A SOCIOLOGICAL, IDEAL VIEW OF NORMAL SCHOOLS. 425 
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sommon, and dividing up into special groups in the latter part of the 
sourse. It is only a question of practicability whether they should be in 
one school, as specialists in medicine all attend the same medical school, or 
whether they should be separated. In an ideal state I venture to say that 
‘hey should all be in a university, the school of pedagogy forming a post- 
graduate department of it. There is more reason for teachers to be edu- 
cated at a university than for lawyers, ministers, or doctors; for, as I 
have already said, they should be specialists in some purely scientific study 
as well as in the studies peculiar to their department, and, as any one who 
is acquainted with post-graduate work knows, it is impossible to provide 
the facilities necessary for specialties except in universities. Indeed, no 
sne university existing has the means to provide the best work in all 
Jepartments, and a “migration of students” between universities would 
Je necessary. 
If our reasoning be correct, it would appear that thus far our system for 
the training of teachers has been largely wrong, and that a State like Ohio, 
which has established no normal school but has a university department 
of pedagogy, is more favorably situated for realizing the ideal of the future. 
it may be held, however, with good reason, that one institution could not 
sake care of the several thousand teachers to be sent out annually in each 
State, although this number will be greatly diminished when teaching 
becomes a life profession instead of an occupation of four or five years. 
Yet I may admit that the last stage before the realization of our ideal may 
be the transformation of one or two State normal schools in each State 
into post-graduate schools of pedagogy, to be open, however, only to 
teachers of the elementary and rural schools and kindergartens, since all 
teachers of the higher schecols must take post-graduate studies at the 
aniversities. 
THE EVOLUTION OF THE SCHOOL OF PEDAGOGY. 
The history of normal schools shows an evolution toward the university 
school of pedagogy. They were started in all countries for elementary 
teachers only. In America, and in Massachusetts, where there was no state 
aniversity, nothing would be more natural to the minds of Horace Mann 
and practical legislators in his time. But for many years there have been 
aniversity chairs of pedagogy in the principal European countries. It is 
;wenty years since the first chair of pedagogy was established in the 
Jnited States, and we now have many such departments, 
More than that, we have one school of pedagogy, the New York College 
for the Training of Teachers, which is on as high a plane as most of our 
medical and law schools. It stands among the first of the world’s pio- 
neer schools of pedagogy. There is another at Vienna, the Pedagogium, 
and two near Paris. Lately started with similar plans are the State Nor- 
mal College at Albany, the Toronto School of Pedagogy, and the Winnipeg