both the extent and in the amount and kind of supervision.

In Missouri, a student has complete charge of a class, meeting five times a week, for a full semester. The supervision is in charge of the professor of school supervision assisted by the high school principal and his assistant, who are the only regularly employed teachers. The best method that has as yet been developed is the directed teaching as offered in the Wisconsin High School. Here observation and practice teaching are combined into an organic whole. It provided the a maximum of training with fewer classes than any other method used. It can readily be adapted to the use in the preparatory and freshman classes, for by no other method can practice work be carried on with so little interference with the work of the class. The merits of the system is well summed up by the editor of the School Review:

"A visit for a day, a visit for a number of days, for that matter, does not give even the trained observer sufficient data upon which to judge the merit of either class or instrucor; but several months of daily observation, backed by participation in the activities of the class, plus incidental work as a teacher, give even the most inexperienced college student a real opportunity for securing a practical working knowledge of how to solve teaching problems." (1)

The nearest approach to directed teaching is found in Strong's suggestion of making use of the Batavia system in practice teaching. (2)

The following table summarizes the work in practice teaching and observation as announced in the catalogs of the various colleges. Here too, the information must be discounted, for correspondence with a number of schools always revealed great discrepancies between the announced ideal and the

actuality. The information is usually indefinite:

1, School Review 23:200, 1915.

2, Strong. Teachers training. School and Society, 1:507-93. 15.

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Colorado,.

Connecticut

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Florida,

Georgia,

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