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SCHOOL 



cessful teacher before she can receive the di- 

 ploma of the school. Some normal schools 

 make arrangements whereby the practice work 

 is done in the city schools and in near-by rural 

 schools. This is the better plan, since it brings 

 the practice teacher in contact with the actual 

 conditions which she must meet after graduation. 

 All practice teaching is done under the super- 

 vision of the normal school. In advanced 

 courses more professional work is done, includ- 

 ing more advanced work in psychology and 

 pedagogy, child study and the history of edu- 

 cation. Courses vary in different states and in 

 different schools in the same state, since each 

 school must adapt its work to the needs of the 

 locality to which it ministers. The chief work 

 of normal schools consists in training teachers 

 for graded and rural schools. 



City Training Schools. City training schools 

 are maintained in some large cities for the 

 purpose of training teachers for the schools of 

 the city. They are supported from the city 

 educational fund and are usually under the 

 same management as the public schools. City 

 training schools differ from state normal schools, 

 chiefly in adapting their work to the city 

 course of study. Graduates of the city high 

 schools are usually admitted to the city training 

 school without examination, and a diploma of 

 the training school is equivalent to a certificate 

 of the city superintendent. 



Teachers' Institutes. In many states teach- 

 ers' institutes are held in each county yearly. 

 The time chosen is usually during the summer 

 months when schools are not in session. The 

 average time of the institute is one week. The 

 institute is usually under the management of 

 the county superintendent of schools, and the 

 instructors are educators of extended experi- 

 ence. Methods of teaching the common 

 branches are illustrated and lectures on educa- 

 tional subjects are given. The institute serves 

 as a stimulus to the teachers and gives them 

 many practical suggestions. 



Teachers' Colleges, or Schools of Education, 

 are schools of pedagogy of collegiate grade. 

 They engage in research work in education, and 

 their courses of study are designed to prepare 

 students to teach in normal schools, to become 

 superintendents of schools, or to take profes- 

 sional positions in other schools of education. 

 Most of these schools are departments of or 

 affiliated with universities. Most of the state 

 universities maintaining schools of education, 

 Harvard University and the University of Chi- 

 cago, have excellent schools of this kind, and 



the Teachers' College affiliated with Columbia 

 University has become widely known. Practi- 

 cally all universities maintaining schools of 

 education hold summer terms for the benefit of 

 teachers of elementary and high schools. The 

 work done during these sessions is similar to 

 that of the state normal schools, but those at- 

 tending have at their disposal all the advan- 

 tages in the way of equipment and library fa- 

 cilities which a great university can offer. 



Government Schools. The public schools of 

 Alaska, the Canal Zone, Guam, Hawaii, the 

 Philippine Islands and Porto Rico are under 

 the administration of the Federal government, 

 being in charge of the Bureau of Education. 

 The chief educational officer, usually styled 

 director or superintendent of education, is ap- 

 pointed by the President and confirmed by the 

 Senate, but the direction of the educational 

 work is left to the Bureau of Education. From 

 the academic viewpoint the chief work of these 

 schools is to teach the natives to speak and 

 write the English language. In addition, the 

 same branches are taught that are found in the 

 elementary schools in the United States, but a 

 larger proportion of the time is allotted to in- 

 dustrial work. However, the work of the teach- 

 ers and supervisors does not stop here. They 

 are expected to do whatever they can to ele- 

 vate the standard of living, secure the intro- 

 duction of sanitary measures and to protect the 

 natives from unscrupulous traders who try to 

 purchase whatever they have to sell much be- 

 low the market price. 



A good illustration is seen in the work of the 

 Bureau of Education in Alaska. Every teacher 

 is a social worker, and, in addition to perform- 

 ing the routine work of the school, strives in 

 every way possible to promote the physical, 

 moral and industrial welfare of the natives, 

 adults as well as children. Under direction of 

 the teachers and nurses the natives are encour- 

 aged to build sanitary homes. In some places 

 they are taught to raise vegetables. A number 

 of cooperative stores have been established 

 through the encouragement of the Bureau of 

 Education, and these are under the supervision 

 of teachers. The reindeer service, introduced 

 into the territory by the Bureau in 1892, is still 

 under its supervision and is proving to be one 

 of the most beneficial measures thus far under- 

 taken for the benefit of the Eskimos. All medi- 

 cal work, including the furnishing of supplies, is 

 also in charge of the Bureau. 



In all outlying possessions the government 

 schools have exerted a strong influence over the 



