Director of Public Order, Attorney, and other officers as are hereinafter specified. "The Director of Public Order shall be elected by ballot of the entire school, majority vote electing. The general election shall take place as provided in Article II., Section 3. "The Attorney shall be appointed by the President, and shall not be a member of the Council. He shall serve five months, and until his successor is duly appointed and qualified. "It shall be the duty of the Attorney to present to the Council all cases of violations of the law. He has the power, subject to the approval of the Council, to summon any member of the school or faculty as a witness before the Council. "The Council also has the power, subject to the approval of the Superintendent, to administer punishment to any student guilty of any misdemeanour, or violation of law; no student shall, however, be judged guilty without a full and free hearing of the case. "The Council shall meet with open doors, and shall publish an account of each meeting." Here, though ostensibly self-governing, the students are actually under the supervising control of the more experienced directors. The method is advantageous in developing a communal as well as an individualistic spirit in the young people, and seems more prevalent in the Western States than in the Eastern, which are more strongly leavened by European traditions. Principal George Carman of the Lewis Institute, Chicago, considers that strong personalities result from the existence of few regulations or restraints, and reposes confidence in the restraining influence of public opinion, assisted by the rapid development of the social instinct which takes place during High School life. This social feeling must be led to crystallise the traditions of good government-public opinion sufficing to maintain order, and making for high morality and self-control. 7. The feeling of responsibility for their own success in life, characteristic of American youth, shows itself in their determination to acquire the thorough education in which they have such a firm faith. It is no uncommon occurrence to be told that such and such a boy is maintaining himself by his own labour during his High School course. He may earn from ten to twelve dollars a week, as a lamplighter for instance-some enterprising lads even undertake newspaper sales, farming out "walks" to other boys, thereby exercising the faculty of organisation at an early age. Fom Boston to St. Louis, and even farther west, this is common. A fairly wide range of occupations is open to him, though the self-supporting student has a hard struggle for existence very frequently. He may act as carman during the evening hours, or serve in shops on a Saturday night. He may take charge of house furnaces, or undertake a laundry agency. He may milk cows on a farm attached to a College of Agriculture, or distribute the milk in a neighbouring city; while waiting at table is a method of earning board widely practised. For girls, domestic service seems the chief employment. The physical fatigue, as well as the mental strain of leading this double life, frequently necessitates an extension of the college course, and effectually debars the worker from social enjoyments, but it has its compensating value in " developing grit," significant of future success in life. It is to be hoped that maintenance will be more generally included in the scholarships now offered by most universities, though this would only affect a very small minority, for statistics show a steadily increasing number of students in high schools and colleges each year. This has been described as the " era of High School building." The number, public and private, has increased in the last ten years, according to figures furnished by the Washington Bureau of National Education from slightly over 4,000 to between 7,000 and 8,000-a clear proof of the persistent demand for accommodation in schools equipped for secondary education—and though 60 per cent. of their students are girls, young men are still found in large majorities at universities throughout the country, a fact which is significant of the large proportion of lads who pass on-from high school to college. 8. It is impossible to exaggerate the high estimate placed upon education in the United States--it is held to be the foundation of all success, an opinion exemplified by the enormous sums devoted annually to the endowment of educational institutions by wealthy citizens. No one can come in touch with these without being impressed by the vigorous activity of the national educational life; it seems as if its pulse throbs with the energy of youthful zeal and enterprise; strong in its determination to rear a race of patriots, sound in mind and body, skilful of eye and hand, equipped for every phase of life, permeated with habits of industry, perseverance, serviceableness, trained in schools characterised by a healthy, home-like, sympathetic atmosphere. The ideal is not yet attained-much remains to be done. Meanwhile, I believe, it is shared by the many earnest, thoughtful teachers watching over the interests of England's children, who are steadily aiming at the same goal, animated by the same devoted spirit, courageous in the face of difficulties, strong to overcome all obstacles, undaunted by the fortunately transient, though meanwhile hampering, limitations imposed upon them by the traditions and precedents of a system deeply tinged with the conservative convictions of past. generations. ALICE RAVENHILL, Sept., 1901, THE TRAINING OF TEACHERS IN THE UNITED STATES OF AMERICA. TABLE OF CONTENTS. I. Statistics of Public and Private Normal Schools. II. The Training of Teachers before the year 1880: (a) The first Normal Schools in Massachusetts, Pennsyl (b) Extent of the Normal School Movement at the outbreak III. Supplementary forms of training: (a) City Training Classes. (b) Teachers' Institutes and Summer Schools. (c) Kindergarten Training. IV. The endeavour to reach a scientific basis for teaching and (a) Colonel Francis Parker as pioneer in the new movement; (b) Dr. S. Hall. The influence of Child Study on educa- (c) Recent advance in education dependent on advance in V. Training introduced into the Universities: (a) Elective courses for Graduates and Undergraduates. VI. The reconstructed Normal School : (a) Qualifications for entrance (b) Methods. (c) Psychology and Child Study. (d) The Practice School, agency. He may milk cows on a farm attached to a College of Agriculture, or distribute the milk in a neighbouring city; while waiting at table is a method of earning board widely practised. For girls, domestic service seems the chief employment. The physical fatigue, as well as the mental strain of leading this double life, frequently necessitates an extension of the college course, and effectually debars the worker from social enjoyments, but it has its compensating value in "developing grit," significant of future success in life. It is to be hoped that maintenance will be more generally included in the scholarships now offered by most universities, though this would only affect a very small minority, for statistics show a steadily increasing number of students in high schools and colleges each year. This has been described as the "era of High School building." The number, public and private, has increased in the last ten years, according to figures furnished by the Washington Bureau of National Education from slightly over 4,000 to between 7,000 and 8,000-a clear proof of the persistent demand for accommodation in schools equipped for secondary education—and though 60 per cent. of their students are girls, young men are still found in large majorities at universities throughout the country, a fact which is significant of the large proportion of lads who pass on-from high school to college. 8. It is impossible to exaggerate the high estimate placed upon education in the United States--it is held to be the foundation of all success, an opinion exemplified by the enormous sums devoted annually to the endowment of educational institutions by wealthy citizens. No one can come in touch with these without being impressed by the vigorous activity of the national educational life; it seems as if its pulse throbs with the energy of youthful zeal and enterprise; strong in its determination to rear a race of patriots, sound in mind and body, skilful of eye and hand, equipped for every phase of life, permeated with habits of industry, perseverance, serviceableness, trained in schools characterised by a healthy, home-like, sympathetic atmosphere. The ideal is not yet attained--much remains to be done. Meanwhile, I believe, it is shared by the many earnest, thoughtful teachers watching over the interests of England's children, who are steadily aiming at the same goal, animated by the same devoted spirit, courageous in the face of difficulties, strong to overcome all obstacles, undaunted by the fortunately transient, though meanwhile hampering, limitations imposed upon them by the traditions and precedents of a system deeply tinged with the conservative convictions of past generations. ALICE RAVENHILL, Sept., 1901, THE TRAINING OF TEACHERS IN THE UNITED STATES OF AMERICA. TABLE OF CONTENTS. I. Statistics of Public and Private Normal Schools. II. The Training of Teachers before the year 1880:— (a) The first Normal Schools in Massachusetts, Pennsyl (b) Extent of the Normal School Movement at the outbreak III. Supplementary forms of training : (a) City Training Classes. (b) Teachers' Institutes and Summer Schools. (c) Kindergarten Training. IV. The endeavour to reach a scientific basis for teaching and (a) Colonel Francis Parker as pioneer in the new movement; (b) Dr. S. Hall. The influence of Child Study on educa- (c) Recent advance in education dependent on advance in V. Training introduced into the Universities : (a) Elective courses for Graduates and Undergraduates. VI. The reconstructed Normal School : (a) Qualifications for entrance (b) Methods. (c) Psychology and Child Study. (d) The Practice School, |