HIGHER ACADEMIC DEGREES IN PEDAGOGY. 441 
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Such a suspicion, with even slight justification, would be likely to revive the contempt- 
10ous meaning long attached to the term pedagogue and to its derivatives, but which in 
Jermany has now completely, and in the United States nearly, died out. 
If now, in the presence of such legitimate objections, we admit the expediency of cre- 
ating special pedagogic degrees, the question at once emerges, By whom and on what 
terms shall they be conferred ? It is obvious that this twofold question is of vital 
.mportance, if the danger is to be avoided of having pedagogic titles become at once 
marks for obloquy rather than for honor. 
With regard to the first branch of this question there would seem to be little room 
for a difference of opinion. No institution should assume to grant the higher degrees 
in pedagogy which has not ample facilities for affording the extended instruction which 
advanced pedagogy at present presupposes. But comparatively few such institutions 
are now to be found on this continent, and these, with few exceptions if any, are con- 
tent with the existing higher degrees for their advanced students in pedagogy. = Doubt- 
less no one will elaim that normal schools, however respectable, should assume to grant 
2 master’s degree or a doctorate in pedagogy, for their diploma of graduation is suffi 
sient merely to admit to the lower classes of our best colleges. 
The real point where differences of opinion are likely to arise will probably be con- 
aected with the question of the ferms on which the higher pedagogic degrees shail be 
conferred. 
And first, as higher degrees, they should, like all other advanced degrees, presuppose 
:he completion of a thorough college course. On this point there would seem to be 
room for no serious difference of opinion, for without this requirement the danger that 
such degrees would be rendered contemptible by being cheapened would at once be 
converted into a reality. The question of resident study under the guidance of profes- 
sors at some higher seat of learning may here be left in abeyance, since, though highly 
expedient, it may be conceded that it is not absolutely essential. It should, how 
aver, be said that the general tendency among our higher institutions is to require 
such resident study for all advanced degrces aside from the too large list of mere 
honoraries. 
Taking for granted this preliminary requirement, it would not seem too much to 
expect from the candidate for the master’s degree in pedagogy that he should have a 
sound acquaintance with the fundamentals of his subject, ethics and psychology ; that 
1e should have such knowledge of the history of education as may be gained from the 
aot numerous treatises on that subject now existing in English, supplemented by Laurie’s 
“Rise and Constitution of Medizval Universities,” or Compayré's ‘‘ Abelard” ; the 
larger German works of Von Raumer, Karl Schmidt, and Paulsen being fitted for more 
advanced work ; that he should have such familiarity with the theory of education as 
may be obtained, for example, from Bain’s somewhat one-sided ‘‘ Education as a Science,” 
supplemented by some easier German work on the same subject, like the second part of 
Dittes’ “ Schule der Pidagogik” ; and that he should prove his mastery of these sub- 
jects either by an examination, or by a thesis on some pedagogic subject succeeded by 
an examination. 
On such terms only, it should seem, would the master’s degree in pedagogy be entitled 
0 credit. 
The degree of doctor in pedagogy is obviously a more serious matter. It should be 
‘he highest honor that may be gained in a most important profession, and should there- 
fore be conferred only on approved superiority both in attainment and in original 
oower. As regards attainments, the more elementary course just mentioned should be 
enlarged by some knowledge of the history of philosophy ; by such deeper knowledge of 
she history of education as may be gained from some one of the larger works recently 
named : and by the mastery of some work like the ¢* Pedagogische Schriften” of Her-