3. Course primarily for graduates: (_a_) Organization of Public Schools and Academies. (_b_) The Theory of Teaching. These courses are, however, but short, and intended to be taken at the same time as other subjects. There is as yet no attempt to arrange for a complete course of training, but every prospect that from the beginning already made there may develop a graduate school for the training of teachers. Harvard has already realized its responsibility in respect to the inspection and supervision of schools, for which I was given to understand very special arrangements are being made, and it will be but a step further for it to provide such training for the teachers it sends out to these schools as shall fit them duly for their work. There are certain elective courses allowed in the philosophy course, at the University of Cornell, which really constitute a pedagogical department. They include the following: 1. Institutes of Education (Lectures). 2. School Systems and Organizations (Lectures). 3. Pedagogic Conference, Discussions and Essays on Educational topics, and reports on visits to schools. 4. History of Education (Lectures). 5. Pedagogical Seminary. It is understood that none must take these courses unless they also know something of physiology, psychology and logic. These courses may either be attended so as to count towards a degree or may be taken as graduate work. The only arrangement for practical work is in connection with the visits to schools for purposes of observation. The location of the University on the top of a hill overlooking Ithaca, although most advantageous in many other respects, would make the arranging for work in the schools or the establishment of a University School of Observation a matter of serious difficulty. Seminaries are held in most subjects, at which the teaching methods are discussed, and thus opportunity is afforded to those students who are specializing in any subject with the intention of afterwards teaching it, to study it from the point of view of the teacher as well as of the learner. To Michigan belongs the honour of having been the first University to undertake to provide professional training for teachers. Professor W. H. Payne was made the first professor of the Science and Art of Teaching in 1879, and on his leaving the University Professor Hinsdale carried on the work.[9] The following extract from the Calendar of the Michigan University explains the views held by its faculty as to the importance of the training of teachers: “The aims of the University in providing instruction in the Science and the Art of Teaching are: “1. To fit University students for the higher positions in the public school service.