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NORMAL SCHOOL WORK. 
ing each subject of study is to a very large extent the measure of his ability to succeed 
as a teacher. 
The second special end to be accomplished in normal school work is to give to the 
rormal pupil a practical knowledge of the conditions or means through which the 
1atural laws of physical and mental development become operative. 
Under this head, in the normal course, should come the discussion of what, for lack 
»f a better term, are usually called “methods.” Perhaps here it should be noted that 
sy method in teaching is simply meant the way in which the pupil should be conditioned 
in order that he may accomplish his work in the most effective manner. 
The training by which this second end can be best accomplished requires two lines 
sf work running parallel with each other, each illustrating and enforcing the other. 
The first of these should consist of a definite course of class discussions in the study of 
methods, and the second, a course of careful observation on actual work performed in 
accordance with the views considered in these class discussions. 
In the class-work, special attention should be given to the careful study of the best 
writers upon methods of teaching. This, however, to be made effective must be 
accompanied by definite oral instruction, in which every method presented is actually 
applied in teaching a subject before the class. = This illustrative teaching should not, at 
this stage, be required of members of the class under training. It should invariably be 
serformed by the teacher charged with the instruction in methods. 
The course in observation, as already stated, should run parallel with the discussion 
»f methods in class. Observation, however, should be confined to work done by expe- 
sienced teachers. The plan too commonly followed, of confining observation largely 
;o work done by pupils who are themselves still under training, is, to say the least, very 
anwise. At this stage of advancement, what the pupil needs in order to acquire a cor- 
rect ideal of teaching is to observe real model work, work which places the methods 
discussed before him in their proper light. At a later stage, however, in the course, 
when the pupil has acquired a right ideal, and can judge correctly of what is observed, 
sbhservation should then be extended to the work done by pupil-teachers. 
The points to which special attention should be given in the observation course should 
be substantially the following : 
(a) The methods pursued by each teacher in creating interest, or placing the minds 
»f the pupils in class in the right condition to receive and digest the matter presented. 
b) The special devices and illustrations used in making plain difficult points. 
(¢) The tact of each teacher in adapting instruction to the peculiarities of individual 
yupils. 
(d) The methods pursued in fixing permanently in the minds of the pupils the instruc- 
sion imparted. 
(¢) The methods adopted and the tact shown by each teacher in the management or 
rovernment of classes. 
The results of the observations conducted by each pupil upon these points should be 
sarefully recorded and made the subject of comparison ard discussion in the class in 
methods. 
The third special end to be accomplished in normal school work is to develop in the 
normal pupil such special powers or qualities and habits of work as will enable him to 
seach and manage effectively. 
To accomplish successfully this third end is the crowning work of normal training. 
To acquire the knowledge proposed in the work already outlined is very important. It 
must not, however, be overlooked that this may be done, and still the pupil, after 
gaining possession of this knowledge, may prove a failure as a practical and effective 
teacher. It is not what a man may know, but what he is in consequence of the effort 
out forth in embodying his knowledge in acts, that makes him an effective workman in 
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