THE

Ohio Journal of Education.

COLUMBUS, OCTOBER, 1857.

REPORT ON NORMAL SCHOOLS.

MADE BY MR. J. OGDEN, TO THE STATE TEACHERS' ASSOCIATION.

(CONTINUED.)

What is the course of instruction? what the terms

New Jersey answers by a printed list, much the same as we find in the best Normal Schools in the country. It is but justice to state, however, of this school, that special attention is given to theory and practice, for which they have every convenience by way of apparatus, Model School, etc.

Rhode Island answers much the same.

New York refers to report; but as this is lengthy, and eliciting nothing new, it is omitted. The same from Massachusetts and Connecticut. Seventh question. "Are beneficiary students sent from different

parts of the State? if so, how selected?"

New Jersey answers by reference to Cir. No. 4.

Rhode Island answers: "None sent."

New York answers: "All received on same terms.”

Westfield, Mass., answers: "None sent.

Salem, Mass., answers: "We have beneficiaries, but they are determined by the Principal, according to circumstances, without reference to residence."

Eighth question. "What number of students has been taught?— what number graduated?”

New Jersey reports as follows: "The whole number taught, for a longer or shorter period, to present time, is about 115. None have graduated. None will graduate until the end of the fifth term, or two

VOL. VI.-No. 10.

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and a half years from the opening of the school. The question of graduation to be determined by a rigorous examination of the student, covering the entire course of training, both general and special, to which he has been subjected."

It will be remembered that this institution has been in operation but little over a year and a half. The Normal Schools in Ohio have been in operation about the same time; and it would be safe to say that, during that time, 800 teachers and pupils have sought the advantages of these schools.

Rhode Island answers: "308 have entered for the regular course. Not far from 150 have graduated." This school has been in progress but little over two years.

New York answers: "2,687 have been taught up to September, 1856; 932 graduated. All the counties in the State except three have been represented in the school during the last year. Thirty-four counties have been represented by the graduating class." What an army of trained laborers, thus sent out in the space of thirteen years, to battle against the host of ignorance! And this number is yearly increasing.

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Massachusetts answers from Westfield : Nearly 100! Awarding diplomas is a late arrangement." This school has been in operation nearly eighteen years, thus giving an average of a little more than 55 per annum. From Salem, she writes: "Admitted 243, graduated 85." School in progress little over three years.

Ninth question. "Do your graduates receive degrees? if so, what

is the title?"

New Jersey writes: "It is the intention of the officers of the institution to confer degrees upon its graduates. The title has not yet been determined. There will probably be two grades of degrees, at least.”

It seems quite desirable, we think, that some appropriate title be conferred upon those who complete a course of study and training in the Normal School. Medical Colleges, and Law Schools and Theological Seminaries, all have their respective titles and degrees. We see no good reason why the Teacher's profession should not be designated by some appropriate title.

New York answers the same.

In the Rhode Island State Normal School the graduates do not receive a degree." Massachusetts answers from Westfield, that "they receive a diploma signifying that they have finished the course prescribed, and recommending them as teachFrom Salem: “They receive a diploma, but there is no title."

ers."

Tenth question. "What proportion of the pupils become teachers? tion des Do they uniformly make better teachers than those not receiving Nor

ral as mal School training?"

Answer from New Jersey State Normal School: "All sign a declaniration of intention to teach, on admission to the institution. They also in Oh sign an agreement to report themselves to the Principal of the Normal Safety School semi-annually, stating their location, occupation, success as ht the teachers, etc., etc. All who have left the school, have thus far fulfilled their pledges with one exception this exception being the case of a e regulee student who was expelled. Their success has been marked. There is beais no hope that all who enjoy Normal School instruction will be successful; but it is confidently claimed that all such will be far better teachers with than without such training. Many who graduate in schools of Medicine, Law and Divinity, make neither cures, clients, nor conversions. Normal Schools are human institutions, and subject to the "Esame conditions as others. When Normal Schools shall reach that he perfection to which they may reasonably aspire, in the course of years, there will be comparatively few of their graduates that will, under ordinary circumstances, fail."

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Rhode Island answers, on the same subject, that " as many as threefourths, perhaps more, become teachers. Their success has been in a high degree gratifying. Failures are few in number."

New York answers, that "the greater part become teachers." But she fails to tell us whether they make better teachers or not.

But Massachusetts, from Westfield, answers: "Nearly all become teachers at least nine-tenths; and, other things being equal, they do make better teachers." Mr. Edwards answers, from Salem, "nearly all become teachers," but that he is not in the habit of answering the second part of the question; but his opinion is, "they do.”

Eleventh question. "Have you a Model School? What is its grade and character? How organized?"

To this, New Jersey answers: "We have a Model School. At present there are four grades, each occupying a distinct department. There is a permanent superintendent over the whole. There is also a permanent female assistant in each department. Pupil-teachers are sent successively through these departments, spending from one to two weeks in each, for each term of their connection with the Normal School, except the first. Thus, a pupil spending five terms at the Normal School, would secure from four to eight weeks of observation and practice in the Model School. While in this department, his recitations in

the Normal School are entirely suspended, and he is required to devote his entire attention to the study and practice of his future calling. Allow me, as a member of this committee, to add, that we believe this appendage an indispensable one to a well organized Normal School. It should not only be a model exhibition, all the grades of schools common to one system, but should be so furnished and conducted as to exhibit at once the most approved modes of giving instruction. The studentteacher can thus pass from grade to grade; acquiring, in a few weeks, a better knowledge of the true methods of teaching and conducting schools, than years of experience not given him under ordinary circumstances."

The State Normal School of Rhode Island has no Model School.

New York has one composed of more than 100 pupils, the teaching of which is conducted entirely by the members of the graduating class. The tuition fee in this department of the Normal School is $25 per

annum.

Westfield, Mass., has none. Salem has none; but to make up for the deficiency, the pupils practice in a class of the Normal School. Twelfth question. 'What length of time do your pupil-teachers spend in the Model School? What part do they take in giving instruction?"

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To this last, New Jersey answers: "Each pupil-teacher is required daily to teach classes in the Model School, subject to the supervision and criticism of the permanent Assistant and of the Superintendent, as well as of the Principal of the Normal School. As he progresses, is left more and more to himself, but is daily drilled in the principles and methods of teaching by the Superintendent, at special meetings for the purpose, in the afternoon.

"We place greater stress upon the observation and study of the Model School, as a model, than upon the responsibility' which a pupil is supposed to assume while in this department. The Normal School system of New Jersey comprises also a Preparatory Normal School, in which the adaptation of the pupil for his proposed calling will be subjected to a preliminary test, before he enters the Normal School proper. This machinery is not yet fully brought to bear upon the professional education of teachers, but soon will be. We thus hope to exclude from the Normal School such as, after a full trial, are found to be, by nature, unadapted for the work. (For further particulars under this head, I beg to refer you to documents herewith forwarded.)”

New York answers, that "the pupils in the Normal School take the

entire charge of the classes in the Model School, for about three weeks, under the supervision of the Superintendent."

We remark, in this connection, that the Connecticut State Normal School has a Model School of a very excellent character, perhaps equaling, if not excelling, any in the country. Having witnessed it in operation once, we are prepared to speak of it in the highest terms. It does not differ materially in its organization, however, from the ones just described.

Thirteenth question. "Do the Normal pupils hear any classes in the Normal School? At what compensation, if any?"

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To this Mr. Phelps, of New Jersey, answers: Pupils are called out daily, almost hourly, in the various classes, to conduct recitations. They receive no compensation therefor, except the experience thus acquired. Our recitations are all so conducted as to develop the teaching talent, or the Didactic Art, as it is called. The method of questions is sparingly used by the teachers of classes. We make the method of 'Pupil-Lectures,' or 'Sub-Lectures,' as we call them, the leading method at the recitation. Deficiencies are supplied and thought is provoked by the judicious criticism of the student, by his classmates, and his teacher. The student is thus thrown upon his own resources, and must stand or fall by his own attainments. See Reports for further information on this point."

Mr. D. P. Colburn, of Rhode Island, answers: 'Only under the eye of a teacher, as a part of their Normal School instruction." New York also answers: 66 'Only as a part of their regular exercises, in which the teacher frequently gives the class for a short time into the hands of some student."

Mr. Edwards, from Salem, Mass., answers, that "the scholars of his school are thus employed, but without compensation." Indeed, we believe it is a general custom in most if not all the Normal Schools in the Union.

Fourteenth question. "Is instruction given in the science of education and art of teaching? In what manner?”

answers: "Instruction is given in this department, first, by courses of lectures, which consider-1st. Man as the subject to be educated, God as the educator; man as a physical, intellectual, social and moral, or religious being. 2d. The laws which regulate the development and cultivation of the manifold powers and faculties of the human being. 3d. The scientific application of these laws, and the consideration of all the forces that are brought to bear upon the educa