Teaching." This was not successful until 1879, but the
trustees had gone forward with the plan and had established
a combined "Normal and English Department," authorizing
that the normal students be allowed to recite with such
classes in the college, academy and English department as
they were prepared to johi.
The department of pedagogy as first established (1879)
was designated the " Department of the Theory and Practice
of Teaching" and consisted of one year's course in didactics,
covering the history of education, the philosophy of edu-
cation and methods of teaching. The non-professional
subjects were given in connection with the preparatory,
academic or collegiate classes.
In describing the advantages of the department the cata-
logue of 1890 says : " One of the peculiar advantages of this
Department is this : Candidates for the profession of teach-
ing, if somewhat advanced in some of the subject matter to
100 TRAINING OF SECONDARY TEACHERS [iqo
be taught in our schools, are not obliged to go through an
extended Normal School Course of several years, including
much repetition in branches already mastered ; but, by giving
all their time to one or two branches, for which they have
special aptitude or in which they have made comparatively
less proficiency, they can accomplish in a year, in these
specialties and in Didactics, what would require, under other
circumstances several years' time."^
In 1891-92 the title of the department was changed to
that of the Department of Pedagogy, and the title of Rev,
K. Edson, A. M., who had been with the department from
the first, was changed to that of " Iowa Professor of Peda-
gogy." The following year the new Department of Philos-
ophy and Pedagogy was created, and Jas. Simmons, Jr., A. M.,
was called as Professor of Philosophy and Pedagogics, an
arrangement which still continues in force. Since the com-
bination of philosophy and pedagogy in one department,
philosophy, psychology, ethics and logic receive more at-
tention and pedagogy less. In the latter subject are offered
two courses, one on the " History of Educational Theory
and Practice," three hours per week. First semester, and one
on Educational Psychology, three hours per week. Second
semester.
There seems to be more of a tendency on the part of de-
nominational institutions to combine departments, probably
on account of the scarcity of funds. Consequently separate
departments of pedagogy are less common here than in
more prosperous institutions.
We have given in the above chapter a some-
SUMMARY , , . , r , 1 • ,1 • 1
what brief survey of the history of pedagogical
instruction as it occurred in those universities that were first
in making provision for the professional training of teach-
* Catalogue oj i8go, p. 39.
1 1 ] IN COLLEGES A ND UNI VE RSI TIES i q j
ers. The universities concerned are generally state insti-
tutions and belong for the most part to those of the Great
Central West. The two schools from the South — the one
from Kentucky and the other from North Carolina — are in-
cluded, not so much on account of the time when pedagog-
ical instruction was first offered, as that they were the first
of their class in the South to make provision for the work,
and in the treatment of the subject are representative of
the southern type.
From this brief sketch of the early history of pedagogical
instruction in this country, it will be seen that the first efforts
made by the universities for the professional training of
teachers did not take place in the universities at all, but in
their preparatory departments, or in separate normal attach-
ments. The East had its academies, and later its high
schools, from which students might go thoroughly prepared
for college and university work ; but in the West, with its
fewer academies and less efificient high schools, preparatory
departments became necessary adjuncts of the universities.
These took the place of high schools for the few who de-
sired collegiate training, for the others a common school ed-
ucation sufficed. Under these circumstances, the most
pressing need was for more efficient common school teachers.
In the East, normal schools had already been established
for this purpose (the training of elementary teachers), but
in the West, no provision had yet been made. Universities
responded to the demand by establishing normal depart-
ments. Later, when state normal schools were established,
the university normal departments were either discontinued
or modified to meet a new demand — the professional train-
ing of secondary teachers.
The modifications and growth in these normal depart-
ments reflect the changing conditions of education. At first,
when there was but little need of high school teachers.
I02 TRAINING OF SECONDARY TEACHERS [102
attention was given almost entirely to instruction in the
elementary subjects, orthography, reading, writing, etc., few
or no professional studies were offered ; but later with the
coming in of state normal schools, and with the rapidly
increasing number of high schools, the preparatory depart-
ments of the universities were gradually discontinued and
the normal departments were either dropped or changed to
collegiate departments of pedagogy. This growth in peda-
gogical instruction is interesting in many ways. It shows
how the universities have been influenced not only in mod-
ifying their courses of instruction, but also in adding new
departments in order to meet the real wants of the teaching
profession. It calls attention to the antagonism which arose
between state normal schools and the normal departments
of the universities when the latter seemed to be encroaching
upon the field for which the former had been created.
Again it brings to light the intense opposition with which
the new normal departments with their short cuts and
cheapened degrees (B. Pe., etc.) were met by many of the
older collegiate departments with their fixed curricula and
mediaeval methods ; an opposition that was heightened be-
cause these normal departments furnished a loop-hole
through which women were gaining entrance to the uni-
versities.
From the university normal school attachment of the
most elementary sort to the present collegiate department of
education, devoted entirely to the professional training
teachers and to the scientific study of educational problerr
has been a simple process of growth and adaptation witl
out definite or well defined ideals. This was quite dififere)
from the beginning of State normal schools in this country,
as shown in a former chapter, and is also different from the
second great movement in the universities for the profes-
sional training of secondary teachers, to be discussed in the
following chapter.
CHAPTER IV
HISTORY OF THE SPECIAL MOVEMENT FOR THE
PROFESSIONAL PREPARATION OF
SECONDARY TEACHERS
In chapter two we gave a brief account of
PREFACE ^ , , , . 1 TT • ,
the early normal school movement m the United
States, which had for its principal object the fitting of com-
mon school teachers. It was a movement that originated
with the common people or those interested in the welfare
of the masses. In chapter three we continued the history
by giving a brief survey of the earliest university movement
for the special preparation of teachers and its gradual growth
into something higher. This, Hke the former, was a move-
ment that originated with the people — from without rather
than from within the universities. It started with no well- ;>
defined purpose other than the special training of teachers
for all grades of public school work — elementary and sec-
ondary — though, at first, the greatest stress was placed upon
the preparation of elementary teachers. As already indi-
cated, the movement passed through a natural process of
evolution, changing with the conditions of education until
•^.lally it became most concerned with the professional pre-
^ration of secondary teachers.
! In this chapter we aim to give, in part, the history of the
^aird great movement for the professional training of teach-
ers. This movement, like the early normal school move-
ment, began with a definite purpose — the professional prepa-
ration of secondary teachers, — an ideal which has continued
to be its chief concern.
103] 103
104 TRAINING OF SECONDARY TEACHERS [104
While the other movements came from the people through
a desire for better schools, this one seems to have originated
with scholars and professional men who, seeing the great
waste and inefiEiciency of college graduates that enter the
profession of teaching (mostly in high schools), desired to
remedy the evil. It was a thoroughly scientific movement
and has greatly benefited the teaching profession. Prior to
the beginning of the m.ovement, in the early eighties, many
first-class high schools had been established and the number
was rapidly increasing. These furnished a new and import-
ant field of activity for college graduates and the stronger
normal school graduates ; both, however, were deficient in
preparation, the former through lack of professional knowl-
edge, the latter through want of scholarship. Hence the
need for the movement.
In presenting the subject it has seemed best to give an
account of the history of the movement as it occurred in a
number of the leading universities showing typical charac-
teristics.
Prior to the establishment of the state nor-
MICHIGAN UNI-
VERSITY, DE- mal school at Ypsilanti in 1850, an effort had
PARTMENT OF bccu madc to have such a school opened in
EDUCATION ,. .,, .1 - , • •. TOO
connection with the state university. In 1848
the matter went so far as to have a bill for normal instruction
in the university pass the senate, but it failed to become a
law. The desire for a normal department had come from
without rather than from within the university, so when, two
years later, the state normal school was established all
parties were for the time satisfied.
Elizabeth M. Farrand in her History of the University of
Michigan says : "Some instruction in Pedagogy had long
been desired, when in 1879, Mr.W. H. Payne was appointed
Professor of the Science and Art of Teaching. The estab-
105] HISTORY OF Sf*nClAL MOVEMENT 105
lishment of this chair was followed by the ofTer of a "teach-
er's diploma" to any one receiving a Bachelor's or Master's
degree, provided he had completed one of the courses in
Pedagogy."'
Three years before the establishment of the department
of the science and the art of teaching there was offered a
special teacher's diploma, referred to in the catalogue as fol-
lows ; " Any member of the senior class, who pursues
courses of study with reference to preparation for teaching,
and who by special examinations shows such marked profi-
ciency as qualifies him to give instruction, may receive a
Special Diploma signed by the President and the Professors
who had charge of the studies which he has taken with this
object in view,"^' However, the real department of educa-
tion, or of the " Science and the Art of Teaching," as it was
named, was not opened until the fall of 1879, when Dr. W.
H. Payne, who has since become so well and favorably known
in educational circles, began his first course of lectures as
professor in charge.
THE NATURE The growth of the department is interesting
OF THE WORK q^ account of the strength of the man at the
head and because it was the first department of its kind to
be established in the United States. 3 During the first year
but two courses of study were offered, one for each semester,
each representing two hours or exercises per week. The
one given the first semester was entitled, " Practical ; em-
bracing school supervision, grading, courses of study, exam-
* History of the University of Michigan, by Elizabeth M. Farrand, p. 270.
* University Calendar for 187J-76, p. 46.
'University normal departments which grew into independent departments of
pedagogy, as in Iowa University, had been established earlier, but even in their
modified forms their ideals seemed less specific and definite than that of the de-
partment of education in the University of Michigan.
I06 TRAINING OF SECONDARY TEACHERS [io6
illations, the art of instructing and governing, school archi-
tecture, school hygiene, school law, etc."' The course con-
sisted of a series of lectures by the professor on the above
topics, and of assigned readings for the students. It was
followed in the second semester by a course on educational
theories and doctrines, entitled, " Historical, Philosophical
and Critical; embracing history of education, the compari-
son and criticism of the systems in different countries, the
outlines of educational science, the science of teaching, and
a critical discussion of theories and methods." *
The second year of the department the courses were re-
peated as above, though the number of exercises per week
was increased to four. The manner of instruction was also
changed from that of lectures to the study of a text, followed
by recitations and lectures. Fitch's " Lectures on Teach-
ing " furnished the text for course i, and Bain's " Education
as a Science" was used as the text for course 2. The fol-
lowing year two additional courses were ofTered, being rather
expansions from courses i and 2. Course 3, given the first
semester two hours per week, was on " School Supervision ;
embracing general school management, the art of grading
and arranging courses of study, the conduct of institutes,
etc." Course 4, given the second semester, also a two hours'
study, was a seminary course, devoted for the first few years
to the study of educational classics (Spencer's "Education,"
Rousseau's " Emile," Laurie's "Life of Comenius") and
later to the study of special topics in the history and phil-
osophy of education.
In 1882-83 (the fourth year of the department) course 5
was added, being a lecture course on the history of education,
coming twice a week during the first semester. Three years
later (1885-86), course 5 was extended to cover both
semesters, thus forming courses 5 and 7 ; and course 6, de-
' University Calendar for i8jg-8o. * Ibid.
10/] HISTORY OF SPECIAL MOVEMENT 107
voted to a comparative study of educational systems, was
oft'ered. As will be seen, all these courses are simply en-
largements from the general courses i and 2, as offered the
first year of the department. From this time forward but
few changes have been made in the courses. The number-
ing of the courses has been slightly modified, the manner of
instruction has varied, and in some cases the number of ex-
ercises per week has changed, but the body of the work has
remained quite constant.
The next change in the curriculum occurred in 1894-95,
when course 8, "The great exponents of educational thought
and practice ; a historical expository course for general
students," was offered instead of the former seminary course
now known as course 7, and henceforth omitted. The texts
for course 8 were Davidson's Aristotle and Ancient Educa-
tional Ideals, West's Alcuin and Browning's Educational
Theories.
In 1899-1900 two new courses were added to the depart-
ment, course 9, " Child Study," two hours per week, first
semester, text, Taylor's The Study of the Child; and course
10, " Social Phases of Education," one hour per week, first
semester, text. Button's Social Phases of Education. The
work of the department as it now stands is outlined in the
calendar as follows :
FIRST "I. Practical Pedagogy. The arts of teach-
sEMESTER jng and governing ; methods of instruction and
general school-room practice; school hygiene; school law;
lectures with reading. Hinsdale's Teaching the Language-
Arts, and How to Study and Teach History. Four hours.
3. History of Education, Ancient and Mediaeval. Recita-
tions and lectures. Text-book: Compayre's History of
Pedagogy. The subjects treated in the lectures are Oriental,
Greek and Roman education, and the Rise and Early De-
velopment of Christian Schools. Three hours.
I08 TRAINING OF SECONDARY TEACHERS [io8
5. School Supervision. General school management, the
art of grading and arranging courses of study, the conduct
of mstitutes, etc. Recitations and lectures. Text-book :
Payne's Chapters on School Supervision. Three hours.
9, Child Study. Historical sketch ; a discussion of the
factors which influence intellectual development; methods
of child study; physiology and psychology of childhood;
study of special problems, such as the education of the
nervous system, the hygiene of studies, motor ability, tem-
perament, period of adolescence, children's drawings, inter-
ests, literature, fears, anger, lies, etc. The aim throughout is
to treat each topic from a distinctly practical pedagogical
point of view. Recitations and lectures. Text-book:
Taylor's A Study of the Child, Two hours.
10. Social Phases of Education. A consideration of the
school as a social factor in its relation to the child, to the
home, to the church and to the State ; also a discussion of
the relation of education to vocation and to crime. Lectures
and recitations. Text-book: Button's Social Phases of
Education. One hour.
SECOND 2. Theoretical and Critical Pedagogy. The
SEMESTER principles underlying the arts of teaching and
governing. Lectures and readings. Hinsdale's Studies in
Education. Four hours.
4. History of Modern Education. Recitations and lec-
tures. Text-book: Compayre's History of Pedagogy. The
topics to be dealt with in the lectures are the movements of
modern educational thought and practice. Three hours.
6. The Comparative Study of Educational Systems,
Domestic and Foreign. Lectures and reading. Two
hours.
7. History of Education in the United States. The
course deals with the salient features of the subject from the
earliest time, but particular attention is paid to the state of
1 09 1 ^^^^ ^^^ ^ ^^ ^^^' ^^-^^ ^^ VEMENT 1 09
education in the colonies, and to the common school revival
in the first half of the present century. The recent univer-
sity development is also described. Lectures and reading.
Hinsdale's Horace Mann and the Common School Revival
in the United States and Documents Illustrative of American
Educational History, are subjects of examination. One
hour.'
8. History of Educational Thought. The course deals
with Greek and Roman antiquity and the Middle Ages, and
with the principal of the great movements of thought in
modern times. Lectures and reading. Davidson's Aristotle
and Ancient Educational Ideals, West's Alcuin and the Rise
of Christian Schools, and Browning's Educational Theories,
are principal books of reference. One hour." ^
Besides the special courses in pedagogics, other depart-
ments of the university have organized "Teachers' Courses."
In 1880-81 there were at least four such courses offered by
the departments of Latin, Greek, French and Physics, and
other departments have since been added to the list.
teacher's No special pedagogical degree is offered, but
DIPLOMA the work of the department is credited toward
the regular university degrees in the same manner as that of
other literary or scientific departments. A special teacher's
diploma had been offered from the beginning of the de-
partment, but it was not until 1 891 that the state legis-
lature passed an act giving authority to the Faculty of the
department of the science and art of teaching to issue cer-
tificates to holders of the university teacher's diploma,
which certificates " shall serve as a legal certificate of quali-
> Course 7, proposed for 1900-01, has been described heretofore as "The Study
and Discussion of special topics in the History and Philosophy of Education, two
hours per week." — G. W. A. L.
* University Calendar i8gg-igoo, pp. 81-2.
no TRAINING QF SECONDARY TEACHERS \\\o
fications to teach in any of the schools of the State." The
teacher's diploma is granted to such students only as have
received from the university the degree of B. A., M. A., or
Ph. D., and have met the following requirements:
1. "He must have taken courses i and 2 and some other
three-hour course in the science and art of teaching."
2. "He must have taken such teacher's course or courses
as may be prescribed in some one of the other departments
of instruction that offer such courses."
3. " He must have shown such ability in his work as will,
in the judgment of the professors interested, entitle him to
receive such diploma, it being distinctly understood that
work good enough to count towards fulfilling the require-
ments for a degree is not of necessity good enough to count
for this purpose." '
Dr. W. H. Payne continued at the head of the depart-
ment until 1888, when he resigned to accept the Presidency
of the Peabody Normal College, Nashville, Tenn., and was
succeeded by the present incumbent. Professor B. A. Hins-
dale, LL. D., ex-Superintendent of Public Schools, Cleve-
land, Ohio.^
THE AIM OF The aims of the University in providing in-
THE struction in the Science and Art of Teaching
DEPARTMENT ^j.g summarizcd in the University calendar as
follows :
" I. To fit University students for the higher positions in
the public school service.
"2. To promote the study of educational science.
* University Calendar for i8g(^igoo, p. Il6.
' Professor B. A. Hinsdale died at Atlanta, Ga., November 29, 19CO, and Dr.
W. H. Payne accepted a call to return to the head of his old department in the
University of Michigan.
Ill] HISTORY OF SPECIAL MOVEMENT i \ i
" 3. To teach the history of education and of educational
systems and doctrines.
" 4. To secure to teaching the rights, prerogatives and ad-
vantages of a profession.
" 5. To give a more perfect unity to our State educational
system by bringing the secondary schools into closer re-
lations to the Univsrsity."
The original aim of the department is shown even more
clearly in an early history of the work, written by W. H.
Payne in 1886, from which we add the following statements:
" The report of the Superintendent of Public Instruction for
1883 shows that there were at that time twenty-seven pub-
lic schools, each employing fifteen or more teachers. Of
these twenty-seven schools, sixteen had superintendents who
were educated in the University, six were in charge of men
who were educated in schools outside of the State, five were
supervised by graduates of the State Normal School." . . .
" Under this condition of educational affairs the logic of the
case is very simple and very conclusive. ' The function of
the university,' says Mr. Fitch, ' is to teach and supply the
world with its teachers.' In fact, the University of Mich-
igan had for years been performing this function, but in an
informal, unintentional way. Why not give the graduate
who purposes to teach the opportunity to learn, at least, the
theory of his art, in a more or less articulate manner? Why
not teach in the University the cardinal doctrines of educa-
tion, so that the entire public school system of the State
may be affected through a process of downward dif-
fusion?"
"In organizing the courses of instruction, the general aim
was to offer opportunities for the study of education in its
three main phases, the practical, the scientific and. the his-
torical."
1 1 2 TRAINING OF SECONDAR Y TEA CHERS \\\2
DEPARTMENTS " It WES ncvcr the intent to duplicate, in any
OF EDUCATION rcspcct, the work of the State Normal School ;
NOT INTENDED . , ^u /: i. "i. C IJ r t' U
for, from the first, its held of operations has
TO DUPLICATE ' ' ^
NORMAL been predetermined by the limits of its aca-
scHooLs demic course of study. It is a school of sec-
ondary instruction, and so the scholarship of its graduates is
simply on a par with the scholarship that is attained in high
schools of the first class. If there is any well-established
principle in school economy it is this : the scholarship of the
teacher should be considerably broader than the scholarship
of his most advanced pupils. This law at once determines,
on a priori grounds, the status of normal schools with re-
spect to the supply of teachers, and the historical confirma-
tion of this law is seen in the facts above recited, and from
which it appears that, after a prosperous career of more than
thirty years, there were but five schools in the State em-
ploying fifteen or more teachers that were under the super-
vision of graduates from the State Normal School, while
sixteen such schools were supervised by men who had their
training in this university. It is thus seen that the upper