What sort of humility or reverence for life is taught in our biology classes? The trend, at present, is to increase the amount of experimentation with living materials in order to make the work of the student more like that of the scientist. But, perhaps, we have in “reverence for life” a limitation to the discovery method of teaching. What attitudes do the student learn if animals are dissected merely to show that the chart on the wall or the plastic model on the demonstration table is correct? What concern for other lives is taught if an anesthetized rat is cut open so that the students can experiment with the heart of a dying animal? Such activities are likely to reaffirm the attitude that all of creation belongs to man to be plucked, manipulated, harvested, or controlled at his will for purposes he considers essential. To teach the attitude of reverence for life, it may be that vicarious experiences will have to be employed to a great extent, even though to do so would be to compromise the principle of making learning experiences as much like those of the scientist as possible.