Besides a full appreciation of the aims and relations of the subject, the teacher must be able to construct a course especially adapted in content to the peculiar needs of the particular community. This follows from what was said of relations in a previous paragraph. The development of such a course demands sufficient knowledge of economics and sociology to make possible a correct analysis of local conditions and so find what is required. The course to fulfill the requirements will necessarily be to some extent new, and just to such extent may the teacher feel something of the inspiration of the pioneer. Relative values must be established; emphasis must be properly placed--life of distant regions should not be taught except as local material may not be available to illustrate some very essential point, yet too often a carefully pickled grasshopper is transported from Florida to California, there to be dissected by some unfortunate high school lad. Not only must the larger divisions of the course be carefully balanced and tested for value, but each lesson must justify its induction into it. It is at this point that the relation to the individual is the chief criterion. Each lesson of the series that makes up the course must justify its place by having some rather direct bearing upon the life of the individual pupil. The core of the lesson must be either the pupils problem or one in which his interest can be readily stimulated. Herein is the value of the project method of science teaching, the problem is sure to be of interest to the pupil since he himself chooses it. Other questions to which the lesson must give satisfactory answer are; Why this particular lesson, at all? What relation does it bear to the preceding and following lessons? Is it of real value to the pupil in his living? What biological phenomenon does it teach? Is it the best problem to illustrate that particular phenomenon? What generalizations and practical applications can the _pupil_ make?