Page:A history of the Michigan state normal school (now Normal college) at Ypsilanti, Michigan, 1849-1899 (IA historyofmichiga00putniala).pdf/98



Aids to thorough acquaintance with authors: Critical reading with others; collecting opinions of reviewers and critics, and comparing them; writing reviews and criticisms.

The instruction in English is indication by the description of the work in

Composition and Rhetoric.

Candidates for admission are expected to have a practical knowledge of punctuation, diction, properties of style, figure, versification, and prose composition,

Subjects before the class will be:—

1. How to develop the idea of form by copying from models, by dictation exercises, etc, -

2. How to lead out the child’sown thought by means of object lessons.

3. How to suggest to the child the further use of materials about him.

4. How to secure readiness and consecutiveness by writing upon subjects at sight, and from outlines.

5. How to adapt all work to the grade.

6. How to combine in lower grades the work of grammar and composition.

7. How, in the higher grades, to secure best results, by persistent invention and just criticism.

8. How to make Composition and Rhetoric but means to an end—an intelligent appreciation of English Literature.

Incidentally will be considered how to aid the child in acquiring a vocabulary, how to sharpen his eye and ear concepts, and how to lead him to think by thinking with him.

These courses remained without essential modifiations until the close of the administration of Principal Estabrook in 1880, In their report for that year, the Board of Education said. ‘‘The Board realized that the change was one quite in advance of anything previously undertaken, but they believed the conditions in the State were especially favorable to the success of such an undertaking. * * * * It was not thought that in a new and untried character of work the Board was likely to attain the perfect and exact adjustment of all demands without some experience and experiment. Time has already shown some points wherein the scheme may be better adjusted to the wants of the schools. Yet it is safe to say that no change so important and so radical in its principles was ever undertaken and carried so far toward a successful issue with less shock and friction. * * * * Whatever adjustments or modifications may become necessary they