The study of psychology is pursued in part by the original observation of children. The students are asked to observe the conduct of children in all circumstances, and to record what they see and hear as soon as possible, in a simple and concise manner, without any comment by the writer. They are advised to note the usual rather than the unusual conduct of the children observed. For convenience of classification, blanks of five colours are used: white for observations made by the students themselves; red for those reported by others; yellow for reminiscences of the student’s own childhood; green for records made from books, and chocolate for a continued series of observations made on the same child. The date, name of observer and post-office address; the name, sex, nationality and age of child observed; and also the length of time elapsing between the making and recording of the observation, are all set forth on these papers.
The making of these observations is quite voluntary, but the students become so interested in the work that an ever-increasing number of reports are sent in. Some 16,000 have already been collected. These are placed at the disposal of the Clark University, which has from time to time made use of the material thus brought together. These records are valuable in themselves, but still more valuable is the training in observation of children afforded to the students in making them.
The students in this school have the opportunity before graduating of serving an apprenticeship as teachers in the public schools of Worcester.
The “apprentice” acts as assistant to the teacher of the city school; takes part in the instruction, management and general care of the pupils under the direction of the teacher; and is sometimes entrusted with the sole charge of the school during the teacher’s absence for an hour, a half day or a day. One student only at a time is assigned to any teacher, but each apprentice serves in at least three grades of schools.
The time taken for the apprenticeship comes just before the final term in the Normal School, and amounts to half a school year. But the apprentices spend one day of each week (Wednesday) at the Normal School, where they are occupied in the following manner:
They consult with the teacher, and with one another, and make use of books.
They make informal statements to the school of such facts of their experience as it may profit the other pupils to know,—concerning ways of teaching, cases of discipline and the like,—keeping in mind always the private character of the daily life of the school-room, and under special warning against revelations that might seem objectionable.
Each apprentice keeps a diary of the occupation and experience of every day, and this record is inspected by the Faculty of the Normal School.
The Faculty of the Normal School have the right of visiting the apprentices while at work, and of giving advice and suggestion. When the six months are over, the teacher of the school makes a report on the work of the student. The School Board approves the system, as those students who have been apprentices are found afterwards to be the most capable teachers in the Worcester public schools. Students are not forced to undergo apprenticeship, but most choose to do so. After it is over, they return to the Normal School for six months, before graduating.
Forty minutes each day are assigned to “Platform Exercises,” which consist in reading, speaking, drawing on the blackboard, etc., before the assembled school. They are found to be very useful in helping the students to overcome nervousness. Each student can choose her own time and subject, but at least nine must be ready to take part each day. No exercise is to be prepared for more than four minutes, but as questions may be asked by the teachers or other students, and criticism is sometimes offered, they often take longer.