Page:A history of the Michigan state normal school (now Normal college) at Ypsilanti, Michigan, 1849-1899 (IA historyofmichiga00putniala).pdf/68

 forth at considerable length in this catalogue, and as the development of this work is what most of all concerns this sketch, I will quote quite freely from the explanations given. It is stated that the “professional” instruction given in the normal school embraces, substantially, the following topics:

“Methods of teaching Spelling and Reading.

Methods of teaching Arithmetic, Geography and Grammar, Lectures on Schoolroom Duties.

Lectures on Object Lessons and Primary Education; Lectures on means of teaching the Virtues, Practice in teaching in the Model school.

Methods in Chemistry; lectures on the Philosophy of Education.”

Then followed a somewhat detailed account of the work done for each of the classes, of which the essential parts are copied with some condensation. The classes in the school were designated in the order of advancement, by the letters B, C, D, E and F. The studies of the B and C classes occupied a half year each; the studies of the other three classes occupied in all two and a half years; the regular full course could be finished by a “diligent student” in three years and a half. A class named B was admitted at the beginning of every term, the applicants for admission being examined in “Elementary Grammar, Local Geography, Arithmetic as far as decimal fractions, Spelling, Reading, and Penmanship”, and being required to sign “a declaration of intention to attend the normal school two terms, and to teach subsequently in the State.”

Throughout the whole course an accurate and thorough knowledge of the various branches pursued was, insisted on “as an indispensable condition to giving successful instruction in the best methods of teaching them”. Those who join the B class come to the school, it was said, with loose intellectual habits and feeble powers of application. They must, consequently, spend a term in a rigid review of the common branches in order to gain systematic habits of thought. Even with these immature pupils something is attempted in the way of professional training. They are taught by uniform methods and these methods are made subjects of special explanation. :

“In addition to this a course of familiar lectures on personal