Educating the Educators.

T "HE demands made upon our colleges and universities, especially since the World War, for an enlarged and more effective service have stimulated a widespread professional interest in problems of higher education. Already, evidences of that interest are to be seen. During the past few years we have witnessed a decided movement on the part of those engaged in college teaching and administration to seek guidance and improvement in their chosen work. Courses in college administration and college teaching are beginning to appear in college and university catalogues. Positive efforts are being made to "educate the educators." Systematic instruction in college administration and college teaching was first given at Teachers College, Columbia University, and at Purdue University. In I923-24 Teachers College offered a general course on College Administration for graduate students interested in the problems of the American college, while that same year Purdue University offered a course, Psychology of Learning and Teaching Applied to College Work, intended primarily for its own assistants and instructors but also occasionally attended since its inception by those of professorial rank and by graduate students who had had teaching experience. The course at Purdue, which is given only in alternate years, is designed to review the psychology of learning and teaching, and to make a critical study of modern methods and techniques of teaching in colleges. The work of the original course at Teachers College has expanded, and the demand for its development has grown to such an extent that during the academic year three types of courses are provided: general courses, informational in character-one section dealing primarily with problems of administration and another emphasizing problems more directly concerned with college instruction; research courses; and seminars. The general courses are conducted by a group of professors and lecturers who are specialists on various phases of higher education. The research course is designed for those who are working intensively upon some problem, while the seminar is intended for candidates for the doctorate. The summer vacation seems to be the most popular time for conducting courses in higher education. Not only are college administrators and college teachers more likely to be able to attend courses then, but there is also better opportunity for enlisting the services of specialists and experienced workers in the field to direct the work of these groups during the summer