SCIFNCH AND EDUCATION 49 
tion may be recorded on the printed page but some facts stand- 
ing alone have little true significance to the individual who has 
not had some first hand knowledge of the structure of a graded 
series of animal forms. Further, in the study of the varieties of 
domesticated animals we find material which is able to impress 
the high school student with the idea of plasticity of animal 
form and the responses of the organism to the factors of evolu- 
tion even though they are here manipulated to great extent by 
man. Itis but a step from this conclusion to a realization that 
these same laws of evolution are operative upon the human 
being. True, not all high school students would grasp the sig- 
nificance of such a conclusion; not all would be able to take this 
final step; but the chances are that many would sooner or later 
be able to think the problem through for themselves and arrive 
at the conclusion that since man is subject to these same laws 
of change, man and his creations must participate in the end- 
less march of time. If his progress is not upward it must be 
in the opposite direction for the progressive change of evolution 
works equally in either direction. Such a conception is an 
absolute essential for a social or economic leader of men. For 
that reason it seems imperative that the background against . 
which such concepts may be formed should be presented to as 
many of the future leaders as possible. The high school is none 
to early to begin training along such lines. 
