technical. The latter aspect does not logically belong with liberal studies, but to a distinct professional school for teachers.

But is the amount of this technical work demanded in preparation for the profession of teaching great enough to warrant the establishment of colleges. for teachers within the universities, distinct from the colleges of liberal arts? Granted that the teacher needs a liberal education equivalent to that represented by the average A.B. course, does he need enough technical training in the art of teaching and of managing schools to warrant universities in organizing professional colleges for teachers co-ordinate with those of law, medicine, and engineering? To answer this question we must consider the needs of the teacher on the professional side, and examine the influences that tend to determine the teacher's skill, assuming sound scholarship and a reasonable amount of native aptitude for the teacher's calling.

The tendency to imitate, strong in human nature generally, is very marked in the conduct of class work by the teacher, and is perhaps the strongest influence in determining how he will teach. It is inevitable that teachers will teach as they have seen others teach, which usually means, as they have been taught. Now, it must be noted that this influence tends to perpetuate not only the practices of good teachers, but those of poor ones as well. So many bad examples are set that it becomes necessary for the institution that would train teachers effectively to provide facilities for the observation of good models of teaching in the various grades of school work. This calls for the establishment of model schools in which prospective teachers can acquaint themselves with the best forms of educational practice. The time spent in observation cannot be expected to count toward the A.B. degree.

Again, the insight into the best methods afforded by the observation of model teaching, combined with conscious reasons for the same, which courses in methods and management aim to supply, still leaves the prospective teacher to acquire personal skill by practice or experience; and it would seem that any institution which pretends to train teachers should make practice in carrying out his theories and ideals possible for the teacher in training. True, he will get practice enough in the course of experience, but the practice he thus gets is at the expense of pupils who cannot afford to be subjects; and the danger is that he may develop habits that are bad, or that fall short of his best possible effort, and that these habits may become fixed, leaving his fine theories ineffective. He needs first to practice under guidance, both in his own interest and in the interest of the pupils whom he will teach during the years that follow his graduation from the university.

These technical aspects of instruction in pedagogy-theory of teaching, special methods, organization and management of schools, observation of model teaching, and practice in teaching-naturally call for the organization of a distinct professional school for teachers, co-ordinate with the schools of law, medicine, and engineering in any large university. Along with this technical work should be grouped the courses on education that properly

belong also among the liberal studies, such as history of education, philosophy of education, and educational psychology, together with all work that has special significance for the teacher and is not provided by the college of liberal arts, such as free-hand drawing, manual training, and vocal music. One reason, then, for advocating the establishment of teachers' colleges as schools of large universities is that there is a demand for a large body of instruction bearing quite directly upon the work of teachers which college departments do not and cannot offer to students, unless we are willing to modify greatly our notions of the aim of a college course.

A second reason for their establishment is that not only are such courses as have been mentioned desirable courses, but it is very important that they should be grouped and organized for definite ends, and this cannot be done by a professor of pedagogy, or by any other professor, until he is authorized to do so by his appointment as director or dean of a college for teachers to which such courses belong. The organization of all work that bears on the professional training of teachers is at least greatly facilitated by the establishment of a distinct school or college with its own courses of study and its own faculty.

To the faculty of such a college should belong professors of educational psychology, history of education, theory and practice of teaching, school administration, art, manual training, vocal music, as well as professors representing the various liberal subjects of school instruction who are qualified to give courses on the teaching of the subjects which they respectively represent. This will bring together in one faculty at least about twenty-five men devoted to teaching and to the training of teachers, who will strengthen the hands of one another, and will develop among themselves and their students a professional enthusiasm and a devotion to the cause of education that will compare with the professional spirit now shown by the faculties and graduates of our colleges of law, medicine, and engineering. A chair of pedagogy in a college department, however well conducted its work may be, cannot hope to accomplish this result.

Not less important will be the influence upon the whole college faculty of these representatives of liberal studies who are also members of the faculty of the teachers' college. They will serve as a leaven in the interest of good college teaching, and help to make indifference to good teaching on the part of the members of the college faculty impossible, whereas now it is more or less popular. This value of the teachers' college will probably be more readily appreciated by state universities, whose responsibilities to the general educational interests of the state are apparent.

The establishment of professional schools for teachers within large universities is advisable, I think, because it will permit a more extensive and definite training of teachers for their profession; will favor a better organization of courses conducted with that end in view; will dignify the teacher's calling and give professional enthusiasm to those graduates of universities who

engage in teaching; and will tend to keep alive and strong the interest in good teaching and in educational work at large which should characterize the faculties of college departments in large universities. The state university which does not do something like the equivalent of establishing a school of education will finally have to yield the leadership of educational work in its state to institutions that aim especially to train teachers for the public schools.

But a further question arises as to whether the professional school for teachers within a university should be essentially a graduate school, beginning with the junior year of the college course, or should be a teachers' college in the stricter sense, offering a four-year course of undergraduate study in which liberal, professional, and semi-professional studies are organized with a view to training efficient teachers. The latter has some advantages. It is likely to give the prospective teacher better instruction in the liberal studies, at least better adapted to his needs; it should make a model high school unnecessary, as the freshmen courses offered by the professors of English, foreign languages, mathematics, and the sciences in the teachers' college should be practically models for high-school instructors also; these same professors, being also members of the faculty of arts, would exert a still greater influence upon the teaching in the college of liberal arts, because they would not only offer courses on how to teach their subjects for students of the teachers' college, but also actually exemplify good teaching in their own general courses; and the fouryear course of undergraduate study, combining liberal and professional courses, would naturally produce more efficient teachers than two years of liberal studies without advice from the dean of the teachers' college, followed by two years during which he guides the selection of studies and otherwise assists the student to prepare for teaching. But, in general, I think that the course in the teachers' college should begin just where courses in law, medicine, and engineering begin, and that the teachers' college itself should be no more subordinate to the college of liberal arts than are the other professional colleges. I can see no reason why the teachers' college course should not begin at the close of secondary education, and continue thruout both the undergraduate and graduate phases of university study, leading to both the bachelor's and the doctor's degree. It would then be possible for a university to train efficient teachers for all grades of school work, and at the same time devote such attention as is necessary to graduate work in education, with a view to training leaders in educational thought and practice-school superintendents and principals, and teachers for normal schools.

DEPARTMENT OF NORMAL SCHOOLS

SECRETARY'S MINUTES

FIRST SESSION.-WEDNESDAY MORNING, JULY 5, 1905

The Department of Normal Schools met in the First Presbyterian Church of Asbury Park, and was called to order at 9:30 A. M. by President Charles C. Van Liew, of the State Normal School, Chico, Cal.

The regularly elected secretary, Miss Anna Buckbee, California, Pa., being absent, the president appointed Miss Agnes E. Howe, San José, Cal., to act as secretary pro tem. President Van Liew appointed J. N. Wilkinson, Emporia, Kans.; Guy E. Maxwell, Winona, Minn.; and Miss Montana Hastings, Kirksville, Mo., as a nominating committee. The regular program was then taken up, and first in order came the President's Address on A Statement of the Issues before the Department."

The next paper, on the subject, "The Modern High-School Curriculum as Preparation for a Two-Year Normal Course, and the Sort of Training Which Makes for the Best Normal-School Preparation," was presented by David Felmley, president of the State Normal University, Normal, Ill.

He was followed by Theron B. Pray, president of the State Normal School, Stevens Point, Wis., who opened the discussion on the subject.

Charles De Garmo, of Cornell University; F. M. McMurry, of Teachers College, Columbia University; President John W. Cook, of the State Normal School at De Kalb, Ill.; Edward Brooks, superintendent of schools, Philadelphia, Pa.; President Livingston C. Lord, of the State Normal School at Charleston, Ill.; Stuart H. Rowe, of the Brooklyn Training School, and others, joined in the discussion, which was closed by Mr. Felmley. The second paper presented was, "How Can the Normal School Best Produce Efficient Teachers of the Elementary Branches as Regards the Control of Both Method and Subject-Matter?" by Grant Karr, superintendent of Training Department, State Normal School, Oswego, N. Y.

The discussion was opened by H. T. Lukens, of the Normal School of California, Pa., who was followed by Miss Emily B. Rice, of the State Normal School, Albany, N. Y.; President Theodore B. Noss, of the State Normal School, California, Pa.; President John R. Kirk, of the State Normal School, Kirksville, Mo.; President Z. X. Snyder, of the State Normal School, Greeley, Colo.; Frank M. McMurry, of Teachers College, Columbia University.

President Z. X. Snyder, of Colorado, offered a resolution that a committee of three, of which the president should be chairman, should be appointed by the president to formulate a statement of policy regarding the preparation and qualifications of teachers of elementary and high schools.

On motion, the resolution was adopted.

The president appointed President David Felmley, of Normal, Ill., and President Z. X. Snyder, of Greeley, Colo., as members of that committee.

The meeting then adjourned.

SECOND SESSION.-THURSDAY AFTERNOON, JULY 6

In the temporary absence of President Van Liew, Vice-President J. D. Burks, Paterson, N. J., called the department to order at 2:30 P. M.

The topic for the afternoon was "Co-operation of Universities and Normal Schools