THE IDEAL NORMAL SCHOOL. 451 
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further exercise of inference, viz.: theorizing. Theories must have a basis 
in actual experience, and can only be of value to the extent that thev are 
rerified by actual experiment. 
As an indication of the study of the child in a formal way, we may 
state that he first be studied as to what he is ; second, as to what he.does ; 
third, as to what he says. First, as to physical condition, or state; second, 
as to physical movement, or action ; third, as to language ; fourth, con- 
ditions external to the cnild which may affect him in regard to anv or all 
of the three points mentioned above. 
Last of all the history of the child, so far as affected by the nationality, 
lives, and occupations of his parents. I mention this last, as it is in its 
very nature supplementary evidence, which if gained first may prejudice 
the judgment of the observer. The child as he ds, is the first object of 
study ; after this study, the observer should of course make use of all evi- 
dence that will be of use to him in forming a basis for inference. 
The study of the physical condition of the child implies the observation 
of the state of the body as a whole, and of its parts, with special reference 
to the condition of the senses, and the amount of strength or vitality pos- 
sessed by the child. 
The second point—rviz.: the study of movement—is probably of the 
greatest importance of any. The study of movement implies the obser- 
vation of reflex actions, and of such movements as are caused by mental 
activity—i.e., by thinking. The study of the expression of the child is 
attended with much difficulty. The character of the vocabulary as well 
as the content of the expression must be carefully noted and accounted 
tor. Here it is very important that the observer keep himself free from 
prepossessions for or against what the child says. Ie must also exercise 
great care in his inference regarding the motive which prompted the ex- 
oression. The definition of Talleyrand, that language is a means of con- 
cealing thought, applies not infrequently to the language of children as 
well as of adults. 
THE IDEAL NORMAL SCHOOL. 
BY DR. EDWARD BROOKS. SUPERINTENDENT OF PUBLIC SCHOOLS, 
PHILADELPHIA. PA. 
TrE normal school problem resolves itself into two questions, that of organization 
and instruction. In both of these respects the normal schools of America present many 
Jiversities. “This is readily accounted for by the history of their origin and growth. 
In the Old World a system of normal schools was carefully thought out by educational 
experts and established by state authority ; neither the people nor the teachers had 
any voice in the matter. In such a case an ideal system could be engrafted upon the 
sducational organization of a country. In this country, however, no such ideal 
system was possible. Our normal schools were not established primarily as parts of