The procedure in solving a problem will consist of these steps in the order named, 1) understanding of the purpose, 2) the procedure or method of attack, 3) observation of results, 4) and the use of these in making some generalizations or arriving at some conclusions. Then there must follow a testing of these generalizations or conclusions by further experimentation. Accuracy must be the keynote of all work, accuracy in recording experiments, accuracy in observation, accuracy in drawing, which serves as a shortcut method of description. Neatness is very desireable but should never supercede thinking and understanding. If the problem has stimulated some accurate logical thinking on the part of the pupil, then time spent on it has been well spent. If, besides, it has yielded some valuable useable information, the solving of the problem has been a marked success. The laboratory method has been such an emancipation from the textbook slavery that there is some tendency to elevate it to an end in itself, whereas it must serve only as a very valuable _means_ to an end. "The ideal laboratory is only a reasonably good substitute for the out-of-doors." So far as preparation in the methods of science teaching is concerned, much good may be accomplished in teachers courses and in practice teaching. But it must necessarily be of a general nature, for the unique individual method, determined by the interaction of teacher and pupil and the reaction of both to subject matter can evolve only hand in hand with teaching experience. Before proceeding further it might be well, by way of summary, to remind ourselves that the minimum qualifications for a teacher of biology must include the following; a) a large fund of the most interesting and most valuable facts of biology, b) a full realization of the values and vital relations of biology to humanity, c) ability to develop a course meeting the unique needs of the community, d) familiarity with purchase and useability of laboratory equipment, e) knowledge of the history of science, f) spirit of and sympathy with research, g) a knowledge of physical science as related to biology, h) and knowledge of the laboratory method and its value in the promotion of accurate logical constructive thinking. OPPORTUNITY FOR ADEQUATE PREPARATION.