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some eight different parts of the school system as represented on the chart, all of which arose historically at different times, having different ideals in view, and consequently different methods. I do not wish to suggest that all of the isolation, all of the separation, that has existed in the past between the different parts of the school system still persists. One must, however, recognize that they have never yet been welded into one complete whole. The great problem in education on the administrative side is how to unite these different parts.

Consider the training schools for teachers—the normal schools. These occupy at present a somewhat anomalous position, intermediate between the high school and the college, requiring the high-school preparation, and covering a certain amount of college work. They are isolated from the higher subject-matter of scholarship, since, upon the whole, their object has been to train persons how to teach, rather than what to teach; while, if we go to the college, we find the other half of this isolation—learning what to teach, with almost a contempt for methods of teaching. The college is shut off from contact with children and youth. Its members, to a great extent, away from home and forgetting their own childhood, become eventually teachers with a large amount of subject-matter at command, and