Class A: All courses of a general philosophical nature. These are frequently under the title "Philosophy of Education." Courses entitled "Principles of Education" are also included when from the description it is plain that the emphasis is on the philosophical side; “Educational Classics” when the emphasis is not on the historical side. Courses in the philosophy of particular educators, as Herbart, Rousseau, Froebel, etc.

Class B: All general courses in the history of education. All special studies of the schools of particular periods or countries except those in present organization and methods. Educational classics when the emphasis is historical.

Class C: A very wide range of courses is covered by this group. Roughly, they may be divided into two divisions: (1) courses in organization and administration; (2) courses in methods of teaching, either general or in the teaching of particular subjects. Under the first division are the following: School organization, general pedagogy (not theoretical), school administration, the present organization of foreign school systems, etc. Under the second division comes general method and all courses in the teaching of special subjects, as Latin, mathematics, etc. These courses are frequently offered by instructors in other

departments than that of education.

Class D: No courses in psychology were included which had not plainly a pedagogical application. Among those covered are the following: Educational psychology, genetic psychology, child-study.

Class E: These courses are fully discussed later in this report.

Class F: This group of courses were plainly for advanced students. Educational philosophy, history, and administration are included tho the latter predominates. The titles of the other two divisions are sufficiently expressive and need no explanation.

In the tabulation of data everything is excluded which applies specifically to the work of the elementary schools. Whatever applies to school in general or to secondary schools is retained. The University of Chicago and Columbia University offer many courses in elementary-school training, and many of the smaller colleges offer some work that must be excluded for the same reason. Such subjects as manual training, music, drawing, household science, physical education are not included because adequate data are obtainable from very few institutions.

The facts disclosed by the study of the 148 colleges and universities are as follows: Within them 357 different instructors offer courses of a pedagogical character. Of that number of instructors 278 are of professional rank. That so large a number are of this rank is due to the fact that within the smaller institutions, which predominate in the list, there are but comparatively few officers of a lower grade.

Of the entire number of instructors (357) 278 are officially connected with other departments in which they also give instruction. This fact is also largely due to conditions in the smaller institutions in which the pedagogical instruction is frequently given by the professor of philosophy. The custom too, even in the larger institutions, of having the courses in special methods given by instructors in the academic and scientific departments, is of influence here.

The total number of courses of the nature covered by the classification already given was found to be 935. The classification of these courses is as follows:

The exact nature of the work done in the particular subjects covered by this classification it is not easy to determine, either by the printed catalogs or correspondence. In the smaller institutions it is almost entirely thru the use of the textbook, and in the larger ones mainly so. In the former the single course offered is usually designated as "pedagogy" or "school management." The number of institutions offering courses in class A is largely augmented by a requirement of the Kansas law to the effect that all candidates for the teacher's certificate must be proficient in the philosophy of education. That being the case, all of the colleges of the state offer that subject. For class E (observation and practice) it was impossible to determine even the number of courses offered since the work is so often done in connection with other definite offerings.

The following institutions, however, profess to offer some facilities for the work. Just what is done in some of these institutions is shown later in this report.

Berea College

Brown University

Bethany College (Kan.)
University of Colorado
Columbia University
University of Chicago
Cornell College
Drake University
Fisk University

Howard University
University of Idaho
University of Illinois

Iowa Wesleyan University
Knox College
Kentucky State College
University of Missouri
University of Nebraska

University of Nashville
University of Nevada
Ohio State University
University of Rochester
Roger Williams University
Syracuse University

Throop Polytechnic Institute

Union College (Neb.)
University of Utah

University of Washington
University of Wisconsin
West Virginia University
Western Reserve University
New York University
Dartmouth College

Harvard University

Nebraska Wesleyan University

The following table shows with some detail the conditions of pedagogical instruction for a selected list of colleges and universities taken from the larger list of 148. Only those institutions were included for which conditions could be fairly well determined. Any inaccuracies may be ascribed to the difficulty of classifying the offerings.

OBSERVATION AND PRACTICE TEACHING

The normal schools of the country have, from their inception, been centered very largely in the practice school. On the other hand, university departments of education have developed the instructional and theoretical sides first and are only just now beginning to give adequate attention to the practice school. It is probably truer than many of us would wish to acknowledge that it is as yet largely on paper. The following pages, setting forth with some detail the observation and practice facilities in a considerable number of institutions, were taken, in some part, from their printed announcements but more largely from correspondence with officers of the various departments of education.

The University of California and Leland Stanford Jr. University are required by state law to give training in observation and practice to matriculants for the state certificate; "at least one-third of the prescribed work in education shall consist of actual teaching in a well-equipped training-school of secondary grade directed by the department of education." This law went into effect June, 1906.

The University of California has been doing this for some years, using the city schools as a medium. So far the work has been chiefly in the grades. The university will soon maintain a high school of its own. Temporarily the Leland Stanford Jr. University will arrange for practice work in the San José Normal School.

Brown University possesses excellent facilities for the practical training of

teachers thru an arrangement with the school authorities of the city of Providence. Practice teaching is done under the supervision of the director of the training-department of the Providence High Schools, who is also the professor of the theory and practice of education at Brown University. The director confers with the principals of the high schools and the supervising teacher as to the arrangement of hours and classes assigned to the student teachers. He visits these classes frequently and confers with the principal in cases of discipline arising in connection with the work of student teacher.

The director nominates supervising teachers from the regular teachers employed in the high schools. The nominations must be approved by the committee on high schools in order to become valid. The university pays each supervising teacher fifty dollars for each student teacher of the first type assigned to such supervisor for full time. Any supervising teacher is entitled to free instruction at Brown University, tho the courses taken may not count toward a degree unless tuition is paid.

Students who wish to be enrolled as student teachers must hold the degree of Bachelor of Arts or the degree of Bachelor of Pedagogy from some reputable institution. They must be satisfactory to the superintendent of public schools and to the professor of education of Brown University. They must take certain prescribed courses in education at Brown University and such courses may count toward the Master's degree. Those who complete their work in the schools and in the college receive a teacher's diploma from the university. Weakness in discipline or in scholarship is sufficient cause for withholding the diploma.

Each year the committee on high schools appoints at least six student teachers (usually three of each sex), from a list of candidates who have fulfilled. the requirements for student teachers in general. These students are termed student teachers of the first class. The city pays them four hundred dollars a year for their services and they are subject to the same regulations as the regular teachers except as to the amount of work they are required to do. Their work is arranged in accordance with the plan adopted by the committee on high schools.

Student teachers of the second class serve without compensation. They must do at least one hundred and twenty-five hours' observation and individual instruction under the supervision of competent teachers. The plan of their work is determined by the superintendent of public schools and the professor of education. The university requirements are the same as for student teachers of the first class. When they have received the teacher's diploma they have the same status before the committee on high schools as if they had been student teachers of the first type. In the appointment of regular teachers of the first grade, preference is given to those who have completed this course of training.

The University of Wisconsin offers no specific work in practice teaching

tho the department of German makes some provision for such work in connection with the elementary classes in that language.

At Dartmouth College the professor of education and the graduate students in education spend one week each year visiting the high schools of Boston. Students are also urged to visit the local high school. A number of students are employed as substitute teachers in the Hanover schools and a number assist in different college courses. Such work is carried on in connection with the graduate courses which such students are pursuing.

The University of Rochester does not attempt to give opportunity for practice teaching, tho the students in one of the Latin courses occasionally conduct the recitation of the class. Most of the students who intend to teach are given positions in the city evening schools, where they work under expert supervision. Some of the work in the evening schools is superintended by instructors from the university. The university furnishes substitute teachers for the day high schools.

At Harvard University all students in course "Education 3" must visit schools regularly the first half-year and they must make weekly reports of these visits. The reports are written and are at first made to cover a wide range; later they must cover the field of work of special interest to the individual student. During the first half-year the students visit and report on the work in every grade from the primary school thru the high school. During the second half-year the inexperienced students of the course teach for practice in the upper grammar grades and in the high schools of Cambridge, Newton, Brookline, and Medford; each student, teaching continuously some one class or section in some one subject for the half-year, being entirely responsible for the class or section of which he has charge, just as if he were the regular teacher. All the work in observation and practice is in the direct charge of one of the instructors in education from Harvard University. He discusses with the students their work, giving aid in outlining the lessons the students are to present.

The experienced students visit schools thruout the year, giving special attention to administration and organization the second half of the year. This course is open only to seniors and graduate students. The university offers one free course to one teacher for each student teaching in a given school up to the number of ten courses in any one year.

During one term (twelve weeks) an opportunity is given the students in education at West Virginia University to observe the high-school work of the Morgantown schools. About twelve or fifteen exercises are observed. For students who have taken a number of courses in education, there is a seminar or practucum which meets twice a week for twenty-four weeks. Each student presents at least six lessons in the city schools, being informed some days in advance just what lesson is to be presented in a given subject. One student prepares a lesson plan and presents it for criticism. Each member of the seminar also prepares a tentative plan of the same lesson, the entire class being