AS WE look back over the educational L history of this country, clearly one of the most regrettable developments of the past few decades is the way in which college and university scientists have turned their backs on high school science and the high school science teacher. Preoccupied with research, we have neglected the secondary science teacher-his preparation, his welfare, and the courses he teaches. Into the vacuum thus created have moved the teachers colleges and the departments of education, until at the present time these agencies have almost complete control of the education of high school science teachers and of the courses they teach. Certainly few college scientists have much to do with the preparation of the school science instructor and they have little knowledge of the courses he teaches. Indeed, they know few high school teachers, for the latter, after suffering years of neglect on the part of their university counterparts, have affiliated themselves with professional educational organizations rather than with the science societies which are of