A recent unpublished study' made by the junior writer under the direct supervision of the senior writer portrays the general development and recent trends of generalized, integrated, or survey courses in the curricula of the state teachers colleges. There was much instruction of a general nature on the college level back in the days when history and philosophy appeared in the college curricula. Specialized fields of had already been introduced, however, and they were destined to flourish until freshman chemistry became traditional. In fact, many specific fields in grew out of the wreckage of the course in natural philosophy, each of which, except for some overlapping, had discrete units of subject matter. For many years prior to 1925 the specialist reigned almost supreme over the field. During this time, however, there were voices raised in favor of a more liberal or broader education. President Lowell of Harvard said in his inaugural address2 in 1909: The object of an undergraduate department is not to produce hermits, each imprisoned in the cell of his own intellectual pursuits. . . . American college students ought to study a little of everything. . . . There ought to be in every considerable field a general course designed to give to men a comprehension of its underlying principle or method of thought. This is by no means the same as an introductory course .. As the teachers colleges and normal schools developed and became better organized, there was a marked trend toward broader training rather than narrow specialization in the construction of their courses of study. This was due, perhaps, to the fact that these institutions endeavored to prepare their graduates to teach in several fields rather than in but one. For example, in the sciences a graduate should be qualified for a teaching certificate in biology, chemistry, and physics; he should have some fundamental courses in mathematics and psychology in order to be eligible for appointment as a science teacher.