I It is important to realize that in the plannig of courses there is not one problem but many; there are many solutions, for the reason that there are many ways of organizing courses and many different types of courses which could be given. This year, for the first time, I have been organizing a type of course that was new to me, a course in science for the nonscientist (we call it The Scientific Enterprise). It is aimed at the idea of introducing nonscience majors to the general ways of scientific thinking and some of the main concepts of science. Students who intend to major in any science field do not need to enroll in this course. It is an interesting challenge because when we think of both the general principles of biology and of natural science, we are confronted with an even more soul-searching problem. As far as the general principles of science are concerned, we at Santa Cruz have come to the conclusion that we must try to convey something of the way of the scientist, rather than of science; the problem is, how do people do science? What are the ways in which scientists work? How are scientific ideas born and how do they grow, and then become applied to the various aspects of scientific work? This makes a center around which a course can be oriented. We have tried to pick out a few scientific ideas and show how they have been engendered and how they eventually bear upon very large fields. In the biological part of such a course, one must necessarily give students some idea of the many kinds of organisms, not only for completeness' sake but also because in order to teach certain areas of biology, some organisms are much better adapted than others. It is very difficult, for instance, to give an appreciation of evolution without giving students some of the evidence for evolution, and some of the clearest-cut evidence is from Paleontology. It follows that the description of fossil organisms is almost a necessary part of the first introduction to evolution, and with them the subject falls very nicely into place. Similarly, in discussing cell division and cell enlargement one deals much more easily with unicellular than with multicellular organisms, and it is convenient to introduce microbes at this point. Obviously, when we discuss