ve generations found expression as far back as Aristotle and
Plato, and has been vaguely voiced at intervals down through the
centuries; but its complete establishment came only as an indirect issue
of the great scientific discoveries of the nineteenth century, and its
application to the problems of practical schoolcraft and its
dissemination through the rank and file of teachers awaited the dawn of
the twentieth century. To-day we see expressions and indications of the
new outlook upon every hand, in the greatly increased professional zeal
that animates the teacher's calling; in the widespread movement among
all civilized countries to raise the standards of teachers, to eliminate
those candidates for service who have not subjected themselves to the
discipline of special preparation; in the increased endowments and
appropriations for schools and seminaries that prepare teachers; and,
perhaps most strikingly at the present moment, in that concerted
movement to organize into institutions of formal education, all of those
branches of training which have, for years, been left to the chance
operation of economic needs working through the crude and unorganized
though often effective apprentice system. The contemporary fervor for
industrial education is only one expression of this new view that, in
the last analysis, the school must stand sponsor for the conservation
and transmission of every valuable item of experience, every usable fact
or principle, every tiniest perfected bit of technical skill, every
significant ideal or prejudice, that the race has acquired at the cost
of so much struggle and suffering and effort.

I repeat that this new vantage point from which to gain a comprehensive
view of our calling has been attained only as an indirect result of the
scientific investigations of the nineteenth century. We are wont to
study the history of education from the work and writings of a few great
reformers, and it is true that much that is valuable in our present
educational system can be understood and appreciated only when viewed in
the perspective of such sources. Aristotle and Quintilian, Abelard and
St. Thomas Aquinas, Sturm and Philip Melanchthon, Comenius, Pestalozzi,
Rousseau, Herbart, and Froebel still live in the schools of to-day.
Their genius speaks to us through the organization of subject-matter,
through the art of questioning, through the developmental methods of
teaching, through the use of pictures, through