teach their own demonstration lessons whenever they felt like doing so. Such a procedure is fraught with many dangers; especially is this true where the city school is used for the training school. Seventy-six percent (see Table VI) of the schools do not permit the regular college teacher of education, psychology, history, etc., to come into the city schools to give regular demonstration lessons for their classes but twenty-two percent of the schools do grant this permission, even though it may be occasional. Even though the schools do grant them the privilege of giving demonstration lessons, the replies were qualified by such statements as "it is permissible, but not done," "if they prefer, but no one cares to do so," or "it is not done regularly." One school gives the teacher of Education permission to give the demonstration lessons. When the permission is granted, it is optional for the instructors to do so in ninety-two percent of the cases, advised in only one school and required in one school.

TABLE VI

Extent to Which College Teachers of Education, Psychology, History, Etc. (other than methods) Give

In case a difference of opinion may arise regarding the methods used in the demonstration lesson in the city school used for practice teaching, the director of training or supervisor of practice teaching makes the decision in seventyseven percent of the cases. Sometimes the director of training, in conjunction with some other school official, makes the decision. Such differences are not likely to arise, but the responsibility should be vested in one person.

TABLE VII

Official Who Decides the Method to be Used in Case
Differences Arise

What may be the arguments for or against the plan of having the regular college instructor come into the city schools used for training school purposes to give the demonstration lesson? Herein lies the crux of the whole policy. The answer resolves itself into determining just what is the function of a school. Is it to educate children, or is it to exploit them for the benefit of some who wish merely to experiment with the children? Is there any justification for the attempted imposition of experimentation and demonstration teaching on the part of the regular college teachers in addition to practice teaching upon the children, by teachers not regularly in charge of them? Should the children's rights and interests be sacrificed for those of the college instructors? The majority of answers received from the directors of training are fully aware of the child's interests and are anxious to protect him against such a system. First among the reasons against it, they emphasize their obligation to the children and say they are opposed to such procedure because the children have too many adjustments to make as it is, and they do not wish to add more. As stated by some, the first principle is that in all our teaching the interests of the child should never be sacrificed. Children's work suffers from being taught by several different teachers whose methods do not always agree. This interferes with the pupil's regular class work and results in a loss of time

since the children become confused because of the new conditions and new adjustments necessitated toward new teachers.

The second objection is that the college instructor is not acquainted with the children. Furthermore he is not in the habit of organizing his subject-matter on the level upon which it must be organized for children. He does not know the needs of the children and their physical and mental limitations. Neither does he know the differences which may exist among the class members as well as does the regular supervising classroom teacher. Under such circumstances there is a tendency to create an artificial situation.

In most cases teachers of college subjects do not know how to teach children. It may be regretted that this is apparently true but it requires a genius to teach children with whom one is not acquainted and with whom one is not associated frequently. College instructors as a rule lack teaching experience in the grades so that one may question their ability to teach the children in the elementary schools. Used to teaching mature students, they fail to get the touch needed to make the teaching skilful. As one director of training states it, "in ninety-nine percent of the cases a professor is so far out of touch with the details of elementary school teaching that he is not qualified to give a demonstration lesson." This is no reflection upon the college professor. He may be a good college teacher and yet fail utterly as a fourth grade teacher He may have the theory perfectly but a daily application of the theory is necessary for good work in teaching children. In fact, it would seem that he is a better college teacher in a teacher training institution if he can direct a public school teacher to teach the desired type of lesson.

A fourth objection to having the college teacher do demonstration teaching is that it is not his special field of work. Other teachers are provided to do such teaching. The supervising classroom teacher is especially trained in the work of teaching children in the elementary school. She is acquainted

with the children, knows her problem and so her teaching makes a more desirable demonstration lesson. Better results, in the opinion of the majority of replies, are secured under such a system. One director of training goes so far as to claim that better results are secured even when student teachers do the teaching than is true when the college instructor does it. This seems extreme and yet it may not be so when one realizes that the children are in an actual school environment under a teacher who teaches them daily. Thus the class is more at ease, there is less confusion and a closer understanding between pupil and teacher and the lesson does not lose its power. Demonstration teaching should be done by one who knows and sees in perspective the work for a year or longer and knows the children better than the college instructor does. So far as technique and results are concerned, the consensus of opinion is that the regular teacher in charge of the children can do a better piece of work.

Another, the fifth objection, is that it breaks up the room organization and that the children receive too much attention and become artificial in their response because of the unnatural situation. The teachers are responsible for the progress of the children and as stated in one reply, "they have better judgment regarding school practices than the average instructor of theory." One school reports it is an inconvenience to have the college instructors puttering around the school. One replied that in his school they have only one college instructor egotistical enough to believe he can do a better job than the regular teacher.

There is very little opinion in favor of the plan of having the regular college teachers do the demonstration teaching in the city school. One opposed to the plan though it was done in his school system, said it kept the college teacher in contact with the elementary school and the child in the grade school. Another believes it would keep theory within the practical limits and keep them nearer to actual public school situations and make the city school used for practice teach

ing the laboratory of the college. A director who did not believe the plan feasible or practical for use in the city schools felt it might prove an excellent procedure if it could be guaranteed in advance that it would be successful. All answers that favored the plan clustered around the opinion that it would be good for the college instructor. The child's best interests were completely ignored. Surely some other method can be worked out to give the college teacher an insight into the work of the training school.

The general policy concerning demonstration teaching in city schools used for teacher training purposes, to be formulated from the above summary of replies, is as follows:

1. Arrangements for the teaching of demonstration lessons are made through the director of training who also decides upon the general method to be used.

2. The demonstration lesson is taught by the regular classroom teacher.

3. Regular college instructors other than teachers of method or special subjects, do not teach classes of children in the training school.

Tryst

Along the Spirit pathway
To your door,

Love and Laughter gay
Make tryst. Blest day.

Let's not forbid their plan
To laugh and love.

"T were better in our span
Their fair feet ran.

There's strength in cheer!
Let's love and laugh
And banish fear-
The Yule-tide's here.

MINNIE E. HAYS,

Youngstown, Ohio.