File:Annual report of the Cheyney Training School for Teachers (Institute for Colored Youth) (1914) (14780312152).jpg

Identifier: annualreporto141915chey (find matches)
Title: Annual report of the Cheyney Training School for Teachers (Institute for Colored Youth)
Year: 1913 (1910s)
Authors: Cheyney Training School for Teachers
Subjects: Cheyney Training School for Teachers African Americans African American teachers
Publisher: (Cheyney, Pa.? : s.n.)
Contributing Library: University of Illinois Urbana-Champaign
Digitizing Sponsor: University of Illinois Urbana-Champaign

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approved method ofteaching, from the kindergarten to the university. The same com-munity affords also a variety of institutions devoted to atypical andabnormal types. It commands, moreover, a great body of experts.One of the greatest needs of the average Negro teacher, particularlyin the South land, is acquaintance with the best that educational prac-tice has to offer. Here are model farms, model schools and the besttypes of industrial and business management, school rooms orderlyand tastefully arranged, school grounds made beautiful by lawns,shrubbery, flowers, and well-built and well-preserved fences. Thereis, in short, no institution for Negroes in the United States that hasa more fortunate location in this respect. The officials in these neigh-boring schools are extremely courteous and desirous of helping. GENERAL STATEMENTS ABOUT COURSES OF STUDY Every student who enters upon any one of the five professionalcourses is required to take one period a week in sociology, as applied 16
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- o -o- to the present day needs of the Negro in America, so that he mayhave a survey of the problems, circumstances, and peculiar needs ofhis own people. This course is given in the first year. Seniors, aboutto graduate, have said that if they had known when they first enteredhere the general situation in which they were to work, after leavingCheyney, they would have profited more by the course. Since theNegro race generally is considered by law and public practice a spe-cial class, some effort to make plain the duty and the appropriatespirit of the Negro teacher in working among his people must be madeby the Cheyney Training School for Teachers. All students, in regular standing, must take, in the first year,the history of education; in the second year, the fundamental prin-ciples of teaching as based upon the elements of psychology; and inthe third year, the history of education in the United States, withspecial reference to the trend towards vocational training. During each of the

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