ity superintendencies, high school and grade
principalships, subject supervisorships, high school, normal school, and
college instructorships. Already the leading teachers colleges, the ones
at Columbia, Missouri, and Chicago universities, are being definitely
looked to for these later added and more responsible workmen.

Thus far I have but stated historical facts known to all who are
reasonably well informed touching the history of education and current
educational practise in our country. I have done this all too briefly, I
am well aware. But the reason that I could do it briefly is the fact
that the readers of this journal are well informed upon the historical
phases of the subject. All that I needed to do was to cull out and bring
to the fore the pertinent facts. But the question now arises, is this
differentiation logical? Are there any reasons, psychological, economic,
or otherwise, for such differentiation? If there are, it is going to
continue, and these types of the institution which now seem to have been
given each such a definite and separate work to do are going to be
relatively permanent. If not, we shall continue to cut and try, undoing
to-morrow what was done to-day, and chaos will result.

This institution, with its various types, is not one that has evolved
from a careful theoretical study of our present or prospective
educational needs, but one that has grown up, little by little, step by
step, to meet and satisfy from time to time the present and pressing
needs of the larger system of which it forms a part, and for the service
of which it was called into existence. But is it not true that
oftentimes the logic of events--the movements of history--reveal to us
our fundamental principles, outline for us our policy of action, and
even write out for us our program of procedure as correctly and even
more irrevocably than philosophical formulation could do? Is not that
especially likely to occur under such a form of government as ours? I
think it has occurred in the present case.

It is interesting to note in this connection the fact that the logic of
events has led us, in our efforts to solve the difficult problem of the
education of our teachers, to practically the same solution as that
already reached by France and Germany, which countries proceeded more
nearly along the pathway of theoretical philosophical formulation.

I believe that at least two of these institutions, the state normal
school and th