Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1871-08-31
Model schools in connection with

/
Normal school? Is it worth tic labor
and time which must be bestowed up
On it? Will the results likely to be
achieved hc a sufficient reward
While it is true that there arc many
! Normal <rhnuls OF Il high degree of cx.
cclltncc which are without !, model de.
partmcnt. it is also true that they would
be more successful i'll its possession. 1t
is plain that logic favors it. Teaching
; is practical mt and should be proceed.
ed by u practical apprenticeship. In
al other arts in life the applicant, to be
successful in securing rusitIon, must
be able to say that he cam perform the
work for which hcarplirs. No theory,
but actual executive ability is demand
3D. " hat is meant by model school ?
Some mean by it a school perfect i'll its
action, real and established others re-
gard it as school for the practical ex-
perimcnts 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 are three uses sought by the
model school, First, good teaching ant!
government second, to furnish APP
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? lie believed that
a combination of the two is possible,
and hat school can be conducted in
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 naturalncss are not we'll enough OBJ
served in our schools Pernanency is
prime element. 1t is impossible to
Judge Of the ability Of /. teacher by the
method of substitution. lie 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 a right to all the strength
that respect will give. Practice. in the
model school is to furnish ability, and
to test it. Mother can be accomplished
in short time. How shall the model
school DO 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-tcachcr for about forty
five minutes in addition to the time
allotted for the preparation of lessons:
fourth, let the work Of the pupil-tcachcr
be under the supervision Of the princl
pal Of the grade; fifth, let there be
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 tho
presence of the entire normal school
seventh, let every fault be privately
pc intcd out to the one committing 1t
with the !crstandin,, that it is to b
at once corrected; eighth, let the statu:
of the class be taken at the timo it il
placed in the hands Of pupil-tcacher
and also at the end Of the term, to asccr
tain the progress made; ninth, let lou
such terms of teaching be required o
every pupil; tenth, let the senior elias
of the Normal School be a visiting com
nittee and required to report on tn
grades visited. Mr.. Edwards submit
ed these AS not the only regulations
which might be adopted, but as on
method, at least.
In her earthly prepared paper, Mis-
Rrackett said \ model school exist
; far the normal school, and has no in
,lrnrndcnt existence. Referring to tn
necessity for special education, she st;
ted that, as civilization advances, tn
tools and appliances for labor bccon1
more numerous as the demands becou1
varied; so do the requirements of cd'
cation demand special work. 1t
sometimes asserted that the institution
y for higher culture are more capable
developing teachers than the norma
schools, and that the latter are unncce
) sary. But the work of education is nj
: alone to secure intellectual supcrorit
|. but to elevate the moral, individual ar
soiritual conditions.
The State requires a development
a particular direction, and it is tt
object of special shool to induce tn
development. 1t should be mechanic
) rs we'll as intellectual. The characte
h Of the rccitations in normal depa'
st mcnt is tho same as in the instltutio
l. for higher education, and in this p;
g ticular there is combination OF t
- two. As much general culture as p'
III sible is to be given, but this Is not
e leading aim. 1t is the province OF
normal school to teach the ho'c, a
not the ecAat One aim is to secu
nc naturalness. The pupil is to avoid tt
:. ING to teach what was seen at norm
- :, and rely upon his own faculties.
"a the practice Of normal the pupil tcacl
a must be alone, the teacher placing nj
h, self in the position of pupil. VI t
40 facts to illustrate subject, the /
should be chosen. Lessons should
W analyzcd and the why Of the how
" ccrtainel. Much time is to be civ
III TO criticism. ON y on the question
H. the theory and art Of teaching sho'
hn the teacher assume his superior posltl
Men and women must be made Of
pupils, Immediately upon their en-
into the school-room. They must
NY made to take full responsibility and
on HELD to strict account. The rclati
The of teacher and pupil must be Il pun
,,,,.;noss nm. Discinlinc and met