Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1871-08-31
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Model schools in connection wit
@ Normal Schools. The first consider;
ton is, to what extent will we be benz
5 fitted by a model, in connection with
> Normal school? Is it worth the labo
and time which must be bestowed up
on it? Will the results likely to b
achieved be sufficient reward
While it is true that there are man,
Normal schools of high degree of OK
ccllence which are without model dc
partmcnt, it is also true that they would
be more successful in its possession. L
is plain that logic favors it. Teaching
is practical art and should be proceed
cd by practical apprenticeship. In
al other arts in life tho applicant, to be
successful in securing position, must
be able to say that he can perform the
work for which he applies. No theory
but actual executive ability is demand.
ed. What is meant by model school ?
Some mean by it school perfect in its
action, real and established others re-
gard it as school for the practical ex-
periments Of teaching. In the former
the pupil is taught to reproduce in
every particular the model teacher in
the latter originality is secured. The
science Of education is not fully under
stood, and in subordinate schools theor.
les and methods are subjected to trial
and results noted.
There ore three uses sought by the
model school. First, good teaching and
government second, to furnish ap-
prentice work !; third, opportunity for
experiment. Shall we attempt to ac-
complish all this in one school, or shall
we divide them? Can school be model,
and at the same time present opportuni-
ties for experiment? He believed that
a combination of the two is possible,
and that school can be conducted in
a model manner and yet afford means
for practice to the pupil; that all these
objects can be better accomplished
together. Every young teacher needs
the inspiration that comes of seeing
things we'll done needs the stimulus to
improvement in his own work and
needs them side by side. The work
which the pupil undertakes in the
model school must be of the same nature
as that which is to come after The
young teacher must be left alone with
his pupils; only suggestions should
come from the principal. The elements
Of naturalness are not we'll enough OBJ
served in our schools. Permanently is
a prime element. It is impossible to
judge of the ability Of teacher by the
method of substitution. He needs time
in which to show forth his powers.
When he has taught for six months
and has acquired the respect of the pu-
pills, he has right to all the strength
that respect will give. Practice. in the
model school is to furnish ability, and
to testit. Neither can be accomplished
in short time. How shall the model
school be adjusted? First, let it be
graded. from the lowest departments to
the high school; second, let each grade
be under the charge of competent
teacher, who will furnish proper in
struction; third, at the beginning of
each term, let such pupils as are fully
prepared be assigned to the grades as
teachers. The class should occupy the
time ofthe pupil-teacher for about forty
five minutes in addition to the time
allotted for the preparation of lessons;
fourth, let the work of the pupil-teacher
be under the supervision Of tho princi-
pal of the grade; fifth, let there be a
stated meeting every few days to dis
cuss the different modes of teaching;
sixth, let there be an exhibition once
week of the different methods in the
presence Of the entire normal school;
seventh, let every fault be privately
pointed out to the one committing it,
with the understanding that it is to be
at once corrected; eighth, let the status
of the class be taken at the time it is
placed in the hands of pupil-teacber,
and also at the end of the term, to ascer-
tain the progress made; ninth, let four
such terms of teaching be required Of
every pupil; tenth, let the senior class
of the Normal School be a visiting COM
mittee and required to report on the
grades visited. Mr.. Edwards submit
ed these as not the only regulations,
which might be adopted, but as one
method, at least.
In her earthly prepared paper, Miss
Bracket said A model school exists
far the normal school, and has no in
dependent existence. Referring to the
necessity for special education, she sta
ted that, as civilization advances, the
tools and appliances for labor become
more numerous as the demands become
varied; so do the requirements Of edu-
cation demand special work. 1t is
sometimes asserted that the institutions
for higher culture are more capable Of
developing teachers than tho normal
schools, and that the latter are unneces-
sary. But the work of education is not
alone to secure intellectual superiority,
but to elevate the moral, individual and
soiritual conditions.
The State requires a development in
particular direction, and it is the
| object of special shool to induce that
development It should be mechanical
rs we'll as intellectual. The characters
of the recitations in q normal depart
ment is the same as in the institution
for higher education, and in this par
ticular there is q combination Of the
two. AS much general culture as pos
sible is to be given. but this is not a
leading aim. It is the province Of a
normal school to teach the hou, and
not the vhat. One aim is to secure
naturalness. The pupil is to avoid try
ing to teach what was seen at normal,
and rely upon his own faculties. In
the practice of normal the pupil teacher
must be alone, the teacher placing him
self in the position of pupil. Of two
facts to illustrate a subject, the bes'
should be chosen. Lessons should be
ono1v1od and tho whv Of the how as