In addition to these it includes discussions of the methods of organ-
izing, grading. and managing graded schools; school systems; history of schools and education, etc., etc.
Special Professional Trainirg.
Under this head are included the following classes of work:
1, During the first year of the Common School course and the first and second years of the other courses, each pupil is required to note carefully the method of instruction pursued by the teacher, and to be able, when the subject is completed, to give an acurate account, either orally or in writing, of the following points:
(a) The order in which each topic was discussed, (b) The illustrations and devices used to enlist the attention of the pupils, and to make plain the truth presented. (c) The method of drill pursued to fix the truth permanently in the memory.
2. During the second year of the Common School course and the third year of the other courses, the principles of teaching and of school organization, based upon the constitution and laws of the body and mind, are carefully discussed. This is followed by special professional training in a sufficient number of subjects in each course to secure in the pupils habits of teaching and governing in harmony with the principles discussed. This part of the work includes the following:
(a) A discussion of the order which should be pursued in presenting the given subjects to a class.
(b) Adiseussion of the illustrations and devices that should be used to enable the pupils to understand thoroughly the subject presented, and to fix a sharp outline of it in the memory.
{c) The preparation of sketches or outline lessons which are submitted to the teachers for criticism. ‘
(d) Teaching and governing in the Practice school under the guidance of competent teachers, whose duty it is to observe carefully, criticise and correct all defects.
The requirements for admission to the normal classes were at the same time somewhat increased and rendered more definite.
No changes of importance were made in the courses of instruction during the interregnum which followed the resignation of Principal Me Vicar, nor during the two years of the administration of Principal Willits, nor during the interregnum which followed his resignation. The demand for innovations seemed to have been temporarily satisfied, and the energies of the Board of Education and of the Faculty were occupied in other directions.
