st year, and the most during his last. He would
also each year "advise" a group of freshman in studies and in life, or
cooperate with students in the conduct of athletics, dramatics,
publication work, or other "activities." On all this apprentice work
he would report, and in all he would be guided and supervised
appropriately by the department whose subject he was teaching, by the
department of education, and by other departments concerned. This and
other parts of the training would attract others in addition to
narrowly bookish graduates, something much to be desired (other parts
would eliminate those not bookish enough), and would tend to keep
alive in all apprentices an interest in students, especially in
student character, and to prevent them from thinking of students as
disembodied minds.

The course of study and investigation in the subject to be taught
should be based on adequate undergraduate work in the same and allied
fields, and should be something like the honor course in Oxford or
Cambridge (or our _old_ M.A. course) in its conduct and purpose; it
should hark back to our collegiate origin in England. The work should
be in charge of a don, a widely and wisely read and a very human
guide, philosopher, and friend. Stated class meetings and precise
count of hours of attendance should receive little emphasis. But wide
reading of the subject, in a spirit that breeds contagion, running off
into a study, in books, laboratories, and meetings, of the human and
practical bearings of the subject, should be required, and enough
conference with the don should be had to enable him to judge and
criticize the student's plan and amount of work, to test his mettle in
handling the subject, and to aid him to grasp it as a whole and in its
chief subdivisions, and to get glimpses of its bearings on and place
in human life. This part of the training should lead up to and
culminate in a thesis dealing with some major phase of the subject
comprehendingly in its setting and connections. Naturally this program
could be carried out most successfully with the social subjects, which
lend themselves easily to culture, like history or philosophy, and
less completely with the exact subjects, which are better fitted for
precise discipline, like mathematics. But if treated, as far as
possible, after the manner indicated, even the latter could be made
better instruments for the training of college teachers than they are
now in narrow speciali