180 THE UNIVERSITY 



these subjects, but there is seldom any organized work of preparation 

 for this test. 



Finally, the examination which the inspectors of primary schools 

 or directors of normal schools are obliged to pass is more particu- 

 larly or even wholly pedagogic and professional. It embraces theses 

 and lessons in pedagogy and in school administration; comment on 

 a passage from a pedagogical writer; the inspection of a school in 

 the presence of an examining board. Preparation for this examina-- 

 tion is systematically organized in some universities and by groups 

 of private teachers. 



Such is the actual state of affairs. The theory and practice of 

 teaching play some part, variable indeed, but still positive and ef- 

 fective, in the education received by teachers of various grades. 

 In this fact is to be found the chief reason for the remarkable pro- 

 gress in our primary instruction during the past twenty years. Can 

 we make still further improvement if we broaden and strengthen 

 this education and secure for it the benefit to be derived from new 

 scientific truths and from recent pedagogic experiences? This is the 

 thought of very many educators. Let me outline their criticisms 

 and their proposed reforms. 



A. Criticisms 



In this professional training of teachers actual pedagogy and the 

 sciences or studies inseparable therefrom do not, generally speak- 

 ing, receive the place which is due them. The instruction given is 

 neither sufficiently scientific nor sufficiently concrete and prac- 

 tical. Psychology as applied to education is, with some exceptions, 

 quite general in its scope; it is the psychology of the adult, not that 

 of the child, which has yet made progress of late. Only in a few 

 normal schools is any effort made to accustom the pupils to undertake 

 a systematic study of the children in the training-school. So, too, the 

 general principles of hygiene are taught, not those of school hygiene. 

 The history of theories is dwelt upon, but too little attention is given 

 to the history of teaching and of the school, even less to the methods 

 employed in foreign countries. All this is left to the chance of in- 

 dividual reading, that is to say, often reduced to a matter of slight 

 importance or, in the case of many teachers, to a matter of no im- 

 portance at all. One can become director of a school without any 

 additional qualifications and without thereby being any better in- 

 formed than a mere beginner. It is true that in large cities the better 

 teachers are first appointed directors' substitute, which gives op- 

 portunity of judging them by their actual work. This is an excellent 

 guaranty of their fitness when such estimate is fair and impartial. 

 But whatever be the value of this precaution and period of apprentice- 



