he must know the relation of the individual to the entire social body. This is for the wholesome development of the entire people. So with the teacher. He should not only know the relation of the department in which he teaches to the entire system, but he should know the relation of the system to the entire people, that the social mind and heart may be refined and enlarged.

IV. The secondary-school teacher should have academic and professional training.

His academic training should, as a rule, be in a school of higher grade than the school in which he teaches. He should have a broad, vital outlook in the subject he teaches; broad in that he sees the subject as a whole in its relations to all other subjects; vital in that he sees its relations to the real life of the pupil as a part of the people, that is, to his acquired experiences and to his vital functioning natures at the present time. His professional training should be both theoretical and practical. His theoretical professional training should be the study of a human being in all aspects, physical, mental, moral, social, and spiritual. The data derived from this study, together with a study of educational systems, the conceptions underlying them, their evolution, their founders, their success, their failures, a study of the great educators, their influence on the social problems of the times and on civilization, the influence of the doctrine of evolution on pedagogy, on moral and social problems, and life in general--all this, together with a practical study of children, he should organize into a science and art of education. His practical work should consist in a study and in an understanding of, and in actual teaching in, all the grades, from the first to the last, inclusive. Not that he is to be an expert in any other department than his own, but he should understand the entire organization so that he would know the part and function of each grade or school in it. He would then be in sympathy with child-life, and would never sacrifice the child for the subject or the machine. All this study and preparation forbid that an atom, an amoeba, a mathematical proposition, or a school machine should ever become more important than a human soul. V. The school or institution that undertakes to prepare secondary teachers should have a training school including all the grades from the kindergarten to the high-school, inclusive.

However important it is that the secondary teacher should know the subject which he teaches, the teaching profession has not yet risen to the point where it feels that a thoro professional training is just as necessary. There is a strong feeling that the teacher should be prepared in subject-matter, but no abiding feeling for his professional equipment. If there is such a feeling, it seems to be satisfied if the teacher has had a few theoretical lectures in some pseudo-pedagogical department of a university.

When one sees the average grammar, secondary, college, or university teacher teach, he feels that he would like to have him come in touch with a real modern kindergarten, where he could get an inspiration of child-life at first hand, and that he might be filled with the spirit of the Great Teacher and

say: "Suffer little children to come unto me, for of such is the Kingdom of Heaven."

There is no place, except in a sufficiently organized and equipped practice school, where the secondary-school teacher can get his preparation. He should study the school as an educational unit, and in its parts from kindergarten to high school, inclusive, teach in the different grades, see its relation to civilization, and then make a very special study of the natures, motives, and interests of high-school children.

VI. Normal schools and universities should be equipped to prepare secondary-school teachers.

Normal schools, with but few exceptions, are not equipped to train secondary teachers. Nearly all of them lack the high school of the training department. Many of them lack laboratory equipment. Some of them lack even a good elementary school. These deficiencies may all be overcome without any very great difficulty. A person who is preparing himself for a secondaryschool teacher should have an opportunity to observe, teach, and study in all grades, from the kindergarten to the high school, inclusive. When the high school is once added to the training department, the normal school is in very fair shape to train secondary teachers. If the normal school should strengthen its faculty and enlarge its equipment, and require from four to five years for high-school graduates to complete the course, it would send out very welltrained men and women for the secondary schools.

Universities and colleges are not, as a rule, prepared to train secondary teachers. They have no practice school. There are only two or three in the country that are equipped for such work. Many of them are not well equipped in laboratories and apparatus; some of them are not equipped at all. Here the most radical changes in faculties would have to occur, that they might be prepared for such work. Laboratories, apparatus, training school, research work, scholarship, and all combined, are not sufficient to train a secondary-school teacher, if the institution lacks the professional spirit in the normal sense. This professional spirit grows out of the attitude of the faculty toward the whole problem of public education. The great and radical change would have to occur in the college and university faculties before they could ever claim to train teachers.

Granting, for the sake of argument, that all these appropriate equipments be acquired, a co-operation of work might be carried on in which a study of education thru the elementary stages be acquired at the normal schools, and a further study of secondary education be got at the colleges and universities; all this based upon some system of credits that would be satisfactory. This plan is in a way in operation at Teachers College and the School of Education at Chicago.

When the field is viewed from the broadest and most detailed standpoints, one is inclined to think that the normal school's function should be extended to the thoro training of secondary-school teachers, both as to scholarship and

professional training. The normal schools would not have to undergo as much change and enlargement as the colleges and universities; it is a function that seems natural for them to assume; it is in a large measure what they are doing; the spirit of the institution is in the pedagogical direction. A collegiate training in a normal school prepared to do the work would certainly be the ideal place and training for a secondary teacher.

DEPARTMENT OF MANUAL TRAINING

SECRETARY'S MINUTES

FIRST SESSION.-TUESDAY, JULY 4, 1905

The department met in Young People's Temple, Ocean Grove, and was called to order at 10:15 by the president, Arthur H. Chamberlain, Throop Polytechnic Institute Pasadena, Cal., who gave an address on the topic "The Problems That Perplex."

Frank M. McMurry, of Teachers College, Columbia University, New York city addressed the meeting on "How Can Class Teachers be Educated to the Value of Manual Training?"

The paper was discussed by W. W. Stetson, state superintendent of public schools, Augusta, Me.; James P. Haney of New York; Jesse D. Burks, Albany, N. Y.; John F Reigart, of New York; Henry T. Bailey, of Massachusetts; and others.

Charles F. Warner, principal of the Technical Arts High School, Springfield, Mass., presented a paper on "Industrial Training in Public Evening Schools." The chair then appointed the following as a Nominating Committee:

Clifford B. Connelley, Allegheny, Pa.
Oscar L. McMurry, Chicago, Ill.

Annie L. Jessup, New York, N. Y.
E. B. Kent, Philadelphia, Pa.

W. L. Richardson, Toronto, Ont.

A Committee on Resolutions was also appointed by the chair, as follows:
W. F. Vroom, New York, N. Y. Mrs. Ida Hood Clark, Milwaukee, Wis.
Frank M. Leavitt, Boston, Mass.

SECOND SESSION.-WEDNESDAY, JULY 5

The department met in the Young People's Temple, in joint session with the Department of Secondary Education, and was called to order by President Chamberlain. William Schuyler, the president of the Department of Secondary Education, was introduced, and made a brief introductory address.

Charles H. Keyes, superintendent of schools, South District, Hartford, Conn., then presented a paper on the subject "The Necessity for Special Manual-Training High Schools." The paper was discussed by Jesse D. Burks, principal of Teachers Training School, Albany, N. Y.; Charles D. Larkins, principal of Manual Training High School, Brooklyn, N. Y.; Edward J. Goodwin, Paul Kreuzpointner, Walter S. Goodnough, and Henry Turner Bailey.

Miss Katherine E. Dopp, Extension Division, University of Chicago, Chicago, Ill., presented a paper on "Forms and Limitations for Hand-Work for Girls in the High School." Discussion of the paper was opened by Miss Anna C. Hedges, director of department of domestic arts, Pratt Institute, Brooklyn, N. Y., and Walter S. Goodnough, was continued by Mrs. Annie L. Jessup, director of domestic art, Public Schools, New York city, and William Noyes, Teachers College, Columbia University, New York city. The Committee on Nominations presented the following:

For President-Frank M. Leavitt, Boston, Mass.
For Vice-President-Charles R. Bates, Port Deposit, Md.
For Secretary-Oscar L. McMurry, Chicago, Ill.