Part 13 (2/2)

It is probable that certain normal schools of the United States deserve the honors so far as ideals and results are concerned even though we have accorded first ranking in system to Germany Our plan, however, is too individual in nature to accoood We lack a centralized authority with power to do things We have practically no co-ordination between state systems and no uniformity Even in certain states the several schools do not cooperate or supplement each other as they should The waste occasioned by the looseness of our system is enormous Could we unify our resources, syste cooperative lines of activity, the American schools would advance by leaps and bounds such as have not been known up to the present time in any nation

A word is in place here with reference to the process of obtaining professional preparation One of the best things to be gained by special training is a professional attitude toward the work of teaching This cannot be attained by spasrown into It co-continued study and application of principles than by intensive training for a short while Direct instruction and experi period of time affords opportunity for innumerable associations and interrelations which no ”hurry-up” process can provide When professional training and study along the general lines of acade parallel each other they become interwoven in such a way that each contributes to the other, and simultaneously the proper attitude with respect to educational processes becomes a very real part of the student's life

There are a nuical principles which should becorained in the life of the individual in order that he enerally conceded and cohly et into its vital parts it is necessary to keep the h several years of tiht and that, examined under a certain condition and then another, and tested in various ways iven a hurried, even though intensive, examination They are certain in the one instance to sink deep into the life of the individual while in the other case they may or may not affect his behavior

It seems, therefore, that if the excellent features which now characterize Norway's Pedagogical See part of the college course, or if the work of the seht be supplemented by studies such as principles of education, history of education, child study, and psychology, carried along with the college work the results would be h However, considering the short ti of this Seh order and its ideals are praiseworthy The expressed intent of the director is to develop the field as rapidly as possible until it shall be characterized by the bestknown to the science

THE TEACHERS' LIFE

The life of the teacher is one of service, calling for an expenditure of the self to an extent perhaps greater than any other profession A the Norse, however, it is not as strenuous as that experienced in Aian teachers have more time than we for recreation, self-improvement, or any of the activities opened up by leisure hours Life generally is set at a moreAes along with those in other professions or occupations

While leisure a certain classes leads to idleness and corruption, it has quite opposite results a the better class of citizens

Windelband says that ”The cultured man is he who in his leisure does not become a mere idler” The cultured men of the past have in their leisure developed science, art, literature, and philosophy They have had reserve energy after the perforular labors to use in fruitful, self-selected activities There are always innuh any one of which an earnest servant of the state ain to its people

There is no nobler profession than that devoted to the developsrecompenses The child is the most precious asset of the nation and deserves the maximum service possible for teachers to render To perform the or, and time for recreation in addition to scholastic and professional qualifications When school authorities make conditions conducive to these ends, the results will be of such character that teachers, pupils, patrons, and coreater profits

Where school activities are not overtaxing, the teacher has opportunity to build up his physical being, increase the buoyancy of his spirits so as to enthuse his pupils to a greater extent, or improve his educational qualifications One iven line of research and froive the pupils under his tuition the benefits derived from these specialized efforts An individual by persistent study may become the discoverer of nes or truths which reach the ends of the earth and profoundly influence human affairs

Whatever the particular activity, leisure consecrated to the uplift of ood

When institutions drive their servants to the limit of their powers they uish the light of ambition, reduce to machines the individuals who should be contributors to huion ”the man with the hoe”

Such practice in our schools results in waste of energy, depletion of our teaching force, and irretrievable loss in many ways

It is my candid opinion that the rapidity of the evolution of the Norwegian school systehly satisfactory results coe measure due to the fact that it does not overtax the powers of its teachers and educational leaders, but on the contrary allows thees a professional attitude towards their work

THE CURRICULUM

The course of instruction in the primary and secondary schools of Norway is uniforyement is unfortunate in that the individual is sometimes required to pursue subjects of study for which he has no adaptability and in which he can develop no interest Teachers in Norway tellthe progress of the class, de the burden of the teacher More flexibility in this regard would doubtless be an advantage The elective systehtly supervised preserves sufficient coherence between the studies taken up and gives opportunity for more perfect adjustanization, plans of instruction, and equipment, the schools of Norway are too uniform to result in the freest developrowth of individuality, or the greatest conservation of tiy, or ular routine but these are not sufficiently numerous

One favorable innovation is the proh a part or all of the primary school The consensus of opinion seems to be that better results accrue when a teacher continues with a class through several years of work This plan is generally followed unless the special fitness of a teacher for ithin particular linment to be made to such place While special aptness for a particular class of instruction should be recognized, the proenerally obviates any tendency to staleness and usually emphasizes special qualifications

While it would be interesting to discuss theeach subject in the curriculuious Instruction and Moral Education_

The church was first to establish schools in Norway, putting them into operation in connection with their cathedrals, probably about the middle of the twelfth century The chief aiious life, either asthese as definite ends, the materials for study were selected because of their fitness to contribute along these lines Instruction was alion Since ion, iven indirectly The aiion Schools caarded as institutions whereinif not the do features This phase of work early becaained such rade of instruction throughout the pri the forionwith the demands of the times

However, as the school syste half of the last century, it becae ion as well as in other subjects in the school curriculurades of school as a difficult task The adjustment made to needs in the primary schools seems a very happy one In this eleion consistsThe work is made concrete and personal, and its influence is most excellent

Not so fortunate has been the atteion in the secondary grades The human appeal, so fruitful in the lower classes, does not appear in the higher, at least to the saree Instead the work is formal and prescribed Interest dies out and even respect for the work rapidly wanes as the pupil passes intothe listlessness of the pupils during the period for religious teaching that the effects upon ion would be better by far without the instruction as now provided