riefly as it
has developed with us. For it has been a development. Our system of
education was not planned at the beginning from a careful theoretical
study of our present or prospective educational needs, but has grown up,
little by little, step by step, to meet and satisfy from time to time
present and pressing needs.

The movement for the professional preparation of teachers began in the
first quarter of the nineteenth century in Massachusetts. That state,
with others, was suffering from an educational declension that had been
going on for a long time. Matters were getting serious. Finally, a few
clear-headed, far-seeing leaders made an analysis of the situation
hoping to bring about a betterment of conditions. They quickly put the
finger upon the sore spot--the poor quality of teaching being done in
the schools. A remedy was sought. It was found in the European Normal
Schools, an institution devoted to the professional preparation of
teachers for the elementary schools. An agitation was begun for its
establishment on this side of the water. After many weary years the
efforts were crowned with success when, in 1838, the State Legislature
of Massachusetts planned for the equipment of three. Thru their work the
character of the teaching in the elementary schools was at once
improved. Other states followed the example and this new institution
soon began its westward sweep, following the development of the country.

This early work, however, had in mind the improvement of teachers for
only the common schools, rural and urban. Indeed, at that time no one
even suggested that any other teacher needs special preparation. But
when, after the Civil War, the high schools began to develop so
markedly, the problem of teachers became a pressing one. Since teachers
with normal school preparation were everywhere being recognized as
superior to all others in the elementary schools, it was the most
natural thing in the world for those in charge of the new high schools
to demand professional preparation of their teachers.

But where could it be obtained? Not in the normal schools, because it
should be of different character than that planned for elementary
teachers. To make a long story short, the universities and colleges took
the matter up and provided the professional work thought necessary by
adding Departments of Education. Michigan University was the first to
act when, in 1878, the Regents established a chair called the "Theory