That most teachers learn more in their first year of teaching than in any year of pre-service preparation is generally recognized. It is equally true that many teachers stop learning and settle down to routine and formal teaching after the first few years of work. To keep teachers constantly growing in understanding and skill has been recognized for many years as one of the major responsibilities of school administrators, both superintendents and principals. The need for doing this was one of the things that led to the development of these positions, as a matter of fact. Leadership in teaching has always been expected of school administrators, and has been accepted by them as one of their duties, at least in theory. The burden of routine, as well as the responsibility for financing schools, providing buildings, finding teachers, and maintaining satisfactory public relations made it difficult for administrators to find time for exercising adequate leadership for teacher growth in-service. Some of the superintendents, too, were selected because of their administrative rather than their teaching abilities. These persons recognized their own shortcomings. Accordingly they secured assistants who were particularly able along these lines; usually called supervisors, or directors of instruction, or helping teachers. At the same time, teachers themselves recognized the need for more professional help, and organized themselves into associations, both general and special. The N.E.A. is the national group. Every state has a general teachers' association, and most counties and cities. Then there are the special associations of the teachers of subject areas, such as social studies, mathematics, music, and so on and on. Meanwhile, those concerned with educating teachers were addressing themselves to the preparation of finished teachers. Properly qualified teachers were given life certificates, and presumed to be prepared to go on teaching indefinitely. The fact that so many began teaching with little pre-service preparation made the teachers colleges look upon their work with employed teachers chiefly as an attempt to supply, belatedly, education that the teachers should have received before beginning to teach. Summer schools and extension classes were organized to make good the deficiency in pre-service preparation.