tment of the school.

Relations to class and to individual will be considered in conjunction
with teaching methods.

The values and interrelations of biology have been discussed at some
length because they must serve as criteria in deciding what
constitutes adequate preparation.

The comprehensiveness and vital nature of the subject, biology,
present at once an inspiration and an element of fear to the
conscientious teacher. They cause him to regard in utter amazement,
the applicant for a position who in answer to question replies "No, I
have never taken any courses in biological Science, but I can easily
prepare myself to teach it, if need be." The impossibility of such
impromptu development of skill in the teaching of biology will become
more apparent as we proceed.

Besides a full appreciation of the aims and relations of the subject,
the teacher must be able to construct a course especially adapted in
content to the peculiar needs of the particular community. This
follows from what was said of relations in a previous paragraph. The
development of such a course demands sufficient knowledge of economics
and sociology to make possible a correct analysis of local conditions
and so find what is required. The course to fulfill the requirements
will necessarily be to some extent new, and just to such extent may
the teacher feel something of the inspiration of the pioneer. Relative
values must be established; emphasis must be properly placed--life of
distant regions should not be taught except as local material may not
be available to illustrate some very essential point, yet too often a
carefully pickled grasshopper is transported from Florida to
California, there to be dissected by some unfortunate high school lad.
Not only must the larger divisions of the course be carefully balanced
and tested for value, but each lesson must justify its induction into
it. It is at this point that the relation to the individual is the
chief criterion.

Each lesson of the series that makes up the course must justify its
place by having some rather direct bearing upon the life of the
individual pupil. The core of the lesson must be either the pupils
problem or one in which his interest can be readily stimulated. Herein
is the value of the project method of science teaching, the problem is
sure to be of interest to the pupil since he himself chooses it. Other
questions to which the lesson must give satisfactory answer are; Why
this p