USA > Pennsylvania > Lancaster County > A History of the Courses of Study in the State Normal Schools of Pennsylvania > Part 5
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6. The work is poor in Reading and in Arithmetic. Also, commonly, in Political Geog- raphy, History, and Spelling.
7. It is generally necessary that the students spend at least one year in the Normal School before entering the Senior class, but this should not be made a requirement.
8. The extension of the practice-teach- ing to the Juniors would be a great help to them in their work in Methods, in their study, and fin- ally as a means of indirect discipline. The effect upon the pupils in the Model School might, how- ever, be detrimental.
DR. SMITH. Is the work in Arithmetic well done by those who enter the Normal Schools ? We do not find it so.
Owing to the absence of Dr. Welsh, who was appointed to present a paper on "Graduating Class- es," an informal discussion followed the presenta- tion of Dr. Hancher's paper.
DR. LYTE. There should be a rule requiring for admission to the Senior class an attendance of at least twelve weeks at a Normal School, or an ex- perience of at least one term as teacher in the pub- lic schools.
Also, we should endeavor to place the State Normal Schools upon a proper basis
I. By refusing to admit all pupils who do not intend to teach in the State.
perhaps] 2. By fixing an age limit. [ At sixteen,
3. By requiring for admission a fair academic qualification.
DR. ECKELS. Should not the number of pupils received by each school be limited ?
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DR. SMITH. As an outgrowth of such changes, would you limit or abandon the academic work in the Normal Schools ?
DR. LYTE. I would not abandon the academic work in the Normal Schools, but would cut off all work in courses not germain to the Normal Courses. No diplomas or certificates should even now be issued by our schools, save those provided for in the law relating to the Normal Schools.
Dr. Eckels presented the following motion :
Resolved, That students who pass the Junior examination before the State Board of Examiners shall be entitled to admission to the Senior class of any State Normal School only on condition that, -except in case of sickness,-they remain in the school in which they have been examined until the end of the term in which they are examined, and complete such further work as may be prescribed for them by the faculty of the school in which they are students. Lost.
The motion was discussed by Drs. Lyte, Smith, Eckels, Houck, Bible, and Noss. Motion not car- ried.
Dr. Noss then presented the following motion relating to students changing from one school to another :
Resolved, That the passing of the Junior exam- ination in one Normal School entitles a student to admission into the Senior class of that school only at which the examination is held ; provided, that upon request to the State Superintendent by the . principal of the school at which the examination is held, a student may be permitted to enter the Sen- ior class at some other Normal School.
Lost.
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DR. LYTE. The fundamental error lies in any school's practically shutting its doors to any person ready to take the examination at that school. It is certainly entirely wrong to require students to pledge themselves to return to the school where they happen to be examined. The matter ought to be left perfectly free.
Motion not carried. Adjourned.
AFTERNOON SESSION
Auditor-General L. G. McCauley and Capt. R. T. Cornwell, trustees of the West Chester State Normal School, were present at this session.
Dr. Welsh being present was invited to discuss the topic assigned to him on the programme, but expressed the desire to have the regular exercises for the afternoon followed.
Dr. G. M. D. Eckels then took up the next topic for discussion, "The Common School System in its Relation to Normal School Work."
I. The Relation
I. Logical relation
(a) The logical relation demands har- mony of purpose.
(b) It also demands co-operation.
(c) This relation demands that the Nor- mal Schools be recognized as an essential factor in the Public School System.
2. Legal relation
(a) The logical relation should be the legal relation, and the legal standing of the Normal Schools is definite.
(b) The subject was discussed in the
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framing of the constitution. Dr. Wickersham did not wish to have distinct recognition of them made.
(c) The various acts of the Legislature fix the question of their legal relation to the school system.
II. Where there is a relation there must be mutual obligations.
I. What does the common school system owe to the Normal Schools ?
(a) The better qualifications of teachers is due directly to Normal Schools.
(b) The better supervision of schools is due largely to Normal Schools.
(c) The higher moral tone of the com- mon schools is due more largely to the Normal Schools than to any other single agency.
(d) The better methods which have been introduced into the common schools in recent years owe their existence to the Normal Schools.
(e) The demand for improved appli- ances for teaching in our common schools has been created by the Normal Schools.
2. How can the common school system pay the debt it owes to Normal Schools ?
(a) By giving Normal School graduates full credit for their preparation in the selection of teachers.
(b) By giving Normal School graduates full credit for their preparation in the adjustment of salaries.
(c) By recognizing the necessity for pro- fessional training in properly educating young per- sons for the work of teaching.
(d) By creating sentiment favorable to the Normal Schools among the law makers of the
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Commonwealth, so that they may be properly sus- tained by the State.
3. What difference exists between the com- mon schools and the Normal Schools which are det- rimental to the system ?
(a) The employment of teachers from the public schools without requiring them first to take a course of professional training.
(b) The demand on the part of the pub- lic schools that their graduates be given credit for the completion of the subjects embraced in the course.
(c) Unfriendly criticisms on the part of public school officials are not only injurious to Nor- mal Schools, but are likewise at variance with their duties as public school officials.
(d) The granting of schools upon any any other basis than that of the fitness of the appli- cants is an injury not only to the public school sys- tem, but to the Normal School system as well.
4. How can the present relations existing between the common schools and the Normal Schools be improved ?
(a) By giving preference in the selection of teachers to those who hold the highest grade of certificates.
(b) By making the courses of study in the common schools harmonize more closely with the Normal School curriculum.
(c) By making the appropriation for com- mon school purposes include a fixed amount for the Normal Schools-the amount given for main- tenance to equal the amount given for state aid to students.
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5. What have the common schools a right to expect of the Normal Schools ?
(a) That they shall maintain a high .
standard of scholarship for their graduates.
(b) That the professional training and in- struction shall be sufficiently thorough to guaran- tee the graduates against unscientific teaching.
(c) That in point of character those who graduate shall be above suspicion.
(d) That they shall co-operate with pub- lic school officials in awakening educational senti- ment.
(e) That they shall be safe leaders in re- spect to the best methods of teaching, and the wis- est plans or the organization and disciplining of schools.
Dr. Lyte then presented the following points concerning the topic assigned to him, "Comparison of State Systems of Normal Schools." Owing to his trip to the Pacific coast, he had not prepared an extended paper.
When we compare our system of Normal Schools with the systems found in other states, it will appear that we differ in the amount of aca- demic work which we do. There are really no Normal Schools in the country where academic work is not done. In Illinois, much attention is given to such work. Also, in Minnesota, great stress is laid upon the proper study of the common branch- es. Even in the State of New York, where large claims are made in regard to the excellence of the professional work, I found that the strongest schools were really doing much academic work. At On- eonta, good academic work was carried on with pro-
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fessional work. The normal schools of New York may be criticised as giving, in general, too little at- tention to the academic side. The New York system is centralized,-perhaps too much so. Connecticut and Massachusetts are subject to the same criticism. New Jersey normal schools do fair academic work. No normal school system in the United States pays so much attention to academic work as does the system in Pennsylvania. In this respect, in so far as the common branches are concerned, we are un- excelled. But Illinois, Minnesota, and other west- ern states do the professional work as well as we perform it; while New York does better work, and much more in the Model School. The normal schools in Connecticut and Massachusetts also ex- cel ours professionally. Therefore, it would seem that we might learn a lesson or two from the schools of other states. But when we compare the graduates of our normal schools with those of other states, we must also claim that our students are successful in life. I should also be extremely sorry to see any decrease in the excellence of our academie work.
It is certain, however, that the normal schools of Pennsylvania should give more attention to the professional work in the various courses. If three years be the usual time spent in the Elementary Course-it is much less in many cases-we spend two years upon the purely academic side. More time should be devoted during the Junior year to the study of the elementary principles of psychol- ogy, and to practical professional methods. The professional work of the Senior year should also be increased.
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But if we increase the amount of professional work, we must also increase the time for the prep- aration of teachers. Charters must be modified, and changes made if necessary. Fettered by the dead, we must break from the chains imposed. The time has come when we must shut our doors to all students who do not intend to teach in the State.
DR. WALLER. Do other state normal systems run boarding departments?
DR. LYTE. This feature need not necessarily hamper us in our consideration of the matter.
At the close of Dr. Lyte's highly interesting remarks the following motion was presented by Dr. Eldon, and passed by the unanimous vote of the principals :
Resolved, That Dr .. E. O. Lyte be requested to prepare and publish a pamphlet on the subject as- signed, and that the expense of such publication be borne by the treasury of this convention.
Carried.
Dr. D. J. Waller then took up the topic "Sum- mer Normals." His interesting paper is here pre- sented :
This term includes two distinct classes of schools in Pennsylvania. There are, first, those organized in connection with some of the larger schools and smaller colleges. These possess the facilities afforded by the educational plant where they are established, including a part of the regular teaching force, also are strengthened by a body of teachers selected for their qualifications as special- ists, or for their influence in drawing patronage. The term rarely exceeds four weeks, and the teach-
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ing is chiefly done in the morning. The social life is made a prominent feature, in which the distinc- tions between teachers and taught are laid aside.
The influence of these schools may be looked for chiefly among high school principals and the teachers of our smaller cities. They make no per- ceptible impression upon the great body of our public schools.
It is a debatable question whether the pupils receive an equivalent for the fees and the traveling and living expenses; when there are taken into ac- count the lassitude produced by the season, the brevity of the course, and the actual number of hours in the brief course given to employments aside from instruction.
This paper was, however, probably intended to be an opening of a discussion upon the second class of Summer Normals, those numerous in most if not in all the counties of the State.
Assuming that Indiana county is a fairly rep- resentative one, the facts found there enable us to understand these schools throughout the Common- wealth. In a population of 45000, almost entirely rural, there are each year not less than twenty nor more than twenty-seven. The length of the term is eleven weeks. The one or two teachers are al- most invariably residents of the neighborhood. Ninety-five per cent. of the teachers of the county prepare for the winter's work either in these schools or in the State Normal School.
The two striking characteristics of the Sum- mer Normals are : the rivalries existing among them, which become exceedingly strong ; and the
deadening process of finding short cuts to the goal of a provisional certificate.
The effort to prepare in all the required branch- es in a few short weeks necessarily degenerates into the finding of answers; the understanding and ap- plication of principles is lost sight of.
Almost any school is better than none at all because it is likely to stimulate a thirst for educa- tion in some, at least, of the pupils. For this reason these schools become feeders to the State Normal Schools, and to academies and seminaries, and stim- ulate a body of youth that without the presence of a Summer Normal might never have been aroused to a sense ot their real needs. The Summer Nor- mals do not supply our public schools with the kind of teachers they should have, yet with our present practice of granting an unlimited number of renewals of the Provisional Certificate, and with the six months' school term found in nearly all the rural schools of the State, the Summer Normal is a valuable adjunct to our school system.
When our legislators have the nerve to make the minimum term eight months and the unlimni- ted renewal of the Provisional Certificate is abol- ished, the Summer Normal as it is will die a natural death, or will be transformed.
DR. SCHAEFFER. My general observation has been that the work is detrimental, and that the counties are thus flooded with immature teachers.
DR. ECKELS. The real injury lies in the fact that they tend to become political centers and rule the superintendents by bringing pressure upon the various persons concerned. If we could regnlate
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the granting of the provisional certificate, the mat- ter could be adjusted.
DR. SCHAEFFER. In Ohio the number of pro- visional certificates is greater than in Pennsylvania. I have thought that it would be well could we adopt the plan proposed some years since by Dr. Waller, and limit the number of years in which provisional certificates may be obtained by an ap- plicant. The uniform state examination might be a remedy, but I could never yet see my, way clear to that plan. Many frauds have been practiced under the system in other states, and it seems to . me that such examinations could never become perfect in practice.
DR. ELDON. How would it do to limit the number of years of provisional certificates to five ? Could such a bill ever pass the Legislature ?
DR. SCHAEFFER. Under the uniform exani- ination in the state of New York many very effi- cient teachers have been dropped from the work, -simply because they could not pass the technical examinations.
Dr. Theo. B. Noss then presented his paper on the topic, "The Teachers' Institutes." In brief his points were as follows :
The original object of the teachers' institute was undoubtedly to supplement the work of the Normal Schools. Pennsylvania has the best system of institutes in the United States, and it is certainly true that the Normal Schools have helped greatly iu making the institutes successful. Ten or fifteen years ago it was exceptional to see Normal School principals and teachers on the programmes. Some programmes are now made up largely from Nor-
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mal School lists. Under such conditions it would -
be well to do all that we can to encourage the sup- erintendents to do even better work. It is a good plan to encourage division work. Supt. Hall of Washington county now holds his forenoon sessions in five divisions, and the classes or sections are given in turn to the different instructors. Instruct- ors hold the same room, and meet the various sec- tions as they are sent to them. Supt. Ulerich of Westmoreland has also tried the same plan. I think that we should help the superintendents to intro- duce more systematic instruction. Can we not send exhibits of the work, and thus bring our methods into view ? Superintendents without exception are ambitious to have good institutes. The divisions in the cases mentioned were made arbitrarily by the superintendents. But inany of these officers do not know just what to do in order to improve their institutes. Help them by suggestions as to pro- grammes and the manner of conducting the work.
DR. WALLER. What has been the experience of other schools in regard to exhibits ? Dr. Noss seems fully persuaded that much good is done by them.
The topics mentioned on the programme for informal discussion were then introduced.
DR. ELDON. Should not a student of a State Normal School be permitted to take both Junior and Senior examinations at one time as well as those who apply for the teachers' State Certificate ? Is it not an injustice to our pupils in the schools ?
DR. SCHAEFFER. The principal difficulty en- ters when we try to conduct an examination in two
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branches at the same time.' The applicant cannot take both at the same period.
DR. WELSH. After a careful examination by our faculty, we admit some students to the work of our Senior class. Such students take four terms of actual attendance at school.
A discussion as to the purpose of the law and practice began, and the propriety of allowing such students to do senior work in teaching was doubted by many of the principals.
Dr. Albro in his letter took the opposite ground :
"I am.strongly of the opinion that students of a State Normal School should be allowed to take the Junior and Senior examinations at the same session when qualified so to do. There is no rational excuse for denying them this privilege."
Dr. Noss made a report as Chairman of a Com- mittee on Financial Matters, the data being fur- nished by Hon. A. D. Glenn, Financial Clerk of the department of Public Instruction.
State Aid to Normal Students
Amount left after paying the approp- riation of winter term of 1897 $ 16,046 27 Amount left atter paying winter term of 1898 . 16,893 77
Amount of entire appropriation due
after paying winter term, 1898 146,893 77
Amount now paid out 95,250 00
Amount still due 51,643 77 Paid out for fall term of 1897 16,215 50 -
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Estimates
Balance now due
$51,643 77
For fall term 16,215 50
Balance after paying fall term 35,428 27 Amount required to pay winter term of 1897-8 $23.426 00
Amount due after paying winter term, 1898
$35,428 27
Amount for winter term, 1898-9 23,426 00 . -
Amount remaining after paying winter term of 1898-9 12,002 27
The Legislative Committee was continued in office as constituted : Drs. E. O. Lyte, G. M. D. Eckels, G. M. Philips, S. H. Albro, and J. R. Flickinger. Various suggestions as to action were made. Adjourned.
EVENING SESSION
Supt. R. M. McNeal was present during a part of the evening session.
Dr. Waller as chairman of the committee ap- pointed to consider the matter of observation and and practice in teaching reported from committee the following motion which was carried :
Resolved, That the word actual be stricken from the course. [See Senior year]
Carried.
Dr. Bible then discussed the topic, "State Aid," and advised united and earnest efforts on the part of those concerned. Suggestions should be sent to the proper committee.
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DR. LYTE. The Normal Schools should be put upon the basis suggested in my paper this after- noon. I submit a rough draft of a law meeting the case approximately. I would raise the question of the wisdom of taking some such action, and sub- mitting through the Legislative Committee such an act to the inspection of those interested in legisla- tion.
An Act
Regulating the preparation of teachers for the common schools of the Commonwealth by the State Normal Schools.
Section 1. Be it enacted by the Senate and House of Representatives of the Commonwealth of Pennsylvania and it is hereby enacted by the au- thority of the same, That for each student over seventeen years of age, who shall attend a State Nor- mal School in this Commonwealth for the purpose of preparing to teach in the common schools of the State and who shall sign an agreement, binding himself or herself to teach in the said common schools two full years, there shall be paid to the said State Normal School the sum of two dollars and fifty cents per week, for tuition and the use of text-books rent free; ยท Provided. That each student for whom said payment is made by the State shall receive regular instruction in the science and art of teaching in a special class devoted to that object, for the whole time for which such payment is made; and provided further that no payment shall be made for any student in attendance for a shorter time than ten weeks in any school year, nor
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for more than two hundred students in attendance at any one time, except as hereinafter provided for in Section 3 of this Act.
Section 2. No State Normal School shall hereafter admit any student to any department con- nected with the school except the Model School unless he or she shall be at least sixteen years of age and have a fair knowledge of the common branches, and shall sign the agreement specified in Section I of this Act.
Section 3. A State Normal School that has am- ple accommodations and appliances for the educa- tion and training of more than two hundred students for the vocation of teaching in the public schools may make application to the State Superintendent of Public Instruction for authority to receive on State account a larger number of students ; and the State Superintendent shall then appoint a commit- tee of three Commissioned School Superintendents of the State, who shall act in conjunction with the . State Superintendent and Attorney General as a committee to determine whether said State Normal School can properly educate and train a larger number of persons for the vocation of teaching, and to affix the number of students that may be admitted on State account by said Normal School, provided that said number shall at no time exceed three hundred.
Section 4. The charges for boarding made by the State Normal Schools to students shall be de- termined by the Board of Trustees of said Normal School, subject to the approval of the Superintend- ent of Public Instruction, and shall be as low as the prices of provisions, etc., will warrant, and be the same for all students.
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Section 5. No moneys received from any source by any State Normal Schools in this Com- monwealth shall be used for paying dividends on stock, or for any similar purpose.
Section 6. All former acts relating to ap- propriations to students in State Normal Schools are hereby repealed.
Dr. Waller presented the following motion which was passed :
Resolved, That there be no application for any special appropriations, and that the schools apply for an annual appropriation of $15000 each.
Carried.
Dr. J. C. Flickinger of Edinboro then pre- sented his paper on "Changes in the Normal Course of Study."
Dr. Flickinger stated that in his opinion Book-keeping could be relegated to the public schools. Music could be required for entrance, but Drawing could not thus be required.
DR. ELDON. There is no more reason to have Book-keeping in the course than to have Stenogra- phy or Typewriting.
DR. LYTE. I am in favor of more advanced scholarship, but our graduates get such low wages that they can do little to help themselves.
Drs. Flickinger and Lyte discussed the value of free tuition and various other topics in animated debate. Dr. Flickinger was disposed to ridicule the amount of Latin included in the Elementary Course.
DR. Noss. The amount of Latin should be increased.
DR. WALLER. The Latin is valuable, and
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should be so regarded even if the amount be small in and of itself. It places the student in a position to gain more. Many students in the Normal Schools do take much more Latin than the Ele- mentary Course requirement.
DR. SCHAEFFER. We are following the ex- ample of Saxony in having Elementary Latin in the course, and Saxony has one of the best school systems in the world.
Dr. Lyte moved that Dr. Smith be instructed to communicate to Dr. Philips the regards and best wishes of the convention. The secretary was instructed to deliver a similar communication to Capt. A. J. Davis of the 15th P. V. Infantry.
Passed.
Dr. Maltby of Slippery Rock submitted a pa- per entitled "History of the Changes Made in the Elementary Course." The papers prepared by Dr. Flickinger and Dr. Maltby are appended in full.
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