Again, high school problems have become an important topic for college faculty discussion, and in every large institu tion a number of professors now specialize upon high school work as guardians of collegiate interest.

In the West many institutions employ an expert in pedagogy who divides his time between instructing students within the walls who are likely to become high school teachers and in traveling about the State inspecting schools, advising, incidentally paving the way from the high schools to the college he represents, and placing its graduates in vacancies, or conducting a teachers bureau.

I have been greatly interested in the kind of pedagogy taught in these chairs.

It almost all centers or bears upon the rela tions of high school and college.

Problems of the lower grades, the larger educational questions of the day, and funda mental principles, and those of higher education generally are either untouched or interpreted in severe accordance with the interests of their institution.