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 science 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