,,the ,,training ,,of ,,teachers ,,in ,,the ,,united ,,states ,,of ,,america ,,by ,,amy ,,blanche ,,bramwell1 ,b4,sc4 ,late ,assistant ,mistress at the ,ladies' ,college1 ,cheltenham2 ,lecturer at the ,cambridge ,training ,college for ,women ,teachers ,,and ,h4 ,,millicent ,,hughes ,lecturer on ,education and ,head of ,training ,department1 ,university ,college ,south ,wales and ,monmouthshire ,illustration ,london ,,swan ,,sonnenschein ,,co ,,new ,,york3 ,,macmillan ,,co #ahid ,,butler ,,tanner1 ,,the ,,selwood ,,printing ,,works1 ,,frome1 ,,and ,,london4 ,,preface ,in view of the growing interest in secondary education in ,england1 and the important educational problems demanding solution1 the ,gilchrist ,trustees decided1 in the early part of #ahic1 to send five women teachers to ,america for the purpose of studying and reporting upon ,secondary ,schools for ,girls and ,training ,colleges for ,women in different parts of the ,states4 ,the ,trustees made their intention widely known1 and invited the governing bodies of the various women's colleges and associations of teachers to submit to them names of persons specially qualified4 ,out of the list of able and experienced women teachers thus furnished to them1 the ,trustees1 after careful consideration of the qualifications of the numerous candidates1 selected the following five3 ,miss ,bramwell1 ,b4,sc41 ,lecturer at the ,cambridge ,training ,college2 ,miss ,burstall1 ,b4,a41 ,mistress at the ,north ,london ,collegiate ,school for ,girls2 ,miss ,hughes1 ,lecturer on ,education at ,university ,college1 ,cardiff2 ,miss ,page1 ,head-,mistress of the ,skinners' ,company's ,school for ,girls1 ,stamford ,hill1 ,n42 and ,miss ,zimmern1 ,mistress at the ,high ,school for ,girls1 ,tunbridge ,wells4 ,they were awarded travelling scholarships of one hundred pounds each to enable them to spend two months in the ,united ,states in prosecuting their enquiries4 ,the five scholars visited ,america in the summer of #ahic1 and submitted to the ,trustees carefully prepared ,reports1 two of which--viz41 those by ,miss ,bramwell and ,miss ,hughes--are presented to the public in this volume4 ,the ,trustees have aided in the publication of these ,reports because they believe that a knowledge of the educational systems and experiments which have been tried in ,america cannot fail to be of interest and value to those engaged in teaching in the ,united ,kingdom4 ,r4 ,d4 ,,roberts1 ,secretary to the ,gilchrist ,trustees4 ,,gilchrist ,,educational ,,trust1 #ag1 ,,victoria ,,street1 ,,london1 ,s4,w4 #ahid4 ,,note ,,by ,,the ,,authors ,in publishing the following reports1 which we are enabled to do through the courtesy and generosity of the ,gilchrist ,trustees1 it may not be altogether out of place to submit a few prefatory remarks4 ,when the five ,scholars were appointed to visit ,american ,schools and ,colleges in the summer of #ahic1 it was found advisable1 in view of the magnitude of the task1 to somewhat divide the responsibility4 ,three of the number undertook to visit and report upon institutions offering the means of general education1 while we desired to especially investigate the provision made in the ,united ,states for the ,training of ,teachers4 ,as our interests thus lay in one direction1 the ,trustees further approved of our suggestion that we should travel and work together1 and this plan we found most helpful and satisfactory4 ,it will be seen that we have covered exactly the same field1 but we have thought it desirable to write separate reports1 without mutual consultation1 rather than to embody the results of our work in a joint account4 ,,amy ,b4 ,,bramwell4 ,h4 ,,millicent ,,hughes4 ,,contents ,,page ,new ,york ,educational ,institutions #a ,press ,fair #b ,poughkeepsie ,vassar ,college #b-c ,philadelphia ,schools and ,institutes #c-d ,bryn ,mawr #d ,west ,chester and ,millersville #e ,connecticut ,new ,haven1 ,new ,britain1 ,willimantic #f ,massachusetts ,springfield #f ,boston-- ,perkins ,institute for the ,blind #g ,harvard #i ,women's ,annex 7,fay ,house7 #aj ,institute of ,technology #aa ,wellesley #aa ,quincy #aa ,milton 7co-education7 #ab ,concord #ad ,syracuse ,university #ad ,ann ,arbor ,michigan ,state ,university #ad ,commencement #ae ,benton ,harbour #af ,chicago ,university #af ,world's ,fair #ag ,educational ,congresses #ah ,university settlement #ai ,chautauqua #ai ,cornell ,ithaca #ai ,,report #a4 ,i4 ,,state ,,normal ,,schools4 ,organization #bc ,advantages offered to ,students #bc ,co-education4 ,relative numbers of men and women ,students #bd ,early ,normal ,schools #be ,the early character still maintained #bf ,academic character illustrated by the courses of study-- 7a7 ,in ,massachusetts #bf 7b7 ,in ,new ,york #bg ,arguments given for retaining their academic character #bh ,a4 ,academic ,studies ,importance given to ,science ,teaching #cj ,laboratories and ,museums-- 7a7 ,at ,bridgewater1 ,mass4 #ca 7b7 ,at ,willimantic1 ,conn4 #cb ,manual ,training #cb ,libraries and ,apparatus at ,willimantic1 ,conn4 #cc ,plant ,study at ,worcester1 ,mass4 #cd ,the 8,recitation0 ,method #cd ,importance given to illustration by means of concrete objects #cf ,study of many ,sciences by concentrative methods #cg ,b4 ,professional ,work ,pedagogical subjects studied late in the ,course #ci ,psychology and ,history of ,education in the schools of ,connecticut #dj ,psychology and ,child-,study at ,worcester1 ,mass4 #da 8,methods0 as a subject of study #db 8,methods0 in the ,model ,schools #dd ,unification of study #de ,c4 ,practice in ,teaching ,general plan of ,practice-,work-- 7a7 ,in ,pennsylvania #dh 7b7 ,in ,new ,york #di 7c7 ,in ,connecticut #ej ,importance attached to ,model ,schools #ea ,special plan of ,practice-,work at ,worcester1 ,mass4 #ea ,d4 ,examinations ,state ,examination and 8,graduation0 #eb ,e4 ,supply of ,teachers ,number of ,normal ,school ,students teaching in the ,common ,schools #ec ,small number of ,normal ,school ,students who become ,secondary ,teachers #ed ,,ii4 ,,city ,,normal ,,and ,,training ,,schools4 ,effects of local management #ef ,a4 ,city ,normal ,schools ,conditions of admission #eg ,functions of ,normal and ,high ,school combined #eh ,examinations #fj ,b4 ,city ,training ,schools ,emphasis of the practical side #fa ,substitute ,service #fb ,boston ,normal ,school #fb ,courses in ,massachusetts #fd ,courses at ,new ,haven1 ,conn4 #fe ,psychological ,experiments at ,new ,haven #fe ,criticism lessons at ,new ,haven #ff ,reports of work of ,students at ,new ,haven #fi ,c4 ,city ,training ,classes ,the teaching of reading at ,quincy1 ,mass4 #gj ,courses in ,new ,york ,state #gb ,inadequacy of ,training ,class ,courses for qualifying for responsible work #gc ,practice of allowing beginners to teach in the lowest grades #gd ,importance attached to 8,methods0 of the ,primary ,school #ge ,,iii4 ,,university ,,departments ,,of ,,pedagogy4 ,a4 ,departments of ,state ,universities ,importance to the ,state of the ,professional preparation of ,teachers #gh ,courses in ,pedagogy proper1 and 8,teachers' ,courses0 #gh ,university of ,michigan #gi ,university of ,illinois #hj ,university of ,missouri #ha ,general ,features of ,state ,universities #hc ,b4 ,departments of ,universities in the ,eastern ,states ,teachers' ,college1 ,new ,york ,city #hf 7a7 ,courses of ,work #hg 7b7 ,teacher's ,diploma #hh 7c7 ,purely professional character of work #hi 7d7 ,psychology #ij 7e7 ,history of ,education #ia 7f7 ,methods of ,science #ib 7g7 ,practice department #ic ,school of ,pedagogy of the ,university of the ,city of ,new ,york-- 7a7 ,pedagogical ,degrees #ig 7b7 ,courses of ,study #ig ,cornell ,university #ii ,syracuse ,university #ii ,harvard ,university-- 7a7 ,students' ,inspection of ,schools #ajj 7b7 ,teachers' ,courses #aja 7c7 ,connection with ,secondary ,schools #aja ,clark ,university-- 7a7 ,character of work #ajb 7b7 ,courses of work #ajb 7c7 ,psychological ,research #ajc ,,iv4 ,,summer ,,schools4 ,benton ,harbour1 ,mich4 #aje ,englewood1 ,chicago #ajh 7a7 ,science #ajh 7b7 ,blackboard ,drawing #aaj ,chautauqua #aaa ,cornell ,university1 ,summer ,school #aaa ,,report ,,ii4 ,introduction ,the problem of 8,training0 in ,england and ,america #aaf ,representative ,states #aag ,state ,systems of ,education #aah ,bureau of ,education #aah ,east and ,west #aah ,institutions for the ,training of ,teachers #abj ,normal ,schools ,state1 ,city1 and ,private ,normal ,schools #abj ,academic versus ,professional ,studies #aba ,comparison with ,english ,elementary ,training ,colleges #abb ,lack of uniformity in standard of admission and length of course #abc ,,state ,,normal ,,schools4 ,pennsylvania #abd ,courses laid down by the ,school ,law #abd ,final examinations and graduation #abf ,state ,certificates for untrained teachers #abg ,grants to ,normal students and graduates #abh ,millersville ,normal ,school #abi ,west ,chester ,normal ,school #acj ,connecticut #aca ,conditions of admission #acb ,provision for ,theoretical and ,practical ,work #acb ,final examinations and graduation #acc ,new ,britain #acc ,the ,printing ,press in the ,school #acc ,practice ,school at ,south ,manchester #acd ,willimantic #acd ,new ,york ,state ,statistics of ,state ,normal ,schools #ace ,conditions of admission #acf-ach ,courses and diplomas #aci ,albany #aci ,oswego #adj ,special ,training ,course #adb ,laboratory method of teaching ,history #adc ,massachusetts #add ,the founding of ,state ,normal ,schools #ade ,design of ,schools #ade ,courses #adf ,statistics of ,normal ,schools #adg ,framingham #adh ,westfield #adi 8,topics0 #adi ,sand-moulding #aej ,bridgewater #aej ,worcester #aej ,child-study #aea ,apprenticeship #aeb ,platform exercises #aec ,children's ,class #aec ,training the 8time sense0 #aed ,normal ,art ,school #aed ,michigan #aee ,ypsilante ,normal ,school #aee ,courses of study #aee ,pedagogic degrees #aef ,illinois #aef ,state ,normal ,universities #aeg ,cook ,county ,normal ,school #aeg ,conditions of admission #aeh ,graduation and post-graduate courses #aei ,the ,practice ,school and its use #afj-afa ,theory of concentration #afb-afe ,,city ,,normal ,,schools4 ,organization #afe ,philadelphia #afe ,girls' ,normal ,school ,course #aff ,school of ,pedagogy #aff ,new ,york #afh ,normal ,school #afh ,boston #afh ,normal ,school #afh ,substitute service #afh ,course of study #afi-agj ,,city ,,training ,,schools4 ,organization #aga ,new ,haven #aga ,welch ,training ,school #aga ,notes of ,lessons #aga ,springfield #agb ,training ,school #agb ,leading features of ,training ,school #agc ,list of ,training ,schools in ,massachusetts #agd ,,training ,,classes4 #agd ,table of ,training ,classes1 ,massachusetts #age ,,pedagogical ,,departments ,,in ,,universities4 ,theoretical side of training emphasized #agf ,harvard #agg ,lectures on ,education #agg ,inspection and supervision of ,schools #agh ,cornell #agh ,elective courses in ,philosophy course #agh ,seminaries #agi ,michigan ,professional ,training for ,teachers #agi ,reasons for providing the same 7extract from ,calendar7 #agi-ahj ,teacher's diploma and certificate #aha ,illinois ,course in ,pedagogy counting towards a degree #ahb ,indiana ,courses in ,department of ,pedagogies #ahc ,university of ,city of ,new ,york #ahc ,regular ,students and ,auditors #ahc ,courses of ,study #ahc ,requirements for the ,doctorate in ,pedagogy #ahd ,university of ,iowa #ahe ,teachers' ,training ,college1 affiliated with ,columbia ,college #ahe ,course of study leading to degree of ,bachelor of ,pedagogy #ahf ,certificates #ahg ,school of ,observation and ,practice #ahh ,extension and publishing work #ahh ,clark ,university at ,worcester #ahi ,research work #ahi ,educational ,department #aij ,pedagogical ,seminary #aib ,twofold aim of ,educational ,department #aib ,,teacher',s ,,institutes4 ,character of ,work #aid ,various kinds of ,institutes #aie ,,summer ,,schools ,,and ,,courses4 ,benton ,harbour #aif ,chautauqua #aif ,summer course at ,cornell #aif ,summer ,course at ,clark ,university #aig ,the ,prang ,system #aih ,the ,training of ,teachers in the ,united ,states ,,general ,,sketch ,,of ,,the ,,american ,,tour ,our educational quest began in the city of ,new ,york1 on ,may #bith1 #ahic4 ,having interviewed the ,city ,superintendent1 ,mr4 ,j4 ,jasper1 who gave valuable information as to what was most worth seeing in connection with the educational life of the city1 we proceeded to the ,normal ,college of the city of ,new ,york4 ,the session was just closing1 but we were able to see some classes in physical training and cookery1 and to gain some insight into the methods employed in other subjects4 ,two or three days were most profitably spent at the ,teachers' ,training ,college1 a sketch of the work of which is given elsewhere4 ,a hasty visit to ,columbia ,college1 with its annex for women1--,barnard ,college1--a still more cursory glance at the ,university of the city of ,new ,york 7our information concerning which we were fortunately able to supplement at ,chicago71 with an afternoon spent at the ,press ,fair1 was all we were able to accomplish at ,new ,york4 ,the ,press ,fair proved to be a most interesting exhibit of specimens of the work in the public schools of ,new ,york4 ,the methods of teaching various subjects were set forth1 and we were especially struck1 as again later at the education exhibit of the ,world's ,fair1 by the apparatus and illustrations made by the children themselves4 ,the power of 8making10 whether of maps 7drawn1 painted1 modelled71 models 7in clay1 putty1 paper1 wood71 pictorial illustrations of lessons 7history1 geography1 literature1 natural science1 and even mathematics7 appears to be much more encouraged in ,america than in ,england4 ,we made friends with several of the school children at the ,press ,fair1 who proved most eager and interesting guides1 naturally anxious to fully explain what had been sent from their own special schools4 ,decoration ,day 7,may #cjth71 on which ,new ,york had a holiday1 we determined to spend at ,vassar ,college4 ,a pleasant railway journey up the banks of the ,hudson ,river brought us to the little town of ,poughkeepsie1 two miles to the east of which is ,vassar ,college4 ,here we were most cordially received1 and spent the day in seeing over the various buildings connected with it1 and hearing lectures4 ,this college was founded in #ahfa by ,mr4 ,matthew ,vassar1 who provided the grounds and buildings1 together with a sustentation fund of about #ej1jjj4 ,he desired1 to use his own words1 8to found and perpetuate an institution which should accomplish for young women what our colleges are accomplishing for young men40 ,it led the way in opening the advantages of a liberal education to women1 and holds a place in the first rank of women's colleges in ,america4 ,it is undenominational1 but1 according to the wish of its founder1 daily prayers are held in the chapel1 and all classes meet on ,sunday for the study of the ,scriptures4 ,in order to emphasize the dignity of manual labour1 each student is expected to undertake a small share in the household work of the ,college1 at least1 at some period of her college career4 ,the ordinary course is for four years leading to the degree of ,a4,b4 ,these four years are known respectively as ,freshman1 ,sophomore1 ,junior1 and ,senior4 ,a further course of two years leads to the degree of ,a4,m41 and special courses are also provided4 ,there are1 moreover1 in connection with the college1 schools of music and painting1 the latter possessing a very fine collection of casts4 ,there is a uniform annual fee of #hj 7#djj dollars7 for board and tuition4 ,the students' rooms are usually arranged in groups of three sleeping rooms opening on to a common study4 ,just before our visit the students had given a most successful performance of the 8,antigone40 ,from ,new ,york we went to ,philadelphia1 where the city superintendent1 ,dr4 ,edward ,brooks1 kindly explained the city system of education4 ,he is keenly alive to the importance of the training of teachers1 and ample provision for the same is made in the city4 ,for the training of men teachers1 a ,school of ,pedagogy 7the scheme for which was drawn up by ,dr4 ,brooks7 has lately been opened in connection with the ,boys' ,central ,high ,school4 ,the ,girls' ,normal ,school has had to serve the double purpose of high school and place of training for women teachers1 but ,dr4 ,brooks has long urged the necessity of separating the two1 and at this time the new building for the ,girls' ,high ,school is being erected4 ,kindergarten training is also not neglected1 and on our first evening in ,philadelphia we attended the commencement exercises of ,mrs4 van ,kirk's ,kindergarten ,training ,school1 at which the graduates read essays on various educational topics1 sang songs and acted a little scene1 in which the virtues of the ,kindergarten were set forth4 ,the next day we were able to visit the school itself1 and we found that1 not content with providing the ordinary graduating course1 ,mrs4 van ,kirk has arranged for one that is post-graduate4 ,a delightful visit to the ,drexel ,institute1 which provides for the technical instruction of the city1 a glance at one of the largest ,friends' ,schools1 and an unavailing attempt to see over the ,james ,forten ,manual ,training ,school1 was all we had time for in ,philadelphia4 ,ten miles from ,philadelphia1 on the ,pennsylvania railroad1 one reaches the ,old ,welsh settlement of ,bryn ,mawr1 with its college for women1 which bears the same name4 ,several halls and laboratory buildings1 standing in fifty acres of ground1 make an imposing show4 ,of all the colleges that we visited1 ,bryn ,mawr appeared the most ,english1 and it needed the sight of a preserved specimen of a wicked-looking snake1 which had been killed in the grounds1 to convince us that we were really on ,american soil4 ,perhaps the fact that the ,professor of ,mathematics1 ,miss ,scott1 and three of the ,fellows have come there from ,girton helped to build up the illusion4 ,it is a college without rules2 even attendance at lectures is not compulsory1 but as failure to pass at the yearly examinations brings with it a request to withdraw from the college1 there is every inducement to attend regularly4 ,the same freedom is extended to the choice of studies4 ,instead of the four years' course with the more or less definitely prescribed work for each class which we found at ,vassar1 ,bryn ,mawr has adopted the newer plan of the group system1 which allows more opportunity for specialization4 ,a distinctive feature of the college is the attention paid to post-graduate work1 original research being especially encouraged4 ,the students have adopted caps and gowns1 which1 however1 are only worn within college precincts4 ,acting on the suggestion of ,dr4 ,brooks1 we determined to visit the two chief normal schools of the state of ,pennsylvania--,west ,chester and ,millersville4 ,the little tree-shaded town of ,west ,chester was a pleasant change from the heat of ,philadelphia4 ,it is a most distinctively ,quaker settlement2 even the landlord of the little inn at which we stayed was a ,friend1 and wished to know if 8thee was travelling all by theeself40 ,the normal school is a little way out1 but easily reached by means of the electric cars1 which are to be found in even the smallest ,american towns4 ,it was interesting to us as the first co-educational normal school that we had seen4 ,the dining and lecture rooms are used in common1 but the dormitory accommodation is in two separate wings4 ,from ,west ,chester we went to the normal school at ,millersville1 near ,lancaster4 ,returning north through ,new ,york1 we first stopped at ,new ,haven1 ,connecticut1 a most picturesque place1 famous as being the location of ,yale ,college4 ,superintendent ,curtis most kindly supplied us with information about the ,state of ,connecticut and its normal schools4 ,he also took us to see the ,welch ,training ,school in ,new ,haven1 which1 however1 is elsewhere described4 ,from ,new ,haven we went to ,hartford 7visiting the normal school of ,new ,britain on the way71 and from thence to ,willimantic1 ,south ,manchester1 and ,springfield1 ,massachusetts4 ,at ,springfield the ,training ,school1 and an interview with ,superintendent ,balliet1 gave ample material for thought4 ,the work carried on by ,mr4 ,balliet in the city strikingly exemplifies what a superintendent may do for the cause of education4 ,not only does he give weekly lectures on applied psychology and kindred subjects1 but he has paid special attention to the elaborating of methods of teaching such subjects as arithmetic and geometry1 geography1 ,english language1 etc41 on which he has published pamphlets1 setting forth the results of his thought and experience4 ,it should be noted that1 as in ,america schools when inspected are not judged by results1 but by the methods used1 and the general teaching efficiency1 it comes about that the question of methods holds a more important place in educational thought than in ,england4 ,more time1 therefore1 is devoted to their study in normal and training schools1 and a superintendent has a wide field of influence in the matter of methods in the city or district over which he presides4 ,from ,springfield the normal school at ,westfield was visited1 and from thence we went on to ,albany to see the ,state ,normal ,college and ,city ,training ,school4 ,boston offered a wide choice in matters of educational interest4 ,the ,perkins ,institute and ,kindergarten for the blind well repaid a visit4 ,the former1 associated with the name of ,laura ,bridgman1 has now in ,helen ,keller and ,annie ,thomas two wonderful examples of what education may do even for those who lack what at first may seem the necessary basis for all instruction--the senses of sight and hearing4 ,helen ,keller was not there at the time of our visit1 but we just saw her later at ,chicago4 ,when she entered the ,institute she1 being blind1 deaf1 and consequently speechless1 lived in a state of almost complete isolation1 but now1 through the careful training of her marvellously acute sense of touch1 she can take a very full share in the life of the world4 ,she moves about quite fearlessly1 recognising people by a touch of the hand1 speaking easily 7even sometimes in public71 although1 of course1 those speaking to her must use the hand-language1#a or let her put her fingers on their lips4 ,she is acquainted with a good deal of the best in literature1 and writes most poetically4 ,indeed1 from her letters it is difficult to suppose that she has never seen or heard anything4 ,her life seems a very happy one in spite of all1 and she makes friends everywhere4 ,annie ,thomas was at the ,institute1 however1 at the time of our visit4 ,she1 like ,helen ,keller1 has only the sense of touch by means of which to gain knowledge of the world1 but she too has learned to talk1 write1 sew1 etc4 ,she acted as guide to us over the building1 leading us from room to room1 and drawing our attention to various things1 including specimens of her own work4 ,younger than ,helen ,keller1 she is very fond of dressing dolls1 and felt our dresses all over1 to try to get new ideas in dressmaking4 ,she appears to have a good memory1 and can recognise people after a long lapse of time by just touching their hands4 ,we asked her through her teacher if she remembered the visit of an ,englishman1 who some years before had been there and had given her a little ring2 she remembered at once1 and talked about him4 ,in the ,kindergarten we saw two other such children--,willie ,robin and ,tommy ,stringer4 ,the first1 a little girl1 is a pretty child1 and seemingly very intelligent4 ,it was wonderful to see all the little blind children playing ,kindergarten games1 but when this child came forward and joined in playing cat and mouse1 with an evident keen sense of the fun1 and even sang the songs with the others1 finding out what was being sung by touching the throat of the child next to her1 we realized what education had done for her4 ,the little boy1 ,tommy ,stringer 7who was admitted mainly through the efforts of ,helen ,keller1 who1 having heard of him1 did not rest until she had secured his admission71 is only at the beginning of his training1 and cannot yet do much4 ,of course the first work of establishing a system of communication with these children is the most arduous1 and patient indeed must be the teachers who devote themselves to it4 ,several times we crossed the river ,charles to ,cambridge1 for no visit to ,america would have been complete without some time spent in seeing the leading ,university of the country4 ,it seemed curious to find that women were still excluded from the lectures1 although in the ,women's ,annex they are allowed to work as if for a degree4 ,it seemed strange that such a state of things could exist in a land which boasts itself of freedom and of the position given to women4 ,indeed1 it really appears that the eastern ,states of ,america are behind ,england in the matter of offering equal educational advantages to men and women4 ,there are1 of course1 the great ,women's ,colleges of ,bryn ,mawr1 ,wellesley1 ,vassar and ,smith1 which offer splendid opportunities for work1 but their courses lead to degrees which are for women only1 and which will1 for that reason alone1 never be considered as of such importance as those which are also granted to men4 ,the ,harvard ,annex for ,women has been opened at ,fay ,house1 ,cambridge4 ,professors and lecturers from the ,university give their lectures over again at the ,annex for the benefit of the women students1 who can thus go through the course for a degree1 which1 however1 they may not receive1 having to be content with a certificate4 ,we were able to be there on ,class ,day1 on which the students invite their friends to an 8at home0 in honour of the women graduates4 ,at first all assembled in the library to listen to appropriate speeches1 then they dispersed into the lecture rooms to talk to their friends1 an arrangement which gave the ,english visitors opportunity to meet the various professors and lecturers4 ,the women's ,class ,day1 however1 fades into insignificance by the side of the men's1 which is the gala day of ,cambridge4 ,the morning is devoted to speeches by the students and professors1 and in the afternoon and evening the seniors 7those who graduate7 have the opportunity of giving teas and 8spreads10 to which they invite their friends4 ,on the ,tree of ,liberty is hung the famous wreath1 the flowers of which are scrambled for at a given signal1 and dancing and other entertainments bring the day to a close4 ,commencement ,day1 at which the actual degrees are conferred1 is held some days later4 ,from ,boston we visited another famous college for women--,wellesley1 which takes rank and is conducted on similar lines to those of ,vassar and ,bryn ,mawr4 ,it is quite out in the country1 and has beautiful buildings and grounds of its own4 ,the ,institute of ,technology well repaid a visit4 ,it is a most imposing institution1 every opportunity being afforded in it for work of all kinds1 chiefly1 it is true1 for scientific work 7the laboratories and various departments being most splendidly equipped with apparatus71 but almost any subject can be studied there4 ,there are special courses arranged for those who are actually engaged in teaching4 ,we also visited the ,boston ,normal and ,rice ,training ,school1 ,normal ,art ,school1 and the ,latin ,high ,school4 ,from ,boston1 we went to see the ,state ,normal ,schools at ,framingham1 ,bridgewater ,providence 7,rhode ,island71 and the other ,training ,schools at ,fall ,river and ,pawtucket4 ,the fame of the ,quincy ,schools1 near ,boston1 attracted us thither1 and we spent a delightful morning listening to lessons in the primary and grammar grades of one of the best4 ,it was of course a mixed school1 and every class had a large room to itself with a continuous blackboard1 all round the walls1 of which constant use was made either by teacher or scholars4 ,these blackboards are an essential part of school-room furniture in ,america1 and without them a great deal of the teaching could not be carried on4 ,the teacher begins at one end of the board facing the class1 and can work right along the side of the room1 thus being able to leave all her drawings1 etc41 unerased during the lesson4 ,she can also send any or all of the children to the blackboard at once to work sums1 write or draw4 ,it was at ,quincy that ,colonel ,parker 7now at ,cook ,county ,normal ,school7 began his work as school superintendent1 and through him the ,quincy methods of teaching attained an almost world-wide fame4 ,the little town of ,milton1 a few miles out of ,boston1 among the ,blue ,mountains1 was also a place of interest4 ,we there visited the ,milton ,academy1 an endowed school1 chartered as far back as #agih1 and opened in #ahjg4 ,it is a school for boys and girls1 although there is only a boarding-house for boys4 ,the ,academy much resembles an ,english ,high ,school1 in that it provides education for children between the ages of eight and eighteen1 and has an upper and lower school4 ,it is really a preparatory school for ,harvard1 the courses in the upper school being determined by the requirements for the ,harvard entrance examination4 ,we asked the head-master as to the practical working of co-education in a school of that kind4 ,he appeared to believe in it1 and gave us an excellent opportunity of learning how the boys and girls themselves regarded it4 ,the upper school had to write for ten minutes on some given subject1 and on this morning the one announced was 8co-education40 ,we were afterwards allowed to look at the papers1 and were very much interested by them4 ,about half the pupils expressed no definite opinion at all--many saying that as they had never been to a school on any other plan1 they could not judge of the relative merits of mixed or separate schools4 ,the rest1 however1 had fully made up their minds1 some for and some against4 ,those who defended the system did so on the grounds of the higher standard of work resulting from the rivalry between the boys and girls1 and of the good influence each had on the other--the girls making the boys gentler1 while the boys' admiration of courage tended to render the girls braver4 ,the objections brought against it were1 however1 almost more interesting4 ,several boys objected1 because they said they had to work harder than in schools for boys only1 while some of the girls who did not want to take the ,harvard entrance examination disliked the course of study rendered necessary by it1 and would have preferred to take other subjects4 ,according to one boy1 8girls have so much more time than boys 7not playing so many games71 and therefore can easily get their lessons perfect02 and another bewailed the fact that when optional extra work was given out by the teacher1 8the girls always did it1 and so got more marks40 ,a more valid objection1 perhaps1 was that the school had no reputation for athletics1 or outdoor games1 as the girls took no interest in them4 ,how far this was really true in this particular case1 we could not judge2 but wherever we went1 we were struck with the fact that ,american girls do not play or get enough exercise in the open air4 ,this dislike to outdoor exercise and fondness for hot rooms 7their rooms are kept ten to fifteen degrees higher in temperature than we consider healthy in ,england7 are probably the chief causes of the delicacy and excitability of ,american women4 ,one day was spent at ,concord1 so long the home of ,emerson1 ,hawthorne and ,thoreau1 where one realized as never before what their lives and writings have meant as educating influences in ,america4 ,the life of ,concord seems to be in the past1 and it appears as if quietly awaiting the return of those great presences which made it famous4 ,the house once occupied by the ,alcotts is now in the possession of ,commissioner ,harris1 of ,washington 7,head of the ,bureau of ,education71 who spends a part of each year there4 ,the ,concord schools are good1 and a new scheme1 by which all children within a radius of ten miles are collected in conveyances and brought in to school1 has just been adopted4 ,this plan does away with the necessity for district schools1 which are rarely efficient4 ,from ,boston we started westward1 and first stopped at ,syracuse4 ,this is the seat of a ,co-educational ,university1 placed on the top of the highest hill1 the view from which is very fine4 ,besides the ordinary departments1 it has one for music and one for painting1 which have both been carefully organized4 ,there is also an observatory4 ,by way of ,oswego1 ,niagara and ,detroit1 we reached ,ann ,arbor1 the seat of the ,michigan ,state ,university1 which is the centre of the life of the town4 ,it is co-educational and non-residential1 the students boarding with the people of the place4 ,it appeared that nearly every house took in students1 usually only to lodge1 but other houses opened their doors at meal times1 and it was a curious sight to see students and others wending their ways three times a day to certain houses where they had arranged for meals4 ,the ,university has many departments1 including those of law1 medicine and dentistry4 ,two graduates of the last were ,englishwomen1 who are now practising in ,chicago4 ,we were fortunate enough to arrive there in time for ,commencement ,day1 when we saw several hundred students receive degrees4 ,they went up on to the platform in batches of twenty or thirty at a time1 and were then handed their diplomas4 ,neither the graduates nor the professors wore any academic dress4 ,just below the platform1 tables were arranged which were covered with bunches and baskets of flowers and presents4 ,these were placed there by the friends of the students1 and each bore the name of the one for whom it was intended4 ,at one point in the ceremony these were handed round4 ,an address is usually given by some well-known speaker--this year by ,dr4 ,charles ,warner4 ,this ,university is the crown of the ,michigan ,state system of education1 and its advantages are equally open to men and to women4 ,all connected with it seemed to approve of its being co-educational4 ,great freedom is allowed to all students1 but he or she who will not work1 and wastes time and opportunities1 has to leave4 ,graduation time is also that chosen for the meeting together of old students of the ,university4 ,the students who graduate together are known as the 8class0 of the year in which they take their degrees--such as the 8class of #ahgj10 or of 8#ahij40 ,the members of the various classes try to keep in touch with each other all their lives1 and like to meet at the ,university at ,commencement time4 ,several classes1 in some of which the members were all grey-headed1 had thus met together to talk over old times4 ,from ,ann ,arbor we went to see a ,summer ,school1 at ,benton ,harbour1 a watering-place on ,lake ,michigan4 ,the school was mostly attended by teachers from the country1 who wished to use part of their holidays in preparing for one of the ,teachers' ,state ,examinations4 ,here we spent the 8glorious fourth10 being roused by fireworks at three in the morning1 and obliged to tread the streets most carefully by day to avoid stepping on the fire-crackers which lay about everywhere4 ,crossing the lake by steamer 7a three or four hours' passage1 in which we were quite out of sight of land71 we reached ,chicago4 ,there we stayed at the new ,university1 which1 of course1 was not then in session4 ,the dormitories were let out to those who came for the ,educational ,congresses4 ,our first sight of it was not inspiriting1 for we arrived at night1 and the half-finished buildings1 placed at intervals on what must at no distant date have been a swamp1 looked cheerless and forlorn4 ,things looked better in the morning sunshine2 and we then found that there was every promise of its being a large and handsome ,university4 ,it is co-educational1 like ,michigan1 and has1 moreover1 three women on the staff--one as ,dean1 one as ,assistant-,professor of ,english1 and one as ,lecturer in ,spanish4 ,it is residential1 some of the dormitories being built for women and some for men4 ,the ,world's ,fair was held in the parks adjoining the ,university4 ,it would take too long to describe1 but one building must be mentioned--that of the ,liberal ,arts1 the top floor of which was entirely given up to educational exhibits4 ,nearly every country was represented1 from ,japan--which really appears to be far advanced in the making of teaching apparatus--to the exhibit of our own ,london ,school ,board1 which was exceedingly well arranged1 and attracted much attention4 ,the ,united ,states had naturally the lion's share of the space--each ,state having a section allotted to it4 ,in each section places were given to the ,universities1 ,normal ,schools1 ,public and ,private ,schools1 and other ,institutions4 ,specimens of work1 exercise books1 apparatus1 were all shown4 ,several ,states had taken great pains to make the exhibit complete4 ,some had collected valuable statistics and placed them on revolving screens1 some had published pamphlets describing certain branches of educational work in the ,state2 and some greatly heightened the value of the exhibits by placing some one in charge who was competent to explain them4 ,some exhibits were1 of course1 much more valuable than others--the ,states of ,indiana1 ,massachusetts1 ,minnesota and ,new ,york appeared perhaps the most complete4 ,from these exhibits1 and especially from those in charge of them1 we learned much1 and were able to supplement the knowledge we had gained by visiting the various schools4 ,two ,educational ,congresses were held1 the first under the ,women's ,branch of the ,world ,congress ,auxiliary1 began on ,july #agth1 and the other1 held under the charge of the ,national ,educational ,association1 began on ,july #bcrd4 ,under each there were many sections1 those for the first being ,higher ,education1 ,university ,extension1 ,college and ,university ,students1 ,college ,fraternities1 ,kindergarten ,manual and ,art ,education1 ,social ,settlements1 ,chautauquean ,education1 ,stenography1 ,teaching of the ,deaf and of the ,blind4 ,for the second3 ,higher1 ,secondary1 ,elementary and ,kindergarten ,education1 ,school ,supervision1 ,training of ,teachers' ,art1 ,vocal ,music1 ,technological1 ,industrial and ,manual ,business and ,physical ,education1 ,rational ,psychology and ,experimental ,psychology in ,education4 ,on the whole the ,congresses were disappointing1 with perhaps the exception of that on ,experimental ,psychology2 but the people we met there were so interesting as to quite make up for any loss in the ,congresses themselves4 ,all our spare time we spent at the ,cook ,county ,normal ,summer ,school1 ,colonel ,parker having given us free passes to all lectures4 ,there we met teachers from all parts of the ,states and from ,canada4 ,we also visited the ,university ,settlement in one of the poorest parts of ,chicago4 ,it is known as ,hull ,house1 and is conducted on much the same lines as ,toynbee ,hall4 ,from ,chicago we went to ,chautauqua1 the huge encampment by the side of ,lake ,chautauqua1 in ,new ,york ,state4 ,here for several months in the year people gather 7no longer in log huts1 but in hotels and boarding-houses erected for the purpose7 to attend the summer school1 or the religious meetings1 or simply to enjoy the social life and popular lectures1 concerts1 etc41 which make the time pass quickly for them4 ,not only1 however1 in the summer does ,chautauqua exercise its influence4 ,an elaborate system of reading circles and education by correspondence has been established1 and connects one summer meeting with another4 ,it does educational work among those who are reached in no other way1 and its influence is felt not only throughout the ,states and ,america generally1 but even in ,europe and far ,japan4 ,we returned to ,new ,york through ,ithaca1 where we stopped to see ,cornell ,university4 ,a ,university ,summer ,school was being held1 and we were able to attend some lectures1 and interviewed one or two professors4 ,a breakdown of the train by which we were to leave ,ithaca delayed our journey1 so we arrived in ,new ,york too late to see any more institutions1 and sailed from thence feeling sad at the thought that such a delightful tour was ended2 but glad1 too1 at the remembrance of the many friends we had made1 and feeling that ,america would be no more to us a land of strangers4 ,,millicent ,,hughes4 ,,report ,i ,,by ,,amy ,,blanche ,,bramwell1 ,b4,sc4 ,in making my report of observations in one department of the ,educational ,system of the ,united ,states1 ,i am anxious to point out1 at the very outset1 that the nature of that ,system 7its complexity1 its many modifications1 and the vast extent it covers7 renders the work of drawing general conclusions from the data supplied by the observations of one person a task of extreme difficulty4 ,the difficulty is further increased by the fact that my personal observations were limited to the ,north-,eastern ,states of ,massachusetts1 ,connecticut1 ,rhode ,island1 ,new ,york1 ,pennsylvania1 ,michigan1 and ,illinois4 ,these ,states1 although covering only a small portion of the whole field of observation1 differ so greatly as regards conditions and organization that they exhibit results widely opposed1 and furnish facts from which it is not easy to generalize4 ,i had1 however1 many and valuable opportunities of supplementing personal observations by a further study of educational matters in the exhibit of the ,educational ,department of the ,world's ,fair1 and by attending the ,educational ,congresses held in ,chicago in ,july1 #ahic4 ,the meetings held during the ,educational ,congress were1 in themselves1 disappointing4 ,nevertheless they enabled me to meet educationalists and teachers of all kinds from all parts of the ,united ,states1 and to learn1 by personal interviews1 facts which it would have been impossible to gain by merely visiting educational institutions4 ,i found throughout my visit that personal interviews were an important means of supplementing the observation of work actually done in the schools4 ,in some departments1 the most valuable information ,i gained was acquired in this way1 this being especially true in connection with the ,training of ,secondary ,teachers in the ,eastern ,states1 where the subject1 although widely discussed1 is only just beginning to have any practical outcome4 ,in reporting on the ,training of ,teachers in the ,united ,states1 ,i have chiefly confined myself to the work done in3-- i4 ,state ,normal ,schools4 ii4 ,city ,normal and ,training ,schools4 iii4 ,departments of ,pedagogy in ,universities and ,colleges4 ,it will be seen that ,i make constant references to methods of ,science taught in the training schools1 and adopted in their connected model schools4 ,this is due to the fact that my observations were made with especial regard to that branch of training4 ,i have not reported on the training of ,kindergarten teachers1 for although the question of ,kindergarten instruction is one of great interest and importance at present in ,america1 ,i had little opportunity of seeing and judging the methods employed in the preparation of teachers in that department4 ,i wish to record my grateful thanks to those who so readily helped me in my work2 and to express my appreciation of the great kindness and hospitality shown everywhere throughout my visit4 ,i should also like to take this opportunity of thanking the ,gilchrist ,trustees1 through whose liberality ,i have been enabled to gain much that will be very valuable to myself1 and possibly something that may be of interest or help to other teachers4 ,,state ,,normal ,,schools4 ,the ,state ,normal ,schools are schools supported wholly by a particular ,state1 to provide trained teachers for the public schools of that ,state4 ,they are under the management of ,state ,boards of ,education1 which determine the length of the ,normal ,school ,course1 and arrange the studies4 ,much discretionary power is1 however1 given to the principals or presidents of the respective schools4 ,instruction is usually free to those who pledge themselves to teach in the ,state1 and1 as a further inducement1 students attending non-resident schools are allowed to come in by train at reduced fares1 or lodge and board in houses near the school at a very low rate4 ,students of resident schools have rooms and board in the school building1 or in separate smaller halls1 or 8dormitories10 at a rate of #aej-ahj dollars a year4 ,to very needy students the ,state makes extra grants4 ,most of the ,normal ,schools are co-educational institutions2 but a few admit only women4 ,in the co-educational schools1 the men and women have classes and meals in common1 and reside in different parts of one building1 or in adjacent buildings4 ,it is a noticeable fact1 however1 that in most of the co-educational ,normal ,schools the women students outnumber the men4 ,in the two ,pennsylvanian ,schools ,i visited--those at ,westchester and ,millersville--the discrepancy between the numbers of men and women students was not so great as in the ,normal ,schools of ,massachusetts1 ,connecticut1 and ,new ,york1 which devote themselves more strictly to professional training1 i4e4 to pedagogical instruction and teaching practice4 ,having enquired as to the cause of the greater number of women students1 ,i was told it was due to the fact that teaching1 as a profession1 offers few attractions to men in the ,united ,states1 and that in those few ,normal ,schools where the attendance of men and women students is almost equal the courses are such as to allow of their being used by the men as preparatory courses for college4 ,such an explanation seems to be corroborated by the relative numbers of men and women teachers in many of the ,states4 ,in ,massachusetts1 the number of teachers is #aj1ife1 and of these only #iib are men4 ,in ,illinois1 there are #bc1jcc teachers in the ,common ,schools1 and among them only #g1jia men4 ,in ,new ,york1 of the #cb1afa teachers in the ,state schools1 #bf1hfi are women4 ,the first ,normal ,schools were established in ,massachusetts in #ahci4 ,the particular needs which these early schools were intended to satisfy1 and their early aims1 have influenced the courses of instruction and lines of work of most of the ,normal ,schools since established1 whether in ,massachusetts1 or in other ,states4 ,the purpose of the early schools at ,lexington and ,barre was to provide more competent teachers for the lower grades of schools1 and their course of training embraced3-- i4 ,the subjects of an ordinary school curriculum1 known as 8academic studies10 as distinguished from pedagogical or 8professional studies40 ii4 ,instruction in the ,art of ,teaching and ,governing4 iii4 ,practice in ,teaching in the ,common ,schools4 ,the standard of admission to these early ,normal ,schools was low1 and at that time1 opportunities for any thorough study outside universities were few1 especially in the case of women4 ,accordingly their theory of training gave the greatest importance to 8a careful review of the branches of knowledge required to be taught in schools40 ,the first business of a ,normal ,school was said1 by ,horace ,mann1 to consist 8in reviewing1 and thoroughly and critically mastering the rudiments of elementary branches of knowledge40 ,and although conditions have changed much since #ahci1 most of the ,normal ,schools of the ,united ,states still pursue the lines of work adopted by ,massachusetts4 ,standards of admission have been raised1 courses of study have been correspondingly extended1 but the ,normal ,schools1 with a few exceptions1 still remain more or less efficient schools for the teaching of ordinary subjects1 and devote half the course1 and in many cases even more1 to academic work4 ,it is thus a distinctive feature of ,normal ,school work to pursue school subjects side by side with professional1 or pedagogical subjects4 ,but there seems a general tendency to emphasize the academic part1 at the expense of the professional4 ,examples of the courses of study for ,massachusetts and ,new ,york1 two of the foremost of the ,eastern ,states in educational matters1 will indicate this4 ,normal ,schools of ,massachusetts4 ,two ,years' ,course3 ,arithmetic1 ,algebra1 ,geometry4 ,book-keeping4 ,physics1 ,astronomy1 ,chemistry4 ,physiology1 ,botany1 ,zoology1 ,geology4 ,mineralogy1 ,geography4 ,language1 ,reading1 ,orthography4 ,etymology1 ,grammar1 ,rhetoric4 ,literature1 ,composition4 ,penmanship1 ,drawing1 ,vocal ,music4 ,gymnastics4 ,psychology1 ,science of ,education1 ,art of ,teaching4 ,school ,organization1 ,history of ,education4 ,civil ,polity of ,massachusetts and of the ,united ,states1 ,history and ,school ,laws of ,massachusetts4 ,four ,years' ,course3 ,subjects required in the ,two ,years' ,course1 with the addition of3-- ,advanced ,algebra and ,geometry1 ,trigonometry1 ,surveying4 ,advanced ,chemistry1 ,physics and ,botany4 ,drawing1 ,english ,literature1 ,general ,history4 ,latin1 ,french1 ,german or ,greek4 ,the order of studies1 and the relative lengths of time spent on academic and professional studies1 is determined by the president of the school4 ,in the ,bridgewater ,school1 pedagogical subjects are not studied systematically until the fourth term or semester1 for those who take the ,two ,years' ,course1 and the seventh semester1 for those who take the ,four ,years' ,course4 ,thus with the exception of a single semester1 and a few hours of the first semester given to an introduction of psychology1 the whole of the two years or four years is devoted to school subjects4 ,in the ,westfield ,school1 the last half-year of the ,two ,years' ,course is devoted to pedagogical subjects1 and the additional work of the ,four ,years' ,course is entirely academic4 ,the studies prescribed for the ,normal ,schools of ,new ,york ,state are in three courses3 i4 ,the ,english ,course1 comprising the usual ,english subjects1 ,mathematics and ,science4 ,this occupies three years4 ii4 ,the ,classical ,course1 comprising more advanced ,english subjects1 ,mathematics and ,science1 with ,latin and ,greek1 or ,german and ,french4 ,this occupies four years4 iii4 ,the ,scientific ,course1 including all subjects of the ,english ,course1 with two years' study of two of the languages1 ,latin and ,greek1 ,french1 ,german4 ,the order of subjects1 and relative times devoted to academic and professional studies1 is approximately the same for all the ,normal ,schools of ,new ,york ,state4 ,taking the schools of ,oswego and ,oneonta as examples1 we find3-- ,three ,years' ,course3 ,psychology1 philosophy1 history of education and methods of teaching various subjects1 taken up for the first half of the third year1 and sometimes made to extend into the second half of the same year4 ,four ,years' ,course3 ,the same work1 chiefly done in the first half of the fourth year4 ,it is maintained by some1 that all the ,normal ,school work is professional1 in that throughout the curriculum the aim is to present the subject matter of instruction in the way that the teacher should present it to his or her class of children1 and so to make the lessons model lessons4 ,i was present at some excellent lessons of this kind3 a geography lesson and a history lesson in the ,bridgewater ,normal ,school4 ,but for the most part the needs of the ,normal ,school pupils themselves1 and not the needs of imaginary future school children1 have to be considered1 and the ,normal ,school lessons or 8recitations0 resolve themselves into ordinary school lessons4 ,even if we assume1 however1 that this is not the case1 and that great skill is shown on the part of the ,normal ,school teacher1 may not such a plan of teaching 8,methods0 be dangerous1 in that it encourages imitation and rigidity4 ,such appears to me to be the tendency of the generally adopted plan1 of giving professional training in 8,methods10 by actual lessons in the various subjects given by the ,normal ,school teacher2 and the danger of encouraging cut and dried methods is intensified where it is the custom for a ,normal ,school student to give a lesson to children1 or her fellow-students in that subject and section of a subject which has just been presented to her by the ,normal ,school teacher4 ,it is maintained by others that apart from any advantage which may accrue to the students from hearing good lessons in the various subjects they will have to teach1 it is absolutely necessary that each student should change her standpoint1 and review the various branches of knowledge as a teacher1 rather than as a pupil4 ,this1 it is argued1 is secured by such a plan of teaching 8,methods40 ,as a third motive1 it is held that direct teaching of ordinary school subjects is necessary before beginning pedagogical instruction1 on account of the inadequate and unequal preparation which the future teachers bring to their work4 ,it seems to me that both these necessities might be obviated by more rigid requirements for admission to ,normal ,schools4 ,the well-equipped ,high ,schools can do the academic work of the ,normal ,schools with less effort than can the ,normal ,schools themselves2 and were the standards of admission such as to necessitate a thoroughly sound preliminary knowledge in common school subjects1 might not the ,normal ,school students be found more capable of themselves reviewing old facts from a new standpoint1 and the schools have more time and opportunity to carry out other means of training8 ,,academic ,,studies4 ,it is a marked feature in the academic work of ,normal ,schools that great importance is given to the teaching of science4 ,here1 as in ,american ,schools in general1 a large place in the curriculum is given to what is known as 8nature study40 ,extensive laboratories1 for the different branches of science1 are fitted up in most of the schools2 books1 microscopes1 physical1 chemical and biological apparatus1 specimens for observation and dissection1 are supplied free to students2 outdoor work is organized1 weather-charts are kept daily1 and students are encouraged to use the school workshops for making simple physical apparatus for their own use4 ,in all the schools great stress is laid upon practical work by each individual student4 ,the following list shows the number of lesson-hours given to science at the ,normal ,school1 ,bridgewater1 ,massachusetts4 ,two ,years' ,course3 #ast year4 #ast term #ab hours per week4 #bnd 0 #g 0 0 #bnd year4 #ast term #f 0 0 #bnd 0 #e 0 0 ,four ,years' ,course3 #ast year4 #ast term #b 0 0 #bnd 0 #aj 0 0 #bnd year4 #ast term #g 0 0 #bnd 0 #b 0 0 #crd year4 #ast term #d 0 0 #bnd 0 #h 0 0 #dth year4 #ast term #h 0 0 #bnd 0 #d 0 0 ,the school1 which numbers #bgd pupils1 has five laboratories--viz41 chemical1 physical1 physiological and zoological1 geological and industrial1 and the equipment of these1 and the care with which students kept daily records of laboratory work1 were its special features4 ,the chemical laboratory is in two sections3 one for elementary1 and one for advanced students1 and between these is a teachers' laboratory4 ,the students' daily records of work are carefully examined by the teacher1 and much use is made1 by both teachers and students1 of the continuous wall slate round the class-rooms and laboratories4 ,physiology is taught by aid of the skeleton and life-size models1 also by the dissection of lower animals1 and microscopical examination of tissues4 ,the methods and means adopted for geology and geography teaching at ,bridgewater seemed to be particularly good4 ,in the school museum were duplicate collections of rocks and minerals1 classified on various bases2 and in addition to these1 the school possessed two sets of trays of working specimens1 one set containing labelled typical class specimens1 and the other containing unlabelled specimens for identification by students4 ,books1 giving printed directions for work1 interleaved with blank sheets for observations1 notes and drawings1 were provided for all students4 ,i heard two excellent lessons in geography at this school4 ,one on the ,slopes of the ,united ,states was well worked out with the students in sand1 great care being taken by the teacher to state and compare actual distances1 so that the relief-map should not convey an impression of false proportion4 ,the other was a lesson in map-drawing from memory4 ,all students had places at the slate round the room1 and two minutes were given to draw the outline of a map previously prepared4 ,then one minute was given for the drawing of a particularly difficult isolated part of the outline4 ,when this was done1 a correct map was uncovered1 and students were required to correct their own drawings4 ,after the drawings had been individually criticised by the teacher1 faults were generalized1 and help was given4 ,the special features of the science work at the ,normal ,school1 ,willimantic1 ,connecticut1 is the emphasis placed on manual training1 and its practical connection with all science teaching4 ,all students1 men and women1 are required to invent1 or make with their own hands1 simple apparatus for teaching the elementary facts of physics4 ,i saw students in the workshops1 making relief-maps and models for their lessons4 ,one was constructing a very simple model of a water-wheel1 to illustrate lessons on the conservation of energy2 another was making a relief-map of paper pulp1 on a ground of blue-painted wood4 ,in this school the students do not1 as a rule1 follow stated text-books in science4 ,wide reading is encouraged1 and there is an excellent library of standard text-books and works of reference4 ,there is also a model library of children's literature for the students' use1 and an exhibition of the latest devices for 8busy-work40 8,busy-work0 is the work done alone by one section of a class1 while the other is being directly taught by the teacher4 ,all sorts of occupations are devised by the clever teacher for impressing facts already learnt1 and the 8busy-work0 hour is frequently employed in cutting out outline maps1 sorting beads1 counting beans1 etc4 ,the object of the exhibition of 8busy-work0 at ,willimantic is to encourage examination and criticism of such devices with regard to their educational value4 ,the figures representing the amount granted to this ,normal ,school last year1 for 8busy-work0 exhibits1 library books1 text-books1 periodicals1 etc41 were kindly given to me by the ,principal1 and ,i note them here1 as an illustration of the readiness of ,new ,england ,states to furnish school supplies and apparatus4 ,a few details of expenditure for the past year1 which was by no means an exceptional year1 are3 ,text-books and ,school ,supplies for ,normal #a1ejj dollars4 and ,model ,school ,library #ejj 0 ,periodicals #fj 0 ------ ,total amount1 #b1jfj 0 ,thus more than #dej was spent in one year for library materials1 in a school numbering less than #aej4 ,the abundant supply of apparatus and books for the teaching of science1 and the importance given to practical work1 are a marked feature in all the schools4 ,at the ,albany ,normal ,school for teachers in higher grades and colleges1 the students spend most of their free afternoons in making physical apparatus for their own future use4 ,the laboratory here is well equipped1 and the work is done with great care1 accuracy and finish4 ,i saw a home-made tangent galvanometer1 and a ,wheatstone's bridge in constant use for somewhat fine measurements4 ,at the ,normal ,school1 ,worcester1 ,massachusetts1 plant study receives special attention4 ,this is not technical botany as usually understood1 but is rather a daily observation and record of plant surroundings1 the practical study of all stages of plant-life4 ,a feature of the study is the daily exhibit1 made by the pupils in turn1 of some plant in bud1 leaf1 flower or fruit1 with its common and scientific name1 and the place where it was gathered4 ,directories furnishing information respecting the localities of trees and plants in the neighbourhood are made in the school1 and dates of their times of blossoming are noted from year to year on special blank sheets provided for the purpose4 ,moreover1 collections of the woods of different trees1 and of leaves of trees growing within the county are made4 ,work of this kind is usually done in the free hours for independent study1 which each student has several times during the day4 ,practical gardening is also systematically done in free time4 ,the lessons in science1 unless actual laboratory lessons1 are usually given in the form of 8recitations40 ,a 8recitation0 is a lesson in which certain parts of a subject1 specially prepared beforehand1 are contributed by the pupils4 ,the teacher asks questions and explains difficulties1 and generally connects the facts brought forward2 but the material of the lesson is wholly supplied by the pupils4 ,this way of working out a subject has at least two distinct advantages over our own method of lesson-giving1 in which the chief work devolves upon the teacher4 ,by the recitation method the pupils are taught how to use books1 how to gather from many sources material for their recitation4 ,they also learn to rely on their own efforts in class-time1 and to be alert in thought and speech4 ,the disadvantages of the plan1 however1 seem even more apparent4 ,where one text-book is chiefly used in a subject1 or even where several books are referred to1 there is a distinct tendency to 8recite0 in the words of the book4 ,several times ,i heard lessons in which such 8recitations0 were accepted by the teacher4 ,this method1 moreover1 seems likely to lead to too great a dependence on text-books1 and too constant a reference to books1 on points where thought and reflection might be better guides4 ,it also encourages digression in class1 and a resulting slowness in getting through the subject matter1 unless the teacher be very skilful in conducting the 8recitation40 ,the constant raising of points by the students1 at all parts of the discussion1 leads sometimes to waste of time by debating on questions of merely individual opinion4 ,such results point to the difficulty of conducting an ordinary recitation4 ,great skill and much experience are needed1 before such a lesson can be made completely satisfactory1 and many are the teachers' temptations to omit careful preparation4 ,as a method to be used constantly1 and in all subjects1 it seems open to many objections1 and to show but few advantages4 ,as resorted to occasionally1 and by skilful teachers1 and as particularly adapted to subjects such as geography or history1 the 8recitation0 may be made a valuable means of training4 ,the tendency to bookishness and slavery to word-forms1 which may seem to be encouraged by the recitation method of teaching science in the ,normal ,schools1 is opposed by a greater tendency to emphasize the concrete1 to refer in all science teaching directly to the objects themselves1 to use laboratory methods wherever possible4 ,observation and experiment are essentially the methods of many of the ,american science teachers1 and no pains are spared to illustrate all facts and principles by an appeal to the senses4 ,as a result1 much of the science teaching is excellent4 ,on the other hand1 there seems a possible danger of pursuing these excellent methods too far1 of appealing to the senses alone1 at stages of development in the child when reason and reflection might be appealed to and trusted1 and of generally emphasizing the value of observation at the expense of neglecting the reflective faculties4 ,in the excellent ,outlines of ,laboratory ,work1 used by some of the ,normal ,schools1 the danger is to some degree recognised by ,questions for ,thought and ,reference being placed at the end of each lesson-scheme4 ,assuming1 however1 that the questions are followed out carefully by the students1 it may still be doubted whether this is the best method of arousing thought4 ,another feature of the science teaching in the ,normal ,schools is the taking up of many branches of science4 ,chemistry1 physics1 astronomy1 geology1 mineralogy1 zoology1 botany1 physiology1 are studied by all4 ,in order that students may be able to take up all these1 the plan usually adopted is to concentrate attention on one science for a short time1 and then to pass on to other sciences1 until five or six have been taken4 ,it is seldom that even one branch of science is allowed to run through a whole course of two years4 ,the division of science studies for the ,normal ,school at ,new ,britain1 ,connecticut1 where the science work is most carefully done1 will illustrate this point4 ,first ,year3 ,chemistry #e recitations a week for #ac weeks4 ,physiology #e 0 0 0 #ac 0 ,physics #d 0 0 0 #dj 0 ,physical #d 0 0 0 #d 0 ,geography ,second ,year3 ,physics #d recitations a week for #ac weeks4 ,botany #e 0 0 0 #aj 0 ,geology #d 0 0 0 #e 0 ,biology #d 0 0 0 #aj 0 ,zoology ,when it is remembered that no preliminary science is required for admission to the ,normal ,schools1 and that many of the entering students have not done any work in the subject at all1 it seems impossible that any very thorough knowledge can be secured in a course of five1 ten1 or even thirteen weeks4 ,it may be possible for the student to obtain and verify a few scientific facts during a short course such as this2 but there is no time or opportunity to realize the extent or bearing of the subject in hand1 or to study it adequately in a scientific way4 ,to allow a beginner to feel he has completed a course in geology1 botany1 or any other science in thirteen weeks is to encourage superficiality1 to arouse in him a feeling of satisfaction and attainment1 and surely nothing can be more opposed to the true spirit of science4 ,in the ,new ,britain ,school1 physics is carried through fifty-three of the eighty weeks in the ,two ,years' ,course2 and this seems a good plan1 even if1 during some part of the time1 only two or three hours a week can be given to it4 ,when one science1 or possibly two1 are chiefly taken up1 and others considered merely accessory to the main subject of study1 a more adequate knowledge of science and scientific method can be gained1 especially if the sciences taken up are such as botany1 and physics1 which illustrate respectively different methods of scientific research4 ,it may be maintained that the ,normal ,school students must be prepared for their future work in the ,primary and ,grammar ,schools1 in most of which the elements of several sciences are taught4 ,this1 of course1 must be remembered4 ,nevertheless1 the attitude of mind developed by the thorough study of one science is the best possible preparation for the safe study of the elements of others1 while a superficial study of the elements of many sciences is fatal to the proper estimation of facts in any one of them4 ,,professional ,,work4 ,the purely professional work of the ,normal ,state ,schools consists of3 7a7 ,instruction in the theory of education and its application4 7b7 ,actual practice in teaching1 under the guidance of experienced teachers4 7c7 ,theory of education4 ,it is usual for the ,normal ,schools of the ,eastern ,states to postpone the study of strictly pedagogical subjects until half or more of the course has been completed4 ,school methods are sometimes taught in connection with academic subjects in the early part of the course2 but such instruction1 coming1 as it does1 before any principles of the science of education have been considered1 or any practical experience has been gained1 must be purely empirical4 ,at the ,normal ,school1 ,millersville1 ,pennsylvania1 school management is taken during the first year1 and applied psychology 7as distinguished from empirical methods71 history of education1 and school teaching1 are required during the second year4 ,if the student takes up a further scientific or post-graduate course1 additional professional studies are required--viz41 psychology and the philosophy of education1 ethics1 logic1 and professional reading4 ,in the ,westchester ,normal ,school1 ,pennsylvania1 no professional work is taken up until the second year4 ,then psychology is studied1 and history of education2 and methods and school practice are taken4 ,the additional pedagogical studies for the advanced courses are the same as at ,millersville4 ,at the ,normal ,school1 ,bridgewater1 ,massachusetts1 the students1 after having studied the elements of psychology1 during their first semester1 leave all technical studies until the fourth semester1 when they take up simultaneously1 study of the body1 study of the mind1 principles of education and methods1 school organization1 school government1 history of school laws of ,massachusetts4 ,a fifth semester1 when it can be given1 is devoted entirely to professional work and actual teaching4 ,at the ,normal ,school1 ,new ,britain1 ,connecticut1 psychology is given four times a week during most of the two years' course4 ,text-books are not used except for reference4 ,no pure psychology is studied1 but school subjects are taken up one by one1 and their facts and methods of treatment are used to illustrate psychological principles4 ,the history of education is studied side by side with this applied psychology2 but not much time is given to this subject in class4 ,the lives and works of the chief educators only are taken1 and private reading is much encouraged as accessory to the class work4 ,at the ,normal ,school1 ,willimantic1 ,connecticut1 psychology is studied one hour a day throughout the last year1 and is treated almost entirely from the physiological standpoint4 ,no special text-book is used1 but ,spencer and ,darwin are recommended for reference4 ,the history of education is not taken up systematically in class1 but the work and influence of modern educators1 such as ,arnold1 ,thring1 and ,horace ,mann1 are thoroughly discussed4 ,at the ,normal ,school1 ,worcester1 ,massachusetts1 class work in psychology is taken almost daily throughout the whole course4 ,the value attributed to the subject1 and the unique way in which it is studied1 together with other points distinctive of the professional work1 give to the ,worcester ,school a foremost place among ,new ,england ,normal ,schools4 ,the method adopted for its study is one which entirely leaves the beaten track of ordinary text-books4 ,it does not1 in the earlier stages1 trouble the student with the divisions and generalities of pure psychology1 but rather fixes his attention solely on the child1 and seeks to gain from actual observation and individual and combined experience laws which shall be valuable aids in teaching4 8,the principal requests the students to observe the conduct of children in all circumstances--at home1 at school1 in the street1 at work1 at play1 in conversation with one another and with adults1 and record what they see and hear as soon as circumstances will permit40 ,the work thus suggested has been organized as a definite part of the school course1 and although optional1 is usually taken up by all students4 ,it is intended1 not to supplant1 but to supplement later systematic instruction in psychology1 and is taken up1 not for the sake of the facts gained1 which may or may not be of intrinsic worth1 but for the value of the process of such observation to the teacher4 ,in order to help forward the systematic study of children1 a scheme of work is drawn up4 ,records are to be made whenever convenient1 and for these records blank sheets of six different colours are provided4 ,the colours are a means of roughly classifying the records into six groups1 thus3 7i47 ,facts of personal observation4 7ii47 ,facts related by others1 together with names of recorder and observer4 7iii47 ,personal reminiscences of childhood4 7iv47 ,facts gained from books4 7v47 ,observations on exceptional or defective children4 7vi47 ,continuous observations4 ,each record must contain the date of the observation1 the observer's name1 age1 and post-office address1 as well as the name or initials of the child observed1 its age1 sex1 nationality4 ,there must be also a statement of the length of time which has elapsed between the observation and the record4 ,these records are preserved and catalogued under such heads as knowledge1 imagination1 feeling4 ,special attention is being directed to the subject of child language1 and pupils and old students are supplied with small indexed books for records in this particular department4 ,further opportunities for daily observation and experiment in certain lines of child-study and in teaching are offered in a newly organized children's class or kindergarten4 ,the students merely watch the class1 the teaching being entirely in the hands of two experienced kindergartners4 ,as the class exists for the acknowledged purpose of experiment1 tuition is free1 and the teachers in charge have full liberty to follow any course they wish4 ,when ,i saw the school1 a long series of daily experiments were being made1 with a view to finding out whether1 when left perfectly free1 the boys secured places next to girls by preference4 ,much time is given to 8,methods0 in all the ,normal ,schools4 ,besides the so-called 8,methods0 taught by means of academic studies1 the subject is usually taken up again in connection with applied psychology4 ,the school subjects1 treated one by one in detail1 are used to illustrate principles of education1 while much reference is made at every stage to the personal experience of teacher and students4 ,many different plans are adopted in teaching 8,methods40 ,at the ,normal ,school1 ,westchester1 ,i heard a lesson which was in the form of a modified 8recitation40 ,a certain point had been chosen for discussion4 ,the students had prepared the subject beforehand1 and some had written short essays1 which they read in turn4 ,afterwards the whole class was questioned by the teacher4 ,as new ideas were brought forward1 they were noted on the blackboard by the students who supplied them1 until a complete sketch was made4 ,a discussion on 8,noise in ,class0 was carried on somewhat in the same way4 ,at ,westfield1 ,massachusetts1 the lessons on 8,didactics0 are carried out on a similar plan1 the students being called upon in turn to furnish certain parts of the subject1 and to build up a sketch on the blackboard4 ,at the ,normal ,school1 ,albany1 methods are taught thus3--,with each of three terms of psychology1 certain subjects are chosen for consideration4 ,a syllabus of work in a certain subject is given in by each student4 ,it is carefully discussed in class4 ,then parts of the detailed syllabus are taken in order1 methods of dealing with any particular part discussed1 and one method decided upon as best4 ,for the next day1 all the students prepare a lesson on the part selected1 and any one of them may be called upon to give it to his or her fellow-students4 ,then follows criticism by teacher and students4 ,the plan of requiring all students to consider detailed methods in all subjects seems not to be altogether a good one4 ,it assumes a knowledge of all the subjects of study on the part of all students1 a condition only attainable at the price of superficiality4 ,even where a general knowledge of subjects can be relied upon1 details in method cannot do other than encourage empiricism1 in cases where the knowledge of the subject matter is not thorough and complete4 ,it would seem better1 especially in the case of training institutions like that at ,albany1 designed to give purely professional training to teachers of higher grades1 to encourage more specialization1 and to allow all students some choice of method subjects1 so that dead forms of method might be made as few as possible4 ,the system of giving detailed methods to all stimulates1 too1 a tendency to rigid forms of lesson-giving1 and somewhat encourages the idea that there is only one good arrangement of subject matter for a particular lesson1 and one good way of giving it4 ,this is1 ,i think1 a danger of all method-teaching2 but it is much intensified where methods are discussed in great detail4 ,the actual methods taught in the ,normal ,schools1 and followed out in the connected ,model ,schools1 vary so much as regards both principles and details1 that it is almost impossible to report on them as a whole4 ,it is a feature of many of the ,normal ,schools to cling to old methods1 and lines of work of twenty1 thirty or forty years ago2 while1 on the other hand1 a few of the ,normal ,schools ,i saw--those of ,connecticut1 the ,oswego ,normal ,school1 and ,colonel ,parker's ,school1 at ,englewood1 ,chicago--seem to be leaders in a campaign which is beginning to revolutionize 8,methods0 in ,america4 ,the educational principle which is effecting this reform is the connection or correlation of studies1 a theory the most fully expressed and applied at the ,cook ,county ,normal ,school1 ,illinois4 ,as a result of this theory1 the hard and fast lines between the so-called subjects of study are being broken down4 ,reading is taught in all the grades through nature study1 history and literature2 e4g41 natural objects studied by the children in different grades1 or poems in the selected literature for the year1 serve as subjects for reading lessons4 ,the children are encouraged to express their ideas orally on these subjects1 and the teacher writes their statements on the blackboard1 and takes care that the statement is really the expression of an idea in the child's mind4 ,when various sentences1 given by the children1 have been connected and arranged1 the class reads from the board1 and afterwards from printed or type-written copies of what has been written4 ,thus the children make their own reading books1 and need no ordinary reading primers4 ,this method1 as adapted to the earliest stages of reading1 necessarily implies the learning of script before printed characters1 also the learning of words and sentences as wholes1 and their necessary association with the thought which they express4 ,so1 too1 writing and drawing1 as modes of expressing thought1 are taught in close connection with all other subjects4 ,at ,new ,britain1 the teacher of drawing in the ,model ,school is present at all literature lessons1 and children are encouraged to illustrate their literature by drawings or paintings4 ,in papers on the 8,spontaneous ,drawings of ,children10 read at the ,chicago ,educational ,conference by ,professor ,earl ,barnes1 of ,leland ,stanford ,university1 ,california1 he showed how much of this illustrative work of children was being used by himself and others in the cause of experimental psychology4 ,at the ,model ,school connected with the ,oswego ,normal ,school1 natural history is made the central subject1 and reading1 writing1 and drawing are made to bear upon it4 ,the natural history course1 including both plants and animals1 is most carefully planned to suit the seasons of the year4 ,as each plant or animal is studied1 it is drawn by the children1 stories are told about it1 the children write about it1 read about it1 and make it a general object of study for some time4 ,the work is carefully graded for different ages1 but the subject or topic of study is the same throughout the school at the same time4 ,at the ,cook ,county ,normal ,school1 ,illinois1 all the teaching is made to group itself round three subjects--science1 geography1 history2 and these subjects are made to include everything forming the environment of the child4 ,the study of form and number1 instead of being followed as separate subjects in themselves1 are considered merely as means of studying these three comprehensive subjects--as modes of thinking in fact4 ,hearing1 observing1 and reading are regarded as different ways of gaining ideas1 and as such1 silent reading is encouraged1 and many devices are used for helping the child to get quickly and clearly the ideas from the printed or written page4 ,writing1 music1 modelling1 painting1 drawing1 speaking1 are considered as means of expressing ideas about objects studied--the act of expression making the ideas clearer4 ,thus1 number or arithmetic is taught1 not1 as is usual1 by means of problems specially made and arranged in books of arithmetical examples2 but in close connection with any class subject4 ,i heard part of a course of excellent laboratory lessons in ,science1 given to ,summer ,school ,students at this school1 and as the methods employed were those of the ordinary ,normal ,school ,course1 ,i may mention them here4 ,at the end of each lesson the teacher used the numerical results obtained by individual students1 and worked them into arithmetical problems4 ,for example1 the subjects used for successive number lessons were as follows3 ,conductivity of heat in metals4 ,expansion of metals by heat4 ,determination of boiling-point of fresh and salt water4 ,such a treatment of subjects is a strong protest against routine work and rigid method4 ,it allows great scope to the teacher by concentrating attention on the child and its needs1 rather than on the artificial divisions into so-called subjects1 and their methods4 ,on the other hand1 it puts great responsibility upon the teacher1 and taxes his skill to the utmost4 ,there are many difficulties in adopting the plan1 one of the chief being the construction of the school time-table4 ,in any case1 the practical application of such a system can only be partial1 until all teachers are enthusiasts and experts2 but the lines of work seem to be true lines1 and may be suggestive of much that shall reform some of our own old methods4 ,,practice ,,in ,,teaching4 ,it is usual for each ,normal ,school to have attached to it a ,model ,school1 which serves the double purpose of model and practising school for students4 ,the head of the ,model ,school and her assistants are experienced teachers1 known as the critic teachers1 and to the care and supervision of these the students are submitted during their training in practical teaching4 ,all the ,normal ,schools ,i saw had such a ,model ,school except the one at ,providence1 ,rhode ,island4 ,the amount of time actually devoted to teaching by each student is different in different ,states1 and the plans by which the required amount is secured for all vary in the different schools4 ,the ,state of ,pennsylvania requires of its ,normal ,school students actual practice in teaching for one hour a day during three-fourths of the last year of the ,course2 but students generally do more than this4 ,at ,westchester1 ,pennsylvania1 the students go into the ,model ,school in sections of six each morning after #aj4cj4 ,a new section is chiefly engaged in observing the children1 and hearing lessons given by the critic teachers or other students4 ,later1 the students teach1 but always under supervision4 ,the subject matter of their lessons is definitely mapped out for them by the critic teacher1 and they discuss with her the best ways of treating it4 ,there are no written notes of lessons1 and no public criticism of lessons1 either by teachers or students4 ,each week1 meetings of teachers and students are held1 for the purpose of taking up any points noted during the students' work of the week4 ,these are really talks supplementary to the ordinary method lectures4 ,at ,millersville1 ,pennsylvania1 each student gives two or three lessons every day for a year4 ,she teaches in different grades1 and takes lessons in different subjects1 and has also practice in managing simultaneously several divisions of one class4 ,at the ,oswego ,normal ,school1 under the regulations of the ,new ,york ,state1 the student is in the schools only twenty weeks1 but during this time she has much responsibility4 ,she spends ten weeks in a primary or elementary grade1 and ten weeks in a more advanced grade1 and during the whole time is practically responsible for her class4 ,each afternoon1 after the school is dismissed1 the teaching class remains for an hour to discuss any points of difficulty with the ,head of the ,model ,school4 ,at ,willimantic1 ,connecticut1 the teaching class spends its first four weeks in general observation of children1 and hearing lessons4 ,then each student is placed under the supervision of one special critic teacher1 and she continues some of the courses of work already begun by the critic teacher4 ,at least four weeks are spent by each student in every grade in the school1 first in observing1 then in teaching under the criticism of the class teacher4 ,the ,model ,school at ,new ,britain1 ,connecticut1 is preserved strictly as a ,model ,school4 ,after observing teacher and class for some time1 the student usually gives one trial lesson in the school1 but there is no systematic teaching by the student4 ,for the actual independent practice1 the student must go to a practising school outside ,new ,britain1 and be entirely responsible for a class for four months4 ,at the large practising school in connection with the ,new ,britain ,normal ,school1 at ,south ,manchester1 ,i saw students dealing with the actual difficulties of discipline and class-management4 ,each student was in charge of a large class with different divisions or grades4 ,there were four responsible1 experienced teachers for reference in cases of emergency1 and for criticism2 but each student had her own class1 and the school of #gjj children was practically managed by students4 ,such is the general plan of practice-work in the ,normal ,schools4 ,much care is given to the ,model ,schools4 ,the class-rooms are supplied with all necessary apparatus1 and they are bright and airy1 and well supplied with flowers and children's books4 ,it is quite customary in some of the schools to give short periods in school hours for private reading1 or to allow one child to read to the other children while they are doing some kind of mechanical work4 ,much importance is laid upon the observation of the teaching in ,model ,schools4 ,it is possible1 however1 that this is insisted on too early in the course2 indeed1 the hearing of lessons is usually the students' first work in the school4 ,it would be much more profitable1 and there would be less danger of blind imitation1 if the student had herself previously gained experience in teaching4 ,as it is1 the danger of imitation1 and one-sided and narrow lines of teaching is increased by the fact that one student is chiefly under the supervision of one teacher4 ,at the ,worcester ,normal ,school there is no ,model or practising ,school1 but the students teach in the public schools of the city4 ,for the first six months of her last year at the ,normal ,school1 the student acts as an apprentice or pupil-teacher1 serving in at least three grades during this time4 ,each teacher has the direction of only one student1 who may be left in sole charge of the class for hours or days4 ,one day in the week the apprentice-student attends the ,normal ,school1 where she shows her class diary for the week1 and discusses any difficulties that may have arisen4 ,on that day1 too1 she takes part in the 8,platform ,exercises0 of the ,normal ,school--viz41 exercises in which students speak1 read or draw1 on the platform1 in presence of the whole school4 ,the apprentice-students usually give an account to their fellow-students of anything interesting or helpful in their practical work of the past week4 ,,examinations4 ,at the end of the ,normal ,school ,course1 ,state examinations are held in most of the ,states4 ,in ,pennsylvania each school examines its own students1 who1 when they have satisfactorily completed the required course of study1 and passed the final examination1 receive a certificate1 and are said 8to graduate40 ,after graduation1 they are recommended to the ,state ,examiner1 who awards a ,state-,teaching ,certificate valid for two years4 ,at the end of this period1 the teacher is required to present to the ,state ,board a certificate of good work from the county ,superintendent under whom he or she has taught1 and also a certificate from his own school board4 ,he is then entitled to teach in his own ,state for life4 ,the ,normal ,school students of ,connecticut are submitted to ,state ,examination1 but in ,massachusetts no outside examination is required4 ,students who work satisfactorily through the course1 and pass the final examination1 8graduate0 at the discretion of the ,president1 or according to results of an examination set by the ,school ,board of the city4 ,the ,state examination of teachers and most of the final examinations of the ,normal ,schools are usually in academic subjects only4 ,it is not attempted to test by actual examination the degree of skill in teaching or governing4 ,,supply ,,of ,,teachers4 ,as regards the number of teachers who have been trained in ,normal ,schools relatively to the number who teach in the ,common ,schools of the ,state without previous training1 statistics are apt to be misleading1 because1 in many cases1 ,normal ,students do not take the entire course or 8graduate40 ,out of #cgb students enrolled at ,new ,britain in #ahhi-ahij1 only #gg completed the entire course2 in #ahij-ahia1 only #fa out of #dja graduated2 and in #ahia-ahib1 out of #ddd students1 only #ia were graduates4 ,for #ahhh-ahhi ,framingham shows #cj graduates out of #bje present in the school2 ,salem shows #abi out of #bib2 and ,bridgewater1 #fi out of #bcb4 ,in all these schools the courses are two1 three or four years1 and if all the students completed the course1 the number of graduates each year would be 1 1 or respectively of the number of students enrolled4 ,the ,report of ,school ,commissioners for #ahhh-ahhi shows that among #ge1ebi teachers in the ,common ,schools of ,massachusetts1 ,rhode ,island1 ,connecticut1 ,new ,york1 ,new ,jersey and ,pennsylvania1 there were only #a1dfa students who completed the ,normal ,school ,course in these ,states4 ,in all the ,states1 arrangements are made for teachers who do not go through the ,normal ,schools4 ,certificates of license to teach in the ,state for a shorter or longer time are granted according to results of the ,state ,certificate ,examination4 ,a third-grade certificate1 entitling its owner to teach for a short time1 may be exchanged for a second-grade certificate1 when further proficiency is shown by re-examination4 ,so a second-grade certificate may be exchanged for a life-certificate in many of the ,states4 ,it should be borne in mind that these examinations are only in school subjects4 ,the fact that in a ,state such as ,massachusetts the qualifications of teachers in the ,high and ,latin ,schools of ,boston is stated merely as 8,education at some respectable college of good standing10 shows that the necessity for the professional training of teachers for higher or secondary schools is not at present fully recognised4 ,until the last few years1 no ,institution especially devoted to the training of secondary teachers existed in the eastern ,states1 and those who wished to prepare themselves for the teaching of the higher branches of subjects had no other means of training than that offered in the ,normal ,schools4 ,at ,worcester and ,bridgewater1 ,college and ,university graduates may take the pedagogical course as special students1 and so prepare for teaching in the higher schools4 ,at the ,indiana and ,illinois ,normal ,schools1 and in other places1 there are courses of study chiefly or entirely professional1 for college or university graduates1 if such present themselves4 ,at ,albany1 too1 where the standard of admission is high1 many of the students prepare for work in the secondary schools4 ,on the whole1 however1 the number of special students preparing for higher work in the ,normal ,schools is very small4 ,in #ahia-ahib1 the ,southern ,illinois ,normal ,university had only six special students1 the ,terre-,haute ,normal ,school1 ,indiana1 only four2 and we find in the eastern ,states generally that the ,normal ,schools take very little part in the training of secondary teachers4 ,for the most part ,normal ,school students are found only in the lower grades of public schools2 and college graduates1 even though untrained1 are preferred as teachers in ,high ,schools1 good private schools and academies4 ,the reason for this is probably to be found in the nature of the ,normal ,school itself4 ,it1 perhaps more than any other educational institution in ,america1 has adhered to its old traditions4 ,it was designed to train teachers for the lower grades of ,elementary ,schools1 and in the early days was prepared to accept the only material at hand--would-be teachers1 many of whom possessed few intellectual qualifications1 and almost all were inadequately prepared for training4 ,but with rising standards of work1 and increased facilities for good preliminary preparation1 the ,normal ,school has not yet closed its doors to students whose general attainments do not qualify them to profit by courses in the ,science and ,art of ,teaching4 ,in one or two cases only is the standard of college graduation insisted upon1 and in many cases the admission standard is lower than that required to complete the course in a city ,high ,school4 ,hence it results that most of the teaching in ,high ,schools and academies is given into the hands of professionally untrained teachers--college graduates1 whose scholarship can be relied upon1 but who have no previous technical training1 rather than to trained teachers1 whose knowledge of the actual subject matter of studies may or may not be thorough4 ,the choice1 open to heads of ,secondary ,schools when appointing assistants1 is1 moreover1 not between good scholarship and good training4 ,without adequate preparation the training must be inadequate1 and in many cases cramping and injurious4 ,on the other hand1 it is only after the preliminary preparation has been sound and complete that the work of training can be carried out in the best possible way4 ,,city ,,normal ,,and ,,training ,,schools4 ,the existence of ,state ,normal ,schools and ,city ,training ,schools side by side suggests at once a fact which has an important bearing on educational questions in the ,united ,states--viz41 the absolute distinction1 as regards jurisdiction1 between schools outside the limits of a town or city1 under the supervision of a ,state ,board and ,state ,superintendent1 and schools within the city radius1 and under the supervision of a ,town or ,city ,superintendent4 ,in educational matters1 the city areas are completely exempt from ,state control4 ,their schools and training schools are managed by local authorities1 and supplied for the most part by local funds4 ,hence it follows that ,city ,normal and ,training ,schools show even greater diversity of methods and arrangement than is found in ,state ,normal ,schools1 for their lines of work and efficiency are entirely dependent upon the respective ,city ,boards of ,education4 ,one effect of local school administration is distinctly undesirable4 ,the appointment of the principal of the school by the ,educational ,board1 and the election of that ,board by local vote1 produces1 in many cities1 a tendency to display1 in order to cull popular favour4 ,the 8graduation exercises10 yearly public ceremonies1 held in connection with almost all ,american schools and colleges1 consist1 in the case of training schools1 of various kinds of students' and children's exercises1 to which the public are invited4 ,much valuable time is taken by the students in preparing essays to be read and lessons to be given in public2 and in some cases the student or teacher conducts an examination of her class in the presence of parents and friends4 ,several such public exercises ,i heard1 but in all cases it was evident that true results of training1 or honest results of teaching1 were not demonstrated4 ,the endeavour to impress the audience1 besides involving great waste of time1 seems likely to create an unconscious dishonesty on the part of teachers1 students1 and children4 ,,city ,,normal ,,schools4 ,the ,city ,normal ,schools are the local training schools1 maintained by the larger cities for the preparation of their own teachers4 ,they require as conditions of admission3-- i4 ,residence in the city4 ii4 ,satisfactory completion of the high schools course of the city4 iii4 ,statement of intention to teach in the schools of the city4 ,to all those who satisfy these conditions1 and are eighteen years of age or more1 instruction is free1 and completion of the professional course entitles the student to become a teacher in any of the ,common ,schools of the city4 ,the ,city ,normal ,schools of ,new ,york and ,philadelphia combine the functions of ,normal and ,high ,schools1 admitting students who do not intend to become teachers to their academic studies1 without requiring of them any professional study or practice in teaching4 ,the necessity of extending the function of a ,normal ,school in this way has arisen from the fact that there are no public ,high ,schools for girls in these cities4 ,at the ,normal ,college of the city of ,new ,york there are two separate courses of work3-- i4 ,an academic or classical course of five years4 ii4 ,a normal or training course of four years1 with an optional extra year for specializing in any branch of manual training4 ,in the normal course1 two full years are given to the study of school subjects only4 ,in the third year two hours a week1 in the first half of the fourth year six hours a week1 and in the last half of the fourth year three hours a week1 are given to the study of pedagogy4 ,at the beginning of the fourth year1 the ,normal students enter the training or practice department connected with the school1 and every third week hear and give lessons1 and take part in criticisms and discussions on teaching4 ,at the same time1 they attend lectures and recitations in ,english1 ,latin1 modern languages1 natural science1 drawing and music1 chiefly with a view to gaining an insight into the methods of those subjects4 ,the college had in ,december1 #ahib1 #a1hfh students1 of whom #dfj had belonged to the training department during the year--i4e41 had observed and actually taught in the training or practising school4 ,as large numbers are engaged in observing and teaching in one practising school1 much individual practice in the actual work of teaching is impossible2 for although the students are divided into groups for the school work1 the groups are necessarily large4 ,it has been found necessary for ninety-two students to be in the practising school at one time1 a number too large to allow of much actual teaching being done by any individual student4 ,only a small part of the twelve hours spent weekly by each student in the practising school is given to teaching4 ,the remaining time is given to hearing lessons and observing children4 ,i noticed a similar need for more practical work in the ,philadelphia ,normal ,school4 ,here1 as in the ,new ,york ,normal ,college1 much purely academic work is done1 and very little importance is given to actual school-room practice4 ,students are divided into six sections1 each group containing about fifty4 ,a whole division goes into the practising school at one time1 and stays there for two weeks only4 ,the remaining thirty-eight weeks of the last school year are entirely devoted to the study of pedagogical subjects1 psychological methods and drawing4 ,kindergarten work is compulsory to all during the last year4 ,the two weeks which each student spends in the schools are chiefly employed in hearing lessons1 and observing children and teachers4 ,only two days in the whole course are spent in actual teaching4 ,this arrangement of work and distribution of time in the ,philadelphia ,normal ,school is seen by the city school authorities to be far from satisfactory1 and a scheme has been made out for a thorough revision of the course4 ,the present school1 which is inadequate for purposes of training1 is to be made into a public ,high ,school for girls1 and a new ,normal ,school is to be built1 in which three years are to be devoted to academic1 and two years to professional work2 but the two parts are to be kept entirely distinct4 ,the training course is to consist of elementary and advanced sections1 and much more time is to be given to actual teaching4 ,the examinations of the ,city ,normal ,schools are usually conducted by the faculties of the schools1 under the supervision of sub-committees of the ,board of ,public ,education of the city4 ,in the ,philadelphia ,school1 a certificate is awarded by a 8,committee on the ,qualification of ,teachers0 for a general average of #he per cent4 on two examinations4 i4 ,in academical subjects1 at end of three years4 ii4 ,in professional subjects1 at the end of four years4 ,an average of #he per cent4 on the teaching in the school of practice is also required4 ,two certificates are awarded for lower averages of marks on work of the course1 viz43 ,an 8,assistant's ,certificate0 for average of #gj per cent41 and a 8,trial ,certificate0 for less than an average of #gj per cent4 on work in the school of practice4 ,such a 8,trial ,certificate0 is for one year only4 ,if1 at the end of that time1 the teaching shall be reported as satisfactory by the ,superintendent of the ,schools1 the 8,trial ,certificate0 may be exchanged for an 8,assistant's ,certificate40 ,,city ,,training ,,schools4 ,the ,city ,training ,schools are purely professional institutions4 ,they admit only graduates of ,high ,schools of the city1 and give them a course of one or two years in theory and practice of teaching4 ,the amount of time given to theory varies a good deal in the different cities4 ,practice in teaching is usually gained in a practising school well equipped with good teachers1 who help and guide the students in their work4 ,in some instances1 however1 students gain their experience by teaching under supervision1 in the schools of the city4 ,emphasis of the practical side of the teacher's work seems to be a good feature of the training schools generally4 ,in all the ,city ,training ,schools which ,i visited much opportunity was given for actual teaching1 and for practically dealing with the problems of discipline and organization in the school-room4 ,such opportunities are multiplied by the system of substitute service1 which seems to be organized in most of the cities of the ,united ,states4 ,students of the training schools1 during the latter part of their course1 are registered on a substitute list1 and may be called to supply the place of teachers temporarily absent from the ,common ,schools4 ,responsibility taken for a week1 or even a day1 is excellent training for future teachers1 and in cases where permanent vacancies occur the student who has shown herself capable in such an emergency is often appointed to the post4 ,among the largest and most successful of the ,city ,training ,schools is the ,boston ,normal and ,rice ,training ,school4 ,this1 although a ,city ,normal ,school by name1 differs in many respects from the ,city ,normal ,schools of ,new ,york and ,philadelphia4 ,its work is strictly professional1 and seems to correspond rather with the ,training ,schools of other cities than with those known as ,normal ,schools4 ,the ,rice ,training ,school offers an ordinary course of two years1 and an advanced course for further professional work4 ,the practising school in the same building gives the opportunity to the students of teaching and observing children1 and beyond this the 8,supervisors of ,public ,instruction0 in the city have made arrangements for allowing the students to watch and teach in some of the best ,primary and ,grammar ,schools of ,boston4 ,completion of the ,boston ,high ,school course1 or college graduation1 exempts from the entrance examination of the school4 ,theoretical instruction in pedagogical subjects is given in the morning1 teaching in the practising school occupies the afternoon hours4 ,psychology is taken almost every day throughout the course4 ,theory of the kindergarten is studied in the second term1 and logic in the third4 ,the history of education is also taken in outline4 8,methods0 of subjects are taught in great detail1 and on the same lines as in the ,state ,normal ,schools--viz41 by means of lessons in the various subjects given to the students themselves4 ,i heard a very interesting lesson in methods of arithmetic4 ,a class of twenty girls were1 by very skilful questioning1 made to thoroughly discuss the process of simple addition1 and also the methods of teaching children to realize numbers greater than ten4 ,i heard1 too1 very skilful teaching in methods of ,english--viz41 a literature lesson1 and a first lesson in ,english composition4 ,in the literature lesson1 the teacher first reminded her pupils of the various poems and prose selections studied during the term4 ,after having given short explanations1 she read selections from other authors4 ,then the students were asked if these new selections reminded them of any parts in the poems already studied1 and when the suggested parts had been quoted1 the class was set to discover whether the similarity was in the subject matter1 the underlying thought or the mode of expression4 ,many suggestions were given by the class1 and much interest was aroused4 ,the lesson was a most helpful illustration of how a teacher should stimulate her class1 and how she should use her materials for the purpose of training4 ,the study of methods of training occupies a prominent place in the curriculum of the school1 and includes special work in illustrative drawing on the blackboard in connection with the teaching of geography1 and the drawing of plants and animals4 ,as part of the course on gymnastics1 each student1 besides studying the theory and doing daily drill1 must act for one term as leader and teacher of drill1 and must criticise drill lessons4 ,practical work in the schools is arranged for each term4 ,in the first half-year1 the students' work in the training school consists chiefly in observing methods of teaching1 and hearing lessons1 under the guidance of the critic teacher4 ,she does not begin to teach in the school until the second term1 two weeks of which she spends in a primary grade1 and two weeks in a higher or grammar grade4 ,in the third term she spends eight weeks in the schools1 and in the fourth term four weeks4 ,it is usual for each student1 while in the schools1 to give two or three lessons every day1 under the supervision of the class teacher with whom she is placed4 ,the teacher criticises and suggests in all cases4 ,in the advanced course1 students take up a further study of the principles of education4 ,they also study the history of education1 give more time to actual teaching in the schools1 and act as substitutes in the city schools4 ,in addition to the ,boston ,training ,school1 there are fourteen city training schools in the ,state of ,massachusetts4 ,in all these the time of training is fixed from one to two years2 admission is by the ,high ,school graduation certificate1 or an equivalent entrance examination1 and is only at fixed annual times2 a school is attached for practice1 and the teacher at its head conducts the training class4 ,at the ,springfield ,training ,school the course may be extended to two years4 ,a little academic work is done in science during the first term4 ,methods are treated of by means of lectures and discussions1 and these1 with organized observation of children and a few criticism lessons1 constitute the practical work from ,september until ,christmas4 ,at ,christmas1 systematic psychology begins1 and also teaching in the schools for one hour a day4 ,the subjects of the lessons are chosen by the critic teacher1 and the teaching is in all cases under supervision4 ,at ,easter the student begins to teach three hours a day1 and occasionally has to give lessons in public4 ,these1 however1 are not considered as test-lessons4 ,certificates to teach in the schools of the city are granted on the results of an examination1 held by the ,city ,board of ,education each year4 ,at ,newhaven1 ,connecticut1 the ,city ,training ,school has more than thirty students4 ,the course is a year in length1 the first half of which is devoted entirely to theoretical subjects1 and the last half to teaching4 ,here1 as at the ,worcester ,normal ,school1 ,i found students being introduced to methods of psychological experimentation1 more especially in the senses of sight and hearing4 ,it is interesting to notice that these are special lines of research in the psychological laboratory of ,yale ,university4 ,i saw the records of several students who had been finding the average voice pitch of thirty children4 ,the tendency in all the psychological teaching here was to make the subject really experimental1 and the results those of actual observation4 ,the history of education is not taught by means of set lectures1 but topics are announced from time to time1 with references for the students' reading4 ,after the class has collected facts on a certain subject1 the teacher supplements the facts already given by selections from other books1 and references to other parts of the subject4 ,in treating the history of education in each country1 general chronological order is followed1 and the facts of each period are studied under four heads3 ,religion1 social and political movements2 extent of education2 character of education2 methods of education4 ,the school has a good library for the students' use1 and also one for the children of the practising school4 ,students give one criticism lesson during the first half-year1 and for this they write elaborate notes under fixed headings prepared by the head of the department1 and the other students hand in1 after the lesson1 elaborate criticisms done in a similar way4 ,blank schedules with printed headings1 such as the following1 are given to students to fill up before giving the lesson3 ---------------------------------------- ------------------------ ,i4 ,,subject4 ,,ii4 ,,purpose4 ,,iii4 ,,matter4 ,,iv4 ,,plan4 ,review ,work ,what4 ,how4 ,illustrations4 a b c ,advance ,work a b c ,drill a b c ,v4 ,,method4 ,,vi4 ,,mechanical ,,details4 ,arrangement of ,class4 ,distribution of ,materials1 etc4 ---------------------------------------- ------------------------ ,i noticed in schedules which had been thus filled up by students that the notes supplied under the heading of 8,method0 consisted entirely of proposed questions of the teacher1 and assumed answers by the children4 ,such an item in the prepared plan of a lesson seemed to me unadvisable1 and in many cases useless4 ,even if the prepared questions were asked by the teacher1 the answers would not always be the ones assumed1 and the lesson would be stiff1 unnatural1 and wanting in spontaneity4 ,broad lines of questioning might be indicated in the schedule1 rather than the actual questions to be given4 ,this would result in much more natural methods of questioning4 ,the outline for criticism given to other students is according to the following plan3 ,purpose ,what4 ,whether accomplished4 ,why4 ,cause of failure or success4 ,matter ,amount--accuracy4 ,adaptation1 to purpose and to class4 ,order of presentation4 ,plan ,completeness4 ,order of parts4 ,manner of presentation4 ,method ,questions--number--order--kind4 ,language ,relative amounts used by teachers and pupils4 ,correctness4 ,accuracy4 ,clearness4 ,completeness4 ,adaptation4 ,illustrations ,what amount4 ,adaptation4 ,use4 ,manner ,voice ,of teacher and pupils4 ,mechanical details ,directions for work4 ,distribution of material4 ,control ,results ,training in mental power2 accuracy2 neatness2 promptitude2 expression4 ,moral ,training4 ,knowledge gained4 ,the suggestion of these points for criticism indicates a very complete and thorough analysis of a lesson4 ,such an elaborate form of criticism1 if employed occasionally1 seems to me good in encouraging a habit of mental analysis in those who hear the lesson4 ,it may be useful1 too1 as a guide to those unaccustomed to criticising exercises1 and may be helpful in impressing the fact that a lesson is a very complex thing1 difficult to give1 and far reaching in its results4 ,the constant use of rigid forms1 however1 either for preparation of lessons1 or for their criticism1 is to be deprecated as stultifying1 and as not adapted to all lessons and all occasions4 ,it is probable that in many cases valuable criticisms might be given which would not come under any of the formal headings1 even though the schedule were as complete as possible4 ,for the last five months the students work entirely under the direction of teachers of the practising school4 ,plans of work and lesson-subjects are discussed with the teacher1 and when the lessons are over1 private criticisms only are given4 ,each student learns to make her own maps1 charts and pictures1 which she takes with her when she leaves the school4 ,at the end of the course of training1 an elaborate report of the student's work and standing is issued as regards her standards2 enthusiasm2 force2 manner2 language2 writing2 questioning2 power of illustration2 originality2 interest2 thoroughness2 control4 ,a certificate qualifying to teach in the schools of the city is given to those who complete the training course satisfactorily1 and who gain an average of #gj per cent4 on examinations at the end of the year4 ,at ,pawtucket1 ,i saw a training school of from seven to nine students1 with an excellent model and practising school attached4 ,the course lasts for one and a half years4 ,for a whole year1 the class has instruction in theoretical subjects in the mornings1 with observation of children and some lesson-giving in the afternoon4 ,the last six months are spent by the students in the actual charge of children4 ,each student works under a ,model ,school teacher1 and for one week during the half-year has sole charge and responsibility of the class4 ,,city ,,training ,,classes4 ,closely allied to the work of the ,training ,schools is that done by ,city ,training ,classes4 ,these are usually found in the smaller towns or cities of the various ,states4 ,the general features of the ,training ,classes are the same as those of the ,city ,training ,schools4 ,the differences are mainly3 7#a7 ,no special model or practising school is attached1 but the students gain their experience by teaching classes in city or town schools4 7#b7 ,the work of training is carried out1 not by a specially appointed person1 as in the ,training ,schools1 but by the ,superintendent of ,schools of the district1 who holds classes in professional subjects1 and arranges and criticises the work of the students4 ,the members of the ,training ,classes1 while under the general guidance of the heads of the schools1 where they act as assistants1 are helped and instructed in methods of teaching various subjects by the ,town ,supervisors of ,instruction1 appointed for those special subjects4 ,the appointment of supervisors in drawing1 singing1 reading1 etc41 whose sole work is to visit the schools and conduct and examine classes1 gives unity to the methods in the various schools of a town1 and affords much practical help to the student-teachers in the various schools4 ,at ,quincy1 ,massachusetts1 there is a training class of thirty students4 ,the pupil teachers act as assistants in the schools1 receiving no compensation1 except the guidance of experienced teachers1 and theoretical instruction from the superintendent4 ,they usually teach in several grades during the year1 but those who show special aptitude or wish to teach in any particular grade are allowed an alternative of remaining in that grade4 ,at the ,coddington school1 one of the training schools for the ,quincy ,training ,classes1 ,i heard very good lessons given in reading1 phonics1 number1 ,english and geography4 ,a reading lesson1 given to ten or twelve children about seven years old1 was to teach one new word1 8,flag40 ,the class stood around the teacher at one part of the wall slate4 ,after carefully revising many of the words learnt in previous lessons1 the teacher drew a flag on the board4 ,then she wrote the word as a whole1 underneath the drawing4 ,then she told a short story about a flag1 wrote the word in different coloured chalks1 wrote sentences involving only known words and the new word 8flag40 ,when the children could read these sentences easily1 they were made to pick out the word 8flag40 ,some were allowed to erase the word1 some to write it again4 ,every possible device was used in the lesson to associate the complete written expression with the spoken word and the idea4 ,at the end of twenty minutes1 when the association was complete1 the new word 8flag0 was written among the list of known words1 kept constantly on the board1 and the children were sent to their seats4 ,i noticed in all the reading lessons in which words and sentences were taught as wholes1 that clever teachers constantly used the device of erasing the word or sentence to be taught4 ,this1 when skilfully done1 secures concentration of attention on each word1 by allowing the children only a limited time to note its general shape1 before being required to represent it on the board or slate4 ,the constant erasure and repeated re-writing of a word ensure repeated short acts of intense attention on the part of the children1 and so help greatly in the learning of the new word4 ,a lesson in 8number0 or arithmetic1 given to the same class1 was devoted to problems in addition1 subtraction1 multiplication and division of numbers below ten4 ,many devices were used for interesting the class4 ,the children were sent to work at different parts of the wall slate1 and were encouraged to contribute problems for the class4 ,the general use of the wall slate is seen to be of great advantage1 especially in such lessons as these4 ,by means of it1 supervision of individual work is very easy1 and corrections can be made valuable to the whole class4 ,the ,training ,classes of the ,state of ,new ,york show more uniformity of courses and methods than those of many of the other ,states4 ,this is due to their organization by the ,state ,superintendent1 who issues regulations and a definite course of study4 ,the course is a short one1 from ten to thirteen weeks4 ,two hours each day is given to instruction4 ,methods in reading1 spelling1 number1 language and primary geography are studied1 and observation and criticism of lessons is a definite part of the work4 ,actual teaching is done wherever possible2 but this is not a requisite4 ,the time given to each subject is apportioned somewhat on the same principles as in the ,normal ,schools--viz41 one subject is followed up for a very short time1 another is taken up in the same way1 and then another4 ,on this plan1 only a few days can be given to some subjects4 ,the syllabus of work for #ahhi gives four days to laws of mental development1 seventeen days to school economy1 ten days to the history of education1 and four days to school law4 ,other set times are given to ,methods4 ,such a course1 lasting for a very short time1 and including so many subjects1 cannot but be inadequate and superficial when used as the only means of training4 ,the experience gained in such a way is not sufficient in itself to qualify for responsible work in a town school4 ,this is shown by the fact that those who have taken a course in the training class of a city are often expected to gain experience elsewhere1 before taking responsible work in that city4 ,in many instances1 students are urged to take ,normal ,school courses as well4 ,it may indeed be stated generally1 that the work of ,training ,classes is to supplement a longer and more thorough course in training1 rather than to train4 ,training ,classes1 for the most part1 provide practice under supervision for those who have already gained some insight into the science of education and methods of teaching1 but the small amount of time given to other sides of training prevents their work being at all adequate as the sole preparation for teachers4 ,training ,classes exist1 and will exist1 to meet the needs of those would-be teachers who1 in small towns1 where there is neither ,normal nor ,training ,school1 cannot afford to leave their homes to prepare for their work4 ,the urgent demand for trained teachers for all the ,common ,schools has resulted in the establishment of many institutions1 which1 while fulfilling a present need1 are existing under conditions which must prohibit work of the best kind4 ,among such institutions we must enrol the ,city ,training ,classes4 ,it is a noticeable fact1 that in both ,training ,schools and ,training ,classes1 the beginners usually practise first in the lowest grades4 ,it is considered easier to teach little children than older ones1 and less dangerous to the pupils4 ,indeed1 the heads of many schools1 far from adopting the theory that the primary teaching should be in the hands of the most skilled and efficient teachers1 give their youngest classes into the care of those disqualified to teach in higher grades1 on account of lack of knowledge1 or want of skill4 ,it may be urged in support of the plan of allowing teachers unqualified for other grades of teaching to become teachers in the primary schools1 that the knowledge actually used in the teaching of little children is much less than that needed for work with elder children1 and that certain devices for keeping children quiet1 and for interesting them1 can be followed empirically by the unskilful teacher4 ,but this argument1 instead of sanctioning the practice so commonly adopted1 would serve to show that it is in the lower grades that bad teaching can remain undetected1 and results1 rather than means1 made criteria of success4 ,much of the growth of the child-mind1 in its early stages1 depends on the teacher's width of interest1 a width only secured by a thorough knowledge of the subjects taught1 and a broad range of subjects4 ,this breadth of interest not only influences the class1 but reacts on the teacher2 for teachers of young children1 having little necessity to make constant intellectual efforts1 stand in great danger of becoming intellectually narrowed4 ,partly as a result of the fact that most of the students in ,normal and ,city ,training ,schools are prepared for work as primary teachers1 and that others who hope eventually to teach in higher grades must first gain their experience in primary grades1 we find that much more attention is given to primary methods than to methods of the ,grammar ,school4 ,this is true not only in ,practising ,schools and ,model ,schools1 but elsewhere4 ,therefore1 the most rapid progress in ,american ,education has been connected with elementary teaching4 ,the present movement to reform the curriculum and methods of the ,grammar ,school is only of recent development4 ,,university ,,departments ,,of ,,pedagogy4 ,the pedagogical courses connected with the ,universities of the ,united ,states differ so much in organization and scope1 and in the nature of their connection with the ,university1 that it is impossible to consider them under one comprehensive title1 unless the exact meaning of the term 8,university ,department0 be defined4 ,in the present case1 the title 8,university ,department of ,pedagogy0 is used to include all higher courses of study in philosophy1 psychology1 history1 science or art of education established by ,universities or ,colleges of high standing1 in definite recognition of the fact that the work of secondary teaching requires distinct and special professional or technical preparation1 beyond a sound general education4 ,such instruction may be given in connection with ,chairs of ,pedagogy by series of lectures on science and art of teaching1 theory and practice of teaching1 etc41 or it may be so complete as to constitute a school of pedagogy in itself1 thoroughly organized and equipped to carry out professional training in all its branches4 ,pedagogical study may be a so-called 8elective0--viz41 one of the subjects chosen by the student to count towards his degree1 or it may be a course for post-graduates only4 ,it may consist merely of courses in special pedagogy or 8methods10 by the various professors of different subjects in a ,university1 or it may be chiefly the study of education from a scientific standpoint1 as in ,clark ,university1 ,massachusetts1 where experimental and physiological psychology is pursued1 not with the view of meeting the needs of intending teachers1 but of offering opportunities of thorough study to scientific experts1 whose results may be of great value to education in general4 ,the number of ,universities or ,colleges in the ,united ,states which report pedagogical courses of some kind is #aad4 ,in many of these1 however1 the work is mostly of the ,normal ,school type1 with a view to prepare for teaching in the ,grammar ,schools of the ,state1 and the certificate of proficiency given on completion of the course is not such as to entitle the work to be called 8,higher ,instruction in the ,theory and ,art of ,teaching40 ,leaving such departments out of consideration1 as not belonging to the field of higher education1 the departments of pedagogy in connection with ,universities may1 for convenience1 be considered under two heads3 #a4 ,those in connection with ,state ,universities4 #b4 ,those connected with other endowed ,universities or ,colleges of high standing4 ,,departments ,,of ,,state ,,universities4 ,state ,universities1 founded in accordance with the resolution1 8,schools and the means of education shall for ever be encouraged10 have naturally been looked up to as the institutions more fitted than any other to supply higher instruction in the science and art of teaching4 ,the first was established as the result of the ,ordinance of #aghg1 by which two townships of land were appropriated from the ,north-,west ,territory for the support of a ,state ,university4 ,since then1 twenty-eight ,states of the ,union have set apart funds1 derived from the sale of ,state lands1 for the founding and endowing of institutions for higher education4 ,these universities1 gradually increasing in number and influence1 and spreading from their origin in ,ohio both west and east1 are dependent for the most part for their students upon the city ,high ,schools and other secondary schools2 and the efficiency of their work depends greatly upon the efficiency of the preparatory work done in these schools4 ,it is1 therefore1 to the interest of the ,state ,universities to secure that the secondary schools are well equipped and well taught1 and from this point of view one of the distinctive lines of work of a ,state ,university should be the professional preparation of secondary teachers4 ,the ,university of ,michigan1 at ,ann ,arbor1 was the first ,state ,university to recognise the necessity of this work4 ,in #ahgi it established a ,chair to give instruction in science and art of teaching1 and since then1 ,training and ,normal departments1 or courses in pedagogy1 have been established in the ,state ,universities of ,colorado1 ,illinois1 ,iowa1 ,missouri1 ,nevada1 ,n4 ,dakota1 ,ohio1 ,washington and others4 ,in some ,universities the work of training is entirely given over to the pedagogical department and the professor of pedagogy4 ,in some1 there are no purely professional departments1 but 8,teachers' ,courses0 are organized in various subjects of the college curriculum4 ,these courses are given by college professors of the various subjects1 and deal with the different methods of treating the subject4 ,in some ,state ,universities1 however1 training is provided both in pedagogical departments and 8,teachers' ,courses02 and good work in both is required before a student can gain a 8,teacher's ,diploma40 ,where the two parts of the work are maintained harmoniously together1 they must greatly strengthen each other1 and advantages must accrue both to the students and to the work of training generally4 ,in such a case the scientific1 but more or less theoretical instruction of the professedly pedagogical department of the ,university is supplemented by the practical instruction1 which is the result of the experience of experts in the respective subjects4 ,the discussion of 8methods0 in any subject1 with a specialist1 who is constantly teaching that subject1 must be most valuable to the future teacher1 and especially so when the specialist can illustrate his methods by actual class work1 and the learner is himself somewhat of a specialist4 ,the existence of these double lines of work is also important1 where it occurs1 as illustrating unity of opinion among the presidents and professors of colleges as regards the needs and means of training of secondary teachers4 ,thus it will help on the cause of secondary training generally4 ,one of those ,state ,universities which recognise these two distinctive branches of professional training is the ,university of ,michigan1 at ,ann ,arbor4 ,work in both departments has been required in order to gain a 8,teacher's ,diploma10 ever since the pedagogical course was arranged in #ahgi4 ,the student must have completed three courses offered by the professor of pedagogy--one a practical course in the art of teaching and governing1 school hygiene1 school law1 etc42 one a theoretical and critical course on the principles of teaching or applied psychology2 and one other course which may be either3 ,history of education1 ancient and medival4 ,history of education1 modern1 or1 ,school ,management4 ,he must also have taken a 8,teacher's ,course0 in connection with one of the subjects in the college curriculum--work which implies not only extra professional instruction in methods by the college professor1 but also a special examination in the subject matter of study4 ,beyond the courses of study already enumerated as belonging to the ,department of ,science and ,art of ,teaching in the ,michigan ,university1 there is one on the comparative study of educational systems1 and a section for seminary work4 ,this seminary work1 taken up in pedagogy1 as in other subjects1 only towards the completion of the course1 is very much on the lines of the ,german 8,seminar40 ,it is work of research and discussion1 done with the help of the educational library4 ,special points are taken up by the students and worked out4 ,the teacher guides the work and reading1 and generally conducts the ,seminary4 ,as regards the time devoted to different parts of the pedagogical curriculum1 four hours a week are given to each of the courses on the art of teaching and the principles of teaching1 three hours a week to each of the history courses and those on school supervision1 and two hours a week to the other optional subjects4 ,the required course may be taken among the graduate or post-graduate studies4 8,teachers' ,diplomas0 are presented on graduation1 provided the prescribed course has been taken4 ,a 8,teachers' ,certificate0 given by the ,faculty1 on the gaining of degree and diploma1 qualifies to teach in any school of the ,state4 ,at the ,state ,university1 ,illinois1 the course in pedagogy is work which counts towards a degree4 ,it is placed among one of the major or principal subjects of the 8restricted electives10 that is1 one of six subjects1 each occupying six terms1 two subjects of which must be chosen by the student for graduation work4 ,pedagogy is suggested as part of the work of the third and fourth year in the classical course1 and when taken up for a third and fourth year1 after any ordinary 8,two ,years' ,course10 it constitutes a course in philosophy and pedagogy4 ,the different branches of pedagogy taken up in this way are3 ,educational psychology1 hygiene1 philosophy of education1 history of education1 school supervision4 ,the 8,pedagogical ,seminary0 is open only to students who have taken two other pedagogical courses4 ,psychology1 school hygiene1 and school supervision1 constitute full courses for a term--the rest are half courses4 ,in connection with the ,philosophical ,department is a course of lectures and laboratory work in experimental psychology4 ,apparatus has been purchased and considerably used in making psychological experiments4 ,in the ,university of ,missouri there are two distinct courses1 elementary and advanced4 ,the elementary course corresponds very much to a ,normal ,school course4 ,the subjects for the first year's study are chiefly ,english1 algebra1 physiology1 zoology1 botany1 physical geography1 rhetoric4 ,in the second year1 pedagogics1 including applied psychology1 history and school organization1 are taken up with history1 literature1 physics1 chemistry and civil government4 ,drawing and elocution are required subjects during all but one term of the course4 ,the certificate at the end of the elementary course qualifies the holder to teach for two years in any public school of the ,state4 ,the advanced course leads on to the degree of bachelor of pedagogics4 ,the required work in this department may be taken by students who are preparing for degrees in other courses1 or by those who have already a degree conferred by this or any approved ,university4 ,the graduate students may1 by selecting four of the offered subjects1 and devoting five hours a week to the pedagogical work1 complete the course in one year4 ,others1 take certain prescribed courses1 and certain optional courses in pedagogics1 during the third and fourth years of their ordinary graduate work4 ,the degree entitles to a life-certificate to teach in any of the public schools of the ,state4 ,it is noticeable1 in connection with the prescribed courses in this ,university1 that the study of education1 historically1 comes before the consideration of theory or philosophy of education and its application in school work4 ,the elective or optional studies are four--viz41 school systems of ,europe2 school systems of the cities and ,states of the ,united ,states2 the educational theories of ,herbert ,spencer2 the philosophy of ,froebel4 ,of the other ,state ,universities1 some make pedagogics a complete course for graduates or undergraduates1 while some1 as at ,missouri1 make it an elective study during the third and fourth years of an ordinary graduate course4 ,where two complete courses exist--an elementary and an advanced--in the same department1 the distinction is based chiefly on the difference of qualification needed for admission4 ,students qualified to enter the ,university may pursue the elementary course2 only those of the third year or fourth year1 or graduates1 may take up the advanced course4 ,as a rule1 the students of the elementary course teach in the ,primary or ,grammar ,schools1 those of the advanced courses become teachers of secondary schools and colleges4 ,the ,state ,universities of ,america1 as a whole1 follow1 more or less strictly1 the lines of ,german ,universities4 ,this is not only so as regards organization merely1 but as regards methods of study1 and lines of thought4 ,in no department is the ,german influence more seen than in that of pedagogics1 where methods of the ,german 8,seminar0 are increasingly used and valued by professors and advanced students4 ,few ,state ,universities having pedagogical departments would be found which had not begun to use ,seminar methods4 ,in many ,universities1 a 8,seminar room10 in which is a pedagogical reference library1 is set apart especially for research and conference in matters educational4 ,a natural accompaniment of these methods is much study of ,german pedagogical theory1 and a constant tendency to emphasize and elaborate ,german lines of thought4 ,the two great ,schools in ,american psychology to-day1 both of which are making rapid strides in progress1 and influencing the whole of ,american education to an important extent1 are the ,herbartians and the ,experimental ,psychologists4 ,both had their beginnings in ,german ,universities4 ,the most modern feature of ,german ,university ,departments of ,pedagogy is1 however1 one which has not yet been adopted by ,american ,state ,universities4 ,a means of connection between the theoretical and practical sides of training1 by the establishment of a practising school attached to the ,university1 has been made at ,jena for some time4 ,such a connection would be of the greatest value to ,american ,state ,university ,departments1 but until now actual practical departments have not existed4 ,the instruction in university departments of pedagogy1 although such as to be of the greatest possible value and stimulation as a theoretical basis for teaching and organizing in secondary schools1 is however incomplete unless opportunities are also supplied of gaining actual experience in teaching4 ,a practising school1 organized as a part of the ,university1 and having as its principal one of the ,university ,faculty1 might1 besides affording such a practising ground for secondary teachers1 be the means of supplying tested facts to the teaching world in general1 and would greatly help the ,university ,department to fulfil its true function--that of stimulating teachers and unifying education in the ,state4 ,,university ,,departments ,,of ,,pedagogy ,,in ,,the ,,eastern ,,states4 ,the study of pedagogy in connection with the universities and colleges of the ,eastern ,states is a department of work of comparatively recent origin4 ,the conservative attitude of the older ,universities1 such as ,harvard and ,yale1 with regard to the recognition of the claims of pedagogy to be a science1 and the needs of distinctly professional instruction for those who intend to become teachers in higher schools and colleges1 has resulted in the fact that the training of secondary teachers has1 until a few years ago1 been almost entirely restricted to the ,western ,state ,universities4 ,it is remarkable1 however1 that since the older educational institutions of the ,eastern ,states have recognised education as a science1 rapid progress has been made1 and one finds on surveying the work of university departments of pedagogy as a whole certain features which1 when further developed1 will possibly cause university instruction to be the most valuable means of training secondary teachers4 ,among such lines of work1 already begun in these pedagogical departments1 are3 i4 ,supervision of secondary school work4 ii4 ,stimulation of all teachers by research work in educational matters4 iii4 ,the acknowledgment by scientific workers in the field of pedagogy and psychology of the results of teachers' observations of children in the school-room1 as helpful to the scientific researches of the laboratory4 iv4 ,preparation and stimulation of professors of pedagogy1 and of teachers for higher schools and colleges4 ,a very early attempt was made in ,brown ,university1 ,providence1 ,rhode ,island1 to arrange courses in theory and methods of teaching1 but the movement was not successful4 ,little actual work in the training of secondary teachers was done in the ,eastern ,states1 until the ,industrial ,education ,association of ,new ,york ,city1 feeling the demand for skilful teachers in manual training1 began to organize plans for preparing them for their work1 and sending them out daily to teach in the schools4 ,at the beginning of #ahhi1 the work had developed so much1 not only in connection with one branch of training1 but many1 that the institution gained a provisional charter from the ,board of ,regents of the ,university of the ,state of ,new ,york1 under the name of the ,new ,york ,college for the ,training of ,teachers4 ,in #ahib the charter of the ,new ,york ,college for the ,training of ,teachers was made absolute1 and the name changed to ,teachers' ,college4 ,an agreement was also made1 whereby certain pedagogical courses in the ,teachers' ,college are considered as courses in the ,faculty of ,philosophy at ,columbia ,university1 ,new ,york1 and count towards a ,columbia ,university degree4 ,by the same agreement1 qualified students of the ,teachers' ,college are admitted to the courses in philosophy and pedagogy at ,columbia ,university4 ,in this way we may regard the ,teachers' ,college as the newest of ,university departments1 although1 on the other hand1 it has developed and become a most important and successful means of secondary training1 quite apart from any connection with a college or university4 ,the courses in pedagogy given at ,columbia ,university1 and open to students of the ,teachers' ,college1 are3 ,the ,history of ,educational ,theories and ,institutions--a course given each alternate year4 ,systematic ,pedagogics2 the ,psychology of ,childhood2 ,principles of ,teaching2 7given also every alternate year74 ,a ,pedagogical ,seminar 7one hour a week for advanced students74 ,the lectures in philosophy and experimental psychology are also open under the same conditions4 ,among them are the following courses3 7a7 ,logic and ,psychology2 7b7 ,ethics2 7c7 ,introductory course in ,physiological ,psychology 7lectures and laboratory work72 7d7 ,advanced course in ,physiological ,psychology 7experiment work in the laboratory72 7e7 ,introductory course in ,experimental ,psychology 7lectures1 themes and laboratory work72 7f7 ,vision 7lectures1 reports and advanced laboratory work72 7g7 ,advanced work in ,experimental ,psychology and ,research 7individual instruction daily74 ,the courses at the ,teachers' ,college1 open to all ,columbia ,university ,students1 are3 i4 ,educational ,psychology2 ,study of ,children4 ii4 ,science and ,art of ,teaching1 with illustrations from the ,kindergarten and ,elementary ,schools4 ,observation4 iii4 ,introductory course on the ,history of ,education4 iv4 ,institutes of ,education1 by ,laurie4 ,rosenkranz's ,philosophy of ,education and ,herbart's ,science of ,education4 v4 ,methods of teaching ,history in secondary schools4 ,the following can be taken only by advanced students3 i4 ,methods of teaching ,science in elementary and secondary schools4 ii4 ,methods of teaching ,manual ,training in elementary and secondary schools4 iii4 ,methods of teaching ,latin1 ,greek1 ,french and ,german4 iv4 ,reading and discussion of ,german and ,french pedagogical works in the original4 v4 ,methods of teaching ,educational ,psychology4 ,observation and ,practice4 vi4 ,practice in teaching and supervision4 ,criticism1 ,school ,management1 ,discipline4 ,candidates for the ,a4,b4 degree of ,columbia ,university may specialize for the last year in the department of pedagogy4 ,they are required to take two subjects1 one as major or principal subject1 one as minor subject4 ,a third optional subject may be taken4 ,to gain a ,diploma of the ,teachers' ,college1 a two years' course of study is required4 ,this includes3 i4 ,elements of ,psychology--8a course to give skill in description and explanation of mental phenomena and insight into the observing and training of children40 ii4 ,educational ,theories since the ,renaissance1 with a general survey of earlier theories4 iii4 ,a course in ,psychology1 ,history of ,education1 or in ,principles of ,logic and ,psychology as applied to ,science and ,manual ,training4 iv4 ,study of range of child's mental activities as the basis of primary instruction3 the vocabulary as a basis of language teaching2 the child's power and skill of hand as the basis of manual expression2 ,methods of ,teaching3 ,observation lessons2 ,language1 including ,reading2 ,number2 ,manual ,exercises4 v4 ,principles of ,teaching1 with special reference to application of ,psychology to the cultivation of intellectual powers1 the feeling1 the will4 ,the application of the principles of education to classification1 organization1 and school discipline4 vi4 ,observation and practice teaching1 under supervision1 and independently4 vii4 ,physical training4 viii4 ,special methods of one subject of study4 ,the college is distinctly and solely a professional school4 ,there is no direct instruction in the subject matter of study1 the admission qualification being such as to exclude all persons who have not had a satisfactory secondary education4 ,each college department provides training in the principles and practice of teaching the subjects which more especially belong to it2 but all instruction is entirely from the standpoint of the teacher4 ,it is particularly stated in connection with this teaching1 that no student is admitted to a course in the methods of any particular subject unless he can show himself to be proficient in the subject matter of that branch of instruction4 ,for those not qualified1 by training or academic standing1 to pursue the ordinary work of the college1 it has been found advisable to arrange an introductory course to occupy one year4 ,the preparatory course includes the study of ,english1 an introduction to science1 either drawing1 domestic science1 or wood-carving1 and either constructive geometry1 with the solution of original problems1 or one branch of science with laboratory work4 ,i spent several days in this college and heard some of the teaching in psychology1 and in science4 ,the psychology and history of education are both two years' courses4 ,in psychology the students begin by learning to make records of their individual observation of children4 ,the chief use of psychology to the teacher is regarded as the making him conscious of processes of thought1 which before might have been accurate1 but were not known4 ,as the end of education is assumed to be a moral end1 in so far as it has to do with character and conduct1 the will is made the basis of educational psychology and is treated first in order4 ,one advantage of such an order of treatment is that the practical value of the study of psychology to education can be early shown4 ,as the whole question of education is a question of the guiding and controlling of action1 great importance is given to the practical study of action in its three phases of instinct1 will and habit4 ,each of these is followed out as far as possible by means of the observation of children at play1 or by the study of the student's own willed movements4 ,all questions of physiological psychology are avoided as much as possible in the study of psychology for educational purposes1 the two reasons given being3 i4 ,that most students have not a sufficient knowledge of physiology to take up physiological psychology4 ii4 ,that those who have a sufficient knowledge of physiology find the correlation difficult4 ,in beginning to study psychology1 the two aspects of one set of facts and their bearings upon each other cannot be easily seen4 ,much work in both sciences is needed before good work can be done in physiological psychology4 ,the students use ,sully1 ,james1 and ,hffding as text-books4 ,the lines of work1 however1 are not those of any particular writer or school4 ,the students have ample opportunities of wide reading and research1 not only in psychology1 but in all branches of pedagogy4 ,these are afforded by the ,bryson ,pedagogical ,library in the college building4 ,this library1 founded in connection with the ,teachers' ,college1 for the purpose of affording opportunities of research to students of the college1 is open to all teachers of the city and to the public generally4 ,it contains #e1jjj volumes1 including books on pedagogy and connected subjects1 text-books of all kinds1 and the current literary1 scientific and educational periodicals published in ,america and ,europe4 ,in the study of the history of education1 the plan adopted is a thorough and exhaustive treatment of one or two great educational reformers1 with mere outline sketches of others4 ,the reformers specially considered are regarded1 not only as educators1 but in all other possible aspects4 ,their lives and works1 their ideas1 the contemporary history of their own and other countries1 are fully discussed4 ,when this has been done1 all other facts of educational history are as far as possible compared with1 and illustrated by1 the facts connected with the reformer who has been specially considered4 ,such a method seems very stimulating and interesting to the student1 and much more satisfactory1 than a general treatment of the whole1 suggested by many text-books on the history of education4 ,methods of chemistry1 physics1 physiology-botany1 geology1 are taught by means of actual lessons in the various subjects1 given by the heads of departments and their assistants1 to children in the practising school4 ,students are required to observe the teaching1 to attend lectures and discussions upon the methods pursued1 to learn the art of experimenting1 and to prepare themselves for directing laboratories4 ,they are also guided and helped in making a careful inspection of the science teaching in the public schools of the city4 ,in addition to this1 they are introduced to some of the practical problems of science teaching in the school-room1 such as the difficulties of teaching science without a laboratory1 or without fixed times for experimenting4 ,all students who take science as their major or principal subject are required also to take courses in3--7i47 ,the use of tools for constructing home-made apparatus2 7ii47 fundamental principles of drawing and their applications for students who take special work in other departments2 7iii47 the specified courses in psychology1 history of education1 and science and art of teaching2 7iv47 outlines of the lives and work of eminent scientists1 as illustrating methods of scientific research4 ,a ,time-,table for the ,two ,years' ,course in ,science is as follows3-- ,first ,year4 ,time4 ,,monday4 ,physics for ,high ,schools #i4bj-aj4ae4 ,psychology #aj4ej-aa4cj4 ,lecture and ,laboratory #ab4ee-b4ae4 ,,tuesday4 ,botany for ,high ,schools #i4bj-aj4ae4 ,,wednesday4 ,physics for ,high ,schools #i4bj-aj4ae4 ,psychology #aj4ej-aa4cj4 ,methods #aa4ae-ab4ae4 ,lab4 ,practice #ab4ee-b4ae4 ,,thursday4 ,geology for ,high ,schools #i4bj-aj4ae4 ,history of ,education #aj4ej-aa4cj4 ,,friday4 ,use of tools #i4bj-aj4ae4 ,psychology #aj4ej-aa4cj4 ,methods #aa4ae-ab4ae4 ,second ,year4 ,time4 ,,monday4 ,psychology #aj4ej-ab4ae4 ,lect4 and ,lab4 ,instruction #ab4ee-b4ae4 ,,tuesday4 ,observ4 and ,practice #i4bj-aj4de4 ,drawing #aj4ej-ab4ae4 ,chemistry for ,high ,schools #ab4ee-b4ae4 ,,wednesday4 ,observ4 and ,practice #i4bj-aj4de4 ,lab4 ,practice #ab4ee-b4ae4 ,,thursday4 ,observ4 and ,practice #i4bj-aj4de4 ,drawing #aj4ej-ab4ae4 ,chemistry for ,high ,schools #ab4ee-b4ae4 ,,friday4 ,observ4 and ,practice #i4bj-aj4de4 ,the practice department of the ,teachers' ,college is one of its most important features1 for a fundamental assumption is that practice is the key-note of all training1 that no one can consider himself trained who has not taught1 and that the future teacher must observe good teaching1 and must teach under normal conditions4 ,the ,horace ,mann ,school for the observation and practice of the students of the ,teachers' ,college comprises kindergarten1 primary1 grammar and high school grades4 ,the heads of departments arrange the teaching of the students1 and great care is exercised in keeping the school efficient1 as the observation of good teaching is considered only second in importance to actual practice4 ,i heard a botany lesson in the practising school1 given by the instructor in methods of botany4 ,the class1 numbering about twelve children1 of about ten years of age1 was furnished with lenses1 and needles1 and a plentiful supply of flowers4 ,each child was required to see and examine all the flowers that were given to him1 to describe carefully and exactly what he had observed1 and to take nothing for granted4 ,the methods adopted were such as to make the children original investigators1 and the attitude of the teacher towards her subject was such as to develop a spirit of reverence in the children1 and to arouse an interest sthetic as well as scientific4 ,no technical terms were used in descriptions4 ,the botany lessons are adapted to the different seasons of the year4 ,for example1 the scheme of work for the ,autumn term is3-- ,autumn ,flowers4 ,how differing from ,spring flowers in ,colour4 ,size4 ,growth4 ,autumn ,fruits4 ,their growth4 0 parts4 0 use to man4 0 use to animals4 ,study of ,seeds4 ,growth4 ,methods of ,distribution4 ,food4 ,uses for ,oil4 ,medicine4 ,grain and harvesting4 ,observation of ,trees4 ,falling of leaves4 ,colours 0 0 ,leaf-buds4 ,deciduous trees4 ,evergreen trees4 ,preparation for winter by plants4 ,seeds4 ,buds4 ,leaves4 ,the herbarium is not much used1 but in autumn each child and student brings a specimen of one tree or plant4 ,all the specimens are kept and are used for the study of seeds during the winter4 ,twigs are brought into the school-room and made to grow in water1 seeds are grown in shavings1 and plants of all kinds are watched during the year4 ,the work in geology is a special feature of the practising school4 ,courses of work have been adapted by the head of department to the lowest grades of the grammar school--viz41 to children about nine years old4 ,the work is closely connected with the geography teaching1 and children are encouraged to collect specimens of different kinds of building stone they see1 or to bring any other specimens of rock or minerals4 ,trays of quartz1 felspar and mica are provided for each child1 for beginning practical work in geology4 ,after examination of these minerals1 granite is studied1 and afterwards gneiss1 as leading the way to the general history of rocks4 ,slag structures are given for examination1 as specimens to illustrate the effects of heat4 ,artificial geodes and lavas are also studied1 when connecting the history of rocks with their structure4 ,students who are preparing to become specialist teachers in geology have special work with the children4 ,they prepare lessons under the guidance of the teacher--submitting written notes of the subject matter1 but talking over with their head of department the proposed methods of dealing with the facts4 ,they have also special laboratory work1 in constructing simple apparatus1 and making maps1 charts and drawings4 ,the physiology lesson ,i heard was given to a high school class1 by the director of the department of physiology4 ,it was a revision lesson1 conducted with the special object of making the class discover the general position of ,man in the ,animal ,kingdom4 ,the particular features ,i noticed about the lesson were3-- 7i47 ,no technical terms were used in description1 if the required meaning could be expressed in ordinary language4 7ii47 ,any difficulty as regards animal structure which arose during the process of classification was settled by actual reference to the museum specimen at hand4 ,the doubt as to whether a fish might be said to have a brain was settled by inspection of a haddock's brain1 brought from the museum4 7iii47 ,great care was exercised by the teacher in order to prevent hasty or incorrect inferences being drawn4 7iv47 ,there was constant reference to text-books4 ,the pupils had been taught to use a reference library4 ,it is evident to those who have watched the movement of the training of secondary teachers in the ,eastern ,states that the ,teachers' ,college of ,new ,york has done a work peculiarly its own4 ,it was organized on the present lines1 to combat the idea1 even still existent to some extent1 that college graduation equips for successful teaching4 ,it has done this1 not by emphasizing the value of professional training in itself1 apart from its connection with scholastic equipment1 but by insisting that the secondary teacher can only be fully prepared for his work when careful scholastic preparation is supplemented by a consideration of principles and methods of teaching1 and by actual class work4 ,much of the successful work of the ,teachers' ,college is probably due to the thorough preparation required before beginning work1 and to the maturity of the students who take the courses4 ,with such material1 and under such conditions1 it is possible to make training thorough and very valuable4 ,this is especially so in an institution1 such as this1 which can extend its interests1 and broaden its outlook1 by alliance with a ,university like ,columbia1 securing by this means the philosophical as well as the practical standpoint4 ,the ,school of ,pedagogy of the ,university of the ,city of ,new ,york1 established to give opportunities of higher training to graduates of colleges or of ,normal ,schools1 differs fundamentally from other departments of ,universities already considered1 in only offering its pedagogical degrees to those persons who can show evidence of three or four years' successful teaching experience4 ,this is a necessary qualification for admittance to the junior or senior pedagogical course of the ,university4 ,a student who has a college degree1 and who is credited with a sufficient number of attendances during two years' membership of the senior class1 becomes 8,doctor of ,pedagogy10 after passing an examination on five prescribed courses of work1 and presenting a satisfactory thesis on some educational subject4 ,students of the junior class are required to pass an examination in four subjects1 and to attend the required number of lectures during one year1 in order to obtain the degree of 8,master of ,pedagogy40 ,the courses studied are3-- 7i47 ,history of ,education from ,socrates to the present time 7lectures and ,seminar74 7ii47 ,psychology and ,ethics1 special attention being paid to the ,physiological ,psychology and the ,psychology of ,experiment4 7iii47 ,institutes of ,education1 including-- ,educational values2 incentives2 co-ordination of studies2 school hygiene2 school organization2 child-study2 methods4 7iv47 ,educational classics and sthetics4 7v47 ,systems of ,education3--,european1 ,american1 ,national1 ,state1 ,county1 ,city1 ,district4 ,opportunities are given for visiting schools in the city1 and observing teachers and children1 but no practice department is connected with the ,university4 ,at ,cornell ,university1 at ,ithaca1 ,new ,york1 systematic instruction in pedagogy is given as a part of the ,department of ,philosophy4 ,there is a professor of pedagogy1 who gives courses of lectures on3--,institutes of ,education2 ,school ,systems and ,organization2 ,logic and ,methodology2 ,history of ,education4 ,simple problems for experimental investigation in the psychological laboratory are discussed4 ,pedagogical conferences1 somewhat on the lines of the ,german 8,conferenz10 are arranged1 for criticism of school reports and plans of teaching various subjects2 and seminaries of pedagogy and psychology have been instituted for laboratory work and original research4 ,beyond these strictly professional courses1 there are courses in ,english1 mathematics1 ,latin1 etc41 with direct reference to those who wish to become teachers in these subjects4 ,attendances at such courses counts towards a 8,teachers' ,certificate40 ,the 8,teachers' ,certificate0 is given to graduates of ,cornell ,university1 who have successfully pursued the first course on the ,science and ,art of ,teaching1 or that portion of it which relates to the general theory of education2 and have also attained marked proficiency in a course of five hours' advanced work per week1 for two years1 in each subject for which the 8,teachers' ,certificate0 is given4 ,at ,syracuse ,university1 ,new ,york1 pedagogy is an elective subject during the third terms of the third and fourth university year1 for those who take the philosophical course4 ,there are also ,normal ,courses given by the university professors in their various subjects4 ,the introduction of pedagogy as a definite branch of the philosophical department at ,harvard ,university1 is perhaps one of the most important movements in the progress and development of the ,science of ,teaching in ,america4 ,in establishing its course1 8adapted to the purpose of teachers and persons intending to become teachers10 ,harvard has made recognition of the fact that something more than pure scholarship is needed to produce the successful teacher or professor4 ,accordingly1 it has established two departments of training3-- i4 ,strictly professional courses in educational theory1 history of educational theories and practice1 lectures on the management of public schools and academies1 and on the curriculum of the public schools2 and a seminary course for advanced students4 ii4 ,other courses in methods1 in connection with actual university instruction in the different parts of the curriculum4 ,connected with the lectures on methods1 and the organization and management of public schools1 is the systematic inspection of designated schools by students1 and a detailed report on some phase of school life observed there4 ,each student is required to make a comparative study of the teaching of a chosen subject1 in all the grades of at least two schools2 or he may make a study of supervision and discipline in two schools4 ,students must also make a comparative study of not less than three city school systems1 of three ,state school systems1 and of the school system of ,england1 ,france1 and ,germany4 ,this work of inspecting and reporting is considered a very important part of the pedagogical course4 ,the courses in methods1 given by the professors of different college departments1 are conducted by means of lectures and conferences in connection with ,greek1 ,latin1 ,english1 ,german1 ,french1 history1 mathematics1 physics1 chemistry1 botany1 zoology1 geology and geography4 ,most of these 8,teachers' ,courses0 require attendance at some other college course in the same subject1 where the professor illustrates his own method4 ,in a few cases1 attendance at lessons in the specified subjects1 in schools near the ,university1 is required4 ,the courses in pedagogy have1 until the present year1 been closed to all but graduates4 ,lately1 however1 the regulations have been changed1 and pedagogical work may now count towards a degree4 ,there is no opportunity given to the ,harvard pedagogical students for actual teaching2 but the connection brought about between the college department and the secondary schools1 by the constant attendance of students in the school-rooms of the neighbourhood1 may possibly develop into a system wherein trained students may act as substitutes in these schools4 ,quite apart1 however1 from this possible future connection1 there is even now an important practical relationship between ,harvard ,university and some of the secondary schools--viz41 that of supervision4 ,in establishing a system of examination of the teaching in such schools as make application1 ,harvard has acknowledged the important principle that chief among the functions of an university is that of directing and stimulating secondary education4 ,the ,department of ,education at ,clark ,university1 ,worcester1 ,massachusetts1 is a branch of the ,department of ,psychology4 ,while doing much to advance the cause of the professional training of teachers1 it does not strictly adapt its courses to the wants of the future secondary teacher4 ,the fact that ,clark ,university1 unlike any other ,university in the ,united ,states1 exists solely for the purpose of research1 and admits only graduates as its students1 determines that the pedagogical work shall also have a special character1 well marked off from that of any other university4 ,the department is purely one of higher pedagogy4 ,its aim is stated to be twofold3-- i4 ,to give instruction and training to those who are preparing to be professors of pedagogy1 superintendents1 or teachers in higher institutions4 ii4 ,to make scientific contributions to education4 ,the work pursued is in six courses1 with an additional seminary course4 ,these are3-- i4 ,present status and problems of higher education in ,america and ,europe4 ii4 ,outline of systematic psychology4 iii4 ,organization of schools in ,europe4 ,typical schools and typical foundations4 iv4 ,school hygiene4 v4 ,educational reforms4 vi4 ,motor education of children1 involving the study of writing and drawing1 manual training1 play1 and gymnastics4 ,the ,pedagogical ,seminary1 an educational magazine edited by ,dr4 ,stanley ,hall1 the ,president of ,clark ,university1 exists chiefly for the purpose of publishing results of work in this department4 ,there is a special pedagogical library for research1 and a complete collection of the current educational literature of ,america and ,europe4 ,among the other departments of psychology1 there are many of great interest to the student of higher pedagogy4 ,some of these are3-- i4 ,history of psychology4 ii4 ,experimental psychology4 iii4 ,anthropology 7the investigation of myth1 custom1 belief74 iv4 ,ethics 7the investigation of criminals1 paupers1 defective classes74 v4 ,feeling 7investigations of conditions of the agreeable and disagreeable1 abnormal states1 the hypnotic1 the insane74 vi4 ,neurology 7researches on brain fatigue1 etc474 ,for investigation in these departments1 there are four psychological laboratories1 a neurological laboratory1 and an anthropological laboratory4 ,opportunities are also given to students to observe patients in ,state and city lunatic hospitals1 and in institutions for the defective and criminal classes4 ,the departments of research1 most closely bearing upon the teacher's work1 are perhaps those of experimental psychology and neurology4 ,investigations on muscle and brain fatigue1 the diurnal variations of mental vigour1 the memory of children1 etc41 bring results important to the teacher1 and especially so when carried out as at ,clark ,university1 by experts in scientific experiment4 ,the ,american ,journal of ,psychology1 edited by ,dr4 ,stanley ,hall1 and published quarterly1 contains the results of many of the researches in the psychological laboratories of ,clark ,university4 ,it is to the contribution of new scientific facts to the educational world that ,clark ,university chiefly devotes itself1 and in doing this valuable work it has shown itself quite willing to acknowledge the results of observation and experiment of a very different kind from its own--viz41 that of parents and teachers in the home and school4 ,the records of the observation of children made by the students of the ,worcester ,normal ,school are given to ,dr4 ,stanley ,hall to be used in any way that may help true scientific research on the subject4 ,it is evident that results gain by approaching the same problems from the practical and scientific standpoints1 will be much more secure than they could be otherwise1 and will supply valuable contributions to the educational world4 ,,summer ,,schools ,,as ,,accessory ,,to ,,the ,,work ,,of ,,training4 ,among the most distinctively ,american educational institutions are ,summer ,schools for ,teachers4 ,they are meetings organized during the long summer vacations by private individuals1 or in connection with some ,university ,normal or ,training ,school1 for the help and stimulation of teachers who have otherwise no opportunity for training4 ,the exact character of the work of a school is dependent entirely upon the educational aims and methods of the principal of the school1 and the purpose for which teachers give up three or four weeks of their holiday to attend a ,summer ,school may be different in different cases4 ,the teachers of country schools1 inadequately prepared for their work of teaching1 often attend the ,summer ,school in their county1 in order to gain a ,state training certificate of a higher grade than that which they already possess2 while teachers in city schools1 most of whom have been trained in ,normal ,schools1 attend a ,summer ,school like that of ,colonel ,parker1 at ,englewood1 to get stimulation for future work1 and to pursue1 in addition1 a systematic study of pedagogy4 ,graduates1 who are teaching in schools and academies during the year1 often attend a ,summer ,school in connection with an ,university1 in order to pursue further study in various branches4 ,the ,summer ,schools ,i visited at ,benton ,harbour1 ,englewood1 ,chautauqua1 and the ,summer ,school of ,cornell ,university1 illustrate the different lines of work mentioned4 ,at ,benton ,harbour1 a small town on the shores of ,lake ,michigan1 a ,summer ,school was held for four weeks1 and was attended by about fifty teachers of the rural districts of ,michigan1 who came to prepare for a third-grade ,teachers' ,certificate of the ,state of ,michigan4 ,lessons were given in ordinary school subjects1 pedagogy and drill from half-past seven in the morning until three or four o'clock in the afternoon4 ,i spent three or four days at this school1 heard daily lessons in psychology1 physical culture1 civil government1 ,english1 elocution1 and other subjects1 and saw the working of the school generally4 ,the teaching in all subjects was very elementary1 as little previous knowledge could be assumed4 ,daily work began with exercises in which the whole school took part4 ,the singing of a hymn afforded an opportunity for a singing lesson being given to the whole school1 the principal acting as instructor4 ,then came the reading of ,holy ,scripture1 or of selections from literature1 and a short discourse by the principal1 after which students were called upon to give quotations from the works of famous men and women1 or to recite short poems which had been previously prepared4 ,at the end of these public exercises1 the students were required to dismiss according to word of command1 to turn1 march to music1 and to drill as a class of children would have been required to do4 ,this was intended to teach the students how to dismiss and drill a school or class4 ,lessons in psychology were given by the principal4 ,the treatment of the subject was necessarily very elementary1 and1 indeed1 superficial4 ,i noticed that the teacher constantly digressed on practical points1 and seemed to know exactly when digression would be of advantage to his pupils4 ,daily lessons on 8,experiments0 were also given4 ,these were talks on some of the most elementary principles of science1 and easy experiments showing how such principles might be illustrated in class4 ,capillary attraction was illustrated in a lesson ,i heard1 and its bearing on everyday life was shown4 ,pupils were required to come out of their seats1 and to arrange simple apparatus before the class4 ,as they were quite unaccustomed to manipulate even the simplest materials1 they seemed to find considerable difficulty even in drawing out glass tubing and clamping together glass plates4 ,the feature of the school1 perhaps1 the most interesting1 was the anxiety shown by these rural teachers to lose no opportunity for improvement1 and the keenness with which they followed their daily lessons4 ,some of them were so untrained as to find great difficulty in following the word of command during drill1 but these1 who were painfully conscious of their defects1 made rapid progress even in a week's time4 ,summer ,schools like that of ,benton ,harbour may give real help to the ill-prepared and untrained country teachers1 in increasing their knowledge1 and widening their interests4 ,they offer advantages to those who have no opportunity for training1 but their conditions are such as to prevent their becoming an adequate substitute for it4 ,indeed1 their very existence acknowledges the fact that country teachers have no opportunities for preparation1 and in itself sanctions a certain amount of superficiality4 ,the principal object of ,colonel ,parker's ,summer ,school1 held in previous years at ,chautauqua1 ,new ,york1 but this year at ,englewood1 ,chicago1 is to stimulate teachers of all kinds1 and to suggest lines of work to be developed by them during the year4 ,attracted by the name and work of ,colonel ,parker1 more than #bjj teachers1 superintendents of schools1 and persons interested in education1 came from nearly all the ,states of the ,union to attend the ,summer ,school at ,englewood4 ,most of the ordinary school staff of the ,cook ,county ,normal ,school at ,englewood acted as teachers in the ,summer ,school1 and ,colonel ,parker himself gave daily lectures in psychology4 ,daily lessons were also given in the teaching of science1 language1 and reading1 8number0 or arithmetic1 music1 drawing1 and also in voice culture1 ,sloyd1 physical culture1 blackboard drawing1 and other subjects advantageous to the teacher4 ,the methods of teaching taught in the ,normal ,school at ,englewood were explained and exemplified in the ,summer ,school1 and ,kindergarten and primary classes attached to the ,normal ,school were taught during the weeks in which the ,summer ,school was held1 in order to show the practical application of the methods discussed4 ,the students selected their courses of study4 ,all1 however1 were expected to attend the psychology lectures4 ,the classes in methods of teaching science1 methods of laboratory work1 methods of teaching language and reading1 and methods of teaching 8number0 or arithmetic1 were the most largely attended4 ,very keen interest was also taken in the blackboard drawing4 ,the work in methods of science was carried on by lectures1 laboratory work by students1 and field work4 ,an important feature of the science lectures was the attention paid to methods of meteorological observation4 ,blank charts1 to show the daily range and variation of temperature and air-pressure1 were filled in by the students2 ,united ,states ,weather ,bureau maps were studied2 the origin and course of storms in the ,united ,states were followed4 ,the relation of science to other subjects1 number1 reading1 modelling1 painting1 drawing1 writing1 language1 was brought out in the lectures1 all the instruction being such as to suggest methods of actually dealing with the subjects before a class of children4 ,the laboratory work was especially suggestive4 ,the ,summer ,school pupils did individual experimental work1 and had the same instruction and treatment as a class of children would have had4 ,the practical science course for the ,summer ,school was3 7i47 ,making a magnetic needle4 7ii47 ,heat4 ,conductivity of ,metals4 7iii47 0 ,expansion of ,metals4 7iv47 0 ,determination of boiling-point of fresh and salt-water4 7v47 0 ,expansion of liquids and air4 7vi47 0 ,chemical change4 7vii47 ,pressure of air4 ,pump and syphon4 7viii47 ,mechanical constituents of soil 7#a74 7ix47 0 0 0 7#b74 7x47 ,physical properties of soils 7#a74 7xi47 0 0 0 7#b74 7xii47 ,mineral constituents of soils 7#a74 7xiii47 0 0 0 7#b74 7xiv47 ,transpiration of plants4 7xv47 ,specific gravity of minerals4 ,field excursions were made weekly1 and methods of conducting children's field excursions were suggested and discussed4 ,the instruction in blackboard drawing1 as illustrating geographical forms1 was excellent4 ,in all cases1 the students worked on paper with charcoal1 at the same time as the teacher drew on the wall slate4 ,after making a sketch1 the teacher erased her work at once1 in order to secure rapidity in those who were copying4 ,the members of the class then distributed themselves round the room at various parts of the wall slate1 and were required to reproduce on the wall slate the drawing they had just made1 the teacher meanwhile giving individual help and criticising4 ,the subjects for blackboard drawing for the fifteen lessons of the course were3 7a7 ,illustrations to show how ,blackboard ,drawing can be used4 7b7 ,hills1 valleys1 mountains1 plateaus4 7c7 ,river-basins1 waterfalls1 lakes1 deltas4 7d7 ,erosion1 cliffs1 caons1 terraces1 gorges4 7e7 ,mountains1 ranges1 parallel1 etc4 7f7 ,continent of ,n4 ,america4 ,esquimaux huts2 ,indian wigwams2 logging camps4 7g7 ,united ,states4 ,cotton fields1 rice swamps1 sand bars4 7h7 ,mexico4 ,central ,america4 ,cacti2 ruins4 7i7 ,s4 ,america4 ,fiord coasts1 volcanoes2 tropical forests4 7j7 ,africa4 ,deserts1 sand-dunes1 oases1 canals4 7k7 ,abyssinian ,highlands3 ,nile ,basin1 pyramids1 palms4 7l7 ,australia ,islands1 coral1 volcanoes4 7m7 ,eurasia2 plateaus of ,thibet and ,gobi4 7n7 ,india2 ,spain2 ,italy2 banyan trees4 7o7 ,norway and ,sweden2 glaciers1 icebergs4 ,through the kind permission of ,colonel ,parker1 ,i was able to hear all lessons and to see the entire working of the school4 ,daily visits for nearly a fortnight served to show1 that much educational life was centered there1 and that teachers who occupied responsible positions in all parts of the ,states were receiving new light and stimulation for the working out of their own particular problems4 ,at the college of the well-known summer assembly at ,chautauqua1 ,new ,york1 there was no professional instruction for teachers this year4 ,i heard some excellent teaching in physics1 ,german and ,french2 but beyond the fact that many of the ,chautauqua college students were teachers taking holiday courses of study to equip themselves better for future teaching1 the work that ,i saw here had no direct bearing upon the training of teachers4 ,at ,cornell ,university1 courses in pedagogy are usually given in connection with the summer course in philosophy4 ,these are for graduate students only4 ,psychology lectures1 with experimental demonstrations1 are given every day in the week2 lectures on psychological and psychophysical method1 with demonstrations and laboratory practice1 are delivered three times a week2 pedagogy and the history of education are studied by means of lectures and conferences2 methods of teaching the special subject of study are discussed in connection with the other summer courses for graduates at ,cornell ,university4 ,i was present at a very interesting meeting of teachers who were attending a summer course in ,english4 ,individual members of the class gave their own experience as regards the teaching of ,english and literature in the schools4 ,the students were mostly specialists in ,english1 and teachers in private academies1 or ,high ,schools1 and an informal discussion of special difficulties and methods which had been actually tried was very interesting and helpful to the class as a whole4 ,a general survey of ,summer ,schools of all kinds seems to show that their work cannot be regarded as that of 8,training10 but rather as accessory to it4 ,where the principal or conductor of the ,summer ,school is a man of enthusiasm and enlightenment1 teachers can be refreshed and stimulated in many ways1 by a summer course of work2 but to regard a course as training which supplies no practice-work1 and exists under highly artificial conditions1 for a few weeks only1 is to overlook some of the most important features of training4 ,as a general summary of the work of ,training1 seen in ,normal ,schools1 ,city ,training ,schools and ,university ,departments1 it may be stated3 7i47 ,that the ,state ,normal ,schools1 adhering to old traditions1 and failing to insist on adequate and thorough scholarship as an entrance qualification1 have been obliged to devote themselves1 either to securing that scholarship1 or to the pursuance of so-called training under conditions the most conducive to mechanical lines of work1 and dead forms of method4 7ii47 ,that the ,city ,training ,schools1 being entirely local institutions1 supported by local funds1 and only supplying teachers to the schools of the vicinity1 are in danger of being cramped in their methods by seeking to win public favour4 7iii47 ,that the ,university ,departments of ,pedagogy1 especially those belonging to ,state ,universities1 are capable of affording the widest and best opportunities for the thorough training of primary and secondary teachers1 and in supplying these opportunities1 they will not only help forward the cause in which they are immediately engaged1 but afford a valuable means of unifying and stimulating education generally4 ,the existence of the good and the bad side by side is as marked a feature in training institutions as in any other department of ,american education1 and suggests great rapidity of progress in some directions4 ,where the training is bad1 old methods have been retained under new conditions2 and where good results have been obtained1 they are due to the readiness to try new methods1 and to keep in touch with the educational progress of the day4 ,the stimulus to much that is good in the present training of teachers in ,america is the psychological study of children1 which now is being systematically organized in a 8,national ,association for the ,study of ,children40 ,not only scientific workers1 but teachers and parents throughout the country1 are beginning to realize the important bearing of child-study upon all educational questions1 and nowhere is their enthusiasm for matters educational more shown than in their united devotion to the solution of this new problem4 ,,amy ,,blanche ,,bramwell4 ,,part ,,ii4 ,,by ,,millicent ,,hughes4 ,in ,america1 as in ,europe1 it is becoming increasingly recognised1 that the fact of having received a good education1 even if that education have included a ,university course1 is no guarantee of fitness for the teaching profession4 ,that some special professional preparation is also necessary before a teacher can be safely entrusted with teaching responsibility can hardly be said to be any longer a matter of debate among those who have devoted time and thought to educational questions4 ,there may be much difference of opinion as to the best way of giving that preparation1 but that it should be given is becoming more and more a foregone conclusion4 ,there seems at last some chance that a well-earned rest may be allowed to the well-worn comparison made between the doctor's and teacher's professions1 with its obvious moral--that just as no right-thinking parent would allow an unqualified practitioner to prescribe for his child's body1 so it should be impossible for that far less understood and delicate something1 which we call the mind1 to be entrusted to the care of one whose only qualification for the post is the possession of a certain amount of useful information4 ,there are many battles yet to be fought1 many experiments yet to be tried1 many failures yet to be faced1 ere all shall be agreed on the best kind of professional training that can be given to teachers2 yet ,i have returned from ,america encouraged in the belief that the decisive battle in favour of training has been fought and won on both sides of the ,atlantic1 and that the old world and the new may with advantage to both join hands in the endeavour to discover the best ways and means of such training4 ,and it would seem especially fitting that ,england and ,america should thus join hands1 for1 after all1 few things about the ,americans impressed me more than the fact that they are really ,english1 and that the inhabitants of ,great ,britain and the ,united ,states really form part of one great ,english-speaking nation1 with the heritage of a noble language and literature1 and a common life of thought and feeling4 ,in matters educational1 the truth of this oneness impressed me vividly4 ,allowing for such differences as must exist between an old and a new country1 it is nevertheless true that most of the problems in education which they are trying to solve are those which perplex us also1 and of these the problem of the ,training of ,teachers holds a place in the front rank4 ,but it is a curious and interesting fact1 that the solution should be attempted in both countries1 and yet that so little attention should be paid in each to what is being done in the other4 ,the ignorance that prevails among ,american teachers as to what is being attempted in ,england is1 ,i fear1 only equalled by our own ignorance of ,american educational life4 ,this ignorance is largely the result of the difficulty that both ,american and ,english teachers experience1 in obtaining definite information on educational matters in connection with either country4 ,this fact made it very difficult for me even to map out my tour1 so as to include as far as possible what was typical of ,american ,training in the short time at my disposal1 and had it not been for the unvarying kindness and courtesy shown me by ,american teachers1 in directing my notice to what was best worth seeing1 my task would have presented almost insuperable difficulties4 ,as it is1 ,i have1 of course1 been unable to cover the whole ground1 and indeed have been able to personally examine into the opportunities for training in a very few ,states4 ,these1 however1 ,i believe to be representative ,states1 from a study of the means of training in which it is possible to arrive at a very fair conclusion of its condition in the ,states as a whole4 ,they include the following3 ,pennsylvania1 ,connecticut1 ,rhode ,island1 ,massachusetts1 ,new ,york1 ,michigan and ,illinois4 ,i was1 however1 fortunate in being able to supplement the information thus obtained by a careful study of the many excellent ,state exhibits in the ,educational ,department of the ,liberal ,arts ,building1 at the ,world's ,fair1 and to further correct and intensify the impressions ,i had received by many conversations with educationists from all parts of the ,united ,states1 whom it was my good fortune to meet at the ,educational ,congresses1 held at ,chicago in ,july4 ,in considering any ,american educational question1 there are one or two points which must never be lost sight of1 and perhaps it will be well to indicate them here4 ,in the first place1 it must be remembered that there is not one ,american educational system1 but many4 ,each ,state has complete control of its own educational matters1 has its own ,school ,law1 sets aside common lands1 or levies taxes for the support of its own schools1 and is responsible to no higher authority4 ,the only part taken by the ,central ,government of the ,united ,states in connection with education has been in the establishment of a ,bureau of ,education1 the chief functions of which have been 7#a7 the collecting of statistics and general information respecting education in all the various ,states1 which are embodied in an annual report made by the ,commissioner of ,education1 7#b7 the publishing of monographs and circulars of information on topics of educational interest1 such as ,co-education1 ,teaching of ,history1 etc41 and 7#c7 the maintaining of a valuable ,pedagogical ,reference ,library at ,washington4 ,secondly1 a distinction must be made between the ,western ,states1 of which ,michigan might be taken as representative1 and the ,eastern1 of which ,massachusetts might be considered typical4 ,in the former we find a most complete system of ,state education1 leading from the ,primary ,school right up to the great co-educational ,university of ,michigan4 ,the ,state ,schools there have few private rivals1 and the ,university none4 ,in the ,state of ,massachusetts1 on the contrary1 although ,primary1 ,grammar and ,high ,schools are maintained at the public expense1 yet the children of a large proportion of the inhabitants attend private schools and academies1 which undertake to prepare them for ,harvard or the ,women's ,colleges1 such as ,wellesley4 ,in fact1 few of those who enter upon a ,university career do so straight from the common school1 as is the case in the ,western ,states4 ,it follows from this that there are two classes of teachers to be considered in the ,eastern ,states--7#a7 those who teach in the common schools 7,primary1 ,grammar and ,high71 and 7#b7 those who teach in private schools and in the academies4 ,those of the second class are largely recruited from the ranks of ,college graduates1 who rely upon their ,university course as preparation for the profession of teaching1 and amongst whom the idea of a special training for their work has only here and there been awakened4 ,it is mainly in connection with ,state education that the idea of the training of teachers has been developed1 although the fact that several of the older ,universities1 including ,harvard1 are providing courses of lectures on the ,science and ,art of ,teaching may be taken as a hopeful sign of the gradual growth of the idea among all classes of teachers4 ,it will be perhaps well to enumerate the various means available for the ,training of ,teachers in the ,united ,states1 and then to describe more particularly the special features of the training to be obtained in each kind of institution4 ,training may be obtained at3 ,public or ,state4 i4 ,normal ,schools ,city4 ,private4 ,schools4 ii4 ,city ,training ,classes4 iii4 ,pedagogical ,departments in ,universities4 iv4 ,teachers' ,institutes4 v4 ,summer ,schools4 ,,normal ,,schools4 ,there are three kinds of ,normal ,schools to be considered--,state1 ,city and ,private4 ,it was my privilege to visit a good number belonging to the first two classes1 but ,i was not fortunate enough to be able to inspect any of the ,private ,normal ,schools4 ,these latter are1 of course1 chiefly to be found in those ,states which have few or no ,state or ,city ,normal ,schools4 ,the difference between ,state and ,city ,normal ,schools is mainly one of control4 ,the ,state ,normal ,school forms part of the ,state ,common ,school system1 and is under the direct supervision of the ,state ,superintendent and ,board of ,education1 while the ,city ,normal ,school belongs to the ,city ,school system1 and is under the jurisdiction of the ,city ,superintendent4 ,the ,state ,normal ,school is intended to provide teachers for the schools in any part of the ,state1 while the ,city ,normal ,school has for its object the preparation of teachers for the ,city schools alone4 ,at present one of the most hotly debated questions in connection with ,normal ,schools relates to the subjects to be included in the curriculum4 ,shall the ,normal ,school give professional training alone1 or shall it also provide instruction in ,academic subjects8 ,there is at present much divergence of opinion on the subject1 and some schools are organized on the one principle1 and some on the other4 ,at present some of the ,normal ,schools have a double function to perform1 that of serving as ,high ,schools1 and at the same time as professional ,training ,colleges4 ,there is1 however1 a growing feeling against this plan1 and a tendency1 wherever possible1 to separate those who intend to become teachers from those who do not4 ,but many ,normal ,schools1 while claiming to be only professional1 yet include ,academic subjects in their curricula4 ,two reasons for this are commonly urged4 ,in the first place1 it is said that it is impossible to get a large enough supply of candidates for training who are sufficiently well equipped for their profession from the point of view of mere information2 and secondly1 that even those who have the necessary information have acquired it in such a way that it is almost useless for teaching purposes4 ,for such1 a complete revision of the various subjects1 taken in conjunction with a consideration of the best methods of teaching the same1 is regarded as necessary2 it being maintained by those in favour of this plan that it is almost impossible to get instruction in the various subjects that will be of any value to them as teachers1 outside a ,normal ,school4 ,on the other hand1 there are some who maintain that the ,normal ,school should be strictly professional1 admitting none to its courses but those who can give evidence of having had ample academic preparation4 ,many1 however1 who believe that the courses in academic studies are at present necessary yet look forward to the time when they will be no longer required4 ,there appears to be a growing feeling in the ,states in favour of the complete separation of the professional from the academic course1 and it is interesting to note that the question is agitating the minds of those who have to do with the training of teachers in ,america1 at the same time that it has become a burning question in ,england in connection with the training of our ,elementary ,teachers4 ,the ,normal ,schools correspond more or less closely with our ,english ,elementary ,training ,colleges1 and an examination of their points of likeness and difference may not prove unprofitable4 ,in the first place1 it should be noted1 that the absence of any uniform standard of attainment1 such as is more or less secured in ,england by the fact that there is one government examination for all ,colleges1 makes it possible for there to be a great difference in the rank held by different ,normal ,schools4 ,as each school fixes its own standard of graduation1 and the conditions for admission1 length of course and final tests vary with each institution1 it comes about that much depends upon the ,normal ,school1 of which a given teacher is a graduate4 ,some ,normal ,schools1 for instance1 have a course extending over four years1 in others it only lasts from one to two years1 while some offer a choice of courses of varying length4 ,in ,england1 on the contrary1 the ,elementary ,training course is uniformly two years in all ,colleges1 the length being only occasionally varied in the cases of individuals1 as when1 on special recommendation1 a third year is allowed1 or a candidate who has already obtained a certificate is admitted to a ,training ,college for one year's training4 ,this lack of uniformity in the length of course in ,american ,normal ,schools is largely the result of the absence of any one standard of admission4 ,while in ,england there is one examination1 the ,queen's ,scholarship1 which must be passed by all1 except ,university graduates who desire to enter an ,elementary ,college1 in ,america the conditions vary with each individual ,normal ,school4 ,some require at least a certificate of graduation from a ,high ,school1 some have an entrance examination of their own1 which none may be excused1 while others offer one to those who have no certificates to show4 ,some ,normal ,schools are regarded as affording suitable preparation for the ,universities1 and are attended by those who hope to take up a ,university course later on1 while others grant degrees of their own1 or arrange special courses for those who have taken degrees elsewhere4 ,the fact that there are so many differences in respect of length of course and choice of subjects1 between the ,normal ,schools of various ,states and ,cities1 makes it exceedingly difficult to form any accurate generalizations4 ,it will probably1 therefore1 be wiser at this point to give a more detailed account of the ,normal ,schools which ,i had an opportunity of studying in the above-mentioned ,states4 ,,pennsylvania4 ,pennsylvania has eleven ,state ,normal ,schools1 the two most important of which ,i was able to visit4 ,the ,normal ,school ,law for this ,state provides for two courses of study2 the ,elementary ,course and the ,scientific ,course4 ,the first of these leads to the certificate ,bachelor of the ,element 7,b4,e471 while the diploma of the second constitutes its holder ,bachelor of the ,sciences 7,b4,s474 ,the outlines of these courses are laid down by the ,state as follows1 but each ,normal ,school can adapt them as seems best4 ,most ,normal ,schools also arrange for a ,preparatory ,course4 ,,elementary ,,course4--,,junior ,,year4 ,pedagogics4--,elements of ,school ,management and ,methods4 ,language4--,orthography and ,reading2 ,english ,grammar1 including ,composition2 ,latin1 sufficient for the introduction of ,csar4 ,mathematics4--,arithmetic2 ,elementary ,algebra4 ,natural ,sciences4--,physiology and ,hygiene4 ,historical ,sciences4--,geography--,physical1 ,mathematical1 and ,political2 ,history of the ,united ,states2 ,civil ,government4 ,the ,arts4--,penmanship1 sufficient to be able to explain some approved system--writing to be submitted to ,board of ,examiners2 ,drawing1 a daily exercise for at least twenty-eight weeks--work to be submitted to the ,board of ,examiners2 ,book-keeping1 single entry1 seven weeks2 ,vocal music1 elementary principles1 and attendance upon daily exercises for at least one-third of a year4 ,manual ,training4 ,,elementary ,,course4--,,second ,,year4 ,pedagogics4--,psychology1 embracing the intellect1 sensibilities1 and will2 ,methods2 ,history of ,education2 ,model ,school ,work--at least twenty-one weeks of actual teaching daily during one period of not less than forty-five minutes2 a ,thesis on a professional ,subject4 ,language4--,the outlines of ,rhetoric1 together with at least a fourteen weeks' course in ,english literature1 including the thorough study of one selection from each of four ,english classics2 ,latin--,csar4 ,mathematics4--,arithmetic2 ,mensuration2 ,plane ,geometry4 ,natural ,sciences4--,elementary ,natural ,philosophy2 ,botany4 ,historical ,sciences4--,reading of ,general ,history in connection with the ,history of ,education4 ,the ,arts4--,elocutionary ,exercises in connection with the study of ,english literature4 ,manual ,training4 ,,scientific ,,course4--,,two ,,years4 ,pedagogics4--,moral ,philosophy2 ,logic2 ,philosophy of ,education2 ,course of ,professional ,reading1 with abstracts1 notes1 criticisms1 to be submitted to ,board of ,examiners2 a ,thesis on a professional subject4 ,language4--,latin1 six books of ,virgil1 four orations of ,cicero1 the ,germania of ,tacitus1 or a full equivalent2 an equivalent of ,greek1 ,french1 or ,german will be accepted for ,spherical ,trigonometry1 ,analytical ,geometry1 ,calculus1 ,mathematical ,natural ,philosophy1 and ,mathematical ,astronomy2 ,literature4 ,mathematics4--,higher ,algebra2 ,solid ,geometry2 ,plane and ,spherical ,trigonometry and ,surveying1 with use of instruments2 ,analytical ,geometry2 ,differential and ,integral ,calculus4 ,natural ,science4--,natural ,philosophy1 as much as in ,snell's ,olmsted2 ,anatomy1 ,descriptive and ,mathematical2 ,chemistry2 ,geology or ,mineralogy2 ,zoology2 ,astronomy4 ,history4--,general ,history4 ,to graduate at a ,pennsylvanian ,state ,normal ,school1 students must attend at least twenty-one weeks4 ,the ,faculty first examines the candidates in all the branches of study2 if they find them qualified they recommend them to the ,state ,board of ,examiners1 and certify that they have completed the course of study as required by law1 and have taught the required time in the ,model ,school4 ,the final examinations are conducted by a ,state ,board of ,examiners1 who are appointed by the ,state ,superintendent of ,public ,instruction1 from the following classes3--the ,state ,superintendent or ,deputy ,superintendent1 who is ,president of the ,board1 the ,principal of another ,normal ,school1 two ,county or ,borough ,superintendents from the ,first ,district1 and the ,principal of this ,normal ,school4 ,each student must receive four votes out of the five in order to pass the examination1 and to graduate4 ,the final examination occurs about two weeks before ,commencement1#b the date being fixed by the ,state ,superintendent4 ,the examination is almost wholly in writing1 and lasts two or three days4 ,regular graduates who have continued their studies for two years 7i4e4 have completed either the ,elementary or ,scientific ,course71 and have practised their profession for two years in the ,common ,schools of the ,state1 and who have presented to the ,faculty and ,board of ,examiners a certificate of good moral character and skill in the ,art of ,teaching from the ,board or ,boards of ,directors by whom they were employed1 countersigned by the proper ,county ,superintendent1 receive further diplomas1 constituting them ,masters in the ,course in which they graduated1 and conferring upon them one of the following degrees3 ,master of the ,elements 7,m4,e472 ,master of the ,sciences 7,m4,s474 ,these diplomas confer upon their holders the right to teach the subjects therein named1 in the public schools of ,pennsylvania1 without further examination4 ,it is also the duty of the ,pennsylvania ,normal ,schools to grant ,state certificates to such teachers in the ,common ,schools of the ,state who make application for the same1 and who fulfil the following conditions3 i4 ,each applicant must be twenty-one years of age1 and must have taught in the ,common ,schools of the ,state during three successive years4 ii4 ,each must present certificates of moral character1 and skill in practical teaching4 iii4 ,the examination must be either in the subjects of the ,elementary or ,scientific ,course1 and must be taken at the time of the ,annual ,examination of the ,normal ,school at which application is made4 iv4 ,each applicant is required to present an original ,thesis on some educational subject4 ,the ,school year is usually forty-two weeks1 and is divided into two sessions--a winter session of about twenty-eight weeks from ,august to ,march1 and a summer of fourteen weeks1 beginning with the end of ,march4 ,the usual charge for the ,winter ,session is #adj 7about #bh71 and for the ,summer ,session #gj 7about #ad74 ,by a recent ,act of the ,legislature the following appropriations are made by the ,state to ,normal students and graduates4 i4 ,each student over seventeen years of age who shall sign a paper declaring his intention to teach in the ,common ,schools of the ,state shall receive the sum of fifty cents 7about #bs47 per week toward defraying the expenses of tuition and boarding4 ii4 ,each student who upon graduating shall sign an agreement to teach in the ,common ,schools of the ,state two full school years shall receive the sum of fifty dollars 7about #aj74 iii4 ,any student desiring to secure the benefits must attend the ,school at least twelve consecutive weeks1 and must join a class in ,methods of ,instruction or ,school ,management4 ,these benefits will be deducted from the regular expenses of board and tuition4 ,about four miles from ,lancaster1 and connected with it by an electric railway1 is the little village of ,millersville1 where is located the oldest ,normal ,school of the ,state4 ,it was established in #ahee1 and recognised as the ,first ,state ,normal ,school in ,pennsylvania in #ahei4 ,it is a co-educational school with accommodation for about #ejj students1 although permission is also sometimes given to students to board out4 ,the buildings are typical of this kind of ,normal ,school4 ,there is a central building containing the ,chapel1 recitation#c and dining-rooms1 etc41 while on either side are two dormitories1 one for the men students1 and one for the women4 ,there is also a gymnasium2 and two handsome buildings--a ,library1 and a ,science building with lecture rooms and laboratories--are in process of erection4 ,there are more women students than men1 and fewer of the latter intend to become teachers in the ,state2 often they only use the ,normal ,school as a stepping-stone to the ,university4 ,an excellent ,model ,school1 comprising a ,kindergarten and eight grades1 is attached to the ,institution1 in which the students observe the methods used by the critic teachers in various subjects1 and also teach under supervision4 ,i heard one of the critic teachers give a model lesson on a brook basin1 and afterwards deliver a lecture to the students on the teaching of ,geography1 in which the special points of teaching method in connection with the brook basin1 school district and township were dwelt upon and discussed4 ,i had1 moreover1 the opportunity of hearing one of the students teach1 and was also fortunate enough to be able to listen to a reading lesson given by the head of the ,model ,school on the sentence method4 ,i next visited the ,normal ,school at ,west ,chester1 which was started in #ahga4 ,its buildings are on much the same plan as those at ,millersville1 with the two wings for men and women students1 and the dining and recitation rooms in the centre4 ,the ,principal1 with pardonable pride1 drew my special attention to the gymnasium building1 which1 with the single exception of the new ,yale ,gymnasium1 is believed to be the most complete connected with any school or college in the ,states4 ,it contains a full supply of the best apparatus1 running tracks1 bath-rooms1 large swimming-pool1 bowling alleys1 ball cage1 etc4 ,a thoroughly trained physician#d and his wife are in charge of the gymnasium1 and all exercise is taken under their supervision4 ,i was able to attend several of the classes--one on ,school ,method1 which took the form of a discussion of such points as the following3 8,what degree of quiet is necessary in a school80 8,on what does ability to govern depend80 8,can ability to govern be acquired80 ,i was much struck here1 as in other ,american schools and colleges1 with the ease in speaking1 and the keen interest shown by the students in taking part in the discussion4 ,a lesson in ,arithmetic1 in which the students made excellent use of that distinctive feature of an ,american recitation room--the continuous blackboard1 one on ,united ,states history1 and a lesson on physiology given in the ,model ,school1 helped to fill up a most interesting morning4 ,,connecticut4 ,there are two ,state ,normal ,schools in the ,state of ,connecticut--one at ,new ,britain1 started in #ahej1 and the other at ,willimantic1 opened in #ahhi4 ,these schools have for their object the definite preparation of teachers for work in the ,state schools1 and no encouragement is given to other students to enter4 ,they thus differ from the ,pennsylvania ,normal ,schools1 which are often attended by those who do not intend to become teachers4 ,this difference appears to produce one curious and instructive result--namely1 that while a large number of men students are to be found in the ,pennsylvania ,normal ,schools1 they are conspicuous by their absence from those in ,connecticut4 ,this is easily understood when one remembers that an overwhelming majority of the teachers in the ,common ,schools are women1 and that as few men intend to take up teaching as a permanent profession1 they are not likely to be found in those ,normal ,schools1 the courses of which will not serve as stepping-stones to a future college or other career4 ,neither of these two ,schools are residential1 but the ,principals undertake to assist students in finding comfortable accommodation4 ,board and lodging can usually be obtained from #c to #d 7#ads4 to #ags47 per week4 ,candidates for admission must either 7#a7 pass an entrance examination held at certain centres in the ,state1 or 7#b7 present a certificate of graduation from a ,high ,school or ,state ,teachers' ,certificate1 or 7#c7 have taught successfully for three years4 ,the course is arranged for two years1 but no student can graduate from the schools unless considered fit to teach by the ,faculty4 ,they may either remain longer as students1 or if thought to be hopeless may be requested to withdraw4 ,at both schools there are at least two parts to the course3 7#a7 that done in the ,normal ,school1 including the ,theory of ,education1 and special work in science and other subjects2 and 7#b7 that done in the ,model or ,training ,schools4 ,each ,school has also a ,kindergarten1 and at ,new ,britain there is a special course for the training of ,kindergarten teachers4 ,students who attain the required standard of scholarship in every prescribed subject1 and exhibit a fair degree of skill in teaching and governing children1 and pass the ,state ,examination for ,teachers1 receive a ,diploma of ,graduation4 ,the fitness of any teacher for her profession is thus determined partly by the authorities of the ,normal ,school1 and partly by the ,state4 ,all necessary text-books are free1 but students are encouraged to purchase a few books of reference4 ,the aim of this school is entirely professional1 but it is found so difficult to obtain a supply of sufficiently prepared students that some academic work1 especially in science1 is found to be necessary1 and each student is expected to learn to make certain sets of apparatus1 which will be afterwards helpful in the teaching of science in the schools4 ,the ,principal informed me that he considered that the school was stronger on the practical than on the theoretical side4 ,most certainly the practical training of teachers is most thoroughly arranged for4 ,a ,model ,school of #ejj children is attached to the school1 the classes in which are in the hands of trained and enthusiastic teachers1 who are constantly endeavouring to improve existing and devise new methods of teaching4 ,in reading1 for instance1 the children make their own reading lesson1 the subjects being taken from lessons on elementary science1 literature1 etc41 which they have had4 ,with the help of the blackboard1 simple sentences1 giving an account of the lesson or its story1 are collected1 and then printed by the school printing press1 which proves an invaluable addition to the school apparatus4 ,drawing is also taught almost entirely in connection with other school subjects1 the illustrating of ,science1 ,history and ,geography lessons being thus utilized4 ,during the training course1 the students give a few lessons in the ,model ,school1 and spend a good deal of time in observation4 ,but a comparatively new and important feature in connection with the practical training is the six months which students are encouraged to spend after graduation at a ,practice ,school which has been opened at ,south ,manchester4 ,here the graduates teach under supervision1 and obtain that amount of practice under favourable circumstances which is so necessary to the perfecting of the teacher4 ,at ,willimantic1 as at ,new ,britain1 especial stress is laid on preparing the teacher for the practical part of the profession4 ,the child1 however1 is the unit of the school1 and on the right understanding of the child depends the teacher's success in teaching4 ,the child has both a body and a mind to be trained1 and the two cannot be separated4 ,it is therefore necessary that a teacher should know something about each1 and students are therefore expected to devote a good deal of time to the study of ,physiology in the ,junior year1 and to the study of ,psychology in the ,senior4 ,the ,model ,schools#e are most carefully staffed1 and the students spend as much time as possible in observing work done in these schools4 ,during the last term of the course1 each student serves as an assistant in the various grades of the ,model ,schools1 thus having experience in teaching under the guidance and criticism of an expert in each grade4 ,the course is for two years1 but the ,principal is anxious to have the time extended4 ,,new ,,york ,,state4 ,the first ,normal ,school for the ,state of ,new ,york was opened at ,albany in #ahdd4 ,there are now eleven such schools in the ,state1 two of which--,albany and ,oswego--are entirely professional1 while the others provide also for academic work4 ,,statistics ,,of ,,new ,,york ,,state ,,normal ,,schools4 ---------------------------------------- --------------------------- ,normal4 ,academic4 ---------------------------------------- ------------ ,location4 ,no4 ,average ,no4 ,average ,registered4 ,attendance4 ,registered4 ,attendance4 ,last ,year4 ,last ,year4 ,last ,year4 ,last ,year4 ---------------------------------------- ------------------------- ,albany #cge #cje ,oswego #chb #cbc ,brockport #cgj #bhc #ajh #fa ,cortland #chd #cab #ce #be ,potsdam #dij #cie #ahb #acd ,fredonia #bec #aif #fg #di ,buffalo #ceg #bie #ab #g ,geneseo #ece #cia #gh #fe ,new ,paltz #bbg #agj #bf #ac ,oneonta #cfe #cjd #bc #ae ,plattsburgh #adb #ajf ---------------------------------------- ------------------------- ,the following extracts from the circular issued by the ,superintendent of ,public ,instruction give the principal features common to all the ,normal ,schools of the ,state of ,new ,york4 8,students will be appointed to the ,normal ,schools by the ,superintendent1 upon the recommendation of superintendents and school commissioners4 ,these officers will be relied upon to properly represent to possible candidates the needs of the public schools for well-qualified teachers1 and the necessity of professional and technical training on the part of all who intend to teach4 ,no students can be admitted who have not already acquired a substantial elementary education4 ,this can be gained in all of the ordinary schools1 and the professional training schools cannot be properly taxed with work which the common schools can perform as well4 ,through the quality of the work performed1 through the attainments and the professional spirit and purpose of graduates1 rather than through mere multiplicity of numbers1 can the ,normal ,schools best promote the educational interests of the ,state4 ,there is room and welcome in the ,normal ,schools for the graduates of the elementary and secondary schools1 and even for those who have made substantial advancement in the elementary course without technical graduation1 provided that they give promise of becoming successful teachers1 and possess the desire to become such2 but there is no room for students who have laid no real foundation for professional training1 and who have no well-determined purpose about the matter and no fair conception of the responsibilities and obligations of a teacher's occupation4 8,appointments will ordinarily follow recommendations1 but students will be admitted or retained in ,normal ,schools only when they show scholarship and other qualities in justification of the appointment4 8,the following form of recommendation will be used1 and will be supplied from the department or from any of the schools upon application4 ,when filled out it should be mailed to the ,superintendent1 and when approved it will be by him sent direct to the school4 ,no student can be appointed who is not fully sixteen years of age4 ,,to ,,the ,,superintendent ,,of ,,public ,,instruction3-- ,i hereby recommend of in the ,county of aged years1 as possessing the health1 scholarship1 mental ability and moral character requisite for an appointment to the ,state ,normal and ,training ,school at ,school ,commissioner ,district of the ,county of ,or1 ,superintendent ,city of ,dated4 8,students duly appointed1 and presenting the diplomas of colleges1 universities1 high schools1 academies or academic departments of union schools1 ,state ,certificates or ,commissioner's ,certificates1 granted under the uniform examination system1 and still in force1 showing a standing of seventy-five per cent4 in arithmetic1 grammar and geography1 may be admitted at any time and without examination4 8,students duly appointed1 but unable to present either of the above-named evidences of proficiency1 may be admitted at the opening of each term upon duly passing an entrance examination to be held at the school4 8,non-residents of the ,state are not to be solicited or encouraged to enter our ,normal ,schools1 but such persons as specially desire to do so1 and who comply with the requirements as to admission1 may be admitted upon paying to the treasurer of the ,local ,board a tuition fee of twenty dollars per term of twenty weeks in advance4 ,no mileage fees#f will be paid to non-residents4 8,no student will be received into the academic department connected with any ,state ,normal ,school who is not a bona fide resident of the territory whose people have heretofore given ,normal ,school property to the ,state1 and for whose benefit the ,state has pledged itself to maintain an academic department4 8,tuition and the use of all text-books are free4 ,students will be held responsible1 however1 for any injury or loss of books4 ,they are advised to bring with them1 for reference1 any suitable books they may have4 ,the amount of fare necessarily paid on public conveyances in coming to the school will be refunded to those who remain a full term4 8,a year is divided into two terms of twenty weeks each4 ,the ,autumn term commences on the first ,wednesday in ,september1 and the ,spring term on the second ,wednesday in ,february4 ,there will be an intermission for a week during the holidays40 ,there are three courses of study which can be followed3 an ,english course arranged for three years1 a ,classical and a ,scientific arranged for four years4 7,albany and ,oswego have specially arranged courses47 ,students who satisfactorily complete any one of the above courses receive diplomas1 which serve as licenses to teach in the public schools of the ,state4 ,the first ,normal ,school of the ,state was located at ,albany4 ,until #ahij it had1 like most of the other schools1 academic as well as professional work1 but it was then reorganized on a new plan1 under the title of 8,new ,york ,state ,normal ,college40 ,this ,college now devotes itself entirely to the giving of instruction in the ,science and ,art of ,teaching4 ,the courses of study are as follows3-- #a4 ,english ,course1 which extends over two years1 and embraces ,psychology1 ,history and ,philosophy of ,education1 ,methods of teaching all ordinary school subjects1 ,school ,economy and ,school ,law1 ,kindergarten methods and practice in teaching under criticism4 ,graduates from this course receive a life diploma or license to teach4 #b4 ,classical ,course4 ,this is also a two years' course on much the same lines as the ,english1 but with the addition of ,methods of teaching ,latin and ,greek1 or ,german1 or ,french4 ,a much severer entrance examination must1 however1 be passed to gain admission to this course than is required for the ,english4 ,a life diploma and the degree of ,bachelor of ,pedagogy are conferred on graduates from this course4 #c4 ,supplementary ,course4 ,this takes one year1 which is devoted to the reading of leading educational authors1 the discussion of educational subjects1 and the preparation of an original thesis4 ,those who take this course in addition to the ,english receive the degree of ,bachelor of ,pedagogy1 and those who take it in addition to the ,classical receive that of ,master of ,pedagogy4 #d4 ,one year ,course for graduates from ,colleges and ,universities in which they are allowed to select a course 7approved by the ,faculty7 for one year1 and can receive a life diploma and the degree of ,bachelor of ,pedagogy4 #e4 ,kindergartner's ,course4 ,i unfortunately reached ,albany too late to see the school in working order1 but from what its ,principal1 ,dr4 ,milne1 told me1 it appears to possess the most purely professional course of any ,normal ,school in the ,states4 ,,oswego4 ,the ,oswego ,school was first organized as a ,city ,training ,school in #ahfa1 but was adopted as a ,state ,school in #ahfc4 ,the history of this school is the history of its ,principal1 ,dr4 ,sheldon4 ,when quite young1 he became interested in the question of the education of the poor of his native city1 ,oswego4 ,with the help of friends the first free school was started1 but as no teacher could be found1 he had to teach himself4 ,he was able1 in #ahec1 to organize a city system of schools1 and became superintendent4 ,dissatisfaction with the teaching results of his schools led him to consider the question of methods4 ,on a visit to ,toronto1 he saw in the ,national ,museum a collection of educational appliances used abroad1 and especially at the ,home and ,colonial ,training ,school in ,london4 ,he brought back all the apparatus that he could1 but both he and his teachers realized the need of training1 and finally some of them resigned half their salaries for one year1 in order that a training teacher might be brought over from the ,home and ,colonial ,training ,college4 ,miss ,m4 ,e4 ,m4 ,jones1 an ardent disciple of ,pestalozzi1 came in response to their request1 and day by day1 after school hours1 she met this enthusiastic little band of teachers1 which was the first ,training ,class4 ,after she left1 those she had taught were able to carry it on1 and the training of teachers was an established fact in ,oswego4 ,the course was at first only for one year1 but was later extended to three and four when the school was taken over by the ,state4 ,with the consent of the ,state ,superintendent of ,public ,instruction1 the classical department has been dropped out of the ,oswego ,school1 and more extended lines of ,english work have been taken up as elective courses4 ,the regular ,english course is taken for three years1 and one of these for the fourth4 ,this course includes advanced work in science1 history1 higher ,english1 psychology1 pedagogy1 drawing1 and teaching under criticism1 and occupies two terms of twenty weeks each4 ,those who show marked talent for primary and kindergarten work may1 after graduation1 be invited by a vote of the ,faculty to take an additional year in special training for kindergarten and primary teachers4 ,at the end of this course diplomas are granted1 indicating fitness to take charge of kindergartens2 and in addition1 certificates of special qualifications for primary work are given1 signed by all the members of the ,faculty4 ,in order to meet the increasing demand for teachers who can undertake training work in ,normal ,schools1 a special course has been started1 which lasts for five months1 and includes lectures in psychology1 pedagogy1 kindergarten principles and methods2 observation of the work in the kindergarten2 attendance upon the criticisms of the critics in all the departments of the training work2 making out criticisms on the work in the different departments of the school of practice and actual teaching under criticism2 making out time-tables for the different grades of schools2 observation of work in the school of practice as done by practice teachers1 to gain an idea of arrangement1 distribution and grading of subject matter2 observation of special lessons1 followed by criticisms of same4 ,a course of professional reading is prescribed1 as well as the preparation of papers on various topics connected with method and criticism4 ,occasional opportunities are provided1 to put into practice ideal and experimental lines of work1 by teaching classes2 and instruction is given in making apparatus1 charts1 etc41 to illustrate the subjects taught in the common schools4 ,teachers for this course are also selected by the ,faculty1 on the ground of their superior moral1 intellectual1 physical and professional qualifications1 and of special fitness for the work2 and on the satisfactory completion of the same1 receive certificates1 signed by all the members of the ,faculty1 indicating their fitness to act as critics and teachers of methods in ,normal and ,training ,schools4 ,experience in teaching in the various grades of the public schools is considered important before entering upon this work4 ,it is not in a strict sense a residential college1 but students from a distance are expected to live in a boarding-house attached to the school4 ,great stress is laid upon the elaboration of methods of teaching of various subjects1 and from the ,oswego ,school have come many improvements in ways of teaching4 ,perhaps the chief contribution to methodology is that known as the 8laboratory0 method of teaching history1 which is said to have revolutionized the teaching of history in ,american ,schools4 ,it is an adaptation of the seminary method introduced by the ,german historian ,ranke4 ,in order to make this method possible in the schools1 specially prepared text-books were needed1 and these ,dr4 ,sheldon's daughter undertook to write4 ,two text-books have been published3 ,studies in ,general ,history1 and ,studies in ,american ,history1 both of which have been extensively adopted in ,american ,schools4 ,in these books there is presented to the pupil a carefully chosen body of original historical material--typical extracts from the laws1 constitution1 creeds and other records of the past--pictures of monuments1 temples1 statues and relics1 together with questions upon this material that test and train the pupil's powers of judgment and reason4 ,in connection also with the teaching of history the plan is advocated1 and carried out in connection with the ,model ,school1 of allowing the children to compile the history of their own town1 collecting the information for themselves1 and recording it in a manuscript book kept for the purpose1 which they can also illustrate by original drawings of their own4 ,i saw a delightful history of ,oswego compiled in this way1 and in several other towns ,i found that school children were undertaking similar work4 ,most of the method-teaching is carried on by means of discussions on topics given4 ,i was able to attend one of these1 and also to see some of the teaching in the ,practice ,school4 ,perhaps what impressed me most about the school was the large amount of liberty allowed to the students1 and the absence of rules4 ,dr4 ,sheldon told me that the experience of his lifetime had only confirmed him in the belief1 that the fullest freedom is necessary for the right development of character1 and that year by year he had given his students an ever-increasing amount of liberty4 ,the idea of self-government and responsibility is inculcated1 and rare are the cases in which this freedom is abused4 ,,massachusetts4 ,to ,massachusetts belongs the honour of having led the way in the establishment of ,normal ,schools4 ,the ,massachusetts ,board of ,education1 established in #ahch1 at once took up the question of the training of teachers for the public schools4 ,a member of the ,board1 the ,hon4 ,edmund ,dwight1 of ,boston1 offered #aj1jjj on condition that the ,legislature would appropriate an equal amount towards providing for such training4 ,his offer was accepted1 and three ,normal ,schools were opened1 each of which was to continue for three years as an experiment4 ,the experiments proved completely successful4 ,there are now six ,state ,normal ,schools1 which are under the direct control of the ,board of ,education1 and supported entirely by the ,state4 ,tuition is free to all who undertake to teach in the ,state ,schools4 ,the arrangements for boarding vary with each school4 ,the ,state appropriates #d1jjj per annum to be divided among those students of ,normal ,schools who stand in need of such aid4 ,text-books and reference books are free4 #g 8,the design of the ,state ,normal ,schools is strictly professional2 that is1 to prepare in the best possible manner the pupils for the work of organizing1 governing and teaching the public schools of the ,commonwealth4 8,to this end there must be the most thorough knowledge2 first1 of the branches of learning required to be taught in the schools2 second1 of the best methods of teaching those branches2 and third1 of right mental training4 8,the time of one course extends through a period of two years2 of the other1 through a period of four years1 and is divided into terms of twenty weeks each1 with daily sessions of not less than five hours1 five days each week40 ,,studies4 ,two ,years' ,course3 ,arithmetic1 algebra1 geometry1 book-keeping4 ,physics1 astronomy1 chemistry1 physiology1 botany1 zoology1 mineralogy1 geology1 geography4 ,language1 reading1 orthography1 etymology1 grammar1 rhetoric1 literature1 composition4 ,penmanship1 drawing1 vocal music1 gymnastics4 ,psychology1 science and art of education1 school organization and history of education4 ,civil polity of ,massachusetts and of the ,united ,states1 history1 school laws of ,massachusetts4 ,in accordance with a vote of the ,board of ,education1 pupils are encouraged to add a half-year to this course of study1 provided six months of their entire time be spent mainly in additional practice and observation4 ,four ,years' ,course3 ,in addition to the studies named above1 the four years' course includes advanced algebra and geometry1 trigonometry and surveying4 ,advanced chemistry1 physics and botany4 ,drawing1 ,english literature1 general history4 ,latin and ,french required2 ,german and ,greek as the principal1 and visitors shall decide4 ,this course is intended to give pupils that broad culture indispensable to the highest success in schools of any grade1 but especially to fit them for service as teachers in high schools4 ,the studies are so arranged that graduates from the shorter course may complete the four years' course in two additional years4 ,the following statistics and extract are from the ,public ,document of the ,board of ,education for #ahic4 ,,normal ,,schools4 ---------------------------------------- ------------- ,,statistics ,,for ,,the ,,year #ahia-ib4 --------------------------------- ,number ,number of ,students4 of ,graduates4 ---------------------------------------- ------------ ,bridgewater #bfb #fg ,framingham #aei #ej ,salem #bfj #gg ,westfield #adg #cc ,worcester #aha #cf ,normal ,art ,school #bae #bd --------------------------------- #a1bbd #bhg ---------------------------------------- ------------ 8,there are now in the ,commonwealth six ,state ,normal ,schools1 established for the purpose of training teachers to teach in the public schools4 ,the ,normal ,schools are now well provided with the means of communicating professional instruction4 8,as a knowledge of the principles and method of teaching seems to be one thing1 and skill in the application of principles quite another1 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 principles4 ,such practice1 if systematically and intelligently conducted during the course of instruction1 will prepare the normal graduate to enter upon the practice of his profession with the advantages of experience4 8,if the standard for admission to the ,normal ,schools be raised1 as the ,board of ,education now contemplates1 they will be relieved of a large amount of academical work now required1 and of many candidates whose limited knowledge and capacity for acquiring it make them improper subjects for professional training4 8,the time has come when a professional training should be considered a requisite for teaching in the public schools of the ,commonwealth40 ,framingham1 the first ,state ,normal ,school in the ,united ,states1 was first located at ,lexington1 where it was opened ,july #crd1 #ahci1 with three students4 ,in #aheb the school was removed to ,framingham4 ,it admits women students only1 who reside in the boarding halls attached to the school4 8,the design of the school is to give3 #a4 8,a review of the studies taught in the public schools4 #b4 8,a careful study of the history of education and the school law of ,massachusetts4 #c4 8,a study of ,psychology1 for the purpose of ascertaining true principles and good methods4 #d4 8,a practical application of these principles and methods in teaching4 #e4 8,a high estimate of the importance and responsibility of the teacher's work1 and an enthusiasm for it40 ,,westfield4 ,another school was opened at ,barre1 ,september #dth1 #ahci1 but was moved to ,westfield in #ahdd4 ,it is intended for both men and women students1 but out of #adg students in #ahib only #g were men4 ,there is a ,normal ,hall of ,residence1 erected and furnished by the ,state1 at which either men or women students can live4 ,the subjects taken are the same as those in the other ,normal ,schools of the ,state1 for the two or four years' course4 ,all studies are pursued on the topical plan1 and with special reference to the best ways of teaching them4 ,every student frequently takes charge of a class1 and teaches topics1 so that throughout the course he is under actual training as teacher4 ,i had the opportunity of hearing a class in ,didactics1 conducted by ,principal ,greenough on the topical method4 ,i found that 8topics0 simply meant the heads or divisions of subjects4 ,the students had been previously given topics to prepare1 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 head4 ,these points were one by one discussed with the ,principal and other students4 ,this topical method is adopted at many other schools and colleges4 ,it often happens that one or two students only are entrusted with topics to prepare1 which they are expected to be ready to explain to the rest of the class1 subject of course to the criticism of the teacher and discussion by the class4 ,the students obtain the necessary practice in teaching1 partly in the above way by teaching each other1 and partly by giving lessons in the ,model ,school under the critic teachers4 ,each student is also required to teach for four weeks continuously1 and to spend a good deal of time in observing children1 and the work of the teachers in the ,model ,school4 ,the school is very well provided with apparatus4 ,almost every subject taught has its special room with appropriate appliances for teaching4 ,i was especially struck by the apparatus for teaching geography4 ,large wooden trays lined with zinc1 and placed on supports so as to resemble low tables1 were used for modelling in wet sand4 ,special classes were held to instruct the students in the art of sand-moulding4 ,,worcester4 ,bridgewater ,normal ,school was opened in #ahdj4 ,it receives both men and women students1 the number for this year being #bgb1 of which #eh are men1 and #bad women4 ,there are two ,halls of ,residence1 at which students may reside4 ,four courses are possible3 #a4 ,two years' course4 #b4 ,three years' or intermediate course4 #c4 ,four years' course1 and #d4 ,post-graduate course for college graduates4 ,there appears to be especially good provision for the teaching of science1 the new buildings having ample laboratory accommodation4 ,worcester is the youngest of the ,normal ,schools1 having been opened in #ahgd4 ,it is open to both men and women1 but the latter largely preponderate4 ,in addition to the ordinary two and four year courses1 college graduates are allowed to take up a special elective course4 ,this school has certain special features which distinguish it and require note4 ,the study of psychology is pursued in part by the original observation of children4 ,the students are asked to observe the conduct of children in all circumstances1 and to record what they see and hear as soon as possible1 in a simple and concise manner1 without any comment by the writer4 ,they are advised to note the usual rather than the unusual conduct of the children observed4 ,for convenience of classification1 blanks of five colours are used3 white for observations made by the students themselves2 red for those reported by others2 yellow for reminiscences of the student's own childhood2 green for records made from books1 and chocolate for a continued series of observations made on the same child4 ,the date1 name of observer and post-office address2 the name1 sex1 nationality and age of child observed2 and also the length of time elapsing between the making and recording of the observation1 are all set forth on these papers4 ,the making of these observations is quite voluntary1 but the students become so interested in the work that an ever-increasing number of reports are sent in4 ,some #af1jjj have already been collected4 ,these are placed at the disposal of the ,clark ,university1 which has from time to time made use of the material thus brought together4 ,these records are valuable in themselves1 but still more valuable is the training in observation of children afforded to the students in making them4 ,the students in this school have the opportunity before graduating of serving an apprenticeship as teachers in the public schools of ,worcester4 ,the 8apprentice0 acts as assistant to the teacher of the city school2 takes part in the instruction1 management and general care of the pupils under the direction of the teacher2 and is sometimes entrusted with the sole charge of the school during the teacher's absence for an hour1 a half day or a day4 ,one student only at a time is assigned to any teacher1 but each apprentice serves in at least three grades of schools4 ,the time taken for the apprenticeship comes just before the final term in the ,normal ,school1 and amounts to half a school year4 ,but the apprentices spend one day of each week 7,wednesday7 at the ,normal ,school1 where they are occupied in the following manner3 ,they consult with the teacher1 and with one another1 and make use of books4 ,they make informal statements to the school of such facts of their experience as it may profit the other pupils to know1--concerning ways of teaching1 cases of discipline and the like1--keeping in mind always the private character of the daily life of the school-room1 and under special warning against revelations that might seem objectionable4 ,each apprentice keeps a diary of the occupation and experience of every day1 and this record is inspected by the ,faculty of the ,normal ,school4 ,the ,faculty of the ,normal ,school have the right of visiting the apprentices while at work1 and of giving advice and suggestion4 ,when the six months are over1 the teacher of the school makes a report on the work of the student4 ,the ,school ,board approves the system1 as those students who have been apprentices are found afterwards to be the most capable teachers in the ,worcester public schools4 ,students are not forced to undergo apprenticeship1 but most choose to do so4 ,after it is over1 they return to the ,normal ,school for six months1 before graduating4 ,forty minutes each day are assigned to 8,platform ,exercises10 which consist in reading1 speaking1 drawing on the blackboard1 etc41 before the assembled school4 ,they are found to be very useful in helping the students to overcome nervousness4 ,each student can choose her own time and subject1 but at least nine must be ready to take part each day4 ,no exercise is to be prepared for more than four minutes1 but as questions may be asked by the teachers or other students1 and criticism is sometimes offered1 they often take longer4 ,a new and interesting feature of the school is the children's class which has just been started4 ,between twenty and thirty children between three and five have been admitted4 ,no charge is made for tuition1 and it is understood that the class can be taught in any way thought good by the ,principal4 ,this class affords a good field for child-study and experiment in methods of elementary teaching4 ,it is in charge of an experienced kindergartner4 ,i was attentively listening to a lecture on ,psychology1 given by ,principal ,russell1 when suddenly1 to my amazement1 the whole class rose and left the room while he was still speaking4 ,to my surprise1 he did not seem at all disturbed1 and he then proceeded to explain1 that finding that most students were deficient in 8time sense10 such a necessary possession for a teacher1 he had adopted the plan of making the students keep their own time at lectures4 ,the ,normal ,art ,school1 ,boston1 aims at training art teachers and supervisors for the ,state4 ,two courses are offered--one of four years' training in the scientific and artistic branches and their practical application to industry1 and one of two years' training for the work of teaching or supervising ,art in the public schools4 ,the following is a comprehensive plan of the work of this second course3 ,first ,year3 #a4 ,elements of psychology4 #b4 ,outline course of drawing for ,primary and ,grammar ,schools4 #c4 ,practice teaching4 ,second ,year3 #a4 ,history of education4 #b4 ,principles and methods of teaching4 #c4 ,outline course of drawing for ,high and ,evening ,schools4 #d4 ,practice teaching4 #e4 ,practical details of supervisor's work4 #f4 ,presentation of the subject of drawing by each pupil before a body of assumed teachers4 ,,michigan4 ,the ,state of ,michigan maintains only one ,normal ,school1 but1 as we shall see later1 this ,state has other means of providing for the training of its teachers4 ,this school is located at ,ypsilante1 and is not residential4 ,it is open to men and women1 and tuition is free to those who undertake to teach in the ,state ,schools4 ,graduates from recognised ,high ,schools1 approved by the ,board of ,education upon recommendation of the ,faculty1 are admitted without examination1 and are credited with advanced work already done4 ,other candidates must pass an entrance examination4 ,the school offers three classes of courses3 #a4 ,those covering three years of instruction leading to a certificate1 which is a license to teach in the schools of ,michigan for a period of five years2 of these there are two1 one especially for kindergartners1 and the other to prepare teachers for the rural schools and for the lower ,high ,school grades4 #b4 ,courses covering four years1 leading to a diploma and a life-certificate4 ,of these there are many to choose from1 but all are more or less distinctly literary1 scientific or classical4 #c4 ,advanced courses1 leading to the degree of ,bachelor of ,pedagogics and a life-certificate4 ,one for graduates of any of the four year courses1 and can be completed in two years4 ,any one holding an academic degree from the ,university of ,michigan1 or from an incorporated college1 may receive the degree of ,b4,pd4 by spending one half-year at the school1 and attending professional instruction for #bej hours1 and teaching under supervision for #ajj hours4 ,any person holding the degree of ,bachelor of ,pedagogics of the ,michigan ,state ,normal ,school may1 upon application1 receive the degree of ,master of ,pedagogics upon the following conditions3 7a7 ,he shall furnish evidence satisfactory to the ,faculty that he has been engaged in teaching or in school supervision continuously1 and with pronounced success1 for five years since receiving the ,bachelor's degree4 7b7 ,he shall prepare and present a thesis acceptable to the said ,faculty1 upon some subject connected with the history1 science1 or art of education1 the ,faculty reserving the right to assign the subject of such thesis4 ,the design of the ,school is professional--i4e41 only those students are admitted who intend to teach1 but a large portion of the various courses is devoted to academic work4 ,the school is directly under the control of the ,state ,board of ,education1 which grants all certificates1 diplomas and degrees upon recommendation of the ,faculty4 ,,illinois4 ,this ,state1 which1 like that of ,michigan1 is typical of the ,west1 has provided two ,normal ,schools1 known under the somewhat imposing names of the 8,illinois ,state ,normal ,university10 and the 8,southern ,illinois ,state ,normal ,university40 ,neither of these1 however1 are purely professional schools4 ,the first of them has three departments--,normal1 ,training and ,high ,school1 while the second has also three--,normal1 ,high ,school and ,preparatory4 ,tuition is free in the ,normal ,department of both schools1 to those who intend to teach in the ,state4 ,the courses in the ,normal ,departments are usually for three years1 but may be extended to four1 and at the completion of any course a diploma is granted4 ,the work is very largely academic1 and in the first year hardly any really professional work is done4 ,one of the ,counties of ,illinois--,cook--possesses a ,normal ,school which1 although not technically a ,state ,school1 yet is so in reality1 or indeed something wider1 for it attracts to itself students from all parts of the ,states4 ,this is known as the ,cook ,county ,school1 or perhaps quite as often as ,colonel ,parker's ,school4 ,it is situated at ,englewood1 a suburb of ,chicago1 and has a student's hall attached to the school1 where students may obtain board and lodging4 ,as a school it is probably unique1 and as such exceedingly difficult to estimate4 ,when visiting it1 the charm of the ,school falls upon one1 the enthusiasm of ,colonel ,parker and his band of teachers creates an atmosphere of inspiration which disarms criticism1 and few would come away without feeling that the world was better than they thought1 and a little child the most beautiful thing to be found on the earth4 ,i think that it is in this genuine love and care for children that the real strength of the ,school lies1 and that if it can continue to send out teachers who really love and understand children1 it need fear no outside criticism4 ,a chance remark of ,colonel ,parker's seemed to me typical of the spirit of the ,school3 8,i do not want any of the children to know that ,i am not one of them40 ,the following extracts from his report to the ,cook ,county ,board explain the distinguishing features of the ,school3 #a4 ,any graduate 7four years' course7 of an accredited ,high ,school1 or a graduate of a college or university1 will be admitted to the ,professional ,training ,class1 on presentation of diploma4 #b4 ,a teacher of three years' successful experience in a ,graded ,school1 and holding a first-class certificate1 will be admitted on presentation of said certificate1 and certificates of success as a teacher4 ,candidates with the above credentials will be admitted to the ,professional ,training ,class at any time4 #a4 ,students must be members of the ,professional ,training ,class at least one year of forty weeks before they are eligible for graduation4 #b4 ,whenever1 after one year1 the members of the ,faculty are convinced that a student has the necessary knowledge1 skill and governing power to teach and manage a school satisfactorily1 the said candidate is recommended for graduation to the ,board of ,education4 ,the ,county ,superintendent of ,schools grants to each graduate a certificate to teach in ,cook ,county1 outside of ,chicago1 first or second grade1 upon his own examination and the recommendation of the ,principal4 ,first-grade certificates are given to those graduates who have manifested during their course marked ability in study and teaching4 ,elective courses are allowed to those students only who have received diplomas of graduation4 ,graduates of the ,professional ,training ,class may elect for a one or two years' course any one of the following post-graduate courses3 #a4 ,kindergarten ,training ,class1 physical training1 elocution4 #b4 ,history1 geography and literature4 #c4 ,science1 art and manual training4 #d4 ,mathematics and manual training4 #e4 ,modelling1 painting1 drawing and manual training4 #f4 ,physical training1 elocution1 the ,delsarte system of expression1 music1 anatomy1 physiology and hygiene4 #g4 ,advanced course in psychology1 pedagogics and methods4 ,in all elective courses psychology1 pedagogics and methods are included4 ,the ,practice ,school consists of eight grades 7nine rooms7 and the kindergarten4 ,there are two first primary rooms 7,a and ,b74 ,each room in the ,practice ,school is under the immediate charge of a critic teacher1 who teaches the pupils in her room1 and supervises the practice teaching in her grade4 ,the ,practice ,school1 with the exception of the kindergarten1 is a public school of the city of ,chicago4 ,the ,practice ,school is an essential feature in the training of teachers4 ,the entire professional work of the school is concentrated upon the teaching and training in this department4 ,one hour each day is devoted to teaching in the ,practice ,school by members of the ,professional ,training ,class4 ,the ,practice ,school is divided1 for the purpose of practice teaching1 into forty or more groups1 each group consisting of from six to ten pupils4 ,two groups are united1 forming one section2 two sections are united to form a division4 ,pupil teachers are very carefully selected for merit1 as 7#a7 heads of groups2 7#b7 leaders of sections2 7#c7 teachers of divisions2 7#d7 special assistants4 ,pupil teachers not thus chosen are assistants to group leaders4 ,the purpose of these divisions into groups1 etc41 is to give each pupil-teacher as much practice as possible4 ,the teacher begins with a small number of pupils1 and advances1 as teaching power increases1 to the leadership of a section1 a division1 and at last to a special assistant's position4 ,the latter position requires the ability to teach and govern an entire grade or room4 ,the entire work of the ,professional ,training ,class is1 in reality1 preparation for practice teaching1--preparation in knowledge1 theory and methods4 ,the course of work for the ,training ,class includes the following subjects3 #a4 ,psychology1 pedagogics1 the history of education and methods of teaching4 #b4 ,science in primary and grammar schools4 #c4 ,geography with modelling1 painting1 drawing and chalk modelling as means of geographical study4 #d4 ,history and literature4 #e4 ,mathematics2 number1 arithmetic1 form and geometry4 #f4 ,art1 including modelling1 painting and drawing4 #g4 ,physical training1 elocution1 the ,delsarte system of expression and vocal music4 #h4 ,manual training1 paste-board and wood sloyd and construction of apparatus for science teaching4 ,the special teacher at the head of each department presents the conditions for the knowledge needed for teaching his or her subject1 and decides whether the pupil-teacher has the requisite knowledge and skill to prepare a plan for teaching4 ,the special teacher also teaches the principles and methods of his subject1 and supervises the practice-work in his department throughout all the grades4 ,the practice teaching is divided into ten periods for one year1 one period continuing for one month4 ,each pupil-teacher is required to prepare one plan for teaching1 each month1 upon a subject selected by the critic teacher1 under whose direct supervision the pupil-teacher is to work4 ,this plan must be approved by the critic teacher1 and also by the special teacher in charge of the subject taught1 before the one who prepares the plan is permitted to teach4 ,each month1 certain group1 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 course4 ,whenever a pupil-teacher has reached the rank of special assistant1 he or she is sent out to the county schools to act as substitute#h upon the order of the ,county ,superintendent4 ,the course of study followed in the school is the application of a doctrine or theory of education1 called the ,theory of ,concentration4 ,upon this theory it was my privilege to hear ,colonel ,parker lecture from time to time1 and the following is a short synopsis of his lectures as drawn up by himself4 8,in this theory1 the subjects of thought and study are the natural sciences1 geography and history4 ,the unity of these subjects is found in the study of life--the laws of life--and the laws which support life4 8,the laws of life enter into the child through education1 and become the essentials in his intellectual and moral character4 8,form1 geometry1 number and arithmetic are the indispensable means for the study and investigation of the laws of the universe acting through matter2 therefore form and number must be studied in order to understand any and all subjects of thought4 8,attention is the one mode of study4 ,attention may be divided into three modes of thinking3 7#a7 observation1 7#b7 hearing language1 7#c7 reading or book study4 ,the subjects or objects of attention are the natural sciences1 geography and history--therefore observation1 hearing language1 and reading are the means of knowing and thinking4 ,the subjects of knowing and thinking should be immediately educative4 ,therefore1 all acts of attention1 observation1 hearing language and reading should be concentrated upon these subjects1 and objects of intrinsic thought4 ,for example3 all reading should be the most educative thinking1 and therefore should consist of the purest and most thoughtful literature4 ,every word and sentence learned by the pupil should be learned under the immediate impulse of intrinsic thought4 8,under the theory of concentration1 the modes of expression--gesture1 music1 modelling1 painting1 drawing1 speech and writing1 are used as the direct and immediate means of intensifying intrinsic thought1 and under these impulses and stimuli the technical forms of expression in each mode are adequately acquired4 8,the central and sole design of concentration is the harmonious development of individual character--knowledge1 skill1 are means1 not ends--the eternal is the end4 ,it goes without saying that the application of this doctrine of concentration requires the highest grade of knowledge1 skill1 art and devotion to human development4 8,considering this course of study from the standpoint of #8knowledge for the sake of knowledge1' taking the subjects presented in the light of #8going over1' #8going through1' #8being marked upon1' #8final tests by written examinations1' there must be a hopeless confusion2 the burden would be greater than any corps of teachers could possibly bear4 8,a course of study is a means to an end1 and that end the full development of all the possibilities for good and growth in a human being4 ,it should consist of all the subjects of thought1 the germs of which a child spontaneously assimilates and enjoys before he enters school4 ,a course of study should be very carefully arranged and adapted to the successive stages or steps of development4 8,its application1 however1 depends wholly upon the knowledge and skill of the teacher1 the teacher who watches closely and sympathetically every movement of her pupil's mind2 the teacher who looks upon a course of study as a rich storehouse of mental food1 to be presented as the mind needs it1 or rejected when the conditions are not favourable to growth4 8,following or #8going over' a course of study belongs to the trade of school keeping1 and not to the art of teaching4 8,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 whole4 8,the final decision as to what should be applied to each individual pupil must be left to the teacher of that pupil4 8,no authority outside of the teacher of a pupil can possibly determine what that pupil needs at any given moment4 8,grading and promotion1 properly understood1 are economical means of knowing and helping each individual pupil4 8,the course of study in its best form and last analysis is the best means of helping each child1 and of helping each child to be of immediate and essential aid to all his mates40 ,,city ,,normal ,,schools4 ,very similar to the ,state ,normal ,schools in organization and curriculum are those maintained by certain cities4 ,of these the ,philadelphia1 ,new ,york and ,boston schools may be taken as representatives4 ,such schools belong to the ,city ,school systems1 and are under the supervision of the ,city ,superintendent4 ,graduates from these schools are supposed to teach in the public schools of the city4 ,at ,philadelphia the ,normal ,school is in a transition state4 ,hitherto the ,girls' ,normal ,school has at the same time been the ,girls' ,high ,school1 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 work4 ,the tendency in such a school would be1 of course1 to emphasize the academic work at the expense of the professional4 ,according to the new scheme1 the ,high ,school and ,normal ,school will be separated1 and the latter be purely professional4 ,admission to the ,normal ,school will only be granted after a three years' course at the ,high ,school1 and the former will have a course of its own for two years4 ,the present course of study and the future scheme are subjoined4 99 99 99 99 99 ,subjects to be studied in the two years' course at the new ,girls' ,normal ,school1 ,philadelphia3 #a4 ,educational ,psychology4 #b4 ,methods of ,teaching4 #c4 ,school ,economy4 #d4 ,the ,history of ,education4 #e4 ,the ,philosophy of ,education4 #f4 ,methods in ,mathematics4 #g4 ,methods in ,language and ,literature4 #h4 ,methods in ,history1 ,sociology1 and ,civics4 #i4 ,methods in ,natural ,history4 #aj4 ,methods in ,physics and ,chemistry4 #aa4 ,methods in ,elocution4 #ab4 ,methods in ,vocal ,music4 #ac4 ,methods in ,modelling and ,drawing4 #ad4 ,methods in ,kindergarten4 #ae4 ,methods in ,gymnastics and ,physical ,training4 #af4 ,methods in ,sewing and ,fitting4 #ag4 ,methods in ,wood-work1 etc4 #ah4 ,observation in ,model ,school4 #ai4 ,practice in ,model ,school4 #bj4 ,discussion of ,observation and ,practice4 #ba4 ,educational ,reading and ,original ,investigation4 ,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 boys4 ,the students must be graduates of the latter1 or of similar institutions4 ,the course is for one year1 and includes professional subjects only4 ,the ,new ,york ,normal ,college is conducted in the same way as the present one at ,philadelphia1 it being at once a ,high and ,normal ,school4 ,,present ,,course ,,of ,,study ,,in ,,philadelphia ,,girls' ,,normal ,,and ,,high ,,school4 ---------------------------------------- ------------------------------ ,,course ,,of ,,study ,,in ,,the ,,girls' ,,normal ,,school4 ---------------------------------------- --------------------------- ,a ,b ,c ,d #dth ,year4 #crd ,year4 #bnd ,year4 #ast ,year4 ---------------------------------------- --------------------------- ,,english ,,language ,,and ,,literature4 ---------------------------------------- --------------------------- ,history of ,literature4 ,rhetoric4 ,grammar4 ,education4 ,theme ,writing4 ,theme ,writing4 ,composition4 ,reading of ,history of the ,history of the ,english ,english ,language2 ,english ,classics4 including the ,language2 study of the including the derivations1 study of the formations1 etc41 derivations1 of words4 formations1 ,english etc41 of words4 ,literature4 ,reading of ,reading of ,english ,english ,classics4 ,classics4 ---------------------------------------- --------------------------- ,mental and ,elocution4 ,elocution4 ,moral ,science in their relations to ,education4 ---------------------------------------- --------------------------- ,,mathematics4 ---------------------------------------- --------------------------- ,methods ,higher ,general ,review of ,algebra4 of ,teaching4 ,arithmetic2 ,arithmetic4 ,arithmetic4 including ,geometry4 ,mensuration1 ,algebra4 ,principles of ,accounts and ,book-keeping4 ,geometry4 ---------------------------------------- --------------------------- ,,science4 ---------------------------------------- --------------------------- ,philosophy ,chemistry4 ,zoology4 ,physical and method ,natural ,geology4 ,geography4 of the ,philosophy4 ,natural ,philosophy4 ,botany4 ,kindergarten4 ,astronomy4 ,human ,physiology and ,hygiene4 ---------------------------------------- --------------------------- ,,history4 ---------------------------------------- --------------------------- ,drawing2 with ,general ,history4 ,history and ,civil instruction ,government of in methods of the ,united teaching this ,states4 study4 ,general ,history4 ---------------------------------------- --------------------------- ,,drawing4 ---------------------------------------- --------------------------- ,school ,drawing4 ,drawing4 ,drawing4 organisation and management4 ---------------------------------------- --------------------------- ,,sewing4 ---------------------------------------- --------------------------- ,modelling in ,sewing4 ,sewing4 ,sewing4 ,clay4 ,cooking4 ,instruction in the ,gifts and ,occupations of the ,kindergarten4 ---------------------------------------- --------------------------- ,,music4 ---------------------------------------- --------------------------- ,music4 ,music4 ,music4 ,music4 ---------------------------------------- --------------------------- #a4 ,physical exercises throughout the first1 second1 and third years4 #b4 ,laboratory work in chemistry when possible4 #c4 ,laboratory work as far as possible in physics4 #d4 ,drawing to include the treatment of ,geometric ,drawing1 ,construction1 ,decoration1 ,representation1 and ,object ,drawing4 ---------------------------------------- ------------------------------ ,,boston ,,normal ,,school4 ,the ,boston ,normal ,school is of the professional type1 with an ordinary course of a year and a half1 although many students stay for a post-graduate course4 ,the course of study in this school is pursued with special reference to teaching1 and is as follows3 #a4 ,psychology and ,logic4 #b4 ,principles of ,education4 #c4 ,methods of ,instruction and ,discipline4 #d4 ,physiology and ,hygiene4 #e4 ,the ,studies of the ,primary and ,grammar ,schools4 #f4 ,observation and ,practice in the ,training ,school4 #g4 ,observation and ,practice in the other ,public ,schools4 #h4 ,science of ,language4 #i4 ,phonetics4 #aj4 ,gymnastics4 #aa4 ,vocal ,music4 #ab4 ,drawing and ,blackboard ,illustration4 #ac4 ,special study of the ,theory and ,practice of the ,kindergarten1 for those members of the post-graduate class who desire to qualify themselves for teaching in that department4 ,the students practise and observe in the ,rice ,training ,schools1 and in the post-graduate class substitute service begins--i4e41 any city school having a teacher absent may apply for a student to take her place4 ,,boston ,,normal ,,school4--,,course ,,of ,,study4 ,,first ,,term4 ---------------------------------------- -------------- ,hours per ,no4 of ,,subjects4 week4 weeks4 ---------------------------------------- -------------- ,psychology #e #bj ,physiology and ,hygiene #d #af ,arithmetic #d #d ,language-- ,oral ,expression and ,composition #c #i ,penmanship #c #c ,grammar #c #h ,geography #d #bj ,drawing #b #bj ,vocal ,music #a #bj ,gymnastics-- ,theory #a #bj ,practice #ab minutes daily4 ---------------------------------------- ---------------- ,,second ,,term4 ---------------------------------------- -------------- ,hours per ,no4 of ,,subjects4 week4 weeks4 ---------------------------------------- -------------- ,principles of ,education #e #af ,language-- ,reading1 including ,phonics #d #h ,spelling #d #b ,literature #d #d ,grammar #d #b ,arithmetic #d #af ,elementary ,science-- ,minerals #c #e ,plants #c #aa ,drawing #b #ab ,form #b #d ,vocal ,music #a #af ,gymnastics-- ,theory #a #af ,practice #ab minutes daily4 ,observation and ,practice in the ,public ,schools all day1 #d weeks4 ---------------------------------------- ---------------- ,,third ,,term4 ---------------------------------------- -------------- ,hours ,no4 of ,,subjects4 per week4 weeks4 ---------------------------------------- -------------- ,principles of ,education #e #g ,logic #e #c ,language-- ,oral ,expression and ,composition #d #c ,science of ,language #d #d ,history #d #c ,arithmetic #c #aj ,elementary ,science-- ,plants #d #b ,animals #d #f ,colour #d #b ,drawing #a #aj ,kindergarten #b #aj ,gymnastics-- ,theory #a #aj ,practice #ab minutes daily4 ,observation and ,practice in ,public ,schools all day1 #aj weeks4 ---------------------------------------- ---------------- ,,post-,,graduate ,,course4 ,the work of the post-graduate class includes3 #a4 ,a further study of the principles of education1 with special reference to their application in teaching the different subjects of the regular course1 and in school discipline2 #b4 ,the history of education4 ,,city ,,training ,,schools4 ,in several cities an ordinary school is set apart for the special training of teachers1 and is presided over by a head-mistress capable of giving instruction in the theory of education4 ,in such a school the ordinary teaching of the children is largely carried on by the students1 who at certain hours receive instruction in ,methods1 etc4 ,these students often receive a small sum in return for their services4 ,i was able to visit several of these ,training ,schools1 including those at ,new ,haven 7,connecticut71 ,fall ,river 7,rhode ,island71 ,pawtucket 7,rhode ,island71 ,springfield 7,massachusetts71 and ,albany 7,new ,york74 ,at ,new ,haven a most interesting ,training ,school is carried on in connection with the ,welch ,school4 ,there are about thirty students in training for one year4 ,the various classes of the school are in charge of regular teachers1 who teach almost entirely during the first half of the year1 for the students devote five or six months to the study of theory alone1 only giving a few criticism lessons during that time4 ,for the second half of the year the students teach more in the schools1 and are supervised both by the critic teacher and the regular teacher of the class4 ,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 statements1 sometimes the matter and illustrations alone are given1 and sometimes the lesson is written out as it is to be given in the order of statements and questions4 ,on the completion of the year's training the students are usually appointed as substitute teachers to the districts1 at a small fixed salary1 and obtain permanent posts as vacancies occur4 ,at the ,springfield ,training ,school from ten to sixteen students take the course1 which is usually for one year1 but can be taken in two4 ,tuition is free to those living in the city1 a charge of about #aj being made to those from a distance4 ,students enter in the autumn1 and devote the first term to theoretical work1 only giving a few criticism lessons1 and spending some time in observing the work of the school1 and carefully recording observations4 ,the work in psychology is partly based on the observation of individual children1 and partly carried on by discussion classes4 ,the students also attend lectures given by ,superintendent ,balliet to all the teachers of the city4 ,at the end of the year they take the city examination in order to graduate4 ,in ,january they begin to teach for an hour a day in the school1 and in the summer term this is increased to three hours a day4 ,at the end of the course they give lessons in public1 but they are not counted as necessary for graduation4 ,some of the leading features of the ,training ,school are the following3-- #a4 ,it is incorporated with a city or town ,graded ,school covering from four to eight years' work4 ,this school is used as a place for observation and practice4 #b4 ,the ,practice ,school1 or school of observation1 employs one or more regular teachers1 who conduct the training class4 ,in most ,training ,schools1 8trainers0 are relied upon for much of the teaching4 #c4 ,the course in the ,training ,school includes a study of the principles of teaching and the history of education1 with practice in the art4 #d4 ,the length of the term of study and practice is fixed1 extending from one to two years in the greater number of schools4 #e4 ,a new class is admitted at a fixed time2 the admissions are annual or semi-annual4 #f4 ,the maximum number of trainers is prescribed4 #g4 ,admissions are made by a course of studies previously pursued1 or by examination4 ,most require the equivalent of a four years' course in a ,high ,school4 #h4 ,all provide for dropping unpromising students from the roll4 #i4 ,most allow some compensation to trainers after the first term4 ,a list of ,training ,schools in ,massachusetts is appended4 ,it is taken from a useful little pamphlet drawn up for the information of visitors to the ,world's ,fair ,educational ,exhibit4 ,,table ,,of ,,training ,,schools ,,reported1 #ahia-ib4 ---------------------------------------- ------- ,graduates4 ,period ,grades4 ,regular ,annual of ,teachers4 ,average4 ,training4 ---------------------------------------- ------- ,adams #e #a ,cambridge #ae #a ,fall ,river #ab #a ,haverhill #ad #a ,holyoke #ab #a ,lawrence #ab #a ,i4-,,vi4 #b ,lowell #cb #a ,i4-,,ix4 #f ,lynn #ab ,new ,bedford #ad #a #b ,newburyport #d #a #a ,north ,adams #f ,pittsfield #h #b ,springfield #h #a ,i4-,,vii4 #g ,taunton #a ---------------------------------------- ------- ,,training ,,classes4 ,in many cities training classes are held for one year4 ,the students are distributed amongst the best schools of the city or town1 and the instruction and criticism is given by the ,superintendent and the highest teachers4 ,,table ,,of ,,training ,,classes1 ,,massachusetts4 ---------------------------------------- --------------- ,graduates4 ,average ,time of ,remarks ,number ,training4 from ,superintendents4 per ,annum4 ---------------------------------------- --------------- ,chelsea #ag #a year4 ,practice limited to four city schools1 normal graduates preferred4 ,clinton #e 0 ,not equal to normal graduates4 ,concord #f 0 ,all urged to attend normal schools4 ,dedham #f 0 ,hingham #h 0 ,not given school in town until experience is gained elsewhere4 ,leominster #f 0 ,malden 0 ,no teacher employed not a normal graduate or person of experience4 ,quincy #cj 0 ,watertown #d 0 ,graduates expected to teach out of town before being employed at home4 ,weymouth #ad 0 ,woburn #e 0 ---------------------------------------- --------------- ,,pedagogical ,,departments ,,in ,,universities4 ,it has been seen that a certain number of college graduates enter the ,normal ,schools for a course of training1 but most of the leading ,universities of ,america are now providing courses in the ,science and ,art of ,education for those who desire to prepare for the teaching profession4 ,i was able to visit a good many of these pedagogical departments1 and was much interested in the work ,i saw4 ,this work1 however1 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 it4 ,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 subject1 for those who wish to discuss with him the teaching of it4 ,however insufficient for training purposes this plan may be1 it yet has1 ,i believe1 very special advantages to recommend it1 not the least being the influence that may be thus exerted by the ,university through those who are about to become teachers on the ,schools4 ,in addition to these discussions1 some provide for a few lectures on ,pedagogy1 and in others1 again1 ,pedagogy may be taken as an elective subject1 and count towards an ordinary degree4 ,the ,universities of ,harvard1 ,cornell1 ,michigan1 ,illinois1 ,syracuse and others have adopted one or other of these plans4 ,the ,university of ,new ,york grants degrees in pedagogy1 while at the ,clark ,university1 to which only graduates are admitted1 education may be taken as part of the ,ph4,d4 work4 ,it should be noted1 however1 that the courses of training provided at these ,universities is almost entirely theoretical1 little or no attempt being made to arrange for practical work4 ,in so far as this is not arranged for1 the training seems to fall short of the ideal1 it being surely nearly as bad to attempt to train teachers without providing for practical work as to teach chemistry without giving any time to the laboratory1 or to train a doctor without arranging for hospital work4 ,probably the fact that a course on pedagogics is usually taken at the same time as other subjects1 and also that those who take such courses very often do not intend to teach in the schools1 but rather to take posts as lecturers1 superintendents1 etc41 has caused this side of training to be neglected1 and a still stronger reason is to be found in the location of so many of the ,universities at a distance from the schools4 ,in many places1 however1 ,i found that the question was being faced1 and schemes considered for the introducing of practical work4 ,harvard has begun to realize its responsibility with respect to the training of teachers1 and a subdivision of the department of ,philosophy is devoted to ,education1 the following courses being arranged for3 #a4 ,course of twelve lectures on ,topics in ,psychology of interest to teachers4 #b4 ,course for ,graduates and ,undergraduates3 ,the ,history of ,educational ,theories and ,practices4 #c4 ,course primarily for graduates3 7a7 ,organization of ,public ,schools and ,academies4 7b7 ,the ,theory of ,teaching4 ,these courses are1 however1 but short1 and intended to be taken at the same time as other subjects4 ,there is as yet no attempt to arrange for a complete course of training1 but every prospect that from the beginning already made there may develop a graduate school for the training of teachers4 ,harvard has already realized its responsibility in respect to the inspection and supervision of schools1 for which ,i was given to understand very special arrangements are being made1 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 work4 ,there are certain elective courses allowed in the philosophy course1 at the ,university of ,cornell1 which really constitute a pedagogical department4 ,they include the following3 #a4 ,institutes of ,education 7,lectures74 #b4 ,school ,systems and ,organizations 7,lectures74 #c4 ,pedagogic ,conference1 ,discussions and ,essays on ,educational topics1 and reports on visits to schools4 #d4 ,history of ,education 7,lectures74 #e4 ,pedagogical ,seminary4 ,it is understood that none must take these courses unless they also know something of physiology1 psychology and logic4 ,these courses may either be attended so as to count towards a degree or may be taken as graduate work4 ,the only arrangement for practical work is in connection with the visits to schools for purposes of observation4 ,the location of the ,university on the top of a hill overlooking ,ithaca1 although most advantageous in many other respects1 would make the arranging for work in the schools or the establishment of a ,university ,school of ,observation a matter of serious difficulty4 ,seminaries are held in most subjects1 at which the teaching methods are discussed1 and thus opportunity is afforded to those students who are specializing in any subject with the intention of afterwards teaching it1 to study it from the point of view of the teacher as well as of the learner4 ,to ,michigan belongs the honour of having been the first ,university to undertake to provide professional training for teachers4 ,professor ,w4 ,h4 ,payne was made the first professor of the ,science and ,art of ,teaching in #ahgi1 and on his leaving the ,university ,professor ,hinsdale carried on the work4#i ,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 teachers3 8,the aims of the ,university in providing instruction in the ,science and the ,art of ,teaching are3 8#a4 ,to fit ,university students for the higher positions in the public school service4 8,it is a natural function of the ,university1 as the head of our system of public instruction1 to supply the demand made upon it for furnishing the larger public schools with superintendents1 principals1 and assistants4 ,year by year these important positions are falling more and more into the hands of men that have received their education in the ,university4 ,till recently the training given to our graduates has been almost purely literary2 it has lacked the professional character that alone gives special fitness for the successful management of schools and school systems4 ,now1 however1 the ,university offers students that wish to become teachers ample facilities for professional study4 8#b4 ,to promote the study of educational science4 8,the establishment of a chair of teaching is a recognition of the truth that the art of education has its correlative science2 and that the processes of the school-room can become rational only by developing and teaching the principles that underlie these processes4 ,systems of public instruction are everywhere on trial1 and the final criteria by which they are to stand or fall must be found in a philosophical study of the educating art4 8#c4 ,to teach the history of education1 and of educational systems and doctrines4 8,the supreme right of the school is to grow2 and much hurtful interference might be avoided by ascertaining the direction of educational progress and the history of educational thought4 8#d4 ,to secure to teaching the rights1 prerogatives1 and advantages of a profession4 8#e4 ,to give a more perfect unity to our ,state educational system by bringing the secondary schools into closer relations with the ,university40 ,the ,teacher's diploma is given to a student at the time of receiving a ,bachelor's degree1 provided he has completed three ,courses of study offered by the professor of the ,science and ,art of ,teaching1 viz41 ,courses #a and #b1 and one of ,courses #c1 #e1 #d1 #f1 or #g1 and1 also1 at least one of the ,teachers' ,courses offered by other professors1 and by special examination has shown such marked proficiency in the ,course chosen as qualifies him to give instruction in the same4 ,the diploma is also given to a graduate student at the time of receiving a ,master's or a ,doctor's degree1 provided he has pursued teaching as a major or a minor study1 and has also taken a ,teacher's ,course in some other department4 ,by authority of an ,act of the ,state legislature1 passed in #ahia1 the ,faculty of this ,department give a ,teacher's ,certificate to any person who takes a ,bachelor's1 ,master's1 or ,doctor's degree1 and also receives a ,teacher's diploma as provided above4 ,by the terms of the ,act1 the certificate given by the ,faculty 8shall serve as a legal certificate of qualification to teach in any of the schools of this ,state1 when a copy thereof shall have been filed or recorded in the office of the legal examining officer or officers of the county township1 city1 or district40 ,to meet these special requirements the following courses have been arranged3-- ,first ,course3 #a4 ,practical3 the arts of teaching and governing2 methods of instruction and general school-room practice2 school hygiene3 school law4 ,recitations and lectures4 #c4 ,history of education3 ancient and medival4 ,recitations and lectures4 ,text-book3 ,compayr's ,history of ,pedagogy4 #e4 ,school supervision2 embracing general school management1 the art of grading and arranging courses of study1 the conduct of institutes1 etc4 ,recitations and lectures4 ,text-book2 ,payne's chapters on ,school ,supervision4 ,second ,course3 #b4 ,theoretical and critical2 the principles underlying the arts of teaching and governing4 ,lectures4 #d4 ,history of education2 modern4 ,recitations and lectures4 ,text-book2 ,compayr's ,history of ,pedagogy4 #f4 ,the comparative study of educational systems1 domestic and foreign4 ,lectures4 #g4 ,seminary4 ,study and discussion of special topics in the ,history and ,philosophy of ,education4 ,special ,teachers' ,courses are also arranged for in most subjects1 and attendance at one at least of these is necessary in order to obtain the ,teacher's diploma4 ,the ,university of ,illinois has a course in ,pedagogy which may count towards a degree4 ,it may count towards most of the degrees granted1 but for the degree in philosophy and pedagogy1 and which implies a four years' course1 the arrangement is as follows3-- ,the first and second years of this course may be those of any course in the ,college of ,literature4 ,,third ,,year4 #a4 ,psychology2 ,chemistry or ,history2 ,latin1 ,german or ,french4 #b4 ,logic2 ,zoology1 or ,history1 ,latin1 ,german1 or ,french4 #c4 ,philosophy of ,education2 ,geology1 or ,history2 ,latin1 ,german or ,french4 ,,fourth ,,year4 #a4 ,history of ,education2 ,educational ,psychology2 ,history of ,civilization2 ,english 7half course72 ,elocution4 #b4 ,school hygiene2 ,constitutional ,history 7,england72 ,english1 7half course72 ,elocution4 #c4 ,school ,supervision2 ,pedagogical ,seminary2 ,political ,economy1 or ,constitutional ,history 7,u4,s472 ,english1 7half course72 ,elocution4 ,the ,university of ,indiana possesses a department of pedagogics the courses of which count towards a degree4 ,there are three courses4 ,i4 7a7 ,educational ,psychology 7a knowledge of ,psychology being presupposed74 7b7 ,the ,school as an ,institution4 7c7 ,the ,general ,history of ,education4 ,,ii4 7a7 ,the ,science of ,education4 7b7 ,didactics4 7c7 ,city ,school ,systems4 7d7 ,school ,supervision4 ,,iii4 7a7 ,contemporary ,education4 7b7 ,school ,system of ,indiana4 7c7 ,philosophy of ,education4 ,special ,teachers' ,courses in certain subjects are also given4 ,the ,school of ,pedagogy in connection with the ,university of the ,city of ,new ,york1 is based upon the idea that a degree should follow successful teaching4 ,it has three professors and a lecturer4 ,only those are admitted as regular students who are graduates of ,colleges1 or of the ,new ,york ,state ,normal ,schools1 but others may1 at the discretion of the ,faculty1 be admitted as auditors4 ,it was established in #ahij and has had #acd students4 ,the courses of study are as follows3-- #a4 ,history of ,education4 #b4 ,psychology and ,ethics4 #c4 ,institutes of ,education4 #d4 ,educational ,classics and sthetics4 #e4 ,systems of ,education4 ,for the degree of ,doctor of ,pedagogy a thesis to be known as the 8,thesis for the ,doctorate in ,pedagogy0 has to be submitted for approval to the ,faculty4 ,this thesis must discuss a subject belonging to the field of one of the courses of study1 and must show original treatment1 or give evidence of independent research4 ,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 conditions3-- #a4 ,he must have been credited with attendance upon the required lectures4 #b4 ,he must have been credited with attendance upon the required seminaria4 #c4 ,he must have passed an examination upon each of the five courses4 #d4 ,he must have presented the prescribed final thesis1 and have received approval of the same4 #e4 ,he must have presented upon entering the ,school of ,pedagogy a certain certificate showing four years' successful experience in school-room work4 ,each student of the ,school who has been a member of the ,junior ,class for one or more years1 and a resident student at least one year1 will be entitled to the degree of ,master of ,pedagogy upon the following conditions3-- #a4 ,he must have been credited with attendance upon the required lectures4 #b4 ,he must have passed the examination upon each of the four courses first named4 #c4 ,he must present a certificate showing three years' successful experience in school-room work4 ,the ,iowa ,university was the first to allow pedagogics to count towards a degree4 ,graduates of the ,university who have included in their course the year's course of pedagogy may1 after two years of successful teaching1 be granted the degree of ,bachelor of ,didactics4 ,there is at ,new ,york an ,institution which appeared to me to be unique in ,america1 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 studying4 ,it is known as the ,new ,york ,college for the ,training of ,teachers4 ,it received its charter from the ,board of ,regents of the ,university of the ,state of ,new ,york in #ahhi1 constituting it a ,training ,college with the power of granting professional degrees4 ,this year1 however1 it enters on a new phase of its life1 having been affiliated with the ,columbia ,college at ,new ,york4 ,columbia ,college had already made provision for lectures on the ,science and ,art of ,education1 but its connection with the ,teachers' ,college1 will enable it to offer in addition the advantages of training in the practical art of teaching to its students4 ,on the other hand1 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 ,course4 ,the full course of study leading to the degree of ,bachelor of ,pedagogy occupies two years4 ,all candidates for admission must pass an entrance examination unless they are graduates from ,colleges or other specified ,institutions4 ,the ordinary course of study includes the following subjects3-- #a4 ,psychology 7pure and applied74 #b4 ,history and ,principles of ,education4 #c4 ,methods of ,teaching4 #d4 ,observation and ,practice in the ,school of ,observation and ,practice4 #e4 ,school ,organization and ,administration in the ,united ,states1 ,england1 ,france and ,germany4 #f4 ,theory and ,practice of the ,kindergarten4 #g4 ,teaching of ,natural ,science and construction of simple illustrative ,apparatus4 #h4 ,manual ,training 7this includes ,form ,study1 ,drawing1 ,domestic ,economy1 ,mechanical ,drawing and ,wood ,working74 ,all are recommended to take the general ,course by special opportunities offered to those who wish to become specialists4 ,any teacher of high scholarship and experience may come to the ,college for one year and take up an advanced elective course4 ,i4 ,the degree of ,bachelor of ,pedagogy and the ,college diploma1 respectively1 are conferred1 upon recommendation of the ,faculty1 upon such students1 being duly qualified candidates for the same1 as have completed a course of study covering two years1 as follows3-- ,required work in the following ,departments3 ,department of ,history and ,institutes of ,education4 ,department of ,science and ,art of ,teaching4 ,department of ,kindergarten1 ,course ,i4 ,department of ,form ,study and ,drawing1 ,course ,i4 ,department of ,physical ,training4 ,elective3 ,a major course or minor courses4 ,,ii4 ,the ,college ,certificate is conferred1 upon recommendation of the ,president1 the ,dean1 and the ,professor in charge of any department1 upon such qualified candidates as have completed a course of study covering one year1 as follows3-- ,required3 ,department of ,history and ,institutes of ,education4 ,department of ,science and ,art of ,teaching4 ,department of ,physical ,culture4 ,elective3 ,in any department1 a major course1 together with such other minor courses as will suffice to make up the required amount of work4 ,,iii4 ,the ,departmental ,certificate1 ,major or ,minor1 is conferred1 upon recommendation of the professors in charge of the departments in which studies leading to this certificate are pursued1 upon such qualified candidates as have completed a course of study as follows3-- ,department of ,history and ,institutes of ,education1 ,course ,i4 ,in any department or departments1 either ,major or ,minor courses4 ,there is also a two years' course for the training of ,kindergartners1 on the completion of which a certificate is granted1 and a post-graduate course for those who desire it4 ,one hundred and twenty-six students were in training when ,i visited it1 and of these only three or four were men4 ,the whole course of training centres round the ,school of ,observation and ,practice4 ,the lecturers on method also teach in the school1 and are responsible there for the teaching of their own special subjects4 ,they give lessons on these1 which are listened to by the students1 and they also criticise lessons given by the latter4 ,a good deal of the time devoted to the study of methods is employed in the learning how to make simple apparatus and illustrations4 ,classes are held on ,saturdays for those who are engaged in teaching during the rest of the week4 ,the college has also undertaken the publication of a series of pamphlets on educational subjects4 ,the whole work of this college impressed me as being of a very high character1 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 power4 ,it is just this rousing to enthusiasm which seems to lie at the root of training1 and the surest means of bringing this about is for those who undertake it to be enthusiastic themselves4 ,i had the opportunity of talking to most of the lecturers1 and shall not readily forget the keen interest and pleasure they all seemed to take in their special departments1 the readiness1 nay eagerness1 with which they appeared to welcome new ideas and work them out1 and the willingness with which they shared with others the results of their own experience and research4 ,one of the most interesting of the many institutions which ,i visited was the ,clark ,university at ,worcester4 ,it is entirely devoted to ,graduate work1 and consists of a group of five departments3 #a4 ,mathematics2 #b4 ,physics2 #c4 ,chemistry2 #d4 ,biology2 #e4 ,psychology 7with sub-department of ,education74 ,two or three years' work at the ,university and an original thesis are the requirements for the degree of ,doctor of ,philosophy4 ,there is no very clearly marked line between professors and students4 ,students are often specialists1 and as such asked to give short courses in their special subjects1 and professors and lecturers attend each other's courses4 ,docents1 or those who1 having fulfilled certain conditions1 desire to undertake research work1 are provided with rooms and apparatus for their work4 ,the ,president1 ,dr4 ,stanley ,hall1 is especially interested in the department of ,education4 ,the following outline of the course is from the ,university ,calendar3-- 8,,education4--,this has been made a sub-department of the department of ,psychology1 and now offers a course which can be taken as a ,minor for the degree of ,doctor of ,philosophy4 ,its work is in the closest connection with the work in psychology and anthropology1 and in part based on these4 ,the work in this department is intended to meet the needs of the following classes of men3 8,first4--,those intending to teach some other speciality1 but who wish a general survey of the history1 present state1 methods1 and recent advances in the field of university1 professional1 and technical education4 8,second4--,those who desire to become professors of pedagogy1 or heads or instructors in normal schools1 superintendents1 or otherwise to become experts in the work of education40 ,the programme of the ,educational ,department includes courses upon the following subjects3 ,i4 7a7 ,child-,study4 7b7 ,educational ,psychology4 7c7 ,school ,hygiene4 ,,ii4 7a7 ,principles of ,education4 7b7 ,history of ,education and ,reforms4 7c7 ,methods1 ,devices1 ,apparatus1 etc4 ,,iii4 7a7 ,organization of ,schools in different countries4 7b7 ,typical ,schools and ,special ,foundations4 7c7 ,motor ,education1 including manual training1 physical education1 etc4 7d7 ,moral ,education4 7e7 ,ideals4 ,,iv4 ,higher ,education1 including university work1 technical education2 training in law1 medicine1 and theology2 recent progress1 present state and prospects of the most advanced education in different countries1 including our own4 ,the courses in education for #ahic-id are as follows3-- ,dr4 ,g4 ,stanley ,hall's ,courses3 7,a7 ,present status and problems of ,higher ,education in this country and ,europe4 ,one hour weekly1 half a year4 7,b7 ,outline of ,systematic ,pedagogy4 ,one hour weekly1 half a year4 ,dr4 ,burnham's ,courses3 7,c7 ,organization of schools in ,europe1 especially the schools of ,france1 ,germany1 ,sweden1 and ,england4 ,typical schools described1 and educational principles illustrated by them1 expounded and discussed4 ,references made to important literature1 and the work may serve as an outline for further study4 ,one hour a week1 half a year4 7,d7 ,school ,hygiene1 following and supplementing his 8,outlines of ,school ,hygiene10 and considering special topics4 ,one hour a week1 half a year4 7,e7 ,educational reforms1 involving the discussion of a few fundamental educational principles and the presentation of chapters in the history of education4 ,one hour a week1 half a year4 7,f7 ,motor ,education of children4 ,this course will endeavour to elucidate the principles that should govern this side of education1 and will involve the study of writing1 drawing1 manual training1 and of play and gymnastics as means of motor education4 ,the course may include also the study of motor training and muscular development in relation to intellectual ability and moral character4 ,one hour a week1 half a year4 7,g7 ,the work of the ,seminary1 once a week throughout the year1 will be1 for the most part1 adapted to individual students4 ,it is hoped that each student will select1 after conference with ,president ,hall and ,dr4 ,burnham1 a topic for special investigation4 ,the results of such study may be published4 ,the courses as announced above may be modified somewhat as the needs of the students or other circumstances may require4 ,the library of the department is especially rich in foreign educational literature1 and a considerable amount of illustrative apparatus has been collected4 ,the ,worcester ,public ,library and the library of the ,american ,antiquarian ,society are also accessible to students4 ,the ,pedagogical ,seminary is published by this department1 and offers facilities for printing digests1 reviews1 and more valuable papers prepared by the members of the department4 ,this department has the twofold aim of 7#a7 preparing professors1 superintendents and teachers for their future work1 and 7#b7 making contributions to the ,science of ,education4 ,the second of these aims is being vigorously taken up1 research of some kind being expected from every one4 ,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 aims4 ,visits1 for purposes of observation1 are however made to schools in the neighbourhood1 the records now numbering some fifteen thousand made by the students of the ,worcester ,normal ,school1 in connection with the study of children1 are available for reference1 and a scheme for establishing a ,university ,school is even now under consideration4 ,should this scheme become a reality1 we might look forward hopefully to getting fresh light on many school problems4 ,one especially1 to which ,dr4 ,hall drew my attention1 might well have its solution attempted in such a school4 ,it concerns the duty of teachers toward the bright1 quick-working children in a school4 ,in every class some will be found who work quicker and have more intellectual power than the others1 and at the same time some who are dull and slow-witted4 ,now the power of detecting and directing one's teaching to the latter is often made the test of a good teacher1 and in a very true sense it may be said to be so4 ,but there is another side to the question1 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 ones1 the time of the quick-working children is being practically wasted4 ,as ,dr4 ,hall points out1 we have perhaps not yet realized how much power is lost to the world in consequence4 ,it would be an interesting experiment to select such bright1 quick-witted children1 and putting them into a class by themselves1 in charge of an able teacher1 to note the results of thus allowing them to work at their own rate4 ,the ,clark ,university is unfortunately not open to women1 if the summer school 7to which they are admitted7 be not considered4 ,students are expected to possess a reading knowledge of the ,french and ,german languages1 and a knowledge of ,elementary ,psychology is also considered desirable4 ,there are many other ,universities which have opened more or less complete pedagogical departments2 but these which have been described will suffice to give a general idea of the courses offered in them4 ,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 hand1 and for the positions of professors1 lecturers1 superintendents on the other1 far too little attention is given to the training of teachers for the ,high1 ,collegiate and ,private ,schools4 ,high ,school teachers are mainly those who have worked their way up through the grades 7salaries tend to increase with the grade1 which brings about that inexperienced teachers are too often put to the lower classes71 while the teachers in ,collegiate and ,private ,schools have usually taken up the work straight from college without any special preparation at all4 ,england and ,wales have1 ,i think1 made much better provision for the training of such teachers1 but ,i think we have a good deal to learn from ,america in providing for the training of lecturers1 school inspectors1 etc41 etc41 and perhaps also in the matter of setting the seal of ,university approval upon training1 by the bestowal of educational degrees4 ,,teachers' ,,institutes4 ,teachers' ,institutes form an integral part of most state and city systems of education4 ,they have been defined as 8normal schools with a very short course10 and this definition is substantially correct4 ,the work done by them is of much the same character as that done in the ,normal ,schools1 and they have the same end in view--that of making teachers more fit for their profession4 ,they1 however1 vary somewhat in character1 and it will be perhaps well to distinguish between-- #a4 ,those which are held on ,saturdays for teachers in the city or district1 and which are usually conducted by the superintendent1 who gives lectures on the ,science and ,art of ,teaching1 discusses educational problems and methods1 or follows out with them a course of reading4 ,attendance at these institutes is often made compulsory1 and loss of part of salary is sometimes made the penalty for non-attendance4 ,by the statistics returned from ninety-six cities holding institutes1 it appears that forty-four thus enforce attendance4 #b4 ,those lasting for about six to ten days1 having short courses in certain subjects1 and especially on the theory of teaching4 ,these are usually those organized by the ,state ,superintendent1 who has however the power of delegating the conduct of these institutes to other persons whom he may deem qualified4 ,again1 attendance at many of these is made compulsory4 #c4 ,such institutes as are held at some country or sea-side place for a length of time1 varying from a fortnight to six weeks4 ,these1 however1 are mostly started by private agencies1 and have little besides the name to distinguish them from ,summer ,schools4 ,the summer meeting of teachers at ,martha's ,vineyard is known as an ,institute1 and is of this class4 ,the ,teachers' ,institutes do not aim at supplying a complete course of ,training1 but rather at supplementing the work of the ,normal ,schools and ,colleges4 ,,summer ,,schools ,,and ,,courses4 ,a ,summer ,school seems to differ from an ,institute mainly in relation to the amount of professional work undertaken4 ,it is usually open for from four to six weeks1 and has a great variety of courses4 ,i was able to attend several of these1 and was kindly allowed to hear some of the lectures given and to observe the work4 ,one of these held at ,benton ,harbour1 ,michigan1 was chiefly attended by those district teachers who wished to prepare for the teachers' examinations4 ,it was really a private ,normal ,school1 which used its buildings in ,july for a ,summer ,school4 ,the subjects given were mainly those necessary for the teachers' certificates1 with some classes on ,methods1 and ,school ,management and ,drill and ,elocution4 ,of quite a different kind was that held at the ,cook ,county ,normal ,school4 ,this was almost entirely professional1 and held on much the same lines as the ordinary work of the school4 ,the ,summer ,assembly at ,chautauqua includes a ,summer ,school1 which again may be said to include a special course for teachers1 called the ,teachers' ,retreat4 ,in addition to the ,summer ,schools1 there are summer courses provided for teachers at many universities4 ,cornell ,university makes special provision for such a course1 of which the following is an announcement4 8,in the summer of #ahib1 courses of instruction were offered by professors and instructors of this ,university in ,botany1 ,chemistry1 ,mathematics1 ,philosophy1 ,physics1 ,english1 ,french1 ,german1 ,drawing1 and ,physical ,training4 ,the ,summer ,school has now been made an integral part of the ,university1 and for the summer of #ahic1 courses are offered in the following subjects3 ,greek1 ,latin1 ,german1 ,french1 ,english1 ,elocution1 ,philosophy1 ,pedagogy1 ,history1 ,political and ,social ,science1 ,mathematics1 ,physics1 ,chemistry1 ,botany1 ,drawing and ,art1 ,mechanical ,drawing1 ,physical ,training4 ,without excluding others qualified to take up the work1 these courses are offered for the special benefit of teachers4 ,they afford a practical scheme of university extension1 by which the teachers themselves are taught under university instructors1 by university methods1 and with access to university libraries1 museums1 and laboratories4 ,the courses are open to women as well as to men1 and the same facilities for work are extended to these students as to the regular students of the university4 ,the amount of work implied in these courses is so great that students are advised to confine their attention to one or two subjects4 ,every opportunity will be given for original research under the guidance and with the assistance of members of the instructing corps40 ,in #ahib a summer course in ,psychology and ,pedagogy was held for two weeks at the ,clark ,university4 ,all the resources of the ,university--books1 apparatus1 etc4--were placed at the disposal of the students4 ,about seventy men and women attended4 ,other universities arrange for similar courses1 but these two suffice to indicate the lines of work4 ,the ,prang system1 which aims at the complete organization of ,form ,study1 ,drawing and ,colour teaching in the schools1 demands also the training of its teachers4 ,the system is being introduced into an ever-increasing number of schools1 and necessitates some preparation on the part of the teacher in order that its principles shall be rightly understood and effectively carried out4 ,this preparation is being carried on by correspondence4 ,the courses of study are definitely arranged1 and the student chooses the one she desires4 ,the text-books and materials are sent to her2 she works lessons at home1 and forwards to the instructors the results of such work--clay modelling1 paper-folding1 drawing1 etc41 written observation exercises describing the appearance of models placed in prescribed positions1 written outlines for various class exercises1 together with any questions she desires to ask4 ,this work is examined and returned to the student with full criticisms4 ,at the end of the course a certificate is awarded to those who have successfully completed it4 ,this plan of training appears to answer well1 and will ensure the success of the system4 ,,millicent ,,hughes4 ,butler ,tanner1 ,the ,selwood ,printing ,works1 ,frome1 and ,london4 ,,footnotes3 #a ,this is1 of course1 not the ordinary deaf-and-dumb language1--for which sight would be required1--but a special variety in which the thoughts of the speaker are conveyed by means of varying pressure on different parts of the hand of the one spoken to4 #b ,the term 8,commencement0 is always used in ,america to indicate the ceremony which takes place at the end of a ,school or ,college course4 ,the idea appears to be that the close of the ,college career really marks the beginning of life in the world4 #c ,the word 8recitation0 is always used in the ,united ,states to signify lesson1 class or lecture4 ,its use in this extended sense may be explained by the fact that in early days of ,american education 7and the practice still survives to a greater extent than is desirable7 teaching a class merely implied the hearing of lessons learnt by heart from a text-book4 #d i4e41 specialist in the subject of physical exercise4 #e ,the ,connecticut ,school ,law provides for the establishment and maintenance of such schools for the benefit of the students4 #f i4e41 allowance to cover railway or other fares4 #g ,it should be noted that although the design of these schools is professional1 yet in all of them academic studies are pursued4 #h ,the idea of making special provision for a supply of teachers to act as substitutes in case of emergency is almost universal in the ,states4 ,in many cities a certain number of teachers receiving regular salary are set apart for this work alone1 while in some places students in a ,normal ,school or ,training ,classes undertake such work by special arrangement4 #i ,the ,university of ,iowa had1 however1 in #ahgc made pedagogics a sub-department of general philosophy4 ,as early as #ahfj a course of lectures on the ,science and ,art of ,teaching had been given by the ,state ,superintendent1 ,dr4 ,gregory1 in the ,university of ,michigan4 ,,transcriber',s ,,notes3 ,italicized text is surrounded by underscores3 italics4 ,obvious typographical errors have been corrected4 ,inconsistencies in hyphenation have been standardized4 ,archaic or variant spelling has been retained4 ,the table on page #afg has been reformatted from the original to better fit a narrow screen4 ,the cover image for this e,book was created by the transcriber and is entered into the public domain4