Germany affords an unparalleled example in the development of teachers' seminaries. No other nation ever had a system of training schools as efficient as the one there provided. Her right to the title of "School mistress of the world" is in large measure traceable to the excellent training provided for and required of the teachers in the schools. Norway early recognized the importance of this phase of school work and established six teachers' seminaries. Subsequently four private seminaries have been opened and the state has instituted the Pedagogical Seminary in affiliation with the university in Christiania. This gives them a liberal number of training colleges well distributed. While they are subject to some adverse criticism for failure to keep pace with the development of their school system as a whole, we must admit that the excellent results achieved by the schools of Norway are due largely to the early provision of these seminaries and insistence upon special training for teaching positions. It is probable that certain normal schools of the United States deserve the honors so far as ideals and results are concerned even though we have accorded first ranking in system to Germany. Our plan, however, is too individual in nature to accomplish greatest good. We lack a centralized authority with power to do things. We have practically no co-ordination between state systems and no uniformity. Even in certain states the several schools do not cooperate or supplement each other as they should. The waste occasioned by the looseness of our system is enormous. Could we unify our resources, systematize our equipment, and provide efficient direction along cooperative lines of activity, the American schools would advance by leaps and bounds such as have not been known up to the present time in any nation. A word is in place here with reference to the process of obtaining professional preparation. One of the best things to be gained by special training is a professional attitude toward the work of teaching. This cannot be attained by spasmodic effort but must be grown into. It comes rather as a result of long-continued study and application of principles than by intensive training for a short while. Direct instruction and experiment extended over a long period of time affords opportunity for innumerable associations and interrelations which no "hurry-up" process can provide. When professional training and study along the general lines of academic learning parallel each other they become interwoven in such a way that each contributes to the other, and simultaneously the proper attitude with respect to educational processes becomes a very real part of the student's life.