TEACHERS' TRAINING CLASSES.

CHARLES R. SKINNER, A. M., Supervisor of Training Classes.

Inspectors:

ELISHA CURTISS, A. M., Sodus.

JOHN L. SWEENEY, Cassville.

1. REPORT OF SUPERVISOR OF TEACHERS' TRAINING CLASSES

Hon. JAMES F. CROOKER, State Superintendent of Public Instruction: DEAR SIR: A larger number of teachers' training classes have been instructed during the past year than ever before since these classes were placed under this Department, with a large increase in attendance each term and year, and, so far as we can judge, with an increased number of certified teachers.

The following table shows attendance and cost of these classes since 1889-90:

The Department has aimed to give all classes close inspection · to hold strictly to the course of study and the regulations which have been prescribed. Very much, of necessity, must be left to the fairness and loyalty of principals in protecting the State against injustice and in securing the best results. There are many institutions. in which most excellent instruction has been given and in which the principals conscientiously give adequate return for every benefit received. There are some classes no doubt which do not come up to

Amount paid.

the desired standard. We are using every endeavor to strengthen the classes which are zealously doing the work required, and in which the work is not more subservient to other interests. We are also preparing to discontinue classes in which good work is not done and which are made up too largely of young men and women who enter the classes simply to save the tuition fee, with little or no thought of becoming teachers. The State is liberal in its provisions to encourage the professional training of teachers, and this liberality should not be abused. It is plain that the requirements of admission to these classes should be raised in order to secure better material, even if the number of classes be lessened, and it is equally plain that those who do enter the classes should know at once just how earnest are their desires to become teachers.

It is evident, also, that there is lack of preparation on the part of many who enter these classes in common subject-matter. These classes should be the agencies for close instruction in methods of teaching. Subject-matter should have been mastered by every person who seeks to enter a training class. Our lower grades of schools are not giving this instruction. Too much valuable time is wasted over matters which should have received attention in the primary and grammar grades.

There is still a pressing need of teachers' training classes, in which professional instruction shall be the main purpose. It is not the large class which is wanted, but efficiency in that kind of teaching which makes teachers, whether the number in the class be small or large. The temptation to secure large numbers should be lessened by providing a plan of payment which will insure a good teacher in every class.

The course of study for training classes was materially changed during the year. It was simplified and strengthened. But it needs further change in the same direction. Everything possible should be done to make the training class permanent to have a definite aim and that aim should be to turn out teachers not graduates. When the course of study for training classes can be properly related to the work in normal schools, so that the person who has been professionally trained in a training class may have a place and a standing in a normal school, then we may expect to see the best results follow the system which has thus far been only imperfectly developed. We must have more men and women in these classes who really desire to teach, and who are anxious for professional training, and fewer who desire to have their tuition paid by the State under an implied promise to enter the profession while they "finish themselves" in studies which are not related to training-class work.

So far as the Department has been able, it has sought to locate the trouble and to remedy it. The future must see fewer classes, conducted upon the lines laid down, and more trained teachers. Those who seek scholarship alone, should not seek it under the pretence of desiring to teach. It is not fair to the State to ask that tuition which she is willing to pay to train teachers should be diverted under any pretence.

To protect all institutions which are doing loyal and faithful work, and which take pride in giving trained teachers from schools, and to weed out those institutions which are giving no return for the money expended should be the aim of the Department.

I look for the development of training-class work to a degree never before realized. But to accomplish this we must have better scholarship, higher requirements and more loyal service. These will come, and our training classes will give an impetus to our common schools which will be felt in thousands of ways.

Very respectfully,

CHARLES R. SKINNER.

August 1, 1894.

2. REPORTS OF INSPECTORS OF TEACHERS' TRAINING CLASSES.

REPORT OF PROF. ELISHA CURTISS.

Hon. JAMES F. CROOKER, Superintendent of Public Instruction:

DEAR SIR.

Pursuant to your request I have the honor to transmit to you herewith a brief report of my inspection of the teachers' training classes for the school year ending July 31, 1894.

I find the classes larger, more enthusiastic, and composed of members more matured in scholarship, and consequently better prepared to understand methods of teaching.

Generally the regulations are followed, and a healthier sentiment prevails in the schools to secure better qualified members of these classes.

So far as I am able to learn, the regulations requiring examination papers to be marked by a board of examiners meet with the approbation of both teachers and members of the classes. All recognize the fairness of this uniform system, and so far I have not heard a murmur of dissent. The register provided for these classes meets with general favor. Many principals assert that it will promote punctuality and regularity of attendance.

It would add much to the success of the classes if the commissioners could find time to inspect them more frequently, and aid in securing well-qualified members, and suggest to teachers of the classes, and in the classes, the lines of study that should receive special consideration. Owing to scarcity of teachers caused by the new system of marking papers, many members of the classes are induced by the commissioners to leave the classes to take charge of schools. When this is done the school should receive compensation for a whole term's attendance.

The attention paid these classes by institute conductors is a great encouragement to this normal work. The members begin to feel that they are a part of the educational force of the State. This inspires them to greater exertion, and soon all the rural teachers will have some normal training and decidedly higher qualifications.

Would it not be well to have a summer teachers' institute of at least three weeks' duration, instructed by the conductors and other eminent educators, for the benefit of the teachers of these training classes? The conductors would then daily give instructions to teachers who in turn would daily instruct about 1,500 student teachers, most of whom would teach in the rural schools. The State could well afford to pay the mileage of the teachers to and from the institute, and all the reasonable expenses incurred in conducting the same.

Another year's careful observation confirms me in the belief that it would be wise to extend the course of instruction one year, that members could have ample time, under competent teachers, to study all the subjects required for a first grade certificate.

Allow me to express my appreciation to yourself, to supervisors of institutes and all others connected with the Department for cordial support and uniform courtesy.

Very respectfully,

ELISHA CURTISS.

SODUS, September 1, 1894.

REPORT OF PROF. JOHN L. SWEENEY.

Hon. J. F. CROOKER, State Superintendent of Public Instruction: SIR.--In submitting this my third annual report as inspector of training classes, I report increased progress in every phase of the work.

INSPECTION.

I considered the spirit and training of the pupil-teachers, in my work of inspection, as two great and lasting requisites which enter into the

work of the schools. This in connection with the fact that the Superintendent makes all appointments of the institutions that have a class in charge practically establishes the success of the work in a great measure. It is also my purpose when examining these classes to inspire and show the beauty and necessity of this training and education in general. What these pupil-teachers will do for our schools and the young, after completing the prescribed course of study, depends in a very great measure upon their instructors. In no other calling are so many sterling qualities demanded as in this. No other work is so exacting or as far reaching in its effects upon civilization and progress as the work of a successful teacher. What I earnestly try to do and impress upon these classes is for broad and finished education so far as they go and to have them cultivate their natural ability in this direction by a thorough training in the subject-matter, methods and some of the arts of pedagogy, that make study a pleasure instead of work. The number of students in each class, the advantages they have for performing their work and the competency of the instructors are carefully observed and promptly reported to the Superintendent after each visitation.

SOME BENEFITS DERIVED FROM THESE CLASSES.

As would be expected the greatest vigor and energy are manifested by the instructors in the performance of their work and the people of the State are realizing what a great educational advantage it is to them to have these classes located in nearly every county of the State. The rural schools derive their benefit from them, which is greatly desired because they have not kept pace with the village and city schools of the State.

Only those students who evince a sincere desire to prepare themselves for teaching are desired or permitted to enter these classes after they have shown evidences of proficiency by examination.

THE VALUE OF TRAINING CLASS CERTIFICATES.

The regulation extending the time from two years to three years was a step in the right direction, thereby giving distinct recognition to the certificates earned in these classes. This recognition carries with it an inspiration that will prove to be invaluable to the rural schools of the State and will encourage a longer and more mature class of teachers to enter these classes, and, as a consequence, a better qualified class of teachers will be graduated each year. I sincerely believe that all the future and general prosperity of the rural schools depends almost