nd how can I most surely find
them and interest them in the science?" This is a perfectly fine and
legitimate question; but it is not an appropriate one until the first
one has been answered. It has been assumed that the answers to the two
questions are identical. This is one of the most vicious assumptions
in higher education today, in my opinion. Furthermore, the
investigator with his interests centering at the margins of the
unknown cannot use the scientific method as a teacher, whose interest
must center in the pupil. The points of view are not merely not
identical; they are incompatible.

=Necessity of differentiation and recognition of the two functions=

Experience indicates the wisdom of having all beginning courses in
biology in colleges and universities given by teachers and not by
investigators, mature or immature. All people who propose to teach
biology in the high schools should have their early courses given from
this human point of view, that they may be the better able to come
back to it after their graduate work, in their efforts to organize
courses for pupils the greater part of whom will never have any but a
life interest in the subject. The problem of presenting the advanced
and special courses is relatively an easy one. The investigator is the
best possible teacher for advanced students in his own special field
if he is endowed with any common sense at all.

TESTS OF EFFECTIVENESS OF TEACHING

As yet we are notably lacking in regard to the measurement of progress
as the result of our teaching. Our usual tests--examination,
recitation, quiz, reports, laboratory notebooks--evaluate in a measure
work done, knowledge or general grasp acquired, and accuracy
developed. We need, however, measurements of skill, of habits, and of
the still more intangible attitudes and appreciations. These may be
gained in part by furnishing really educative situations and observing
the time and character of the student's reaction. Every true teacher
is in reality an experimental psychologist, and must apply directly
the methods of the psychologist.

=More vital _tests_ of results of teaching must be found=

The laboratory and field furnish opportunity for this sort of testing.
The student may be confronted with an unfamiliar organism or situation
and be given a limited time in which to obtain and record his results.
He may be asked to state and enumerate the problems that are suggested
by the situation; outline a m