Illinois State Normal University - Index Yearbook (Normal, IL)

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18 The Index. The Practice School. When Archimedes first comprehended the principle and pos- , ,'1 wwf . ... . .. ,fi'H ,ff!,f- 1 ' sibilities of the lever, he asked that onl 'twoconditions beffranted , flfffui My 5 33 ,I V Zf,,'.2f'y,-' ,ri . . gea lever lO1lQ'CllOLl 'll, and a ilace to stand-in order that he miffht mga., ,,, I. - s l s Qtf 1gf,4,z5f move the world. lt is but natural that in the minds of normal lily 13' 5f'f'lti','lV Wg-f . . . school pupils there should arise a somewhat peculiar form, or state of consciousness, in which the emotional phase predominatesia V 1 5 . . li l, feeling that Hwy can really and ideally teach a fellow mortal who p,4Q'iQf 1 iMQ.lX jgl r illlgiyr has less knowledge than they. This feeling is supposed to arise il1i?'lqi-.ilqllxgli 'X r ,, l ff' f' 1l .l -lil c . - c . - . l Qg,,ga,i,p iM i, fl , jg-ff p, 1 p f ,af from self-activity. pure and simple: the self making the actual self ,rx f' i . p . i . ' if , g ps X JAX , ,, lll'2'f-531' to be the ideal self. Nevertheless, the pedagogical work is kept v'if'4'-K 1 X x 'X ' . Q ',,',! ifwvx s 0 . Y 1 'r ef ftfmtffiltiri up from the nrst term. in order that the influence of mental sug- John A. Keath. gestions may prevail in those cases in which self-activity seems somewhat inclined to defer indefinitely its flvbuf. Now, after a certain list of studies has been completed, this ability to teach consciousness is supposedly ready to realize itself. Two conditions are requisite to this realization-something to teachg someone to teach. On the other hand, the teachers who have charge of the developing normal school egos, feel that their pupils should be allowed an opportunity to realize their ability to teach

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The Index. fa! fa2The Facultyeal get John W. Cook, A.M., LL.D., President, Amelia F. Lucas, P1'oI'esso1i of M1-111111 Svicucc 211111 lb11l.11't1cs, Assist 1111 111 Hblltllllgl1l14l'l'CZlljl'1CI'Uf 1,1y1111111s11cs Joseph G. Brown, Henry McCormick, Ph.D., Vice President, X i t nt . Y t lg , 1 xx N ll 111 1 .1 LIIXL .Y1'lt'I11'Cs. .P1'Olt'bS1ll'11l- History1111414ief1g1'1111l1y. Kate Mavity, Buel P. C0llOfl, A.M., .Xss1st.111t 'l'1-.1111111g 'IR-.11'l11-1'. 1i111111111a11'1i1'.111cs. 1'1'oI1-ss111' ul' N.11111'.1l S1 1e111'cs. Elizabeth Mavity, - I.'l 41- . ll 1'. Davld Felmley, A,B,, IIN ILI1 1111 111! Ilhllxlll 1 1111111 ll l11'1ll'UNNHl' uf M.1ll1c1l1L1t11's. 0 L1C1a. B. McMurry, Ass1s1g111t 'l'1'.1i11111g 'l'c111'be-11 P1'lI11.ll'y QlI'.lllL'S. 1' Charles A. McMurry, Ph.D., P' '4ll 1't IJ-g'111'1, ' I lllt 111 1 I 11 11 c' 111 ll IL Il Maud Valentine, ANXlNl.ll1l 'l'1'.1111111g 'l'c111'l1c1'. I11tc1'111c1l111te l,iI'lUlCN C. C. Van Liew, Ph,D., 131'Hft'SN01' uf Re-:11l111g111111Ass1st1111t111 Dimlactics. John A. Keith, l'1'111vi11:1l of 1L1'11111111z1r S1'l1o11l. I. Rose Colby, Ph.D., Pl'64'C1ll1't'NS Zlllll l'1'ot1-sso1' of Litc1'11tu1'c-. O' L' Manchesteff A'M'r lIlStl'llL'lHl' 111 the l1ilIlgL1llgL'S. Mary Hartmann, A.M. Ass1s111111 111 111111111-111g1t11-s f Mary R. Potter, A. B. ' Assistant I11st1'11vto1' ill the l.z111g11z1ges. Clarissa. E. Ela,I Ehner W, Caving, 111511 ul ml m U1 fm mg' I11st1'ucto1' 111 l.'CI1II1llI1Sl1l13. Eva WiHcins, Ange V. Milner, Assistant 111 History n11dGeog1'L1phy. L1b1'a1'1ar1. fR6SlgI1Q4'l. f3

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The Index. IQ consciousnesses. by a series of volitional acts upo11 tl1e consciousnesses of pupils. Hence the 11ecessity for a Practice School. rFllt3SE 1101'1Tlill school egosslioillcl haveaid. sympathy. guidance, and criticism. Hence, tl1e necessity for critic 'Et:'ZlCl161'S. The pupils to be taught, must be o11 l1a11d Zllld ready to receive the instructions. Hence, the necessity for room teachers. The I1Ol'l11ili school qfo.Q, when e11erg'izi11g -i11 tl1e Practice School. are known as pupil-teachers, because they are supposed to learn while they are teaching, Tl1e foregoing 111ay be called the Philosophy of the Practice School. SOIHC such philosophical analysis l1ZlS lone' bee11 11eeded. The Practice School has, therefore, tl1e primary. intermediate, Zl11d.g'l'l1l111T1Zll' school dG1JZlI't11'16IllS. There are two primary Zllltl intermediate rooms. each roo111 UHCT61' tl1e super- Vision of a rooln-teacher. There is a training' teacher. who is i11 cliargje of tl1e e11tire school, and three critic teachers. who supervise tl1e teaching' xvorli i11 tl1e several depart- 111e11ts. The teaching' work is done by pupil-teachers. Each departinent has a critique lesson, given by so111e pupil-teacher, before the other teachers of that department. and a t6ilCll6I'S'IH66tll1Q'. at which tl1e critique lesso11 is discussed. These exercises occur each Week. This plan proved very helpful. The work of tl1e Practice School includes tl1e usual subjects ill tl1e grades beloxvthe high scl1ool. Much has been accomplished during the last few years. i11 the Way of grad- ing and unifying' tl1e work. This school has at its head. Dr. C. A. lXlclNlurray. o11e of the leading' Herbartians of tl1is country. It, therefore. stands asa school i11 which illl effort is 111ade to realize the Herbatian ideal by Herbatian methods. To tl1OS6 who are i11 charge, this school is 111ore tllilll 111erely a Practice School for pupil-teachers. They strive to make it a good school. and, if pupil-teachers fail, the classes are taken from tl1e111. Tl1e fact tl1at tl1e attenda11ce constantly increases, al- though there is tuition i11 all grades above tl1e primary, shows tl1at tl1e school is gl'OXVlI1g' in efliciency and popularity. .