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A Criticism of the Cell-Theory; being an Answer to Mr. Sedgwick's ...

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A CRITICISM OP THE CELL-THEORT. 147<br />

light facts, such as <strong>the</strong> continuity <strong>of</strong> cartilage cells, which were<br />

unsuspected when Hackel wrote.<br />

I am <strong>the</strong>refore far from <strong>being</strong> satisfied that <strong>the</strong> independentlife-unit<br />

<strong>the</strong>ory has had such a domin<strong>an</strong>t influence as <strong>Mr</strong>.<br />

Sedgwick would have us believe; <strong>an</strong>d I am quite certain that<br />

<strong>the</strong> picture which he draws <strong>of</strong> <strong>the</strong> teaching given <strong>to</strong> every<br />

student <strong>of</strong> biology is a travesty <strong>of</strong> <strong>the</strong> truth.<br />

Biology includes bot<strong>an</strong>y as well as zoology, <strong>an</strong>d if we were<br />

<strong>to</strong> allow (which I do not) that zoologists generally have<br />

become as narrow in <strong>the</strong>ir conceptions <strong>of</strong> <strong>the</strong> processes <strong>of</strong><br />

development as <strong>Mr</strong>. Sedgwick says, it is quite certain that<br />

bot<strong>an</strong>ists have not. And as all students <strong>of</strong> biology are—or if<br />

<strong>the</strong>y are not, <strong>the</strong>y ought <strong>to</strong> be—put through a course <strong>of</strong><br />

elementary bot<strong>an</strong>y as well as <strong>of</strong> zoology (in m<strong>an</strong>y schools <strong>the</strong><br />

subjects are combined), grave blame must be imputed <strong>to</strong> those<br />

teachers who have, in <strong>the</strong> later stages <strong>of</strong> <strong>the</strong>ir education,<br />

Warped <strong>the</strong> liberal conceptions which <strong>the</strong>y must have formed<br />

on <strong>the</strong> subject <strong>of</strong> org<strong>an</strong>ic growth <strong>an</strong>d development. For I take<br />

it that, after a study <strong>of</strong> Mucor, Vaucheria, <strong>an</strong>d <strong>the</strong> Myxomycetes,<br />

<strong>the</strong>re is no student so dull but he will have imbibed<br />

ideas respecting cell growth which impel him <strong>to</strong> ask <strong>the</strong><br />

question which as <strong>Mr</strong>. Sedgwick says it is so difficult <strong>to</strong> find<br />

<strong>an</strong>. <strong>an</strong>swer <strong>to</strong>—" What, after all, is a cell?" If, when he asks<br />

this question, he is <strong>to</strong>ld that <strong>the</strong> cell is <strong>an</strong> isolated corpuscle<br />

<strong>of</strong> pro<strong>to</strong>plasm, <strong>the</strong> unit <strong>of</strong> vitality, <strong>an</strong>d that <strong>the</strong>re is " a most<br />

fundamental distinction" between unicellular <strong>an</strong>d multicellular<br />

org<strong>an</strong>isms, <strong>an</strong>d so forth, <strong>the</strong> student may go on his way<br />

rejoicing, for that he has at last been given a clear <strong>an</strong>d t<strong>an</strong>gible<br />

statement; but none <strong>the</strong> less he will have been started on a<br />

very wrong path. I have not a widespread experience <strong>of</strong><br />

zoological teaching, but I know, at least, that Pr<strong>of</strong>essor<br />

Laokester's pupils are not started on that path. The truth is,<br />

<strong>an</strong>d, if I am not much mistaken, zoologists <strong>an</strong>d bot<strong>an</strong>ists alike<br />

have long been possessed <strong>of</strong> it, that <strong>the</strong>re is no fundamental<br />

but only a formal distinction between unicellular <strong>an</strong>d multicellular<br />

org<strong>an</strong>isms; that <strong>the</strong> cell is a form concept founded<br />

on a very wide basis <strong>of</strong> experience, whereby we c<strong>an</strong> conveniently

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