124 INTERNATIONAL CONGRESS OF EDUCATION. 
begun by the home, the common school, and other social influences. With 
this as their ideal, they would become so different from the normal schools 
of the present that I wish to drop the name in this part of my discussion 
and call them schools of pedagogy. They are to stand equal in rank with 
schools of theology and schools of law ; to be professional schools only, 
with no academic instruction. Otherwise we would have the inconsistency 
which we never find in the physiological organism, of two organs or two 
systems attempting to do the same work. Now, indeed, our school system 
aas four or more organs providing the same academic instruction : the 
aormal schools, the high-schools and the grammar schools, the academies 
and seminaries, and the preparatory departments of colleges, besides private 
and other agencies. In this we have a gross violation of the great modern 
principle of a division of labor ; large, useless expenditures for the duplica- 
tion of teachers, buildings, and supplies for the same work. with a conse- 
quent depreciation in the quality of the work. 
COMPARED WITH OTHER PROFESSIONAL SCHOOLS. 
Of the professional schools, the school of pedagogy is more important 
than the school of medicine or the school of law, just as its subject mat- 
ser, the mind or soul of the individual, is more important than that with 
which the doctor or the lawyer deals, his body and his property. And it 
is more difficult, not only because mind is a- more difficult study than 
matter, but because in addition to the teacher’s knowledge of his material, 
the individual upon whom he works, he must also have a scientific knowl- 
edge of other fields. As a kindergarten, elementary, or country school 
teacher, there is no limit {0 the knowledge he should have on nearly all 
subjects, so that his scholars may not need to unlearn when they come to 
the college or university what was taught them falsely in the lower school. 
As a teacher of the high-school, normal school, college, or university, he 
needs to be a department teacher, a specialist not only in pedagogy but in 
some other science. When he has taken post-graduate courses in his sub- 
ject, and has the enthusiasm and grasp of a specialist, he should confine 
his teaching to his specialty, and perhaps advance in it through the high- 
school and college. 
SHOULD THEY FORM UNIVERSITY DEPARTMENTS ? 
In the first discussion of the morning we heard of separate professional 
schools for the training of separate classes of teachers. I am aware that 
we shall find throughout the evolution of the social organism the constant 
transformation of the homogeneous into the heterogeneous ; and I should 
carry this differentiation still further, to include the department teaching 
of the high-school, the teaching of the blind and of the deaf, the teaching 
in reformatory institutions and in Sunday-schools. Yet these are but 
parts of one great school of pedagogy, having many of their studies in