NGSLEY, C. D. _College Entrance Requirements._ United States Bureau
of Education, 1913.

MACLEAN, G. E. _Present Standards of Higher Education in the United
States._ United States Bureau of Education, 1913.

National Association of State Universities in the United States of
America. Annual Transactions and Proceedings.

RISK, R. K. _America at College._ London, 1908.

SNOW, L. F. _College Curriculum in the United States._ New York, 1907.

THWING, C. F. _History of Higher Education in the United States._ New
York, 1906.

---- _The American College; What It Is and What It May Become._ New
York, 1914.

---- _College Administration._ New York, 1900.

WEST, A. F. _Short Papers on American Liberal Education._ New York,
1907.

Footnotes:

[1] W. T. Foster in N.E.A. Reports, 1915.

II

PROFESSIONAL TRAINING FOR COLLEGE TEACHING

=Introduction=

Were this chapter to be a discussion of schemes of training, now in
operation, that had been devised to prepare teachers for colleges, it
could not be written, for there are no such schemes. Many elementary
and secondary teachers have undergone training for their life work, as
investigators have, by a different regimen, of course, for theirs. But
if college and university teachers do their work well, it is because
they are born with competence for their calling, or were self-taught,
or happened to grow into competence accidentally, as a by-product of
training for other and partly alien ends, or learned to teach by
teaching.

There are able college men, presidents and others, who view this
situation with equanimity, if not with satisfaction. Teachers are
born, not made, it is said. Can pedagogy furnish better teachers than
specialized scholarly training? it is asked. If we train definitely
for teaching, we shall diminish scholarship, cramp and warp native
teaching faculty, and mechanize our class procedure, it is objected.

Had the subject of training for college teaching been discussed, no
doubt other objections would have been advanced. But it has not been
discussed, as will be seen from the very scant bibliography at the end
of the chapter. No plan of training for college teaching is in
operation, and no discussion of such a plan can be found. Each of a
half-dozen men has argued his individual views, and elicited no reply.

This state of facts notwithstanding, the subject is well worth
discussing, and one may even venture to prophesy that in a decade, o