PRACTICE WORE IN MODEL AND TRAINING SCHOOLS. 3891 
training ? If so, shall we encourage a system of heavy or light gymnas- 
tics ? 
It is quite doubtful whether our time will allow of the discussion of 
any one of these subjects, but no harm can come from calling attention to 
chem, and if the opportunity offers any one of them may be called up at 
any time. 
T'HE VALUE OF PRACTICE WORK IN MODEL AND 
TRAINING SCHOOLS. 
BY MISS FANNIE S. GUPTILL, MINNEAPOLIS, MINN. 
By practice work is generally understood the conducting of recitations 
oy pupil teachers placed temporarily in charge of classes of children, 
ander the supervision of one or more critics, for the culture of teaching 
power in the student so placed. 
The value of such work as a means to such culture must necessarily 
vary with the knowledge the young teacher possesses of the subject she is 
teaching, with her conception. of the object for which she teaches, and 
with the conditions under which such practice is obtained. This practice 
should include all the exercises of the student from matriculation to 
graduation ; all theoretical work should be thoughtful practice toward 
the end of skill in teaching, and special practice with children must have 
its definite place as the crowning and perfecting work of the course. 
As one who is to become a skilled musician must be held to severe 
echnical practice until the muscles have acquired flexibility, accurate 
mechanical action, and ready response to an idea, so one who is to become 
a skilled teacher must apply herself to the acquiring of the technique of 
the teacher. The one is not expected to play the difficult sonata at sight, 
combining interpretation and execution, instantly and faultlessly, before 
facility, intelligence, and correctness are acquired ; why should the other 
be required to manipulate all the forces of the recitation before she has 
become to some extent the embodiment of intelligence, correctness. and 
ease ? 
An easy, graceful, yet controlling carriage of body; frank, well-con- 
rolled facial expression ; a voice firm, kindly, and well modulated ; an 
eye that shall do the work too often attempted by the tongue ; self-control ; 
she art of telling a story, aptness in illustration, skill in the expression of 
aerself, promptness and precision in conducting the so-called mechanical 
work of the schoolroom—these are the difficult passages in the technique 
of the teacher which must be acquired by training, and which must be 
mastered before she is required or expected to control, interest, and 
mstruct children in a forceful and skillful way.