Theories summarize science, tell us what to measure when we test hypotheses, and help us study nature better. Nevertheless, organisms themselves embody genetics, development, morphology, physiology and behavior, and they are the units of populations, communities and ecosystems. Biologists seek to understand organisms, their diversification and environmental relationships--not theories and experiments per se--and discoveries of new organisms and new facts about organisms reset the research cycles of hypothesis testing that underlie conceptually progressive science. I argue here that recent disagreements about the fate of natural history are thus more apparent than real and should not distract us from addressing important issues. The conservation of biodiversity requires factual knowledge of particular organisms, yet we know little or nothing about most species, and organismal diversity is often poorly represented in biological education. Accordingly, I urge those who are especially concerned with teaching and conservation to seek increased financial and curricular support for descriptive natural history, which is so fundamental to many of the applied facets of biology.
