / \ / \ @ Of © © " © ^ . - It Is possible for these gametes to unit© In tho follow­ ing ways: Ihus two r— — ----- — — offspring with brown eyes or blue eyes, notice however that there are three possible brown-eyed offspring to only one blue-eyed offspring. Thus for appearance wc have a 3:1 ratio. But as far as genes are concerned we have a one- to two; to one ratio (1:2:1), l.o. IBB, 23b, and Ibb. Xe call this ratio for genes (or genetic make-up) the genotypic ratio and the former ratio for appearance the nhonotvoic ratio. Thus the phenotypic ratio from a hybrid cross Is 3:1, while the genotypic ratio is 1:2:1. An easy way to determine the offspring possible from a given cross is by means of the ’’checker board” method. To illustrate this method let uo consider a couple heterozygous for

Parents: Hn

Gametes . N. L*..1 a iin m II mi Hn e ^_ . Possible t Offspring. c n Hn rm 8 ► - The open squares are the possible gametes and the closed squares are tho offspring produced by the union of the gamete directly over it and directly horizontal. The genotypic ratio is 1:2:1; the pheno­ typic ratio 3:1. 105

Problem Sxercisest 1. 7/hat is an allelomorph? 2. How many allelomorphs are there in a body cell? 5. How many genes are there in a body cell? 4. How many chromosomes are there in a gamete? How many genes? 5. If you crossed a white leghorn chicken (*T,7) with a red chicken (vnv) what would the offspring look like? 6. If R represents rod coat color and T stands for tallness what would be the phenotypes of the offsoring for parents of the following genotypes: Rr Tt X rr tt„ ?* A cat heterozygous for short-hair Is crossed U with a cat homozygous for long hair. If short hair is dominant what would be the possible genotypic and phenotypic ratios? 8. If a normal minded individual mated with a feeble minded Individual would their offspring bo feeble-minded? Discuss and prove your answer.

References: ” ' Use references of problem 5. 19#

Problem 5. Ho Spccleo Differ? ,

Object: To'o learn how parents and offspring differ i the geneticg explanation of these differences,

Materials: Leaves gathered on a field trip, paper. ■

Procedure: Go outdoors and collect one hundred leaves from the same species of plant. Be sure to get fully de­ veloped leaves* Also be sure to get the entire leaf when the plant happens to be a grass. Take those leaves to the laboratory and classify them according to their similarities. These may be length, width, number of serrations, length of petiole, or number of side veins. Or in the case of a compound loaf the number of leaflets or variations in a given leaflet. After you have classi­ fied your one hundred leaves according to somo one .characteristic make a graph of the distribution. Divide the base of your cross-section paper according to the number of classifications that you have. Then make a column on your paper for each class by filling in one square for each leaf in the group. Did you find any one leaf that did not belong with any group because it was so very different? T/hat would you call this leaf?

Problem Exercises: 1. v/hat is meant by the terms variation, mutation, and reversion? 2. In what way are mutation and reversion alike? 3. By means of genetic shorthand illustrate the dif­ ference between variation, mutation, and reversion. 4. Hake a list of six mutations. 5. Symbolically give illustrations of two individuals (with two allelomorphs each) which when mated would not have variation take place. 6. From exercise 5 what would you say as to the possibility of two organisms mating and having offspring in which there would not be variation. 7. v/hat Is the exact moaning of evolution? Under what condition would it not occur? 8. Name various ways in which mutation may occur. References: Baker & Hills. p.62C, 642-4.. Gruenberg, p .491-5* Kinsey, p.405-19. Moon & Mann, p.459, 464-66, 677-8. 1#

Peabody & Hunt, p.252-5. Pieper & Beauchamp, p.510-3, 518-20. Smallwood et al, p.576-9, 384-5. Wheat & Fitzpatrick, p.335-42.

f

— Object: To study the results achieved by selective breeding. '■ "

Materials: IMme.

Procedure; as a result of your reading and the class dis­ cussions do the problem exercises.

Problem Exercises: 1. v/hat Is meant by acquired characters? 2. What did Weismarm's experiment In which he bobbed

3. prwet 4. Name four new types of organisms that Burbank Introduced through selective breeding. 5. What is meant by inbreeding and outbreeding? 6. is inbreeding per se a bad practice? Explain. 7- What are some things that make a breeder willing to pay a high price for an animal? 8, How could a farmer benefit by the laws of heredity? 9. What is the value of a mutant? 10. Why is hybridizing valuable? References: Jewett, F.G., The Next Generation, p.7-11,26-33. Baker & Mills, p.6PPS.. Gruenberg, p.498-501, 504-7, 514-29. Kinsey, p.400-2. Meier & Meier, p.4-5, 471-75, 480-8. Moon & I.nnn, p • p7—8,• 675—6, 678—85* Peabody & Hunt, p.265-9. Pieper & Beauchamp, p.521-6, 531-9. Smallwood et al, p.384-90. Waggoner, p.53-6, 337-#. Wheat & Fitzpatrick, p.343-54. Problem 7» Hov: Can We Improve The Human Race?

Object: To learn hov/ the lav/o of heredity apply to man.

Material: None* Procedures Make a eu^enica! study of your family by making a pedlgi'ee chart and tracing as many physical and mental characteristics as you arc able.

Problem Exercises: 1. Who v/ero the "Jukes", "Kallikaks", "Eduardo"? 2. What do you conclude from a study of these families? 3. What is the meaning of "consanguineous"? 4. Are consanguineous marriages bad per se? Discuss. 5. Does alcohol used by parents.affect the offspring? Discuss. . • , . 6* name ten heritable traits and ten in the human. 7» Name five undesirable traits. 8. Mane five desirable traits. , 9. What determines the desirability of a trait? 10. name three ways by which the world could be made free from feeblo-mindcdness. 11. Is a genealogical record alone much help in the study of heredity? Discuss. 12. Are diseases inherited? Explain. 13. From the standpoint of the next generation which is the saner practice, "falling in love" or "growing in love"? Discuss.

References: ' Baker & Mills, p.625, 649-56. Qruenberg, o.580-9. Kinsey, o.280-1, 369, 385-93, 400-2. Meier & Meier, p.490-5. Moon & Mann, p."636-8. Peabody & Hunt, p.275-81. Pieper & Beauchamp, p.540-51. Smallwood et.al, p.390-4, 524. Waggoner, p.249-50, 344-58. Wheat & Fitzpatrick, p.355-70. Unit 12.

i ' ,.-v. Themes. : t: 1. The Factor Hyootheolo. 2. Sterilization Of Higfito. :;2 y ■ 3. Iribreedins vo. Outbreedlns* 4. Euthenics. 5. ConBanguineouo Harriagca. 6. "AH Hen Are Born Equal’.’ 7. Hybridization. 8. Evoluticau 9. Artificial Selection Of.Plants, : *■ ; ; 10. Artificial Selection Of Animals. 11. How To Select Farm /r.imals. ■a-'" 12. Animal Life Of Australia. 13. Biographiest Burbank, Darwin, Davenport, DeVries, Gallon, Wilson.

II. Experiments. 1. Genetic experiments take too long a time for the time limited to the unit. However, you nay set up an experiment at home and write a report on your setup. ' 2. Make a collection of mutations of either plants or animals, III. III. Diagrams, 1. Make diagrams showing the effect of dominance, partial dominance, or factors. 2. Hake a large chart of reduction division.

IV.Portraits of the biologist named in I 13.

V* Poem on some subject suggested by the unit study* + ' * VI.Scrap book made up of newspaper clippings or magazine clippings on various parts of ‘the unit. 111.

Unit 12.

Unit Summary In Question Form. 1. 'why Is It that heredity cannot operate without environment or environment without heredity ?

2. Hake a diagram illustrating how hereditary charac- - terlntlea are passed on from one generation to tho next. , ' .

3. Is it very likely that an individual would ever be entirely a "pure bred" or a "hybrid"? Explain.

4. By means of genetic shorthand show the meaning of the • principle, "then a reproductive cell of an organism gives rise to two gametes, one gene for each charac­ ter of that organism goes into each gamete".

5. What causes the 1:2:1 ratio to become a 3:1 ratio? * * ' 6. thy is it that a hybrid, or a mongrel, is able to masquerade as a purebred individual?

7. that is meant by artificial selection? fr

8. Hake a list of now organisms that Burbank introduced.

9. When must parents use alcohol in order for it to affect their offspring?

10. Yihat is meant by evolution? '

11. In what way ore mutation and reversion alike?

12. that kind of organisms would have to breed together in order that variation would not take place?

13. (a)that are mutants? (b)l!ake a list of mutants.

14. Contrast variation and nutation.

15. How is a eugenical family study made? . . ^

16. A red hen (RR) is crossed with a black rooster (rr). What color will the possible offspring be?

17. If a normal minded person mates with a feeble minded person will the offspring be feeble minded? Discuss* 112

. , '' * .1 ABBwer the following queotlonc as briefly as possible:

1. All species of organisms change from generation to generation. True or false? ( D i - M. . 2. A hybrid, or mongrel, is able to ' a purebred because of the law tlon. (2) Recapitulation. (3) (4) Unit characters. (5) Embryology. (3)2 j > 3. Genes are not only the ' characters themselves. (f)3 4. Sometimes an organism may have only one character. T or F? (r)4

5. Gametes contain allelomorphs. T or F? (5)5 6# Each individual is made up of many single characters which are inherited singly and never in groups. T or F? , (716

7. The germ cells contain the sum total of the . characters that will make up the new in­ dividual. ? or F? . (r)7

8. If one uses the high-powered lens on a microscope the genes may readily be seen.? or F? (F)Q

. 9. Genes are the miniature characters themselves which develop into full size with the growth of the organism. T or F? (f )9

10. Each parent passes on half of its traits to tho next generation by means of the gametes. T or F? (7llO

■ ■ - ■ . 11. The use of alcohol cannot have any effect on the next generation, f or F? (/Ill

12. The scientific word for change is (12) . ( ) 12

13*A living novelty which cannot be explain­ ed by the genetic make-up of its an­ cestors Is called a (13) . )13 (W ■+4~o*4- 14. To say that an individual may not be both a purebred and a hybrid is ( T or F?) ( /-*Xi 113

Unit Teat (Continued).

15. The 1:2:1 ratio becomes a 5:1 ratio because of the law of (15)

16. denes are found in the (16) of cello. If .When a nev/ offspring io nr-odunnri tho male contributea to) character and the (18) genets) for each character,thuo 19. making:i (19)gene(o)

20. (Me Rene for each garnets goes into character during mitosis cell dlv- *&****£*< to) ision, (If any of the underlined words are incorrectly used replac 23* them with the correct words by j ting them in the blanks to the right.

24.What kind of children could women mating have that sr following genetic make-ups: (Phenotypes) (Genotypes) (a) l?n X nn (Ratio: fit f«- a:*)_ 24 t >T |lTI t

^ 1>>T> |>1 T>1

(b) Hn X ITn (Ratio:

7) h Af /r yi 7/ At*

Let IT” normal mindodness. The material of this chapter has been Included for the convenience of the Instructor who t;lalien to introduce eugenics instruction in his biology course. Thcoo tables

(I to V Inc.) are made up of a tabulation of instructional material found in ten popular biology textbooks and suitable for use In eugenics instruction. The material is grouped under asexual reproduction, sexual reproduction, embryology, genetics, and life cycles. The exact page references arc

given along with the title of the division of the topic,

the organism used to Illustrate the fact or principle at

hand, the number of words in the discussion, and the number

of diagrams (visual aids) used to assist the printed natter.

The material tabulated in table V, pages 130 to 132, "Life Cycles” was of such a nature that it could not be classed

as suitable instructional material for any phase of repro­

duction or embryology. The number of words was estimated

by finding the average number of words in a line and mul­

tiplying this by the number of lines.

Several criteria for the selection of a textbook may

be here noted. Generally speaking a text that had much

material listed under "Life Cycles” did not have the read­

ing material for unit 11 well organised. Such a book

although it may be good as a reference book would be undesirable as a text. Another criterion as for as this program Is concerned Is the spread of the reading material.

material for eugenics Instruction vras grouped gave a clearer explanation of the principles Involved. In general the texts that have this material scattered throughout the book have not only treated the principles in a secondary fashion from the standpoint of organization but also from the standpoint of emphasis through style.

Most of the textbooks considered are excellent from the standpoint of reference material. Hov;ever, the treatment of reproduction In all of them still savors of the tradi­ tional attitude of taboo. As far as eugenics instruction is concerned there is much room for Improvement.

The following biology textbooks vzero analyzed:

Baker

and Company, 1925.

Meier| W.H,D.,and Meier,L. Essentials Of Biology. K.YtJ Ginn and Company,1931.

Pleper, C« J., and Beauchamp, V/.L. Everyday Problems In Biology. Chicagoj Scott,Foresman and Company,1932. ''■■■ - ■ , 116

Smallwood, 7f.H., Allyn and Bacon, 1934. Waggoner, H..7. and Conpanj^, sdioatj, Peli*, and H.Y.; /mierlcan Book Company, 117 : :'K|

,CABLE I.

III3TRUCTI01TAL MATERIAL FOR ASS>OJAL REPRODUCTION AS FOUND III VARIOUS BIOLOGY TEXTBOOKS.

. ■ « = = 'Bago Type of Organism u refer­ ual reproduc­ llluotrati7 \ ."-I' ence. tion. -/'l" 'Y

100-1 Fission si ^protozoans' 8 576-7 Sporulation Black mold 577 ft Yeast 577 5 fungi H? Buidii^ Sponge i1 350 * Hydra 1 570 1 0 Veg.Reared. Gen*1.Discus. # ir Gen11.Asexual 5

481 Fission H 58

4 Sporulation Gen'l.Discussion Budding 469 G e n ' L

Veg.Reprod. E l /miml^egeneration 462-3 Gen'l.Discussion

72 Fission Bacteria 50-1 Veg.Reprod. Regeneration i 227-8 Gen*1.Asexual Gen11.Discussion 226-7 Gen11. Re prod. Spontaneous Gen. 30 TABLE I (Continued)

Typo of asex- orf e «oed • ~Ho. of Fo. of ual reproduc­ wordo: dia- * ence. tion. a. Flocion »» ;s-3 210 172 Snorulation ft 17& 9 Budding ^ ^ Q 180 Yeast 160 Veg*Reprods Regoneration-Loboter 30 & Grafting-gen* 1. 210 221 M Regonoratlon-Hydra 50 237 W c. noon & 161 Fission 90 202 ft t!

Sporulatlon mold 1 I Budding Yeast 36 Veg.Reprod. Gen* 1. discussion 101 Its I Grafting-gen*1. 297 215-18 Rosenoration-spongo 63 0 ss Sen'l.Aoexual Oen'l.aiaouosiSn 54 0 f. Peabody, &

Fission u S'" l 544-5 Sporulatlon W‘ it 333-4 Budding S a o f la 1 Veg.Reprod. (teaftine-sen*l. I •;. m J'!- r- :

table I (contmuea)

—— .. — ------— Type of aoex- Organism used for 'er- ual reproduc- Illustration. * ..— ...—....*...... — ,— -— r~

156-8 Fission FlatY.-on 159-60 Sporulation Amoeba 110 Budding Yeast- 158 #$ Veg.Reprod. Lon-gen 1. i!85 Reprod.Gen *1. O m c r a l Lscuoaion 18 #

h. OmallAyeed et al. Hen Blp lo&y,.

332 Fission 335 ## Sporulation S - 3 0 PlourococcuQ i 335 Yolvox o Btridisg Hydra xeaot 8-9 Veg.Reprod Grafting-gen*1. i2 110 0 360-1 Reprod.gen*!. Excellent 1 . i. iL 208-9 Fission ## X 3 1 8 l Sporulation 121 0 ## 1 M 0 ## 0 m 0 I; N 0 Budding Yeast 100 Veg.Reprod. s 5570 m : 351 I 138 Reprod.gen*!. Comp.veg.& sexual. 184 0

^ 1_ - _, i-v".:; ,^. v:

■ M

rX t a b l e I (

■ # Paso Ty^c of aoox- OrBonism used for llo. of Mo. of rofcr- m l reproduc- Illustration, cnce, tione ------—— ----- " g i ‘-b *i : —

"fa. 44—5 Plosion Amoeba *-* 50 3. ^.0 :: E ^ cuool=n 4? I 250-4El SSsh. Spoliation !5EEbr H .S 909 246-7 Gen* !♦ asexual Gen11. discussion 275

.______' ..

121 ' \%

T/OBLEII ,JJW •U'L ■IHSTRUCTIOIIAL MATERIAL FOR SEXUAL INTRODUCTION AS FOUND ■

■ •■ - : .' . - ' ■■■ " ... m, ...' Page Typs of nexual refrer- ei reproduction, once.

a. Baker & m i n , ii"5 Conjugation CJHHHO H H H H H H O CU H H H O O H O O H H ClO H H O H H CyH 351 Alternation of Gen.Obe W # 328-30 •2

LiOOB 585-9 * ## SSfu0?8™ Hermaphroditii

## l.diBcuGsion 8 ## 590 Sexual Indiv, Starfinh # n %%¥Ofr w 575 , Sexual reprod.gen'l.- 573-4

.Life.

Conjugation Spirogyra Paramecium Spirogyra 212 s Fertilisation Bladder Wrack % n Alternation of generation** 43-4 # ## m ## I°o 1 . 228 TABLE II.(Continued)

Pose Type of sexual refer- ropr©duett oo*

b. (continued).

220 Hermaphroditism Hydra 0 484-5 Sexual Indlv. Fish I Insects I-8 : Vertebrates 483-4 General Sexual ! Reproduction. ilo S

16-7 Alternation of generations. 26-7 22-4 * 42 W | 219 w 192 228 Fertilisation 196-7 Sexual Indlv. I 200 « 204 " - : 1 i a. 137-9 Alternation of Generations. 50 2 ISS Sexual Indlv. ## Lolatc?"01, General Sexual Reproduction. TABLE XI (Continued)

...... - , Pace Type of nexual refer- reproduction. f o r m u l a -

155-6 Conjugation Spirogyra Paraneciui l 119 Alternation of generations. tiislonpo 0 123-6 168- 9 $# i: 169- 71 Sexual InOiv. * & Birdo in gen'l. i1 f.

221-33 Alternation of generatlone. Angioopermo. 3 324-7 it Fern SE 327-30 n 331-2 Conjugation JS 1 211 Sexual Indlv. ' S k s s ^ s . 108 0 W 212-6 Fish 551 217-20 t! Frog 408-11 # Chick si 1 473 Sexual Reprod* A very excellent Is gMMral* table of comparison Planer & Beauchamp»

166 ^ Conjugation Ulothrlx 170 1 Paramecium Spirogyra 280 2 167 Fertilization Oedlgonium 120 1 160-70 Alternation of generations. I'os a 430 1 170-4 " 179-80 Sexual Indlv. ^ “ S S S I b o . l 168 Sen*1.Sexual Reproduction. rnmumwk 160 0 178-9 " 370 1 '

T/J3LS II ^Continued)

336-7 Fertilisation 261 Alternation o: generations* ■ 264-5 ir u 218. Coclcnteratos 130-1 Sexual Indiv. 240 Frog $ : 7 : St l 2)0-300 Gen*1.Sexual Reproduction. Pine f*» 1 1 n *" • ^ ■ % *' T', 324 % l 339 M 44 0 318-9 W Spirogyra , 0 * Fucus * 218 1 I 1. Waggoner. I-odem Biology.

364 Conjugation Protozoa 66 32-5 Alternation of generations. Angiospcrns. 539 443 Sexual Indiv. Vertebrates 55 l 32 Gen* 1.Sexual Reproduction. 0 391 Insects ' SI 0

49-50 Conjugation 290 0 ",Hold,Spiro. 904 7 268 Fertilisation :n'l. Discuss. 176 1 a 270-1 W 297 0 273-80 Alternation of generations,. H 5 5 10 282- 3 Sexual Individual Sec.sex.charac, 220 2 283- 5 M FrogfFlsh. 620 * 1 287-8 Gen'l.Discuss. 199 1 281 G-en* 1* Sexual Reproduction. 176 2 - -f " - . .I'"-

tabls h i .

INSTRUCTIONAL MATERIAL FOR BIOLOGY TEXTBOOKS.

- --Tf , -

Pago Embryology of refer- plant or animal. for Illustration.Yfordo. Dia- ______'.;... ' ■ s ™ ™ .

613^-14 Plant 615 w 616- 17 Animal 617- 19 ” Chick 3 619-20 « • 600-1 Gen*1.Embryology 0 ill-12 396 1

b. G: Life.

Plant 81 0 GT * 67-70 " 212 Animal i i

220 Plants Ansioopom 239-41 Animals General Diocueo. 241- 2 " Chick 242- 4 " 1-C CwO vvi J-d oX v^IX 244-5 " Feeding embryo 238-9 General embryol. -- . , 160 0 d. i££. raqontlalo of Blolosy,.

153-5 Plant C o m — Bean 198 n Pino % ? 259-60 Animal Frog 270 1 ■ A 1 1

125 Plant Angioopcm *# 137 799 X TABLE III (Continued)

mm Ecabryology of organic no. of 1:0. of I T o r - plant and animal. ■ ence. tion. —L “—"--It" — f.

234-5 Plants n 242-5 Gon’l.DiccuoG. 1 212-6 Animals Fish 445-6 n Pleoe^y^chson,

113-4 Plant 280 131-40 Animal Gen'1.Discuss. 1895

282-6 Plant 147-51 Animal 151-3 * 53 I 1.

Plant Angloonera M 1 n . 8 s Animal 2 W

3- 285-6 Animal 288-91 $# Gon'l.Diusuos. 273 2 127

TABL2 IV.

INSTRUCTIONAL MATERIAL FOR GENETICS AS FOUND IN VARIOUS . DIOLOOS I^TBOUKS. . 'A - ,

Pago- Aspect of refer- GeaeMee* enee. R: a.

78-9 Mechanism of heredity. 629' 6}0 * 6)0-2 * 81:? . ## Mendel*a Laws 633-4 # 6 % M 639-40 m 639^40 M 628 Va):latlon & Mutation. 642 W 643- 4 m 644- 8 Application to plants & animals. 625 Appllc.to man 649-56 M 106 Gen*1.genetics.

508 Mendel*o Lav;o 508-12 512-14 491-5 Variation and mutation. 498-501 Application 504-7 " 514-17 ” 519-29 " 56CH9 " 507-8 Gcn’l. genetics 120

TABLE IV |

.... — — —— — '— ... . Paso Aspocu of rofer- gen#ties* T ~ Dia-f ______

370-2 Mechanism of heredity* Gen*1.Discuss. 1C?0 372-4 Jvlendel* s Lav/s Unit character 5f0 50 374-6 M 480 0 W 376-80 Segregation 720 3 405-13 Variation and imitation. Variation 6 M 413-19 Mutation s s 5 400-2 Apr-llcaticn 580 1 369 Gen’l. genetics* 280-1 0 n 385-93 1420 6

•• a. mss. k mss, mp&tete .of gLolost.

475-6 Mendel* g Laws Gen* 1.Discuss* 2 476-7 Dominance S8 0 477 1 w 45 478 Gen*l^Diecuss. 116 1 4-5 Apolication Plants & Animals 202 2 # 471-75 Plants 3 480-8 # Animals - 490-5 S 1

671-75 Mechanion of heredity. Gon*l. Discuss. 700 4 Mendel* g Lav:o Dominance; 180 0 * Segregation 100 0 # Unit characters w 227 0 Incomplete Dorn. 90 1 Variation and nutation. Variation 45 1 r464-66 Mutation 1 677-8 tl ii 1 TABLE IV (Continued)

Paso Aspect of Dlsoussuion^ Ho._0f refer- Genetica. #na«p ' Grans.

e# (Continued)

Application isr-“ l i ! m inbreeding and u outbrecdlnG(Pit.)403 0 666-8 w 1 667 Gen' 1. Genet! w - '-SS ' 135 2

f. Peabody & Hunt. Biology and HumanI v.'elfaro.

269-75 Mendel*a Lav/o Gen * 1.D1scun s. 1090 3 252-5 Variation and mutation. 265-9 Application m Man 1251 I I -C1 Gen' l.genetlea 171 I 6« Plonor ft Bc.auchr.no, Everyday Problens

513- 4 Hechanlon of heredity. Gen'l. Diocuso. 330 512-3 I'cndcl' o Unit character 120 * 1 514- 7 Dominance 770 3 510-3 Variation anc nutation# Variation 340 2 518-20 2 5 m ~ 6 Application Plant & Animal 1310 531-9

Gen11.senetico. 509-10

379-81 Meehan!am of heredity. Gen’l.Dincuon. 381-2 Mendel*o Lav;a i 376-9 Variation and mutation* M Variation 384-5 Mutation fii 30 TABLE IV (Continued)

------Paco Aspect of Discussion refer­ genetica* vordo, Dia- ence

h« (continued) -

384-90 Application 4 390-4 2 Oen'l.scnetico, 0 r» 0 i.

93-9 Mechanism of Gen’l. 0 335-7 m 2 329-31 Mendel’s Laws. 1 331- 2 Unit character 0 332- 4 H 0 334-5 * Segregation 1 53-6 Application Plant & Animal 0 I* Plant 0 34ol4° n /mimal 1210 1 * I.:an( disease) 341 0 $ 8 % * Llan 4122 4 323-8 Gen11.genetics 2156 0

J. 122=St & Mt^natrlck, Adronood BIo Io q t . 315-7 Mechanism of . heredity . Gcn’l. Discuss. 593 2 263-70 Maturation 360 3 331-3 n Chromosomes- C-encD. 627 0 318 Mendel’s Lav;c. Unit characters 77 1 327-30 M U 502 4 318-22 N Incomplete Dorn. 1034 M 2 323- 25 M Dominance 428 3 324- 27 W Segregation 616 3 330-31 Summary 339 0 335-42 Variation and mutation. Mutation 8 343-54 Application, Plant & Animal 2401 9 355-70 Han 4263 8 306-16 Gen*1.genetics. 997 8 151

TABLE V. LIFE CYCLES.

IL\TEIITAL HOT SUITABLE FOR SPECIFIC REPRODUCTION INSTRUCTION.

356-7 Roundworm 407 2 112 Malaria parasite 77 1 113-4 Mosquito 100 1 355-6 Tapeworm 297 1 177-3 Butterfly 352 1 197 Codling moth 40 1 b. Greenberg;. Biology and Kaman Life...

27 Grasshopper 210 1 28-9 Butterfly 440 28& Frog 200 1 523 Malaria paraoito 60 1 324 Mosquito 70 1 333 Tapeworm 161 1 o. m S S L A ms. inteoauc^on lo BltiLoQr 55-6 Insects 358 1 672-5 Ant# 620 2 695-7 Oil Beetle 410 1 d. Meier & Meier, Essentials of Biology.

405-7 Mosquito 180 0 224-5 Tapeworm 150 0 .7° Butterfly 180 1 619 ^ Butterflys & moths 120 0 59-63 Insects-mainly ding. 0 8 71 Cabbage worn 70 0 71 Cutworm 50 0 71-2 Codling moth 80 1 72 Cloths moth 120 0 73, Tree Borer 80 0 73 Squash-vine borer 30 1 74-5 C o m borer 370 3 132

T/J3LTD V (Continue)

...... Page Life cycle iluabor reference. of- words. ------2-r---- d. (continued) ■ Gypoy moth — 70 o Brovai-tail moth Tent-caterpillar g Silkworm i 1 Botfly ! 49 0 Hessian fly House fly 50 2 Ant 0 1

221 Tapev/om 221 Trichina 237 Craufioh 250-3 draoehopper 275-5 Bee 209 Tent-caterpillar 289 Codling moth 290 Japanese Beetle 292 Brov,n-tai led moth 308-10 Fioh 311 Salmon 312-14 330-2 ai-, Ilalaria parasite HSliSES.. : 463- 4 Salmon 1 464- 5 Eel 1 Butterfly t r 80 Codling moth 490-2 Orao chopper 496-7 Honeybee Moequlto I f e : ? 1 Malaria parasite ^ y-

TABLE V (Continued)

Fage Life cycle reference, of uordo.

G* Plover

299 Apple runt

h. Gmallino.od et al, lew ^Bioloo;.

101 Ant Codling moth Codling moth 110 Crayfioh 132 Eel 60-1 Grasshopper 84 Housefly 916 Malarial parasite 90-2 Butterfly 75 Potato Beetle 121 Trlchinella 155 Snake

171-5 Mold 494 188-9 Oat Smut l 379 Taper,-ora 0 381-2 Trichina 391-5 Insects 1276I Locusts 390-Ioo Hay Beetle 400-402 Aphids 1 403-4 Cabbage Butterfly ! 407 Parasitic Insects ?!7o 411 House Fly 121 1 415-6 MOSquitO 352 2

J. £horvt & Fl^rmtvlcVc,, Advanced Biology.

287 Frog 144 1 CHAPTER V. GUJ-rJulY. This study was made to construct a eir-cnics prc^r.rn

Integrated in a course of high school biology. The need

for such study, the purpose of the study, the underlying principles for eugenics instruction* and the program itself are summarized below.

I. The need for ouch a study as this is justified by

the fact that it will provide the following things:

1. An opportunity for young people to develop a

wholesome and appreciative attitude toward

matters relating to sex.

2. A scientific vocabulary for the discussion of

eugenics. .

3. Answers to the natural questions of young

people in such a way as to prevent morbid and

to develop healthy attitudes toward sex natters. 4. A means for strengthening the character of boys

and girls against common temptations of youth.

5. A way to give young people some conception of

the responsibilities of parenthood in the light

of modern science.

6. A means of disseminating eugenics information

and for correcting the erroneous concepts

pertaining to eugenics that laymen possess. 135

7. A device for inculcating information and 1doala

needed to guide young people in selecting a

mate and to help them in their married life.

8. A field for leisure time activities. 1

II. The purpose of the study v.-as to present a program

of eugenics Instruction that would partially

fulfill the need shown above and that would be

integrated in a high school biology course.

III. The underlying principles for eugenics instruction

wore given as follows:

1. Springtime is the most desirable time of the

year for eugenics instruction,

2. A scientific vocabulary is necessary.

3. The proper mental and social atmosphere must be

maintained at all times among the members of the

class. 4. The teacher's attitude toward his students

should be easy, proper, and wholesome.

5. The subject matter headings should be carefully

worded so ao to avoid having an undesirable

connotation.

6. The instructor for the eugenics program should be the regular teacher of biology.

7. The biological phases of eugenics instruction

should be an integrated part of biology. 8.Instruction In regard to venereal diseases should not receive abnormal emphasis,

9, Eugenica instruction must definitely and

unequivocally teach about human reproduction.

10, In cases of special problems of sex conduct

private instruction should be given the

Individual.

/— 11. The introduction of eugenics instruction

should not be given public announcement.

— 12. The sociological aspects of eugenics should

be integrated with other phases of the school

program.

13. A good extra-curricular program is a necessary

factor in an entire-school eugenics program. IV.

IV. The eugenics program v/ao presented from two

standpoints.

1. An outline of biology units for a year of

biology was presented in order to assist

the reader in determining the nature of the integration of the eugenics material proper.

2. The program itself was presented from the

standpoint of the teacher and of the pupil.

Two units were given, unit number 11 and 12,

which are outlined below. 137

11.

Hoy: Organisms Perpetuate Their Kind.

I. Hon M f e Begins.

1. The Solving Of A Biological Kyotsry.

2. Multiplication By Division.

3. Multiplication By Division And Addition.

4. Tv:o Forms Of Reproduction In One Life Cycle.

5. Systemic Formation Of New Life. II. How Her? Life Develops. s

1. Plant Development.

2. Animal Development,

Gutl-ine-Of Unit 12.

V/hat Are The Laws Of Heredity And Their Value To Han?

I. Heredity and Environment.

II. The Mechanism Of Heredity.

III. The Nature of Heredity.

IV. The Use Of Heredity To Han. 138

" Allen9 Eflsar, Editor, Sox and Internal Secretions. Baltimore; Williams and ?;illd.na company, 1932. - American Federation For liyaiene, Ronort of the

- Arey, L.3., Developmental Anatomy. Philadelphia; V.'.B.Saundero company, 1930. ”

Baker9 A.G., and Mills» L.H., aynanlc Biology. H.Y.; Hand Penally and Company, 1933.

Balllet, T.il., In Public I.Y.; American hoc la] Anoociation, % Publication -571. Beatty, Willard F. .^Sex^ Inotoictlon^Iri^Public Schools.

Babcock, E.B., Genetics ln^Relation to^Agrlculture.

Bigelow, Maurice A., Company,1930.

Briggs, Thomas^H., Secondary Education. IT.Y.;

/ Bull, Raymond C., and ^ w __ ___ Philadelphia; J.B.IJLppincott Company,

Caldwell, O.v:., Skinner, C.E., and Tic to, J.F. Biological Foundations of Education. 11.Y.; Ginn and Co., 1931.

Castle, "William E., Genetics and Eugenics. Cambridge, Harvard University Press, .1930,

Chamberlain, Chas. J., Elements^ of^ Plant Science.

^/Chapman, J.C., and Counts, G.S. Principles of Education. 11. Y.J nought on Mifflin Company, 1924.

Cooley, Chas.H., Social Process. II.Y.; Charles Scribner1» Sons, 1926. 139

Coulter, J.U,, The Evolution of sex^in Plants. Chicano;

Coulter,^H;C., Outline of^Gonetior.. Chicago; Univornlty

Davenport, C.B., and Laughlin, Harry !-l., Hoa to Hake a Euphonical Family Study. Bull.,'713, Busonicu Record Office, uarncgic institution of Hachlnston, Cold Springs Harbor, Long Island, II.Y.,1915% Darwin, Leonard, The Heed For Fu.n-enics Reform. H.Y.; Appleton Company, 192*57"

DeBecr, G.R. .^Experimental '-Yibryolo-gy. Oxford, Clarendor

Downing, 2.R., Elementary Enr.cnlcs. Chicago; University of Chicago;Press, 1925%

East, E.H., Hercdj ty end Hunan Affairs. H.Y.; Scribner's Sons, 192?.

------Mankind at the Crossroads. 1923.

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