Full text: Proceedings of the International Congress of Education of the World's Columbian Exposition, Chicago, July 25-28, 1893

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DISCUSSION. 
443 
baccalaureate and the master’s degrees in pedagogy—Ped.B. and Ped. M.—but has not 
differentiated the doctorate. In its Circular of Information, 1893-94, part vi., pp. 5, 6, 
7, 9, it gives details of studies to be pursued, ete. (q. v.). 
In the courses of graduate instruction of Yale University for 1893-94, p. 5, is found a 
special course for teachers leading to the doctorate of philosophy. The University of 
the City of New York, in its catalogue and announcements for 1892-93, p. 82, offers a 
graduate course leading to the doctorate of pedagogy (q. v.). 
In the philosophical mode of treatment at least three lines of inquiry are opened. 
First. "The relation of a profession to the content of its highest degree. Second. The 
requisites for the judges of qualification—i.e.. who shall confer the degree. Third. The 
2ligibility of candidates. 
All members of a profession concur in every action to prevent any lowering of the 
standard of the profession, and to oppose every effort to detract from its recognized dig- 
nity. We cannot guard too jealously the doors which lead to the doctorate of pedagogy. 
The teachers of the country have themselves to blame for any lack of influence or recog- 
aition which attaches to the profession. If we by silence or by direct action bestow 
our laurels unworthily, we must not complain because of consequences. It is possible 
at this date to raise the standard of teaching. to place it in the van of the learned pro- 
fessions, by making its highest honors accessible to those only who have honored it, 
and who will continue so to do. Already the list cf degrees is long, but it is none the 
ess significant. A.B., A.M, Ph.D., or Ph.B,, Ph.M., Ph.D., LL.B., L.L.M., LL.D., 
Ped.B., Ped. M., the proposed, now already existing Ped.D., and numorous other bac- 
salaureates, master’s degrees, and doctorates are accessible. ’ 
In the standard universities of the Old World, the theory obtains that a prescribed 
course of study and experience shall be a prerequisite to the doctorate, and that this 
distinction shall be conferred only by faculties of colleges, which faculties, by virtue of 
their distinguished attainments, are recognized as qualified judges of the merits of can- 
lidates—i.e..there is a consensus of judgment, if not written law, relative to the quali- 
ications of the conferring body. Thus, a candidate holding the baccalaureate in 
livinity is eligible to a prescribed course in theology, and upon examination is eligible 
‘0 the doctorate. A corresponding course under the supervision of the faculty of law 
eads to the doctorate of law. 
A school of pedagogics should offer facilities for research along three cognate lines : 
(1) A department of historical and philosophical study, a seminary where the results 
already attained by all the students of the subject may be accessible. This is essential 
to intelligent as well as to economical research. 
(2) A department or laboratory for physiological and for psychical research, The Old 
World offers such laboratories, and several are established in our own country. 
(3) And most important, a department of practice, an actual school in which, under 
she most critical supervision, the hypotheses evolved from the courses already named 
may be tested, and from which department theories, not hypotheses, of teaching may 
be promulgated. 
I am persuaded that the training of teachers should be predicated upon a more sure 
oasis than the history and the current trend of education. Skill in the art of teaching 
should be differentiated from academic knowledge. The point is vital to the status of 
the profession as well as to results in the schoolroom. 
Eligibility. — To those, and those only, who possess the skill, based upon critical scholar- 
ship, of a high order, and upon well-authenticated experience as teachers, should the 
doctorate be accessible. To this should be added a thesis evincing original research in— 
(1) The master’s degree in letters, in philosophy, or in science, as evidence of general 
scholarship. 
(2) Knowledge of the history of pedagogy, of the theories of eminent teachers, founders 
of schools or systems of teaching, as evidence of a department of technical scholarship. 
(8) Knowledge of contemporary systems of teaching, as evidence of progressive tech- 
nical scholarship. 
(4) Such contributions to pedagogical literature as will demonstrate grasp of the 
orinciples of soul growth and development, and a special thesis embodying the results 
of original research of such character as to evidence originating power. 
(5) Five years’ experience as a teacher in secondary or higher institutions of learning, 
academies, colleges, or professional schools. 
The foregoing provision excludes the conferring of honorary degrees. 
The writer dare not presume to discuss the practical phase of the question. In view 
of the great diversity in the requisites for existing degrees, it seems desirable that at 
least a minimum should be determined for the doctorate under consideration. Such 
standards exist in theology, in medicine, and in law.
	        
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