Waterbury Democrat., 1902-01-04
ABOUT THE TRAINING SCHOOL
Over Thirty Young Ladies Perfecting Themselves in the Art of Teach Principles of Education, General and Special
 Arn4lnd,

Methods.
 With the retirement of the old board of education with the ending or the old year it would not be amiss at thls l time to give a short review or the es- tablishment and organization of the | training school, which was pet | scheme of the democratic members ol l the old board and one of their nrst most important acts during their term of office That the members showed 1 wisdom in establishing such school has been amply attested by the sue cess which has marked it's growth since it's establishment. In securing Miss Adelaide V. Finch as principal, ] the board made q wise stroke. MISS Finch is thoroughly acquainted with what tends to make a successful principal. Her methods are systematic and LID to date A strict disciplinarian. 1 yet she maintains the respect and love of her associates and her pupils. In Miss Olive NJ. Lyford, first supervisor, | Miss Katherine K Bohan. second su- pervisor. and Mrs Mary R. Nelligan, third supervisor, the principal has able and willing assistants. Their work cannot be too highly commended. The other teachers at the training school \ are as follows: Miss Joan B. Gaffney, grade seventh: Miss Nellie E. Carroll, grade sixth; Miss Mary l.. Charters, grade second; Miss Jennie s. Barbour, grade first; Miss Jennie M Cowan, sub- primary. All of those teachers have charge of the observation rooms. Rooms 4, ], 6. ', s and are practice rooms, taught by the pupil teachers under the close supervision of the su- pervisOrs and the principal. Miss Ly- ford has the special supervision of grades four and five; Miss Bohan of | grades subprimary and one. and Mrs Nelligan of grades two and three.
 The training school was organized about fifteen months ago. Twenty young ladies were admitted, who had passed most successfully the examina- tions for admission. The machinery of the school was soon set into move ment and after a short time it was moving with clocklike rapidity and I smoothness. Of the twenty young la dies who entered the school at the time of it's establishment sixteen re- main. They are the Misses Sarah c. 1 Bennett, Elizabeth NJ. Carroll, Julia k. Dee, Mary Grady, Gertrude c. Guilfoile, Nellie Hennessy, Katherine Hennessy, Lucy NJ. Hablitzel, Anna Kiely, Emeline T. Kilroe, Mary A. Me Carthy, Annie E. Noonan, Josie NJ O'Donnell, Mary B. Kelley, Katherine Sweeney, Carrie E. Walden The young ladies have worded earnestly, faithful ly and successfully. Realizing the re- sponsibility of their work, they have entered into it with zeal and earnest ness, they have conscientiously striven to do their best, and how well they have succeeded no person knows better than their principal, Miss Finch. There is not doubt that a number of them will be among the most success ful teachers not only in the. city but in the state in the near future.
 Twelve more pupils entered the training school at the beginning of the present school year. They were the Misses Anna Arlnella Ramon. Lily BoWes, Elsie Delaney, Mary G. McCar- thy, Mary A. R. Murray, Eulalia Mar garet Madden, Alice E. Mcdonnell Mary Madden. Margaret Cecilia Noo nan, Anna O'Brien, Jessie May Place and Catherine E. Walsh. Their work has also been characterized with earn estness, zeal, consistent endeavor and conscientious attention to their every duty.
 The purpose of the training school Is To give professional training to the graduates of the Waterbury Higl school or to other Waterbury young women of equal attachments. who de
 sire to ht themselves for teaching ir our city schools. Admission is ob
 talned through competitive examina
 lions given by the board of education during the first week in June annually
 In the regular course of two years
 thorough instruction is given botl
 the science and art of teaching. The
 Wofk i'll the science of teaching em.
 braces the study of psychology, meth
 odology, school management and the
 history of education. The work in tht
 art includes practice teaching under . criticism in the different grades of the
 practice department. and observation , or nodel lessons i'll the different grade:
 or the model and practice departments There are two distinct departments
 the observation department and the practice department.
 . In the observation department tht pupli teachers at stated periods ob
 serve the work of the regular teacher. N eAS'V iOoAiS. dHu acquire q cOnSiQ
 erable knowledge of the art of teach
 ing by this observation of good work
 This observation is directed to specf fled points.
 The practice department at presen consists of seven grades in which th,
 pupil teachers practice. In these nrac
 Ice rooms each pupil teacher. whil,
 in practice, is held absolutely responsi ble for specified teaching and for th, discipline in the particular grade tt
 which she is assigned
 Necessary transfers of practice work
 of observation and of classes for nor
 nal work are made at stated periods
 thus assuring each pupil teacher tht
 opportunity of practicing at different : times in the different grades of tn, practice department. with full respon i. sbility while so practicing, of observ ing the instruction of the model teach CTS in the model department and of re ? ceiving the course in normal work f The larger part of the time of tn, I junior year is devoted to the study o r. methods. A minimum amount of prac . tice is required The larger part o { the time of the senior year is devoted
 to practice. Psychology, applied tt L1