=Biology the science basal to all knowing=

The life sciences, broadly conceived, are basal to all departments of knowledge; and the study of biology illumines every field of human interest. To the believer in evolution the human body, brain, senses, intellect, sensations, impulses, habits, ideas, knowledges, ideals, standards, attractions, sympathies, combinations, organizations, inst.i.tutions, and all other powers and possessions of every kind and degree are merely crowning phenomena of life itself. The languages, history, science, economic systems, philosophies, and literatures of mankind are only special manifestations and expressions of life and a part, therefore, of the studies by which we as living beings are trying to appraise and appreciate the meaning of life and of the universe of which life is the most significant product. Life is not merely the most notable product of our universe; it is the most persuasive key for solving the riddle of the universe, and is the only universe product which aspires to interpret the processes by which it has reached its own present level.

All knowledge, then, is _biological_ in the very vital sense that the living organism is the only _knowing_ thing. The knowing process is a life process. Even when knowledge pertains to non-living objects, therefore, it is one-half biological; our most worth-while knowledge--that of ourselves and other organisms--is wholly so.

Because all our knowledge is colored by the life process, of which the knowing process is derivative, the study of life underlies every science and its applications, every art and its practice, every philosophy and its interpretations. Biology must be taught in sympathy with the whole joint enterprise of living and of learning.

=Adaptation without losing adaptability the goal of life and of education=

The most outstanding phenomenon of life is the _adaptation_ of living things to the real and significant conditions of their existence.

Furthermore, as these conditions are not static, particularly in the case of humans, organisms must not merely be adapted, but must continue thereafter to be _adaptable_. Now learning is only a special case under living, and education a special case under life. Its purposes are the purposes of life. It is an artificial and rapid recapitulation for the individual, in method and results, of past life itself. The purpose of education is "adaptation,--with the retention of adaptability." It is to bring the individual into attunement, through his own responses and growth, with all the real factors, external and internal, in his life,--material, intellectual, emotional, social, and spiritual,--and at the same time leave him plastic.

Adaptation comes through the habit-forming experiences of stimulus and response. The very process of adaptation, therefore, tends toward fixity and to destroy adaptability. It is thus the task of education, as it is of life, to replace the native, inexperienced and physiological plasticity of youth with some product of experience which shall be able to revise habits in the interest of new situations. The adaptability of the experienced person must be psychical and acquired. It must be in the realm of appreciation, att.i.tude, choice, self-direction--a realm superior to habit.

In this human task of securing adaptation and retaining adaptiveness the life sciences have high rank. In addition to furnishing the very conception itself that we have been trying to phrase, they give ill.u.s.trations of all the historic occasions, kinds, and modes of adaptation; in lacking the exactness of the mathematical and physical sciences they furnish precisely the degree of uncertainty and openness of opportunity and of mental state which the act of living itself demands. In other words the science of life is, if properly presented, the most normal possible introduction to the very practical art of living. Because of the parallel meaning of education and life in securing progressive adaptation to the essential influential forces of the universe, an appreciative study of biology introduces directly to the purposes and methods of human education.

CHIEF AIMS OF BIOLOGY AS A COLLEGE SUBJECT

=Why study biology in college?=

While students differ in the details of their purposes in life, all must learn to make the broad adjustments to the physical conditions of life; to the problems of food and nutrition; to other organisms, helpful and hurtful; to the internal impulses, tendencies, and appet.i.tes; to the various necessary human contacts and relations; to the great body of knowledge important to life, which human beings have got together; to the prevailing philosophical interpretations of the universe and of life; and to the pragmatic organizations, conventions, and controls which human society has inst.i.tuted. In addition to these, some students of biology are going into various careers, each demanding special adjustments which biology may aid notably. Such are medicine and its related specialties, professional agricultural courses, and biological research of all kinds.

An extended examination of college catalogs shows some consciousness of these facts on the part of teachers of biology. The following needs are formally recognized in the prospectuses: (1) The disciplinary and cultural needs of the general student; (2) the needs of those preparing for medicine or other professional courses; and (3) the needs of the people proposing to specialize in botany and zoology.

These aims are usually mentioned in the order given here; but an examination of the character of the courses often reveals the fact that the actual organization of the department is determined by an exact reversal of this order,--that most of the attention is given, even in the beginning courses, to the task of preparing students to take advanced work in the subject. The theory of the departments is usually better than their practice.

In what follows these are the underlying a.s.sumptions,--which seem without need of argument: (1) The general human needs should have the first place in organizing the courses in biology; (2) the introductory courses should not be constructed primarily as the first round in the ladder of biological or professional specialization, but for the general purposes of human life; (3) the preparation needed by teachers of biology for secondary schools is more nearly like that needful for the general student than that suited to the specialist in the subject; and (4) the later courses may more and more be concerned with the special ends of professional and vocational preparation.

GENERAL AIMS OF BIOLOGY IN EDUCATION

What are the general adaptive contributions of biology to human nature? What are the results in the individual which biology should aim to bring to every student? There are four cla.s.ses of personal possessions, important in human adaptation, to which biology ministers in a conspicuous way: information and knowledge; ability and skills; habits; and att.i.tudes, appreciations, and ideals. These four universal aims of education are doubtless closely related and actually inseparable, but it is worth while to consider them apart for the sake of clearness.

A. TYPES OF BIOLOGICAL KNOWLEDGE USEFUL IN THE ADAPTATION OF HUMAN BEINGS TO THE MOST IMPORTANT CONDITIONS OF THEIR LIFE

=(1) Study of biology furnishes knowledge of adaptive value=

(1) Some knowledge of the processes by which individual plants and animals grow and differentiate, through nutrition and activity; of the process of development common to all organisms; and the bearing of these facts on human life, health, and conduct.

(2) An outline knowledge of reproduction in plants and animals; the origin, nature, meaning, and results of s.e.x; the contribution of s.e.x to human life, to social organization and ideals, and its importance in determining behavior and controls.

(3) A good knowledge of the external forces most important in influencing life; of the nature of the influence; of the various ways in which organisms respond and become adjusted individually and racially to these conditions. A sense of the necessity of adaptation; of the working of the laws of cause and effect among living things, as everywhere else; of the fact that nature"s laws cannot be safely ignored by man any more than by the lower organisms; of the relation between animal behavior and human behavior.

(4) Equally a true conception of the known facts about the internal tendencies in organisms including man, which we call hereditary. The principles underlying plant, animal, and human breeding. Any progress in behavior, in legislation, or in public opinion in the field of eugenics, negative or positive, must come from the spread of such knowledge.

(5) A knowledge of the numerous ways in which plants and animals contribute to or interfere with human welfare. This includes use for food, clothing, and labor saving; their destruction of other plants or animals useful or hurtful to us; their work in producing, spreading, or aiding in the cure of disease; their aesthetic service and inspiration; the aid they give us in learning of our own nature through the experiments we conduct upon them; and many miscellaneous services.

(6) A conception of the evolutionary series of plants and animals, and of man"s place in the series; a rea.s.surance that man"s high place as an intellectual and emotional being is in no way put in peril by his being a part of the series. Some clear knowledge of the general manner of the development of the plant and animal kingdoms to their present complexity should be gained. The student should have some acquaintance with the great generalizations that have meant so much to the science and to all human thinking, should understand how they were reached and the main cla.s.ses of facts on which they are based.

(7) The general student should be required to have such knowledge of structure and cla.s.sification as is needed to give foundation and body to the evolutionary conceptions of plants and animals, and to the various processes and powers mentioned above--and only so much.

(8) Some knowledge of the development of the science itself; of its relation to the other sciences; of the men who have most contributed to it, and their contributions; of the manner of making these discoveries, and of the bearing of the more important of these discoveries upon human learning, progress, and well-being.

(9) Something of the parallelism between animal psychology, behavior, habits, instincts, and learning, and those of man,--in both the individual and the social realm.

(10) An elementary understanding of plant and animal and human distribution over the earth, and of the factors that have brought it about.

B. FORMS OF SKILL WHICH WORK IN BIOLOGY SHOULD BRING TO EVERY STUDENT

=(2) Biological study gives desirable skills=

Skill or ability may be developed in respect to the following activities: seeking and securing information, recording it, interpreting its significance, reaching general conclusions about it, modifying one"s conduct under the guidance of these conclusions, and, finally, of appraising the soundness of this conduct in the light of the results of it. All of these are of basic importance in the human task of making conscious adjustments in actual life; and the ability to get facts and to use them is more valuable than to possess the knowledge of facts. Other sciences develop some of these forms of skill better than biology does; nevertheless, we shall find that biology furnishes a remarkably balanced opportunity to develop skills of the various kinds. It presents a great range and variety of opportunity to develop accuracy and skill in raising questions; in observation and the use of precise descriptive terms in recording results of observation; in experimentation; in comparison and cla.s.sification. It is peculiarly rich in opportunities to gain skill in discriminating between important and unimportant data,--one of the most vital of all the steps in the process of sound reasoning. In practice, a datum may at first sight seem trivial, when in reality it is very significant. _Skill_ in estimating values comes only with _experience_ in estimating values, and in applying these estimates in practice, and in observing and correcting the results of practice.

Finally, skill in adjusting behavior to knowledge is one of the most necessary abilities and most difficult to attain. The study of animal behavior experimentally is at the foundation of much that we know of human psychology and the grounds of human behavior. Even in an elementary cla.s.s it is quite possible so to study animal responses and the results of response as to give guidance and facility to the individual in interpreting the efficiency of his own responses, and in adding to his own controls. As has been said, practice of some kind is necessary to determine whether our estimate of values is good. Even vicarious experience has educative value.

C. HABITS WHICH MAY BE STRENGTHENED BY THE WORK IN BIOLOGY

=(3) Biology may supply adaptive habits=

Habits are of course the normal outcome of repeated action. Indeed, skills are in a sense habits from another point of view. Skill, however, looks rather toward the output; habit, toward the mode of functioning by the person by whom the result is attained. We may then develop habits in respect to all the processes and activities mentioned above under the term "skills." The teacher of biology should have definitely in purpose the securing for the student of habits of inquiry, of diligence, of concentration, of accuracy of observation, of seeking and weighing evidence, of detecting the essentials in a ma.s.s of facts, of refusing to rest satisfied until a conclusion, the most tenable in the light of all known data, is reached, and of reexamining conclusions whenever new evidence is offered.

Of course it is impossible to use biology to get habits of right reasoning in students unless we _really allow them to reason_. If we insist that their work is merely to observe, record, and hold in memory,--as so many of us do in laboratory work,--they may form habits of doing these things, but not necessarily any more than this.

Indeed, they may definitely form the habit of doing _only_ these things, _failing to use the results in forming for themselves any of the larger conclusions about organisms_. _Seeing_ and _knowing_--without the ability and habit of _thinking_--is not an uncommon or surprising result of our conventional laboratory work. There is only one way to get the habit of right "following through" in reasoning; this is, _always to do the thing_. When data are observed or are furnished it is a pedagogical sin on the part of the teacher to allow the student to stop at that point; and equally so to deduce the conclusion for the student, or to allow the writer of the textbook to do so, or at any time to induce the student to accept from another a conclusion which he himself might reach from the data. We have depended too much on our science as a mere observational science,--when as a matter of fact its chief glory is really its opportunity and its incentives to coherent thinking and careful testing of conclusions.

It is inexact enough, if we are entirely honest, to force us to hold our conclusions with an open mind ready to admit new evidence. It is entirely the fault of the teacher if the pupil gets a dogmatic, too-sure habit of mind as the result of his biological studies. And yet, as has been said, it is exact enough to enable us to reach just the same sort of approximations to truth which are possible in our own lives. The study of biology presents a superb opportunity to prepare for living by forming the habits of mind and of life that facilitate right choices in the presence of highly debatable situations. In this it much surpa.s.ses the more "exact" sciences. We may conclude, then, by positing the belief that the most important mental habit which human beings can form is that of using and applying consciously the scientific method as outlined above, not merely to biology alone, but to all the issues of personal life as well.

D. APPRECIATIONS, ATt.i.tUDES, AND IDEALS AS AIDED BY BIOLOGY

=(4) Att.i.tudes of life perfected by study of the life sciences=

This group of objectives is a bit less tangible, as some think, than those that have been mentioned; but in my own opinion they are as important and as educable for the good of the youth by means of biology as are knowledge, skill, and habit. In a sense these states of mind arise as by-products of the getting of information, skills, and habits; in turn they heighten their value. We have spoken above of the need of skill and habit in making use of the various steps in the scientific method in reaching conclusions in life. These are essential, but skill and habit alone are not enough to meet the necessities in actual life.

In the first place the habit of using the scientific method in the scientific laboratory does not in itself give a.s.surance that the person will apply this method in getting at the truth in problems in his own personal life; and yet this is the essential object of all this scientific training. In order to get the individual to carry over this method,--especially where feelings and prejudices are involved,--we must inculcate in him the scientific ideal and the scientific att.i.tude until they become general in their influence. To do this he ought to be induced as a regular part of his early courses in biology to practice the scientific method upon certain practical daily decisions exactly with the same rigor that is used in the biological laboratory. The custom of using this method in animal study should be transformed into an _att.i.tude of dependence upon it_ as the only sound method of solving one"s life choices. Only by carrying the method consciously into our life"s problems, _as a part of the exercise in the course in biology_, can we break up the disposition to regard the method as good merely in the biological laboratory. We must generate, by practice and precept, the _ideal_ of making universal our dependence upon our best instrument of determining truth. A personal habit in the laboratory must become a general ideal for life, if we hope to subst.i.tute the scientific method for prejudice in human living. There is no department of learning so well capable of doing this thing as biology.

In the second place, the scientific method standing alone, because of its very excellence as a method, is liable to produce a kind of over-sure dogmatism about conclusions, unless it be accompanied by the scientific att.i.tude or spirit of open-mindedness. The scientific spirit does not necessarily flow from the scientific method at all, unless the teacher is careful in his use of it in teaching. We make a mistake if, in our just enthusiasm to impress the scientific method upon the student, we fail to teach that it can give, at best, only an approximation to truth. The scientific att.i.tude which holds even our best-supported conclusions subject to revision by new evidence is the normal corrective of the possible dogmatism that comes from over-confidence in the scientific method as our best means of discovering truth.

The student at the end of the first year of biology ought to have more appreciation and enjoyment of plants and animals and their life than at the beginning,--and increased appreciation of his own relation to other animals; some att.i.tude of dependence upon the scientific method of procedure not merely in biology but in his own life; a desire, however modest, for investigating things for himself; and an ideal of open-minded, enthusiastic willingness to subject his own conclusions to renewed testing at all times. All these gains should be reinforced by later courses.

SPECIAL AIMS OF BIOLOGY IN EDUCATION

=(5) Biology a valuable tool for certain technical pursuits=

So far as I can see, the preparation of students for medicine, for biological research, or for any advanced application of biology calls only for the following,--in addition to the further intensification of the emphasis suggested above: