GrftWS 
 
 •:1!!mA 
 
 L 
 
 ■W4 
 
 1 A=8 
 
 1 - 
 
 
 ^4^ 1^1 
 
 
 
 — i 
 
 
 
 
 
 0= i 
 
 
 
 
 
 1 ^^S 
 
 
 
 o 
 
 
 i^^ 
 
 
 
 ■s^^^ 
 
 
 7 i 
 
 
 
 
 
 
 
 5 
 
 
 
 
 5 
 
 
 1 " 
 
 
 
 ■^^^^51 
 
 
 ^^^^^^fm 
 
 
 4 ^ 
 
 
 
 THE TRalNINC SCHOOL 
 Frank L. Wright 
 
 ^v.. 
 
 
 V.^
 
 y
 
 Colorado State Teachers 
 
 College 
 
 BULLETIN 
 
 SERIES XXI 
 
 JUNE, 1921 
 
 NUMBER 3 
 
 Section Six of the Educational Survey 
 of Colorado State Teachers 
 College 
 
 THE TRAINING SCHOOL 
 
 by 
 
 FRANK L. WRIGHT 
 
 Professor of Education 
 
 GREELEY, COLORADO 
 
 Published Monthly by State Teachers College, Greeley. En- 
 tered as Second-Class Matter at the Postoffice, Greeley, 
 Colorado, under the Act of August 24th, 1912
 
 Colorado State Teachers 
 College 
 
 BULLETIN 
 
 Section Six of the Educational Survey 
 
 of Colorado State Teachers 
 
 College 
 
 THE TRAINING SCHOOL 
 
 by . 
 FRANK L.\ WRIGHT 
 Professor of Education 
 
 Published By 
 
 THE BOARD OF TRUSTEES 
 
 Greeley, Colorado 
 
 JUNE, 1921
 
 Foreword 
 
 Peculiar difficulties have attended the working up and presentation 
 of this Survey Report on the Training School. The sub-committee ori- 
 ginally assigned by the Chairman of the Survey Committee to examine 
 and report to the faculty the Training School situation consisted of the 
 Director of the Training School (vs-ho as Chairman was to write the 
 report) and two other members of the faculty, — one a Training School 
 teacher and the other a teacher in the College px'oper. The general 
 questionnaire of the faculty was to afford the starling point for the work 
 of this sub-committee as well as of the other groups. 
 
 At the close of the first year, however, the Director of the Training 
 School was elected to the principalship of a city normal school, and the 
 other two members of the sub-committee left the school — one for service 
 in the Army and the other to a new teaching position; so the work for 
 the first year itopped with the collecting of the data on the general 
 questionnaire. 
 
 The sub-committee was reconstituted the following year with the 
 new Director of the Training School as Chairman. At the close of the 
 year he was elected to the presidency of a Western normal school, and 
 the work of the sub-committee again was halted. 
 
 To make sure of completing the work when the sub-committee was 
 again constituted it seemed necessary to draft as Chairman a member 
 of the Survey Committee who had been in contact with the work of the 
 Committee from the beginning. The faculty are under obligations to 
 Mr. Wright for his undertaking this oft-interrupted piece of work — so 
 long after the period when the data were fresh. 
 
 It is universally agreed that the satisfactory operation of a training- 
 school is the most difficult phase of the established work of a school for 
 teachers. It is made far more difficult than the operation of a public 
 school, because of its double purpose. It must first be made a first rate 
 school for children. It must then be made a first rate school for prospec- 
 tive teachers. The eighty years of the normal school experiment in the 
 United States have still not taught us finally the one best way of doing 
 these two, apparently simple tasks. Only those who are acquainted with 
 the real problem think that its solution is simple. 
 
 Many years of experience, however, have finally brought substantial 
 agreement among educators in regard to the desirability of developing 
 two major lines of training school work. First, it is clear that the ef- 
 fective preparation of teachers requires the development of the "demon- 
 stration or observation or model school" function, in order that prospec- 
 tive teachers may see and reflect over the finest examples of what 
 teaching can be, in the hands of a master. Since teaching is essentially 
 an art examples are fundamental to learning it. Second, it is clear that 
 the preparation of teachers requires the development of the student- 
 
 —5— 
 
 )Jra.j 
 
 160587
 
 Ctelligeiit practice. About these two functions of the training school there 
 teaching function. Art implies skill, and the basis of skill is merely in- 
 is no question. And -it is clear that under favorable conditions the two 
 may be successfully developed together in a single training school. This 
 is in fact the characteristic task of the director of a training school — to 
 develop these two training school functions to their highest efficiency. 
 
 This task is comnlicated by the mathematical relations existing be- 
 tween the numbers ot training school children and the numbers of college 
 students or prospective teachers. The problem is easiest in the small 
 normal school where the proportion cf training school children to 
 prospective teachers is large. It is hardest in the large school for teach- 
 ers whei'e the proportion of prospective teachers ij much larger. The 
 growth of a school for teachers always eventually brings it face to face 
 with this difficulty. It is instructive to sec how various schools have 
 met the problem. It is sometimes evaded by permitting all the teaching 
 in training school to be done by student teachers. Needless to say this 
 is not a satisfactory solution. It is sometimes met by developing the 
 "observation or demonstration or model school" function and decreasing 
 or even omitting altogether the student teaching function. Neither is 
 this a satisfactory solution. In a dozen or so of norjnal schools in the 
 United States we may today see another type of solution, — students 
 taking turns at teaching while their fellow-students "play class." It is 
 ludicrous to see mature men and women making believe to receive a 
 lesson in beginning reading or arithmetic from a make-believe teacher. 
 The problem is again sometimes side-stepped by asserting that the 
 training school should becor"e a laboratory for experiment. It seems, 
 however, that the experiment function if developed at all must be 
 developed in a separate school. The typical training school has its hands 
 quite full in the attempt to meet the other two purposes. 
 
 It is finally becoming clear that if we adopt the two-fold training 
 school purpose above stated we face certain obvious alternatives as 
 schools for teachers grow. We assume first that growth is not to be 
 accompanied by any lowering of efficiency. Then, either (1) the train- 
 ing school must be proportionally increased in size as the number of 
 student-teachers increases; or (2) the enrollment of the college or normal 
 school must be restricted when the training school has reached its 
 maximum size; or (3) the school for teachers must acquire student- 
 teaching facilities in the public schools of the state. This last solution 
 is becoming ever more common; and it is becoming clear that in the 
 future normal schools w'ill not be located in communities either too 
 small to provide the necessary training school or unwilling to do so; 
 and it seems likely that in the competition of the future the teachers 
 colleges that lack adequate training school facilities will be forced either 
 to move or lose their chance to draw the best grade of students. 
 
 While the present study does not go deeply into these central prob- 
 lems of training schools it does suggest that the Gre(!ley situation is at 
 present somewhat better than is found in a considerable number of nor- 
 mal schools. Happily, it seems that it can be made still more favorable 
 
 — 6—
 
 before the limits of fruitful growth are reached even with the present 
 facilities; and the obvious possibilities of extending the facilities have 
 not as yet been touched. That thej^ will be is as certain as that the 
 College will grow. 
 
 The report calls attention to the fact (well known to all students of 
 the normal school problem) that the state teachers college touches few 
 rural school teachers. No normal school or teachers college has ever 
 been able to. Good departments of rural work have been established 
 in many schools but prospective rural teachers do not enroll. The em- 
 ploying of additional professors of rural school education is hardly a 
 solution. Nothing will enroll prospective rural teachers in normal schools 
 except a state certification requirement. In the meantime institutes, 
 extension work and summer schools may be of considerable use. 
 
 Among the several other needs of the training school reported in 
 this study probably that which is most pressing is the matter of the 
 printed curriculum. The need is only more obvious than are the clues to 
 meeting the need. The relation which a training .school bears to the 
 central purpose of a school for teachers requires that its curriculum 
 shall cover the usual materials of the public schools of the state, — the 
 materials which its graduates must teach — and its organization of in- 
 struction must of necessity be such a one as can be carried out under 
 the conditions existing in a typical public school. 
 
 Section VII, The Course of Study, still remains to be published. 
 
 J. G. CRABBE, 
 
 President 

 
 The Training School 
 
 A Preliminary Statement 
 
 Studies have been made within the past few years, which attempt to 
 show that there is a difference in the intelligence of children enrolled in 
 training schools and of those enrolled in the regular public schools. In 
 this study it would have been desirable to have had access to data of 
 this type in both mental and educational tests, but no such data had been 
 taien at the time of this survey, 1917-18. There are no records as to 
 mental ability or educational attainme:.ts or even teachers' marks of a 
 single child who attended the elementary school during the year 1917-18, 
 or any year previous. A card like the following was filed for each child 
 in the training school during the year 1917-18, but was evidently destroy- 
 ed by the next training school director. These cards are being completed 
 again this year, 1920-21, for all children enrolled in the school. 
 
 5Name ; 
 
 Date Birth: Yr. Month— Day __ Place — 
 
 Mental Grale Test 
 
 Parent or Guardian Occupation 
 
 Graduated: Yr. Month Day 
 
 Withdrew: Year Month Day 
 
 2Cause of Withdrawal 
 
 Colorado State Teachers 
 College 
 
 Training School 
 
 Pupil's Record Card 
 
 Address 
 
 New Address _. 
 
 
 CO 
 
 Date of Ad- 
 
 o 
 
 n 
 
 o 
 
 Ul 
 
 Non- 
 
 Promoted 
 
 
 
 > 
 
 mission 
 
 
 
 
 Promoted 
 
 
 
 
 o 
 
 
 •Tjp 
 
 
 K) 
 
 f^ 
 
 O 
 
 ^ 
 
 ^ 
 
 O 
 
 o w 
 go 
 
 o 
 
 GRADE 
 
 1 
 
 
 O 
 3 
 
 P 
 "< 
 
 
 > 
 
 rr 
 
 
 M 
 ty- 
 
 P3 
 1^ 
 
 o 
 
 3 
 
 p 
 ^ 
 
 •-s 
 
 <r1- 
 
 
 
 
 1 
 1 
 
 1 
 
 1 
 
 1 
 1 
 1 
 
 
 en 
 1 
 
 
 as 
 
 1 
 
 1 
 1 
 1 
 
 1 
 1 
 
 1 
 1 
 1 
 1 
 
 
 1 
 1 
 1 
 
 
 
 
 B 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 •c -^ 
 
 
 
 
 
 
 
 
 
 
 
 
 
 — 
 
 
 
 
 
 
 C «3 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 s^ 
 
 A 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 4^ 
 
 B 
 
 
 
 
 
 
 
 
 
 
 
 
 — 
 
 
 
 
 
 
 fa 
 
 A 
 
 
 
 
 
 
 
 
 
 
 
 
 
 •e 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 g 
 
 B 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 V) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 la 
 
 A 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 1. Thi 3 card shall be kept on file in the Director's office. 2. Finan- 
 cial conditions of home, illness in family, personal illness, physical de- 
 fects, incapacity, indifference, failure of promotion, left city, go to work. 
 
 5. Give age on birthday nearest September 1, of current school year. 
 4. Irregular attendance, physical defects, incapacity, indifference. 
 
 6. Last name first. 6. Below average, above average, average. 
 
 ~9-
 
 
 
 > 
 
 Date 
 
 of 
 
 o 
 
 n 
 
 3 
 
 a 
 
 C 
 w 
 
 (T> 
 
 3 
 
 ct- 
 
 1 
 
 ci- 
 
 K 
 
 3- 
 
 1 
 
 Non 
 
 
 Promoted 
 
 3 <^ 
 
 
 Admissiuii 
 
 Pl'OmOLeu 
 
 p 
 
 o 
 
 3 
 3- 
 
 1 
 
 1 
 1 
 
 o 
 
 p 
 
 3 c 
 
 1? 
 
 1 
 
 GRADE 
 
 n 
 
 1 
 1 
 
 o 
 
 3 
 1 
 
 O 
 
 1 
 1 
 
 ! 
 
 o 
 p 
 
 1 
 
 1 
 1 
 
 2 
 o 
 3 
 
 1 
 
 a 
 p 
 
 1 
 
 
 B 
 
 
 
 1 
 1 
 
 
 
 
 
 
 
 
 
 1 
 
 J5 
 
 A 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 £ 
 
 u 
 
 B 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 3 
 O 
 
 A 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 JZ 
 ->-> 
 
 B 
 
 1 1 
 1 1 
 
 1 i 
 
 
 
 
 
 
 
 
 
 
 
 
 
 fe 
 
 A 
 
 
 1 
 
 1 
 
 1 
 
 
 
 1 
 
 
 
 -t-> 
 
 B 
 
 
 
 
 
 
 
 
 
 — 
 
 — 
 
 
 
 
 A 
 
 i i 1 ! 
 
 
 
 ' 
 
 J5 
 
 B 
 
 ! ' 1 
 
 1 i 1 1 1 
 1 1 1 1 1 
 
 
 
 
 
 > 
 
 A 
 
 -— 
 
 1 1 
 1 
 
 
 1 
 
 
 
 — 
 
 1 
 
 
 B 
 
 
 
 
 
 
 
 1 
 
 
 bo 
 
 A 
 
 
 
 1 
 1 
 
 1 
 
 i 
 
 
 
 
 
 
 The Year Book for 1918-19 gives the only information to be had 
 concerning these elementary school children; this publication lists merely 
 the names of the pupils for each grade. 
 
 Because of the delay occasioned by change in personnel of the Com- 
 mittee, opportunity is afforded to refer to the Carnegie's Survey of the 
 Missouri Normal Schools (1) and Wilson's Study of Training Depai*t- 
 ments in the State Normal School in the United States (2). The material 
 in this bulletin on toacher training facilities in Coloiado State Teachers 
 College, however, has been limited to the year 1917-18 or earlier, even 
 though many changes for the belter have taken place since that time. 
 
 This preliminary statement should probably contain one other point 
 so that the leader may the better understand the writer. It will be 
 remembeivd that Montaigne in his "Education of Children" says that 
 persons should not quote from others "for fear the comparison renders 
 the appeai-ance of their own writings so pale and sallow that they lose 
 much moi'e than they gain." The writer has in no sense followed the 
 advice of this educator, but on the other hand, has been very liberal indeed 
 in his filchings. Otherwise, there would have been little material for a 
 
 —10—
 
 survey of Teacher Training facilities in Colorado State Teachers College. 
 
 (1) The Carnegie Foundation for tne Advancement of Teaching, Bulletin No. 
 
 14 "Tlie Professional Preparation of Teachers for American Public 
 Scliools." 
 
 (2) Wilson, L. A. — "Training Departments in the State Normal Schools in the 
 
 United States." Eastern Illinois Normal School Bulletin No. 66. 
 
 —11—
 
 Training School Survey 
 
 I. INTRODUCTION. 
 
 One of the most impoitant factors in detei mining the standing of 
 any teacher training institution is its facilities for student teaching. If 
 every teach-^r in the United States were required to have at least one 
 year of student teaching under careful supervision, much time and energy 
 of both pupil and teacher in the public school as well as the resources 
 of the community would be conserved. After showing the lojs to the 
 pupils and communities of poorly tiained teachers, Prof Mead (1) says 
 "How such a loss can be justified ethically is not clear." The im- 
 portance of Teacher training has not been seriously considered. If it 
 had been given enough consideration no such statements as the following 
 would appear in an official bulletin (2) : "Of the 20,000,000 children of 
 the United States 10,000,000 are being taught by teachers who have had 
 no special preparation for their work and whose general education is 
 clearly inadequate." 
 
 "Of the 600,000 public school teachers in the United States it has 
 been estimated by competent authorities that 65,000 are teaching on per- 
 mits not being able to meet the minimum requirements of County 
 Superintendents." 
 
 Teaching is a vocation. "Vocational education which ignores prac- 
 tical training is largely futile. When the time arrives in the development 
 of the boy or girl when he should seriously undertake preparation for a 
 calling it is necessary that somehow and somewhere he should be able 
 to devote a considerable time to actual participation in the concrete 
 process of the calling itself" (3). Few would be willing to trust them- 
 selves to surgeons who had not one or two years of clinical work after 
 their schooling. So the public school administiator goes on this same 
 supposition when he demands experience. Tliis experience in the way of 
 teacher training under expert supervision may be provided largely by 
 the Training School in Teacher Training institutions. 
 
 That the validity of supervised teacher training "has been accepted 
 in practice is indicated by the fact that a training department is main- 
 tained by every state norm^al school in tlie United States and by a con- 
 sidcjrable number of private normal schools." (4) 
 
 Persons lesponsible for teacher training have gone on record re- 
 peatedly as to the value of the training department. Such statements 
 as the following indicate the attitude of leaders in the field of Normal 
 school administration toward the Training school: "Actual teacnmg is 
 capable of ranking as the most valuable course for the students" (5); 
 "There is no longer any question in the minds of those competent to 
 judge, that the place of the Training Department is pivotal; it is the 
 hub from which should radiate all the activii;ies of the other depart- 
 ments" (6) ; "The training school is the heart of the Normal School" 
 (7). President J. G. Crabbe of Colorado State Teachers College expresses 
 his opinion in these words: "The Ti'aining school in any teacher training 
 producing agency including State Normal Schools and Teachers Colleges 
 is the very heart of the Institution. Without it there can be no real 
 satisfactory training of teachers. It is a quasi clinic for prospective 
 teachers. It is the final fesling out agency for teaching in any system 
 of Training Schools. The Dii'ector of the Training School should be 
 the biggest man among the members of the faculty in scholarly attain- 
 ments, experience and character." (8) 
 
 In spite of these expressions on the part of Administrators, the fact 
 probably remains as is expressed by the Carnegie Foundation "It is not 
 
 —13—
 
 too much to say, indeed that the Training department is the weakest 
 part of the structure, (in the Missouri Normal Schools) and the same 
 thing is probably true in many, if not most of the State Nonnal Schools in 
 this country." (9) 
 
 Theoretical value of a training department is seldom realized in 
 practice because of lack of a common knowledge of the best features 
 of all training schools by those responsible for teacher training; and 
 because of a "general lack of a satisfactory correlation of all of the 
 work of the Normal School with the Training School. Not only does 
 the training school as a rule occupy a subordinate position in the nor- 
 mal school organization instead of being the pivotal point and focus of 
 all departments, but the work of the training school seems in many, if 
 not most, cases to bo detached, to lack a fundamental relation to what is 
 taught and learned 'upstairs'. It is no unusual thing for the Normal 
 School student to complain that the theory that has been taught to him 
 in courses in psychology, principles of teaching, and special methods 
 (to say nothing of the purely academic courses) has no perceptible con- 
 nection with the work of the training school. This is sometimes due, no 
 doubt, to the fact that the 'theory' is impracticable and that those re- 
 sponsible for the practice teaching know it, and in consequence will have 
 no commerce with it; but it is oftenor duo merely to a complete 
 mechanical separation of the training department both from the depart- 
 ment of educational theory and from the academic departments, — a 
 separation which results in the total ignorance cf each party regarding 
 what the other is teaching or practicing, if not, indeed, in actual opposi- 
 tion or open friction". (10) 
 
 In spite of this friction however, several studies which have been 
 made tend to show the value of teacher training. H. G. Childs in his 
 study of the value of practice teaching for teachers in secondary schools, 
 had reports from nineteen city superintendents upon as many teachers 
 v\-ho had done practice teaching as a part of their preparation. The 
 summary of these reports, as given by Wilson is: "Ten of the 19 teachers 
 were decidedly above the average of all teach.-rs in the teaching staff, 
 17 of the 19 were equal to or abov3 the average of all, but two were 
 below the average and none were reported imsatisfactory. The com- 
 parison with other teachers with no previous teaching experience is still 
 more striking as 14 of the 19 were rated decidedly above the average; 
 onlv one was rated below the average and none were rated as unsatis- 
 factory". (11) 
 
 Furthermore of 79 teachers who had done practice teaching as a 
 preparation for later teaching, "69 reported that it had much value; 
 eight that it had moderate value; two that it had little value". 
 
 The purpose of this survey of the teacher training facilities in Colo- 
 rado State Teachers College, then is two-fold: (1) to present impartially 
 facts concerning organization, material, methods, defects and advan- 
 tages of the system, so that they may become common knowledge to all 
 administrators or others interested in the training of teachers, who desire 
 it; and (2) (the much more important purpo'5e) to bring to the members 
 of the faculty of the College, a conscious realization of the problems and 
 short-comings; to bring about a more definite unity of purpose on the 
 part of the faculty; a more thorough realization that the College exists 
 for the sole purpose of the training of teachers, that the training school 
 is the central, most positive agency in the school for the realization of 
 this purpose, and finally that the success or failure of the training school 
 in accomplishing this definite purpose, depends largely on each member 
 of the faculty, be he Dean, Director of the Training School, Training 
 Teacher, or the most insignificant assistant in the institution. 
 
 —14—
 
 (1) A. R. Mead, Tlio Ethics of Student Teaching, Educational Adminislratioa 
 
 and Supervision. Vol 6: 395. 
 
 (2) Supplement, January N. E. A. Bulletin, 1920, p. 3. 
 
 (3) David Sneddon, Tlie Problems of Vocational Education, p. 27. 
 
 (4) L. M. Wils-on. Training Departments in State Normal Schools of the 
 
 United States. The Normal School Bulletin, Eastern Illinois Normal 
 School, p. 9. 
 
 (5) N. E. A. Addresses and Proceedings, 1899, p. 846. 
 
 (6) N. E. A. Addresses and Proceedings, 1809, p. 561. 
 
 (7) Report of the National Council of Normal School Presidents and Principals, 
 
 Educational Administration and Supervision, March 1918, p. 166. 
 
 (8) Introductory Paragraph in "The President's Final Opinion of the Training 
 
 School and what a Great Training School Ought to Be" — President J. 
 G. Crabbe — Private File. 
 
 (9) Carnegie Foundation for Advancement of Teaching. Bui. No. 14, p. 192. 
 
 (10) Ibid Page 199 
 
 (11) Eastern Illinois Normal School Bulletin No. 66 Pages 12-13 
 
 — 1&-
 
 II. THE FUNCTION OF THE TRAINING DEPARTMENT. 
 
 If the Training School is (or is expected to be) the "hub," "the 
 very heart," "the. heart and core," of the teacher training institution, 
 then to determine the function of the one will involve the function of the 
 other. It might be well, at this point, however to throw out the sug- 
 gestion that the training school is not the only department of a teacher 
 training institution which contributes materially to the training of 
 teachers. But it is probably safe to say that a clear statement of the 
 function of a teachers college will pretty clearly define the purposes of 
 the training department of that Teachers College also. 
 
 The function of Colorado State Teachers College is expressed thus: 
 "The function of the Teachers College is to make teachers. To do this 
 it must keep abreast of the times. It must lead in public education. It 
 must project the future. The modern conception of education embraces 
 all of human life. The deep and rich notion enlarges the function of an 
 institution that aims to prepare teachers. This function 'embraces in 
 its relations: the faculty, the child, the student, the home, the state, 
 society, and the course of study." (1) 
 
 Professor E. D. Randolph's statement of the function of a Teachers 
 College is probably as good as any that has been formulated, thus far. 
 He says, "The function of a Teachers College is the insuring to society 
 of a more reliable agency of social solidarity and progi'ess — a body of 
 public school teachers who as a result of prospective adjustment to (1) 
 their social responsibilities and (2) the institutional duties they will 
 have in the public schools, will be able to cooperate with the spirit and in 
 the technique of modern education to secure the due relationship between 
 public school work and the effective pressures of life. 
 
 "In brief, Teachers Colleges are expected to exercise wise leader- 
 ship rather than merely to perpetuate existing practices. They are to 
 organize soci.al pressures in response to modern educational thought and 
 thus facilitate the slow adjustment of the public school to social condi- 
 tions. While insuring efficiency in what must be done, they are to guar- 
 antee to society that what most needs to be d3ne shall not be omitted." 
 (2) 
 
 It would be worth v/hile for the faculty of any institution to try to 
 state the function of that institution, as they see it. Without some uni- 
 fying agency such as a faculty council, there vs^ould probably be little 
 unanimity of statement, but value would come from the unity of purpose 
 required in the consideration of a common problem. Furthermore some 
 members of any faculty might be made to realize, by such an undertak- 
 ing, that they are not realizing the function it is intended they should. 
 
 It would be worth the time and energy of the faculty of Colorado 
 State Teachers College, also, for each to carefully formulate the func- 
 tion of the Training School as a department of the College and to deter- 
 mine how its activities may be correlated with those of other depart- 
 ments. It is unfortunate that in the present survey a statement of the 
 function of the Training School was not called for from every member 
 of the faculty. As will be seen from reading the following question- 
 naire which was sent to all members of the faculty, each individual was 
 asked to state the function of his department. Consequently the fiinction 
 of the Training School was stated only by teachers in the Ti-aining 
 School. 
 
 Here is the questionnaire which was sent to all members of the 
 faculty. The returns will be discussed only as they apply to the Training 
 School. 
 
 —17—
 
 GENERAL QUESTIONNAIRE OF THE FACULTY 
 
 A thorcuffhly frank and completely independent response is desired. 
 
 1. Make a complete but concise statement: 
 
 (a) of the function of your department. 
 
 (b) of its orgranization to accomplish that function. 
 
 2. What are the chief barriers to roalizinpr your department's func^iions? 
 S. Make a complete but concise statement: 
 
 (a) of the function of each of your courses. 
 
 (b) of interrelations of your courses. 
 
 4. What are the chief barriers to realizing these functions? 
 
 5. List all the changes made in the last two years in either the organiz- 
 
 ation of your department or school, or in the emphases within 
 established activities of the department or school (including 
 new courses framed, old courses abandoned or changed), stating 
 in each case the reasons for the changes or abandonment and 
 the method of accomplishing the changes (e. g. whether by co- 
 operative effort or otherwise.) 
 
 6. List all the changes which in your opinion should be made in the 
 
 organization of your department or si-'hool, and in the emphases 
 within the established activities of your department or school. 
 
 7. To what extent do the activities of your department cooperate with 
 
 the activities oi other departments ? To what extent should 
 they be cooperative ? 
 
 8. List what seem to you the most important problems of the College. 
 
 Since there are )-eally three separate divisions of the Training De- 
 partment of Colorado State Teachers College, — The State High School of 
 Industrial Aits, The Elementary Training School, and the Rural Demon- 
 stration Schools, — it will be necessary to give the aims as formulated by 
 the teachers in these various divisions. 
 
 Functions of the County Schools 
 
 The printed statement of the functions of the county schools de- 
 partment is "Tlic object of the courses offered here is to prepare county 
 teachers for community leadership and to assist in the proper organiza- 
 tion and management of the type of school found in the open country. 
 However every effort consistent with existing conditions and lasting 
 progress shall bo made to point out the importance of reorganizing the 
 county educational system upon a principle that shall lead to centraliza- 
 tion. While the new^ conception of a nevv- school is in progress of for- 
 mation we must make the best of the j resent situation. Whatever may 
 be the organization, equipment or skill in management, good teaching 
 is the fundamental source from which the product of our schools can 
 be judged. The rural teacher-, especially, on account of limited time and 
 a crowded curriculum should have a clear-cut knowledge of the material 
 he teaches. It shall be one of the chief aims of the department to .stress 
 the importance of scholastic preparation, a professional training that 
 relates the child closely to the teaching process and of making the county 
 school of the future a dynamic force in the community." (.3) 
 
 In answer to the questionnaire, the Director of County Schools says, 
 "The function of the County School Department is to train teachers for 
 County Schools so that the numerous characteristic difficulties of man- 
 agement, administration and teaching may be met effectively; to adapt 
 the subject-matter to the experience of country children; to apply know- 
 ledge of the sociological conditions prevailing in country sides; to assist 
 country folks to hold their own against artificial attractions of town and 
 city by .supplying factors for making cointry life adequately satisfying; 
 and finally to enrich and increase the sources of good by conserving the 
 life blood of the nation." 
 
 —18—
 
 Functions of the Industrial High School. 
 
 In the Year Book the statement is made that "The primary func- 
 tion of the High School Department is to train that group of teachers 
 who expect to enter the field of secondary education." (4) 
 
 The Principal of the Secondary school has given the following 
 functions: 
 
 \, After giving the functions as quoted from the Year Book abovei 
 the instructor continues: The way in which this purpose is realized is 
 best expressed, perhaps, in a report submitted to the President last 
 .spring and approved by him. * * * 
 
 The essential features of the report are incorpoi'ated in certain 
 courses of study which are found in last year's catalogue (See page 
 62 and 63) 
 
 The Industrial High School acts also as a feeder for Teachers Col- 
 lege. This is a secondary, though important function. Last year's cata- 
 logue contains names of ninety-four of our own high school graduates 
 who were resident students of Teachers College during the three winter 
 quarters. This number is considerably increased by non-resident and 
 summer school students. 
 
 I believe that our ^igh School Department meets the needs of the 
 young people who expev.'t to enter the profession of teaching more per" 
 fectly than any other high school in the state. The growth of the school 
 is rather a convincing evidence of this fact. The enrollment in 1913-14 
 was 156; in 1916-17, 389. The latter number includes the summer school 
 students but does not count any student twice. The enrollment for the 
 winter term of 1917-18 is thus far 304. If the summer enrollment should 
 be added the total passes substantially beyond the 400 mark. 
 
 Instead of defining the function of the secondary training school, 
 the departmental teachers responded with reference to the field in which 
 their teaching is done. Only three of the eight so much as mentioned 
 the training of teachers as a function. In two of these cases, teacher 
 training was mentioned last among the functions. This indicates that 
 the training of teachers is not considered the most important function of 
 the secondary school by the secondary teachers. These responses in~ 
 dicate that subject matter is an important factor in Industrial High 
 School, that the pupil also plays an important part, and that student- 
 practice-teaching is given a subordinate place. Neither a "professional" 
 consciousness, nor a unified consciousness is in evidence in the responses. 
 There is little in the above returns which would indicate that the teachers 
 realize any distinction between the functions of a Teachers college and 
 of a Liberal Arts college. 
 
 Functions of the Elementary Training School 
 
 The printed statem^Gnt of the function of the Elementary Training 
 School is: "The training school has three functions in connection with 
 college students (1) to test their ability to teach and place the final 
 stamp of approval upon their college course, (2) to give them the best 
 modern methods of teaching, and (3) to give to majcrs in the kinder- 
 garten, primary, and upper grades special training which is intended to 
 fit them for special woik and teaching in these departments." (5) 
 
 The functions, as presented by the members of the faculty of the 
 elementary training school follow: 
 
 1. The function of the Training School is to train young people in 
 the art of teaching. This should be at the heart of the institution. I 
 take it that the ultimate aim of each department in this institution is 
 to contribute something to the teaching power of those who go out from 
 its portals. 
 
 While the Training School constitutes but one department out of 
 many, all aiming at the same end, it holds the unique position of being 
 most closely related to each department. 
 
 —19—
 
 Some departments contribute content or fubject matter in their 
 coui'sos. Other departments contribute methods and principles of teach- 
 ing as well as content. 
 
 In the Training School content and children are brought together 
 under the direction of certain methods and teaching pr*:ciples that have 
 been accepted by the host educational thinkers of the day. Here both 
 content and teaching principles are judged by the reaction of children. 
 
 Here standards for judging classi'oom instruction should be worked 
 out and applied. 
 
 This is the educational laboratory where young people learn, through 
 practice, the art of teaching children how to study. 
 
 2. The function of the kindergarten is to train teachers in the 
 principles and practices of the Kindergarten, to give primary teachers an 
 understanding of the work of the Kindergarten, and to demonstrate the 
 value of Kindergaiten experience for children. 
 
 3. The function of the Primary teacher in a training school is to 
 prepare primary teachers. 
 
 4. The function of the Training School is (1) the training of teach- 
 ers, (2) tho seiA'ing a.^ laboratory for trying out new methods and 
 theories, (3) the instruction of children. 
 
 5. The function of the Training School is (1) to train teachers, (2) 
 tu reach children, (3) to lead the community and state in new educational 
 methods, (4) to provide a laboratory where educational experts may 
 experiment. 
 
 6. The function of the Training School is (1) to build up and main- 
 tain an advanced twentieth century public school, modern in every 
 respect and worthy of a great educational clinic, (2) to train teachers 
 for the elementary schools of our country. 
 
 7. The function of a training school it appears should be that of a 
 leader in advanced educational thought and practice; therefore, its pur- 
 pose would be threefold: (1) An experimental school, (2) a model school, 
 (3) and a practice school. It seems then that the chief function is to 
 test theory or theories of the most modern thinking and the ability to 
 teach with sustained effort and insight on the part of college students. 
 
 8. The business of a teachers' college, it seems to me, is to prepare 
 teachers of high ideals, of wide knowledge of educational problems and 
 progress, and of keen professional interest to teach v/ith the greatest 
 possible efficiency. 
 
 The function of a training school, I take it, is (1) to give practical 
 training for such efficiency of service; (2) to raise the student's stand- 
 ards of what can be actually accomplished in the development of the 
 child's mind and character in an up-to-date school; (3) to test the prac- 
 ticability of the best educational theory. An ideal training school is 
 therefore three schools in one, — a practice school, a model school or 
 school for observation, and an experimental school. 
 
 9. To train teachers for the elementary schools. 
 
 TABLE 1. 
 
 Summary of Functions of Training School as stated by Elementary 
 School Faculty. 
 
 Number of 
 FUNCTIONS 
 
 1. To train teachers 
 
 2. To serve as an educational laboratory 
 S. To serve as a "model school" 
 
 4. To lead county and .<tate in educational methods; to 
 
 maintain an advanced Twentieth Century public 
 school 
 
 5. To instruct children 
 
 —20— 
 
 culty 
 
 % 
 
 8 
 
 89 
 
 5 
 
 56 
 
 2 
 
 22 
 
 2 
 
 22 
 
 1 
 
 11
 
 It will be noted that only one of the teacheis mentions 'ae function 
 of a teachers' colleg-e. The eight other teachers may or may not have a 
 clear conception of the function of the teachers' college of which they are 
 a part. 
 
 There is evidence however, that these elementary training school 
 teachers have a clearer and a more nearly unified conception of the 
 function of their unit, than do the teacher? in the Industrial High School. 
 The fact that eight of the nine teachers mention as a function of the 
 training school, "To train teachers"; and that in the case cf all but two, 
 this function was mentioned first, indicates that this is considered the 
 chief aim. Five of the nins teachers are agreed that the traiiiing school 
 should serve as a "laboratory" or "an experimental school." It is in- 
 tended that it shall be a laboratory "for trying out new methods and 
 theories," "where educational experts may experiment," "to test the 
 practicability of the best educational theory." Nothing is said as to 
 whether the school is to be a laboratory for the training teachers and the 
 students in training only, or for all other members of the faculty as well. 
 Suffice it to say a few research bulletins have been worked out through 
 experimentation carried on in the training school. (6) 
 
 The County School Department*, is the one phase of teacher training 
 in Colorado State Teachers College by which the student teacher is fur- 
 nished actual public school experience, since the^e student- teacheis do 
 their practice teaching in rural schools. Student teachers in the Indus- 
 trial High School and the elementary training school have no opportunity 
 to practice under typical public school conditions unless these schools are 
 furnishing this oppoitunity. 
 
 It seems that the authorities who determine the policies of the train- 
 ing facilities of Colorado State Teachers College (1917-18) are anxious 
 that the organization and activities be changed so as to render this 
 "practice teaching under typical public school conditions" possible to a 
 much greater degree than is possible at present. One other point of 
 emphasis as to function,also, is that these schools shall be schools for 
 children. 
 
 President Crabbe in a communication to the principal and teachers 
 of the elementary training school, says, "Its function is to produce the 
 finest type of City Public School PLUS better teachers; a better cur- 
 riculum which is to be definite but flexible; a better daily program, de- 
 finite but flexible; most modern methods; modern equipm.ent; highest 
 ideals; immediate advice and expert council with College Professors; 
 rational research work and sane experim.entation that may be without 
 injury to pupils. 
 
 "Ninety per cent of our graduates go out from the College to teach 
 in Public Schools. Our business is to prepare them for this life work. 
 
 "This schcol for children is the foundation of all of the work of the 
 Training School and must be supreme in organization, plans, policy, 
 method, etc. The work of the children must never suffer because of 
 the work in observation and student teaching." (7) 
 
 President Crabbe further suggests that it should be "A School of 
 Observation and a School of Practice," which v\ill be discussed under 
 organization. 
 
 It would seem fitting before passing from the statement of the 
 functions of Training School to sound a note of warning to administrat- 
 ors vv'ho would make these training schools "typical public schools" and 
 "for the children." 
 
 Certainly one is justified in saying that any Training School within 
 a Teachers College exists primarily for the Student Teachers. "The plea 
 of the traditional Training School man that the first interest to secure 
 in a Training School, is that of the children is in the final analysis only 
 an evasion of the very considerable difficulties of securing both sets of 
 interests. The point of danger is, of course, that too much teaching of chil- 
 dren may be given to inexperienced teachers. It is quite easy to exagger- 
 
 —21 —
 
 ate this danger, however; because taking the situation by and large (as 
 we should) all the public schools are largely taught by inoxperienced 
 teachers and mainly by not very well-trained teachers, and always witlt 
 far less supervision or opportunity to profit from mistakes than is the 
 case in any well-regulated training school. If we are to stress the inter- 
 ests of children, it should be those of the larger group of children, name- 
 ly, the public school children, in whose interest our school was created. 
 
 "The general type of school that should be established will neces- 
 sarily be one not modelled upon tho public schools. The reason for 
 creating Teachers Colleges is to be found in the deficits of the public 
 schools. Tlie professional studies of (conscious) Teachers Colleger, are 
 definitely directed to changing unsuccessful public school procedures." 
 (8) 
 
 Then a Training School organized as a "typical public school," yet 
 operated with the conscious purpose of changing "unsuccessful public 
 school procedure" presents an anomaly. The fact )nust not be over- 
 looked, however, that onn does not prepare for a certain type of activity 
 and then engage in activity of a totally different kind. This means that 
 there must be some ti'aining of the teacher who is to go into the public 
 school, for that public school experience. It means further that the 
 teacher who is to "be able to cooperate with the spirit and in the tech- 
 nique of modern education" will probably need training outside the tra- 
 ditional public school. 
 
 Finally, then the function of a Teachers College is to insure "ef- 
 ficiency in M'hat must be done" and "to guarantee to society that what 
 most needs to b*^ done shall not be omitted." The Training Department 
 of a Teachers College exists primarily for the student teachers. It must, 
 however, haimonize the interests of the student-teachers with the in- 
 terests of the children to be taught in the public schools. Its faculty 
 must be ever mindful of the functional relations of the Training School 
 to the Teachers College. This may be brought about by wise, broad 
 leadership in the College and in the Training School. 
 
 (1) Year Book & Catalogue, Colorado State Teathers College, Bulletin, April, 
 
 1917— Page 31. 
 (2; E. D. Randolph, Professor of Sociology, Chairman of General Survey 
 
 Committee "Analytical Outline of the Essentials of Organization." 
 
 (3) Year Book and Catalogue, Colorado State Teachers College — Bulletin 
 
 April 1917. 
 
 (4) Year Book 1917-18 Colorado State Teachers College Bulletin, April 1917. 
 
 (5) Year Book and Catalogue, 1917-18 Colorado State Teachers College 
 
 Bulletin, April 1917, P. 63 
 
 (6) 1916— A Study In Addition— 16 pages. 
 1917 — Errors in English — 16 pages. 
 
 The experimental work on two other studies — one in spelling and one 
 in reading — had been made previous to the time of this survey. 
 
 (7) The President's Final Opinion of the Training School and What a Great 
 
 Training School Ought to Be. 
 
 (8) E. D. Randolph — Analytical Outline of the Essentials of Organization. 
 
 (Unpublished at this time). 
 
 —22—
 
 III. BARRIERS TO TRAINING SCHOOL EFFICIENCY. 
 
 What are the chief barriers to realizing your department's functions? 
 
 In answei' to this question, faculty members other than those of the 
 elementary T}-aining- School had little to say. Here are the only two 
 references to the training department made by members of the faculty 
 other than teachers in the Rural Department, the Industrial High School 
 and the Elementary Training- School. 
 
 "Student teachers are 'placed' in the training school with little re- 
 ference to what courses they have taken in the College." 
 
 "Lack of appreciation of the administrative difficulties involved in 
 dividing the work of a teacher between high school and college work." 
 
 Barriers to the County Schools Department. 
 
 The Director of the Department of County Schools gives the follow- 
 ing "Bafriers to Realizing Functions." 
 
 1. The uncertainty of securing and holding com^petent teachers for 
 the demonstration schools. 
 
 There is no sufficient reason why these schools should not be placed 
 approximately upon the same basis in point of salary, expert teaching 
 and direction' as the training school. The rural population of the state 
 pays its proportionate share of the taxes in support of the College as 
 compared with the cities and is entitled to tlie same consideration. 
 
 The maximum salary paid to Demonstration school teachers at 
 present (1917-8) is $810.00 per year, and the minimum is $765.00. The 
 maximum in the Training school is $1800.00 per year. The maximum 
 in cities is $900 to $1000 per year. The call from the cities is an at- 
 traction to our best Rural Demonstration teachers to leave their positions. 
 
 Wlien the right teacher is found, she should be started with a mini- 
 mum of $1000.00 or $1200.00 per year. The district of course would pay 
 the major portion of the salary. 
 
 Z. Under the present conditions the Director of County Schools has 
 small opportunity to organize his work through the aid of County 
 Superintendents and know the problems first hand as they arise in rural 
 communities. Certain courses should be given riore frequently during 
 the year and the Director should be relieved when occasion demands it, 
 from some of the instruction he is now giving so that he may answer the 
 calls received from the field. 
 
 3. Teachers College is the only institution in the state that prepares 
 teachers directly for work in the rural schools. Only 36 teachers can be 
 so trained with ouj- present facilities. Three thousand are needed in 
 the state. The rural school problem can only be solved by giving teachers 
 the specific training necessary to meet the conditions prevailing in the 
 country. 
 
 4. The head of the department should be given such freedom and 
 initiative as will enable him to carry out the details of a policy inaugurat- 
 ed with the end in view of holding him for results. (This statement and 
 the next which is not quoted indicates that the Director thinks he has 
 not been given initiative either in handling the department or in spend- 
 ing the budget.) 
 
 Barriers to Realizing Function of Industrial High School. 
 
 With the exception of the principal, the teachers in the Secondary 
 Training School answered the question largely from the point of view of 
 departmental teachers of English, the languages, history, etc., rather 
 than as members of a training school. Of the twenty-eight barriers re- 
 corded by the members of the faculty of Industrial High School, thirteen 
 or over forty-six per cent were strictly departmental, while thirteen 
 others dealt with problems of inadequate teaching force, rooms and 
 
 —23—
 
 equipment, which in turn may have been given with a view to the 
 particular department, rather than teacher training, in many instances. 
 
 The principal says: 
 
 The chief barriers are lack of adequate teaching force (especially 
 men), rooms and equipment. 
 
 a. Taking these defects up in the order given, I would say that 
 during the past three yeai-s four men have been transferred from the 
 high school to the college faculty. And there is not now, excepting only 
 the principal, a single man left en the high school faculty. It is clearly 
 apparent that this condition should not obtain. It is true, however, that a 
 number of high school classes are taught by men who are in the college 
 faculty and this in part supplies the need of strong masculine influence 
 essential to the organization and development of an efficient high school. 
 The addition of several thoroughly trained men to our faculty would 
 greatly benefit the high school. 
 
 Turning now to the question of room. Tlip, high school department 
 has at its disposal six recitation rooms, an office and a chapel. In only 
 one of the rooms can a large class be accommodated w'ithout discomfort. 
 If it were not for the fact that the high school students have the privi- 
 lege of using the college laboratories, and the additional fact that when 
 they are taught by the college faculty the recitation is usually held in 
 college rooms, it would be utterly impossible to house the students at 
 present in the high school. The hip'h school has just the same room that 
 it had vv-hen its enrollment was 100. 
 
 Now as to equipment, it is perhaps enough to say that only one 
 room in the high school department is provided with comfortable chairs. 
 The rest are furnished with folding chairs, (in the main). The situation 
 which has been described under this heading, the faculty has endeavored 
 to bear patiently, realizing that a better day was coming and that in a 
 few years the question of room, equipment and teaching force would be 
 more commensurate with the urgent needs of a growing school. We 
 mention these merely in order that the committee may understand some 
 of the difficulties under which the high school has labored. 
 
 Other barriers mentioned which have to do more or less with the 
 preparation of teachers are: 
 
 1. Lack of practice teachers. 
 
 2. Lack of time for consultation with practice teachers. 
 
 3. Too much of the teacher's time is taken up with clerical work 
 oi'-tside of this department, such as 
 
 (a) Making out and mailing the monthly grade cards for high 
 school students. 
 
 (b) Checking daily chapel attendance. 
 
 (c) Chairman of the High S:hool Y. W. C. A. Advisory Com- 
 mittee. 
 
 (d) Treasurer of High School Loan Fund. 
 
 (e) Faculty Advisor. 
 
 (f) Miscellaneous clerical and stenographic woik for High 
 School office. 
 
 TABLE n. 
 
 Barrier's given by Industi'ial High School Teachers. 
 
 No 
 Strictly department bai'riers 
 Lack of Equipment 
 Lack of Adequate Teaching Force 
 Lack of Sufficient Rooms 
 Lack of Practice Teachers 
 No time for Consultation with practice teachers 
 
 Total number of barriers 28 100 
 
 —24— 
 
 barriers \ 
 
 7c of total 
 
 13 
 
 47 
 
 7 
 
 25 
 
 3 
 
 11— 
 
 3 
 
 11— 
 
 1 
 
 3— 
 
 1 
 
 3-H
 
 Barriers to Realizing Functions of Elementary Training School. 
 
 In analyzinjj the responses of the faculty to "the chief barriers," as 
 was the case with regard to "the functions of departments," one finds 
 that the teachers in the elementai-y training- school took a much more 
 professional attitude than did the teachers of the Industrial High School. 
 The former g-roup seems to realize more clearly that the task is one 
 of training teachers. 
 
 In order to show the nature of the responses of the training school 
 teachers to the question of "chief barriers," there are quoted below the 
 responr-es from the Director and two of the teachers. 
 
 1. Lack of scientific oiganization of the Training School as a whole 
 and little if any unification of effort. Lack of room and equipment for 
 taking care of the present number of student teachers. 
 
 2. The chief bariiei's to lealizing the department's function are: 
 
 a. The conditions under which we are working. 
 
 b. Too many student teachers. 
 
 c. The lack of a well-developed system cf work. 
 
 d. Lack of a systematic plan of college and training school 
 courses preceding the course in teaching. 
 
 e. Lack of a definite and fully developed course of study fol 
 the pupils in the grades. 
 
 f. A poorly arranged building for a Training School. 
 
 3. The chief barriers to the accomplishments of these functions is 
 the magnitude of the v.'oik to be done by a small force. Contributing 
 factors are lack of room and proper equipment. 
 
 Those in authority are cognizant cf these conditions and I under- 
 stand that plans are now being made to change them. 
 
 As things are, the work attendant upon realizing any one of these 
 functions v/ould be sufficient to enga^^e the time and energy of a larger 
 force than ours. Model teaching demands broad knowledge of subject 
 matter, of educational principles, of up-to-date methods, and of the needs 
 of pupils, demands which have provided sufficient work for a large corps 
 of teachers in Horace Mann and the Brooklyn Training SchooL Super- 
 vision with its attendant conferences is sufficient to occupy the time of 
 one person, — even if we fall far short of spending the tv/o hours of 
 thought Dr. McMurry feels is required before we offer criticism of a 
 lesson. Time will forbid that much oupt rtunity be given for developing 
 the third or experimental phase of our function, if we are to develop the 
 Training School into a typical public school as we understand is now 
 to be the object of our v>'ork. 
 
 The decision to make the Training School a typical public school in 
 so far as possible removes a ban-ier which I have felt very keenly this 
 year, namely, a lack of unity in the work because of the uncertainty in 
 my mind as to the character of the work which would be approved. This 
 lack of unity is apparent in other ways which the Director of the Train- 
 ing School is attempting to adjust gradually. We waste time for the 
 student-teachers and ourselves, for instance, because we use different 
 plan forms in different grades. There is a lack of close organization in 
 our course of study and work begun in one grade is not carried on in the 
 next oftentimes. Palmer method in writing, for example is given in the 
 College, taught in one grade, and dropped in the next at the will of the 
 training-teacher. This condition is true to soma extent, at least, in more 
 important subjects in the curriculum, notably literature, composition, and 
 grammar. In this subject not only do methods of work differ, but ideas 
 regarding the purpose, the immediate ends to be obtained, etc., will be 
 found to be at variance. 
 
 Such changes as are necessaiy to better such conditions will of 
 course take time and the co-operation of both Training School and Col- 
 lege Departments. 
 
 It is too early for me to say what part the new program and changes 
 
 —25—
 
 in methods of trnining the students for teaching will ptay in realizing 
 these functions; but there are certain barriers to its successful fulfill- 
 ment under present conditions which may be eliminated by an increased 
 force and by closer co-operation between the Training School and Col- 
 lege Departments, as I understand ft to be the case. 
 
 The advantages of wider observation of the presentation of work 
 and of actual teaching experience in various subjects has been mentioned 
 and I trust I shall not be understood as being in opposition to the plan 
 becau.^e I mention some points which appear to be disadvantageous under 
 present conditions. 
 
 a. The plan calls for more work in a grade than can be done 
 by one training teacher successfully. Long hours are necessitated 
 when a teacher is asked to teach half of the time, supervise every 
 recitation by a student teacher, write up criticisms of any worth, 
 look over plans and hold conferences each day. 
 
 (b) Only a small number of students can be supervised under 
 this plan as a supervisor can handle only two teachers during a 
 fifty minute period and even then the one supervising the children's 
 study must go unsupervised. 
 
 (c) The grades having twenty-five minute periods for recita- 
 tion must require more than one college period of .student's time 
 if the training teacher is observed regularly. The student being 
 requiied to teach twenty-five minutes, supervise twenty-five minutes,, 
 will of necessity have her observation and conference hours fall out- 
 side of one period. 
 
 (d) The presence of the training teacher throughout each lesson 
 given by the student-teacher takes the responsibility of the disciplin- 
 ing fi-om the student-teacher. In my experience, one of the difficult 
 things to accomplish in training work is to secure a sense of respon- 
 sibility for the conduct and progress of the class on the part of the 
 student-teacher. The question ariSviS in my mind as to whether thi.'? 
 constant supervision will not increase this difficulty and will not 
 cause a lack of initiative on the part of the student-teacher. Is it 
 possible to eliminate altogether the trial and error method? Does 
 not failure to get expected results sometimes arouse the ingenuity 
 of the individual and cause quick thinking and consequent growth 
 in a really competent girl? This I know is a dangerous policy or 
 argument, un'.e^s it be limited, but, on the other hand, when shall 
 the student-teacher begin to walk alone? I suppose this must be 
 answered by the judgment of the training-'.eacher as is indicated 
 by Mr. Hotchkiss's "Directions to Critic Teachers"; but can it be un- 
 derstood that when a teacher is thus left alone for a period that 
 the training-teacher is not consideied guilty of a misdemeanor by 
 members of the College Faculty ? 
 
 (e) The "sliding-program" does not consider the question of 
 fatigue as related tu the presentation of school subjects. Is this a 
 matter worths of note? Are we justified in giving any subject at 
 any time on the program? 
 
 (f) It has been impossible for me to arrange to teach stated 
 days for the student-teachers without violating what seemed to me 
 to be the best interests of the work. If, for example, I decide to 
 teach on Tuesday and Thuisday each week, I often find that it 
 would be of greatei- advantage to the teachei' and the progress of the 
 work that I should teach at another time as the woik for Monday 
 may need to be conf-iued by drill exeicises or in some other form, 
 and' may be done just as well by the practice-teacher while the 
 new woik for Wednesday may present difficulties which a larger 
 experience may be able to meet more .'successfully. The plan of 
 having certain clas.^es taught throughout the term by the training- 
 teacher cannot be used in my room as it would leave few periods 
 for practice-work, and require more than one period of the student's 
 
 —26—
 
 time. I feel that it would be unwise to drop our "special work" in 
 order that moro practice periods m^.y be provided, as that would be 
 too much of a sacrifice of the pupil's intei-ects for the sake of a 
 program. 
 
 (g) The unity of the work in any subject must be preserved if 
 the children are to suffer no loss in this kaleidioscopic succession of 
 changes. Here, I perceive the danger of being foixed to return to 
 text book work and methods unless very detailed, topically-arranged 
 courses of study are ready to place in the hands of student-teachers. 
 Changing subjects every two or three weeks, a training- teacher finds 
 it impossible to acquaint those in her charge with the necessary 
 methods of wo)-k, subject matter and its immediate problems for the 
 day, and anything like an adequate conception of the v\'ork as a 
 whole, — its foundation and its goal. We ai'e very materially im- 
 proving the character of the work by an insistence upon activity of 
 the pupils; may we not have mental activity without physical de- 
 monstration of the fact? We certainly do not wish to lose the 
 thought that the emotional and spiritual nature is to be trained. Is 
 there no time in school for a child to listen? No time to reach out 
 toward the things beyond his own powers of accomplishment? 
 
 What is the place of the cultivation of appreciation in tliis 
 scheme of 'sliding program," and this strong emphasis upon "pupil 
 activity" ? Shall one keep always the daily bread of one's own 
 handmaking, nor pause to smell the hyacinths beyond his reach ? 
 
 TABLE III. 
 
 Summary of Barriers as Given by Elementary Training School Teachers. 
 
 (Total Number of Teachers 9) 
 
 Barriers No. of Teachers 
 
 1. Too heavy load 6 
 
 2. Inadequate rooms and equipment 4 
 
 3. Too many student teachers 3 
 
 4. Indefinite and conflicting instructions 2 
 
 5. No time for study 2 
 
 6. Lack of organization 2 
 
 7. No coordination of College study and teaching 2 
 
 8. No course of study 1 
 
 9. Lack of recognition of function 1 
 
 10. Two years time inadequate 1 
 
 11. Over-emphasis on measurable results 1 
 
 12. Inadeciuate recognition of the peculiar conditions existing 1 
 
 There are real barriers to the development of the Department of 
 County Schools. There has been great difficulty in securing the services 
 of competent teachers in the demonstration schools and in retaining 
 them for any considerable length of time. As the director suggests, 
 probably an increase in. salary might help to relieve this situation. It 
 would seem that the College could well afford to develop this department 
 to a much larger degree than it is being developed at the present time. 
 More than 36 teachers should have preparation for the rural schools of 
 Colorado each year, when 3000 are needed. Of course, a much larger 
 number (245) than 36 is receiving some instruction along rural lines 
 in the institution. But in order to be of greatest service, there should be 
 at least one assistant, so that the director could get out over the state 
 and meet the demands in the field more dii'ectly than is possible at 
 present. 
 
 The policy of promoting — if such it may be called — teachers from 
 the high school into college work, is detrimental to the high school 
 faculty. Ordinarily there should be some difference in training and ex- 
 perience of the two classes, and persons especially valuable as high 
 school instructors should n )t be changed to the College, and it goes with- 
 
 —27—
 
 out saying thr.t teachers in the high school wao are not -iatisfactory 
 should not be promoted to college positions. In fact the change from 
 the high school to the college should not be consideied a promotion, 
 necessaiily, but such will be the case so long as present conditions — 
 poorer salaries, and much less preparation for high 'school instructors 
 (see next chapter) — exist. 
 
 Without doubt, both the high school and the elementary training 
 school are seriously handicapped because of lack of room and equip- 
 ment. This is particularly true with regard to the high school. Six 
 recitation rooms, an ofTice and a small assembly room are indeed close 
 quartei-s for 341 live high school youngsters. The elementary school 
 with thirteen rooms, offices, and a good assembly room on the first and 
 second floors, with play rooms and storage rooms, lockers, etc., in the 
 basement, is furnished with much better facilities for its 347 pupils. 
 Although more room is needed and the arrangement is not the most 
 •satisfactory for training facilities, many teacher training institutions 
 do not have nearly such satisfactory conditions. When the west wing 
 of the training school building is completed, both the high school and 
 training school will be housed in this one building comfortably. This 
 arrangement will be much more satisfactory for both the high school 
 and the college as at present the high school is housed in the Adminis- 
 tration building, where the offices are located and many College recita- 
 tions take place. 
 
 Many of the barriers inentioned by the Elementary training teach- 
 ers will be discussed in detail in following pages in connection with 
 organization, administration, and supervision of teacher training. Fur- 
 thermore the last teacher ciuoted on "Barriers" had much to say on or- 
 ganization which the reader will do well to keep in mind in connection 
 with the following chapter. 
 
 - 28 -
 
 IV. ORGANIZATION. 
 
 The function of any institution should determine, largely, its equip- 
 ment and its organization. The function of the Training School, then, 
 if this function is conscious to those in charge, should be the determining 
 factor in its equipment and organization. Naturally the amount of 
 money available for teacher-training facilities, must be taken into con- 
 sideration; but on the other hand, the money available will be determined 
 largely by the function of the training school as realized by the ad- 
 ministration. 
 
 Even though administrators may realize the proper function of the 
 training school and have unlimited resources, it is seldom possible to 
 •secure the ideal organization advocated by leading authorities today. 
 This organization calls for the use of local public schools. 
 
 Wilson says "The m.ost satisfactory arrangement for training- 
 school purposes is probably (1) a school on the Normal school 
 grounds and completely under the control of the Normal school whei-e 
 demonstration teaching, observation, preliminary participation and first 
 practice teaching may be dene, together vdth such educational experi- 
 inentation as can be combined with these activities; this (2) supple- 
 mented by training facilities in public schools. Either one without the 
 other is unsatisfa.tory. In schools making no usj of public schools for 
 training pui'poses, student-teachers are inadequately prepared to meet 
 the school room conditions of the public schools wliich are not duplicated 
 in the practice school organized primarily for purposes of practice 
 teaching." (1) 
 
 In small towns, some arrangement, wheicby all the local public 
 schools may be available for training-school purposes under the direct 
 control of the training department of the Normal school is probably 
 most satisfactory. This arrangement is followed in several places. (2) 
 In some cases the schools are maintained jointly by the Normal School 
 and the local community. (3) The Director of the training school (4) or 
 the professor of education (5) may be made city superintendent of the 
 schools. 
 
 "In larger towns and cities, the training school may well be a 
 ward or district school of the public school system." (6) 
 
 It is interesting to note that "Of seventy five schools for which facts 
 could be ascertained, forty-two have practice schools established and 
 operated wholly under Normal School authority; nine use only city or 
 village schools for observation and practice; twenty-four have practice 
 or m.odel schools under the control of the Normal School and also use 
 public schools under cooperative management of Normal School and 
 local authorities. In six of these twenty-four cases, the school wholly 
 controlled by the Normal School is used as a school for observation and 
 for demonstrational teaching with but little student teaching." (7) 
 
 Although most authorities agree that the use of at least a part of 
 the local public school system for teacher training is mutually advan- 
 tageous to the public schools and the teacher-training institution in- 
 volved, it is evident from the statement above, that such arrangement 
 is by no m^ans common. Sometimes it is impossible to come to any 
 agreement and often if it is not possible to make a satisfactory arrange- 
 ment with public school officials for the use of the schools for teacher 
 training. These oflFicers fail to realize "that student teachers— will have 
 had, before doing any teaching in the public schools, more preparation and 
 experience than have eight out of ten of the persons who now enter the 
 teaching profession each year"; "that the normal school will supple- 
 ment local funds available for teachers' salaries" and thus secure "more 
 expert teachers than the community could hope otherwise to afford"; 
 
 —29—
 
 **that the work of the schools will be supervised with a care which the 
 community alone could not provide for." (8) 
 
 Sometimes, too, the administrators in Teachers Colleges do not ap- 
 preciate the importance of makinp: some arrangement with the public 
 schools, and consequently after failing to win the support of the com- 
 munity at first, do not make the attempt again. 
 
 Colorado State Teachers College, so far as can be learn.^d, has never 
 made an attempt to secure permission to use the public schools for teach- 
 er training. For years, the training school afforded opnortunity for 
 practice teaching to the comparatively small number of teachers demand- 
 ing such training. Con- eduently, all training, including observation, e.\- 
 eept that in preparation for the rural schools, has been secured in the 
 Elementary training srhool and the Industrial High School, both wholly 
 under the control of the College. 
 
 There are in the college, then, really three departments for teacher 
 training, the Industrial High School eni-olling 341 students, the Ele- 
 mentary Training School with an enrollment of 347, and the Rural 
 Demonstration Schools with 204 pupils. Each of these (1917-18) are 
 under separate principals, known as Principal of the High School, 
 Principal or Director of the Elementary School and Director of County 
 Schools. If there is any correlation of activities of these Departments, 
 it is not planned in the organization. It may be further stated in this 
 general statement of organization that of the above principals and direct- 
 ors, only the Director of County Schools is listed as a member of the De- 
 partment of Education and giving courses in that department. During the 
 Summer Quarter, the Director of the Elementary School has given a 
 course in the Department of Education, but a majority of the courses 
 have been given under the head "Training School." (8) 
 
 The Rural Schools Department 
 
 The Director of County Schools Administration has given the follow- 
 ing outline of the organization of the Department of County Schools: 
 A. Rural Demonstration Schools. 
 
 1. Four one-teacher country schools near the College are being 
 used very successfully for training teachers for rui'al and village 
 schools. 
 
 2. There is a teacher's cottage for each school, built upon the 
 grounds and furnished by the school district at a total cost of ap- 
 proximately $1,200. 
 
 3. The student-helper spends four weeks in these schools, lives 
 with the regular teacher, and shares the expense of living. The 
 cost to her is $16 per month. Four hours' credit is given for this 
 woik — a total of 120 hpurs' work. 
 
 4. All students in their senior year who anticipate teaching 
 in the country are required to take their first term of practice in the 
 Training School and the second term in the Demonstration School. 
 A student who desires to specialize in rural education may elect a 
 •second term in the Demonstration School. 
 
 5. These schools have been in operation during the past year 
 and a half and have provided, each year, training for 36 prospec- 
 tive teachers in their senior year. The student-helper is to act as 
 an assistant or helper to the regular teacher and to assume such 
 regular duties of a teacher as her capabilities warrant. 
 
 6. The school board, employing a regular teacher for a demon- 
 stration school in cooperation with the College, pays a minimum 
 salary of $70 per month, for nine months. At this time none of the 
 schools pay less than $75 per month. 
 
 7. The Teachers College supplements this salary of $70 per 
 month with a minimum of $10 per month for nine months in the 
 
 —30—
 
 a 
 
 year, accorcang to the necessities of the individual case. One teacher 
 i« now lecoivmg $15 per month from the College. 
 
 8 The Teachers College is granted in view cf its supplement- 
 ing tlie teacher's salary, the privilege of using these country schools 
 for observation purposes and the training of teachers for the country 
 
 schools of the state. . >, , , j 4.1 „ 
 
 9 Supervision— The Demonstration bchocls are under the 
 direction of the i-egular teacher, the school board, the county super- 
 intendent 0^ schools, and the Department of County Schools. Ihe 
 director of the County Schools Department assumes direct and ac- 
 tive supervision. 
 
 10 The Departments of Agriculture, Manual Training, Music, 
 and Domestic Science are giving weekly lessons in their respective 
 lines in these ocbools in order to vitalize and motivate the usual sub- 
 jects taught. , , r ^ T J i. -^ 
 
 11 Student teachers are rated at the end of four weeks train- 
 ing in the Demonstration Schools by the regular teacher and the 
 Director of County Schools, upon the following general points, each 
 having from six to eight specific ratings: 
 
 a. Phvsical and Native Efficiency l^^'J ""its. 
 
 b. Measure of Instruction 1/^'J units. 
 
 c. Preparatory Efficiency }^^ units. 
 
 d. Acquired Efficiency -— H" ^"i^^- 
 
 The rating system tends to intensify effort ana encourage 
 
 definiteness 01° purpose and aim which should characterize the work 
 of the rural teacher especially. 
 
 B. Colorado Rural Club: 
 
 1. Function — , , ,. 
 
 a. To further the interests of ■ present and prospective 
 teachers in third class districts of Colorado. . ,, ,. , 
 
 b. To develop a leadership that will function m the live-^ o.f 
 children and parents of rural communities, 
 
 c To so direct the club activities that its members will 
 be capable of initiating rural social progress and education 
 through the sJiool,— to the end that country life may be maae 
 adequately satisfying. 
 
 d. To keep alive the intere.st necessary to solve a mosw 
 difficult problem in a comparatively new and untried field. 
 
 C. County School Exchange: 
 
 1. Function — „ ., , 4. ^. 
 
 a To disseminate the activities of the department as a 
 
 new field of endeavor. , 4. 1 „ 
 
 b. To publish short articles of interest to rural teachers 
 which' are pertinent to this line of work. 
 
 c To kain through correspondence with county super- 
 intendents about the best work that is being done by rural 
 teachers in the various counties and to receive the written 
 account of this work for publication. 
 
 D. Course of Study. 
 
 1. Description — , ^ , , v o i. 
 
 a. Rural Seminar (Rural School Problems) Z hrs. 
 
 b. County School Methods | h^s. 
 
 c. Administration of Rural and Village Schools S hrs. 
 
 d. Rural Education | j^i'^- 
 
 e. Rural Sociology .. o i!^'^' 
 t. Rural School Curriculum and the Community 6 hrs. 
 g. Observation (1) in West Side School 4 hrs. 
 h.' Teaching in Rural Demonstration Schools 4 hrs. 
 i. Observation (2) in Demonstration Schools 1 hr. 
 j. Public School Subjects 
 
 —31—
 
 E. Faculty: 
 
 1. Director of County schools — 
 
 a. Teaches the subjects indicated under Course of Study — 
 Enrolled last year, 245. 
 
 b. Miss Salberg, Ashton School 38 pupils 
 
 c. Mrs. Hunt, Hazelton School 48 pupils 
 
 d. Mis3 Riley, Bracewell School 62 pupils 
 
 e. Mrs. Reynolds, New Liberty School 56 pupils 
 
 Industrial High School 
 
 The organization of the Industrial High School is given in the State 
 High School of Industrial Arts bulletin in the following words: 
 
 "The State High School of Industrial Arts is organized on the de- 
 partmental plan. 
 
 "Classes are grouped in such a way that intellectual progress is not 
 broken when a given subject is finished, but the student is able to take 
 up another subject in the same department which simjily gives another 
 phase of tile theme contained in the course which has been completed. A 
 student is thus able to study English for four years, and realize at the 
 end of that time that every course taken has contributed something to 
 the gi'eat central purpose of giving the individual a mastery of the Eng- 
 lish language and literature." 
 
 Following this there are four other paragraphs on the "Depart- 
 ment of History," "the tremendous scientific awakening," etc., one of 
 ■which follows: 
 
 "'The great pedagogical principle of unity, which is illustrated in the 
 pai'agraphs preceding this one, is just as important in mathematics, the 
 languages, and vocational subjects as in English and history and science." 
 
 "There are ten distinct courses of study (curricula) included in the 
 curriculum (program of studies) of the State School of Industrial Arts 
 They are as follows: 
 
 1. Teachers' Course. 
 
 2. Practical Arts Courses. 
 
 (a) Commercial Course. 
 
 (b) Course in Home Economics. 
 
 (c) Manual Training Course. 
 
 (d) Course in Agriculture. 
 
 3. Ungraded School for Adults. 
 
 4. School of Reviews. 
 
 5. Extension Course. 
 
 6. College Preparatory Course. 
 
 7. Short Course. 
 
 "In order that those who are interested may know the purpose and 
 content of each, a brief description of these courses of study is included 
 in this b\illetin. 
 
 "1. Teachers' Course. — The function of Colorado State Teachers 
 College is to train teachers. Its mission is to train teachers for every 
 type of school — the district school, the city school, and the high school. 
 Its duty is to help all who desire to teach. 
 
 " Today a boy or girl can come directly from the eighth 
 
 grade to the Colorado Teachers College and enter the Teaching Depart- 
 ment of the State High School of Industrial Arts. This is a course 
 established especially for those who are planning to become teachers." 
 
 *' Students need the larger vision and the deeper insight into the 
 
 principles of teaching which a more thorough study of pedagogy, psy- 
 chology, sociology and biology will give them. Graduates are therefore 
 ■urged to remain and complete the two-year college course, thus securing 
 both the more thorough preparation and a Colorado life diploma." (9) 
 
 The other "Courses" mentioned above are described in a similar man- 
 
 —32—
 
 ner to that of the Teachers' Course. From all this one secures little on 
 the organization of the school. 
 
 Under the heading "Faculty" the following statement is made: 
 
 "The State High School of Industrial Arts is organized in accord- 
 ance with the Departmental plan. At the head of each department is a 
 man or woman who has been selected because of special fitness for the 
 work of that department. The fact that substantial salaries are paid 
 enables the Trustees of the College to select individuals who have had 
 unusual training, and whose success has been demonstrated in other 
 fields. The aim of those whose duty it is to select members of the 
 faculty is to secure as departmental heads men and women whose 
 scholarship, ideals, and devotion to duty, will make for the highest 
 degree of excellence in the school." (10) 
 
 A number of high school subjects — Advanced Algebra, Trigonometry, 
 Physiography, Biology, Agriculture, Physics, Music, Printing, Mechanical 
 Drawing, Manual Training, Sewing, Cooking, and Art — are taught by 
 members of the college faculty. 
 
 One must conclude from this discussion of the organization of the 
 High School that the "secondary" function, namely, "The Industrial High 
 School acts as a feeder for Teachers College" rather than the "primary" 
 function "to train that group of teachers who expect to enter the field 
 of secondary education" is most emphasized at present. 
 
 The Elementary Training School . 
 
 The principal of the Elementary Training School describes the or- 
 ganization in the following way: 
 "The organization consists of: 
 
 1. A typical elementary school system composed of one ele- 
 mentary school unit, including kindergarten and the eight secondary 
 grades. 
 
 2. Nine training teachers. 
 
 3. The heads of the College departments. 
 
 4. Director of the Training School. 
 
 5. President of the College." 
 
 There is also a student assistant for each training teacher. This 
 assistant is usually an older, more experienced student, or one who has 
 shown some special ability in teaching in the grade in which she is 
 assistant. These assistants spend two hours a day in their respective 
 rooms. 
 
 The following responses from other members of the Elementary 
 Training School faculty on the "organization" give additional informa- 
 tion thus: 
 
 "In most of the grades the pupils are divided into two sections, the 
 one reciting while the other studies. This is done in order to (1) give 
 the critic teacher an opportunity to do part of the teaching while the 
 student teacher observes this teaching, (2) give the critic teacher an op- 
 portunity to give close supervision while the student teacher is teaching.* 
 
 "The work in each room in its ideal arrangement aims to give 
 each student practice teaching every day; observation every day; critic- 
 ism of their teaching, and conference on plans eveiy day. This pro- 
 gram further aims to enlarge the teaching experience by changing the 
 subject taught by each teacher from four to five times during a Quarter; 
 such a "sliding program," as it is called, giving a student an opportunity 
 for observation of the most important school subjects and some ideas 
 regarding the presentation of the same." 
 
 Since a large majority of the teachers trained in this institution re- 
 ceive their student-teaching in the Elementary Training School, a more 
 detailed discussion of this school will be undertaken. For convenien(;e 
 
 —53—
 
 the topics mentioned abov3 by the principal of the Elementary School 
 will be discussed, but in reversed order, i. e. 
 
 (1) The President of the College. 
 
 (2) The Director of the Tiaining School. 
 
 (3) The heads of the College departments. 
 
 (4) The nine training teachers. 
 
 (5) The school itself — "a typical elementary school." 
 
 A. The President of the College. 
 
 The President of the College should be especially interested in the 
 Training School when he considers it "the very heart of the institution." 
 President Crabbe has taken a keen interest in the organization and 
 policies of the teacher training agencies in Colorado State Teachers 
 College. He has made an effort to impress his faculty with the idea 
 that the training school is the "heart of the institution" and that "with- 
 out it there can be no real satisfactory training of teachers." In a 
 number of faculty meetings the proper place of the training school in 
 the college has been discussed. 
 
 The following communication on "What a Great Training School 
 Ought To Be" gives the President's idea of an ideal organization for a 
 "great training school." 
 
 A SUGGESTED ORGANIZATION FOR A TRAINING SCHOOL 
 
 a. A school for children, covering all gi-ades from Kindergarten to 
 and including high school. Its function is to produce the finest type 
 of City Public School 
 
 PLUS 
 better teachers; a better curriculum which is to be definite but flexible; 
 a better daily program, definite but flexible; most modern methods: 
 modern equipment; highest ideals; immediate advice and expert counsel 
 with College Professors; rational research work and sane experimenta- 
 tion that may be without injury to pupils. 
 
 Nmety per cent of our graduates go out from the College to teach 
 in Public Schools. Our Business is to prepare them for this life work. 
 
 This school for children is the foundation of all of the work of the 
 Training School and must be supreme in organization, plans, policy, 
 method, etc. The other departments of tie Training School must be 
 subordinate to this department. The work of the children must never 
 suffer because of the work in observation and student-teaching. This 
 does not mean that the work in observation and student-teaching needs 
 to be inferior. Rather, if the regular work with the children be superior, 
 the work of the other departments of the school will be superior. 
 
 b. A School of Observation, 
 
 1. A term of observation of expert teaching done by the regu- 
 lar training teacher should 1oe required of all students during their 
 first year in College.. 
 
 2. Two more terms of observation of expert teaching done by 
 the regular training teacher should be requiied in the second year 
 of the College, in connection with the students' practice teaching. 
 
 c. A School of Practice. 
 
 1. Certain professional (education) subjects should be demand- 
 ed as a prerequisite to student-teaching. 
 
 2. A Methods Course to be selected by student and Director 
 of the Training School should be required of all student-teachers. 
 
 3. Two terms of student-teaching should be required in the 
 second year of the College. 
 
 Remarks 
 
 a. A definite yet flexible daily program for each grade must 
 be followed, particularly noting educational values. A sliding pro- 
 
 —34—
 
 ^am is desirable in order to accommodate 'students in classes of 
 observation. 
 
 b. A definite yet flexible daily program of observation and 
 student-teaching for each student-teacher must be followed. 
 
 c. In general, about 50 per cent of all teaching should be done 
 by the regular training teacher for two special reasons: 
 
 1. To give observers an opportunity to see only expert 
 teaching. 
 
 2, To keep the children's regular work up to standard. 
 
 d. Only a limited number of student-teachers can be accom- 
 modated in each grade. This number is largely fixed by the school 
 program as noted in (a) above and the remark noted in (c) above. 
 
 e. Student- teachers should teach more than a single subject — 
 preferably three or four subjects; these subjects should be enlarged 
 to cover the entire curriculum when feasible and practicable. 
 
 B. The Director of the Training School. 
 
 In this same communication the President says, "The Director of the 
 Training School should be the biggest man among the members of the 
 Faculty in scholarly attainments, experience, tact, and character." 
 
 The importance of adequate preparation and of a long tenure of of- 
 fice for the Director of the Training School can hardly be overemphasiz- 
 ed. Judd and Parker have emphasized qualifications and tenure of office 
 in the following words: "The director of the training school is the most 
 important officer in the normal school excepting the president. He 
 should be thoroughly informed concerning all phases of elementary 
 school work — that is, he should be able to make a good detailed course 
 of study for all subjects in all grades and should have a good critical 
 judgment in the choice of methods. He 'should have broad training in 
 education and be qualified to teach most of the courses in the depart- 
 ment of education. He should have unusual administrative ability, in- 
 cluding both force and tact, in order that he might ably assist the 
 president in securing efficient cooperation by all members of the faculty 
 in training prospective teachers for the real concrete detailed tasks 
 which they will undertake when they besrin to teach. 
 
 "If he is such a competent person as here described, he should be 
 given full charge of the training school and of the department of educa- 
 tion (including psychology), subject only to the supervision of the 
 president. In view of the importance of his position, if he is thorough- 
 ly competent every effort should be made to keep him for many years 
 of service. 
 
 "Hence his salary may justly be 50 per cent larger than that of 
 any other instructor in the faculty, since the loss of a competent de- 
 partmental teacher is not one-tenth as serious in the continuous efficient 
 conduct of the training of teachers in the normal school as the loss of a 
 competent director of the training school." (11) 
 
 During the present administration an effort has been made to secure 
 the services of such an expert as is described above for the position of 
 Training School Director. The salary of the Director of the Training 
 School is as large as that of any other member of the faculty (1917-18) 
 and is equalled only by the salaries of two deans. The difficulty in this in- 
 stitution is that the qualifications for this office are so high and the 
 available funds so limited that it is a difficult task to retain for any 
 considerable length of time the men secured. Consequently, the direc- 
 tors have had difficulty in securing the wholehearted support of the 
 training school faculty; and it has been o much greater problem to se- 
 cure the hearty cooperation of other members of the faculty. 
 
 —35—
 
 C. Heads of Departments and Faculty Cooperation. 
 
 To what extent do the activities of your department cooperate with 
 the activities of other departments? To what extent should they be co- 
 operative? 
 
 Authorities on teacher training have said that "normal school teach- 
 ers may properly be expected to participate in some very active way in 
 the work of the training department," (12) and that there is great need 
 for close cooperation of "all the work of the normal school with the 
 training school." (13) Still one finds in these same writings, "many 
 difficulties in the way," "each individual supervisor is essentially a law 
 unto himself," "the general lack of cooperation," etc. Only three of the 
 forty-six officers from whom Wilson had replies, seemed to think the 
 problem of cooperation had been satisfactorily solved in their institu- 
 tions and these three were probably fooling themselves. 
 
 There are doubtless numerous good reasons why the Training School 
 should be made the "pivot" of a teacher training institution; but there 
 are also some causes for the lack of such an attitude on the part of 
 members of the regular faculty. The unequal pay of the training school 
 faculty and that of the regular normal school is naturally a deep gulf 
 to cooperation. Often the experience .•:nd lack of training on the part 
 of the faculty of 'the training school and the training and lack of exper- 
 ience perhaps on the part of the regular faculty, causes further friction. 
 Sometimes the practitioner finds that theories are being taught which 
 do not harmonize with her beliefs; and often those teaching the theoi'ies 
 have no confidence in the theories and practices of the training teachers. 
 
 Certainly the blame for lack of cooperation cannot be easily placed 
 on one or on a few individuals; but surely a large part of the blame can 
 be placed upon the individuals who have to do with the organization of 
 the training school. One ordinarily visits a home after the host or 
 hostess has visited him; persons call on others after they have been 
 called upon or invited to call. It seems that, so long as the organization 
 remains as it is at present, the first step toward cooperation should 
 come by call or invitation from the training school faculty. The organiz- 
 ation, probably should be changed, however. 
 
 "The desired interlinking of all normal school departments with the 
 training school is certainly not to be realized by turning over the prac- 
 tice teaching to the control either of the general normal school faculty or 
 of a committee repi'esenting the various academic departments. The 
 supervisory staff, (however), should include many, if not most ,of the 
 members of the so-called academic departments, and the entire group 
 (which includes the director of the Training School, an expert admin- 
 istrator, and a body of 'carefully selected and specifically trained crit- 
 ics') should form what might be termed a training-school 'cabinet.' This 
 body should legislate upon all matters concerning the organization of the 
 training school curriculum and questions of educational policy; the 
 superintendent or director, as the officer in whom administrative respon- 
 sibility is lodged, should have authority to make decisions upon all 
 matters of administration, with the provision that any member of the 
 cabinet may appeal from his decisions to a higher administi-ative au- 
 thority. 
 
 " The chief difficulty in carrying out this plan under present 
 
 conditions is serious but not insurmountable. It would require that ap- 
 pointments to all important positions in academic departments be limited 
 to persons who are qualified by personality, experience, and training to 
 participate in the responsibilities that it is proposed to delegate to the 
 members of the practice school cabinet. It would mean in other words, 
 that there would be but a very subordinate place in the normal school 
 organization, or none at all, for the teacher who is merely a specialist 
 in subject matter. 
 
 —36—
 
 "Needless to say the relationship between the department of educa- 
 tif.. and the training department should be particularly close and in- 
 timate, and to this end it is advisable, we believe, to combine the head- 
 ship of the department of education and the directorship of the training 
 department in one and the same person. The other members of the 
 staff in education should also have definite responsibilities in the ad- 
 ministration and supervision of the training- school to the end that every 
 class in educational theory may be in charge of a teacher who is in 
 daily touch with the actual problems of teaching and management in 
 an elementary or a secondary school." (14) 
 
 Some authors advocate that members of the normal school faculty 
 should "teach children daily for at least a good pai-t of each year," and 
 that "members of the training school staff should take part in the 
 teaching of normal school classes." (15) 
 
 Wilson (16) had returns from forty- three schools in twenty-six 
 different states on types of cooperation between Noimal departments 
 and training departments. Here is a summary of these types in the 
 forty-three schools: 
 
 Schools so 
 reporting 
 
 1. Training School staff part of general normal school faculty 
 
 for all pui'poses 23 
 
 2. Training school supervisors, but not room teachei-s, part 
 
 of normal school faculty for all purposes 5 
 
 3. Entire training school staff part of normal school faculty 
 
 only for consideration of matters of training school policy 3 
 
 4. Head of training department gives courses in department 
 
 of education 35 
 
 5. Principal of training school (a separate person from direct- 
 
 or of training) teaches classes in normal school 4 
 
 6. Normal school teachers supervise practice 8 
 
 7. Normal school teachers determine methods to be used in 
 
 various subjects in training school 2 
 
 8. Normal school teachers act as advisors to training school 
 
 staff in some definite way 4 
 
 9. Normal school teachers make course of study for train- 
 
 ing school, in whole or in part 7 
 
 10. Normal school teachers teach demonstration lessons 6 
 
 11. Normal school teachers of drawing, manual arts, domestic 
 
 science and art, and physical education teach their sub- 
 jects in training school also 19 
 
 12. Normal school teachers of other than special subjects men- 
 
 tioned above give instruction in training school 7 
 
 13. Critic teachers give courses in normal school during regular 
 
 terms 15 
 
 14. Critic teachers give courses in normal school in summer 
 
 session 6 
 
 15. Standard tests are given in training school by members 
 
 of normal school faculty 5 
 
 16. Normal school teachers and critic teachers give joint 
 
 courses in observation 11 
 
 17. Teachers in normal school and training school visit one 
 
 another's classes systematically 3 
 
 18. Normal school instructors hold conferences with training 
 
 school staff upon invitation 2 
 
 There is a vast difference of opinion among educators as to what 
 extent the above types of cooperation should or might be carried out. 
 One believes that teachers in normal departments should teach children 
 "daily for all or at least for a good part of each year" and that "Heads 
 of departments should be supervisors in fact of their subjects in the 
 
 —37— 
 
 16058?
 
 training school" while another says "this was found impossible and it 
 was urged tnat special competent critic teachers be employed for super- 
 vision and criticism." In Platteville, Wisconsin, regular teachers of 
 arithmetic, geography, English and history in the Normal School known 
 as, "Consulting Supervisors," are assigned one hour a day to the train- 
 ing school. These special supervisors visit classes, talk and confer with 
 student teachers, conduct model lessons and the like. (17) 
 
 Although one finds in Colorado State Teachers College the types 
 of cooperation as represented in numbers 1, 4, 5, 6, 7, 9, 11, 13, 14, 15, 18, 
 above, still there is much to be done along this line. In fact as has been 
 sho\vn elsewhere, "inter-departmental cooperation is mainly incidental 
 or accidental." (38) 
 
 Four College departments mention cooperative relations with the 
 training schools. One department mentions observation of Training 
 School work as a privilege granted by the Training School. Three other 
 College departments mention their willingness to cooperate with the 
 training schools, — in terms, however, that suggest doubt of welcome, 
 should they proffer their services. One department describes past co- 
 operation which the "new organization of practice teaching renders 
 impossible," but looks toward giving aid in inaking courses of study for 
 the Elementary School. One remarks regretfully that there are no rela- 
 tions with the Training School except in way of making suggestions on 
 the course of study. 
 
 Even less was said by Training School teaciiers than by members of 
 the College faculty concerning cooperation. Only one of the teachers 
 in the secondary school seems to appreciate the possible inter-relations 
 of her department and other depailments. This appreciation, too, seems 
 to have come quite suddenly, probably after receiving the questionnaire. 
 In an "N. B." this teacher says, "I wish to state very humbly that I 
 realize the efficacy of more earnest cooperation which can come only 
 through a clear vision, on my part, of the aim.s and methods of other 
 departments." 
 
 The Elementary School teachers have less to report on this topic 
 than on any other. It seems probable that theirs is too full, crowded, 
 and hurried an existence to make it possible for them to seek coopera- 
 tion. In replying, one teacher mentions three members of the faculty 
 by name Vv'ho "show great interest in" and gave "unlimited time and 
 energy" to some special enterprise of that grade. Three other depart- 
 ments were mentioned as having "rendered valuable assistance." 
 
 The Director of the Training School has shown by the following 
 communication that he desires the cooperation of other members of the 
 faculty. Furthermore he called three meetings to which certain members 
 of the faculty were invited to meet with him and his teachers to discuss 
 problems especially vital to the Training School. The effort was dis- 
 continued after the first three meetings because it was found impos- 
 sible to agree on certain fundamental principles. 
 
 The following letter shows the attempt made by the Director to 
 secure cooperation: 
 
 THE RELATION OF TRAINING SCHOOL AND COLLEGE 
 Preliminary Suggestions by Director of Training School. 
 
 We desire to provide for the closest possible cooperation between the various 
 departments of the College and the Training- School. This can best be done 
 through one common clearing house and the logical person to assume this re- 
 sponsibility is the Director of the Training School. With this end In view I 
 feel that it is my place to take the initiative in asking for a conference with 
 the heads of the various departments of the institution. 
 
 In my judgment there is urgent need for a reorganization of the curriculum 
 for the Training School and I am certain that the heads of the departments 
 
 —88—
 
 «an r«nder valuable assistance In making courses of study In the various sub- 
 jects, which will meet the aims of the TralniHg' School. 
 
 Since class room instruction and the curriculum aim at the same result, 
 the same standards used for judging the one should be used for judging the 
 other. This calls for the very closest cooperation between the Training School 
 And the heads of the various departments in the making of a new curriculum. 
 
 In taking up this problem I suggest the following order of procedure: 
 
 1. The Director of the Training School to take the initiative in calling? 
 on Heads of Departments for assistance. 
 
 2. The Director of the Training School to give to Heads of Depart- 
 ments a clear conception of standards to be observed in class room instruc- 
 tion in the Training School as a guide for the making of the curriculum.. 
 The curriculum to be the joint efforts of the Head of the Training School 
 and Heads of Departments. 
 
 3. The Director of the Training School to assume the responsibility of 
 organizing and supervising the teaching force in the Training School so 
 as to put into operation the curriculum. 
 
 4. The Director of the Training School to keep heads of Departments 
 informed from time to time as to the progress of their respective subjects. 
 
 5. While the Director of the Training School and the Heads of Depart- 
 ments may call upon their respective subordinates for their judgment and 
 assistance, the final and ultimate responsibility shall rest jointly with the 
 Head of the Training School and the Heads of the Departments. 
 
 We also desire that the Training School be used by the various departments 
 Of the college as an Educational Laboratory provided the best interests of 
 the children and student teachers be observed. To this end we invite any de- 
 partment of the institution which wishes to make an experimental study of an 
 educational problem, to present to the Director of the Training School a defin- 
 ite statement of the proposed problem with plans for carrying the work forward. 
 
 In any organization where so many different departments are represented, 
 there is danger that no one will assume the responsibility for unifying the work 
 as a whole. I believe this is one of the most important duties of the Director 
 of the Training School. In order to do this most effectively he should have a 
 hand in the making of the curriculum as well as in supervising the class room 
 instruction where the subject matter of the course of study is presented to the 
 children. 
 
 Approved by the President. 
 
 Even though most of the inter-departmental cooperation is "mainly 
 incidental or accidental," and though comparatively little was said con- 
 cerning cooperation between the Training School and other college de- 
 partments, the fact remains that eleven of the eighteen types of coopera- 
 tion given by Wiloon are found in Colorado State Teachers College. 
 
 1. The entire Training School staff has always been a part of the 
 general normal school faculty for all purposes. Training school teachers 
 are given as much consideration as any members of the faculty in dis- 
 cussion or voting. (19) 
 
 4. Although, as has been indicated before, there is no Head of 
 teacher training but three principals or directors, each of these have 
 been scheduled for some course or courses in the department of education. 
 
 5. Training Teachers have always given courses in the College. 
 Many of these have been scheduled under separate departments of the 
 Elementary Training School, High School, and County Schools. Here are 
 the courses offered for the year 1917-18. 
 
 A. Appearing in the Year Book under the caption "Industrial High 
 School." 
 
 Courses Primarily Senior College 
 
 103. Student Teaching in the High School — Required of students 
 preparing to be high school teachers. Four hours. Every 
 Quarter. 
 
 —39—
 
 105. Principles of High School Teaching. Four hours. 
 
 107. Advanced Course in High School Student Teaching. Four hrs. 
 ^09. High School Supervision. Hours to be arranged. 
 
 B. The Elementary Training School 
 
 Courses Primarily Junior College. 
 
 1. Observation and Methods. Required of all Junior College 
 
 studorts. Four hours. 
 
 2. Teaching in the Elementary School. Required of all Junior 
 
 College students. Four hours. 
 
 3. Elementary School Supei'vision. Hours as arranged with the 
 
 training department. 
 
 5. Primary Methods. Required of students specializing in prim- 
 
 ary work. Four hours. 
 
 6. Primary Methods. Four hours. 
 
 7. Third and Fourth Grade Methods. Four hours. 
 
 8. Fifth and Sixth Grade Methods. Three hours. 
 
 9. Grammar Grade Methods. Three hours. 
 
 14. Construction work for Grades. Four hours. 
 
 31. Literature and Story Telling in the Kindergai*ten and Primary 
 
 Grades. Three hours. 
 
 32. Construction in the Kindergarten and Primary Grades. Four 
 
 hours. 
 
 33. Plays and Games for Kindergarten and Primary Children. 
 
 Three hours. 
 37. The Kindergarten Program. Four hours. 
 39. The Relation of the Kindergarten and the Primary Grades. 
 
 Three hours. 
 
 Courses Primarily Senior College 
 
 110. School Hygiene. Three hours. 
 
 111. The Use of Interest in Teaching. Three hours. 
 
 112. Selection and Use of Upper Grade Books. Three hours. 
 
 122. The Play Life of Children as a Basis of Education in the 
 
 Kindergarten. Three hours. 
 
 123. Kindergarten materials. Four hours. 
 
 124. Kindergarten Conference. Four hours. 
 
 C. County Schools Department. 
 
 1. Teaching in Rural Demonstration Schools. Five hours. 
 
 2. Observation in Demonstration Schools. One hour. 
 
 6. County School Methods. Required for County Schools major. 
 Three hours. 
 26. The Rural School and the Community. Required of County 
 Schools majors. Three hours. 
 
 Courses Primarily Senior College 
 
 106. Rural Sociology. Three hours. 
 
 107. Rural Seminar. Two hours. 
 
 125. Administration of Rural and Village Schools. Three hours. 
 130. Rural Education. Three houis. 
 
 6-7-11. In some of the special departments such as music, art, 
 manual arts, and the like, normal school teachers supervise practice and 
 determine methods used. They also teach. 
 
 9. Not only do teachers of these special departments, but also 
 teachers in arithmetic, geogi-aphy, history, have something to say con- 
 cerning the course of study in the training school. As will be shown 
 
 —40—
 
 later, however, little has been done in a constructive way, recently, on 
 the course of study. 
 
 13-14. Practically all of the critic teachers give courses in the nor- 
 mal school sometime during the regular year and a few give courses 
 during the summer. 
 
 15. Standard tests, mental and educational, are given in the train- 
 ing school by members of the normal school faculty. 
 
 The members of the Department of Psychology describe very com- 
 plete and useful sei-\'ices rendered to the Training School by way of 
 examining children and studying "problem cases." Training Teachers 
 do not mention this cooperation. Probably the cooperative relations, 
 therefore, are actually greater than accounts from the faculty suggest. 
 
 It is not probable, however, that the right sort of conscious co- 
 operation will come until public school experience is required of all 
 teachers whether training school teachers or not; until Normal School 
 training is required of all; until equal qualifications are required of train- 
 ing teachers and regular normal school faculty; and finally until no 
 distinction is made between the training school and normal school faculty 
 in salary. Probably, not until these things are realities in normal 
 schools, will there be the spirit of true cooperation. 
 D. Training School Teachers. 
 
 As adequate training, long tenure, and salary are important to the 
 director of the training school, so the success of the training teacher 
 and of the training school is dependent upon these same factors in the 
 training school teacher. If as Judd and Parker (20) suggest, "Every 
 Normal-school graduate who has had the good fortune to teach for 
 100 hours under the careful supervision of a superior critic teacher has 
 probably profited more in terms of efficiency from this experience than 
 from any 1000 hours of departmental instruction in the normal school,"' 
 then it behooves a College President to be c-ireful in the selection of his 
 training school force and to pay salaries necessary to secure the most 
 "superior critic teacher." 
 
 It is interesting to compare the members of the normal school 
 faculty with those of the secondary Training School and of the Elemen- 
 tary Training School as to scholastic preparation, type and amount of 
 experience, salaries, teaching load, etc. Since Dr. J. D. Heilman, in his 
 section of the Survey (21), has worked out tables and correlations of 
 comparison along these lines, it seems well to incoi'porate in this sur- 
 vey a brief summary of his findings. 
 
 Dr. Heilman shows that the high school and the training school 
 both are without men except in the case of the principals, a condition 
 which has often been deplored but which is quite prevalent in most 
 American public schools. 
 
 The training of the teachers in the; College surpasses that of the 
 teachers who work in either the training school or the high school. This 
 difference is indicated by the following figures which give the average 
 amount of training above the high school for each class: 
 
 College Faculty 5.57 years ^ -« 
 
 High School Faculty 3.90 years 
 
 Training School Facultjr 4.13 years 
 
 Teachers of the college have had more public school experience, 
 also, than those of the high school and the training school. The average.s 
 for the three groups are: 
 
 College Faculty 6.09 years 
 
 High School Faculty 3.60 years 
 
 Training School Faculty 4.81 years 
 
 The teachers in the training school average about 3 years less teach- 
 ing experience before entering the faculty here than the teachers in 
 the college, and the high school teachers average from 4 to 5 years 
 less. Because of the fact that a few of the training school teachers 
 
 —41—
 
 have been in this institution for a great many years, the total teaching 
 experience, at present, of the teachers in the training school and of the 
 college teachers is practically the same. The teachers of the high 
 school have not had quite half as much experience as either of the 
 other two groups. Furthermore, practically the entire corps of teachers 
 in the high school has changed recently. 
 
 It is evident from the material above that the teachers in the high 
 school are not so well prepared for their work as either the teachers 
 in the College or the training school. These teachers have had less 
 training and less experience than either of the other groups, although 
 most authorities agree that this adolescent period is as important as any 
 through which the child passes during his public school experience. 
 
 Teachers in both the high school and the training school have had 
 much less public school experience than the teachers of the college, al- 
 though, it seems, that they should know much more about the public 
 school problems, because of the nature of their task. 
 
 This more adequate training and experience on the part of the 
 teachers of College classes would indicate that what was suggested 
 earlier in this study — that the training school should not have and prob- 
 ably does not have a corner on good teaching in any teacher training 
 institution — holds true in Colorado State Teachers College. If training 
 and experience count for anything, then the teachers in the training 
 school and more particularly those of the high school are seriously 
 handicapped in comparison with the "regular" college faculty. 
 
 Still another comparison made in the former survey was that of 
 salary. Three paragraphs will suffice to show this comparison. 
 
 "The median salary of the women who teach in the college is $25 
 less than the median salary of the training school teachers, but their 
 mean salary is about $50 higher. If we look at Table II, we can see 
 that the college women have more training than the women of the train- 
 ing school, but Table X shows that the training- school teacher has more 
 experience than the college teacher. The training school teachers also 
 vary less in their training and probably less in their expeiience, and their 
 
 salaries vary less. 
 
 "The median salary of the training school teachers is $275 more 
 than that of the high school teachers, but their experience far surpasses 
 that of the high school teachers and their training is about the same. 
 The variation in experience appears to be in accordance with the 
 variation in salary. 
 
 "For the college teachers the median salary is $900 more than for 
 the high school and training school teachers. On account of differences 
 in training and experience this much difference in salary and probably 
 more is justifiable, but, as was pointed out before, the training and 
 experience of the teachers in the high school and training school should 
 be such as to merit just as high a salary as that received by the college 
 teacher." 
 
 Dr. Heilman further gives the mean total time devoted to college 
 teaching, and other college work of three small groups engaged in simi- 
 lar school work. Here are his findings : 
 
 Mean Total 
 Number Time 
 Deans, Directors and Principals 9 42.83 
 
 Elementary Training School Teachers 8 57.30 
 
 High School Teachers 8 40.41 
 
 It is not difficult to see that the total time given to college work by 
 the Elementary training teachers is considerably more than that of 
 either of the other groups. But there are many things to be taken into 
 consideration other than time spent in teaching and supervision, 
 scholastic preparation, experience, salary, etc., in the selection of Train- 
 ing School teachers. Many items of qualification have to be considered. 
 
 —42—
 
 E. Training School Pupils. 
 
 There is some question as to whether the training school is a 
 ^'typical elementary school system." 
 
 There are two distinct classes of pupil? in the elementary training 
 school. Because of the advantages of the kindergarten, industi'ial arts, 
 special work in music, folk and aesthetic dancing and dramatic work, 
 many of the well-to-do families send their children to the training 
 school in preference to the Greeley public schools. Furthermore the 
 children of the faculty attend the training school. During the year 
 1917-18 there were 30 children whose parents are faculty members, en- 
 rolled in the elementary training school. 
 
 On the other hand, because of the three quarter arrangement, the 
 training school catches those children whose parents move about; be- 
 cause of the fact that text books are furnished and only a very small 
 fee (50 cents or $1.00) is charged, the children of many poor people 
 attend the training school; and because of the fact that the Greeley 
 public school has had in the past, in the Training School, a dumpingi 
 ground for those below standard in mental ability, the school probably 
 has had more than its reasonable share of these pupils. 
 
 The Director of the Training School in a communication to the 
 President said: 
 
 "It has been the policy of the school to accept almost every pupil 
 who made application for entering the training school. This has resulted 
 in overcrowding certain grades; also many pupils of inferior mental 
 type are entering almost every grade. Many of these pupils should be 
 classified as special children and put in a room by themselves for special 
 instruction. Again many of the children coming to us are from families 
 that move about a great deal, and consequently are more or less re- 
 tarded. About 40 per cent of the pupils now in the Training School 
 are here for the first time. Many of the remaining 60 per cent have 
 been here but one or two quarters." 
 
 It is well to remark here that the Director began a "black list'' 
 which contained the names of those pupils who were mentally retarded 
 as v\^ell as those who had bad records of attendance and deportment. 
 
 Much has been said in the Carnegie Report of the "Spirit and 
 Morale of Practice Schools" in Missouri. The authors report that "A 
 serious handicap to the efficiency of a practice school is the difficulty 
 of ensuring on the part of pupils a proper attitude toward the work of 
 the school. Pupils are not always inclined to take the student-teacher 
 seriously, and this means that the work which the student-teacher rep- 
 resents is not taken seriously. The problem is not insoluble, for some 
 practice schools are characterized by a most commendable spirit of in- 
 dustry and cooperation. Among the state normal schools of Missouri, 
 for example, Springfield furnished a striking illustration of efficiency in 
 training-school organization from this point of view. But in some of 
 the other institutions, conditions in the practice school at the time when 
 the visits were made were little short of desperate." (22) 
 
 The report gives illustrations to show, "The pupils are especially 
 disorderly"; "The student-teacher corrects a boy for whispering, and he 
 responds by 'making a face' meantime continuing with his whispering"; 
 "They whisper, talk, and tickle one another"; "There is a good deal of 
 'horse play' among the boys — such as slapping on the back followed by 
 exaggerated expressions of pain from the one struck," etc., etc. 
 
 The difficulty is that such a situation may creep into a training 
 school almost without the knowledge of the training school force. The 
 student teacher musMiave a grade in teaching and tends "to hide or 
 overlook the inat.teni*n and mischief of the pupils, trusting that the 
 supervisors will n^t find out how unfortunate the conditions really are, 
 — a policy in which he is often abetted by the pupils themselves, who 
 
 —43—
 
 assume a righteous and industrious attitude \-hile the supervisor is 
 present, only to drop it when his back is turned." (23) 
 
 Although the situation in Greeley is not so bad as that quoted, there 
 is a feeling among both student teachers and pupils that the student 
 teacher does not have much authority. In a study made during the 
 progress of the Survey (1917-18) statements were collected from stu- 
 dents and pupils working in the training school. "No remark heard 
 once only was used." Here are three statements taken — the first from 
 a student-teacher, the other two from pupils in the training school. 
 
 "The student teacher has (in some cases) absolutely no responsibil- 
 ity for discipline, progress of children, subject matter or new methods. 
 Simply an 'imparter of a bit of information.' Then the children are un- 
 manageable when the training teacher is not pre.scnt because they feel 
 that the student-teacher does not have real authority. 
 
 "The student-teachers don't have any real 'say so' over us so we 
 don't need to get our work." 
 
 "We always do the work for the training teacher but we don't 
 have to for the student-teacher unless she tells on us." 
 
 It is indeed interesting to note how the attitude of the pupils and 
 student-teachers, also, change with a change in the director. Further- 
 more there is an entirely differeat attitude in the different rooms depend- 
 ing largely, of course, upon the nature and attitude of the training 
 teacher. 
 
 If the above is true, — and one may find any number of 
 student-teachers who v.-ill testify to its truth, — then the organization 
 should be of such a nature that both the President of the College and the 
 Director of the Training School will visit the rooms often enough to 
 sense the attitude and correct it where necessary. The training teacher, 
 too, must be alert to the needs of pupils and of student-teachers, and 
 be in such close touch with both that there will be the spirit of coopera- 
 tion. No training teacher can afford to be unmindful of the attitude 
 of her student teachers toward her. Any lack of consideration on her 
 part will eventually react upon her in the foim of discouraged, dis- 
 heartened student teachers and a demoralized group of children. 
 F. The Course of Study 
 
 In his discussion of Organization, the Director of the Training School 
 omitted what Judd and Parker mention as one of the four most im- 
 portant factors in the organization and conduct of practice teaching — 
 "the detailed printed course of .=;tudy of the training school." (24) It 
 will be noted that several teachers in the training school, quoted above 
 mentioned the absence of a well-defined program in the Training School 
 in Colorado State Teachers College. 
 
 Judd and Parker justify their position in the following terms: "The 
 importance of such a course of study in improving the efficiency of state 
 and city school systems is generally recognized. In such systems the 
 teaching of a single group of children in the regular subjects is usually 
 done by one teacher for a year. If a detailed printed course of study is 
 important in such cases, it is obviously of much greater importance ini 
 a training school where a single group of children may have anywTiere. 
 from 4 to 50 different teachers in the regular subjects during a year. 
 Apart from the efficiency of the training of the practice teachers, the 
 ■welfare of the children demands some such definite guide for practice." 
 
 The last printed matter on the subjects taught m the training school 
 appeared in a "Hand Book of Practice for Training Teachers, Super- 
 visors, and Student Teachers in the Training School" issued in 1916-17. 
 In this "Hand-Book" are discussed: 
 
 (1) Subjects and Their Aim 
 
 (2) General Attitude on Subject Matter 
 
 (3) Electives in the Elementary School
 
 (4) English and Reading 
 
 (5) Physical Training 
 
 (6) Spelling 
 
 (7) Arithmetic 
 
 (8) Writing 
 
 (9) Geography and History 
 
 (10) Hygiene 
 
 (11) Woodwork and Mechanics 
 
 (12) Sewing and Cooking 
 
 (13) Modern Foreign Languages 
 
 (14) Typewriting and Printing. 
 
 (15) Music 
 
 (16) Art 
 
 (17) Nature Study and Agriculture 
 
 Merely the aim of, and importance attached to these subjects are 
 discussed. This is indicated by the fact that the entire discussion of the 
 above seventeen topics was given less than four pages in the "Hand 
 Book." In order to show the nature of this discussion I quote four of 
 the seventeen sections mentioned above: 
 
 Electives in the Elementary School. 
 
 In making such subjects (vocational) elective we do not mean to al- 
 low the child to be free to choose and drop subjects at will. The following 
 rules govern here: 
 
 1. A subject such as Spanish or Manual Training is assigned to a 
 child only after a study of his needs, his purposes in life, and his special 
 abilities. 
 
 2. The parents, the training teacher, and the child all have a voice 
 in the choice of elective subjects. 
 
 3. A subject, when once elected, should be continued for the re- 
 mainder of the elementary school course, and cannot be dropped before 
 the end of the school year. In case a subject is dropped the reasons 
 must be such that the training teacher and principal agree that it is 
 best for the child to drop it. For illustration, if a girl elects sewing 
 in the 5th grade, it is understood that she, her parents, and her teacher 
 all think it wise for her to learn to sew. She should learn to sew well be- 
 fore she drops the subject. The elective is as much a ierious part of the 
 school work as the required subjects, and often it is more important. 
 
 Arithmetic 
 
 Accuracy and enough speed for practical purposes in the funda- 
 mentals are stressed. In addition, practical work in fractions, decimals, 
 percentages, interest, taxes ,partial payments, and mensuration is given. 
 Bookkeeping and business arithmetic as an elective is given in the eighth 
 grade. We are also considering algebra as an elactive in the same grade. 
 
 Woodwork and Mechanics 
 
 Woodwork, one hour a day, is given from the fifth grade up. It is 
 our aim to give the boy a technique as well as to have him acquire an 
 interest in this kind of work. 
 
 Mechanics, electricity, wireless, etc., are given in the seventh and 
 eighth grades one hour a day. A knowledge of the theory and a degree 
 of technical skill may thus be acquired early and serve as a basis for 
 life activities. 
 
 Music 
 
 Music is taught regularly in all the grades. The pupils are taught 
 to read notes and memorize common songs and national airs. The 
 elementary school has an orchestra and instruction in this work is given
 
 free of charge to children who may be interested in the instruments. 
 
 The last somewhat detailed course of study for the training school 
 was issued as a bulletin of the College in May 1915. (26) This bulletin 
 contains ten illustrations and twenty-five pages of printed matter. The 
 outline of the work by grades covers thirteen pages. I select Grade 4 
 to illustrate the nature of this outline. 
 
 Grade 4 
 
 Arithmetic. — Reading numbers to 1,000,000; multiplication by num- 
 bers of two or more figures; division of numbers by two and three fig- 
 ures, tables of measure, simple fractional processes; addition of mixed 
 numbers having fractional endings 1-2, 1-4, 1-3, 1-6. 
 
 Reading. — Elson Primary School Reader, Book Four; Free and 
 Treadwell, Book Four; Graded Classics, Book Four; Plutarch's Tales, 
 Greeks; Plutarch's Tales, Romans; Four Old Greeks; Children's Classics 
 in Dramatic Form; Kipling Reader; Alice of Wonderland; Water Babies; 
 Docas, the Indian Boy; American Life and Adventure; Stories from 
 American History; Seven Little Sisters; Each and All; Fifty Famous 
 Stories; Robert Louis Stevenson Reader; Approved Selections for Fourth 
 Year. 
 
 Literature. — Stories of the boyhood of Achilles; Greek myths and 
 legends — Philemon and Baucis, Prometheus, Clytie, Daphne, Phaeton, 
 and Golden Fleece. 
 
 Selections for memorizing: September; The Bluebird; Orphant An- 
 nie; The Raggedy Man; The Night Wind; The Wind and the Moon; The 
 Birds of Killingsworth; The Corn Song. 
 
 Composition. — Reproduction of stories, paragrafs and dramatiza- 
 tions; original stories; accounts of personal experiences; of things col- 
 lected of books read, and of home duties; keeping simple accounts, keep- 
 ing a diary; drill in punctuation. 
 
 Spelling. — Lists of words selected from children's errors; lists based 
 on scientific investigation of the vocabulary of the fourth grade children; 
 simple rules for spelling. 
 
 Writing. — Each child's papers are graded by the Ayers' scale and 
 are kept on file. 
 
 Geografy, Home. — Geografy of Greeley: IiTigation, potato indus- 
 try, sugar beet industry, cattle and sheep industries, relation of county 
 and city, relation of city to the rest of the United States. 
 
 Geografy, Foreign. — The Aram; the Eskimo and Lapp; the African 
 and Filipino; the Chinese and Japanese; the Indian of the Northwest, 
 of the Southwest, of the prairies, of the Eastern woodlands; the foreigner 
 in Weld County. 
 
 Nature-Study. — Acquaintance with the trees of the campus and 
 homo, close observation of the elm and spruce; landscape design; gar- 
 dening; animal life of the locality; grasshopper, crickets, katydids, but- 
 terflies, moths, skippers, dragonflies. 
 
 Music. — Introduction of sharps and flats; unequally divided beats; 
 interval work; pitch names and scale tones in all keys; dictation exer- 
 cises; sight reading. Work is based on The New Education Music 
 Course. Lessons interpreting to the children the best vocal and in- 
 strumental selections suited to them. 
 
 Art. — Drawings from Nature forms in full and foreshortened views; 
 pose drawings from animals, birds and children in mass, illustrative work 
 illustrating games, stories, and holiday events; designs for book covers, 
 calendars, invitations, holiday cards and menu cards; clay modeling. Color 
 and hues of color. 
 
 A teacher who has been in the system a number of years reports 
 that some teachers use this old course, while the new teachers often 
 use the course they have been using in the schools from which they came.
 
 It may be mentioned here, that an excellent course in history was d«Tel- 
 oped for the training school in 1911. It might be well to require all 
 teachers to use this course until a better one is developed. 
 
 There is a general understanding as to what subjects are to b« 
 taught in each grade, but each teacher determines the content of these 
 subjects except in the case of special subjects such as modem languages, 
 home economics, music, physical education, etc. An instructor of these 
 subjects in the Cellege determines their content in the training school. 
 
 It has been suggested that greater opportwnity is given children ta 
 the training school than in most public elementary schools for special 
 work. 
 
 The following, is the progi-am for four of the special subjectx ta 
 the training school for the Fall Quarter, 1917-18. 
 
 TRAINING SCHOOL 
 
 December 11, 1917 
 
 PROGRAM FOR DOMESTIC SCIENCE AND MANUAL TRAINING 
 
 
 Monday 
 
 Tuesday 
 
 Wednesday Thursday 
 
 Friday 
 
 7th Grade 
 
 
 
 
 
 11:30-12:10 
 
 
 
 
 
 Girls- 
 
 Sewing 
 
 Sewing 
 
 Sewing 
 
 Cooking 
 
 Cooking 
 Man. 'ft'. 
 
 Boys — 
 
 Man. Tr. 
 
 Man. Tr. 
 
 Man. Tr. 
 
 Man. Tr. 
 
 6th Grade 
 
 
 
 
 
 
 1:30-2:30 
 
 
 
 
 
 
 Girls- 
 
 Cooking 
 
 Cooking 
 
 Sewing 
 
 Sewiag 
 Man. Tr. 
 
 Sewing 
 Man. Tr. 
 
 Boys — 
 
 Man. Tr. 
 
 Man. Tr. 
 
 Man. Tr. 
 
 5 th Grad( 
 
 
 
 
 
 
 2:30-3:30 
 
 
 
 
 
 
 Girls- 
 
 Slewing 
 
 Sewing 
 
 Sewing 
 
 Slewing 
 
 Sewing 
 
 Boys — 
 
 Sloyd 
 
 Sloyd 
 
 Sloyd 
 
 Sloyd 
 
 Sloyd 
 
 8th Grade 
 
 
 
 
 
 
 3:30-4:30 
 
 
 
 
 
 
 Girls- 
 
 Sewing 
 
 Sewing 
 
 Sewing 
 
 Cooking 
 
 Cooking 
 
 Boys — 
 
 Man. Tr. 
 
 Man. Tr. 
 
 Man. Tr. 
 
 Man. Tr. 
 
 Man. Tr. 
 
 
 PROGRAM FOR ART AND MUSIC 
 
 
 8th Grade 
 
 Monday 
 
 Tuesday 
 
 Wednesday Iliursday Friday 
 
 8:55-9:30 
 
 Music 
 
 Art 
 
 Music 
 
 Art 
 
 Music 
 
 7th Grade 
 
 
 
 
 
 
 9:30-9.55 
 
 Music 
 
 Art 
 
 Music 
 
 Art 
 
 Music 
 
 1st Grade 
 
 
 
 
 
 
 9:55-10:15 
 
 Music 
 
 Art 
 
 Music 
 
 Art 
 
 Music 
 
 5th Grade 
 
 
 
 
 
 
 10:15-10:40 
 
 Music 
 
 Art 
 
 Music 
 
 Art 
 
 Music 
 
 2nd Grade 
 
 
 
 
 
 
 10:40-11:00 
 
 Music 
 
 Art 
 
 Music 
 
 Art 
 
 Music 
 
 3rd Grade 
 
 
 
 
 
 
 1:30-1:50 
 
 Music 
 
 Art 
 
 Music 
 
 A»t 
 
 Music 
 
 4th Grade 
 
 
 
 
 
 
 1:50-2:15 
 
 Music 
 
 Art 
 
 Music 
 
 Art 
 
 Mu'iie 
 
 6th Grade 
 
 
 
 
 
 
 2:15-2:45 
 
 Music 
 
 Art 
 
 Music 
 
 Art 
 
 Music 
 
 The modem languages as a subject in the elementary school have 
 had a place for some time. In a letter from the Director of the Traln- 
 
 -47—
 
 ing School, one discovers the situation and policy in 1917-18. 
 
 "At the present time Spanish is taught in the eighth grade. French 
 is taught in the first and thiid grades. There seems to be no policy as 
 to languages in the Training School. I understand from talking with the 
 critic teachers (the principal was new 1917-18) that it has been lai'gely 
 a matter of choice with individual training teachers. No other person 
 seems to be responsible for the languages," 
 
 "It shall be my policy to permit no teacher to teach either of these 
 subjects who is not recommended by Dr. D. (Head of Department of 
 Romance Languages), and that the work shall be carried on under his 
 supervision just as music, art, manual training and other special sub- 
 jects are carried on under the direction of their i-espective departments. 
 **Di'. D. and I have agreed that in our judgment there is little gain, 
 if any, derived from work in either of these subjects in the Primary 
 Grades. There is a question in our minds as to the grade in which there 
 subjects should be introduced. Certainly not below the fourth or fifth 
 grade. For the present we recommend that both French and Spanish be 
 offered as an elective in the seventh and eighth grades, and that we 
 will require all children in these grades to elect one or the other of 
 these subjects and that the pupils, once having made a choice, be required 
 to continue with that subject for two years, or until the eighth grade 
 is completed." 
 
 The need of a long tenure for the Director of the Training School 
 has been discussed. It should be mentioned again, howevei", in con- 
 nection with the course of study. It is indeed interesting to note how 
 each new director not knowing what has been done by his predecessor 
 sets aside the work previously done, and puts the teaching force to work 
 on a new course of study, and this in turn joins that "innumerable cai'a- 
 van" which has gone before. 
 
 It seems that heretofore the training teacher has had little to say 
 with regard to the general policy of the training school but almost all 
 to say concerning the work in her own room. There surely is need of 
 a closer organization so that the director will consult his teachers on 
 matters of policy, while, the teachers will be glad to have his advice on 
 matters pertaining to their rooms, as well. Only through some oUch con- 
 structive plan, will there develop a carefully planned and organized 
 course of study in the training school. Here is one of the greatest needs 
 of the Training School of Colorado State Teachers College.
 
 (1) Wilson, L. M. — Tv. r>epartments in State Normal Scliools. Tlie Normal 
 
 School Bulletin No. 66, Eastern III., Normal School, Charleston, p. 20-31 
 
 (2) In New Hampshire, Albion, Idaho, etc. 
 
 (3) Hays, Kans. 
 
 (4) DeKalb, 111. 
 
 (5) Hays, Kans. 
 
 (6) Prep, of Teachers for Amer. Pub. Schs. Carnegie Foundation for Ad- 
 
 vancement of Teaching. Bulletin 14, p. 193. 
 
 (7) Wilson— P. IS. 
 
 (8) Ibid P. 22. 
 
 (9) Colorado State Teachers College Bulletin, Series 17, No. 3, June 1917, 
 
 pp. 14-16. 
 
 (10) Ibil P. 23. 
 
 (11) Jiidd, C. H. and Parker, S. C. — Problems Involved in Standardizing State 
 
 Schools-Bulletin, 1916, No. 12. Bureau of Education, pp 87-88. 
 
 (12) Wilson— Training Schools in Stat|3 Normal Schools in U. S. P. 51. 
 
 (13) Carnegie Foundation Bulletin No. 14, P. 199. 
 
 (14) Ibid— pp. 201-202. 
 
 (15) Wilson — Tr. Depts. in State Normal Schools — 51-52. 
 
 (16) Ibid Pp. 53-54. 
 
 (17) Ibid, Chap. IV. particularly pages 51, 52, 61. 
 
 (18) Colorado State Teachers College Bulletin — ^Series XX, No. 5. p. 75. (The 
 
 next paragraph is an almost direct quotation from this same page). 
 
 (19) Numbers be'.ow refer to the numbers given by Wilson in his classifica- 
 
 tion of types of cooperation, recently referred to. Only those num- 
 bers occur which represent the types of cooperation found in Colorado 
 State Teachers College. 
 
 (20) Judd and Parker — Problems Involved in Standardizing State Normal 
 
 Schools. Bulletin 1^16, No. 12. Bureau of Education, p. 73. 
 
 (21) Colorado State Teachers College Bulletin, Series 20, No. 9. Pages 19, 
 
 25, 26, 27, 28, 29, 31, 32, 36, 37, are especially interesting along this line. 
 
 (22) The Professional Preparation of Teachers for American Public Schools. 
 
 The Carnegie Foundation for the Advancement of Teaching. Bui. 14, 
 pp. 205-7. 
 
 (23) Ibid Pages 207-208. 
 
 (24) Bureau of Education, Bulletin 1916. Number 12. p. 87. 
 
 (25) Ibid p. 89. 
 
 (26) A Bulletin concerning The Elementary School — Series XV, No. 4. 
 
 iiiauicj, etc. 
 
 c. The Correlation of the College Preparatory course with a 
 group of Practical Arts courses in such a way that the student- ia 
 permitted to elect a group cf subjects looking toward college entrance 
 
 —51—
 
 —48—
 
 V. RECENT CHANGES AND NEEDED CHANGES IN THE ORGAN- 
 IZATION OF TEACHER TRAINING IN COLORADO STATE 
 TEACHERS COLLEGE AS INDCATED BY RETURNS FROM 
 FACULTY. 
 
 List all the changes made in the last two years in either the organiz- 
 ation of your department (including new courses framed, old courses 
 abandoned or changed, stating in each case the reasons for the changes 
 or abandonment and the method of accomplishing the changes, e. g., 
 whether by cooperative effort or otherwise.) 
 
 I. Changes in the Rural Demonstration Schools. 
 
 1. Changes Recently made. 
 
 a. Observation 2 in Demonstration schools was added this year 
 for the purpose of receiving the reaction of student-teachers who 
 had spent one month in these schools, of correcting false impres- 
 sions, offering constructive criticism of the skill gained and of the 
 pedagogical fitness of methods used. 
 
 b. An agreement has been reached between the Training School 
 and the County Schools Department to permit (or require?) all 
 students who expect to teach in the country to elect one month's 
 teaching out of the two terms required by the Training School, in 
 the Rural Demonstration schools. If a student desires to specialize 
 in Rural Education, she may elect a second month's practice. 
 
 2. Changes Suggested. 
 
 a. All faculty members who contribute to the work of the de- 
 partment should be listed as a part of the faculty in Rural Educa- 
 tion in order to coordinate the work properly. 
 
 b. The Department should have an assistant who knows the 
 rural problem and who is able to do the regular class vv'ork in the 
 absence of the Director. Three additional persons should be employ- 
 ed to take care of the rapidly growing extension activities in coiir 
 juncticn with the Department of Rural Education-. 
 
 c. Teacher-training in the Demonstration schools should be 
 upon the 'same basis in point of reinuneration to regular teachers', 
 adequate preparation of teachers and supervision as the Training 
 School. There should be expert instruction for children whether they 
 live in town, city, mountain, plain, or valley. If not, why not? 
 
 II. Changes in Industrial High School. 
 
 As was true with regard to "Function" and "Barriers" 'So as to 
 changes, most of the teachers in the secondary school responded as mem- 
 bers of the departments of languages, history, etc., rather than as train- 
 ing teachers. Consequently only a few recent changes and needed 
 changes are listed for the high school faculty. Some of the returns 
 which are departmental in nature but have to do with the organization 
 of teacher training arc included in this report. 
 
 1. Changes made in the last few years. 
 
 a. The addition of a fourth year to the high school. This 
 seemed a wise plan and had been suggested by the President of 
 the College, many members of the college faculty, and many of the 
 leading school men of the state. 
 
 b. The addition of the fourth year made necessary the intro- 
 duction of fourth year courses in English, history, science, mathe- 
 matics, etc. 
 
 c. The Correlation of the College Preparatory course with a 
 group of Practical Arts courses in such a way that the student- ia 
 permitted to elect a group cf subjects looking toward college entrance 
 
 —51—
 
 or a group of subjects studied mainly as a preparation for the 
 duties and responsibilities of life. 
 
 d. Improvement and further development of the Ungraded 
 School for Adults as described in detail in the high school bulletin. 
 
 e. The Organization, in connection with the Extension Depart- 
 ment, of high school extension courses. 
 
 f. Four yeais ago, I believe, theie wore no required courses 
 in the high school; today there are many. The students are happier, 
 and our credits are accepted in other schools. 
 
 g. Four years ago a student teacher taught every day; today 
 she teaches, the first quarter, once a week but hands in two or 
 more lesson plans. The second quarter she teaches twice a week 
 and hands in two lesson plans, and the third quarter she teaches 
 four times a week and hands in four lesson plans. This plan has 
 done much toward improving the general tone of the school. 
 
 2. Changes needed according to responses from teachers. 
 
 a. The most important change pending in the organization 
 of the high school department is the correlation and coordination of 
 the present high school with a junior high school which is soon to 
 be established in the institution. 
 
 b. Increased teaching force. (Mentioned by two teachers). 
 
 c. Enlarged teaching equipment. (Mentioned also by two 
 teachers). 
 
 d. Only fourth year college students allov.-ed to teach English 
 in the high school. The. student teacher must have had special work 
 in English. 
 
 e. Cooperation with the College. 
 
 III. Changes in the Elementary Training School. 
 
 The responses of the Elementary School Training teachei-s are ar- 
 ranged by teachers according to grade beginning with the kindergarten 
 and ending with the director. First the changes made during the last 
 two years are recorded and later suggested changes. 
 
 1. Changes made in the last two yeais. 
 
 A. Kindergarten. 
 
 (]). The kindergai-ten specials teach through the morning 
 in kindergarten for one quaiter rather than one period a day for 
 two or three quarters. This gives theni a clearer conception of the 
 kindergarten as a whole and is better preparation for directing a 
 kindergarten. 
 
 (2). In the kindergarten this year we are giving greater 
 freedom of choice to the children in order to get their viewpoint and 
 to stress individual development. 
 
 B. First Grade. 
 
 I can answer only for the changes this year. 
 
 (1), One of the most detrimental changes is the long hour 
 of the mornint; session 8:50-11:50 with only an intermission of 15 
 minutes 10:15-l0:30. 
 
 All chikhvn need moie time during the best part of the 
 day to live in "God's out of doors," enjoy our splendidly equipped 
 playground, and use our magnificent athletic field. 
 
 (2). Eliminating of modern languages in the lower grades. 
 
 (3). School hours lengthened. 
 
 (4). Grading of student teachers in consultation with 
 principal. 
 
 (5). Children excluded from the building until certain 
 hours in morning and at noon. 
 
 (6). Training teachers on duty at 8:40 A. M. and 1:15 
 P. M. In other words all the duties of a public school teacher plus 
 the training of teachers. 
 
 —52—
 
 (7). Use of prescribed text book and a tendency toward 
 page to page teaching. / 
 
 (8). A rt'volving program in most grades. As far as I can 
 discover, changes were not made cooperatively. The last might have 
 been a partial exception. 
 
 C. Second Grade. 
 
 (1). The Training School has been reorganized. The 
 school day io longer, the recess period shorter. Observation is sub- 
 stituted for much of the practice teaching which was previously 
 done by the student teachers. 
 
 D. Third Grade. 
 
 (1), Hours in third grade, 8:50-12:10 and at present 15 
 minutes intermission. Hours afternoon, 1:30-3:15. Formerly 9-12^ 
 with 30 minutes intermission and 1:30-3:00. This change was not 
 effected by coopeiative effort. 
 
 (2). Music changed from 15 minutes daily to 20 minutes 
 three times a week. Art changed from 30 minutes daily to 20 
 minutes twice a week. 
 
 (3). Student teachers receive 4 hours credit for 5 hours 
 work, plus 1 hour conference once a week with either the training 
 school director or his subordinates or both, plus conferences with 
 director's subordinates concerning individual plans, teaching ,etc. 
 
 This is contrary to "Regulations adopted and approved" 
 College year 1917-18. 
 
 (4). Teaching requirements (of student teachers) reduced 
 from 12 to 8 hours. Contrary to report of committee on primary 
 work, and requirements listed in catalogue. 
 
 (5). Hours for training teachers lengthened — hours of 
 other college teachers shortened. VV^hy ? 
 
 (6). Group teaching made prominent instead of individual 
 instruction. 
 
 E. Fourth Grade. 
 
 I am a new teacher entering upon my work in September. 
 At present the organization and the work of the departments are- 
 undergoing changes. 
 
 F. Fifth Grade. 
 
 Everything relating to the Training School is in the 
 process of change and reorganization. 
 
 (1). The character of the observation work done by those 
 taking Training School 1 has been changed. 
 
 (2). Effort to standardize the work of the teachers ac- 
 cording to Dr. McMurry's Elementary School Standards, to give a 
 basis for concerted effort on the part of the supervisor and the 
 teacher in training, has been modified. 
 
 (3). The entire course of study is being reorganized with 
 a view to more nearly conforming to the work of the public schobl 
 in the larger cities. 
 
 (4). The organization of the work for practice teaching 
 has been changed by the introduction of the "sliding program." 
 
 (5). Strong emphasis is being placed, on "pupil activity.** 
 The emphasis, formerly, was placed upon making work functional. 
 Frankly, the second idea under our necessarily artificial conditions 
 was very much overworked. 
 
 (6). Great emphasis is being placed upon observation of 
 the training teachers by the student teachers. 
 
 (7). Written criticisms of students' wor-k is required of 
 the training teachers. 
 
 G. Sixth Grade.
 
 (1). Each training toachor has fewer practice teachers to 
 supervise because direct and definite charge of all special subjects 
 has been given to special teachers. 
 
 (2). Longer school session and shorter recess period (as 
 mentioned by others). 
 
 (3). The most revolutionary change is the viewpoint and 
 method which controls the organization" of the training school. This 
 is known as "A Sliding Daily Teaching Progi'am" or oi-ientation 
 teaching within a grade. It calls for each student to teach every 
 day, observe the training teacher teach ovei-y day and to have a 
 set regular conference period with the training teacher every day. 
 Then during the twelve weeks each student teacher is to teach 
 within one grade four different subjects or at the end of each three 
 weeks each teacher is assigned a nev/ subject to work up and teach. 
 "The subjects of the program are shifted each three weeks to work 
 in with the girl's schedule e. g., arithmetic mav be taught at 
 8:50-9:20 the first thiec weeks, at 10:30-11:00 ' the second three 
 weeks, at 1:30-2:00 tho third three weeks, and the last three weeks 
 from 3:00-3:30. All other subjects are shifted likewise. 
 
 The other teachers reported they had not been here long 
 enough to state changes which had taken place. 
 2. Changes needed as expressed by Elementary Training Teachers. 
 
 A. Kinuei'garten. 
 
 (1). There should ^c more than one practice kindergartea 
 
 (2). There should be more teachers in the department and 
 they should have more time for research and study. 
 
 (3). There should be a greater incentive to exj>«rimental 
 work. 
 
 (4). There should be less emphasis on meetings, reports, 
 etc., and move on progressive training of children. 
 
 B. First Grade. 
 
 (1). I would like to see the training school run on old 
 time schedule, starting at 9 A. M. and with 40 minute recess period. 
 
 (2). Plan of work outlined early enough so some time 
 might be had to organize according to it, before it is supposed to 
 go into effect. 
 
 It would also facilitate matters to have these written, so 
 the meaning might be clear and that they might be kept for future 
 reference. 
 
 (3). A good comfortable lunch room where the children 
 are not merely kept during lunch period, but which is conducted so 
 children will really learn something — what to eat, how to eat it, 
 appropriate games, etc. 
 
 (4). An opportunity to try out new ideas. 
 
 (5). Credit for teaching on the same basis as college 
 classes. Training teachers' hours similar to those of instructors in 
 the college. 
 
 C. Second Giade. 
 
 In my opinion, our Training School would be a much 
 stronger mstitution if our training teachers, especially those of the 
 upper grades were not so over worked, 
 
 D. Third Grade. 
 
 (1). Children of third grt.de age (7-9) should not be in 
 school from 8:50-12:10 with only 15 minutes intermission. 
 
 (2). Student teachers should have value received for work 
 done. Why not consult the training teachers on this point? 
 
 (3). Teaching requirements (of students) should be 
 ^eater.
 
 (4). Training teachers work should be made more intensive 
 and not so extensive — less detail work and reports, time better 
 organized. 
 
 (5), Housing facilities of training school should be im- 
 proved, t 
 
 (6). More consideration should be given to the individual 
 child. 
 
 E. Fourth Grade. 
 
 (1). Need a well-developed and full course of study for 
 each grade. A study of the best school systems of the United States 
 should be made before working out a course for our own training 
 school. There should be no gap between the work of the successive 
 grades. 
 
 (2). The text books and supplementary books need to be 
 revised. Proper and modern equipment should be put in. 
 
 (4). Revision of courses for prospective teachers. 
 
 The number of student teachers to each room should be 
 limited so as to enable the training teacher to do half of the teach- 
 ing and to supervise the daily v;ork cf each student teacher. Student 
 teachers then observe only the training teacher. 
 
 (4). Observation and methods should precede teaching. 
 Two terms of teaching should be required after the observation and 
 methods courses have been completed. For critics and supervisors 
 a third term of supervision with practical work undjr the direction, 
 of an expeit in this work should form another couise. 
 
 (5). All students should be given an opportunity to d» 
 some work in every department even in the departments of music 
 and art. 
 
 F. Fifth Grade. 
 
 I believe that an organization such as I understand is be- 
 ing used in Los Angeles Normal school would be ideal for solving 
 many of our difficulties. As I understand it, there are training 
 teachers who are responsible for the progiess of the pupils and the 
 practice teachers; and supervisors of the different subjects who are 
 responsible for the unity of the course in any given subject through- 
 out the eight grades. This arrangement I chink, would give one an 
 opportunitv to do one's particular bit well. 
 
 G. Sixth Grade. 
 
 While I am very much in sympathy with system and or- 
 ganization, emphasis should not be upon system for the sake of 
 system. "Systems of writing," "systems of spelling," "systems ©/ 
 reading," et cetera have a tendency to choke; emphasis, it seems, 
 should be upon growing needs, individual and group development 
 based upon the functional viewpoint. 
 H. Seventh Grade. 
 
 (1). More system throughout the grades. 
 
 (2). Student teachers should teach in more than one grade. 
 Primary teachers should have training in all the primary grades 
 Grammar grade teachers should have training in all the uppei 
 grades. If they have this training .more positions will be open to 
 them. 
 
 I. Director. 
 
 I hope to bring about changes in the following directions: 
 The Training School should approach more nearly to that type of 
 schools in which our teachci's will teach when they leave us; im- 
 proved class-room instruction; a better planned curriculum which is 
 to be definite but flexible; a systematic plan for observation, teach- 
 ing, and conference on the part of student teachers; a better daily 
 program, definite but flexible; a sliding program, providing op- 
 portunity for a wide range cf subjects to be taught by student 
 
 —55—
 
 teachers; about 60 per cent of the clas«;-room teaching to be done 
 by the training teachers at times when student teachers can be 
 present for observation; the number of student teachers assigned 
 to one training teacher to be limited to the number her program 
 can accommodate; to make the training school a model school where 
 the highest typo ^f work is done; more modern methods of school 
 organization; definite standards for judging class-room instruction; 
 better socialization of class work; higher standards for the work 
 of children in the class-room; the Director of the Training School 
 should be more closely connected with College heads of departments 
 for immediate advice and expert counsel; more rational research 
 \vork, and sane experimentation without injury to pupils; a Junior 
 High School should be provided at the earliest possible date. 
 
 Heretofore there had been little organization or supervision on the 
 part of the Director and a great deal of individual initiative on the 
 part of each training teacher. Under such organization or lack of 
 organization, as would be the situation in any institution, a few teachers 
 of the Training School have not taken their responsibility seriously. 
 Under such circumstances, then, an administrator tends to go to the 
 other extreme of being too severe and of condemning the entire teach- 
 ing force for the "sins" of a few. This v'ery thing has probably re- 
 sulted in consequence of which the Training teachers are being over- 
 worked, as they have indicated time and again in their replies to this 
 questionnaire. 
 
 The Director in a communication to the President has expressed his 
 policy with regard to the above situation. After shov.'ing that "the 
 Training Teachers are carrying a far greater load than members of the 
 faculty usually carry," with their "methods class the first hour in the 
 morning, the highest type of class room v/ork, (thru the day), together 
 with the training of eight to twelve student teachers," he says: 
 
 "The impression has gone abroad in the past that our Training 
 Teachers have shii'ked their responsibility by placing both classroom 
 instri-iction and teacher's training in the hands of student teachers. In 
 rectifying this, we should be careful not to overdo the matter in the 
 opposite direction. My policy would be to deal harshly with the in- 
 dividual training teacher who shirks her responsibility rather than with 
 tie whole corps, thus working an injustice upon the teachers who have 
 always been conscientious and should be exonerated from any charge 
 that might come from general criticism growing out of a few individual 
 cases." 
 
 In this connection the Director has certainly taken the proper atti- 
 tude. It is a sign of weakness on the part of any administrator to quar- 
 rel with the entire group of teachers or students in order to coerce the 
 few; or to demand of all teachers many details and increased require- 
 ments in order to reach the few who will not take responsibilities serious- 
 ly, otherwise. 
 
 —56— 
 
 i
 
 VI. THE STUDENTS' CONTACT WITH AND ACTUAL PARTICIPA- 
 TION IN THE TRAINING DEPARTMENT. 
 
 "One learns to do by doing" is a maxim as old as Pestalozzi. If one 
 believes this maxim, it is likely he will also conclude that one learns to 
 teach by teaching. It is well to remember, however, that if this principle 
 be applied literally as stated, teaching in rhe rui'al school without super- 
 vision becomes as effective as to teacii under the supervision of expert 
 training teachers. Few persons interested in teacher training, whether 
 training teachers or instructors in other departments will agree that 
 this is true. The degree to which teachers believe that students learn 
 to teach by teaching is a matter of difference of opinion nevertheless. 
 
 As has been inferred already, training teachers and other teachers 
 in teacher-training institutions have erred materially in underestimating 
 the value of the work of the other group. Often training teachers have felt 
 that their work is the really important part of teacher-training prepara- 
 tion; they sometimes think that they are the only members of the faculty 
 who have had practical teaching experience and that the theory courses 
 are not of great value in — sometimes even detrimental to — the best 
 preparation for teaching. They believe that one leai'ns to teach only 
 by teaching. On the other hand, teachers -of "academic" courses believe 
 that any one can teach if he has the knowledge, while the teacher 
 of psychology, the principles of education, etc., may place too much 
 emphasis upon "theory" and too little on "practice." 
 
 It is important that each of these groups understands the point of 
 view of the other. Professor H. W. Nutt, (1) has given certain principles 
 of methods which justify the work of the teacher of subject matter 
 and principles of education, as well as the work of the training teacher 
 in demanding observation, lesson plans and the like. The first principle 
 "is that the supervisor and the teachers who work under his direction 
 must possess common knowledge and hold common points of view," (2) 
 if teaching under supervision ii to be made a cooperative enterprise, as 
 Professor Nutt suggests it should be. He says: "If the student-teacher, 
 or the regular teacher, is lacking in knowledge of fundamental facts and 
 principles, he cannot understand the suggestions of the supervisor." (3) 
 
 In discussing the second principle, "that one learns to teach by 
 teaching" the author says "The first interpietation of this principle 
 is that one learns not merely by doing but by correct doing. What, 
 then, is the first' step in correct doing ? The psychological answer is 
 that one takes the first step in correct doing when he goes through the 
 mental performance of doing the act in anticipation of the actual per- 
 formance of the act. This mental doing of the act is carried on first 
 through the mastery of the theory or the principles involved in the cor- 
 rect doing of the particular act. The teacher vv'ho attempts to learn to 
 teach by actual teaching acts, without a period of mental, imaginative 
 teaching, has no standard or background against which to project the 
 actual teaching performance; hence he has little opportunity for know- 
 ing when he is improving and when he is deteriorating. 
 
 " On the other hand, the teacher v\^ho is constantly going through 
 
 a warming up period of imaginative, mental doing of the teaching per- 
 formance becomes saturated with the principles of coriect doing, and can 
 readily recognize how well the actual act of teaching measures up to the 
 more perfect imaginative standard." (4) 
 
 The teacher who has taught before, and even he who has done this 
 imaginary teaching, may have incorrect habits which must be broken 
 up. Ordinarily the classes in principles of education, in methods, or even 
 in actual observation of excellent teaching will fail to eliminate these 
 errors. Only through teaching under diiection can these incorrect habits 
 be eliminated, probably. So one sees the justification of the various 
 courses in subject matter, psychology, principles of education, etc., as 
 
 —57—
 
 well as observation, demonstration teaching, and actual practice teaching. 
 It should be understood in this connection, however, as has been men- 
 tioned before, that there ii no place for a poor, ineffective teacher in a 
 teacher-training institution regardless of what he is teaching. A student 
 shoukl have an opportunity to observe expert teaching in every class he 
 has in College. It is needless to say then, as has been said before that 
 the training school should not and doeo not have a "corner" on the good 
 teaching in the institution. But it is well for persons who teach psy- 
 chology, principles of education, principles of teaching, courses in 
 methods, etc., to remember that they should be "living models" of the 
 principles they teach. It is also well for them to remember thut the 
 study of those "theory" cour.^es may have either no influence or an 
 unfortunate influence upon later practice. The influence of such courses 
 depends largely upon both material and the manner of presentation. 
 
 Need for Study of Relative Value of Courses in Teacher Training, 
 
 In this connection, it would be well for both teachers in the training 
 school and instructors in the College proper to make such studies as have 
 been made by Merriam (5), and the survey committees for the survey 
 of the Wisconsin Normal Schools (6), and the Missouri Normal School? 
 (7). Meriiam shows that there is a higher correlation between class 
 standing in practice teaching and success in teaching than between suc- 
 cess in teaching and any other normal school course, and that psychology 
 stands next to practive teaching in this correlation. In the survey of the 
 Wisconsin Normal Schools, an effort was made to reveal the extent to 
 which "psychology and pedagogy as taught in the normal department 
 helped students in their teaching in the training school." "Of the 
 sixty persons replying to the question — 
 
 "18.3 per cent* state that psychology and pedagogy help the students 
 in their practice teaching. 
 
 "66.fi per cent state that these subjects do not help them or that 
 the help is flight. 
 
 "15.1 per cent state that they arc unable to judge." 
 
 The committee which surveyed the Missouri Normal Schools re- 
 ceived responses from one hundred isixty three "experienced Missouri 
 teachers as to elements in their preparation to which they were chiefly 
 indebted." 
 
 "In the following account the wording of the questionnaire is re- 
 tained, but the order of topics is that of the choice expressed in the 
 replies. 
 
 "I. Which kind of preparation has contributed more to your suc- 
 cess as a teacher: 
 
 1, Preparation in various ways in the light of experience (91), 
 or 
 
 2. Training received in Normal School or College before taking 
 a regular position (G.-S). 
 
 Note: On this question the decision in favor of the first was 
 reversed by the university graduates (29) considered alone to a 
 majority of one in favor of the second. 
 "II. Which group of courses has been of greater benefit to you: 
 
 1. Academic courses in subject matter to be taught (95), or 
 
 2, Professional courses in theory, history, and practice of edu- 
 cation (63). 
 
 "III. Number the following courses in the order of their practical 
 helpfulness in your present work. 
 
 Ranking 
 
 1. Courses in special method in subjects you are teaching 1.805 
 
 2. Courses in general method or principles of teaching 1,644 
 
 3. Courses in psychology 1.591 
 
 4. Practice Teaching with supervision 1,444 
 
 —68—
 
 5. Courses in school administration 1.442 
 
 6. Courses in school management 1.351 
 
 7. Observation of teaching with discussion 1.270 
 
 8. Courses in particular city or state courses of study .248 
 
 9. Courses in history of education .168 
 
 lO. Other professional courses .000" 
 
 (8) 
 It will be noticed that these studies do not agree in the relative 
 importance attached to the various subjects. These differences may 
 be due to the importance attached to vai-ious subjects as elements in 
 teacher training in the states or schools studied. A more thorough 
 study of the various subjects should be made so that a decision as to 
 importance of each subject in teacher training could be reached. 
 
 Professional Subjects required in Teachers Colleges. 
 
 It is in the belief that subjects other than actual observation and 
 teaching are valuable as preparation for teaching, that most teacher- 
 training institutions have required courses in psychology, the history of 
 education, school management, general methods or principles of teach- 
 ing, special methods, etc. The Carnegie report shov.-s that in the Mis- 
 souri normal schools, an introductory course in "general" psychology 
 is required in all and another course in child study is required in two of 
 them; that "a course in the history of education is presci'ibed for the 
 two-year curriculum in both of the city training schools (Kansas City 
 and St. Louis) and in all of the state normal schools except Cape 
 Girardeau"; (9) some course in general method is offered in most of 
 the schools; and thf t "under one name or another a course in school 
 management is required in the two-year curricula of all of the schools 
 except Kirksville." (10) 
 
 The following subjects are required in practically all of the fourteen 
 curricula outlined in the 1917-18 Year Book of Colorado State Teachers 
 College : 
 
 Library Science 1 hour 
 
 Education ll-Principles of Education 4 hours 
 
 Educational Psychology 2-Educational Psychology 4 hours 
 
 Biology 2 — Bionomics 4 hours 
 
 Sociology 3 — Educational Sociology 4 hours 
 
 English 4 — Functional English 4 hours 
 
 Observation, Methods and Teaching 8-15 hours 
 
 Physical Education (with or without credit) 
 
 Aside from the above subjects, the requirements in the two-year 
 curricula for the four "training school courses" follow: (11) 
 
 Educational Psychology 1-Child Hygiene 2 hours 
 
 Training School 33-Plays and Games for Kindergarten 3 hours 
 
 Training School 15 or Si-Lit. and story telling for Kinder- 
 garten and Primary 3 hours 
 
 Training School 5 or 6-Primary Methods 4 hours 
 
 Training School 32-Construction in Kg. & Pi'im. Grades 4 hours 
 
 Training School 37 — The Kindergaiten Program 4 hours 
 
 The Kindergarten Course. 
 
 Art 1 — Elementary Drawing and Design 3 hours 
 
 Music 3 — Kg. and Primary Music 4 hours 
 
 Physical Education 7-Folk Dancing 2 hours 
 
 Physical Education 6 — Singing and rhythmic games 2 hours 
 
 Electives 26 hours 
 
 Note — Kindergarten students must take adequate piano work un- 
 less they have previously had its equivalent. 
 The Primary Grades Course. 
 Training School 5 — Primary Methods 4 hours 
 
 —59—
 
 Training School 6 — Primary Methods 4 hours 
 
 Training School 83 — Plays and Games for Children 3 hours 
 
 Training School 1 — Observation and Methods 4 hours 
 
 Training School 3 — Elementary School Supervision 3 hours 
 
 Black Board Drawings 2 hours 
 
 Training School 15 — Story Telling 2 hours 
 
 Zoology 5 — Bird Study 4 hours 
 
 Oral English 3 — Appreciation of Literature 2 hours 
 
 Art 1 — Elementary Drawing and Design 2 hours 
 
 Training School 32 — Construction in Kg. and Prim. Grades 2 hours 
 
 Physical Education 7 — Folk Dancing 2 hours 
 
 Electives 24 hours 
 
 Intermediate and Grammar Grades Course. 
 
 Ti-aining School 1 — Observation and Methods 4 hours 
 
 Select two from the following: 
 
 Training School 7 — Third ^nd Fouith Grades Methods 
 Training School 8 — Fifth and Sixth Gi'ades Methods • 
 
 Training School 9 — Grammar Grades Methods 6 hours 
 
 Training School 11 3 hours 
 
 First Aid 1 hour 
 
 Psychology 4 — Psychology of Elementary Sch. Subjects 4 hours 
 
 Physical Education 5, 7, 8, or 12 2 hours 
 
 Select 12 hours from the following: 
 
 Georgiaphy 12 — The Teaching of Geography 2 hours 
 
 Oral English 9 — The Teaching of Reading 2 hours 
 
 Methods 8 — The Teaching of Arithmetic 2 hours 
 
 Nature Study, Agriculture or Zoology 5 3 hours 
 
 History 13 — ^The Teaching of History 2 hours 
 
 History 26 — The Teaching of Civics 2 hours 
 
 Music 2 — The Teaching of Music 2 hours 
 
 Public Speaking or Story Telling 13 3 hours 
 
 Electives 31 hours 
 
 County Schoals Course. 
 
 Education 25 — Rural School Curriculum and Community 3 hours 
 
 Education 6 — County Schools Methods 3 hours 
 
 Nature Study 3 hours 
 
 Geography 12 — The Teaching of Geography 2 hours 
 
 Mathematics 8 — The Teaching of Arithmetic : 2 hours 
 
 History 13 — The Teaching of History 2 hours 
 
 Oral English 9 — The Teaching of Reading 2 hours 
 
 Agriculture 4 hours 
 
 Public Hygiene 5 4 hours 
 
 Elementary Woodwork . 4 hours 
 
 Household Science and Art (Elective for men) 4 hours 
 
 Electives 33 hours 
 
 It -will be seen that special methods courses feature the above cur- 
 ricula. No history of education or school management is required and 
 a comparatively small amount of other work in education or psychology 
 is prescribed. Neither is there designated anywhere any order in which 
 the prescribed subjects shall be taken, Ordinarily sociology and biology 
 are taken by students the first year, while the courses in education, 
 psychology, and teaching are taken during the second year. Training 
 School 1, Observation and Methods, a course intended to be preparatory 
 for teaching, is ordinarily taken either the third quarter of the first 
 year or (more likely) the fii-st quarter of the second year. It is intended 
 that the student shall take this course cither during the cjuarter in which 
 he begins his practice teaching or the preceding quarter. 
 
 —60—
 
 Amount of Observation and Teaching Required 
 
 As has been suggested the amount of teaching- lequired in various 
 <;urricula varies from eight to fifteen hours. In order to gain eight 
 hours credit in teaching the student is required to teach or observe or 
 do both fifty minutes a day, five days a week for two cjuarters of twelve 
 weeks each. Consequently, the minimum number of hours actual teach- 
 ing is 50x.5xl2x2-^60 or 100 hours, the minimum set by such authoi-ities as 
 Judd and Parker. This is the minimal amount required in Colorado State 
 Teachers College. In some curricula a much greater time is required. 
 Furthermore a considerable number of students elect additional hours 
 of teaching. For instance of the 198 teachers doing practice teaching in 
 the elementary training school during the Winter Quarter 1917-18, 94 
 were teaching their fir^t quarter; 81 or 41 per cent of the entire numbei 
 were teaching their second quarter; 9 or 4^,12 pei- cent were teaching their 
 third quarter; while 8 were teaching their fourth quarter; 2 were teach- 
 ing their fifth quarter; 2 were teaching their sixth quarter; one her 
 seventh quarter; and one her ninth quarter. If this quarter is indicative 
 of the number of students who teach more than the minimum number 
 of flours, students in the Elementary School average about 124^/2 hours 
 student teaching. Students who teach in the rural Demonstration 
 Schools fulfill the minimal requirement as set forth by Judd and Parker 
 in the one quarter. They teach in r. regular country school for four 
 weeks, teaching all day for the full twenty days, for which they receive 
 4 hours credit. Beside this teaching, they do another quarter of student- 
 teaching in the Elementary training school. Consequently teachers pre- 
 paring for rural school work, up to 36, the number which can be accom- 
 modated in these demonstration schools, secure about 170 hours teach- 
 ing and obser\'ation, in fulfilling the eight hour requirement. 
 
 There has been some tendency on the part of certain training 
 teachers to assign elective teaching to majors in their grade even be- 
 fore those who have not had the required am.ount of teaching, have been 
 provided for. In a letter to President Crabbe, the Dii-etcor of tlie Train- 
 ing School recommends "that a third quarter may be taken as an elec- 
 tive, the same as any other college elective. However elective teaching 
 shall not be permitted until all applicants have received the requirement 
 of two quarters of teaching." Several teachers, including the Director, 
 have recommended "that the number of student teachers per training 
 teacher be limited to the number her daily program will accommodate." 
 This becomes impossible of course, so long as those taking elective 
 teaching are given preference ever, or even equal chances with, those 
 teachers Vv^ho have not ^.'et had the required amount of teaching. With 
 the facilities at present, it becomes almost impossible to place a definite 
 limit upon the number of student teachers per training teacher. 
 
 Majors are expected to teach in their major grades. These major 
 students are not equally distributed through the grades. Even if there 
 were an even distribution, the number of student- teachers 13 too great 
 for the number of pupils, and for the number of training teachers and 
 supervisors. 
 
 It is a difficult matter sometimes to plan work for all teachers 
 making application for student teaching. Under such cirr>umstances, it 
 is indeed difficult then to limit the number of student teachers to each 
 training teacher. The following data on the number of teachers enrolled 
 for student teaching in the various grades and for special subjects for 
 the Winter Quarter (1917-18) show" something of the crowded conditions 
 and the difficulties of the training teachers in the Elementary School. 
 
 The teachers are distributed as fellows: 
 
 —61—
 
 No. Teachers Enrollment 
 for grade 
 
 Eighth Grade 13 49 
 
 Seventh Grade 10 40 
 
 Sixth Grade 15 38 
 
 Fifth Grade 15 23 
 
 Fourth Grade 12 28 
 
 Third Grade 18 30 
 
 Second Grade 19 37 
 
 Fir3t Grade 18 41 
 
 Kindergarten 8 61 
 
 Playground • 19 
 
 Music 13 
 
 Cooking 12 
 
 Sewing 9 
 
 Typewriting 4 
 
 Manual Training . 4 
 
 Bookbinding 1 ^ 
 
 Physics ' 1 
 
 Printing 1 
 
 Art 6 
 
 198 347 
 
 This is the only quarter, for which there are exact data as to the 
 number of student-teachers in the training school, but the Director in a 
 communication to the President says "From present indications, we shall 
 have a larger number of applications for practice teaching next (the 
 Spring) quarter than Wc- have had this quarter." It will be noted that 
 for the above quarter there were twenty five more than half as many 
 •students doing practice teaching as thei-e were pupils in the Elementary 
 school. It should be noted, also, that 198 is the exact number of students 
 teaching in the Elementary training school during the Winter Quarter 
 while 347 is the total enrollment for the school for the entire three Quar- 
 ters. It is not difficult to see the crowded conditions when one has the 
 estimate of Judd and Parker on "the numbers of children which will 
 accommodate, annually certain numbers of practice teachers in special 
 training school buildings." (12) 
 
 They say that: "300 children w'ill accommodate 40 to 90 teachers." 
 "400 children will accommodate 53 to 104 teachers." 
 Then 347 children would accommodate from 46 to 97 teachers. It 
 will be seen that student teaching is piovided for 70 students, in special 
 subjects, while 128 teach in the regular grades. In the fifth grade with 
 an enrollment of 23, fifteen teachers are accommodated or at any rate 
 exposed to the type of accommodations offered; while in the kindergarten 
 with an enrollment of 61, eight teachers received student teaching. In 
 the foiTner instance there were two student teachers for each giOup of 
 three children, while in the latter case there were two teachers for each 
 group of fifteen children. 
 
 It is difficult to determine just how many pupils are needed in the 
 Elementary training school to accommodate the students who make ap- 
 plication for teaching in the school, because of lack of data. Candidates 
 for the Master's degree are required to have satisfactory teaching 
 experience and under certain conditions are required to teach in the 
 training school. Candidates for the degree of Bachelor of Arts in 
 Education are required to teach one quarter in addition to the eight 
 hours (two or thiee quarters) required for the first two years work 
 leading to the Life Diploma. Many of these candidates elect more 
 than the one quarter. Some of them do their student-teaching in the 
 Industrial High School, while others, who are not to teach in the high 
 school after graduation, teach in the Elementary school. Furthermore 
 some of the graduates from the two-year course do their student-teaching 
 
 —62—
 
 in the rural Demonstration schools, while some persons, because of 
 successful teaching experience are excused from some "practice" teach- 
 ing. All of these factors make it almost impossible to make an estimate 
 of the requirements for accommodations during the year. 
 
 In the spring of 1918 there were graduated from the two-year 
 course approximately 344 students; 88 from the three-year course; 96 
 from the four-year course being granted their degree, Bachelor of 
 Arts in Education; and 11 were granted their degree of Master of Arts 
 in Education. In the Winter Quarter about 20 of the total 198 students 
 teaching, were Senior College students (those having done more than 
 two years of woik.) There was provision for 36 students in the rural 
 Demonstration schools during the year, while the Industrial High School 
 could easily provide for any number of the Senior College students mak- 
 ing application. Granting that the Industrial High School and rural 
 Demonstration school.= cared for a number equal to the Senior College 
 group, then the Elementary school would have to provide for the 344 
 who were graduated from the tvv'o-year course. But since this 344 
 includes those students who finished their work during the Summer 
 Quarter 1916-17 probably not more than 280 students were accommodat- 
 ed during the regular year 1917-18. According to Bagley's foz-mula (13) 
 but using forty instead of thirty as the approximate number of recita- 
 tion units per week, the number of children needed in the Elementary 
 school to accommodate these 280 student-teachers is 910 instead of the 
 present enrollment of 347. If Bagley's exact formula were used 1138 
 pupils would be required. 
 
 A comparison of facilities in Colorado State Teao-iiers College with 
 those in certain other schools which are limited to Midependent practice 
 schools is interesting. The data for the schools other than Colorado 
 State Teachers College were secured from the .'urvey of the Missouri 
 Normal Schools. (14) The schools are arranged in the order of their 
 opportunity for student teaching from the poorest to the best. All fall 
 short of standard conditions. 
 
 Collegiate Pupils Ratio students 
 
 School enrolli'ient Available to pupils. 
 
 Kirksville, Mo. 530 145 1 : 0.27 
 
 Cape Girardeau, Mo. 432 161 1 : 0.37 
 
 Springfield, Mo. 607 245 1 : 0.40 
 
 Greeley. Colo. (15) 784 347(15) 1 : 0.44 
 
 Maryville, Mo. 200 104 1 : 0.52 
 
 Whitewater, Wis. 374 211 1 : 0.55 
 
 Warrensburg, Mo. 514 325 1 : 0.63 
 
 Greeley, Colo. (16) 784 551(16) 1 : 0,70 
 
 Valley City, N. D. 327 259 1 : 0.79 
 
 Greeley, Colo. (17) 784 892(17) 1 : 1.14 
 
 Another interesting comparison is with the data collected by Kelley 
 and Scott (18) from sixty-eight normal schools. These writers con- 
 clude : 
 
 "The institution giving about the median amount of emphasis to 
 training school work is one which, 
 
 "1. Has about 1.6 times as many students in grades 13 and 
 14 as in grades 1 to 8; 
 
 "2. Has about 2.2 times as many children in the training school 
 as students teaching during the year; 
 
 "3. Has about five and a half times as many members in the 
 entire faculty as in the training school faculty; and 
 
 "4. Requires about one hundred sixty hours of student teach- 
 ing for graduation." 
 
 Colorado State Teachers College has more than 1.8 times as many 
 students in the first two years of College as in grades 1 to 8, not in- 
 cluding the 204 pupils enrolled in the foui- rural demonstration schools; 
 it has about 1.2 times as many children in the training school as studentj 
 
 —63-
 
 teaching during the year; it has about seven times as many members 
 in the entire faculty as in the training school faculty, omitting the in- 
 structors in both the Industrial High School and the Rural Demonstra- 
 tion schools from the count; and it requires about one hundred hours of 
 student teaching for graduation. 
 
 Including all practice facilities in the institution which is hardly 
 fair because of the fact that such a large part are trained in the Elemen- 
 tary School, the pictui-e is much better. If the enrollment in the rural 
 schools (204) is included, the school has but 1.2 times as many students 
 in the first two years as in grades 1 to 8. Including the enrollment 
 in all three departments — the Industrial High School (341) th.> Ele- 
 mentary School (347) and the Rural Demonstration schools (204) — 
 there are moi-e than twice as many children in the training depaitment 
 as students teaching during the year. Including the members of the 
 faculty of all departments -of teachei- training, there are only three 
 and one-third times as many members in the entire faculty as in the 
 ti'aining department faculty. 
 
 Still another comparison is worthy of consideration. Wilson, after 
 studying "practice" teaching requirements in forty-six schools, says: 
 "In the nineteen schools for which the proportion can be definitely as- 
 certained, the practice teaching varies in ambimfc in the two-year cur- 
 ricula from 6. 25 per cent to 27 per cent of the total credits required for 
 graduation, the median f^r the nineteen being 11.57 per cant." (19) 
 In Colorado State Teachers College the requirements vary from 8.33 per 
 cent to 12.5 per cent of the total credits for graduation. 
 
 Amount of Time Spent in Preparation for Student Teaching. 
 
 A factor which should be considered in estimating the amount of 
 contact the student has with the training department is the amount oi 
 time he spends in preparation for his teaching. 
 
 Wilson (20) reports a study made at Winona, Minnesota (21) which 
 lists for all subjects "the average minutes of study for each subject as 
 reported by students." For the Fall term, 1914, there ibi a variation of 
 from .^S minutes given to music to 2 hours 20 minutes given to the pre- 
 paration for each hour of teaching. The variation for the Spring term, 
 1916, runs from 50 minutes in Sewing and Textiles to 2 hours, 33 min- 
 utes in Teaching. The same author reports a study of "sixty-three 
 seniors in Eastern Illinois State Normal School who were doing an 
 hour of practice teaching and carrying three other subjects each day." 
 He shov/s in this study, also, that preparation for teaching requires much 
 more time than that given to other subjects. Whereas the median time 
 for the eleven subjects or groups other than teaching is 40-49 minutes 
 the median number of minutes spent in preparation for teaching is 
 100-109. In this study, al£o, music required least preparation, the 
 median number of minutes given to preparation for one recitation in 
 this subject being 28-29. 
 
 Mr. Wihon says: "The evidence from these two studies shows that 
 a scheduled hour of practice teaching means more work in teaching 
 than a scheduled hour of normal school v\'ovk does in the subject con- 
 cerned by a margin of 75 per cent at Winona, of 100 at Charleston. If 
 the situation in these two schools is typiral of the condition in normal 
 schools generally, credit houis of teaching required do not give an 
 adequate index to the amount of work involved in teaching in compari.son 
 with work required in other subjects. Of this fact persons who make 
 normal school programs and administer normal school credits should 
 take cognizance." (22) 
 
 That this same general condition exists in Colorado State Teachers 
 College, is indicated by the few studies which have been made along 
 this line. The Director of the ti'aining school shows that an average of 
 158 minutes a day was given to teaching and the preparation for teach- 
 
 —64—
 
 ing duiing the Winter Quarter 1917-18, and an average of 147 minutes 
 during- the Spring Quarter of the same year. The writer made a brief 
 study which tends to shew that the time given to subjects of the "profes- 
 sional core" does not amount to the above figures for teaching. In the 
 case of one of the "coie" subjects the time given to preparation was 
 less than half that indicated by the figures given above for teaching. 
 
 Dr. Heilman (23) has made the most careful study of the rela- 
 tive amount of time given to the various subjects. He shows that "for 
 every hour of teaching, the students spent about .6 of an hour moie in 
 preparation than in preparation for an hour of recitation. Taking the 
 mean as a basis there are 2 hours of pieparation for every hour of 
 teaching, but there are only 1.4 hours of preparation for every hour of 
 recitation. From this it follov\-s that the student who is engaged in 
 teaching i3 carrying a much heavier load than the one who does not 
 teach. If either one of these loads is adapted to the capacity of the 
 learner, the other is not. Probably some readjustment is demanded by 
 the situation." 
 
 Dr. Heilman has pointed out two other very interesting facts con- 
 cerning student teaching. He has shown that there is a great varia- 
 tion of time spent on teaching among students and has given also the 
 relative amount of time given to conference, observation and teaching. 
 The amount of titne given to these three activities is almost in the ratio 
 of 2:3:4. Abor.t twice as much time is given by the student to actual 
 teaching as to conference with the training teacher and about 4-3 as 
 much time to actual teaching as to observation of the training teacher. 
 With regard to the variation in observation and teaching (the two taken 
 together) he says, "The coefficient of variation for teaching and obser- 
 vation combined is very large, .290. This large variation it is difficult 
 to explain in other terms than gross mismanagement, especially when 
 we compare it with the coefficient for recitations which is only .125. 
 There is far more reason for uniformity in the amount of teaching than 
 in the hours spent in recitations, because teaching takes the place of a 
 four-hour recitation. The distribution for observation and teaching 
 shows that there are 15 students who teach and observe 1 hour and that 
 one student teaches and observes 8 hours. This single case may be 
 explained on the grounds of double teaching which is sometimes al- 
 lowed, but this does not explain why 11 students should teach 5 hours 
 and 5 students 6 hours out of a total of 47 students. On account of 
 these wide variations where practically no variation should occur, I 
 give here the v\'hole distribution table for teaching and observation 
 combined:" 
 
 Clock Hours Frequencies 
 
 1 5 
 
 2 4 
 
 3 9 
 
 4 10 
 
 5 11 
 
 6 5 
 
 7 2 
 
 8 - 1 
 
 Administration and Supervision of Student Teaching. 
 
 The value of contact with the training department and of the time 
 given to preparation for such contact, however, is largely dependent 
 upon proper administration and efficient supervision of teacher training 
 facilities. Although in previous parts of this survey the organization 
 and the administiation of student teaching have been discussed, it 
 might be well to summarize conditions at this point. 
 
 For training teachers for rural schools, there are four one-teacher 
 country schools within a radius of seven milas of the College. Students 
 who anticipate teaching in the rural school, are required to take their 
 
 —65—
 
 first quaitei's "practice" in the 1 raining School an>l the second quar- 
 ter in the Domonstiation School. They may elect a third quarter in 
 the Demonstration School. The student-helper (student tjacher) spends 
 four weeks in those schools, living in the teacher's cottage, with the 
 legular teachci- of the school. Four hours' credit is given for this work, 
 — a total of 120 hours' woik. Those schools, then provide for 36 of 
 these teachers each year. The student-helper acts as an assistant to the 
 regular teacher and is allowed to assume such regular duties as her 
 capabilities warrant. These student teachers are always under the 
 closest supervision of the regular teacher and are supervised by the 
 Director of the County Schools, heads of the special departments of 
 the College and occasionally by the county superintendent. 
 
 For the training of high school toachei s the High School of Indus- 
 trial Arts with an enrollment of 341 furnishes liberal opportunities. It 
 is intended that only those who have completed the first _two years will 
 teach in the secondary school and that they will teach but one quarter 
 beyond the requirement for the first two years. As a matter of fact 
 many teacheis who are still in their second year teach in the high 
 school. The plan calls for the student teacher to teach during the first quar- 
 ter once a week and to haml in two or more lesson plans. The second 
 quarter, she teaches twico a week and hands in two lesson plans, and 
 the third quarter she teaches four times a week and hands in four 
 lesson pl.?ns. This i.? the ideal toward which the principal was working. 
 As a matter of fact some teachers taught Vv-ithout supervision from 
 either teachers or principal. One student teacher who had taught two 
 quarters of Latin, and who was an excellent student of Latin was asked 
 to tea.:h two classes of the subject during one quarter. In this case 
 she was practically the only individual who was really capable of teach- 
 ing Latin and those in charge of student teaching insisted that she teach 
 two classes during the one quarter, regardless of the fact that she had 
 already taught two quarters in the saine subject and would probably 
 receive little value. The student asked the writer's opinion as to what 
 should be done, saying that she had been "visited" but once during the 
 two previous quarters of "practice" teaching, and that if she refused 
 to take th.'se classes, .she would not receive the proper lecommendation 
 from the parties in charge, she feaied. This may or may not have been 
 an exceptional case. 
 
 The ideal toward which the administration of the Elementary train- 
 ing school strove, as given in the wor'ls of a ti-aining teacher, follows: 
 
 "What is known as 'A Sliding Daily Teaching Program' or Orienta- 
 tion Teaching within each grade, calls for each student to teach every 
 day, observe the training teacher teach every day, and to have a sct 
 regular conference period with the training teacher every day. Then 
 during the quarter of tv\'elve weeks each student teacher is to teach 
 within one grade four different subjects, or at the end of each three 
 week-, each iej-cYic-v is assigned a nf^w^ subject to work up and tea:h. The 
 subj -cts of the program are shifted each three weeks to work in with 
 the teacher's schedule. For example, arithmetic may be taught at 8:50- 
 9:20 the first thr.e weeks; at 11:00 to 11:30 the second three weeks; the 
 third three weeks at 1:30-2:00 and the last three weeks fi'om 3:00- 
 3:30. All other subjects are shifted likewise." The teacher has 
 diiect charge of conditions in her room; the Director visits cer- 
 tain rooms more or 1 ss frequently. In special branches such as art, 
 music, woodwoik, cooking, sewing, and some phases of physical training, 
 the supervi-sors, — the h--:.d or other member of these various departments 
 in the college — woik directly with the stud.iut teachers. In 
 
 these branches the supcivisor tpay demand special preparation of the 
 student teacher aside from the requirement of the training teacher; 
 or the supervisor may agree that the plans of the student teachers are 
 to be approved by both supervisor and training toacher before the lessons 
 are taught. In the remaining subjects, th;; work is done through the 
 
 —66—
 
 iraininj? teacher. Student teacneis meet the training teachers in their 
 respective rooms for a regular meeting each Monday at 3:15, except on 
 the first Monday of each month when they all meet with the director. At 
 these meetings problems of the student teachers are sometimes dis- 
 cussed; at other times demonstrations of special methods are given. 
 
 It has been the practice to excuse from student teaching, those 
 individuals whose experience in the field seems to warrant. Further- 
 more at the time this .=;urvey was made it was the practice to substitute 
 observation for a part of the teaching requirements in certain instances. 
 That is, the entire quarter v:as given to observation instead of to the cus- 
 tomary plan of observation and teaching and conference. Then, too, the 
 course in Training School 1, designed as a preparation for student teach- 
 ing, was intended as a course in observation. It had developed into a 
 theory course at the time of this survey and little observation was car- 
 ried on. 
 
 A furtlier statement of the general plan of the administiation of 
 student teaching in the Elementary training school is found in the fol- 
 lowing communication to all training school teachers from the Director. 
 
 Training School Directions for Critic Teachers 
 
 The critic teachers liave a double obhgation to fulfill. Their first duty is 
 to see to it that the children are well taught;that they do exceptionaiiy high- 
 type school work in each subject; and that they form good habits of study. 
 Their second duty is to train student teachers in the art of teaching. 
 
 In carrying out the foregoing, the following suggestions are offered to the 
 critic teachers. During the first few days of eacli term the critic teacher should 
 do most of tlie class room teaching in order to pwt the school in a good work- 
 ing attitude. The class organizations sliould be perfected. The mechanical 
 technique of the class room management should be well established. Interest 
 in all school activities should be in evidence and the pupils should come to 
 feel tliat the critic teacher is their teacher before the student teacher is al- 
 lowed to take charge of the class. 
 
 During this time of adjustment the student teachers should be observing 
 the critic teacher while she is performing this important task, — getting the 
 school well started in the shortest possible time. During this period of obser- 
 vation the student teachers should write up lesson plans from the lessons ob- 
 served. They should determine from their observations liow the critic teacher 
 puts into operation teacliing principles. Student teachers will try to determine 
 the aim of the teacher; the aim of the pupils; whether or not the subject mat- 
 ter is gwen for knowledge, skill (drill) or attitude; methods and devices used 
 by the critic teacher for securing interest; how she secures maximum effort 
 from each pupil in her class, etc. 
 
 It is expected that during this period of observation, student teachers 
 Will form good standards for class room work; and that they will form definite 
 notions for applying these standards to class room instruction. The student 
 teachers will discuss the results of their observations with critic teachers and 
 Director of Training School. 
 
 After the children have been brought up to a high standard of school work 
 and school attitude, the student teachers who have made the best showing In 
 observation v.-ill be given a chance to try out their plans by teaching the class 
 under the supervision of the critic teacher whose duty it shall be to keep such 
 close supervision over the practice teaching that tlae pupils do not lose any- 
 thing whatsoever. On the other hand the quality of the work done by the 
 children should continue to grow better and better during the entire term, 
 not withstanding the fact student teachers are teaching part of the time. 
 
 Gradually the teaching will be placed more and more in the hands of 
 student teachers as their success seems to warrant. However, no student shall 
 continue teaching any considerable period of time when the class is losing 
 ground under her instruction. In such cases the student teacher shall spend 
 more time in observing and studying teaching methods. Children must never 
 
 —67—
 
 suffer loss in their work. How to supervise the work of the inexperienced 
 student teacher without loss to children is one of tlie most difficult but vital 
 problems confrontinj? the critic teacher, and requires the greatest skill, tact, 
 and judgment on lier pail. 
 
 Under the above plan it will be necessary for critic teachers to be piesent 
 In their rooius most of the timo when student teachers are teaching in order 
 that she may know definitely the weakness and strength of the student teacher. 
 Tills close suj.ervisicn mny gradually U-ssen as the term advances, providing 
 student teachers reach a degree of efficiency wliich would warrant less super- 
 vision. Before tlie student teacher has finislied her practice teaching, she will 
 be expected to be able to assume complete responsibility of the class witliout 
 the presence of the critic teacher. 
 
 Under close supervision during the first part of her practice teaching the 
 student teacher will not be permitted to go far astray, or form bad habits in 
 teaching; children will not suffer loss under her instruction. Under such 
 supervision it is expected tliat she will reach a higher degree of efficiency at 
 an earlier date than she otherwise would. 
 
 It has been suggested that such close supervision by the critic teacher may 
 tend to embarrass the student teaclier. In such cases it might be wise to 
 make some exception. However, by one means or another the Director of the 
 Training School, throuph the critic teachers, must have a clear, definite con- 
 ception of the type of work that is being done by each student teacher. The 
 critic teacher shall be expected to hand written statements to each student 
 teacher at least twice a weelc, setting forth both the strong and weak points 
 In her teaching. 
 
 Jiiach student teacher will provi.le hois(-lf with a loo.'^e leaf note book in 
 which to keep her lesson plans. These note books are to be of such type 
 as will admit the insertion of the sheet of printed "Standards for Judging the 
 Recitation." This sheet is to be used by the critic teacher in criticising or in 
 making suggestions to the student teacher. The student teaclier will insert 
 this sheet of suggestions or criticism immediately after the plans of the les- 
 son criticised. 
 
 Student teachers will leave their plan books in the office of the Director 
 of the Trainii.g School once each week toe his inspection. A study of these 
 plan books together with the criticism and suggestions of the critic teachers 
 will keep the Director of the Training School informed as to the progress of 
 each student teacher and will aid him in diiocting and unifying the work. 
 
 In order that he might know that the work of the training teacher 
 was b^ing done .sati.sfactorily, the Director also required that answers 
 to the questions found under "Standard.-; for Ju.lging the Recitation" bo 
 wi-itten for each student observed and handed into the office. Each stu- 
 dent teacher was given a set of these "Standards" in order that he 
 might know upon what bases he was to be judged. 
 
 Standards for Judging the R^<citation 
 
 Teacher's ultimate aim 
 
 Teacher's immediate aim , 
 
 The Pupil's aim , 
 
 Is the lesson giv^n for: 
 
 1. Knowledge? 
 
 2. Skir ? 
 
 3. Attitude ? 
 
 Which of the following teaching principles were observecl and which 
 violated ? 
 
 1. Do the children recite to the teacher or do they address the 
 
 class ? 
 
 2. Do all the children in the class seem eager at all times to hear 
 
 and undeistand the one reciting? • 
 
 3. Do thj children a^k questions of each other? 
 
 -68-
 
 4. "What pel" cent of the class measures up to its maximum of 
 
 capacity during tlie entire recitation? 
 
 5. Do the children consume most of the time of the recitation? 
 
 6. Do the teacher's plans provide for the initiative on the part 
 
 of the children ? How ? 
 
 7. Do the teacher's plans provide for the organization of subject 
 
 matter on the part of the pupils? 
 
 8. Is the administration of the class such as to cause each pupil 
 
 to do all the work assigned ? 
 
 9. Does the teacher ask thought questions or memory questions? 
 
 10. What means does the teacher use to stimulate the children? 
 
 11. Are the pupils depending upon thought or memory to retain 
 
 the points of the lesson? 
 
 12. Is there a summary at the close of the recitation? 
 In what form is this summary ? 
 
 a. In way ^of reviewing the points of the lesson. 
 
 b. In way of using the points of the lesson. 
 Remarks : 
 
 Wilson (24) gives numerous score cards used in the various schools 
 for rating student teachers. One of the most interesting and worth 
 while series of score cards is that used by the Kansas State Normal 
 School at Emporia. There are seven ditferent score cards in this series. 
 "One of these is an 'Observation and scorce card for project-problem, 
 instruction' on which sixteen points are listed as follows: 
 
 "1. Ability of pupils to work as a social group. 
 
 2. Ability of pupils in planning and outlining projects. 
 
 3. Ability of pupils in raising arid stating problems. 
 
 4. Ability of pupils to distribute the work of the project amang- 
 
 themselvv.s, which is to be done in the following study 
 period. 
 
 5. Ability of individual pupils to make reports to the class which' 
 
 they have previously worked out in the study period. 
 
 6. Degree of attention and skill of the class in taking notes on the 
 
 report being given by the pupil. 
 
 7. Ability of the class to carry on fruitful discussion and ask 
 
 questions about matters net clear to them. 
 
 8. Ability of the class in giving criticism intended to help the 
 
 pupil reporting. 
 
 9. Ability of the class in summarizing and drawing conclusions 
 
 when all reports of problems or points related to the class, 
 project by individual pupils have been given. 
 
 10. Ability of pupils in discovering their needs for skill or know- 
 
 ledge of certain technique required to work out the project 
 or to solve the problem. 
 
 11. Ability of pupils in planning, and in conducting drills or work 
 
 in acquiring knowledge of technique. 
 
 12. Ability of individual pupils in being thoughtfully active 
 
 throughout the recitation. 
 
 13. Ability of pupils to respect leadership in the members of their 
 
 class. 
 
 14. Degree of good leadership developed in the recitation. 
 
 15. Ability of pupils to coopei-ate freely, helpfully, orderly. 
 
 16. Ability of pupils to criticize each ot^icr's woi'k sympatheticallyv 
 
 and to rec3ive criticism in the right spirit. 
 "The other score cards used at Emporia are: 
 Observation and score card for genei'al conditions of Instruction^. 
 Fifteen items. 
 
 Obsei'vatlon and score card for teacher activities in the recitation 
 period. Ten items.
 
 Observation and score card for pupil activities in the supervised 
 study period. Eleven itomy. 
 
 Observation and score card for teacher activities in the supervised 
 study period. Eight items. 
 
 Observation and score card for drill projects. Twenty-two items. 
 
 Obsex'vation and score card for appreciation activities. Nine items." 
 (25) 
 
 It seems that these score cards are used in estimating the student 
 teacher along the various lines suggested. The greatest value, however, 
 would come i'lom placing these score cards in the hands of the students 
 to be estimated. As Wilson points out, however, the series used in Kan- 
 sas, like many of the score cards, do not provide for scoring the prospec- 
 tive teacher in ability to criticise herself. This trait of self-criticism 
 is undoubtedly one of the most important factors in teacher training 
 not only for prospective teachers but for experienced teachers as well. 
 This trait, if practiced by the training teacher, might bear excellent 
 results. 
 
 Not enough attention has been given to directed observation, or to 
 measuring student teachers by means of score cards in Colorado State 
 Teachers College, although something has been done along both these 
 lines. The tiaining teachers should sludv together such material as 
 "The Supervision of Instiuction" by Hubert Wilber Nutt (26) and "Train- 
 ing Departments in the State Normal Schools in the United States" by 
 Wilson, (27) as a preparation for the various activities involved in 
 teacher training. 
 
 Professor Nutt gives outlines for the observation of demonstration 
 teaching, and numerous observation assignments, covering "preliminary 
 ob.servation," "critical observation," "observation to evaluate teaching," 
 and the like. The observation assignment for preliminary observation 
 deals with general conditions, such as physical conditions, names and 
 personal chara:teristics of pupils, general spiiit of the recitation, condi- 
 tions which need improving and plans for such improvement. Observa- 
 tion assignment (1) for critical observation deals v\-ith the physical con- 
 ditions of the room in detail under ten heads, — a. Ventilation, b. Tem- 
 perature and humidity, e. Lighting, d. Conditions of walls and ceiling, 
 e. Condition of floors, f. Blackboards, g. Condition of pupils' desks, 
 h. Apparatus, i. Displays of work, and j. Pupils. Each of the above 
 ten heads are subdivided into from two to six tub-topics. 
 
 Observation Assignment Two is an outline for the consideration of 
 physical and mental devices. Assignment Three contains suggestions 
 for noting the technique of the teacher. The student is asked to "note 
 each item of technique that was prominent and when possible note the 
 number of times practiced." (28) Assignment Four asks the student 
 to "note the application of method to the organization and presentation 
 of subject matter," and gives an outline to direct the student in his ob- 
 ■servation along this line. The "Outline for Directed Teaching" (29) 
 covering the items (1) as to method, (2) as to devices, and (.S) as to 
 technique, each carefully planned and outlined is indeed valuable for any 
 teacher to have for reference in his own teaching, and pailicularly would 
 this be valuable to prospective teachers just learning to teach. 
 
 In the "Hand Book of Practice" for training teachers, supervisors 
 and student teachers in Colorado State Teachers College, previously 
 referred to, there appears the following "suggested plan of (observation:" 
 
 SUGGESTED PLAN OF OBSERVATION 
 
 J. Subject Matter. 
 
 Description of the amount covered. 
 II. Preparation. 
 
 1. Teacher. 
 
 2. Pupil. 
 
 —70— •
 
 III. Skill in Presentation. 
 IV. Means employed. 
 
 1. Blackboard. 
 
 2. Questions. 
 
 3. Skill in Drill. 
 
 4. Story. 
 
 5. Other Means. 
 
 6. Number of times different pupils recited, 
 (Were these used to proper advantige?) 
 
 V. Effort. 
 
 1. Teacher. 
 
 2. Pupil. 
 
 VI. Manner of Meeting Children. 
 
 1. General. 
 
 2. Slow Child. 
 
 3. Quick Child. 
 
 4. Number of times different pupils recited. 
 
 5. How was the child who failed given the instruction 
 needed ? 
 
 VII. Use of English (Oral and Written). 
 
 1. Teacher. 
 
 2. Pupil. 
 VIII. Use of Voice. 
 
 1. Teacher. 
 
 2. Pupil. 
 
 IX. Personal Appearance — Teacher and Pupils. 
 X. Care and Hygiene. 
 
 1. Room. 
 
 2. Children. 
 
 The idea of self-measurement^ referred to earlier in this discussion 
 finds a place, also in this "Hand Book' 'in the following words: 
 
 TEACHER'S GUIDE FOR SELF MEASUREMENT 
 
 These questions have been selected as embodying the essential fea- 
 tures of the recitation. You should study this sheet continually. Every 
 question is of vital importance. A careful report on each question will 
 be demanded from you twice each term — the first report at the end of 
 the first five weeks and the second report two weeks before the end of 
 the term. Definite statem.ents concerning each individual child will be 
 asked for whenever it is possible to do this. Be honest in your report.?, 
 and do not try to pad them Confer often v:ith your training teacher 
 and with the principal. It is their business to give you attention. Know 
 what you are doing, why you are doing it, and where you are going. 
 The Training School is yours. Be sure that you have a good supply of 
 definite, practical, teaching knowledge before you have finished your 
 practice teaching. If necessary, elect teaching beyond the regular re- 
 quirements. 
 
 1. Are the children acquiring good habits of study and recitation? 
 
 2. Are you sure that the child knovv's for what he is working in 
 
 each recitation? 
 
 3. How do you mak(^ sure that a pupil who fails on a point fin- 
 
 ally gets it? 
 
 4. Insist upon good English, best writing, etc., in all classes. State- 
 
 your experience in this work with your class. 
 
 5. Is the form of your questions improving? 
 
 6. Is the center of the recitation in you or in the pupils? Who" 
 does the work ? Do the children ask intelligent questions 
 as well as you ? 
 
 —71 —
 
 7. What definite facts or in what definite ways have your pupils 
 
 gained ? 
 
 8. Can the children organize material with an outline or give a 
 
 connected talk on a topic which has been developed? 
 
 9. Have you paid any attention to the weighing of values in your 
 
 classes? And have the pupils been given opportunities to 
 "vveigh values ? 
 
 10. Give several methods you use in meeting the needs of both slow 
 
 and quick children in the same class. 
 
 11. Is there anv confusion in the class at the beginning of a lesson? 
 
 At the end ? Why ? 
 
 12. Do the childicn all have a fair chance to i-ecite? 
 
 13. Is there an improvement in each one who was troublesome 
 
 about speaking out without permission? 
 
 14. Does any child interfere with the work of another? 
 
 15. Are you able to cause a child to want to do right? 
 
 16. How do you care for the hygiene of your room? Ventilation? 
 
 In addition to this, a concrete record of the work of each student 
 teacher vn'III be filed at the end of each term's work. This record runs 
 as follows: 
 
 CONCRETE TEACHING RECORD 
 
 Give Careful Description Under Each Heading. 
 Name Age 
 
 Personal Appearance 
 Discipline 
 
 Professional attitude 
 Results obtained 
 Personality 
 
 Still another outline used in the training school is this one on meth- 
 ods and devices. Although not so detailed as tliose given by Professor 
 Nutt, it has served its purpose. 
 
 AIDS IN 3IETH0DS AND DEVICES. 
 
 1. Each subject to be presented from the following view points. 
 
 (a) Content of subject matter. 
 
 (b) Method of study (Habits). 
 
 (c) Attitude of pupil. 
 
 (1) Special attention to be given to (b) and (c). 
 
 2. Desirable habits to be formed. 
 
 (a) Habits in each recitation that will be of use during the 
 child's life. 
 
 (1) The habit of reciting to the class instead of to 
 
 the teacher. 
 
 (2) The habit of hearing and understanding every- 
 
 thing that is said in the class recitation. 
 
 (3) The habits of concentration and effort. 
 
 I. Avoid teaching two things where one will 
 answer. 
 11. Avoid the formation of a habit that must 
 be broken up later. 
 S. Some standards for judging the efficiency of our work. 
 
 (a) Do we give attention to the physical conditions of our 
 
 school ? 
 
 (b) Do we give attention to the development of life problems? 
 
 (c) Do we provide for the development of initiative and self 
 
 reliance on the part of the pupil ? 
 
 (d) Do we provide for the organization of subject matter? 
 
 (e) Do we lead pupils to estimate relative value? 
 
 {{) Do we develop personal qualities on the part of pupils? 
 
 —72—
 
 Charts have been arranged for rating student teachers in both the 
 rural Demonstration schools and the Elementary training school. The 
 chart below is used by the Director of County Schools and the regular 
 teachers in the rural Demonstration schools in rating the student teach- 
 ers in these schools. The Director says that "the rating system tends to 
 intensify effort and encourage a definiteness of purpose and aim," 
 
 COLORADO STATE TEACHERS COLLEGE 
 
 RATING OF STUDENT TEACHERS 
 
 in 
 
 RURAL DEMONSTRATION SCHOOLS 
 
 Teacher Dist No. 
 
 Student Helper Dist. No. __ 
 
 No. of Pupils Boys 
 
 Girls — 
 I. Physical and Native Efficiency 
 1. General Health 20__ 
 
 School 
 School 
 Date - 
 
 Month 
 
 2. Voice , 10__ 6. Self Control 
 
 130 Units Rating 
 
 .Energy 15— 
 
 3. Personal Habits 15 
 
 4. Industry 20 
 
 11. Measure of Instruction 
 
 1. Definite aim 20__ 
 
 2. Interest of Pupils 20__ 
 
 3. Vitalized Instruction 20 
 
 4. Presentation 15 
 
 III. Preparatory Efficiency 
 
 1. Oversight of school during class 
 
 instruction 15 
 
 2. Daily and weekly 
 
 preparation 20 7 
 
 3. The School Program 20__ 
 
 4. Social contact 20 
 
 IV. Acquired Efficiency 
 
 1. Leadership 20 4 
 
 2. Pupil and community 5 
 
 respect : 15 
 
 3. Responsiveness of Pupils 20 
 
 Total Number of Units 
 
 .20_ 
 
 7. Sympathy-tact 20__ 
 
 8. Adaptability 10 
 
 130 Units Hatin . 
 
 5. Effective adaptation 20_ 
 
 6. Responsiveness to 
 Suggestion 15 
 
 7. Power of discipline 20_ 
 
 130 Units Rating 
 
 5. Co-operation 20 , 
 
 6. Ability to see the school in 
 relation to patrons 15_ 
 
 7. Professional training (one 
 year) 20__ 
 
 110 Units Rating . 
 
 Accuracy of Pupils : 20 
 
 Accuracy of student 
 
 helper 20 — . 
 
 6. Progress of Pupils 15_;_ 
 
 500 
 
 Note: 
 
 
 
 
 Deduct from 
 
 10 
 
 Slight, 
 
 2; 
 
 Deduct from 
 
 15 
 
 Slight 
 
 3; 
 
 Deduct from 
 
 20 
 
 Slight 
 
 4; 
 
 Rating of Student Teacher 
 
 marked, 4; very marked, 6; extreme 8. 
 
 marked 6; very marked, 9; extreme 12. 
 marked 8; very marked 12; extreme 16. 
 
 Teacher 
 
 Director Department of County Schools 
 
 The chart following is used for rating student teachers in the Ele- 
 mentary school. 
 
 COLORADO STATE TEACHERS COLLEGE 
 
 TRAINING SCHOOL 
 
 Estimate of Student based on work done in Training School 
 
 Name Quarter Year 
 
 (Last Name First) 
 TEACHING EXPERIENCE: 
 
 (a) Number months in Rural Schools 
 
 (b) Number months in Village Schools 
 
 (c) Number months in City Schools 
 
 —73—
 
 TEACHING IN TRAINING SCHOOL: 
 
 (1) No. of Quarters 
 
 (2) Grade ,-4 
 
 (3) Subjects taught 
 
 TRAINING TEACHER'S ESTIMATION 
 A. Moral Character: 
 
 (1) 
 (2) 
 
 General Reputation 
 Personal Estimate . 
 
 Poor Fair Good Excellent 
 
 B. DISPOSITION: To what extent does the applicant possess the 
 following qualities ? 
 
 Not Slight- Moder- Large- 
 at all ly ately ly 
 
 (1) Self Control 
 
 (2) Enthusiasm 
 
 (3) Sympathy 
 
 (4) Tact 
 
 (5) Sense of Humor 
 
 (6) Tendency to Co-operate 
 
 (7) Cheerfulness 
 
 (8) Faiiness 
 
 (9) Open Mindedness 
 
 (10) Adaptability 
 
 C. PHYSICAL EFFICIENCY: 
 
 <1) General Health 
 
 (2) Endurance 
 
 (3) Industry 
 
 Poor Fair Good Excellent 
 
 D. PERSONAL APPEARANCE: To what extent are the following 
 qualities characteristic of the person ? 
 
 Not Slight- Moder- Large- 
 at all ly ately ly 
 
 (1) Cleanliness 
 
 (2) Neatness 
 
 (3) Attractiveness 
 
 E. TEACHING POWER: 
 the following points? 
 
 How would you rate the applicant on 
 
 (1) Preparation of Lessons 
 
 (2) Assignment of Lessons 
 
 (3) Skill in questioning 
 
 (4) Ability to connect new lessons with 
 
 the experience and interest of 
 the pupils 
 
 (5) Ability to distinguish between ma- 
 
 jor and minor in subject matter 
 
 (6) Resourcefulness in illustration, 
 
 methods and devices 
 
 (7) Ability to develop the initiative 
 
 of pupils 
 
 (8) Ability to generate clear and 
 
 forceful expression by the pupils 
 
 —74— 
 
 Poor Fair Good Excellent
 
 F. DIRECTIVE SKILL: 
 
 (1) 
 
 (2) 
 (3) 
 
 (4) 
 (5) 
 
 (6) 
 G. 
 
 (1) 
 (2) 
 (3) 
 (4) 
 (5) 
 (6) 
 (7) 
 
 In directing; the proper employ- 
 ment of pupils who are not 
 reciting 
 
 In securing co-operation of 
 pupils in school government 
 
 In keeping the school room in 
 proper condition with respect 
 to health and aesthetic ap- 
 pearance . 
 
 In the direction of play activities 
 
 In the creation of wholesome 
 school spirit 
 
 Interest in community welfare . 
 
 Poor Fair Good Excellent 
 
 PREPARATION IN SPECIAL SUBJECT: 
 
 Poor Fair Good Excellent 
 
 Music 
 
 Art 
 
 Penmanship 
 
 Cooking 
 
 Sewing 
 
 Manual Training 
 
 H. GENERAL RANKING: 
 
 Quartile 2nd Q. 3rd Q. 4th Q. 
 1st 
 
 . (1) Training Teaching 
 
 (2) By Director 
 
 (State Board of Examiners) 
 
 NOTE — In filling out this blank, do not attempt to give information 
 about which you are not certain. 
 
 -75^
 
 <1) Nutt, Hubert Wilber, Director of the Oread Training School and As- 
 sociate Professor of Education, University of Kansas, the Supervision 
 of Instruction. 
 
 <2) Ibid, P. 35. 
 
 <3) Ibid, P. 36. 
 
 <4) Ibid. Pp. 83-85. 
 
 <5) Morriam. J. L., Normal Srhool Education and Efficiency (N. Y. 1906) 
 
 <6) Survey of Wisconsin Xorinal Schools (1914) 
 
 <7) Carnegie Foundation Bulletin No. 14, P. 442. 
 
 <8) Ibid. 
 
 (8) Ibid P. 184. 
 
 <10) Ibid P. 190 
 
 <11) Colorado State Teachers College Bulletin — Series ^VU. No. 1, April 1917. 
 
 (12) Bulletin 1916, No. 12, Bureau of Ed. P. 54. 
 
 <13) Curricula Designed for Professional Preparation of Teachers for American 
 Public Schools — Carnegie Foundation for the Advancement of Teach- 
 ing, 1917. 
 
 Wilson — Training Departments or State Normal Schools in the U. S. 
 Bulletin No. 66, Eastern IlliRois State Normal School. P. 25 
 
 <14) CarnegJe Foundation for the Advancement of Teaching, Bulletin 14, P. 196 
 
 (15) Only tne enrollment of the Elementary Training School included. 
 
 <16) Includes the rural demonstration schools (204) 
 
 <17) Includes both the rural demonstration schools (204) and the Industrial 
 High School, (341). 
 
 <18) Educational Administration and Supervision 1915, Vol. 1, p. 591 also 
 Wilson. Training Departments in the United States, p. 25. 
 
 (19) Wilson — Training Departments in Normal Schools of the United States 
 — Evanston, 111., Normal School Bulletin 66, p. 38. 
 
 <20) Ibid— pp. 41-46. 
 
 (21) Winona Normal Bulletin, February, 1917. Pp. 281-2. 
 
 (22) Wilson— Pp. 46-47. 
 
 (23) Heilman, J. D. — The Total Load of Teachers — Section Four. Educational 
 Survey of Colorado State Teachers College. Bulletin, Series XX, No. 9. 
 
 (24) Wilson — Training Departments in the State Normal Schools of the U. S. 
 
 Pages 94-112. 
 
 (25) Ibid— Pp. 101-102. 
 
 (26) Nutt, Hubert W.— The Supervision of Instruction, 1920. Riverside Text 
 
 Book Serie-s — Hou.ghton, Mifflin Co. 
 
 (27) Wilson, Lester M. — Training Departments in the State Normal Schools in 
 
 the United States, 1919. The Normal School Bulletin. Eastern Illi- 
 nois Normal School, No. 66. 
 
 (28) Nutt — The Supervision of Instruction, P. 149. 
 
 (29) Ibid— Pp. 164-170. 
 
 -76—
 
 VII. SUMMARY AND RECOMMENDATIONS 
 
 Although piactic^iliy all Normal Schools and Teachers' Colleges, both 
 private and public, have arrangements for student teaching, too little 
 attention has been given to this phase of teacher training. This is in- 
 dicated by conditions which exist among the teaching profession. Many 
 teachers now in the field have never had a- day of teaching experience 
 before being placed in charge of a room. Comparatively fow teachers 
 in teacher training institutions have the training requisite for a proper 
 attitude toward student teaching. Teaching training institutions differ 
 so widely in the amount and kind of student contact with the training 
 department, that there is need of common knowledge of the excellencies 
 of the various schools. What is done profitably in one school can prob- 
 ably be done in another. 
 
 Thei'e is little question, today, that supervised student teaching is 
 a vital factor in the ideal preparation of teachers. Although authorities 
 everywhere advise making the training school the "heart" of the normal 
 school, neither these administrators nor members of the faculties have 
 taken the problem seriously enough. Teachers of academic subjects 
 and even of the professional subjects often do not have a proper attitude 
 toward the woik done in the training school and the training school 
 teachers become critical of the time and attention given to academic and 
 professional subjects. This break often develops into open hostility. 
 Surveys of teacher-training institutions should be made so that the 
 valuable features of the various schools might become common to all, 
 and so that the tiue worth of the various subjects of the curriculum in- 
 cluding student teaching, might be understood. By means of such studies 
 and by a more careful selection of instructors who have a professional 
 point of view, there will develop a proper attitude on the part of each 
 member of the faculty for the v\-ork of every other member and a spirit 
 of true cooperation. 
 
 So long as such differences in training, experience and salary of 
 teachers in the training school and of teachers in the other department? 
 of the College exist, however, it is likely there will not be the desired 
 cooperation. It is unfortunate that any faculties should have it said of 
 them that inter-departmental coopei-ation is "mainly incidental or ac- 
 cident." Only v\-hen each member of the faculty takes this statement 
 seriously and makes certain that it is not true in his own case, will 
 the present condition be changed materially. Perhaps the most satis- 
 factory plan of arriving at such a conclusion is by the careful study of the 
 function of the College and of each department of the College and the 
 relationship which exists between the va''ious departments. Such a study 
 Avill often reveal the fact that certain departments are failing to realize 
 the function for which they were established. 
 
 The authorities and faculty of Colorado State Teachers College may 
 as well face frankly and honestly the fact that we have quite ordinary 
 training school facilities and that probably our organization does not 
 make the fullest use of these ordinary facilities. An organization which 
 includes members of the so-called academic departments of the College 
 on the supervisory staff for the control of training facilities would prob- 
 ably tend toward a more complete utilization of these facilities than is 
 possible under the present plan. So long as members of the faculty, 
 other than those of the training school, have nothing to say of the con- 
 trol of teacher ti'aining, progress will likely come slowly. 
 
 Not only should there be an organization for determining the general 
 policy of the institution toward teacher training, but there is real need of 
 closer organization within the Elementary training school itself. Defin- 
 ite plans of procedure throughout the grades should be developed so that 
 
 —77—
 
 there will bo harmony and unity of method. Thi^ will necessitate im- 
 mediate attention to a definite detailed, and printed course of study. 
 The lack of ^uch a course of study is one of our greatest weaknesses. 
 If this type of organization were developed, there would not be the mark- 
 ed changes in policy evory'timc the director of the training school changes. 
 
 Some of the strong points in the arrangement for student teaching 
 in the College might appropi'iately be given. There is an opportunity 
 for teachers preparing for lural ?chool, elementary school or high school 
 work to secure teaching under supervision. Student teachers preparing 
 for special work such as work in the languages in the elementary school, 
 for physical education in the form of plays and games or folk and 
 aesthetic dancing, for sewing-, cooking, manual training, and many other 
 forms of industrial work, have excollcnr, opportunity for not only "prac- 
 tice" teaching along these lines but for efficient supervision as well. 
 These teachers have access, also, to st.ong departments along academic 
 and professional lines in the College. Training school children have 
 become especially interested in wireless telegraphy and other forms of 
 electrical eciuipment because of the work in the College along these 
 lines. They have become specialists in certain phases of biology before 
 completing the grades. They have access to a most beautiful campus 
 with every tree and shrub which will grow in this climate growing out- 
 side and many plants which do not develop in this climate, growing in 
 the large green house; to a flower and vegetable gardc^n growing under 
 ideal conditions, in the mid.st of the "Garden Spot of the World"; a 
 museum of birds and animal life surpassed by few in the West; and to 
 painting and pottery, gathered from all parts of the world, whose value 
 can not be estimated. Such an environment v;ill have a marked influence 
 upon prospective teachers. 
 
 But there are still many things to be done to make conditions for 
 student teaching most satisfactory. The County Schools Department 
 could well be developed to a greater degree than is true at present. This 
 department is handicapped because of the inability to secure and retain 
 competent teachers in the rural demonstration schools. This department 
 has not been advertised in the state as much as inight be done advantag- 
 eously. If an assistant to the director were secured so that the Director 
 could devote more of his time to going about the state, not only advertis- 
 ing the opportunities for rural teachers, but also meeting the needs of the 
 3'ural population of Colorado, tl;e College would be materially assisted. 
 
 Still another means of enlarging this Department of County Schools, 
 and one which would be valuable to the teaching force of the State, is 
 to extend the work to include some strong, consolidated schools for de- 
 monstration and student teaching purposes. Comparatively few of the 
 graduates of this institution at yjresent go into rural schools, so that the 
 extension of this department would interfere in no way with the progress 
 of other phases of the woik. In fact this extension would perhaps relieve 
 crowded conditions in the elementary training school, and give oppor- 
 tunity for training more than 36 of the SOOO rural teachers needed in 
 Colorado. 
 
 Something should be done to relieve the crowded condition of both 
 the high school and the elementary school. The mere statement of the 
 fact that the high school with an enrollment of 341 is accommodated in 
 six recitation rooms and that the elementary training school has at its 
 disposal 13 recitation rooms, the office and an assembly room, reveals 
 the crowded conditions as to room. The statement that 198 student 
 teachers each quarter seek teaching accommodations in a small training 
 school building with 13 recitation room^, under eight training teachers, 
 who have enroik d under them 347 pupils ,\vill give some idea as to the 
 overcrowded conditions in the rooms and the over-worked condition of 
 the teachers if the work is done properly. The matter of room for both 
 the high school and the elementary school will be solved satisfactorily 
 
 —78—
 
 as soon as the west wing of the training school building is completed. 
 Conditions might be improved materially, at present, if one of 
 the city schools of Greeley could be secured for teacher training. The 
 strain of the training teachers who aro ovei'workcd could be relieved by 
 the appointment of supervising teachers and a teacher of a special roorri. 
 There are many retarded pupils v/ho should be placed in this special 
 room. 
 
 Some such arrangement as just suggested would give gi eater oppor- 
 tunity for more careful planning of observation and teaching. Courses 
 prerequisite to teaching might then be v/orkcd out with some precision 
 and more time could be devoted to class room procedure, testing, accumu- 
 lative records, and the like. Surely prospective teachers in an up-to-date 
 teachers' College have a right to expect the best in reports, records, etc., 
 that is afforded in education today. The student teacher should be able 
 to find a cumulative record of any child as to health, disease, attendance, 
 mental ability and educational progi'ess as indicated not alone by teach- 
 ers' marks but by the mental and educational tests, on file in the train- 
 ting school. Not iintil such records are kept can there be a really ef- 
 ficient survey of training facilities in this institution. A survey with- 
 out such records becomes mere opinion on the part of the writer or 
 emphasis upon that which should be accomplished, but which is not being 
 done. 
 
 Finally then, it might be appropriate to recommend: 
 
 1. The organization of a supervisory staff or council for the control 
 of training facilities, which should include not only the principals and di- 
 rectors of the various training departments, but also members of other 
 departments of the institution. General plans should be worked out by 
 this council, and carried into execution by the various directors if one 
 man is not made directly responsible for all teacher ti-aining. 
 
 2. An internal organization of training facilities in the high school 
 and the elementary school which will insure a more unified method of 
 procedure. This closer organization should result in more definite plans 
 for both observation and teaching; a more careful appointment of student 
 teachers to the work most helpful in their prepai'ation; greater initia- 
 tive on the part of the student teacher than is allowed at present, thus 
 developing the ability to take responsibility; more definite realization 
 on the part of all teachers whether directly or indirectly concerned that 
 the chief aim of the entire institution is the training of teachers; a de- 
 finite detailed, printed course of study. 
 
 3. The teachers in the Elementary training school .should be reliev- 
 ed of some of their work if they are to be expected to do well the v\-ork 
 now assigned to them. There is need also of certain supervising teachers 
 and one or inore teachers for special work. If some arrangement could 
 be made with the Board of Education of the City of Greeley whereby one 
 building could be taken over for demonstration purposes, the crowded 
 conditions in the training school would be improved. 
 
 4. The enlargement of the Rural School Department to include a 
 larger faculty and additional schools for demonstration and student 
 teaching purposes. This would tend, also, to relieve the crowded con- 
 ditions and over-work mentioned above. 
 
 5. Some more definite plan of scoring student teachers and of de- 
 termining the efficiency of the training teacher is needed. When, by 
 some satisfactory means of measurement, the student teacher is ranked 
 strong, there is a better basis for recommendation. In this connection, 
 it might be well for the student teacher to react to his own and to his 
 critic teacher's teaching by means of some standards or score cards for 
 this purpose. Surely sometimes there should be a written reaction from 
 the director, the critic teacher and the student teacher on the class room 
 work of both the student teacher and the training teacher. (1) 
 
 6. A system of pei'manent and cumulative records and reports 
 
 —79—
 
 should be developed immediately. Mental and Educational scores of all 
 childien enrolled should bt kept for perm.::nent use. And certainly the 
 teachers' "Marks" of the children should be found on file. The number 
 of student teachers foi- each grade, and for the special departments, and 
 the grade given each for the various quarters should be on file. Data for 
 a thorough survey of teacher training facilities in Colorado State Teach- 
 ers College should be kept on file in the training school building. 
 
 7. A longer period of time each day for teaching would probably 
 result in more efficient work on the part of both the student teacher 
 and the children taught. When a student teaches but 25 to 50 minutes 
 each day, he cannot become so well acquainted either with the work of 
 the training school or with the childiCn. If the student teachers who 
 do their teaching in the rural demonstration schools can get away from 
 the institution for four weeks, surely the student teacher who teaches on 
 the campus should arrange to spend a large part of the forenoon or 
 of the afternoon in the training school. 
 
 8. Authorities in charge of teacher training institutions probably 
 realize that to prepare teachers v.ell requires more than two years of 
 training. In some states the State Certificate is given, only after sev- 
 ei-al years of teaching experience. In Rhode Island, "No student is to be 
 graduated from that school who has not first, after completing all other 
 normal-school requirements including the period of apprentice teaching, 
 completed also a half-year ol fully responsible teaching as a regularly 
 employed teacher in a school system, uni'er the supervision of the normal 
 school." (2) It might be well for the authorities hei'e to consider post- 
 ponement of the State Diploma until after successful public school ex- 
 perience or after the completion of the four-year course, leading to the 
 degree, Bachelor of Arts in Education. 
 
 9. Changes in Colorado State Teachers College are taking place 
 so rapidly, that one survey has scarcely been completed until there is 
 need of another. A survey committee should be continually on the job 
 and ready to recommend changes whenever necessary. There have been 
 s.o many changes in the training school since the material for this survey 
 was collected, that there is need of another sui-^'ey at the present time. 
 
 10. There is need of definite conscious efforts at cooperation on the 
 part of every member of the faculty of Colorado State Teachers College. 
 This is probably the first and the greatest need. 
 
 (1) The plan of apprai.sal of work done as used in the University of Wisconsin 
 
 High School, H. L. Miller, Principal, should be studied by persons in- 
 terested in teacher training— Eighteenth Year BoOk of National Society 
 for the study of Education — Part I. 
 
 (2) Normal School Bulletin — Eastern Illinois State Normal — Number 66. Pp. 
 
 41-42. 
 
 —80-
 
 UNIVERSITY OF CALIFORNIA LH5RARV 
 
 Los Aiie;fk's 
 This l)ook is 1)1' E on tht- last date stainpol lulou. 
 
 Fovin L'J-Series 444 
 
 UNIVERSITY of CALIFORNIA 
 
 AT 
 
 LOS ANGELES 
 
 LIBRARY
 
 Lithomount 
 
 Pamphlet 
 
 Binder 
 
 Gaylord Bros. Inc 
 
 Makers 
 
 Stockton, Calif 
 
 PAI. JAN 21, 1908 
 
 UCLA-Young Rcsca.cM Lil>..-.ty 
 
 LB1840.G8 W9 
 
 L 009 620 462 3 
 
 .A.*^.;^-^r:"^'- ,.- 
 
 I 
 
 .•<^' 

 
 f. ■."^.. 
 
 
 m.:S:%:„. jmm 
 
 \-^- ^j