half charge a tuition fee of from $5 to $15 per year, in the model school. The work of pupil teachers is generally supervised and criticised by a director in training and methods, and by the teachers in charge of the different departments of the model school, though in some cases it is all under the immediate direction of the principal of the normal school, the regular teachers in the school observing and criticising the work of the pupil teachers in their own subjects. It is perhaps unnecessary to state that most of the normal schools strive to make these schools for practice, models of similar grades in the public schools, that grade and general teacher's meetings are held regularly, reports presented and discussed, and suggestions in methods and management freely offered. Model lessons are given by members of the class and by members of the faculty. The blank reports filled out by observers and critics ofttimes furnish abundant and fruitful material for discussion. Eleven schools require graduates to teach at least fifty hours in the practice schools, seven require 400 hours, while the thirty-seven reporting on this item require an average of 165 hours. A number simply require enough to satisfy as to ability to teach. In five, graduates are required to take kindergarten work also. Thirty-six admit pupils on passing a fair examination in the common branches. A few admit on certain grades of teacher's certificates and on diplomas from high schools and colleges. In more than one-half, the examinations are written; in three, entirely oral; in the rest both. kinds are given. An age limit of from fifteen to eighteen years is fixed by many schools, though its reason is not apparent. In a few (Carbondale, Ill., Cedar Falls, Ia., Massachusetts, Minnesota, Michigan, Missouri, and Kansas, final grades are accepted from certain schools for corresponding work, though in most cases simply from state schools proper. In New York the Regents, certificates are accepted. But one throws down the bars and announces that grades are accepted from any reputable school. A few schools report as many as fifty per cent. of their pupils passing at once to advanced classes on examination. The others generally report from two to fifteen per cent., though California reports one-fourth, and Michigan and Texas one-third, Massachusetts and Maine report none.

Nearly two-thirds of the schools report excellent facilities for illustration in the natural sciences. These include botanical, zoological, geological, and mineralogical collections, and physical and chemical apparatus in variety. In some few, these supplies are almost as liberal as in our best colleges. About one-half are well equipped with apparatus for successfully illustrating primary work, and nearly as many report a good line of models, casts, and designs for use in the drawing department. A little less than one-half report good libraries, well adapted to the specific object of the school, the number of books in some cases reaching as high as 6,000. The states have been, almost without exception, generous in

providing buildings suitable for the purposes of the schools. In many cases really magnificent structures have been erected, and have been equipped in such a manner as to attest the most unqualified confidence in the work of the true training schools. The buildings and grounds of the State Normal University at Normal, Ill., are valued at $140,000, though the buildings alone cost originally more than that. The Kirksville, Mo. State Normal School values buildings and grounds at $150,000, Warrensburg, Mo., at about $200,000, Indiana, Pa., at $200,000, Ypsilanti, Mich., at $117,000. Its library, museum, and apparatus at $16,000. Reference has already been made to the use of the terms academic and professional. In the use of the terms, theory, art, and science of teaching, pedagogics and methods, there is in general little difference in practice. In defining each there is more of a difference even among the doctors than is desirable, though perhaps this should be expected from independent workers in a growing science. Col. Parker says that "the science of teaching is the scientific arrangement of the laws of human development. Pedagogics and the science of teaching are identical. Methods is the application of the means of human development. Theory is the science, art the application." Dr. Hoose, of New York, says that "the process of discovering the faculties and the nature of the subject matter that is to be adjusted to them is the conception of the science of teaching. Methods of teaching are principles of adapting subject matter to the capacities and powers of the pupil. Pedagogics is the science and art of developing man in his relation to the family. to society, and to the state. Art is the conception of the way in which the science is applied."

Principal Palmer, of New York, says that "the science of teaching is the reduction of the facts observed in the development of consciousness to law. Methods are application of the laws of mental growth to the means and ends to be reached. Pedagogics embraces science, methods, general management of the school, etc. Theory and art are synonomous with science and methods." No one seems more happy in his definition of the terms as used in his school than Dr. Baldwin of the Lone Star state"Education is the science of human development. Teaching is the art of promoting human development. Methods are the ways in which educa tional means are used to reach educational ends. Pedagogics is the profession of teaching and includes education as a science, its history, and its literature, the art of school management and the art of teaching." Dr. Hunter, of New York City, gives what seems to be the most general use of the term academic, as a term applied to those studies which are “employed to cultivate mental faculty in contradistinction to technical studies which are employed to learn a trade or profession."

The question, "What concerted action should the normal schools of the United States take in order to raise the standard and increase the efficiency

of their work?" brought among others the following suggestions which seem worthy your consideration :

1. That the diploma of every state normal school should be a life certificate to teach in the state where issued.

2. That the public normal school should be given the right to license. all teachers, as is done so generally now by the schools of medicine for the medical profession.

3. That they should agree upon and formulate a body of pedagogical principles.

4. That the work of all normal schools should be strictly in the line of fitting and training teachers for work in the public schools.

5. That they should insist upon thorough scholarship for teachers and show the people in what way the normal schools should be equipped for their successful preparation.

6. That they should insist upon professional training as a requisite for eligibility to educational offices.

7. That as a means to the above and other ends, a system of correspondence and publication should be established by which a free terchange of views and of reports in experimentation might be secured.

No one thing surprised and pleased your committee more than the manifest unity of purpose and the general agreement as to the means which should be employed, that exist among the normal schools of this country. What differences appear, may readily be accounted for when the difference in the demands made, the surroundings, and the facilities, are considered. Two ideas are usually embodied in their organization, the education and the preparation of teachers. In a few cases it would seem that teachers were to be prepared for the country schools and for grades below the high school, but a broader field is open to nearly all of the normal schools. The advanced courses are becoming more popular, young men and women of fine scholarship, as well as of liberal professional training, are found in many schools. Perhaps in no class of schools has there ever been such prompt and persistent effort toward the raising of the standards for admission and graduation. From what was at first very necessarily a mechanical sort of a pedagogy, there is rising a body of accepted educational principles and methods whose wisdom commends them to liberal minded people everywhere. The empirical character of our work is rapidly giving place to something more rational, more systematic, more satisfactory to us and to our patrons. These are great days for teachers. All the world has gone to studying pedagogy and the normal schools are directly reaping the benefits.

It has been charged and perhaps partly substantiated, that normal schools are not so particular about securing men and women of profound scholarship for their various chairs as are the universities and colleges.

How largely this has been forced upon them by small allowances for salaries or by the desire to secure instructors of great teaching power rather than of great scholastic knowledge, is not clear. There is, however, not the same room for such a charge now, for as far as means permit both conceptions are generally obtaining in securing teachers for these schools. It never should have been otherwise. Teachers in all grades of school work should have a liberal education. We are pleased to say that they should have a thorough acquaintance with the nature of mind, the laws of human development, and with the most approved means for securing the harmonious growth of the child; and that they should have that command of the sciences, of the arts, and of letters, which would give them abundant resources for illustration and experimentation. If all this be true, how liberally equipped should be the man or woman who proposes to train teachers! No other class of schools makes such imperative demand for faculties of broad culture and of rare teaching power. The mission of the normal school is to make teachers, but teachers can only be made out of intelligent, thinking men and women. To this end the academic side of our wok must be exalted and put in proper correlation with the professional. Every means which may be needed in a college to facilitate the acquisition of knowledge, and promote breadth of scholarship is demanded as imperatively here.

REPORT OF THE COMMITTEE OF EDUCATIONAL VALUE

OF COMMON SCHOOL STUDIES.

The report of the committee on the Educational Value of Common School Studies consists of three papers, one prepared by each member of the committee that was appointed at the meeting held at Saratoga Springs, in 1885. The three members of the committee are, Dr. J. H. Hoose, Dr. W. H. Payne, and Dr. Edward Brooks.

I.—BY DR. J. H. HOOSE, CORTLAND, N. Y.

The chairman submitted last year a paper on the subject of educational values. That article limited its scope to an investigation of educational values when estimated from the nature of the subjective products-mental conditions and states - which arise in the mind of him who pursues the branches in question. The limitations of the investigations exclude all considerations of utilitarian values; hence the historical method of treatment of the theme, and the methods that estimate the practical values of studies are not permitted to be introduced. The scope of treatment followed in the introductory paper read last year, and continued in this paper, still introductory, is complex in its conception; it examines subjective states, conditions, habits, but excludes rigidly all investigations into the utilitarian values or practical uses of those psychical states. Yet the complexity of the theme will yield gradually to him who approaches it from the stand-point of the scientist, but not to him who approaches it from the stand-point of economics, e. g. The botanist, a scientist, studies plants as plants; he describes their form, their nature, their habits; the physician, a man of practical affairs, investigates the utilitarian value of plants when applied as remedies to the "ills that flesh is heir to." botanist, a scientific investigator, describes the nature of the wood that is produced by various kinds of trees; the mechanic and the engineer, men of practical life and affairs, estimate the utilitarian values of these several kinds of wood-their power to resist crushing pressure, to sustain weights, to take a polish, to withstand the action of the weather. The botanist says the oak wood is hard and heavy; the mechanic, a man dealing with utilities, says the wood of the oak is valuable in building ships. The chemist, a scientist, examines coal and pronounces it to be carbon — in its nature quite like the diamond; the economist, a man handling utilities, estimates the practical value per ton of coal as an article of fuel,