nce there are
many men well worthy of hero worship. It is hard to find more
inspirational characters than those of Pasteur, and Lazear; men who
devoted (in latter instance, sacrificed life) their lives to service
for humanity. In the life and work of Charles Darwin we find a
splendid example of painstaking search for the truth. The records of
the rocks, (Paleontology, the nature-written history of biology) will
often come to the rescue of the teacher in clearing up the
presentation of the difficult problems of evolution. The historic
attitude must be "put over" to the pupil too, for _he_ must know his
world as the result of the evolutionary process, and as still in the
process of evolution.

Even at the risk of adverse criticism I desire to include among the
qualifications of a good teacher the spirit of research. This spirit
can be acquired by specialization in one of the fields of biological
science, followed by some actual research work.

Research in science is fundamental. It has three aims or ends, 1)
discovery of facts thus increasing the sum total of knowledge. This is
science for science sake. 2) Individual development. And, 3) Social
service. These last two aims are most important to the teacher. So,
his problem for investigation should have some practical bearing, and
should be of his own choosing, not pointedly suggested by the
professor in charge as is too often the case. If the research student
is given a problem which is some minor part of a larger problem being
investigated by his professor it will preclude the very thing the
prospective teacher needs, namely practice in recognizing, analyzing,
and solving a problem in its entirety and solely on his own resources.
Being a mere helper is probably not the best way to secure such
ability. Investigation may be broadening and developing to the
individual or it may prove to be quite the reverse, but that lies
within the control of the individual. Research for the teacher must
emphasize equally actual additions to knowledge and personal attitude.
It must not be an end in itself but a means to an end. The attitude of
the investigator is essential to the understanding of children for the
child is first of all an investigator. His questions, "what? why? how?
when?" prove this beyond doubt. What is this but a search for truth,
causal factors, and interrelations? Education uses this wholesome
curiosity as a foundation principle, so the teacher must exhibit a
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