Those interested in the progress of teacher education will profit from reading Elsie A. Hug's review of the origin and development of New York University's School of Education. Though she disclaims any intention to evaluate, she invites sympathetic understanding of the complexity of the problem of institutional growth confronting past and present professional educators. A historian less sensitive to the basically human commitment underlying the history of American teacher education as a unique social experiment might have produced either a dry factual account for data-gathering scholars or a sentimental story for celebrating alumni. Fortunately, she transcends these aspects of antiquarianism by creating knowledge of the past as a source for understanding the present and for shaping the future.