The work of the post-graduate class includes:1. A further study of the principles of education, with special reference to their application in teaching the different subjects of the regular course, and in school discipline;2. The history of education.
The work of the post-graduate class includes:
1. A further study of the principles of education, with special reference to their application in teaching the different subjects of the regular course, and in school discipline;2. The history of education.
1. A further study of the principles of education, with special reference to their application in teaching the different subjects of the regular course, and in school discipline;
2. The history of education.
In several cities an ordinary school is set apart for the special training of teachers, and is presided over by a head-mistress capable of giving instruction in the theory of education. In such a school the ordinary teaching of the children is largely carried on by the students, who at certain hours receive instruction in Methods, etc. These students often receive a small sum in return for their services.
I was able to visit several of these Training Schools, including those at New Haven (Connecticut), Fall River (Rhode Island), Pawtucket (Rhode Island), Springfield (Massachusetts), and Albany (New York).
At New Haven a most interesting Training School is carried on in connection with the Welch School. There are about thirty students in training for one year. The various classes of the school are in charge of regular teachers, who teach almost entirely during the first half of the year, for the students devote five or six months to the study of theory alone, only giving a few criticism lessons during that time. For the second half of the year the students teach more in the schools, and are supervised both by the critic teacher and the regular teacher of the class. Notes of lessons are prepared in various ways—sometimes the students are required simply to put the matter of their lessons into a series of logical statements, sometimes the matter and illustrations alone are given, and sometimes thelesson is written out as it is to be given in the order of statements and questions.
On the completion of the year’s training the students are usually appointed as substitute teachers to the districts, at a small fixed salary, and obtain permanent posts as vacancies occur.
At the Springfield Training School from ten to sixteen students take the course, which is usually for one year, but can be taken in two. Tuition is free to those living in the city, a charge of about £10 being made to those from a distance.
Students enter in the autumn, and devote the first term to theoretical work, only giving a few criticism lessons, and spending some time in observing the work of the school, and carefully recording observations.
The work in psychology is partly based on the observation of individual children, and partly carried on by discussion classes. The students also attend lectures given by Superintendent Balliet to all the teachers of the city. At the end of the year they take the city examination in order to graduate. In January they begin to teach for an hour a day in the school, and in the summer term this is increased to three hours a day. At the end of the course they give lessons in public, but they are not counted as necessary for graduation.
Some of the leading features of the Training School are the following:—
1. It is incorporated with a city or town Graded School covering from four to eight years’ work. This school is used as a place for observation and practice.
2. The Practice School, or school of observation, employs one or more regular teachers, who conduct the training class. In most Training Schools, “trainers” are relied upon for much of the teaching.
3. The course in the Training School includes a study of the principles of teaching and the history of education, with practice in the art.
4. The length of the term of study and practice is fixed, extending from one to two years in the greater number of schools.
5. A new class is admitted at a fixed time; the admissions are annual or semi-annual.
6. The maximum number of trainers is prescribed.
7. Admissions are made by a course of studies previously pursued, or by examination. Most require the equivalent of a four years’ course in a High School.
8. All provide for dropping unpromising students from the roll.
9. Most allow some compensation to trainers after the first term.
A list of Training Schools in Massachusetts is appended. It is taken from a useful little pamphlet drawn up for the information of visitors to the World’s Fair Educational Exhibit.
In many cities training classes are held for one year. The students are distributed amongst the best schools of the city or town, and the instruction and criticism is given by the Superintendent and the highest teachers.
It has been seen that a certain number of college graduates enter the Normal Schools for a course of training, but most of the leading Universities of America are now providing courses in the Scienceand Art of Education for those who desire to prepare for the teaching profession. I was able to visit a good many of these pedagogical departments, and was much interested in the work I saw. This work, however, differs so widely in the various institutions in which it is carried on that it is hardly possible to make any very general statements concerning it. In some universities the only provision made for the special preparation of teachers is in connection with special classes held by the professor or lecturer on any subject, for those who wish to discuss with him the teaching of it. However insufficient for training purposes this plan may be, it yet has, I believe, very special advantages to recommend it, not the least being the influence that may be thus exerted by the University through those who are about to become teachers on the Schools. In addition to these discussions, some provide for a few lectures on Pedagogy, and in others, again, Pedagogy may be taken as an elective subject, and count towards an ordinary degree. The Universities of Harvard, Cornell, Michigan, Illinois, Syracuse and others have adopted one or other of these plans.
The University of New York grants degrees in pedagogy, while at the Clark University, to which only graduates are admitted, education may be taken as part of the Ph.D. work. It should be noted, however, that the courses of training provided at these Universities is almost entirely theoretical, little or no attempt being made to arrange for practical work. In so far as this is not arranged for, the training seems to fall short of the ideal, it beingsurely nearly as bad to attempt to train teachers without providing for practical work as to teach chemistry without giving any time to the laboratory, or to train a doctor without arranging for hospital work. Probably the fact that a course on pedagogics is usually taken at the same time as other subjects, and also that those who take such courses very often do not intend to teach in the schools, but rather to take posts as lecturers, superintendents, etc., has caused this side of training to be neglected, and a still stronger reason is to be found in the location of so many of the Universities at a distance from the schools. In many places, however, I found that the question was being faced, and schemes considered for the introducing of practical work.
Harvard has begun to realize its responsibility with respect to the training of teachers, and a subdivision of the department of Philosophy is devoted to Education, the following courses being arranged for:
1. Course of twelve lectures on Topics in Psychology of interest to teachers.2. Course for Graduates and Undergraduates:The History of Educational Theories and Practices.3. Course primarily for graduates:(a) Organization of Public Schools and Academies.(b) The Theory of Teaching.
1. Course of twelve lectures on Topics in Psychology of interest to teachers.
2. Course for Graduates and Undergraduates:
The History of Educational Theories and Practices.
The History of Educational Theories and Practices.
3. Course primarily for graduates:
(a) Organization of Public Schools and Academies.(b) The Theory of Teaching.
(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 makethe 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.
“It is a natural function of the University, as the head of our system of public instruction, to supply the demand made upon it for furnishing the larger public schools with superintendents, principals, and assistants. Year by year these important positionsare falling more and more into the hands of men that have received their education in the University. Till recently the training given to our graduates has been almost purely literary; it has lacked the professional character that alone gives special fitness for the successful management of schools and school systems. Now, however, the University offers students that wish to become teachers ample facilities for professional study.
“2. To promote the study of educational science.
“The establishment of a chair of teaching is a recognition of the truth that the art of education has its correlative science; and that the processes of the school-room can become rational only by developing and teaching the principles that underlie these processes. Systems of public instruction are everywhere on trial, and the final criteria by which they are to stand or fall must be found in a philosophical study of the educating art.
“3. To teach the history of education, and of educational systems and doctrines.
“The supreme right of the school is to grow; and much hurtful interference might be avoided by ascertaining the direction of educational progress and the history of educational thought.
“4. To secure to teaching the rights, prerogatives, and advantages of a profession.
“5. To give a more perfect unity to our State educational system by bringing the secondary schools into closer relations with the University.”
The Teacher’s diploma is given to a student at the time of receiving a Bachelor’s degree, providedhe has completed three Courses of study offered by the professor of the Science and Art of Teaching, viz., Courses 1 and 2, and one of Courses 3, 5, 4, 6, or 7, and, also, at least one of the Teachers’ Courses offered by other professors, and by special examination has shown such marked proficiency in the Course chosen as qualifies him to give instruction in the same. The diploma is also given to a graduate student at the time of receiving a Master’s or a Doctor’s degree, provided he has pursued teaching as a major or a minor study, and has also taken a Teacher’s Course in some other department.
By authority of an Act of the State legislature, passed in 1891, the Faculty of this Department give a Teacher’s Certificate to any person who takes a Bachelor’s, Master’s, or Doctor’s degree, and also receives a Teacher’s diploma as provided above. By the terms of the Act, the certificate given by the Faculty “shall serve as a legal certificate of qualification to teach in any of the schools of this State, when a copy thereof shall have been filed or recorded in the office of the legal examining officer or officers of the county township, city, or district.”
To meet these special requirements the following courses have been arranged:—
First Course:1. Practical: the arts of teaching and governing; methods of instruction and general school-room practice; school hygiene: school law. Recitations and lectures.3. History of education: ancient and mediæval. Recitations and lectures. Text-book: Compayré’s History of Pedagogy.5. School supervision; embracing general school management,the art of grading and arranging courses of study, the conduct of institutes, etc. Recitations and lectures. Text-book; Payne’s chapters on School Supervision.Second Course:2. Theoretical and critical; the principles underlying the arts of teaching and governing. Lectures.4. History of education; modern. Recitations and lectures. Text-book; Compayré’s History of Pedagogy.6. The comparative study of educational systems, domestic and foreign. Lectures.7. Seminary. Study and discussion of special topics in the History and Philosophy of Education.Special Teachers’ Courses are also arranged for in most subjects, and attendance at one at least of these is necessary in order to obtain the Teacher’s diploma.
First Course:
1. Practical: the arts of teaching and governing; methods of instruction and general school-room practice; school hygiene: school law. Recitations and lectures.
3. History of education: ancient and mediæval. Recitations and lectures. Text-book: Compayré’s History of Pedagogy.
5. School supervision; embracing general school management,the art of grading and arranging courses of study, the conduct of institutes, etc. Recitations and lectures. Text-book; Payne’s chapters on School Supervision.
Second Course:
2. Theoretical and critical; the principles underlying the arts of teaching and governing. Lectures.
4. History of education; modern. Recitations and lectures. Text-book; Compayré’s History of Pedagogy.
6. The comparative study of educational systems, domestic and foreign. Lectures.
7. Seminary. Study and discussion of special topics in the History and Philosophy of Education.
Special Teachers’ Courses are also arranged for in most subjects, and attendance at one at least of these is necessary in order to obtain the Teacher’s diploma.
The University of Illinois has a course in Pedagogy which may count towards a degree. It may count towards most of the degrees granted, but for the degree in philosophy and pedagogy, and which implies a four years’ course, the arrangement is as follows:—
The first and second years of this course may be those of any course in the College of Literature.
Third Year.1. Psychology; Chemistry or History; Latin, German or French.2. Logic; Zoology, or History, Latin, German, or French.3. Philosophy of Education; Geology, or History; Latin, German or French.Fourth Year.1. History of Education; Educational Psychology; History of Civilization; English (half course); Elocution.2. School hygiene; Constitutional History (England); English, (half course); Elocution.3. School Supervision; Pedagogical Seminary; Political Economy, or Constitutional History (U.S.); English, (half course); Elocution.
1. Psychology; Chemistry or History; Latin, German or French.
2. Logic; Zoology, or History, Latin, German, or French.
3. Philosophy of Education; Geology, or History; Latin, German or French.
1. History of Education; Educational Psychology; History of Civilization; English (half course); Elocution.
2. School hygiene; Constitutional History (England); English, (half course); Elocution.
3. School Supervision; Pedagogical Seminary; Political Economy, or Constitutional History (U.S.); English, (half course); Elocution.
The University of Indiana possesses a department of pedagogics the courses of which count towards a degree. There are three courses.
I.(a) Educational Psychology (a knowledge of Psychology being presupposed).(b) The School as an Institution.(c) The General History of Education.II.(a) The Science of Education.(b) Didactics.(c) City School Systems.(d) School Supervision.III.(a) Contemporary Education.(b) School System of Indiana.(c) Philosophy of Education.
(a) Educational Psychology (a knowledge of Psychology being presupposed).(b) The School as an Institution.(c) The General History of Education.
(a) The Science of Education.(b) Didactics.(c) City School Systems.(d) School Supervision.
(a) Contemporary Education.(b) School System of Indiana.(c) Philosophy of Education.
Special Teachers’ Courses in certain subjects are also given.
The School of Pedagogy in connection with the University of the City of New York, is based upon the idea that a degree should follow successful teaching. It has three professors and a lecturer. Only those are admitted as regular students who are graduates of Colleges, or of the New York State Normal Schools, but others may, at the discretion of the Faculty, be admitted as auditors. It was established in 1890 and has had 134 students.
The courses of study are as follows:—
1. History of Education.2. Psychology and Ethics.3. Institutes of Education.4. Educational Classics and Æsthetics.5. Systems of Education.
1. History of Education.2. Psychology and Ethics.3. Institutes of Education.4. Educational Classics and Æsthetics.5. Systems of Education.
For the degree of Doctor of Pedagogy a thesis to be known as the “Thesis for the Doctorate in Pedagogy” has to be submitted for approval to the Faculty. This thesis must discuss a subject belonging to the field of one of the courses of study, and must show original treatment, or give evidence of independent research.
Each student who has been a member of the Senior Class for two or more years will be entitled to the degree of Doctor of Pedagogy upon the following conditions:—
1. He must have been credited with attendance upon the required lectures.2. He must have been credited with attendance upon the required seminaria.3. He must have passed an examination upon each of the five courses.4. He must have presented the prescribed final thesis, and have received approval of the same.5. He must have presented upon entering the School of Pedagogy a certain certificate showing four years’ successful experience in school-room work.
1. He must have been credited with attendance upon the required lectures.
2. He must have been credited with attendance upon the required seminaria.
3. He must have passed an examination upon each of the five courses.
4. He must have presented the prescribed final thesis, and have received approval of the same.
5. He must have presented upon entering the School of Pedagogy a certain certificate showing four years’ successful experience in school-room work.
Each student of the School who has been a member of the Junior Class for one or more years, and a resident student at least one year, will be entitled to the degree of Master of Pedagogy upon the following conditions:—
1. He must have been credited with attendance upon the required lectures.2. He must have passed the examination upon each of the four courses first named.3. He must present a certificate showing three years’ successful experience in school-room work.
1. He must have been credited with attendance upon the required lectures.
2. He must have passed the examination upon each of the four courses first named.
3. He must present a certificate showing three years’ successful experience in school-room work.
The Iowa University was the first to allow pedagogics to count towards a degree. Graduates of the University who have included in their course the year’s course of pedagogy may, after two years of successful teaching, be granted the degree of Bachelor of Didactics.
There is at New York an Institution which appeared to me to be unique in America, but of which the work more nearly resembled the best Secondary Training as carried on in Great Britain than any other which I had the opportunity of studying. It is known as the New York College for the Training of Teachers. It received its charter from the Board of Regents of the University of the State of New York in 1889, constituting it a Training College with the power of granting professional degrees. This year, however, it enters on a new phase of its life, having been affiliated with the Columbia College at New York.
Columbia College had already made provision for lectures on the Science and Art of Education, but its connection with the Teachers’ College, will enable it to offer in addition the advantages of training in the practical art of teaching to its students. On the other hand, it is felt to be an advantage to the Teachers’ College to be allied with a College of University rank—Columbia College—which will thus show by example that it is possible to combine both theoretical and practical training in a University Course.
The full course of study leading to the degree of Bachelor of Pedagogy occupies two years. All candidates for admission must pass an entrance examination unless they are graduates from Colleges or other specified Institutions.
The ordinary course of study includes the following subjects:—
1. Psychology (pure and applied).2. History and Principles of Education.3. Methods of Teaching.4. Observation and Practice in the School of Observation and Practice.5. School Organization and Administration in the United States, England, France and Germany.6. Theory and Practice of the Kindergarten.7. Teaching of Natural Science and construction of simple illustrative Apparatus.8. Manual Training (this includes Form Study, Drawing, Domestic Economy, Mechanical Drawing and Wood Working).
1. Psychology (pure and applied).
2. History and Principles of Education.
3. Methods of Teaching.
4. Observation and Practice in the School of Observation and Practice.
5. School Organization and Administration in the United States, England, France and Germany.
6. Theory and Practice of the Kindergarten.
7. Teaching of Natural Science and construction of simple illustrative Apparatus.
8. Manual Training (this includes Form Study, Drawing, Domestic Economy, Mechanical Drawing and Wood Working).
All are recommended to take the general Course by special opportunities offered to those who wish to become specialists.
Any teacher of high scholarship and experience may come to the College for one year and take up an advanced elective course.
I. The degree of Bachelor of Pedagogy and the College diploma, respectively, are conferred, upon recommendation of the Faculty, upon such students, being duly qualified candidates for the same, as have completed a course of study covering two years, as follows:—
Required work in the following Departments:Department of History and Institutes of Education.Department of Science and Art of Teaching.Department of Kindergarten, Course I.Department of Form Study and Drawing, Course I.Department of Physical Training.Elective:A major course or minor courses.
Required work in the following Departments:
Department of History and Institutes of Education.Department of Science and Art of Teaching.Department of Kindergarten, Course I.Department of Form Study and Drawing, Course I.Department of Physical Training.
Elective:
A major course or minor courses.
II. The College Certificate is conferred, upon recommendation of the President, the Dean, and the Professor in charge of any department, upon such qualified candidates as have completed a course of study covering one year, as follows:—
Required:Department of History and Institutes of Education.Department of Science and Art of Teaching.Department of Physical Culture.Elective:In any department, a major course, together with such other minor courses as will suffice to make up the required amount of work.
Required:
Department of History and Institutes of Education.Department of Science and Art of Teaching.Department of Physical Culture.
Elective:
In any department, a major course, together with such other minor courses as will suffice to make up the required amount of work.
III. The Departmental Certificate, Major or Minor, is conferred, upon recommendation of the professors in charge of the departments in which studies leading to this certificate are pursued, upon such qualified candidates as have completed a course of study as follows:—
Department of History and Institutes of Education, Course I.
In any department or departments, either Major or Minor courses.
There is also a two years’ course for the training of Kindergartners, on the completion of which a certificate is granted, and a post-graduate course for those who desire it.
One hundred and twenty-six students were in training when I visited it, and of these only three or four were men.
The whole course of training centres round the School of Observation and Practice. The lecturers on method also teach in the school, and are responsible there for the teaching of their own special subjects. They give lessons on these, which are listened to by the students, and they also criticise lessons given by the latter. A good deal of the time devoted to the study of methods is employed in the learning how to make simple apparatus and illustrations.
Classes are held on Saturdays for those who are engaged in teaching during the rest of the week.
The college has also undertaken the publication of a series of pamphlets on educational subjects.
The whole work of this college impressed me as being of a very high character, and there was such an atmosphere of life and enthusiasm that it would seem that teachers must go forth from thence inspired with a love for their work and a determination to advance it by every means in their power. It is just this rousing to enthusiasm which seems to lie at the root of training, and the surest means of bringing this about is for those who undertake it to be enthusiastic themselves. I had the opportunity of talking to most of the lecturers, and shall not readily forget the keen interest and pleasure theyall seemed to take in their special departments, the readiness, nay eagerness, with which they appeared to welcome new ideas and work them out, and the willingness with which they shared with others the results of their own experience and research.
One of the most interesting of the many institutions which I visited was the Clark University at Worcester. It is entirely devoted to Graduate work, and consists of a group of five departments: 1. Mathematics; 2. Physics; 3. Chemistry; 4. Biology; 5. Psychology (with sub-department of Education).
Two or three years’ work at the University and an original thesis are the requirements for the degree of Doctor of Philosophy.
There is no very clearly marked line between professors and students. Students are often specialists, and as such asked to give short courses in their special subjects, and professors and lecturers attend each other’s courses.
Docents, or those who, having fulfilled certain conditions, desire to undertake research work, are provided with rooms and apparatus for their work.
The President, Dr. Stanley Hall, is especially interested in the department of Education. The following outline of the course is from the University Calendar:—
“Education.—This has been made a sub-department of the department of Psychology, and now offers a course which can be taken as a Minor for the degree of Doctor of Philosophy. Its work is in the closest connection with the work in psychologyand anthropology, and in part based on these. The work in this department is intended to meet the needs of the following classes of men:“First.—Those intending to teach some other speciality, but who wish a general survey of the history, present state, methods, and recent advances in the field of university, professional, and technical education.“Second.—Those who desire to become professors of pedagogy, or heads or instructors in normal schools, superintendents, or otherwise to become experts in the work of education.”
“Education.—This has been made a sub-department of the department of Psychology, and now offers a course which can be taken as a Minor for the degree of Doctor of Philosophy. Its work is in the closest connection with the work in psychologyand anthropology, and in part based on these. The work in this department is intended to meet the needs of the following classes of men:
“First.—Those intending to teach some other speciality, but who wish a general survey of the history, present state, methods, and recent advances in the field of university, professional, and technical education.
“Second.—Those who desire to become professors of pedagogy, or heads or instructors in normal schools, superintendents, or otherwise to become experts in the work of education.”
The programme of the Educational Department includes courses upon the following subjects:
I. (a) Child-Study. (b) Educational Psychology. (c) School Hygiene.II. (a) Principles of Education. (b) History of Education and Reforms. (c) Methods, Devices, Apparatus, etc.III. (a) Organization of Schools in different countries. (b) Typical Schools and Special Foundations. (c) Motor Education, including manual training, physical education, etc. (d) Moral Education. (e) Ideals.IV. Higher Education, including university work, technical education; training in law, medicine, and theology; recent progress, present state and prospects of the most advanced education in different countries, including our own.
I. (a) Child-Study. (b) Educational Psychology. (c) School Hygiene.
II. (a) Principles of Education. (b) History of Education and Reforms. (c) Methods, Devices, Apparatus, etc.
III. (a) Organization of Schools in different countries. (b) Typical Schools and Special Foundations. (c) Motor Education, including manual training, physical education, etc. (d) Moral Education. (e) Ideals.
IV. Higher Education, including university work, technical education; training in law, medicine, and theology; recent progress, present state and prospects of the most advanced education in different countries, including our own.
The courses in education for 1893-94 are as follows:—
Dr. G. Stanley Hall’s Courses:(A) Present status and problems of Higher Education in this country and Europe. One hour weekly, half a year.(B) Outline of Systematic Pedagogy. One hour weekly, half a year.
Dr. G. Stanley Hall’s Courses:
(A) Present status and problems of Higher Education in this country and Europe. One hour weekly, half a year.(B) Outline of Systematic Pedagogy. One hour weekly, half a year.
(A) Present status and problems of Higher Education in this country and Europe. One hour weekly, half a year.
(B) Outline of Systematic Pedagogy. One hour weekly, half a year.
Dr. Burnham’s Courses:(C) Organization of schools in Europe, especially the schools of France, Germany, Sweden, and England. Typical schools described, and educational principles illustrated by them, expounded and discussed. References made to important literature, and the work may serve as an outline for further study. One hour a week, half a year.(D) School Hygiene, following and supplementing his “Outlines of School Hygiene,” and considering special topics. One hour a week, half a year.(E) Educational reforms, involving the discussion of a few fundamental educational principles and the presentation of chapters in the history of education. One hour a week, half a year.(F) Motor Education of children. This course will endeavour to elucidate the principles that should govern this side of education, and will involve the study of writing, drawing, manual training, and of play and gymnastics as means of motor education. The course may include also the study of motor training and muscular development in relation to intellectual ability and moral character. One hour a week, half a year.(G) The work of the Seminary, once a week throughout the year, will be, for the most part, adapted to individual students. It is hoped that each student will select, after conference with President Hall and Dr. Burnham, a topic for special investigation. The results of such study may be published.
Dr. Burnham’s Courses:
(C) Organization of schools in Europe, especially the schools of France, Germany, Sweden, and England. Typical schools described, and educational principles illustrated by them, expounded and discussed. References made to important literature, and the work may serve as an outline for further study. One hour a week, half a year.(D) School Hygiene, following and supplementing his “Outlines of School Hygiene,” and considering special topics. One hour a week, half a year.(E) Educational reforms, involving the discussion of a few fundamental educational principles and the presentation of chapters in the history of education. One hour a week, half a year.(F) Motor Education of children. This course will endeavour to elucidate the principles that should govern this side of education, and will involve the study of writing, drawing, manual training, and of play and gymnastics as means of motor education. The course may include also the study of motor training and muscular development in relation to intellectual ability and moral character. One hour a week, half a year.(G) The work of the Seminary, once a week throughout the year, will be, for the most part, adapted to individual students. It is hoped that each student will select, after conference with President Hall and Dr. Burnham, a topic for special investigation. The results of such study may be published.
(C) Organization of schools in Europe, especially the schools of France, Germany, Sweden, and England. Typical schools described, and educational principles illustrated by them, expounded and discussed. References made to important literature, and the work may serve as an outline for further study. One hour a week, half a year.
(D) School Hygiene, following and supplementing his “Outlines of School Hygiene,” and considering special topics. One hour a week, half a year.
(E) Educational reforms, involving the discussion of a few fundamental educational principles and the presentation of chapters in the history of education. One hour a week, half a year.
(F) Motor Education of children. This course will endeavour to elucidate the principles that should govern this side of education, and will involve the study of writing, drawing, manual training, and of play and gymnastics as means of motor education. The course may include also the study of motor training and muscular development in relation to intellectual ability and moral character. One hour a week, half a year.
(G) The work of the Seminary, once a week throughout the year, will be, for the most part, adapted to individual students. It is hoped that each student will select, after conference with President Hall and Dr. Burnham, a topic for special investigation. The results of such study may be published.
The courses as announced above may be modified somewhat as the needs of the students or other circumstances may require.
The library of the department is especially rich in foreign educational literature, and a considerable amount of illustrative apparatus has been collected. The Worcester Public Library and the library of the American Antiquarian Society are also accessible to students.
ThePedagogical Seminaryis published by this department, and offers facilities for printing digests, reviews, and more valuable papers prepared by the members of the department.
This department has the twofold aim of (1) preparing professors, superintendents and teachers for their future work, and (2) making contributions to the Science of Education. The second of these aims is being vigorously taken up, research of some kind being expected from every one. The fact that there is no school of observation in connection with the University is of course a drawback to the complete carrying out of both of the above aims. Visits, for purposes of observation, are however made to schools in the neighbourhood, the records now numbering some fifteen thousand made by the students of the Worcester Normal School, in connection with the study of children, are available for reference, and a scheme for establishing a University School is even now under consideration. Should this scheme become a reality, we might look forward hopefully to getting fresh light on many school problems. One especially, to which Dr. Hall drew my attention, might well have its solution attempted in such a school. It concerns the duty of teachers toward the bright, quick-working children in a school. In every class some will be found who work quicker and have more intellectual power than the others, and at the same time some who are dull and slow-witted. Now the power of detecting and directing one’s teaching to the latter is often made the test of a good teacher, and in a very true sense it maybe said to be so. But there is another side to the question, and those of us who have taught cannot fail to have often been conscious that while the needed attention and explanations are being given to the dull ones, the time of the quick-working children is being practically wasted. As Dr. Hall points out, we have perhaps not yet realized how much power is lost to the world in consequence. It would be an interesting experiment to select such bright, quick-witted children, and putting them into a class by themselves, in charge of an able teacher, to note the results of thus allowing them to work at their own rate.
The Clark University is unfortunately not open to women, if the summer school (to which they are admitted) be not considered.
Students are expected to possess a reading knowledge of the French and German languages, and a knowledge of Elementary Psychology is also considered desirable.
There are many other Universities which have opened more or less complete pedagogical departments; but these which have been described will suffice to give a general idea of the courses offered in them. On the whole it appeared to me that while in America excellent provision is made in many of the States for the training of teachers for the Primary Schools on the one hand, and for the positions of professors, lecturers, superintendents on the other, far too little attention is given to the training of teachers for the High, Collegiate and Private Schools. High School teachers are mainlythose who have worked their way up through the grades (salaries tend to increase with the grade, which brings about that inexperienced teachers are too often put to the lower classes), while the teachers in Collegiate and Private Schools have usually taken up the work straight from college without any special preparation at all. England and Wales have, I think, made much better provision for the training of such teachers, but I think we have a good deal to learn from America in providing for the training of lecturers, school inspectors, etc., etc., and perhaps also in the matter of setting the seal of University approval upon training, by the bestowal of educational degrees.
Teachers’ Institutes form an integral part of most state and city systems of education. They have been defined as “normal schools with a very short course,” and this definition is substantially correct. The work done by them is of much the same character as that done in the Normal Schools, and they have the same end in view—that of making teachers more fit for their profession. They, however, vary somewhat in character, and it will be perhaps well to distinguish between—
1. Those which are held on Saturdays for teachers in the city or district, and which are usually conducted by the superintendent, who gives lectures on the Science and Art of Teaching, discusses educationalproblems and methods, or follows out with them a course of reading. Attendance at these institutes is often made compulsory, and loss of part of salary is sometimes made the penalty for non-attendance. By the statistics returned from ninety-six cities holding institutes, it appears that forty-four thus enforce attendance.2. Those lasting for about six to ten days, having short courses in certain subjects, and especially on the theory of teaching. These are usually those organized by the State Superintendent, who has however the power of delegating the conduct of these institutes to other persons whom he may deem qualified. Again, attendance at many of these is made compulsory.3. Such institutes as are held at some country or sea-side place for a length of time, varying from a fortnight to six weeks. These, however, are mostly started by private agencies, and have little besides the name to distinguish them from Summer Schools. The summer meeting of teachers at Martha’s Vineyard is known as an Institute, and is of this class. The Teachers’ Institutes do not aim at supplying a complete course of Training, but rather at supplementing the work of the Normal Schools and Colleges.
1. Those which are held on Saturdays for teachers in the city or district, and which are usually conducted by the superintendent, who gives lectures on the Science and Art of Teaching, discusses educationalproblems and methods, or follows out with them a course of reading. Attendance at these institutes is often made compulsory, and loss of part of salary is sometimes made the penalty for non-attendance. By the statistics returned from ninety-six cities holding institutes, it appears that forty-four thus enforce attendance.
2. Those lasting for about six to ten days, having short courses in certain subjects, and especially on the theory of teaching. These are usually those organized by the State Superintendent, who has however the power of delegating the conduct of these institutes to other persons whom he may deem qualified. Again, attendance at many of these is made compulsory.
3. Such institutes as are held at some country or sea-side place for a length of time, varying from a fortnight to six weeks. These, however, are mostly started by private agencies, and have little besides the name to distinguish them from Summer Schools. The summer meeting of teachers at Martha’s Vineyard is known as an Institute, and is of this class. The Teachers’ Institutes do not aim at supplying a complete course of Training, but rather at supplementing the work of the Normal Schools and Colleges.
A Summer School seems to differ from an Institute mainly in relation to the amount of professionalwork undertaken. It is usually open for from four to six weeks, and has a great variety of courses. I was able to attend several of these, and was kindly allowed to hear some of the lectures given and to observe the work.
One of these held at Benton Harbour, Michigan, was chiefly attended by those district teachers who wished to prepare for the teachers’ examinations. It was really a private Normal School, which used its buildings in July for a Summer School. The subjects given were mainly those necessary for the teachers’ certificates, with some classes on Methods, and School Management and Drill and Elocution.
Of quite a different kind was that held at the Cook County Normal School. This was almost entirely professional, and held on much the same lines as the ordinary work of the school.
The Summer Assembly at Chautauqua includes a Summer School, which again may be said to include a special course for teachers, called the Teachers’ Retreat.
In addition to the Summer Schools, there are summer courses provided for teachers at many universities. Cornell University makes special provision for such a course, of which the following is an announcement.
“In the summer of 1892, courses of instruction were offered by professors and instructors of this University in Botany, Chemistry, Mathematics, Philosophy, Physics, English, French, German, Drawing, and Physical Training. The Summer School has now been made an integral part of the University, andfor the summer of 1893, courses are offered in the following subjects: