Part 9 (1/2)

”Division of Education,” ”Pedagogical Departe” Probably the name most coogical Depart to ”School of Education” or ”Teachers College” Of these, there are at work, according to the 1909 report of the Coes and universitiesat least a depart professional instruction of college grade

The third type, latest in appearance and as yet fewest in nureat usefulness, is the county school, called ”County Nor School” in Wisconsin, in which two states the movement is at its best Indeed, I do not know of any other state in which the work has been thus definitely organized Of these, Michigan had, a year ago, forty-one, and Wisconsin, twenty Possibly in this connection one ought to h schools in several states, but seen at its best in Nebraska and New York Yet this work is but an adjunct to the high school, and does not so clearly approach a separate institution

Of these three types it is the second which is the subject of the present discussion--whose function I seek It is really immaterial whether we use, in the discussion, the appellation of Minnesota and say ”College of Education,” or that of Harvard and call it ”Division of Education,” or that of Colue” For they are all one and the saanization I use the latter term because more familiar and more likely, I think, as time passes, to prevail

But these three types are so closely connected that the function of one cannot be clearly seen alone Therefore I propose very briefly to examine the establishment of each so as to learn why it was called into existence--what function it was originally expected to perfor to discover if any changes have taken place in the general educational situation of sufficient ement or readjustment

Finally, I shall draw my conclusions as to present functions, and with a more careful analysis of certain factors state the reasons for those conclusions as briefly as possible

First, as to state noro into details as to organization or early work of this institution in our country I a what is known to all when I say that Horace Mann in Massachusetts, Henry Barnard in Connecticut, David Page in New York, and Williaht in vieorking for the establishment of normal schools and for the develop so better teachers for the common schools No one, so far as I aested that any other teachers needed a special preparation for their work To be sure, the Ah school was hardly under hen the nor then but half a dozen in the entire country Ten years later there were but eighteen There was, however, in those days a large nu secondary instruction But there was no thought of looking to the nores Indeed, generally speaking, the acade a higher grade of academic work than the nor the latter in the production of teachers

This was especially true in New York, a urated by which, thru financial aid fro nor out into the rural schools and city grades a very creditable product And the character of the movement in the East has continued to be the character of the movement as it has swept Westward I think there has not been established in the United States a single state normal school whose function has not been understood to be the preparation of teachers for the corades of the public school, including both rural and urban communities, for it has been only in recent years that we have carefully discriminated between the two

Next, let us look at the teachers college Bear into the institution, or depart professional work in the preparation of teachers in connection with colleges and universities In taking up the topic, attention needs first to be called to two facts: the rapid developree of success already attained by our norh schools began to multiply--rapidly from 1870 to 1880, by leaps and bounds from that time to the present In 1870 there were 170; 1880, 800; 1890, 2,526; 1900, 6,005; and in 1908, 8,960 (Annual reports of the Coh school ood headway than the serious problem arose as to the supply of teachers And so well, on the whole, had the normal school done its work that it had more than justified its existence Thru its work the character of the teaching in the elereatly improved Teachers, with nornized as superior to those otherwise trained or not trained at all Very naturally, then, when the probleh school teachers arose, professional preparation was demanded But where could it be obtained and how?

The state nor teachers, tried to satisfy the additional demands placed upon them They added to their equipment, modified and extended their courses, and in every way did all they could Indeed, they did all that was done in a professional way for nearly a generation But the high schools were increasing, both in numbers and in academic require developed and extended in afor skilled superintendents, supervisors, grade principals, special teachers, etc, until, finally, thoughtfulasked of the state normal schools

For two reasons, it was seen, they could not do the double work; in the first place, they hadteachers for the elementary schools, and secondly, their academic possibilities, even increased as they had been in atte the work, were clearly seen to be wholly inadequate It was discovered, also, that, in spite of the efforts being put forth by the nor positions--superintendencies, high school principalshi+ps, etc--were going to iate attain which was then being recognized as very desirable

What was to be done? To es, with their er faculties, took the matter up and added educational departht additional outlay, both the acadeh school teacher

This as first clearly suggested and outlined at the annual an State Teachers' association in 1870 Dr W H Payne, then city superintendent of schools at Adrian, Michigan, read a notable address upon the subject, ”The Relation Between the University and Our High Schools” Eight years later, the Regents of Michigan University established a chair of ”Theory and Art of Teaching,” and to it called the man who had, by the address just ical solution of the difficult problean University was soon followed by others--Cornell, Ohio, Illinois, Harvard, Chicago and others, until now this new departe and university in the land These are our teachers colleges or, rather, the sources froical depart in a general way the sae Tho having its roots in these, the teachers college proper differs froical departe, may be, and usually is, merely one of the many departments of the institution, represented on its faculty by a single professor and offering but a lie of professional work--a few courses in the history of education, principles of education, and ”pedagogy,” usually A teachers college, on the other hand, has an organization and, sometimes, a financial status of its own Its relationshi+p to the institution as a whole is getting to be the same as that of the other professional schools The movement is toward a separate faculty, headed by a dean, and representing all the different phases of both academic and professional work While ive courses in the other colleges, they have a distinct, organic connection with the teachers college The teachers college is also getting to have, as a vital part of its equip to it the same relationshi+p that the model, or practise, school bears to our noranization and equipe nu which are Coluo, and, approxi rapidly in the same direction

Just a feords, now, as to the third type ested, the line of demarcation was not early drawn between the urban and the rural school But cities grew; city school systems were developed; the normal schools, in spite of rapid increase, were not able to keep up with the rapidly increasing deraduates has ever been an open one, they have located where the rees are, generally speaking, the centers of intelligence as well as of population and wealth The people of these communities have appreciated the superiority of professionally prepared teachers, and they have been able to pay the added price The result has been that they have appropriated practically the entire output of the normal schools None have been left for the rural schools

And again, with these econoes there came to be more and more clearly seen, as the years went by, a difference, internal and somewhat vital, between the schools of the rural and the urban co in some ways a different sort of preparation desirable Now, the state nor with the movement, and ever keenly alive to its opportunities for usefulness, noting clearly the location of its product, very wisely began to modify its work so as to make it better suited to the needs of its e And so it has resulted that, even if the normal schools could supply the demands for both country and city teachers, so far as nuiven is not the most ideal for the former And just as when professionally trained secondary teachers were needed a new institution was created for their preparation, in very recent years an institution has appeared to satisfy this new need, one whose function is as clearly announced, and one which seems to fit into the situation as well, and we have the county noran and Wisconsin, as mentioned above

Whether we shall see a rapid extension of this newthe county normal school as fixt an institution as the state nore bids fair to become, or whether, thru consolidation, the distinctive type of our rural school shall disappear and our state norer demands, only the future can tell This latter, however, will not be in our generation, and I confidently look for the foreneral adoption and adaptation of the county normal school idea would be one of thesome of our most serious rural school problems And I also believe that it should be our next step, if we can take but one step at a time, toward professional education of teachers

If I have analyzed aright the present situation, and have been fair in my all too brief account of the rise and development of these institutions, we see that we have in our midst to-day, as a result of the development of our educational system, and to keep pace with it, the developo adopted--the value of the professional preparation of the teacher--three quite distinct types of an institution for such purpose Enurade of work rather than of historical development, we have (1) the county normal school, whose function is solely the preparation of teachers for the rural schools--sixty-one of the into the rural schools of those states about 800 fairly well equipt teachers each year; (2) the old state normal school of historic fame, whose function is the preparation of teachers for the elee schools--195 there were two years ago--and they sent out into the schools approxiraduates; (3) the teachers college, found always in connection with a college of high rank or of a full-fledged university, offering work, both acade the full university period of four years The number cannot be stated definitely, because the process that is transfores is at such varying stages of development Its function is best stated in the words of the institution in which it was founded (Calendar of the University of Michigan for 1904-1905, p 126):--

”1 To fit university students for the higher positions in the public school service

”2 To promote the study of educational science

”3 To teach the history of education and of educational systehts, prerogatives and advantages of a profession

”5 To give a ing the secondary schools into closer relations with the university”

”Higher position in the public school service” meant, in the h school principalshi+ps

To these, others have been added, one by one, owing very largely to the great success of theappreciation of the value of professional preparation for occupants of such positions, until now they include city superintendencies, high school and grade principalshi+ps, subject supervisorshi+ps, high school, nore instructorshi+ps Already the leading teachers colleges, the ones at Colu definitely looked to for these later added and more responsible workmen

Thus far I have but stated historical facts known to all who are reasonably well infor the history of education and current educational practise in our country I have done this all too briefly, I am well aware But the reason that I could do it briefly is the fact that the readers of this journal are well informed upon the historical phases of the subject All that I needed to do was to cull out and bring to the fore the pertinent facts But the question now arises, is this differentiation logical? Are there any reasons, psychological, economic, or otherwise, for such differentiation? If there are, it is going to continue, and these types of the institution which now seeiven each such a definite and separate work to do are going to be relatively per to-morroas done to-day, and chaos will result