The last section ranged widely over what has been said about the proper concerns of educational psychology in teacher preparation. Nowhere is there any reference to the views of students on the subject, little reference to college tutors' views generally, and nothing on British college tutors' views particularly. It would have been perfectly feasible, ofcourse, to have prepared a set of objectives based on proposals made in the literature and our own predilections without taking other counsel. We did not favour this approach for two reasons. First: we wanted as much evidence as we could possibly get covering all aspects of educational psychology as it is currently conceived, and clearly it would have been inexcusable to have overlooked the populations for whom we were presuming to legislate. Second: had we not taken the views of tutors, we could in theory have produced a set of objectives that left us in the same position vis-a-vis college tutors as the two Canadian students referred to in the last section. We could have finished up with a specification of objectives in educational psychology which had a zero correlation with the views of the practitioners.