In 1892 the charter of the New York College for the Training of Teachers was made absolute, and the name changed to Teachers’ College. An agreement was also made, whereby certain pedagogical courses in the Teachers’ College are considered as courses in the Faculty of Philosophy at Columbia University, New York, and count towards a Columbia University degree. By the same agreement, qualified students of the Teachers’ College are admitted to the courses in philosophy and pedagogy at Columbia University. In this way we may regard the Teachers’ College as the newest of University departments, although, on the other hand, it has developed and become a most important and successful means of secondary training, quite apart from any connection with a college or university. The courses in pedagogy given at Columbia University, and open to students of the Teachers’ College, are: The History of Educational Theories and Institutions--a course given each alternate year. Systematic Pedagogics; the Psychology of Childhood; Principles of Teaching; (given also every alternate year). A Pedagogical Seminar (one hour a week for advanced students). The lectures in philosophy and experimental psychology are also open under the same conditions. Among them are the following courses: (_a_) Logic and Psychology; (_b_) Ethics; (_c_) Introductory course in Physiological Psychology (lectures and laboratory work); (_d_) Advanced course in Physiological Psychology (experiment work in the laboratory); (_e_) Introductory course in Experimental Psychology (lectures, themes and laboratory work); (_f_) Vision (lectures, reports and advanced laboratory work); (_g_) Advanced work in Experimental Psychology and Research (individual instruction daily). The courses at the Teachers’ College, open to all Columbia University Students, are: i. Educational Psychology; Study of Children. ii. Science and Art of Teaching, with illustrations from the Kindergarten and Elementary Schools. Observation. iii. Introductory course on the History of Education. iv. _Institutes of Education_, by Laurie. Rosenkranz’s _Philosophy of Education_ and Herbart’s _Science of Education_. v. Methods of teaching History in secondary schools. The following can be taken only by advanced students: i. Methods of teaching Science in elementary and secondary schools. ii. Methods of teaching Manual Training in elementary and secondary schools. iii. Methods of teaching Latin, Greek, French and German. iv. Reading and discussion of German and French pedagogical works in the original. v. Methods of teaching Educational Psychology. Observation and Practice. vi. Practice in teaching and supervision. Criticism, School Management, Discipline.