BULLETIN OF THE UNIVERSITY OF TEXAS 
 
 No. 50. 
 ISSUED SEMI-MONTHLY 
 
 a en era] Srrir,<i No. IJ 
 
 Jriminni 15, lDO-'> 
 
 WHAT SHOn.D BE DONE BY UNIVERSITIES TO FOSTER 
 THE PROFESSIONAL EDUCATION OF TEA('HERS? 
 
 BY 
 
 W. S. SUTTON, 
 
 Profossov of Edtiration in The University of Toxn? 
 
 ^<e<«*c«^'^ 
 
 PUBLISHED BY 
 
 THE UNIVERSITY OF TEXAS 
 Entered as second-class mail matter at the postoffice at Austin, Texas 
 
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 BULLETIN OF THE UNIVERSITY OF TEXAS 
 
 No. 50. 
 ISSUED SEMI-MONTHLY 
 
 General Series No. 11 
 
 Januanj 15, 1905 
 
 WHAT SHOULD BE DONE BY UNIVERSITIES TO FOSTER 
 THE PROFESSIONAL EDUCATION OF TEACHERS? 
 
 BT 
 
 W'. Sr'*^STJTTON, 
 /I 
 
 Professor of Education in The Universitj' erf Texas. 
 
 PUBLISHED BY 
 
 THE UNIVERSITY. OF TEXAS 
 Entered as second-class mail matter at the postoffice at Austin, Texas 
 
'Cultivated mind is the guardian genius of democracy. . . 
 It is the only dictator that freemen acknowledge and the only 
 security that freemen desire." 
 
 President Mirabeau B. Lamar. 
 
 28 OCT 1905 
 D.otD, 
 
WHAT SHOULD BE DONE BY UNIVERSITIES TO FOSTER 
 THE PROFESSIONAL EDUCATION OF TEACHERS? 
 
 (A paper read in New Orleans, November 3, 1904, by W. S. Sutton, Professor of 
 Education in The University of Texas, before the Association 
 of Southern Colleges.) 
 
 Education, in common with the other liberal arts born in modern 
 times, has had a long and an arduous struggle to secure recognition. 
 For its tardy acceptance by the college world as a study worthy of 
 serious thought there have been two causes especially aggressive and 
 efficient. The first of these causes may be stated thus : The Renais- 
 sance fixed in the minds of schoolmasters and students the belief that 
 learning is the end and aim of education, and learning, too, confined 
 almost exclusively to the languages and literatures of ancient Greece 
 and Rome. This culture-material of the Classics being once fastened 
 upon the world, faith in its efficiency and all-sufficiency became as un- 
 yielding as that of the sturdiest Calvinist in foreordination, predestina- 
 tion, eternal damnation, and other doctrines "so wholesome and full 
 of comfort," as my sainted grandmother used to say. Education, as 
 well as any other aspiring new subject, found the greatest difficulty in 
 securing admission into the curriculum, for it is as true in the field of 
 education as in politics that the way of the "trust-buster" is hard. 
 
 The second of the causes is the opinion, long entertained by people 
 generally, including even teachers themselves, that there is no science 
 of teaching. About twenty years ago a leading educational official Id 
 England, the Honorable Robert Lowe, declared that there could be "no 
 such thing as a science of education,"^ a statement which our English 
 cousins accepted without question, and of which not a few American 
 educators heard with manifestations of delight. But it is not necessary 
 to go so far back into the past for proof that education is not universally 
 regarded as a science. To a popular magazine Professor Barrett 
 Wendell, of Harvard University, contributed only a few weeks ago an 
 article in which these two sentences occur: "Of all educational super- 
 stitions, we may freely admit, none is more instantly apparent than 
 that which worships the classics and mathematics as idols. And yet 
 the newer educational superstition, which bows the knee to pedagogics, 
 is beginning to seem more mischievously idolatrous still." - 
 
 In spite of \he hindering causes above recorded, in spite, too often, 
 of the fact that some of the leaders in the study of education were 
 blessed with more zeal than either scholarship or sense, in spite of the 
 ravages wrought by fakirs, mountebanks and camp-followers, swift to 
 take advantage of opportunities afforded by the exploiting of a new 
 
 ^ Quick's Educational Reformers, p. 379. 
 
 " "Our National Superstition," The North American Review for September, 
 1904, p. 401. 
 
— 4- 
 
 idea, the history of the movement to dignify the office of the teacher, 
 to establish education upon the basis of reason rather than upon that 
 of tradition or caprice or empiricism, to elevate education to the plane 
 of other worthy subjects, not to exalt it above them, but to give it equal 
 rank with them — the history of that movement, I say, no fair-minded 
 man can deny is worthy of great honor, for it records the deeds of 
 those valiant souls who, enduring crosses and despising shame, have 
 for a half-century or longer been actively engaged on the firing line of 
 educational reform. That history is too long to be set forth upon this 
 occasion ; but it may not be amiss to tell the story, as briefly as may be, 
 as it relates to American universities. 
 
 I desire for a moment, however, first to call attention to the European 
 beginning of the movement. Early in the nineteenth century Pes- 
 talozzi established a school for teachers in Yverdun, a town in a French 
 canton of Switzerland. Though his scholarship was meagre, though he 
 was without executive qualifications, though his own school proved to 
 be a pitiful, tragic failure, his faith in the wisdom and the necessity 
 of the professional education of teachers attracted the attention of some 
 thoughtful men in Germany, in England, in America, and in other 
 countries, and the seed sown during the self-denying life of the Swiss 
 reformer found in other lands soil favorable for germination and growth. 
 
 In 1849 President Wayland, of Brown University, who had been in- 
 sisting without success that the benefits of education were confined 
 to only a very small class of the American population, and that, there- 
 fore, universities should be reorganized in order to include classes not 
 before represented, ofii'ered his resignation of the presidency of that 
 institution. The corporation declined to agree to his withdrawal from 
 the universit}^, appointing a committee, with Dr. Wayland himself 
 as chairman, to prepare a report in which desirable reforms should be 
 recommended. This committee reported in the spring of 1850. Among 
 the new courses suggested in the report, which the corporation after- 
 ward adopted, is to be found "a course of instruction in the science of 
 teaching." ^ This course was announced under the name Didactics and 
 was described in the Brown catalogue of 1850-51 as follows, being the 
 very first announcement of a course in education to be given in an 
 American university: 
 
 "Didactics. — This department is open for all those who wish to be- 
 come professional teachers. A course of lectures will be given on the 
 habits of mind necessary to eminent success in teaching; the principles 
 which should guide in the organization of the school; the arrangement 
 and adaptation of the study to the capacity of the learner ; the influences 
 to be employed in controlling the passions, forming the habits, and 
 elevating the taste of the young, and on the elements of the art of teach- 
 ing, or the best methods of imparting instruction in reading, grammar, 
 geography, history, mathematics, language, and the various other 
 branches taught in our higher seminaries. All these lectures are ac- 
 companied with practical exercises in which each member is to par- 
 ticipate. 
 
 "For the benefit of teachers generally a class has already been formed 
 
 ^ Barnard's Journal of Education, Vol. 13, pp. 778-780. 
 
consisting of persons not connected with the university. * * * 
 Lectures are given at the lecture room of the high school, on Benefit 
 Street, twice a week on the various topics emhraced in the course of 
 elementary teaching." * 
 
 The first professor of Didactics in Brown University was S. S. Greene, 
 one of the thirty-one Boston schoolmasters who had helped to make 
 Horace Mann famous by attacking, in 1844, his celebrated Seventh 
 Annual Eeport, a document devoted especially to advocating the study 
 of education. When Professor Greene began his work in Brown Uni- 
 versity in 1850 he, no doubt, said to himself, "This is a case of poetic 
 justice ;" but he probably consoled himself by recalling that passage 
 of scripture which reads: "Joy shall be in heaven over one sinner that 
 repenteth more than over ninety and nine Just persons who need no 
 repentance." In 1854, for want of fimds, the Chair of Didactics was 
 abolished at Brown University, her students being thereafter permitted 
 to study education courses in the Ehode Island Xormal School, which 
 had been established in Providence. Education did not again find its 
 way into the Brown University curriculum until almost fifty years had 
 elapsed. 
 
 The next efi^ort to establish education as a college course was made in 
 Antioch College by Horace Mann, who, after serving twelve years as Sec- 
 retary of the Massachusetts Board of Education and a term or two in 
 Congress, became in 1853 the president of the institution just now named. 
 It is believed that the instruction given was of the normal school, rather 
 than of university, grade. How long even this kind of instruction was 
 offered at Antioch, is not surely known; but it certainly ceased with 
 the downfall of the^ college in the early days of the Civil War. 
 
 A feeble legislative attempt to provide instruction in education at the 
 Missouri State University was made in 1867; but the effort resulted in 
 failure, there being at that time no one in that State to "show'' the 
 Missourians how the thing could be done. That was before the days, 
 we remember, of the vigorous and progressive administration of Presi- 
 dent E. H. Jesse. 
 
 In the State University of Iowa, from 1856-1873 were undertaken 
 abortive plans to insure instruction to teachers. This plan finally cul- 
 minated in the establishment of the Chair of Mental Philosophy, Moral 
 Philosophy and Didactics. The Didactics being only one tail, and a 
 very small one at that, attached to those two big mental and moral 
 philosophy canines, it is no wonder that they found it both easy and 
 amusing to wag in any way they pleased the caudal appendage they held 
 in common. 
 
 To ]\Iichigan University belongs the honor of establishing in this 
 country the first professorship to be devoted exclusively to the pro- 
 fessional side of the equipment of teachers. This chair was established 
 in June, 1879, when there were in the English-speaking world only two 
 college chairs of education — the Bell chairs in Edinburgh and St. 
 Andrews. The Michigan chair was founded as the result of the persistent 
 efforts of President Angell who, both as a student and as a professor in 
 
 * Educatioyial Review, Vol. 19. p. 112. 
 
— 6— 
 
 Brown University, had profited by liis acquaintance with President 
 Wayland. In the circular describing the proposed work of the new 
 chair these purposes were enumerated : 
 
 "1. To fit university students for the positions in public school 
 service. 
 
 "2. To promote the study of education science. 
 
 "3. To teach the history of education and of educational systems 
 and doctrines. 
 
 "4. To secure to teachers the rights, prerogatives and advantages of 
 the profession. 
 
 "5. To give a more perfect unity to the study of educational system 
 by bringing the secondary schools into closer relations with the Uni- 
 versity." ^ 
 
 Following Michigan's example, Johns Hopkins, Cornell, Wisconsin, 
 Kansas, De Pauw, Leland Stanford, Columbia, Harvard, Texas, Mis- 
 souri, and the great majority of other reputable American universities, 
 have established education chairs, or even departments of education, co- 
 ordinate with the departments of law, medicine and theology. Only a 
 few weeks ago the School of Education, which has been one of the 
 schools of The University of Texas since 1892, was, by unanimous vote 
 of the Board of Eegents, expanded into a department, thus saying to 
 the people of Texas that, in their university, teaching is to be consid- 
 ered a profession as honorable as law, medicine, or engineering. 
 
 Before leaving this j^hase of the subject, I can not refrain from calling 
 attention to the plea for the study of education, made in his annuat 
 report of 1882 by that great college president, P. A. P. Barnard, of 
 Columbia. I would that there were time to quote his entire discussion 
 of the value of the stud}^ of education, for the argument is so elearl3^ 
 full}^, and convincingly made that to-day it stands in need of no revision. 
 Only time enough is taken to quote here the last sentence of that ten- 
 or eleven-page discussion: "In no other way which it is possible 
 * * * to imagine, could the power of this institution for good be 
 made more widely, effectively felt than in this [professional education 
 of teachers] ; in no other way than in this could it do so much to vivify 
 and elevate the educational system of this great community, through 
 all its grades, from the highest to the lowest." It was largely because 
 of President Barnard's insight and executive power that the great State 
 of New York and the country at large have enjoyed the benefits of the 
 pedagogical instruction once offered in Columbia's School of Philosophy 
 and Education, and now given in Teachers College, into which the edu- 
 cation portion of that school has been merged and from which lovers of 
 sound learning and sane teaching in all parts of the Union are receiving 
 both inspiration and practical guidance. 
 
 Prom 1860 to 1904 many other things truly happened — things which 
 have not been set down above and which are not devoid of interest. In 
 1860, Dr. John M. Gregory, then State Superintendent of Public In- 
 struction, first gave to the senior class and some other students in Michi- 
 gan Universitj', a short course of lectures, his services being considered 
 
 ^Hinsdale in Educational Review, Vol. 19, p. 118. 
 
as a kind of pedagogic lagniappe, as one would say in New Orleans. 
 Many were the changes wrought in order to develop this embryo 
 professional school into a teachers' college, such as may be found in 
 Columbia, in which to-day are found a greater number of professors 
 and instructors and more courses of instruction than obtained in all 
 of the departments of an average university a generation ago. It 
 would be sad, and it may be unprofitable, to relate how the pioneer 
 professor of education received such treatment as would lead one to 
 suspect that he was in a habit of sitting on the back steps of the 
 institution he served and of receiving such occasional crumbs of com- 
 fort as the more charitably inclined of his colleagues and the student- 
 body were constrained to give him. It would be a painful task, 
 though it might point a moral, to recount the perilous situations 
 which educational courses occupied during the storm-and-stress period 
 of the early days — counting at times nothing at all toward an academic 
 degree, at other times receiving only partial credit, under the ban here, 
 hiding out there, and all the time searching for some modus vivendi 
 that would be in any degree tolerable. It is, indeed, a far cry from 
 those days to our own, in which education ranks with Latin, Greek and 
 mathematics, and in which the professor of education can not complain 
 of unjust discrimination of either a social, a professional, or even a 
 financial character. 
 
 The foregoing hi^orical survey, imperfect as it is; nevertheless, makes 
 it relatively easy to answer the question assigned me this evening. Let 
 us now consider directly what should be done by universities to foster the 
 professional education of teachers. 
 
 1. Universities should emphasize the doctrine that, as education is 
 a vital factor in the development of the State and other social institu- 
 tions, the scientific study of a matter so intimately connected with human 
 progress and happiness, is commanded by both necessity and common 
 sense. Though there is no such thing as authority in education, yet it 
 is a well known fact that in universities one finds the nearest approach 
 thereto. Through the centuries they have led the world in the adoption 
 of pedagogical principles and practices, and they will prove false to the 
 duties of leadership if they fail to demonstrate convincingly to the gen- 
 eral public that education is a subject possessing unquestionable value, 
 of both a disciplinary and a practical nature. A careful study of the 
 answers to the questionnaire recently sent to a number of colleges and 
 universities, both the questionnaire and the answers being given as 
 appendixes to this paper, reveals the fact that not a few institutions in 
 the South do not yet realize their obligations with respect to the study 
 of education. To these institutions is recommended this paragraph 
 copied from a letter of William Jolly to the Scotch Commissioners of 
 Education : 
 
 "Our universities have, for generations, been training-schools for 
 divinity, medicine and law. The anomaly has existed, and still exists, 
 in the universities that for certain classes of the community elaborate 
 systems of professional training have been provided and none for the 
 educational. Such omission was natural for generations when it was not 
 
known that there was such a thing as the Science of Education. But 
 that day is surely past. Education is a science and art that requires 
 as special training as any subject. It is surely time now that we should 
 complete the circle of the professions in our universities by doing tardy 
 justice to this one. Their wants in other subjects are being gradually 
 and honorably supplied by the foundation of new chairs, representing 
 new ideas of the age. Education still remains an open Avant."" 
 
 2. Leadership in education, which is among the great functions of 
 the university, gives the right and involves the duty of promoting the 
 professional growth of teachers by means of the printed page. There 
 are to-day in the South school problems of the gravest importance, and 
 her universities could do no work requiring greater intellectual power 
 and productive of more desirable results than to prepare and distribute 
 widely among her teachers bulletins in which these problems would be 
 plainly set forth, together with the best means for attacking them which 
 human reason has, wp to this time, discovered. 
 
 3. Another powerful university agency in promoting the professional 
 education of teachers is the summer session. The results so far at- 
 tained in this direction justify the belief that the summer session has 
 become a fixed feature of university endeavor. The inspiration teachers 
 receive from only a few weeks of university instruction is worth far 
 more than the mere instruction itself. Many a teacher, who by acci- 
 dent, it may be, has found his way to a university summer school, has 
 had his own limitations revealed to himself for the first time, and has 
 been encouraged in the formation of a fixed purpose to remove those 
 limitations. That high resolve having been once firmly made, he has 
 found ways and means by which to complete the university studies re- 
 quired for graduation. 
 
 4. One other agency, the value of which it is difiicult to overesti- 
 mate, but which is to be barely mentioned here, is that of university 
 extension, to which the subject of education lends itself easily and 
 effectively. 
 
 5. University courses in education should be conducted by univer- 
 sity men trained especially in this kind of work, thus giving assurance 
 that these courses will be characterized by university breadth and depth 
 and rigor, and will, in consequence, be forever relieved of the suspicion 
 that they are "snaps." While it was true that pedagogy itself was at 
 one time not reduced to pedagogic form and, hence, had no right to 
 rank with Latin or mathematics as a liberal art, that time is past, for 
 in each of a number of departments of the field of education a definite 
 and reputable body of knowledge has been so organized as to render it 
 serviceable for purposes of instruction. 
 
 Again, these education courses should be in the hands of specialists 
 who will give them their undivided attention. The guiding principle 
 
 ° Barnard's Journal of Ediication, Vol. 26, pp. 527-528. 
 
— 9— 
 
 of the Apostle Paul's life, "This one thing I do," is an accepted canon 
 in all forms of human enterprise in the modern world. For this rea- 
 son it is not best that the professor of education should give courses 
 in philosophy also, notwithstanding the fact that those two fields are. 
 indeed, very closely related. If the professor have a penchant for phil- 
 osophy he will find it difficult to prevent his neglect of education, and 
 mce versa. Where his heart is, there also will his best work be done. 
 Courses in education should be given for the sake of their own worth, 
 and instruction in them should not be incidental. I have neither fear 
 nor hope that Washington and Lee University, for example, will ever 
 set the pedagogic woods in Virginia on fire should she not abandon her 
 present policy of giving pedagogical instruction "incidentally as a part 
 of the work of tbe School of Philosophy and other schools in which the 
 material included in such courses is usually found." 
 
 6. University instruction in education should include courses in 
 school management, principles of teaching, physical education, psychol- 
 ogy applied to education, child study, the history and the philosophy 
 of education, school supervision, as well as special professional courses 
 relating to the teaching of English, history, mathematics, the ancient 
 and modern languages, the natural sciences, including manual training 
 and domestic economy, and any other subjects that should be taught 
 in the secondary school. The time will come in our section of the country 
 when courses relating to the kindergarten and the elementary school 
 should be offered ; but just now attention and energy should be directed 
 to supplying the needs of our high schools for teachers rationally trained 
 in higher institutions of learning. 
 
 Though it is urged that the professional courses above enumerated 
 be thoroughly taught, let it be definitely understood that they should 
 in no wise be inimical to purely academic courses. Not a single sane 
 human being since the world began, so far as I have been able to learn, 
 has questioned the imperative importance of scholarship as a qualifica- 
 tion for teaching; but there has-been so much puerile, abortive think- 
 ing about method that it may prove beneficial, and, at the same time, 
 refreshing, to consider these emphatic sentences of that great Scotch 
 leader in education, S. S. Laurie: "Philosophy commands us to use 
 method in education, as in other business. Philosophy, in its ultimate 
 meaning, is nothing but persistent thought on man, his nature, his 
 capabilities, his purpose, his destiny. And the philosophy of education 
 is simply the asking and answering of questions as to the ends or ideals 
 of the philosophy of man, critising custom in the light of these, and 
 then studying the processes by which true ends can best be reached — 
 i. e.. Method."^ 
 
 In addition to the professional courses of instruction, students in edu- 
 cation should receive systematic, scientific training in schools of ob- 
 servation and practice in order that they may have ample opportunity 
 to verify and enrich theory by practice under skilled supenasion, and 
 may thus gain, before graduation, some actual and valuable experience 
 in teaching. 
 
 'Laurie's Institutes of Education, p. 11. 
 
— 10 — 
 
 As a positive concrete proof of the value of the study of the various 
 phases of education attention is called to that great university president, 
 Charles W. Eliot, whose greatness has been achieved, not wholly, but 
 chiefly, through his earnest, vigorous grappling for forty years and 
 more with the problems belonging to the managing and teaching of 
 schools, and by whose labors a little provincial New England college has 
 been transformed into a powerful national, yea cosmopolitan, university. 
 
 7. The profession of teaching is of sufficient importance to justify 
 the creation and maintenance of the university department of education, 
 co-ordinate with the departments of law, medicine and engineering. 
 The material and the spiritual welfare of the state certainly depends 
 as much upon the work of the teacher as upon that of the lawyer, phj^si- 
 cian or engineer. This statement is in line with the argument as to 
 the advisability of founding a teachers' department which was made 
 by Eichard Mulcaster in his Positions, a quaint old work on educa- 
 tion, published in 1581. A portion of that argument is here repro- 
 duced : 
 
 "Why should not teachers be well prouided for, to continue their 
 whole life in the schoole, as Diuines, Lawyers, Physicians do in their 
 seuerall professions? Thereby iudgement, cunning and discretion will 
 grow in them: and maisters would proue olde men, and such as Xeno- 
 phon setteth ouer children in the schooling of Cyrus. Wheras now, the 
 schoole being vsed but for a shift, afterward to passe thence to the other 
 professions, though it send out very sufficient men to them, it selfe 
 remaineth too too naked, considering the necessitie of the thing. I con- 
 clude therefore that this trade requireth a particular college, for these 
 foure causes. 1. First for the subject being the meane to make or 
 mar the whole frye of our state. 2. Secondly for the number, whether 
 of them that are to learne, or of them that are to teache. 3. Thirdly 
 for the necessitie of the profession which maye not be spared. 4. 
 Fovirthly for the matter of their studie which is comparable to the 
 greatest professions, for language, for iudgement, for skil how to traine, 
 for varietie in all pointes of learning, wherin the framing of the minde, 
 and the exercising of the bodie craueth exquisite consideration, beside 
 the staidnes of the person." ® 
 
 The work of the university department of education would not con- 
 flict with that done in normal schools as they are now generally con- 
 ducted. The latter furnish, in addition to elementary training in edu- 
 cation, academic instruction which at best is not superior to that which 
 obtains in first-class high schools. Graduates of the normal schools are, 
 therefore, not prepared for efficient service in secondary schools, being 
 qualified for positions in the rural schools and the primary and inter- 
 mediate grades in city schools. By sheer force of intellect and industry 
 some students, after receiving normal school diplomas, qualify them- 
 selves by private study for successful work in high schools; but these 
 few exceptional individuals should not be allowed to interfere with the 
 inauguration and maintenance of that wise and well-recognized policy 
 which demands that, in point of educational attainments, the teacher be 
 
 "^ Muleaster's Positions pp. 24S-24U. 
 
—11— 
 
 at least four years in advance of his pupils. The university department 
 of education, therefore, offers to graduates of normal schools tempting 
 opportunities to prosecute higher work of both an academic and a pro- 
 fessional character. 
 
 8. In order that the university department of education may make 
 large and continuous contributions to the ranks of truly qualified teach- 
 ers, it is desirable to confer annually a number of scholarships upon 
 young men and vromen who expect to make teaching their profession. 
 The granting of such scholarships in education would greatly increase 
 the efficiency of the lower schools, and that with comparatively little 
 delay, for every year a large number of well-qualified teachers would go 
 from the university class-rooms to accept positions in high schools, 
 academies, and colleges. Herein is a direct and a certain way for the 
 university to be of effective service to all classes of our citizenship, and 
 in this way would be reproduced manyfold university life and spirit, and 
 in places, too, that need them most. These scholarships would, further- 
 more, attract into the ranks of teachers men and women gifted with 
 high intellectual endowments and positive moral force. The State or 
 the church, as the case may be. can well afford to aid such men and 
 women in securing their professional education, as they in turn, fore- 
 going the honors and emoluments of other professions, would devote 
 themselves to the service of teaching, a service without which it is "idle 
 to expect the continuance of civil liberty or the capacity for self- 
 government."^ By these scholarships the preparation of students enter- 
 ing the university would be vastly improved, because teachers trained 
 by university instructors would know definitely what is necessary to be 
 done in order to meet satisfactorily the reasonable demands of the uni- 
 versity. This policy would, furthermore, strengthen the bond of union 
 between the university and the common schools, the strengthening o* 
 which bond is necessary to the complete development of them both. 
 
 Let us recapitulate the answer to our question. The university should 
 foster the professional education of teachers by standing for the doc- 
 trine that the reflective study of education is indispensable to the evolu- 
 tion of the race, by publishing and distributing widely bulletins treating 
 of educational problems, by establishing and maintaining the summer 
 session, by sending members of the education faculty and members of 
 other faculties to participate in teachers' institutes and associations, and 
 by engaging in other forms of extension work beneficial to the school- 
 master, by confiding the teaching of education to trained specialists 
 who will give themselves up exclusively to that service, by offering 
 courses of the university stamp in the several branches of pedagogy, 
 by equipping and conducting schools for observation and practice, by 
 organizing into a department the work pertaining to teaching, and 
 finally by inducing, through the bestowal of scholarships, men and 
 women of talent and character to devote themselves to the study of 
 that profession which is as broad and complex as the field of human 
 life, that profession to which men accord the highest honor whenever 
 they refer to Jesus of Nazareth as The Great Teacher. 
 
 » From the Declaration of the Independence of Texas, adopted March 2, 1836. 
 
— 12- 
 
 APPENDIXES TO TPIE PAPER ON THE PEOEESSIONAL EDU- 
 CATION OF TEACHEES. 
 
 APPENDIX I. 
 
 Students pursuing courses in education in universities and colleges 
 for men and for both sexes. (Taken from the report of the United 
 States Commissioner of Education for 1902, vol. 2, pp. 1393-1394.) 
 
 State or Territory. Students in Education Courses. 
 
 Men. Women. 
 
 United States 4510 5265 
 
 North Atlantic Division 1495 573 
 
 South Atlantic Division 475 453 
 
 South Central Division 912 966 
 
 North Central Division 1482 2789 
 
 Western Division 146 464 
 
 North Atlantic Division. 
 
 Maine 10 4 
 
 New Hampshire 7 
 
 Vermont 14 5 
 
 Massachusetts 39 
 
 Ehode Island 33 42 
 
 Connecticut 
 
 New York 978 293 
 
 New Jersey 12 
 
 Pennsylvania 402 • 229 
 
 South Atlantic Division. 
 
 Delaware 2 
 
 Maryland 8 47 
 
 District of Columbia 13 95 
 
 Virginia 113 17 
 
 West Virginia 31 20 
 
 North Carolina 84 97 
 
 South Carolina ^ 78 67 
 
 Georgia 59 48 
 
 Florida 90 60 
 
 South Central Division. 
 
 Kentucky 260 162 
 
 Tennessee 388 438 
 
 Alabama 10 2 
 
 Mississippi 140 119 
 
 Louisiana 17 79 
 
 Texas 79 140 
 
 Arkansas 18 23 
 
 Oklahoma 
 
 Indian Territory 3 
 
— 13 — 
 
 North Central Division. 
 
 Ohio 238 525 
 
 Indiana 170 182 
 
 Illinois 202 794 
 
 Michigan 42 46 
 
 Wisconsin 131 107 
 
 Minnesota 57 ' 104 
 
 Iowa 244 480 
 
 Missouri 140 146 
 
 North Dakota 20 100 
 
 South Dakota 24 107 
 
 Nebraska 164 169 
 
 Kansas 153 261 
 
 Western Division. 
 
 Montana 3 7 
 
 Wyoming 1 31 
 
 Colorado 21 30 
 
 New Mexico 4 6 
 
 Arizona 3 
 
 Utah 85 268 
 
 Nevada 2 49 
 
 Idaho ■ 1 2 
 
 Washington 2 6 
 
 Oregon 15 66 
 
 California 12 16 
 
 APPENDIX II. 
 
 Questions Concerning tlie Professional Education of Teadiers in 
 
 (Name of College or University.) 
 
 1. What courses in education are offered? 
 
 2. Is the work in the professional education of teachers organized 
 as a department, co-ordinate with departments of law and medicine ? 
 
 3. Or is it organized as a school, ranking with the school of Latin 
 or the school of mathematics? 
 
 4. Or is the work given incidentally as a part of the work of the 
 school of philosophy or of some other school? 
 
 5. (a) How many instructors are engaged in tins work? (b) 
 What is the academic rank of these instructors? (c) What is the total 
 annual salary paid these instructors? 
 
 6. (a) How many individual students were enrolled during the ses- 
 sion of 1903-04 in education courses? (b) What is the number already 
 enrolled this year? 
 
 7. (a) Does the work in education include observation of class- 
 room work? (b) Does it include actual practice in teaching? 
 
—14— 
 
 8. (a) Is the work in observation and practice teaching conducted 
 in a special school under the control of your institution? (b) If not, 
 to what extent is this work directed and supervised by your instructors 
 in education? 
 
 Eeplies from Southern institutions, by States : 
 
 ALABAMA. 
 
 University of Alabama. 
 
 1. Psychology, History of Education, Principles of Education. 
 
 2. No. 3. Yes. 4. It is called the School of Philosophy and Edu- 
 cation. 
 
 5. One professor and a "fellow;" $2000 and home. 
 
 6. (a) Sixty, twenty of whom were teachers, (b) Seventy, of 
 whom twentv-five are teachers. 
 
 7. (a) Yes. (b) No. 
 
 8. (a) ISTo. (h) Accompanied by and under the direction of our 
 professor, students observe the work of the city schools. 
 
 Extract from letter of Professor Buchner: 
 
 "]\Iany of our graduates and outgoing students who do not complete 
 a degree course go into teaching without ever having taken any of the 
 education or philosophy courses. Each year I am surprised to learn of 
 the number of last year students who are teaching. The idea seems to 
 still prevail widely that anyone can teach and that educational study is 
 unnecessary. I can not give you any definite statistics further than to 
 say about as many of such students teach as those who take the courses 
 with a view to teach. I am happily finding that there is an increasing 
 number of students taking history of education who never expect to 
 teach." 
 
 ARKANSAS. 
 
 The University of ArTcansas. 
 
 1. Introductory Psychology, Teacbing and Management, Methods, 
 History of Education. Educational Psychology, Child Study, School 
 Supervision, Primary Methods, Laboratory Work. 
 
 2. Yes. 3. Yes, though we have something different in that we have 
 a course of study leading to the L. I. In this respect it is as answered 
 under (2). 4. No. 
 
 5. (a) One. (b) Head of Department, (c) $2000. 
 
 6. (a) 175 to 200. (b) About same as last. 
 
 7. (a) Very little, (b) No. Lack of practice school. 
 
 8. (a) No. 
 
— 15 — 
 
 FLORIDA. 
 
 University of Florida. 
 
 Extract from letter of President Andrew Sledd : 
 
 "We do not give in tliis university any work along the lines indicated 
 by you; nor have we any printed matter bearing upon that subject." 
 
 GEORGIA. 
 
 University of Georgia. 
 
 1. History of Education, Science and Philosophy of Education, Prin- 
 ciples of .Education (including Method), School Management, Super- 
 vision, etc. 
 
 2. No, 3. It is. 4. Philosophy and Education are still combined. 
 
 5. (a) One. (b) Full professor, (c) $2000. 
 
 6. (a) Fortv. (b) Thirty-four. 
 
 7. (a) Yes." (b) No. 
 
 8. (a) No. (b) Through reports, criticisms, discussions. 
 
 LOUISIANA. 
 
 Tulane University of Louisiana. 
 
 L None. 
 
 Extract from note of Dean Dillard: 
 
 "We have University Extension Lectures and Courses of Study 
 which are attended by the teachers in the city." 
 
 MISSISSIPPI. 
 
 University of Mississippi. 
 
 2. Yes. 3. No. 
 
 5. (a and b) One professor of pedagogy, one professor of psychol- 
 ogy, one associate professor, and one instructor, (c) $6700. 
 
 6. (a) About forty, (b) About forty taking pedagogical work 
 with other work. 
 
 7. (a) Yes. (b) No. 
 
 8. (a) No ; in schools in neighboring towns, (b) Under our pro- 
 fessors, schools are visited and observations made. 
 
 Extract from note of Chancellor Fulton: 
 
 "We have our Department of Education organized, but our students 
 in it invariably take some other work in College, and many in it are not 
 studying for the pedagogical degree." 
 
 MISSOURI. 
 University of Missouri. 
 1. History of Education, Theory of Teaching, Elementary Education, 
 
— 16 — 
 
 Secondary Education^ Educational Psychology, School Systems, School 
 Supervision, etc. 
 2. Yes. 
 
 5. (a) Three, (b) Two professors and one assistant professor. 
 (c) $6750. 
 
 6. (a) 100. (b) 157. 
 
 7. (a) Yes. (b) Yes. 
 
 8. (a) Partly, (b) The work of our "Practice School" is super- 
 vised thoroughly by the Teachers College Faculty; the teaching of our 
 students in town school is slightly supervised by us now but will be more 
 fully supervised in future. 
 
 NORTH CAROLINA. 
 
 University of North Carolina. 
 
 1. The Science of Education, the Art of Teaching, the Philosophy of 
 Education, the General History of Education, Child Study, Herbartian 
 Pedagogy, American Education. 
 
 2. No. 3. Yes. 4. No. 
 
 5. One full professor, (c) $2000. 
 
 6. (b) Fifty. 
 
 7. (a) No. (b) No. 
 
 No. 
 
 OKLAHOMA. 
 
 University of OMaJioma. 
 
 1. History of Education, Principles of Education, Organization and 
 Administration of School Systems. 
 
 2. No. 3. Yes. 4. At present given by the teacher of Philosophy 
 because so few students apply for Education. 
 
 5. (a) One. (b) Professor, (c) $1500. 
 
 6. (a) Two. (b) Two. 
 
 7. (a) Yes. (b) No. 
 
 8. (a) No. (b) The observation is directed by the professor, and 
 reports of it are read by him. 
 
 SOUTH CAROLINA. 
 
 South Carolina College. 
 
 1. History and Theory of Education (open to Juniors and Seniors), 
 Special Pedagogics (especiall}'- for normal scholars). 
 
 2. Yes. (Note. — A four-year course leading to A. B. degree, a three- 
 year course leading to L. I. degree, and a two-year special course.) 
 
 5. Professors of pedagogy, English, history, mathematics, biology, 
 physics, (c) $9500. 
 
—17— 
 
 6. (a) Eighteen in normal course leading to A, B. degree, and 385 
 special normal, (b) Ninety-four in all normal classes. 
 
 7. (b) Yes. 
 
 8. (a) In public schools of city, (b) Professor of pedagogy super- 
 vises. 
 
 TENNESSEE. 
 
 University of Tennessee. 
 
 1. History of Education, Science and Art of Teaching, EducationaZ 
 Classics, Domestic Science, Manual Training. 
 
 2. Yes. 
 
 5. (a) Three, (b) Full professors. 
 
 6. (a) About seventy-five, (b) About forty. 
 
 7. (a) Not now. (b) Not now. 
 
 8. (a) It was. 
 
 Note. — Work of department temporarily somewhat disorganized owing 
 to passing conditions. Old status will probably soon be recovered. 
 
 Vanderbilt University. 
 
 1. Extract from letter of Chancellor Kirkland : 
 
 "I am very sorry to say that Vanderbilt University makes no provision 
 whatever for the professional education of teachers. I am hoping that 
 our means will justify the creation of a special chair at some time in the 
 near future. Many of our students go into the schoolroom and engage 
 in teaching for a number of years after leaving college. There is, there- 
 fore, all the more reason why we should try to equip them profes- 
 sionally." 
 
 TEXAS. 
 
 Baylor University. 
 
 1. History of Education, School Management, Principles of Method 
 and Special Didactics, Child Study, Educational Hygiene, Educational 
 Psychology, Philosophy of Education, School Organization and Super- 
 vision. 
 
 2. No. 3. Yes. 
 
 .5. (a) One. (b) Same as others, (c) $1200. 
 
 G. (a) About eighty-five, (b) About seventy-five. 
 
 7. (a) Yes. (b) No. 
 
 8. (a) No. (b) As time and opportunity allow. 
 
 Fort Worth University. 
 1. None. 2. Not this year — will be next. 
 
 SoutJiwestem University. 
 1. Only the courses of the summer normal. 
 
—18— 
 
 Texas Christian University. 
 
 1. (1) Course in common branches; (2) Course in Psychology; 
 ■(3) Course in History of Education. 
 3. It is organized as a school. 
 
 5. (a) Two, besides the work done in the fundamental branches in 
 the preparatory department, (b) One of these professors ranks with 
 the college professors; one, with the preparatory teachers, (c) Salary 
 same as paid to regular college professors. 
 
 6. This is the first year of the organization of this school. 
 
 7. Not as yet. We have not reached that point yet. We have made 
 proposition to the public school for such affiliation as to permit us to 
 use it as a practice and observation school. 
 
 Trinity University. 
 1. Summer courses only. 5. (a) Five. 6. (a) 104. 
 
 University of Texas. 
 
 1. School Management, Method of the Eecitation, Educational Psy- 
 chology, Psychology of Development, History of Education, Philosophy 
 of Education, Child Study, Seminary on Educational Problems, School 
 Supervision, Advanced Psychology, Method in Mathematics, Method in 
 Latin, Method in Botany, Method in Manual Training. 
 
 2. Yes, in progress of organization as the Department of Education. 
 
 3. Has been hitherto the School of the Science and Art of Education. 
 
 5. (a and b) One professor, one associate professor, one tutor, one 
 fellow, one student assistant, and four instructors in special method. 
 Each of the last named have other work in their special schools, (c) 
 $6070. 
 
 6. (a) 149. (b) 145. 
 
 7. (a and b) No. The need for both observation and practice 
 teaching has long been felt, and plans are now maturing for introduc- 
 ing efEective work on both lines next year. 
 
 VIRGINIA. 
 
 University of Virginia. 
 
 Extract from letter of President Alderman: 
 
 "There is no professional school for the training of teachers in con- 
 nection with the University of Virginia. I hope to establish such a 
 school before many years. We do have an extensive summer school of 
 methods here at the university during the summer, with over a thousand 
 teachers in attendance and a very able faculty. It is needless for me to 
 tell you that I believe in such schools, and when they are established I 
 believe they will rank with the best schools in any university.'' 
 
 Washington and Lee University. 
 
 Extract from letter of President Denny : 
 
 "We have no department or school of education connected with this 
 
— 19 — 
 
 institution. Such \vork as is done in this direction is done incidentally 
 as part of the work of the school of philosophy and other schools in 
 which the material included in such courses is usually found.'^ 
 
 WEST VIRGINIA. 
 
 West Virginia University. 
 
 1. Sixteen courses in History and Philosophy of Education, School 
 Systems, Supervision, Art of Teaching, Religious Education, Seminaries, 
 etc. 
 
 2. No. 3. Yes. 4. No. 
 
 5. (a) One, with some assistance, (b) Full professor. Our sum- 
 mer school gives additional work by able lecturers of national reputation. 
 
 6. Not enrolled separately. 
 
 7. (a) Yes. (b) No. 
 
 8. (a) No. (b) Done with model classes in our university build- 
 ings under absolute control of our Department of Education. 
 
 Eeplies received from some institutions not located in the South. 
 Brown University. 
 
 1. History of Education, Modern Education, Principles of Education, 
 Psychology of Education, Hygiene of Education, Practical Introduction 
 to Teaching, Secondary Education, Training in Practical Teaching, 
 Seminary in Education Problems. 
 
 3. It is organized as a sub-department under the department of 
 Philosophy. 
 
 4. It is not given incidentally. 
 
 5. (a and b) I have fourteen who assist me in the practice work, two 
 Ph. D.'s, five A. M.'s, one A. B. and six normal school graduates, (c) 
 Small. 
 
 6. (a) About 130 registrations, (b) About 180 registrations. 
 
 7. (a) Yes. (b) Yes. 
 
 8. (a) No, not under direct control, (b) Continuously and di- 
 rectly. 
 
 University of California. 
 
 1. Twenty-one courses in the Practice of Teaching, School Supervi- 
 sion, the History of Education, the Theory of Education, School Systems, 
 Seminary of Special Problems, Study of Children, School Hygiene, 
 Secondary Education, Visitation of Secondaiy Schools, Special Studies, 
 the Educational Thcoi7 of Herbart, Educational Method, Seminaries, 
 History of American Education, the High School, Charities and Correc- 
 tions. (Note. — Junior standing and General Psychology, prerequisite 
 to above.) 
 
 2. Not yet, but plans looking to that end are now under considera- 
 tion. 
 
 3. Department of Education ranking with department of Latin, etc. 
 
 4. No. 
 
— so — 
 
 5. (a) Six in department of Education; about a dozen in special 
 subjects, (b) They range all the way from "lecturer" and "instructor" 
 to "full professor." (c) Department of Education alone, $10,600. 
 
 6. (a) Fall semester, 369 ; spring semester, 438. This is aggregate 
 of enrollment list of all courses given, and so includes some duplicates, 
 (b) 314, including duplicates. 
 
 7. (a) Yes, optional, (b) Optional as yet; to be required by 1906. 
 
 8. (a) Not yet, but plans are making for the setting up of such a 
 school next year, (b) It is directed and supervised by an assistant 
 professor of education. 
 
 Extract from note of Professor Brown : 
 
 "Instead of a teachers' college or school of education we have as yet 
 only a set of requirements for the teachers' recommendation, to. be sat- 
 isfied by courses taken as electives by students in the colleges of general 
 culture. These are requirements covering the three items of general, pro- 
 fessional and special knowledge. The requirements of professional 
 knowledge is mainly satisfied by courses taken in the department of Edu- 
 cation. The other requirements are satisfied by courses taken in other 
 departments, as in that of English or Mathematics or Physics. After 
 this year we require one half-year of graduate work of all candidates for 
 teachers' recommendation, and we shall probably in the course of this 
 year adopt a more adequate form of organization and provide for a reg- 
 ular practice school of both grammar and high-school grade." 
 
 University of Chicago. 
 
 1. History, Theory and Practice of Education. 
 
 2. Yes,' as a school, co-ordinate with -the School of Law. 
 
 4. It is given also in the department of Philosophy — the courses that 
 count towards M. A. or Ph. D. 
 
 6. (a) Ordinarily eight, (b) Professors, assistant professors and 
 an instructor. 
 
 6. (a) Six hundred and ninety students have been enrolled, but 
 these are not individual students, 
 
 7. (a) Yes. (b) Yes. 
 
 8. (a) Yes. 
 
 Extract from letter of Mr. Locke : 
 
 "The old department of Education is still a part of the department of 
 Philosophy in the University, but is also merged in the School of Educa- 
 tion and the courses we formerly gave are counted both as University 
 courses and School of Education courses. You will notice that I have said 
 there were about 690 registrations in courses in education. It is not pos- 
 sible just now to say how many of these were individual students, because, 
 owing to our quarter system there must necessarily be a number of dupli- 
 cations. We are, of course, in an experimental stage in working out our 
 plans for a comprehensive School of Education, but you will be glad to 
 know that last summer we had nearly five hundred students and this fall 
 our registration shows an increase of about 35 per cent over last fall." 
 
 Teachers College, Columbia University. 
 1. Six courses in Educational Psychology, seven courses in the His- 
 
—31— 
 
 torj^ and Philosophy of Education, four courses in Educational Adminis- 
 tration, five in General Elementary Education, three in Secondary Edu- 
 cation, and from one to four courses in Special Methods in each of nine- 
 teen academic subjects; sixty-six purely education courses; others semi- 
 pedagogical and academic. 
 
 2. Yes, as a "faculty,'' in our terminology, co-ordinate with the facul- 
 ties of law and medicine. 
 
 5. (a) Sixty-four, (b) Professors, adjunct professors, lecturers, 
 instructors, tutors, assistants, (c) $268,000 for administration, instruc- 
 tion and departmental expenses. 
 
 6. (a) Eight hundred and fifty-five resident, 810 extension students 
 coming to college for partial work. 
 
 7. (a) Yes. (b) Yes; at least one-third of every methods course 
 is in observation and practice. 
 
 8. (a) Yes; two schools, 1200 pupils, (b) The professor of any 
 subject in the college is supervisor of that subject in the schools; the 
 superintendent of the school is the college professor of Administration. 
 
 Cornell Umversity. 
 
 1. Principles of Education, Secondary Education. History of Educa- 
 tion, Psychological Basis of Education, School Hygiene, Education of 
 Defectives, Teachers' Courses in Latin, English, .Greek and German, 
 Philosophy of Education, Mental Development, Seminaries. 
 ■ 4. No. 
 
 Two. (b) Professor and assistant professor. 
 About 130. (b) About 100. 
 No. (b) No. 
 
 Note. — A ruling from the Stato Department that college graduates can teach 
 for two years %vitliout any professional training whatever has cut down our at- 
 tendance this year. This effect will be only temporary. 
 
 University of Illinois. 
 
 1. Principles of Education. History of Education, General Method, 
 Special Methods, Contemporary Ediicational Conditions, Secondary Edu- 
 cation, Psychology of Teaching, Seminar. 
 
 2. No. 3. Yes, but called department. 4. No. 
 
 5. (a) Two. (b) Professor and assistant professor, (c) $4000. 
 
 6. (a) Seventy-two different students, 104 enrollments. (b) 
 Eighty-one different students, 116 enrollments. 
 
 7. (a) Yes. (b) No. 
 
 8. (a) In preparatory school. 
 
 State University of Iowa. 
 
 1. Twenty-three courses in the Principles of Education, General and 
 Special Pedagogy, Metl^.odology, History of Education, Philosophy of 
 Education, Seminars for Undergraduates and for Graduates, etc. 
 
 2. No. 3. Yes. (We term each of these a "department," and the 
 work in Education constitutes one such department.) 
 
 3. 
 
 Yes, 
 
 5. 
 
 (a) 
 
 6. 
 
 (a) 
 
 7. 
 
 (a) 
 
 8. 
 
 No. 
 
— 22 — 
 
 5. (a) Two full time, (b) One full professor and one assistant 
 professor; one lecturer gives a few lectures each year, as does the high 
 school inspector, (c) $3700. 
 
 6. (a) One hundred and forty. (About thirty-five were in oub 
 summer session only.) (b) One hundred and ten. 
 
 7. (a) Some, "^(b) No. 
 
 8. (a) In city schools, (b) Students given directions for observa- 
 tion and make reports. Observation only after a course in methodology. 
 Thus only about twenty each year do observation work. (Note. — We 
 have no required work in education. Everything is offered as a free elec- 
 tive. The State does not recognize any professional work in the Stats 
 toward teachers' certificates. We could double our numbers if it counted 
 on State certificates.) 
 
 Leland Stanford Junior University. 
 
 1. Introduction to Educational Theories and Practice, History of 
 Education, Elementary Schools, Secondary Schools, School Management, 
 Education and Society, Course of Study, Principles of General Method, 
 City School Administration, American School Systems, Thesis Work, 
 Special Courses, Educational Psychology, Child Study, Moral Education, 
 Herbart, Pestalozzi and Eroebel, Mental and Physical Tests of School 
 Children, Psychology of Childhood, Teachers' Courses in Greek, Latin, 
 German, French, English, Physics and Nature Study. 
 
 3. Eather the latter; tho law and medicine have same place 
 with us. 
 
 4. No. 
 
 5. (a) Three, (b) Associate professor, assistant professor, in- 
 structor, (c) $6000 circa. 
 
 6. (a) About 330. (b) Three hundred and ten. 
 
 7. (a) No. (b) No. 
 
 University of Michigan. 
 
 1. Practical Pedagogy, the Art of Study, History of Education, 
 School Supervision, the Philosophy of Education, Social Education, The- 
 oretical and Critical Pedagogy, Critical Estimate of Text-books, Super- 
 intendents' Eoundtable, Practical Problems, Pedagogical Seminary. 
 
 2. No. 3. Yes. 4. No. 
 
 5. (a) ■ Two and one-half, besides preparatory work in department 
 
 of philosophy, (b) Two professors and one junior professor. (c) 
 
 $6000. ' " ^'' 
 
 6. (a) Two hundred and forty-seven, (b) Two hundred. 
 
 7. (a) Only the class in Administration, (b) No. 
 
 8. (a) No. (b) The class in Administration study the city schools, 
 and neighboring city schools. 
 
 University of Minnesota. 
 
 1. (1) History of Education, (2) Philosophy of Education, (3) Edu- 
 cational Classics, (4) Current Problems, (5) School Organization. 
 
 2. No. 3. Yes. 4. No. 
 
— 23 — 
 
 5. (a) Two. (b) Full professor and instructor (assistant), (c) 
 $2450. 
 
 6. (a) Ninety-seven, (b) One hundred and ninety-four. 
 
 7. (a) No. (b) No. 
 
 University of Nebraska. 
 
 1. Twenty (half-year) courses. History of Education, Child Study, 
 School Systems and Supervision, Method, Psychology, Secondary Educa- 
 tion, Seminary, Philosophy of Education, Adolescence, the Pedagogy of 
 the Gospels. 
 
 2. No. 3. Yes, but called "department." 
 
 5. (a) Three, (b) Professor, adjunct professor, fellow, (c) 
 $3500. 
 
 5. (a) Two hundred and sixty-eight, (b) Two hundred and 
 thirty-five. 
 
 7. (a) Yes, as an elective course, (b) Yes. 
 
 8. (a) Yes, in the city public schools. 
 
 School of Pedagogy, New YorJc University. 
 
 1. History of Education, History of Ancient Philosophy, History of 
 Modem Philosophy, Descriptive Psychology, Experimental Psychology, 
 Educational Psychology, Social Psychology, Sociology, Logic, Eesearch 
 in History of Education, Philosophy of Education, Principles of Educa- 
 tion, Eesearch in Educational Problems, Method in English, Method in 
 Geography, Methods in Eliding, Writing and Spelling, General Method, 
 Special Method. 
 
 2. Co-ordinate with Graduate school. 
 
 5. (a) Five, (b) Professors, (c) $12,000. 
 
 6. (a) Three hundred and two. (b) Three hundred and eight. 
 
 7. (a) No. (b) No. 
 
 Note. — Our students are teaching in schools in or near New York. We re- 
 quire certificate for two years successful teaching for graduation. 
 
 State Universiiy of North Dal'ota. 
 
 Abstract from letter of Professor Kennedy : 
 
 "There is a normal college at the University, extending educationally 
 to the Junior year, if it were measured in terms of the Liberal Arts 
 course ; that is, graduates of first-class high schools can graduate from 
 the normal college in two years, and thus get the normal diploma (not 
 a degree) which is recognized by law as a certificate. In this normal cur- 
 riculum, eight subjects (year courses) are required of all normal stu- 
 dents for graduation — they are elective for others. These are given by 
 four different members of the faculty as follows : 
 
 "(1) Education II. (A deeper and pedagogical study of Grammar, 
 Arithmetic and Commercial Geography.) Education IV. (History 
 and Philosophy of Education.) 
 
 "(2) Education I. (Elementary Psychology and Methods, Study of 
 Education. Education III. (Study of Modern Educational Problems.) 
 
JUL 10 13": 
 
 D 
 
 —24— 
 
 "(3) History II. (Ancient and English History.) History IV. 
 (American History and Government.) 
 
 "(4) Nature Study. 
 
 "In all other subjects the normal students recite with students in 
 other departments. All the professors who give the professional work 
 and phase also teach other classes that are mixed. The four instructors 
 receive $7200, but the normal work strictly should be charged with 
 only half of the time of each instructor." 
 
 Ohio State University. 
 
 1. (1) Educational Psychology, (2) Educational Theories, (3) His- 
 tory of Education, (4) Child Study, (5) Science of Education, (6) 
 Modern Educational Systems, (7) Course in Secondary Education, (8) 
 Seminar, 
 
 2. No. 3. No. 4. Work given incidentally as part of the work in 
 Arts college. Entirely elective. 
 
 5. (a) One entire time, one one-third time, (b) Professor and 
 assistant professor, (c) $1933 for education. 
 
 6. (a) Thirty-five, (b) Forty-seven. 
 
 7. (a) No. (b) No. 
 
 University of Pennsylvania. 
 
 1. History of Education, Philosoj)hy of Education, Methods of Edu- 
 cation, School Administration, etc. 
 
 2. No. 3. No. 4. Part of the Graduaj:e school work and college 
 elective. 
 
 6. (a) One. (b) Full professor ranking with all others, (c) 
 $2500. 
 
 6. (a) Sixty, and 200 in Saturday courses for teachers, (b) Sev- 
 enty-two, and above 200. 
 
 7. (a) No. (b) No. 
 
y 
 
 ' \ 
 
LIBRARY OF CONGRESS 
 
 THE UNIVERSITY OF i"»^^^^^^^^^ 
 
 MAIN UNIVEKSITY, AUSTIN 
 MEDICAL DEPART:MENT, GALVESTON 
 
 Wm. L. Prather, LL.D., President 
 
 Coeducational. Tuition FREE. JMatriculation fee 
 $30.00 (Payable in Academic and Engineering Depart- 
 ments in three annual installments). Annual expense 
 $150.00 and upward. Proper credit for work in other in- 
 stitutions. 
 
 MAIN UNIVERSITY 
 
 Session opened September 28, 1904. Largest and best 
 equipped Libraries, Laboratories, Natural History and 
 Geological Collections, ^Men's and Women's Dormitories 
 and Gymnasiums in Texas. Board at Cost. 
 
 Academic DejJartment : courses of liberal study leading 
 to the degree of Bachelor of Arts, and courses leading to 
 State Teachers' Certificates. 
 
 Engineering Department: courses leading to degrees in 
 Civil, Electrical, Mining, and Sanitary Engineering. 
 
 Law Department: A three-year course leading to the 
 degree of Bachelor of Laws. Shorter special courses for 
 specially equipped students. 
 
 Por further information arid catalogue, address 
 
 WILSON WILLIAMS, Registrar, 
 
 Main L^niversity, Austin, Texas. 
 
 :MEDICAL DEPARTMENT 
 
 Schools of Medicine, Pharmacy and Nursing. Session 
 of eight months began October 1, 1904. Four-year graded 
 course in Medicine; two-year courses in Pliarmacy and 
 Nursing. I^aboratories thoroughl}^ equipped for practical 
 teaching. Exceptional clinical advantages in the John 
 Sealy Hospital. University Hall provides a comfortable 
 home for women students of iSIedicine. 
 
 For further information and catalogue, address 
 
 Dr. W. S. Carter, Dean, 
 JNIedical Department, Galveston, Texas.- 
 
^ 
 
 019 747880 9