Morning journal and courier., 1892-12-03
WEIGH sCRooL INQUIRY.

Kisses WeIch and Howe Answer the
Charges Made Against the WEIGH
Training School-BeDjamin Holmes
of the HilIhouse High school Re.
signs.
At the regular weekly meeting Of the
BOARD of education, which was held last
evening, Mr.. Alexander Troupe appeared
before the board and laid his complaint
before 1t in regard to the WEIGH training
school. The objection which he makes to
the school is that he thinks the system of
using regular city grammar schools as
practice schools is injurious to the Children |
who attend them; that while he was not at |
all opposed to the principals or teachers
themselves in this school, he did not think
the system beneficial to those who attend
ed, He cited cases of children from his
own family who had attended the school
as instances where it had not proven to be
beneficial.
Miss Howe, who is at the head of the
training department, and Miss Webster,
principal of the WEIGH school, appeared
for the school, The following is the sub
stance of Miss Howe's answer to the in
curry of the board concerning the school:
"There are two distinct departments
first the regular graded grammar school
and second the training school itself. In
teachers of experience and training, all
but two of whom have had five years ex-
perience in teaching. I make a special
point of this fact, as we formerly did not
have regular teachers. Within few years
after the founding of the school the board
provided teachers, the best that could be
found, and some of them of high reputa-
ton. One was called to the Willimantio
Normal school, another to the Norwich
Free academy and still another to Penn
sylvania Charter school at Philadelphia
Like other schools it has a principal whose
whole time Is devoted to its management.
The training department has a full corps
of teachers. Those who enter must be
graduates of the high school, which is not
30 in al training schools, as great many
enter direct from the grammar schools.
1.-THE course consists of one year. Five
months are devoted to preparation for
| work with children, and the five months
following to practical work and experience.
| Tie teacher spends considerable time in
| preparing her lesson. She knows just
| what she has to do and just what she has
| to teach, how she is to teach 1t and what
| illustrations she will use. Thus che has a
general plan for preparing her work. 1t
is not haphazsrd. She studies the differ
ent methods She also can learn great
| deal from observing the work of the diff
| ferent teachers. She has practice in max
| ing and preparing lessons before they
come in contact with the children. On the
LIST of February the practice work begins.
| The time is divided in three periods OF
| five weeks each. There are three groups
of teachers, which alternately teach
arithmetic and reading, geography
at the Hallock street and WEIGH schools.
An outline of the work to be accomplished
is given to the young lady, who tries to &C.
complish the work. At the beginning OF
the work she has only one lesson to pre-
pare. After careful preparation she ap
pears before the class, always with regu
lar teacher present. Mr.. Troup says that
the regular teacher was not present in the
room. do not believe that this happens
except in the case of substitution, where a
training school pupil steps in to take tht
place of teacher who is sick or occasion
ally for the practical experience. Thit
teacher. The regular teacher controls
the class not reciting. She also exercises
more or less control over the class that il
reciting. The amount of control de
ponds on the power of the younf
lady. This plan of gradually develop
ing the power of the teacher-pupil BY
Withdrawing the control of the regular
teachers prevents any serious disorder.
critic teacher is also present, who take
notes of mistakes and brings them befor,
the young lanies' class to prevent thei
repetition. The young lady is in the roou
only during the recitation hour. So i
would seem that young lady of averag
ability, after spending four years at tn
high school and five months of preparation,
work would be able to give out lessor
properly. The critic teacher marks on tn
amount of work done, the interest of tn
children and the thoroughness of the work
1.-THE same person who gives methods il
any subject during the first five month
, has charge of all the practice work of tn
pupil teachers during the second fv
months in any particular subject. Thu
, there is harmony between the work of tn
school. Confusion is prevented and great
er unity arrived at. The practice, wit
very few exceptions, takes place in tn
morning.
Disadvantages-The teaching of the up
: per third will not compare favorably wit
the work of the average regular teache,
!, | Her lack of knowledge of the subject an
her lack of skill in teaching are also ser
GUS disadvantages.
Advantages teachers of the trai1
ing department are very DESTROYS of seem
t model work done. So we naturally do q
z We can to raise the standard of the schoo
and to bring it up to the highest degree c
excellence.
Mr.. Graves, president of the board hel
said: "One of the patrons of the scho
from his own observation, says that /
u does not think that the work has bee
good with his own children as the result
: the system. Miss Webster, the princip
y of the Grammar school, then said: "a
j. principal of the Grammar school, clai
my interest in the Grammar school to |
equal to that of anyone else. And clail
|. that this Grammar school Is equal to an
In the city. have been to some troub
;, to look up reports, which NAL
u me think that my statemen
% is no way to judge of the grammar sohoo
, Our school, when first started in the vii
ter of 1884, opened under disadvantage
The universal testimony, however, now
that our school is in excellent conditic
and that our work is not of inferior qua
ity. do not think the training depar
J. ment is detriment to the grammar schoo
v but rather help. Not less that ia ha,
b graduated in eight years, an average
d fourteen per year.
It The greater part that have left the big
!. school have left it to go to work. M
70 Troup says complaints are made. If the
l. are made they are not made to me. I {
n not remember of any complaints while
would throw discredit on the training
partment. wish they would come to m
Mr.. Asher then asked if thu number
q graduates were few in comparison wit
the other schools. Miss Webster answere
.> that con account of the part of the tow
in which the school is situated the DO,
and girls drop out early, just as soon
the law allows, and go to work in IL
u stores and factories. But in spite of thei
y odds do not think it falls below others
u Miss Webster then read letters and tei
timonials from various men in the sta
/ high in educational matters, all of whic
commended the training school in highe
70 terms.
Superintendent Curtis said IT have nj
felt that the children of the Welch scho
Il have suffered for the reason that a supe
l, Tor teacher was at the head. My exper
q ence in other cities was that people woul
l. rather send to the model school,"
Mr.. Asher then asked If Miss Webstt
u did not think 1t better to transfer the trail
y ing school to district where there WI
better material. She thought it would 1
better.
d The inquiry was at this point continue
= until the next meeting and the board con
l ~aaI %ha h,,,f