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 REPORT 
 
 ORGANIZATION OF A HIGH SCHOOL 
 
 GIRLS 
 
 AND SEMINARY FOR FEMALE TEACHERS. 
 
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 REPORT 
 
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 ORGANIZATION OF A HIGH SCHOOL 
 
 GIRLS 
 
 AND SEMINARY FOR FEMALE TEACHERS. 
 
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 REPORT. 
 
 TO THE COMMITTEE OF CONTROLLERS OF THE 
 
 PUBLIC SCHOOLS, ON THE HIGH SCHOOL FOR GIRLS. 
 
 Philadelphia, October 5, 1840. 
 Gentlemen : 
 
 In compliance with the request of the Committee, I submit to 
 them a plan for a High School for Girls, and of a Seminary for 
 F'T.-.iale Teachers, to be attached to the present Model School, and 
 intended to carry out more fully, than is now done, the directions of 
 the Act of the Assembly in reference to that School. 
 
 The plans are founded upon the general principles heretofore sub- 
 mitted to the Controllers, with modifications calculated to suit them 
 to the sex for which the school is designed. I have endeavoured to 
 adapt the High School for girls, to the probable pursuits of the 
 pupils in after life, and especially to furnish a basis for the Semi- 
 nary, for training female teachers for our public schools. 
 
 The plan is purposely extended so as to include all the branches 
 which appear to me suitable for an English High School for Girls, 
 in order that any partial organization which may be determined 
 upon, may conform to a general design. 
 
 ADMISSION. 
 
 The pupils of the High School for Girls, should be admitted on 
 examination, from the other public schools, the number to be admit- 
 ted at each examination, being previously determined by the Com- 
 mittee having charge of the school, and the candidates who pass the 
 best examination, having the preference. 
 
 To be admitted, the candidates should be twelve years of age ; 
 have passed at least six months in regular attendance upon one of 
 the public schools, and show satisfactory attainments in reading. 
 
writing, (including orthography,) arithmetic, to the rule of three 
 inclusive, grammar and geography. One examination should be 
 held each half year at the close of the term. Half yearly examina- 
 tions have several advantages ; — they tend to diminish the disposi- 
 tion on the part of pupils in the public schools, to apply for admis- 
 sion into the High School before they are duly prepared ; to 
 diminish the bad effects of erroneous decisions in regard to the 
 claims of candidates for admission ; and to make the exchange of 
 pupils from class to class, in the school, more easy. With a further 
 view to correct errors in admitting pupils not properly qualified, I 
 would propose that for the first six months, those admitted, should 
 be on probation ; the parents to withdraw them, if found deficient 
 in preparation or in maturity of mind, and their places to be returned 
 to them, if desired, in the jiublic school from which they came. 
 The details of the manner and time of conducting these examina- 
 tions, and the notices of their occurrence, might be left with the 
 Principal of the school. 
 
 COURSE OF sTuny. 
 
 The course of study might very properly be completed in four 
 years, so that a pupil who entered at twelve, the lowest possible 
 age for admission, and passed through the classes, regularly, would 
 leave the school, or enter the seminary for teachers, at sixteen. 
 Corresponding to these four years, should be four classes, or divi- 
 sions, and a pupil, who from negligence was found, for three conse- 
 cutive examinations in the lowest division, should be withdrawn by 
 her parents, as this would prove that she did not appreciate the 
 advantages of the school, or was too indolent to profit by them. 
 The places in this school should be held up as rewards for exertion, 
 and thus would serve as powerful incentives to study, in the public 
 schools. 
 
 The following list comprises the studies proposed. I do not, at 
 present, recommend the introduction of any foreign language into the 
 school. 
 
 1. English Grammar, Reading, Composition, Etymological Ex- 
 ercises, Course of Reading. 
 
 2. Geography, to be taught chiefly from maps and globes, and by 
 oral lessons. 
 
The manners and customs, the natural and artificial produc- 
 tions, etc., of various countries should be described, and the course 
 should be made an extension, and not a repetition of that of the 
 secondary schools. 
 
 3. History and Biography. 
 
 This course should comprise the History of the United States, of 
 Pennsylvania, of England, France, and Germany. The general 
 history of Europe, by periods. The History of the World. The 
 Biographies of eminent Men, of ancient and modern times. 
 
 4. Rhetoric and Logic. 
 
 These four courses would require, ultimatel}-, the services of a 
 professor, with an assistant ; but in the beginning of the school, 
 might be under the charge of the Principal, with an assistant. The 
 studies of Rhetoric and Logic, might be eventually retained in this 
 connection, or transferred to the next department to be mentioned. 
 In general, I would observe, that where several kindred branches 
 are to be taught, the distribution of them may be advantageously 
 made to depend upon the particular talent at the service of the 
 school. The amount of time and attention required for the disci- 
 pline of this school will be much less than in a boys' school of the 
 same number of pupils ; and hence the Principal may, very well, 
 until his services are required in the seminary for teachers, be 
 actively employed as an instructor. His duties should, however, 
 be carefully limited to an amount consistent with a regular superin- 
 tendence of the whole of the branches of instruction, and an accu- 
 rate knowledge of the character and progress of the individual 
 pupils. 
 
 5. Elementary Lessons upon Morals. Moral and Mental Philo- 
 sophy. 
 
 6. Constitution of the United States, and of Pennsylvania. 
 General Principles of Political Economy. 
 
 These studies might be conveniently united, and taught either by 
 an instructor from one of the other departments, or by one who 
 should merely give the number of lessons required for this course. 
 It is important to mingle oral instruction with that from books ; and 
 this department affords facilities for cultivating the habit of collect- 
 ing and expressing the ideas given in a lecture or discourse. These 
 moral lessons, are a good basis for the private advice and admoni- 
 tion of the Principal ; they serve to establish, theoretically, the pro- 
 
per relations between the pupil and teacher, which it is important 
 to have acted upon in a school, and to imbue the youthful mind 
 with good principles. 
 
 7. Arithmetic. Review of the Ground Rules, Higher Arithmetic. 
 
 8. Algebra, First Lessons, and a Complete Course. 
 
 9. Elements of Geometry and Trigonometry. 
 
 10. Perspective Shades and Shadows. 
 
 11. Lessons on common Objects of Nature and Art. 
 
 12. Elements of Natural Philosophy, Elementary Astronomy. 
 
 13. Elementary Chemistry. 
 
 14. Elements of Natural History, including Human and Compa- 
 rative Anatomy, Application to the precepts of Health and to the 
 evidences of Design, etc. 
 
 The Mathematics might be taught by a Professor, with an assist- 
 ant, and the Natural Philosophy and Chemistry by a Professor, 
 each Professor instructing in the corresponding branches in the 
 seminary for teachers ; or both departments might be put into the 
 hands of the same Professor, with two assistants. It would, in 
 general, I think, be more advantageous to secure the services of a 
 gentleman of high talents and standing, for the united departments, 
 than to divide the courses and the emoluments; but a just decision 
 in any particular case must depend upon the kind of talent at the 
 disposal of the Board. Natural Philosophy ought to be one of the 
 most useful, as well as popular, branches in schools of this grade. 
 The lessons on Natural History should be oral, and to be useful the 
 subject must be illustrated by carefully prepared diagrams and spe- 
 cimens ; the instruction might be given by a lecturer, who should 
 visit the school, or whose class-room, the pupils should attend at 
 stated times. 
 
 15. Drawing. Practice of straight and curved lines with the 
 pencil. Drawing of heads and other objects from models either 
 engraved or in relief. Ornamental Drawing. 
 
 16. Writing. 
 
 These departments might be taught as in the High School for 
 boys, by a Professor occasionally visiting the school. 
 
 17. Vocal Music. 
 
 18. Female Work. Lessons on Housewifery. 
 
There are several grounds upon which I would recommend the 
 introduction of Vocal Music. First, as a part of physical education, 
 calculated to strengthen the lungs, throat, etc., and to give flexibility 
 to the organs of voice. Second ; on account of its moral influence 
 in the school from the effects of harmony and the associations of the 
 feelings produced by it with the sentiments conveyed in appropri- 
 ately selected words. Third ; from the tendency out of school to 
 substitute proper for improper songs. Singing will be practised, 
 whether taught at school or not ; and it is important to improve the 
 taste beyond ihe point at which vulgar melodies, and coarse words, 
 will give pleasure. This, and the next branch, should be consi- 
 dered as merely supplementary, and not be allowed to interfere 
 with other occupations. The hours spent at school may very well 
 be extended so as to afford sufficient time for these exercises, since, 
 if the severer studies are properly separated by intervals of recrea. 
 tion or by instruction in part of a mechanical character, there need 
 be no fear of overtasking either the mind or body of the pupils. As 
 it is believed that there are parents who, from conscientious motives, 
 would prefer that their children should not join in the musical exer- 
 cises, they should take place, at such times, as will enable any 
 pupil to retire, without interfering with her progress in other 
 branches. The same spirit of universal toleration in regard to reli- 
 gious opinions, which has already led to permitting some pupils in 
 the public schools to be absent, if required, from the introductory 
 reading of the Scriptures, should be applied to conscientious scru- 
 ples in general. 
 
 The instruction in female work and housewifery might be given, 
 no doubt, by one of the female assistants. 
 
 The superintendence of the courses should be vested in a Princi- 
 pal, to serve as the immediate organ of the Committee in the school, 
 and to report, minutely, in relation to the progress of the establish- 
 ment, at least once during the year. While he would be expected 
 to make suggestions to the teachers, and report, statedly, or when 
 called upon by the Committee to do so, the general responsibility 
 for the character of the instruction would, of course, rest with the 
 individual Professors. 
 
 The Professors and assistants should meet, statedly, as a Board, 
 to exchange views in relation to instruction and discipline, and to 
 
8 
 
 inform the Principal, and each other, in reference to the progress 
 and character of individuals, in their several departments. 
 
 The details of the course of studies, the text books to be 
 used, and the distribution of lime, had better be left for arrange- 
 ment, subsequent to the organization of the school between the Pro- 
 fessors, the Inspector, and the Committee. 
 
 The Professors must, in general, be responsible for the methods 
 of instruction. The Inspector or Principal may, and should advise, 
 but unless a teacher is imbued with the spirit of the method recom- 
 mended to him, it will necessarily fail in his hand's. It may be 
 observed, however, that the simultaneous method of instruction 
 ought not to be wholly exchanged for the individual method in the 
 lower classes of the school ; but that a mixed method is adapted to 
 the age and progress of the pupils. Instruction may thus be given 
 to a greater number of pupils than by the individual method, and ther 
 number of teachers required for the school, will be stated hereafter, 
 on the supposition, that it is adopted. The higher studies abso- 
 lutely require individual instruction, and the numbers of the classes 
 should be proportioned accordingly. Oral instruction should, by 
 all means, be mingled with that from books. It is not unfrequently 
 the case, tliat the teacher relies too much upon his book, and too 
 little upon himself. While mere oral instruction is apt to lead to 
 superficial habits of mind, a due admixture of it, has the happiiest 
 efiect; it is calculated to interest the pupil, to enliven his more 
 severe studies, and to excite his mental powers by a display of those 
 of his instructor. Marks for recitation, and places in the class, pro- 
 vided they are employed in the right spirit, will be useful. Self- 
 emulation, and a desire to obtain the esteem of teachers and com- 
 panions, and to add to the reputation with which the pupil is asso- 
 ciated, and of the school, are much more noble motives than mere 
 rivalry for place ; but emulation in youth, when not unduly excited, 
 is usually a generous feeling. 
 
 Besides securing a due attention by the pupils to their studies, in 
 school, it is highly important to train them to habits of study at 
 home, gradually giving them the power of self-education. To effect 
 this, a considerable part of the study required to prepare the lessons 
 of each day, should, in the lower classes, take place under the eye 
 of the instructor ; and the time spent in each study and class-room, 
 
should then be gradually diminished, until, in the upper classes, 
 only the time necessary to recite lessons, previously learned, is 
 spent in the several class-rooms. Those members of the upper 
 classes in this school who from their character, attainments, or 
 inclination, might become successful teachers, should be tried as 
 monitors in the upper classes, under the eye of a teacher, and if 
 the results are favourable, be recommended to enter the teachers' 
 department. 
 
 DISCIPLINE. 
 
 This should rest mainly with the Principal of the school, each 
 teacher hfr g, howevv-r, responsible for due order in the class 
 room. The Principal sh luld be selected in reference to his power 
 of adapting the character of personal discipline to the peculiar con- 
 stitution of the sex of his pupils. In cases of a grave character, he 
 should consult the Inspector or the Board of Masters, at their regu- 
 lar or other meetings. He should have the power of suspending a 
 pupil from attendance at school, for a period not exceeding a month; 
 and should present cases requiring, in his judgment, or that of the 
 Board of Professors, a more severe punishment, to the Committee 
 on the School. In the absence of the Piincipal, tlie senior Profes- 
 sor, present, should be responsible for the order of the school, and 
 that the instructions of the Principal, are duly followed. 
 
 The authority of the teacher being a portion of that of the parent, 
 and delegated for the time being to him, the parental relation should, 
 as far as possible, exist in a school. This relation should form the 
 basis of moral discipline, and in proportion as it is recognised by 
 both teacher and pupil, the task of each is lightened. This princi- 
 ple is of easy application in a female school. When rightly applied, 
 it no more leads to loose discipline, than does the exercise of a 
 kindly affection in the family relations. The necessity of a rigid 
 adherence to the rules enacted for the general welfare, is easily seen 
 by a child, even before reaching the age of a pupil in the High 
 School. 
 
 The strictest discipline is, in my opinion, consistent with kind- 
 ness of feeling and mildness of action. Punishments are, no doubt, 
 necessary in a school ; and the good sense of a community of young 
 people recognisee, at once, when punishment is applied as a means 
 
 3 
 
10 
 
 of correcting bad habits and propensities ; "or when administered 
 in the spirit of revenge. A system of special marks for offences, 
 may be adopted, to make the Principal acquainted with the character 
 of the delinquencies in the different rooms. As in the case of good 
 marks for study, they should be considered as a means, and not as 
 an end. An accumulation of them should lead to admonitions of a 
 more or less severe character, by the Professor or by the Principal, 
 to suspension, and as a final result, to removal from the school. 
 It is probable that delinquencies requiring, at once, severe punish- 
 ment, will very rarely occur. 
 
 In order to avoid going too much into particulars, the system of 
 the High School for Boys, might be referred to, as to be pursued 
 when applicable to this school. The measures now in course of trial 
 there, m,ay, in general, when matured, be transferred here ; and it 
 will be curious, in an educational point of view, to compare the 
 results of similar measures, as applied in the two schools. The 
 details of discipline, and arrangement maybe left to the Inspector 
 and Principal, with the aid of the Board of Masters, and subject to 
 the approval of the Committee ; the minor points will grow up by 
 usage in the school. 
 
 EXERCISE, ETC. 
 
 A play-ground is hardly less essential in a school for girls, than 
 in one for boys, though the modes of e.xercise are different. The 
 ground should be provided with a circular swing, with parallel bars, 
 and perhaps other simple and safe modes of exercise. A part of the 
 ground should be covered. 
 
 BUILDING. 
 
 The most convenient building for a school of this kind, is, one in 
 which each Professor has a room, arranged so as to suit his branch 
 of/ study, and with easy communications between the separate 
 >t)oms, and with the play-ground and street. The rooms should be 
 / well ventilated by means of flues, not depending for ventilation upon 
 the opening of windows ; and well warmed by heated air. One of the 
 rooms in the building should be large enough to admit of assembling 
 all the pupils. Study-rooms, where two or more classes may be 
 collected, are advantageous, but not indispensably necessary. 
 
11 
 
 SEMINARY FOR FEMALE TEACHERS. 
 
 The training of the High School will gradually prepare those 
 pupils who intend to become teachers, for self-ediicalion, and the 
 control of themselves. In this school, ihey should learn to govern 
 others, be advanced in their studies, or review those previously 
 engaged in, to confirm their knowledge, or should acquire the prin- 
 ciples, and commence the practice of the profession to which they 
 intend to devote themselves. 
 
 The pupils should not enter into the Seminary until they have 
 attained sixteen years of age, and should remain two years in it. 
 The admission should, in general, be confined to pupils, who have 
 passed the examinations of the highest class of the High School ; 
 but special cases of candidates, willing to undergo the examinations 
 of the highest class, might be left to the decision of the Committee 
 on the School. Before being admitted, every pupil should engage 
 herself to serve for two years in one of the common schools of Penn- 
 sylvania, if appointed within a year after leaving the school: and if 
 appointed in the First School District, at the minimum of compensa- 
 tion for a city teacher. It would be highly desirable, that in return 
 for this, the Commonwealth might be induced, so far to patronize 
 the school, as to afford some support to ihose of its pupils who may 
 require aid while engaged in their studies. 
 
 While it is reasonable to suppose that the pupils of the school 
 would appear more advantageously, than persons not so educated, 
 before the School Directors, when examined for the situations of 
 assistant teachers, it by no means follows, that teachers would be 
 deprived of all access to the schools, except through the Seminary, 
 as in the examination all would stand upon their own merits. The 
 number of pupils, however, should at least be adequate to supply the 
 ordinary average wants of the school district, and the probable falling 
 off in the numbers of the classes as they advance. The least num- 
 ber of pupils for this calculation would be forty. 
 
 The course of instruction being divided into two years, the first 
 should be devoted to a general review of the studies of the ele- 
 mentary Schools, with reference to giving instruction in them ; to 
 reviewing the branches of the Hiiih School course ; to acquiring the 
 principles of education ; and to occasional practice in teaching in the 
 presence, and under the criticism of a Professor. The second year 
 should be devoted to the coippletion of the review of former stu- 
 
12 
 
 dies, with perhaps some extension of them, and to lectures on the 
 science and art of teaching, with practice in the different departments 
 of the Model School, and in the lower classes of the High School, 
 The Principal of the Seminary, who should also be principal of the 
 High School, should especially devote himself to training the future 
 teachers, who would have the aid of the Professors in their several 
 departments, in pointing out the best methods of instruction. 
 During a part of the last year, they might act to advantage, as 
 under-assistants in thp Model School, and without pay. The outline 
 of the first year's course, might be as follows : 
 
 1. A general review of the English Grammar. Definitions. 
 Composition. Reading. 
 
 2. Elements of the Latin language, for comparison with the 
 English. 
 
 3. Geography reviewed. 
 
 4. Course of Morals reviewed. 
 
 5. Evidences of Natural and Revealed Religion. 
 
 6. Arithmetic reviewed. 
 
 7. Lessons on the objects of Nature and Art, reviewed ; and the 
 Review of the Elements of Natural Philosophy commenced. 
 
 8. Review of the Elements of Natural History commenced. 
 
 9. Course of Drawing extended, and especially directed to the 
 Mechanical Drawing, required in the schools for boys. 
 
 10. Writing. 
 
 IL Practice of Vocal Music. Theory of Music. 
 
 12. Principles of Education. Application to the Primary Schools, 
 and the branches taught in them. Practice with a class from the 
 Primary Schools under the eye of the Professor. 
 
 The second year's course might be as follows : 
 
 1. Review of subjects begun in the first year, completed. 
 
 2. Review of Etymological Exercises. 
 
 3. Latin Language continued. 
 
 4. Review of first lessons in Algebra and Geometry. 
 
 5. Drawing and Writing continued. 
 
 6. Instrumental Music. 
 
 7. Lectures on the Science and Art of Teaching. Application to 
 
the Secondary Schools, and Subjects taught in them. Practice with 
 classes from the secon lary department of the Model School. 
 
 8, History of Education. 
 
 9, Practice in ilu- Model School. 
 
 This course would necessarily be varied to suit the peculiar 
 views of the Principal and Professors of the Seminary; and as the 
 object is individual development, considerable latitude should be 
 allowed. 
 
 No special rules need be laid down for discipline, since persons 
 intending to become teachers, and having arrived at the age of pupils 
 in the Seminary, should have good habits already formed, and 
 require no repressive discipline. Should any discipline, other than 
 admonition, be required by an individual, it would prove her unfit- 
 ness for the career into which she had entered, and she should, 
 of course, be advised to leave the Seminary. 
 
 Tlie course of instruction should be divided among the Professors 
 heretofore proposed for the departments of the High School for 
 Girls, and the time of their assistants should be so applied, as to 
 enable them fully to attend, in person, to the pupils of the Seminary. 
 The department of the theory and practice of education, would 
 mainly rest with the Principal. 
 
 ORGANIZATION. 
 
 According to the plan just sketched, the Seminary for Female 
 Teachers and High School for Girls, the following officers would 
 be required. 
 
 A Principal, who should have charge of both Schools, and be 
 Professor of ihe Theory and Practice of Education, in the Seminary. 
 A Professor of English Language and Literature, with two female 
 assistants. A Professor of Mathematics, with one assistant ; and a 
 Professor of Natural Philosophy, or a Professor of Mathematics and 
 Natural Philosophy, with two assistants. 
 
 Occasional lessons, only, would be requisite from the following 
 Professors. 
 
 A Professor of Moral and Mental Science, who might also take 
 care of the Rhetoric and Logic classes in the High School, or of the 
 Latin in the Seminary: the branch not assigned to him being placed 
 in the hands of the Professor of English Language and Literature. 
 
14 
 
 A Professor of Natural History. A Professor of Drawing and 
 Writing. A Professor of Vocal and Instrumental Music. 
 
 One of the female assistants should give instruction in Female 
 Work, and another in Housewifery, or perhaps it may be found 
 advantageous to employ a special instructress for the two branches. 
 
 The play-ground would be superintended by one of the female 
 assistants, or by the pupils of the Seminary, in turn. 
 
 In order to the execution and development of this plan, I would 
 propose, at least for the present, to act as inspector of these schools, 
 with authority, under the Committee, to see that the plan herein 
 sketched is carried out, with advisary powers in reference to the 
 officers of the school, and directions to report to the Committee on 
 the subject of its progress. 
 
 As the organization of a Seminary for Teachers, is a subject of a 
 somewhat novel character in our country ; and the outline in this 
 report has been necessarily brief, I beg leave to refer the Commit- 
 tee, for an account of some of the principal schools for teachers, in 
 Europe, to my Report to the Trustees of the Girard College for 
 Orphans. These schools prepare male teachers as assistants in the 
 schools of the same grade, in which we employ females ; and hence 
 their organization may be profitably studied, in reference to the sub- 
 ject now before the Committee. 
 
 TEMPORARY ORGANIZATION. 
 
 In conclusion, I have been requested to present a sketch of the 
 manner in which the Seminary and High School may be organized 
 in connexion with the present Model School, and in the same build- 
 ing with it. These two important establishments might, at once, be 
 commenced upon a moderate scale, if class-rooms were provided by 
 raising the buildings containing the present class-rooms to three stories 
 in height. Accommodation would be thus furnished for two classes 
 of the High School, and one of the Seminary, The fourth, or lowest 
 class, might consist of sixty pupils, to be selected from applicants 
 from the public schools ; those passing the best examination upon the 
 subjects heretofore slated, to have the places. As many candidates 
 as were found reasonably well prepared upon the studies neces- 
 sary for admission and the following addiiional branches might be 
 admitted into the third (or second year's,) class, provided the num- 
 ber did not exceed twenty. The additional l>ranches are:—- Etymo- 
 
15 
 
 logical Exercises — History of the United States — Arithmetic, in- 
 cluding Vulgar and Decimal Fractions, Interest, Practice, etc., an 
 advanced state of progress in Writing and Composition. The age 
 of the candidates should also be suited to this advanced progress. 
 At the same time, the second teacher's class, (first year's class,) 
 might be organized from applicants from the public schools, or who 
 had passed two years in ihe public schools, were not less than 
 sixteen years of age, and of satisfactory attainments in reading, 
 writing, composition, English grammar, geography, arithmetic. 
 Algebra, to include simple equations, the elements of geometry and 
 natural philosophy. The examinations need not be pressed, rigidly, 
 in all the branches, but the pupils should be required to pass three 
 years in the Seminary, if it were found essential to their qualifica- 
 tion. The first class admitted, ought not to exceed ten in number. 
 
 The officers required to be appointed would be a Principal to be 
 Professor of the Theory and Practice of Education, in the Semi- 
 nary, and Superintendent of the Department of English Language 
 and Literature, in the High School. One female Assistant in the 
 English Department. A Professor of Mathematics, or of Mathe- 
 matics and Natural Philosophy. 
 
 Some arrangement should be made also for instruction at stated 
 hours in Morals, Natural History, Drawing, and Writing ; Vocal 
 Music, and Female Work. The Principal might, during the first 
 year, give instruction in Morals, and the female Assistant, in 
 Female Work. 
 
 Out of this small beginning, the School might be made to grow to 
 the extent proposed in this Report ; the accommodations being 
 extended with the increase of the number of pupils ; and the expen- 
 diture being limited to the proportion strictly required by the num- 
 ber of pupils. 
 
 Very respectfully, submitted by 
 
 ALEX. D. BACHE, 
 
 President of ihe Girard College for Orphans, and Acting Principal 
 of the Central High School for Boys. 
 
16 
 
 SEMINARIES 
 
 FOR THE EDUCATION OF TEACHERS FOR THE 
 
 PRIMARY SCHOOLS 
 
 The influence of these establishments upon public instruction in 
 those countries where they have been adopted, has been uniformly 
 of the most beneficial character. Originating in Germany, they have 
 been gradually improved there, and brought into their present con- 
 dition, and have spread into Holland, France, Switzerland, and, 
 more recently, into England, being modified only so far as to adapt 
 them to the circumstances of society and education in these several 
 countries. 
 
 The most imperfect arrangement for providing teachers is that 
 which requires an examination into merely the knowledge of the 
 candidates in the branches required to be taught. This is specially 
 imperfect in the case of elementary instruction, where the know- 
 ledge required is small in amount, and where the art of teaching 
 finds its most difficult exercise. The erroneous notion, that an 
 individual can teach whatever he knows, is now generally aban- 
 doned, and in those countries which still adhere to the old method 
 of depending solely upon examinations for securing competent 
 teachers, examination is made not only of the acquirements of a 
 candidate, but of his ability to give instruction. I have called this the 
 most imperfect method, because the mere employment of a teacher, 
 without examination or personal knowledge of his powers, which 
 still occurs in countries where education is neglected, does not 
 
 * Extracted, with a few alterations, from my " Report on Education in Europe, 
 to the Trustees of the Girard College for Orphans." [A. D. Bache.] 
 
17 
 
 deserve to be mentioned in a discussion of the more enlightened 
 national systems. 
 
 The most obvious method of acquiring practice in the art of teach- 
 ing, is by serving in the lower departments of a school, under ilie 
 eye and direction of an experienced teacher. Accompanied by 
 private study founded on previous knowledge, and by private 
 lessons, this method may form excellent teachers of those who have 
 particular aptitude for the profession. Considered in the general, 
 however, it must be admitted to have a tendency to produce a 
 routine system in teaching. The pupil-teacher imitates the methods 
 of those with whom he is associated, and which are placed before 
 him as models, without examining their principles, or discrimi- 
 nating between their merits and defects. He places great stress upon 
 peculiar modes of instruction in particular branches, and when they 
 do not succeed, attributes the fault neither to the methods nor to 
 himself, but to the pupil. The habits of observation and reflection, 
 which enable him to profit by experience, are not developed by this 
 method, and thus, though he may consider experience as a merit, it 
 may produce none of its appropriate results in his case. Accord- 
 ingly, wherever this mode of preparing teachers has been adopted 
 as a system, as in Holland, or has been incidental to the method of 
 examinations, as in Saxony, it has not stood the test of application 
 in the schools where the modern improvements in teaching have 
 been introduced, much less of a comparison with the method of in- 
 struction in special seminaries. 
 
 The most eflicacious means of securing qualified teachers are to 
 be found in the seminaries where a number of young men intending 
 to become teachers are collected, receive a common instruction in 
 the subjects required for the grade of schools in which they pro- 
 pose to teach, or revise and extend this knowledge previously 
 acquired, have lessons in the science and art of teaching, and prac- 
 tice the art under intelligent supervision. At first, these seminaries 
 produced good scholars, who were, however, deficient as teachers. 
 Then, to remedy this defect, lectures and lessons on the science and 
 art of teaching were multiplied, forming good theoretical teachers, 
 but who were still wanting in practice, which had to be acquired 
 after entering their profession, and, therefore, at the expense of the 
 first pupils placed under their charge. This difficulty is entirely 
 obviated by schools attached to the seminaries, in which the t^ieo- 
 
 3 
 
18 
 
 retical lessons may be put in practice, and wlicre the future teachers 
 may observe the methods of others, try their own skill in the art 
 under inspection, and finally, take part in the regular instruction. 
 
 The profession of the teacher is raised into respectability by the 
 considerable acquirements exacted of him, and his salary is placed 
 upon a footing appropriate to the outlay of time and means which 
 has been made in reaching the profession. It is a mistake to sup- 
 pose that the low salaries given in some countries, as in Prussia, for 
 example, indicate that a low estimate is placed upon the station of 
 the teacher : the very reverse is the fact in the particular country 
 mentioned, and the salary will be found adapted to the scale of 
 expenditure of the country, and to the general style and cost of 
 living. 
 
 When education is to be rapidly advanced, seminaries for teachers 
 afibrd the means of securing this result. An eminent teacher is 
 selected as director of the seminary, and by the aid of competent 
 assistants, and while benefiting the community by the instruction 
 given in the schools attached to the seminary, trains, yearly, from 
 thirty to forty youths in the enlightened practice of his methods ; 
 these in their turn become teachers of schools, which they are fit at 
 once to conduct without the failures and mistakes usual with 
 novices — for, though beginners in name, they have acquired, in the 
 course of the two or three years spent at the seminary, an expe- 
 rience equivalent to many years of unguidod effort. This result 
 has been fully realized in the success of the attempts to spread the 
 methods of Pestalozzi and others through Prussia. The plan has 
 been adopted, and is yielding its appropriate fruits in Holland, 
 Switzerland, France, and Saxony, while in Austria, where the 
 method of preparing teachers by their attendance on the primary 
 schools is still adhered to, the schools are stationary, and behind 
 those of Northern and Middle Germany. 
 
 These seminaries produce a strong esprit, de corps among teachers, 
 which tends powerfully to interest them in their profession, to 
 attach them to it, to elevate it in their eyes, and to stimulate them to 
 improve, constantly, upon the attainments with which they may 
 have commenced its exercise. By their aid, a standard of examina- 
 tion in the theory and practice of instruction is furnished, which 
 may be fairly exacted of candidates who have chosen a diflferent way 
 to o'otain access to the profession. 
 
19 
 
 Objections have been urged against seminaries for teachers, which 
 apply rather to a defective organization than to the system itself. 
 First, that the youths issuing from them being over-taught, are, in 
 consequence, dissatisfied vi'ith their duties, and leave the profession 
 to push themselves forward in a different career of life ; and, 
 second, that theoretical, not practical teachers, are formed by them. 
 The first objection points out the necessity for restricting the 
 instruction to that which is essential to a complete fulfilment of the 
 duties of the teachers educated in these schools. The seminary 
 should not go further, and hence the connexion of such establish- 
 ments with secondary or other higher schools is inadmissible. If 
 the tendency of a seminary course is to render the teacher dissatis- 
 fied with his occupation, experience shows that it is a fault in the 
 particular course, the defect not being general to this class of institu- 
 tions. That a pupil of talent may seek other and more congenial 
 roads to station in life, is no reproach to the seminary where he 
 was educated. The institution secures the services of this pupil to 
 primary instruction by his pledge at entrance, for a number of years, 
 in return for the education which he has received, and has so far 
 benefited the community. If, by any means, it prevents the indi- 
 vidual from rising to the position where his talents would place him, 
 an act of positive injustice is committed. Not only the instruction, 
 however, but the whole plan of living in the seminary should be 
 adapted to the future destination of the pupil, and indulgences 
 should not be allowed which would produce wants not subsequently 
 to be gratified ; such is, in fact, the very system of all properly 
 regulated institutions of this class. That mere theoretical teachers 
 are formed in well conducted seminaries, is by no means the fact. 
 Every care, on the contrary, is taken to avoid this : it is true, that 
 general principles are inculcated, in order that routine in teaching 
 may be avoided ; but these principles are constantly applied, and 
 under circumstances where error is sure to be pointed out by the 
 observation of class-mates and teachers, and where it can hardly 
 escape correction. 
 
 The question, whether the pupils of these schools should reside 
 in common, in the buildings, or board apart from each other, and 
 merely come together to receive instruction, appears to me not to 
 admit of a general solution applicable to every case. The manners 
 and habits of a country, and even the locality of the school, will ren- 
 
20 
 
 der one or other method preferable in a particular case. Thus, I 
 have no doubt that the arrangements of the seminaries at Weissen- 
 fels and at Berlin in Prussia, at Haarlem in Holland, at Versailles, 
 in France, and at Zurich, in Switzerland, though they differ from 
 each other, are all adapted to the countries and particular localities 
 where the institutions are established. It will be my object to make 
 such a selection from among the best schools of this class which I 
 visited, as will show some of their principal varieties. The general 
 statistics in regard to them have been given in the introductory 
 remarks upon the systems of primary instruction in the different 
 countries, and need not, therefore, be presented here. 
 
 PRIMARY NORMAL SCHOOLS OF PRUSSIA. 
 
 Of the very interesting schools for the education of primary 
 teachers in Prussia, I visited several, namely, those at jMcers, in 
 the Rhenish j)rovinces, of Weissenfels and Erfurt in the province of 
 Saxony, and of Potsdam and Berlin, in the province of Brandenburgh. 
 These are all of the class called " principal normal schools." The 
 "small normal schools" are exclusively for the education of country 
 teachers, and present, on a diminished scale, and with incomplete 
 means, the same general principles with the others. 
 
 There is no general code of regulations for the normal schools, 
 the practice being to select some teacher of known merit and tried 
 skill for the head master or director of the institution, and to leave 
 the organization to him, under the control of the provincial authori- 
 ties. I have selected, as representing this class, an institution in 
 which the pupils live in common, and another in which they board 
 out of the school. It would be more agreeable to me to give the 
 particulars collected in each of those which I visited, but this would 
 be impossible within the limits of my Report. I can truly say of 
 this class of institutions, that 1 never visited one without being inte- 
 rested and instructed, and never made the acquaintance of the direc- 
 tor of one of them without feeling that his place was worthily filled, 
 and that it was wise to have such a man as much untrammelled by 
 rules, regulations, and systems, as possible. 
 
 While these institutions hold out advantages to young men in- 
 tending to become teachers, other avenues to the profession are not 
 <jlosed by them ; on the contrary, all who can stand the required 
 examinations, may enter this career. Every year an examination 
 
21 
 
 is held at every "principal seminary" for those who intend to 
 leave it, and of other candidates for admission to the teachers' pro- 
 fession. The examination takes place in presence of the teacher's, 
 of one or more commissaries named by the provincial School-board, 
 and of a school-councillor of the regency in which the seminary is 
 situated. The authorities of the province and regency also hold, 
 about the same time, an examination for those who have studied at 
 the universities, frequently candidates in theology, who intend to 
 become teachers in the primary schools. T e director of the semi- 
 nary forms one of this Board.* The law requires that those who 
 have appeared feeble at the trial, shall be examined three years sub- 
 sequendy thereto. 
 
 The examinations are of three kinds : in writing, viva voce, and 
 by practical exercises in teaching. The written examination of can- 
 didates from the seminary, and of others who have not passed 
 through a gymnasium, consists in answering some ten or twenty 
 questions in history, geography, natural philosophy, natural history, 
 arithmetic, and from the Bible. Besides which, they set a bass 
 to an air given for the purpose, and execute a drawing. The cha- 
 racter of the handwriting appears from the exercises. The viva 
 voce examination, embraces the German language, reading, mental 
 arithmetic, geometry, the art of teaching, and the reading of music. 
 The exercise in teaching consists in giving a catechetical lesson 
 upon some subject assigned by the examiner. The student-candi- 
 dates (Literaten, or Studirten,) and those examined for a second 
 time, are questioned especially in regard to practical teaching. The 
 candidates are divided, according to the results of the examination, 
 into three classes, entirely satisfactory, satisfactory, and unsatis- 
 factory. The subjects of examination are enumerated as follows : 
 1. Christian doctrine and explanation of the Bible. 2. Knowledge 
 of the Bible and Bible History. 3. German language. 4. Style. 
 5. Reading. 6. Writing. 7. Mental and Written Arithmetic. 
 8. Geometry. 9. Natural Philosophy and Natural History. 
 10. Hygiene and Gardening. 11. History of the Earth and its 
 Inhabitants. 12. Drawing. 13. Vocal Music. 14. Science of 
 
 * Ministerial orilers of June, 132G, and March, IS'27, quoted by Dr. Haniisch 
 in his account of the seminarj' at Weissenfels, (Das Weissenfelser Schullehrer 
 seminar und seine hulfsanstalten, 1838,) to which 1 am indebted for the account 
 of the examinations. 
 
Teaching. 15. Readiness in Teaching. Besides which are, in 
 addition. 1. Skill in playing on the Organ. 2. Propriety in lead- 
 ing Church Music. Of the above named subjects, number 15 is 
 considered the principal ; the first seven constitute the more im- 
 portant, and the last seven the less important. When a candidate 
 has been marked " entirely satisfactory" in all the branches, he 
 receives a general mark of the same kind ; when only in fifteen, and 
 the first seven branches, the general mark satisfactory. A failure in 
 one of the more important branches, would require a general remark 
 of unsatisfactory.* The results nl these i x i-n nations afford a 
 direct means of comparison between the young teachers educated in 
 the seminaries and others, and serve to stimulate both classes, and 
 especially to point out defects where they exist in the schools for 
 teachers. 
 
 SEMINARY FOR TEACHERS AT WEISSENFELS.t 
 
 This seminary, for the education of teachers for the elementary 
 schools, is one of four belonging to the province of Saxony, | and 
 was last organized in 1822. It combines within its premises, or in 
 the neighbourhood, so as to be subject to the control of the same di- 
 rector, the following establishments: 1. The normal school, or 
 seminary for teachers, a government institution. 2. A preparatory 
 school subsidiary to the former, and establisiied by the enterprise of 
 its teachers. 3. A seminary school, or burgher school, of four hun- 
 dred pupils, already described. 4. An elementary school for poor 
 children, of two hundred pupils. 5. A school for the deaf and 
 dumb, of twenty-five pupils, established in 1828, and supported by 
 the government. The last three mentioned schools afford practice 
 to the students of the seminary. 
 
 The government of these establishments is confided to a director,§ 
 who is responsible immediately to the provincial school-board in 
 
 * Order of the Provincial School Board, November, 1834, quoted by Dr. Har- 
 nisch in his account of the seminary at Weissenfels. 
 
 t The seminaries to be described are for training male teachers for schools 
 simihar to those in which we use female teachers. The principles upon which 
 such schools should he established are applicable to both sexes, [a. d. b.J 
 
 t At Magdeburg, Halberstadt, Erfurt, and Weissenfels. 
 
 § The Rev. Dr. Harnisch, to whom 1 am indebted for a kind welcome to his 
 institution, and a MS. account of its difierent schools. 
 
2S 
 
 Magdeburg. He has the personal charge of the seminary in which 
 he gives instruction, and of which he superintends the domestic 
 economy, discipline, and police. He is assisted, in the seminary, 
 by three teachers, who meet him once a week in conference, to dis- 
 cuss the progress and conduct of the pupils, the plans of instruction, 
 and other matters relating to the school. There are also seven as- 
 sistant teachers, five for the seminary school, and two for the deaf 
 and dumb institution, who also assist in the seminary itself. Once 
 a month there is a general meeting of the teachers of all the schools 
 just enumerated. 
 
 Applicants for admission are required to produce certificates of 
 baptism, of moral conduct, and of health,* besides an engagement on 
 the part of their parents or guardians, to pay an annual sum of fifty 
 thalers (thirty-seven dollars,) for maintenance. These papers must 
 be forwarded to the director a fortnight before the day of examina- 
 tion. The candidates are examined at a stated time of the year, 
 (after Easter,) in presence of all the teachers of the school, and their 
 attainments must prove satisfactory in Bible and church history, the 
 Lutheran Catechism, reading, writing, German grammar, especially 
 the orthography of the language, the ground-rules of arithmetic, 
 (mental and written,) geography and history, and natural history and 
 philosophy, of the grade of the highest class of a burgher school. 
 They must also be able to play, at sight, easy pieces of music upon 
 the violin. The usual age of admission is eighteen, and the lowest 
 at which they are admissible, seventeen. On entrance they are en- 
 titled to free lodging and instruction, and if their conduct and pro- 
 gress are satisfactory, in general, receive a yearly allowance of 
 twenty-five dollars, which is equivalent, nearly, to the cost of their 
 maintenance. Their clothing and school-books are provided by the 
 pupils. The modes of preparation judged most appropriate by the 
 authorities of the seminary are, the attendance on a burgher school, 
 with private lessons from a competent teacher, or entrance into the 
 preparatory establishment at Weissenfels. A gymnasium is con- 
 sidered by no means a proper place for the preparation of pupils, 
 its courses, discipline, and mode of life having a difTerent tendency 
 from that required by the future teacher of a common school. 
 
 * The directions issued b3' the provincial authorities are, that they shall have a 
 strong chest and sound lungs, not be too near-sighted, nor deaf, nor infirm. 
 The physician's certificate must state whether they have had the measles, &c. 
 
24 
 
 The admission of new pupils takes place with some ceremony, in 
 presence of the teachers and pupils. The director gives a charge, 
 in which he makes them acquainted with the rules of the school, 
 chiefly those relating to moral conduct, to obedience to the anthori" 
 ties, punctuality, regular attendance at study, school, church, and, in 
 general, on the appointed exercises, due exertion, neatness in their 
 habits, and exactness in the payment of dues to the tradesmen with 
 whom they may deal. They bind themselves to serve for three 
 years after leaving the school, in whatever situation may be assigned 
 them by the regency of Merseburg, or to pay the cost of their edu- 
 cation and maintenance. During their stay at the seminary, they 
 are exempted from military service, except for six weeks; in fact, 
 this service usually takes place at leaving the school, and before 
 entering upon their new career. The number of pupils, on the 
 average, is sixty. 
 
 The courses of instruction are, morals and religion, German, 
 arithmetic and geometry, cosmology, pedagogy, terraculture, hygiene, 
 theory and practice of music, drawing and writing. Cosmology is 
 a comprehensive term for geography, an outline of history and biog- 
 raphy, the elements of natural history and natural philosophy, all 
 that relates to the world (earth) and its inhabitants. Pedagogy in- 
 cludes both the science and art of teaching. The courses just enu- 
 merated are divided among the masters, according to the supposed 
 ability of each in the particular branches, the whole instruction being 
 given by the four teachers. The director, as is customary in these 
 schools, takes the religious instruction, and the science and art of 
 teaching, as his especial province, and adds lectures on the theory 
 of farming and gardening, (terraculture) and of health. 
 
 The duration of the course of studies has been reduced from three 
 years to two, on account, as is alleged, of the necessity for a more 
 abundant supply of teachers. There are, probably, other reasons, 
 such as the expense, and the fear of over-educating the pupils for 
 their station, which have been influential in bringing about this re- 
 duction. There are two classes corresponding to the two years of 
 study. The first year is devoted entirely to receiving instruction, 
 and in the second, practice in teaching is combined with it. In the 
 preparatory school there is likewise a course of two years, and the 
 pupils are divided into two classes. This establishment is in a 
 
25 
 
 building near the seminary, which can accommodate forty pupils, 
 and is under the special charge of one of the teachers.* 
 
 The outline of the studies in the two schools is as follows: 
 
 Religious L.s'.ruction. 
 
 PREPARATORY SCHOOI,. 
 
 II Class. Bible Stories, which the pupils must be able to narrate with pro- 
 priety. Christian Doctrine. Portions of Scripture committed to memory. Four 
 hours weekly. 
 
 I Class Reading the Bible, especially the historical parts. Krummacher's 
 Bible Catechism. Christian Doctrine. Parables of the New Testament. Seven 
 hours. 
 
 In the lectures on Christian Doctrine, which the two classes of 
 the normal school attend together, the director gives a portion of 
 Scripture to be committed to memory, explains and illustrates it, 
 and interrogates the pupils, who take notes of the lecture, which 
 they subsequently write out. 
 
 NORMAL SCHOOL. 
 
 II Class. Reading the Bible, particularly the historical purts ; writing Cate- 
 chetical exercises, adapted to children. Two hours. 
 
 I Class. Continuation of the second class course. Two hours. 
 
 I and II Class. Christian Doctrine, from Luther's Catechism. Three hours. 
 History of the different dispensations. Two hours. A course of two years. 
 
 The course of Church History is taught, also, by the mixed 
 method of lecture and interrogation, to both classes united. 
 
 German Language. 
 
 PREPARATORY SCHOOL. 
 
 II Class. Exercises of Speech, in reading and delivery. Descriptions and Es- 
 says on subjects drawn from common life. Grammar. Writing as an exercise 
 in Calligraphy and Orthography. Nine hours. 
 
 I Class. Reading, with explanations. Composition. Grammar revised, 
 Writing, as in the second class. Nine hours. 
 
 * The payments made by the pupils are, per annum; for instruction, nine dol- 
 lars; for dinner, bread not included, thirteen dollars''^ and lifty cents r lodging, 
 three dollars , waiting and nursing' m tiino of -lickiif--: on^. Joil;ir uuJ seventy 
 ♦ive cents ; ii:-« of librarv^ titty cent;. 
 4 
 
26 
 
 NORMAL SCHOOL. 
 
 II Class. Reading, with explanations. Writing, as an exercise of Calligraphy 
 and Orthography. Exercises of style. A composition once every month. Essays 
 from History, Geography, or Natural History. Grammar revised. Eight hoars 
 
 I Class. Poetry, with readings. Calligraphy. Exercises of style. Grammar 
 revised. National hterature. Seven hours. 
 
 The first and second classes are united for a portion of instruction in this de- 
 partment, intended to rid them of provincialisms of speech, and to improve their 
 handwriting. Three hours. 
 
 ^JatiiemcUlcs. 
 
 PREPARATORY SCHOOL. 
 
 II Class. Arithmetic, including the Rule of Three. Three hours. 
 
 I Class. Arithmetic, revised and extended. Use of the compass and ruler. Four 
 hours. 
 
 NORMAL SCHOOL. 
 
 II Class. Geometry, commenced. Four hours. 
 
 I Class. Revision of previous studies. Geometry, continued. Two hours. 
 
 The method of teaching Mathematics is that of Pestalozzi ; and 
 director Harnisch has himself prepared a work on Geometry for his 
 pupils. The applications are made to follow the principles closely. 
 As in the other courses, the greater part of the learning is done in 
 the school-room, the books being used rather for reference than for 
 preparation. In the lessons which 1 attended in this department, 
 much skill was displayed by the instructors, and a very considerable 
 degree of intelligence by the pupils. Considering it as the means 
 of developing the reasoning powers, this method is very far superior 
 to that in which the propositions are learned from books. To ex- 
 emplify the method of Dr. Harnisch, I may state the following case 
 of a recitation in geometry by the second class. The equality of 
 two triangles, when the two sides and the angle contained between 
 them in one are equal respectively to the two sides and the con- 
 tained angle in the other, had been shown by the teacher, and the 
 demonstration repeated by the pupils, who were interrogated closely 
 upon it. An application of the theorem was at once required, to 
 determine the distance between two points, one of which is inac- 
 cessible. Two of the class found the solution immediately, and all 
 were able to take part in the subsequent discussion of the problem. 
 
21 
 
 Cosmology, (Weltkunde.) 
 
 PREPARATORY SCHOOL. 
 
 II Class. Elements of Botany and Zoologj'. Excursions for practical instruc- 
 tion in the former. Four hours. 
 
 I Class. Geography and the drawing of maps. Elements of Physics and 
 Technology. Biography. Three hours. 
 
 NORMAL SCHOOL. 
 
 II Class. Revision of the above studies. Three hours. 
 
 I and II Classes united. General views of the earth and its productions and 
 inhabitants. One hour weekly for one year. Gardening and Hygiene, (Gesuntl- 
 heitskunde.) Two hours weekly for two years. 
 
 The lectures in the normal school on these subjects are by the di- 
 rector. The means of illustration in physics are small, and the 
 whole course is chiefly intended to show the future teachers how 
 wide a range of knowledge may be opened to them by study. The 
 natural history is illustrated for the most part by drawings To ren- 
 der the seminarists more useful in their situation of country school- 
 masters, which a large proportion of the pupils become, they have 
 lectures on the principles of agriculture and gardening,, and also 
 practical lessons from the gardener, who has charge of the grounds. 
 The pupils work, during the appropriate season, every day in turn, 
 under the direction of the gardener. Good manuals, conveying cor- 
 rect, but elementary instruction on these matters, are much wanted. 
 They should, perhaps, be prepared by a teacher, but by no means 
 allowed to go into use without revision by persons specially ac- 
 quainted with the different branches of science thus grouped to- 
 gether. This revision would insure the accuracy which, though 
 difficult to attain, is so necessary ; the more so in conveying such 
 elements, as there is no collateral knowledge to correct or modify 
 error as to fact or theory. 
 
 Science and Art of Teaching. 
 
 PREPARATORY SCHOOL. 
 
 The first class receive simple directions for keeping school, and lessons on 
 teaching. They attend in turn the classes of the seminary schools two hours 
 weekly, but take no part in teaching. 
 
28 
 
 NORMAL SCHOOL. 
 
 II Class. Lessons on teachinir, thre? hours. Visits to the schools, threef hours- 
 I Class. Lessons on the art of teaching, three hours. Visits to the schoolsj 
 
 five hours. Lessons on the instruction of the deaf and dumb, by the director of 
 
 that department, one hour. 
 
 I and II Classes united. Science of teaching, two hours. 
 
 The director delivers the course on the science of teaching, 
 which, in these schools, is considered of the highest importance, 
 and also gives a portion of the lessons in the art of teaching to the 
 first class. 
 
 The theoretical instruction in the science and art of teaching em- 
 braces two courses, each of a year, the first being devoted chiefly to 
 education in general, the second, to instruction and the arrangements 
 of the school.* The director remarks of this course, that the pupils 
 learn by it to say a good deal upon these subjects, and sometimes 
 believe that they can easily execute what they can so readily de- 
 scribe, an opinion of which practice can alone show the error, and 
 which it is essential should be removed. The general theory of 
 education is Ibunded upon the constitution of man, and under the 
 head of instruction, the methods of teaching the various branches 
 are described. The practice which must render this theory of real 
 use, is had in part in the schools. The pupils attend the free school, 
 the burgher school, and the deaf and dumb school, at stated times. 
 They go at first as listeners, next take part in the instruction, under 
 direction of the assistant teachers, and lastly instruct the classes. In 
 order that they may have models of teaching, not only in the as- 
 sistants, but in the teachers of the seminaries themselves, the latter 
 give lessons occasionally in the difl'erent schools ; thus the director 
 teaches one hour per week in the seminary school, the second 
 teacher two hours, and the third and fourth teachers four hours. 
 The lower class attend the several classes of the burgher school, 
 
 * Harnisch's Manual of Common School Matters, (Handbuch des Volks-schul- 
 wesens) is used as a text-book. 
 
 A more common division of the course is into pedagogics, or the principles of 
 education and instruction. Methodics, or the art of teaching, the system and 
 methods of education, to which a third division is sometimes added, called didac- 
 tics, which relates to the subjects of education, (Schwarz Erziehung und Unter- 
 richts lehre.) 
 
2^ 
 
 except the highest girls' class, remaining, in general, one fifth of 
 the time in each class, except the lowest, where they remain double 
 this time, and visiting each class twice at intervals. The upper 
 class attend also the girls' class, the deaf and dumb school, and the 
 free school, remaining one-eighth of their time in each of the classes. 
 Each member of the lower class keeps a journal of his visits to the 
 schools, which is inspected by the second teacher. Each of the 
 first class draws up a report of his occupation and observations in 
 the schools, which is reviewed by the assistant teacher of the class to 
 which it refers, and is then examined by ihe second teacher, and by 
 the director. The several assistant teachers make reports upon the 
 qualifications of the seminarists, who have given instruction in their 
 classes. By these arrangements, a pupil who has the mental 
 qualities essential to a teacher, cannot fail to become well versed in 
 the practice of his profession. Habits of observation are inculcated, 
 which must be of great service to him in his practice, enabling him 
 to adapt himself to the circumstances in which he is placed, and to 
 profit by the experience of every day. 
 
 To exemplify the principles and methods, a small number of the 
 children from the seminary school are brought into die class-room 
 of the seminary, and are examined upon a given subject by some 
 of the pupils. The class present and the director make their notes 
 on these examinations, and the exercise terminates by an examina- 
 tion of the children by the director himself, as an exemplification of 
 his views, and tliat they may not receive injury from being left in a 
 half or ill-informed state on the subjects of the lesson. The children 
 having retired, the different members of the class make their criti- 
 cisms, which are accepted or shown to be erroneous by the director, 
 a conference or discussion being kept up until the subject is 
 exhausted. The character of each exercise is marked by the direc- 
 tor, who is thus enabled to judge of the progress made by every 
 member of the class, and to encourage or admonish privately, 
 according to circumstances. 
 
 The lectures given by the head master of the school for the deaf 
 and dumb are also accompanied by practice, a certain number of 
 pupils being detained every day for that purpose. The basis of the 
 method is the idea that it is possible to restore the deaf mute to 
 society, by enabling him to understand spoken language from the 
 motion of the lips, and to speak intelligibly by mechanical rules. 
 
30 
 
 It is hoped by training every school-master in this method, that 
 the mute may, ultimately, be instructed in schools with other chil- 
 dren, and thus not be required to sunder ties of kindred during a 
 long absence from home. The pupils of the deaf and dumb insti- 
 tution do not live in the establishment, but board with trades- 
 men of the town of VVeissenfels ; the object is to induce the practice 
 of the lessons out of school, the pupils being enjoined to avoid the 
 use of signs. The first lesson is one in articulation. The principle 
 of this instruction is now dominant in Germany, but up to this time 
 the system has not been fairly tried by its results. The indomita- 
 ble perseverance of the masters of the principal schools which I 
 visited, struck me with admiration, but I was not convinced that 
 what they aimed at was practicable, at least to the extent which 
 their principle asserts. The attempt deserves, however, the best 
 encouragement. 
 
 Drawing. 
 
 PREPARATORY SCHOOL. 
 
 The two classes united for geometrical and perspective drawing. 
 
 NORMAL SCHOOL. 
 
 The same course continued. 
 
 3Iusic. 
 
 PREPARATORY SCHOOL. 
 
 The two classes united for instruction in the elements of music. Choral sing- 
 incf. Instruction is given on the piano and organ to the pupils, divided into four 
 sections. They are also taught the violin. 
 
 NORMAL SCHOOL. 
 
 Theinstruction, as just stated, is continued. Theory of music. Composition. 
 
 The violin is taught as the means of leading the exercises in sing- 
 ing in the elementary schools. The piano serves as an introduction 
 to the organ, a knowledge of which is important to the Prussian 
 school-master, as enabling him to act as organist in the church of 
 the parish where his school may be situated. So high a value is 
 placed upon an elementary knowledge of vocal music, that an ability 
 to give instruction in it, is indispensable to admission into the class 
 of teachers. It is not, therefore, surprising that the pupils of the 
 seminaries in general are proficients in music. 1 confess, however, 
 that I was not prepared for the advance in the theory and practice to 
 
31 
 
 which many of the first class in this school had attained. In regard 
 to the former, I was present at one of the exercises in composition, 
 in which the teacher* read, and the pupils transcribed three stanzas 
 of poetry. This done, they were required to compose an air 
 adapted to the words. In less than ten minutes, a fifth of the class 
 were ready. The teacher took his station at a black-board, on 
 which the ledger lines were drawn, and one of the pupils whom he 
 designated, began to sing the words to the air which he had com- 
 posed, the teacher writing the music meanwhile. This air was pro- 
 nounced not to be original. A second was tried, which the teacher 
 thought an imitation. A third and a fourth he accepted, and wrote 
 upon the board. They were criticised by both the class and teacher, 
 set to parts by the former, and sung. The two classes were in the 
 next hour united for choral singing, in which many are proficient, 
 the teacher leading at the organ. 
 
 The course of drawing is limited in extent, the object being 
 chiefly to give opportunities to those pupils who have a taste for 
 drawing to cultivate it. In fact, as it tends to divert attention from 
 more important matters, which the short time spent at the seminary 
 requires entire devotion to, it is not much encouraged. 
 
 The four teachers attached to the normal school have charge of 
 specific departments of labour, as well as of particular implements 
 of instruction. The director has the general superintendence of the 
 instruction, discipline, household arrangements, and finance, and is 
 librarian of their small collection. The second teacher has charge of 
 one of the schools, of the musical exercises, books, and instru- 
 ments ; a third, of the students when assembled, especially in the 
 school-house, and of the drawings, copy-slips for writing, and maps. 
 The fourth superintends the pupils while in the dwelling-house, and 
 also at meals. These teachers are aided in their duties by younger 
 ones attached to the seminary, under the title of assistant teachers, 
 The dining-hall, or the recitation-rooms, serve as places of study, 
 according as the pupils are in the school-house or in the dwelling, 
 the two buildings being separated by a portion of the grounds. The 
 chapel, which is a neat room coimected with the school-house, serves 
 for the music-room, as well as for the religious exercises. 
 
 ♦ Mr. Henschel. 
 
The order of the day in the normal school will serve to showhou' 
 constantly these young men are employed in preparing for the duties 
 of their arduous profession, and yet they appeared to me always 
 cheerful in the performance of their self-imposed task. In winter, 
 the pupils rise at five, and, after washing and dressing, have a brief 
 religious exercise, and study until breakfast, which is at seven 
 o'clock. Until eight, there is recreation. From eight until twelve, 
 they are in school, engaged in recitation, listening to lectures, or 
 teaching. From twelve until one, they have dinner and recreation. 
 From one until five, they are again in school. From five until seven 
 or half past seven, in summer, there is recreation, or excursions are 
 made with a teacher, and then there is study until nine. In winter 
 there is recreation until six, from six to eight study, and from eight to 
 nine musical exercises, one-third playing on the violin, another on the 
 organ or piano, and another singing. At half past nine in winter, 
 and ten in summer, the pupils retire. There are prayers morning 
 and evening. On Wednesday and Saturday they have half of the 
 day for recreation, and in summer make excursions to collect plants 
 or minerals. A place for gymnastic exercises is provided, and used 
 during the hours of recreation. 
 
 The moral education of these young men is closely attended to. 
 They not only receive direct religious instruction, but the best exam- 
 ples are constantly before them. The chief reward for proficiency 
 or good conduct is the approbation of the teachers, the principal 
 punishment, short of dismission, their disapprobation. The director 
 has, also, the influence resulting from his power to give pecuniary 
 assistance to the meritorious, while in the school, and to secure 
 them good places at leaving it. The greatest harmony reigns 
 throughout the establishment. On the evenings of Saturday, there 
 are frequently parties in turn among the teachers, to which the 
 pupils are invited, and where there is usually music. Those who 
 have acquaintances in the town, are encouraged to visit their fami- 
 lies, but the places of visiting must be known to the director. 
 
 Physical education is most essential where young men, at the 
 time of life of these seminarists, are sedulously engaged in intel- 
 lectual pursuits, and necessarily so much confined to the house. 
 They, therefore, have gymnastic exercises or work in the fields or 
 f?;:ir(l(ii, or wnll; duriii!>- iho'^f periods of ihf d:iy :ui(l ()arts of llit^ 
 
33 
 
 week allowed for recreation. Care is taken that, unless indisposed, 
 they do not remain in the house at those times, when tlie weather 
 permits them to be in the open air. There is an infirmary for the 
 sick, in which one of the pupils in turn acts as nurse, and a physi- 
 cian is called in when necessary. 
 
 The school year is divided into three terms : — the first, from the 
 beginning of June until August ; the second, from September to 
 Christmas ; and the third, from January to May. The holidays 
 are four weeks in August, two at Christmas, and one at Easter. 
 During the first two named, the pupils go home to their friends. 
 Christmas is celebrated in the school, and at the close of the first 
 and second terms there are private examinations, the results of 
 which are communicated to the students. At the close of the third 
 term, the examination for passing from the second to the first class 
 is held, and none are promoted from one class to another, unless 
 fully proficient in the courses of the past year. At the end of the 
 second year, they are examined upon the whole range of study, and 
 in composition and orthography. Those who pass satisfactorily, 
 receive a diploma, and find no difficuly in obtaining employment as 
 teachers. Some of the most promising are frequently retained in 
 the schools of the institution as assistant teachers, under the appoint- 
 ment of the director. The additional experience thus gained is of 
 importance in a professional, and ultimately in a pecuniary point 
 of view. 
 
 Every pupil, on leaving the school with a diploma, makes a draw- 
 ing, or copies a piece of music or of writing, which he leaves as a 
 memento. 
 
 The pupils of all the normal schools are bound by law to serve in 
 such situations as may be assigned to them for three years, or to 
 pay certain sums in lieu of this service. 
 
 The domestic economy is superintended by the director, who has 
 a house-keeper under his orders. Dinner is provided at a common 
 table, but each person furnishes himself with breakfast and supper. 
 The diet is of the plainest kind, but there is meat for dinner every 
 day in the week except two.* Tke police of the establishment is 
 
 * The dinner costs seven dollars and fifty cents per annum, or about two cents 
 and a-half per day. If a pupil receives no stipend from the institution, he is 
 charged but half this sum. 
 
 5 
 
34 
 
 attended to by the pupils themselves. The members of the second 
 class, in turn, have charge of the police of the school-rooms, dormi- 
 tories, of the lamps, of ringing the bell, &;c., or these duties are 
 executed by those who have fallen under censure. The first class 
 superintend the fires and out of door work, have charge of the cellar, 
 store-room, lavatory, &c. There are three dormitories, under the 
 general superintendence of one of the teachers, aided by pupils 
 selected for the purpose. The bed and bedding are furnished by 
 the pupils at entrance. The lodging of these youths is, like their 
 fare and clothing, of the plainest sort ; a plainness which puts in 
 strong relief the richness of the moral and intellectual culture 
 afforded by the institution.* 
 
 SEMINARY FOR TEACHERS OF THE CITY SCHOOLS AT 
 BERLIN. 
 
 This is one of the more recently erected seminaries, and its 
 objects are declared to be — first, to educate teachers for the city 
 schools ; second, to enable teachers to advance in their vocation, by 
 providing them with lectures, and with a library ; and third, to ena- 
 ble candidates for the ministry to become somewhat acquainted 
 with the art of teaching, as they are required, subsequently, to act 
 as inspectors of the schools. The first of these is the main object 
 of the institution. The teachers to be furnished are, in general, of 
 the grade required for the burgher schools. This, with its location 
 in the city, renders the general plan of this school different from 
 that already described. The care taken in the selection of the 
 directors of the normal schools prevents the necessity for minute 
 regulations, and does what no regulation can, namely, infuses the 
 proper spirit ; hence, there will always be found differences in the 
 minute details of these institutions, which may not, however, be 
 essential. 
 
 The director of this seminaryf is also the head of the school of 
 practice attached to it, and already described. There are, besides 
 
 * The yearly cost of this institution is but about twenty-eight hundred and 
 forty dollars. The director receives a salary of six hundred dollars, which ena- 
 bles him to live very comfortably, and to maintain his proper station, on a par 
 with the burgher authorities, the clersrvman. district vi6<rp otr 
 
 t Dr. Diesterweg. 
 
35 
 
 him, eight teachers for both the school and seminary. The pupils 
 of the latter are about fifty in number. 
 
 The pupils generally live out of the seminary, there being accom- 
 modations for but sixteen or eighteen witliin the buildings. It is an 
 important question, whether the method of boarding the pupils in or 
 out of the house shall be adopted in these institutions, and I believe 
 that it has been rightly solved, both at Weissenfels and here, adopt- 
 ing in the former school the method of collecting the pupils, and in 
 the latter, of allowing them to dwell apart. 
 
 The conditions for admission are nearly those, as to certificates, 
 age, and qualification, of the Weissenfels school, taking as the 
 standard of qualification the attainments of pupils from the prepara- 
 tory department. Thus, eighteen years is the general age of admis- 
 sion, and the applicants must present to the School Board of the 
 province certificates of baptism, of having attended tiie first commu- 
 nion, of having attended school, of moral conduct, of good health, 
 and that their parents or guardians will support them while at the 
 seminary. The candidates are expected to be prepared for examina- 
 tion on the principal parts of the Bible and the chief truths of Chris- 
 tianity, and to be acquainted with some of the principal church 
 songs ; to express themselves correctly in words and in writing, 
 and to have a good knowledge of the etymology of the German lan- 
 guage ; to understand the ground rules of arithmetic, proportions, 
 and fractions, and the elements of form in geometry, to possess a 
 competent knowledge of geography and history, to know the use 
 of mathematical instruments, and to have an elementary knowledge 
 of music. The school does not professedly maintain any pupil 
 while receiving instruction, but assists some of those of the second 
 year who are meritorious, and makes a further advance to those of 
 the third year who have shown themselves worthy of their calling.* 
 The courses are of three years' duration, of which the first is 
 entirely occupied with revising and extending the attainments of the 
 pupil; the second is, in part, devoted to teaching, but under the 
 inspection of the director, and the third is mainly filled up with 
 teaching in the school attached to the seminary or others of the city. 
 
 * This may amount to sixty dollars yearly. The boarJers at the school pay 
 but thee dollars and thirty-seven cent? per quarter for their lodging. An entrance 
 fee of twelve dollars is paid, which exempts the pupil from further charges for in- 
 struction. 
 
36 
 
 This arrangement is intended, first, to secure a due amount of seho- 
 larship on the part of the pupils, and next, to make practical 
 teachers of them. The first essays in their art are made underdose 
 supervision, and subsequently, the independent teaching affords 
 them opportunities for comparing the theoretical principles, which 
 are inculcated in the lectures at the seminary with their daily 
 observation, and the communication of their remarks in meetings 
 with the director gives them the advantage of his experience in 
 guiding their observation. 
 
 The scope of the instruction here does not differ essentially from 
 that at Weissenfels, the subjects being reproduced in a different 
 form. The following table gives the names of the branches, with 
 the time occupied in each of the classes, the third class being the 
 lowest. The course of each class is a year in duration. 
 
 The hours of duty are from seven in the morning until noon, 
 and from two in the afternoon until four for the second and third 
 classes, with few exceptions. The first class receive their instruc- 
 tion from half past five until half past seven in the evening, except 
 on Wednesday and Saturday. Wednesday is a half-holiday for 
 the lower classes, as well as Saturday. 
 
 The religious instruction is given by a clergyman. The physi- 
 cal education is left much to the discretion of the young men, at 
 least in case of those who live out of the seminary. The school 
 is deficient, as the one already described, in the means of illus- 
 trating the courses of natural philosophy and natural history, but 
 the pupils may have access to the natural history collections of the 
 university. 
 
37 
 
 TABLE 
 
 Of the Distribution of Time among the different Employments at the 
 Berlin Seminary. 
 
 SUBJECTS OF STUDY, ETC. 
 
 HOURS 
 
 PER WEEK 
 
 o 
 
 Pedagogy, 
 Practice, 
 
 Religious Instruction, 
 Theory of Music. ■ 
 Vocal Music, 
 German Language, 
 Reading, - 
 Arithmetic, 
 Geometry, 
 Geography, 
 History, - 
 Zoology, - 
 Mineralogy, 
 Physics, - 
 Drawing. 
 "Writing, - 
 Playing the Violin, 
 
38 
 
 The method of instruction, as in the other school, is mainly hy 
 lecture, with interrogations. The inductive system is followed in 
 the mathematical branches. The works of the director on these 
 subjects enjoy a high reputation, and are in use in many of the schools. 
 The exercise called "practice," in the duty of the first class, is that 
 which I have already described, where the pupil gives instruction 
 under the eye of his class-mates and of the director, and this instruc- 
 tion is made the matter of subsequent criticism. Here the semina- 
 rists themselves act as pupils, receiving supposed lessons from one 
 of their class, while at Weissenfels, pupils from the seminary class 
 are called in. This latter plan appears, to me, to have great advan- 
 tages over the one adopted here, which, however, is used, I believe, 
 only in the case of the first class, who receive lessons, at times, 
 when the schools are not in session.* 
 
 * For an account of tlie schools connected with this seminary, and description 
 of other seminaries for teachers, see my Report on Education, etc. [A. D. Bache. 
 
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