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the subjects for the different written exercises that are given to the practice-school pupils.

Every week the normal school pupils make up a report in which they speak of the observations they have made as well as of the work they have done while employed in the practice school. The professor of pedagogy examines these reports before the class, and takes pains to develop among his pupils a spirit of reflection and observation, and to form in them a pedagogical judgment.

Official programme of the class preparatory to the normal schools for women in Italy.

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I. Education in general.-Purpose and importance of education. Mission of the elementary teacher. Essential qualities of the teacher, physical, intellectual (i. e., wellbalanced mind, scholarship, accurate use of language), moral. Object of pedagogy, its divisions. Necessity of pedagogical studies.

II. Physical education.-Observation. As the programme of the normal school comprehends special courses upon anatomy, physiology, and hygiene, as well as a welldeveloped instruction of gymnastics, the professor of pedagogy confines himself to the exposition of the following points:

(1) The object and importance of physical education. Physical education should be based upon the nature of the child. Necessity for the teacher to study human anatomy and physiology.

(2) Importance of general hygiene and of school hygiene.

(3) Gymnastics, their object and advantages. Exercises proper to an elementary school. Apparatus, methods, order, and discipline. Child-plays. Necessity of an active supervision during the time of play, responsibility of the teacher.

III. Elements of psychology

SECOND YEAR.

(A) Consciousness; the ego; psychological facts of consciousness; physical facts, intellectual facts, facts of the will; relation of psychological facts and physiological

facts. Distinction between the three great faculties of the mind-the feelings, the understanding, and the will.

(B) The facts of willing and of the feelings in their lower forms (sensitive facts). Physical activity: Movement, instincts, bodily habits. Physical sensibility: Pleasure and pain, internal sensations, external sensations; the senses, interpretation of sensations, illusions; needs and appetites [of life?].

(C) Faculties of intellectual and moral life. The understanding: External perception and the conscience, attention. Memory and association of ideas, imagination. Abstraction and generalization. Judgment and reasoning. The reason. The theory of certitude, ideas upon scientific method deductive and inductive. Family affection, social affection, love of country, aesthetic and religious sentiments. Analysis of the acts of the will, free will and responsibility, habit.

IV. Methodology of intellectual education.-Object of the education of the mind. Education of the senses. Observation and other exercises. Kindergarten exercises Ways of causing the child to be attentive. Cultivation of the judgment and of the reasoning power. The cultivation of memory (association of ideas), and of the imagination.

General methodology: Method follows from the study of psychology and is based upon the laws of mental evolution. Foundation of a good method of elementary instruction insisting on the following points:

The instruction should be based as far as possible upon sensible intuition. It should provoke constantly the mental activity of the pupil and be a veritable gymnastic of the senses and faculties. It is not only necessary that the child should see, observe, analyze, compare, and judge, it is also necessary that he invent and create. Intellectual work should correspond to the stage of the development of the faculties and not be caused to impede physical development. The child should be accustomed to express simply but correctly his own observations and judgments. Nothing should be left to the memory that has not been seized by the intelligence. It is necessary to teach things, not words. It is necessary to go from the simple to the complex, from the concrete to the abstract, when speaking of what is not familiar to the child. It is necessary to awaken in the child a lively interest for the object of the lesson. It is necessary to go slowly, to return frequently to the simpler ideas, to make numerous applications and frequent repetitions, but to vary the exercise, to give "a hundred aspects" to what the child has learned. It is necessary that education and instruction should go hand in hand; for all the branches that are taught should concur in giving the pupil a general culture and prepare him to continue alone the further work of educating himself.

The different general procedures of method: Analysis, synthesis, observation, experimentation, induction, deduction, forms of teaching, modes of teaching, exercises of the elementary pupil, repetition, examination.

Special methodology: Theoretical and practical exposition of the method that should be followed in teaching each of the branches of the official programme for elementary schools.

V. Discipline. Some practical lessons upon the system of discipline adopted in the practice school in order to prepare the normal pupils of the second year to teach in that school.

VI. Practical exercises.-The students are present in the school of application, one hour weekly (throughout the year) while the professor of methodology, and the teachers of the practice school give lessons. The students witness the teaching exercises of the third-year students, and summarize their observations and hand them to the professor of methodology. During the last session the students are more intimately connected with the exercises of the practice school.

THIRD YEAR.

VII. Moral education, its object and importance.-Habits and example. Tendencies sources of our action. General means of favoring the tendencies which are good and of breaking up those which are bad.

VIII. Esthetic education.

IX. Natural education. -Means of developing patriotism, and of preserving and ameliorating the national character.

X. Object and importance of discipline.-Basis of a good discipline; emulation; rewards and punishments.

XI. Organization of the elementary school.-Different kinds of elementary schools, buildings, furniture, etc. Rules and regulations, classifying, programmes, preparation of lessons, etc., kindergartens. Courses for adults.

XII. History of pedagogy in modern times.-Montaigne, Comenius, Locke, Fénelon, Rousseau, Pestalozzi, Fræbel, principal contemporaneous authors. Bibliography of pedagogy.

XIII. Practice. The pupils are present at the model lessous given by the professor

of methodology and by the teachers, in the practice school. Once a week there are didactic exercises which consist of (1) a lesson given by a normal-school pupil in the presence of his classmates; (2) criticism of such work; (3) the synopsis, by one or more students designated for the purpose, of the discussion thus evoked.

The teaching exercises take place under the direction of the professor of pedagogy, the director of the normal school, the professor of the branch in which a lesson is being given, and the teachers of the practice school. The subject to be taught is selected two days in advance and is prepared by all the normal-school pupils. He who is to give the lesson is designated by lot on the morning of the day on which the lesson is to be given. Before a student may teach a second time each of his classmates shall have had a turn.

The exercises of the practice school are regulated in such a way that each student has an opportunity to give six half-hour lessons each week. The bulletins, successively sent to each normal-school pupil, form a series embracing every branch of the curriculum, Each student is taught to direct a class of two and even of three divisions. The students are required to prepare the lessons and to submit them to the examination of the teacher in charge of the practice-school division to whose pupils the lesson is to be given. The professor of methodology examines the students' note-books containing these lessons of preparation once a month. Each student corrects, under the supervision of a teacher, a certain amount of the practice-school pupils' work which they have done under his teaching.

FOURTH YEAR.

I. Psychology.-Revision and development of the teaching of the second year. II. Methodology.-Revision of the more important parts of methodology with special application to the programme of the higher primary schools.

III. History of pedagogy.-Summary of the history of pedagogy from the sixteenth century to the present and critical exposition of the principal systems of education: Bacon (Novum Organum), Rabelais, Montaigne (De l'instruction des enfants), The Jesuits, The Oratory and the Jausenists, Locke, Comenius, Fénelon (De l'éducation des filles), Rollin (Traité des études), Jean-Jacques-Rousseau (Emile), Basedow and the philanthropists, Pestalozzi (Wie Gertrud ihre Kinder lehrt; Lienhard und Gertrud, Père Girard (Cours de langue maternelle), Diesterweg, Froebel, Herbert Spencer (Education, intellectual, moral, and physical), Alexander Bain (The Science of Education), Pedagogical bibliography.

IV. Practice of instruction.-Teaching followed by criticism once a week. Practical exercises in the school of application.

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a Time given to "didactic exercises " included.

b In addition, and at least twice during the week, gymnastics are given during recess (two half

hours.

• Not including the time devoted to practice in the model school.

Place of pedagogy in the official programme of Belgium—Continued.

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We take the following information from the papers read at the "International Congress of Educators," at New Orleans, in February, 1885. From the paper entitled "The normal schools and their work in Ontario," by School Inspector Joseph H.

Smith, we obtain the curriculum of the two normal schools of that province; from the "County model school system of the province of Ontario," by J. J. Tilley, inspector of county model schools, we obtain the programme of the Ontario County model schools.

NORMAL SCHOOLS.

1. Education. In this subject a course of eighty lectures is given, embracing the history of education, the science of education, the principles and practice of teaching, school organization, and school management.

2. English language and literature. The study of these subjects consists in the critical reading of one of the plays of Shakespeare or the work of some other standard author, together with a course of twenty lectures upon words and their uses, the proper construction of sentences, and the correct use of language, and the beauties and defects of style as found in the writings of standard authors.

3. Hygiene. In this subject a course of twenty lectures is given on the preservation of health, the air we breath, the food we eat, the clothing we wear, the fluids we drink, and the physical and mental exercise necessary for the highest development of man. 4. Chemistry.-Thirty lectures on elementary chemistry are given, illustrated by simple experiments. The objects are (1) to make the experiment understood, (2) to have the students explain it, (3) to cause the student to reason on natural phenomena, and (4) to enable the student to repeat the experiment when a teacher. There is laboratory work under supervision of a science master.

5. Botany. This subject is made as practical as possible by the examination of specimens collected from time to time, and cousists of a course of twenty lectures, embracing the chemistry and histology of plant life, the structure of flowering plants, and the general classification of plants.

6. Zoology. A general outline of this subject is given in a course of twenty lectures. 7. Physics.-The course in this subject consists of a series of thirty lectures upon heat, light, and electricity. In this, as in chemistry, great importance is attached to the explanation of the physical phenomena of daily life.

8. Drawing. This subject is taught by a specialist, who gives a course of forty lessons, in which designing, model drawing, free-hand, perspective, constructive drawing, scientific perspective, and practical geometry are taught.

9. Music. This subject is also taught by a specialist, and consists of a course of forty lessons, in which the scales and their various transpositions are taught, combined with the singing of songs in two, three, and four parts.

10. Calisthenics.-The course in this subject consists of a series of calisthenic exercises, under the direct supervision of a competent drill master.

11. Military drill.-The exercises in this subject are taught similarly to those in calisthenics and by the same person.

12. Methods of instruction.-A course of 115 lectures in which the following subjects are reviewed with the object of illustrating the best methods of teaching them, viz: Language lessons, grammar, composition, spelling, reading, writing, arithmetic, algebra, Euclid and mensuration, history, geography, and object lessons.

13. Practical teaching.-During the early part of each session the students, accompanied by the normal school masters, are required to visit the model school and observe the methods of teaching the different subjects, as practically illustrated by the teachers in the model school. They are also required to observe the methods adopted for securing attention and interesting the pupils in their work. After sufficient opportunies have been given to the students of witnessing the manner in which the different subjects are taught in the model schools, they are called upon to teach before each other in the normal school, under the guidance and supervision of the masters, and to criticise each other's teaching in a friendly way.

14. School law.-Under this head is given a knowledge of the elementary principles of law and of their application under the statute of trustees, teachers, inspectors, etc. Finally they are required to take charge of classes in the model school, under the supervision of the teachers, and are expected to teach at least three times in each department of the model school.

There are two sessions of the two normal schools in each year. The first opens in January and closes in June, the second opens in August and closes in December. Candidates for admission are required to comply with the following conditions, viz: To be native born or naturalized subjects of Her Majesty; to have passed the prescribed examination for second-class non-professional certificates; to hold a thirdclass professional certificate or its equivalent; to have taught successfully for at least one year as certified to by the public school inspector in whose inspectorate the teaching was done; to give satisfactory evidence of good moral character at the time of making application; and, if females, to be not less than eighteen years of age, and, if males, nineteen.

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