teacher-training staff will advance the whole teacher-preparing program more rapidly than any other means. The general level of training, experience, and personal qualifications of teachers of education, except those in the training schools, compare favorably with that of other institutional staff members. It is well recognized, however, that the land-grant institutions must continue to provide for raising the level of qualifications of all staff members as rapidly as financial means permit. 10. Teachers of courses in education do not yet compare favorably with teachers in other major fields in respect to their professional training in the field of their specialty. The median of one year's training of staff members in professional education is less than one-half year more than that of the average graduate of teacher-training curricula in land-grant institutions. Teachers of education should have more than one semester's work in professional education above that of the prospective teachers whom they instruct. Progress in this respect may rapidly be attained by insisting upon more training in professional education on the part of entrants into positions on the education staff. This need is especially marked in the nonacademic or special teacher-training units and to a somewhat less extent in the vocational teacher-training units. Outstanding among needs for the improvement of qualifications of staff members in professional education is improvement in the training of demonstration and supervising teachers, and increased requirements for wider public-school and training-school experience for such instructors. 11. Rapidly rising standards for teachers in the public schools necessitate numerous institutional provisions for management of student personnel to meet these standards. Hence, the development and use of selective measures based on scholarship marks in high school and college, tests of personality and related traits, intelligence tests, health examinations, and similar means is highly desirable. Institutional provisions for guidance of prospective teachers in respect to the best fields of educational work to enter, the courses to take, extracurricular activities in which to participate, and positions for which to apply should be extended. Coordination of teacher-training activities within the institution will assist in rendering such provisions more effective. Provisions for the upbuilding of professional attitudes on the part of young trainees should be provided: For instance, education clubs, honorary education fraternities, and other similar student organizations should be more frequently established and more vigorously conducted. 12. The needs of prospective public-school teachers should be given more consideration in the instructional work in technical and academic subject-matter fields. Such content should be whenever possible, selected, arranged, and organized with the needs of prospective teachers always in mind. In most institutions training in two or three fields of subject matter rather than primarily in one is desirable in order to meet the needs of the high schools for teachers of combination subjects. Curricular emphasis on subjects for which there is little demand for teachers, should be lessened in keeping with the needs of the public schools. At least some professional association should be maintained whenever possible with the arts and science or technical courses taken by prospective teachers. Such relationship may be cooperative in nature but should be none the less effective. 13. Courses in professional education are susceptible of great improvement. Such improvement should follow increasing research and experimentation. No one is sure how much professional work should be required, nor has any exact measure of its value been devised. Stabilization of content in such courses has not yet been attained. Variations in course requirements are too large. Course nomenclature is confusing. Sequences in courses taken are not sufficiently uniform. Undesirable duplications in content of courses exist. Present wide divergencies in requirements and practices in respect to educational courses should be continued only for the purpose of controlled experimentation. 14. Programs of curricular study and revision, either institutional or cooperative, should be undertaken much more vigorously in the land-grant institutions so that knowledge of the best curricular offerings and practices so far attained may be more readily disseminated among the teacher-training staffs. 15. One of the greatest needs of the teacher-training units of the land-grant institutions is more adequate provision for training school facilities. Student teaching is commonly considered the center about which many teacher-training activities should revolve. It is an expensive element of the teacher-training program, but one which offers perhaps greater returns than any other professional course. In general, requirements in student teaching should be increased. This involves further provision for student teaching facilities; whenever possible a campus teaching school should be established in connection with the use of typical public schools for practice. Typically, institutional control over public schools utilized for practice is entirely inadequate. Undirected observation should be largely dispensed with. Better gradation of the course is desirable. Outstanding among the needs of student teaching is the raising of standards of qualification for demonstration and supervising teachers. In training, faculty rank, salary, teaching load, institutional prestige, and other respects, the status of this group is much below that of the general staff. Since their work is admittedly of vital importance, immediate efforts should be made to raise the qualifications of such teachers. In many institutions the coordination and direction of student teaching should be put in the hands of a single authority. The establishment of the office of director of training in some institutions is suggestive. One much-needed change that a coordinating officer should help to bring about in the general training program is the establishment of closer professional relationships between the training school staff and the academic, technical, and professional education staff members. Utilization of the training school by regular subject-matter teachers is highly desirable for purposes of observation and demonstration. When professional endeavors do not bring about such cooperation, administrative means should be employed. PART IV.-MILITARY EDUCATION Chapter I. Historical Introduction As specifically required by the Morrill Act, military education has been included in the courses of study of every land-grant college from the date of its organization. In those institutions which were in existence before 1862 but which became land-grant colleges by acts of legislatures, military education was at once introduced. In all of these institutions instruction in ritary tactics has been continued without interruption down to the p college has appealed to Congress or to the for exemption from the requirement to among its departments of study. The la filled the obligation imposed upon them good faith. ent. No land-grant lature of its State de military tactics nt colleges have fulr Federal charter in As in the case of higher education in agricu.. ure, no precedent or example existed of military education in the type of institution evidently contemplated by the Morrill Act. There were national institutions of collegiate grade specifically organized and conducted to educate men for the profession of arms, of which the United States Military Academy at West Point was a conspicuous example. There were also military colleges in which the military atmosphere predominated, but the land-grant college was to be predominatingly a civil institution, and its primary object was to furnish instruction in the civil pursuits of agriculture and industry. Military education was to be included in the curriculum of the land-grant college, but was distinctly forbidden to be the first concern. Manifestly, therefore, the famous military academies could not serve as models for the new type of institution which was to prove the outstanding American contribution to the organization of higher education. Compelled to blaze a new trail and to invent methods to include military instruction in curricula designed primarily to prepare youth for civil pursuits, it is not strange that the new colleges of agriculture and the mechanic arts required time to develop a plan and procedure of military education which would be consistent with |