TEACHERS' Training Courses FOR THE High Schools of Oregon /d rU J. A. CHURCHILL Superintendent of Public Instruction 1917 0, of D. SEP 5 19t7 /97 TEACHERS' TRAINING COURSES ELEMENTARY TEACHERS' TRAINING COURSE (This course is prepared in compliance with Sections 26 and 29, Oregon School Laws for 1917.) In an Oregon high school, the Elementary Teachers' Train- ing Course is to be offered through the third and fourth years and its completion permits a high school graduate to teach, after he has passed an examination in the subjects required for a one-year certificate. Methods in reading, methods in language, and methods in arithmetic are to be given in the third year, while elementary psychology, history of education, and pedagogy are to be given in the fourth year. After September, 1919, the State Department of Education is not permitted to issue a certificate to any applicant, even though he satisfactorily pass an examination, unless he has completed an Elementary Teachers' Training Course, or had taught successfully for a period of six months prior to September 1, 1915. All high schools offering the Elementary Teachers' Training Course should begin the course as outlined for the two years, in September, 1917. The State Department of Education will accept the third year's work as equivalent to the Elementary Teachers' Training Course, as outlined on page nine of the Courses of Study for the High Schools of Oregon, from all who are regularly graduated from an Oregon high school in the spring of 1918. All students who are graduated in the spring of 1919 must complete the course as outlined, to meet the requirements of the law regard- ing the Elementary Teachers' Training Course, that goes into effect September 1, 1919. This course should not be confused with the Teachers' Training Course as outlined on pages ten to twelve of the high school course of study. The Elementary Teachers' Training Course is to be offered by all high schools in the state, that do not offer a Teachers' Training Course, in order that their graduates may meet the requirement of Section 31 of the Oregon School Laws for 1915 or Section 12 of the Oregon School Laws for 1917. The larger high schools only should offer the Teachers' Training Course, as the smaller schools do not have the facilities for giving the teaching practice as outlined for that course. In each county, the county superintendent will examine the Elementary Teachers' Training Course, and pass upon the character of the work done. The principal of the high school will send to the Superintendent of Public Instruction by October 1 of each school year, a statement giving the names of all enrolled for the course and such other information as the department may require. At the close of the school year, the principal of the high school must make affidavit that the work has been completed as outlined in the course of study. OUTLINE FOR ELEMENTARY TEACHERS' TRAINING COURSE THIRD YEAR 1. A textbook on the Teaching of Arithmetic, Stamper. Twelve weeks. 2. Reading in Public Schools, Briggs and Coffman. Twelve weeks. 3. Language Work in the Elementary Schools, Leiper. Twelve weeks. FOURTH YEAR 1. The Science of Human Nature, Pyle. Twelve weeks. 2. Textbook in the History of Modern Elementary Education, Parker. Twelve weeks. 3. How to Teach, Strayer and Norsworthy. Twelve weeks. TEACHERS' TRAINING COURSE (This course is prepared in compliance with Sections 15 and 37 of the Oregon School Laws for 1917.) All of the work of the Teachers' Training Course must be completed as outlined, and the principal must so certify in an affidavit before a notary public at the close of the school. All high schools desiring to offer the course must make appli- cation to the State Department of Education prior to October 15 of any school year, so that the blanks required to be filled by the high school principal, may be furnished the school. No certificates will be issued to the members of a teachers' train- ing class in any school whose principal does not apply for and receive permission from the Department of Education to offer such a course, prior to October 15. The Superintendent of Public Instruction, or one of his assistants, will visit as many of the schools as time will permit, to inspect the reports and to check the assignments on the teaching practice of the members of the class. A pupil in the high school may pursue any course offered until the fourth year, but to receive a certificate for completing the Teachers' Training Course, he must complete all the work as outlined in the course of study for the fourth year. I. ENGLISH Four years of English are recommended and three are required. It is very important that those who teach be well drilled in the fundamentals of English and the principles of composition. Anyone permitted to elect the Teachers' Train- ing Course, should be able to express himself readily and accurately, both in writing and in speaking. The written reports of the students on observation and teaching practice should reveal their training in paragraphing, punctuation, capitalization and sentence structure. The large majority of the students who graduate from the Teachers' Training Course will first teach in the rural schools, and every high school principal who has a deep interest in the betterment of rural education, will recommend no one for certification who is weak in English. II. METHODS (a) Twelve weeks devoted to a study of How to Teach, by Strayer and Norsworthy. (b) Four weeks of Oregon School Law should be devoted to a study of the duties of superintendents, teachers and school officers, together with requirements for certification and such other laws as teachers in rural schools should know. Special laws, such as procedure in bonding, etc., need not be studied. (c) One week is to be given to the study of school blanks, register, daily program and monthly reports. (d) Library, two weeks. (For suggested assignments in library instruction, see page 9.) (e) Report to the satisfaction of the principal on at least one of the texts on History of Education and one on Principles of Education, found in the school reference library. III. REVIEW (a) Nine weeks' review in Kimball's English Grammar on the formal grammar as outlined in the Course of Study for the Elementary Grades, for the seventh and eighth grades. A pupil is not prepared to present this work until he can give the relations existing between the words, phrases and clauses of any sentence that he understands. (b) Nine weeks' review in the Complete Arithmetic, with special emphasis on the topics for fifth to eighth grades in the Elementary Course of Study. IV. AMERICAN HISTORY AND CIVICS HIGH SCHOOL ADOPTIONS Five recitations per week throughout the year, including Methods of Teaching History. See State Course of Study on History. Require the stories offered in the first four grades to be told. V. OBSERVATION AND TEACHING PRACTICE One year of observation and teaching practice is required. Observation and teaching practice should be combined in each assignment. Each pupil must have fifteen weeks of teaching practice of forty minutes each day. This work should be begun at the beginning of the year and continued throughout the year. Teaching practice should not be left for the second month or the second term, but should be begun in September and should follow the observation for each assignment. The assignment of the pupils to the different grades for teaching practice should alwaj^s be definite; that is, a pupil should know the particular work to be done and just how to do it, before going to a grade to get the teaching practice. There should be some teacher who directs the teaching practice and who is responsible for all assignments. Sending a pupil to some grade and leaving him to pick up whatever he can, either through observation or through teaching just as much as the regular teacher will permit him, does not constitute an assignment. There must be at least eight assignments. Substitute work when the teacher is ill or absent from the room should not be considered teaching practice for the work is not supervised. The regular teacher should be in the room throughout the assignment period, that she may serve as critic teacher for that period. The Teachers' Training Course is at best a makeshift until Oregon can have sufficient normal schools to train its teachers for the elementary schools. In the meantime, the course should be made just as strong as each high school can make it, and wherever possible, a normal school graduate, or one who has had much experience in the grades, should direct it. SUGGESTED ASSIGNMENTS The following eight suggested assignments should prove helpful to those who, after graduation, begin their teaching in the rural schools : 1. Primary reading, first grade. Three weeks. 2. Primary numbers, second grade. Two weeks. 3. Language lesson, second and third grades. Two weeks. 4. A writing lesson, any grade. One week. 5. Geography, South America. Two weeks. 6. Multiplications, third grade. One week. 7. Reading, fifth grade. Two weeks. 8. Language, sixth grade. Two weeks. A few definite assignments are here given. They are merely suggestive. Teachers may not agree on the order of presentation or importance of certain steps, but all will agree on the principle involved, viz: that the pupil-teacher must have definite materials with which to work. 1. First Grade reading recitation. (a) Sentences from the primer written on the blackboard and covered until the class recites. (b) Reading from the sentences on the blackboard. (c) Reading sentences on cards. (d) Drill on the words from the sentences on the board. (e) Drill on the same words on the cards. (f) Drill on the initial consonants of these words on the black- board and on the cards. (g) Read the lesson so as to give the thought to others in an entertaining manner. 2. Multiplications in the abstract. Observe suggestions for Course of Study, second grade. (a) 7X9. Teacher tells the result. One pupil after another gives the result. Factors and product are written on the board by the class. Product is written on paper. (b) 7X4, 7X2. Follow the directions given in (a). Review (a). (c) 7X6, 7X3, 7X5. Follow the directions for (a) and (b), and review (a) and (b). Do not present objectively. Continue drill on multiplications as long as the assignment will permit. 7 (d) Introduce X9 7 X4 7 X2 7 X6 7 X5 9 (e) Introduce 7 4 7 2 7 6 7 5 7 (f) Drill, drill, drill, for rapidity and accuracy, using pictures ov any device that will give variety in presentation and overcome monotony. Snappy work is necessary. Homemade cards are excellent for one form of drill; for instance, on one side of the card have 7X8 and on the other side, 56. (g) Clothe problems. 3. Occupations and resources of Oregon. (a) Farming. Products. Markets. (b) Mining. Minerals. (c) Manufacturing: (1) Power used, (2) raw material, (3) fin- ished products, (4) markets. (d) Lumbering. Value of industry. Markets. (e) Stock-raising. Section. Markets. (f) Fishing. Section. Markets. 4. Language. Second and third grades. (a) Select a story, suitable to the grade. (b) The oral story (to be reproduced by the children) . (c) The oral story (to be told by the teacher). (d) Dramatization (children act the story). (e) Children tell the story and the teacher writes it on the board as told. (f) Teacher rearranges the story in a few sentences. (g) Children copy the story in language tablets, (h) Children illustrate the story. At the close of each assignment, the pupil is required to file a written report on his assignment for teaching practice (not observation) of not less than 600 words with the high school principal. These reports are to be filed for the inspec- tion of the Superintendent of Public Instruction or the assistant superintendent on his annual visit. No high school should attempt the Teachers' Training Course unless there be a sufficient number of teachers in the grades connected with it, who are willing to cooperate in giving the members of the class an opportunity to get the observation and teaching practice required. CERTIFICATION Principals offering this course will please read carefully Sections 15 and 37, School Laws of Oregon, 1917, noting especially the following provisions : A one-year State certificate shall be granted without exami- nation to applicants who have completed four years' work in an accredited high school or other accredited institution ; provided, that the applicant shall have completed the Teachers' Training Course in such high school or institution as provided for in this act. A one-year State certificate may be renewed only once when the holder thereof has presented satisfactory evidence of having successfully taught six months' school during the life of such certificate. (Section 15, Subd. 2.) Schools offering this course shall have a reference library of at least three volumes on each of the following fields of professional study: History of Education, Principles of Education, Methods and Special Training in Industrial Educa- tion, including agriculture. (Section 37, Subd. 5.) BOOKS RECOMMENDED FOR REFERENCE LIBRARY History of Education — Graves, F. P. History of Education of Modern Times. Monroe, Paul. Brief Course in History of Education, 1905. Parker, S. C. History of Modern Elementary Education. Thwing, C. F. History of Education in the United States Since the Civil War. Principles of Education — Dewey, John. The School and Society; supplemented by a statement of the University Elementary School, 1900. Klapper, Paul. Principles of Educational Practice. Pestalozzi, J. H. Leonard and Gertrude; translated and abridged by- Eva Channing, 1907. Ruediger, W. C. Principles of Education, 1900. Scott, C. A. Social Education. Industrial Education, Including Agriculture — Country Schools — Carney, Mabel. Country Life and the Country School. Coulter, J. M., and others. Practical Nature Study and Elementary Agriculture, 1909. Hodge, C. F. Nature Study and Life, 1902. Row, R. K. Educational Meaning of the Manual Arts and Industries. Educational Psychology — Bagley, W. C. The Educative Process, 1905. Colvin, S. S. The Learning Process. Dewey, John. How We Think, 1910. James, William. Talks to Teachers on Psychology and to Students on Some of Life's Ideals, 1900. Rowe, S. H. Habit Formation and the Science of Teaching, 1909. Teaching — Bagley, W. C. Class Management; Its Principles and Technique, 1907. Betts, G. H. The Recitation, 1911. Charters, W. W. Teaching the Common Branches. O'Shea, M. V. Everyday Problems in Teaching. Strayer, S. D. A Brief Course in the Teaching Process. LIBRARY INSTRUCTION The purpose of these ten lessons is to fit the student to select and care for the small school library, and to make intelligent use of libraries in school work. It is assumed that all students in the Teachers' Training Classes have had the ordinary high school course in the use of books and libraries, and these topics are, therefore, limited to the work needed for professional purposes. It is suggested that twenty minutes be used for presentation of the subject of each lesson, fifteen minutes for discussion of the problem, and five minutes for a report on one of the children's books in the required list, or that one entire period be devoted to these reports. The problems are assigned in order to familiarize the student with the State School Library List and the method of selecting books from it to fit the course of study ; the work should result in the selection of one hundred volumes for a model library such as is required in a standard rural school, with a library manual for the course of study, giving by grade a few useful books necessary for the teaching of each subject, a marked copy of the State List, ready for practical work, and a selection of the best books for the use of the teacher in preparing work. The reading and discussion of children's books is assigned with the intention of giving familiarity with certain types of books which may be used as standards in judging others, and to fix a knowledge of a few of the classics for children which are emphasized in school work. Each member of the class should read all the required list of books and discuss at least one of them before the class. Reading assignments may well be made early in the year, before the library course begins, so that all may have time to complete the work. Students should be encouraged to read children's books which are useful in school work, and should have access to a well arranged school library. Books required for this course should be reserved for the use of the training class during this time, and the model school library selected by the class should be provided for their use. There is no textbook for the course, the work being based on the State School Library List, Part I, for elementary schools, and on the school library law and rules given in the preface to that list (edition of March, 1915), a copy of which every student must own; other references are given under topic as needed. Wilson's School Library Management is the most useful work on the subject, and it will be supplied by the State Library, if available. Other aids are given in the State List of Books for High School Libraries, Section 020, in which note especially Fay and Eaton's Instruction in the Use of Books and Libraries. The most useful guide in the principles of book selection for children is Harron's Course of Study for Normal School Pupils on Literature for Children, 2d edition, published by H. W. Wilson Co. ($1.00). Directors of training classes may get the State Library Lists and publications from the State Library in Salem, or from the county or city school superintendent. A package of necessary supplies will be sent from the State Library in response to any request outlining work to be covered and giving the number of students in the class. Pamphlets which are priced will also be furnished on receipt of money. OUTLINE OF THE COURSE References are to pages of List of Books for School Libraries of the State of Oregon, Part I, March, 1915. Note of classification numbers of sections of the list for use in problems is suggestive only. The same classes must be used for many problems, and will not be completely checked through for any one of them; numbers are indicated to save time for the student. 1. Oregon school library law. (State List, pp. 3-4.) Library requirements for standard schools. Oregon School Library List (Parts 1-2) , supplement, and corrected price lists (explain arrangement, grading, school prices, as on pages 5-9). Explain requirements for reading children's books and have members of the class report in writing list of those already read. 10 Assignment of problem I in selection of rural school library : Aids in geography for grades 1-4 (Course of Study, pp. 10-11; State List, classes 550, 910, 910.1). 2. Principles of selection for the school library. Correla- tion of library with course of study. State library publications for teachers. Methods of ordering books for annual county and other orders. Order sheets. Rules. Discussion of problem I. Assignment of problem II : Sup- plementary books for course of study in geography for grades 5-7 (Course of Study, p. 17; State List, classes 910-919, inclusive) . Reports on required reading (to be continued for all the following lessons). 3. Care of the school library (shelving, book supports, equipment). Records. Inventory. Reports (State List, selections from pp. 9-14). Problem assignment: Supplementary books for history, grades 1-2. (Course of Study, pp. 17-18; State List, classes 970, 973, 571.) 4. Care of the library (continued) . Mechanical prepara- tion of books. Supplies. Rules for borrowers. Charging system. Use and care of supplementary sets of books. (State List, pp. 11-13.) Problem assignment: Books for history, grades 3-4 (Course of Study, p. 18; State List, classes 930, 220, 571, 290, 398.2, 940, 973, 979). 5. Care of books (mending: recasing, binding, rebinding). Teaching children to care for books (State List, pp. 14-16). See also Sawyer's pamphlet How to Care for Books in a Library, 10 cents. Problem assignment: Books for history, grades 5-6 (State List, classes 920, 930, 940, 973). 6. Arrangement of books on shelves. Classification. Cataloging. (State List, pp. 2, 10, 17.) Problem assignment: Books for history and civil govern- ment, grades 7-8 (Course of Study, pp. 9, 19; State List, classes 973, 920, 921, 320). 7. Use of libraries. Public library system (state, county and local libraries) . Public library law. How to make use of county library system. School library relation to county system. Cooperation with public library and its service to the school. Outline for school library system in graded school. Problem assignment : Primary supplementary readers, and other "easy" books, and selection of one interesting supple- mentary book (not a graded reader) for each grade. (Course of Study, pp. 33-39; State List, class 028, and other sections.) 11 8. Principles of book selection. Standards for children's books. Guiding the reading of children. Children's classics. Editions. Silent reading in the schoolroom. Further use of books in school work. (State List, p. 16; book number 792, Olcott: The Children's Reading, the book by Harron noted above, and Oregon State Library list: The Golden Staircase.) Problem assignment: Stories, poems, speakers, classics. (Course of Study, pp. 52-54; State List, classes 800-813, inclusive.) 9. Story-telling and reading aloud. Methods. Selection of books and stories. (See Oregon State Library Lists: Books to Read Aloud, When Mother Reads Aloud, Index to Short Stories and Book Number 118, Bryant: How to Tell Stories to Children.) Problem assignment: Books for language work, picture study, story-telling and reference books. Completion of list of 100 volumes for rural school library. (Course of Study, pp. 20-28, 55-62; State List, classes 029, 290, 398, 398.2, 700.) 10. Library tools for the teacher (Desk books. Profes- sional library and lists. State and federal publications). Subscription books. Reference books for the school. Periodi- cals for children. Books for school entertainments and programs. Subject indexes to children's books (The Children's Catalog, published by the H. W. Wilson Company should be in every library. It may be had in three editions of 1,000, 2,000 and 3,500 titles each at $2.00, $4.00, and $6.00 for the first copy with special prices on lots of ten or more in paper binding) . Problem : Discussion of completed list of 100 volumes for district school library. How to raise money for additional books and how to buy them. CHILDREN'S BOOKS FOR REQUIRED READING (See State List for editions required) Aesop. Fables. Andersen. Fairy Tales. Arabian Nights. Carroll. Alice's Adventures in Wonderland. Clemens. The Prince and the Pauper. Defoe. Robinson Crusoe. Hawthorne. Wonder-book, or Kingsley's The Heroes. Kipling. Jungle Book. ' Lamb. Tales from Shakespeare. Pyle. Some Merry Adventures of Robin Hood. Sharp. Summer. Spyri. Heidi. Stevenson. Child's Garden of Verses. 12 LIBRARY OF CONGRESS 019 762 326 3