" In the high school training-classes of Minnesota one period
each day, practically for the entire year, is spent by the training-
clasis student in the elementary school. At the beginning of
the year two weeks are given to class observation. Then each
student takes a group of about five pupils for 15 minutes each
day, the teaching being limited at the outset to very simple
exercises preferably of the " drill " type. After two weeks of
this work, the training-class spends a week in visiting and
observing neighbouring rural schools, and the following week
is devoted to a discussion of these visits. With this preparation
the more intensive teaching of small groups in the local graded
schools is begun and continued for three months. Following
this, two months are spent in teaching larger groups, and then
two weeks in actual rural school teaching. For the specific
purpose of providing the students with experience in beginning
first grade work, small classes are organized toward the end
of the year comprising children in the community who would
normally enter school the subsequent fall. Students take charge
of <. these classes under close supervision and work with them
for eight weeks." 11

Rural school practice in the same system is organised
as follows:

(1) Each rural teacher submits to the training
teacher an outline of the subject-matter to be taught
while the student-teacher is visiting and also % list of
the texts used in the school. This information is to
aid the students in planning their work.
a Kandel, I. L. Training of Elementary School Teachers in
Germany. Teachers' College, Columbia Univ., 1910, pp.
74, 75.
* Carnegie Foundation for the Advancement of Teaching, Bulle-
tin 14, 1920, p. 176.
