TRAINING OF TEACHERS FOR SECONDARY SCHOOLS. 217 
DISCUSSION. 
M. Buisson, of France: I had not any idea of speaking on any question con- 
rected with the secondary education system. I was very happy to hear the paper which 
1as just been read by Mlle. Dugard. It has been a great advantage to send represent- 
tives to the World’s Congresses, especially on this question of woman's education. 
We are surely learning a great deal here, and surely our attendance will not be fruitless. 
| would like to say a word on the question of Latin and Greek in the secondary educa- 
sion of boys. I heard an American lady who advocated very much the adoption of the 
nodern Greek in the teaching of that language. I am quite in favor of adopting it, and 
sry myself to conform to it, even now. 1 have found great pleasure in hearing Greek 
gentlemen talk of ancient Greek ideas in their own language, and I think we ought to 
adopt that in the schools. 
Dr. MACKENZIE: Iam very glad to hear from Mlle. Dugard the statement that 
some things in the French schools are taught in the hours of leisure. 1 try to give the 
ooys a great deal to do in their leisure time, and so steal a very valuable march. This 
thesis as to the study of drawing, modeling, painting, and the like, suggests to me a 
very much easier use which can be made of the leisure of the schoolboys and school- 
girls. Some of our children would be amused at thinking of learning such a language 
1s English in the leisure time, but I am sure a great deal can be done in the leisure hours. 
Many a half hour can be used for drawing or modeling that would otherwise be abso- 
ately lost ; and the modern schoolmaster or schooimistress will show his or her skill 
oy arranging the work so as to save those half hours from the waste time of the pupil. 
How that is to be done must be left to the individual school and its individual circum- 
stances. But I am very glad we can thus very considerably enlarge the work-time of the 
pupil. One of the unsolved problems in our work is how to secure more intelligent occu- 
pation of the rational thinking period of the day. I don’t mean by that, adding more 
serious work to the pupil's schedule ; but I mean a friendly, fatherly, schoolmasterly 
sceupation of time that is now not controlled by teaching. I have no special suggestion 
:0 make on this subject. There are people here who are specialists in this line of work ; 
out I can, from my own point of view, speak very earnestly, and very positively, of 
seeking to get time for art studies by some such device as the paper has suggested, as 
ased in France. 
WiLL S. MoxroE, of Leland Stanford Jr. University : The delightful paper which 
he lady from France has read to us I certainly have enjoyed. If there is one lesson 
we can learn from these congresses, it is the extreme and delightful modesty of our 
‘riends from across the water. There are a few things in which the sex line must 
se drawn. I believe the note of warning which the lady sounds in her paper. It 
seems to me, in this matter of coeducation, we have not stopped to study certain scien- 
ific problems which nature has determined long before for us; and we must take the 
word of warning to ourselves and investigate the problems. 
T——————— 
THE PROFESSIONAL TRAINING OF TEACHERS FOR 
SECONDARY SCHOOLS * 
BY MISS E. P. HUGHES, PRINCIPAL OF THE CAMBRIDGE TRAINING 
NOLLEGE FOR TEACHERS, AT CAMBRIDGE, ENGLAND. 
I wisH I could assume that, because two of the eleven addresses on the 
programme for to-night deal with the training of secondary teachers, the 
American educational world is fully convinced, first, that the training of 
secondary teachers is necessary, and, second, that the question is one of 
special importance. Optimist though Tam, when I see that apparently 
x TS paper was read at the Gener) Congress, fut, frneaek 28 its theme relates to I 
dion. it has been placed with the papers of that congress.