THE SCIENCE OF TEACHING.

The elements of this science are:

I. Psychology in its physiological, apperceptive, and experimental features. The period of adolescence here assumes the prominence that childhood has in the psychological study preparatory to teaching in lower schools. This is the period of beginnings, the beginning of a more ambitious and generous life, a life having the future wrapped up in it; a transition period of mental storm and stress, in which egoism gives way to altruism, romance has charm, and the social, moral, and religious feelings bud and bloom. To guide youth at this formative stage, in which an active fermentation occurs, that may give wine or Vinegar, according to conditions, requires a deep and sympathetic nature and that knowledge of the changing life which supplies guidance wise and adequate.

II. Methodology: A discussion of the principles of education and of the methods of teaching the studies of the secondary schools.

III. School economy should be studied in a much wider and more thorough way than is required for elementary teachers. The school systems of Germany, France, England, and the leading systems of the United States should also be studied.

IV. History of education, the tracing of modern doctrine back to its sources; those streams of influence now flowing and those that have disappeared in the sands of the centuries.

V. The philosophy of education as a division of an all-involving philosophy of life and thought in which unity is found.

THE ART OF TEACHING.

This includes observation and practice. The observation should include the work of different grades and of different locaties, with minute and searching comparison and reports upon special topics. How does excellent primary work differ from excellent grammar grade work? How do the standards of excellence differ between grammar grades and high school grades? Between high school and college work? What are the arguments for and against coeducation in secondary schools as determined by experience? What are the upper and lower limits of secondary education as determined by the nature of the pupil's effort?

In the college class in pedagogy much more than in the elementary normal school can the class itself be made to afford a means of practice to its members. Quizzes may be conducted by students upon the chapters of the books read or the lectures of the professors. These exercises may have for their object review, or improved statement, or enlarged inference and application, and they afford an ample opportunity to cultivate the art of questioning, skill in which is the teacher's most essential accomplishment.

The head of the department of pedagogy will of course present the essential methods of teaching, and the heads of other departments may lecture on methods pertaining to their subject of study; or secondary teachers of known success may still better present the methods now approved in the several departments of secondary work

POST-GRADUATE YEAR.

To those graduates who have elected pedagogy in their senior year may be offered the opportunity of further study in this department, with such other post-graduate work as taste and opportunity permit. From those selecting advanced work in pedagogy the board in charge of the affiliated secondary school should elect as many teachers for its school as are needed, employing them for two-thirds time at one-half the usual pay for teachers without experience. Under the professor of pedagogy of the college, the principal, and the heads of departments of the school these student teachers should do their work, receiving advice, criticism, and illustration as occasion requires. The time for which they are employed would provide for two hours of class work and about one hour of clerical work or study while in charge of a schoolroom. These student teachers should be given abundant opportunity for the charge of pupils while reciting or studying, at recess and dismissals, and should have all the responsibilities of members of the faculty of this school. Their work should be inspected as frequently as may be by the heads of the departments in which they teach, by the principal of the school, and by the professor of pedagogy. These appointments would be virtually fellowships with an opportunity for most profitable experience.

In the afternoon of each day these students should attend to college work and especially to instruction from the professor in pedagogy, who could meet them occasionally with the heads of the departments under whose direction they are working.

On Saturdays a seminary of two hours' duration might be held, con ducted by the professor of pedagogy and attended by the student teachers and the more ambitious teachers of experience in the vicinity. These seminaries would doubtless be of great profit to both classes of participants and the greater to each because of the other. [Such a training school for secondary teachers in connection with Brown University and the Providence high school is contemplated for the coming year.]

It will not be needful to specify further the advantages to the student teachers. The arrangement likewise affords advantage to the affiliated school, especially in the breadth of view this work would afford to the heads of departments, the intense desire it would beget in them for professional skill, the number of perplexing problems which it would force them to attempt the solution of.

The visits of the professor of pedagogy and the constant comparison he would make between actual and ideal conditions would lead him to seek the improvement not only of the students in practice but of the school as a whole.

When several earnest and capable people unite in a mutual effort to improve themselves and their work all the essential conditions of progress are present.

HORACE S. TARBELL, Chairman,

Superintendent of Schools, Providence, R. I.
EDWARD BROOKS,

Superintendent of Schools, Philadelphia, Pa.
THOMAS M. BALLIET,

Superintendent of Schools, Springfield, Mass.
NEWTON C. DOUGHERTY,
Superintendent of Schools, Peoria, Ill.
OSCAR H. COOPER,

Superintendent of Schools, Galveston, Tex.

CHAPTER XII.

REPORT OF THE COMMITTEE OF FIFTEEN (CONTINUED).

II. REPORT OF THE SUBCOMMITTEE ON THE CORRELATION OF STUDIES IN ELEMENTARY EDUCATION.

The undersigned committee agrees upon the following report, each member reserving for himself the expression of his individual divergence from the opinion of the majority by a statement appended to his signature, enumerating the points to which exception is taken and the grounds for them.

I. CORRELATION OF STUDIES.

Your committee understands by correlation of studies:

1. LOGICAL ORDER OF TOPICS AND BRANCHES.

First, the arrangement of topics in proper sequence in the course of study in such a manner that each branch develops in an order suited to the natural and easy progress of the child and so that each step is taken at the proper time to help his advance to the next step in the same branch, or to the next steps in other related branches of the course of study.

2. SYMMETRICAL WHOLE OF STUDIES IN THE WORLD OF HUMAN LEARNING.

Second, the adjustment of the branches of study in such a manner that the whole course at any given time represents all the great divisions of human learning, as far as is possible at the stage of maturity at which the pupil has arrived, and that each allied group of studies is represented by some one of its branches best adapted for the epoch in question; it being implied that there is an equivalence of studies to a greater or less degree within each group, and that each branch of human learning should be represented by some equivalent study, so that, while no great division is left unrepresented, no group shall have superfluous representatives and thereby debar other groups from a proper representation.