tion in connection with this whole matter?

The second feature the second service to be rendered by the institution will be connected with the high schools. The time is past when any teacher-training school can calmly sit off by itself and say, "If students want to come here, all right and well; if they do not, our salaries go on just the same." I am quoting what the principal of a normal school said only about five years ago. The per capita cost in that school at the present time is somewhat in excess of $1,200-but his salary is going on just the same. The time is past for that attitude to be maintained. We must reach out and get our girls, and for the present we must support in our public schools training classes for teachers, and we must give in these training classes work that will be comparable to the work given in the first year of the central institution. Then the young woman going through this for one year will be required to go out and teach for a year under the supervision and control of our central teacher-training institution. When she enters the training class she enters the teacher-training institution. During that period there will be a considerable number of young women who will develop into very promising teachers. Such people come to the central institution for their work; but always in a group of one hundred people there are fifteen or twenty who ought never to go beyond that one year of training. Today we are rather forced to listen to the argument so often advanced by these people: "Here it has cost us two years getting the training, and now you are going to shut us out and make it impossible for us to teach." We will not permit that argument. They will get their training while at home, and the expense will be very, very moderate.

I will pass to the third service that we are anticipating our institution will furnish-namely, that of extension work. I suppose you will at once agree that there is a possibility of extension work with an institution of this sort, but again I want to change the type of extension work from that which is so largely professional to a type of work in which the fathers and mothers of the community will be glad to find themselves shoulder to shoulder

with our teachers in the classroom in that intimate association that will mean so much for the parents and for the teachers. Our training class teachers in the high schools will furnish the nucleus for such a staff.

The fourth service will, I doubt not, be peculiar to Vermont. In that State we have perhaps fifty young persons who went into two and three-teacher high schools last fall, and by the force of circumstances had to teach subjects for which they were not prepared. These young people, if they are sincere, as most of them are, are wasting their lives in trying to bring up these subjects. If they are not sincere, the children are losing in the subjects. It is a calamity. We propose, so far as possible, to make the teacher-training institution available for these persons, so that the moment they find themselves face to face with a problem of this sort they can register in our institutions, and the persons there with whom they are registered, knowing the course of study and the text book they have to use, will be able to furnish them such instruction as will enable them to hold their heads above water until they have completed the year. For ourselves, I can see nothing that will be of larger service to this group in our smaller high schools than a helping hand of that sort.

I want to mention the matter of the summer school. Under our particular method of certifying teachers, it is financially worth while for a teacher to attend summer school, and I believe we may look forward again to what we have had in the past, when one out of every three teachers will be in the summer school.

I have tried, in the minutes at my disposal, to bring to your attention these points:

There are three rather distinct causes for the difficulties that confront us in reference to our school problems.

The first of these, relating to salary, is one that is easily settled, and is being solved as time passes.

The second, dealing with the dissatisfaction of teachers in connection with their work because of forms, reports, etc., is not so easily cured, but we are well on the way to the point where

people are willing to take teachers who are competent into their confidence and have them help in the professional side of school work. But this depends on our solution to the third problem, the securing of a sufficient number of young women who can be given adequate training to make of them well-educated teachers, and this demands a new type, or a changed type, of teacher-training institution, one that I believe must essentially be controlled by the state. In our own state such an institution will have five distinct services:

1. Taking young women who have been graduated from a high school, and giving them a four-year course.

2. Taking young women who can stay at home for a year and attend a teacher-training class in their local high school.

Teacher-Training is Indispensable.

Shall it be Raised to Collegiate Rank?

W

ARTHUR C. BOYDEN,

PRINCIPAL, STATE NORMAL SCHOOL,

BRIDGEWATER, MASS.

AR is a great educator in spite of its terrible aspects. If we are keen and alert, we shall learn the lessons of the past war. "He that hath an ear to hear let him hear." The leaders of thought feel that we are on the threshold of a new era of commerce, industrial relations, religion and education. Now is the time to lay the foundations for the improved constructive work that is sure to come in the future. Some of the effects of the war on education are manifest. War vindicated the value of American democratic education. Autocratic educcation has been lauded as the acme of efficiency, and democratic education had been severely criticised as weak, inaccurate and inefficient. We are not blind to our weaknesses, but the generation of young men fresh from school and college that made up the bulk of our army and navy proved that their education had made them capable of rising to the highest point of efficiency and patriotism. The same generation of young women were ready to meet their part of the crisis with courage and ability. When this body of young Americans reached France, after the brief time of training which was at their disposal, two characteristics came into such prominence that they aroused special comment in Europe, namely, their keen intelligence and their wonderful morale. They understood why they were over there and they entered into the new problem with that power of skillful initiative that brought results. The willingness of all classes to unite for the common cause developed a spirit that became invincible. The time was

short, but it proved the possibilities of a democratic education that was enlisted for idealism.

A second effect of the war has been the growing realization by the public of the vital importance of education in a democracy, that safety alone rests in intelligent citizenship. As a result, education, both religious and secular, is receiving marked attention. The sentiment is setting strongly in favor of an adequate compensation for teachers, a just recognition of the importance of their work. The shortage of teachers without doubt is having a strong influence in this direction, but thoughtful people are not so much disturbed by the present lack in numbers as by the large number of untrained teachers who have drifted into the work. The public is ready for forward movements in education, financially and professionally.

The war also has taught us the value of intensive training under the right methods. A large number of young people had to be trained for leadership in the shortest possible time. Tests of intelligence and of capacities were formulated and put into practice on a large scale. At first, these were met by sneers, but gradually this new educational instrument has proved its value. Though in its infancy, the movement bids fair to be developed through continued experimentation into a most valuable factor in all education. The method of training that produced results has been known to us as "learning to know through doing." It has been called the "problem or project method," in which a definite goal was set up and interest aroused in the attainment of the end that was sought. The training work was thoroughly motivated. On these foundations, intensified by the war, we are to build the new structure of a more democratic education. The first step is to make teaching a profession rather than a job. the psychological moment to begin this movement. The problem of the financial compensation of the teacher is on its way to a reasonable solution, but we must never forget that teaching will always be one of the professions that will demand idealism from its members. For many, teaching is already a profession, but for the mass this is not yet true.

The present is