BULLETIN OF THE rxIVERSITY OF 'rEXAS 
No. 50. 
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Oeneml 8erics No. 11 .Jan1iary 15, 19U6 
\YHA'r t-rnorLD BE DOXE BY PXlYERSITIES TO FOSTER 'J1HE PROFESS I O:NAL EDl'CA'rIOX OJ;1 'rEACHERS? 
BY 
-w. 8. RL'TTON, 
Profc.;;•or of Echwation in The University of Trxas. 

PUBLISHED BY 
THE .UNIVERSITY OF TEXAS 
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BULLETIN OF THE UNIVERSITY OF TEXAS 
No. 50. 
ISSUED SEMI-MONTHLY 

General Series No. 11 Januar'y 15, 19U-5 
WHAT SHOULD BE DONE BY UNIVERSITIES TO FOSTER 
THE PROFESSIONAL EDUCATION OF TEACHERS? 

BY 
W . S. SUTTOX, 
Professor of Education i.1 The University of Texas. 

PUBLISHED BY 
THE UNIVERSITY OF TEXAS 
Entered as second-class mail matter at the postoffice at Austin, Tell!as 
"Cultivated mind is the guardian genius of democracy. . . It is thC' only clictator that fr0emcn acknowledge and the only securitv that frec1nen desire." · President Mirabeau B. Lamar. 
·wHAT SHOt'LD BE DOXE BY rXIYERSITIES TO FOSTER THE PROFESSIOXAL ED"CCATIOX OF TEACHERS? 
(A paper read in Xew Orlean~, Xowmuer 3, HJ0-1, by \\". S. Sutton, Proieswr of Education in The Cni,·er,-ity of Texas, before the Association of Southern Colleges.) 
Education, in e:ommon with the other liberal arts born in modern 
times, 11as had a long and an arduous struggle to secure recognition. 
For its tardy acceptance by the college \YOrld as a study worthy of 
snious tl1ought tl:cre lrnYe been hro causes especially aggres;jye and 
cllic:icnt. The first of thc~e cames may be stated thu:;: The Henais­
~ance fixed in the minds of schoolmasters and students the belief that 
karning i~ the end and aim of education, and learning, too, confined 
al 111o~t cxc:lusiye]y to the languages and literatures of ancient GnH:e 
and J:o111c. This culture-material of tl:e Classics being once fa:;km·•1 
upon tl1e "·orld, fnitl1 in its elliciency and all-rnlliciency became as un­
yielding as that of the sturdiest Cahinist in foreordination, prec]estina­
tion, <'tr:rnal clanmntion, and other doctrines "so "·holesorne and full 
of co111fort;" as rny sainted grandmother used to say. Education, as 
\rel! a~ ally otlcr 11spiring nc\r rnbjcct, found the grc,1tcst difficulty rn 
~ecuri11g adrni!::;ion into the curriculurn, for it is as true in the field of 
education as in politic:; tliat the 'my of the "trust-bustr:r" is hard. 
'Jhc ;;ccond 0£ tl:e cau:ocs is the opinion, long entertained by pr·nple 
generally, including ercn tcacl1ers thcm;;ehcs, that tlwre is no ::cience 
of teacl1ing. About tm;nty years ago a leading educ:ational otficial in 
England, the Honorable HolJert Lowe, declared that tlwre could 11e "no 
such thing as a science of education,"' a statement \l·hich our Engli::h 
cousins accepted without question, and of which not a frw American 
educators heard \l·ith manifestations of delight. But it is not nr:ce;;sary 
to go so far back into the past for proof that ed ucation is not uniYersally 
rc·garcl<:d as a sc:i(·nc:c. To a popular magazine Profes;;or Barrett 
\\"cncl1·ll, of Ilarrnrd l"niver~ity, contributed only a few weeks ago an 
article in which these t\rn sentences occur: "Of all educational super­
stitions, we may .freely admit, none is more imtantly apparent than 
th,1t ,rJ1ich worships the classics and matLematic:s as idols. )rnd yd 
the nc\n'l' educational superstition, \rhich bmrs the knee to pedagogic:s, 
is beginning to seem more mi::chiernusly idolfttrrrns ;;till."" 
In spite of the hindering cmiscs ab<Jre recorded, in :::pite, t n<°J oftrn, 
of the fact that some of the leaders in the stuch of education wc:rr: 
blessed \l·ith more zeal than either ;:cliolarship or ;en;;r:. in spite of tl.e 
rarngcs wrought by fakirs, rnountelrnnks and camp-follo\n·rs, :;1rift tr1 
take adrnntage of opportunities afforckd by the exploiting of a nc:\1· 
1 Quick's Educational Rrlormr:rs, p. 319. 
'"Our Xational Super;;tition," The North .4 merican R~rir:1c for September, 1904, p. 401. 
idea, the history of the moYenwnt to cl ignify the office of th e teacher, to establish education upon the basis of renson rather than upon that of tradition or caprice or empiricim1, to elevate education to the plane of other worthy subjects, not to exalt it aboYe tbem, but to giYe it equal rank \rith them-the history of that rno,·ement, I say, no fair-minded man can deny is worthy of great honor, for it records tl:e deeds of those Yaliant souls who, enduring crosses and despising shame, haYe for a half-century or longer been actiYely engaged on the firing line of educational reform. That history is too long to be set forth upon this oc:ca;j on; but it may not be amiss to tell the story, as briefly as may be, as it relates to American uniYersities. 
I desire for a moment, l:o,reyer, first to call attention to the European beginning of the moYement. Early in the nineteenth century Pes­talozzi established a school for teachers in Y wn1un, a town in a French canton of Switzerland. Though his scholarship was meagre, though he \ras without executirc qualificatiom, 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 so\\·n during the self-denying life of the Swiss reformer found in other lands soil favorable for germination and growth. 
In 1849 President 'Yayland, of Brown "Cniversity, who had been in­sisting without success that the benefits of education were confined to only a very small class of the American population, and that, there­fore, uniYersities should be reorganized in order to include classes not before reprn:;ented, offered his resignation of the presidency of tbat institution. The corporation declined to agree to his withdrawal from the university, 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 ne\\· courses suggested in the report, which the corporation after­ward adopted, is to be found "a course of instruction in tl:e science of teaching." 3 This course was announced under the name Didactics and \YaS described in the Bro\\·n catalogue of 1850-51 as follows, being the yery first announcement of a course in education to be given in an American uniYersity: 
"Didactics.-'l'his department is open for all those who wish to be­come 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 passiorn:, forming tLe habits, and clcYating the taste of the young, and on the elements of the art of teach­ing. or the best rnethof1s of imparting instruction in reading, grammar, geography, history, mathematics, language, and the Yarious other Jiranc:lies taught in our higher seminarir~. All these l0cturrs are ac­companied with practical cxcrc:ioes in \rhich each member is to par­ticipate. 
"For the benefit of teachers generally a class has already been formed 
Barnard's J ournal of Education, Vol. 13, pp. i'/8-180. 
consisting of perwns not connected with the uniw>r;:ity. * * * Lectures are giwn at the lee:ture room of the high ;:chool. on Br:ndi.t Street, twice a week on the yarious topics embraced in the cour;:•: of elementary teaching." • 
Th e fir:it profesc;:;r of Dirlactics in Brown rniwr;;:it:• wa;: S. S. Grr:.:ne. one of tl~e thirty-one Bo;;:ton schoolmasters who had helped to nrnke Horace :Jiann famous by attacking. in lSH, his celr:bratcd Sr:Yenth Annual Report. a documrnt cleYoted e;;:pecialh to arhncatin.rr thr: ::turh of rrlucation. When Profo::sor Greene be:;rnn hi;: "·ork in Bro"·n l-ni­Yer:::ity in 18;j0 he, no rloubt. sairl to himself, "Thi;: i-a ca••! of poetic justice;" but he prohalily crmsolr>d himself b:· rr:>calling that pa::::::age of scripture which reads : ".J oy shall be in hean·n oH·r r11w sinn r·r that repenteth more than owr nindy and nine ju:::t per;:on;: who ncr:<l no rrpentance." ]n 18.').J, for want of fund;;:, tl'e Chair of Dirlflctic;: wa::: nbolished at Brown rnin·r;:it:-, her ;:tudents beinQ" thereafter ]Y·rmitt r·d to study education courses in the Rhorle !:::land ::\" 'lrmal Sch001. which had been establislwrl in Pro,·idence. Erli.icati0n did not again find it.;: wav into the Bro,rn rnirer;;:ih· curric-ulum until almo:::t fifty Yo::ar:: Jrnrl 
ela"psed . . . . The next effort to e;;:tahli;:h education ns a college c01u;;:e was marlr· in Antioch College by Horace :Jiann. \rho. after sr·n-ing twc·he war;: as S.:r:­rdarv 'lf the :Jfos•achus('tt::: Board of Education anrl a tc·rm or hw> in Congress. became in 185:3 tl1e prc·sirlrnt of the in:o:titutinn ju:::r no"· na1m·rl. 
It is beliewd that the instruction giwn was of the normal school, rathr:r than of unireffity, grad e. Ho"· long er c·n thi;:: kind of imtrue:tion il"<1S offered at Anti0ch. is not "ureh known: but. it certainh· ceased with 
the downfall of the college in tl;e earh d~Ys of the CiYil \Yar. 
A feeble legislatiYe attempt to proYlcle instruction in education at the )fi;:souri State rniYer;:itY was made in 1867: but the (dfort re;;ulted in failure, there bC'ing at that time no one in. that State to ";;how'· the :Jiissourians bow the thing could be clone. That was bdore the rl;w;::. we rernemlJer, of the Yigorous and progressiw admini;::tratirJn of P1-.:·;::i­dent H. H . J e;;se. 
Jn the State rnin:rsih-of Iowa, from 18::>6-18?3 were underta ken abortire plans to insure instruction to teacher;;. Thi;: plan finalh cul­minaterl in the establishment of the Chair of .\Irma! Phil0s0plw, .\fora] Philosoplw and Didact ics. The Didaetic;; being onl:· one taiL and a yen small one at that. attached to those two big-mental anrl 1nr1ral phi.Jo;::ophy canine;:, it i-;:: no wonder that they fr1t111d it brJth ioa;:y and amrn::ing to wag in any il·ay th ey pleased the caudal apnendage the:· br:ld in common. 
To .\Iichigan rniypr;:ity belrmg-s the l1onor of e.•rnbli;:l1ing in Thi;: country the first profo;;;::or;:hip to be r]eyoted exclu;::i,·eJ:· to thr; pr0­f<.ssionnl side of the equipment of teachers. Thi• clrnir wa:: r>;;tabli-~1N] in J une·, 1819, wl:en tlwre were in the Engfoh-;:peaking "·orld rmh· T\';0 college chairs of education-the Bell chair;; in Erlinburf!h and Sr. Arn.l.re,1·;:. The .\Iichigan chair was founded a;: the rr·-u lr r,f thr: per;;:i;;rent effort;; of President .-1.ngell who, both as a qurknt and as a pr<Jfe•;:r>r in 
' Ed11catirmal Recie11:, \ "ol. 19. p. 112. 
Brmrn Unin~rsifr. had profited by his acquaintance with President \Yaylancl. In tl{e' circular describing the proposed work of the new chair these purposes were enumerated : 
"1. To fit uniYersity student::: for the positions in public school sen-ice. 
"2. To promote the stucly of eclucation <::c1ence. 
"3. To teach the histon of education and of educational sy~tems 
anrl doctrines. · "-!. To sC'cure to teachers the rights, prerogatiYes and achantages of the profc:ssion. 
";). To g-iYe a more perfect unity to the :::tncly of educational system by bringing the secondary schools into closer relations with the Uni­YeffitY." G 
Foilrming :Jiichigan's example. Johns Hopkins, Cornell, \Yisconsin, Kansas, De Pamr, -Leland Stanforrl, Columbia, Han-arcl, Texas, ?IIis­souri, anrl tlw great majority of other reputable American uniYersities, haYc estabfaherl e(lucation cliairs, or cYen departments of rclucation, co­orclinate with the departments of law, medicine and thcolog~--Only a few weeks a!!o the School of Education. which has been one of the schools of Tl~e UniYersity of Texas since 1892, was, bY unanimous rnte of the Board of Regents, expanded into a department, thus saying to the people of Texas that, in their uniYersih, teachin.!! is to be consid­ered a pr0fession as honorable as law, medicine_ or engineering. 
Before leaYing this phase of the subject, I can not refrain from calling attention to the plea for the study of erlucation, made in his am:iuar report of 1882 by that great college president, F. A. P. Barnard, of Columbia. I '"ould that there were time to quote his entire discussion of tl:e Yalue of the study of education, for the argument is so clearly, fully, and com incingly made that to-clay it stands in need of no re,·ision. Only time enough is taken to quote !:ere the last sentence of that ten­or eleYen-page discussion: "In no other way which it is possible* * * to imagine, could the power of this institution for good be made more '"irlelY, effecfo·ely felt than in this [profr$siona1 education of teacher;: l ; in no other way than in this could it do rn much to vivify and eleYate the educational system of this great communit~-, through all its grades. from tbe highed to the lo"\\est." It was largel>-because of President Barnard's insight and executive power that the great State of X ew York and the country at large haw enjoYed the benefits of the pedagogical instruction once offered in Columbia's Sch0ol of Philosophy an<l Education, and now giYen in Teachers Collep:e. into which the edu­cation porti0n of that school has been merged nnrl fr0m which loYers of sound learning and sane teaching in all parts of the rnion are receiYing both inspiration and practical guid?nce. 
From 18GO to 1904 many other things truh happened-things which haw n0t been set down aboYe and which are n0t rlernid of interest. In 18GO, Dr. .J0hn :JL Gregory. then State Snperintenclent of Public In­Fhuctirm, first gaYe to the senior clas;: nn<l some other students in :\Iichi­gan rninrsity, a short cour;:e of lectures, his sen-ices being considered 
'Hinsrlale in Educational Rei;iew, Vol. l[J, p. 118. 
a:: a kind of pedagogic lagniappe, as one would saY in X ew Orleam. :Many were the changes wrought in order to cle.Yelop this embn-o professional school into a teachers' college, such a~ may be fonncl in Columbia, in which to-day are found a greater number of professors and instructors and more courses of instruetion than obtained in all of the department;; of an average uniYersity a generation ago. It \ronld be sad, and it may be unprofitable, to relate ho\\· the pioneer prnfc;:sor of edueation receiwcl such tr<'atment as wonlcl lcacl one to f'n~pcct that he was in a habit of sitting on the back steps of the inc:titution he sen-eel ancl of rcceiYing such occasional crumbs of eom­fort as the more charitably inclined of his colleagues and the student­!Jorly were com:trained to giYe him. It would be a painful task, tl1ough it might point a moral, to recount the perilous situations 
which educational courses occupied during the storm-anrl-stre0s period of the early days-counting at timrs notl:ing at all towa rel an academic degree, at other times rcceiYing only partial credit, nncler the ban here, hirling out there, antl all the time searching for some modus vivendi that would be in any degree tolerable. It is, indeed. a far crv from. those clays to our own, in which education ranks with Latin, Greek and mathematics, and in which the profesrnr of erlucation can not complain of unjust discrimination of either a social, a professional. or eyen a financial character. 
Tbe foregoing historical suney, imperfect a<;: it is, nevertheless, makes 
it relatively easy to answer the que:tion assipned me this eYening. Let 
lls now consirkr rlirectly what should be done by universities to foster the, 
professional education of teachers. 
1. UniYersitie;: slrnulrl emphasizr the doctrine tliat, a;:: erlucation is a vital factor in tl1e rlP,·clopmrnt of Hie State anc1 other social institu­tions, tl1e scientific shirly of a matt<'r so intimately connr·derl with human progress anc] happiness, is commanclerl by both necr;:sih anrl C'ommon sense. Though there is no such thing as authority in erlucation. yet it is a well known fact that in uniyersities one finrls the neare;::t approach thrrrto. Tlirouirh the centmies they have lecl the worlcl in tl1e a<loption of perlagogical principles and practices, anrl tl1ey will prove fal;::e to the rlntir;:: of lcarlNsl1ip if they fail to rlemonstrate comincingly to the gen­rrn l p11hlic that eclucation is a suhjcct possessinir unri1wstionable Yalue, of hath a di;:ciplinary and a practical nature. A careful sturly of the ans\l·Prs to the que;:tionnaire recent]~' sent to a numher of colle.!res and uniYersities, both the que;::tionnaire anrl the answers bcin_g-giYen as appenrlixPs to this paper, reveals the fact that not a few institutions in tl1e South do not yet realize their obligations with respect to the stuclv of eclucation. To these institution;:: is recommended this paragraph copi<'rl from a letter of William J ally to the Scotch Commi;::sionrrs of ErluC'a tion: 
"Olll' universities haYe, for generations, been training-schools for divinity, medicine and la''"· The anomaly has existed, anrl still exists, in the universities that for certain clas!::cs of the communitv elaborate systems of professional training ha Yc been provirlerl and n0~e for the erlucational. Such omission was natural for generntions when it was not known that there wf\s 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 l'hould complete the circle of t11e 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 want."0 
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-clay in the South school problems of the gravest importance, and her universities could do no work requiring greater intellectual power and producti1e 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, up to this time, discovered. 

3. 
Another powerful university agency in promoting the professional education of teachers is the summer session. The results so far at­tained 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 acci­dent, 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 re­quired for graduation. 

4. 
One other agency, the value of which it is difficult to overesti­mate, 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 umver­sity 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 "maps." 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 organi zed 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 untlivided attention. The guiding principle 
• Barnard's J ournal of Education, Vol. 26, pp. 527-528. 
of the Apostle Paul's life, "This one thing I do," is an accepted canon in all forms of human enterpri~e in the modern world. For this rea­son it is not best that the professor of education should giye courses ~n philosophy also, notwithstanding the fact that those two fields are, indeed, very closely related. If the profes:=:or bave a penchant for phil­osophy he will find it difficult to prevent his neglect of education, and vice ver~a. Where bis heart is, there al:=:o "·ill his best work be clone. Courses in education sbould be given for the ~ake of their own worth, and instruction in tbem should not be ineiclrntal. I haYe neither fear nor hope that Washington and Lee University, for example, will ever set the pedagogic woocls in Virginia on fire sl10ulcl she not abandon her present policy of giving pedagogical instruction "incidentally as a part of the work of th 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, psychol­ogy arplied to education, child study. the history anrl tr:e 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 enercy should be directed to rnpplying the needs of our high schools for tcacl1ers rationally trained in higher institutions of learning. 
Though it is urged that the professional courses above enumerater1 be thoroughly taught, let it be definitely underdood 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 scholar::hip as a quali fica­tion for teaching; but there has been so much puerile, abortive think­ing about method that it may prove beneficial, and, at the same time, refre~hing, to consider these emphatic sentences of that great Scotch leaner in education, S. S. Laurie: "Philosophy commands us to use method in education, as in other business. Philosophy, in ih ultimate meaning, is nothing but persistent thought on man, his nature. his capabilities, his purpose. his destiny. And the philo~ophy of education is simply the ac:king and answering of questions as to the ends or ideals of the philosophy of man, critising custom in the light of these, ancl then studying the processes by which true ends can best be reached-
i. e., l\frthoil.m 
In ad(lition to the professional courses of instruction, sturlcnb in edu­cation sl1ould receiYe srntematic, scirntific training in schools of ob­servation nnd practice· in onler that they may have ample opportunity to verify arnl enrich theory by practice under skilled supervision, anr) may thns gain, before graduation, rnme actual and rnluable experience in teacl:ing. 
Laurie's Institutes of Education, p. 11. 
As a po,:itivc concrete proof of the value of the study of the various phases of C(lncation attention is called to that great university president, Charles W. Eliot, whose greatness has been achieved, not wholly, but chiefly, through his earned, vigorous p:rappling 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, physi­cian or engineer. This statement is in line with the argument as to the arlvisability of founding a teachers' department which was made by Ricbrd Mulcaster in his P ositions, a quaint old work on educa­tion, published in 1581. A portion of that argument is here rep·ro­duce(l : 
"\VhY should not teachers he well prouided for, to continue their whole life in the school e, as Diuines, Lawyers, Physicians do in their seuerall professions? Thereby iudgement, cunning and discretion will grow in them: and maisters would prone olde men, and such as Xeno­phon setteth ouer children in the schooling of Cyrus. Wheras now, the schoole being vsed but for a shift. afterwanl to passe thence to the other professions, though it send out very sufficient men to them, it selfe rcmaineth too too naked, comidering the nccessitie of the thing. I con­clude ther,efore 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, whethrr of them that are to learne, or of them that are to teache. 13. Thirdly for the necessitie of the profe~sion which maye not be spared. 4. Fourthly for the matter of their studie which is comparable to the greatest professions, for language, for iuclgemcnt, for skil how to traine, for varietie in all pointcs of learning, wherin the framing of the minde, and the exercising of the bodie craueth exquisite consideration, beside the staiclnes of the person." 8 
The work of the univen:ity department of education would not con­flict with that clone in normal schools as they are now generally con­ducted. The latter furnish, in addition to elementarv training in edu­cation, academic instruction which at best is not superior to that which obtains in first-class hip:h schools. Graduates of the normal schools are, therefore, not preparer1 for efficient service in secondary schools, being qualified for positions in the rural schools and the primary and inter­med iate grades in city schools. By sheer force of intellect and industry some ;::tuclents, after receiving normal school diplomas, qualify them­selves by private study for successful work in high schools; but these few exceptional inclivi(luals 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 
• ,\lulcastcr's l'ositions pp. 248·24U. 
at least four years in achance of his pupils. The uniYersity departrnrnt of education, therefore, offers to graduates of normal schooh tempting opportunities to prosecute higher work of both an academic and a pro­fessional character. 
8. Jn order that the unfrersity department of education maY make large and continuous contributions to the ranks of trul.'" qualified teach­ers, it is d~sirable to confer annuall:· a number of scholar;:hips upon young men and women wl~o expect to make teaching-thei r profession. The granting of such scholan:hips in education would grea th-increa<=e the efficiency of the lmrer schools, and that with cornparatiwly little delay, for every year a large number of well-qualified teacher;: would ga from the university class-roonn to accept position;: in high schools, aca<lemief', and college;:. Herein is a dircd and a certain way for the university to be of effectiw senice to all clas;:es of our citizemhip, and in this way 'rnuld be reproduced manyfolrl unin:r;:ih· life anrl ;:pirit, and in places, too, that need them mo;:t. These scholarsl:ips would. further­more, attract into the ranks of teachers men and women gifted with high intellectual endowments and positire moral farer. The State or the church, as the cm:e may be. can well afford to aid rnch men and women in securing their professional education, as they in turn, fore­going the honors anrl emolumenh of othPr professions, would deYote themselves to the f'ervice of teaching, a senice without which it i;: "idle to expect the continuance of civil liberty or the capacitY for self­government."9 By these scholarships the preparation of sturlent;: enter­ing the university would be va;:tly improwcl, because teachers trained by university instructors would know dcfiniteh-what i;: neces;:an to be done in order to meet satisfactoriJv. the reasonable demands of the uni­versity. This policy woulrl, furthrrmore, strrn![then the bond of union between the uniYersit:· and the common schools, the strengtlwning oi 
wl~ ich bond is n<'ceo::sary to the complete clerrlopment of them hath. 
Let us recapitulate the an,:"·er to our que:-tion. The uni1er;:ity should foster the profe>=sional e1lucation of teachers by danding for the doc­trine that the reflectiYe sturly of education is indiFpemable to the e1olu­tion of the race, by publishing and distributing widely bulletins treating of Prlncational problems. by estabfahing and maintainin.2' the summer session. by ;:enrling members of the education faculty and members of other farultics to pnrticipate in teaclirrs' institutes and associations, and by <'ngaging in other forms of extem:ion work beneficial to the school­master, by confiding the teaching of education to trained speciafots who will give them::eh es up exclusiYely to that senice, by offering courRes of the uni1en:ity stamp in the scYeral branches of peclag'Og''", by equipping anrl conducting schools for ohserrntinn anrl practice, h1 organizing into a department the work pertainin.rr to teaching, and firnilly by inrlucing, throug-h the hPstowal of scholar::hip~. men an<~ women of talent rmd character to cl<'1ote th('msPhes to the sturh of that profes!'ion which is as broad anrl complex il.C: the firld of h1;mnn lifc, that profo=sion to which men accor<l tl1e }:ig:hcst honor whenever they refer to J esus of Xazareth as The Great Teacher. 
'From the Declaration of the Independence of Texas, adopted :\larch 2, 183fi. 
APPENDIXES TO THE PAPER ON THE PROFESSIONAL EDU­
CATION OF TEACHERS. 
APPENDIX I. 
Students purrning courses in education m 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  0  
Vermont  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  14  5  
Massachusetts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  39  0  
Rhode  Island  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  33  42  
Connecticut  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  0  0  
New  York ... ........ ... ...................  978  293  
New Jersey.... .. .. . ......... . . ... . .. ... . ..  12  0  
Pennsylvania  ... .. . .. ................... . ..  402  229  
South Atlantic Division.  
Delaware  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  0  2  
J\1:aryland  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  8  47  
District  of  Columbia . . . . . . . . . . . . . . . . . . . . . . .  12  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  
J\Iissi ~sippi  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  140  119  
Louisiana  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  17  79  
Texas  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  79  140  
Arkansas  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  18  23  
Oklahoma  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  0  0  
Indian  Territory  . . . . . . . . . . . . . . . . . . . . . . . . . .  0  3  

North Central Division.  
Ohio ..... .......... ...... . ....... .. . ... .  238  525  
Indiana ......... .. .. . .. . .. . . .. .. . ........  170  182  
Illinois . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  202  794  
Michigan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  42  4G  
Wisconsin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  131  107  
:Minnesota .. . ... .. : . . . . . . . . . . . . . . . . . . . . . . .  57  10-J- 
Iowa . . . . . .... . . .. ..... . . . .......... ... ...  244  480  
M:iFsouri . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  140  146  
Xorth Dakota. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  20  100  
South Dakota . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  24  107  
Nebraska .. ............ . . .. .. ... .. ..... . . .  164  1G9  
:Kansas .......... .. . . .. .. ... .. ............  153  261  
Wrstern Division.  
1\![ontana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  3  7  
\Vyoming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1  31  
Colorado . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  21  30  
?\cw Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  4  6  
Arizona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  O  3  
Utah . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  85  268  
Nevada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  2  49  
Idaho . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  1  2  
\Vashington . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  2  6  
Oregon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  15  66  
California . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  12  1G  

APPENDIX II. 
Questions Concerning the Professional Educcition of Teac71 ers in 
(Name of College or University.) 
1. 
What cour~cs 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? :1. Or is it organized as a school, ranking with the school of Latin or the school of mathematics? 


-L Or is the work given incidentally as a part of the "·ork of the ~chool of philosophy or of some other school? 
5. (a) How many instructors are engaged in this work? (b) What is the academic rank of thrse instrnctoff? ( c) What is the total annual salary paid the:;:e instructors? 
Ii. (a) How many inrlividual Rtndents were enro!lrrl during the scs­!'ion of 1903-04 in education courRes? (b) What is the number already enrolled this year ? 
7. 
(a) Does the work in Pi!ucation inclurle obsenation of cla%­room work? (b) Does it include actual practice in teaching ? 

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? 


Replies from Southern institutions, by States: 
ALADAl\fA. 
University of Alabama. 
l. Psychology, History of Erlucation, Principles of Education. 
2. ?\o. 3. Yes. 4. It is called the ScLool of Philosophy and Edu­cation. 
•J. One profcs:::or and a "fellow;" lf;2000 ancl home. 
fi. (a) Si.\ty, twenty of \\·horn were teachers. (b) Seventy, of whom brcntr-fivc are teadwrs. 
7. 
(a) Ye;:. (b) No. 

8. 
(a) ?\o. (b) Ac-companied by and under the direction of our 


professor, students obserYC the \rork of the city schools. 
Estract from letter of Profrs;;;or Buchner: 
"Many of our gralluates and outgoing students "·ho do not complete 
a degree course go into teaching without ewr having taken any of the education or philo.'-'ophy cour;:es. Each year I am surprised to learn of the number of last year students wl:o are teaching. The idea seems to still prevail \\ir1cly 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 lo teach. I am happily finrling that there is an increasing number of students taking history of education who never expect to teach." 
ARKANSAS. 
The University of Arkansas. 
l. Introdnctorv Psychology. Teacbng and Management, Methods, History of Education. Educational Psychology, Child Study, School Supervision, Primary "Thfethods, Laboratory Work. 
2. Yes. 3. Yrs, though we have something different in that we have a course of stucly leading to the L. I. In this respect it is as answered under (2). 4. No. 
5. (a) One. (b) H ead of Department. (c) $2000. 
G. (a) 175 to 200. (b) About same as last. 
7. 
(a) Very little. (b) No. Lack of practice school. 

8. 
(a) No. 


FLORIDA. 
University of Florida. 
Extract from letter of President Andrew Sleclcl: 
" \\'e <lo not giYe in this uni,·ersity any work along the lines indicated by you; nor have we any printed matkr bearing upon that sulJject." 
GEORGIA. 
University of Georgia. 
1. Hi~tory of E<1ucation, Science and Philosophy of Erlue:ation. Prin­cipb: of Education (including :JJcthocl), Sel.ool :Jlanagcment, Su1J<:r­vision, etc. 
~. :\ 0. 3. It i;:. -±. Pltilo;.:opliy aml Erluration arc still combincLI. 
5. (n) One. (h) Full profcs;.:or. (c) $2000. · 
n. (a) Forty. (Ii) Thirty-four. 
7. 
(a) Yes. (b) Xo. 

8. 
(a) Xo. (b) Throu,'.!h reports, criticisms, cliscu:osions. 


LOUISUXA. 
Tulane University of Louisiana. 
1. Kone. 
Extract from note of Dean Dillard : 
"\\-c hnYe rniver;::ih Extension Lectures and Course·;:; of Sturh 

wliich are attended l1y the teachers in the city." 
::IIISSISSIPPJ. 
Unii·e rsity of Jfississippi. 
2. 'Ye;:. 3. :!\o. 
i5. (a and b) One professor of pcda.'.!O.!!Y. one: profr;:sor of psyc110l­ogy, one associate profc~rnr, and one instructor. (c) $6700. 
6. 
(a) About forty. (b) About forty taking pedagogical work with other work. 

7. 
(a) 'Yes. (b) Xo. 

8. 
(a) No; in schools in nei.rrhboring towns. (b) rnrlc·r our pro­


fessors, schools are yj;:itecl and ob;:eTYations made. Extract from note of Chanrellor Fulton: "'We have our Depa rt ment of Edur:rition organizer], hnt our sturlent;: 
in it invariablv take ;:ome otlwr work in College, and many in it are not studying for tl:e pedagogical degree." -· 
MISSOURI. 
L'niversity of Misso11ri. 
1. H istor:v of Education. Theory of Tend1in.rr. El0mentan· E11neation, 
S0condary Education, Educational Psychology, School Systems, School Supervision, etc. 
2. Yes. 
5. (a) Three. (b) Two professors and one assistant professor. 
(c) 
$6750. 

G. 
(a) 100. (b) 157. 


7. (a) Yes. (b) Yes. 
8. (a) Partly. (b) The work of our "Practice School" is super­vised 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 Pedago'gy, American Education. 

2. 
No. 3. Yes. 4. No. 


5. One fnll profosor. (c) $2000. 
G. (b) Fifty. 
7. 
(a) No. (b) No. 

8. 
No. 


OKLAHQMA. 
University of Oklahoma. 
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 E~ucation. 


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 (especially for normal scholars). 

2. 
Yes. (Xotc.-A four-year course leading to A. B. degree, a three­year course leading to L. I. degree, and a two-year special course.) 


5. Profrssors of pedagogy, English, history, mathematics, biology, physics. ( c) $9500. 
G. (a) Eighteen in normal course leading to A. B. degree, and 385 special normal. (u) Ninety-fom in all normal elm;,;(·,;. 
7. 
(b) Yes. 

8. 
(a) In public schools of city. (b) Professor of pedagogy rnper­v1ses. 


TENNESSEE. 
University of T ennessee. 
1. 
History of Education, Science and Art of Teaching, Educational Classics, Domestic Science, Manual Traini11g. 

2. 
Yes. 


5. (a) Three. (b) Full professors. 
u. (a) About seventy-five. (b) About forty. 
7. 
(a) Not 11ow. (b) Not now. 

8. 
(a) It was. 


Note.-Work of department temporarily somewhat disorganized owing to passing conditiom. Old status will probably soon be recovered. 
Vanderbilt Universiiy. 
1. Extract from letter of Chancellor Kirkland : 
"I am very sorry to say that Vanderbilt University makes no provision whatever for the profe~sional education of teachers. I am hoping that our means will justify the creation of a special chair at some time in the 11car future. l\hmy of our students go into the schoolroom and engage in teaching for a number of years after leaving college. 'l'here is, there­fore, all the more rea~on why we should try to equip them profes­sionally." 
TEXAS. 
Raylor University. 
1. IIiRtory of Education, Sd1ool Management, Principles of Method and Special Didactics, Child Study, Educational Hygiene, Educational Psychology, Philo"ophy of Education, School Organization and Super­vision. 
2. No. :3 . Yes. 
ii. ( n) One. (Ii) Sarnr a:-otlirrs. (c) l{;1200. 
Ii. (a) Ahout l'i,!..dily-fil"r. (11) Aliont "<·v<·11ty-fhr.. 

7. (n) Yrs. (b) No. 
8. (a) 1 o. (Ii) /\" time nn<l opportunity allmL 
Fort ll'orlh University. 
1. Nonr.. ?. 1\ot tliio:: yrnr-will he nrxt. 
Snnthwpsforn Univrrsil!f. 
1. Only tlw courses of the :'U1unwr normal. 
Texas Ohrist·ian University. 
1. (1) Course in common branches; ( 2) Course m Psychology; <3) Course in History of Education. 
3. It is organized as a school. 
5. 
(a) 'l'wo, 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 1Jf Texas. 
1. 
School Management, Method of the Recitation, Educational Psy­chology, 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 .M:anual 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 introduc­ing effective 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 con­nection 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, anc1 when they are established I believe they will rank with the best ::<chools in any university." 
Washington and Lee University. 
Extract from letter of President Denny: 
"We have no departmeft or school of education connected with this 

-19­
institution. Such \\'Ork as is rlonc in this direction is done incidentalh as part of the "·ork of the school of philosophy and other schools i~ which the matenal 111c:ludcd in snch cour~es is u~ually found." 
WEST VIRGINIA. 
lFest Virginia University. 
1. 
Sixteen courses in Hio:tory and Philosophy of Education, School Systems, Superv1s10n, Art of Teaching, Religious Education, Seminaries, etc. 

2. 
No. 3. Yes. 4. No. 


5. 
(a) One, with some assistance. (b) Full profo:sor. Our sum­mer school gives additional work by able lecturers of national reputation. 

6. 
Not enrolled separately. 

7. 
(a) Yes. (b) No. 

8. 
(a) No. (h) Done witl1 model classes in our uniYersih build­ings under absolute control of our Department of Education. · 


Replies received from some institutions not located in the South. 
Brown University. 
1. History of Education, l\foclern Erlncation, 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 organizerl as a "uh-department under the department of Philosophy. 

4. 
It is not gi Yen incidentally. 

5. 
(a and b) I have fourteen who assist me in the practice work, two Ph. D.'s, five A. l\I.'~. one A. B. and six normal school graduate;:. (c) Small. 

6. 
(a) About l 30 registrations. (h) Ahout 180 registrations. 

7. 
(a) Ye,:. (b) Yes. 

8. 
(a) No, not unrler di rect cont rol. (b) Continuously and di­rectly. 


Uni versity of California. 
1. Twenty-one courses in the Practice of Teaching, School Supervi­sion, the History of Education, the T11eory of Erl_ucation, School Syst_ems, Seminary of Special Prohl<'ms, Study of Children, School HYg1ene, Secondary Education, Yic:ita!ion of Srcondary SchoolE, Special Studies, the Educational Theorv of Herbart, Educational ~fr-thod, Seminaries, History of American E·clurati~n, the High Schor1l, Charitie:o and Co~r~c­tions. ( N ote.-Juni or stanclmg and General Psyeholog~', prerrqms1tc 
to above.) 
2. 
Not yet, but plam lo.oking to that end arc now under considera­tion. 

3. 
Department of Education ranking with department of Latin, etc. 

4. 
No. 


!J . (a) Six in department of Education; about a dozen in special subj cctH. (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, 428. 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 Bet of requirements for the teachers' rccommemlation, tQ be sat­isfied by courses taken as clccti ves by ctuclcnts in the colleges of general culture. These are requirements covering the three items of general, pro­fessional anc1 special lmowlcclge. The requirements of professional knowledge is mainly satisfiecl by courBCS taken in the department of Eclu­cation. The other rcquircmrnts arc f'atisficd hy courses taken in other clcpartments, as in that of English or Mathematics or Physics. After this year we require one half-year of grndnatc work of all candirlatcs for teachers' rccommcrnlation, anrl \\'C shall probably in th e conrRe of th is year adopt a more aclcquatc form of organi zation ancl proviclc for a reg­ular practice school of both grammar ancl high-school grade." 
University of Chicago. 
1. 
History, Theory ancl Practice of Eclucation. 

2. 
Yes, as a school, co-ordinate with the School of Law. 


4. 
lt is given also in the clcpartrncnt of Philosophy-the courses that count towarcls l\f. A. or Ph. D. 

5. 
(a) Ordinarily eight. (b) Profrssors, assistant professors rmd an instructor. 

6. 
(a) Six hundred anrl ninety stuclcnts have been enrollee], but these arc not individual student8. 

7. 
(a) Yes. (b) Yes. 

8. 
(a) Yes. 
Extract from letter of Mr. Locke: 
"The old clepartment of Education is still a part of the department of 



Philosophy in the University, hut is also merged in the School of Educa­tion and the courses we fornwrly gave are counted both as University courses and School of Education conrses. You will noti ce that I have said there werr ah011t GflO regif'trations in comscs in eclncation. It is not pos­f'iblc just now to say how many of these were indiviclual students, because, owing to our quarter system there must necessarily be a number of clupli­cations. We arc, of course, in an experimental stage in working out our plans for a cornprcl1cnsive School of Education, but you will be glad to know that last summer we had nearly five hundrcc1 students and this fall our registration shows an increase of about 35 per cent over last fall." 
T eachers College, Col1imbia University. 
1. Six courses in Educational Psychology, seven courses in the His­
-21­
lory and Pl1ilosophy of l~du(;ation, four c:our~es in Educational Adminis­tra~ion, fiye in General Elementary Education, three in Secondary Edu­cation, and from one to four courses in Special l\Iethods in each of nine­teen academic rnbjecfa; sixty-six purely education courses; others semi­pedagogical and academic. 
2. Yes, as a "faculty;' in our terminology, co-ordinate with the facul­ties of Jaw and medicine. · 
,). (a) Sixty-four. (b) Profo,sorn, arljnnct professors, lecturers, in,:truc:tors, tutor:-:, assistant;::. (c) $2(i8,000 for administration, instruc­tion and departmental expense~. 
(i. (a) Eight lrnndrerl arnl fifty-fhe rcsirl cn t, 810 extension students <:oming to college for partial 'rnrk. 
7. 
(a) Yes. (b) Yes; at least onc-thinl of every methods course is in observation and practice. 

8. 
(a) Y cs; two school,:, 1200 pupils. (h) The professor of any snhj<Y-t in the college is snpe>rvif'or of that ,:nl1ject in tl1e schools; the i-;upcrintcndent of the ;;(;hool is the (;Ol!cge professor of Administration. 


Cornell University. 
1. Principles of Erluration, Secornlary Erlnrntion. Tfr.:torr nf Educa­tion, Psychological Rasis of Erlncntion, Scl1ool H_vgicnc, Erlucation of Defrcti vcs, 'l'eacher~' Co11rFCS in Latin, Englif:h, nreek and German, Philosophy of Erlucatiou, l\Iental DeYclopment, Scminarie:'. 
3. Ycl". 4. No . 
.'i. ( n) Two. (h) Profo,sor anrl assiotant professor. 

n. (a) Ahou11:w. (b) AboutlOO. 
7. 
(a) No. (Ii) No. 

8. 
No. 


NoTE.-A ruling from the State Department that college graduates can teach for tll"o yearn without any professional training whaten'r has cut down our a.t· tcn<lance this year. Thi..; <>ffect will he only temporary. 
University of Illinois. 
1. 
Principles of Erluc:ation. 1Iistor:v of Erlncation, Gcnrral Method, Specinl Methorl;.:, Contrrnporary Erlncationnl Conrlitiom, See:ondary Edu­cation, Psychology of Tef! cli ing, Seminar. 

2. 
No. '.l. Ye~, but en llrd rlr·partment. 4. Xo. 
;1. (a) '[\ro. (h) Profem>r anrl a:-:~dant profe~;:or. (c) $4000. 
fl. (a) SrYrntr-hro rl i ffen·nt stnrlr·nt'. HI-! enrollments. (b) 



Eighty-one rliffrrrnt stu<knl:-:, llG enrollments. 
7. 
(a) Yes. (h) No. 

8. 
(a) In pn·paratory school. 


State University of Iowa. 
1. 
'l'wenty-three conrse~ in the Principl03 of Education, General anrl Special Perlagogy, :.\fctl:odology, History of Erluc:ation. Philosopl1y of Education, Sem inars for Undergraduates aml for Graduates, etc. 

2. 
No. 3. Yes. (Ire term each of these a "department," and the work in Education constitutes one such department.) 


5. 
(a) Two full tinw. (b) One full professor and one assistant professor; one lecturer gives a few lecture3 each year, as does the high school inspector. (c) $3100. 

6. 
(a) One hundred and forty. (About thirty-five were in our rnmmer session only.) (b) One hundred and ten. 

7. 
(a) Some. (b) No. 

8. 
(a) In city schools. (b) Students given directions for observa­tion 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 elec­tive. The State does not recognize any professional work in the Stat~ 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 School;:, 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 ancl Froebel, l\fontal and Physical Tests of School Children, Psychology of Childhood, Teachers' Courses in Greek, Latin, German, French, English, Physics and Rature Study. 
3. Rather the latter; tho law and medicine have i'ame place with us. 
4. No. 
5. 
(a) Three. (b) Associate professor, assistant professor, m­structor. ( c) $6000 circa. 

6. 
(a) About 330. (b) Three hunched and ten. 

7. 
(a) Ko. (b) No. 


University of 3lichigan. 
1. 
Practical Pedagogy, the Art of Study, History of Education, School Super\'ision, the Philosophy of Education, Social Education, The­orPtir.al and Critical Pedagogy, Critical Estimate of Text-books, Super­intendents' Roundtablc. 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 clas" in Administration study the city schools, and neighboring city schools. 


University of Minnesota. 
1. 
(1) Hi3tory of Erlucation, (2) Philosophy of Education, (3) Edu­cational Classics, (4) Current Problems, ( 5) School Organization. 

2. 
No. 3. Yes. 4. No. 


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 N ebra<>ka. 
1. 
Twenty (half-year) courses. History of Education, Child Study, School Systems and Supervision, :Method, Psychology, Secondary Educa­tion, Seminary, l'hilornpliy of Education, Adolescence, the Pedagogy of the Gospels. 

2. 
No. 3. Yes, but called "department." 


5. (a) 'l'hree. (b) Professor, adjunct professor, fellow. (c) $3500. 
5. (a) Two hundred and sixty-eight. (b) Two hundred and thirty-five. 
7. 
(a) Ye$, as an elective course. (b) Yes. 

8. 
(a) Yes, in the city public schools. 


School of Pedagogy, New York University. 
1. 
History of Education, History of Ancient Philosophy, History of :Modern Philosophy, Descriptive Psychology, Experimental Psychology, Educational Psychology, Social Psychology, Sociology, Logic, Research in History of Education, Philosophy of Education, Principles of Educa­tion, Research in Educational Problems, Method in English, :Method in Geography, Methods in Reading, Writing and Spelling, General Method, Special :Method. 

2. 
Co-ordinate with Graduate school. 


5. 
(a) Five. (b) Professors. (c) $12,000. 

6. 
(a) 'l'hree hundred and two. (b) Three hundred and eight. 

7. 
(a) Ko. (b) No. 


NOTE.-Our students are teaching in schools in or near New York. We re­quire certificate for two years successful teaching for graduation. 
State University of North Dakota. 
Abstract from letter of Professor Kennedy: 
"There is a normal college at the University, extending educationally 
to the Junior year, if it "·ere mearnred 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 clectiYe for otl1ers. These are gi1en by 
four different members of the faculty as follows: 
"(1) Education II. (A deeper and pedago,Q"ical 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.) 
" ( 3) Hi~tory JI. (Ancient and Engli:;h History.) History IV. 
(American History an<l GoYern rncn t.) 
"(4) ~ature Study. 
"ln all other subjects the normal students recite with students in other departments. All the professors who give the professional work and phase abo teach other classes that are mixed. The four instructors rccci \'C $7~00, 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) EJucational Theories, (3) His­tory of :Education, (4) Child Study, (5) Science of Education, (Ii) t.Iodern Educational Systems, (7) Course in Secondary Education, (8) Seminar. 

2. 
Ko. 3. No. 4. 'IVork 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. 
G. (a) Thirty-tiYe. (b) Forty-seven. 
7. (a) No. (b) No. 
University of Pennsylatnia. 
1. 
History of Education, Philo:::opliy of Education, Methods of Edu­cation, School Admini~tration, etc. 

2. 
Xo. 3. Ko. 4. Part of the Graduate school work and college elective. 


5. (a) One. (b) Full professor ranking with all others. ( c) $2500. 
G. (a) Sixty, and 200 in Saturday courses for teachers. (b) Sev­enty-two, and above 200. 
7. (a) No. (b) No. 


THE UNIVERSITY OF TEXAS 

MAIX U.NnrERSITY, AUSTIN :\rnDICAL DEPAWT:\rnXT, GALVESTON 
vV::u. L. PRATHER, LL.D., "PRESIDEXT 
Coeducational. Tuition FREE. l\Iatriculation fee $30.00 (Payable in Academic a11d Engineering Depart­ments in three annual instaUments). Annual expense $150.00 and upward. Proper credit for work in other in­stitutions. 
.MAI~ U~IVERSITY 
Session opened September 28, 1904. Largest and best equipped Libraries, Laboratories, Natural History and Geological . Collections, Men's and 'Vomen's Dormitories and Gymnasjums in Texas. Board at Cost.
/ , 
Academic Department: courses of llberal study leading to the degree of Bachelo1\of Arts, and cours~s leading to State Teachers' Certificates. 
Engineering Department: courses leading to degrees in Civil, Electrical, Mining, and Sanitary Engineering. 
· Law Departnient: A three-year course leading to the degree of Bachelor of Laws. Shorter special courses for specially equipped students. 
For further information and catalogue, address vVILSO:\f 'VILLIAJ\fS, Registrar, .1\Iain University, Austin, Texas . 
.MEDICAL DEPARTMENT 
Schools of lJ!ledicine, Pharmacy and Nursing. S~ssion of eight months began October 1, 1904. Four-year graded course in .Medicine; two-year courses in Pharmacy and l\ursing. Labcm1tories thmoughly eqnipped for practical teaching. Exceptional clinical advantages in the John Sealy Hospital. University Hall provides a_ comfortable home for women students of 1\iledicine. 
For furth.er information and catalogue, address DR. W. S. CARTER, Dean, l\I edical Department, Galveston, Texas.