Name: Hannah Kovscek
Major: PreK-4/Special Education
Committee Members: Dr. Jason Kight, Dr. Mary Seman, Professor Loring Prest, and Professor
Julia McGinnis
Keywords: California University of Pennsylvania, CalU history, history of teacher education,
teacher training

Acknowledgements
All glory to God alone for his strength and blessings! Many individuals provided me with
support, insight, and encouragement through the process of creating my honors thesis. Thank
you to my Thesis Advisor, Dr. Jason Kight, for supporting my vision and providing feedback
from various angles. Thank you to my Second Reader, Dr. Mary Seman, for the time spent on
reading my drafts and for the insightful questions that spurred further research. Thank you to my
Honors Advisory Board Member, Professor Loring Prest, for assisting me with APA formatting
and for providing constructive feedback. Thank you to my Librarian, Professor Julia McGinnis,
for supporting my research in the library’s archives and allowing me to scour documents
reaching back into the 1800s. Thank you to Dr. Craig Fox for overseeing the entire thesis
process, as well as to Dr. M. G. Aune for his support. Thank you to the wonderful Kim Orslene
for all of her behind-the-scenes assistance, as well as to the entire University Honors Program
community for their overwhelming encouragement. Thank you to my fiancé, Andrew Miller, for
his love, support, and listening ears. Finally, thank you to my parents, Mark and Heidi Kovscek,
for their love and investment in my life, as well as for their example on how to live for Christ
and passionately pursue their callings.

Abstract
California University of Pennsylvania was originally founded in 1852 as a school offering
classes to students of all ages. It expanded and refocused its vision to train teachers during its
Normal School Era. Through the years, the school continued to evolve, as in 1928 it entered its
Teachers College Era. By 1959, programs beyond Teacher Education became a part of the school
curriculum, as the name of the school was again changed to begin the State College Era. It was
not until 1983 that the current title of the school was achieved, and California University of
Pennsylvania was officially incorporated into the Pennsylvania State System of Higher
Education, marking the beginning of the University Era of the school. Through primary source
documents, this thesis project researches the history of Teacher Education at CalU, specifically
focusing on the four eras that the university has spanned and connecting these eras to national
trends and personal ties.

Running head: ONE SCHOOL, MANY ERAS

1

One School, Many Eras:
The Evolution of Teacher Education at California University of Pennsylvania
Long before California University of Pennsylvania was established as a state
institution, the school was formed under more humble conditions, yet characterized with
the persistence and passion of its founders. The journey through time has brought many
changes to the school, including multiple different names, yet the mission of the school
has remained the same – to provide a quality education that prepares men and women for
their future careers. Teacher Education at California University of Pennsylvania has
evolved since the school’s conception, and these changes are linked to trends occurring at
the national level, as well as to my own family history.
Teacher Education’s National Evolution
Before looking at how Teacher Education at California University changed over
the centuries, or even in the United States, one must look briefly at the history of the
school system in our nation. It was not until the 1830s that the model of education
common in the United States began to emerge, with children learning in a central, public
place in the community. Horace Mann was one of the original reformers of the school
system in the United States; he advocated that each district provide free universal
schooling for all children through a common school system (Levin, n.d., Common School
section, para. 1). Up until this point, school teachers were predominantly men who often
had another profession, and simply needed to pass a review of a board to teach (New
York University, 2016, ABCs of American Education section, para. 2). Qualifications for
teachers at this point were minimal, although favorable characteristics included
classroom management ability and completing an education that was, at the very least, at

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the level being taught (Labaree, 2008, p. 291). It was Pennsylvania, in fact, that became
the first state to require that teacher candidates pass a minimal competency exam that
assessed their reading, writing, and arithmetic skills (Ravitch, 2003, para. 6). As Mann’s
reforms began to affect the nation’s educational system, a greater need for Teacher
Education was born.
Formal Teacher Education evolved as a response to the common school system
model, and was manifested by the introduction of the normal school. The term “normal
school” stemmed from the need to have a "norm for all teachers... that would assure a
level of quality generally unavailable previously" (Levin, n.d., Normal Schools section,
para. 1). Although the normal school provided an education that was more similar to
today's high school classes than the collegiate environment, teachers were able to meet
higher standards through training and certification under the normal school system. The
common school system additionally benefitted as the demand for teachers was met
(Labaree, 2008, p. 292). Normal schools took many forms in the earlier years,
although “the most prominent and ultimately most influential form was the state normal
school, the first of which opened in Lexington, Massachusetts in 1839" and was
supported by Horace Mann (Labaree, 2008, p. 292). These institutions were designed to
provide future educators with both a Liberal Studies Education and a Teacher Education,
a program that ultimately took one to two years to complete. However, at the national
level, this was often the exception – not the rule. The struggle to meet a teacher shortage
often led to the mass production of teachers through a weak Teacher Education program.
At the turn of the 1900s, Teacher Education continued to reflect what the public
wanted, an institution that not only prepared teachers, but also supported the professional

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goals of other viable careers. Thus began the shift to a more liberal arts school
environment; consequently, by 1930, eighty-eight normal schools had been transformed
into teachers colleges (Tyack, 1967, p. 417). In the struggle to become more marketable
in an increasingly competitive culture, state teachers colleges eventually dropped the term
"teachers" from their names and later evolved into universities. As David
Labaree explains:
In the century-long race to adopt the most attractive institutional identity, being a
college was no longer good enough; only becoming a university would do. The
large majority of the old normal schools followed this route—from normal school
to teachers college to state college to state university—with only minor variations
in labeling and timing. (2008, p. 295)
For this reason, the history of Teacher Education on the national level can be
segmented into four periods (Serinko, 1975, p. 3). From 1839, when the first state normal
school was established, until 1920, the Normal School Era existed. Between 1920 and
1940, the shift to teachers colleges occurred, while between 1940 and 1974, the emphasis
on teaching was popularly omitted from the school name, lending this time period the
label of the State College Era. The last and current era is consequently the university
period, beginning in 1974 nationally and leading into current day.
Teacher Education’s Local Evolution at California University of
Pennsylvania
The beginning of California, Pennsylvania’s establishment was dedicated to
teaching the youth of the area. The four distinct eras in higher education that followed
were similar to the national trend. From 1865 to 1928, the school experienced its start in

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higher education as the South Western Normal College. Through the years of 1928 to
1959, growth as California State Teachers College occurred, while from 1959-1983, the
school was established as California State College. Finally, in 1983, California University
of Pennsylvania became a part of the Pennsylvania State System. Analyzing one year
from each era in CalU’s history provides the opportunity to compare and contrast the
differences in each era.
The Normal School Era of California University of PA – 1865 to 1928: Part I
The first normal school was recognized in Massachusetts in 1839 (Labaree, 2008,
p. 292). At this point in time, the town of California, Pennsylvania had yet to even be
established; no wonder, then, that throughout the school’s history, the evolution from
normal school to university lagged behind the average national trend. Ten years later,
however, in 1849, California of Pennsylvania was established as a community.
As more settlers began to make homes west of the Appalachian Mountains, a need
for education arose. Multiple efforts to establish a variety of schools, academies, and
seminaries were made in the California area. As would be expected, construction of a
school building for the local children was begun not long after the establishment of the
town (California University of Pennsylvania, n.d.-b). Although CalU’s year of founding
is often cited as 1852, the institution at the time was simply the first school building for
the children of the community, and not a post-secondary school (California University of
Pennsylvania, n.d.-b). The nation struggled as a whole to find qualified teachers to
educate its students. Pennsylvania’s response to this need was the passing of the bill “An
Act to Provide for the Due Training of Teachers for the Common Schools of the State” in
1857. As Dr. Regis Serinko writes,

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The passage of this act followed many years of effort to improve the common
schools of Pennsylvania, a frequent complaint being the inadequate supply of
qualified teachers. Almost anyone so inclined could obtain teaching positions,
with the ability to read and write being virtually the only qualifications. State
support of education was minimal, and higher education almost completely
overlooked as a responsibility of the state government. (1975, p. 39)
In southwestern Pennsylvania in particular, no institution had yet been successfully
established to train teachers – this is where the history of CalU truly begins.
At first, the initial attempts to start a normal school in California failed. A petition
to the House of Representatives in 1859 was vetoed by the governor; the school would
not have supported the requirements of the Normal School Act of 1857 due to lack of
size, inadequate buildings, and too few available employees. By 1864, those in support of
forming a normal school in California attempted to petition the state government once
again – and in 1865 succeeded in establishing the South-Western Normal College.
However, the governor limited the college by only recognizing them as a private
institution until the Normal School Act's requirements were rightfully met (Serinko,
1975, p. 53).
The college's first fall term ran for sixteen weeks, from November 14th, 1865
through March 9th. The second term then ran for twelve weeks, from April 3rd, 1866
through June 22nd (South Western Normal College, 1865, p. 13). More details concerning
the curriculum developed at this time will be detailed below.

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1865 – Emphasis year from the normal school era. Due to the scope of
information available on the evolution of California University’s Teacher Education
program, a particular year will be more thoroughly investigated to represent each era of
the school. To attend the institution in 1865, tuition was a mere $6 for a twelve week
session and $9 for a sixteen week session (South Western Normal College, 1865, p. 15).
In addition, 101 women and 57 men were enrolled at South Western Normal College, for
a total of 158 students (South Western Normal College, 1865, p. 9). The number of
women pursuing Teacher Education in this corner of Pennsylvania reflects the national
trend that was occurring in the 19th century, as many men were leaving their positions in
the classroom in favor of either building new careers or moving westward (Levin, n.d.,
1820s to 1830s: The Common School Era section, para. 2). The following research looks
at the school’s statement of purpose, emphasis on teaching, and programs offered in the
year 1865.
Statement of purpose. In 1865, the purpose of the South Western Normal College
was stated as follows in its catalogue:
The labor of founding this Institution has been begun at California, Washington
County, Pennsylvania in the earnest desire to promote the qualifications of that
worthy and useful class, Common School Teachers… The friends of the
enterprise believe that the teacher is the great center which supports the Common
School System, and which gives thereto whatever efficiency that system may
possess… To elevate the profession of Teaching to popular respect and honor, to
aid teachers in the attainment of a noble, independent and professional character,
and thereby to augment the benefits of Popular Education, are the aims and

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motives of those who are endeavoring to found the South Western Normal
College. (South Western Normal College, 1865, p. 10)
South Western Normal College was singularly dedicated to Teacher Education,
specifically in alignment with Horace Mann’s common school system that was sweeping
the nation and increasing the demand for classroom teachers. The emphasis on elevating
respect for teachers and supporting their character development was a direct response to
the negative publicity the common school system was receiving, as unprepared
individuals often took the teaching positions that desperately needed filled.
Emphasis on teaching. Much emphasis was placed on Teacher Education in
1865, given that the entire institution was designed for preparing students to be educators.
On page 17 of the 1865 catalogue, the following statement is made: “Pupils receiving
Normal School training, are, with justice, regarded as better teachers-other things being
equal.”
Programs offered. Two routes could be taken by students attending the South
Western Normal College in 1865 – either the Scientific Course or the Classical Course
(South Western Normal College, 1865, p. 11). Not all students came prepared to delve
into the Teacher Education courses, however. For this reason, a preparatory year was also
an option for students.
For students seeking to enroll in the Scientific Course, the preparatory year
included classes on reading, writing, spelling, grammar, composition, mental arithmetic,
practical arithmetic, descriptive geography, drawing, and object lessons (South Western
Normal College, 1865, p. 11). Their freshman year included classes on the analysis of

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8

English words, English grammar, writing and drawing, intellectual arithmetic, higher
arithmetic, algebra, physiology, elocution, book-keeping, physical geography, and the
science of education (South Western Normal College, 1865, p. 11). The sophomore year,
meanwhile, required classes on the history of the United States, geometry, rhetoric,
didactic science, natural philosophy, chronology, botany, descriptive geography, and
practice in the Model School. At this point, students could graduate from the normal
school and be qualified to teach the elementary grades; however, students wishing to
teach beyond were required to continue their education. For continuing junior year
students, classes on the history of England, the history of Rome, zoology, chemistry,
higher algebra, natural philosophy, botany, geology, trigonometry and surveying, and
didactic science were taken, along with continued practice in the Model School (South
Western Normal College, 1865, p. 11). Finally, in the senior year of the Scientific
Course, students completed classes in the English classics, English grammar, analytical
geometry, civil engineering, the history of Greece, moral science, rhetoric, astronomy,
differential and integral calculus, logic, analytical mechanics, mental science, and
didactic science (South Western Normal College, 1865, p. 12).
The Classical Course, on the other hand, offered more coursework with emphasis
on Latin and Greek. The preparatory year for this curriculum provided instruction on
English grammar, Latin, Greek, practical arithmetic, and descriptive geography (South
Western Normal College, 1865, p. 12). During freshman year, students received
instruction on Latin, Greek, intellectual arithmetic, algebra, physiology, higher
arithmetic, book-keeping, and the science of education. For the sophomore year of the
Classical Course, the history of the United States, geometry, natural philosophy, botany,

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and a continuation of Latin and Greek were explored. During students’ junior year,
botany, higher algebra, chemistry, trigonometry and surveying, geology, and didactic
science were taken, along with Latin and Greek coursework. Finally, for senior year,
students received further instruction on Latin and Greek, as well as courses in analytical
geometry, astronomy, calculus, logic, moral science, mental science, and the history of
civilization.
Methods of Learning. On pages 13 and 14, the South Western Normal College
Catalogue outlines how students received their instruction. The theoretical framework
held at this point in time for, as it was called, the “Profession of Didactics,” was built
around knowledge of the content areas, the “science of education,” and the “art of
teaching” (South Western Normal College, 1865, p. 13). Class recitations were an
integral component of learning, as through them “a deep and comprehensive
acquaintance with the subject to be taught, is gained” (South Western Normal College,
1865, p. 13). Furthermore, the recitations involved “thoroughness, requiring full,
searching and systematic recitations, by which is obtained satisfactory knowledge; since
the mind has no pleasure in a partial, confused view of a subject, and cannot be benefitted
thereby” (South Western Normal College, 1865, p. 14). Courses also relied heavily upon
philosophical books – for example, students who took the Classical Course read many
works by Homer and Virgil (South Western Normal College, 1865, p. 12). As is still
largely common today, lectures were also the main form of imparting information to the
students. The final way that students learned at the South Western Normal College was
through practice in the Model School, which allowed “opportunities to get absolute
experience in teaching and to reduce the various theories to application” (South Western

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Normal College, 1865, p. 14). In this context, students were able to apply the theories that
they learned in their studies to the classroom environment. Students were also able to
observe more experienced teachers and learn from their modeling of the profession,
similar to Teacher Education in the University Era, where field placements and student
teaching is required.
The Normal School Era of California University of PA – 1865 to 1928: Part II
At this point in time, the school at California was still a private institution.
Through all of this, the school desired to become state-owned – the Normal School of the
Tenth District, which brought together Washington, Fayette, Greene, and Somerset
Counties (California State Teachers College, 1929, p. 13). An earlier piece of legislation
in Pennsylvania had divided the state into twelve separate districts, each of which had an
official normal school that was funded by the state. From even the beginning, California
was exemplifying its mission of providing the best education possible for its teacher
candidates by diligently pursuing the support needed to function as a successful
institution.
On May 26th, 1874, the school was recognized as the State Normal School of the
Tenth District, and would continue to operate under this title for the next 40 years
(Serinko, 1975, p. 81). This recognition was certainly an accomplishment, as it meant that
the school now met the requirements of the Normal School Act, which had previously not
been met. A few years earlier, the state superintendent had written in his annual report the
following:

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We are very sensibly feeling the direct influence of the “California Normal
School.” This is the agency by which our common schools must be elevated and
qualified to accomplish their mission. Every teacher should attend a State Normal
School to obtain professional training. (as cited in Serinko, 1975, p. 85)
Both of the above examples demonstrate the success which California’s Normal School
was gaining as an institution that provided a quality education without financial strain.
The next pivotal point in the institution’s history was the election of Dr. Noss as
the principal of the school in 1883, as under him, California became better known for its
teacher preparation programs (Serinko, 1975, p. 92). For those familiar with campus now
in the 21st century, the name may sound familiar, as Noss Hall is home to student services
such as computer labs, the writing center, and the math lab. As history would show, this
hall would also be used as a model school for the teacher candidates to complete field
work in during the 20th century. One of the legacies that Dr. Noss left was his
commitment to promoting student teaching and bringing in outside professionals for a
lecture series. Of note, Colonel Francis Parker (known as the father of progressive
education), Frederick Douglass, G. Stanley Hall, William Jennings Bryan, Booker T.
Washington, and Victor Hugo all came to the school to provide their professional insight
to the students (Serinko, 1975, p. 103).
Many local public schools employed graduates of the Normal School, and those
in the area saw the benefits of employing teachers with an education from California. Its
renown spread. In an address to the Fayette County Teachers Institute in 1884 by D. E. E.
White, it was stated that, “last year all the school principalships (in this region), with one
exception, were held by California graduates, and the principalship of the largest school

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(Connellsville) by a lady graduate” (as cited in Serinko, 1975, p. 100). Local newspapers
and public figures also praised the impact that California’s Normal School had on
southwestern Pennsylvania. James G. Blaine, the presidential candidate who lost against
Grover Cleveland in 1884, commended the school by saying: "Forty-five years ago no
such place as this was dreamed of. You ought to be glad you were born in an age of such
wonderful progress and in no respect more wonderful than in the progress of educational
facilities” (as cited in Serinko, 1975, p. 101).
In the subsequent years, the curriculum began to change to focus even more on
teacher preparation, instead of coursework that was now being covered earlier in
students’ high school educations. For example, in 1900, the Scientific Course described
earlier was completely removed as an emphasis on pedagogical subjects was made
(Serinko, 1975, p. 111).
In 1914, the normal school came under public ownership, something the school
had desired almost forty years earlier (Serinko, 1975, p. 132). In the years to follow,
many new education programs were introduced, from a Manual Training program (which
would now be known as shop class), to a Domestic Science program (home economics),
and special courses such as “Teaching English to Adult Immigrants,” “Training for
American Citizenship,” “American Ideals and Racial Backgrounds,” and “Administration
and Supervision of Extension Work" (Serinko, 1975, p. 154-155, 170) It was during these
years that World War I was raging; as a result, many Normal School students (who had
yet to graduate) stepped in to fill the positions of local teachers who had left to serve. The
benefits of off-campus experience were noted, and by 1926, a student teaching program

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for seniors was instituted that moved them from the practice gained in the Model School
to the surrounding school districts (Serinko, 1975, p. 177).
On the state level, there was an increased motivation to standardize the public
school system. Given that the normal school was now publicly owned, curriculum
revisions began to be made to prepare students to become qualified teachers that met state
requirements. The year 1920 brought major changes in California’s Teacher Education
program; these were changes that acted as a catalyst for the normal school’s evolution
into a college. Four routes could be taken under the new curriculum – Kindergarten and
Primary (Grades 1-3), Intermediate (Grades 4-6), Grammar Grades/Junior School
(Grades 7-9), and Rural Teacher (Serinko, 1975, p. 171). A 120 semester hour
requirement was also shortly put into place not long after. The revisions did not stop
there, however. As Dr. Serinko writes about a 1926 curriculum change on page 174 of his
text California University of Pennsylvania: The People’s College in the Monongahela
Valley:
The normal schools were to become schools for the professional training of
teachers, and the new program reflected this thinking. The traditional academic
courses became the “teaching of” courses in these disciplines. Examples of this
change were Educational Biology, Educational Sociology, Teaching of
Arithmetic, Teaching of Geography, and Teaching of Social Studies.
This was a significant change to what the curriculum looked like in 1865. Previously,
classes would be taken on biology, sociology, arithmetic, geography, and social studies,
but not necessarily on the theory and strategies of how they were to be taught. This

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curriculum revision further acted as a catalyst in how California was transforming from a
normal school into a four-year state teachers college.
The Teachers College Era of California University of PA – 1928 to 1959: Part 1
The switch from Normal School to California State Teachers College occurred in
1928, aligning with the national trend of state teachers colleges becoming prominent
between 1920 and 1940. Along with this change in title, the school now also had the
honor of being able to grant college degrees to its students, beginning with a Bachelor of
Science in Elementary Education in September of 1928 and a Bachelor of Science in
Secondary Education following in December (Serinko, 1975, p. 179). Further curriculum
revisions were made as the school refined its mission as a state teachers college. “A
survey of the areas of teacher preparation which were left unfulfilled in Pennsylvania
convinced the authorities that California could best serve the interest of the state,
especially the industrial southwest, by preparing Industrial Arts teachers” (Serinko, 1975,
p. 186). A new Industrial Arts program was then approved in 1929 (Serinko, 1975, p.
187).
1929 – Emphasis year from the teachers college era. In the year 1929, the cost
of tuition for an 18 week semester was $12.50 for boarding students and $15 for
commuting students. An additional fee of $8 a week was necessary for students paying
for board, room, and laundry (California State Teachers College, 1929, p. 31). The 1929
Course Catalogue further explains the school’s new ability to present college degrees:
At the Commencement held on August 2, 1928, the school was granted power to
offer a four-year curriculum leading to a Bachelor of Science Degree in
Elementary Education. At the regular meeting on November 8, 1928, the State

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Council of Education gave the school the power to offer the courses in the four
year curriculum which leads to a Bachelor of Science Degree in Secondary
Education. With the first fourteen students receiving degrees at the May
Commencement of 1929, the school became a Teachers College. (p. 14)
The total number of graduates from June 1st, 1928 to June 1st, 1929, were 348; this
included 299 students completing the two year curriculum, 35 students completing the
three year curriculum, and 14 students receiving their Bachelors of Science (California
State Teachers College, 1929, p. 34). Examining the statement of purpose, emphasis on
teaching, and methods of learning at this point in time provides the opportunity to better
examine the Teacher Education program.
Statement of purpose. Similar to the statement of purpose in 1865, during
California’s Normal School Era, the statement of purpose in 1929 reflects the
institution’s dedication to providing a quality Teacher Education.
A teacher must possess not only a thorough knowledge of the branches to be
taught, but also a knowledge of the best method of imparting instruction in these
branches. To provide its students with a liberal education, combined with a
technical and professional knowledge of teaching, has ever been the aim of the
College…since the foundation of this Teachers College, the standard of education
has been materially raised. (California State Teachers College, 1929, p. 34)
Emphasis on teaching. In the course catalogue for 1929-1930, great emphasis is
placed on the demand for teachers from California State Teachers College.

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The teachers who have gone forth from this College have rendered great
satisfaction and have won for themselves and for the College from which they
received their training, flattering reputations. Our teachers are in demand and are
commanding the best positions and the highest salaries paid in Pennsylvania and
adjoining states, as well as in many distant states. (p. 33)
Programs offered. Before selecting a program, applicants were encouraged to
discuss with their high school teachers about what grade they would be best fit to teach.
Of interesting note, “students who [could not] master music or art [were] advised to avoid
the lower grades” (California State Teachers College, 1929, p. 16).
Once a grade was selected, the curriculum could better be decided. Two-year
curriculums were available for Group I (Grades K-3), Group II (Grades 4-6), and Group
III (which was considered the rural curriculum) (California State Teachers College, 1929,
p. 18). Under the Group I curriculum, students took classes such as “Teaching of Primary
Reading,” “Teaching of Numbers,” “Children’s Literature and Story Telling,”
“Kindergarten-Primary Theory,” and “Health Hygiene in Primary Grades” (California
State Teachers College, 1929, p. 18). Under the Group II curriculum, classes such as
“Teaching of Arithmetic,” “Teaching of Geography,” “Juvenile Literature and Silent
Reading,” and “Teaching of Social Studies” were offered (California State Teachers
College, 1929, p. 18). The specialized rural curriculum was provided for those planning
on teaching in rural districts (California State Teachers College, 1929, p. 16). Under this
program, students took classes such as “Nature Study and Agriculture,” “Rural
Sociology,” “Health and Hygiene in Rural Schools,” and “Primary Methods for Rural
Schools” (California State Teachers College, 1929, p. 18-19). A three year curriculum

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was also available for students wishing to teach junior high students. These classes had
titles such as “Everyday Science,” “Economics,” “Handwriting,” “English Literature,”
and “Principles of Education” (California State Teachers College, 1929, p. 19). For those
in the junior high school curriculum, “a special preparation in at least two fields” was
also required (California State Teachers College, 1929, p. 21). This was accomplished by
taking electives in at least two of the following content areas: English, Science,
Geography, Social Studies, Mathematics, and Foreign Languages.
Methods of learning. The 1929-1930 course catalogue boasted that “in many of
the classes the latest in visual aids are used. The work is carried on by the use of
stereopticons using slides and film slides; by stereographs; motion pictures; catalogued
pictures; and journeys” (California State Teachers College, 1929, p. 23). A new model
school was also being built – the Theodore B. Noss Demonstration School (California
State Teachers College, 1929, p. 15).
The Teachers College Era of California University of PA – 1928 to 1959: Part 2
By 1934, the two year curriculum for elementary education eventually evolved
into a four-year program, developing more and more into a program similar to the one
currently at the university (Serinko, 1975, p. 194). Pivotal groundwork was also being
laid for a special education program at the school. In an initiative by the Department of
Public Instruction, California began to provide clinical services in 1934 for students with
exceptionalities in local districts and received the right to “conduct courses for the
training of teachers of atypical children in an experimental way” (Serinko, 1927, p. 200).
The founder of the clinic, Mr. C. B. Wilson, noted that the state had few, if any, special
education programs; within a few short years, the immense need for such a program was

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established as the California State Teachers College Mental Clinic worked with up to
2,640 students throughout the following decade (Serinko, 1975, p. 200). The momentum
that being a state teachers college was bringing did not stop there. A speech clinic and
speech correction summer camp, reading clinic, and opportunities to identify gifted
students were also being established and providing students at the school with practicums
and elective credits. Only four years after the clinic opened on campus, special education
services also began to be introduced through the Noss Demonstration School (Serinko,
1975, p. 208). California State Teachers College was making a difference in the lives of
not only its teacher candidates, but also the children of the area.
Like World War I, World War II also affected how Teacher Education was
shaped at California. For example, a course on the History of the United States was not a
requirement for teacher certification until this point in time, and remains a requirement to
this day (Serinko, 1975, p. 220). Furthermore, teacher shortages were evident in school
districts because of the war. In a 1944 release by the Association of State Teachers
College Faculties titled Are the Teachers Colleges Ready for Their Task, the exact
statistics are stated. About 25% of Pennsylvania’s teachers either served in the war or
changed careers during the war, while many of the teachers that were left were either
newly certified or not certified at all; the teachers colleges also experienced a 50%
enrollment drop during the war (as cited in Serinko, 1975, p. 226). As a result of the war,
financial difficulties also plagued educational institutions across the state. For this reason,
more focused efforts to improve the failing public school system and the state college
system were being made at the state level, as well as at California specifically. As Dr.

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Serinko states, “[educators] envisioned a system different from that which the war years
had left crippled by lack of students and money” (1975, p. 225).
California State Teacher College’s solution was to reinvent the outdated
curriculum, and over a period of four years, these revisions were made. In July 1951, a
new program was unveiled that included an Atypical Education Division, with emphasis
in speech correction and special education. Various cultural courses, a greater liberal arts
emphasis at the secondary education level in particular, and additional electives were also
added (Serinko, 1975, p. 237). History shows that the decision to update the program paid
off. In a 1953 report from the American Association of Colleges for Teacher Education to
California State Teachers College, the following praise for the school was given:
The student body rates above the average intellectually and showed evidence of
having well balanced personalities. Their spirit of friendliness is most
commendable. The class work is good, the teaching showing a definite slant
towards the objective of preparing teachers. (as cited in Serinko, 1975, p. 246)
Within the same decade, preparation also began for a Master’s program at California.
This endeavor took additional time, however, as the nation was transfixed upon the Space
Race and the science and technology fields increasingly took the spotlight.
The State College Era of California University of PA– 1959 to 1983: Part 1
California State Teachers College became California State College in 1959 as a
result of Pennsylvania legislation that affected the whole Pennsylvania state system of
colleges (Serinko, 1975, p. 262). This year in particular did not bring many other changes
besides the name.

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1960 – Emphasis year from the state college era. As the 1962-1963 school year
was being entered, California State College was leaving the previous school year with an
enrollment of 1,827 students (California State College, 1960, p. 7). The cost for tuition is
not listed in the 1960-1962 catalogue, as “the uniform schedule of fees, deposits and
repayments established for the State Colleges is subject to change when authorized”
(California State College, 1960, p. 34). However, the expenses for room and board are
provided – $288 per semester (California State College, 1960, p. 34).
Statement of purpose. “The primary purpose for maintaining California State
College, is to educate people for the teaching profession… a secondary purpose… is to
encourage the teaching profession to gain strength, prestige, and standards through
research, faculty professional activities and continued evaluation,” states the 1960-1962
college catalogue (California State College, 1960, p. 9-10). To this end, five objectives
were set in place to align with the school’s statement of purpose. 1) “To provide the
opportunity for a general education in those areas necessary to help students become
responsible citizens and capable leaders in a democratic society” (California State
College, 1960, p. 9). 2) “To develop their intellectual, social, physical, cultural, spiritual,
and aesthetic potentialities” (California State College, 1960, p. 9). 3) “To prepare
students for teaching by requiring a mastery of professional knowledge and skills
essential to all teaching and special proficiency in their areas of specialization”
(California State College, 1960, p. 9). 4) “To lead the student to develop a deep and
abiding commitment to the concepts, methods, and procedures of a democratic society”
(California State College, 1960, p. 9). 5) “To help the student become a creative person

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capable of making critical judgments based upon knowledge and reason” (California
State College, 1960, p. 9).
Emphasis on teaching. The catalogue for 1960-1962 boldly proclaims the
following emphasis on teacher training:
The teacher in the twentieth century is recognized as a more important figure in
national life than at any other time in history. As a result, teacher training is being
emphasized through a program for recruiting able students, by curriculum
revision designed to provide competent teachers, and by a renewed emphasis
upon content in teacher education. (California State College, 1960, p. 9)
In 1960, great emphasis was placed on Teacher Education at California, even after the
school had dropped the term “teacher” from its name. Furthermore, three areas were
pursued in the Teacher Education program in place – general knowledge background,
content knowledge mastery, and professional training (California State College, 1960, p.
9).
Programs offered. In 1960, California had joined the fourteen state colleges of
Pennsylvania and was overseen by the Department of Public Instruction. Each state
college was given a particular specialization to have in their curriculum, “with California
being assigned Industrial Arts, Atypical Education, Elementary and Secondary
Education… Other state colleges [offered] additional specializations” (California State
College, 1960, p. 6-7). To this end, a Bachelor of Science in Education could be received
by completing the programs associated with these areas, or by completing another
program – “Public School Nurses and Dental Hygienists” (California State College,

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1960, p. 45). This latter four year degree was designed to educate students on working
within a public school system. A “Highway Safety and Driver Education” certificate
could also be received by completing additional credit hours (California State College,
1960, p. 45).
Under the Elementary Curriculum, 128 credits were required for graduation –
classes offered included “Developmental Reading,” “Mathematics,” “Man and His
Biological World,” “Audio-Visual Education,” “Child Development,” “Children’s
Literature,” “Educational Psychology,” and “Science for Elementary Grades” (California
State College, 1960, p. 46). Electives that could be taken included “Philosophy of
Education,” “Diagnostic and Remedial Teaching,” “Mental Health,” and “Integrated
Music Programs in Elementary Education” (California State College, 1960, p. 46).
Through the Industrial Arts Curriculum, 131 credits were needed to graduate
(California State College, 1960, p. 47). Necessary classes on woodworking, mechanical
drawing, graphic arts, sheet metal, machine shop, electricity, and curriculum making,
along with others, were available (California State College, 1960, p. 47).
The Secondary Curriculum required 128 credits upon graduation, and allowed
students to have the following areas of specialization: English, geography, earth science,
mathematics, comprehensive science, field of science, biological science, physical
science, chemistry, physics, physics and mathematics, social studies, history, history and
government, and modern languages (California State College, 1960, p. 53).
Finally, under the Atypical Curriculum, 129 credits were needed to graduate to
become a “teacher of the mentally retarded,” while 130 credits were needed to graduate

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to become a “teacher of speech and hearing” (California State College, 1960, p. 51-52).
Names of classes offered for the former program included “Teaching Retarded Children,”
“Curriculum Planning, Material, and Equipment for Retarded Children,” “Psychology of
Exceptional Children,” “Mental Hygiene,” “Arts and Crafts for Atypical Child,” and
“Diagnostic and Remedial Reading” (California State College, 1960, p. 51). For those
seeking to teach students with speech and hearing difficulties, classes such as
“Phonetics,” “Speech Pathology,” “Speech Education and Re-Education in Elementary
and Secondary Schools,” “Hearing Problems,” “Practice in Measurement and Adjustment
for Hearing Prosthesis,” and “Development and Significance of Speech Education in
America” were offered (California State College, 1960, p. 52).
Methods of learning. In 1960, opportunities to apply the theories learned in the
classroom were available, especially through the Atypical Education program. “A
psycho-educational clinic and a speech correction clinic [were] maintained to provide
prospective teachers with an opportunity to observe the operation of such services within
the education field” (California State College, 1960, p. 19). The Noss Laboratory School
was also still a campus resource for students to complete their student teaching
requirement; however, teacher candidates had the opportunity to student teach in local
school districts, as well (California State College, 1960, p. 27). On page 7 of the 19601962 catalogue, another opportunity to learn is explained – an in-service program for
local teachers to meet with college students to network and discuss their experiences.
The State College Era of California University of PA – 1959 to 1983: Part 2
It was the years following 1960-1962 that continued how California State College
was creating its identity as an institution that prepared students for more than just

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teaching careers. The foundation for this had begun to be laid in the decade previously, as
Pennsylvania’s state schools became members of the Middle States Association of
Colleges and Secondary Schools (California University of Pennsylvania, n.d.-b). Under
this body, the college could receive accreditation and credibility as a multi-purpose
institution. California State College had received initial evaluation by this organization in
1951, and received additional program accreditation through the decade (California
University of Pennsylvania, n.d.-b).
The early 1960s proved to be a struggle between two ideologies – one held by the
school, and one held by another accreditation organization, the National Council for
Accreditation of Teacher Education (NCATE). NCATE had been founded in 1954 and
first reviewed California State College in 1961 for accreditation (NCATE, n.d.;
California University of Pennsylvania, n.d.-b). California State College held onto a firm
belief that professional teacher preparation should be the focus of the curriculum, while
NCATE’s focus was on a strong academic preparation. Consequently, as the
accreditation agency held the upper hand, the school was placed on provisional
accreditation until the curriculum met the standards provided (Serinko, 1975, p. 268269).
In the midst of the accreditation issues, the program was still progressing. In
1961, the Master of Education Degrees in both Industrial Arts and Elementary Education
were officially approved as programs that California State College could offer (Serinko,
1975, p. 269). As Dr. Serinko effectively describes, “Teacher preparation was the single
purpose and mission of the college, but now the work could be pursued on a higher level.
The graduate curriculum was developed to strengthen the teacher, placing emphasis on

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classroom instruction” (1975, p. 274). Under this program, students received a general
education, a liberal education, and a professional education, experience in the field, and
research opportunities.
California State College now faced a new trend – the liberal arts program. In
1962, this program was approved for implementation in Pennsylvania’s state colleges.
According to Dr. Serinko in his book The People’s College in the Monongahela Valley,
“the impact of the liberal arts program was not expected to be very great in the beginning.
Teacher preparation would still dominate the program for some time" (1975, p. 276).
However, the Teacher Education program at California began to be influenced by this
framework, as the curriculum reflected more of a liberal arts education than a
pedagogical education, illustrated by more electives and fields to choose from (Serinko,
1975, p. 276).
The curriculum again underwent changes, especially as the National Council for
Accreditation of Teacher Education (NCATE) was analyzing the program for
accreditation. Of particular note are the revisions made to the Elementary Education
curriculum, where academic specializations allowed students to concentrate on a
particular subject, similar to today’s Secondary Education curriculum. English, EnglishSpeech, Speech, Mathematics, Science, Geography, Social Science, Music, French,
German, Spanish, and Art were available to choose from (Serinko, 1975, p. 285). At this
point in time, the school operated under a trimester system. Another major change that
was made to the Elementary Education program was a trimester dedicated to a series of
method courses, including the following: “Teaching of Reading, Teaching of Language
Arts, Teaching Content Subjects, Arithmetic Content and Methods, Teaching of Health

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and Physical Education, Teaching of Art, and Teaching of Music” (Serinko, 1975, p. 285286). Semesters such as this are still reflected in the elementary education curriculum
today; for example, in 2017, the following methods courses are taken in the same
semester: Teaching Math K-4, Teaching Science K-4, and Teaching Social Studies K-4
(California University of Pennsylvania, n.d.-c).
The school continued to add more programs throughout the 1960s. The Masters of
Education program began to offer degrees in Biological Sciences, Speech and Hearing,
Social Studies, Mentally Retarded, Chemistry and Mathematics, Socially and
Emotionally Maladjusted, Elementary Guidance, Reading Specialist, Reading Teaching,
and Geography (Serinko, 1975, p. 287). Up until now, the faculty that taught the classes
associated with these degrees had all taught in public schools; now, however, this
requirement was removed and replaced with a requirement on having past experience in
“related teaching and research” (Serinko, 1975, p. 290).
During the 1970s, Teacher Education continued to evolve. In response to urban
decay, greater emphasis was placed on how teachers could best be qualified to educate
students in the inner city. Courses added to the curriculum included “Reading in An
Urban Society, Simulated Classroom Experiences for the Inner City, Legal Rights and
Responsibilities of Public School Students, Implications of Black Thought for Inner City
Teaching, and Observations in the Inner City” (Serinko, 1975, p. 318). The Industrial
Arts program was also evolving into a technology education program. As this and other
changes illustrate, the Teacher Education curriculum was responsive to the shifting needs
of the area and nation.

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The University Era of California University of PA – 1983 to Present: Part 1
In 1982, the National Task Force on Education had discovered that the public
school system was not administering quality education in the United States (Serinko,
1975, p. 335). Then Reagan’s National Commission on Excellence in Education
published its 1983 report “A Nation at Risk,” which further conveyed the urgent need to
improve the public school system in the country. Under the heading “Findings Regarding
Teaching,” the report states the following:
The Commission found that not enough of the academically able students are
being attracted to teaching; that teacher preparation programs need substantial
improvement; that the professional working life of teachers is on the whole
unacceptable; and that a serious shortage of teachers exists in key fields. (National
Commission on Excellence in Education, 1983)
July 1st of the same year marked the beginning of the current era of California, as
the school was recognized as California University of Pennsylvania. Eight months prior,
Senate Bill 506 was passed; this bill designed the State System of Higher Education and
transformed Pennsylvania’s state colleges into universities (Serinko, 1975, p. 339). As a
university, the school no longer had the singular focus of teacher preparation, but instead
offered programs that prepared students for a myriad of careers. The School of Science
and Technology, for example, now existed, “offering programs in such varied areas as
mathematics and computer science, industrial management, nursing, and energy
technology” (California State College, 1982, p. 8). In light of the current national trends,
however, there was yet much to be done in regards to Teacher Education and Preparation.

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1984 – Emphasis year from the university era. By 1984, over 30,000 California
Teacher Education students had graduated from the programs that were provided through
the years – a program that, at this point in time, led to a teaching certificate that was
accepted by every state in the Unites States (California State College, 1982, p. 69). With
more program options at CalU, and as predicted by the findings of “A Nation at Risk,”
the school was seeing fewer students enter the education program (California State
College, 1982, p. 119). As expected, tuition had increased as compared to the previous
emphasis year of 1960, but was by no means as expensive as it is today. In 1984, the cost
of tuition for full-time students from Pennsylvania for a single semester was $785. A
semester of room and board cost $900 (California State College, 1982, p. 52).
Statement of purpose. In 1984-1986, the catalogue explains that the goals of the
school were to provide “at reasonable cost, a wide range of opportunities in higher
education, in both traditional degree programs and in special programs and courses”
(California State College, 1982, p. 9). Furthermore, it explains how a new endeavor had
been started in Science and Technology. Under the “Objectives of the University,” it is
outlined how “the faculty and students of the University are participating members of an
educational institution charged with the preservation, discovery, and dissemination of
knowledge in the arts, sciences, technologies, vocations and professions, and with the
creative application of that knowledge” (California State College, 1982, p. 10).
Emphasis on teaching. A nod to the history of Teacher Education at the
university is mentioned in the second paragraph of the “Goals of the University” section
of the 1984-1986 catalogue – “The College of Education, the oldest division of the
University, trains teachers in elementary and secondary education, and offers special

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programs” (California State College, 1982, p. 9). Now, with the College of Liberal Arts
providing other courses of study, the emphasis on Teacher Education specifically at
California was less than it was in the past. As further explained in the university goals,
“the undergraduate education at the University is designed to produce men and women
who are ready to enter the worlds of business, government, industry, and education, or to
proceed to specialized professional or graduate training” (California State College, 1982,
p. 9). Yet under the eleven objectives of the university, one still specifically emphasized
the importance of producing quality teachers – “to aid and encourage high standards of
teaching and participation in professional activities” (California State College, 1982, p.
10).
Programs offered. In 1984, degrees could be received from the College of
Education, the College of Liberal Arts, the College of Science and Technology, and the
Graduate School (California State College, 1982, p. 11). In the College of Education,
Bachelor’s Degrees could be earned in the areas of Early Childhood Education,
Elementary Education, Industrial Arts, Speech Pathology and Audiology, Athletic
Training, Special Education, and Secondary Education (California State College, 1982, p.
12). Under the Special Education degree, several different specializations could be
pursued – “Mentally and/or Physically Handicapped,” “Community Service Personnel,”
or “Mentally and/or Physically Handicapped with Physical Education and Recreation”
(California State College, 1982, p. 12). For those pursuing a degree in Secondary
Education, content area specializations included Biology, Chemistry, Comprehensive
Social Science, Communications, Earth Science, English, French, German, Mathematics,
Physics, and Spanish. Dual Majors in Elementary/Early Childhood, Elementary/Special

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Education, Early Childhood/Special Education, and Athletic Training/Another Ed.
Program were available (California State College, 1982, p. 12-13). Furthermore,
endorsements in Driver’s Training, Environmental Education, and General Science could
also be received on top of another degree, as well as associate degrees in Community
Living Arrangements and Early Childhood (California State College, 1982, p. 13).
Methods of learning. Student teaching was still an important component of
Teacher Education at California in 1984. In addition, “small class size, individual
advising, field trips and field work” were provided as opportunities for learning
(California State College, 1982, p. 119). A remedial reading camp was also annually held
at the university during the summer, which allowed students to gain further experience
(California State College, 1982, p. 119).
The University Era of California University of PA – 1983 to Present: Part 2
In the decades following the establishment of California University of
Pennsylvania until now, Teacher Education and Preparation remains strong. The program
continues to receive accreditation, and the university as a whole receives positive
feedback. In 2000, the Middle States Commission on Higher Education, for example,
gave a “favorable report and good suggestions for improvement” (California University
of Pennsylvania, n.d.-b). Throughout this era, numerous teaching awards were also
presented to CalU teacher alumni, including the Presidential Award for Excellence in
Science and Mathematics Teaching, the American Wilderness Leadership School's
Graduate Teacher of the Year Award, the Saint Vincent College Great Teacher
Recognition, the Milken Family Foundation National Educator Award, and the

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Pennsylvania Technology Teacher of the Year (California University of Pennsylvania,
n.d.-b).
In regards to the programs offered, the Industrial Arts program – which in the past
had been extremely successful – has been completely replaced by Technology Education.
Further specialized curriculums, such as the Autism Spectrum Disorders Programs for
graduate studies, have also been introduced during this era.
Summary of the Four Eras of Teacher Education
California University of Pennsylvania’s Teacher Education program has
undergone an extensive evolution in the past 165 years. As a whole, the program has
been responsive to trends happening across the country, such as in its reflection of major
national events such as World War I and World War II. Furthermore, the program has
followed the national progression from normal school, to teachers college, to state
college, to university. From analyzing the four eras, several themes have emerged. First,
while Cal U no longer focuses singularly on teacher preparation, it has demonstrated
consistent persistence in providing a high quality education to teacher candidates for their
future careers. Second, through the various eras, the school has faced the national trend of
needing more qualified teachers in the field and having a field of teacher candidates
saturated by women. Third, throughout the four eras, a semblance of a field
placement/student teaching component has been a part of the curriculum. Last, the
school’s Teacher Education program has consistently been responsive to the educational
needs of the public – from the Industrial Arts program, to the Technology Education
program, and to the Special Education curriculum.

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Various changes additionally took place across the four eras. The cost for
receiving a Teacher Education has increased tremendously, from $9 for tuition in 1865 to
$7,492 for tuition in 2017 (South Western Normal College, 1865, p. 15; California
University of Pennsylvania, 2017). The school has also increased in size, from 158
students in 1865 to 7,788 in 2017 (South Western Normal College, 1865, p. 9; California
University of Pennsylvania, 2017). The school has also lost its emphasis on Teacher
Education as a whole, as the institution is not singularly dedicated to the education field,
but instead supports diverse programs and their corresponding career options. Finally, the
way that teacher candidates have been assessed has changed. For example, recitations
were an important component of how candidates were assessed in the Normal School
Era, whereas technology, such as a LiveText portfolio, are important assessments today.
The framework of the Teacher Education program has undergone various shifts in
thought through the years. During the Normal School Era, an emphasis on content
knowledge was prominent, shifting to an emphasis on pedagogical subjects at the start of
the 20th century. By the time the Teachers College Era had begun, standardization of the
curriculum had been popularized and “teaching of ___” courses were introduced.
Meanwhile, during the State College Era, the school struggled with wanting to emphasize
professional teacher preparation in contrast to NCATE’s push towards academic
preparation. Now, in the University Era, the College of Education and Human Service’s
Conceptual Framework marries the various theories by emphasizing knowledge,
professional practices, and professionalism (California University of Pennsylvania,
2015).

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Family Connections and Future Trends
My family line has a rich history of women who attended California for a Teacher
Education. When I began my Teacher Education program at California University of
Pennsylvania, I was aware of my personal ties to the school, but had yet to grasp the full
story. In fact, my research in the library archives led me to discover that I had relatives
representing each era of the school. As I was reading the 1880 course catalogue, I
stumbled across the name of my great-great-great grandma, Nannie Underwood, who
attended the school when it was known as the South-Western State Normal School
(South-Western State Normal School, 1880, p. 14). A generation was skipped, but my
great-grandma Jean Underwood-Zemany then graduated from California State Teachers
College in 1940, during the school’s second era. Both my paternal and maternal
grandmas, Mary Kovscek and Linda Zemany-Gearhart, graduated from California State
College then in 1968 and 1969 respectively, representing the school’s third era. Finally, I
represent the current era of the school, the University Era, as I graduate in the upcoming
year.
As Cal U moves into the future, I predict that technology will lead Teacher
Education in a new Digital Era. California University of Pennsylvania currently offers
over 75 degrees through its Global Online program, including 12 completely web-based
programs that lead to a Masters of Education (California University of Pennsylvania,
n.d.-a). As previously mentioned, teacher candidates at the university are also required to
create a digital portfolio to be evaluated for student teaching recommendation. In light of
this, perhaps the Digital Era has already been entered. The program has evolved in many
ways since its birth, yet through the changes, the mission of the school has remained

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fairly constant – to provide a quality education for men and women that prepares them
for their future careers. No matter what the next era is labeled, I believe that it will be
characterized by the trends of its predecessors, including a responsiveness to current
events, a dedication in providing a quality education, a strong Teacher Education
program, and perhaps my own family’s representation. I would be extremely honored if
my future generations would follow in my footsteps and carry on the tradition of
attending Cal U, as it continues to provide a high quality Teacher Education program that
meets the needs of an ever-changing society.

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References

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