Of the courses in Invertebrate Zoology and Vertebrate Zoology, it can be safely said that they overlook the importance of field work. Boys and girls sometimes have a surprisingly large superficial knowledge of the plants and animals of their vicinity, and this knowledge is of the sort obtained through observation of their ways in nature, that is, it is a _field_ knowledge. The teacher must be prepared to use this to the greatest possible extent, but how can this be expected if the teacher knows little if any more than the children about the habits of plants and animals. Such training would have to be obtained through some of the field work of the Museum of Vertebrate zoology. But no work in that department is required for the Teachers Recommendation. A knowledge, though not an intensive knowledge, of each of the subjects that make up the three groups included in the requirements is quite necessary but it is out of the question for a person to take them all unless he specialize in Zoology. Not all can be expected to major in Zoology, and those that do will find it necessary to omit much that is essential in the other departments of biological science. Each department should have a general course covering fully its field of work so that those majoring in some other department may in minimum time gain a fair knowledge of its field. It is very doubtful if such a course is given in any department at present. At present only a meagre view is had of the history of Biology, until the fifth year when it is given as seminar work. And at no time, in any course, are the aims and relations of biology presented in such a way as to be helpful to one attempting to plan the most valuable type of high school course. Graduate research has been sufficiently considered previously, and the teachers' course will be considered last. It will be conceded generally in thinking of the solution of the problem that the ideal arrangement would be a real teachers' course, at least five years in length. This could be comparatively easily accomplished by a slight modification of the departments concerned and their hearty cooperation with the Department of Education. The disregard for method on the part of the former and the failure to realize the importance of a thorough knowledge of subject matter by the latter, can are obstacles that can be easily overcome I am sure. The student would enter upon this course with the intention of becoming a teacher, just as does any student enter upon his professional course with the intention of becoming the professional man for which his training is preparing him. Few freshmen now come to the University of California with the intention of becoming teachers in the secondary schools, that I admit, but the reasons and the remedy for that are not for discussion here. Suffice it to say that when reward is adequate, then the profession will grow and come to be made up of the highest type of men and women.