valuable? What of the undisciplined rooms, the indefinite teaching, the wasted energy upon non-essentials, the pupils standing idle in cloak rooms and halls, the unmotivated monotony of routine, the habits of mental indolence fostered, the letting-down of standards? I know these high-school graduates well—and rejoice to see them enter any course of training.

At the National Education Association meetings of 1908 and 1909 there was much discussion of the problems of normal schools, this discussion ranging from problems found in every normal school to conditions highly ideal. Probably further consideration is thought advisable because of the difference of opinion still existing as to the function of the normal school. Without side-tracking to the discussion we all agree that a normal school is what it is: its "isness" is determined by its capacity, by its faculty, and by its ability to place its product. We say its field of influence is the state, but it often goes far beyond the state.

It is obvious that a normal-school training can only rest secure on a firm foundation, to wit: preparedness. Upon entering the normal its students should be fitted to do work beyond high-school grade.

"Personal culture equivalent to a four years' course in high school" may mean little or much. The question is: Does the high-school graduate bring to the normal the requisite preparation? He may and he may not. The modern high school deservedly stands high in the opinion of educators-yet many graduates of the modern high school (even those having in view the profession of teaching), owing to hereditary influences, or environment, or mental indolence natural or acquired, or to the great number of electives, or to being taught by young persons fresh from college or university-owing to some cause not easily determined, have a frivolous, indefinite, scattered habit of thought which, tho possibly advantageous as a preparation for the ordinary activities of life, is very detrimental to one in training for a teacher where disciplinary concentration is a necessity. A sovereign need in preparedness for normal-school training is the habit of correct expression due to the ability to center thought, in teaching and in administration a teacher's ability depends upon his power of concentration.

Yet the high-school graduate manifests a wild delirium of ideas which seem to run over each other. This does not constitute preparedness. It is, in my opinion, a weak spot for the high school or the normal school to overcome. This is not meant as a complaint. The poor, i.e., the receptive thought, we have always with us. In correcting this situation the pedagogical expert will find here a field of opportunity.

JACOB A. SHAWAN, superintendent of schools, Columbus, Ohio.-In considering the qualifications necessary to enter a normal school, one must take into account the essential elements of a good teacher-these are personality, scholarship, and training. Under personality would exist those natural elements which constitute the born teacher, hopefulness, cheerfulness, tact, and love. "As is the teacher, so is the school." A gloomy temperament never wins or helps the child. Closely allied to personality is physical strength and power of endurance. Without health, cheerfulness, vivacity, and enthusiasm are practically impossible. First of all, then, personality and good health should be considered in the preparation of the teacher, and hence for entrance into the normal school.

A good strong four-year high-school course should be required. In preparing to enter the normal school, certain high-school subjects should be required; such as: A four-year language course, preferably Latin.

A complete course in algebra and geometry; physics and botany, in science; music and drawing.

On the cultural side, a full course in history, English, and literature is absolutely essential to a good teacher.

It is a rule in our own city to require an average standing of not less than 85 per cent thruout the four-year high-school course. Those who come from other high schools

than our own must present credentials and give evidence that good preparation has been made in a preparatory school. A full equivalent of a strong four-year high-school course is required..

In these days of educational opportunity there is little reason for admitting anyone to the normal school, the gateway to the teaching profession, who does not have the personality and the academic preparation to take the training required.

HOMER H. SEERLEY, president of Iowa State Teachers College, Cedar Falls, Iowa.In the state of Iowa the relations of colleges and secondary schools are in the control of the State Board of Education, whose special function is the supervisory management of the State University, the State College of Agriculture and Mechanic Arts, and the State Teachers College. On account of this legal authority, the entrance conditions to these higher educational institutions are uniform and the inspection and accrediting high schools is under the control of an officer of this board called the inspector of secondary schools. Assisting this officer is a secondary school board composed of the examiners of these three educational institutions, which persons represent the varied interests and make reports to the board as well as to the several institutions. In many respects this state inspector is better than an inspector appointed by any one of the institutions, as he represents a broader constituency and seeks the improvement of the high school more than to act as an agent to solicit attendance of high-school graduates at the institution where he is a recognized member of the faculty.

So far as two years' experience with this system can determine, the plan works well. It gives the high schools a hearing that they much appreciate and it has broadened the scope of their courses of study so that modern subjects are permitted to form a part of the requirements that are accepted for Freshman entrance. At the same time, whenever the high schools desire modification or readjustment they are able to secure official attention. With such a plan the colleges are required to accept a graduate's qualifications, if his high school is accredited, and also to adapt the courses of study they offer students to the conditions that universally exist. The normal schools are thus able to rely upon a reasonable uniformity of preparation and they can so plan their courses that each student can have abundant opportunity to prepare for some special line of teaching in the most reasonable time. This will lead to the presentation of all kinds of teacher preparation and training and give the normal school a real and potent place in the educational system that is often absent.

The fact is that the normal schools must become co-operating institutions that are related to the high schools on the one hand and to the universities on the other hand, so that they have the recognition which their mission and their opportunities should confer.

J. STANLEY BROWN, principal of high school, Joliet, Ill.-This subject involves chiefly the answer to three questions:

1. When do high-school pupils determine that they are going to attend a normal school for the purpose of preparing to teach?

2. What do they expect to teach after receiving such training?

3. In what kind of school do they expect to teach-grade school, high school, normal school, or college?

Until these questions can be fairly answered at the beginning of the high-school course, it will be impossible to give the training which may be agreed upon as best suited to the needs of the individual student.

Every high-school principal knows that even with all the assistance that may be given to the high-school Freshman, what he is going to do after he completes his highschool course is largely a matter of conjecture. Indeed, it is a well-known fact, that even in the best high schools, not more than 50 per cent of those who enter, graduate, and of those who say at the beginning of their school course that they are looking forward to teaching, probably half either drop out of the high school before they have graduated

or change their minds and decide to do something else. But granted that the student knows upon entering high school that he is going to teach, yet does not know what he expects to teach, the difficulty of determining what his course shall be in high school is still a puzzle, because we are coming to believe now that specialization with reference to vocational training and with reference to professional work may legitimately begin in the middle of the high-school course.

So it seems to us, that it is both difficult and unwise to assign the same work in high school to a young man who expects to teach manual training in the grade school, and a young woman who expects to teach kindergarten, or the same work to a young woman who expects to teach domestic science either in the grade or high school, and to a young man who expects to be a village principal.

Again, the course of study certainly ought to be modified to some extent for these young men or young women, some of whom expect to teach in the grade school, others in the high school, and still others in the college. For those who are looking forward to teaching in the grade school, the course of study ought to be extensive; for those who are preparing to teach in high school or normal school, the course of study ought to be both extensive and intensive, and for those expecting to teach in college, the course of study should be somewhat intensive.

Since the difficulties involved in the ideal answer to these three questions are under our present system very great, we shall probably continue to receive in our normal schools, the graduates of four-year high schools and adjust the preparation to the conditions which then present themselves.

NEEDED ADJUSTMENT BETWEEN SECONDARY SCHOOLS AND COLLEGES

I. ROBERT J. ALEY, PRESIDENT OF THE UNIVERSITY OF MAINE, ORONO, ME. In order to consider this question adequately, it is necessary to keep in mind four important factors: the college, the secondary school, the community, and the individual. Any attempt at adjustment that leaves out even one of these factors can be neither satisfactory nor permanent. The traditional order of the factors places the college first. It is probable that this order will soon be reversed. However, for the purpose of discussion it will be maintained in this paper.

The origin and development of the college course is so well known that it is unnecessary to review it at this time. We should, however, remember that the old college course was limited to a few subjects which were studied continuously thru a number of years. Most of these subjects had been begun in the preparatory school. We should also remember that the college as an institution has been very conservative and very strong in its opposition to change. New and modern subjects of study have had to fight for recognition. Altho much of the older conservatism has given way, traces of it still remain. In many institutions the A.B. degree is considered superior, even tho some other degree requires more work. Quite a number of entrance points are required upon which no college work depends.

In the earlier days of the college but few requirements were made for entrance. Boys were prepared to pass the entrance examination by the

minister or by some individual who devoted himself to private instruction. As the facilities for preparation increased, the requirements of the college expanded in order that its own work might be more advanced. About the church or the home of the private instructor there gradually grew up schools devoted to the preparation of boys for college. In order to meet its own peculiar requirements, the college sometimes established a fitting-school of its own, or became the patron of some private or church-established preparatory school.

The high school, supported by the public, is of recent development. In its origin it patterned after preparatory schools or the private academy. Its course of study and spirit were in harmony with the entrance requirements of some one or several colleges. Within the last twenty-five years, and more especially within the last dozen years, the public high school has had a remarkable growth. No phase of public education has shown more vigor, and no period of school life has received more careful thought from intelligent men. With its splendidly trained teachers and its great band of enthusiastic students, it is now an educational force that must be reckoned with. For it the day of dictation from the outside is about over.

The growth of the high school and its importance as a factor in human development, have aroused great community interest. The cost of highschool education is great enough to attract the attention of the taxpayer. The increased complexity of community life and the keen competition in all lines of activity, have made apparent to all the need of more intelligent and better-trained citizens. Students of the high school have not been slow to see how important it is that the institution serve the community more and better than it has in the past. Long ago, by common consent, we agreed that an elementary education for all was necessary to preserve the community itself. We are now rapidly approaching a time when it will be the common belief that four years of study beyond the common school is just as necessary for the best interests of all. The common consensus of necessary knowledge today is certainly four years in advance of the requirements of our grandfather's time. If the high school is to meet present needs, it must contribute the knowledge and power that the student will find of direct value in his life-work. This program does not call for a complete change of curriculum. Much of the old and established knowledge will always be needed. The obsolete and useless should be eliminated so that time may be found to give each student the equipment demanded by the life of the present.

Within the last decade the individual has assumed an importance never before recognized. We are coming to believe that each one must have the opportunity to develop himself to the utmost. The powers and tendencies of two individuals were never exactly alike and they can never be made alike. The educational effort that is successful must recognize these individual differences and must give to each individual such attention as is

necessary to make him realize his possibilities. The growing importance of the individual has had much to do in enlarging and diversifying the course of study in our high schools and colleges. Doubtless most of the future changes will be made in order to guarantee better care of the individual.

From the past we have inherited the notion that subjects of study differ greatly in value. There are subjects which are supposed to contribute to scholarship. There are others that give mere knowledge or skill. We seem to forget that the great men of the past whose writings are now supposed to be the real sources of scholarship never took the time, possibly never had had the opportunity, to know many things which we now deem necessary. Our modern experience proves conclusively that there is no great difference in the value of subjects of study. Any subject really worthy of study, if pursued long enough, will give power and culture. No subject can give either of these results if studied but for a short time. It is unfair to compare the results of the study of Latin or Greek for six or eight years with the results derived from the study of a modern language or science for a few months. Time and continuous effort are elements that must not be omitted in making a comparison of values.

The college, proud of its long and splendid history and steeped with the conservatism that often comes with age, has looked upon its work as quite independent of the great stream of education. The high school, receiving its support directly from the people, knows that its life depends upon a greater service to the community and the individual. These two educational agencies have a good many points of difference that should be adjusted. A few of the more important ones are these:

1. The high school needs greater freedom in the solution of its own problems.

2. The college should require fewer specific subjects for entrance.

3. The college should arrange its curriculum so that within its walls all subjects of study may be begun.

4. The college should enlarge its range of entrance subjects and lay greater stress upon quality and power.

5. The certificate system of admission to college should be greatly extended.

No phase of education can be entirely independent of other phases. Those giving their time exclusively to one phase of education are not thereby qualified as experts in any other. The greatest handicap under which the high school has developed has been the pressure from the college to determine its methods and fix its course. The college with its own purpose in view, and knowing exactly what it wanted of the student who should enter its doors, has felt privileged to determine to a considerable degree of detail the work of the high school. No adjustment of present differences can be made until the high school itself is given very great freedom to determine its methods, its courses, and its field of activity. The high schools are ready to assume such responsibility. The teachers in these schools have been educated in the colleges and universities. They are