In the foreword and preface to this lecture Margaret Lindsey, Columbia University Teachers College, reviews the contributions of Florence B. Stratemeyer to the field of student teaching, and Normand R. Bernier, University of Wisconsin, sketches the social and political turmoil forming the context for ferment in teacher education. The three parts of the lecture are presented by former students of Stratemeyer. In discussing "The Urban Crisis and Teaching: Getting Ourselves Together," Monroe D. Cohen, Association for Childhood Education International, suggests five guidelines for action: learning to communicate with another culture, seeing educational problems in a broader social context, utilizing paraprofessionals, capitalizing on concern about irrelevant curricula, and building trust in a world of alienation. John B. Ervin, Washington University, St. Louis, analyzes "Freedom and Repression in the Higher Education Establishment," listing characteristic social changes in the academic setting, basic assumptions being attacked, and implications of the crisis for the establishment. In "Activism and Teacher Education" Martin Haberman, Rutgers, notes ten ways in which the new student protests differ from those of the past and predicts that resultant changes in teacher education will include the complete individualization and student administration of college programs and the control of inservice programs by professional associations and citizen groups. (JS)