USA > Missouri > St Louis County > St Louis City > Education in Indiana. An outline of the growth of the common school system, together with statements relating to the condition of secondary and higher education in the state and a brief history of the educational exhibit. Prepared for the Louisiana purchase exposition, held at Saint Louis, May 1 to November 30, 1904 > Part 20
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While it is true that it is better to know a few books well than to know many imperfectly, yet it is also true that one purpose of this work is to give an idea of the extent of the fields covered. To that end a num- ber of masterpieces should be studied in reasonable detail, while many more should be read rapidly for special points and to give some hint to the pupil of the great variety and diversity of literary products. The greatest objection to a set course of masterpiece study is that it gives an utterly false perspective of the subject. This may in some measure be corrected by the means suggested.
In the following list the dates refer to the year of graduation, i. e., a class graduating in 1902 should read during its high school career the books named under that date.
I. For general reading and composition work:
1902.
1903,
1904.
1905.
Shakespeare-Merchant of Venice.
Shakespeare-Julius Cæsar ... Addison-De Coverly Papers Tennyson-The Princess
Lowell-Vision of Sir Launfal.
Scott-Ivanhoe ..
Coleridge-Ancient Mariner
Pope-Hliad, I. VI, XXII, XXIV Goldsmith-Vicar of Wakefield Cooper-Last of the Mohicans George Eliot-Silas Marner
Carlyle-Essay on Burns
II. For minute and critical study:
Shakespeare-Macbeth Milton-L'Allegro, II Penseroso, Comus, Lycidas Macaulay-Milton and Addison Burke-Conciliation with America
(*) An asterisk indicates the year a book is to be used.
It is greatly to be desired that every high school be supplied with a large number of standard works suited to the needs of boys and girls of high school age. Opportunity would thus be offered for directing to con- siderable extent the outside reading of the boys and girls at this impor- tant period of their mental development. For purposes of general reading and culture it is suggested that as many of the works named below, and others of similar character, as can be supplied be placed on the shelves of the library in every high school of the state:
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EDUCATION IN INDIANA.
d. LIST OF BOOKS FOR HIGH SCHOOLS-SUPPLEMENTARY.
Cervantes, S. M. de. Don Quixote; abridged by Clifton Johnson.
Ilugo, Victor. Jean Valjean; ed. by Sare E. Wiltse. Stevenson. R. Lonis. Treasure Island.
Morse, Jolm T. John Quincy Adams.
Shumway, Edgar E. Day in Ancient Rome.
Harrison. Benj. This Country of Ours.
Ball. Robert S. Starland.
Bulfinch, Thos. Age of Fable.
Bulwer-Lytton, Sir Edward. Last Days of Pompeii.
Guerber. II. A. Legends of the Middle Ages.
Hale, E. E. Man Withont a Country, and Five Other Stories.
Curtis, Geo. Wm. Prue and I.
Dickens. Chas. Story of Oliver Twist: condensed by Ella B. Kirk. Matthews. Wm. Getting on in the World; or Hints on Success in Life.
HIeilprin, Angelo. Earth and Its Story.
Shaler, N. S. Story of Our Continent.
Thoreau, Henry D. Succession of Forest Trees.
Byron, Lord. Childe Harold; ed. by Andrew J. George.
Dryden, John. Palamon Arcite; ed. by W. H. Crawshaw. Goldsmith. Oliver. She Stoops to Conquer.
Wordsworth, Wm. On the Intimations of Immortality.
Griffis, Wm. Elliott. Brave Little Holland and What She Taught Us.
Hodgin, Cyrus W. Indiana and the Nation.
Marcus Aurelius Antoninus. The Thought of: ed. by Edwin Ginn. Campbell, Thomas. Pleasures of Hope.
Emerson. R. W. American Scholar, Self-Reliance and Compensation
Keats, Jolm. Endymion; ed. by Gollancz.
Moore, Thos. Lalla Rookh. Pope, Alex. Essay on Man.
Sophocles. Antigone and Oedipus King: tr. by Coleridge.
Moore, Sir Thos. Utopia; ed. by Gollancz.
Wallace, Lew. Ben Hur.
Warner. Chas. Dudley. Being a Boy.
Lamartine, A. de. Oliver Cromwell.
Mahaffy, J. P. Old Greek Life.
Whipple, Edwin P. Character and Characteristic Men. Plato. Apology, Crito: tr. by Paul E. More; Republic.
Mulock. John Halifax Gentleman.
Kipling. R. Light that Failed. Captains Courageous.
Dickens, Chas. David Copperfield; Nicholas Nickleby.
Bryant, Wm. C. Thanatopsis.
Brooks. Lecture on Biography.
Burke. Speech on Conciliation with America.
Coleridge. Ancient Mariner. Cooper. Last of the Mohicans.
DeQuincey. Revolt of the Tartars.
Dickens, Chas. Tale of Two Cities. Epictetus.
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EDUCATION IN INDIANA.
Gayley. Classic Myths in English Literature.
Eliot, George. Silas Marner.
Goldsmith, Oliver. Vicar of Wakefieldl; Deserted Village; The Traveler. Irving. W. Sketch Book.
Johnson. Rasselas.
Macaulay. Essays on Addison and Milton.
Milton. Paradise Lost, Bks. I, II, and Lycidas; L'Allegro, Il Penseroso. Comus.
Plutarch. Lives.
Ruskin. Selections.
Scott. Ivanhoe: Tales of a Grandfather.
Shakespeare. Merchant of Venice; Julius Caesar; Hamlet; Macbeth: ed. by Hudson.
Coverley, Sir Roger de. Papers.
Tennyson. The Princess: Enoch Arden; In Memoriam; Locksley Hall.
Webster. Speeches; First Bunker Hill Address.
White. Natural History of Selborne
Wright, C. D. Industrial Evolution of the U. S.
Clodd, Edw. Story of Primitive Man.
Atkinson, Philip. Electricity for Everybody.
Grinnell, G. B. Story of the Indian.
Lodge, H. C. and Roosevelt, Theodore. Hero Tales from American Ilistory.
Walker, F. A. Making of the Nation, 1783-1817.
Dana. Two Years Before the Mast.
Poe. Raven.
Sehurz. Carl. Abraham Lincoln.
Chancer. Prologue. The Knight's Tale, and The Nun's Priest's Tale. Lowell. Vision of Sir Launfal; Books and Libraries; My Garden Ae- maintance.
Franklin, Benj. Poor Richard's AAlmanac and Autobiography.
Hawthorne. Great Stone Face: Snow-Image.
Whittier. Snow-Bound; Mand Muller.
Emerson. Behavior: Books.
Everett. Character of Washington.
Longfellow. Evangeline; Building of the Ship; Courtship of Miles Standish.
Tennyson. Charge of the Light Brigade: Death of the Old Year; Crossing the Bar.
Wordsworth, Wm. To a Skylark; To the Cuckoo; Daffodils; To the Daisy.
Burns. The Cotter's Saturday Night; To a Mouse: For A' That and A' That; Auld Lang Syne.
Lamb. Dream Children; Dissertation Upon Roast Pig; Barbara S- ; Old China.
Coleridge. Kuble Khan.
Bacon. Essays: of travel: of Studies; of Suspicion; of Negotiating; of Masques and Triumphs.
Lowell. Abraham Lincoln; Commemoration Ode.
Holmes. Autocrat of the Breakfast Table.
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EDUCATION IN INDIANA.
Hughes. Tom Brown's School Days.
Larcom, Lucy. A New England Girlhood.
Longfellow. Chilren's Hour.
Dickens, Chas. Christmas Carol. St. Pierre. Paul and Virginia.
Brown, John. Rab and His Friends.
Carlyle. Goethe, an Essay.
Gray. Elegy in a Country Churchyard.
Lamb. Essays from Elia.
Thomson. The Seasons.
Thackeray. Lighter Hours.
Homer. Iliad: Odyssey; tr. by Bryant.
Aeschylus. Prometheus Bound; tr. by More.
Euripides. Alkestis; Medea: Hippolytos: tr. by Lawton.
Dante. Divine Comedy: tr. by Norton.
Omar Khayyam. Rubaiyat; tr. by Fitzgerald.
Fiske. War of Independence.
COURSE IN HISTORY AND CIVICS FOR COMMISSIONED HIGH SCHOOLS. Second Year-
History of Greece (first half year).
History of Rome (second half year).
Third Year-
History of England (whole year). or
History of France (first half of year).
History of England (second half of year).
Fourth Year-
American History and the Civil Government of United States and In- diana (throughout the year).
Text-books-
History of Greece. Myers, Botsford.
History of Rome. Allen.
History of England. Larned; Montgomery: Oman: Coman and Ken- dall.
History of France. The Growth of the French Nation. Macmillan.
American History. MeLaughlin: MeMaster; Channing: Fiske.
Civics-U. S. Fiske: Hinsdale; Macy; Wright.
Civies-Indiana. Rawles; Hodgin.
It is recommended that the third year's work, while particularly de- voted to France and England. be made to include a general survey of mediaeval and modern history. As a basis for such study France is to be preferred. If. however, the year consists of at least nine full months, this subject may be taken up during the first half, and the remaining time be devoted to England. In this case it would be well to concentrate the work in English history on the development of English institutions since
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the accession of the Tudors, going over briefly earlier phases of English history like the Norman conquest, Magna Charta and the beginning of parliament.
In the fourth year it is desirable that the work in American history and civil government be as closely correlated as possible. Thus, the study of the text of the articles of confederation and of the constitution should come in connection with the study of their historical setting.
Among the books that should be placed in the library as reference books in history may be named the following:
History for Ready Reference. Larned, 6 vols.
History of Rome. Duruy, S vols.
History of Greece. Botsford.
History of Rome. Gibbon.
History of Middle Ages. Duruy.
History of France. Duruy.
History of England. Froude.
Ilistory of England. Green.
History of England. Oman.
History of England. Gnest.
The Dutch Republic. Motley.
United Netherlands. Motley.
Periods of European History. The Macmillan Co.
Ferdinand and Isabella. Prescott.
Philip HI. Prescott.
England in the Eighteenth Century. Leckey, S vols.
Civilization During the Middle Ages. Adams.
Causes of the French Revolution. Dabney.
History of the People of the United States. McMaster.
Twelve English Statesmen. The Macmillan Co.
American Statesmen Series. Iloughton, Mithin & Co.
History of the United States. Bancroft.
Epochs of American History. Longmans, Green & Co.
American History Series. Scribner's.
Schouler's History of the United States.
Rhodes' History of the United States.
Critical Period of American History.
American Common Wealth Series.
Bryce's American Commonwealth.
Also each school should be supplied with:
MacCoun's Historical Geography of Europe. Ancient and Classical Period.
MacCoun's Historical Geography of Europe. Mediaeval and Modern Period.
MacCoun's Historical Geography of the United States, or some series of charts equivalent thereto.
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EDUCATION IN INDIANA.
3. LIST OF COMMISSIONED HIGH SCHOOLS.
City.
Superintendent.
Akron
Mrs. Carrie Templeton.
Albany
W. L. Cory.
Albion .
J. A. Cummings.
Alexandria
J. G. Collicott.
Amboy
A. E. Martin.
Anderson
J. W. Carr.
Angola
H. H. Keep.
Arcadia
E. J. Llewellyn
Ashley
J. A. Moody.
Attica
E. H. Drake.
Auburn
B. B. Harrison.
Aurora
J. R Houston.
Bedford
W. E. Alexander.
Bloomfield
C. B. McLinn.
Bloomington
J. K. Beck.
Bluffton
W. A. Wirt.
Boonville
C. E. Clark.
Boswell
J. H. Barnes.
Brazil
L. B. O'Dell.
Bremen
W. F. Ellis.
Broad Ripple
S. B. Plaskett.
Brookville
H. L. Smith.
Brownstown
W. B. Black.
Butler
H. G. Brown.
Cambridge City
Lee Ault.
Cannelton
J. F. Organ.
Carmel
. John W. Teter.
Carthage
J. H. Scholl.
Cayuga
. Colfax Martin.
Chalmers
John Gowers.
Charlestown
W. A. Collings.
Chesterton
S. H. Roe.
Churubusco
Claud Belts.
Cicero
F. A. Gauze.
Clinton
Wm. F. Clark.
Colfax
C. O. Mitchell.
College Corner
E. P. Wilson.
Columbia City
C. L. Hottel.
Columbus
T. F. Fitzgibbon.
Connersville
W. S. Rowe.
Converse
C. E. Spaulding.
Covington
H. S Kauffman.
Corydon
Jesse W. Riddle.
Crawfordsville
W. A. Millis.
Crown Point
F. F. Heighway.
Dana
W. H. Smythe.
Danville.
O. C. Pratt.
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EDUCATION IN INDIANA.
City.
Superintendent. Daniel Freeman.
Darlington
Decatur
H. A. Hartman. E. L. Hendricks.
Delphi
Dublin
J. C. Mills.
Dunkirk
C. E. Vinzant.
East Chicago
. W. C. Smith.
Edinburg
C. F. Patterson.
Elkhart
D. W. Thomas.
Elwood
C. S. Meek. Frank W. Cooley.
Fairmount
C. H. Copeland.
Flora
J. S. Slabaugh. W. A. Myers.
Fort Wayne
J. N. Study.
Fountain City
B. W. Kelley.
Fowler
Lewis Hoover.
Frankfort
E. S. Monroe.
Franklin
H. B. Wilson.
Frankton
J. B. Fagan.
Galveston. E. E. Tyner.
Garrett
E. E. Lollar.
Gas City
J. H. Jeffrey.
Goodland
M. A. Hester.
Goshen
V. W. B. Hedgepeth.
Gosport
Edwin L. Thompson.
Greencastle
H. G. Woody.
Greenfield
W. C. Goble.
Greensburg
E. C. Jerman.
Greentown.
H. E. Shephard.
Greenwood
O. E. Behymer.
Hagerstown.
O. L. Voris.
Hammond
W. H. Hershman.
Hartford City
C. H. Dry bread.
Hobart
W. R. Curtis.
Huntingburg
F. D. Kepner.
Huntington.
W. P. Hart.
Hebron
S. N. Greery.
Indianapolis C. N. Kendall.
Jasper
B. Sanders.
Jeffersonville
C. M. Marble.
Jonesboro
A. E. Highley.
Kendallville.
D. A. Lambright.
Kentland
C. L. Stubbs.
Kirklin
F. B. Long.
Knightstown W. D. Kirlin.
Knox
C. W. Egner.
Kokomo
R. A. Ogg.
Evansville
Fortville.
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EDUCATION IN INDIANA.
City.
Superintendent. J. F. Warfel.
Ladoga
Lafayette
R. F. Hight. W. H. Brandenburg. W. W. Mershon.
Lapel.
Laporte
John A. Wood.
Lawrenceburg
T. H. Meek.
Lebanon
C. A. Peterson.
Liberty
J. W. Short. W. C. Palmer.
Lima
A. W. Nolan.
Linton.
Oscar Dye.
Logansport
A. H. Douglass.
Lowell.
H. B. Dickey. Ossian S. Myers.
Madison .
C. M. McDaniel.
Marion
B. F. Moore. John Reber.
Martinsville
J. E. Robinson.
Michigan City
P. A. Cowgill.
Middletown
H. N. Coffman.
Mishawaka
J. F. Nuner.
Mitchell
J. L. Clauser.
Monon
J. H. Shaffer.
Montezuma
J. A. Lineberger.
Monticello
J. W. Hamilton.
Montpelier
L. E. Kelley.
Mooresville
W. C. Pidgeon.
Mt. Vernon
E. G. Bauman.
Muncie
G. L. Roberts.
McCordsville
W. B. Stookey.
Nappanee
S. W. Baer.
New Albany
C. A. Prosser.
New Augusta
John Shipman.
New Carlisle
J. W. Rittinger.
New Castle
J. C. Weir.
New Harmony.
Joseph Kelley.
New London
M. R. Heinmiller.
Newport
J. W. Kendall.
Noblesville.
J. A. Carnagey.
North Judson
C. F. Blue.
North Manchester
C. F. Miller.
North Vernon
G. P. Weedman.
Oakland City
R. J. Dearborn.
Odon
F. M. McConnell.
Orleans
M. S. Mahan.
Oxford
M. F. Orear.
Paoli
J. C. Brown.
Pendleton
E. A. Allen.
Lagrange
Ligonier
Lyn
Markle
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EDUCATION IN INDIANA.
City.
Superintendent.
Pennville
Peru
W. W. Knox. .A. A. Campbell. Sylvester Thompson.
Petersburg
Pierceton
.F. F. Vale.
Plymouth
Portland
R. A. Randall. Hale Bradt. Harold Barnes.
Princeton
Redkey
Remington
Rensselaer
Richmond
R. L. Theiband.
Roachdale
E. C. Dodson.
Roann
J. C. Reynolds. W. T. Lambert.
Rochester
D. T. Powers.
Rochester Township High School
W. H. Banta.
Rockport
F. S. Morganthaler.
Rockville
O. H. Blossom.
Rushville
A. C. McGregor.
Salem
Lotus D. Coffman.
Seymour
H. C. Montgomery.
Shelbyville
J. H. Tomlin.
Sheridan
Abraham Bowers.
Shipshewana
J. W. Hostettler.
Shoals
O. H. Greist. Calvin Moon.
South Whitley
J. W. Coleberd.
Spencer
A. L. Whitmer.
Summitville
A. C. Wooley.
Sullivan
W. C. Mccullough.
Swayzee
E. E. Petty.
Terre Haute
W. H. Wiley.
Thorntown
T. C. Kennedy.
Tipton
I. L. Conner.
Topeka
L. K. Babcock.
Union City
Linnaeus Hines.
Upland
W. W. Holiday.
Valparaiso
A. A. Hughart. S. W. Convoy.
Veedersburg
W. C. Brandenburg.
Vovay
E. M. Danglade.
Vincennes
A. E. Humke.
Wabash
Miss Adalaide S. Baylor.
Walkerton
A. E. Clawson.
Wanatah
F. R. Farnam.
Warren
J. H. Shock.
J. E. Orr. J. N. Spangler. W. H. Sanders. .T. A. Mott.
Rising Sun
Roanoke
South Bend
Van Buren
EDUCATION IN INDIANA.
219
City.
Superintendent.
Warsaw.
.Noble Harter.
Washington
W. F. Axtell.
Warterloo
W. S. Almond.
Waveland
Rupert Simpkins.
Westfield
W. A. Jessup.
West Lafayette
E. W. Lawrence.
Whiting.
R. L. Hughes.
Williamsport
S. C. Hanson.
Winamac. W. H. Kelley.
Winchester
O. R. Baker.
Windfall
John Owen.
Wolcott
E. B. Rizer.
Worthington
W. B. VanGorder.
Zionsville
H. F. Gallimore.
4. PROFESSIONAL TRAINING OF HIGH SCHOOL TEACHERS.
The public high school as it exists today in America is largely the growth of the past sixty years. These schools have to a large extent supplanted the endowed academies and private schools that formerly constituted the only connection between the ele- mentary schools and the college. Its development has been so rapid and complete that at the beginning of the twentieth century we find it a fundamental part of the system of public education in all our states.
The functions of the high school may be enumerated as follows :
1. It completes and symmetrizes the work begun in the ele- mentary schools.
2. It seeks the safety of the state by extending to the more capable children of all classes those educational advantages that will result in the selection and training of leaders for intelligent service in academic, professional, and industrial life.
3. It opens the doors of the college, the technical, and the professional schools to capable boys and girls of slender means.
4. It supplies teachers and furnishes incentives to the ele- mentary schools.
5. It seeks to maintain political equality and active sympathy among all classes.
6. It serves to extend among the mass of people the beneficent results of higher training and sound learning.
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EDUCATION IN INDIANA.
7. It seeks to implant in the minds of youth the fundamental notions of idealism and morality.
In making a study of the high schools of the country one will find that the weakest element in their work results from lack of trained teachers. \ great majority of the teachers have re- ceived no professional training whatever. It has been too long held that teachers like poets are born, not made, and therefore any professional and technical instruction, or criticism of their work is superfluous. There seems to be a belief that by some mysterious process of mental alchemy college students may be transformed into snecessful teachers by sitting behind the in- strnetor's desk. A young man does not become a practicing phy- sician after taking a college course in physiology, or a lawyer after passing his examination in constitutional law; the state in both cases protects, alike, the young man from himself and the community from his inexperience. This sort of protection is not extended to the schools of the state, and high school students everywhere are sufferers from the well meant but crude efforts of college graduates to gain experience, an experience that must be gained at the expense of their pupils. Hundreds of young teachers with high scholarly attainments enter onr high schools with ambition to succeed, rejoicing in their opportunities for snc- cess ; yet there is a constant procession of those who as failures abandon the profession simply because they never were taught the first principles of theory and practice, and of method in the work before them.
The secondary school is not merely the first four years of the college, nor is it an additional four years of the elementary schools. The secondary school of today fills a place in the edu- cation of the child that is untouched by the elementary school or the true college. The child enters the high school at from thirteen to fifteen years of age, and for the next four or five years passes through a distinct and vital period of his develop- ment. His training during this adolescent period presents new and vital problems that are not met in the primary or elementary schools, and which are not important in the real college.
With this psychological and new birth, new and distinet meth- ods become imperative. The individual at this stage more than at any other time of his life, is susceptible to real culture and
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development. In most lives this is the time of natural dawn of the educational instinct. It is the waking time of life in both body and mind. It is now that we find "subtle emotions are setting into dispositions, and dispositions are becoming char- acter." This is especially the period "when the great instincts of altruism begin to be felt and transform the soul, and there comes to the individual the great conception that life is after all not to be lived for self, but for others; there comes to the soul the instinct of subordination and sacrifice, of being ready to die for what he would live for."
In this period of the child's growth there is demanded of both parents and teachers a larger knowledge of his physical and psychical life than at any other time; here a broader knowledge of the child nature and the laws of his growth is imperative. Here, as well as in the kindergarten and the elementary schools, the teacher trained for his particular work is a necessity.
It is only during the last few years that there has arisen any serious question concerning the necessary qualifications of teach- ers in the secondary schools. So long as the only secondary school of consequence was the academy or college preparatory school, so long the only teacher worth considering was the college grad- nate. He who would successfully fit boys for college must him- self know by experience what the college demanded. But with the growth of knowledge of the child's life, with an enlarged curriculum, and especially since the growth of the high school has introduced variety, not only in the subject of instruction, but in the purposes of the school as well, the former supply of teachers has proved inadequate. Unquestionably the lack of professional training and technical knowledge in the art of teach- ing, on the part of the average college graduate, had great weight in promoting the belief that a college education was not an essen- tial pre-requisite for teaching in the secondary schools. In hun- dreds of cases the normal school graduate, the specialist and the elementary teacher who has made a reputation in school man- agement have been selected for positions in the high school in pref- erence to those with a liberal college training.
We may deplore the situation as we will, it is nevertheless true that the college-trained teacher without true professional knowledge has but a slight advantage in gaining admission to
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EDUCATION IN INDIANA.
our secondary school. The college graduate has been carefully weighed these many years and too frequently found wanting. The specialist and the normal school graduate have also been tested and the popular verdict is that they, too, are often poor craftsmen. The educational welfare of the country demands that publie opinion recognize higher standards of professional prep- aration. Those interested in the good of the school must know that "School keeping is not necessarily school teaching." The technical ability to teach includes both. "The art of teaching is mimiery and a dangerous gift" unless it is founded on the true science of life, which takes into account the ends and means of education and the nature of the mind to be taught. "Gradu- ates of colleges and normal schools must fail as teachers in the high school if they teach only as they have been taught." The methods of college professors are not always the best, and if they were, high school pupils are not taught or disciplined as college students are. The work of the secondary school is unique. It requires an arrangement and presentation of the subject matter of instruction in a way unknown in the elementary school and unheeded in most college teaching ; it requires tact, judgment, and disciplinary powers peculiar to the management of youth.
In considering the question of the advanced training of teachers for the secondary schools we can not fail to take into considera- tion the problem of remuneration of the teacher. It is becoming harder, year by year, for the college graduate to find employment in the schools at a living salary. Granted that the number of positions annually falling vacant is relatively stationary, and that the number of applicants are annually increasing, but one result may be expected unless an increase of wages can be brought about. The law of supply and demand would seem to force the salaries down. In the majority of secondary schools of the country, little pecuniary inducement is offered to the intending teacher to take an advanced course in professional training. It may seem true that so lightly is higher professional training re- garded in secondary schools that it is a question whether the average teacher who must depend on the usual salary can afford to spend the time and money necessary to the higher preparation for his work.
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EDUCATION IN INDIANA.
While we acknowledge the strength of this argument, we still contend that the great advantage of the trained teacher in the high school will be finally recognized. When the American people see that a thing is really worth having they know how to pay for it without grumbling. The better class of secondary schools over the country now pay fair salaries and insist on getting the ablest teachers. The very fact that the competition for these posi- tions is disagreeably keen is the surest guarantee of a better system of training teachers for the secondary work. The earnest young teacher can not afford to compete, other things being equal, with those whose preparation has been less expensive and less complete than his; the only hope of the ambitious college grad- uate is to put himself distinctively above his competitors in the field of his chosen work. This fact furnishes the opportunity for the teachers' college and the school of pedagogy in the uni- versity. It is precisely this condition of affairs which makes possible for the first time in America a serious consideration of ideal methods for training teachers for secondary schools.
The committee of fifteen have said that "One-sixth of the teach- ers in the United States are engaged in secondary work and in supervision. These are the leading teachers. They give edu- cational tone to the communities as well as inspiration to the larger body of teachers. It is of great importance that they be imbued with the professional spirit springing from sound professional culture. The very difficult positions which they fill demand ripe scholarship, more than ordinary ability, and an intimate knowledge of the period of adolescence."
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