REQUIREMENTS FOR DEGREE OF DOOTOR OF PEDAGOGY. 435 
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she history of education shows the forces causing these changes. It is, in reality, a study 
of educational causes and effects. The thorough student, then, of this department is 
better able than any one else to answer the question, at this time more important than 
any other : ‘¢ What kind of school training is most worth ? ”—for he sees under what 
conditions success is attained, and in what ways failures have been caused. It is 
to-day as true as ever that we have but one lamp by which our feet are guided in the 
wdministration of school and governmental affairs, and that is the lamp of experience. 
What this experience is in education, can only be known by studying the pages of 
history. It is, then, essential that the student, before he receives the doctor’s degree, 
should know thoroughly the history of education. 
Second. He must know psychology, and especially that part of this science that has 
seen called, recently, educational psychology. The child is the center of all school 
work, and in prosecuting it so many questions press themselves upon the attention 
of the modern teacher that he is in some danger of being overwhelmed by their very 
number. How does each faculty unfold ? What promotes the healthy growth of the 
whole mind, and what of each of its activities? What is the psychological value of 
the kindergarten? What is the effect of kindergarten training upon the maturing 
infant ? What is the psychology of early language teaching ? What is history 
leaching ? What is the mental effect of the marking system, and what does mind- 
study tell concerning the proper method of grading ? Psychology is ready to teach the 
student of education valuable lessons in ear-mindedness ; eye-mindedness in writing and 
spelling and reading; in literature-teaching, and in character building. It even 
touches gymnastics and the whole subject of physical education, and gives not valuable 
aints only, but lays down essential principles that must be followed. It touches 
morals, and shows how the mind can become influenced by right motives and how it 
nay become the abode of foul birds of prey eating out its very vitals. 
Third. The doctor of pedagogy must know educational methodology. This is the most 
somprehensive of all the subjects the educational student is called upon to consider. 
Ways of doing things occupy the attention of many teachers’ institutes and conferences 
as well as the pages of educational papers, but the science of method considers the prin- 
ziples underlying school economy. Education is a science, because there are funda- 
mental principles which can be followed with logical strictness. Many of these prin- 
ciples are now clearly formulated and generally accepted, others are soon to be received. 
There is now apparent a body of educational doctrine of sufficient magnitude to engage 
che serious attention of the student of method. The doctor of pedagogy must be able 
so give definite reasons for his ways of teaching. His devices come from his philosophy, 
and when he desires to know the proper method of procedure, his psychology and his 
ohilosophy of the history of education give him the needed information. Among the 
subjects occupying the attention of the candidate for the doctor’s degree are educational 
7alues, cobrdination of studies, incentives, school hygiene, fatigue, school diseases, 
school organization and management, child study, adolescence, and manual training. 
Fourth. The doctor of pedagogy must know the educational literature of the ages, 
commencing with Plato's educational theories in his ¢ Republic,” Aristotle’s in his 
‘ Politics ” and ¢¢ Ethics,” and Quintilian’s «* Institutes of Oratory,” followed by Ascham, 
Locke, Comenius, Milton, and closing with Arnold, Spencer, and Harris. He must also 
snow Pestalozzi’s *“ Leonard and Gertrude” and its antecedent, the < Emile.” He will 
nave studied Froebel's ¢ Education of Man,” Rosenkranz’s ¢* Philosophy of Education,” 
Rosmini’s ¢“ Method in Education”; nor will he oruit the reading of Page’s *“ Theory and 
Practice of Teaching,” Mann's ‘‘ Reports,” Boone’s ¢¢ Education in the United States,” 
and De Garmo’s ¢* Essentials of Method.” He must be acquainted with the scientific 
nvestigaticns already made, as well as those now making in this country and in 
Europe.