The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1911-06-25

losophy of education are studied. and
the essential elements Of school man.
aEemcnt and school economy are con-
sidered in q practical way In the
training schools for teachers much time
is given to the technical side OF tho
teaching profession not only in the
work of the lecture and recitation
room. but also in the observation and
practice teaching under skilled super
vision in elementary schools connected
with the training scho oil. 5a
The work of the best training schools
is such that the prospective teacher
meets face to face the same conditions
that prevail in the ordinary public
school, and has TO solve for himself the
same problems that he will confront
when he takes up his work a teach
er.
An Important Element.
. One Of the most important elements
In the training of the teacher is the
cultivation OF a professional shirt The
teacher who is worth while will be
more than a time saver or wage
seeker He will be constantly impelled
by a belief that teaching is the hi gh-
est and noblest of vocations, and he
will possess. an Unsuitable ambition to
continue to grow and to broaden and
10 eHIiCT HIS Iulnu. SO nc can make the
greatest success of his high calling
and render the largest measure of SER
Vice in the world. The teacher who
is made Of the right stuff and who is
trained in the right sort OF profess
sional school will GO out from that
school with the power and with the de-
termination to take 4 decided stand
against questionable practices, which
unfortunately exist In this high calling
as we'll as In others, and with a de-
sire to elevate moral standards in all
the relations of life 4
The most potent influence In modern
educa tional thought Is the awakening
cfeeducators and the public generally
10 the necessity of bringing the school
into closer touch with the life of the
people. their work and their interests
1t is properly expected OF our schools
supported by public funds, that they
train for good citizenship, and 1t is
generally recognized that this implies
productive efficiency on The part of the
individual SO that he may be a self
supporting and contributing unit in
the social whole. In fulhilment Of
this expectation the public education of
the future must be brought close to the
lives of the people. II must result in
industry and thrift, 1t must make
homes more sanitary and attractivei It
must. pave the way to productive work
VIII Shlllcd nanos, clear MINDS ana
pure hearts.
In our cities our boys and girls must
be put into possession OF the elements
of handioraft. and in our rural dis
trlcts they must be given the elements
of agriculture and kindred subjects.
To meet these demandc of the new edu-
cation It is obvious that the work of
training teachers can no longer be con-
fined to theory and books. but must
seek its material In real things. in ma
ture. in the practical activities of In
dustry and commerce. in the business,
civic and social interests OF life. With
out depreciating the .imitless stores Of
useful knowledge bound up In printed
yolum es. materials must also be drawn
from the outside world the home. the
farm. the work shop. the Office and the
marts Of trade The complete training
school for teachers muet be equipped
to train teachers in agriculture and
other rural arts. In cooking and sewing
and other household arts. and In draw
Ing and other manual arts II.
In the education of women a two