The readers of this article should know that the writer is not a professional sociologist. My academic training was in the other social sciences-in economics as a major, and in political science and history as minors. After becoming a teacher in a normal school I took up sociology, first for the help it might give to the other branches, and later to teach it in a tentative way to small classes of selected students. In this way I have come to see some possibilities in it for the training of teachers. These possibilities will be treated here only with reference to the normal schools, and particularly the state normal schools of the Northwest, since it is with these that the writer is best acquainted. The teachers' colleges in connection with the universities meet this question in quite a different way: if they consider soci,ology necessary for the would-be teacher, they may require it for entrance or include it in the studies to be selected out of the hundreds already offered in other departments. The normal schools, on the other hand, usually exist apart from other institutions, and receive their students from the high schools or elementary schools in which sociology is not taught. So if they consider sociology necessary, they must include it in their own curricula. The usual curriculum in these state normal schools requires two years' work of the high-school graduate. The student whose academic attainments are less than those of the highschool graduate enters the "elementary course" of the normal school. The normal student in his senior year is therefore of the same rank as the college sophomore. This curriculum, however, is not universal. Some normal schools have only the elementary course, and on the other side some have a four-year