The teacher is becoming more and more conscious of his way of working. He is less the creature of institutional habits, and more the master of his individual methods of procedure. No less an art than before, education has become a study. Educational method, upon the whole, has improved through this selfconsciousness, but not without some manifestation of those ludicrous mistakes which are the accompaniment of self-conscious acts the world over. Just now the teacher is more nearly aware of his ways and means than ever before. In the first place there is more scholarly command of subject-matter in the elementary and secondary schools. There is much to be desired yet, but the tendency is upward. Teachers are better educated. All recognize the worth of the change. A consciousness of ways of presenting subject-matter to pupils is a second large modification in professional attitude. The question is now more frequently asked: In what more effective ways can the materials of art and science be brought to bear upon the pupils to be taught? The advent of teaching method as such marks the growing professional consciousness that the child or youth is a pertinent factor in education to whom some adjustment must be made.