138 INTERNATIONAL CONGRESS OF EDUCATION. 
-— - 
will ; child-study, and all discovered means of measuring the growth of intellectual 
and moral powers, 
‘Should there be nothing upon methods of teaching ?”” you ask. There should be 
no giving of specific methods of presentation, but there should be a critical examination 
of different methods in vogue. The philosophy of method is the adaptation of method 
to the needs of every individual. Method should be as various as the pupils taught, 
and the doctor of pedagogy must recognize the philosophy of this and seek to acquire 
she power of adaptation. 
After the three courses which I have enumerated, the study of the history of educa- 
tion should come. There are various ways of studying the history of education. Its 
educative value depends, as is true of any other subject of study, upon the way in which 
it is studied. If merely as an informational subject, its educative value is slight. Nar- 
rative work may be interesting, but it gives little training. It should be studied 
inductively, seeking cause and effect, drawing materials from intellectual, religious, and 
political history. 
These four courses should constitute the major courses. As minor ccurses—one or 
swo of which should be required, but be at the same time elective—there should be 
offered a study of system of education in Europe and the different state systems here ; 
esthetics in its application to education ; a course in ethics. and one in the history of 
ohilosophy. 
Lastly, the candidate for the degree of doctor of pedagogy should be required to make 
original investigation along some professional line, either in experimental psychology, 
shild-study, some phase of school hygiene, or whatever ficld his interests may lead him 
so explore. The result of this original investigation should be presented as his thesis— 
a thesis being the last requirement for the degree. 
One other point in conclusion. University work in pedagogy does not interfere in the 
least with the work of the normal schools, but supplements it. Higher and broader 
study than these can give, or are equipped to give, is necessary if teaching is to become 
a profession. Normal-school training is a most excellent basis, perhaps the best basis, 
for this higher study, but the higher work must be done by the universities, and it is 
most auspicious for the vocation of teaching in this country that universities are to-day 
offering courses in pedagogy leading to a professional degree, 
REQUIREMENTS FOR THE DEGREE OF DOCTOR OF 
PEDAGOGY 
BY DR. CHARLES A, M°MURRY, ILLINOIS STATE NORMAL UNIVERSITY. 
THE requirements for the degree of Doctor of Pedagogy should not be confined to 
scholastic instruction, but should be extended much beyond these limits; and at the 
same time certain results of scholastic instruction should be excluded. We want light, 
simple direct light, upon our educational problems. 
There is good reason why pedagogy is one of the last and least developed of the 
sciences. It includes everything else. We say this with some sense of the profound 
difficulties that lie before the thoughtful student of pedagogical science. When we 
consider the scope of education from infancy to maturity, including the complex and 
varied school systems, also the sciences of physiology, psychology, and government 
out of which it grows, it is appalling to find that pedagogy means the whole philosophy 
of human development along the best lines. The person who thinks that doctors in this 
field can be manufactured by any short process is dreaming.