Part 15 (2/2)

By pedagogic training he has been exalted to a place of eminence in his profession It is possible that they over-elect the part that pupils should play

In America various ard teacher and pupils as cooperators in activities wherein interests are co had experience, exercises control and serves as chief guide through the ress So far as possible the pupils are encouraged to exercise individual initiative and to become independent They are not to be e, but with hienuine participators in the world's thoughts and activities

Another plan in all too conated as the ”text bookto it the ically developed, well-arranged, and somewhat attractively printed and bound readable text The function of the teacher is largely testing knowledge gained fro the work of the pupils from his own store or by reference to other works on the subject, and sti them to earnest effort in every possible way

President Hall would not regard this text book plan of work as very worthy procedure He writes that so to see if they have done it But this is not teaching; but a device of ignorance, laziness, or physical weakness, or all combined The real teacher teaches and reduces recitation to a minimum Whoever has visited the best continental schools or studied comparatively such national educational exhibitions as those of St

Louis must have been acutely impressed with the fact that we exhibit what the pupil does, Europe what the teacher does Here he says, 'Go, do this, and prove to me that you have done it' There he says, 'Coether; I know and will inforo on'”[35]

The instructors in the schools of Norway are true teachers but they do not rely wholly upon their own activity The text finds a place not so large as in American schools but of soed to act on their own initiative to soranted unlimited freedom They cooperate with the teachers in many lines of school here they find interest and profit Deely in the hands of the teachers The testing of lessons studied is a coiven to intensive activity in which every individual member is expected to be a participant and contributor They, like we in Ae ability rather than to the brightest as they do in Germany and France

CONTINUITY OF EFFORT

By referring to the prograed for the successive years in the schools of Norway, one readily sees that there is but little variation in subjects of study frorades of the prie of greatest ies--Gerlish the first and second years in the yins subjects of study which represent the several fields of knowledge The teaching aie of developes They advance together Keeping the subject definitely intime tends to the creation of permanent interests and at the same time makes possible its assimilation into the very life of the learner It beco acted upon in the various stages and conditions of life through which the child passes Inter-relations and associations with other subjects of study and various phases of life are affected, which give to it distinct values Too often we find in our own schools that hurried and intensive study of certain subjects does not create permanent interests nor prove of real worth

If natural forces in the child are recognized and utilized they facilitate the learning process and htful It is a well attested fact that at certain periods in the psychological develop is easy for him Courses of study and plans of instruction should be prepared in such a way that the different phases of work included may be presented and stressed while the nascent period of interest is on

We A a subject into its separate phases, studying the theic Note the manner in which we break up the work in ue

It is questionable whether there be a single valid arguians present le and co of the eous from every view point It is certainly conducive to econo up subjects of instruction and isolating their several phases froht rather to keep the the several branches of instruction as closely as possible

Education should seek to associate and interrelate the truths we obtain and to organize our knowledge into an effectual systeeical and pedagogical principles, is aimportance

While the school systeeneration has known, yet the investigations of psychologists and educationists stress the fact that in many ways they are weak and inefficient The accu by ht Educational methods and principles which have been tested and proven worthy should be put into operation

Each nation should devise and adopt the most perfect educational system possible, and this then should be carried into execution by an army of qualified teachers responsive to the call for truly consecrated service

BIBLIOGRAPHY

BOOKS

Erichsen, A E, _Bergers Kathedralskoles Historie_

Hertzberg, N, _Paedagogiskens Historie_

Holst, Axel, _Skolehygiene_

Monroe, W S, In Viking Land Norway: Its People, Its Fjords and Its Fjelds

Paludan, J, _Det Hoiere Skolevaesen i Dan_