The college of education was instituted at the University of Minnesota in response to a statewide demand for better training of high school teachers, principals, and superintendents. The legislature in 1905 directed the establishment of the school, and it was organized under the direction of the board of regents the following year, according to the plans of Professor George F. James, who was chosen dean of the new school.

The first tentative effort toward the training of teachers at the University of Minnesota was made in 1885 by the establishment of a brief lecture course on methods of teaching, which was given by Professor Harry P. Judson as a senior elective. This course was continued for several years, but when Professor Judson resigned to accept a professorship in the newly established University of Chicago, a movement was begun looking to the organization of better facilities in this line. Dr. D. L. Kiehle, one of the foremost men in the history of Min

nesota education and at that time state superintendent of public instruction, planned a teachers' course for the first two college years, of which he was put in charge. In 1899 this two-year course was given up and courses in the history of education and the theory of teaching were made junior and senior electives. Academic students who elected these subjects and completed a half-year in psychology were given the university teacher's certificate, a license for secondary teaching. In 1902 Dr. George F. James, at that time director of the teachers' training work in the Los Angeles State Normal school, was chosen professor of education. During the succeeding three years the work of the department was considerably increased in scope and the number of students was trebled.

When the department of education was differentiated as a distinct school in 1905, broader plans were adopted for the university training of secondary teachers. The half-year course in

psychology was extended to a full year by the addition of a course in educational psychology. The history of education was made to cover two semesters instead of one, and a course in the theory of teaching was added to that in the principles of education hitherto given. Additional courses were offered in the history of secondary education, the organization of high schools, in the management of elementary schools, in school supervision, in school hygiene, as well as seminar courses in current elementary, and secondary school problems, with other electives in educational classics, in the admininstration of higher education, and in the history and principles of religious education. To meet the larger demand for instruction, Professor A. W. Rankin, long-time state inspector of graded schools in Minnesota, was made professor of education, and Dr. Fletcher Harper Swift was called from the University of Washington as professor of the history of education.

After the theoretical instruction was thus initially organized, the need became evident for training on the practical side. In response to this need the regents of the university authorized the establishment of a secondary school for observation and practice teaching to serve as the laboratory or clinic of the new college. The practice school was opened with the admission of pupils of the seventh and eighth grades, and with each successive year the retention of these pupils led naturally to the addition of another grade, until the school represented a six-year secondary course beginning with the seventh school year. It was housed provisionally in one of the larger buildings of the new campus, and conducted under the general direction of Professor A. W. Rankin, with Dr. Alice J. Mott in immediate charge.

From the first the college of education endeavored to co-ordinate the various courses of the university that might be made helpful to future teachers and to supplement these with additional opportunities. In accordance with this plan, arrangements were made with the college of engineering to give special courses during the academic year and during the summer school for the benefit of future manual training teachers

and supervisors. In a similar way the college of agriculture co-operated by establishing special winter and summer courses for teachers of agriculture and domestic science and art. In order to supply two of the greatest deficiencies in the preparation of teachers, the college instituted courses in voice culture and in public school music, and systematically encouraged prospective teachers to participate in literary society work, in public debate, and in athletics, to the marked advantage of the public high schools of Minnesota.

The college was not even in the beginning merely a separate grouping of already established courses of significance to the future teacher. On the contrary from the first it definitely organized special opportunities in training in such a way as to appeal not only to the college student looking forward to this work, but also to teachers in active practice who had not as yet finished the ordinary bachelor's course. A goodly number of the more progressive young men and women in public school work have been attracted to the professional courses of the college and have been thus enabled to complete a preparation for higher positions. The University Summer School has been administered in close sympathy with the purposes of this college and has during the vacation months afforded valuable opportunities to teachers in professional and liberal training. This happy combination of vacation study with the courses of the college year has been further supplemented by Saturday and evening courses conducted under the direction of the college for the benefit of teachers in Minneapolis and St. Paul.

In 1909 the legislature made a special appropriation to the college of education for the conduct of extension work through lectures, classes, and correspondence study particularly for the benefit of Minnesota teachers. Under this foundation, Professor Edward G. Quigley, a graduate of the University of Iowa and for many years in charge of professional training in the Moorhead State Normal school, was engaged for work partly in the University and partly in the field. Three days of each week are devoted by him to school visiting, lectures before city and

county institutes, and public evening addresses on educational topics. After he was added to the teaching force the college found it possible to give to the experienced teachers among its students a special preparation for the normal training departments so rapidly instituted in the public high schools of Minnesota.

As a special part of the extension work, correspondence courses were offered in all the subjects of the state professional teacher's certificate and along many lines in the languages, mathematics, history, and science common to the first two college years, thus affording new opportunities to teachers and others for both liberal and technical study.

The college of education appears thus as a clearing house in the system of public instructio:: in Minnesota, connecting the university with the other parts of the system and focusing and distributing educational thought, experience, and effort throughout the commonwealth. In intimate touch with the state department of public instruction, in close relations with the state normal schools, and in immediate contact with the public high schools and through their training departments with the great body of rural school teachers, the college of education may fill a place in Minnesota fully proportionate to whatever means are put at its command. GEORGE F. JAMES.

BUILDINGS.

PILLSBURY HALL-So named in honor of its donor, Governor John S. Pillsbury, who erected the building in 1889, at a cost of $131,000.00, and presented it to the state. The building is two hundred forty-five feet long and is constructed of sandstone, the basement of red and the upper stories of white with an occasional red stone mixed in. The building is a two story and high basement building. It provides quarters for the departments of animal biology, botany, geology, mineralogy and paleontology. The University museums are also located in this building. STUDENTS' CHRISTIAN ASSOCIATION BUILDING This building was erected in 1888 at a cost of $12,000, by private subscription. It was dedicated June 6, 1888. The building is a single story and high basement building. It provides reading rooms, offices, assembly rooms, game rooms, toilet rooms. Since 1889 it has been rented by the Young Men's Christian Association, who carry on their work for the student body using this building as headquarters. It is built of red sandstone.

ALICE SHEVLIN HALL-So named in honor of the wife of the donor, Thomas Shevlin, was erected in 1906, the cost of the same, $60,000, being provided by Mr. Shevlin. The building is 114 x 55 feet and is solely for the use of the young women of the University. It is intended that this building shall provide the young women students of the University, a place where they can pass pleasantly and profitably the hours they must spend every day on the campus and yet not in class room. The building is two stories and basement. In the basement are found kitchen and lunch rooms, toilet and cloak rooms. The first floor has a large living room, with fireplace, which runs through two stories, together with an assembly room, several smaller parlors, and Y.