So far as the individual is concerned, biology should train him to observe life phenomena accurately and to form logical conclusions, through the use of problems. This ability is a valuable asset whatever his life work may be. Also, if it is the right kind of a course, and well taught, it will enrich the life of the boy or girl through the aesthetic appeal of plants and animals, and so make possible a sincere appreciation and enjoyment of nature. In addition, the study of biology should make clear to the pupil the important part that the intensive study of the various biological sciences has played in the whole marvelous scientific progress of the past centuries. Along with these values certain relations of biology must be well understood if it is to be well taught. These relations may be conveniently segregated into five groups, 1) relations to world problems, 2) to problems of the state, 3) to the community, 4) to the school curriculum, and 5) to individual pupils. To world problems biology bears many relations, for example, it is fundamental in the analysis of immigration problems, especially those phases concerning health, over-population, and the probable hereditary effects of assimilation through hybridization. State problems of health protection, conservation of game and forests, control of rodents and other crop pests, and others can only be solved after gaining a thorough knowledge of the underlying natural laws, and acting in accordance with them. How inadequate a game conservation law of closed season, without regard to the breeding habits of the animal concerned! Again, State regulations regarding the care of mentally deficient, especially in the prevention of intermarriage, must be given consideration from the biological as well as the ethical point of view.