estimate made on the basis of all available information is that for the country as a whole approximately one-third of the trainees graduated in 1928 were not registered in the school, college, or divisions of education, and hence were usually reported as enrolled in arts and science, agriculture, and similar subject-matter divisions of the institution. This proportion is larger for previous years. The total number of prospective teachers graduated with first degrees in 1928 is reported to be 3,082. Adding to this figure an estimated number of 1,541 prepared for teaching but not registered in education, the total of 4,623 is obtained for graduates with the first degree who were prepared for teaching in 1927-28.

TABLE 4.—Number of first degrees granted students in general education and in vocational education 1921–1928 in all land-grant institutions

Further expansion and development of existing activities and redirection of existing teacher-training programs seem inevitable. Social, political, and economic changes are rapid and educators are striving to keep pace. To meet current problems, educational activities are advancing with unprecedented rapidity. Definite and certain promise exists for the education in the future of even greater number of the citizenry of our country for vocational effectiveness and for the worthy pursuits of leisure. It is not impossible that in America our greatest contributions to modern civilization may consist in the discovery of the ways and means for securing a happy concordance of vocational and of liberal education.

Chapter III.-Objectives

The objectives of the teacher-training programs as expressed in the catalogues of the institutions are only occasionally alike. The most commonly mentioned objective is the professional preparation of teachers. A number of similar statements so broad as to be almost meaningless are given. The training of teachers for specific positions is mentioned or implied in the statements of a few institutions. Not infrequently such objectives as "a broad and liberal education" are stated. The necessity for meeting State certification requirements is mentioned by several institutions. In Table 5 are shown the reports of the land-grant institutions relative to the types of positions for which they definitely offer or attempt to offer training. TABLE 5-Specific objectives of undergraduate teacher-training activities in respect to positions for which training is offered

Trade and industrial education; industrial arts; manual train

The land-grant universities, as a group, undertake to train teachers, supervisors, and administrators for practically every type of position in the field of education. The separated land-grant colleges, while somewhat more limited in the diversity of their offerings, by no means confine themselves to the training of teachers of vocational agriculture, home economics, and trades and industries.

The subjects actually taught in the high schools determine to a large extent the courses taught in the institutions that train teachers. During the last years of the nineteenth century, the high-school curriculum was composed almost entirely of English, Latin, Greek, French, German, algebra, geometry, physics, chemistry, and general history. To-day probably 250 different high-school subjects and their subdivisions that are taught the country over could be named. In Table 6 the percentage distribution of high-school students during recent years among certain selected subjects is shown. It should be noted that needs for teachers may be quite acute in some of the newer subjects in which only a relatively small percentage of pupils are enrolled. These special needs should be ascertained in each State by the land-grant institutions that prepare teachers, and curricular emphasis redirected accordingly.

TABLE 6.-Percentage of students in certain studies in public high schools since

The factors reported as having most weight in determining what teacher-training curricula shall be established are shown in the following table.

TABLE 7.-Factors reported as having most weight in determining the establishment of offerings in teacher-training curricula

Apparently there is large dependence by land-grant institutions on what other agencies desire in respect to curricular offerings for prospective teachers. It would seem that a careful study of the actual needs of the State for trained teachers and of the activities of these teachers in various fields should afford the bases for setting up institutional teacher-training curricula. In only a few States have continuous detailed studies been made by State departments of education and other agencies concerning the needs for teachers of various levels of training, and for different types of positions. The land-grant institutions themselves have given too little attention to leadership in making such studies. They have a definite responsibility to ascertain facts of this nature that should determine their objectives and the programs set up to realize these objectives.

Approximate data only are available concerning the positions taken by graduates of teacher-training curricula. Returns indicate that the type of positions actually taken by graduates should be studied much more carefully in the future in the determination of the objectives set up by the institutions. A sampling of returns indicates that about 60 per cent of graduate and undergraduate placements are made in senior or regular high school arts and science and vocational subjects; 10 per cent in college and university teaching; 7 per cent in elementary grades; 3 per cent in physical education and health work; and less than 2 per cent each in a great variety of fields of teacher preparation. Evidently much work is in order by

the institutions to determine the relative weight to be accorded teacher-preparing offerings in each institution.

Much of the rapid progress in vocational education has been due to persistent efforts on the part of leaders in this field to determine accurately and thoroughly just what the worker has to do, and to develop, organize, and systematize the procedures necessary to attain the objectives thus derived. Although such job analysis does not and should not determine the nature and scope of the whole objective of educational effort, insistence upon making life activities of pupils the starting point in formulating teacher-training objectives, has resulted in some useful general statements of such activities and of teacher-training objectives appropriate to them.

The matter of emphasis upon the several life objectives of the pupil, or, in other words, the emphasis upon the several objectives of education, is one of extreme importance. Misplaced emphasis in the past, and to a considerable extent in the present, has afforded much just opportunity for criticism of education. It is extremely difficult to see why the general objectives of a high-school teacher of Vocational subjects should be very greatly different from the general objectives of a teacher of other subjects. All teachers alike are helping young people to adjust more effectively to their environment to the end that individual self-realization and social efficiency may be more nearly attained.

It is clear that a formidable number of only partially analyzed factors must be considered in formulating the objectives of the teacher trainer in land-grant institutions. There are the individual and social needs in respect to the life activities of the pupils in the schools, and the educational objectives of the teachers themselves to be considered. In addition, the conditioning factors of Federal, State, and local administrative requirements, the teacher's personal objectives, the difficulty of adapting subject matter to realize the objectives set up, and other factors must all be considered. In determining the objectives of teacher training, the frontier of existing knowledge is soon reached in many fields, and educators, in the existing state of knowledge, of necessity can not agree on many formulations specific enough to be universally acceptable and at the same time useful. It is a happy augury for the future of professional education that some of the most effective work in the determination of teacher training and related educational objectives is now being done or has been done by workers in the land-grant institutions. The attitudes and interests of these institutions are such as to insure that traditional and present practices will be modified by a democratic social philosophy.