and read experiment 37 so that you wont have to waste
any time in getting started with the laboratory work".

Somewhere in the course of preparation the teacher must have obtained
a thorough knowledge of laboratory apparatus and supplies. The
selection of types of apparatus best fitted to the course, and the
knowledge of where to buy are both necessary. Also judgement must be
exercised in purchase for few are the places where funds are adequate
for the ideal equipment of a laboratory. The money value of every
piece of apparatus must be balanced against its relative usefulness in
the successful culmination of the course. Besides this there must be a
knowledge of the various uses to which the available apparatus may be
put. A great deal depends on the ingenuity of the teacher in the
adaptation of even comparatively simple apparatus. In connection with
the laboratory part (and this should be the major part) of the course,
there arises the question of field work and excursions. Laboratory is
at best merely a substitute for the great out-of-doors, so the more
work that can be done in the field the better. Aside from exploration
to discover what parts of the particular locality will yield the
largest fund of valuable biological information, the problem here is
mainly one of method.

The teacher to be at his best must be somewhat of a naturalist. Upon
his fund of interesting stories about the animals and plants that the
children all know, will depend very largely the appeal of the work to
the pupil. Something of the spirit that distinguished John Muir as the
great naturalist is an inestimable asset to the teacher. If it is not
among his natal blessings, he need not be completely discouraged for
it can be acquired to some degree at least. Besides the advantage just
mentioned, the fauna and flora must be sufficiently well known so that
_choice_ is possible for laboratory experiment and illustrative
purposes.

In order to present any subject well, its historical aspect enters
into consideration. The influence of individuals, of governments, of
religion, and of the social ideals have all had their share in
determining the present status of the subject. Science as it now is,
is the result of growth, it has undergone evolution, and is at
present evolving. This will be thoroughly understood by the teacher of
science, and this understanding will determine in part the method of
presentation. In the history of the development of scie