104 INTERNATIONAL CONGRESS OF EDUCATION. 
work begun in the previous year. In mental science the student is required 
0 make himself familiar with the abstract processes of thought, including 
she formation of general motions, the exercise of the judgment, and the 
various processes of reasoning. These topics are discussed by means of oral 
nstruction in the college. Along with the college lectures the student 
:s required to observe the methods by which the school lessons may be 
made helpful to the exercise and development of these abstract intellectual 
processes. For three weeks during the year the student observes and 
sakes part in preparing and giving lessons in science, in the rules and prin- 
ciples of grammar, on the higher processes of arithmetic, and on various 
topics in language and history. Theory and practice are thus combined 
throughout the entire course of training. The second-year student is 
furthermore expected to make himself familiar with the writings of 
Spencer, Locke, or Quick, and to have a full knowledge of school organ- 
ization, hygiene, and discipline. 
At the end of the second year’s course the student presents himself 
before her Majesty's inspector of training-colleges to give one of three 
specimen lessons selected by the inspector. In order to prepare for this 
final ordeal and at the same time to develop his power of presenting 
knowledge in accordance with the rules of modern educational science, 
every student in the college takes part in weekly display or eriticism les- 
sons. Hach student during the two years of training presents himself 
no less than twelve times for this trying exercise. During the same 
time he hears, and takes part in, the criticism of nearly one hundred les- 
sons given by his fellow-students. Besides these criticism lessons by the 
students themselves, model lessons on every branch of school-work are 
ziven every week for the students’ observation bv the experienced head- 
masters of the practicing schools. 
During the past two years a few students have advanced to a third year’s 
professional training. This third year of training may be in the same 
college as the first two years, but permission is given by the government 
for the student to change to another college either in England or abroad. 
Sufficient experience has not been gained to determine the value of this 
extended period of training. Another departure in the training of teach- 
ors recently tried is that of the establishment of day training-colleges. Of 
these I have no direct knowledge, and therefore do not venture to speak. 
I find that the increased care in the selection of pupil-teachers, and 
the greater attention which is being given to their systematic instruction, 
are resulting in the better preparation of the pupil-teachers for their col- 
lege training. They yield in truth a most hopeful form of material for 
development into highly skilled teachers. As to the final result of our 
system of training, as now developed in our English schools and training- 
colleges, I quote the opinion of those who recently gave evidence before a 
commission on secondary education (Teachers’ Registration Bill, July,