zation for the Ph.D. degree. Among returning
Rhodes scholars some excellent material for dons could be found.

The fifth of the course directed to pedagogy should include a very
brief study of the methods of teaching the chosen subject, with
glimpses into teaching methods in general; and courses in the history
and philosophy of education, with emphasis on, but by no means
exclusive dealing with, the educational and social functions of the
college. It might include an intensive investigation of some
relatively simple college problem in preparation for future faculty
membership. All this should, of course, be intimately articulated with
the student's apprenticeship work. Such a course of pedagogical study
should furnish a basis for better teaching methods and for helpful
self-criticism therein; should encourage the formation of a habit of
thinking and working out educational problems scientifically with eyes
open to the purpose of the college as a whole; and should discourage
departmental selfishness in legislation and administration.

=Incidental advantage=

The college would, under this plan, have some of its teaching done at
minimum cost by student teachers, who should receive only the graduate
scholarship or fellowship now customary for Ph. D. candidates. Care
would be necessary to prevent the assignment to them of mere routine
hackwork without training value. It is safe to say that, though
slightly less mature, their services, being supervised, would be more
valuable than those rendered during their first few years of teaching
by most better-paid winners of the doctorate of philosophy, who, if
they do so at all, grope their way to usefulness as teachers, with
little aid from others more experienced.

With good teaching prepared for, required, and adequately rewarded (a
point to be developed later), somewhat longer schedules could properly
be assigned and further economy effected. Schedules would, of course,
have to be kept short enough to allow ample time for reading, for some
writing, and for faculty and committee work in later years. But time
would not be required by _college_ teachers for specialized research,
and the freedom from such tasks resulting for them would be a blessed
relief to many who are now compelled to assume a virtue they have not,
and to conceal the love of teaching they have. And when we bear in
mind the heavy mass of uninspired and unimportant hackwork that is now
dumped on the scholarly wo