126 INTERNATIONAL CONGRESS OF EDUCATION. 
school ; while our State normal school at Milwaukee, near by, is struggling 
oravely in the same direction, requiring at least in theory a high-school 
education before entrance. The neighboring provinces in Canada, Onta- 
rio and Manitoba, give nothing but professional studies in their normal 
schools. The common branches are reviewed for methods only. 
Already the university departments of pedagogy, as at Clark and Michi- 
zan Universities, and in German and Scotch universities, command the 
highest talent, but of none of them can we say that they are complete pro- 
fessional schools, although the combination which we find in Scotland is 
aearly so, where all the male training-colleges with their practice or model 
schools are in university towns, and send their best students to univer. 
sity courses. The university of Aberdeen has proposed to the government 
to take the entire training of teachers upon itself. 
CONCLUSION—PROFESSIONAL STUDIES ONLY. 
My answer to the question set us for discussion, as reached through 
she study of social science and history as well as pedagogy, is that the 
course of study in ideal normal schools—that is, in the post-graduate schools 
of pedagogy of the future—shonld be wholly professional, that it should 
not include elementary nor even college branches. But as many of the 
old discussions on this subject have been caused by different interpreta- 
tions of the word professional, I shall name the chief branches which I 
wish to include under the term. In short, they are the studies which 
properly belong to no other school except a school of pedagogy. 
ENTRANCE REQUIREMENTS. 
The entrance requirements to such a course should be a liberal college 
education, although perhaps the ideal college of the future, uniting itself 
with the best features of the high-school, will be one year shorter than at 
present and will require more studies in preparation for citizenship. Of 
shis course, the studies most important to a teacher after the common 
school are, (1) psychology ; (2) physiology; (3) social science ; (4) moral 
science ; (5) logic; (6) at least one modern language, and the elements 
of religion, philosophy, and anthropology. 
THE PROFESSIONAL COURSE. 
The methods used in the professional school will have all the exactness 
of the historical, comparative, statistical, and experimental methods used 
in other post-graduate research. The seminary, the library, and the 
laboratory will form prominent features. Among the studies will be, 
ao doubt, some which are as yet unnamed. One, if not in the pre- 
ceding college course, may be John Stuart Mill’s proposed science of 
sthology, or of character-formation. Growing out of this will come— 
(1) A new science of education, treating of all the influences which