ANALYSIS OF THE FOREGOING TABLE.

Twenty-nine institutions are represented in the foregoing table which deals with the schools of the so-called North Atlantic Division-a geographical rather than a sectional distinction. Two schools-the third and fourth established in the country at public charge-do not report for columns 2-13.

Of the 29 schools 27 have instruction in the history of education. Of the 27 reporting that they teach the subject 25 report the time a week devoted to it; in 11 instances this is 5 hours, in 8 cases 4 hours. Twenty-three of the 25 schools reporting times a week devoted to the study report the weeks in course; in 10 instances the weeks in the course are 19 or 20, in 6 instances 10 or 12 weeks. Twenty-three schools report the number of pupils in the course of history of education, and also the "pupils in the science and art of teaching." It appears from a comparison of the totals of these two items that 17 per cent. of the pupils in the science and art of teaching (Col. 14) in the institutions reporting are in the course of the history of education (Čol. 4).

If we compare these figures with those obtained by the committee on methods in normal schools of the National Association of Teachers we shall find that of 74 schools reporting 44" says President Gray (i. e., the committee) "report history of education' as a part of the course of study; the average time in months is 3." Counting 4 weeks to a month this average in terms of weeks would be 13. The statistics for the North Atlantic Division show about the same average as the results of President Gray's inquiry in May, 1887.

In obtaining the numerical relation which the pupils in each "professional" subject bear to the whole number of pupils in the "professional" course of science and art of teaching (column 14), it is very apparent that a great deal depends on what is included in column 14. If all the students in the general professional course are also in each or any one of the professional subjects of history of education, science of education, etc., it is very evident that the ratio of the pupils in each subject will be 100 per cent., that is to say, 100 to the 100 of the students in the professional class or department. But if only a half or a third of the students in the professional department (column 14) are pursuing any one of the professional subjects, it is equally evident that 50 or 66 per cent. are not in that study. We do not suppose that the reader is unacquainted with these elementary principles that we mention them; all we desire is to call attention to the importance of column 14, for averages are treacherous when the elements from which they have been produced are not fully recognized.

Passing now to the study of "science of education," we find that 23 schools report the time devoted to the study during the week-in 12 instances, 5 hours; in 7, 4 hours; in 4, 3 hours. All of the 23 schools reporting time a week also report the weeks in course-in 11 instances it is about 20 weeks, in 4 it is 10 weeks, in 5 it is about 40 weeks. Twenty-one schools report pupils in course of "science of education," (columns 5, 6, 7,) and also those in the general course "of science and art of teaching." (column 14). A comparison of the aggregates of these two items shows that 22 per cent. of the general course are pursuing the specific study of the science of education.

Of the 74 schools of President Gray's report "34 include 'science or philosophy of education' with an average of 3 months," that is to say, 13 or 14 weeks. The figures of our table, if added and averaged, are far above this. It is useless to draw comparisons until our tables have been given the critical examination by the public they should be subject to in order to render them perfect by correcting the errors that statistical tables are particularly liable to conceal-the putting under the same head things which only in part or not at all belong there. This error arises from each correspondent giving his own meaning to our questions; his figures we have, his interpretation of our inquiries we do not have.

Columns 8, 9, and 10 deal with the subject of school management and methods. It is a question if this is not in reality two subjects. However this may be 24 schools have given the time devoted to it, though in all probability it sorely puzzled some principals to oblige us with an answer. Of these 24 schools, 10 devote 5 hours a week to the subject, 6 schools 4 hours, and 4 schools 3 hours. Twenty-one of these twentyfour schools report the weeks in the course-in 10 instances, about 20 weeks, in five, from 10 to 14 weeks, in 7 instances about 40 weeks. Comparing the aggregate of pupils in the course of school management and method (columns 8-10) with the aggregate in the general course of science and art of teaching (column 14) as we have done before we find that 37 per cent. of the pupils in the general course of science and art of teaching in 19 schools are also in the course of school management and method in those 19 schools.

In turning to Professor Gray's report for light on this dark interrogatory we find that, "This question [School Methods] taken in connection with the one asking for the list of subjects would change the import of the figures in a few cases. In nearly all instances the subjects are the common-school branches, but a few schools evidently ED 89-23

cover all their professional work, including history and science of education, school economy and discipline, psychology, and even practice teaching by this term. In some cases the time taken in other professional work is evidently included. In others, the reply is 'all of the time,' showing that the only teaching in methods is that by example, or example strengthened by incidental allusions to underlying principles. One school reports all the time that is needed.' The time given varies all the way from 2 to 20 months. The average of the 57 schools replying appears to be very close to 8 months, one recitation daily. It is to be observed, however, that this time includes in many cases so much of that given to mental science as to reduce the time allowed for methods to perhaps 6 months."

Turning again to the table it appears that the average of 8 months is too high for the North Atlantic Division, for, excluding the course, of 80 weeks at Fredonia the average for the division is about 25 weeks, and with those 20 weeks only 27. It would appear that it is perfectly proper to place the average at 6 months.

We have now arrived at the study of psychology. Twenty-five schools report the time devoted to the subject-in 14 cases 5 hours, in 9 cases 4 hours. The same 25 schools report the weeks in the course; in 11 cases about 20 weeks; in 5 cases from 10 to 13 weeks; in 6 cases 28 or 30 weeks. Twenty schools report both as to the number of pupils in psychology (column 13), and as to the number in the general course of science and art of teaching (column 14). A comparison of the aggregate of these items shows 22 per cent. of the students in the general course to be also in the special course of psychology.

"It is to be observed, however," says President Gray "that this time [the 8 months given to methods] included in many cases so much of that given to mental science [another name for psychology] as to reduce the time allowed for methods to perhaps an average of 6 months [24 weeks]. But a somewhat careful study of all the answers returned convinces me that it is possible to reach a fairly intelligent idea upon the points covered. Out of the 74 schools returning answers, 59 included mental science in their courses, though in a large number of cases without the use of any text-book. The time varies from 4 weeks to 'all the time' as reported from 1 school. The average of 58 schools is very close to 4 months [18 weeks] one lesson daily." Our average for this division of the Union falls a little above 21 weeks with 4 or 5 lessons daily.

The affirmative response to the inquiry "Do the pupils prepare sketches of lessons containing formal questions and presumptive answers" has been somewhat of a surprise. Of 26 replies only 7 are in the negative, and 4 not positively in the affirmative; in the cities the answers are unanimously "Yes," as we shall find. Professor Gray remarks in 1897 "A few of the schools appear to require a formal sketch of the lesson by pupils in the practice and method classes, including full written questions and answers; but most schools require nothing beyond such written work as properly accompanies any recitation-a general statement of subject-matter and plan-leaving the adaptation to the inspiration of the moment."

Twenty-seven institutions report the number of years in the course of science of art of teaching (column 15)-in 8 cases it is of 1 year, in 14 cases of 2 years, in 3 cases of 3 years. As President Gray's report deals entirely with the curriculums pursued by the 74 normal schools whose replies are the basis of his generalizations, we can derive no assistance from his work in the way of verifying or correcting our own in this and the remaining heads of the table.

The unanimity in England, France, Germany, in a word, the world over, in the opinion that a practice or model school is a necessary adjunct, either actually or to all intents and purposes, of a training school for teachers is borne out by the responses in column 18, and needs no elaboration. But the times a week, or even the times during the day that the exercise occurs is quite another matter. The difficulty is to connect the statistics of column 19, with those of 21, especially in those cases where the teaching is done in "periods." Five undoubtedly is the number of times that the practical exercise occurs during the week while the course undoubtedly is, speaking generally, either 20 or 40 weeks in duration.

TABLE 2.-Theoretical and practical professional work in the public normal schools of the Western States.

Name of school.

History of education.

Science of education.

School management
and methods.

Hours Weeks

Hours Weeks

1

Hours Weeks

during in Pupils. during in Pupils. during in Pupils. during| in Pupils. week. course.

week. course.

week. course.

week. course.

Psychology.

Hours Weeks

a In elementary course probably 80.

b These subjects are taken up as we progress. Psychology is considered the basis of our professional instruction. c Less time is given to pupils in elementary course, 63 in number.