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esting itself with the formation of right habits of action, with the development of character, in a word, so handling the child and his environment as to bring about both the normal development of his inner life and the adequate shaping and preparing of that life to satisfy the demands that will later be met. Not at all. But great changes have arisen. Education has become a science, and its activities, its processes, are being based upon definite scientific principles. We are to-day demanding a professional preparation of all our teachers. We require them to know something about the child mind and the laws of its development. We expect them to know why they teach this subject and that, that is, the educational values of the various subjects, and the best manner of administering this educational food. Education, I say, is now looked upon as a _science_, closely allied to and continually assisted by its sister science of sociology, definitely based upon and springing out of the sciences of psychology and physiology, and even having its roots deep down in the sub-soil of biology. Together with this change of thought as to the function and work of the school, there has been a corresponding change as to the superintendent and his work. While we are not completely emancipated from the old rule of cut and try, from the old mechanical routine, the country as a whole has taken some long strides in advance. While some boards of education still look upon their superintendent as a chore boy, that idea has, on the whole, long since been abandoned. And the best educational thought of the country to-day regards the superintendent primarily as an educator, having to do with the inner, rather than the outer, phases of the school's activities. And our most progressive centers are looking upon him as a specialist, an educational expert, and demanding in him an educational and a professional equipment commensurate with the larger, more difficult, and most important work. He must be intimately acquainted with the sciences most closely related to his own and capable of drawing upon all the others for contributory assistance. And then, in carrying out the thought of this larger view and so shaping matters of detail as to profit by the superb equipment provided in the new superintendent, he has been freed from the routine work formerly done by him, thus giving the opportunity of studying the local problems and planning their solution. No
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