What our teachers need to teach is determined, first, by the first that our national need is a dual one. There is an urgent pressing need for an increasing number of fluid enquirers and original engineers. There is also need for a voting and supporting republic of nonscientists, who understand the work which scientists do. This dual need in turn creates a dual clientele within the schools—those who are, potentially, consumers of scientific knowledge; and those whose potential interest and special competences distinguish them as possible makers of that knowledge. This article was first published in October, 1960.