ly free lance, practically wholly so in the choice
and arrangements of his professional work. In the School of Education
the program is for all the professional subjects, save general
psychology, to be taken after the beginning of the junior year and so
immediately prior to the actual work of teaching, and too, when the
student is relatively mature. But with the Arts student, it may all be
taken much earlier, during relative immaturity and making a long period
elapse between it and the work of teaching--quite long enough for the
influence of the professional atmosphere, always valuable in such
matters, to be wholly lost. The question of the professional work of the
School of Education student is carefully planned to meet the ends in
view. Each course has its definite contribution. The Arts student may,
and often does, select courses that are not the most appropriate for
high school teaching: for example, instead of a course in adolescence he
may select one in child study which deals only with the child in the
grades. Instead of a special methods course in the subjects he plans to
teach in high school, he may select a course in methods in elementary
subjects; and he may not take any course in secondary education nor have
any practise teaching in the Model High School. The work may be--quite
often is--ill-arranged and of little value as a professional preparation
for high school teacher.

I have dwelt upon this contrast because the University and its School of
Education has suffered by the laxness of this second mode of
preparation. Some of the people who thus go out are not good
representative products of the institution's professional activity.

Just a closing word as to this phase of the subject. You see what we are
trying to do and how we are trying to do it. From the work of the young
people whom we have sent you from time to time, how successful have we
been? Our work as to time and content of courses and our general
equipment are about the same as found in similar institutions in other
states. We differ somewhat, of course, in personalities and in
individual point of view but, taking everything together, we are doing
the best we know how with the material that you send us as students. How
does our product suit you? What criticism have you to make and what
changes to suggest?

III

THE UNIVERSITY AND THE TEACHER

_An Address delivered at the University of Manitoba, Winnipeg, Canada,
March 30, 1916, in th