DURING THESE TIMES of turbulence and re-evaluation in the field of teaching, both biologists and educators are doing a great deal of thinking to the end that biology might be presented more effectively to the coming generations. Efforts are being widely made to increase the conceptual and quantitative content of the subject matter, to bring more up-to-date exercises into the teaching laboratory, and to reduce the time lag between the frontiers of knowledge and the classroom. Such efforts can be expected to increase the efficiency with which biological concepts, techniques, and terminology are transmitted to the student. One can ask at this point to what end this increased efficiency is directed? Surely it will aid in producing a student body at any given level which is more erudite and with a more catholic grasp of biological principles. This is, of course, very well if one views biology just as a body of knowledge which is to be passed on in as broad and integrated a manner as possible. Within this view the student masters a large mass of fact, is told what the scientific method is, and has structure, process, or technique demonstrated to him in the laboratory. It is noteworthy that within this conception of biology there is little time for a student to have more than fleeting twinges of curiosity about life phenomena or to experience the challenge of a real problem. He is much too occupied with the acquisition of a body of knowledge to taste the rewards that biology has to offer him as an individual.