TRAINING OF TEACHERS IN FRANCE 189 



practice becomes routine; without practice theory remains a barren 

 abstraction. The function of the university is to impart instruction 

 in the theory and science of teaching; but it can do nothing on the 

 practical side, for it lacks proper experimental material in the way of 

 pupils. On the other hand, the high school, on which devolves the 

 duty of providing the practical apprenticeship, is not adapted to 

 working-out the theory of teaching. Equally inadequate, it seems 

 to me, would be the introduction either into our high schools or uni- 

 versities of the German seminar system. Theory and practice both 

 have their proper functions; there should be no confusion or conflict 

 between them. With which then should we begin? With the theory? 

 But students take little or no interest in the solution of purely theo- 

 retical questions unless they have already had to do with the practical 

 side, the side which presents concrete examples and illustrations and 

 suggests problems. In medicine one is interested in medical courses 

 only after some actual experience in the sick-room. Shall we then 

 commence w r ith the practical side? But the apprentice will fail to 

 derive from his apprenticeship all the advantage which he should 

 if he lack the theoretical knowledge requisite to understand its 

 meaning, its value, its very insufficiency. There is but one solution 

 of the problem: theory and practice, instead of following one after 

 the other, must go hand in hand, working on parallel lines, each 

 vitalizing or enlightening the other. This is the plan suggested by 

 the faculty of letters in the University of Lyons. 1 



Candidates for positions as teachers would pass a period of ap- 

 prenticeship during the year preceding their entrance on the actual 

 duties of their profession. Theoretically it would be advisable that 

 this period should last one year, and that it be placed after the 

 requirements for agregation, or for the licence in the case of those who 

 do not wish to go further. Practically, however, we should have to 

 be satisfied at least temporarily with one semester of apprenticeship, 

 to be combined with the last year's study, as a requisite either for 

 agregation or, in the case of those w r ho have decided not to attempt 

 agregation, as a requirement for a licence. All these candidates 

 would then be brought together for their apprenticeship in the high 

 school, where the agreges and holders of a licence could be taught 

 separately. This arrangement would certainly be feasible for the 

 university courses in pedagogy, some of which would fortunately 

 foster a closer relationship with the students preparing for primary 

 work. The work might be mapped out like this. 



First, in the University. Here all candidates would receive instruc- 



1 There is no difficulty in applying this principle in the universities outside of 

 Paris equally as well as in that city. The University of Paris has its normal 

 school the old higher normal. It is fair that the other universities should have 

 theirs as well, in each of which might be gathered all candidates for instruction 

 in the art of teaching. 



