CONTENTS

PAGE
New York
Educational Institutions[ 1]
Press Fair[ 2]
Poughkeepsie
Vassar College[ 2-3]
Philadelphia
Schools and Institutes[ 3-4]
Bryn Mawr[ 4]
West Chester and Millersville[ 5]
Connecticut
New Haven, New Britain, Willimantic[ 6]
Massachusetts
Springfield[ 6]
Boston—
Perkins Institute for the Blind[ 7]
Harvard[ 9]
Women’s Annex (Fay House)[ 10]
Institute of Technology[ 11]
Wellesley[ 11]
Quincy[11]
Milton (co-education)[ 12]
Concord[ 14]
Syracuse
University[ 14]
Ann Arbor
Michigan State University[14]
Commencement[ 15]
Benton Harbour[ 16]
Chicago
University[ 16]
World’s Fair[ 17]
Educational Congresses[ 18]
University settlement[ 19]
Chautauqua[ 19]
Cornell
Ithaca[ 19]
REPORT 1.
I. STATE NORMAL SCHOOLS.
Organization[ 23]
Advantages offered to Students[ 23]
Co-education. Relative numbers of men and women Students[ 24]
Early Normal Schools[ 25]
The early character still maintained[ 26]
Academic character illustrated by the courses of study—
(a) In Massachusetts[ 26]
(b) In New York[ 27]
Arguments given for retaining their academic character[ 28]
A. Academic Studies
Importance given to Science Teaching[ 30]
Laboratories and Museums—
(a) At Bridgewater, Mass.[ 31]
(b) At Willimantic, Conn.[ 32]
Manual Training [32]
Libraries and Apparatus at Willimantic, Conn.[ 33]
Plant Study at Worcester, Mass.[ 34]
The “Recitation” Method[ 34]
Importance given to illustration by means of concrete objects[ 36]
Study of many Sciences by concentrative methods[ 37]
B. Professional Work
Pedagogical subjects studied late in the Course[ 39]
Psychology and History of Education in the schools of Connecticut[ 40]
Psychology and Child-Study at Worcester, Mass.[ 41]
“Methods” as a subject of study[ 42]
“Methods” in the Model Schools[ 44]
Unification of study[ 45]
C. Practice in Teaching
General plan of Practice-Work—
(a) In Pennsylvania[ 48]
(b) In New York[ 49]
(c) In Connecticut[ 50]
Importance attached to Model Schools[ 51]
Special plan of Practice-Work at Worcester, Mass.[ 51]
D. Examinations
State Examination and “Graduation”[ 52]
E. Supply of Teachers
Number of Normal School Students teaching in the Common Schools[ 53]
Small number of Normal School Students who become Secondary Teachers[ 54]
II. CITY NORMAL AND TRAINING SCHOOLS.
Effects of local management[ 56]
A. City Normal Schools
Conditions of admission[ 57]
Functions of Normal and High School combined[ 58]
Examinations[ 60]
B. City Training Schools
Emphasis of the practical side[ 61]
Substitute Service[ 62]
Boston Normal School[ 62]
Courses in Massachusetts[ 64]
Courses at New Haven, Conn.[ 65]
Psychological Experiments at New Haven[ 65]
Criticism lessons at New Haven[ 66]
Reports of work of Students at New Haven[ 69]
C. City Training Classes
The teaching of reading at Quincy, Mass.[ 70]
Courses in New York State[ 72]
Inadequacy of Training Class Courses for qualifying for responsible work[ 73]
Practice of allowing beginners to teach in the lowest grades[ 74]
Importance attached to “Methods” of the Primary School[ 75]
III. UNIVERSITY DEPARTMENTS OF PEDAGOGY.
A. Departments of State Universities
Importance to the State of the Professional preparation of Teachers[ 78]
Courses in Pedagogy proper, and “Teachers’ Courses”[ 78]
University of Michigan[ 79]
University of Illinois[ 80]
University of Missouri[ 81]
General Features of State Universities[ 83]
B. Departments of Universities in the Eastern States
Teachers’ College, New York City[ 86]
(a) Courses of Work[ 87]
(b) Teacher’s Diploma[ 88]
(c) Purely professional character of work[ 89]
(d) Psychology[ 90]
(e) History of Education[ 91]
(f) Methods of Science[ 92]
(g) Practice department[ 93]
School of Pedagogy of the University of the City of New York—
(a) Pedagogical Degrees[ 97]
(b) Courses of Study[ 97]
Cornell University[ 99]
Syracuse University[ 99]
Harvard University—
(a) Students’ Inspection of Schools[ 100]
(b) Teachers’ Courses[ 101]
(c) Connection with Secondary Schools[ 101]
Clark University—
(a) Character of work[ 102]
(b) Courses of work[ 102]
(c) Psychological Research[ 103]
IV. SUMMER SCHOOLS.
Benton Harbour, Mich.[ 105]
Englewood, Chicago [ 108]
(a) Science[ 108]
(b) Blackboard Drawing[ 110]
Chautauqua[ 111]
Cornell University, Summer School[ 111]
REPORT II.
Introduction
The problem of “Training” in England and America[ 116]
Representative States[ 117]
State Systems of Education[ 118]
Bureau of Education[ 118]
East and West[ 118]
Institutions for the Training of Teachers[ 120]
Normal Schools
State, City, and Private Normal Schools[ 120]
Academic versus Professional Studies[ 121]
Comparison with English Elementary Training Colleges[ 122]
Lack of uniformity in standard of admission and length of course[ 123]
STATE NORMAL SCHOOLS.
Pennsylvania[ 124]
Courses laid down by the School Law[ 124]
Final examinations and graduation[ 126]
State Certificates for untrained teachers[ 127]
Grants to Normal students and graduates[ 128]
Millersville Normal School[ 129]
West Chester Normal School[ 130]
Connecticut[ 131]
Conditions of admission[ 132]
Provision for Theoretical and Practical Work[ 132]
Final examinations and graduation[ 133]
New Britain[ 133]
The Printing Press in the School[ 133]
Practice School at South Manchester[ 134]
Willimantic[ 134]
New York State
Statistics of State Normal Schools[ 135]
Conditions of admission[ 136-138]
Courses and diplomas[ 139]
Albany[ 139]
Oswego[ 140]
Special Training Course[ 142]
Laboratory method of teaching History[ 143]
Massachusetts[ 144]
The founding of State Normal Schools[ 145]
Design of Schools[ 145]
Courses [ 146]
Statistics of Normal Schools[ 147]
Framingham[ 148]
Westfield[ 149]
“Topics”[ 149]
Sand-moulding[ 150]
Bridgewater[ 150]
Worcester[ 150]
Child-study[ 151]
Apprenticeship[ 152]
Platform exercises[ 153]
Children’s Class[ 153]
Training the “time sense”[ 154]
Normal Art School[ 154]
Michigan[ 155]
Ypsilante Normal School[ 155]
Courses of study[ 155]
Pedagogic degrees[ 156]
Illinois[ 156]
State Normal Universities[ 157]
Cook County Normal School[ 157]
Conditions of admission[ 158]
Graduation and post-graduate courses[ 159]
The Practice School and its use[ 160-161]
Theory of concentration[ 162-165]
CITY NORMAL SCHOOLS.
Organization[ 165]
Philadelphia[ 165]
Girls’ Normal School Course[ 166]
School of Pedagogy[ 166]
New York[ 168]
Normal School[ 168]
Boston[ 168]
Normal School[ 168]
Substitute service[ 168]
Course of study[ 169-170]
CITY TRAINING SCHOOLS.
Organization[ 171]
New Haven[ 171]
Welch Training School[ 171]
Notes of Lessons[ 171]
Springfield[ 172]
Training School[ 172]
Leading features of Training School[ 173]
List of Training Schools in Massachusetts[ 174]
TRAINING CLASSES. [ 174]
Table of Training Classes, Massachusetts[ 175]
PEDAGOGICAL DEPARTMENTS IN UNIVERSITIES.
Theoretical side of training emphasized[ 176]
Harvard [ 177]
Lectures on Education[ 177]
Inspection and supervision of Schools[ 178]
Cornell[ 178]
Elective courses in Philosophy course [ 178]
Seminaries[ 179]
Michigan
Professional Training for Teachers[ 179]
Reasons for providing the same (extract from Calendar)[ 179-180]
Teacher’s diploma and certificate[ 181]
Illinois
Course in Pedagogy counting towards a degree[ 182]
Indiana
Courses in Department of Pedagogies[ 183]
University of City of New York[ 183]
Regular Students and Auditors [ 183]
Courses of Study [ 183]
Requirements for the Doctorate in Pedagogy[ 184]
University of Iowa[ 185]
Teachers’ Training College, affiliated with Columbia College[ 185]
Course of study leading to degree of Bachelor of Pedagogy[ 186]
Certificates[ 187]
School of Observation and Practice[ 188]
Extension and publishing work[ 188]
Clark University at Worcester[ 189]
Research work[ 189]
Educational Department[ 190]
Pedagogical Seminary[ 192]
Twofold aim of Educational Department[ 192]
TEACHER’S INSTITUTES.
Character of Work[ 194]
Various kinds of Institutes[ 195]
SUMMER SCHOOLS AND COURSES.
Benton Harbour[ 196]
Chautauqua[ 196]
Summer course at Cornell[ 196]
Summer Course at Clark University[ 197]
The Prang System [ 198]

The Training of Teachers in the
United States