METHODS OF TRAINING TEACHERS. 403 
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more, he is required to have a knowledge of the psychological processes by 
which knowledge is obtained through the senses, together with the best 
methods of exercising and training the powers of observation, memory, and 
she imagination. 
It is found that the store of experimental knowledge which the student 
nas already gained in the practice of teaching during his pupil-teacher- 
ship provides a fund of illustrative examples by means of which the 
srinciples of mental science may be fully elucidated. Besides the college 
ectures on the theory and practice of education, three weeks are spent in 
seaching the various classes in the practicing schools attached to the train- 
ng-college. The three weeks spent in these schools are about equally 
Jivided between the actual teaching of classes and the observation (a) of 
model lessons, (4) of modes of school organization, (¢) of school buildings, 
ind (d) of the most modern school apparatus. 
So far as the practicing schools of the Westminster Training College are 
roncerned, we are able to present a considerable variety of teaching expe- 
rience to the student. We have first the infants’ school, in which the 
kindergarten exercises are fully displayed. This school presents a labora- 
bory of sense training. The student does not actually teach in the infants’ 
school. He is expected simply to take notes of the methods of teaching 
and to make use of these methods in illustration of the principles of sense 
raining. We hold that this contact with the actual processes of sense 
raining gives a reality and fixedness to the study which no amount of 
mere lecturing could possibly secure. 
Westminster College was the first of the English training-colleges for 
male students to make use of the infants’ school for the purpose named. 
Our example has been followed by many others. Use is made of the 
junior school of children from eight to ten years of age to place the student 
in actual contact with the best methods of exercising the higher form of 
sbservation, of memory, and of the imagination. In this school the stu- 
lent both teaches and observes. The curriculum of the senior school is 
made so as to secure the most fitting subjects for exemplifying the above 
intellectual operations. 
Elementary science in the form of object lessons, geography, drawing, 
besides lessons in reading, writing, and number, are the chief schocl exer- 
cises. The lectures in the college are made as far as possible to synchron- 
ize with the lessons observed and given in the schools. In this way theory 
and practice are coordinated, and at the end of the year the two, so far 
as one-half of the science and art of teaching is concerned, have become 
complete. An examination at the end of the year is conducted by the 
government officials. This examination covers the entire range of intel- 
lectual and professional study, and as a result the students are ranked in 
three divisions according to proficiency. 
Ihe professional training of the second vear is a continuation of the