Practice teaching now becomes only the trying out of the course and accompanying methods. As, one practice teacher remarked when this plan was suggested "But, I might have to make my course all over." Such would often be the case. Any wide-awake teacher will change his course more or less from year to year. Even if the first plan were entirely discarded the energy and thought prompted by its making would not be lost. And now let us change the name given to those in charge of practice teachers. Advisor would be more fitting than _super_visor, for they should remain in the background except for rendering helpful service, and making constructive criticism in excess of destructive. In order for practice teaching to be effective there must be nothing of an artificial sort enter in. Conditions must be of the regular sort met every day in the teaching game. This statement seems superfluous, but a visit to some of the classes where practice teaching is being done will justify its insertion here. The practice teacher should not be handed over a laboratory properly equipped. Of course, the equipment should be available. The course should not be "ready-cut". The practice teacher must meet _all_ of the problems and this is cheating him out of a part of his fun. Through his solution of these problems there will be a two-fold benefit, for the _advisor_ too may profit by the ingenuity of the newcomer. Resignation should be requested of any advisor who has outgrown the ability to learn. It is most likely to be the "green" person, who will develop really new methods, or evolve a more fitting experiment, or turn a bit of apparatus to a new use. Above all, the practice teacher should be required to scout for living material--there will usually be an abundance all about him, and much that is of interest should find its way into the laboratory. Training in the use of living material can not be over emphasized. The course which I have outlined in the previous pages, is not satisfactory, but I firmly believe that it would be an improvement over the present situation. When tried out it would show many shortcomings, but by trial and improvement has our entire educational system evolved. Even an ideal professional course in use today would be obsolete tomorrow. It would be unfortunate were it not so, for growth involves ecdysis, and growth is the law of nature. Literature from which helpful suggestions were received during the course of this work. Bagley, W. C. The training of teachers as a phase of democracy's educational programme. Ed. Adm. & Supervsn. vol.4 no.1, Jan.'18. Balliet, T. M. and Robinson, C. H. Training of Science Teachers. N. E. A. Report, vol.54, 1916, pp.734-7. Bessey, C. E. Preparation of botanical teachers. Science, N.S., vol.33, pp.633-9, 1911.