aims, meanings, and values," it behooves the teacher to know his materials. Psychology may, however, be as academic and of as little value as Sanscrit to the curriculum builder, who must know the specific facts and laws of mental growth of school children, if he is to graft buds and scions which will grow to fruitage in the mind of youth.

The curriculum cannot be considered apart from the child, who must have at least a coördinate part in any discussion of future curricular developments. Freedom has been defined as the continuous possibility of initiative, and most of our hopes for the future exist in the possible variations from existing mores by the workings of untrammeled minds and unhindered speech. If the social mind grows best under these conditions, that miniature society, the school, can apply the idea. Where can we better learn self-direction than in school? At the very least, we must harmonize our school offerings and the nature of the child mind. The more interaction and the less conflict, the richer the growth. Perhaps more important, the right of each individual for self-realization must be respected, for society after all is composed of individuals. And while in many respects the greatest happiness of the individual is found by harmonizing his life with the life of society, the schools owe to every individual some means of satisfying his spiritual yearnings, certain of his vocational needs, and some help in making the most of his leisure moments.

Enough has been said to show that the making of the curriculum is an extremely complex function. Innumerable factors enter into its construction, and the best thought in almost any field of learning must be drafted into service. The subject-matter specialist helps to select and organize materials in his chosen field, and helps to pass upon the validity of materials selected. But he cannot have a very broad view of the whole field. Tradition is the fly-wheel which keeps the educational machinery moving in times of stress, but it is a

dead weight when quick acceleration is needed, and when new machinery must be installed. The scientist offers all the advantages which objective measurement and rigid treatment of data bring to the solution of any problem; but much in education cannot now be reduced to tabulation of frequencies or to formula; much is art, and the intangible outcomes are too numerous. The biologist shows us the limits within which we must work. The psychologist analyzes our human material, and tells us how to control the interaction of plastic nerve fiber and environmental stimuli. The sociologist is concerned with the group. The unspoken plea of childhood must be given a hearing, but social ends must be served, too, so that individuals may not be too great nuisances to each other in a crowd, and may even be disposed to lend a hand occasionally to each other. Who is to bring together the collective wisdom of all these builders of curricula?

The philosopher, when you can find a real one, is entitled to quite a bit of respect. But we usually distrust him; he insists on ultimates in a world of relativity, and he attempts to put the world in place by manipulating the short end of the lever.

Can the curriculum be made by all the individuals concerned, working together in conference? Ideally, yes; practically, human beings have not yet learned how to pool ideas in any such way; the administrative difficulties are insuperable. Consider the much simpler matter of armaments or of metric measures. Conferences do much good; but such melting-pots so far are only begininng to simmer.

The trained professional educationist, in the finer meaning of the term, is best equipped to handle the problem. But the training of a man whose pronouncements will echo down through the ages is nowhere worthy. The type of graduate training is yet to be developed which offers a broad foundation of subject-matter, of professional training, of technical curricular construction technique, of scientific method of philo

sophical outlook, and of the many other types of knowledge, skill, and attitudes demanded. When such a balanced type of training is developed, leading to the Doctorate or far beyond, it will still be necessary to insist upon wide experience in teaching and administrative or similar work of a nature to bring ample social contacts to the prospective curriculum builder. His whole range of professional equipment must eventuate in the ability and willingness to make possible a realization in future curricula of the following attributes, approved in curricular conferences:

"First, the curriculum will provide a succession of experiences, projects, or enterprises representative of the life of the learner. Supplementary exercises when necessary will be provided to develop any further necessary skills in the use of the tools of learning.

Second, the curriculum will be selected and organized with a view to give the learner that development most helpful in meeting and controlling life situations; in early years the more immediate situations, and, with increasing experience and understanding, the more remote.

Third, the method by which the learner works out the curriculum will call for all possible self-direction, self-responsibility, and independent thinking."

For the purposes of education, the great guiding outcomes are discovered by thought and feeling; they are personal, subjective, and individual. Only in tiny bits may they so far be weighed or measured by the experts. The classroom teacher comes closest of all people to an understanding of the educational application of the thought: "In the beginning, God created Heaven and earth." She is the curriculum builder par excellence. Without her understanding and coöperation, the finest scheme of the most learned of experts fall to the dust.

The whole end of curriculum study by the classroom teacher as an established procedure in curricular revision is here disclosed. The curriculum builder becomes the super-teacher,

and by a method which the skilled teacher well understands, induces the teacher to study her own problems, drawing from expert opinion only as she may assimilate and apply. For the greatest joy and finest achievement will always come when the worker in any field may say "Behold! This I did with my own hands, and in my own way!" The teacher must be allowed to develop an appreciation of what she does, rather than have forced upon her the necessity of molding human souls under the restrictions of arbitrary laws set up by others.

But it must be recognized that the light of intellect of America's million teachers is merely a dull glow in the immensity of darkness everywhere encompassing the progress of the race. The frail shoulders of America's young womanhood must uphold burdens under which the race has staggered throughout the ages. Not only must she assist us to secure our part of the social heritage, but she must assist us to find a way to carve out our own destinies. Self-realization and the ability to do a large amount of independent thinking come best to us through the quiet encouragement of the greatest curricula makers of all, the classroom teachers. And every teacher can hold as a guiding star the hope that the mind of man, given opportunity through her guidance, may itself select the significant and worthy elements from our social heritage to the end that all humans may live more comfortably among themselves. Only then will the expert curriculum builder attain his goal.

The Vital Point in Teacher Training

J. S. KINDER, PENNSYLVANIA COLLEGE FOR WOMEN

I

S there some one thing in the training for each profession which we may pick out as the vital element in that particular professional training? Is it the interneship in the medical profession? Is it the course in contracts in law? Is it practical experimentation with soils, crops, and live stock feeding in agriculture? Of course, opinions may differ, but I have heard many physicians say that the most fundamental part of their training was their hospital interneship.

What is the most vital element in the training of teachers? Let us begin by assuming that we are training secondary school teachers. A survey of the state requirements for certification is a good point of departure, for among these requirements we may reasonably expect to locate those courses which educators agree to be fundamental to the training of teachers. Among the courses found in the requirements of various states are Introduction to Education, Introduction to Teaching, Principles of Secondary Education, Educational Psychology, School Efficiency, Classroom Management, Observation and Practice Teaching, Special Methods, School Law, School Supervision, and School Hygiene. These are only a few of the many courses that a survey of the requirements for teacher preparation in the secondary field brings forth.

The next question which arises is, are these courses all fundamental? Are they of equal value? Is there some one of them which we might pick out as being the most vital and expect to receive some agreement of opinion? To make such an attempt may be plain foolhardiness. However, it seems to me that Observation and Practice Teaching stands out as the most fundamental course in the whole training program. It