The Worcester of eighteen hundred and ninety-eightFifty years a city . country. An apprentice system has been worked out by the principal onentirely original lines, that have made its teachers infinitely superiorin the practice of their art, to those coming from many of the othernormal schools of the State, where the teaching art has, until recently,been almost wlH)lly ignored. The Worcester of li 193 The following is quoted from the printed circular of the school: •• The school-house is a large, three-story, massive structure, built ofstone taken from the hill upon which it stands. Its positi
The Worcester of eighteen hundred and ninety-eightFifty years a city . country. An apprentice system has been worked out by the principal onentirely original lines, that have made its teachers infinitely superiorin the practice of their art, to those coming from many of the othernormal schools of the State, where the teaching art has, until recently,been almost wlH)lly ignored. The Worcester of li 193 The following is quoted from the printed circular of the school: •• The school-house is a large, three-story, massive structure, built ofstone taken from the hill upon which it stands. Its position gives anextensive view of Worcester and its surroundings. From the frontsteps one looks westward down through clumps of trees over the city-lying spread within an inner circle of rolling country. The site, more-over, has all the advantages that light and air can give it. A new building of moderate size, but of substantial constructionand architectural dignity and beauty, has been erected and fullyequipped for use as a gymnasium. The students are instructed by. jTate normal school. classes, as in any other subject, under strict oversight, and with con-stant reference to the work of teaching. The design of the Normal School is strictly professional; that is,to prepare in the best possible manner the pupils for the work oforganizing, governing and teaching the public schools of the Common-wealth. It is made a special aim to seize every opportunity to givethe pupils the benefit of whatever tends to fit them for the work ofteaching. The spirit of this endeavor pervades the whole knowledge demanded is in great part knowledge of the materialto be operated on and of the conditions and limitations tmder whichthe work must be carried on. The government of the school is not a government of rules, noteven of laws. The school is not without law, but the pupils are led
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