_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 surpasses 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, ATTITUDES, AND IDEALS AS AIDED BY BIOLOGY

=(4) Attitudes 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