CHAPTER VIII.

SUPPLEMENTARY MEANS FOR TRAINING TEACHERS.

TEACHERS' INSTITUTES.-Majority of American Teachers not Normal Graduates.-Reason for Frequent Changes.-The Institute an American Development.-Professor McGrew's Plan. --Scope of the Institute.-Frequency in Indiana.—Principles forming Basis of Institute.-Proposal to make Work continuous from Year to Year. TEACHERS' ASSOCIATIONS.—Voluntary Organisations under Various Names for Various Objects. - Frequency in America.-Round Tables.— National Education Association.-State Associations.

RHODE ISLAND INSTITUTE.—Its Subscriptions Subsidised.—Programme. — Committee on Resolutions.-On Necrology. -Punctuality.-Influence of Meetings.-Attendance of Public Beneficial.

TEACHERS' GUILDS.-Not so strong as American Associations.-National Association for Promotion of Technical Education.-National Educational Association.-Not Organised by Teachers.—Industrial Education of New York.-Liverpool Teachers' Guild.-Objects.-Notes of Meeting and Paper on Technical Education.

TEACHERS' ASSOCIATIONS IN AUSTRALIA.-South Australian Teachers' Superannuation and Widows' Fund.

TEACHERS' READING CIRCLES.-Objects.-How worked.-Diplomas.— Specimen Courses of Reading.-Chairs of Pedagogics.

SUMMER SCHOOLS FOR TEACHERS.-Private Establishments.-Natural under American Conditions of Life.-How worked.-Work and Recreation.-A Summer Normal School.-A Programme of Work.

PEDAGOGICAL LIBRARIES AND MUSEUMS.-Germany and France ahead.Absence in England and Australia.--Musée Pédagogique of Paris.Scope of work.-Library and Museum of Bureau of Education, Washington.

INFLUENCE OF AUXILIARY MEANS.-Not a Substitute but a Supple ment.-Good Teaching in Small Schools.

TEACHERS' INSTITUTES.

THERE is, fortunately for the progress of the schools, no pupil teacher system in America. Setting children to teach children is now almost, if not entirely, confined to the British Empire. But let them not hastily claim superiority. Speaking generally, the Normal Schools in the various States do not provide more than a very small proportionin Pennsylvania, about one-fifth of the vacancies are filled with trained teachers—of the number of teachers required each year, although there are large centres, like St. Louis, where nearly all are Normal graduates. This is not at all surprising in a country where such a large number are ladies, many of whom only devote their energies to "keeping school," until opportunity offers for "keeping house "; and where so many teach for a time to accomplish a purpose, which, being attained, they draft off into other work. Speaking of this subject the United States superin tendent says :

"Leaving out the much-canvassed fact tha t about 70 per cent. of the attendance at the Normal Schools of the country are females, and that their assumption of the marriage relation involves their withdrawal from the profession of teaching, we find that with men it is merely used in many cases as an expedient to a better and more lucrative employment, not to say profession. It is evident that a talented lawyer, physician, or theologian, is socially and financially of much more account than a talented schoolmaster. Thus we are constantly reminded that the interest that each has for his own advancement and reward, is not suspended in the case of the profession of teaching; that ability will not see itself passed in the struggle for reputation and wealth, content because doing good: for that is a celestial, not a business, virtue."

England has 27,000 untrained pupil teachers. America has a far greater proportion of men and women in her

schools, who have not had the advantages of systematic training. Formerly the proportion of untrained teachers was much greater than it is now. To meet the wants of these, special means have been adopted. The chief of these is the Teachers' Institute, a purely and distinctly American development; but one which is worthy of consideration at the hands of both English and Australian educators, to supplement the training which the teachers have received, and counteract the tendency to "vegetate," to which teachers with little ambition and a life certificate are undoubtedly subject. The permanency of the teacher's position in England, and more particularly in Australia, where he is a Civil Servant, and virtually sure of his position or a better one-for life, unless he grossly neglects his duty, certainly has the tendency to induce a feeling that further efforts in the direction of study of methods and the science of teaching are unnecessary. It seems to me that an adaptation of the American Institute would be as practicable as beneficial. The American superintendents are handicapped by the lack of authority; but they do splendid work in promoting the intelligence of the teaching. The English Education Department, clothed in all the dignity of authority, has not yet thought fit to assume other functions than those of an organisation for the distribution of money. I know that Her Majesty's Inspectors are gentlemen of wide attainments; but am unable to say whether they usually have the qualifications needed to conduct such gatherings as I have mentioned. In Australia the conditions more nearly resemble those of America; and the plan would be more readily adopted. In fact, when the new course of study came into operation in South Australia, some years since, meetings of much the same character, and for the same purpose, were held throughout the colony; and one, at least, of the inspectors has continued to hold meetings of a similar character ever since.

Superintendent Draper, of New York, with others, thinks that, however desirable, it is not practicable to obtain teachers trained after the usual plan for the rural schools. At the same time, it is necessary that they should be in charge of only those who have had some definite training. "It is hopeless to expect that the time and money involved in pursuing a Normal School course will be given in order to obtain the salary of a district teacher." He advocates that "normal work of a lower grade, less in extent and nearer the homes of the people, must be had before the needs of the rural schools are supplied." Until this is done, the Institutes must be the chief means by which any special training is acquired.

Professor C. H. McGrew, occupying the Chair of "Educational Psychology, Science and Art of Teaching," at the University of the Pacific, California, is one of the leading advocates of what appears, in view of the special conditions of the country and the long vacations, one of the best plans for improving the professional knowledge of teachers. The custom now is, in most States, to hold the week's Institute during school terms, the schools being specially closed for the purpose. Only in this way can the best men be got to conduct more than a few.

Says the Professor :-"We need a four weeks' Normal Institute system, making the county and county superintendency prominent factors. . Our Normal Institutes should be short-term professional training schools, held during the summer and winter vacations. A professional course of study of three or four years should be prepared by the State Superintendent or State Board, and should be general, and definite, and so flexible that it can be adjusted to the varying conditions and needs in different countries, and at the same time secure a sufficient degree of uniformity. It should provide for a completion of the course by teachers, and some legal recognition of such work by

authorities, thus stimulating attendance, and forming a class of teachers for our common schools. Model classes in Kindergarten, primary teaching, and other grades, should be maintained free to the children of the town where the Institute is held, thus furnishing the best illustrations of the new methods."

This is but broadening and extending that present Institute system which is such an important factor in American education. In Dakota, for example, the Department of Public Instruction has arranged for two courses of Institutes a year-one in the autumn and one in the spring, during the holiday when the schools of the Institute are closed.

The Department appoints a conductor and assistants, who act as instructors. The Institute is not a school, and academic instruction is a secondary object. The teacher is expected to have acquired the matter. The object of the Institute is to help teachers, especially those of the country, to improve their methods.

"In brief, the object is :

1. To increase efficiency by giving

(a) A distinct idea of the ends of education.

(b) Elementary knowledge of the science of teaching.
(c) Instruction in methods.

2. To secure greater uniformity
(a) By discussion.

(b) By professional co-operation.
3. To correct prevailing errors."

This latter is a responsible undertaking, since what constitutes an error is usually a matter of opinion.

The Institute is usually held in a hall spacious enough to contain a large number of visitors, whose presence is invited. It was a constant matter of surprise to me, to find the interest which the public took in these assemblies. The far-reaching influence of this fact needs more than a