The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1892-09-23
THE CITY NORMAL SCHOOL

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society and adds to the stability and purity
of government. Acting upon this princi-
pie, and the leading civilized pations have
| taken steps towards educating the masses.
But whenever this has been attempted.
The incompetency Of teachers has been
SERIOUS barrier to progress, and its fruits
have been untold loss Of both time and
means. As the outgrowth Of effort TO
provide Il remedy for this evil we have
| among other appliances training schools
for the teachers are important factors In
all educational systems will not be denied
by any who have given the subject thought.
Theological schools are established for
! clergyman. law schools for lawyears,
| medical schools for the doctors, military
schools for worriors, and manual training
schools for mechanics. Why not training
schools for teachers? Every day we
see persons destitute of the knowledge OF
the subjects they profess to teach, of the
nature OF the mind to be taught, of the
practical art itself. of the principles of ed
ucation which underlie the art, blindly
aud rashly forcing themselves before the
world as teachers Such persons seem not
to be aware that if with similar Quaiifica-
| lions, they were to undertake TO practice
the arts of medicine, law. music, archi-
lecture or any of the mechanical arts they
| would be laughed at everywhere
If those who work in clay, wood, brass
iron or marble need to be trained, how
much more important is 1t that those who
should be operated upon by skilled work
men-not artizens but artists. There
| are some good teachers who have never
made a formal study Of psychology apart
from their observation upon their schol-
ars but they live. move aud have their
being in CONSTANT struggle.
I'm these cases." says Payne. superior
mental culture, accute insight into
character, ready tact, and earnest sympa-
thy supply to some extent the want Of
technical training. Such cases, however,
as being rare and exceptional, are not to
be relied on AS examples. Even in them n
careful study OF the science of the mind
before entering upon their work would
have greatly facilitated it, saved them
from mistakes and spared their pupils the
inconvenience and oftlmes injury of being
experimental upon. The object Of train
ing schools is the same everywhere--to
promote civilization by furnishing class
of trained teachers. skilled in every phase
OF school work The details of manage
| ment and execution only, are in different
places adjusted to educational needs.
A city normal school should be auxii-
larry to the system of primary instruction,
working constantly for it and with it.
The city normal and training school OF
Wichita was established to train the grad
yates of its High school and private
schools to become teachers in the schools
OF their own city, so that the
tax payers who have children
own living without expense and that
home talent" might be employed when
possible. BY order OF the board of educa-
ton the school is divided into two depart
ments, namely: a department Of theory
and a department Of practice. The depart
ment of theory is in charge Of the princi-
pal, Miss Mary E. Rowe, formerly Of
Washington. d. c.. and by the direction
of the board, the course of study embraces
the following subjects: psychology, as ap-
piled to teaching, history of education, ed
ucational reformers, the growth of public
schools and their relation to the state, lee
lures on pedagogy, school government and
management, review of the common
branches with reference to methods Of
teaching. music and drawing. In connec-
ton with the above, physical exercises and
vocalization receive daily attention
and criticisms OF pupils as to
manners, language, etc, are made
at every lesson the keeping of daily regis
ters the making of school reports aud the
discussion of the rules of school AS set
forth by the board of education, also form
reading is encouraged, note books embrac-
ing peda gogical principles and suggestions
in regard to methods and work, as well as
for the compilation of suitable memory
gems. maxims. subjects for object lessons,
fables and stories, for use in language
work, are extensively used. The pupils of
the Normal are required TO make outlines
and written analyses of the various sub
jects taught, and to present them to the
rel 20 a
and members of the school with reference
to the purpose of the lesson. the points Sc
lected to be taught, the method or order
OF presenting these points, the relative
emphasis given to them and the complete
ness Of the presentation and drill school
aesthetics, embracing systematic habits,
neat rooms, school registers and
black boards, the appearance aud manner
OF the teacher. pictorial and floral decora
lions and all that would aid in the cuiJi-
walton Of the beautiful is the subject of
constant emphasis. Four practical schools,
embracing first and second grades of the
school system, are assigned to the Normal,
two i'll the Franklin and two in the Garlic
ton, and placed III charge of two critic
teachers of experience, Miss Hattie Smith,
a teacher from the graded schools OF this
city, and Miss Louise NJ. Rowe, a gradu-
ate OF the City Normal school of Wash
iugton, ID. c., aud for several years a
teacher in the schools of that city. These
schools are taught by pupils of the Nor
NAL under the general supervision of the
principal and the immediate direction of
the two critic teachers The first week of
school eight members of the entering
class are selected to teach in the
practice schools. OF the eight Sc
lected, two, a principal aud an
assistant, are chosen for each
school. These pupils are required to pre-
pare detailed program for each days
work and everything that they say and do
Is under the inspection OF the critic teach
er, so that that which Is not in harmony
with thoroughness is strlken out and sug-
gestionS for the better are made by The
critic teacher
All difficulties are referred to the critic
teachers well as to the principal OF the
Normal, for solution, by whom mistakes
are corrected and excellences acknowledge
ed and commended. The pupils designat
ed as principals, teach for a period of
three consecutive weeks when they return
to the class work of the Normal. the as
sistants become principals. and other as
sistants are assigned for duty each day
from 2:30 p. m. to p. m.
The pupil teachers from the beginning,
are required TO assume the respousi-
blllty of the work and disci-
pine of the schools in which
they are placed. This rotation in teaching
Is maintained during the whole year. 80
that each pupil has from nine to twelve
weeks in the practice schools. Model les
sous are given by the critic teacher, which
the pupil teachers are required 10 care
fully observe. Pupils are required 10 visit
the graded schools as well as the practice
schools for purposes Of observation aud
study. and upon their return TO The school
rooms to make reports on what they have
seen and heard These reports are dis
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