germs of further growth in it; and it tries to give to its alumni the best culture. Can we not find within its walls men who will give their whole lives to observing and thinking about the different processes that go by the name of education, just as we have men who give their lives to medicine, or to anatomy, or to physical science! The universities might now at length say: We will study how all this should be done-under what conditions, and how it may be best done; we will begin at the beginning, and we will not shut out from the scope of our inquiries any kind of mental procedure whatever. We will test the experience of teachers and try to make the best experience of all teachers available for each one-and that the youngest. We will study methods, and try to make our methods living. We will show the best means of having clear perceptions, of forming clear and adequate conceptions, and of coming to true and full judgments. We will show how a teacher may make his school a scene of search, of creative work-of happy search and of happy creative work. We will not merely examine schools; we will guide and teach and inspire them. We will further produce a body of literature which will inform the young teacher on all that he requires to know; and we will do this, not by fits and starts, but in a systematic, persistent, and vigorous fashion. And, while we hope to teach the teacher and show him how to form the young and growing minds of England, we hope, at the same time, to learn as much from our pupils as they learn from us. As we try to connect ourselves with and to be of use to all the learned professions, this profession of teaching-which shapes the intelligence of the nation at each remove and lies at the basis of all the other professions - shall now be our special and our sacred care. Professors of education, then, stand for method and for methods, for a careful search after the new and a frank criticism of the old, for first-handness in thought, culture, and knowledge, for fidelity in distribution, for the introduction of the growing and receiving mind to all that is best in art, in science, in history, and in expression. The objection to special training in the theory and art of teaching on the ground that the acquisition of general knowledge, under the guidance of expert instructors, accustoms one to the methods most effective in the work of imparting instruction, has been well met by S.S. Laurie, M. A., professor of education, University of Edinburgh. He says: We are told that our public schools have such admirable methods and so noble a tradition in teaching that young men who enter them as assistants, and who have themselves been public school boys, are "to the manner born," and, if they have anything to learn, will soon learn it by watching the head master and submitting themselves to his advice. That the young assistant will by these means acquire the habit of his school, whatever that may be, I do not doubt. But is that habit a good one 1 Has the head master himself studied philosophy and method? Is he not simply repeating his predecessors? Or is he perchance inspired? No one will be found at this time of day to defend Keatism as it flourished at Eton, fagging in the forms it assumed at certain public schools, and other brutalities which brought shame on the name of christian, not to speak of the name of educator. I do not suppose any one, save a survival in some grammar school situated in some region remote and melancholy and slow, will defend the method of acquiring the Latin grammar by imposing the learning of Latin rules. I do not suppose that any competent head master now maintains that the sole engine of moral discipline is the constant rod. I do not suppose that ignorance of geography, of history, of English, of the facts and laws of nature, will now be regarded as an essential characteristic of the best English education. These things are mostly of the past. But why? To what is all this due? To writers on education, to the progress of society generally, and to one or two distinguished practical educators, such as Arnold. Were Arnold alive now and were he to initiate a course of lectures on education at Oxford, would our present head masters not think it desirable that their future assistants should sit at his feet for a couple of terms? There is no Arnold now, but nature repeats a type though it never repeats an individual. The optical law whereby an object becomes smaller the further it is removed from the eye is inverted in the case of men. The distance to which death removes them makes them larger, not smaller. You may have confidence that God did not exhaust Himself in the pedagogic field when he made Arnold. There was still some energy left for the production of men who could teach others to teach and inspire them with the noble aims of true educators of youth. Grant that, through the influences to which I have alluded, we are now better than in the past, yet surely it is the insanity of self satisfaction to conclude that now at this time of speaking, in August, 1884, our public schools and middle schools and primary schools are at last perfect in their aims, methods, and discipline. Even if they were, would it not be desirable that the young aspirant should be introduced to the principles which underlie and explain and vindicate that perfection, and to the instructive history whereby that perfection has been happily reached, that so he may be guarded against degeneracy, and that a school of education may preserve for the future all that is good in the present? Had Roger Ascham's College, at Cambridge, founded a lectureship on the first two books of Quintilian and on Ascham's own work, and done nothing more, the whole character of English public school education would have been revolutionized more than 200 years ago. We should have been as great a nation, measured by the standards of imperial power and wealth, but our citizens would have had a better use of their brains, greater love of truth, more open minds, more kindly hearts, more of wisdom, justice, and righteousness. If I did not believe this, I should give up the whole question of "how to educate" as vain and empty talk; but I should have at the same time to give up my belief in humanity and in the possibility of a true civil ization. THE TRAINING OF TEACHERS. [By Dr. Stoy, lecturing professor and principal of the training college at the University of Jena, Saxe-Weimar.] I am glad to see that one of the most important problems in the life of any civilized nation, the training of teachers, figures among the subjects in the program of the educational conference. In most countries the plan of studies, both in the classical and the modern schools, is such as to be positively injurious to the physical and moral health of the pupils, and rather to disgust them with their studies. But a reform of schools is impossible without a reform of the training system for teachers. By what means can a reform be carried out? Now, in the first place, it stands to reason that masters or teachers at higher schools cannot possibly be trained and led in the right way by a few occasional hints only. Secondly, a thoroughly systematic and methodical course of training is absolutely necessary to obtain good, efficient teachers. Thirdly, it is a fact that all attempts made at German universities to train masters, without the strictest discipline, have been either without a satisfactory result or absolutely fruitless. Permit me to lay before you the principles on which I have trained masters for more than 25 years in the training college at the University of Jena, Saxe-Weimar, a college long since founded and attached to the university and reorganized in 1876 by an enlightened government on the basis of my method. A large number of masters, principals, and inspectors in Germany have gone forth from the Jena Training College. My training college has two courses: First course. Principles and theory: (1) In order to avoid and prevent all mechanical cramming and superficial varnish in the place of a thorough education, the training college student has to work his way through the whole system of philosophic pedagogics. Thus he becomes acquainted with the leading ideas and aims for teaching wok, discipline, and health. (2) He has to study psychology to enable him to find the proper ways and means of dealing with his pupils. (3) In order to find examples and models for his vocation, he also studies the history of education. Second course. Practical training: (1) The practical application of theory consists in the training college student learning how to control himself in his didactic intercourse with the pupils. (2) For this purpose a complete school of several classes or forms must be attached to the training college. (3) Every student is directed and guided in his teaching work in one special form, and later on in all the forms and all the branches gradually. (4) Every student works out a plan or program for every lesson he is going to give, and hands it over to the principal for approval. (5) During the class work other students and the principal himself are present. (6) The teaching work done in the classes is thoroughly criticised in special conferences by the principal and others who have attended. (7) In this manner every student is taught how to criticise not only others, but himself as well, and thus he turns theory into succum et sanguinem. It is gratifying to know that the progress of pedagogics in our universities is attracting much attention abroad. The work of Professor Payne in Michigan University was particularly referred to in the conference. Rev. R. H. Quick observes: The very mention of universities and the training of teachers will at once suggest to you the names of Professors Laurie and Meiklejohn in Scotland and Payne' in America. The following paper presents in brief outline the course of instruction developed by Professor Payne: INSTRUCTION IN PEDAGOGICS IN THE UNIVERSITY OF MICHIGAN. 1. The work in pedagogics is on the same basis as other work in the department of literature, science, and the arts, save that none of it is required for graduation. 2. There is no normal department in the University of Michigan. The work in pedagogics is elective 3. During the past four years the average number of students per year in pedagogics has been The importance of bringing all grades and classes of schools into closer relation with one another and of securing to the largest possible number of teachers the best scholastic influences is coming to be more and more clearly recognized in all civilized countries. It is seen to be especially desirable that certain resources which can only be found in the highest and most richly endowed institutes should be available in the training of teachers, even of those who are not likely to reach the privilege by matriculation in these superior institutions. This is a matter which has also provoked much recent discussion and effort in England. The movement has valuable suggestion for us, although the conditions of superior and elementary institutions of Great Britain differ materially from those of this country. The desirability of closer affiliation between the training colleges and the universities was urged by Mr. T. E. Heller, at a recent meeting of the executive committee of the National Union of Elementary Teachers. Mr. Heller moved "that in the opinion of this executive it is desirable that the training colleges for schoolmasters should be affiliated to the universities and the curriculum so modified as to carry Queen's scholars forward to the university degrees." I quote as follows from his speech in support of the motion, as reported in the School Board Chronicle: The motion, he said, was a difficult one to press to a practical conclusion, and he was of opinion that it would not be possible to effect the reform all at once, but that it must be a gradual process, extending over a number of years. The general idea underlying the motion was that it would be an enormous advantage to education, and also to the teaching profession, if the general education of teachers were not separated so much, as at present, from the general literary life of the country, and not so specialized as to put - almost without a chance of removing it- a class mark upon those acting in the position of elementary teachers. This question was also connected very closely-though he did not wish to make much of that point at presentwith the idea that the certifying power for a profession should not be under government control. The granting of the certificates by the education department made the elementary teacher, in a certain measure, the creature of the department, and placed him very much at its mercy. During the last eight years there had been a considerable tendency in the direction indicated by this motion. Fourteen years ago he had a conversation on this subject with the present inspector of training colleges, and knowing that he was in sympathy with the general idea of assimilating the training college course, as much as possible, and the university course, he felt confident that he would endeavor to make changes in that direction. He therefore felt bound, while criticising the curriculum of training colleges, to acknowledge the very substantial change which had been made bit by bit, and, as it appeared to him, timidly, in the direction of bringing it nearer to that of the London University. His idea was that, by the cooperation of the training colleges and the university authorities, it might be possible in the future to practically affiliate the training colleges to the universities, so that residence in the training college might count for a certain term and about 65. On the average, about one-half the students in each graduating class have received instruction in this subject. 4. Three conditions are required for obtaining a teacher's diploma: the degree of bachelor; a teacher's course; quo of the longer courses in pedagogics (see calendar 1882-'83, p. 77). This diploma has no legal value. 5. The courses in pedagogics, as now organized, are as follows: First semester (1) Practical: The art of teaching and governing: methods of instruction and gen eral school room practice; school hygiene; school law. Recitations and lectures: text book, Fitch's Lectures on Teaching; Tuesday, Wednesday, Thursday, and Friday, 2-3. Professor Payne. (5) School supervision: Embracing general school management; the art of grading and arranging courses of study; the conduct of institutes, &c. Recitations and lectures: text book, chapters on School Supervision; Monday and Wednesday, 8.15-9.15. Professor Payne. Friday, 2-3. Professor Payne. The historical development of educational systems and methods. Lectures: Tuesday and Thursday, 5-6. Professor Payne. econd semester.- (2) 1 heoretical and critical. Lectures: Tuesday, Wednesday, Thursday, and Seminary: For the study and discussion of special topics in the history and philosophy of edu cation. Monday and Wednesday, 8 15-9.15. Professor Payne. A prescribed course of reading will be required in connection with courses 1 and 2. Either course the management of high schools or of graded schools should take course 3 in connection with selves for ordinary school room duties are advised to pursue course 1; those who propose to assume 6. The attendance for the first semester, 1883-'84, is as follows: Course 1, 30; course 3, 15; cour80 1 Mr. Heller is a member of the school board for London and secretary of the National Union of Elo. course 1. 5, 10. mentary Teachers. go to shorten the necessary term of residence at a university, if any one wished to complete the university degree on leaving the training college. They had some encouragement in this matter from what was done in Scotland. There the universities were on a totally different basis from the universities in England. In Scotland, they were, to an extent which was almost lamentable, doing what the best secondary and high schools were doing in this country. The entrance to the university in Scotland was often a mere show. There was no examination. Any one might go up to Glasgow straight from the plough or the shop, without knowing anything, and by paying his matriculation fee of 31. be entered as an undergraduate. The Scotch were now endeavoring to insist upon an entrance examination. The Scotch code provided that certain Queen's scholars whose names were specially marked in the list might, during their residence in the training college, attend the courses at the university. Fron, a conversation with Mr. Boyd during the past week, he found that 53 per cent. of the students in his college-and the number was about the same for colleges generallyhad during their two years' residence in the training college completed three terms at the university. When it was remembered that a degree for any university in Great Britain was recognized for higher appointments, it was clear that the teachers who were being trained in Scotland, whatever might be the comparative value of the various degrees, were gaining a professional advantage over the English students. A movement had been going on for some years for the extension of university teaching among the working classes and the general population in the towns, and he could conceive of no plan which would carry university influence and the tone of university education more among the people than through the teachers in the elementary schools. This idea should be supported by all who proclaimed their desire to support a university extension scheme. He had gone carefully through the present curriculum of training colleges, and, notwithstanding the very excellent changes during the past six or eight years, a great deal of the course was still for the best of the Queen's scholars a waste of time. He thought they had got into a stereotyped style of education. They devoted too much time to the mere facts of geography and history and to knowledge which was no doubt useful and valuable, and which they could have in their elementary schools, but which a well trained mind would be able to get up for the occasion at any time. This valuable period of training should be given to training and culture instead of getting up mere facts. The subject had been brought under the notice of the authorities at Oxford. There seemed to be every disposition at Cambridge to fall in with some such arrangement in the case of the colleges that were near the universities. It might be possible, with the consent of the training colleges, to have the university professors going to the colleges to give certain courses of lectures, as in the case of Nottingham and other colleges which had been affiliated with Cambridge. There seemed to be a general desire for this change, and the thing now to do would be to strike out a practical plan. Until he had had communications with the officers of training colleges, it would be almost impossible to strike out the exact form which this movement should take; but he had no hesitation in moving this resolution in general terms proposed. This would necessarily result in the establishment of a faculty of education at the university, and that would be the stamp which would mark the teacher of the elementary, middle, or higher school. For a long time he felt that the universities were not the proper parties, but he had changed his views, and now believed that public opinion would not so easily recognize any certifying authority outside the department as the universities. It would be a great advantage in affiliating the training colleges to the university if the colleges were in the same town. They could then be put under the discipline of the university, and it would be possible to get not only the passing of a university test, but a university education, which was a totally different thing. If the London University became a leading university, there would be a number of training colleges at once brought within range of university influence. Several of the other colleges were also within easy reach of the universities. He could see that it would be possible ultimately to get the idea carried out effectively. He would be satisfied if, on this occasion, they would affirm the desirability of it without binding themselves to any definite plan, and would authorize him to pursue the inquiries officially, and see whether the union could not be the instrument for carrying it out. TABLE IV.-COMMERCIAL AND BUSINESS COLLEGES. The following is a comparative exhibit of colleges for business training, 1874-1884 (1883 omitted): Number of institutions.. Number of students.. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. 1884. 126 131 137 577 599 134 527 535 619 794 955 1, 015 594 25, 892 26, 109 25, 234 23, 496 21, 048 22, 021 27, 146 34, 414 44, 834 44, 047 States and Territories. -- TABLE IV. — Summary of statistica of commercial and Vurines collegen, a Not reported of 80 whether they are in day or evening school. 1 8 33 475 417 58 200 | 25 20 912 808 206 445 117 h180 800 53 35 195 145 1 Increase in the last year. |