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likewise undesirable that the theoretical study of the principles and methods of education be separated entirely from their practical application. Especially for those who have no experience as teachers it is highly desirable that during the period of training they have access to a school for observation and practice. Even those with experience find great profit in teaching under skilful criticism. The professional course should include, therefore, some experience in practice teaching.

13. Such a course of professional training as here outlined cannot be conducted with any high degree of success under the direct domination and control of the regular college or university faculty. The attitude of the college professor is properly and necessarily academic. His attention both as a student and teacher has been so long turned exclusively to the academic side that the case is rare indeed that he is competent to offer professional instruction of even medium quality, yet he is seldom conscious of this and looks with contempt and suspicion upon the efforts of the department of education to discuss how to teach a subject about which it knows academically so much less than he does; nor does he look with favor upon allowing another department to teach in any way a subject that belongs to his department. Education is, however, an all-inclusive subject, and the material of the department of education. embraces everything in all the other departments, tho from an entirely different point of view and for a different purpose. If must have free range thru all the field of knowledge unhampered by any personal or departmental prejudices. There are great advantages derived from close correlation with a college or university, but professional training in its best form is possible only when the department of education is large enough to attain to the dignity and organization of a separate college, to have its own professors, and to dictate its own policy.

III

J. STANLEY BROWN, SUPERINTENDENT OF JOLIET, ILL., TOWNSHIP

HIGH SCHOOL

According to my scheme this subject is fairly treated under the following

heads:

(1) Physical. (2) Mental. (3) Psychic. We have for a long time rejected the notion that the valedictorian of his class is the man from whom we may expect the greatest returns, since it must be conceded too often that his superiority rests in a trained mind only. Symmetry, balance, poise, or what may be put into phrase all-round development, is the acme of desire in the preparation of teachers for secondary schools.

1. The physical man demands the best and most careful training the college and universities afford, because it must be the setting for all that is ever accomplished by the individual. A carefully developed physique will often meet the deficiency existing in other directions. Many of the struggles which

teachers seem called upon to endure are physical. Headaches, deafness, impaired vision, abnormal digestion, irregular appetite or entire loss of appetite are a few of the physical defects which result from our failure either to use the knowledge we have or to secure the knowledge we ought to have. Most disagreements between teachers and students in schools and colleges of all grades may be traced, by proper analysis, to physical causes.

It ought to be a part of every teacher's daily gospel to be able to say that every organ of his body is performing its normal function. If our daily attention to the physical were heeded half so well as that to the mental, we would certainly have fewer teachers with the rheumatic type of mind.

That the physical is the most fundamental and ought to act as a setting for the other two ought not to be questioned. The foundation must always precede the superstructure in the course of construction. The furniture, the adornments follow after the foundation, walls, etc., have been completed, and must ever be the sequence in human, magisterial development if we would accomplish the most with the material at hand. When we have learned to give the proper attention to the physical, sarcasm, bitterness, scowls, impatience, extreme nervousness, irritability, etc., will very largely disappear and in their places we shall find encouragement, sweetness, pleasant smiles, patience, wellbalanced nerves, etc.

If we had to choose between a well-developed physique and a modicum of mental training, or the reverse of these two things, we would, without hesitation, choose the former for our boys and girls. Many of us who have positions of responsibility have been preaching with others, "send the whole boy to school; educate the whole boy." But when the boy came to school we gave him books, or, perhaps, we excused ourselves by saying, "this is the kind of training I had and this is good enough for these boys."

If we wish teachers to teach the whole boy we must demand that the teacher himself shall be educated in the threefold sense I have mentioned.

We as teachers are much inclined to teach as we were taught. The water does not rise above its level. We must teach by example as well as by precept. It is not enough for the faculty to put off the preparation of physique by saying this belongs to the football coach, because it is most likely needed by all other members of the faculty more than by the athletic coach.

Let boards of education demand good physiques as well as universitytrained minds and responsive souls and all will bestir themselves to meet the conditions. If we accept Emerson's statement that "the test of civilization is not in the census, nor the size of cities, nor the crops, but the kind of men the country turns out," teachers ought to have good bodies as well as good minds and souls.

In addition to the more general development of the body, teachers ought to be participants in some outdoor exercises, such as walking, running, jumping, horseback riding, bicycle riding, tennis, basket-ball, base ball, rowing, hunting and other kinds of physical exercise. I am quite persuaded that no one

except a cripple should be graduated from college until he has learned to swim. This would mean that a very large per cent. of teachers in the secondary schools would at least know how to swim. If we teachers paid more attention to the development of the physique we would have better teachers, better schools, and much less friction in the management of the schools.

2. What shall be the scholastic training of the mind of this teacher for secondary schools is, in the minds of some, considered to be the most important, in the minds of others the all-important, but, in our judgment, on a parity with the other two.

Other observations show us that more teachers are failures because of insufficient training than from extra sufficient, and yet we maintain that overspecialization by secondary-school teachers tending to make the subject taught the center of greatest importance and not the boy taught is distinctly detrimental. The day has gone when an indulgent public applied the name "teacher" to one who performed the function of a condenser and distributer of knowledge. We are not content with a wooden, mechanical, commercial type of teacher. The teacher today must be a live wire with an ever-increasing current, and that in order to meet the present demands with a fair degree of satisfaction. The secondary teacher ought to complete the four-years' course in a secondary school, four years in a good college, and then take a year of professional training either in a normal school or school of education. The preparation cannot continue to satisfy, however, unless all the best in pedagogical literature is constantly sought and appropriated. It is often posited that a teacher in high school cannot have too much preparation for his work, but I am convinced that the completion of work for the doctor's degree is not desirable for one who expects to teach secondary-school students, because to do well in such work the field must be very narrow and the effort intense. There can be little or no thought given to boy pedagogics if one's whole thought is given to the subject, and hence, we incline to give to the Ph.D. earned in cursu, a place in college or university, but not in secondary schools as most are conducted at present.

Foreign travel is very desirable for secondary teachers because it renders. real so much that has hitherto been admired in our college or university training, but has to be limited to our narrow experience. Seeing a great mountain or a magnificent cataract forever fixes the concept as no amount of reading or oral description can do. I would not make this mandatory but it ought to be held out as an inducement to become worth more in public service. We have spoken in the main concerning the scholastic preparation before regular service, as an instructor begins, but no one who has had any experience in teaching or who has even observed the work of the teacher would think that this is anything but the beginning of preparation, and is simply intended to meet the first general requirement. The man or woman in the teaching profession who does not see to it that his or her preparation to do effective work increases year by year is scarcely worthy to belong to the profession, and so

the leaders in educational advancement must read the best journals, study educational movements at home and abroad, visit the best schools of any and all grades, attend teachers' conventions, pedagogic clubs, do correspondence work along lines not touched by the universities ten years ago, and withal keep abreast of the times.

The teacher's preparation must keep pace with the preparation of the men and women of other professions. The best schools of law and medicine require six, seven, or eight years of college and university above the high-school course, and the tendency at present is toward an increase rather than a diminution in the work. The teacher must either keep up with the highest and best demands of the times, or be relegated to a position of constantly diminishing worth.

3. Let us turn now to the third phase of this subject. The moral force of any teacher among students is manifested much more in what he really is than in what he really does. Teachers are too often looked upon as negative forces simply because they refrain from doing something whose moral quality is mentioned and yet do nothing positive and aggressive to take the place of the injurious act.

Moral character, psychic force, does not need expression in word, and such expression would often be ineffective because these things do not easily lend themselves to description.

Honesty, justice, love for a square deal, must find a place in the character of the teacher if he is to create and maintain among his students an atmosphere above reproach in his dealings with all the vexed and perplexing questions that may come up. Since we are a Christian nation, and since religion is the recognized basis of soul culture, religious training should be as carefully secured by the secondary teacher as training of mind or body We are sometimes prone to forget that great paragraph in the famous ordinance of 1787. "Religion, morality, and knowledge being necessary to the perpetuity of a free government, schools and the means of education shall forever be encouraged." Our fathers placed religion first, morality second, and knowledge third. We need to return to the doctrines of our fathers. In our scheme of preparation for teaching we are inclined to give place to ethics, or temperance, or to a few lectures on purity, when we ought to stand for the weightier matters of the law. Setting aside the question of where this preparation in morals, soul culture, and religion may be secured, whether at home, in church, in school, or in all, we must admit that these qualities are very vital and must be emphasized in the preparation of the teacher. The kind of man we turn out will be woefully deficient if he lacks moral character and real religious attitude of mind.

Jesus, whose teaching we look upon as the best known in the Christiau world, was the greatest teacher the world has ever seen or known. There is no great pedagogical scheme that cannot be traced directly to the methods and teachings of Jesus. If we teachers could teach as he taught, we, too, could revolutionize the world in three years or less. Let us then incul

cate this teaching as representing the best in character building, psychic culture, and ethical dogma.

We have tried to show that the preparation for teaching in secondary schools ought to show a symmetrical development, that this development should include body, mind, and soul; that proper physical development should mean good digestion, good nerve power, good endurance, good disposition, good organic functioning, and a cheery, responsive individual; that the proper development of the mind may be met by graduation from secondary schools and association with secondary-school people; by graduation from college, together with the association of the college; by completing either at a school of education or a good normal school one year's work in professional courses. Added to this scholastic preparation may come foreign travel, pedagogic study in paper and magazine, attendance on school conventions, clubs, etc., and these with a view to keeping abreast of the times.

Finally, and in many respects most important, is the psychic preparation which has fundamentally to do with the religion of Jesus. Whether obtained in the school, the home, or the church, it is vital in the development of the highest type of teacher in the Christian man or the Christian woman. When we have carefully directed the training along these three lines which must run parallel with one another, we have done what seems best in the production of a symmetrically developed teacher.

IV

ELLWOOD P. CUBBERLEY, PROFESSOR OF EDUCATION, LELAND STANFORD JR. UNIVERSITY

The secondary school is pre-eminently the place where the boy or girl is brought into contact, not only with new forms of knowledge, but with new ideas, new ideals, and new methods of work and of investigation. It is the place for the broadening of the boy or girl in culture, appreciation, and insight, no less than in knowledge. It is these new ideals, new methods of work, and increased culture and appreciation which give point and effectiveness to the whole secondary-school training. While they are inseparable from knowledge, they are worth even more than the knowledge which the school imparts.

When one thus considers the secondary schools, either from the point of view of the needs of the adolescent or from the point of view of the subjectmatter to be taught, one can scarcely overemphasize the importance of the proper preparation of the high-school teacher. Just as we emphasize the need of broader knowledge and culture for the teacher in the elementary school, in order that she may know more than she is expected to teach and be able to make her teaching broader than the mere course of study or the textbook she uses, so must we insist that the teacher for the secondary school shall know more and shall have had a broader and more extensive training than that offered by the secondary schools themselves or by the normal schools of the

state.

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