136 INTERNATIONAL CONGRESS OF EDUCATION. 
Fifth. The doctor of pedagogy must know the school systems of Europe and America, 
and in our own country the relation of education to the state, city, county, and district 
systems. The reconstruction of school systems in France, Germany, and England will 
be studied for the purpose of showing what adaptations can safely be made in our 
country. In the progress of the years some educational practices are seen to be valu- 
able, others valueless, and others positively vicious. He must be able to discriminate 
between these classes, and know the conditions of the successes and failures of experi- 
ments in education. Some of the best scholars in the Old World are studying the educa- 
tional question for the purpose of finding out how to better the condition of the laboring 
classes. 
These questions are to be the vital ones during the next twenty-five years in our 
country, and the doctor of pedagogy must be able to assist in answering them. Our 
schools are to be much more, even in the future than in the past, factors in the civiliza- 
tion of the people. They will teach more directly the art of living, not only by giving 
aecessary knowledge, but by instruction in such practical arts as will minister to the 
comfort and happiness of the family and community. The doctor of pedagogy will 
gnow how these needed applications can best be made. 
Sixth. The doctor of pedagogy must make original investigations in some branch of 
child study or experimental psychology for the purpose of determining the educational 
7alues of various branches of study in our schools. He will demonstrate what pays and 
what does not pay in teaching. 
The habit of making original investigations and the practice of basing statements on 
facts will make him a valuable worker in the educational field. He will learn to discard 
sheories and accept nothing as truth that has not been subjected to actual trial. 
The candidate, before receiving his degree, must present a thesis of adequate length, 
sonsisting of an original investigation in some branch of educational study, either 
osychological, practical, or historical, showing his ability to make original research. 
No doctor's degree should be conferred until such a thesis has been accepted. 
The qualifications of the doctor of pedagogy as here outlined are not unattainable or 
Utopian ; on the other hand, they are within the reach of men and women who have 
acquired scholarly habits of study in our schools and colleges. If a large number of 
persons should master the work here mentioned, the result would be the creation of a 
zlass of students who would give a decided impetus to sound educational progress and 
prepare the way for the organization of a body of professional teachers. 
WHAT SHOULD BE REQUIRED OF A CANDIDATE FOR 
THE DEGREE OF DOCTOR OF PEDAGOGY ? 
BY DR. EDWARD R. SHAW, OF THE SCHOOL OF PEDAGOGY, UNIVERSITY 
OF THE CITY OF NEW YORK. 
IT is auspicious for the cause of education that those interested in the professional 
;raining of teachers should deem it of interest and value to discuss what should be 
required for this degree. One thing, however, it is best for us at the outset to hold in 
mind, and that is that our discussion will have but little effect in setting up a standard 
for the colleges and universities now granting this degree. or those universities which 
‘ntend soon to offer courses leading to this degree. Each institution will be a law unto 
itself, so far as the setting up of its standard is concerned. Requirements for the degree 
of doctor of medicine or of doctor of philosophy differ in different institutions. It is,