The course to be followed during the week as to the practice exercises is determined by a conference of the professors of the normal school, the teachers of the practice school, and the pupils of the first class. The teachers of the practice school must, in addition, in the conferences with the pupils of the normal school in matters relating to the practice school, make themselves understood upon the particular needs of each of their classes and upon those of their pupils.

Place of pedagogy in the programme of the Hamburg City Teachers' Seminary for Men. [Hours per week.]

Students of the first year class do not receive instruction in pedagogy. Second year (three hours a week).-Science of education in general. This instruction forms a general introduction to the science of education, treating of the end, the means, the principles, the methods, as well as of persons and institutions. Attention is also given to the education of weak-minded children. The essential principles of psychology are taught in connection with the several parts of the foregoing instruction.

Third year (five hours).--First semester (three hours a week): Science of teaching in general. In introducing the science of teaching the logical relations which are the most readily apprehended are taught by means of examples taken from the experience of the pupils. The programme comprehends, in addition, the methods, forms, and means of teaching, the principles of educative teaching, as well as that which concerns the persons who receive and give instruction and the places where it is given. During the second semester (two hours a week) special methods are taught. The branches of the elementary school are passed in review. The usual books are used, and the best means of teaching and the best books treating of methods and elementary instruction indicated.

Practical exercises: The students of the third year are present during the lessons given in the practice school, one hour a week during the first semester, two hours during the second. They commence with the lowest class of the practice school and pass successively throngh the several grades of instruction. As far as possible, especially in the beginning, the normal pupils are brought together in a class room and are instructed to observe attentively and to note down their observations.

Each pupil must write out a short statement of each lesson at which he has been present. These statements are criticised in a weekly conference of one hour, the director of the normal school presiding, the professor of pedagogy, the regular teachers of the practice school, and, in the second semester, the professor of special methodology assisting.

In the second semester the normal school pupils may be called upon to take an active part in teaching in the practice school.

Fourth year.-History of education and instruction, biographies of distinguished educators, important epochs in education, the most far-reaching reforms in the

domain of popular instruction. The pupils are informed as to the principal pedagogical works, and as to the historical development of the Austrian elementary school. Laws and regulations of elementary instruction in Austria (two hours).

Practical exercises: These exercises form the continuation of the lessons on methods in the elementary school received in the third year, and complete a special course of methods in each branch, given by each of the several professors simultaneously with the lessons upon that branch. The exercises comprehend

(a) A preparatory conference.

(b) The lesson given by the normal pupils in the practice school.

(c) The criticism of these lessons.

In the preparatory conference, which is held under the presidency of the director, with the assistance of the professors of special methodology and the regular teachers of the practice school, the plan of work for each week is fixed in advance. The object is to occupy the largest number possible at the same time and to afford to each student an opportunity to employ himself practically during the course of the year in each branch and each grade. As far as possible each student should have the opportunity of prolonging, at least in one subject, his exercises for a certain time. The normal pupils may be required to prepare themselves for their practical exercise by writing them out,should it be thought necessary.

The essays in teaching made by the normal school pupils occur in groups under the direction of the teachers of the practice school, who communicate subsequently, to the normal school pupils, the result of their observation of this practice work (three hours a week).

Each week certain essays at teaching are made in the presence of all the pupils of the normal school under the presidency of the director, who is assisted by the professor of methods of the branch taught and by the teacher of that branch in the school (two hours a week).

These essays at teaching become the object of a conference at the close of each week, in which the normal school pupils take part as well as the members of the faculty who are interested (i. e., whose subjects are involved). In this conference the more important events that have happened during the week in the institution are discussed in order to habituate the pupils to think upon questions of administration and education and to familiarize them with the duties of a teacher. (Two hours a week are given to the preparatory conferences and "conférences de critique.")

When circumstances permit, the normal pupils visit the elementary schools of the locality accompanied by their professors.

In every grade of study, private reading is an auxiliary to the course. In order to accomplish this the students should have at command appropriate works on general pedagogy, didactics, and special methods. To insure that such works have been carefully read the students should be called upon to render an account thereof either by word of mouth or in writing.

WOMEN.

The text of the plan of studies is the same, as far as pedagogy is concerned, as for men, except the following paragraph.

In the normal schools for women to which is annexed a kindergarten, the pupils of the third and fourth year employ a portion of the time devoted to practical exercises, to the exercises of the same kind in the kindergarten.

Place of pedagogy in the official programme of Austria-Continued.

Lower class. In this class one or two hours a week are given to the several questions relative to the physical and mental development of the individual, and to public and private education, by taking as a point of departure the observations made in the family and in the school by the students themselves, in order to awaken in them a propensity to observe psychological and pedagogical facts, and thus to prepare them for the systematic instruction in pedagogy that comes later on.

Intermediate class.-Psychology (three hours a week): The instruction in psychology has the object to give a clear conception of the organism and the evolution of the subjective mind (l'esprit subjective) from the lower degrees of the soul's activity to the realization of intellectuality. It comprehends:

(a) The evolution of the soul to intellectuality (l'esprit).

(b) The faculties of the mind (l'esprit).

(c) The particular characteristics of the mind.

Higher class.-General pedagogy (three hours a week): The instruction in general pedagogy has the object to give the student scientific ideas upon education in general, in order to permit him to study pedagogical works unaided, and to form an exact and complete idea of the end, as well as the ways and means of education in the elementary school. It treats:

(a) Of the essence of education.
(b) Of the elements of education.

(e) Of the work of education.

Practical pedagogy (three hours a week): Practical pedagogy is essentially th science of school organization in the widest sense of the word. By it the pupil learns to recognize, on one side, the relation of the elementary school to domestic education and to the other establishments for popular education; on the other side he learns the task which the public school has to accomplish, the means of accomplishing it, and the historical development of our system of public instruction. The instruction comprehends the following divisions:

(a) The family and the school: The relation between domestic education and public education, educational establishments in their organic totality, the primary school, its definition, its end, its means of activity.

(b) Education in the primary school: Discipline and instruction in the elementary school, the organization of elementary instruction in general and the proper method to follow in teaching each branch in particular.

(c) The principal facts of the history of pedagogy, especially in what concerns the elementary school.

Concurrently with the instruction in practical pedagogy, exercises in methods are given in the practice school which are criticised in the conferences which the pupils have as a class with the teacher of the practice school.

The pupils of the middle and highest classes are present, turn about, either one alone or two together, at the lessons in the practice school. This occurs twice a year and lasts a week for each time. While the student so detailed is present in the

practice school he is under the control of the regular teacher of that school, who, however, gives him a certain amount of freedom, reporting at the end of the week as to the pupil's conduct. The pupil on his part keeps a journal in which he notes the lessons and other duties of the different classes of the practice school and his observations.

Towards the end of the school year all the students of the highest class are present for some days during the lessons in the practice school or schools of the neighborhood, receiving on these occasions supplementary instruction in school-keeping.

Place of pedagogy in the official programme of the Canton of Bern, Switzerland.

The object of the normal school being to educate persons so as to render them expert in the art of education, the most important study is pedagogy, which has education for its particular object. The professors of the other studies have it in hand to furnish the normal pupil with the information which is necessary to train the

mind, and indirectly to train these normal pupils to impart this information to their future pupils in the elementary school; but the professor of pedagogy's duty is not only to teach his pupils the maxims of the science of education, but especially to be their guide and master in the art of methodically communicating the information acquired. But general maxims and rules of method are the products of particular observations and of experience, and without actual experiments the students are neither able to comprehend them nor to appreciate the results. It follows from this that pedagogy should be taught according to a plan rigorously experimental, and that practice ought not only to form the base but the crown.

Practice consists in part of the remembrance of personal experience, in part of the observations that have been made while teaching, and finally, in part, of the communications that have been received from another. The memories of personal experience contribute to produce the effect desired if all the professors of the school, each working to do his part towards the gradual development of the pupil's mind, are careful to conform to the maxims of general pedagogy and to the rules of special method taught by the professor of pedagogy. The observation of another has no practical value, at least so far as can be ascertained by experiment, for the purpose of producing real educational results. It, therefore, follows that the principal foundation of practice is the observations that one makes while teaching. On this account the practical exercises in the school are of so much importance. While offering the material for observation and an occasion to apply abstract theory, they serve to form and to perfect professional ability which assumes that the pupil has the necessary talent for the work.

Having thus determined the role of the professor of pedagogy, it remains to summarily indicate the programme that he should follow.

(The students of the first course do not receive lessons in pedagogy.)

Second course.-Definition of education and instruction. The family and the school. Ideas as to the development of the faculties of the human mind. Manner in which the development ought to accord with the acquisition of knowledge. The activity of the intelligence in particular. Method, its principles, character, and means, general results that it should produce. The form of instruction. The school in general, place of the elementary school in the organization of public instruction. Studies and programme of elementary instruction. Special methods for teaching each of the subjects of the programme in the different classes of primary schools. Pedagogical organization of infant schools. Organization of an elementary school, as to matters of study, as to persons and the division of time.

Pedagogy: The intellectual development of man; character of each stage of this development. Foundation and directing principles of education. Laws and means of action of education. Duties and role of the educator. Habits. Education in its different relations with the several ages of man. Forms of education: Home, school, individual, collective [social?]. Laws and special means which should regulate the development of the faculties of each order. Physical, intellectual, æsthetic, and moral education.

Third course. The matters taught in an elementary way in the preceding course are reviewed in this in a more thorough and methodical way.

Necessity for the education of man. Definition of education. Possibilities and limits of education. Duration of [the period of] education. Pedagogy, its origin, auxiliary, sciences. The subject of education. The end of education. The method of education. The forms (persons and institutions) of education.

Elements of the history of education. Education among non-Christian peoples, among Christian peoples, Middle Ages, Renaissance, modern times. Special details upon Italian institutions and methods, and upon the great educators of Italy. Practical exercises: (1) Upon each subject taught in the elementary school, each professor giving to his class oral or written lessons as an exercise in methods.

(2) The students give once a week a lesson in the model school under the direction of the professor of pedagogy and the professor of the branch which is being taught. After this practical exercise the normal pupils' classmates criticise the manner in which the lesson has been given and the professor of pedagogy gives judgment on the different remarks that have been made.

(3) The students are present at the lessons of the model school, and the time assigned to each exercise is so divided that the normal students of the first two courses shall be able to be present during all the lessons in the lower practice school classes, and those of the third course during the lessons given to the higher practice school classes.

The normal school pupils who have not yet commenced the study of pedagogy are limited to listening or employed as monitors in the lower classes. When they have reached the study of special methodology, they give essay lessons upon each branch of the curriculum, under the direction of the regular teacher of the practice school. Finally, they prepare, under the direction of the regular teacher of the model school,