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

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