The summary of a relatively recent questionnaire' in which teachers were asked to list the acadcemic subjects which they considered "essential for effective teaching of biology in. the secondary schools" places Taxonomy twelfth in order of importance. A cursory examination of popular textbooks in the field of biology indicates that many authors, too, relegate Taxonomy to one of the last places. Students, of course, as a consequence of teacher-attitudes and textbook neglect also tend to manifest little interest in the problem of Species andl Classification. They will usually rank Classification twelfth or even lower in order of interest and importance among other popular biological topics. But is Classification uninteresting ancd unimportant ? Should it hold twelfth place with high school biology teachers and biology students? When the fact is considered that more than eighty per cent of our high school studelnts will not have an opportunity to continue their education in college, and that a certain part of that fortunate twenity per cent who do continiue with college work will not select natural science, much less Taxonomy, either as a field of major imiterest or as an elective course, the question arises as to w-hether sufficient time anld attentiomi is given to Classification in the lligh school biology sequence. There is iio doubt that other phases of biological traiiiiiig are of relativelv greater value to the individual than exhaustive drilling in the principles of Classification, and that the former do contribute more to fuller living. An appreciation of biological principles and sanetions, for example; a proper respect for the all-important kingdom of bacteria; a correct evaluation of the health that is the heritage of youth; and a love of nature and nature study will broaden vistas and present opportunity. But the results that flow from the dynamic presentation of taxonomic methods are not to be underrated. Taxonomy serves to develop in the student an appreciation and comprehension of the order and law inherent in Mother Nature. A deep respect will well in his heart for the genius that has enabled the scientist to pigeonhole hundreds of thousands of animals and plants, accurately and systematically, on the basis of their OWnl individual characteristics, bestowing upon these same plants and animals permanent scientific names which are recognized and used throughout the known world. The student of Taxonomy is bound to grasp some idea of commnunity relationships and of organic designs that exist in the world of living things. He commeinees to appreciate the organiepattern that lives in and upon the soil, and is ready to study the rules of classification which have brought order out of chaos. Now since there is the possibility that tangible good will accrue from the proper presentation and study of Taxonomny, why are so many high school 1 Riddle, Dr. Oscar. " Preliminary Impressionis and Facts f rom a Questiolnnaire on Seeolndary Schiool Biology. ' Anmerican Biology Teacher, Vol. 3, No. 5, p. 151.