er of states making such requirements is
rapidly increasing. Before long it will be impossible for persons to
engage in teaching without either attending a normal school or taking
professional courses in education in college.

=The scope of college courses in educational theory=

The theory of education as considered in this chapter will include all
those courses which have for their purpose the consideration of the
fundamental meaning of education and the underlying laws or principles
governing the education process. Educational theory is given in
different institutions under a great variety of titles. The following
are the most frequently offered: Principles of education, philosophy
of education, theory of education, educational psychology, genetic
psychology, experimental education, child study, adolescence, moral
education, educational sociology, social aspects of education.
Educational theory may be divided into courses which are elementary in
character, and those which are advanced. The purpose of the former is
to present to beginning students the fundamentals of reasonably
well-tested principles and laws, and to indicate to them something of
the various phases of education.

The purpose of advanced courses, especially in experimental education,
is to reach out into new fields and by study and experiment to test
and develop new theories. The experimental phases of education seek to
blaze new trails and to discover new methods of reaching more
economically and efficiently the goals which education seeks. Both of
these phases should be given in a college course in the theory of
education. Enough of the experimental work should be given in the
elementary course to enable students to distinguish between mere
opinion and well-established theory, to understand how the theories
have been derived, to know how to subject them to crucial tests, and
to give them some knowledge of methods of experimentation.

Education as a science is constantly confronted by the questions,
"What are the ends and aims of education?" and "What are the means of
accomplishing these ends?" These mean that there must be a study of
the ends of education as necessitated by the demands of society and
the needs of the individual himself. In determining the ends of
education, adult society, of which the individual is to be a part,
must be surveyed, as must also the social group of which the child is
now an integral part. In addition to these the la