r
at latest two, the subject will have a respectable literature, and
enough training plans will be in operation to permit fruitful
comparisons.

When specific training is first urged for specialized work, there
always is opposition. The outgoing generation remembers the opposition
to specialized training for law, medicine, and engineering, to say
nothing of farming, school teaching and business. But in spite of
obstructive and retarding objections, specialized types of training
for specialized types of work have grown in number and favor, and
today we are being shown convincingly that nations which have declined
to set up the fundamental types of special training find themselves
able to make effective only a fraction of their resources. The
majority of the personnel in every higher calling has about average
native aptitude for it, and it is just the average man who can be
improved in competence for any work by training directed to that end
rather than to another. This is, of course, true of college teaching.

=How the college teacher has been and is trained=

In early days in this country the great majority of college teachers
were clergymen, trained in most cases abroad. Later bookish graduates
came to be the chief source of supply, their appointment in their own
colleges, and infrequently in others, following close upon their
graduation. Well into the third quarter of last century college
faculties were selected almost exclusively from these two types,
representatives of the former decreasing and of the latter increasing
in relative number. Neither type was specifically trained for teaching
in colleges or elsewhere.

With the founding and developing of Johns Hopkins University a new era
in higher education opened in this country. The paucity of exact
scholarship came to be known, and the country's need of scholarship to
be appreciated. In colleges grown from English seedlings we sought to
implant grafts from German universities. Independent colleges and
colleges within universities, while still called upon by American
traditions and needs to prepare their students for enlightened living
by means of a broadening and liberating training, came to be manned
preponderatingly by narrowly specialized investigators, withdrawn from
everyday life, with concentrated interests focused upon subjects or
parts of subjects, rather than upon students. Little thought was, or
is yet, given to the preparation of college teachers for