SOME MOOT PROBLEMS[2]

=Ascending or descending order?=

1. Shall we begin with the simple, little-known, lower forms and
follow the ascending order, which is analogous at least to the
evolutionary order? Or shall we begin with the more complex but
better-known forms and go downward? It seems to the writer that the
former method has the advantage in actual interest; in its
suggestiveness of evolution, which is the most important single
impression the student will get from his course; and in the mental
satisfactions that come to pupil and teacher alike from the sense of
progress. However, our material is so rich, so interesting, and so
plastic that it makes little difference where we begin if only we have
a clear idea of what we want to accomplish.

=Morphology versus other interests=

2. What proportion of time should be given to morphology in relation
to other interests? For several reasons morphology has been
overemphasized. It lends itself to the older conception of the
laboratory as a place to observe and record facts. It offers little
temptation to reach conclusions. It calls for little use of gray
matter. This makes it an easy laboratory enterprise. It is what the
grade teachers call "busy" work, and can be multiplied indefinitely.
It can be made to smack of exactness and thoroughness.

Furthermore, morphology _is_ in reality a basal consideration. It is a
legitimate part of an introductory course,--but never for its own sake
nor to prepare for higher courses. But morphology is, however, only
the starting point for the higher mental processes by which different
forms of organisms are compared, for the correlating of structure with
activity, for appreciation of adaptations of structure both to
function and to environmental influence. It thus serves as a
foundation upon which to build conclusions about really vital matters.
Experience teaches that sensitiveness, behavior, and other activities
and powers and processes interest young people more than structure.
The student's views are essentially sound at this point.

The introductory course should, therefore, be a cycle in which the
student passes quite freely back and forth between form, powers,
activities, conditions of life, and the conclusions as to the meanings
of these. It is important only that he shall know with which
consideration he is from time to time engaged.

=Few types or many?=

3. Shall a few forms be studied thoroughly, or many forms b