And it would seem especially fitting that England and America should thus join hands, for, after all, few things about the Americans impressed me more than the fact that they are really English, and that the inhabitants of Great Britain and the United States really form part of one great English-speaking nation, with the heritage of a noble language and literature, and a common life of thought and feeling. In matters educational, the truth of this oneness impressed me vividly. Allowing for such differences as must exist between an old and a new country, it is nevertheless true that most of the problems in education which they are trying to solve are those which perplex us also, and of these the problem of the Training of Teachers holds a place in the front rank. But it is a curious and interesting fact, that the solution should be attempted in both countries, and yet that so little attention should be paid in each to what is being done in the other. The ignorance that prevails among American teachers as to what is being attempted in England is, I fear, only equalled by our own ignorance of American educational life. This ignorance is largely the result of the difficulty that both American and English teachers experience, in obtaining definite information on educational matters in connection with either country. This fact made it very difficult for me even to map out my tour, so as to include as far as possible what was typical of American Training in the short time at my disposal, and had it not been for the unvarying kindness and courtesy shown me by American teachers, in directing my notice to what was best worth seeing, my task would have presented almost insuperable difficulties. As it is, I have, of course, been unable to cover the whole ground, and indeed have been able to personally examine into the opportunities for training in a very few States. These, however, I believe to be representative States, from a study of the means of training in which it is possible to arrive at a very fair conclusion of its condition in the States as a whole. They include the following: Pennsylvania, Connecticut, Rhode Island, Massachusetts, New York, Michigan and Illinois. I was, however, fortunate in being able to supplement the information thus obtained by a careful study of the many excellent State exhibits in the Educational Department of the Liberal Arts Building, at the World’s Fair, and to further correct and intensify the impressions I had received by many conversations with educationists from all parts of the United States, whom it was my good fortune to meet at the Educational Congresses, held at Chicago in July.