8. All provide for dropping unpromising students from the ro_The training of teachers in the United States of America

9. Most allow some compensation to trainers after the first term.

A list of Training Schools in Massachusetts is appended. It is taken

from a useful little pamphlet drawn up for the information of visitors

to the World’s Fair Educational Exhibit.

TABLE OF TRAINING SCHOOLS REPORTED, 1891-92.

+------------+----------+---------+-------+---------+

+------------+----------+---------+-------+---------+

|Adams | 5 | 1 | | |

|Cambridge | 15 | 1 | | |

|Fall River | 12 | 1½ | | |

|Haverhill | 14 | 1½ | | |

|Holyoke | 12 | 1½ | | |

|Lawrence | 12 | 1½ | I.-VI.| 2 |

|Lowell | 32 | 1½ | I.-IX.| 6 |

|Lynn | 12 | | | |

|New Bedford | 14 | 1½ | | 2 |

|Newburyport | 4 | 1½ | | 1 |

|North Adams | 6 | | | |

|Pittsfield | 8 | | | 2 |

|Springfield | 8 | 1 |I.-VII.| 7 |

|Taunton | | 1 | | |

+------------+----------+---------+-------+---------+

_TRAINING CLASSES._

In many cities training classes are held for one year. The students

are distributed amongst the best schools of the city or town, and

the instruction and criticism is given by the Superintendent and the

highest teachers.

TABLE OF TRAINING CLASSES, MASSACHUSETTS.

+-----------+----------+---------+-------------------------+

| | per | | |

+-----------+----------+---------+-------------------------+

|Clinton | 5 | ” | Not equal to normal |

|Concord | 6 | ” | All urged to attend |

|Dedham | 6 | ” | |

|Hingham | 8 | ” | Not given school in |

|Leominster | 6 | ” | |

|Quincy | 30 | ” | |

|Watertown | 4 | ” | Graduates expected to |

|Weymouth | 14 | ” | |

|Woburn | 5 | ” | |

+-----------+----------+---------+-------------------------+

_PEDAGOGICAL DEPARTMENTS IN UNIVERSITIES._

It has been seen that a certain number of college graduates enter

the Normal Schools for a course of training, but most of the leading

Universities of America are now providing courses in the Science and

Art of Education for those who desire to prepare for the teaching

profession. I was able to visit a good many of these pedagogical

departments, and was much interested in the work I saw. This work,

however, differs so widely in the various institutions in which it

is carried on that it is hardly possible to make any very general

statements concerning it. In some universities the only provision made

for the special preparation of teachers is in connection with special

classes held by the professor or lecturer on any subject, for those who

wish to discuss with him the teaching of it. However insufficient for

training purposes this plan may be, it yet has, I believe, very special

advantages to recommend it, not the least being the influence that may

be thus exerted by the University through those who are about to become

teachers on the Schools. In addition to these discussions, some provide

for a few lectures on Pedagogy, and in others, again, Pedagogy may be

taken as an elective subject, and count towards an ordinary degree.

The Universities of Harvard, Cornell, Michigan, Illinois, Syracuse and

others have adopted one or other of these plans.

The University of New York grants degrees in pedagogy, while at the

Clark University, to which only graduates are admitted, education

may be taken as part of the Ph.D. work. It should be noted, however,

that the courses of training provided at these Universities is almost

entirely theoretical, little or no attempt being made to arrange for

practical work. In so far as this is not arranged for, the training

seems to fall short of the ideal, it 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 laboratory, or to train

a doctor without arranging for hospital work. Probably the fact that

a course on pedagogics is usually taken at the same time as other

subjects, and also that those who take such courses very often do not

intend to teach in the schools, but rather to take posts as lecturers,

superintendents, etc., has caused this side of training to be

neglected, and a still stronger reason is to be found in the location

of so many of the Universities at a distance from the schools. In many

places, however, I found that the question was being faced, and schemes

considered for the introducing of practical work.

Harvard has begun to realize its responsibility with respect to the

training of teachers, and a subdivision of the department of Philosophy

is devoted to Education, the following courses being arranged for:

1. Course of twelve lectures on Topics in Psychology of interest to

teachers.

2. Course for Graduates and Undergraduates:

The History of Educational Theories and Practices.

3. Course primarily for graduates:

(_a_) Organization of Public Schools and Academies.

(_b_) The Theory of Teaching.

These courses are, however, but short, and intended to be taken at the

same time as other subjects. There is as yet no attempt to arrange

for a complete course of training, but every prospect that from the

beginning already made there may develop a graduate school for the

training of teachers.

Harvard has already realized its responsibility in respect to the

inspection and supervision of schools, for which I was given to

understand very special arrangements are being made, and it will be

but a step further for it to provide such training for the teachers it

sends out to these schools as shall fit them duly for their work.

There are certain elective courses allowed in the philosophy course,

at the University of Cornell, which really constitute a pedagogical

department. They include the following:

1. Institutes of Education (Lectures).

2. School Systems and Organizations (Lectures).

3. Pedagogic Conference, Discussions and Essays on Educational topics,

and reports on visits to schools.

4. History of Education (Lectures).

5. Pedagogical Seminary.

It is understood that none must take these courses unless they also

know something of physiology, psychology and logic. These courses may

either be attended so as to count towards a degree or may be taken as

graduate work.

The only arrangement for practical work is in connection with the

visits to schools for purposes of observation. The location of the

University on the top of a hill overlooking Ithaca, although most

advantageous in many other respects, would make the arranging for

work in the schools or the establishment of a University School of

Observation a matter of serious difficulty.

Seminaries are held in most subjects, at which the teaching methods are

discussed, and thus opportunity is afforded to those students who are

specializing in any subject with the intention of afterwards teaching

it, to study it from the point of view of the teacher as well as of the

learner.

To Michigan belongs the honour of having been the first University to

undertake to provide professional training for teachers. Professor

W. H. Payne was made the first professor of the Science and Art of

Teaching in 1879, and on his leaving the University Professor Hinsdale

carried on the work.[9] The following extract from the Calendar of the

Michigan University explains the views held by its faculty as to the

importance of the training of teachers:

“The aims of the University in providing instruction in the Science and

the Art of Teaching are:

“1. To fit University students for the higher positions in the public

school service.

“It is a natural function of the University, as the head of our system

of public instruction, to supply the demand made upon it for furnishing

the larger public schools with superintendents, principals, and

assistants. Year by year these important positions are falling more

and more into the hands of men that have received their education in

the University. Till recently the training given to our graduates has

been almost purely literary; it has lacked the professional character

that alone gives special fitness for the successful management of

schools and school systems. Now, however, the University offers

students that wish to become teachers ample facilities for professional

study.

“2. To promote the study of educational science.

“The establishment of a chair of teaching is a recognition of the truth

that the art of education has its correlative science; and that the

processes of the school-room can become rational only by developing

and teaching the principles that underlie these processes. Systems of

public instruction are everywhere on trial, and the final criteria by

which they are to stand or fall must be found in a philosophical study

of the educating art.

“3. To teach the history of education, and of educational systems and

doctrines.

“The supreme right of the school is to grow; and much hurtful

interference might be avoided by ascertaining the direction of

educational progress and the history of educational thought.

“4. To secure to teaching the rights, prerogatives, and advantages of a

profession.

“5. To give a more perfect unity to our State educational system

by bringing the secondary schools into closer relations with the

University.”

The Teacher’s diploma is given to a student at the time of receiving a

Bachelor’s degree, provided he has completed three Courses of study

offered by the professor of the Science and Art of Teaching, viz.,

Courses 1 and 2, and one of Courses 3, 5, 4, 6, or 7, and, also, at

least one of the Teachers’ Courses offered by other professors, and by

special examination has shown such marked proficiency in the Course

chosen as qualifies him to give instruction in the same. The diploma is

also given to a graduate student at the time of receiving a Master’s

or a Doctor’s degree, provided he has pursued teaching as a major or

a minor study, and has also taken a Teacher’s Course in some other

department.

By authority of an Act of the State legislature, passed in 1891, the

Faculty of this Department give a Teacher’s Certificate to any person

who takes a Bachelor’s, Master’s, or Doctor’s degree, and also receives

a Teacher’s diploma as provided above. By the terms of the Act, the

certificate given by the Faculty “shall serve as a legal certificate

of qualification to teach in any of the schools of this State, when a

copy thereof shall have been filed or recorded in the office of the

legal examining officer or officers of the county township, city, or

district.”

To meet these special requirements the following courses have been

arranged:--

_First Course_:

1. Practical: the arts of teaching and governing; methods of

instruction and general school-room practice; school hygiene: school

law. Recitations and lectures.

3. History of education: ancient and mediæval. Recitations and

lectures. Text-book: Compayré’s History of Pedagogy.

5. School supervision; embracing general school management, the art

of grading and arranging courses of study, the conduct of institutes,

etc. Recitations and lectures. Text-book; Payne’s chapters on School

Supervision.

_Second Course_:

2. Theoretical and critical; the principles underlying the arts of

teaching and governing. Lectures.

4. History of education; modern. Recitations and lectures. Text-book;

Compayré’s History of Pedagogy.

6. The comparative study of educational systems, domestic and

foreign. Lectures.

7. Seminary. Study and discussion of special topics in the History

and Philosophy of Education.

Special Teachers’ Courses are also arranged for in most subjects, and

attendance at one at least of these is necessary in order to obtain

the Teacher’s diploma.

The University of Illinois has a course in Pedagogy which may count

towards a degree. It may count towards most of the degrees granted, but

for the degree in philosophy and pedagogy, and which implies a four

years’ course, the arrangement is as follows:--

The first and second years of this course may be those of any course in

the College of Literature.

THIRD YEAR.

1. Psychology; Chemistry or History; Latin, German or French.

2. Logic; Zoology, or History, Latin, German, or French.

3. Philosophy of Education; Geology, or History; Latin, German or

French.

FOURTH YEAR.

1. History of Education; Educational Psychology; History of

Civilization; English (half course); Elocution.

2. School hygiene; Constitutional History (England); English, (half

course); Elocution.

3. School Supervision; Pedagogical Seminary; Political Economy, or

Constitutional History (U.S.); English, (half course); Elocution.

The University of Indiana possesses a department of pedagogics the

courses of which count towards a degree. There are three courses.

(_a_) Educational Psychology (a knowledge of Psychology being

presupposed).

(_b_) The School as an Institution.

(_c_) The General History of Education.

II.

(_a_) The Science of Education.

(_b_) Didactics.

(_c_) City School Systems.

(_d_) School Supervision.

III.

(_a_) Contemporary Education.

(_b_) School System of Indiana.

(_c_) Philosophy of Education.

Special Teachers’ Courses in certain subjects are also given.

The School of Pedagogy in connection with the University of the City of

New York, is based upon the idea that a degree should follow successful

teaching. It has three professors and a lecturer. Only those are

admitted as regular students who are graduates of Colleges, or of the

New York State Normal Schools, but others may, at the discretion of the

Faculty, be admitted as auditors. It was established in 1890 and has

had 134 students.

The courses of study are as follows:--

1. History of Education.

2. Psychology and Ethics.

3. Institutes of Education.

4. Educational Classics and Æsthetics.

5. Systems of Education.

For the degree of Doctor of Pedagogy a thesis to be known as the

“Thesis for the Doctorate in Pedagogy” has to be submitted for approval

to the Faculty. This thesis must discuss a subject belonging to the

field of one of the courses of study, and must show original treatment,

or give evidence of independent research.

Each student who has been a member of the Senior Class for two or more

years will be entitled to the degree of Doctor of Pedagogy upon the

following conditions:--

1. He must have been credited with attendance upon the required

lectures.

2. He must have been credited with attendance upon the required

seminaria.

3. He must have passed an examination upon each of the five courses.

4. He must have presented the prescribed final thesis, and have

received approval of the same.

5. He must have presented upon entering the School of Pedagogy a

certain certificate showing four years’ successful experience in

school-room work.

Each student of the School who has been a member of the Junior Class

for one or more years, and a resident student at least one year, will

be entitled to the degree of Master of Pedagogy upon the following

conditions:--

1. He must have been credited with attendance upon the required

lectures.

2. He must have passed the examination upon each of the four courses

first named.

3. He must present a certificate showing three years’ successful

experience in school-room work.

The Iowa University was the first to allow pedagogics to count towards

a degree. Graduates of the University who have included in their course

the year’s course of pedagogy may, after two years of successful

teaching, be granted the degree of Bachelor of Didactics.

There is at New York an Institution which appeared to me to be unique

in America, but of which the work more nearly resembled the best

Secondary Training as carried on in Great Britain than any other

which I had the opportunity of studying. It is known as the New York

College for the Training of Teachers. It received its charter from

the Board of Regents of the University of the State of New York in

1889, constituting it a Training College with the power of granting

professional degrees. This year, however, it enters on a new phase of

its life, having been affiliated with the Columbia College at New York.

Columbia College had already made provision for lectures on the Science

and Art of Education, but its connection with the Teachers’ College,

will enable it to offer in addition the advantages of training in the

practical art of teaching to its students. On the other hand, it is

felt to be an advantage to the Teachers’ College to be allied with a

College of University rank--Columbia College--which will thus show by

example that it is possible to combine both theoretical and practical

training in a University Course.

The full course of study leading to the degree of Bachelor of Pedagogy

occupies two years. All candidates for admission must pass an entrance

examination unless they are graduates from Colleges or other specified

Institutions.

The ordinary course of study includes the following subjects:--

1. Psychology (pure and applied).

2. History and Principles of Education.

3. Methods of Teaching.

4. Observation and Practice in the School of Observation and Practice.

5. School Organization and Administration in the United States,

England, France and Germany.

6. Theory and Practice of the Kindergarten.

7. Teaching of Natural Science and construction of simple

illustrative Apparatus.

8. Manual Training (this includes Form Study, Drawing, Domestic

Economy, Mechanical Drawing and Wood Working).

All are recommended to take the general Course by special opportunities

offered to those who wish to become specialists.

Any teacher of high scholarship and experience may come to the College

for one year and take up an advanced elective course.

I. The degree of Bachelor of Pedagogy and the College diploma,

respectively, are conferred, upon recommendation of the Faculty, upon

such students, being duly qualified candidates for the same, as have

completed a course of study covering two years, as follows:--

_Required work in the following Departments_:

Department of History and Institutes of Education.

Department of Science and Art of Teaching.

Department of Kindergarten, Course I.

Department of Form Study and Drawing, Course I.

Department of Physical Training.

_Elective_:

A major course or minor courses.

II. The College Certificate is conferred, upon recommendation of the

President, the Dean, and the Professor in charge of any department,

upon such qualified candidates as have completed a course of study

covering one year, as follows:--

_Required_:

Department of History and Institutes of Education.

Department of Science and Art of Teaching.

Department of Physical Culture.

_Elective_:

In any department, a major course, together with such other minor

courses as will suffice to make up the required amount of work.

III. The Departmental Certificate, Major or Minor, is conferred, upon

recommendation of the professors in charge of the departments in which

studies leading to this certificate are pursued, upon such qualified

candidates as have completed a course of study as follows:--

Department of History and Institutes of Education, Course I.

In any department or departments, either Major or Minor courses.

There is also a two years’ course for the training of Kindergartners,

on the completion of which a certificate is granted, and a

post-graduate course for those who desire it.

One hundred and twenty-six students were in training when I visited it,

and of these only three or four were men.

The whole course of training centres round the School of Observation

and Practice. The lecturers on method also teach in the school, and are

responsible there for the teaching of their own special subjects. They

give lessons on these, which are listened to by the students, and they

also criticise lessons given by the latter. A good deal of the time

devoted to the study of methods is employed in the learning how to make

simple apparatus and illustrations.

Classes are held on Saturdays for those who are engaged in teaching

during the rest of the week.

The college has also undertaken the publication of a series of

pamphlets on educational subjects.

The whole work of this college impressed me as being of a very high

character, and there was such an atmosphere of life and enthusiasm that

it would seem that teachers must go forth from thence inspired with a

love for their work and a determination to advance it by every means in

their power. It is just this rousing to enthusiasm which seems to lie

at the root of training, and the surest means of bringing this about

is for those who undertake it to be enthusiastic themselves. I had the

opportunity of talking to most of the lecturers, and shall not readily

forget the keen interest and pleasure they all seemed to take in their

special departments, the readiness, nay eagerness, with which they

appeared to welcome new ideas and work them out, and the willingness

with which they shared with others the results of their own experience

and research.

One of the most interesting of the many institutions which I visited

was the Clark University at Worcester. It is entirely devoted to

Graduate work, and consists of a group of five departments: 1.

Mathematics; 2. Physics; 3. Chemistry; 4. Biology; 5. Psychology (with

sub-department of Education).

Two or three years’ work at the University and an original thesis are

the requirements for the degree of Doctor of Philosophy.

There is no very clearly marked line between professors and students.

Students are often specialists, and as such asked to give short courses

in their special subjects, and professors and lecturers attend each

other’s courses.

Docents, or those who, having fulfilled certain conditions, desire to

undertake research work, are provided with rooms and apparatus for

their work.

The President, Dr. Stanley Hall, is especially interested in the

department of Education. The following outline of the course is from

the University Calendar:--

“EDUCATION.--This has been made a sub-department of the department

of Psychology, and now offers a course which can be taken as a Minor

for the degree of Doctor of Philosophy. Its work is in the closest

connection with the work in psychology and anthropology, and in part

based on these. The work in this department is intended to meet the

needs of the following classes of men:

“_First._--Those intending to teach some other speciality, but

who wish a general survey of the history, present state, methods,

and recent advances in the field of university, professional, and

technical education.

“_Second._--Those who desire to become professors of pedagogy, or

heads or instructors in normal schools, superintendents, or otherwise

to become experts in the work of education.”

The programme of the Educational Department includes courses upon the

following subjects:

I. (_a_) Child-Study. (_b_) Educational Psychology. (_c_) School

Hygiene.

II. (_a_) Principles of Education. (_b_) History of Education and

Reforms. (_c_) Methods, Devices, Apparatus, etc.

III. (_a_) Organization of Schools in different countries. (_b_)

Typical Schools and Special Foundations. (_c_) Motor Education,

including manual training, physical education, etc. (_d_) Moral

Education. (_e_) Ideals.

IV. Higher Education, including university work, technical education;

training in law, medicine, and theology; recent progress, present

state and prospects of the most advanced education in different

countries, including our own.

The courses in education for 1893-94 are as follows:--

_Dr. G. Stanley Hall’s Courses_:

(_A_) Present status and problems of Higher Education in this country

and Europe. One hour weekly, half a year.

(_B_) Outline of Systematic Pedagogy. One hour weekly, half a year.

8. All provide for dropping unpromising students from the roll.