The professional training of elementary-school teachers in British Columbia is provided for in two Normal Schools, one in Vancouver and the other in Victoria .
The first Normal School to be established in the Province was opened in Vancouver in January 1901. It was moved into its present quarters in 1909. For several years past a lack of accommodation has been felt in this school and steps have been taken to erect a new wing which will contain an up-to-date science-room, and manual-arts room, two rooms for instruction in home economics, and a double-sized room for a library and students' reading room. With this important addition the Vancouver Normal School will have satisfactory accommodation for a maximum of 300 students.
The Victoria Normal School was opened in Victoria in January 1915 and is well equipped to handle a maximum of 200 students. An elementary practice school or model school of two divisions is also housed in the Normal School building. Whereas the students in attendance at the Vancouver school come from Greater Vancouver and the lower mainland, those attending the Victoria school come from Vancouver Island, the upper mainland (north of the 50th parallel), the coast islands, and the interior (east of Yale).
Before 1920 both Normal Schools gave four months' courses and issued third-class certificates to those who successfully completed these courses. Permanent first- and second-class certificates were issued to students who successfully completed the nine months' course - second class to those who entered Normal School with Grade XI or Junior Matriculation standing and first class to those having Grade XII or Senior Matriculation standing or better. Since 1920 no third-class certificates have been issued and no short course offered. All first- and second-class certificates now issued are now interim and may be made permanent at the conclusion of two years' successful experience, on the recommendation of a Public School Inspector.
Candidates for admission to either of the Provincial Normal Schools should write to the Principal for an application form, in which full instructions are given, also further information as to requirements of admission. Each applicant for admission is required to pass a medical examination by a medical officer, appointed by the Minister of Education, before being finally accepted. The application for admission to the Normal School must be accompanied by a satisfactory certificate of good character obtained within three months of the time of making application. The minimum academic standing for admission to the Normal School is the Entrance to Normal Certificate, which requires that, in addition to Junior Matriculation requirements in English, history, and mathematics, the candidate must have completed the Grade XI course in one foreign language, one science, and in geography. Candidates for admission who hold a Grade XII or Senior Matriculation certificate or who have completed the requirements at least for first-year standing at the Provincial University are not required at present to write on Normal Entrance geography. Applicants from other provinces, from the Mother-country, or from other parts of the British Empire must have their entrance qualifications approved by the Education Department, and hence should forward their certificates to the Registrar, Education Office, Victoria , B.C., some time in advance of the opening of the season.
The session for 1928-29 opens on September 11th, 1928, and closes on June 14th, 1929 . The Christmas vacation begins on December 22nd, 1928, and ends on January 7th, 1929 . The Easter vacation and all other school holidays as authorized by the Council of Public Instruction are observed in connection with the Normal Schools.
The sessional fee is $40, half of which is payable on the opening of the session in September and the other half on the reopening of the school in January. Payment of fees is made to the Principal, or to such officer as he may designate.
Travelling expenses of students attending the Normal Schools, calculated at the rate of 5 cents per mile, both to and from the school attended, will be paid by the Superintendent of Education on behalf of the Council of Public Instruction, at the close of the session, on the certificate of the Principal as to regularity of attendance and mileage covered.
The Principal shall be responsible for the discipline and management of the school. He shall prescribe the duties of the staff, subject to the approval of the Council of Public Instruction. He shall have supervision over the methods employed in the teaching of all subjects in the Model School.
He shall make all necessary arrangements with the local school authorities concerned for the students' observation and practice-teaching and, when considered advisable, shall hold conferences with the staffs of the various practice-schools with a view of establishing harmony and consistency as between educational principles and approved teaching practice. He shall designate one of the lady members of the staff to act as counsellor to female teachers-in-training, who shall exercise a kind and judicious oversight of their social activities throughout the session. He shall hold conferences with his staff from time to time for the purpose of securing harmonious and concerted actions in all matters pertaining to the welfare of the school and the teachers-in-training, and for the further purpose of receiving and discussing contributions from members of the staff along the line of recent educational research.
It shall be the duty of the teaching staff to carry out the instructions of the Principal with regard to discipline, management, and all matters affecting the efficiency of the Normal School and the progress on the students.
Students shall attend regularly and punctually throughout the session and shall submit to such rules and regulations of the school as may be prescribed by the Principal.
Students shall take all tests and examinations prescribed in the Principal. Such examinations will be conducted by the staff of the Normal School.
The students of the Normal School shall be required to supply themselves with a complete set of the books authorized for use in Elementary Schools of the Province in addition to the special text-books prescribed for use in the Normal School Course. No student shall be permitted to lodge or board at any house disapproved of by the Principal and men and women students are not permitted to lodge at the same house except by his special permission.
If, in the judgment of the Faculty of Instructors, the capacity, attainments, and progress of any student are not such as to warrant his or her longer attendance at the Provincial Normal School, or if in their judgment the manners, habits, temperament, sentiment, or character of the student are not such as to fit him or her to have charge of children, it shall be the duty of the Principal to report such judgment to the Superintendent of Education, who, on being satisfied of its correctness, may require such student to withdraw from the institution.
All students are expected to participate in the activities of the Literary Society, the Debating Society, and the Athletic Society, and are required to pay a student activity fee not to exceed $5 per session in support of these student organizations.
There are no students' dormitories in connection with either of the Provincial Normal Schools , but board and lodging can be secured at reasonable rates in private homes and boarding-houses.
From past experience the approximate cost of the course may be stated as follows:
Board and lodging | $275 to $350 |
Books and supplies | $35 to $40 |
Extra clothing, laundry, etc. | $40 to $50 |
Car-fare, recreation, and incidentals | $40 to $50 |
$390 to $490 | |
Student fees | $40 |
Student activities | $5 |
$45 |
Teachers-in-training are recommended by the Principals of the Normal Schools to the Department of Education for diplomas upon the merits of their achievement in all departments of Normal School work, including: (1) Knowledge of the subject matter of instruction and of method in the teaching of the various elementary-school subjects as set forth in the curriculum of studies for British Columbia schools; (2) working knowledge of the science of education and of the principles and practice of school administration; (3) ability to teach and to conduct a school; (4) personal fitness for the life and work of a teacher. Each teacher who has been granted the Normal School diploma may make application to the Registrar, Department of Education, Victoria , for a Teacher's Interim Certificate, First or Second Class, as the case may be, enclosing the registration fee of $5.
If the candidate has already completed the work of Grade XII.(Senior Matriculation), or holds First-year University standing (evidence of which must be furnished), an Interim First-class Certificate will be granted, otherwise a Second-class Interim will be granted. Application for a First-class Certificate can be made by a Normal School graduate at any time upon the completion of Senior Matriculation or First-year College standing.
The Normal School programme provides for seven class periods per day, including class-room instruction, reading, and study periods, observations and teaching practice, each period being of approximately forty-five minutes' duration.
The minimum and maximum number of class periods to be devoted to the various subjects of instruction for the full Normal School session are as follows:
Subject | Periods |
---|---|
School Administration | 50 to 60 |
Educational Psychology | 20 to 25 |
Measurements, Graphics, and Statistics | 20 to 25 |
Educational Movements and Sociology | 30 to 35 |
Arithmetic | 50 to 60 |
Geography | 50 to 60 |
History and Civics | 50 to 60 |
Nature-study and Agriculture | 50 to 60 |
Primary Grade and Manual Arts | 50 to 60 |
Grammar | 25 to 30 |
Writing | 25 to 30 |
Reading | 20 to 25 |
Composition and Spelling | 30 to 35 |
Drawing and Art | 60 to 70 |
Music and Voice-training | 60 to 70 |
Home Economics | 60 to 70 |
Health Education | 30 to 35 |
Physical Education | 60 to 70 |
The teacher's responsibility in knowing the physical, mental, social, and moral status of the child in school.
Factors determining grading and promotion of
school-children; the value of standardized intelligence and
achievement tests as aids in determining such grading.
The special care and management of the problem child
– the gifted child, the subnormal child, those abnormal
physically and temperamentally, those defective in speech, hearing,
eyesight, training, and social privilege.
The problem of discipline – a positive
attitude on the part of both teacher and pupil resulting in right
conduct and added social responsibility.
Interest and motivation; rewards and punishments.
Routine class-room management – assembling, dismissing,
giving of signals and commands, punctuality and regularity of
attendance.
School Law of British Columbia relating to duties of
pupils and parents.
The modern concept of "curriculum," its
essential characteristics and the teacher's relation to it.
The time-table or daily school programme – variations to suit
different types of schools.
The tendency towards departmentalization of
instruction in graded schools, advantages and possible dangers; the
platoon school and its operation.
The keeping of registers, pupil records, and report
cards, and method of interpreting and using the data compiled.
School law and regulations relating to the
above.
The meaning of experience and its significance in
the learning process.
The meaning and method of study; lesson assignments
– occasions, character, and extent; the proper use of the
text-book.
The meaning and method of the recitation, the
teacher's part, the pupil's part; the socialized
recitation; motivation and the project method; questions and
questioning.
Lesson types and lesson plans.
Testing as a phase of instruction; new forms and
methods of examination.
Extra-curricular activities.
Qualifications and characteristics of a successful teacher;
conduct and ethical standards.
The teacher as leader and friend (a) in the classroom; (b) on
the playground; (c) in the community.
Relationship to inspectors, supervisors, trustee, and
parents.
Attitude towards professional improvement.
School law and regulations relating to duties of teachers and
school boards; teacher's tenure and agreements.
Sears, Classroom Organization and Control
(New Edition).
Thomas, Principles and Technique of
Teaching.
Almack and Lang, Problems of the Teacher
Profession.
Bagley, Classroom Management.
Freeland,
Modern Elementary School Practice.
Ruch, Improvement of the Written
Examination.
Woofter, Teaching in Rural Schools.
Nature and scope of educational psychology.
Necessity of applying scientific methods in the
educational field.
The nervous system, including special sense
organs.
The stimulus-response theory and its
implications.
Original nature; intelligence, special capacities,
instincts, reflexes.
The psychological meaning of environment; the
modification and development of original nature as a result of
environment.
Child development during the pre-school stage.
Child development during the elementary-school
stage.
General modes of human behaviour; perception,
memory, imagination, ideation, thinking, feeling, emotion.
Transfer of training; in laws of learning.
The role of habit in child-life; play and the play
spirit in education; motivation.
Abnormality; mental hygiene.
Adolescence; character and responsibility.
Cameron, Educational Psychology (Revised Edition).
Gates, Psychology for Students of Education (Revised Edition).
Starch, Educational Psychology.
Warren, Elements of Human Psychology.
Pyle, The Psychology of Learning (Revised Edition).
La Rue, Psychology for Teachers.
La Rue, Mental Hygiene.
Purposes and methods of educational measurement.
Construction of sample tests; study of typical
standardized tests; individual and group intelligence tests –
appropriate use of each; standardized achievement tests; mental
age; intelligence quotient.
Classification and tabulation of quantitative data;
graphic representation of frequency distributions; how to obtain
the mean, median, percentiles, quartile and standard deviations in
a frequency distribution; simple correlation; meaning and
characteristics of the normal curve.
Monroe, DeVoss & Kelly, Educational Tests and Measurements (Revised Edition).
Hines, A Guide to Educational Measurements.
Russell, Classroom Tests.
Ruch, Improvements of the Written Examination.
Paterson, Preparation and Use of the New-Type Examination.
Thurstone, The Fundamentals of Statistics.
Rugg, A Primer of Graphics and Statistics.
Williams, Graphic Methods in Education.
The great social and educational movements of the
past that have helped to shape our modern educational ideas and
school practices.
Important educational developments in Europe and America since
the beginning of the last century.
Current problems and modern trends in education.
The present educational situation in Canada .
The problem of the rural school – economic,
social and educational.
The industrial revolution and the problem of the
city school.
The meaning and development of social
institutions.
The school as a social institution and its relation
to modern social problems.
The meaning of civilization and social
inheritance.
Parker, History of Modern Elementary Education.
Grave, A Student's History of Education.
Smith, Principles of Educational Sociology.
Williamson, Introduction to Sociology.
Changing concepts and modern requirements in
arithmetic – emphasis on number facts and operations in
actual daily use and the bear close relationship to existing human
needs.
An introduction to the official programme of studies
in arithmetic by grades up to and including Grade IX.
An appreciation of the progressive increase in the
difficulty and complexity of the operations involved in the course
with each advancing grade.
Appropriateness of the assignments in arithmetic to
the present knowledge and ability of the pupils, grade by grade, as
well as to their future needs.
A more critical review of the course, with detailed
treatment of selected topics from the work of each grade.
The place of arithmetic in correlation with other
subjects.
Importance of realism in the presentation of all
numerical situations.
Equipment and special devices to facilitate
worth-while review of arithmetic operations and as aids in the
maintaining of interest.
The use of standardized test and of practice
material in arithmetic.
Leunes, The teaching of Arithmetic.
Overman, A Course in Arithmetic for Teachers.
Overman, Principles and Methods of Teaching Arithmetic.
Osburn, A Socialized Study of Corrective Arithmetic.
Thorndike, The New Methods in Arithmetic.
Newcomb, Modern Methods of Teaching Arithmetic.
Stone, The Teaching of Arithmetic.
The human interest point of view – the
relation of man to his environment.
An analysis of the prescribed course for elementary
schools.
Relationship of geography to nature-study in lower
grades, with emphasis on home or local geography; use and
management of excursions to points of local interest.
Home-life in other lands treated by means of type
lessons.
Use of the project method in the study of geography
in all grades; emphasis on development of pupil activities;
training in the use of the atlas.
Elementary physical geography – first-hand
studies for higher grades.
Demonstration lessons on selected topics as a basis
for class discussion.
Use of maps, diagrams, charts, graphs, globes,
lantern-slides, and geography readers.
A study of geographic controls by taking some of the
world's most productive regions and considering the life of
the people in those regions.
Type study of a continent for higher grades, making
use of the psychological approach.
A more intensive study of the Dominion of Canada
under large natural divisions such the prairie provinces,
the St. Lawrence valley, and the eastern and western maritime
areas.
A close survey of British
Columbia, centering the study around our
most distinctive industries.
United
States and the continents treated
briefly by comparison.
Trade and commerce in the study of world geography
and with relation to the British Empire.
Dodge & Kirchway, The Teaching of
Geography.
Sutherland, The Teaching of Geography.
Scott, The Teaching of Geography in Canadian
Elementary Schools.
Skeat, The Principles of Geography.
Archer, Lewis, & Chapman: The Teaching of
Geography in Elementary Schools.
Branom, The Measurement of Achievement in
Geography.
Stevens, Applied Geography.
Reeder, Method of Directing Children's Study
of Geography.
Aims and objectives in the teaching of history,
civics, and citizenship.
A consideration of the matter of instruction as
outlined for use in the Elementary and Junior High School grades
and its organization to suit the grades.
The planning and elaboration of history stories
correlated with language-work and story-telling; biography in
relation to history in all grades.
Dramatization as an aid to effective
history-teaching.
Demonstration lessons for the elucidation of
important points in lesson procedure.
The treatment and significance of periods in the
history of a country, with emphasis on the social life of the
period.
Importance of local history; excursions to points of
peculiar historic interest.
Project studies in history; sources for information;
correlation with other subjects.
How to use the history text to greatest
advantage.
Importance of abundant supplementary reading, with
guidance in choosing same.
Study of civics at first hand; principles of
citizenship and practical application of same in the matter of
student participation in school activities.
Jarvis, The Teaching of
History.
Johnson, The Teaching of History.
Keatinge, Studies in the Teaching of
History.
Broune, The Teaching of History and
Civics.
Angus, Citizenship in British
Columbia.
Hill, Community Civics.
Knowlton, History and Other Social
Studies.
Knowlton, Owen & Chapman, The Teaching
of History in Elementary Schools.
McCaig, Studies in Citizenship.
Trotter, Canadian History.
The aims and methods of language-work in the grades,
dealing with the topics as set forth in the Programme of
Studies.
Importance of oral composition in the first six
grades; written composition stressed more in Grade VII. And
VIII.
Importance of the teacher's example;
incidental teaching; "every teacher a teacher of
English."
Value of wide reading and of memorizing good
literature as an aid to oral and written composition.
Choice of topics for composition-work; the
gathering, selecting, and arranging of material.
Letter-writing and business forms; the value of
clearness, force, and brevity of expression.
Correction of errors in both oral and written
composition.
Paragraph and sentence structure; capitals,
punctuation, and signs used.
Language games, debating and public speaking as aids
in correct use of language.
Use of standardized test in composition.
Bolenius, The Teaching of Oral English.
Bates, Talks in the Writing of English.
Leonard, Essentials in English.
Fernald, Expressive English.
Grammar as a part of language-study, its nature and
meaning.
Review of the subject-matter as outlined in the
Programme of Studies for Grades VII and VIII.
Use of the inductive development lesson in the
teaching of grammar.
Fundamentals of analysis and classification.
Correction of prevalent grammatical errors.
Lesson plans and demonstration lessons.
Examination of standardized tests in grammar.
Goggin& Morgan, High School Grammar.
Kittredge & Arnold, The Mother Tongue, Books I and II.
MacLaurin, Elementary English Grammar.
Potter, Jeschke & Gillet, Oral and Written
English, Books I and II.
Leonard, Grammar and Its Reasons.
The value of oral reading in the mastery of the
mechanics of reading, in the increasing of appreciation of fine
form and content through vocal expression, and in the ability to
interpret written language to others.
The value of silent reading in developing speed as
well as power of analysis, taste for good literature, and a desire
for continued independent reading.
The general principles of teaching reading.
Type-lesson procedure in teaching oral and silent
reading, with occasional demonstration lessons.
The psychology of reading and a discussion of
important contributions to the teaching of it.
The testing of reading ability, with an examination
of a few of the leading standardized tests.
Methods of improving both oral and silent
reading.
Children's reading and the use of the school
library.
Huey, The Psychology and Pedagogy of
Reading.
Stone, Silent Reading.
O'Brien, Silent Reading.
Corson, The Voice and Spiritual Education.
Klapper, Teaching Children to Read.
Gray, Deficiencies in Reading Ability.
An inquiry into what good literature is and its
effects upon the reader.
The teacher's own qualifications in order to
teach the subject effectively.
Value of extensive and varied reading.
Standards and characteristics of literary selections
suitable to the grades; illustrations taken from the assignments in
the Programme of Studies for Elementary Schools.
Place and value of good oral reading in the
interpretation and appreciation of literature.
A critical study of typical selections taken from
the course of study for the grades; demonstration lessons.
Importance of the preparatory step as an aid to
interpretation and appreciation.
Broad divisions and plan of selections; beauty and
strength brought out in more minute analysis; test of appreciation
and final synthesis.
Memorization of choicest passages and best method of
doing same.
Suitable tests in literature.
The literary society.
Leonard, Essential Principles of Teaching
Readingand
Literature.
Fries, Hanford & Steeves, The Teaching of
Literature.
Carpenter, Baker & Scott, The Teaching of
English.
Bates, Talks on the Teaching of Literature.
Lamborn, The Elements of Criticism.
French, The Appeal of Poetry.
Haliburton, Poetry in the Grades.
A careful examination of the course as prescribed
for the schools of British
Columbia .
Consideration of satisfactory standard of penmanship
for teachers-in-training; importance of blackboard writing for
teachers, with training in same.
The psychology of handwriting; general laws of habit
formation.
Methods of developing and maintaining interest and
enthusiasm among the pupils; concentration of attention; class
direction and practice periods – duration and
distribution.
Demonstration lessons illustrating the development
of the writing process from the receiving class up through the
grades.
Special attention to technique – rhythm,
posture, pen-holding, movement for the development of legibility,
uniformity, rapidity, and ease of writing; left-handedness;
penmanship projects; blackboard writing.
Penmanship in ungraded schools; exhibits; graded
standards of proficiency; use of tests and writing-scales.
MacLean, The MacLean Method of Writing.
Freeman, The Teaching of Handwriting.
Freeman, Correlated Handwriting.
Arnold & MacLean, Penmanship Stories.
Lister, Muscular Movement Writing Manuals.
The new aims in spelling; causes of incorrect
spelling.
Importance of vocabulary selection based on common
writing needs.
The laws of learning as applied to spelling.
Importance of visualization and frequent recall.
The difficulties experienced in the correct spelling
of certain types of words.
Use of the dictionary; the relation of testing to
teaching in spelling; concentration; repetition in attention;
visual imagery.
The learning of form by association with meaning and
use.
Use of spelling scales and standardized tests.
Cook & O'Shea, The Child and His
Spelling.
Tidyman, The Teaching of Spelling.
Gates, The Psychology of
Reading and
Spelling.
A study of the requirements for Elementary Schools
as laid down in the Teachers' Manual of Drawing and Design
under the following heads:
Primary drawing and illustrating in crayon and water-colour.
Object drawing from simple representation in two dimensions to
rectangular perspective.
Nature drawing in various mediums.
Design – space-filling and application in simple ornament
to hand-work exercise; principles of repetition, variety, contrast,
symmetry, radiation.
Poster study and lettering.
Care and proper use of drawing equipment – pencils,
crayons, brushes, compasses, set-squares, paints, paper,
cardboard.
Initiative and independence together with
proficiency in workmanship.
Colour-study and relationship to design; blackboard
drawing.
Criticism and evaluation of drawings.
History of art as shown in architecture, sculpture,
and painting as an aid to art appreciation.
Selection of good pictures for the class-room and
how to use them.
Relationship of drawing to other subjects, and its
importance in project studies.
Suitable books for the school library and for the
teacher's use.
Scott, Weston & Judge, Manual of Drawing and Design.
The meaning of nature-study, its place in the
elementary school curriculum, and its relationship to other
subjects.
Nature-study as an introduction to science and to
agriculture.
The essentials of nature-study method;
differentiation in both subject-matter and method for primary,
intermediate, and advanced grades.
Type studies in the following special fields of
nature-study and elementary science selected from the Course of
Study for Elementary Schools:
Trafton, The Teaching of Science.
Frank, How to Teach General Science.
Downing, Teaching Science in the Schools.
Eikenberry, The Teaching of General Science.
The educative value of music; its value as a socializing and cultural force in the school and in the community; the need of systematic musical training throughout the grades; ear-training as the basis of musical introduction; value of rhythm in music; the value and the art of conducting; how to inspire and develop the true spirit of music.
Rote signing, including song games and rhythmic games; tone-matching by means of song sentences; mood in music; dramatization of songs.
Musical knowledge – use of the modulator; application of the sol-fa syllables to the staff notation; notes, rests, signatures, and musical terms regularly used in music; rhythmic time names; chromatic degrees; modulation to nearly related keys; transposition; ear-training in time and tune ; staff and modulator drill to syllables and singing words; chordal practice; two-part exercises; introduction of bass cleft; simple voice-training exercises; use of vowels and consonants; diphthongs; phrasing and expressions; song-singing.
Rhythmic phrases clapped and stepped; the gavotti; the minuet; music interpretation.
Training in the singing of unison and two-part songs. Music appreciation and the historical development of music; the life and work of some of the most famous composers.
Coney & Wickett, The New Canadian Music
Course.
Wickett, Songs and Singing Games.
Subject-matter appropriate to primary grade pupils
involving a careful examination of the official Programme of
Studies for Grade I.
Characteristics of the young child, including
pre-school development.
Essentials of primary grade method.
Importance of the teacher's personality
– appearance, manner, tact, energy, sympathy, voice, and
musical ability.
Importance of a well-regulated room, pleasing in
appearance and well equipped.
Special method in the following subjects:
Sloman, Some Primary Methods.
Pennell & Cusack, How to Teach
Reading.
Parker & Temple, Unified Kindergarten and First
Grade Teaching.
Stone, How to Teach Primary Numbers.
Bonser & Mossman, Industrial Arts for Elementary
Schools.
To establish the view that the home is the greatest
and most fundamental institution of society and the preparation for
worthy membership in it is one of the most important of educational
objectives.
To give an understanding of the principles of
elementary nutrition and an appreciation of the relation of
nutrition to health.
To teach the correct methods of selecting,
preparing, and serving foods for simple every-day meals, with
special emphasis on the rural noon lunch.
To give practical experience in organization of
various social functions, so as to enable the teacher to perform
her duties as a social leader in the community.
To give the teacher sufficient knowledge of clothing
and art to enable her to teach the values of textiles, selection
and construction of simple garments, and artistic home-making.
To teach the simple changes that take place in such
raw materials as wool, sugar-beet, etc., to make them useful to
man.
To acquaint the students with the wide field of
subject-matter available through books, pamphlets, and magazines,
so that they may be able to continue the study along the lines
offering the greatest interest.
Food Preservation – Value of
fruit and vegetables in the diet; cause of spoilage and various
methods of preservation; practical experience in canning,
jelly-making, and pickling.
Noon Lunch – Value, organization, and
equipment; preparation of suitable foods to be served; lunch-box
– contents and container.
Meal Preparation – Planning, preparing,
and serving refreshments for social functions; planning, preparing,
and serving simple home meals.
Group Projects – Sources and
manufacture of various foods; marketing; labour-saving devices;
kitchen-planning and equipment; cleansers; dining-room
furnishing.
Nutrition – Classification of foods;
essentials in a well-planned diet; meal-planning – suitable
foods for children; undernourishment; methods of presenting value
of foods; poster-making.
Aims and purposes for the study of textiles and
materials used for clothing.
Practical application showing correlation with
geography, history, art, and manual arts.
Garment Construction – Suitable fabrics
for different purposes – colour, line, design, quality, and
price; drafting kimono pattern and its adaptation to simple
garments; making summer or sport dress; exhibition of work.
Group Projects – Manual arts as related
to home economics for Grades I. To VI., Public School Course of
Study.
Budgeting of teacher's income; investments;
interior decoration.
NOTE – See Public School Course of
Study; budgeting of teacher's income; investments; interior
decoration.
Rose, Foundations of Nutrition.
Rose, Feefing the Family.
Winchell, Food Facts for Everyday.
Harris & Lacey, Everyday Foods.
Roberts, Nutrition Work in Children.
Goldstein, Art in Everyday Life.
Bonser & Mossman, Industrial Arts for Elementary
Schools.
Buttrick, Principles of Clothing Selection.
Trilling & Williams, A Girl's Problem in
Home Economics.
Meaning and aims of health education; relation to
efficiency in all school-work; effects upon the individual and upon
the community.
Importance of the teacher's own health and of
a healthful environment in which to study and work – as a
normal student and later as a teacher.
Personal and community hygiene; a careful study of
the authorized course of study by grades; character of the
subject-matter suitable for primary grades and for higher grades;
difference in type of motivation for higher as contrasted with
lower grades.
Structure and functions of the following systems as
a basis for the daily practice of hygiene:
Bones and joints – posture studies, prevention of commonly
acquired deformities, correction of foot troubles.
Muscular system – locomotion, posture, rational exercise,
specific exercises for boys and girls of different ages (physical
training), relation to mental and physical development and
control.
Digestive system, relation to exercise, study of the teeth as
part of the digestive system. (Nutrition to be taken in home
economics.)
Circulation – value of rational exercise, bad effects of
drugs, alcohol, and tobacco.
Respiratory system – importance of correct breathing, care
and management of the voice, bad effects of alcohol and tobacco;
ventilation – temperature and humidity, air movements and
importance of fresh air; dust and bacteria.
The excretory system – skin and kidneys – bathing,
clothing, and exercise, dangers to the kidneys of wrong diet,
drugs, and alcohol.
Nervous system and its relation to body controls, effects of
overexertion, fatigue, worry; need of judicious exercise, rest, and
recreation; ill effects of alcohol, drugs, and tobacco operating
through the nervous system; care and instruction of the nervous
child.
The special sense – eyes, ears, nose, mouth,
and skin in relation to the nervous system, with the hygiene of
each; special attention to the lighting of rooms and conservation
of eyesight.
Communicable diseases – causes, symptoms, how
transmitted, preventive measures, individual and community
responsibility, duties of health departments – local and
provincial. Special attention to tuberculosis and its remedial
treatment.
Sanitation – water-supply – sources,
contamination, methods of purification, food protection, storage,
disposal of refuse.
Accident-prevention and first aid.
Use of diagrams, charts, posters, lantern-slides,
etc., as aids in health-teaching.
Importance of co-operation with school authorities
and with the home.
Ritchie, Human Physiology.
Williams, Personal Hygiene Applied.
Woods Hutchinson, The New Handbook of Health.
Thomas D. Wood, Health Training in Schools.
Hill, The New Public Health.
National Tuberculosis Association, Health Trends in
Secondary Education.
Fraser & Porter, Canadian Health Book.
This course aims to give teachers-in-training a better understanding of the true character of physical education and of its place in the general problem of education. It aims to interest the teacher in his or her own health to develop an ideal of health, and later, in the health and physical efficiency of the pupils.
The psychology of play. Why people play; the
play of children and the play of adults; age periods and changing
play interests; sex differences in play; relationship of play to
health – physical, mental , and moral; play as a prevention
to juvenile delinquency; leadership.
The historical development of play – relation
to past civilizations and to social evolution; effect of the World
War; legislation affecting physical education.
The theory of gymnastics – systematic and
unsystematic movements; meaning and purpose of graduated exercises;
fundamental gymnastic movements.
Lesson-planning and construction of exercises;
management of the class, commands, demonstrations, tests, records,
and administration.
Qualifications of the successful teacher.
Relationship to and correlation with health
education; importance of the medical examination.
Natural activities, as in plays, dance forms, and
occupations. Mimetic exercises simulating various movements in
every-day work and play.
Games – graduated to suit all ages and all
types of environments, in the school-room and out-of-doors; free
play, natural activities, simple juvenile games, dancing and
singing games.
Athletic sports – highly organized team games
for higher grades.
Tournaments, track and field events, with practice
in organizing and conducting same.
Dramatic activities – folk-dancing, rhythmic
dancing, character, and pantomime.
Formal gymnastics – marching, open order
formations, relief exercises between periods during the day
Posture education – mental response to posture
situations, individual corrective exercises.
Williams, Principles of Physical Education.
Wood & Cassidy, The New Physical Education.
Rice, A Brief History of Education.
American Child Health Association, Health in
Play.
Wild & White, Physical Education for Elementary
Schools.
Bancroft, Games for the Playground, Home, School,
and Gymnasium.
Forbush & Allan, The Books of Games for Home,
School, and Playground.
Sharp, An Introduction to the English Country
Dance.
Burchenal, Dances of Old Homelands.
Ross, Graded Games for Rural Schools.
Ocker, Physical Education for Primary Schools.
Playground Association of America,
Recreative Athletics.
Source: British Columbia. Department of Education. Regulations and Courses of Study for Provincial Normal Schools, 1928 - 1929
(Victoria: King's Printer, 1928). 20 pp.
Transcribed by Brian Simmons, History 349, Malaspina University-College, Spring 2002.