Critic teaching and supervision are terms interchangeably used in connection with the training of teachers. This interchangeable usage of the terms, and the emphasis given public school supervision in our professional literature are no doubt largely responsible for the lack of a clear-cut understanding, in the minds of critic teachers, as to their part in the teacher-training program. It is the writer's contention that supervision as applied to the public school system is distinctive enough in its functional scope to divorce it from the term as applied to the direction of cadet-teaching whether in campus training schools or in affiliated schools. He makes no criticism of those initiating the confusion. In fact, it is doubtful if such criticism could be placed, since cadet-teaching in the beginning was so obscure, and its development so gradual. Cadet-teaching was vaguely fixed by the Jesuit teachers during the Catholic Reformation1; but was omitted by such school reformers as Duke Ernst of Gotha, Zwingli of Zurich, Knox of Scotland, and Charles Hoole of England. The Protestant Reformation placed the supervision of schools in the hands of local clergymen. Their relations with schoolmasters were not of the teacher-training nature, but inspectorial. They primarily safeguarded the principles of religion upon which the whole school program was built. Such was the status of supervision when education made its advent into America. The elementary school of the New Netherlands was a public and parochial combination, according to Professor Cubberley. After the English occupation, the English principle of private and church control of education prevailed. Parochial schools dominated in Pennsylvania, although in 1683, the Provincial Assembly passed an ordinance requiring that all parents must require their children to be taught to read and write, and some useful trade. Virginia accepted the attitude of the mother country in holding education to be no business of the state. Such were the attitudes of Rhode Island, New Jersey, Delaware, and the Carolinas. Thus in these sections of early America, supervision of teaching remained the function of the church. The first Massachusetts law relating to the schooling of all children was passed in 1642. In substance, this law placed the super-