State Supt. Morrison, of New Hampshire, for 1911-12 (p. 153). In discussing the model and practice schools at the Plymouth and Keene State Normal Schools he says:

It should be understood that the State has an obligation to the people of Plymouth and Keene in connection with these schools which ought to be observed to the utmost. The normal schools proper are the State's own affair, but the school districts of Plymouth and Keene entrust their children to the agents of the State in order that the State may train teachers for service all over the State.

In the last report of this office the criticism was made that while the schooling which the children received tended to make them mentally alert, it left them far from capable in any of the specific arts of the schoolroom. No course of study was followed and nobody could tell at any given time whether the schools were making good their expectations or not.

In connection with the reorganization which the trustees adopted, it was aimed to correct this defect. The model and practice schools, viewed simply as public schools, are in better condition to-day than at any time in recent years, at least so far as the arts fundamental to all education are concerned. They will average well with the best class of schools of the State, but they can not be said to be the best of their class.

State or city course of study should be followed.-The course of study adopted by the trustees of the New Hampshire normal schools was the State course of study, and it was made the basis of the work not only in the model and practice schools, but also in the normal departmental classes. It is clear that this is a desirable basis for procedure in States where there is an efficient central State department of education and a well-standardized course of study. The next best step in adopting a standard course of study for a training school is to follow the main outlines of the course in operation in the city in which the normal school is located, if the city schools are to be used at all for practice teaching purposes, as is necessary in most places. Such modifications as are necessary can be made by the director of training.

Close coordination with city schools at De Kalb, Ill.—Perhaps the best example of the practice just described is the course of study for the training department of the State normal school at De Kalb, Ill. This was prepared under the direction of C. A. McMurry, director of the training department there until 1915, who is largely responsible for making this one of the best training departments in the country. The relation of the course of study to the city schools, as well as certain other important aspects of the training situation at De Kalb, are brought out in the following quotation from the introductory statement by Prof. McMurry (p. 3 of Course of Study):

The training department of the Northern Illinois State Normal School is provided for in two houses, one a complete and well-equipped building on the campus and the other the Glidden School, on South First Street, in De Kalb. Each of these schools serves as a regular ward school for the city and has the

same supervision as the other ward schools of the city. About 600 children are provided for in these schools.

As a rule every regular schoolroom is provided with a critic, who closely directs and supervises the work of the student teachers who instruct the chil-. dren in her room. The principals of buildings, besides the duties of general management, reinforce this careful supervision of class instruction. The lessons are so carefully planned and organized beforehand that student teachers are generally able to find their way quickly into effective teaching.

Two terms of teaching, on half-day time, are the regular requirements for student teachers before graduation. Room charge, or the general management of all classes in a room, is required for one of these terms. Each student in training is required also to attend "critique lessons," that is, illustrative exercises with regular classes given by the room critics or by other experienced teachers. Later these lessons are fully discussed by students and critics.

The heads of departments and other regular teachers in the normal school participate freely in the training-school work, either by advice or direction of students in special departments, such as music, drawing, manual arts, literature, history, nature study, arithmetic, etc., and also by presenting and discussing critique lessons.

The following course of study has been carefully worked out by the superintendent and teachers, aided by the normal-school instructors in their special departments. Many of the more important topics or units of study have been elaborately worked out and the material thus brought into shape has been reduced to printed or typewritten form for the ready use of teachers in all the schools of the city. The same course of study is followed in all the schools of De Kalb, and the training schools thus approximate closely, in material and methods, the usual work of schools.

The De Kalb course of study.—The De Kalb course of study is a pamphlet of 83 pages and consists of very brief concise statements concerning the general character of the work in each subject, followed by detailed descriptions of the topics taken up in each grade. The outlines of some of the more unorganized or newer subjects, such as nature study, are especially full and detailed.

Ready-made outlines assist practice teacher to concentrate on technique of teaching. The second sentence in the last paragraph quoted above described one unique phase of the work at De Kalb which is especially valuable, namely, the accumulation of outlines, references, illustrative and other materials that the practice teacher can make ready use of in getting her subject matter in shape for teaching. The assumption at the basis of this plan is that the practice teacher should be in a position to concentrate most of her time, energy, and attention on the technique of teaching. The practiceteaching period of a student's education is certainly not the time when she should be mastering the subject that she is to teach. This should be definitely provided for in the departmental courses which should precede the assignment to teaching.

The general plan of organizing the material of practice-teaching units referred to above was described at length by Prof. McMurry in a paper read at the meeting of the normal school section of the

National Education Association in Cincinnati in 1915 and which is printed in the proceedings of the association.

Sample courses of study of training schools.-Among other courses of study for training schools are those from the State normal schools at Salem, Mass., Harrisonburg, Va. (1912), Carbondale, Ill. (1914), Winona, Minn. (1909), Warrensburg, Mo. (1910), Normal, Ill. (1912), and Chico, Cal. (1914).

Winona course of study prepares for real Minnesota conditions.The course of study from Winona, Minn., was published in 1909 as a revision of earlier editions of 1903 and 1907. The endeavor to relate the course of study to real school conditions in Minnesota is expressed in the following quotation from the preface (p. 4):

In assisting to modernize the course of study for elementary schools we realize that a normal school must not go too far from the commonly accepted course of study, lest student teachers be handicapped by being thrown into situations too strange, when, after graduation, they begin their independent teaching. Consequently, this course of study is not so much an expression of what we might like to do as it is a statement of what seems practicable in the schools of Minnesota. That is to say, we try to have in our elementary school for the observation of our student teachers, not a course that is theoretically ideal (if there could be such), but one that is usable in any graded school in the State.

Chico (Cal.) course of study.—In the foreword of the Chico (Cal.) course of study (1914) it is stated that this is the first printed course of study that the training school as such has had, and that its purpose is to serve as a suggestive working manual for the use of supervisors and student teachers and to develop more coordination and correlation between the normal school and the training school.

Detailed courses of study for geography at Chico.-Other significant publications from Chico are two bulletins dealing with the teaching of geography, by C. K. Studley, supervisor of geography. The first has two parts entitled "Map Geography and Journey Geography for Beginners." The second bulletin is entitled "Geography for the Fifth and Sixth Grades." These were published in 1912 and 1913 and include about 150 pages of detailed directions and outlines for teaching geography. In the preface it is stated that these courses of study are all the outgrowth of the work in the elementary department of the Chico State Normal School and are intended to serve as a labor-saving device for teachers.

The last sentence suggests the main issue in this section of the chapter, namely, the development of very definite detailed courses of study as the second important factor in the effective and economical administration of practice teaching.

3. PRACTICAL DIFFERENTIATED DEPARTMENTAL COURSES.

Differentiated departmental courses should prepare directly for practice teaching. The third factor in developing an effective

practice teaching situation is the organization of practical and differentiated departmental courses which are focused directly on the subject matter and methods of the part of the elementary school in which the prospective teacher expects to teach. The general importance of giving this type of instruction was emphasized in the preceding chapter on course of study. Its relation to the practice teaching is even more obvious and important. There may be some chance that the student who has been given a certain type of course in primary geography will not have an opportunity to teach such work in the school system in which she is employed; but if the normalschool courses and the training-school courses are correlated, as they should be, the practice work in geography would certainly be along the same lines as the normal-school courses in geography.

Correlation may be secured by having instructors teach in both schools. The simplest administrative method of securing this correlation is to require instructors to teach in both places, namely, in the normal school and in the training school. This arrangement is not uncommon in the normal schools of the North Atlantic States. For example, in the catalogue of the Salem (Mass.) State Normal School, we find the following paragraph in a discussion of the training schools (p. 16):

In planning the instruction in these schools the aim is to connect it as closely as possible with the work in the normal school, to the end that the methods of teaching here may exemplify the theory which the normal-school students are taught. In the training school a large part of the instruction is either supervised or actually given by normal-school instructors, and instruction in the normal school is largely based on directed observation in the training department in particular subjects as well as in the theory of education.

President should insist on correlation of work of normal and training schools. In general, it is the task of the president of the normal school to make sure that the course of study of the training school does correspond roughly to average courses of study of the district that the normal school serves, and to make equally sure that all normal-school courses prepare definitely and thoroughly for the successful teaching of this course of study.

Normal-school instructor must patiently master details of his subject. The greatest difficulty is found in the fact that so many normal-school instructors feel that they are too big for the detailed work required in such a scheme. As a matter of fact, the positions · are too big for the instructors. Definitely and thoroughly to organize the material of any elementary-school subject is a big achievement. But it is a big achievement that requires patient mastery of many details. Hence, a normal-school instructor who is not energetic and persistent is likely to spend his time telling how it should be done, instead of organizing materials so as to help teachers to do it.

Possibilities in normal-school positions illustrated by achievements of Charles McMurry. The possibilities of a normal-school instructor achieving big results by careful, persistent detailed work are well illustrated in the many practical publications of the former director of the training school at De Kalb, Ill., namely, Prof. Charles McMurry, who has done more in formulating the material of instruction in several subjects than most departmental normal-school instructors have done in their own special subjects.

If the departmental courses give students a body of organized material and methods which are of practical value, the third factor in the effective organization of practice teaching will be provided for.

4. STANDARDIZED ROUTINE FOR ASSIGNMENTS AND SUPERVISION.

Saves time and confusion in a complicated social situation. The fourth factor in the effective conduct of practice teaching is the organization of a standardized routine for assignments, preparation of material, supervision, and reports. This routine should be concisely described in a mimeographed or printed handbook for practice teaching. A practice-teaching organization is a very complicated social situation into which new members are being introduced constantly. In order to save confusion and to economize time, if for no other reasons, such a handbook should be provided. It saves much reiteration of directions orally and eliminates many possibilities of misunderstanding. It is of great help not only to new practice teachers, but also to new critic teachers.

Content and value of handbook for practice teaching.-Such a handbook should contain the fundamental regulations governing practice teaching, information concerning the routine of the elementary school, directions for lesson plans, and a concise formulation of the fundamental points in the technique of teaching to which practice teachers and critic teachers should give attention. Such an outline of the points in technique is especially helpful to new critic teachers, who are often at great loss to know how to analyze and discuss with practice teachers the teaching which the latter do.

Best handbook published by McMurry.-Again in this field we find the best production to be one from the De Kalb Normal School, namely, the Handbook of Practice for Teachers, by Charles McMurry, published in 1914. (The Macmillan Co.) In view of the fact that anyone can easily purchase this book, it need not be described. . Other handbooks for practice teaching are published by the State normal schools at Platteville, Wis. (1901 and 1907); Peru, Nebr. (1905 and 1909); and Chadron, Nebr. (1913).

Progressive reforms need efficient management to succeed.—In general, normal-school instructors are likely to be carried away with