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Compulsory Education (ABT HISTORICAL FLOW SHEETS 35[3]:114) I think, reflects my own limitation in such an attempt portant for us to consider the extent to which we and also his own opposition to Teilhard's views. His support genetic manipulation. Certainly, we do not Brix quotation seems to indicate this, too. A more want to knowingly cause genetic damage to future complete critique by scientists, philosophers, and generations. However, in my opinion, no one, includ- theologians who present both the pros and the cons ing geneticists, has the ultimate right to direct any of Teilhard's thought can be found in The World of genetic control. Scientists play an important part in Teilhard, edited by Robert T. Francoeur (1961: Heli- the maintenance of the race and the direction of fu- con Press, Baltimore). ture generations, but we must not forget that we only As for the "Christogenesis" direction of man to play a part; we have no right to try to have total God: I feel that Teilhard believed that Christ re- control. deemed all men and wills that all men be directed Nancy Hitchcock to the Godhead, whether or not they know him or Graduate student in biology, acknowledge him. Purdue University Were Teilhard alive today, I trust he would feel 1601 N. Tuxedo St. amply vindicated by the church's present response to Indianapolis, Ind. 46220 his work. An examination of the literature on Teil- hard testifies to this acknowledgment of him. COMPULSORYEDUCATION Downloaded from http://online.ucpress.edu/abt/article-pdf/35/6/356/9585/4444431.pdf by guest on 01 October 2021 CITATION INDEX CAN AID I was extremely pleased to read of the editor's position regarding compulsory education (ABT HISTORICAL FLOW SHEETS 35[3]:114). We must surely come to the realization in the not-so-distant future that many of the ideals The article by Daryl Gilson Miller and Doris of instruction in science and other areas can only be Malkin Kraemer, "Historical Flow Sheet Shows Re- achieved under a "free education" system rather lationships in Scientific Thought" (1973: ABT 35 than a forced schooling system. [1]:31), was most interesting. I have been using a For instance, individualization when instructional related technique in my classes at the University of modules are the major component depends entirely Pennsylvania since 1965; see my article "Location upon student motivation. Students must want to ac- of Milestone Papers through Citation Networks" quire the skills to mastery or criterion and must (1970: Journal of Library History 5:184). And it want to continue working until they do. The pitfalls happens that the very example used by Miller and of these materials when used in the public schools Kraemer-the history of DNA-is the one on which is that many "unmotivated" students zip through the an extensive project was carried out at the Institute materials just to get done and get out. for Scientific Information; see The Use of Citation Relevance is also a two-way street. Through care- Data in Writing the History of Science, by E. Gar- fully designed instructional systems students are field, I. H. Sher, and R. J. Torpie (1964: ISI, Phil- "prepared" to perceive materials as relevant. How- adelphia). ever, on the other hand, students must bring experi- Eugene Garfield, president ence to the school which facilitates this perception. Institute for Scientific Information It's not inconceivable that adolescents and college 325 Chestnut St. students and adults working in society require this Philadelphia, Pa. 19106 free time, away from the forced schooling situation, to gather sensory data from a highly complex and rapidly changing technologic society before "school- Daryl G. Miller and Doris M. Kraemer comment: ing" becomes relevant. Finally: Our society is rapidly changing. It is skill- We were pleased to have Eugene Garfield's letter and performance-oriented. Those of us working in and its enclosures brought to our attention. We con- society recognize the need to be continuous learners. sider the use of historical flow sheets or maps a Somewhere along the line education must impart versatile technique in the many teaching situations the skills that facilitate continuous learning and a we described. Garfield has demonstrated the useful- continuous-learning ethic and, consequently, adapta- ness of such networks in facilitating library research tion to a rapidly changing society. Forcing adoles- and in making the scanning of publications amenable cents to remain under the forced, protective canopy to computer programming, as well. The elucidation of compulsory schooling until the age of 18 just does of the DNA molecule lends itself well to both pur- not make sense, given the conditions that exist. suits, because it was such a significant event in the Schools need not change radically, but they must history of science. permit students to voluntarily enter them to seek knowledge that they have found facilitates their GENETIC ENGINEERING adaptation to the environment. One must learn to communicate, count, make ra- After reading "Genetics and the Quality of Life," tional decisions about the environment and its de- by Bruce Wallace (ABT 35[4]: 183), I think it is im- 356 THE AMERICANBIOLOGY TEACHER, SEPTEMBER 1973 tion, and appreciate the dynamics of society and the SUGGESTIONSFOR CONTRIBUTORS beauty of the biosphere. To sustain life one must also learn to enjoy quiet and beauty, and have re- spect for all other living things. Exposure to the STYLE. American Biology Teacher would rather receive an ill-written article containing worthwhile ideas than a 'world would surely convince our youth that formal stylistic masterpiece that says little: our editors can mend education in some areas is essential for human de- bad writing in a good cause. However, we do hope for clear velopment and survival. terse prose, free of jargon. Sensible advice for writers will If we made compulsory education voluntary to- be found in the CBE Style Manual (3rd ed.) of the Council of in en- Biology Editors and in How to Write Scientific and Techni- morrow there would be a temporary drop-off cal Papers, by Sam F. Trelease. rollments. However, in short order students would In matters of punctuation, abbreviation, and the like we be back in school to benefit from its multifaceted follow generally the CBE manual and the University of Chi- environment, and questions of motivation would cago Manual of Style. Our spellings are usually those pre- likely be reduced considerably. ferred in Webster's Third New International Dictionary and John J. Koran, Jr. its abridgment, Webster's Seventh New Collegiate Dictionary. Chairman, Science Education Section Technical measurements are in metric, not English, units. College of Education Avoid footnotes of any kind. References to the literature University of Florida are made on-line (not by means of superscripts) within the Gainesville 32601 text. If only one, two, or three works are cited, each is given Downloaded from http://online.ucpress.edu/abt/article-pdf/35/6/356/9585/4444431.pdf by guest on 01 October 2021 in full, in the form "A. B. Smith, 1969: Elements of Biology, 4th ed., Jones Publishing Co., New York" for a book and "W. X. White and Y. Z. Green, 1965: 'The Inquiry Process,' Jour- nal of Pedagogy 7(2):53" for an article. If four or more works are cited, they are presented at the end of the article as a bibliography arranged alphabetically by authors' last "Acres for Wildlife" Program names, in the following forms for books and journals: South Dakota's "Acres for Wildlife" program SMIrH, A. B. 1969. Elements of biology, 4th ed. Jones Pub- gained steam recently when the Milwaukee Road lishing Co., New York. railway system committed 32,000 acres of its railroad WHrTE,W. X., and Y. Z. GREEN. 1965. The inquiry process. right-of-way to wildlife cover. The company's dedi- Journal of Pedagogy 7 (2): 53. cation of 1,600 miles of land means that vegetation (Note punctuation and spacing; the lowercase style for titles, growing alongside the tracks will be preserved for and no quotation marks; and the full names of periodicals wildlife. and publishers.) Reference to the bibliography from the text "Acres for Wildlife" is designed to encourage takes the parenthetic form "(Smith 1969)"; if the same title is cited a second time this short form is repeated or, better, landowners-public and -private-to set aside land the reference is recast as, for example, "Smith also says ...." for the exclusive benefit of wildlife. Thus far, 1,283 The aim is to disburden the text of apparatus-ibid. and its South Dakota landowners have put nearly 64,000 relatives. Within text or bibliography a reference may be acres into the program. Landowners are not com- made precise by adding, for example, "p. 123-145" or "ch. 8." pensated for their enrollment but are recognized Submit a machine copy of any quotation (short or long). as "Cover Agents" or "Friends of Wildlife." Land- MANUSCRIPT. Double-space all copy, including tables and owners do not surrender any property rights, but references. Use one side only of standard (8%-by-11-inch) they do agree not to burn, mow, graze, or spray the erasure-resistant bond paper, allowing 1%-inch margins all land. around. Avoid line-end division of words. ILLUSTRATIONS, ETC. Photos should be glossy prints not less than 5 inches wide. Other kinds of illustrations-should be rendered in black ink on heavy paper, preferably with Shrink of the Big Drink labeling done expertly on a transparent overlay. Key each illustration, on the back, to its legend ("caption") written on a separate sheet-being sure to mention credits, including The world's oceans may-be shrinking, according to "photo by author." Tabular material, too, must be presented two scientists who have studied the chemistry of on separate sheets-regardless of length.
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