gnized as superior to
those otherwise trained or not trained at all. Very naturally, then,
when the problem of high school teachers arose, professional preparation
was demanded. But where could it be obtained and how?

The state normal schools, true to their function of preparing teachers,
tried to satisfy the additional demands placed upon them. They added to
their equipment, modified and extended their courses, and in every way
did all they could. Indeed, they did all that was done in a professional
way for nearly a generation. But the high schools were increasing, both
in numbers and in academic requirements of students and teachers. City
school systems were being developed and extended in a most unprecedented
manner, calling for skilled superintendents, supervisors, grade
principals, special teachers, etc., until, finally, thoughtful men began
to see that the impossible was being asked of the state normal schools.
For two reasons, it was seen, they could not do the double work; in the
first place, they had more than they could do in their original sphere
of providing teachers for the elementary schools, and secondly, their
academic possibilities, even increased as they had been in attempting
the work, were clearly seen to be wholly inadequate. It was discovered,
also, that, in spite of the efforts being put forth by the normal
schools, the higher teaching positions--superintendencies, high school
principalships, etc.--were going to men of collegiate attainment, even
at the sacrifice of professional training which was then being
recognized as very desirable.

What was to be done? To make a long story short, the universities and
colleges, with their more extended courses, better equipment, and
stronger faculties, took the matter up and added educational departments
in which could be given, with but slight additional outlay, both the
academic and professional equipment thought to be needed by the high
school teacher.

This work was first clearly suggested and outlined at the annual meeting
of the Michigan State Teachers' Association in 1870. Dr. W. H. Payne,
then city superintendent of schools at Adrian, Michigan, read a notable
address upon the subject, "The Relation Between the University and Our
High Schools." Eight years later, the Regents of Michigan University
established a chair of "Theory and Art of Teaching," and to it called
the man who had, by the address just mentioned, offered a practical as
well as a l