1912 Catalogue of the State Normal School for the Training School of Nebraska - Peru

Vo lum e VIII.- No. 5.

1867

THE

PERU STATE NORMAL SCHOOL BULLETIN.

THE TRAINING SCHOOL.

E ntere d a t Pe ru Pos t O f fic e aa second c lass m a il m a tter.

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LTY.

Edwin L . R ou Lou, Ella, II m r, f { ineZ rga rt n. t lla P a rl I{ l/ y n and T 'l o.

Edith Van },J idcll Th r and FoU?·.

W inij,-ed P 1·ki n , Fi e and 1 •• D ora J( ,·eb , G1·ad e e n a11d E ight.

Millar d C . L efl er, Pr in cipal of High cho ol.

Li llian M . H enn e, A, i tant H igh chool.

Elizabet h CrawfoTd, PTinc,i ple of T eaching and . Sp ecial ~1 ethods.

F ern D. R alston, P u blic School .A?"t.

N. ~faud Cm·p enter, Public S chool M~t,sic.

A-Iab el H ancoclc, Domestic .Scien ce an d Ad. F. C. Sm,ith, Manual TTaining.

R. W. Thack er and Adele I(o ch, Play GrO'lmd.

Sup ervisors.

n o· th b)·m n a n ,. n p rl 'til e r i.- o nl~- a \ '<1 ·u il a a iza ti n a nd f un ·l ion f a lra iu in1Y th 1 urp o:"' of thi ' liltl bu ll t in bri B th w rkin o· p lan f u h a n in ti tuti n. 'lh r ar lhrr o· n r~l p lan f r I r Yidiug t ea hino· in n nnnl h l ur affiliat th normal .- t ool ·wi th a p ubli cb l. The t ea hino· i. th n a part of t h r o·ul ar it hool und r joint dir ction of th training d partment and th e . chool a uthoriti . Th ond i to have the trainin o· .-chool a part of th e public school sy. tern, but bou l and equipped b th normal schoo l, the district pay ing a certain fee for the education ihu proYid ed its children. The third plan is to have the training school organized as a part of the normal school itself, thus giving direct and fu ll control of it. The Peru School is of the latter type and i s one of the first of its kind organized in the United States.

The trainino· school serves two distinct. pur:. . b . pose·s in the general plan of professional trammg.

It furnishes for illustr ative teaching pupils with whom the special teachers in this line are in direct touch and who lend themselves easily to the meth:. ods used in the illustrative teaching. In the second place it gives opportunity for students to do actual teaching under expert guidance. It is

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h ere that the tudent I arns t a1 p ly hi p ogy and principl s of t a hincr. It i . the x r ience of every public hool . up r vi. or and principal that mere lmowl d e v n f the pr f sional subj ects is of little practi al va lu e to the beginning teacher. 'he has no on to criv lo e guidance and soon lo inn- h er elf in the maze of details, she begins to fo llow her t -xt a¡ blindly as though she had no knowledge of p.) ¡hology or principles of t achin rr. Twelve .-lncl e nt t ea hers is the usual assignment to a training teacher.

She never has more than three, and generally only two student teachers working at t h e same time. Supervision i s therefore close ¡and pe r.sonal. . Entrance to an y s tand a r d no r mal now reqmres the completion of a fou r -year high school.

I~ the first y ear, five h ours each of p sychology, history of education and principles of teaching and sp~cial methods are r equired. This latter ?ourse Is offered by the training d epartment and IS a ~rerequisite for t ea ching . Its primary purpose Is to fit the student for his training s chool experi:nce. The first qua rter i s given ov er almost exclusively to illustrative teaching . Training school classes are u sed and the less ons are the regular lessons for the day. This gives an opportunity to study in a concrete way the problems of the teaching act. Following the illustrative lessons in any line of work lesson plan-

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mat r m thods child is required. of the m ost

TE i. BING. I n the second y ear of the course, one-f ourth of the student's time is given to t eaching in the training ch ool. The Kindergar tens do all t heir teaching in tha t depa r tment. The other students are given an oppor tunity to teach at least three differ ent subj ect s and in two dep ar tments. An opportunity is given fo r students to specialize in a particula r department by making their major assignments ther e. . ~s she begins h er work the student teacher Is given a general notion of what is wanted in a lesson to m ake it ¡conf orm to the requirements of the course of study. The details of the subject matter are left largely to the student. She pre:pares a plan covering a given unit of work. This mc~ude s subject m atter, methods, illustr.a tive matenal, and plans for drill. The plan is then carefully inspected by the training teacher. Correc-

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tions are ma . stud nt t a h r i plan to i ts ur the g n ral s h c· o 11 r . · wh nev r h m th nf rm i.o lh doctrin s f m th d l gy, il i . aJ 1 r , . 1. ~lo s of th y ar, it i. n t un ·o11mJon i. .fin a ce pted in th ir n l ir l ' · In th t a b in g a t ih s iud c> nt i a ·h a cla ss of f r m t n t i.w c>nly rmJ il . full ch ar g e f th m for fort.v n1 i mttc> . , x the p rimary rr ad s \\'ll '1'. ofl 'It l\\'0 ·h . . in the fo r ty minutes . In i.h err an ma r o T part of the time i s a study p e r i od . Tlti the t each er an opportunity to t .·t h er own o r to a ssign l sson s and to requi re th e p r par ation of the same. After the t each ing, a l a r g par t of which is d one in the presence of t h e t r a inin rr teach er, confe r en ces are h eld in w bich t h e whol process of the t ea chin g act i s t a k en up in det ail.

Stron g p oints a re noted, w eaknesses a re pointed out and the stude-n t t each er g iven d efinite instruction as to bow best to stren g th en h er self.

ORGANIZATION AND DEPARTMENTS. There are three departments in the training school. The kinderg arten with a two-y ear course and an enrollment of from thirty to forty pupils; the elementary school with an eight-year course and an enrollment of approximately one hundred

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Kl NI EP r -\hiEN . fo r a child ig ni.fi ant (' th d manding was t h r ply mad t W would fifty of th eir ehildr n a h roo t di tinrather g ive you a hundr gui ·heel men . '' Pr nt la - cdu ation mb h illld welfare in. all its p ha e - the youn o· t b ing uppJied With kindcr ga rt n ,,-hi h p r o,-id fo r tb active mind, acti ,-c body and g ro'i>in o· lfhood. The

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er garte trai · g artm ·n L 1 r •par he ·hi ll i w r he each er_, _who in turn, s ta r ls tb ~:!t ~ttz n ship al, th s at a n d mm u n i ty am. . ~he P eru N r m lt~ two years ' kin and 1ts w ll . thi .

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~ L · M • T RY. . The course f conforms to tho s tudy for the I mcntary hool attempts to r et a~ of any w 11-g raded school. It old formal di ~~th e b es t that wa fo u n l in t he a -sp ecial effosc: Pline cour ses of s tu dy, but m a kes social probleU: to Prep a r e the children for the ~at:r life but W~iihat they m u s t f a ce not only in IS hfe, not a pr e th ey a r e yet in school. S chool With 't eparation to live.

1 s unusu 11 . and history th· a Y rich field of loc a l geography . h ' ls esp . ee1al~y favored location furn1s es a splendid s_t~dent teachers h0 PPortunity to demonstrate to hvmg source of s 0 ':'" to make the community a geography, histo ubJect matter in nature study, try in the city a~~' and language. Every indu_sgeography and arit~u~ty furnishes material for Instead of th ehc. ductive studies te ~sual study of physiology, ingrade in hygienic\~~ the children from the :first · lVIng and the application of the

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ART A ND INDUSTRIAL

OURSES.

Public school art runs throuo·hout the elementary school. The cour e consist~ mainly in plant, animal and object drawino·color work and. design;d b' l ettering; paper and card-board constructiOn; an simple book-binding.

Design and color work overcomes the tendency for too gaudy colors and ove·r -decoration. It develops a feeling for good spacing and gives the child the habit of experimentation and discrimin-

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ution. Letterino- b in . with : i1 11>1 pri nl in~ and goe on to .m r mp] x ~ .r ·i: : . ' l_n l ~l rc·~ l learn t o I nnt n atly, l au Iful ly, unl rapHl l) · It is applied in making m tl . , 1 s l r : , h. kcover s, signs, man gr am s an th · r ll · r·d 1 0 ~1 s .

Th pap r and car l-b ard n: lrn ·ti n I r a m s the hild in a cura , n atn . : , ancl ·1 an lin : ..·.

It begin· from imr l di ali r 1 uL ]at l' aC' It pu J II plans his own ar ti le r bo k and mak . a simrl workinrr-drawing fr m whi h h mu . t ' ' rk. It develops initiati\ e in planning arti ·1 s ::mel lh power t o carry a plan to completion.

The music is under the dire tion of th e h ad of the public school music cour e in th normal school. ·while yet in the elementary . chool th children cover almost identically the ·arne work that is r equired in the no rmal courses. A H of the teaching is done by p r ospective supervi. ors in the music department. Each on e i s r equired to t each in all of the grades. Special emph a . is is given to ear training, v oice quality and sight reading. A gr eat deal of individual work is done with the pupils. E ach year the children give t wo or three public progr ams.

Manual t r aining i s offer ed to all boy s fr om the fifth grade to the t enth. A s soon as the boys have learned the use of tools and a very few preliminary exer cises, they are set to making some small household article that may be of u se to them or some one in their family. The courses

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urnin ·. ar t in h -raining tb £ftb U:th and t '" nth and road to ·w or k roa kin o· f r al rran r n t. a n d 1. a ta imn nt f l anlin s and ·uit.abili t.-.

1 a r n t u ed becau se chil d r n a r d in hat which - m to t h cn1 u . In th fifth oTad wher e a tt n tion i o·i \' n to t h malcin.; of doll?' gar tnent s , t h ey are 1 u t too· t h er a n a rl hke the large gar ments a po ib l . T h girl are th~s pr pare l to u · t hi knowl dg in making th en· own g a r ment· , in fac t , t h e children are en coura g ed t o brin o· u ch w ork to s hool. When they have fini sh ed t h eir r eo·ula r a s ignment, h elp lS given them in the h ome~work. .

In the s ix th oTa d e less ons in darning and patching are not ~me· r e' p r actice but th~ work is done upon garmen ts brou o·ht from the1r homes.

The a nnu a l e xhibit of all~ articles made in the school a ffords opportunity for students to see t y pical work.

In the tenth grade the o·irls draft their own patterns doing m easuring by the Snow S y stem and

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make a ctu a l gar nt f r th ir wn u c . T h e r esults a r e n ot only gratif ing 1 ut som tim urprising .

In the seventh and jghth grad the five food princi r l nd mbinali n. are taught. L es ons in . en ing ar aL ¡o criv n , t he girls b eing r equir d to r v ev ryt lt i ng th y mak .

They are n oura d t o p u t to Ira ti a l u e in the home the s tudies t hey h ave in t h e l a bora tory and to bring the r esults of su ch effo rts a s a proof that they have a ctually b een su cccs f ul in putting into r eal life the things of th eir school life. Ea ch year the girls h ave a little luncheon w ith their parents, the pupils b eing r esponsible for the menu a:nd the serving.

THE PLAY GROUND. The play ground i s equippe d with modern apparatu s including horizontal b ars flying r ings, climbin~ poles, slides , g iant s t r i des , t~boggans a nd ~teel swmgs as well as rope swings. Every effort I S m a d e to let th e child have perfect f r eed om and a ll t he dir~ctor of the p lay ground d oes i s to see that t h e children gradually l earn t o p l ay the b etter games and to leave out of t hese games the undesirable features of undirected play. In t he winter time, both boys and girls a r e t aken to the gymnasium and are t aught the u sual games for indoor work. Since the playo-round work is under direction, there is a decid:d improvement in fairness,

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Th ory and pra ti in m th at t b m o ·t p t nt fa t the t a h r , a n l lb at a k tuni ti a nd r e I n ibilit i u cce · · h , ma · a hi , . . with t h e nior in t h t r ainin o· h ool. h ool. H r bo R EAL teach r in a RE \ L girl are t h e youn g fo lk of a R E \L ommunit .; and a n y f a ilure t o ln·in o· e · r a .aila bl influence and mean .· t o t h eir f ull t ffi ci n in behalf of her pupils i · to m i s h er hig h es t p ri il o·e and duty.

Truly fortunat e is the s enior, who, looking forw a rd to h er own p lace a s TEA H ER in the training school, s trive s in all h er own t raining and preparation to school hers elf in the simple fundamentals of s elf-reliance and independent action, the possession of which a s sures the spirit of confidence that shifts no responsibility to another, seeks no help in doing what she has learned to do for herself, and feels no hesitancy in appropriating the benefits that are hers.

Student teachers manifest the same personal interest that the public school teachers do in the intellectual or moral improvement of their :r;mpils.

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Til TR \_I I TE \ 'IlhR. T h trainin r ·lat ion t 1.11 l1 ol aE.d th ·tud nt t a ·h r i .· tl1' sa m a t lwt f the prin cipal in th ·ity. h ol. It i.· h r f un t i n to determine t h e ·ul j ct matt r to b ' ta n o·l.lt and th meth od· to 1 u :cd. In i h c1 ia tl of subj ·t matt r :: nd of 1re · ·n t a lion, t h t u d ~t teach r i: i\ n th :am Jil rty th at : h w11l have in th e 1 ulli . hoo l. ] e:pon: i bili ty no t only fo r the teacl1in o· but fo r t h e m ana cr ment an d discipline rest entir -ly with t h :tud n t teacher.

The training teach r is al way ready to g i\ e advice .and settles those graver problems which in the public scho ol would be r eferred to the princ~pal. In the weekly confer ence· there i s a f ull ~1scu ssion of the problems of management and m struction incident t o the given gra d s.

PRINCIPALS AND SUP ERVI SORS. · Every effort is made t o tra in the s tudents for the r espon sibility of p rincipalships and super visory p ositions. E ach year a five h our course in school administration is offer ed by the superint endent. Her e is discussed t h e probl ems of the school board and the superintenden t ; the superintend~nt ~nd the principal; the principal's r elahonsh1p to t each e-rs, p up ils, and patrons. In the superintendent's weekly conferences ther e is presented the problems of school administration, managem ent, professional and

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1 rtnnit_,. tc atl nd iu 1 1a11 .' ' f.: l"C:I l <'S and t t a h r: tit <' proiJI<' m .· f lh 1 rin ipa l. ar a 11 cl jnclu s trial '( ur un it · f o r Ill · trainin g T h l a ·ltin g in a ll f th tu d n t. prc pari n · for th rvi r : wl to lt a ,. o · n unu uaJl y ·u cc·<·.. fn l. tlt ·upp1 ) · TRJ\ lNI Th normal schoo l provid a on r ar our e for rural teacher . 'Th ompl tion of . a threeyear hig h school cou r s or it quival nt is r equired for entran ce. It in lud a me ter's 0 review of arithmeti , Tammar, 1 by io log}, g ography, and U . S. histo ry. The profe ional part of the course is offered in the training lepartment.

It consists of a full year's work the larger part being illustrative teaching and methods. Each series of illustra tiYe le ·sons is followed by the planning of lessons in which the student uses the basal principles that he has just seen exemplified by the training teacher. The teaching act is further objectified and emphasized by observing student teachers at work in the training school and by visiting country schools near Peru. The course provides for a few lessons in elementary

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psy h logy. Th fun n a] · f . ·h m nt ar - iv n b 1 tur : and a : : ig n in tand rd t xt .

In rdrt m t th mo -rn !m anduronth rural t a b r w bav r nt ly in elud l l m nt ary Work in manual iraini.n cr ' kino- an W· .1ng. Thi w rk is tak n in tl1 ' r o· ula r d ar t· ments of the normal · h 1 but t h ·iud nt are . ' giVen an o or tunity to 1. rv . tud nt t a b r presentin the sam . ubj . t. · in the trainiucr school. Thi ob rvation afford. valuabl t raining in the mann r of pr . eniino· th work to th ir P~pils. A bulletin iving the. our -s in letail Wlll probably be r eady for di ·tribution by eptember., 19!3. Throughout the entire cou_r e every effort 1s made t o prepare the. ·e stu den t s to meet the r equirements of country school work under ~he present system of limited super vision. There 18 a. keen inter est and an exceptiona lly fin e professlOnal spirit manifest ed by the·se ''Trainers.''