isua-isnscatalog-1881-1882-010
| Description: |
10ANNUAL REGISTER.The student completing the work of these three terms will be
able to teach in the primary departments of the graded school,
and in the ordinary country school, with reasonable assurance of
success.Second. With the fourth term is begun the study of Psychol¬
ogy, which continues through three terms. A thorough and
scientific knowledge of the nature and powers of the mind, and
of the laws under which it acts in its various stages of growth, is
essential to every teacher who aspires to be more than an artisan,
and to be free from the limitations of mere empiricism. Two
terms are devoted to the study of the intellect, and one term to
the study of the sensibilities and will. All the subsequent pro¬
fessional work is based upon, and makes constant reference to the
facts and principles of Psychology. It is therefore less empirical
and more rational than it is possible to make it during the first
three terms.2. During the sixth and eighth terms students practice teach¬
ing in the eight different grades of the training schools, under
criticism of the critic teachers and the teacher of methods.3. During the seventh term they study methods of teaching
geography, grammar, composition, reading, and arithmetic under
the instruction of the teacher of methods.Criticism lessons are given in the training schools by all the
different members of the class.4. During the eighth term, one recitation hour per day is
devoted to the study of the organization and classification of
schools, and of the school law of the State to the general prin¬ ciples which should control in the management and government of the school and to the relation existing between the teacher and the parent, and between superintendent and subordinate teachers.5. During the ninth and last term of the course, a study of the history of education in the great crises of its development, and of the lives and teachings of the great educational reformers is pursued for one-half of the term, and a study of the philoso¬ phy of education for the remaining half. |
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| Source: |
http://indstate.contentdm.oclc.org/cdm/ref/collection/isuarchive/id/32377 |
| Collection: |
Indiana State University Archives |
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