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UiNlTED STATES BUREAU OF EDUCATION
BULLETIN, 1913: NO. 2 WHOLE NUMBER 509
TRAINING COURSES FOR
RURAL TEACHERS
By A. C. MONAHAN
BUREAU OF EDUCATION
AND
ROBERT H. WRIGHT
PRESIDENT, EAST CAROLINA TEACHERS TRAINING SCHOOL
GREENVILLE, N. C.
WASHINGTON
GOVERNMENT PRINTING OFFICE
1913
COJSTTElsrTa
Page.
Letter of transmittal 5
Introduction 7
Courses in State normal schools 11
Elective subjects for rural teachers offered in regular normal courses 11
The State normal school at Bellingham, Wash 12
The State normal school at Harrisonburg, Va 14
The State normal school at Athens, Ga 15
Departments of rural schools 16
One-year courses for teachers of rural schools 17
The State normal school, Valley City. N. Dak 18
The Lewiston (Idaho) State normal school 18
The East Carolina Teachers' Training School, Greenville, N. C 19
Winter, spring, and summer terms 20
Work in sociological or other clubs for the study of country life problems.. 22
Model rural schools 24
Summary of rural courses in State normal schools 27
Rural courses in the State normal schools at the places named 27
County training schools of Wisconsin 36
Teacher training in high schools 39
New York 39
Michigan 40
Minnesota 42
Virginia 42
In other States 45
Teacher training in high schools as viewed by superintendents and other
officials 48
Table 2. — Teacher- training courses in public high schools 51
Table 3. — Arkansas: Teacher-training courses in high schools, 1911-12 52
Table 4. — Iowa: Teacher-training courses in high schools, 1911-12 52
Table 5. — Kansas: Schools maintaining teacher-training courses, 1911-12 54
Table 6. — Maine: Teacher-training classes in high schools, 1910-11 55
Table 7. — Michigan: County normal training classes in connection with high
schools, 1911-12 55
Table 8. — Minnesota: High-school training departments, 1911-12 56
Table 9. — Nebraska: Teacher-training courses in high schools, 1911-12 56
Table 10. — New York: Teacher-training courses in high schools. 1911-12 59
Table 11.— Oregon: Teacher-training courses in high schools, 1911-12 60
Table 12.^ — Vermont: Teacher-training courses in high schools, 1911-12 60
Table 13. — Virginia: Teacher-training courses in high schools, 1911-12 61
3
LETTER OF TRAI^SMITTAL.
Department of the Interior,
Bureau of Education,
WasUngton, D. C, October 10, 1912.
Sir: The improvement of the rural schools of the United States
is, I believe, our most important school problem. The most impor-
tant factor in their improvement must be better educated and better
trained teachers. The education and training of teachers should
always have some special reference to the work of the schools in which
they are to teach. Therefore any intelligent attempt to adjust
the courses of study and training in the normal schools to meet the
special need of teachers in schools of the open countr}", collages, and
small towns is worth}" of careful study and wdde publication. For
this reason, I recommend that the accompanjnng manuscript on
Training courses for rural teachers, prepared by A. C. Monahan,
specialist in rural education in this bureau, and R. H. Wright, presi-
dent of the State Teachers Training School, of Greenville, N. C, be
published as a bulletin of this bureau for distribution principall}'
among State and county superintendents, principals and teachers
of normal schools and of high schools having classes for young men
and women preparing themselves for teaching in the rural schools,
and among members of boards having control of schools in which
teachers are trained.
Respectfully submitted.
P. P. Claxton,
Commissioner.
The Secretary of the Interior.
5
TRAINING COURSES FOR RURAL TEACHERS.
INTRODUCTION.
It may be that many teachers are tired of the expression '' Educa-
tion is adjustment," but the fact remams that American rural edu-
cation has not yet adjusted itself to rural conditions. Just what this
readjustment shall be and how it shall be brought about is the great
unanswered question in the minds of the leaders in rural educational
affairs. Deeper thought and more intensive study than has yet been
applied must be concentrated on it. It must be studied with a full
understanding of the status of rural civilization in its economical,
sociological, religious, and recreational activities and needs. No
superficial adjustment by the addition of new studies to the cm*-
riculum will answer the question; something more fundamental is
necessary.
For many years the idea prevailed that education had no concern
with the daily routine of life's affairs. "Education for education's
sake," "Education for culture," were the old watchwords. Now,
however, the belief is becoming prevalent that it is not beneath the
dignity of education to take a direct part in the things of daily life.
Men realize that study is necessary for success in any occupation, and
it is but logical that the study should be of those things which go to
make up the occupations.
Education when properly adjusted to human needs will help each
individual to find what he is best suited for and to make of himself the
very best possible human being of his type in the environment in
which he may find himself. This calls for two things in the schools:
First, that type of work that will help boys and girls to choose intel-
ligently their life work; and, second, the type of training which will
enable them to get the best preparation for their careers when chosen.
In the early years the training, as far as subject matter and general
methods are concerned, need vary but little among schools because
of their environment. It is in the applications, illustrations, and
materials through which the training is imparted that the difi'erentia-
tion must come. The child thinks in terms of the things he knows in
his daily life; to require the country child to think in terms of the
environment of the urban child would probably not only retard the
rate of progress, but also turn the child's thoughts away from himself
and his surroundings toward a foreign environment and life.
7
8 TRAINING COUESES FOR RURAL TEACHERS.
There are developing in the United States two distinct types of
schools, an urban school for the city and town and a rural school for
the village and open country. A survey of the field of education
shows that an educational system has developed about the urban
school and that for the urban school it is reasonably efficient. The
system developing for the urban school has been thrust upon the rural
school and has failed in large measure to meet the needs of rural edu-
cation. Again, an efficient urban school organization has brought
about for the school a reasonable financial support, a business man-
agement, expert supervision, and a well-trained teaching force, while
in the country all of these things are in large measure lacking. The
attention of educational leaders has in the past been occupied by the
rapid growth of the urban systems, and the rural schools have been
neglected. In fact, urban progress in education has to a certain
measure retarded progress in rural education, for it has taken from
the country schools the teachers of best native ability and best prepa-
ration, leaving the rural schools in the hands of young men and women
hardly qualified in education, traming, or experience for the tasks
before them. It has resulted that the rural school has become a
recognized stepping-stone to urban-school work, so that the rural
school has to contend not only with poorly prepared teachers but
also with short terms of service and constant changes of teachers.
There is, however, in this country an awakenmg, well-nigh universal,
to the needs of these schools. People and teachers are beginning to
realize that the rural-school problem is our most important unsolved
educational problem.
The school can never become more efficient than the teacher. A
first requisite for efficient rural education is well-trained teachers
and supervisors. Little has been done in the past to fit teachers for
rural work, and the supply of those trained in general professional
work has been inadequate to satisfy the urban demand. The total
number of public-school teachers in the United States last year was
over 523,000; the number of graduates of teacher-training courses in
universities, colleges. State normal schools, county training schools,
and high schools was approximately 23,000. The average length of
service of a teacher is less than five years. It is apparent, therefore,
that for not more than one in five positions is a tramed graduate
available.
It was with these facts m mind that an inquiry has been made by
' this bureau concerning the teacher-training courses in the United
States designed especially to prepare for permanent work in rural
schools. There is a growing belief that the teacher for rural work
should have an education and training different in some res])ects from
that of the town or city teacher. The rural teacher needs the same
courses in education (psychology, pedagogy, etc.) and the same gen-
INTRODUCTION. 9
era! courses in methods of teaching. He needs, however, in place of
some of the academic subjects of secondary or collegiate grade,
additional courses in natural and physical sciences, particularly in
their applications, and in nature study, elementary agriculture, domes-
tic economy, sanitation, rural economics, and rural sociology. He
needs also courses in rural-school management and methods, includ-
ing instruction by an expert rural teacher m the best methods of
classifying pupils, in the arrangement of a program, and in other
problems of the one-room country school. These questions must be
met and answered by the teacher who begins his school work in a
one-teacher school without the aid and advice from other teachers
that is available for the new teacher in other schools. Practice in
methods of teacliing the common-school branches may be taken in
the regular graded normal-practice school, but every student pre-
paring for country work should have practice under an expert teacher
in school management and teaching in a one-teacher rural school
located in its natural environment and attended by rural children.
Urban life has much in common wherever it may be, and the same
type of school may be suitable m large measure to all cities. The
graded system is as suitable for New Orleans as it is for Boston. The
principle does not hold for the country school. ^Vhile in general the
problem before the country school in all sections is the same, the
details of a system of instruction suitable for North Dakota would
not apply in Florida.
A thorough knowledge of country life in the section where the
school is located is necessary. For this reason the country teacher
needs to study his district. For such study he may be best prepared
by the study of rural economics and sociology. Somewhere in his
preparation he should be taught how to find out the following or
similar facts relative to his school constituents:
Population. — ^Urban and rural, white and colored, native born,
foreign born, whether increasing or decreasing and why, number of
inhabitants per square mile, number of illiterates.
Economic conditions. — ^The natural resources of the district,
mineral and vegetable; chief products, manufactured articles, crops
for market, crops for home consumption; number and size of farms,
percentage of owners, percentage of tenants, percentage of wage
earners, the average annual wage; increase and decrease in land
values and in crops, farm stock and machinery; sources of food and
clothing in the district.
Social conditions. — Social activities, including forms of recreation,
such as athletics, dances, moving-picture shows, pool rooms, etc., and
lecture courses, literary societies, picnics, secret and fraternal organi-
zations; means of transportation; means of communication, such as
66477°— 13 2
10 TKAINING COURSES FOR RURAL TEACHERS.
telephones and rural free delivery; moral conditions, tendencies
toward criminal practices, sanitary conditions.
Educational conditions. — ^The community interest in the school;
the use of the school building for community gatherings ; the amount
of schooling received by individuals of the district; recent pupils of
the school who left before completing the school work and the
reasons for leaving; private libraries; the number and character of
magazines and newspapers regularly read in the district.
Religious conditions and activities. — ^Number of active churchmen,
number belongmg to no church, church societies and activities and
other work for the uplift of the community.
A study of the situation in the United States regarding the rural
teacher-training covu'ses shows that there are three main sources
from which the rural schools may obtam trained teachers, namely,
State normal schools, county training schools, and high schools.
The State agricultural colleges are doing something for rural teachers
in their ''courses for teachers" and m their agricultural education
work. Their courses are mostly, however, for special teachers of
agriculture and for consolidated-school principals rather than for
ordinary country-school teachers, although many of them are giving
summer courses designed primarily for teachers of that class. The
activities of the agricultural colleges in preparing teachers have been
thoroughly discussed in the chapter on agricultural education ^ in the
Report of the Commissioner of Education for 1911, and will not
therefore be touched here. There are many other agencies for the
improvement of country teachers already in service. They also
have been treated m a recent publication of the bureau, and no
further discussion of them is necessary here.^
1 This chapter is available as a separate.
2 Agencies for the improvement of teachers in service, Bulletin, 1911, No. 3.
COURSES IN STATE NORMAL SCHOOLS.
The special work offered at the State normal schools to prospective
rural teachers may be grouped under several headings according to
its nature and its arrangement in relation to the regular courses.
The work will be discussed in tliis paper under the following headings:
(a) Elective subjects for rural teachers oft'ered in regular normal
courses.
(6) Complete courses in departments of rural education, separate
and distinct from other departments.
(c) One-year courses for rural teachers.
(d) Short courses given as "winter," ''spring," or ''summer"
courses designed for teachers already in the service.
(e) Work in sociological or other clubs for the study of country
life problems.
(/) Practice and observation in model rural schools.
ELECTIVE SUBJECTS FOR RURAL TEACHERS OFFERED IN
REGULAR NORMAL COURSE S.'
The contents of the course given by any normal school must depend
largely upon two things — the sort of schools into which the graduates
expect to go upon the completion of their normal course and the
subjects taught in the public schools of the State. If a State has a
small rural population, as is the case in Massachusetts, Rhode Island,
Connecticut, and New Jersey, it is not necessary for all of the normal
schools to offer special work for rural teachers, as but few of their
graduates will ever become permanent rural teachers. On the
other hand, if the population is chiefly rural, as it is in South Caro-
lina, Georgia, Alabama, Mississippi, and North Dakota, then it
becomes the duty of most of the normal schools to offer such courses
as will best prepare teachers to meet the conditions in rural com-
munities.
Certain States provide by law a course of study which must be
followed in all schools; other States provide a course but allow
independent districts to decide for themselves whether they shall
adopt the State course; still others provide no course and leave with
the local authorities full power to determine what subjects shall be
taught in theh schools. In each State where a State course of study
is provided the normal schools are guided in the arrangement of
1 All the courses described in this bulletin are those given in the scholastic year 1911-12.
11
12 TRAINING COURSES FOR RURAL TEACHERS.
their curricula in large measure by the State course, as they neces-
sarily must prepare teachers of the subjects included in it. For
example, where nature study, elementary agriculture, cooking, sew-
ing, and sanitation are required in the State course as subjects to be
taught in rural schools, the normal schools have been forced to
include the same subjects in their curricula, teaching not only the
subject matter but the methods of instruction. In other States the
normal schools are more free to vary their courses.
To show the character of some of the special rural work and its
arrangement in the curriculum, the courses in several schools will
be described. The schools selected were chosen not necessarily
because the work they are doing is the best of its kind, but because
their courses may be regarded as good types to illustrate the various
courses offered to meet the problem of preparing teachers for the
country as part of the regular normal work. The courses described
are the courses offered for the school year 1911-12, as the larger
part of this bulletm was prepared for publication before the opening
of the schools in September, 1912. Several State normal schools
have organized work for the preparation of rural teachers and are
offering courses the present year (1912-13) for the first time. In a
few instances changes in some of the courses described were made at
the beginning of the year. It has not been practicable to note the
changes m this bulletin.
The State Normal School at Bellingham, Wash., offers three regular
two-year courses. The first presupposes the completion of two years
of high-school work and entitles its graduates to a certificate good for
two years in the elementary schools of the State; the second pre-
supposes three years of high-school work and entitles its graduates
to a three-year certificate; the third presupposes a complete high-
school course and entitles the graduate to a five-year certificate. In
actual practice the three courses may be said to constitute but one
course — a four-year course which pupils may enter at the beginning
of the first, second, and third years, and which they may leave,
receiving certificates as stated above, at the end of the second, third,
and fourth je&rs. Students planning to leave at the end of the sec-
ond year are given during that year professional work which other-
wise would come later in the course. The courses are given on the
following page. For pupils planning to take four-year work a course
is arranged diflering slightly from the elementary and advanced
courses here given.
COUKSES IN STATE NORMAL SCHOOLS.
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9
14 TRAINING COURSES FOR RURAL TEACHERS.
Students preparing for rural work take usual!}' the elementary
course. The special studies, either required or elective, of value to
the prospective rural teacher open to students m that course are the
following :
1. Rural school methods, 3 credits, including rural school management, elementary
methods, the program, grading, and classification.
2. Rural school observation. 2 credits, in the special rural observation school and in
other rural schools in the neighborhood, with discussions of the special problems of the
rural teacher.
3. Agriculture, 4 credits, confined principally to the study of the soil and of plant
life and growth.
4. Home economics, 4-10 credits, including cooking, sewing, household management
and methods of teaching.
5. School hygiene and sanitation, 2 credits.
6. Manual training, 2-10 credits, including basketry, clay modeling, and woodwork.
The State Norifnal ScJiool at Harrisonburg, Va., offers a regular nor-
mal school course of four years and a professional course of two 3^ears.
Pupils may enter the fu'st year of the regular course after completing
two years of high-school work, or they may enter the second year
after completing three years of high-school work. If they have com-
pleted a full four-year high-school course before entering the normal
school, they must take the professional course. Students in the regu-
lar course may leave at the end of any year, and if the year's work
has been completed satisfactorily will receive a certificate indicatmg
the amount of work done. The four-year course is as follows, the
figures bemg "term-hours," or the number of hours per week for one
term of one-third of a j^ear in length (three "term-hours" mean that
the subject is pursued three hours a week for one term, or one hour a
week for a full ,year) :
THE FOUR-YEAR NORMAL COURSE AT HARRISONBURG, VA.
FIRST YE.\R.
Term-liours.
Language study 15
Physical geography 10
Commercial geography 5
Industrial history 5
Rural sociology 5
Term-hours.
English history ;-. . 5
Algebra 1.5
Physical education 6
Electives 12
SECOND YEAR.
Term-hours.
School management and hygiene 5
Rural-school problems . 5
Language study and methods 15
Biology and methods 10
American history and methods 10
Term-hours.
Advanced arithmetic and methods. . 10
Physiology 5
Physical education 0
Electives 12
COURSES IN STATE NORMAL SCHOOLS.
15
THIRD YEAR.
Term-hours.
Observation 3
Educational psychology 10
Principles of teaching 5
The school program and primary
education 12
Term-hours.
School music 4
Physical education 6
Electives 38
FOURTH YEAR.
Term-hours.
Practice teaching 14
History of education 10
Philosophy of education 5
Child psychology 5
Literature 10
Term-hours.
Sociology 5
Art and music 6
Elementary science methods 4
Physical education 4
Electives 10
The subjects in italics are arranged especially to meet the needs of
the rural teacher. The electives include subjects of interest to rural
teachers as follows:
Term-hours.
Home economics 6
Sewing, cooking, each 4-16
Woodwork 12
Furniture construction 12
The place of industrial branches in
education 6
Term-hours.
Elementary science methods 4
Nature study 4
School gardening 4
Elementary agriculture 8
Poultry raising 4
Household chemistry 5
The professional course differs but little from the last two years of
the regular course except that the entire work is prescribed and in-
cludes the equivalent of all of the professional work given in the four
years. Industrial history in the first year includes a rapid survey of
the social, economic, and industrial progress in the United States.
Rural sociology deals especially with the conditions of life in the coun-
try and the relations of the rural population as regards their work,
business welfare, conditions of living, and the social influences of com-
munity life in rural sections. The aim of the course is to give pros-
pective teachers a right understanding of country life and a proper
attitude toward it. The course in school management and hygiene
in the second year is especially adapted to the needs of the country
teacher, and so is the course in rural-school problems and methods.
In the latter course the relation of the rural school to the community
and its possibilities as a social center are discussed.
The State Normal School at Athens, Ga., has distinctly the problem
of preparing teachers for rural work, as nearly 80 per cent of the
graduates go into village or country schools. For this reason the
regular four-year course is arranged to give special preparation for
country work. In the first year of the course elementary agricul-
ture is required two hours a week for the entire year. Domestic
science and manual training are both given as elective subjects. In
16 TRAINIISTG COURSES FOR RURAL TEACHERS.
the second year physiography is given three hours a week for a haK
year, followed by agricultural botany three hours a week. Domestic
science and manual training are elective. In the third year eight
hours a week of professional work and two hours in the study of
soils and in school gardening are required. In the fourth year eight
hours of professional work are required, one hour of domestic science,
two hours for a half year in the study of field crops, two hours for a
half year in nature study, and four hours for the entire year in prac-
tice teaching. Domestic science and manual training are elective in
both of these years. In the fourth year two hours a week for the
entire year may be elected in rural economics and sociology, two
hours in the conservation of natural resources, and two hours of
poultry study. Through half of the fourth year a course in the
organization and management of schools is given. This course
deals primarily with the rural-school question. Practice teaching is
given in the normal elementary school, in w^hich an ungraded room is
maintained for the special benefit of rural teachers.
DEPARTMENTS OF RURAL SCHOOLS.
Several State normals have established departments of rural educa-
tion. The normal schools of Michigan, the Illinois State Normal
School at Normal, the Erksville Normal School at Earksville, Mo.,
and five Wisconsin normal schools are among those that maintain
such departments. A description of the department of the Western
State Normal School at Kalamazoo, Mich., will be given as tyj^ical
and suggestive. The department w^as established when the school
w^as organized in 1904. It origmally offered a two-year course,
requirmg for entrance the completion of the eighth grade. The
course now given covers four years, with the same entrance require-
ments. Advanced standmg may be given to students who have
completed one year or more in a regular high school, but at least one
year must be spent at the normal school before graduation. The
course of the first three years corresponds with the ordinary high-
school course, with English, algebra, geography, biology, and ancient
history in the first year; English, geometry, modern history, and an
elective m science in the second j^ear; and English, algebra and solid
geometry, music, art, and English history or domestic economy in
the third year. The fourth year's work is almost wholly professional.
The subjects mcluded are as follows, each being taught four hours a
week for the number of weeks indicated: Psychology, 12 weeks; edu-
cation, 24 weeks; American history, 24 weeks; civics and history of
the Nation, 12 weeks; nature study, 18 wrecks; agriculture, 18 weeks;
rural sociology, 12 weeks; arithmetic, 12 weeks; and practice teaching,
12 weeks.
COURSES IN STATE NORMAL SCHOOLS. 17
The 24 weeks of education are devoted to the principles of educa-
tion, methods of teachmg, and school management. The practice
teaching is in the regular normal training school, with special work
in observation in a public rural school located some distance away.
Nature study deals particularly with things of interest in the rural
home and on the farm. Agriculture includes a study of farm animals,
soils, and farm crops. The arithmetic, while including a review of
the entire subject, deals largely with problems bearing on farm life.
Rural sociology includes a study of the rural community and its
relation to the rural school. Music and art, given in the third year,
consist largely of vocal music and drawing for the rural schools.
Students in the third and fourth years of the department are organ-
ized for supplementary study in a rural sociology seminar. This
seminar meets two afternoons each month and discusses the educa-
tional, social, and industrial life of rural communities.
A department of rural-school education was established at the
Earksville (Mo.) Normal School in 1911, and is now m its second
year. Students seeking admission to this department must, as a
minimum requirement, have completed the equivalent of the eighth
grade and be at least 16 years of age. The work covers 24 months,
and upon its completion students receive a certificate good for two
years m any rural school in the State. The subjects included are
as follows, the figures indicating the number of terms in each course :
Grammar and literature, 6; farm accounts and business principles,
1 ; advanced practical arithmetic, 1 ; algebra, 3 ; American history,
3; government of State and Nation, 1; physiology and sanitation,
1 ; nature study and agriculture, 3 ; commercial, industrial, and
physical geography (combined), 1; rural life problems, 1; rural-
school organization and management, 2; rural-school methods
and observation m model rural school, 1 ; industrial arts, 1 ;
handwork, physical education, music, etc., 5. The work in agri-
culture is a general course, including the study of farm crops, soil
management, and farm animals. Under physiology and sanitation
particular attention is given to diseases of school cliildren and the
sanitation of the rural-school building. Rural life and problems
consist of a general survey of the status of country life and the factors
which foster or hinder rural progress. Observation is principally in
the model rural school, maintained on the school grounds, to which
children are transported from the surroundmg territory.
, ONE-YEAR COURSES FOR TEACHERS OF RURAL SCHOOLS.
One-year courses are offered for prospective teachers of rural
schools in many State normal schools. Detailed descriptions of a
few are given below.
. 66477°— 13 3
18
TRAINING COURSES FOR RTJRAL TEACHERS.
Tlie State Normal School, Valley City, N. Dale., offers a lOh months'
course for rural-school teachers m recognition of the fact that "the
rural-school teacher has conditions and problems to confront that
the grade teacher in town does not have. * * * -pj^g couise is
administered by special instructors whose experience with rural
schools entities them to leadership in such work." The work was
begun in 1909, under special authorization of the State legislature.
Students completing the course receive a second-grade certificate
valid in any county in the State. The year is divided into four
terms, with the course arranged as follows:
COURSE OF STUDY.
FALL.
Hours
per week .
Reading 5
Geography 5
Elementary agriculture 5
United States history 5
Singing 5
Penmanship 3
Physical culture 2
WINTER.
Language and grammar 5
Geography 5
Elementary agriculture 5
United States history 5
Spelling 3
Physical culture 2
Elementary pedagogy 5
SPRING.
Houfs
per week.
Language and grammar 5
Arithmetic 5
Elementary agriculture 5
Elementary pedagogy, including ob-
servation 5
Drawing 5
Word analysis 3
Physical culture 2
SUMMER.
Civics 5
Physiology and hygiene 5
Arithmetic 5
Elementary pedagogy, including prac-
tice 5
Elementary pedagogy given in this course includes school manage-
ment and methods of teaching various subjects of the rural school.
The instruction in all subjects contained in the curriculum deals not
only with their subject matter, but with the methods of teaching.
The domestic science includes a short course which might be given
in the rural school. It requires simple, inexpensive, and practical
apparatus.
Students to enter this one-year course must have completed the
equivalent of the eighth grade of the public schools and must be at
least 17 years of age.
The Lewiston (Idaho) State Nonral School has for the past three
years offered a one-year course for rural teachers. The work is
largely professional, and it is open to any student who has completed
the ninth grade of the public schools. It is open also to teachers
who hold a second-grade certificate. The course includes reviews of
subjects taught in the public schools, generally known as the com-
mon branches, and mstruction in methods of teaching them m rural
COURSES IN STATE NOEMAL SCHOOLS.
19
schools; also professional courses, including rural sociology, rural-
school management, rural arts and science, and observation. The
rural sociology consists of a study of the rural school in its relation
to the rural community; the rural arts and science course includes
the manual and industrial arts adapted to rural schools, and ele-
mentary agriculture, school gardening, and nature study. Observa-
tion is taken in a model rural school in which practice teacliing is
also required. The year is divided into four quarters, accordmg to
the following outline:
COURSE OF STUDY.
FIRST QUARTER.
Hours
per week.
Elementary agriculture 6
Civics and health 3
Rural arts 6
English 5
Elective subjects 5
SECOND QUARTER.
Elementary agriculture 6
Rural hygiene 3
Rural arts 6
English 5
Elective subjects 5
THIRD QUARTER.
Hours
per week.
Elementary agriculture 6
School hygiene 3
Rural arts 6
English 5
Elective subjects 5
FOURTH QUARTER.
American rural schools 5
Methods of teaching rural-school sub-
jects 5
Observation and criticisms 5
Principles of teaching 5
Practice teaching 5
Under the subject ''American rural schools" are treated such
topics as rural-school problems, the organization and administra-
tion of the school, its support and supervision, the rural-school
buildmg, its architecture and sanitation, and special subjects adapt-
able to the rural-school course of study. The electives open to
students in this course consist almost entirely of re\4ew courses in
public-school arithmetic, geography, history, etc.
The East Carolina Teachers Training School, Greenville, N. C,
offers two 1-year courses for teachers of rural schools. One is open
only to experienced teachers who hold a first or second grade cer-
tificate, and is intended to give them a more thorough knowledge of
the subjects taught in the public schools of the State, and to give a
correct idea of the methods which have proved most successful in
teaching those subjects. The other course is offered because of "the
fact that a large number of young men and women go into rural
schools each year to begin the work of teaching with no preparation
other than that obtained in the high school, or in many cases only
that obtained in the elementary schools," and because of the belief
"that a large number of these would, if an opportunity were offered,
20
TKAIXING COURSES FOR RURAL TEACHERS.
take a one-year course that would give them a careful review of the
subjects they must teach and some training in the best methods of
teaching these subjects." To be admitted to this course the candi-
date must be at least 17 years of age and must signify his intention
to teach the following year.
The one-year course offered to experienced teachers is as follows,
the hours indicated being the number per week :
FIRST TERM.
Hours.
Arithmetic 4
Literature and composition 4
United States history 4
Geogi-aphy 4
Pedagogy 4
Music 2
Drawing 2
SECOND TERM.
Hours.
Arithmetic 4
Literature and reading 4
United States history 4
Personal hygiene and sanitation .... 4
Pedagogy 4
Music 2
Drawing 2
Cooking 1
THIRD TERM.
Special methods of teaching — Hours.
Arithmetic 4
Language and reading 4
History and civics 4
Elementary cooking 1
Agriculture 3
Hours.
Primary methods 4
School management and school law. . 2
Music 2
Drawing 2
The other one-vear course is as follows :
FIRST TERM.
Hours.
Primary methods 6
Reading for grades 2
United States history 4
Sanitation 4
Pedagogy 4
Public-school music 2
Drawing 2
SECOND TERM.
Hours.
.. 4
Arithmetic for grades 4 and 5
Language and grammar 4
United States history 4
Geography 4
Pedagogy 4
Public-school music 2
Drawing 2
THIRD TERM.
Hours.
Hours.
Pedagogy 4
Public-school music 2
Drawing 2
Arithmetic for grades 6 and 7 4
Reading, composition, and grammar. 4
United States history and civics. ... 4
Agriculture 4
Methods of teaching each subject are taught with the review of the
subject itself.
WINTER, SPRING, AND SUMMER TERMS,
An attempt to meet the needs of teachers in rural schools now in
the service is made by a large number of normal schools in whiter,
spring, and summer terms, especially in summer terms, or in "summer
schools" as they are designated. In the Report of the Commissioner
COURSES IN STATE NORMAL SCHOOLS. 21
of Education for 1911 (Chap. XXX, Vol. II) is a detailed statement
of the summer schools held in 1911 and of the courses given in such
schools as far as they reported to the Bureau of Education. The
list gives 477 summer schools held that year, of which number 83
were under the auspices of State normal schools. The courses given
by the normal schools need not be repeated here, as complete mfor-
mation may be obtained from the commissioner's report. Below is
siven a list of the State normal schools in which courses were offered
primarily for rural teachers. Following the list of State normal
schools is given a list of special summer training schools for teachers,
conducted under the auspices of State departments of education.
In the essentials of their authorization and organization they are
State normal school courses.
State normal schools offering courses for rural teachers.
State Normal Schools, Jacksonville and Troy, Ala.
Arkansas State Normal School, Conway, Ark.
State Normal Training School, Danbury, Conn.
Illinois State Normal Schools at Carbondale, Charleston, Dekalb, Macomb, and
Normal.
The Indiana State Normal School at Terre Haute.
The Iowa State Teachers College at Cedar Falls.
The Kansas State Normal Schools at Emporia and Hays.
The Kentucky State Normal Schools at Bowling Green and Richmond, and the State
Normal Institute for Negroes at Frankfort.
The Louisiana Indu'-trial Institutes at Lafayette and Ruston, and the State Normal
School at Natchitoches.
The Maine State Normal Schools at Farmington, Fort Kent, Gorham, Washington,
and Presque Island.
Hyannis Normal School, Massachusetts.
The Michigan State Normal Schools at Mount Pleasant and YpsHanti.
The Duluth, Mankato, Morehead, St. Cloud, and Winona State Normal Schools,
Minnesota.
The Cape Girardeau, KirksvUle, Maryville, Springfield, and Warrensburg State
Normal Schools, Missouri.
Montana State Normal College at Dillon.
The Chadron, Kearney, Peru, and Wayne State Normal Schools, Nebraska.
The New Mexico Normal University at Las Vegas and the State Normal School at
SHver City.
The State Normal School at Cortland, N. Y.
The East Carolina Teachers Training School, Greenville, N. C.
The MayvUle, Valley City, and Ellendale State Normal Schools of North Dakota.
State Normal College, Athens, Ohio.
The Ada, Alva, Edmond, and Tahlequah State Normal Schools of Oklahoma.
The West Chester State Normal School, Pennsylvania.
Winthrop Normal College, Rock Hill, S. C.
The Aberdeen State Normal and Industrial School, South Dakota.
The Canton, Commerce, Denton, Huntsville, and San Marcos State Normal Schools,
Texas.
The Johnson State Normal School, Vermont.
Fredericksburg, Harrisonburg, and Winchester State Normal Schools; and Hampton
Institute, and the Petersburg Normal School for Negroes, Virginia.
22 TRAINING COURSES FOR RURAL TEACHERS.
The Bellingham, Cheney, and EUensburg State Normal Schools, Washington.
The Athens State Normal School, West Virginia.
The La Crosse, (3shkosh, Platte ville, River Falls, Stevens Point, Superior, White-
water, and Milwaukee State Normal Schools, Wisconsin.
Summer schools under the management of State departments of education, tvhich include
in their courses special work for rural teachers.
The Birmingham Summer Training School for Teachers and the Mobile County
Teachers' Vacation Training School, Ala.
Florida Normal Institute, Madison; Teachers' Summer Training School, Tallahassee;
Teachers' Summer Training School for Negroes, Tallahassee, Fla.
Boise State Summer School, Pocatello State Summer Normal School, Sand Point
State Summer Normal School, Idaho.
The Teachers' Contiuuation School of Allegany County, at Frostburg; the Mountain
Lake Park Summer School, Mountain Lake; Garrett County Summer School,
Oakland, Md.
The County Teachers' Training Schools at Aitkin, Alexandria, Argyle, Austin, Ben-
son, Cambridge, Fairfax, Fairmont, Grand Rapids, Long Prahie, Marshall, Milaca,
Montevideo, Ortonville, Park Rapids, Pipestone, Red Lake Falls, Roseau, St. Peter,
Shakopee, Tyler, Walker, Waseca, Willmar, Wiudom, and Worthington, Minn.
The State Junior Normal Schools, located at Alliance, Alma, Broken Bow, Geneva,
McCook, North Platte, O'Neill, and Valentine, Nebr.
North Carolina Summer School for Negro Teachers, Greensboro, N. C.
The Cass County Teachers' Training School, Fargo; the Logan County Teachers'
Training School, Napoleon, N. Dak.
Teachers' Summer Normal School, Greenville, Ohio.
Lycoming County Normal School, Muncy, Pa.
The Texas summer normal schools at Albany, Alpine, Ballinger, Rrownwood, Clar-
endon, Cleburne, Comanche, Corpus Christi, Corsicana, Dallas, Decatur, Green-
ville, Groesbeck, Hillsboro, Houston, Kerrville, Killeen, Kirbyville, Lamesa.
Lometa, McKinney, Meridian, Mineola, Mount Pleasant, Navasota, New Boston,
Nocona, Paris, Pecos, Port Lavaca, Pritchett, San Antonio, Sherman, Timpson,
Weatherford, Weimar, and Yoakum, for whites; and at Breham, Bryan, Dallas,
Gilmar. Greenville, Livingston, lAding, Marshall, Palestine, Port Arthur, San
Augustine, Sequin, Somerville, Teague, Texarkana, and ^^Tiarton. for negroes.
State Summer School for Elementary School Teachers, Rutland, Vt.
Seaside Normal, Newport News, State Summer Institutes at Emory and Martins-
ville, and the Summer Normal School for Negroes, Danville, Va.
Centralia, Montensana, Olympia, and Seattle Summer Normal Schools, Wash.
The State Summer School for Negroes, at Institute, W. Va.
The County Training Schools at Eau Claii'e, Janesville, Monroe, New London, Reeds-
burg, Richland, Viroqua, and Oconto, Wis.
WORK IN SOCIOLOGICAL CLUBS OR OTHER CLUBS FOR THE
STUDY OF COUNTRY LIFE PROBLEMS.
There appears to be a steadily increasing belief that a rural teacher,
to make her school of the greatest possible service, should know inti-
mately the peoi)le of her district and the social, rcHgious, and eco-
nomic conditions under which they live. It is believed that this
information can come only from a definite systematic study of the
district. Most teachers do not know how to make such a study.
If, however, the teacher has assisted in some sort of a sociological
COURSES IN STATE NORMAL SCHOOLS. 23
study during her normal course, she will have received not only gen-
eral information on social and economic conditions, but will also
have a guide to assist her in similar work when thrown upon her own
resources as a country-school teacher. Many normal schools have
introduced courses in rural sociology, for the purpose of interesting
teachers in rural conditions, so that when they become country
teachers their interest in their children will include not only their
work and life inside of the schoolhouse, but their broader life of the
outside world. The same end is sought by the sociological seminar,
given as a part of the course for rural teachers at the Kalamazoo
(Mich.) State Normal School, mentioned above, and in the Georgia
Club of the State Normal School at Athens, Ga. The work of the
latter is especially noteworthy. President E. C. Branson, who estab-
lished the club and has given a great deal of his time and attention
to its development, describes it and its work as follows:
This club is composed of 141 volunteers from the faculty and student body. Spare
time is used by individuals and coimty groups for work upon special chosen topics;
and one hour each week is given to club discussions.
For two years the club has been studying the various j^hases and problems of popu-
lation, agriculture, manufacturing, wealth and taxation, farm ownership and tenancy,
public roads, public sanitation, cooperative farm enterprise, schools and churches in
Georgia. The State has been passing under searching review as a whole, and in detail
county by county. Every step of the way Georgia is compared with the other
States of the Union and ranked accordingly. But also her gains and losses, between
1900 and 1910, are exhibited in a 10-year balance sheet.
Meanwhile the various student groups have been working out similar balance
sheets for their home counties, each county being ranked among the other counties
of the State in all the particulars covered in the club studies. These bare facts are
then translated into simple running narratives for easy reading by the wayfaring man
back in the home counties. Thirty-six such coimty surveys have thus far been given
to the public. They embody facts and well-considered conclusions. The club be-
lieves that facts without opinions are useless, and that opinions without facts are
impertinent and mischievous.
And so the club is ransacking the census returns, the reports of the State house offi-
cials, the county tax digests, the grand jury presentments, the mmutes of the church
associations, the section on Georgia in the school library, and every other available
soiu-ce of authoritative information.
Most of the students are country bred and usually know their home counties thor-
oughly; but when they study the drift of affairs and events during a 10-year interval,
and check the contrasts, they are brought face to face with causes, conditions, and
consequences within small, definite, well-known areas.
The discoveries challenge interest and concern like a bugle blast. A sense of civic
and social responsibility stirs in them. They hear the call to service in the country-
side, to service within the walls of their schoolrooms and far beyond it. All of these
young people will be teachers, but few of them will be teachers merely; they will be
leaders as well, in all worthy community enterprises. Tlie rising tide of patriotic
fever and fervor in the Georgia Club is a large asset for the school and for Georgia in
the future. Clear thinking in economics and sociology in our schools is too often like
sunshine in winter— full of light and freezing. But accurate, definite knowledge
about one's own home and people is tonic and quickening to the civic sense. It is
24 TRAINING COURSES FOR RURAL TEACHERS.
full of light and life. It is a concrete, direct approach to the formal studies of eco-
nomics and sociology in our colleges and universities.
The brief economic and social sm-veysof the counties are first sent to alert, intelli-
gent men and women at home for verification and for such additional information as
will make the reports full and fair. When the report has thus been overhauled by
the home folks themselves, the club group speedily advertises the fact that the county
has been reviewed before the club and that the report is ready to be mailed out upon
call. As a rule the affiliated member of the club, the nonresident honorary member
in the county reviewed, writes for it, assumes the paternity of it, and gives it to the
public through the county newspapers and in his round of duties and addresses.
The affiliated members are strong, brave souls — judges, preachers, teachers and
school officials, legislators, and business men— whom the club in the two years of its
work has come to know as being genuinely and generously concerned with the prob-
lems of community uplift. The affiliated member is a center of active influence in
behalf of better roads, better public health, better schools, and better churches.
With his fist around the essential facts of community life, he has reasons plentiful as
blackberries for his campaign in behalf of rural uplift. He knows that nothing dies
so quickly as social enthusiasm, unless it be informed by vital facts that convince the
sober, secQud sense of a community.
The syllabus of club studies is being shaped into textbook form, so that other schools
in Georgia or in other States may make similar studies. Public education of every
sort, if it be worth the name, is an agency of social uplift; but only a study of life con-
ditions themselves will disclose the obstacles and the opportunities. The State Nor-
mal School considers that as a public institution its duty is to know thoroughly the
State it was created to serve. The authorities believe that the school can not serve
Georgia effectively without knowing intimately the problems to be solved. And so
the work of the school has been a steady advance upon the economic and social con-
ditions and demands of the State, a saner consideration of means and ends, and a
better adjustment day by day to the realities of life in Georgia..
The training for teacher.s in this school includes also courses in the
home-making arts and sciences, in nature study, school gardening, and
agriculture, in manual training, the arts and crafts, physical culture,
and in outdoor plays and games, all designed especially for the
country teacher.
MODEL RURAL SCHOOLS.
Other normal schools, while not making a distinction between the
course of study offered for prospective rural teachers and for others,
do recognize that the practice work should be different and they pro-
vide "model rural schools/' both for observation and for practice
teaching. Three sorts of such schools are provided. The first is a
single ungraded room in the regular normal practice school, set apart
with pupils of all stages of advancement, from the first to the eighth
year. This ungi-adcd room has conditions more like the country
school than the ordinary graded room in the })ractice school, but the
conditions are far from being typical of the rural school. The
normal graduate who has had such practice teaching is better able
to classify and group his pupils and to arrange a working program
for the country school; but he has had nothing to assist hij» in the
COURSES IN STATE NOEMAL SCHOOLS. 25
management of the country school, nor in the adaptation of the
instructional work of the school to the child and to the community.
The second sort of practice rural school consists of a model rural
schoolhoLise buUt upon the normal school campus or adjacent to it
and set apart from all other buildings. Usually pupils from the
normal practice school are assigned to it, but in some instances coun-
try children are brought in. Where this is done the school is rural
except that it is set down in an unnatural environment. It is con-
venient, however, for the normal-school students preparing for rural
teaching. This plan is carried out at the Kirksvillc (Mo.) Normal
School. On the campus a building has been erected and equipped with
many facilities that might be used in a country school building. The
equipment is more complete than would be possible in any but the
veiy best country schools. It is not expected, however, that every-
thing included in the Kirksville school should be placed in every coun-
try school. Its presence in this building gives the normal students
preparing for rural work an opportunity to become familiar with the
equipment, so that later they may obtain for schools in which they
are teacliing whatever part of it seems most desirable and most
needed. The children of the school are all farm children trans-
ported to Kirksville at the expense of the normal school in a wagon
which covers a 5-mile route every day. This transportation ar-
rangement serves two purposes. It proves the practicability of
transportation in school wagons in that section of the country, and
it brings to the school genuine rural pupils, the children of agricultural
people.
A similar arrangement exists at the Winthrop Normal College,
Rock Hill, S. C. The model rural school in its location is more dis-
tant from the normal school, being separated from the other build-
ings by a greater distance and screened from them by a grove.
Children are not transported at the expense of the school, but they
are m large measure cliildren from farm homes within walking dis-
tance. The school is used by the normal students for observation,
but only in slight measure for practice. It is in reality an experi-
mental school endeavoring to work out the readjustment of rural
education to the life of the country. It is attempting to discover
how the curriculum and the methods of teaching may be modified
to meet the intellectual, industrial, and social needs of the country
and the community.
The third sort of a rural practice school consists of a typical rural
school building in its natural en\dronment, located in an agricultural
country away from the normal school. Normal school pupUs must
travel to the building for their practice teaching. It is inconvenient
ia that it requires considerable time to travel from the normal school
66477°— 13 i
26 TRAINING COUESES FOR RURAL TEACHERS.
to the practice school, but the school when reached is a real rural
school. For an example of a normal with this arrangement the
North Adams (Mass.) State Normal School may be selected. This
institution offers no special course for rural teachers, but does offer
elective work in agriculture and domestic science. The regular
courses pursued by all students include professional courses in edu-
cation and methods of teaching and courses in nature study, cook-
ing, sewing, sanitation, music, drawing, child study, and social
economy. Practice teaching is required four hours a week for one
and a half years. The normal school maintains three practice schools.
One is a city graded school located on the campus ; another is a two-
room school in a neighboring mill village with four grades in each
room. The third is a distinctively rural school located in a farming
community. All students are given practice in the methods of
teaching the various subjects in the elementary school curriculum in
the graded practice school on the campus. Those preparing for rural
work acquire their training experience in school management in the
rural practice school. Similar practice schools are maintained by
the State normal schools at Terre Haute, Ind.; Johnson, Vt.; La
Crosse and Wliitewater, Wis.; Normal, 111.; Salem, Mass.; and by
other normal schools.
SUMMARY OF RURAL COURSES IN STATE NORMAL SCHOOLS.
The Bureau of Education recently asked every State normal school
in the United States for a statement regarding its special work done
in preparation for teaching in country schools. Following is a digest
of the answers received. Some of these institutions, it "svill be seen,
offer no professional courses in education especially adapted to rural
teacliing, but do offer courses in agriculture, home economics, and
kindred subjects of especial value to the rural teacher. Wherever
such courses are mentioned m the following paragraphs reference is
made only to courses in these subjects especially adapted to rural
work. Other normal schools give but one normal course for all
teachers, whether they are preparing for urban or rural schools, but
maintain a model rural school for observation and practice for the
prospective country teacher. Only the schools reportmg to the
bureau in answer to the special inquiry are contained in the digest.
Those offering no work for rural teachers are omitted. Among the
State normal schools for negroes there are man}^ giving courses in
agriculture, manual training, home economics, and like studies, but
only two, Tuskegee Institute (Ala.) and Hampton Institute (Va.)
are making any serious attempt to train teachers especially for
country schools and m any way different from the training offered
for town or city schools. The normal departments of both of these
institutions are directed primarily to prepare rural teachers. Both
institutions give trainmg in agriculture and other rural industries,
in rural sociology and rural school methods and management. In
both practice m general methods is given in the graded normal
training school. Tuskegee sends its teachers to several typical
rural schools in the neighboring territory for special observation and
practice in rural methods. Hampton maintains an ungraded room
in the normal training school and supplements the practice given in
this room mth observation in selected country schools and a small
amount of practice teaching.
RURAL COURSES IN THE STATE NORMAL SCHOOLS AT THE
PLACES NAMED.
Jacksonville, Ala. — The entire course is arranged in some measure
to meet the needs of rural teachers, as tlie majority of graduates
teach for a time at least in rural schools. Agriculture is taught in
27
28 TEAINING COUKSES FOR RURAL TEACHERS.
all Alabama normal schools, as it is required by law to be taught ia
all public schools of the State. The Jacksonville normal offers
special courses in agriculture, manual training, home economics,
sanitation, and nature study. The manual training includes work
that can be done in rural schools, such as making rag and shuck mats,
etc. A summer course is given, designed primarily for rural teachers
desiring to take examination for a State certificate. A rural prac-
tice school was opened at the beginning of the present year.
Conway, Ark. — One of the regular courses is a ''four-year science
course," which includes as required work the ordinary natural and
physical sciences and two years' work in agriculture and education.
Under "education" during one term is given "rural school methods."
Special short courses for rural teachers are given in the spring and
summer. The spring term is three months m length, the summer
term six weeks.
San Diego, Cat — No special course for rural teachers is given
•except 60 hours' work in elementary agriculture. Courses in home
economics, sanitation, and manual training are m part applicable
to the rural school. The institution is equipped with a lath house,
school garden, and experimental plot.
San Jose, Col. — But one regular normal course is given. This
includes some work in agriculture, home economics, and manual
training. Probably 90 per cent of the graduates teach their first
term or two in rural schools. The administration of all courses is
to some extent modified by tliis fact.
Gunnison, Colo. — The school is intended especially for rural teach-
ers. The course includes nature study, agriculture, school gardening,
the natural and physical sciences, and domestic science and art. A
special course in cooking for elementary schools is offered.
Athens, Ga. — The regular courses are arranged to fit for rural
schools, as the majority of graduates go to the country to teach,
Agricuhure is required of all students for two hours a week for three
years. Physiography, botany, and entomology, with special refer-
ence to agriculture, are required four hours a week for one year.
Domestic science, manual arts, and rural economics are elective sub-
jects. Rural sociology is studied through the Georgia Club, the
work of which is described on page 23 of this bulletin.
Milledgeville, Ga. — The majority of graduates of this school also
go into country schools, so that in required and elective work there
is special reference to preparation for rural teaching. Agriculture
and botany are given five hours a week in the first year, floriculture
three hours a week for one term in the second year, and agriculture
and nature study two hours a week in the senior year. Elective
work is given in domestic science and manual arts.
SUMMAKY OF RURAL COURSES IN STATE NORMAL SCHOOLS. 29
Albion, Idaho. — A one-year course for rural teachers was given
first in 1911, graduating five pupils in June, 1912. Eighth-grade
graduation is required for entrance upon the work of the course.
Upon its completion the student receives a five-year State certificate,
good in any rural school in the State. Entrance to the academic
department of the normal requires the completion of the eighth
grade also, but for admission to the regular two-year normal course
the completion of the academic department or of a full four-year
high-school course is required. The one-year course for rural teach-
ers includes common-school subjects, with special reference to meth-
ods of teaching, agriculture, manual training, rural hygiene and school
hygiene, rural-school management, school law, observation, and prac-
tice teaching. A special course in cooking is given for rural school
teachers, including the methods of teaching cooking in the rural
school.
Lewiston, Idalio. — A one-year course is given for rural teachers.
This course is described on page 18 of this bulletin.
DeKalb, III. — In a four-year academic or preparatory course, elec-
tive work is offered as follows : Two years in elementary agriculture,
one year in manual training, two-thirds of a year in a study of foods.
In the summer school, courses are given in agriculture and in the
"State course of study."
Normal, III. — Special work for prospective rural teachers was given
for the first time in 1911-12. It includes a two-year course for per-
sons who have completed the eighth grade of the public schools, and
a one-year course for those who have completed tw^o years of high-
school work. The two-year course includes common-school subjects,
with reference to methods of teaching, household science, agriculture,
nature study, sanitation, country-school organization and manage-
ment, principles of teaching, country-school methods, and problems
of country life. The one-year course is the same abridged. A one-
teacher country school 3 miles from the normal school is used for
observation. In the summer school, courses for rural teachers are
given in "country-school teaching," rural sociology, nature study,
and agriculture.
Terre Haute, Ind. — No special course is given for rural teachers,
but students in the regular two-year normal course who are preparing
for country work have observation and six weeks' practice teaching
in a typical rural school maintained by the normal school 6 miles in
the country.
Emporia, Kans. — Special work has been offered for rural teachers
for four years. A department of rural education was organized in
1911. In this department courses are given in rural-school methods
and management and in rural hygiene for students in the elementary
or secondary normal courses, and in county supervision and rural
30 TRAINING COURSES FOR RURAL TEACHERS.
sociology for advanced students. A student completing the high-
school course given by the school, provided he has completed satis-
factorily courses in agriculture and manual training or domestic
science and the courses in rural-school methods and management and
in rural hygiene, receives a special certificate from the department of
rural education. A model rural school is mamtained during the
spring and summer terms.
Hays, Kans. — A four-year secondary or preparatory course is
offered, followed b}' the two-j^ear regular normal course. In this
preparatory course agriculture and agricultural sciences and a coinse
in rural-school management and school law are required. A model
rural school is maintained on the campus, where preparatory and
first-3"ear normal students are required to spend forty hours in
observation.
Bowling Green, Ky. — About 80 per cent of the students of this
institution become rural teachers. A preparatory course especialh'
for rural teachers is offered, and in preparation for elementary, inter-
mediate, and advanced certificates special courses for rural teachers
parallel the other normal courses. The preparatory course covers
one year, and, in addition to common-school studies, includes nature
study, theory and practice of teaching, and observation. The ele-
mentary certificate course requires one year for completion. In it
are included, besides common-school subjects, psychology, pedagogy,
agriculture, manual training, domestic economy, and "rural-life
problems." Graduates receive a State certificate valid for two
years. The intermediate course may be completed in one year of
46 weeks. It includes high-school subjects, agriculture, and peda-
gogy. A State certificate valid for four years is given upon its com-
pletion. The advanced certificate course leads to a life certificate.
The work may be completed m one year of 46 weeks, and is a con-
tinuation of the studies of the mtermediate course. A detailed out-
line of the courses given for rural teachers is mcluded in a recent
bulletin of the Bureau of Education.^
Richmond, Ky. — A rural teachers' course is offered as a special
course. Students enroll in the elementary, intermediate, or advanced
State certificate courses, and take as major subjects work in agricul-
ture, rural-school problems, rural-life problems, nature study, domes-
tic economy, and manual arts. State certificates are granted on the
completion of such courses.
Natchitoches, La. — Special courses were added for rural teachers
at the commencement of the school jeox beginning July 1, 1912.
To enter the first-year class, candidates must have completed the
equivalent of the eighth grade of the Louisiana schools. In the first
1 Bulletin, 1912, No. 1.- A course of study for the preparation of rural school teachers in nature study,
elementary agriculture, sanitary science, and applied chemistry.
SUMMAEY OF EURAL COURSES IN STATE NORMAL SCHOOLS, 31
year, elective work is offered in industrial geography and agriculture;
in the second year in agriculture, manual training, and domestic
science; in the third year in farm arithmetic, rural economics, manual
training, domestic science; and in the fourth year in hygiene and
sanitation, farm mechanics, school gardening, domestic science,
rural school organization, and rural sociology. In the ten weeks of
summer school, courses are given in common-school subjects and
methods of teaching; and in agriculture, "Louisiana school prob-
lems," and rural school management.
Fort Kent, Me. — This school was estabhshed to meet the special
needs of Madawaska territory, where the inhabitants are largely
French. "The aim of the school is so to perfect those who attend it
in reading, writing, and speaking English that they may teach the
language intelligently in the schools of Madawaska territory." A
three-year course is given which includes agriculture and domestic
science. The graduates all teach in small country schools, and the
course is arranged in view of that fact.
North Adams, Mass. — Students preparing for rural work take
the same general course as others. It includes work in school gar-
dening and elementary agriculture. The equivalent of four hours a
week for two years in practice teaching is required. The school
maintains two rural practice schools, one in a countiy miU village,
the other in an agricultural section.
Salem, Mass. — No special course is given for rural teachers.
However, a model one-teacher rural school is maintained by the
institution, in which each senior is required to teach one week. It
is located several miles from the normal.
Kalamazoo, Mich. — A department of rural education is main-
tained. Its work is described on page 16 of this bulletin.
Marquette, Mich. — A "rural school certificate course" covering
two and one-third years is given. It includes the common-school
subjects, with special reference to teaching; and algebra, botany,
physics, agriculture, psychology, school management, civics, and
school laws, observation and practice teaching. Part of the work
may be taken in the summer school, so that the course may be fin-
ished in two years by including work in two summer terms. Gradu-
ates receive a certificate vahd for three years in any school of one or
two teachers. For admission the candidate must have completed
the equivalent of the eighth grade of the pubHc-school system.
Mount Pleasant, Mich. — Two special rural courses are given, an
elementary and advanced. The contents of the elementary course,
the entrance and graduation requirements, and the rules governing
its administration are about the same as for the Marquette rural
course. The advanced course requires two years for its completion
after the completion of the elementary course or of two years' work
32 TBAINING COURSES FOB RURAL TEACHERS.
in a standard high school. The course includes academic subjects,
psychology, pedagogy, methods of teaching, sanitation and hygiene,
and agriculture. Graduates receive a State certificate valid for five
years in any schools not employing over three teachers.
Ypsilanti, Mich. — A special rural school certificate course is
given, requiring for entrance the completion of two years of high
school work. Graduates receive the State certificate valid for three
years in schools of one and two teachers. The course consists of one
year of professional study, including reviews and methods of teach-
ing common-school subjects.
Winona, Minn. — The summer term of ten weeks is designed
especially for rural teachers. Courses are given in common-school
subjects with reference to methods of teaching, psychology, pedagogy,
agriculture, social science, and rural school management. A model
ungraded room, taught by an expert rural teacher, and a primary
room and a grammar room, taught also by expert teachers, are
maintained.
Caj^e Girardeau, Mo. — A two-year course for rural teachers was
organized in January, 1911. Students may enter upon the com-
pletion of the eighth grade of the public schools. Graduates receive
a State certificate vahd for two years in any rural schools in the
State. The course includes the pedagogy of the common branches,
the Missouri course of study, agriculture, domestic science, manual
training, and rural school methods and management. In the regular
normal course, electives are offered, in the pedagogy of the common
branches, the supervision of country schools, agriculture, manual
training, home economics, nature study, and ''country life and
problems."
KirJcsville, Mo. — A special two-year course is given for rural
teachers. The institution maintains a model rural school on the
campus. The rural courses and the model school are described on
pages 17 and 25.
Maryville, Mo. — A "common school certificate" course in special
preparation for rural work is given. It is open to graduates of the
eighth grade and requires two years for completion. Besides the
common branches and methods, courses are given in agriculture,
manual training, elementary psychology, rural school management,
and rural teaching.
Kearney, Nebr. — An ''elementary State certificate" is given at
the completion of a four-year "elementary course," in which all the
professional training given is in the last year. Observation, rural
school methods, and agriculture are requii'ed in the course. For
one term there is maintained a "model rural school consisting of
about 28 or 30 children representing all grades in a mixed school"
SUMMARY OF RURAL COURSES IN STATE NORMAL SCHOOLS. 33
under the dii-ection of an expert rural teacher. The summer term
is arranged especially for rural teachers.
Rockport, N. Y. — A special rural school course was authorized
by the State department of education early in 1912. The course is
one year in length. Graduates will receive a certificate valid for 10
years in any rural school in the State. The requirements for ad-
mission are the same as for the regular normal course; that is, a
complete four-year high-school course. The course for rural teachers
is as follows: Psychology, 100 periods; school economy and rural
school organization, 40; methods of teaching common branches, 440;
methods of vocal music, 80; methods of nature study and elementary
science, 100; methods of drawmg and elementary handwork, 120;
methods of physical trainmg, 80; penmanship, 40; observation and
practice, 200.
Cortland, N. Y. — No course especially for the teacher of the rural
elementary school is given, but two agricultural courses are offered,
graduation from either entitling the graduate to a life certificate to
teach agriculture and allied sciences in the public schools of the
State. One is a two-year, the other a one-year course. The one-
year course is wholly agriculture and alUed sciences; the two-year
course includes in addition education, school economy, observation,
and practice teaching.
Greenville, N. C. — Two special one-year courses for rural teachers
are given, one for teachers holding certificates, the other for persons
who have not taught. They are described in full on page 19.
Valley City, N. Dak. — A one-year special course for rural teachers
given by this school is fully described on page 18.
Oklahoma. — The course of study in the six State normal schools
is prescribed by the State board of education, and is the same in
all. Agriculture, manual training, and domestic science are required
for graduation. A special course for rural teachers two years in
length has been recommended for adoption by the council of normal
presidents,
Pennsylvania. — By the revised code adopted December 30, 1910,
all State normal schools of Pennsylvania oft'er the same course of
study. It is four years in length and requires for admission to the
first year the completion of two years of high-school work. As
many graduates teach in country schools, the course is arranged
in part to prepare for rural teachmg. Agriculture, nature study,
and manual traming or domestic science are required in the fourth
year.
Tlie Clarion (Pa.) Normal School gives, in addition to the State
course, a special winter term and a spring term course each of three
months' duration. These are especially for rural teachei-s and
34 TRAINING COUESES FOR RURAL TEACHERS.
include courses in methods of teaching, school management, school
law, school hygiene, agriculture, and rural sociology.
Rock Hill, S. C. — No special rural courses are given, but the
regular four-year course contains work in agriculture, nature study^
home economics, sanitation, and manual trammg. A model rural
school is maintained for observation. This school and its work are
described on page 25. A summer school in large measure for nu-al
teachers is maintained with courses in agriculture, domestic economy,
and rural education.
Springfield, S. Dale. — The regular courses are arranged to prepare
for rural teaching. An elementary course open to eighth-grade
graduates contains as required subjects: Agriculture, nature study,
methods of teachmg common branches, and practice teaching.
Students completing this course receive second-grade State certificates,
Aberdeen, S. Dak. — A two-year elementary course primaril}^ to
prepare for rural teaching is given, open to eighth-grade graduates.
Agriculture, methods of teaching, the "State course of study," and
practice teaching are included.
Tennessee. — The three State normal schools, established by act
of the legislature in 1909, give an academic course requiring four
years for completion. It is intended to prepare teachers for rural
elementary schools. It mcludes the academic subjects found m
the course of study prescribed for approved high schools of the first
class, and in addition courses are required in psychology, school
management, history of education, general and special methods, and
observation and practice teaching. Courses in agriculture, home
economics, and manual trammg, are also included. Graduation
entitles the candidate to admission to the regular normal course
and to a State teacher's certificate valid in any elementary school
in tlie State.
Texas.— All State normal schools give the same courses. Begin-
ning in September (1912) the normal schools of Texas ofi^er five
distinct courses of study, the students choosing the course rather
than elective subjects. One of these is designed to prepare teach-
ers of agriculture and principals of rural high schools.
Johnson, Vt. — The regular course, in view of the fact that many
students become rural teachers, contains courses in agriculture,
domestic science, and professional subjects adapted in some meas-
ure to the needs of the rural school. Practice is given in a one-
room rural school m the neighborhood of the normal school.
Harrisonhurg, Va. — The four-year regular normal course contains
subjects in special preparation for rural work. They are described
on page 14. In addition a two-year course in ''industrial arts" is
offered. It includes courses in rural school problems, rural sociology,
SUMMARY OF RURAL COURSES IN STATE NORMAL SCHOOLS. 35
home economics, sewing, cooking, agriculture, and gardening, in addi-
tion to other general professional courses. It is designed to fit especi-
ally for the supervision of industrial subjects, including agriculture,
in rural schools. The completion of a full high-school course is
required for entrance. A one-year elementary certificate course
is given, leading to the State elementary certificate. The course is
arranged for rural teachers and contains courses in rural education
and in agriculture, nature study, manual training, and methods of
teaching. For entrance the completion of a four-year high-school
course is required. Prospective rural teachers observe and practice
in several nearby typical country schools.
Bellingham, Wash. — See page 12.
Cheney, Wash. — Courses for rural teachers are offered in the regular
four-year course as follows: Rural school pedagog}^, rural school
sociology, rural school methods, agriculture, home economics, sani-
tation, and a general course on rural school problems. Four country
schools are used for observation. These courses are offered during
the summer term as well as the regular school year.
Wisconsin. — Five of the eight State normals give a two-year course
to train teachers for rural schools, namely: La Crosse, Oshkosh, River
Falls, Stevens Point, and Whitewater. The course is equivalent to
that given in the county training schools described on page 36. For
entrance, the candidate must be a graduate of the eighth grade or its
equivalent. A person who has completed two years of high-school
work may complete the rural course in one year. The work of the
first year includes 40 weeks in geography, English, arithmetic, and
general science, and 20 weeks in spellmg and penmansliip, and in
manual training or domestic science. The second year has 40 weeks
in economics (including history and civics), English, drawing arid
music, agriculture, and pedagogy. The course in pedagogy includes
observation and practice. Graduates receive certificates valid for
three years in any country school or State graded school. The
La Crosse, Oshkosh, and Whitewater schools have country schools
for practice and observation within easy walking distance from the
normal school.
COUNTY TRAINING SCHOOLS OF WISCONSIN.
Wisconsin has established a system of county training schools for
the sole purpose of preparing rural teachers. These schools were
authorized by the State legislature in 1899, and in September of that
year the first were opened in Marathon and Dunn Counties. There
are now 27. The law authorizing their establishment provides that
one may be estabUshed in any county in which a State normal school
is not located. The county board of education is authorized to pro-
vide money for its organization, equipment, and maintenance.
State aid is provided if the school conforms to the regulations of the
State department of education and is approved by the department.
The county board of supervisors appoints two persons, who with the
county supermtendent, constitute the training school board. This
board has the general supervision of the school, subject to the approval
of the State department. The county furnishes the plant and pays
one-third of the cost of maintenance, the State paying the other two-
thirds. In 16 counties special buildings for the training schools have
been erected or remodeled; in 7 others rented quarters are used. In
the remaining 4 a part of the local high-school building is used.
For admission to these institutions the candidate must have com-
pleted at least an elementary school course and be prepared to enter
a standard liigh-school. The course requires two years for comple-
tion. Students who have had the equivalent of a high-school educa-
tion are allowed to graduate in one year. These students must
complete satisfactorily a course arranged especially for them, which
includes all of the professional work in the two-year curriculum.
The courses of study are not uniform in all schools, but are nearly
so, as they must be approved by the State superintendent of public
instruction. No attempt is made to teach liigh-school subjects. The
time is devoted to professional courses and to those subjects usually
taught in the country school, which are taught from an academic
and a professional standpoint. Considerable work is done in nature
study, agriculture, and domestic science. From 10 to 20 weeks of
observation and practice teaching are required for graduation.
Much of tins is done in small country schools in the neighborhood of
36
COUNTY TRAINING SCHOOLS OF WISCONSIN. 37
the county training schools. A typical two-year course is as follows,
this being the course of the Rock County school :
FIRST YEAR (40 WEEKS).
First, and second quarters: Reading, grammar and composition, geography, arith-
metic.
Third and fourth quarters: Reading, composition and grammar, agricultmre, arith-
metic.
SECOND YEAR (40 WEEKS).
First quarter: Orthoepy, physical geography, physiology, elementary psychology,
and principles of teaching.
Second quarter: Word analysis, physical geography, American literature, school
management, and observation.
Third quai'ter: School manual, American history, civics, methods, and observation.
Fourth quarter: Library work, American history, civics, observation, and practice.
All students are required to take music, drawing, spelling, and
writing in addition to the above. Recitations in each subject are
held five days per week, each period being 40 minutes in length.
The one-year course arranged by this school for high-school gi'adu-
ates is as follows :
First quarter: Reading, grammar and composition, geography, physiology, elemen-
tary psychology, and principles of teaching.
Second quarter: Reading, grammar and composition, geography, American litera-
ture, school management, and observation.
Third quarter: Agriculture, arithmetic, school manual, American history, methods,
and observations.
Fourth quarter: Agriculture, arithmetic, library work, American history, observa-
tion, and practice.
The accompanying table gives the essential data regarding these
schools. They have been in existence long enough to prove their
worth. Those competent to judge pronounce the system to be very
successful. County superintendents who are employing graduates
of these schools are unanimous in the testimony that their work is
far better than that of the other country school teachers. Five of
the State normal schools offer similar courses with practically the
same requirements for entrance. A description of them is given
on page 35.
38
TRAINING COURSES FOR RURAL TEACHERS.
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TEACHER TRAINING IN HIGH SCHOOLS.
To furnish a supply of at least partially trained teachers for the
rural schools, 13 States have organized teacher-training courses either
in or in connection with public high schools. In New York, Michigan,
and Minnesota the training classes are organized in connection with
high schools, but are separate departments; while in Arkansas, Iowa,
Kansas, Maine, Nebraska, North Carolina, Vermont, Virginia, and
Wisconsin the training courses are a part of the high-school courses.
The difference between these two systems is marked. In the three
States first mentioned the teacher-training class is in the high-school
building, but is separate and distinct from the high school. No ordi-
nary high-school subjects are given the training class, and the training
courses do not count toward the high-school diploma. In some
instances some of the subjects pursued by training pupils are taught
by regular high-school teachers, but as a rule the training class is
taught entirel}^ by its own teachers. In each of these three States at
least one instructor must devote his entire time to teaching profes-
sional subjects. Under the other form of organization the profes-
sional courses are a part of the regular high-school curriculum, given
in place of ordinary high-school subjects and counted as high-school
work in awarding the school diploma. Professional subjects are usu-
ally confined to the third and fourth year, or to the fourth year only.
New York. — The teacher-training courses in high schools are com-
pletely under the authority of the State commissioner of education.
The law provides that —
the commissioner of education shall designate the academies and union free schools
in which training classes may be organized to give instruction in the science and
practice of conimon-school teaching. * * * Every academy and union fi-es school
BO designated shall instruct a class of not less than 10 nor more than 25 scholars. The
commissioner shall prescribe the conditions of admission to the classes, the course of
instruction, and the rules and regulations under which said instruction shall be given.
The regulations prescribed by the commissioner of education include
the following: A school to be selected to maintain a training class
must employ a teacher who shall devote not less than four recitation
periods per day of 40 minutes each to this department. This teacher
must be a college graduate or the graduate of a normal school of the
State who has had at least two years' experience in teaching in the
public schools of the State since graduation, at least one year of which
39
40
TRAINING COUESES FOR RURAL TEACHERS.
must have been in grade work. The instructor must be paid at least
$500 a year. The school must provide a suitable room separate from
all other departments of the school in which the training-class mem-
bers and no others shall be seated, unless they shall be members of
the graduating class of the current school year. It must provide
opportunity for members of the class to observe methods of teaching
in the several grades, and to teach in such grades under proper criti-
cism and direction. It must conduct the prescribed course apart
from all other recitations, and instruction must be given for at least
36 weeks in the year.
Candidates for the teacher- training classes must be at least 17 years
of age at the time of entrance and have completed at least one year
of regular high-school work. Few, however, enter without having
completed two years of high-school work, and about one-third of the
entire enrollment in such classes during the past year have been high-
school graduates. The course of study is as follows, the common-
school branches consisting not only of a review of the subject matter,
but also of methods of teaching. It is one year in length:
Period.
First term (18 weeks).
Second term (18 weeks).
First
Second
Third
Arithmetic
Psychology, principles of educa-
tion, school management.
Geography, physiology, nature
study, and agriculture.
Drawing, reading, and spelling
Language, composition,
grammar.
History of education.
Penmanship, American
tory, and civics.
School law.
and
his-
Fourth
These schools were authorized by act of the State legislature in
1894. In the school year 1911-12 there were 90 such training classes,
with 1,300 students, 1,156 of whom were graduated, receiving State
teachers' certificates valid in any rural school. Each school receives
from the State $700 per year. There are approximately 6,000 gradu-
ates of these classes teaching in the rural schools of the State at
present.
Michigan. — The training classes are known in this State as "county
normal training classes." They were authorized by the legislature
in 1903, for the purpose of giving special training for teachers of rural
schools. They are maintained in connection with public graded and
high schools, but are really separate institutions, pursuing their own
plan and policy under the general supervision of the State superin-
tendent of public instruction, who is authorized to prescribe rules and
regulations for their management. To these classes students 1 7 years
of age may be admitted, provick^d they have completed the equivalent
TEACHER TRAINING IN HIGH SCHOOLS.
41
of the work of the tenth grade and declare their purpose of becoming
country-school teachers. The course, as in New York, is one year in
length, and a student who has satisfactorily completed tlie course and
has shown proficiency in practice teaching receives a certificate valid
for three years in any school employing not more than two teachers
in the county in which the training class is situated. The course of
study prescribed by the State department is as follows :
COURSE OF STUDY.
FIRST QUARTER (9 weeks).
Psychology
Reading, spelling, writing
Language
Arithmetic
Manual training
Observation (last four weeks)
Nature study and elementary agriculture
SECOND QUARTER (9 WCeks).
Psychology and pedagogy
Classics (literary study)
Grammar
Arithmetic and bookkeeping
State course of study
Observation
THIRD QUARTER (9 Weeks).
Practice teaching
Pedagogy
Geography
United States history-
Civics and school law
FOURTH QUARTER (9 Weeks).
Practice teaching
Pedagogy and school management
Geography (three weeks), physiology
(six weeks)
United States history
Elementary agriculture and nature study
NOTES.
L Music and drawing alternate through the year.
2. Sufficient time should be given in second quarter for a specific study of the State course of study as a
whole.
3. Daily worlc in the subject specified for each quarter.
4. In connection with reading, language, arithmetic, and geography, present proper primary methods, and
also give special lessons on general primary methods.
5. In academic work, special drill should be given on such divisions of subjects as are taught in the eight
grades, but as far as possible the class should be taken somewhat beyond what they will be called upon
to teach.
The law requires the district to provide ''teachers," and appro-
priates $500 toward the salary of each, with a maximum of $1,000
for each school. In the past it has been held to be sufficient if one
special teacher be employed for the training class, provided the regu-
lar teachers of the related high school devote to normal work enough
time to make the equivalent of an additional training teacher. This
plan has been followed in some cases. The State department of
education prefers special teachers, however, and in the future will
insist that two full-tinie teachers be employed for each training school.
The first county normal training classes in Michigan were organ-
ized in 1903. There were 8 of them, and they graduated 84 students
in June, 1904. In 1904, 12 classes were established; in 1905, 5
classes; 1906, 7 classes; 1907, 4 classes; 1908,5 classes; 1909, 1 class.
42 TRAINING COURSES FOR RURAL TEACHERS.
The total number of classes is now 43, and in 1911-12 they enrolled
631 students. The total number of graduates since their establish-
ment is approximately 3,500.
Minnesota. — The training departments in the high schools are
under the dii'ection of the State high-school board. A room must
be set apart exclusively for the use of this department. At least $50
worth of well-chosen books must be provided, as well as maps and
other facilities for teachmg. The work m each school is in charge of
a special mstructor holding a certificate granted by the State super-
intendent for this particular position. His entire time is given to
the work and his salary by State law "shall not be less than $75 a
month." The enrollment "shall not exceed 25 pupils for each
instructor." The course of study mcludes American history, arith-
metic, civil government, grammar, geography, literature, reading,
and writing. Its extent is one year of nine months. The entire
time of students must be given to the work. These subjects are all
taught from the professional standpoint, wdth special reference to
methods of teaching. The equivalent of one-fourth of each day
must be devoted by each student to practice teaching. As much as
possible of this is done in rural schools. For entrance no fixed re-
quirements are designated, but the practice is to require the comple-
tion of two or more years of high-school work. Graduates of these
courses who have completed two years of high-school work and the
full 3^ear's work in the training department receive second-grade
certificates. Those who have finished three years of high-school
work and the work of the training department receive first-grade
certificates. The second-grade certificate is valid for one year and
the first-grade for two years in rural and semigraded schools.
These trammg departments were authorized m 1905. Each school
receives $750 State aid. There were 84 such departments in 1911,
with 740 students enrolled, of which number 600 were graduated
and received State certificates. During the present year (1912) there
are 114 trainmg departments.
In order that a clear understanding may be obtained of the aiTange-
ment in the 10 States in which the training courses are parts of the
regular high-school work, a description in some detail will be given of
the Virginia system; similar schools of the other States are described
more briefly.
Virginia. — In this State the teacher-training course in the public
high schools is by law "in connection with the ordinary curriculum
provided for such schools." State aid, not to exceed $1,500 per year
to any school, is provided, to be used "exclusively for the pay of
teachers in the normal departments of such ])ublic high schools as
offer training courses." Tlio following provisions of the law explain
how the departments are established:
TEACHER TRAINING IN HIGH SCHOOLS. 43
The State board of education shall designate the public high schools in which a normal
department may be established and conducted under the provisions of this act, and
shall prescribe the normal course which is to be adopted and taught in said schools in
connection with the high-school curriculum already provided, and shall determine
the qualifications of all teachers employed in such normal school departments. The
chief object of such normal school departments shall be to instruct teachers in the
best methods of organization, teaching, and management of primary schools in the
rm-al districts. The board of education, in its discretion, may prescribe that any
pupil receiving the benefit of such courses of normal-school training shall obligate him-
self to teach for not lest than two years in the rural public schools of the State.
The said board of education shall designate not more than one such school in any
county ; but the said board may, in its discretion, select some public high school within
an incorporated town or city which is located in the county, provided no State normal
school is located in said incorporated town or city.
Under this authority the board of education has made the following
provisions for the normal trammg high schools:
1. A class of 5 pupils in the training department.
2. Three teachers, including the normal training teachers, give their entire time to
high-school work.
3. A reference library approved by the State department of public instruction to
cost not less than $50.
4. An equipment of maps, globes, and apparatus approved by the department of
public instruction.
5. A special normal training teacher whose training and salary shall be approved by
the State department.
6. A four-year high-school course.
All professional work is given in the third and fourth years. Pupils
preparing for teachmg take the following high-school course. The
notes are those of the State department of public instruction.
COURSE OF STUDY.
FIRST YEAR.
Required {2 units).
English (1 unit) — Grammar, composition, and spelling, four times a week; classics,
once a week.
Mathematics (1 unit) — Algebra.
Electives {2 units).
Physical geography and agi'iculture (1 unit); ancient history (1 unit); manual arts
(1 unit); Latin (1 unit); German (1 unit); French (1 unit); Spanish (1 unit.)
Note.— It is specially recommended that one of the electives for this year shall be domestic science.
SECOND YEAR.
Required (2 units).
English (1 unit) — Composition, rhetoric, and spelling, three times a week; classics,
twice a week.
Mathematics (1 unit) — Algebra; plane geometry.
Electives {2 units).
Medieval and modern history (1 unit); science, botany and zoology, or botany and
agriculture (1 unit); manual arts (1 unit); Latin — f our books of Csesar(l unit); German
(lunit); French (1 unit); Spanish (1 unit).
' Note.— It is specially recommended that one of the electives during this year shall be botany. If those
who expect to be teachers receive a j-ear of thorough training in elementary botany, they will be much better
prepared to take up the subject of nature study in the elementary schools.
44 TRAINING COURSES FOR RURAL TEACHERS.
THIRD YEAR.
Required {2\ units).
English (1 unit) — Composition, rhetoric, spelling, three times a week; classics,
twice a week.
Mathematics (1 unit) — Algebra and geometry.
Arithmetic and grammar five 30-minute periods a week (f unit) — A review of 18
weeks each in arithmetic and English grammar, including subject matter, underlying
principles and methods of teaching, approaching the subjects from the standpoints both
of the teacher and the pupil.
Note. — If the review work in arithmetic and grammar can be given 40 minutes a day, making a full unit,
so much the better.
Electives (2 units).
English history (1 unit); physics (1 unit); manual arts (1 unit); Latin — six orations
of Cicero (1 unit); German (1 unit); French (1 unit); Spanish (1 unit).
FOURTH YEAR.
Required (4 units) .
English (1 unit) — Composition and literature, three times a week; grammar and
spelling, twice a week.
Note. — Attention should be paid to some elassicswhich are specially interesting to children, and efiort
should be made to arouse interest in juvenile literature and composition, pomting out weaknesses in the
pupils' own work which still inhere or were thrown aside with difficulty — weaknesses due to faulty training
in early school life.
United States history and civics (1 unit), including methods of teaching these sub-
jects in the grades.
Psychology and principles of teaching {h unit) — First half session.
School management and methods (^ unit) — Second half session.
Reviews, special methods, observation, practice teaching, lesson plans (1 unit) — ■
Reading, geography, grammar, arithmetic; a review of nine weeks in each subject,
with special emphasis on methods of teaching these subjects in the first four gi-ades.
Note. — The study of methods must not be merely theoretical, but the students must be trained to observe
carefully and intelligently the principles of teaching as exemplified by the actual work in the grades imder
skillful teachers and in classes of pupils receiving model lessons at the hands of the normal training teacher.
This must be followed by practice teaching, imder proper supervision. After conference and discussion
there should be the utmost accord between the normal training and primary teachers, so that the simple (and
therefore the most valuable) essentials in methods may bo presented with dispatch and without confusion.
In this way, the amount of observation work and practice teaching may be greatly augmented.
Elective (1 unit), optional.
Solid geometrjr and trigonometry (1 unit); chemistry (1 unit); manual arts (1 unit);
Latin — six books of Virgil's J]^neid (1 unit); German (1 unit); French (1 unit);
Spanish (1 unit).
A graduate in this course shall be granted a normal training certificate good for two
years, at the end of which time, or sooner, upon a satisfactory examination in the
history of education (not included in the training course) the certificate will be ex-
tended for three additional years, and thereafter may be renewed from time to time
for a period of five years upon satisfactory evidence to the State board of education
that the holder has been a successful teacher.
From the above it will bo seen that the teacher-training courses in
Virginia may be classified as elective, professional subjects replacmg
some of the usual academic subjects in the ordinary high-school
course. The graduate receives the high-school diploma as well as the
TEACHER TRAINING IN HIGH SCHOOLS. 45
teachers' certificate. To satisfy the normal training course the
student must make a total of 16f units, as follows:
Units. Units.
English 4 I Science 2
Mathematics 3 Normal training work 2 J
History 2 I Elective 3
The student devotes a trifle over one-sixth of his time during the
four years to the professional traming part of the course. In the last
year, two-fifths of liis time is given to professional training.
These normal school departments were authorized by the State
legislature in 1908. There are now 24 organized; they graduated 211
students in June, 1912. The total number of graduates of such
departments since their establishment is approximately 800.
The arrangement in high-school teacher-traming courses in the
other nine States is similar to the Virginia plan; so that a detailed
description of the work in each State is not necessary here. Only the
distinctive features are given.
Arkansas. — Normal training departments m high schools in Arkan-
sas were authorized in 1911, and were established in 11 schools in
September of that year. The professional work is confined to the
third and fourth years and requires one-third of the pupU's time during
these two years. The course is arranged by the State board of educa-
tion and is uniform for all schools. In the school year ended June 30,
1912, 327 pupils were enrolled in the normal training departments.
Graduates receive a two-year State certificate, which may be extended
to six years after one year of successful teaching. Maximum State
aid, $1,000 aimually to each school.
Iowa. — By act of the legislature approved April 11, 1911, normal
training courses were authorized in public high schools. The State
superintendent of public instruction was empowered to designate the
schools, each of wliich is to receive from the State $500 annually.
If two or more schools are designated in the same county, $800 annu-
ally is to be divided equally among them. Forty schools were desig-
nated and gave normal training courses in the year ended June, 1912.
The total enrollment in such courses was 651 pupils, of whom 20 were
graduated and given certificates valid for two years. Forty-six addi-
tional schools were designated for the present year. A State mspector
to have general oversight of the normal training in high schools was
provided in the act authorizing such departments. By law the pro-
fessional work is given in the last two years of the high-school course.
Kansas. — Established her first training courses in 1909. Such
courses are now given m 160 high schools. Each school receives from
the State $500 per year with $250 extra if it is doing approved work
in agriculture and domestic science. The State board of education
has full authority over the normal training courses. Each school
46 TEAINING COUESES FOR EURAL TEACHERS.
must have three teachers, one of whom must be a graduate of the
four-year course in the State normal school, or its equivalent. Pro-
fessional work is confined entirely to the fourth year. It mcludes a
half year in psychology and a half year in school methods and manage-
ment ; also a complete course running through the year in a review of
common school branches which includes nine weeks in each of the
subjects — reading, grammar, arithmetic, and geography. This review
includes methods of teaching, as well as the subject matter. One-
half of the pupil's tune durmg this fourth year is required for the pro-
fessional work. Observation in rural schools once a week is required,
but pupils have no opportunity for practice teaching. In 1911, 946
students were enrolled in normal traming courses, of which number
704 passed the examinations and received certificates to teach, valid
for two years.
Maine. — Teacher-training courses in high schools and academies
were authorized m 1901. A critic teacher must be employed who is
a graduate of a State normal school, or its equivalent. Two 45-
minute periods a day during the last two years of the high-school
course must be devoted to the following subjects: History of educa-
tion, elementary psychology, school management, methods of teach-
ing, school law, observation, and practice. Each pupU must practice
for six weeks in elementary rural schools. Training courses were
maintained in 13 schools in the year ended June 30, 1912, with an
enrollment of 247 students in such courses. Each school receives $500
from the State annually.
Nebraska. — Trauiing departments were authorized in 1905. The
State supermtendent is empowered to select schools in which such
courses shall be offered and to regulate the conditions of admission
and the course of instruction. The professional work is confined
wholly to the last two years of the high-school course. It includes a
review of at least nine weeks in reading, grammar, aritlimetic, and
geography, in relation to both subject matter and methods of teach-
ing; American history for at least one-half year; and 72 periods of
professional work, which includes a study of methods, school manage-
ment, and observation. These professional courses may be given by
the city superintendent of schools, or by a high-school teacher who is
recommended by the city superintendent and approved by the State
superintendent. Elementary agriculture is required of all pupils for
certificates. A class of 10 must bo formed in each school m order to
receive State aid, which amounts to $350 annually. Graduates
receive the second-grade State certificate, and after one year of
successful teaching receive the first-grade certificate if they have done
satisfactorily the reading-circle work outlined by the State depart-
ment of education. There are 103 high schools and 7 academies \\ii\i
TEACHER TRAINING IN HIGH SCHOOLS. 47
State-aided normal training departments. They have graduated
approximately 3,800 students.
North Carolina. — Normal training classes have never been directly
authorized by the State legislature, but the school law provides that —
all public high schools established and maintained under the provision of this act
shall be operated by the county board of education under such general rules and
regulations as may be prescribed by the State board of education. The course of
study for such high schools and the requu-ements for admission to them shall be pre-
scribed by the State superintendent of public instruction. ^
Acting under the authority of this enactment, the State superin-
tendent m 1911 established teacher-training courses m lO.high schools.
The professional work is elective in the fourth year of the high-school
course. No special State aid for this work is authorized or given.
Graduates are required to take examinations for certificates, as are
all teachers in the State.
Oregon. — Teacher-training courses in high schools were authorized
in 1911. Twenty-one schools maintained such departments in the
school year 1911-12. The professional work is as follows: In the
second year of the high school, elementary agriculture five recitations
per week for one-half year; in the third year, American history five
recitations per week for the entire year. This includes special methods
of teaching history. In the fourth year, a review of reading, grammar,
arithmetic, and geography, nine weeks each, with three recitations
and two hours' observation work per week; school methods and man-
agement, five recitations per week for the entire year. In order to
be approved for teacher-training courses a high school must have at
least three teachers, one of whom shall devote four hours a day to the
teacher-training course. This teacher must be a graduate of a stand-
ard normal school or its equivalent. There must be a class of at least
eight pupils who must devote one hour a day for the last 16 weeks of
the course to observation and practice work where the latter is prac-
tical. The teacher-training courses may be counted as three units
of the total 16 required for high-school graduation. Graduates receive
one-year State certificates, which may be renewed once after six
months' successful teaching experience.
Vermont. — By act of the legislature approved July 1, 1911, the
teacher-training courses in high schools and academies were author-
ized. Twelve schools were estabUshed in September, 1911, with an
enrollment of 154 pupils. Only seniors and graduates are allowed to
take the professional work and 10 are required for a class. Each
school having a teacher-training course must furnish $200 of the salary
of a special teacher, and the State adds an amount not exceeding ScSOO.
1 Act of general assembly ratified Mar. 8, 1907
48 TRAINING COURSES FOR RURAL TEACHERS.
Three-fourths of the last year's work in the high school is devoted to
pedagogical subjects distributed as follows:
Periods.
Periods.
Nature study ^ 50
Agriculture 50
School management and law 50
Review of elementary subjects 200
Principles and methods 200
0])servation and practice 250
Psychology 50
Graduation from this course entitles the candidate to a certificate
vahd to teach in the pubhc schools of the State for three years. Dur-
ing the year 154 students were registered in the teacher- training
courses.
Wisco7isin. — Training courses were authorized in Wisconsin in 1911.
As there are 27 county training schools whose work is solely to prepare
teachers for rural schools, very few high schools are offering such
courses; in 1912 there were six. The teacher- training course com-
prises one-fourth of the work in the last year of the high school. This
professional work includes a study of the common-school manual,
school management, observation, and practice. The fourth year
must be preceded by three years of an EngUsh course which strongly
emphasizes the study of the common-school branches. The total
number of graduates in 1912 was approximately 60. The schools
receive no special aid from the State for the training courses.
In otlier States. — The pubhc high schools in many other States
besides those mentioned above are doing more or less work in training
teachers. The 13 States mentioned, however, are the only States in
which such work is done under the special authorization of the State
legislature. From the reports made annually to the Commissioner
of Education by the public high schools in the United States, in 1911
there were 711 offering training courses, with 14,680 students taking
these courses. This number includes the schools in the 13 States
where the work is authorized by the State departments, as well as
those in other States. Training courses are reported in one or more
high schools in every State except in Arizona, Idaho, Montana,
Nevada, New Hampshire, and Rhode Island.
The system of teacher-training in high schools under the auspices
of the State departments of education has much to commend it, at
least until the regular normal schools are able to train enough teachers
for rural work as weU as for urban schools. In most States where the
system has been in operation long enough to judge its value, it is re-
ported to be eminently successful.
State Superintendent of Pubhc Instruction E. T. Fairchild, of
Topeka, Kans., says:
The plan has proved an eminent success in this State. No more popular law was
ever enacted . The appropriations for the support of these schools have met with unani-
imous vote in both branches of the legislature, and a handsome increase was made the
last year. In my judgment no more practical or practicable plan for the training of
teachers for rural schools has ever l)een devised .
TEACHER TRAINING IN HIGH SCHOOLS. 49
Mr. P. C. Tonniiig, assistant State superintendent of Mnnesota,
says:
Nearly 30 more schools have training departments this year (February, 1912) than
last year. We consider these departments a success, considering that they are new,
and that we lack really competent teachers for this special work.
The State normal training inspector of Nebraska, IMr. G. A. Gregory,
says in answer to the question whether or not the plan is a success in
that State: "Yes, very much so." The State superintendent, Hon,
J. E. Delzell, says:
County superintendents throughout the State are saying that the teachers fitted in
om- high-school normal training classes are much more competent in every way than
those who came to them formerly from various sources. The State legislatm-e considers
the work of such importance that the appropriation has increased from $50,000 in 1907
to $100,000 in 1911.
Dr. Thomas E. Finegan, third assistant commissioner of education
of New York State, says:
We obtain each year through these classes about 1,000 teachers for the rural schools.
There are probably about 8,000 teachers in the rural schools who hold this class of cer-
tificate. About one-thii-d of those who enter training classes are high-school graduates.
The plan has been successful in this State.
Mr. Thomas S. Settle, State supervisor of rural schools of Virginia,
reports that the Virginia schools are a complete success.
The Michigan State superintendent of public instruction, Hon.
L. L. Wright, in a publication of the State department says :
The wisdom of the plan for the establishment of these training classes is now
apparent. "VMien the law was enacted which authorized the carrying out of this plan
less than 2 per cent of the teachers in the rural schools of the State had received any
training to fit them for the work. To-day 25 per cent of them have had at least one
year of preparation. The work of the teachers graduated justifies the establishment
of the schools. We find that the consensus of opinion of the county commissioners
and those connected with the rural schools of the State is that the standard of the
rural schools in Michigan has been raised, salaries have been increased, and there is
evidenced a general improvement in the work and spirit of the rural school force in
counties where county normal classes are in operation.
The Iowa schools have been in existence but one year. The State
normal trainmg inspector, Mr. F. L. Mahannah, says :
It is difficult at the present time to ascertain just what was accomplished during
the past year. I will say, however, that the spirit in the normal training high schools
is good, and each school is trying as best it can to meet the requirements. Some of
the schools report that the fact that there is a class in the high school studying methods
of teaching and making frequent observation tours throughout the school system has
been the means of stimulating a great professional spirit among the teachers in the
system. It has been a matter of surprise to note the interest taken by the normal
training pupils in the subjects of pedagogy and psychology. I thoroughly believe
that the interest they are manifesting in these professional subjects will be the means
of increasing rather than diminishing the number that will go on and take more
thorough training in the advanced normal schools.
50 TRAINING COURSES FOR RURAL TEACHE-RS.
The State superintendent of Maine, Hon, Payson Smith, does not
express himself as in favor of high-school teacher-training courses.
He says:
I do not regard the plan of combining teachers' training with secondary-school
work as a wise one. I believe wherever it is adopted it will tend to depreciate rather
than to raise the standard of teaching.
State Supt. L. R. Alderman, of Oregon, writes:
The plan seems to be successful, judging from the interest shown and the good
work being done in these training courses. It is too early to judge in this State from
practical experience.
The State inspector of rural schools for Wisconsin, Mr. W. E. Lar-
son, does not express himself as pleased with the high-school training
courses in that State, when compared with the work of the 27 county
normal training schools established especially to train rural teachers.
He says:
As a general proposition I do not believe in this plan of preparing the teachers for
rural schools. I will admit that much good work may be done by the high schools
taking up professional work, but there are other considerations that enter into the
question that make me doubt the ad\isability of pushing this matter too far. In
this State we have what is known as the county training schools. These institutions
make it their special business to train rural teachers, and in them there is an atmos-
phere entirely different from what we find in most other schools. I find that we
must work toward making teaching a profession, and in order t(j do so we must recog-
nize that teaching in country schools is no small job, and that the preparation for the
work is just as important as the preparation of teachers for the cities. It seems to
me that the introduction of professional courses into the high school will simply
postpone the day when we shall recognize that country school teaching is a profes-
sion. Do not understand me to belittle any effort that has been made by the high
schools. I believe that the effort has been met with success as far as it has gone. I
believe, however, that the preparation for country school work should be done in a
school that makes this work its business, as the city training school makes it its busi-
ness to prepare teachers for the city grades.
TEACHER TRAINING IN HIGH SCHOOLS.
51
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52
TEAINING COURSES FOR RURAL TEACHERS,
Table 3. — Arkansas: Teacher-training courses in high schools in 1911-12.
[.Vote.— All the courses were established in 1911. State aid, S900 to each.]
Location of school.
Teachers
in high-
school
work.
Pupils
in high-
school
grades.
Teachers
of pro-
fessional
subjects.
Students
in pro-
fessional
subjects.
Gradu-
ates from
profes-
sional
courses
in 1912.
Bentonville .
4
4
20
4
9
27
4
91
108
486
142
261
702
104
.85
90
307
139
1 1
1
1 1
1 \
19
24
44
22
36
50
11
31
17
37
36
0
Camden
0
Fort Smith
5
Hope
2
6
Little Rock
25
Mena
0
Mountain Home .
2
Paraeould
5
9
5
0
Pine BlufE
0
Russellville
0
1 Gave whole time to professional classes; others gave from one-half to three-fourths of time.
Table 4. — Iowa: Teacher-training courses in high schools in 1911-12.
[Note.— Courses established in 1912 are included. Such courses have not yet received State aid; aid
granted to approved courses, $500 each.]
Location of school.
Date of
estab-
lish-
ment.
Teachers
in high-
school
work.
Pupils
in pro-
fess onal
courses.
Gradu-
ates from
profes-
sional
courses
in 1912.
Students
in pro-
fessional
subjects,
first
semester
of year
1912-13,
Algona
1911
1912
1912
1911
1911
1912
1912
1912
1911
1912
1912
1911
1912
1911
1911
1911
1912
1911
1911
1912
1911
1912
1912
1911
1912
1912
1911
1911
1911
1912
1912
1912
1911
1912
1911
1912
1911
1911
1912
1912
1911
1912
1912
7
10
15
8
10
20
Albia
25
16
Atlantic
20
15
1
20
Audubon
16
3
6
6
14
4
4
7
8
11
5
17
7
5
6
6
12
3
10
12
Bedford
22
Belle Plaine
16
Boone . . .
15
14
Britt
23
Buffalo Center
12
Carroll
14
12
16
Cherokee
14
14
43
2
33
Clarion .
11
Clinton
4
.._>?•
36
Corning
12
Correctionville
24
12
1
18
Corydon .
12
Cresco
19
Creston . .
20
6
23
Dallas Center
14
Denison .
22
Dubuque
10
10
Eagle Grove
7
22
Eldora
13
Elkader
5
7
8
2
4
9
4
3
5
23
12
24
E mmetsburg
10
Estherville
14
Farmington
18
Fonda
12
Fort Madison
19
Garden Grove
16
16
Garner .
13
Greenfield..
13
2
12
Griswold .
12
Grundy Center
5
5
7
6
9
8
22
Hampton
12
15
Harlan
13
Humboldt
17
Ida Grove
14
13
13
Indianola
45
TEACHER TRAINING IN HIGH SCHOOLS. 58
Table 4.- — loiva: Teacher-training courses in high schools in 1911-12 — Continued.
Location of school.
Date of
estab-
lish-
ment.
Teachers
in high-
school
work.
Pupils
in pro-
fessional
courses.
Gradu-
ates from
profes-
sional
courses
m 1912.
Students
in pro-
fess onal
subjects,
first
semester
of year
1912-13.
Iowa Citv
1912
1911
1911
1911
1911
1911
1911
1911
1912
J912
1912
1912
1912
1912
1911
1912
1911
1912
1912
1912
1911
1911
1911
1912
1912
1911
1912
1911
1912
1911
1912
1912
1912
1911
1912
1912
1912
1911
1912
1911
1912
1912
1911
1911
18
7
9
4
7
S
3
ifi
Lake City
18
22
18
28
17
11
18
17
Le Mars
5»
Malvern
IS
Manchester
20
18
Maquoketa
Marathon
in
Marshalltown
10
Mason City
20
3
5
5
4
4
8
11
4
4
3
11
7
9
6
15
22
7
21
Milford
l.s
Montezuma ^
15
Monticello
20
Moulton
16
Mount Ayr
11
New Hampton
14
12
12
16
Newton
22
Northwood
11
Oakland
18
Odebolt
11
Oelwein .'
12
Onawa
12
13
14
15
13
Osceola
27
Oskaloosa
17
Ottumwa
21
Panora ( Guthrie County High School)
12
24
Pella (Central University)
32
14
24
Rockford
4
5
33
14
11
Rolfe
27
Sheldon
7
4
11
4
4
12
15
Sibley
15
Spencer
18
22
Sutherland
16
Traer
15
Washington
25
Wapello
12
24
13
Waukon
5
8
10
8
5
S
4
24
15
Webster City
15
West Liberty
22
What Cheer
20
10
17
Woodbine
18
54 TRAINING COURSES FOR RURAL TEACHERS.
Table 5. — Kansas: Schools maintaining teacher-training courses in 1911-12.
[Fully approved by the State department and receiving $500 each from the State.]
Abilene.
Alma.
Anthony.
Arkansas City.
Ashland.
Atchison.
Atchison County High School
(Effingham).
Baldwin.
Belle Plaine.
Belleville.
Beloit.
Blue Rapids.
Bronson.
Burlingame.
Burlington.
Caldwell.
Chanute.
Chase County High School
(Cottonwood Falls).
Chenev.
Cherokee County High School
(Columbus).
Cherryvale.
Cimarron.
Clay County High School (Clay
Center).
Clyde.
Cofleyville.
Colony.
Coimcil Grove.
Crawford Coimty High School
(Cherokee).
Decatur Covmty High School
(Oberlm).
Delphos.
Dodge City.
Douglass.
Downs.
El Dorado.
Ellis.
Ellsworth.
Erie.
Eskridge.
Eureka.
Fort Scott.
Frankfort.
Fredonia.
Galena.
Gamett.
Garden City.
Girard.
Great Bend.
Grenola.
Halstead.
Hanover.
Hartford.
Harper.
Herington.
Hiawatha.
Hill City.
Holton.
Horton.
Howard.
Humboldt.
Hutchinson.
Tola.
Jewell City.
Junction City.
Kingman.
Kinsley.
Kiowa County High School
(Greensburg).
La Crosse.
Lakin.
Lane County High School (Digh-
ton).
Lawrence.
Leavenworth.
Le Roy.
Liberal.
Lincoln.
Logan.
Lyons.
Mankato.
Marion.
McPherson.
Meade.
Medicine Lodge.
Minneapolis.
Mound City.
Neodesha.
Ness City.
Newton.
Norton County High School
(Norton).
Oakley.
Olathe.
Onaga.
Osage City.
Osawatomie.
Osborne.
Oskaloosa.
Oswego.
Ottawa.
Paola.
Parsons.
Peabody.
Phillipsburg.
Plainville.
Pleasanton.
Pratt.
Rawlins County High School
(Atwood).
Reno Comity High School (Nick-
erson).
Republic.
Rosedale.
Russell.
Sabetha.
St. John.
Salina.
Scott Covmty High School (Scott
City). •
Sedan.
Seneca.
Sheridan Coimty High School
(Hoxie).
Sherman County High School
(Goodland).
Smith Center.
Spearville.
Spring Hill.
Stafford.
Sterling.
Stockton.
Thomas County High School
(Colby).
Tonganoxie.
Topeka.
Trego County High School (Wa
Keeney).
Troy.
Valley Falls.
Wakefield.
Wamego.
Washington.
^^'athelia.
Wellsville.
Wilson.
Winfield.
Yates Center.
[Approved by State department but receiving no State aid.]
Axtell.
Baker University (Baldwin).
Basehor.
Bethel College Academy (New-
ton).
Burrton.
Dickinson County High School
(Chapman).
Emporia.
Enterprise Normal Academy
(Enterprise).
Friends' University Academy
(Wichita).
Hiawatha Academy (Hiawatha).
Highland College Academy (High-
land).
Kansas Wesleyan University
Academy (Salma).
Labette County High School
(Altamont).
Marysville.
MoPherson College Academy
(McPherson).
Midland College Academy (Atchi-
son).
Montgomery County High School
(Independence).
Moran.
Nazareth Academy (Concordia).
Southern Kansas Academy
(Eureka).
Southwestern College Academy
(Winfield).
Sumner County High School
(Wellington).
Tabor College Academy (Hills-
boro).
Wetmore.
TEACHER TRAINING IN HIGH SCHOOLS.
55
Table 6. — Maine: Teacher-training classes in high schools, 1910-11,
[Note. — Each school receives $500 from the State.]
Schools.
Pupils in
high-
school
grades.
Pupils in
profes-
sional
subjects.
Schools.
Pupils in
high-
school
grades.
Pupils in
profes-
sional
subjects.
Bridgewater Classical Acad-
emy
50
84
37
111
76
80
121
15
16
3
32
14
20
13
Maine Central Institute
Mattanawcook Academy
Parsonsfield Seminary
Ricker Classical Institute
St. Joseph's Academy
Springfield Normal School
225
78
51
160
89
43
24
Bridgton Academy
24
Freedom Academy
13
Gould's Academy
22
Hampden Academy
12
Lee Normal Academy
Lincoln Academy
39
Table 7. — Michigan: County normal training classes in connection with high schools
in 1911-12.
[Note. — The course of study covers one year. State aid, $1,000 to each class.]
County and post office.
Date of
estab-
lish-
ment.
Teach-
ers.'
Gradu-
ates.
County and post office.
Date of
estab-
lish-
ment.
Teach-
ers.'
Gradu-
ates.
Allegan (Allegan post
office)
1906
1903
1903
1904
1908
1908
1906
1905
1905
1903
1907
1903
1908
1907
1903
1904
1904
1904
1903
1906
1906
2
1
2
2
2
2
1
1
1
2
2
2
1
2
1
2
2
1
1
2
2
18
23
18
24
10
11
12
17
10
10
10
19
12
14
12
20
22
10
15
12
14
Macomb (New Baltimore)
Manistee (Manistee)
Mason (Ludington)
Mecosta (Big Rapids)
Menominee (Menominee).
Midland (Midland)
Missaukee ( Lake City)
Montcalm (Stanton)
Montmorency (Hillman) .
Muskegon (Muskegon) . . .
Newaygo ( Fremont)
Oakland (Pontiac)
Oceana (Hart)
1904
1905
1904
1904
1907
1904
1911
1907
1911
1909
1905
1903
1904
1903
1906
1906
1908
1904
1903
1907
1906
1903
2
1
2
1
2
1
2
1
2
2
1
2
1
2
1
1
2
1
2
1
1
1
11
16
Antrim (Mancelona)
Arenac (Standish )
Barry (Hastings)
11
20
17
Benzie (Frankfort)
Berrien (Berrien Springs)
Branch (Coldwater)
Calhoim (MarshaU)
Cass ( Dowagiac)
14
16
13
11
15
Charlevoix (Charlevoix)..
Cheboygan (Cheboygan) .
Clinton (St. Johns)
Eaton (Charlotte)
Genesee ( Flint)
16
14
14
Osceola (E vart)
17
Ottawa (Grand Haven). .
Saginaw (Saginaw, W. S.)
Sanilac (Croswell)
Shiawassee (Owosso)
St. Clair (Port Huron) . . .
Tuscola (Caro) . .
10
Gratiot (Ithaca)
15
Ingham (Mason)
10
Ionia (Ionia)
20
Iosco (Tawas City)
Kalkaska (Kalkaska)
Lapeer ( Lapeer)
17
10
Van Biu-en (Hartford) . . .
Wexford (CadiUac)
8
Lenawee (BUssfield)
22
1 In all counties where but one teacher is shown a "composite teacher" is made up of the regular teachers
in the local schools, the total time given by them amounting to a second teacher's time. For observation
and practice teaching the local schools are used except in the counties where the two special teachers are
empwyed. In these covmties one of the two teachers has charge of a critic room with about 30 pupils from
the local schools in the several grades.
56
TRAINING COURSES FOR RURAL TEACHERS.
Table 8. — Minnesota: High-school training departments in 1911-12.
[Note.— There is one teacher for each class. State aid, $750 for each.]
Location of school*
Ada
Adrian
Aitkin
Albert Lea
Alexandria
Anoka
Arlington
Austin
Bagley
Bemidji
Benson
Bird Island
Blue Earth
Breckenridge...
Browns Valley.
Buffalo
Canby
Cannon Falls. . .
Cokato
Crookston
Dawson
Delano
Detroit
Dodge Center..
Elbow Lake...
Fairmont
Faribault
Fergus Falls.. .
G lencoe
Glenwood
Grand Rapids..
Granite Falls...
HaUock
Harmony
Hastings
Hector
Henderson
Hinckley
Jackson
Lake City
Number
of pupils.
First-
grade cer-
tificate
gradu-
ates.!
12
9
14
11
10
14
9
12
9
14
10
15
12
12
8
14
13
11
13
14
16
11
8
11
8
15
11
11
12
9
10
14
8
12
10
12
12
14
11
18
6
5
3
6
3
12
5
10
7
5
7
11
9
6
14
13
10
13
5
14
7
6
9
4
8
9
11
12
2
10
12
7
12
8
11
3
7
11
18
Second-
grade cer-
tificate
gradu-
ates.!
Location of school.
Le Sueur
Litchfield
Mcintosh
Madison
Montevideo
MonticeUo
Morris
New Ulm
Northfleld
Olivia
Owatonna
Park Rapids
Pine City
Pipestone
Preston
Red Lake Falls. . .
Red Wing
Redwood Falls
Renville
Rochester
Rush City
St. Peter
Sauk Center
Shakopee
Sherbum
Spring VaUey
Staples
Stewartville
Stillwater
Thief River Falls.
Tracy
Wabasha
Warren
Waterville
Wells '-...
Wheaton
White Bear
WiUmar
Windom
Worthington
Number
of pupils.
12
14
9
12
14
9
12
11
20
11
21
10
10
14
12
12
14
23
10
15
10
8
17
8
9
10
10
12
14
20
12
9
13
9
15
15
8
12
12
11
First-
grade cer-
tificate
gradu-
ates.
9
10
7
12
13
9
10
7
19
7
18
3
4
8
4
4
14
23
9
15
4
5
16
4
6
9
5
11
14
11
11
5
4
3
2
10
7
8
Second-
grade cer-
tificate
gradu-
ates.
1 See p. 42.
Table 9. — Nebraska: Teacher-training courses in high schools in 1911-12.
Location of schools.
1
L
1
ft
w O
11
03 M
■sf
-§1
M.2
Graduates of nor-
mal training
courses in 1912.
State aid ($3.50)
in 1911-12, indi-
cated by X.
Adams
1909
1911
1907
1907
1907
1910
1909
1911
1907
1908
1907
1907
1911
1911
1911
1907
1907
3
3
6
7
4
3
4
3
5
3
6
11
4
3
3
19
6
66
45
142
142
75"
72
108
70
159
197
56
40
27
390
134
3
6
5
3
4
3
4
0
4
2
3
6
3
2
2
5
2
19
13
25
15
16
15
16
27
28
25
36
26
16
22
17
51
67
14
4
5
13
'?
11
0
13
8
10
15
13
1
2
29
X
A ins worth
X
Albion
X
Alliance . /.
X
Alma .':.'.'.
X
Ansle V
X
Aranahoe
X
Arlington
Ashland j 1 . .',.
X
Atkinson , i
X
X
Aurora
X
Bancroft
Bartloy
X
Battle Creek
'Rpntric*! .
X
Beaver City
21 1 X
TEACHEK TEAINING IN HIGH SCHOOLS. 57
Table 9. — Nebraska: Teacher-training courses in high schools in 1911-12 — Continued.
Location of schools.
Beaver Crossing .
Benkelman
Bertrand
Blair.
Bloomfleld...
Bloomington .
Blue Hill
Blue Springs.
Bridgeport . . .
Broken Bow .
Burwell
Butte
Cambridge
Cedar Rapids
Central City
Chappell
Columbus
Cozad
Crawford
Creighton
Crete
Culbertson
Davenport
David City
Diller
Edgar
Edison
Elmwood
Emerso n
Eustis
Exeter
Fairbury
Fairfield
Fairmont
Falls City
Franklin
Fremont
Friend
Fullerton
Geneva
Genoa
Gering
Giltner ■.
Gordon
Gothenburg
Grand Island
Grant
Greeley
Greenwood
Gretna
Guide Rock
Harvard
Hastings
Havelock
Hayes Center
Hebron
Holdrege
Hooper
Humboldt
Imperial
Indianola
Kearney
Kenesaw
Kimball County High School.
Lawrence
Lexington
Jyincoln
Lodge Pole
Loup City
Lyons
McCook
Madison
Mead
Meadow Grove
Merna
si
x:
J5
0 00
0 VI
i M .
i-t -4-^
t-t^
0 a(N ira-a
3
2-g
•of
^0
•sf
3.2 .
■o7 >.
-2
03
So
a> o
II
II
11
ga8
O
H
Ph
e^
Ss
0
03
1908
4
61
2
22
8
X
1911
3
49
2
11
6
X
1912
3
7
48
163
1
3
10
30
1907
15
X
1911
3
43
3
16
4
1907
3
56
3
15
15
X
1907
4
47
4
12
6
X
1908
' "3
70
49
8
13
X
1908
2
17
X
1907
7
185
6
41
16
X
1911
3
61
3
14
4
X
1910
3
47
3
13
8
X
1907
4
90
2
33
11
X
1909
3
61
2
11
10
X
1907
7
• 138
3
26
7
X
1912
1908
8
161
3
30
12
X
1912
1910
4
63
2
17
3
X
1908
63
12
X
1907
8
120
3
18
9
X
1911
3
42
2
11
1
1911
4
82
2
18
10
X
1907
6
136
2
23
14
X
1911
3
60
3
15
11
X
1911
4
82
3
29
9
X
1912
1911
3
60
3
16
8
1908
3
32
2
10
7
X
1911
3
40
3
14
10
X
1908
3
58
3
21
1
1907
14
296
3
68
16
X
1907
103
5
X
1907
4
82
4
13
8
X
1907
/
142
6
12
8
X
1907
4
92
4
24
14
X
1907
11
310
7
18
22
X
1907
5
107
3
28
10
X
1907
6
176
4
33
11
X
1907
6
140
5
34
17
X
1908
4
82
4
19
7
X
1912
1912
1911
3
75
2
10
7
X
1907
7
115
4
X
1907
14
293
7
23
10
X
1911
1
1
16
1
X
1908
3
60
2
25
6
X
1912
1911
3
49
4
18
8
1911
4
81
3
23
13
X
1907
4
68
5
14
8
X
1907
1907
18
5
407
75
17
4
X
4
16
X
1911
1907
1
6
14
32
""u
X
119
4
X
1907
9
229
5
31
16
X
1909
4
76
2
20
10
X
1907
4
72
6
X
1912
1910
3
34
2
9
6
X
1911
14
289
5
17
13
1911
3
48
2
16
7
1908
4
48
18
3
X
1911
3
29
3
12
7
X
1907
9
196
6
17
12
X
1907
49
1,121
4
33
10
X
1912
4
39
2
15
1908
4
103
2
23
7
X
1911
4
84
2
14
13
1907
7
165
4
32
14
X
1907
4
92
3
31
7
X
1912
1912
1910
3
43
3
14
10
X
58 TRAINING COURSES FOR RURAL TEACHERS.
Table 9. — Nebraska: Teacher-training courses in high schools in 1911-12 — Continued.
Location of schools.
yi
s
o "
03
P
1
.a
.51
i2o
(U o
J3
tie .
6 vi
•of
II
■Sl"
CO
-§.2
(iraauates 01 nor-
mal training
courses in 1912.
State aia yi6M)
in 1911-12, indi-
cated by X.
1907
1911
1908
1907
1909
1908
1908
1907
1907
1911
1907
1907
1907
1909
1908
1908
1910
1907
1909
1911
1907
1907
1911
1907
1908
1907
1908
1907
1911
1907
1908
1907
1907
1908
1911
1907
1907
1907
1909
1912
1907
1907
1911
1907
1908
1911
1907
1907
1909
1910
1907
1912
1908
1907
1911
1908
1907
1909
1907
1911
1907
1907
1908
1908
1907
1910
1908
1908
1908
7
12
4
5
4
8
5
9
4
3
74
4
6
3
5
3
3
7
3
3
4
6
3
4
4
9
3
4
3
6
5
6
5
4
3
20
3
5
4
140
238
75
82
76
172
99
218
91
37
2,283
79
184
72
104
76'
65
183
42
46
53
154
70
84
56
169
78
80
67
142
130
92
63
66
45
402
42
80
65
3
4
4
4
3
2
2
"'"'3
■■5'
3
4
3
4
4
4
2
3
38
25
28
11
31
17
18
6
15
8
22
23
57
20
24
20
21
24
8
10
12
12
8
7
12
5
10
4
2
39
12
18
17
6
1
5
25
5
8
6
14
4
2
10
18
13
5
8
"'17'
8
9
8
10
11
5
8
17
X
Nptiffli^ka Citv .
Neligh
X
X
X
Norfolk
X
North Bend
X
North Platte
X
X
Ogallala
0 maha
X
X
O'Neill
X
Ord
X
Orleans
X
X
Oxford
X
X
Pawnee Citv
X
Pender
X
X
Plainview
4
4
2
3
2
3
3
3
2
5
4
4
5
6
3
4
4
4
4
18
33
15
23
20
43
18
21
16
35
29
13
22
14
12
23
14
16
26
X
Plattsmouth
X
X
X
X
Red Cloud .
X
X
St Paul
X
X
Sehuvler
X
X
X
X
X
X
South Omaha
X
X
Stanton
X
X
Stratton
5
7
4
4
4
12
7
6
3
3
8
80
148
89
62
52
"'igo'
128
59
55
219
4
3
3
3
4
6
5
4
3
3
5
21
23
20
18
16
16
38
31
21
10
22
7
10
14
11
4
16
20
14
2
9
9
X
X
X
Syracuse
X
X
Teachers College High School, Lincoln
X
Tekamah
X
X
Trenton
X
X
University of Nebraska School of Agriculture, Lincoln. .
4
8
3
4
4
4
4
4
4
14
81
211
50
84
93
99
67
89
121
284
4
4
3
3
2
2
4
3
4
7
17
43
11
15
17
37
16
16
14
40
6
23
5
11
4
11
5
X
Wahoo
X
Weeping Water
X
X
WUber
X
X
Wood River
11
7
3
3
6
6
5
10
4
X
Yo"rk
X
Academies.
Franklin. Nelieh
2
Hastines. Hastines
15
24
32
17
St. Catherine, Jackson
St Marv's, O'Neill
Snaldine. Snaldine
TEACHEE TRAINING IN HIGH SCHOOLS.
59
Table 10. — New York: Teacher-training courses in high schools, 1911-12.
[Note. — There is one teacher of professional subjects in each school.]
Counties.
Post office.
Pupils
enrolled,
1911-12.
Gradu-
ates from
profes-
sional
courses,
1912.
State
aid in
1912.
Total
cost of
class to
school.
Albany
Ravena
10
9
13
21
12
10
14
10
13
12
17
18
11
IS
11
10
17
12
14
14
9
12
12
10
20
10
10
19
12
14
24
15
24
14
16
15
25
14
14
12
11
11
11
17
14
11
17
21
10
16
24
16
14
12
21
21
14
12
11
11
12
16
24
10
15
20
12
19
11
11
12
16
10
22
11
12
10
10
12
7
8
8
16
8
5
14
6
11
9
10
13
6
12
11
12
12
7
12
15
10
9
11
7
20
6
9
16
9
10
20
11
25
13
15
13
23
13
14
6
10
9
7
13
11
10
15
17
10
15
21
11
9
12
19
12
13
10
9
8
11
15
15
5
8
13
11
10
8
9
8
16
10
21
9
13
3
7
9
. $700
604
700
700
700
490
700
543
700
700
700
700
700
700
700
700
700
691
700
700
613
700
700
595
700
499
700
700
700
700
700
700
700
700
700
700
700
700
700
700
700
691
683
700
700
700
700
700
700
700
700
700
700
700
700
700
700
700
700
700
700
700
700
586
700
700
700
700
700
665
700
700
700
700
700
700
656
578
700
S818
Alleeranv
Alfred
600
Angelica .
800
Belfast
790
Friendship
800
Broome
Deposit
550
Union
659
Cattarauffus
Cattaraugus
650
Delevan
700
Glean
800
Salamanca
815
Cavuffa
Moravia
700
Cnau tau q u a
F.Hingt.nn
500
Forestville
600
Sherman
550
Westfleld
800
Chemune^
Horseheads
600
Chenango
Greene
600
Norwich
825
Clinton . .
Mooers
800
Delhi
713
Hancock
800
Margaretville
650
Stamford
1,395
Walton
650
Erie
Angola
650
Clarence
800
Spring\'ille
800
Port Henry
676
WestiJort
550
Franklin
Brushton
841
Chateaugay
560
Malone
800
Fulton .
Johnstown
800
Greene
Catskill
800
Jefferson
Adams
650
Antwerp
800
Carthage
600
Clayton
800
Lewis
Copenhagen
800
HarrisvUle
050
Lowville
800
Mnnda
625
Madison
De Ruyter
625
Monroe
Pittsford
600
Niagara ...
Middleport
Wilson
560
600
Oneida
Boonville
800
Camden
025
Clinton
800
Baldwinsville
800
Jordan
600
Onondaga Valley
625
Tully
800
Ontario
Naples
020
Oranee
Port Jervis
800
Albion
800
OsWGffO
Fulton
800
Pulaski
078
Sandy Creek
500
Otsego
Morris
800
Schenevus
800
Unadilla
700
St. Lawrence . . ....
Colton
725
Madrid
500
Oedensburfif. . . .
700
Saratoga
Ballston
730
Corinth
813
Schoharie
700
Seneca
Wai,erloo
600
Steuben ... .
Canisteo
1,500
Coming (north side)
Himmondsport
800
800
North Cohocton
821
Suffolk
Greenport
580
Sullivan
Monticello
700
Tioga .
Newark Valley
614
Owego
675
Spencer ,
580
60 TRAINING COURSES FOR RURAL TEACHERS.
Table 10. — New Yorlc: Teacher-training courses in high schools, 1911-12 — Continued.
Counties.
Tompkins . .
Ulster
Warren
Washington
Wa5me
Wyoming. . .
Yates
Post office.
Ithaca
Ellenville
Glens Falls...
Hudson Fails
Clyde
Palmyra
Wolcott
Arcade
Warsaw
Dundee
Penn Yan
Pupils
enrolled,
1911-12.
15
12
10
14
18
18
14
9
12
13
16
Gradu-
ates from
profes-
sional
courses,
1912.
15
12
15
16
7
6
9
11
17
State
aid in
1912.
$700
700
683
700
700
700
700
595
700
648
700
Total
cost of
class to
school.
625
800
850
750
800
800
665
750
748
700
Table 11. — Oregon: Teacher-training courses in high schools, 1911-12.
[Note.— All courses were established in 1911. No State aid to any of these schools.]
Location of school.
Teachers in
high-scliool
work.
Pupils in
higlvschool
grades.
Pupils in
profes-
sional
subjects.
Gradu-
ates in 1912
from pro-
fessional
Baker Cit v High School
Bethel High School, McCoy
Brownsville High School
Cottage Grove High School
Crook County High School, Prineville.
Drain High School
Eugene High School
Forest Grove High School
Hood River High School
Junction City High School
Jeflerson High School, Portland
Klamath High School, Klamath City .
La Grande High School
Lebanon High School
Lincoln High School, l^ortland
McMinnville High School
Newberg High School
Silverton High School
Springfield High School
Washington High School, Portland . . .
Ontario High School
12
2
3
4
6
4
21
4
8
3
41
10
12
5
43
8
8
4
3
55
5
279
30
60
100
88
33
470
104
131
68
1,006
125
241
122
1,070
175
183
82
79
1,357
103
12
14
4
10
8
7
26
8
17
6
128
14
11
5
50
4
25
12
195
10
12
4
1
7
7
4
10
8
4
4
11
6
7
2
4
3
8
8
4
16
2
Table 12. — VerTnont: Teacher-training courses in high schools in 1911-12.
(Note.— All the courses described lielow were established in 1911. There is 1 teacher of professional
subjects for each class.]
Location of school.
Teachers
in high-
school
work.
Pupils
in high-
school
grades.
Students
in profes-
sional
subjects.
Gradu-
ates in
1912 from
profes-
sional
courses.
State aid
in 1912.
Barre
11
8
25
5
7
5
5
5
7
4
i:i
6
170
180
350
53
92
100
90
91
161
115
400
138
16
12
20
10
11
12
12
11
17
10
11
11
13
12
20
10
11
10
9
11
13
10
10
10
$700
Benniniiton
750
Burlington
725
Chester
700
Derby
700
750
Ludlow
700
Lyndon Center
750
Middlcbury
700
Randolph
720
Rutlana
700
Springfield
800
TRAINING COUBSES FOE RUEAL, TEACHERS.
Table 13. — Virginia: Teacher -training courses in high schools in 1911-12.
61
Location of school (post office and county).
Abingdon, Washington County. . .
Charlottesville, Albemarle County
Chase City, Mecklenburg County.
Clintwood, Dickinson County
Covington, Alleghany County
Crewe, Nottoway County
Emporia, Greenesville Covmty —
Front Royal, Warren County
Gate City, Scott Coimty
Lexington, Rockbridge Cormty. . .
Louisa, Louisa County
Luray, Page County
Manassas, Piince WilUam County
Morrisville, Fauquier County
Newport News, Warwick County.
Onancock, Accomac County
Palmyra, Fluvanna Coxmty
Richmond, Henrico County
South Boston, HaUfa.x County. . .
Wakefield, Sussex Coimty
Waverly, Sussex Cormty
Western Branch, Norfolk County.
Woodlawn, Carroll County
Woodstock, Shenandoah County.
Date of
estab-
Ush-
ment.
1908
1908
1908
1908
1908
1910
1911
1908
1908
1908
1908
1908
1908
1911
1910
1908
1908
1908
1908
1908
1908
1908
1908
1908
Teach-
ers in
high-
school
work.
4
8
4
2
4
4
6
4
3
5
4
6
6
3
10
5
3
41
6
3
5
4
4
3
Pupils
in
high-
school
grades.
52
212
69
19
81
70
57
90
46
105
32
60
66
34
330
95
32
1,150
60
50
44
27
40
60
Teach-
ers of
profes-
sional
sub-
jects.
Pupils
in
profes-
sional
sub-
jects.
17
14
4
16
9
11
7
7
29
5
5
17
7
10
24
30
5
15
12
8
13
7
14
4
Gradu-
ates
from
profes-
sional
coiuses
1912.
5
14
4
15
5
11
7
7
15
5
5
7
7
10
24
18
5
State
aid.
12
7
3
7
14
4
$500
750
500
600
800
700
1,500
650
1,350
650
650
1,500
500
1,000
1,000
650
750
650
400
1,100
1,000
o
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