This theme issue, devoted to genetics, acknowledges the centrality of that discipline, in conjunction with evolution, to our understanding of the history and nature of life on earth. Gregor Mendel and Charles Darwin, the recognized founders of their deeply intertwined fields, are—or should be—inseparable in biology education.Although Darwin’s work ultimately provided biology with its enduring conceptual basis—evolution by natural selection—he died unable to answer two central questions: Where does the biological variation central to differential selection reside, and how is it transmitted from one generation to the next? As James P. Evans details in his feature article in this issue, Mendel, whose 200th birthday occurs in July of this year, provided those answers, demonstrating the particulate nature of inheritance and the principles of segregation and independent assortment.Unfortunately, Mendel’s work escaped the attention of his contemporaries, including Darwin, attracting notice only with the rediscovery of his now-classic 1865 paper in 1900. The growth of genetics as a central biological discipline followed in short order, and the new field ultimately was joined to evolutionary biology by extensive mathematical formulations in population genetics. The resulting “modern synthesis of evolution” occurred in the 1930s and 1940s and continues to serve, with amendments, as a framework for research in biology and biomedicine. So central is that framework to the life sciences that in 1973 this journal published Theodosius Dobzhansky’s now-famous article declaring that “nothing in biology makes sense except in the light of evolution.” Genetics provides much of the integral supporting structure for evolution theory, including the mechanisms for the variation that is fuel for the fires of selection and for the smooth transmission of information that maintains biological continuity within species.Genetics is the study of inherited biological variation, though in some four decades of my asking diverse audiences—students, teachers, health professionals, the public—to define the subject, the concept of variation has arisen only rarely without prompting. Perhaps that lack of recognition is a function of the way we approach genetics in formal educational settings and in the media broadly defined. In those settings, the focus generally is structures and processes—chromosomes, meiosis, DNA, genes, replication, genomes, sequencing—all while failing to emphasize the underlying messages of the discipline.Recently, as the world has struggled to understand and control COVID-19, the concept of biological variation has come to the fore for the public in inescapable and often worrying updates on the variants of SARS CoV-2. In the September 2020 ABT Guest Commentary, Gordon Uno discussed the opportunities COVID-19 provides to address genetic variation and evolution in the classroom, as we track the evolution of this virus in real time. Uno’s observation is apt, and we have traversed about 120 years from the rediscovery of Mendel’s work on the “factors” carrying variation to the extraordinary ability to elaborate variation at the level of individual DNA bases, where it is encoded in a universal, digital information molecule. The recent literature carries the news that a large team of scientists has filled in the previously intractable gaps in the human genome and in the process has uncovered more than two million new indications of human genetic variation.Advances in sequencing technology also have generated the genomic sequences of many other species, and their individual and collective analyses affirm that, as Darwin demonstrated, all of life shares a single history and is related by descent with modification. The unity of life was long evident from previous work in fields such as comparative anatomy and embryology, but access to complete genetic sequences has made our understanding of the underlying relationships even more certain, in some cases even allowing revisions in systematics and taxonomy.As important as Mendelian genetics is, we have, unfortunately, allowed the venerable priest’s original formulations to become a bit of an impediment in our instruction, which often emphasizes single-gene disorders because they illustrate Mendelian inheritance. That focus ignores the reality that most human traits, including many of the world’s leading causes of morbidity and mortality, result from the interactions of multiple genes with environmental variables. Indeed, a 2009 article by Michael Dougherty in the American Journal of Human Genetics proposed that we begin genetics instruction with examples of complex, quantitative traits, rather than traditional single-gene characters.In any case, genetics encompasses much more than genetic disease, and the diverse articles in this special issue demonstrate the pervasive nature of genetics and the questions its concepts and tools allow scientists to pursue. The amount of genetics knowledge now available challenges us not to get lost in the ever-accumulating details as we teach. Darwin knew that variation is the rule, not the exception, in the living world. Mendel helped us to understand how variation is transmitted. We should constantly remind students that the structures and processes we describe as we teach genetics exist to harbor, preserve, and transmit biological variation, the lifeblood of any species.