ner
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 classes of facts on which they are based.

(7) The general student should be required to have such knowledge of
structure and classification 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
classification. It is peculiarly rich in opportunities to gain skill
in discriminating between importan