(6) Conclusions or inferences from the facts. (These should be very sharply and critically examined by teacher and class, to see to what extent they are really valid and supported by the facts.)
(7) Retesting of conclusions by new facts submitted by class, by teacher, or from books, with an effort to diminish prejudice as a factor in conclusions, and to increase the willingness to approach our own conclusions with an open mind.
When laboratory outlines are used at all they should consist merely of directions, and suggestions, and stimulating questions which will start the pupils on the main quest,—the raising and solving of their own problems.
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.