and Art of Teaching." The example was followed by others, and, tho
limited in scope and experimental in character, it was at once seen to
be justified in the improved character of high school teaching.
Improvements were sure to follow. The next step was the expansion of the
department of education into the Teachers College, or School of
Education, as it is getting to be called, which is now recognized as a
professional school of equal rank with the School of Law or the School
of Medicine. An essential element of its equipment is a high school for
observation and practise under expert supervision, just as an elementary
practise school is an essential part of a well equipt normal school.

New York University, in the city of New York, was the first to move in
this direction. This was in 1890. For fifteen years progress was slow
and halting and confined to private institutions. But it was justifying
itself. In 1905 the University of North Dakota effected the larger
organization, the first of the State universities to do so. During the
last five or six years, however, several others have fallen into line
including such institutions as Missouri, Wisconsin, and Minnesota. The
institutions that have not yet effected this change and thus organized
schools of education still maintain their Departments of Education and
thus try to satisfy the need. The University of North Dakota was also
one of the very first to make use of the high school for observation and
practise, and in all lines of development has been recognized as
occupying an advanced position. Other institutions, older and larger,
contemplating a change, have frequently advised with us. If this mention
seems borne of institutional pride, I trust that it will also be
regarded as pardonable.

Thus the movement--not the result of a theoretical formulation, but a
situation forced upon us by the logic of events. It is as logical,
however, and as irrevocable, as tho produced by deductive reasoning. An
explanation of a statement made earlier in the paper as to the relative
teaching abilities of elementary, secondary, and higher teachers, can
now be seen in the periods of development of the corresponding
professional schools.

What should be the attitude of the university toward the education of
teachers? Let us follow the development a little farther.

During the last few years another very interesting phase of the movement
has begun to show itself. You will recall that a