Cibe ^ilnivcrsit^ of CblcaQO libraries \&\ GIFT OF The University of Chicago RELpSEB A STUDY OF THE FACILITIES OF THE TRAINING SCHOOLS IE" NINETY-BIGHT STATE NORMAL SCHOOLS OF THE UNITED STATES A Dissertation Submitted to the Faculty of the Graduate School of Arts and Literature in Candidacy for the Degree of MASTER OF ARTS. Department of Education Alberta Brackney Chicago 1919 I n % \\ A STUDY OF THE FACILITIES OF THE TRAINING SCHOOLS IN NINETY-EIGHT STATE NORMAL SCHOOLS OF THE UNITED STATES Introduction The training school is the most vital part of the normal school. More and more public opinion is getting away from the idea that all that is necessary in order to teach is a knowledge of subject matter. The opinion is growing that knowledge of method of presentation and procedure based on scientific study is equal in importance with academic knowledge of the subjects to be taught. The training school is to the normal school what the laboratory is to the student of science. In a number of catalogues from schools for the training of teachers is expressed appreciation of the importance of this phase of work. The following are a few quotations from catalogues in regard to the work of a training school. "The special province of the Teachers College is to train in capability and efficiency as well as to instruct in the knowledge necessary to be acquired. This service is performed in a laboratory called the training school, where there is developed the proper attitude, spirit and power." 1 1". bulletin of the Iowa~State Teachers College "CaEaTog and Circular, page 26. -2- "The function of the training school is to typify the proper procedure and equipment of a good elementary school, and to serve as a laboratory for the demonstration of principles and methods of teaching." 1 "The most important features of any normal school is its practice department. Colleges and city high schools not infrequently give academic training as rigorous as that which normal school students are required to take, and courses in pedagogy can give the theory of education; but the actual observation and practice for one hundred and twenty weeks in various grades, under the supervision of competent critics, is the test whi ch brings out the po\ver of a teacher. If the candidate fails here, he is not graduated, however high his scholarship." 2 PROBLEM The problem of this article is to determine the amount of practice teaching required, and the facilities for this work in a representative number of state normal schools of the United States. Most normal schools offer a curriculum for what is denoted as college work or junior college work. Many of the schools have curricula of work of both lower, and higher degree, but in order to compare the schools, the two-year curriculum just above high school graduation is taken as a basis for this study. 1. Lewis ton" State Normal School Bui 1 eHlT^^iHern~Cra?EaTo^uer page 33. 2. Annual Circular - State Normal and Training School, Brockport, Hew York, page 20. -3- S OUR CBS The source of this material is the information given in the catalogs. All catalogs used ■were those for the year 1918-1919, or those containing the announcements for 1918-1919. Owing to differences in time of publication some catalogs bore the date 1917, but gave the information for the following year. The catalogues were selected at random as a representative sample of the various sections of the .United States. Of those studied, twenty-one were from the North Atlantic States, ten were from the South Atlantic States, thirty from the North Central division, fourteen from the South Central Division, and nineteen from the Western Division. / The number in each division varies, due in! part to the fact that some sections of the country have a greater number of normal schools than other sections. The writer will be very glad of corrections, if any mistakes or misinterpretations have been made. Many of the catalogs have no index, and it is very easy to overlook statements. Language, too, is an imperfect medium of com- munication and it is an easy matter to misinterpret the explanations and data given. METHOD An effort was made to secure the same data from all the schools studied, but all catalogs do not give information on all points desired, therefore in the tables which follow the number of schools vary. A number of difficulties were met in reducing the data secured to the form » / -4. of the tables. There were wide differences in catalogs. Some gave complete explanation of the organization of the training schools and the work of the student teachers. Others were unsatisfactorily brief. The special method used in meeting the difficulties in securing data will be explained in connection with each table. Buildings and External Equipment Schools vary widely in building and equipment for the training school. Some have no building of their own, but use the public schools, others have a separate building on the campus, some are not equipped with a special building, but house the department in one of the normal school buildings used for other purposes also, others have a combination of the foregoing plans. The ac- companying table gives the data in this respect. -5- Table I The Housing of the Training Schools of State Normal Schools •Geographical Divisions : ■ "' ~ "" '""' — " ITumber of Schools : : NA SA NC dc Y/ :T (l) having, a separate : building as a part : of the school plant : : 1 1 14 : 4 6 \z& (2) having the training : school housed in a : building used for : other normal school : work : : 3 4 4 : 9 2 ■22 (3) using the. public : schools exclusively ; : 6 4 4 : 1 3 : ■18 (4) having combinations : of numbers two and : three : : 8 3 3 •14 (5) having combinations ; of numbers one and : three : 2 . 4 2 : 8 Totals : ;20 9: 29 :14 16 • 88 Note: In all the tables which follow NA means North Atlantic section, SA, South Atlantic, NC, North Central, SC, South Central, \V, Western, -and T, total. -6- In the north Atlantic Division, of the twenty catalogs examined which mentioned the question of "buildings, four have the entire training department entirely separated from the public school system of the town in which the school is located, and only one of the four has a special building. Six use the public school exclusively as practice schools, and ten have a combination method of a model school in connection with the normal school with the public schools as training centers. Of these ten, only two have separate "buildings. It would appear therefore that in the North Atlantic territory dependence is placed largely on the public schools for practice teaching facilities. In the South Atlantic Division four institutions use the public schools only as training centers, while five have a separate model school only, but of the five only one has a separate building. In the North Central Division eighteen institu- tions have a separate model school of their own, and of these fourteen have a special "building. Pour use only the public schools for purposes of practice teaching, while seven make a comhi nation of the methods of the public school as a model school and a separate school as a part of the school organization. In this section there seems a strong recognition of the need of equipping the training school with a special building, but less tendency to unite with the schools of the community in which the normal -7- school is located. The South Central section shows the same tendency for separate training schools, thirteen schools having this plan, against one using the public schools, but only four are equipped with a special build- ing. This tendency in the central section towards a separation from the public schools is probably due to the location of the normal schools in towns of medium size in which it is possible to maintain a separate tuition school, but in towns in which the public schools do not possess the attractiveness of city systems, The schools of the Western states included in this study are equally divided in the question, eight using the public schools and eight having separate model school. Of the last eight schools six have special buildings. In all five divisions of the United a tates the largest number of schools follow the plan for a separate model school with a special building, the practice ranking second is that maintaining a separate model school only, but not fitted out with a building equipped for the school only, The Plac e of Practice Teaching in the^ Curriculum, The next question to be considered is that of .the distribution of the practice teaching in the curriculum. With few exceptions if a school gives this -8- work in the first year or junior year, as it is most frequently designated, it consists largely of observation. The greater amount of teaching, and that in which the responsibility is heaviest is most frequently in the senior year with a tendency towards placing the work near the close of the year. Schools with a large number of student teachers very often follow the plan of dividing them into two or even into three divisions in order to accommodate the entire number. The table following shows the year in which student teaching is done. -9- Table II Distribution of the Practice Teaching in the Two-Year Curriculum of State Kormal Schools. : Geographical Divisions Number of Schools having ] KA. SA NC sc w : It Teaching and observation ' in the junior year only \ 1 : 1 Teaching and observation : in both senior and junior : 5 years .: 5 11 : 3 6 \ ;30 Teaching and observation : in senior year only : 15 '. 5 : 9 : 8: !l0 ! •47 Year of teaching not : designated : ■ 9 3 3 : •15 Total : 20 : 10 '30 ■14 18 : •93 -10- In the North Atlantic States three times as many schools offer teaching in the senior year only as have this work in "both senior and junior years, while the schools of the South Atlantic Division are equally divided in the matter. In the North Central Section, eleven schools give the work in both years, nine in the senior year only, one in the junior year only, but nine do not state the year in which the work is given. Thus no mode for this division could he determined. The school which gives practice teaching the junior year only is one in which the enrollment in the two-year curriculum is very small, so that the work is given in the junior year corresponding with the one-year curriculum. In the South Central and Western States there is a small majority of school in favor of student teaching in the senior year only, hut fifteen schools give no information on the point. But in general it is clear that whatever the plan the heavier amount of work is given in the senior year. Plan of Work In regard to the amogmt of teaching done per day several plans are followed, that of teaching the entire day for a given numher of weeks or months, with no other work, or that of teaching a half day or more with one, -11. two, or three other classes, the number of other classes depending on the amount of time not devoted to teaching. The subjects pursued are often those of education, related to practice teaching. A third plan provides for two consecutive periods devoted to teaching, and a fourth plan is that of teaching during one recitation period each day, while the student teacher has the same number of courses, the student teaching "being expected to require the same amount of work as any other course in the curriculum. A very common claim of the normal schools is that the practice work is done under conditions which are those of actual public schools. The four plans stated above are really two: the One in which the practice teaching is intensive in the matter of consecutive hours and the other in which the teaching is for a "brief period each day. There is certainly a difference between having charge of a room for an entire day, or even a half day, and having charge but one hour. To "be sure much of our teaching is now departmental, and much teaching is Toy the period method, but a most important element of teaching is lost when all personal contact with the child is that of the recitation only. -12. Table III The Different Plans in Regard to the Number of Hours of Practice Teaching Required Daily "by State Normal Schools, and the Number of Schools Employing Each Plan. Number of Schools having :Geogrc : NA iphi c SA : al Divisions NC : SC : W '• > ? (l) Student teaching for one" : neriod daily : 3 l\ 27-14: 11 : : 62 (2) Student teaching for two : consecutive periods or : more but less than : 3 one-half day 4: 2 : : 4 ; : 13 (3) Student teaching for a half day period : 1; 2 : : 2 : : 5 (4) Student teaching by : 15 day periods : 1 : : 16 (5)Student teaching arranged: as a combination of num- i bers one and four : : : : : i - ! '.'. ' Total 22 12 =31 =14; 17 • ; 97 -13- TaTole III shows that sixteen of thetwenty-one of the North Atlantic Division use the all day plan, while only three use the one period per day plan, and three use the method of at least two consecutive hours daily. In the South Atlantic states no school requires a half day of teaching, and four have two continuous hours daily, while seven have one period per day only. In the North Central States almost all the schools which give data on the subject employ the one hour per day plan, twenty seven "being the number using this method in contrast to two schools using two continuous periods, while two have the student teach for one half of each day. The schools of the South Central states all use the plan of having each student teach hut one hour per day. The majority of the schools of the west, eleven, use the same method as the South Central section, four have the two periods per day plan, two have the half day system, and one requires teaching a full day. This summary statement can he made, sixty two out of ninety s£tf*nschool3 require a student teacher to teach one period a day. The practice ranking second, that of providing a whole day period of teaching, is the plan in sixteen schools. Thirteen schools have a two hour period, and five have a half day period. The conception of the function of the training department differs with different schools. One normal school of a North Atlantic state in describing the facilities -14- for practice teaching states that the school maintains a school of observation consisting of a kindergarten and eighth grades and also a Montessori school, and that there are also thirty training stations in fifteen dif- ferent towns and cities. The school requires one entire year of teaching, the third year, in addition to obser- vation. In speaking of the work in the model school, one of its functions is given as that of a place for the young teacher to begin her work under the most helpful and encouraging conditions. She begins teaching under a most stimulating environment with little responsibility for the discipline. A normal school of the North Central Division explains that the training school in connection with the institution is becoming more and more experimental, that the teachers of experience are assigned to this school that they may do their practice work along experimental lines, and devote their attention to the solving of teaching problems. The inexperienced teachers are sent to the work in the city schools in order that they may learn the ordinary routine, and teach under the ordinary conditions of public school work. It is impossible to secure from the catalogs data that will furnish comparisons of a numerical nature in regard to the conceptions of the functions of the training schools. However it is the writer's belief from a reading of the bulletins issued by the different schools, that the majority incline towards teaching the students what are accepted and tried methods of procedure, rather than as- signing them to experimental work. Some catalogs state -15- th at the aim is to have the training school not a ttmodel school" but one in which the ordinary conditions of public school exist. Amoun t of Work Required In computing the amount of work done the unit of work is taken arbitrarily as the number of minutes spent in teaching forty-five minutes per day five days per week for thirty-six weeks, or 8100 minutes. Computing on this basis the amount of work required by a school which does twelve weeks of work for a full day, five days per week was counted as six hours of sixty minutes each, five days per week, for twelve weeks, or 21,600 minutes, which amounts to 2.66 units of work. All work was computed on the minute basis. If the periods in the program of any school are fifty minutes long the addi- tional five minutes were added. If the catalogs state definite!;/ any observation outside the regular teaching period, this was added to the total period spent in work in the training school. Also when time spent in conferences and critiques is given definitely this time is added to the total. Some schools undoubtedly give time to this work, but do not so state and for this reason the total number of minutes may be too small for some cases. If not length of time is stated for the period it is assumed to be forty-five minutes. Many of the schools give additional practice teaching to that listed in the accompanying table. The Rhode -16- Island State Normal School has no two-year curriculum. In the third year nine units of teaching are given. The school at Milledgeville, , Georgia, gives work in observa- tion in the second j^ear of the four-year curriculum, hut the exact amount is not stated. The main part of the teaching is in the fourth year. It is evident that students who leave school with two years work are given some teaching also. In Winona, Minnesota, the forenoon periods are forty-five minutes in length and the afternoon periods fifty-five. The aferage, fifty minutes, was used in making the computations for this school. It is impossible to distinguish between time spent in observation and that spent in teaching, hence the two were put together in the totals, but it is evident that 8100 minutes in the training schools represent much more actual teaching experience in some cases than in others. The median was used in finding the central tendencies of the tables, because it seemed to be less affected by the cases at the extremes of the distribution. The simplest method of computing the median by counting was used because from a consideration of the data that seemed to give the most exact result. For instance, in the distribution of frequencies of the number of minutes of practice teaching in the North Central Division there are twelve schools which have 8100 minutes as their requirement. To count the median ■17- "by the U/2 method, assuming the di strihution was equally- placed gave quite a perceptible error, "because the twelve frequencies are "bunched at the lower end of the interval of the scale, hence 8100 minutes was taken as the median. -18- Table IV The total number of minutes of work in the training schools required of each student teacher by the schools of each division with the ranking of each school in relation to the schools of that division. Also the median number of minutes required. Division School Minutes Rank North At- Connecticut-Danbury-State Formal and Training School 35 , 640 1-1/2 1-1/2 3 lanti c New Haven-State Normal and Vermont- Cast! et on -Vermont State Massachusetts-Worcester-State normal School. . . New Jersey- Monte lair-New Jersey State Normal School New York - Brockport-State Normal and Training School- 29,646 28,755 27,000 27,000 27 , 000 24,300 21,600 21,600 20,250 20,250 14,580 14,337 12,150 11,988 7,290 7,290 7,290 4 5 7 Buffalo- State Normal and Geneseo-State Normal and Training School; , 7 7 New Jersey-Trenton- New Jersey State Normal School. Massachusetts-Framingham-State Normal School... New Hampshire-Keene- State Normal School Massachusetts-Hyannis-State Normal School Westfi eld-State Normal School..., Bridgewater-State Normal School., Maine- Farmingt on-State Normal and Training School 9 10-1/2 10-1/2 12-1/2 12-1/2 14 15 Pennsylvania-Indi ana-State formal School of 16 Massachusetts-Salem-State Normal School Peiimsylvania-Clari on-Clarion State Normal S cho o 1 17 19 Lock Haven-Central State Normal School 19 Slippery Rock -Slippery Rock State 19 Median 21,600 cr^ • 19- South At- lantic North Cen- tral Georgia - Valdo sta-South Georgia State Normal School aryland-Towson-Maryland State Normal School... Virginia-Harrisonburg-State Normal School Georgia-Athens-State Normal School-. Virginia-Fredricksburg-State formal School North Carolina-Greenville-Fast Carolina Teachers Training College West Virginia- Athens-Concord State Normal Schoo Fairmont-Fairmont Sta/te Normal School West Liberty-West Liberty State Normal School Me di an South Dakota-Madi son-State Normal School Spear Fish-State Normal School Illinois-Be Kalb-Northern Illinois State Normal School Minnesota-Winona-State Normal School Illinois-Charleston-Eastern Illinois State Normal School. Minnesota-Duluth-State Normal School North Dakota-Mi not -St ate Normal School.., Wi s consi n-Mi lwauk ee-Mi lwauk ee St at e Normal School. Illinoi s-Carbondale-Southern Illinois Normal University. Macomb-Western Illinois State Normal School. Minnesota-Mo orhead-State Normal School Missouri -Springfield-Fourth District State Normal School Yferrensburg-Second District State Normal School Nebraska-Kearney- Kearney State Normal School.. North Dakota-Mayville-State Normal School Valley City-State Normal School... Ohio -Kent -Kent State Normal School South Dakota-Aberdeen-Northern Normal and Industrial School Wisconsin-Platteville-State Normal School Wisconsin-Whitewater-State Normal School Indiana-Terre Haute-Indiana State Normal School Muncie- Indiana State Normal School Ohio -Bowling Green-Bowling Green St. Norm. School Michigan-Ypsilanti-Michigan State Normal School Nebraska-Peru-Nebraska State Normal School Iowa-Cedar Falls-Iowa State Teachers College... 25,920 16,200 15,066 12,150 10,775 .7,533 .4,200 4,200 4,200 10,775 18,873 17,801 16,200 10,520 1 2 3 4 5 6 8 Michij -Kalamazoo -We stern State Normal School. Marquette-Northern State Normal School Kansas-Emporia-Kansas State Normal School Mi s s o ur i -Ki r k s yj . lie- First Di st. State Norm. School Median" 10,287 10,206 10,125 9,396 8,100 8,100 8,100 8,100 8,100 8,100 .8,100 .8,100 8,100 8,100 8,100 8,100 7 , 857 7,857 7,290 5,994 5,670 5,400 5,400 5,400 3,564 2j,997 T,ToT l 2 3 4 5 6 7 14-1/2 14-1/2 14-1/2 14-1/2 14-1/2 14-1/2 14-1/2 14-1/2 14-1/2 14-1/2 14-1/2 14-1/2 21-1/2 21-1/2 23 24 25 27 27 27 29 30 -20- South Cen- tral West- ern Alabama-Jacksonville-State Normal School../ 16,200 1 Louisiana-Nachitoches-Loui siana State 12,555 2 Oklahoma-Alva-North Eastern State 9,720 3-1/2 Weather ford- South Western State 9,720 3-1/2 Oklahoma-Durant-South Eastern State 6,480 5 Ar kan s a s - C o nway y . Ar kan s a s S t at e No rmal 5,508 6 Texas-San Harcas-The Southwest Texas State 5,346 7 Kentucky-Bowling Green-West Kentucky State Normal School. 3,969 8 Tennessee-Johnson City-East Tennessee Statft 2,430 9-1/2 Murfreeshoro-Middle Tennessee State Normal School, 2,430 9-1/2 Texas-Huntsville-Sam Houston Normal 2,106 11 Denton- Northern Texas State Normal 1 , 620 12 Me di an — — — ~— — — ■ ■ — ■ — 5 , 427 California-San Eranci sco-Ste,te Normal 33,696 1 Areata- Humholdt State Normal 17,820 2 Los Angeles-Los Angeles State ; Normal School 14,742 3 Eresno -California State Normal 13,446 4-1/2 San Diego -San Diego State formal 13,446 4-1/2 Oregon-Monmouth-Oregon .State Normal School?. ,11,583 6 Washington-Cheney- State Normal School...... 9,963 7 Arizona- Flagstaff- Northern Arizona , 9,720 8 Mew Mexico- Las Vegas- New. Mexico Normal , 8,991 9 Arizona-Tempe-Tempe Normal School of 8,505 10 Colorado -Gunnison-Colorado State Normal 8,100 8,100 13 Idaho - Albion - State Normal School 13 Lewiston-Lewi ston State Normal 8,100 8,100 13 13 Blew Mexico -Silver City-New Mexico State 8,100 13 Washington- Bellingham- State Normal 1 7,128 '.5,400 16 Uolorado-Greeley-Colorado State Teachers 17 Me di an 8,991 ■'21- Ta"ble V The Median Amount of Work Required in Five Geographical Divisions of State normal Schools Arranged in Order of Rank. Medians North Atlantic Division , South Atlantic Division , Western Divi si on. Uorth Central Division , South Central Division Median of the Medians Minutes 21,600 10,775 8,991 8,100 5,427 -22- The median of the time spent "by the schools of the Worth Atlantic Division in practice work is 21,600 minutes, which is the highest median of the five divisions, that of the South Atlantic States being 10,773 minutes which is higher than the median for all the states. That of the Worth Central section if 8,100 minutes and that of the South Central is 5,427 minutes, each of which is below the median of the medians, while the work of the western division represents the median amount required, or 8,991 minutes. The schools of the sections "bordering on each sea-coast spend a greater amount of time in teaching than those of the interior or central districts. T his is probably caused Toy a greater number of opportunities for placing the sfudents in teach- ing in the city systems. In the coast section, towns are situated more closely, and railroad and street car- facilities are better, which affords more opportunity for teaching in cities located nearby. Also the towns in which the normal schools are located, and the adjoining towns are, on the average, greater in population. Eighty-five per cent of schools studied of the Worth Atlantic section offer more than 8,100 minutes of work during the two years, 55/£ of the South Atlantic schools offer more than the unit of teaching, while of the schools of the Worth Central Division only 26?i give more than this amount of work. Thirty-three per cent of the South Central section offer raore than a unit of work, while of the Western States more than 58;£ do this. -23- The next compilation gives the number of members in the training school faculty, the number of graduates the entire enrollment, the number of students having work in the training department, the scope of the work as to grades, the number of pupils in the training school in connection with the normal school if one is maintained, and the number of pupils in outside systems. If the catalog states that certain members of the faculty of the regular normal school did work in the practice school their number was counted with the faculty under the head of regular normal teachers. There may be in- consistencies in the number stated as faculty members from the fact that- some schools count the city teachers under whom the student teachers work as a part of the training school faculty, while others do not do this. It was impossible to decide whether or not the city teachers, when, listed, do a greater amount of work with the student teachers than those in the training schools where the grade teachers are not given as members of the faculty. The writer took the classification as made by the catalogs as the criterion by which to be guided. In estimating the number of students doing work in the training schools the number of students enrolled in the year or years of the curriculum in which this work was offered was counted as the number of student teachers. -24- If only seniors in the two-year curriculum did practice work, then the number of seniors was counted as the total. If "both junior and senior students did work in the training schools then the total number of these two classes was counted. A few schools state that some students were excused but there was no way of de- termining the number of such students. A student who is enrolled as a junior or senior may have dropped from school, and may have done very little teaching. The catalogs do not give a record of these facts. This may be another cause of rating the number of practice teachers too high in certain cases. However such errors by the law of chance are apt to prevail in one section as another, and the comparison of section with section is not invalidated. If the catalogue states that the entire system of schools of a town is used for a practice school, the total enrollment of the school is counted as the number of practice pupils, unless it is evident as in some cases, that all the pupils of the entire system of city schools are not in the practice classes. Yi/here the number in the practice classes could be counted the number is given. When no estimate of the number could be made, merely the number of training centers or the general facilities are given. The school at Emporia, Kansas, is on a war basis, and no practice work is given in the public schools, altho that is the customary plan. The school at Duluth, Minnesota has twenty young women teaching in the public schools -25- during the year with an average of forty pupils in a room. From this the number of students in the city schools in practice classes -was estimated as 800. 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CO S-P rt ^ -p o C -^J R re t3 h -h O CQ c3 o o ci o CQ U tfi co a •H H a -1 tM O -H CO CO fl P^ fH 0> rt O X CJ H •H S4 ^ u o crt o fH 3 & 33 -P -H H<5 03 o Fq t-; CQ § rlO C5 O $ flfl O o CQ o M H CD S -P g c8 •P H O CQ O & O o o >l c o o •p •H CO •rH •H X 8 CQ CD r] ^ CO & g •rH O a S f2i St 1 1 t^ 02 -P O crt •H o b0 O •H fl CD o CQ o H •rH !5 l-H CQ o o o5 m -p bOrH >i 01 h-P o 0) rt O H +5 fl O 0) bO +> o J3- oo to o> to to to rH <# o H rS E5 O bO O QJ O O £J n3.£j o +> o i25 CO CO o d o3 ®n CO U o 1 0£q S 1 o3 ^ c a +> o bO pi •f* a o bO-H I o C H •i-l rH m ropq J6 H O o o CO o o o3 -P CO I >> -35- In regard to the scope of the work offered as to grades, in the North Atlantic Schools it usually consists of eight or nine grades and a Kindergarten, only two schools of this section having practice teaching in high school work. In the South Atlantic Division the scope is almost always seven grades and occasionally a Kindergarten. In the North Central Division ten schools offer practice teaching in the senior high school, ten have a junior high school for practice work, all maintain grade teaching, and fifteen give training in Kindergarten teaching. Of the South Atlantic Division four schools have a junior high school, all maintain the grades, and one has Kindergarten. In the Western section three have four year high schools, six junior high schools, all have grade work, and four have kindergartens. The Rat i o s of f aculty _t o Studen t Tea chers and of Student Tea chers to_ Pupils_ in T rain ing Schoo ls. An effort was made to find the median number of student teachers who are under the training of one critic teacher or supervisor, also to find the ratio between the numbers of student teachers and the number of pupils in the practice classes. The catalogs give fairly complete information in the matter of the number of members of the faculty and the number of students doing work in the training schools, although some schools have no mention of these figures. The data are very incomplete in regard to the ratio of student teachers to pupils. -36- The figures are given for the few schools from which they could be obtained. The schools are ranked according to the first ratio. Table VI. The ratio of the number of members of the training school faculty to the number of student teachers and the ratio of the number of student teachers to the number of pupils in practice classes. (Note: F = Humber of members of faculty. f St = Number of student teachers. ( P = Number of training school pupils. Di vi si o n School F Latto of F to St. Patio of St to P North Connecticut-New Haven Atlantic State. Normal School 1 to 1.66 1 to 12.90 New Hampshire-Keene State Normal School 1 to 2.63 1 to 9.38 Mas s achus et t s - Hyannis State Normal School 1 : to 3.33 1 to not given Connecticut -Dan bury Normal Training School 1 to 3.65 1 to 9.49 Rho de I sland-Provi dence R . I . St at e No r mal 1 to 4.62 ■ 1 to 13.36 Mas s achu setts -Wes t f i el d State Normal School 1 to 5.94 not given Worcester State Norm- al School 1 to 10.44 not given Pennsylvania-Lockhanew Central State Normal School 1 to 10.44 not given Vermo nt - Gas 1 1 e to n Vermont State -Normal School : l to 10.60 not given New Jersey-Trenson N.J. State Normal School' ' l to 10.79 not given Massachusetts- Salem State Normal School l to 12.16 1 to 6.00 New York - -Buffalo State Normal and Training School l to. 13.42 not given Massachusetts Framingham State Nor- mal School l to 14.72 not given Maine- Farming ton State Normal and Training School l to 17.83 Not given -37- Gorham State Normal School Pennsylvania-Clarion State Normal School Massachusetts-Bridge- water State Normal School Pennsylvania- Indiana Normal School of Pennsyvlania Slipper Rock-Slippery Rock State Normal School Median number of St to one member of the faculty Median number of P to one St 1 to 20,20 1 to 22,00 1 to 27.33 1 to 48.66 not given 1 to 10.7 South Atlantic North Central West Virginia- Athens State Normal School Georgia- Valdosta State Normal School South Carolina Rockhill Western Normal and Industrial College Maryland- Towson, Maryland State Normal School Georgia- Athens, State Normal School Median number of St to one member of the faculty Median number of P to one St. 1 to 10.00 1 to 11.00 1 to 33.00 1 to 40.60 1 to 41.75 South Dakota Aberdeen Normal and Industrial School North Dakota-Minot State Normal School Mayville State Normal School South Dakota -spearfish State Normal School Illinois- De Kalb North- ern Illinois State Normal School Ohio-Bowling Green State Normal College North Dakota- Valley City State Normal School Minnesota- Duluth State Normal School Wis cons in- Whitewater State. No; 1 to 33.00 linnesota- Normal ' „ r inona Stat< School 1 to 5,60 1 to 5.71 1 to 6.90 1 to 8.20 1 to 9.89 1 to 10.7. 1 to 10.82 1 to 12.00 1 to 13 33 1 to 13.64 not given not given not given 1 to 0.91 1 to 2.65 1 to 9.38 1 to 1.25 1 to 1.54 not given 1 to 0.60 1 to 0.53 1 to 1.25 1 to 12.11 1 to 7.01 1 to 5.26 1 to 2.43 1 to 3.18 1 to 23.82 1 to 1.45 1 to 16.68 1 to 1.00 1 to 7.27 -38- Wiscon sin-Plat tesville State Normal School 1 to 14.22 1 to 1.37 Illinois Charles ton- Eastern Illinois State Normal School 1 to 14.80 l.to 1.30 Michigan- Ypsilanti-Mich. State Normal School 1 to 23,48 1 to 0.74 Illinois- Macomb-W. 111. State Normal School 1 to 26.00 1 to 1.05 Iowa- Cedar Palls Iowa State Normal College Kansas-Emporia-Kansas 1 to 28.03 1 to 1.39 State Normal School 1 to 32.95 1 to 0.84 Michigan- Kalamazoo, We stern State Normal School 1 to 34.46 not given Missouri- Warrensburg, Second District State Normal School 1 to 39.72 1 to 0.91 Minnesota- Moorhead State Normal School 1 to 57.00 lot given Median number of St to one member of the faculty 1 to 13.64 Median number of P to one St. 1 to 1.45 South Central Texas- Huntsville Sam Houston Normal Institute 1 to 4.25 Tennessee-Liurfreesboro Middle Tenn. State Normal School 1 to 6.33 i 1 to 6.73 Texas- San Marcas South West State Normal College 1 to 9.18 Arkansas- Conway- Arkansas State Normal School 1 to 9.42 Oklahoma- Durant South Eastern State Normal School 1 to 12.00 1 to 2.00 Alva - North Eastern State Normal School 1 to 14.00 1 to 1.42 A3±>ama - Traoy state Normal School 1 to 14.40 Tennessee- Johnson City Eastern Tennessee State Normal School 1 to 20.20 1 to 2.14 Alabama- Jacksonville, State Normal School 1 to 45.00 - Median number of St to one i member of the faculty 1 to 12.00 Median number of P to one St. 1 to 2.07 -39- Western Montana- Dillon State Normal College 1 to 5.52 1 to 9.00 Idaho- Albion State Normal College 1 to 4.14 1 to 8.62 New Mexico- Los Veges New Mexico Normal University 1 to 4.33 1 to 9.80 Arizona- Tempe Normal School of Arizona 1 to 7.81 1 to 3.50 Idaho- Lewiston State Normal School 1 to 8.81 1 to 2.09 Arizona- Flagstaff North Arizona Normal School 1 to 13.20 1 to 2.00 Oregon- Monmouth Oregon State Normal School 1 to 20.30 1 to 1.91 Washington- Bellingham State Norm al School 1 to 24.09 1 to 5.20 ""Median number of St to one member of the faculty 1 to 8.31 Median number of P to one St. 1 to 4.35 The mddian number of student teachers to one member of the faculty in the North Atlantic Division is 1 to 10.75; South Atlantic Division 1 to 33, North Central Division 1 to 13.64; South Central 1 to 12.00; Western Division 1 to 8,30. Prom this it can be seen that the ratio in the South Central Division or 1 to 12 is the ratio which represents the median number. It is evident that a critic teacher with only eight to twelve student teachers to train can give them far better and more careful training than a critic teacher who has thirty or forty students in her charge. The table of the ratios of student teachers to pupils is so incomplete as to be of little value. The schools of the North Atlantic Division show best condition, but it is impossible to reduce the date to numerical values from what is given in many of the catalogs. The majority of these schools have ■ 40- training centers in public schools. The Bridgewater Massachusetts School has sixteen cities and towns with which it maintains arrangements for practice teaching. The school at Trenton, New Jersey, has forty-one training centers. It seems that the majority of the schools of the North Atlantic Division schools have sufficient pupils to afford the usual school conditions, and it is quite evident that the majority of schools studied do not have sufficient children in practice classes to afford anything like normal conditions, or in many cases to furnish a class for each teacher. The data of the South Atlantic States is so incomplete that comparisons cannot he made. The schools of the North Atlantic Division and of the Western Division show larger practice facilities than those of the North Cdntral Section, and the same schools offer a greater amount of practice teaching. This would seem to indicate that there is a positive correlation between the amount of practice teaching offered in the curriculum and the practice teaching facilities. Fi nal Summary - - The medians of the different sections of the country have "been grouped in table VI and each median is ranked. The section having the lowest number for the total of the rank numbers ranks highest in all the practices considered in the foregoing tables. -41- Table VII Summary of the medians of the following in regard to State Normal Schools of the United States; amount of practice teaching required, number of pupils in training schools, total registration of the student of the normal school, the number of student teachers, the number of student teachers to one member of the training school faculty, number of pupilE to each student teacher, the number of members of the training school faculty, number of members of the senior class. The ranking of the school of each division in each item and the sum of the rankings. Medians of | Geographical Divisions NA Rank SA R NC R SC R W Rank Amount of practice teaching required of student teachers 21600 1 10775 2 8100 4 5427 5 8991 3 Number of pupils in training schools 300 2-1/2 150 5 369 1 366 4 300 2-1/2 Total Registration of students 408 4 318 5 1180 1 590 3 875 2 Number of student teechers 105 3 124 2 200 1 72 4 70 5 Number of student teachers to one mem- ber of the faculty o training school f 1 to 10.7 2 Ito 3. 3c 5 Ito 15.6 4 1 to 12.0 3 1 to 8.3 1 Number of practice pupils to one stu- dent teacher 1 to 9,4 1 1 tD 1.2 5 Ito 1.4 4 1 to 2.1 o 1 to 4.3 2 Dumber of members of training school faculty 12 1 8 4 11 2. 6 5 10 3 Number of members of senior class 107.5 2 85 3 130 1 66 5 80 4 Total of Rankings ■ i in 16-1/2 31 18 32 i i 22-1/2 -42- Table VIII Ranking of the totals of ranking of the State Normal Schools in regard to the eight items of Table VII. Geogra^ i i'G^^i Vis'ron "~ ~~~ " ToTal'T uH^o^'r^aliki.^ ^ ~~~ _ North Atlantic 16-1/2 North Central 18 Western 23-1/2 South Atlantic 31 South Central 32 The medians of the number of pupils in the training schools is not what iw would be if the catalogs had given full data on this point, 'i'he median of the North Atlantic schools would have been some higher as would also that of the western schools. Just what effect fuller information would have had on the medians of the other schools it is impossible to state. As the table gives it the North Central schools rank first, the North Atlantic and Western second, the South Central next, and the South Atlantic lowest. In the matter of the ratio of number of practice pupils and the number of student teachers, the i'orth Atlantic schools rank first, the Western second, the South Central third, the North Central fourth, the South Atlantic fifth. The North Central schools have the greater number of graduates, the North Atlantic the next largest and South Atlantic are third, the Western fourth and the South Central fifth. The North Central schools have the greatest number of student teachers as would be expected -43- from the large enrollment of student the schools of this district, the South Atlantic schools rank second in this point, the Worth Atlantic third, probably due to the great number of schools in this section in proportion to the area, the South Central District is fourth in rank, and the Western lowest. The Western country being more sparsely settled might account for this. The ranking of the three points, enrollment, student teachers, and number of graduates of the different divisions is not consistent thruout. The North Central ranking is what is to be expected in three points, that of rank one, the North Atlantic Division ranks four, three, two, the South Atlantic five, two, three, the South Central three, four, five, the Western two, five, four. This probably indicates that the students of the South Central and Western are more transient in their attendance a larger proportion not remaining in school until graduation. In the matter of actual number of members of faculty with no regard to the enrollment or number of student teachers the North Atlantic Schools rank first, the Hbrth Central second, the Western third, the South Atlantic fourth, and the South Central fifth. Considering the number of student teachers this ranking is higher than is to be expected for the ITorth Atlantic Section and Western Division, but too a low a ranking for the other three. In the final ranking according to the sum of rankings the North Atlantic Schools stand first, the North Central second, the' western third, the South Atlantic fourth and the South Central fifth. •44- It would probably assist in standardizing the work of the Normal schools if the terms for amount of work done be standardized, hour, credits, periods and units are four verjr common terms. The following are some of the definitions of these terms: "An hour is four forty-five minute periods per work for five weeks. " "An hour is the work in one course through one semester - eighteen weeks - recitation period being one hour with a. proportioned period double that of the time spent in recitation. ""Two and one-half hours con si sts of twelve weeks' work of accepted work in a single subject five recitations per week." "A credit is an hour's recitation for one quarter." "A unit consists of five recitations per week, forty-five minute periods, for thirty-six weeks." "A course in one subject involving not less than four recitations per week; for a term of twelve weeks is a unit." Some schools count the work by class periods forty-five minutes length. In the matter of entrance requirements it is universal in the school studied to admit high school graduates to the two year curriculum. There exists a dif- ference in the amount of work these high school graduates have had. Some schools stipulate the credits necessary to have been completed, and a few insist on a certain grade as a minimum, most of the schools admit graduates from any accredited high school. The majority of the normal schools offer other curricula for higher and lower level than that of the two year. In many schools the condition must exist that the majority of the students are of a grade below the high school level, ^nly the schools of Massachusetts, New -45- Jersey, Rhode Island, Maine, and Connecticut, allow no one to enter who is not a graduate of. a high school. Almost double the number of schools have practice teaching in other curricula than that of the two-year • in comparison with number who do not. As many of the schools do work of a high, school grade considerable of the practice teaching is done by students of the lower grade level. Table IX. The number of state normal schools having practice teaching in other curricula than the two-year, and the number of schools having practice teaching in the two-year curriculum only. Geographical Ho. of schools No. of schools hav- Total Divi si on having practice ing practice teach- teaching in ing in other two year cur© curricula besides riculum only the two year North Atlantic 12 8 20 South Atlantic 3 6 9 North Central 27 27 South Central 8 7 15 We stern 8 10 18 To' ;als 51 58 89 The schools of each group are fairly evenly divided in the matter with the exception of the North Central division. Every school which gave data on the subject had practice teaching in other curricula. The North Atlantic • Schools had a majority of four and the South Atlantic and YiTestern School had a small majority favoring practice teaching in more than the two year curriculum. The North Central group caused a large majority, fifty-eight to thirty-one in the totals towards the plan of student teaching in other curricula besides the two-year. -46- Rural School Practice Teaching. Another problem in practice teaching is that of teaching in the rural schools. Many normal schools offer a rural school curriculum, hut the practice teaching is done in a graded school. When rural teaching is offered it varies in amount from the school which allows a student to do all practice teaching in the country, to one which gives work one day per week in a country school which has "been conveyed to the normal school grounds. The school at Keene, New Hampshire, requires every graduate to do some practice teaching in the country. Different plans are used in the work. Some possess a model school on the normal capus, others have one or many regular country schools as training centers. One normal school has all the schools of a nearby township, which consists of nine schools, as a training center. Some country schools in the more thickly populated districts are consolidated schools. Table IX Facilities of state normal schools for training rural school teaching. Regular rural school used as training center Model rural school in con- nection with formal school Rural school children conveyed to normal school occasionally Combination of a regular rural school and a (model 1 rural school 4 2 Total He 9 2 1 13 sc w 7 2 Total 23 7 1 32 -47- The section having the largest nura'ber of rural practice schools in proportion to the number of schools studied is the Western, having nine such schools, and the section next in rank is the North Central having thirteen. Of the others the North Atlantic Division has six, the South Atlantic, three, and the South Central one. In the matter of the kind of rural training school maintained, the majority seem to favor the regular rural school, twenty-three schools having that kind while seven have a model rural, one has Tooth model and regular rural, and one follows the plan of conveying the country children to town. There is certainly a need for more training of rural teachers especialljr in the south and the great central area where farming is the chief occupa- tion, and the advancement of the rural community is of the greatest interest. -48- Sumraary . In the matter of housing the training schools, twenty-six normal schools have a separate "building, and forty-eight out of eighty-eight house the school on the campus as a part of the school. Forty- seven of ninety-three schools have observation and teaching during the senior year only. Fifteen schools give no data in this respect. Thirty schools have observation and teaching during both senior and junior years. From this it seems evident that there is a tendency towards putting the teaching towards the later part of the cirriculum. Sixty-two of ninety-seven schools have the plan of teaching for one period daily, while thirty-five have a longer period, but only fifteen of the thirty-five have the work extending throughout the day. Is it not open to question whether teaching for an hour each day. is sufficient training? In the matter of total minutes of teaching required of each student before graduation, the North Atlantic Division leads, having a median of 21,600 minutes required. T he South Atlantic states rank next with a median of 10J775 minutes. The Western Division ranks third with a median of 8,991 minutes, the Horth Central Division being fourth with a median of 8,100 minutes, the South Central, fifth, the median being 5,427 minutes. Since the eastern - 49 - states are the older states, and granting that they have "been leaders in education, and too, since the usus.l time spent per day by the student teacher in teaching is far short of that of usual school room practice, is it a fair inference that the average graduate goes out from a normal school with inadequate training in actual teaching? There is a wide variation in the ratios "between the number of members of the training school faculty and the number of student teachers; the range being in the North Atlantic Division from 1 to 1.66 to 1 to 48.6, in the South Atlantic Division from 1 to 10 to the ratio 1 to 41, in the North Central Division, from 1 to 5.6 to the ratio 1 to 57, in the South Central from the ratio 1 to 4.2 to the ratio 1 to 45, in the Western Section from the ratio 1 to 3.5 to the ratio 1 to 24. The median numbers of student teachers to one member of the training school faculty in each division in order are 10.7, 33.0, 13.6, 12.0, 8.3 Is it not questionable whether a critic teacher can give adequate attention to the large number of student teachers under her charge? The number of pupils in the training centers varies widely from the children in forty-one towns and cities to fifty-eight pupils. The data for this comparison is incomplete, but it is sufficient to show that in many instances the number of pupils per student teacher is far below -50- actual school conditions. Of the ninety-eight schools thirty-two state in the "bulletins that they have rural school practice teaching. ARE OF LOSS ( - < N GENTS I PAGE Receipt for ret gives if request 3RES im 019 761 665 9