MARYLAND: "None offered in the state."

MISSISSIPPI: A decade or more ago the University of Mississippi actively began a policy of fostering high schools in the state and extending their courses of study with a view to meeting college-entrance requirements. It has done little, however, on the pedagogical lines of interest in this inquiry.

MISSOURI: The Teachers College of the State University offers the most extended facilities along professional lines for high-school teachers to be found in the southern states. In addition to several courses designed for elementary teachers, the following are given especially for high-school teachers: educational psychology (half year, presupposing half year of experimental psychology), principles of education (half yr.), secondary education (half yr), practice teaching for high-school teachers (1 yr.), the teaching of German (2 hrs., half yr), teaching of Latin and Greek (half yr.), teaching of Greek and Roman history (1 hr., half yr.), the teaching of mathematics (2 hrs., half yr.), the teaching of physics (2 hrs., half yr.), the teaching of geography (2 hrs., half yr.) in part for high-school teachers, and the following which are open to such teachers but are not described as designed for any specific grade of teachers: teachers' conference on botany (2 hrs., half yr.), the teaching of English (2 hrs., half yr.), teachers' course on elocution (1 hr., half yr.), and the teaching of art.

Washington University offers five courses on pedagogy, but not specifically for secondary teachers. The City of Carthage requires "two promotional examinations," or one examination and one term in a summer school approved by the superintendent.

NORTH CAROLINA offers nothing.

SOUTH CAROLINA: The University of South Carolina offered a new course last year on the "Pedagogics of the high school, a two-hour half-year course, elective to junior and senior students, which comprised the work of seven co-instructors, treating of secondary education, and of English, Latin, history, mathematics, geography, and nature-study in the high school.

TENNESSEE: The University of Tennessee offers besides the usual pedagogical courses 'a course in secondary education, including the psychology and pedagogy of adolescence, the history of secondary education, the comparative study of secondary schools in America and the principal culture nations of Europe, and some specific high-school problems in this section."

TEXAS: The University of Texas, in addition to the usual courses in general method, psychology, child-study, school management, history of education, and philosophy of education, designed to aid secondary teachers, principals, and superintendents of schools, offers the following "professional" courses: secondary education (3 hrs., one-third year), botanical method (3 hrs., one-third yr.), the teaching of elementary mathematics (3 hrs., onethird yr., partly for high-school teachers), the teaching of Latin (3 hrs., two-thirds yr.), and the teaching of manual training.

VIRGINIA: The University of Virginia offers a one-year's (3 hrs.) course in each of the following: secondary education, philosophy and psychology of education, principles of education, history of education, and school administration. These are not primarily designed for high-school teachers.

WEST VIRGINIA University offers nothing beyond what was mentioned in the second section of this report.

PRACTICE TEACHING IN THE HIGH SCHOOL PREVIOUS TO EMPLOYMENT

The existing condition is best described by the prevalence of the custom which either neglects this element in the preparation of the high-school teacher, or, if recognized and insisted upon, is relegated to some other institution or to some distant high school, if not frequently to training and experience in lower grades of schoolwork. This is probably the factor most foreign in the training

of secondary teachers. Even many training or normal schools recognize the fact that many of their students have had "experience" in school teaching before taking up their courses of study, and, consequently, lighten or lessen the amount of work done in practice teaching.

ALABAMA: The Troy Normal College Practice School does "some high-school work" in its last grade, and to this extent its graduates have practice before employment. Birmingham requires heads of departments to have had experience in teaching before appointment. In Mobile some teachers are promoted from the grades to the high school without having had high-school practice; some high-school teachers have had experience in highschool work elsewhere.

ARKANSAS: Cities in this state commonly have a "cadet class, the members of which practice in the schools as substitute workers."

GEORGIA: "Chiefly in common schools during course." Augusta depends "on other colleges for the training of our teachers." Macon requires "practice work two hours a day in our school. After they complete a normal course, we use them a year (probation) as supernumerary teachers, and afterwards employ in our public schools as regular teachers those whose work is satisfactory."

KENTUCKY: State College: "Some limited practice is given to students in regular courses, but it does not constitute any part of the required course." Louisville: No. "We usually employ some one who has had previous experience in some other school system." They found that employing college graduates (in the Girls' High School) without previous practice did not give good results.

LOUISIANA: "Not as yet," as one writer puts it.

MARYLAND: Only the practice "designed to prepare elementary teachers," as one return very frankly puts it.

MISSISSIPPI: The custom is not based on as good practices as in other states, this state not having any normal schools, even.

MISSOURI: Most Missouri high-school teachers are college graduates "who have thru summer schools and the regular terms of our state normals or Teachers College, received pedagogical training." "Missouri is unalterably opposed to creating an institution for the special purpose of preparing high-school teachers. Our best high-school teachers are not those who have been specially prepared for that work. They are our best educated people who grow into the ability to manage high schools thru having managed lower grade school work thoroly" (State Department of Education.).

In the high school connected with Teachers College of the State University, provision is made for definite practice teaching in high-school work in the training of the teachers. "Before certificates to teach in high schools are given, candidates must prove their ability to do work in those subjects for which they wish certificates. Three to nine hours' credit is required. This is done under the immediate supervision of the professor of theory and practice of teaching, assisted by others of the Teachers College faculty. . . . . The school is, in a sense, experimental, as inexperienced teachers are called upon to test theories and methods suggested to them."

Cape Girardeau State Normal School plans the introduction of high-school practice in its training of teachers a year hence. Outside these schools, the general plan in this state for securing practice in high-school teaching is by serving as "apprentice teachers in the schools of a large city."

NORTH CAROLINA: The plan begun last year at Durham is this: "We take a few prospective teachers and give them practice work in our high school. Such applicants must be college graduates. They join our training class and spend their time in the classrooms while the school is in session."

SOUTH CAROLINA: "No provision for such practice is known."

TENNESSEE: "Unfortunately there is not opportunity for students to get such

practice."

TEXAS: The State University and normal schools have made no provision for practice teaching nor for adequate observation. "In some cities by means of a system of supernumerary teachers they can." Austin: "We do not employ teachers who have not had practice." Dallas: "We do not employ inexperienced teachers for high-school work." VIRGINIA: "No." "In our grammar schools" only. "Practice at our normal schools." WEST VIRGINIA: The Huntington Normal School admits students of the training department who expect to do high-school work to the classes of the regular academic department, which more than covers the high-school courses, and practice teaching under the superintendent of the training department.

SUPPLEMENTARY REPORT

At the request of the chairman of the committee, the following is offered in response to the two nquiries.

1. What professional preparation is desirable for southern secondaryschool teachers? and,

2. What professional preparation is possible under existing conditions for southern secondary-school teachers?

The high school of the South possesses problems which are not marked by any geographical pecul arity. These problems are national and not local. If any peculiarity obtains it is due primarily to its historical descent from the old-time southern classical academy. This historic connection will, in large measure, explain the presence of the classical or literary flavor which obtains and also the custom of college graduates becoming secondary teachers. The industrial or technical high school in the South is the exception.

It is also a mistake to assume or maintain that the secondary school in the South materially differs from that in other sections of the United States. The factors of waste in the population and the economic conditions for developing native resources and sustaining human industries do not, aside from imiting the material resources of high schools, determine the question of the southern high school for the whites. It is chiefly the high school for the negro which has its questions determined by those conditions as related to the negro.

One fact which indicates that southern high schools cannot be regarded as sui generis is the employment in them of teachers prepared by northern institutions. The pursuit of studies in the latter by native southern teachers points in the same direction. The demand for professional secondary training is therefore the same in the South as in the North; or, to be more accurate, is growing to be the same. The above report on existing conditions indicates the widespread recognition of this demand.

There are a few features in secondary training made desirable, if not necessary, by reason of their intimate relation to successful secondary teaching. The best high schools of the day are, and all high schools of the future will be, departmental. This is required for efficiency, and indicates the degree of scholarship needful for high-school work. But secondary teaching tends to become too exclusively departmental so as to prevent the teachers getting a

sufficient knowledge of the pupil as an individual who has passed up thru definite school processes. High-school teachers forget the childhood of the pupil which has been passed in the grades. No less do they lack a sense of the unity in the work of the high school as a whole. Correlation of all the secondary-school factors is necessary, and this can be made real only thru adequate professional training.

Under existing conditions there are three means, suggested by actual experience in the administration of high schools, available for equipping teachers more effectively for the high school:

1. City systems could require that college graduates aspiring to high-school positions should become elementary teachers, for a time at least. This would make the schools responsible for "professionalizing" their own teachers.

2. Normal schools could add to the work they are already doing a department designed to prepare secondary teachers. This is possible in all the states, except Arkansas and Mississippi, where state normal schools do not exist.

3. Colleges and universities could add a year's course of study, which, presupposing the Bachelor's degree, would provide special preparation for the secondary teacher. This work would be an intensive study of what I call the pedagogy of the high school. This would include the history of the high school (particularly in the United States), the psychology of adolescence, methods of recitation in the high school, review of elementary-school processes, review of secondary subjects for specialization in the light of the foregoing and in the interest of effective correlation of departments and subjects, and the ethics of adolescence as related to the development of the institutional tendencies peculiar to the high-school student and American ife in general. This work would not treat the high school as an isolated part of the public-school system. This work could also presuppose much of the work now done in education as a part of the provisions for the Bachelor's degree. This postgraduate work could then lead to the Master's degree in education, and thus become somewhat of a professional degree for teaching, corresponding to similar degrees in engineering, law, etc. This is possible in view of the fact that numerous leading high schools have already established for themselves the custom of giving preference to applicants who possess the Master's degree, even on the basis of the usual academic work.

4. Practice teaching in a model high school is probably not demanded as a part of this professional training. Where possible, visitation, observation, and, perhaps, some teaching in the school where one is to be employed, could better replace the model practice. At least the widespread custom of probationing new secondary teachers strongly indicates the necessity of each school fashioning its own teachers finally in accordance with its own best spirit and traditions.

Into the question of professional requirements after the secondary teacher gets into service it is not meet for these suggestions to enter. Most of the foregoing suggested requirements are now practically recognized in many

localities, and it is possible under existing conditions to standardize them thruout the South and the nation at large.

XIV (special)

CAPACITY AND LIMITATIONS OF THE NORMAL SCHOOL IN THE PROFESSIONAL PREPARATION

OF HIGH-SCHOOL TEACHERS

JOHN W. COOK, PRESIDENT NORTHERN ILLINOIS STATE NORMAL SCHOOL The battle for the professional preparation of teachers for the elementary schools is substantially won. The educational people are of one mind with regard to it and the general public approves the action of its representatives in making appropriations from the state treasuries for the establishment and maintenance of normal schools. While these institutions are not limited, ordinarily, by their charters to the preparation of elementary teachers, at least not in this country, the extreme demand for teachers of that class has furnished such a practical limitation in the great majority of cases. Here and there, however, a normal school has been influenced by college traditions and has developed so strongly on the academic side that many of its graduates have become teachers in secondary schools.

The marked advantages that have come to the elementary schools thru the professional training of their teachers has awakened a warm interest along similar lines among the high-school people. This is the most logical of consequences, and the practical question that is now up for discussion with them is with respect to the instrumentalities that should be employed in the technical preparation of teachers for their schools. Certain of the normal-school principals believe that their institutions are admirably equipped for such service and submit a statement of what they have been doing in that direction for some time in proof of the wisdom of their contention. Others hold that the needs of the two classes of teachers are so divergent that it is unwise for the normal schools to attempt to cover both fields. In attempting to discuss this question I have the possible disadvantage of being connected with a school which has no particular ambition in the way of preparing secondary teachers. In our study of the question it will be well to set the demands of the two classes of school as near each other as possible and thus to determine by such a juxtaposition the degree of variation and its bearing upon the problem.

I. GENERAL SCHOLARSHIP

Instruction is one of the necessary functions of the teacher. It may be defined as the canceling of the inequality in knowledge that exists between the teacher and the pupil. The inequality, therefore, is presupposed. Nothing more certainly and more quickly undermines the respect which the pupil should feel for his teacher than the suspicion that he is not a respectable authority in the subjects in which he attempts instruction. As Rosenkranz aptly remarks: "His authority over his pupil consists only in his knowledge and