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Show TEACHING TEACHERS. Swarthmore ollego ia now on-gaged on-gaged in practically and thoroughly testing tho new method of preparing teachers in tho normal schoois ot Pennsylvania. The Philadelphia Lcdycr reoently had a very interesting account of tho system, to which reference refer-ence has already been made in these coiumus. In tho old course of study exercises iu teaching woro given in the last term of the year, aud aro stated as occupying forty-live minutes a day for each aohoolday of the courae of twenty-ono weeks. The new method of teaching is based on tbo idea that learning to teach is aa much a part ol a pupil'a course as learning things which are taught. The art of teaching ia made a permanent study, and taught by practice throughout tho entire course. The normal Bchools aro open, bath to thoso intending in-tending to teaeh and to those holding certificates and desiring to improve in their profession. The college professors pro-fessors teach or superintend the teaching in all its classes, and it is under the professors that the normal school will get at its work. Another feature of the now method is the teaching of teachers how to aid their class in prepariug the lo-ssons of the following day. Under the old, or rathor tbt present plan, parents assisted their children in their U'ssons, and toacu3ra simply heard them recite re-cite A groat many parents have thought that they would hko to re-verso re-verso this order, hearing tbe citations cita-tions thcmselvca and letting tho teacher do the teaohiug. Tbo new plan devotts a portion of each day to tho preparation of the next day's studio, and thus relieved tho parent from achool duties entirely. It almost prow kea a smile to speak of an hour for study in school on a new plan, but such it is in fact. Tbo ohild ttudiei at home aud goes to school to recite. Tho labor devolves largely upon the parent, Tbo teacher's timo ia oc cupied with forma and recitations, recita-tions, and he baa no leisure to impart instruction. If tbe child cau have no fissialanco at home it is more or less imperfect at recitation, and is cheiktd accordingly. Tbo tcacber'a duly ecenis to ie, not to tench the child, but to eee if others have taught it correctly. It should not need much argument to ebow that this ruethed is all wrong. Tbe schools should complete education in themselves, as far as the course of s tody goes. No part ot their duties ehould be imposed upon parents. Thoy should show pupils how to got their lessons, as well aa listen to their recitations. The principlea, so to speak, of tho next day's leasjns should bo expounded by tho teacher, aud the class set in the right direction. direc-tion. The dazed child often says, 'T don't know how to sUidy," when it mcaua simply that it has not been informed on little matters esstntwl to the comprehension of tho Uuoa. If this koy cannot bo furnished at home, the c'-iid trust; to a cast-iron memory, repeats itd Ussoua like a parrot, and gains just aUxr. At mu:h knowledge from the proceed ua the bird thus gifted with the mechanical faculty of speaking. For some years past toe pretfssiuu of teaching has drifted towards to-wards forms, technicalities, showy surlaco culture, leaving sjlid acquirements ac-quirements to be sought somo-whero somo-whero tUa. Tnis tendency is now irmated in some of the educational educa-tional centre of the country, and! thoughtful minds everywhere are de-j macding greater simplicity and thoroughness of practico in schools. |