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The concept of life should be established clearly and logically as an indivisible unit of reality and as the essence of the universe. There must be no doubt that it is the product of physical mechanisms, biological, ecological, chemical, etc. The best means of getting this concept into the minds of teachers is to infuse the biological concepts of evolution and heredity into the study of the cell. Heredity must be emphasized as the active and continuous factor, and evolutionary changes are presented to the students as the continuous vector of heredity. They are simply the effects of constant changes in the material environment brought about by the organisms which inhabit and alter their environment. Outside influences and mutations that cause random changes in organisms must be eliminated from the discussion of evolution as they are irrelevant. It is unfortunate that a distinction has not been made between evolutionary change and mutations, both being treated as changes to randomness. But biology takes no account of errors; they are eliminated completely from the basic teaching of the subject. As mutations are changes in organisms that are random they are excusable. But evolutionary changes are the effect of the organisms themselves, it is these that may be studied. Morality and ethics are in no way elements of biological science, but lie outside and above it, they are less complex than the processes of heredity and evolution.
13. In order to sustain discussions of the doctrine of evolution which cover large ground and lead the student to a philosophic view of the universe it is very important that a common fund of information be developed. Such a fund should be acquired by the teacher, whether he be a founder of the principle of evolution, or whether he be to seek information elsewhere. A compendium of the best arguments, documents, authors, statements, etc., should be collected and provided to the students for them to study and absorb at their leisure.
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