As we consider the smaller group unit so the relations of biology to that group become more special. A biology course may be readily standardized for national problems, but for any given community the course must be somewhat unique. A course planned for a rural population would not be fitted for a school in an overcrowded section of a city. Where there are differences in social and biological problems there also must be fitting adaptive changes in the course in biology. In addition to these community relations, the teacher must keep in mind the relations between the biology course and the other courses in the curriculum of the school. Such a question as this should arise in the mind of the teacher; how may my work be made to correlate with that of Domestic Science? The possibilities are many, there is the field of dietetics, scientific determination of the best methods of sweeping methods by bacterial culture methods, and the role of bacteria, yeasts and molds in the culinary arts constitute a few of them. How about cooperation with the English Department? Certainly every bit of written work, every oral recitation, should measure up to standards of ability in expression as well as to standards of attainment in the mastery of certain scientific information. This cooperation has been carried out to great mutual benefit in some schools. These illustrations are sufficient to illustrate, though the teacher should not overlook any department of the school. Relations to class and to individual will be considered in conjunction with teaching methods. The values and interrelations of biology have been discussed at some length because they must serve as criteria in deciding what constitutes adequate preparation. The comprehensiveness and vital nature of the subject, biology, present at once an inspiration and an element of fear to the conscientious teacher. They cause him to regard in utter amazement, the applicant for a position who in answer to question replies "No, I have never taken any courses in biological Science, but I can easily prepare myself to teach it, if need be." The impossibility of such impromptu development of skill in the teaching of biology will become more apparent as we proceed.