This course includes advanced work in science, history, higher English, psychology, pedagogy, drawing, and teaching under criticism, and occupies two terms of twenty weeks each.
Those who show marked talent for primary and kindergarten work may, after graduation, be invited by a vote of the Faculty to take an additional year in special training for kindergarten and primary teachers. At the end of this course diplomas are granted, indicating fitness to take charge of kindergartens; and in addition, certificates of special qualifications for primary work are given, signed by all the members of the Faculty.
In order to meet the increasing demand for teachers who can undertake training work in Normal Schools, a special course has been started, which lasts for five months, and includes lectures in psychology, pedagogy, kindergarten principles and methods; observation of the work in the kindergarten; attendance upon the criticisms of the critics in all the departments of the training work; making out criticisms on the work in the different departments of the school of practice and actual teaching under criticism; making out time-tables for the different grades of schools; observation of work in the school of practice as done by practice teachers, to gain an idea of arrangement, distribution and grading of subject matter; observation of special lessons, followed by criticisms of same. A course of professional reading is prescribed, as well as the preparation of papers on various topics connected with method and criticism. Occasional opportunities are provided, to put into practice ideal and experimental lines of work, by teaching classes; and instruction is given in making apparatus, charts, etc., to illustrate the subjects taught in the common schools.
Teachers for this course are also selected by the Faculty, on the ground of their superior moral, intellectual, physical and professional qualifications, and of special fitness for the work; and on the satisfactory completion of the same, receive certificates, signed by all the members of the Faculty, indicating their fitness to act as critics and teachers of methods in Normal and Training Schools.
Experience in teaching in the various grades of the public schools is considered important before entering upon this work.
It is not in a strict sense a residential college, but students from a distance are expected to live in a boarding-house attached to the school.
Great stress is laid upon the elaboration of methods of teaching of various subjects, and from the Oswego School have come many improvements in ways of teaching. Perhaps the chief contribution to methodology is that known as the “laboratory” method of teaching history, which is said to have revolutionized the teaching of history in American Schools. It is an adaptation of the seminary method introduced by the German historian Ranke. In order to make this method possible in the schools, specially prepared text-books were needed, and these Dr. Sheldon’s daughter undertook to write. Two text-books have been published: Studies in General History, and Studies in American History, both of which have been extensively adopted in American Schools. In these books there is presented to the pupil a carefully chosen body of original historical material—typical extracts from the laws, constitution, creeds and other records of the past—pictures of monuments, temples, statues and relics, together with questions upon this material that test and train the pupil’s powers of judgment and reason. In connection also with the teaching of history the plan is advocated, and carried out in connection with the Model School, of allowing the children to compile the history of their own town, collecting the information for themselves, and recording it in a manuscript book kept for the purpose, which they can also illustrate by original drawings of their own. I saw a delightful history of Oswego compiled in this way, and in several other towns I found that school children were undertaking similar work.
Most of the method-teaching is carried on by means of discussions on topics given. I was able to attend one of these, and also to see some of the teaching in the Practice School.
Perhaps what impressed me most about the school was the large amount of liberty allowed to the students, and the absence of rules. Dr. Sheldon told me that the experience of his lifetime had only confirmed him in the belief, that the fullest freedom is necessary for the right development of character, and that year by year he had given his students an ever-increasing amount of liberty. The idea of self-government and responsibility is inculcated, and rare are the cases in which this freedom is abused.