THE TRAINING OF TEACHERS
IN THE
UNITED STATES OF AMERICA

BY

AMY BLANCHE BRAMWELL, B.Sc.
Late Assistant Mistress at the Ladies’ College, Cheltenham; Lecturer at the
Cambridge Training College for Women Teachers
AND
H. MILLICENT HUGHES
Lecturer on Education and Head of Training Department, University College
South Wales and Monmouthshire

London
SWAN SONNENSCHEIN & CO
NEW YORK: MACMILLAN & CO
1894

Butler & Tanner,
The Selwood Printing Works,
Frome, and London.

PREFACE

In view of the growing interest in secondary education in England, and the important educational problems demanding solution, the Gilchrist Trustees decided, in the early part of 1893, 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 States. The Trustees made their intention widely known, and invited the governing bodies of the various women’s colleges and associations of teachers to submit to them names of persons specially qualified. Out of the list of able and experienced women teachers thus furnished to them, the Trustees, after careful consideration of the qualifications of the numerous candidates, selected the following five: Miss Bramwell, B.Sc., Lecturer at the Cambridge Training College; Miss Burstall, B.A., Mistress at the North London Collegiate School for Girls; Miss Hughes, Lecturer on Education at University College, Cardiff; Miss Page, Head-Mistress of the Skinners’ Company’s School for Girls, Stamford Hill, N.; and Miss Zimmern, Mistress at the High School for Girls, Tunbridge Wells. They were awarded travelling scholarships of one hundred pounds each to enable them to spend two months in the United States in prosecuting their enquiries. The five scholars visited America in the summer of 1893, and submitted to the Trustees carefully prepared Reports, two of which—viz., those by Miss Bramwell and Miss Hughes—are presented to the public in this volume. 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 Kingdom.

R. D. ROBERTS,
Secretary to the Gilchrist Trustees.

Gilchrist Educational Trust,
17, Victoria Street, London, S.W.
1894.

NOTE BY THE AUTHORS

In publishing the following reports, which we are enabled to do through the courtesy and generosity of the Gilchrist Trustees, it may not be altogether out of place to submit a few prefatory remarks. When the five Scholars were appointed to visit American Schools and Colleges in the summer of 1893, it was found advisable, in view of the magnitude of the task, to somewhat divide the responsibility. Three of the number undertook to visit and report upon institutions offering the means of general education, while we desired to especially investigate the provision made in the United States for the Training of Teachers.

As our interests thus lay in one direction, the Trustees further approved of our suggestion that we should travel and work together, and this plan we found most helpful and satisfactory. It will be seen that we have covered exactly the same field, but we have thought it desirable to write separate reports, without mutual consultation, rather than to embody the results of our work in a joint account.

AMY B. BRAMWELL.
H. MILLICENT HUGHES.

CONTENTS

The Training of Teachers in the
United States

GENERAL SKETCH OF THE AMERICAN TOUR

OUR educational quest began in the city of New York, on May 29th, 1893.

Having interviewed the City Superintendent, Mr. J. Jasper, who gave valuable information as to what was most worth seeing in connection with the educational life of the city, we proceeded to the Normal College of the city of New York. The session was just closing, but we were able to see some classes in physical training and cookery, and to gain some insight into the methods employed in other subjects. Two or three days were most profitably spent at the Teachers’ Training College, a sketch of the work of which is given elsewhere. A hasty visit to Columbia College, with its annex for women,—Barnard College,—a still more cursory glance at the University of the city of New York (our information concerning which we were fortunately able to supplement at Chicago), with an afternoon spent at the Press Fair, was all we were able to accomplish at New York. The Press Fair proved to be a most interesting exhibit of specimens of the work in the public schools of New York. The methods of teaching various subjects were set forth, and we were especially struck, as again later at the education exhibit of the World’s Fair, by the apparatus and illustrations made by the children themselves.

The power of “making,” whether of maps (drawn, painted, modelled), models (in clay, putty, paper, wood), pictorial illustrations of lessons (history, geography, literature, natural science, and even mathematics) appears to be much more encouraged in America than in England. We made friends with several of the school children at the Press Fair, who proved most eager and interesting guides, naturally anxious to fully explain what had been sent from their own special schools.

Decoration Day (May 30th), on which New York had a holiday, we determined to spend at Vassar College. A pleasant railway journey up the banks of the Hudson River brought us to the little town of Poughkeepsie, two miles to the east of which is Vassar College. Here we were most cordially received, and spent the day in seeing over the various buildings connected with it, and hearing lectures. This college was founded in 1861 by Mr. Matthew Vassar, who provided the grounds and buildings, together with a sustentation fund of about £50,000. He desired, to use his own words, “to found and perpetuate an institution which should accomplish for young women what our colleges are accomplishing for young men.”

It led the way in opening the advantages of a liberal education to women, and holds a place in the first rank of women’s colleges in America. It is undenominational, but, according to the wish of its founder, daily prayers are held in the chapel, and all classes meet on Sunday for the study of the Scriptures. In order to emphasize the dignity of manual labour, each student is expected to undertake a small share in the household work of the College, at least, at some period of her college career. The ordinary course is for four years leading to the degree of A.B. These four years are known respectively as Freshman, Sophomore, Junior, and Senior. A further course of two years leads to the degree of A.M., and special courses are also provided. There are, moreover, in connection with the college, schools of music and painting, the latter possessing a very fine collection of casts. There is a uniform annual fee of £80 (400 dollars) for board and tuition. The students’ rooms are usually arranged in groups of three sleeping rooms opening on to a common study. Just before our visit the students had given a most successful performance of the “Antigone.”

From New York we went to Philadelphia, where the city superintendent, Dr. Edward Brooks, kindly explained the city system of education. He is keenly alive to the importance of the training of teachers, and ample provision for the same is made in the city. For the training of men teachers, a School of Pedagogy (the scheme for which was drawn up by Dr. Brooks) has lately been opened in connection with the Boys’ Central High School. The Girls’ Normal School has had to serve the double purpose of high school and place of training for women teachers, but Dr. Brooks has long urged the necessity of separating the two, and at this time the new building for the Girls’ High School is being erected. Kindergarten training is also not neglected, and on our first evening in Philadelphia we attended the commencement exercises of Mrs. van Kirk’s Kindergarten Training School, at which the graduates read essays on various educational topics, sang songs and acted a little scene, in which the virtues of the Kindergarten were set forth. The next day we were able to visit the school itself, and we found that, not content with providing the ordinary graduating course, Mrs. van Kirk has arranged for one that is post-graduate.

A delightful visit to the Drexel Institute, which provides for the technical instruction of the city, a glance at one of the largest Friends’ Schools, and an unavailing attempt to see over the James Forten Manual Training School, was all we had time for in Philadelphia.

Ten miles from Philadelphia, on the Pennsylvania railroad, one reaches the Old Welsh settlement of Bryn Mawr, with its college for women, which bears the same name. Several halls and laboratory buildings, standing in fifty acres of ground, make an imposing show. Of all the colleges that we visited, Bryn Mawr appeared the most English, and it needed the sight of a preserved specimen of a wicked-looking snake, which had been killed in the grounds, to convince us that we were really on American soil.

Perhaps the fact that the Professor of Mathematics, Miss Scott, and three of the Fellows have come there from Girton helped to build up the illusion.

It is a college without rules; even attendance at lectures is not compulsory, but as failure to pass at the yearly examinations brings with it a request to withdraw from the college, there is every inducement to attend regularly. The same freedom is extended to the choice of studies. Instead of the four years’ course with the more or less definitely prescribed work for each class which we found at Vassar, Bryn Mawr has adopted the newer plan of the group system, which allows more opportunity for specialization. A distinctive feature of the college is the attention paid to post-graduate work, original research being especially encouraged. The students have adopted caps and gowns, which, however, are only worn within college precincts.

Acting on the suggestion of Dr. Brooks, we determined to visit the two chief normal schools of the state of Pennsylvania—West Chester and Millersville. The little tree-shaded town of West Chester was a pleasant change from the heat of Philadelphia. It is a most distinctively Quaker settlement; even the landlord of the little inn at which we stayed was a Friend, and wished to know if “thee was travelling all by theeself.” The normal school is a little way out, but easily reached by means of the electric cars, which are to be found in even the smallest American towns.

It was interesting to us as the first co-educational normal school that we had seen. The dining and lecture rooms are used in common, but the dormitory accommodation is in two separate wings.

From West Chester we went to the normal school at Millersville, near Lancaster. Returning north through New York, we first stopped at New Haven, Connecticut, a most picturesque place, famous as being the location of Yale College.

Superintendent Curtis most kindly supplied us with information about the State of Connecticut and its normal schools. He also took us to see the Welch Training School in New Haven, which, however, is elsewhere described.

From New Haven we went to Hartford (visiting the normal school of New Britain on the way), and from thence to Willimantic, South Manchester, and Springfield, Massachusetts. At Springfield the Training School, and an interview with Superintendent Balliet, gave ample material for thought. The work carried on by Mr. Balliet in the city strikingly exemplifies what a superintendent may do for the cause of education. Not only does he give weekly lectures on applied psychology and kindred subjects, but he has paid special attention to the elaborating of methods of teaching such subjects as arithmetic and geometry, geography, English language, etc., on which he has published pamphlets, setting forth the results of his thought and experience. It should be noted that, as in America schools when inspected are not judged by results, but by the methods used, and the general teaching efficiency, it comes about that the question of methods holds a more important place in educational thought than in England. More time, therefore, is devoted to their study in normal and training schools, and a superintendent has a wide field of influence in the matter of methods in the city or district over which he presides.

From Springfield the normal school at Westfield was visited, and from thence we went on to Albany to see the State Normal College and City Training School.

Boston offered a wide choice in matters of educational interest.

The Perkins Institute and Kindergarten for the blind well repaid a visit. The former, associated with the name of Laura Bridgman, 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 hearing. Helen Keller was not there at the time of our visit, but we just saw her later at Chicago. When she entered the Institute she, being blind, deaf, and consequently speechless, lived in a state of almost complete isolation, but now, through the careful training of her marvellously acute sense of touch, she can take a very full share in the life of the world. She moves about quite fearlessly, recognising people by a touch of the hand, speaking easily (even sometimes in public), although, of course, those speaking to her must use the hand-language,[1] or let her put her fingers on their lips. She is acquainted with a good deal of the best in literature, and writes most poetically. Indeed, from her letters it is difficult to suppose that she has never seen or heard anything. Her life seems a very happy one in spite of all, and she makes friends everywhere. Annie Thomas was at the Institute, however, at the time of our visit. She, like Helen Keller, has only the sense of touch by means of which to gain knowledge of the world, but she too has learned to talk, write, sew, etc. She acted as guide to us over the building, leading us from room to room, and drawing our attention to various things, including specimens of her own work. Younger than Helen Keller, she is very fond of dressing dolls, and felt our dresses all over, to try to get new ideas in dressmaking. She appears to have a good memory, and can recognise people after a long lapse of time by just touching their hands. We asked her through her teacher if she remembered the visit of an Englishman, who some years before had been there and had given her a little ring; she remembered at once, and talked about him. In the Kindergarten we saw two other such children—Willie Robin and Tommy Stringer. The first, a little girl, is a pretty child, and seemingly very intelligent. It was wonderful to see all the little blind children playing Kindergarten games, but when this child came forward and joined in playing cat and mouse, with an evident keen sense of the fun, and even sang the songs with the others, finding out what was being sung by touching the throat of the child next to her, we realized what education had done for her. The little boy, Tommy Stringer (who was admitted mainly through the efforts of Helen Keller, who, having heard of him, did not rest until she had secured his admission), is only at the beginning of his training, and cannot yet do much. Of course the first work of establishing a system of communication with these children is the most arduous, and patient indeed must be the teachers who devote themselves to it.

Several times we crossed the river Charles to Cambridge, for no visit to America would have been complete without some time spent in seeing the leading University of the country. It seemed curious to find that women were still excluded from the lectures, although in the Women’s Annex they are allowed to work as if for a degree. 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 women. Indeed, it really appears that the eastern States of America are behind England in the matter of offering equal educational advantages to men and women. There are, of course, the great Women’s Colleges of Bryn Mawr, Wellesley, Vassar and Smith, which offer splendid opportunities for work, but their courses lead to degrees which are for women only, and which will, for that reason alone, never be considered as of such importance as those which are also granted to men.

The Harvard Annex for Women has been opened at Fay House, Cambridge. Professors and lecturers from the University give their lectures over again at the Annex for the benefit of the women students, who can thus go through the course for a degree, which, however, they may not receive, having to be content with a certificate. We were able to be there on Class Day, on which the students invite their friends to an “at home” in honour of the women graduates. At first all assembled in the library to listen to appropriate speeches, then they dispersed into the lecture rooms to talk to their friends, an arrangement which gave the English visitors opportunity to meet the various professors and lecturers. The women’s Class Day, however, fades into insignificance by the side of the men’s, which is the gala day of Cambridge. The morning is devoted to speeches by the students and professors, and in the afternoon and evening the seniors (those who graduate) have the opportunity of giving teas and “spreads,” to which they invite their friends. On the Tree of Liberty is hung the famous wreath, the flowers of which are scrambled for at a given signal, and dancing and other entertainments bring the day to a close. Commencement Day, at which the actual degrees are conferred, is held some days later.

From Boston we visited another famous college for women—Wellesley, which takes rank and is conducted on similar lines to those of Vassar and Bryn Mawr. It is quite out in the country, and has beautiful buildings and grounds of its own.

The Institute of Technology well repaid a visit. It is a most imposing institution, every opportunity being afforded in it for work of all kinds, chiefly, it is true, for scientific work (the laboratories and various departments being most splendidly equipped with apparatus), but almost any subject can be studied there. There are special courses arranged for those who are actually engaged in teaching. We also visited the Boston Normal and Rice Training School, Normal Art School, and the Latin High School. From Boston, we went to see the State Normal Schools at Framingham, Bridgewater Providence (Rhode Island), and the other Training Schools at Fall River and Pawtucket.

The fame of the Quincy Schools, near Boston, attracted us thither, and we spent a delightful morning listening to lessons in the primary and grammar grades of one of the best. It was of course a mixed school, and every class had a large room to itself with a continuous blackboard, all round the walls, of which constant use was made either by teacher or scholars. These blackboards are an essential part of school-room furniture in America, and without them a great deal of the teaching could not be carried on. The teacher begins at one end of the board facing the class, and can work right along the side of the room, thus being able to leave all her drawings, etc., unerased during the lesson. She can also send any or all of the children to the blackboard at once to work sums, write or draw. It was at Quincy that Colonel Parker (now at Cook County Normal School) began his work as school superintendent, and through him the Quincy methods of teaching attained an almost world-wide fame.

The little town of Milton, a few miles out of Boston, among the Blue Mountains, was also a place of interest. We there visited the Milton Academy, an endowed school, chartered as far back as 1798, and opened in 1807. It is a school for boys and girls, although there is only a boarding-house for boys. The Academy much resembles an English High School, in that it provides education for children between the ages of eight and eighteen, and has an upper and lower school. It is really a preparatory school for Harvard, the courses in the upper school being determined by the requirements for the Harvard entrance examination.

We asked the head-master as to the practical working of co-education in a school of that kind. He appeared to believe in it, and gave us an excellent opportunity of learning how the boys and girls themselves regarded it. The upper school had to write for ten minutes on some given subject, and on this morning the one announced was “co-education.” We were afterwards allowed to look at the papers, and were very much interested by them. About half the pupils expressed no definite opinion at all—many saying that as they had never been to a school on any other plan, they could not judge of the relative merits of mixed or separate schools. The rest, however, had fully made up their minds, some for and some against. Those who defended the system did so on the grounds of the higher standard of work resulting from the rivalry between the boys and girls, and of the good influence each had on the other—the girls making the boys gentler, while the boys’ admiration of courage tended to render the girls braver. The objections brought against it were, however, almost more interesting. Several boys objected, because they said they had to work harder than in schools for boys only, while some of the girls who did not want to take the Harvard entrance examination disliked the course of study rendered necessary by it, and would have preferred to take other subjects. According to one boy, “girls have so much more time than boys (not playing so many games), and therefore can easily get their lessons perfect”; and another bewailed the fact that when optional extra work was given out by the teacher, “the girls always did it, and so got more marks.” A more valid objection, perhaps, was that the school had no reputation for athletics, or outdoor games, as the girls took no interest in them. How far this was really true in this particular case, we could not judge; but wherever we went, we were struck with the fact that American girls do not play or get enough exercise in the open air. This dislike to outdoor exercise and fondness for hot rooms (their rooms are kept ten to fifteen degrees higher in temperature than we consider healthy in England) are probably the chief causes of the delicacy and excitability of American women.

One day was spent at Concord, so long the home of Emerson, Hawthorne and Thoreau, where one realized as never before what their lives and writings have meant as educating influences in America. The life of Concord seems to be in the past, and it appears as if quietly awaiting the return of those great presences which made it famous. The house once occupied by the Alcotts is now in the possession of Commissioner Harris, of Washington (Head of the Bureau of Education), who spends a part of each year there. The Concord schools are good, and a new scheme, by which all children within a radius of ten miles are collected in conveyances and brought in to school, has just been adopted. This plan does away with the necessity for district schools, which are rarely efficient.

From Boston we started westward, and first stopped at Syracuse. This is the seat of a Co-educational University, placed on the top of the highest hill, the view from which is very fine. Besides the ordinary departments, it has one for music and one for painting, which have both been carefully organized. There is also an observatory.

By way of Oswego, Niagara and Detroit, we reached Ann Arbor, the seat of the Michigan State University, which is the centre of the life of the town. It is co-educational and non-residential, the students boarding with the people of the place. It appeared that nearly every house took in students, usually only to lodge, but other houses opened their doors at meal times, 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 meals.

The University has many departments, including those of law, medicine and dentistry. Two graduates of the last were Englishwomen, who are now practising in Chicago.

We were fortunate enough to arrive there in time for Commencement Day, when we saw several hundred students receive degrees. They went up on to the platform in batches of twenty or thirty at a time, and were then handed their diplomas. Neither the graduates nor the professors wore any academic dress. Just below the platform, tables were arranged which were covered with bunches and baskets of flowers and presents. These were placed there by the friends of the students, and each bore the name of the one for whom it was intended. At one point in the ceremony these were handed round. An address is usually given by some well-known speaker—this year by Dr. Charles Warner.

This University is the crown of the Michigan State system of education, and its advantages are equally open to men and to women. All connected with it seemed to approve of its being co-educational. Great freedom is allowed to all students, but he or she who will not work, and wastes time and opportunities, has to leave. Graduation time is also that chosen for the meeting together of old students of the University. The students who graduate together are known as the “class” of the year in which they take their degrees—such as the “class of 1870,” or of “1890.” The members of the various classes try to keep in touch with each other all their lives, and like to meet at the University at Commencement time. Several classes, in some of which the members were all grey-headed, had thus met together to talk over old times.

From Ann Arbor we went to see a Summer School, at Benton Harbour, a watering-place on Lake Michigan. The school was mostly attended by teachers from the country, who wished to use part of their holidays in preparing for one of the Teachers’ State Examinations.

Here we spent the “glorious fourth,” being roused by fireworks at three in the morning, and obliged to tread the streets most carefully by day to avoid stepping on the fire-crackers which lay about everywhere.

Crossing the lake by steamer (a three or four hours’ passage, in which we were quite out of sight of land), we reached Chicago. There we stayed at the new University, which, of course, was not then in session. The dormitories were let out to those who came for the Educational Congresses. Our first sight of it was not inspiriting, for we arrived at night, and the half-finished buildings, placed at intervals on what must at no distant date have been a swamp, looked cheerless and forlorn. Things looked better in the morning sunshine; and we then found that there was every promise of its being a large and handsome University. It is co-educational, like Michigan, and has, moreover, three women on the staff—one as Dean, one as Assistant-Professor of English, and one as Lecturer in Spanish. It is residential, some of the dormitories being built for women and some for men.

The World’s Fair was held in the parks adjoining the University. It would take too long to describe, but one building must be mentioned—that of the Liberal Arts, the top floor of which was entirely given up to educational exhibits. Nearly every country was represented, from Japan—which really appears to be far advanced in the making of teaching apparatus—to the exhibit of our own London School Board, which was exceedingly well arranged, and attracted much attention. The United States had naturally the lion’s share of the space—each State having a section allotted to it. In each section places were given to the Universities, Normal Schools, Public and Private Schools, and other Institutions. Specimens of work, exercise books, apparatus, were all shown. Several States had taken great pains to make the exhibit complete. Some had collected valuable statistics and placed them on revolving screens, some had published pamphlets describing certain branches of educational work in the State; and some greatly heightened the value of the exhibits by placing some one in charge who was competent to explain them. Some exhibits were, of course, much more valuable than others—the States of Indiana, Massachusetts, Minnesota and New York appeared perhaps the most complete.

From these exhibits, and especially from those in charge of them, we learned much, and were able to supplement the knowledge we had gained by visiting the various schools.

Two Educational Congresses were held, the first under the Women’s Branch of the World Congress Auxiliary, began on July 17th, and the other, held under the charge of the National Educational Association, began on July 23rd.

Under each there were many sections, those for the first being Higher Education, University Extension, College and University Students, College Fraternities, Kindergarten Manual and Art Education, Social Settlements, Chautauquean Education, Stenography, Teaching of the Deaf and of the Blind.

For the second: Higher, Secondary, Elementary and Kindergarten Education, School Supervision, Training of Teachers’ Art, Vocal Music, Technological, Industrial and Manual Business and Physical Education, Rational Psychology and Experimental Psychology in Education. On the whole the Congresses were disappointing, with perhaps the exception of that on Experimental Psychology; but the people we met there were so interesting as to quite make up for any loss in the Congresses themselves.

All our spare time we spent at the Cook County Normal Summer School, Colonel Parker having given us free passes to all lectures. There we met teachers from all parts of the States and from Canada.

We also visited the University Settlement in one of the poorest parts of Chicago. It is known as Hull House, and is conducted on much the same lines as Toynbee Hall.

From Chicago we went to Chautauqua, the huge encampment by the side of Lake Chautauqua, in New York State. Here for several months in the year people gather (no longer in log huts, but in hotels and boarding-houses erected for the purpose) to attend the summer school, or the religious meetings, or simply to enjoy the social life and popular lectures, concerts, etc., which make the time pass quickly for them. Not only, however, in the summer does Chautauqua exercise its influence. An elaborate system of reading circles and education by correspondence has been established, and connects one summer meeting with another. It does educational work among those who are reached in no other way, and its influence is felt not only throughout the States and America generally, but even in Europe and far Japan.

We returned to New York through Ithaca, where we stopped to see Cornell University. A University Summer School was being held, and we were able to attend some lectures, and interviewed one or two professors.

A breakdown of the train by which we were to leave Ithaca delayed our journey, so we arrived in New York too late to see any more institutions, and sailed from thence feeling sad at the thought that such a delightful tour was ended; but glad, too, at the remembrance of the many friends we had made, and feeling that America would be no more to us a land of strangers.

Millicent Hughes.

REPORT I
By Amy Blanche Bramwell, B.Sc.

IN making my report of observations in one department of the Educational System of the United States, I am anxious to point out, at the very outset, that the nature of that System (its complexity, its many modifications, and the vast extent it covers) renders the work of drawing general conclusions from the data supplied by the observations of one person a task of extreme difficulty. The difficulty is further increased by the fact that my personal observations were limited to the North-Eastern States of Massachusetts, Connecticut, Rhode Island, New York, Pennsylvania, Michigan, and Illinois. These States, although covering only a small portion of the whole field of observation, differ so greatly as regards conditions and organization that they exhibit results widely opposed, and furnish facts from which it is not easy to generalize.

I had, however, 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 Fair, and by attending the Educational Congresses held in Chicago in July, 1893. The meetings held during the Educational Congress were, in themselves, disappointing. Nevertheless they enabled me to meet educationalists and teachers of all kinds from all parts of the United States, and to learn, by personal interviews, facts which it would have been impossible to gain by merely visiting educational institutions. I found throughout my visit that personal interviews were an important means of supplementing the observation of work actually done in the schools. In some departments, the most valuable information I gained was acquired in this way, this being especially true in connection with the Training of Secondary Teachers in the Eastern States, where the subject, although widely discussed, is only just beginning to have any practical outcome.

In reporting on the Training of Teachers in the United States, I have chiefly confined myself to the work done in:—

i. State Normal Schools.

ii. City Normal and Training Schools.

iii. Departments of Pedagogy in Universities and Colleges.

It will be seen that I make constant references to methods of Science taught in the training schools, and adopted in their connected model schools. This is due to the fact that my observations were made with especial regard to that branch of training. I have not reported on the training of Kindergarten teachers, for although the question of Kindergarten instruction is one of great interest and importance at present in America, I had little opportunity of seeing and judging the methods employed in the preparation of teachers in that department.

I wish to record my grateful thanks to those who so readily helped me in my work; and to express my appreciation of the great kindness and hospitality shown everywhere throughout my visit. I should also like to take this opportunity of thanking the Gilchrist Trustees, through whose liberality I have been enabled to gain much that will be very valuable to myself, and possibly something that may be of interest or help to other teachers.

STATE NORMAL SCHOOLS.

The State Normal Schools are schools supported wholly by a particular State, to provide trained teachers for the public schools of that State. They are under the management of State Boards of Education, which determine the length of the Normal School Course, and arrange the studies. Much discretionary power is, however, given to the principals or presidents of the respective schools. Instruction is usually free to those who pledge themselves to teach in the State, and, as a further inducement, students attending non-resident schools are allowed to come in by train at reduced fares, or lodge and board in houses near the school at a very low rate. Students of resident schools have rooms and board in the school building, or in separate smaller halls, or “dormitories,” at a rate of 150-180 dollars a year. To very needy students the State makes extra grants. Most of the Normal Schools are co-educational institutions; but a few admit only women. In the co-educational schools, the men and women have classes and meals in common, and reside in different parts of one building, or in adjacent buildings. It is a noticeable fact, however, that in most of the co-educational Normal Schools the women students outnumber the men. 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 Massachusetts, Connecticut, and New York, which devote themselves more strictly to professional training, i.e. to pedagogical instruction and teaching practice. Having enquired as to the cause of the greater number of women students, I was told it was due to the fact that teaching, as a profession, offers few attractions to men in the United States, 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 college. Such an explanation seems to be corroborated by the relative numbers of men and women teachers in many of the States. In Massachusetts, the number of teachers is 10,965, and of these only 992 are men. In Illinois, there are 23,033 teachers in the Common Schools, and among them only 7,091 men. In New York, of the 32,161 teachers in the State schools, 26,869 are women.

The first Normal Schools were established in Massachusetts in 1839. The particular needs which these early schools were intended to satisfy, and their early aims, have influenced the courses of instruction and lines of work of most of the Normal Schools since established, whether in Massachusetts, or in other States. The purpose of the early schools at Lexington and Barre was to provide more competent teachers for the lower grades of schools, and their course of training embraced:—

i. The subjects of an ordinary school curriculum, known as “academic studies,” as distinguished from pedagogical or “professional studies.”

ii. Instruction in the Art of Teaching and Governing.

iii. Practice in Teaching in the Common Schools.

The standard of admission to these early Normal Schools was low, and at that time, opportunities for any thorough study outside universities were few, especially in the case of women. Accordingly their theory of training gave the greatest importance to “a careful review of the branches of knowledge required to be taught in schools.” The first business of a Normal School was said, by Horace Mann, to consist “in reviewing, and thoroughly and critically mastering the rudiments of elementary branches of knowledge.” And although conditions have changed much since 1839, most of the Normal Schools of the United States still pursue the lines of work adopted by Massachusetts. Standards of admission have been raised, courses of study have been correspondingly extended, but the Normal Schools, with a few exceptions, still remain more or less efficient schools for the teaching of ordinary subjects, and devote half the course, and in many cases even more, to academic work. It is thus a distinctive feature of Normal School work to pursue school subjects side by side with professional, or pedagogical subjects. But there seems a general tendency to emphasize the academic part, at the expense of the professional. Examples of the courses of study for Massachusetts and New York, two of the foremost of the Eastern States in educational matters, will indicate this.

Normal Schools of Massachusetts.

Two Years’ Course:
Arithmetic, Algebra, Geometry.
Book-keeping.
Physics, Astronomy, Chemistry.
Physiology, Botany, Zoology, Geology.
Mineralogy, Geography.
Language, Reading, Orthography.
Etymology, Grammar, Rhetoric.
Literature, Composition.
Penmanship, Drawing, Vocal Music.
Gymnastics.
Psychology, Science of Education, Art of Teaching.
School Organization, History of Education.
Civil Polity of Massachusetts and of the United States, History and School Laws of Massachusetts.

Four Years’ Course:
Subjects required in the Two Years’ Course, with the addition of:—
Advanced Algebra and Geometry, Trigonometry, Surveying.
Advanced Chemistry, Physics and Botany.
Drawing, English Literature, General History.
Latin, French, German or Greek.

The order of studies, and the relative lengths of time spent on academic and professional studies, is determined by the president of the school. In the Bridgewater School, pedagogical subjects are not studied systematically until the fourth term or semester, for those who take the Two Years’ Course, and the seventh semester, for those who take the Four Years’ Course. Thus with the exception of a single semester, and a few hours of the first semester given to an introduction of psychology, the whole of the two years or four years is devoted to school subjects. In the Westfield School, the last half-year of the Two Years’ Course is devoted to pedagogical subjects, and the additional work of the Four Years’ Course is entirely academic.

The studies prescribed for the Normal Schools of New York State are in three courses:

i. The English Course, comprising the usual English subjects, Mathematics and Science. This occupies three years.

ii. The Classical Course, comprising more advanced English subjects, Mathematics and Science, with Latin and Greek, or German and French. This occupies four years.

iii. The Scientific Course, including all subjects of the English Course, with two years’ study of two of the languages, Latin and Greek, French, German.

The order of subjects, and relative times devoted to academic and professional studies, is approximately the same for all the Normal Schools of New York State. Taking the schools of Oswego and Oneonta as examples, we find:—

Three Years’ Course: Psychology, philosophy, history of education and methods of teaching various subjects, taken up for the first half of the third year, and sometimes made to extend into the second half of the same year.

Four Years’ Course: The same work, chiefly done in the first half of the fourth year.

It is maintained by some, that all the Normal School work is professional, 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 children, and so to make the lessons model lessons. I was present at some excellent lessons of this kind: a geography lesson and a history lesson in the Bridgewater Normal School. But for the most part the needs of the Normal School pupils themselves, and not the needs of imaginary future school children, have to be considered, and the Normal School lessons or “recitations” resolve themselves into ordinary school lessons. Even if we assume, however, that this is not the case, and that great skill is shown on the part of the Normal School teacher, may not such a plan of teaching “Methods” be dangerous, in that it encourages imitation and rigidity. Such appears to me to be the tendency of the generally adopted plan, of giving professional training in “Methods,” by actual lessons in the various subjects given by the Normal School teacher; 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 children, or her fellow-students in that subject and section of a subject which has just been presented to her by the Normal School teacher. 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 teach, it is absolutely necessary that each student should change her standpoint, and review the various branches of knowledge as a teacher, rather than as a pupil. This, it is argued, is secured by such a plan of teaching “Methods.” As a third motive, it is held that direct teaching of ordinary school subjects is necessary before beginning pedagogical instruction, on account of the inadequate and unequal preparation which the future teachers bring to their work. It seems to me that both these necessities might be obviated by more rigid requirements for admission to Normal Schools. The well-equipped High Schools can do the academic work of the Normal Schools with less effort than can the Normal Schools themselves; and were the standards of admission such as to necessitate a thoroughly sound preliminary knowledge in common school subjects, might not the Normal School students be found more capable of themselves reviewing old facts from a new standpoint, and the schools have more time and opportunity to carry out other means of training?

Academic Studies.

It is a marked feature in the academic work of Normal Schools that great importance is given to the teaching of science. Here, as in American Schools in general, a large place in the curriculum is given to what is known as “nature study.” Extensive laboratories, for the different branches of science, are fitted up in most of the schools; books, microscopes, physical, chemical and biological apparatus, specimens for observation and dissection, are supplied free to students; outdoor work is organized, weather-charts are kept daily, and students are encouraged to use the school workshops for making simple physical apparatus for their own use. In all the schools great stress is laid upon practical work by each individual student. The following list shows the number of lesson-hours given to science at the Normal School, Bridgewater, Massachusetts.

Two Years’ Course:
1st year.		1st term	12 hours per week.
		2nd ”	7 ” ”
2nd year.		1st term	6 ” ”
		2nd ”	5 ” ”
Four Years’ Course:
1st year.		1st term	2 ” ”
		2nd ”	10 ” ”
2nd year.		1st term	7 ” ”
		2nd ”	2 ” ”
3rd year.		1st term	4 ” ”
		2nd ”	8 ” ”
4th year.		1st term	8 ” ”
		2nd ”	4 ” ”

The school, which numbers 274 pupils, has five laboratories—viz., chemical, physical, physiological and zoological, geological and industrial, and the equipment of these, and the care with which students kept daily records of laboratory work, were its special features. The chemical laboratory is in two sections: one for elementary, and one for advanced students, and between these is a teachers’ laboratory. The students’ daily records of work are carefully examined by the teacher, and much use is made, by both teachers and students, of the continuous wall slate round the class-rooms and laboratories. Physiology is taught by aid of the skeleton and life-size models, also by the dissection of lower animals, and microscopical examination of tissues. The methods and means adopted for geology and geography teaching at Bridgewater seemed to be particularly good. In the school museum were duplicate collections of rocks and minerals, classified on various bases; and in addition to these, the school possessed two sets of trays of working specimens, one set containing labelled typical class specimens, and the other containing unlabelled specimens for identification by students. Books, giving printed directions for work, interleaved with blank sheets for observations, notes and drawings, were provided for all students. I heard two excellent lessons in geography at this school. One on the Slopes of the United States was well worked out with the students in sand, great care being taken by the teacher to state and compare actual distances, so that the relief-map should not convey an impression of false proportion. The other was a lesson in map-drawing from memory. All students had places at the slate round the room, and two minutes were given to draw the outline of a map previously prepared. Then one minute was given for the drawing of a particularly difficult isolated part of the outline. When this was done, a correct map was uncovered, and students were required to correct their own drawings. After the drawings had been individually criticised by the teacher, faults were generalized, and help was given.

The special features of the science work at the Normal School, Willimantic, Connecticut, is the emphasis placed on manual training, and its practical connection with all science teaching. All students, men and women, are required to invent, or make with their own hands, simple apparatus for teaching the elementary facts of physics. I saw students in the workshops, making relief-maps and models for their lessons. One was constructing a very simple model of a water-wheel, to illustrate lessons on the conservation of energy; another was making a relief-map of paper pulp, on a ground of blue-painted wood.

In this school the students do not, as a rule, follow stated text-books in science. Wide reading is encouraged, and there is an excellent library of standard text-books and works of reference. There is also a model library of children’s literature for the students’ use, and an exhibition of the latest devices for “busy-work.” “Busy-work” is the work done alone by one section of a class, while the other is being directly taught by the teacher. All sorts of occupations are devised by the clever teacher for impressing facts already learnt, and the “busy-work” hour is frequently employed in cutting out outline maps, sorting beads, counting beans, etc. The object of the exhibition of “busy-work” at Willimantic is to encourage examination and criticism of such devices with regard to their educational value. The figures representing the amount granted to this Normal School last year, for “busy-work” exhibits, library books, text-books, periodicals, etc., were kindly given to me by the Principal, and I note them here, as an illustration of the readiness of New England States to furnish school supplies and apparatus. A few details of expenditure for the past year, which was by no means an exceptional year, are:

Text-books and School Supplies for Normal and Model School		1,500 dollars.
Library		500 ”
Periodicals		60 ”
		——
Total amount,		2,060 ”
		====

Thus more than £450 was spent in one year for library materials, in a school numbering less than 150. The abundant supply of apparatus and books for the teaching of science, and the importance given to practical work, are a marked feature in all the schools. At the Albany Normal School for teachers in higher grades and colleges, the students spend most of their free afternoons in making physical apparatus for their own future use. The laboratory here is well equipped, and the work is done with great care, accuracy and finish. I saw a home-made tangent galvanometer, and a Wheatstone’s bridge in constant use for somewhat fine measurements.

At the Normal School, Worcester, Massachusetts, plant study receives special attention. This is not technical botany as usually understood, but is rather a daily observation and record of plant surroundings, the practical study of all stages of plant-life. A feature of the study is the daily exhibit, made by the pupils in turn, of some plant in bud, leaf, flower or fruit, with its common and scientific name, and the place where it was gathered. Directories furnishing information respecting the localities of trees and plants in the neighbourhood are made in the school, and dates of their times of blossoming are noted from year to year on special blank sheets provided for the purpose. Moreover, collections of the woods of different trees, and of leaves of trees growing within the county are made. Work of this kind is usually done in the free hours for independent study, which each student has several times during the day. Practical gardening is also systematically done in free time.

The lessons in science, unless actual laboratory lessons, are usually given in the form of “recitations.” A “recitation” is a lesson in which certain parts of a subject, specially prepared beforehand, are contributed by the pupils. The teacher asks questions and explains difficulties, and generally connects the facts brought forward; but the material of the lesson is wholly supplied by the pupils. This way of working out a subject has at least two distinct advantages over our own method of lesson-giving, in which the chief work devolves upon the teacher. By the recitation method the pupils are taught how to use books, how to gather from many sources material for their recitation. They also learn to rely on their own efforts in class-time, and to be alert in thought and speech. The disadvantages of the plan, however, seem even more apparent. Where one text-book is chiefly used in a subject, or even where several books are referred to, there is a distinct tendency to “recite” in the words of the book. Several times I heard lessons in which such “recitations” were accepted by the teacher. This method, moreover, seems likely to lead to too great a dependence on text-books, and too constant a reference to books, on points where thought and reflection might be better guides. It also encourages digression in class, and a resulting slowness in getting through the subject matter, unless the teacher be very skilful in conducting the “recitation.” The constant raising of points by the students, at all parts of the discussion, leads sometimes to waste of time by debating on questions of merely individual opinion. Such results point to the difficulty of conducting an ordinary recitation. Great skill and much experience are needed, before such a lesson can be made completely satisfactory, and many are the teachers’ temptations to omit careful preparation. As a method to be used constantly, and in all subjects, it seems open to many objections, and to show but few advantages. As resorted to occasionally, and by skilful teachers, and as particularly adapted to subjects such as geography or history, the “recitation” may be made a valuable means of training.

The tendency to bookishness and slavery to word-forms, which may seem to be encouraged by the recitation method of teaching science in the Normal Schools, is opposed by a greater tendency to emphasize the concrete, to refer in all science teaching directly to the objects themselves, to use laboratory methods wherever possible. Observation and experiment are essentially the methods of many of the American science teachers, and no pains are spared to illustrate all facts and principles by an appeal to the senses. As a result, much of the science teaching is excellent. On the other hand, there seems a possible danger of pursuing these excellent methods too far, of appealing to the senses alone, at stages of development in the child when reason and reflection might be appealed to and trusted, and of generally emphasizing the value of observation at the expense of neglecting the reflective faculties. In the excellent Outlines of Laboratory Work, used by some of the Normal Schools, the danger is to some degree recognised by Questions for Thought and Reference being placed at the end of each lesson-scheme. Assuming, however, that the questions are followed out carefully by the students, it may still be doubted whether this is the best method of arousing thought.

Another feature of the science teaching in the Normal Schools is the taking up of many branches of science. Chemistry, physics, astronomy, geology, mineralogy, zoology, botany, physiology, are studied by all. In order that students may be able to take up all these, the plan usually adopted is to concentrate attention on one science for a short time, and then to pass on to other sciences, until five or six have been taken. It is seldom that even one branch of science is allowed to run through a whole course of two years. The division of science studies for the Normal School at New Britain, Connecticut, where the science work is most carefully done, will illustrate this point.

First Year:
Chemistry		5 recitations a week for 13 weeks.
Physiology		5 ” ” ” 13 ”
Physics		4 ” ” ” 40 ”
Physical Geography		4 ” ” ” 4 ”
Second Year:
Physics		4 recitations a week for 13 weeks.
Botany		5 ” ” ” 10 ”
Geology		4 ” ” ” 5 ”
Biology & Zoology		4 ” ” ” 10 ”

When it is remembered that no preliminary science is required for admission to the Normal Schools, and that many of the entering students have not done any work in the subject at all, it seems impossible that any very thorough knowledge can be secured in a course of five, ten, or even thirteen weeks. It may be possible for the student to obtain and verify a few scientific facts during a short course such as this; but there is no time or opportunity to realize the extent or bearing of the subject in hand, or to study it adequately in a scientific way. To allow a beginner to feel he has completed a course in geology, botany, or any other science in thirteen weeks is to encourage superficiality, to arouse in him a feeling of satisfaction and attainment, and surely nothing can be more opposed to the true spirit of science. In the New Britain School, physics is carried through fifty-three of the eighty weeks in the Two Years’ Course; and this seems a good plan, even if, during some part of the time, only two or three hours a week can be given to it. When one science, or possibly two, are chiefly taken up, and others considered merely accessory to the main subject of study, a more adequate knowledge of science and scientific method can be gained, especially if the sciences taken up are such as botany, and physics, which illustrate respectively different methods of scientific research.

It may be maintained that the Normal School students must be prepared for their future work in the Primary and Grammar Schools, in most of which the elements of several sciences are taught. This, of course, must be remembered. Nevertheless, 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 others, while a superficial study of the elements of many sciences is fatal to the proper estimation of facts in any one of them.

Professional Work.

The purely professional work of the Normal State Schools consists of:

(a) Instruction in the theory of education and its application.

(b) Actual practice in teaching, under the guidance of experienced teachers.

(c) Theory of education.

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 completed. School methods are sometimes taught in connection with academic subjects in the early part of the course; but such instruction, coming, as it does, before any principles of the science of education have been considered, or any practical experience has been gained, must be purely empirical. At the Normal School, Millersville, Pennsylvania, school management is taken during the first year, and applied psychology (as distinguished from empirical methods), history of education, and school teaching, are required during the second year. If the student takes up a further scientific or post-graduate course, additional professional studies are required—viz., psychology and the philosophy of education, ethics, logic, and professional reading. In the Westchester Normal School, Pennsylvania, no professional work is taken up until the second year. Then psychology is studied, and history of education; and methods and school practice are taken. The additional pedagogical studies for the advanced courses are the same as at Millersville. At the Normal School, Bridgewater, Massachusetts, the students, after having studied the elements of psychology, during their first semester, leave all technical studies until the fourth semester, when they take up simultaneously, study of the body, study of the mind, principles of education and methods, school organization, school government, history of school laws of Massachusetts. A fifth semester, when it can be given, is devoted entirely to professional work and actual teaching. At the Normal School, New Britain, Connecticut, psychology is given four times a week during most of the two years’ course. Text-books are not used except for reference. No pure psychology is studied, but school subjects are taken up one by one, and their facts and methods of treatment are used to illustrate psychological principles. The history of education is studied side by side with this applied psychology; but not much time is given to this subject in class. The lives and works of the chief educators only are taken, and private reading is much encouraged as accessory to the class work. At the Normal School, Willimantic, Connecticut, psychology is studied one hour a day throughout the last year, and is treated almost entirely from the physiological standpoint. No special text-book is used, but Spencer and Darwin are recommended for reference. The history of education is not taken up systematically in class, but the work and influence of modern educators, such as Arnold, Thring, and Horace Mann, are thoroughly discussed. At the Normal School, Worcester, Massachusetts, class work in psychology is taken almost daily throughout the whole course. The value attributed to the subject, and the unique way in which it is studied, together with other points distinctive of the professional work, give to the Worcester School a foremost place among New England Normal Schools. The method adopted for its study is one which entirely leaves the beaten track of ordinary text-books. It does not, in the earlier stages, trouble the student with the divisions and generalities of pure psychology, but rather fixes his attention solely on the child, and seeks to gain from actual observation and individual and combined experience laws which shall be valuable aids in teaching. “The principal requests the students to observe the conduct of children in all circumstances—at home, at school, in the street, at work, at play, in conversation with one another and with adults, and record what they see and hear as soon as circumstances will permit.” The work thus suggested has been organized as a definite part of the school course, and although optional, is usually taken up by all students. It is intended, not to supplant, but to supplement later systematic instruction in psychology, and is taken up, not for the sake of the facts gained, which may or may not be of intrinsic worth, but for the value of the process of such observation to the teacher. In order to help forward the systematic study of children, a scheme of work is drawn up. Records are to be made whenever convenient, and for these records blank sheets of six different colours are provided. The colours are a means of roughly classifying the records into six groups, thus:

(i.) Facts of personal observation.

(ii.) Facts related by others, together with names of recorder and observer.

(iii.) Personal reminiscences of childhood.

(iv.) Facts gained from books.

(v.) Observations on exceptional or defective children.

(vi.) Continuous observations.

Each record must contain the date of the observation, the observer’s name, age, and post-office address, as well as the name or initials of the child observed, its age, sex, nationality. There must be also a statement of the length of time which has elapsed between the observation and the record. These records are preserved and catalogued under such heads as knowledge, imagination, feeling. Special attention is being directed to the subject of child language, and pupils and old students are supplied with small indexed books for records in this particular department. 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 kindergarten. The students merely watch the class, the teaching being entirely in the hands of two experienced kindergartners. As the class exists for the acknowledged purpose of experiment, tuition is free, and the teachers in charge have full liberty to follow any course they wish. When I saw the school, a long series of daily experiments were being made, with a view to finding out whether, when left perfectly free, the boys secured places next to girls by preference.

Much time is given to “Methods” in all the Normal Schools. Besides the so-called “Methods” taught by means of academic studies, the subject is usually taken up again in connection with applied psychology. The school subjects, treated one by one in detail, are used to illustrate principles of education, while much reference is made at every stage to the personal experience of teacher and students. Many different plans are adopted in teaching “Methods.” At the Normal School, Westchester, I heard a lesson which was in the form of a modified “recitation.” A certain point had been chosen for discussion. The students had prepared the subject beforehand, and some had written short essays, which they read in turn. Afterwards the whole class was questioned by the teacher. As new ideas were brought forward, they were noted on the blackboard by the students who supplied them, until a complete sketch was made. A discussion on “Noise in Class” was carried on somewhat in the same way. At Westfield, Massachusetts, the lessons on “Didactics” are carried out on a similar plan, the students being called upon in turn to furnish certain parts of the subject, and to build up a sketch on the blackboard.

At the Normal School, Albany, methods are taught thus:—With each of three terms of psychology, certain subjects are chosen for consideration. A syllabus of work in a certain subject is given in by each student. It is carefully discussed in class. Then parts of the detailed syllabus are taken in order, methods of dealing with any particular part discussed, and one method decided upon as best. For the next day, all the students prepare a lesson on the part selected, and any one of them may be called upon to give it to his or her fellow-students. Then follows criticism by teacher and students. The plan of requiring all students to consider detailed methods in all subjects seems not to be altogether a good one. It assumes a knowledge of all the subjects of study on the part of all students, a condition only attainable at the price of superficiality. Even where a general knowledge of subjects can be relied upon, details in method cannot do other than encourage empiricism, in cases where the knowledge of the subject matter is not thorough and complete. It would seem better, especially in the case of training institutions like that at Albany, designed to give purely professional training to teachers of higher grades, to encourage more specialization, and to allow all students some choice of method subjects, so that dead forms of method might be made as few as possible. The system of giving detailed methods to all stimulates, too, a tendency to rigid forms of lesson-giving, and somewhat encourages the idea that there is only one good arrangement of subject matter for a particular lesson, and one good way of giving it. This is, I think, a danger of all method-teaching; but it is much intensified where methods are discussed in great detail.

The actual methods taught in the Normal Schools, and followed out in the connected Model Schools, vary so much as regards both principles and details, that it is almost impossible to report on them as a whole. It is a feature of many of the Normal Schools to cling to old methods, and lines of work of twenty, thirty or forty years ago; while, on the other hand, a few of the Normal Schools I saw—those of Connecticut, the Oswego Normal School, and Colonel Parker’s School, at Englewood, Chicago—seem to be leaders in a campaign which is beginning to revolutionize “Methods” in America.

The educational principle which is effecting this reform is the connection or correlation of studies, a theory the most fully expressed and applied at the Cook County Normal School, Illinois. As a result of this theory, the hard and fast lines between the so-called subjects of study are being broken down. Reading is taught in all the grades through nature study, history and literature; e.g., natural objects studied by the children in different grades, or poems in the selected literature for the year, serve as subjects for reading lessons. The children are encouraged to express their ideas orally on these subjects, and the teacher writes their statements on the blackboard, and takes care that the statement is really the expression of an idea in the child’s mind. When various sentences, given by the children, have been connected and arranged, the class reads from the board, and afterwards from printed or type-written copies of what has been written. Thus the children make their own reading books, and need no ordinary reading primers. This method, as adapted to the earliest stages of reading, necessarily implies the learning of script before printed characters, also the learning of words and sentences as wholes, and their necessary association with the thought which they express. So, too, writing and drawing, as modes of expressing thought, are taught in close connection with all other subjects. At New Britain, the teacher of drawing in the Model School is present at all literature lessons, and children are encouraged to illustrate their literature by drawings or paintings. In papers on the “Spontaneous Drawings of Children,” read at the Chicago Educational Conference by Professor Earl Barnes, of Leland Stanford University, California, he showed how much of this illustrative work of children was being used by himself and others in the cause of experimental psychology.

At the Model School connected with the Oswego Normal School, natural history is made the central subject, and reading, writing, and drawing are made to bear upon it. The natural history course, including both plants and animals, is most carefully planned to suit the seasons of the year. As each plant or animal is studied, it is drawn by the children, stories are told about it, the children write about it, read about it, and make it a general object of study for some time. The work is carefully graded for different ages, but the subject or topic of study is the same throughout the school at the same time.

At the Cook County Normal School, Illinois, all the teaching is made to group itself round three subjects—science, geography, history; and these subjects are made to include everything forming the environment of the child. The study of form and number, instead of being followed as separate subjects in themselves, are considered merely as means of studying these three comprehensive subjects—as modes of thinking in fact. Hearing, observing, and reading are regarded as different ways of gaining ideas, and as such, silent reading is encouraged, and many devices are used for helping the child to get quickly and clearly the ideas from the printed or written page. Writing, music, modelling, painting, drawing, speaking, are considered as means of expressing ideas about objects studied—the act of expression making the ideas clearer. Thus, number or arithmetic is taught, not, as is usual, by means of problems specially made and arranged in books of arithmetical examples; but in close connection with any class subject. I heard part of a course of excellent laboratory lessons in Science, given to Summer School Students at this school, and as the methods employed were those of the ordinary Normal School Course, I may mention them here. At the end of each lesson the teacher used the numerical results obtained by individual students, and worked them into arithmetical problems. For example, the subjects used for successive number lessons were as follows:

Conductivity of heat in metals.

Expansion of metals by heat.

Determination of boiling-point of fresh and salt water.

Such a treatment of subjects is a strong protest against routine work and rigid method. It allows great scope to the teacher by concentrating attention on the child and its needs, rather than on the artificial divisions into so-called subjects, and their methods. On the other hand, it puts great responsibility upon the teacher, and taxes his skill to the utmost. There are many difficulties in adopting the plan, one of the chief being the construction of the school time-table. In any case, the practical application of such a system can only be partial, until all teachers are enthusiasts and experts; but the lines of work seem to be true lines, and may be suggestive of much that shall reform some of our own old methods.

Practice in Teaching.

It is usual for each Normal School to have attached to it a Model School, which serves the double purpose of model and practising school for students. The head of the Model School and her assistants are experienced teachers, known as the critic teachers, and to the care and supervision of these the students are submitted during their training in practical teaching. All the Normal Schools I saw had such a Model School except the one at Providence, Rhode Island.

The amount of time actually devoted to teaching by each student is different in different States, and the plans by which the required amount is secured for all vary in the different schools.

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 Course; but students generally do more than this. At Westchester, Pennsylvania, the students go into the Model School in sections of six each morning after 10.30. A new section is chiefly engaged in observing the children, and hearing lessons given by the critic teachers or other students. Later, the students teach, but always under supervision. The subject matter of their lessons is definitely mapped out for them by the critic teacher, and they discuss with her the best ways of treating it. There are no written notes of lessons, and no public criticism of lessons, either by teachers or students. Each week, meetings of teachers and students are held, for the purpose of taking up any points noted during the students’ work of the week. These are really talks supplementary to the ordinary method lectures. At Millersville, Pennsylvania, each student gives two or three lessons every day for a year. She teaches in different grades, and takes lessons in different subjects, and has also practice in managing simultaneously several divisions of one class.

At the Oswego Normal School, under the regulations of the New York State, the student is in the schools only twenty weeks, but during this time she has much responsibility. She spends ten weeks in a primary or elementary grade, and ten weeks in a more advanced grade, and during the whole time is practically responsible for her class. Each afternoon, after the school is dismissed, the teaching class remains for an hour to discuss any points of difficulty with the Head of the Model School.

At Willimantic, Connecticut, the teaching class spends its first four weeks in general observation of children, and hearing lessons. Then each student is placed under the supervision of one special critic teacher, and she continues some of the courses of work already begun by the critic teacher. At least four weeks are spent by each student in every grade in the school, first in observing, then in teaching under the criticism of the class teacher.

The Model School at New Britain, Connecticut, is preserved strictly as a Model School. After observing teacher and class for some time, the student usually gives one trial lesson in the school, but there is no systematic teaching by the student. For the actual independent practice, the student must go to a practising school outside New Britain, and be entirely responsible for a class for four months. At the large practising school in connection with the New Britain Normal School, at South Manchester, I saw students dealing with the actual difficulties of discipline and class-management. Each student was in charge of a large class with different divisions or grades. There were four responsible, experienced teachers for reference in cases of emergency, and for criticism; but each student had her own class, and the school of 700 children was practically managed by students. Such is the general plan of practice-work in the Normal Schools.

Much care is given to the Model Schools. The class-rooms are supplied with all necessary apparatus, and they are bright and airy, and well supplied with flowers and children’s books. It is quite customary in some of the schools to give short periods in school hours for private reading, or to allow one child to read to the other children while they are doing some kind of mechanical work. Much importance is laid upon the observation of the teaching in Model Schools. It is possible, however, that this is insisted on too early in the course; indeed, the hearing of lessons is usually the students’ first work in the school. It would be much more profitable, and there would be less danger of blind imitation, if the student had herself previously gained experience in teaching. As it is, the danger of imitation, and one-sided and narrow lines of teaching is increased by the fact that one student is chiefly under the supervision of one teacher.

At the Worcester Normal School there is no Model or practising School, but the students teach in the public schools of the city. For the first six months of her last year at the Normal School, the student acts as an apprentice or pupil-teacher, serving in at least three grades during this time. Each teacher has the direction of only one student, who may be left in sole charge of the class for hours or days. One day in the week the apprentice-student attends the Normal School, where she shows her class diary for the week, and discusses any difficulties that may have arisen. On that day, too, she takes part in the “Platform Exercises” of the Normal School—viz., exercises in which students speak, read or draw, on the platform, in presence of the whole school. The apprentice-students usually give an account to their fellow-students of anything interesting or helpful in their practical work of the past week.

Examinations.

At the end of the Normal School Course, State examinations are held in most of the States. In Pennsylvania each school examines its own students, who, when they have satisfactorily completed the required course of study, and passed the final examination, receive a certificate, and are said “to graduate.” After graduation, they are recommended to the State Examiner, who awards a State-Teaching Certificate valid for two years. At the end of this period, 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 taught, and also a certificate from his own school board. He is then entitled to teach in his own State for life. The Normal School students of Connecticut are submitted to State Examination, but in Massachusetts no outside examination is required. Students who work satisfactorily through the course, and pass the final examination, “graduate” at the discretion of the President, or according to results of an examination set by the School Board of the city. The State examination of teachers and most of the final examinations of the Normal Schools are usually in academic subjects only. It is not attempted to test by actual examination the degree of skill in teaching or governing.

Supply of Teachers.

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 training, statistics are apt to be misleading, because, in many cases, Normal Students do not take the entire course or “graduate.” Out of 372 students enrolled at New Britain in 1889-1890, only 77 completed the entire course; in 1890-1891, only 61 out of 401 graduated; and in 1891-1892, out of 444 students, only 91 were graduates. For 1888-1889 Framingham shows 30 graduates out of 205 present in the school; Salem shows 129 out of 292; and Bridgewater, 69 out of 232. In all these schools the courses are two, three or four years, and if all the students completed the course, the number of graduates each year would be ½, ⅓, or ¼ respectively of the number of students enrolled. The Report of School Commissioners for 1888-1889 shows that among 75,529 teachers in the Common Schools of Massachusetts, Rhode Island, Connecticut, New York, New Jersey and Pennsylvania, there were only 1,461 students who completed the Normal School Course in these States. In all the States, arrangements are made for teachers who do not go through the Normal Schools. Certificates of license to teach in the State for a shorter or longer time are granted according to results of the State Certificate Examination. A third-grade certificate, entitling its owner to teach for a short time, may be exchanged for a second-grade certificate, when further proficiency is shown by re-examination. So a second-grade certificate may be exchanged for a life-certificate in many of the States. It should be borne in mind that these examinations are only in school subjects.

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 “Education at some respectable college of good standing,” shows that the necessity for the professional training of teachers for higher or secondary schools is not at present fully recognised. Until the last few years, no Institution especially devoted to the training of secondary teachers existed in the eastern States, 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 Schools. At Worcester and Bridgewater, College and University graduates may take the pedagogical course as special students, and so prepare for teaching in the higher schools. At the Indiana and Illinois Normal Schools, and in other places, there are courses of study chiefly or entirely professional, for college or university graduates, if such present themselves. At Albany, too, where the standard of admission is high, many of the students prepare for work in the secondary schools. On the whole, however, the number of special students preparing for higher work in the Normal Schools is very small. In 1891-1892, the Southern Illinois Normal University had only six special students, the Terre-Haute Normal School, Indiana, only four; and we find in the eastern States generally that the Normal Schools take very little part in the training of secondary teachers. For the most part Normal School students are found only in the lower grades of public schools; and college graduates, even though untrained, are preferred as teachers in High Schools, good private schools and academies.

The reason for this is probably to be found in the nature of the Normal School itself. It, perhaps more than any other educational institution in America, has adhered to its old traditions. It was designed to train teachers for the lower grades of Elementary Schools, and in the early days was prepared to accept the only material at hand—would-be teachers, many of whom possessed few intellectual qualifications, and almost all were inadequately prepared for training. But with rising standards of work, and increased facilities for good preliminary preparation, 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 Teaching. In one or two cases only is the standard of college graduation insisted upon, and in many cases the admission standard is lower than that required to complete the course in a city High School. Hence it results that most of the teaching in High Schools and academies is given into the hands of professionally untrained teachers—college graduates, whose scholarship can be relied upon, but who have no previous technical training, rather than to trained teachers, whose knowledge of the actual subject matter of studies may or may not be thorough. The choice, open to heads of Secondary Schools when appointing assistants, is, moreover, not between good scholarship and good training. Without adequate preparation the training must be inadequate, and in many cases cramping and injurious. On the other hand, 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 way.

CITY NORMAL AND TRAINING SCHOOLS.

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—viz., the absolute distinction, as regards jurisdiction, between schools outside the limits of a town or city, under the supervision of a State Board and State Superintendent, and schools within the city radius, and under the supervision of a Town or City Superintendent. In educational matters, the city areas are completely exempt from State control. Their schools and training schools are managed by local authorities, and supplied for the most part by local funds. Hence it follows that City Normal and Training Schools show even greater diversity of methods and arrangement than is found in State Normal Schools, for their lines of work and efficiency are entirely dependent upon the respective City Boards of Education. One effect of local school administration is distinctly undesirable. The appointment of the principal of the school by the Educational Board, and the election of that Board by local vote, produces, in many cities, a tendency to display, in order to cull popular favour. The “graduation exercises,” yearly public ceremonies, held in connection with almost all American schools and colleges, consist, in the case of training schools, of various kinds of students’ and children’s exercises, to which the public are invited. Much valuable time is taken by the students in preparing essays to be read and lessons to be given in public; and in some cases the student or teacher conducts an examination of her class in the presence of parents and friends. Several such public exercises I heard, but in all cases it was evident that true results of training, or honest results of teaching, were not demonstrated. The endeavour to impress the audience, besides involving great waste of time, seems likely to create an unconscious dishonesty on the part of teachers, students, and children.

City Normal Schools.

The City Normal Schools are the local training schools, maintained by the larger cities for the preparation of their own teachers.

They require as conditions of admission:—

i. Residence in the city.

ii. Satisfactory completion of the high schools course of the city.

iii. Statement of intention to teach in the schools of the city.

To all those who satisfy these conditions, and are eighteen years of age or more, instruction is free, and completion of the professional course entitles the student to become a teacher in any of the Common Schools of the city.

The City Normal Schools of New York and Philadelphia combine the functions of Normal and High Schools, admitting students who do not intend to become teachers to their academic studies, without requiring of them any professional study or practice in teaching. 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 cities.

At the Normal College of the city of New York there are two separate courses of work:—

i. An academic or classical course of five years.

ii. A normal or training course of four years, with an optional extra year for specializing in any branch of manual training.

In the normal course, two full years are given to the study of school subjects only. In the third year two hours a week, in the first half of the fourth year six hours a week, and in the last half of the fourth year three hours a week, are given to the study of pedagogy. At the beginning of the fourth year, the Normal students enter the training or practice department connected with the school, and every third week hear and give lessons, and take part in criticisms and discussions on teaching. At the same time, they attend lectures and recitations in English, Latin, modern languages, natural science, drawing and music, chiefly with a view to gaining an insight into the methods of those subjects. The college had in December, 1892, 1,868 students, of whom 460 had belonged to the training department during the year—i.e., had observed and actually taught in the training or practising school. As large numbers are engaged in observing and teaching in one practising school, much individual practice in the actual work of teaching is impossible; for although the students are divided into groups for the school work, the groups are necessarily large. It has been found necessary for ninety-two students to be in the practising school at one time, a number too large to allow of much actual teaching being done by any individual student. Only a small part of the twelve hours spent weekly by each student in the practising school is given to teaching. The remaining time is given to hearing lessons and observing children.

I noticed a similar need for more practical work in the Philadelphia Normal School. Here, as in the New York Normal College, much purely academic work is done, and very little importance is given to actual school-room practice. Students are divided into six sections, each group containing about fifty. A whole division goes into the practising school at one time, and stays there for two weeks only. The remaining thirty-eight weeks of the last school year are entirely devoted to the study of pedagogical subjects, psychological methods and drawing. Kindergarten work is compulsory to all during the last year. The two weeks which each student spends in the schools are chiefly employed in hearing lessons, and observing children and teachers. Only two days in the whole course are spent in actual teaching. This arrangement of work and distribution of time in the Philadelphia Normal School is seen by the city school authorities to be far from satisfactory, and a scheme has been made out for a thorough revision of the course. The present school, which is inadequate for purposes of training, is to be made into a public High School for girls, and a new Normal School is to be built, in which three years are to be devoted to academic, and two years to professional work; but the two parts are to be kept entirely distinct. The training course is to consist of elementary and advanced sections, and much more time is to be given to actual teaching.

The examinations of the City Normal Schools are usually conducted by the faculties of the schools, under the supervision of sub-committees of the Board of Public Education of the city. In the Philadelphia School, a certificate is awarded by a “Committee on the Qualification of Teachers” for a general average of 85 per cent. on two examinations.

i. In academical subjects, at end of three years.

ii. In professional subjects, at the end of four years.

An average of 85 per cent. on the teaching in the school of practice is also required. Two certificates are awarded for lower averages of marks on work of the course, viz.:

An “Assistant’s Certificate” for average of 70 per cent., and a “Trial Certificate” for less than an average of 70 per cent. on work in the school of practice. Such a “Trial Certificate” is for one year only. If, at the end of that time, the teaching shall be reported as satisfactory by the Superintendent of the Schools, the “Trial Certificate” may be exchanged for an “Assistant’s Certificate.”

City Training Schools.

The City Training Schools are purely professional institutions. They admit only graduates of High Schools of the city, and give them a course of one or two years in theory and practice of teaching. The amount of time given to theory varies a good deal in the different cities. Practice in teaching is usually gained in a practising school well equipped with good teachers, who help and guide the students in their work. In some instances, however, students gain their experience by teaching under supervision, in the schools of the city.

Emphasis of the practical side of the teacher’s work seems to be a good feature of the training schools generally. In all the City Training Schools which I visited much opportunity was given for actual teaching, and for practically dealing with the problems of discipline and organization in the school-room. Such opportunities are multiplied by the system of substitute service, which seems to be organized in most of the cities of the United States. Students of the training schools, during the latter part of their course, are registered on a substitute list, and may be called to supply the place of teachers temporarily absent from the Common Schools. Responsibility taken for a week, or even a day, is excellent training for future teachers, and in cases where permanent vacancies occur the student who has shown herself capable in such an emergency is often appointed to the post.

Among the largest and most successful of the City Training Schools is the Boston Normal and Rice Training School. This, although a City Normal School by name, differs in many respects from the City Normal Schools of New York and Philadelphia. Its work is strictly professional, and seems to correspond rather with the Training Schools of other cities than with those known as Normal Schools. The Rice Training School offers an ordinary course of two years, and an advanced course for further professional work. The practising school in the same building gives the opportunity to the students of teaching and observing children, and beyond this the “Supervisors of Public Instruction” in the city have made arrangements for allowing the students to watch and teach in some of the best Primary and Grammar Schools of Boston. Completion of the Boston High School course, or college graduation, exempts from the entrance examination of the school.

Theoretical instruction in pedagogical subjects is given in the morning, teaching in the practising school occupies the afternoon hours. Psychology is taken almost every day throughout the course. Theory of the kindergarten is studied in the second term, and logic in the third. The history of education is also taken in outline.

“Methods” of subjects are taught in great detail, and on the same lines as in the State Normal Schools—viz., by means of lessons in the various subjects given to the students themselves. I heard a very interesting lesson in methods of arithmetic. A class of twenty girls were, by very skilful questioning, made to thoroughly discuss the process of simple addition, and also the methods of teaching children to realize numbers greater than ten. I heard, too, very skilful teaching in methods of English—viz., a literature lesson, and a first lesson in English composition. In the literature lesson, the teacher first reminded her pupils of the various poems and prose selections studied during the term. After having given short explanations, she read selections from other authors. Then the students were asked if these new selections reminded them of any parts in the poems already studied, and when the suggested parts had been quoted, the class was set to discover whether the similarity was in the subject matter, the underlying thought or the mode of expression. Many suggestions were given by the class, and much interest was aroused. The lesson was a most helpful illustration of how a teacher should stimulate her class, and how she should use her materials for the purpose of training. The study of methods of training occupies a prominent place in the curriculum of the school, and includes special work in illustrative drawing on the blackboard in connection with the teaching of geography, and the drawing of plants and animals. As part of the course on gymnastics, each student, besides studying the theory and doing daily drill, must act for one term as leader and teacher of drill, and must criticise drill lessons.

Practical work in the schools is arranged for each term. In the first half-year, the students’ work in the training school consists chiefly in observing methods of teaching, and hearing lessons, under the guidance of the critic teacher. She does not begin to teach in the school until the second term, two weeks of which she spends in a primary grade, and two weeks in a higher or grammar grade. In the third term she spends eight weeks in the schools, and in the fourth term four weeks. It is usual for each student, while in the schools, to give two or three lessons every day, under the supervision of the class teacher with whom she is placed. The teacher criticises and suggests in all cases. In the advanced course, students take up a further study of the principles of education. They also study the history of education, give more time to actual teaching in the schools, and act as substitutes in the city schools.

In addition to the Boston Training School, there are fourteen city training schools in the State of Massachusetts. In all these the time of training is fixed from one to two years; admission is by the High School graduation certificate, or an equivalent entrance examination, and is only at fixed annual times; a school is attached for practice, and the teacher at its head conducts the training class.

At the Springfield Training School the course may be extended to two years. A little academic work is done in science during the first term. Methods are treated of by means of lectures and discussions, and these, with organized observation of children and a few criticism lessons, constitute the practical work from September until Christmas. At Christmas, systematic psychology begins, and also teaching in the schools for one hour a day. The subjects of the lessons are chosen by the critic teacher, and the teaching is in all cases under supervision. At Easter the student begins to teach three hours a day, and occasionally has to give lessons in public. These, however, are not considered as test-lessons. Certificates to teach in the schools of the city are granted on the results of an examination, held by the City Board of Education each year.

At Newhaven, Connecticut, the City Training School has more than thirty students. The course is a year in length, the first half of which is devoted entirely to theoretical subjects, and the last half to teaching. Here, as at the Worcester Normal School, I found students being introduced to methods of psychological experimentation, more especially in the senses of sight and hearing. It is interesting to notice that these are special lines of research in the psychological laboratory of Yale University. I saw the records of several students who had been finding the average voice pitch of thirty children. The tendency in all the psychological teaching here was to make the subject really experimental, and the results those of actual observation. The history of education is not taught by means of set lectures, but topics are announced from time to time, with references for the students’ reading. After the class has collected facts on a certain subject, the teacher supplements the facts already given by selections from other books, and references to other parts of the subject. In treating the history of education in each country, general chronological order is followed, and the facts of each period are studied under four heads:

Religion, social and political movements; extent of education; character of education; methods of education.

The school has a good library for the students’ use, and also one for the children of the practising school. Students give one criticism lesson during the first half-year, and for this they write elaborate notes under fixed headings prepared by the head of the department, and the other students hand in, after the lesson, elaborate criticisms done in a similar way. Blank schedules with printed headings, such as the following, are given to students to fill up before giving the lesson:

I noticed in schedules which had been thus filled up by students that the notes supplied under the heading of “Method” consisted entirely of proposed questions of the teacher, and assumed answers by the children. Such an item in the prepared plan of a lesson seemed to me unadvisable, and in many cases useless. Even if the prepared questions were asked by the teacher, the answers would not always be the ones assumed, and the lesson would be stiff, unnatural, and wanting in spontaneity. Broad lines of questioning might be indicated in the schedule, rather than the actual questions to be given. This would result in much more natural methods of questioning. The outline for criticism given to other students is according to the following plan:

The suggestion of these points for criticism indicates a very complete and thorough analysis of a lesson. Such an elaborate form of criticism, if employed occasionally, seems to me good in encouraging a habit of mental analysis in those who hear the lesson. It may be useful, too, as a guide to those unaccustomed to criticising exercises, and may be helpful in impressing the fact that a lesson is a very complex thing, difficult to give, and far reaching in its results. The constant use of rigid forms, however, either for preparation of lessons, or for their criticism, is to be deprecated as stultifying, and as not adapted to all lessons and all occasions. It is probable that in many cases valuable criticisms might be given which would not come under any of the formal headings, even though the schedule were as complete as possible. For the last five months the students work entirely under the direction of teachers of the practising school. Plans of work and lesson-subjects are discussed with the teacher, and when the lessons are over, private criticisms only are given. Each student learns to make her own maps, charts and pictures, which she takes with her when she leaves the school.

At the end of the course of training, an elaborate report of the student’s work and standing is issued as regards her standards; enthusiasm; force; manner; language; writing; questioning; power of illustration; originality; interest; thoroughness; control.

A certificate qualifying to teach in the schools of the city is given to those who complete the training course satisfactorily, and who gain an average of 70 per cent. on examinations at the end of the year.

At Pawtucket, I saw a training school of from seven to nine students, with an excellent model and practising school attached. The course lasts for one and a half years. For a whole year, the class has instruction in theoretical subjects in the mornings, with observation of children and some lesson-giving in the afternoon. The last six months are spent by the students in the actual charge of children. Each student works under a Model School teacher, and for one week during the half-year has sole charge and responsibility of the class.

City Training Classes.

Closely allied to the work of the Training Schools is that done by City Training Classes. These are usually found in the smaller towns or cities of the various States. The general features of the Training Classes are the same as those of the City Training Schools. The differences are mainly:

(1) No special model or practising school is attached, but the students gain their experience by teaching classes in city or town schools.

(2) The work of training is carried out, not by a specially appointed person, as in the Training Schools, but by the Superintendent of Schools of the district, who holds classes in professional subjects, and arranges and criticises the work of the students.

The members of the Training Classes, while under the general guidance of the heads of the schools, where they act as assistants, are helped and instructed in methods of teaching various subjects by the Town Supervisors of Instruction, appointed for those special subjects. The appointment of supervisors in drawing, singing, reading, etc., whose sole work is to visit the schools and conduct and examine classes, gives unity to the methods in the various schools of a town, and affords much practical help to the student-teachers in the various schools.

At Quincy, Massachusetts, there is a training class of thirty students. The pupil teachers act as assistants in the schools, receiving no compensation, except the guidance of experienced teachers, and theoretical instruction from the superintendent. They usually teach in several grades during the year, but those who show special aptitude or wish to teach in any particular grade are allowed an alternative of remaining in that grade. At the Coddington school, one of the training schools for the Quincy Training Classes, I heard very good lessons given in reading, phonics, number, English and geography. A reading lesson, given to ten or twelve children about seven years old, was to teach one new word, “Flag.” The class stood around the teacher at one part of the wall slate. After carefully revising many of the words learnt in previous lessons, the teacher drew a flag on the board. Then she wrote the word as a whole, underneath the drawing. Then she told a short story about a flag, wrote the word in different coloured chalks, wrote sentences involving only known words and the new word “flag.” When the children could read these sentences easily, they were made to pick out the word “flag.” Some were allowed to erase the word, some to write it again. Every possible device was used in the lesson to associate the complete written expression with the spoken word and the idea. At the end of twenty minutes, when the association was complete, the new word “flag” was written among the list of known words, kept constantly on the board, and the children were sent to their seats. I noticed in all the reading lessons in which words and sentences were taught as wholes, that clever teachers constantly used the device of erasing the word or sentence to be taught. This, when skilfully done, secures concentration of attention on each word, by allowing the children only a limited time to note its general shape, before being required to represent it on the board or slate. The constant erasure and repeated re-writing of a word ensure repeated short acts of intense attention on the part of the children, and so help greatly in the learning of the new word. A lesson in “number” or arithmetic, given to the same class, was devoted to problems in addition, subtraction, multiplication and division of numbers below ten. Many devices were used for interesting the class. The children were sent to work at different parts of the wall slate, and were encouraged to contribute problems for the class. The general use of the wall slate is seen to be of great advantage, especially in such lessons as these. By means of it, supervision of individual work is very easy, and corrections can be made valuable to the whole class.

The Training Classes of the State of New York show more uniformity of courses and methods than those of many of the other States. This is due to their organization by the State Superintendent, who issues regulations and a definite course of study. The course is a short one, from ten to thirteen weeks. Two hours each day is given to instruction. Methods in reading, spelling, number, language and primary geography are studied, and observation and criticism of lessons is a definite part of the work. Actual teaching is done wherever possible; but this is not a requisite. The time given to each subject is apportioned somewhat on the same principles as in the Normal Schools—viz., one subject is followed up for a very short time, another is taken up in the same way, and then another. On this plan, only a few days can be given to some subjects. The syllabus of work for 1889 gives four days to laws of mental development, seventeen days to school economy, ten days to the history of education, and four days to school law. Other set times are given to Methods. Such a course, lasting for a very short time, and including so many subjects, cannot but be inadequate and superficial when used as the only means of training. The experience gained in such a way is not sufficient in itself to qualify for responsible work in a town school. 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 elsewhere, before taking responsible work in that city. In many instances, students are urged to take Normal School courses as well.

It may indeed be stated generally, that the work of Training Classes is to supplement a longer and more thorough course in training, rather than to train. Training Classes, for the most part, provide practice under supervision for those who have already gained some insight into the science of education and methods of teaching, but the small amount of time given to other sides of training prevents their work being at all adequate as the sole preparation for teachers. Training Classes exist, and will exist, to meet the needs of those would-be teachers who, in small towns, where there is neither Normal nor Training School, cannot afford to leave their homes to prepare for their work. The urgent demand for trained teachers for all the Common Schools has resulted in the establishment of many institutions, which, while fulfilling a present need, are existing under conditions which must prohibit work of the best kind. Among such institutions we must enrol the City Training Classes.

It is a noticeable fact, that in both Training Schools and Training Classes, the beginners usually practise first in the lowest grades. It is considered easier to teach little children than older ones, and less dangerous to the pupils. Indeed, the heads of many schools, far from adopting the theory that the primary teaching should be in the hands of the most skilled and efficient teachers, give their youngest classes into the care of those disqualified to teach in higher grades, on account of lack of knowledge, or want of skill. It may be urged in support of the plan of allowing teachers unqualified for other grades of teaching to become teachers in the primary schools, that the knowledge actually used in the teaching of little children is much less than that needed for work with elder children, and that certain devices for keeping children quiet, and for interesting them, can be followed empirically by the unskilful teacher. But this argument, instead of sanctioning the practice so commonly adopted, would serve to show that it is in the lower grades that bad teaching can remain undetected, and results, rather than means, made criteria of success. Much of the growth of the child-mind, in its early stages, depends on the teacher’s width of interest, a width only secured by a thorough knowledge of the subjects taught, and a broad range of subjects. This breadth of interest not only influences the class, but reacts on the teacher; for teachers of young children, having little necessity to make constant intellectual efforts, stand in great danger of becoming intellectually narrowed.

Partly as a result of the fact that most of the students in Normal and City Training Schools are prepared for work as primary teachers, and that others who hope eventually to teach in higher grades must first gain their experience in primary grades, we find that much more attention is given to primary methods than to methods of the Grammar School. This is true not only in Practising Schools and Model Schools, but elsewhere.

Therefore, the most rapid progress in American Education has been connected with elementary teaching. The present movement to reform the curriculum and methods of the Grammar School is only of recent development.

UNIVERSITY DEPARTMENTS OF PEDAGOGY.

The pedagogical courses connected with the Universities of the United States differ so much in organization and scope, and in the nature of their connection with the University, that it is impossible to consider them under one comprehensive title, unless the exact meaning of the term “University Department” be defined. In the present case, the title “University Department of Pedagogy” is used to include all higher courses of study in philosophy, psychology, history, science or art of education established by Universities or Colleges of high standing, in definite recognition of the fact that the work of secondary teaching requires distinct and special professional or technical preparation, beyond a sound general education. Such instruction may be given in connection with Chairs of Pedagogy by series of lectures on science and art of teaching, theory and practice of teaching, etc., or it may be so complete as to constitute a school of pedagogy in itself, thoroughly organized and equipped to carry out professional training in all its branches. Pedagogical study may be a so-called “elective”—viz., one of the subjects chosen by the student to count towards his degree, or it may be a course for post-graduates only. It may consist merely of courses in special pedagogy or “methods,” by the various professors of different subjects in a University, or it may be chiefly the study of education from a scientific standpoint, as in Clark University, Massachusetts, where experimental and physiological psychology is pursued, not with the view of meeting the needs of intending teachers, but of offering opportunities of thorough study to scientific experts, whose results may be of great value to education in general. The number of Universities or Colleges in the United States which report pedagogical courses of some kind is 114. In many of these, however, the work is mostly of the Normal School type, with a view to prepare for teaching in the Grammar Schools of the State, and the certificate of proficiency given on completion of the course is not such as to entitle the work to be called “Higher Instruction in the Theory and Art of Teaching.” Leaving such departments out of consideration, as not belonging to the field of higher education, the departments of pedagogy in connection with Universities may, for convenience, be considered under two heads:

1. Those in connection with State Universities.

2. Those connected with other endowed Universities or Colleges of high standing.

Departments of State Universities.

State Universities, founded in accordance with the resolution, “Schools and the means of education shall for ever be encouraged,” have naturally been looked up to as the institutions more fitted than any other to supply higher instruction in the science and art of teaching. The first was established as the result of the Ordinance of 1787, by which two townships of land were appropriated from the North-West Territory for the support of a State University. Since then, twenty-eight States of the Union have set apart funds, derived from the sale of State lands, for the founding and endowing of institutions for higher education. These universities, gradually increasing in number and influence, and spreading from their origin in Ohio both west and east, are dependent for the most part for their students upon the city High Schools and other secondary schools; and the efficiency of their work depends greatly upon the efficiency of the preparatory work done in these schools. It is, therefore, to the interest of the State Universities to secure that the secondary schools are well equipped and well taught, and from this point of view one of the distinctive lines of work of a State University should be the professional preparation of secondary teachers. The University of Michigan, at Ann Arbor, was the first State University to recognise the necessity of this work. In 1879 it established a Chair to give instruction in science and art of teaching, and since then, Training and Normal departments, or courses in pedagogy, have been established in the State Universities of Colorado, Illinois, Iowa, Missouri, Nevada, N. Dakota, Ohio, Washington and others.

In some Universities the work of training is entirely given over to the pedagogical department and the professor of pedagogy. In some, there are no purely professional departments, but “Teachers’ Courses” are organized in various subjects of the college curriculum. These courses are given by college professors of the various subjects, and deal with the different methods of treating the subject. In some State Universities, however, training is provided both in pedagogical departments and “Teachers’ Courses”; and good work in both is required before a student can gain a “Teacher’s Diploma.” Where the two parts of the work are maintained harmoniously together, they must greatly strengthen each other, and advantages must accrue both to the students and to the work of training generally. In such a case the scientific, but more or less theoretical instruction of the professedly pedagogical department of the University is supplemented by the practical instruction, which is the result of the experience of experts in the respective subjects. The discussion of “methods” in any subject, with a specialist, who is constantly teaching that subject, must be most valuable to the future teacher, and especially so when the specialist can illustrate his methods by actual class work, and the learner is himself somewhat of a specialist. The existence of these double lines of work is also important, where it occurs, as illustrating unity of opinion among the presidents and professors of colleges as regards the needs and means of training of secondary teachers. Thus it will help on the cause of secondary training generally.

One of those State Universities which recognise these two distinctive branches of professional training is the University of Michigan, at Ann Arbor. Work in both departments has been required in order to gain a “Teacher’s Diploma,” ever since the pedagogical course was arranged in 1879. The student must have completed three courses offered by the professor of pedagogy—one a practical course in the art of teaching and governing, school hygiene, school law, etc.; one a theoretical and critical course on the principles of teaching or applied psychology; and one other course which may be either:

History of education, ancient and mediæval.
History of education, modern, or,
School Management.

He must also have taken a “Teacher’s Course” in connection with one of the subjects in the college curriculum—work which implies not only extra professional instruction in methods by the college professor, but also a special examination in the subject matter of study. Beyond the courses of study already enumerated as belonging to the Department of Science and Art of Teaching in the Michigan University, there is one on the comparative study of educational systems, and a section for seminary work. This seminary work, taken up in pedagogy, as in other subjects, only towards the completion of the course, is very much on the lines of the German “Seminar.” It is work of research and discussion, done with the help of the educational library. Special points are taken up by the students and worked out. The teacher guides the work and reading, and generally conducts the Seminary. As regards the time devoted to different parts of the pedagogical curriculum, four hours a week are given to each of the courses on the art of teaching and the principles of teaching, three hours a week to each of the history courses and those on school supervision, and two hours a week to the other optional subjects. The required course may be taken among the graduate or post-graduate studies. “Teachers’ Diplomas” are presented on graduation, provided the prescribed course has been taken. A “Teachers’ Certificate” given by the Faculty, on the gaining of degree and diploma, qualifies to teach in any school of the State.

At the State University, Illinois, the course in pedagogy is work which counts towards a degree. It is placed among one of the major or principal subjects of the “restricted electives,” that is, one of six subjects, each occupying six terms, two subjects of which must be chosen by the student for graduation work. Pedagogy is suggested as part of the work of the third and fourth year in the classical course, and when taken up for a third and fourth year, after any ordinary “Two Years’ Course,” it constitutes a course in philosophy and pedagogy. The different branches of pedagogy taken up in this way are:

Educational psychology, hygiene, philosophy of education, history of education, school supervision.

The “Pedagogical Seminary” is open only to students who have taken two other pedagogical courses. Psychology, school hygiene, and school supervision, constitute full courses for a term—the rest are half courses. In connection with the Philosophical Department is a course of lectures and laboratory work in experimental psychology. Apparatus has been purchased and considerably used in making psychological experiments.

In the University of Missouri there are two distinct courses, elementary and advanced. The elementary course corresponds very much to a Normal School course. The subjects for the first year’s study are chiefly English, algebra, physiology, zoology, botany, physical geography, rhetoric. In the second year, pedagogics, including applied psychology, history and school organization, are taken up with history, literature, physics, chemistry and civil government. Drawing and elocution are required subjects during all but one term of the course. The certificate at the end of the elementary course qualifies the holder to teach for two years in any public school of the State. The advanced course leads on to the degree of bachelor of pedagogics. The required work in this department may be taken by students who are preparing for degrees in other courses, or by those who have already a degree conferred by this or any approved University. The graduate students may, by selecting four of the offered subjects, and devoting five hours a week to the pedagogical work, complete the course in one year. Others, take certain prescribed courses, and certain optional courses in pedagogics, during the third and fourth years of their ordinary graduate work. The degree entitles to a life-certificate to teach in any of the public schools of the State. It is noticeable, in connection with the prescribed courses in this University, that the study of education, historically, comes before the consideration of theory or philosophy of education and its application in school work. The elective or optional studies are four—viz., school systems of Europe; school systems of the cities and States of the United States; the educational theories of Herbert Spencer; the philosophy of Froebel.

Of the other State Universities, some make pedagogics a complete course for graduates or undergraduates, while some, as at Missouri, make it an elective study during the third and fourth years of an ordinary graduate course. Where two complete courses exist—an elementary and an advanced—in the same department, the distinction is based chiefly on the difference of qualification needed for admission. Students qualified to enter the University may pursue the elementary course; only those of the third year or fourth year, or graduates, may take up the advanced course. As a rule, the students of the elementary course teach in the Primary or Grammar Schools, those of the advanced courses become teachers of secondary schools and colleges.

The State Universities of America, as a whole, follow, more or less strictly, the lines of German Universities. This is not only so as regards organization merely, but as regards methods of study, and lines of thought. In no department is the German influence more seen than in that of pedagogics, where methods of the German “Seminar” are increasingly used and valued by professors and advanced students. Few State Universities having pedagogical departments would be found which had not begun to use Seminar methods. In many Universities, a “Seminar room,” in which is a pedagogical reference library, is set apart especially for research and conference in matters educational. A natural accompaniment of these methods is much study of German pedagogical theory, and a constant tendency to emphasize and elaborate German lines of thought. The two great Schools in American psychology to-day, both of which are making rapid strides in progress, and influencing the whole of American education to an important extent, are the Herbartians and the Experimental Psychologists. Both had their beginnings in German Universities.

The most modern feature of German University Departments of Pedagogy is, however, one which has not yet been adopted by American State Universities. A means of connection between the theoretical and practical sides of training, by the establishment of a practising school attached to the University, has been made at Jena for some time. Such a connection would be of the greatest value to American State University Departments, but until now actual practical departments have not existed. The instruction in university departments of pedagogy, although such as to be of the greatest possible value and stimulation as a theoretical basis for teaching and organizing in secondary schools, is however incomplete unless opportunities are also supplied of gaining actual experience in teaching. A practising school, organized as a part of the University, and having as its principal one of the University Faculty, might, besides affording such a practising ground for secondary teachers, be the means of supplying tested facts to the teaching world in general, and would greatly help the University Department to fulfil its true function—that of stimulating teachers and unifying education in the State.

University Departments of Pedagogy in the Eastern States.

The study of pedagogy in connection with the universities and colleges of the Eastern States is a department of work of comparatively recent origin. The conservative attitude of the older Universities, such as Harvard and Yale, with regard to the recognition of the claims of pedagogy to be a science, and the needs of distinctly professional instruction for those who intend to become teachers in higher schools and colleges, has resulted in the fact that the training of secondary teachers has, until a few years ago, been almost entirely restricted to the Western State Universities. It is remarkable, however, that since the older educational institutions of the Eastern States have recognised education as a science, rapid progress has been made, and one finds on surveying the work of university departments of pedagogy as a whole certain features which, when further developed, will possibly cause university instruction to be the most valuable means of training secondary teachers. Among such lines of work, already begun in these pedagogical departments, are:

i. Supervision of secondary school work.

ii. Stimulation of all teachers by research work in educational matters.

iii. The acknowledgment by scientific workers in the field of pedagogy and psychology of the results of teachers’ observations of children in the school-room, as helpful to the scientific researches of the laboratory.

iv. Preparation and stimulation of professors of pedagogy, and of teachers for higher schools and colleges.

A very early attempt was made in Brown University, Providence, Rhode Island, to arrange courses in theory and methods of teaching, but the movement was not successful. Little actual work in the training of secondary teachers was done in the Eastern States, until the Industrial Education Association of New York City, feeling the demand for skilful teachers in manual training, began to organize plans for preparing them for their work, and sending them out daily to teach in the schools. At the beginning of 1889, the work had developed so much, not only in connection with one branch of training, but many, that the institution gained a provisional charter from the Board of Regents of the University of the State of New York, under the name of the New York College for the Training of Teachers.

In 1892 the charter of the New York College for the Training of Teachers was made absolute, and the name changed to Teachers’ College. An agreement was also made, whereby certain pedagogical courses in the Teachers’ College are considered as courses in the Faculty of Philosophy at Columbia University, New York, and count towards a Columbia University degree. By the same agreement, qualified students of the Teachers’ College are admitted to the courses in philosophy and pedagogy at Columbia University. In this way we may regard the Teachers’ College as the newest of University departments, although, on the other hand, it has developed and become a most important and successful means of secondary training, quite apart from any connection with a college or university. The courses in pedagogy given at Columbia University, and open to students of the Teachers’ College, are:

The History of Educational Theories and Institutions—a course given each alternate year.

Systematic Pedagogics; the Psychology of Childhood; Principles of Teaching; (given also every alternate year).

A Pedagogical Seminar (one hour a week for advanced students).

The lectures in philosophy and experimental psychology are also open under the same conditions. Among them are the following courses:

(a) Logic and Psychology; (b) Ethics; (c) Introductory course in Physiological Psychology (lectures and laboratory work); (d) Advanced course in Physiological Psychology (experiment work in the laboratory); (e) Introductory course in Experimental Psychology (lectures, themes and laboratory work); (f) Vision (lectures, reports and advanced laboratory work); (g) Advanced work in Experimental Psychology and Research (individual instruction daily).

The courses at the Teachers’ College, open to all Columbia University Students, are:

i. Educational Psychology; Study of Children.

ii. Science and Art of Teaching, with illustrations from the Kindergarten and Elementary Schools. Observation.

iii. Introductory course on the History of Education.

iv. Institutes of Education, by Laurie. Rosenkranz’s Philosophy of Education and Herbart’s Science of Education.

v. Methods of teaching History in secondary schools.

The following can be taken only by advanced students:

i. Methods of teaching Science in elementary and secondary schools.

ii. Methods of teaching Manual Training in elementary and secondary schools.

iii. Methods of teaching Latin, Greek, French and German.

iv. Reading and discussion of German and French pedagogical works in the original.

v. Methods of teaching Educational Psychology. Observation and Practice.

vi. Practice in teaching and supervision. Criticism, School Management, Discipline.

Candidates for the A.B. degree of Columbia University may specialize for the last year in the department of pedagogy. They are required to take two subjects, one as major or principal subject, one as minor subject. A third optional subject may be taken.

To gain a Diploma of the Teachers’ College, a two years’ course of study is required. This includes:

i. Elements of Psychology—“a course to give skill in description and explanation of mental phenomena and insight into the observing and training of children.”

ii. Educational Theories since the Renaissance, with a general survey of earlier theories.

iii. A course in Psychology, History of Education, or in Principles of Logic and Psychology as applied to Science and Manual Training.

iv. Study of range of child’s mental activities as the basis of primary instruction: the vocabulary as a basis of language teaching; the child’s power and skill of hand as the basis of manual expression; Methods of Teaching: Observation lessons; Language, including Reading; Number; Manual Exercises.

v. Principles of Teaching, with special reference to application of Psychology to the cultivation of intellectual powers, the feeling, the will. The application of the principles of education to classification, organization, and school discipline.

vi. Observation and practice teaching, under supervision, and independently.

vii. Physical training.

viii. Special methods of one subject of study.

The college is distinctly and solely a professional school. There is no direct instruction in the subject matter of study, the admission qualification being such as to exclude all persons who have not had a satisfactory secondary education. Each college department provides training in the principles and practice of teaching the subjects which more especially belong to it; but all instruction is entirely from the standpoint of the teacher. It is particularly stated in connection with this teaching, 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 instruction. For those not qualified, by training or academic standing, to pursue the ordinary work of the college, it has been found advisable to arrange an introductory course to occupy one year. The preparatory course includes the study of English, an introduction to science, either drawing, domestic science, or wood-carving, and either constructive geometry, with the solution of original problems, or one branch of science with laboratory work. I spent several days in this college and heard some of the teaching in psychology, and in science. The psychology and history of education are both two years’ courses. In psychology the students begin by learning to make records of their individual observation of children. The chief use of psychology to the teacher is regarded as the making him conscious of processes of thought, which before might have been accurate, but were not known. As the end of education is assumed to be a moral end, in so far as it has to do with character and conduct, the will is made the basis of educational psychology and is treated first in order. One advantage of such an order of treatment is that the practical value of the study of psychology to education can be early shown. As the whole question of education is a question of the guiding and controlling of action, great importance is given to the practical study of action in its three phases of instinct, will and habit. Each of these is followed out as far as possible by means of the observation of children at play, or by the study of the student’s own willed movements. All questions of physiological psychology are avoided as much as possible in the study of psychology for educational purposes, the two reasons given being:

i. That most students have not a sufficient knowledge of physiology to take up physiological psychology.

ii. That those who have a sufficient knowledge of physiology find the correlation difficult. In beginning to study psychology, the two aspects of one set of facts and their bearings upon each other cannot be easily seen. Much work in both sciences is needed before good work can be done in physiological psychology.

The students use Sully, James, and Höffding as text-books. The lines of work, however, are not those of any particular writer or school. The students have ample opportunities of wide reading and research, not only in psychology, but in all branches of pedagogy. These are afforded by the Bryson Pedagogical Library in the college building. This library, founded in connection with the Teachers’ College, for the purpose of affording opportunities of research to students of the college, is open to all teachers of the city and to the public generally. It contains 5,000 volumes, including books on pedagogy and connected subjects, text-books of all kinds, and the current literary, scientific and educational periodicals published in America and Europe.

In the study of the history of education, the plan adopted is a thorough and exhaustive treatment of one or two great educational reformers, with mere outline sketches of others. The reformers specially considered are regarded, not only as educators, but in all other possible aspects. Their lives and works, their ideas, the contemporary history of their own and other countries, are fully discussed. When this has been done, all other facts of educational history are as far as possible compared with, and illustrated by, the facts connected with the reformer who has been specially considered. Such a method seems very stimulating and interesting to the student, and much more satisfactory, than a general treatment of the whole, suggested by many text-books on the history of education.

Methods of chemistry, physics, physiology-botany, geology, are taught by means of actual lessons in the various subjects, given by the heads of departments and their assistants, to children in the practising school. Students are required to observe the teaching, to attend lectures and discussions upon the methods pursued, to learn the art of experimenting, and to prepare themselves for directing laboratories. They are also guided and helped in making a careful inspection of the science teaching in the public schools of the city. In addition to this, they are introduced to some of the practical problems of science teaching in the school-room, such as the difficulties of teaching science without a laboratory, or without fixed times for experimenting. All students who take science as their major or principal subject are required also to take courses in:—(i.) The use of tools for constructing home-made apparatus; (ii.) fundamental principles of drawing and their applications for students who take special work in other departments; (iii.) the specified courses in psychology, history of education, and science and art of teaching; (iv.) outlines of the lives and work of eminent scientists, as illustrating methods of scientific research. A Time-Table for the Two Years’ Course in Science is as follows:—

The practice department of the Teachers’ College is one of its most important features, for a fundamental assumption is that practice is the key-note of all training, that no one can consider himself trained who has not taught, and that the future teacher must observe good teaching, and must teach under normal conditions. The Horace Mann School for the observation and practice of the students of the Teachers’ College comprises kindergarten, primary, grammar and high school grades. The heads of departments arrange the teaching of the students, and great care is exercised in keeping the school efficient, as the observation of good teaching is considered only second in importance to actual practice.

I heard a botany lesson in the practising school, given by the instructor in methods of botany. The class, numbering about twelve children, of about ten years of age, was furnished with lenses, and needles, and a plentiful supply of flowers. Each child was required to see and examine all the flowers that were given to him, to describe carefully and exactly what he had observed, and to take nothing for granted. The methods adopted were such as to make the children original investigators, and the attitude of the teacher towards her subject was such as to develop a spirit of reverence in the children, and to arouse an interest æsthetic as well as scientific. No technical terms were used in descriptions. The botany lessons are adapted to the different seasons of the year. For example, the scheme of work for the Autumn term is:—

Autumn Flowers.
How differing from Spring flowers in
	Colour.
	Size.
	Growth.
Autumn Fruits.
Their growth.
” parts.
” use to man.
” use to animals.
Study of Seeds.
	Growth.
	Methods of Distribution.
			Food.
	Uses for		Oil.
			Medicine.
	Grain and harvesting.
Observation of Trees.
	Falling of leaves.
	Colours ” ”
	Leaf-buds.
	Deciduous trees.
	Evergreen trees.
Preparation for winter by plants.
	Seeds.
	Buds.
	Leaves.

The herbarium is not much used, but in autumn each child and student brings a specimen of one tree or plant. All the specimens are kept and are used for the study of seeds during the winter. Twigs are brought into the school-room and made to grow in water, seeds are grown in shavings, and plants of all kinds are watched during the year.

The work in geology is a special feature of the practising school. Courses of work have been adapted by the head of department to the lowest grades of the grammar school—viz., to children about nine years old. The work is closely connected with the geography teaching, and children are encouraged to collect specimens of different kinds of building stone they see, or to bring any other specimens of rock or minerals. Trays of quartz, felspar and mica are provided for each child, for beginning practical work in geology. After examination of these minerals, granite is studied, and afterwards gneiss, as leading the way to the general history of rocks. Slag structures are given for examination, as specimens to illustrate the effects of heat. Artificial geodes and lavas are also studied, when connecting the history of rocks with their structure. Students who are preparing to become specialist teachers in geology have special work with the children. They prepare lessons under the guidance of the teacher—submitting written notes of the subject matter, but talking over with their head of department the proposed methods of dealing with the facts. They have also special laboratory work, in constructing simple apparatus, and making maps, charts and drawings.

The physiology lesson I heard was given to a high school class, by the director of the department of physiology. It was a revision lesson, conducted with the special object of making the class discover the general position of Man in the Animal Kingdom. The particular features I noticed about the lesson were:—

(i.) No technical terms were used in description, if the required meaning could be expressed in ordinary language.

(ii.) Any difficulty as regards animal structure which arose during the process of classification was settled by actual reference to the museum specimen at hand. The doubt as to whether a fish might be said to have a brain was settled by inspection of a haddock’s brain, brought from the museum.

(iii.) Great care was exercised by the teacher in order to prevent hasty or incorrect inferences being drawn.

(iv.) There was constant reference to text-books. The pupils had been taught to use a reference library.

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 own. It was organized on the present lines, to combat the idea, even still existent to some extent, that college graduation equips for successful teaching. It has done this, not by emphasizing the value of professional training in itself, apart from its connection with scholastic equipment, 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 teaching, and by actual class work. Much of the successful work of the Teachers’ College is probably due to the thorough preparation required before beginning work, and to the maturity of the students who take the courses. With such material, and under such conditions, it is possible to make training thorough and very valuable. This is especially so in an institution, such as this, which can extend its interests, and broaden its outlook, by alliance with a University like Columbia, securing by this means the philosophical as well as the practical standpoint.

The School of Pedagogy of the University of the City of New York, established to give opportunities of higher training to graduates of colleges or of Normal Schools, differs fundamentally from other departments of Universities already considered, in only offering its pedagogical degrees to those persons who can show evidence of three or four years’ successful teaching experience. This is a necessary qualification for admittance to the junior or senior pedagogical course of the University. A student who has a college degree, and who is credited with a sufficient number of attendances during two years’ membership of the senior class, becomes “Doctor of Pedagogy,” after passing an examination on five prescribed courses of work, and presenting a satisfactory thesis on some educational subject. Students of the junior class are required to pass an examination in four subjects, and to attend the required number of lectures during one year, in order to obtain the degree of “Master of Pedagogy.” The courses studied are:—

(i.) History of Education from Socrates to the present time (lectures and Seminar).

(ii.) Psychology and Ethics, special attention being paid to the Physiological Psychology and the Psychology of Experiment.

(iii.) Institutes of Education, including—

Educational values; incentives; co-ordination of studies; school hygiene; school organization; child-study; methods.

(iv.) Educational classics and æsthetics.

(v.) Systems of Education:—European, American, National, State, County, City, District.

Opportunities are given for visiting schools in the city, and observing teachers and children, but no practice department is connected with the University.

At Cornell University, at Ithaca, New York, systematic instruction in pedagogy is given as a part of the Department of Philosophy. There is a professor of pedagogy, who gives courses of lectures on:—Institutes of Education; School Systems and Organization; Logic and Methodology; History of Education. Simple problems for experimental investigation in the psychological laboratory are discussed. Pedagogical conferences, somewhat on the lines of the German “Conferenz,” are arranged, for criticism of school reports and plans of teaching various subjects; and seminaries of pedagogy and psychology have been instituted for laboratory work and original research. Beyond these strictly professional courses, there are courses in English, mathematics, Latin, etc., with direct reference to those who wish to become teachers in these subjects. Attendances at such courses counts towards a “Teachers’ Certificate.” The “Teachers’ Certificate” is given to graduates of Cornell University, who have successfully pursued the first course on the Science and Art of Teaching, or that portion of it which relates to the general theory of education; and have also attained marked proficiency in a course of five hours’ advanced work per week, for two years, in each subject for which the “Teachers’ Certificate” is given.

At Syracuse University, New York, pedagogy is an elective subject during the third terms of the third and fourth university year, for those who take the philosophical course. There are also Normal Courses given by the university professors in their various subjects.

The introduction of pedagogy as a definite branch of the philosophical department at Harvard University, is perhaps one of the most important movements in the progress and development of the Science of Teaching in America. In establishing its course, “adapted to the purpose of teachers and persons intending to become teachers,” Harvard has made recognition of the fact that something more than pure scholarship is needed to produce the successful teacher or professor. Accordingly, it has established two departments of training:—

i. Strictly professional courses in educational theory, history of educational theories and practice, lectures on the management of public schools and academies, and on the curriculum of the public schools; and a seminary course for advanced students.

ii. Other courses in methods, in connection with actual university instruction in the different parts of the curriculum.

Connected with the lectures on methods, and the organization and management of public schools, is the systematic inspection of designated schools by students, and a detailed report on some phase of school life observed there. Each student is required to make a comparative study of the teaching of a chosen subject, in all the grades of at least two schools; or he may make a study of supervision and discipline in two schools. Students must also make a comparative study of not less than three city school systems, of three State school systems, and of the school system of England, France, and Germany. This work of inspecting and reporting is considered a very important part of the pedagogical course.

The courses in methods, given by the professors of different college departments, are conducted by means of lectures and conferences in connection with Greek, Latin, English, German, French, history, mathematics, physics, chemistry, botany, zoology, geology and geography. Most of these “Teachers’ Courses” require attendance at some other college course in the same subject, where the professor illustrates his own method. In a few cases, attendance at lessons in the specified subjects, in schools near the University, is required.

The courses in pedagogy have, until the present year, been closed to all but graduates. Lately, however, the regulations have been changed, and pedagogical work may now count towards a degree.

There is no opportunity given to the Harvard pedagogical students for actual teaching; but the connection brought about between the college department and the secondary schools, by the constant attendance of students in the school-rooms of the neighbourhood, may possibly develop into a system wherein trained students may act as substitutes in these schools. Quite apart, however, from this possible future connection, there is even now an important practical relationship between Harvard University and some of the secondary schools—viz., that of supervision. In establishing a system of examination of the teaching in such schools as make application, Harvard has acknowledged the important principle that chief among the functions of an university is that of directing and stimulating secondary education.

The Department of Education at Clark University, Worcester, Massachusetts, is a branch of the Department of Psychology. While doing much to advance the cause of the professional training of teachers, it does not strictly adapt its courses to the wants of the future secondary teacher. The fact that Clark University, unlike any other University in the United States, exists solely for the purpose of research, and admits only graduates as its students, determines that the pedagogical work shall also have a special character, well marked off from that of any other university. The department is purely one of higher pedagogy. Its aim is stated to be twofold:—

i. To give instruction and training to those who are preparing to be professors of pedagogy, superintendents, or teachers in higher institutions.

ii. To make scientific contributions to education.

The work pursued is in six courses, with an additional seminary course. These are:—

i. Present status and problems of higher education in America and Europe.

ii. Outline of systematic psychology.

iii. Organization of schools in Europe. Typical schools and typical foundations.

iv. School hygiene.

v. Educational reforms.

vi. Motor education of children, involving the study of writing and drawing, manual training, play, and gymnastics.

The Pedagogical Seminary, an educational magazine edited by Dr. Stanley Hall, the President of Clark University, exists chiefly for the purpose of publishing results of work in this department. There is a special pedagogical library for research, and a complete collection of the current educational literature of America and Europe.

Among the other departments of psychology, there are many of great interest to the student of higher pedagogy.

Some of these are:—

i. History of psychology.

ii. Experimental psychology.