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