t 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 class 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
mass 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