USA > Pennsylvania > Lancaster County > A History of the Courses of Study in the State Normal Schools of Pennsylvania > Part 4
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SCIENTIFIC COURSE
Plane and Spherical Trigonometry and Sur- veying.
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Higher Algebra-As in ordinary text-books. Analytical Geometry and Calculus.
Chemistry-As found in ordinary text-books. Natural Philosophy-As much as in Olmsted.
Zoology-As found in Agassiz and Gould.
Geology-As found in ordinary text-books.
General History-As found in Weber and Wil- son.
Astronomy-As found in Loomis.
Logic-As much as in Atwater.
Mental and Moral Philosophy -- As much as in Haven or Hickok.
Elements of Latin-Including four books of Caesar.
English Literature-As much as in Shaw, and the study of English Classics for one-third of a school year.
Theory of Teaching-As much as in the Ele- mentary Course, and the whole of "Methods of In- struction."
Substitutions-Students may be permitted to substitute for Spherical Trigonometry, Analytical Geometry, Calculus, the mathematical parts of Natural Philosophy and Astronomy, and the latter third of Higher Algebra an equivalent amount of Latin, French, or German.
No changes were made in this course until 1886, when the subject Philosophy of Education was introduced, the amount of Latin greatly in- creased, and a Course of Professional Reading re- quired in place of the direct study of a special text.
The present excellent classification of the var- jous branches under the broad subjects, PEDA- GOGICS, LANGUAGE, MATHEMATICS, NAT-
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URAL SCIENCES, HISTORICAL SCIENCES, and THE ARTS, was then applied in the Scientific Course as well as in the Elementary Course. The first catalogue in which this plan of classification is found is that of Lock Haven for 1878. The Sci- entific Course as revised in 1886 is here given :
[Catalogue of Bloomsburg State Normal School, 1886, D. J. Waller, Jr., Principal]
SCIENTIFIC COURSE
PEDAGOGICS .- Moral Philosophy; Logic; Phi- losophy of Education; Course of Professional Read- ing, with abstracts, notes, criticismns, to be submit- ted to Board of Examiners.
LANGUAGE .- Latin, six books of Virgil, four orations of Cicero, the Germania of Tacitus, or a full equivalent; an equivalent of Greek, French, or Ger- man will be accepted for Spherical Trigonometry, Analytical Geometry, Calculus, Mathematical Nat- ural Philosophy; and Mathematical Astronomy; Literature.
MATHEMATICS .- Higher Algebra; Solid Ge- ometry; Plane and Spherical Trigonometry, and Surveying, with the use of instruments; Analytical Geometry; Differential and Integral Calculus.
NATURAL SCIENCES .- Natural Philosophy, as much as in Snell's Olmsted; Astronomy, De- scriptive and Mathematical; Chemistry; Geology and Mineralogy; Zoology.
HISTORICAL SCIENCE .- General History.
This course remained unchanged until Decem- II, 1894, when it was slightly changed by decreas- ing the requirements in Latin, and rendering spe- cific the study of English, Grecian, and Roman
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History. Entomology was named as specialized in the subject of Zoology. The course as arranged was made to include the studies of the Regular Normal Course. [Three years]
At the meeting held February 4, 1891, a one year's post-graduate course was adopted :
[Catalogue of Indiana State Normal School, 1891, Z. X. Snyder, Ph. D., Principal.]
POST-GRADUATE COURSE [One Year]
PEDAGOGICS .- Advanced Psychology; Moral - Philosophy; Logic; Practice in Teaching; a careful reading of "Quick's Educational Reformers," "Fitch's Lectures on Teaching," and "Payne's Contributions to the Science of Education," with written notes and criticisms.
. LANGUAGE .- Latin: three books of Ceasar, and three books of Virgil.
MATHEMATICS .- Solid Geometry; Plane Trig- onometry and Surveying.
NATURAL SCIENCES .- Chemistry, Zoology, and Astronomy.
HISTORY and LITERATURE .- General History; History of English and American Literature, with a careful study of four classics with written notes and criticisms, and a course of general readings.
This course was merged in the Regular Nor- mal Course as adopted December 11, 1894.
THE CLASSICAL COURSE
This course as outlined in the Edinboro cata- logue for. 1861 extended through four years. It was designed to prepare teachers for Classical High
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Schools. For admission, examination in the fol- lowing subjects was required :
Arithmetic; Elements of Algebra; English Grammar; Latin Grammar; Caesar, two books; Vir- gil, four books; Greek Grammar and Reader; An- abasis, two books; Geography; and History of the United States.
The studies included in the course proper were about the same as those found in the classical courses of our smaller colleges. It included four years' work in Latin and Greek; Higher Mathema- ties; and Sciences. It also provided for optional attendance upon two courses of lectures on the the Theory of Teaching, Practice in the Model School for one term, and a Thesis on a professional subject.
In the Third Catalogue of the Indiana State Normal School, the general scope of the Classical Course is stated as follows :
"This course is intended to qualify teachers for the classical department of instruction in graded and high schools and academies. It includes the studies of the Elementary and Scientific Courses, and the usual collegiate course in Latin and Greek. French and German may be substituted for an equivalent amount of Latin and Greek."
The number of graduates in this course was never large in any of the schools, and the course was dropped from the catalogues of all the schools between 1879 and 1886. [A case of innocuous des- uetude]
The catalogues of many of the Normal Schools contain excellent College Preparatory Courses in which the student may, if he so desire, fit himself
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for classes higher than the Freshman class. The Normal Schools allow the student to vary the course to suit the requirements of the college the student expects to enter. Stress is placed upon the preparation in English, a weak point of many ap- plicants for admission to college. Many students receive their whole preparation for admission from the work done in these courses.
ADVANCED PEDAGOGICS
[For Graduates]
At a meeting of the Principals of the State Normal Schools of Pennsylvania, called December II, 1894, three advanced courses were adopted.
REGULAR NORMAL COURSE [Three Years]
This Course includes the studies of the Ele- mentary Course, and the following branches :
PEDAGOGICS .- Advanced Psychology; Moral Science; Philosophy of Education; Methods of Teaching; Practice of Teaching; Pedagogical Works: Froebel, Education of Man; Quick, Educa- tional Reformers; Fitch, Lectures on Teaching; School Supervision; School Apparatus; Discussion of Manual Training; Physical Culture, etc.
MATHEMATICS .- Solid Geometry; Plane and Analytical Trigonometry; Surveying.
LANGUAGE .- Latin; Caesar, three books; Vir- gil's Aeneid, three books; Cicero, three orations.
NATURAL SCIENCE .- Chemistry, including Chemistry of Soils; Zoology, including Entomol- ogy; and Geology.
LITERATURE .- Higher Literature, English
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and American, including a study of at least four classics.
(A full equivalent will be accepted for any of the text-books named in this Course.)
SCIENTIFIC COURSE [Four Years]
This Course includes the studies of the Reg- ular Normal Course, and the following branches :
PEDAGOGICS .- Logic; Course of Professional Reading selected from regular or advanced Normal Course; a Thesis on a professional subject.
LANGUAGE .- Latin: three books of Virgil's Aeneid, three orations of Cicero, or a full equiva- lent; (an equivalent of Greek, German, or French will be accepted for any of the following studies : Virgil, Cicero, Higher Algebra, Spherical Trigo- nometry, Surveying, Analytical Geometry, Calcu- lus, Mathematical Natural Philosophy and Math- ematical Astronomy, and an equivalent of Latin and Advanced work in Natural Science for any of the foregoing mathematical studies.)
ADVANCED NORMAL COURSE
[Five Years]
This course includes the studies of the Sci- entific Course, and one year's additional work in Pedagogics, as follows :
PSYCHOLOGY .- James, Advanced Course.
Laurie's Institutes of Education; Rein's Out- line of Pedagogy; Rosmini's Method in Education; Herbart's Science of Education; Spencer's Educa- tion; Davidson's Education of the Greek People.
Discussion of Methods and Objects of Leading
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Educators : Froebel, Pestalozzi, Dr. Arnold, Horace Mann, and others.
Discussion of Educational Theories.
Education in the United States; Education in Pennsylvania (Wickersham); General Survey of History of Public Education in Germany, France, and England.
Advanced work in Language, Mathematics; Natural Science, etc., may be taken at the option of the student.
A full equivalent will be accepted for any of the text-books in the Course.
The rules for final examinations as they now stand are here given :
RULES FOR FINAL EXAMINATIONS
Of the Junior and Senior Classes in the Elementary Course.
I. Admission to the Senior class shall be de- termined by the State Board of Examiners at the annual examination by the Board.
2. In order to be admitted to the Senior class, persons must be examined in all the Junior studies, except Methods, and the examination in these branches shall be final. No substitutions or conditions shall be allowed for any of studies re- quired for admission to the Senior class.
3. If the faculty of any State Normal School, or the State Board of Examiners, decide that a person is not prepared to pass an examina- tion by the State Board, he shall not be admitted to the same examination at any other State Nor. mal School during the same school year.
4. If a person who has completed the Jun-
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ior studies at any State Normal School, desires to enter any other State Normal School, the Princi- pal of the School at which the examination was held shall send the proper certificate to the Princi- pal of the School which the person desires to at- tend. . Except for the reason here stated, no cer- tificate setting forth the fact of the passing of the Junior studies shall be issued.
5. Candidates for graduatiou shall be ex- amined in all the branches of the Senior year. They shall have the opportunity of being examined in any of the higher branches, including vocal and instrumental music and double entry book-keep- ing; and all studies completed by them shall be named in their certificates.
6. Persons who have been graduated in any Course may be examined at any State Ex- amination in any branches of a higher course, and the Secretary of the Board of Examiners shall cer- tify, on the back of their diplomas, to the passing of the branches completed at said examination.
7. A certificate setting forth the proficiency of all the applicants in all the studies in which they desire to be examined by the State Board of Ex- aminers shall be prepared and signed by the faculty and presented to the Board. The certificate pre- sented for applicants for admission to the Senior class in the Elementary Course shall also set forth the standing of said applicants in the studies of the Junior year in which they are not examined.
8. The Board of Examiners is appointed by the State Superintendent of Public Instruction, and is composed as follows : The State Superin- tendent or Deputy Superintendent, who is Presi-
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dent of the Board ; the Principal of another Normal School ; six County, City, or Borough Superin- tendents ; and the Principal of this Normal School. Each student must receive eight votes out of the nine in order to pass the examination. Students must be examined and recommended by the faculty before taking the State Board Examination. .
The Act of Legislature under which examin- ations are now held is as follows :
That all examinations of the graduating classes at the normal schools shall be conducted by a board, of which the Superintendent of Public In- struction shall be president, of two principals of normal schools of whom the principal of the school where the students are to be examined shall be one, and not less than two nor more than six county, city, borough, or township superintendents, to be appointed by the Superintendent of Public In- struction.
[Act of April 23, 1895, Sec. I, P. L. p. 14.]
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PROCEEDINGS of the MEETING of the BOARD of PRINCIPALS of the State Normal Schools of PENNSYLVANIA. 1898.
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SIGNAL PRESS SLIPPERY ROCK, PA. 1898
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PROCEEDINGS OF THE CONVENTION
HARRISBURG, PA., NOVEMBER 1I, 1898.
At the call of the State Superintendent of Public Instruction, the Board of Principals of the' State Normal Schools of Pennsylvania met in the office of the State Superintendent, at Harrisburg, Friday morning, November 11, 1898, at nine o'clock.
At the morning session all the principals were present except Dr. S. H. Albro of Mansfield, Dr. A. J. Davis of Clarion, Dr. J. P. Welsh of Blooms- burg, and Dr. George M. Philips of West Chester.
Dr. Welsh came at the beginning of the after- noon session, but Capt. Davis of the 15th P. V. I. was unable to be present on account of the transfer of his regiment to Athens, Ga.
Dr. Albro sent a letter stating that, owing to an injury received depriving him of the power of loco- motion, he could not be present at the annual meet- ing and discuss the topic assigned to him. His views on certain topics will be found under the . proper headings.
Owing to the absence of Dr. Geo. M. Philips in Europe, Dr. Smith became the representative of the State Normal School at West Chester.
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Dr. N. C. Schaeffer occupied the chair as pres- dent, and Dr. Albert E. Maltby of Slippery Rock was chosen secretary of the Convention.
Dr. James Eldon, as chairman of the Execu- tive Committee, presented the following programme as the report of that committee :
Programme
FORENOON SESSION-9 O'CLOCK
I. The Model School
1. Should any changes be made in the requirements as to the number of weeks of daily teaching, or the number of 'periods a day?
2. Should the number of pupils be limited ?
3. 'Should any change be made in the law which at present requires at least one hundred pupils ?
. 4. Is it conforming to the spirit of the law to count weeks of observation as weeks of teaching?
. 5. Is it advisable to make the Model School work uniform in all the schools? S. H. ALBRO, 30 minutes.
· II.' The Junior Work
I. The average time spent in the Junior course. From what schools do the Juniors come ?
2. What proportion have taught school ?
3. Average age of Juniors ?
4. What subjects of the course have the Juniors studied previous to entering ?
them ? 5. What subject's of the Junior course are new to
6. Is the work well done, as a rule?
7. Should students be required to spend at least one year in the State Normal'School before entering the Senior class?
8. Should practice teaching be extended to the Juniors? G. B. HANCHER, 30 minutes.
III. Graduating Classes
1. What are some of the causes of the increased num bers in the graduating classes?
2 Does the increase show that the Normal School work is deteriorating ?
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3. Do all the graduates secure positions, and do they continue to teach in the public schools ?
4 What proportion of all the teachers of the State are graduates ?
5. Are there too many graduates ?
6. Is it better for the public schools of the State to have the majority of the teachers non-graduates ? J. P. WELSH, 30 minutes.
IV. Topics for Informal Discussion
[ Should an effort be made to place our Normal Schools on a strictly professional basis by refusing all students who do not intend to teach ?
2. Should auy diplomas or certificates be granted except those provided by law ?
3. Should all degrees be abolished by the Normal Schools?
4 After 1900, certificate only those completing the Regular Normal Course.
AFTERNOON SESSION-2 O'CLOCK
I. Common School System of Pennsylvania in its Relation to Normal School Work.
G. M. D. ECKELS, 30 minutes.
II. Comparison of State Systems of Normal Schools. E. O. LYTE, 30 minutes. III. "Summer Normals"
I. Number. Teachers.
2. Object. Efficiency.
3. Relation to Normal Schools.
D. J. WALLER, Jr., 30 minutes.
IV. Teachers' Institutes
I. Original Object.
2. Benefit or Injury to Normal Schools ?
3. Can the Normal Schools do anything to improve the teachers' institutes ?
T. B. Noss, 30 minutes.
V. Topics for Informal Discussion
I. Should music be taught in all public schools?
2. Should drawing be taught in all public schools?
3. Should book-keeping be taught in all public schools?
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4. Would it not be wise to drop from our course of study music, drawing, and book-keeping?
5. Should not a student of a State Nermal School be permitted to take both junior and senior examinations at one time as well as those who apply for the teacher' State certificate?
6. Why not abolish the boarding department ?
EVENING SESSION-7:30 O'CLOCK
I. (a) Free tuition after the present year. 1
(b) What action should be taken in re- gard to the deficiency in State aid for this year ? GEO. P. BIBLE, 30 minutes.
II. (a) Changes in the Course of Study.
(b) Extending the Elementary Course. J. R. FLICKINGER, 30 minutes.
III. Uniform Examinations.
G. M. PHILIPS, A. J. DAVIS.
IV. (a) Digest of laws passed by Board of Principals.
(b) Authority for the present Courses of Study and Rules for Examinations.
(c) History of changes made in the Ele- mentary Course.
A. E MALTBY, 30 minutes.
V. Topics for Informal Discussion
I. Comparison of Normal School and High School Courses.
2. Should we have more professional studies in the
course ?
3. Advisability of selecting a text-book in each Jun- ior subject, to serve as a standard.
4. Should the Regular Normal Course be made to correspond with the Freshman year in College, and the Scientific with the Sophmore year ; the present professional work being added ?
5. Should girls have instruction in sewing and cook - ing instead of wood-working?
6. Improvements in laboratories and facilities for doing individual work.
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FORENOON SESSION
On motion of Dr. Lyte, the members of the Department of Public Instruction were invited to sit with the Principals and take part in the discus- sions.
After the reading of the minutes of the pre- ceding meeting, the discussion of the topics in" the regular programme was begun.
The first subject on the programme, "The Model School," was thrown open to general discus- sion owing to the absence of Dr. Albro. Principal Albro by letter defined his position as follows :
"I take the liberty of saying that my position with reference to the first topic on the programme is that the Normal Schools should be absolutely re- quired to have Model Schools whose average num- ber of pupils should be at least twice the number in the graduating classes."
DR. LYTE. Some of the Model Schools in our Normal Schools are entirely too small. The Prac- tice School should be made the center of all the work in the Normal School. A Model School of five hundred pupils would be much better for the needs of the work than a school of fifty pupils. Much actual teaching should be done.
DR. Noss. The work in observing skillful teaching is very important. There is observation and observation. The seniors should not simply be present, but should submit lesson-plans, and give orderly discussions and critical opinions on each lesson presented.
DR. ECKELS. At Shippensburg we emphasize close criticism. There are always ten or twelve
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seniors engaged in observation work during every quarter year. Reports are required, and excellent results obtained. Some students surprise us with the excellence of their reports.
DR. ELDON. Is it advisable to make the Model School work uniform in all our schools ? Still, I believe that each Model School should have at least one hundred pupils. We should conform to the law in the matter.
DR. ECKELS. In my opinion a Model School of seventy-two pupils can be made as efficient as one of one hundred. The classes would not differ much in size under such circumstances, and the senior who could control eight pupils would be able to do good work with eleven. The various Model Schools are organized necessarily on different plans. All that the State requires is that the Model Schools be made efficient.
Dr. Flickinger quoted the State law, and con- curred in Dr. Eckel's opinion as to its interpreta- tion.
DR. WALLER. There is yet another side to this question. There are wide differences in re- gard to the practical working out of the general plans. Some schools charge tuition, others do not. The actual size of the school will be determined by the way the trustees decide to manage such a school. The attractions provided will determine the attend- ance. Some schools spend much more money than others in making the Model School efficient ; some spend $1,000, others $5,000. I recommend that no charge be made for tuition, and that we improve our facilities and determine to have an attendance of one hundred pupils in the Model School. The sugges-
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tion made by Dr. Eckels should not be passed with- out remark. It is not that the difference in the size of classes is that between eight and eleven, but be- tween one and fifty. I have seen seniors in some Normal Schools instructing a class of one.
DR. LYTE. The conditions are best when the Model School is a regular county school. I believe that we conform to the spirit of the law. At Mil- lersville our school is not entirely free, but I would prefer to have it so. The Model School should be made as nearly as possible like the school of which the senior must take charge when he leaves the Normal School.
DR. ECKELS. There is really not so much difference among us as would at first appear. At Shippensburg we strive to co-operate with the pub- lic schools. We strive to do the very best work possible. We would certainly prefer three hundred pupils to seventy-five pupils if our conditions were not such as they are.
DR. Noss. One of the most important points as I see it is the necessity of protecting the Model School pupils from the disintegrating action of a large senior class. The tendency of Model School work as sometimes pursued is to make prigs of the pupils. Classes at California are not less than twenty, and some reach forty or fifty. The training teacher is present, however,. Our practice teachers prepare every lesson. Lesson plans are made ac- cording to the following provisions :
. I. In Vertical Writing
2. Direct Discourse. Not "Here the teacher develops the subject, etc.," but "I develop the subject thus, etc."
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3. A distinct statement of the aim of the lesson.
4. Formal steps in presentation. (Some- what Herbartian). A member of the group of teachers would not be allowed to take her place if the plan were not satisfactory.
A discussion of the relative value of work in Model School and in public schools followed. It is possible to make the Model School superior to a good public school. The conditions are different in a Model School.
DR. SMITH. Where the board of directors have already a good system, they will not under any circumstances give up the control of the pol- icy. The very fact that the student-teacher is not in complete control of the pupils is an element of weakness. Still the Senior is better prepared, if he has good faculties for work afterwards, when he has had the chance to observe expert teaching in the Practice School, even if he does no actual teaching.
DR. WALLER. But what are we to do under the rule as it now stands ? Our course reads, "twenty weeks of actual teaching."
DR. Noss. All the Normal Schools that have succeeded have emphasized the practice. This is true of Oswego and Cook County Normal. The Model School forms the distinctive characteristic of the Normal Schools, and we cannot and must not change it. At California the element of disor- der in the Model School does not arise to any great extent, and the discipline in consequence is a small item in the training of the Seniors.
DR. SCHAEFFER. Here is an arithmetical prob-
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lem for solution. If the graduating class at a State Normal School be 100, and the number of pupils in each Model School class be not less than 10, what must be the size of the Practice School ? Would not the answer be: "More than five hun- dred" ?
The Girls' Normal School in Philadelphia, and the State Normal School at Potsdam, N. Y., have no Practice Schools.
The chair appointed Drs. Waller, Lyte, and Eckels as a committee to consider whether Obser- vation should be allowed to be counted as Practice in teaching.
Dr. George B. Hancher of Kutztown then took up the second topic on the programme, "The Junior Work." The following points were presented :
I. That the time varies, but the usual period is one year.
2. That 25 per cent. of the Juniors come from the High Schools.
3. Only three per cent. of those who come from high schools have taught, while fully fifty per cent. of the others have engaged in teaching. 4. A comparison of the year 1877 with 1898 gives the following results as to the average age of Juniors :
1877
1898
Boys 19.75 years 19.88 years
GIRLS 17.67 18.75 "
The youngest pupils are those from the community.
5. Latin, Botany, Vocal Music, Al- gebra, Civil Government, and Methods are the stud. ies most commonly new to the pupils.
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