and by legal enactment have required about what I have suggested.
The State of North Dakota, for example, requires professional equipment
of every teacher within its borders--no, not quite, it does not require
it of its teachers in the special schools--the reform school, the
schools for the deaf, blind, and the feeble minded--nor in its
institutions of higher education, including the normal schools and the
University. And in this North Dakota does not differ from other states
of the Union. But it is strange, isn't it? that the state absolutely
requires professional preparation of all its elementary and secondary
teachers and yet does not require it of those whom it engages to equip
them? Some of them have it, of course, and the majority of those who
give the specifically professional courses, but the greater number of
all teachers in the higher institutions are lacking in this respect.
That doesn't mean that all university teachers are poor teachers. Many
of them have learned how to teach in the crude and expensive school of
experience. They have, at last, the professional equipment, but gained
at high cost. Perhaps this lack of professional equipment accounts, in a
mesure, for the admittedly poor character of much of the teaching in our
colleges, normal schools, and universities.

But to come back to the high school and the preparation of high school
teachers. What does North Dakota require, and how does the University
meet the requirement?

All teachers in classified high schools, save special teachers of music
and drawing, are required to hold certificates that presuppose
proficiency in psychology, history of education, principles of
education, school administration, and methods. Special teachers in
music and drawing are required to have covered in professional lines
only psychology and pedagogy. But in cases where the certificate is
granted on the basis of college work instead of on results of an
examination, the law requires that the applicant shall have covered at
least two year-courses, or sixteen semester hours, of professional work,
and it recommends that this be distributed among the four great fields:
history of education, principles of education, methods of teaching, and
school management.

The School of Education has been organized within the University for the
specific purpose of preparing teachers for the high schools of the
State. To graduate from the School of Education and thus receive the
B.A. deg