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REQUIREMENTS FOR DEGREE OF DOCTOR OF PEDAGOGY. 437 
after all, not so much the course of study preseribed, but the training given and the man 
who takes that training, that makes each man’s degree of worth. 
We must expect, then, that the degree of doctor of pedagogy will be given upon some- 
what different requirements. The main point, however, the gratifying point, is that 
we have reached a period when such degrees are beginning to be conferred as the result 
of higher and broader study than has heretofore existed for professional preparation. 
Of course there has been extended special preparation in pedagogy of here and there 
one. But we recognize in the offering of courses of study leading to this degree a 
distinctive movement in advance. It is not the special cases that may be cited, but the 
sendency of the rank and file, that gives the surest signs of progress. 
It is now about fifty years since the establishment of the first normal school in this 
sountry. Most excellent and valuable as is the work now being done by the well-nigh 
swo hundred normal schools of the United States, something more is necessary if teach- 
ing is to become a profession. I believe that the next step is now being taken in the 
sstablishment of professional schools, of which already there are three or four, offering 
a course of study strictly professional, and granting as the highest degree upon the 
accomplishment of that course the degree of Pd.D., Doctor of Pedagogy. Unquestion- 
ably the requirements for this degree will advance with the increase of candidates who 
desire to study for it. 
The first thing to be considered in the requirements for this degree is the scholastic 
attainment necessary as a foundation in entering upon the course of study leading to 
‘his degree. Here is room for diversity of opinion. It ought not to be less than that 
required by most of our colleges for the bachelor’s degree. Whether this scholarship 
s acquired in college, in normal school supplemented by additional study, or from pri- 
rate instructors, does not signify; but somewhere and somehow it must be acquired. 
One other qualification appears to me to be indispensable. Before one can enter upon 
a course of study for the degree of doctor of pedagugy with the greatest amount of 
profit to himself, there should be a preliminary experience in teaching extending through 
a term of years. I should say at least four years. With these qualifications he is ready 
so undertake a course of study leading to the degree the requirements for which are 
ander discussion this morning. 
Among the requirements for this course of study my colleague put as the first the 
study of the history of education. I differ from him in regard to the position of this 
subject in the course, and incline rather to agree with Dr. Harnack, of the Pedagogium 
»f Vienna, in his view that the history of education should come last. As the first 
work in this course of study-—the ground which the candidate should first cover—I 
would place rational psychology and physiological psychology, each a separate course. 
[t is unnecessary to go into any detail as to these courses. They should cover both fields 
n a thorough manner, Each gives a different kind of training—the latter being quan- 
itative—but both kinds of training are most necessary for a doctor of pedagogy. The 
so-called educational psychology should have no place in this course. After a study of 
‘ational psychology and physiological psychology, the student should be left to make 
ais own educational psychology. 
The third course should be upon the institutes of education. Under this course 
should come an examination of the commonly accepted principles and maxims of edu- 
cation, to determine their scope and the limitations of their application ; a study of 
‘he education values of the different subjects, and how this value is affected by mode 
of presentation ; the cosrdination or correlation of studies, with practical application to 
show how coordination might be secured ; an exhaustive examination of the doctrine of 
apperception and the Herbartian pedagogy; a thorough study of all that is known 
of school hygiene and its application—one of the most important subjects, because so 
little regard is paid to what is commonly known of this subject ; the training of the