The extraordinary growth of high schools creates a constantly increasing demand for teachers. The supply of available college graduates, professionally trained and untrained, apparently keeps up with this demand. In some of the men's colleges, however, the number of those who look forward to teaching school is far less than twenty years ago. In times of business prosperity, young men leaving college are naturally attracted by commercial pursuits. Last year 277 new high-school teachers, including those of industrial or technical subjects, were employed in New Jersey alone. From the colleges of the state were graduated last June not more than five young men who became teachers in public schools anywhere. It is to be borne in mind that many high schools are in small cities and towns, where salaries are low. Large cities, where salaries are more respectable, can, of course, require more training from candidates for high-school positions. In this paper it is assumed that there are four possible means of training high-school teachers. These are: first, academic training; second, study of education; third, observation of teaching; fourth, practice teaching. It is desirable that a high-school teacher should have the scholarship represented by a degree from a college or university. The state of California demands of teachers without experience one year of postgraduate study. It is the only American commonwealth, so far as I know, whose standards in scholarship for secondary teachers approach the standards of German schools. We all know, however, effective and valuable teachers in high schools who are not possessors of degrees, or whose scholarship is of the selfmade variety, among whom are some who have been promoted to