ars of undergraduate work. Its place should
be taken by the text and reference book and the class discussion. One
of the finest accomplishments that we can help our students to gain is
the ability to master the book.

Then, in conclusion, touching the matter of teaching, fidelity to truth
compels me to admit, tho reluctantly, that much of it is very poor. It
satisfies the external demands and that is about all. It is not of a
character to kindle enthusiasm nor to develop high ideals of
scholarship. Much of it, I said, not all. Every institution has some
good teachers, some very excellent ones, but no institution is
overstockt with species of that genus. The great majority of our
undergraduates are poorly taught. That examination mortality is not
greater than it is is due to two fine qualities, one in the student body
and the other in the instructors. It speaks eloquently of the initiative
of the students, and demonstrates that instructors can be fair even if
they can't teach. Many times we know that we are to blame for the poor
work of the student and, knowing it, will not visit the penalty upon the
unoffending head.

The reason for this lamentable situation can be traced to two practises:
In the first place, up to the present time, as said before, very few
prospective college teachers have made any professional preparation for
their work as teachers. In the second place, it is the almost universal
custom to place the freshmen and sophomores, by all means our largest
classes and the ones in greatest need of skilled teachers, in the hands
of young instructors who have not yet learned how to teach. Relief will
come thru two changes; first, when either the State or the governing
board of the college shall demand professional preparation of every one
allowed to occupy a teaching position, just as we do now for positions
in the elementary and secondary schools. And if any one should raise a
question as to the value of such preparation, my only but all-sufficient
answer is to point to the universally recognized improvement in the
character of teaching in those parts of our educational system since
that requirement was put into effect. And the second needed change is
this--for Presidents seeking teachers to ask candidates two questions
instead of one as heretofore: first, of course, the question should be,
"What do you know?" Satisfied as to that, let the second come clear and
strong, "Can you teach?" And until an affirmative