A Conversation
with . .
Neil A. Campbell
Inspired by her love of animals and her desire to write about
them, an 18-year-oldJaneGoodalltraveledby boat fromher home
in England to the shores of Africa. There she met the famed
anthropologist/paleontologistLouis S.B. Leakey,who hired her as
an assistant at Nairobi's Natural History Museum. Leakey later
encouragedher to begin a field study observingchimpanzeesat a
remote site in East Africa.In 1960JaneGoodallmade her first trip
to the Gombe StreamChimpanzeeReserve (now the Gombe Na-
tional Park)in Tanzania.What she thought might be a three-year
study became a life-long mission to understand chimpanzee be-
havior and share that understandingwith the rest of the world.
Goodall'sextraordinaryaccomplishmentshave been closely fol-
lowed by the world in her six published books, her numerousap-
pearances on National GeographicSociety specials and her fre-
quent lecture tours.
In this interview, she shares some fascinatingstories and mag-
ical moments from her experience studying non-humanprimates
in the wild.
Dr. Goodall, why did you make this long trip from
Tanzania to New York?
"This particularoccasion is to receive one of the cen-
tennial awards of the National GeographicSociety. I
just happen to be one of the scientists who's been
involved with them for a very long time."
You've just finished an interview with Time maga-
zine, and you do a lot of public speaking. How do
you view the responsibility of a scientist to public
education?
"I feel a sense of responsibility to the public. Then,
too, I owe a great deal to the chimpanzees;they have
given me so much. Chimpanzeesneed our help: they
are endangered in the wild and often misused in cap-
tivity. To effect change it is often necessary to get the
support of the public. Only if the public understands
Downloaded from http://online.ucpress.edu/abt/article-pdf/52/1/33/44367/4449021.pdf by guest on 12 October 2020
.Jane Goodall
about the animals and the issues will they care
enough to help and they can only understand if I
share informationwith them."
When a scientist has celebrity status, are there spe-
cial problems and benefits?
"The main problem is needing to be in so many
places at the same time. Particularlynow that I'm in-
volved in trying to enforce more humane conditions
for primates in medical research labs. When I'm
asked to attend a conference "because it could make
a difference"-well, I have to go, if I can. It all means
I get less time to do field research at Gombe. And I
spend days and days in airplanes. Because a great
deal of crueltyinflictedon non-human animals is due
to ignorance, I feel it is importantto spend time with
the media, to write books for children and to talk at
schools in addition to the college and public lectures.
And this is not only in the USA but in Europe as
well. However, so long as it really does make a dif-
ference, even a small one, it's worthwhile."
This interview is one of eight that will appear in The
AmericanBiologyTeacherthrough June 1990. All are ex-
cerpted from conversations between eminent biologists
and Neil A. Campbell,author of the textbook Biology(Ben-
jamin/CummingsPublishing Co., Redwood City, CA).
The interviews introduceeach unit of the second edition
of Biology.Campbellhas taught general biology at Cornell
University, Pomona College and San Bernardino Valley
College for the past 21 years. He is now at the Universityof
California,Riverside.
GOODALL 33
One of your current projects is the ChimpanZoo
program. Can you tell us about that?
"In 1984, I suddenly realized that chimp groups in
zoos would make ideal subjects for study. Students,
keepers and volunteers could all become involved.
The research would help zoo management to im-
prove their exhibitswhich would, in turn, benefit the
chimps. Finally, the project would create growing
understanding of chimpanzees, their complex per-
sonalities and their intelligence. The zoos that I ap-
proached were enthusiastic. Now, in 1989, 15 zoos
are committed to statisticaldata collection and many
others are contributingin a less formalway. Eventu-
ally, we shall be able to comparebehavior in the dif-
ferent sites-a cross-culturalstudy."
What is the Jane Goodall Institute for Wildlife Re-
search?And how is it related to the Gombe Research
Center, the actual site of your research?
"The Jane Goodall Institute was formed in 1976. We
support research at Gombe and also contribute to
chimpanzee research in other parts of Africa and to
the ChimpanZoo program. We are working to en-
force better living conditions for chimps in medical
researchlabs. We are also launching a series of edu-
cation programs for children, students and the gen-
eral public concerning our relationship with non-
human animals in general and chimpanzees in par-
ticular."
What facilities exist at the Gombe center now, and
what is the typical camp population like today?
"I have a cement block house with a grass-covered,
galvanized iron roof. It's simple; there's no running
water or electricity.The windows are made of weld-
mesh to keep the baboons and chimps out. The day-
to-day research is carried on by Tanzanian field as-
sistants; they have their own little "village" which,
like my house, is on the shore of Lake Tanganyika.
About half a mile inland is "chimp camp"-two alu-
minum huts-where we still feed bananas to the
chimps (each chimp gets about six bananas once
every ten days or so). And those really are all the
facilitieswe have at Gombe."
Your childhood dream was to study animals in
Africa. How did that interest develop at such a
young age?
"I was born that way. When I was two years old, I
once took worms to bed with me. My mother was
wonderful; when she found them, instead of saying
"Yuck! How disgusting!" and throwing them out,
she said, "Jane, if you leave them there they'll die,
they need the damp earth." So I gathered them up as
fast as I could and ran into the garden with them to
save them. That early interest continued. I watched
insects and birds in the garden and, as I got older,
made notes about them. Then I began reading books
34 THE AMERICAN BIOLOGY TEACHER, VOLUME 52, NO. 1, JANUARY 1990
about Africa. Dr. Dolittleand Tarzan-stories about
Africananimals. By the time I was eight, I knew that
I hadto go to Africa."
How did you finance your first trip to Africa?
"By giving up my very fascinating job with docu-
mentary film-making in London and working as a
waitress-it paid better."
How did Louis Leakey first learn about you?
"I heard about him and went to see him. He asked
me all kinds of questions and was clearly impressed
with my knowledge of African animals and offered
me a job as his secretary-assistant.Soon after that I
accompaniedhim and his wife on their annual dig at
Olduvai Gorge. That was in 1957 before the first of
the hominid remains had been found there. It was
the Africa of my dreams come true-utterly remote
Downloaded from http://online.ucpress.edu/abt/article-pdf/52/1/33/44367/4449021.pdf by guest on 12 October 2020
and wild with no car tracksbut our own. Therewere
lions and rhinos and giraffes all around us."
What was Leakey's vision in first sending you to
study the chimpanzees of Gombe?
"Louis told me he had been looking for 10 years for
the right person to go and study mankind's closest
living relative in the wild, hoping the results would
give him clues about early human's behavior. Today
we take for granted his logic-that behaviors shared
by modern man and modern chimpanzee are likely
to have been present in the common ancestor and,
therefore, in early man himself. But at that time it
was a new approach, one of the signs of Leakey's
genius. I was concernedthat I had no college degree.
In his eyes this was a plus: he wanted a person
whose mind was unclutteredby scientifictheory."
You've written that you do not personally find it
necessary to justify the study of chimpanzees by
suggesting that the results will help us in our long
search to comprehend human behavior. Would you
please explain what you mean by that?
"Well, first let me make it clear that I do believe that
the results of the research help us to better under-
stand some aspects of human behavior. But equally I
believe that the study of creatures as complex and
fascinating as chimpanzees is important in its own
right. In fact, the most important spin-off of the
chimp researchis probablythe humbling effect it has
on us: we are not, afterall, the only aware, reasoning
beings on this planet."
What can ethology contribute to general ecology?
"You can't understand the ecology of a given area
without knowing how the animal species behave,
how much territorythey need and so on. It is partic-
ularly important to understand the needs of the
various animal species if one is to effectively manage
a reserve or national park. The sciences of ecology
and ethology are interdependent."
How large and what type of biological community is
Gombe? Is it isolated from other populations in
Africa?
"The park consists of a small strip of wooded hills
intersected by steep-sided, thickly forested valleys
stretchingalong the east shores of Lake Tanganyika.
Within this 30-square-milearea there are 170 chimps
at mostin three separate social groups, or communi-
ties. This population is now virtuallyisolated as cul-
tivation has crept up to the park boundaries on all
sides. It is not clear that such a tiny population can
survive over the long term. There can be no further
genetic input from chimpanzee communities outside
the park-they have gone. And natural disasters
decimate the resident population every so often. For
instance there was an outbreakof a respiratorydis-
ease (probably pneumonia) in 1987 that killed nine
chimps in the study community alone."
Record-keeping at Gombe includes weighing chim-
panzees. How do you weigh a wild chimpanzee?
"At chimp camp we have a spring balance sus-
pended on a chain between two trees. A rope hangs
from this, near the top of which is attacheda tin can.
When we want to weigh a chimp, we put a bananain
the can, the chimp then climbsthe rope, and we read
the weight off the scale."
Is there any research at the station that focuses on
animals other than the chimpanzees?
"Yes, the baboon population there has been studied
since 1967. We're now studying six different troops
of baboons. The day-to-day observations are made
by Tanzanianfield assistants."
What interactions between chimpanzees and ba-
boons has been observed?
"The relationship between chimps and baboons is
most fascinating. They compete aggressively for
food; adult male chimpanzees hunt and eat infant
baboons; chimpanzees steal freshly killed prey from
male baboons; they understand each others' alarm
calls; and they respond appropriatelyto a number of
one another's communication signals. Young chim-
panzees and young baboons often play together and
occasionallythey will groom each other. There is no
question but that both chimpanzees and baboons rec-
ognize members of the other species as individuals
and vary their behavior accordingly."
Dr. Goodall, you once said that being accepted by
the chimpanzees was one of the most momentous
episodes of your life. How did you first earn that
acceptance?
"Well, when I first got to Gombe, the chimps would
run off, even if I was 500 yards away. It was rather
depressing. Then I discovered "the peak," a won-
derful vantage point with a view over two valleys. I
stopped trying to get close to the chimps. Instead, I
climbed up to the peak day after day and sat there
watching through my binoculars. As I gradually
pieced together the daily behavior patterns of the
chimps they slowly got used to me and eventually
lost their fear. Then I was able to move ever closer.
Never shall I forget the day when I approached to
within 20 yards of David Greybeard and Goliath;
they just glanced at me and went on grooming-I
was accepted. Even now, 29 years later, I never take
my relationshipwith the chimps for granted. When I
sit among a group in the forest and a mother will
allow her infant to sleep a few feet away from me, I
am overwhelmed by the trust that the chimpanzees
have in me. It's a terrific responsibility-I must
never allow that trust to be broken."
You've also said that if you'd known the study
Downloaded from http://online.ucpress.edu/abt/article-pdf/52/1/33/44367/4449021.pdf by guest on 12 October 2020
would have continued for so long, you would not
have established such close contact with the chim-
panzees. Would you please explain?
"Firstlet me say how the contact came about. Can
you imagine how thrilled I was when, after strug-
gling for so many months to get anywhere near the
chimpanzees, I was actually able to touch some of
them? Therewere moments I shall never forget, such
as when David Greybeardfirst allowed me to groom
him; when Flo let her infant reach out and touch me;
when adolescent Figan joined me in a game, let me
tickle him and laughed. I would not have forgone
those moments for anything. But when I realized
that, with the help of students, the research could
continue indefinitely, I knew I had to distance myself
from the chimps. For one thing I wanted to affect
their natural behavior as little as possible. For an-
other, chimps are much stronger than humans. Too
close a relationship, I thought, might become dan-
gerous-might destroy the inherent respect that
most wild chimps have for humans. Indeed, Figan
obviously learned when he played with me that he
was stronger than I was. Thereafterhe sometimes
knocked observers over during his charging dis-
plays. We have had the same problem with some
other particularlyfearless chimps."
Given the natural empathy of ethologists with our
closest primate relatives, are anthropomorphicin-
terpretations of chimpanzee behavior a common
problem?
"Interpretations of this sort are inevitable and in
some ways desirable. We are interested in the be-
havior of the great apes in part because of their close
evolutionary relationship with humans. We now
know that this closeness is not merely physiological
and behavioral;chimpanzees and humans also show
similarity in their emotions and cognitive abilities.
There is evolutionary continuity not only in the de-
velopment of bodily structure,but also in conscious-
ness and mind. If one has a certainempathy with the
GOODALL 35
chimpanzees, one may intuitively understand some
complex sequence of social interactions.This anthro-
pomorphic interpretationmay not be correct, but it
can then be checked with the facts-provided these
have been recorded objectively."
You have discovered that chimpanzees not only use
tools, but make tools. What kind of tools?
"They modify blades of grass, leafy twigs, strips of
bark and sticks to make them more suitable for a va-
riety of purposes. Chimpanzees use more objects as
tools in more contexts than any other creatureexcept
ourselves. At Gombe they use grass stems, twigs and
so on to extract termites from their mounds. Long,
thin sticks are used to fish for army ants and strong,
thick ones to enlarge the entrances of bees' or birds'
nests. Leaves are chewed, making them more absor-
bent, to sop up rain water from tree hollows. Leaves
are also used to wipe dirt from the body. Sticks are
flailed and rocks hurled in aggressive contexts. Most
fascinatingis the finding that in all the differentareas
where chimps have been studied across Africa, they
have developed different tool using traditions, or
cultures, each one obviously having been originally
invented by some chimpanzee genius in the past.
Chimpanzees are able to learn new behaviors by
watching the performanceof others, then imitating
and practicing. Each tool-using pattern can thus be
handed down from one generation to the next. Un-
fortunately, we have not yet been able to document
the appearanceand spread of an innovative act, but I
feel sure that we shall if the study goes on long
enough."
Earlieryou mentioned grooming behavior of chim-
panzees, picking flakes of skin off one another.
What do you think is the social function of this be-
havior?
"Socialgrooming is the single most importantsocial
activityin the chimp community. It improves bad re-
lationships and maintains good ones. A few brief
grooming movements serve as a reassurance,to ap-
pease a higher rankingindividual, or calm a subordi-
nate. A mother pacifies her nervous or hurt child by
embracing and then grooming him or her. Adult
males enjoy particularlylong grooming sessions
this is important.Males do sometimes compete quite
vigorously for dominance rank, and their relation-
ships may then become tense. Yet it is crucial that
they be able to cooperate in order to jointly protect
the territory of their community. It's the long ses-
sions of social grooming, enabling them to spend
time in friendly physical contact, that permits them
to relax after periods of social tension."
You mentioned dominance hierarchiesamong males
in chimpanzee social groups. How is this hierarchy
established and maintained?
"Some male chimpanzees devote much time and ef-
36 THE AMERICAN BIOLOGY TEACHER, VOLUME 52, NO. 1, JANUARY 1990
fort to improving or maintainingtheir position in the
hierarchy.For the most part, the male makes use of
the impressive chargingdisplay, during which he
races across the ground, hurls rocks, drags branches,
leaps up and shakes the vegetation-in other words,
he makes himself look larger and more dangerous
than he may actually be. In this way he can often
intimidate a rival without having to risk an actual
fight, which could be dangerous for him as well as
for his rival. The more frequent, the more vigorous
and the more imaginative his charging display, the
more likely it is that he will attain a high social posi-
tion."
What are the benefits of a high position?
"Thisis an interestingquestion. A high rankingmale
has prior access to the best food, but this is not of
Downloaded from http://online.ucpress.edu/abt/article-pdf/52/1/33/44367/4449021.pdf by guest on 12 October 2020
great benefit since, if food is short, the chimps typi-
cally move about in ones and twos. He can usurp a
choice resting place, but he almost never does. He
can inhibit other males from copulatingwith a female
in estrus whentheyareall in a grouptogether,but there
is a mechanism in chimp society which enables even
a low-ranking male to appropriatea sexually attrac-
tive female. All he has to do is to persuade her to
follow him, away from the other males, to some pe-
ripheralarea of the communityrange. Of course, this
is not always easy. For one thing he must initiatethis
consortshipat a stage of her estrus cycle when she is
not interesting to higher rankingmales. She will not
want to go with him, and he may have to use consid-
erable force. Even when he has got her to his area of
choice, he must keep her there, often against her
will, until she ovulates. However, if he has the social
skills to accomplish all of this, he has a good chance
of impregnatingher. This means that every male has
the opportunity to pass on his genes-a fact which,
without doubt, has contributed to the pronounced
individual variation that we find among chim-
panzees. But we are still left with the question: What
is the advantage of high rankfor a male chimpanzee?
It's almost as though humans aren't the only crea-
tures who value high rank for its own sake and the
power that it gives. We don't understand why the
chimps devote so much time, effort and risk. What
are the evolutionary benefits, the reproductiveben-
efits?
Females have a hierarchy, too, varying according
to whether or not the females are accompanied by
their adult son or other offspring. Also a female in
estrus may be more assertive. The reproductivead-
vantage to the high ranking female is, however,
clear. She can better appropriatechoice food items
and thus make her milk richer. Also, her offspring
are likely to become high ranked since she will sup-
port them. In the supportive family group situation,
all have a better chance of survival."
During your time at Gombe, you observed the split-
ting of a social group into two factions. What were
the consequences of that split?
"Soon after the split, the males of the larger group,
who remained in the north, began to make raids, in
groups of three or more, into the area taken over by
the southern subgroup. If they encountered a single
individual they chased him or her and attacked sav-
agely. Fights between members of the same commu-
nity may look ferocious, but they seldom last as long
as half a minute, and they rarelyresult in wounding.
By contrast, the assaults on members of this newly
formed community were brutal, lasting between 10
and 20 minutes and resulting in the incapacitationof
the victims, who were left to die. Within a four-year
period all the members of the newly formed social
group had been killed-or had disappeared and
were presumed killed."
Laboratorystudies indicate that chimpanzees have
advanced cognitive abilities. Is there evidence from
field studies that such cognitive abilities actually
have adaptive value?
"Yes, and this is most obvious in relation to social
awareness. In chimpanzee society, individuals are
continually separating and meeting again. This
means, for example, that a young male may, at one
moment, be the highest ranking individual in a
group of females, able to bully them at will and then,
if other males arrive, find himself the lowest ranking
male. He must be able to adjust to this change at
once. If not, he may be chastisedby one of the higher
rankingmales for inappropriatebehavior. Then, too,
there is a constant need for decision-making. Sup-
pose a chimpanzee hears others calling on the far
side of the valley. Because each chimp has a recog-
nizable voice, he will know who is there. He must
then make some decisions: 'Do I reply or do I stay
quiet? Do I join those guys, do I stay where I am, or
do I hasten in the opposite direction?'In the morning
when a chimpanzee wakes, he must decide: 'Do I go
and eat figs with David Greybeard,or do I eat leaves
by myself?' Of course, other primates need to make
some choices, too, but usually to a lesser degree
since they spend most of their time in stable troops.
Due to their highly developed social intelligence,
chimpanzees are often able to get their way, even
when set against much higher ranked individuals. A
subordinate can withhold informationfrom a domi-
nant. He can, for example, sit gazing directly away
from a delectable fruit (if he looked at it this would
serve as a cue for the others) until the dominant de-
parts-then he collects his prize. Or he can mate
with a female in secret, without the dominant male's
knowledge, by beckoning to her from behind some
vegetation. I could give many other examples of this
sort of behavior, all pointing to the adaptive value of
well developed cognitive abilities. Technicalproblem
solving, involving the use of tools to obtain food that
would not otherwise be available,is clearlyadaptive
as well."
Is there any evidence for altruisticbehavior in chim-
panzee populations?
"Yes, indeed. Let me give an example. We had an
epidemic of viral pneumonia in which one of the fe-
male chimpanzees died, leaving a three-year-old,
sickly infant named Mel. Since chimps nurse for five
years, Mel was still dependent on his mother's milk.
Spindle, a non-related, 12-year-oldmale, formed an
incredible bond with Mel. Spindle cared for the in-
fant, carryinghim and sharing his food with him, al-
most as though he were his mother. Sometimes
Spindle risked being attacked himself as he tried to
protect Mel-as when he seized him from the path
Downloaded from http://online.ucpress.edu/abt/article-pdf/52/1/33/44367/4449021.pdf by guest on 12 October 2020
of a displaying adult male. On several occasions,
Spindle was actuallybowled over when he interfered
in this way. The relationshiplasted more than a year,
and there is little doubt but that Spindle saved Mel's
life-Mel is still alive today."
What seems to be the fate of forest communities in
Tanzania and other parts of Africa? Is chimpanzee
habitat already threatened?
"Chimpanzee habitat is dwindling rapidly as the
great rain forests of Africadisappearto make way for
farms and villages and as timber merchants plunder
the trees. But it's not only habitatdestructionthat is
endangering the chimpanzees. In some countries
they are hunted for food, or captured and sold to
dealers for the pet trade, the entertainment indus-
tries and for biomedical research. Only infants are
wanted-adults are too big and dangerous. Infants
are traditionallycapturedby shooting their mothers.
The weapons are usually inefficient. Many mothers
are wounded and die later, along with their infants.
Other infants are too badly hurt at the time of cap-
ture to survive. Many of those that reach the holding
stations alive fall sick because they are maintainedin
non-hygienic conditions with inappropriate food.
Others die on the journey to their final destinations.
We estimate that for every infant that survives, up to
10 individuals perish. Because it was, at one time,
believed that chimpanzees were the only suitablean-
imal model for the study of AIDS, there was a
sudden new demand for wild youngsters. Even in
conservation-mindedTanzania, where chimpanzees
are protected by law, there was an increase in
poaching for awhile. Even so, Tanzanianchimps are
relativelysecure, for there are two nationalparkscre-
ated specially for their protection, and they also live
in a number of forest reserves."
How can your studies of chimpanzee life history
and behavior help African governments to make
good decisions about habitat preservation?
GOODALL 37
"Well, for one thing our research shows clearly that
it is necessary to protect sufficient habitat to support
at least five chimpanzee communities-250 to 400 in-
dividuals. This would provide a reasonable gene
pool. Our experience at Gombe also suggests that
when smaller populations are conserved, great care
must be taken to protect the chimpanzees from being
infected with human diseases-which can occur as a
result of uncontrolled tourism. It might be necessary
to protect nearby farmers from plantation raids by
chimpanzees who have become habituated to
humans. In 1986 a group of scientists established the
Committee for the Conservation and Care of Chim-
panzees (the Four C's). This comes under the um-
brella of the Jane Goodall Institute. Under the chair-
manship of Dr. Geza Teleki, the committee is plan-
ning surveys of the chimpanzees throughout their
range with a view to creating protected areas across
Africa."
Dr. Goodall, how long will you stay at Gombe?
"As long as I can get there physically. And even if I
can't get there myself, there is, of course, the team of
Tanzanianfield assistants following the chimpanzees
daily, recordingtheir behavior. They are using 8-mil-
limeter video cameras now so that I can actually see
what the chimps have been doing when I get back."
What advice would you give students who share
your interest in animal behavior and would like to
follow in your footsteps as field researchers?
"I get hundreds of letters asking for advice. I tell
these young people the truth-that this field is be-
coming increasingly competitive and funding for
field research increasingly difficult to obtain. It's
really importantto work hard and get good grades at
school, then go on and get a college education. Of
course, I began my study without such qualifica-
tions, but it was different in those days, just after
COMPUTERBIOLOGYLABS
* $29.95
MICRO-SCOPE , | DISSECTIONS:Frog,Earthworm,
a
Thissimulation
teachesd students
hmipcroscope
* practice focusing on a paramecium, amoeba,
U spirogyra, daphnia, hydra and euglena. Apple,
* IBM.
* $29.95
DRUGSAND HEARTBEAT: z puterscreen. 10-20 colorpicturesshow the dis-
* Experiments with a Daphna
* Students count and chart a daphria's heartbeat / {vX;s<
U for one minute as alcohol, caffeine, nicotine,
* valium,codeieand cocainearewashedoverft.
This lab also conveys the message that drugs
* can be dangerous to the heart. Apple
Inputquestionsof allformats CREATE-A-TEST - $5,000 BIOLOGY QUESTIONS
Inputquestions of all formats with this test-writing program including those with subscripts and superscripts. Enter your own questions with
the built-in text editor and/or use questions from a biology data base of 5,000 questions on 12 disks.
* Apple, C-64 Program $89.95
U FREECATALOG, SOFTWARE- P. O. Box 1536, Ruston, LA71270 (318) 255-8921
CROSS EDUCATIONAL
38 THE AMERICAN BIOLOGY TEACHER, VOLUME 52, NO. 1, JANUARY 1990
World War II. Today, academic credentials are all but
essential. But having explained the difficulties, I
always add, 'If you really and truly want to devote
your life to the study of animals, somehow you will
find a way to do it.' I'm convinced of that. After all, I
was told that it was not possible for a young girl to go
out into the bush in Africa and study animals. But I
found a way. And so I end up:
Be prepared to take any opportunity to further your
goal, even if it seems somewhat indirect. If you remain
true to your underlying ambition, you will somehow
find a way to get back on course. In the meantime,
read books on the subject outside of school, try to get
involved in any programsthat are offered that relate to
the study of animals.
Of course, the ChimpanZoo program is a natural
for anybody interested in nonhuman primates. Many
Downloaded from http://online.ucpress.edu/abt/article-pdf/52/1/33/44367/4449021.pdf by guest on 12 October 2020
of the students who have taken part have written me
glowing letters about their experiences. Anyone who
is seriously interested should write for advice to Vir-
ginia Landau of the Jane Goodall Institute (for Wild-
life Research Education and Conservation, P.O. Box
26846, Tucson, AZ 85726). She is a primatologist and
coordinates the ChimpanZoo program. She also has
a list of schools that offer good graduate programs in
primate behavior.
No young person should leave school feeling that
to be a good scientist it's so important to be objective
that it's absolutely impossible to become emotionally
involved with the animals being studied. It is this
reasoning that has led to the inhumanity we find in
some animal research labs. It is perfectly possible to
record data objectively despite feelings of personal
involvement. It simply requires discipline. So often
today young people get the message that in order to
be a really good scientist you must be a scientist first
and a human being second. That misconception
must be eradicated from our society."
U
Grasshopper,Crayfish,Starfish,Clam,Perch
) These dissection programs prepare biology
students for actual dissections by taking them
through the procedure step-by-step on thecom-
+.II
C.-
section steps and teach the names and func- bd
tions of all intemal parts. 50 self-test questions
| help students review what they have leamed. All t
programs are classroom tested. Allprogramsfor /
Apple or IBM.
$2.5porm$9/e
$29.95/program $190/set
IBM,APPLE, C-64
IBM Program $125 Question Disks $40 eachU
U