As the story goes, John Baldwin’s personal commitment to
education spawned from an incident concerning his mother. He was aware that she
was denied a college education because of her gender. The documented evidence
of Baldwin Wallace University’s commitment to producing well-trained teachers can
be traced through Baldwin Institute, Baldwin University, and Baldwin Wallace
College catalogues. [The italics are taken from the catalogues.]
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| Students observing a teacher. |
The 1847 Baldwin Institute Catalogue documents the origins
of the Normal Department:
“This department is
designed particularly for those preparing to teach. The exercises will consist
chiefly of a through and practical course of training, in the elementary
branches, designed not only to instruct in the most thorough manner, but to
illustrate the art of teaching. It will be sustained chiefly by the Acting
Principal”
The next year an additional statement was issued:
“Those
wishing to qualify themselves for teaching, will receive special instruction in
a normal class.”
Students enrolled in 1849
might take courses such as reading, spelling, arithmetic, and penmanship. However, it was noted that: “Ladies
who desire a more ornamental course may substitute Drawing and Painting for
Latin, each quarter. Ladies or gentlemen of correct deportment, who thoroughly
accomplish the course of study prescribed, will receive a diploma.”
In 1856, there was a designed “Teacher’s Class.”
“It is the design to
organize a Teachers’ Class, composed of members of the Institution and others,
on Tuesday, November 3d, 1856, near the close of the First Term—Course, two
weeks—during which time a series of Lectures will be delivered, on subjects
appropriate to Teachers; and the members of the Class will be drilled in those
studies generally pursued in Common Schools. Efforts will be made to provide,
on a reasonable terms, board, during the course, for those Teachers who are not
members of the Institution. Tuition for the course—to members of the
Institution, $1.00; to others, $1.50.”
Two years later, in 1858, the description for Education
majors was fleshed out a bit more:
“Normal Institute:
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| Ira Pool graduate from Baldwin University. He became a teacher, but his career was cut short because of the Civil War. He fought and died for the Union. |
It has been customary,
at some suitable time during the year, to form a class of those wishing to
teach, and to deliver lectures on subjects appropriate, as also to drill the
class in studies generally pursued in Common Schools. As an improvement upon
the plan, it is proposed the ensuing year to hold in this place a two weeks
Normal Institute.
J. Ogden, general
agent for the State, has been employed to give a course of lectures on the Science
of Education and the Art of Teaching, and to give such other instruction as may
be demanded.
Prof. J. Tingley, of
this Institution, will give a course of lectures and experiments in Practical
Chemistry, in which the nature and uses of apparatus will be taught and
explained.
Classes in the common branch
will be formed either in connection with or separate from those in the
University, so that Teachers may have an opportunity of reviewing their studies
before applying for certificates for their winter schools.
The Institute will
commence Tuesday, Sept. 7th, 1858. Boarding can be had at the Hall
or in private families at $2,00 per week, or in self boarding clubs at from
70cts. To $1,00 per week. Tuition $1.00 per week."
By 1888, a college degree became invalabule for anyone
wishing to teach. This is evident in the first line of the description:
The time is past for
thinking that “any body can teach school.” The demand for trained teachers is
growing more emphatic every year. Boys and girls who have scarcely become
acquainted with the branches of common school study will find here long that
they are not welcomed as teachers by those who have charge of the district
schools.
Personal fitness,
substantial knowledge, some acquaintance with the nature fo the minds and
bodies to be cared for, and special knowledge of the approved methods of
teaching are soon to be required of every candidate for admission to the teacher’s
desk.”
In order to graduate, a student must be examined and produce
a thesis:
Examinations and tests
of the Normal students will be frequent, and so thorough as to leave no doubt
of the student’s knowledge upon the branches of study in hand.
Every student will be
required to take his final examination before the Board of Examiners of
Cuyahoga County, and receive from that Board grades, not one of which shall
fall below eight-five percent .
The graduating thesis
must be upon some subject connected with the profession of teaching.
By 1901, practice, or student teaching, had become part of
the degree requirement:
“A Practice school has
been secured for the coming year, and all those expecting to teach must take
some training in this department. The school is divided into grades and the
student will have an opportunity to do work along the line that he is preparing
to teach. Practice allows theory and proves the worth or worthlessness of the
theory. No student will receive a diploma from the Normal Department who has
not had four weeks’ training as a minimum.”
By 1942, the curriculum became very similar to what is
required today:
“The courses in
education afford the student intending to teach opportunities for securing
theoretical knowledge and practical experience in this vocation. Most states
now require professional training as a prerequisite for a certificate to teach.”
A student wishing to teach in 1942 would have to take
courses such as: Intro to teaching/ history of education/ educational
sociology/ educational psychology/ vocational and educational guidance/
classroom management/ principles of teaching in secondary schools/ principles
of secondary education/ adolescent psychology/ mental hygiene/ educational
statistics/
