the instruction—or the reverse may be the case-and it is difficult for them to secure a proper adjustment between the factors. It is planned that this adjustment be secured during the junior year."

The practice work for the senior year includes instruction, discipline, and complete management of a grade, class, or school for two periods each day through the school year. At least one-half of the teaching must be in relation to the major subject of the student.

The school of education has an agreement with the schools of the Pittsburgh district to furnish teachers, assistants, or substitutes for short periods of time to those

' regular teachers whose standards and methods are approved by the school of education.

The most significant advantages of this generous plan of cooperation between the university and the local high schools are the following:

1. Practical experience for students in regular schools under normal conditions. 2. Substitute teachers of superior qualifications may be secured in unexpected emergencies without delay.

3. Overburdened teachers may lighten their work by turning over the details of schoolroom management to one of our students as a regular assistant.

4. Teachers who are especially strong in one subject or department may be freed for supervision in that specialty by accepting the services of one of our teachers for a part of each day.

5. Principals may get more time for inspection and supervision by utilizing our proffered help.

6. Many of the problems of individual instruction, study-hour supervision, etc., may be solved in the same way.

The University of Pittsburgh gives to each school that is used for training purposes free tuition in a large range of courses in the school of education. These scholarships are given to the members of the high-school faculty, one scholarship for each student that is in training in that high school. In this way the university returns in tuition to each school an amount equal to that paid to the students for traveling expenses, and the benefit accrues to the teaching force.

UNIVERSITY OF WISCONSIN.'

Wisconsin provides undergraduate and graduate courses for training teachers leading to different certificates. The undergraduate course, leading to the university teacher's certificate, may be completed during four years of undergraduate work, supplemented by one summer session. The graduate course may be completed during two summer sessions or one semester. This course leads to a special certificate of professional fitness. This university makes use of the term "directed teaching," and under this caption offers a somewhat unique method of administration. Students are assigned to certain classes in the Wisconsin High School, an "own" school. The regular teachers of these classes are charged with the responsibility of assisting students in the interpretation of instructional ways and means. "Six introductory lectures and class demonstrations are given for the purpose of developing a conscious attitude toward those aspects of teacher training which relate to the school as a whole." Each student is expected to spend eight consecutive weeks, five days a week, in some regular class period. He is a recognized member of the class group, preparing the lessons and holding himself in readiness to participate in the performance of the class as a pupil or as a teacher. He is given a rigid training in both aspects of classroom work. "Students are called upon, with or without previous notice, to meet all sorts of real situations in the class-e. g., to answer questions, present topics in the lesson, quiz the class, develop types of work, summarize a review, illustrate by

1 Data supplied by Principal H. L. Miller; statement prepared by Dr. Romiett Stevens.

means of objective material, check results, analyze performances of pupils, locating difficulties, and suggesting ways of meeting them; in short, to take the next step in developing a lesson or any other phase of the teaching process. The effectiveness with which these various typical situations are met constitutes the principal basis of estimating teacher qualities and teacher possibilities.”

Frequent conferences are held with demonstration teacher, principal, and special supervisor.

The procedure and principles involved are further described as follows:

1. The regularly constituted teaching staff of the secondary school in which facilities for "demonstration and practice" are provided is charged with the immediate responsibility for the instruction of its pupils. A school adequately equipped, staffed, and safeguarded is the first requisite. Its clientele must be assured of superior educational advantages.

2. The prospective teacher, seeking university approval to teach, is adopted into a working high-school group on the basis of an intimate responsible relationship, and is required for a time to participate in the normal legitimate activities of an organized on-going teaching procedure designed to illustrate by its own processes and to demonstrate through its results some productive ways of dealing with the instructional problems of secondary education.

3. It is sought to develop the student's powers of analysis, to direct self-criticism in particular and objective references, and to control conditions calculated to foster self-directive capacity and such originative ability as each candidate may possess. 4. The working conception of this plan is based upon the contention that a true synthesis of scholarship and teaching method emerges continuously out of masterly control of subject matter. The whats to teach must inevitably include the complicated and variable hows (methods) of teaching. The viewpoint is that neither scholarship tested in a set of academic relations, nor methodology detached from practical circumstances is adequate to the needs of the future professional worker in secondary education. The emphasis, therefore, is upon the product of scholarship, with intellectual and moral qualities focused intensively upon a particular subject in terms of teaching situations of high-school grade. In reality the hiatus between scholarship and method disappears in the deeper currents of effective control of subject matter. 5. The test is thoroughly pragmatic, applied relentlessly for a brief period of apprenticeship under a master teacher. E. g., does the student (student teacher) know the immediate brute facts of instruction, the a, b, c elements of the daily work? Can he command and array such facts in practical situations, manipulate crucial points in a problem-solving situation? Can he present a topic in convincing, lucid style, formulate judgment factors, grip the situation in some significant way, etc., etc.? The answer lies here: Test him in the environment of actual teaching, and thereby discover ability to take the next step in a progressing series of unique circumstances wherein the process (teaching) remains inventive all the way.

6. The amount of experience is regarded as a subordinate factor. The ability to put intelligent questions to experience is focal. A taste for analysis acquired in a few specific instances is deemed important. No attempt is made to transfer or to make negotiable stereotyped patterns and accredited methods. No formal teaching technique is emphasized. The rigid and somewhat protracted discipline under the master teacher is designed to render the progress of the future high-school teacher toward successful accomplishment more rapid, more economical, and more confident than it otherwise would be.

Reports are made by both supervisor and practice teacher, using the forms below: Educational practice.

THE UNIVERSITY OF WISCONSIN.
DEPARTMENT OF EDUCATION.

1. Situation. What is the character of the work upon which this record is based? Give the specific situation to which the student is asked to respond........

2. Response.-State what the student did. Analyze the piece of work with reference to effectiveness in doing the next thing.

(Demonstration teacher, principal, special supervisor, or professor in education.)

Remarks:

(File this card in the Principal's Office.)

[BACK OF REPORT.]

Constructive suggestions. (If anything can be offered, present it in objective forms of criticism, based upon situations observed as far as possible.).......

Suggestions to Demonstration Teacher, or suggestions to Principal, Supervisors of Instruction, members of Department of Education, by the Demonstration Teacher

Conference with student (if any). What suggestions were made. Be specific.

1. Situation.-What is the character of the work required of you? Be specif.c.

2. Response.-Describe what you did. Also, when possible, state briefly the methods you employed to accomplish the results desired.

(File report each day.)

[Back of report.]

3. Describe the work observed. Summarize the main points of the recitation. Mention some significant factors contributing to the effectiveness of this period. (Include any points which seem to you important.)

4. (a) Notes on conference with teacher, principal, or supervisor; (b) occasionally anticipate ways of dealing with some definite situation arising in the class, or with some exercise designed for instructional purposes, and explain how you would proceed.

5. Reading references which you find helpful from time to time in this course.

SOME SIGNIFICANT INTERPRETATIONS OF THE SPECIAL

STUDIES AND REPORTS.

By ROMIETT STEVENS

Careful search through the studies and the special reports reveals many items of interest for those who have to meet the real administrative problems in the practical field. First, we call attention to the increase of interest in practical work. Of the 30 State universities reported in Prof. Mead's study, 19 gave practice teaching; of the 11 that did not give it in 1914-15, 6 were then planning to do so. Several of these have already reported progress to this committee (1916). Thus, there are only 5 of the 30 still omitting this phase of work. Of the 13 non-State universities reported, 13 give practice teaching; of the 133 small colleges, 81 give practice teaching. Of the agricultural colleges reporting, 100 per cent make provision for practice teaching. This we believe to be indicative of the value that is attached to practical work in connection with university and college courses in education.

RECOGNITION BY TEACHERS THEMSELVES OF THE VALUE OF PRACTICAL WORK.

Although we have only one local study bearing upon this point, its conclusions are overwhelming for that locality. Of the 79 reported graduates of Indiana University who entered the teaching profession, 41 had had previous experience in teaching and-38 had had no previous experience. Of the first group (with experience), 33 reported that practice teaching in the university had been of much benefit, 6 moderate benefit, and 2 little benefit. Of the second group (without experience), 36 reported much benefit, 2 moderate benefit, and none little benefit.

RECOGNITION BY SUPERINTENDENTS OF THE VALUE OF PRACTICE

TEACHING.

In the report of the 19 superintendents replying to Prof. Child's questionnaire, 10 of the practice-trained teachers were found to be above the average of all the teachers in the school; 17 of the 19 were equal to or above the average of all. The comparison with teachers who had had no previous experience is still more striking, as 14 of the 19 were rated decidedly above the average and 18 as equal to or above the average.