omen who entered
them by the same door as these great ones of old, irregularly as we
would say now,--without the hallmark, and whose good teaching is a
surprise to their doctored colleagues. In one institution I know of,
the best five teachers some years ago were all of this type. The
training of college teachers might well, it therefore seems, include
an apprenticeship, beginning with, or in exceptional cases before,
graduation from college.

=The college legislator and administrator=

But the duties and opportunities of the college teacher do not stop at
the door leading from his classroom. In addition to dealing directly
with students, individually and in groups, and even, if possible, with
their families, as he grows in service he becomes, as faculty member
and committeeman, a college legislator and administrator. In
exercising these important functions he needs the equipment that would
aid him to take the central point of view, a background of scholarly
knowledge of what education in general and college education in
particular are in their methods and in their social functions and
purposes. There is too much departmental logrolling, as well as too
much beating of the air in faculty meetings, and too many excursions
into the blue in faculty legislation and administration arrangements.
The educational views of faculty members greatly need to be steadied,
ordered, and appreciably broadened and deepened by a developed and
trained habit of thinking educationally under the safeguards of
scientific method and on the basis of an adequate supply of facts.
That pedagogy has made but the smallest beginning of gathering and
ordering such facts and developing a scientific method in this field
is not a valid objection. These tasks are no more difficult than
others that have been compared, as _they_ will be, the sooner for
being imposed.

It is significant that coincident with sharp and widespread criticism
of the American college (justified in part by what college teachers
have been made into by their training), appear demands on the part of
faculties for more power. In this connection it may be remembered that
autocracy is the simplest and easiest form of government, and that
history shows that it can at least be made to work with less brains
and training than are required for the working of democracy. As
American colleges and universities have grown in complexity and
responsibility, their faculties have lost power because