nected with the collegiate department concerned. In a great many places it is elective; in others it is required, if the prospective teacher desires a degree, or a certain type of teachers' license, or both. In some places where cooperation exists between the institution and the public high school, a representative of the public high school shares in the selection of the teacher. In no case is it evident that a scholarship standard is adhered to in making such selection. In no case is it evident that any physical or moral qualification is adhered to in selecting these teachers. From the data found here it seems evident that there is need of a carefully planned system of selecting the student teachers.

HOW THE STUDENT TEACHING IS SUPERVISED.

All varieties of supervision exist, from practically little or no supervision to close and careful supervision. Often a representative of the department of education and a representative of the collegiate department concerned do this work. In several cases-20 in number-it is evident that the staff of the department or school of education have full supervision of this work. The typical arrangement is a combination of a representative of the department of education with some other person or persons. There are about 50 examples of this. In several places the supervision is conducted by persons who have practically no connection with the department or school of education. Practically no statements are made as to how this work is carried out.

THE COST OF THE USE OF THE PUBLIC HIGH SCHOOL.

With reference to this item, the following conditions exist: (1) In many places there is no item of expense for this service; (2) in several instances a flat fee is paid the public-school authorities for this service; (3) in some institutions the service rendered by the student-teacher to the high school is considered a return for the privilege of practice teaching; (4) in some few cases the student-teacher receives some income for the service rendered. This takes the form of payment of expenses, car fare, or the regular wages of a substitute teacher; (5) several institutions grant scholarships in return for this privilege. The most typical situation is one in which no cost item appears and in which there is cooperative effort between the institution and the public high school.

ADMINISTRATION OF PRACTICE TEACHING IN LABORATORY SCIENCES.

In most institutions no practice teaching in laboratory sciences is being done. Where it is, one of two plans is used. In one the student teacher is the laboratory assistant, and by such work learns what he can about the teaching of the subject. By the other plan

the student-teacher is given actual charge of the work, class work and laboratory work, under supervision. In many cases this work is done in college laboratories, not in laboratories designed for secondary schools.

SUGGESTIONS FOR ORGANIZATION AND ADMINISTRATION.

The suggestions for organization and administration show less unanimity than the description of actual conditions. For example, Beloit champions the old plan of the student-teacher teaching the class of which he or she is a member. Others flatly declare that student teaching under actual high-school conditions is the best. Still others insist that a practice school shall be a part of the institution, and not a part of the public-school system. The majority favor using the secondary schools for this purpose, not using college classes or upper grades. A few favor using the seventh and eighth grades, as well as a high school.

SOME INTERRELATIONS OF DEPARTMENTS OR SCHOOLS

OF EDUCATION.1

By W. G. CHAMBERS.

This study was based on returns from the following questionnaire:

1. Are any courses offered in your institution, especially for teachers, either in special method (e. g., the teaching of German), or in special subject matter, by members of other faculties than yours? If so, are they

(a) Listed among the courses of your school only?
(b) Listed among the courses of other faculty only?
(c) Listed among the courses of both faculties?

2. Do you control such courses wholly or partially?

3. Are they given only at your request or independently of your desires?

4. Are teachers giving such courses considered members of the education faculty?

5. Do they draw any portion of their salary from your budget?

6. Is your practice teaching ever supervised by members of other faculties, e. g., a professor of Latin? If so

(a) What is his official relation to your faculty?

(b) Is the practice teacher more directly responsible to him or to you?

7. What do you consider the ideal arrangement of these relations?

TABULATION OF REPLIES.

Replies were received from 34 institutions, but only 30 were used in the following tabulation:

I. (a) Are any courses offered especially for teachers either in special method or in a special subject matter, by members of other faculties than the education faculty?

1 This and the papers following constitute for the most part investigations by a committee of the col lege teachers of education.

See note on p. 7.

III. Are the courses given only at request of the department of education or independently of its desires?

In some cases by request, in some cases independently.

IV. Are the teachers giving such courses considered members of the

V. Do such teachers draw any part of their salary from the education

VI. Is practice teaching ever supervised by members of other fac

Of the 6 institutions which have practice teaching supervised by an academic department, 5 have given the supervisor a minor position on the education faculty; in the other he has no connection with the faculty. In 3 of the 6 institutions the practice teacher is chiefly responsible to some member of the education faculty, which means that supervision is a cooperative arrangement; in one the practice teacher is responsible to an academic department for scholarship (subject matter) and special method and to the education department for general method; in another he is responsible to an academic department for subject matter and special method, and to the principal and supervisors of the training school for "discipline and personality," and in the last he is responsible to an academic department for special method and to the education department for general method.

It appears, therefore, that in none of the 6 cases reported is the supervision more than equally shared with an academic department. VII. What would be an ideal arrangement in view of these relations?

The data submitted under this head do not lend themselves easily to quantitative tabulation. Of the 30 replies tabulated, 5 made no suggestions whatever under this topic; 9 suggested the plan 123 per cent of those having practice teaching. 277 per cent of those having practice teaching.

under which their several institutions were working as the best plan for them; and 16 gave, in most cases very briefly suggestions representing partial or complete variation from their respective practices. The communication rejected from the above summaries, because the institution from which it came was organized independently and therefore did not conform to the conditions being investigated, contained some helpful suggestions which are included here with these last 16.

The 26 returns which gave suggestions as to an ideal adjustment of the relations of academic and professional departments for courses in special method and for supervision of teaching fell into seven general groups:

1. There is, first, a group of 5 papers which do not suggest any scheme of cooperation, but which mention some general principle important in the operation of any plan, or the replies of which are too brief or indefinite to permit of classification. All alike suggest the importance of control by the department of education.

2. The second group of 5 papers favors complete independence of the education faculty in all special courses; and while 4 of the contributors make no reference to supervision of teaching it is safe to assume that they would limit that function equally.

3. A single contributor, after describing the plan in his own school of giving all courses in special method and directing the work in observation (they have no practice teaching) through members of the education faculty, and of limiting the academic departments to courses in special subject matter, concludes:

"I think that this is the ideal division of work, except for the entire lack of control of the subject-matter courses."

4. Three others describe their own practice of arranging with the academic departments for courses in special method and subject matter and of limiting their supervision wholly to their own faculty, and express themselves as satisfied with the plan.

5. The largest group, consisting of 9 papers, favor cooperation with academic departments, both for special courses and for supervision, although, in a majority of cases, they emphasize the necessity of special educational training or public school experience on the part of the academic cooperator.

6. One institution with an almost complete independent organization submitted, through its dean, a description of its own organization and declared it to be satisfactory. This plan includes courses in special methods by the education faculty (while also accepting courses offered by academic departments) and supervision by members of the high-school faculty of the training school.

7. Finally, two of the contributors favor placing both supervision and special methods courses in charge of specially qualified teachers of the secondary schools in which the practice teaching is done.