Data received in reply to the questions indicate that in many cases the recommendation of teachers for schools, the inspection of schools, and the direction of summer schools are administratively a division of the work of schools of education. In many other cases the work is done by the same men, although organized as a more general university function. A noteworthy fact is the large and rapidly increasing number of institutions whose schools of education maintain high-school conferences and summer schools or conduct education surveys. Of the 28 universities, 21 report graduate work. Psychological clinics and efficiency measurements. The school of education of the University of North Dakota reports the establishment this year of a psychological clinic, which is to be conducted in connection with the psychological laboratory. As Table I indicates, a similar organization is under way at Chicago University. From the University of Oklahoma comes news of a new department of "Measurement of Efficiency and Standardization," in charge of the school of education. Mr. S. A. Courtis is the " consulting director." The special practice teaching regulations reported in full from the University of Oregon are thus summarized:

We consider the practice teaching most fundamental. This is supervised by the department of education, but with the cooperation of the various departments. The actual cooperation of the various departments in their special subjects has been instrumental in spreading the professional attitude through the faculty which has resulted very profitably and pleasantly to all concerned.

Changes in requirements for admission and for graduation.-The replies to our questionnaires disclose several instances of advance in both admission standards and requirements for certificates, and also one instance of lowered standards by the introduction of a short normal curriculum.

Among the items which seem to indicate notable progress the following may be quoted from the University of Tennessee:

A State law in effect 1914 requires six half-year courses in education for university graduates to entitle them to first-grade professional high-school certificates. Heretofore the rule was that only two three-month courses in education must deal specifically with secondary education.

From Wyoming is reported the regulation of "25 semester hours in professional work in a four-year course for high-school teachers receiving the B. A. degree in education." University of Virginia reports, "20 semester hours are required for the State certificate."

Graduate work in education.-The Universities of Illinois and Wisconsin report great increase in graduate study in education, and they cite special requirements, which have been worked out with care, specifying how the master's degree in education may be won partly in absentia. The records from other universities show the same thing. It seems that the master's degree in education is practically a teach

ing degree, sought and won in increasing numbers chiefly by those who have ambitions for special equipment for teaching and administration, but whose penchant is not for college positions ultimately, and whose professional advancement does not allow or call for the work usually demanded for the doctorate. The problem of properly providing for and adequately directing graduate work in education by study in summer schools only is acute and general. The demand can not be adequately met with present provisions. (See last table.) The University of Washington outlines a policy for this type of advanced graduate work in education during regular and summer sessions which raises the issue:

The most unique feature is in the organization of the graduate work in the school of education. We have provided that candidates may plan for a three-year course beginning with the junior year and including a year of graduate work. For these three years of work they would receive the bachelor's degree in either the college of liberal arts and sciences or the school of education, and the master's degree in the school of education. The additional year of work required for the master's degree is designedly not overspecialized. It is intended to be extensive rather than overintensive. A rigid examination will be required in the work of education, in the academic major, and in the two academic minors, but no thesis will be required. It is not intended to make this year one of specialized, but rather of thorough scholarship in education, and in one academic major subject, supported by two academic minor subjects. The intention is to make our school a genuine professional school on a par with the school of law in the university.

Activity in building.-One of the most striking instances of progress in teacher training is the simultaneous erection of buildings for schools of education in seven southern universities, each building being provided from the Peabody fund and each university recipient being under obligation to expend annually upon teacher training a minimum of $10,000. If the institutions carry out faithfully the intention of such beneficence, it is reasonable to expect that the type of teachers in southern high schools will be much better. This impetus to teacher training is also of critical significance to the whole future development of State universities in the South. These institutions as a rule have not seemed to respond to the call for definite professional service to the State at large as effectually as the western universities have. In this connection should be associated the development of the Peabody Teachers College, which has ambition to become for the South what the Teachers College and Chicago School of Education are to their respective sections of the country.

Among the important building and equipment items are to be noted especially the model training high schools which are now under construction at the Universities of Wisconsin and Illinois. The one at Wisconsin is to be known as the Wisconsin High School and will be ready for occupancy by February, 1914.

Other evidences of progress.-Another sign of progress is the enlargement of museum, laboratory, and library equipments and appointments. Typical of the items reported, but exceptional in its unique value, is the report that:

The pedagogical library of the late Prof. Aron has been purchased by the University of Illinois for its school of education. It comprises approximately seven thousand titles and is especially rich in documents relating to German education in the sixteenth and seventeenth centuries. It contains also rare first editions of the educational classics and a number of valuable manuscripts.

There are certain other items of interest from these activities of State universities which should be briefly mentioned. The University of Kansas reports that:

There is pending in the University of Kansas a proposition to organize a course of two years for the training of directors of physical education, superposed on the college work. The proposition is to coordinate theoretical and practical work in such a way as to justify the conferring of the bachelor's degree in education.

There is strong likelihood of a similar development at the University of Illinois. Some significant steps in this direction have been

taken.

With all these interesting items of progress and many more of the same sort, and with the eagerness to maintain a high professional integrity and high ideals on the part of the professors of education, one can not fail to realize, nevertheless, that State universities are not really responding adequately to the great opportunity open to them in this field. A natural academic conservatism is good to fight against, but the opposition to proper equipment and more particularly to separate organization for schools of education now appears to denote on the part of many men in college faculties a fear of conflicting interests rather than a conviction regarding the function of a State university.

IV. THE SMALLER COLLEGES.

The smaller colleges in the main administer conservatively the traditional liberal arts curriculum. It should be kept in mind, however, that teacher-training is the only kind of professional work attempted, and that it is only on this basis, or pretext as the case may be, that such institutions maintain a status and secure official recognition by the State in whatever professional preparation of high-school teachers they may do. Many of these institutions report that the majority of their graduating classes are preparing for teaching. Many use their annexed academies as practice schools, and it will be noted in the table that many report the development of teachers' courses. Few are attempting graduate work. Dartmouth College and Dickinson College, of those reporting, seem to be exceptions in minimizing their teacher-training functions. Dickinson reports "a single elective" course, and Dartmouth, with a large enrollment

and status as a semi-State institution, provides no department or separate instructor in the field of education as a college study.

The table shows that the smaller colleges, as a rule, are responding to the modern demands for trained teachers in the same way as the universities. They utilize means of cooperating with other departments, do extension work for teachers, hold school conferences, maintain summer schools chiefly for teachers, and in a surprising number of instances conduct surveys. It will be noted that six such institutions have effective affiliations with city or village public-school systems and are providing the practice and observational facilities so essential to effective work in educational departments. One other interesting teacher-training activity, which will be mentioned later with reference to normal schools also, is that of an institutional policy of attempting to "follow up" the work of their alumni as teachers in the schools.

In many cases these colleges must be "standardized" by the State board before their graduates may be "certificated to teach" without examination. This relationship brings about, as the answers to question 6 indicate, the policy of conformity to State certificate laws in the teacher-training courses. The result is that the smaller colleges are important professional schools, and many of them could not otherwise exist. This official status as licensed teacher-training institutions suggests that the State board might be provided with the proper means to accomplish the much-needed standardization. In Kansas the State board of education has a commission at work on the preparation of a "manual of college standards," a guide to the State college visitor in his work of inspecting the State's higher educational institutions whose teacher-training curriculums must be approved. Such State efforts might well perform local service for the standardizing bodies of wider scope, such as the North Central Association, the Association of American Universities, the National Association of State Universities, and the United States Bureau of Education.

Two other items deserve special mention in the teacher-training work of these colleges. Rutgers College seems to be taking its teacher-training function seriously. A part of its report is as follows:

Steps looking toward progress in teacher-training taken by the department of education of Rutgers College point along four general lines:

1. The reorganization of the courses in educational subjects into definitely planned curriculums of study designed for the professional training of secondary-school teachers. 2. The establishment of a summer school for teachers. During the summer of 1913 more than 300 New Jersey teachers already in service attended the school, taking professional subjects required by the State for teachers' certificates. The school was supported by an appropriation of State money. It was organized as a part of a more comprehensive movement in the State in connection with four other summer schools for teachers.

3. The establishment of extension courses at the college and in other centers for the training of teachers already in active service in professional subjects of study.

4. An attempt to cooperate with the work of the State department of public instruction and with the work of the various educational institutions of the State.

Swarthmore College reports the following high aim for educational

work:

The new department is being organized on comprehensive and scientific lines around the central aim of thorough preparation through intelligent participation and experimentation in school work. On every hand the aim will be to emphasize the modern empirical and scientific points of view in psychology and education. Therefore, experimental laboratory courses will be given in both these fields in order to make the work concrete, definite, and scientific. In order to connect theory and practice and to formulate principles of education, all theoretical and historical courses will be paralleled by work in school observation and practice teaching and in experimental education in contemporary school problems.

It is perfectly clear from the foregoing that the small colleges, even the denominational ones, particularly in the West, are largely teachertraining institutions; several report that two-thirds of their seniors are looking forward to teaching. The small colleges in Kansas yearly train as many high-school teachers as the State university. In all States some of the small colleges are of low grade; some do merely normal-school work in their educational departments; and others are poorly equipped. All this emphasizes the force of the contention that their professional service should be recognized and standardized by the States, at least in respect to teacher-training.

V. NORMAL SCHOOLS.

A letter was addressed to presidents of normal schools requesting accounts of recent progress. Sixty-nine very full and satisfactory replies came from 33 different States. One need only read these letters to be persuaded that the cause of teaching is an impelling one and will prosper. The replies contain a bewildering number of items of significance, difficult to classify, and practically impossible to put in tabular form, even the sort employed for data from colleges and universities. Normal schools still are, at least for the different States, individualistic. Perhaps the first impression one gets from these letters is that the normal school leaders are severally at work in entirely different sections of the field. There is a need, if not for some delimitation of function, certainly for some distinguishing standard with which to classify institutions so different, yet bearing alike the name of "normal school." It is true, indeed, that some are changing this name and with it the distinctive features of the traditional normal school. "Normal university," "teachers' college," or" normal college" would seem to refer to an institution different from the institution whose best descriptive name is still "normal school," and quite as different in form and function from the school of education of a university or the department of education of a liberal arts college.