ORIGINATED TO SUPPLY THE NEED FOR INDUSTRIAL TEACHERS In order to successfully carry forward this work, teachers were needed, and their proper training became a matter of immediate necessity. Skilled mechanics might prove very inefficient teachers of children in manual training, especially when the aim was not to make craftsmen, but rather, broad-minded and intelligent citizens. Neither could the ordinary teacher be relied upon to carry forward this work, since he lacked the knowledge and experience necessary to conduct and give meaning to the manual training laboratory. In order to make provision for teachers, found necessary to the success of the movement, the Industrial Education Association (the name by which the society was now known) established classes for the training of teachers. Dr. Butler was appointed President of the Association (1886-91) and assigned the duty of organizing a training college for teachers, which at first was intended to represent only one phase of the work, but which later came to absorb the whole interest and attention of the society. As already noted, Dr. Butler was intent on having a school of education established at Columbia University. In an article on "The Beginnings of Teachers College," he says: "The idea which led to the foundation and development of Teachers College was suggested by reading the remarkable discussions of education as a subject of university study which were contained in the annual reports of President Barnard for 1881 and 1882." The remark of President Barnard that attracted special attention was as follows: "Education is nowhere treated as a science, and nowhere is there an attempt to expound its true philosophy." Dr. Butler was of the opinion that the time was ripe to 1 Columbia University Quarterly, 1899. begin the systematic exposition of education on a high plane in the University, but says: "After a full conference with President Barnard, the opinion was arrived at, chiefly at his instance, that it would probably be easier to build up a teachers' college outside of the University, and to bring it later into organic relations with the University, than to undertake at that time its establishment under the control and at the expense of the Trustees. By a fortunate circumstance, the results of which have been almost too happy to attribute wholly to chance, the Industrial Educational Association served as the occasion for the realization of the ideal of a teachers' college on a university basis." Teachers College, founded in 1888, began its organization with the following departments: History and Institutes of Education; Methods of Instruction; Mechanical Drawing and Woodworking; Industrial Arts; Domestic Economy; Kindergarten Methods, and Natural Science. The school was backed by a number of wealthy men and women who were deeply interested in its prosperity, and its growth was consequently rapid. The college course as first arranged occupied but two years and led to a teacher's diploma. The requirements for admission were scarcely equal to those of a good high school. IDEAL At first the chief aim of the Industrial Edu CHANGE OF cation Association was the advancement of domestic science and industrial training among the masses, but it was not long before the professional preparation of teachers for all grades of public school-work became the overshadowing interest. Industrial training, however, continued to remain one of the most prominent and influential features of the instruction. A most fortunate incident for the future of the College occurred in 1892 when the society found it necessary to en 1 Columbia University Quarterly, 1899. large its quarters. The committee appointed to look up a site selected twenty lots (since increased to thirty-one) at Morningside Heights, one of the most beautiful and healthful parts of New York city. The money for the land was obtained through Mr. George W. Vanderbilt, who purchased the property at $100,000 cash and donated it to Teachers College. Two days later it became known that the old Bloomingdale property, which lies just across 120th street to the south had been purchased for the new site of Columbia University; so without anticipating it, Teachers College was to come under the immediate shadow of a great university. In its enlarged quarters the school was able to greatly strengthen its curricula and to increase its requirements both for entrance and for graduation. In 1893-94 Teachers College became affiliated with Columbia University, certain courses of the former being "accepted by Columbia as counting toward the Columbia College degrees." I Since 1898 Teachers College has become incorporated as a real part of Columbia University, exchanging its President for a Dean but retaining its separate Board of Trustees. It is now in fact the "professional school of Columbia University for the study of education and the training of teachers." The Teachers College of Columbia University has thus become a great school of education which, besides its four years of undergraduate academic courses, and its one to three years of graduate professional courses, "maintains two schools of observation and practice; one, the Horace Mann School, the other known as the Experimental School. The Horace Mann School comprises three departments-a kindergarten for children of three to six years of age, an 'Historical Sketch of Teachers College, by ex-Pres. W. L. Hervey, Teachers College Record, i, 33. elementary school of eight grades, and a high school of four grades. The Experimental School consists of a kindergarten, elementary school and special classes in sewing, cooking and manual training. Each department of the Horace Mann School is in charge of a principal, who ranks with directors of departments in the College. The Experimental School is under the immediate supervision of the College Professor of the Theory and Practice of Teaching. Both schools are under the general direction of a Superintendent of Schools, who is also the College Professor of School Administration.” The Horace Mann School, which maintains all grades from the kindergarten to the college, is a pay school, the other is free. These schools furnish the professional laboratory of Teachers College. The aim of the School is thus set forth in the AIM OF TEACH- current calendar: "The purpose of Teachers ERS COLLEGE College is to afford opportunity, both theoretical and practical, for the training of teachers of both sexes for kindergartens, elementary and secondary schools, of principals, supervisors and superintendents of schools, and of specialists in various branches of school work, including normal schools and colleges." As at present conducted it impresses one as an unusually high grade normal. It is a school of instruction and of methods rather than one of research and investigation, formative rather than creative. But its professors, selected primarily because of their teaching ability and scholastic attainments, are young and vigorous, and the future may tell a different story. In its entirety Teachers College is 1st, a large public school representing all grades from the kindergarten to the university; 2d, a great industrial school; 3d, an academic college, though at present, in order not to duplicate courses in Columbia University, but few collegiate courses are offered; 1 Teachers' College Announcement, 1901-02, p. 16. 4th, a thoroughly equipped and efficient school of education for the professional training of teachers. A list of the professors in the professional school alone will indicate the scope of the work. They are (not including the professors of special methods): Jas. E. Russell, Ph. D., Dean, and History of Education; Nicholas Murray Butler, LL. D., Principles of Education; Frank M. McMurry, Ph. D., Theory and Practice of Teaching; Samuel T. Dutton, A. M., School Administration; Jas. McK. Cattell, Ph. D., Psychology; Paul Monroe, Ph. D., History of Education; Edward L. Thorndike, Ph. D., Genetic Psychology (Child Study); Mary D. Runyan, Kindergarten. All degrees are conferred by Columbia University, but Teachers College offers two graduate diplomas: a Higher Diploma, won after at least one year of resident graduate study, intended "to fit teachers of superior ability and special academic attainments for the work of training teachers in colleges and normal schools, and for positions in the public-school service requiring a high degree of professional insight and technical skill;" a Secondary Diploma, likewise won after at least one year of graduate study, intended to fit specialists for teaching in high schools and colleges. Besides the above there are a number of undergraduate courses leading to special diplomas, such as the elementary teachers' diploma, the kindergarten diploma, the domestic science diploma, the manual training diploma, etc.; all self-explanatory, and nearly all based on a four years college course with the subject mentioned in the diploma made specially prominent. Many advantages are afforded for the observation of actual teaching and school administration, and practice-teaching is made an important requirement for any and all diplomas. The plant of Teachers College represents a capital of nearly two million dollars, and the annual expenditures are |