Skip to main content

Full text of "A sketch of the history of public art instruction in Massachusetts"

See other formats














A Sketch of the Histoky of Public Art 
Instruction in Massachusetts. 

U The Years of Establishment, 18O0-82, 

Early Advocates. 

In his introduction to an English book on "The Hundred 
Greatest Men," Emerson wrote these words: "The history 
of the world is nothing but a procession of clothed ideas. As 
certainly as water falls in rain on the tops of mountains, and 
runs down into valleys, plains and pits, so does thought fall 
first in the best minds, and runs down from class to class, until 
it reaches the masses and works revolutions." 

The history of public art instruction in Massachusetts would 
seem to exemplify the law thus happily put by our poet-seer, 
for as early as 1749 the worth of drawing as a school study 
appeared to the mind of Benjamin Franklin. In 1821 that 
pioneer of modern methods, the famous "Master Fo -e" of 
Boston, required of his pupils " Drawing not only of maps, 
but linear drawing in the simplest applications to geometrical 
figures especially." 1 From 1827 to 1836 drawing was a per- 
mitted study in the upper classes of the Boston English High 
School. 2 It was vigorously advocated by the Nestor of Ameri- 
can education, Henry Barnard, and by the great Horace Mann. 
In an article on drawing which follows the conclusion of his 
celebrated "seventh report" in the Common School Journal, 
Juue, 1844, Mr. Mann says : — 

The observations made in visiting German schools, in regard to 
this subject, upon which we have dwelt at some length in the preced- 
ing report, have confirmed our previous views of its utility and 
desirableness ; and the best and almost universally adopted mode of 
teaching this art we found to be drawing from nature. 

» Barnard's School Journal, Vol. 10, No. 25, 1861. 
3 Report of Supt. John D. Philbrick, Boston, 1874. 


He then describes a system of instruction devised by a Pro- 
fessor Schmid of Berlin, who, " after an experience of twenty 
or thirty years," had "gradually simplified his method to a 
set of blocks forming a right-angled pillar, to a round ball, a 
cylinder and a niche. . . . The first artists of Germany," it 
appears, had " resorted to his rooms to go thoroughly through 
his courses of lessons." Mr. Mann continues : — 

Any carpenter, or any boy of fourteen who can use carpenter's 
tools, can make the blocks from the description given of them, and 
at a trifling expense. It is essential that each pupil should possess 
a set of his own, unless they are made upon so large a scale that 
half a dozen can use them at once, — but this latter plan involves 
many difficulties, from the usual size of school desks and the want 
of room in even the best sized schoolrooms. 

When each pupil is provided with a set of blocks, the whole school 
can draw at once in perfect silence, or a portion can draw while others 
are differently employed. Any primary school teacher who prepares 
herself to teach this course of drawing will find it easy to instruct the 
youngest children in her school, by varying the first half-dozen lessons, 
(previous to those in which perspective is introduced) ; and for this 
purpose a few sets of larger blocks will be ample material, because, 
as little children can draw the front faces only, they can be placed 
at a greater distance and higher up than for those pupils who can 
go on with the whole course. It will be found a means of facilitating 
their learning to write and print, and will fill up many minutes, if not 
hours, days and weeks, otherwise unemployed. The extreme accu- 
racy required by Professor Schmid's method will so sharpen the eye 
and the perceptions of those who rigidly follow his directions that 
teachers will be surprised to find how soon and how easily they will 
acquire the power of sketching objects on the blackboard in illustra- 
tion of the various subjects which they may teach to children. This 
power alone is worth the cost of much time and trouble to every 
teacher ; and we think that every one who has a true interest in his 
vocation will thankfully receive a method by which he can make such 
a power his own. 

Here in 1844 we find advocated (1) drawing directly fim 
objects, (2) a set of objects for each pupil, (3) class instruc- 
tion, (4) sketching upon the blackboard for purposes of illus- 
tration, and (5) the practice of drawing for its educational 

This method of Professor Schmid is given in detail in the 
next two volumes of the Common School Journal. 





now as dry as dust and as valueless, but it was a beginning. 
In running it over one finds occasionally a choice bit. Mr. 
Schniid says, in his instructions to teachers : 1 — 

My first lesson is, after a pupil has made one point on his paper, 
to teach him to place another point perpendicularly over it. I do 
not say at what distance above, but only perpendicularly over it. 
If a child cannot do this, his power of drawing has not yet burst 
from the bud. 

How widely this German system was adopted in Massachu- 
setts it is impossible to say. There are no traces of it in the 
extracts from the school reports published in the official records 
of the State Board of Education. It required almost a genera- 
tion for Mann's advanced ideas to run down from class to class 
to make possible the revolutionary act of 1870. 

The Idea of a Beautiful Environment. 

But during these years truth was falling into the best minds 
here and there. It is interesting to trace back to their sources 
among the hills the rivulets which have united to form our 
present " mill privileges." 

The Common School Journal for March, 1840, contained 
the following, from the pen of Mrs. Sigourney : — 

I hope the time is coming when every isolated village schoolhouse 
shall be as an Attic temple, on whose exterior the occupant may study 
the principles of symmetry and grace. . . . Why should not the 
velvet turf attached to them be bordered with hedges, divided by 
gravel walks, tufted with flowers ? Why should not the thick man- 
tling vine decorate the porch, or the woodbine and convolvulus look 
in at the window, touching the heart of the young learner with a 
thought o^ Him " whose breath perfumes them, and whose pencil 
paints " ? 

Why should not the interior of our schoolhouses aim at somewhat 
of the taste and elegance of a parlor? Might not the vase of flowers 
jirich the mantlepiece, and the walls display not only well-executed 
maps but historical engravings and pictures ? 

There is a plea for schoolroom decoration a half-century 
before the formation of the Public School Art League. In 
w some wise man on the Sterling school board said : — 


1 Cornmou School Journal, July, 1844. 


Not only the beautiful in nature should be studied, but the beauti- 
ful in art. The child should never be allowed to look upon pictures 
the object of which is caricature. Everything that is low, comic or 
in bad taste should be studiously kept from the eye of the child. 
Better see no pictures than bad pictures, such as violate the rules 
of good taste and of decency. It is as easy to awaken a correct taste 
in a child as a false one ; easier to interest him in a beautiful picture 
or a pretty toy than in one which has not its counterpart on the earth 
nor under it. . . . The child, then, should early cultivate the princi- 
ples of a correct taste. It will be to him a perennial source of pleasure 
and profit. 

In 1859 the school committee of Westfield waxed eloquent 
upon the subject of ugliness in schoolhouses and its evil effect 
upon the young mind. In 1861 the school committee of AVest 
Springfield declares that " 'Works of art should hang upon the 
schoolroom walls, in place of the carvings and pen and ink 
sketches Avhich so often disfigure them." And A. Bronson 
Alcott, then superintending the Concord schools, said, in his 
report : " Certainly the place where a child passes so large a 
part of the most impressible period of his life should be . . . 
made as charming as possible." That same year the chairman 
of the school committee of Lynn said : — 

We have seen evidences of public spirit rightly directed, in the pleas- 
ant paintings which adorn the walls. If all were so adorned, we are 
confident that every picture would have a gentle and refining influence 
upon the minds of the scholars, and would add to the cheerfulness 
of the schoolroom. And often an impulse would be given to the 
love of the beautiful and the pure, which would change the whole 
current of the child's life. . . . Let some man of public spirit place 
a good picture in the large room of the high schoolhouse, and then 
say to some other man, whose generosity he knows, " Go and do 
likewise." Let this process continue till all our schoolrooms shall 
become cheerful and attractive. 

The next year the school committee of Great Barrington, in 
commenting upon a fine new schoolroom, said that the parents 
should visit it to observe its influence upon the children. 
" The perception of this influence would be a profitable experi- 
ence to those among us who believe that their children can 
learn as much in some old rookery, unsuspicious of pa' 
whose battered walls and shattered windows look as if it ( 6 



been shelled by one of Foote's gunboats." In 1866 the com- 
mittee of Tewksbury declared that one may 44 as well think 
of carving a nice statue with an axe, or painting a delicate 
portrait with a white-wash brush, as securing a first-class 
school in a fifth-rate schoolroom." 

The Idea of Objective Teaching. 
Object teaching had its advocates in " Master Fowle," 
Henry Barnard and others, but it was long in gaining any 
general recognition. The reports show that by 1857 the idea 
was beginning to run down from class to class. From Sterling 
came a plea for observing nature. " Not books," said Chelsea's 
report, " but Nature and the human voice, eye and heart, should 
be the methods in early instruction " ; the Natick committee 
wrote : — 

We believe that the true theory of education requires the youug 
child to be educated first through his senses, or his powers of obser- 
vation. He should be taught carefully to observe all objects about 
him of which he can form any definite idea. 

The superintendent of schools in Maiden devoted a section 
of his report for 1863 to object teaching. He called it " a 
different branch of instruction." The next year the school 
committee of Reading said "the method should and must 
become a prominent feature in our schools." In his report 
for 1866 the Worcester superintendent speaks of "the system 
of object teaching, which has Fargely found favor of late," as 
having been «' somewhat introduced into the schools of lower 
grade " in his city. He adds : — 

In some cities this system has been pressed to an absurd extreme. 
. . . Yet, used with discrimination and good seuse, it has great 
value . . . and it should be cherished and commended to all teachers 
of the younger children as a happy method of enlivening a school, 
relieving the young minds from a wearying study of books, kindling 
their interest in passing scenes and surrounding objects, and giving 

i m a store of information on common things beyond the range of 

sir technical studies. 

That same year the report of John D. Philbrick of Boston 
musses the whole problem at length, and concludes with 
?se words : — 



When teachers find that they can afford to give time to it, they 
will not be slow in finding out how to handle it to advantage. They 
will have by them the works of Sheldon or Calkins, or Burton. 
They will have their collections of objects, — animal, vegetable and 
mineral ; artificial and natural ; indigenous and exotic ; domestic and 
foreign ; and so we shall at length witness the consummation of the 
wish expressed by Professor Agassiz, that every primary school 
might have its own little museum. . . . 

Ideas of the Value of Drawing. 
The report of the school committee of Worcester for the 
year 1858 contained this statement : — 

Drawing should be taught in the high school, provided it can be as 
a scientific art. The mere copying of pictures, however, which 
sometimes passes for an accomplishment, should be shunned as a 
waste of time. Drawing in the other grades of schools, considering 
the average condition of the scholars and the short time they spend 
in getting what must answer for an education, it seems to us on 
mature reflection, is not to be attempted. 

Considering the fact that the school committee that year 
consisted of twenty-four of the most influential and learned 
men in the city, it would seem to us, upon mature reflection, 
that ideas of the value of general instruction in drawing had 
not yet run down from the ''best" minds into those of even 
the first " class." 

However, all the wisdom of the time was not confined within 
the limits of the Worcester school board. E. B. Willson, 
superintendent of schools for West Roxbury, thought that 
"Little children might well enough learn something of geo- 
metrical figures, something of botanical names and something 
of other branches of natural history, and might with particular 
propriety be taught drawing and many other things usually 
thought beyond their reach." Meanwhile, Mr. John D. Phil- 
brick, superintendent of schools in Boston, had procured at 
his own expense " a lot of drawing copies, models and books," 
used by the art department in England, " because there ^vas 
at that time absolutely no apparatus to be had " in America. 
" So indifferent were the [school] committee," says Mr. 
Philbrick, 1 "that they declined to defray the expense." /Mr. 

» Report of 1874. 


Philbrick soon after prepared the Boston primary school draw- 
ing slates and tablets ; but they were very slowly introduced 
by the district committees, and usually upon request of the 
more enterprising teachers. 

In 1858 the school committee of Roxbury said: "Some 
attention has been paid to the first principles of drawing, under 
the thorough instruction of Mr. Bartholomew. ... Its bene- 
ficial effects as seen in the penmanship, in the habits of accurate 
observation, in the just notions of proportions and relations, 
as well as in the ability to sketch the outlines of objects 
according to some orderly method. It is surely an exercise of 
much utility," they conclude, ' 1 and should have its proper place 
in our schools." 

Ideas of the value of drawing were not confined during these 
years to the professional classes. In June, 1859, Hon. George 
S. Bout well, then secretary of the Board of Education, issued 
a circular to gather information " concerning the influence of 
education upon the characters of the laborers employed in 
manufacturing." In the twenty-third report the several re- 
plies from the agents of the great manufacturing companies 
are given in full. Mr. William B. Whiting of Newburyport, 
in answering the question as to the importance of thorough 
education for children, said : — 

If our legislators would establish in manufacturing towns schools 
of design, in which children who show aptitude for drawing might be 
taught to design patterns for calicoes, lawns, shawls, etc., and also 
schools where youth could be taught chemistry, as applied to arts 
and manufactures, the education could not be too thorough for the 
interests of both employer and employed. 

Here are statements as to the value of drawing, gleaned 
from the reports from various towns during the decade previ- 
ous to 1870 : — 

Danvers (1859). — We recognize the usefulness of such exercises 
-> drawing and picture drawing . . . they are graces of scholar- 
. . not to be acquired at the expense of higher accomplish- 

:ell (1862). — No more agreeable and profitable change from 
clious routine of the schoolroom can be found than an occasional 
extu:ise in drawing. ... As a means of creating, developing and 



perfecting a love of art ; as an aid to penmanship ; as an aid to geo- 
graphical knowledge ; as a diversion, rendering the schoolroom at- 
tractive and pleasant ; as a cultivation of a very useful and universal 
but neglected talent, — in all these and other particulars it is worthy 
of consideration and encouragement by the committee and teachers. 

South Danvers (1863). — Drawing is always an amusing exercise 
for children, and we think that teachers have allowed it to be too ex- 
clusively an amusing exercise. . . . We think this art should take 
a place in our primary schools, second to none but reading. 

Berlin (1864) . — Another branch, for which we bespeak encourage- 
ment in school and at home, is that of drawing, — map drawing, pict- 
ure drawing and all forms of diagrams. It is within the memory of 
some, when to draw a picture of a horse or dog upon the slate, how- 
ever soberly, was a serious offence in the schoolroom. Better views 
prevail. No employment is more profitable or pleasant, even to the 
little scholars of the primer. It employs time and improves the eye 
and the hand and the taste. It is vastly useful in mathematics. 
Above all in geography. . . . The application of the subject in 
practical life is manifold. It is not an art useful only to the painter, 
the architect and the engineer, — it belongs to the farmer, the 
carpenter, the smith and every mechanic. The schoolroom is the 
place to cultivate it ; but it will be found a pleasure everywhere, as 
well as an art universally useful. Let parents encourage drawing at 
home. It will afford profitable recreation as well as mental improve- 

Boston (1867). — We think that drawing is worth far more atten- 
tion than is now given to it, not as an ornamental branch of educa- 
tion, superfluous unless as a matter of show, but as a most desirable 
\ discipline both for the eye and the hand, essential to the best culture 
of the perceptive faculties, identified with habits of pure taste, and in 
many respects of the greatest practical advantage, not only at the 
time of youthful study, but through the whole of the maturer life. 
There is hardly an artisan who would not be a better workman if he 
knew how to handle a pencil, and neither a merchant nor a profes- 
sional man who would be the less qualified for his duties if he knew 
how to draw a plan or sketch a landscape. This study is connected 
with habits of correct observation. It opens the eye to nature. 
It is in itself a language. It becomes to its possessor forever a 
pleasant resource, while its pursuit is in nearly all cases so delightful 
as to be a joy rather than a task. Besides which, it is an actual aid 
in the development of the other faculties. . . . We would make 
drawing one of the requisite qualifications on the part of a teacher, 
and would also have more time devoted to its instruction in our 



New Bedford (1868). — It needs to be clearly understood that the 
object drawing in our schools is not to teach the scholars how to 
make pictures so much as to train the hand to be expert and graceful 
in its motions, and to educate the observing powers. It is to be 
begun, therefore, at the earliest moment and systematically followed 
up, enlisting the deepest interest and care of the teacher. No class 
is to be exempted from such exercises. 

Charlestown (1868). — The object of the development of man is to 
witness to the glory of God by culture and obedience. Whatever 
enables us to fulfil this duty is, in the purest and highest sense, use- 
ful. . . . The training or cultivation of the sight has with us been 
too much neglected. We are placed in a world of beauty, with 
capacities to enjoy, and with a life-principle which is quickened by 
what we admire and love, and which is as full} 7 capable of culture 
and expansion as any other faculty of the mind, while it possesses 
the widest range and commands the greatest variety of objects. 

Drawing is regarded by most people as a needless accomplishment, 
quite too frivolous to secure the attention of industrious youth ; 
nevertheless, if a bright boy exhibits a talent for imitation and pro- 
duces a good picture, he is at once applauded and pronounced a genius, 
even by those who have no interest in the cultivation of the art. 

Time and space are not at my command to set forth at length the 
relation of this art to the various activities of life. " It has an 
intrinsic and practical value in every pursuit in which form is con- 
sidered, such as architecture, machinery, pattern-making in all its 
varieties, jewelry, and engraving of every kind. It is indispensable 
in inventions, and in discoveries in the natural sciences, in perpetuat- 
ing knowledge acquired. There is scarcely a calling in life in which 
this art would not find a useful application." But these are minor 
considerations, compared with its importance in educating the mind. 
It addresses itself to the earliest developed faculties of the child, 
and should receive attention -as soon as the child can hold and guide 
the pencil. Were this the case, we should secure far greater elegance 
and beauty in writing than we now obtain. The eye and hand 
should be trained in the delineation of form before they are set to 
imitating the intricate lines of manuscript. 

We receive our idea of beauty from the objects of nature, in pro- 
portion to our acquaintance with those objects and our power to 
comprehend them. It has been truthfully said, " The artist sees the 
works of nature as they are seen by no other." The practice of 
drawing assists in forming the habit of correct observation, enlarges 
the mind and enables it to grasp a much greater variety of truth con- 
cerning the objects beheld. It quickens the perception, corrects and 


stimulates the imagination, and presents nature transfigured to the 
well-cultured eve. By directing the mind to the diversity in the 
forms and size of objects, and to the delicate coloring in landscape and 
clouds, it multiplies the sources of pleasure, and becomes to every 
pupil the occasion of genuine delight. "It is so fascinating to 
the young that it will agreeably and usefully occupy their leisure 
hours, will render home more attractive, and serve to check those idle 
habits which, when once formed, result in mischief and even ruin. 
It tends also to refinement of taste, the elevation of the moral feel- 
ings, the cultivating and developing of the love of the beautiful, and 
tends, through nature, to lead the mind to Nature's G-od." 

The Act of 1870. 
The foregoing quotations are sufficient to indicate that dur- 
ing these years a sentiment in favor of drawing as a school 
study was growing steadily in different parts of the State. 
Drawing was already required in the State normal schools 1 and 
in the girls' high and normal school of Boston, 2 and was per- 
mitted by act of Legislature in all schools. 3 It had been pre- 
sented in the State institutes by Mr. Sutermeister, Mr. Krusi 4 
and Mr. Bartholomew, 5 and was taught in twelve wards of the 
city of Boston, 2 in New Bedford, Cambridge, and several other 
cities, and in the high schools of Roxbury and Dorchester by 
special instructors. 2 Through the efforts of Rev. Edward 
Everett Hale and others drawing classes had been organized 
in connection with the Boston evening schools. The first class 
met in 1866-67 in the vestry of the Church of the Good Samar- 
itan, on Shawmut Avenue. 6 Not, however, until 1869 did the 
advocates of drawing as a school study bring the matter before 
the Legislature for definite action. In June of that year pub- 
lic sentiment found a voice in the following petition, drawn by 
Mr. Francis C. Lowell : — 

To the Honorable General Court of the State of Massachusetts. 

Your petitioners respectfully represent that every branch of manu- 
factures in which the citizens of Massachusetts are engaged requires, 

1 Tenth annual report, Horace Mann, page 131. 

2 Report of special committee on drawing, Boston, 1870. 3 Acts of 1860. 
4 Twenty- second annual report, State Board of Education, page 36. 

s Thirty-third annual report, State Board of Education, page 106. 

« Address by Dr. E. E. Hale before Massachusetts Normal Art School Alumni, 1890. 


in the details of the processes connected with it, some knowledge of 
drawing and other arts of design on the part of the skilled workmen 

At the present time no wide provision is made for instruction in 
drawing in the public schools. 

Our manufacturers therefore compete under disadvantages with the 
manufacturers of Europe, for in all the manufacturing countries of 
Europe free provision is made for instructing workmen of all classes 
in drawing. At this time nearly all the best draughtsmen in our 
shops are men thus trained abroad. 

In England, within the last ten years, very large additions have 
been made to the provisions, which were before very generous, for 
free public instruction of workmen in drawing. Your petitioners are 
assured that boys and girls, by the time they are sixteen years of age, 
acquire great proficiency in mechanical drawing and in other arts of 

We are also assured that men and women who have been long en- 
gaged in the processes of manufacture learn readily, and with pleas- 
ure, enough of the arts of design to assist them materially in their 

For such reasons we ask that the Board of Education may be 
directed to report in detail to the next General Court some definite 
plan for introducing schools for drawing, free to all men, women and 
children in all towns of the Commonwealth of more than five thou- 
sand inhabitants. 

And your petitioners will ever pray. 

Jacob Bigelow. John Amory Lowell. 

J. Thomas Stevenson. E. B. Bigelow. 

William A. Burke. Francis C. Lowell. 

James Lawrence. John H. Clifford. 

Edw. E. Hale. William Gray. 

Theodore Lyman. F. H. Peabody. 

Jordan, Marsh & Co. A. A. Lawrence & Co. 

As a result, the next General Court — 

Resolved, That the board of education be directed to consider the 
expediency of making provision by law for giving free instruction to 
men, women, and children in mechanical drawing, either in existing 
schools, or in those to be established for that purpose, in all towns of 
the Commonwealth having more than five thousand inhabitants, and 
report a definite plan therefor to the next general court. [Approved 
June 12, 1869. 


The Board of Education, in obedience to the resolve, took 
immediate action. A special committee was appointed to 
make inquiries and to investigate the subject thoroughly. 
This committee prepared a circular asking for advice and in- 
formation, and it elicited prompt and elaborate replies " con- 
taining nearly all that can be said upon the subject." Some 
of them are published in full in the thirty-fourth report of the 
Board of Education. 

The report of this special committee of the State Board of 
Education is here given in full, because of its importance as an 
index of the best thought of the time : — 

After a conference with Messrs. Hale and Lowell, in behalf of the 
petitioners, and with other gentlemen interested in the subject, in 
which the views of the petitioners were fully explained and elabo- 
rately set forth in a carefully prepared bill to be presented to the 
Legislature, the committee deemed it advisable to seek for further 
information and suggestions from gentlemen of well-known experi- 
ence and skill in this department of instruction, and accordingly pre- 
pared the following circular : — 

Bostox, Dec. 27 1869. 


Dear Sir : — At the last session of the Legislature of Massachusetts the 
following resolve was passed : — 

Resolved, That the board of education be directed to consider the expediency of mak- 
ing provision by law for giving free instruction to men, women, and children in me- 
chanical drawing, either in existing schools, or in those to be established for that 
purpose, in all towns of the Commonwealth having more than five thousand inhabitants, 
and report a definite plan therefor to the next general court. [Approved June 12, 1869. 

It is presumed that the term " mechanical drawing," as used in the resolve, 
is intended to comprise all those branches of drawing which are applicable 
to the productive or industrial arts. 

In the investigation of this important subject it is deemed desirable to pro- 
cure the opinions and views respecting it of such persons as are most 
competent to consider it from different stand-points. You are therefore 
respectfully requested to favor the Board of Education with your observa- 
tions on the matter, under the following toirics : — 

1. The advantages which might be expected to result from the contem- 
plated instruction in mechanical or industrial drawing. 

2. The course and methods of instruction appropriate for the objects in 

3. The models, casts, patterns and other apparatus necessary to be sup- 

4. The organization and supervision of the proposed drawing schools. 


5. The best means of promoting among the people an interest in the sub- 
ject of art education. 

6. Any other remarks relating to the subject, not embraced in the fore- 
going topics. 

Please direct your reply to the Secretary of the Board of Education, at 
the State House. 

Very truly yours, 

D. H. Mason, 
John D. Philbkick, 
G. G. Hubbard, 
Joseph White, 

Committee of the Board of Education. 

The above circular was sent to various gentlemen whom they con- 
sidered best qualified to give advice and information upon the topics 
named therein. In most cases very elaborate and prompt replies 
were received, giving valuable opinions and plans as to the best 
methods of instruction in mechanical drawing as defined in the circu- 
lar. These documents contain nearly all that can be said upon the 
subjects, and are respectfully submitted to this Board for their con- 

Your committee are more than ever impressed with the importance 
of urging upon the people of the Commonwealth the introduction of 
free-hand drawing into all our public schools. 

It cannot be denied that the almost total neglect of this branch of 
instruction in past times has been a great defect in our system of 

While great progress has been made in general and practical knowl- 
edge, the taste and love for the arts and art culture generally have 
not much improved. 

That we are far behind many other nations in all the means of art- 
culture is very evident. We have few models or museums of art in 
our country to which students, can resort for study and instruction. 

Our native artisans and mechanics feel this sad defect. Foreign 
workmen occupy the best and most responsible places in our factories 
and workshops. Our most promising students in sculpture and 
painting are compelled to seek in other countries the advantages 
which are necessary to their success, and when they become distin- 
guished they elect to remain where they can receive the greatest en- 
couragement and the highest appreciation of their skill and genius. 
Our State and country need the influences of refined art-culture. 
Before we can reach a very high position, a generation at least must 
be educated, with improved tastes ; and a more general appreciation 
of the nature and value of true art-culture must prevail amongst the 
people. Much can and must be done for the present generation of 


mechanics and artisans. In all our large towns and cities, where a 
sufficient number of adult pupils can be found, schools should be 
established and every encouragement afforded for improvement in 
those branches of drawing which belong to the industrial arts. 

Agents could be employed to go through the Commonwealth and 
interest the people in this most important subject. Wherever even- 
ing classes can be formed of the young or old, free instruction should 
be furnished in free-hand drawing ; and in a few years, our enter- 
prising people will begin to discover in our own communities and 
schools as good artists and artisans as can be found in the most 
favored portions of other countries. 

We have no doubt that the greatest good will be accomplished by 
proper instruction in our public schools, and that our chief efforts 
should be directed toward this end. Teachers should be required to 
be qualified to instruct in free-hand drawing, and the work should be 
begun in the primary departments and should be continued with zeal 
and fidelity through the period of school life. 

We earnestly commend this subject to the consideration of this 
Board, and we trust that the secretary will be requested to make such 
extracts from the communications referred to as he may think best, 
and to submit them to the Legislature under the authority of the act 
referred to, with such plans and recommendations as to the passage 
of a law regulating instruction in industrial drawing as shall be most 
conducive to the desired result. 

This report was presented to the Board in March, 1870, and 
the Board recommended the following for consideration by the 
Legislature : — 

1. An enactment requiring elementary and free-hand drawing to 
be taught in all the public schools of every grade in the Common- 
wealth ; and which shall further require all cities and towns having 
more than thousand inhabitants to make provision for giving 
annually free instruction in industrial or mechanical drawing to men, 
women and children, in such manner as the Board of Education shall 

2. A resolve to authorize the printing, in pamphlet form, under 
the supervision of the Board of Education, of the communications 
above mentioned, on the subject of drawing, or of such portions of 
them as may be deemed advisable, for the use of the Legislature, and 
for distribution by said Board of Education. 

The action recommended fell far short of that contemplated 
by the petitioners ; nevertheless, it was a step in the right 

THE ACT OF MAY, 1870. 


direction. The Legislature followed the recommendation, and 
in May, 1870, approved — 

An Act relating to Free Instruction in Drawing. 
Be it enacted, etc., as follows : 

Section 1. The first section of chapter thirty-eight of the General 
Statutes is hereby amended so as to include drawing among the 
branches of learning which are by said section required to be taught 
in the public schools. 

Section 2. Any city or town may, and every city or town having 
more than ten thousand inhabitants shall, annually make provision 
for giving free instruction in industrial or mechanical drawing to 
persons over fifteen years of age, either in day or evening schools, 
under the direction of the school committee. 

Section 3. This act shall take effect upon its passage. [Ap- 
proved May 16, 1870. 

The Coming of Mr. Walter Smith. 
Upon the passage of this act the Boston school committee, 
then composed of six members from each of the sixteen wards 
of the city, appointed a special committee on drawing, which 
presented a report in July, 1870. From this report it appears 
that upon April 12, less than one month after the passage of 
this act, the Boston committee had ordered "that one hour 
each week be devoted to drawing in the grammar and primary 
schools," and that a sub-committee had been appointed to con- 
sider the subject of establishing industrial schools. The report 
of this special committee on drawing is especially valuable as 
a record of the situation at the time : — 

There was a general feeling among the teachers that drawing was 
simply an accomplishment for those whose leisure might be amused 
by its exercise, and that the large majority of the children in their 
charge would be better off without it. . . . In some schools the 
routine of taking out the [drawing] books, 1 allowing the children 
to play with pencil and paper for half an hour, and then putting 
away the result, often without examination, was virtuously per- 
formed. ... In the high school Mr. Henry Hitchings . . . was 
doing a capital work, but mostly on raw material. ... In the girls' 
high and normal school . . . Mr. William N. Bartholomew . . . gave 

1 "In the grammar schools of the city proper Bartholomew's series of drawing books 
was ordered by the rules and regulations." (Report special committee on drawing.) 



his whole time very successfully to the work. In the Roxbury High 
School Mr. B. F. Nutting was instructor, and Miss Mercy A. Bailey 
had charge of the higher grade Dorchester schools. In the Boston 
primary schools the" Boston slate " was used as an amusement rather 
than for instruction, and in Roxbury and Dorchester primary schools 
no system was used. 

The committee affirmed " that there was nowhere any system 
from the primary to the high schools ; " that in the three sec- 
tions of the city different methods were in vogue in the inter- 
mediate and upper schools ; " and that "the work of instruction 
must be done, if at all, by the regular teachers, under such 
general superintendence as would be required." The commit- 
tee, " thinking that the proper education of the teachers might 
require more time than the special instructors could give," con- 
sulted Mr. Charles C. Perkins, whose interest in art education 
and reputation in all art matters and familiarity with the art 
schools of Europe gave special w r eight to his opinions. Mr. 
Perkins, in a letter dated Newport, Sept. 6, 1870, confirmed 
the judgment of the committee that " The first object is to have 
the teachers taught by a thoroughly well-educated master," 
and suggested the employment of a graduate of the normal 
school at South Kensington as director of drawing for the city. 
The committee approved Mr. Perkins's suggestion, and sub- 
mitted to the school board the following orders, which were 
passed : — 

Ordered, That the committee on drawing be authorized to employ 
a suitable teacher from the South Kensington Art School, as normal 
instructor in this city, at a salary not exceeding £500 per year. 

Ordered, That the committee on drawing be authorized to establish 
three evening schools for drawing, "in such rooms as may be fur- 
nished for the purpose, the schools to be open at least two evenings 
a week from November 1 to May 1, under such regulations as the 
committee may propose." 

Hon. Joseph White, secretary of the State Board of Educa- 
tion, embodies these orders in his report for that year, 1 and 
adds a statement taken from the " Boston Journal " of Jan. 17, 
1871, " showing in w r hat manner and with what success these 
orders have been carried into execution." From that article 

1 The thirty-fourth, page 147. 



it appears that at that time Mr. Walter Smith, art master in 
charge of the school at Leeds, England, had already been 
engaged by the Boston committee. 1 Mr. White sets forth at 
length the requirements of the act of the Legislature and the 
needs of the State, and concludes his report with this recom- 
mendation : — 

Lastly, it is proposed, if the Legislature grant the means and the 
right man can be secured, to send a thoroughly instructed agent into 
every section of the Commonwealth, whose special business it will be 
to explain this subject in all its relations, more fully than can be done 
by the written treatise, to give advice and instruction in respect to 
the best methods of organizing classes and of teaching. 

Mr. White's report for the following year records the sub- 
sequent action of both the Legislature and the State Board of 
Education : 2 — 

At the last session the Legislature, at the request of the Board, 
made an appropriation from the income of the school fund of a sum 
not exceeding ten thousand dollars, in addition to the amount appro- 
priated for the salary of Mr. Phipps, the general agent, to be ex- 
pended for the salaries and expenses of such special agents as the 
Board might employ. 

The object of this appropriation was twofold : — 

First, to enable the Board to secure, if practicable, the services of 
some competent agent to give aid and direction in a more systematic 
and thorough course of art instruction in the normal schools ; to 
visit the cities and towns required by the law of 1870 to maintain 
classes for the instruction in mechanical drawing ; to give informa- 
tion and assistance to school committees in the formation of such 
classes, and the arrangement of suitable courses of instruction in 
them ; and, lastly, to devise and aid in giving effect to some practical 
method for the education of teachers in drawing, who shall be capable 
of giving instruction in the special schools, and also in the common 

* 'Another statement is to be found in Mr. Smith's report to the Boston committee, 
1880. Therein he says that he received notification of his nomination to the position 
by the London authorities in October, 1870; came to Boston in May, 1871, to look over 
the ground; declined the position May 25, and was about to return home, when he 
was requested to wait until after a meeting of the State Board of Education, at which 
meeting he was offered the position of agent for the promotion of industrial drawing. 
He was officially notified of the joint appointment by city and State, and accepted it 
June 1, 1871. 

2 The thirty-fifth report, page 108, etc. 



Early in the year the sub-committee, to whom the school committee 
of Boston had committed the subject of art education, opened a cor- 
respondence with gentlemen in England, with the object of procur- 
ing a gentleman having the requisite qualifications to organize classes 
and conduct the department of drawing in the Boston schools, on the 
same general plan that music is so successfully taught in them. 

The correspondence resulted in an invitation to Walter Smith, Esq., 
the head master of the School of Art in Leeds, to accept the position. 
In June last Mr. Smith visited this country, with the view of examin- 
ing the ground personally, before deciding the question of removal. 
Mr. Smith brought the most ample proofs, not only of distinguished 
ability as an educator in his favorite department, but also of having 
been equally distinguished for his successful endeavors in organizing 
schools of art in numerous cities in England, a branch of service 
second in importance to no other with us. 

After a full conference with Mr. Smith by the executive committee 
of the Board, in which he fully explained his views as to the best 
methods of organizing and carrying forward the work in hand, the 
committee were satisfied of the expediency of procuring his services 
for the Commonwealth for such portion of his time as should be 
agreed upon with the Boston committee. 

The agreement was made, subject to the approval of the Board, 
to pay two-fifths of Mr. Smith's salary, and his actual travelling ex- 
penses, for a like proportion of his time to be spent in the service 
of the Commonwealth. 

Having accepted the joint service thus tendered to him, Mr. Smith 
returned to England and made immediate dispositions for his final 
departure. He was also charged with the duty of procuring such 
models of art, drawings, casts, etc., as would be needed for use in 
his visits to the cities and towns and in the normal schools. For this 
purpose he was authorized to expend five hundred dollars, which was 
appropriated by the Board from the income of the Todd Fund. 

Having procured by purchase, and by the gift of generous friends 
of art culture in England, a valuable collection of models, etc., 
suited to his purpose, Mr. Smith returned to Massachusetts early 
in the autumn and commenced his work. He gave interesting lect- 
ures and teaching exercises in the teachers' institutes, and has since 
been engaged in visiting and giving instruction in those cities and 
towns required by the statute of 1870 to maintain adult classes in 
mechanical drawing. In this service he is greatly aided by the collec- 
tion of models above named. These have been labeled and catalogued, 
and, to secure safety and dispatch in their transportation and arrange- 
ment for use, are placed under the charge of a curator, who is a com- 



petent teacher of drawing, and in this way also does good service in 
supplementing the labors of Mr. Smith. 

At the annual meeting of the Massachusetts Teachers' Association, 
in October last, Mr. Smith delivered a very interesting and valuable 
address on " Art Education, and the teaching of Drawing in the 
Public Schools." This address was listened to with profound interest 
by a large body of the leading teachers from every section of the 
Commonwealth, and was published in the "Massachusetts Teacher" 
for November. 

In November a circular was issued by the secretary of the Board, 
and sent to the school committee of each town and city in the Com- 
monwealth announcing the entrance of Mr. Smith upon his duties as 
State director of art education, and giving information as to his 
methods of procedure, and the means of securing his personal aid 
and advice in all matters pertaining to his department. 

It has given me great pleasure to learn that the teachiug exercises 
and more popular lectures of the art director are everywhere received 
with a high degree of approbation. New interest is awakened, and 
large numbers are flocking to the classes wherever they are estab- 
lished. Flourishing classes have been formed in all but two or three 
of the towns and cities which are required by law to establish them. 
The chief obstacle in the way of forming these classes lies in the 
difficulty of procuring competent teachers. So fast as this obstacle 
can be removed, I see no good reason why the law should not be ex- 
tended in its scope so as to embrace all our towns having more than 
five thousand inhabitants. In addition to the work already alluded 
to, the "objective point" of the efforts of the Board and of the art 
director will doubtless be the preparation, as rapidly as possible, of 
competent teachers, both for the public schools and for the special 
classes. To this end it will be the duty of Mr. Smith, as soon as he 
can be released from the more immediate calls of the towns while 
the evening classes are in session, to spend as much effort as possible 
in the normal schools, with the view of giving the utmost efficiency 
to the instruction in drawing given in them ; for on these schools we 
must mainly rely for efficient aid in its general introduction as a 
branch of study into the common schools. 

Something can be done, as heretofore, in the teachers' institutes. 
Still more, however, might be expected from special normal classes, 
to be opened at central points, at such periods of the year as would 
best accommodate the teachers of the vicinity. A special appropria- 
tion, to be used by the Board in maintaining such classes to a limited 
extent for the purpose of experiments, at least, would be of signal 


The Problem of Training Teachers. 

As Mr. White suggests in the foregoing extract, the chief 
problem of the time was the training of competent teachers. 

Mr. A. P. Marble, superintendent of schools in Worcester, 
attempted to solve the problem by establishing special normal 
classes, and to that end issued this circular : — 

Teachers' Class. 

There is an urgent demand for teachers who are qualified to take 
charge of the evening classes in free-hand and industrial drawing, 
required by law in the large towns of this State. 

Letters from nearly all the superintendents of public instruction in 
these towns state that the experience of the past winter indicates the 
necessity for providing at once some normal instruction for such 
persons as have some skill in drawing, who would be glad to fit them- 
selves for this special work. Such a course of instruction is also a 
good training for all teachers in public schools. 

Arrangements have been made to organize a class for a course of 
thirty lessons, provided a sufficient number apply, at the rooms of 
the Worcester Free Institute, the use of which has been generously 
offered by the trustees, free of charge. The conditions under which 
the class will be opened are the following, viz . : — 

1. The number in the class shall not be less than thirty. 

2. Each pupil must have some knowledge of the subject at the 

3. The number of lessons will be thirty, and will be essentially a 
repetition of the course given in this city last winter. 

4. The lessons will be given twice a day for the first five days in 
the week, beginning early in July ; and the hours will be so arranged 
that residents in neighboring towns can come and return daily by 

5. The instruction will be given by members of the faculty of the 
Free Institute. 

6. The main object of the course will be to teach ladies and gentle- 
men, who can draw, how to teach drawing. 

7. The fee for the course will be ten dollars, payable in advance. 

8. Applications must be made before the twentieth of June. 

9. Full particulars in regard to this class will be given as soon as 
the question of its foundation is settled. 

Board can be obtained in Worcester at one dollar a day. 
A class for laboratory practice will • also be formed at the same 
place, under the same conditions as to time, instruction, number and 


expense. Any person who has some knowledge of elementary chem- 
istry may join this class. The exercises will be so arranged that 
those who wish may join both classes. 

Applications for either class are to be sent to 

A. P. Marble, 
Superintendent Public Instruction, 
Worcester, Mass. 

In Boston the upper floor of the Appleton Street primary 
school was converted into a drawing class room. Every 
teacher in the city was required there to receive once a fort- 
night a lesson from Mr. Smith. The special instructors, who 
were also local supervisors, met Mr. Smith every Wednesday, 
to receive directions and instructions. 1 This the drawing com- 
mittee pronounced to be "the most important step taken by 
the city of Boston in the art education of the public schools." 2 

The State Normal Art School. 

Mr. Philbrick was not wholly satisfied with these methods. 
To his mind it appeared that a State which required instruction 
in drawing in all its schools should itself make provision for 
the training of teachers. He therefore began the agitation for 
establishing a State Normal Art School. At his suggestion, 
no doubt, " a deputation of the State Board of Education had 
an interview with the committee of the Legislature, on the 
provision of a State Normal Art School, in the spring of 1872. 
The arguments of members of the Board and its active officials 
were listened to with great patience by the committee, and a 
request was made that a sum of ten thousand dollars per an- 
num should be voted to support such a school." 3 Nothing 
came of it, however, except a strong recommendation in Mr. 
Smith's first annual report that such a school be immediately 

Mr. Smith said : — 

I would propose that the State Board of Education again ask for 
an appropriation of fifteen thousand dollars per annum, to rent and 
fit up premises and conduct normal art classes, to be free to every 

1 Report of drawing committee, Boston, 1871. 
3 Report of drawing committee, Boston, 1872. 
a Thirty-sixth report, Board of Education, page 32. 



teacher of drawing in the State who will attend them regularly, and 
open at a reasonable fee to all others ; and that the best men in the 
several departments of art education be secured to give courses of 
lectures and courses of lessons to the students who seek instruction 
in the school ; and that the State Board be empowered to examine 
students and grant certificates or diplomas of competency to teach 
drawing to all students who satisfy the examiners. 

That would be economic action, and is practically the only way to 
provide teachers. 

Both the English and French governments had to confess the want of 
success in all their schemes of art education until each had established 
a training-school for teachers ; since which time the attention of the 
whole world has been drawn to the remarkable progress made in 
design and art manufactures in both countries, — due to the success 
resulting from the labors of competent teachers more than to any 
other cause. 

We cannot do more than play with this subject of art education, 
until we provide ourselves with the tools with which to work at it, 
and then nothing can hinder the progress which will be made. 

I present this proposal to the Board as the one important matter 
requiring action during the present session of the Legislature, with 
the concluding remark that it is quite impossible to overestimate the 
practical importance of the proposal. 

Mr. Smith adds : — 

It may be possible that, should the State establish such a school as 
I have proposed, the city might find it the most economic proceeding 
to hire the occasional use of it for the instruction of its teachers, and 
thus the cost to the State might be shared. This co-operation is 
recommended in the last report of the drawing committee of the city 
of Boston. 1 

In the report of Mr. White, secretary of the State Board 
of Education, the proposition of Mr. Smith is heartily sec- 
onded : 2 — 

I beg to call especial attention to that part of the report which 
speaks of the attempt made last winter by the committee of the Board 
to confer with the Legislature to procure an appropriation for the 
opening of a State Normal Art School for the education of teachers, 
and which urges a renewal of the application to the present Legis- 

1 Thirty-sixth report, Board of Education, page 33. 
a Ibid., page 168. 



lature. This is a matter of too great importance to be treated with 
indifference and neglect. The only considerable obstacle in the way 
of a full adoption of drawing as a branch of daily instruction in every 
school in the Commonwealth is found in the want of ability to teach 
it. Hence the pressing necessity of a central normal school, to which 
teachers and persons aiming to become teachers can freely resort for 
special instruction in this branch. 

A bill was drawn and warmly advocated by Mr. Chas. C. 
Perkins, Dr. A. A. Miner, Mr. John D. Philbrick and others, 
who did a large amount of personal work at the State House, 
especially among the rural members, from whom some opposi- 
tion was expected. So successful were these men that when 
the matter came up for action no opponents to the bill appeared, 
and it was passed without important modifications and without 
a dissenting vote. The act was as follows : — 

Resolved, That there be allowed and paid out of the treasury the 
sum of seventy-five hundred dollars, for the expense of a state normal 
art school, the same to be expended under the direction of the board 
of education. [Approved June 6, 1873.'] And further — 

Resolved, That the sergeant-at-arms, with the consent and approval 
of the commissioners on the state house, be authorized to assign the 
rooms on the third floor of the house number thirty-three Pemberton 
square to the board of education, for the use of the state normal art 
school. [Approved June 11, 1873.] 

In pursuance of this provision, the Board of Education, at a 
meeting in December, 1873, appointed a committee " to organ- 
ize and put into operation, and take charge of" such a school. 
Mr. Smith was appointed director. His account of the organi- 
zation and conduct of the school may be found in the thirty- 
seventh report of the Board. 

A building at 33 Pemberton Square, controlled by the State 
for office purposes, contained attic rooms which were assigned 
to the new institution. Preparations were made to accommodate 
thirty-five students. Notice of the proposed opening of the 
school was given in the newspapers of Springfield, Worcester, 
Lowell, New Bedford and Boston, and upon Nov. 11, 1873, 
when the school opened, one hundred seven persons presented 
themselves for admission. Of these, seventy had passed sue- 


cessfully a preliminary examination held November 6, and 
thirty-seven others a subsequent examination, so that all who 
entered were approved students. Sixty-eight of them were 
women and thirty-nine were men. They came from twenty- 
nine different cities and towns. 

By an arrangement which permitted three daily sessions and 
a corresponding subdivision of students, all were accommo- 
dated. Mr. Smith, the director, had two assistants, Mr. George 
H. Bartlett, of the London School of Design, and Miss Mary 
Carter, art mistress, South Kensington. There were besides 
four " lecturers," Prof. Win. R. Ware, Prof. C. D. Bray, Prof. 
Lucas Baker and Prof. S. Edward Warren. 

Mr. Smith had travelled in Europe, and was familiar with 
continental art schools, as his 4 'Art Education," published by 
Osgood in 1872, gives abundant evidence ; hence the course 
of study as first outlined was no narrow course, copied from 
South Kensington, but a course w T hich contained the best ele- 
ments then to be found in the courses of the art schools of 
Belgium, France and Germany. The English influence was 
dominant only in matters of technique ; in that, South Ken- 
sington was the ideal. 1 

A glimpse of the school as it appeared in these days of its 
infancy is to be had through a paragraph in the historical sketch 
by Miss Deristhe L. Hoyt, published in 1898 by the Alumni 
Association : — 

A great spirit of enthusiasm was felt by all the pupils. They 
endured without complaint, even with gladness, the limited spaces 
allotted them, closely filled the studios, overflowed the attic lecture 
room and crowded the staircase leading to it as far as the voice of the 
lecturer could reach, and rejoiced with thankfulness in the long-coveted 
opportunities for laying a broad and firm foundation for art study 
which the Commonwealth had bestowed upon them. 

The school grew rapidly. The second year Mr. William 
Briggs, an Englishman who had come to this country with 
Mr. Smith, and Miss Deristhe L. Hoyt, the first American to 
graduate from South Kensington, were appointed as additional 
instructors, and additional rooms were secured at No. 24 Pem- 
berton Square. Both the rooms at No. 33 and at No. 24 soon 

1 Authority, Mr. G. H. Bartlett, first assistant, now principal of the school. 


proved to be inadequate, and the Board of Education leased for 
a term of five years ten rooms in a block at No. 28 School 
Street. Mr. Otto Fuchs and Miss Grace Carter were added to 
the corps of instructors. 

In 1876, at the time of the Centennial at Philadelphia, but 
one student, Mr. Arthur C. Patten, had completed the entire 
four years' course, — a person of exceptional ability, he had 
done four years' work in three ; and his work, supplemented 
by that of other students, made possible the exhibition for the 
first time of the entire course as outlined by Mr. Smith. " The 
school gained hearty recognition and appreciation at the Cen- 
tennial, where it furnished the first systematic course of art 
instruction ever shown in the United States." 1 The French 
Imperial Commission sent to the Philadelphia Exposition for 
the purpose of examining and reporting upon the subject of 
education as there displayed, after a most searching and ex- 
haustive inquiry reported officially that "As soon as the 
State Normal Art School shall have had time to bear fruit, 
we can predict to the industrial art of Massachusetts new in- 
crease and a brilliant future." 2 

The influence of the school began to be felt throughout Mas- 
sachusetts and beyond in other States of the Union. In 1879 
appeared in "Harper's Monthly" an article on "The Art 
Institutions of the Country," in which the scope and influence 
of the school were summarized as follows : — 

The Massachusetts Normal Art School, while devoted chiefly to 
the advancement of industrial art, has also, by its example, greatly 
assisted the growth of art feeling in the popular mind. ... It may 
he conceded, then, that the founding of the Massachusetts Normal 
Art School was not only a strong indication of a growing demand, 
but that it has also been a very powerful agent in the diffusion of 
art knowledge in the United States. 

In the autumn of 1880 the school was transferred to the 
"Deacon House," Washington Street. The teaching force 
then included ten instructors : Mr. Smith, Mr. Bartlett, Miss 
Mary E. Carter, Mr. Briggs, Miss Hoyt, Mr. Fuchs, Mr. Arthur 

1 Historical sketch, Hoyt, page 10. 

3 Quoted by Mr. Smith in a graded program of instruction in drawing, published in 



C. Patten, Mr. W. F. Brackett, Mr. Robert C. Vonnoh, and Mr. 
Charles M. Carter who had charge of the normal work for 
public school teachers. During this year began the great con- 
troversy between Mr. Smith and the publishers of his drawing 
books, the history of which need not be here reviewed. It is 
sufficient to record that Mr. Smith ceased to use the books in 
the city of Boston, and that for one reason or another he failed 
to be re-elected the following year as director of drawing. In 
the summer of 1882 he severed his connection with the State 
Normal Art School, and shortly returned to England. 

The Work of Mr. Walter Smith. 
The length of the period during which Mr. Smith served the 
city and the State was practically ten years. During these 
years he accomplished a work which can scarcely be overesti- 
mated. For the city of Boston the results were summarized 
as follows, by Mr. John D. Philbrick in 1874, after only three 
years of service : — 

1. A standing committee on drawing. 

2. Teaching staff : general supervisor ; seven special instructors, 
employed as teachers in the high schools, and local supervisors of 
drawing in the grammar and primary schools ; all the regular teachers 
in the latter schools, and a part of the teachers in the former, quali- 
fied to instruct their own classes ; and eleven special teachers employed 
in the evening industrial drawing schools. 

3. Programs adapted to all classes and grades of pupils, com- 
prising the appropriate subjects, duly arranged and co-ordinated. 

4. Text-books, copies and models adapted to the courses of in- 
struction laid down in the programs. 

5. A completely organized system of evening industrial drawing 
schools, with accommodations and apparatus, regulations and in- 
structors. Average number taught last winter, 538. 

6. Regularly organized normal drawing classes, held on Wednesday 
and Saturday afternoons, where the special teachers give instruction 
to the regular teachers, of all grades, in drawing and the art of 
teaching it. 

7. Efficient instruction actually given in all grades of our schools, 
from the lowest primary class to the highest in the high schools ; 
but further time is needed to bring it up to the standard of excellence 
aimed at. 

8. Four annual exhibitions of drawing have been held, each show- 
ing marked progress from year to year. 



There was a continual and healthy growth along these lines 
for nearly a decade. 

For the State he brought about a public interest in art edu- 
cation of the most lively sort. He was instrumental in estab- 
lishing evening drawing classes in twenty cities. He organized 
and directed successfully the State Normal Art School, and 
managed ten State exhibitions of drawing. He formulated 
courses of instruction for the State normal schools and for the 
public schools, and, through institute addresses, printed docu- 
ments and a travelling museum, educated the teachers of the 
State to such a degree that drawing took its place in a majority 
of the schools side by side with the time-honored reading, writ- 
ing and arithmetic. 

Nor is this all. Through his published works, his cards, 
drawing books, teachers' manuals and sets of models he laid 
the foundation and furnished the original * ' stock in trade " for 
one of the most prosperous publishing houses in the State, — a 
house which has since been a most potent agency in extending 
instruction in drawing throughout the United States. 

Mr. Smith had his defects, no doubt, but, "In view of what 
ambitious or conceited persons, who first learned from Walter 
Smith 'how to do it,' may have said, or may hereafter say, in 
regard to the importance and character of his work," the follow- 
ing reflections of Col. I. Edwards Clarke are worth repeating : — 

It will ill become those who have profited by his labors, or who reap 
with joy the harvest he sowed in pain, to carp at his methods or to 
decry the excellence of his system. That, building on his firm foun- 
dations, they may rear more splendid superstructures, is doubtless 
true ; and the old figure of the ability of the dwarf, when standing on 
the shoulders of the giant, to see farther than the giant himself, also 
remains true ; but let not the dwarf, therefore, imagine himself a giant, 
or underrate the importance of the position he could not have attained 
unaided ; lest thereby he may invite unpleasant attention to his own 
pigmy stature and individual insignificance ! 1 

The Period or Subdivision. 
"Upon the death of Alexander his kingdom was divided 
among his generals." The directorship of the Normal Art 
School was given to Mr. Otto Fuchs, — one of the instructors ; 

1 American Education in Fine and Industrial Art, page 205= 



the direction of drawing in the Boston schools fell to Mr. Henry 
Hitchings, one of Mr. Smith's most competent special teachers ; 
and the promotion of drawing, under the auspices of the State 
Board, was given to Mr. Charles M. Carter, then instructor in 
normal methods at the Art School. 

Mr. Fuchs held the office of acting principal of the Art School 
for one year, and was then elected director of the Maryland 
Institute, Baltimore ; whereupon Mr. George H. Bartlett, who 
had been connected with the school from its foundation as Mr. 
Smith's first assistant, was elected principal. 

Mr. Carter, after a brief term of service, resigned, on account 
of ill health. Miss M. Louise Field became instructor in nor- 
mal methods at the Art School, and Mr. Henry T. Bailey was 
elected agent for the promotion of industrial drawing. 

After several years a change occurred in the administration 
of affairs in the Boston school board, and Mr. James Frederick 
Hopkins became director of drawing in the day schools, while 
Mr. Hitchings was retained as director of evening drawing 

Thus five distinct offices were created, and five persons now 
carry on the work inaugurated and sustained for ten years by 
one man. 



IL The Years of Enrichment, \ 883-1900. 

Under State Direction. 
Growth of the State Normal Art School. 
In the circular of the school for 1881-82, the last containing 
the name of Mr. Smith, four grades of certificates are an- 
nounced : for ability to teach in primary and intermediate 
grades, in grammar grades, in high and normal schools, and in 
art and technical schools. The course required nothing directly 
from nature in Class A except a bit of foliage in pencil. In Class 
B flowers and fruit were painted from nature, one drawing was 
required " from the living model " and one 44 head from nature " 
in water color. In Class D pupils were required to make one 
study from life of 44 the whole figure," and to model a 44 por- 
trait head from nature." Twenty -four 4 4 certificate drawings" 
were required in Class A, fourteen in B, fifteen in C and seven- 
teen in D. 

Mr. George H. Bartlett began his work as principal Sept. 7, 
1883. His plans for broadening and enriching the courses 
could not, for various reasons, be put into immediate effect. 
For example, he wished to introduce study from the nude. 
This was vigorously opposed by members of the State Board 
of Education and others, and the courses remained substantially 
unchanged for several years.; hence arose the criticism, not 
without reason, that the courses were mechanical and the school 
unprogressive. Rev. A. A. Miner, D.D., at this time chair- 
man of the Board of Visitors, was untiring in his efforts to raise 
the standard of the school. In 1884 a preparatory class was 
established, 44 for the benefit of those persons who had not had 
the training necessary to qualify them for admission to Class 
A." The number of 44 certificate works" was gradually re- 
duced, while the required quality was raised. In 1887 the 
number required was as follows : A, eighteen ; B, fourteen ; C, 
thirteen ; D, thirteen, — a reduction of nearly twenty per cent, 
in four years. The number of certificates was reduced to two, 


one for the completion of classes A and C, the other for the 
completion of classes A, B and D. 

In 1884 a plan for systematic normal instruction and practice 
was introduced, and also a special elective course in the art 
industries and reproducing arts. In February, 1887, the school 
was transferred to the new building erected by the State at the 
corner of Exeter and Xewbury streets, at a cost of $85,000, and 
that same year two important changes were made in the organi- 
zation. A special Public School Class was formed. To this 
class only such pupils were admitted as had attained a rank 
equivalent to that of high school graduates in the literary 
branches, and who were willing to devote two full years to 
preparation for teaching drawing in the public elementary 
schools. By an arrangement with the Prince School, children 
came to the Art School, out of school hours, as a practice class 
for these normal art students. The other important advance 
was the establishment of a life class for the study of the human 
figure, under Mr. F. H. Tompkins, an artist of recognized 

In 1889 the instruction along mechanical and architectural 
lines was greatly strengthened by the appointment of three new 
instructors, Mr. George Jepson, Mr. Henry H. Kendall and 
Mr. John L. Frisbee. The ''life class," under Mr. A. H. 
Munsell recently returned from an extended course of study 
in Europe, came to be known as the " class for the figure and 
its industrial application." This year Mrs. Kate Gannett 
Wells was appointed to the Board, and became at once inti- 
mately associated with Dr. Miner in forwarding the interests 
of the school. In 1891 the instruction along artistic lines was 
strengthened by the appointment of Mr. E. W. D. Hamilton, 
a graduate of the school, who had spent several years of study 
abroad and had made an enviable reputation as an artist of 
unusual promise. 

In 1893, after twenty-five years of active service, Rev. Dr. 
Miner retired from the Board. A resolution of the State Board 
of Education, adopted June 1, 1893, is here given in full : — 

Resolved, That, on the retirement of Dr. A. A. Miner from the 
State Board of Education, after twenty-five years of active service, 
the longest term ever held by any one member of the Board, the Board 
desires to put on record its appreciation of the valuable aid Dr. Miner 



has rendered to the cause of education. As chairman of the Normal 
Art School almost from its inception, Dr. Miner has skilfully carried 
it through the difficulties which beset its early existence, guiding its 
progress into the broad domain of art, especially that of industrial 
art. As a visitor at the normal school, Framingham, he has always 
shown the same zeal and wisdom which have marked his service to 
the Normal Art School. In his personal relations with the Board of 
Education Dr. Miner has been uniformly courteous and just ; inter- 
ested in the widest applications of education, seldom missing a Board 
meeting throughout his long service. 

This resolution, though cordially appreciative, hardly sug- 
gests the wealth of service rendered the school and the cause 
of art education by this wise and staunch friend. His influence 
upon the hundreds of art students who knew him and who 
listened to his inspiring addresses can never be measured or 
adequately recorded. 

Mrs. Wells became chairman of the Board of Visitors in 
1893. Since that date the changes in the school have been 
many and salutary. A basement room was furnished in 1894 with 
a speed and engine lathe, benches and tools for w ood working, 
and an electric motor, that the theoretical work of Class C 
might be supplemented by actual practice. That same year 
the standard for admission to the Public School Class was 
raised. Only students who had completed the work of classes 
A and B were admitted. The following year, through the in- 
valuable co-operation of Mr. Geo. H. Conley, supervisor of 
public schools, Boston, and newly appointed a member of the 
Board of Visitors to the Normal Art School, arrangements were 
perfected whereby it became possible for the students to enter 
the Boston schools for the purpose of observation and practice. 

The following regulations, for governing the students of the Massa- 
chusetts Normal Art School when they are admitted to the public 
schools of Boston for the purposes of observation and practice, are 
issued in accordance with instructions given by the committee on 
drawing in 1895 : — 

1. While it is expected that the relation of the normal art student 
to the public school teacher will result in benefit to the former as well 
as to the latter, still, the interests of the public school children are 
to be held always paramount, and no arrangements are to be made 
which shall in any degree impair them. 



2. All teaching undertaken by normal art students in any public 
school shall be under the direction and control of the principal of the 
school or of the regular teacher, and the latter shall always be present ; 
it shall not depart from the authorized course of study in drawing, 
nor shall it cause any disturbance or require any rearrangement of the 
daily program of work in the class or in the school. 

3. The visits of the normal art students shall be limited to the 
schools designated from time to time by the superintendent of public 

Edwin P. Seaver, 
Superintendent of Public Schools. 

Boston, Nov. 17, 1897. 

Special reference to the working of this system of normal 
training was made by Mr. Conley in his report to the superin- 
tendent of schools, Boston, in March, 1898. The section is 
here given in full : — 

Normal Art School Students. 

At the request of the Board of Visitors of the State Normal Art 
School, the committee on drawing two years ago granted permission 
to the students of the senior class of that school to enter the primary 
and grammar schools of the city for the purposes of observation and 
practice. The purpose of the Normal Art School is to train teachers 
of drawing for the public schools of the State. The instruction and 
courses it provides enable the students to acquire the technical 
knowledge and skill essential for success in this work, together with 
a good knowledge of the best methods of teaching, as well as a good 
degree of skill in applying these methods to classes of children in all 
grades of the public schools. 

Few of the regular teachers of the primary and grammar schools 
have made special preparation for teaching drawing, and many of 
them admit their inability to meet the requirements of the new course 
of study in drawing ; therefore the assistance that the Normal Art 
School students have been able to give by way of suggestion and 
example has been of great value to several of these teachers. The 
number of schools to which the art students were originally assigned 
has been increased in consequence of the requests made for their 
services. Indeed, the demand for the art students was largely in 
excess of the number to be supplied. In all there are now about 
thirty students scattered over the city observing and teaching in the 
schools. In some of the schools they have given lessons in every 
grade, and in others they have confined their practice work to a few 
classes. Something of the character of their work may be gathered 



from a brief description of what has been done in part in one of the 
schools of the sixth division. 

In this school, work was begun in October. Nature supplied the 
objects, and sprays and grasses were drawn in a broad way with 
brush and ink. Trees near the school-house were sketched, and 
objects and views seen through the school-room windows were made 
the subjects of some of the lessons. Pose-drawing was undertaken, 
and with gratifying results, the pupils of the school serving as models. 
As a rule, the pupils greatly enjoy this kind of work, which is a step 
forward in the public schools, this being the first year of its adoption 
generally in our schools. It is found to be an excellent method of 
teaching the relation of parts to the whole and of each part to every 
other part of an object. Proportion, the principle which is involved 
in every drawing, with the figure is clearly and forcibly illustrated. 
Sketching the living figure also helps to eliminate the hard, wiry lines 
so characteristic of drawing in school work. To show the pupils 
what was wanted, drawings and charcoal sketches by good artists 
were exhibited, and sketches and drawings were freely executed by 
the student on the board before the eyes of the pupils. 

The laws of appearance were unconsciously studied by the pupils 
in observing and noting the appearance of houses, car tracks and 
lamp posts along the streets, under varying conditions. Experiments 
were then made in the school-room, and models were used till the 
models could be drawn in any position. Sketches were then made 
of a corner of a house and other objects out of school which involved 
the application of these laws of appearance, or principles of per- 
spective, as they are called. 

Word-pictures were used to give the imagination play and afford 
opportunity for the expression of individuality; as, for instance, a 
stanza or a few lines describing a bit of scenery were written on the 
board, and the pupils told to draw the scene which the lines described. 
Great interest was always manifested in these exercises, every pupil 
trying to interpret the picture formed in his mind from reading the 
description given. Bryant, Whittier and Longfellow were made to 
contribute largely to this feature of the work. 

The study of pictures was made a prominent and profitable part of 
the instruction. Representations of the works of famous artists were 
used, reproductions of celebrated paintings such as the Sistine, Bor- 
denhausen and the Madonna of the Chair were given the pupils to 
take home and study, and something about the lives and achievements 
of the artists was learned. Later on, compositions upon the subjects 
studied were required. In this way language and drawing were com- 
bined. The picture study also led up to the grouping of objects, the 
pupils soon learniug that a pleasing group depends upon the unity 



and variety in the arrangement of suitable objects related to each 

There were interspersed at intervals during the year lessons upon 
the history of ornament. The highly civilized peoples and countries 
of ancient times, with their important architectural achievements and 
the character of their art, were described. Many good illustrations 
of the different schools of ornament were shown the pupils, and 
specimens noted which could be found near at hand ; as, for instance, 
the gateway of the old Granary Burying Ground or the Greek border 
on the tablecloth at home. Language, history and geography were 
connected with the drawing throughout the year, and the study of 
these subjects made more attractive through the added interest which 
the study of drawing presented in this way produced. There have 
been lessons in color and harmony of colors ; and all the subjects that 
the course of study requires have been presented in an interesting, 
skilful and practical way. 

All of the Normal Art School students are, I believe, rendering 
good service for the privilege afforded them of visiting the schools. 
Many of them, I am assured, have succeeded in inspiring a deeper 
and more general interest in the study of drawing in the classes ; and 
some, I know, have, by the broad and intelligent manner in which 
they have presented the subject, succeeded in rendering material aid 
in placing drawing in its right relations with the other studies of the 
schools. All the teachers whom the students have assisted commend 
their work, and several have written in the strongest terms of praise 
of the quality of the instruction given. One teacher writes: "The 
instruction given by our normal art student has been a source of 
inspiration and pleasure to the teachers of our school and a delight 
to the children ; " and the many statements of similar import which 
have been received go to prove that the presence of these young 
artist teachers in the schools is not only welcomed but highly prized 
by the teachers. The fresh enthusiasm and spirit they bring to the 
school-room are invigorating and helpful to teachers and classes alike. 
In the main they have shown a proficiency and usefulness beyond 
what was looked for, and have contributed more to the good of the 
schools than was expected. 

In accordance with the regulations imposed when these students 
were admitted to the schools of the city, all the teaching has been 
undertaken under the direction and control of the principal of the 
school, with the regular teacher of the class always present; the 
authorized course of study in drawing has been followed ; there has 
been no disturbance caused, nor has any rearrangement been required, 
in the daily program of the classes. 

Already two of last year's group of observers have been appointed 


regular teachers, and another who has just been certificated is to be 
appointed immediately. No more substantial proof of the usefulness 
and practical worth of the normal art students can be afforded than 
these appointments, which were made as soon as the students became 
eligible for positions as teachers in the schools of Boston. 

Mrs. Wells has been actively interested in broadening and 
enriching the social and intellectual as well as artistic life of 
the students, and has been most generous in her helpful and 
stimulating benefactions. 

Under Mr. Bartlett's direction the courses of instruction have 
been recently improved by the addition of blackboard memory 
drawing for students of the Public School Class, and lectures 
upon art and education by eminent specialists. New courses 
in design have been established, under Mr. Vesper George, a 
leader in his profession. The faculty has been further strength- 
ened by the addition of Mr. Carlson, architect, who made the 
additions to the school building in 1898-99 ; Mr. Major, artist ; 
and Mr. Dallin, the well-known sculptor. A museum of ap- 
plied art is now being established, and other plans are maturing 
which will • make the school more effective as the public art 
educational centre of the Commonwealth. 

The following statistics will give some idea of the helpful 
service rendered by this school during the twenty-seven years 
of its existence : — 

Whole number of students, 1,014 

Number of graduates who have received diplomas, . . . 308 

Number of students or graduates now teaching in Massachusetts, . 179 

Number supervising or teaching in public schools outside the State, 50 
Number connected with colleges, academies and schools of art, as 

heads of departments, directors or instructors, 69 

Number who have become painters, 40 

Number who have become sculptors, 4 

Number who have become designers, 26 

Number who have become illustrators, ...... 15 

Number who have become architects, 12 

Number who have become draftsmen, 21 

Present condition of the school : — 

Number of instructors, 15 

Number of students, 322 



The following page, from the latest circular of the school, 
presents in brief the classes and courses of instruction, and 
their relations : — 


Elementary Drawing and Design. 

(Class A.) 

Geometry and Perspective. 
Free-hand Drawing. 
Light and Shade. 
Historic Ornament. 
Botanical Analysis in Color. 
Elementary Design. 

Construction and Design. 

Painting and Decoration. 

Sculpture and Design. 

(Class C.) 

(Class B.) 

(Class D.) 

i. Descriptive Geometry. 

i. Drawing from Antique. 

i. Modelling from Ornament. 

Building Construction. 

Drawing from Life. 

Modelling from Antique. 

Machine Drawing. 


Relieved Decoration. 

Ship Draughting. 




Advanced Perspective. 

Design in Color. 

History of Architecture. 

2. Architectural Design. 

History of Painting. 

History of Sculpture. 

Interiors and Furniture. 

2. Painting from Life. 

2. Modelling from Life. 

Shop Work, Wood 



Figure Reliefs. 


Mural Decoration. 



Pedagogy and Supervision. 

Teachers' Class. 

Teaching Exercises. 
Courses of Study. 
Graded Illustrative Work. 



Teachers* Diploma. 

Courses of Instruction. 
Class A embraces elementary drawing ; Class B, drawing, painting 
and design ; Class C, the constructive arts, design and shop work ; 
and Class D, modelling and design. There is also a special class in 
applied design. The Public School Class is devoted to methods of 
teaching and supervising drawing, with special reference to the public 




Time allotted to the Courses. 

The first course requires four years. It embraces the work of 
classes A and B and the elementary course of C aud D, followed by 
a year in the Public School Class. 

The second course requires four years. It embraces the work of 
classes A, B and D, with normal instruction from the teachers of 
those classes. 

The third course requires three years. It embraces the work of 
Class A and the elementary aud advanced work of Class C, with 
normal instruction from the teachers of those classes. 

Students completing the work of Class A may choose one or more 
of the courses offered by the school. 

Special Class in Applied Design* 
Only students who have performed the work required in classes A, B 
and D, or A and C, will be eligible to enter this class. 

The Slate Normal Schools. 
44 In a communication made by the secretary of the Board of 
Education to the Legislature, dated March 12, 1838, it was 
stated that private munificence had placed at his disposal the 
sum of ten thousand dollars, to be expended, under the direc- 
tion of the Board of Education, for qualifying teachers for our 
common schools, on condition that the Legislature would place 
in the hands of the Board an equal sum, to be expended for the 
same purpose." 1 On the 19th of April the Legislature author- 
ized the appropriation. The Board decided to establish three 
schools. One, the first normal school in America, was opened 
at Lexington, July, 1839. This school was removed to West 
Newton in 1844 and to Frainingham in 1852. A second was 
opened at Barre, September, 1839, and removed to Westtield 
in 1844. The third was opened at Bridgewater, September, 

From the first, drawing was a required study in these schools. 
Mr. Joseph White, the secretary of the Board, in his report 
dated February, 1871, said : " Drawing is taught as a part of 
the regular course in the normal schools, and it is the purpose 
of the Board that it shall be systematically pursued, to such an 
extent that no pupil be allowed to graduate who shall not be 

1 Tenth annual report of Horace Mann, page 12$. 



competent to teach whatever is desirable to be taught in the 
common schools." 1 

The Salem school was established in 1854, the Worcester 
school in 1871, and the others, Fitchburg, Hyannis, Lowell 
and North Adams, in 1894. 

The courses of instruction in the normal schools at the pres- 
ent time vary greatly, because entirely under the control of the 
local instructor in drawing, who arranges his outline to meet 
the conditions under which he must work. In all cases, how- 
ever, the courses are practically two years m length, and include 
such topics as are taught in drawing in the primary and gram- 
mar schools of the State, with such supplementary topics as 
these presuppose for normal instruction. The normal instruc- 
tors, with but one exception, have supervision <5r direction of 
work in practice or training schools, where they deal directly 
with school children of different grades. This serves as a check 
upon the tendency, to which every normal teacher is liable, to 
become formal and theoretical in method, forgetful of school- 
room conditions and the limitations of childhood. The normal 
students observe or teach in these or other schools for a portion 
of the time, and thus become familiar with the methods of class 
instruction in drawing, and with typical average results of such 

The average amount of time devoted to drawing in the normal 
schools is somewhat less than an hour and a half a week, hence 
very little time can be devoted to the writing of outlines or to 
the study of school programs, or to collateral work along any 
line. Several of the normal drawing teachers publish printed 
notes for their pupils upon such topics as color, model and 
object drawing, study of pictorial art, historic architecture and 
ornament. This reduces the amount of required writing to the 
minimum, and gives the pupils time for practice in drawing. 
A special feature of the normal instruction is illustrative draw- 
ing, — drawing in connection with the other studies, and black- 
board drawing both in outline and in mass. The purpose in 
the normal courses is threefold: (1) culture, — a knowledge 
of the best and most beautiful in nature and in art, a broad and 
intelligent view of the realm of the arts, a larger and more 
abundant life; (2) insight, — a perception of what is worth 

1 Thirty-fourth annual report, page 158. 



attempting under existing conditions in the public schools, 
knowledge of children as embryo draftsmen and artists, just 
estimates of children's work; (3) power, — ability to use 
drawing as a language for expressing truth, and to use it so 
well that beauty may appear in the expression. 

The statistics of the nine normal schools of the State for the 
year 1899 are as follows : — 

Name of School. 

Number of 
Pupils in 
Entering C lttss, 

Number of 
those talking 

, Total 
■Nunib6r in 

Total Nam- 
















Framingham, .... 










North Adams, .... 






















618 1 



Percentage of entering class having drawing, 100. 
having drawing, 86. 

Percentage of all normal pupils 

Agents for the Promotion of Industrial Drawing. 
An appropriation by the Legislature in 1871 made it possible 
for the State Board of Education to employ a special agent, 
who should "give aid and direction in a more systematic and 
thorough course of art instruction in the normal schools, visit 

cities and towns, 
committees, . . 

. . . give information and assistance to school 
. arrange suitable courses of instruction . . . 

and aid in giving effect to some practical method for the educa- 
tion of teachers. . . ." 2 Mr. Walter Smith was the first agent 
of this kind, and, as already stated in this pamphlet, a very 
successful one, who served the Board for more than ten vears. 

i Including a few special students. 

2 Thirty-fifth annual report, page 108. 



During 1881 Mr. Charles M. Carter, a graduate of the Normal 
Art School, began to lecture acceptably before teachers' insti- 
tutes, and was appointed to give normal lectures at the Normal 
Art School. The report of the Board of Visitors for 1881 
says: "Beyond his labors in the school, he assists at the 
institutes, and supplements their work by visiting such cities 
and towns as desire his aid in reviving and extending an inter- 
est in industrial drawing. He lectures to teachers, under the 
direction and with the co-operation of the local committees, 
suggests the best methods of advancing the work, and seeks to 
promote a higher estimate of its value." 1 

Mr. Carter continued his work as normal instructor and as 
lecturer at the institutes during the next three years. In 1885, 
however, he was appointed as a regular agent of the Board, for, 
' 4 the Board desired distinctly to recognize the importance of 
this branch of education, and to take the work of organization 
under its immediate charge." 2 Mr. Carter published an outline 
of an eight years' course of instruction for primary and gram- 
mar schools, which was used at the Normal Art School, in the 
teachers' institutes and in many cities and towns as a basis for 
instruction. This outline was the first published by the State 
which gave in detail the work of each grade below the high 
school. Mr. Smith's outline, published ten years before, merely 
blocked out in a general way what was to be attempted ; for 
instance, the third year primary division read as follows : 
" Advancing to the drawing of ornament and objects of histori- 
cal character, as Egyptian lotus form, Greek vases, etc., names 
to be remembered in connection with forms, and to be drawn 
when required from memory." 3 

Mr. Carter's course gave a 1 ' General Outline of Method," 
which had a distinctly pedagogical character, and placed draw- 
ing upon the same basis with other school studies. 

Mr. Carter asked for an indefinite leave of absence, the next 
year, on account of ill health, and the office of agent for the 
promotion of industrial drawing remained vacant until Septem- 
ber, 1887, when Mr. Henry T. Bailey, a full graduate of the 
Normal Art School, was appointed. 

1 Forty-fifth annual report, page 41. 2 Forty-ninth annual report, page 11. 
3 Thirty-eighth annual report, page 54. 



Mr. Bailey had had experience as a teacher in the evening 
drawing schools of the city of Boston, and had been for two 
years supervisor of drawing for the city of Lowell. He formu- 
lated an illustrated course of instruction for the elementary 
schools, based upon the plan outlined by Mr. Carter, and began 
at once an aggressive campaign. 

His first report presented concisely the condition of the 
entire State with reference to industrial drawing. By that 
report it appears that in 1888 only one hundred and eighty-one 
of the three hundred and fifty-one cities and towns of the State 
had regular instruction in drawing in their schools, and that but 
forty of these employed a supervisor or teacher of drawing. 
Mr. Bailey found drawing to be in many places only nominally 
a required study. It consisted largely of copying from the 
pages of a drawing book, and was held by many teachers and 
school superintendents to be of but little if any educational 

Mr. Bailey's policy has been from the beginning that outlined 
in his first annual report to the Board : "To harmonize so far 
as possible the instruction in those places where drawing is 
already taught, to advocate the objective method of teaching it, 
and to endeavor to lead those towns not complying with the 
law to see the value of industrial drawing and to make it one 
of the regular studies in their public schools." 1 

To harmonize the instruction, pamphlets of information have 
been issued from time to time, as follows : — 

Outline of a Course in Elementary Design, 1888. 2 
Outline of a Course in Model and Object Drawing, 1889. 3 
Outline Course for Normal Schools, 1891. 4 
, Outline Course for High Schools, 1892. 5 
Outline for Rural Schools, 1895. 6 
Outline for Graded Schools, 1896. 7 
Outline for the Study of Pictures, 1897. 8 

These pamphlets have been in great demand, especially the 
last three. Two editions of each have been printed. The out- 
line for rural schools was reprinted entire by the State of Yer- 

* Fifty-second annual report, page 278. 3 Fifty-second annual report of the Board. 
3 Fifty-third annual report. 4 Fifty-fifth annual report. 5 Fifty-sixth annual report. 
« With the assistance of Mr. Walter Sargent, agent, fifty-ninth annual report. 
7 Sixtieth annual report. * Sixty-first annual report. 



inont, and a third edition of the outline for graded schools has 
been asked for. 

The objective method of teaching drawing has been empha- 
sized from the first. 1 Insistence for more than ten years upon 
the real object instead of a printed picture, upon fac-simile re- 
productions of fine drawings instead of crude prints from dia- 
grams, upon photographs of masterpieces instead of printed 
descriptions of them, has had its effect. The entire character 
and method of instruction in drawing in the public schools has 
changed. Great emphasis has been laid upon the employment 
of special teachers and supervisors of drawing ; for a teacher 
of drawing who exemplifies in himself the objective method of 
teaching, who leads and inspires pupils by his own drawings, 
and who brings to his pupils the best things from nature and 
from the realm of the arts, gives to the town a more ample 
return for its money than can all other < 'drawing supplies" 

In direct work with the cities and towns Mr. Bailey has had 
the hearty co-operation of Mr. Walter Sargent, a man of rare 
spirit and ability, who was appointed special agent for the 
western counties in 1892. The work of these gentlemen is 
fourfold : — 

1. School Visitation. — The pupils are questioned, drawings 
examined, and lessons given to illustrate objective methods of 
teaching. Examples of especially good work collected and 
used as illustrative material in other towns. The agents look 
for the best, and attempt to make the best widely known and 

2. Teachers' Meetings. — The teachers of a town or a dis- 
trict are called together at some central school building, and 
instructed in methods of teaching. Examples of good work 
from other places are exhibited, and suggestions are given for 
improving the local results. Often the teachers are asked to 
do such work as that required of pupils, the agent actually 
teaching the class. 

3. Public Addresses. — In towns where public sentiment 
needs arousing or stimulating, the citizens are called together 
for an evening meeting, and drawing, in its relation to public 

1 Fifty-second annual report, page 275; fifty-third, page 333 ; fifty-fourth, page 207; 
fifty-seventh, page 234 ; fifty-ninth, page 356 ; etc. 



education, to the arts and industries and to life, is illustrated 
and explained. 

4. Correspondence. — The agents find it necessary each 
year to devote a part of their time to clerical work. They 
receive hundreds of letters, asking for information and advice 
concerning materials, books, reproductions, teachers, courses 
of study, etc. They write occasional articles for educational 
journals and magazines, to influence those whom they cannot 
otherwise reach. 

The services of the special agents for drawing are always in 
demand, and are bespoken months in advance. 

Under Municipal Control. 
The Free Evening Drawing Schools. 

Dr. Edward Everett Hale said, in 1890, in an address before 
the Massachusetts Normal Art School Alumni Association : 
" The real origin of the movement which made the Normal Art 
School a necessity was in 1866-67, when the work of the even- 
ing schools was extended to include a high school coarse. 
Among these evening high school pupils a class in industrial 
drawing was organized, and that first winter they met in tiie 
vestry of my church on Shawmut Avenue, paying their own 
expenses, including the bill for gas. A year or two later the 
Lowell Institute became interested in the matter, and Mr. 
Lowell drew up a petition for the introduction of drawing into 
the schools of the State." 

In response to that petition the resolve was passed, as already 
stated upon page 15 of this pamphlet. A reference to that peti- 
tion (page 10) will show that instruction for adults wa9 upper- 
most in the minds of the petitioners, but the subsequent records 
reveal the fact that such instruction had become of secondary 
consideration before the law of 1870 was enacted. In that act 
the public day schools hold first place. As a matter of fact, 
however, instruction in evening classes became orderly and 
effective in some cities much earlier than did the instruction in 
the public day schools. Without doubt this was due to the fact 
that the ends to be secured in evening classes were well defined. 

Hon. Joseph White, secretary of the State Board, thus pre- 
sents the situation during the winter of 1869-70 : — 


Free instruction in drawing has been given in connection with 
evening schools for the last two winters in Boston. Of the first year's 
experiment Messrs. Hale and Lowell, the committee of the petitioners, 
remark : " When, last year, the city of Boston announced a free class 
at the church of the Good Samaritan, one hundred and sixty appli- 
cations were made at once, and the list of members was necessarily 
closed for want of accommodations for pupils." There has been no 
diminution in interest or in attendance during the season just closed. 
The classes conducted at the School of Technology, under the auspices 
of Hon. John A. Lowell, one of the petitioners, have always been 
fully attended, especially by large numbers of mechanics. During 
the present season a voluntary class has been formed at Fitchburg, 
and instructed by a member of the Worcester Free School of Industrial 
Science with the most gratifying results. The expense of annual 
courses of lessons in drawing given in connection with the evening 
schools will be small, very small, when compared with the results 
which may be expected from them. Let these schools be opened in 
all our manufacturing towns, — and most of our large towns are such, 
— and we may expect to find: (1) a great improvement in respect 
to the taste and skill exhibited in the various products of industry ; 

(2) a rapid multiplication of valuable labor-saving machines ; and, 

(3) better than all, an increase of the numbers and a manifest 
advance in the intellectual and moral condition and character of the 
artisans themselves. 

The next season, the winter of 1870-71, after the passage of 
the industrial drawing act, Mr. White writes as follows : — 

It gives me very great satisfaction to learn that the law has been 
cordially welcomed in nearly every section of the State. It evidently 
met a felt if not an acknowledged want. That portion of it especially 
which relates to the teaching of industrial drawing has called forth 
a degree of interest, not to say enthusiasm, altogether beyond my 
expectation. In many of the cities large classes have been formed, 
and are now instructed in evening schools composed of persons — 
mostly mechanics — of all ages, from fifteen to fifty, and the progress 
of attainment has thus far given the highest satisfaction alike to the 
pupils and instructors, and fully justified the expenditures made. 
Large classes have been formed in Springfield, Worcester, Boston, 
Cambridge, Charlestown, Salem, Taunton, New Bedford and Fall 
River ; and in other cities the matter has been favorably considered 
and steps taken for the formation of classes during the present season. 
Correspondence has been had with the school committees of other 
places, but I am not informed in regard to the measures taken by 



them. The numbers in attendance have been large, varying from one 
hundred and twenty to over four hundred. In many instances more 
persons applied for admission than the committee could accommodate 
with room or furnish with competent instruction. 

This interest in the evening drawing schools increased year 
by year until about 1885. A report upon the condition of these 
schools, made by Mr. Bailey in 1888, may be summarized as 
follows : — 

Number of cities and towns of ten thousand or more inhabitants, . 30 

Number maintaining an evening drawing school, .... 26 

Number of pupils in freehand classes, 1,878 

Number of pupils in mechanical classes, 1,672 

Total number of pupils, 3,550 

Number of* teachers employed, 100 

The courses of instruction vary somewhat in different cities, 
but in a general way they include geometry, projection, machine 
and architectural drawing, model and object drawing in pencil 
outline and in light and shade, drawing from casts, elementary 
and applied design. In several cities are classes in clay model- 
ling and in drawing from life. 

These schools have been widely useful to people of all classes. 
Hundreds of mechanics have been led to greater skill in handi- 
craft ; scores have been enabled to become foremen and heads 
of departments ; many an architect, engraver, illustrator, artist, 
teacher, designer, now respected and even famous, has received 
his first instruction, and been fired with ambition, in the free 
evening drawing schools of the cities in Massachusetts. 

The schools are open, upon the average, for three evenings 
each week, from about the middle of October to the middle of 
March. The statistics gathered in 1899 are as follows : — 

Number of cities and towns of ten thousand or more inhabitants, . 39 

Number maintaining an evening drawing school, .... 32 

Number of pupils in freehand classes, ...... 1,283 

Number of pupils in mechanical classes, 1,880 

Total number of pupils, 3,163 

Number of teachers employed, 122 


Manual Training Schools. 
In the report of the State Board of Education for the year 
ending Dec. 31, 1871, occur these words : — 

One of our leading citizens who has devoted much time and thought 
to this subject says that " provision for the prompt, speedy and ample 
or the better education for the manufacturing or mechanic operatives 
of Massachusetts is not only an investment promising a vast pecuniary 
return, but is to-day a necessity of self-preservation for the State." 

This 4 'leading citizen" evidently voiced the conviction of a 
majority of the people, for about that time a resolve was passed 
by the Legislature, by which the Board of Education was directed 
to report 44 a feasible plan for giving in the common schools of 
the cities and larger towns of this Commonwealth additional 
instruction especially adapted to young persons who are acquiring 
practical skill in mechanics or technical arts, or are preparing 
for such pursuits." 

The introduction of drawing as a required study in all public 
schools, by act of May 16, 1870, had been the first step in this 
direction. The second, as the Board saw it, was suggested in 
the closing paragraph of the report : — 

While the Board do not think it feasible or advisable to give 
technical instruction in the common schools, other than drawing, and 
perhaps needlework to girls, inasmuch as none of the branches now 
taught in these schools can be dispensed with, for the graduates of 
the common schools are the only ones properly fitted to enter the 
technical school, they would suggest that the State authorize all cities 
and towns having a population of five thousand and over to establish 
free technical schools for instruction in such branches of knowledge 
common to the leading industries of the entire State as may from time 
to time be prescribed by the Board of Education. 

March 9, 1872, the Legislature approved an act to authorize 
cities and towns to establish industrial schools. Hon. Joseph 
AVhite, then secretary of the Board, commenting upon this act, 
said : — 

It will be noticed that this resolve did not contemplate so much 
the establishment of separate special schools for teaching arts and 



trades as the introduction into existing schools of those branches of 
study as will best aid young persons in acquiring practical skill in 
such trades and arts. 

This, he goes on to say, is plainly impossible, except in the 
case of drawing. 

However, thoughtful educators perceived the lack of certain 
desirable elements in the schools, and the matter was not allowed 
to rest. In the report for 1878 Hon. John W. Dickinson said : — 

Two results seern to follow the absence of the industrial element in 
our system of elementary education : first, the pupils in the common 
schools are not trained to skill in any kind of manual labor ; second, 
from a lack of industrial training, and from the absence of skill in 
labor on account of the lack, there is a large number of persons 
growing up in our society with the idea that what is called work is to 
be performed by physical force, guided only by instinct or by un- 
trained reason. This sentiment degrades labor, and creates an 
aversion to it. . . . It must be admitted that some form of industrial 
training seems necessary, . . . but what kinds of labor should be 
introduced ... or how we shall organize our schools with reference 
to joining industrial training to ordinary school exercises, is still one 
of the unsolved problems. 

The next year Mr. Dickinson says : — 

The problem, how we shall combine industrial training with our 
common school exercises, has not yet been solved ; but the educators 
of the State are solving it, and already some occupations, like sewing 
and knitting in their many forms have been introduced, with great 

Evidently, Boston may have been one of the places where the 
educators were at work, for the State report of 1882 has an 
appendix by Mr. James A. Page, which gives an account of the 
introduction of carpentry work into the D wight School, in com- 
pliance with an order of the Boston school committee, dated July 
5, 1881. The same report has an appendix on European 
industrial art schools, by Mr. Chas. M. Carter, and another on 
manual training in the common schools, — a special report of a 
committee of the Board, consisting of Colonel Higginson, Gen- 
eral Walker, Mr. A. P. Stone and Miss Abby W. May. This 


committee says : " The time has come for the serious study of the 

The next year the Board observes " Much earnest and intelli- 
gent discussion of the general question," and a " disposition to 
work out the problem ; " and, moreover, that " a conviction is 
forming and gathering strength, that steps must be taken in the 
near future to determine by actual trial whether a substantial 
and permanent improvement may not be made in our system 
of public instruction by the introduction of the industrial 

A year later, 1884, the Board reports that "the interests of 
industrial education have received no new impulse," and that 
no "especially new light has been thrown upon the subject." 
The Board believed in making haste slowly, it said, and in 
keeping an eye upon the experiments still in progress, the 
results of which were "by many fondly anticipated." It is 
interesting to note that this very year, when the Board expressed 
its doubt as to the possibility of such instruction entering as 
" a considerable element into our public school work," the 
Legislature amended chapter 44 of the General Statutes to 
include "the elementary use of hand tools" among those 
branches which might be taught where the school committee 
deemed expedient. Sewing had been permitted since 1876. 

Since the permissive act of 1884 the elements of various 
manual arts, including drawing, clay modelling, paper cutting, 
— both decorative and constructural (as in the development of 
surfaces), — wood working, — including the various forms of 
knife work, sloyd, carpentry, wood turning and carving, — 
metal working, sewing and cooking, have been slowly gaining 
ground in the public schools of the Commonwealth. 

On the 14th of June, 1894, the Legislature approved an act 
to provide for manual training in cities and towns of more than 
twenty thousand inhabitants. This act provided that after the 
first day of September, 1895, every city of twenty thousand or 
more inhabitants should maintain as part of its high school 
system the teaching of manual training, the course to be pursued 
in said instruction to be subject to the approval of the State 
Board of Education. 

This act applies to twenty-three cities, which made return to 
the State Board, December, 1899, as follows : — 


Number of pupils in attendance, 3,814 

Number of teachers employed, . 47 

In addition, eighteen towns not required by law to maintain such 
schools do maintain them ; these increase the number of pupils 

in attendance to 7,336 

And the number of teachers to 68 

The courses of instruction in these schools are not uniform, 
but in general they include the topics recommended by a special 
committee appointed by the members of a council called by the 
secretary of the State Board of Education in 1895: English, 
mathematics (algebra and geometry), drawing, history or science, 
and shop work (carpentry, wood turning, metal working — 
forging and machine shop practice). During the third and 
fourth years a modern language, French or German, is often 
added to the requirements. The drawing includes, usually, 
freehand drawing from objects and from casts, geometric 
problems and applications, projection, machine and architectural 
details, plans and elevations, and to a limited extent constructive 

In all these schools it is customary to require careful draw- 
ings of every object as a preparation for the working out of - 
that object in wood or metal. Objects are produced from the 
drawing, almost never from another object. Inasmuch as 
opportunity for originality is afforded in nearly every problem, 
the results are constantly varied, and, under competent guidance, 
become more beautiful year by year. 

The schools furnish excellent training in preparation for any 
of the handicrafts, prepare pupils to enter technical schools of 
higher grade, and are exerting a salutary influence upon the 
entire public school curriculum, and even upon college courses. 
They are destined to grow in size and in power as the people 
attain a clearer insight into the relations which exist between 
the manual arts, including structural and decorative design, and 
the economic and social problems of the day. 

The Supervisors of Drawing. 
When Mr. Walter Smith began his work in Boston, he found 
several supervisors or special teachers of drawing already em- 
ployed by the city. Mr. Smith's plan was to so train the 



regular teachers that specialists would not be required. In the 
report of the drawing committee for 1871 it was stated that, 
" in the course of a few months, the whole body of instructors 
would be competent to teach drawing with far better results 
than have ever been attained in any schools in the Common- 
wealth." The drawing committee reports in 1880 : " With the 
present term, drawing in the high schools took a new depart- 
ure. There, as previously in the grammar schools and primary 
schools, it is now taught by the regular teachers, and thus the 
long-contemplated abandonment of special instruction in schools 
of all grades is an accomplished fact." As a justification of his 
action in this matter, Mr. Smith quotes the words of the French 
commissioners on education, sent b} r their government to the 
Centennial Exposition at Philadelphia: "It is necessary that 
France defend her preeminence in art, hitherto uncontested. 
With us, as elsewhere, it does not suffice to have excellent 
special teachers of drawing, — it is necessary that all the 
teachers should be able to give the first instruction in drawing 
in the day classes to the entire school population." 1 

It is of interest to place over against this the testimony of 
an "intelligent Parisian" in 1898. In reply to the question, 
" Is drawing in your schools taught by the regular teachers or 
by special teachers?" the reply was : "Do not ask that ques- 
tion in any school you visit ; they will think you to be a bar- 
barian. By specialists, of course. It is an art. The regular 
teachers have not the gift to teach it." 2 

Mr. Smith's experiment in Boston yielded valuable results, 
the chief of which was the knowledge that, if specialists were 
unable to secure the best work, so also were the regular 
teachers. Both sorts of instruction were necessary. Children 
could be brought to do their best only when the faithful daily 
instruction of the regular teacher was supplemented by the in- 
spiring visits and stimulating criticisms and suggestions of a 
well-trained specialist. 

From Mr. Smith's day to the present time that conclusion 
has remained unchallenged. The towns and cities of the State 
have employed supervisors of drawing in increasing numbers 

1 Report on Drawing, Walter Smith, Boston, 1880. 

3 Drawing in Four Foreign Cities, Henry T. Bailey, 1898. 


every year. Reports to the State Board of Education, made * 
in December, 1899, show the following conditions : 1 — 

Whole number of cities and towns in State, 353 

Number having regular instruction in drawing, .... 310 

Number employing a supervisor of drawing 167 

Percentage of pupils having regular instruction, . . . .98 

Percentage under special supervision in drawing, 90 

Percentage of towns employing State Normal Art School graduates, . 69 

The individual supervisor of drawing has been from the first 
a most important factor in public art education in the State. 
The lack of a strongly centralized system of educational control, 
the lack of that monarchical influence which always emanates 
from a central authority backed by legislative enactments and 
propagated by means of legal measures with appropriate penalties 
in case of non-compliance, — penalties often unnamed and un- 
nameable, but none the less severe and effectual, — this fortunate 
lack has been favorable to the development of individuality in 
local supervision and of originality in local methods. It has 
come to pass, therefore, that many improvements in courses and 
methods during the last fifteen years have been due to individual 
supervisors. The agents of the State Board of Education have 
been of service largely through improving the opportunities 
afforded by their office to gather up the best, and to make that 
best as widely known as possible. Thus the reform in instruc- 
tion which has made mechanical drawing mechanical in fact as 
well as in name, the reform which has placed drawing boards, 
T-squares and triangles in the hands of upper grammar pupils, 
originated with Miss Luella E. Fay 2 of Springfield. Miss Jessie 
N. Prince 3 of Quincy was among the first to secure genuine 
object drawing in grammar grades. No one has had greater 
influence in bringing about the use of the brush and water colors, 
than has Miss Irene Weir of Brookline. Miss L. Rena 
MacLauthlin of Maiden was one of the earliest and most suc- 
cessful advocates of picture study. James Hall of Springfield 
has had a wide influence in promoting the study of the figure, 
and N. L. Berry of Newton in demonstrating the possibilities 

1 Compare this table with second paragraph on page 41. 

3 Now Mrs. Elisha B. Maynard. 

8 Now Mrs. Frederick L. Rice of Brighton. 


of constructive design in all grades. Miss Helen F. Marsh 
of Worcester and Miss Annette J. Warner of Pittsfield 1 were 
leaders in the introduction of the study of color as color, and 
of color harmonies. William J. Edwards of Gardner led in the 
introduction of practical constructive design in ornamental iron 
work, and Charles M. Campbell of Chicopee in pictorial com- 
position in color in lower grades. The nature drawing, now 
so important a part of the courses throughout the State, was 
ably advocated and practised almost alone by Mr. Henry L. 
Clapp of Boston for several years before it gained general 
recognition . 

These facts are sufficient to indicate how art instruction in 
the public schools of Massachusetts has been improved, enriched 
and strengthened by individual thought and experiment, under 
the constant encouragement and approval of State and munici- 
pal authorities. 

The public agencies now co-operating for art education in 
Massachusetts may be summarized as follows : — 

Tlie Commonwealth, with its — 
State Normal Art School ; 

Departments of drawing in the eight other State normal schools ; 

Special agents of the State Board of Education. 
The Municipalities, with their — 
Evening drawing schools ; 
Manual training schools ; 

Public day schools, under special teachers or supervisors of 

drawing ; and 
The public school teachers. 

The changes in courses and in methods of instruction during 
the last fifteen years have been almost revolutionary. While 
there may have been a falling off in the mechanical perfection 
of shading or in the laborious accuracy of detail in the finished 
results of the higher grades, the advances have been so marked 
along the lines of intelligent appreciation, expression of the 
larger and more vital truths, interpretation of beauty, origi- 

1 Now of Fitchburg Normal School. 



nality in representation and in design, feeling for color, taste in 
arrangement, and in breadth of view, that one cannot but have 
the most sanguine hopes for the future. 


The following plates are added to indicate the status of in- 
struction in drawing in Massachusetts at the close of the nine- 
teenth century. 

Peabody, Gr. III. 


PICTORIAL COMPOSITION. — Over the roofs, Holyoke High School. Through 
the trees, Ipswich, Gr. VI. The towers, Northampton, Gr. IX. 

DECORATIVE ARRANGEMENT, from Nature. — Clover, Chicopee, Gr. VIII. 
Horse-chestnut, Brookline, Gr. VI. 







DECORATIVE DESIGN. — Figured silk, Maiden High School. 

Part of the exhibit from the State Normal School, Fitchburg, illustrating lessons ii 
color and constructive design. All furnishings designed and made by 
pupils in the Normal Training School, grades I to IX. 

STUDIES FROM LIFE. — Paper cutting, Westfield Normal Practice School, Gr. I. 

: ! _J 

DRAWING FROM LIFE. — Ink silhouette, Fitchburg Normal Training 
School, Gr. IV. 

NATURE DRAWING. — Bird, Salem Normal School. 

Butterfly, Brockton, Gr. VIII. 

STUDY FROM LIFE. Wash drawing, Springfield Evening Drawing School. 









General View of the Work of the Normal 


The function of the State normal school is to educate teachers 
for the schools of the State. The State supports its public 
schools for the education of its children. It supports the nor- 
mal school that its children may have better teachers. 

1. The first requisite in the discharge of its function is that 
the normal school shall inspire the student with the spirit of 
the true teacher. 

Its atmosphere must be such that he will be continually 
breathing in this spirit. He is to consider the acquisition and 
use of knowledge, the exercises of the school, his own purpose, 
manners and conduct from the point of view of the teacher. It 
is vitally important to awaken in the normal student a just 
appreciation of the work of the teacher, that he must have the 
spirit of service, must love his work, love his pupils, feel that 
he has a mission which he must accomplish, and come to his 
pupils, as the Great Teacher comes to men, that they may have 
life abundantly. This end can be accomplished only by a 
school whose sole purpose is the education of teachers, and 
whose faculty is consecrated to this service. 

2. The second requisite is that the normal student must be 
carefully led through the educational study of the subjects of 
the public school curriculum, that he may learn how to use 
each in the teaching process and thereby learn the method of 

In the elementary and secondary school the student is a 
learner, seeking the knowledge of the object and the mental 
discipline which comes from right exertion in learning. In 
the normal school he is a teacher ; he must think the object as 
the learner thinks it, he must also think the process by which the 
learner knows, and the means he is to use to cause the learner 
to take the steps of this process. For instance, the teacher is 



leading the learner to acquire the knowledge of a bird. The 
learner, directed by the teacher, is occupied in finding the 
parts, qualities, movements, habits of the bird. In doing this 
he perceives, remembers, imagines, compares, generalizes, rea- 
sons, but he does not notice these modes of activity through 
which his mind moves. The teacher thinks the facts with the 
learner ; he also must think the movement of the learner's 
mind, and how he shall incite him to the most effective think- 
ing. The teacher thinks the mind to be taught into unity with 
the subject by which it is taught. The object of thought is 
used as the means to teaching. Studying a subject as a teacher 
is much more than studying the same subject as a learner. The 
study of the subject for teaching is educational study. 

It is important to notice that the teaching process cannot be 
studied apart from the subjects which form the course of studies 
for the schools. As we have seen, these subjects furnish the 
objects of thought which must be used in teaching. It is a 
well-known law of mental activity that the mind proceeds from 
the particular and concrete to the general and abstract. TVe 
must proceed from the particular ideas of individual objects to 
the general idea of a class which is composed of the individual 
objects. We must proceed from the knowledge of many red 
objects to the abstract idea of redness. The same law controls 
the learning of the teaching process. The normal student must 
be led through the learning and teaching process in each sub- 
ject ; he must buckle himself to the subject, and study it defi- 
nitely for teaching ; then teach and be criticised on his work 
until he has firmly grasped the process. When he has thus 
gone through the study of the concrete process in the several 
subjects, he can compare his experiences in these several studies, 
and find the aim, the steps and the means of the teaching proc- 
ess and the general method. This is the law which governs all 
learning. We can acquire skill in any mechanical or mental 
process only by going through the intelligent performance of 
the process. 

No one can produce the best quality of teaching in any grade 
without this educational study of the subjects he is to use as 
instruments in the unfolding of the life of the pupil. There is 
no substitute for this study. The end cannot be accomplished 
by reading about it, by hearing lectures upon it or by observ- 



ing others do it. The separation of normal school work into 
' ' the academic study of subjects and the study of methods " is 
not sound educational practice. 

The teacher must have a full knowledge of each subject at his 
ready command. He needs to be saturated with his subject, if 
he would teach effectively, so that he can give his attention to 
the pupil's mind, put himself in full sympathy with the pupil 
and be ready to use the subject as the needs of the pupil may 
require. The normal student must consider the subject philo- 
sophically, to know why it has its place in the course of studies. 
Take the subject reading as an instance of the need of this study. 
What is it to be able to read an author? What is this power 
as a factor in life ? Why should reading be taught ? What is 
its place in the course of studies? These questions must be 
answered by the teacher before he can effectively teach reading. 
Without this philosophical study of the subject the teacher will 
be formal, empirical and fall into routine. He must consider 
the subject scientifically, that he may know its principles in 
their systematic arrangement, and to place the subject in its 
true relation to other subjects. The principles of the subject 
in their orderly arrangement are the things essential to be 
taught, if the pupil is to be able to use his knowledge in solving 
the problems of life. Without this scientific study of the sub- 
ject the teacher's work will be fragmentary, will lack order, 
method, vitality. He must study the subject pedagogically, to 
know its relation to the pupil, to know what parts are to be 
used and emphasized in teaching and the best method of using 
them. Without this pedagogical study of the subject the teacher 
w ill fail to adapt his teaching to the needs of the pupil. He 
needs to consider each subject from this threefold point of view. 
The study of one subject in this way does not enable him to use 
mi iot her subject in teaching without studying it in the same way. 
Teaching should be rational, not empirical. 

The normal student should have, at the beginning of his 
work in the normal school, an elementary course in psychology, 
to indicate distinctly the principles and the method of teaching 
in the school ; then begin at once upon the educational study 
of the subjects and continue it through the curriculum. 

The pupil in the elementary and secondary school has not the 
purpose, the attainments or the maturity necessary for the edu- 



cational study of the subject. He leaves the elementary sub- 
jects when he enters the secondary school, he takes the secondary 
subjects for the first time in that school, and he is far from being 
saturated with the subjects when he leaves the secondary school. 
The secondary school courses are elective. 'The best graduate 
of the secondary school often has not taken at all some of the 
subjects called for in the enrichment of the elementary school 
course, as recommended by the Committee of Ten and the 
Committee of Fifteen. f Hence it not unfrequently happens that 
some of the best students in the normal school must take their 
first study of a subject from the educational point of view. It 
is by no means certain that this is any disadvantage to the stu- 
dent as a teacher. 

To be well equipped for teaching in the elementary schools, 
the normal student must take the educational study of the 
secondary school subjects as well as that of the elementary 
school subjects. The teacher in any grade cannot do his own 
work properly unless he knows the relation it holds to what 
precedes and follows. He must know more than he teaches. ^ 
Confining one's effort to any one grade is narrowing in its 
effect upon teacher and pupil. One cannot teach the program 
given by the Committee of Fifteen for the elementary schools 
without this study. He cannot teach the language required 
by this program effectively without this study of other languages 
than English ; he cannot teach the arithmetic and elementary 
algebra in their proper relation to the study of higher mathe- 
matics without this study of algebra and geometry ; he cannot 
teach geography intelligently without this study of history and 
the several sciences upon which geography depends ; he cannot 
teach nature study acceptably without this study of the natural 
sciences ; he cannot effectively use the myths and stories from 
ancient history now called for in the earlier grades, or make 
United States history a living study, without this study of 
general history ; he cannot use the gems of literature and art 
without something of this study of literature and art ; and to 
these must be added this study of drawing, vocal music, manual 
training and physical culture. 

There is a prevalent misconception of the true work of the 
normal school. It finds expression in the statement, so often 
made, that the so-called academic studies should be left out of 



the normal school course of study, and the school should give 
its whole attention to strictly professional work, — that is, to 
the study of psychology, the principles and methods of teach- 
ing, the history of education and training in the practice school. 
The study of psychology may be just as academic as that of 
arithmetic or grammar, and when so studied it does not meet 
the teacher's needs. The study of these subjects is not profes- 
sional until they are studied with direct reference to the teach- 
ing process. 

This view of the work of the normal school is based on the 
false assumption that we may supply the normal student with 
educational theory in the abstract, and leave him to make the 
application of the theory in teaching in each of the particular 
subjects ; whereas all philosophy and experience show that 
theory and practice must be conjoined in the concrete teaching 
process. Persons equipped with educational theories may be 
good talkers about teaching, but they will never become good 
teachers under this divorce of theory and practice. 

The academic studies should not be taken in the normal course 
for academic study, but the time will never come when we can 
safely dispense with the educational study of these subjects in 
the normal school. The normal school is to be made profes- 
sional, not by the exclusion of these studies from its course, 
but by the inclusion of the educational study of them. All the 
studies of the normal school should be strictly professional, that 
is, studied in their direct bearing upon the teaching process, 
whether the course be shorter or longer, for elementary or for 
higher work. The one function of the normal school is the 
education of teachers. This function is capable of indefinite 
extension. All teachers, from the kindergarten through the 
university, should have their professional training. 

3. The third requisite is that the school should lead the nor- 
mal student, after the educational study of the subjects of the 
school curriculum, through the broader study of man, body and 
mind, to find the principles of education which are derived by 
this study and which underlie all true teaching. This study is 
invaluable for its "influence in expanding the mind, enlarging 
the views, elevating the aims and strengthening the character 
of the student." After this study the student should be led 
through a careful analysis of the art of teaching, school organi- 



zation and school government, and the study of school laws and 
the history of education. In this study the student is constantly 
referring to his experience in the educational study of subjects 
for illustrations to establish the general views he is now 

4. The fourth requisite is that the normal student shall be 
led to make a practical study of children, which he should do 
as fully as possible throughout the course, under intelligent sug- 
gestion ; that he should have ample observation, under intelli- 
gent guidance, in all the grades of a good public school, with a 
first-class teacher at work in charge of each room ; that he 
breathe the atmosphere, become familiar with the workings and 
become acquainted with the children as pupils in such a school ; 
that, in the latter part of his course, when he has some just con- 
ception of the nature and method of true teaching, and when he 
has become acquainted with the pupils, he should have ample 
practice in teaching, under such supervision as he needs, 
whether it be more or less. To put the student to teaching 
before this preparation is a wrong to him and a much greater 
wrong to the children. We have no right to waste the child's 
birthright by ignorant attempts to teach him. 

These four requisites are the minimum requirements for a 
true normal school, which has its distinctive place as a profes- 
sional school. The child who is to be developed by the teacher 
is a self-active, rational being ; a person, not a thing ; a free 
personality, a moral cause ; therefore self-exertion is the first 
condition of his development. "He stands all by himself in 
the world as an individual, with his own thoughts and feelings, 
his own hopes and fears and possibilities, his own relations to 
his fellow-beings and to God." His individuality is to be 
respected. The development of the individual according to his 
needs is the end toward which he is to be trained. 

The art of teaching is the art of directing the unfolding and 
perfecting of human lives. Its aim is to incite the learner to 
right living. It is the highest of the arts, inasmuch as rational 
life, which places man at the head of the creation, is the highest 
type of life. It is worthy of the profoundest study. 

The practice of the art calls for an artist who has the greatest 
natural aptitude, the noblest character, the fullest knowledge, 
the ripest experience and the most delicate skill ; hence the art 



is never completely mastered. The best teacher may improve. 
The young teacher has not all this power, but he should be led 
to strive for it with all his might. 

Subjects for Course of Two Years. 
The students entering upon the course are graduates of a 
good high-school course of four years, or have had an equiva- 
lent of this course. 

1. Elementary course in psychology, to indicate distinctly 
the principles and the method of the teaching in the school. 

2. The educational study of the following subjects, for the 
knowledge of their educational value, their principles and the 
method of teaching in each : — 

(a) Mathematics. — Arithmetic and book-keeping, ele- 
mentary algebra and plane geometry. 

(b) Nature Studies. — Minerals, plants, animals, physical 
force, chemical force, geological agencies, geography, the human 
body, physical training, manual training. 

(c) Language. — Reading and vocal culture, English, in- 
cluding orthography, orthoepy, etymology, grammar, composi- 
tion, rhetoric, literature, drawing and color, vocal music. 

(d) History. — History of United States and civil govern- 
ment, school laws of the State, history of education. 

3. The educational study of man, body and mind, for the 
principl^^f education, the art of teaching, school organization, 
school govern^^^ 

4. Child study, observation and practice in model school. 

Subjects for Course of Four Years. 
The students start with the same qualifications as in the two- 
years course. 

1. Elementary course in psychology, to indicate distinctly 
the principles and the method of the teaching in the school. 

2. The educational study of the following subjects, for the 
knowledge of their educational value, their principles and the 
method of teaching in each : — 

(a) Mathematics. — Arithmetic and book-keeping, algebra, 
geometry, plane and solid, trigonometry and surveying. 

(b) Nature Studies. — The same subjects as in the two- 


years course. Science. — Physics, chemistry, mineralogy, 
botany, zoology, geology and astronomy. 

(c) Language. — More extended study of the subjects of the 
two-years course, Latin, Greek, French and German. 

(cZ) History. — History of the United States and civil 
government, school laws of the State, general history, history 
of education, political economy, sociology. 

3. The educational study of man, body and mind, for the 
principles of education, the art of teaching, school organiza- 
tion, school government. 

4. Child study, observation and practice in model school. 
The subjects should be taken in the order of their dependence, 

and the distribution of time upon them will vary with the inter- 
nal conditions of each school. Minimum and maximum courses 
should be arranged to meet the varying abilities of the students. 

A three-years course may be arranged for the accommoda- 
tion of those desiring an elective course, by taking the studies 
of the two-years course with electives from the advanced sub- 
jects of the four-years course. In some schools a special 
course is arranged for college graduates and for teachers of long 

The four-years course is especially helpful in the proper train- 
ing of teachers for the upper grades of the schools. Its neces- 
sity becomes increasingly apparent with the increasing demand 
for teachers of higher qualifications. Its influence upon those 
pursuing the shorter course is of great beu^fcpii^B-ing the 
standard of qualification and in strengthens^ the desire for 
more extended professional study. 

The graduates from these courses will find their places in the 
schools according to their ability as teachers. The provision 
for certificates, diplomas and degrees varies very much in the 
different States, and can be improved only as the better quality 
of the graduates of the normal school commends them to the 
best public sentiment. 









The Mart Hemenway Department of Household 
Arts, connected with the State Normal 
School at Framingham. 

The department of household arts was established in Boston 
under the name of Boston Normal School of Cookery, by the late 
Mrs . Mary Hemenway , in 1 88 7 . Its graduates easily found posi- 
tions as teachers in public and private schools and in institutions. 
Its increasing usefulness in enlarging the profession of teaching 
is constantly proved. In June, 1898, the trustees of the Mary 
Hemenway estate offered to the State Board of Education the 
school, with the very generous proposal that, if the offer was 
accepted, Mr. Augustus Hemenway, her son, would thoroughly 
furnish and equip such a department, as a memorial of his 
mother. Mrs. Louis Cabot and Mrs. Wm. E. C. Eustis, 
daughters of Mrs. Hemenway, joined with Mr. Hemenway in 
his benefactions. 

The wealth of such a gift and its far-reaching beneficence the 
Board was quick to appreciate ; therefore the offer was most 
thankfully accepted, and the Normal School at Framingham 
chosen as the one best fitted to receive it, on account of its 
nearness to Boston, its two boarding halls and the many gram- 
mar schools in the town, from which pupils could be drawn for 
its practice school. 

The transfer to and the establishment of the school at Fram- 
ingham were made under the direction of Miss Amy Morris 
Homans, who in person attended to every detail, and through 
whose fostering care the school had reached its high standing 
in Boston ; and of Miss Louisa A. Nicholass, who had been for 
a number of years its very able principal, and whose services 
have been retained. 

The Purpose of the Department. 
Its principal object is to provide for the adequate training of 
teachers of various household arts, especially cookery in its 
different forms. 



There is a pressing need for more broadly trained teachers 
of household arts in the public schools and in training schools 
for nurses, and also for persons able to supervise and direct, 
scientifically, departments in larger institutions. The applica- 
tions of modern science to e very-day life are manifold, and no- 
where more important than in the home, — the centre of all 
normal living. 

The sciences which underlie the successful and intelligent 
conduct of the home, whether it be small or large, on its mate- 
rial side are, above all others, physiology, chemistry and 
hygiene ; and, therefore, any well-arranged curriculum of a 
school of household arts must be based upon a substantial foun- 
dation of these subjects. Moreover, as these cannot be well 
understood or well applied without the elements of physics and 
biology, brief courses in these subjects, also, must be provided. 

Its Curriculum. — Length of Course, Two Years. 
Any pupil who graduates from the regular normal course can 
take the course in the household arts in one year ; or any grad- 
uate of the course in household arts can take the normal course 
in one year. 

It is the aim of the instruction in all branches to teach the 
student self-reliance. It is obvious that the equipment of actual 
knowledge which a student takes with her from any school such 
as this must be extremely limited. Judicious training in accurate 
thinking and working must therefore be the main object of the 
teacher, if the student is to reap the highest benefit from her stay 
in the school. The courses in chemistry are particularly well 
adapted to give this training, since a large part of the two years 
of study is spent in actual work in laboratories, where the student 
cannot fail to discover for herself the absolute dependence of re- 
sults on the character of her work and on the methods she has 
employed. As disciplinary work alone, the value of such study 
cannot be overrated, but it also has a direct and permanent prac- 
tical value in the household arts. 

Chemistry. — The courses in chemistry form a progressive 
series, and are intended to prepare the students in a systematic 
way for a thorough comprehension of the underlying principles 
of cookery, of laundry work, of dyeing, of cleaning, etc., and 



those involved in the management of foods, fires, fuels, illu- 
minants, ventilation and the like. 

The instruction in chemistry begins with a thorough course 
in general chemistry, in which the fundamental principles of the 
science are taught by means of experimental lectures, sixty in 
number, and by class-room recitations. In connection with this 
course, which occupies an entire year, the student has one hun- 
dred and twenty hours of practical work in the laboratory of 
general chemistry. Systematic and extended instruction in 
qualitative analysis is given in the second half of the first year, 
so that by the end of this year students are prepared to begin 
the more exact discipline of quantitative work. 

The work in quantitative analysis consists of a brief course in 
volumetric analysis and in gravimetric analysis. Both of these 
courses include class-room as well as laboratory work. 

An elementary course is given on organic chemistry. This 
deals with the structure of carbon compounds and with the inter- 
actions between the different classes of those compounds which 
are most frequently used. 

Physics. — This study has a direct and a permanent practical 
value in household arts. While not so much time is given to it 
as to some other studies, yet it has a decided place in the curricu- 
lum. The instruction consists of lectures, recitations and demon- 
strations upon the fundamental principles of matter and energy, 
mechanics, hydraulics and the elementary forces, — heat, light 
and electricity. 

General Biology. — To this subject, as to physics, only so 
much time is allotted as is believed to be absolutely required to 
furnish a sound basis for physiology, hygiene and bacteriology, 
consisting of lectures, recitations and laboratory work. In this 
course the beginner is introduced to the use of the microscope, 
and learns to examine plant and animal bodies and to resolve 
them into elementary organs, tissues and cells. Constant prac- 
tice in drawing is required, and such subjects are dealt with 
as the structure of living things ; the elementary living stuff 
(cytoplasm) ; first principles of nutrition, digestion, foods and 
feeding; the sources of starch, sugar, etc.; and the interde- 
pendence and interrelation of the living and the lifeless, or the 
organic and the inorganic world. 



Physiology. — The chief interest of the class in this study 
centres naturally in nutrition and related subjects. Somewhat 
more than half the time is therefore devoted to such questions, 
while the remaining heads are treated in less detail. A course 
is thus provided which is reasonably complete in its several 
departments, but is especially full in respect to the income and 
outgo of the animal body and the processes intervening. 

In the beginning there is a brief resume of the anatomy, with 
which the students have become familiar in previous courses. 
The environment and activities of the typical cell are touched 
upon. The blood and the lymph are next studied, as the media 
in which the cells live and the bearers of their nutriment and 
their waste. Muscle physiology introduces the interesting case 
of a tissue specialized to perform mechanical work at the expense 
of the energy latent in its store of fuel substances. Certain 
features of the nervous system and the nature of reflex action 
are noticed in this connection. Passing on to the circulation, 
the class attacks the mechanical problems involved in the move- 
ment of the blood and the regulation of local supply. Respi- 
ration brings in the question of oxygen supply and the removal 
of carbon dioxide from the system. 

The principal part of the course opens with a consideration 
of the purpose and nature of food. Then the structure of the 
digestive tract is studied, and the circumstances under which 
secretions are produced by the various glands. The action of 
these digestive juices upon the food forms an important subject. 
After the reduction of the food to a form fit for absorption; there 
still remain to be considered the path by which it enters the cir- 
culation, the chemical changes by which it serves the organism 
and the removal of waste products to which it finally gives rise. 
Some time is given to the quantitative side of metabolism. This 
becomes a very practical matter, as it throws light upon the value 
of the different food stuffs, the extent to which one may replace 
another, and the relation of the diet to tissue building, muscular 
work and heat production. Finally, the usefulness of condi- 
ments, stimulants and mineral matter in the food is discussed. 

The concluding lectures are upon the central nervous system, 
the sense organs and the principles of personal hygiene. 

Bacteria and Yeasts. — Bacteriology and the study of micro- 



organisms of fermentation, especially of yeasts, constitute a 
prominent feature of the final year. The students learn how 
to make their own culture media, how to examine milk, water, 
air, ice, dust, etc., and how to test the efficiency of filters, ster- 
ilizers and germicides. The course is arranged as follows : — 

Bacteriology anC Micro-organisms of Fermentation. 
Classification of micro-organisms. 
General biology of bacteria. 
General physiology of bacteria. 
Bacteriology of water and ice. 
Bacteriology of air. 
Bacteriology of earth and dust. 
Bacteriology of drainage. 
Bacteriology of milk. 
Bacteria concerned in vinegar-making. 
Bacteria concerned in lactic acid production. 
Bacteria concerned in dairying. 
Bacteria concerned in nitrification. 
Testing of domestic filters. 
Testing of disinfectants for household use. 
Bacteriology of food preservation. 
Bacteriology of Pasteurizing. 
Bacteriology of canning. 
Bacteriology of pickling, etc. 
Yeast, general biology and physiology. 
Yeast, cause of fermentation of bread and drinks. 
Yeast, compressed. 
Yeast, wild. 
Yeast, fungi related to. 
Molds, general biology. 
Molds, structure and physiology. 
Molds, fermentations caused by. 
Molds in relation to food substances. 
General phenomena of putrefaction and decay. 
Relation of bacteria to infectious disease. 
Epidemics, etc. 

Outline of Course ix the Household Arts Laboratory. 

The subjects which have thus far been described have had to 
deal with what might be called household sciences. Their prac- 
tical application finds pre-eminently a place in the household 



arts laboratory, and their demonstration can be denominated 
household arts. 

To illustrate the character of the instruction provided for in 
the household arts laboratory, the following outline of courses 
in the principles and practice of cookery and laundry work is 
given somewhat in detail. 

The work is arranged on educational as well as on technical 
lines, and therefore affords both theoretical and practical instruc- 
tion, and is given in a well-equipped household arts laboratory. 

The practical work of cookery is presented in four courses, 
on the following lines : — 

Household or plain cookery. 

Advanced cookery, including preserving, canning and the 
making of jellies, jams and marmalades. 
High-class cookery. 

Special cookery for the very sick (therapeutic cookery) , and 
its application for hospital nurses in training schools. 

Principles of Cookery. — The five "food principles" or 
"nutrients" are carefully considered, viz.: water, mineral 
matter, carbohydrates, proteids or albuminous fluids, and fats. 
The principles of the science and art of cookery are developed 
by general rules and formulae, so far as practicable, and special 
attention is given to their application by individual practice. 
The subjects of the course are developed as follows : — 

Fuels. — Principles of combustion, conditions for sustaining ; 
use and costs of the ordinary fuels. 

Construction of both coal and gas ranges, with practice in the 
use of such apparatus, and in the building, regulation and care 
of coal fires. 

Principles and experimental work relating to the Aladdin oven. 
The chafing-dish. 

Food-stuffs. — Introductory. General composition of the 
human body. 

Classification of nutrients needed, and a study of the different 
food-stuffs as the source of supply. 

Milk as a Type. — Experiments to illustrate its constituents 
and properties. 

Water. — Is considered as a cooking medium, with experi- 
ments. Thermometers are standardized, and used in the boil- 
ing of water and the cookery of starch, sugar, albumen and fats. 



Mineral Matter. — The various salts of food materials. 

Carbohydrates. — Sources: (a) Starch, — composition; ex- 
periments ; cooking temperature. Practical application to cook- 
ery of starchy food-stuffs, as corn starch, rice, tapioca, sago, 
macaroni, etc. ; the cooking of such starchy foods as grains, 
vegetables ; the use of corn starch and flour in the making of 
sauces and thickening of soups, (b) Sugars, — composition; 
the cooking of cane sugar ; the use of thermometer ; the degrees 
of heat required for different results, as in soft and hard caramel 
(for coloring soups and sauces) ; also for soft and hard candies, 
as in French cream candies or fondant and glace fruits. Prac- 
tical tests for the same. 

Practical applications, including the preparation of dishes 
containing starch, sugar and fruits in various combinations, are 
then made. 

Proteids or Albuminous Foods. — Albumen, — sources ; type, 
white of egg. This subject is studied and experimentally de- 
veloped by the same general methods as the cookery of starch, 
and the principles of its cookery are applied to the making of 
various dishes, as soft and hard cooked eggs ; poached and 
baked ; combined with milk in other forms, as in creamy eggs, 
and soft and baked custards of different kinds ; the combination 
of milk, starchy and albuminous food materials in dishes for 
breakfast, luncheon or dessert; the cookery of albumen, as 
applied to the cooking of fish, poultry and meat ; methods of 
their cookery ; objective points ; heat transferred. 

In connection with meat cookery, the albuminoids are con- 

Albuminoids. — Sources ; gelatine, prepared in the form of 
soup stocks, brown and white. 

Principles and Pules for clearing Stock. — Soups : stock and 
vegetable ; milk and cream. Gelatine dishes : commercial gela- 
tine, kinds, costs and uses ; plain jellies ; jellies with egg or 
egg and cream in different combinations, as used in the making 
of wholesome desserts. 

Fats. — Sources; constitution; effects of heat ; use and im- 
portance in the dietary. 

Batter and Doiujli Mixtures. — (1) Expansion by air and 
moisture, as effected by heat, to make porous'. (2) The appli- 
cation of these principles to the preparation of popovers and 



Yorkshire pudding, wheat and gluten wafers, cream and sponge 
cake. (3) Expansion of batters and doughs by use of chemi- 
cals, as cream of tartar and soda or other acids, or acid salts 
with the alkaline salt, soda, in combination. Objective points : 
principles and properties ; experiments ; application to the 
preparation of breakfast bread-stuffs, gingerbread, desserts and 
cake. (4) Baking powders : general composition of standard 
powders ; chemical reactions and products, with applied prin- 
ciples of chemistry; formulae, with practical applications to 
the preparation of bread-stuffs, cakes and desserts. 

Fermentation. — Fermentation by yeast, and its application 
to the preparation of bread, rolls and biscuit, also for breakfast 
muffins and gems. Experimental work with flour of different 
kinds. Individual practice required. 

Frozen Dishes. — Principles; general rules; sherbets, ice 
creams: (1) plain; (2) fancy, with simple and richer combi- 

Outline of the Course in Practical Laundry Work. 

Examination of fabrics, as cotton, linen, woollen and silk; 
effect of cold and hot water. 

The use of chemicals as cleansing agents; namely, soaps, 
washing-powders, soda, ammonia and borax. 

Removal of stains, as fruit, tea and coffee, iron-rust, etc. 

Household Linen. — Preparation for the laundry ; cleansing, 
drying and starching, hot and cold processes ; folding, ironing ; 
special, embroideries and laces ; bluings, kinds, composition 
(tests with experiments) and use. Application as desired. 

Requirements for Admission to the Department of House- 
hold Arts. 

All the requirements for admission to the normal school in re- 
gard to examinations, tuition, testimonials, and such rules and 
regulations as are from time to time given for the conduct of the 
school, are distinctly and directly applicable to this department. 









Physical Training in Massachusetts Normal 


This subject was to have been presented by an instructor in 
physical training from one of the State normal schools. Unfort- 
unately failing to secure such a speaker, the officers of this 
association have ventured to try the experiment of inviting one 
who has never taught physical training to discuss this very 
important subject. Your criticisms be on their heads. My 
great interest in this matter is my excuse for appearing before 

In the time at my disposal I shall attempt to show you some- 
thing of what is being attempted in the normal schools of the 
State, and supplement this report by a few suggestions regard- 
ing the kind of physical training which students in our normal 
schools ought to get and ought to take out to all the schools of 
the Commonwealth. 

I must confess to seeming a theorist, but I desire to say that 
many, if not all, of the suggestions offered have grown gradu- 
ally out of my experience as a normal graduate going out to 
teach, as a superintendent over country and village schools, 
as principal of a normal school with a dormitory, and as a 
teacher of pedagogy and the history of education. 

The questionnaire which is a part of this paper was sent to 
each of the ten State normal schools and to the Boston city 
normal school. Answers were received from nine, or all but 
one. The one from which answers were not received is pro- 
vided with a well-equipped modern gymnasium, and is probably 
doing as much as any of the other schools in this line of work. 

* A paper read before the Massachusetts Superintendents' Association, Feb. 9, 1900. 



Physical Training in Massachusetts Normal Schools. 

1 . Is a physician's certificate required of students desiring admis- 
sion to the school ? 

2. Is a personal examination given by the physical director when 
the student enters the school? 

3. If such an examination is given, please underline in the follow- 
ing list the names of such things as are tested : lungs, heart, back, 
digestion, nervous troubles, female troubles, headaches, eyesight, 

4. Along which of these lines was the entering class of 1899 most 

5. To what do you attribute these deficiencies? 

6. What system of gymnastics is used? 

7. What is the number of recitation periods during the first term, 
second term, third term, fourth term? 

8. Is the work given largely dependent upon apparatus? 

9. Size of gymnasium. 

10. General character of the equipment. 

11. Does the school provide apparatus and grounds for out-of-door 
sports ? 

12. To what extent? 

13. Are games taught in connection with the physical training? 

14. If so, to what extent? 

15. Underline out-of-door games used: football, baseball, basket- 
ball, croquet, tether-ball, lawn tennis, golf. Add any others. 

16. What amount of time is devoted to the theory of gymnastics? 

17. What amount of time is devoted to practice on the part of the 

18. Does the director of physical training have charge also of the 
physical training in the training school ? 

19. Are the games of the children on the playground supervised? 
By whom ? 

20. Are games employed in connection with the regular physical 
training of the training school during school hours? 

21. In what grades, and to what extent? 

22. Does your teacher of physical training believe in the old-fash- 
ioned recess for the training school ? 

23. Is any attempt made to regulate the habits of the students of 
the normal school as to exercise, sleep and study hours? 

24. Are students required to report on any of these subjects? 

25. Do you find that students improve in power to care for them- 
selves along these lines ? 



26. Is special treatment (medical gymnastics) employed to meet 
individual needs? 

27. Is the work in physical training connected with and based upon 
the teaching in hygiene and physiology ? 

28. Do the students of your school improve or deteriorate on the 
physical side during the course in the normal school? 

29. Mention, in order of their prominence, the main purposes which 
you have in mind in teaching the subject of physical training. 

The answers may be summarized as follows : — 
Five schools require a physician's certificate. Five schools 
require a personal examination given by the physical director. 
Nearly all of these examine in all of the points suggested by 
the questions, and several give a much more searching examina- 
tion. The answers to questions 4 and 5 w T ere too unsatisfactory 
to be reported. The Swedish system (modified) of gymnastics 
is in use in every school. The number of recitation periods 
for the course of two years varies from seventy to one hundred 
and twenty. The work given is not largely dependent upon 
the apparatus, except in one school. The gymnasiums vary in 
size from 45 by 30 feet to 85 by 30 feet. The general charac- 
ter of the equipment is Swedish. Six schools have grounds and 
apparatus for out-of-door sports, such as basket-ball, tennis, 
croquet, tether-ball, baseball, football, golf ; all teach games 
in connection with gymnastics. The relative amount of time 
devoted to theory and practice varies greatly in the different 
schools, but in most cases it is as one to nine. In five schools 
the director of physical training has charge in both normal and 
model or training schools: In three schools only are the games 
of the pupils supervised on the playground. Six schools use 
games in connection with the regular schoolroom work in phys- 
ical training, but in most cases only in the primary grades. 
The physical directors of five schools believe in the old-fashioned 
recess for the children of the training school. Eight schools 
attempt to regulate the habits of the normal students as to 
exercise, sleep and study hours. Three schools require regular 
or irregular reports ; six schools report improvement in power 
to care for themselves along these lines on the part of students. 
Eight schools report that they employ special treatment for 
individual needs. Eight schools report that the work in phys- 
ical training is based upon the teaching in physiology and 



hygiene ; six, that it is also connected with such teaching. 
Eight schools report that their students improve in physical 
condition during their course in the school. The answers to 
the last question were not so clear and concise as could be 
desired ; in fact, they were too varied to be reported. 
^Physical training is now a broader term than it used to be. 
Just as education no longer means a few formal lessons in the 
three " R's," so physical training no longer means a few gym- 
nastic exercises practised in a perfunctory way for ten minutes 
each day. Education is broadening out to include the whole 
life of the child ; so physical training must broaden out to 
include all the physical manifestations of the child. The time 
is coming when we shall pay as much attention to the physical 
as to the mental and moral development of the child. We are 
beginning to realize that they are all bound up together during 
man's life on earth, and that they must develop together. Ever 
since Bacon said, " We command nature only by obeying her," 
men have been seeking after the natural method of development. 
Comenius, Locke, Eousseau, Pestalozzi and Froebel each in 
turn wrote on the subject ; and, if we would follow the sugges- 
tions of Froebel, there would be a revolution in much of our 
work in physical training. But it is very easy to say, "An 
all-round education demands mental, moral and physical de- 
velopment in equal proportions," and very hard to do as we 
say. It is the old story of actions lagging several centuries 
behind words. 

The work of the normal school may well be directed along 
two main lines, viz. : — 

1. Personal hygiene of students. 

2. Preparation to train children in schools. 

Let us first discuss what the student should get for himself. 
The normal school has a right to demand that applicants come 
with good health and sound bodies ; only such should attempt 
to teach our schools. It is bound to send them forth with as 
good health as they bring. 

It should aid them in forming habits of regularity in eating, 
sleeping, exercise, work and recreation, which will go with 
them through life. Much of the friction and all of the break- 
downs among; teachers are due to lack alono- these lines. If it 
is proper to prescribe, as we do, so many hours of study upon 



certain subjects and so many hours of laboratory work, is it not 
as proper to prescribe so many hours of sleep, of exercise and 
of recreation, and so many meals to be eaten? We require 
regularity in recitation. Regularity is necessary to the forma- 
tion of right habits ; hence regularity is necessary in eating, 
sleeping, exercise, rest or recreation. Work should be so 
planned as to allow a time in each day and at least one half-day 
in each week for complete relaxation. Excursions or games 
should be planned which will provide interesting exercise in 
the open air. Why not have regular examinations of students, 
questioning them regarding their habits of eating, sleeping and 
exercise? Why not prescribe special exercises, special diet, a 
lightening of program, and make a business of these things ? 
In other words, why not treat these matters as though we con- 
sidered them as important as algebra or physics ? Why not 
have the physical director state whether, in her opinion, a stu- 
dent is physically fit to continue her studies, etc. ? Why not 
drop or refuse to promote or graduate students with persistent 
headaches, indigestion, female weaknesses, hysteria, nervous- 
ness ? Why should not the physical director have something 
to say about the time of manual training, of laboratory work, 
of all physical training and the amount of study as well ? Why 
should not arrangements for recreations, as socials and other 
forms of relaxation, be considered a part of the physical train- 
ing ? We do all that we dare to do along these lines at Hyan- 
nis, but public sentiment will not sustain us as far as we would 
like to go. The pride of the students and of their parents is 
often the chief difficulty. 

Dangers in normal schools arise mainly from over-anxiety 
and lack of regular exercise in the open air. These are due in 
part to the lack of definite understanding regarding the length 
and number of study hours for each subject, the amount of time 
spent in the copying of notes, and similar matters. The best 
teachers are often the worst offenders. Our practice at Hyan- 
nis is to discuss these matters frequently in faculty meetings. 

In the training school, students become very anxious about 
managing and teaching children. They often work until dark. 
It is hard to meet all the unfavorable conditions. They need 
particular care, and criticism must be carefully administered. 
They should be sent out into the open air for exercise during 



daylight. We try to plan the work in both the normal and 
training school so that no student can justly complain of lack 
of time for exercise. 

There has been a great lack of cultivation of the proper atti- 
tude toward the care of the body. A student says, "I had 
rather break down than fail to pass ; I can get well after I fin- 
ish my course." We are trying to change this. The cultiva- 
tion of the proper attitude is often brought about more quickly 
and easily by providing interesting games than in any other 
way. At Hyannis we have basket-ball out of doors in fall and 
spring and in doors in the winter, -tennis, baseball, football, 
tether-ball, boxing gloves, punching-ball, curtain-ball, battle- 
dore and shuttlecock, and bean bags. 

Very much depends upon the spirit or attitude. Young 
people are not in a normal condition unless they are happy, 
hopeful, sanguine, self-reliant, vigorous. Students need to be 
fresh, vigorous and happy, to do their best mental work. 

Hoffding says : " Since memory has its physiological expres- 
sion in the power of the organism to preserve traces of received 
impressions, it is self-evident that the fresher and more ener- 
getic the general vital process the better may things be learned ; 
i.e., the sensuous percepts will leave behind more permanent 
and deeper traces ; " and " Things we have learned and experi- 
enced in an unusually energetic and cheerful frame of mind are 
more easily retained than things we have taken in when ener- 
vated and out of humor." 

Social life should be cultivated, in order to take the students' 
minds from regular work and worry. At Hyannis general 
socials and private socials occur as often as they seem to be 
needed by our students. 

Now, as to the second point, — the preparation to train 
others. In physiology, students study the laws of waste and 
nutrition ; in psychology, they learn something of the interde- 
pendence of mind and matter (soul and body) ; in gymnastics, 
they should learn how to keep the body in tune with the soul, 
so that both may grow together and neither be a drag upon the 

Of course the first thing is to know how to care for one's self. 
But one needs more than this. He should place the right value 
upon physical training. He should even be enthusiastic over 



it. I remember going out from the Oswego Normal School 
with some good ideas regarding personal hygiene ; but I had 
no enthusiasm for physical training, and I cannot remember 
that I ever did anything as a teacher to arouse any enthusiasm 
on the part of my pupils. How many graduates of normal 
schools ever do ? Why is this so ? Gymnastics have been and 
are too formal and lacking in adaptability. A course in gym- 
nastics is worked out, and an attempt is made to fit the same 
to children, regardless of their interests. The course is not 
such as one would carry to every little country school. It is 
lacking in spontaneity and adaptability. Children soon tire of 
formal gymnastics, and look upon the lesson as a task. Gym- 
nastics should have the same character as the play of children. 
Students should look forward to them as a restful treat, and 
enter into them with zeal and enthusiasm. They get this spirit 
in the colleges now, and we are getting a little of it in the pri- 
mary schools. We even see glimpses of it in the normal 
schools, but we need more of it. One of the problems before 
us is the adapting of games appropriate for all grades in our 
schools. Less formal Avork, more informal, should be the cry. 

The teacher of physical culture has a duty outside the gym- 
nasium. She needs to keep in touch with students, to be a 
leader in sports, to be with them in their games ; not to sup- 
press and cast a shadow on everything, but to encourage, to 
put a glow and enthusiasm into games, walks and all physical 
out-door and in-door exercise. She needs to hunt for taking 
games to be played in the house and on the grounds. Too 
often the physical director is a non-resident, and her influence 
is not felt outside the gymnasium. Too often the teacher holds 
herself aloof from the plays of the children ; she must stay in 
the schoolroom to put work on the board, correct papers, or 
even to watch pupils who are losing their recess, — to act as 
jailer over them. How much better if those same teachers were 
out leading the plays, getting rosy cheeks themselves, and 
dreading as much as the children to hear the bell ring ! How 
quickly a new bond of sympathy would spring up between 
teacher and pupils ! How much better they would understand 
each other ! That noted saying of Froebel, " Come, let us live 
with our children," is as applicable in the higher grades of 
school as in the kindergarten. It should be the motto for every 



teacher of physical training, and every teacher should be a 
teacher of physical training. 

Recess has been displaced in many places by brief physical 
exercises within the schoolroom. School appears more man- 
nerly, more subdued, more orderly. There is not so much 
chance for immorality on the school grounds. But how about 
the physical condition of the children? Are we heeding the 
wise admonition of Professor Tyler, and giving Mother Nature 
a fair chance to develop the chick? Could not all of the objec- 
tions to a recess be overcome if teachers would play with their 
children ? 

We are trying to show our normal students how to play with 
the children in the schoolroom and on the school grounds. I 
hope for great changes in the physical conditions, and hence 
great improvement in the whole character and spirit of the work 
in the public schools from efforts along this line. 

It has been customary for nations and individuals to advance 
in civilization for two or three generations, and then to become 
effeminate, and give way to their less civilized but more virile 
neighbors. We are rapidly coming to the conception of a 
man who keeps himself in such good physical condition that he 
can do his mental work well and transmit a strong body to his 
offspring ; a man who will not be obliged to give way before 
the in-coming barbarians. May we not hope that civilization 
will thus advance more steadily and with ever-increasing strides 
toward a well-rounded, perfect manhood? 





LYMAN C. NEWELL, Ph.B., A.M., Ph.D. 



The Teaching of Physics and Chemistry in 
Normal Schools. 

The function of a normal school is to prepare its students to 
teach children. Its aim as an educational institution is accom- 
plished through two channels of pedagogical activity, vastly dis- 
proportionate in value and inextricably interwoven. These 
channels are the academic and the professional. 

It is the purpose of this paper to consider the function of the 
normal school only in so far as it is concerned with the subject 
of physical science, viz., physics and chemistry. 

The requirements for admission to the Massachusetts normal 
schools largely eliminate the necessity of much outright aca- 
demic instruction. Most candidates come prepared to pass the 
examinations in physics and chemistry; they have some de- 
scriptive knowledge and experimental skill, though the latter 
is at present meagre in the case of those who come from the 
small towns. When necessity demands academic work, two 
points should guide the normal teacher, viz., (1) an extension 
of the limits of the student's general knowledge, and (2) an 
emphasis of special phases of the subject. Academic work, 
even when actually demanded by the poverty of the student's 
knowledge, should always be regarded as a means to an end ; 
as incidental, subordinate ; as a medium for the professional 
aspect of the work of instructing teachers. It is better to sacri- 
fice the inadequate information of the few for the professional 
development of the many. Educators, especially those con- 
cerned with college work, often overestimate the actual de- 
mands made upon the acquired knowledge of the teacher of 
children. The latest scientific discovery in all its historical 
bearing is not so valuable to her as the ability to interpret to 
her pupils every-day occurrences. A knowledge of liquid air 
is not so necessary as a definite conception of the physiological 
functions of atmospheric oxygen. 

The professional aspects of the training of teachers for work 
in physics and chemistry can best be considered, if we recount 



the equipment which may reasonably be expected of a graduate 
of a normal school : — 

1. She should have simplified knowledge of fundamental 
principles, — a knowledge capable of being expressed in the 
simplest possible language and in a logical order. Short 
Anglo-Saxon words should be used in place of longer classical 
derivatives. Laws and general statements should not be taken 
bodily from text-books, but remodelled into short, concise 
sentences, free from all words too technical for a child to 
understand. Such a desirable modification - can be made, 
though text-book writers do not seem to realize its possibility 
or necessity. 

2. The normal school graduate should have usable teaching 
materials, a stock in trade, — some tangible result of the State's 
and her own investment. Her note book should contain an 
outlined course in physics and in chemistry, arranged in a more 
or less elastic manner, so that separate portions may be used 
by themselves, and the whole course quickly modified to meet 
the demands of different local conditions. This course should 
be richly annotated, showing what must be taken, what may 
be omitted, what must be illustrated by experiment, what is 
adapted to home study, what needs explanatory diagrams, what 
needs extra reading, — in short, a complete outline, ready for 
immediate use. Her notes should also contain numberless 
verbal illustrations of principles, — the applications of scientific 
principles to common things. Her tangible material should also 
contain some simple apparatus, detachable diagrams to illustrate 
obscure facts, one good book in each science the contents of 
which are known. 

3. She should have a knowledge of sources of information 
relating to physics and chemistry: e.g., what magazines con- 
tain accurate and interesting scientific articles ; what larger 
books and dictionaries are reliable ; what scientific institutions 
are available, and what collections they contain ; what factories, 
shops and establishments admit visitors ; what scientific asso- 
ciations are available, when they meet and what they publish, 

4. She should have ability to impart her knowledge. This 
requisite, to be sure, should be possessed by all teachers, what- 
ever their subject. Science, however, must be imparted with 



certain guiding ideas. It must not be given dogmatically, and 
yet it cannot always be illustrated by experiment. Nature must 
be the final authority, and yet reiteration must clear the mental 
path. Science is often intangible, appeals solely to reason, keen 
judgment, common sense. Experiments often tell the whole 
story ; but there is a limited opportunity for experimental work 
in the grades, hence the normal graduate must be able to con- 
vince her pupils not so much by historical data as by appeals 
to reason made by repetition in many forms. 

5. She should have a specific knowledge of those portions of 
physical science which correlate with subjects in the grammar 
school curriculum. The actual subject-matter which is to be 
the vehicle of the professional training of the would-be teacher 
must be chosen with the utmost care. Few schools teach 
physics and chemistry as distinct sciences. All schools, how- 
ever, teach subjects closely related to physical science as we 
have defined it, — subjects which utilize many facts and prin- 
ciples which are distinctly physical. Such, for example, are 
geography, physiology, and much of the inorganic part of 
nature study. Hence the normal graduate must have been 
taught in her work, if she is to handle these subjects success- 
fully, those portions of physics and chemistry which are the 
foundations of the physical and chemical aspects of the subjects 
in question. The atmosphere, for example, presents certain 
aspects which are physical and chemical. The pressure of the 
atmosphere, its relation to rain, fog, dew, etc., its connection 
with pumps, its constituents and their functions, — all these 
and similar phenomena belong to physics and chemistry, yet 
they are taught usually in the geography, physiology or ge- 
ology. The teacher who brings her physics and chemistry to 
bear on the above sciences is certainly a better teacher than the 
perfunctory dispenser of second-hand facts. This specific in- 
struction must be a judicious combination of the academic and 
professional, and is accomplished by the normal teacher by 
such methods and material as time, judgment and skill permit. 

All instruction in physical science should create a love for 
nature, for without that love no one can interpret the manifold 
manifestations of nature. A teacher with a scientific spirit 
will see and hear the stories nature tells, and will interpret 
them sweetly and clearly to her pupils. 








Normal School English, as based: upon .the 
Work in the State Normal School 
at Lowell, Mass. 

Part L — The Normal School Proper. 

1. Planning a Course of Study. 
The dangers which beset the normal school teacher'.in plan- 
ning a course of study are peculiar. The mission of such a 
school is of course distinctively that of preparing young men 
and women for the profession of teaching ; hence each step of 
the work should be planned in the light of that purpose. All 
good teaching, however, involves two essentials, — knowledge 
of what to teach and of how to teach it, — subject-matter and 
method. If we lay undue emphasis upon the former, to the 
neglect of the latter, we are simply advanced high schools, not 
professional schools ; giving our students little if any more 
insight into the profession of teaching than into that of the 
law, of medicine or of dentistry. To this class belonged that 
teacher of literature in a New England normal school a few 
years ago, who spent a whole year with her class in studying a 
single one of Shakespere's plays. The culture value of this 
work was doubtless considerable, yet it may well be believed 
that a year's work might have been planned for these students 
which would have increased their efficiency as teachers to a far 
greater extent. 

On the other hand, if the second phase of normal school 
work be unduly emphasized, the study becomes mere method- 
ology ; which might be pardonable, even advisable, if normal 
school students brought with them wide scholarship and a 
thorough mastery of the subjects they are to teach. But they 
do not, and probably will not for some years to come. Many 
normal schools are accused, and with reason, of sending their 
graduates forth with a large equipment of very faultless methods 



for teaching subjects of which they are in almost total ignorance. 
It is a mere truism to say that one cannot teach that which he 
does not know ; that thorough and accurate knowledge of the 
subject is the first requisite for teaching it well. 

In preparing the course of study here outlined, I have en- 
deavored to avoid both the Scylla and Charybdis indicated. 
While fully appreciating the fact that my work is to prepare 
students to teach English in the public schools of the State, I 
have not hesitated to add some phases of work largely for their 
culture value to the students themselves, believing that noth- 
ing which can be done to broaden the mental horizon, quicken 
thought, stimulate effort toward wider attainment and elevate 
the entire being can fail to result in increased teaching power. 
After all, what we teach and how we teach depend largely upon 
what we are. The more of knowledge, the more of culture and 
the more of character we bring to our work of teaching, the 
finer and higher will be that work. 

2. Subjects included ix the Course. 
The distinctive subjects of the course in English in this 
school are : English and American literature, English gram- 
mar, orthoepy, composition and methods in English. Ehetoric 
is taught only in connection with literature ; composition by 
means of written work in all the subjects indicated, and by 
weekly themes during a certain part of the course. (For a 
tabulated view of the course of study, showing time allotment, 
etc., the reader is referred to the closing pages of this mono- 

3. Literature. 
This subject is confined to the junior year, where it occupies 
four periods per week of forty minutes each during most of the 
year. We spend the first half-year with the American authors, 
eight or nine of the most important being studied. Then, turn- 
ing to British literature, we begin with Chaucer, a glance only 
having been siven at Beowulf and other pre-Chaucerian litera- 
ture. Thence we speed in seven-league boots down the cent- 
uries, choosing what will best suit our purpose. Though most 
attention is given to poetry, since this is the highest form of 
literature, we spend considerable time in the study of essays. 
Young students can be taught genuinely to enjoy Emerson, 



Matthew Arnold, Bacon and other essayists ; and it seems 
worth while to employ a good deal of time in this manner, 
since the average student does not find her way unaided to 
the treasures stored up in this seemingly unattractive form. 
We also aim to include one novel, that we may learn more of 
the nature of this most popular form of literature, something 
of its origin and development, and may form plans for its 
future study. 

A word as to the reasons for arranging the course in this 
way. We begin with American literature rather than British, 
and give so large an allowance of time to the former, for the 
following reasons : the literature our students are to teach in 
the future will be largely from these authors. It is well to 
get them, in the very beginning, into the habit of looking at 
each selection from the teacher's point of view. Knowing that 
they themselves may soon teach the very poem under discus- 
sion in class, the closest attention is secured; the student sees 
herself in imagination attempting to present the same to her 
own class. The practical nature of the work appeals to her. 
Furthermore, it is by the study of these simple yet beautiful 
things that the class can best be led, step by step, to the sym- 
pathetic appreciation of the more subtle beauties of the loftier 
and grander poetry. Too often students read with the intellect 
alone. Their sensibilities are not brought into play. They 
seem to be out of harmony with the spiritual. Talk to them of 
the beauties of Wordsworth, and, while their assent is given, it 
does not come from the heart. They need to have their spirit- 
ual eyes opened. When one enters upon work with such a 
class as this, the first thing to be done is to help to open these 
spiritual eyes. The class must be made responsive. They 
need training in imagination , the power 4 6 to body forth the 
forms of things unknown," as Wordsworth puts it. 

The eyes thou givest me are in the heart, 
And heed not space or time, 

says Lowell in his poem "To the Dandelion;" and Words- 
worth again in " The Daffodils," — 

For oft when on my couch I lie, 

In vacant or in pensive mood, 
They flash upon my inward eye, 

Which is the bliss of solitude. 



Too much time and effort can hardly be given to the culti- 
vation of this ' 'inward eye." Imagination is man's supreme 
faculty, yet how little the schools do to train it ! " When thou 
readest, look steadfastly with the mind at the things the words 
symbolize. If there be a question of mountains, let them loom 
before thee ; if of the ocean, let its billows roll before thy eyes. 
This habit will give to thy voice pliancy and meaning." My 
aim is to so train my students that they cannot pass over an 
allusion to mountain, sky or river with unseeing eyes ; to the 
song of birds, the sound of bells or the murmur of streams with 
unhearing ears ; or over an exquisite bit of poetic diction or a 
beautiful sentiment with unfeeling hearts. I know of no better 
way to accomplish this than to begin with the simple poems of 
the American authors, — Whittier's " Snow-Bound," Bryant's 
" To a Water-fowl," Holmes's " Chambered Nautilus," Lowell's 
' 4 Vision of Sir Launfal," Longfellow's ' < Evangeline," Emerson's 
' ' Rhodora," and others of a similar nature. As we thoughtfully 
and earnestly consider each poem, not for ourselves alone, but 
for the sake of the children who are to be made to love it by 
and by, a new purpose in the study of literature is developed. 
The question now uppermost in the student's mind is, How 
could I make a class of children understand and We this poem, 
how make them feel its beauty, how bring its spiritual truth 
home to their hearts and lives ? The finer natures in the class 
respond eagerly to the suggestion, even the more stolid and 
indifferent wake up, the interest steadily grows, an increasing 
desire is felt by all to grasp the author's thought thoroughly 
and to enter fully into his experience. As it is more blessed 
to give than to receive, so the study of literature brings twice 
the enjoyment when we realize that through us others are to be 
brought into communion with the master spirits. 

We study literature, not to confute, not to find fault, but to 
see beauty, to gain insight, to increase our ability to enjoy. 
So we find ourselves rapidly gaining in the power to appreciate 
what is finest and best in literature. What may once have 
been vague sentiment is changed to intelligent appreciation^ 
instinctive feeling becomes positive assurance. 

We regretfully leave our American authors, whom we have 
come to know so intimately and to love so much. But Ave 



have acquired a power in the study of literature which will 
prove most valuable in the study of the more difficult British 
authors. Our work in Chaucer, Shake spere, Bacon, Milton 
and most of the older writers has no direct bearing upon the 
teaching of literature to children ; but, as I have said, there is 
a place in the normal school curriculum for " culture subjects.' 
In the study of Wordsworth, Tennyson, Macaulay, Ruskin and 
other modern authors, the work again has a direct " pedagogic" 

4. Mythology. 
In addition to the work indicated, we spend, in the junior 
year, about three weeks in the study of mythology. Litera- 
ture is full of allusions to classic myths, and this fact alone 
would entitle the subject to a place in the course of study. 
But there are additional reasons why it should have a place in 
a normal school curriculum. The students are shown some- 
thing of the origin and nature of myths, their deep spiritual 
significance, embodying, as they frequently do, the ethical 
experience of the race ; and they are led to see their special 
adaptation to the needs of the child, who, living as he does in 
the golden age of fancy, instinctively loves the tales that were 
told when the race was young. Our text-book is Gayley's 
"Classic Myths," and we find Fiske's < < Myths and Myth- 
Makers" extremely helpful in the interpretation of myths. 

5. Book Reports. 
Our book-report days, which come once a month during both 
senior and junior years, are perhaps the pleasantest and most 
helpful times w r e spend together. Each student keeps a record 
of her reading, and at the end of each month a recitation is set 
apart for a discussion of the books read. As the students pass 
into the class-room, each places her list on the teacher's desk. 
One after another is then called upon, each to talk to the class 
for a few minutes about some book on her list called for by the 
teacher, the latter supplementing the remarks of the student 
with comments and suggestions about future reading. If this 
plan is to be judged by its results, it is successful to an eminent 
degree, and worthy of being tried in every school. It is found 
to be a powerful means of stimulating and directing the reading 



of the entire school. Though none of the reading is compul- 
sory, students being absolutely free to choose what they like, 
or to choose nothing at all, it can truthfully be said that there 
is no student in either senior or junior class who is not doing 
a fair amount of reading, and that of the best books. The 
reading of the vast majority is all that could be desired, 
both in quantity and quality. Though, as I have said, students 
are left perfectly free to read what they like, they are given 
many helpful suggestions, in the form of lists of books placed 
on the board from time to time, and incidental remarks about 
certain books suggested by the lesson of the hour. When the 
names of "trashy" books appear on the students' reports, as 
they do in quite large numbers the first months of the junior 
year, no attention is paid to them ; the students are not asked 
to say anything about them. None but books of real worth 
are ever discussed in the class. Thus it is believed that the 
difference between good books and poor ones will make itself 
felt, and that the student will discover that she has no time to 
read empty, useless books, while so many of real value and of 
far greater interest remain unread. Nothing can be more grat- 
ifying or encouraging than to notice the gradual disappearance 
of the weak and purposeless sort of books from the reports 
as the class goes on, and the substitution of those of genuine 

I give below a book report, selected at random from those 
handed in by the senior class. This, of course, embraces the 
reading for one month. 

Henry Esmond, ..... Thackeray. 

Sweetness and Light, .... Matthew Arnold. 

The Happy Life, .... President Eliot. 

Essay on Self-reliance, . . . Emerson. 

Parts of "The Boy's King Arthur," . Lanier. 
Poems by Stevenson and Field. 

6. Authoe Books. 
Students are encouraged to make collections of pictures which 
would be useful to them in the teaching of literature and lan- 
guage, and to mount these as artistically as possible. Pictures 
of authors and their homes naturally have the largest place in 



these collections. Each student is required to make one " au- 
thor book." This is usually a book of pictures, and quotations 
appropriate to the pictures, all bearing upon the life and works 
of a single author, as Longfellow, Hawthorne, Eugene Field, 
Tennyson. Excellent taste and genuine artistic ability are fre- 
quently shown in this work. 

7. Orthoepy. 
The work in this subject includes a thorough drill in the ele- 
mentary sounds of our language and the diacritical marking of 
words, Webster's system being the one followed. Such a 
knowledge is indispensable to one who would teach reading in 
the primary grades, where, whatever the system in vogue, the 
subject of phonetics invariably occupies a large place. It is 
hardly less necessary to the teacher in the grammar school, for 
a thorough knowledge of the sounds of the letters gives inde- 
pendence in the recognition and pronunciation of new words, 
— a power sadly needed in most grammar schools. Moreover, 
the surest way to secure distinct enunciation and correct pro- 
nunciation on the part of the children is to make them con- 
scious of the sound elements which enter into the words which 
they use. 

8. English Grammar. 

This subject occupies two periods per week during two-thirds 
of the senior year. The text-book used is Wisely's "New 
English Grammar," supplemented by Whitney & Lockwood's 
" Grammar." Whitney's " Essentials of English " is our most 
valued reference book, and students have access to many other 
standard works on the subject. 

Since the purpose of all grammatical study is to enable the 
pupil to understand the nature of the sentence and the laws 
which underlie its construction, and since the sole use of a 
sentence is to express a thought, the student is first given 
some knowledge of the thought process. . She examines her 
own mind ; she finds out how she thinks ; she discovers that 
the three elements necessarily present in every thought or 
judgment get themselves expressed in the threefold nature of 
the sentence, with its subject, predicate and copula. She 
learns the various kinds or classes of ideas which the mind 



uses in its thinking, the nature of each, and its expression in 
the form of a word. In short, we base our study of grammar 
upon the elements of logic. Says Dr. C. C. Everett of Har- 
vard College: 44 Certainly, while logic derives such help from 
grammar, the reverse should be done, and our grammars placed 
upon a direct logical footing." 

This subject should not be a study of 4 'dry bones," — the 
least interesting study in the elementary school curriculum, as 
it too often is. All meaningless and formal memoiy work 
should be banished. It is our aim to make the student as far 
as possible independent of text-books. She gets her facts at 
first hand, by the 44 laboratory method," examining a great 
variety of sentences with reference to the point under discus- 
sion, drawing her own conclusions, making her own rules. 
The work is thus mainly inductive, and the student constructs 
the subject for herself. She sees that there would be a science 
of grammar, even if no text-book on the subject had ever been 

The chief reason for studying English grammar is not so 
much that it teaches us to speak and write correctly, — one 
might do that who had never even heard of the subject, — but 
that it helps us to think logically and accurately, and it teaches 
us to interpret the thoughts of others. It does, of course, en- 
able us to test the accuracy of our speech and to correct any 
errors we may discover. 44 Grammar defines and fixes speech ; 
by its mastery man obtains the first mastery over his mind as 
an instrument. . . . It is the key to all that is spiritual," says 
Dr. Harris. 

9. Methods in English. 
This subject occupies two days per week during six months 
of the senior year, and includes a study of methods of teaching 
literature and reading, grammar, language and composition. 
In all of these subjects, of course, lesson plans are written and 
discussed, and books and magazine articles by successful teach- 
ers are studied. The work is made more practical by reason 
of visits to our model school, made under careful supervision, 
where it often happens that a lesson is given by the regular 
teacher of the room on the subject just studied by the class. 
We employ a number of books that are found very helpful in 



this work, among them Miss Spalding's "Problem of Compo- 
sition Teaching," Miss Mitchell's "Hints on Teaching Read- 
ing," McMurry's "Special Method in Reading," and Bright- 
" Graded Lessons in English." We have a large collection of 
books containing literature suitable for children, and the nature 
of our work is such that students must familiarize themselves 
with most of these books. Each senior is expected to make cer- 
tain collections of children's literature, as, for example, stories 
and poems for each of the four seasons. 

Little or no classmate teaching is done in literature, for I 
have never been able to secure results which seemed to justify 
the expenditure of time. I have no fault to find with those 
who advocate such teaching in other subjects ; perhaps in some 
of them it is the best way of teaching pupils how to teach. 
But I am sure that this is not and cannot be true of literature. 

Such teaching is done under conditions more or less artificial 
and unreal. The would-be teacher is teaching her peers, pre- 
sumably those of her own intellectual capacity and attainments 
in all respects. She is teaching for the sake of teaching, not 
for the sake of imparting knowledge, of which fact she is so 
conscious that her work is almost sure to be mechanical ; and 
mechanical work in literature is not only useless, it is soul- 
destroying, — absolutely unpardonable at any time or under 
any circumstances. In order to really teach, one must have 
the inspiration which comes from feeling that she knows some- 
thing that the class do not know, and ought to know, — are 
perhaps eager to know. This gives an incentive which often 
brings out latent power ; the teacher surprises even herself by 
the skill which she develops.. 

Another reason why I do not employ classmate teaching is, 
that I love literature too much to be willing to do so. I can- 
not allow a beautiful poem to be so handled in my presence 
that the fragile flower is crushed, the bloom and delicate loveli- 
ness taken from it, that which should have been a thing of 
beauty and a joy forever made commonplace and trite. In re- 
ply, it may be said that this is just what will happen when the 
pupil-teacher first attempts to teach the poem to a class of 
children, hence the need of just this practice. Even if this 
were true, I should still say, Let the practising be done in the 



practice school, with a real class of children, under natural 
conditions. But it is not necessarily true. The same student 
who makes a miserable failure in teaching "The Chambered 
Nautilus" to her classmates, may, as she stands before her own 
class of children and looks into their eager faces, catch the in- 
spiration of the occasion. She thinks of the unknown future 
which awaits each, of the perils that beset the way, and a long- 
ing comes over her so to teach this lesson that the poet's 

Build thee more stately mansions, my soul, 
As the swift seasons roll, 

may speak to each child heart, and fill it with high aspirations, 
— aspirations which may go far toward widening and deepen- 
ing the life and keeping it pure and true. "Who shall say that 
under such circumstances the pupil-teacher may not develop a 
skill utterly wanting as she faces her own classmates ? 

I have dwelt upon this matter of classmate teaching at some 
length, because it is a subject concerning which the most 
widely differing opinions are held, some even going so for as 
to hold that only in so far as we employ this form of instruc- 
tion are we doing professional work with our students, — which 
opinion, I hardly need say, appears to me not only very nar- 
row, but extremely absurd. 

10. Main Principles in the Teaching of Literature. 
In closing this phase of the work, let me touch upon some 
of the main principles in the teaching of literature, which I 
would like to have become fixed in the mind of every pupil : — 
(1) There can be no study plan or teaching plan which can 
be made to fit all pieces of literature. No two can be taught 
in just the same way ; nor do any two teachers, if they have 
individuality and originality, teach the same selection in the 
same way. Instead of seeking for some one plan, we should 
have a thousand plans. The wise teacher is on the alert as 
she prepares to teach a literary gem, looking closely to see 
how she can best make it appeal to the minds of the class. 
One chief difference between the good teacher and the poor 
teacher of literature is that the former has the power of seiz- 
ing at once upon the salient points of the lesson, and getting 



them in an interesting way before the class. She compre- 
hends the pupil's point of view, knows how to clear up diffi- 
culties, understands how to bring out the beauty and impress 
the spiritual truth, — not always by means of questions, some- 
times only by comments which show her sympathy with the 
author's thought and her appreciation of the beauty of his 
work. The poor teacher often does not know how to approach 
the poem; she cannot think of anything to ask about it, — it 
seems so intangible and hard to sret hold of. It is intangible 
and hard to get hold of, — so different from arithmetic, natural 
science or even history. All the more reason, then, why it 
should have a method of its own, and should not be dependent 
upon those designed for other subjects. Teachers should be 
careful not to fall into the habit of teaching one kind of litera- 
ture only, as, for example, narration, which is the easiest form 
to teach. The progressive and conscientious teacher will not 
allow her children to be deprived of the privilege of studying 
fine prose, just because she happens to prefer poetry ; nor of 
ballads, legends and the more stirring kinds of literature, just 
because she finds her greatest enjoyment in poetry of reflection 
and sentiment. We should make ourselves skilful in teaching 
all these forms of literature. 

(2) The first essential of success in teaching this, as all other 
subjects, is a thorough mastery of the lesson of the hour. One 
must have it at one's finger-ends. The elementary school 
teachers who fulfil this requirement are rare, largely because 
they teach too many subjects to give to each the careful prep- 
aration it requires. With some, however, it is because of a 
lack of interest in the subject, — perhaps because of want of 
early literary training. We cannot make others see the beau- 
ties of literature and enjoy them, unless we first see and enjoy 
them ourselves. 

(3) Whatever the method of procedure, the study of the 
lesson must be thorough. "Infants, it is said," writes Mr. 
Manly of Brown University, ' ' have been known to manifest 
delight at hearing the ' Paradise Lost ' read aloud ; and scarcely 
different or higher is the pleasure of those who, under the delu- 
sion that they are reading poetry, allow a stream of melodious 
sounds and lovely images to sweep through minds which only 



catch now and then a half meaning as it gleams through the 
mist of laziness and stupidity." Everything which obstructs the 
pupil's view, which stands between him and the author's mean- 
ing, must be cleared away. The teacher is to act as mediator 
between the child and the author. The literature may be 
trusted to take care of itself, if this contact is made ; but 
unless the teacher is watchful, unless she has a very sympa- 
thetic comprehension of the child's point of view, she will as- 
sume that he understands many things which are in reality very 
hazy to him. We all remember the story that went the rounds 
of the press a short time ago, of the little girl whose teacher 
asked the class to illustrate, by means of drawings, the things 
suggested to them by their literature lesson, 4 4 The Old Oaken 
Bucket." On this little girl's paper were three circles, evi- 
dently intended to represent buckets. "Why did you draw 
three buckets? " asked the teacher. 44 Oh, one is the old oaken 
bucket, one is the iron-bound bucket and one the moss-covered 
bucket." 4 ' And what are all these little dots ? " 44 Why, those 
are the loved spots that my infancy knew." Every teacher of 
children knows that this story might be true, whether it is or 
not ; and many a teacher would find children in her class in as 
deplorable a state of ignorance as this little girl, if certain 
searching questions happened to light in the right place. 

(4) The self-activity of the pupils must be aroused. They 
must do their own thinking. We have had too much, espe- 
cially these last few years, of that kind of teaching in which 
the teacher does all the work, the children being merely passive 
receptacles, into which she pours, or thinks she pours, the 
requisite amount of information. A literature lesson, if well 
taught, should arouse self-activity to the highest degree. It 
should exact the keenest observation on the part of the pupils, 
it should demand reflection, close reasoning, the tracing out of 
cause and effect relations, the relation of part to part and of 
each part to the whole. Often both teacher and class come to 
the work in a languid frame of mind. No vigorous thinking is 
done ; words are passed over without their real significance 
being perceived. Figures of speech are only glanced at, the 
real grounds for the comparison not being seen. Historical 
and mythological allusions are neglected. The story or poem 



appears merely as a succession of disconnected parts, no at- 
tempt being made to cause the children to grasp the beauty and 
significance of the whole. If the teacher will only keep the 
class interested, wide awake, thinking, eager to answer, the 
reading lesson can be made not only the most delightful hour 
of the day, but it can be made the means of most valuable 
mental discipline. Moreover, in all the grades except the very 
lowest the reading and literature lessons should be carefully 
prepared by the children before the recitation. Too much can- 
not be said in criticism of the method, prevalent in so many 
schools of to-day, of beginning the recitation without any pre- 
vious study on the part of the class. This is often done in the 
highest grammar grades, not only in literature, but in all sub- 
jects ; thus the pupils are deprived of the one most precious 
thing which the schools might have given them, — the power 
of independent study, the ability to apply one's self to a task, 
whether pleasant or otherwise, and master it. The schools of 
a generation ago, with all their faults, did not have this one. 
They did develop in their pupils the power of doing hard work, 
whether they liked it or not. The teachings of Herbart in re- 
gard to this matter have been so misunderstood and so misap- 
plied that the inevitable reaction has at last set in, and we may 
hope for much better things in the future. 

(5) Literature is one of the fine arts, and thus appeals to 
the sense of beauty. ' 'Beauty is its own excuse for being," 
Emerson tells us; but, whether we believe in 4 'art for art's 
sake " or not, we will all agree that, unless we see and feel the 
beauty of a poem, the truth which it conveys is lost upon us. 
Every fine literary work possesses excellence both of form and 
of content. Not only must there be something worth saying, 
but the poet must give us pleasure in the saying of it, must 
clothe his thought in beautiful form. No purpose in the study 
of literature in the schools is so great as the development of 
character. Yet, if we talk of the moral of a beautiful poem, 
we belittle it ; we make it seem commonplace. We can best 
implant the lesson it teaches by making its beauty appeal 
strongly to the class. But I have sometimes heard teachers 
say, ' 4 Is not the lesson the poem teaches the greatest thing for 
the child? " Yes, it is ; and therefore we must be sure he gets 



the lesson. Children of spirit do not like to he preached to. 
It is generally best not to let them know we are trying to teach 
them a lesson. It is so easy to overdo the moral, as the Sun- 
day-school book so often does. I doubt whether we ever ought 
to speak of the " moral" of a poem or story, or the 4 'lesson" 
it teaches ; there are so much better ways of impressing this 
" underlying suggestiveness of higher things," by discussions 
of the right or wrong of certain acts, by holding up to admira- 
tion noble characters read about, and a thousand other ways 
which the teacher who loves literature and also loves children 
will find. Says Dr. W. T. Harris, United States Commis- 
sioner of Education: "There is an ethical and an aesthetical 
content to each work of art. It is profitable to point out both 
of these in the interest of the child's growing insight into human 
nature. The ethical should, however, be kept in subordination 
to the aesthetical, but for the sake of the supreme interests of 
the ethical itself. Otherwise the study of a work of art degen- 
erates into a goody-goody performance, and its effects on the 
child are to cause a reaction against the moral." 

It would be well, too, if teachers oftener had that fineness 
of instinct which makes them see that there are poems, or pas- 
sages in some poems, on which no questions whatever should 
be asked. Of this nature seems to me to be Tennyson's 
"Crossing the Bar:" another is Whittier's allusion to his 
younger sister in " Snow-Bound," in which occur these sur- 
passingly touching lines, — 

And while in life's late afternoon, 

Where cool and loug the shadows grow, 
I walk to meet the night that soon 

Shall shape and shadow overflow, 
I cannot feel that thou art far, 
Since near at need the angels are ; 
And when the sun-set gates unbar, 

Shall I not see thee waiting stand, 
And, white against the evening star, 

The welcome of thy beckoning hand? 

In such passages as this, so great is the elevation of feeling 
and so overpowering the emotion that any questioning seems 
entirely out of place. There are some things which can only 
be felt. Yet I have known young teachers who, conscien- 
tiously desiring that no passage should be obscure to the haziest 



intellects in the class, would ask impertinent and belittling 
questions where nothing more than sympathetic and reverent 
comment could be tolerated. 

(6) Mr. Samuel Thurber says that "the first consideration 
of success in teaching literature is that the teacher know her 
subject intimately, and be ever coming to know it more and 
more intimately ; the second requisite is that she be a good 
reader. The teacher who can read well has the power to 
recommend beautiful literature by simply reading it." Educa- 
tors are coming to lay more and more emphasis upon this 
power of being able to read intelligently and sympathetically. 
It is a power which any one can attain by a little effort, and it 
is an acquisition the value of which to the teacher can hardly 
be over-estimated. 

(7) Lastly, the pupils must be made to love the literature 
which they study. Some teachers seem to aim vaguely at in- 
spiring this love for literature ; yet somehow the class did not 
enjoy to-day's lesson, nor yesterday's. It reminds one, to use 
a simile employed by a recent writer on the subject, of the 
White Queen in "Alice in Wonderland," who had "jam yes- 
terday and jam to-morrow, but never jam to-day." Some sub- 
jects may be beneficial, though no pleasure is taken in them ; 
but not so of literature. If the child has not been made to 
enjoy the literature he has studied, the teaching has been a 
failure so far as he is concerned ; and of this subject it may be 
truthfully said that any teaching which makes it thoroughly 
understood and enjoyed is good teaching. 

11. Cultivate a Taste, for the Best in Literature. 

It seems to me that the very best thing which the teacher of 
literature can do for the pupil-teachers of the normal school is 
to cultivate in them a taste for what is fine and ennobling in 
literature, and to give them as wide as possible a survey of the 
fields in which it is found, so that they may not only know 
what has been written that will be helpful to them and to the 
children they are to teach, but where to look for it. They should 
be given the highest possible conception of the teacher's work 
and privileges ; they should see that the most powerful influence 
which the school can wield against ignorance and weakness and 
sin is the teaching of noble literature by an earnest and high- 


minded teacher. Above all, if they can carry with them from 
the normal school something — shall we call it inspiration ? — 
which will bid them be true to these high ideals, which will 
arm them against the false standards, the narrowness, the sor- 
didness so often met with even in this noblest of all profes- 
sions ; if they can take something with them which, in the 
words of Browning, bids " nor sit, nor stand, but go ! " — who 
doubts that the question of methods will largely take care of 



Part II. — The Model School. 

1. English in the Elementary Schools. 
[It may be necessary to explain that our model school con- 
sists of the nine grades below the high school, each room being 
in charge of a regular teacher. Each line of work in this school 
is under the supervision of the head of the department of the 
corresponding line of work in the normal school proper.] 

According to the report of the Committee of Ten, the main 
objects of teaching English in the elementary schools are two : — 

(1) To enable the pupil to understand the expressed thoughts 
of others, and to give expression to thoughts of his own. 

(2) To cultivate a taste for reading, to give the pupil some 
acquaintance with good literature, and to furnish him with the 
means of extending that acquaintance. 

I think this statement cannot be improved upon. Some one 
has said of the study of English (and the same would apply to 
the vernacular of any nation) : "It is the only branch of which 
we may say that all the pupils will find all they have learned 
in it of positive practical value at all periods of their lives." 
Whatever else is abridged-, whatever else is crowded out to 
make room for the host of new subjects which are clamoring 
for admittance to the curriculum, English must be dealt with 
very generously if we would secure the highest and most sym- 
metrical development of the child. 

2. English Grammar, Composition and Language. 
Most of our grammar work is done in the eighth and ninth 
grades, though in the two grades below some of the more 
elementary facts of the subject are taken up ; for example, the 
children are taught to recognize the different parts of speech, 



but are not expected to make logical, definitions of these. It is 
not necessary that a child in the sixth or seventh grade should 
be able to define every tiling about which he has any ideas, but 
it is important that he should not be taught wrong definitions, 
which he will have to un-learn later. Here most attention is 
given to the art rather than to the science of correct speech. 
In all the lower grades the aim should of course be to have the 
children write and speak correctly rather than know the reason 
why certain forms of speech are correct rather than others. 
In these early years, when habits good and bad are so easily 
acquired, it is all-important that correct habits of speech be 
formed. Therefore every lesson should be in a sense a lan- 
guage lesson, and writing should be done in connection with 
all subjects. It is extremely important that a sufficient amount 
of this work should be marked by the teacher and corrected by 
the pupil, to insure a fair degree of progress on the part of 
each child. It is an extremely difficult problem to determine 
the maximum amount of such work which the teacher can do 
without detriment to her other work ; but it is so easy to slight 
this work that it should be thoroughly systematized, and the 
teacher should rigorously hold herself to the correction of a fair 
amount of work for each child. 

One of the most important principles in language teaching is 
that pupils should write because they have something to say. 
Therefore the language work should be correlated with various 
other subjects, to secure the emotional interest needed. The 
child should write about what interests him, and because he has 
something to say. Uniformity in amount of writing is not 
necessary ; those most deficient should write oftenest. There 
is no subject in which greater variety of method is needed than 
in language. Letter writing, imaginary journeys, reproduc- 
tion stories, picture stories, description of plants, flowers, 
fruits, and animals, are only a few of the many devices which 
the skilful teacher employs. Thus the work never becomes 
monotonous and tiresome to the children. 

Teachers should remember that no amount of cramming of 
rules and definitions is going to make children speak correctly. 
They do not get their language by any such artificial means ; 
they imbibe it ; they acquire it by absorption. The perpetual 
reading of good books is one of the most powerful means of 



securing a good use of English. If the home environment 
could be ideal, this most troublesome problem which the teacher 
has to contend with would disappear. 

As to eradicating wrong habits of speech, nothing succeeds 
like personal talks with individuals. Create a receptive atti- 
tude in the pupil. Get his co-operation in ridding himself of 
these troublesome faults. Arouse his ambition. Make him 
welcome criticism. Don't be over-critical as to style. We 
want boyishness and girlishness, and this is worth far more 
than any precocious conventionality of style. 

Bright's "Graded Lessons in English" furnishes an outline 
for our language work. We omit the grammar work outlined 
in the book, substituting for it the outline found at the end of 
this discussion. 

The work in English grammar is practically the same as that 
in the normal school, the chief difference being that no text- 
book is in the hands of the pupils, and the work is of a much 
more elementary nature. Any discussion of the system at this 
point would only be a repetition of what has already been said. 
The plan of basing the grammar work upon some of the most 
elementary facts of logic has justified itself by an increased 
power to think and reason on the part of the pupils, an inde- 
pendence in working out rules, principles and definitions for 
themselves, and a much greater interest in the subject. 

3. Spelling. 

The importance of this subject in the schools no one attempts 
to deny. Whether it be the fault of the "word method," as 
jnany claim, or not, it certainly is a fact that the generation 
now growing up is a generation of poor spellers. I think the 
fault lies not with present methods, but with the crowded course 
of study. If twice the number of subjects are taught that were 
a few years ago, how can they be taught with equal thorough- 
ness? Some of us can recall the splendid drill in spelling 
which we had, — it is hardly too much to say that we put hours 
on the subject where the children to-day put minutes. It is no 
wonder we became good spellers ; and, if we want the children 
in our schools to become proficient in this most necessary art, 
we will have to find time somehow in our crowded program to 
give the subject the attention it deserves. 



4. Literature and Reading-. 

No distinction should be made between these subjects. If 
we take DeQuincey's famous classification of books into "liter- 
ature for information" and "literature for inspiration," our 
course will be found to consist almost wholly of the latter. It 
is not difficult to justify this choice. Most of the other sub- 
jects of the course are " information subjects." There is noth- 
ing to be said against the education which informs and instructs. 
It is essential, and must constitute a large part of the training 
of every systematically educated person. But it is not enough ; 
there is something beyond it. The child has needs which it 
does not satisfy. It is not sufficiently rich in ethical incen- 
tives ; it does not inspire. " Literature is soul food as well as 
mind food ; useful information does not nourish the soul," said 
the good and wise Professor Child. I would not be thought 
to hold, however, that literature is the only subject that in- 
spires ; history, for example, certainly possesses this quality in 
a high degree ; but most educators would admit that literature 
is pre-eminent in this respect. 

A large majority of the children who leave school at an 
early age to begin their work in the world carry with them no 
genuine love of books, no power to read them with enjoyment, 
no plan for their study ; they do not know what has been 
written ; they have no desire to know. The greatest av r enue 
of enjoyment is closed to them, probably forever. Something 
might have been done to put some touches of brightness and 
beauty into lives that will have, it is to be feared, far more of 
shadow than sunshine in them. Such children usually come 
from bookless homes. Their only chance of coming into pos- 
session of their literary inheritance is through the schools. 
Looking these facts in the face, how can any public school 
teacher fail to use every means in her power to open up to the 
children under her care the vast treasures found in books ? 

I have spoken only of the class of children who leave school 
early, and are supposed to do the drudgery of the world. But 
what has literature for all ? What is its contribution to the life 
of the child, — its " educational value"? 

(1) We are told that the study of mathematics develops the 
reasoning power ; that natural science cultivates the powers of 



observation, — both of which claims are entirely just. But, 
if space permitted, I should like to show that literature, when 
properly taught, is a powerful ally of these subjects in devel- 
oping the same powers. 

(2) The study of literature helps the child to understand 
human nature. The poet is a seer, — one who sees. He sees 
into life and character more truly than other men do. He 
looks through all externalities ; he lays bare the soul ; all its 
longings and aspirations, its weakness and its failures are re- 
vealed to us. How many people do we know as well as we 
know the great characters of fiction, — Robinson Crusoe, Cin- 
derella, Little Nell, Evangeline, Lady Macbeth? Through 
these people of the great artists' creation we come to better un- 
derstand ourselves and each other. 

(3) The aesthetic influence of literature, its refining power, 
can hardly be over-estimated. To live for an hour a day in the 
society of the good and great, with ennobling thoughts for 
companions, will leave a lasting impression on the susceptible 
minds of youth. The best way to root out vulgarity and coarse- 
ness is the process of "elimination by substitution." As 
beautiful, gentle thoughts take possession of the child's mind, 
all others are bound to retreat. "We are shaped and fash- 
ioned by what we love," says Goethe. 

(4) This is a material, a utilitarian age. We have gone mad 
over our success in material things. As the youth goes out 
into life, he will be surrounded by an environment full of 
temptation to prize worldly success above all else. He will 
hear every day "the maxims of a low prudence," as Emerson 
puts it ; " that his first duty is to get lands and money." Now, 
while we have our only chance at him, let us endeavor to im- 
plant such ideals as will enable him to resist the sordidness and 
meanness of the world about him, and be true to his higher 
self. The right teacher will find a thousand ways to do this, 
and most powerful of all is the teacher's own personal influence ; 
but let her remember that she possesses no weapon more 
powerful than good literature rightly taught. 

(5) Not the least of the advantages derived from the study of 
literature is its reaction on the pupil's own style. Many of our 
greatest writers tell us that their success is due largely to their 
constant and careful study of the masters of English prose. 



Bunyan's matchless style came from his study of the Bible, 
which he knew almost by heart, and which was his only teacher. 
44 We think in words, and when we lack fit words, we lack fit 

(6) " If I were to pray for a taste which should stand me in 
stead under every variety of circumstances, be a source of hap- 
piness and cheerfulness to me through life and a shield against 
its ills, however things might go amiss and the world frown 
upon me, it would be a taste for reading. . . . Give a man 
this taste, and the means of gratifying it, and you can hardly 
fail of making a happy man." This thought, from Sir John 
Herschel, suggests that a love of literature is an invaluable 
possession, considered merely as a resource. And then we 
will have to grow old some time. What is more pitiable than 
old age, when it comes to one who has no resources, nothing 
to fall back upon for entertainment and recreation ; whose mind 
is not a rich treasure house, filled with the garnerings of a long 
lifetime? It is said that Talleyrand replied to a man, who was 
boasting that he had never learned to play whist, 4 'What a 
miserable old age you are preparing for yourself ! " However 
true this may be of whist, all lovers of books feel it to be 
thoroughly true of a taste for literature. 

(7) I have left the most important of the educational values 
of literature until the last. After all is said, any system of 
education which does not make for righteousness is a failure. 
* 4 Character is higher than intellect. The great soul is strong 
to live as well as to think," says Emerson. The supreme value 
of the study of literature in the schools is its influence on char- 
acter. No other subject is so full of ethical incentives ; no 
other so fully arouses the deepest feelings of the heart, in which 
lie the springs of action . Through the right study of this sub- 
ject every element of manly and womanly character is strength- 
ened. In no other way can we so impress upon the plastic 
minds of the boys and girls lessons of truth, honor, reverence, 
self-sacrifice and devotion to high principles. 

Literature portrays ideals of character and conduct in such a 
way that they get hold of the life. Right is made more attrac- 
tive than wrong. We are made to see the beauty of holiness, 
the ugliness of sin. The great writers have given us charac- 



ters which are types, representing just the kind of people we 
know. The situations in which they are placed involve the 
difficult problems of life and furnish their solution. In the 
words of Dr. Harris, 4 4 The ambition of Macbeth, the jealousy 
of Othello, the indecision of Hamlet, furnish us vicarious ex- 
perience of life, and widen our knowledge of self. The retri- 
bution that overtakes sin and error is seen by us with purifying 
effect." Aristotle taught that "Tragedy purges us of our pas- 
sions, because we identify our own wrong inclinations with 
those of the hero, and by sympathy we suffer with him and see 
our intended deed returned upon us with tragic effect, and are 
thereby cured." 

Mr. Geo. B. Aiton, State inspector of the high schools of 
Minnesota, in an able article on the teaching of English, in the 
"School Review" for March, 1897, makes the following vig- 
orous plea for the teaching of literature for its influence on 
character : — 

In the school-room, literature has a peculiar quality not found in 
other subjects. Visiting recitations of all kinds, this comes closer 
and closer home to me each year. I often fancy I can see the keen, 
problem-solving, mathematical youth developing into the keeper of a 
strong box, the holder of bonds, the possible wrecker of a railroad 
system. There is nothing in mathematics to set him aside from such 
a career. At times I fancy I see a future lawyer in the Latin class, 
delighting in the turn of words, in the rulings of syntax and in the 
sophistries of subjunctive reasoning. There is nothing in a Latin 
course to prevent a student from becoming a skilful legal menace to 
society. Young men of your acquaintance and mine leave school 
anxious for place, for what it will confer on them, not for a chance 
to render their fellows a service. 

It won't do to preach in school ; it won't do to let the boy know 
that you are deliberately trying to make him better. It is not always 
wise to openly attack the abuse of public power or misconduct of 
private life. The literature class gives us a chance at the boy. 
Class-room sentiment is a wonderful help. The crowd has a mar- 
vellous influence on the individual. Icy dispositions give way before 
the genial warmth of their fellows, stubbornness becomes less stub- 
born and feeble natures are carried along by the general current ; 
personality is avoided. In such a mood an author is heard with 
respect. His best thought is apprehended ; his teaching is direct, 



positive, authoritative, potent. If those who are earnestly and 
honestly calling for moral philosophy and for ethical teaching in the 
schools were only discerning, they would join us in calling for 

5. Study of English Classics. 

As soon as the child has mastered the rudiments of reading, 
he should enter upon the study of great masterpieces. These 
should be continued without interruption throughout the ele- 
mentary school course. There can be no possible doubt that, 
when such a course is wisely planned and w r ell executed, a 
child can in these years become familiar with a large part of 
the world's best literature. He should carry with him, when 
he leaves the grammar school, not only a taste for good books 
but a considerable knowledge of the different epochs of litera- 
ture, of what great books have been written, where, when and 
by whom. Much of this should be in the form of interesting 
talks by the teacher, diagrams placed on the board, etc. I do 
not mean that any very great amount of time should be given 
to the history of literature or to studying about authors ; such 
work is of value only as it inspires the pupil to go, either now 
or in the future, to the authors themselves. 

In our reading work we are somewhat limited, as most 
schools are, by the material to w T hich we have access. Yet we 
have a sufficient supply of that which is of real worth, so that 
nowhere (above the primary grades) does any teacher need to 
teach to any class the commonplace, meaningless stories, or 
" useful information lessons " so often found in school readers. 
Instead, w r e mean that each selection studied shall be the work 
of some master mind, something that will be to the child " a 
thing of beauty and a joy forever." These masterpieces need 
not all be long. As perfect a work of art may be thrown on a 
canvas a foot square as on one ten times that size. 

It is difficult to find classic prose suitable for study in the 
earliest school years ; but there is an abundance of exquisite 
poetry which can be appreciated by even these small people. 
In the home, quaint old nursery rhymes have delighted children 
for many generations, and have marked the dawn of the liter- 
ary sense. The child loves them because of the oft-recurring 
rhymes, the pronounced meter and the frequent allusion to 



things he knows ; perhaps also because of his sense of humor, 
which relishes the grotesque and wildly fanciful. From these 
the step is a natural one to such fairy tales as " Cinderella," 
" The Anxious Leaf," " The Ugly Duckling " and " Little Red 
Riding-Hood," and to the simple poems of Stevenson, Field and 
others. In the fourth grade, Hawthorne's " Snow Image" and 
"Daffy-Down Dilly," Scudder's "Fables," and "Hiawatha," 
form a large part of the reading material, the latter being studied 
entire, or with only such omissions as the teacher deems best. 
In the fifth grade, "Robinson Crusoe," "The Water-Babies," 
"King of the Golden River," "The Niirnberg Stove" and 
44 Tales from the Arabian Nights" take the child several steps 
farther up the literary stairs. In the middle grammar grades, 
the study of Greek and Roman myths, ballads, legends and 
tales of chivalry furnish a gate of entrance into the more lofty 
and subjective forms of literature. As our course of study is 
given in full at the end of this monograph, I will take no fur- 
ther time here for its discussion. Every effort is made to cor- 
relate the literature with the history work of the various grades. 


So much for the material used. But, with the best and most 
abundant material which a generous State or city can supply, 
the literature work will yet be profitless unless taught in an 
intelligent and enthusiastic manner. We aim to make each 
reading lesson not so much an elocutionary exercise as a lesson 
in literature, a progress in literary acquirement. But the ques- 
tion may be asked, "Are not the children to study emphasis, 
inflection, etc. ? " Yes, but iiot too much from the stand-point 
of the elocutionist. Most of the poor oral reading comes from 
poor silent reading. A mistake in emphasis is the mind's mis- 
take, and no amount of criticism will eliminate the fault until 
the root of the matter is attended to and the mind made to 
think the thought right. Reading with indifference, without 
feeling, must be remedied by arousing interest in the selection 
studied, feeling for it, a desire to express it well. No child 
should be allowed to read a single sentence until he has the 
thought. The colleges are constantly complaining that the 
students sent up to them from the high schools cannot read, — 



that is, cannot master the thought of the printed page. The 
fault lies not half so much in the high schools as in the gram- 
mar schools. The method of teaching reading, aptly described 
by some one as "the monotonous uttering of words, only in- 
terrupted by the click of an automaton saying < Next,"' has 
not, it is to be feared, entirely passed away. 

Let me quote from Miss Arnold, who has been endeavoring 
for many years, by voice and pen, to bring about an utterly 
different and higher conception of the aim of the reading 
work : — 

All literature should be treated with the respect due to its dignity, 
and not as mere material for reading lessons. Reading should be not 
so much an elocutionary exercise as a series of excursions into the 
fields of literature. The children should regard it [the reading les- 
son] as a search after hidden treasures, and through it they should 
learn how to approach books and what to look for in reading. 

7. Aids to Interest. 
There are various aids to interest which the teacher should 
make use of. In our practice school the following are among 
such aids, — none of them particularly new 7 or original, how- 
ever : — 

Each teacher draws from the city public library a number of 
books, carefully selected to fit the needs of her particular grade. 
These are borrowed by the children for home reading. In this 
way the teacher is able to direct the reading of the whole class 
to a very large extent. In many of the rooms there are monthly 
book reports similar to those described as a part of the work in 
the normal school. Authors' birthdays are celebrated in the 
usual way. Some of the teachers constantly keep on hand a 
supply of interesting and helpful stories, to be read to the 
children as a "reward of merit" wdien occasion demands. 
Quotations expressive of inspiring and uplifting thoughts are 
kept upon the blackboard, with the hope that they will have 
their silent but potent influence. Children are encouraged to 
select, from the books they read, epigrammatic expressions of 
fine thoughts. In the grammar grades one poem of some length 
is memorized each month ; in the primary grades the memory 
poems are shorter and more frequent. Pictures of authors and 



their homes are collected by the children. An important feature 
of the work in some of the rooms has been the making of 
author books, similar to those referred to as made by the 
normal students. Particularly worthy of mention is a set of 
44 Hiawatha books," recently made by the children of the fourth 
grade, entirely outside of school hours, and with slight assist- 
ance from the teacher. They would do credit to an eighth or 
ninth grade. 

8. Literature must be made Interesting. 
If literature teaching is to be successful, each lesson must be 
a delight, and must leave the children longing for more. How 
is it to be made interesting, and how are all these far-reaching 
results to be accomplished? It is not easy to tell. Hundreds 
of teachers can do it, but perhaps not one can tell how she does 
it. It is not the method, but the teacher. Much depends upon 
her personality, upon her power of imparting her own glowing- 
enthusiasm to her class. Much is due to personal magnetism; 
and this bespeaks an active, energetic, joyous life, — a life in 
which there are few dull moments, and in which the common- 
place things of life never lose their charm. The real teacher 
has obtained such mastery over her work that it has become 
play, and in it she finds her greatest delight. It is new every 
morning and fresh every evening. Every hour brings with it 
a new and precious opportunity, because she is an artist and 
not an artisan. 

The dangers which beset the teacher are very insidious and 
very persistent. They are the dangers which come from rou- 
tine, from looking constantly at details. She, of all people, 
needs to get away from this narrowness of vision and to look 
at things broadly. She needs the power, if she have it not, of 
seeing 44 great things large and little things small." The great 
teachers of the world, such as Arnold of Kugby, have been 
distinguished not so much for the large number of facts which 
they knew, — though scholarship is essential, — as for fulness 
and abundance of life, and for the power of imparting to the 
student this peculiar quality of life. 44 The Spirit only can 
teach," says Emerson. 44 Not any sensual, not any slave, not 
any liar can teach, but only he can give who has ; he only can 



create who is." If we too would have in some degree this rich- 
ness and fulness of life, must we not drink deep at the fountain- 
heads of spiritual power? So bountiful is Providence that we 
do not need to look far for such sources of inspiration. We 
may get it from nature, as we learn to look through nature up 
to nature's God. We may learn, too, if we will, that 

Still humanity grows dearer, 
Being learned the more. 

We have art in all its various aspects ; and if many of these 
forms are somewhat inaccessible, the greatest and best of them 
all — for literature is the greatest of the fine arts — is as free 
as the air we breathe. As teachers of literature, among our 
highest sources of inspiration and power must always be those 
great reservoirs of human culture and learning which we call 


Part III. — The Course of Study. 

The Normal School Proper. 
Junior Year. 
American literature, .... 
British literature, ..... 


Themes, ....... 

Senior Year. 
English grammar, ..... 

Methods in English, .... 

Orthoepy, ...... 

Themes, ....... 

Text-books in Use. 
In literature : English and American classics of various kinds. 
In mythology: Gayley's "Classic Myths." 

In English grammar: Wisely's " English Grammar " and Whitney 
& Lockwood's "English Grammar." 

In methods in English: Mitchell's "Hints on Teaching Reading," 
McMurry's "Method in Reading," Spalding's "Problem of Com- 
position Teaching," Bright's "Graded Lessons in English," and 
others too numerous to mention. 

In orthoepy : no text-book except Webster's dictionary. 

The Model School. 
Literature and Reading. 
Grade 7. 

Stepping Stones to Literature, Book I. 
Cyr's Primer. 
Stickney's First Reader. 
Hiawatha Primer (first half). 

1 A recitation period is forty minutes long. Students usually have six recitations per 
day, two of which, as a general thing, require no outside preparation. This statement 
will give some idea of the relative amount of the students' time given to English work. 
The students as they come to us are high school graduates, and the course of study 
extends over two years. 

about 70 recitations. * 
about 70 recitations, 
about 10 recitations, 
about 10 recitations. 

about 50 recitations, 
about 25 recitations, 
about 15 recitations, 
about 15 recitations. 



Grade II. 
Hiawatha Primer (second half) . 
Riverside Primer and Reader. 
Lights to Literature, Book I. 
Stepping Stones to Literature, Book II. 
Cyr's First and Second Readers. 

Grade III. 
Stepping Stones to Literature, Book II. 
Lights to Literature, Book III. 
Cyr's Third Reader. 
Stickney's Second Reader. 
Several sets of five-cent classics. 
Williams' Choice Literature, Book I. 

Grade IV. 


Scudcler's Fables and Folk-Lore. 
Hawthorne's Snow Image and Daffy-Down Dilly. 
Stepping Stones to Literature, Book III. 
Heart of Oak Book, No. 2. 

Grade V. 

Robinson Crusoe. 

Kingsley's Water-Babies. 

The Niirnberg Stove. 

The King of the Golden River. 

Stepping Stones to Literature, Book IV. 

Heart of Oak Book, No. 3. 

Grade VI. 
Hawthorne's Wonder Book. 
Whittier's Child-Life in Prose (not complete) . 
Little People of the Snow (Bryant) . 
Gulliver's Travels (selections) . 
Stepping Stones to Literature, Book V. 
Williams' Choice Literature, Book II. 



Grade VII. 
Stepping Stones to Literature, Book VI. 
Lamb's Tales from Shakespere (not complete). 
Dickens' Christmas Carol. 
Irving's Legend of Sleepy Hollow. 
Burroughs' Birds and Bees. 
Williams' Choice Literature, Book III. 

Grade VIII. 
Stepping Stones to Literature, Book VIII. 
Tennyson's Idylls of the King. 
Lays of Ancient Rome (Macaulay). 
Tales from the White Hills (Hawthorne). 
Williams' Choice Literature, Book IV. 

Grade IX. 
Masterpieces of American Literature. 
Masterpieces of British Literature. 
Stepping Stones to Literature, Book VII. 
Heart of Oak Book, No. 4. 
Williams' Choice Literature, Book V. 

I have simply given a list of the text-books used in the vari- 
ous grades, and it is needless to say that we do not attempt to 
teach the entire contents of any one of them, except in case of 
complete wholes, such as 1 4 Robinson Crusoe" or the "Christ- 
mas Carol." Teachers are absolutely free to choose from the 
material at hand what they will teach, only that they are to 
choose the best and to give the children as much of a variety 
as possible. No effort is made to get the classes over a definite 
and necessarily arbitrary amount of ground in a given time, it 
being held that quality rather than quantity of work is the 
measure of progress. 

Grammar and Language, 
Bright's " Graded Lessons in English" furnishes the outline 
for the language but not for the grammar work. 



Eighth Grade. 

The technical study of English grammar is commenced in 
this grade and finished in the ninth. There are weekly com- 
positions throughout the year, and incidentally considerable 
other written work is done. 

1. The nature of the sentence as based upon the thought. 

2. Classification of sentences as to meaning. 

3. Classification of sentences as to form. • 

4. The parts of speech with uses of each (not their grammatical 
properties, however) . 

5. Modifiers (they should be taken up here very thoroughly). 

6. The phrase. 

7. The clause. 

8. The simple sentence. 

9. The compound sentence. 
10. The complex sentence. 

Punctuation is taught in connection with all phases of the 

Ninth Grade. 

With their increased capacity to think, the children are able 
to enter in this grade more deeply into some of the more 
troublesome problems of grammatical construction. Both in 
this grade and in the eighth every effort is made to keep the 
work from becoming formal memory work. In the ninth grade 
the teacher should keep in mind the fact that a large number 
of the class are now laying the foundation for their high school 
work in Latin and other languages. 

1 . The noun : its classes ; its uses ; its modifiers ; its grammatical 
properties, gender, person, number, case, with classification of each. 

2. The pronoun, studied the same way. 

3. The adjective : classes; uses; modifiers; its grammatical prop- 
erty, comparison, and the kinds of comparison. 

4. The adverb, studied in the same way as the adjective. 

5. The verb : its classes ; uses; modifiers; grammatical properties, 
mode, voice, tense, person, number, classification of each. (As much 
time should be given to the study of the verb as to all the other parts 
of speech combined.) 

6. The conjunction and preposition, to be studied in the same way, 
as far as possible, as the other parts of speech. 



Memory Selection-. 
These are taught as literature lessons, then committed to 
memory, in the various grades of the model school. More 
than the requisite number are given, in order that the teachers 
may have the privilege of exercising some choice in the matter. 
Teachers are asked to select from the lists one for each month 
of the school year. In case a very short one is chosen, one or 
two others of similar length should be taught the same month. 
There should be variety in the selections used. If possible, each 
class should have some selections that are patriotic, some which 
will make them love nature, some which will teach them kind- 
ness to animals and some setting forth high ideals of character 
and conduct, each year. 

Ninth Grade. 

Gray's Elegy. 

Thanatopsis, ..... 


Books, ..... from Buskin's Sesame and Lilies. 

He giveth His Beloved Sleep, 

. Mrs. Browning. 

Home Thoughts from Abroad, 


Warren's Address, .... 

. Pierpont. 

My Country, ..... 

. Jets. Montgomery. 

Boston Hymn (in part), 

. Emerson. 

One Sweetly Solemn Thought, 

. Phoebe Gary. 

Flee as a Bird to the Mountain, . 

. Mrs. Dana. 

Lincoln's Gettysburg Speech. 

Song of Marion's Men, 


The Grasshopper and the Cricket, 


To the Grasshopper and the Cricket, . 

Leigh Hunt. 

Concord Hymn, ..... 


The Poor Voter on the Eve of Election, 

. Whittier. 

Longfellow's Sonnet, Nature. 

Heaven is not reached by a Single Bound, 


Oh, yet we trust that somehow Good, from 

Tennyson's In Memoriam. 

The Blue and the Gray, 

. Judge Finch. 

Captain, my Captain, 

Walt Whitman. 

Eighth Grade. 

The Daffodils, 


Crossing the Bar, .... 


The Ocean, ..... 




The Chambered Nautilus, ..... Holmes. 

The Landing of the Pilgrims, .... Hemans. 

What constitutes a State? ..... Sir Wm. 

My Lost Youth, ...... Longfellow 

A Man's a Man for a' That, .... Burns. 

Sundown, ........ Longfellow 

The Planting of the Apple Tree, .... Bryant. 

The Rhodora, ....... Emerson. 

The Builders, ....... Longfellow 

Ladder of St. Augustine, ..... Longfellow 

The Eternal Goodness, ..... Whittier. 

Breathes there the Man, ..... Scott. 

Snow-Flakes, ....... Longfelloiv 

The Castle-Builder, ...... Longfelloiv 

Seventh Grade. 

The Fiftieth Birthday of Agassiz, . . . Longfellow 

If I were a Voice, ...... Anon. 

To a Waterfowl, ...... Bryant. 

To a Fringed Gentian, . . . . . Bryant. 

The Yellow Violet, Bryant. 

Sweet Day, so Calm, so Cool, so Bright, . . Herrick. 

Lead, Kindly Light, ...... Newman. 

The Arsenal at Springfield, .... Longfelloiv 

Our Country, ....... Grimke. 

The Snow- Storm, ...... Emerson. 

The Brook, ....... Tennyson 

The Brook in Winter (Vision of Sir Launf al) , . Lowell. 

The Burial of Moses, Alexandei 

Portions of Clay's and Webster's Speeches. 

Little Boy Blue, Field. 

The Arrow and the Song, ..... Longfello 

Battle Hymn of the Republic, .... Howe. 

The National Flag, ...... Sumner. 

Massachusetts, ....... Webster. 

The Bugle Song, Tennyson 

Sixth Grade. 

Yussouf, Lowell. 

Old Ironsides, ....... Holmes. 

The Robin, Whittier. 

My Dog Blanco, Holland. 


The Finding of the Lyre, 
The Voice of the Grass, 
The Day is done, .... 
Selections from Snow-Bound, 
Selections from Vision of Sir Launfal, . 
Lost — Three Robbins, 
Robert of Lincoln, .... 
Selection from The Barefoot Boy, 
Before the Rain, .... 
After the Rain, ..... 
A Day of Sunshine, .... 
My Heart leaps up, .... 

The Tiger, 

Don't kill the Birds, .... 

The Cricket, 

The Windmill, 

Fifth Grade. 

The Shell, 

Jack Frost, ..... 

Duty, ...... 

The Noble Nature, .... 

The First Snow-Fall, .... 

The Village Blacksmith, 

We are Seven, ..... 

The Sunbeam, ..... 

The Mountain and the Squirrel, . 
Abou Ben Adhem, .... 

The Wanderer, ..... 

At the Door, ..... 

The Sculptor, . . ... 

True Growth, 

The Four-Leaf Clover, 
The Brook and the Wave, . 
Hurrah for the Flag ! . 
The Spirit of the Sunset, 

Fourth Grade. 
Pippa's Song, The Year's at the Morn, 
I stood Tip-Toe upon a Little Hill, 
October, . . . . 
The Violet, 

Mary Howitt. 




Wm. Blake. 




Ben Jonson. 










Ben Jonson. 






Helen Hunt Jackson. 
Jane Taylor. 



Autumn Leaves, 

How the Leaves came down, 


All Things Beautiful, 
The Broken Wing, 
The Use of Flowers, . 
Pussy- Willows, 

The Flag goes by ! . 
The Child's World, . 
The Lilac, 

The Children's Hour, 

Forget-me-not, . 

Fall Fashions, . 

The Blue-bird's Song, 

A Bird's Nest, . 

The Gladness of Nature, 

The Arbutus, . 


The Snow-Storm, 

Selections from Hiawatha, 


Susan Coolidge. 

Mary Howitt. 


Lucy Larcom. 











Alice Cary. 



The anonymous selections are almost all found either in 
Lovejoy's " Nature in Verse," or " The Lincoln Literary 

Third Grade. 

The New Moon, 
Lullaby of an Infant Chief 
The Wind, 
A Wish, . 
O Little Flowers, you love me so 
Seven Times One are Seven, 
A Child's Thought of God, 
Foreign Children, 
Land of Counterpane, 
The Fountain, . 
Suppose, . 
Waiting to grow, 
The Land of Story Books, 
Song of the Grass Blades, 
Rainbow Fairies, 
October's Party, 




Rose Terry. 



E. B. Browning. 












The Squirrel's Arithmetic, .... 


Little Snow-Flakes, ..... 


Selections from Hiawatha, .... 


All of these, with the exception of three or four, are found 

in Lovejoy's " Nature in Verse." 

Second Grade. 

The Lost Doll, 


The City Mouse and the Country Mouse, 


Little Snow- Flakes, . 


My Shadow, ...... 


September, ...... 

Helen Hunt Jackson. 

Wynken, Blynkeu and Nod, 


The Golden-Rod, 


Lady Moon, ...... 

Lord Houghton. 

Sweet and Low, ...... 


The Snow-Drop, . 


The Daisy, 


Now the Day is Over, .... 

Baring- Gould. 

Pansy Song, 


The Hay-Loft, 




Selections from Hiawatha, .... 


lliese, with the exception ot two or 

three, are found in 

Lovejoy's " Nature in Verse." 

First Grade. 

Little White Lily, 


Violets, . . . . 

J. Moultrie. 

The Little Angel, 


Little Things, 




Golden Rule, ...... 

New England Primer. 

Little Kitty, 


The Little Girl and the Rose-bush, 

Mary Mapes Dodge. 

Hundreds of Stars, 


Our Baby, ....... 


Happy Thought, 


My Bed a Boat, ...... 


Whole Duty of Children, .... 




A Dew-Drop, . 
Daisies, . 
The Star, 

The Bird and its Nest, 
Giving Thanks, 
Magic Vine, . 
A Flight, 

I love you, Mother, 
Kind Hearts, . 
I thank Thee, 
The Seed, 

The first seven are in "Open Sesame, 
three in "Stepping Stones to Literature, 
teenth to eighteenth in 
Reading ; " 



Jane Taylor. 


Anon . 







Vol. I. ; the next 
Vol, I. : the fif- 

' ' Verse and Prose for Beginners in 

and the last six in " Songs of Tree-top and 








Psychology and Child Study in the State 
Noemal School at Fitchbukg, Mass. 

I. Purposes and Principles recognized in the Course. 

We aim not so much to teach our students a large body of 
psychological and psychogenetic truths, as to give them training 
in studying and applying such truths. The general truths of 
psychology and child study, so far as formulated by scientists, 
when learned by teachers, may and usually do fail to be prac- 
tically applied in the school-room unless special training in the 
appli cations of those truths is given. This is especially true 
when the truths are gotten entirely from books. On the other 
hand, we recognize that every human being who has associated 
with other human beings and with children has acquired almost 
unconsciously a large number of general truths concerning child 
and adult nature, and has learned to practically apply them. 
We aim, therefore, to cause our students to become more con- 
scious of the truth they already know ; to become more inter- 
ested in the stud} r of mental activity ; to form habits of contin- 
ually noting and interpreting mental facts ; and, above all, to 
acquire skill in correctly and tactfully applying general princi- 
ples to particular cases, so as to best promote the development 
of a school, class or individual. 

With such purposes in view, the method of instruction is 
naturally regarded as more important than the truths taught, 
yet it is recognized that well-selected truths are valuable instru- 
ments in accomplishing these results. It is desirable, therefore, 
(1) to make students conscious of the principal laws of mental 
activity as found by introspection, and cause them to become 
familiar with the common psychological terms used in describ- 
ing mental states; (2) to teach them something of the physi- 
ological organs and processes connected with mental activity ; 
(3) to give them some knowledge of the methods and results 



of experimental and statistical investigations ; and (4) to make 
them familiar with child-study methods and some of the most 
important results thus far obtained. These fields of introspec- 
tive, physiological, experimental and developmental psychology 
are so large that only a small portion of each can be explored 
in the time at our disposal, hence selections must be made. It 
is not, however, deemed necessary that exactly the same facts 
and truths shall be presented to successive classes, provided 
they are well selected and carefully organized. 

Although the gaining of general truths is an important means 
of arousing interest, promoting habits of study and furnishing 
a basis for observation and judgment, yet the normal student 
as an intending teacher needs to be prepared to deal with indi- 
vidual children in a particular state of mind and under particular 
conditions. Her success will depend upon her ability to quickly 
and correctly perceive and understand these particulars, rather 
than upon her knowledge of what is generally true of mental 
activities and of children of a certain age ; just as the success 
of a physician depends more upon his practical judgment of the 
peculiarities and symptoms of his patients than upon his general 
knowledge of diseases and remedies. It is true that the ability 
to deal quickly and accurately with individual children and par- 
ticular situations must be gained by experience as a teacher 
rather than by the training as a normal student ; yet if in the 
normal school some practice is not given in applying general 
truths to such particular cases, the normal graduate will almost 
inevitably fail to use her knowledge of general truths in dealing 
with concrete cases in her school. 

One who works with children needs not merely the scientific 
knowledge of children gained from study, but the practical 
knowledge acquired in dealing with them. Interest in children 
also should be not merely a speculative or scientific interest in 
their peculiarities, but a genuine, loving, sympathetic, human 
interest in them ; hence it is desirable that normal students be 
brought into personal relations with children, instead of merely 
making them objects of study. They should also study them, 
to some extent at least, under the natural stimulus of some 
practical need to know something about them, in order to deal 
with them successfully. 



II. General Description of the Course. 

Pupils of the normal school spend two or three periods a 
week in psychology and child study during most of their course. 

The first year, introspective psychology and observational 
child study are made most prominent, and books are used but 
little. The aim is to make them more conscious of what they 
already know about mental activity and the peculiarities of child 
nature, to organize their knowledge and to lead them to form 
habits of observing and thinking about such things. To accom- 
plish this, many questions are asked that stimulate introspec- 
tion, observation and thought, and simple experiments are used 
for the same purpose. As a further help in this direction, and 
as a basis for sympathetic child study, students are frequently 
asked to write reminiscences of their own childhood, on such . 
subjects as "Earliest recollections," "My first day in school," 
"Early fears." In addition to these assignments and the facts 
brought out in class discussions, the normal students are en- 
couraged to write on report blanks anything interesting and 
characteristic of childhood that they recall, observe, are told or 
read about. These reports are classified and used for illustra- 
tive material in class and for special study by those preparing 

In order that the work in psychology may be systematic and 
correlated with child study, classifications are early made by 
producing certain forms of mental activity, noting their pecu- 
liarities and naming them. General activities, like habit and 
attention, are studied first ; then special intellectual activities, 
such as sensation, perception, imagination, etc. ; followed by 
studies of the feelings and of the will. After a form of activity 
is known, general truths about it are formulated and the attempt 
made to find their pedagogical application. To make this defi- 
nite and practical, a group of model school children are taught 
by a member of the class something that causes them to use the 
mental activity about which the class have been studying, and 
the class observes the use of this activity, and determines how 
far the method used facilitates or hinders such mental activity 
in the children. 

The physiological processes involved in various mental activi- 



ties are frequently referred to in class discussions, but the chief 
facts of physiological psychology are taught by the teacher of 
physiology who is giving instruction at the same time. 

Experimental psychology as a science receives little atten- 
tion, though experiments for the promotion of introspection 
and for illustration are frequently used. The methods of mak- 
ing them quantitative and exact are also pointed out, but there 
is little time for practice. The pupils are taught, however, to 
test the eyes and ears of children, and are given some practice 
in making other simple tests, such as rate of card sorting, etc. 

In order to give students a chance to be with children, ob- 
serve them and get into sympathetic personal relations with 
them outside of school work, when they are most free from con- 
straint and hence most themselves, normal students meet with 
the model school children in play for an hour every two weeks. 
Groups of from two to four normal students and twice as many 
children are formed and kept as a separate play group through 
the year. The normal students take turns in leading so far as 
leadership is necessary, and all join in having as good a time 
as possible. The children are encouraged to suggest games 
and join heartily in whatever the majority wish to play, while 
the normal students keep the group together by keeping them 
interested and developing a group spirit. After the play period 
the normal students reflect upon the experience, and write a 
report of the games played and their observations upon the 
children as a group and individually. 

The second year, the students spend much more time than in 
the first year in acquiring the truths of psychology and child 
study (especially the latter) that have been gained by scientific 
investigation, and in considering general theories as to the ap- 
plication of these truths in education. The students do much 
more reading and less observational work, except in the train- 
ing school; but the truths gained by reading are connected 
with those already acquired by observation and introspection. 
The general method followed is to prepare outlines of topics to 
be studied, arrange references to books and articles, some- 
times asking students to look up additional ones in certain 
journals and then to discuss the abstracts of these different 
articles and books as they are reported by different members 



of the class, reaching so far as possible definite conclusions 
on the topics under consideration. 

Besides this class work, each student writes a thesis upon a 
subject connected in some way with child study. In preparing 
this thesis the student not only reads the accessible literature 
on the subject, but collects by observation, inquiry and experi- 
ment some data bearing upon it, and makes generalizations or 
verifies those made by others. 

One-third of this second year is spent in full charge of a room 
as a teacher. While teaching and while observing in the room 
a half-day each week for several months before taking charge 
of it, the normal students study the children of that room so as 
to become thoroughly acquainted with them as a school and 
individually <■ Suggestive outlines are given the students, and 
written reports are made by the students before and after 
taking charge of a room. Personal conferences are also held 
with each student by the director of child study, who himself 
seeks to know individually all the children in the training 
schools, so as to be able to talk intelligently with students 
about them and sometimes to suggest modes of treating par- 
ticular children. This phase of the child study work is most 
like that which must be done in schools outside of the nor- 
mal where children are studied, not out of mere curiosity, 
but under stress of the particular need of knowing more about 
them in order to teach them with the greatest success. 

Individual child study is facilitated by keeping in pasteboard 
boxes, alphabetically arranged, samples of each pupil's work, 
taken near the beginning and near the close of each year. It 
is thus possible to see what each pupil is doing in each subject 
and what he has been doing in the past. All special tests made 
upon each child are also filed in his box, and records of each 
child's nationality, occupation of parent and the child's previous 
school experience are kept. 

The third year, or advanced course, which is taken by quite 
a large proportion of the normal students, is spent, so far as 
child study is concerned, in much the same kind of work as 
that of the second year, only the work is more difficult and 



III. Some Typical Outlines and Suggestions used in 

the Course. 

The following selected outlines will show in detail the nature 
of the work described in the preceding section. 

No. 1 is the blank used by students in reporting interesting " 
facts and incidents of childhood that they have secured. Check 
marks opposite the words in the upper left-hand corner indicate 
whether the facts were gained by reminiscence, observation, 
hearsay or reading ; and numbers in the upper right-hand 
corner indicate whether the report is a part of a series of ob- 
servations on one child, or of a collection upon a certain topic, 
or merely incidental. Students are urged to be careful to 
report only the facts under " incident," and to give their inter- 
pretation and explanation under "inferences and remarks." 
The blank after 6 ' classification " is filled by the student only 
when she is quite sure as to how the incident should be classified. 

Nos. 2, 3 and 4 are used in observing children as they are 
given lessons involving mental activities about which the stu- 
dents have studied, and to some extent in all observations in 
the model and practice schools. 

No. 5 is a blank used last year in making a series of tests on 
the model and practice school children. 

Nos. 6 and 7 are used in studying the children of a room in 
the practice school which is to be or is being taught by the 

No. 1. Department of Child Study, State Normal School, Fitch- 
burg, Mass. 

Reminiscence Continuous 

Observation Topical 

Hearsay Incidental 


Age of child Sex Classification 

Incident , 

Inference and remarks 

Reported by 




No. 2. Attention. 

I. The Class as a Whole. 

1. Are they attentive — 

(a) To what the teacher says and does. 

(6) To the recitations of the members of the class. 

2. State specifically what you observed in — 

(a) Motions, attitude or expression of face. 

(6) Answers to questions or attempts to follow directions that led 
you to infer that they were or were not attentive. 

3. Try to discover as many causes for their attention or inattention as 

possible, taking into account — 

(a) The nature of the subject matter. 

(b) The knowledge and mental powers possessed by the pupils. 

(c) (1) The order of presenting the subject matter. 

(2) Clearness of language and illustrations used. 

(3) The movements and tone of voice of the teacher. 

To what extent is the subject matter new, and to what extent familiar? 
Are they able to comprehend the new and see its relation to some- 
thing in which they are already interested ? 

Is what is presented sufficiently difficult to require strict attention? 
Is one part dependent upon another, so that continued attention is 
required ? 

Does each pupil feel the responsibility for what is presented, and that 
his knowledge is likely to be tested at any moment ? 

In what way is he led to feel this responsibility, or how may he be led 
to feel it ? 

II. Individual Pupils. 

1. Is the pupil more or less attentive than the others? 

2. Is this difference permanent? If not, under what circumstances is 

he attentive ? If inattentive all the time, determine : (a) whether 
any of the points mentioned above apply to him in an unusual 
degree ; (b) whether defects of eye or ear or unfavorable posi- 
tion for seeing and hearing are the cause. If the inattention 
seems to be merely a habit, try to find out how that habit can be 
broken up. 

No. 3. Perception and Apperception. 
/. The Class as a Whole. 

1. Note whether — 

(a) The conditions (light, distance, angle of vision, size of object 

or letters, etc.) are favorable for seeing and hearing. 
(6) The class is attentive. 

2. Note whether — 

(a) The thing being examined is perceived as a whole, or its 

elements noted. 
(6) Essential or non-essential characteristics are noted, 
(c) How the pupil's attention is or could be drawn to essential 




Whatever is presented can be apperceived only by means of knowledge 
already possessed by the pupils. 

1. Note, therefore — 

(a) Whether the matter being presented is like or related to any- 
thing experienced by the pupils. 
(6) Read or heard by them. 

(c) Taught them in school in the same or other subjects. 

2. Note — 

(a) Whether the teacher expressly calls up this knowledge in 

presenting the subject matter. 
(6) Whether, if she does not, they show that they have done so 


(c) Which of the three classes of knowledge indicated in (1) they 
most frequently and pleasurably call up. 

3. Notice whether, in apperceiving the new by means of the old, they 

discriminate differences as well as similarities ; or whether they 
incorrectly ascribe characteristics of the old to the new. 

11. Individual Pujrils. 

1. Does your pupil perceive more or less perfectly than the rest of the 


2. If less, determine whether — 

(a) It is due to defects of eye or ear. 

(6) Unfavorable position for seeing or hearing. 

(c) Want of attention. 

(<2) Unusual slowness in perceiving. 

(e) Want of some knowledge possessed by others. 

3. "If more, determine whether it is due to — 

(a) Closer attention and better discriminative powers. 
(6) Better or more apperceptive knowledge. 

4. In either case, note carefully — 

(a) Extent. 

(6) Kind of apperceiving knowledge. 

(c) The tendency to call it up himself manifested by the pupil, 
and determine how far this accounts for unusually good 
perception, or suggests how imperfect perception may 
be improved. 

No. 4. Conception. 

Be continually on the watch to discover what words mean to the pupil, and 
how that meaning is changing for him. 

1. Determine whether the probable source of his concept is — 

(a) Direct association of the word with the thing or experience 


(b) Study of description or definition. 

(c) Hearing the word used with other words. 

2. Determine whether his concepts are correct or incorrect, and whether 

they are too narrow or too broad. 


1 1 

3. Are his concepts of the first, second or third degree of definiteness, and 

to what extent can he recognize characteristics that he can name, 
and vice versa ? 

4. In forming new concepts, notice how many and what variety of examples 

are necessary before he can discover the essential characteristics so 
as to know the basis of classification or the definition. 

5. In classifying, notice whether the mistakes are due to imperfect dis- 

crimination of the qualities of the thing being classified, or want of 
knowledge of the essential qualities of the class. 


1. Notice whether the pupil has a tendency to make inferences ; and, if so, 

whether it is mainly in applying general truths already learned or in 
making general statements from one or more particulars. 

2. -The basis will always be some kind of apparent similarity ; note, there- 

fore — 

(a) What the seeming likeness is. 
(6) Whether it is essential. 

(c) Whether the general truths about the class having those character- 
istics are correctly related. 

3. Note whether defective reasoning is due to — 

(a) Imperfect concepts. 

(ft) Want of accurate discrimination of characteristics. 

(c) Want of power of attention to hold two or more things in mind. 

(d) Lack either in knowledge of general truths necessar^v to the infer- 

ence or in the tendenc} 7 to recall them. 

No. 5. Record of Tests. 

Name Age 

Date Grade _______ 


Eyes ' Acuteness 




Do eyes ever hurt ? 

Does head ever ache ? 




Counted in ten seconds _ 

Made in ten seconds 

Time of counting marks 




Time for sorting 25 cards : — 

Orally directed 


Visually directed 



False motions 


False motions 


No. 6. Suggestions for Observations by Students preparing to 

1. "Would you make any change in the light or ventilation of the room or in 

the seats of the pupils? What portions of the blackboard are clearly 
visible from different parts of the room? 

2. Is the school as a whole about the average for schools of this grade in 

age, size, ability and advancement? 

3. Are there any pupils who are much behind or ahead in any of these 

respects ; and, if so, what explanation of such variations can you give ? 

4. Are there any pupils who show signs of poor health, nervousness or 

defects of eye and ear ; and, if so, what are the signs you have noticed ? 
What can the teacher do for such pupils ? 

5. What do you notice in the habits and disposition of the school, as a whole, 

that is good, and what that needs improvement ? What improvement 
do you expect to try to make? 

6. Answer the same questions as in 5 for individual children who have habits 

and dispositions different from the rest ol the school. 

7. What subjects are the pupils most interested in, and what least? What 

cause of such interest or lack of interest do you see, and what means 
do you expect to use to maintain and increase interest ? 

8. The same questions as in 7 for individual pupils differing from the rest. 

9. Make a special study of any child who seems to be a leader of a part or 

all the school, trying to determine how he leads his companions and 
how he can best be led by a teacher. 

No. 7. Suggestions for observing Individual Pupils. 
In trying to get acquainted with children, it will be of advantage to note 
facts and form judgments in regard to the following points, so far as 
you have opportunity to do so : — 

/. Physical Characteristics. 
Size of child for his age. 

Evidence of or freedom from nervousness. 
Characteristics of attitudes and movements. 
Condition of eyes and ears. 

II. School Work. 

Work as compared with average of his class. 
Success in different subjects. 
Chief merits or defects as a pupil. 

take Charge of a Room in the Practice School. 


Life Outside of School. 
Character of his home. 

Occupations outside of school in the way of studying, reading, work- 
ing or playing. 

Characteristics shown outside of school different from those in school. 

IV. Mental Characteristics. 

Ability, quickness and accuracy in perceiving, imaging, remember- 
ing and reasoning. 

Emotional characteristics, as manifested in fear, anger, jealousy, 
bashfulness, pride, and in his interests. 

Effect of praise and blame. 

Character of attention : reflex or voluntary, continuous or intermit- 
tent, intense or slight. 
Actions, impulsive or deliberate. 
Persistency, or lack of it, in working. 
How best appealed to. 

Which is needed most, — stimulation, repression or direction. 
Evidence of his tendency to lead, or follow and imitate. 








State Board of Education. 

Established 1837. 


His Excellency W. Murray Crane, Governor. 
His Honor John L. Bates, Lieutenant-Governor. 

Elijah B. Stoddard, A.M., . Worcester, 
George H. Conley, A.M., . 
Mrs. Alice Freeman Palmer, 
Joel D. Miller, A.M., 
Mrs. Kate Gannett Wells, 
Franklin Carter, Ph.D., LL.D., 
George I. Aldrich, A.M., . 


Williams College, 

Elmer H. Capen, D.D., 

Tufts College, 

Term expires 

May 25, 1900. 
May 25, 1901. 
May 25, 1902. 
May 25, 1903. 
May 25, 1904. 
May 25, 1905. 
May 25, 1906. 
May 25, 1907. 


Frank A. Hill, A.M., Litt.D. 

State House, Boston. 



State House, Boston. 


John T. Prince, Ph.D., 

G. T. Fletcher, A.M.,. 

James W. MacDonald, A.M., 

Henry T. Bailey, 

L. Walter Sargent, Assistant, 

West Newton. 
North Scituate. 

Origin and Organization 


Normal Schools in Massachusetts. 

In the early part of this century there was a decline of 
interest and confidence in the public schools of Massachusetts. 
u A few intelligent, high-minded, strong-hearted men " saw the 
great evil of this decline, and set themselves to the work of 
arousing public sentiment to the necessity of establishing State 
normal schools for the training of public school teachers. 

The outcome of their labors was the establishment of the 
Massachusetts school fund in 1834 and of the Massachusetts 
Board of Education in 1838. The Board immediately turned 
its attention to the establishment of normal schools. Hon. 
Edmund Dwight of Boston, a member of the Board, offered to 
fuivish $10,000, to be expended under the direction of the 
Boaru, for qualifying teachers for our common schools, on con- 
dition that the Legislature would appropriate for the same 
purpose an equal amount. The Legislature accepted the propo- 
sition ; and, with $20,000 at their command, the Board decided 
to open three schools for the education of teachers, each to con- 
tinue three years as an experiment. The ability and fidelity of 
the first principals made the experiment successful. 

The normal schools are under the direct control of the Board 
of Education and are supported entirely by the State, chiefly 
from the moiety of the income of the school fund. 

The required course of study was one year until 1855, then 
one year and a half until 1865, when it was made two years. 
In 1869 a four-years course was provided, the last two years 
of which are optional. 

In the State there are now ten normal schools, including the 


Normal Art School at Boston, and they are regarded as an essen- 
tial part of the public school system of the Commonwealth. 
They have exerted a powerful influence in the educational prog- 
ress of the last sixty years, by their discussions of the philosophy 
and art of teaching and by the good work of their graduates. 


By the resolve of the Legislature under which normal schools 
were established, their design is stated to be " qualifying teach- 
ers for the common schools in Massachusetts." It is more 
fully stated by a vote of the Board of Education passed May 6, 
1880: — 

The design of the normal school is strictly professional ; that is, to 
prepare in the best possible manner the pupils for the work of organ- 
izing, governing and teaching the public schools of the Common- 

To this end there must be the most thorough knowledge : first, of 
the branches of learning required to be taught in the schools j second, 
of the best methods of teaching those branches ; and third, of right 
mental training. 

The time of one course extends through a period of two years, of 
the other through a period of four years, and is divided into terms of 
twenty weeks each, with daily sessions of not less than five days each 


Candidates for admission to any one of the normal schools 
must have attained the age of seventeen years complete, if 
young men, and sixteen years, if young women ; and must be 
free from any disease or infirmity which would unfit them for 
the office of teacher. They must present certificates of good 
moral character ; give evidence of good intellectual capacity ; 
and be graduates of high schools whose courses of study have 
been approved by the Board of Education, or have received, to 
the satisfaction of the principal and the Board of Visitors of the 
school, the equivalent of a high school education. Candidates 
will do well to present a written statement from their high 
school principals, showing in clear and discriminating terms 
the character of their scholarship and conduct while in the high 
school. Such statements will receive very careful consideration. 


Candidates must declare their intention to teach in the schools 
of the State, to abide by the requirements of the school, and, 
if possible, to complete the course of study. 


The importance of a good record in the high school cannot 
be overestimated. The stronger the evidence of character, 
scholarship and promise, of whatever kind, candidates bring, 
especially from schools of high reputation and from teachers 
of good judgment and fearless expression, the greater con- 
fidence they may have in guarding themselves against the 
contingencies of an examination and of satisfying the exam- 
iners with their fitness. Reasonable allowance in equivalents 
will be made in case a candidate, for satisfactory reasons, has 
not taken a study named for examination. 



Candidates will be questioned orally upon matters of common 
interest to them and the school at the discretion of the examiners. 
In this interview, the object is to gain some impression about the 
candidates' personal characteristics and their use of language, as 
well as to give them an opportunity to furnish any evidences 
of qualification that might not otherwise become known to 
their examiners. Any work of a personal, genuine and legiti- 
mate character that candidates have done in connection with 
any of the groups that are set for examination, and that is 
susceptible of visible or tangible presentation, may be offered 
at this time, and such work will be duly weighed in the final 
estimate, and may even determine it. To indicate the scope 
of this feature, the following kinds of possible presentation 
are suggested, but the candidates may readily extend the 
list : — 

1. A book of drawing exercises, — particularly such a book 
of exercises as one might prepare in following the directions 
in " An Outline of Lessons in Drawing for Ungraded Schools," 
prepared under the direction of the Massachusetts Board of 
Education, or in developing any branch of that scheme. 

2. Any laboratory note-book that is a genuine record of 
experiments performed, data gathered or work done, with 


the usual accompaniments of diagrams, observations and con- 

3. Any essay or article that presents the nature, succes- 
sive steps and conclusion of any simple, personally conducted 
investigation of a scientific character, with such diagrams, 
sketches, tables and other helps as the character of the work 
may suggest. 

4. Any exercise book containing compositions, abstracts, 
analyses or other written work that involves study in connec- 
tion with the literature requirements of the examination. 

Specimens of written work or of drawing should be identified 
by the signature of the principal of the school as the work of 
the student who presents them. 


The written examination will embrace one paper upon each 
of the following groups, with a maximum time allowance of 
two hours for each of groups L, II. and IV., and of one hour 
for each of groups III. and V. : — 

I. Languages. — (a) English, with its grammar and liter- 
Mure, and (b) one of the three languages, — Latin, French and 

II. Mathematics. — (a) Arithmetic, (b) the elements of 
algebra and (c) the elements of plane geometry. 

III. History and Geography. — The history and civil gov- 
ernment of Massachusetts and the United States, with related 
geography and so much of English history as is directly 
contributory to a knowledge of United States history. 

IY. Sciences. — (a) Physical geography, (b) physiology 
find hygiene, (c) physics, (d) botany and (e) chemistry. 

V. Drawing and Music. — (a) Elementary mechanical and 
freehand drawing, with any one of the topics, — form, color 
#nd arrangement, and (6) musical notation. 

Special Directions. 
No candidate will be accepted whose written English is 
notably deficient in clear and accurate expression, spelling, 
punctuation, idiom or division of paragraphs, or whose spoken 
English exhibits faults so serious as to make it inexpedient for 


the normal school to attempt their correction. The candidate's 
English, therefore, in all oral and written examinations will be 
subject to the requirements implied in the foregoing statement, 
and marked accordingly. 

I. Language-. 

(a) English. — The importance of a good foundation in 
English cannot be overrated. The plan and the subjects for 
the examination will be the same as those generally agreed 
upon by the colleges and high technical schools of Xew Eng- 
land. While candidates are strongly advised to study, either 
in school or out, all the works given in this plan, the topics 
and questions will be so prepared, until further announcement, 
that any candidate may expect to meet them who has mastered 
half of the works assigned for reading (or a bare majority ot 
them) and half of the works assigned for study and practice, 
the selection to be at the candidate's option or that of the school 
which he attends. 

1. Bead in*/ and Practice. — A limited number of books 
will be set for reading. The candidate will be required to 
present evidence of a general knowledge of the subject-matter, 
and to answer simple questions on the lives of the authors. 
The form of examination will usually be the writing of a para- 
graph or two on each of several topics to be chosen by the 
candidate from a considerable number — perhaps ten or fifteen 
— set before him in the examination paper. The treatment 
of these topics is designed to test the candidate's power of 
clear and accurate expression, and will call for only a general 
knowledge of the substance of the books. In place of a part 
or the whole of this test, the candidate may present an exercise 
book properly certified by his instructor, containing composi- 
tions or other written work done in connection with the reading 
of the books. In preparation for this part of the requirement 
it is important that the candidate shall have been instructed in 
the fundamental principles of rhetoric. 

The books set for this part of the examination will be : — 

1900. — Dryden's Palamon and Arcite; Pope's Iliad, Books 
I., VI., XXII. and XXIV.; The Sir Por/er de Coverley 
Papers in The Spectator; Goldsmith's The Vicar of Wakefield ; 



Scott's Ivankoe; De Quincey's The Flight of a Tartar Tribe; 
Cooper's The Last of the Mohicans; Tennyson's The Princess; 
Lowell's The Vision of Sir Launfal. 

1901 and 1902. — Shakespeare's The Merchant of Venice; 
Pope's Iliad, Books L, VI., XXII. and XXIV.; The Sir 
Roger de Coverley Papers in The Spectator; Goldsmith's 
The Vicar of Wakefield ; Coleridge's The Ancient Mariner; 
Scott's Ivanhoe; Cooper's The Last of the Mohicans; Tenny- 
son's The Princess; Lowell's The Vision of Sir Launfal; 
George Eliot's Silas Marner. 

2. Study and Practice. — This part of the examination 
presupposes a more careful study of each of the works named 
below. The examination will be upon subject-matter, form 
and structure, and also will test the candidate's ability to ex- 
press his knowledge with clearness and accuracy. In addition, 
the candidate may be required to answer questions involving 
the essentials of English grammar and questions on the leading 
facts in those periods of English literary history to which the 
prescribed works belong. The books set for this part of the 
examination will be : — 

1900. — Shakespeare's Macbeth; Milton's Paradise Lost, 
Books I. and II. ; Burke's Speech on Conciliation tvith Amer- 
ica; Macaulay's Essays on Milton and Addison. 

1901 and 1902. — Shakespeare's Macbeth; Milton's Lycidas, 
Comas, E Allegro and UPenseroso; Burke's Speech on Con- 
ciliation with America; Macaulay's Essays on Milton and 

(b) One only of the three languages, — Latin, French and 
German. The translation at sight of simple prose, with ques- 
tions on the usual forms and ordinary constructions of the 
language. The candidate is earnestly advised to study Latin 
and either French or German. 

II. Mathematics. 

(a) Arithmetic. — Such an acquaintance with the subject as 
may be gained in a good grammar school. 

(b) Algebra. — The mastery of any text-book suitable for 
the youngest class in a high school, through cases of affected 
quadratic equations involving one unknown quantity. 



(c) Geometry, — The elements of plane geometry as pre- 
sented in any high school text-book. While a fair acquaint- 
ance with ordinary book work in geometry will, for the present, 
be accepted, candidates are advised, so far as practicable, to do 
original work with both theorems and problems, and an oppor- 
tunity will be offered them, by means of alternative questions, 
to exhibit their ability in such work. 

III. History and Geography. 
Any school text-book on United States history will enable 
candidates to meet this requirement, provided they study 
enough of geography to illumine the history and make them- 
selves familiar with the grander features of government in 
Massachusetts and the United States. Collateral reading in 
United States history is strongly advised. 

IV. Sciences. 

(a) Physical Geography. — The mastery of the elements of 
this subject as presented in the study of geography in a good 
grammar school. If the grammar school work is supplemented 
by the study of some elementary text-book on physical 
geography, better preparation still is assured. 

(b) Physiology and Hygiene. — The chief elementary facts 
of anatomy, the general functions of the various organs, the 
more obvious rules of health, and the more striking effects of 
alcoholic drinks, narcotics and stimulants upon those addicted 
to their use. 

(c) , (d) and (e), Physics, Chemistry and Botany. — The 
elementary principles of these subjects, so far as they may be 
presented in the courses usually devoted to them in good high 
schools. Study of the foregoing sciences, or of some of them, 
with the aid of laboratory methods, is earnestly recommended. 

V. Drawing and Music. 
(a) Drawing. — Mechanical and freehand drawing, — enough 
to enable the candidates to draw a simple object, like a box or 
a pyramid or a cylinder, with plan and elevation to scale, and 
to make a freehand sketch of the same in perspective. Also 
any one of the three topics, — form, color and arrangement. 



(b) Music. — The elementary principles of musical notation, 
such as an instructor should know in teaching singing in the 
schools. Ability to sing, while not required, will be prized as 
an additional qualification. 


Examinations for admission to the normal schools are held 
at the close of the school year in June, and at the beginning of 
the school year in September. Candidates are advised to present 
themselves at the first examination. 

New classes are admitted to the normal schools at the begin- 
ning of the fall term. Candidates should come in September 
prepared to stay, as regular work begins on the day following 
the examinations. 


1. Candidates may be admitted to a preliminary examina- 
tion a year in advance of their final examination, provided they 
offer themselves in one or more of the following groups, each 
group to be presented in full : — 

II. Mathematics. 

III. History and Geography. 

IV. Sciences. 

V. Drawing and Music. 

Preliminary examinations can be taken in June only. 

Every candidate for a preliminary examination must present 
a certificate of preparation in the group or groups chosen, or 
in the subjects thereof, the form of certificate to be substan- 
tially as follows : — 

has been a pupil in the 

School for years, and is, in my judgment, 

prepared to pass the normal school preliminary examination in the follow- 
ing group or groups of subjects and the divisions thereof : — 

Signature of principal or teacher,. 



2. The group known as "7. Languages" must be re- 
served for the final examinations. It will doubtless be found 
generally advisable in practice that the group known as 6 6 IV. 
Sciences " should also be so reserved. 

Candidates for the final or complete examinations are ear- 
nestly advised to present themselves, so far as practicable, in 
June. Division of the final or complete examinations between 
June and September is permissible ; but it is important both for 
the normal school and for the candidate that the work laid out 
for the September examinations, which so closely precede the 
opening of the school, shall be kept down to a minimum. 


Tuition is free to all who declare their intention to teach in 
the public schools of Massachusetts. For others the tuition is 
fifty dollars a year. 

Text-books and supplies are free, as in the public schools. 

State aid, not exceeding one dollar and one-half per week, 
may be granted to deserving persons after they have been in 
attendance for at least one term, provided they are residents 
of Massachusetts and do not live in towns where the normal 
schools are situated. 


There are eight scholarships in the scientific school of 
Harvard University for the benefit of graduates of the State 
normal schools. The annual value of each of these scholar- 
ships is one hundred and fifty dollars, which is the price of 
tuition, so that the holder of the scholarship gets his tuition 

The incumbents are originally appointed for one year, on the 
recommendation of the principals of the schools from which 
they have been severally graduated. These appointments may 
be annually renewed, on the recommendation of the faculty of 
the scientific school. 


Framingham, Massachusetts, U.S.A. 

Established in 1839. 



Psychology, School Organization and Government. 

Amelia Davis, Mathematics and Astronomy. 

Anna M. Clark, Sciences. 

Louisa A. Nicholass, Household Arts. 

Frederic W. Howe, Chemistry and Physics. 

Samuel C. Prescott, Bacteriology. 

Lillian Ordway, . Geography and Latin. 

M. Elizabeth Holbrook, History and Civil Polity. 

Mary C. Moore, English Literature and Language. 

Jane E. Ireson, Reading. 

Mary H. Stevens, French. 

C. F. Whitney, Dratcing. 

F. W. Archibald, Singing. 

Susan M. Emerson, Sloyd. 

Alma E. Hubd, Gymnastics. 


Antoinette Roof, Nellie A. Dale, 

Susan M. Emerson, Elizabeth Malloy, 

Alice V. Winslow, Anna F. Claflin. 


Phebe M. Beard. 

State Normal School, Framingham. 


The State Board of Education, in their second annual report, 
Dec. 28, 1838, made the following statements in regard to the 
establishment of normal schools in Massachusetts : — 

The subject of schools for teachers has for several years received a 
considerable share of the attention of the friends of education in the 
Commonwealth, and has on many occasions been favorably considered 
by the committees on education of the two Houses. The Board of 
Education, in their former annual report, presented the subject to the 
notice of the Legislature. In the course of the last winter, March 12, 
1838, a communication was addressed by the secretary of the Board 
to the President of the Senate and the Speaker of the House of Rep- 
resentatives, stating that the sum of $10,000 had been placed at his 
disposal by a friend of education (Hon. Edmund Dwight of Boston), 
on condition that the Commonwealth would appropriate the same 
amount, the sum to be disbursed, under the direction of the Board of 
Education, in qualifying teachers for common schools. 

The donation was promptly accepted by the Legislature on the 
condition named, and the sum of $10,000 was appropriated to the 
object specified by a joint resolve, approved on the 19th of April, 

Feeling that institutions for the formation of teachers were relied 
upon by many intelligent friends of education as the most important 
means of improving the character of our common schools, while the 
mass of the community were perhaps waiting, with opinions yet un- 
decided, the sure teachings of experience on this subject, the Board 
felt that more than usual responsibility rested upon them for a cautious 
application of the fund placed at their disposal. This course was 
rendered still more necessary by the want of previously established 
institutions of the kind in this country which might serve as a guide. 
Attempts have been made, it is understood, with considerable success, 



in a sister State to connect some provision for the formation of teachers 
with regular academical institutions ; but the Board are not aware 
that normal schools, properly so called, have as yet been established 
in any part of the Union. 

At their last meeting, on the 28th of December, having received 
from persons interested in the cause of education, at Lexington in 
the county of Middlesex, the offer of a building well fitted for the 
purpose, and of liberal pecuniary co-operation toward the current 
expenses of the institution, it was determined to proceed forthwith to 
the establishment of a normal school, for the education of female 
teachers, in that place. The situation was deemed as favorable as 
any one which could be selected, to accommodate the counties of 
Essex and Middlesex, and generally the north-eastern section of the 
State. The village has all the advantages to be desired of local situa- 
tion. Great interest is manifested in the establishment on behalf of 
many citizens of the place, and the premises placed at the disposition 
of the Board are convenient and ample. 

The third annual report of the Board, Dec. 27, 1839, states 
that : — 

In the course of the past year the normal schools or seminaries for 
the qualification of teachers, at Lexington and Barre, have gone into 
operation. As it was very important to secure the highest attainable 
degree of qualification in the immediate superintendence of these 
schools, much time was unavoidably required for the selection and 
appointment of instructors. The arrangements for the school at Lex- 
ington were first completed by the choice of Mr. Cyrus Pierce, who at 
the time of his election was engaged with uncommon success as prin- 
cipal of the public school at Nantucket. The normal school at Lex- 
ington, it will be recollected, was exclusively designed for females. 
The present number of pupils is 21. At the same time, a model 
school connected with the institution was put into operation. This is 
a school attended by 30 pupils of both sexes, between the ages of six 
and ten years, gathered from the several school districts in the town. 
This school is under the general superintendence of the principal of 
the normal school, but is taught by the pupils of that institution. 

The fourth annual report of the Board, Jan. 20, 1841, speaks 
as follows of the school at Lexington : — 

The experiment of a special education for the business of teaching, 
if that can be called an experiment which has been approved by an 



extensive experience of more than half a century, is satisfactory, so 
far as its results can yet be judged of, at Lexington ; and, this school 
being the oldest (July 3, 1839) of the three established in the Com- 
monwealth, its history is on that account the more important, and has 
deserved a more particular examination. 

Removal of the School to West Newton. 
In the eighth annual report, Dec. 10, 1844, the secretary of 
the Board, Hon. Horace Mann, reported that : — 

During the year ending in the month of September last the number 
of pupils at the Lexington Normal School had so increased that not 
more than one-half of them could be comfortably accommodated in 
the building which they occupied. Measures for increasing the 
accommodations became indispensable to the prosperity of the school. 
At that time it was ascertained that a large and commodious edifice 
in West Newton, which had been erected originally for an academy, 
could be purchased. But the building and grounds needed repair and 
improvement, and the Board, from its limited funds, could ill afford 
the necessary outlay. Irreparable injury threatened the school, when, 
these facts coming to the knowledge of the Hon. Josiah Quincy, Jr., 
he generously advanced the money for the purchase of the place at 
West Newton. He directed that a deed should be taken in my name, 
which, on the seventh day of August last, was accordingly done. 
Henceforth the building is appropriated, free of rent, to the use of 
the Board of Education, for the accommodation of a normal school. 

The ninth annual report thus speaks of the school : — 

The school was opened at West Newton for the reception of pupils 
in September, 1844, and the average number in attendance for three 
terms has a little exceeded 62. 

The fourteenth annual report, 1850, states that : — 

The house for the normal school at West Newton is situated in 
such immediate proximity to the Worcester railroad that the exercises 
of the school are at all seasons seriously interrupted by the noise ; 
and during the warmer months of the year, when the windows are 
required to be open, the inconvenience and loss of time are very con- 

The school also, in consequence of its rapid increase, is now but 
poorly accommodated, although the house, when placed not many 



years ago at the disposal of the Board, was considered very ample. 
It is, therefore, much to be desired that the Board should have the 
means of erecting a more commodious house in a more retired and 
quiet situation. 

Remembering that this was the earliest normal school in America, 
that, being near the seat of government and the centre of population 
of the State and on one of the great lines of communication with the 
interior and with the west, it is frequently visited by strangers who 
come to examine the Massachusetts school system, we confidently 
hope that the Legislature will consent to make such an appropriation 
as will enable the Board to erect a building which shall be in all 
respects, internally and externally, creditable to the State and worthy 
of the purpose for which it is erected. 

The sixteenth annual report, January, 1853, says : — 

By an act approved May 13, 1852, the sum of $6,000 was placed 
at the disposal of the Board of Education, " to defray the expenses 
of providing a more commodious site and building and the necessary 
appurtenances and apparatus, for the accommodation of the State nor- 
mal school now established at West Newton; " and " the Board was 
directed to receive propositions from towns or individuals in aid of 
these objects, and afterwards to make such selection as would, in 
their opinion, best subserve the interests and accommodate the wants 
of said school." The time for receiving such propositions was limited 
to six months after the passage of the act. This subject the Board 
have repeatedly had before them, and after careful deliberation they 
have selected Framingham as the place for the school. 


It is the design of the Framingham Normal School to give : — 

1. A review of the studies taught in the public schools. 

2. A careful study of the history of education and the 
school laws of Massachusetts. 

3. A study of psychology, for the purpose of ascertaining 
true principles and good methods. 

4. A practical application of these principles and methods 
in teaching. 

5. A high estimate of the importance and responsibility of 
the teacher's work, and an enthusiasm for it. 




This school offers five courses, — a general two-years course, 
a three-years course, a special course of one year for experienced 
teachers, a special course of one year for college graduates, and 
a course in household arts of two years. 

I. The Two- years Course. 
This course is designed primarily for those who aim to teach 
in public schools below the high school grade. It comprises 
substantially the following subjects : — 

1. Psychology, history of education, principles of education, 
methods of instruction and discipline and school organization. 

2. Methods of teaching the following subjects : — 

(a) English, — reading, language, rhetoric, composition and 

(b) Mathematics, — arithmetic, book-keeping, elementary 
algebra and geometry. 

(c) Science, — elementary physics and chemistry, geog- 
raphy, physiology and hygiene, and the study of minerals, 
plants and animals. 

(cZ) Drawing, vocal music, physical culture and manual 

(e) History, — civil polity of Massachusetts and the United 
States, and the school laws of Massachusetts. 

3. Observations and training in the practice school. 

II. The Three- years Course. 
This course meets the demands of certain pupils who wish, 
for one cause or another, to take more time than is given in 
the regular two-years course. It also can be taken by those 
who wish to broaden the work offered in the regular course, 
especially on the lines of history and language, — English, 
French and Latin. 

III. Special One-year Course for Teachers. 
Teachers of considerable experience in teaching, who bring 
satisfactory testimonials, may, with the consent of the principal 
and of the Board of Visitors, select a course, approved by the 



principal, from the general two-years course, which may be 
completed in one year, and when such course is successfully 
completed they shall receive a certificate for the same. 

Candidates for this course are not required to take the regu- 
lar entrance examination. 

IV. Special One- year Course for College Graduates. 

Graduates of colleges and universities, and of high schools 
of a high grade and standing, who give evidence of maturity, 
good scholarship and of aptness to teach, may, with the consent 
of the principal of the school and of the Board of Visitors, select 
from the general two-years course of study a course which may 
be completed in one year, and when such course is successfully 
completed they shall receive a certificate for the same. 

Candidates are admitted to this course without examination. 

Saturday Classes for Teachers. 
All teachers who wish to do so are cordially invited to come 
into the school on Saturdays, and take up any line of work in 
existing classes. Classes will be formed, also, in any subject 
as far as is compatible with the work of the different teachers. 
Correspondence addressed to the principal will be attended to 
very promptly. 

All graduates of this school, or any other normal school, who 
are temporarily out of employment, are earnestly invited to 
become members of the school, and to remain as long as pos- 
sible. There is always some work carried on at the school that 
would be profitable for them to engage in. 


Westfield, Massachusetts, U.S.A. 

Established in 1839. 



CHARLES S. CHAPIN, A.M., Principal. 
School Law, School Economy and Principles of Teaching. 
Charles B. Wilson, A.M., .... Natural Science. 

Will S. Monroe, A.B., Psychology, Pedagogy and Geography. 

Edith S. Copeland Drawing. 

Edith L. Coimings, Manual Training and Gymnastics. 

Mrs. Adeline A. Knight, .... English and History. 

Mildred L. Hunter, Natural Science and Mathematics. 

Sterrie A. Weaver, Vocal Music. 


Eunice M. Beebe, George S. Woodward, 

E. Abbe Clark, Florence P. Axtelle, 

Jennie E. Stoddard. 


Emma L. Hammond. 

State Normal School, Westfield, 

With the single exception of the Framingham Normal School, 
which was first opened at Lexington July 3, 1839, the West- 
field Normal School is the oldest in America. It was estab- 
lished at Barre Sept. 4, 1839, in rooms fitted up for the purpose 
in the town hall. The town raised $500 to aid in carrying on 
the school. Prof. Samuel P. Newman of Bowdoin College, 
an accomplished scholar and successful teacher, was principal. 
The whole number of pupils connected with the Barre School 
was 165, — 75 men and 90 women. The school was transferred 
to Westfield in 1844. The total number of pupils admitted to 
this school is 4,227, of whom 492 have been men. Since 1855, 
the date of the first formal graduation, 1,584 students have re- 
ceived diplomas on the completion of the prescribed course of 


Westfield, a beautiful town of more than 12,000 inhabitants, 
is located on the main line of the Boston & Albany Railroad 
and on the Northampton division of the New York, New 
Haven & Hartford Railroad. Springfield is distant but nine 
miles, Holyoke ten, Chicopee twelve and Northampton sixteen. 
Electrics run from the railroad stations past the school, and 
connect Springfield and Westfield. Train service is excellent, 
and the program of recitations is so arranged that most pupils 
residing in adjoining cities and towns can live at home without 
detriment to their school work. 

Westfield is noted for its fine streets, overarched by stately 
elms, and for the beauty of the surrounding country. Facil- 
ities for healthful exercises, as well as for the out-door study 
of geography and natural science, are abundant. 




The normal school building is new, having been occupied for 
the first time April 18, 1892. It is a beautiful and commodious 
structure of red brick, with trimmings of brown stone and 
Romanesque portals, is 140 feet long and 118 feet deep, and 
contains accommodations for 175 normal students, as well as 
for the pupils of the model and practice schools. 

The entire building is finished in the best selected quartered 
oak. The chemical, physical, geological and mineralogical, 
and biological laboratories are liberally supplied with the best 
of modern apparatus and appliances and with an abundance of 
specimens for study. 

The art room affords excellent opportunities for training in 
drawing. In addition, several well-lighted studios, plentifully 
supplied with casts, models and copies, are available for indivi- 
dual work. 

Adjoining the main assembly hall is a convenient library of 
well-selected books for use in all departments of the work of 
the school. 

The sloyd room is equipped with nineteen benches and with 
all tools and material necessary for instructing normal students- 
in a most comprehensive course of manual training for elemen- 
tary schools. 

The gymnasium is large and well lighted, and is provided 
with all apparatus for class work, as well as for individual 

In a word, no school building in the State has a more com- 
plete equipment for preparing teachers to fill positions in the 
best of modern schools. 

The ample grounds adjoining the school afford opportunity 
for lawn tennis, basket-ball and general exercise. 


In the normal school building are five rooms, accommodating 
142 pupils, of the usual nine grades of the public schools, and 
a kindergarten of 25 children. 

The State is now erecting a new training school building, at 
a cost of $45,000, on the site of the old normal school on Wash- 



ington Street, within a stone's throw of Normal Hall. This 
building contains ten class-rooms, with ample accommodations 
for 450 children, a large library, principal's office, teachers' 
room, an assembly hall with seats for 500, play-rooms, bath- 
rooms, bicycle room, and is furnished with an electric time 
service, speaking-tubes, thermostatic heat control, and a liberal 
equipment for the teaching of geography and nature study. 

With the opening of the school year in September there will 
be available for training purposes, in both buildings, sixteen 
rooms, containing more than 600 pupils. 

The pupils of the senior class of the normal school are di- 
vided into three sections, each section devoting the entire time 
of one term of thirteen weeks to observation and teaching in 
the training schools under expert supervision. 

No ampler provision for training teachers for the actual work 
of their profession has been made by any normal school in the 

This school offers a general two-years course, a three-years 
course, a special course of one year for college graduates, a 
kindergarten course and a special course for teachers. 

I. General Two- years Course. 
The general course of study for two years comprises the fol- 
lowing subjects : — 

1. Psychology, history of education, principles of educa- 
tion, methods of instruction and discipline, school organization, 
school laws of Massachusetts. 

2. Methods of teaching the following subjects : — 

(a) English, — reading, language, composition, literature, 

(b) Mathematics, — arithmetic, book-keeping, elementary 
algebra and geometry. 

(c) Science, — elementary physics and chemistry, geography, 
physiology and hygiene, study of minerals, plants and animals. 

(c?) Drawing, vocal music, physical training, manual train- 

3. Observation and practice in the training school and 
observation in other public schools. 



II. Three-years Course. 

The Board of Visitors and the principal of any normal school 
may arrange for a third year of practice and study in teaching 
under supervision for its graduates, whenever in their judgment 
such action is desirable. The object of this course shall be a 
more complete mastery of the topics arranged for the regular 
two-years course and further work in the practice schools ; this 
work in the practice schools shall be under the direct super- 
vision of a teacher of the normal school or of a teacher specially 
approved for that purpose. 

III. Special Course of One Year for College Graduates. 

Graduates of colleges and universities, and graduates of high 
schools of a high grade and standing who give evidence of 
maturity, good scholarship and of aptness to teach, may, with 
the consent of the principal of the school and of the Board of 
Visitors, select from the general two-years course of study a 
course which may be completed in one year, and when such 
course is sucessfully completed they shall receive a certificate 
for the same. 

IV. Kindergarten Course. 

The kindergarten course requires two years for its comple- 
tion. The first year's work is the same as that of the general 
two-years course, except that literature is substituted for arith- 
metic, and child study and history are substituted for English 
grammar and geography. During the second year the pupil 
spends all her mornings in the practical work of the kinder- 
garten and her afternoons in the study of the theory and the 
history of the kindergarten. No tuition is charged those who 
complete the course. 

Every candidate for this course should have \iot only the 
qualifications required for admission to the general two-years 
course, but should in addition have some facility in playing the 
piano and in singing. 

Students pay the cost of materials used by them, but this 
expense does not exceed ten dollars for the course. 



V. Special Courses for Teachers. 

Teachers of three years' experience in teaching, who give 
evidence of maturity, good scholarship and aptness to teach, 
may, with the consent of the principal and the Board of Visit- 
ors, select a course which may be completed in one year, and 
when such course is successfully completed they shall receive a 
certificate for the same. 


Experienced observers of public school problems are agreed 
that the high schools can no longer furnish employment for all 
college graduates who wish to teach. An increasing number 
of such graduates must hereafter -find their work in the grammar 
schools. It is for this class especially that Course III. has been 

The course is entirely professional, including psychology, 
history of education, science and art of teaching, school organi- 
zation, school discipline, school laws of Massachusetts, methods 
of instruction adapted to pupils in grammar schools, and a close 
study of the model schools and of the best schools of the vicinity. 


The satisfactory completion of any one of the courses num- 
bered L, II., IV., entitles the pupil to receive a diploma of 
graduation. Those who for any reason are unable to do all 
the work of a course, will, on application, receive a certificate 
stating the exact amount of work done. Those who complete 
Course III. or Course V. receive certificates, not diplomas. 


A study of the spontaneous activities of children is a part of 
the training furnished by this school for the classes in pyschol- 
ogy ; and for this work large numbers of tests, observations 
and compositions are needed from the children of the different 
grades in the public schools. Among the special studies arc 
children's societies, their interests in reading, collecting instincts, 
impulsive actions, fatigue symptoms, sense defects, mental and 
physical abnormalities ; and many lists and descriptions of tra- 


ditional games, observations on social traits, chumming, etc., 
are desired for the use of students. 

Graduates of the school and others engaged in teaching may 
co-operate with the school by giving the tests and making the 
observations in their schools, and sending the results. 


An accurate representation of the dormitory is given in the 
cut presented. This building is in charge of the principal. 
Several of the teachers board with the students, and no pains 
are spared to make the hall comfortable and home-like for the 
pupils. The educational and social advantages of this common 
family life are many and important. 

Pupils who do not live in West-field, and who do not return 
to their homes daily, are expected to board at the hall. Ex- 
ceptions are made in favor of those who board with relatives 
or work for their board in private families. 

A library of choice works for general reading, and a pleasant 
reading-room containing newspapers, the leading magazines 
and a variety of periodical literature, are provided for the daily 
use of the students. 

The hall is kept in a good state of repair, is heated through- 
out with steam and is illuminated by the Welsbach light. The 
dining-room has recently been refurnished and new furniture 
has been placed in the students' rooms. 

Every possible precaution is taken to secure this building 
from danger by fire. A private fire-alarm box connects the 
hall with the central fire station of the town, which is situated 
near by ; extinguishers and grenades are provided on every 
floor ; an electric system for alarming students is installed ; 
and a watchman patrols every part of the building each hour 
of the night. 

The price of board for the school year is $160, payable in 
advance ; $40 must be paid by each student at the beginning 
of the school year in September, $40 on November 15, $40 on 
February 1 and $40 on April 15. 

These rates include board, furnished room (except as below), 
steam heat, gas and laundry, for such time as the school is in 
session, and for the Thanksgiving recess, but for no other re- 



cess or vacation. Pupils whose homes are at a distance may, 
on permission of the principal, remain at the hall during any 
vacation, except the long one in the summer, on payment of 
the additional sum of $4 per week during such vacation. The 
hall is closed during the summer. 

The above rates are for those who have room-mates. If there 
are vacant rooms, those who wish to room alone may do so, on 
payment of the additional charge of fifty cents per week. 

Rooms are assigned to new pupils in order of application. 
Those desiring rooms should notify the preceptress as soon as 
possible after their admission to the school. 

When pupils leave the school before the expiration of a term, 
money paid in advance will be refunded pro rata. 

No deduction is made for temporary absence from the hall. 

Each boarder is required to bring bedding, towels, napkins, 
a napkin ring and two clothes-bags. Each pupil will want, 
ordinarily, four pillow-cases twenty inches wide, three sheets 
and two blankets or their equivalent. All bedding should be 
suitable for single beds three feet wide. All articles sent to 
the laundry must be distinctly marked with the owner's name. 

This school is always open to the inspection of the public. A 
cordial invitation is extended to teachers, school committees 
and superintendents to visit at their convenience. 


Bridgewater, Massachusetts, U.S.A. 

Established in 1839. 



Educational Study o f Man. 
ARTHUR CLARKE BOYDEN, A.M., Vice-Principal. 
Natural Science, History and Civil Polity. 

Franz Heinkich Kirmayer, Ph.D., 
William Dunham Jackson, 
Charles Peter Sinnott, B.S. 
Harlan Page Shaw, . 
Frank Ellis Gurney, 
Isabelle Sara Horne, 
Clara Coffin Prince, 
Fanny Amanda Com stock, 
Elizabeth Helen Perry, 
Emily Curtis Fisher, 
Bessie Louise Barnes, 
Li li. i e Eveline Merritt, 

Classics and Modern Languages. 

Science, English Literature, Mathematics. 

Natural Science, Geography. 

Physical Science, Industrial Laboratory . 

Latin, Astronomy, Book-keeping. 

Vocal Culture and Readi?ig. 

Vocal Music, Mathematics . 

Rhetoric, Arithmetic, Botany. 


English, Geometry. 
Physiology, Physical Training. 
Assistant in Draicing. 


Lillian Anderson Hicks, Supervisor of Practice Work. 
Brenelle Hunt, Principal. 
Adelaide Reed, Jennie Bennett, 

Martha May Burnell, Mary Lucinda Wallace, 

Hannah Elizabeth Turner, Sarah Wheaton Turner, 

Nellie Mabel Bennett, Sarah Ellen Pratt, 

Flora May Stuart. 


Anne Morgan Wells, Frances Plympton Keyes. 



State Normal School, Bridgewater. 

This school is one of the first three State normal schools on 
this continent. 

Hon. Edmund D wight of Boston offered to furnish $10,000, 
' 'to be expended under the direction of the Board of Educa- 
tion for qualifying teachers for our common schools," on condi- 
tion that the Legislature would appropriate for the same purpose 
an equal amount. On the 19th of April, 1838, the Legislature 
passed a resolve accepting this offer. The Board decided to 
establish three schools for the education of teachers, each to 
be continued three years, as an experiment, and on May 30, 
1838, voted to establish one of these schools in the county of 
Plymouth. On Dec. 28, 1838, the Board voted to establish 
the other two at Lexington and Barre. Prominent men in 
Plymouth County spent two years in the endeavor to raise 
$10,000 for the erection of new buildings for the school. The 
towns of Abington, Wareham, Plymouth, Duxbury and Marsh- 
field voted to make appropriations for the school from the 
surplus revenue which had just before been divided by the gen- 
eral government. After vigorous competition it w^as decided 
to locate the school at Bridgewater. Bridgewater granted to 
the school the free use of its town hall for three years, and the 
next three years the school paid a rental of fifty dollars a year. 
Here, by the skill and genius of its first principal, Nicholas 
Tillinghast, the experiment of a State normal school in the Old 
Colony was successfully performed. In 1846 the State, with the 
liberal co-operation of the town of Bridgewater and its citizens, 
provided a permanent home for the school in the first State 
normal school building erected in America. The school was 
opened Sept. 9, 1840, with a class of 28 pupils, — 7 men and 
21 women. It has had only three principals. 




The design of the normal school is to train teachers for the 
public schools of the Commonwealth. To accomplish this end 
there must be : — 

The inspiration of its students with the spirit of the true 

The analysis of the subjects to be used as a means in teaching, 
to learn why, how much and how these are to be used. 

The educational study of man, body and mind, for the prin- 
ciples of education and the method of teaching. 

The study of the art of teaching, school organization and 
government, school laws and the history of education. 

Observation and teaching in the model school. Child study. 


The Two-years Course. 

1. The educational study of man, for the principles of educa- 
tion, the art of teaching, school organization, school govern- 
ment and the history of education. 

2. The analysis of the following subjects, for knowledge of 
the principles, the method of teaching and the educational 
value of each : — 

Mathematics. — Arithmetic and book-keeping, elementary 
algebra and geometry. 

Nature Studies. — Minerals, plants, animals, physical force, 
chemical force, geological agencies, geography, the human body, 
physical training and manual training. 

Language. — English, reading, grammar, rhetoric, composi- 
tion, literature, drawing, vocal music. 

History. — Civil polity of Massachusetts and the United 
States, and the school laws of Massachusetts. 

Observation and practice in the model school. 

The graduates of this course are in quick demand for teach- 
ing in primary and grammar grades. 

The Three-years Course. 
This course includes the subjects of the two-years course, 
with electives from the advance studies of the four-years course. 
It also gives opportunity for more extended practice in the 



model school. This broader preparation fits the graduates from 
this course for the better positions in primary and upper 
grammar grades and for departmental teaching in these grades ; 
it also meets the wants of those who need to take more time 
for the completion of the two-years course. 

The Four-years Course. 

This course, which is a distinct course from the beginning, 
includes the maximum work in the subjects of the two-years 
course and the following subjects for the same ends : — 

Mathematics. — Algebra, geometry, trigonometry and sur- 

Science. — Physics, chemistry and mineralogy, botany, zool- 
ogy, geology, astronomy. 

Language. — Reading, drawing, English literature, Latin and 
French required ; Greek and German, as the principal and 
visitors of the school shall decide. 

History. — General history, history of education. 

This course fits the graduates from it to be principals of 
grammar schools and of some high schools, principal's assistants 
and assistants in high schools ; and not a few, after successful 
experience in teaching, have become superintendents of schools 
and teachers in normal schools. 

Advanced Course for College Graduates. 

The subjects of the advanced course of study for two years 
are as follows : — 

The educational study of man, for the principles of educa- 
tion, art of teaching, school organization, school government, 
history of education, school laws of Massachusetts. 

The educational study of the following subjects : — 

Language and Literature. — English, French, German, 
Latin and Greek. 

Mathematics. — Arithmetic, algebra, geometry, trigonometry 
and surveying. 

Science. — Chemistry, physics, astronomy, physical geogra- 
phy, geology, mineralogy, botany, zoology, physiology. 

Llistory, drawing, vocal music, physical culture, manual 

Persons of exceptional maturity may, with the approval of 



the principal of the school and the Board of Visitors, select 
from the above curriculum of study a course which may be 
completed in one year, and when such course is successfully 
completed they shall receive a certificate for the same. The 
requirement for admission to the advanced course of two years 
shall be a college course or its equivalent. 

The work is adapted to the special needs of the class. All 
the facilities of the normal and model schools are available. 
The graduates from this department have all found good posi- 

Special Courses for Teachers. 

Teachers of five years experience in teaching, who bring sat- 
isfactory recommendations, may, with the consent of the prin- 
cipal and of the Board of Visitors, select a course, including 
the course in the educational study of man, which may be com- 
pleted in one year, and when such course is successfully com- 
pleted they shall receive a certificate for the same. Graduates 
of this course have been in quick demand. 

Graduates of normal schools may select a post-graduate 
course of one or two years, including the educational study of 

The kindergarten course requires not less than two years for 
its completion, — one year or more of study and training in 
the two-years course, including the educational study of man 
and those studies which are essential to kindergarten work, and 
one year of practical work with the children and in the theory 
and history of the kindergarten. Students well prepared to 
enter upon this course may complete it in two years ; but a 
longer time is needed in most cases to make one competent to 
be principal of a kindergarten, which is one of the most re- 
sponsible positions in the whole range of teaching. It is very 
desirable that the student should have the full two-years course 
and one year added for the special kindergarten training. 


The institution has seven laboratories, furnished with the 
approved modern appliances for teaching how to teach and 
study the physical and natural sciences. 



Physical Laboratories. — In the department of physics there 
are two laboratories, with a room adjoining for the instructor. 
One is arranged with accommodations for students to work at 
the tables. The other is arranged with a laboratory table for 
teaching, and with apparatus for projection, for the illustration 
of various subjects. 

Chemical Laboratories. — The department of chemistry has 
two laboratories, with a room adjoining for the instructor. 
One, for the elementary course, is arranged with accommoda- 
tions for students to work at the tables, and with a teacher's 
chemical table and blackboard, with the seats for the class, thus 
combining the laboratory and class-room. The other, for the 
advanced analytical work, qualitative and quantitative, is ar- 
ranged with accommodations for students to work at the tables, 
and with side tables for special work. 

Mineralogical and Geological Laboratory. — This room is ar- 
ranged for students to work at the tables. The tables are 
furnished for physical and chemical tests and blow-pipe work. 
The room is provided with three sets of specimens : one set of 
working specimens, containing a collection of minerals for each 
student to use at the table ; one set in cabinets, arranged for 
the study of comparative and systematic mineralogy ; and a set 
in cases, illustrating classification of minerals. Similar sets 
of rocks and fossils are provided for the study of geology. 

Biological Laboratory. — This laboratory is arranged for the 
study of botany, zoology and physiology, and includes two 
rooms, arranged for students to work at the tables. Each room 
contains three collections of typical specimens — the working 
collection, the comparative collection and the classified collection 
— and stands for microscopic work. The collections in all the 
departments are arranged and labelled for constant use by the 

Geographical Laboratory. — This laboratory is equipped with 
a thirty-six-inch globe, slated globes, individual globes, the lat- 
est and best physical and political maps for all grades of work, 
pictures classified for class use, models of the continents and 
Massachusetts, modelling boards, productions in both the raw 
and manufactured states. Apparatus for projection is provided 
for illustration of biology and geography. 



Industrial Laboratory. — In this laboratory the students are 
taught to use tools in making sets of apparatus for use in the 
different studies of the course, which enable them to secure in- 
expensive apparatus for their own schools. It is furnished 
with carpenters benches and sets of tools, and a turning lathe 
with a circular saw and jig saw attachment. 

Library. — The school has a valuable library of books for 
reference, with a card catalogue arranged for direct use in the 
studies of the course. The library is arranged in two large 
rooms, one containing books on history and literature, arranged 
with tables for research on the library plan, the other arranged 
for pedagogical study. Each department of the school also 
has its own library arranged for consultation. 


Principles. — The ultimate object of the normal school is to 
make the normal student, as far as possible, an educator. 

Teachers have the organization, the teaching and training of 
the schools committed to their hands. They direct and control 
the activities of the children while they are forming habits and 
laying the foundations of character. The teacher should be 
able to train the child to the best use of all his power. 

The first distinctive principle of normal school work is that 
the normal student is to be a teacher. He is to consider the 
acquisition and use of knowledge, the exercises of the school, 
his own spirit, purpose, manners and conduct, from the point 
of view of the educator. 

From this point of view he must know the process by which 
the mind acquires the ideas to be learned, and must be able to 
present objects of thought to the learner in such a way as to 
incite him to right activity. To this end he must make a thor- 
ough analysis of each subject in the course of studies, and learn 
how to use it in teaching. He must be master of the subject, 
that he may give his attention to the action of the pupil's mind 
in learning. 

The course of studies in the normal school must include the 
subjects embraced in the course of studies for the public school. 
In the latter, these subjects are studied as a means to general 
culture ; in the former, they are studied as educational instru- 



The second distinctive principle is that the normal student is 
to he educated for his special work. He is to be trained to 
comprehend and apply the principles of education, that he 
may be able to conduct his own school to the education of his 

The principles of education are derived from the study of the 
action of the human mind and body. The method of teaching 
is determined by these principles. The mind is developed by 
the right exertion of its power. The teacher must know how 
the mind is called into right exertion, and the products of this 
activity; and he must know the pupil as an individual. 

Presenting the proper objects of thought to the mind, with 
the use of such motives as will secure right moral action, 
occasions right activity and its products, knowledge, rational 
power and good character. The repeated right exertion of the 
mind in the acquisition and use of knowledge causes the devel- 
opment and growth of the man. 

A course of studies is the means to that teaching and train- 
ing which occasions the activity that causes the development 
of the mind. The course needed for this purpose is a series 
of subjects logically progressive, and adapted to the order of 
mental development. It includes studies for training the mind 
to perceive, remember and imagine, in the acquisition and ex- 
pression of distinct ideas of individual objects, as the basis of 
the studies for training the mind to reflect in the acquisition 
and expression of general ideas and truths, in the way that 
will best promote the esthetic, moral and spiritual life of the 

Method. — The students are led through the analysis of each 
subject in the course, to learn why it should be studied, to 
ascertain its pedagogical value and to learn how to use it in 

In the common school studies the outline is divided into the 
elementary course, in which the work is laid out in detail for 
each year of the lower grades ; and the secondary course, which 
is laid out in the same way for the higher grades. 

The students are taught how to acquire the knovjledge of the 
object or subject, by teaching them how to study the lesson at 
the time it is assigned, and requiring them to present to the 
class the results of their study, with criticism by the class and 



the teacher. After presentation the class is thoroughly ques- 
tioned on all the important points in the lesson. 

The students are taught the method of teaching a class in the 
subject, by being taught parts of the subject, and after they 
have studied the lesson, examining them upon their knowledge 
of the method by having them teach the class the same thing. 
When they have acquired the idea of the method by this imita- 
tive teaching, a part of the subject is assigned to the student 
without being previously taught, and he is required to study 
the subject, prepare the apparatus and illustrations and teach 
the class, with criticisms from the class and the teacher. The 
students are also required to drill the class in the application 
of what has been taught, to examine them on what they have 
studied and to do all kinds of class work. The students also 
observe the teaching of the subjects by the regular teachers in 
the model school. 

The presenting and teaching by the students require thorough 
consideration of the lessons ; the student must know the subject 
and its logical arrangement, and how to present and teach it, 
or fail. This training gives the student command of himself, 
of the subject, of the class ; makes him self-reliant, develops 
his individuality. 

Text-books are freely used for reference in the preparation of 
lessons. The committing of text-books to memory is avoided, 
the students being trained .to depend upon objects of thought 
rather than upon words. 

All the class exercises, from the beginning of the course, are 
conducted upon the principles and by the method that have 
been indicated. The school is a normal training school in all 
its course. 

After this teaching and training in the method of using sub- 
jects in teaching, the students learn the philosophy of their 
work by finding in the educational study of man the principles 
of education which underlie the method they have learned to 
use. With this preparation in their own class work, the 
students go to their work in the model school. 




The model school has a prominent place in the training of 
the students for their work in the public schools. Its purpose 
is to exemplify the mode of conducting a good public school, 
and to train the normal students in observing and teaching 
children. It occupies nearly one-third of the school building, 
is under the general supervision of the principal of the normal 
school, and the direct supervision of the vice-principal, and in- 
cludes the kindergarten and the nine elementary grades of the 
public school of the centre of the town. It has twelve teach- 
ers — a principal and a regular teacher for each grade. The 
students, after careful observation, to become acquainted with 
the children, serve as assistants, take charge of the class, teach 
classes in different subjects and have some practice in depart- 
mental teaching. The last year of the normal course is used 
for this work. 

The students of the normal school have a definite course in 
practical child study, under careful direction, and make reports 
on their study. Such study includes the school as a whole, the 
observation of all the details of school work in different grades, 
the physical condition of the school, the character of the pupils, 
their intellectual condition, the home and social life of the 
community. First the names of the children in the class are 
learned, and the power to recognize the children is acquired ; 
then attention is given to the different sorts of pupils in the 
school, — those who are leaders, those who would prevent good 
work and discipline in the school, those who fail to do the best 
for themselves but do not interfere with others, those much 
above or below the average of the class, those whose work is 
much above that of their classmates, those whose work is very 
poor, and all others in the class. 

This study also includes the individual child, his relation to 
his class, his physical condition, his intellectual condition, his 
moral qualities, his home and social life and his adaptation to 
special work, aiming in each case to find out the cause of his 
condition, the effect of that condition and the remedy for it 
when it is abnormal; it aims also to discover the habits which 
the child has formed, noting particularly those things in which 
he differs from ordinary children, or which are especially char- 
acteristic of him. 


Salem, Massachusetts, U.S.A. 

Established in 1854. 



WALTER P. BECKWITH, Ph.D., Principal. 
Psychology, Pedagogy, School Lates. 

Ellen M. Dodge, English Literature. 

Harriet L. Martin, Algebra, Geometry. 

Jessie P. Learoyd, Botany, English Grammar. 

Charles E. Adams Physics, Chemistry. 

Charles F. Whitney, .... Drawing and Art. 

Mary A. Comey History, Penmanship, Arithmetic. 

William C. Moore, S.B., .... Mineralogy, Geology, Geography. 

M. Alice Warren, Biology, Physiology, Physical Training. 

Florence M. Snell, A.M English Literature. 

Vesta H. Sawtelle Music. 

Florence P. Salisbury Reading, Physical Training, 

Isabella G. Knight, A.B., . . . Library, Records. 


Maud S. Wheeler Fourth and Fifth Grades. 

Bertha H. DesJardins, .... Second and Third Grades. 
M. Maud Vauston, . . . . * . First Grade. 
Harriet E. Richmond, .... Kindergarten. 
Amy H. Nye (Assistant), .... Kindergarten. 

State Normal School, Salem. 


The first suggestion of Salem as a suitable place for the loca- 
tion of a State normal school was made in 1852. A proposi- 
tion was under consideration for the removal of the school then 
in operation at West Newton to some other place. The sug- 
gestion arose in a conversation between Hon. Charles W. 
Upham, then mayor of the city, Gov. George S. Bout well and 
the secretary and some members of the Board of Education. 
Nothing came of the matter at that time, as the school was re- 
moved to Framingham. But when the determination was made 
at a later date to establish another normal school in addition to 
the three already existing, the Legislature determined that the 
location should be somewhere in Essex County ; and the pro- 
posal of Salem to provide a site and to erect and furnish the 
building — the State to pay $6,000 and the Eastern Railroad 
Company to contribute $2,000 — was accepted. The entire 
cost of the building, with the furnishing and the site, when 
turned over to the State, was about $17,000. The Legislature 
later appropriated $2,500 in addition, which was expended in 
grading and fencing the lot and in the purchase of furniture and 

The building was dedicated and the school opened Sept. 14, 
1854. The address was delivered by Hon. George S. Bout- 
well, and shorter speeches were made by Barnas Sears, secre- 
tary of the State Board of Education, and others. The 
building was formally presented to the State by Mayor Joseph 
Andrews, and accepted by Gov. Emory Washburn. 

There were 72 students admitted to the school, of whom 48 
were subsequently graduated. 

The original building, located at the corner of Broad and 
Summer streets, served the needs of the school until 1870, 
when growing membership and needs necessitated an enlarge- 



merit, for which the Legislature made an appropriation of 
$25,000. This also finally proved inadequate to meet the in- 
creased demands made upon modern normal schools. The 
Legislature, therefore, in response to the representations and 
requests of the Board of Visitors and of the principal of the 
school, made generous provision, finally aggregating about 
$275,000 for a new building. 

Work was begun upon the new building in November, 1893, 
and it was first occupied for school purposes Dec. 2, 1896. 
Formal dedicatory exercises were held Jan. 26, 1897. 

On the occasion of the dedication there was a large assem- 
blage of interested persons, representing the State and city 
governments and including many of the former teachers and 
students, as well as others from far and near who were inter- 
ested in the work of education. Rev. Elmer H. Capen, D.D., 
chairman of the Board of Visitors, presided, and the exercises 
included a brief history of the school by Miss Ellen M. Dodge, 
the senior teacher in service, a scholarly and instructive ad- 
dress by Prof. John Bascom of Williamstown, and a prayer of 
dedication by Rev. Dewitt S. Clark, D.D., of Salem. Brief 
congratulatory remarks were made by Hon. Hosea M. Knowl- 
ton, Attorney-General, representing His Excellency Governor 
Wolcott ; Hon. James H. Turner, mayor of Salem; Hon. 
Alfred S. Roe, representing the Legislature ; Rev. Albert E. 
Winship ; Principal Albert G. Boyden of Bridgewater ; and 
Secretary Frank A. Hill. Music was furnished by the students 
of the school. At the same time diplomas were awarded to 9 
students, who had completed the two-years course, constituting 
the last of the mid-year classes. 


The new building is located in the southern part of the city, 
— a section devoted chiefly to residential purposes, — in a com- 
manding position at the junction of the electric car lines from 
Lynn and Marblehead. It is constructed of buff brick, with 
light-colored stone and terra-cotta trimmings, and it has three 
stories and a basement. Facing northward, it is 180 feet in 
length from east to west, and the two wings are each 140 feet 
from north to south. In the basement are located the heating 
and ventilating apparatus, the toilet and play rooms for the 



pupils of the model schools, besides a fine gymnasium with its 
adjoining dressing room, the industrial laboratory, lunch room, 
various store rooms for supplies and materials, and other valu- 
able facilities. 

On the first floor, in the central part of the structure, are 
the toilet and cloak rooms, provided with individual lockers, 
for the use of the normal students. Access to this portion 
of the building is provided by means of two outside doors. 
In each wing is another entrance for the pupils of the model 
schools. The rooms for these schools — nine in number, be- 
sides four recitation rooms connected with them — are upon 
the east, south and west sides, and are all large and light. 
Including the kindergarten, they are intended to accommodate 
more than 300 pupils. The building is so planned that these 
rooms are entirely distinct from the quarters of the normal 
school proper, and the stairways to the basement are so placed 
that their use by the children at recesses and at other times 
will not disturb in the least the work of the normal students ; 
but easy communication between the two departments is also 

The central portion of the second floor is occupied by the 
fine assembly and study room of the normal school. It is about 
60 by 85 feet in size, and can accommodate 250 single desks 
and chairs. The remainder of the floor contains the principal's 
office, reception room, teachers' meeting room, retiring room, 
text-book room, library, and other recitation and work rooms. 

The third floor is largely devoted to the various departments 
of science, including physics and chemistry, both elementary 
and advanced, botany, geography, mineralogy, zoology, etc. 
One of the features is an excellent lecture room, with seats 
arranged in tiers, for lectures or other w T ork by instructors in 
science, lessons in music and the like. Two fine rooms on the 
north side furnish admirable accommodations for the work in 

One of the most conspicuous features of the building is found 
in the size and lighting of the rooms ; in fact, it is hard to see 
how the lighting could be improved. The corridors are also 
noticeable for their width and cheerful aspect. The windows 
are many and lofty, and the glass is of the finest and clearest 



The heating and ventilating plant is ample ; the blackboards, 
entirely of slate, are generous in size ; combination gas and 
electric chandeliers are provided for lighting ; from the prin- 
cipal's office speaking tubes radiate to all the important rooms ; 
while a program clock, with its electric appliances, regulates 
the movements of the school. The interior finish throughout 
is of handsome oak, and all the furniture of the building is in 
keeping. Upon the walls are many handsome pictures and 
other artistic decorations, provided by the State, by past stu- 
dents and teachers of the school and by other generous friends. 


Including the beginning of the school year 1899-1900, 87 
classes have been admitted and 85 have been graduated. In 
all, there have been admitted to the school 4,526 persons, of 
whom 2,280 have been graduated and 2 have received certifi- 
cates for the completion of a year's special course. Also, 130 
of the graduates have in addition received diplomas for the 
completion of an advanced course of two years. The mem- 
bership of the school during the current year has been 231. 


The school at first offered a course of study embracing a 
period of one and one-half years. Later this was extended to 
two years. An advanced course of two years, including con- 
siderable work in foreign languages, was framed, and 130 of 
the graduates of the school have also graduated from this 
advanced course. But of late years the number of students 
desiring to take the advanced course had become very much 
reduced, and it was decided that the teaching involved in its 
maintenance w r as too expensive. It has therefore been abol- 
ished ; and at present the entire energies of the school are 
devoted to the two-years course, which aims to train teachers 
for the primary and grammar schools. 

General Two- years Course. 
The general course of study is designed primarily for those 
who aim to teach in public schools below the high school grade. 
It comprises substantially the following subjects : — 



1. Psychology, history of education, principles of education, 
methods of instruction and discipline, school organization and 
the school laws of Massachusetts. 

2. Methods of teaching the following subjects : — 

(a) English, — reading, language, rhetoric, composition, 
literature and history. 

(b) Mathematics, — arithmetic, book-keeping, elementary 
algebra and geometry. 

(c) Science, — elementary physics and chemistry, geogra- 
phy, physiology and hygiene, and the study of minerals, plants 
and animals. 

(d) Drawing, vocal music, physical culture and manual 

3. Observation in the model schools and in other public 

The course of study at this school is arranged upon the plan 
of putting into the first or junior year that work which does 
most to broaden the student's knowledge of subjects, leaving 
the application of this to the review of grammar school subjects 
in the second or senior year. But while this course, thoroughly 
pursued, must of necessity greatly broaden the student's knowl- 
edge of subject-matter, the work is all done in such a manner 
as to keep in constant view the professional aim of normal 
school study. The realization of the professional purpose is 
thus constantlv increasing throughout the course, and is con- 
stantly more and more absorbing the thought and attention of 
the student. 

"Work in drawing, music, reading and calisthenics is con- 
tinued throughout the entire two years. 

Students are sometimes found who are believed to be capable 
of good work, but, by reason of immaturity or previous lack of 
thoroughness, are unable to complete the course in two years. 
In such cases the work is immediately arranged upon a basis 
of taking an extra term or year, as the case requires. 

The course of study includes the branches prescribed by the 
State Board of Education. The arrangement of the order in 
which these are taken varies considerably at the different normal 
schools. At Salem the principle is adopted that studies with 
a large culture element shall be pursued in the first year ; while 



those strictly professional, or largely dealing with methods, are 
taken in the second year. 

It is not improbable that a post-graduate course of one year 
may be added in the near future. 

Special Students. 

College graduates, graduates of normal schools and other 
persons of equivalent attainments, also persons of maturity 
who have had successful experience in teaching, may, by ar- 
rangement with the principal, select a year's work from the 
regular program, embracing not less than twenty recitation 
periods per week, and including the course in psychology and 
pedagogy, and receive a certificate for the same upon its satis- 
factory completion. Prompt and regular attendance is exacted 
of these students, as well as of those in the usual course. 

The design of the school does not include the admission of 
transient students, for the purpose" of taking partial or special 
courses, except in cases which are really exceptional. Per- 
sonal culture, for its own sake, is not the end for which the 
school receives its students. It exists and will be administered 
for the training and improvement of teachers, and all its facili- 
ties will be put to their utmost use for the advantage of 
teachers. Thus, during the past two years, many teachers 
have been allowed to attend the exercises in selected depart- 
ments, — so far as the privilege could be granted without injury 
to regular class work, — although their names have not ap- 
peared in the catalogue as students. In other cases, it is some- 
times found possible for those who have had experience in 
teaching, without a previous normal course, to enter the school 
and derive great benefit from even a single term's work. Vis- 
itors are always welcome. 


The Location and Attractions of Salem. 
No place in north-eastern Massachusetts is more easily acces- 
sible than Salem. It is on the main line of the eastern division 
of the Boston & Maine Railroad system, connecting also with 
the Saugus Branch at Lynn. A branch road to Wakefield 



Junction connects the city with the western division. There 
is also direct communication with Lowell, Lawrence, Haverhill, 
Rockport, Marblehead and intervening points. Trains are 
frequent and convenient. Salem is also the centre of an ox- 
tensive network of electric railways, which greatly increase the 
convenience of travel within a radius of ten or fifteen miles. 
Students coming daily to Salem on the steam cars can obtain 
season tickets at greatly reduced rates. The local electric road 
gives all such a rate of three cents from the Salem station to the 
normal school building. 

Salem is the centre of many interesting historical associations, 
and within easy reach are the scenes of more important and 
stirring events than can be found in any other equal area of 
our country. The scenery, both of seashore and country, in 
the neighborhood, is exceedingly attractive. There are many 
libraries, including the free public library, and curious and in- 
stinctive collections belonging to various literary and antiqua- 
rian organizations, to which access may be obtained at a slight 
expense. Lectures are frequent and inexpensive. The churches 
of the city represent all the religious denominations that are 
common in New England. 

The Library and Reading Room. 
One of the fine corner rooms on the second floor of the build- 
ing, conveniently reached from the main study hall, has been 
set apart for the general library of the school. The general 
library is well equipped in the departments of history, biog- 
raphy, pedagogy, poetry, dramatic and miscellaneous literat- 
ure, and in works of reference. Considerable additions have 
been made during recent years, and it is hoped that these addi- 
tions may be continued. The best periodicals of the day are 
also provided, and will be kept on file for the use of the 

The general library has recently been recatalogued by one of 
the teachers. A complete card catalogue by authors and titles 
has been made, and a system of references by topics will be 
undertaken as soon as possible. In addition to public docu- 
ments and sample text-books covering a period of many year-, 
there are now 3,394 volumes on the list. 



It is earnestly intended that the room may be made an actual 
laboratory or work room, where a great deal of studying may 
be done. To this end the room is constantly open on school 
days, and the formalities connected with the proper use of the 
books are reduced to a minimum. 

Summer Institute. 
During each of the last three summers, in the first week of 
July, an institute has been held in the building, under the joint 
auspices of the State Board of Education and the North Shore 
Summer School Association. At each session more than five 
hundred teachers have been in attendance. It is expected that 
this will become a permanent feature. 


Worcester, Massachusetts, U.S.A. 

Established in 1874. 


E. HARLOW RUSSELL, Principal. 
Principles of Education, Theory and Art of Teaching, Reading, Psychology of 


Miss Rebecca Jones, Elementary Methods, Supervision of Ap- 
prentices, Sewing, Cooking. 

Charles F. Adams, Arithmetic, Geography, Geology, Physics. 

Miss Helen F. Marsh, .... Music, Drawing. 

Miss Ellen M. Haskell, .... History of Education, Civics, General 

Method, English. 

Edward L. Sumner Choral Si7iging. 

Miss Arabella H. Tucker (Clerk), . Botany, Penmanship. 

Miss E. Louise Richards, . . . Head Kinder gartner. 

Miss Olive Russell, Assistant Kinder gartner. 

Miss Anna P. Smith (Librarian), . . Arithmetic, Algebra, Geometry, Methods, 

Supervision of Apprentices. 

Miss Amy L. Boyden, .... Head Teacher of Primary Class, Element- 
ary Methods. 

Miss Henrietta A. Murray, . . . Gymnastics, School Games. 

Frank Drew, Physiology, Psychology, Principles of 

Teaching, Nature Study. 

Horace G. Brown, English Grammar, Composition, History. 

Miss Emma A. Pike, English, Algebra, Methods, Supervision 

of Apprentices. 

Miss Laura L. Boice, .... History of Education, Psychology of Child- 
hood, General Method, Nature Study, 
Supervision of Apprentices. 

State Normal School, Worcester. 


The following extract, from the thirty-seventh annual report 
(1872-73) of the Board of Education, gives in outline a history 
of the establishment of this school : — 

By the terms of a resolve which went into effect on the twenty-fifth 
day of June, 1871, the Board of Education were authorized and re- 
quired to establish a State normal school in the city of Worcester ; 
and the trustees of the Worcester Lunatic Hospital were authorized 
and required to convey to the Board of Education and its successors 
a tract of land of not more than five acres, to be located by the 
Governor and Council, within certain limits fixed in the resolve. An 
appropriation of $60,000 was made, upon condition that the city of 
Worcester should pay the Board of Education for the purposes named 
in the resolve the sum of 815,000. This condition was promptly 
complied with. The tract was located by the Governor and Council, 
Sept. 2, 1871; and on the nineteenth day of September, 1871, the 
conveyance was made by the trustees of the hospital to the Board of 
Education and its successors in trust, as directed. 

The tract of land located is upon Hospital Hill in Hospital Grove 
(formerly so called) , within a short distance of the new union depot 
now in process of erection, — a point at which, when the railroad 
arrangements now in progress shall be completed, pupils residing on 
the line of either of the roads leading into the city of Worcester can 
arrive in season for the commencement of school each day, and take 
the cars to return after the school exercises are finished. 

The building is of stone, capacious, conveniently arranged, 
massive and handsome in external appearance. The beautiful 
eminence upon which it stands commands an extensive and 
varied view of city, village and country. The building is 128 



feet long and 88 feet wide, three stories in height, with "a 
French roof. The lot is five acres in area, and naturally 
picturesque. The school was opened Sept. 15, 1874, under 
the charge of Mr. E. Harlow Russell, the present principal. 


A building of moderate size but of substantial construction 
and architectural dignity and beauty has been erected and fully 
equipped for use as a gymnasium. It is connected with the 
main building by a closed corridor, and is supplied with all 
needful appliances and apparatus of the best modern make. 
The students are instructed and drilled by classes, as in any 
other subject, under strict oversight, and with constant refer- 
ence to the work of teaching. 


The government of the school is not a government of rules, 
nor even of laws. The school is not without law, but the 
pupils are led by suggestion, encouragement and admonition 
to become a law unto themselves. That this is a statement 
not merely of what is thought desirable as a method of govern- 
ment, but what is actually accomplished, is the testimony of 
both official and casual visitors of the school. The pupils 
hardly realize that they are governed ; they feel that they 
govern themselves. 


Instruction in Hygiene. — A marked feature of the school is 
the special attention directed not only to the physical well- 
being of the pupils, but to such instruction as will enable them 
to deal practically with living questions of hygiene as they 
arise in every-day life. The pupils are taught to understand 
the conditions of healthful life, and trained and assisted to 
put into practice the instruction they receive in the care of 
health. They have careful oversight, and are advised individ- 
ually according to their needs. No pupil enters the school 
without furnishing a physician's certificate of good health, and 
no pupil is allowed to remain whose physical condition is not 
thought equal to the demands of the school work. Special 



efforts are made to counteract any tendency to overwork, over- 
excitement or hurry. No recitations or study periods are 
longer than forty minutes, and during the ample and frequent 
intervals of relaxation school work is put completely aside. 


This exercise has the somewhat comprehensive aim of help- 
ing pupils to command their faculties and use their mother-wit 
amid the interruptions and distractions of the school-room. It 
consists of speaking, reading, drawing, etc., on the platform 
in presence of the school. The widest range is given to choice 
of subject and to manner of presenting it, with the single re- 
striction of time. The prepared material must not occupy 
more than four minutes, although the questions asked by 
teachers and pupils may change the performance to extempo- 
raneous speaking, and prolong it indefinitely. Forty minutes 
are used in this manner each day. No time is assigned to in- 
dividuals, but each takes part when he chooses or can find 
opportunity, with the well-understood provision that not less 
than ten persons must be prepared and on the platform every 
day. Since the exercise is a trying one to pupils, there is little 
direct criticism, and such as is made generally takes the form 
of commendation of the excellences of the performance. In 
reply to the question, " What school exercise was most profit- 
able to you ?" graduates are almost certain to name this, or 
" The study of children." 


A library of more than five thousand volumes has been placed 
in the main hall and the adjoining rooms, where it is at all 
times easily accessible. While the books are selected for 
their excellence, they are adapted to the class of readers for 
whom they are designed, and the appearance of the collection 
indicates that the use of it is in large measure general as well 
as constant. Besides a liberal supply of the reference books 
that all scholars need in the various departments of study, 
together with English, German and French works on educa- 
tion, the library is especially strong in the subjects of botany, 
natural history, anthropology and folk-lore. Such authors as 



Thoreau, Jefferies, Abbott, Burroughs, Torrey aud Bolles are 
bought and replaced more frequently perhaps than any other 
class. Many copies of the best collections of fables and fairy 
tales are required, especially for the use of those taking the 
apprenticeship in the lowest grades of schools. Volumes of 
poetry, travel, biography, essays and novels are always in use, 
the proportionate supply of each being roughly indicated by 
the order in which they are named. 

General Two- years Course. 
The general course of study for two years comprises the fol- 
lowing subjects : — 

Psychology, history of education, principles of education, 
methods of instruction and discipline, school organization, 
school laws of Massachusetts, methods of teaching the follow- 
ing subjects : — 

1 . English, — reading, language, rhetoric, composition, litera- 
ture, history. 

2. Mathematics, — arithmetic, book-keeping, algebra, geom- 

3. Science, — elementary physics and chemistry, geography, 
physiology, study of minerals, plants and animals. 

4. Drawing, vocal music, physical culture, manual training. 
Observation and practice in the training school, and observa- 
tion in other public schools. 

Graduates of colleges and universities, and of high schools 
of a high grade and standing, who give evidence of maturity, 
good scholarship and aptness to teach, may, with the consent 
of the principal of the school and the Board of Visitors, select 
from the above curriculum of study a course which may be 
completed in one year ; and when such course is successfully 
completed they shall receive a certificate for the same. 

The above is an enumeration of the studies ; their order in 
the course and the relative emphasis placed upon each are 
determined by the principal of each school, with the approval 
of the visitors of that school. 

It also needs to be stated that, while the foregoing list of 
subjects marks out the field covered in the school curriculum, 



it gives no adequate idea of the actual work done. It is made 
a special aim to seize every opportunity to give the pupils the 
benefit of whatever tends to fit them for the work of teaching. 
The spirit of this endeavor pervades the whole school. It 
influences the mode and character of most of the exercises, and 
imparts to the whole work a tone and zest difficult to describe, 
but which determine whatever of distinct character the normal 
school possesses. 

Special Course for College Graduates. 
Students holding the degree of Bachelor of Arts or Bachelor 
of Science may enter at once upon a year's course in the prin- 
ciples and methods of teaching, to be followed by a six months' 
apprenticeship in the public schools of Worcester, under con- 
ditions highly favorable to the acquisition of practical skill in 
teaching, whether in grammar or high schools. 


The students in this school have the opportunity, before their 
graduation, of serving an apprenticeship at teaching in the 
public schools of Worcester. 

The * ' apprentice " acts as assistant to the teacher of the city 
school ; takes part in the instruction, management and general 
care of the pupils, under the direction of the teacher ; and is 
sometimes intrusted with the sole charge of the school during 
the teacher's absence for an hour, a half-day or a day. One 
student only at a time is assigned to any teacher, but each 
apprentice serves in at least three grades of schools. 

The time taken for the apprenticeship comes just before the 
final term in the normal school, and amounts to half a school 
year. But the apprentices spend one day of each week (Satur- 
day) at the normal school, where they are occupied in the fol- 
lowing manner : — 

They consult with the teachers and with one another, and 
make use of books. 

They make informal statements to the school of such facts of 
their experience as it may profit the other pupils to know, con- 
cerning ways of teaching, cases of discipline and the like, — 
keeping in mind always the private character of the daily life 



of the school-room, and under special warning against revela- 
tions that might seem objectionable. 

The additional six months of preparation required for the 
experience secures increased maturity of body and mind : and 
the students of this school, with very few exceptions, eagerly 
avail themselves of their opportunity. 

The main object of the apprenticeship is, however, to give 
the student practical acquaintance with the teaching of children 
through daily observation and practice under supervision, di- 
rection and criticism. 

Our graduates, after the lapse of a sufficient number of years 
for them to estimate the effect of the apprenticeship upon them- 
selves, testify almost unanimously to its great value. Some 
regard it as 66 the most important term in the whole course of 
the normal school." 

As the student of the normal school who passes successfully 
through the period of apprenticeship receives a certificate of the 
fact in connection with his diploma at graduation, the extra 
time required for the experience must in almost every case be 
mtore than made good by the greater probability of securing a 
position and the greater likelihood of success at the outset of 
the teacher's career. 

There are, however, individuals in the school for whom it is 
impossible or impracticable to undertake this special prepara- 
tion. The apprenticeship is not enforced upon any student, it 
is simply recommended. Individuals who do not enter upon 
it enjoy all the advantages of the school, with this single excep- 
tion ; though it should be added that no person receives our 
diploma without having given clear evidence of ability to teach 


The system of apprenticeship has been notably enlarged by 
offering an optional half-year in addition to the regular six 
months heretofore devoted to practice. This we regard as an 
important step. It gives the opportunity to every student to 
spend an entire year in practice teaching under competent and 
careful supervision, in the excellent public schools of the city 
of Worcester, thus lengthening the normal course, for those 
who elect the senior term of apprenticeship, to three full years, 



and affording thereby an amount and kind of practice unequalled, 
so far as we know, in this country. Those who have already 
availed themselves of this opportunity have shown marked 
progress in directions that are important in the development of 
a good teacher. In many instances it has appeared that the 
border land separating the novice from the practised teacher 
has been passed. The advanced apprentices have been teachers 
in the public schools, under conditions as nearly as possible like 
those of one with full responsibility and authority, and these 
conditions have been such as tend toward the acquirement of 
a finer art in school management and instruction. We believe 
that the longer time of practice gives the young teacher greater 
hope of success in the pursuit of a high standard in her calling ; 
that she can better anticipate the demands that will be made on 
her, be better equipped to meet them, and better protected from 
the hard experiences that often come in the first years of teaching. 


The school is much indebted to Dr. G. Stanley Hall for a 
suggestion that the study of psychology might be pursued in 
part by the original observation of children. From his idea as 
a starting point, a scheme for this purpose has been worked out 
and adopted as a permanent part of the school curriculum. 

The principal requests the students to observe the conduct 
of children in all circumstances, — at home, at school, in the 
street, at work, at play, in conversation with one another and 
with adults, — and record what they see and hear as soon as 
circumstances will permit. When the nature of the work is 
explained to the school, great emphasis is placed upon the 
necessity of having the records genuine beyond all possibility 
of question ; of having them consist of a simple, concise state- 
ment of what the child does or says, without comment by the 
writer ; of making botk the observation and the record without 
the knowledge of the child ; and of noting the usual, rather 
than the unusual, conduct of the individuals observed. 

Many valuable records are reports of what is seen in the 
street on the way to or from school, but perhaps the highest 
value attaches to the reminiscences of the observer's own child- 
hood. To recall one's own feelings, motives and conduct, in 



circumstances that are repeated in the life of every child, 
proves, as might be expected, in a high degree salutary, and 
affects sensibly the manner of judging others. The frankness 
and humor with which this kind of report is made are often 
very interesting. 

Systematic instruction in psychology is aided both in the 
way of preparation and supplement by this additional study. 
Pupils are thus furnished at the outset with facts of their own 
observation, which serve as elementary materials for scientific 
classification and study ; they have a habit of observing a cer- 
tain class of phenomena, and have received suggestions and 
cautions that are of service to them in other departments ; they 
are able to pass more easily to mental science, because they 
have learned that that, as well as natural science, can be pur- 
sued by an objective method ; they have an already awakened 
and active interest in the subject that gives them pleasure in 
learning general principles, sometimes in part known by their 
own observations ; and, moreover, they attach a different value 
to a text-book which they see is a natural outgrowth of an 
experience like their own. 


Considerable emphasis is laid on the study of plants in this 
school, as being perhaps the branch of natural science best 
adapted to our public schools. This has come to mean with us 
a great deal more than mere technical botany, of which, indeed, 
we have comparatively little. 


Owing to the fact that our students are mostly young women, 
these household arts are the only forms of manual training 
taught in this school. Although but one lesson a week is given 
in each subject, the nature of the work is such as to admit of 
much home practice, so that the results have been satisfactory. 
The work is done in the senior year, and the maturity of the 
pupils has something to do with their interest and progress. 




The kindergarten occupies a beautiful and sunny suite of 
rooms in the south-west corner of the ground floor, and is an 
object of great attraction and interest on the part of students 
and teachers. It is made serviceable to our pupils for purposes 
of daily observation and study, but not for practice. The class 
affords excellent opportunities for certain lines of child study 
and for experimentation in elementary teaching and the care 
and management of young children ; and it exhibits to our 
students the earliest forms and phases of the work which they 
are to undertake in its next stage. 

The sessions are held from 9 till 12 every week-day except 
Monday, with holidays and vacations coinciding with those of 
the normal school. 

Only children who are in good health and who have been 
vaccinated are received. 

No charge is made for tuition, and no obligation to follow 
anv regular course of instruction or training is assumed. 

The presence of visitors (except the parents of the children ) 
was found to interfere seriously with the work of the class, and 
we were therefore reluctantly compelled to except this class 
from general visitation. 


As following the kindergarten, there has been established 
three years" instruction for older children. 

The conditions of admission to this class are substantially the 
same as those enumerated above for the kindergarten, except 
that children must in all cases be past their fifth and not past 
their seventh birthday when admitted. 


Incidental Advantages. — Important facilities for general im- 
provement are offered to pupils in the libraries, institutions and 
other means of culture, in which Worcester is rich. 

The extensive and well-arranged museum of the Worcester 
Natural History Society is open for inspection, and specimens 



in all departments can be borrowed by teachers and students, 
and taken to the school for purposes of study and illustration. 

The hall of the American Antiquarian Society contains a 
notably rich store of interesting exhibits, and the library in- 
cludes a rare treasury of books pertaining to American history. 

The free public library stands almost unique among the insti- 
tutions of the kind in this country for the effective relationship 
existing between it and the schools. Its large and well-endowed 
reference library, its well-filled circulating department, its read- 
ing-rooms, supplied with the leading domestic and foreign papers 
and periodicals, afford exceptional opportunities to the schools. 
Special facilities are offered to teachers and pupils, and the 
librarian is unsparing in his efforts to render every aid in the 
choice and use of books or in any way in which he can assist 
the reader. 


Board and Rooms. — Students are advised to board in the 
city, if possible. Not much is saved pecuniarily by those who 
go in and out every day by rail, and the loss of time and the 
incidental exposure put them at a serious disadvantage. 

Stoddard Terrace affords superior furnished rooms — it is not 
a boar ding -house, but a dormitory — for about twenty students 
and teachers. Those who lodge here find table board in families 
near at hand. The terms are $38 for the school year, and no 
deduction is made for temporary absence. No student is re- 
ceived for less than a half term. Further particulars may be 
obtained from the principal, to whom early application for rooms 
should be made. 

Other boarding-places in respectable private families in the 
neighborhood, approved by the authorities of the institution, 
are easily obtained. To such as seek information or advice in 
this direction the principal is ready to give every assistance 
in his power. 


Fitchburg, Massachusetts, U.S.A. 

Established in 1895. 


Edwin A. Kirkpatrick, 
Preston Smith, . 
Joseph T. Whitney, 
Flora E. Kendall, . 
Helen M. Humphrey, 
Annette J. Warner, 
Abby P. Churchill, 
Elizabeth D. Perry, 
Florence M. Miller, 


JOHN G. THOMPSON, Principal. 

. Psychology and Child Study. 
. Natural Science. 
. Manual Training. 
. English and Geography. 
. History and Mathematics. 
. Draicing. 
. Nature Study. 
. Music and Gymnastics. 
. History. 


Charles S. Alexander (Principal), 
Nellie B. Allen, 
Mary I. Chapin, 
Mattie E. Cole, 
Annette J. Warner, 
Abby P. Churchill, 
Elizabeth D. Perry, 
Joseph T. Whitney, . 

Supervisor in Grammar Grades. 
Supervisor in Grammar Grades. 
Supervisor in Intermediate Grades. 
Supervisor in Primary Grades. 
Supervisor of Draicing. 
Supervisor of Nature Study. 
Supervisor of Music and Gymnastics. 
Manual Training. 

L. Frances Jones, 
Ida M. Austin, . 
Caroline Hagar, 
Alice C. Ploier, 


Grade I. Mary McConnell, . . Grade V. 

Grade II. Blanche L. Russell, . Grade VI. 

Grade III. Rolina H. Lewis, . . Grade VIII. 

Grade IV. Mary L. Merrill, . . Ungraded. 

Emily M. Smith, 


Principal. Georgiana H. Jubb, 



State Normal School, Fitchburg. 


The Fitchburg Normal School was opened in July, 1895, 
and admitted its first class in September of the same year. 
It has admitted five classes, — 250 pupils, and graduated three 
classes, — 98 pupils. For the year ending June, 1900, the 
school has a membership of 110 and a faculty numbering 24. 
In the model schools or schools of observation there are 264 
pupils, in eight rooms ; in the practice schools there are 499 
pupils, in seventeen rooms. 

The main building is of brick and granite, erected and 
equipped by the Commonwealth of Massachusetts at a cost of 
about $175,000. The model schools or schools of observation 
are temporarily in this building. A twelve-room building, to 
which they will be moved, is in course of erection. The prac- 
tice schools are in two buildings furnished by the city of 
Fitchburg. The normal school grounds, about five and one- 
half acres in extent, afford ample opportunity for lawn tennis, 
croquet and other out-door exercises. 


The work of the Fitchburg Normal School is to fit graduates 
from approved Massachusetts high schools, or those having an 
equivalent education, to teach in the grades below the high 
school. The time given to the regular course is two years. 


The Fitchburg Normal School seeks to accomplish its de- 
sired results : — 

First. — By rejecting all who show, because of lack of per- 
sonal force or scholarly attainments, that they cannot within a 
reasonable time fit themselves for teaching. 



Second. — By selecting as members of its faculty only grow- 
ing enthusiastic leaders in their respective subjects, men and 
women of such character and personality that all who come to 
them as students must be made to see things in a broader way 
and be inspired to nobler efforts ; and by supplementing the 
work of these teachers by lectures from educational leaders 
and thinkers. 4 4 Not so much what you study, as with whom 
you study." 

Third. — By bringing its students to the direct study of 
things, taking them into the fields and woods to nature herself. 
Such is the slavery to books that it seems necessary that those 
who are preparing to teach should not be expected to get from 
books what they can, without too great expense of time and 
effort, get from nature herself. 

Fourth. — In teaching students, in so far as they must use 
books, to use them as tools rather than to be bound by them 
as masters. The school has a large reference library, to which 
all students have access, and each student is supplied with a 
small working library of about thirty volumes. No text-books 
are used as such. Subjects are studied, not books. "Books 
well used are among the best of things ; abused, among the 

Fifth. — By bringing those who are to teach children rather 
than subjects into contact with children, both in the school- 
room and upon the playground. From simply playing with a 
group of children at recess upon the playground or in the 
gymnasium, students by gradual steps are given more and 
more responsibility, until they have charge of a school of 
twenty or thirty pupils, under conditions similar to those 
under which they would teach in any Massachusetts town or 


In brief outline, but more in detail, the plan of the work at 
the Fitchburg Normal School is as follows : — 

The entering class is divided into groups of from twelve to 

The first four to six weeks after entrance are devoted to gen- 
eral class-room work, following which a few weeks are spent in 
the study of the kindergarten. 


About half of the morning session of each day is spent in 
observing the children and the teachers at work. In the after- 
noon the principal of the kindergarten meets the class and 
explains, as fully as possible in the short time assigned to this 
work, the kindergarten principles. The students also meet 
with the director of child study, who assists and guides them 
in observing the children. This work in no way takes the 
place of or interferes with the regular kindergarten course. 

From the kindergarten the divisions proceed to the first 
grade of the model schools and from thence on through the 

The periods for observation are so arranged as to cover the 
work of the children in all subjects, and also so as to come at 
different hours on successive days. 

This observation is directed by the heads of the various 
departments, with whom the students meet regularly for dis- 
cussion of the work observed and of courses of study and 
methods of teaching. 

Side by side with the observation of the teaching in the 
various grades and the discussion and study of courses and 
methods, the study of children is pursued under the guidance 
of the director of child study, so that courses and methods may 
be discussed and judged in terms of the child mind and its 
growth. It is hoped by this work to build up in the mind of 
the normal student ideas as clear and definite as may be, of the 
kindergarten pupil, of the child of five, of six, of seven, of 
eight years of age, and so on up to the high school age ; to 
render students familiar, through observation and study, with 
discovered laws of the physical and mental growth of children ; 
to lead them to see and recognize different kinds and types of 
children ; to helf> them notice and to teach them to interpret 
defects, physical and mental, and to show them how such de- 
fects may be remedied ; to awaken in them sympathy and love 
for children, so that each student may, as far as possible for an 
adult, be able to put herself in the child's place, and to look at 
the teacher and the school from that point of view. 

Following this work in observation is work in teaching in 
the various grades. For example, the normal students, having 
observed a lesson in number in the first grade, are required to 



prepare the lesson which should follow ; and a student whose 
plan has been accepted by the teacher in charge is asked to 
teach the class the next day. Of course this work in teaching 
does not come until the students are quite familiar with the 
work of the grade. As the work of the class proceeds through 
the grades, these exercises in preparation and in teaching are 

In April following the admission of the student she is as- 
signed the room in the practice school in which she is to teach 
for fourteen weeks the following year. From April till the 
close of her first year she spends one day each week at the 
practice school, studying the children she is to teach, and pre- 
paring, under the direction of the supervisors of practice, for 
her special work. 

While this work in observation and child study is progress- 
ing, the students have regular work in psychology and general 

One-third of the second year is spent by the student in teach- 
ing under expert supervision, but with as full a responsibility 
for general management and discipline as though she were in 
charge of a room in any town or city school. Each pupil, 
before receiving a diploma, not only shall have faithfully and 
honorably completed a full course of study in the normal school 
proper, but also shall have demonstrated in the practice school 
her ability to control and to teach. 

The remaining two-thirds of the second year are spent in the 
study of children, as a basis for a thesis to be prepared for 
graduation, in the study of biology and genetic psychology, 
history of education, physical culture, vocal culture, gymnastics 
and manual training, in collecting material for and performing 
simple graded experiments in physics and chemistry (such 
experiments as may be used in grades below the high school), 
in the study of English classics that may be read below the 
high school, of algebra and geometry for grammar grades, and 
in the study of nature. By nature study is meant not simply 
or chiefly the scientific, technical study of animals, plants and 
forces. While recognizing the necessity and importance of 
this phase of nature study, the Fitchburg Normal School seeks 
especially to develop a love of nature. It believes that this 



can be brought about only through contact with nature ; that 
those who develop and foster this love are they who are . as a 
recent writer has put it, * ' very constantly in the presence and 
company of nature. They not only seize, they make, oppor- 
tunities for getting into the woods, for loitering in the fields, for 
exploring the streams, for walking across the country. ..." 

A large amount of field and experimental work is required, 
especially in geography, geology and other natural sciences and 
nature work. 

Finally, in every exercise the necessity for broad, liberal 
scholarship, as a part of the teacher's equipment, is empha- 
sized. Every effort is put forth to cultivate in normal students 
scholarly habits, to the end that all their years after graduation 
may be years of study and growth. We instruct that we may 
interest, rather than interest that we may instruct. 

Advanced Course. 
The advanced course, to which are admitted a limited number 
of the most promising graduates from the general two-years 
course, gives a half-year of additional study at the normal 
school and a half-year of teaching under the supervision of the 
normal school in the public schools of Fitchburg, Leominster 
and Lunenburg. The raison d'etre and the method of this 
course are well set forth by Hon. J. D. Miller, chairman of the 
Board of Visitors for the Fitchburg Normal School, in his last 
report. He writes as follows : — 

Something may now be added to that which was said in the last 
report of those who remain in the school for a third year of study and 
practice. One end proposed in this extra year is a broader study of 
those subjects in the regular course of two years, which, for lack of 
time, must be passed with something of haste. But this is not all, 
perhaps it may be said that it is not the main thing. It is true that 
there is a great and growing need of this extra study, but there is 
another need also, which must be emphasized. In speaking before 
the Worcester County teachers of his twenty-five years' experience in 
the normal school, Principal Russell said he had often been tempted 
to ask for two additions to the normal faculty. One he would have 
visit, during their preparatory course, those who were to enter the 
normal school ; the time of the other should be used in helping 



graduates in the early days of their teaching, giving them sympathy 
and encouragement until such time as they were able to stand upon 
their teaching feet. 

To give, in connection with the study already mentioned, just that 
help, encouragement, sympathy and inspiration which a beginner in 
the work of teaching so much needs, is the full purpose of this 
advanced course. 

The financial condition of most of those who attend our normal 
schools is not such that they can well give a third year of time and 
expense to the work, even if facilities for training could be found. 
Therefore, for that part of the time devoted to training, these pupils 
should receive pay. There are other reasons for this, which need 
not be urged here. 

The expense to the State for this work should be as small as 
possible, and still secure the best results. How to do this work 
— in itself of the greatest importance — in the best way and at the 
least expense was the problem. The first year the supervision was 
entrusted wholly to one of the normal teachers; but, as this took 
most of her time, it was thought that some of this expense might be 
saved, and still good results secured. If this was possible, it was 
certainly desirable. Having this in mind, an arrangement was made 
with the school committees of Leominster and Lunenburg, whereby 
certain of the graduates were to be elected as teachers, at a fair 
salar}'. The schools so selected were near enough to the normal 
school, so that, by a division of the work, the necessary supervision 
could be given by the normal teachers themselves, in addition to their 
regular teaching. In most of these cases the graduates have been 
visited twice a week ; they have been given suggestion and encour- 
agement, and such direct help as they seemed to need. The results 
have been most satisfactory, and the work which these young teachers 
are doing demonstrates the utility of this plan. 


North Adams, Massachusetts, U.S.A. 

Established in 1897. 


Roland W. Guss, . 
Charles H. Stearns,* . 
Lyman R. Allen,* 
Annette M. Bartlett, 
Mary A. Pearson,* 
Catherine W. Parker, 
Annie C. Skeele,* 

Psychology, Geography. 

. Natural Science. 
. Manual Training. 

History, Geography, Latin. 
Mathematics, Music. 
English, Reading. 
Physiology, Physical Culture. 


Mrs. Donna D. Couch, Principal. 

Rosa E. Searle, Fannie Foote, 

Harriette P. Ryder, Susan G. Lombard, 

Hannah E. Magenis, Sarah E. Bower, 

Marion L. Webster, Emma H. Tingue, 

Agnes E. Walker, Margaret F. Collins, 

F. A. Clark, Susan A. Cleghorn, 

Olie M. Hilliard. 


Eva L. McConkey, PHncipal. 

Lilian S. Daniels, Assistant, 

Annie Boyd Pianist. 

* Instructors in the training school also. 

State Normal School, North Adams. 


By an act of the Legislature approved June 6, 1894, four new 
normal schools were established. Of these, the school at North 
Adams was one. The first class was received Feb. 1, 1897. 


North Adams is distinctively picturesque. The elevations 
that surround the city are among the most attractive of the 
Berkshire hills. On the north side are rounded domes of the 
Green Mountains, on the east the abrupt wall of Hoosac Moun- 
tain overhangs the city, while on the south-west border rise the 
outlines of massive Greylock, the- highest peak in Massachusetts. 

On the westerly slope of an eminence rising several hundred 
feet above the river are situated the school buildings. Of the 
many beautiful locations in Berkshire County, the one chosen 
is remarkably fine. The near rounded domes, the deep retreat- 
ng valleys, the winding streams, with all their changing life 
and aspects, always please and inspire. The noisy hum of the 
city slightly removed, the beauties of nature close at hand, the 
duties of student life are made easy and profitable to an unusual 
degree. The city of North Adams was both wise and generous 
in its gift of a location. Especially noteworthy are the facili- 
ties for out-door study of nature and of industry. 

The city is easily reached from the east and west by the 
Fitchburg Railroad, and from the south by the Boston & Albany 
road. Electric cars connect the city with Adams and Williams- 


The buildings in exterior are of yellow brick and white 
marble, with metal roofs. The school building, in Italian 
style, is 152 feet long, 84 feet deep, and three stories and 



basement in height. It is of slow-burning construction, the 
floor timbering and roof being carried by steel beams and 
trusses. The arrangement of stairways, which are iron, gives 
easy and safe egress. 

In the basement are the boiler, engine, fuel, heating and 
janitor's rooms, a lunch room, gymnasium and bath rooms, a 
room for manual training and a photographic dark room ; in 
the first story, two reception rooms, cloak, coat and toilet 
rooms, and four natural science laboratories ; in the second 
story, the assembly hall, office, libraries and class rooms for 
the languages and mathematics ; in the third story, the physical 
and chemical laboratories, the art rooms and a general class 
room ; and in the attic is ample space for storage. 

The interior is finished in oak throughout and provided with 
modern improvements and facilities. Cabinets, drawers and 
closets, specially adapted to the needs of the school, are pro- 
vided in all the rooms. In strength, simplicity, beauty and 
adaptation to its use, the school building is not surpassed. 


The Two- years Course. 
This course is designed primarily for those who aim to teach 
in public schools below the high school grade. It comprises 
substantially the following subjects : — 

1. Psychology, history of education, principles of educa- 
tion, methods of instruction and discipline, school organization 
and the school laws of Massachusetts. 

2. Methods of teaching the following subjects : — 

(a) English, — reading, language, rhetoric, composition, 
literature and history. 

(b) Mathematics, — arithmetic, book-keeping, elementary 
algebra and geometry. 

(c) Science, — elementary physics and chemistry, geography, 
physiology and hygiene, and the study of minerals, plants and 

(d) Drawing, vocal music, physical culture and manual 

3. Observation and practice in the training school and obser- 
vation in other public schools. 



The Three-years Course. 

Some portion of a third year is necessary in order to afford 
sufficient practice to those students who have not had experi- 
ence in teaching, and who are planning to teach in grades not 
requiring Latin. It is a necessity that all students spend a 
third year in the study of elective subjects and in the practice of 
teaching, in order to take the more prominent and responsible 
positions in the elementary schools or to enter upon depart- 
mental teaching. 

For students signifying at their admission their intention of 
pursuing a three-years course, it will be so arranged that elec- 
tive subjects may be begun early in the course, instead of being 
postponed to the third year. 

The Kindergarten Course. 
The kindergarten course requires one year of study and 
training in the two-years course, including those studies which 
are essential to kindergarten work, and one year of practical 
work with the children and in the theory and history of the 
kindergarten. Students well prepared to enter upon this 
course may complete it in two years, but a longer time is 
needed in most cases to make one competent to be principal of 
a kindergarten. It is very desirable that the student should 
have the full two-years course, and one year added for the 
special kindergarten training. Students pay the cost of ma- 
terial taken away for future use, but this expense does not 
exceed ten dollars for the course. 

Special Courses for Teachers. 
Teachers of several years' successful experience in teaching, 
who give evidence of maturity, good scholarship and aptness 
to teach, may, with the consent of the principal and the Board 
of Visitors, select a course (including the course in psychology 
and pedagogy) , and when such course is successfully completed 
they shall receive a certificate for the same. Candidates are 
admitted to this course without written examination. 



Special Course for College Graduates. 
Graduates of colleges and universities, and of high schools 
of a high grade and standing, who give evidence of maturity, 
good scholarship and aptness to teach, may, with the consent 
of the principal of the school and the Board of Visitors, select 
from the above curriculum of study a course which may be 
completed in one year, and when such course is successfully 
completed they shall receive a certificate for the same. Candi- 
dates are admitted to this course without written examination. 


The four natural science laboratories are arranged in se- 
quence, and by means of specimens and models in well-lighted 
wall cases is displayed the progression of mineral, plant and 
animal life to its final development in man. Banks of drawers 
are provided in the laboratories for collections of the varieties 
of each type displayed in the wall cases. At the tables are 
drawers for the working collections and tools distributed to 
students. In the instructors' laboratories are reserve speci- 
mens, models, pictures, charts and diagrams. 

Worthy of special mention are the following materials for 
study : — 

The synoptic and Howell's college collection of minerals and 
rocks in the mineralogical and geological laboratory. 

In the biological laboratories are the Deyrolle plant models, 
illustrating twelve of the leading families ; the synoptical col- 
lection of invertebrates and vertebrates; the preparations (wet 
and dry) showing the habits, homes and metamorphoses of 
many insects, the development of a snail, a leech, a crayfish, a 
horse-shoe crab, a spider, a fish, a salamander, a frog, a toad, 
a snake and a lizard, displaying all stages of growth, from the 
egg to the adult form ; dissected specimens of a clam, a cray- 
fish, a lobster, a fish, a frog, a lizard, a turtle, a dove and a 
rat, displaying separately the digestive, circulatory and ner- 
vous systems ; a series of skeletons, a human skeleton, a life- 
size manikin and a set of Auzoux models of the eye, ear, 
larynx, brain, pelvis. 

In the geographical laboratories are several thousand care- 



fully selected and classified pictures, including photographs, 
engravings, half-tones, bromide enlargements, the Holzel series 
of oleographs and several hundred lantern slides. 

The mathematical department is supplied with collections of 
models for individual use and class observation in the study of 
geometry, arithmetic and algebra, in their appropriate develop- 
ment through all grades, including those of the high school. 

The historical and literary departments are supplied with 
several hundred classified pictures and numerous charts. 

The art departments are equipped with adjustable tables, 
models, type and ornamental forms, pictures, drawings and 
casts, illustrative of all the phases of modern art teaching. 

The library has been selected with especial reference to the 
needs of teachers. All departments are proportionately rep- 
resented, and furnish excellent opportunities for general 
reference work and special investigation. Magazines and 
pamphlets for general culture and departmental study are 
numerous, the pamphlet division already including several 
thousand copies. 

The three laboratories for physics and chemistry are equipped 
with modern improvements and with apparatus for individual 
experimentation in both qualitative and quantitative work. 

The manual training room is furnished with twenty-five 
sloyd benches and tools for wood working. 

The gymnasium is equipped with apparatus for the practice 
of Swedish gymnastics. 

An electric projection lantern and numerous slides have 
been provided. The lantern can be used in six different 
rooms, and supplements the work in the various sciences, in 
literature and in art. 


On an adjacent lot is a modern brick building containing 
seventeen class rooms, an assembly hall, two large basements 
and the motor and boiler rooms. In an annex is the gymna- 
sium, 40 by 72 feet, supplied with Swedish apparatus sufficient 
for the accommodation of classes of forty pupils each. All 
grades are represented, beginning with the kindergarten and 
extending through nine years of primary and grammar work 



to the high school. In each room is a regular teacher in 
charge of a class not exceeding forty pupils. The principal is 
free for teaching in any grade and for the direct observation 
and instruction of the normal students. 

Unusual opportunities are afforded for the study of children 
and the practice of teaching. Students begin their work in 
this school immediately upon their entrance into the normal 
school, and continue it regularly throughout the course. The 
rapidity of progress through the various stages of the training 
school work depends on the ability and previous experience 
of the student. In general, the order of work is as follows : — 

First Year. — First term : reading of individual children 
begun. Second term : observation of teaching begun. 

Second Year. — Third term : study of school organization 
and management, and assisting in teaching and management. 
Fourth term : practice in teaching, the amount of responsi- 
bility conferred depending on the ability of the student. 

Third Year. — Responsible charge of classes, elective work. 
Students who have taught successfully before entering will be 
given opportunities for practice in teaching and disciplining as 
early in the course as their abilities warrant. 

Close and appropriate supervision and instruction are given 
students by the regular teachers of the several grades and 
by the principals of the various departments, thus insuring 
reasonable progress to students requiring extra opportunities 
in the practice work of teaching. 

In the kindergarten department, which occupies a suite of 
three rooms, which can be opened into one, students not only 
are trained to be kindergartners, but also are taught the im- 
portance of and the ways of continuing the kindergarten spirit 
into primary work. They observe and practise in the early 
primary grades, and are thus fitted to become kindergarten or 
primary teachers in the public schools as they may elect. The 
demand for such teachers is very far beyond the supply. 


Hyannis, Massachusetts, U.S.A. 

Established in 1897. 


W. A. BALDWIN, B.S., Principal. 
Psychology, Pedagogy, School Management, History of Education. 
Bertha M. Brown, S.B., .... Biology, Mathematics. 

Eva A. Hickox, Physical Training. 

Frederic H. Holmes, Geography, Physics, Manual Training. 

Minerva A. Laing, Chemistry, Minerals, Drawing. 

Lina L. Loveridge, History, Literature. 

Edmund F. Sawyer, Music. 


Richard W. Marston, . 

Nellie E. Wilbar, 

Eva A. Hickox, 

Isadore M. Jones, 

Ida E. Finley, 

Maria Fuller, 


Principal, Grades Eighth and Ninth. 
Grades Sixth and Seventh. 
Grades Fifth and Sixth. 
Grade Fourth. 
Grade First. 

Principal Primary Department, Grades 
Second and Third. 

State Normal School, Hyannis. 


In 1894 the Legislature of the Commonwealth of Massachu- 
setts authorized the establishment of four new State normal 
schools, one of which should be in the county of Barnstable. 
The State Board of Education selected Hyannis as the most 
suitable location in the county of Barnstable. Two important 
conditions had been imposed by the State on the place in which 
the school should be located, namely, that it should pay into 
the State treasury $25,000, or such a part of this sum as should 
be necessary for the purchase of proper grounds for the school, 
and that a suitable training school should be established for the 
use of the normal school as a school of observation and practice. 

In 1895 the Legislature authorized the construction of a 
dormitory (Acts of 1895, chapter 345, section 1), and in 1897 
a special act authorized the purchase of the residence connected 
with the aforementioned estate, the same to be used as the 
principal's residence. 

The school building and dormitory were completed and ready 
for occupancy when the school opened on Sept. 9, 1897. The 
entering class consisted of thirty-one women and ten men. 


This school is located midway on Cape Cod, in the county 
of Barnstable, town of Barnstable and the village of Hyannis. 
It is only seventy-nine miles from Boston, with which it is 
connected by the Cape Cod division of the New York, New 
Haven & Hartford Railroad. The train service is excellent, 
especially from June 1 to November 1, when thousands of 
summer visitors sojourn for the whole or a part of the season 
on the Cape. 



The town of Barnstable has a valuation of $3,943,940 and 
a population of 4,055. Hyannis is the largest and most thriv- 
ing village in this town. It is a village of homes, where the 
stranger is particularly struck with the trim, well-kept appear- 
ance of each house. The streets and walks are kept in excellent 
repair. The houses are built upon two or three parallel streets 
and a few cross streets, so that the village is about one and one- 
half miles long, with little width. It will be readily seen that 
a walk of five minutes will take one out of the village into the 
country or down by the water. All about are delightful drives 
through forests of pine and oak. The sea views which may 
be obtained from the school building are beyond description. 
Few places along our whole Atlantic coast afford anything so 

A strong lecture course is supported by the people of the 
village, and arrangements have been perfected whereby the 
students may have free access to the books of the Sturgis 
Library, one of the best and most carefully selected libraries 
in any of the villages of the State. 

The school buildings are very easy of access, being only five 
minutes' walk from the depot and the same distance from the 
post-office. In fact, the grounds are in the very midst of the 
village. It will be readily seen that the school has all the ad- 
vantages of a quiet country location and at the same time is 
within easy reach of the conveniences of modern civilization. 


The buildings which are connected with the school are four 
in number, viz. : the State normal school, the dormitory, the 
training school and the principal's residence. 

The normal building is a substantial brick and stone structure, 
arranged and constructed for modern school work. All of the 
rooms are well lighted, the recitation rooms being on the east 
and south sides, while the dressing rooms, store rooms, offices 
and rooms for drawing take the light from the north. The 
heating and ventilation are by the "fan system." The build- 
ing has been furnished and equipped in a plain but substantial 
manner. Everything is thoroughly modern and well adapted 
to the use for which it was purchased. 



On the first floor are the general and private offices, the 
ladies' cloak-room and toilet, the laboratory for biology, a reci- 
tation room for mathematics, one for psychology and pedagogy, 
and a third which is not yet in use. On the second floor are 
the main hall, the library, the reading room, the laboratory and 
a store room for mineralogy and geology, a recitation room for 
history and literature and a teachers' rest room. On the third 
floor are the laboratories and store rooms for physics and chem- 
istry, a large room for drawing and a large lecture room for 
physics, chemistry, geography and kindred subjects. In the 
basement is a large gymnasium. Here are also two large, well- 
lighted rooms, one of which is now used as a coat room and 
lunch room for gentlemen and the other as a work-shop. Both 
are well adapted to use for manual training laboratories. Next 
to the gymnasium is a room fitted with shower baths, wash 
basins and toilets. In the basement may also be found the 
engine room, with two mammoth boilers which supply steam 
for heating both the school building and the dormitory ; the 
hot-air pump, which pumps water to a reservoir in the top of 
the building, from which it is distributed to the school building, 
the dormitory and the premises ; the air pump and tank, which 
supplies air for the Johnson automatic system which keeps the 
temperature in each room at 70° ; the air pump and mixer, 
which connects with the gasoline tank situated outside in the 
grounds and forces the gas to all parts of both buildings. 

The dormitory is built of brick, with brown-stone trimmings. 
As already stated, it is heated and lighted from the plant located 
in the basement of the school building. This is the temporary 
home for the majority of our students, and great care has been 
taken to make it a comfortable, cheery, home-like place. On 
the basement floor are the dining room, kitchen, hall, pantry, 
baths, laundry, drying room, servants' sitting room and the 
store room. On the first floor are the parlor, alcoves, hall, 
guest room, matron's room, students' rooms and bath rooms. 
On the second floor are two teachers' rooms, pupils' rooms, a 
linen closet and bath rooms. The third floor is like the second. 
On the fourth floor are the servants' rooms. 

The dining room is well lighted, and furnished with cosy 
tables which will seat four or six persons each. 



The parlor is furnished in mahogany, with rugs, draperies 
and curtains to correspond. A new piano and a well-selected 
library have been provided for the use of all. 

Each student's room has two windows, two large closets, a 
fixture for gas with Welsbach burner and one for electricity, 
a steam radiator and a ventilating flue. Each is furnished 
with a quartered oak bureau, commode, table, two rockers, two 
straight-backed chairs, toilet set, screen, one large and two 
small rugs, and two single iron beds, each bed being provided 
with a national spring, a first-class hair mattress, one live-geese 
feather pillow and one hair pillow. Few dormitories are so 
comfortably equipped. 


The climate is the mildest in the State. Zero weather is con- 
sidered extremely cold. There is little snow, and cold spells 
are of short duration. The nearness of the gulf stream helps 
to make the winter climate here resemble that of the New 
Jersey coast much more than it does that of New England. In 
the summer the prevailing wind is from the south-west ; and, 
sweeping up over the whole length of Long Island Sound, this 
is always cool, but with a certain balmy softness known so well 
to the inhabitants of Newport and Block Island. 


Non-resident students are expected to board in the dormi- 
tory or in private families approved by the principal. 

The State has erected and furnished and keeps in repair this 
fine building without expense to the students. All money 
paid for board is therefore expended for provisions, fuel, lights 
and service. Thus first-class accommodations and excellent 
board are furnished at a very low rate. The cost to students 
is $160 for the school year of forty weeks. Board is payable 
quarterly, in advance, i.e., $40 at the beginning of each ten 
weeks of the school year. 

Students who go home regularly on Friday nights will be 
allowed a suitable reduction from the above-named prices. 




Each boarder is expected to furnish bedding, towels, nap- 
kins and napkin ring, and clothes-bags. It will be well for 
each to bring four pillow cases, three sheets, two blankets and 
one coverlet. Every article of clothing must be distinctly and 
indelibly marked with the owner's name. 

Text-books and reference books are loaned to the students 
free of charge ; but they are expected to pay for any damage to 
books or furniture which they may be using, to buy their own 
paper and note-books and to pay for breakage in the laboratory 
work. The total of such expenses for a year is only a few 


Students and candidates for admission who have done ex- 
cellent work in the high school and are strong physically, but 
who cannot obtain sufficient money at home for their support 
through school, may apply for assistance. It will be under- 
stood that only a small number can be assisted each year, and 
great care will be exercised in selecting such applicants as are 
particularly promising and most in need of such assistance. 

During the present school year eleven applicants have re- 
ceived loans of one hundred dollars or less each. The trustees 
are not authorized to loan more than one hundred dollars per 
year to any one student without a vote of the contributors. 


The government of the school is placed, as far as possible, 
on the shoulders of the governed. Students are expected to 
do their part toward their own best development. The theory 
is that self-government develops character. These students 
will soon be teachers, and so engaged in governing others ; 
before they can control others, they must be able to control 
themselves. If this power is not already theirs, it should be 
developed. The best way to grow in this direction is to prac- 
tise self-control. Each student is expected to feel responsible 
not only for his own conduct but for the welfare of the school. 
A committee is elected by the students from among their own 
number to hear complaints and to confer with the principal 



regarding any which have to do with the comfort and well- 
being of the student body. 

Habits of regularity, particularly in eating, sleeping, study 
and recreation, are considered of prime importance, and regu- 
lations covering these points have been adopted by the students 
who board at the dormitory. 


The school holds itself in readiness to respond to calls from 
the superintendents and teachers of the vicinity for any assist- 
ance which it can render. It welcomes all interested visitors 
to its sessions or to inspect its equipment. Kooms are gladly 
provided for teachers' meetings and for lectures which are of 
a distinctly educational value. 


It seems to be the policy of the State Board of Education to 
allow each school to develop an individuality of its own, — an 
individuality which shall, in a measure, grow out of its en- 

The Hyannis Normal School is attempting to work out some 
of the normal school problems in its own way, and it may not 
be amiss to state here a few of these problems, and some of 
the advantages which are offered at this school for working 
them out. 

It is believed that many teachers now in service in Massa- 
chusetts realize their need of professional training. Every 
teacher worthy of the name feels the need of such inspiration as 
comes from regular intensive study during some part of each 
year. To meet this need, the State has appropriated money 
for the support of this summer session. Thus is inaugurated 
a movement for the improvement of teachers now at work in 
our schools. Here those who feel obliged to teach during the 
regular school year will have an opportunity to take work equal 
in value to that which is usually offered in normal schools. 

The purpose of the instructors of this school is to give regu- 
lar, systematic courses in such subjects and of such character 
as will meet the needs of teachers now in service. 



Character of the Work. 

The work is like the regular work of the school year. The 
same amount of study, of lecture room and of laboratory time 
are required in each subject. 

Electives may be taken if approved by the principal, but 
the course must be balanced (contain a due proportion of sub- 
jects in science, mathematics, language, history and profes- 
sional work). 

All students must take, during their course, reading, geog- 
raphy, grammar, arithmetic, drawing and music. 

Students may take one or more subjects, but the work must 
be intensive in each. 

Credits Alloaved. 

Due credits will be allowed for work which has been done in 
other normal schools or in colleges. 

Teachers in service may be allowed to offer their experience 
between the successive summer sessions in lieu of practice in 
the training school. 

Diplomas Granted. 
Credit is given for each subject that is satisfactorily completed. 
A diploma will be awarded when the amount of work done by 
the student is equal to that required in the regular course. 


Teachers of maturity, who have been in service for two or 
more years, and graduates of four-years courses in high schools, 
who have taught one year, are admitted without examination. 

Graduates of high schools and teachers of less than the above 
required experience who desire to teach in the State may be 
admitted without examination, but without entrance examina- 
tions cannot receive credit to count toward a diploma. 

During the past summer one hundred and thirty teachers and 
superintendents were in attendance from different parts of New 

The faculty consisted of thirteen teachers, — four from the 
Hyannis Normal School, tw r o from Bridgewater Normal School, 
two from Oswego Normal School, one from the Boston Normal 



School of Gymnastics, one from Kansas State College, one from 
Newton High School, one supervisor of nature work in Quincy 
and one supervisor of drawing in North Adams. The teachers 
were very enthusiastic, and testified that they were receiving 
substantial benefit from these courses. The majority of them 
have registered for another year. 


Like several of the other State normal schools, this school 
is offering an advanced course. But, though the same subjects 
are offered, our plan of arrangement is somewhat different. 
Instead of attempting to prepare students to teach in high 
schools, we are attempting to make very strong teachers for the 
lower grades, — principals of grammar schools and superintend- 
ents of schools. With this idea in mind, we are offering only 
so much foreign language work as will enable the instructor to 
give a right method (after the years of work done in high 
school on foreign languages, a very little time suffices for 
teaching the right method), and the time thus saved is put 
upon ancient and modern history and English literature. The 
teachers in our lower grades need the broader outlook which 
comes from study along these lines. In the third and fourth 
years students are allowed to specialize to some extent along 
lines which they think they would prefer to teach in depart- 
mental work. 

Much more teaching is provided than is usual in this course. 
Each student in the two-years course does about fifteen weeks 
of actual teaching in the practice school. The students of the 
advanced course do the same amount, and then, as special 
subjects are studied, the student is assigned some teaching to 
correspond with a special subject. In this way we are prepar- 
ing teachers who will be able to take departmental work in the 
public schools. 


A special point is made in this school of connecting the work 
done in the training school with that done in the normal school. 
We attempt to make the training school the centre, and focus 
all efforts in that direction. Every teacher in the normal 



school is expected to do some teaching in the training school, 
thus keeping in close touch with.the children and their needs. 
Nearly every teacher of the training school does some teaching 
with the normal students, the principal taking methods in 
arithmetic, the principal of the primary department methods 
in primary reading, another teacher penmanship, etc. All 
teachers of the normal school are expected to act as super- 
visors of their particular subject in the training school. 

When students are practising, they prepare their lessons 
under the supervision of the teacher of that subject, who 
observes and criticises their work. It is perhaps too early to 
speak of definite results, but this arrangement seems to be 
working well in this school, and certainly does keep the 
academic and practice departments of the school in very close 
touch with each other. 

Weekly teachers' meetings are held, which are attended by 
all of the teachers of both departments, and all enter into the 
discussions of such educational questions as are of practical 
interest to a new school trying to feel its way along into best 
ways of teaching young children. 


Some of the special advantages which this school has to offer, 
are as follows : — 

Location. — Retired, but in the midst of a pleasant country 
village, and within easy reach of Boston. 

Climate. — Mild, healthful, with tonic sea breezes. 

Size of School. — Smallest State normal school in New Eng- 
land, but gives best opportunity for individual attention and 

Training School. — Opportunities for training under skilled 
supervision unexcelled. 

Equipment. — Buildings, laboratories and equipment all 
modern and complete. 

Dormitory . — Great pains taken regarding diet, rest and 
recreation of students, both the physical and social develop- 
ment being carefully encouraged. 


Lowell, Massachusetts, U.S.A. 

Established in 1897. 



FRANK F. COBURN, Principal. 

Hugh J. Molloy, Mathematics. 

Lyman C. Newell, Chemistry, Physics. 

Walter J. Kenyon, Drawing. 

Mabel Hill, History. 

Laura A. Knott, . English 

Anna W. Devereaux, Kindergarten. 

Adelia M. Parker, Critic Teacher. 

Grace D. Chester Biology. 

Alma E. Hurd, Physical Culture. 

Vesta H. Sawtelle, Music. 

Mary Hussey, Elocution. 


Cyrus A. Durgin, Principal. 

Belle A. Prescott, Grace B. Alvord, 

Charlotte E. Murkland, Maria W. Roberts, 

Blanche A. Cheney, Mary E. Walsh, 

Belle F. Batchelder, Carrie E. Erskine, 

Mary I. Howe, Fanny M. Spooner, 

Amy S. Tucke, Viola G. Burr, 

Bertha "J. Curtis, Frances Clark, 

Alice D. Sunbury, E. Belle Perham, 
Clare S. Reed. 

State Normal School, Lowell. 

The city of Lowell has ever been representative in its edu- 
cational development. Indeed, in its earliest history the 
question of a system of public instruction was one which went 
hand in hand with the problems of manufacturing interests and 
factory life ; and throughout the years of progress and increase 
the busy city of looms and spindles has always been quick to 
grasp the wants and needs of her people in the matter of school 
management and intellectual stimulus. From the first estab- 
lishment of a public school, in 1822, until the present regime 
of instruction, a peculiarly able set of educators have worked 
for the city, winning from their work practical results in good 
citizenship, and giving Lowell its place among towns foremost 
in educational advancement. 

With such a stable foundation of reputation, it is not strange 
that the Legislature, in 1894, gave to Lowell the honor of 
holding a State normal school. Such an honor ought to be 
counted not only a charge for the future, but a mark of respect 
for the past ; at least, unless party politics represents the 
highest motives and greatest influence in these days, the citi- 
zens of Lowell have reason to consider a State institution a 
matter of personal regard from the Commonwealth to its 
daughter city. And to prove the enthusiasm of those persons 
who were to be held responsible for this undertaking, a tract 
of land about three acres in extent was selected at the corner 
of Broadway and Wilder streets by the State Board of Educa- 
tion and purchased by the city of Lowell. 

The school was opened to pupils Oct. 4, 1897, and the exer- 
cises of dedication took place June 15, 1898. 

The building itself has been planned with special thought 
of convenience, and attracts attention as a model structure of 



its kind. The building is constructed of buff mottled brick, 
with trimmings of Indiana limestone ; it has three stories and 
a basement above grade, facing northward. It is 178 feet in 
length from west to east, and the depth of the building is 74 
feet. The entrance consists of a portico, which is faced with 
marble, with vaulted ceiling. The front and rear steps, but- 
tresses and base course are of Conway granite, and moulded 
brick is used over the windows. 

The basement contains the two manual training workshops, 
the lunch room, the sanitaries, boiler room, coal room, engine 
room, storage, electrical shop and janitor's room. The first 
floor contains a corridor 12 feet wide, extending from stairway 
to stairway. The staircases at the ends are constructed of 
iron. On this story are the principal's rooms, teachers' 
assembling room, cloak rooms, four recitation rooms, with 
adjoining private rooms for the teachers. 

The second floor contains the main hall, 60 by 65 feet, with 
four large recitation rooms similarly arranged, with private 
rooms between them. The library is also on this story. 

On the third floor the laboratories, both physical and chemi- 
cal, are arranged with a lecture room, the large gymnasium 33 
by 65 feet, and art room equally as large, with northern light. 

All rooms and corridors are finished in quartered oak. 
Heating and ventilation are accomplished by a combi nation 
known as the fan and gravity system. Each recitation room 
is supplied with not less than thirty-five cubic feet of fresh air 
per minute for each pupil, and an equal amount of foul air is 
withdrawn at the same rate. 

In connection with the course of studies pursued at the 
normal school, full scope is given to the science departments. 
Laboratory and workshop are equipped with the best appliances 
that can be procured. The spirit of advanced industrial art, 
which is the natural development of a mill city, demands the 
latest improvements in manual training ; and as fast as the 
interest is produced, such courses are being introduced for 
the students, as well as sewing and cooking lessons for the 
women pupils. 

Although the school is but three years old, the influence of 
the institution is already being felt. Not alone is its influence 



recognized in the city of Lowell ; the whole eastern portion 
of Massachusetts has proved itself a fallow field for the intel- 
lectual seeds of such progressive education. 

The suburban towns, the villages still farther away from reach 
of the large centres, are already in touch with the active power 
and work of the Lowell Normal School. The opportunity has 
been given to the youth of Middlesex County, and changes for 
the better in the system of education in the adjoining towns is 
already noticeable, because of the more rigorous demand in the 
courses necessary to fit the pupils for the normal school. 

The work of the Lowell State Normal School not only con- 
sists of the general two-years course and three-years course, 
with special course for teachers and college graduates, but the 
kindergarten department is of so broad a scope that the first 
year's work gives each pupil of the school a definite amount 
of instruction in kindergarten principles, a general knowledge 
of the gifts and occupations, with large opportunities for ob- 
serving the city kindergartens themselves. The kindergarten 
method governs the spirit of all the work in the normal school 
from beginning to end, giving both thoroughness and enthusiasm 
in the mental training. The existing relations between the 
city kindergartens and the department of the normal school 
make it possible to offer unusual advantages for observation 
and practice. The twelve schools furnished for observation 
and practice are situated in different sections of the city, and 
include in their enrolment nearly 1,100 children, from families 
of varied circumstances. It too frequently happens that kin- 
dergarten schools include only children from the more fortunate 

The following is a brief statement of the work of this course. 
In the first year the kindergarten class takes a regular normal 
school course. They meet the supervisor of the department once 
a week, to receive instruction in principles and methods and in 
the use of gifts and occupations. A week is spent early in the 
year in visiting the different kindergartens, observing the work 
done, throughout the forenoon. In the afternoons reports are 
presented to the supervisor, and an opportunity is given for 
discussion. The primary and lower grammar grades are then 
visited, so that some knowledge may be obtained of the work 



in the higher grades and their relation to the kindergarten. 
Each pupil is requested to make a study of one or more of the 
children, submitting a full report of the same to the supervisor. 
In the second year all the forenoons are spent in the schools, a 
part of the time in observation and a part in practice. A pupil 
spends ten consecutive weeks in one school, and is given an 
opportunity to take entire charge of a room under supervision. 
Afternoons are spent at the normal school in the study of 
theory, including mother-play and symbolic education, psychol- 
ogy, games, gifts and occupations, drawing, nature work, 
gymnastics, voice training and music. 

In the post-graduate year further opportunity is given for 
observation and practice. Instruction is given in advanced 
kindergarten theory, including pedagogy and the education of 
man, crystallography, laboratory work in zoology and botany, 
with special reference to their application in the kindergarten ; 
weekly discussions on the making of programs. The post- 
graduate course was formed in the autumn of 1899, and has a 
membership of 15. 

In the regular training department for the primary and 
grammar work the State Board and the city of Lowell agreed 
that the Bartlett school should be used as -a school for observa- 
tion and practice for the State normal school. The plan has 
special advantages, since the Bartlett is one of the city's largest 
schools, with 800 pupils, and a staff of teachers numbering 
18. The building is not only one of the largest but one of 
the newest grammar school buildings of the city. It is quite 
plain architecturally, nothing whatever having been wasted for 
show, but within it is a model of convenient arrangement. The 
side hill upon which it is built made it easy to have the base- 
ments exceptionally high and well ventilated. On the two 
floors above, wide corridors run the whole length of the build- 
ing, with two wide entrances from the street for the first, and 
two spacious stairways for the second. The upper floor is 
occupied by a handsome and well-lighted hall, capable of seat- 
ing 1,200 persons. Small rooms are at each end which might 
well be fitted up for museums or for similar uses. The building 
is of course supplied with all the usual modern appliances in 
the way of ventilation, adjustable seats for pupils, store rooms 



for books, office for the principal with telephonic connections 
with all the rest of the building, parlor for the teachers, etc 

The training department, known as the observation and prac- 
tice school, provides generously in its scope and equipment. 
This well-organized city school consists of six grammar grades, 
two rooms in each, a primary school of three grades and a 
kindergarten. During the spring term each member of the 
junior class spends one week in these grades, and every after- 
noon she not only brings to the State school a written report 
of the morning's observation, but she also has the advantage 
of a personal discussion with the supervisor upon the work re- 

With the fall term of the senior year training work in the 
observation and practice school is continued. Each student 
has the same proportion of time and work allotted to her, cov- 
ering an average term's length. This work is divided into 
three periods, therein giving the student the advantage of work 
in at least three grades, thus breaking the length of practice, 
so that it shall not be a too severe test of strength. The work 
itself is under the direct observation of the principal, the reg- 
ular teacher in each room, and the critic teacher or supervisor, 
whose work is so arranged that she is in touch with both 
academic and training departments. Each day the latter in- 
structor meets the practising students individually as well as 
in class, for criticism, to further the development of the cor- 
relation of theory and practice. 

At the outset the pupil teacher observes the work of the 
model teacher. After a short period of observation one class 
is assigned to her care, and in a day or two a second branch is 
added to the first. By the end of the first week, if the prac- 
tice teacher prove herself strong, she carries three or perhaps 
all the morning's classes, with full control of the room. Thus 
beginning as an apprentice under the supervision of a model 
teacher, she finally takes the sole charge of a typical public 
school room ; and the fact that the school contains over 800 
pupils offers in itself an opportunity to watch the discipline 
and management of a great educational organization such as a 
city public school in Lowell can offer. During this period of 
practice the pupil teacher submits each day her plans of work 



to the model teacher, whose special office in this relation is to 
give encouraging suggestions and advice concerning these 
same plans and their adaptability to the grade which she is 

The teachers from the faculty of the State normal school, 
whose plans of study are cordially accepted by the training 
department, are expected to visit the practice work at least 
once a week, that a close relationship and clear understanding 
may exist between the academic work, theory and practice 

The design of the normal school is strictly professional, — 
that is, to prepare in the best possible manner a student for 
the work of organizing, governing and teaching the public 
schools of the Commonwealth. The Board of Visitors, with 
the principal of the school, have the management of the in- 
stitution and its curriculum. It is their desire and aim that 
the course shall give, first, a thorough knowledge of subjects 
taught ; secondly, a wise pedagogical point of view ; thirdly, 
a clear mental training. 


Boston, Massachusetts, U.S.A. 

Established in 1873. 



George H. Bartlett, 

Albert H. Munsell, 
Edward W. D Hamilton 
Ernest L. Major, . 
Anson K. Cross, 
Richard Andrew, . 
Mercy A. Bailey, . 

Vesper L. George, . 
George Jepson, 

Cyrcs E. Dallin, 
Annie E. Blake, 
Harry J. Carlson, . 

M. Louise Field, 


John L. Frisbie, 
Elizabeth J. Hinckley, 

. Historic Ornament; Principles of Design; Black- 
board Illustration. 

\ Drawing and Painting from the Antique Figure 
\ and Life Model ; Composition ; Artistic Anat- 
J omy. 

1 Free-hand Drawing ; Light and Shade; Per- 
S spective ; Model Draxcing Theory. 

. Light and Shade Draxcing from Animal Form ; 

Water-color Painting from Still-life. 
. Design; Free-hand Drawing ; Light and Shade. 
. Descriptive Geometry ; Mechanical Drawing and 

Shop Work. 

. Modelling from Antique and Life ; Composition. 
. Modelling and Casting ; Design in the Round. 
. Building Construction; Architectural Draxcing 
and Design. 

^ Drawing in the Public Schools. 

. Ship Draughting. 
. Curator. 

State Normal Art School, Boston. 


In view of the importance of drawiAg as a brunch of educa- 
tion, the Legislature, by an act passed May 16, 1870, made 
instruction in this branch obligatory in the public schools. 
This act met with public favor ; but it was soon found by ex- 
perience that it was impossible to realize satisfactorily the 
benefits intended by the act, for want of competent teachers. 

In 1871 the Board employed Mr. Walter Smith, recently 
from the Art School, Leeds, England, to be State director of art 
education. He inspected the schools, and advised the estab- 
lishment of a school for the training of teachers in drawing. 

The first appeal of the Board to the Legislature was not 
successful. The means were finally provided, and the school 
was opened Nov. 11, 1873, at Boston, Mass. It removed, in 
1878, to a building constructed for its special use on the corner 
of Newbury and Exeter streets, at an expense of $85,000. It 
is in every respect a model of convenience for the purpose 
which it was built to serve. 

This school, during the twenty-seven years of its existence, 
has prepared teachers of practical skill in the art of drawing for 
the evening schools, now kept in all the cities and large towns 
of the State ; has provided a large number of art directors and 
teachers of drawing for public and private schools, for normal 
and technical schools and collegiate institutions in all parts of 
the country. Mr. George H. Bartlett is the present principal 
of the school, and is aided by an able corps of assistants. 


Class A embraces elementary drawing ; Class B, drawing, 
painting and design ; Class C, the constructive arts, design 
and shop work ; and Class D. modelling and design. There is 



also a special class in applied design. The Public School Class 
is devoted to methods of teaching and supervising drawing, 
with special reference to the public schools. 


The first course requires four years. It embraces the work 
of classes A and B and the elementary course of C and D, fol- 
lowed by a year in the Public School Class. 

The second course requires four years. It embraces the 
work of classes A, B and D, with normal instruction from the 
teachers of those classes. 

The third course requires three years. It embraces the work 
of Class A and the elementary and advanced work of Class C, 
with normal instruction from the teachers of those classes. 

Students completing the work of Class A may choose one or 
more of the courses offered by the school. 

Special Class in Applied Design. 
Only students who have performed the work required in 
classes A, B and D, or A and C, will be eligible to enter this 


Class lectures are given each year on the history of art, on 
design, anatomy and perspective. Special lectures will be 
given during the school year, between the hours of 2 and 3 p.m. 
All students are required to attend them. 


Elementary Drawing and Design. (Class A.) 
Geometry and Perspective. Free-hand drawing. Light 
and shade. Historic ornament. Botanical analysis in color. 
Elementary design. 

Painting and Decoration. (Class B.) 

1. Drawing from antique. Drawing from life. Painting. 
Composition. Anatomy. Advanced perspective. Design in 

History of Painting. 

2. Painting from life. Costume. Mural decoration. 


Construction and Design. (Class C.) 

1. Descriptive geometry. Building construction. Machine 
drawing. Ship draughting. 

History of Architecture. 

2. Architectural design. Interiors and furniture. Shop 
work, wood and metal. 

Sculpture and Design. (Class D.) 

1. Modelling from ornament. Modelling from antique. 
Relieved decoration. Casting. 

History of Sculpture. 

2. Modelling from life. Figure reliefs. 

Pedagogy and Supervision. (Teachers' Class.) 
Teaching exercises. Courses of study. Graded illustrative 
work. Supervision. 


Candidates must be over sixteen years of age ; must bring a 
certificate of moral character from some well-known person in 
the town w T here they reside ; and must present a high-school 
diploma or its equivalent. 

Entrance examinations will be held on Monday and Tuesday, 
Oct. 1 and 2, 1900, in the following subjects : outline from group 
of models, outline ornaments from cast, light and shade from 

Tuition is free to students residing within the State and in- 
tending to teach drawing in the public schools. Students 
from other States, who declare their intention to remain in the 
school until they graduate and after graduation to teach in the 
public schools of Massachusetts, will be admitted free ; other- 
wise they must pay the fee of fifty dollars per term for such 
time as they may have been in the school. 

Special students must pay fifty dollars per term, and will be 
admitted under such regulations as the Board of Visitors pre- 




Regular students cannot remain in any one class more than 
two years. 

Graduates may continue their studies for one year, upon 
invitation of the principal. 

Five dollars per term is charged for incidentals. 
All fees are payable in advance to the curator. 


The year is divided into two terms : the first term begins 
Oct. 1, 1900, and ends Feb. 15, 1901 ; the second term begins 
Feb. 18 and ends June 27, 1^01. The sessions are from 9 a.m. 
to 2 p.m., except Saturdays, with a recess of half an hour at noon. 

Vacations and holidays are as follows : Thanksgiving Day 
and the remainder of the week, Christmas Day to New Year's 
Day inclusive, Washington's Birthday, Patriots' Day, one week 
beginning the first Monday in April, and Memorial Day. 


A hot lunch is provided every day for the students of the 
school, at very low rates, from 12 to 12.30. 


Students failing to pass any examination may apply the fol- 
lowing year, on condition that they again perform all class 
work required in that subject. 

Diplomas are awarded to graduates of the several courses. 
Recognition will be given to special students for work done. 


Applications for teachers should be made directly to the 
principal. Such applications will be brought to the attention 
of students best prepared to do the required work. 


Work Required. 
Geometric problems and perspective problems (instrumental) . 
Model drawing in outline. Outline of group of common ob- 
jects. Light and shade drawing from a group of colored 
objects. Details of human figure from cast. Details of animal 
form from cast. Details from the historic schools of ornament. 



Botanical drawing in pencil, pen and ink, and with brush. 
Water-color studies from the living plant and flowers. Deco- 
rative rendering of the same. Exercises in design. 

Examinations for Advancement. 
Plane geometrical problems. Perspective problems. Draw- 
ing from objects (time sketch) . Historic ornament and design. 
Theory of model drawing. 


Work Required. 
Drawing from the antique figure and living model. Anatom- 
ical details. Perspective of shadows, reflections and aerial 
effects. Study from still-life in oil or water color. Composi- 
tion. Decorative design. 

Examinations for Advancement. 
Time sketch from the antique. Time sketch in color from 
still-life. Original decorative composition. Paper on the his- 
toric schools of painting. Paper on advanced perspective. 


Elementary Course. First Term. 
Orthographic projection. Projection of shadows. Elements 
of machine drawing. Elements of building construction. Ex- 
amination in each subject. 

Advanced Course. Second Term. 
Work Required. 
Descriptive Geometry. — Illustrations from lectures. Inter- 
sections of solids. Projection of shadows. 
Ship draughting and modelling. 

Architecture. — Design for dwelling or public building. 
Structural details of same. Monog^ph of architecture and 
ornament. Drawing of buildings from measurements. Two 
designs in accordance with a proposition. 

Machine Drawing. — Screws and their applications. Wheels, 
spur and bevel gears, cams, etc. Machine drawn from copy. 


Machine drawn from measurements. Details of same prepared 
for shop. Shop work, in wood and iron. Forging, making 
and tempering tools, etc. 

Examinations for Advancement. 
Papers on solid geometry and shadows. Examination of 
shop work. Examination on lecture notes and problems. 
Examinations in architecture. Examinations in building con- 
struction. Design sketches based upon a proposition. Paper 
on subject selected for monograph. 


Work Required. 
Elementary Course. 
Ornament from the cast. Study from drawing or photo- 
graph. Study from the living plant (with decorative treat- 
ment). Details from the antique figure. Details from animal 

Advanced Course. 
Head from life. Original design. Study from the living 
model. Figure composition. 


Cast from nature of fruit or foliage. Cast from a piece 
mould, sulphur mould and gelatine mould. 

Examinations for Graduation. 
Time sketch in clay from ornament. Time sketch in clay 
from the antique. Time sketch in clay from life (head). 
Design in the round. Paper on sculptured ornament. 


Pedagogy. Teaching exercises. Observation in the public 
schools. Consideration of courses of study. Graded illustra- 
tive work. Blackboarc^drawing. Details of supervision. 


Examinations for Graduation. 
Pedagogy. Essay on supervision. Essay on illustrative 
work. Essay on literature of art.