ANALYSIS OF THE FOREGOING TABLE.

In the West, including the Upper Mississippi Valley and the Pacific Slope under that term, we have reports from 25 schools. Of these 22 report quite fully on the subject now under consideration.

Of the 22 reporting the time given weekly to the history of education, 13 devote 5 hours a week to the subject and 6, 4 hours. Twenty-one of these 22 schools report as to the length of the course on the subject, 6 reporting a course of 18 or 20 weeks, 7 a a course of 10 or 12 weeks, and 6 a course of 15 to 17 weeks. This is just about the average found by President Gray on examining the replies of 44 selected schools, that is to say, about 13 or 14 weeks, as we have noted in commenting on the preceding table.

Of the 23 schools reporting the time given to the science of education, 13 devote 5 hours a week to the subject and 7, 4 hours. Twenty-two schools report the length of the course on this subject; 8 reporting a course of 18 or 20 weeks, 9 a course varying from 10 to 13. This, too, is but slightly above President Gray's average.

Twenty-two schools report the time given weekly to "school management and and methods," 16 reporting 5 hours a week, 4 reporting 4 hours. The length of the course in 21 of these 22 schools varies greatly, in 4 cases it is 20 weeks, in 4 it is 10, 12, or 13, in 3 it is 24 or 26, in one it goes as high as 70, and in another falls as low as 5. If column 9 be summed up and the aggregate divided by the number of schools represented therein the result would be 27 weeks, which may be called an average, though not a "type."

We are arrived now at the last of the theoretical subjects-psychology. Twentythree institutions report the time given weekly to this subject-16 schools give 5 hours, 6, 4 hours. The same schools report the weeks in the course, 6 of them a course of 18 or 20 weeks, 5 a course of 10, 12 or 13 weeks, and 5 a course of 30 weeks. The average (22 weeks) is somewhat above that obtained by President Gray after careful study, to wit, 18 weeks.

Eighteen schools report both for column 4 and column 14. Comparing the aggregates of the pupils of these schools in these columns we find that 12 per cent. of the pupils in the department of the science and art of teaching are pursuing the study of history of education. Comparing in the same way the 20 schools reporting in columns 7 and 14, we find 16 per cent. of the pupils of column 14 pursuing the special course of science of education, and 32 per cent. of the students of column 14 appear in column 10 (18 schools reporting), and 20 per cent. in column 13, 18 schools again reporting in both columns. It will be at once seen that these percentages are far below those of Table 1, with the exception of psychology, which is but two points behind.

The course of science and art of teaching is rather longer in the West than in the East. Three schools have a course of 1 year, 6 a course of 2 years, 7 a course of 3 years, and 3 a course of 4 years; to say nothing of the alternative courses of 2 or 3, or 2 or 4 years, of which there are several.

The same unanimity as to the value of the practice or model school (which is implied from its general adoption) prevails in this section as in the East. Again, we find that the practice in this school occurs daily, and again the same, or rather, more difficulty in connecting columns, 18 and 21. More than half (12) of the courses have 40 or nearly 40 weeks, one-third (7) have a course of 20 weeks

ANALYSIS OF THE FOREGOING TABLE.

Twenty-three institutions report in Table 3, 12 from the South Atlantic and 11 from the South Central Division. Of these only half report very fully. Thirteen report the time a week given to the history of education (5 schools evidently do not have the subject), in 8 instances 5 hours, the others varying from 1 to 4. Twelve of the same schools report the weeks in course; in 8 instances 10 to 14 weeks, in 2 instances 20 weeks. The 40-weeks' course of the Jacksonville (Ala.) school, and the still longer one of the Branch Normal College of Arkansas, bringing the "average" length of course considerably above the "average" of President Gray's 44 schools for the country at large; but if these two be omitted the "average" will fall a week or two

below his estimate.

Thirteen schools report time a week given to the science of education; 6 schools give 5 hours to it, 4 schools 2 hours. Twelve of these report the weeks in the course; in 6 cases 12 to 14 weeks, in 2 cases 20 weeks. Averaging the columu the result is much above President Gray's average of 33 months (14 weeks), but taken the type as represented by 6 schools the results arrived at are about the same as obtained by him.

Thirteen schools report the time a week given to school management and methods, of which 6 report that 5 hours are given to the subject and 3 report that 2 hours are given to it. Twelve of these 13 schools report the weeks in the course; 4 report 11 to 14 weeks, 3 schools report about 20 weeks, 3 schools above 36 weeks. President Gray found the average of 58 schools to be 24 weeks.

Fourteen schools report the time they give a week to psychology; in 9 instances 5 hours, in 3 instances 2 hours. Six of the 14 schools have courses from 10 to 15 weeks, 3 from 26 to 28 weeks, and 3 have a course of 40 weeks. President Gray's average is 44 months (18 weeks); the column's contents if averaged gives 23.

The 12 schools reporting both in columns 4 and 14 have 23 per cent. of their pupils who are in the science and art of teaching department (column 14), pursuing the subject of history of education. Comparing the numerical contents of columns 7 and 14, under the same conditions, we find that 43 per cent. of the pupils in the science and art of teaching department (column 14) are pursuing the study of science of education. Performing the same operation with columns 10 and 14, we find that 67 per cent. of the pupils in the science and art of teaching department pursue the study of methods and school management; while a comparison of columns 13 and 14 shows 40 per cent. of the pupils in column 14 to be in the course of psychology. It will be noticed that these ratios are comparatively high.

Twenty-two schools report the number of years in course-6 report a course of 1 year, 5 a course of 2 years, 7 a course of 3 years, 3 a course of 4 years; 2 report an alternative course, one of 2 or 4, the other of 3 or 5 years.

We miss in column 18 the continuity of affirmatives that is the striking feature of the same column in the other tabulations of this series. Nor does the exercise of teaching seem to occur daily in the great majority of instances, though this remark applies to the South Atlantic rather than to the South Central Division. The weeks in course vary greatly.