This department has the twofold aim of (1) preparing professors, superintendents and teachers for their future work, and (2) making contributions to the Science of Education. The second of these aims is being vigorously taken up, research of some kind being expected from every one. The fact that there is no school of observation in connection with the University is of course a drawback to the complete carrying out of both of the above aims. Visits, for purposes of observation, are however made to schools in the neighbourhood, the records now numbering some fifteen thousand made by the students of the Worcester Normal School, in connection with the study of children, are available for reference, and a scheme for establishing a University School is even now under consideration. Should this scheme become a reality, we might look forward hopefully to getting fresh light on many school problems. One especially, to which Dr. Hall drew my attention, might well have its solution attempted in such a school. It concerns the duty of teachers toward the bright, quick-working children in a school. In every class some will be found who work quicker and have more intellectual power than the others, and at the same time some who are dull and slow-witted. Now the power of detecting and directing one’s teaching to the latter is often made the test of a good teacher, and in a very true sense it may be said to be so. But there is another side to the question, and those of us who have taught cannot fail to have often been conscious that while the needed attention and explanations are being given to the dull ones, the time of the quick-working children is being practically wasted. As Dr. Hall points out, we have perhaps not yet realized how much power is lost to the world in consequence. It would be an interesting experiment to select such bright, quick-witted children, and putting them into a class by themselves, in charge of an able teacher, to note the results of thus allowing them to work at their own rate.
The Clark University is unfortunately not open to women, if the summer school (to which they are admitted) be not considered.
Students are expected to possess a reading knowledge of the French and German languages, and a knowledge of Elementary Psychology is also considered desirable.
There are many other Universities which have opened more or less complete pedagogical departments; but these which have been described will suffice to give a general idea of the courses offered in them. On the whole it appeared to me that while in America excellent provision is made in many of the States for the training of teachers for the Primary Schools on the one hand, and for the positions of professors, lecturers, superintendents on the other, far too little attention is given to the training of teachers for the High, Collegiate and Private Schools. High School teachers are mainly those who have worked their way up through the grades (salaries tend to increase with the grade, which brings about that inexperienced teachers are too often put to the lower classes), while the teachers in Collegiate and Private Schools have usually taken up the work straight from college without any special preparation at all. England and Wales have, I think, made much better provision for the training of such teachers, but I think we have a good deal to learn from America in providing for the training of lecturers, school inspectors, etc., etc., and perhaps also in the matter of setting the seal of University approval upon training, by the bestowal of educational degrees.
TEACHERS’ INSTITUTES.
Teachers’ Institutes form an integral part of most state and city systems of education. They have been defined as “normal schools with a very short course,” and this definition is substantially correct. The work done by them is of much the same character as that done in the Normal Schools, and they have the same end in view—that of making teachers more fit for their profession. They, however, vary somewhat in character, and it will be perhaps well to distinguish between—
1. Those which are held on Saturdays for teachers in the city or district, and which are usually conducted by the superintendent, who gives lectures on the Science and Art of Teaching, discusses educational problems and methods, or follows out with them a course of reading. Attendance at these institutes is often made compulsory, and loss of part of salary is sometimes made the penalty for non-attendance. By the statistics returned from ninety-six cities holding institutes, it appears that forty-four thus enforce attendance.
2. Those lasting for about six to ten days, having short courses in certain subjects, and especially on the theory of teaching. These are usually those organized by the State Superintendent, who has however the power of delegating the conduct of these institutes to other persons whom he may deem qualified. Again, attendance at many of these is made compulsory.
3. Such institutes as are held at some country or sea-side place for a length of time, varying from a fortnight to six weeks. These, however, are mostly started by private agencies, and have little besides the name to distinguish them from Summer Schools. The summer meeting of teachers at Martha’s Vineyard is known as an Institute, and is of this class. The Teachers’ Institutes do not aim at supplying a complete course of Training, but rather at supplementing the work of the Normal Schools and Colleges.