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school year the Normal Arts and Gymnasium Building, begun in the autumn of 1912, will be completed, furnished, and equipped. In 1905, when the present college building was dedicated, it was thought that provision had been made for the needs of the school for years to come. The changes in our educational procedure since that time, particularly in the direction of emphasizing school hygiene, the arts, and industrial education, have led to the erection of the new building, which is designed to house the four departments of industrial arts, household arts, art, and physical education. The cost of the building is upward of $450,000; of the equipment, somewhat under $150,000.

DEPARTMENT OF INDUSTRIAL ARTS.

The college, upon the completion of the arts and gymnasium building, will be prepared, through the cooperation of its several departments with that of the department of industrial arts, to give training to students and workmen, as follows:

I. Professional training to those who desire to teach in

(a) Elementary and high-school shops.

(b) Trade schools.

Candidates for such training may be chosen from—

(1) Graduates of technical high schools.

(2) Students from departments of architecture and engineering in colleges.

(3) Teachers with more or less technical training.

Two courses are open to those selected from the above groups: (1) A two years' elementary-certificate course, admitting to elementary shops. (2) A four years' course admitting to technical high and trade schools.

The two and four year courses may be worked out on the basis of three-fifths time for mechanical drawing, shopwork, and practice teaching; and two-fifths time for literature, mathematics, science, and education.

Candidates for elementary certificates will be required to teach classes in shopwork in the elementary practice school. Those taking the four-years' course must take charge of classes in the shops of the practice high school.

Courses are planned covering the lines usually taught in the public schools. These include the woodworking group, involving carpentry, cabinet and pattern making, forge foundry and machine-shop group, electrical construction, together with jewelry making and printing.

Courses in lettering and mechanical drawing supplement all shop courses. Engraving and photography are required in connection with printing and bookbinding.

All shop courses involving design are under the direction of two instructors; one representing the design side, the other the construction. Controlled by this idea design rooms have been placed side by side with shops from floor to floor. II. Trade training in carpentry, cabinet and pattern making, forge, foundry, and machine-shop practice, electrical construction, and printing.

Classes may be formed of half-time apprentices, boys from shops, boys from elementary and high schools. Three-year courses are outlined for those registering for the trades. The school day of eight hours-8 to 5-makes it necessary to plan half time for shop and half time for academic work.

Night-school classes make it possible for men in the trades, and boys serving as apprentices, to advance more rapidly along their given lines or to work into entirely new fields without loss of time.

III. Continuation classes for boys from the elementary and high schools. 60457°-15-9

These classes offer opportunities for pupils to make up work lost in one way or another.

To gain advance credit.

To work toward a trade without interfering with regular school work.

The range of activities that can be arranged in continuation classes is that of the public-school curriculum.

The college, together with its art and industrial school, its elementary and high-practice schools, offers great possibilities of advancement for the school boy, the apprentice, and the tradesman.

DEPARTMENT OF HOUSEHOLD ARTS.

The new building affords unlimited possibilities for the training of teachers in household arts for the public schools in Chicago. This training is to be as broad as it can be made.

The educational world is waking up to the fact that it is economy in education to take into account the physical needs of the child. Fresh air, water, and food are now recognized prerequisites to effective mental work. Chicago has been among the first to recognize this fact and to take steps toward meeting this problem. The schools have introduced household arts courses in both elementary and high schools; and this work in training children in the preparation of food and clothing, together with their economic and physiological values, has increased very rapidly. At present there are over 125 teachers in the city, where a few years ago there were but 20, and the department at the normal school has grown to meet this increasing demand.

The actual feeding of children in penny luncheons, open-air school and lunchrooms, has been undertaken by women's clubs and concessions. The household arts department at the normal school hopes to prove that it is a practical and economic undertaking for the schools to take over this other phase of the work, and as a step in this direction the penny luncheon at the Haines Practice School is to be under the direction of the department. The dietetic class, consisting of university graduates, will plan the diet, and this will necessitate a careful study of foods, not only as to calorific value, but as to mineral content, which is now recognized as an important element in child nutrition. The students in practice teaching will devote one-half day a week to assisting with the actual serving of the luncheons, credit being given toward their practice teaching.

This new venture means a broadening out of the work in this department, and we hope that the next step, which will be the undertaking of the running of the lunchroom in the new high school, will demand courses which will adequately prepare teachers to meet all phases of the work in the public schools.

THE DEPARTMENT OF ART.

Manufacturers the world over are keenly aware of the need for art in their products. The art schools and the schools of industrial arts of other countries have been more prompt to recognize this need in planning and equipping their institutions than we in America have been.

In the Normal Arts and Gymnasium Building the studios and designing rooms are distributed throughout the building from ground to roof, so as to bring the art work into the closest possible relation to the various industries which are so constantly an embodiment of it. On the third floor of the building are grouped those studios in which more specialized art study will be carried on.

In addition to the workrooms, a well-equipped industrial museum is being established, where both modern and historical types of industrial products having artistic character will be on view. It is planned in this museum to lay especial stress upon the application of art in modern every-day products, in its most democratic applications. These exhibits will be arranged in frequentlychanging groups and will be interspersed occasionally with collections of works of fine art.

Among the richest possibilities for service the art department is planning a library of pictures. These pictures, suitably framed and ready for hanging, will be available for school and home decoration and will be loaned for 30-day periods. If the experiment proves successful, the collection will be expanded so as to include ultimately all available examples of contemporary and classical art.

A figure drawing-room sufficiently large so that running and other actions can be carried on before the classes is a part of the equipment, which will also include a complete pottery laboratory and a sculpture studio.

To meet the most typical of needs a five-room apartment has been included in the building. The art department's use of this will consist in making it a laboratory for experiments in interior decoration.

THE PHYSICAL EDUCATION DEPARTMENT.

The gymnasium proper, 197 by 60 feet, is divisible by drop curtains into two or three rooms as may be found necessary for simultaneous class work; while on the other hand it may be opened to its full size for use as the social center of the college and normal school. Near by, also on the ground floor, is the swimming pool, reflecting from its shining white tile the bright skylight, the water of the pool being constantly clarified by filtration and overflow. Ample provision for bathing and privacy in dressing for the students is found in the 100 showers and dressing rooms, which will always stand as a memorial to those who are willing to plan for an ideal, intensive work, unlimited in its possibilities for hygiene, health, and happiness. The physical education classrooms and instructors' offices, the medical suite, and the rest room are situated on the first floor, thus providing geographically the easiest and quickest accessibility for students from the gymnasium as well as from either college building. The equipment of the department has been planned with a view to carrying on (1) the college and normal work as heretofore, (2) the training of specialists in physical education, and (3) evening classes for social and educational training. A special "exercise room" in the medical suite is to be fitted up with corrective apparatus, where orthopedic cases may receive attention and help in working out individual prescriptions.

It is well-nigh impossible in a short summary to mention all those niceties of construction and equipment upon which considerable time and thought have been spent. Suffice it to say that whether in arrangements for hair drying or the disinfecting and clarifying of the pool water, an effort has been made to use only modern efficiency methods."

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APPENDIX D.

OBSERVATION AND PARTICIPATION IN THE BOSTON NORMAL SCHOOL.

The model school connected with the Boston Normal School is used primarily for observation by first-year students, although it offers opportunities for other work in connection with the study of method in the second year of the normalschool course and the practice in the third year. The Martin Grammar School and the (Farragut) primary school connected with it constitute the model school, so called, and represent a typical Boston school district. The number of pupils to a teacher is the same as in other public schools in the city, and in nearly every way the school is subject to the regulations as to course of study and methods of administration that govern other schools. The teachers, who are the best that can be obtained from the city schools, are paid $8 a month in addition to the regular salary of their respective ranks, and the school was this year granted $400 in addition to its per capita allowance for equipment and supplies.

In its operation the school is independent of the normal school, and its policies are determined by a director, who acts as principal of the Martin and Farragut Schools and is nominally head of a department in the normal school and a member of its faculty, although at the present time he does no teaching in the normal school. Since no instruction in methods of teaching is given during the first year of the normal-school course, the observation work of this year is intended to give students a general survey of the field of elementary education rather than specific methods in teaching different subjects.

Briefly stated, the aim of first-year observation is to furnish students with a broad range of ideas concerning the fundamental principles involved in teaching and to give opportunities for contact with individuals and groups of children in as many ways as possible in order that they may have a background of (mental) experience to which they can refer in their later study and practice in the second and third year of the normal-school course. This is accomplished in two ways:

A. Observation of work as carried on by teachers in the model school, followed by conference with these teachers or with the director of the model school.

B. Combined observation and participation.

The nature of the work carried on is described below under these two heads.

OBSERVATION OF WORK CARRIED ON BY TEACHERS IN THE MODEL SCHOOL.

Students visit the school in divisions of 20, and are generally divided into groups of 10 for observation. This arrangement is carried out one period a week for 36 weeks; 80 students visit the school one period each week in groups of 20 on four successive days; and as each group is generally divided into two parts, only two rooms a day are under observation.

For the first three weeks, students observe in Grade I; the next three in either II or III; next in either IV, V, or VI; and next in VII or VIII. When 12 weeks have passed, the same course is followed again, but the kindergarten is included in the first period. Another series of 12 observations completes the year's work.

Generally speaking, the students who visit Grade IV in the first series are assigned to Grade V in the second series and Grade VI in the third series, and so on; so that every student observes all grades in the course of the year and sees the progressive development of three or four important subjects through four grades, excepting, of course, that in the kindergarten and first grade the differentiation of subject matter has not been carried very far.

In each visit a variety of activities may be observed, but the school program of the rooms under observation is reorganized for the three weeks when students are present, so that students give chief attention to subjects as follows: Series I-12 weeks-English. Series II-12 weeks-Arithmetic.

Series III-12 weeks-History and geography.

This observation occurs during the first period in the morning and students report 15 minutes before the opening of the session. During this time they are brought into direct contact with the children as much as possible, and nearly always watch individual children or help them in work that they are doing before school. The daily correction and discussion of the diaries of children in the third grade is an example of the kind of work thus carried on outside of the regularly arranged subjects for observation. The teachers frequently use part of this time for talks with the students, and both the teachers and the director try in every way to have the students feel at home in the schoolroom and get into the spirit of friendly professional relationship with everyone.

There is little, if any, departure from the regular plan of work in the model school when students are observing excepting the change of time before mentioned.

Since the director is present for a portion of the time at nearly all the periods of observation, his conferences are largely an outgrowth of the particular activities occurring in each room from day to day; but frequent conferences with teachers on all phases of the work, with particular reference to the interpretation of general principles, have given rise to a unity of purpose and a common understanding, so that it is possible for the director to organize the material at hand in a fairly clear and coherent manner in his conferences with students.

Take, for example, the second series of observation, dealing primarily with arithmetic, and including the kindergarten. The outlines given below show the nature of discussion carried on with students in conference after observation in the grades designated in each case.

It will be noted: (1) That the influence of the kindergarten or the development of the individual along the lines of natural interests are generally dwelt upon; (2) that attention is called to the growth of power in oral or written expression (the chief subject of the first 12 weeks of observation); and (3) that stress is laid on points observed in arithmetic.

Students are asked to give illustrations of the different points from their recollection and from notes taken in class. At the end of this series (12 weeks) students write a paper discussing any single lesson or series of lessons, so as to show that they understand the significance of the three elements summed up in the outline headed " General conference on arithmetic."

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These outlines are not presented as final. They represent the development of a point of view that has grown out of the work of the school, and include such ideas as seem to have been within the reach of first-year students and likely to aid them to a thoughtful consideration of their later work. At best a formal outline can only suggest the nature of the discussion.

The memorandum on page 136 illustrates the nature of instructions issued to teachers, though it should be understood that suggestions of this sort are much better conveyed in personal conferences from day to day.

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