Two Years’ Course:Arithmetic, algebra, geometry, book-keeping.Physics, astronomy, chemistry, physiology, botany, zoology, mineralogy, geology, geography.Language, reading, orthography, etymology, grammar, rhetoric, literature, composition.Penmanship, drawing, vocal music, gymnastics.Psychology, science and art of education, school organization and history of education.Civil polity of Massachusetts and of the United States, history, school laws of Massachusetts.
Two Years’ Course:
Arithmetic, algebra, geometry, book-keeping.
Physics, astronomy, chemistry, physiology, botany, zoology, mineralogy, geology, geography.
Language, reading, orthography, etymology, grammar, rhetoric, literature, composition.
Penmanship, drawing, vocal music, gymnastics.
Psychology, science and art of education, school organization and history of education.
Civil polity of Massachusetts and of the United States, history, school laws of Massachusetts.
In accordance with a vote of the Board of Education, pupils are encouraged to add a half-year to this course of study, provided six months of their entire time be spent mainly in additional practice and observation.
Four Years’ Course:In addition to the studies named above, the four years’ course includes advanced algebra and geometry, trigonometry and surveying.Advanced chemistry, physics and botany.Drawing, English literature, general history.Latin and French required; German and Greek as the principal, and visitors shall decide.
Four Years’ Course:
In addition to the studies named above, the four years’ course includes advanced algebra and geometry, trigonometry and surveying.
Advanced chemistry, physics and botany.
Drawing, English literature, general history.
Latin and French required; German and Greek as the principal, and visitors shall decide.
This course is intended to give pupils that broad culture indispensable to the highest success in schools of any grade, but especially to fit them forservice as teachers in high schools. The studies are so arranged that graduates from the shorter course may complete the four years’ course in two additional years.
The following statistics and extract are from the Public Document of the Board of Education for 1893.
“There are now in the Commonwealth six State Normal Schools, established for the purpose of training teachers to teach in the public schools. The Normal Schools are now well provided with the means of communicating professional instruction.
“As a knowledge of the principles and method of teaching seems to be one thing, and skill in the application of principles quite another, it is necessary that ample opportunity be given in the training schools connected with the Normal Schools for practice in teaching by the normal students as they study the principles. Such practice, if systematicallyand intelligently conducted during the course of instruction, will prepare the normal graduate to enter upon the practice of his profession with the advantages of experience.
“If the standard for admission to the Normal Schools be raised, as the Board of Education now contemplates, they will be relieved of a large amount of academical work now required, and of many candidates whose limited knowledge and capacity for acquiring it make them improper subjects for professional training.
“The time has come when a professional training should be considered a requisite for teaching in the public schools of the Commonwealth.”
Framingham, the first State Normal School in the United States, was first located at Lexington, where it was opened July 3rd, 1839, with three students. In 1852 the school was removed to Framingham. It admits women students only, who reside in the boarding halls attached to the school.
“The design of the school is to give:
1. “A review of the studies taught in the public schools.
2. “A careful study of the history of education and the school law of Massachusetts.
3. “A study of Psychology, for the purpose of ascertaining true principles and good methods.
4. “A practical application of these principles and methods in teaching.
5. “A high estimate of the importance and responsibility of the teacher’s work, and an enthusiasm for it.”
Another school was opened at Barre, September 4th, 1839, but was moved to Westfield in 1844. It is intended for both men and women students, but out of 147 students in 1892 only 7 were men.
There is a Normal Hall of Residence, erected and furnished by the State, at which either men or women students can live.
The subjects taken are the same as those in the other Normal Schools of the State, for the two or four years’ course. All studies are pursued on the topical plan, and with special reference to the best ways of teaching them. Every student frequently takes charge of a class, and teaches topics, so that throughout the course he is under actual training as teacher.
I had the opportunity of hearing a class in Didactics, conducted by Principal Greenough on the topical method. I found that “topics” simply meant the heads or divisions of subjects. The students had been previously given topics to prepare, and they were called on two at a time to go to the blackboard and write up and explain to the class alternately the various points to be considered under each head. These points were one by one discussed with the Principal and other students. This topical method is adopted at many other schools and colleges. It often happens that one or two students only are entrusted with topics to prepare, which they are expected to be ready to explain to the rest of the class, subject of course to thecriticism of the teacher and discussion by the class.
The students obtain the necessary practice in teaching, partly in the above way by teaching each other, and partly by giving lessons in the Model School under the critic teachers. Each student is also required to teach for four weeks continuously, and to spend a good deal of time in observing children, and the work of the teachers in the Model School.
The school is very well provided with apparatus. Almost every subject taught has its special room with appropriate appliances for teaching. I was especially struck by the apparatus for teaching geography. Large wooden trays lined with zinc, and placed on supports so as to resemble low tables, were used for modelling in wet sand. Special classes were held to instruct the students in the art of sand-moulding.
Bridgewater Normal School was opened in 1840. It receives both men and women students, the number for this year being 272, of which 58 are men, and 214 women.
There are two Halls of Residence, at which students may reside.
Four courses are possible: 1. Two years’ course. 2. Three years’ or intermediate course. 3. Four years’ course, and 4. Post-graduate course for college graduates.
There appears to be especially good provision forthe teaching of science, the new buildings having ample laboratory accommodation.
Worcester is the youngest of the Normal Schools, having been opened in 1874. It is open to both men and women, but the latter largely preponderate.
In addition to the ordinary two and four year courses, college graduates are allowed to take up a special elective course.
This school has certain special features which distinguish it and require note.
The study of psychology is pursued in part by the original observation of children. The students are asked to observe the conduct of children in all circumstances, and to record what they see and hear as soon as possible, in a simple and concise manner, without any comment by the writer. They are advised to note the usual rather than the unusual conduct of the children observed. For convenience of classification, blanks of five colours are used: white for observations made by the students themselves; red for those reported by others; yellow for reminiscences of the student’s own childhood; green for records made from books, and chocolate for a continued series of observations made on the same child. The date, name of observer and post-office address; the name, sex, nationality and age of child observed; and also the length of time elapsing between the making and recording of the observation, are all set forth on these papers.
The making of these observations is quite voluntary, but the students become so interested in the work that an ever-increasing number of reports aresent in. Some 16,000 have already been collected. These are placed at the disposal of the Clark University, which has from time to time made use of the material thus brought together. These records are valuable in themselves, but still more valuable is the training in observation of children afforded to the students in making them.
The students in this school have the opportunity before graduating of serving an apprenticeship as teachers in the public schools of Worcester.
The “apprentice” acts as assistant to the teacher of the city school; takes part in the instruction, management and general care of the pupils under the direction of the teacher; and is sometimes entrusted with the sole charge of the school during the teacher’s absence for an hour, a half day or a day. One student only at a time is assigned to any teacher, but each apprentice serves in at least three grades of schools.
The time taken for the apprenticeship comes just before the final term in the Normal School, and amounts to half a school year. But the apprentices spend one day of each week (Wednesday) at the Normal School, where they are occupied in the following manner:
They consult with the teacher, and with one another, and make use of books.
They make informal statements to the school of such facts of their experience as it may profit the other pupils to know,—concerning ways of teaching, cases of discipline and the like,—keeping in mind always the private character of the daily life of theschool-room, and under special warning against revelations that might seem objectionable.
Each apprentice keeps a diary of the occupation and experience of every day, and this record is inspected by the Faculty of the Normal School.
The Faculty of the Normal School have the right of visiting the apprentices while at work, and of giving advice and suggestion. When the six months are over, the teacher of the school makes a report on the work of the student. The School Board approves the system, as those students who have been apprentices are found afterwards to be the most capable teachers in the Worcester public schools. Students are not forced to undergo apprenticeship, but most choose to do so. After it is over, they return to the Normal School for six months, before graduating.
Forty minutes each day are assigned to “Platform Exercises,” which consist in reading, speaking, drawing on the blackboard, etc., before the assembled school. They are found to be very useful in helping the students to overcome nervousness. Each student can choose her own time and subject, but at least nine must be ready to take part each day. No exercise is to be prepared for more than four minutes, but as questions may be asked by the teachers or other students, and criticism is sometimes offered, they often take longer.
A new and interesting feature of the school is the children’s class which has just been started. Between twenty and thirty children between three and five have been admitted. No charge is madefor tuition, and it is understood that the class can be taught in any way thought good by the Principal. This class affords a good field for child-study and experiment in methods of elementary teaching. It is in charge of an experienced kindergartner.
I was attentively listening to a lecture on Psychology, given by Principal Russell, when suddenly, to my amazement, the whole class rose and left the room while he was still speaking. To my surprise, he did not seem at all disturbed, and he then proceeded to explain, that finding that most students were deficient in “time sense,” such a necessary possession for a teacher, he had adopted the plan of making the students keep their own time at lectures.
The Normal Art School, Boston, aims at training art teachers and supervisors for the State. Two courses are offered—one of four years’ training in the scientific and artistic branches and their practical application to industry, and one of two years’ training for the work of teaching or supervising Art in the public schools.
The following is a comprehensive plan of the work of this second course:
First Year:1. Elements of psychology.2. Outline course of drawing for Primary and Grammar Schools.3. Practice teaching.Second Year:1. History of education.2. Principles and methods of teaching.3. Outline course of drawing for High and Evening Schools.4. Practice teaching.5. Practical details of supervisor’s work.6. Presentation of the subject of drawing by each pupil before a body of assumed teachers.
First Year:
1. Elements of psychology.
2. Outline course of drawing for Primary and Grammar Schools.
3. Practice teaching.
Second Year:
1. History of education.
2. Principles and methods of teaching.
3. Outline course of drawing for High and Evening Schools.
4. Practice teaching.
5. Practical details of supervisor’s work.
6. Presentation of the subject of drawing by each pupil before a body of assumed teachers.
The State of Michigan maintains only one Normal School, but, as we shall see later, this State has other means of providing for the training of its teachers.
This school is located at Ypsilante, and is not residential. It is open to men and women, and tuition is free to those who undertake to teach in the State Schools. Graduates from recognised High Schools, approved by the Board of Education upon recommendation of the Faculty, are admitted without examination, and are credited with advanced work already done. Other candidates must pass an entrance examination.
The school offers three classes of courses:
1. Those covering three years of instruction leading to a certificate, which is a license to teach in the schools of Michigan for a period of five years; of these there are two, one especially for kindergartners, and the other to prepare teachers for the rural schools and for the lower High School grades.
2. Courses covering four years, leading to a diploma and a life-certificate. Of these there are many to choose from, but all are more or less distinctly literary, scientific or classical.
3. Advanced courses, leading to the degree ofBachelor of Pedagogics and a life-certificate. One for graduates of any of the four year courses, and can be completed in two years.
Any one holding an academic degree from the University of Michigan, or from an incorporated college, may receive the degree of B.Pd. by spending one half-year at the school, and attending professional instruction for 250 hours, and teaching under supervision for 100 hours.
Any person holding the degree of Bachelor of Pedagogics of the Michigan State Normal School may, upon application, receive the degree of Master of Pedagogics upon the following conditions:
(a) He shall furnish evidence satisfactory to the Faculty that he has been engaged in teaching or in school supervision continuously, and with pronounced success, for five years since receiving the Bachelor’s degree.
(b) He shall prepare and present a thesis acceptable to the said Faculty, upon some subject connected with the history, science, or art of education, the Faculty reserving the right to assign the subject of such thesis.
The design of the School is professional—i.e., only those students are admitted who intend to teach, but a large portion of the various courses is devoted to academic work. The school is directly under the control of the State Board of Education, which grants all certificates, diplomas and degrees upon recommendation of the Faculty.
This State, which, like that of Michigan, is typical of the West, has provided two Normal Schools, known under the somewhat imposing names of the “Illinois State Normal University,” and the “Southern Illinois State Normal University.” Neither of these, however, are purely professional schools. The first of them has three departments—Normal, Training and High School, while the second has also three—Normal, High School and Preparatory.
Tuition is free in the Normal Department of both schools, to those who intend to teach in the State.
The courses in the Normal Departments are usually for three years, but may be extended to four, and at the completion of any course a diploma is granted.
The work is very largely academic, and in the first year hardly any really professional work is done.
One of the Counties of Illinois—Cook—possesses a Normal School which, although not technically a State School, yet is so in reality, or indeed something wider, for it attracts to itself students from all parts of the States. This is known as the Cook County School, or perhaps quite as often as Colonel Parker’s School.
It is situated at Englewood, a suburb of Chicago, and has a student’s hall attached to the school, where students may obtain board and lodging.
As a school it is probably unique, and as such exceedinglydifficult to estimate. When visiting it, the charm of the School falls upon one, the enthusiasm of Colonel Parker and his band of teachers creates an atmosphere of inspiration which disarms criticism, and few would come away without feeling that the world was better than they thought, and a little child the most beautiful thing to be found on the earth. I think that it is in this genuine love and care for children that the real strength of the School lies, and that if it can continue to send out teachers who really love and understand children, it need fear no outside criticism. A chance remark of Colonel Parker’s seemed to me typical of the spirit of the School: “I do not want any of the children to know that I am not one of them.”
The following extracts from his report to the Cook County Board explain the distinguishing features of the School:
1. Any graduate (four years’ course) of an accredited High School, or a graduate of a college or university, will be admitted to the Professional Training Class, on presentation of diploma.
2. A teacher of three years’ successful experience in a Graded School, and holding a first-class certificate, will be admitted on presentation of said certificate, and certificates of success as a teacher.
Candidates with the above credentials will be admitted to the Professional Training Class at any time.
1. Students must be members of the Professional Training Class at least one year of forty weeks before they are eligible for graduation.
2. Whenever, after one year, the members of the Faculty are convinced that a student has the necessary knowledge, skill and governing power to teach and manage a school satisfactorily, the said candidate is recommended for graduation to the Board of Education.
The County Superintendent of Schools grants to each graduate a certificate to teach in Cook County, outside of Chicago, first or second grade, upon his own examination and the recommendation of the Principal.
First-grade certificates are given to those graduates who have manifested during their course marked ability in study and teaching.
Elective courses are allowed to those students only who have received diplomas of graduation.
Graduates of the Professional Training Class may elect for a one or two years’ course any one of the following post-graduate courses:
1. Kindergarten Training Class, physical training, elocution.2. History, geography and literature.3. Science, art and manual training.4. Mathematics and manual training.5. Modelling, painting, drawing and manual training.6. Physical training, elocution, the Delsarte system of expression, music, anatomy, physiology and hygiene.7. Advanced course in psychology, pedagogics and methods.
1. Kindergarten Training Class, physical training, elocution.
2. History, geography and literature.
3. Science, art and manual training.
4. Mathematics and manual training.
5. Modelling, painting, drawing and manual training.
6. Physical training, elocution, the Delsarte system of expression, music, anatomy, physiology and hygiene.
7. Advanced course in psychology, pedagogics and methods.
In all elective courses psychology, pedagogics and methods are included.
The Practice School consists of eight grades (ninerooms) and the kindergarten. There are two first primary rooms (A and B).
Each room in the Practice School is under the immediate charge of a critic teacher, who teaches the pupils in her room, and supervises the practice teaching in her grade.
The Practice School, with the exception of the kindergarten, is a public school of the city of Chicago.
The Practice School is an essential feature in the training of teachers. The entire professional work of the school is concentrated upon the teaching and training in this department.
One hour each day is devoted to teaching in the Practice School by members of the Professional Training Class.
The Practice School is divided, for the purpose of practice teaching, into forty or more groups, each group consisting of from six to ten pupils. Two groups are united, forming one section; two sections are united to form a division.
Pupil teachers are very carefully selected for merit, as (1) heads of groups; (2) leaders of sections; (3) teachers of divisions; (4) special assistants. Pupil teachers not thus chosen are assistants to group leaders.
The purpose of these divisions into groups, etc., is to give each pupil-teacher as much practice as possible. The teacher begins with a small number of pupils, and advances, as teaching power increases, to the leadership of a section, a division, and at last to a special assistant’s position. The latter positionrequires the ability to teach and govern an entire grade or room.
The entire work of the Professional Training Class is, in reality, preparation for practice teaching,—preparation in knowledge, theory and methods.
The course of work for the Training Class includes the following subjects:
1. Psychology, pedagogics, the history of education and methods of teaching.2. Science in primary and grammar schools.3. Geography with modelling, painting, drawing and chalk modelling as means of geographical study.4. History and literature.5. Mathematics; number, arithmetic, form and geometry.6. Art, including modelling, painting and drawing.7. Physical training, elocution, the Delsarte system of expression and vocal music.8. Manual training, paste-board and wood sloyd and construction of apparatus for science teaching.
1. Psychology, pedagogics, the history of education and methods of teaching.
2. Science in primary and grammar schools.
3. Geography with modelling, painting, drawing and chalk modelling as means of geographical study.
4. History and literature.
5. Mathematics; number, arithmetic, form and geometry.
6. Art, including modelling, painting and drawing.
7. Physical training, elocution, the Delsarte system of expression and vocal music.
8. Manual training, paste-board and wood sloyd and construction of apparatus for science teaching.
The special teacher at the head of each department presents the conditions for the knowledge needed for teaching his or her subject, and decides whether the pupil-teacher has the requisite knowledge and skill to prepare a plan for teaching.
The special teacher also teaches the principles and methods of his subject, and supervises the practice-work in his department throughout all the grades.
The practice teaching is divided into ten periods for one year, one period continuing for one month.
Each pupil-teacher is required to prepare one plan for teaching, each month, upon a subject selected by the critic teacher, under whose direct supervision the pupil-teacher is to work. This plan must be approvedby the critic teacher, and also by the special teacher in charge of the subject taught, before the one who prepares the plan is permitted to teach.
Each month, certain group, section and division leaders are transferred from grade to grade in order that every pupil who has requisite ability and skill may teach in the eight grades during the course.
Whenever a pupil-teacher has reached the rank of special assistant, he or she is sent out to the county schools to act as substitute[8]upon the order of the County Superintendent.
The course of study followed in the school is the application of a doctrine or theory of education, called the Theory of Concentration. Upon this theory it was my privilege to hear Colonel Parker lecture from time to time, and the following is a short synopsis of his lectures as drawn up by himself.
“In this theory, the subjects of thought and study are the natural sciences, geography and history. The unity of these subjects is found in the study of life—the laws of life—and the laws which support life.
“The laws of life enter into the child through education, and become the essentials in his intellectual and moral character.
“Form, geometry, number and arithmetic are theindispensable means for the study and investigation of the laws of the universe acting through matter; therefore form and number must be studied in order to understand any and all subjects of thought.
“Attention is the one mode of study. Attention may be divided into three modes of thinking: (1) observation, (2) hearing language, (3) reading or book study. The subjects or objects of attention are the natural sciences, geography and history—therefore observation, hearing language, and reading are the means of knowing and thinking. The subjects of knowing and thinking should be immediately educative. Therefore, all acts of attention, observation, hearing language and reading should be concentrated upon these subjects, and objects of intrinsic thought. For example: all reading should be the most educative thinking, and therefore should consist of the purest and most thoughtful literature. Every word and sentence learned by the pupil should be learned under the immediate impulse of intrinsic thought.
“Under the theory of concentration, the modes of expression—gesture, music, modelling, painting, drawing, speech and writing, are used as the direct and immediate means of intensifying intrinsic thought, and under these impulses and stimuli the technical forms of expression in each mode are adequately acquired.
“The central and sole design of concentration is the harmonious development of individual character—knowledge, skill, are means, not ends—the eternal is the end. It goes without saying that the applicationof this doctrine of concentration requires the highest grade of knowledge, skill, art and devotion to human development.
“Considering this course of study from the standpoint of ‘knowledge for the sake of knowledge,’ taking the subjects presented in the light of ‘going over,’ ‘going through,’ ‘being marked upon,’ ‘final tests by written examinations,’ there must be a hopeless confusion; the burden would be greater than any corps of teachers could possibly bear.
“A course of study is a means to an end, and that end the full development of all the possibilities for good and growth in a human being. It should consist of all the subjects of thought, the germs of which a child spontaneously assimilates and enjoys before he enters school. A course of study should be very carefully arranged and adapted to the successive stages or steps of development.
“Its application, however, depends wholly upon the knowledge and skill of the teacher, the teacher who watches closely and sympathetically every movement of her pupil’s mind; the teacher who looks upon a course of study as a rich storehouse of mental food, to be presented as the mind needs it, or rejected when the conditions are not favourable to growth.
“Following or ‘going over’ a course of study belongs to the trade of school keeping, and not to the art of teaching.
“This course of study cannot be understood by studying the work of one grade alone—it must be studied as a whole and applied with the comprehensive knowledge of the whole.
“The final decision as to what should be applied to each individual pupil must be left to the teacher of that pupil.
“No authority outside of the teacher of a pupil can possibly determine what that pupil needs at any given moment.
“Grading and promotion, properly understood, are economical means of knowing and helping each individual pupil.
“The course of study in its best form and last analysis is the best means of helping each child, and of helping each child to be of immediate and essential aid to all his mates.”
Very similar to the State Normal Schools in organization and curriculum are those maintained by certain cities. Of these the Philadelphia, New York and Boston schools may be taken as representatives. Such schools belong to the City School systems, and are under the supervision of the City Superintendent. Graduates from these schools are supposed to teach in the public schools of the city.
At Philadelphia the Normal School is in a transition state. Hitherto the Girls’ Normal School has at the same time been the Girls’ High School, and it was only possible to make a distinction in length of course between those who were going to teach and those who were not—the fourth year being especially devoted to professional work. The tendency in such a school would be, of course, to emphasize the academicwork at the expense of the professional. According to the new scheme, the High School and Normal School will be separated, and the latter be purely professional. Admission to the Normal School will only be granted after a three years’ course at the High School, and the former will have a course of its own for two years. The present course of study and the future scheme are subjoined.
Subjects to be studied in the two years’ course at the new Girls’ Normal School, Philadelphia:
1. Educational Psychology.2. Methods of Teaching.3. School Economy.4. The History of Education.5. The Philosophy of Education.6. Methods in Mathematics.7. Methods in Language and Literature.8. Methods in History, Sociology, and Civics.9. Methods in Natural History.10. Methods in Physics and Chemistry.11. Methods in Elocution.12. Methods in Vocal Music.13. Methods in Modelling and Drawing.14. Methods in Kindergarten.15. Methods in Gymnastics and Physical Training.16. Methods in Sewing and Fitting.17. Methods in Wood-work, etc.18. Observation in Model School.19. Practice in Model School.20. Discussion of Observation and Practice.21. Educational Reading and Original Investigation.
1. Educational Psychology.2. Methods of Teaching.3. School Economy.4. The History of Education.5. The Philosophy of Education.6. Methods in Mathematics.7. Methods in Language and Literature.8. Methods in History, Sociology, and Civics.9. Methods in Natural History.10. Methods in Physics and Chemistry.11. Methods in Elocution.12. Methods in Vocal Music.13. Methods in Modelling and Drawing.14. Methods in Kindergarten.15. Methods in Gymnastics and Physical Training.16. Methods in Sewing and Fitting.17. Methods in Wood-work, etc.18. Observation in Model School.19. Practice in Model School.20. Discussion of Observation and Practice.21. Educational Reading and Original Investigation.
Mention must also be made of the provision made for the training of men teachers in the new School of Pedagogy which has been opened in connection with the Central High School for boys. The students must be graduates of the latter, or of similar institutions. The course is for one year, and includes professional subjects only.
The New York Normal College is conducted in the same way as the present one at Philadelphia, it being at once a High and Normal School.
The Boston Normal School is of the professional type, with an ordinary course of a year and a half, although many students stay for a post-graduate course.
The course of study in this school is pursued with special reference to teaching, and is as follows:
1. Psychology and Logic.2. Principles of Education.3. Methods of Instruction and Discipline.4. Physiology and Hygiene.5. The Studies of the Primary and Grammar Schools.6. Observation and Practice in the Training School.7. Observation and Practice in the other Public Schools.8. Science of Language.9. Phonetics.10. Gymnastics.11. Vocal Music.12. Drawing and Blackboard Illustration.13. Special study of the Theory and Practice of the Kindergarten, for those members of the post-graduate class who desire to qualify themselves for teaching in that department.
1. Psychology and Logic.2. Principles of Education.3. Methods of Instruction and Discipline.4. Physiology and Hygiene.5. The Studies of the Primary and Grammar Schools.6. Observation and Practice in the Training School.7. Observation and Practice in the other Public Schools.8. Science of Language.9. Phonetics.10. Gymnastics.11. Vocal Music.12. Drawing and Blackboard Illustration.13. Special study of the Theory and Practice of the Kindergarten, for those members of the post-graduate class who desire to qualify themselves for teaching in that department.
The students practise and observe in the Rice Training Schools, and in the post-graduate class substitute service begins—i.e., any city school having a teacher absent may apply for a student to take her place.