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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
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