218 INTERNATIONAL CONGRESS OF EDUCATION. 
the public mind is more interested in kindergarten and primary education 
shan in secondary, and when I remember how few of our university gradu- 
rte teachers have had any training except that which experience gives 
hem, I cannot make this assumption. 
Practically, at present our secondary teachers in America and in Eng- 
land consist of classes of graduate and non-graduate teachers. Taking 
the former class, what equipment must a good teacher possess that it is 
anwarrantable to expect from the new graduate ? First, a fairly intimate 
knowledge of child-nature, based on study and actual contact with chil- 
ren. This, it is needless to say, is not included in a university course. 
Second, a considerable knowledge of the results of the experience of other 
seachers. We need not begin as if we had no predecessors and must learn 
everything from experience. Third, a clear idea of the object of educa- 
sion and a high ideal of the work of the educator. Fourth, a certain 
amount of skill and power in educating, which can only be gained experi- 
mentally. Our university course does mot give this equipment. If a 
graduate is to become a good teacher, he must either, laboring slowly, gain 
it himself at the expense of the children, or gain it at a professional 
college, where I maintain it can be done quickly, with no damage to the 
children. If the graduate is not properly equipped, the non-graduate 18 
deficient in additional directions. His knowledge and mental develop- 
ment are not on such a high level, which ought to cut him off from 
certain spheres of education—he has not enjoyed the education of 
college life. 
I would suggest that we really require at present two kinds of secondary 
training colleges ; one for graduates, giving a short course for one year, 
and a second for non-graduates, giving a rather longer course of profes- 
sional training, and also supplying the advantages of a college life. In 
sertain particulars I think that all colleges would differ. I have only 
ime to refer to a few points in connection with a college for graduates. 
[t seems unnecessary to emphasize the point that such a college should 
give only professional training. I have never heard it suggested that it 
should give post-graduate instruction in non-professional subjects. 
It seems also unnecessary to emphasize the desirability that such a college 
should be in intimate connection with some of our best universities. I 
should suggest that it should have a double connection : on the one hand 
with universities from which the students have passed, and on the other 
nand with practical teachers in the thick of teaching-life towards which 
students are passing. ; 
The profession of psychology could contribute to such a college some of 
the latest discoveries in that science, and the practical teacher could con- 
iribute psychical problems and difficulties, and solve problems. 
We have started a plan in Cambridge which seems likely to succeed. In 
addition to students learning to teach, we have something like Fellows, 
teach 
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