UNIVERSITY OF TEXAS. [8'bj_ AUSTIN, TEXAS, JUNE 1, 1893. CIRCULAR NO. 16. ANNOUNCEMENT OF COURSES FOR TEACHERS SCHOOL OF PEDAGOGY. CIRCULAR OF INFORMATJON, AUSTIN: BEN C. JONES & CO., STATE. ~R,IN.TF.R,8-·. 1893. DEPARTMENT OF LITERATURE, SCIENCE AND ARTS. FACULTY. LESLIE WAGGENER, M.A., LL. D., Professor ofRhetoric and ofEnglls-h Literature. ROBERT L . DABNEY, D. D., LL. D., Projessor of Mental and Moral Philosophy and ofPolitical Science. EDGAR EVERHART, PH. D., Professor of Chemisiry. GEORGE BRUCE HALSTED, PH. D., Projessor ofPure Mathematics. ALEXANDER MACFARLANE, D. Sc., LL. D., Associate Professor of Physics. GEORGE P. GARRISON, L.A. , Associate Professor ofHistory. THOMAS U. TAYLOR, C. E., Associate Professor ofApplied Mathematics. T:e:oMAS FITz-HuGH1 M.A., Associate Projessor of Latin. FREDERICK W. SIMONDS, PH. D., Associate Projessor of Geology. MORGAN CALLAWAY, JR., PH. D., Adjunct Professor ofEnglish. WALTER LEFEVRE, PH. D., Adjunct Professor of Mental and Moral Philosophy and ofPolitical Science. SvLVESTER PRIMER, PH. D . , Adjunct Professor of Teutonic Languages JOSEPH BALDWIN, M. A., LL. D., Professor oj Pedagogy. · CHARLES L. EDWARDS, PH. D., Associate Professor of Biology. EDWIN W. FAY, PH. D., Associate Professor ofLatin (ad interim). HAROLD NORTH FOWLER, PH. D., Professor oj Greek. J. MAGNENAT, Tutor in French. JESSIE ANDREWS, B. LIT., Tutor in German. J. R. BAILEY, A. B., Tutor in Che911istry. H. Y. BENEDICT, B. Sc., Tutor in Mathematics G. W. PIERCE, Fellow in Physics. L. G. BUGBEE, B. LIT., Fellow in History. J. F. ETTER, FellO'UI in Latin. B. S. BROWN, B. A., Hon. Fellow in Biology. UNIVERSITY OF TEXAS. THE SCHOOL OF PEDAGOGY. THE SCHOOL OF PEDAGOGY was created by the Regents of the University August 25, 189t. Three full courses in the science ·of education and the art of teaching have been sustained during the sessions of 1891-92 and 1892-93. To meet the wants of students and teachers, four full courses will be given during the session of 1893-94 and thereafter. Before present· ing the plan of the School of Pedagogy, some statements about the work­ings of the University are submitted. ORGANIZATION. The University was opened in 1883, and as at present organized com· prises the Department of Literature, Science and Arts; the Department ol Law; and the Department of Medicine. Each Department has its special Faculty. The School of Pedagogy is one of the schools in the Department of Literature, Science and Arts. CATALOGUE. Copies of University Catalogue are mailed on receipt of applications, and special information is given by letter. Address the Proctor, James B. Clark, Austin, Texas. Persons who think of entering the School of Peda­gogy are requested to write to Dr. J. Baldwin, Austin, Texas, and state which of the courses in Pedagogy they wish to take. CALENDAR FOR THE SESSION OF 1893-94. Session Begins ....•..•.••..••..•.•.•.Wednesday, September 27, 1893. Thanksgiving Day ................... . Fall Examinations Begin ..•..........Monday, December 18, 1893. Christmas Recess Begins ...•••........Sunday, December 24, 1893. Winter Term Begins ...........•......Monday, January l, 1894. Washington's Birthday .•••••......•.•Thursday, February 22, 1894. Winter Examinations Begin ............Monday, March 12, 1894. Spring Term Begins ...•..............Monday, March 191 1894. San Jacinto Day ...•................Saturday, April 21, 1894. Final Examinations Begin. . . • . . . • • ... Monday, June l 1, 1894. Annual Meeting of Regents ........... Wednesday, June 20, 1894. Degrees and Certificates Conferred (Commencement Day) •.••......••• Wednesday, June 20, 11!94. ADMISSION. Candidates for admission to the University must not be less than sixteen rears of age, and must pass the examination in English. Graduates of ap­)roved high schools, of the Agricultural College, and of the Sam Houston ~formal School, and teachers holding first grade State Certificates are ad­nitted without examination. The School of Pedagogy is open to all stu­:lents of the University. SCHOLARSHIPS. Each year, the member of the graduating class in each affiliated high school who stands highest will be presented with a scholarship in the Uni­versity. These scholarships exempt the holders from all University fees. EXPENSES. A matriculation fee of $30 is required of each student, and this entitles the student to all the benefits of the University for any number of sessions. Board, with furnished rooms, can be obtained at from $13 to $20 per month. The Proctor, James B. Clark, assists students in securing desirable places. Mrs. H. M. Kirby assists lady students in finding good homes. CO-EDUCATION. The statute under which the University was organized states that "it shall be open to all persons in the State who may wish to avail themselves of its advantages, and to male and female on equal terms." Young women can enter this U~iversity with the full assurance that they will receive the bene­fit& of its instruction on equal terms with young men. The Regents, in the appointment of Mrs. Kirby as Lady Assistant, have given assurance that young women will have all reasonable care in health and sickness. Mrs. Kirby is a lady of culture and refinement, and she has proven herself a de­voted friend and companion of the young lady students. Gifted women seeking to prepare themselves for important positions are welcomed to the School of Pedagogy. SYSTEM OF INSTRUCTION. The system of instruction adopted by the University is that known as the Course System. A full course occupies three hours weekly throughout the scholaiitic year. Each University School sustains several courses, which are designated as courses r, 2, 3, etc., in the school. A student, under advice, chooses the group of courses deemed best. Twenty full courses are required for graduation. Applicants will find in the Catalogue a complete presentation of the various University courses. COURSES IN THE SCHOOL OF PEDAGOGY. For Undergradttates. x. Elementary Pedagogy (full course). 3. School Management (Fail Term): Lectures and Baldwin's Art of School Management; Applied Psychology (Winter Term): Lectures and Baldwin's Psychology applied to the Art of Teaching; Methods of Teaching (Spring Term): Lectures and Practice Teaching. 2. Advanced Pedagogy (full course). 3. Hi1>tory. of Education (Fall Term): Lectures and J>edagogical Library; Science of .Education (Winter Term): Lectures and Origi• nal Research; Arts of Teaching and School Supervision (Spring Term): Lectures and Practice. For Undergraduates cmd Graduates. 3. Professional Pedagogy (full course). 3. School Systems (Fall Term): Lectures and Pedagogical Library; Current Educational Movements (Winter Term): Lectures and Ed­ucational Reports aad Journals; Courses of Study and Methods of Goyerning and Teaching (Spring Term): Lechtres and Original Work. For . Graduates. 4. Special Pedagogy (full course). 3. Work will be assigned to meet the wants of individual students preparing for special professional work. EXPLANATIONS. Course 1 is open to all matriculates oi the University, but students in this course are required to take Psychology in the School of Philosophy. Course 2 is open to all who have taken Course I, or its · equivalent, but students in this course are required to take Ethics in the School of Philoso­phy. Courses 1 and 2 constitute the undergraduate courses in the School of Pedagogy. Course 3 is open to graduates of the School of Pedagogy and to profess­ional teachers who come to the Univ.ersity to devote a year or two to pro­fessional work. Professional teachers taking this course are required to take Courses 1 and 2 in the School of Pedagogy and such courses in other schools al!! may be thought most helpful to teachers. Course 4 is open to graduates 0f the University and of other accredited institutions. The School of Pedagogy is open to all students of the University who elect Pedagogy as a specialty, or as an optional or an elective study. The student, however, . must be sufficiently mature to enter the School of Phi­losophy and take the course in Psychology. CERTIFICATES. The Certificates issued by the School of Pedagogy are State Teachers Certificates of the highest order. 1. Students who complete Course 1 (Elementary Pedagogy), and who, demonstrating their fitness to manage and instruct, a!e granted the Elemen­tary Certificate in Pedagogy, This Certificate has the force and effect of a first grade State Certificate for a term _of two years. 2. Students who complete Cour~e 2 (Advanced Pedagogy), are granted the Advanced Certificate in the Schoolof Pedagogy. This Certificate has the force and effect of a first grade State Certificate for the term of four years. 3. Teachers who complete Course 3 (Professional I?~dagogy), are granted the Professional Certificate of the School of Pedagogy. This Cer­tificate is given only to professional teachers. It is a first grade State Cer. tificate, and is good for four years. The limit, it is hoped, will be extended to ten years. 4, Students who complete Course 4 (Special Pedagogy), are granted the Special Professional Certificate of the School of Pedagogy. The law now limits this Certificate to four years, but it is hoped that the time will be extended. DIPLOMAS. Students who complete Courses 1 and 2 in the School of Pedagogy, and who receive baccalaureate degrees of the University of Texas, will have Graduate ofPedagogy inserted in their Diplomas. These Diplomas have the force and effect of permanent State Certificates. The lines of educational work are amazingly diverse. While all teachers need essentially the same fundamental preparation, each requires special preparation for a chosen line of work. The School of Pedagogy, as far as practical, will strive to meet these multitudinous wants. To this end, the various University courses are remarkably favorable. Elections and options are so numerous that each one may find what may be deemed most benefi­ cial. The earnest student can easily take the elementary and the advanced courses in Pedagogy as a part of any University group course leading to a degree. THE PEDAGOGICAL LIBRARY. To the teacher, as to the lawyer or the physician, a choice professional library is indispensable. This library now contains a considerable number of the best pedagogical publications, embracing, besides works published in our own language, translations of the educational classics, ancient and modem. It is the aim to make this a model professional library by adding from year to year the most valuable pedagogical publications, including the leading educational journals. This library is intended in part to take the place of text books, and its constant use is made an important part of the work in Pedagogy. The student-teacher is thus brought into smypathy with the educational world and the army of educational progress. PEDAGOGICAL APPARATUS. A school for educating professional teachers must necessarily be well sup­plied with the implements and devices used in teaching. Our great labora­tories in physics, chemistry, geology and biology largely supply this want, but these need to be supplemented by the modern educational devices. Besides the improved school apparatus, we hope to have in the near future the means for teaching effectually school hygiene and physiological psychol­ ogy. A model school house, with all the modern improvements in school architecture, school furniture, and school apparatus, would prove an invalu­able object lesson. TEACHING A LEARNED PROFESSION. Broad and accurate scholarship and the scholarly spirit are fundamental in the education of teachers. These may be gained in the University courses. The distinctive professional knowledge and skill which distinguish the teacher from the mere scholar may be gained in the School of Peda­gogy. More than two centuries have passed since Comenius infused into educa· tion the spirit and methods of a slowly developing modern science. Edu­cation is now recognized as a science which may be learned, and teaching as an art which may be acquired. This recognition is emphasized by the establishment of normal schools in all civilized countries, and by the crea­tion of schools of pedagogy in the great universities. Teaching is now recognized as one of the learned professions, and the school of pedagogy takes rank with other professional schools. Special preparation for the profession of teaching is now considered as essential as special preparation for the pulpit or the bar. The School of Pedagogy has for its object the professional education of teachers. State normal schools educate teachers for our elementary schools, but the School of Pedagogy for advanced work in the profession. The School of Pedagogy seeks to carry into the teaching profession the highest college culture, and thus prepare its graduates for the best positions in the profession. PROFESSIONAL COURSE. Course 3 is the advanced professional course. Many professional teachers desire to suspend their work and devote a year or two to more thorough preparation for their profession. The professional course is de­signed to meet the wants of these earnest teachers. To be admitted to this course the teacher must hold a first grade certificate, and must have had at least two years experience in teaching. Teachers admitted to this c0urse are required to devote their entire time to professional work for a full ses~ sion. The University courses elected are counted as professional work~ Everythirig possible will be done to render this course of the utmost value to teachers. BACCALAUREATE GROUP COURSES. The School of Pedagogy is the one professional school that readily and profitably blends with the University courses in literature, science and arts~ The courses in Pedagogy, besides their great culture value, are counted of great practical value to all students, whatever may be their avocations i'n lite. .The University work 'is so organized that students who elect Peda­gogy may prepare themselves for the profession of teaching while gaining a liberal education. Attention is called to the group courses leading to degrees. (Catalogue, pp.30, JI, 32.) Whatever course may be chosen, Pedagogy may be taken as an elective. Students of the University who elect teaching as a· profession enjoy inestimable advantages, as they learn th~ art of teaching directly from master workmen. . The educator who de­votes his life to teaching a special subject is pre-eminently fitted to pre$~nt methods of teaching that subject. Then the class room work is a constant· object lessson in superior methods of teaching. TEACHING AS A PROF~SSION. Teaching as a profession now compares favorably with the other learned pr-0fessions: 'worthy teachers are held in. high esteem and positions are becoming more ' and more permanent. Teachers' salaries have more than doubled in a singie generation . . Above all, modern teaching tends to de­velop grand men' and women. There is no nobler or more inspiring work than teaching. Texas needs for her teachers thousands of her most gifted ypuths with the highest culture and ' the best professional. education. To produce such teachers is the mission of the School of Pedagogy i,h the Uni­versity. JOSEPH BALDWIN, Professor of Pedagogy,