of the college, or of the academy, which is also a part of the
institution. The professional instruction is given by the
principal of the normal school, who is likewise a member
of the college faculty.
At first the course was three years in length and covered
the subjects usually presented in normal schools of that
period.
The requirements for admission, as given in the catalogue
for 1883, are stated as follows: "Applicants for admission
into the Normal School must be prepared to stand an exam-
ination in English Grammar, Arithmetic and Geography.
Normal students who receive free tuition will be required,
on entering, to sign an obligation to teach within the limits
of Kentucky for a period as long as that during which they
receive free tuition."
With no provision for practice teaching, the aim of the
school seems to be to have all instruction of the college pre-
sented in such a way as "to illustrate to the pupil-teachers
in the various classes the latest and best methods of teaching
these subjects." ^
'^Kentucky State School Law, 1 880.
* Catalogue of i8g4-g^, p. 46.
87] IN COLLEGES AND UNIVERSITIES g/
There are at present four courses offered: i. A four
years' course leading to the degree of Bachelor of Pedagogy;
2. A two years' course leading to a state diploma; and 3
and 4. Two elementary courses preparatory for county and
state certificates.
The purpose of the department may best be seen from
the statement of Ruric N. Roark, Ph. D., principal of the
normal school: "Although organized as a Department of
the College co-ordinate with the other departments, yet the
Department of Pedagogy is more properly a school in itself,
made so by the necessities of the Public School system of
the State. Therefore, in addition to offering full work in
Pedagogy (Educational Psychology and its applications
in School Economy and educational methods), this Depart-
ment also provides academic instruction for teachers who
desire to fit themselves for higher grades of work. In ad-
ministering the Department, the real needs and limitations
of the average Public School teacher are kept constantly
in view, and the elevation of the common schools of the
State is the basic principle of the work." '
Several minor changes have occurred in the work since
the organization of the department, but it still remains, prop-
erly speaking, only a normal school and not a collegiate
department of pedagogy for the professional training of
secondary teachers.
There are two state normal schools in Kentucky, one at
Frankfort for colored students and one at Louisville for
whites. There are also a number of colleges in the State
that have lately established normal departments ; among the
latter is the Kentucky University, a denominational institu-
tion controlled by the Disciples of Christ, which established
a "Normal College " in September, 1899, quite similar to
that in the Kentucky State College above described. It was
* Catalogue for i8gq-igoo, p. 30.
88 TRAINING OF SECONDARY TEACHERS [88
the Kentucky University with which the State College was
for a number of years affiliated as indicated above.
Among the first institutions of higher educa-
UNIVERSITY . . , „ , , . . , ,
OF NORTH *^°" ^" ^"^ South to make provision for the
CAROLINA, special preparation of teachers was that of the
NORMAL University of North Carolina. The constitution
of the State, adopted in 1868, contains the fol-
lowing clause, Article IX, Section 14: "As soon as prac-
ticable after the adoption of this constitution, the General
Assembly shall establish and maintain, in connection with
the University, a department of Agriculture, of Mechanics,
of Mining, and of Normal Instruction!' The condition
under which this constitution was adopted and the stirring
times which followed in state administration,' caused but
little attention to be given to the fulfilment of the above
section.
It was in accordance with a provision of the amended
constitution, entitled " An act to establish Normal schools,"
ratified March 9, 1877, that the State Board of Education
was authorized to establish such a school in connection with
the State University. An appropriation of $2,000 annually
for Normal instruction was made by the State Legislature.
"The State Board, with the concurrence of the Trustees and
Faculty of the University, concluded to have a Summer
Normal School of six weeks' duration, beginning the third
of July, 1877, the instruction to be by experts trained in
Normal methods. No charge was made for tuition. Pecun-
iary aid was given out of an annual fund of $500 (one year,
^ The constitution was adopted during the reconstruction period after the
Civil War, when the State administration was composed largely of Northern officers
and recent settlers in sympathy with the national administration. Hence the
legislative acts of this body had but little binding force upon the State administra-
tions that followed soon after. — G. W. A. L.
89] I^ COLLEGES AND UNIVERSITLES 89
$800), donated by Rev. Dr. Sears, agent of the Peabody
Fund, to those unable to meet their necessary expenses." '
The above arrangement of summer normal schools or
teachers* institutes was continued each year during the
summer vacations of the University until 1885, when a
normal department, continuing throughout the year, was^
established instead.
These summer normal schools at the University were
largely attended by the teachers of the State, reaching one
year 402, and averaging 310. The instruction was mainly
academic, devoted almost entirely to a study of the element-
ary branches. Prominent teachers were called, both from
within and from without the State, to give instruction. Much
good was accomplished in arousing the teachers of the State
and in creating a desire for graded schools, but the term was
too short for ef^cienl instruction, and the lack of prepara-
tion on the part of the changing student body made the work
somewhat discouraging. To the President, K. P. Battle,
LL. D., is due in large part both the origin and the success
of the movement for normal instruction,
BEGINNING OF ^^^°^ ^° 1 8/7 no uormal schools had been
STATE NORMAL cstabHshed by the State, but along with the
SCHOOLS establishment of a summer normal school for
whites at the state university, the state board of education
opened the first state normal school for colored youths at
Fayetteville. This was followed shortly afterward (1881)
by the creation of four additional summer normal schools
for whites and a like number of state normal schools for
colored students. The former, however, had no permanent
location and were rather of the nature of county teachers'
institutes of five or six weeks' duration.
In 1885-86 the university authorities discontinued the
> Caialogue 0/1877-78, p. 59.
rjo TRAINING OF SECONDARY TEACHERS [90
summer normals and established a normal department in-
stead, appointing Nelson B. Henry, professor of the science
and art of teaching. The academic instruction was given
in connection with the other departments of the university.
The aim of the department is set forth as follows: "The
Normal Department, designed to train teachers for the
schools of the State, has been established in accordance
with the Constitution thereof, and by recent Act of the Leg-
islature, is free of tuition to young men preparing themselves
for the purpose of teaching, on condition that they sign a
pledge to teach at least one year after leaving the University.
On passing approved examinations upon the studies enu-
merated in the Normal Department, the student will receive
a certificate attesting this fact, and setting forth the. degree
of proficiency attained."'
The course as outlined consisted of two years' work as
follows :
" First Year.
First Term. — English (2), Algebra (3), Physiology (3), History of North
Carolina (2), Commercial Arithmetic (i), Reviews and Methods of Teaching (5).
Second Term. — English (2), Algebra (3), Zoology and Botany (3), History of
the United States (2), Book-keeping (i), School Economy (4).
Second Year
First Term. — English (i), Algebra (4), Physical Geography (l), Elocution
(2_), Chemistry (3), or Physics or Latin (4), Graded Schools (3), Seminary (i).
Secojtd Term. — English (i), Physical Geography (i), Geometry (4), Chemis-
try (3), or Physics or Latin (4), Methods of Culture — Educational Psychology
(2), History of Education (3), Seminary (i)."*
The degree of Bachelor of Pedagogics (Pe. B.) was
granted in connection with the Bachelor's degree from the
university to students completing the course in the science
and art of teaching.
* Catalogue of 1886-87, ?• 44- ' Ibid., p. 45.
9i] IN COLLEGES AND UNIVERSITIES gi
OT^CT.,- ^^ ^„^ In 1^85, in lieu of a lareer appropriation
CLOSING OF THE -^ ' -a r r \r
NORMAL from the State to the University, the $2,000
DEPARTMENT normal instruction fund was diverted to four
summer normal schools in different parts of the State, $500
to each. Two years later the Agricultural and Mechanical
College was separated from the state university, and the
$7,500 annually received from the Land Grant Fund was
thus lost to the University. This curtailment of funds made
it necessary to diminish the teaching force, which was done
by dropping three departments, z. ^.,the department of Min-
ing, of Biology, and of Normal Instruction.
With the exception of a few special courses designed to
meet the wants of teachers, offered by the heads of different
collegiate departments, nothing further was done for the
professional training of teachers until 1893, when the univer-
sity established a collegiate department of the " History and
Philosophy of Education," to which Edwin A. Alderman,
Ph. B., was appointed as professor. The following year
Professor Alderman was made President of the University,
and Clinton White Toms was appointed Professor of Peda-
gogy. A year later Professor Alderman was again made the
head of the pedagogical department, which position he re-
tained until the year 1897-98, when the present incumbent,
Marcus Cicero Stephens Noble, became professor of ped-
agogy.
THE TRAINING Siuce the organization of the pedagogical
OF SECONDARY department in 1893, the work has been planned
TEACHERS, morc particularly for the professional training
of secondary teachers, as is indicated by the following para-
graph : " This Department seeks to promote the study of
the science and art of education, to give training in the or-
ganization and administration of schools, and to prepare
university students for the higher positions in the public and
private school service. It is also intended to bring the sec-
92 TRAINING OF SECONDARY TEACHERS [92
ondary schools of the State into closer relations with the
University.
"The courses in the History and Philosophy of Education
are intended to have for the student a definite culture value
as well as professional value, by interpreting for him institu-
tions and ideals of the past."'
The courses offered in the department of pedagogy have
remained quite constant and are (1901) as follows: i. The
Science of Education (2); 2. The Art of Teaching (2);
3. History of Education (2); 4. Philosophy of Education
(2) ; 5. The Study of Childhood (2) ; 6. Herbartian Peda-
gogy (2). The work of the department is conducted by a
single professor and no provision is made for practice
teaching.
DEPARTMENT ^^^ ^^^^ ^^^ ^°'' ^^^ Organization of the Uni-
oF PEDAGOGY, vcrslty of Minnesota was passed by the terri-
uNivERsiTY OF torial legislature in 185 i. The following years
MINNESOTA , . . .1. T- -^ ' j -i.
were trymg ones to the new lerntory, and it
was not until 1867 that the preparatory department of the
university was opened for the reception of students, and not
until two years later that the first collegiate classes were or-
ganized. At this time the State was already in possession
of three State normal schools, one at Winona, established in
i860; one at Mankato, opened in 1868; and one at St.
Cloud, opened in 1869. Probably on this account, no pro-
vision was made by the university authorities for the estab-
lishment of a normal department in connection with the
university.
The first mention made of pedagogical instruction being
offered in the university is in the year 1885-86, when Harry
P. Judson, M. A., was called as Professor of "History and
^ Catalos^e of i8gj-g4, p. 53.
I'-'^^Ji^O'lC Moi
OF
93] IJV COLLEGES AND UNIVERSITIES 93
Lecturer on Pedagogics." The only statement, however, re-
garding the work, that I have been able to find, is as follows :
" A course of lectures on the Science and Art of Teaching,
elective to the Senior class, is given in the third term." '
This arrangement seems to have continued in force until
the year 1893, when ex-State Superintendent David L.
Kiehle, LL. D., was appointed lecturer on pedagogy, and a
separate, co-ordinate department of pedagogy was estab-
lished. Between the years 1885-93, Professor Judson offered
one pedagogical course, the last term of each year, open as
an elective to seniors.
OUTLINE OF During the first year of the pedagogical de-
THE DEPART- partmcut (1893) there were three courses
MENT IN offered, all elective to seniors, designated as
follows: I. "The Development of Child
Mind;" II. "The American School System, including or-
ganization and supervision;" III. "Educational History
and Theories."
In addition to the above there was established a special
university teachers' course, requiring two years for its com-
pletion, and designed to furnish preparation for teaching for
those students who were unable to complete a full university
course. Candidates for entrance were required to satisfy the
heads of the various departments under whom they were to
receive their academic instruction, as to their fitness.
In the year 1894-95, Dr. Kiehle was made professor of
pedagogy, and a year later (Announcement for 1895-96),
after a number of slight modifications, the university teach-
ers' course is described as follows : " This course is provided
for those who wish, by a more extended scholarship and a
more systematic study of education, to prepare for positions
of supervision and teaching in the departments of higher
* Calendar for 188^-86, p. 54.
c^4 TRAINING OF SECONDARY TEACHERS [q^
education. It is also for the general student who, in the
home and in the State, is interested in the proper care,
training and education of children and youth, and who is
willing to give to this subject the same intelligent study that
is accorded to other problems of history and sociology."
"The course covers two years, or twenty-four terms' of
work. In order to secure reasonable thoroughness in the
subject-matter, at least fifteen terms, including pedagogy,
must be selected from the following list:
Latin, Botany, Geology,
French, Zoology, Pedagogy,
German, Physics, Philosophy,
English, Chemistry, History,
Mathematics and Astronomy.
and in which no study shall be pursued less than three
terms. The remaining terms may be selected under the
general regulations of the University. The course of special
lectures and the seminars shall be optional without credit;
provided, however, that students who take at least ten or
twelve special lectures, with the required readings and exam-
inations upon the same — equivalent to half a term's work —
shall be allowed one-half term's credit. Students completing
the course prescribed receive the University Teachers'
Certificate."
CONDITION "This course is elective to juniors and seniors
FOR ENTRANCE pursuing TCgular courses in the college of
science, literature and the arts."
" It is also open to all graduates from the advanced course
of the State normal schools of Minnesota who have had one
year's experience in teaching, and to all graduates of State
^ At this time the University was running on a three-term basis, and what is
evidently meant by the word " term," as used above, is one study carried for four
recitations per week for one-third of a year.
95] IN COLLEGES AND UNIVERSITIES 95
high schools of the first and second classes, who have had
two years' experience in teaching." '
The university teachers' course as outlined above re-
mained practically the same until the year 1900, when it was
discontinued as a special course ; the university teachers'
certificate being granted now only to university graduates as
indicated below :
" Upon graduation from the college of science, literature and arts, students who
have completed two terms of psychology (or one of psychology and one of logic)
before the close of the junior year, and the first three terms of pedagogy, and who
have attained a general average of 85 per cent, in all studies, may apply for and
will receive, upon the vote of the faculty, the University State Teachers' Certificate,
which by the State law authorizes them to teach in the public schools of Minne-
sota for two years from its date. After that time, upon satisfactory evidence of
success, the certificate may be made perpetual by the endorsement of the state
superintendent of public instruction and the president of the university." ^
PRESENT The department of pedagogy remains, as
CONDITION vvhen first established in 1893, a separate, co-
ordinate department of the university. Dr. Kiehle remained
professor in charge and sole instructor until his resignation
in July, 1902, when Dr. Geo. F. James was called to the
department as Professor of Pedagogy. The courses now
offered are as follows: I. Philosophy of Education; II.
Methodology; III. School Organization and Administra-
tion ; IV. Ancient Education ; V. Mediaeval and Modern
Education; VI. School Systems; VII. Visitation of Schools ;
VIII. Special Seminar Courses.
With the exception of the lectures given by Professor
Judson of the history department (1885-93), the thought of
the work in pedagogy has been aimed rather toward the
professional preparation of secondary teachers. This is seen
in the first paragraph, quoted above, describing the univer-
^ Catalogue for the year j8g4-gj, p. 93.
' University Bulletin, June i, 1900, p. 89.
96 TRAINING OF SECONDARY TEACHERS [96
sity teachers' course. This paragraph still continues to be
published in the university catalogue as indicating the pur-
pose of the pedagogical department.
UNIVERSITY ^" \^^-3i\i the State University and the State
OF UTAH, Agricultural College are separate institutions,
NORMAL the former being located at Salt Lake City and
DEPARTMENT .11.. . t T^U • 1 ^
the latter at Logan. Ihere is a somewhat
peculiar arrangement existing in this State whereby the State
University and the State Normal School are combined into
one institution, the latter being established as a sub-depart-
ment of the former.
The State Normal School, as it is called, is conducted in
a separate building, and in part by separate instructors. It
maintains a model training school, covering the first eight
grades, and ofifers a four years' normal course, the fourth
year of which ranks on a par with the freshman year in the
university. Aside from the normal department (State Nor-
mal School), the object of which is to prepare elementary
teachers, there is a collegiate department of pedagogy in-
tended to provide for high school teachers, principals and
superintendents. "The purpose of the university in offering
advanced work in pedagogical subjects is more especially to
prepare those of its graduates who may select such work for
the higher positions in the public service, such as those of
school superintendents, principals, teachers in the high
schools, etc." '
The department of pedagogy was established in 1888, but
the state normal school dates still further back.
The professor of pedagogy is also principal of the normal
school, and the professional fnstruction seems to be about
the same, whether to normal or college students. The pro-
fessional courses as ofifered in 1900 were as follows:
' University Annual, 1 900-0 1, p. 49.
97] ^N COLLEGES AND UNIVERSITIES 97-
"i. The Philosophy of Education; 2. Advanced Methods;
3. Advanced Psychology; 4. History of Education; 5.
Pedagogy; 6. Educational Psychology; 7. Special Methods ;
8. Practice or Training."
The pedagogical courses do not lead to any special de-
gree, but graduates of the University who complete the pro-
fessional requirements receive in addition to the university
degree, a special " Normal Diploma."
OTHER STATE Undcr qultc similar arrangements to those
UNIVERSITIES dcscribcd in the University of Utah, the state
WITH NORMAL unlversitics of North and South Dakota and of
DEPARTMENTS ttt • i , l.\^ C. ^ ,. -Jr
VVyommg began from the first to provide for
the professional training of teachers through separate nor-
mal departments. Prior to the division of the Territory and
the admission of the states of North and South Dakota,
which occurred November 2, 1889, the University of Dakota
was situated at Vermillion. After the division of the Terri-
tory this school became the University of South Dakota,
while the University of North Dakota was removed to Grand
Forks. In the former, a normal department had been es-
tablished at the opening of the institution in 1884, but was
discontinued in 1890-91 for the following reasons: "By
reason of reduced appropriations and for the further reason
that the State has two Normal Schools, the Regents have
ordered the normal department discontinued in the Uni-
versity."'
A department of pedagogy has since been established
(1894-95) i" charge of Geo. M. Smith, A. M., Professor of
Greek Language and Literature, and Pedagogy, now (1901)
Professor of Modern Languages and Literature, and
Pedagogy.
^ Catalogue of i8go-gi, p. 48
98 TRAINING OF SECONDARY TEACHERS [98
In the University of North Dakota there was
UNIVERSITY OF gg^gblished in 1891 both a collegiate depart-
NORTH DAKOTA , , , , , ,
ment of pedagogy and a separate normal de-
partment. Joseph Kennedy, B. S., is both principal of the
normal school and professor of psychology and pedagogy
in the university. Graduates of the normal department are
admitted to junior standing in the university. President
Merrifield, in his annual report for 1900, speaks of the nor-
mal department as follows: "The Normal Department costs
the State practically nothing, for in all academic subjects the
Normal students join classes already formed, while in the
professional subjects they come under the instruction of the
Department of Pedagogy, which in all modern universities
is a co-ordinate and essential department."
'* The aim of the Normal Department is to prepare
teachers for the higher grades and for high schools through-
out the State."
UNIVERSITY In Wyoming, the State Normal School is
OF WYOMING combined with the State University, forming
one of three separate departments of the latter — collegiate,
normal and preparatory. The principal and professor of
pedagogy in the normal department, Henry Merz, M. A., is
also professor of philosophy and social science in the Uni-
versity. The normal department was established in 1891,
and still continues to constitute the only professional de-
partment for the training of teachers in the university.
T.„x,,^>,TMA In the West, as in the East, denominational
DENOMINA- ' '
TioNAL iNSTi- Instltutions for higher education paved the way
TUTioNs {qj. g^a|.g universities, but like their eastern
prototypes they have been more conservative and far less
influenced by the changing ideals of the people. Conse-
quently, they have been slower in modifying their courses to
99] J^' COLLEGES AND UNIVERSITIES 99
meet the demands for professionally trained teachers.
Nevertheless, many denominational institutions, especially
throughout the great central west, have made commendable
efforts to bring their schools into direct touch with the
people and to establish special departments for the training
of teachers. Such institutions have usually followed in the
wake of the state institutions as above described and pre-
sent but little regarding normal training that is dififerent or
especially new. One illustration will suffice.
In the early history of Iowa college (in the
IOWA COLLEGE, -^ •' fc> V
DEPARTMENT sixtlcs) somc cffort was made to provide pros-
OF PEDAGOGY pectivc tcachcrs with a little elementary peda-
gogical instruction, chiefly in connection with the prepara-
tory department of the college. In 1871 a definite
movement was inaugurated to raise an endowment for a
professorship in the college of the "Theory and Practice of