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evidence of inclination to make junior colleges of the teachers colleges-which is precisely what they should be if their summum bonum of existence is to prepare students for the very important matter of continuing their scholastic life in the Liberal Arts Colleges. This is not meant in any spirit of invective. The writer has no case against the universities, as such, being a graduate of what he considers to be the greatest state university in the United States, and having taught in another state university for a period of six years before graduating into a teachers college faculty. If the writer has a case against any one, it is against the teachers colleges, themselves, for allowing their own identity to be threatened in this matter of curricula-making.

There would seem to be three eventualities in the answering of our question. 1. Conformity to Liberal Arts requirements, thereby becoming thoroughly "standard," but at the same time losing our identity and signing a death warrant as senior colleges. 2. A relinquishment of iron-bound requirements for graduate study, on the part of Liberal Arts Colleges, and recognition for all so-called professional and occasional work done in teachers colleges. 3. A distinctive graduate school in teacher training, along the lines now pursued by such schools as Peabody and Teachers College of Columbia.

Blind, unquestioned, reactionary conformity would seem to be impossible-if any progress is to be made; but in all candor, this would seem to be just what we are guilty of when our goal in the making of our curricula is the unquestioned entrance of our graduates to graduate schools of the liberal arts colleges anywhere. While this is a most commendable goal, as compared with the weak efforts formerly attempted by normal schools, it is most surely not the great end of teacher training.

There would seem to be some evidence of the university graduate schools opening up a little more to teachers college graduates than in times past. Of course, there will always be certain universities that choose to keep their graduate departments more or less hallowed to ancient tradition; but some of

our large western universities are plainly viewing the matter of curricula subject-matter in a broad way. The colleges in the Middle West are decidedly more liberal in their membership standards than formerly. The acceptance of professional courses in education, as well as of occasional subjects, is the bone of contention. By occasional subjects is meant those subjects which have been accepted by the several states in their public schools, but which have not been universally included in the college organization of the large universitiessuch subjects as Public Speaking, Art, Music, Manual and Domestic Arts and Sciences, etc. Whatever we may think, individually, about the scholastic virtue of such subjects, they are an important part of our public school curriculum, and teacher-training institutions have no choice as to the matter of training competent teachers for them. Refusing full credit in our teachers colleges for work done in these branches is potently discouraging such work and forcing condidates for teaching these subjects to get their preparation otherwhere. Again we are questioning, in such a procedure, the fact of teacher training.

The policy of developing a distinct graduate study for teachers is quite the most popular with teacher-training folk. There can be no possible protest against such a policy. In fact, it is already coming as a matter of course. If there is a distinct under-graduate teacher training, it would be difficult to see why it would not hold as well, or even better, for a graduate study. Notwithstanding the common sensibleness of this point of view, it seems to the writer that a combination of numbers one and two of our conclusions represents a more ideal consummation. Beyond any doubt there will in the next few years be many more graduate teachers colleges. Probably within the next five years one of our Texas Teachers Colleges will be designated for graduate study. But there will always be strong graduate departments in the large universities which furnish the most desirable graduate study for teachers. And while some teachers college some day may present a graduate department in Biology, conceived and devel

oped from the standpoint of teacher training, that will be superior to that now to be found in the University of Chicago, it will be a good many years; consequently, the teachers college graduate school with a freer access in exceptional cases to the graduate departments of the larger universities would seem to be the ideal consummation.

Our question has led us rather far afield, but after all it is quite the same field. The answer to the question what are we going to do with our graduates, is going to help materially in formulating our curricula. It is a pertinent question, and one which is being dangerously answered at the present time, as the writer sees it, in that Liberal Arts standards are being accepted as the great desideratum in teachers colleges.

Some Implications of the Origin of the

Nordic Tendency

WALTER SCOTT MCNUTT, PH.D., FLORIDA STATE COLLEGE FOR WOMEN, TALLAHASSEE, FLORIDA.

T

◆HE popular conception of Nietzsche's Superman has been derived from the history of the German army devastating Belgium. But this is not the Superman that Nietzsche's philosophy justifies. It is the object of this paper to set forth the plain facts about the Superman in Nietzsche's philosophy, as a basis for the modern Nordic tendency. There is no better way to do this than to go to the philosopher's own statements and let him tell us just what he means.

"A new light hath dawned upon me. Not to the people is Zarathustra to speak, but to companions!" He shall not be the herd's leader; his office shall be to draw many from the herd. The herd must be angry with him; a robber shall he be called by the herdsmen.

"Herdsmen, I say, but they call themselves the good and just. Herdsmen, I say, but they call themselves the believers in the orthodox belief."

"Behold the good and just.

Whom do they hate most? Him who breaketh up their tables of values, the law-breakerhe, however, is the creator."2

"Behold the believers of all beliefs! Whom do they hate most? Him who breaketh up their tables of values, the lawbreaker-he, however, is the creator."

"Companions, the creator seeketh, not corpses-and not herds or believers either. Fellow-creatures the creator seeketh-those who give new values on new tables."

1 Zara., p. 19.

2 Zara., p. 19. 3 Zara., p. 20.

The above passages give us an insight into the characteristics of the Superman. He is not to be a herdsman, a leader of the masses, nor is he to discourse unto the people; but rather with the creators, the reapers, and the rejoicers is he to associate. It is to the creators that he is to show all of the stairs to the Superman. To the lone dwellers is he to sing his song, unto those who have ears for the unheard will he make the heart heavy with his happiness. He makes for his goal, he follows his course, he leaps over the loitering and tardy will. His on-going is the down-going of the orthodox believers.

He seeks solitude because the people, the masses, do not understand what is great-that is to say, the creating agency. They have a taste for all representers and actors of great things, not an appreciation of the creator of new values. "Where solitude endeth, there beginneth the market-place; and where the market-place beginneth, there beginneth also the noise of the great actors, and the buzzing of the poisonflies."

"Around the devisers of new values revolveth the worldinvisibly it revolveth. But around the actors revolve the people and the glory: such is the course of things." For the actor, "To upset that meaneth with him to prove. To drive mad-that meaneth with him to convince. And blood is

Hence, war

counted by him as the best of all arguments." of the masses and not of the Superman. "Spirit, hath the actor, but little conscience of the spirit. He believeth always in that wherewith he maketh believe most strongly-in himself! Tomorrow he hath a new belief, and the day after, one still newer. Sharp perceptions hath he, like the people, and changeable humours. Full of clattering buffoons is the marketplace and the people glory in their great men! These are for them the masters of the hour."a

4 Zara., p. 57.
5 Zara., p. 58.
6 Zara., p. 58.
6a Zara., p. 58.

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