Introduction

Colleges and institutions which have existed for the training of teachers have always recognized, that they were attempting to pass on skills suitable to play a part in the profession of teaching. The very busyness of institutions, and the economic pressures which still demand a maximum output of teachers in a minimum of time, all militate against a gradual, healthy and even leisurely development of students' mental capacities. The disciplines of education require specialists to promote them, just as much as the disciplines of philosophy, psychology and sociology or history require specialists to promote them. The discovery of truth, both for the individual in personal development, as well as for the improvement of society, is one of the important objectives of teacher–training, or rather of the education of teachers. The differentiation of method and discipline is inevitable if the child, in the long run, is to get the education which is the best for each separate individual and for society.