{"1": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0001.jp2"}, "2": {"fulltext": "ClassL^ V Asm", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0002.jp2"}, "3": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0003.jp2"}, "4": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0004.jp2"}, "5": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0005.jp2"}, "6": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0006.jp2"}, "7": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0007.jp2"}, "8": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0008.jp2"}, "9": {"fulltext": "lOEMAL SCHOOLS,\\nAND OTHER\\nINSTITUTIONS, AGENCIES, AND MEANS\\nDESIGNED FOR THE\\nPROFESSIONAL EDUCATION OF TEACHERS.\\nBY HENRY BARNARD,\\nSOPEEINTENDENT OF COMMON SCHOOLS OF CONNECTICUT.\\nPART I.-UNITED STATES AND BRITISH PROVINCES.\\nPART IL-EUROPE.\\nHARTFORD:\\nPUBLISHED BY CASE, TIFFANY AND COMPANY.\\n1851.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0009.jp2"}, "10": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0010.jp2"}, "11": {"fulltext": "CIRCULAR.\\nThe following pages constitute the second of the series of Essays which\\nthe undersigned was authorized by the Legislature in 1850 to prepare for\\ngeneral circulation in Connecticut, on topics connected with the condition\\nand improvement of our Conunon Schools. The necessity and importance\\nof specific preparation for the business of teaching are recognized by the\\nState in its recent legislation for the establishment of an institution to be\\ndevoted exclusively to this object. The gradual development of this idea\\nfrom its first formal presentation by Rev. Thomas H. Gallaudetj in 1825,\\nto its partial realization in the State Normal School at New Britain, in\\n1850, is traced in the documents which are here embodied.\\nWhile Connecticut was discussing the subject, or slumbering over it,\\nwith the half patriarchal, half poetical dream, which is apt to come over\\nus when we think of our venerable common school system, Massachusetts\\nwas acting not only in this but in other departments of educational improve-\\nment, with a vigor and liberality which has placed her public schools over\\nat least one half of her territory, at least a half century in advance of our\\nown in towns of the same wealth and population. New- York, too, whose\\nschool system as originally drafted by a native of Connecticut, was copied\\nin its essential features from our own, under the lead of De Witt Clinton\\nin 1826, commenced a series of improvements which resulted in Teachers\\nDepartments, District Libraries, Union Schools, County Inspection\\nTeachers Institutes, and a Normal School, which have done more, and are\\ndoing more now to develop the resources of the State than her gigantic\\nsystem of railroads and canals.\\nThe city of Philadelphia, whose system of public schools, made free by\\ntaxation on property, went into operation only two years before Connecti-\\ncut passed a law exempting the people from the obligation of raising a tax\\non property for a portion of the expense of supporting common schools\\n{the most disastrous law ever placed on her statute book) has now a system\\nof public instruction from the Primary School for children four years of\\nage, to the Normal School in which the female teachers of all her schools\\ncan be trained, maintained with a liberality, and embracing opportunities of\\nan extended English, classical, and business education, which is free to all\\nand practically enjoyed by the children of the rich and poor of which\\nwe have no approach in any city of our State.\\nThe State of Michigan, which has been admitted into the Union since\\nthe idea of a Normal School was first presented in Connecticut, has set", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0011.jp2"}, "12": {"fulltext": "4 CIRCtJLAK.\\napart, not. the bonus of a bank as a temporary experiment, but a permanent\\nfund for the endowment of an institution devoted exclusively to the pro-\\nfessional education of teachers.\\nThe province of Upper Canada, stimulated by the example of the neigh-\\nboring State of New- York, has within ten years organized a system of\\ncommon schools more complete in its plan, more efficient in its administra-\\ntion, and embracing more of the agencies of educational progress, than the\\nsystem of any one of the United States. At the head of these agencies\\nof progress stands the Provincial Normal School,for which,besides a standing\\nappropriation of $10,000 a year for the current expenses, the sum of $55,000\\nhas just been almost unanimously voted by the Legislature, to provide\\na suitable building and apparatus for the accommodation of the school.\\nSome notice of these institutions will be given in the following pages,\\ntogether with the republication of a number of documents and addresses\\nsetting forth the origin, nature, and advantages of Normal Schools, and\\nher institutions, agencies, and means, for the prof essional education and\\nimprovement of teachers, in the United States.\\nThis Essay will be followed by a volume on the same great topic, in\\nwhich an account will be given of the organization and course of instruc-\\ntion of several of the best Normal Seminaries in Europe, together with an\\noutline of the system of Public Schools in the countries where these Sem-\\ninaries have been longest in operation. Although not prepared exclusively\\nor originally for this series of publications, copies will be furnished to all\\norders from any part of the State, on the same terms with the Principles\\nof School Architecture, viz at half the cost of publication.\\nHENRY BARNARD,\\nSuperintendent of Common Schools.\\nHartford, January 6th, 185L", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0012.jp2"}, "13": {"fulltext": "NORMAL SCHOOLS IN THE UNITED STATES,\\nCONTENTS.\\nPage.\\nIntroduction,\\nTable. Number, location, and date of erec-\\ntion of Normal Schools, 8\\nCONNECTICUT.\\nLegislativeHistoryof Normal Schools, 9\\nI aw establishing State Normal School, 23\\nFirst Annual Report of Board of Trustees, 27\\nReportof Superintendent for 1850, 30\\nTopics for Lectures, Discussion, and Compo-\\nsition on the Theory and Practice of Edu-\\ncation, 37\\nRemarks on Teachers Seminaries, by Rev.\\nT. H.Gallaudet, in 1825, 39\\nCircular Terms of Admission, Course of In-\\nstruction, c.. 47\\nHints respecting Applicants for Admission, 51\\nMASSACHUSETTS.\\nHistory of Normal Schools, 61\\nResolves establishing Normal Schools, 62\\nRegulations respecting Admission, Studies, c. 55\\nNormal School at West Newton, 59\\nLetter from Cyrus Peirce, 61\\nNormal School at Bridgewater, 65\\nLetter from Nathan Tillinghast, 66\\nCondition of State Normal Schools in 1850, 67\\nReport of Board of Education, 67\\nVisitors of West Newton School, 69\\nWestfield 70\\nBridgewater, 66\\nReport of Secretary of the Board, 74\\nAddresses and other Documents connected with\\nthe History of J^Tormal Schools in Massa-\\nchusetts,\\nOutline of an Institution for Teachers, by\\nJames G. Carter, 1825, 75\\nMemorial of American Institute of Instruc-\\ntion, 85\\nTeachers Seminary at Andover, 92\\nRemarks of Dr. Channing on Education,\\nTeachers, and Normal Schools, 93\\nNormal Schools and Teachers Seminaries, by\\nCalvin E. Stowe, 101\\nNecessity of, in each State, 102\\nPreparation for Admission, 104\\nModel School and School of Practice, 105\\nCourse of Instruction, 10.\\nAdvantages, 113\\nObjections, 115\\nNotes. Chinese Education, 117\\nPage.\\nPrussian Schools prior to 1819, 118\\nSchool Counsellor Dinter, 119\\nTeachers Conferences in Prussia, 120\\nEducational Convention in Plymouth County, 125\\nRev. Charles Brooks, 125\\nIchab(j|l Morton, 128\\nRobert Rantoul, 128\\nRev. Dr. Putnam, 129\\nJohn Ciuincy Adams, 130 j,\\nDaniel Webster, 131\\nRev. Dr. Robbins 131\\nSpecial Preparation, aPre-requisite to Teach-\\ning, a Lecture by Horace Mann, 1838, 131\\nAddress at the opening of the Normal School\\nat Barre, by Edward Everett, 147\\nRemarks by Horace Mann and others on the\\nopening of the new Normal School house\\nin Bridgewater, 161\\nDedicatory Address at Bridgewater, by Wil-\\nliam G. Bates, 1846, 167\\nDedicatory Address at Westfield, by Rev.\\nHeman Humphrey, 179\\nTeachers Associations and Agencies 189\\nTeachers Institutes 189\\nCounty Teachers Association, 190\\nMassachusetts Teachers Association, 191\\nAmerican Institute of Instruction, 191\\nList of Lectures delivered before, 192\\nAgents of Board of Education, 194\\nEducational Periodicals, 194\\nNEW YORK.\\nHistory of Normal Schools, 195\\nPlan of Teachers Departments in Academies, 197_\\nReport of Prof. Potter, 198\\nState Normal School at Albany, 201\\nAddress of Samuel S. Randall, 202\\nPENNSYLVANIA.\\nNormal School in City of Philadelphia, 209\\nRHODE ISLAND.\\nModes of Professional Improvement adopted\\nfrom 1843 to 1848, 219\\nProfessorship of Didactics in Brown Univer-\\nsity, 223\\nMICHIGAN.\\nState Normal School at Ypsilanti, 223\\nBRITISH PROVINCES.\\nUpper Canada, 224\\nNova Scotia, 224", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0013.jp2"}, "14": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0014.jp2"}, "15": {"fulltext": "INTRODUCTION.\\nIn the winter of 1825, there appeared, almost simultaneously,* but\\nwithout any knowledge of each other s views, and even without any per-\\nsonal knowledge of each other, in the Connecticut Observer, printed in\\nHartford, over the signature of a Father, and in the Patriot, printed in\\nBoston, over the signature of Frankhn, a series of articles in which the\\nclaims of Education as a science, and Teaching as an art, were ably die-\\ncussed, and an Institution was proposed in each series, having the same\\ngeneral features, for the special training of teachers for their profession.,\\nThese articles were collected and published by their respective authors, in\\npamphlet form, the first with the title of Plan of a Seminary for the\\nEducation of Instructors of Youth, by Rev. Thomas H. Gallaudet. Bos-\\nton, 1825, and the last, with the title Essays on Popular Education.^\\ncontaining a particular examination of the Schools of Massachusetts,\\nand an Outline of an Institution for the Education of Teachers, by James\\nG. Carter. Boston, 1826.\\nIn the same year, 1825. Walter R. Johnson, then residing in German-\\ntown, Penn., without any knowledge of the views of Mr. Carter or Mr.\\nGallaudet, in a pamphlet, entitled Observations on the Improvement of\\nSeminaries of Learning,^ set forth the necessity and advantages of\\nschools for the special training of teachers.\\nIn the same year, in which appeared the earliest publication on the\\nsubject in Connecticut, Governor Clinton commended to the consider-\\nation of the Legislature of New York, the education of competent\\nteachers; and in 1826, the establishment of a seminary for this pur-\\npose. From this time, the importance of the professional education of\\nteachers, and of institutions specially devoted to this object, began to at-\\ntract the attention of statesmen and educators, until, at the close of a\\nquarter of a century, the idea is practically realized in each of the four\\nstates in which the enterprise was first proposed. The history of the efforts\\nmade by the friends of educational improvement to estabhsh Normal\\nSchools in these states is full of instruction and encouragement to those\\nwho are laboring in the same field, and for the same object, in other states.\\n_ The article by Mr. Gallaudet, containing the statement of his plan of a Seminary, was pub-\\nlished on the 4th of .January, 182.5, and those of Mr. Carter, devoted to his Outline of an Insti-\\ntution, appeared the 10th and 15th of February, 1825.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0015.jp2"}, "16": {"fulltext": "8\\nINTRODUCTION.\\nThe Normal Schools already established in this country are, it is be-\\nlieved, doing much good, and realizing the promises of those who have\\nbeen active in getting them up but as compared with European Insti-\\ntutions of the same kind, and the demands for professional training in all\\nour schools, they labor under many disadvantages.\\n1. Pupils are admitted without adequate preparatory attainments, and\\nwithout sufficient test of their aptness to teach.\\n2. A majority of the pupils do not remain a sufficient length of time, to\\nacquire that knowledge of subjects and methods, and especially that intel-\\nlectual power and enlightenment, which are essential to the highest suc-\\ncess in the profession.\\n3. There are no endowments to reduce the expense of a prolonged resi-\\ndence to a class of poor but promising pupils.\\n4. They are not provided with a sufficient number of teachers for the\\nnumber of pupils admitted.\\n5. From the want of a well-defined and limited purpose in each institu-\\ntion, they are aiming to accomplish too much more for every class of pu-\\npils, those with, and those without previous experience, the young, and\\nthe more advanced, those intended for country and unclassified schools,\\nand those intended for the highest grade of city and town schools, than\\ncan be well done for either class of pupils.\\nFurther experience will make these deficiencies more apparent, not to\\nthose who have the immediate charge of these institutions, for they are\\nalready painfully conscious of them, but to the people, legislatures, and\\nliberally-disposed men, who must apply the remedies by increased ap-\\npropriations to existing, and the establishment of additional schools.\\nThe following is a list of the Normal Schools already established, with\\nthe location and date of the establishment of each school.\\nTABLE\\nOF NORMAL SCHOOLS IN AMERICA.\\nState and Location.\\nMassachusetts,\\nWest Newton,\\nBridgewater,\\nWeslfield,\\nNew York,\\nAlbany,\\nPennsylvania,\\nPhiladelphia,\\nConnecticut\\nNew Britain\\nMichigan,\\nUpsilanti,\\nBritish Puoyinces,\\nToronto, for Upper Canada,\\nSt. John s, for New Brunswick,\\n1839\\n1839\\n1839\\n1845\\n1848\\n1849\\n1850\\n1846\\n1848", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0016.jp2"}, "17": {"fulltext": "CONNECTICUT.\\nThe earliest mention of the establishment of a Seminary for Teachers\\nin Connecticut, was made by Mr. William Russell,* in August 1823, in a\\npamphlet, entitled Suggestions on Education\\nThe common schools for children, are, in not a few instances, conducted by\\nindividuals who do not possess one of the qualifications of an instructor; and,\\nin very many cases, theie is barely knowledge enough to keep the teacher at a\\ndecent distance from his scholars. An excellent suggestion was lately made\\non a branch of this subject, by a writer in a periodical publication. His pro-\\nposal was, that a seminary should be founded, for the teachers of district\\nschools; that a course of study should be prescribed to persons who are desir-\\nous of obtaining the situation of teachers in such schools and that no individu-\\nal should be accepted as an instructor, who had not received a license, or de-\\ngree, from the proposed institution. The effects of such an improvement in\\neducation seem almost incalculable. The information, the intelligence, and\\nthe refinement, which might thus be diffused among the body of the people,\\nwould increase the prosperity, elevate the character, and promote the happi-\\nness of the nation to a degree perhaps unequalled in the world,\\nIn the first number of the Connecticut Observer, published in Hartford,\\nConn., January 4, 1825, Rev. Thomas H. Gallaudett, then Principal ol\\nthe American Asylum for the Education of the Deaf and Dumb, commenc-\\ned a series of Essays, with the signature of A Father, on a Plan of a\\nSeminary for- the Education of Instructors of Youth. These essays\\nattracted much attention in Connecticut, and other parts of New Eng-\\nland, and were collected and published in a pamphlet of 40 pages, in Bos-\\nton, in the same year. Selections from the same were re-published in\\nthe newspapers, and the plan was presented and discussed in the educa-\\ntional conventions which assembled in Hartford, in 1828 and in 1830.\\nThe following is the substance of the plan\\nSuppose, Mr. Editor, an Institution, call it by what name you please, should\\nbe estalDlished somewhere in New England, for the training up of young men\\nfor the profession of instructors of youth in the common branches of English\\neducation. Suppose such an institution should be so well endowed, by the lib-\\nerality of the public, or of individuals, as to have two or three professors, men\\nof talents and habits adapted to the pursuit, who should devote their lives to\\nthe object of the Theory and Practice of the Education of Youth, and who\\nshould prepare and deliver, and print, if you and they please, a course of lectures\\non the subject.\\nMr. Russell was at that date a teacher in the New Township Academy, New Haven. He\\nafterward removed to Boston, where he engaged earnestly in the work of educational improve-\\nment. In 1826 he became editor of the Journal of Education, the first periodical devoted exclu-\\nsively to the subject, published in the English language. Mr. Russell is now Principal of the\\nNormal Institute at Merrimacli, New Hampshire.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0017.jp2"}, "18": {"fulltext": "10 NORMAL SCHOOL IN CONNECTICUT.\\nLet the Institution be furnished with a libranj, which should contain all the\\nworks, theoretical and practical, in all languages, which can be obtained on the\\nsubject of education, and also with all the apparatus that modern ingenuity has\\ndevised for this purpose such as maps, charts, globes, orreries, c. c.\\nLet there be connected with the Institution a school, smaller or larger, as\\ncircumstances might dictate, of indigent children and youth, and especially oj\\nforeign tjouth whom we are rearing for future benevolent efforts, in which the theo-\\nries of the professors might be reduced to practice, and from which daily expe-\\nrience would derive a thousand useful instructions.\\nTo such an Institution let young men resort, of piety, of talents, of industry,\\nand of adaptedness to the business of the instructors of youth, and who would\\nexpect to devote their lives to so important an occupation. Let them attend a\\nregular course of lectures on the subject of education read the best works\\ntake their turns in the instruction of the experimental school, and after thus becom-\\ning qualified for their office, leave the Institution with a suitable certificate or\\ndiploma, recommending them to the confidence of the public.\\nIn 1838, an Act to provide for the better supervision of Common\\nSchools,^ creating a Board of Commissioners, with a Secretary, who was\\nto devote his whole time to ascertain the condition, increase the interest,\\nand promote the usefuhiess of common schools, was passed by the Le-\\ngislature. In a speech made by the chairman of the Committee that\\nreported the bill, in the House of Representatives, (Henry Barnard, of\\nHartford.) the following remarks were made in reference to this par-\\nticular subject\\nThis measure, if adopted and sustained by the Legislature and the people\\nfor ten years, must result in making some legislative provision for the better\\neducation, and special training of teachers for their delicate and difficult labors.\\nEvery man who received his early education in the district schools of Con-\\nnecticut, must be conscious, and most of us must exhibit in our own mental\\nhabits, and in the transactions of ordinary business, the evidence of the defec-\\ntive instruction to which we were subjected in these schools. And no one can\\nspfend a half hour in the best common school in his neighborhood, without seeing,\\nboth in the arrangements, instruction, and discipline of the teacher, the want,\\nnot only of knowledge on his part, but particularly of a practical ability to\\nmake what he does know available. He has never studied and practiced his art,\\nthe almost creative art of teaching, under an experienced master, and probably\\nhas never seen, much less spent any considerable portion of time in visiting,\\nany better schools than the one in which he was imperfectly taught in which\\nhe said his lessons, as the business is significantly described in a phrase in com-\\nmon use.\\nThe first step will be to get at the fact, and if it is as I suppose, that our\\nteachers are not qualified, and that there is now no adequate provision made in\\nour Academies and higher seminaries for the right qualification of teachers of\\ndistrict schools, then let the fact be made known to the Legislature and the peo-\\nple, by reports, by the press, and by popular addresses, the only ways in which\\nthe Board can act, on either the JLegislature or the schools and in time,\\nsooner or later, we shall have the semiDaries, and the teachers, unless the laws\\nwhich have heretofore governed the progress of society, and of education in\\nE articular, shall cease to operate. It is idle to expect good schools until we\\nave good teachers, and the people will rest satisfied with such teachers as\\nthey have, until their attention is directed to the subject, and until we can\\ndemonstrate the necessity of employing better, and show how they can be made\\nbetter, by proper training in classes or seminaries established for this spe-\\ncific purpose. With better teachers will come better compensation and more\\npermanent employment. The people pay now quite enough for the article they\\nget. It is dear at even the miserably low price at which so much of it can be\\npurchased. Let us have light on the whole subject of teachers, their qualifi-\\ncations, preparation, compensation and supervision, for on these points there\\nis a strange degree of indifference, not to say ignorance, on the part both of indi-\\nviduals, and of the public generally.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0018.jp2"}, "19": {"fulltext": "NORMAL SCHOOL IN CONNECTICUT.\\nDuring the year following the establishment of the Board, the Secre-\\ntary, (Mr. Barnard,) published in the Connecticut Common School Journal\\na number of articles, original and selected, in which the professional edu-\\ncation of teachers was discussed, and the history of Normal Schools in\\nPrussia, Holland, and France presented. In the course of the four years\\nin which the Journal was published, the Essays of Mr. Gallaudet, the\\nReport of Prof Stowe on Normal Schools and Teachers Seminaries, all\\nthat portion of Prof Baches Report on Education in Europe, devoted to\\nan account of particular institutions for the education of teachers, and\\nmany other documents and articles on the same subject, were spread\\nbefore the people of this state. Of several numbers of the Journal devo-\\nted to these publications, more than ten thousand copies were circulated.\\nIn the First Annual Report of the Secretary of the Board of Commis-\\nsioners of Common Schools, submitted to the General Assembly, in May,\\n1839, the establishment of at least one seminary for teachers, is urged\\nin the following manner\\nAs there are some who still regard it as an experiment, it can be at first for\\nthe training of female teachers for the common schools. Such an institution,\\n\u00e2\u0096\u00a0with a suitable principal and assistants, and especially a model school con-\\nnected with it, in which theory could be carried into practice, and an example\\ngiven of what a district school ought to be, would, by actual results, give an\\nimpulse to the cause of popular education, and the procuring of good teachers,\\nthat could be given in no other way. The time of continuance at such an insti-\\ntution could be longer or shorter according to circumstances. Even a short\\ncontinuance at it would often be of vast benefit. It would furnish an illustra-\\ntion of better methods of instruction and government than the district school as\\nit is can give, which is the only model a large majority of our teachers are\\nnow familiar with. The expense to those attending, need not be great, if such\\na seminary were moderately endowed from the public treasury, and the contri-\\nbutions of towns and public spirited individuals. To secure this most desirable\\nco-operation, the state appropriation might be made on condition that an equal\\nor greater amount be raised from other sources. Once established, it would\\nspeedily draw to it numbers of our young women, to improve the qualifications\\nthey already possess for teaching, and give the experience and skill which are\\nnecessary. If wisely managed, it would give credentials to none but the best\\nof teachers.\\nThey will command good wages. Those employing them would expect to\\ngis -e such wages. For the object in applying to this source would be to get\\nteachers of superior qualifications at an enhanced price. The supply would\\ncreate a demand. The demand would in turn secure a greater supply of well-\\neducated teachers for the primary schools. Through them, better methods of\\nteaching, by which an increased amount of instruction, and that of a more\\npractical character, would be disseminated through a large number of districts.\\nThe good done would thus not be confined to the comparatively few who should\\npursue the studies of the seminary, or acquire skill and experience in the model\\nschool. Each would carry out the same methods. Enterprising teachers, too,\\nwho had not enjoyed the same opportunity for improvement, would strive to\\nexcel those who had and thus a wholesome spirit of emulation would be pro-\\nvoked among teachers.\\nOne such seminary, with the model school annexed, or rather forming an\\nessential part of the institution, where the best methods of school government,\\nand all the numerous and complicated processes of teaching, developing, and\\nguiding the human mind, and cultivating the moral nature, could be taught and\\nillustrated, would be the safest and least expensive way of testing the practica-\\nbility of introducing others, both for males and females, into every county of\\nthe state, as a part of our common school system.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0019.jp2"}, "20": {"fulltext": "12 NORMAL SCHOOL IN CONNECTICUT.\\nThis document was referred to a Joint Select Committee on Common\\nSchools, of the two Houses of the General Assembly, to whom the fol-\\nlowing Report and Resohition respecting the Education of Teachers,^\\nwas submitted, May, 1839:\\nThe Joint Select Committee on Common Schools, to whom was referred\\nthe Report of the Board of Commissioners of Common Schools, together with the\\nReport of their Secretary, have had the same under consideration, and beg\\nleave to report in part, that in their estimation, the main deficiency in the com-\\nm;i schools of the State, is an inadequate supply of well-qualified teachers,\\nand tiiat to supply this deficiency, and thereby improve the quality, and in-\\ncrease the amonnt of instruction communicated in these schools, which must\\nforever remain the principal reliance of a vast majority of parents for the edu-\\ncation of their children, the experience of other states and countries demon-\\nstrates the necessity of making some legislative provision for the education of\\nteachers. With this view, and to secure the co-operation of counties, towns\\nand individuals who may be more directly benefitted by this appropriation, or\\nwho may choose to unite with the State in elevating the character of the com-\\nmon schools in the mode attempted, the Committee recommend the passage of\\nthe accompanying resolution. All of which is respectfully submitted,\\nBy order of the Committee,\\nJOHN A. ROCKWELL, Chairman.\\nResolved, That the Coinptroller of public accounts is hereby authorized to\\ndraw an order on the Treasurer, in favor of the Board of Commissioners of\\nCommon Schools, for the sum of $5000, or such portions thereof as they may\\nrequest, to be paid out of any money not otherwise appropriated; provided said\\nBoard shall certify that an amount equal to that applied for, has been placed\\nat their disposal both sums to be expended under the direction of said Board\\nin promoting and securing the qualifications in teachers for the common schools\\nof Connecticut.\\nThe resolution called forth a full expression of opinion in the House\\nof Representatives, and was finally passed in that body without a dissent-\\ning voice.\\nThe Secretary of the Board, who was a member from Hartford, in the\\ncourse of discussion, made the following remarks in the House of Repre-\\nsentatives\\nThe report of the Committee, brief as it is, embodies the substance of all\\nI should have to say, if I should review in detail the condition of our common\\nschools, with a view of proposing a series of measures for their improvement.\\nThe great want of these schools is that of better teachers. Good teacliers will\\nmake better schools, and schools made better by the labors of good teachers, is\\nthe best argument which can be addressed to the community in favor of improv-\\ned school- houses, a judicious selection of a uniform series of text books in the\\nschools of the same society, of vigilant and intelligent supervision, and liberal\\nappropriations for school purposes. Give me good teachers, and in five years I\\nwill work not a change, but a revolution in the education of the children of\\nthis State. I will not only improve the results, but the machinery, the entire\\ndetails of the system by which these results are produced. Every good teach-\\ner will himself become a pioneer, and a missionary in the cause of educational\\nimprovement. The necessity of giving such a teacher every facility of a well-\\nlocated, well-ventilated, and well-seated school-house, ofgivmg the teacher a\\ntimely supply of the best text books and apparatus, and of keeping him em-\\nployed through the year, and from year to year, with just such pupils and stu-\\ndies as he can teach to the best advantage\u00e2\u0080\u0094 these things will be seen and felt by\\nparents, and by districts. And the public, as represented m the Legislature,\\nwill see to it that much of our defective legislation is supplied by that which\\nwill create and sustain a popular interest in the subject, lead to the appoint-\\nment of faithful officers, assign to each class of officers appropriate duties,\\nsubject all appropriations of school money to severe scrutiny, provide for the", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0020.jp2"}, "21": {"fulltext": "NORMAL SCHOOL IN CONNECTICUT.\\n1^\\ntraining and adequate compensation of good teachers, and the employment of\\nsuch teachers in schools of dilferent grades. The idea of employing a gradu-\\nate of a college to teach the alphabet to young children, will be given up, not\\nonly as poor economy, but as leading to the neglect of accomplished female\\nteachers, who can do not only that work, but the whole work of education in\\nprimary and in small district schools, much better than the best male teachers.\\nBut let us not deceive ourselves. Five thousand dollars will not make ade-\\nquate provision for the training of teachers. The entire sum will not properly\\nendow a Normal School. Small as the sum is, it is the largest sum I dare pro-\\npose at this time, and so advised the Committee. But as one of those who may\\nbe intrusted with its expenditure, I should not advise its appropriation at this\\ntime, to the establishment of a Normal School. This sum should be so expen-\\nded as to reach, if practicable, every teacher in the state. The teachers should\\nbe induced to come together for a week, or a month, and attend a course of\\ninstruction on the best methods of school teaching and government. They\\nshould profit by the lectures and practical hints of experienced teachers. They\\nshould have access to, and be induced to purchase and read good books on the\\ntheory and practice of teaching. They should be induced to form associations\\nfor mutual improvement, the advancement of their common profession, and\\nthe general improvement of education, and the schools of the state. They are\\nthe natural guardians of this great interest at least they are the co-operators\\nwith parents in this work of educating the rising generation, to take the place\\nof that which is passing off the stage. They are the chosen priesthood oi edu-\\ncation they must bear the ark on their shoulders. The appropriation thus\\napplied, so as to improve the teachers now in he school, and create in them a\\nthirst for something higher and better than can be given in any temporary course\\nof instruction, will lead to the establishment of an institution for the profession-\\nal education and training of teachers, the great agency by which the cause of\\neducation is to be carried upward and onward in this state. Though the pros-\\npect is dark enough, I think I can see the dawning of a better day, on the\\nmountain tops, and the youngest members of this house, if they live to reach\\nthe age of the oldest, will see a change pass over the public mind, and over\\npublic action, not only in respect to the professional education of teachers, but\\nthe whole subject of common schools. Old, dilapidated, inconvenient school-\\nhouses will give place to new, attractive, and commodious structures. Young\\nchildren will be placed universally under the care of accomplished female\\nteachers; female teachers will be employed in every grade of schools as assist-\\nants, and in most of our country districts, as sole principals a school of a\\nhigher order than the district school will receive the older boys and girls,\\nnot only of a district, but of a society, and the common school will no longer be\\nregarded as common, because it is cheap, inferior, and patronized only by the\\npoor, and those who are indifferent to the education of their children, but com-\\nmon as the light and the air, because its blessings are open to all, and enjoyed\\nby all. The passage of this resolution will hasten on that day but whether the\\nresolution is passed or not, that day will assuredly come, and it will bring\\nalong a train of rich blessings which will be felt in the field and the workshop,\\nand convert many a home into a circle of unfading smiles. For one, I mean\\nto enjoy the satisfaction of the labor, let who will enter into the harvest.\\nIn the Senate it was referred to the Board of Commissioners of Com-\\nmon Schools, to report to the next General Assembly a specific plan of\\nexpenditure.\\nWhat the Legislature thus refused to do, the Secretary undertook to\\ndo at his own expense, in order to show the practicability of making\\nsome provision for the better qualification of common school teachers, by\\ngiving them an opportunity to revise and extend their knowledge of the\\nstudies usually pursued in district schools, and of the best methods of\\nschool arrangements, instruction and government, under the recitations\\nand lectures of experienced and well-known teachers and educators.\\nA class was formed from such teachers of Hartford county as were dis-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0021.jp2"}, "22": {"fulltext": "14 NORMAL SCHOOL IN CONNECTICUT.\\nposed to come together on public notice, and placed under the general\\ncharge of Mr. Wright, the Principal of the Grammar School. Mr.\\nWright gave instruction in Grammar and in methods of school keeping^\\nMr. Post, a teacher in the Grammar School, reviewed the whole subject\\nof Mental and Practical Arithmetic, with full explanations of the difficult\\npoints in Fractions, Roots, c. Professor Davies explained the different\\nparts of the higher Mathematics, so far as they were ever taught in dis-\\ntrict schools, or would help to explain elementary Arithmetic. Rev. Mr.\\nBarton, formerly connected with the Teachers Seminary at Andover,\\ngave lessons in Reading. Rev. T. H. Gallaudet explained how Compo-\\nsition could be taught even to the younger classes in s hools, and gave\\nseveral familiar lectures on school government, and the instruction of very\\nyoung children by means of the slate. Mr. Brace, Principal of Hartford\\nFemale Seminary, explained the first principles of Mathematical and\\nAstronomical Geography, the use of Globes, c. Mr. Snow, Principal\\nof the Center District School, gave several practical lessons in methods of\\nteaching, with classes in his own school. Mr. Barnard delivered several\\nlectures explanatory of the relations of the teacher to the school system,\\nto parents and their pupils also on the laws of health to be practically\\nobserved by pupils and teachers in the school-room and on the best\\nmodes of conducting Teachers Associations, and interesting parents. A\\nportion of each day was also devoted to oral discussions and written essays\\non subjects connected with teaching, and to visiting the best schools in\\nHartford. Before separating, the members of the Teachers Class pub-\\nlished a Card, expressing their most cordial thanks, for the very\\nexcellent course of instruction which they have been permitted to enjoy\\nduring a few weeks past. They also beg leave to present their sincere\\nthanks to those gentlemen who have so kindly instructed them, for the\\nvery familiar, lucid and interesting manner in which the different subjects\\nhave been presented.\\nOn the success of this experiment, the Secretary of the Board, in the\\nConnecticut Common School Journal, for November, 1839, says,\\nWe have no hesitation in saying that a judicious application of one-fifth of\\nthe sum appropriated unanimously by the House of Representatives, to pi omote\\nthe education of teachers for common schools, in different sections of the State,\\nwould have accomplished more for the usefulness of tlie coming vt inter schools\\nand the ultimate prosperity of the school system, than the expenditure of half\\nthe avails of the School Fund in the present way. One thousand at least of\\nthe eighteen hundred teachers, would have enjoyed an opportuniiy of critically\\nrevising the studies which they will be called upon to teach, with a full expla-\\nnation of all the principles involved, and with reference to the connection which\\none branch of knowledge bears to another, and also to the best methods of com-\\nmunicaiing each, and the adaptation of different methods to different minds.\\nThey would have become familiar with the views and methods of experienced\\nteachers, as they are carried out in better conducted schools than those with\\nwhich they had been faiiailiar. They would have entered upon their schools\\nwith a rich fund of practical knowledge, gathered from observation, conversa-\\ntion and lectures; and with many of their own defective, erroneous, and per-\\nhaps mischievous views, corrected and improved. Who can tell how many\\nminds will be perverted, how many tempers ruined, how much injury done to\\nthe heart, the mirrals, and the manners of children, in consequence of the injudi-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0022.jp2"}, "23": {"fulltext": "NORMAL SCHOOL IN CONNECTICUT. Jg\\ncious methods of inexperienced and incompetent teachers, the coming winter*?\\nThe heart, the manners, the morals, the minds of the children are, or should be\\nin the eye of the state, too precioas materials for a teacher to experiment upon,\\n\u00e2\u0096\u00a0with a view to qualify himself for his profession and yet the teacher is com-\\npelled to do so under the present order of things. He has no opportunity afford-\\ned him, as every mechanic has, to learn his trade and if he had, there is but\\nlittle inducement held out for him to do this. No man is so insane as to employ\\na workman to construct any valuable or delicate piece of mechanism, who is\\nto learn how to do it for the first time on that very article. No one employs\\nany other than an experienced artist to repair a watch. No parent intrusts\\nthe management of a lawsuit, involving his property or his reputation, to an\\nattorney who has not studied his profession and given evidence of his ability.\\nNo one sends for a physician to administer to his health, who has not studied\\nthe human constitution and the nature and uses of medicine. No one sends a\\nshoe to be mended, or a horse to be shod, or a plough to be repaired, except to\\nan experienced workman; and yet parents will employ teachers, who are to\\neducate their children for two worlds who are to mould and fashion and\\ndevelop that most delicate, complicated, and wonderful piece of mechanism.,\\nthe human being, the most delicate and wonderful of all God s creations to fit\\nthem for usefulness in life, to become upright and intelligent witnesses, jurors,\\nelectors, legislators, and rulers, safe in their power to resist the manifold temp-\\ntations to vice and crime which will beset their future path, strong and happy\\nin the godlike union of right feelings with correct principles.\\nFrom the proceedings of the Board of Commissioners, it appears that\\nthe subject received their attention, and they tlius refer to it in their\\nReport of 1840\\nWherever Normal Schools have been established and ably sustained, the\\nexperiment has uniformly resulted in supplying teachers of a superior order.\\nAs in every other art whose principles are reduced to rule, and matured into a\\nsystem, the learner is not limited to the slow and scanty results of his single,\\nunaided experience, but is at once enriched with the accumulated treasures ot\\nall who have labored in the same mine before him. Without such an oppor-\\ntunity, he Ynay be compared to the medical practitioner, who commences his\\nlabors without the knowledge of any settled principles of his art, but expects to\\nacquire his knowledge of his profession in the course of his practice. If it is\\nplain that the physician needs, at the commencement of his career, that knowl-\\nedge of the healing art, which contains the embodied experience of those who\\nhave gone before him, and carried his profession to the highest degree of excel-\\nlence, no less does the instructor of a school need the wisdom of his predeces-\\nsors to guide him, at his first setting out nor can he any better afford to wait\\nfor the slow returns of his own experience. Indeed, there is in the case of the\\nyoung teacher, a peculiar need of this wisdom in advance, since the employ-\\nment is not usually a business for life, but only of a few years at farthest, a\\nperiod in itself too short to gain much of the wisdom of experience, and termi-\\nnated almost as soon as such wisdom begins to be acquired.\\nIn the opinion of the Board, we can no^ make an adequate provision for the\\nsupply of the requisite number of teachers, who shall be at once capable of teach-\\ning, in the best manner, all that the pupils of our common schools are capable\\nof learning, and of conducting the order and government of their institutions,\\naccording to the most approved methods, without the establishment of normal\\nSCHOOLS, devoted exclusively to the education of teachers in the principles and\\npractice of their profession, and guided by men eminent for their talents and\\npractical wisdom. But if it is thought that we are not prepared to erect and\\nsustain seminaries of this independent and elevated description, the Board\\nwould suggest the expediency of commencing the work of educating teachers\\non a limited scale, by connecting a department for this purpose, with some of\\nthe existing academies in different sections of the state. A small amount of\\nfunds, judiciously expended in the modes indicated by the Secretary in his\\nReport, would, in the opinion of the Board, accomplish a great, immediate\\ngood in improving the qualifications of our common school teachers.\\nThe resolution appropriating five thousand dollars from the Treasury, to\\nbe expended by the Board, in promoting and securing the requisite qualiiica-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0023.jp2"}, "24": {"fulltext": "16 NORMAL SCHOOL IN CONNECTICUT.\\ntion of teachei s for the comnion schools of the state, provided, that an amount\\nequal to that applied for should be placed at their disposal from other sources,\\nfor the same object, which passed the House of Representatives, at the last ses-\\nsion cf the Legislature, and was afterward, by a joint vote of both Houses,\\nreferred to the Board for some specific plans of expenditure, has received the\\nconsideration of a Committee of their number, and of the Board at its last meet-\\ning. In their opinion, the sum is too small, even with such local and individual\\nsubscriptions, as could now be raised, to authorize the establishment of a tho-\\nroughly organized Normal School. If this sum, therefore, had been placed at\\ntheir disposal, they would have expended it in the different counties of the\\nstate, under such circumstances as would have called forth as widely extended\\nco-operation and contributions from towns and individuals as possible, and have\\ndiffused its agency over a period of three years.\\nThe Secretary, in his Report to the Board, in 1840, discusses the whole\\nsubject in the following manner\\nThe most efficient instrumentality, however, on which we can rely for the\\npermanent and almost indefinite improvement of education in our common\\nschools, is the employment of teachers properly qualified for their duties. The\\nwant of such teachers is widely felt, and the absence of all arrangements for\\nsecuring the necessary supply, is the principal defect in our system.\\nWhat can be done to remove this defect 1 Upon the practical solution of\\nthis problem depends the immediate and permanent prosperity of our schools.\\n1. The first and necessarily imperfect method of securing well-qualified\\nteachers, would be to raise the standard of qualification now required by law,\\nand to create a county or senatorial district board for the examination of teach-\\ners. This would operate to induce candidates to prepare themselves more\\nextensively and thoroughly in the studies which they are to teach, and on\\nwhich they are to be examined, and would exclude in a great measure the ope-\\nration of local, family, and personal influences, in granting or withholding the\\nnecessary certificates. There is, however, no sure test of ability and skill in\\ninstruction and government, but actual demonstration in the school-room. To\\nsecure this practical knowledge, other means than those of examination, how-\\never strict and impartial, such as now exist in the State, must be provided.\\n2. A second method would be to improve the present sources relied on for\\nsupporting teachers. These sources are the common schools, and the higher\\nseminaries of education. Both might be made far more efficient than they now\\nare in this respect, by engrafting upon them a class or department for the edu-\\ncation of teachers.\\nFrom the older and more advanced scholars of either sex of the district\\nschools, or the high school if it exists, such as have distinguished themselves by\\ntheir scholarship and good conduct, and manifest the requisite talents, as well\\nas desire to become teachers, might be selected to receive, in. the evening and\\nat such other times as might be found convenient, specific instruction in the\\ntheory and practice of teaching. These might be allowed to assist in their\\nrespective schools under the direction of the teacher, with great profit to them-\\nselves, and to the younger classes especially. They would thus have an oppor-\\ntunity of applying their instructions to practice, they would not be educated\\nabove their business, and would acquire the habits and methods of teaching in\\nthe very class of schools which they would afterward be called upon to\\ninstruct. If school societies understood their own interest, they would estab-\\nlish a common school of a higher order, if for no other purpose than to provide\\na home supply of better teachers for their respective districts. In Holland\\nthis method was formerly the sole resort for the training of teachers, but in per-\\nfecting her system of primary instruction, regularly organized Normal Schools\\nhave been lately established. In the public schools of the city of New York,\\nthis plan is thoroughly organized and carried out. In Boston and Philadelphia,\\na model school is connected with it.\\nAcademies and similar institutions can become more useful than they now\\nare in supplying good teachers^\\nFirst, by instituting a teachers class in the winter and spring, for young\\nladies, and in the summer and autumn for young men, who have been teach-\\ners, or expect to become such soon. Here they should have an opportunity to", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0024.jp2"}, "25": {"fulltext": "NORMAL SCHOOL IN CONNECTICUT. 7\\nrevise the studies of the district school, and receive such knowledge of the best\\nmethods and familiar practical illustrations as the principal and other friends\\nof education can give during the period allotted to the course. An experiment\\nof this kind was tried at Hartford, in the Grammar School, with a class of\\ntwenty-six young men, and in the Female Seminary with a class of sixteen\\nyoong ladies, with the most gratifying results.\\nSecond, by organizing a department for the more liberal and thorough edu-\\ncation of teachers. Such a department should include a professor, who should\\ndevote his whole time to the theory and practice of education, a course of\\ninstruction embracing all the studies of the common schools, with the best\\nmethods of communicating them to others, and a model school. The model\\nschool might be a primary department of the academy, under an appropriate\\nassistant, or the neighboring district school, in which, under the supervision of\\nthe professor, the best methods should be pursued. The students of the depart-\\nment should have an opportunity, not only of witnessing frequently and famil-\\niarly the exercises and management of this school, but should receive expla-\\nnations and lectures there, as to the modes pursued, be allowed to conduct the\\nrecitations, and on return to the class-room, be required to give their views, in\\nwriting and orally, on what they had seen or heard.\\nIn giving the above outline of a properly organized Teachers Department,\\nI have in reality incorporated the Normal School with the Academy. The\\nadvantages of this arrangement are the saving of much additional expense for\\nbuildings, apparatus, and assistants, and the liberalizing influence of associa-\\ntion in the recitation-room, and out of it, with persons destined to other pursuits,\\non the mind and manners of those who are to become teachers. The disadvan-\\ntages are, in the present comparatively low social and literary position, accord-\\ned to the profession, in public estimation, lest the department and those con-\\nnected with it, should be regarded as only an appendage to the Academy and\\nthose destined for a longer or shorter time to become teachers, lose that enthu-\\nsiasm to the proposed calling, which is essential to eminent success, and ac-\\nquire, what under the most favorable circumstances is likely to come soon\\nenough, a partiality for those pursuits, which they see command a higher social\\nrank, more honorable fame, and a richer pecuniary return. What is now\\nwanted in this Slate, and in the country, are institutions in which the exclu-\\nsive attention of men of the first talents and experience in education, should\\nbe devoted to the distinct object of giving the greatest practical elevation and\\nefficiency to the profession of common school teacher, and where all the ar-\\nrangements, to the minutest detail, should be shaped to establish this great end.\\nThis want can be in no way so effectually supplied as by the establishment of,\\nat least, one thoroughly organized Normal School.\\nThe Board, in the Third Annual Report for 1841, again recommend\\nThat some provision be made for the establishment of Normal Schools, or\\nSeminaries for the training of teachers, where a practical knowledge of the\\nbest methods of arranging the classes and studies, and conducting the govern-\\nment and instruction of district schools, can be communicated and illustrated.\\nOne such school, under an experienced principal and assistant, with a model\\nschool connected with it, where theory can be carried into practice, and an\\nexample given of what a district school ought to be, would draw to it numbers\\nof our young men, and young women, to improve the qualifications they already\\npossess for teaching, and gain the experience and skill which are necessary.\\nAn appropriation for this object will supply a radical defect in our system,\\nand give an impulse of the most powerful and salutary character to the cause\\nof school improvement.\\nAgain, in his Third Annual Report, the Secretary of the Board returns\\nto the subject, dwelling more particularly on the establishment of one\\nNormal School:\\nBut the most effectual way of improving the qualifications of teachers, of\\ncreating in them, and in the community, a proper estimate of the true dignity\\nand usefulness of the office, of carrying out into practice the soundest views of\\neducation, is to establish at least one institution for their specific training.\\nSuch an institution, in the outset at least, had better be confined to the pre-\\nB", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0025.jp2"}, "26": {"fulltext": "18 NORMAL SCHOOL IN CONNECTICUT.\\nparation of female teachers. The course of instruction should have special\\nreference to common schools in the country. The model school should, as far\\nas practicable, bear a close resemblance in its elements to an ordinary district\\nschool. The pupils should be such as are willing to meet a portion of the\\nexpense of residence at the institution, by the assistance they would render at\\nsuch times as would not interfere with the studies and exercises of the place.\\nThe whole spirit of the institution should be such as to invite those only to\\ncome, who have a natural fondness for the office of teaching, and are animated\\nin their preparatory work, by higher motives than the hope of pecuniary\\nreturns they are likely to receive.\\nThe establishment of one or more schools of this description, is recommend-\\ned in nearly every communication from school visitors. They have been\\nobjected to. in four instances, for the following reasons. They are of foreign\\norigin. They need not necessarily be modeled, and indeed ought not to be,\\nafter foreign institutions. They should be adapted to meet our own wants, to\\nraise up Connecticut teachers for Connecticut schools. The objection is as\\nvalid against institutions for the deaf and dumb, or the blind, or the insane, or\\ncolleges, or even the common school, which is only an improvement on the\\nparochial schools of Germany.\\nThey are unnecessary our colleges, academies and private schools, can\\nfurnish teachers for the higher order of common schools, and these last for the\\ndistrict school. It is possible that much might be done in this way. but at\\npresent, there are no adequate means provided in any of the institutions for the\\nspecific training, or the apprenticeship required. We have good teachers, but\\nthey have become such, by improving their native tact by experience in the\\nschool- room but who knows how many minds and hearts have been ruined\\nor injured by the experiments of beginners 1 The best teachers universally,\\nacknowledge the value and necessity of such schools.\\nThose who are educated there, will not become teachers for life, or teachers\\nin common schools. They will, however, be more likely to make teaching a\\nprofession, than any other class. It would answer a good purpose, even if they\\ntaught for a few years. To provide against the last result, the institution should\\nbe confined to females, and those who receive its benefits, should come under\\nobligations to teach two or three years in common schools but above all, they\\nshould be such only as are actuated by the highest devotional feelings.\\nThe teachers thus educated, will be few compared with the number of\\nschools. But a beginning must be made, and in the present state of the public\\nmind, and of the public schools, a single demonstration of what can be done,\\nand of the best manner of doing it, is needed. The good which a few teachers\\nproperly trained, would do, would not be confined to the districts in which they\\nlabored. Their schools would become model schools for other districts, and\\nthe awakening influence of their example and precept would be felt all around\\nthem. Teachers who have not enjoyed the advantages of such training, would\\nstrive to excel those who had, and thus a wholesome spirit of emulation would\\nbe provoked among teachers.\\nDistricts Avill not pay wages sufficient to employ teachers who are thus pre-\\npared. There are districts which pay liberally, and who look long and far to\\nfind good teachers. Such districts would go directly to such an institution for\\ntheir teachers. Besides, an imp;-ovement in the qualifications of teachers,\\nwould to some extent increase the demand for them, and the demand would\\nincrease the compensation.\\nThe time required for this preparation is more than most teachers can\\ngive. Although it would be desirable to extend the course of instruction to\\ntwo years at least, still much can be accomplished in a brief period. Six\\nmonths residence in such an institution, with daily practice or observation in\\nthe model school, or even a shorter period, vv^ould be of incalculable service.\\nThe expense of such an institution will be great. Like other good insti-\\ntutions, it will cost something, but the cost will depend somewhat on the scale\\nwith which it is commenced. An appropriation of $10,000 on the part of the\\nState, united with what could be raised by individual subscriptions, would be\\nsufficient to make a fair trial.\\nIn 1844, a Committee of eight members, one from each county, was\\nappointed by the General Assembly, to take into consideration the state", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0026.jp2"}, "27": {"fulltext": "NORMAL SCHOOL IN CONNECTICUT. J 9\\nof Common Schools in Connecticut, and report on the subject to the next\\nsession, with plans and suggestions for their improvement. This Com-\\nmittee, in their Report of May, 1845, which was printed and widely circu-\\nlated, remark, that true economy, as well as the higher inducement of the\\nbest interests of the State, in the improved education of its children,\\nwould be promoted by the establishment of a Normal School.\\nThere is one other improvement which your Committee deem of great im-\\nportance, but which they do not think the present state of the public mind\\nwould justify, Yiz\u00e2\u0080\u0094the establishment of a Normal School or Teachers Seminary.\\nTeaching is an art, subject to certain rules and principles like any other art.\\nIt is true, that individuals may attain some degree of skill in teaching, without\\nhaving had regular and systematic instruction in the art; as some men do in\\nthe arts of the painter, the carpenter, or the smith, without having served a regu-\\nlar apprenticeship. It is true, too, that every one gets some idea of teaching while\\nhe is himself obtaining the rudiments of knowledge. But who would intrust\\nan important work in building, machinery, or painting, or send a son to serve\\nan apprenticeship, with an artisan who had not been regidarly taught his pro-\\nfession, unless indeed he were satisfied that by long study and experience, he\\nhad fully made up for the deficiency in his early education.\\nHow much more, then, should we hesitate to coinmit the education of our\\nchildren to unskillful hands to those who have barely sufficient attainments to\\nentitle them to the certificate required by law, without having had the slightest\\ninstruction, or experience, in the art of teaching, and who even acquired the\\nrudiments of knowledge from those who were themselves exceedingly deficient\\nboth in art and learning.\\nBy far the greater part of our teachers, when they begin to instruct, are of\\nthis character. Many never teach but a single season. Others, who continue\\nin the profession, change their school, season after season, giving no satisfac-\\ntion to their employers, and deriving none themselves from their pursuit. A\\nfew only become successful teachers, and these soon find their way, as has\\nbefore been said, into such common schools as duly appreciate their talents, or\\nare employed in private schools and academies.\\nIt is said by experienced teachers, that every child in the State might obtain,\\nat twelve years of age, under proper instruction in the common schools, a good\\npracticalknowledge in all the branches required by law to be taught in those\\nschools. How different is the fact now\\nYour Committee are of the opinion that trv\u00c2\u00a3 economy, as well as the higher\\ninducement of the best interests of the state, in the improved education of its\\nchildren, would be promoted by the establishment of a Normal School. The\\nannual expense of a school adapted to this state, would probably be about\\n$4,000, or 5 cents a year for each child in the state. The public, however,\\nhave at present but little information on the subject. There can be no doubt,\\nthat sooner or later, these institutions will be deemed an indispensable part of\\nevery common school system.\\nIn 1846, the General Assembly, by a concurrent vote, approved in the\\nmain, of a plan, submitted by the Joint Standing Committee on Educa-\\ntion, for the improvement of the school system, which embraced among oth-\\ner features, the establishment of a Normal School. This plan, with the\\nReport of the Committee, was ordered to be printed, and two thousand\\ncopies circulated with the laws relating to common schools. The atten-\\ntion of the school visitors in every school society, was specially called to\\nthe subject by the Superintendent, with a request that they would com-\\nmunicate their views to this department on its various features. In\\nalmost every instance the Normal School feature of the plan was approv-\\ned, and most heartily in those societies where the schools were in the\\nbest condition, and the subject had received the most attention. In hia", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0027.jp2"}, "28": {"fulltext": "20 NORMAL SCHOOL IN CONNECTICUT.\\nReport to the General Assembly in May, 1847, the Superintendent sub-\\nmitted the results of his reflections on the subject as follows\\nThe most important improvement recommended by the Committee, is the\\nestablishment of a Normal School, or Seviinartj for the instrioction of teachers, or\\nthe training of the yovmg men and young women of the state, who have the\\nrequisite qualifications of talent, tact, and character, to a practical knowledge\\nof the best methods of school instruction and government. This subject has\\nlong been before the people of this state. The first distinct presentation of its\\nclaims, and one of the ablest ever made, was given by the Rev. T. H. Gallau-\\ndet, of Hartford, in a series of articles in the Connecticut Observer, commenc-\\ned in January, 1825, and afterward published in a pamphlet. This pam-\\nphlet has been republished entire, or in copious extracts, in most of the educa-\\ntional periodicals of the country, and has undoubtedly aided in preparing the\\npublic mind for the action which has already followed in several states, and\\nwhich is likely to take place still more generally. From the communications\\nreceived from school visitors on this point, both for this and the last year, it\\nwill be seen that the friends of school improvement, from every section of the\\nstate, are calling for some legislative action on this subject.\\nThe plan of a Normal School or Teachers Seminary, embraces a thorough\\ncourse of instruction in the studies pursued in common schools under compe-\\ntent teachers, with reference to teaching the same things to others. This last\\nincludes the art of teaching, or a knowledge of human nature and of the human\\nmind, and of the order in which its several faculties should be called into exer-\\ncise of the best motives by which good habits of study can be cultivated in\\nthe young of the arrangement and classification of scholars, and of the best\\nmeans and appliances for securing obedience and order, and for keeping alive\\nan interest in the daily exercises of the school. To accomplish these things\\nthoroughly, there must be all the necessary apparatus for illustration and ex-\\nperiment in reference to the studies pursued, and a model school where the^\\nfuture teacher may, as it were, serve an apprenticeship in the workshop of\\neducation. The Normal School shoitld do for the teacher what the directions\\nof the master- workman, and the usual term and duties of the apprenticeship do\\nfor the future mechanic; and the law school, or the medical school, or the\\ntheological semhiary, does for the professions of law, medicine or theology. It\\nshould give a thoroug?i knowledge of what is to be done, and the practical skill\\nhow to do it. We have teachers who have acquired this knowledge and skill,\\nbut in too many instances they have acquired the same by experience and ex-\\nperiments in the school-room, at the expense of time lost, tempers ruined, and\\nminds distorted, of the children of the state. The Normal School affords an\\nopportunity to such persons as have the requisite natural qualifications, of\\nacquiring the knowledge and experience necessary for the highest success,\\nwithout subjecting the schools to the ruinous waste of time and mind to which\\nthey are now exposed.\\nThis subject has already attracted the attention of the Legislatures of other\\nstates, and it will not probably be long before a large number of our sister states\\nwill enjoy the benefits of these institutions. Surely Connecticut, which was\\nthe first seriously to agitate the subject, ought not to be the last to avail her-\\nself of the wise suggestions of her own citizens, and the experience of two such\\nstates as New York and Massachusetts. If the Legislature would pledge the\\nmeans to sustain the annual expense of one such school, on an economical\\nscale, for a period long enough to give the institution a fair trial, it is believed\\nthat there are towns in which it should be located, and individuals, ready to pro-\\nvide the necessary buildings, furniture and apparatus.\\nThis document was referred to the Joint Standing Committee on\\nEducation, who in their remarks on the establishment of schools, where\\nteaching as an art shall be taught, say, From these returns, your\\nCommittee have been led to suppose that the time has come for the State\\nto do something for the establishment of such seminaries.\\nThe Committee deemed it best for the Legislature to proceed with\\ncaution in the matter, and therefore, after recommending provision for", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0028.jp2"}, "29": {"fulltext": "NORMAL SCHOOL IN CONNECTICUT. 21\\ntemporary Normal Schools, or Teachers Institutes, proposed the appoint-\\nment of a Committee, to make due examination, and report to the next\\nLegislature a definite plan for the support, location, and internal arrange-\\nment of one or more schools for teachers, This Committee was accor-\\ndingly appointed, and after visiting the Normal Schools in New York and\\nMassachusetts, submitted a Report to the Legislature, in which they in\\n1848, recommend an appropriation of $2,500 a year for four years, toward\\nthe support of a Normal School, to be located by a Board of Trustees, con-\\nsisting of eight members, one for each county, to be chosen by the Gen-\\neral Assembly. The Committee state that liberal offers were received\\nfrom several towns, which guarantee that tlie State shall be at no expense\\nfor buildings, c. The plan of the Committee was embodied in a Bill\\nwhich passed the House of Representatives by a large majority, and\\nwas lost in the Senate by one vote. The Committee in their Report\\nremark\\nThat in the course of their examination, whatever doubts any of them had\\npreviously entertained with regard to the utiUty of such schools, and the expe-\\ndiency of establishing them, those doubts have been entirely removed such\\nschools are no longer to be regarded as a doubtful experiment:\\nThe Superintendent, in his Report for 1849, after enumerating the va-\\nrious instances in which the establishment of Normal Schools has been\\npresented to the Legislature, adds\\nSuch is a brief history of the manner in which the special training of\\nteachers for their work, has been brought before the Legislature and the\\npeople of the state. To this it may be added, that many essays on the\\neubject have been published in the public prints and in pamphlet form,\\nand that in the course of the last six years it has been distinctly present-\\ned in the written reports of the school visitors of more than half of the\\nschool societies of the state. It would be an insult to the common inteUi-\\ngence of the people of the state to suppose that the subject was not un-\\nderstood. And as no considerable opposition has been manifested, it may\\nfairly be presumed that they are prepared for some action on the subject.\\nAnd such was the opinion of the General Assembly in 1849, as will ap-\\npear by the documents which follow. To the Report of the Superin-\\ntendent for 1849, was appended a Plan of a Teachers Seminary by\\nRev. Merrill Richardson, of Terryville, who in an address delivered be-\\nfore the School Society of Plymouth, in 1842, and in the Connecticut\\nSchool Manual, from 1846 to 1848, and in addresses delivered before the\\nTeachers Institutes, and in other ways by lip and pen, proved himself an\\nearnest and efficient advocate before the people, of a Normal School or\\nTeachers Seminary. To this gentleman, to the Hon. Seth P. Beers, to\\nJohn P. Norton, Esq., of Farmington, to Hon. Lorin P. Waldo, of Tol-\\nland, and particularly to James M. Bunce, Esq., of Hartford, are the\\nfriends of school improvement indebted for the estabhshment of a Normal\\nSchool in Connecticut, in just ten years after the subject was first offi-\\ncially brought before the Legislature.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0029.jp2"}, "30": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0030.jp2"}, "31": {"fulltext": "LEGISLATION OF CONNECTICUT\\nRESPECTING NORMAL SCHOOLS.\\nAn act for the establishment of a State Normal School.\\nSec. 1. Be it enacted by the Senate and House of Representatives in\\nGeneral Assembly convened, There shall be established, as hereinafter\\nprovided, one Normal School, or seminary for the training of teachers in\\nthe art of instructing and gov^erning the common schools of this state\\nthe object of which Normal School, or seminary, shall be, not to educate\\nteachers in the studies now required by law, but to receive such as are\\nfound competent in these studies, in the manner hereinafter provided, and\\ntrain them in the best methods of teaching and conducting common\\nschools.\\nSec. 2. There shall be appointed, by the Legislature, eight trustees\\nof said Normal School, one from each county in the state two of whom\\nshall, in the first instance, hold their office for one year, two for two years,\\ntwo for three years, and two for four years, the term of office to be by\\nthem determined, by lot or otherwise 5 the vacancies to be fified by ap-\\npointment by the Legislature, for the residue of the term which shall so\\nbecome vacant; and the Superintendent of Common Schools, ex-officio,\\nshall also be a member of said board.\\nSec. 3. The expenses necessarily incurred by said trustees, in the\\ndischarge of their duties, shall be defrayed out of the funds herein appro-\\npriated for the support of said school and they shall receive no compen-\\nsation for their services.\\nSec. 4. To said board of trustees shall be committed the location of\\nsaid school; the application of the funds for the support thereof; the ap-\\npointment of teachers, and power of removing the same; the power to\\nprescribe the studies and exercises of the school, rules for its management,\\nand granting diplomas and they shall report annually to the Legisla-\\nture their own doings, and the progress and condition of the school, and\\nthe said trustees are hereby authorized to change the location of said\\nNormal School, from time to time, as they deem best for the interest of\\nsaid school, and for the accommodation of the pupils in the different parts\\nof the state, provided suitable buildings and fixtures are furnished with-\\nout expense to the state.\\nSec 5. The number of pupils shall not exceed two hundred and\\ntwenty and the visitors of each school society in the state shall be re-\\nquested to forward to the Superintendent of Common Schools, annually,\\nthe names of four persons, two of each sex, applicants for admission to\\nsaid school, whom the said visitors shall certify they have examined and\\napproved as possessed of the qualifications required of teachers of com-\\nmon schools in this state which applicants shall have given to said visit-\\nors a written declaration, signed with their own hands, that their object\\nin seeking admission to the school is to qualify themselves for the em-\\nployment of common school teachers and that it is their intention to\\nengage in that employment in this state, which applicants the said visit-\\nors shall recommend to the trustees as suitable persons, by their age,\\ncharacter, talents and attainments, to be received as pupils in the Normal\\nSchool. The trustees shall select by lot, from the whole number of apph-\\ncants from each county, the proportion of pupils to which such county is en-\\ntitled by its population, of male and female, each an equal number Provi-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0031.jp2"}, "32": {"fulltext": "24 AN ACT CONCERNING EDUCATION.\\nded, that not more than one shall be admitted from any school society, till\\neach society, from which an application is made, shall have a pupil in the\\nschool. The trustees shall forward to each pupil, so appointed, a certifi-\\ncate of his appointment, returning also to the principal a list of pupils ap-\\npointed to the school. If there shall not be a sufficient number of appli-\\ncants from any county, to fill the number of appointments allowed to such\\ncounty, the trustees sJiall fill the vacancy by lot from among the whole\\nnumber of remaining applicants. To all pupils so admitted to the school,\\nthe tuition and all the privileges of the school shall be gratuitous.\\nSec. 6. The said trustees are authorized to make provisions for a\\nModel Primary School, under a permanent teacher approved by them, in\\nwhich the pupils of the Normal School shall have opportunity to practice\\nthe modes of instruction and discipline inculcated in the Normal School.\\nSec. 7. For the support of said Normal School, there is hereby appro-\\npriated the bonus derived from the State Bank, and the interest which\\nmay accrue thereon; from which the sum of twenty-five hundred dollars,\\nannually, for the term of four years, shall be paid to said trustees, with\\nsaid interest, by order of the Comptroller, on the Treasurer of the State;\\nno part of which sum shall be expended in any building or fixtures for\\nsaid school.\\nApproved, June 22d, 1849.\\nPublic Acts, May session, 1849.\\nExTRACTjfrom Section 1st of an Act incorporating the State Bank at\\nHartford.\\nProvided, That the President and Directors of said bank shall pay\\ninto the treasury of this state the sum of ten thousand dollars, as a bonus,\\nwhich sum shall be appropriated to the support of a Normal School in\\nthis state, in such ways and at such place as shall be provided by the\\nLegislature.\\nResolutions and Private Acts, May session, 1849.\\nExtract from Section 12th of an Act incorporating the Deep River\\nBank.\\nProvided, That before said bank shall commence discounting notes,\\nthe Directors of said bank shall pay to the treasurer of this state the sum\\nof one thousand dollars for the purpose of sustaining a Normal School in\\nthis state.\\nResolutions and Private Acts, May session, 1849.\\nResolved, That the Comptroller of Public Accounts be, and he hereby\\nis directed to draw an order on the Treasurer of the State, payable to the\\ntrustees of the State Normal School, for the sum of one thousand dollars,\\nheretofore deposited with said Treasurer, by the Deep River Bank, for\\nthe use of said School.\\nResolutions and Private Acts, May session, 1850.\\nAn act in alteration of An Act concerning Education.\\nSec. 1. Be it enacted by the Senate and House of Representatives in\\nGeneral Assembly convened, The Principal of the State Normal School.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0032.jp2"}, "33": {"fulltext": "AN ACT CONCERNING EDUCATION. 25\\nshall be, ex-officio, Superintendent of Common Schools, whose duty it\\nshall be to exercise a general supervision over the common schools or the\\nstate, to collect information from school visitors in the manner provided\\nm the twenty-fifth section of the Act concerning Education, and from\\nother sources, to prepare and submit an annual report to the General\\nAssembly, containing a statement of the condition of the common schools\\nof the state, plans and suggestions for the improvement and better organ-\\nization of the common school system, and all such matters relating to his\\noffice and to the interests of education as he shall deem expedient to com-\\nmunicate.\\nSec. 2. That the Superintendent appointed by virtue hereof be, anc\\nhe is hereby authorized and directed to hold at one convenient place in\\neach county of the state, in the months of September, October or Novem-\\nber annually, schools or conventions of teachers, for the purpose of in-\\nstructing in the best modes of governing and teaching our common\\nschools, and to employ one suitable person to assist him at each of said\\nschools.\\nSec. 3. That the compensation of the Superintendent shall be three\\ndollars per day, in full for his services while actually employed in per-\\nforming the duties required of him by law, and shall be allowed his neces-\\nsary disbursements for traveling expenses, stationery, printing and clerk-\\nhit;e, in the business of said office. And the person or ^persons by him\\nemployed in assisting at said school, shall be allowed not exceeding three\\ndollars per day for the time occupied in traveling to and from, and attend-\\ning said school conventions; which compensation and disbursements shall\\nbe paid from the civil list funds of the state, after being taxed and allowed\\nby the Comptroller, who shall draw an order on the State Treasurer\\ntherefor.\\nSec. 4. That the Superintendent of Common Schools be, and he is\\nhereby directed to give seasonable notice to each school society of the\\ntimes and places of holding said schools or conventionSj and such other\\nnotice to the teachers as he may deem expedient.\\nSec. 5. That so much of the tenth section of the Act concerning Edu-\\ncation as constitutes the Commissioner of the School Fund, ex-officio, Su-\\nperintendent of Common Schools, and the resolve, passed in 1848, provi-\\nding for employing persons to hold schools of teachers, and for holding\\nthe same, be, and the same are hereby repealed. Provided, that the\\nCommissioner of the School Fund shall, ex-officio, remain Superintendent\\nof Common Schools, exercising all the powers heretofore conferred on\\nhim, until the Principal of the State Normal School shall be appointed,\\nand enter on the duties of said appointment.\\nApproved, June 22d, 1849.\\nPublic Acts, May session, 1849.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0033.jp2"}, "34": {"fulltext": "", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0034.jp2"}, "35": {"fulltext": "FIRST ANNUAL REPORT\\nOP THE TRUSTEES OF THE STATE NORMAL SCHOOL OF CONNECTICUT,\\nSUBMITTED MAY 15tH, 1850.\\nTo the General Assembly of the State of Connecticut\\nThe Board of Trustees of the State Normal School, in conformity to a\\nrequisition of the act for the establishment of the same, respectfully pre-\\nsent their first Annual Report.\\nThe Board, at its first meeting, on the 7th of August, after duly organ-\\n:zing, resolved to issue a public notice, inviting proposals for the location\\nof the school, either permanent, or otherwise, as the act provides. To this\\ninvitation but one town made a prompt response, and for a time the pro-\\njected institution seemed in danger of prospective defeat, from public\\napathy and indifference. After the lapse of some two or three months,\\nthe cause of this alarming silence was understood to proceed from the\\ngeneral impression which had gone abroad, that the institution was to be\\nof a migratory nature, and pass from place to place, Avithout remaining\\nlong enough anywhere, to gain a residence, and make its acquisition\\ndesirable. No adequate inducement was offered to the people of any\\nlocality in the state, to make the necessary outlay, and offer the proposals\\nBohcited.\\nTo obviate this embarrassment, and induce the requisite proposals, the\\nBoard, at a subsequent meeting, in the exercise of the discretionary power\\nvested in it, resolved, that, wherever located, the institution should be per-\\nmanently established during four years, at least, the period contemplated\\nby the act. Soon after it was understood that such action had been taken\\nby the Board, the cloud of uncertainty which had hung over the fate of\\nthe projected institution, disappeared, and liberal offers were made by\\nseveral towns in the central part of the state, which will be further noticed\\nin the sequel of this report.\\nAnother question of great moment, deeply involving the welfare of the\\ninstitution, claimed and received the early attention of the Board, viz. who\\nshall be its Principal 1 On the decision of this question, the Board felt\\nthat very much of the character and usefulness of the institution was de-\\npending and it received that careful attention and anxious deliberation,\\nwhich its importance seemed to demand. After consultation with the\\nfriends of the enterprise, in different parts of the state, and thoroughly\\ncanvassing the merits of several candidates, whose names had been pre-\\nsented, the Board came, unanimously, to the choice of the Hon. Henry\\nBarnard, a gentleman well known in this state, by his former labors in the\\ncause of popular education, as Secretary of the late Board of Education,\\nand more recently Commissioner of Common Schools in the state of\\nRhode Island. His distinguished ability and zeal in the cause, couplea\\nwith his entire self-consecration, and large experience, constitute the\\nsurest guaranty of the successful discharge of the duties of the appoint-\\nment, and that no effort will be lacking on his part, to give to the institu-\\ntion efficiency and utility. From the time when this appointment was\\nconferred on Mr. Barnard, he has co-operated with the Board of which he\\nis, ex officio, a member, in the preparatory labors of locating the school,\\nand putting it in operation.\\nUp to the time of the meeting of the Board on the 15th of January,\\nproposals for the location of the school had been received from the city of", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0035.jp2"}, "36": {"fulltext": "28 FIRST ANNUAL REPORT OP THE TRUSTEES\\nMiddletown, and from the villages of Farmington, New Britain, and\\nSouthington. A Committee on Location was, thereupon, appointed, to\\nvisit each of these localities, and ascertain, from personal observation and\\ninquiry their comparative advantages. A full hearing was, subsequent-\\nly, given to the several applicants, in vindication of their respective claims\\nto the location of the institution, and the spirit of competition elicited on\\nthe occasion was truly gratifying, inasmuch as it evinced a proper appre-\\nciation of the institution, on the part of those, at least, who were so lauda-\\nbly zealous for its acquisition. Of all the several offers thus made to the\\nstate, it may justly be said, that they were liberal, and highly creditable\\nto the parties by whom they were presented. No one of them was so\\nclearly superior to the others, as to preclude all doubt relative to their\\ncomparative eligibility. But lest, after all, there should be some misun-\\nderstanding between the parties and the Board, the following propositions\\nwere adopted by the latter, as the conditions on which the school should\\nbe established\\nThe Trustees will expect a building, or buildings, to be provided, suffi-\\nciently large to accommodate 220 pupils, with suitable rooms for recita-\\ntions and lectures, furnished with the necessary fixtures, and on a site ac-\\nceptable to the Trustees. The plans and specifications thereof shall be\\nfurnished by the Principal of the School, and the building or buildings\\nshall be acceptable to the Trustees. They will also expect such an ap-\\nparatus to be furnished, as will be needed by the school, to the value of\\nnot less than one thousand dollars and a library of books, chiefly on ed-\\nucation, to the value of not less than five hundred dollars. They will also\\nrequire one school to be placed at their disposal, as a Model School, the\\nteacher of which shall be approved by the Trustees, but paid by the Dis-\\ntrict. And, finally, while the Trustees will do all in their power to make\\nthe institution of such a character as shall reflect honor on the state, and\\nbe calculated to insure its perpetuity, yet, they wish it to be distinctly un-\\nderstood, that they can not, in any way, bind the state to continue the\\nschool for a longer period than four years, from April 1st, 1850 and they\\ncan not accept of any proposals which shall imply, directly, or indirectly,\\nany obligation, on the part of the state, to make any reimbursement, at\\nthe end of four years, if the school should be discontinued at that time.\\nTo the conditions thus set forth, the people of New Britain promptly\\nand fully acceded, and raised, by private subscription, the sum of sixteen\\nthousand dollars four thousand of which they propose to expend on their\\nown schools of practice, to be connected with the Normal School, and the\\nresidue of twelve thousand dollars, they offer to the state for the purposes\\nabove specified. On the subsequent organization of the subscribers into\\na Joint Stock Company, they fixed the amount of their stock at twenty\\nthousand dollars.\\nWhile the Normal School edifice is in process of building, the present\\nseason, the Company have furnished and fitted up. for the temporary ac-\\ncommodation of the state, a spacious and commodious room in a public build-\\ning, located near the center of the village, in which the Board is pleased to\\nbe able to announce the opening of the State Normal School, this day,\\n(May 15th,) with thirty pupils in attendance, under the immediate super-\\nvision and instruction of Mr. T. D. P. Stone, as Associate Principal, a na-\\ntive citizen of this state, but for many years a highly successful teacher\\nin the states of Massachusetts and New Hampshire, and for the last year\\nthe teacher of the Massachusetts State Reform School, located at West-\\nborough. It may be proper to add, that Mr. Stone presented to the Board\\nthe most satisfactory credentials of excellence of character, and accom-\\nplishments as a teacher and no doubt is entertained, but that he will\\nmagnify the office thus confidently conferred upon him, and so far, at least,", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0036.jp2"}, "37": {"fulltext": "OF THE STATE NORMAL SCHOOL. 29\\nas he is concerned, enable the friends of the institution to realize the fulfil-\\nment of their most sanguine hopes.\\nSuperadded to the commendable liberality thus exhibited by the people\\nof New Britain, the Board was particularly gratified by the spirit of\\nunanimity and cordiality which accompanied and crowned their donation\\nand there can be no doubt, from the interest and enthusiasm already man-\\nifested on their part, that they will continue to foster and encourage an\\ninstitution which they so highly and so justly appreciate, and which is so\\nclosely identified with the prosperity and reputation of their goodly vil-\\nlage. The nascent germ, which they have so sedulously procured, and\\ngenerously planted in their midst, will long receive their fostering care,\\nand loving kindness, and, rising in growth and grandeur, is destined to be-\\ncome, not only the crowning ornament of the beautiful village in which it\\nflourishes, but the ornament of the entire state.\\nThe Board take this occasion to inform the Legislature, that the bonus\\nof the Deep River Bank, which, by the condition of its charter, was to be\\napplied for the benefit of the State Normal School, has been appropriated\\nand deposited for this object but no authority having been given to the\\nTrustees, by the last Legislature, to receive the same, they would sug-\\ngest that this inadvertency be remedied, by the passage of a resolution,\\nauthorizing the Board to receive the deposit, that it may be applied to its\\nlegitimate object.\\nThe Trustees would moreover inform the General Assembly of the\\noccurrence of four vacancies in their Board, two of which arise from the\\nexpiration of the shortest term of service prescribed by the act instituting\\nthe same one for Fairfield, and the other for New London County the\\nthird, owing to the decease, in the early part of the year, of our lamented\\nassociate, Francis Bacon, Esq., occurs for Litchfield County; and the\\nfourth has been made by the resignation of the Rev. J. D. Baldwin, he\\nhaving removed from the county of Windham, for which he was appoint-\\ned all of which the Legislature will please to fill by the appointment of\\nmen who, in addition to their other qualifications, shall be especially pre-\\neminent for that high degree of patriotism, and devotion to the Repubhc,\\nwhich shall secure their services to the state, icithout compensation^\\nagreeably to Section 3d of the act, which so plentifully provides, that\\nthe Trustees of the State Normal School shall receive no compensation\\nfor their services.\\nIn conclusion, the Board would take occasion to express the sincere\\ngratification which they derive from the auspicious indications which\\nattend the infancy of the institution committed to their charge and with\\nthe harmonious and zealous co-operation of all concerned in its prosperity,\\nthey confidently anticipate for it a career of great usefulness and benefi-\\ncence, in imparting increased efficiency to our system of public instruction,\\nand in multiplying, augmenting, and diffusing the blessings of popular\\neducation. In behalf of the Board,\\nFRANCIS GILLETTE, Chairman,\\nNew Britain, May 15th, 1850.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0037.jp2"}, "38": {"fulltext": "EXTRACT\\nPROM THE\\nFifth Annual Report of the Superintendent {Renry Barnard) of the Cowr\\nmon Schools of Connecticut to the General Assembly, May session, 1850.\\nAfter the lapse of a quarter of a century since the attention of the people\\nof Connecticut was first called to the importance of providing for the spe-\\ncial preparation of teachers of common schools for their arduous and re-\\nsponsible labors, the Legislature in 1849 appropriated the sum of ten\\nthousand dollars, paid by the State Bank, and of one thousand dollars\\npaid by the Deep River Bank, as a bonus for their respective charters, to\\nmeet the annual expenses of a State Normal School, or Teachers Sem-\\ninary, for a period of four years. Apart from my official connection with\\nthe institution, I felt it to be my duty as Superintendent of Common\\nSchools, to do every thing in my power, not only to make its objects\\nknown, but to facilitate its early organization and opening, as the most\\nimportant agency which could be employed by the state to increase the\\nusefulness of the common schools, both as to the quality and amount of\\neducation given. So anxious were the trustees and officers of the insti-\\ntution to make a beginning of their enterprise, that without waiting for\\nthe complete outfit of buildings, apparatus and library, which the people\\nof New Britain had pledged themselves to furnish on the location of the\\nNormal School in that village, the school was opened on the 15th of the\\npresent month, (May,) under as favorable auspices, as to pupils and oppor-\\ntunities for imparting practical knowledge, as any of the seven Normal\\nSchools which are now in successful operation on this continent. At the\\nclose of the first week, there were thirty-five Normal pupils in attendance,\\nunder the immediate instruction of Rev. T. D. P. Stone, the Associate\\nPrincipal of the School, and upward of three hundred pupils from the\\nvillage, in four Schools of Practice, under the charge of Mr. Stone, assisted\\nby Prof Guion, three female teachers and pupils of the Normal School.\\nThe four Schools of Practice are supported by the Central District of the\\nNew Britain School Society.\\nIn the absence of any published rules of the Board of Trustees, regu-\\nlating permanently the number of sessions in the year, and the length ot\\neach session, the subject and course of instruction, the period of attend-\\nance or degree of proficiency to entitle a pupil to the diploma of the insti-\\ntution, I will venture to set forth the general plans and aims of the officers\\nwho have been entrusted with the immediate care of the institution, foi\\ntlie purpose of making known its objects, and showing its probable influ-\\nence on our common schools.\\n1. The officers of the Normal School believe that they could best pro-\\nmote the permanent improvement of the common schools of the state, by\\ntruly educating, and thoroughly training a few efficient teachers of the\\nright stamp of character, physical, intellectual, esthetical and moral, and\\nthen securing their permanent employment at fair remunerating wages, at\\ncentral points in different sections of the state, as Normal teachers in\\nmodel school-houses; or, by being allowed to select every year out of\\nsuch candidates as may be presented by the visitors for the several school\\nsocieties, a small number of pupils who possess the health, gentleness of\\nmanners, fondness for children, purity of character, singleness of purpose\\nand tact, that indicate a natural fitness for teaching, and then, retain them\\nlong enough to superadd such appropriate knowledge of the studies to be\\ntaught, and practical skill in arranging the classes and conducting the in-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0038.jp2"}, "39": {"fulltext": "MR. BARNARD S REPORT. g J\\nstruction and discipline of an elementary school, under the ordinary con-\\nditions of an agricultural district. But as either of these courses are im-\\npracticable under present circumstances, they will aim to benefit in such\\nmeasure as they can, as many pupils as may apply for admission to co-\\noperate every year in such ways as shall be open to them, with as many\\nteachers of the state as they can meet for professional improvement,\\nwhether the same shall be pupils of the school or not to act by personal\\nvisits to the schools, and by public addresses, on as many societies and\\ndistricts as their engagements ar the Normal School will admit and to pre-\\npare the public mind of the state generally, by precept and example, by\\nvoice and pen, as far and fast as they can, for more thorough and pro-\\ngressive steps of improvement in every department of the educational field.\\n2. The benefit of the Normal School to any pupil will be measured by\\nthe preparation each may bring in character, attainments and aptitude\\nfor the business, and the time and industry which may be devoted to the\\nwork. The officers of the school cannot encourage for a moment, the idea\\nthat a person who does not understand a subject thoroughly, can ever\\nteach that subject well, or that a residence of a few weeks or months in\\nthe institution, however diligently and wisely employed, will be sufficient\\nto gain a knowledge of the human mind, and of a child s mind in particu-\\nlar of the studies which it is desirable to have well taught in our common\\nschools, and of the best methods of teaching the same of the motives\\nwhich are to be appealed to to secure habits of study, order and obedi-\\nence and of all the technical and practical details of school keeping.\\nThey believe, however, that a person of quick observation, of some natu-\\nral aptitude for the business, and a clear intellect of the average power\\nand cultivation, can, with ordinary diligence and devotion, obtain much\\nadditional information, and some practical experience, correct many old\\nerrors and appropriate many valuable hints, and above all catch the true\\nprofessional spirit, by even one term s residence at the school. A single\\nvisit to a good school an hour s conversation with a good teacher the\\nreading of a single chapter in Emerson s Schoolmaster, or Page s\\nTheory and Practice of Teaching, may be not only a help, but the\\nstarting point of a new life to the young teacher. The officers of the\\nNormal School will, therefore, welcome any teacher or candidate for\\nteaching; to the institution under their charge, for a visit of an hour or a\\nresidence of years.\\n3. By means of the regular classes in the Normal School and in the\\nSchools of Practice, an opportunity will be offered to every member of the\\nschool to review thoroughly any one or all of the elementary studies re-\\nquired to be taught in the common schools of the state, and to extend his\\nattainments in any of these studies, and such kindred branches as will\\nfacilitate his success as a teacher in any grade of common schools.\\nThe reviews and recitations will be so conducted, as to methods and\\npractical illustrations, as to make the studies far more interesting and\\nprofitable than they now are, whether regarded in the way of informa-\\ntion, or as means of intellectual discipline, preparatory to those labors and\\nduties of life which are most important and universal. A knowledge of\\ntlie elements and structure of the English language, is justly deemed of\\nparamount importance, and it is proposed so to teach it, as to give to every\\nchild who shall attend a common school with ordinary regularity and dil-\\nigence, not only the ability to spell and read with accuracy and facility,\\nbut to converse and compose in it with a good degree of readiness and\\npower, and at the same time acquire an earnest and discriminating taste\\nfor the choicest productions of American and English literature. Pen-\\nmanship is now taught in every district school, and it is proposed to con-\\nnect the exercises in this branch not only with constant practice in Eng-\\nlish composition, with book-keeping and other forms of business, but also", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0039.jp2"}, "40": {"fulltext": "22 MR- BARNARD S REPORT.\\nwith the art of drawing, thus educating to a higher degree than mere\\nwriting can do, both ilae eye and tlie hand, rendering the one observant,\\nand the other exact, and at the same time, training several important\\nfaculties of the mind, and imparting a power which can be turned to\\nmany useful purposes in every department of practical life.\\nIn addition to the studies now generally taught in our schools, it is pro-\\nposed to give some practical instruction in vocal music and physiology\\nand to those, whose previous training, or whose residence at the institu-\\ntion will be long enough to allow of this extension of the course without\\nabridging the time and attention which are due to the elementary studies,\\na general view of the principles of agricultural chemistry and of domestic\\neconomy, will be pi-esented.\\n4. Subjects will be taught in the Normal School rather than text\\nbooks and the manner in which the same subject is treated by several\\nof the best authors, will be compared and discussed, in order that the grad-\\nuates may be prepared to decide on the comparative merits of school\\nbooks, whenever a change of text books is desirable in a school, and at\\nthe same time be able to teaeh the subjects properly, even if pupils of the\\nsame class should study the subject in different books.\\n5. The elementary studies will be thoroughly reviewed with constant\\npractice on the blackboard, and by the aid of such maps, and cheap and\\nsimple apparatus as are now furnished in our best class of common schools,\\nand are indispensable in all schools, not only that these studies may be\\nmore vividly apprehended, but that the teachers may be prepared to use\\nmeans of practical and visible illustration whenever the same shall be\\nfurnished. For the want of knowledge of many useful applications of the\\nblackboard in all of the elementary studies, even the blackboard is but\\nlittle used at the present time by the teachers of our district schools.\\n6. In addition to familiar and practical suggestions on particular points\\nin the organization, instruction and discipline of schools, as occasion may\\nthe same in the daily routine of the institution, lectures will be\\ngix cii on the history of education and schools on the object and princi-\\nples of public instruction in general, and of our own system in particular\\non the art of teaching and its methods, and the application of these meth-\\nods to each particular study on the theory of discipline and its practice\\non the peculiarities of a district school, as well as of other grades of\\nschools on the general principles of school architecture on tlie legal\\nposition and relations of a teaclier in our system of common schools and\\na variety of other topics which need not be enumerated in this place.\\nTopics for Discussion.\\nThese topics will be examined by the pupils in the light of their own\\nprevious experience and observation, will be tested by contrast and com-\\nparison with the matter and manner of instruction and discipline in the\\ninstitution, and its associated schools of practice, will be further investi-\\ngated in the books on the history of education and schools, and the theory\\nand practice of teaching in the library, and will be made the themes of\\noral discussion and written essays which will constitute a part of the regu-\\njir routine of the Normal School.\\n7. The various principles which come under the general department o\\nthe theory and practice of teaching, will not only be exemplified as far as\\npracticable in the management, instruction and disciphne of the Normal\\nSchools and the Schools of Practice, but an opportunity will be afforded\\nto the pupils of the first, to apply the same in practice to such extent and\\nin sucli manner as the previous education of each shall render expedient\\nand desirable. To give the most thorough familiarity with the theory\\nand practice of organizing and conducting common schools, and at the\\nsame time to enable a few at least of each class to continue their connec-\\ntion with the school, a certain number will be employed as assistant teach-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0040.jp2"}, "41": {"fulltext": "MR. BARNARD S REPORT. 33\\ners in the schools of the village, and, as far as practicable, of the neigh-\\nboring districts. Opportunity will be given to such pupils to spend a por-\\ntion of the vacations in visiting the best schools in different parts of the\\nstate, and in attending educational meetings of various kinds which may-\\nbe appointed by the Superintendent of Common Schools. The pupils\\nthus employed will embody in written reports ihe results of their observ-\\nation and experience, which will be subject to the examination and criti-\\ncism of the officers of the institution.\\n8. To cultivate a truly religious feeling, to lay the foundation and im-\\nplant the motives for a truly rehgious life, to enable the teachers by pre-\\ncept and example rightly to develop the moral faculties, and to define and\\nenforce the performance of all the great primary moral duties, in the\\nschools which may be placed under their charge, will be one of the car-\\ndinal objects of the Normal School. Every suitable effort, consistent with\\nperfect religious toleration, will be made, to give a deep moral and reli-\\ngious tone to all the exercises, and to the whole character of the institu-\\ntion, from a deep conviction that a sense of responsibility to God, and of\\nlove to man, must form the main-spring of a teacher s activity, while it is\\nthe surest pledge of success.\\n9. Occasional lectures on important topics of education, or even courses\\nof lectures on subjects of intrinsic value, and which reflect light on the\\nstudies, labors and duties of the teacher s calhng, will be secured from\\ntime to time from persons who have given to these subjects special pre-\\nparation. In this way it is anticipated that the pupils will have the ben-\\nefit of the counsel, experience and study of many wise and distinguished\\nteachers and educators from this and other states.\\n10. No efforts will be spared, by correspondence and personal applica-\\ntion, to assist the Normal pupils in obtaining permanent situations as teach-\\ners, according to the qualifications of each, and to promote their advance-\\nment from a school of a lower grade and compensation, to one of a more\\ndesirable character in both respects. Any aid which can be given to the\\ngraduates of the school by advice and cooperation, in their several fields\\nof labor, will be cheerfully extended. An opportunity will be afforded to\\nsuch as may wish to return to the institution for a short period to perfect\\nor practice themselves in particular departments of instruction, in which\\non trial they may find themselves deficient. An anniversary meeting, or\\nreunion of all the members of the school, will be encouraged at least once\\nin a year. The State Teachers Association will be invited to hold at\\nleast one meeting every year within the walls of the institution, where\\nevery facility at the command of its officers will be extended to make the\\nteachers of the state welcome, and their session profitable and interesting.\\nEvery thing will be done by the officers of the school, which a strong de-\\nsire can suggest, and unwearied efforts accomplish, to make the school\\nworthy of the kind feeling and prompt cooperation of all who are, and of\\nall who propose to become teachers in any grade of public or private\\nschools in the state, to grapple as with bands of steel, and yet only by the\\nsympathy of a common pursuit and the sense of reciprocal benefit, the\\npupils to the school, and the teachers of the state to each other, and to\\nunite all hearts and all hands in the great work of the more complete,\\npractical and universal education of the children of Connecticut.\\n11. To make the objects of the Normal School generally known, to in-\\nterest young persons of the right character and views in the business of\\nteaching, and induce them to connect themselves with the institution tor\\na sufficient length of time to obtain the full benefits of a methodical course\\nof theoretical and practical instruction, to cooperate with such pupils as\\nmay go out from the Normal School to teach in different parts of the\\nstate, to visit schools of different grades in large and small, in village and\\ncoumry districts, for the purpose of ascertaining their condition, suggest-\\nG", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0041.jp2"}, "42": {"fulltext": "34 MK. BARNARD S REPORT.\\ning improvements, and adapting the instruction of the Normal School to\\nthe real deficiencies of elementary education, to establish pleasant social\\nand professional relations with teachers, school officers and parents, it is\\nthe intention of the officers of the institution to attend Institutes, Teach-\\ners Associations, and common school meetings of every name, to which\\nthey may be invited, or where they have reason to suppose their presence\\nand cooperation will prove acceptable. It is believed, that in the course\\nof the Ibur years for which the enterprise is now planned, every school\\nsociety, and a large majority of the sixteen hundred and fifty districts,\\nwill be visited by one or more of the teachers of the Normal School.\\nThis department of labor is as necessary to the success of the enter-\\nprise as the instructions which may be given within the walls of the Nor-\\nmal School.\\nAmong the results which will follow from the successful management\\nDf the State Normal School for a period of four years, now provided for\\nby law, may be specified the following.\\n1. It will make an institution or institutions of this character, in some\\nfoi m, an indispensable feature of our common school system. This has\\nbeen the uniform result in every country and every state where the ex-\\nperiment has been tried under favorable auspices. There is not on record\\na single instance of the abandonment of this agency for providing good\\nteachers for public schools, whenever it has been tried under liberal legis-\\nlative or governmental patronage. There are more than two hundred\\nsuch schools now in successful operation in this country and in Europe,\\nand every year is adding to the number.\\n2. It will thus supply the want which has long been known to exist by\\nthose who have given most attention to the improvement of common\\nschools, of a place where young men and young women of the requisite\\nnatural qualifications, can acquire the science and the art of teaching\\nwithout a series of experiments which are annually made at the expense\\nof the health, faculties, and affections of the children placed under their\\ncharge. It will do for the future teacher what the direction of the master\\nworkman and the usual term and duties of apprenticeship do for the future\\nmechanic what the law school, and clerkship in the office of an older\\npractitioner at the bar, do for the young lawyer what the medical school,\\nthe practice in the hospital, or dissecting room, or study in the office of\\nthe experienced physician, do for the medical student. It is applying to\\nthe business of teaching the same preparatory study and practice which\\nthe common judgment of the world demands of every other profession\\nand art. In this case it is provided for by the state, because the state has\\nfound it to be a matter of interest and duty of right in its strongest and\\nbest sense to look after the education of children, and to contribute to-\\nward the wages of the teacher and to protect her own appropriations\\nshe should see that the teachers are properly qualified.\\nX 3. It will help to make teaching a permanent employment. The more\\ntruly efficient a teacher becomes, the more thoroughly the habits of his\\nmind and Hfe are moulded to his occupation, the more deeply his soul is\\nimbued with the spirit of his profession, the less likely he is, and the less\\ncapable he becomes of changing his career, and the more he is fortified\\nagainst the temptations to forsake it and the example and success of one\\nsuch teacher will have a powerful influence in determining the choice of\\nmany others just starting in the profession.\\n4. It will help to verify the vocation of the pupils to the profession for\\nwhich they are preparing. The Normal School will be a very uncom-\\nfortable place for any person whose heart is not in the work, and who\\nlosks upon teaching, not as a calling, a mission, but as a meaningless\\nroutine, a daily task, imposed by necessity, or taken up because nothing\\nbetter offered, and to be thrown aside as soon as a more lucrative occupa-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0042.jp2"}, "43": {"fulltext": "MR. BARNARD S REPORT.\\n35\\ntion shall tufn up, or open. It will be soon ascertained who enters upon\\nthe prescribed round of observation and practice, of reading and discus-\\nsion, of study and lectures, with che enthusiasm of persons in earnest and\\nin love witli their business and only such will be encouraged to perse-\\nvere, or will be recommended as teachers on leaving the school.\\n5. While it is probable that much the largest number of teachers who\\nbecome connected with the school will not remain long enough to experi-\\nence the full benefit of what is understood to be a course of Normal in-\\nstruction and training, stih it is believed a small number at least will, and\\nthe good which a few teachers properly trained will do, will not be con-\\nfined to the districts in which they are employed. Their schools will be-\\ncome model schools for other districts, and the awakening influence of\\ntheir example and labors will be felt all around them. Teachers who\\nhave not enjoyed the advantages of such training, will strive to excel\\nthose who have, and thus a wholesome spirit of emulation will spring up\\namong the teachers of the same neighborhood.\\n6. Through the direct and necessary influence of even a few good\\nschools scattered all over the state of schools made good, and seen and\\nfelt and acknowledged to be made good, by teachers who have gone out\\nfrom this institution with improved and improving views of the nature,\\nobjects and methods of teaching, and by the many other modes in which\\nthe officers and pupils of this school propose to act on the public mind, the\\nstandard of teachers qualifications and wages will be gradually and per-\\nmanently raised. Good teachers will be in demand, and their services\\nwill command good wages. The contrast between a good teacher, and\\na poor one, will be seen and felt and then the great commercial law of\\ndemand and supply will begin to operate. The want of good teachers\\nwill be felt; and then will follow the corresponding demand. The de-\\nmand will induce young men and young women so to quahfy themselves\\nas to meet this want. And with a demand for and supply of the better\\narticle, the poor one will remain a drug in the market. The other obsta-\\ncles which now remain in the way of the employment of good teachers\\nwill gradually and forever disappear. Old, dilapidated, inconvenient, and\\nunhealthy school-houses will give place to new, attractive and comfort-\\nable structures for districts having the first will find it difficult to secure\\nthe services of a good teacher, who will understand well the relations\\nwhich a good house bears to his own health and his success both in gov-\\nernment and instruction. That relic of barbarism, the practice of board-\\ning round, of compelling the teacher to live homeless and without the\\nordinary facilities and seclusion for study, ofbeing subjected to inconven-\\niencies to which the lawyer, or clergyman, or mechanic are not subjected\\nby their employers, will no longer remain a hindrance to the formation of\\na permanent, well qualified body of professional teachers.\\n7. It will do much in connection with Teachers Institutes, Conventions,\\nand Associations, to inspij-e and strengthen a professional feeling among\\nteachers. All the advantages felt by those who prepare in common for\\nother professions, or act in concert, friendships, mutual encouragement\\nand assistance in studies, discussions and comparisons of view, and the\\nsocial position and influence which follow the association of large num-\\nbers in the same pursuit, will be experienced. There has been till within\\na few years but little of this professional spirit. Good teachers have\\ngrown up and remained isolated. Their experience has furnished them\\nAvith excellent methods, a social position, and adequate pecuniary return.\\nBut their number has been small and their influence has been hardly felt\\nbeyond their own school-rooms, much less has it been made to give eleva-\\ntion, character and amelioration to the profession generally.\\n8. It will do something toward building up a professional literature\\nwhich shall embody the experience, reflection, and discussions of our own", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0043.jp2"}, "44": {"fulltext": "3Q MR. BARNARD S REPORT.\\nteachers on the science and art of education as applied and -developed in\\nour common schools. The practice of writing essays in the Normal\\nSchool on educational topics of discussing the same subjects in public\\nmeetings of teachers and parents of making reports to the Principal on\\nthe state of the schools in which they may be engaged, or which they\\nmay visit, will lead to the establishment and support of an Educational\\nPeriodical for their own benefit. By means of such a periodical, an active\\nspirit of inquiry will be awakened and kept alive improvements in each\\ndistrict will be announced and made the common property of the profes-\\nsion; wrong ideas in education will be exposed and exploded and the sound\\npractice of good teachers will be embodied in words and reduced to the\\nprecision of scientific principles.\\n9. The officers of this institution expect to find in many of the mem-\\nbers of the school a strong natural impulse to the study of education, and\\nan enthusiastic attachment to their future profession, as the noblest, holi-\\nest department of human exertion. Upon that class, be the same large\\nor small, as they appear, do they rely for giving an impulse of a most\\npowerful kind to educational improvement, and especially in fields for which\\nthe laborers are at present few. Whoever else may doubt, or falter or\\nfail, these will not. Though called upon to labor in obscurity, they will\\ntoil on and find their happiness in their work. New difficulties will only\\nnerve their hearts for sterner encounters.\\nThese anticipations of good to the teachers, the schools, and the state,\\nmay all be darkened, postponed and defeated. Public confidence, which\\nmust be the breath of life to this enterprise, may be withheld, or with-\\ndrawn through the influence of sectarian jealousy, sectional prejudice,\\nor party spirit. All that the ofiicers of the Normal School can do, to\\navoid studiously all just occasions of offense, and to deserve the entire\\nconfidence of the people, the Legislature, and the teachers of the state,\\nwill be done. All they ask is a fair field, a reasonable amount of coope-\\nration from school teachers and school. officers, the charitable judgments\\nof their fellow citizens, good health, and the blessing of God upon their\\nlabors.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0044.jp2"}, "45": {"fulltext": "TOPICS\\nDISCUSSION AND COMPOSITION ON THE THEORY AND PRACTICE OF\\nEDUCATION.\\n1. The daily preparation which the teacher should bring to the school-\\nroom.\\n2. The circumstances which make a teacher happy in school.\\n3. The requisites of success in teaching.\\n4. Causes of failure in teaching.\\n5. The course to be pursued in organizing a school.\\n6. The order of exercises or programme of recitations.\\n7. The policy of promulgating a code of rules for the government of a\\nschool.\\n8. The keeping of registers of attendance and progress.\\n9. The duties of. the teacher to the parents of the children and to school-\\nofficers.\\n10. The opening and closing exercises of a school.\\n11. Moral and religious instruction and influence generally.\\n12. The best use of the Bible or Testament in school.\\n13. Modes of promoting a love of truth, honesty, benevolence, and other\\nvirtues among children.\\n14. Modes of promoting obedience to parents, respectful demeanor to elders,\\nand general submission to authority.\\n15. Modes of securing cleanliness of person and neatness of dress, respect\\nfor the school-room, courtesy of tone and language to companions, and gentle-\\nness of manners.\\n16. Modes of preserving the school-house and appurtenances from injury\\nand defacement.\\n17. Length and frequency of recess.\\nIS. The games, and modes of exercise and recreation to be encouraged\\nduring the recess, and at intermission.\\n19. Modes of preventing tardiness, and securing the regular attendance df\\nchildren at school.\\n20. Causes by which the health and constitution of children at school are\\nimpaired, and the best ways of counteracting the same.\\n21. The government of a school generally.\\n22. The use and abuse of corporal punishment.\\n23. The establishment of the teacher s authority in the school.\\n24. Manner of treating stubborn and refractory children, and the policy of\\ndismissing the same from school.\\n25. Prizes and rewards.\\n26. The use and abuse of emulation.\\n27. Modes of interesting and bringing forward dull, or backward scholars.\\n28. Modes of preventing whispering, and communication between scholars\\nin school.\\n29. Manner of conducting recitations generally and how to prevent or de-\\ntect imperfect lessons.\\n30. Methods of teaching, with illustrations of each, viz\\na. Monitorial.\\nb. Individual.\\nc. Simultaneous.\\nd. Mixed.\\ne. Interrogative.\\nExplanative.\\ng. Elliptical.\\nA. Synthetical.\\ni. Analytical.\\n31. Modes of having all the children of a school (composed as most District\\nschools are, of children of all ages, and in a great variety of studies,) at all\\ntimes something to do, and a motive for doing it.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0045.jp2"}, "46": {"fulltext": "38 TOPICS FOR DISCUSSION.\\n32. Methods of teaching the several studies usually introduced into pubii\u00c2\u00ab\\nschools such as\\na. The use, and nature, and formation of numbers.\\nh. Mental Arithmetic.\\nfc. Written Arithmetic.\\nA. Spelling.\\ne. Reading.\\nGrammar including conversation, composition, analysis of sen-\\ntences, parsing, c.\\ng. Geography including map-drawing, use of outline maps, atlas,\\nglobes, 6z;c.\\nA. Drawing ^with special reference to the employment of young\\nchildren, and as preliminary to penmanship.\\ni. Penmanship.\\nj. Vocal music.\\nU. Physiology so far at least as the health of children and teacher\\nin the school-room is concerned.\\n33. The apparatus and means of visible illustration, necessary for the\\nschools of different grades.\\n34. The development and cultivation of observation, attention, memory,\\nassociation, conception, imagination, c.\\n35. Modes of inspiring scholars with enthusiasm in study, and cultivating\\nhabils of self-reliance.\\n36. Modes of cultivating the power and habit of attention and study.\\n37. Anecdotes of occurrences in the school, brought forward with a view to\\nform right principles of moral training and intellectual development.\\n38. Lessons, on real objects, and the practical pursuits of life.\\n39. Topics and times for introducing oral instruction, and the use of lectures\\ngenera] Iv.\\n40. Manner of imparting collateral and incidental knowledge.\\n41. The formation of museums and collections of plants, minerals, c.\\n42. Exchange of specimens of penmanship, map and other drawings, mine-\\nrals, plants, fee, between the different schools of a town, or of different towns.\\n43. School examinations generally.\\n44. How far committees should conduct the examination.\\n45. Mode of conducting an examination by written questions and answers.\\n46. School celebrations, and excursions of the school, or a portion of the\\nscholars, to objects of interest in the neighborhood.\\n47. Length and frequency of vacations.\\n48. Books and periodicals on education, schools and school systems.\\n49. Principles to be regarded in the construction of a school-house for schools\\nof different grades.\\n50. Principles on which text-books in the several elementary studies should\\nbe composed.\\n51. The use of printed questions in text-books.\\n52. The private studies of a teacher.\\n53. The visiting of each other s schools.\\n54. The peculiar difhculties and encouragements of each teacher, in respect\\nto school-house, attendance, supply of books, apparatus, parental interest and\\nco-operaiion, support by committees, c., c.\\n55. The practicability of organizing an association of the mothers and\\nfemales generally of a district or town, to visit schools, or of their doing so\\nwithout any special organization.\\n56. Plan for the oganization, course of instruction, and management gener-\\nally of a Teachers Institute.\\n57. Advantages of an Association or Conference of the Teachers of a Town\\nor State, and the best plan of organizing and conducting the same.\\n58. Plan of a Normal School or Seminary, for the training of Teachers for\\nCommon or Public Schools.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0046.jp2"}, "47": {"fulltext": "REMARKS\\nON SEMINARIES FOR TEACHERS,\\nBY KEV. THOMAS H. GALLAPDET.\\nThe following remarks originally appeared in the Connecticut Observer,\\npublished in Hartford, Conn., in a series of articles, with the signature of\\nA .Father. The first article was dated the 5th of January, 1825.\\nJ No important result can be attained with regard to the accomplishment\\nof any object which affects the temporal or eternal well-being of our spe-\\ncies, without enlisting an entire devotedness to it, of intelligence, zeal, fidelity,\\nindustry, integrity, and practical exertion. What is it, that has furnished us\\nwith able divines, lawyers, and physicians 1 The undivided consecration of\\nthe talents and efforts of intelligent and upright individuals to .these profes-\\nsions. How have these talents been matured, and these efforts been trained,\\nto their beneficial results By a diligent course of -preparation, and a long\\ndiscipline in the school of experience. We have our theological, law, and\\nmedical institutions, in which our young men are fitted for the pursuit of these\\nrespective professions, by deriving benefit from the various sources of infor-\\nmation which libraries, lectures, and experiments afford. Unaided by such\\nauxiliaries, genius, however brilliant invention, however prolific observa-\\ntion, however acute ingenuity, however ready and perseverance, however\\nindefatigable, have to grope their way, through a long and tiresome process,\\nto the attainment of results which a little acquaintance with the labors of oth-\\ners in the same track of effort, would render a thousand times more easy,\\nrapid, and delightful. Experience is the storehouse of knowledge- Now\\nwhy should not this experience be resorted to as an auxiliary in the education\\nof youth Why not make this department of human exertion, a profession,\\nas well as those of divinity, law, and medicine T Why not have an Institu-\\ntion for the training wp of Instructors for their sphere of labor, as well as\\ninstitutions to prepare young men for the duties of the divine, the lawyer, or\\nthe physician 1 _j_\\nCan a subject of more interest present itself to the consideration of the\\npublic Does not the future improvement of our species, to which the phi-\\nlanthropist and the Christian look forward with such delightful anticipation,\\ndepend on the plans which are adopted for the development and cultivation\\nof the intellectual and moral powers of man 1 Must not these plans begin\\nwith infancy and childhood Do not the attainments of the pupil depend\\nupon the talents, the fidelity, and the integrity of those by whom he is taught!\\nHow will he learn to think, to speak, to read, and to write with accuracy,\\nunless his instructors are able to teach him Shall their ability depend upon\\ntheir individual experience and attainments Are you satisfied with a divine,\\na lawyer, or a physician, who has qualified himself, or pretended to do so, for\\nhis profession, by solitary, unaided, unadvised, untaught, inexperienced\\nefforts You do not do this. Why not, then, require in the instructors of\\nyouth, to whom you commit the training up of your offspring, an adequate\\npreparation for their most important and responsible employment\\nBut this preparatory discipline is considered indispensable not merely for\\nthe learned professions, but for the ordinary occupations of life. A term of\\nyears is required to fulfil the duties of an apprenticeship to any of the me-\\nchanical trades. An artisan does not venture to solicit the patronage of the\\npublic, till he has undergone this apprenticeship. This training under the\\ninstruction of experienced masters, is deemed of still more importance in", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0047.jp2"}, "48": {"fulltext": "40 MR. GALLAUDET, ON TEACHERS SEMINARIES.\\nwhat are termed the liberal arts, such as painting, sculpture, and engraving.\\nTo foster them, academies are formed models -are collected lectures are de-\\nlivered and the young novitiate is willing to devote years of patient and\\nassiduous labor, to fit himself for success in his profession. We hear, too, of\\nwhat is termed a regularly-bred merchant and the drilling of the counter\\nand the counting-house is considered indispensable to prepare one for all the\\ncomplicated transactions of trade and commerce. And if men are to be train-\\ned to arms, academies are established, at which experience, ingenuity, and\\nscience are put in requisition, to qualify the young and inexperienced for mili-\\ntary exploits. In fact, there is scarce any pursuit connected with the busi-\\nness of life, but what men have endeavored to render successful, by a process\\npredicated on well-known principles of human nature by making it, in the\\nfirst place, a distinct profession or calling then, by yielding to those who\\nhave long been engaged in it the deference which their experience justly\\ndemands and finally, by compelling those who would wish to adopt it, to\\ndevote themselves to it, and to pass through all the preparatory steps which\\nare necessary for the consummation of their acquaintance, both with its theory\\nand practice- In this way only we hope to form good mechanics, painters,\\nengravers, sculptors, farmers, merchants, physicians, and lawyers.\\nPerhaps some of my illustrations may be considered of too humble a kind.\\nBut my subject is a very practical one, and I intend to treat it in a practical\\nway. Permit me, then, to inquire of my readers, when they wish to get a\\nshoe made, to whom they apply 1 Do they not take considerable pains to\\nfind a first-rate workman one who has learned his trade well, and who can\\nexecute his work in the best manner 1 And when our wives and daughters\\nwant a new bonnet, or a new dress, will they not make a great many inquiries,\\nand take not a few steps, and consume no small portion of very valuable time,\\nto ascertain the important fact, who is the most skillful and tasteful milliner\\nand seamstress within their reach and are they not willing to undergo many\\ninconveniences, and to wait till their patience is almost exhausted, and their\\nwants very clamorous, in order to obtain the precious satisfaction of having\\nthe work done by hands whose skill and ingenuity have been long tested, and\\non whose experience and judgment in adjusting colors, and qualities, and pro-\\nportions, and symmetry, and shape, they can safely rely\\nIs a shoe, or a bonnet, to be put in competition with an immortal mind\\nIn your very articles of dress, to clothe a frail, perishable body, that is\\nsoon to become the prey of corruption, will you be so scrupulous in the choice\\nof those whom you employ to make them and yet feel no solicitude in re-\\nquiring of those to whom is intrusted the formation of the habits, and thoughts\\nand feelings of a soul that is to live for ever, a preparation for their most\\nresponsible task an apprenticeship to their important calling a devotedness\\nto a pursuit which involves all that can affect the tenderest sympathies of a\\nkind parent, the most ardent hopes of a true patriot, the most expanded\\nviews of a sincere philanthropist, the most benevolent wishes of a devout\\nChristian 1\\nI am told that the Patent-office at Washington is thronged with models of\\nmachines, intended to facilitate the various processes of mechanical labor\\nand I read in our public prints, of the deep interest which is felt in any of\\nthose happy discoveries that are made to provide for the wants, and comforts,\\nand luxuries of man, at an easier and a cheaper rate and I hear those eulo-\\ngized as the benefactors of our race, whose genius invents, and whose patient\\napplication carries into effect any project for winnowing some sheaves of\\nwheat a little quicker, or spinning some threads of cotton a little sooner, or\\npropelling a boat a little faster, than has heretofore been done and, all this\\nwhile, how comparatively few improvements are made in the process of edu-\\ncating the youthful mind and in training it for usefulness in this life, and for\\nhappiness in the life to come\\nIs human ingenuity and skill to be on the alert in almost every other field\\nof enterprise but this How can we reconcile our apathy on this subject\\nwith the duties which we owe to our children, to our country, and to our\\nGod?\\nLet the same provision, then, be made for giving success to this depart-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0048.jp2"}, "49": {"fulltext": "MR. GALLAUDET, ON TEACHERS SEMINARIES. 41\\nment of eiFort that is so liberally made for all others. Let an institution be\\nestablished in every state, for the express purpose of training up young men\\nfor the profession of instructors of youth in the common branches of an Eng-\\nlish education. Let it be so well endowed, by the liberality of the public, or\\nof individuals, as to have two or three professors, men of talents and habits\\nadapted to the pursuit, who should devote their lives to the object of the\\nTheory and Practice of the Education of Youth, and who should prepare\\nand deliver, and print, a course of lectures on the subject.\\nLet the institution be furnished with a library, which shall contain all the\\nworks, theoretical and practical, in all languages, that can be obtained on the\\nsubject of education, and also with all the apparatus that modern ingenuity\\nhas devised for this purpose such as maps, charts, globes, orreries, c.\\nLet there be connected with the institution, a school, smaller or larger, as\\ncircumstances might dictate, in which the theories of the professors might be\\nreduced to practice, and from which daily experience would derive a thou-\\nsand useful instructions.\\nTo such an Institution let young men resort who are ready to devote them-\\nselves to the business of instructors of youth. Let them attend a regular\\ncourse of lectures on the subject of education read the best works take\\ntheir turns in the instruction of the experijnental school, and after thus\\nbecoming qualified for their office, leave the Institution with a suitable cer-\\ntificate or diploma, recommending them to the confidence of the public.\\nI have scarcely room to allude to the advantages which would result from\\nsuch a plan. It would direct the attention, and concentrate the efforts, and\\ninspire the zeal, of many worthy and intelligent minds to one imforlant ob-\\nject. They would excite each other in this new career of doing good. Eve-\\nry year would produce a valuable accession to the mass of experience that\\nwould be constantly accumulating at such a store-house of knowledge. The\\nbusiness of instructing youth would be reduced to a systein, which would\\nembrace the best and the readiest mode of conducting it. This system\\nwould be gradually diffused throughout the community. Our instructors\\nwould rank, as they ought to do, among the most respectable professions.\\nWe should know to whom we intrusted the care and education of our off-\\nspring. These instructors, corresponding, as they naturally would, with the\\nInstitution which they had left, and visiting it, at its annual, and my imagina-\\ntion already portrays, delightful festivals, would impart to it, and to each\\nother, the discoveries and improvements which they might individually make,\\nin their separate spheres of employment.\\nIn addition to all this, what great advantages such an institution would\\nafford, by the combined talents of its professors, its library, its experimental\\nschool, and perhaps by the endowment of two or three fellowships, for this\\nvery object, iox \\\\}iv formation of the best books to be employed in the early sta-\\nges of edueation a desideratum, which none but some intelligent mothers,\\nand a few others who have devoted themselves to so humble, yet important\\nan object, can duly appreciate.\\nSuch an Institution, too, would soon become the center of information on\\nall topics connected with the education of youth and thus, the combined\\nresults of those individuals in domestic life, whose attention has been direct-\\ned to the subject, would be brought to a point, examined, weighed, matured,\\ndigested, systematized, promulgated, and carried into effect.\\nSuch an Institution ivould also tend to elevate the tone of -public sentiment,\\nand to quicken the zeal of public effort loith regard to the correct intellectual\\nand moral education of the rising generation.\\nTo accomplish any great object, the co-operation of numbers is necessary.\\nThis is emphatically true in our republican community. Individual influence,\\nor wealth, is inadequate to the task. Monarchs, or nobles, may singly devise,\\nand carry into effect, Herculean enterprises. I3ut we have no royal institu-\\ntions ours must be of more gradual growth, and perhaps, too, may aspire to\\nmore generous and impartial beneficence, and attain to more settled and im-\\nmovable stability. Now to concentrate the attention, and interest, and exer-\\ntions of the public on any important object, it must assume a definite and pal-\\npable form. It must have a local habitation and name. For instance,", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0049.jp2"}, "50": {"fulltext": "42 MR. GALLAUDET, ON TEACHERS SEMINARIES.\\nyou may, by statements of facts, and by eloquent appeals to the sympathies\\nof others, excite a good deal of feeling with regard to the deaf and dumb, or\\nto the insane. But so long as you fail to direct this good will in some par-\\nticular channel of practical effort, you only play round the hearts of those\\nwhom you wish to enlist in the cause. They will think, and feel, and talk,\\nand hope that something will be done but that is all. But erect your Asy-\\nlum for the deaf and dumb, and your Retreat for the insane. Bring these\\nobjects of your pity together. Let the public see them. Commence your\\nplans of relief Show that something can be done, and how and ivhere it can\\nbe done, and you bring into aostion that sympathy and benevolence which\\nwould otherwise have been wasted in mere wishes, and hopes, and expecta-\\ntions. Just so with regard to improvements in education. Establish an\\nInstitution, such as I have ventured to recommend, in every state. The\\npublic attention will be directed to it. Its Professors will have their friends\\nand correspondents in various parts of the country, to whom they will, from\\ntime to time, communicate the results of their speculations and efforts, and\\nto whom they will impart a portion of the enthusiasm which they themselves\\nfeel. Such an Institution, too, would soon become an object of laudable\\ncuriosity. Thousands would visit it. Its experimental school, if properly\\nconducted, would form a most delightful and interesting spectacle. Its\\nlibrary and various apparatus would be, I may say, a novelty in this depart-\\nment of the philosophy of the human mind. It would probably, also, have\\nits public examinations, which would draw together an assembly of intelli-\\ngent and literary individuals. Its students, as they dispersed through the\\ncommunity, would carry with them the spirit of the Institution, and thus, by\\nthese various processes of communication, the whole mass of public senti-\\nment, and feeling, and effort, would be imbued with it.\\nAnother advantage resulting from such an Institution, would be, that it\\nwould lead to the investigation and establishment of those principles of disci-\\npline and government most likely to promote the progress of children and\\nyouth in the acquisition of intellectual and moral excellence- How sadly\\nvague and unsettled are most of the plans in this important part of education,\\nnow in operation in our common schools. What is the regular and well-\\ndefined system of praise and blame of rewards and punishments of excit-\\ning competition or appealing to better feelings in short, of cultivating the\\nmoral and religious temper of the pupil, while his intellectual improvement\\nis going on, which now pervades our schools 1 Even the gardener, whom\\nyou employ to deck your flower beds, and cultivate your vegetables, and rear\\nyour fruit trees, you expect to proceed upon some matured and well-under-\\nstood plan of operation. On this subject I can hardly restrain my emotions.\\nI am almost ready to exclaim, shame on those fathers and mothers, who\\ninquire not at all, who almost seem to care not at all, with regard to the\\nmoral discipline that is pursued by instructors in cultivating the -temper and\\ndisposition of their children. On this subject, every thing depends on the\\ncharacter and habits of the instructor on the plans he lays down for him-\\nself; on the modes by which he carries these plans into effect. Here, as in\\nevery thing else, system is of the highest importance. Nothing should be left\\nto whim and caprice. What is to be this system! Who shall devise if?\\nPrudence, sagacity, affection, firmness, and above all, expedience, should\\ncombine their skill and effort to produce it. At such an Institution as I have\\nproposed, these requisites would be most likely to be found. Then might\\nwe hope to see the heart improved, while the mind expanded and knowl-\\nedge, human and divine, putting forth its fruits, not by the mere dint of arbi-\\ntrary authority, but by the gentler persuasion of motives addressed to those\\nmoral principles of our nature, the cultivation of which reason and religion\\nalike inculcate.\\nIt is feared by some that it will be impossible ever to produce a sufficient\\ndegree of public interest in such a project to carry it into effect.\\nI am not so sanguine as to think, that the whole mass of the community\\ncan, at once, be electrified, as it were, by any appeals, however eloquent, or\\nany efforts, however strenuous, into one deep and universal excitement on\\nthis or any other topic. Information must be gradually diffused the feelinga", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0050.jp2"}, "51": {"fulltext": "MR. GALLAUDET, ON TEACHERS SEIVnNARIES. 43\\nof influential men in various sections of the countiy must be enlisted able\\nwriters in our public prints and magazines must engage their hearts and their\\npens in the cause.\\nIn addition to all this, suppose that some intelligent and respectable indi-\\nvidual, after having made himself master of the subject in all its bearings,\\nand consulted vi^ith the wise and judicious within his reach, who might feel\\nan interest in it, should prepare a course of lectures, and spend a season or\\ntwo in delivering them in our most populous towns and cities. The novelty\\nof this, if no other cause, would attract a great many hearers. Such an indi-\\nvidual, too, in his excursions, would have the best opportunity of conferring\\nwith well-informed and influential men of gaining their views of learning\\nthe extent and weight of all the obstacles which such a project would have\\nto encounter, and the best modes of removing them; and, if it should indeed\\nappear deserving of patronage, of enlisting public sentiment and feeling in its\\nfavor.\\nBut after all, I do not deem it, at present, necessary for the commence-\\nment of the plan which I have proposed, that any thing like an universal\\npublic interest should be taken in it.\\nIf the experiment could, at first, be made upon a small scale if such an Insti-\\ntution could be moderately endowed with funds sufficient to suppori one or\\ntwo professors, and procure even the elements of a library, afterward to be\\nenlarged as public or private bounty might permit if it could be established\\nin some town large enough to furnish from its youthful population, pupils to\\nform its experimental school; and if only a few young men, of talents and\\nworth, could be induced to resort to it, with an intention of devoting them-\\nselves to the business of instruction as a profession, it would not, I think,\\nbe long before its practical utility would be demonstrated. The instructors,\\nalthough few in number, who would, at first, leave the Institution, would\\nprobably be located in some of our larger towns. Their modes of instruction\\nwould be witnessed by numbers of the influential and intelligent, and, if suc-\\ncessful, would soon create a demand for other instructors of similar qualifi-\\ncations. And as soon as such a demand should be produced, other individu-\\nals would be found willing to prepare themselves to meet it. And tbus we\\nmight hope that both private and public munificence, so bountifully bestowed,\\nat the present day, on other useful objects, would eventually contribute a\\nportion of its aid to an establishment designed to train up our youth more\\nsuccessfully to derive benefit from all the other efforts of benevolence, or\\ninstitutions of literature and religion, which are so widely extending their\\ninfluence through every part of our highly-favored country.\\nAnother obstacle, in the prosecution of such a plan, is the difficulty of indu-\\ncing young men of character and talents to embark in it, and to devote them-\\nselves to the business of instruction for life-\\nI can not but hope that the time is not far distant, when the education of\\nyouth will assume, in the minds of intelligent and pious individuals, its proper\\nplace among the various other benevolent exertions which are made, through\\nthe aids of private and public bounty, for meliorating the temporal and eternal\\ncondition of man. In the mean while, can not a few young men, of talents and\\npiety, be led to feel that the thousands of our rising generation, the hope of\\nthe church and the state, have strong claims upon their benevolence and\\nthat to concentrate their time and their eff orts to such an enterprise, may be\\nas much their duty as to engage in the missionary cause Missionaries\\nmake great sacrifices, and practice much self-denial, and endure weighty\\nlabors, without any prospect of temporal emolument, in order to train up hea-\\nthen youth for usefulness in this world, and for happiness in the next and\\ncan not those be found who will undergo some sacrifices, and self-denial, and\\nlabor, to bring about so great a good as a reformation in the instruction of\\nthose youth who are bone of our bone, and flesh of our flesh? Only admit\\nthe importance of the object, (and who can deny if?) and it almost looks like\\nan impeachment of their Christian sincerity, to suppose that among those\\nhundreds of young men who are pressing forward into the ranks of charita-\\nble enterprise, none can be persuaded to enter upon a domestic field of labor,\\nwhich promises so much for the advancement of the Redeemer s kingdom.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0051.jp2"}, "52": {"fulltext": "4^ MR. GALLAUDET, ON TEACHERS SEMINARIES.\\nNo, only let the project be begun, let the way of usefulness be opened, let the\\ncountenance and support of even a few pious and influential individuals be\\nafforded, and I am persuaded that agents to carry on the work, at least to\\ncommence it, will not be wanting.\\nThe difficulty is not in being unable to procure such agents it lies deeper\\nit arises from the very little interest that has yet been taken in the subject\\nfrom the strange neglect, among parents, and patriots, and Christians, of a\\nwell-digested and systematic plan for the education of children and youth\\nfrom the sluggish contentment that is felt with the long established modes of\\ninstruction and from the apprehensions that all improvements are either\\nunsafe or chimerical.\\nOnce rouse this apathy into the putting forth of a little exertion, and invest\\nthe subject with its true dignity and importance, and let it be felt that the\\nchurch is under the most solemn obligations to feed the lamhs of her flock,\\nand your young men will come at her bidding, to spend their strength and\\ntheir days in this delightful service.\\nBut these young men are poor and cannot defray the expense of a prepara-\\ntory education at such a Seminary as has been proposed.\\nPoor young men are taken by the hand of charity, and prepared for other\\nspheres of benevolent exertion and shall this wide, and as yet almost uncul-\\ntivated field of benevolence be quite neglected, for the want of a little pecu-\\nniary aid Who gave the first impulse to Foreign Missionary efforts 1 Was\\nnothing done until the whole Christian public was awakened to a sense of its\\nduty Did this mighty enterprise begin in the collected councils of the grave\\nand the venerable fathers of the church i Was the whole plan of operation\\ndigested and matured in all its parts, and no steps taken until all obstacles\\nwere removed, and patronage, and influence, and means collected and con-\\ncentrated to insure the successful prosecution of the vast design No\\nlong, long before all this complicated machinery was put in motion, the mas-\\nter-spring was at work, and a few pious and prayerful young men gave an\\nimpulse, at first to private zeal, and afterward to public co-operation, and the\\nresult fills us with gratitude and astonishment.\\nLet a Mills and his associates arise to a hearty engagedness in the project\\nof diffusing throughout our country a system for the best mode of conducting\\nthe education of youth let their faith be strong, and their perseverance\\nunwavering and influence and wealth will soon contribute their share in the\\nprosecution of the work and poverty on the part of those who are willing to\\nendure the heat and burden of the day, will cease to be an obstacle in the\\nway of accomplishing their benevolent designs. Providence can, in this, as\\nin all the other departments of his dispensations, make even the selfish pas-\\nsions of our nature contribute to the promotion of good and charitable exer-\\ntions.\\nThose who should devote themselves to the business of the instruction of\\nyouth as a profession, and who should prepare themselves for it by a course of\\nstudy and discipline at such a Seminary as I have proposed, would not find it\\nnecessary, as our missionaries do, to depend on the charity of their country-\\nmen for support. Their talents, their qualifications, and their recommenda-\\ntions, would inspire public confidence, and command public patronage. For\\nexperience would soon prove, if it can not be now seen in prospect, that to\\nsave time in the education of youth, and to have this education complete\\ninstead of being imperfect, and to prepare the youthful mind for accurate\\nthought, and correct feeling, and practical, energetic action, in all the busi-\\nness of life, is to save money and even those who now expend a few dollars\\nwith so niggardly a hand, in the education of their dear, immortal offspring,\\nwould soon learn how to calculate on the closest principles of loss and gain,\\nin the employment of instructors, and be willing to give twice as much to him\\nwho would do his work twice as well and in half the time, as they now give\\nto him who has neither skill nor experience in his profession.\\nAm I extravagant in these speculations I think I am not and if my\\nreaders will exercise a little more patience, I hope to show, that in adopting\\nthe plan which I have proposed, there will be an actual saving of money to\\nindividuals and to the ste-- in addition to those numerous advantages in a", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0052.jp2"}, "53": {"fulltext": "MR. GALLAUDET, ON TEACHERS SEMINARIES. 45\\nsocial, political, and religious point of view, that would result from it, and\\nwhich are, if I mistake not, so great, that if they could not be attained in\\nany other way, a pecuniary sacrifice ought not for a moment to stand in com-\\npetition with them.\\nMy reasoning is founded on two positions which, I think, can not be con-\\ntroverted that the present modes of instructing youth are susceptible of\\nvast improvement and that if these improvements could be carried into\\noperation, by having a more effectual system of education adopted, and by\\ntraining up instructors of superior attainments and skill, there would be a great\\nsaving, both of time and labor, and of all the contingent expenses necessary\\nto be incurred.\\nSuppose, for the sake of argument, though I believe it falls short of the\\ntruth, that eight years of pretty constant attendance at school, counting from\\nthe time that a child begins to learn his letters, is necessary to give him what\\nis called a good English education. I do not fear to hazard the assertion,\\nthat under an approved system of education, with suitable books prepared for\\nthe purpose, and conducted by more intelligent and experienced instructors,\\nas much would be acquired in five years, by our children and youth, as is now\\nacquired in eight.\\nNow with regard to those parents who calculate on receiving benefit from\\nthe labor of their children, it will easily be seen that, by gaining three years\\nout of eight in the course of their education, there will be an immense saving\\nto the state. This saving alone would, I apprehend, if youth were usefully\\nemployed, more than defray the additional wages which would have to be\\ngiven to instructors of skill and experience, and who should devote themselves\\nto their employment as a profession for life. But if even the advantage to\\nbe derived from the labor of children is not taken into the account, it is evi-\\ndent that, for having the same object accomplished in five years that now\\nconsumes eight, you could at least afford to pay as much for five years of\\ninstruction as you now pay for eight. In addition to this, as it is the custom\\nin many of our country towns for the instructor to board in the families of\\nthose who send children to school, there would be a saving also in this\\nrespect. There would be a saving, too, with regard to all the contingent\\nexpenses of the school, such as books, stationery, wood, c.\\nIn a community constituted like that of New England, where so great a\\nproportion of its population is devoted to agricultural and mechanical pursuits,\\nany system of education which could save the public three years out of eight\\nof the time and labor of all its children and youth, would, it is manifest, add\\nan immense sum to the pecuniary resources of the country, and recommend\\nitself to every patriot and philanthropist, even on the most rigid principles of\\na calculating economy.\\nBesides, the grand objects of education to prepare the rising generation\\nfor usefulness and respectability in life, and to train them up for a better and\\nhappier state of existence beyond the grave would not only be accomplished\\nin a shorter space of time, but they would be much more effectually accom-\\nplished. At present, with all the time, and labor, and expense bestowed upon\\nit, the work is only half done and the effects of our imperfect modes of\\ninstruction are to render youth far less competent to succeed in any pursuits\\nin which they may engage, than if their education was conducted by intelli-\\ngent instructors, on a well-digested plan, and made as thorough and complete\\nas it might be.\\nHow often has the individual of native vigor of intellect and force of enter-\\nprise to lament, through a long life of unremitted effort, his many disap-\\npointments in the prosecution of his plans of business, arising altogether from\\nthe defects of his early education And if this early education were prop-\\nerly conducted, what an accession it would yield to the resources of the\\ncommunity, in the superior ingenuity and skill of our artists in the more\\naccurate and systematic transactions of our merchants in the profounder\\nstudies and more successful labors of our professional men in the wider\\nexperience and deeper sagacity of our statesmen and politicians in the\\nhigher attainments and loftier productions of our sons of literature and sci-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0053.jp2"}, "54": {"fulltext": "46 MR. GALLAUDET, ON TEACHERS SEMINARIES.\\nence and, permit me to add, in the nobler patriotism, the purer morals, and\\nthe more ardent piety of the whole mass of our citizens.\\nI know it is no easy task to convince some minds that all these advantages\\nyield just so many dollars and cents to the private purse, or to the public\\ntreasury. But my appeal is to those who take a more comprehensive view\\nof what constitutes the real wealth of any community, and who estimate\\nobjects not by v^fhat they will to-day fetch in the market, if exposed to sale,\\nbut by their effects upon the permanent well-being and prosperity of the\\nstate.\\nWith such I leave the candid consideration of the remarks which I have\\noffered in this and the preceding Essays in the mean while, cherishing the\\nhope, that that Being who is now most wonderfully adjusting the various\\nenterprises of benevolence, that distinguish the age in vvhich we live from all\\nothers which have preceded it, to the consummation of His gracious designs\\nfor the universal happiness of man, on the principles which the gospel of\\nJesus Christ inculcates, and which it alone can produce, will, sooner or later,\\nand in some way or other, rouse the attention, and direct the efforts of the\\nChristian world to that department of philanthropic exertion, the neglect of\\nwhich must retard, if not quite counteract, complete success in all others,\\nthe education of youth.\\nAfter the lapse of a quarter of a century, the author of the above\\nremarks had the satisfaction of being present on the 15th of May, 1850,\\nat New Britain, and of taking part in exercises appropriate to the open-\\ning of the Normal School, or Seminary for the training of teachers in\\nthe art of instructing and governing the common schools of this state.\\nThe members of the school, during the first term, formed an Association\\nfor mutual improvement, to which they have given the name of the\\nGallaudet Society, as an evidence of their appreciation of his early\\nand long-continued labors to bring about the establishment of a Normal\\nSchool in Connecticut.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0054.jp2"}, "55": {"fulltext": "FIRST ANNUAL CIRCULAR\\nOF THB\\nSTATE NORMAL SCHOOL AT NEW BRITAIN.\\nThe State Normal School or Seminary for the training of teachers\\nin the art of teaching and governing the Common Schools of Connecti-\\ncut, was established by act of the Legislature, May session, 1849, and\\nthe sum of eleven thousand dollars was appropriated for its support for a\\nperiod of at least four years.\\nThe sum appropriated for the support of the school is derived not from\\nthe income of the School Fund, or any of the ordinary resources of the\\nTreasury, but from a bonus of ten thousand dollars paid by the State\\nBank, at Hartford, and of $1000 paid by the Deep River Bank, for their\\nrespective charters. No part of this sum can be expended in any build-\\ning or fixtures for the school, or for the compensation of the trustees.\\nThe entire management of the Institution, as to the application of the\\n\u00e2\u0080\u00a2funds, the location of the school, the regulation of the studies and exerci-\\nses, and the granting of diplomas, is committed to a Board of Trustees,\\nconsisting of the Superintendent of Common Schools, ex officio, and one\\nmember for each of the eight counties of the state, appointed by the\\nLegislature, two in each year, and to hold their office for the term of four\\nyears, and serve without compensation. The Board must submit an\\nannual report as to their own doings, and the progress and condition of\\nthe seminary.\\nThe Normal School was located permanently in New Britain, on the\\n1st of February, 1850, after full consideration of the claims and offers of\\nother towns, on account of the central position of the town in the state,\\nand its accessibility from every section by railroad and also in considera-\\ntion of the liberal offer on the part of its citizens, to provide a suitable\\nbuilding, apparatus, and library, to the value of $16,000, for the use of the\\nNormal School, and to place all the schools of the village under the man-\\nagement of the Principal of the Normal School, as Schools of Practice.\\nThe building provided for the accommodation of the Normal School,\\nand the Schools of Practice, when completed, will contain three large\\nstudy-halls, with nine class-rooms attached, a hall for lectures and ex-\\nhibitions, a laboratory for chemical and philosophical experiments, an office\\nfor the Principal and trustees, a room for the library, and suitable accom-\\nmodations for apparatus, clothes, furnaces, fuel, c. The entire building\\nwill be fitted up and furnished in the most substantial manner, and with\\nspecial reference to the health, comfort and successful labor of pupils and\\nteachers. In addition to the Normal School building, there are three\\nhouses located in different parts of tlie village, for the accommodation of\\nthe primary schools belonging to the Schools of Practice.\\nThe immediate charge of the Normal School, and Schools of Practice,\\nis committed to Rev. T. D. P. Stone, Associate Principal, to whom all\\ncommunications relating to the schools, can be addressed.\\nThe school was opened for the reception of pupils, on Wednesday, the\\n15th of May, 1850, and the first term closed on Tuesday, October 1st.\\nThe number of pupils in attendance during the term, was sixty-seven\\nthirty males, and thirty-seven females.\\nThe second term will commence on Wednesday, the 4th of December,", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0055.jp2"}, "56": {"fulltext": "48 FIRST ANNUAL CIRCULAR.\\n1S50, and continue till the third Wednesday in April, 1851, divided into\\ntwo sessions as given below.\\nTerms and Vacations. The year is divided into two terms, Sum-\\nmer and Winter, each term consisting of two sessions.\\nThe first session of the winter term commences on the first Wednesday\\nof December, and continues fourteen weeks. The second session of the\\nv/inter term commences on the third Wednesday of March, and contin-\\nues six weeks.\\nThe first session of the summer term commences on the third Wed-\\nnesday of May. and continues twelve weeks. The second session of the\\nsummer term commences on the third Wednesday of August, and con-\\ntinues six weeks.\\nTo accommodate pupils already engaged in teaching, the short ses-\\nsion of each term will, as far as shall be found practicable, be devoted\\nto a review of the studies pursued in the district schools in the season of\\nthe year immediately following, and to a course of familiar lectures on\\nthe classification, instruction and discipline of such schools.\\nAdmission op Pupils. The highest number of pupils which can be\\nreceived in any one term, is two hundred and twenty.\\nEach school society is entitled to have one pupil in the school and\\nno society can have more than one in any terra, so long as there are ap-\\nplicants from any society, at the time unrepresented. Until the whole\\nnumber of pupils in actual attendance shall reach the highest number fixed\\nby law, the Principal is authorized to receive all applicants who may pre-\\nsent themselves, duly recommended by the visitors of any school society.\\nAny person, either male or female, may apply to the school visitors\\nof any school society for admission to the school, who will make a writ-\\nten declaration, that their object in so applying is to qualify himself (or\\nherself) for the employment of a common school teacher, and that it is\\nhis (or her) intention to engage in that employment, in this state.\\nThe school visitors are authorized to forward to the Superintendent of\\nCommon Schools, in any year, the names of four persons, two of each sex,\\nwho shall have applied as above, for admission to the school, and who\\nshall have been found on examination by them, possessed of the quahfi-\\ncations required of teachers of common schools in this state, and whom\\nthey shall recommend to the trustees as suitable persons, by their age,\\ncharacter, talents, and attainments, to be received as pupils in the Normal\\nSchool.\\nApplicants duly recommended by the school visitors, can forward their\\ncertificate directly to the Associate Principal of the Normal School at\\nNew Britain, who will inform them of the time when they must report\\nthemselves to be admitted to any vacant places in the school.\\nPersons duly recommended, and informed of their admission, must re-\\nport themselves within the first week of the term for which they are\\nadmitted, or their places will be considered as vacated.\\nAny persons, once regularly admitted to the Normal School, can remain\\nconnected with the same, for three years, and will not lose their places, by\\ntemporary absence in teaching common schools in the state such expe-\\nrience, in connection with the instruction of the Institution, being consid-\\nered a desirable part of a teacher s training.\\nStudies. The course of instruction will embrace 1. A thorough\\nreview of the studies pursued in the lowest grade of common schools.\\n2. An acquaintance with such studies as are embraced in the highest\\ngrade of common schools, authorized by law, and which will render the\\nteaching of the elementary branch more thorough and interesting. 3.\\nThe art of teaching and its methods, including the history and progress", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0056.jp2"}, "57": {"fulltext": "FIRST ANNUAL CIRCULAR. 49\\nof education, the philosophy of teaching and discipline, as drawn from the\\nnature of the juvenile mind, and the application of those principles under\\nthe ordinary conditions of our common schools.\\nThe members of the school will be arranged in three classes Junior,\\nMiddle and Senior. All pupils, on being admitted to the school, will be\\nranked in the Junior Class, until their familiarity with the studies of the\\nlowest grade of common schools have been satisfactorily tested. The\\nMiddle Class will embrace those who are pursuing the branches usually\\ntaught in Public High Schools. The Senior Class will comprise those\\nwho are familiar with the studies of the Junior and Middle Classes, or\\nwho are possessed of an amount of experience in active and successful\\nteaching, which can be regarded as a practical equivalenfi All the stu-\\ndies of the school will be conducted in reference to their being taught\\nagain in common schools.\\nPractice in the Art of Teaching and Governing Schools. The\\nseveral schools of the First School District, comprising the village of\\nNew Britain, are placed by a vote of the District, under the instruction\\nand discipline of the Associate Principal, as Model Schools, and Schools of\\nPractice, for the Normal School. These schools embrace about four hun-\\ndred children, and are classified into three Primary, one Intermediate,\\nand one High School. The course of instruction embraces all the stu-\\ndies pursued in any grade of common schools in Connecticut. The in-\\nstruction of these schools will be given by pupils of the Normal School,\\nunder the constant oversight of the Associate Principal and Professors.\\nText Books. A Library of the best text books, in the various stu-\\ndies pursued in the schools, is commenced, and already numbers up-\\nward of four thousand volumes. Pupils are supplied with text books\\nin such studies as they may be engaged, at a charge, barely sufficient to\\nkeep the books in good condition, and supply such as may be injured or\\nlost. Arrangements have also been made to furnish teachers who wish\\nto own a set of text books at the publishers lowest wholesale price.\\nApparatus. The sum of one thousand dollars is appropriated for the\\npurchase of apparatus, which will be procured from time to time, as the\\nwants of the school may require. As^far as practicable, such articles of\\napparatus will be used in the class-rooms of the Normal School, as can be\\nreadily made by teachers themselves, or conveniently procured at low\\nprices, and be made useful in the instruction of District Schools.\\nLibrary. The school is already furnished with the best works on the\\nTheory and Practice of Education, which the Normal pupils are expected\\nto read, and on several of which they are examined. The library will\\nbe supplied with Encyclopedias, Dictionaries, and other books of refer-\\nence, to which free aiccess will be given to members of the school.\\nBoard. Normal pupils must board and lodge in such families, and\\nunder such regulations, as are approved by the Associate Principal.\\nThe price of board, including room, fuel, lights and washing, in private\\nfamilies, ranges from $2,00 to $2,50 per week. Persons, expecting to\\njoin the school, should signify their intention to the Associate Principal,\\nas early as practicable, before the commencement of a term, that there\\nmay be no disappointment in the place and price of board.\\nDiscipline. The discipline of the institution is committed to the\\nAssociate Principal, who is authorized to secure the highest point of order\\nand behavior by all suitable means, even to a temporary suspension of a\\npupil from the schools. The age of the pupils, the objects which bring\\nthem to a Normal School, and the spirit of the institution itself, will, it is\\nD", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0057.jp2"}, "58": {"fulltext": "50 FIRST ANNUAL CIRCULAR.\\nbelieved, dispense with the necessity of a code of rules. The members\\nare expected to exemplify in their own conduct, the order, punctuahty,\\nand neatness of good scholars, and exhibit in all their relations, Christian\\ncourtesy, kindness and fidelity.\\nExamination and Inspection. The school will be visited each term\\nby a committee (4f the trustees, who will report the results of their exami-\\nnation to the Board.\\nThere will be an examination at the close of each term, before the\\nwliole Board, and at the close of the summer term, the examination will\\nbe public, and will be followed by an exhibition.\\nThe school is at all times open to inspection, and school visitors, teach-\\ners, and the friends of education generally ua the state, are cordially invi-\\nted to visit it at their convenience.\\nDiploma. The time required to complete the course of instruction\\nand practice, which shall be deemed by the trustees a suitable prepara-\\ntion for the business of teaching, and entitle any applicant to a Diploma\\nof the Normal School, will depend on the age, attainments, mental disci-\\npline, moral character, and evidence of practical tact in instruction and\\ngovernment of each applicant.\\nNo diploma will be given to any person who does not rank in the\\nSenior Class, and has not given evidence of possessing some practical\\ntalent as a teacher in the Schools of Practice, or in the District Schools of\\nthe state.\\nteachers institutes.\\nA portion of the vacation in the spring and autumn, will be devoted\\nby the Officers of the Normal School, to Teachers Institutes, or Conven-\\ntions, in different parts of the state.\\nAt least two of these Institutes will be held in the spring, for the spe-\\ncial benefit of teachers who may be engaged, or expect to teach district\\nschools in the summer following.\\nCOUNTY teachers ASSOCIATION.\\nThe Principal, or one of the Professors of the Normal School, will\\nattend, on invitation and due notice, at every regular meeting of anjr\\nCounty Teachers Association, which shall continue in session through\\ntwo evenings and one day, and assist in the lectures, discussions and oth-\\ner exercises of the occasion.\\nSTATE teachers ASSOCIATION.\\nThe State Teachers Association has voted to hold an annual meeting\\nat New Britain during the examination at the close of the summer term\\nof the Normal School, and a special meeting at the dedicatory exercises\\nat the completion of the Normal School in the spring. Arrangements\\nwill be made to entertain all members of the Association, during the\\nmeeting.\\nAdopted at a meeting of the Board of Tntstees, held at Neio Britain.\\nOct. 1, 1850.\\nFRANCIS GILLETTE, President.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0058.jp2"}, "59": {"fulltext": "HINTS TO SCHOOL VISITORS\\nRESPECTING\\nAPPLICANTS FOR ADMISSION TO THE STATE NORMAL SCHOOL.\\nBy the First Annual Circular of the Trustees of the State Normal School,\\nthe undersigned are directed, for the present, to receive as pupils, all persons\\nwhom the visitors of any School Society shall recommend as suitable persons,\\nby their age, character, and attainments, for this purpose. Upon your recom-\\nmendation will depend, in no small degree, the character and usefulness of this\\ninstitution.\\nWe beg of you, therefore, as far as you can, to send us candidates for admis-\\nsion to the Normal School, who possess\\n1. Purity and strength of moral and religious character, an exemplary life,\\nand the habit of self-government, and of subjecting their own actions to the test\\nof moral and religious principle.\\n2. Good health, a vigorous and buoyant constitution, and a fund of lively,\\ncheerful spirits. The business of leaching demands liveliness and activity both\\nof mind and body.\\n3. Good manners, and by this, we mean those manners which are dictated\\nby the spirit of our Saviour s Golden Rule, of doing unto others as we would\\nthat others should do unto us, in manner as well as in matter.\\n4. A love of, and sympathy with, children.\\n5. A competent share of talent and information, such as the law (Section\\n22) demands of every teacher, and which you are required by the Act estab-\\nlishing this School, to ascertain by actual examination. The proposed course\\nof-instruction in the Normal School can not create, it can only improve, the\\ntalent and information of its pupil-teachers.\\n6. A native tact and talent for teaching and governing others. No amount\\nof instruction and practice can supply a deficiency in these respects.\\n7. A love for the occupations of the school-room, and a desire to engage in\\nAe business of teaching for life.\\n8. The Common School spirit if need be, a martyr spirit, to live and die,\\nfor the more thorough, complete and practical education of all the children of\\nthe State in the Common Schools to be made, by their exertions, in co-opera-\\ntion with parents and school officers, good enough for the best, and cheap\\nenough for the poorest.\\n9. Some experience as teachers. Even a short experience will serve to de-\\nvelope, if they possess them, the germs of the above qualities and qualifications,\\nand will make even a brief course of instruction in the Normal School highly\\nprofitable.\\nHENRY BARNARD, Principal of State Normal Sclwol.\\nT. D. P. STONE, Associate Principal.\\nEXTRACT FROM SECTION 22, CHAPTER 11., OP THE STATtJTES OF CONNECTICUT.\\nThe Board of Visitors shall themselves, or by a Committee by them ap-\\npointed for that purpose, examine all candidates for teachers in the Common\\nSchools of [each] society, and shall give to those persons with whose moral\\ncharacter, literary attainments, and ability to teach, they are satisfied, a certifi-\\ncate, setting forth the branches he or she is found capable of teaching provi-\\nded that no certificate shall be given to any person, not found qualified to teach\\nreading, writing, arithmetic, and grammar thoroughly, and the rudiments oi\\ngeography and history.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0059.jp2"}, "60": {"fulltext": "52 teachers associations.\\nteachers institutes.\\nThe earliest of the class of meetings now known as Teacliers Institutes in\\nConnecticut, was held at Hartford in 1839, and continued in session four weeks._\\nA similar meeting for the benefit of female teachers was held in the spring of\\n1840. In 1846 a convention of two hundred and fifty teachers assembled in\\nHartford, and continued in session five days. In 1847 the Legislature made\\nprovision for holding two meetings of this kind, of one week each, in each\\ncounty of the State and by the act of 1849, it is made the duty of the Super-\\nintendent to hold at one convenient place in each county of the State, in the\\nmonths of September, October, or November annually, schools or conventions\\nof teachers, for the purpose of instructing in the best modes of governing and\\nteaching our common schools, and to employ one suitable person to assist him\\nat each of said schools.\\nEDUCATIONAL PERIODICALS AND PUBLICATIONS.\\nThe State makes no provision for the publication of an educational paper.\\nIn 1838, the Connecticut Common School Journal was commenced by the Sec-\\nretary of the Board of Commissioners of Common Schools, and continued by\\nhim till the abolition of the Board in 1842. In 1846, the Connecticut School\\nManual was commenced by Rev. Merril Richardson, and continued for two\\nyears, when it was suspended for the want of patronage. In 1850, the Super-\\nintendent, in pursuance of a plan set forth in his report to the Legislature of\\nthat year, was authorized to prepare and issue a series of publications on the\\nmost important topics connected with the condition and improvement of com-\\nmon schools. The series will embrace, 1. Legislation of Connecticut respect-\\ning Common Schools. 2. Condition of the Common Schools in each town\\nand district. 3. ,chool houses. 4. Normal Schools and other agencies for the\\nprofessional education of teachers. 5. Attendance and classification of chil-\\ndren at school. 6. System of organization for common schools in cities and\\nlarge districts. 7. Means of popular education in manufacturing villages\\n8. Course of instruction in a small country district school. 9. Text Book and\\nApparatus. 10. School Inspection. 11. Means and mode of supporting\\nschools. 12. Parental and public interest in common schools. 13. Public\\nschools in other states and countries.\\nPUBLIC ADDRESSES AND SCHOOL INSPECTION.\\nThe Legislature in 1850 authorized the Superintendent to secure the deliver\\nry of at least one address in a public meeting of parents, school officers, and\\nteachers in each School Society, on topics connected with the improvement of\\nthe common schools in respect to organization, administration, instruction,\\nand discipline. Under this power, the superintendent is aiming to illustrate\\nsome of the advantages of a system of county inspection and reports.\\nTEACHERS ASSOCIATIONS.\\nThe first association of tenchers in Connecticut, and as far as we have any\\nknowledge, in the United States, was formed at Middletown, in 1798, under\\nthe name of the School Association for Middlesex County. Its objects, as\\nset forth in a printed circular in 1799, were to promote a systematic course of\\ninstruction, and elevate the character and qualifications of teachers.\\nA State Teachers Asscciation was formed in 1847, and County Associations\\nof teachers exist in the counties of Fairfield, Windham, New-Haven, New-\\nLondon, and Litchfield. The State does not make any appropriation in aid\\nof the objects of tliese associations, and the attendance of teachers is not en-\\ncouraged by local school officers.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0060.jp2"}, "61": {"fulltext": "MASSACHUSETTS\\nTo James G. Carter, of Lancaster, belongs the credit of having first\\ncalled public attention in Massachusetts, to the necessity and advan-\\ntages of an institution devoted exclusively to the professional training of\\nteachers, in a series of articles in the Boston Patriot, with the signature\\nof Franklin, in the winter of 1824-5. After fifteen years of constant\\nappeals to the people and the Legislature, by himself and others^\\nthrough the press and in every form of pubhc address, report, and\\nmemorial, he had the satisfaction of seeing his plan realized by two\\nbrief Resolves of the Legislature, passed on the 19th of April, 1838.\\nFor this action of the Legislature, the gratitude of the friends of educa-\\ntion in Massachusetts, and in the whole country, are specially due to the\\nmunificence of the late Edmund Dwight, of Boston, as set forth in the\\nReport and Resolves on the following page.\\nWe intended to preface this account of the Massachusetts State\\nNormal Schools, with a sketch, mainly documentary, of the efforts put\\nforth by many individuals, in public stations and in private life in the\\nLegislature and out of it in conventions and associations of teachers and\\nschool officers through the periodical press, from the country newspa-\\nper to the quarterly review and in every form of public address and re-\\nport, whether prepared for the district school meeting or for halls of legis-\\nlation, for the professional improvement of teachers in all departments.\\nWith much diligence, and by an extensive correspondence, we have\\ncollected the writings and notices of the labors of Carter, Lincoln, Rus\\nsell, Woodbridge, Alcott, Burnside, Baily, Emerson, Brooks, Morton\\nEverett, Rantoul, Channing, Mann, Stowe, Humphrey, and others with\\nan account of the experiment of the Teachers Seminary at Andover, of\\nthe proceedings of the American Institute of Instruction, the Essex\\nCounty Teachers Association, and the State Teachers Association,\\nthe Board of Education, the Journal and Annals of Education, the Com-\\nmon School Journal, the Massachusetts Teacher, the Annual Reports\\nof Town School Committees, and other institutions and agencies by\\nwhich the public mind of Massachusetts has been enlightened on the\\nnecessity and means of common school improvement, beyond any other\\nstate. But ill health, and other causes, forbid the completion of my\\noriginal plan at this time.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0061.jp2"}, "62": {"fulltext": "54 MASSACHUSETTS STATE NORMAL SCHOOLS.\\nState Normal Schools in Massachusetts.\\nThe following brief account of the history and organization of\\nthe State Normal Schools, in Massachusetts, is copied from the\\nTenth Annual Report of the Secretary of the Board of Educa-\\ntion.\\nIn a communication made by the Secretary of the Board of Education\\nto the Legislature, dated March 12, 1838, it was stated that private mu-\\nnificence had placed at his disposal the sum of ten thousand dollars, to be\\nexpended, under the direction of the Board of Education, for qualiiying\\nteachers for our Common Schools, on condition that the Legislature\\nwould place in the hands of the Board an equal sum, to be expended lor\\nthe same purpose.\\nOn the 19th of April, of the same year, resolves were passed, accepting\\nthe proposition, and authorizing the Governor, with the advice and con-\\nsent of the Council, to draw his warrant upon the treasurer for the sum of\\nten thousand dollars, to be placed at the disposal of the Board for the\\npurpose specified in the original communication.\\nThe following is a copy of the Resolve and of the Report of the\\nCommittee on the subject\\nThe Joint Committee, to whom was referred the commmiication of the Hon.\\nHorace Mann, Secretary of the Board of Education, relative to a fund for the\\npromotion of the cause of popular education in this Commonwealth, and also\\nthe memorial of the Nantucket County Association for the promotion of educa-\\ntion, and the improvement of schools, and also the petition and memorial of\\nthe inhabitants of the town of Nantucket, on the same subject, having duly con-\\nsidered the matter therein embraced, respectfully report,\\nThat the highest interest in Massachusetts is, and will always continue to\\nbe, the just and equal instruction of all her citizens, so far as the circumstances\\nof each individual will permit to be imparted that her chief glory, for two\\nhundred years, has been the extent to which this instruction was diffused, the\\nresult of the provident legislation, to promote the common cause, and secure\\nthe perpetuity of the common interest; that for inany years a well-grounded\\napprehension has been entertained, of the neglect of oitr common town schools\\nby large portions of our community, and of the comparative degradation to\\nwhich these institutions might fall from such neglect; that the friends of uni-\\nversal education have long looked to the Legislature for the establishment of\\none or more seminaries devoted to the purpose of supplying qualified teachers,\\nfor the town and district schools, by whose action alone other judicious provi-\\nsions of the law could be carried into full effect that at various times, the delib-\\neration of both branches of the General Court has been bestowed upon this,\\namong other subjects, most intimately relating to the benefit ol the rising gen-\\neration and of all generations to come, particularly when the provision for\\ninstruction of school teachers was specially urged on their consideration, in\\n1827, by the message of the Governor, and a report thereupon, accompanied by\\na bill, was submitted by the chairman, now a member of the Congress of the\\nUnited States, following out to their fair conclusions, the suggestion of the Ex-\\necutive, and the forcible essays of a distinguished advocate of this institution at\\ngreat length, published and Avidely promulgated that although much has been\\ndone within two or three years, for the encouragement of our town schools by\\npositive enactment, and more by the liberal spirit, newly awakened in our sev-\\neral communities, yet the number of competent teachers is foimd, by universal\\nexperience, so far inadequate to supply the demand for them, as to be the prin-\\ncipal obstacle to improvement, and the greatest deficiency of our republic that\\nwe can hardly expect, as in the memorials from Nantucket is suggested, to re-\\nmove this deficiency even in a partial degree, much less to realize the comple-\\ntion of the felicitous system of our free schools, without adopting means foi", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0062.jp2"}, "63": {"fulltext": "MASSACHUSETTS STATE NORMAL SCHOOLS 55\\nmore raiifonn modes of tuition and government in them, without better observ-\\ning the rules of prudence in the selection of our common books, the unlimited\\ndiversity of which is complained of throughout the State, and that these ben-\\nefits may reasonably be expected to follow from no other course than a well-\\ndevised scheme in full operation, for the education of teachers that the\\nannouncement, in the communication recently received from the Secretary of\\nthe Board of Education, of that private mimificence, which offers ^10,000 to\\nthis Commonwealth, for removal of this general want, at least in the adoption\\nof initiatory measures of remedy, is received by us with peculiar pleasure, and,\\nin order that the General Court may consummate this good, by carrying forward\\nthe benevolent object of the unknown benefactor, the committee conclude, with\\nrecommending the passage of the subjoined resolutions.\\nAll which is respectfully submitted,\\nJames Savage, per order.\\nRESOLVES\\nRELATIVE TO aUALIFYING TEACHERS FOR COMMON SCHOOLS.\\nWhereas, by letter from the Honorable Horace Mann, Secretary of the\\nBoard of Education, addressed, on the I2th March current, to the President of\\nthe Senate, and the Speaker of the House of Representatives, it appears, that\\nprivate munificence has placed at his disposal the sum of ten thousand dollars,\\nto promote the cause of popular education in Massachusetts, on condition that\\nthe Commonwealth will contribute from vuiappropriated funds, the same\\namount in aid of the same cause, the two sums to be drawn upon equally from\\ntime to time, as needed, and to be disbursed under the direction of the Board of\\nEducation in qualifying teachers for our Common Schools therefore.\\nResolved, That bis Excellency, the Governor, be, and he is hereby authorized\\nand requested, by and with the advice and consent of the Council, to draw his\\nwarrant upon the Treasurer of the Commonwealth in favor of the Board of\\nEducation, for the sum of $10,000, in such installments and at such times, as\\nsaid Board may request pTovided, said Board, in their request, shall certify,\\nthat the Secretary of said Board has placed at their disposal an amount equal\\nto that for which such application may by them be made both sums to be ex-\\npended, under the direction of said Board, in qualifying teachers for the Com-\\nmon Schools in Massachusetts.\\nResolved, That the Board of Education shall render an annual account of\\nthe maimer in which said moneys have been by them expended.\\nThe Board, after mature deliberation, decided to establish three\\nNormal Schools one for the north-eastern, one for the south-eastern,\\nand one for the western part of the State. Accordingly, one was opened\\nat Lexington, in the county of Middlesex, on the 3d day of July, 1839.\\nThis school, having outgrown its accommodations at Lexington, was re-\\nmoved to West Newton, in the same county, in Sept., 1844, where it now\\noccupies a commodious building.\\nThe second Normal School was opened at Barre, in the county of\\nWorcester, on the 4th day of September, 1839. This school has since\\nbeen removed to Westfield, in the county of Hampden, both on account\\nof the insufficiency of the accommodations at Barre, and because the\\nlatter place is situated east of the centre of population of the western\\ncounties.\\nThe third school was opened at Bridgewater, on the 9th day of Sept.,\\n1840, and is permanently located at that place.\\nFor the two last-named schools, there had been, from the beginning,\\nvery inadequate school-room accommodations. In the wmter of 1845, a\\nmemorial, on behalf of certain friends of education in the city of Boston\\nand its vicinity, was presented to the Legislature, offering the sum of\\nfive thousand dollars, to be obtained by private subscriptions, on condition\\nthat the Legislature would give an equal sum, for the purpose of erecting\\ntwo Normal School-houses; one for the school at Westfield and one for\\nthat at Bridgewater. By resolves of March 20, 1845, the proposition of", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0063.jp2"}, "64": {"fulltext": "56 MASSACHUSETTS STATE NORMAL SCHOOLS.\\nthe memorialists was accepted and the grant made and by the same re-\\nsolves it was ordered, that the schools heretofore known as Normal\\nSchools, shall be hereafter designated as State Normal Schools.\\nThe school at West Newton is appropriated exclusively to females\\nthose at Bridgewater and Westfield admit both sexes.\\nAmong the standing regulations adopted by the Board, for the govern-\\nment of tlic State Normal Schools, are the following most of which\\nwere adopted in the beginning, and have been constantly in force only a\\nfew modifications, and those very slight ones, having since been intro-\\nduced\\nAdmission. As a prerequisite to admission, candidates must declare\\nit to be their intention to qualify themselves to become school teachers.\\nIf they belong to the State, or have an intention and a reasonable ex-\\npectation of keeping school in the State, tuition is gratuitous. Otherwise,\\na tuition-fee is charged, which is intended to be about the same as is\\nusually charged at good academies in the same neighborhood. If pupils,\\nafter having completed a course of study at the State Normal Schools,\\nimmediately engage in school keeping, but leave the State, or enter a\\nprivate school or an academy, they are considered as having waived the\\nprivilege growing out of their declared intention to keep a Common\\nSchool in Massachusetts, and are held bound in honor to pay a tuition-fee\\nfor their instruction.\\nIf males, pupils must have attained the age of seventeen years com-\\nplete, and of sixteen, if females and they must be free from any disease\\nor infirmity, which would unfit them for the office of school teachers.\\nThey must undergo an examination, and prove themselves to be well\\nversed in ortliography, reading, writing, English grammar, geography\\nand arithmetic.\\nThey must furnish satisfactory evidence of good intellectual capacity\\nand of high moral character and principles.\\nExaminations for admission take place at the contimencement of each\\nterm, of which there are three in a yea;r.\\nTerm op Study. At West Newton and Bridgewater, the minimum\\nof the term of study is one year, and this must be in consecutive terms\\nof the schools. In regard to the school at Westfield, owing to the\\nunwillingness of the pupils in that section of the State to remain at the\\nschool, even for so short a time as one year, the rule requiring a year s\\nresidence has been from time to time suspended. It is found to be\\nuniversally true, that those applicants whose qualifications are best, are\\ndesirous to remain at the school the longest.\\nCourse of Study. The studies first to be attended to in the State\\nNormal Schools, are those which the law requifes to be taught in the\\ndistrict schools, namely, orthography, reading, writing, English grammar,\\ngeography and arithmetic. When these are mastered, those of a higher\\norder will be progressively taken.\\nFor those who wish to remain at the school more than one year, and\\nfor all belonging to the school, so far as their previous attainments will\\npermit, the following course is arranged\\n1. Orthography, reading, grammar, composition, rhetoric and logic.\\n2. Writing and drawing.\\n3. Arithmetic, mental and written, algebra, geometry, book-keeping,\\nnavigation, surveying.\\n4. Geography, ancient and modern, with clironology, statistics and\\ngeneral history.\\n5. Human rhysiology, and hygiene or the Laws of Health.\\n6. Mental Philosophy.\\n7. Music.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0064.jp2"}, "65": {"fulltext": "MASSACHUSETTS STATE NORMAL SCHOOLS. g^\\n8. Constitution and History of Massachusetts and of the United States.\\n9. Natural Pliilosophy and Astronomy.\\n10. Natural History.\\n11. The principles of piety and morality, common to all sects of\\nChristians.\\n12. The science and art of teaching with reference to ail\\nthe above named studies.\\nReligious Exercises. A portion of the Scriptures shall be read\\ndaily, in every State Normal School.\\nVisiters. Each Normal School is under the immediate inspection of\\na Board of Visiters, who are in all cases to be members of the Board of\\nEducation, except that the Secretary of the Board may be appointed as\\none of the visiters of each school.\\nThe Board appoints one Principal Instructor for each school, who is\\nresponsible for its government and instruction, subject to the rules of the\\nBoard, and the supervision of the Visiters. The Visiters of the respective\\nschools appoint the assistant instructors thereof\\nTo each Normal School, an Experimental or Model School is attached.\\nThis School is under the control of the Principal of the Normal School.\\nThe pupils of the Normal School assist in teaching it. Here, the know-\\nledge wliich they acquire in the science of teaching, is practically\\napplied. The art is made to grow out of the science, instead of being\\nempirical. The Principal of the Normal School inspects the Model\\nSchool more or less, daily. He observes the manner in which his own\\npupils exemplify, in practice, the principles he has taught them. Some-\\ntimes, all the pupils of the Normal School, together with the Principal,\\nvisit the Model School m a body, to observe the manner in which the\\nteachers of the latter, for the time being, conduct the recitations or exer-\\ncises. Then, returning to their own school-room, in company with the\\nassistant teachers themselves, who have been the objects of inspection,\\neach one is called upon to deliver his views, whether commendatory or\\notherwise, respecting the manner in which the work has been performed.\\nAt tliis amicable exposition of merits and defects, the Principal of the\\nNormal School presides. After all others have presented their views, he\\ndeUvers his own and thus his pupils, at the threshold of their practice,\\nhave an opportunity to acquire confidence in a good cause, of which they\\nmight otherwise entertain doubts, and to rectify errors which otherwise\\nwould fossiUze into habit.\\nThe salaries of the teachers of the State Normal Schools are paid by\\nthe State.\\nThe following Rules were adopted for the regulation of the Normal\\nSchools, at a meeting of the Board of Education, held in December, 1849.\\n1. No new applicants for admission to the Normal Schools shall be received)\\nexcept at the commencement of the term.\\n2. It shall be the duty of the Secretary of the Board and of one of the visitors\\nto be present on the first day of the term, for the examination of the candidates\\nfor admission.\\n3. There shall be two periods for the admission of new members, the time to\\nbe fixed by the visitors of each school.\\n4. Candidates for admission at the West Newton Normal School must pro-\\nmise to remain four consecutive terms; and at the other Normal Schools,\\nthree consecutive terms. An exception may be made in the case of persons\\nof more than ordinary experience and attainments.\\n5. It shall be the duty of the principals of the several Normal Schools to\\nmake a report, at the end of each term, to the visitors, and if, in their judgment,\\nany do not promise to be useful as teachers, they shall be dismissed.\\n6. The course of study in each of the Normal Schools shall begin v/ith a re-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0065.jp2"}, "66": {"fulltext": "gg MASSACHUSETTS STATE NORMAL SCHOOLS.\\nview of the studies pursued in the common schools, viz reading, writing, or-\\nthography, English grammar, mental and written arithmetic, geography, and\\nphysiology.\\n7. The attention of pupils, in the Normal Schools, shall be directed, 1. To a\\nthorough review of elementary studies 2. To those branches of knoAvledge\\nwhich may be considered as an expansion of the above-named elementary\\nstudies, or collateral to them; 3. To the art of teaching and its modes.\\n8. The advanced studies shall be equally proportioned, according to the fol-\\nlowing distribution, into three departments, viz. 1. The mathematical, includ-\\ning algebra through quadratic equations; geometry, to an amount equal to\\nthree books in Euclid book-keeping; and surveying. 2. The philosophical, in-\\ncluding natural philosophy, astronomy, moral and intellectual philosophy,natural\\nhistory, particularly that of our own country, and so much of chemistry as relates\\nto the atmosphere, the waters, and the growth of plants and animals. 3. The\\nliterary, including the critical study of the English language, both in its struc-\\nture and history, with an outline of the history of English literature the history\\nof the United States, with such a survey of general history as may be a suitable\\npreparation for it and historical geography, ancient and mediaeval, so far as\\nis necessary to understand general history, from the earliest times to the period\\nof the French Revolution.\\n9. The art of teaching and its modes shall include instruction on the\\nphilosophy of teaching and discipline, as drawn from the nature and condition\\nof the juvenile mind the history of the progress of the art, and the application\\nof it to our system of education and as much exercise in teaching under con-\\nstant supervision, toward the close of the course, as the circumstances and in-\\nterests of the model schools will allow.\\n10. Members of the Normal Schools may, with the consent of the respective\\nboards of visitors, remain as much longer than the period required, as they\\nmay desire.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0066.jp2"}, "67": {"fulltext": "STATE NORMAL SCHOOL\\nWEST NEWTON.\\nThe State Normal Schools, of which there are three in Massachusetts, are\\ndesigned for those only who purpose to teach, and especially for those who pur-\\npose to teach in the common schools. The school at West Newton is for\\nfemales.\\nIt was opened at Lexington, July 3d, 1839, with the examination of three\\npupils, who were all that presented themselves as candidates. At the close of\\nthe first term it numbered twelve pupils.\\nThe school continued at Lexington five years. In May, 1844, having by far\\noutgrown its accommodations, it was removed to West Newton, where the lib-\\nerality of the Hon. Josiah Gluincy, Jr., of Boston, had provided for it by the pur-\\nchase of a building, formerly used as a private academy, which he generously\\ngave to the Institution.\\nThe whole number of graduates is 423, nearly all of whom have engaged in\\nteaching, the most of them in the public schools of this state.\\nConditions op Entrance. 1. The applicant must be at least sixteen years\\nold.\\n2. She must make an explicit declaration of her intention toiecome a Teacher.\\n3. She must produce a certificate of good physical, intellectual and moral\\nCHARACTER, from some responsible person. It is exceedingly desirable that this\\ncondition be strictly complied with on the part of those who present candidates.\\n4. She must pass a satisfactory examination in the common branches, viz\\nReading, spelling and defining, arithmetic, grammar, writing and geography.\\n5. She must give a pledge lo remain in the school at least four consecutive\\nterms, and to observe faithfully all the regulations of the Institution, as long as\\nshe is a member of it.\\n6. All candidates for admission must be at the school-room on the morning of\\nthe day which precedes that on which the term commences, at half-past eight\\no clock. None will be admitted after the day of examination.\\n7. Each pupil, at entrance, must be supplied with slate and pencil, blank\\nbook, Bible, Worcester s Comprehensive Dictionary, and Morse s Geography.\\nMany of the other books used will be furnished from the library of the school.\\nStudies. The course of study in each of the State Normal Schools begins\\nwith a review of the studies pursued in the Common Schools, viz: Reading,\\nwriting, orthography, English grammar, mental and written arithmetic, geogra-\\nphy and physiology.\\nThe attention of pupils is directed, 1st, to a thoro ugh review of elementary\\nstudies 2d, to those branches of knowledge which may be considered as an ex-\\npansion of the above-named elementary studies, or collateral to them to the art\\nof teaching and its modes.\\nThe advanced studies are equally proportioned, according to the following\\ndistribution, into three departments, viz:\u00e2\u0080\u0094 1. The mathematical, including\\nalgebra through quadratic equations geometry, to an amount equal to three\\nbooks in Euclid book-keeping and surv^eying. 2. The philosophical, including\\nnatural philosophy, astronomj^, moral and intellectual philosophy, natural his-\\ntory, particularly that of our own country, and so much of chemistry as relates\\nto the atmosphere, the waters, and the growth of plants and animals. 3. The\\nliterary, including the critical study of the English language, both in its struc-\\nture and history, with an outline of the history of English literature the history\\nof the United Slates, with such a survey of general history as may be asuitable\\npreparative for it; and historical geography, ancient and mediseval, so far as is\\nnecessary to understand general history, from the earliest time to the period of\\nthe French Revolution.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0067.jp2"}, "68": {"fulltext": "QQ WEST NEWTON STATE NORMAL SCHOOL.\\nThe art of teaching and its modes, includes instruction as to the philoso-\\nphy of teaching and discipline, as drawn from the nature and condition of the\\njuvenile mind; the history of the progress of the art, and the application of it to\\nour system of education; and as much exercise in teaching under constant\\nsupervision, toward the close of the course, as the circumstances and interests\\nof the Model schools may allow.\\nMembers of the higher classes give teaching exercises before the whole\\nschool, several each week. Members of the senior class spend three weeks,\\neach, in the public grammar school of District No. 7, which is connected with\\nthe institution as its Model department.\\nPupils who have had considerable experience in teaching, and are otherwise\\nqualified for it, will be allowed to enter existing classes.\\nPupils who may desire to study the Latin and French languages, and to pre-\\npare themselves to instruct in those branches usually taught in High Schools,\\ncan have an opportunity to do so, by giving a pledge to remain in the school for\\na term of three years, provided the number is sufficient to warrant the forming\\nof a class.\\nExaminations. The school is visited and examined by the Visiting Com-\\nmittee of the Board of Education, at the close of each term; and a public ex-\\namination is held whenever a class graduates. The school is open to visitors\\nat all times.\\nLibrary and Apparatus. A well-selected Library, consisting mostly of\\nworks on education, belongs to the school, and also a well-assorted Apparatus,\\nfor the illustration of principles in natural philosophy, chemistry, mathematics,\\nc. c.\\nTuition. For those who purpose to teach in the public schools of the state,\\ntuition is free; for such as intend to teach elsewhere, it is $10 per term, payable\\nat entrance, and such can not be admitted to the exclusion of those first men-\\ntioned. At the beginning of each term, each pupil pays to the Principal Si, 50,\\nto meet incidental expenses.\\nBoard. Board may be had in good families at from $2 to $2,50 per week,\\nincluding washing and fuel. Some of the pupils take rooms and board them-\\nselves at a lower rate. The whole annual expense is about $100.\\nTerms and Vacations. There are three terms in the year. The winter\\nterm commences on the second Wednesday in December, and continues fifteen\\nweeks. The summer term commences on the second Wednesday in April,\\nand continues fifteen weeks. The autumn term commences on the first Wed-\\nnesday in September, and continues twelve weeks. Between the summer and\\nautumn terms, there is a vacation of six weeks between the other terms a\\nvacation of two weeks. No session is held on the week of the anniversaries in\\nBoston.\\nPupils who reside in the vicinity, and whose friends request it, have leave to\\ngo home on Saturday morning and stay until Monday morning, provided this\\ncan be done without interference with school duties.\\nPupils are not permitted to boai d at such a distance from the institution, as\\nto render it impracticable for them to be present during all regular exercises.\\nStudy Hours, c. It is expected, as a matter of course, that the young\\nladies will conform to the general order and usage of the families in which they\\nreside. Where it can be done conveniently, it is desirable- that they should\\nbreakfast about one hour after rising, dine at a quarter past two o clock, and\\nsup from six to six and a half o clock.\\nThe hours for rising, studying, ;c., will vary somewhat with the season of\\nthe year. For the winter and autumn terms, the pupils will rise at six o clock,\\nand study one hour, either before or cfier breakfast, as may suit the custom of\\nthe family. In the summer term, they will rise at five o clock, and study two\\nhours. In the afternoon, they will study from four till five and a half o clock.\\nEvening study hours for the winter and autumn terms commence at seven\\no clock, and continue two hours, with a short recess for the summer term, eve-\\nning study hours commence at eight o clock, and continue one hour.\\nAll study hours are to be spent in perfect quietness. At all seasons of the year\\npupils are to retire at te?i o clock. Evety light must be extinguished at half-past\\nten, at the utmost.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0068.jp2"}, "69": {"fulltext": "WEST NEWTON STATE NORMAL SCHOOL.\\n61\\nIt is expected that the pupils will attend public worship on the Sabbath,\\nhealth, weather, and walking permitting; preserve order and quiet in their\\nrooms, and throughout the house and refrain from every thing like a desecra-\\ntion of the da}\\nOrder, pumctualtty and neatness, in their fersons and in their rooms, and a\\nkind and respectful demeanor, are expected of all.\\nIt is expected that the young ladies will avoid all ground of complaint, and\\nendeavor to make themselves agreeable in their family intercourse, thus secur-\\ning honor to themselves and the institution.\\nThe Principal requests that any marked and continued disregard of these\\nregulations may be reported to him.\\nThe school sessions commence at eight and a half o clock, a. m., and close at\\ntwo o clock, p. M. On Saturday no session is held.\\nPupils who desire to leave town for home, or for other places, are expected\\nto confer with the Principal.\\nThe following letter from Mr. Peirce, the first Principal of the West\\nNewton State Normal School, will exhibit the views with which this\\neminent teacher and educator conducted the first institution of the kind\\nopened on this continent\\nDear Sir: You ask me what I aimed to accomplish, and would aim to\\naccomplish now, with my past experience before me, in a Normal School.\\nI answer briefly, that it was my aim, and it would be my aim again, to make\\nbetter teachers, and especially, better teachers for our common schools so\\nthat those primary seminaries, on which so many depend for their education,\\nmight answer, in a higher degree, the end of their institution Yes, to make\\nbetter teachers; teachers who would understand, and do their business better;\\nteachers, who should know more of the nature of children, of youthful devel-\\nopments, more of the subjects to be taught, and more of the true methods of\\nleaching; who would teach more philosophically, more in harmony with the\\nnatural development of the young mind, with a truer regard to the order and,\\nconnection in which the different branches of knowledge should be presented to\\nit, and, of course, more successfully. Again, I felt that there was a call for a\\ntruer government, a higher training and discipline, in our schools that the ap-\\npeal to the rod, to a sense of shame and fear of bodily pain, so prevalent in\\nthem, had a tendency to make children mean, secretive, and vengeful, instead\\nof high-minded, truthful, and generous and I wished to see them in the hands\\nof teachers, who could understand the higher and purer motives of action, as\\ngratitude, generous affection, sense of duty, by which children should be influ-\\nenced, and under which their whole character should be formed. In short, I\\nwas desirous of putting our schools into the hands of those who would make\\nthem places in which children could learn, not only to read, and write, and\\nspell, and cipher, but gain information on various other topics, (as accounts,\\ncivil institutions, natural history, physiology, political economy, c.) which\\nwould be useful to them in after life, and have all their faculties, (physical,\\nintellectual and moral,) trained in such harmony and proportion, as would re-\\nsult in the highest formation of character. This is what I supposed the object\\nof Normal Schools to be. Such was my object.\\nBut in accepting the charge.of the first American Institution of this kind, I\\ndid not act in the belief that there were no good teachers, or good schools\\namong us or that I was more wise, more fit to teach, than all my fellows. On\\nthe contrary, I knew that there were, both within and without Massachusetts,\\nexcellent schools, and not a few of them, and teachers wiser than myself; yet\\nmy conviction was strong, that the ratio of such schools to the whole number of\\nschools were small and that the teachers in them, for the most part, had grown\\nup to be what they were, from long observation, and through the discipline of\\nan experience painful to themselves, and more painful to their pupils.\\nIt was my impression also, that a majority of those engaged in school-keep-\\ning, taught few branches, and those imperfectly, that they possessed little fat-\\nness for their business, did not understand well, either the nature of children or\\nthe subjects they professed to teach, and had little skill in the art of teaching or\\ngoverning schools. I could not think it possible for them, therefore, to make", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0069.jp2"}, "70": {"fulltext": "g2 WEST NEWTON STATE NORMAL SCHOOL.\\ntheir instructions very intelligible, interesting, or profitable to their pupils, or\\npresent to them the motives best adapted to secure good lessons and good con-\\nduct, or, in a word, adopt such a course of training as would result in a sound\\ndevelopment of the faculties, and the sure formation of a good character. I\\nadmitted that a skill and power to do all this might be acquired by trial, if\\nteachers continued in their business long enough but while teachers were thus\\nlearning, I was sure that pupils must be suffering. In the process of time, a\\nman may find out by experiment, (trial,) how to tan hides and convert them into\\nleather. But most likely the time would be long, and he would spoil many be-\\nfore he got through. It would be far better for him, we know, to get some\\nknowledge of Chemistry, and spend a little time in his neighbor s tannery, be-\\nfore he sets up for himself. In the same way, the farmer may learn what\\ntrees, and fruits, and seeds, are best suited to particular soils, and climates, and\\nmodes of culture, but it must be by a needless outlay of time and labor, and\\nthe incurring of much loss. If wise, he would first learn the principles and\\nfacts which agricultural experiments have already established, and then com-\\nmence operations. So the more I considered the subject, the more the convic-\\ntion grew upon my mind, that by a judicious course of study, and of discipline,\\nteachers may be prepared to enter on their work, not only with the hope, but\\nalmost with the assurance of success. I did not then, I do not now, (at least\\nin the fullest extent of it,) assent to the doctrine so often expressed in one form\\nor another, that there are no general principles to be recognized in education\\nno general methods to be followed in the art of teaching; that all depends upon\\nthe individual teacher; that every principle, motive and method, must owe its\\npower to the skill with which it is applied; that what is true, and good, and\\nuseful in the hands of one, may be quite the reverse in the hands of another;\\nand of course, that every man must invent his own methods of teaching-and\\ngoverning, it being impossible successfully to adopt those of another. To me\\nit seemed that education had claims to be regarded as a science, being based on 4\\nimmutable principles, of which the practical teacher, though he may modify\\nthem to meet the change of ever-varying circumstances, can never lose sight.\\nThat the educator should watch the operations of nature, the development of\\nthe mind, discipline those faculties whose activities first appear, and teach that\\nknowledge first, which the child can most easily comprehend, viz., that Avhich\\ncomes in through the senses, rather than through reason and the imagi-\\nnation that true education demands, or rather implies the training, strength-\\nening, and perfecting of all the faculties by means of the especial exer-\\ncise of each that in teaching, we must begin with what is simple and\\nknown, and. go on by easy steps to what is complex and unknown; that for\\ntrue progress and lasting results, it were better for the attention to be concen-\\ntrated on a few studies, and for a considerable time, than to be divided among\\nmany, changing from one to another at short intervals that in training chil-\\ndren we must concede a special recognition to the principle of curiosity, a love of\\nknowledge, and so present truth as to keep this principle in proper action; that\\nthe pleasure of acquiring, and the advantage of possessing knoAvledge, may be\\nmade, and should be made, a sufficient stimulus to sustain wholesome exertion\\nwithout resorting to emulation, or medals, or any rewards other than those\\nwhich are the natural fruits of industry and attainment; that for securing order\\nand obedience, there are better ways than to depend solely or chiefly upon the\\nrod, or appeals to fear that much may be done by way of prevention of evil\\nthat gentle means should always first be tried that undue attention is given to\\nintellectual training in our schools, to the neglect of physical and moral that\\nthe training of the faculties is more important than the communication of\\nknowledge that the discipline, the instruction of the school-room, should bet-\\nter subserve the interests of real life, than it now does these are some of the\\nprinciples, truths, facts, in education, susceptible, I think, of the clearest de-\\nmonstration, and pretty generally admitted now, by all enlightened educators.\\n,The old method of teaching Arithmetic, for instance, by taking up some\\nprinted treatise and solving abstract questions consisting of large numbers,\\nJyorking blindly by what must appear to the pupil arbitrary rules, would now\\nbe regarded as less philosophical, less in conformity to mental development,\\nthan the more modern way of beginning with mental Arithmetic, using practi-\\ncal questions, which involve small numbers, and explaining the reason of eve-\\nry step as you go along.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0070.jp2"}, "71": {"fulltext": "WEST NEWTON STATE NORMAL SCHOOL. g3\\nSo in the study of Grammar, no Normal teacher, whether a graduate or not,\\nof a Normal School, would require his pupils to commit the whole text-book to\\nmemory, before looking at the nature of words, and their application in the\\nstructure of sentences. Almost all have found out that memorizing the Gram-\\nmar-book, and the exercise of parsing, do very little toward giving one a\\nknowledge of the English language.\\nNeither is it learning Geography, to read over and commit to memory, sta-\\ntistics of the length and breadth of countries, their boundaries, latitude and lon-\\ngitude, cfec, c., without map or globe, or any visible illustration, as was once\\nthe practice. Nor does the somewhat modern addition of maps and globes\\nmuch help the process, unless the scholar, by a previous acquaintance with ob-\\njects in the outer world, has been prepared to use them. The shading for\\nmountains, and black lines for rivers on maps, will be of little use to a child\\nwho has not already some idea of a mountain and a river.\\nAnd the teacher who should attempt to teach reading by requiring a child to\\nrepeat from day to day, and from month to month, the whole alphabet, until he\\nis familiar with all the letters, as was the fashion in former days, would de-\\nserve to lose his place and be sent himself to school. Could any thing be more\\ninjudicious 1 Is it not more in harmony with Nature s work, to begin with sim-\\nple, significant words, or rather sentences, taking care always to select such as\\nare easy and intelligible, as well as short 1 Or, if letters be taken first, should\\nthey not be formed into small groups, on some principle of association, and be\\ncombined with some visible object?\\nSurely, the different methods of teaching the branches above-mentioned, are\\nnot all equally good. Teaching is based on immutable principles, and may be\\nregarded as an art.\\nNearly thirty years experience in the business of teaching, I thought, had\\ngiven me some acquaintance with its true principles and processes, and I deem-\\ned it no presumption to believe that I could teach them to others. This I at-\\nteu fpted to do in the Normal School at Lexington 1st. didactically, i. e. by\\nprecept, in the form of familiar conversations and lectures \u00e2\u0080\u00a22d. by giving every\\nday, and continually, in my own manner of teaching, an exemplification of my\\ntheory 3d. by requiring my pupils to teach each other, in my presence, the\\nthings which I had taught them; and 4th. by means of the Model School,\\nwhere, under my general supervision, the Normal pupils had an opportunity,\\nboth to prove and to improve their skill in teaching and managing schools. At\\nall our recitations, (the modes of which were very various,) and in other con-\\nnections, there was allowed the greatest freedom of inquiry and remark, and\\nprinciples, modes, processes, every thing indeed relating to school-keeping, was\\ndiscussed. The thoughts and opinions of each one Avere thus made the proper-\\nty of the whole, and there was infused into all hearts a deeper and deeper inter-\\nest in the teachers calling. In this way the Normal School became a kind of\\nstanding Teachers Institute.\\nBut for a particular account of my manner and processes at the Normal\\nSchool, allow me to refer you to a letter which I had the honor, at your request,\\nto address to you from Lexington, Jan. 1, 1841, and which was published in\\nthe Common School Journal, both of Connecticut and Massachusetts, (vol. S.)\\nWhat success attended my labors, I must leave to others to say. I acknowl-\\nedge, it was far from being satisfactory to myself Still the experiment con-\\nvinced me that Normal Schools may be made a powerful auxiliary to the cause\\nof education. A thorough training in them, I am persuaded, will do much to-\\nward supplying the want of experience. It will make the teachers work easier,\\nsurer, better. I have reason to believe that Normal pupils are much indebted\\nfor whatever of fitness they possess for teaching, to the Normal School. They\\nuniformly profess so to feel. I have, moreover, made diligent inquiry in regard\\nto their success, and it is no exaggeration to say, that it has been manifestly\\ngreat. Strong testimonials to the success of many of the early graduates of the\\nLexington (now W. Newton) Normal School, were published with the 8th Re-\\nport of the late Secretary of the Board of Education, and may be found in the\\n7th vol. of the Massachusetts Common School Journal.\\nBut it is sometimes asked, (and the inquiry deserves an answer,) Allowing\\nthat teaching is an art, and that teachers may be trained for their business,\\nhave we not High Schools and Academies, in which the various school branch-\\nes are well taught 1 May not teachers in them be prepared for their work 1", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0071.jp2"}, "72": {"fulltext": "g^ WEST NEWTON STATE NORMAL SCHOOL.\\nWhere is the need then of a distinct order of Seminaries for training teachers 1\\nI admit we have Academies, High Schools, and other schools, furnished with\\ncompetent teachers, in which is excellent teaching; but at the time of the es-\\ntablishment of the Normal Schools in Massachusetts, there was not, to my\\nknowledge, any iirst-rate institution exclusively devoted to training teachers\\nfor our common schools; neither do I think there is now any, except the Nor-\\nmal Schools. And teachers can not be prepared for their work anywhere else,\\nso well as in seminaries exclusively devoted to this object. The art of teach-\\ning must be made the great, the paramount, the only concern. It must not\\ncome in as subservient to, or merely Collateral with any thing else whatever.\\nAnd again, a Teachers Seminary should have annexed to it, or rather as an\\nintegral part of it, a model, or experimental school for practice.\\nWere I to be placed in a Normal School again, the only difference in my\\naim would be to give more attention to the development of the faculties, to\\nthe spirit and motives by which a teacher should be moved, to physical and\\nmoral education, lo the inculcation of good principles and good manners.\\nIn conclusion, allow me to recapitulate. It was my aim, and it would be my\\naim again, in a Normal School, to raise up for our common schools especially,\\na better class of teachers, teachers who would not only teach more and better\\nthan those already in the field, but who Avould govern better; teachers, who\\nwould teach in harmony with the laws of juvenile development, who would se-\\ncure diligent study and good lessons and sure progress, without a resort to emula-\\ntion and premiums, and goodorderlrom higher motives thanthefear of therodor\\nbodily pain teachers, who could not only instruct well in the common branch-\\nes, as reading, writing, arithmetic, cc., but give valuable information on a va-\\nriety of topics, such as accounts, history, civil institutions, political economy,\\nand physiology; bring into action the various powers of children, and prepare\\nthem for the duties of practical life teachers, whose whole influence on their\\npupils, direct and indirect, should be good, tending to make them, not only good\\nreaders, geographers, grammarians, arithmeticians, c., but good scholars,\\ngood children, obedient, kind, respectful, mannerly, truthful and in due time,\\nvirtuous, useful citizens, kind neighbors, high-minded, noble, pious men and\\nwomen. And this I attempted to do by inculcating the truth in the art of teach-\\ning and governing, the truth in all things; and by giving them allying exam-\\nple of it in my own practice.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0072.jp2"}, "73": {"fulltext": "STATE NORMAL SCHOOL\\nBRIDGEWATER.\\nTHE JNormal School at Bridgewater, as v/ell as that at Westfield, re-\\nceives both male and female pupils. The regulations respecting the\\nadmission of pupils, course of study, number and length of each session,\\nare set forth in the Regulations of the Board. The following communi-\\ncations from Mr. N. TilHnghast who has been the Principal of this Insti-\\ntution from its first establishment, and has now the longest experience of\\nany Normal School teacher in this country, gives the general results of\\nhis experience, and the experience of this Institution in the work of educa-\\nting teachers.\\nTlie main facts about this school you are already acquainted with. It went\\ninto operation September 9tli, 1840, with 28 pupils, lliere have entered the school\\nin all, 657 pupils 365 females, 292 males. Up to August, 1846, pupils were re-\\nceived for two terms, which were not necessarily successive. Since that time they\\nhave been required to remain three successive terms, of 14 weeks each. The aver-\\nage number at present is between 60 and 70. The whole number of pupils since\\nAugust, 1846, is 252 of these, 32, from various causes, have left the school after\\none or two terms. Of the 220, two have not been, and apparently, do not intend\\nto be, teachers.\\nIt seems to me that these schools are doing good. My own scholars have, I\\nthink, succeeded as well as I could reasonably expect. Many have failed indeed\\nmany from whom I looked for success others have continued to keep schools, but\\ndoing no better, for aught that I know, than they would have done without staying\\na year here but still I can not feel disappointed.\\nThere are, it seems to me, grave defects in the constitution of my school. Four\\nyears would, in my judgment, be profitably given to the subjects which we touch\\non in one. If pupils must be taught subjects in these schools, as I think they must\\nfor a time under the best organization, the course ought to extend over three years\\nat least. I tliink it would be a better plan than the present, to receive pupils for,\\nsay twenty-one weeks, and to give that time to reading, spelling, arithmetic, and\\ngeography and in another twenty-one weeks, to take up reading, spelling, physio-\\nlogy, grammar 5 so that only a few studies should be in the school at a time, and\\nteachers might go for a term without interfering with their teaching school. The\\ngreat evil now, in my school, is the attempt to take up so many studies, most per-\\nsons inverting the ti uth, and supposing the amount acquired the important thing,\\nand the study unimportant. But I should be content if I could bring pupils into\\nsuch a state of desire that they would pursue truth, and into such a state of knowl-\\nedge that they could recognize her when overtaken. A very few studies, and long\\ndwelling on them this is my theory. I have no especial belief in teaching others\\nmethods of teaching I do not mean, that the subject should be entirely passed by\\nbut that pupils should not be trained into, or directed into particular processes it\\nseems to me that each well-instructed mind wall arrive at a method of imparthig,\\nbetter for it than any other method. I therefore have tried to bring my pupils\\nto get at results for themselves, and to show them how they may feel confi-\\ndent of the truth of their results. I have sought criticism from my scholars on all\\nmy methods, processes, and results aimed to have them, kindly of course, but fii-eely\\ncriticise each other and they are encouraged to ask questions, and propose doubts. I\\ncall on members of the classes to hear recitations, and on the others to make re-\\nmarks, thus approving and disapproving one another they are called upon to make\\nE", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0073.jp2"}, "74": {"fulltext": "66\\nSTATE NORMAL SCHOOL AT BRIDGEWATER.\\nup general exercises, and to deliver tliem to their classes, sometimes on subjects and\\nin styles fitted to those whom they address sometimes they are bid to imagine\\nthemselves speaking to children. I find I am getting more into details than I intend,\\nor you wish. My idea of a Normal School is, that it should have a term of four\\nyears that those studies should be pursued that will lay a foundation on which to\\nbuild an education. I mean, for example, that algebra should be thoroughly studied\\nas the foundation for arithmetic that geometry and trigonometry should be studied, by\\nwhich, with algebra, to study natm-al philosophy, c. the number of studies should\\nbe comparatively small, but much time given to them. I, of course, do not intend\\nto write a list of studies, and what I have said above is only for illustration the\\nteacher should be so trained as to be above his text books. Whatever has been\\ndone in teaching in all countries, dififerent methods, the thoughts of the best minds\\non the science and the art of instruction, should be laid before the neophyte teachers.\\nIn a proper Normal School there should be departments, and the ablest men put\\nover them, each in his own department. Who knows more than one branch\\nwell\\nI send herewith a catalogue of my school, which will give you some idea of its\\nosteology what of life these bones have, others must judge. But when shall the\\nwhole vision of the Prophet be fulfilled in regard to the teachers of the land, And\\nthe breath came into them, and they lived and stood upon their feet, (not on those\\nof any author) an exceeding great army.\\nGod prosper the work, and may your exertions in the cause be gratefully remem-\\nbered.\\nThe Visitors of the Bridgewater Normal School, in their Report to the\\nBoard, in December. 1850, present the following statement\\nThat at the first term of the normal year, seventeen pupils entered and during\\nthat term the whole number was fifty-nine. At the second term, tliirty-one en-\\ntered during which term the whole number was seventy-two. At the third term,\\nending November 12, twenty-five entered; and the whole number during that\\nterm was seventy-nine. The whole number received during the year was seventy-\\nthree. Fifteen graduated at the end of the year. Two of the graduating class left\\nthe school on account of ill health.\\nThe young men of the graduating class are all engaged for the winter schools.\\nOf the young ladies, some are teacliing now, and all intend to take schools as they\\nhave opportunity.\\nThe visitors have repeated their attendance upon the school, at different times\\nduring the year, witli the liighest satisfaction. They have witnessed, with great\\npleasure, the enlightened zeal and earnestness with which the principal and his as-\\nsistants have done their work, and bear testimony to the evident thoroughness\\nwith which the training of the pupils has been conducted. Tliey regard this school\\nas an honor to the state, and as doing a most important service in regard to the\\ngreat cause of education.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0074.jp2"}, "75": {"fulltext": "CONDITION\\nor THE\\nSTATE NORMAL SCHOOLS IN MASSACHUSETTS IN 1850.\\nThe following facts and suggestions respecting the condition and im-\\nprovement of the State Normal Schools of Massachusetts at the close of\\nthe year 1850, are gathered from the Fourteenth Annual Report of the\\nBoard of Education,^ dated Dec. 12, 1850. The whole document is\\nhighly creditable to the commonwealth of Massachusetts. The large\\namount voluntarily raised by the people of the several cities and towns,\\nfor the support of common schools, is without a parallel in the history of\\npopular education. The appropriation of a portion of the avails of the\\nschool fund, for the general purposes of Teachers Institutes, Normal\\nSchools, State and County Associations of Teachers, Agents of the\\nBoard of Education for Inspection of Schools and Addresses to the People,\\ndoes more for the prosperity of the school system, than a much larger\\nsum expended directly on the schools, and which, in most cases, would\\nonly diminish to that extent the sum raised by the people of the towns.\\nTEACHERS INSTITUTES.\\nTwelve different Teachers Institutes have been held, and attended\\nby the secretary, in as many different and distant parts of the state. By\\nan improved organization, and by the use of somewhat permanent\\nteachers for the more important branches in which instruction was given,\\nthese Institutes have been made to act with, it is believed, very beneficial\\neffects, upon a larger number of teachers than have been reached in any\\nformer year. The Board continue to think very highly of the usefulness\\nand efficiency of well-managed Teachers Institutes, and would respect-\\nfully urge the continuance of the means necessary for their support. Not\\nless than 1,750 individuals, nearly all of them actual teachers in the\\ncommon schools, have, this year, been members of the Institutes very\\nmuch larger numbers have listened to the lectures and course of instruc-\\ntion given at them and the testimony is abundant and uniform, as to\\nthe beneficial effects upon the schools of the influence thus exerted.\\nNORMAL SCHOOLS.\\nBut the most important organ for the advancement of the teachers,\\nand with them of the schools in the commonwealth, and the most prolific\\nof hopeful results, is the Normal Schools and to these the Board have\\ncontinued to give their especial attention.\\nThe citizens of most of the towns in the state, have reason to look\\nwith pride and satisfaction upon what they have done in regard to the\\nbuilding, furnishing, warming, and ventilating of school-houses and\\nthey have reason to rejoice that their example has been followed in many\\nof the sister states. These improvements are valuable in themselves,\\nand still more as evidence of the interest which the people take in their\\nschools. But they are external. They do not directly touch the most", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0075.jp2"}, "76": {"fulltext": "08 STATE NORMAL SCHOOLS IN MASSACHUSETTS IN 1850.\\nessential interests of tlie schools the education of the teachers is the im\\nportant thing. Nearly all the evils complained of in the present con\\n.dition of the schools will diminish, and finally, almost disappear, under\\nthe influence, of highly qualified teachers. The greatest of them, irregu\\nlarity of attendance and truancy, can be removed in no other way. They\\nmay be lessened, but can not be prevented, by enactments. The\\nremedy in each school is a good teacher one who knows how to interest\\nhis pupils, and make them feel that absence fronti school is an absolute\\npersonal loss, and who knows how to win the affections, so as to make\\nhis pupils earnestly desire to do what he wishes.\\nThe better education of teachers, then, in whatever may render them\\nmore able tO teach, and more powerful to influence, is the object which,\\nmost of all. the Board desire to keep in view and the most efficient\\nagency for this object, with which they are acquainted, is the Normal\\nSchool. They refer, with satisfaction, to the several reports which they\\nherewith submit, upon the condition of^ the Normal Schools.\\nIt was expected that the numbers in these schools would be somewhat\\ndiminished by the increase in the length of time required to be spent at\\nthem. In this expectation the Board have been agreeably disappointed,\\nthe attendance not having been less than in any former year.\\nStill, notwithstanding what has yet been done by these schools, and\\nby the Teachers Institutes, the supply of competent teachers is entirely\\ninadequate to the wants of the schools and there is danger lest, to meet\\nthis demand, persons superficially instructed shall be sent out as teachers\\nfrom the Normal Schools. To guard against this danger, and, at the\\nsame time, to elevate the standard in the schools from which the pupils\\nof the Normal Schools come, and in the Normal Schools themselves, the\\nBoard deem it advisable to make the requisitions for admission higher;\\nand, to render the annual examinations for the classes within the Normal\\nSchools more minute, more thorough and more extended than heretofore,\\nthey propose to have them condhcted in such a way as to bring these\\nschools into more intimate relations with the distinguished teachers in\\nother institutions in the state, and to make their true character and con-\\ndition better and more extensively known to the citizens. Such examin-\\nations would, they believe, operate as a healthful stimulus both to\\nteachers and pupils, and, if made publicly, might lead to more thorough\\nand effective examinations in the other schools in the state.\\nThe house for the Normal School, at West Newton, is situated in\\nsuch immediate proximity to the Worcester railroad, that the exercises\\nof the school are, at all seasons, seriously interrupted by the noise and,\\nduring the warmer months of the year, when the windows are required\\nto be open, the inconvenience and loss of time are very considerable.\\nThe school, also, in consequence of its rapid increase, is now but poorly\\naccommodated, although the house, when placed, not many years ago, at\\nthe disposal of the Board, was considered very ample. It is, therefore,\\nmuch to be desired, that the Board should have the means of erecting a\\nmore commodious house, in a more retired and quiet situation. For the\\npresent building, the school was indebted to the munificence of a gentle-\\nman who is willing to consent to its being disposed of for some other\\nuse, provided the benefit he intended to confer upon the school may be\\nstill enjoyed by it. The lot on which it stands is well situated for the\\npurposes of business, and likely to meet with a ready sale. Landholders\\nin the neighborhood have expressed a generous and liberal disposition\\ntoward the school; and there is a probability that a desirable lot could\\nbe obtained on favorable terms. Remembering that this was the earliest\\nNormal School in America, that, being near the seat of government and\\nthe center of population of the state, and on one of the great lines of\\ncommunication with the interior and with the west, it is frequently", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0076.jp2"}, "77": {"fulltext": "STATE NORMAL SCHOOLS IN MASSACHUSETTS IN 1850. gg\\nvisited by strangers who come to examine the Massachusetts school\\nsystem, we confidently hope that the Legislature will consent to make\\nsuch an appropriation as will enable the Board to erect a building which\\nshall be, in all respects, internally and externally, creditable to the state,\\nand worthy of the purpose for which it is erected. We should be glad\\nto point it out to the visitor as a building which, in structure, arrange-\\nment, furniture, and apparatus, might be regarded as a model, and placed\\nin a situation, the choice of which should not seem to have been left to\\naccident or necessity.\\nIn their last Annual Report, the Board made known to the Legislature\\nsome regulations recently made in regard to the studies to be pursued at\\nthe Normal Schools. Among the advanced studies, they proposed to\\ninclude so much of chemistry as relates to the atmosphere, the waters.\\naod the growth of plants and animals. So much instruction in chem-\\nistry as this, was thought desirable to be given, especially with reference\\nto its application to agriculture, that the teachers educated at the expense\\nof the state, may have some acquaintance with the principles of science,\\nwhich lie at the foundation of the most essential and important of all the\\narts. To provide the means of giving instruction in this subject by\\nlectures and experiments, it is desirable, in the view of the Board, that\\nthe annual appropriation for the support of the Normal Schools should\\nbe somewhat increased.\\nIn their last Annual Report, the Board had the pleasure of acknowl-\\nedging a munificent bequest from the late Henry Todd, Esq., of Boston,\\nmade for the purpose of aiding the Normal Schools. On the 7th of\\nJune, 1850, Thomas P. Gushing, Esq., executor of Mr. Todd, paid into\\nthe hands of the treasurer of the commonwealth, as the amount of that\\nbequest, the sum of $10,797 72. As it is known to have been the inten-\\ntion of the donor to have the whole interest of his bequest appropriated\\nso as to be a clear addition to what would otherwise have been at the\\ndisposal of the Board for the Normal Schools, the Board propose to use\\nthe interest of Mr. Todd s bequest in providing for stated annual examinr\\nations of these schools, and in such other ways as may seem best for\\ntheir advancement and immediate usefulness.\\nSCHOOL FUND\\nOn the first of December, 1850, the school fund\\namounted to $958,921 19\\nHaving been increased, during the year, by the\\nsum of 74,580 45\\nOf this fund, the sum of 218,559 73\\nconsists of land notes not productive,\\nleaving the sum of 740.361 4Q\\nproductive, and so invested aa to yield about $40,000 for distribution\\namong the towns for the support of schools.\\nThe school fund, it thus appears, has vei;y nearly reached the limit\\n($1,000,000) fixed by the act of 1843, by which it was estabhshed.\\nThe benefits which have been derived from the wise and economical\\nuse of this fund, are every where manifest in all the public schools of the\\ncommonwealth. As hitherto managed, the fund has been productive of\\nunmixed good. The danger incident to a large fund for the benefit of\\nschools is, that the people, relying upon this fund, shall neglect to take a\\npersonal interest in the support of the schools, in consequence of being\\nrelieved from the necessity of taxing themselves. But no evil of this\\nkind has yet come near us. During the year 1850, 162 cities and towns", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0077.jp2"}, "78": {"fulltext": "70\\nSTATK NORMAL SCHOOLS IN MASSACHUSETTS IN 1850.\\nhave raised more than twice the sum required by law to entitle them to\\ntheir portion of the school fund. All the towns, except five, have raised\\nmore, and the greater part much more than the required sum two only-\\nhave raised just the required sum, and only two, out of 321 cities and\\ntowns, have fallen below that sum. A single town has made no return.\\nThe average of all the sums raised in the several towns and cities, for\\nthe instruction of the children between the ages of five and fifteen years,\\nis nearly three times the sum required by law. Thrice the sum required\\nby law would be $4 50 for each child. The aggregate actually raised is\\n$4 42 for each. It thus appears that the effect of this bounty of the\\nstate has been most beneficent, and nothing but beneficent, so far as can\\nbe judged from the sums voluntarily raised for the support of schools.\\nIn view of the benefits thus accruing to the great interest of which they\\nhave charge, the Board can not but look with favor upon a proposition\\nwhich promises to enhance and prolong these benefits, by widening the\\nlimit within which the school fund is now prospectively confined.\\nAnd this provision they deem the more important, as the time may\\ncome when the sale of the public lands, from a moiety of the proceeds of\\nwhich appropriations for educational purposes are now drawn, shall cease\\nto be productive.\\nThe charges made upon these proceeds during the past year, have\\nbeen:\\nThe grant made to Amherst College,\\nFor the Normal Schools,\\nFor Teachers Institutes,\\nThe Massachusetts Teachers Association,\\nCounty Teachers Association,\\nSchool District Libraries,\\nSalary of the Secretary of the Board,\\nSalary of Clerk and Assistant Librarian\\nAgents of the Board of Education,\\nExpenses of the Board of Education,\\nIncidental expenses of the Secretary,\\nExpenses of the office.\\nExpenses of the Annual Reports of the Board and\\nSecretary,\\nExpenses of the Committee on Education,\\n$5,000 00\\n7,500 00\\n3,050 00\\n150 00\\n550 00\\n320 00\\n1,600 00\\n1.266 67\\niJOOS 33\\n224 49\\n157 30\\n664 29\\n3,930 73\\n246 80\\n$25,668 61\\nWEST NEWTON NORMAL SCHOOL.\\nExTRiCT from the Report of the Committee of Visitors of the West Nezoton\\nNormal School.\\nThe whole number of pupils connected with the school, during the year, is 132.\\nThe greatest number at any time, 102 the least, 70. The average age at entrance\\nwas 18 years. The number of towns represented is 45. Hampshire County sends\\none pupil; Worcester, two; Barnstable, two; Nantucket, two; Franklin, three;\\nPlymouth, three Essex, six Norfolk, fifteen Middlesex, thirty and Suffolk,\\nfifty-seven. Eleven pupils are from other states from Rhode Island, one Maine,\\nthree Vermont, three New Hampshire, fom\\\\\\nOf the parents of these pupils, 23 are farmers, 21 merchants, 8 carpenters, 4 ship-\\nmasters, 3 clergymen, 3 custom-house officers, 3 superintendents of railroads, 2\\nphysicians, 2 editors 29 are widows 5 pupils are orphans and the pursuits of\\nthe remainder are distributed among almost all the occupations known in our com-\\nmunity.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0078.jp2"}, "79": {"fulltext": "WEST NEWTON NORMAL SCHOOL.\\n71\\nFifty-five young ladies have graduated, after having honorably completed the\\nterm prescribed for pupils at this institution.\\nTwo classes have been received during the year. For the first, fifty-seven candi-\\ndates presented themselves for examination, and forty-seven were received. The\\naverage age of this class, at entrance, was 18| years. For the second class, forty-\\nseven candidates presented themselves, and thirty-seven were admitted. The num-\\nber of pupils who have remained at the school for a longer time than that required\\nby the rules of the school, is 44. The number pledged to a thi ee years course\\nis 12.\\nBesides the usual studies, the pupils have had the benefit of twenty-one lectures\\non educational and scientific subjects, which have been delivered gratuitously to the\\nschool, by gentlemen eminent in their various departments.\\nIn regard to the model school connected with this institution, the committee beg\\nleave to make an extract from the repoi t of the principal, made at the close of the\\nterm, in December.\\nHe says By an agreement entered into between the District No. 7, Oi\\nNewton, and the principal of this institution, on the 7th of December last, the gram-\\nmar school of the district became connected with the State Normal School, as its\\nmodel department. By the terms of the agreement, the district furnishes school-\\nroom, c., and one permanent male teacher, approved by both parties, and allow\\nsuch addition to their number, by pupils from abroad, on a small tuition, as circum-\\nstances justify. The State Normal School furnishes a portion of apparatus, c.,\\nand two assistant teachers, each to observe one week previous to teaching, and to\\nteach two weeks under constant supervision. The number of young ladies who\\nhave been thus employed, during the year, is 35 the whole number of pupils for\\nthe year, in the model school, is 125 the number from abroad, 50 the average\\nage of the pupils, 14 years.\\nBy an additional agreement between the same parties, the primary school of this\\nvillage became also connected with the State Normal School, May 1, 1850. Since\\nthis time, the insti uction and management of this school have mainly devolved upon\\npupils of this institution, under the direction of the permanent teacher of the gram-\\nmar department. Teachers have been furnished on the same principle as to the\\nother school. The number of teachers furnished to the primary school, is 22 the\\nwhole number of pupils is 75, and their average age, 7 years.\\nThe model school has continued under its former permanent teacher, Mr. Allen,\\nwho has greatly distinguished himself as a successful educator, and who is worthy\\nof great commendation for the earnestness and faithfulness with which he has devoted\\nhimself to the interest both of the district and of this institution. It is enough, per-\\nhaps, to say of the model school, that its efficiency has been continually increasing,\\nand that, in the opinion of those competent to judge of it, it has already a rank con-\\nsiderably above the average of schools of the same grade elsewhere.\\nIt was expected that the arrangement with the primary department would be a\\ntemporary one, each party reserving the right to give it up at any time. It is the\\nopinion of the school committee of the town, and of the permanent teacher of the\\nmodel school, as it is my own, that the experiment has proved eminently successful,\\nand that the general character of the school has essentially improved. It is, how-\\never, our opinion, that a still better arrangement may now be properly made for it,\\nby giving it one permanent female teacher, and an assistant from this school.\\nOn another topic, the principal says in his report It is believed that, without a\\nsingle exception, the 1 32 pupils at the school, this year, have had not only an honest\\nand steady purpose to become teachers, but have a strong desire to do good in this\\nmost excellent way.\\nOf the fifty-five graduates, which includes those who leave us to-day, the greater\\nportion are already engaged in the work several have places secured, which they\\nare expecting to occupy in a few days several more continue yet longer here, and\\na small number only wait for an opportunity to teach.\\nThe committee are gratified to be able to state, that notwithstanding the rule\\nadopted by the Board at its last annual meeting, by which no pupil, except those\\nof more than ordinary experience and attainments, can be received into this school\\nfor a less period than four consecutive terms, and the further regulation restricting\\nexaminations for admission to the commencement of two instead of three terms in", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0079.jp2"}, "80": {"fulltext": "Y2 STATE NORMAL SCHOOL AT WESTFIELD.\\nthe year, tlie number of pupils lias not diminished a result which shows the public\\nappreciation of the advantages afforded by the Normal Schools for the education of\\nteachers.\\nTwo examinations of this school have been made by the committee, during the\\nyear one in April, and one in December both of wMch, conducted in a mannei*\\nwhich precluded the idea of special preparation for the occasion, were highly satis-\\nfactory.\\nThe committee having ordered, for the use of the school-house, one of Mr. Chil-\\nson s furnaces, were informed, when they waited on him for the purpose of paying\\nfor it, that the bill was canceled Mr. Chilson desiring in this way to express the\\ninterest he felt in the Normal Schools. The committee desire gratefully to acknowl-\\nedge this gratuity, coming as it does from a gentleman to whom the public are\\ngreatly indebted for improvements in warming and ventilating apparatus for private\\nhouses, churches, and schools.\\nSTATE NORMAL SCHOOL AT WESTFIELD.\\nExtract from the Report of the Visitors of th School.\\nThe number of pupils in this school has been somewhat diminished, by requir-\\ning those who enter to remain three terms instead of two. The whole number for the\\nyeai ending November, 1850, was 119 the whole number for the year previous was\\n148. It was expected the number would be reduced, and in fact it seemed neces-\\nsary it should be for the school-room had become crowded. By prolonging the\\ntime of continuance, those who go out from the school hereafter wUl be better quali-\\nfied for their work.\\nTile average age of the pupils, the last term, was 22 years. A large proportion\\nof them had taught more or less. Two have attended, the last year, who have\\ntaught twenty t\u00c2\u00abrms each and a large number that have taught from five to ten\\nterms.\\nThe wages of teachers have very much increased within three years. Several\\nyoung men are receiving $40 per month, and board themselves, instead of $25 and\\n$30 and several young ladies are receiving $3.50 per week, and board, instead\\nof $2.\\nThe pupils during the last year have been from the following counties From\\nBerkshire, 18; from Hampden, 41; from Hampshire, 12; from Fi anklin, 15;\\nfrom Worcester, 15 from Middlesex, 5 from Essex, 2 from Norfolk, 3 from\\nBristol, 1 from other states, 7.\\nMr. D. S. Rowe, the principal, is assisted by Mr. E. G. Beckwith, a graduate of\\ncollege, and Miss J. E. Avery. The instruction is thorough and accurate, and the\\ndiscipline good.\\nThe number of males in the school, the last yeai has been 31, and the number\\nof females, 88.\\nThe pupils, with very few exceptions, have redeemed their pledge to teach in the\\nschools of this Commonwealth and as great a proportion of them as could reason-\\nably be .expected, are excellent teachers.\\nThe visitors of this school are Rev. E. Davis, D.D., of Westfield, and\\nRev. Mark Hopkins D.D,, President of Williamstown College.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0080.jp2"}, "81": {"fulltext": "DR. SEARS REPORT FOR 1850. ^3\\nEXTRACT\\nFROM THE\\nFourteenth Annual Report of the Secretary {Rev. Barnas Sears, D. D.) of the\\nBoard of Education.\\nThe State Normal Schools are in a flourishing and prosperous condition.\\nNotwithstanding the increased rigor exercised in the examination of candidates\\nfor admission, and the extension, in two of them, of the required period of study,\\nthe numbers in attendance are about as large as ever. The fears entertained\\nby many, that the increase of expense, occasioned by a more protracted course\\nof study, would materially diminish the attendance, are shown to be groundless.\\nThe sentiment in favor of a professional education for teachers is becoming so\\nstrong in the community, and the public mind is becoming so enlightened in\\nrespect to the character of the teachers required, and the policy to be pursued\\nin the choice of them and in remunerating their services, that teachers are com-\\npelled either to go through a more thorough course of preparation, or abandon\\nthe occupation. In order to keep even pace with the progress of public opinion\\nin regard to an improved system of education, the Normal Schools will need\\nto be gradually elevated till they shall reach that point which is best adapted\\nto teachers designed for the common district school. It will be a question\\nworthy of mature deliberation, whether the higher position designed to be given\\nto the Normal Schools, shall not be attained rather by raising the requisitions\\nfor entrance than by prolonging the term of study. I see no good reason why\\nthe state should be at the expense of giving, in the Normal Schools, so much\\nof that kind of instruction for which ample provision is already made in the\\nhigher public schools. The Normal Schools, to answer their original design,\\nmust aim more at furnishing that peculiar training which teachers require, and\\nwhich the public schools can not give. Then the necessity of their existence\\nwill be apparent to all, and no other schools or institutions will complain of\\nbeing forced into competition with those which enjoy state patronage. A por-\\ntion of the time which is now spent in teaching the elements of arithmetic,\\ngrammar, geography, reading and orthography, might be saved for those higher\\nobjects for which more particularly Normal Schools were established. Before\\nmany years more shall have passed away, three classes, each having a half\\nyear s course of study, might be formed in these schools. The first might be\\ndevoted to a critical review and thorough mastery of the studies to he taught in\\ncommon schools, with such collateral branches as should be deemed necessary,\\nthe second, to a philosophical and systematic course of instruction in didactics,\\nor the theory of teaching the third, to the practice of teaching under the im-\\nmediate and constant inspection of a superior. The arrangement here pro-\\nposed would require that a greater degree of attention be paid to the model\\nschools. But it would remove the embarrassment now caused by the interrup-\\ntion of the studies of the class, portions of which are called away to teach, and\\nwould render the time spent in teaching in the model school much more profit-\\nable both to teacher and pupil. The model school, which may just as well be\\none of the public schools as any other, should have its own full corps of teach-\\ners. The notion of employing pupils from the Normal School, in rotation, in\\nplace of an assistant teacher, merely because it is more economical, is unwor-\\nthy of the liberal policy of the state. When a member of the Normal School\\nenters the model school, the regular teacher or teachers of the latter should not\\nbe relieved at all from duty. On the contrary, such teacher should proceed as\\nusual, and the learner should stand by and carefully observe the process, and\\nafterward inquire for the i;easons of it, if they should not be fully understood at\\nthe time. After a suitable period of observation, the learner should undertake\\nto give a lesson, or some part of one, the principal teacher standing by, noticing\\nthe manner in which the instruction is given, and being ready at any moment\\nto resume the exercise. Two important objects would be gained by such an\\narrangement. First, the school itself would not suffer in its interests from sur-\\nrendering its classes to be experimented on by young teachers, but would rather\\nbe benefited by having all its exercises conducted with reference to illustrating\\nthe best methods of teaching. In the second place, the learner would occupy\\nthe place of an apprentice, working every moment under the observation and\\nguidance of a master.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0081.jp2"}, "82": {"fulltext": "f^A DR. SEARS REPORT FOR 1850.\\nProvision has recently been made for advanced classes in the Norma!\\nSchools, and several persons have availed themselves of it during the past\\nyear. It is evident that the number of such will be constantly increasing, and\\nwill require more of the teacher s time than can be given them Avithout abstract-\\ning it too much from the regular classes. If such an appendage is to be perma-\\nnently attached to the Normal Schools, it will be necessary to enlarge the\\nnumber of instructors to correspond with the additional amount of labor im-\\nposed. Perhaps no better course can be recommended for the present. A\\nquestion of great importance, however, here presents itself for consideration,\\nnamely, whether it would not be expedient to make one of our Normal Schools,\\nthat at Bridgewater, for example, exclusively a school for males, designed\\nto form a higher class of teachers for a corresponding grade of schools. Then\\neach Normal School would have its distinctive character, that at West Newton\\nbeing for females only, and that at Westfield for both sexes, and every person,\\nwho should wish to enjoy the advantages of a Normal School training, could\\nfind a school adapted to his particular wants. The difference between the\\ncommon district school, and the central school of our more populous towns and\\ngrammar school of the cities, is becoming so great, that it is no longer possible\\nto look to the same class of individuals for teachers in them all. Besides, the\\nlaw requiring the establishing of high schools, is rapidly creating a demand for\\na description of teachers which none of our institutions furnish. The colleges\\ndo not educate men with reference to the business of teaching. A young grad-\\nuate, without any experience in teaching, is but little better prepared to take\\ncharge of a high school than he is to practice at the bar. Nor do our Normal\\nSchools give the amount of education requisite for teachers aspiring to a place\\nin the high school. It is at this moment more dif cult to procure suitable\\nteachers for high schools than for any other class of schools. The choice or-\\ndinarily lies between experienced teachers of limited education, and men of\\nliberal education, who either have had no experience and yet wish to become\\nteachers, or, having had some practice in teaching while earning the money to\\npay their college bills, wish now to earn still more to enable them to study a\\nprofession. It is not safe for towns to open high schools under such auspices,\\nand few committees are willing to expose themselves and their enterprise to\\nthese hazards.\\nII there were a Normal School of a higher order, persons, who had already\\nreceived a good literary and scientific education elsewhere, might repair to it\\nand attend exclusively to the theory and practice of teaching. Even graduates\\nfrom the colleges, who propose to become teachers, would, in many instances,\\navail themselves of such opportunities for studying the art which they are to\\npractice for life. An air exclusively professional would thus be given to the\\nschool, and a shorter period of attendance might suffice than would be neces-\\nsary in the other Normal Schools.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0082.jp2"}, "83": {"fulltext": "OUTLINE\\nOF AN INSTITUTION FOR THE EDUCATION OF TEACHERS.\\nBY JAMES G. CARTER.\\nThe following \u00e2\u0080\u00a2outliBe constitutes Essay VI. of Essays on Popular Edu-\\ncation, published by Mr. Carter in the Boston Patriot, with the signature of\\nFranklin, in the winter of 1824-25. The series was commenced on the 17th\\nof December, 1824; and the essay containing the outline was published on\\nthe 10th and I5th of February, 1825.\\nIt will do but little good for the Legislature of the State to make large ap-\\npropriations directly for the support of schools, till a judicious expenditure of\\nthem can be insured. And in order to this, we must have skillful teachers at\\nhand. It will do but little good to class the children till we have instructors\\nproperly prepared to take charge of the classes. It will do absolutely no good\\nto constitute an independent tribunal to decide on the qualifications of teachers,\\nwhile they have not had the opportunities necessary for coming up to the proper\\nstandard. And it wUl do no good to overlook and report upon their success,\\nwhen we know beforehand that they have not the means of success. It would\\nbe beginning wrong, too, to build houses and to tell your young and inexperienced\\ninstructors to teach this or to teach that subject, however desirable a knowledge of\\nsuch subjects might be, while it is obvious that they cannot know how, properly,\\nto teach any subject. The science of teaching for it must be made a science is\\nfirst, in the order of nature, to be inculcated. And it is to this point that the\\npubUc attention must first be turned, to eff^ect any essential improvement.\\nAnd here let me remark upon a distinction in the qualifications of teachers,\\nwhich has never been practically made though it seems astonishing that it has\\nso long escaped notice. I allude to the distinction between the possession of\\nknowledge, and the ability to communicate it to other minds. When we are\\nlooking for a teacher, we inquire how much he knows, not how much he can\\ncmnmunicate as if the latter qualification were of no consequence to us. Now\\nit seems to me that parents and children, to say the least, are as much inter-\\nested in the latter qualification of their instructor as in the former.\\nThough a teacher cannot communicate more knowledge than he possesses, yet\\nhe may possess much, and still be able to impart but little. And the knowledge\\nof Sir Isaac Newton could be of but trifling use to a school, whUe it was locked\\nup safely in the head of a country schoolmaster. So far as the object of a school\\nor of instruction, therefore, is the acquisition of knowledge, novel as the opinion\\nmay seem, it does appear to me that both parents and pupils are even more\\ninterested in the part of their teacher s knowledge which they will be likely to\\nget, than in the part which they certainly cannot get.\\nOne great object in the education of teachers which it is so desirable on every\\naccount to attain, is to establish an intelligible language of communication be-\\ntween the instructor and his pupil, and enable the former to open his head and\\nhis heart, and infuse into the other some of the thoughts and feeUngs which he\\nhid there. Instructors and pupils do not understand each other. They do not\\nspeak the same language. They may use the same words but tliis can hardly\\nbe called the same language, while they attach to them such very different\\nmeanings. We must either, by some magic or supernatural power, bring chil-\\ndren at once to comprehend all our abstract and difficult terms, or our teachers\\nmust unlearn themselves, and come down to the comprehension of children. One\\nof these alternatives is only difficult, while the other is impossible.\\nThe direct, careful preparation of instructors for the profession of teaching,\\nmust surmount this difficulty and I doubt if there be any other way in which", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0083.jp2"}, "84": {"fulltext": "^Q MR. CARTER ON EDUCATION OF TEACHERS.\\nit can be surmounted. When instructors understand their profession, that is, in\\na -word, -when they understand the philosophy of the infant mind, what powers\\nare earliest developed, and what studies are best adapted to their development,\\nthen it will be time to lay out and subdivide their work into an energetic sys-\\ntem of public instruction. Till this step toward a reform, wliich is preliminary\\nin its very nature, be taken, every other measure must be adopted in the dark\\nand, therefore, be liable to fail utterly of its intended result. Houses, and funds,\\nand books are all, indeed, important but they are only the means of enabling\\nthe minds of the teachers to act upon the minds of the pupils. And they must,\\ninevitably, fail of their happiest effects, till the minds of the teachers have been\\nprepared to act upon those of their pupils to the greatest advantage.\\nIf, then, the first step toward a reform in our system of populaf education be\\nthe scientific preparation of teachers for the free schools, our next inquiry becomes.\\nHow can we soonest and most perfectly achieve an object on every account so\\ndesirable The ready and obvious answer is, establish an institution for the very\\n.purpose. To my mind, this seems to be the only measure which will insure to\\nthe public the attainment of the object. It wUl be called a new project. Be it\\nso. The concession does not prove that the project is a bad one, or a visionary,\\nor an impracticable one. Our ancestors ventured to do what the world had\\nnever done before, in so perfect a manner, when they established the free schools.\\nLet us also do what they have never so well done yet, and establish an institu-\\ntion for the exclusive purpose of preparing instructors for them. Tliis is only a\\nsecond part, a development or consummation of the plan of om* fathers. They\\nforesaw the effect of universal intelligence upon national virtue and happiness\\nand they projected the means of securing to themselves and to us universal edu-\\ncation. They wisely did a new thing under the sun. It has proved to be a good\\nthing. We now enjoy the results of their labors, and we are sensible of the en-\\njoyment. Their posterity have praised them, loudly praised them, for the wis-\\ndom of their efforts. Let us, then, with hints from them, project and accomplish\\nanother new thing, and confer as great a blessing on those who may come after\\nus. Let us finish the work of our fathers, in regard to popular education, and\\ngive to it its full effect. Let us double, for we easily may, the happy influences\\nof an institution which has already attracted so much notice from every part of\\nour country, and drawn after it so many imitations, and send it, thus improved,\\ndown to posterity for their admiration.\\nIf a seminary for the purpose of educating teachers scientifically be essential\\nin order to give the greatest efficacy to our system of popular education, then,\\nin the progress of the discussion, the three following questions arise in the order\\nin which they are stated. By whom should the proposed institution be estab-\\nlished What would be its leading features And what would be some of the\\npeculiar advantages to the public wliich would i-esult from it To answer these\\nseveral questions at length would require a book while I have, at present, only\\nleisure to prepare one or two newspaper essays. A few hints, therefore, upon\\nthe above three topics are all that I dare profess to give, and more than I fear I\\ncan give, either to my own satisfaction or that of those readers who may have\\nbecome interested in the subject.\\nThe institution, from its peculiar purpose, must necessarily be both literary\\nand scientific in its character. And although, with its design constantly in view,\\nwe could not reasonably expect it to add, directly, much to the stock of what is\\nnow called literature, or to enlarge much the boundaries of what is now called\\nscience, yet, from the very nature of the subject to which it would be devoted,\\nand upon which it would be employed, it must in its progress create a kind of\\nliterature of its own, and open a new science somewhat peculiar to itself the\\nscience of the development of the infixnt mind, and the science of communicating\\nknowledge from one mind to another while m a different stage of matm-ity. The\\ntendency of the inquiries which must be carried on, and the discoveries which\\nwould be constantly made, in a seminary for this new purpose, would be to give\\nefficacy to the pursuits of other literary and scientific institutions. Its influence,\\ntherefore, though indirect, would be not the less powerful upon the ca,use of lit-\\nerature and the sciences generally. These remarks may seem to anticipate an-\\nother part of my subject but they are introduced here to show that a seminary\\nfor the education of teachers would stand, at least, on as favorable a footing in", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0084.jp2"}, "85": {"fulltext": "MR. CARTER ON EDUCATION OF TEACHERS. Y7\\nrelation to the public, as other literary and scientific institutions. It seems now\\nto be believed that the Legislature of the State are the rightful proprietors of\\naU pubhc institutions for the diffusion of knowledge. And if they are of any,\\nthey certainly ought to be of one for such a purpose. Because there are none in\\nwhich the pubhc would be more deeply interested. There are none which\\nwould tend so much to diffuse knowledge among the whole mass of the people.\\nAnd this, as has been before remarked, is a solemn duty enjoined upon our gov-\\nernment by the constitution under wliich they are organized, and from Avhich\\nthey derive their authority. Besides, it is the iirst impulse of every government,\\noperating as quickly and steadily as instinct, to provide for its own preservation.\\nAnd it seems to be conceded on all hands, by the friends as well as the enemies\\nof freedom, that a government Uke our own can only exist among a people gen-\\nerally enhghtened the only question as to the permanency of free institutions\\nbeing, whether it be possible to make and to keep the whole population of a\\nnation so well educated as the existence of such institutions supposes and re-\\nquu es.\\nOur government, therefore, are urged by every motive which the constitution\\ncan enjoin or self-preservation suggest, to see to it that knowledge is generally\\ndiffused among the people. Upon this subject of popular education, a free gov-\\nernment must be arbitrary for its existence depends upon it. The more igno-\\nrant and degraded people are, the less do they feel the want of instruction, and\\nthe less will they seek it. And these are the classes of a community which\\nalways increase the fastest up to the very point, where the means of subsistence\\nfail. So that if any one class of men, however small, be suffered as a body to\\nremain in ignorance, and to allow thek fainilies to grow up without instruction,\\nthey will increase in a greater ratio, compared with their numbers, than the more\\nenhghtened classes, till they have a preponderance of physical power. And\\nwhen this preponderance becomes overwhelming, what hinders a revolution and\\nan arbitrary government, by which the mind of a few can control the physical\\nstrength of the many\\nIf this reasoning be correct, a free government must look to it betimes, that\\npopular ignorance does not gain upon them. If it do, there is a thistle in the\\nvineyard of the republic, which will grow and spread itself in every direction,\\ntill it cannot be eradicated. The ignorant must be allured to learn by every\\nmotive wliich can be offered to them. And if they will not thus be allured, they\\nmust be taken by the strong arm of government and brought out, willing or\\nunwilling, and made to learn, at least, enough to make them peaceable and good\\ncitizens. It would be well, indeed, if the possibihty could be held out to all of\\nsuccessfully aspiring to responsible stations in society. A faint hope is better\\nthan despair. And though only one chance in a thousand be favorable, even that\\nis worth something to stimulate the young to greater efforts, to become worthy\\nof distinction. The few who, under all the disadvantages which adverse circum-\\nstances impose, can find their way by imtired perseverance to places of trust and\\ninfluence m the republic, serve to give identity of feehng, of purpose, and pm--\\nsuit to the whole. They harmonize and bind together all those different and\\ndistant classes of the community, between which fretful jealousies naturally\\nsubsist.\\nThese are hints, only, at an argument, perhaps unintelligible ones, to establish\\nthe principle, that free governments are the proprietors of all literary and scien-\\ntific institutions, so far as they have the tendency to diffuse knowledge generally\\namong the people. The free schools of Massachusetts, as the most efficient\\nmeans of accomphshing that object, should therefore be the property and the\\npecuHar care of government. An argument wlU, at once, be drawn from tliese\\nprinciples why they should assume the dkection of the schools, so far as to insm-e\\nto the people over whom they are appointed to preside, competent teachers of\\nthem. And as this is the main purpose of the proposed institution, the reason-\\ning seems to be conclusive why they should be its proprietor, or, at least, its\\npatron and protector.\\nAn institution for the education of teachers, as has been before intimated,\\nwould form a part, and a very important part, of the free-school system. It\\nwould be, moreover, precisely that portion of the system which should be rmder\\nthe direction of the State, whether the others are or not. Because we should", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0085.jp2"}, "86": {"fulltext": "IS\\nMR. CARTER ON EDUCATION OF TEACHERS.\\nthus secure at once, a uniform, intelligent, and independent tribunal for decisions\\non the qualifications of teachers. Because we should thus relieve the clergy of an\\ninvidious task, and insure to the public competent teachers, if such could be found\\nor prepai-ed. An institution for this purpose -would become, by its influence on\\nsociety, and particularly on the young, an engine to sway the pubHc sentiment,\\nthe public morals, and the public rehgion, more powerful than any other in the\\npossession of goveriunent. It should, therefore, be responsible immediately to\\nthem. And they should carefully overlook it, and prevent its being perverted\\nto other purposes, directly or indirectly, than those for which it is designed. It\\nshould be emphatically the State s institution. And its results would soon make\\nit the State s favorite and pride, among other literary and scientific institutions.\\nThe Legislature of the State should, therefore, establish and build it up, without\\nwaiting for individuals, at great private sacrifices, to accomplish the work. Such\\nwould be the influence of an uistitution for the education of teachers and such\\nis the growing conviction of the strength of early associations and habits, that it\\ncannot be long before the work will be begun in some form. If it be not under-\\ntaken by the public and for public purposes, it will be undertaken by individu-\\nals for private purposes.\\nThe people of Massachusetts are able and willing, yea, more than willing, they\\nare anxious to do something more for popular education, for the diffusion of\\nknowledge generally. The only questions with them are how and where can\\nmeans be applied to the purpose to the greatest advantage. It may safely be\\nsubmitted, by the friends of the free schools, to a repubhcan people and their\\nrepublican government, which institutions on comparison most deserve the pub-\\nlic bounty those whose advantages can be enjoyed but by a few, or those which\\nare open to the whole population those which have for their main objects good\\nthat is remote, or those whose happy influences are felt at once, through the\\nwhole community. Which institutions deserve the first consideration, and the\\nmost anxious attention of a popular government, those which will place a few\\nscholars and philologists upon a level with the Germans in a knowledge of Greek\\naccents, or those which will put our whole people upon the level of enlightened\\nmen in their practical knowledge of common things These objects may all be\\nimportant to us. But the former will be provided for by individuals the latter\\nare the peculiar care of government.\\nThe next question, mentioned above, as arising in the progress of this discus-\\nsion, was, what would be the leading features of an institution for the education\\nof teachers. If the institution were to be founded by the State, upon a large\\nscale, the following parts would seem to be obviously essential. 1. An appro-\\npriate library, with a philosophical apparatus. 2. A principal and assistant pro-\\nfessor in the different departments. 3. A school for children of different ages,\\nembracing both those desiring a general education, and those designed particu-\\nlarly for teachers. 4. A Board of Commissioners, or an enlightened body of men\\nrepresenting the interests and the wishes of the public.\\n1. A library should of course be selected with particular reference to the ob-\\njects of the institution. It would naturally and necessarily contain the approved\\nauthors on the science of education In its widest sense. It would embrace works\\nof acknowledged merit in the various branches of literature and science intunately\\nconnected with education; such as anatomy and physiology, the philosophy of\\nthe human mind and heart, and the philosophy of language.\\nPhysical education forms a very essential part of the subject, and should be\\nthoroughly understood. This branch Includes the development of all the organs\\nof the body. And works upon the physiology of children should be added to the\\nlibrary. Books on gymnastics, containing directions for particular exercises\\nadapted to the development of the several organs, belong to the library of the\\naccomplished instructor, as well as to that of the surgeon. Indeed, If the former\\nproperly use them, they will enable him to give a firmness to the parts of the\\nbody which may, perhaps, supersede the necessity of the interference of the lat-\\nter to set them right in manhood.\\nThe philosophy of the Infant mind must be understood by the Instructor before\\nmuch progress can be made In the science of education for a principal branch\\nof the science consists in forming the mind. And the skill of the teacher in this\\ndepartment is chiefly to be seen in his judicious adaptation of means to the de-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0086.jp2"}, "87": {"fulltext": "MR. CARTER ON EDUCATION OF TEACHERS. (79\\nvelopment of the intellectual faculties. Every book, therefore, -wliich -would aid\\nin an analysis of the youthful mind, should be placed in the library of the pro-\\nposed institution.\\nThe human heart, the philosophy of its passions and its affections, must be\\nstudied by those who expect to influence those passions, and form those affections.\\nThis branch of the subject includes the government of cliildren, especially in the\\nearliest stages of their discipline. The success of the teacher here depends upon\\nthe good judgment with whicii he arranges and presents to his pupils the motives\\nthat will soonest move them, and most permanently influence their actions. The\\nmistaken or wicked principles of parents and instructors, in this department of\\neducation, have, no doubt, perverted the dispositions of many hopeful children.\\nIf successful experience has been recorded, it should be brought to the assistance\\nof those who must otherwise act without experience.\\nLastly, the study of the philosophy of language would be essential to the\\nscientific teacher. The term language is not here understood to mean a class of\\nwords called Greek, or another class of words called Latin, or even that class of\\nwords which we call English. It means something more general, and sometliing\\nwhich can hardly be defined. It embraces aU the means we use to excite in the\\nminds of others the ideas which we have already in our own minds. These,\\nwhatever they are, are included in the general definition of language. Tliis is a\\ngreat desideratum in our systems of education. We do not possess a language\\nby which we can produce precisely the idea in a pupil which we have in our own\\nmind, and which we wish to excite in his. And impatient and precipitate teach-\\ners quite often quarrel with their pupils, because they do not arrive at the same\\nconclusions with themselves, when, if they could but look into their minds, they\\nwould find that the ideas with which they begin to reason, or which enter into\\ntheir processes of reasoning, are altogether different. Every book or fact, there-\\nfore, which would do any tiling to supply this desideratum, or enable the teacher\\nbetter to understand precisely the idea which he excites in the mind of his pupils,\\nshould be collected in the instructor s Ubrary.\\n2. The institution should have its principal and its assistant professors. The\\ngovernment and instruction of a seminary for the education of teachers would be\\namong the most responsible situations which could be assigned to men in literary\\nor scientific pursuits. As many of the objects of the institution would be new,\\nso the duties of its instructors would also be new. JSTo commanding minds have\\ngone before precisely in the proposed course, and struck out a path which others\\nmay easily follow. There are no rules laid down for the direction of those who\\nwill not think upon, or who cannot understand the subject. Men must, there-\\nfore, be brought to the task who have the abiUty to observe accurately and to\\ndiscriminate nicely. They must also collect the results of what experience they\\ncan from books and from others, in order to enable themselves to form some\\ngeneral principles for the direction of their pupils, who will go abroad to carry\\ntheir improvements to others. It is not supposed for a moment that all who\\nmay receive instruction at the proposed institution with the intention of becom-\\ning teachers, will necessarily be made thereby adepts in the science, any more\\nthan it is believed that all who happen to reside four years within the walls of a\\ncollege are necessarily made expert in the mysteries of syllogisms and the calcu-\\nlus. But having seen correct general principles of education successfully reduced\\nto practice, they may, at least, become artists in the profession, and be able to\\nteach pretty well upon a system, the philosophy of which they cannot thoroughly\\ncomprehend.\\n3. A school of children and youth of different ages and pursuing different\\nbranches of study would form an essential part of the institution. In the early\\nstages of the education of children, the disciphne should consist almost wholly of\\nsuch exercises as serve to develop the different faculties and strengthen all the\\npowers of the mmd. And in the subsequent education of youth, when the disci-\\npline comes to consist partly in the development of the mind, and partly in the\\ncommunication of knowledge, the course of instruction would be the same,\\nwhether the pupil were destined to be a teacher or not. The objects of the\\ninstitution do not, therefore, become peculiar till after the pupil has acquired a\\ncertain degree of freedom and strength of mind nor till after he has made the\\nacquisition of the requisite amount of knowledge for the profession of teacher.", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0087.jp2"}, "88": {"fulltext": "gQ MR. CARTER ON EDUCATION OP TEACHERS.\\nThough a pupil -would necessarily imbibe a good deal of clearness and method in\\nhis intellectual exercises by submitting the direction of them to a skillful instruct-\\nor, the study of the science of teaching cannot properly begin till he changes\\nrelations with those about him and, instead of following a course prescribed by\\nanother, and exhibiting the powers of his own mind without an effort to take\\ncognizance of them, he assumes to look down upon humbler minds, to direct their\\nmovements, and to detect and classify the phenomena of their subtle workings.\\nAfter the young candidate for an instructor, therefore, has acquired sufficient\\nknowledge for directing those exercises and teaching those branches which he\\nwishes to profess, he must then begin his labors under the scrutinizing eyes of\\none who will note his mistakes of government and faults of instruction, and cor-\\nrect them. The experienced and skillful professor of the science will observe\\nhow the mind of the young teacher acts upon that of the learner. He will see\\nhow far and how perfectly they ujiderstand each other, and which is at fault if\\nthey do not understand each other at all. If the more inexperienced teacher\\nshould attempt to force upon the mind of a cliild an idea or a process of reason-\\ning for which it was not in a proper state, he would be checked at once, and told\\nof his fault and thus, perhaps, the pupil would be spared a disgust for a par-\\nticular study, or an aversion to all study. As our earliest experience would in\\ntliis manner be under the direction of those wiser than ourselves, it would the\\nmore easily be classed under general principles for our direction afterward.\\nThis part of the necessary course in an institution for the education of teachers\\nmight be much aided by lectures. Cliildren exhibit such and such intellectual\\nphenomena the scientific professor of education can explain those phenomena,\\nand tell from what they arise. If they are favorable, he can direct how they\\nare to be encouraged and turned to account in the development and formation of\\nthe mind. If they are unfavorable, he can explain by what means they are to\\nbe overcome or corrected. Seeing intellectual results, he can trace them, even\\nthrough complicated circumstances, to their causes or, knowing the causes and\\ncircumstances, he can predict the result that will follow them. Thus every day s\\nexjDerience would be carefully examined, and made to limit or extend the com-\\nprehension of the general principles of the science. Is there any other process\\nor method than tliis to arrive at a philosophical system of education If any\\noccurs to other minds, it is to be hoped that the public may soon have the benefit\\nof it.\\n4. The fourth branch, which I mentioned above as constituting an important\\npart of an institution for the education of teachers, was a Board of Commission-\\ners. Although they would, probably, have but Uttle to do with the immediate\\ngovernment and instruction of the institution, they would be valuable to it by\\nrepresenting the wishes of the community, and by bringing it more perfectly in\\ncontact with the public interests. Besides, it must occur to every one, that in\\nthe general management of such an establishment, many of the transactions would\\nrequire characters and talents very diftereut from those that would, generally,\\nbe found in the principal or professors. Men might easUy be found who would\\nlecture to admiration, and yet be wholly incompetent to assiune the general\\ndirection of the establishment. The professors, too, would always want assistance\\nand authority in determining what acquisitions should be required for admission\\ninto the institution, and what proficiency should be deemed essential in the can-\\ndidates before leaving it to assume the business of teaching. Upon what princi-\\nples shall the school be collected How shall the privilege of attending as new\\nlearners in the science of education be settled upon applications from different\\nparts of the State or country These and many similar questions would render\\na body of men, distinct from the professors, important to the institution. Many\\ndecisions, too, must necessarily be made, affecting individual and private inter-\\nests. This would be an invidious duty, and the instructors should be relieved\\nfrom it as far as possible. It is confidently believed that the peculiar advan-\\ntages to be enjoyed at such an institution by cliildren and youth generally, as\\nwell as by those designed for teachers, would command a price sufficient to de-\\nfray nearly the whole expenses of the estabhshment. If not so, then might not\\neach town send one or more young men to the institution to be properly educated\\nfor instructors, and require them in return to teach their pubfic schools to liqui-\\ndate the expense All these means, however, are subjects for future consider-", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0088.jp2"}, "89": {"fulltext": "MR. CARTER ON EDUCATION OF TEACHERS, gi\\nation, and are to be devised after the utility of the institution has been demon-\\nstrated.\\nThe peculiar advantages of an institution for the education of teachers would\\nbe far too numerous and too important to be either embraced or enforced in the\\nspace which remains for this topic. A few, therefore, of the most obvious ones\\nare all that can here be alluded to. One advantage, and a very certain one,\\nwould be to raise the character of teachers generally and consequently, in the\\nsame degree, the character of the schools which they teach. Let us pause, for a\\nmoment, to consider to what an extent we are interested in every thing which\\naffects our system of public instruction and hence derive a motive, before we\\npass on, to enforce attention to every suggestion for improvement in it.\\nThere were in the district of Massachusetts, according to the census of 1820,\\nfive hundred and twenty-three thousand one hundred and fifty-nine souls. Of\\nthis number, two hundred and forty-one thousand seven hundred and eleven\\nwere under the age of eighteen years. The numbers have since been much\\naugmented. If the population has increased only as fast since the last census\\nas it did between the census of 1810 and that of 1820, there are now, in round\\nnumbers, about two hundred and fifty thousand children and youth in Massa-\\nchusetts under the age of eighteen years. This, it will be perceived, amounts to\\nalmost one -half of the whole number of souls. If we take from the older those\\nbetween the ages of eighteen and twenty-one, and add them to the younger part\\nof the population, we shall find at least half, and probably more than half of the\\nwhole, under twenty-one years.\\nThese are all flexible subjects of education, in its most comprehensive sense\\nthough they are not all within the influence of that part of it which can be easily\\ncontrolled by legislation, or indeed by any means except by an enlightened pub-\\nlic oj)inion. A few of tliis great number have left the schools and aU direct\\nmeans of education, and entered upon the active business of life. And a portion\\nof the younger part of them are yet subjects only for domestic education. But\\nafter these deductions from the two extremes, it will not be extravagant to\\nstate, that one-third of the whole population are of a suitable age, have oppor-\\ntunity, and do actually attend school some portion of the year. In Massachusetts\\nwe have not the means of knowing accurately the numbers of children and youth\\nwho attend our schools because we have no system of returns to any public au-\\nthority, by which such facts can be ascertained. But I am confirmed in the be-\\nlief that the above is not an extravagant estimate, by two circumstances. One\\nof them is, several towns have been carefully examined, and this is about the\\nproportion of the population found in their schools. And the other is, ofiicial\\ndocuments and acknowledged authorities fiom the neighboring State of Connecti-\\ncut informs us that one-third of the population attend their free schools a part of\\nthe year. And probably the same would be found to be true of New York, as\\nwell as of the remainder of the New England States.\\nThese are statistical facts. Others may reason upon them and draw what con-\\nclusions they can, about immigration, the future prospects of New England, her\\ncomparative influence in the Union, and the facilities she affbrds for a manufac-\\nturing district. They have been introduced here because they suggest motives\\nstronger than any others, to enforce attention to our means of popular education.\\nOne-third of our whole population are now at that period of life when their\\nprinciples and characters are rapidly forming. Habits, both moral and intellect-\\nual, are taking their direction, and acquiring the strength of age. In aU tliis,\\nthe schools must have a deep influence. Both the degree and the kind of influ-\\nence are, to a certain extent, within our control, and consequently depend upon\\nour efforts. In twenty years, and surely twenty years are not beyond the ken\\nof a tolerably clear-sighted politician, this part of our population wUl succeed to\\nmost of the responsible places and relations of their fathers. They must receive\\nall that we have to leave for them. They must take our names, and attach to\\nthem honor or infamy. They must possess our fortunes, to preserve or disperse\\nthem. And they must inherit our free institutions, to improve, pervert, or de-\\nstroy them. Here, then, are the strongest poUtical motives, as well as paternal\\naffection, urging upon us attention to all the means of forming correctly the\\ncharacters of those who are to receive from us our choicest blessings. And what\\nmeans within our control can be devised more efficient for this purpose, than\\nF", "height": "3281", "width": "1934", "jp2-path": "normalschoolsoth00barn_0089.jp2"}, "90": {"fulltext": "g2 MR. CARTER ON EDUCATION OF TEACHERS.\\nthose primary seminaries for instruction, -where the mass of the people must\\nreceive several years of their education Find, if they are to be found, or create,\\nif they are not now to be found, a class of teachers vjell skilled in their profes-\\nsion, and put them into aU our free schools. What an effect would soon be pro-\\nduced in their condition And what a renovating influence these same schools\\nwould soon have upon the character of the whole people who have access to\\nthem\\nBut these are general advantages of a good class of teachers. I promised to\\nspeak of the peculiar advantages of the proposed institution to produce them.\\nThe hbrary, collected -with particular reference to the objects of the institution,\\nwould contain the facts of the science of education scattered along in the history\\nof the world. Facts are the materials of philosophy. And we cannot philoso-\\nphize, safely, till we have an extensive stock before us. The hbrary would nat-\\nurally collect, not only those phenomena relating to the subject which have\\nalready been observed, but also the records of those which must be daily passing\\nbefore our eyes. Books connected with and collateral to the science will be as\\nimportant to the purposes of the institution as those professedly written upon\\nthe subject. And frequently they will be found to be much more so. Because\\nthe former contain the facts and the phenomena, wliile the latter have only an\\nauthor s reasonmg and conclusions upon tliem. And the authors who have writ-\\nten upon education, with very few exceptions, have reasoned speciously, but from\\nvery limited and imperfect inductions. So that then- conclusions, though they\\nmay be correct, as far as they had the necessaiy means of making them so, are\\nliable to fail, totally, when reduced to practice under circumstances a little dif-\\nferent from those from which the principles have been formed. We want more\\nexperience before we begin to reason at large and to draw sweeping conclusions\\non the subject. And our library would be chiefly valuable as containing that\\nexperience, or the results of it, accurately and authentically recorded.\\nBut the conclusions of writers on the subject, though received and repeated\\nby every body, are not binding and beyond question, till we know that the facts\\nfrom which they reasoned are all which can affect the principles that they de-\\nduce from them. And to believe that the experience of two thousand years,\\nembracing the present age, which is so full of phenomena of all kinds, has not\\nadded something to our means of a copious and safe induction to principles of\\neducation, requires a stretch of credulity with which my mind is not gifted. It\\nwill be safer, as a general rule, to assume that they teach us what to avoid, rather\\nthan what to imitate.\\nWhen we have collected the means of reasoning correctly, which books can\\nafford, and added to them the living materials of philosophy, which will be con-\\nstantly exhibited in the school which is to form a part of the institution, we are\\nto place all these before instructors of discriminating minds, who are able and\\nwilling to observe as well as to reason. We are, then, to turn the public attention\\ntoward them in good earnest, and let them see that something is expected from\\nthem. There is a moral certainty, under such circumstances, that the expecta-\\ntion will be gratified. When the public attention is turned toward any subject,\\nall the ardent and discriminating minds act in concert. And like the rays of the\\nsun converged to a point by a lens, they act with an intensity which must pro-\\nduce an effect.\\nIt would be a natm-al result of the proposed institution to organize the teach-\\ners into a more distinct profession, and to raise the general standard of their intel-\\nlectual attainments. It would therefore concentrate and give energy and direc-\\ntion to exertions and inquiries, which are now comparatively wasted for want of\\nsuch direction. No one, indeed, can now foresee, precisely, what effect would\\nbe produced upon our systems of education and principles of mstruction by sub-\\njecting them to such an ordeal. To foretell the improvements that would be\\nmade, would be to make them, and supersede the necessity of an institution for\\nthe purpose. Though the necessity would still remain for some sunilar means\\nto propagate them among the people. But if our principles of education, and\\nparticularly our principles of government and instruction, are not already perfect,\\nwe may confidently expect improvements, though we may not know, precisely,\\nin what they will consist.\\nMany persons knew twenty years ago that steam was expansive. But who", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0090.jp2"}, "91": {"fulltext": "ME. CARTER ON EDUCATION OF TEACHERS. g3\\nforesaw tlie degree to wliich its expansion could be raised, or the purposes to\\nwhich it could be apphed Public attention was turned to the subject in earnest,\\nand we now see vessels moving in every direction by its power. It was knowr\u00c2\u00bb\\nlong since that light wood would float, and water run down hill. But who fore-\\nsaw, twenty years ago, the present state of our internal improvement by means\\nof canals Pubhc attention and powerful minds were directed to the subject,\\nand we now see boats ascending and descending our mountains, and traversmg\\nour continent in every direction. Those who were before almost our antipodes,\\nhave now, by the facilities of communication, become our neighbors. The most\\nintrepid prophet would hardly have dared, even ten years ago, to predict the\\npresent state of oiu- manufactories. This has all been done, because it could be\\ndone, and many minds were turned to the subject, and resolved that it should be\\ndone. All these are in many respects analogous cases, and go to show that we\\ndo not always know how near to us important improvements are and that it is\\nonly necessary to direct the public attention to a subject in order to insure some\\ninventions in it.\\nA great variety of other peculiar advantages to the public, it occurs to me,\\nmust arise fi om an institution for the education of teachers. But I have confined\\nmyself to those only which seemed to be the most striking and important. All\\nothers will be found to be mvolved, in a great degree, or wholly, in those which\\nI have stated. And although to enumerate them might add some new motivee\\nfor attention to the subject, they could not strengthen much the argument in\\nfavor of an institution somewhat like that which has been above described. I\\nmust now take my leave of the subject for the present my only regrets being\\nthat I have not had ability to do more justice to the several topics which I have\\ndiscussed, nor time to do more justice to my own views of them.\\nMr. Carter commenced his public labors in the cause of popular edu-\\ncation by the publication of Letters to the Hon. William Prescott, LL.D.,\\non the Free Schools of New England., with Bemarks on the Principles\\nof Instruction,^ in 1824. In the same year he commenced in the Boston\\nPatriot, over the signature of Franklin, a series of Essays on Popular\\nEducation, which were subsequently published, in a pamphlet form, in\\n1826. In this series of essays he first gave to the public his plan of a\\nTeachers Seminary. These essays, and particularly, his views on the\\nprinciples of education as a science, and his outline of an institution for the\\neducation of teachers, attracted much attention. They were very ably\\nand favorably reviewed in the United States Review, edited by The-\\nophilus Parsons, and of which Journal Mr. Carter, on its being united\\nwith the Literary Gazette, became editor, and devoted a portion of the\\ncolumes to an advocacy of educational improvements before the public.\\nThe essays were made the basis of an article in the North American\\nReview, for 1827, by Prof. Ticknor, and through that article his plan\\nwasmade known to the English public. Prof Bryce, in his Sketch of a\\nPlan for a System of National Education for Ireland,^ published in\\nLondon, in 1828, speaks of the outline, as the first regular publication\\non the subject of the professional education of teachers which he had\\nheard of\\nIn 1827, Mr. Carter presented a memorial to the Legislature, praying\\nfor aid in the establishment of a seminary for the education of teachers\\nwith a model school attached. The memorial was favorably reported on\\nby a committee, of which the Hon. William B. Calhoun, of Springfield,\\nMass., was chairman, and a bill, making an appropriation, was lost by one\\nvote in the Senate. In that year, the town of Lancaster appropriated a", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0091.jp2"}, "92": {"fulltext": "g^ MR. CARTER ON EDUCATION OF TEACHERS.\\nportion of land, and the use. of an academy building, to aid him in carry-\\ning out his plan as a private enterprise. He purchased several dwelling-\\nhouses to accommodate his pupils and teachers with lodgings and board,\\nhired assistants who were to be taught by himself on his plan, and\\nopened his school. Within a few months after his school opened, the\\npeople of Lancaster, who did not comprehend the full and ultimate pub-\\nlic benefits of the new institution, began to manifest opposition, and threw\\nsuch obstacles in his way, that he was obliged to abandon his project,\\nas a public enterprise, after having embarrassed himself by his pecu-\\nniary outlays for buildings and teachers. He, however, continued to give\\ninstruction for many years afterward to private pupils, many of whom\\nare now successful teachers in different parts of the Union.\\nIn 1830, Mr. Carter assisted in the establishment of the American In-\\nstitute of Instruction, of which he was for many years an officer and an\\nactive member. At its first session he delivered a lecture on the de-\\nvelopment of the intellectual faculties, in which he treats of education\\nas a science and in 1831, he gave another lecture on the necessity and\\nmost practicable means of raising the qualifications of teachers.\\nIn 1835, and for several j^ears afterward, he was a member of the Le-\\ngislature, and in that position, as chairman of the Committee of Educa-\\ntion, drafted several able reports and bills, to promote the cause of educa-\\ntional improvement. During his first term, he secured the appropriation\\nof three hundred dollars a year in aid of the objects of the American In-\\nstitute of Instruction. In the same session he submitted an elaborate\\nreport in favor of an Act to provide for the better instruction of youth,\\nemployed in manufacturing establishments, which the Hon. Rufus\\nChoate characterized as a measure of large wisdom and expanded be-\\nnevolence, which makes it practicable and safe for Massachusetts to grow\\nrich by manufacture and by art. In 1836, as chairman of the same\\ncommittee, he reported a bill for the appointment of a Superintendent of\\nCommon Schools, and advocated the establishment of a seminary for the\\nprofessional education of teachers.\\nIn 1837, Mr. Carter made a vigorous effort in the House to secure the\\nappropriation of one half of the United States Surplus Revenue, for the\\neducation of Common School teachers. His speech, on the second of\\nFebruary, for this object, is an able exposition of the claims of Cree\\nschools for efficient and liberal legislation, and of the necessity of an\\ninstitution devoted exclusively to the appropriate education of teachers\\nfor them. His amendment was lost but he had the satisfaction, at a\\nlater period of the session, to draft the bill, establishing the Board of\\nEducation, which was adopted. Gov. Everett nominated Mr. Cartel\\nthe first member of the Board.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0092.jp2"}, "93": {"fulltext": "MEMORIAL\\nAMERICAN INSTITUTE OF INSTRUCTION TO THE LEGISLATURE OF\\nMASSACHUSETTS ON NORMAL SCHOOLS.\\n(Suhmitted January^ 1837.)\\nTo THE HONOEABLE THE LEGISLATURE\\nOF THE Commonwealth of Massachusetts.\\nThe Memorial of the Directors of the American Institute of Instruction, praying\\nthat provision may he made for the better preparation of the teachers of the\\nschools of the Commonwealth, respectfully showeth\\nThat there is, throughout the Common-wealth, a great want of well-qualified\\nteachers\\nThat this is felt in all the schools, of all classes, but especially in the most im-\\nportant and numerous class, the district schools\\nThat wherever, in any town, exertion has been made to improve these schools,\\nit has been met and baffled by the want of good teachers; that they have been\\nsought for in vain the iiighest salaries have been offered, to no purpose that\\nthey are not to be found in sufficient numbers to supply the demand\\nThat their place is supplied by persons exceedingly incompetent, in tnany\\nrespects by young men, in the course of their studies, teaching from necessity,\\nand often with a strong dislike for the pursuit by meclaanics and others wanting\\npresent employment and by persons who, having failed in other calhngs, take\\nto teaching as a last resort, with no qualifications for it, and no desire of continu-\\ning in it longer than they are obliged by an absolute necessity\\nThat those among this number wlio have a natural fitness for the work, now\\ngain the experience, without whicli no one, whatever liis gifts, can become a good\\nteacher, by the sacrifice, winter after winter, of the time and advancement of\\nthe children of the schools of the Commonwealth\\nThat every school is now liable to have a winter s session wasted by the un-\\nskillful attempts of an instructor, makLag his first experiments in teaching By the\\nclose of the season, he may have gained some insight into the mystery, may liave\\nhit upon some tolerable method of discipline, may have grown somewhat famil-\\niar with the books used and with tlie character of the children and, if he could\\ngo on in the same school for successive years, might become a profitable teacher\\nbut whatever he may have gained himself, from his experiments, he wiU have\\nfailed too entirely of meeting the just expectations of the district, to leave him\\nany hope of being engaged for a second term: He accordingly looks elsewhere\\nfor the next season, and the district receives another master, to have the existing\\nregulations set aside, and to undergo another series of experiments We do not\\nstate the fact too strongly, when we say, that the time, capacities, and opportuni-\\nties of thousands of the children are now sacrificed, lointer after lointer, to the\\np-eparation of teachers, who, after tliis enormous sacrifice, are, notwithstanding,\\noften very wretchedly prepared\\nThat many times, no preparation is even aimed at that such is the known\\ndemand for teachers of every kind, with or without qualifications, that candi-\\ndates present themselves for the employment, and committees, in despair of\\nfinding better, employ them, who have no degree of fitness for the Avork that\\ncommittees are obliged to employ, to take charge of theu children, men to whose\\nincompetency they would reluctantly commit their farms or their workshops\\nThat the reaction of this deplorable incompetency of the teachers, upon the\\nminds of the committees, is hardly less to be deplored, hardly less alarming, as\\nit threatens to continue the evil and render it perpetual Finding they cannot\\nget suitable teachers at any price, they naturally apportion the salary to the\\nvalue of the service rendered, and the consequence is, that, in many places, the\\n\u00e2\u0096\u00a0wages of a teacher are below those given in the humblest of the mechanic arts", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0093.jp2"}, "94": {"fulltext": "86\\nMEMORIAL ON NOPx-MAL SCHOOLS\u00e2\u0080\u0094 1837.\\nand instances are known, of persons of tolerable qualifications as teachers, de-\\ncliiaing to quit, for a season, some of the least gainful of the trades, on the gi ound\\nof the lowness of the teachers pay.\\nWe merely state these facts, without enlarging upon them, as they have\\nalready too great and melancholy a notoiiety. We but add our yoice to the\\ndeep tone of grief and complaint which sounds from every part of the State.\\nWe are not surprised at this condition of the teachers. We should be sur-\\nprised if it were much otherwise.\\nMost of the winter schools are taught for about three months in the year the\\nsummer not far beyond four. They are, therefore, of necessity, taught, and must\\ncontinue to be taught, by persons who, for two-thirds or tlii ee-fourths of the\\nyear, have other pursuits, in quaUfying themselves for which they have spent\\nthe usual period, and wliich, of course, they look upon as the main business of\\ntheir lives. They cannot be expected to make great exertions and expensive\\npreparation for the work of teachmg, in which the standard is so low, and for\\nwljich they are so poorly paid.\\nWhatever desire they might have, it would be almost in vam. There are\\nnow no places suited to give them the instruction they need.\\nFor every other profession requiring a knowledge of the principles of science\\nand the conclusions of experience, there are special schools and colleges, with\\nlearned and able professors, and ample apparatus. For the preparation of the\\nteachers, there is almost none. In every other art ministering to the wants and\\nconveniences of men, masters may be found ready to impart whatsoever of skill\\nthey have to the willing apprentice and the usage of society justly requires\\nthat years should be spent under the eye of an adept, to gain the requisite ability.\\nAn apprentice to a schoolmaster is known only in tradition.\\nWe respectfully maintam that it ought not so to be so much of the intelli-\\ngence and character, the welfare and immediate and future happiness of all the\\ncitizens, now and hereafter, depends on the condition of the common schools, that\\nit is of necessity a matter of the dearest interest to all of the present genera-\\ntion that the common education is to such a degree the palladium of our liber-\\nties, and the good condition of the common schools, in which that education is\\nchiefly obtained, so vitaUy important to the stability of our State, to our very\\nexistence as a free State, that it is the most proper subject for legislation, and\\ncalls loudly for legislative provision and protection. The common schools ought\\nto be raised to their proper place and this can only be done by the better edu-\\ncation of the teachers.\\nWe maintain that provision ought to be made by the State for the education\\nof teachers because, while their education is so important to the State, theu-\\ncondition generally is such as to put a suitable education entirely beyond their\\nreach because, by no other means is it likely that a system shall be introduced,\\nwhich shall prevent the immense annual loss of tune to the schools, from a change\\nof teachers; and because, the qualifications of a first-rate teacher are such as\\ncannot be gained but by giving a considerable time wholly to the work of prep-\\naration.\\nIn liis calling, there is a peculiar difficulty in the fact, that whereas, in other\\ncallings and professions, duties and difficulties come on gradually, and one by\\none, giving ample time, in the intervals, for special preparation, in his they all\\ncome at once. On the first day on which he enters the school, his difficulties\\nmeet him with a single, unbroken, serried front, as numerously as they ever will\\nand they refuse to be separated. He cannot divide and overcome them singly,\\nputting off the more formidable to wrestle with at a future time he could only\\nhave met them with complete success, by long forecast, by months and years of\\npreparation.\\nThe qualifications requisite in a good teacher, of which many liave so low and\\ninadequate an idea, as to tliink them almost the instinctive attributes of every\\nman and every woman, we maintain to be excellent quaUties, rarely united in a\\nhigh degree in the same individual, and to obtain which one must give, and may\\nwell give, much time and study.\\nWe begin with the lowest. He must have a thoronyh hnowledge of whatever\\nhe undertakes to teach. If it were not so common, how absm-d would it seem,\\nthat one should undertake to communicate to another fluency and grace in the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0094.jp2"}, "95": {"fulltext": "MEMORIAL ON NORMAL SCHOOLS\u00e2\u0080\u0094 1837. Qlj\\nbeautiful accomplishment of reading, -without having them himself; or to give\\nskill in the processes of ai ithmetic, while he understood it so dimly himself as\\nto be obliged to follow the rules, as blindly as the cliild he was teaching And\\nyet, are there not many teachers yearly employed by committees, from the im-\\npossibihty of finding better, who, in reading and aritlmietic, as in every tiling\\nelse, are but one step before, if tliey do not fall behind, the foremost of theh* own\\npupils Is it not so in geography, m English grammar, in every thing, in short,\\nwhich is now requhed to be taught\\nIf the teaclier understood thorouglily what is required in the usual, prescribed\\ncourse, it would be something. But we maintain that the teachers of the pubUc\\nschools ought to be able to do much more. In every school occasions are daily\\noccmTing, on which, from a well-stored mind, could be imparted, upon the most\\ninteresting and important subjects, much that would be of the greatest value to\\nthe learner, at the impressible period of his pupilage. Ought not these occasions\\nto be provided for Besides, there are always at least a few forward pupils,\\nfull of talent, ready to make advances far beyond the common course. Such, if\\ntheir teacher could conduct them, would rejoice, instead of circhng again and\\nagain in the same dull round, to go onward, in other and higher studies, so mani-\\nfestly valuable, that the usual studies of a school seem but as steps, intended to\\nlead up to them.\\nIn the second place, a teacher should so understand the ordering and discipline\\nof a school, as to be able at once to introduce system, and to keep it constantly\\nin force. Much precious time, as already stated, is lost in making, changing, ab-\\nrogating, modeling and remodeUng rules and regulations. And not only is the\\ntime xMerly lost, but the changes are a source of perplexity and vexation to mas-\\nter and pupil. A judicious system of regulations not only takes up no time, but\\nsaves time for every thing else. We beheve there are few persons to whom this\\nknowledge of system comes without an eifort, who are borti with such an apti-\\ntude to order that they fall into it naturally and of course.\\nIn the third place, a teacher should know hoio to teach. This, we believe, is\\nthe rarest and best of liis qualifications. Without it, great knowledge, however\\npleasant to the possessor, will be of httle use to his pupils and with it, a small\\nfund will be made to produce great effects. It cannot, with propriety, be con-\\nsidered a single faculty. It is rather a practical knowledge of tlie best methods\\nof bringing the truths of the several subjects that are to be taught, to the com-\\nprehension of the learner. Not often does the same method apply to several\\nstudies. It must vary with the nature of the trutlis to be communicated, and\\nwith the age, capacity, and advancement of the pupil. To possess it fully, one\\nmust have ready command of elementary principles, a habit of seeing them in\\nvarious points of view, and of promptly seizing the one best suited to the learner\\na power of awakening his curiosity, and of adaptmg the lessons to the mind, so\\nas to bring out its faculties naturally and without violence. It therefore sup-\\nposes an acquaintance with the minds of cliildren, the order in which theh facul-\\nties expand, and by what discipUne they may be nm tured, and their inequalities\\nrepaired.\\nThis knowledge of the human mind and character may be stated as a fourth\\nquaUfication of a teacher. Without it, he will be always groping his way dai kly.\\nHe win disgust the forward and quick-witted, by making them linger along with\\nthe slow and dishearten the slow, by expecting them to keep pace with the\\nswift. He wiU fail of the peculiar end of right education, the quickening to life\\nand action those faculties which, without his fostering care, would have been\\nleft to he dormant.\\nWhoever considers to how great a degree the successful action of the mind\\ndepends on the state of the feehngs and affections, will be ready to admit that\\nan instructor should know so much of tlie connection and subordination of the\\nparts of the human character, as to be able to enhst them all in the same cause,\\nto gain the .heart to the side of advancement, and to make the affections the min-\\nisters of truth and wisdom.\\nWe have spoken very briefly of some of the quahfications essential to a good\\nteapher. It is hardly necessary to say, that there are still higher qualifications,\\nwhich ought to belong to the persons who are to have such an influence upon the\\ncharacter and weU-being of the future citizens of the Commonwealth who, be-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0095.jp2"}, "96": {"fulltext": "gg MEMOEIAL ON NORMAL SCHOOLS\u00e2\u0080\u0094 1837.\\nsides parents, can do more than all others toward training the young to a clear\\nperception of right and wrong, to the love of truth, to reverence for the laws\\nof man and of God, to the performance of all the duties of good citizens and\\ngood men. The teaclier ouglit to be a person of elevated character, able te\\nwin by his manners and instruct by his example, without as well aa within the\\nschool.\\nNow it is known to your memorialists that a very large number of those, of\\nboth sexes, who now teach the summer and the winter schools, are, to a mourn-\\nful degree, wanting in all these qualifications. Far from being able to avail\\nthemselves of opportimities of commmiicating knowledge on various siibjects\\nthey are grossly ignorant of what they are called on to teach. They are often\\nwithout experience in managing a school they have no skill in communicating.\\nInstead of being able to stimulate and guide to all that is noble and excellent,\\nthey are, not seldom, persons of such doubtful respectability and refinement of\\ncharactei that no one would think, for a moment, of holding them up as models\\nto their pupils. In short, they know not luJiat to teach, nor how to teach, nor in\\nlohat spirit to teach, nor what is the nature of those they undertake to lead, noy\\nwhat they are themselves, who stand forward to lead them.\\nYour memoriaUsts beheve that these are evils of portentoiis moment to the\\nfuture welfare of the people of this Commonwealth, and that, wliile they beaT\\nheavUy on all, they bear especially and with disproportioned weight npop the\\npoorer districts in the scattered population of the country towns. The wealthy\\nare less directly affected by them, as they can send their children from home to\\nthe better schools m other places. The large towns are not affected in the same\\ndegree, as then- density of population enables tliem to employ teachers tkrougii\\nthe year, at salaries which command somewhat higher qualifications.\\nWe believe that you have it in your power to adopt such measures as shall\\nforthwith dimmish these evils, and at last remove them and that tliis can only\\nbe done by providing for the better preparation of teachers.\\nWe therefore pray you to consider the expediency of instituting, for the spe-\\ncial instruction of teachers, one or more seminaries, either standing mdependently,\\nor in connection with institutions already existing as you shall, m your wisdom,\\nthink best.\\nWe also beg leave to state what we conceive to be essential to such a semi-\\nnary.\\n1. There should be a professor or professors, of piety, of irreproachable char-\\nacter and good education, and of tried ability and skill in teaching.\\n2. A libraiy, not necessarily large, but well cliosen, of books on subjects to be\\ntaught, and on the art of teaching.\\n3. School-rooms, well situated, and arranged, heated, ventilated, and furnished,\\nin the manner best approved by experienced teachers.\\n4. A select apparatus of globes, majps, and other instruments most useful for\\nillustration.\\n5. A situation such that a school may be connected with the seminary, access-\\nible by a sufficient number of children, to give the variety of an ordinary district\\nschool.\\nWe beg leave also further to state the manner in which we conceive that such\\na seminary would be immediately useful to the schools within the sjahere of its\\ninfluence.\\nWe do not beheve that the majority of the district schools in the Common-\\nwealth will soon, if ever, be taught by permanent teachers. We believe that\\nthey will continue to be taught, as they are now, by persons who, for the greater\\npart of the year, will be engaged in some other pursuit tliat, as in the early\\nhistory of Rome, the generous husbandman left his plough to fight the battles of\\nthe state, so, in Massachusetts, the free and intelligent citizen will, for a time,\\nquit his business, his workshop, or his farm, to fight, for the sake of his children\\nand the state, a more vital battle against immorality and ignorance. And we\\nrejoice to believe that it will be so. So shall the hearts of the fathers be in tlie\\nschools of their children: so shall the teachers have that knowledge of the\\nworld, that acquaintance with men and tilings, so often wantmg m the mere\\nschoolmaster, and yet not among the least essential of liis qualifications.\\nBut we wish to see these citizens enjoy the means of obtaining the knowledge", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0096.jp2"}, "97": {"fulltext": "MEMORIAL ON NORMAL SCHOOLS\u00e2\u0080\u0094 1837. gg\\nand practical skill in the art of teaching, -wliich shall enable them to perform the\\nduties of their acklitional ofEce wortliily.\\nEstablish a seminary wherever you please, and it will be immediately resorted\\nto. We trust too confidently in that desire of excellence which seems to be an\\nelement in our New England character, to doubt that any young man, who, look-\\ning forwai-d, sees that he shall have occasion to teach a school every winter for\\nten years, will avail liunself of any means within his reach, of preparation for the\\nwork. Give him the opportunity, and he cannot fail to be essentially benefited\\nby his attendance at the seminary, if it be but for a single month.\\nIn the first place, he will see there an example of right ordering and manage-\\nment of a school; the spirit of which he may iimnediately imbibe, and can\\nnever after be at a loss, as to a model of management, or in doubt as to its im-\\nportance.\\nIn the second place, by listening to the teaching of another, he will be con-\\nvinced of the necessity of preparation, as he will see that success depends on\\nthorough knowledge and a direct action of the teacher s own mind. This alone\\nwould be a great point, as many a schoolmaster hears reading and spelling, and\\nlooks over writing and arithmetic, without ever attempting to give any instruc-\\ntion or explanation, or even thinking them necessary.\\nIn the thii-d place, he will see put in practice methods of teaching and though\\nhe may, on reflection, conclude that none of them are exactly suited to his own\\nmind, he will see the value of method, and will never after proceed as he would\\nhave done, if he had never seen methodical teaching at aU.\\nIn the next place, he will have new light thrown upon the whole work of edu-\\ncation, by being made to perceive that its great end is not mechanically to com-\\nmunicate abiUty in certain operations, but to draw forth and exercise the whole\\npowers of the jahysical, intellectual, and moral being.\\nHe will, moreover, hardly fail to observe the importance of the manners of an\\ninstructor, and how far it depends on himself to give a tone of cheerfulness and\\nalacrity to his school.\\nIn the last place, if the right spirit jirevail at the seminary, he will be pre-\\npared to enter upon liis oflBce with an exalted sense of its importance and respon-\\nsibility not as a poor drudge, performing a loathsome office for a miserable\\nstipend, but as a delegate of the authority oi parents and the State, to form men\\nto the high duties of citizens and the infinite destinies of immortality, answerable\\nto them, their country, and their God for the righteous discharge of liis duties.\\nNow we beheve that tliis single month s preparation would be of immense\\nadvantage to a young instructor.\\nLet him now enter the district school. He has a definite idea of what arrange-\\nments he is to make, what course he is to pursue, what he is to take hold of first.\\nHe knows th.at he is himself to teach, he knows wliat to teach, and, in some meas-\\nure, how he is to set about it. He feels how much he has to do to prepare him-\\nself, and how much depends on his self-preparation. He has some conception of\\nthe duties and resjDonsibilities of his office. At the end of a single season, he\\nwill, Ave venture to say, be a better teacher than he could have been after half\\na dozen, had he not availed himself of the experience of others. He will hardly\\nfail to seek future occasions to draw more lai gely at the same fountain.\\nLet us not be understood as offering this statement of probable results as mere\\nconjecture. They have been confirmed by all the experience, to the point, of a\\nsingle institution in this State, and of many in a foreign country. What is thus,\\nfrom experience and the reason of things, shown to be true in regard to a short\\npreparation, will be still more strikingly so of a longer one.\\nTo him, who shall make teacliing the occupation of liis life, the advantages, of\\na Teachers Seminary cannot easily be estimated. They can be faintly imagined\\nby him only, who, lawyer, mechanic, or pliysician, can figure to himself what\\nwould have been his feelings, had he, on the first day of his apprenticeship, been\\ncalled to perform, at once, the duties of his future profession, and, after being\\nleft to suffer for a time the agony of despair at the impossibility, liad been told\\nthat two, three, seven years should be allowed him to prepare liimself, with all\\nthe helps and apphances which are now so bountifully furnished to hmi. which\\nare furnished to every one except the teacher.\\nWe have no doubt that teachers, prepared at such a seminary, would be in", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0097.jp2"}, "98": {"fulltext": "90\\nMEMORIAL ON NORMAL SCHOOLS\u00e2\u0080\u0094 1837.\\nsuch request as to command, at once, higher pay than is now given, smce it would\\nunquestionably be found good economy to employ them.\\nIt raises no objection, in the minds of your memorialists, to the plan of a semi-\\nnary at the State s expense, that many of the instructors there prepared Avould\\nteach for only a portion of the year. It is on that very ground that they ought\\nto be aided. For then- daily callings they will take care to qualify themselves\\nthey cannot, imaided, be expected to do the same in regard to the office of\\nteacher, because it is a casual and temporary one it is one which they will ex-\\nercise, in the intervals of their stated business, for the good of their fellow-\\ncttizens. They ought, for that especial reason, to be assisted in preparing for it.\\nThe gain will be theirs, it is true but it will be still more the gain of the com-\\nmunity. It will be theirs, inasmuch as they will be able to command better\\nsalaries but it will be only in consideration of the more valuable services they\\nwill render. The gain will be shared by other schools than those they teach.\\nSeeing what can be done by good teachers, districts and committees wiU no\\nlonger rest satisfied with poor, and the standard wiU every where rise.\\nIf it were only as enabling teachers throughout the State to teach, as they\\nshould, the branches now required to be taught, the seminaries would be worth\\nmore than their establisliment can cost. But they would do much more. They\\nwould render the instruction given more worthy, in kind and degree, the en-\\nlightened citizens of a free State.\\nWithout going too mJnutely into this part of the subject, we cannot fully show\\nhow the course of mstruction might, in our judgment, be eiJarged. We may be\\nallowed to indicate a few particulars.\\nThe study of geometry, that benignant nui-se of inventive genius, is at present\\npursued partially, in a few of the town schools. We may safely assert that,\\nunder efficient teachers, the time now given to arithmetic would be amply suJR-\\ncient, not only for that, but for geometry, and its most important appUcations in\\nsmweying and other useful arts. To a population so full of mechanical talent as\\nours, tills is a lamentable omission.\\nWe may also pomt to the case of drawing in right lines. It might, with a\\nsaving of tune, be ingrafted on writing, if the instructors were qualified to teach\\nit. This beautiful art, so valuable as a guide to the hand and eye of every one,\\nespecially of every handcraftsman, and deemed almost an essential in every\\nschool of France, and other countries of Europe, is, so far as we can learn trom\\nthe Secretary s excellent report, enthely neglected in every public school in\\nMassachusetts.\\nWe might make similar observations in regard to book-keeping, nov. begiiming\\nto be introduced natural pliilosophy, physiology, natural history, and other\\nstudies, which might come in, not to the exclusion, but to the manifest improve-\\nment, of the studies akeady pursued.\\nWhen we consider the many weeks in our long northern winters, during which,\\nall through our bordei s, the arts of the husbandman and budder seem, like the\\nprocesses of the vegetable world, to hold holiday, and the sound of many a trowel\\nand many an ax and hammer ceases to be heard, and the hours, witliout any\\ninterruption of the busy labors of the year, might be given to learning by the\\nyouth of both sexes, almost up to the age of maturity, these omissions, the un-\\nemployed intellect, the golden days of early manhood lost, the acquisitions that\\nmigJd be made and are not, assume a vastness of importance which may well\\nalarm us.\\nIt may possibly be apprehended, that should superior teachers be prepared in\\nthe seminaries of Massachusetts, they would be invited to other States by higher\\nsalaries, and the advantage of then- education be thus lost to the State. We\\nknow not that it ought to be considered an undeshable tiling that natives of\\nMassachusetts, who will certainly go, from tim.e to time, to regions more favored\\nby nature, should go witli such characters and endowments as to render their\\nchosen homes more worthy to be the residence of intelligent men. But we ap-\\nprehend it to be an, event much more hkely to happen, that the successful ex-\\nample of Massachusetts should be miitated by her sister republics, emulous, as\\nNew York already shows herself, of surpassing us in what has liitherto been the\\nchief glory of New England, a jealous care of the public schools.\\nFor the elevation of the public schools to the high rank which they ought to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0098.jp2"}, "99": {"fulltext": "MEMOKIAL ON NORMAL SCHOOLS\u00e2\u0080\u0094 1837.\\n91\\nhold in a community, whose most precious patrimony is their Uberty, and the in-\\ntelligence, knowledge, and virtue on which alone it can rest, we urge our prayer.\\nWe speak boldly, for we seek no private end. We speak in the name and be-\\nhalf of those who cannot appear before you to urge their own suit, the sons and\\ndaughters of the present race, and of aU, of every race and class of coming gen-\\nerations in all future tunes.\\nFor the directors of the American Institute of Instruction.\\nGeorge B. Emerson; S. R. Hall; W. J. Adams; D. Kimball; E. A.\\nAndrews; B. Greenleaf N.Cleveland, Committee.\\nThe above Memorial was prepared in pursuance of the following votes\\nof the Institute.\\nAt the Annual Meeting, in Boston, in August, 1836, the subject of the\\nProfessional Education of Teachers was ably discussed, and the following\\nresolutions, offered by Mr. Frederic Emerson, of Boston, were adopted\\nResolved, Tliat the business of teaching should be performed by those who have\\nstudied the subject of instruction as a profession. Therefore,\\nResolved, That there ought to be at least one seminary in each state, devoted\\nexclusively to the education of teachers and that this seminary should be authorized\\nto confer appropriate degrees.\\nAt a later period of the session, Mr. Morton, of Plymouth, proposed\\nanother resolution for the purpose of securing some action\\nResolved, Tlaat a committee be appointed to obtain funds by soliciting our State\\nLegislature the next session, and by inviting individual donations for the purchase of\\nland and the erection of the necessary buildings, and to put in operation a seminary to\\nqualify teachers of youth for the most important occupation of mankind on the earth.\\nAfter a long and ardent debate, the following was offered as an amend-\\nment, by Mr. F. Emerson, and was adopted:\\nOrdered, That the Board of Directors be instructed to memorialize the Legis-\\nlature on the subject of establishing a seminary for the education of teachers.\\nA memorial was accordingly prepared by Mr. George B. Emerson, in\\nbehah of a committee of the Directors, and submitted to the Legislature\\nin January, 1837, by whose order it was printed and circulated with the\\nother documents of the session. This paper is the ablest argument in\\nbehalf of a Normal School which had appeared up to that date and will\\nnot suffer in comparison with any which the discussion of the subject has\\nat any time called forth. It however did not lead to any legislative ac-\\ntion during that session, but undoubtedly prepared the way. In the\\nmean time, the Legislature, on the recommendation of the Governor, and\\nof the Committee of Education, of which James G. Carter was chairman,\\nand of a Memorial by the Directors of the Institute in 1836. which was\\ndrawn up by Mr. George B. Emerson, passed an Act instituting the\\nBoard of Education.\\nBy the action of this Board, and the labors of its Secretary, and the\\nwell-timed liberality of Edmund Dwight, in 1838, the idea of a Normal\\nSchool, so long advocated by the friends of school improvement, became\\na recognized fact in the legislation of Massachusetts. Previous to any\\naction on the part of the Legislature, an experiment had been commenced\\nas a private enterprise at Andover, in connection with one of the best\\nconducted academies of the state.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0099.jp2"}, "100": {"fulltext": "TEACHERS SEMINARY\\nAT\\nANDOVER, MASSACHUSETTS.\\nThe Teachers Seminary at Andover was established in September, 1830,\\nas a department of Phillips Academy, one of the oldest literary institutions in\\nNew England. Its object, as set forth in a circular issued by the Trustees, was\\nto afford the means of a thorough scientific and practical education, prepara-\\ntory to the profession of teaching, and to the various departments of business.\\nThough nominally a department of Phillips Academy, it Avas from the first a\\nseparate institution, having its organization entirely distinct from that of the\\nclassical department.\\nThe Trustees erected for the seminary a commodious and substantial school-\\nedifice, and expended between two and three thousand dollars in the purchase\\nof apparatus for illustrating the different branches of science. Liberal appro-\\npriations were made from time to time for the purpose of diminishing the ex-\\npenses of the students. The institution was provided Avith a convenient board-\\ning-house, and rooms for the accommodation of nearly a hundred pupils.\\nThe seminary embraced a teachers department, a general department, and a\\npreparatory department or model school. The course of instruction in the\\nteachers department occupied a period of three years, and embraced most of\\nthe English branches pursued in our colleges, together with lectures and dis-\\ncussions on the theory and practice of teaching, and other kindred exercises.\\nThe course of instruction in the general department was shorter and more\\nirregular. The members of this department were allowed to join any of the\\nclasses in the teachers department, which they were prepared to enter.\\nIn addition to the ordinary exercises of the general department, the study of\\ncivil engineering was introduced during the early history of the institution, and\\nsuccessfully prosecuted for several years, under the direction of the Rev. F. A.\\nBarton. At a later period, special attention was given to the study of scientific\\nand practical agriculture, under the instruction of the Rev. Alonzo Gray.\\nThe preparatory department Avas an English school for boys, usually taught\\nby a separate instructor, under the general superintendence of the Principal.\\nMembers of the teachers classes were sometimes emploj ed to conduct recita-\\ntions in the preparatory department, but this department could not, at any time,\\nbe regarded as a school for practice.\\nThe first Principal of the seminary Avas the Rev. S. R. Hall, Avho continued\\nin office nearly seven years. In July, 1837, he was succeeded by the Rev.\\nLyman Coleman, who remained at the head of the institution till Nov. 1842,\\nAvhen the original object of the Trustees was abandoned, or the Teachers Semi-\\nnary Avas merged in Phillips Academy.\\nThe number of students in the teachers classes Avas somcAvhat larger during\\nthe first six years than during the last six. The average number for the Avhole\\nperiod Avas about fifty. The Avhole number of students that completed the pre-\\nscribed course of study, during the existence of the seminary, was a little less\\nthan one hundred.\\nThe immediate cause for uniting the Teachers Seminary Aviih the classical\\ndepartment of Phillips Academy, in 1842, was the Avant of funds to sustain it\\nas a separate institution. The limited number of students in the teachers\\nclasses resulted in part from the same cause. In the classical department, the\\ntuition of indigent students was remitted; but no such provision Avas made for\\nthe members of the teachers classes.\\nThe name of Samuel Farrar, Esq., of Andover, is identified Avith the history\\nof this institution. If his generous and untiring efforts in its behalf had been\\nseconded by those who had the means of giving it a liberal endoAAnuent, its use-\\nfulness AH Ould not have been brought to so abrupt a termination.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0100.jp2"}, "101": {"fulltext": "REMARKS\\nDR. WILLIAM E. CHANNING ON EDUCATION AND TEACHERS.\\nIn 1833, Dr. Channing brought the aid of his personal influence and\\npowerful pen, to the service of tlie teacher. In an article in the Christian\\nExaminer, for November, 1833. written for the express purpose of com-\\nmending the Annals of Education, and the great subject to which it was\\ndevoted, under the editorial charge of William C. Woodbridge. to the\\nattention of the best class of minds in the community, the following views\\nare presented as to the importance of institutions for the education of\\nteachers, and the true nature and dignity of the office\\nWe are not aware that in this country a single school for teachers is supported\\nat the public expense. How much would be gained, if every state should send one\\nof its most distinguished citizens to examine the modes of teaching at home and in\\nEurope, and should then place him at the head of a seminai y for the formation of\\nteachers.\\nThere is no office liigher than that of a teacher of youth for there is nothing\\non earth so precious as the mind, soul, character of the child. No office should\\nbe regarded with greater respect. The first minds in the community should be\\nencouraged to assume it. Parents should do all but impoverish themselves, to in-\\nduce such to become the guardians and gixides of their children. To this good, all\\ntheir sliow and luxury should be sacrificed. Here they should be lavish, whilst\\nthey straiten themselves in every thing else. They should wear the cheapest\\nclothes, live on the plainest food, if they can in no other way secure to their fami-\\nlies the best instruction. They should have no anxiety to accumulate property for\\ntheir children, provided they can place them under influences which will awaken\\ntheir faculties, inspire them with pure and high principles, and fit them to bear a\\nmanly, useful, and honorable part in the world. No language can express the\\ncruelty or folly of that economy, which, to leave a fortmie to a child, starves his in-\\ntellect, impoverishes his heart.\\nWe know not how society can be aided more than by the formation of a body\\nof wise and efficient educators. We know not any class which would contribute so\\nmuch to the stability of the state, and to domestic happiness. Much as we respect\\nthe ministry of the gospel, we believe that it must yield in importance to the office\\nof training the young. In truth, the ministry now accomplishes little, for want of\\nthat early intellectual and moral discipline, by which alone a community can be\\nprepared to distinguish truth from falsehood, to comprehend the instructions of the\\npulpit, to receive higher and broader views of duty, and to apply general principles\\nto the diversified details of life. A body of cultivated men, devoted, with their\\nwhole hearts, to the improvement of education, and to the most effectual training\\nof the young, would work a fundamental revolution in society. They would leaven\\nthe community with just principles.\\nWe maintain that higher ability is required for the office of an educator of the\\nyoung, than for that of a statesman. The highest ability is that which penetrates\\nfarthest into human nature, comprehends the mind in all its capacities, traces out\\nthe laws of thought and moral action, understands the perfection of human nature,\\nand how it may be approached, understands the springs, motives, applicaUons, by", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0101.jp2"}, "102": {"fulltext": "94 DR- CHANNING ON EDUCATION AND TEACHERS.\\nwhich the cliild is to be roused to the most vigorous and harmonious action of all its\\nfaculties, understands its perils, and knows how to blend and modify the influences\\nwhich outward circumstances exert on the youthful mind. The speculations of\\nstatesmen are shallow, compared with these. It is the cliief function of the states-\\nman to watch over the outward interests of a people that of the educator to\\nquicken its soul. The statesman must study and manage the passions and pre-\\njudices of the community; the educator must study the essential, the deepest, the\\nloftiest principles of human nature. The statesman works with coarse instruments\\nfor coarse ends the educator is to work by the most refined influences on that de-\\nhcate, ethereal essence ^the immortal soul.\\n5^ T^f\\nOne gTcat cause of the low estimation in which the teacher is now held, may\\nbe found in narrow views of education. The multitude think, that to educate a\\nchild, is to crowd into its mind a given amount of knowledge ^to teach the\\nmechanism of reading and writing to load the memory with words to prepare a\\nboy for the routine of a trade. No wonder, then, that they think almost every\\nbody fit to teach. The true end of education, is to unfold and direct aright our\\nwhole nature. Its office is to call forth power of every kind power of thought,\\naffection, will, and outward action power to observe, to reason, to judge, to con-\\ntrive power to adopt good ends firmly, and to pursue them efficiently power to\\ngovern ourselves, and to influence others power to gain and to spread happiness.\\nReading is but an instrument education is to teach its best use. The intellect was\\ncreated, not to receive passively a few words, dates, facts, but to be active for the\\nacquisition of truth. Accordingly, education should labor to inspire a profound love\\nof truth, and to teach the processes of investigation. A sound logic, by which we\\nmean the science or art which instructs us in the laws of reasoning and evidence,\\nin the true methods of inquiry, and in the sources of false judgments, is an essen-\\ntial part of a good education. And yet, how little is done to teach the right use of\\nthe intellect, in the common modes of training either rich or poor. As a general\\nrule, the young are to be made, as far as possible, their own teachers the dis-\\ncoverers of truth the interpreters of nature the framers of science. They are\\nto be helped to help themselves. They should be taught to observe and study the\\nworld in which they live, to trace the connections of events, to rise from particular\\nfacts to general principles, and then to apply these in explaining new phenomena.\\nSuch is a rapid outline of the intellectual education, which, as far as possible, should\\nbe given to all human beings and with this, moral education should go hand in hand.\\nIn proportion as the child gains knowledge, he should be taught how to use it well\\nhow to turn it to the good of mankind. He should study the world as God s\\nworld, and as the sphere in wliich he is to form interesting connections with his\\nfeUow-creatures. A spirit of humanity should be breathed into him from all his\\nstudies. In teaching geography, the physical and moral condition, the wants, ad-\\nvantages, and striking pecuharities of different nations, and the relations of climate,\\nseas, rivers, mountains, to their characters and pursuits, should be pointed out, so\\nas to awaken an interest in man wherever he dwells. History should be constantly\\nTised to exercise the moral judgment of the young, to call forth sympathy with the\\nfortunes of the human race, and to expose to indignation and abhorrence that\\nselfish ambition, that passion for dominion, which has so long deluged the earth\\nwith blood and woe. And not only should the excitement of just moral feeling be\\nproposed in every study. The science of morals should form an important part of\\nevery child s instruction. One branch of ethics should be particularly insisted on\\nby the government. Every school, established by law, should be specially bound\\nto teach the duties of the citizen to the state, to unfold the principles of free insti-\\ntutions, and to ti-ain the young to an enlightened patriotism. From these brief and\\nimperfect views of the natm e and ends of a wise education, we learn the dignity\\nof the profession to which it is entrusted, and the importance of securing to it the\\nbest minds of the community.\\nWe have said that it is the office of the teacher to call into vigorous action the\\nmind of the cliild. He must do more. He must strive to create a thirst, an in-\\nsatiable craving for knowledge, to give animation to study and make it a pleasure,\\nand thus to communicate an impulse which wiU endure when the instructions of the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0102.jp2"}, "103": {"fulltext": "DR. CHANNING ON EDUCATION AND TEACHERS.\\n95\\ntlie sclaool are closed. The mark of a good teaclier is, not only that lie produces\\ngreat effort in his pupils, bat that he dismisses them from his care, conscious of hav-\\ning only laid the foundation of knowledge, and anxious and resolved to improve\\nthemselves. One of the sui-e signs of the low state of instruction among us is, that\\nthe young, on leaving school, feel as if the work of intellectual culture were done,\\nand give up steady, vigorous effort for higher truth and wider Imowledge. Our\\ndaughters at sixteen, and our sons at eighteen or twenty, have finished their edu-\\ncation. The true use of a school is, to enable and dispose the pupil to learn through\\nlife and if so, who does not see that the office of teacher requu-es men of enlarged\\nand liberal minds, and of winning manners in other words, that it requires as cul-\\ntivated men as can be found in society. K to drive and to drill were the chief duties\\nof an instructor if to force into the mind an amount of Ufeless knowledge to make\\nthe child a machine to create a repugnance to books, to mental labor, to the\\nacquisition of knowledge were the great objects of- the school-room, then the\\nteacher might be chosen on the principles which now govern the school-committees\\nin no small part of our country. Then the man who can read, write, cypher, and\\nwhip, and will exercise his gifts at the lowest price, deserves the precedence which,\\nhe now too often enjoys. But if the human being be something more than a block\\nor a brute if he have powers which proclaim him a child of God, and which were\\ngiven for noble action and perpetual progress, then a better order of things should\\nbegin among us, and truly enlightened men should be summoned to the work of\\neducation.\\nIn an address delivered at the Odeon, in Boston, on the 28th of Feb.,\\n1837, he thus advocates the estabUshment of an institution for the pro-\\nfessional training of teachers\\nWe need an institution for the formation of better teachers and, until this\\nstep is taken, we can make no important progress. The most crying want in this\\ncommonwealth is the want of accomplished teachers. We boast of our schools\\nbut our schools do comparatively little, for want of educated instructors. Without\\ngood teaching, a school is but a name. An institution for training men to train the\\nyoung, would be a fountain of Uving waters, sending forth streams to refresh pres-\\nent and futm-e ages. As yet, our legislators have denied to the poor and laboring\\nclasses this principal means of their elevation. We trust they will not always\\nprove blind to the highest interest of the state.\\nWe want better teachers, and more teachers, for all classes of societj^ for rich\\nand poor, for children and adults. We want that the resources of the community\\nshould be directed to the procuring of better instructors, as its highest concern.\\nOne of the surest signs of the regeneration of society will be, the elevation of the\\nart of teacliing to the highest rank in the community. When a people shall learn\\nthat its greatest benefactors and most important members, are men devoted to the\\nliberal instruction of all its classes to the work of raising to life its buried intellect,\\nit wiU have opened to itself the path of true glory. Tliis truth is making its way.\\nSocrates is now regarded as the greatest man in an age of great men. The name\\nof king has gTown dim before that of apostle. To teach, whether by word or\\naction, is the highest function on earth.\\nNothing is more needed, than that men of superior gifts, and of benevolent\\nspirit, should devote themselves to the instruction of the less enlightened classes in\\nthe great end of life in the dignity of their nature ^in their rights and duties in\\nthe history, laws, and institutions of their country in the pliilosophy of their em-\\nployments in the laws, harmonies, and productions of outward natm-e, and, espe-\\ncially, in the art of bringing up cliildren in health of body, and in vigor and purity\\nof mind. We need a new profession or vocation, the object of which shall be to\\nwake up the intellect in those spheres where it is now buried in habitual slumber.\\nWe want a class of hberal-minded instructors, whose vocation it shall be, to\\nplace the views of the most enlightened minds within the reach of a more and\\nmore extensive portion of their fellow- creatures. The wealth of a community\\nshould flow out like water for the preparation and employment of such teachers\\nfor enhsting powerful and generous minds in the work of giving impulse to theur\\nrace.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0103.jp2"}, "104": {"fulltext": "9Q DR. CHANNING ON EDUCATION AND TEACHERS.\\nIsToi- let it be said that men, able and disposed to carry on this work, must not be\\nlooked for in such a world as ours. Christianity, which has wrought so many\\nmiracles of beneficence which has sent forth so many apostles and martyrs so\\nmany Howards and Clarksons, can raise up laborers for this harvest also. Nothing\\nis needed but a new pouring out of the spirit of Christian love nothing but a new\\ncomprehension of the brotherhood of the human race, to call forth efforts which\\nseem impossibilities in a self-seeking and self-indulging age.\\nFrom the outset. Dr. Channing exhibited great interest in the estab-\\nlishment of the Board of Education, and the permanent organization of\\nthe Normal Schools. In a letter addressed to Mr. Mann, in August, 1837,\\ncongratulating him and the commonwealth on his acceptance of the office\\nof Secretary of the Board, he says\\nYou could not find a nobler station. Government has no nobler one to give.\\nYou must allow me to labor under you according to my opportunities. If at any\\ntime I can tdd you, you must let me know, and I shall be glad to converse with you\\nalways about your operations. When will the low, degrading party quarrels of the\\ncountry cease, and the better minds come to think what can be done toward a sub-\\nstantial, generous improvement of the community My ear is pained, my very\\nsoul is sick, with the monotonous, yet furious clamors about currency, banks, c.,\\nwhen the spiritual interests of the community seem hardly to be recognized as\\nhaving any reality.\\nIf we can but turn the wonderful energy of this people into a right channel,\\nwhat a new heaven and earth must be realized among us And I do not despair.\\nYour willingness to consecrate yourself to this work, is a happy omen. You do\\nnot stand alone, or form a rare exception to the times. There must be many to be\\ntouched by the same truths which are stirring you.\\nA few months afterward, he attended, at Taunton, one of the series\\nof county conventions, which Mr. Mann held, in pursuance of the plan\\nof the Board, to attract attention to the improvement of common schools,\\nand took part in the proceedings by submitting and advocating a reso-\\nlution affirming the immediate and pressing necessity of pubhc and legis-\\nlative action in behalf of common education. We make a few extracts\\nfrom a newspaper report\\nWe are told that this or that man should have an extensive education but,\\nthat another, who occupies a lower place in society, needs only a narrow one that\\nthe governor of a state requires a thorough education, while the humble mechanic\\nhas need only to study his last and his leather. But why should not the latter,\\nthough pursuing an humble occupation, be permitted to open his eyes on the lights\\nof knowledge Has he not a soul of as gi-eat capacity as the former Is he not\\nsustaining the same relations as a parent, a citizen, a neighbor, and as a subject of\\nGod s moral government To educate a child is, in fact, a greater work than to\\nperform the duties of a governor. What is it It is to take the direction of mind,\\nto cultivate the powers of thought, and to .jteach the duties which we owe to God\\nand to our neighbor. Can a parent teach his child these duties, imless he has\\nlearned them himself? Every one, no matter what is his occupation or place,\\nneeds an education, in order that he may have the proper use of his powers, and be\\nenabled to improve them through life.\\nSome say, were these views of education to prevail, there would be littie or no\\nwork done\u00e2\u0080\u0094 manual labor would fail. But for the purpose of working effectually,\\none should be intelligent he will bring the more to pass, because he labors for\\nsome known object, and is stimulated by motives which he understands and feels.\\nWe want worthy laborers, who exalt themselves while they benefit others. The\\ncircumstances in wliich they are placed, are fitted to call forth their mental powers,\\nto awaken thought, and to impress them with their responsibilities. Tliey are", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0104.jp2"}, "105": {"fulltext": "DR. CHANNING ON EDUCATION AND TEACHERS.\\n97\\nbrought into intimate connection with their fellow-men, and, if qualified by educa-\\ntion, may exert over them, even in the humble walks of life, a most salutary influ-\\nence.\\nHe said, tliat, on the same principle that he would educate one, he would edu-\\ncate all. The poor man, as to his natural capacity, does not differ from others. He\\nis equally susceptible of improvement, and would receive as great advantages as\\nothers from a well-bestowed education.\\nOther views, he said, inade him desire that education might be diffused among\\nall classes. Our institutions demand this general diffusion. They are for the com-\\nmon mass of the people and unless the people are educated, they both lose the\\nbenefit of these institutions and weaken their power.. Liberty requires that every\\ncitizen, in order to its proper enjoymeint, should have the means of elevation.\\nAgain, all participate in the sovereignty of the country. Men, in other coun-\\ntries, have been fighting to be sovereigns. Here every man is one. Every citizen\\nparticipates in legislating for the commonwealth, and in administering the govern-\\nment. Ought not every man who has such duties devolving on him, to receive as\\nhberal a training as possible\\nFor the sake of union, this should be done especially in our country, where\\nthere are no titled orders born to higher privileges than others. In other countries,\\nthe class in power have the principal means of knowledge, and, in order to keep\\nthe civil power in their hands, their object is to withhold from others the means of\\nmental improvement. But, according to the genius of our government, education\\nmust bring all conditions and all classes together.\\nHe said, in proportion as men are educated, they are more on an equality as to\\nproperty. They communicate together maintain a more agreeable intercourse\\nlive in more harmony, and in greater love. Barriers are broken down and\\nsociety, by its general cultm e, is raised to a liigher state of refmement and happi-\\nness.\\nHe rejoiced that we had colleges liberally endowed and he would not divert\\nfrom them one stream of bounty. But he thought more of the mass than of the\\nfew and wanted men educated for the comnmnity at large, and not for themselves\\nalone. He rejoiced that we had academies, and that they were rising in impor-\\ntance but he felt a deeper interest in the common schools. He desired the edu-\\ncation of all the citizens, not as a politician, or as one seeking public favor 5 he was\\na candidate for no office but he desired it as a man a friend to his race.\\nHe affirmed that the common schools have not kept pace with our wealth that\\nit is more essential to the prosperity of a school that it have a good teacher, than it\\nis to the prosperity of a nation that it have wise and able rulers. We have, in\\nmany of our schools, teachers who do honor to the name many, he regretted to\\nsay, were untaught and incompetent. They were not so much to blame, because\\nthey were not furnished vi- ith those means for qualifying themselves, which every\\nother profession provides for those who would enter it. He most deeply regretted\\nthat our Legislature had not appropriated their surplus funds last winter, in estab-\\nlishing an institution for teachers. How much more good those large funds would\\nhave done He hoped no more would come into then- hands to be disposed of as\\nthese had been.\\nHe could speak from experience. He was, for some time, in early life, a teacher,\\nand he ever felt pain in remembering his deficiencies. Though he had no reason\\nto suppose he was then behind others in the same emplo}Tnent, yet the remembrance\\nof his lack of skill in discipline, and ignorance of the modes of access to the youthful\\nmind, ever gave him deep regret. He had not, while filling the responsible station\\nof teacher, learned how to make education a pleasure to a child.\\nBut an institution for teachers is not all. There must be funds raised to pay\\nthem for their laborious services. How strange that the man who has the care of\\nour children, should be thought to hold so low a place But it must be seen and\\nfelt that his services are of vital importance, and deserve a generous recompense.\\nIn Prussia, where education has made gi eat progress, teachers are obtained easily,\\nand at a moderate expense, because other lucrative occupations are not open to\\nthem. In this country other occupations afford higher wages, and, therefore, that\\nof a teacher has not risen to the honor of a profession. JSTo good teacher can be\\nobtained without ample compensation. Boston, though recently disgi aced by its\\nG", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0105.jp2"}, "106": {"fulltext": "gg DR. CHANNING ON EDUCATION AND TEACHERS.\\nmobs, is doing much in compensating its teachers is giving as great a salary to\\none of its teachers as to its mayor.\\nHow is Massachusetts, he asked, to sustain its high character and rank Look\\non the map, and you perceive how diminutive it is in size, compared with many of\\nthe other states. What is to prevent this Uttle state from falling behind others\\nwhich have greater natural advantages, and losing its influence Nothing but cul-\\ntivating the minds of its citizxns cultivating them in learning and virtue. On this\\nfoundation its eminence and greatness will stand firm.\\nIn a discourse on self-culture, delivered in Boston, in 1838, in the\\ncourse of Franklin Lectures, which were attended mainly by those who\\nwere occupied by manual labor, Dr. Channing holds the following lan-\\nguage\\nThey, whose childhood has been neglected, though they may make progi ess in\\nfutm-e life, can hardly repair the loss of their first j ears and I say this, that we\\nmay all be excited to save our children from this loss that we may prepare them,\\nto the extent of our power, for an effectual use of all the means of self-culture,\\nwhich adult age may bring with it. With these views, I ask you to look with\\nfavor on the recent exertions of our Legislature, and of private citizens, in behalf of\\nour public schools, the chief hope of our country. The Legislature has, of late, ap-\\npointed a board of education, with a secretarj^ who is to devote his whole time to\\nthe improvement of public schools. An individual more fitted to this ofiice than the\\ngentleman who now fills it, (Horace Mann, Esq.,) can not, I believe, be found in\\nour community and if his labors shall be crowned with success, he will earn a\\ntitle to the gratitude of the good people of this state, unsurpassed by that of any\\nother living citizen. Let me also recall to your minds a munificent individual,\\n(Edmund Dwight, Esq.,) who, by a generous donation, has encouraged the Legis-\\nlature to resolve on the establishment of one or more institutions called Normal\\nSchools, the object of which is, to prepare accomplished teacher^ of youth a\\nwork, on which the progress of education depends more than on any other mea-\\nsure. The efficient friends of education are the true benefactors of their country,\\nand their names deserve to be handed down to that posterity for whose liighest\\nwants they are so generously providing. We need for om- schools gifted\\nmen and women, worthy, by their intelligence and their moral power, to be in-\\ntrusted with a nation s youth and, to gain these, we must pay them liberally, as\\nwell as afford other proofs of the consideration in which we hold them. In the pres-\\nent state of the country, when so many paths of wealth and promotion are opened,\\nsuperior men can not be won to an office so responsible and laborious as that of\\nteaching, without stronger inducements than are now offered, except in some of our\\nlarge cities. The office of instructor ought to rank, and be recompensed, as one\\nof the most honorable in society and I see not how this is to be done, at least in\\nour day, without appropriating to it the public domain. This is the people s prop-\\nerty, and the only part of their property which is likely to be soon devoted to the\\nsupport of a high order of institutions for public education. This object, interesting\\nto all classes of society, has peculiar claims on those whose means of improvement\\nare restricted by narrow circumstances. Tlie mass of the people should devote\\nthemselves to it as one man should toil for it with one soul. Mechanics, farmers,\\nlaborers! let the country echo with your united cry, The public lands for edu-\\ncation. Send to the public council men who will plead this cause with power. No\\nparty triumphs, no trades-unions, no associations, can so contribute to elevate you\\nas the measure now proposed. Nothing but a higher education can raise you in\\ninfluence and true dignity. The resources of the public domain, wisely applied for\\nsuccessive generations to the culture of society and of the individual, would create\\na new people would awaken through tliis community intellectual and moral\\nenergies, such as the record of no country display, and as would command the re-\\nspect and emulation of the civilized world. In this grand object, the working-men\\nof all pai ties, and in all divisions of the land, should join with an enthusiasm not to\\nbe withstood. They should separate it from all narrow and local strifes. They\\nshould not suffer it to be mixed up with the schemes of politicians. In it, they and", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0106.jp2"}, "107": {"fulltext": "DR CHANNING ON EDUCATION AND TEACHERS. 99\\ntheir cliildi-en have an mfinite stake. May tliey be true to themselves, to posterity,\\nto their countiy, to freedom, to the cause of mankind.\\nIn a letter written in 1841, in reply to a communication respecting the\\nNormal School at Lexington, he refers to his own experience as a\\nteacher, and to the attempt in the Legislature to break down the Normal\\nSchools\\nI have felt, as you well know, a deep interest in their success, (Normal Schools,)\\nthough, perhaps, you do not know all the reasons of it. I began life as a teacher,\\nand my own experience has made me feel the importance of training the teacher\\nfor his work. I was not more deficient than most young men who pass through\\ncollege. Perhaps I may say, without presumption, that I was better fitted than\\nmost to take charge of a school and yet I look back on no part of my life with so\\nmuch pain as on that which I gave to school-keeping. The interval of forty years\\nhas not relieved me from the sorrow and self-reproach which the recollection of it\\ncalls forth. How little did I do for the youthful, tender minds intrusted to me I\\nwas not only a poor teacher, but, what was worse, my inexperience in the art of\\nwholesome discipline led to the infliction of useless and hurtful pmiishments. I was\\ncruel thi ough ignorance and this is the main source of cruelty in schools. Force,\\nbrute force, is called in to supply the place of wisdom. I feel myself bound to make\\nthis confession as some expiation for my errors. I know the need of a Normal\\nSchool. I speak not from speculation, but sad experience.\\nBut, indeed, does it not stand to reason, that, where all other vocations need ap-\\nprenticeship, the highest of all vocations that of awakening, guiding, enlightening\\nthe human soul must require serious preparation? That attempts sliould have\\nbeen made in the Legislature to break down our Normal Schools, and almost with\\nsuccess, is one of the most discouraging symptoms of our times. It shows that the\\npeople will not give their thoughts to the dearest interests of society for any\\nserious thought would have led them to frown down such efforts in a moment. I\\nrejoice that the friends of education are beginning to visit the Normal School at\\nLexington. I earnestly implore for it the blessing of Heaven.\\nLofC.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0107.jp2"}, "108": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0108.jp2"}, "109": {"fulltext": "NORMAL SCHOOLS\\nAND\\nTEACHERS SEMIlfARIES.\\nBT CALTIN E. STOWE, D. D,\\nThe following remarks were originally prepared and delivered as an Ad-\\ndress before the College of Professional Teachers in Cincinnati and Colum-\\nbus, Ohio. They were first published in the American Biblical Repository\\nfor July, 1839, and in the same year republished in Boston by Marsh, Capen,\\nLyon and Webb, in a little volume, with the author s Report on Elementary\\nPublic Instruction in Europe, which was made to the General Assembly of\\nOhio, in December, 1837.\\nIch versprach Gott Ich will jedes prenssische Bauerkind fiir ein Wesen ansehen, das raicli bei\\nGott verklagen kann, wenn ich ihm nicht die beste Menschen-und Christen-Bildung schaiFe, die ich\\nihm zu sobaffen vermag.\\nI promised God, that I would look upon every Prussian peasant child as a being who could\\ncomplain of me before God, if I did not provide for him the best education, as a man and a Chris-\\ntian, which it was possible for me to provide. Dinter s Letter to Baron Von Altenstein.\\nWhen the benevolent Franke turned Ms attention to the subject of popular\\neducation in the city of Hamburgh, late in the seventeenth century, he soon\\nfound that children could not be well taught without good teachers, and that but\\nfew good teachers could be found unless they were regularly trained for the\\nprofession. Impressed with this conviction, he bent all his energies toward the\\nestabUslunent of a Teachers Seminary, in which he finally succeeded, at Halle,\\nin Prussia, about the year 1*704;* and from this fii st institution of the kind in\\nEurope, well qualified teachers were soon spread over all the north of Germany,\\nwho prepared the way for that great revolution in public instruction, wliich has\\nsince been so happily accomplished under the auspices of Frederick William III.\\nand his praiseworthy coadjutors. Every enlightened man, who, since the time\\nof Franke, has in earnest turned his attention to the same subject, has been\\nbrought to the same result and the recent movements in France, in Scotland\\nin Massachusetts, Connecticut, New York, Ohio, and other States in the American\\nUnion, all attest the very great difficulty, if not entire impossibiUty, of carrying\\nout an efficient system of public instruction without seminaries expressly designed\\nfor the preparation of teachers.\\nHaving devoted some attention to this subject, and having spent considerate\\ntime m examining institutions of the kind akeady established in Europe, I pro-\\npose in this paper to exhibit the result of my iuvestigationa. In exhibiting this\\nresult, I have thought proper to draw out, somewhat iu detail, what I suppose\\nwould be the best plan, on the whole, without expee !ing that all parts of the\\nplan, in the present state of education in our countiy, wiU be carried into inune-\\ndiate execution. I propose what I think ought tp be aimed at, and what, I doubt\\nnot, will ultimately be attained, if the spuit wiich is now awake on the subject\\nbe not suffered again to sleep.\\nThe smn of what I propose is contained in the six following propositions,\\nnamely\\nI. The interests of popular education in each State demand the establishment,\\nat the seat of government, and under the patronage of the legislatm-e, of a\\nXoEstAL School,! that is, a Teachers Seminary and Model-school, for the instruc-\\ntion and practice of teachers in the science of education and the art of teachuig.\\nSee page 201.\\nt The French adjective normal is derived from the Latin noun norma, which signifies a carpen-\\nter s square, a rule, a pattern, a model and the very general use of this term to designate in-\\nstitutions for the preparation of teachers, leads us at once to the idea of a model-school for prac-\\ntice, as an essential constituent part of a Teachers Seminar]/.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0109.jp2"}, "110": {"fulltext": "JQ2 STOWE ON NORMAL SCHOOLS.\\nII. Pupils should not be received into the Teachers Seminary under sixteen\\nyears of age, nor until they are weU versed in all the branches usually taught in\\ncommon schools.\\nIII. The model-school should comprise the various classes of children usually\\nadmitted to the common schools, and should be subject to the same general dis-\\ncipline and course of study.\\nIV. The course of instruction in the Teachers Semmary should include three\\nyears, and the pupils be divided into three classes, accordingly.\\nV. The senior classes in the Teachers Seminary should be employed, under the\\nimmediate instruction of their professors, as instructors in the model-school.\\nVI. The course of instruction in the Teachers Seminary should comprise lec-\\ntures and recitations on the following topics, together with such others as further\\nobservation and experience may show to be necessary\\n1. A thorough, scientific, and demonstrative study of all the branches to be\\ntaught in the common schools, with directions at every step as to the best meth-\\nod of inculcating each lesson upon children of different dispositions and capacities,\\nand various intellectual habits.\\n2. The plrUosophy of mind, particularly in reference to its susceptibility of re-\\nceiving impressions from mind.\\n3. The peculiarities of intellectual and moral development in children, as mod-\\nified by sex, parental character, wealth or poverty, city or country, family gov-\\nernment, indulgent or severe, fickle or steady, Ac, c.\\n4. The science of education in general, and full illustrations of the difference\\nbetween education and mere instruction.\\n5. The art of teaching.\\n6. The art of governmg children, with special reference to imparting and keep-\\ning alive a feeling of love for children.\\n7. History of education, including an accurate outline of the educational sys-\\ntems of different ages and nations, the circumstances which gave rise to them,\\nthe principles on wliich they were founded, the ends which they aimed to accom-\\npUsh, their successes and failures, their permanency and changes, how far they\\ninfluenced individual and national character, how far any of them might have\\noriginated in premeditated plan on the part of their founders, whether they se-\\ncured the inteUigence, vu tue, and happiness of the people, or otherwise, with the\\ncauses, c.\\n8. T^e rules of health, and the laws of physical development.\\n9. Dignity and importance of the teacher s office.\\n10. Special reKgious obligations of teachers in respect to benevolent devoted-\\nness to the intellectual and moral welfare of society, habits of entire self-control,\\npurity of mind, elevation of character, fec.\\n11. The influence which the school should exert on civilization and the prog-\\nress of society,\\n12. The elements of Latin, together with the German, French, and Spanish\\nlanguages.\\nOn each of the topics above enumerated, I shall attempt to offer such remarks\\nas may be necessary to their more full development and illustration and then\\nstate the argument in fa-Tor of, and answer the objections which may be urged\\nagainst, the estabhshment of such an institution as is here contemplated.\\nTo begin with the first projjosition.\\nI. The interests of popular edvication in each state demand the establishment,\\nat the seat of government, and under the patronage of the legislature, of a ]S%--\\nmal School, that is, a Teachers Seminary and model-school, for the instruction\\nand practice of teachers in the science of education and the art of teaching.\\nIf there be necessity for such an institution, there can be httle doubt that tlie\\nlegislature should patronize and sustain it for, new as our country is, and nu-\\nmerous as are the objects to which individual capital must be applied, there can\\nbe no great hope, for many years to come, of seeing such institutions established\\nand supported by private munificence. It is a very appropriate object of legis-\\nlative patronage for, as the advantages of such an institution are clearly open\\nto all the citizens of the State, and equally necessary to all, it is right that each\\nshould sustain his proper share of the expense.\\nReserving my general argument in favor of these establishments till after a", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0110.jp2"}, "111": {"fulltext": "STOWE ON NORMAL SCHOOLS.\\n103\\nmore full development of tlieir object, organization, and course of study, I shall\\nconfine my remarks under this head to the subject of legishitive patronage, and\\nthe influence whicli such an institution would exert, through the legislature and\\nofficers of government, on the people at large. And in order that the institution\\nmay exert the influence here contemplated, it will appear obviously necessary\\nthat it be placed at the seat of government.\\nPopular legislators ought to have some objects in view besides the irritating\\nand often petty questions of party poUtics. Any observing man, who has watched\\nthe progress of popular legislation among us, cannot but have noticed the ten-\\ndency of continued and uninterrupted party bic] :ering to narrow the mind and\\nsour the temper of political men, to make them selfish, unpatriotic, and unprin-\\ncipled. It is higlJy necessary for their improvement as men, and as republican\\nlawgivers, that the bitterness and bigotry of party strife should sometimes be\\nchecked by some great object of joublic utility, in which good men of all parties\\nmay unite, and the contemplation and discussion of which shall enlarge the views\\nand elevate the affections. The legislatures of several states have already had\\nexperience of these benefits. The noble institutions for deaf mutes, for the Mind,\\nand for the insane, which have grown up under their care, and been sustained\\nby their bounty, are not less beneficial by the moral influence they exert, every\\nyear, on the officers of government wlio witness their benevolent operations, than\\nby the physical and intellectual blessings which they confer on the unfortunate\\nclasses of persons for whom thej were more particularly designed. Who can\\nwitness the proficiency of the bUnd and the mute in that knowledge wliich con-\\nstitutes the charm of life, as witnessed in the annual exliibitions of these insti-\\ntutions at Columbus, during the sessions of the legislature, without feeling the\\nblessedness of benevolence, and inwardly resolving to be himself benevolent\\nWithout some such objects in view, political character deteriorates, and the legis-\\nlator sinks to the demagogue. When our American Congress has had noble ob-\\njects in view when it has been struggling for the rights of man, and the great\\nprinciples which are tlie foundations of free institutions, it has been the nursery\\n01 patriotism and the theater of great thouglits and mighty deeds but when its\\nobjects have been mean, and its aims selfish, how sad the reverse in respect to\\nits moral character and national influence\\nColleges, and mstitutions for the higher branches of classical learning, have\\nseldom flourished in this country under legislative patronage because the people\\nat large, not perceiving that these institutions are directly beneficial to them,\\nallow then legislators to give them only a hesitating, reluctant, and insufficient\\nsupport. ISTo steady, well-digested plan of improvement is carried consistently\\nthrough, but the measures are vacillating, contradictory, and often destructive,\\nnot from want of sagacity to perceive what is best, but simply from want of in-\\nterest in the object, and a consequent determination to maintain it at the cheap-\\nest rate. But an institution of the kind here contemplated, the people at large\\nwill feel to be for their immediate benefit. It is to qualify teachers for the in-\\nstruction of tlieu- own children and among the people throughout most of the free\\nStates, there is an appreciation of the advantages and necessity of good common-\\nschool instruction, which makes them willing to incur heavy sacrifices for the sake\\nof securing it. They will, therefore, cheerfully sustain their legislators in any\\nmeasure which is seen to be essential to the improvement and perfection of the\\ncommon-school system and that the establishment of a N^ormal School is essen-\\ntial to this, I expect to prove in the course of this discussion.\\nSupposing the mstitution to be estabhshed at the seat of government, under\\nproper auspices, the legislature would every year witness its beneficial results\\nthey would attend the exliibitions of its pupils both in the seminary and in the\\nmodel-school, as they now, in several States, attend the exhibitions of the blind\\nand mute their views would be enlarged, their affections moved, their ideas of\\nwhat constitutes good education settled they would return to their constituents\\nfall of zeal and confidence in the educational cause, and impart the same to\\nthem they would learn how schools ought to be conducted, the respective du-\\nties of parents, teachers, and school officers they would become the most effi-\\ncient missionaries of public instruction and, ere long, one of the most important\\nerrands from their constituents would be, to find for them, in the Teachers Sem-\\ninary, a suitable instructor for their district school. Such an influence will be to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0111.jp2"}, "112": {"fulltext": "]^Q4 STOWE ON NORMAL SCHOOLS.\\nthe school system, what electricity is to the operations of nature, an influence\\nunceasing, all-pervading, lightning-winged.\\nThe Superintendent of Public Instruction, in every State, would be essentially\\naided by such an institution at the seat of government. He greatly needs it as\\na fulcrum to pry over, when he would move the legislature or the people. He\\ncannot bring the legislature to the common schools, nor these to the legislature,\\nto illustrate existing deficiencies or recommend improvements; but here is a\\nmodel constructed under his own eye, \u00e2\u0080\u00a2v^hich he can at any moment exhibit\\nto the legislature, and by which he can give complete illustrations of all his\\nviews.\\nAs the young men in the seminary grow up, he watches their progress, and\\nascertams the peculiar qualifications and essential characteristics of each indi-\\nvidual and, as he passes through the State, and learns the circumstances and\\nwants of each community, he knows whare to find the teacher best fitted to carry\\nout his views, and give efficiency to the system in each particular location.\\nNothing is lost the impression which he makes is immediately followed up and\\ndeepened by the teacher, before it has time to cool and disappear. A superin-\\ntendent of schools without a Teachers Seminary, is a general without soldiers,\\ndepending entirely on the services of such volunteers as he can pick up on his\\nmarch, most of whom enlist but for the day, and go honae to sleep at night.\\nSuch is a brief view of the reasons for legislative patronage, and a location at\\nthe seat of government. I do not imagine that one institution will be enough to\\nsupply the wants of a whole state but let the one be established fh-st, and\\nwhatever others are needful will speedily follow.*\\nWe now proceed to our second general proposition.\\nil. PujDils should not be received into the Teachers Seminary under sixteen\\nyears of age, nor until they are well versed in all the branches usually taught in\\nthe common schools.\\nThe age at which the pupils leave the common school is the proper age for\\nentering the Teachers Seminary, and the latter should begin just where the\\nformer closes. Tliis is young enough for few persons have their judgments suf-\\nficiently matured, or their feelings under sufficient control, to engage in school-\\nteaching by themselves, before they are twenty years old. It is not the design\\nof the Teachers Seminary to go through the common routine of the common-\\nschool course, but a thorough grounding in this is to be assumed as the founda-\\ntion on which to erect the structure of the teacher s education.\\nHI. The model-school should comprise the various classes of cliildren usually\\nadmitted to tlie common schools, and should be subject to the same general dis-\\nciplme and course of study.\\nThe model-school, as its name imports, is to be a model of what the common\\nschool ought to be and it must be, therefore, composed of like materials, and\\nsubject to smiilar rules. The model-school, in fact, should be the common school\\nof the place in which the Teachers Seminary is situated it should aim to keep\\nin advance of every other school in the State, and every other school in the State\\nshould aim to keep up with that. It is a model for the constant inspection of\\nthe pupils in the teachers department, a practical illustration of the lessons they\\nreceive from their professors the proof-stone by which they are to test the util-\\nity of the abstract principles they imbibe, and on whicli they are to exercise and\\nimprove their gifts of teaching. Indeed, as School-counselor Dinter told a no-\\nbleman of East-Prussia, to set up a Teachers Seminary without a model-school,\\nis like setting up a shoemaker s shop without leather.\\nIV. The course of instruction in the Teachers Seminary should include three\\nyears, and the pupils be divided into three classes, accordingly.\\nThe course of study, as will be seen by inspecting it in the following pages,\\ncannot well be completed in less time than this this has been found short enough\\nfor professional study in the other professions, which is generally commenced at\\na maturer age, and after the pupil .has had the advantage of an academical or\\ncollegiate course and if it is allowed that five or seven years are not too much\\nto be spent in acquiring the trade of a blacksmith, a carpenter, or any of the\\nThis article was -written in its special reference to Ohio, and the new States of the West. In\\nsome of the older States, the expense of living at the seat of govermncnt might operate as an\\nobjection to the location of the Seminary there.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0112.jp2"}, "113": {"fulltext": "STOWE ON NORMAL SCHOOLS. 205\\ncommon indispensable handcrafts, surely three years will not be deemed too\\nmuch for the difficult and most important art of teacliing.\\nV. The senior class in the Teacliers Seminary should be employed, under the\\nimmediate inspection of their professors, as instructors in the model-school.\\nThe model-school is intended to be not only an illustration of the principles\\ninculcated theoretically in the seminary, but is calculated also as a school for\\npractice, in wliich the seminary pupils may learn, by actual experiment, the prac-\\ntical bearing of the principles wliich they have studied. After two years of the-\\noretical study, the pupils are Avell qualified to commence this practical course,\\nvmder the immediate inspection of their professors and the model-school being\\nunder the inspection of such teachers, it is obvious that its pupils can suffer no\\nloss, but must be great gainers by the arrangement.\\nTills is a part of the system for training teachers which cannot be dispensed\\nwith, and any considerable hope of success retained. To attempt to traiia prac-\\ntical teachers without it, would be like attempting to train sailors by keeping\\nboys upon Bowditch s Navigator, without ever suffering them to go on board a\\nship, or handle a ropeyarn. One must begin to teach, before he can begin to be a\\nteacher and it is infinitely better, both for himself and liis pupils, that lie should\\nmake this beginning under the eye of an experienced teacher, who can give him\\ndii ections and point out liis errors, than that he should blunder on alone, at the\\nrisk of ruining multitudes of pupils, before he can learn to teach by the slow pro-\\ncess of unaided experience.\\nVI. Course of instruction in the Teachers Seminary.\\n1. A thorough, scientific, and demonstrative study of all the branches to be\\ntaught in tlie common schools, with directions, at every step, as to the beat meth-\\nod of inculcating each lesson on childi en of different dispositions and capacities,\\nand various intellectual habits.\\nIt is necessary here to give a general outline of a course of study for the com-\\nmon schools of this country. The pupils usually in attendance are between the\\nages of six and sixteen, and I would arrange them in thi-ee divisions, as follows\\nFmsT Division, including the youngest children, and those least advanced, gen-\\nerally between the ages of six and nine.\\nTopics of Instruction. 1. Familiar conversational teaching, in respect to ob-\\njects which fall daily under their notice, and in respect to their moral and social\\nduties, designed to awaken their powers of observation and expression, and to\\ncultivate their moral feelings.\\n2. Elements of reading.\\n3. Elements of writing.\\n4. Elements of numbers.\\n5. Exercises of the voice and ear singing by rote.\\n6. Select readings in the Pentateuch, Psalms, and Gospels.\\nSecond Division, including those more advanced, and generally between, the\\nages of nine and twelve.\\nTopics of Instruction. 1. Exercises in reading.\\n2. Exercises in writing.\\n3. Aritlunetic.\\n4. Elements of geography, and geography of the United States.\\n5. History of the United States.\\n6. Moral and rehgious instruction in select Bible narratives, parables, and\\nproverbs.\\n7. Elements of music, and singing by note.\\n8. English grammar and parsing.\\nThird Division, most advanced, and generally between the ages of twelve\\nand sixteen.\\nTopics of Instruction. 1. Exercises in reading and elocution.\\n2. Caligraphy, stenography, and linear drawing.\\n3. Algebra, geometry, and trigonometry, with their application to civil engi-\\nneering, surveying, c.\\n4. English composition, forms of business, and book-keeping.\\n5. General geography, or knowledge of the earth and of manldud.\\n6. General history.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0113.jp2"}, "114": {"fulltext": "IQQ STOWE ON NORMAL SCHOOLS.\\n7. Constitution of the United States, and of the several States.\\n8. Elements of the natural sciences, inchiding their application to the arts of\\nlife, such as agriculture, manufactures, c.\\n9. Moral uistruction m the connected Bible history, the life and discourses of\\nChrist, the religious observation of Nature, and history of Christianity.\\n10. Science and art of vocal and instrumental music.\\nThorough instruction on all these topics I suppose to be essential to a complete\\ncommon-school education and though it may be many years before our schools\\ncome up to tliis standard, yet I think nothing short of this should satisfy us and,\\nas fast as possible, we should be laboring to train teachers capable of giving in-\\nstruction in all these branches. When this standard for the common school has\\nbeen attained, then, before the pupil is prepared to enter on the three years\\ncourse of study proposed in the Teachers Seminary, he must have studied all\\nthe topics above enumerated, as they ought to be studied in the common schools.\\nThe study of a topic, however, for the purpose of applying it to practical use,\\nis not always the same thing as studying it for the purpose of teaching it. The\\nprocesses are often quite different. A man may study music till he can perform\\nadmirably himself, and yet possess very little skill in teaching others and it is\\nwell known that the most successful orators are not unfrequently the very worst\\nteachers of elocution. The process of learning for practical purposes is mostly\\nthat of combination or synthesis but the process of learning for the purpose of\\nteaching is one of continued and minute analysis, not only of the subject itself,\\nbut of all the movements and turnings of the feelers of the mind, the little an-\\ntenncB by which it seizes and retains its hold of the several parts of a topic. Till\\na man can minutely dissect, not only the subject itself, but also the intellectual\\nmachinery by which it is worked up, he camiot be very successful as a teacher.\\nThe orator analyzes his subject, and disposes its several parts in the order best\\ncalculated for effect but the mental processes by which he does this, which con-\\nstitute the tact that enables him to judge right, as if by instinct, are generally so\\nrapid, so evanescent, that it may be impossible for him to recall them so as to\\ndescribe them to another and it is tliis very rapidity of intellectual movement,\\nwliich gives him success as an orator, that renders it the more difficult for him to\\nsucceed as a teacher. The musician would perform very poorly, who should stop\\nto recognize each volition that moves the muscles which regulate the movement\\nof his fingers on the organ-keys but he who would teach others to perform\\ngracefully and rapidly, must give attention to points minute as these. The\\nteacher must stop to observe and analyze each movement of the mind itself, as\\nit advances on every topic but men of genius for execution, and of great prac-\\ntical skill, who never teach, are generally too impatient to make this minute\\nanalysis, and often, indeed, form such habits as at length to become incapable of\\nit. The first Duke of Marlborough was one of the most profound and brilliant\\nmilitary men that ever lived but he had been so little accustomed to observe\\nthe process of his own mind, by which he arrived with such certainty at those\\nastounding results of warlike genius which have given him the first rank among\\nBritain s soldiers, that he could seldom construct a connected argument in favor\\nof his plans, and generally had but one answer to all the objections which might\\nbe urged against them, and that was usually repeated in the same words,\\nSilly, silly, that s silly. A like remark is applicable to Oliver Cromwell, and\\nseveral other men distmguished for prompt and energetic action. The mental\\nhabits best adapted for effect in the actual business of hfe are not always the\\nmental habits best suited to the teacher and the Teachers Seminary requhes a\\nmode of instruction in some respects different from the practical school.\\nThe teacher, also, must revicAv the branches of instruction above enumerated\\nwith reference to their scientific connections, and a thorough demonstration of\\nthem, whicli, though not always necessary in respect to their practical apph-\\ncation to the actual business of life, is absolutely essential to that ready com-\\nmand which a teacher must have over them in order to put them into the minds\\nof others.\\nNor is this all. There is a great variety of methods for inculcating the same\\ntruth and the diversities of mind are quite as numerous as the varieties of\\nmethod. One mind can be best approached by one method, and another mind\\nby another; and m respect to the teacher, one of the richest treasures of espe-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0114.jp2"}, "115": {"fulltext": "STOWE ON NORMAL SCHOOLS. 207\\nrience is a knowledge of the adaptation of the different methods to different\\nminds. These rich treasures of experience can be preserved, and classified, and\\nimparted in the Teachers Seminary. If the teacher never studies his profession,\\nhe learns tliis part of his duties only by the slow and wasteful process of exper-\\nimenting on mind, and thus, in all probability, ruins many before he learns how\\nto deal with them. Could we ascertain how many minds have been lost to the\\nworld in consequence of the injudicious measures of inexperienced and incompe-\\ntent teachers if we could exhibit, in a statistical table, the number of souls which\\nmust be used up in quaUfying a teacher for his profession, by intrusting liim\\nwith its active duties without previous study, we could prove incontrovertibiy\\nthat it is great want of economy, that it is a most prodigious waste, to attempt\\nto carry on a system of schools without making provision for the education of\\nteachers.\\n2. The philosophy of mind, particularly in reference to its susceptibility of re-\\nceiving impressions from mind.\\nThe teacher should learn, at least, not to spoil by his awkward handling what\\nNature has made well he should know how to preserve the intellectual and\\nmoral powers in a healthful condition, if he be not capable of improving them.\\nBut, through ignorance of the nature of mind, and its susceptibilities, how often\\nare a teacher s most industrious efforts worse than thrown away perverting\\nand destroying rather than improving Frequently, also, the good which is\\ngained by judicious efforts in one du-ection is counteracted by a mistaken course\\nin another.\\nUnder this head there should be a complete classification of the sources of\\ninfluence, a close analysis of the peculiar n^-ture and causes of each, and of its\\napplicability to educational purposes. There should be also a classification of\\nthe errors liable to be committed, with a similar analysis, and directions for avoid-\\ning them. It appears to me that there are some valuable discoveries yet to be\\nmade in this branch of knowledge and that, for the purposes of education, the\\npowers of the mind are susceptible of a classification much better than that\\nwhich has hitherto generally been adopted.\\n3. The peculiarities of intellectual and moral development in children, as mod-\\nified by sex, parental character, wealth or poverty, city or country, family gov-\\nernment, indulgent or severe, fickle or steady, c.\\nThese diversities all exist in every community, and exert a most important in-\\nfluence on the developments of cMdren and no teacher can discharge his duties\\ndiligently and thoroughly without recognizing this extensive class of influences.\\nThe influence of sex is one of the most obvious, and no successful teacher, I be-\\nUeve, ever manages the boys and the guds of his school in precisely the same\\nmanner. But the other sources of influence are no less important. Parental\\ncharacter is one. Parents of high-minded and honorable feeling, will be hkely\\nto impart something of the same spirit to their cliildren. Such children may be\\neasily governed by appeals to their sense of character, and perhaps ruined by\\nthe application of the rod. If parents are mean-spirited and selfish, great allow-\\nance should be made for the failings of then* children, and double diligence em-\\nployed to cultivate in them a sense of honor.\\nThe different circumstances of wealth and poverty produce great differences\\nin cluldren. The rich child generally requhes restraint, the poor one encourage-\\nment. When the poor are brought in contact with the rich, it is natm al that the\\nformer should feel somewhat sensitive as to tlie distinctions which may obtain\\nbetween them and their fellows and in such cases special pains should be taken\\nto shield the sensibilities of the poor child against needless wounds, and maJ^e\\nhim feel that the poverty for which he is no way blamable is not to him a deg-\\nradation. Otherwise he may become envious and misanthropic, or be discour-\\naged and unmanned. But how often does the reverse of this take place, to the\\ngreat injury of the character both of the poor and the rich Surely it is mis-\\nfortune enough to the suffering child that he has to bear the ills arising from\\nignorance or negligence, vice or poverty, in his parents and the school should be\\na refuge for him, where he can improve himself and be happy.\\n_ Again, city and country produce diversities in cliildren alrnost as great as the\\ndifference of sex. City children are incHned to the ardent, quick, glowing tem-\\nperament of the female country children lean more to the cooler, steadiei", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0115.jp2"}, "116": {"fulltext": "208 STOWE ON NORMAL SCHOOLS.\\nslower development of the male. City children are more excitable by the cir-\\ncumstances in which they are placed, then- feehngs are kept in more constant and\\nrapid motion, they are more easily moved to good, and have stronger tempta-\\ntion to evil while country children, less excitable, less rapid in their advances\\ntoward either good or evil, present, in thek j^eculiarities, a broad and solid found-\\nation for characters of stable structure and enduring usefulness. Though human\\nnature is every where the same, and schools present the same general character-\\nistics yet the good country teacher, if he remove to the city, and would be\\nequally successful there, will find it necessary to adopt several modifications of\\nhis former arrangements.\\nMany other circumstances give rise to diversities no less important. It is the\\nbusiness of the Teachers Seminary to arrange and classify these modifying influ-\\nences, and give to the pupil the advantages of an anticipated experience in re-\\nspect to his method of proceeding in regard to them. No one will imagine that\\nthe teacher is to let his pupils see that he recognizes such differences among\\nthem he should be wise enough to keep his own counsel, and deal with each\\nindividual in such manner as the pecuhar circumstances of each may render most\\nproductive of good.\\n4. The science of education in general, and full illustration of the difference\\nbetween education and mere instruction.\\nScience, in the modern acceptation of the term, is a plnlosophical classification\\nand arrangement of all the facts wliich are observed in resjDect to any subject,\\nand an investigation from these facts of the principles which regulate their oc-\\ncurrence. Education affords its facts, and they are as numerous and as deeply\\ninteresting as the facts of any other science these facts are susceptible of as\\nphilosophical a classification and arrangement as the facts of chemistry or astron-\\nomy and the principles which regulate their occurrence are as appropriate and\\nprofitable a subject of investigation as the principles of botany or zoology, or of\\npolitics or morals. I know it has been said by some, that education is not a sci-\\nence, and cannot be reduced to scientific principles but they who talk thus either\\nmake use of words without attaching to them any definite meaning, or they con-\\nfound the idea of education with that of the mere art of teaching. Even in this\\nsense the statement is altogether erroneous, as will be shown under the next\\nhead.\\nThe teacher should be acquainted with these facts, with their classification,\\ntheir arrangement and principles, before he enters on the duties of his profession\\nor he is like the surgeon who would operate on the human body before he has\\nstudied anatomy, or the attorney who would commence practice before he has\\nmade himself acquainted with the first principles of law.\\nIt is a common error to confound education with mere instruction an error\\nso common, indeed, that many writers on the subject use the words as nearly, if\\nnot entirely, synonymous. Instruction, however, comprehends but a very small\\npart of the general idea of education. Education includes all the extraneous in-\\nfluences which combine to the formation of intellectual and moral character\\nwhile instruction is limited to that which is directly communicated from one mind\\nto another. Education and instruction (says Hooker) are the means, the one\\nby use, the other by precept, to make our natural faculty of reason both the bet-\\nter and the sooner to judge rightly between truth and error, good and evil. A\\nman may become well educated, though but poorly instructed, as was the case\\nwith Pascal and Franklin, and many others equally illustrious but if a man is\\nwell instructed, he cannot, without some great fault of liis own, fail to acquire a\\ngood edncatioti. Instruction is mostly the work of others education depends\\nmainly on the use which we ourselves make of the circumstances by which we\\nare surrounded. The mischiefs of defective instruction may often be repaired\\nby our own subsequent eftorts but a gap left down in the line of om- education\\nis not so easily put up, after the opportunity has once passed by.\\n5. The art of teaching.\\nThe art of teaching, it is true, is not a science, and cannot be learned by theo-\\nretic study alone, without practice. The model-school is appropriately the place\\nfor the acquisition of this art by actual practice but, like all the rational arts,\\nit rests on scientific principles. The theoretical instruction, therefore, in this\\nbraach, will be limited mainly to a development of the principles on which it is", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0116.jp2"}, "117": {"fulltext": "STOWE ON NORMAL SCHOOLS. jQg\\nfounded while the application of those principles wUl be illustrated, and the art\\nof teaching acquhed, by instructing in the model-school under the care of the\\nprofessors, and subject to their direction and remarks. The professor assigns to\\nthe pupil his class in the model-school, he observes his manner of teaching, anc\\nnotices its excellences and defects and after the class is dismissed, and the stu\\ndent is with him alone, or in company only with his fellow-students, he commends\\nwhat he did well, shows him how he might have made the imperfect better, and\\nthe erroneous correct, pointing out, as he proceeds, the application of theoretic\\nprinciples to practice, that the lessons in the model-school may be really an illus-\\ntration of all that has been taught in the Teachers Seminary.\\n6. The ai-t of governing cliildren, with special reference to the imparting and\\nkeeping alive of a feehng of love for children.\\nChildren can be properly governed only by affection and affection, rightly\\ndu ected, is all-powerful for this purpose. A school governed without love is a\\ngloomy, mind-killing place it is like a nursery of tender blossoms filled with an\\natmosphere of frost and ice. Affection is the natm al magnet of the muid in\\nchildhood the child s mind is fitted by its Creator to be moved by a mother s\\nlove and cold indifference or stern lovelessness repels and freezes it. In gov-\\nerning children there is no substitute for affection, and God never intended there\\nshould be any.\\nGeneral rules can be given for the government of a school the results of ex-\\nperience can be treasured up, systematized, and imparted the candidate for the\\nteacher s ofiice can be exercised to close observation, patience, and self-control\\nand all these are essential branches of instruction in the art of governing. StiU,\\nif there be no feehng of love for children, all this wiU not make a good school-\\ngovernor. There is great natural diversity in individuals in regard to this, as in\\nall other affections yet every one whom God has fitted to be a parent has the\\nelements of this affection, and these elements are susceptible of development\\nand improvement.\\n7. History of education, including an accurate outline of the educational sys-\\ntems of different ages and nations the circumstances wlfich gave rise to them\\nthe jDrinciples on which they were fomided the ends which they aimed to ac-\\ncomplish their successes and failures, their permanency and changes how far\\nthey influenced individual and national character how far any of them might\\nhave originated in ^jremeditated plan on the part of their founders whether\\nthey secui ed the intelligence, virtue, and happiness of the people, or otherwise,\\nwith the causes, c.\\nTo insm-e success in any pursuit, the experience of our predecessors is justly\\nconsidered a valuable, and generally an indispensable aid. What should we\\nthink of one who claimed to be a profound politician while ignorant of the his-\\ntory of pohtical science Avhile unacquainted with the origin of governments, the\\ncauses which have modified their forms and influences, the changes which have\\ntaken place in them, the different effects produced by various systems tuider di-\\nverse influences, and of the thousand combinations in which the past treasures\\nwisdom for the future What should we think of the lawyer who knew nothing\\nof the history of law or of the astronomer, ignorant of the history of astrono-\\nmy In every science and every art we recognize the value of its appropriate\\nhistory and there is not a single circumstance that gives value to such history,\\nwhich does not apply, in all its force, to the history of education. Yet, strange\\nto say, the history of education is entirely neglected among us there is not a\\nwork devoted to the subject in the English language and very few, indeed,\\nwhich contain even notices or hints to guide one s inquiries on this deeply inter-\\nesting theme. I wish some of those wiiters who complain that education is a\\nhackneyed subject, a subject so often and so much discussed, that nothing new\\nremains to be said upon it, would turn their inquhies in tliis direction, and I think\\nthey will find much, and that too of the highest utility, wliich wiU be entu-ely\\nnew to the greater part even of the reading population.\\nMan has been an educator ever smce he became civihzed. A great variety of\\nsystems of public instruction have been adopted and sustained by law, which\\nhave produced powerful and enduring influences and are we to set sail on this\\nboundless ocean entirely ignorant of the courses, and soundings, and discoveries\\nof our predecessors", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0117.jp2"}, "118": {"fulltext": "110\\nSTOWE ON NORMAL SCHOOLS.\\nThe Hebrew nation, in its very origin, was subjected to a premeditated and\\nthoroughly systematized course of national instruction, wliich produced the most\\nwonderful influence, and laid the foundation for that peculiar hardihood and de-\\nterminateness of character, which hare made them the astonishment of all ages,\\na miracle among nations. A full development of this system, and a careful illus-\\ntration of the particulars wliich gave it its peculiar strength, and of the circum-\\nstances which perverted it from good to evil, wliich turned strength into the\\nforce of hate, and perseverance into obstinacy, would be a most valuable contri-\\nbution to the science of general education. The ancient Persians and Hindoos\\nhad ingenious and thoroughly digested systems of public instruction, entirely\\ndiverse from each other, yet each wonderfully efficacious in its own pecuUar way.\\nThe Greeks were a busily educating people, and great varieties of systems sprung\\nup in their different states and under their different masters, all of them inge-\\nnious, most of them effective, and some of them characterized by the highest\\nexcellences. Systems which we cannot and ought not to imitate, may be highly\\nuseful as warnings, and to prevent our trying experiments which have been often\\ntried before, and failed to be useful. The Chinese, for example, have had for\\nages a system wliich is pecuharly and strictly national its object has always\\nbeen to make them Chinese, and nothing else it has fully answered the purpose\\nintended and what has been the result A nation of machines, a people of\\npatterns, made to order a set of men and women wound up like clocks, to go in\\na certain way, and for a certain time, with minds wonderfully nice and exact in\\ncertain little things but as stiff, as unsusceptible of expansion, as incapable of\\noriginating thought, or deviating from the beaten track, as one of their own gra-\\nven images is of navigating a sliii?. In short, they are very much such a people\\nas the Americans might become in a few centuries, if some amiable enthusiasts\\ncould succeed in establishing what they are pleased to denominate a system ex-\\nclusively American. Education, to be useful, must be expansive, must be imi-\\nversal the mind must not be trained to run in one narrow channel it must\\nunderstand that human beings have thought, and felt, and acted, in other coun-\\ntries than its own that the results of preceding efforts have theu value, and\\nthat all light is not confined to its own little Goshen.\\nWhen a science has become fixed as to its principles, when its facts are ascer-\\ntained and well settled, then its history is generally written. Why, then, have\\nwe no history of education in our language Simply, because the science of\\neducation, with us, is yet in its infancy because, so far from being a hackneyed\\nor an exhausted subject, on which nothing new remains to be said, its fundamen-\\ntal principles are not yet so ascertained as to become the basis of a fixed science.\\nIt cannot be pretended that there are no materials for the composition of such a\\nhistory. We are not destitute of uiformation respecting the educational systems\\nof the most ancient nations, as the Chaldeans, Assyrians, Egyptians, and Cartha-\\nginians and in respect to the Hindoos, the Persians, the Greeks, the Romans,\\nthe Chinese, the modern Europeans, the materials for their educational liistory\\nare nearly as ample as those for then- civil history and the former is quite as\\nimportant to the educator as the latter is to the civilian. The brief and imper-\\nfect, but highlj^ interesting sketches, given by Sharon Turner in liis History of\\nEngland, afford sufficient proof of my assertion and they are to a full history of\\nEnglish education, as the first streaks of dawn to the risen sun. Should Teach-\\ners Seminaries do nothing else than excite a taste and afford the materials for\\nthe successful pursuit of this branch of study only, they would more than repay\\nall the cost of their establislmient and maintenance. Systems of education which\\nformed and trained such minds as arose in Egypt, in Judea, in Greece systems\\nunder whose influence such men as Moses and Isaiah, Solon, and Plato, and Paul,\\nreceived those first impressions which had such commanding power over their\\nmighty intellects, may afford to us many valuable suggestions. The several\\ntopics to wliich I have above alluded, as particularly worthy of notice in a his-\\ntory of those systems, are too obviously important to require a separate illus-\\ntration.\\n8. The rules of health and the laws of physical development.\\nThe care of the body while we ai-e in this world is not less important than\\nSee Note A, at the close of this article.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0118.jp2"}, "119": {"fulltext": "STOWE ON NORMAL SCHOOLS, 211\\nthe culture of the mind for, as a general fact, no mmd can -work vigorously in\\na feeble and comfortless body and Avhen the forecastle of a vessel sinks, the\\ncabin must soon follo-w. The educating period of youth is the time most critical\\nto health and the peculiar excitements and temptations of a course of study,\\nadd greatly to the natural dangers of the forming and developing seasons of\\nlife. Teachers, therefore, especially, should understand the rules of health, and\\nthe laws of pliysical development and it is impossible that they sliould under-\\nstand them, unless they devote some tune to their study. What a ruinous waste\\nof comfort, of strength, and of life, has there been in our educational establish-\\nments, iu consequence of the ignorance and neglect of teachers on this point\\nAnd how seldom is this important branch of study ever thought of as a neces-\\nsary qualification for the office of teacher\\nAs it is a most sacred duty of the teacher to preserve uninjured the powers\\nof the mind, and keep them in a healthfid condition, so it is no less his duty to\\ntake the same care of the physical powers. The body should not only be kept\\nin health, but its powers should be developed and improved with as much care\\nas is devoted to the unprovement of the mind, that aU the capabilities of the\\nman may be brought out and fitted for active duty. But can one know how\\nto do this iff he never learns And will he be hkely to learn, unless he has op-\\nportunity of learning It is generally regarded as the province of teachers to\\nfinish out and improve on Nature s plan but if they can all be brought to un-\\nderstand their profession so well as not to mar and spoil what Nature made\\nright, it will be a great improvement on the present condition of education in\\nthe world.\\n9. Dignity and importance of the teacher s office.\\nSelf-respect, and a consciousness of doing well, are essential to comfort and\\nsuccess in any honorable calling; especially in one subject to so many external\\ndepressions, one so little esteemed and so poorly rewarded by the world at\\nlarge, as that of the teacher. No station of so great importance has probably\\never been so slightly estimated and the fault has been partly in the members\\nof the profession itself. They have not estimated their official importance suffi-\\nciently high they have given a tacit assent to the superficial judgment of the\\nworld they have hung loosely on the profession, and too often abandoned it the\\nfirst opportunity. They ought early to understand that their profession demands\\nthe strongest efforts of their whole lives that no employment can be more in-\\ntimately connected with the progress and general welfare of society that the\\nbest hojjes and tenderest wishes of parents and of nations depend on their skill\\nand fidelity and that an incompetent or unworthy discharge of the duties of\\ntheir office brings the community into the condition of an embattled host ivhen\\nthe standard-hearer faileth. If teachers themselves generally had a clear and\\ndefinite conception of tlie immensely responsible place they occupy if they\\nwere skilled in the art of laying these conceptions vividly before the minds of\\nthe people among whom they labor, it would produce a great influence on the\\nprofession itself, by bringing it under the pressure of a mightier motive, and cause\\nall classes of people more clearly to understand the inestimable worth of the\\ngood teacher, and make them more willing to honor and reward him. And this,\\ntoo, would be the surest method of ridding the profession of such incumbents as\\nare a disgi-ace to it, and an obstacle to its elevation and improvement. Julius\\nCaesar was the ffi st of the Romans who honored school-teachers by raising them\\nto the rank of Roman citizens, and in no act of his life did he more clearly man-\\nifest that peculiar sagacity for wliich he was distinguished.\\n10. Special rehgious obligations of teachers in respect to benevolent devoted-\\nness to the intellectual and moral welfare of society, habits of entne self-control,\\npurity of mind, elevation of character, (fee.\\nThe duties of the teacher are scarcely less sacred or less delicate than those\\nof the mmister of religion. In several important respects he stands in a similar\\nrelation to society and his motives and encouragements to effort must, to a con-\\nsiderable extent, be of the same class. It is not to be expected that teaching\\nwill ever become generally a lucrative profession, or that many will enter it for\\nmere love of money, or tliat, if any should enter it from such a motive, they\\nwould ever be very useful in it. All teachers ought to have a comfortable sup-\\nport, and a competency for the time of sickness and old age but what ought ta", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0119.jp2"}, "120": {"fulltext": "\u00e2\u0096\u00a0j^Y2 STOWE ON NORMAL SCHOOLS.\\nbe and what is, in such a world as this, are often very different things. If a com-\\npetency is gained by teaching, very few will ever expect to grow rich by it.\\nHigher motives than the love of wealth must actuate the teacher in the choice\\nof his profession, and animate him in the performance of its laborious duties.\\nSuch motives as the love of doing good, and peculiar affection for children, do\\nexist in many minds, notwithstanding the general selfislmess of the world and\\nthese emotions, by a proper kind of culture, are susceptible of increase, till they\\nbecome the predominant and leading desires. The teacher who has little benev-\\nolence, and little love for children, must be a miserable being, as well as a very\\npoor teacher but one who has these propensities strongly developed, and is not\\nambitious of distinction in the world of vanity and noise, but seeks his happiness\\nin doing good, is among the happiest of men and some of the most remarkable\\ninstances of healthy and cheerful old age are found among school-teachers. As\\nexamples, I would mention old Ezekiel Cheever, who taught school in New Eng-\\nland for seventy-one years without interruption, and died in Boston in the year\\n1708, at the advanced age of ninety-three or Dr. G-. F. Dinter, now living at\\nKonigsberg in Prussia, in the eightieth year of his age. Indeed, the ingenious\\nauthor of Hermippus Redivivus affirms, that the breath of beloved children pre-\\nserves the benevolent schoolmaster s health, as salt keeps flesh from putrefac-\\ntion. In Prussia, school-teachers generally enter on their profession at the age\\nof twenty-two or twenty -five, and the average term of service among the forty\\nthousand teachers there employed is over thirty years, making the average du-\\nration of a teacher s life there nearly sixty years a greater longevity than can\\nbe found in any profession in the United States. Many teachers continue in the\\nactive discharge of their official duties more than fifty years; and the fiftieth\\nanniversary of their induction to oflice is celebrated by a festival, and honored\\nby a present from govermnent.\\nThe other quahties mentioned, self-control, purity of mind, elevation of char-\\nacter, are so obviously essential to a teacher s usefulness, that they require no\\ncomment. We need only remark, that these are moral qualities, and can be\\ncultivated only by moral means that they are religious quaUties, and must be\\nexcited and kept alive by religious motives. Will any one here raise the cry,\\nSectarianism, Church arid State I pity the poor bigot, or the narrow-souled\\nunbeliever, who can form no idea of religious principle, except as a sectarian\\nthing who is himself so utterly unsusceptible of ennobhng emotions, that he\\ncannot even conceive it possible that any man should have a principle of vhtue\\nand piety superior to all external forms, and untrammeled by metaphysical sys-\\ntems. From the aid of such men, we have nothing to hope in the cause of sound\\neducation and their hostility we may as well encounter in one form as another,\\nprovided we make sure of the ground on which we stand, and hold up the right\\nprinciples in the right shape.\\n11. The influence which the school should exert on civilization and the prog-\\nress of society.\\nIt requires no great sagacity to perceive that the school is one of the most\\nimportant parts of the social machine, especially in modern times, when it is\\nfast acquiring for itself the influence which was wielded by the pulpit some two\\ncenturies ago, and which, at a more recent period, has been obtained by the pe-\\nriodical press. As the community becomes separated into sects, which bigotry\\nand intolerance force into subdivisions still more minute, the influence of the pul-\\npit is gradually circumscribed but no such causes limit the influence of the school.\\nTeachers need only miderstand the position they occupy, and act in concert, to\\nmake the school the most effective element of modern civilization, not excepting\\neven the periodical press. A source of influence so immense, and which draws\\nso deeply on the destinies of man, ought to be thoroughly investigated and con-\\nsidered, especially by those who make teaching their profession. Yet I know\\nnot, in the whole compass of English literature, a single work on the subject,\\nnotwithstanding that education is so worn out a theme, that nobody can say any\\nthing new upon it.\\n12. The elements of Latin, together with the German, French, and Spanish\\nlanguages.\\nThe languages of Europe have received most of their refinement and their\\nBcience through the medium of the Latin and so largely are they indebted to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0120.jp2"}, "121": {"fulltext": "STOWE ON NORMAL SCHOOLS. H^\\nthis tongue, that the elements of it are necessary as a foundation for the study\\nof the modern languages. That the German should be understood by teachers,\\nespecially in Pennsylvania, Ohio, and the Western States generally, is obvious\\nfrom the fact, that more than half the school districts contain German parents\\nand children, avIio are best approached through tlie medium of their own tongue\\nand the rich abundance and variety of educational literature in this language,\\ngreater, I venture to say, than in ail other languages together, render it an ac-\\nquisition of the highest importance to every teacher. In the present state of\\nthe commercial world one cannot be said to have acquired a business education\\nwithout a knowledge of French while our intimate relations with Mexico and\\nSouth America render the Spanish valuable to us, and, indeed, in the Western\\ncountry, almost indispensable. The mental discipline which the study of these\\nlanguages gives is of tlae most valuable kind, and the collateral information ac-\\nquired while learning them is highly useful. Though a foreign tongue is a difiS-\\ncalt acquisition for an adult, it is very easy for a child. In the Rhine provinces\\nof Germany, almost every clnld learns, without effort, both German and French,\\nand, in the commercial cities, English also and the unschooled children of the\\nLevant often learn four or five ditierent languages merely by the ear. I do not\\nsuppose that the modern languages will soon become a regular branch of study\\nin aU our common schools; stiU, many who depend on those schools for their\\neducation, desire to study one or more of them, and they ought to have the op-\\nportunity and if we would make our common schools our best schools, as they\\nsm-ely ought to be, the teachers must be capable of giving instruction in some\\nof these languages.\\nI have thus endeavored to give a brief view of the course of study which\\nshould be pursued in a Teachers Seminary, and this, I suppose, in itself, affords\\na strong and complete argument to establish the necessity of such an institution.\\nA few general considerations in favor of this object wiU now be adduced.\\n1. The necessity of specific provision for the education of teachers is proved\\nby the analogy of all other professions and pursuits.\\nTo every sort of business in which men engage, some previous discipline is\\nconsidered necessary and this idea, confirmed by all experience, proceeds on the\\nmiiversal and very correct assumption, that the human mind knows nothing of\\nbusiness by intuition, and that miraculous inspiration is not to be expected. A\\nman is not thought capable of shoeing a horse, or making a hat, without serving\\nan apprenticeship at the business. Why, then, should the task of the schoolmas-\\nter, the most difficult and dehcate of all, the management of the human mind,\\nthat most intricate and complex of machines, be left to mere intuition, be sup-\\nposed to require no previous training That the profession of school-teacher\\nshould so long be kept so low in the scale of professions, that it should even now\\nbe so generally regarded as a pursuit which needs, and can reward, neither time\\nnor pains spent in preparation for its important duties, is a plain proof and ex-\\nample of the extreme slowness of the human race to perfect the most important\\nparts of the social system.\\n2. A well-endowed, competent, and central institution, in a State, for the edu-\\ncation of teachers, would give, in that State, oneness, dignity, and influence to\\nthe profession.\\nIt would be a point of union that would hold the profession together, and pro-\\nmote that harmony and co-operation so essential to success. Teachers have been\\nisolated and scattered, without a rallying-point or rendezvous and the wonder-\\nful influence which has been exerted by the Western college of teachers (and\\nother similar institutions in the Eastern States), the whole secret of which is,\\ntliat it affords a central point around which teachers may rally, is but a faint\\nshadow of what might be accomplished by a well-endowed and ably-manned\\nseminary. Let there be some nucleus around which the strength of the profes-\\nsion may gather, and the community will soon feel its importance, and give it\\nits due honor.\\nThis object cannot be accomplished by small institutions scattered through the\\nState, nor by erecting teachers departments in existing institutions. The aggi e-\\ngate expense of such an arrangement would be quite as great as that of endow-\\ning one good institution and without such an institution it would, after all,\\nH", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0121.jp2"}, "122": {"fulltext": "114\\nSTOWE ON NORMAL SCHOOLS.\\naccomplish but very little. It would be like distributing the waters of the canal\\nto every little village iu the State, instead of having them run in one broad and\\ndeep channel, suitable for navigation.\\n3. Such an institution would serve as a standard and model of education\\ntJiroughout the community.\\nThe only reason why people are satisfied with an inferior system of common-\\nschool instruction is, that they have no experience of a better. No community\\never goes voluntarily from a better to a worse, but the tendency and the effort\\ngenerally are to rise in excellence. All our ideas of excellence, however, are\\ncomparative, and there will be little prospect of advancement unless we have a\\nstandard of comparison higher than any thing to which we have already attained.\\nA well-managed institution at the seat of government, which should embody\\nall real improvements, and hold up the highest standard of present attainment,\\nbeing visited by the executive oiEcers, the legislatfjrs, the judges, the members\\nof the bar, and other enlightened and influential men, who annually resort to the\\ncapital from every part of the State, would present a pattern to every school\\ndistrict, and excite emulation in every neighborhood. As an example of the\\nrapidity with which improvements are taken, provided only there are appropri-\\nate channels for them to flow in, I may mention the practice of singing in schools,\\nso recently introduced, and now so generally approved.\\n4. Such an institution would produce concentration of effort its action would\\npossess the vigor which strong sympathies impart and it would tend to a de-\\nsirable uniformity in books and modes of teaching.\\nI do not suppose that absolute perfection will ever be attained in the art of\\nteaching and while absolute perfection is not reached, it is certain there ought\\nnot to be entire uniformity in boolcs and modes of teaching. But in this, as in all\\nother human arts, there may be constant approximation toward the perfect\\nand this progress must be gi-eatly accelerated by the concentration of effort,\\nand the powerful sympathetic action of mind on mind, collected in one institution,\\nand determined, as it were, to one focus. The action of such an institution would\\nobviate the principal evils, now so strongly felt, arising from the diversity of\\nbooks and methods it would produce as much uniformity as would be desirable\\nin the existing stage of improvement and the more advanced the progress, the\\ngreater would be the uniformity.\\n5. All experience (experience which we generally appeal to as the safest guide\\nin all practical matters) has decided in favor of institutions sustained by govern-\\nment for the education of teachers.\\nWo country has ever yet obtained a sufficient number of well-qualified teachers\\nin any other way while every government which has adopted this method, and\\nvigorously pursued it, either has already gained the object, or is iu the fair way\\nof gaining it, however luipromising the beginnings might have been. Ho country\\nhas ever been so well supplied with competent teachers as Prussia at the pres-\\nent moment, and yet, thirty years ago, the mass of school-teachers there was\\nprobably below the present average standard of i^ew England and Ohio. Din-\\nter gives several examples of ignorance and incapacity during the first years of\\nIds official labor in East Prussia, which we should scarcely expect to find any\\nwhere in the United States and the testimony of Dr. Juhus before the British\\nHouse of Commons, which waa published m connection with my last report to the\\nLegislature of Ohio, gives a similar view of the miserable condition of the Prus-\\nsian schools at that time.\\nNow, what has been the great means of effecting so desirable an object in\\nPrussia Obviously, and by universal acknowledgment, the establishment of\\nseminaries for the education of teachers.* The experiment was commenced by\\nplacing one in each of the ten provinces into which the kingdom is divided\\n(equivalent to having one in each of the several States of this Union) and as\\ntheir utility was tested, their number was increased till now there are more\\nthan foi ty for a population of fourteen millions. Wirtemberg, Bavaria, Austria,\\nRussia, Holland, France, and all other countries which desire to obtain a sufficient\\nnumber of well-qualified teachers, find it necessary to follow this example and\\nI do not believe the United States are an exception to so general a rule. Indeed,\\nSee Notes B and C, at the dose of this article.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0122.jp2"}, "123": {"fulltext": "STOWE ON NORMAL SCHOOLS. 115\\nsuch institutious must be even moi-e necessary for us than for them, smce, from\\nthe crowded state of the professions in old countries, there is much greater com-\\npetition for the appointment of schoolmaster there than here.\\nIt now only remains that I state a few of tlie more prominent objections\\n\u00e2\u0096\u00a0which are sometimes made to these institutions, and endeavor to answer them.\\n1. Such institutions are unnecessary. We have had good teachers without\\nthem, and may have good teachers still.\\nThis is the old stereotyped objection against every attempt at improvement\\nin every age. When the bold experiment was first made of nailing hon upon a\\nhorse s hoof, the objection was probably urged that horseshoes were entirely un-\\nnecessary. We have had excellent horses without them, and sliall probably\\ncontinue to have them. The Greeks and Romans never used iron horseshoes\\nand did not they have the best of horses, which could travel thousands of miles,\\nand bear on their backs the conquerors of the world So, when chimneys and\\nglass windows were first introduced, the same objection would still hold good.\\nWe have had very comfortable houses without these expensive additions. Our\\nfathers never had them, and why should we And at this day, if we were to\\nattempt, in certain parts of the Scottish Highlands, to introduce the practice of\\nwearing pantaloons, we should probably be met with the same objection. We\\nhave had very good men Avithout pantaloons, and no doubt we shall continue to\\nhave them. In fact, we seldom know the inconveniences of an old thing till we\\nhave taken a new and better one in its stead. It is scarcely a yeai since the\\nISTew York and European sailing packets were supposed to afford the very ne\\nplus ultra of a comfortable and speedy passage across the Atlantic but now, in\\ncomparison with the newly-established steam-packets, they are justly regarded\\nas a slow, uncertain, and tedious mode of conveyance. The human race is pro-\\ngressive, and it often happens that the greatest conveniences of one generation\\nare reckoned among the clumsiest waste lumber of the next. Compare the best\\nprinting-press at which Dr. FrankUn ever worked, with those splendid machines\\nwhich now throw off their thousand sheets an hour and who will put these down\\nby repeating, that Dr. Franklin was a very good printer, and made very good\\nbooks, and became quite rich without them\\nI know that we have good teachers already and I honor the men who have\\nmade themselves good teachers, with so little encouragement-, and so little op-\\nportunity of study. But I also know that such teachers are very few, almost\\nnone, in comparison with the pubhc wants and that a supply never can be\\nexpected without the increased facihties which a good Teachers Seminary would\\nfurnish.\\n2. Such an institution would be very expensive.\\nTrue, it wovild cost more than it would to build a stable, or fence in a few\\nacres of ground and in this view of the matter a canal is expensive, and so is\\na public road, and many other things which the pubhc good requires, and the\\npeople are willing to pay for. The only questions worthy of answer are\\nWhether the expense be disproportionate to the object to be secured by it and\\nwhether it be beyond the resoiu-ces of the country To both these questions I\\nunhesitatingly answer, No. The object to be secm-ed is one which would fuUy\\njustify any amount of expense that might be laid out upon it and all that need\\nbe done might be done, and not a man in the State feel the poorer for it. We\\ncould not expect a perfect institution at once. We must begin where we are,\\nand go forward by degrees. A school sufficient for all present purposes might\\nwell be maintained for five thousand dollars a year and what is that for States\\nwith resources like most of the States of this Union, and for the sake of secur-\\ning an object so great as the perfection of the school system If the kingdom\\nof Prussia, with fourteen millions of people, two-thirds of whom are very poor,\\nand the other third not very rich, can support forty-two Teachers Seminaries,\\nsurely such States as Ohio, and Pennsylvania, and Virginia, and others, with pop-\\nulations of more than a milUon, none of whom are very poor, and many fast\\ngrowing rich, can afford to support one.\\n3. We cannot be certain that they who study in such institutions would de-\\nvote themselves to the business of teaching.\\nThis objection apphes with equal force to all professional institutions and if\\nit is of any weight against a Teachers Seminary, it is equally available against", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0123.jp2"}, "124": {"fulltext": "116\\nSTOWE ON NORMAL SCHOOLS.\\na medical school. The objection, however, has very Utile weight for after a man\\nlias prepared himself for a profession, he generally wishes to engage in it, if he\\nis competent to discharge its duties and if he is not competent, the pubUc are\\nno losers by his withdrawal.\\nBut let it even be supposed that a Teachers Seminary should be established\\non the plan above sketched out, and occasionally a man should go successfully\\nthrough the prescribed course of study, and not engage in teaching; are the\\npubhc the losers by it Is the man a worse member of society after such a\\ncourse of study, or a better Is he less interested in schools, or less able to\\nperform the duties of a school officer, or less qualified to give a useful direction\\nto the system among the people, than he would have been without such a course\\nof study Is he not manifestly able to stand on higher ground in all these re-\\nspects, than he otherwise could have done The benefit which the public would\\nderive from such men out of the profession (and such would be useful in every\\nschool district) would amply remunerate all the expenses of the establishment.\\nBut such cases would be too few to avail much on either side of the argument\\ncertainly, m any view of them, they can argue nothing against the establishment\\nof Teachers Seminaries.\\n4. Teachers educated in such an institution would exclude aU others from\\nthe profession.\\nNot unless the institution could furnish a supply for all the schools, and they\\nwere so decidedly superior that the people would prefer them to all others in\\nwhich case certainly the best interests of education demand that the statement in\\nthe objection should be verified in fact. But the success of the institution will\\nnot be so great and aU-absorbing as this. It will not be able at once to supply\\nhalf the number of teachers needed, and all who are educated in it wUl not be\\nsuperior to every one who has not enjoyed its advantages. There is great di-\\nversity of natural gifts and some, with very slender advantages, wiU be superior\\nto others who have been in possession of every facility for acquisition. That such\\nan institution will elevate the standard of qualification among teachers, and crowd\\nout those who notoriously fall below this standard, is indeed true but this, so\\nfar from being an objection, is one of its highest recommendations.\\n5. One such institution cannot afford a sufficient supply for all the schools.\\nThis is readily conceded but people generally admit that half a loaf is better\\nthan no bread, especially if they are Imngry. K we have a thousand teachers,\\nit is much better that three hundred of the number should be well qualified,\\nthan that all should be incompetent and five hundred would be still better than\\nthree hundred, and seven hundred better than either, and the whole thousand\\nbest of all. We must begin as weU as we can, and go forward as fast as we are\\nable and not be like the poor fool who will not move at all, because the first\\nstep he takes from his own door will not land him at once in the place of his\\ndestination. The first step is a necessary preliminaiy to the second, and the sec-\\nond to the third, and so on till all the steps are taken, and the journey completed.\\nThe educated teacher will exert a reforming influence on those who have not\\nbeen so well prepared he will elevate and enlarge theu- views of the duties of\\nthe profession, and greatly assist them in their endeavors after a more perfect\\nqualification.* He will also excite capable young men among liis pupils to en-\\ngage in the profession for one of the greatest excitements of the young to en-\\ngage in any business, is to see a superior whom they respect in the successful\\nprosecution of it.\\nEvery well-educated teacher does much toward qualifying those who are al-\\nready in the profession witliout sufficient preparation, and toward exciting others\\nto engage in it and thus, though the institution cannot supply nearly teachers\\nenough for all the schools, yet all the schools will be better taught in consequence\\nof its influence. Moreover, a State mstitution would be the parent of many\\nothers, which would gradually arise, as their necessity would be appreciated\\nfrom the perceived success of the first.\\n6. The wages of teachers are not sufficient to induce teachers so well edu-\\ncated to engage in the profession.\\nAt present this is true for wages are generally graduated according to the\\nSee Note D, at the close of this article.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0124.jp2"}, "125": {"fulltext": "STOWE ON NORMAL SCHOOLS.\\nIIT\\naggregate merit of the profession, and this, hitherto, has not been very great.\\nPeople will not pay high for a poor article and a disproportionate quantity of\\npoor articles in market, which are offered cheap, will affect the price of the good,\\nwith the generality of purchasers. But let the good be supplied in such quanti-\\nties as to make the people acquainted with it, and it will soon drive out the bad,\\nand command its own price. The establishment of a Teachers Seminary will\\nraise the wages of teachers, by increasing then- quaUfications, and augmenting\\nthe real value of their services and people eventuallj will pay a suitable com-\\npensation for good teaching, with much less grudging than they have hitherto paid\\nthe cheap wages of poor teachers, which, after all, as has been well observed, is\\nbut buying ignorance at a dear rate.\\nNOTES.\\n(A.)\\nCHINESE EDUCATION.\\nThere is a regular system of schools in China of two kinds the people s schools,\\nand schools for the nobles. The course commences when the cliild is five years\\nold, and is continued very rigorously, with but few and short vacations, to the\\nage of manhood. In the people s schools the course consists of four parts, each\\nof which has its appropriate book. The first is called Pe-kia-sing, and contains\\nthe names of persons in one hundred families, which the children must commit to\\nmemory. The second is called Tsa-tse, and contains a variety of matters neces-\\nsaiy to be known in the common business of life. The third is called Tsien-tse-\\nouen, a collection of one thousand alphabetical letters. The fourth is San-tse-\\nking, a collection of verses of three syllables each, designed to teach the elements\\nof Chinese morals and history. Such is the provision for the common people.\\nFor the nobles there is a great university at Pekiu, the Koue-tze-kien, to which\\nevery mandarin is allowed to send one of his sons. The candidate for admission\\nmust go fii-st to the governor of a city of the third rank for examination, and if\\napproved, he receives the degree of Hien-ming. He then goes to the governor\\nof a city of the first rank, and, if he maintains a good examination there, is ad-\\nmitted to the miiversity.\\nA mandarin is annually sent out from Pekin, to visit the higher institutions\\nin the larger cities, and to confer degrees on the pupils, according to their prog-\\nress. A class of four hundred is selected, and passes through ten examinations.\\nThe fifteen who have acquitted themselves best in all these examinations, re-\\nceive the degree of Sinoa-tsay, the most important privilege of which is, that they\\nare no longer liable to be whipped with the bamboo. Rich men s sons, who can-\\nnot always obtain this degree by a successful passage through the ten examina-\\ntions, can procure the equivalent degree of Kien-song by paying a stipulated sum\\ninto the pubhc treasury. Having attained either of these lower degrees, the\\npupil, after three years, can offer himself at Pekiu for the higher degree of Kin-\\njin, wliich must be obtained after rigorous examination. The successful appUcants\\nfor this honor, after one year longer, can demand at Pekin an examination for the\\nhighest academical degi-ee, that of Tsin-tse. He who obtains this is congratu-\\nlated and feasted by his friends he is regarded with veneration by the people, is\\neligible to the highest office in the State, and may be raised by the Emperor to\\nthe dignity of Han-lin.\\nTlie Emperor himself is required to be a man of learning, and the care of his\\nThe New England practice of having district sehools taught by college-students, during their\\nwinter vacation, has been of great and acknowledsjed utility both to the teachers and the schools.\\nI have no desire to discourage this good old practice for I apprehend that our common district\\nschools, for many years to come, will need the services of temporary teachers of this kind. It is\\nto be wished, however, that our colleges would make some provision for the special instruction\\n\u00e2\u0080\u00a2of such students as engage in teaching. It would not only make their teachers much more val-\\nuable, but would fit them also to become school-examiners and inspectors after they have leSi\\nthe vocation of schoolmaster for some more lucrative employment.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0125.jp2"}, "126": {"fulltext": ";^jg STOWE ON NORMAL SCHOOLS.\\nearly education is committed to a special college of learned men, called Tsclies-\\n8za-fu and he is regarded in law as the educator and instructor of his people, aa\\nwell as their ruler. In each village there is a public hall, where the civil and\\nmilitary functionaries assemble on the first and fifteenth of every month, and a\\ndiscourse is delivered to them on the Sacred Edict. This Sacred Edict contains,\\n1. The principles of Khong-hi, an ancient emperor. 2. A commentary by his son\\nYoung-tching, who reigned about the year 1700 and, 3. A paraphrase by Wang-\\nyeou-po. It was translated into English by Rev. W. Milne, Protestant Mission-\\nary at Malacca, and printed in London in 1817.\\nIn the above brief sketch, it is plain that the Chinese have a great veneration\\nfor learning, and that the emoluments and honors of the empire are designed to\\nbe accessible to those only who have taken academical degrees. But the whole\\nsystem is arranged to make them Chmese. It excludes every thing of foreign\\norigin, it admits neither improvement nor variation, and the result is manifest iu\\nthe character of the people.\\nSome, however, of our modern improvements have long been known and prac-\\nticed in the Chinese schools. Such as the practice of the children reading and re-\\npeating together in choir, the art of mnemonics, and others of the like kind. See\\nSchwartz s Geschichte der Erziehung, vol. i. p. 68-75.\\n(B.)\\nPRUSSIAN SCHOOLS, A FEW YEARS AGO.\\nThe following questions and answers are from Dr. Julius s testimony, before\\nthe Committee of the British House of Commons, in 1834, respecting the Prus-\\nsian School System.\\nDo you remember, from your own knowledge, what the character and attain-\\nments of the schoolmasters were previous to the year 1819\\nI do not recollect but I know they were very badly composed of non-com-\\nmissioned oificers, organists, and half-drunken people. It has not risen like a\\nfountain at once. Since 1770, there has been much done in Prussia, and through-\\nout Germany, for promoting a proper education of teachers, and by them of\\nchildren.\\nIn yom- own observation has there been any very marked improvement in\\nthe character and attaiimients of schoolmasters, owing to the pains taken to which\\nyou have referred\\nA very decided improvement.\\nDinter, in his autobiography, gives some surprising specimens of gross incapa-\\ncity in teachers, even subsequent to 1819. The following anecdotes are fsom\\nthat mteresting work, Dinters Lehen von ihm selbst beschrieben.\\nIn the examination of a school in East Prussia, which was taught by a subal-\\ntern officer dismissed from the army, the teacher gave Dinter a specimen of his\\nskill in the illustration of Scripture narrative. The passage was Luke vii., the\\nmiracle of raising the widow s son at Nain. See, children (says the teacher),\\nNain was a great city, a beautiful city but even in such a great, beautiful city,\\nthere lived people wlio must die. They brought the dead youth out. See, chil-\\ndren, it was the same then as it is now dead people couldn t go alone they\\nhad to be carried. He that wait dead began to speak. This was a sure sign that\\nhe was alive again, for if he had continued dead he couldn t have spoken a word.\\nIn a letter to the King, a dismissed schoolmaster complained that the district\\nwas indebted to him 200705 dollars. Dinter supposed the man must be insane,\\nand wrote to the physician of the place to mquire. The physician replied that\\nthe poor man was not insane, but only ignorant of the numeration table, Avriting\\n200 70 5 instead of 275. Dinter subjoins, By the help of God, the King, and\\ngood men, very much has now been done to make things better.\\nIn examining candidates for the school-teachers office, Dinter asked one where\\nthe Kingdom of Prussia was situated. He rephed, that he believed it was some-\\nwhere in the southern part of Lidia. He asked another the cause of the ignis-\\nfatuus, commonly called Jack-with-the-lantern. He said they were specters\\nmade by the devil. Another being asked why he wished to become a school-\\nteacher, replied, that he must get a living somehow.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0126.jp2"}, "127": {"fulltext": "STOWE ON NORMAL SCHOOLS. Hg\\nA military man of great influence once urged Dinter to recommend a disabled\\nsoldier, in whom he was interested, as a school-teacher. I will do so, says Din-\\nter, if he sustains the requisite examination. 0, says the Colonel, he doesn t\\nknow much about school-teaclaing, but he is a good, moral, steady man, and I\\nhope you will recommend him to oblige me. D. yes, Colonel, to oblige you,\\nif you in your turn will do me a favor. Col. What is that B. Get me ap-\\npointed drum-major in your regiment. True, I can neither beat a drum, nor play\\na fife but I am a good, moral, steady man as ever lived.\\nA rich landholder once said to him, Wliy do you wish the peasant children\\nto be educated it will only make them unruly and disobedient. Dinter re-\\nplied, If the masters are wise, and the laws good, the more intelligent the peo-\\nple, the better they wiU obey.\\nDinter complained that the military system of Prussia was a great hinderance\\nto the schools. A nobleman replied that the young men enjoyed the protection\\nof the government, and were thereby bound to defend it by arms. Dinter asked\\nif every stick of timber in a house ought first to be used in a fire-engine, because\\nthe house was protected by the engine or whether it would be good policy to\\ncut down aU the trees of an orchard to build a fence with, to keep the hogs from\\neating the fruit\\n(C.)\\nSCHOOL-COUNSELOR DINTER.\\nGusTAvus Fredeeick Dinter was born at a village near Leipsic, in 1760. He\\nfirst distinguished himself as principal of a Teachers Seminar}^ in Saxony, whence\\nhe was invited by the Prussian government to the station of School-Counselor\\nfor Eastern Prussia. He resides at Konigsberg, and about ninety days in the\\nyear he spends in visiting the schools of his province, and is incessantly employed\\nnearly thirteen hours a day for the rest of liis tune, in the active duties of hia\\noffice and that he may devote himself the more exclusively to his work, he lives\\numnarried. He complains that his laborious occupation prevents his writing as\\nmuch as he wishes for the public, yet, in addition to his official duties, he lectures\\nseveral times a week, durmg term-time, in the University at Konigsberg, and\\nalways has in his house a number of indigent boys, whoso education he superin-\\ntends, and, though poor himself, gives them board and clothing. He has made\\nit a rule to spend every Wednesday afternoon, and, if possible, one whole day\\nin the week besides, in writing for the press and thus, by making the best use\\nof every moment of time, though he was nearly forty years old before his ca-\\nreer as an author commenced, he has contrived to publish more tlian sixty origi-\\nnal works, some of them extending to several volumes, and all of them popular.\\nOf one book, a school catechism, fifty thousand copies were sold previous to 1830\\nand of his large work, the School-Teacher s Bible, in 9 volumes 8vo, thii-ty thou-\\nsand copies were sold in less than ten years.\\nHe is often interrupted by persons who are attracted by his fame, or desu e\\nhis advice and while conversing with his visitors, that no time may be lost, he\\nemploys himself in knitting and thus not only supplies himself with stockings\\nand mittens, suited to that cold climate, but always has some to give away to\\nindigent students and other poor people. His disinterestedness is quite equal to\\nhis activity, and of the income of his publications, he devotes annually nearly\\nfive hundred dollars to benevolent purposes. Unweariedly industrious, and\\nrigidly economical as he is, he lays up nothing for himself He says, I am one\\nof those happy ones, who, when the question is put to them, Lack ye any thing V\\n(Luke xxii. 35), can answer with joy, Lord, nothing. To have more than one\\ncan use is superfluity and I do not see how tliis can make any one happy.\\nPeople often laugh at me, because I Avill not incur the expense of drinking w^ine,\\nand because I do not wear richer clothing, and live in a more costly style. Laugh\\naway, good people the poor boys, al^, whose education I pay for, and for whom,\\nbesides, I can spare a few dollars for Christmas gifts, and new-year s presents,\\nthey have their laugh too.\\nToward the close of his autobiography, he says respecting the King of Prus-\\nsia, I live happily under Frederick William he has just given me one hundred", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0127.jp2"}, "128": {"fulltext": "120 STOWE ON NORMAL SCHOOLS.\\nand thirty thousand dollars to build churches with in destitute places he has\\nestablished a new Teachers Seminary for my poor Polanders, and he has so ful-\\nfilled my every wish for the good of posterity, that I can myself hope to live to\\nsee the time when there shall be no schoolmaster in Prussia more poorly paid\\nthan a common laborer. He has never hesitated, during the whole term of my\\noffice, to grant me any reasonable request for the helping forward of the school-\\nsystem. God bless him 1 I am with all my heart a Prussian. And now, my\\nfriends, when ye hear that old Dinter is dead, say, May he rest in peace he\\nwas a laborious, good-hearted, religious man he was a Christian.\\nA few such men in the United States would effect a wonderful change in the\\ngeneral tone of our educational efforts.\\n(D.)\\nIMPROVEMENT OF SCHOOL-TEACHERS.\\nAt the commencement of the late school efforts in Prussia, for the benefit of\\nteachers already in the profession who had not possessed the advantages of a\\nregular training, it was the custom for them to assemble during the weeks of\\nvacation in their schools, and, under the care of a competent teacher, go through\\na regular course of lessons for their improvement. Of the entke course a care-\\nful and minute journal was kept and transmitted to the government. The fol-\\nlowing is from the journal of a four weeks course of this kind, which was held\\nat Regenwald in 1821, under the charge of School-Counselor Bernhardt. The\\nKing gave his special approbation of this journal, and caused a large number of\\ncopies to be printed and circulated throughout the kingdom. The Minister of\\nPublic Instruction expresses himself respecting it in the following terms\\nThe view presented and acted upon by School-Counselor Bernhardt, that\\nthe important point is not the quantity and variety of knowledge communicated,\\nbut its solidity and accuracy and that the foundation of aU true culture consists\\nin the education to piety, the feai- of God, and Christian humility and, accord-\\ningly, that those dispositions, before all things else, must be awakened and con-\\nfirmed in teachers, that thereby they may exercise love, long-suffering, and\\ncheerfulness, in their difficult and laborious calling these prmciples are the only\\ncorrect ones, according to which the education of teachers every where, and in\\nall cases, can and ought to be conducted, notwithstanding the regard which must\\nbe had to the peculiar circumstances and the intellectual condition of particular\\nprovinces and communities. The Ministry hereby enjoin it anew upon the Re-\\ngency, not only to make these principles their guide in their own labors in the\\ncommon schools and Teachers Seminaries, but also to commend and urge them\\nin the most emphatic manner on all teachers and pupils in their jurisdiction.\\nThat this will be faithfully done, the Ministry expect with so much the more\\nconfidence, because in this way alone can the supreme will of his Majesty the\\nKing, repeatedly and earnestly expi-essed, be fulfilled. Of the manner in which\\nthe Regency execute tliis order, the Ministry expect a Report, and only remark\\nfurther, that as many copies of the journal as may be needed will be supplied.\\nThe strongly religious character of the instructions in the following journal will\\nbe noticed but will any Christian find fault with this characteristic, or with the\\nKing and Ministry for commending it\\nThe journal gives an account of the employment of every hour in the day, from\\nhalf past six in the morning to a quarter before nine in the evening. Instead of\\nmaking extracts from different parts of it, I here present the entire journal for\\nthe last week of the course, that the reader may have the better opportunity of\\nforming liis own judgment on the real merits of the system.\\nFOURTH WEEK.\\nMonday, Oct. 22. A. M. 6J-7. Meditation. Teachers and parents, forget not\\nthat your children are men, and that, as s?ich, they have the ability to become\\nreasonable. God will have all men to come to the knowledge of the truth. As\\nmen, our children have the dignity of men, and a right to life, cultivation, honor,\\nand truth. This is a holy, inaUenable right, that is, no man can divest himself oi", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0128.jp2"}, "129": {"fulltext": "STOWE ON NORMAL SCHOOLS. 121\\nit without ceasing to be a man. T-S^. Bible instruction. Reading the Bible,\\nand verbal analysis of what is read. Jesus in the wilderness. 9-12. Writing.\\nExercise in small letters. P. M. 2-5. Wiiting as before. 5^7. Singing. 8-8|.\\nMeditation. Our schools should be Christian schools for Christian children, and\\nJesus Christ should be daily the chief teacher. One thing is needful. Jesus\\nChrist, the same yesterday, to-day, and forever. The great end of our schools,\\ntherefore, is the instruction of children in Christianity or the knowledge of heav-\\nenly truths in hope of eternal life and to answer the question. What must I do\\nto be saved Our children, as they grow up, must be able to say, from the con-\\nviction of their hearts. We know and are sure that thou art the Clirist, tlie Son\\nof the living God. Beloved teachers, teach no Christianity without Chi-ist, and\\nknow that there cannot be a living faith without knowledge and love.\\nTuesday, Oct. 23. A. M. 6-7. Meditation. Christian schools are the gardens\\nof God s Spirit, and the plantations of humanity, and, therefore, holy places. How\\ndreadful is this place Tliis is none other than the house of God. Teachers,\\nvenerate yoiu- schools regard the sacred as sacred. T-SJ. Bible instruction.\\nReading of the Bible and verbal analysis of what is read. Luke xv. 1-10. 8^9.\\nCatechism. Repeating the second article witli proper emphasis, and the neces-\\nsary explanation of terms. 10-12. Writing. Exercise in German capitals, with\\nthe writing of syllables and words. P. M. 1-4. General repetition of the instruc-\\ntions for school-teachers given during the month. 4-5. Brief instruction respect-\\ning school discipline and school laws. 5-7. Singing. 8-8^. Meditation. Teach-\\ners, you should make your school a house of prayer, not a den of murderers.\\nThou shalt not kill that is, thou shalt do no injury to the souls of thy children.\\nThis you will do if you are an ungodly teacher, if you neglect your duty, if you\\nkeep no order or discipline in yom- school, if you instruct the children badly, or\\nnot at all, and set before them an injurious example. The children will be in-\\njured also by hurrying through the school-prayers, the texts, and catechism, and\\nby all thoughtless reading and committing to memory. May God help you\\nWednesday, Oct. 24. 6-6 1. Meditation. Dear teachers, you labor, for the good\\nof mankind and the kingdom of God be, therefore, God s instruments and co-\\nworkers. Thy kingdom come. In all things approving ourselves as the ministers\\nof God. 6|-8|. Bible instruction as before, John iv. 1-15. 8A-9. Catechism. The\\ncorrect and emphatic reading and repeating of the first section, with brief expla-\\nnation of terms. 10-12. Instruction in school discipUne and school laws. P. M.\\n1-8. Instruction in the cultivation of fruit-trees. For instruction in tliis branch\\nof economy, the school is arranged in six divisions, each under the care of a\\nteacher acquainted with the business, with whom they go into an orchard, and\\nunder liis mspection perform all the necessary work. General principles and\\ndirections are written in a book, of which each student has a copy. More cool-\\ning is the shade, and more sweet the fruit, of the tree which thine own hands\\nhave planted and cherished. 3-5. Instruction in school discipUne and school\\nlaws. 5i-^. Singing. 8-9. Meditation. The Christian school-teacher is also a\\ngood husband and father. Blameless, the husband of one wife, vigilant, sober,\\nof good behavior, apt to teach, not given to wine, no striker, not greedy of filthy\\nlucre, patient, not a brawler, not covetous, one that ruleth well his own house,\\nhaving his children in subjection, with all gravity. He that readeth, let him\\nunderstand.\\nThursday, Oct. 25. A. M. 6-6|. Meditation. Dear teachers, do all in your\\npower to live in harmony and peace with yom* districts, that you may be a\\nhelper of tlie parents in the bringing up of their children. Endeavor to main-\\ntain the unity of the Spirit in the bond of peace. As much as in you lies, live\\npeaceably with all men. 6|-9. Bible instruction as before, Luke vii. 11-17.\\nReading by sentences, by words, by syllables, by letters. Reading according to\\nthe sense, with questions as to the meaning. Understandest thou what thou\\nreadest 10-11. Instructions as to prayer in schools. Forms of prayer suitable\\nfor teachers and children are copied and committed to memory. Lord, teach us\\nto pray. 11-12. Writmg. Exercise in capitals and writing words. P. M. 2-3.\\nInstruction respecting prayer in tlie family and in the school. Forms of prayer\\nfor morning and evening, and at tlie table, are copied, with instructions that\\nschool children should commit them to memory, that they may aid their parents\\nto an edifying performance pf the duty of family worship that, as the school", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0129.jp2"}, "130": {"fulltext": "122 STOWE ON NORMAL SCHOOLS.\\nthus helps the family, so the family also may help the school. Use not vain\\nrepetitions. 3-5. Bible instruction. General views of the contents of the Bible^\\nand how the teacher may communicate, analyze, and explain them to his chil-\\ndren, yearly, at the commencement of the winter and summer terms. 5J-7.\\nSinging. 8-9. Meditation. Teachers, acquire the confidence and love of your\\ndistricts, but never forsake the direct path of duty. Fear God, do right, and be\\nafraid of no man. The world, with its lusts, passeth away, but he that doeth the\\nwill of God shall abide forever.\\nFriday, Oct. 26. Meditation. Teachers, hearken to the preacher, and labor\\ninto his hands for he is placed over the Church of God, who will have the\\nschool be an aid to the Church. Remember them that labor among you, and are\\nover you in the Lord, and esteem them highly in love for their works sake.\\nNeither is he that planteth any thing, nor he that watereth any thing, but God\\nwho giveth the increase. 1-9. Bible instruction. Summary of the contents of\\nthe Bible, to be committed to memory by children from ten to fifteen years of\\nage. 10-12. Bible instruction. Brief statement of the contents of the historical\\nbooks of the JSTew Testament. P. M. 1-5. Bible instruction. Contents of the\\ndoctrinal and prophetical books of the New Testament. Selection of the pas-\\nsages of the New Testament proper to be read in a country school. A guide\\nfor teachers to the use of the Bible in schools. 5-7. Suiging. 8-9. Meditation.\\nHonor and love, as a good teacher, thy King and thy father-land and awake\\nthe same feelings and sentiments in the hearts of thy children. Fear God, honor\\nthe King, seek the good of the country in which you dwell, for when it goes well\\nwith it, it goes well with thee.\\nSaturday, Oct. 27. 6-6^. Meditation. By the life in the family, the school,\\nand the church, our heavenly Father would educate us and our children for our\\nearthly and heavenly home therefore parents, teachers, and preachers, should\\nlabor hand in liaud. One soweth and another reapeth. I have laid the founda-\\ntion, another buildeth thereon; and let every man take heed how he buildeth\\nthereon. Means of education 1. In the family the parents, domestic life, hab-\\nits 2. In the school the teacher, the instruction, the discipline 3. In the church\\nthe preaching, the word, the sacraments. 6-^-9-^. Bible instruction. Rules\\nwhicli the teaclier should observe in reading the Bible. In analyzing it. In re-\\nspect to the contents of the Old Testament books, and selections from them for\\nreading, written instructions are given and copied, on account of the shortness\\nof the time which is here given to this topic. 10-12. Bible instruction. Gen-\\neral repetition. P. M. 1-4. Bible instruction. General repetition. 4\u00e2\u0080\u00945. Reading.\\nKnowledge of the German language, with written exercises. 7-10^. Review\\nof the course of instruction and the journal. lOi-12. Meditation. The prayer\\nof Jesus (John xvii.), with particular reference to our approaching separation.\\nSunday, Oct. 28. 6-|\u00e2\u0080\u0094 9. Morning prayer. Catechism. Close of the term. (In\\nthe open air on a hill at sunset) singing and prayer. Address by the head teacher.\\nSubject. What our teacher would say to us when we separate from him. 1. What\\nyou have learned apply well, and follow it faithfully. If ye know tliese things,\\nhappy are ye if ye do them. 2. Learn to see more and more clearly that you\\nknow but little. We know m j^art. 3. Be continually learning, and never get\\nweary. The man has never lived who has learned all that he might. 4. Be\\nyourself what you would have your cliildren become. Become as little children.\\n5. Let God s grace be your highest good, and let it strengthen you in the difii-\\nculties whicli you must encounter. My grace is sufficient for thee my strength\\nis perfect in thy weakness. 6. Keep constantly in mmd the Lord Jesus Christ.\\nHe has left us an example that we should follow his steps. Hymn Lord Jesus\\nChrist, liearken thou to us. Prayer. Benediction.\\nReview of the hours spent in different studies during the four weeks. Arith-\\nmetic, sixty -seven writing, fifty-six Bible, twenty -five meditation, thirty -six\\nother subjects, twenty-six singing, twenty-eight. Total, two hundred and\\nthirty-eight. From nine to ten, in the morning, was generally spent in walking to-\\ngether, and one hour in the afternoon was sometimes spent in tlie same manner.\\nFamiliar lectures were given on the following topics 1. Directions to teachers\\nas to the knowledge and right use of the Bible in schools. 2. Directions to teach-\\ners respecting instruction in wi iting. 3. Directions for exercises in mental arith-\\nmetic. 4. Instructions respecting school discipline and school laws. 5. A col-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0130.jp2"}, "131": {"fulltext": "STOVt E ON NORMAL SCHOOLS.\\n123\\nlection of prayers for the school and family, with directions to teachers. 6. The\\nGerman parts of speech, and how they may be best taught in a country school.\\n\u00e2\u0080\u00a27. The day-book.\\nPrinted books were the following: 1. Dinter s Arithmetic. 2. Dinter on\\nGuarding against Fnes. 3. Brief Biography of Luther. 4. On the Cultivation\\nof Fruit-Trees. 5. German Grammar. 6. Baumgarten s Letter- Writer for\\nCountry Schools. 1. Luther s Catechism.\\nThat which can be learned and practiced in the short space of a few weeks, is\\nonly a little a very little. But it is not of so much importance that we have\\nmore knowledge than others but most depends on this, that I have the right\\ndisposition and that I thoroughly understand and faithfuUy follow out the little\\nwhich I do know.\\nGod help me, that I may give all which I have to my school and that I, with\\nmy dear chUdi-en, may, above all things, strive after that which is from above.\\nFather in heaven, grant us strength and love for this.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0131.jp2"}, "132": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0132.jp2"}, "133": {"fulltext": "PROCEEDINGS\\nOF AN\\nEDUCATIONAL CONVENTION IN PLYMOUTH COUNTY, IN 1838.\\nIn the autumn of 1834, Rev. Charles Brooks, pastor of a church in\\nHingham, commenced his labors in behalf of common schools, and parti-\\ncularly of the establishment of a state system of supervision, and of a Nor-\\nmal School. Mr. Brooks had become interested in these features of a\\nsystem of public education during a visit to Europe, and from an oppor-\\ntunity of becoming well acquainted with the details of the Prussian\\nsystem, in conversation with Dr. Julius, who was his companion across\\nthe Atlantic, during his voyage home, when the latter gentleman was\\non his visit to this country on a commission from the Government of Prus-\\nsia, to examine into our system of prison discipline. As will be seen\\nhereafter, that visit was twice blessed it helped, by disseminating a\\nknowledge of our improvements in prisons, and our amelioration of the\\ncriminal code, to advance the cause of humanity in Europe, and make\\nknown among our statesmen and educators the progress which had been\\nmade in Germany in the means and agencies of popular education. Mr.\\nBrooks first public effort was on the 3d of December, 1835, in a thanks-\\ngiving address to his people, in which he gave a sketch of the Prussian\\nsystem of education, and proposed the holding a series of conventions of\\nthe friends of common schools to agitate the subject of establishing a\\nNormal School in the old colony. The first of these conventions was\\nheld on the 7th of December, 1836, and continued in session two days.\\nThis was followed by a second, at Hingham, on the 11th at Duxbury,\\non the 18th at New Bedford, on the 21st and 23d at Fair Haven, on\\nthe 23d and at East Bridgewater, on the 24th and 25th of the same\\nmonth. Mr. Brooks continued his labors in the county in the autumn and\\nwinter following, sometimes before conventions, and sometimes by his in-\\ndividual appointment. He was at Kingston on the 16th of January,\\n1837; at South Hingham, February 4th; at Q.uincy, February 21st; at\\nDunbury, May 10th; at Hansen, July 9th; at Plymouth, October 24th;\\nand at Weymouth, November 5th.\\nThe labors of this gentleman were not confined to the old colony, or\\neven to the State of Massachusetts. In the course of the same year he\\nlectured at Northampton, Springfield, Deerfield, Boston, Middleborough,\\nand ether places in Massachusetts, in 1836 and 1837, and particularly in\\nthe Hall of the House of Representatives on the 18th and 19th of Janu-\\nary, 1837, during the memorable session of the Legislature, in which the\\nBoard of Education was instituted; and on the 28th of January, 1838.\\nduring the no less memorable session, by which the first appropriation in\\nbehalf of Normal Schools was made. His theme every where was the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0133.jp2"}, "134": {"fulltext": "126 EDUCATIONAL CONVENTION IN PLYMOUTH COUNTY.\\nTeacher As is the Teacher^ so is the School, and the aim of all his\\ndiscourses was to induce individuals and legislatures to esitablish Normal\\nSchools and other agencies for improving the qualifications and the pecu-\\nniary and social condition of the teacher, as the source of all other improve-\\nments in popular education. His facts and illustrations were drawn from\\nthe experience of Prussia and Holland. Mr. Brooks closed his active\\nlabors in this cause in Massachusetts after he had the satisfaction of see-\\ning the Board of Education established, and the first Normal School\\nopened but not until he had made a powerful eflbrt to get one of these\\ninstitutions located in Plymouth county, by means of the educational con-\\nvention held at Hanover, on the 3d of September, 1838, which was graced\\nby the presence and address of several of the most distinguished public\\nmen in the commonwealth. After noticing the proceedings of that con-\\nvention, we will return to our narrative.\\nAt a meeting of the Plymouth County Association for the Improve-\\nment of Common Schools, held at Hanover, September 3d, 1838, the\\nquestion of a Normal School in Plymouth County was discussed by an\\narray of distinguished men, such as the cause has seldom brought together\\nin this country. The following notice of the proceedings is abridged\\nfrom theHingham Patriot. After an address by Mr. Mann, Secretary of\\nthe Board of Education, on Special Preparation, a Pre-requisite to\\nTeaching, Rev. Mr. Brooks, of Hingham, introduced a resolution approv-\\ning of a plan, proposed by a committee of the Association, to raise in the\\nseveral towns in the county a sum sufficient to provide a building, fix-\\ntures, and apparatus, in order to secure the location of one of the three\\nNormal Schools which the Board proposed to establish in Plymouth\\ncounty. Mr. Brooks excused himself from advocating the resolution, in-\\nasmuch as he had reiterated his views on the subject in every town in\\nthe county, and published them in two addresses throvigh the press he\\ntherefore gave way to friends from abroad, who had come with strong\\nhands and warm hearts to aid in the holy work.\\nMr. Ichabod Morton, of Plymouth, who had, two years before, out of a\\nlarge heart, and small resources, offered to meet one tenth of the ex-\\npense of the enterprise, advocated the raising up better teachers, who,\\nby a Christian education, could carry the happiness of childhood fresh and\\nwhole through life.\\nMr. Rantoul, of Gloucester, thought a reformation in our common\\nschools was exceedingly needed, and this change for the better could only\\nbe effected by better teachers, well paid, and permanently employed.\\nRev. George Putnam, of Roxburg:\\nFor himself he saw no objection to the establishment of Normal Schools.\\nBut perhaps some might say, there was no need of special preparation for a\\nteacher. To this opinion he must emphatiea!ly object. If there be any depart-\\nment for the able and proper performance of whose duties special instruction\\nbe absolutely necessary it is that of the educator. He said he had once kept\\nschool, and with tolerable acceptance, he believed, to his employers, but though\\njust from college, he found himself deficient in the veryfirst steps of elementary\\nknowledge. He had studied all the mathematics required at Cambridge, but\\nhe did not know how to come at a young mind so as successfully to teach enu-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0134.jp2"}, "135": {"fulltext": "EDUCATIONAL CONVENTION IN PLYMOUTH COUNTY. 227\\nmeration. He had studied the classics; but he could not teach a boy how to\\nconstruct a simple English paragraph. He found himself wanting in that high-\\nest of arts, the art of simplifying difficult things so that children can grasp\\nthem. He therefore, from his own experience, ventured to say, that no liberal\\nprofession so comes short of its objects as that of the schoolmaster. Few,\\nvery few, apprehend its difficulties. To know how to enter the child s soul, and\\nwhen there to know what to do, is knowledge possessed but by few, and if there\\nbe a province in which specific preparation be necessary it is this and this\\nvery preparation is what Normal Schools promise to confer. We want no law\\nschools, or any higher schools or colleges at this time, so much as we want\\nseminaries, to unfold the young minds of this community. Another objection\\nmight be with some, that a Normal School in Plymouth County was some trick\\nof the rich to get advantage of the poor. He ably refuted this objection. He\\nsaid it happened to have a directly opposite tendency. It AVas to be a free\\nschool free in tuition and open to the poorest of the poor. It would eminently\\nbenefit the poor. The rich would not go to it except where a great love of\\nteaching actuated a rich young person. On the other hand it would be a free\\nschool where a very superior education would be furnished gratis to any one\\nwho wished to become a teacher in the county. Another objection might be felt\\nby some, viz., that it may tend to raise the wages of our teachers. To this he\\nreplied, that females might become teachers to a wider extent than now. It\\nwould, moreover, raise common schools to be the best schools in the commu-\\nnity and when they had become the best schools, as they should be, then the\\nmoney now spent in private schools would be turned in to the public ones, as\\nin the Latin School at Boston, and higher wages could be given without any\\nadditional burden on our towns. He asked why should not the great mass of\\nthe people have the best schools 1 Why should not talent and money be ex-\\npended on town schools as well as on academies and colleges 1 Let the town\\nschools be made as good as to force all parents, from mere selfishness, to send\\ntheir children. Let all our young people come together, as republicans should,\\nfind common sympathies, and move by a common set of nerves. The Normal\\nSchool, while it opens infinite advantages to the poor, will lessen their burdens\\nand elevate them to knowledge and influence.\\nHon. John Q,uincy Adams\\nHe had examined the subject of late, and he thought the movements in this\\ncounty by the friends of education had been deliberate and wise and Christian;\\nand he thought the plan, contemplated by the very important resolution before the\\nmeeting, could not but find favor with every one who would examine and com-\\nprehend it. All accounts concur in stating a deficiency of competent teachers.\\nHe said, when he came to that meeting, he had objections to the plan rising\\nin his mind; but those objections had been met and so clearly answered, that\\nhe now was convinced of the wisdom and forecast of the project, and that it\\naimed at the best interests of this community. Under this head, and alluding\\nto his views, he said, the original settlers of New England were the first people\\non the face of the globe who undertook to say that all children should be edu-\\ncated. On this our democracy has been founded. Our town schools, and\\ntown meetings, have been our stronghold in this point and our eflfbrts now are\\nto second those of our pious ancestors. Some kingdoms of Europe have been\\njustly praised for their patronage of elementary instruction, but they were only\\nfollowing our early example. Our old system has made us an enlightened people,\\nand I feared that the Normal School system was to subvert the old .system,\\ntake the power from the towns and put it into the slate, and overturn the old demo-\\ncratic principle of sustaining the schools by a tax on property but, I am happy\\nto find that this is not its aim or wish; but on the contrary, it is accordant to\\nall the old maxims, and would elevate the town schools to the new wants of a\\ngrowing community. He said, he thought of other objections, but they were\\nso faint as to have faded out of his mind. We see monarchs expending vast\\nsums, establishing Normal Schools through their realms, and sparing no pains\\nto convey knowledge and efficiency to all the children of their poorest subjects.\\nShall lue he outdone by Kings 1 Shall monarchies steal a march on republics in\\nthe patronage of that education on which a republic is based 1 On this great\\nand glorious cause let us expend freely, yes, more freely than on any other.\\nThere was a usage, he added, in the ancient republic of Sparta, which now", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0135.jp2"}, "136": {"fulltext": "128 EDUCATIONAL CONVENTION IN PLYMOUTH COUNTY.\\noccurred to him, and which filled his mind wilh this pleasing idea, viz., that\\nthese endeavors of ours for the fit education of all our children would be the\\nmeans of raising up a generation around us which would be superior to our-\\nselves. The usage alluded to was this the inhabitants of the city on a certain\\nday collected together and marched in procession; dividing themselves into\\nthree companies the old, the middle-aged, and the young. When assembled\\nfor the sports and exercises, a dramatic scene was introduced, and the three\\nparties had each a speaker and Plutarch gives the form of phraseology used\\nin the several addresses on the occasion. The old men speak first and ad-\\ndressing those beneath them in age, say,\\nWe have been in days of old\\nWise, generous, brave, and bold.\\nThen come the middle-aged, and casting a triumphant look at their seniors,\\nsay to them,\\nThat which in days of yore ye were,\\nWe, at the present moment, are.\\nLast march forth the children, and looking bravely upon both companies who\\nhad spoken, they shout forth thus\\nHereafter at our country s call,\\nWe promise to surpass you all.\\nHon. Daniel Webster\\nHe was anxious to concur with others in aid of the project. The ultimate\\naim was to elevate and improve the primary schools and to secure competent\\ninstruction to every child which should be born. No object is greater than\\nthis and the means, the forms and agents are each and all important. He ex-\\npressed his obligation to town schools, and paid a tribute to their worth, con-\\nsidering them the foundation of our social and political system. He said he\\nwould gladly bear his part of the expense. The town schools need improve-\\nment for if they are no better now than when he attended them, they are in-\\nsufficient to the wants of the present day. They have, till lately, been over-\\nlooked by men who should have considered them. He rejoiced at the noble eiforts\\nhere made of late, and hoped they might be crowned with entire success.\\nIt has become the fashion to teach every thing through the press. Conversation,\\nso valued in ancient Greece, is overlooked and neglected; whereas it is the\\nrichest source of culture. We teach too much by manuals, too little by direct\\nintercourse with the pupil s mind we have too much of words, too little of\\nthings. Take any of the common departments, how little do we really know\\nof the practical detail, say geology. It is taught by books. It should be taught\\nby excursions in the fields. So of other things. We begin with the abstracts,\\nand know little of the detail of facts we deal in generals, and go not to particu-\\nlars we begin with the representative, leaving out the constituents. Teachers\\nshould teach things. It is a reproach that the public schools are not superior\\nto the private. If I had as many sons as old Priam, I would send them all to\\nthe public schools. The private schools have injured, in this respect, the pub-\\nlic; they have impoverished them. They who should be in them are with-\\ndrawn and like so many uniform companies taken out of the general militia,\\nthose left behind are none the better. This plan of a Normal School in\\nPlymouth County is designed to elevate our common schools, and thus to carry\\nout the noble ideas of our pilgrim fathers. There is growing need that this be\\ndone. But there is a larger view yet. Every man and every woman, every\\nbrother and every sister, is a teacher. Parents are eminently teachers. Every\\nman has an interest in the community, and helps his share to shape it. Now,\\nif Normal Schools are to teach teachers, they enlist this interest on the right\\nside; they make parents and all who any way influence childhood competent to\\ntheir high office. The good Avhich these Seminaries are thus to spread through\\nthe community is incalculable. They will turn all the noblest enthusiasm of\\nthe land into the holy channel of knowledge and virtue. Now, if our Plymouth\\nschool succeeds, they will go up in every part of the state, and who then can\\ncompute the exalted character which they may finally create among us 1 In\\nfamilies there will be better teaching, and the efiect will be felt throughout\\nsociety. This effort thus far has done good. It has raised in many minds a\\nclear conviction of the importance of competent teachers and a clear benefit", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0136.jp2"}, "137": {"fulltext": "EDUCATIONAL CONVENTION IN PLYMOUTH COUNTY. 129\\nto follow this will be, to raise the estimation in which teachers should be held.\\nHe hoped that this course of policy would raise, even beyond what we expected,\\nthe standard of elementary instruction. He considered the cost very slight.\\nIt can not come into any expanded mind as an objection. If it be an experi-\\nment, it is a noble one, and should be tried.\\n[Mr. Webster has always stood out a bold and eloquent advocate of\\ncommon schools. In his centennial address at Plymouth, in 1822, he paid\\nthe following noble tribute to the policy of New England in this\\nrespect\\nIn this particular. New England may be allowed to claim, I think, a merit\\nof a peculiar character. She early adopted and has constantly maintained the\\nprinciple, that it is the undoubted right, and the bounden duty of government,\\nto provide for the instruction of all youth. That which is elsewhere left to\\nchance, or to charity, we secure by law. For the purpose of public instruction,\\nwe hold every man subject to taxation in proportion to his property, and we\\nlook not to the question, whether he himself have, or have not, children to be\\nbenefited by the education for which he pavs. We regard it as a wise and\\nliberal system of police, by which property, and life, and the peace of society\\nare secured. We seek to prevent, in some measure, the extension of the penal\\ncode, by inspiring a salutary and conservative principle of virtue and of knowl-\\nedge in an early age. We hope to excite a feeling of respectability, and a\\nsense of character, by enlarging the capacity, and increasing the sphere of in-\\ntellectual enjoyment. By general instruction, we seek, as far as possible, to\\npurify the whole moral atmosphere to keep good sentiments uppermost, and\\nto turn -the strong current of feeling and opinion, as well as the censures of the\\nlaw, and the denunciations of religion, against immorality and crime. We\\nhope for a security, beyond the law, and above the law, in the prevalence of\\nenlightened and well-principled moral sentiment. We hope to continue and\\nprolong the time, when, in the villages and farm-houses of New England, there\\nmay be undisturbed sleep within unbarred doors. And knowing that our\\ngovernment rests directly on the public will, that we may preserve it, we en-\\ndeavor to give a safe and proper direction to that public will. We do not,\\nindeed, expect all men to be philosophers or statesmen but we confidently\\ntrust, and our expectation of the duration of our system of government rests on\\nthat trust, that by the diffusion of general knowledge and good and virtuous\\nsentiments, the political fabric may be secure, as well against open violence\\nand overthrow, as against the slow but sure undermining of licentiousness.\\nIn a speech delivered at Madison, Indiana, after congratulating the\\npeople of the state on the attention they had paid to common school\\neducation, Mr. Webster adds\\nAmong the planets in the sky of New England the burning lights, which\\nthrow intelligence and happiness on her people the first and most brilliant is her\\nsystem of common schools. I congi atulate myself that my fii-st speech on entering\\npublic life was in their behalf. Education, to accomplish the ends of good govern-\\nment, should be universally diffused. Open the doors of the school-house to all the\\nchildren of the land. Let no man have the excuse of poverty for not educating his\\nown offspring. Place the means of education within his reach, and if they remain\\nin ignorance, be it his own reproach. K one object of the expenditure of your\\nrevenue be protection against crime, you could not devise a better or cheaper means\\nof obtaining it. Other nations spend their money in providing means for its deteo-\\ntion and pimishment, but it is for the principles of our government to provide for its\\nnever occurring. The one acts by coercion, the other by prevention. On the diffu-\\nsion of education among the people rests the preservation and perpetuation of our\\nfree institutions. I apprehend no danger to our coimtry from a foreign foe. The\\nprospect of a war with any powerful nation is too remote to be a matter of calcula-\\ntion. Besides, there is no nation on earth powerful enough to accomplish our over-\\nthrow. Our destruction, should it come at all, will be from another quarter. From\\nthe inattention of the people to the concerns of their government ^frora their care-\\nI", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0137.jp2"}, "138": {"fulltext": "130 EDUCATIONAL CONVENTION IN PLYMOUTH COUNTY.\\nlessness and negligence I must confess that I do apprehend some danger. I fear\\nthat they may place too implicit a confidence in their public servants, and fail pro-\\nperly to scrutinize their conduct, that in this way they may be made the dupes of\\ndesigning men, and become the instruments of their own undoing. Make them\\nintelligent, and they will be vigilant give them the means of detecting the viTong,\\nand they will apply the remedy.\\nRev. Dr. Robbins remarked\\nAs the offer of the Normal Schools had been first made to the Old Colony,\\nthat mother of us all, he hoped that the descendants of the pilgrims would\\nsustain the exalted character of their fathers and, as in times past, so now,\\ngo forward in improvements which are to elevate and bless all coming gene-\\nrations.\\nThe object of the Convention was attained. One of the three Normal\\nSchools which the Board had decided to establish out of the donation of\\n$10,000, by Mr. Dwight, and the appropriation of the same sum by the\\nstate, placed at their disposal, was located at Bridgewater, in Plymouth\\nCounty.\\nA previous convention in Plymouth County, at Halifax, on the 24th of\\nJanuary, 1837, had adopted a petition to the Legislature, drawn up by\\nthe Rev. Charles Brooks,* asking for the Establishment of a Board of\\nEducation, and a Teachers Seminary and in the same year, the Direc-\\ntors of the American Institute of Instruction presented a memorial on the\\nsame subject, drawn up by George B. Emerson,t of Boston. The Board\\nof Education was established in that year, and the Normal School in the\\nyear following.\\nAlthough not dh-ectly connected with the history- of Normal Schools in Massachusetts, it\\nmay be mentioned in this place, that no individual in the whole country has done more to\\narouse the public mind of New England to the importance of Normal Schools, and to some\\nextent, the leading minds of some other states, than the Rev. Charles Brooks. He lectured be-\\nfore the Legislature of New Hampshire, by their request, at Concord, on the 13th, 14th, and 15th\\nof June, 1837 and 183S, and again in 1845, and in the former year at Keene, Portsmouth, Concord,\\nand Nashua before the Legislature of Vermont, in 1847, and at several other points in that\\nstate before the State Convention of the friends of education at Hartford, Connecticut, in\\nNovember, 1838 before the Legislature of New Jersey, March 13, 1839 at Philadelphia about\\nthe same time; and at Providence in 183S, during the struggle which ended in the re-organiza-\\ntion of the public schools of that city, and at a later period, when the establishment of the Pub-\\nlic High School was in jeopardy. On one of these visits, Mr. Brooks delivered eight addresses\\nin seven days. These, however, are not all the times and places in which we have met with\\nnotices of his labors and addresses in behalf of his favorite subject. Although his labors, every\\nwhere, in his own counti-y and out of it, in his own state and out of it, were gratuitous, he did\\nnot escape the assaults of the newspapers. In one of these, he was represented as Captain\\nBrooks, with ferule in hand, at the head of a troop of schoolmasters and schoolmistresses,\\nmarching for a Normal School in the clouds.\\nt Mr. Emerson commenced his career as a teacher, in a district school, and before opening\\nhis private school for young ladies, he was principal of the English High School, in Boston,\\non its first establishment, in 1821. Under his immediate direction, Colburn s First Lessons\\nin Intellectual Arithmetic, printed on separate sheets for this purpose, were first tested, and\\nthe deficiencies ascertained in the classes of this school. If Mr. Emerson had rendered no\\nother service to the cause of educational improvement in this country, than to have success-\\nfully organized the First Public English High School, and have assisted in perfecting the First\\nLessons, he would be entitled to a large measure of the gratitude of teachers and the public\\ngenerally.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0138.jp2"}, "139": {"fulltext": "A LECTURE,*\\nON SPECIAL PREPARATION, A PREREQUISITE TO TEACHING, 1838.\\nBT HORACE MANN,\\nGentlemen of the Convention\\nAfter the lapse of another year, we are again assembled to hold counsel\\ntogether for the welfare of our cliildren. On tlus occasion we have much reason\\nto meet each other with voices of congratulation and hearts of gladness. During\\nthe past year the cause of Popular Education in this Commonwealth has gained\\nsome suffrages of pubhc opinion. On presenting its wants and its claims to citi-\\nzens in every part of the State, I have found that there were many individuals\\nwho appreciated its unportance, and who only awaited an opjjortunity to give\\nutterance and action to theh feehngs in almost every town, some, in many,\\na band.\\nSome of our hopes, also, have become facts. The last Legislature acted to-\\nward this cause the part of a wise and faithful guardian. Inquiries havuig been\\nsent into all parts of the Commonwealth to ascertain the deficiencies in our Com-\\nmon-School system, and the causes of failure in its workings and the results of\\nthose inquiries having been communicated to the Legislature, together with\\nsuggestions for the ajDplication of a few obvious and energetic remedies, that\\nbody forthwitii enacted such laws as the wants of the system most immediately\\nand imperiously demanded. Probably at no session since the origin of our Com-\\nmon-School system have laws more propitious to its welfare been made, than\\nduring the last.\\nBut among all the auspicious events of the past year, ought not the friends\\nof Popular Education to be most grateful, on account of the offer made by a pri-\\nvate gentlemanf to the Legislature, of the sum of ten thousand dollars, upon the\\nconditions that the State should add thereto an equal smn, and that the amount\\nshould be expended, imder the direction of the Board of Education, in qualifying\\nteachers for our Common Schools, and of the promptness and unanimity witli\\nwhich the Legislature acceded to the proposition? I say, the unanimity, for the\\nvote was entirely unanimous in the House of Representatives, and there was but\\none nay in the Senate. Vast donations have been made in this Commonwealth,\\nboth by the government and by individuals, for the cause of learning in some of\\nits higher, and, of course, more limited departments but I beUeve this to be the\\nfirst instance where any considerable sum has been given for the cause of educa-\\ntion, generally, and irrespective of class, or sect, or party. Munificent donations\\nliave frequently been made, among ourselves, as well as ui other States and\\ncountries, to perpetuate some distinctive theory or dogma of one s own, or to re-\\nquite a peculiar few who may have honored or flattered the giver. But this\\nwas given to augment the common mass of intelUgence, and to promote univer-\\nsal culture it was given with a liigh and enlightened disregard of all local, party,\\npersonal, or sectional views it was given for the direct benefit of all the heart\\nand all the mind, extant, or to be extant, in our beloved Commonwealth and, in\\nthis respect, it certainly stands out almost, if not absolutely alone, both iir the\\namount of the donation, and in the elevation of the motive that prompted it. I\\nwill not tarnish the brightness of this deed by attempting to gild it vdth praise.\\nCopied, by permission, from Lectures on Education by Horace Mann, Secretary of the Mas-\\nsachusetts Board of Education. Boston: William B. Fowle. 1845. Most of the Lectures em-\\nbraced in this volume were delivered by Mr. Mann before conventions of the friends of education,\\nheld in the several coimties of Massachusetts in the autumn of each year, from 1838 to 1842. The\\nlecture which follows was delivered in 1838, to prepare the public mind for a fair trial of the\\nexperiment of providing means for the special qualification of teachers for the common schools\\n(Of the State.\\nt Hon. Edmund Dwight, of Boston.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0139.jp2"}, "140": {"fulltext": "232 MR. MANN S LECTURE IN 1838.\\nOne of the truest and most impressive sentences ever uttered by Sir Walter\\nScott is, however, so appropriate, and forces itself so strongly upon my mind, that\\nI cannot repress its utterance. When that plain and homely Scotch girl, Jeannie\\nDeans, the highest of all the characters ever conceived by that gifted author,\\nis pleading her suit before the British queen, and showmg herself therein to be\\nten tunes a queen, she utters the sentiment I refer to But when, says she,\\nthe hour of trouble comes to the mind or to the body, and when the hour of\\ndeath comes, that comes to liigh and low, then it isna what we hae dune for\\noursells, but what we hae dune for others, that we think on maist pleasantly.\\nThere is, then, at last, on the part of the government of Massachusetts, a\\nrecognition of the expediency of providing means for the special qualification of\\nteachers for our Common Schools or, at least, of submitting that question to a\\nfair experiment. Let us not, however, deceive or flatter ourselves with the\\nbelief, that such an opinion very generally prevails, or is very deeply seated.\\nA few, and those, as we believe, best qualified to judge, hold this opinion as an\\naxiom. But this cannot be said of great numbers and it requkes no prophetic\\nvision to foresee that any plan for carrying out this object, however wisely\\nframed, will have to encounter not only the prejudices of the ignorant, but the\\nhostility of the selfish.\\nThe most momentous practical questions now before our State and country\\nare these In order to preserve our repubhcan institutions, must not our Com-\\nmon Schools be elevated in character and increased in efiiciency and, in order\\nto bring our schools up to the point of excellence demanded by the nature of our\\ninstitutions, must there not be a special course of study and training to qualify\\nteacliers for then- oifice No other worldty interest presents any question com-\\nparable to these in unportance. To the more special consideration of the latter,\\nnamely, whether the teachers of our public schools require a special course of\\nstudy and training to qualify them for theh vocation, I solicit your attention,\\nduring the residue of this address.\\nI shall not here insist upon any particular mode of preparation, or of prepara-\\ntion in any particidar class of institutions, whether Normal Schools, special de-\\npartments in academies, colleges, or elsewhere, to the exclusion of all other\\nhistitutions. What I insist upon, is, not the form, but the substance.\\nIn treating tliis subject, duty will reqim-e me to speak of errors and deficien-\\ncies and of the inadequate conceptions now entertained of the true oflice and\\nmission of a teacher. This is a painful obligation, and in discharging it I am sure\\nI shall not be misunderstood by any candid and intelligent mind. Toward the\\nteachers of our schools, as a class, I certainly possess none but the most fi a-\\nternal feelings. Their want of adequate qualifications is the want of the times,\\nrather than of themselves. Teachers, heretofore, have only been partakers in a\\ngeneral error, an error m which you and I, my hearers, have been as profoundly\\nlost as they. Let this be their excuse liitherto, and let the ignorance of the past\\nbe winked at but the best service we can now render them, is to take this\\nexcuse away, by showing the madequacy and the unsoundness of our former\\nviews. Let all who shall henceforth strive to do better, stand acquitted for past\\ndehnquencies but will not those deserve a double measure of condemnation who\\nshall set themselves m array against measures, which so many wise and good\\nmen have approved, at least until those measures have been fau ly tested?\\nWhen the tree shall have been planted long enough to mature its fruit, then,\\nlet it he knoion by its fruit.\\nNo one has ever supposed that an individual could build up a material temple,\\nand give it strength, and convenience, and fair proportions, Avithout first master-\\ning the architectural art but we have employed thousands of teachers for our\\nchildren, to build up the immortal Temple of the Spirit, who have never given\\nto this divme, educational art, a day nor an hour of preliminary study or atten-\\ntion. How often have we sneered at Dogberry in the play, because he holds\\nthat to read and write comes by natm-e when we om-selves have undertaken\\nto teach, or have employed teachers, whose only fitness for givmg instruction,\\nnot only in reading and writing, hut iii all other things, has come by nature, if it\\nhas come at all that is, m exact accordance with Dogberry s philosophy.\\nIn maintaining the affirmative of this question, namely, that all teachers do\\nrequire a special course of study and trauaing, to quahfy them for their profes-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0140.jp2"}, "141": {"fulltext": "MR. MANN S LECTURE IN 1838. 233\\nsion, I will not higgle with my adversary in adjusting preliminaries. He may\\nbe the disciple of any school in metaphysics, and he may hold what faitli he\\npleases, respecthig the mind s nature and essence. Be he spiritualist or mate-\\nrialist, it here matters not, nay, though he should deny that there is any such\\nsubstance as mind or sphit at all, I wiU not stop to dispute that point with him,\\npreferring rather to imitate the example of those old knights of the tourna-\\nment, who felt such confidence in the justness of their cause, that they gave\\nthen- adversai ies the advantage of sun and wind. For, whatever the mind may\\nbe, in its inscrutable natui;e or essence, or whether there be any such tiling as\\nmind or spu it at all, pro23erly so called, this we have seen and do know, that\\nthere come beings into this world, with every incoming generation of children,\\nwho, although at fii st so ignorant, helpless, speecliless, so incapable of all mo-\\ntion, upright or rotaiy, that we can hardly persuade ourselves they have not\\nlost theu- way, and come, by mistake, into the wrong world yet, after a few\\nswift years have passed away, we see thousands of these same ignorant and\\nhelpless beings, expiating horrible offenses in prison-cells, or dashing themselves\\nto death against the bars of a maniac s cage others of them, we see, holding\\ncolloquy sublime, in halls where a nation s fate is arbitrated, or solving some\\nof the mightiest problems that belong to tliis wonderful universe and others\\nstiU, there ai-e, who, by daily and nightly contemplation of the laws of God, have\\nkindled that fire of divine truth within their bosoms, by which they become those\\nmoral luminaries whose hght shineth from one part of the heavens unto the\\nother. And this amazing change in these feeble and helpless creatures, this\\ntransfiguration of them for good or for evil, is wi-ought by laws of organization\\nand of increase, as certain in theii* operation, and as infalhble in their results, as\\nthose by which the skillful gardener substitutes flowers, and delicious fruits, and\\nhealing herbs, for briers, and thorns, and poisonous plants. And as we hold the\\ngardener responsible for the productions of his garden, so is the community re-\\nsponsible for the general character and conduct of its children.\\nSome, indeed, maintain, erroneously as we believe, that a difference in edu-\\ncation is the sole cause of aU the differences existing among men. They hold\\nthat aU persons come into the world just alike in disposition and capacity, though\\nthey go througli it and out of it so amazingly diverse. They hold, in short, that\\nif any two men had changed cradles, they would have changed characters and\\nepitaphs that, not only does the same quantity of substance or essence go to\\nthe constitution of every human mind, but that aU minds are of the same quality\\nalso, all having the same powers, and bearing, originally, the same image and\\nsuperscription, like so many half-dollars struck at the government mint.\\nBut deeply as education goes into the core of the heart and the marrow of the\\nbones, we do not claim for it any such prerogative. There are certain substruc-\\ntures of temperament and disposition, which education finds, at the beginning of\\nits work, and whicli it can never wholly aimul. JSTor does it comport with the\\nendless variety and beauty manifested in aU other parts of the Creator s works,\\nto suppose that he made aU ears and eyes to be defighted with the same tunes\\nand colors or provided so good an excuse for plagiarism, as that all minds were\\nmade to think the same thoughts. This inherent and original diversity, however,\\nonly increases the difiiculty of education, and gives additional force to the\\nargument for previous preparation for, were it true that all children are born\\njust alike, in disposition and capacity, the only labor would be to discover the\\nright method for educating a single cliild, and to stereotype it for all the rest.\\nThis, however, we must concede to those who afiirm the original equaUty and\\nexact sunUitude of all minds ^namely, that all muids have the same element-\\nary or constituent faculties. This is all that we mean when we say that human\\nnature is every wliere the same. This is, in pai t, what the Scriptures mean\\nwhen they say, God hath made of one blood aU nations of men. The contrasts\\namong men result, not ii om the possession of a different number of original fac-\\nulties, but from possessiug the same faculties, in different proportions, and in\\ndifferent degrees of activity. The civihzed men of the present day, have neither\\nmore nor less faculties, hi number, than their barbarian ancestors had. If so, it\\nwould be iuterestuig to ascertain about what year, or centm-y, a new good faculty\\nwas given to the race, or an old bad one was taken away. An assembly of\\ncivilized men, on this side of the globe, convening to devise measmres for dimia-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0141.jp2"}, "142": {"fulltext": "134 MR. MANN S LECTURE IN 1838.\\nishing the number of capital crimes, and thus to reduce the number of capital\\npunishments, were born with the same number and kind of faculties, though\\ndoubtless differing greatly in proportion and in activity, with a company of\\nBattas islanders, on the opposite side of the globe, who, perhaps at the same\\ntime, may be going to attend the holiday rites of a public execution, and, as is\\ntheir wont, to dijie on the criminal. As each human face has the same number\\nof features, each hmnan body the same number of limbs, muscles, organs, c., so\\neach human soul has the same capacities of Reason, Conscience, Hope, Fear, Love,\\nSelf-love, c. The differences lie in the relative strength and supremacy of\\nthese powers. The human eye is composed of about twenty distinct parts or\\npieces yet these constituent parts are so differently arranged that one man is\\nfar-sighted, another near-sighted. When an oculist has mastered a knowledge\\nof one eye, he knows the general plan upon which all eyes have been formed\\nbut he must still learn the peculiarities of each, or, in his practice, he will ruin\\nall he touches.* When a surgeon, or an assassin, knows where one man s heart\\nis, he knows, substantially, where the hearts of all other men may be found.\\nAnd so of the mind and its faculties. It is because of this community of original\\nendowments, that all the great works of nature; and art, and science, address a\\ncommon susceptibility or capacity, existing in all minds. It is because of this\\nkindred nature that the same earth is given to us all, as a common residence.\\nThe possession by each of his complement of powers and susceptibilities, confers\\nthe common nature, while the different portions or degrees in wliich they exist,\\nand the predominance of one or a few over the others, break us up into moral\\nand intellectual classes. It is impossible to vindicate the propriety of making or\\nof carrying a Revelation to the whole human race, unless that race has common\\ncapacities and wants to which the revelation is adapted. And hence we learn\\nthe appalling truth, a truth wliich should strike loud on the heart as thunder\\non the ear, that every child born into this world has tendencies and suscepti-\\nbilities pointing to the furthest extremes of good and evil. Each one has the\\ncapacity of immeasurable virtue or vice. As each body has an immensity of\\nnatural space open all around it, so each spkit, when waked into Ufe, has an im-\\nmensity of moral space open all around it. Each soul has a pinion by which it\\nmay soar to the liighest empyrean, or swoop downward to the Tartarean abyss.\\nIn the feeblest voice of infancy, there is a tone which can be made to pour a\\nsweeter melody into the symphonies of angels, or thunder a harsher discord\\nthrough the blasphemies of demons. To plume these wings for an upper or a\\nnether flight to lead these voices forth into harmony or dissonance to woo\\nthese beings to go where they should go, and to be what they should be, does\\nit, or does it not, my friends, requu-e some knowledge, some anxious forethought,\\nsome enlightening preparation\\nYou must pardon me, if. on this subject I speak to you with great plaiimess;\\nand you must allow me to appeal directly to your own com-se of conduct in\\nother things. You have property to be preserved for the support of your chil-\\ndren while you hve, or, when you die, for then patrimony you have health and\\nlife to be guarded and continued, that they may not be bereaved of their natural\\nprotectors and you have the cliildren themselves, with their unbounded, un-\\nfathomable capacities of hapjainess and misery. Now, in respect to yom* prop-\\nerty, what is it your wont to do, when a young lawyer comes into the village,\\nerects his sign, and (the most unexclusive of men) gives to the public a general\\ninvitation Though he has a diploma from a college, and the solemn approval\\nof bench and bar, yet how warily do the public approach him. How much he is\\nreconnoitered before he is retained. How many premeditated plans are laid to\\nappear to meet him accidentally, to talk over indifferent subjects with him,\\nthe weather, the crops, or Congressional matters, ia order to measure liioi, and\\nprobe him, and see if there be any hopefulness in him. And should aU things\\nI have heai-d that distinguished sm-geon, Doct. John C. Warren, of Boston, relate the follow-\\ning anecdote, which happened to him in London:\u00e2\u0080\u0094 Being invited to witness a very difl3cult oper-\\nation upon the human eye, by a celebrated English oculist, he was so much struck by the skill\\nand science which were exhibited by the operator, that he sought a private interview with him,\\nto inquire by what means he had become so accomplished a master of his art. Sir, said the\\noculist, I spoiled a hat-full of eyes to learn it. Thus it is with incompetent teachers they may\\nspoil schoolrooms-full of children to leai-n how to teach,\u00e2\u0080\u0094 and perhaps may not always learn\\neven then.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0142.jp2"}, "143": {"fulltext": "MR. MANN S LECTURE IN 1838, 23g\\npromise favorably, the young attorney is intrusted, in the first instance, only \u00e2\u0096\u00a0with\\nsome outlawed note, or some doubtful account, before a justice of the peace. No\\nman ever thinks of trusting a case which involves the old homestead, to his in-\\nexperienced hands. He would as soon set fire to it.\\nSo, too, of a young physician. Wo matter from what medical college, home or\\nforeign, he may bring his credentials. From day to day the neighbors watch\\nhim without seeming to look at him. In good-wives parties, the question is\\nconfidentially discussed, whether, in a case of exigency, it would be safe to send\\nfor him. And when, at last, he is gladdened with a caU, it is only to look at\\nsome surface ailment, or to pother a little about the extremities. Nobody allows\\nhim to lay his uupracticed hand upon the vitals. Now this common sentiment,\\nthis common practice of mankind, is only the instinctive dictate of prudence.\\nIt is only a tacit recognition of a truth felt by all sensible men, that there are a\\nthousand ways to do a thing wi ong, but only one to do it right. And if it be\\nbut reasonable to exercise such vigUance and caution, in selecting a healer for\\nour bodies which perish, or a counselor for our worldly estates, who shall assign\\nlimits to the ckcumspection and fidehty with which the teachers of our children\\nshould be chosen, who, in the space of a few short years, or even months, will\\ndetermine, as by a sort of predestination, upon so much of their future fortvmes\\nand destiny\\nAgain it is the universal sense of mankind, that skill and facility, in all other\\nthings, depend upon study and practice. We always demand more, where op-\\nportunities have been greater. We stamp a man with inferiority, though he\\ndoes ten times better than another, if he has had twenty times the advantages.\\nWe know that a skillful navigator will carry a vessel through perilous straits, in\\na gale of wind, and save cai go and lives, while an ignorant one wOl wreck both,\\nin a broad channel. With what a song of delight we have all witnessed, how\\neasily and surely that wise and good man, at the head of a great institution in\\nour own State, will tame the ferocity of the insane and how, when each faculty\\nof a fiery spirit bursts away Uke an affrighted steed fi om its path, this naighty\\ntamer of madmen wUl temper and quell their wUd impetuosity and restore them\\nto the guidance of reason. Nay, the great moral healer can do this, not to one\\nonly, but to hundi eds, at a time while, even in a far shorter period than he\\nasks to accomplish such a wonderful work, an ignorant and passionate teacher\\nwUl turn a hundred gentle, confiding spii its into rebels and anarchists. And,\\nmy hearers, we recognize the existence of these facts, we apply these obvious\\nprinciples, to every thing but to the education of our children.\\nWhy cannot we derive instruction even from the foUy of those wandering\\nshowmen who spend a Ufe in teaching brute animals to perform wonderful feats\\nWe have all seen, or at least we have aU heard of, some learned horse, or learned\\npig, or learned dog. Though the superiority over their fellows, possessed by\\nthese brute prodigies, may have been owing, in some degree, to the possession\\nof greater natvual parts, yet it must be mainly attributed to the higher compe-\\ntency of their instructor. Their teacher had acquired a deeper insight into their\\nnatm-es his sagacious practice had discovered the means by wliich their talents\\ncould be unfolded and brought out. However unworthy and even contemptible,\\ntherefore, the mere trainer of a dog may be, yet he illustrates a great principle.\\nBy showing us the superiority of a well-trained dog, he shows what might be the\\nsuperiority of a well-trained child. He shows us that higher acquisitions, what\\nmay be called academical attainments, in a few favored individuals of the ca-\\nnine race, are not so much the results of a more brilliant genius on the part of\\nthe dog-pupU, as they are the natural reward and consequence of his enjoying\\nthe instructions of a professor who has concentrated all his energies upon dog-\\nteaching.\\nSm ely it will not be denied that a workman should understand two things in\\nregard to the subject-matter of his work \u00e2\u0080\u00a2.\u00e2\u0080\u0094first, its natural properties, qualities,\\nand powers and secondly, the means of modifying and regulating them, with a\\nview to improvement. In relation to the mechanic arts, this is admitted by aU.\\nEvery body knows that the strength of the blow must be adjusted to the mal-\\nleability of the metal. It will not do to strike glass and flint either with the\\nsame force or with the same implements and the proper instrument will never\\nbe selected by a person ignorant of the purpose to be effected by its use. If a", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0143.jp2"}, "144": {"fulltext": "136\\n\u00e2\u0096\u00a0ME. MANN S LECTURE IN 1838.\\nman working on wood mistakes it for iron, and attempts to soften it in the fire,\\nhis jDroduct is ashes. And so if a teacher supposes a child to have but one tend-\\nency and one adaptation when he has many; if a teacher treats a child as\\nthough his nature were wholly animal, or wholly intellectual, or wholly moral\\nand rehgious, he disfigures and mutilates the nature of that child, and wrenches\\nhis whole structure into deformity.\\nThe being, 3Ian, is more complex and diversified m. constitution, and more\\nvariously endowed in faculties, than any other earthly work of the Creator. It\\nis in this assemblage of powers and prerogatives that his strength and majesty\\nreside. They constitute his sovereignty and lordship over the creation aroimd\\nhim. By our bodily organization we are adapted to the material world in which\\nwe are placed our eye to the Ught, which makes known to us every change\\nin the form, motion, color, position, of all objects within visual range our ear\\nand tongue to the air, which flows around us in silence, yet is forever ready to\\nbe waked into voice and music our hand to all the cunnmg works of art which\\nsubserve utdity or embellishment. Still more wonderfully does the spiritual\\nnature of man befit his spiritual relations. Whatever there is of law, of order,\\nof duty, in the works of God, or in the progressive conditions of the race, aU have\\ntheir spiritual counterparts within him. By his perceptive and intellectual\\nfaculties he learns the properties of created things, and discovers the laws by\\nwhich they are governed. By tracing the relation between causes and effects,\\nhe acquires a kind of prophetic vision and power for, by conforming to the un-\\nchanging laws of Nature, he enUsts her in his service, and she works with him in\\nfulfilling his predictions. Regarded as an individual, and as a member of a race\\nwliich reproduces itself and passes away, his lower propensities, those which he\\nholds in common with the brutes, are the instincts and means to preserve him-\\nself and to perjaetuate his kind while by his tastes, and by the social, moral, and\\nreligious sentiments of which he is capable, he is attuned to all the beauties and\\nsublimities of creation, liis heart is made responsive to ail the delights of friend-\\nship and domestic affection, and he is invited to hold that spiritual intercoiu se\\nwith his Maker, which at once strengthens and enraptures.\\nN ow-the voice of God and of ISTature declares audibly which of these various\\npowers within us are to command, and which are to obey and with which, in\\nevery questionable case, resides the ultimate arbitrament. Even the lowest\\npropensities are not to be wholly extirpated. Within the bounds prescribed by\\nthe social and the divine law, they have their rightful claims. But the moral\\nand the religious sentiments, Benevolence, Conscience, Reverence for the All-\\ncreating and All-bestowing Power, these have the prerogative of supremacy\\nand absolute dominion. These are to walk the halls of the soul, like a ,god, nor\\nsuffer rebellion to live under then- eye. Yet how easy for this many-gifted be-\\ning to fall, more easy, indeed, because of his many gifts. Some subject-faculty,\\nsome subordinate power, in the spiritual realm, unfortunately inflamed, or,\\nwhat is far more common, unwisely stimulated by an erroneous education,\\ngrows importunate, exorbitant, aggrandizes itself, encroaches upon its fellow-\\nfaculties, until, at last, obtaining the mastery, it subverts the moral order of the\\nsoul, and wages its parricidal war against the sovereignty of conscience within,\\nand the laws of society and of Heaven without. And how unspeakably dreadful\\nare the retributions which come in the train of these remorseless usurpers, when\\nthey obtain dominion over the soul Take, for instance, the earliest-developed,\\nthe most purely selfish and animal appetite that belongs to us, that for nour-\\nishing beverage. It is the first wliich demands gratification after birth. Sub-\\njected to the laws of temperance, it will retam its zest, fresh and genial, for\\nthreescore years and ten, and it affords the last corporal solace upon earth to the\\nparched lips of the dying man. Yet, if the possessor of this same pleasme-giving\\nappetite shall be incited, either by examples of inordinate indulgence, or by\\nfestive songs in praise of the vine and the wine-cup, to inflame it, and to feed its\\ndeceitfid fires, though but for the space of a few short years, then the speU of\\nthe sorcerer will be upon him and, day by day, he will go and cast himself into\\nthe fiery furnace which he has kindled nor himself, the pitiable victim, alone,\\nbut he will seize upon parents and wife and his group of iimocent children, and\\nplunge with them all into the seething hell of intemperance.\\nSo there is, in human nature, an innate desire of acquiring property, of own-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0144.jp2"}, "145": {"fulltext": "MR. MANN S LECTURE IN 1833. \\\\gfj\\ning something, of using the possessives my and mine. Within proper limits,\\nthis instinct is laudably indulged. Its success affords a pleasure in \u00e2\u0096\u00a0which reason\\ncan take a part. It stimulates and strengthens many other faculties. It makes\\nus thoughtful and fore-thoughtful. It is the parent of industry and frugality,\\nand industiy and frugality, as we all know, are blood-relations to the whole\\nfamily of the virtues. But to the eye and heart of one in whom this love of ac-\\nquisition has become absorbing and insane, all the diversified substances in crea-\\ntion are reduced to two classes, that wliich is gold, and that which is not and\\nall the works of Nature are valued or despised, and the laws and institutions of\\nsociety upheld or assaded, as they are supposed to be favorable or unfavorable\\nto the acquisition of wealth. Whether at home or abroad, in the festive cu-cle\\nor in the funeral train whether in hearing the fervid and thrilling appeals of the\\nsanctuary, or the pathos of civic eloquence, one idea alone, that of money, money,\\nmoney, holds possession of the miser s soul its voice ruigs forever in his ear\\nand were he in the garden of Eden, its beauty, and music, and perfume suffu-\\nsing all his senses, his only thought would be, how much money it would bring\\nSuch mischief comes from giving supremacy to a subordiaate, though an essen-\\ntial and highly useful faculty. This mischief, to a greater or less extent, parents\\nand teachers produce, when, through an ignorance of the natural and appropriate\\nmethods of inducing children to study, they hire them to learn by the offer of\\npecuniary rewards.\\nSo, too, we all have an innate love for whatever is beautiful a sentiment\\nthat yearns for higher and higher degrees of perfection in the arts, and in the\\nembellishments of life, a feeling which would prompt us to gild refined gold,\\nto paint the hly, to throw a perfume on the violet, and add another hue unto the\\nrainbow. Portions of the external world have been exquisitely adapted to this\\ninborn love of the beautiful, by Him who has so clothed the Idies of the field that\\nthey outshine Solomon in all his glory. This sentiment may be too much or too\\nlittle cultivated so Kttle as to make us disdain gratifications that are at once\\ninnocent and pm*e or so much as to over-refine us into a hateful fastidiousness.\\nIn the works of nature, beauty is generally, if not always, subordinated to utUity.\\nJn cases of incompatibility, gracefuhiess yields to strength, not strength to grace-\\nfulness. How would the rising sun mock us with his splendor, if he brought no\\nlife or warmth in his beams The expectation of autmnnal harvests enhances\\nthe beauty of vernal bloom. These manifestations of nature admonish us re-\\nspecting the rank which ornament or accomplislunent should hold in the char-\\nacter and in the works of men and, of course, in the education of children.\\nChrist referred occasionally to the beauties and charms of nature, but dwelt\\nperpetually upon the obligations of duty and charity. But what opposite and\\ngrievous offenses are committed on this subject by different portions of society\\nThe laboring classes, by reason of early parental neglect in cultivating a love for\\nthe beautiful, often forego pleasures which a bountiful Providence scatters pro-\\nfusely and gratuitously around them, and strews beneath their feet while there\\nis a class of persons at the other extremity of the social scale, who, from never\\ncotnprehending the inuneasurable value of the objects for which they were\\ncreated, and the vast beneficence of which, from their wealth and station, they\\nare capable, actually try every thing, however intrinsically noble or sacred, by\\nsome conventional law of fasliion, by some arbitrary and capricious standard of\\nelegance. In European society, this class of fasluonables is numerous. They\\nhave their imitators here,\u00e2\u0080\u0094 beings, who are not men and women, but similitudes\\nonly, who occupy the vanishing point in the perspective of society, where all\\nthat is true, or noble, or estimable in human nature, fades away into nothing.\\nWith tills class it is no matter what a man does with the Ten Commandments,\\nprovided he keeps those of Lord Chesterfield and, in their society, Beau Brum-\\nmel would take precedence of Dr. Franklin.\\nIn a Report lately made by the Agricultural Commissioner for the survey of\\nthis Commonwealth, I noticed a statement respecting some farmers in the north-\\nern part of the county of Essex, who attempted to raise sun-flowers for the pur-\\npose of extracting oil from the seeds. Twenty bushels to the acre was the\\nlargest crop raised by any one. Sis bushels of the seed yielded but one gallon\\nof oil, worth, in the market, one dollar and seventeen cents only. It surely re-\\nquked no great boldness to assert that the experiment did not succeed culti-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0145.jp2"}, "146": {"fulltext": "138 MR. MANN S LECTURE IN 1838.\\nvation, one acre product, three gallons of oil value, three dollars and fifty\\ncents wliich would, perhaps, about half repay the cost of labor. Woe to the\\nfarmer who seeks for mdejjendence by raising sun-flowers Ten times woe to the\\nparents who rear up sun-flower sons or sun-flower daughters, instead of sons\\nwhose hearts glow and burn with an immortal zeal to run the noble career of\\nusefulness and virtue which a happy fortune has laid open before them mstead\\nof daughters who cherish such high resolves of duty as lift them even above an\\nenthusiasm for greatness, into those loftier and serene regions where greatness\\ncomes not from excitement, but is native, and ever-springing and ever-abiding.\\nEvery son, whatever may be his expectations as to fortune, ought to be so edu-\\ncated that he can superintend some part of the complicated machinery of social\\nlife and every daughter ought to be so educated that she can answer the claims\\nof humanity, whether those claims requh-e the labor of the head or the labor of\\nthe hand. Every daughter ought to be so trained that she can bear, with dignity\\nand self-sustaining ability, those revolutions in Fortime s wheel, which sometimes\\nbring the kitchen up and turn the parlor down.\\nAgain we have a natm-al, spontaneous feeling of self-respect, an innate sense\\nthat, simply in our capacity as human beings, we are worth something, and en-\\ntitled to some consideration. This principle constitutes the interior frame- work\\nof some of the virtues, veiled, indeed, by their own beautiful covering, but still\\nnecessary in order to keep them m an erect posture, amidst all the overbearing\\ncurrents and forces of the world. Where this feeling of self-respect exists too\\nweakly, the whole character becomes limber, flaccid, impotent, sinks under the\\nmenace of opposition, and can be frightened out of any thing or into any thing.\\nOn the other hand, when this propensity aggrandizes itself, and becomes swollen\\nand deformed with pride, and conceit, and intolerance, it is a far more offensive\\nnuisance than many of those which the law authorizes us to abate, summarily,\\nby force and arms. Our political mstitutions are a rich alluvium for the growth\\nof self-esteem for, while every body knows that there are the greatest differ-\\nences between men in point of honesty, of ability, of will to do good and to pro-\\nmote right, yet our fundamental laws, and rightly too, ordain a political\\nequality. But what is not right is, that the pohtical equahty is the fact mainly\\nregarded, while there is a tendency to disregard the intellectual and moral in-\\nequalities. And thus a faculty, designed to subserve, and capable of subserving\\nthe greatest good, engenders a low ambition, and fills the land with the war-\\nwhoop of party strife.\\nThese are specimens only of a long list of original tendencies or attributes of\\nthe human mmd, from a more full enumeration and exposition of which, I must,\\non this occasion, refi-ain. But have not enough been referred to, to authorize us\\nto assert the general doctrine, that every teacher ought to have some notions,\\nclear, definite, and comjDrehensive, of the manifold powers, the various natm e,\\nof the beings confided to his hands, so that he may repress the redmidancy of a\\ntoo luxuriant growth, and nom ish the feeble with his fostering care No idea\\ncan be more erroneous than that children go to school to learn the rudiments of\\nknowledge only, and not to form character. The character of children is always\\nforming. No place, no companion is without an influence upon it and at school\\nit is formed more rapidly than any where else. The mere fact of the presence\\nof so many children together, puts the social or dissocial natm-e of each into\\nfervid action. To be sent to school, especially in the nuntry, is often as great\\nan event in a child s fife, as it is, in his father s, to be sent to the General Court\\nand we all know with what unwonted force all things affect the mind, in new places\\nand under new circumstances. Every child, too, when he first goes to school,\\nunderstands that he is put upon liis good behavior and, with man or child, it is\\na very decisive thmg, and reaches deep into character and far into futurity, when\\nput upon his good behavior, to prove recreant. Ifow, teachers take children\\nunder their care, as it were, during the first warm days of the spring of life, when\\nmore can be done toward directing their growth and modifying their disposi-\\ntions, than can be done in years, at a later season of their existence.\\nEqually indispensable is it, that every teacher should know, by what means,\\nby virtue of what natural laws, the human powers and faculties are strength-\\nened or enfeebled. There is a principle running tlurough every mental opera-\\ntion, without a knowledge of which, without a knowledge how to apply which,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0146.jp2"}, "147": {"fulltext": "MR. MANN S LECTURE IN 1838,\\n130\\nthe life of the most faithful teacher -will be only a succession of well-intentioned\\nerrors. The growth or decline of all our powers depends upon a steadfast law.\\nThere is no more chance in the processes of their growth or decay than there is\\nin the Multiphcation Table. They grow by exercise, and they lose tone and\\nvigor by inaction. All the faculties have their related objects, and they grow\\nby being excited to action thi ough the stimulus or instrumentality of those ob-\\njects. Each faculty, too, has its own set or class of related objects and the\\nclasses of related objects differ as much from each other as do the corresponding\\nfaculties which they naturally excite. If any one power or faculty, therefore, is\\nto be strengthened, so as to perform its office with facility, precision, and dis-\\npatch, that identical faculty, not any other one, must be exercised. It does\\nnot strengthen my left arm to exercise my right and this is just as true of the\\npowers of the mind as of the organs of the body. The whole pith of that saying\\nof Solomon, Train up a child in the way he should go, consists in this principle,\\nbecause to train means to diill, to repeat, to do the same thing over and over\\nagain, that is, to exercise. Solomon does not say, I ell a child the way he\\nshould go, and when he is old, he will not depart from it. Had he said this,\\nwe could refute him daily by ten thousand facts. Unfortunately, education\\namong us, at present, consists too much in telling, not in training, on the part of\\nparents and teachers and, of course, in hearing, not in doing, on the part of chil-\\nchen and pupils. The blacksmith s right arm, the philosopher s intellect, the\\njoliilanthropist s benevolence, all grow and strengthen according to this law of\\nexercise. The farmer works sohd flesh upon liis cattle the pugUist strikes vigor\\ninto his arms and breast the foot-soldier inarches strength mto his limbs the\\npractical man thinks quickness and judgment into his mind; and the true Chris-\\ntian lives his prayers of love and his thoughts of mercy, until every man becomes\\nhis brother. Our own experience and observation furnish us with a life-full of\\nevidence attesting this principle. How did our feet learn to walk, our fingers to\\nwrite, our organs of speech to utter an innumerable variety of sounds By what\\nmeans does the musician pass from coarse discords to perfect music, from hob-\\nbhng and shambling in his measure, to keeping time like a chi onometer, from\\na slow and timid touch of keys or chords, to such celerity of movement, that,\\nthough his will sends out a thousand commands in a minute, liis nimble fingers\\nobey them aU It is this exercise, this repetition, which gives to jugglers their\\nmarvelous dexterity. By dint of practice, their motions become quicker than\\nom- eyesight, and thus elude inspection. A knowledge of tliis prmciple solves\\nmany of the riddles of hfe, by showing us whence comes the domineering strength\\nof human appetites and passions. It comes from exercise, from a long indul-\\ngence of them in thought and act, until the offspring of sinful desire turn back,\\nand feast upon the vitals of the wretch who nurtm-ed them. It is this which\\nmakes the miser pant and raven for gain, more and more, just in proportion to\\nthe shortness of the hfe during which he can enjoy it. It is this which sends the\\ndrunkard to pay daily tribute to his own executioner. It is this which scourges\\nback the gambler to the hell he dreads.\\nIt is by this law of exercise that the perceptive and reflective intellect, I\\nmean the powers of observing and judging, are strengthened. If, therefore, in\\nthe education of the child, the action of these powers is early arrested if his\\nwhole time is engrossed and his whole energy drawn away, by other things or,\\nif he is not supplied with the proper objects or apparatus on which these facul-\\nties can exert themselves, then the after-life of such a chUd will be crowded\\nwith practical errors and misjudgments. As a man, his impressions of thmgs\\nwill be faint and fleeting he wiU never be able to describe an object as he saw\\nit, nor to tell a story as he heard it. No handcraftsman or mechanic ever be-\\ncomes what we call a first-rate workman, until after innumerable experiments\\nand judgments, that is, repetitions, or exercises. And the rule is the same\\neven with genius artisan or artist, he must practice long and sedulously upon\\nhues, proportions, rehefs, before he can become the first sculptor of the age, or\\nthe fii st bootmaker in the city. The teacher, then, must continue to exercise\\nthe powers of his pupils, until he secures accm acy even in the minutest things\\nhe teaches. Every child can and should learn to judge, almost with mathemati-\\ncal exactness, how long an inch is no matter if he does not guess within a foot\\nof it the fu-st time. ^Hiether the story of Casper Hauser be true or not, it has", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0147.jp2"}, "148": {"fulltext": "140\\nMr. MANN S LECTURE IN 1838.\\nverisimiKtude, and is thei-efore instructive. It warns us Tvhat the general result\\nmust be, if, by a non-presentation of their related objects, the faculties of a child\\nare not brought into exercise. We meet with persons every day -who, in regard\\nto some one or more of the faculties, are Casper Hausers. This happens, almost\\nuniversally, not through any natm-a,l defect, but because parents and teachers\\nhave been ignorant, either of the powers to be exercised, or of the related objects\\ntlu-ough whose instrumentality they can be excited to action.\\nBut here arises a demand for great skill, aptitude, and resources, on the part\\nof the teacher for, by continuing to exercise the same faculty, 1 do not mean a\\nmonotonous repetition of the same action, nor a perpetual presentation of the\\nsame object or idea. Such a course would soon cloy and disgust, and thus ter-\\nminate all effort in that direction. Would a child ever learn to. dance, if there\\nwere but one figure or to sing, if there were but one tune Nature, science,\\nart, oifer a boundless variety of objects and processes, adapted to quicken and\\nemploy each of the faculties. These resources the teacher should have at his\\ncommand, and should make use of them, in the order, and for the period, that\\neach particular case may require. Look into the shops of our ingenious artisans\\nand mechanics, and see theu- shining rows of tools, hundreds in number, but\\neach adapted to some particular process in their curious art. Look into the shop\\nor hut of a savage, an Indian mechanic, and you will find his chest of tools com-\\nposed of a single jack-knife So with our teachers. Sohie of them have appa-\\nratus, diagram, chart, model they have anecdote, epigram, narrative history, by\\nwhich to illustrate eveiy branch of study, and to fit every variety of disposi-\\ntion while the main resom-ce of others, for all studies, for all ages, and for all\\ndispositions, is the rod\\nAgain a child must not only be exercised into correctness of observation,\\ncomparison, and judgment, but into accuracy in the narration or description of\\nwhat he has seen, heard, thought, or felt, so that, whatever thoughts, emotions,\\nmemories, are witliin him, he can present them all to others in exact and lumi-\\nnous words. Dr. Johnson said, Accustom your children constantly to this if a\\nthing happened at one window, and they, when relating it, say tliat it happened\\nat another, do not let it pass, but instantly check them. You do not know where\\ndeviation fi-om the truth will end. Every man who sees effects in causes, will\\nfully concur with the Doctor in regard to the value of such a habit of accuracy\\nas is here imphed. If, in the narration of an event, or in the recitation of a les-\\nson, a child is permitted to begin at tlie last end of it, and to scatter the middle\\nabout promiscuously, depend upon it, if that child, after growing up, is called\\ninto court as a witness, somebody Avill suffer in fortune, in reputation, or perhaps\\nm life. When practicing at the bar, I was once engaged in an important case of\\nslander, where the whole question of the innocence or guilt of the defendant\\nturned upon the point whether, at a certain time, he Avas seen out of one win-\\ndow or out of another and the stupid witness first swore that it was one\\nwindow, then another window, and at last, thought it might be a door and\\ndoubtless, he could have been made to swear that he saw him tln-ough the sky-\\nlight. Would you appreciate the importance of accuracy, in observation and\\nstatement, take one of those cases which so frequently occur in our courts of\\nlaw, where a dozen witnesses, all honest, swear one way, and another dozen,\\nequally honest, counter-swear; and contrast it with a case, which so rarely\\noccurs, where a witness, whose mind, like a copying macliine, having taken an\\nexact impression of whatever it has seen or heard, attests to complicated facts,\\nin a manner so orderly, luminous, natm-al, giving to each, time, locality, propor-\\ntion, that when he has finished, every auditor, bench, bar, spectators, all feel\\nas though they had been personally present and witnessed the whole transac-\\ntion. Now, although something of this depends, unquestionably, upon soundness\\nin physical and mental organization, yet a vast portion of it is referable to the\\nearly observation or neglect, on the part of teacher or parent, of the law we are\\nconsidering.\\nThere is another point, too, which the teacher should regard, especially where\\nonly a small portion of non-age is appropriated to school attendance. In exer-\\ncising the faculties for the purpose of strengthening them, the greatest amount\\nof useful knowledge should be communicated. The faculties may be exercised\\naud strengthened in acquiring useful or useless knowledge. A farmer or a stone-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0148.jp2"}, "149": {"fulltext": "MR. MANN S LECTURE IN 1838.\\n141-\\nmason may exercise and strengthen the muscles of his body, by pitching or roll-\\ning timbers or stones backward and forward but, by converting the same ma-\\nterials into a house or a fence, he may at once gain strengtli and do good. Erery\\nteacher, at the same time that he exercises the faculties of his pupils, ought to\\nimpart the greatest amount of valuable knowledge and he should always be\\nabove the temptation of keeping a pupil in a lower department of study, be-\\ncause he himself does not understand the higher or, on the other hand, of pre-\\nmaturely carrying his pupil into a higher department, because of liis own igno-\\nrance of the lower. Suppose a bright boy, for instance, to be studying arithmetic\\nand geography, at school. Now, arithmetic cannot be taught unless it is under-\\n\u00e2\u0080\u00a2stood but, with the help of an atlas, and a text-book whose margin is all covered\\nwith questions, the business of teacliing geography may be set up on a very\\nslender capital of knowledge. And here a teacher who is obhged to be very\\neconomical of his ai-ithmetic, would be tempted to keep his pupil upon all the\\nsmall towns, and tiny rivers, and dots of islands in the geography, in order to\\ndelay him, and gain time, like the ofBcers of those banks whose specie runs\\nlow, who seek to pay off thek creditors in cents, because it takes so long to count\\nthe copper. Every teacher ought to know vastly more than he is required to\\nteach, so that he may be furnished, on every subject, with copious illustration\\nand instructive anecdote and so that the pupils may be disabused of the notion,\\nthey are so apt to acquhe, that they carry all knowledge m their satchels.\\nEvery teacher should be possessed of a faculty at explanation, a tact in dis-\\ncerning and solving difficulties, not to be used too often, for then it would\\nsupersede the effort it should encourage, but when it is used, to be quick and\\nsure as a telescope, brmging distant objects near, and making obscure ones dis-\\ntinct. In the important, but grossly neglected and abused exercise of readmg,\\nfor instance, every new fact, every new idea, is news to the child and, did he\\nfuUy understand it, he would be as eager to learn it, as we are to learn what is\\nnetcs to us. But how, tliink you, should we be vexed, if our news-bringer spoke\\nevery third word in a foreign language or gave us only a Pennsylvania news-\\npaper printed in German, when we wanted to know how their votes stood in an\\nelection for President Whatever words a child does not understand, m his\\nreading lesson, are, to liim, words in a foreign language and they must be trans-\\nlated into his own language before he can take any interest in them. But if,\\ninstead of being translated into his language, they are left unnoticed, or are\\ntranslated into another foreign language still, that is, into other words or phrases\\nof which he is ignorant, then, the child, instead of dehghtful and instructive\\nideas, gets empty words, mere sounds, atmospheric vibrations only. In Dr.\\nJohnson s Dictionary, the word Net-worh is defined to be any thing reticu-\\nlated or decussated, with interstices between the intersections. Now who,\\nignorant of the meaning of the word net-work before, would understand it\\nany better by being told, that it is any thing reticulated or decussated, with\\ninterstices between the intersections Nor would he be much enhghtened if, on\\nlooking further, he found that the same author had given the following defini-\\ntions of the defining words reticulated, \u00e2\u0096\u00a0formed with interstitial vacuities\\ndecussated, intersected at acute angles interstice, space bettoeen one\\nthine/ and another intersection, point where lines cross each other. If this\\nis not, as Milton says, dark with excess of bright, it is, at least, darkness visi-\\nble. A few years since, a geography was published in this State, the preface\\nof which boasted of its adaptation to the capacities of children, and, on the\\nsecond page, there was this definition of the words zenith and nadir zenith\\nand nadir, two Arabic words importing their own signification! A few yeai s\\nsince, an English traveler and book-maker, who called himself Thomas Ashe, Esq.,\\nvisited the Big Bone Licks, in Kentucky, wliere he found the remains of the\\nmammoth, in great abundance, and whence he carried away several wagon-loads\\nof bones. In describing the size of one of the shoulder-blades of that animal, he\\nsays, it was about as large as a hreakfast-tahle A child s mind may be dark\\nand ignorant before, but, under such explanations as these, darkness will coagu-\\nlate, and ignorance be sealed in hermeticaUy. Let a school be so conducted but\\nfor one season, and all life will be abstracted from it and it will become the\\npainful duty of the school committee, at its close to attend a post-mortem ex-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0149.jp2"}, "150": {"fulltext": "242 MR. MANN S LECTURE IN 1838.\\naminatioii of the children, without even the melancholy satisfaction of believing\\nthat science Avill be benefited by the horrors of the dissection.\\nEvery teacher should be competent to some care of the health of his pupils,\\nnot merely for the purpose of regulating the temperatiu-e of the school-room, and,\\nof course, the transition \u00e2\u0096\u00a0which the scholars must undergo, on entermg or leaving\\nit, though this is of no small unportance, but so that, as occasion offers, he\\nmay inculcate a knowledge of some of the leading conditions upon which health\\nand hfe depend. I saw, last year, in the pubMc town school of Northampton,\\nunder the care of Mr. R. M. Hubbard, more than a Inmdred boys, from ten or\\neleven to fiften or sixteen years of age, Avho pointed out the place and gave the\\nname of all the principal bones m their bodies, as well as an anatomist would\\nhave done who explained the physiological processes of the circulation of the\\nblood and the aliiiientation of food, and described the putrefactive action of ar-\\ndent spirits upon the delicate tissues of the stomach. Now such boys have a\\nchance, nay, a certainty, of far longer life and far better health, than they would\\notherwise have and as they grow up, they will be far less easily tempted to\\nemulate either of tlie tlu ee cockney graces, Gin, Swearing, and Tobacco.\\nBut I must pass by other considerations, respecting the growth and invigora-\\ntion of the intellectual faculties, and the classes of subjects upon which they\\nshould be employed. I hasten to the consideration of another topic, incalculably\\nmore important.\\nThe moral faculties increase or decline, strengthen or languish, by the same\\nlaw of exercise. In legislating for men, actions are mainly regarded but in the\\neducation of children, motives are every thing, motives are evee,t thing. All,\\nthis side of the motive, is mere mechanism, and it matters not whether it be\\ndone by the hand, or by a crank. There was profound philosophy in the old\\ntheological notion, that whoever made a league with the devd, in order to gratify\\na passion through liis help, became the devil s property afterward. And so,\\nwhen a teacher stunulates a child to the performance of actions, externally right,\\nby appealing to motives intrinsically wrong, he sells that child mto bondage to\\nthe wrong motive. Some parents, finding a desire of luxurious food a stronger\\nmotive-power in their cliildren than any other, accomphsh every tiling tlu-ougli\\nits means. They hu e them to go to school and learn, to go to church and re-\\nmember the text, and to behave well before company, by a promise of dainties.\\nEvery repetition of this enfeebles the sentiment of duty, through its inaction,\\nwhile it increases the desire for delicacies, by its exercise and as they success-\\nively come into competition afterward, the vu-tue will be found to have become\\nweaker, and the appetite stronger. Such parents touch the wrong pair of\\nnerves, the sensual instead of the moral, the bestial instead of the divine.\\nThese springs of action lie at the very extremes of human nature, one class\\ndown among the brutes, the other up among the seraphmi. When a cliild, so\\neducated, becomes a man, and circumstances make him the trustee or fiduciary\\nof the friendless and unprotected, and he robs the widow and orphan to obtaiii\\nthe means of luxury or voluptuousness, we exclaim, Poor human nature, and\\nare ready to appoitit a Fast when the truth is, he was educated to be a knave\\nunder that very temptation. Were a surgeon to operate upon a human body\\nwith as little knowledge of his subject as this, and whip round liis double-edged\\nknife where the vital parts lie thickest, he would be tried for manslaughter at\\nthe next court, and deserve conviction.\\nTake another example and I instance one of the motive-forces which, for the\\nlast fifty or a hundred years, has been mainly relied on, in our schools, academies,\\nand colleges, as the stunulus to intellectual effort, and which has done more\\nthan every thing else to cause the madness and the profligacy of those political\\nand social rivalries that now convulse the land. Let us take a child who has\\nonly a moderate love of learning, but an inordinate passion for praise and place\\nand we therefore allm-e him to study by the enticements of precedents and ap-\\nplause. If he wiU surpass all his fellows, we advance him to the post, and sig-\\nnahze him with the badges of distinction, and never suffer the siren of flattery\\nto cease the enchantments of her song. If he ever has any compassionate mis-\\ngivings in regard to the effect which his own promotion may have upon his less\\nbrUliant, though not less meritorious fellow-pupUs, then we seek to withdraw his\\nthoughts from this vii tuous channel, and to turn them to the selfish contempla-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0150.jp2"}, "151": {"fulltext": "MR. MANN S LECTURE IN 1838.\\n143\\ntion of Ms own brilliant fortunes in future years if waking conscience erer\\nwhispers in liis eai that that pleasure is dishonorable which gives pain to the\\ninnocent then we dazzle him with the gorgeous vision of triumphal honors and\\napplauduig multitudes and when, in after-Ufe, this victim of false influences\\ndeserts a righteous cause because it is declining, and joins an um-ighteous one\\nbecause it is prospering, and sets his name in history s piUory, to be scoffed and\\njeered at for ages, then we pour out lamentations, in prose and verse, over the\\nmoral suicide And yet, by such a course of education, he was prepared be-\\nforehand, like a skillfully organized machine, to prove a traitor and an apostate\\nat that very conjuncture. No doubt, a college-boy will learn more Greek and\\nLatin if it is generally understood that college-honors are to be mainly awarded\\nfor proficiency in those languages but what care we though a man can speak\\nseven languages, or di eams in Hebrew or Sanscrit, because of their faniiUarity,\\nif he has never learned the language of sympathy for human suffering, and is\\ndeaf when the voice of truth and duty utters then holy mandates We want\\nmen who feel a sentiment, a consciousness, of brotherhood for the whole human\\nrace. We want men who will instruct the ignorant, not delude them who\\nwill succor the weak, not prey upon them. We want men who will fly to the\\nmoral breach when the waters of desolation are pouring in, and who wfll stand\\nthere, and, if need be, die there, applause or no applause. K o doubt, every\\none is bound to take watchful care of that portion of his happiness which right-\\nfully depends upon the good opinion of others but before any teacher attempts\\nto secure the proficiency of his pupUs by inflaming then love of praise and place,\\nought he not to appeal, with earnest and prolonged entreaty, to every higher\\nsentiment and even then, should he fail of arousing a deske for improvement,\\nwould it not be better to abandon a pupil to mediocrity, or even insignificance,\\nthan to insure him the liighest eminence by awakening an unholy ambition in his\\nbosom It is mfinitely better for any nation to support a hospital for fools, than\\nto have a parliament or a congress of knaves.\\nAnd thus it is with aU moral developments. Ignorance may appeal to a\\nwrong motive, and thus give inordinate strength to an inferior sentiment, wliile\\nhonestly in quest of a right action. For a few times, perhaps even for a few\\nyears, the appeal may be successful but, by-and-by, the inferior sentiment, or\\npropensity, will gain predominance, and usurp the throne, and rule by virtue of\\nits own might.\\nSo, too, a train of circumstances may be prepared, or a system of government\\nadopted, designed by their author for good, yet productive of a venomous brood\\nof feelings. Suppose a teacher attempts to secure obedience by fear, instead of\\nlove, but still lacks the energy or the talent requisite for success. Forthwith,\\nand from the necessity of the case, there are two hostile parties in that school,\\nthe teacher Avith his government to maintain, the pupils with then various and\\never-springing desires to gratify, in defiance of that government. Wot only will\\nthere be revolts and mutinies, revolutions and counter-revolutions m such a\\nschool, but, what is infinitely worse, because of its meanness and baseness, there\\nwill be generated a moral pestilence of deception and trickery. The boldest\\nspirits, those akeady too bold and fool-hardy, will break out into open rebell-\\nion, and thus begin to quaUfy themselves to become, in after-Ufe, violators and\\ncontemners of the laws of society wliile those who are akeady prone to con-\\ncealment and perfidy, will sharpen their wits for deception they will pretend\\nto be saying or doing one thing when saying or doing another they will sever\\nthe connection between tongue and heart; they will make the eyes, the face,\\nand all the organs that contribute to the natural language behe the thoughts\\nand, in fine, will turn the whole body into an instrument of dissimulation. Such\\ncMdi-en, under such management, are every day preparing to become, not men\\nof frankness, of ingenuousness, of a beautiful transparency of disposition, but\\nsappers and miners of character, men accomphshing all their ends by strata-\\ngem and ambush, and as full of guile as the first serpent. Who of us has not\\nseen some individual so secretive and guileful as to be impervious to second-\\nsight, or even to the boasted vision of animal magnetism I cannot but believe\\nthat most of those hateful specimens of dupUcity, I might rather say, of tripli-\\ncity, or multipUcity, which we sometimes encounter in society, had their origin\\nin the attempts made in early life to evade commands injudiciously given, or not", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0151.jp2"}, "152": {"fulltext": "J 4.4 MR. MANN S LECTURE IN 1838.\\nenforced when given. If any thing pertaining to the education of childi en de-\\nmands discretion, prudence, wisdom, it is the commands which we impose upon\\nthem. In no case ought a command ever to be issued to a child without a moral\\ncertainty either that it will be voluntarily obeyed, or, if resisted, that it can be\\nenforced because disobedience to superiors, who stand at first in the place of\\nthe child s conscience, prejjares the way for disobedience to conscience itself,\\nwhen that faculty is developed. Hence the necessity of discriminating, as a\\npreliminary, between what a cliUd will do, or can be made to do, and the con-\\ntrary. Hence, when disobedience is apprehended, the issue should be tried\\nrather on a case of prohibition than of injunction, because a child can be deterred\\nwhen he cannot be compelled. Hence, also, the necessity of discriminating be-\\ntween what a child has the moral power to do, and what it is in vain to expect\\nfrom him. Take a child who has been brought^up luxmiously, indulgently, self-\\nishly, and command him, hi the first instance, to incur some great sacrifice for a\\nmere stranger, or for some object wliich he neither understands nor values, and\\ndisobedience is as certain as long days ia the middle of June I mean the dis-\\nobedience of the spirit, for fear, perhaps, may secure the performance of the out-\\nward act. Such a child knows nothuig of the impulsions of conscience, of the\\njoyful emotions that leap up ia the hearf after the performance of a generous\\ndeed and it is as absurd to put such a weight of self-denial upon his benevo-\\nlence, the first time, as it would be to put a camel s load upon his shoulders.\\nSuch a chUd is deeply diseased. He is a moral paralytic. In regard to all\\nbenevolent exertion and sacrifice, he is as weak as an infant and he can be re-\\ncovered and strengthened to virtuous resolutions only by degrees. What should\\nwe think of a physician, who, the first time his patient emerged from a sick\\nchamber, pallid, emaciated, tottering, should prescribe a match at wrestling,\\nor the running of races Yet this would be only a parallel to the mode in\\nwhich selfish or vicious children are often treated nay, some persons prepare or\\nselect the most difficult cases, cases requiring great generosity or moral intre-\\npidity, by which to break new beginners into the work of benevolence or duty.\\nIf, by a bad education, a child has lost all generous affections (for no child is\\nborn without them) if he never shares his books or divides his luxuries with his\\nplaymates if he liides his playthings at the approach of liis little visitors if his\\neye never kindles at the recital of a magnanimous deed, of course I mean one\\nthe magnanimity of which he can comprehend, then he can be won back to\\nkindness and justice only by laborious processes, and in ahnost imperceptible\\ndegrees. In every conversation before such children, generosity and self-denial\\nshould be spoken of with a fervor of admiration and a glow of sympathy. Stories\\nshould be told or read before them, in which the principal actors are signalized\\nby some of the quaUties they delight in (always provided that no element of\\nevil mingles with them) and when their attachments are firmly fastened upon\\nhero or heroine, then the social, amiable, and elevated sentiments which are\\ndeficient in the cliildren themselves, should be developed in the actors or charac-\\nters whom they have been led to admhe. A chdd may be led to admire quali-\\nties on account of theh relationships and associations, Avhen he would be indif-\\nferent to them if presented separately. If a child is selfish, the occasion for kind\\nacts should be prepared, where all the accompaniments are agreeable. As the\\nsentiment of benevolence gains tone and strength, and begins to reaUze some of\\nthose exquisite gratifications which God, by its very constitution, has annexed to\\nits exercise, then let the collateral inducements be weakened, and the experi-\\nments assume more of the positive character of virtue. In this way, a child so\\nselfish and envious as to be grieved even at the enjoyment of others, may be\\nwon, at last, to seek for dehght in offices of humanity and self-sacrifice. There\\nis always an avenue through which a child s mind can be reached the failures\\ncome from our want of perseverance and sagacity in seeking it. We must treat\\nmoral more as we treat physical distempers. Week after week the mother sits\\nby the sick-bed, and welcomes fasting and vigils her watchfulness surrounds\\nher child, and with all the means and apphances that wealth or life can com-\\nmand, she strives to bar up every avenue through which death can approach\\nhim. Did mothers care as much for the virtues and moral habits as for the\\nhealth and hfe of their offspring, would they not be as patient, as hopeful, and", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0152.jp2"}, "153": {"fulltext": "ME. MANN S LECTURE IN 1838. I45\\nas long-suffering in administering antidote and remedy to a child who is morally,\\nas to one who is physically, diseased\\nIs it not in the way above described, after a slowly brightening twilight of\\nweeks, perhaps of months, that the ocuhst, at last, lets in the Ught of the merid-\\nian sun upon the couched eye Is it not ia this way, that the convalescent of\\na fevered bed advances, from a measured pittance of the weakest nutrition, to\\nthat audacious health which spurns at all restraints upon appetite, whether as to\\nquantity or quahty For these healings of the diseased eye or body, we de-\\nmand tlie professional skill and science of men, educated and trained to the work\\nnay, if any impostor or empkic wantonly tampers with eye or life, the injured\\nparty accuses liim, the officers of the law arrest him, the jurors upon their oaths\\nconvict liim, the judges pass sentence, and the sheriff executes the mandates of\\nthe law while parties, officers, jurors, judges, and sheriffs, with one consent,\\nemploy teachers to direct and train the godlike faculties of their children, who\\nnever had one hour of special study, who never received one lesson of special\\ninstruction, to fit them for then- momentous duties.\\nK, then, the business of education, in all its departments, be so responsible if\\nthere be such habihty to excite and strengthen any one faculty of the opening\\nmind, instead of its antagonist if there be such danger of promoting animal and\\nselfish propensities into command over social and moral sentiments if it be so\\neasy for an unskillful hand to adjust opportunity to temptation in such a way\\nthat the exposed are almost certain to fall if it be a work of such delicacy and\\ndifficulty to reclaim those who have wandered if, in fine, one, not deeply con-\\nversant with the human soul, with all its various faculties and propensities, and\\nwith all the circumstances and objects which naturally excite them to activity,\\nis in incomparably greater danger of touching the wrong spring of action, than\\none unacquainted with music is of toucliing the wrong key or cliord of the moat\\ncomphcated musical instrument, then, ought not every one of those who are\\ninstalled into the sacred office of teacher, to be a workman who needeth not to\\nbe ashamed Surely, they should laiow, beforehand, how to touch the right\\nspring, with the right pressure, at the right time.\\nThere is a terrible disease that sometunes afflicts individuals, by wliich all the\\nmuscles of the body seem to be unfastened from the volitions of the mind, and\\nthen, after being promiscuously transposed, to be refastened so that a wrong\\npair of muscles is attached to every vohtion. In such a case, the afflicted patient\\nnever does the thing he intends to do. If he would walk forward, his will starts\\nthe wrong pair of muscles, and he walks backward. When he would extend his\\nright arm to shake hands with you, in salutation, he starts the wrong pair of\\nmuscles, thrusts out his left, and slaps or punches you. Precisely so is it with\\nthe teacher who knows not what faculties of his pupils to exercise, and by what\\nobjects, motives, or processes, they can be brought into activity. He is the will\\nof the school they are the body which that wiU moves and, thi ough ignorance,\\nhe is perjDetually applying his will to the wrong points. What wonder, then, if,\\nsjjending day after day in pulhng at the wrong pahs of muscles, the teacher in-\\nvolves the school in inextricable disorder and confusion, and, at last, comes to the\\nconviction that they were never made to go right\\nBut, says an objector, can any man ever attain to such knowledge that he can\\ntouch as he should this harp of thousand strings Perhaps not, I reply but\\nask, m my turn, Cannot every man know better than he now does Cannot\\nsomething be done to make good teachers better, and incompetent ones less in-\\ncompetent Cannot sometiiuig be done to promote the progi-ess and to dimin-\\nish the dangers of aU our schools Cannot something be done to increase the\\nintelligence of those female teachers, to whose hands ova: children are committed,\\nin the earliest and most impressible periods of childhood and thus, in the end,\\nto increase the intelligence of mothers, for every mother is ex officio a member\\nof the College of Teachers Cannot something be done, by study, by discus-\\nsion, by practical observation, and especially by the institution of Normal\\nSchools, which shall diffuse both the art and the science of teaching more\\nwidely through our community, than they have ever yet been diffused\\nMy friends, you cannot go for any considerable distance in any du-ection, within\\nthe limits of our beloved Commonwealth, without passing one of those edifices\\nprofessedly erected for the education of our children. Though rarely an archi-\\nJ", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0153.jp2"}, "154": {"fulltext": "146\\nMB. MANN S LECTURE IN 1838.\\ntectural ornament, yet, always, they are a moral beauty, to the land in -whicli\\nwe dwell. Enter with me, tor a moment, into one of these important, though\\nlowly mansions. Sm vey those thickly seated benches, Before us are clustered\\nthe children of to-day, the men of to-morrow, the immortals of eternity What\\ncostly works of art what splendid galleries of sculjDture or of painting, won by\\na nation s arms, or purchased by a nation s wealth, are comparable in value to\\nthe treasures we have in these childi-en? How many living and palpitating\\nnerves come down from parents and friends, and center in their young hearts l\\nand, as they shall advance in life, other living and palpitating nerves, which no\\nman can number, shall go out from their bosoms to twine roimd other hearts, and\\nto feel their throbs of pleasure or of pain, of rapture or of agony How many\\nfortunes of others shall be linked with their fortunes, and shall share an equal\\nfate. As yet, to the hearts of these young beings, crime has not brought in its\\nretinue of fears, nor disappointment its sorrows. Their joys are joys, and their\\nhopes more real than our reaUties and, as visions of the futm-e burst upon their\\nimaginations, their eye kindles, like the young eagle s at the morning sunbeam.\\nGrouping these children into separate cu-cles, and looking forward, for but a few\\nshort years, to the fortunes that await them, shall we predict their destiny, in\\nthe terrific language of the poet\\nTUese shall the fury passions tear\\nThe vultures of the mmd,\\nDisdainful Anger, pallid Fear,\\nAnd Shame that skullis behind.\\nAmbition this shall tempt to rise,\\nThen whirl the wretch from high,\\nTo bitter Scorn a sacrifice,\\nAnd grummg Infamy.\\nThe stings of Falsehood, those shall try,\\nAnd hard uiikindness alter d eye\\nThat mocks the tear it forced to flow\\nAnd keen Remorse, with blood defiled,\\nAnd moody Madness, laughing wild,\\nAmid severest woe\\nor, concentrating our whole souls into one resolve, ^highvand prophetically\\nstrong, that our duty to these diildren shall h^: don shall we proclaim, in the\\nblessed language of the Savior; It is not the will of, voue Father which\\nIS IN HEAVEN, THAT ONE OF THESE LITTLE ONES SHOUlt) PH^ISH.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0154.jp2"}, "155": {"fulltext": "AN ADDRESS*\\nBT\\nEDWARD EVERETT, GOVERNOR OF MASSACHUSETTS,\\nAT THE OPENING OP THE NORMAL SCHOOL AT BARRE, SEPTEMBER 5, 1839.\\nWe are assembled to take a suitable public notice of the opening of an in-\\nstitution in this place, destined, as we hope, to exercise a salutary influence on\\nthe cause of common school education. The visitors of the institution have\\nthought it expedient that a public explanation should be made, at this time, of\\nits nature and objects, and of the hopes and expectations with which it is\\nfounded and they have requested me, on their behalf, to appear before you for\\nthis purpose. I have compiled with their request cheerfully. My official con-\\nnection with the Board of Education, which, under the authority of the Legisla-\\nture, has established the school, and the deep personal interest I take in the\\nresult of this experiment for the improvement of popular education in the com-\\nmonwealth, (convinced as I am that the time has come when it is incumbent\\non the people of Massachusetts to do more than has yet been done for the im-\\nprovement of their common schools,) are the motives which have led me, at\\nconsiderable personal inconvenience, to undertake the duty which has been\\nassigned to me on this occasion.\\nThe institution which is now opened in this pleasant and prosperous village,\\nis devoted to the education of teachers of common schools, and is called a\\nNormal School. The name normal is derived from a Latin word, which signi-\\nfies a rule, standard, or law. Schools of this character were called Normal\\nSchools, on their establishment in France, either because they were designed to\\nserve in themselves as the model or rule by which other schools should be\\norganized and instructed, or because their object was to teach the rules and\\nmethods of instructing and governing a school. This name has been adopted\\nto designate the schools for teachers established in Massachusetts, because it is\\nalready in use to denote similar institutions in Europe because it applies ex-\\nclusively to schools of this kind, and prevents their being confounded with any\\nothers; and because it is short, and of convenient use. It has been already\\nadopted in England and in our sister states, in writing and speaking of institu-\\ntions for the education of teachers.\\nSchools of this kind are of comparatively recent date. In 1748, a private\\nschool for teachers was established by the Rev. John Julius Hecker, a minister\\nof the gospel at Berlin, and chief counselor of the consistory of that place. A\\ndocument cited by M. Cousin, in his celebrated report on the subject of public\\ninstruction in Prussia, speaks of Hecker as the first individual who undertook\\nto train young men for the art of teaching. This little institution was founded\\nat a very critical period in the history of Prussia, and even of Europe in fact,\\nit was an era of mighty movement throughout the world. Frederic II., com-\\nmonly, and by a somewhat questionable title, called the Great, was projecting\\nthe plans of aggrandizement by which he aimed to raise Prussia, before his\\ntime a secondary state, to the rank of a leading power in Europe. It would\\nhave been happy for his subjects and mankind if all his measures had been as\\nwise or as innocent as those which he adopted for the improvement of educa-\\ntion. He seems early to have comprehended the importance of the systematic\\neducation of teachers and in the year 1754, the private school, established\\nunder the auspices of Mr. Hecker, was raised to the rank of a royal primary\\nschool for the education of schoolmasters and parish clerks. It was directed,\\nby a royal ordinance of that year, that all schoolmasters and parish clerks,\\nwhose places were ia the gift of the crown, should be appointed from this insti-\\ntution. It is probable that at the same time funds were appropriated by the\\ngovernment for its support.\\nCopied by permission from Orations and Speeches on various occasions, by Edward\\nEverett. 2 vols. Boston Charles C. Little andJames Brown. 1850.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0155.jp2"}, "156": {"fulltext": "148 GOV. EVERETT S ADDRESS AT BARRE.\\nScarcely, however, was this beginning made in the systematic education of\\nteachers, when the dreadful Seven Years war came on a war which spread\\nfrom our western wilderness, where it broke out, to the bounds of the civilized\\nworld, and the remotest European settlements in India. Frederic was the hero\\nof this war on the continent of Europe. He conducted it with a perseverance,\\nskill and resolution, which astonished mankind, and came out of it with an ex-\\nhausted treasury, shattered health, and a wasted kingdom. The Normal School\\nat Berlin, in common with all the other institutions of the country, languished\\nunder the pressure of the times. It remained, with the exception of a few incon-\\nsiderable establishments of the same character in the city of Berlin, the only\\ninstitution for the education of teachers, and was, of course, wholly inadequate\\nto the wants of the kingdom. In 1770, a fund of four thousand dollars annu-\\nally was appropriated by Frederic for the general improvement of the Prussian\\nschools, and it was expended in raising the salaries of teachers. A considera-\\nble impulse was given to the cause of education by this endowment but I do\\nnot find any further notice of the progress of Normal Schools during the residue\\nof his reign.\\nShortly after his death, the French Revolution began and in the disastrous\\nwars and convulsions to which it gave rise, the various states of Germany, and\\nnone more so than Prussia, were trampled to the dust. The etfects were felt\\nin all their institutions but, as often happens in human affairs, the moment of\\nextremest depression is the moment of commencing regeneration. The Prus-\\nsian monarchy, broken by the fatal battle of Jena, in 1806, seemed on the verge\\nof dissolution, and to owe a precarious existence to the clemency of Napoleon.\\nAt this gloomy period, it occurred to some noble minds to attempt the restora-\\ntion of affairs by a strong appeal to the popular mind, and by awakening a\\npowerful sentiment of patriotism. Every thing was resorted to which could\\npromote this end. The clergy were appealed to the high schools and univer-\\nsities were agitated a secret association, rnider the name of the Union of Virtue,\\n(Tugendbund,) was formed throughout the country; the ancient German cos-\\ntume was revived; a jealousy of foreigners inculcated and, as an important\\ninstrument toward the end in view, the attention of the government was, in\\n1809, again particularly turned to the subject of education of teachers. In 18]0,\\nthe Normal School at Berlin was re-organized; but before the result could be\\nseen, the great and final struggle of the northern powers of Europe with Napo-\\nleon look place. The conflict was for the independence or subjection, the life\\nor death, of nations. The entire population rose as a man at the call of the\\ngovernments; the universities and academies sent their young men, scarce able\\nto bear the weight of a musket, to the war; and it terminated in the overthrow\\nof the invader.\\nFrom that moment, every thing in Germany seemed animated with new life.\\nPrussia, in particular, with the establishment of a general peace, bent all the\\npower of the monarchy upon national education, as the great safeguard of na-\\ntional independence. The Normal School of Berlin was transferred to Potsdam,\\nas a situation more retired and favorable for its objects. Similar schools were\\nproposed throughout the kingdom, and in other parts of Germany and in the\\nyear 1819, the subject of education was referred to a separate department of the\\ngovernment, under a minister of state exclusively devoted to its administration.\\nThe present organization of the Prussian system of education dates from this\\nperiod, and by the provisions of an ordinance of the government of the same\\nyear, a royal Normal School is established in each of the tisn provinces of the\\nkingdom, as an essential part of the system. From these seminaries, with the\\naid derived from various local establishments of the same character, teachers\\nthoroughly trained in the art of instruction are furnished for all the public\\nschools of Prussia. The same process has been going on contemporaneously\\nin Saxony, in Bavaria, in Wirtemberg, in Baden, and other German states.\\nThe example early spread to France, and more recently to Holland. One or\\ntwo institutions of a private character have, it is believed, been established in\\nEngland for the formation of teachers and it has been proposed at the present\\nsession of parliament, by a committee of the privy council of the realm, to found\\na central Normal School in the city of London.*\\nSince the delivery of this address, this and other similar projects have gone into highly suc-\\ncessful operation in England, under the auspices of the committee of the privy council for edu\\ncation.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0156.jp2"}, "157": {"fulltext": "GOV, EVERETT S ADDRESS AT BARRE. 149\\nThe attention of the friends of education in several of the states of the Union\\nhas for some time been turned to this subject. In New York, some provision\\nhas been made by the Legislature for training teachers at the incoiporated acad-\\nemies of the state. In some of our own respectable academies, the qualifying\\nof teachers of both sexes has been particularly attended to, and these establish-\\nments, in point of fact, have served as the nurseries from which many of our\\nschools have been furnished with instructors. In addition to what has been\\ndone in this way, an institution, amply endowed by private liberality, has ex-\\nisted for some time at Andover, expressly devoted to the education of instruct-\\nors. Many respectable teachers have, it is believed, been formed at this school.\\nThe subject of special provision by public authority for the education of\\nteachers has at many different times, within the last few years, been considered\\nby the committees of education of the two branches of the Legislature. Their\\nestablishment has been strongly urged in the reports which, from time to time,\\nhave emanated from this source. Among those who have recommended such\\na provision with the greatest zeal and intelligence, it would be unjust not to\\nmention the name of a citizen of this county, (Mr. Carter, of Lancaster,) who,\\nboth in a separate publication and in ofhcial reports as a member of both\\nbranches of the Legislature, has rendered distinguished service in this way.\\nIn the first report of the Board of Education, at the beginning of the year\\n1838, the attention of the Legislature was invited to this subject. In the course\\nof the ensuing session, the secretary of the board was authorized by a friend of\\neducation, whose name was not communicated to the public,* to inform the\\nLegislature that ten thousand dollars would be furnished by him whenever the\\nsame sum should be appropriated from the public treasury, to be expended\\nunder the direction of the Board of Education in qualifying teachers for the\\ncommon schools of Massachusetts. This offer was promptly accepted by the\\nLegislature, and the requisite appropriation made.\\nThe steps taken by the Board of Education, in discharge of the important\\ntrust thus devolved upon them, are minutely set forth in their second annual\\nreport, which was made to the Legislature at the commencement of the last ses-\\nsion. It will be suflicient to observe, on the present occasion, that after delib-\\nerate and anxious reflection, and a careful comparison of the claims of various\\nplaces- proposed, in different parts of the commonwealth, Lexington, in Middle-\\nsex county, and Barre, in Worcester county, have been selected as the sites of\\ntwo of the Normal Schools. A confident expectation is entertained that a third\\nmay shortly be established in some other part of the state.t\\nThese institutions are, of course, to some extent experimental. They are so\\nof necessity. The funds provided for their support, with all the subsidiary aid\\nwhich can reasonably be expected from the friends of education in the neigh-\\nborhood of the schools, although highly creditable to the generous spirit by\\nwhich they are furnished, are quite inadequate to the endowment of permanent\\nestablishments. For reasons set forth in the report to which I have alluded, it\\nwas thought proper not to stake the result of the whole trial on one school but\\nto afford to different parts of the commonwealth an opportunity of judging for\\nthemselves. It was further considered that three years is the shortest period\\nwhich would authorize any safe conclusion as to the operation of the system.\\nIt will readily be perceived that when the funds to be disposed of are divided\\namong three schools, and distributed over three years, it becomes necessary to\\nadopt the most frugal scale of expenditure not inconsistent with the object to be\\nattained. Our situation in this respect is widely different from that of foreign\\ncountries, where ample funds for objects of this kind are appropriated by wealthy\\ngovernments; Avhere buildings, apparatus, libraries, and the maintenance of\\npupils, are provided for by permanent dotations and as many instructors are\\nsupported as are deemed necessary for the fullest development of the system.\\nThe narrowness of the means from which the experiment of our Normal\\nSchools is undertaken may (though we trust it will not) defeat its success. We\\nhope that so much good will manifeslly be done Avithin the range of our re-\\nsources, that the Legislature will be disposed, and private benefactors encour-\\naged, to convert our temporary Normal Schools into permanent foundations for\\nthe qualification of teachers. Still, however, we trust, in justice to all con-\\nThe late Hon. Edmund Dwight.\\n1 Since this address was delivered, a third Normal School has been founded at Bridgewater,\\nand those at Lexington and Barre have been transferred to Newton and Wcstfield.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0157.jp2"}, "158": {"fulltext": "150 GOV. EVERETT S ADDRESS AT BARRE.\\ncemed, that it will be borne in mind, that this experiment is conducted under\\nconsiderable disadvantages, independent of the difficulties incident to the organ-\\nization of every new institution. This consideration, we trust, will secure us\\nthe sympathy and co-operation of the community in which the schools are estab-\\nlished, and of the jDublic at large. It is always of great importance to a youth-\\nful institution, that it should be kindly regarded in the place where it is estab-\\nlished. We trust that the respected principal of this school, and all who may\\nhave a joint care with him in conducting it, and all who resort to it to qualify\\nthemselves as teachers, will enjoy the good will, and be favored with the coun-\\ntenance and kind offices, of the reverend clergy of all denominations, of the indi-\\nviduals of lead and influence in the other professions, and of the citizens\\ngenerally in this part of the commonwealth. While no pains will be spared to\\nmake the school creditable to the community in which it is placed, nothing will\\ndo more to promote its prosperity than the friendly regard of an enlightened\\npublic.\\nThis occasion requires a few remarks on the character and objects of Normal\\nSchools, and the importance of a systematic education of teachers. Much has\\nbeen said and written of late on this subject. Not to mention foreign publica-\\ntions, it is discussed at length in the legislative reports to which I have alluded,\\nand a very valuable essay by Professor Stow-e, on Normal Schools and Teach-\\ners Seminaries, has recently been given to the public. The necessary limits of\\nan address of this kind will require my remarks to be of a very general char-\\nacter.\\nThe office of the teacher, in forming the minds and hearts of the young, and\\ntraining up those who are to take our places in life, is all-important. After all\\nthat has been said, in all ages, on the subject, more than justice has not been,\\nand never can be, done to the theme. With no small part of the children in the\\ncommunity, the intercourse of the teacher with the young is scarcely inferior,\\nin closeness and the length of time for which it is kept up, to that of the pa-\\nrents not at all inferior, in the importance of the objects to be attained by it.\\nAs soon as the child is old enough to be sent to school, the teacher is relied\\nupon to furnish occupation for the opening faculties of the mind, to direct its\\nefforts in the acquisition of the elements of knowledge, and to suggest the first\\ndistinct ideas on some of the most important questions in conduct and morals.\\nThe child is committed to the teacher s hands in the very morning of life, when\\nthe character, still more than the young limbs, is, so to say, still in the gristle.\\nThey have, both limbs and character, acquired some of their proper consistency\\nand power of resistance but to how much of the intellectual and moral frame\\nare not the first impress and shaping to be given at school Is this a light\\nmatter 1 If the teacher was to fashion your child s personal proportions, or to\\nremold his features, with what jealousy would you inquire after his qualifica-\\ntion for that task 1 Is it of less importance how he fashions and molds the\\nfeatures of the mind Is it of small account, whether your child s germinating\\nfaculties to use a proverbial expression, to which no rhetoric can add force\\nshall be nipped in the bud, a bud in which seeds of immortal life and heav-\\nenly intelligence have been curiously wrapped by the Creator 1 The husband-\\nman can tell us if it is a matter of little or no consequence whether you employ\\na skillful or an unskillful person to raise a cro of corn, the growth of a few\\nmonths, under a simple process of culture. And yet so much depends on pro-\\nper management, that from the same seed you may see, in one field, the corn\\ntowering up, vigorous, swelling with life and strength, its broad, healthy leaves\\ncrackling till the farmer thinks he can both hear it and see it grow, the graceful\\ntassel dancing on the summit of the stalk, and dropping its fertilizing powder\\non the silken filaments, which force their way from the top of the husk to receive\\nthe vital principle, and convey it to the ripening ear and perhaps on the other\\nside of the way, in a corner of the sluggard s garden, struggling with rank weeds\\nfor the joint possession of the unenriched soil, you will see, from the same seed,\\na scanty, blighted, sickly crop, yellow as saffron when it ought to be green, and\\nblack when it ought to be yellow, and scarce promising a few meager stalks for\\nthe barn-yard. Whenever I witness such a contrast in the natural world, I ask\\nmyself, with trembling, whether the mind is a principle so much less delicate\\nthan a blade of grass, whether the proper care and culture of the intellect, the\\nraising up and the training up of that unspeakable mystery on earth, a tliinking,\\nreasoning, discoursing, immortal creature, are so inferior in importance, in", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0158.jp2"}, "159": {"fulltext": "GOV. EVERETT S ADDRESS AT BARRE.\\n151\\ndifficulty, and in the amount of the consequences involved, that while we would\\ntriist the tillage of our field, the sowing of our corn, and the gathering of the\\nharvest, only to an expert and a judicious hand, any one may be trusted to\\nkeep our schools and cultivate the minds of our children?\\nThese inquiries scarcely need an answer. Every man s reflection who is\\nable to reason on the subject, every one s observation who has turned his at-\\ntention to it, every one s experience who has had children of his own confided\\nto a succession of teachers, and still more, who, at any time, has himself been\\nengaged in the business of instruction, will satisfy himself that the teacher s duty\\nis important, complicated, and arduous. It is not a mere piece of job-work, to\\nwhich any one may turn his hand, but a professional calling, which requires\\nknowledge, judgment, and experience.\\nThere is scarce such a thing conceivable, as even a solitarj act, consisting\\nof several parts or movements, which does not admit of every degree of excel-\\nlence in the manner and success of the performance. See two men handle an\\nax, in cutting down a tree, one a raw hand, the other a practiced woodman.\\nLook at two persons on horseback, of equal courage and strength, the one for\\nthe first time in his life in the saddle, the other an expert rider. One seems to\\nrealize the fable of the Centaur, as if he were himself a part of the animal on\\nwhich he is moving the other can scarce keep his seat. Let an inexperienced\\nperson go to work with a handsaw or a paint brush or imdertake to conduct a\\npiece of cloth through a power-loom, or to cover a whip-handle with its myste-\\nrious network; and he will be very sure, for several times, to fail. I think\\nthere are few persons in this assembly, except those who may have had con-\\nsiderable practice, who can drive a nail straight into a board, without striking\\ntheir fingers with the hammer. In fact, to hit a nail on the head, simple as\\nthe operation seems, is in reality one of so much nicety, that it has become a\\nproverbial expression for dexterity and skill.\\nWe might cast our eyes over the entire circle of human pursuit, and find new\\nillustrations of the necessity of diligent preparation for every calling and no\\none can seriously suppose that the office of an instructor makes an exception.\\nBut inasmuch as institutions for the education of teachers are as yet hardly\\nknown by name among us, it is a natural question how teachers in oar country\\nhave hitherto been able to prepare themselves for the discharge of their duties.\\nMay not the means which have hitherto proved adequate for the supply of our\\nschools with competent instructors, still suflice for thatpurpose The question\\nis a fair one, and deserves a candid answer.\\nWhoever thinks that we are favored with an ample supply of teachers, as\\nwell qualified as can be wished, needs no furiher answer. Whoever considers\\nthat of the teachers in times past and at the present day in our schools, there\\nare those possessing all degrees of qualification, from veiy high to very low, it\\nwill seem a pertinent inquiry, what their means of preparation have been and\\nsuch an inquirer will probably be of opinion that we need a more systematic\\nand efficient preparation for this purpose.\\nWe must assume, then, first, that natural aptitude goes very far, on the plan\\nhitherto pursued, in deciding the qualification of the teacher. This, under all\\ncircumstances, will be an important element. One man will be a better teacher,\\nwith little or no training or experience, than some others, who pass their lives\\nin the business. This, however, is equally the case in every pursuit or calling.\\nin law, physic, and divinity, in trade, manufactures, and farming, and is never\\nthought to supersede the necessity of education. Some remain inefficient and\\nincapable afier every imaginable advantage others, with slender opportunities,\\nbound, as it were, at a single leap, to the front rank. I have seen a person,\\nwho, from his infancy, never knew a want who passed from the arms of a\\ncareful nurse into the care of the best of teachers; who enjoyed, from the first,\\nevery conceivable aid and encouragement, (except the most efficient of all, the\\nspur of necessity,) the best of masters, the best of books in abundance, and\\nsteady schooling, and, at the close of his school education, grossly ignorant in\\nevery branch of knowledge while another, of the same age, educated under the\\nstern discipline of necessity, with limited means, the ordinary chance of in-\\nstructors, the old books which his father wore out before him, and attendance at\\nschool far from steady, has advanced from one branch to another, mastering\\neach as he goes, with a keen relish for learning, and an ever-craving appetite\\nfor new truth. Whatever may be the calling of these two men, one is destined", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0159.jp2"}, "160": {"fulltext": "252 COV. EVERETT S ADDRESS AT BARRE.\\nto eminence, the other to failure. Should circumstances call them to the in-\\nstructor s desk, it is quite evident that he who has learned little will have slill\\nless to teach, while the other will be very likely to exhibit the same facility in\\nthe communication as in the acquisition of knowledge.\\nIn the next place, the teacher s fitness, at the present day, depends very much\\non the kind of instruction which he received himself while at school. If he was\\nso fortunate as to be taught by a sound, accurate, and judicious instructor, he\\nwill be not unlikely to exhibit that character himself A good degree of the\\nschool-keeping capacity, and I may say, also, incapacity, are traceable to this\\nsource. Our schools are under a kind of traditionary discipline. To a consid-\\nerable extent they are kept by young men and women, who make a pretty ra-\\npid transition from the pupil s bench to the master s and mistress s chair.\\nUnless they possess strong, original minds, which are not very common,\\nthere is not much likelihood that they will rise above the standard of the schools\\nwhere they were themselves taught. If these were very good, they will be more\\napt to fall below it. Mediocrity is much more apt to be propagated than ex-\\ncellence. If a teacher of average capacity keep the school for a few years, he\\nwill not be likely to make any improvements, and will do very well if he hands\\nit over to his successor as good as he found it. When this state of things pre-\\nvails in a community for a long course of years, we behold the painful spectacle\\nof schools in the rear of every thing else. There is progress in every thing\\nelse, but the schools are stationary, and even degenerating. I have heard judi-\\ncious observers express the doubt, whether the average of our district schools,\\nat the present day, are better than they were thirty years ago. If the remark is\\njusi, it is a state of things not very creditable to the commonwealth. To keep\\npace with the general progress of Improvement, they ought to be much better.\\nWe should be ashamed to be quoted hereafter, as a proof that there is a law in\\nthe intellectual and moral, like that which has been observed in the natural\\nworld, with respect to many of the products of the earth that the fruit which\\nis borne on the graft runs out with the original stock. Good husbandry requires\\nthat attention should be constantly given to the discovery of improved methods,\\nand the introduction of new varieties raised from the seed. Tradition is closely\\nallied to degeneracy.\\nWhere the teacher engages in his pursuit for life, a new source of qualifica-\\ntion presents itself of great value; I mean experience. He qualifies himself.\\nBut such teachers are not found, I presume, in many of our common schools.\\nThey rise to higher stations. Besides this, it may happen, when Experience is\\nthe teacher, as with teachers of other kinds, the pupil is by no means sure to\\nexcel his master. Self-instruction is not always improving. It depends on the\\ncharacter of a man s mind, how much advantage he derives from experience.\\nThe experience of one man is clear and decisive. He commits an error, per-\\nceives it, and henceforward avoids it. He is struck with the advantage of some\\nprocedure or method, traces that advantage to its principle, builds a rule upon\\nit, and enlarges or amends his practice to the end of life. The experience of\\nother men yields them no such fruit. It is vague and irresolute. They live and\\nact, but have no experience, properly so called. Proceeding without steady\\nprinciples of conduct, without the intelligence or the moral aptitude to profit by\\ntheir mistakes, the working of one day counteracts that of another. It is only\\nwhere order, the first law of earth, as well as Heaven, presides, that day unto\\nday uttereth speech, and night unto night showeth forth knowledge. Without\\nthis guide of conduct, experience may perplex instead of directing. The mis-\\ntake of to-day produces the mistake of to-morrow and life is exhausted in half-\\nfinished experiments and constantly-repeated blunders, so that whether a man s\\nexperience profit him depends upon whether it is good experience, which may\\nbe either successful experience, or unsuccessful experience wisely heeded and\\nit may often happen that the recorded experience of another more judicious\\nmind will in reality guide a man better than his own.\\nThe recorded experience of others, then, that is, books, is another means\\nby which the teacher at present qualifies himself for his calling. Unquestiona-\\nbly, the conscientious instructor may derive the greatest advantages from the\\ncareful study of judicious publications on the subject of his pursuit. The num-\\nber of these is greatly multiplied of late years. It is a branch of literature com-\\nparatively of recent growth; and without doing injustice to the works of the\\npatriarchs in this science, of Plato and of Cicero to the writings of Ascham,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0160.jp2"}, "161": {"fulltext": "GOV. EVERETT S ADDRESS AT BARRE. I53\\nof Milton, of Locke, I am inclined to think that, for practical views, what has\\nbeen written within the last tifly years exceeds, both in amonnt and value, all\\nthat had before been given to the world on the subject of education. As far as\\nmy acquaintance with the subject extends, the works of Miss Edgeworth are\\nentitled to the credit of having first promulgated, in the English language at\\nleast, sound and judicious views as to the whole business of education. A per-\\nson thoroughly possessed of every thing in her works, would have but little to\\nlearn, as to general principles, (with one exception.) from other sources.\\nThere are, however, many things, of course, in her publications, not applicable\\nto the condition of things in this country and on one all-important topic, the\\nsubject of religious instruction, there is a deeply to be lamented deficiency.\\nFor the practical purposes oi the American teacher, some good works, have\\nappeared in our own countiy, of which that of Mr. Jacob Abbott appears to me\\ndecidedly the best, No person can peruse it without gaining new conceptions\\nof the importance of the teacher s duty, and practical hints as to the best method\\nof discharging it. Whether a perusal of it will not, in most cases, leave on the\\nreader s mind a painful impression as to the imperfection of our schools, in con-\\ndition and management, is a question which each must answer for himself\\nProm the various useful works on the business of instruction, the faithful\\nteacher will, under all circumstances, flerive great benefit. But neither in this\\nnor any other calling, will the solitary study of books effect all that is to be de-\\nsired, to say nothing of the objection to this and all the other sources of self-\\ninstruction, which arises from the condition of the schools, while the master is\\nendeavoring to improve himself Those of our children may do well who have\\nthe advantage of his teaching, after he has qualified himself by experience in\\noffice and the study of good books but what is to become of those who are to\\nget their education while this process is going on, and before it has proceeded\\nto any valuable extent 1 As a general remark, perhaps it would not be unjust\\nto say, that most of our teachers retire from that pursuit about the time they\\nbecome well qualified to carry it on to the greatest advantage.\\nWe are thus brought to the necessity of some specific preliminary preparation\\nfor the office of teacher a preparation which shall fit him in some degree be-\\nforehand for his duties. To afford this preparation, is the precise object of a\\nNormal School. Nothing is farther from my purpose than to set up the preten-\\nsion that there can be no well-qualified teacher without such a school but that\\ngreat advantages may be expected from a regular plan of instruction, in semi-\\nnaries devoted to this object a plan of instruction to come in aid of all the\\nother means of improvement, on which the faithful teacher must now exclu-\\nsively depend. To afford this instruction, is the object of the Normal Schools\\nnow established in the commonwealth. It is impossible that it should be so\\nthorough and comprehensive, as the theory of a perfect institution of the kind\\nrequires. There are no funds applicable to the expense of such an establish-\\nment; and our young men and women .could not generally afford the time re-\\nquisite for a very long course of preparation, because the majority of our districts\\ndo not require, and would not support, teachers who, having been at great ex-\\npense of time and money in fitting themselves for their calling, would need a\\nproportionate compensation. We suppose that many of those who resort to\\nthese institutions, will, at present, be able only to pass but a part of one year in\\nthe enjoyment of their advantages but while provision is made for the shortest\\nperiod for which any individual could reasonably wish to be received, a thorough\\ncourse of instruction will also be arranged for those who desire to devote a\\nlonger time to their preparation as teachers.\\nSuch a course of instruction will obviously consist of the following parts\\n1. A careful review of the branches of knowledge required to be taught in\\nour common schools it being, of course, the first requisite of a teacher that he\\nshould himself know well that which he is to aid others in learning. Such an\\nacquaintance with these branches of knowledge is much less common than may\\nbe generally supposed. The remark may sound paradoxical, but I believe it\\nwill bear examination, when I say, that a teacher thoroughly versed in those\\nbranches of knowledge only which are taught in our common schools, is as\\ndifficult to find as a first-rate lawyer, divine, or physician, statesman, man of\\nbusiness, or farmer. A good schoolmaster should be able to read and speak the\\nEnglish language with propriety, ease, and grace and this can not be done with-\\nout a thorough knowledge of its grammar. He should possess, at the same", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0161.jp2"}, "162": {"fulltext": "154 GOV. EVERETT S ADDRESS AT BARRE.\\ntime, a clear, shapely, and rapid hand-writing, and be well versed in the ele-\\nmental principles and operations of numbers. Without going beyond these\\nthree branches, best designated by the good old-fashioned names of reading,\\nwriting, and arithmetic. -I venture to say that a man who possesses them\\nthoroughly is as rare as one of corresponding eminence in any of the learned\\nprofessions. And yet the law requires such masters for our district schools.\\nWhat says the statute 1 In every town containing fifty families or house-\\nholders, there shall be kept, in each year, at the charge of the town, by a teacher\\nor teachers of competent abilities and good morals, a school for the instruction\\nof children in orthography, reading, writing, English grammar, geography, arith-\\nmetic, and good behavior.\\nHow few, even of those considered men of education, are thoroughly versed\\neven in the branches required by law in our common schools How much\\nfewer who know them as a teacher should know them for a teacher ought to\\nknow of every thing much more than the learner can be expected to acquire.\\nThe teacher must know things in a masterly way, curiously, nicely, and in\\ntheir reasons.\\nThe great mistake in monitorial instruction is, that it supposes that the mo-\\nment the bare knowledge of a fact in its naked form is attained, it qualifies a\\nperson to teach it to others. The teacher must see the truth under all its\\naspects, with its antecedents and consequents, or he can not present it in just\\nthat shape in which the young mind can apprehend it. He must, as he holds\\nthe diamond up to the sun, turn its facets round and round, till the pupil catches\\nits luster. It is not an uncommon thing to hear it said of a grown person that\\nhe is too learned to teach children that he knows too much, is too far in ad-\\nvance of their minds, to perceive their difiiculties. I imagine the trouble gen-\\nerally to be of the opposite character. The man of learning either never\\nunderstood the matter thoroughl} or he has forgotten what he once knew. He\\nhas retained enough of his school learning for the particular calling of life he\\nhas chosen; but he has not retained a clear recollection of the elemental truths\\nwhich it is necessary the learner should comprehend. If in this state of things\\nhe can not comprehend the schoolboy s difficulty, it is not his superior wisdom,\\nbut his ignorance, which is at fault. These remarks apply particularly to the\\nscience of numbers, over which most of our children pass languishing days and\\nweeks, vainly striving to master a hard sum or a hard rule, which they\\nfinally give up in despair, or of which they content themselves with some false\\nexplanation, from pure want of capacity on the part of the teacher. A child of\\neight or nine years of age, at one of our district schools, had run through the\\nchief rules of arithmetic, as it used to be taught, doing all the sums, and setting\\nthem down in his ciphering book, M^thout the slightest comprehension of the\\nreason of any one of the operations. At last, after going for a second or third\\ntime through the rule of decimals, he, for the first time, caught a glimpse of the\\nreal nature of a decimal fraction, of which he had been wholly ignorant before,\\nand which, in his simplicity, he thought a discovery of his own. It was not till\\nsome time afterward that he found out that mankind had for a great while been\\naware that a decimal is the numerator of a fraction whose denominator is a unit\\nwith as many ciphers as the numerator has places. The first object of instruc-\\ntion in a Normal School is, as far as possible, in the space of time assigned to\\nits instructions, to go over the circle of branches required to be taught, and see\\nthat the future teacher is thoroughly and minutely versed in them.\\n2. The second part of instruction in a Normal School is the art of teaching.\\nTo know the matter to be taught, and to know it thoroughly, are of themselves,\\nthough essential, not all that is required. There is a peculiar art of teaching.\\nThe details of this branch are inexhaustible, but it is hoped that the most im-\\nportant principles may be brought within such a compass as to afibrd material\\nbenefit to those who pass even the shortest time at these institutions. The sub-\\nject should be taken up at its foundation, in those principles of our nature on\\nwhich education depends the laws which control the faculties of the youthful\\nmind in the pursuit and attainment of truth; and the moral sentiments on the\\npart of teacher and pupil which must be brought into harmonious action. The\\nfuture teacher must be instructed in the most efifectual way of reaching untaught\\nmind\u00e2\u0080\u0094 a process subtile, diflicult, various. The first thing requisite often will\\nbe to ascertain what has to be unlearned, both as to positive errors and bad\\nhabits of mind. The child who has been accustomed to add numbers together", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0162.jp2"}, "163": {"fulltext": "GOV. EVERETT S ADDRESS AT BARRE. Jgg\\nby counting on his fingers, instead of learning a simple addition table by rote\\nat the outset; who has formed to himself a small, ill-looking, and illegible\\nscrawl, under the name of a running hand, without ever having learned to\\nshape the letters in bold and fair proportions or who, under the notion of re-\\nfinements beyond the common standard, has been taught such barbarisms as\\nhe shew me the book, I have began to read it, had I have had time to\\ngo, such a child, I say, comes into the hands of the teacher heavily laden\\nwith a cargo, which it must be the first labor and care to throw overboard.\\nBut the art of teaching is not confined to a correction of the errors, or a re-\\nform of the bad habits, of the mistaught pupil. Where nothing of this kind is\\nto be done, the mind of the learner is still to be guided, aided, and encouraged\\nin its progress. The perfection of the art of teaching consists in hitting the\\nprecise point between that which the studious pupil must do for himself, and\\nthat which the instructor may do with him and for him. It is not enough, in\\nteaching a child to read, to correct with a harsh voice some gross error which\\nhe may make in reading a verse or two in the New Testament or the National\\nReader. The teacher must himself, patiently, kindly, and with a gentle voice,\\nread the passage over repeatedly, and see that the learner understands the\\nmeaning of every word, and of the whole sentence. It is peculiar to arithmetic,\\nthat though there are degrees of readiness in performing its operations, there\\nare no degrees of clearness and certainty in the knowledge of its principles.\\nThe incredible vexation which attends the study of this branch with many\\nchildren, generally arises from the unskillfulness of the teacher, in not taking\\ncare that the learner, as he goes along, understands thoroughly each successive\\nstep. If this be done, the child often years old will know what he knows at all\\nas well as Sir Isaac Newton. Some simple schoolboy muse, in former times,\\nhas recorded its sorrowful experience on this subject in the following plaintive\\nand, in my day, very popular strain\\nMultiplication is vexation,\\nDivision is as bad,\\nThe rule of three doth puzzle me,\\nAnd practice makes me mad.\\nBut if proper care be taken that every step be thoroughly understood before\\nadvancing to the next, multiplication and division will be found as simple as\\naddition or subtraction; while the rule of three and practice have been shown,\\nin the recent and best school books, to be wholly unnecessary, inasmuch as all\\nquestions usually performed by their aid can be more readily performed by sim-\\npler processes.\\nOne thing is certain that though there can be no difierence in the average\\ncapacity of equal numbers of the children in two schools in the same commu-\\nnity, there is often a vast difierence in the average scholarship, after the same\\namount of schooling. To what can the difierence be ascribed, but to the dif-\\nferent degrees of skill on the part of teachers It is not an uncommon thing\\nto find children who, after having been months, and even years, employed either\\non the lower elements or on the higher branches of learning, leave school, at\\nlast, knowing nothing thoroughly, and not much superficially. They can not\\nread with fluency, force, and intelligence, to say nothing of grace and beauty;\\nthey write a poor, unsteady, hieroglyphical hand they have no clear notions\\nof grammatical construction, and are awkward and incorrect in the use of\\nnumbers. Perhaps this is the description of nearly half the children who leave\\nschool in town or country. The little that is learned of Latin and Greek is\\nequally inaccurate and shallow. The fault is commonly laid at the pupil s\\ndoor, especially if he has had what is usually called schooling enough. I think,\\nhowever, generally, that the fault is with the teacher, who is frequently not\\nthoroughly versed himself in what he undertakes to teach more frequently un-\\nskilled in the art of teaching. The astonishing difference sometimes noticed\\nin the progress of the same school under different teachers, in successive sea-\\nsons, shows how much is justly attributable to this cause.\\nBesides the general art of teaching, there are peculiar methods, applicable to\\neach branch of knowledge, which should be unfolded in the instructions of a\\nNormal School; but this is a topic in which my limits do not permit me to en-\\ngage. I hasten to\\n3. The third branch of instruction to be imparted in an institution, which\\nconcerns the important subject of the government of the school, and which", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0163.jp2"}, "164": {"fulltext": "150 GOV. EVERETT S ADDRESS AT BARRE.\\nmight perhaps more justly have been named the first. The best method ot\\ngoverning a school that is, of exercising such a moral influence in it as is most\\nfavorable to the improvement of the pupils will form a very important part of\\nthe course of instruction designed to qualify teachers for their calling. It is\\nthis part of their duty which is probably least considered by themselves or their\\nemployers for the reason, perhaps, that qualification in this respect is least\\ncapable of being estimated by an external standard. But how much is not im-\\nplied in the words to govern a school For several hours in the day, the\\nteacher is to exercise the authority of a parent over fifty or sixty, perhaps over\\nninety or a hundred children. Parents can form an opinion whether this is a\\ntask to be executed without system, without principles, and as a matter of course\\nor whether it is not that in which the youthful teacher will most stand in need\\nof all the preparation which it is possible to acquire. Without the aid of that\\ninstinct of natural affection which fortifies parental authority, he is expected,\\nwith a parent s power, to control alike the docile and the obstinate, the sullen\\nand the gay. While his entire intercourse with his pupils is that of constraint\\nand requisition, he must acquire an absolute control over many a youthful\\nspirit, which has already been irritated by caprice, soured by tyranny, or spoiled\\nby indulgence at home. And he is to do this not by violence and storm, but by\\nwisely threading the maze of that living labyrinth, the affections of the youthful\\nheart. In this department perhaps greater improvement has taken place of late\\nyears than in any other; there has been a general call for moral influence, in-\\nstead of physical power. I do not say that this last should never be resorted to,\\nbut I trust the day is wholly past for that ferocious warfare between master and\\npupil which was once so general, and with no other effect than that of turning\\nthe teacher s office into a hateful tyranny, and the happy season of childhood\\ninto a long martyrdom. Dr. Johnson, in composing a legal argument to be\\nused by another person, puts into his mouth the sentiment, that a school can\\nbe governed only by fear. It would, I think, have been much nearer the truth\\nto say, that a school can be governed only by patient, enlightened. Christian\\nlove, the master principle of our natures. It softens the ferocity of the savage;\\nit melts the felon in his cell. In the management of children it is the great\\nsource of influence and the teacher of youth though his mind be a storehouse\\nof knowledge, is ignorant of the first principles of his art, if he has not em-\\nbraced this as an elemental maxim.\\nBut let it not be thought that these are smooth sa3dngs, and that moral dis-\\ncipline is unattended with difficulty, and preferred by an indolent age for its\\ncomparative ease. The reverse is nearer the truth. To walk the rounds of\\nthe school with a ratan in the hand, to be bestowed as liberally on the thought-\\nless exuberance of youthful spirits, on the restlessness of the little urchin un-\\nused to his confinement, and on the mistakes of mere inadvertence or absolute\\nignorance, as on hardened perversity and resolute disobedience, is a much\\neasier task than to graduate each of these cases on the scale of moral demerit,\\nand to treat them accordingly. It is related of the late Dr. Bowditch, that he\\nvery early manifested that skill in numbers which afterward raised him to the\\nlevel of tire first mathematicians of the day. While quite a child at school, he\\nperformed a difficult sum in arithmetic with astonishing readiness. His school-\\nmaster was at once so ignorant of the mode of governing a school, and had so\\nlittle acquainted himself with the powers of his pupil s mind, that he thought it\\nimpossible the task should have been performed without assistance, and asked\\nwho had helped him. On being told by young Bowditch that he had done it\\nhimself, the coarse tyrant severely chastised him for falsehood a treatment\\nwell calculated to subvert the entire moral frame of a sensitive lad, but much\\nmore simple than it would have been for an understanding such as this master\\npossessed to enter into a careful analysis of the capacities of his forward pupil.\\nThe instruction of the Normal School will therefore dwell on the government\\nof youth as of paramount importance; as that part of the teacher s duty which\\ndemands the rarest union of qualities, which most tries the temper, and I will\\nadd, when faithfully and judiciously performed, is most important in its results.\\nGive me the child whose heart has embraced without violence the gentle lore\\nof obedience, in whom the sprightliness of youth has not encroached on defer-\\nence for authority, and I would rather have him for my son, though at the age\\nof twelve he should have his alphabet to learn, than be compelled to struggle\\nwith the caprice of a self-willed, obstinate youth, whose bosom has become a", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0164.jp2"}, "165": {"fulltext": "GOV. EVERETT S ADDRESS AT BARRE. i^ij\\nviper s nest of the unamiable passions, although in early attainments he may\\nbe the wonder of the day.\\nThere are many other topics connected with the teacher s duty, on which it\\nmay be expected that instruction will be afforded in the Normal School.\\nAmong these is the all-important subject of direct instruction in morals and re-\\nligion, the relations of teachers and parents, of teachers and the higher school\\nauthorities, and the duties of teachers to each other and to the community, and\\nof the community to them, as the members of a respectable profession. I am\\nnecessarily prevented by the limits of the occasion from entering upon any of\\nthese subjects.\\n4. In the last place, it is to be observed, that in aid of all the instruction and\\nexercises Mithin the limits of the Normal School, properly so called, there is to\\nbe established a common or district school, as a school of practice, in which,\\nunder the direction of the principal of the Normal School, the young teacher\\nmay have the benefit of actual exercise in the business of instruction. This, of\\ncourse, is a very interesting portion of the system but I am obliged to dismiss\\nit with this simple mention.\\nSuch then, briefly, are the nature and objects of a Normal School, and such\\nthe manner in which it proposes to qualify teachers. We do not expect that it\\nA?ill work miracles we shall be satisfied if it does good and of this only we\\nfeel a reasonable degree of confidence, that no young man or young woman\\ncan pass even three months in the institution without leaving it better qualified\\nfor the business of instruction. We trust the result will be such as eventually\\nto contribute to the improvement of our schools. We have spared no pains,\\nwith the means at our command, to secure in advance the confidence of an en-\\nlightened public. The talent, the services, and the distinguished character of\\nthe gentlemen to whom the schools already founded have been intrusted, are a\\npledge to the commimity of what may be expected from their labors in tliis\\ncause. Among the fundamental principles laid down by the Board of Educa-\\ntion for the government of the Normal Schools, it has been provided that a por-\\ntion of Scripture shall be daily read and it is their devout hope that a fervent\\nspirit of prayer, pervading the heart of both principal and pupils, may draw\\ndown the Divine blessing on their pursuits.\\nI can not forbear, sir,* to express to you, on this occasion, the deep sense\\nwhich is felt by the Board of Education of the importance of the trust wltich\\nthey have confided to your hands. I have the pleasure to assure you, that all\\ntheir proceedings in reference to the school, and your own connection with it,\\nhave been entirely imanimous, and that a large measure of confidence is re-\\nposed both in your ability and disposition to fulfil their expectations. The re-\\nputation which you bring to this place, acquired by a long course of faithful\\nlabor in a highly responsible station elsewhere, (Bowdoin College,) is a suffi-\\ncient guaranty to the public of the services which may be expected from you\\nin this new and untried position. On you and the highly respected principal of\\nthe Normal School at Lexington, (Mr. Cyrus Pierce,) it will depend at present,\\nin no small degree, whether institutions of this description shall win the public\\nfavor, and be incorporated into our system of common school education. We\\nare sensible of the deep responsibility which this consideration devolves upon\\nyou, and shall, at all times, extend to you, to the utmost of our power, the support\\nand encouragement you may need. Should this effort succeed to improve our\\nschools by the increased qualifications of our teachers, you will have the satis-\\nfaction of being the first in our country to engage in an enterprise of the most\\neminent usefulness. Ages may pass away before an opportunity will present\\nitself of working greater good than will be effected by those in this generation,\\nwho shall lay the foundations of decided improvements in popular education.\\nWe commend you, sir, to the support of this enlightened community, and the\\ncare of a watchful Providence.\\nTo you, my young friends of either sex, who have entered yourselves as\\npupils of the Normal School, we would say that the eyes of the friends of edu-\\ncation, in all parts of the commonwealth, will be anxiously fixed upon you, and\\nthose who, with you, may be among the first to take advantage of the means of\\nimprovement which this institution affords. You are about to prepare your-\\nselves, under great advantages, for the important office of instruction. This\\nProfessor S. P. Newman.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0165.jp2"}, "166": {"fulltext": "158 GOV. EVERETT S ADDRESS AT BARRE.\\nmomentous trust, which hitherto, almost without exception, in this country, has\\nbeen assumed without specific preparation, will be approached by you, after\\nhaving had its principles carefully unfolded to you, with some opportunity of\\nputting them to practice, in the model school, which will form a part of ihe in-\\nstitution. When you shall engage in the business of instruction, the community\\nwill reasonably expect of you that you should exhibit unusual fitness for the\\nwork. Let this thought engage you to enter upon your studies with redoubled\\nzeal. A failure on your part to meet the public expectation, will have an inju-\\nrious etTect, for some time, on this attempt to improve the qualifications of\\nteachers, in institutions expressly devoted to that object. On the oiher hand,\\nyour spirit and devotion to the object you are pursuing, and your visible im-\\nprovement in the noble skill of aiding in the development of mind and the for-\\nmation of character, while they will put you upon the path of acknowledged\\nusefulness and prosperity, will contribute essentially to the permanent adoption\\nof Normal Schools, as a part of the Massachusetts system of public education.\\nMay a higher motive than human approbation animate your conduct, and the\\nDivine blessing crown your studies with success.\\nPermit me, fellow-citizens and friends, in bringing this address to a close, to\\ncongratulate you on the establishment, in the bosom of this community, of an\\ninstitution, destined, we trust, to be an instrument of great good. We place it\\nunder the protection of an intelligent public. Its organization is simple its\\naction will be wholly free from parade and display its fruits, we trust, will be\\nseen in raising the standard of common school education. This object, we\\nconfess, we regard as one of paramount importance, second to no other not\\nimmediately connected with the spiritual concerns of man. If there be any\\npersons to whom the words common schools and common school educa-\\ntion convey an idea of disparagement and insignificance, such persons are\\nignorant, not merely of the true character of our political system, but of the na-\\nture of man. I certainly intend nothing derogatory to our higher seminaries of\\neducation, in town or in country. They are recognized by the constitution of\\nthe state. It is made the duty of all magistrates to encourage and promote\\nthem, and they are justly strong in the public favor. But whether we consider\\nthe numbers who enjoy their benefit, the relative importance to the state of an\\nentire well-educated population, and of the services of those who receive the\\nadvantages of an education at the higher seminaries, taken in connection with\\nthe fact that a liberal education may be had elsewhere, but that a common\\nschool education must be bad at home or not at all, no rational man, as it seems\\nto me, can fail to perceive the superior importance of the common schools.\\nThey give the keys of knowledge to the mass of the people. The child learns\\nmore by his fourth year, than the philosopher at any subsequent period of his\\nlife he learns to affix an intelligible sign to every outward object and inward\\nemotion, by a gentle impulse imparted from his lips to the air. In like manner,\\nI think it may with truth be said, that the branches of knowledge taught in our\\ncommon schools, when taught in a finished, masterly manner, reading, in\\nwhich I include the spelling of our language, a firm, sightly, legible hand-\\nwriting, and the elemental rules of arithmetic, are of greater value than all the\\nrest which is taught at school. I am far from saying that nothing else can be\\ntaught at our district schools; but the young person who brings these from\\nschool can himself, in his winter evenings, range over the entire field of useful\\nknowledge. Our common schools are important in the same way as the com-\\nmon air, the common sunshine, the common rain, invaluable for their common-\\nness. They are the corner-stone of that municipal organization which is the\\ncharacteristic feature of our social system they are the fountain of that wide-\\nspread intelligence, which, like a moral life, pervades the country they are the\\nnursery of that inquiring spirit to which we are indebted for the preservation of\\nthe blessings of an inquiring, Protestant, spiritual faith. Established as they\\nwere by special legislation in the infancy of the colony, while they are kept up\\nand supported with a liberality corresponding with the growth of the country,\\nno serious evil can befall us. Whatsoever other calamities, external or internal,\\nmay overtake us, while the schools are supported, they will furnish a perennial\\nprinciple of restoration. With her three thousand district schools, supported at\\nthe public expense, nothing but the irreversible decree of Omnipotence can\\nbring the beaming forehead of Massachusetts to the dust. Vicissitudes may\\nblight the foliage, but there will be vigor in the trunk, and life at the root.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0166.jp2"}, "167": {"fulltext": "GOV. EVERETT S ADDRESS AT BARRE. igg\\nTalent will constantly spring up on her barren hill-sides, and in her secluded\\nvales, and find an avenue, through her schools, to the broad theatre of life,\\nwhere great affairs are conducted by able men. Other states may exceed her\\nin fertility of soil, but the skillful labor of her free citizens will clothe her plains\\nwith plenty. Other states may greatly outnumber her, but her ingenuity will\\npeople her shady glens and babbling waterfalls with half-reasoning engines,\\nwhich will accomplish the work of toiling myriads. Other states will far sur-*\\npass her in geographical domain but the government of cultivated mind is as\\nboundless as the universe. Wheresoever on the surface of the globe, and in the\\nlong line of coming ages, there is a reasonable being, there is a legitimate sub-\\niect of mental influence. From the humblest village school, there may go forth\\na teacher who, like Newton, shall bind his temples with the stars of .Orion s\\nbelt, with Herschel, light up his cell with the beams of belbre undiscovered\\nplanets, with Franklin, grasp the lightning. Columbus, fortified with a few\\nsound geographical principles, was, on the deck of his crazy caravel, more truly\\nthe monarch of Castile and Arragon, than Ferdinand and Isabella, enthroned\\nbeneath the golden vaults of the conquered Alhambra. And Robinson, with\\nthe simple training of a rural pastor in England, when he knelt on the shore of\\nDelft Haven, and sent his little flock upon their gospel errantry beyond the\\nworld of waters, exercised an influence over the destinies of the civilized world\\nwhich will last to the end of time.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0167.jp2"}, "168": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0168.jp2"}, "169": {"fulltext": "REMAEKS\\nAT THE DEDICATION OF THE STATE NORMAL SCHOOL-HOUSE\\nAT BRIDGEWATER.\\nAugzi^t 19, 1846.\\nThe completion of a new edifice to accommodate the State Normal\\nSchool at Bridgewater was signalized by appropriate exercises, on the 19th\\nof August, 1846. Addresses were made during the day by His Excellency,\\nGovernor Briggs, Hon. William G. Bates, of Westfield, Amasa Walker, Esq.,\\nof Brookfield, at the church, and in the new school-room. After these\\naddresses the company partook of a collation in the Town Hall, on which\\noccasion the health of the Secretary of the Board of Education was given\\nby the president of the day, and received by the company with enthusiastic\\napplause. To this sentiment Mr. Mann responded as follows, as reported\\nin the Boston Mercantile Journal.\\nMr. President Among all the lights and shado-ws that have ever crossed my\\npath, this day s radiance is the brightest. Two years ago, I would have been\\nwilling to compromise for ten years work, as hard as any I had ever performed,\\nto have been insured that, at the end of that period, I should see what our eyes\\nthis day behold. We now witness the completion of a new and beautiful Nor-\\nmal School-house for the State N ormal School at Bridgewater. One fortnight\\nfrom to-morrow, another house, as beautiful as this, is to be dedicated at West-\\nfield, for the State Normal School at that place. West Newton was already\\nprovided for by private munificence. Each Normal School then will occupy a\\nhouse, neat, commodious, and well adapted to its wants; and the Principals of\\nthe schools will be relieved from the annoyance of keeping a Normal School m\\nan aJ-Normal house.\\nI shall not even advert to the painful causes which have hastened this most\\ndesirable consummation, since what was meant for evil has resulted m so much\\ngood. Let me, however, say to you, as the moral of this result, that it strengthens\\nin my own mind what I have always felt and I hope it will strengthen, or cre-\\nate, in aU your minds, a repugnance to that sickly and cowardly sentiment of the\\npoet, which made him long\\nFor a lodge in some vast wilderness.\\nSome boundless contiguity of sbade,\\nWhere rumor of oppression and deceit,\\nOf unsuccessful or successful wars.\\nMight never reach him more.\\nThere is oppression in the world which almost crushes the life out of humanity.\\nThere is deceit, which not only ensnares the unwary, but almost abolishes the\\nsecurity, and confidence, and dehght, wliich rational and social beings ought to\\nenjoy in theu* intercourse with each other. There are wai s, and the question\\nwhether they are right or wrong tortures the good man a thousand times more\\nthan any successes or defeats of either belligerent. But the feehng which springs\\nup spontaneously in my nimd, and which I hope springs up spontaneously in\\nyour minds, my friends, in view of the errors, and calamities, and iniquities of\\nthe race, is, not to flee from the Avorld, but to remain in it not to hie away to\\nforest sohtudes or hermit cells, but to confront selfishness, and wickedness, and\\nignorance, at whatever personal peril, and to subdue and extirpate them, or to die\\nin the attempt. Had it not been for a feeling hke this among your friends, and\\nthe friends of the sacred cause of education in which you have enhsted, you well\\nknow that the Normal Schools of Massachusetts would have been put down, and\\nthat tills day never would have shone to gladden our liearts and to reward our\\nK", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0169.jp2"}, "170": {"fulltext": "IQ2 *tR- MANN S REMARKS AT BRIDGE WATER.\\ntoils and sacrifices. Let no man who knows not what has been suffered, what\\nhas been borne and forborne, to bring to pass the present event, accuse me of an.\\nextravagance of joy.\\nMr. President, I consider this event as marking an era in the progress of edu-\\ncation, which, as we all know, is the progress of civilization, on this western\\ncontinent and throughout the world. It is the completion of the first Normal\\nSchool-house ever erected in Massachusetts, in the Union, in this hemisphere.\\nIt belongs to that class of events which may happen once, but are incapable of\\nbeing repeated.\\nI believe Normal Schools to be a new instrumentahty in the advancement of\\nthe race. I behave that, without them. Free Schools themselves would be\\nshorn of their strength and theh healing power, and wotdd at length become\\nmere charity schools, and thus die out in fact and in form. Neither the art of\\nprinting, nor the trial by jury, nor a free press, nor free suffrage, can long exist,\\nto any beneficial and salutary purpose, without schools for the training of teach-\\ners for, if the character and qualifications of teachers be allowed to degenerate,\\nthe Free Schools will become pauper schools, and the pauper schools will pro-\\nduce pauper souls, and the free press will become a false and licentious press,\\nand ignorant voters will become venal voters, and thi ough the medium and\\nguise of republican forms, an oligarchy of profligate and flagitious men will gov-\\nern the land nay, the universal diffusion and ultimate triumph of all-glorious\\nChristianity itself must await the tune when knowledge shaU. be diffused among\\nmen through the instrumentality of good schools. Coiled up in this institution^\\nas in a spring, there is a vigor whose uncoiling may wheel the spheres.\\nBut this occasion brings to mind the past history of these schools, not less than\\nit awakens our hopes and convinces our judgment respecting their future success.\\nI hold, sir, in my hand, a paper, which contains the origin, the source, the\\npunctum saliens, of the Normal Schools of Massachusetts. [Here Mr. Mann read\\na note from the Hon. Edmund Dwight, dated March 10th, 1838, authorizmg him,\\nMr. Mann, to say to the Legislature, that the siim of ten thousand dollars would\\nbe given by an individual for the prej)aratioa of teachers of Common Schools,\\nprovided the Legislature would give an equal sum. The reading was received\\nwith great applause.]\\nIt will be observed, resumed Mr. Mann, that this note refers to a conversation\\nheld on the evening previous to its date. The time, the spot, the words of that\\nconversation can never be erased from my soul. This day, triumphant over the\\npast, ausi^icious for the future, then rose to my sight. By the auroral hght of\\nhope, I saw company after company go forth from the bosom of these institutions,\\nUke angel ministers, to spread abroad, over waste spiritual reahns, the power of\\nknowledge and the dehghts of virtue. Thank God, the enemies who have since\\nI isen up to oppose and malign us, did not cast then* hideous shadows across that\\nbeautiful scene.\\nThe proposition made to the Legislature was accepted, almost without oppo-\\nsition, in both branches; and on the tliird day of July, 1839, the first Normal\\nSchool, consisting of only three pupils, was opened at Lexington, under the care\\nof a gentleman who now sits before me, Mr. Cyi us Pierce, of Nantucket, then\\nof island, but now of continental fame.\\n[This called forth gi-eat cheeviug, and Mr. Mann said he should sit down to give Mr. Pierce an\\noppoj tunity to respond. Mr. Pierce arose under great embarrassment; starting at the sound of\\nhis name, and half doubting whether the eloquent Secretary had not intended to name some\\nother person. He soon recovered, however, and in a very happy maimer extricated himself from\\nthe fix in which the Secretary had placed him. He spoke of his children, the pupils of the\\nfirst Normal School, and of the honorable competition which ought to exist between the several\\nschools and to the surprise, as well as regret, of all who heard him, he spoke of being admon-\\nished by infirmities which he could not mistake, that it was time for him to retire from the pro-\\nfession. The audience felt as if, for once in his life, this excellent teacher had threatened to do\\nwrong. He then told an amusing anecdote of a professor who retained his olBce too long, and\\nwas toasted by the students in the words of Dr. Watts,\u00e2\u0080\u0094 The Rev. Dr. Hush, my babe,\\nlie still and slumber. And then he sat down amidst the sincere plaudits of the company, who\\nseemed to think he was not so plaguy old as he wished to appear.]\\nI say, said Mr. Mann, on resuming, that, though the average number of Mr.\\nPierce s school is now from sixty to eighty and though this school, at the pres-\\nent term, consists of one hundred pupUs, yet the first term of the first scliool\\nopened with three pupils only. The truth is, though it may seem a paradox to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0170.jp2"}, "171": {"fulltext": "MR. MANN S REMARKS AT BRIDGEWATER. Ig3\\njgay so, the Norman Schools had to come to prepare a way for themselves, and to\\nshow, by practical demonstration, what they were able to accomplish. Like\\nChi istianity itself, had they waited till the world at large called for them, or was\\nready to receive them, they would never have come.\\nIn September, 1839, two other Normal Schools were established one at Barre,\\nin the county of Worcester, since removed to Westfield, in the county of Hamp-\\nden and the other at this place, whose only removal has been a constant mov-\\ning onward and upward, to higher and higher degrees of prosperity and use-\\nfulness.\\nIn tracing down the history of these schools to the present time, I prefer to\\nbring into view, rather the agencies that have helped, than the obstacles which\\nhave opposed them.\\nI say, then, that I believe Massachusetts to have been the only State in the\\nUnion where Normal Schools could have been established or where, if estab-\\nlished, they would have been allowed to continue. At the time they were\\nestablished, five or six thousand teachers were annually engaged in our Common\\nSchools and probably nearly as many more were looking forward to the same\\noccupation. These incumbents and expectants, together with their families and\\ncircles of relatives and acquaintances, would probably have constituted the\\ngreater portion of active influence on school affairs in the State and had they,\\nas a body, yielded to the invidious appeals that were made to them by a few\\nagents and emissaries of evil, they might have extinguished the Normal Schools,\\nas a whirlwind puts out a taper. I honor the great body of Common School\\nteachers in Massachusetts for the magnanimity they have displayed on this sub-\\nject. I know that many of them have said, almost in so many words, and, what\\nis nobler, they have acted as they have said We are conscious of our defi-\\nciencies we are grateful for any means that will supply them, nay, we are\\nready to retire from our places when better teachers can be found to fill them.\\nWe derive, it is true, om- daily bread from school-keeping, but it is better that\\nour bodies should be pinched with hunger than that the souls of children should\\nstaiwe for want of mental nourishment and we should be unworthy of the husks\\nwhich the swine do eat, if we could prefer om- own emolument or comfort to the\\nintellectual and moral cultm e of the rising generation. We give you om- hand\\nand our heart for the glorious work of improving the schools of Massachusetts,\\nAvhile we scorn tlie baseness of the men who woidd appeal to our love of gain,\\nor of ease, to seduce us from the path of duty. This statement does no more\\nthan justice to the noble conduct of the great body of teachers in Massachusetts.\\nTo be sure, there always have been some who have opposed the Normal Schools,\\nand who wUl, probably, continue to oppose them as long as they live, lest they\\nthemselves should be superseded by a class of competent teachers. These are\\nthey who would arrest education wliere it is because they cannot keep up with\\nit, or overtake it m its onward progress. But the wheels of education are rolling\\non, and they who wiD. not go with them must go under them.\\nThe Normal Schools were supposed by some to stand in an antagonistic rela-\\ntion to academies and select schools and some teachers of academies and select\\nschools have opposed them. They declare that they can make as good teachers\\nas Normal Schools can. But, sh, academies and select schools have existed in\\nthis State, in great numbers, for more than half a century. A generation of\\nschool-teachers does not last, at the extent, more than three or four years so\\nthat a dozen generations of teachers have passed thi-ough our PubUc Schools\\nwithin the last fifty years. Now, if the academies and high schools can supply\\nan adequate number of school-teachers, why have they not done it We have\\nwaited half a century for them. Let them not complain of us, because we are\\nunw illin g to wait half a century more. Academies are good in their place\\ncolleges are good in their place. Both have done invaluable service to the cause\\nof education. The standard of intelligence is vastly higher now than it would\\nhave been without their aid but they have not provided a sufficiency of com-\\npetent teachers and if they perform their appropriate duties hereafter, as they\\nhave done heretofore, they cannot supply them and I cannot forbear, Mr. Presi-\\ndent, to express my firm conviction, that if the work is to be left in their hands,\\nwe never can have a supply of competent teachers for our Common Schools,\\nwithout a perpetual Pentecost of miraculous endowments.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0171.jp2"}, "172": {"fulltext": "2g4 MR. MANN S REMARKS AT BRIDGEWATER,\\nBut if any teacher of an academy had a right to be jealous of the Normal\\nSchools, it was a gentleman now before me, who, at the time when the Bridge-\\nv/ater Normal School came into his town, and planted itself by the path which\\nled to his door, and offered to teach gratuitously such of the young men and\\nwomen attending his school, as had proposed to become teachers of Common\\nSchools, instead of opposing it, acted with a high and magnanimous regard to\\nthe great interests of humanity. So far from opposing, he gave his voice, his\\nvote, and his purse, for the establishment of the school, whose benefits, you, my\\nyoung friends, have since enjoyed. (Great applause.) Don t applaud yet, said\\nMr. Mann, for I have better things to tell of him than this. In the winter ses-\\nsion of the Legislatm-e of 1840, it is well known that a powerful attack was\\nmade, in the House of Representatives, upon the Board of Education, the Nor-\\nmal Schools, and all the improvements wliich had then been commenced, and\\nAvhich have since produced such beneficent and abundant fruits. It was pro-\\nposed to abolish the Board of Education, and to go back to the condition of things\\nin 1837. It was proposed to abolish the Normal Schools, and to throw back with\\nindignity, into the hands of Mr. Dwight, the money he had given for their support.\\nThat attack combined all the elements of opposition which selfishness and\\nintolerance had created, whether latent or patent. It availed itself of the\\nargument of expense. It appealed invidiously to the pride of teachers. It\\nmenaced Prussian despotism as the natural consequence of imitating Prussia in\\npreparing teachers for schools. It fomented political partisanship. It mvoked\\nreligious bigotry. It united them all into one phalanx, animated by various\\nmotives, but intent upon a single object. The gentleman to whom I have re-\\nferred was then a member of the House of Representatives, and Chairman of the\\nCommittee on Education, and he, in company with Mi*. Thomas A. Greene, of\\nNew Bedford, made a minority report, and during the debate which followed,\\nhe defended the Board of Education so ably, and vindicated the necessity of\\nNormal Schools and other improvements so convincingly, that their adversaries\\nwere foiled, and these institutions were saved. The gentleman to whom I refer\\nis the Hon. John A. Shaw, now Superintendent of schools in New Orleans.\\n[Prolonged cheers and the pause made by Mr. Mann, aflforded an opportunity to Mr. Shaw,\\nin his modest and unpretending manner, to disclaim the active and efficient agency which he hiid\\nhad in rescuing the Normal Schools from destruction before they had had an opportunity to\\ncommend themselves to the public by their works; but all this only increased the animation of\\nthe company, who appeared never before to have had a chance to pay off any portion of their\\ndebt of gratitude. After silence was restored, Mr. Shaw said that every passing year enforced\\nupon him the lesson of the importance and value of experience in school-keeping. Long as he\\nhad taught, he felt himself improved by the teachings of observation and practice and he must\\ntherefore express his joy and gratitude at the establishment and the prosperity of the school at\\nthat place, whatever might be the personal consequences to himself.]\\nNor, continued Mr. Mann, is this the only instance of noble and generous con-\\nduct which we are bound tliis day to acknowledge. I see before me a gentle-\\nman who, though occupying a station in the educational world far above any of\\nthe calamities or the vicissitudes that can befall the Common Schools, though,\\npecuniarily considered, it is a matter of entire indifference to him whether the\\nCommon Schools flourish or decline, yet, from the beginning, and especially in\\nthe crisis to which I have just adverted, came to our rescue, and gave all his\\ninfluence, as a citizen and as a teacher, to the promotion of our cause and whom\\nthose who may resort hither, from year to year, so long as this building shall\\nstand, will have occasion to remember, not only with warm emotions of the\\nheart, but, during the wintry season of the year, with warm sensations of the\\nbody also.* I refer to Mr. Geo. B. Emerson.\\n[Mr. Emerson was now warmly cheered, until he rose, and in a heartfelt address of a few mo-\\nments, expressed his interest in the school, and in the cause of education, which he begged the\\nyoung teachers not to consider as limited to this imperfect stage of our being.]\\nThese, said Mr. Mann, are some of the incidents of our early history. The late\\nevents which have resulted in the generous donations of individuals, and in the\\npatronage of the Legislature, for the erection of tliis, and another edifice at West-\\nfield, ae a residence and a home for the Normal Schools, these events, I shall\\nMr. Emerson has furnished, at his own expense, the furnace by which the new school-house\\nis lo be warmed.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0172.jp2"}, "173": {"fulltext": "MR. MANN S REMARKS AT BRIDGEWATER.\\n165\\nconsult my own feelings, and perhaps I may add, the dignity and forbearance\\nwhich belong to a day of triumph, in passing by without remark.\\n[This pai-t of the history, however, was not allowed to be lost. As soon as the Secretary had\\ntaken his seat, the Rev. Mr. Waterston, who had been instrumental in getting up the subscrip-\\ntion to erect the two school-houses, arose, and eloquently completed the history. He stated, in\\nbrief, that the idea of providing suitable buildings for the Normal Schools originated ynth some\\nthirty or forty friends of popular education, who, without distinction of sect or party, had met, in\\nBoston, in the winter of 1844-5, to express their sympathy with Mr. Mann in the vexatious con-\\nflict which he had so successfully mamtained and who desired, in some suitable way, to express\\ntheir approbation of his course in the conduct of the great and difficult work of reforming our\\nCk)mmon Schools. At this meeting, it was at first proposed to bestow upon Mr. Mann some\\ntoken evincive of the personal and public regard of its members but, at a subsequent meeting,\\nit was suggested that it would be far more grateful and acceptable to him to furnish some sub-\\nstantial and efiicient aid in carrying forward the great work in which he had engaged, and in\\nremoving those obstacles and hinderances both to his own success and to the progress of the\\ncause, which nothing but an expenditure of money could effect. No way seemed so well\\nadapted to this purpose as the placing of the Normal Schools upon a firm and lasting basis, by\\nfm-nishing them with suitable and permanent buildings; and the persons present thereupon\\npledged themselves to furnish $5000, and to ask the Legislatiu e to furnish a like sum for this im-\\nportant pui-pose. The grant was cheerfully made by the Legislature, whose good-will has since\\nbeen further expressed by a liberal grant, to meet the expenses of those temporary Normal\\nSchools, called Teachers Institutes. Mr. Mann, who had not yet taken his seat, then continued\\nas follows\\nI have, my young friends, former and present pupUs of the school, but a single\\nword more to say to you on this occasion. It is a word of caution and admoni-\\ntion. You have enjoyed, or are enjoying, advantages superior to most of those\\nengaged in our Common Schools. Never pride yourselves upon these advan-\\ntages. Think of them often, but always as motives to greater diligence and\\nexertion, not as points of superiority. As you go forth, after having enjoyed the\\nbounty of the State, you will probably be subjected to a rigid examination.\\nSubmit to it without complaint. More will sometimes be demanded of you than\\nis reasonable. Bear it meekly, and exhaust yom- time and strength in perform-\\ning your duties, rather than in vindicating yom- rights. Be silent, even when\\nyou are misrepresented. Tm-n aside when opposed, rather than confront oppo-\\nsition with resistance. Bear and forbear, not defending yourselves, so much as\\ntrusting to your works to defend you. Yet, in counseling you thus, I would not\\nbe understood to be a total non-resistant, a perfectly passive, non-elastic sand-\\nbag, in society but I would not have you resist until the blow be aimed, not so\\n^much at you, as, through you, at the sacred cause of human improvement, in\\nwliich you are engaged, a point at which forbearance would be alhed to crime.\\nTo the young ladies who are here teachers and those who are preparing\\nthemselves to become teachers, I would say, that, if there be any human being\\nwhom I ever envied, it is they. As I have seen them go, day after day, and\\nmonth after mouth, with inexhaustible cheerfulness and gentleness, to their ob-\\nscure, unobserved, and I might almost say, unrequited labors, I have thought\\nthat I would rather fill their place, than be one in the proudest triumphal pro-\\ncession that ever received the acclamations of a city, though I myself were the\\ncrowned victor of the ceremonies. May heaven forgive them for the only sin\\nwhich, as I hope, they ever commit, that of tempting me to break the com-\\nmandment, by coveting the blissfulness and purity of their quiet and secluded\\nvirtues.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0173.jp2"}, "174": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0174.jp2"}, "175": {"fulltext": "ADDRESS\\nAT TBB\\nDEDICATION OF THE BRIDGEWATER STATE NORMAL SCHOOL-HOUSE,\\nBY M^ILLIAM G. BATES,\\nAugust IQtJi, 1846.\\nGentlemen of the Board of Education, Teachers, and Friends\\nThe sagacious enactment of the Legislature of 1845, and the enlightened lib-\\nerality of philanthropic individuals, placed at the disposal of the Board of Edu-\\ncation the means of erecting two edifices for the accommodation of the State\\nNormal Schools. One of those edifices is now completed and this day it is to\\nbe set apart to the uses for which it was designed. The occasion has been deemed\\none of sufficient importance to justify a public and joyful commemoration and,\\nat the request of the other members of the Board, and by their appointment,\\nI appear before you, to bear a part in the performances of the day. We\\nhave assembled, then, to dedicate a school-house The executive authority of\\nthis ancient Commonwealth, the Board of Education, the wise and the learned\\nfrom the different sections of the State, and the friends of progressive improve-\\nment in the cause of education, without regard to conventional lines or state\\nboundaries, have convened to rejoice in the dedication of a building which hence-\\nforth is to be appropriated to the education of those who are to instruct the\\nchildren of the State in the rudiments of learning.\\nIs not this, methinks I hear an objector exclaim, a trivial matter Are\\nthere not other and more appropriate occasions of rejoicing Are there not\\nbright days in our national calendai*, events in our history, to fire the soul of song,\\nand to swell the anthem of joy Have you no voice of praise for that recent\\nconsummation wliich has extended our institutions, in peaceful perpetuity, to the\\ndistant shores of the Pacific Give over, then, this inapposite attempt to dig-\\nnify so unimportant an event as that which has called us together this day.\\nEvery nation has its own, its pecuKar days of rejoicing. The buth of a prince,\\nthe accession of a king, the yielding up of a charter, the overtlii-ow of a dynasty,\\nhave swelled the hearts of many an oppressed and suffering people. Our own\\ncountry has even nobler themes than these. But, if it be the object of social lifie\\nto increase our pleasures here if the cultivation of our moral powers is to minis-\\nter to om- enjoyments hereafter if the aim of political institutions is to secure to\\na people the inalienable rights of life, hberty, and the pm suit of happiness, there\\ncan be no more heart-cheering vision than to behold a rich and powerful State\\nsolemnly pledging its wealth and its energies to the promotion of a cause upon\\nwhich all these interests depend. Indeed, of all the events in our historic annals\\nof which orators have discoursed and poets have sung, there is not one, worthy\\nof a lasting commemoration, which is not intimately connected with the cause\\nwhich has convened us to-day. Take, for example, that ever-memorable event,\\nwhich stands out in our history as the brightest and the noblest, since the great\\ntriumph of Columbus, and ask yourselves why we celebrate the anniversary of\\nthe landing of the Pilgrims. Is it that a few adventurers succeeded in establish-\\ning a colony which has been ripened, by subsequent wisdom, into this great empire\\nthat, driven by persecution from their native land, they fled to the soUtude of a\\nnew continent, and converted a refuge from present distress into an asylum for the\\noppressed of every clime The feelings which animated them were nobler than\\nthese, and their plans more enduring. They came hither to found a State All\\ntheir desires and their energies tended to this one object. Danger could not appaJ,\\nsuffering could not deter them from its pursuit. When they left the harbor of\\nDeKt-haven, and while their frail bark staggered under the fearful billows, their\\nbreasts were laboring for the development of those great principles of govern-\\nment which were destined to win for them the gratitude of a world. When\\nthey landed upon the rock of Plymouth, they stood upon the territory of a civ-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0175.jp2"}, "176": {"fulltext": "168\\nDEDICATORY ADDRESS AT BRIDGEWATER.\\nilized state and the sun which woke the fii-st morning of their occupancy, shone\\nupon a regularly organized government.\\nISTor, amid the gloom which enshrouded them, and the dangers which threat-\\nened to ingulf their infant colony, did they falter in the designs wliich had their\\nbirth in suffering. Havmg elicited the great principle of the capability of man\\nfor the duties of self-government, they set forth, at once, to provide the means\\nof demonstrating that capability and, in the midst of a mighty struggle for the\\nvery existence of their colony, they provided by enactment, witliin the first\\nquarter of a century of its existence, for the futiu-e education of its children.\\nThe first provision for public instruction in the colony of Massachusetts Bay,\\nwas passed in the year 1642. Five years after, in 164*7, another act was passed,\\nsecuring, still more effectually, the education of the young; but in the year 1692,\\njust two centuries after the discovery of this continent, the means of diffusing\\nthe light of learning and rehgion, not only throughout that continent, but through-\\nout the world, were provided in the enactments of the Pilgrim Fathers.* Other\\npatriots and other sages, before them, had labored earnestly for the dissemina-\\ntion of intelligence\u00e2\u0080\u0094 and, in the early ages, some of them had fallen martyrs to\\ntheir zeal in this noblest cause\u00e2\u0080\u0094 but it was reserved for the Fathers to in-\\ngraft that great principle on the laws of a country, as a maxim of government,\\nthat all the people of a State should he educated by the State.\\nThis provision is entitled An Act for the settlement and support of ministers\\nand schoolmasters. The Fathers evidently considered Learning to be the\\nhandmaid of Religion, and whUe, in the law, they provided for the former, by\\nmaking it the duty of the magistracy to supply any want of the stated means\\nof grace by the appointment of a suitable pastor at the expense of the neglect-\\nful town, they secm ed the promotion of learning by heavy penalties for each\\ncase of neglect.\\nBut then, as now, there were enlightened men whose zeal and intelligence\\nwere m advance of their age. The act of lY01,f after reciting the former act,\\nproceeds as follows The observance of wliich wholesome and necessary law is\\nshamefully neglected by divers towns, and the penalty thereof not required,\\ntending greatly to the nourishment of ignorance and irreligion, whereof grievous\\ncomplaint is made. It then provides for the redress of these evUs, and enacts\\nthat the penalties for future neglect shall be doubled that every grammar-\\nmaster shall be approved by the minister of the town and the ministers of two\\nadjoining towns, or any two of them that no minister of any to,wn shall perform\\nsuch services, as a teacher, as to discharge the town from the performance of its\\nduties under the act and that justices of the peace, and all grand-jurors, shall\\ndiligently inquire and true presentment make of all breaches and neglect of the\\nsame, that due prosecution may be made against the offenders.\\nNor were they more zealous in providing the means of instruction for the rising\\ngeneration, than they were solicitous as to the characters of the teachers and\\ntheir wisdom, in this respect, far transcends the legislation of modern days. We\\nprovide, in reference to our security in the quahfication of teachers, that they\\nshall be examined by a competent board of judges, and, if not found to be quali-\\nfied, why, then, that their employers shall be under no obligation to pay them\\nfor their services. Under the operation of tliis law, a grossly incompetent teacher,\\nwho has been rejected for the want of proper moral or literary qualifications,\\nmay form the minds and morals of om- children, according to his own standard\\nof character and yet, if his employers are so inclined, he may receive a reward\\nfor his work of evil. But even this safeguard applies only to the public schools.\\nIn our academies, and in the numerous private schools with which, unfortunately,\\ncm- country abounds, there is no legal check ujDon the injury which a bad man\\nmay work upon the minds and hearts of those who, by misjudging parents, may\\nbe committed to his charge. No matter how much he may lack in intelligence\\nor in morals no matter how positively depraved he may be in his sentiments or\\nin his conduct he is, nevertheless, a teacher under the law, or rather in spite of\\nthe law, and may exert a most deleterious influence upon the minds of those\\nwhose education should be under its especial guardianship.\\nNot such were the views of those wise men who have transmitted to us that\\nProvince Laws, c. XIII. p. 245. t Province Laws, c. LXXXIL p. 37L", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0176.jp2"}, "177": {"fulltext": "DEDICATORY ADDRESS AT BRIDGE WATER. JQ9\\nglorious system, under the operation of which the liitherto discordant elements\\nof government have moved on in imbroken harmony. They considered the\\nteacher as the former of the man and that, to secure a virtuous and an intelli-\\ngent community, it was necessary, not only to provide the means of good instruc-\\ntion, but to guard against the influences of bad. Their opinions on this subject\\nwere fully and forcibly expressed in the act of I 12, whicli is kno wn as the\\nReformation Act. Its preamble recites, that, forasmuch as the well edu-\\ncating and instructing of children and youth, m families and schools, are a neces-\\nsary means to propagate religion and good manners, and the conversation and\\nexamjole of heads of famihes and schools having great influence on those under\\ntheir care and government, to an imitation thereof, no person shall presume to\\nset up or keep a school, without the allo wance and approbation of the proper\\nauthority and, the Ia w continues, if any person shall be so hardy as to ofi^end\\nagainst its provisions, he shall forfeit a heavy penalty, to be inflicted as long as\\nbis school shall continue, and as often as he may be prosecuted therefor.\\nSuch were the vie ws and feelings of the Pilgrims. Such were the objects at\\nwhich they aimed, and the means by wliich those objects were sought to be ac-\\ncomplished. And when we consider the wise adaptation of the means to the\\nend, when we contemplate the sure and rapid progress which has marked our\\ncourse as a nation, the more sure, and the more rapid, accordingly as we have\\nadhered to and maintained those principles wliich tJiey established Avho shall\\nsay that the first vision of a free and an independent republic did not break upon\\ntheir sight, while they were tossing upon the ocean in the cabin of the May\\nFlower\\nIf we are correct in the opinion which has been incidentally expressed, and\\nwhich has obtained a general credence throughout the world, that the secm-ity\\nof om- free institutions depends upon the enactment of the provisions for the uni-\\nversal education of the people, at the expense of the State, it surely cannot be\\ninappropriate to the present occasion, nor can the occasion itself be trifling and\\nunimportant, which leads us to consider the manner in which that provision affects\\nthe people in relation to our government. If the consideration subserves no\\nother purpose than to renew om* recollections of those whose stout hands and\\nwhose stouter hearts provided for us this goodly land, it is, at least, but a fitting\\ntribute paid at the call of gratitude. But the consideration may produce a more\\nuseful result and, as Old Mortality, among the tombs of the Covenanters, con-\\nsidered himself as fulfilling a sacred duty, while renewing to tlie eyes of posterity\\nthe decaying emblems of the zeal and sufi^erings of their forefathers, and thereby\\ntrimming, as it were, the beacon-light which was to warn future generations to\\ndefend their religion even unto blood, so we, in the contemplation of this noblest\\nof the monuments of the Pilgrims, may be led to emulate them in their zeal, to\\ncatch the fire of their devotion, and to resolve to hand down to future ages this\\nsplendid memorial of theu- undying fame.\\nThe country from which the Pilgrims fled is a monarchy. In it the three\\nessential modifications of government are arranged with so nice an adaptation to\\nthe liberty of the subject, as to make the British constitution the wonder of the\\nworld. There, is the freedom of the press There, is the trial by jury There,\\nevery man s property is secured to him under the provisions of the law, and\\nevery man s house is his castle. There, the path to Avealth is open to every\\ntraveler, and honors and rewards are ready to be showered upon the successful\\nand the deserving. How sedulously they labor to promote their national pros-\\nperity And, to secure that object, how carefully they watch over the welfare\\nof those who may become their monarchs The birth of a royal infant is an-\\nnoimced as a subject of national congratulation, and the announcement is hailed\\nwith a response of national enthusiasm. The most experienced and celebrated\\nphysicians watch over even its healthful hours, and ladies of ranlv and fortune\\nare proud to be its nm-ses. Learning waits upon and calls forth the development\\nof its intellect, and science strengthens its powers by well-adapted and judicious\\nexercise. Learned treatises and controversial publications discuss the means for\\nthe cultivation of all its faculties, and the whole nation watches for its progress\\nwith more than a parental anxiety. And why Because this infant may be a\\nProvince Laws, c. CV. p. 398.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0177.jp2"}, "178": {"fulltext": "lYO DEDICATORY ADDRESS AT BRIDGEWATER.\\ncomponent part of their own government and they know how much the happi-\\nness and welfare of a people depend upon the virtue and intelligence of their\\nrulers.\\nNor is their zeal for the blessings of a good government expended in their\\nefforts for the education of the executive power only. Tlieir judicial and their\\nlegislative departments are equally the objects of their fostering care. Of their\\njudiciary, it is sufficient to remark, that the exorbitant salaries of the office, and\\nthe pension which follows its resignation, have ever called the highest talent\\nfrom the bar to the bench, and made the judges of England, from the earliest\\nages, the true expounders of the law and the pure ministers of justice.\\nOf the Legislative branch, the House of Lords is composed principally of those\\nwho derive, from a long line of ancestry, the office of hereditary rulers of the\\nrealm. And, to guard against the deteriorations which inevitably follow the\\naccident of birth, the most distinguished citizens of the nation are promoted to\\nthe peerage, to superadd to the distinctions of rank the dignity of intelligence.\\nThe remaining branch of the Legislature consists of that body of men which is\\ndesigned to represent the great interests of the people. But so guarded is the\\nelection of the members of the House of Commons by the controlling powers of\\nthe crown and the peers, and the dictates of a cautious and wary policy, that the\\npeople of England depend, for then- immunities, rather upon the opinion of the\\nhigher estates of the realm, than upon the influence of their own voice in the\\nnational comicils.\\nI refer to these principles of British legislation with no view to the consideration\\nof their expediency and wisdom. I advert to them only to show with what\\nsolicitude they endeavor to guard against the irruptions of ignorance, and with\\nwhat feelings they regard educational training, even in a monarchical govern-\\nment.\\nIf such is the policy of England, what should be that of the United States\\nIf such is the practice of a monarchy, what should be that of a republic If\\nsuch are the feehngs of a people where, although the rights of man are secured,\\nyet his interests are subordinate to the rights of property, what should be the\\nfeehngs of that people whose system of government recognizes man as the very\\norgan of its action, and his interests as the choicest objects of its care\\nWhen om fathers fled from religious persecution, to seek the pure shrine\\nof faith, they sought also the blessings of civil liberty. They rejected the long-\\ncherished doctrine of usurped agency, and gave back to man liis heaven-born\\nbirthright. They repudiated the cumbrous machinery of a system which, wliile\\nit protected liis rights, pressed like an incubus upon his interests, and they relied\\nupon a scheme of self-government founded upon his intelligence and virtue.\\nAnd, truly, it was the sublimest conception which ever broke upon the mind of\\na patriotic statesman. Conceive, if you can, of an intelligent people, nm-sed up\\nfrom brighter influences, with souls enlarged to the dimensions of spacious art\\nand high knowledge, cognizant of their rights, governed by their duties, demand-\\nmg nothing wrong, yielding ever to the right, just in all the relations of private\\nlife, and acting upon these principles m all their foreign mtercourse and where\\nis the Utopia wliich is the abode of a more well-imagined happiness\\nAnd yet, bright as the conception is, it is the home designed for us by our\\nheroic fathers. It is no Oceana, it is no Utopia. The realization of this plan is\\nin our own power and our approach to it will be proportionate to the ardor of\\nour zeal and the warmth of our devotion.\\nHave we been true to our obhgations in the performance of the duties which\\nhave been assigned to us to perform? Have we imitated even the zeal and the\\nwisdom of a monarchy\\nWho are om- rulers Are they those who claim a descent from a long line\\nof illustrious ancestors Are they those who by their wealth clothe themselves\\nwith the right to rule Or are they those who purchase the offices of the State\\nas in the most venal of the days of the Roman State\\nWho are the persons, that, in this country, are to stand in the place of the\\nmonarch Every native-born male child in the Union is the heir-apparent to\\nthe throne of tliis great empire. Who are to compose our House of Lords\\nEvery citizen of the age of thirty years, who shall have resided within the\\nUnited States for the space of nine years, is eligible to that exalted station.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0178.jp2"}, "179": {"fulltext": "DEDICATORY ADDRESS AT BRffiGE WATER. j^l\\nWho are to constitute that popular branch, which in England is denominated\\nthe House of Commons The age of twenty -five years, seven of wliich shall have\\nbeen passed within the limits of the Union, is a legal qualification for the peo-\\nple s representative. These are the persons who, together with the judicial\\ndepartment, form the thi ee constituent parts of the most complex government\\nupon earth. These are the persons to whom are intrusted those powers which\\nare guarded with so much care by the educational poHcy of a monarchy.\\nAnd now, let us ask if we rival the wisdom of this policy Are the youth,\\nthe future presidents, and senators, and representatives of this country, thus\\ncai efully instructed in a knowledge of those duties wliich they will and must be\\ncalled upon to perform Ai e they trained, in their early years, according to\\nthe great laws of health, so as to produce a sound mind in a sound body\\nDo the wise and the learned watch over and guide their intellectual progress,\\nand imbue then- impressible minds with the love of virtue Or are they not,\\nrather, suffered to come up, like neglected plants, ignorant of the relations of\\ncivil Mfe, and unknowing of those important trusts which are to be committed to\\nthem Who can well estimate the vast responsibilities which rest upon the\\nconduct of these rulers How fraught may be their conduct with good how\\npregnant with evil Their acts may destroy the balance of this well-adjusted\\nconfederacy, and array brother against brother in the strife of blood. Then- con-\\nduct may embroil nation with nation, and convert our smiling fields into the\\nG-olgothas of battle. Their decision may change the industrial character of the\\nwhole people, and turn tlu-ift into idleness, and plenteousness into famine. Their\\nexamples may exalt vice, debase virtue, and give respectabiUty and character\\neven unto crime. And, on the other hand, powerful to good, and strong against\\nevil, they can unseal the hidden springs of thek country s prosperity, and read\\nthe nation s gratitude in the nation s eyes.\\nBut let us advance more directly to what is suggested by the occasion, and\\ncontemplate this subject in its relation to our own State. Whatever may be the\\nfate of the government of which it forms a component part, and whatever may\\nbe our feelings or our duties toward it, yet, in the Commonwealth of Massachu-\\nsetts, our first civil obligations were assumed, and in its cause shall our latest\\nefforts be made.\\nLike that of other States, the government of Massachusetts consists of three\\ndepartments. The Legislative, consisting of our Senate and House of Represent-\\natives, enact those laws which are intended to secure our rights and promote\\nour welfare. The judicial department declares what those laws are, and settles\\nthe conflicting rights of individuals under them. The Executive power cames\\ninto execution the will of the people, as thus expressed and declared. We have\\nadopted, as a part of its system, the doctrine of universal suffrage and practi-\\ncally, the avenues to office, as well the highest as the lowest, are open to every\\ncitizen. Such is the theory of the government of Massachusetts. Such is that\\nsystem of laws and institutions, by which we prosper, and under which we live.\\nNo well-informed person will deny, not merely how important, but how indis-\\npensable is a government of laws to the prosperity of a people. But still, there\\nare few who are aware of the extent of its influence, through all the relations\\nand circumstances of life. Indeed, there are thousands whose whole knowledge\\nof its effects is derived from the experience of others. They are not impleaded\\nthemselves, nor do they implead then- fellows. They are not charged with\\ncrime, and, of course, feel no alarm at its undirected terrors. They know that it\\nis around them, with its invisible shield, and they inquire not whence it comes,\\nor whither it goes. They regard it as they do the sun that warms, and the air\\nwhich surrounds them. They know that the sun wiU shine, and that the atmos-\\nphere will breathe around them the elements of life and they seem to consider\\nthat man, in his imperfect institutions, is to rival the wisdom and the beneficence\\nof the Creator. When they walk abroad, they know that the arm of the law is\\nover them, to protect them from peril. They visit, without fear, the most re-\\nmote and sequestered scenes for they feel that it will restrain the hand of\\nviolence, and blunt the steel of the assassin. They repose in their habitations\\nduring the long hours of night for the law makes then* house their castle, and\\nprotects it, as well against secret mischief as open aggression. They consider,\\nin short, that their property is protected by the nation s strength, and that", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0179.jp2"}, "180": {"fulltext": "jij2 DEDICATORY ADDRESS AT BRIDGE WATER.\\nmillions of bayonets are the sure guaranties for the preservation of their liber-\\nties.\\nThere are, however, moral influences, resulting from the operations of law,\\nwhich are still more striking. How does it pervade the very spirit of society,\\nand control the whole conduct of men in their daily intercouj se How does it\\nstrengthen the sentiment of justice in their hearts, and induce them to do right,\\nalmost without voUtion How it extends even to the domestic relations re-\\nstrains the excess of parental authority, and deepens the feelings of filial obe-\\ndience How it binds the husband to the wife, in the most endearing relation,\\nand renders more indissoluble those holy ties which are the unspeakable charm\\nof social existence And when, at last, they feel that they are about to depart\\nfrom those who are to live after them, and to leave them to live on, without\\ntheir natural j^rotection, with what confidence do they turn from the trusts of\\ninterested men to the laws and institutions of their country\\nAnd yet, these laws and mstitutions, with all the momentous interests which\\ngrow up and flourish under them, depend for their existence upon these three\\nco-ordinate departments of the govermnent. They sprang forth, at fu-st, full-\\narmed in wisdom, like Minerva from the brain of power, but they cannot, like\\nher, rely upon a native-born immortality. They are the mere creations of legis-\\nlative AviU, and the power which made them can again destroy. Look at the\\naffluence wliich successful acquisition has concentrated in this, the richest of the\\nStates. It is held only by a lega;l tenure. The law can tax it the law can ap-\\npropriate it and what shall protect it from the inroads of fraud, and the aggres-\\nsions of violence, if the law were to withhold its protecting arm Our houses\\nand our lands we hold, as we imagine, by the securest of all tenures but a\\nsingle act of the Legislature of the State may destroy the muniments of our\\ntitle, and our respective portions of the great globe itself may take to them-\\nselves the light wings of the morning.\\nIt may, perhaps, be conceded that our rulers should be both virtuous and in-\\ntelligent, and yet that the same necessity does not exist for a virtuous and\\nintelligent constituency. This supposition assumes that the principles of legisla-\\ntion are so complex and mtricate, that the people are to choose others to do for\\nthem those governmental acts of which they cannot perceive the wisdom. Such\\na doctrine is upheld in other governments, in the other hemisphere but it is\\nrepudiated by the very principles of republicanism. As well might the legisla-\\ntive power be delegated m perpetuity, as well might the offices of our rulers\\ndepend upon the accident of birth, as that the results of their authority should\\nrest upon any other foundation than the consent and the approval of the people\\ngoverned. We employ a physician, mdeed, to do for us what we are presumed\\nto be unable to do for ourselves, and we submit ourselves, uuarguing, to his\\nguidance. What he wills, miargued, we obey. But in matters of legislation,\\nhowever complicated, we are presumed to be the judges. We vote for a pubHc\\nofKcer because we know his opinions, and our vote, therefore, should be but the\\ntrue expression of our own and we might, in ignorance of the healing art, as\\nproperly administer remedies to a diseased patient, as, m ignorance of political\\ninformation, thrust our nostrums into the body politic.\\nAnd who that has watched our legislative history does not know that the acts\\nof our rulers are but the embodiment of the popular will Who does not know\\nthat no legislation can be permanent or useful which does not rest upon the sen-\\ntiment of an approving people The act may be wise in its inception and\\nbeneficent in its operation but it is the pubhc sentiment alone wliich can give\\nit vitahty and unless the public mind can be made to perceive and approve its\\nwisdom, it will slumber, as though it were useless, until another law shall abro-\\ngate its provisions.\\nBut, if it were granted that ignorant and vicious men wiU choose wise and\\nvirtuous rulers that those who cannot perceive the wisdom of wise laws will\\nyet acquiesce in their permanency in short, that a system of government founded\\nupon the virtue and mtelligence of the people, and upheld by these conservative\\nprinciples alone, has within itself that miraculous efficacy of winning to it the\\nsupport of ignorance and vice still, let me ask whether, in the choice of wise\\nand virtuous rulers, we fulfill to the government all the duties of good citizens\\nLet any one, who is inclined to give an affirmative answer, go into our courts", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0180.jp2"}, "181": {"fulltext": "DEDICATORY ADDRESS AT BRIDGEWATER. 273\\nof justice, and see ho W^ those rights of life, liberty, and property, -wliich the con-\\nstitution upholds, depend as much upon their administration as upon the laws\\nthemselves How compUcated are the subjects which are presented at a judi-\\ncial trial How strangely intermmgled are questions of fact with the principles\\nof law How subtle and astute are the arguments of those who often make the\\nworse appear the better reason How profoundly logical are the reasonings of\\nthe judge\\nAnd then, too, how harassing are often the questions of evidence 1 The treach-\\nerous memory, the mistaken apprehensions, the corrupt misstatements of wit-\\nnesses, leave the truth in doubt. How adroitly the opposing counsel labor\\nthrough a long and searching examination to unravel the web of eiTor and de-\\nstroy the equipoise of a suspended judgment Now all these nice questions of\\nfact, these applications of law, these arguments of counsel, these reasonings of\\nthe court, and this weighing in the nicest of scales the conflicting evidence, are\\nto be settled and passed upon by a jury of twelve men, approved by the people\\nand coming fi om among the people How momentous is often the result of\\ntheu- opinions Property, hberty, and hfe itself, hang upon thek verdicts and\\nyet how often is it that their verdict is wrong And is it not necessary that\\njurors should be intelligent Go to the litigant, who watches the progress of\\nhis cause with an intensity of interest, and upon whose heart every circumstance\\nof trial tells, like the puuctm e of a nerve, and ask him if his rights are safe in\\nthe hands of an ignorant jury.\\nRecently, in one of the counties of our own Commonwealth, an incompetent\\njuryman was observed to slumber during the progress of an important trial.\\nThe fact was communicated by a party to his counsel. Let him sleep, was\\nthe reply his dreams will be as inteUigent as his waking thoughts. I be-\\nheve it, said the party, as he sat down, heartsick, in his seat and the juror\\nslumbered till his laborious breatliing attracted the attention of the judges.\\nTt is not, however, the mijust loss of property, of liberty, or even of hfe itself,\\nwhich alone should prompt us to labor for the promotion of increased intelli-\\ngence among those who may act upon our juries. Every wrong adjudication\\nhas a more deleterious effect than the mere loss of either of these rights, how-\\never valuable they may be to their possessor. It weakens the confidence of man\\nin the honesty of his peers it jeopai-ds that feelmg of security which is essential\\nto individual happiness it impairs the strength of our reUance upon that great\\nconservative featm-e of a representative government and, by forcing upon the\\nmind the remembrance of a wrong endured, it weakens our deske to give per-\\nmanency to those institutions which have partially failed to answer the end of\\ntheir creation.\\nBut stUl, when the suffering litigant, under the mfluence of these feelings,\\ncalls for increased intelligence and vii-tue in the jmy-box, let him reflect, that\\nhowever embarrassing, and arduous, and important are the duties of a juror, they\\nare not more important, and require no more consideration, than those pohtical\\nduties which are performed sometimes, almost without even a thought of duty.\\nThere are other modes in which education ministers to the prosperity and the\\nsecurity of the institutions of the State, to some of which I can only refer, and\\nto otliers I cannot even allude.\\nThe more tlian three hundred flomishing towns and cities in our Commonwealth\\nhave municipal duties, which education alone can enable them to perform. The\\nannual election of their municipal ofiicers, the construction and repair of roads and\\nbridges, the sanitary regulations for the preservation of the public health, the\\nadoption of precautionary measm es against the commission of crime, the pre-\\nventives against, the remedy for, and the support of honest poverty, the regula-\\ntions for the security of individual property, the appropriations for beneficent\\nmunicipal objects, the applications of money for those institutions of learning, the\\nsustenance of which the law has wisely thrown upon them, and the appointment\\nof persons to watch over these nurseries of virtue and knowledge all these ob-\\njects require the exercise of those liigher qualities, both of the mind and heart,\\nwithout which we are neither faithful to our trusts, just to ourselves, nor mind-\\nful of our posterity.\\nHaving thus far considered the necessity of popular education in a popular\\ngovernment, and, to some extent, the manner in which it affects the operation", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0181.jp2"}, "182": {"fulltext": "2^ij^ DEDICATORY ADDRESS AT BRIDGEWATER.\\nof this vast, wise, and complex system, let me ask of you whether the people are\\nequal to the responsibihties which have been thrown upon them by the framers\\nof our government. I do not now refer to that great State, in one of the con-\\ngressional districts of which there is not a single newspaper, because its inhab-\\nitants cannot read nor to those constituent parts of our great confederacy,\\nwhere candidates for office advocate their own claims by oral addresses, because\\nthe ear is the only organ of communication between them and their constituents\\nnor to those other sections of our Union, where vice and ignorance reign trimn-\\nphant over the institutions of the ballot, and fools rush in where angels fear to\\ntread but here, in our own venerated State, and in reference to our own be-\\nloved Massachusetts, I ask of you, her citizens, if the people have arrived at that\\nconsummation in the education of the young, when efforts for improvement may\\nsafely cease. There is not, I trust, in all the mass of people within her borders,\\na single individual who will give an affirmative answer. They know that the\\noffices and interests of our towns have again and again depended upon a single\\nvote They know that more than once the vote of a single individual has dis-\\nplaced or elevated the very highest of om- officers They know, too, that often\\nthe character of the legislation of our Commonwealth has depended upon the\\nvotes of those Avho never read, who never heard read, I might almost say, who\\nnever heard of, the people s constitution\\nThus feehng, thus beMeving, there is not a man of them who would consent\\nto stay the march of improvement and, if not for the sake of education itself,\\nif not for the sake of his children and of the people, yet for the sake of those\\ninstitutions which are perhaps om- too constant boast, he will look with eager de-\\nsh e for that period Avhen the will of the people shall be dkected by intelligence\\nand virtue.\\nThe question then arises, how are these hopes to be realized How is this\\npeople to be educated How is every man, who assumes the duties of the citi-\\nzen, to be fitted for the performance of them\\nWill you point me to the family relatioiii and affirm that those who are the\\ncreators of the body are also to be the educators of the mind and heart It is\\ntrue that aroimd the knees of the mother many a youth is yet to receive what\\nso many illustrious citizens have akeady received those invaluable precepts\\nwhich alone can form the man. It is true that from the hps of many a fixther\\nthe cliild is to be inspired with those holy impulses which are to quicken his\\nmarch along the path of virtue. But not all parents are sufficiently capable, not\\nall have the requisite opportimity, for the performance of this great duty. And\\nbesides, how true is the doctrine which has received the approbation of the great\\norator of the age, thattall the children of a republic should be educated in the\\npeople s schools\\nWill you point me to our colleges and our university Alas how few of the\\nchildren of our State receive the enlightenment of their instruction Founded\\nby the wisdom of the Pilgrims, and fostered by their children, they are ever to\\nbe cherished by succeedmg generations. But, though they may gild the emi-\\nnences of society, they can never irradiate the sequestered vales of hfe. They\\nmay stand, mdeed, as the great Bethesdas of heaUng, but there is a great multi-\\ntude of folk, halt, blind, and withered, who can never rejoice in the heahng of\\ntheir waters.\\nWill you refer me to those academic institutions which shine as lesser lights\\nin our hterary horizon They have exercised, and are destined still to exercise,\\nan important office in the dissemination of vu-tue and sound learning but they\\ncan never rival in their usefulness the seminaries of the people. And besides,\\nthey are not free schools. They have been, and must still be, supported by the\\nprice paid for labor and however useful they may be as places of preparation\\nfor the higher seminaries of learning, or for the acquisition of an elegant or use-\\nful education by a large class of our citizens, they can never form a hnk in that\\nvast chain of intercommunication which is to give an enkindling impulse to every\\ncitizen in the land.\\nThere are in the State more than 200,000 children, between the ages of 4 and\\n16 years. Of these, about 500 are supposed to be students of om* colleges and\\nuniversity, and about 12 000 to be members of the various academical institu-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0182.jp2"}, "183": {"fulltext": "DEDICATOR Vr ADDRESS AT BRIDGEWATER. (^g\\ntions There are, then, about 190,000 children, who, if educated at all, are to\\nbe educated in our Common Schools.\\nAnd in view of the momentous interests which rest upon these institutions of\\nthe State, the question naturally occurs to us, Are they adequate to the fulfillment\\nof the designs of those who created, and of those who fostered, and who still\\nfoster them No one expects an affirmative answer. Every one admits that\\nthere, in the school-room, our children are to be imbued with the knowledge and\\nwith the love of duty that there it is that their powers are to be trained, their\\nviews expanded, and their hearts improved but no one believes that those by\\nwhom all these results are to be accompMshed are competent to the task. I\\nmight confidently appeal to the experience of those who, either long ago or at a\\nlater period, have left the Common Schools, as to the competency of their teach-\\ners. I might confidently refer to the very teachers themselves. I might refer\\nalso to the opinions of those parents whose children are now fitting themselves\\nfor the field of usefulness, or preparing for that harvest of evil wliich is sm-e to\\nfollow the years of neglected childhood. But many a parent has never seen the\\nteacher of his cliild and in this respect they rival the apathy of those ignorant\\ncitizens whose votes give authority to the voice which speaks from the baUot.\\nRecently, a Uttle gui objected to join the model school connected with one of\\nour State Normal institutions. Why, said her father, you will receive the\\ninstruction of your regular teachers, assisted by those ]S ormal jDupUs, who wiU\\ninstruct you, under the inspection and direction of the Normal teacher himself\\nI know that, she rejoined, but I don t want to go there to be practiced\\nupon How long have ignorance and immoraUty practiced upon the forming\\nminds of childhood and while, with the keenness of avarice, Ave have guarded\\nthe subordinate interests of property, to what rash hands have we committed\\nthe inappreciable interests of the mind and heart\\nAssuming the necessity, or even the desirableness of elevating the standard\\nof Common-School education, and adding to the quahfications of those teachers\\nin whom is invested a charge of such vast responsibility, let us refer to the\\nmodes which have been proposed for the accomplishment of these objects.\\nIt has been thought advisable that the means for the- education of teachers\\nshould be provided in our colleges and universities. But no one supposes that\\nteachers can be educated there without some change, both h\\\\ the expenses and\\nin the mode of teaching, A change in one particular alone would be productive\\nof no beneficial result. If, for instance, the expenses should be dimu:iished, and\\nif, indeed, those persons who propose to devote themselves to the business of\\nteaching were to be supported wholly at pubfic expense, there wouldiptiU remain\\nthe objection, that the course of studies pm sued at these institutions, with a view\\nto the learned professions, is not the one best adapted for the creation of a sym-\\npathy with the mind of a child and, on the other hand, if the required changes\\nwere made in the course of instruction, there are few districts wliich Avould feel\\nthemselves able to employ a teacher so expensively educated.\\nSuppose both these objections to be anticipated by a diminution of the expense,\\nand the creation of a depai tment for the education of teachers. That depart-\\nment would then be subordinate to the other departments of the college, or\\nthose departments to the former and, in either case, disunion of feeling and\\ncoUision of interests would impau the usefulness of both. But, apart from this\\neffect, the creation of such a department for the purposes indicated, or, to obvi-\\nate still further the objection, the appropriation to them of all the departments\\nof the college, would be, in one case, to ingraft a Normal School upon the insti-\\ntution of a college, and, in the other, to convert the college itself into a Normal\\nSchool. The same general views apply to the use of our incorporated academies,\\nfor the purposes indicated, and their correctness has been fully verified by actual\\nexpei-iment. In the exercise of that enlightened liberahty which for a long time\\nhas characterized the educational poUcy of the great State of New York, this\\nidentical plan was resorted to as a system of means to qualify the teachers of\\ntheir Common Schools. An academy was selected in each of the eight senatorial\\ndistricts, upon which was ingrafted a teachers department. An ample appro-\\npriation was made for a library and apparatus, and a further sum for the salary\\nof an additional instructor. The system won to itself the confidence of the com-\\nmunity. The schools were well attended the pupils were eagerly sought for aa", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0183.jp2"}, "184": {"fulltext": "JijQ DEDICATORY ADDRESS AT BRIDGEWATER.\\ninstructors and such was thek success as to induce the Legislature to make\\nstill further appropriations for the extension of the system.\\nBut it is in the science of education as in the laws of natiire and the principles\\nof art. One discovery or one improvement only prepares us for another, until\\nwe look with a feeling of derision upon those original developments which once\\ncommanded our unbounded admiration. Such, it would seem, was the progress\\nof opinion as to this reform upon the educational system of N ew York. Great\\neven as the advantages were which attended this provision, it was found that\\nthe plan was only a vem in the vast mine of improvement and it was rightly\\nsupposed that, if the establishment of a department subordinate to other depart-\\nments was attended with important results to the greatest interests of the State,\\nsurely the endowment of an entire institution for the same objects, having no\\nrival aims, engrossed by no partial pursuits, weakened by no mcidental or col-\\nlateral purposes, not, hke the mistletoe, msinuating its fibers into the substance\\nof another body, and dependmg upon it for a precarious, parasitical existence,\\nbut striking its supporting roots deeply into the soil over which it was destined\\nto throw its healthful shade, would concentrate, more effectually, the power of\\neffort, and of course extend more widely and more deeply the advancement of\\nlearning.\\nAccordingly, the system of combining teachers seminaries with academies has\\nbeen abandoned. A J^ormal School has been established, with an endowment\\nworthy of the wealth and character of that State. AJi-eady the effects of its\\nestablishment are visible, and the people look forward to its future influence\\nwith a firmer belief than the faith of prophecy.\\nWe come to the consideration of the wisdom of that institution which has been\\nestablished in our own State which, in imitation of our example, has been\\nadopted by New York, and which has long existed in other countries. Let us\\nadvert briefly to our own State history of Normal Schools.\\nThe law of 1837, creating the Board of Education, made it its duty to submit\\nto the Legislature such observations as experience and reflectionmight suggest\\nupon the condition and efficiency of our system of popular education, and the\\nmost practicable means of improving and extending it.\\nIn obedience to this call, tlie Board, in its First Annual Report, presented to\\nthe Legislature its views of the propriety of the establisliment of an institution\\nfor the education of teachers, with a well-digested summary of the reasons in\\nfavor of such an institution and the summary concluded witli the exjDression of\\na sanguine hope that the resources of pubUc or private liberality, applied to such\\nan institution, would soon remedy the existing defects in the character of the\\nteacher.\\nThis appeal to the liberality of mdividuals was promptly met by one who\\nplaces a proper estimate upon the usefuhiess of wealth. Prompted by the im-\\nportance of the caU, Edmund DAvight (I mention it for the hundredth time,\\nbecause, upon an occasion like the present, our duties would be incomplete with-\\nout a recognition of tiie generosity of tlie act) at once placed the svun of $10,000\\nconditionally at the disposal of the Board, for the purposes indicated in their\\nreport.\\nThe same Legislature, to wliich the report was made, accepted the donation,\\nfulfilled the condition of its acceptance, and placed at thek disposal a sum of\\nequal amount, to be expended in qualifying teachers of our Common Schools.\\nIn carrying out the expressed intention of the Legislature, the Board estabhshed,\\nat successive periods, three institutions for the instruction of teachers in the\\ntheory and practice of school-teaching and when the fund which had been\\nplaced at then disposal was expended, the Legislature of 1842 appropriated the\\nfurther sum of $6000 annually, for three years, to secure their continuance.\\nHas this conduct, both of our Legislature and of the Board, proceeded from\\nthe dictates of a wise policy\\nTo strip this representation of its illustrations, the propositions may be pre-\\nsented thus\\nThe provision for the education of the people of the State, at the expense of\\nthe State, is essential to its prosperity. That people can only be educated in\\ntlie Common Schools. Those schools are inadequate to the proper educational\\ntraining of that )eople, by reason of the want of a proper degree of attainment", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0184.jp2"}, "185": {"fulltext": "DEDICATORY ADDRESS AT BRIDGEWATER. -j^tjfj\\nm the teachers. These teachers cannot be educated at our colleges and our acade-\\nmies. No other means are proposed for this purpose than those institutions in\\nwhich they are to be taught the rules and principles for harmoniously unfolding\\nthe physical, the intellectual, and the moral nature of man. And theti recurs\\nthe question Is the estabUshment of such institutions the dictate of a wise\\npolicy\\nIt is not necessary to sustain the affirmative by argument. It needs none.\\nThe very statement is argument. Illustration cannot strengthen, reason cannot\\nenforce it. What Here, in Massachusetts, in the Old Colony, that mother of\\nus all, shall v?e sit down gravely to discuss a proposition of which even barbarian\\nignorance has perceived the truth For now, even now, when the skeptic cavils,\\nand the cautious doubt, the sultan of Turkey has spoken and, in lus zeal for\\nthe introduction of the improvements of the age, he has followed an act of reli-\\ngious toleration by the establishment of a Normal School.\\nFrance, too, has spoken and her voice comes to us in tones at once of encour-\\nag-ement and of warning. She has cultivated the intellect, but she has corrupted\\nthe heart. She has awakened the susceptibilities of the soul, but she has incited\\nthem to crime and while she has shown us, by the example of intellectual\\ntraining, of what the system is capable, she has admonished us to neglect not the\\nimprovement of those other powers, the harmonious development of which is\\nalone the education of the man.\\nPrussia also has spoken; and when we contemplate the wonderful effects\\nwhich the operation of her Normal Schools, for a generation, has wrought upon\\nher people the more strikingly wonderful, from the disparity which it has\\ncreated between those who have enjoyed their benefits, and that other and more\\nteachable sex, which, by its exclusion, has been cut off from a common sym-\\npathy we are led to prize the more highly that beneficent provision of our own\\npolity which declares that all the people shall be educated.\\nBut, more than all, and above all, Massachusetts has spoken and her voice\\nsounds harmoniously with that of the great State of New York. She has watched\\nthe rise and progress of these institutions with a cautious dread of injudicious\\ninnovation, and yet with an earnest zeal for well-considered improvement. She\\nhas seen her doubts of their usefulness resolved by the hght of experience, and\\nshe has incorporated them into her educational policy. The three State Normal\\nSchools are now her recognized offspruig, and until perfection shall have super-\\nseded the necessity of effort, she stands pledged to theh support, by her past\\nhistory and her present fame. The institution at Newton is Normal in its teach-\\ners. Normal in its accommodations, and Normal in the results which it has pro-\\nduced and is stiU. producing. The institution at Westfield will start forth on the\\nSd of September next, with the means of renewed usefulness and this day\\nwitnesses the commencement of a new effort, which is to extend a benignant\\ninfluence through future ages.\\nAnd now, who will pronoilnce as unimportant and trifling the occasion of our\\nassembling Let us draw within the circle of our contemplation the prospective\\nadvantages which tliis histitution promises, and see if our imagination clothes\\nwith too bright a hue the visions of the future.\\nWe behold its teachers working with the plastic hand of an artist upon the\\ninunortal mind. We behold them, not like the painter, who makes the canvas\\nglow with those delineations of genius which a few years will obliterate not like\\nthe sculptor, who fashions and works out the features of greatness, the enduring\\nmarble of which the hand of time will soon destroy but we contemplate them\\nforming, and fashioning, and moulding beings who are to exist forever. Here\\nthey are to discipline the intellect, to train the feelings, to curb the passions, to\\ninspire true motives of action, to inculcate pure principles of morality, and to\\ninstm that deep feeling of religious obligation which superadds to the precepts\\nof pliilosophy the impulse of an enlightened conscience. Here are to be taught\\nthose doctrines of relation, a knowledge of which is essential to the security of\\npohtical rights and the performance of social duties. Here are to be drawn out,\\nand developed, and expanded, the illimitable faculties of a being formed in God s\\nown image. Here, in a word, man is to be educated.\\nIf this was to be the ultimate object of the establishment of this institution,\\nand the pupils, who shall thus be educated, were to go forth only as future\\nM", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0185.jp2"}, "186": {"fulltext": "\u00e2\u0096\u00a0|(jQ DEDICATOKY ADDRESS AT BRIDGEWATER.\\nfathers and mothers, and citizens, what might we not expect from their enlight-\\nened example\\nBut it has a more enlarged and extended purpose. Tire pupils who shall\\ncarry from these walls those principles which enlightened wisdom can alone ira-\\npai t, are to enter, year by year, those ten thousand seminaries, in which, day by\\nday, are formed the hearts of the arbiters of this nation s destiny. They are to\\ntransfuse those principles into other minds. They are to multiply and extend\\nthose streams of improvement wliich, proceeding from tliis fountain, are destined\\nto increase as they roll, and to fertiUze as they flow.\\nLet, then, those two great States which have committed themselves to the\\nfulfillment of this great effort, go on, hand in hand, with a unity never to be dis-\\nsevered. Let their example be for the imitation of other States and the praise\\nof all posterity. Then shall the hardest difficulties wMch beset the path of free\\ngovernments smooth themselves out before us, and then shall the blessings of\\nfree uistitutions be bestoAved upon the people, like the all-dispensing bounty of\\nthe rain and the sunshine.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0186.jp2"}, "187": {"fulltext": "ADDRESS\\nAT THE\\nDEDICATION OF THE WESTFIELD STATE NORMAL SCHOOL-HOUSE,\\nBY llEV. HEMAN HUMPHREY, D. D.,\\nSeptember 3, 1846.\\nFriends and Patrons of Popidar Education\\nUnder the smiles of a beneficent Providence, this beautiful edifice has been\\nreared and finished and we are assembled to exchange our mutual congi-atula-\\ntions upon the occasion. It is now ready for the reception of the Normal School,\\nand it is fitting that, before its ample accommodations are thrown open, it should\\nbe dedicated to the cause for which its munificent benefactors designed it.\\nNext to the church, the school-house rose in the wildernesses of Plymouth and\\nMassachusetts Bay, under the saws and hammers of those sturdy Christian\\nadventm-ers, of whom the world was not worthy. Their deep and far-reaching\\npohcy was to educate then- children for both worlds to prepare them, by early\\nintellectual and moral traming, to glorify God here, and to enjoy him forever in\\nhis kingdom. By providing every facility in our power for the extension and\\nthoroughness of popular education, we are only following out the wise forecast\\nof the men who scarcely waited for the thawing ofif of the icy mail with which\\nthey were clad when they landed, before they began to execute their purpose,\\nthat every child, however poor, in then- infant Commonwealth, should receive at\\nleast what we now denominate a Common-School education.\\nTheir school-houses, indeed, were cheap and humble structures, compared with\\nthe noble Grecian edifice which is henceforth to adorn this prosperous village,\\nand open its doors indiscriminately to all the youth, far and near, who may wish\\nto avail themselves of its advantages. They had no schools of a higher order for\\nthe traimng of their teachers but they did what they could. It would be a\\nshame and a sin, if, with all our wealth, and all the experience and advance of\\ntwo such centuries as the past, we should content ourselves with the standard\\nof popular education as they left it, or as our fathers of the last generation left\\nit. It is our duty to leave the first principles, and go on unto perfection.\\nThe instructions of those who taught us in the primary schools, when we sat\\nwith our feet dangling upon the four-legged slabs, just from the saw-mill, are\\nnot to be undervalued. Considering the disadvantages under wliich they labored,\\nit is remarkable that they accomplished so much as many of them did. But the\\nbest of our prunary teachers have felt and do feel the want of a suitable educa-\\ntion for the discharge of their responsible duties and there has for some time\\nbeen a growing conviction in the public mind, that teaching ought to be elevated\\nto the rank of a hberal profession, and that to meet the demand we must have\\na new class of jjrofessional seminaries. It is to supply this desideratum in our\\nown State, that the Normal Schools of West Newton, Bridgewater, and West-\\nfield have been established by individual and public munificence. It is confess-\\nedly an experiment of very great importance, and every facility ought to be\\nafforded for testing its claims to public favor. In presenting my own thoughts\\non the subject to this enlightened audience, I shall touch\\nUpon the urgent demand for better qualified teachers in our Common Schools\\nUpon the reasons why those who are to be teachers should be educated with\\nspecial reference to the profession\\nUpon what is embraced in a good professional teacher s education and\\nUpon the adaptation of the Normal system of instruction to give such edu-\\ncation.\\nEach of these topics affords ample scope for an opening discourse and upon\\nmore than one of them I would gladly dwell much longer than my liinits wiU\\nallow.\\nTo glance at the first. The proposition is that there is an lu-gent demand f w", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0187.jp2"}, "188": {"fulltext": "280 DR. HUMPHREY S ADDRESS AT WESTFIELU.\\nbetter qualified teachers in our Common Schools. It is an axiom in ererj trade\\nand profession, that a man must first leam the trade, must study his profession\\nin otlier words, m.ust be educated for it before he commences. A blacksmith is\\nno blacksmith at all until he has learned liow to smite the anvil and shoe horses.\\nBefore a man sets up for a tailor, he must serve a regular apprenticeship. A\\ncabinet-maker must learn the use of tools before he can make sofas and side-\\nboards. The jeweler must know how to cut, and polish, and set precious stones.\\nThe physician, the lawyer, the clergyman, the college faculty, must all be edu-\\ncated for their respective professions, to entitle them to public confidence. This\\nis the general rule. Is the schoolmaster an exception Can he teach others\\nwhat he has never learned himself? Is it safe to confide the education of our\\nchildren to a mere tyro to one who has never been trained liimself in elementary\\nstudies He may be very honest and very faithful but can he teach reading,\\nor grammar, or arithmetic, or surveying, if he is a poor reader of the plainest\\nprose, and gets bewildered every day among the tenses, and is sure to lose tlift\\npoints of compass, and find himself a starmg left-hand cipher at liis wits end,\\nwhenever he ventures into the regions of fractions\\nI have no disposition to depreciate the talents or the labors of our primary\\nteachers. In mental power and moral worth, they will not suifer in comparison\\nwith any equally numerous class of men and women in the community. The\\nmaterial is excellent. It is of tlie genume Saxon growth. The world cannot\\nfurnish a better. As a class, our teachers are douig- what they can to raise the\\nstandard of popular education. They work hard. They do as well as they know\\nhow. In these respects they are entitled to our confidence and our thanks. As a\\nclass, I honor, and so far as I am able, will defend them. They have laid the\\nCommonwealth under lasting obligations of gratitude and encouragement and\\nif she had done more for them, they would have done more for her.\\nBut it cannot be concealed or disputed, that our schools are suffering for want\\nof better qualified instructors. Very few of our teachers have been systematic-\\nally educated for the profession. By far the greater number have never enjoyed\\nthe advantages of thorough professional training at all. They have been left to\\neducate themselves as best they could, and that mainly by the process of expe-\\nrience in teaching. It seems not, till lately, to have entered the minds of more\\nthan a few, even of the enlightened friends of our Common Schools, that teach-\\ners seminaries are at aU necessary. It had been taken for granted that the\\ndemand, as in pohtical economy, would create a supply and that any person\\nwho has received a good common education himself must be competent to teach\\nlittle children in a district school. The consequence is, that while we have edu-\\ncated shoemakers, and carpenters, and goldsmiths enough that is, men brought\\nup to their business we have but few educated schof^masters. As juster views\\nare now taken of the subject, and are extending among the people, the complaint\\nis growing louder and louder, that notliing like a supply of competent teachers\\ncan be had. After the most diligent inquiry, they cannot be found. Respect-\\nable districts, by scores and hundreds, are obliged to take up with such as have\\nno pretension to the requisite qualifications.\\nOn this subject the annual reports of school committees, from all parts of the\\nCommonwealth, are alarmingly instructive. I might quote their complamts till\\nsunset, that it is impossible to have good schools for want of good teachers.\\nMany who offer themselves for examination are deficient in every thing in\\nspelling, in reading, in penmanship, in geography, in grammar, in common arith-\\nmetic. There is not a single branch which they are capable of teaching promptly\\nand correctly. Many others are but little better qualified and tlie majority\\nwould be dismissed and advised to go back to then- domestic and rural employ-\\nments, if competent instructors could be had. The demand for such teachers is\\ngreat, and it is increasing.\\nWe will next inquhe into the reasons why those who are to be teacliers should\\nbe educated with special reference to the profession. Whatever a man under-\\ntakes, the importance of liis knowing how to do it, rises in proportion to the\\nmagnitude of the interests involved and tlie difiiculties to be overcome. In some\\ncases, the first bunglei- that comes along may be employed, where no better man\\noffers, because, if he fails, it is very little matter but, in other cases, it would\\nbe madness to employ any but an experienced workman. You may let any body", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0188.jp2"}, "189": {"fulltext": "DR. HUMPHREY S ADDRESS AT WESTFIELD. Igj\\nhoe your potato-patcli who is willing to undertake it but the ship in which you\\nintend to circumnavigate the globe must be built by first-rate workmen.\\nWhen you bring a teacher into one of your primary schools of forty or fifty\\nchildren, and put him in communication with their opening and ductile minds,\\nwhat is the task which he has before him\\nIn the first place, what is the material upon which he is to exercise his skill\\nwhich he is to mold, and fashion, and polish If it were a coarse and vulgar\\nsubstance, it might go into rough hands, and take its chance. But it is something\\ninfinitely more precious and ductile than tlio finest gold. It is the intelligent,\\nthe immortal mind, or, rather, it is half a hundred such minds, sparkling around\\nthe teacher, and all opening to his plastic touch. It is what shall I say a sub-\\nstance of the finest mold, that can be fashioned and chiseled like the Grecian\\nApollo No it is a spiritual essence, fresh from the skies. It is a mysterious\\nemanation from the infinite Source of being and intelligence, an immortal mind\\never present, though always invisible, in the school-room seeing, hearing, think-\\ning, expanding always ready to take the slightest impression for good or for\\nevil, and certain to be influenced every hour, one way or the other, by the\\nteacher. What a responsibility What a task\\nConsider the kind of substance upon which the schoolmaster is either skillfully\\nor unskillfully tracing the first lines that it receives, after the\u00c2\u00bb invisible cipher of\\nthe nursery, and what the sketching upon such a tablet ought to be. He might\\ngo down to the sea-shore, when the tide is out, and write as rudely as he pleased,\\nand the first refluent wave would wash the surface just as smooth as the last\\nebb left it. He might draw his awkward diagrams upon the di-ifted snow-bank,\\nand the first breath of air would whisk them away. He might write out his\\nlessons like a wise man or a fool, and it would make no difference the next hour\\nwould obliterate them all.\\nBut it is not so in the school-house. Evdry tablet there is more durable than\\nbrass. Every line that the teacher traces upon the mind of the scholar is, as it\\nwere, graven with the point of a diamond. Rust wiU eat up the hardest\\nmetals time and the elements will wear out the deepest chiseling in marble\\nand if the painter could dip his pencil in the rainbow, the colors would at length\\nfade from the canvas. But the spu-its, the impressible minds of that group of\\nchildren, in however humble ckcumstances, are immortal. When they have\\noutlived the stars, they will only have entered upon the infancy of their\\nbeing. And there is reason to believe that no impression made upon them\\nwill ever be obliterated. Forgotten, during shorter or longer periods of time,\\nmany tilings may be but the cipher, without the erasure of a single line, in all\\nprobability remains, to be brought out by the tests of a dying hour, or the trial\\nof the last day. The schoolmaster literally speaks, writes, teaches, paints, for\\neternity. They are immortal beings, whose minds are as clay to the seal under\\nhis hand. And who is sufficient for these things\\nJust look at the case in another light. They are the children of a hundred\\nand thirty or forty thousand families, who, as they successively become old\\nenough, are receiving their education in the Common Schools of Massacliusetts.\\nAt present, they are under tutors and governors, and have no direct influence,\\none way or the other, upon the great interests of the Commonwealth. But who\\nare they Go with me from school to school, from town to town, and from\\ncounty to countv, and let us inquire. On that little form directly in front of the\\nteacher, sits a distinguished and skillful physician. Just behind him you see one\\nof the prominent members of the General Court. On another bench, beliind the\\ndoor, sits a professor of mathematics, biting his pencil and puzzling over the rule\\nof three. On the other side of the room, that chubby boy is none other than the\\nSecretary of State. In the next school we find here a governor of the Common-\\nwealth, reading in tables of two syllables there, from one of the poorest fam-\\nihes of the district, an importing merchant, worth half a million of dollars and\\nclose by his side one of the shrewdest lawyers in the county. Going on to the\\nnext school-house, in the remotest corner of the town, we find a selectman, a\\nsheriff, a professor of languages, and, besides a number of enterprising and pros-\\nperous farmers and mechanics, perhaps a representative to Congress. But we\\nmust not be partial in our visits. Let us take the cars and go into another sec-\\ntion of the State, and see what we can find there. The very first boy we over-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0189.jp2"}, "190": {"fulltext": "2g2 DR. HUMPHREY S ADDRESS AT WESTFiELD.\\ntake trudging along toward the village school-house, with his dinner-basket in\\none hand, and his skates in the other, is the chief-justice of the Commonwealth.\\nWe enter, and who should we find there but the president of a great railroad\\ncompany also one of the richest bankers in State-street two or three clergy-\\nmen, of as many different denominations a chemist, a town clerk, a judge of\\nprobate, and a great civil engineer. In the next school we see a United States\\nsenator at the blackboard a jAysician just getting out of liis a-b-abs a briga-\\ndier-general trying to make straight marks upon his pasteboard slate an honor-\\nable counselor digging out his first sentence in parsmg, and half a dozen school-\\nteachers, some in baker, some in a-cat-may-look-on-a-king, and some in a-i-1,\\nto be troubled.\\nBut we are not through yet. In the veiy nest school we visit it may be in\\nBoston, it may be in the obscurest mountain town of the interior, it may be on\\nthe sea-board, or under the shadow of Wachusett we find an associate judge\\nof the Supreme Court, or an attorney-general, or a foreign embassador, or, speak-\\ning in the past tense, a president of the United States.\\nThus, were we to visit all the primary schools of the Commonwealth, we\\nshould be sure to find nearly aU the ministers, lawyers, physicians, judges, legis-\\nlators, professors, and other teachers, merchants, manufacturers, and, in short, all\\nthe most inteUig\u00c2\u00abnt, active, and useful men of the next generation in these\\nschools. We cannot now point them out by name. We cannot tell who of them\\nwiU be governors, and judges, and merchant princes but in winter, or summer,\\nor both, they are all there. They are receiving the rudiments of their education\\nUnder such teachers as we provide for them, and m the period of life when the\\nmost lasting impressions are made. More, I will venture to say, is done during\\nthe first ten or twelve years, in the humble district school-house, to give tone and\\nshape to the popular mind, than in all the years that follow. Bad habits of\\nreading, or slovenly habits of writing, or loose habits of reciting and thmking,\\nwhich are contracted there, will cling to most men as long as they live while,\\non the contrary, the permanent advantages of a good beginning, under competent\\ninstructors, ai e witnessed and acknowledged by all. It has been so in Massa-\\nchusetts from the beginning.\\nHer great men have commenced their education in the common school-house.\\nAnd the thing that hath been is that which shall be, and that which is done is\\nthat which shall be done, as one generation passeth and another cometh. In\\nless than half a century, all the professions in our noble State will be filled, all\\nthe offices will be held, all the business will be done, and nearly all the property\\nwill be owned, by the boys who first graduate at our Common Schools, and\\nwhose parents are too poor to give them a better education. It will be so as\\nlong as these schools are sustained and open to all and they wiU do more or\\nless to elevate the moral and intellectual character of the people, as the teachers\\nare thoroughly or superficially educated. Every faithful and well-qualified\\ninstructor in the humblest district school is a public benefactor. But where shall\\nthe school committees look for a sufficient number of such, till Teachers Sem-\\ninaries furnish them\\nIt is not so well considered as it should be, that education is both a science\\nand an art. Though not one of the exact sciences, it rests on deep and compli-\\ncated elementary principles, and calls for a more careful study of the early sus-\\nceptibilities and operations of the human mind than any other science. Every\\nchild has, if I may so speak, three natures a physical, a mental, and a moral,\\nbetween Vv^hich there are mysterious sympatliies and connections, tliat recipro-\\ncally govern and are governed. He has organs of sense, which are the inlets of\\nknowledge, and without which he could not learn any thing, however skillful the\\nteacher. He would stUl have a mind, but it would be a prisoner, groping hope-\\nlessly in a dungeon. He has perception, reason, memory, and imagination. He\\ncan learn and apply rules, understand propositions, and in simple esamjDles see\\nthe connection between premises and conclusions. He can be stimulated and\\nswayed by motives, and is pecuharly alive to then- influence. He is susceptible\\nof a great variety of opposite emotions of hope and feai- of joy and sorrow;\\nof love and hatred. But I need not enumerate. Every cliild in the primary\\nschool has a moral as weU as a rational nature has a conscience. He can discern\\nbetween good and evil. He knows the difference between right and wrong", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0190.jp2"}, "191": {"fulltext": "DR. HUMPHREY S ADDRESS AT WESTFIELD. jQg\\ntetween truth and falsehood. In short, he has within him all the elements of\\nhigh responsibility all the noble faculties of an accountable and immortal being,\\nBut these faculties are yet to be unfolded, to be cultivated, to be educated.\\nThe understanding needs it. The memory needs it. The imagination needs it.\\nThe conscience and the heart need it.\\nThis is what I mean by education as an art; and the art here, as in most\\nother cases, is founded upon the science. It is seizing upon the elements and.\\nreducing them to order it is arranging and applying fundamental principles.\\nIt is molding the mind, and stimulating it to liigh and noble aims. It is draw-\\ning out its powers, teaching it its own strength, and making it work, as the\\nincumbent atmosphere does the steam-engine. In fine, it is the art of educating\\nthe whole man, of symmetrically cultivating all the powers and faculties of the\\npupil s mind, and training him up to the love and practice of aU the virtues. In\\nthis view, education holds a high, if not the highest rank among the liberal and\\nuseful arts. But it is no more intuitive than any of them. The art of educating,\\nas well as every other art, must be studied, must be learned. Though it be not\\nessential that every schoolmaster should be a profound intellectual and moral\\nphilosopher, it is necessary that he should understand what the motive power in\\nthe child s mind is, and how to reach it.\\nIt Avould be mere commonplace to add that no one can teach what he does\\nnot understand himself He may try and when he gets fairly swamped, he\\nmay look as wise as an owl upon a hollow tree. He may blimder along over the\\nrecitation like a bewildered militia-man in an enemy s country, and bless himself\\nthat he has got through some how or other but this is not teaching. It is\\nmumbling and hesitating and, in the last resort, knocking a difficulty on the\\nhead as an impudent intruder, or shying round it as if it lay coiled and liissing in\\nhis path, Uke a serpent. It seems to be strangely overlooked, in many quarters,\\neven to this day, that a competent education for teaching embraces a great deal\\nmore than a general and superficial knowledge of spelling, reading, writing,\\narithmetic, grammar, and geography. But really it is time for every body to\\nunderstand the difference between smattering in school, sis hours a day, and\\nteaching thoroughly, accm ately, in all the studies. Every branch should, if pos-\\nsible, be as familiar to the instructor as the first lessons in the child s reader.\\nIf it is not at his tongue s end, he labors under very great embarrassment. He\\nhas no time to study out the lessons as he goes along. He needs to be as sure\\nand prompt as a percussion-lock. He must be, in order to do full justice to his\\nschool.\\nJust consider for a moment what is required of him, every day and every\\nhour. In the first place, the scliool is to be brought under strict subordination\\nbefore he can begm to teacli. Half a hundred children, often more, of all ages,\\nare to be governed, or they will soon govern him, as they do their parents at\\nhome. Even after his authority is estabhshed, it requires the eyes of an Argos\\nto keep them in subjection and close to their studies. This, of itself, would be a\\nlaborious task. Let any one who doubts and theorizes, tiy it, and he wiU see.\\nBut it is a trifle compai-ed with what the sole teacher of a large district school\\nhas to do. Look in upon him, and judge for yourselves. He must hear from\\nfive to ten classes in as many different branches before the clock strikes twelve,\\nand must do it in.the midst of constant interruptions. Mr. A., may I go to the\\nfire may I go out may I get some snow and put into my ink may I go\\nhome and get my slate Mr. A., will you mend my pen will you show me\\nhow to do tliis sum I have worked upon it two hours, and it won t come right\\nnohow. I wonder what such hard sums were made for. Mr. A., Sam pinclied\\nme. Mr. A., Ben keeps pulling my hair. Mr. A., Mr. A., Bill studies so loud\\nthat I can t get my lesson. Mr. A., what time is it Mother says I must go\\nhome at three o clock, and do the chores.\\nThese are a few specimens of the thousand and one que-otions and other inter-\\nruptions by which the teacher of a Common School is harassed from morning to\\nnight, till his patience is worn threadbare. What, then, in the mean time, is to\\nbecome of his recitations Tlie classes must go on in spite of all this, if they\\nare to read, and spell, and recite at aU. The sun will not stop for the pens to\\nbe mended, nor for the tongues to cease. Woe to the master who cannot attend\\nto more than one or two things at once If, when a class gets up to read, he is", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0191.jp2"}, "192": {"fulltext": "1 84 DR. HUMPHREY S ADDRESS AT WESTFIELD.\\nobliged to take tlio book and follow them, liar oy lino, to sec -whctlicr they call\\nthe Words right and mind the stops, as I have sometimes myself witnessed, who\\nwill keep the school in order, and all the rest of the machinery in gear and in\\nmotion Poor man how I pity him from the bottom of my heart and how I\\npity the school too So, when he calls up a class in grammar, or in arithmetic, if\\nhe is obliged to direct hia whole attention to the lesson if the slightest transpo-\\nsition or anomaly in the construction of a sentence sends him to his accidence to\\npuzzle it out, while the whole class is waiting, dubious of his success or if the\\nnine digits, with their characteristic obstinacy, bring him to a dead stand in some\\nof the common rules, and oblige him to adjourn the recitation over night, what,\\nin the mean time, must become of all the other exercises and interests of the\\nschool If any teacher in the world needs to have every thing by heart, it is\\nthe teacher of a common school. He has so many classes, so many branches, so\\nmany wheels to keep in motion, so many tilings to divide his attention, that, if\\nhe is not thoroughly educated himself, it is impossible for him to do justice to\\nthose who are committed to his care. It may be no fault of his that he is defi-\\ncient in some, or even in all the branches of popular education. He may never\\nhave been thoroughly educated himself. Considering his limited advantages, he\\nmay do better than could have been expected but such a man will feel his de-\\nficiencies, and the school will suffer in spite of his best endeavors.\\nWhat, then, is to be done Where and how are our schoolmasters and school-\\nmistresses to be better educated There is no want of the material. We have\\nyoung men and young women enough in Massachusetts who would prove them-\\nselves worthy of the highest public confidence as teachers if they could but be regu-\\nlarly trained to the profession. But wl die all admit that there is a great demand\\nfor more thoroughly qualified teachers in the public schools, some suppose that it\\ncan be fully met by the colleges and academies of the State. I have no disposi-\\ntion to undervalue these seminaries. They are the glory of the Commonwealth.\\nNo one will dispute the ability of our colleges to give just such an education\\nas every schoolmaster wants. They are furnished with the ablest instructors,\\nand teach many things which are far in advance of what the public schools\\nrequire. But the colleges have no teachers department, and do not pretend to\\nqualify their graduates and undergraduates for common schoolmasters. Some\\nof them teach the wintei- schools, to be sure and it seems to be taken for grant-\\ned, that because they have studied Greek and Latin, and Conic Sections, they\\nmiust know all about the branches of Common-School education. Tliis is one of\\nthe best examples of non sequitur that I can tliink of. Because a young man\\ncan read Demosthenes and calculate eclipses, he must be eminently quaUfied to\\nteach a primary school It is no disparagement to some of the best classical\\nscholars to say, that they are not fit for common schoolmasters. They are above\\nthe employment, but not equal to it. They can educate teachers a great deal\\nbetter than they can teach the a-b-abs, and When the sky falls, we shall catch\\nlarks. Experience abundantly proves that many who go from college halls to\\ntry their hand in district school-houses, are greatly surpassed by some who never\\nsaw a college in their lives and if it were the main object of a collegiate edu-\\ncation to furnish schoolmasters, every one must see how very inadequate would\\nbe the supply.\\nThe academies can do more than the colleges in educating.teachers, and they\\nare entitled to a great deal of credit for what they have done but something\\nmore is wanted. Wlfile I cannot agree with those, on the one hand, who speak\\ndisparagingly of our academies, as teacliers seminaries, I am equally unable, on\\nthe other, to coincide with those who think we need no other class of Teachers\\nInstitutes. Tlie truth, it seems to me, lies between these two extremes. Lei\\nthe academies do what they can. There is room for then- most strenuous en-\\ndeavors, without interfering at all with the recent movement on the part of\\nbenevolent individuals and the State in the same direction. If a sufficient num-\\nber of Teachers Seminaries could be established to educate all the schoolmasters\\nand mistresses that are wanted, the case would be different. But when we\\nremember that there are more than three thousand school districts in Massachu-\\nsetts, requiring almost double the number of teachers (includiiig winter and\\nsummer schools), it seems as if every one must see that the agency of the acade-\\nBttiee in helping to furnish them caimot be dispensed with. Let those of them", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0192.jp2"}, "193": {"fulltext": "DR. HUMPHREY S ADDRESS AT WESTFIELD.\\n185\\nwhich already have teachers departments, make them still more thorough, and\\nlet others come into the same arrangement. Still, there will be ample room for\\nanother class of semiaaries, conveniently located in different parts of the Com-\\nmonwealth, exclusively devoted to the education of teachers, both male and\\nfemale.\\nOur three State N ormal Schools are just these seminaries. Their sole object\\nis to raise the standard of popular education by furnishing the Public Schools\\nwith abler teachers than they now have, or can have, without some such pro-\\nvision. Leaving to our excellent academies the task of fitting young men for\\ncollege, and for the various departments of business, they propose to take as\\nmany prouisiug youth of both sexes as they can accommodate, and qualify them\\nthoroughly for teaching. This, and this only, is what the Normal Schools pro-\\npose and it is too plain to need argument, that, with good accommodations and\\nable teachers, they can do more than the academies and high schools in this par-\\nticular department. They must do more to entitle themselves to pubUc confi-\\ndence and patronage.\\nAre they, then, just such Teachers Seminaries as we want Let us visit\\nthem and see. The accommodations are ample, and all the arrangements highly\\nconvenient. The buildings are new and handsome. The grounds are inviting,\\nand such ornaments as time, alone can add, will make them still more so. The\\nlocations are healthful, and far removed from dangerous allurements. The prin-\\ncipals are men who have distinguished themselves as able and successful teach-\\ners in the Common Schools, and their assistants are selected with special\\nregard to the requisite qualiJications. By the wise and liberal policy of the\\nState, tuition is free. Every branch of Common-School education is taught, and\\nmuch more thoroughly taught, than, for the want of time, any of these branches\\ncan be in our best academies. Let those who doubt it go into one of these Nor-\\nmal Schools, and witness the diilling, and listen to the recitations, for a single\\nforenoon, and judge for themselves. No scholar escapes no one can be super-\\nficial or hesitate without being made to feel it to the quick. The design is to\\nmake prompt and able teachers, by giving fine upon line, and precept upon pre-\\ncept to make them so famUiar with the whole range of studies, that when they\\ncome to take charge of the schools, they shall never be at a loss, never keep a\\nclass waiting while they turn over books to refresh their own memories. The\\nobject is, as far as practicable, to make every teaclier as true and quick as steel\\nand this cannot be done but by severe drilling, by waking up the mind to its\\nbest efforts, and keeping it wide aAvake from morning to night. To be a first-\\nrate schoolmaster, a man must be able to attend to twenty things at once. To\\nthis end, he must be perfectly at home in all the studies, as I have before said\\nand I am satisfied there is no such place for getting armed and equipped at all\\npoints, as in a good Normal School. If any branch is superficially taught in\\nthese schools, it must be the fault of the principal or his assistants and if any\\nincompetent or unfaithful instructor should ever be retained, it will be the fault\\nof the Board of Education.\\nBut something more is necessary to furnish the best class of teachers, than the\\nthorough instruction of which I have spoken, and much more is actually done in\\nthe Normal Schools. The best methods of teaching, and of the management and\\ngovernment of Common Schools, are made prominent topics of familiar lectures\\nand conversation. And to make these instructions in the highest degree practi-\\ncal, each of our Normal Schools has what is called a Model Primary School,\\nattached to it, where, in turn, the Normal scholars have opportunity to try their\\nskill in teaching and governing, under the general superintendence of the Princi-\\npal. Besides all this, public sentiment demands that the Bible should be made\\na text-book and every Principal is expected to give moral lectures and reli-\\ngious instruction, weekly, if not daily, in the school-room. While the Board,\\nunder whose control the State has placed this and the other Normal Schools,\\nwould not countenance any mere sectarian obtrusion on the part of instructors,\\nthey would not, I am persuaded, continue any one in his place who should reject\\nthe Christian Scriptures, or omit to inculcate their divine precepts upon those\\nwho are to be tlie future teachers of our Common Schools. Mere neutrality in\\nreligion on the part of any principal, were absolute neutraUty possible, would not\\nbe tolerated, I am sure, by the present Board. And if I thought the day would", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0193.jp2"}, "194": {"fulltext": "186\\nDR. HUMPHREY S ADDRESS AT WESTFIELD.\\never come when the high and eternal sanctions of the Chi-istian religion should\\nno longer be held np in the Normal Schools, my fervent prayer would be, that\\nthen one stone might not be left upon another.\\nI have spoken thus far upon the direct agency which well-managed Normal\\nSchools must needs have in raising the standard of popular education through\\nthe teachers whom they educate but if they succeed, there will be an indirect\\ninfluence, equally auspicious, if not more so. The public expect, and have a right\\nto expect, that they will send out model teachers not that all will be superior\\nto those who have gone before them but that some,, that many will excel, in\\nproportion to their superior advantages and that their better and more thorough\\nmethods of instruction will be copied by other teachers. This is the order of\\nnature in the progress of all human improvements. The few who are most highly\\nendowed, or best instructed, are looked up to as models by the masses in every\\ncommunity. The fortunate inventor of a labor-saving machine, or the discoverer\\nof some new principle in physical science, is a public benefactor, even though he\\nshould not teach one in a thousand the use of the machine or the application of\\nthe prmciple. The man who invents a new and improved model of a steam-\\nengine, or builds a better water-wheel than any before in use, or brings out from\\nhis power-looms a handsomer and more substantial fabric than any other manu-\\nfacturer, or makes a cheaper and better button, while he fills his own pockets,\\nvirtually teaches a thousand others how to do the same thing. The model, or\\nthe article manufactured, is before them, and then- own eyes and ingenuity\\ndo the rest. So it is in all the useful and ornamental arts so it is in agricul-\\nture so it is in building bridges and making roads. A single turnpike, passing\\nthrough a section of country where the scraper had never been seen before, will,\\nin a short time, wonderfully improve all the cross-roads for miles and miles\\non both sides of it. It is the model road for all the highway surveyors far and\\nnear. So with the agricultural school. Though the pupils may be few in num-\\nber, yet when they come to be scattered abroad over the farmmg districts, they\\nwill not only teach others what they have been taught themselves, but thousands\\nwill watch their improved methods of cultivation, and profit by them.\\nThe same thing is true in popular education. The public are benefited, both\\ndirectly and indirectly, by every improved method of instruction. Though the\\nteachers from the Normal Schools should, for some years to come, bear but a\\nsmall proportion to the whole nimrber of schoolmasters and mistresses m the\\nCommonwealth, while they will be raising up a class of teachers under their own\\nimproved and thorough methods of instruction, just so far as they rise above the\\nordinary level, their schools will become model schools for all tlf neighboring\\ndistricts. Every valuable improvement in teaching and governing will in time\\nbe copied, and thus the indirect agency of the Normal Schools, in raising the\\nstandard of general education, will be extended far beyond the limits of their\\ndirect and immediate influence.\\nI am aware that these anticipations may be regarded as quite too sanguine\\nby some who take a deep interest in the improvement of our Public Schools.\\nThey may demand of us how much the Common Schools have yet been benefited\\nby the Normal Senrinaries, and, because their expectations have not been an-\\nswered, may set down the experunent as but little short of a failure. But they\\nouglit m fairness to consider that there has not yet been time enough to test it.\\nIt was commenced but seven years ago, and under several disadvantages. We\\nhad no teachers who had themselves been trained up under the system. When\\nthey began, they had much to learn, as well as every thing to teach. And they\\nhad no suitable accommodations. It is only the last year that the first school-\\nhouse was built, and the other two are now just finished. Teachers cannot be\\nthoroughly educated in a few months under tlie best system that ever was de-\\nvised. A regular course requires two or thi-ee years of close study. But few\\nhave enjoyed the advantages of the system at all and the most highly favored\\nhave ^ot had time to show wh.at they can do since they left the schools and be-\\ngan to teach. It would be quite imreasonable, therefore, to judge of the adapta-\\ntion of the Normal system to the wants of our Public Schools, by what has\\nakeady been accomplished. Give it a fair trial, and if it does not meet the\\nreasonable expectations of an enlightened public, let it be abandoned.\\nThe great difficulty hitherto has been to keep the pupils long enough in pro-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0194.jp2"}, "195": {"fulltext": "DR. HUMPHREY S ADDRESS AT WESTFIELD. |g^\\nfessional training. The Board have done what they could by theii recommenda-\\ntions and by-laws. The secretary and the pi iiicipals have exhausted then- per-\\nsuasions, I will not say in vain, but without any thing like that degree of success\\nwhich they have fairly earned. We are obliged to confess, that in this respect\\nwe have been disappointed. We did suppose that fine accommodations, free\\ntuition, and the best instruction, would be sufficient inducements, not only to fill\\nup the schools, but to secure attendance for a reasonable length of time. In this,\\nI say, we have been disappointed. Many have remained but a single term, but\\nfew have given themselves time for the whole course, and the Normal Schools\\nhave been held answerable for their deficiencies. This is unreasonable. Nobody\\never pretended that the new system could work miracles that coming in at\\none door and going out at the other would make good teachers. The Normal\\nSchools claim no supernatural advantages over other seminaries. Thorough\\ntraining for any profession is a slow and arduous process. The Board of Educa-\\ntion are extending the time as fast as pubUc sentunent will sustain them and\\nthey hope to be able, within a reasonable period, to make it a condition that\\nthose who enter shall remain long enough to reap all the substantial advantages\\nwhich the system offers.\\nBut notwitlistanding these disadvantages, those who have had the best oppor-\\ntunities for judging and comparing, will bear us out in claiming, that many of the\\nteachers from the Normal Seminaries have distinguished themselves afi-eady in\\nthe primary schools, and are giving stiU brighter promise, from year to year, of\\nwhat may be expected hereafter. Where they can be had, the normal trained\\nteachers are generally preferred; and experience, with some exceptions, no\\ndoubt, justifies the preference.\\nLet it not be said or surmised that this is a scheme to drive other worthy\\nteachers from the schools. It is rather to aid them and add to their numbers.\\nThey cannot be sjjared. Not one district m ten could obtain a teacher from a\\nNormal School if ever so much disposed, and for a long time yet to come the\\ngreat majority must be trained elsewliere. Let them be trained. Let the most\\nstrenuous efforts be made by other seminaries to raise the standard of popular\\neducation, by furnishing better quaUfied schoolmasters and mistresses than have\\nyet been raised up, and we will rejoice in the highest measure of their success.\\nLet a competent number of well-educated teachers be provided, through what-\\never agency, and the Board will mingle then- congratulations with all who labor\\nin the same noble cause.\\nFriends of popular education as I am sure you all are ministers, laymen,\\nparents, teachers, school committees, let me stir you up to your duties. A nobler\\nfield for action, for educational labors and improvements than our own beloved\\nCommonwealth furnishes, the sun does not shine upon. A richer legacy than\\nour religious institutions and Common Schools never came down from a wise and\\npious ancestry. Some things can be done up, and then dismissed as requh-ing no\\nfurther care or labor but it is not so with education. Like household work, it\\nis always returning and never done.\\nWe have none the less to do because our fathers did so much, nor will our\\nchildren be eased of the burden by our highest efforts to raise the standard. All\\nthe toil is to be gone over again by each successive generation. It is a circle\\nwhich returns upon itself, and will continue to return to the end of time. The\\nprocession of children coming upon the stage has no end. Wait we ever so long,\\nit wUl not pass by. When we depart, they will stiU be coming, and in closer\\nranks than ever. Those who are centuries behind will surely come, and the\\ngreat business of every generation will be to educate the children of the next.\\nWhat, therefore, our hands find to do, let us do it with our might.\\nCitizens of Westfield, we congratulate you upon yom- educational enterprise\\nand privileges. Few towns in t]ie Commonwealth have acted upon a wiser fore-\\ncast. Besides your primary schools, with doors wide open to every child, how-\\never poor, you have one of the oldest and most flom-ishing academies in the\\nState not waxing and waning, as many do, but always flom ishing under able\\nteachers and a supervision which forbids its decline. With these high advan-\\ntages you might have rested satisfied. But when the western Normal School\\nwas to be permanently located, you entered into an honorable competition for\\nthe additional facilities which it would bring to your doors. Favored by your", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0195.jp2"}, "196": {"fulltext": "188\\nDR. HUMPHREY S ADDRESS AT WESTFIELD.\\nnatural advantages, and entitling yourselves by liberal subscriptions to the pref-\\nerence, you succeeded. The school which had been for some time suspended\\nwas brought here, and reopened with temporary accommodations, and now this\\nnow and beautiful edifice is to receive it. Much wiU it depend on your co-oper-\\nation with tlie Board and with the teachers for its prosperity. Upon your aid in\\naccommodating the scholars from abroad on reasonable terms, and guarding\\nthem against those moral dangers which so easily beset the young, we confidently\\nrely. You will not disappoint this expectation. You will cherish this seminary\\nas you do your schools and academy. To the cause of good learning we dedi-\\ncate it. To the care and benediction of Heaven we commend it. May it\\nmore than answer the sanguine hopes of its projectors, in furnishing teachers of\\na high order for many generations.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0196.jp2"}, "197": {"fulltext": "ASSOCIATIONS AND AGENCIES\\nIMPROVEMENT OF TEACHERS IN MASSACHUSETTS.\\nIn addition to the annual appropriation of seven thousand dollara for\\nthe support of the State Normal Schools, Massachusetts makes an\\nannual contribution in aid of several associations of teachers, for their\\nprofessional improvement, and the advancement of education generally.\\nTEACHERS INSTITUTES.\\nA Teachers Institute, as the term is now used, is an assemblage of\\nteachers for a period extending from one to four weel s, for the purpose\\nof reviewing the studies they are to teach, and to witness, and to some\\nextent practice, the best methods of arranging and conducting the classes\\nof a school, as well as of obtaining the matured ideas of experienced\\nteachers on topics of educational improvement. They bear a close re-\\nsemblance to the conferences of teachers, provided for in the school laws\\nof Prussia and France.\\nMassachusetts* was the first state to afford legislative encourage-\\nment to Teachers Institutes. The sum of twenty-five hundred dollars a\\nyear is placed at the disposal of the Board of Education, to defray\\ncertain expenses incident to this class of meetings.\\nWhenever reasonable assurance is given to the Board, that a number\\nof teachers of common schools, not less than fifty, shall desire to assemble\\nfor the purpose of forming a Teachers Institute, and to remain in session\\nfor such period of time as the Board shall determine the Board, by\\na committee, or by their secretary, or, in case of his inability, by such\\nperson or persons as they may delegate, are to appoint a time and place\\nfor a meeting, make suitable arrangements therefor, and give due notice\\nthereof.\\nThe Board, or their committee or appointee, must engage teachers and\\nlecturers for each institute that may be called provide rooms, fires,\\nlights, attendance, and so forth but, for these purposes, they are not\\nauthorized to expend, on any one institute, a greater sum than two hun-\\ndred dollars. By a regulation of the Board, the personal expenses of the\\nsecretary of the Board, incurred in calling and attending the institutes,\\nmay be defrayed from said sum of two hundred dollars but no extra\\nallowance is made for his services. The personal expenses of the mem-\\nbers for travel, board, and so forth, are to be defrayed by themselves.\\nThe committee of the Board, their secretary, or, in his absence, the person\\nappointed by them or him, stands in the same relation to the institute ia\\nwhich a teacher stands to his school.\\nThe following notices are taken from Mr. Mann s Tenth Annual Report.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0197.jp2"}, "198": {"fulltext": "190 IMPROVEMENT OF TEACHERS IN MASSACHUSETTS.\\nThe instruction at tlie institutes is designed to be of such a character\\nas shall furnish a model for common school exercises, although the\\nformer will naturally partake more of the oral method than the latter.\\nOwing to the shortness of the time during Avhich the institutes are\\nusually held, they can do but little besides giving some practical skill\\nsome knowledge of the art of teaching. For a mastery of principles, or\\nan indoctrination into the science of teaching, Normal Schools must be\\nthe main and the only unfailing reliance, in any system of common schools.\\nThe evenings of the session are usually occupied by debates, or by\\nlecturers, who treat of any of the important topics embraced in the vast\\nrange of common school interests.\\nCOUNTY ASSOCIATIONS OF TEACHERS.\\nWhenever any county association of teachers, and others, shall hold\\nsemi-annual meetings of not lees than two days each, for the express\\npurpose of promoting the interests of common schools, such associations\\nare entitled to receive fifty dollars a year from the state. For obtaining\\nthis sum, the president and secretary of the association must certify,\\nunder oath, to the governor, that two such semi-annual meetings have\\nbeen held. The governor will then draw his- warrant on the treasurer\\nof the commonwealth.\\nAt the head of this class of associations, stands that of Essex county,\\nwhich was formed in August, 1830, and which has held a semi-annual\\nmeeting every year to the present time, and was never exerting a better\\ninfluence on the teachers themselves, or their schools, than now. Its\\nobject is declared to be the improvement of teachers and the system of\\neducation generally.\\nSTATE TEACHERS ASSOCIATION.\\nThe Massachusetts Teachers Association was formed on the 25th of\\nNovember, 1845, at a- meeting of more than two hundred practical\\nteachers from every section of the commonwealth, on the call of the\\nEssex County Teachers Association. The association meets annually,\\nand continues in session two days for lectures and discussions on topics\\nof educational and professional improvement. In 1847, a committee of\\npublication was appointed, under whose direction the Massachusetts\\nTeacher was commenced, in 1848, and has since been issued monthly.\\nThe state appropriates one hundred and fifty dollars annually in aid of\\nthe objects of the association.\\nAMERICAN INSTITUTE OF INSTRUCTION.\\nThis institution had its origin at a meeting of teachers and other\\nfriends of education, in Boston, on the 15th of March, 1830. A com-\\nmittee then appointed, reported to a convention, composed of several\\nhundred persons, mostly teachers, from eleven different states of the\\nUnion, which met in the Representatives Hall, on the 19th of August,\\nin the same year, a constitution, which, with some alterations, was adopted.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0198.jp2"}, "199": {"fulltext": "IMPROVEMENT OF TEACHERS IN MASSACHUSETTS.\\n191\\nThe object set forth in the constitution is, the difFasion of useful knowl-\\nedge in regard to education. This object has been gained by the\\ndelivery of valuable lectures, and the discussion of interesting topics re-\\nlating to popular education, at the annual meeting jn August, which\\nusually continues for five or six days, and the subsequent publication\\nof the same in an annual volume, now amounting to twenty. These\\nlectures and papers have been prepared by some of the most distin-\\nguished educators and literary naen in our country; and, at the time of\\nthe delivery, and since, have done much to advance common education\\nand the improvement of teachers. Much of what we now Avitness and\\nrejoice in, as evidence of increased interest in this all-embracing good\\ncause, can be traced back to the efforts of the members of this Institute, at\\ntheir anniversary, and in their own spheres of usefulness and labor at home.\\nWell might President Wayland, in his introductory discourse, in 1830,\\nsay: In the long train of her joyous anniversaries, New England has\\nyet beheld no one more joyous than this. We have assembled to-day, not\\nto proclaim how well our fathers have done, but to inquire how we may\\nenable their sons to do better. We meet, not for the purpose of empty\\npageant, nor yet of national rejoicing, but to deliberate upon the most\\nsuccessful means of cultivating to its highest perfection, that invaluable\\namount of intellect which Divine Providence has committed to our hands.\\nWe meet to give to each other the right hand of fellowship in carrying\\nforward this all-important work; and here to leave our professional\\npledge, that if each succeeding generation does not act worthily, the\\nguilt shall not rest upon those who are the instructors of New England.\\nIn conclusion, he adds, the teacher has chosen a noble profession.\\nWhat can be more delightful to a philanthropic mind, than to behold\\nintellectual power increased a hundred-fold by our exertions, talent de-\\nveloped by our assiduity, passions eradicated by our counsel, and multi-\\ntudes of men pouring abroad over society the luster of a virtuous ex-\\nample, and becoming meet to be inheritors with the saints in light and\\nall in consequence of the direction we have given them in youth. It be-\\ncomes us, then, to act worthily of our station. Let us, by all the means\\nin our power, second the efforts and the wishes of the public. Let us see\\nthat the first steps in this course are taken wisely. This country ought\\nto be the best educated on the face of the earth. By the blessing of\\nHeaven, we can do much toward the making of it so. God helping us,\\nthen, let us make our mark upon the rising generation.\\nThis spirit has characterised many of the eminent teachers who have\\nlectured before the Institute, and have made the anniversary meetings\\nseasons of rejoicing, and congratulation, and encouragement in the great\\nwork of school improvement.\\nThe state has appropriated annually, since 1836, three hundred dollars\\nin aid of the publications, and other objects of the Association. The an-\\nnual volume of proceedings and lectures constitute a valuable part of the\\neducational literature of the country. Many of these lectures have been\\nre-published in England.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0199.jp2"}, "200": {"fulltext": "192 american institute of instruction.\\nLectures and Proceedings of the American Institute of Ik-\\nSTRUCTiON from 1S30 to 1847. Eighteen volumes. Boston: Ticknor.\\nThese volmnes embrace more than 150 lectures and essays, on a great\\nvariety of important topics, by some of the ablest scholars and most suc-\\ncessful teachers in the country.\\nCONTENTS.\u00e2\u0080\u0094 Vol. I, for 1S30. Introductory Discourse, by President Wayland. Lecture\\nI. Physical Education, by jQh7i C. Warren, M. D. Lecture II. Tlie Development of the In-\\ntellectual Faculties, and on Teaching Geography, by James G. Carter. Lecture III. The In-\\nfant School System, by William Russell. Lecture IV. The Spelling of Words, and a Rational\\nMethod of Teaching their Meaning, by Gideon F. Thayer. Lecture V. Lyceums and Socie-\\nties for the Diffusion of Useful Knowledge, hy Nehe\u00c2\u00bbiiah Cleaveland. Lecture W. Practical\\nMethod of Teaching Rhetoric, hy Samuel P. Neiuman. Lecture \\\\ll. Geometry and Algebra,\\nby F. J. Grund. Lecture VIII. The Monitorial System of Instruction, by He7iry K. Oliver.\\nLecture IX. Vocal Music, by William C. Woodhridge. Lecture X. Luiear Drawing, by\\nWalter R. Johnson. Lecture XI. Arithmetic, by Warren Colhurn. Lecture XII. Classical\\nLearning, by Cornelius G. Felton. Lecture XIII. Tlie Construction and Furnishing of School-\\nRooms and Scliool Apparatus, by William J. Adams.\\nVol. II. for 1831. Introductory Lecture, by James Walker. Lecture I. Education of Fe-\\nmales, by George B. Emerson. Lecture II. Moral Education, by Jacob Abbott. Lecture\\nIII. Usefulness of Lyceums, by S. C. Phillips. LecturelV. Education of the Five Senses, by\\nWilliam H. Brooks. Lecture V. The Means which may be employed to stimulate the Student\\nwithout the aid of Emulation, by John L. Parkhurst. Lecture VI. Grammar, by Goold\\nBrown. Lecture Wl. Inlluenceof Academies and High Schools on Common Schools, hy Wil-\\nliam C. Fowler. Lecture VIII. Natural History as a Branch of Common Education, by Cle-\\nment Durgin. Prize Essay on School-Houses, by W. A. Alcott.\\nVol! Ill, for 1832. Introductory Discourse, by Francis C. Gray. Lecture I. The best\\nMethods of Teacliing tlie Living Languages, by George Ticknor. Lecture II. Some of the\\nDiseases of a Literary Life, by G. Hayioard, M. D. Lecture III. The Utility of Visible Illus-\\ntrations, by Waller R. Johnson. Lecture IV. The Moral Influences of Physical Science, by\\nJohn Piei-pont. Lecture V. Prize Essay, on the Teaching of Penmanship, by B. B. Foster.\\nLecture VI. Nature and Means of Early Education, as deduced from Experience, by A. B.\\nAlcotl. Lecture VII. On Teaching Grammar and Composition, by Asa Rand.\\nVol. IV, for 1833. Introductory Lecture, by William Sullivan. Lecture I. On the Impor-\\ntance of a Knowledge of the Principles of Physiology to Parents and Teachers, by Edward\\nReynolds, M. D. Lecture II. The Classification of Schools, by Samuel M. Burnside. Lec-\\nture HI. Primary Education, by Gardner B. Perry. Lecture IV. Emulation in Schools by\\nLeonard Withington. Lecture V. The best Method of Teaching the Ancient Languages, by\\nAlpheus S. Packard. Lecture VI. Jacotot s Method of Instruction, by George W. Greene.\\nLecture VII. The best Method of Teaching Geography, by W. C. Woodbridge. Lecture Vlll.\\nNecessity of Educating Teachers, by Samuel R. Hall. Lecture IX. The Adaptation of Intel-\\nlectual Philosophy to Instruction, by Abijah R. Baker. Lecture X. The best Mode of Teach-\\ning Natural Phdosophy, by Benjamin Hale.\\nVol. V. 1834. Introductory Lecture, by Caleb Cushing. Lecture I. The best Mode oJ Fix\\ning the Attention of the Young, by Warren Burton. Lecture II. The Improvement which\\nmay be made in the Condition of Common Schools, by Stephen Farley. Lecture III. Duties\\nof Parents in regard to the Schools wliere their Children are Instructed, by Jacob Abbott.\\nLecture IV. Maternal Instruction and Management of Infant Schools, by M. M. Carlt. Lecture\\nV. Teaching the Elemenls of Mathematics, hy Thomas Shericin. Lecture\\\\l The Dangerous\\nTendency to Innovations and Extremes in Education, by Hubbard Winslow. Lecture VII. Un-\\nion of Manual with Mental Labor, in a System of Education, by Beriah Green. Lecture VIII.\\nThe History and Uses of Chemistry, by C. T. Jackson. Lecture IX. Natural History as a\\nStudy in Common Schools, by A. A. Gould, M. D. Lecture X. Science of Government as a\\nBranch of Popular Education, by Joseph Story.\\nVol. VI, for 1835.\u00e2\u0080\u0094 Introductory Lecture, by W. H. Furness. Lecture I. The Study of the\\nClassics, by yl. Crosby. Lecttire 11. Education for an Agricultural People, by (SajnweZ ivo?/, J?-.\\nLecture HI. Political Influence of Schoolmasters, by E. Washburn. Lecture IV. State and\\nProspects of the German Population of this Country, by H. Bokuin. Lecture V. Religious Ed-\\nucation, by R. Park. Lecture VI. Importance of an Acquaintance with the Philosophy of the\\nMind to an Instructor, by J. Gregg. Lecture VII. Ends of School Discipline, by Henry L.\\nMcKean. Lecture VIII. Importance and Means of Cultivating the Social Affections among Pu-\\npils, by J. Blanchard. Lecture IX. Meaning and Objects of Education, by T. B. Fox. Lec-\\nture X. Management of a Common School, by T. Dicight, Jr. Lecture Xi. Moral and Spirit-\\nual Culture in Early Education, hy R. C. Watersto?i. Lecture Xll. Moral Uses of the Study cf\\nNatural History, by W. C hanning,M.. D. Lecture Xlll. Schools of the Arts, by W.Johnson.\\nVol. VII., for ISS6.\u00e2\u0080\u0094 Lecture 1. Education of the Blind, by Samuel G. Hmce, M. D. Lec-\\nture 11. Thorough Teaching, by William H. Brooks. Lecture HI. Physiology, or The House\\nI live in, by William A. Alcott. Lecture IV. Incitements to Moral and Intellectual Weil-Doing,,\\nby J. H. Belcher. Lecture V. Duties of Female Teachers of Common Schools, by Daniel\\nKimball. Lecture VI. Methods of Teaching Elocution in Schools, by T. D. P. Stone. Lec-\\nture VII. Influence of Intellectual Action on Civilization, by H. R. C leavdand. LeclrcrsVlll.\\nSchool Discipline, by S. R. Hall.\\nVol. VIII., for 1837.\u00e2\u0080\u0094 Introductory Discourse, by Rev. Elipha Tl^iite. Lecture I. Study of\\nthe C\\\\a.ss\\\\cs, by John Mulligan. Lecture 11. Moral Education, by JosAmb jBa?es. Lecturelll.\\nStudy of Natural History, by John Lewis Russell. Lecture IV. Comparative Merits of Private\\na,ad Pahlic Schools, iiy Theodore Edson. Lecture Y. l \\\\oc\\\\ilion, hy David Fosdick, Jr. Lee-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0200.jp2"}, "201": {"fulltext": "AMERICAN INSTITUTE OF INSTRUCTION. I93\\nture VI. Relation between the Board of Trustees and the Faculty of a University, c., by Jas-\\nper Adams. Lecture Wl. School Reform, or Teachers Seminaries, by C/jaj-Zes Broods. Lec-\\nture VIII. Teaching of Composition in Schools, by R. G. Parker. Lecture IX. Evils of the\\nPresent System of Primary Instruction, by Thomas H. Palmer. Lecture X. Reading and\\nDeclamation, by William Russell.\\nVol. IX, for 1838.\u00e2\u0080\u0094 Zectore I. Literary Responsibility of Teachers, by Charles White. Lec-\\nture II. The Head and the Heart or, The Relative Importance of Intellectual and Moral Cul-\\nture, by Elisha Bartlett. Lecture III. Vocal Music in Common Schools, by Joseph Harring-\\nton, Jr. Lecture IV. Model Schools, by Thomas D. James. Lecture V. Observations on the\\nSchool System of Connecticut, by Denison Olmsted. Lecture VI. Teaching of English Gram-\\nmar, by R. G. Parker. Lecture VII. Mutual Duties of Parents and Teachers, by David P.\\nPage. Lecture VIII. Man, the Subject of Education, by Samuel G. Goodrich.\\nVol. X, for 1839. Introductory Discourse, The Education of a Free People, hj Robert Ran-\\ntoul, Jr. Lecture I. Physiology of the Skin, by John G. Metcalf, M. D Lecture II. Mind and\\nits Developments, by Emerson Davis. Lecture III. A Classic Taste in our Common Schools,\\nby Luther B. Lincoln. Lecture IV. Natural Theology as a Study in Schools, by Henry A.\\nMiles. LectureN. Division of Labor in Instruction, by TAomas CusAzw^, ^r. Lecture SV The\\nClaims of our Age and Country upon Teachers, by David Mack. Lecture VII. Progress of\\nMoral Science, and its Application to the Business of Practical Life, by Alexander H. Everett.\\nLecture VIII. The Comparative Results of Education, by T. P. Rodman, Lecture IX. Physi-\\ncal Education, by Abel L. Pierson, M. D.\\nVol. II, New Series, for 1840. Lecture I. Intellectual Education in Harmony with Moral\\nand Physical, by Joshua Bates. Lecture II. Results to be aimed at in School Instruction and\\nDisciplne, by T. Cushing, Jr. Lecture III. Duty of Visiting Schools, by Thomas A. Greene.\\nLecture IW. Objects and Sleans of School Instruction, by j1. S. ikfMzze!/. Lecture\\\\. Courtesy,\\nand its Connection with School Instruction, by G. F. Thayer. Lecture VI. On the Brain and\\nthe Stomach, by Usher Parsons, M. D. Lecture VII. Common Complaints made against\\nTeachers, by Jacob Abbott.\\nVol. XII, for 1841. Lecture I. Best Method of Preparing and Using Spelling-Books, by Hor-\\nace Mann. Lecture II. Best Method of Exercising the Different Faculties of the Mind, by Wm.\\nB. Fowle. Lecture Wl. Education of the Laboring Classes, by y. Pa?-^er. iectore IV. Impor-\\ntance of the Natural Sciences in our System of Popular Education, by A. Gray. Lecture V.\\nMoral Culture Essential to Intellectual Education, by E. W. Robinson. Lecture VI. Simpli-\\ncity of Character, as Affected by the Common Systems of Education, by J. S. Dwight. Lec-\\nture VII. Use of the Globes in Teaching Geography and A.stronomy, by A. Fleming. Lecture\\nVIII. Elementary Principles of Constitutional Law, as a Branch of Education in Common\\nSchools, by Edward A. Lawrence.\\nVol. XIII, for \\\\Mi..\u00e2\u0080\u0094Lectitre I. Moral Education, by George B. Emerson. Lecture II. Uni-\\nversal Language, by Samuel G. Howe. Lecture III. The Girard College, by E. C. Wines.\\nLecture IV. School Room, as an aid to Self-Education, by A. B. Muzzey. Lecture V. Mored\\nResponsibility of Teachers, by William H. Wood. Lecture\\\\l. The Teacher s Daily Prepara-\\ntion.\\nVol. XIV, for 1843. Lecture I. The Bible in Common Schools, by Heman Humphrey, D. D.\\nLecture II. The Classification of Knowledge, by Solomon Adams. Lecture III. Moral Dignity\\nof the Teacher s Office, by Prof H. Agnew. Lecture IV. A few of the Hows of School-\\nkeeping, by Roger S. Howard. Lecture V. Advancement in the Means and Methods of Pubhc\\nInstruction, by David P. Page. Lecture VI. Reading, by C. Pierce. Lecture VII. Some of\\nthe Duties of the Faithful Teacher, by Alfred Greenleaf. Lecture VIII. Some of the Defects of\\nour Systems of Education, by R. B. Hubbard. Lecture IX. Importance of our Common\\nSchools, by /S J. May.\\nVol. XV, for 1844. Lecture I. The Religious Element in Education, by Calvin E. Stowe.\\nLecture 11. Female Education, by Williain Russell. Lecture III. Some of the Obstacles to the\\nGreater Success of Common Schools, hy Charles Northend. LecturelV. Some of the Dangers\\nof Teachers, by Daniel P. Galloup. Lecture V. Natural History as a Regular Classic in our\\nSeminaries, by Charles Brooks. Lecture VI. Classical Instruction, by A. H. Weld. Lecture\\nVII. School Discipline, hy Joseph Hale. Lecture Vlll. Methodsof Teaching to Read, hy Sam-\\nuel S. Greene. Lecture IX. The Duty of the American Teacher, by John JV. Bellows. Lec-\\nture X. The Necessity of Education in a Republican Form of Government, by Horace Mann.\\nVol. XVI, for lSi5.\u00e2\u0080\u0094 Lecture I. Dignity of the Teacher s Office, hy Joel Hatces,!).!). Ad-\\ndress. The Formation and Excellence of the Female Character, by Joel Hawes, D. D. Lee-\\nture II. The Duties of Examining Committees, by Frof. E. D. Sanborn. Lecture III. The Per-\\nfect Teacher, by Z e\u00c2\u00abiso\u00c2\u00ab Olmstead, L.L.D. Lecture W. Ph.ys\\\\o\\\\ogy, by Edward Jarvis,^.X\\nLecture V. Intellectual Arithmetic, by F. A. Adams. Lecture VI. County Teachers Institutes,\\nby Salem Town. Lecture VII. Geography, by William B. Fowle. Lecture VIII. Vocal Mu-\\nsic in Common Schools, by A. N. Johnson. Lecture IX. History, by George 8. Hillard.\\nVol. XVII, for 1846. Journal of Proceedings. List of Officers. Annual Report. Lec-\\nture I. Home Preparation for School, by Jason Whtiman. Lecture H. The Influence of Moral\\nupon Intellectual Improvement, by H. B. Hooker. Lecture III. The Essentials of a Common\\nSchool Education, and the conditions most favorable to their Attainment, by Rufus Putnam.\\nLecture IV. The Education of the Faculties, and the Proper Employment of Young Children,\\nby Samuel J. May. Lecture V. The Obligation of Towns to Elevate the Character of our Com-\\nmon Schools, by Luther B. Lincoln. Lecture VI. Importance of Cultivating Taste in Early\\nLife, by Ariel Parish. Lecture VII. On Phonotypy and Phonography, or Speech-Writing and\\nSpeech-Printing, by Stephen P. Andrews. Lecture VIII. On the Study of the English Lan-\\nguage, by D. Huntington.\\nVol. XVIII, for 1847.\u00e2\u0080\u0094 .Tournal of Proceedings. List of Officers. Lecture 1. On the Study\\nof Language, by Hubbard Win sloie. LectureU. Onthe Appropriateness of Studies to the State\\nof Mental Development, by Thomas P. Rodman.\\nN", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0201.jp2"}, "202": {"fulltext": "294 EDUCATIONAL PERIODICALS.\\nAGENTS OF THE BOARD OF EDUCATION.\\nIn 1850, the Board of Education were authorized to appoint two Agents\\nto visit schools, dehver addresses, and in other ways to co-operate with their\\nSecretary in his labors.\\nEDUCATIONAL PERIODICALS.\\nAlthough the State has not granted aid to any Educational Journal,\\nthere has been one or more published in the state since 1826.\\nOn the 1st of January, 1826 the first number of the American Journal\\nof Education, the first periodical devoted to the subject, which had ap-\\npeared in the English language, was commenced, and with that title,\\nand as the Annals of Education, under which name it was published after\\n1830, continued until 1839. Month after month, year after year, this ably-\\nconducted periodical spread before a limited number of minds, broader and\\nmore generous views of education its nature, objects, and methods than\\nhad been before entertained. To William Russell, William C. Wood-\\nbridge, and Dr. William A. Alcott, are the friends of education largely\\nindebted, for their valuable services rendered amid many discourage-\\nments, as editors of this periodical. Hardly a number appeared for fifteen\\nyears in which the special education of teachers was not advocated and\\nenforced. The following extract of the origin of this Journal, is taken\\nfrom a letter by William Russell, Esq.\\nThe Journal of Education had its origin in the mind of the late Thomas B.\\nWait, of Boston, whose attention had been peculiarly attracted to the subject of\\neducation, during his residence in Portland, Maine, at the time when the first\\nmovements were there made for the introduction of a pubhc system of primary\\nschools. Mr. Wait had retired from business but on the return of one of his\\nsons from the West, on whom he could devolve the active duties of pubUshing,\\nhe applied to Mr. John Frost, now of Philadelphia, to edit the intended peri-\\nodical. Mr. Frost, however, was suddenly attacked with a pulmonary disease,\\nwhich compelled him to resort to the climate of the West Indies lor lelief;\\nand Mr. Wait made application to the late Dr. Coffin, of Bo.?ton, then engaged\\nin editing the Boston Medical Journal. Dr. Coffin referred Mr. Wait to my-\\nself; and to this circumstance was owing my subsequent connection with the\\nJournal, as its editor, for nearly three years. Early in the second year of that\\nperiod, Mr. Wait, finding the business connected with publishing a periodical\\ntoo burdensome, disposed of it to Mr. S. G. Goodrich, whose attention, ere long,\\nwas attracted to more profitable branches of the business of publishing and\\nthe Journal, through the agency of Mr. T. H. Carter, was taken up by Messrs.\\nCarter Hendee, and, under the designation of Annals of Education, was\\nedited by Mr. William C. Woodbridge, assisted by Dr. William A. Alcott.\\nSubsequently the work was published by Otis, Broaders, Co., in whose\\nhands it was discontinued in 1839.\\nIn August, 1838, the first number of the Common School Journal was\\npublished under the editorship of the Hon. Horace Mann, during his\\ncontinuance in the office of Secretary of the Board of Education, until\\n1849, when it passed into the hands of William B. Fowler, by whom it\\nis still edited and published at Boston.\\nIn January, 1848, the Massachusetts Teacher was commenced under\\nthe editorial charge of a Committee, appointed by the Massachusetts\\nTeachers Association. Its publication is still continued at Boston.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0202.jp2"}, "203": {"fulltext": "NEW YORK.\\nAmong the earliest and most earnest advocates of legislative provi-\\nsion for the professional training of teachers, stands the name of Governor\\nDe Wit Clinton. In his message to the Legislature in 1825, he recom-\\nmends to their consideration, the education of competent teachers\\nand in 1826, he again adverts to the subject in the following language\\nOur system of instruction, with all its numerous benefits, is still,\\nhowever, susceptible of improvement. Ten years of the life of a child\\nmay now be spent in a common school. In two years the elements of\\ninstruction may be acquired, and the remaining eight years must either\\nbe spent in repetition or idleness, unless the teachers of common schools\\nare competent to instruct in the higher branches of knowledge. The\\noutlines of geography, algebra, mineralogy, agricultural chemistry, me-\\nchanical philosophy, surveying, geometry, astronomy, political economy\\nand ethics, might be communicated in that period of time, by able pre-\\nceptors, without essential inteference with the calls of domestic industry.\\nThe vocation of a teacher in its influence on the character and destiny\\nof the rising and all future generations, has either not been fully under-\\nstood, or duly estimated. It is, or ought to be, ranked among the learned\\nprofessions. With a full admission of the merits of several who now\\nofficiate in that capacity, still it must be conceded that the information of\\nmany of the instructors of our common schools does not extend beyond\\nrudimental education that our expanding population requires constant\\naccession to their numbers and that to realize these views, it is neces-\\nsary that some new plan for obtaining able teachers should be devised.\\nI therefore recommend a seminary for the education of teachers in those\\nuseful branches of knowledge which are proper to engraft on elementary\\nattainments. A compliance with this recommendation will have the\\nmost benign influence on individual happiness and social prosperity.\\nAnd again, in his message in 1828, Governor Clinton urges the subject\\non the attention of the Legislature.\\nIt may be taken for granted, that the education of the body of the\\npeople can never attain the requisite perfection without competent in-\\nstructors, well acquainted with the outlines of literature and the elements\\nof science. He recommends with this view, a law authorizing the\\nsupervisors of each county to raise a sum not exceeding $2000, provided", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0203.jp2"}, "204": {"fulltext": "196 NEW YORK STATE NORMAL SCHOOL.\\nthat the same sum is subscribed by mdividuals, for the erection of a suii-\\nable edifice tor a Monitorial High School, in the county town. I can\\nconceif-e of no reasonable objection to the adoption of a measure so well\\ncalculated to raise the character of our school masters, and to double the\\npowers of our artizans by giving them a scientific education.\\nIn 1826, Hon. John C. Spencer, from the Literature Committee of the\\nSenate, to whom the message of Governor Clinton for that year had\\nbeen referred, made a report, recommending among other plans for the\\nimprovement of common schools, that the income of the Literature\\nFund be divided among the academies of the State, not in reference to\\nthe number of classical students in each, but to the number of persons in-\\nstructed in each, who shall have been Hcensed as teachers of common\\nschools by a proper board. He thus introduces the subject\\nIn the view which the committee have taken, our great reliance for\\nnurseries of teachers must be placed on our colleges and academies. If\\nthey do not answer this purpose, they can be of very little use. That\\nthey have not hitherto been more extensively useful in that respecl is\\nowing to inherent defects in the system of studies pursued there. When\\nthe heads of our colleges are apprised of the great want of teachers\\nwhich it is so completely in their power to relieve, if not supply, it is but\\nreasonable to expect that they will adopt a system by which young men\\nwhose pursuits do not require a knowledge of classics, may avail them-\\nselves of the talent and instruction in those institutions, suited to their\\nwants, without being compelled also to receive that which they do not\\nwant, and tor which they have neither time nor money.\\nIn 1827, Mr. Spencer, from the same Committee, reported a bill en-\\ntitled An act to provide permanent funds for the annual appropriation\\nto common schools, to increase the Literature Fund, and to promote the\\neducation of teachers, by Avhich the sum of $150,000 was added to the\\nLiterature Fund. And the Regents of the University were required\\nannually to distribute the whole income of this fund among the several\\nincorporated academies and seminaries, which then were or might there-\\nafter become subject to their visitation, in proportion to the number of\\npupils instructed in each academy or seminary for six months during the\\npreceding year, who shall have pursued classical studies, or the higher\\nbranches of English education, or both. In the report accompanying\\nthis bill, which, on the 13th of April, became a law, the committee ex-\\npressly observe, that their object in thus increasing this fund is to pro-\\nmote the education of young men in those studies which will prepare\\nthem for the business of instruction, which it is hoped may be accom-\\nplished to some extent, by olTering inducements to the trustees of acade-\\nmies to educate pupils of that description. In vain will you have\\nestablished a system of instruction in vain will you appropriate money\\nto educate the children of the poor, if you do not provide persons compe-\\ntent to execute your system, and to teach the pupils collected in the\\nschools. And every citizen who has paid attention to it and become ac-\\nquainted practically with the situation of our schools, knows that the in-\\ncompetency of the great mass of teachers is a radical defect which\\nimpedes the whole system, frustrates the benevolent designs of the\\nLegislature, and defeats the hopes and wishes of all who feel an interest\\nin disseminating the blessings of education. Having undertaken a\\nsystem of public instruction, it is the solemn duty of the Legislature to\\nmake that system as perfect as possible. We have no right to triile with", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0204.jp2"}, "205": {"fulltext": "NEW YORK STATE NORMAL SCHOOL. 197\\nthe funds of our constituents, by applying them in a mode which fails to\\nattain the intended object. Competent teachers of common schools must\\nbe provided the academies of the State furnish the means of making\\nthat provision. There are funds which may be safely and properly\\napplied to that object, and if there were none, a more just, patriotic, and\\nin its true sense, popular reason for taxation cannot be urged. Let us\\naid the efforts of meritorious citizens who have devoted large portions of\\ntheir means to the rearing of academies let us reward them by giving\\nsuccess to their efforts let us sustain seminaries that are falhng mto\\ndecay; let us revive the drooping and animate the prosperous, by cheer-\\ning rays of public beneficence and thus let us provide nurseries for tlae\\neducation of our children, and for the instruction of teachers who will\\nexpand and widen and deepen the great stream of education, until it\\nshaU reach our remotest borders, and prepare our posterity for the main-\\ntenance of the glory and prosperity of their country.\\nThe legal provision for the better education of teachers rested on this\\nbasis until 1834, when an act was passed, by which the surplus in-\\ncome of the Literature Fund over twelve thousand dollars was placed at\\nthe disposal of the Regents of the University, to be by them distributed\\nto such academies, subject to their visitation as they might select, and to\\nbe exclusively devoted to the education of teachers for the common schools,\\nin such manner and under such regulations as they might prescribe.\\nIn pursuance of the provisions of the act of 2d of May, 1834, author-\\nizing the Regents of the University to apply a part of the income to the\\nLiterature Fund to the education of common school teachers, a plan was\\nreported on the 8th of January, 1835, by Gen. Dix, frona the committee\\nappointed for that purpose, to the Regents with the view of carrying\\ninto effect the intention of the act. This plan was approved and adopt-\\ned by the Regents and one academy was selected in each of the eight\\nSenate districts, charged with the establishment of a Department spe-\\ncially adapted to the instruction of teachers of common schools. To sup-\\nport these departments, each academy received from the Literature\\nFund, a sufficient sum to procure the necessary apparatus for the illus-\\ntration of the various branches required to be taught the sum of $191\\nto be appropriated to the enlargement of the academical library and an\\nannual appropriation of $400 to meet the increased expense which might\\ndevolve upon the institution in consequence of the establishment of the\\nteachers department.\\nIn his annual Report for 1836, the Superintendent (Gen. Dix,) again\\nadverts to the fact, that in the adoption of this system the Legislature\\nhas merely provided for the more complete execution of a design long\\nentertained, so far as respects the employment of the academies for this\\npurpose. The propriety of founding separate institutions, he continues,\\nupon the model of the seminaries for teachers in Prussia, was for several\\nyears a subject of public discussion in this State. It was contended, on\\nthe one hand, that such institutions would be more likely to secure the\\nobject in view and on the other, that it might be as effectually and\\nmore readily accomplished through the organized academies. After\\nagain referring to the act of April 13, 1827, he concludes\\nThus although the plan of engrafting upon the academies, depart-\\nments for the preparation of teachers, may not have been contemplated\\nat the time, yet this measure is to be regarded only as a more complete\\ndevelopment of the design of the Legislature in passing the act refer-\\nred to.\\nBy the 8th section of the act of April 17, 1838, appropriatmg the in-\\ncome of the United States Deposite Fund to the purposes of educatioo.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0205.jp2"}, "206": {"fulltext": "298 NEW YORK STATE NORMAL SCHOOL.\\nc. Uie sum of $28,000 was directed to be annually paid over to the\\nLiterature Fund, and apportioned among the several academies of the\\nState and by the 9th section, it was made the duty of the Re-\\ngents of the University to require every academy receiving a\\ndistributive share of public money, under the preceding section equal to\\nseven hundred dollars per annum, to establish and maintain in such\\nacademy, a department for the instruction of common school teachers,\\nunder the direction of the said Regents, as a condition of receiving the\\ndistributive share of every such academy. Under this provision eight\\nacademies, in addition to those designated specially for this purpose by\\nthe Regents, established departments for the education of teachers.\\nDesirous of knowing the practical operation of the departments thus\\norganized, the superintendent (Mr. Spencer) during the summer of\\n1840, commissioned the Rev. Dr. Potter of Union College, and D. H.\\nLittle, Esq. of Cherry- Valley, to visit these institutions, and report the\\nresult of their examinations to the department, accompanied by such\\nsuggestions as they might deem expedient. Prof Potter in his report,\\nafter enumerating the various advantages and defects which had pre-\\nsented themselves to his observation in the course of his examination,\\nobserves in conclusion\\nThe principal evil connected with our present means of training\\nteachers, is, that they contribute to supply instructors for select rather\\nthan for common schools and that for want of special exercises, they\\nperform even that work imperfectly. I would suggest whether some\\nmeans might not be adopted for training a class of teachers, with more\\nespecial reference to country common schools, and to primary schools\\nin villages and cities teachers whose attainments should not extend much\\nbeyond the common English branches, but whose minds should be awa-\\nkened by proper influence who should be made familiar by practice\\nwith the best modes of teaching and who should come mider strong\\nobhgations to teach for at least two or three years. In Prussia and France,\\nnormal schools are supported at the public expense most of the pupils\\nreceive both board and tuition gratuitously but at the close of the course\\nthey give bonds to refund the whole amount received, unless they teach\\nunder the direction of the government for a certain number of years.\\nThat such schools, devoted exclusively to the preparation of teaching,\\nhave some advantages over any other method, is sufficiently apparent\\nfrom the experience of other nations and it has occurred to me that,\\nas supplementary to our present system, the establishment of one in this\\nState might be eminently useful. If placed under proper auspices and\\nlocated near the Capitol, where it could enjoy the supervision of the Su-\\nperintendent of Common Schools, and be visited by the members of the\\nLegislature, it might contribute in many ways to raise the tone of in-\\nstruction throughout the State.\\nFrom an examination of these reports, the Superintendent comes to\\nthe conclusion that these departments ought not to be abandoned, but\\nsustained and encouraged, and the means of estabUshing a large numbei\\nin other academies provided. They, with the other academies and col-\\nleges of the State, furnish the supply of teachers indispensable to the\\nmaintenance of our schools. He recommends the extension of the\\npubhc patronage to all the academies in the State, to enable them to\\nestabUsh teachers departments and in those counties where there are\\nno academies, the establishment of normal schools. One model school\\nor more, he thinks, might be advantageously established in some cen-\\ntral parts of the State, to which teachers, and those intending to be such,\\nmight repair to acquire the best methods of conducting our common\\nschools.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0206.jp2"}, "207": {"fulltext": "NEW YORK STATE NORIMAL SCHOOL. jgQ\\nBy a resolution adopted by the Regents of the University, on the 4th\\nof May of the same year, eight additional academies were designated\\nfor the establishment and maintenance of teachers departments and the\\nappropriation to each of the institutions in which such departments had\\nbeen organized by the Regents, reduced to $300 per annum. At this\\nperiod, including the academies which were required, mider the act of\\n1838, to maintain such departments in consequence of the receipt of a\\nspecified portion of the Literature Fund, the number of academies in\\nwhich departments for the education of teachers were organized was\\ntwenty-three, and the number of students taught in them about six\\nhundred.\\nThe above facts and extracts have been principally gathered from a\\nReport of the Committee on Colleges, Academies, and Common\\nSchools, to the House of Representatives in 1844, of Avhich Mr. Hiil-\\nburd, of St. Lawrence, was chairman, and the author of the able docu-\\nment referred to. The Committee, on passing to the consideration of\\na State Normal School, remark\\nFrom this recapitulation, it will appear that the principal rehance\\nof the friends and supporters of the common schools, for an adequate\\nsupply of teachers, has, from a very early period, been upon the acade-\\nmies; thattheinability of the latter to supply this demand, induced, in 1827,\\nan increase of $150,000 of the fund, applicable to their support and this for\\nthe express purpose of enabling them to accomplish this object; thattlie\\nRegents of the University, the guardians of these institutions, charac-\\nterized this increase of the fund as an unwonted and extraordinary\\nact of liberality on the part of the State towards them exphcitly recog-\\nnized the condition, or rather the avowed expectations on which it was\\ngranted accepted the trust, and undertook to perform those conditions,\\nand to fulfill those expectations that, to use the language of one of the\\nsuperintendents, the design of the law was not sustained by the measures\\nnecessary to give it the form and effect of a system that to remedy\\nthis evil, one academy was specially designated in each Senate district\\nwith an endowment of $500 to provide the necessary means and faciU-\\nities of instruction, and an amiual appropriation of $400, for the main-\\ntenance of a department for the education of teachers and soon after-\\nwards the sum of $28,000 added to the Literature Fund from the avails\\nof the U. S. Deposite Fund, while eight additional academies were\\nrequired to organize and maintain similar departments that, finally, the\\nnumber of these departments was augmented to twenty-three, and every\\nexertion put forth to secure the great results originally contemplated in\\ntheir establishment and that in the judgment of successive superinten-\\ndents of common schools, the Regents of the University and the most\\neminent and practical friends of education throughout the state, these\\ninstitutions, whether considered in the aggregate or with reference to\\nthose specially designated, from time to time, for the performance of this\\nimportant duty, of supplying the common schools with competent teachers,\\nhave not succeeded in the accomplishment of that object. Having,\\ntherefore, to revert again to the language of the superintendent before\\nreferred to, proved inadequate to the ends proposed, may not now a\\nchange of plan be insisted on without being open to the objection of\\nabandoning a system which has not been fairly tested V And have the\\nacademies any just reason to complain, if they are not longer permitted\\nto enjoy undiminished the liberal appropriations conferred upon them by\\nthe State /or a specific object an object which they have not been able\\nsatisfactorily to accomplish 7", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0207.jp2"}, "208": {"fulltext": "200 NEW YORK STATE NORMAL SCHOOL.\\nThis committee having satisfied themselves that all former legislation\\non this subject was inadequate, and having examined, by a sub-com-\\nmittee, the Normal Schools of Massachusetts, and inquired into their\\noperation in other countries, recommended the establishment of a Normal\\nSchool at Albany, for, the education and training of teachers for com-\\nmon schools, and that the sum of $9,600 for the first year, and $10,000\\nannually for five years thereafter, in appropriations for its support. This\\nrecommendation was adopted by an almost unanimous vote.\\nThis institution is required to be located in the county of Albany and\\nis to be under the supervision, management and direction of the Superin-\\ntendent of Common Schools and the Regents of the University, who are\\nauthorized and required from time to time to make all needful rules and\\nregulations to fix the number and compensation of teachers and others\\nto be employed therein to prescribe the preliminary examination, and\\nthe terms and conditions on which pupils shall be received and instructed\\ntherein the number of pupils from the respective cities and counties,\\nconforming as nearly as may be to the ratio of population to fix the lo-\\ncation of the said school, and the terms and conditions on which the\\ngrounds and buildings therefor shall be rented, if the same shall not be\\nprovided by the corporation of the city of Albany and to provide in all\\nthings for the good government and management of the said school.\\nThey are required to appoint a board, consisting of five persons, inclu-\\ndmg the Superintendent of Common Schools, who are to constitute an\\nexecutive committee for the care, management and gpvernment of the\\nschool, under the rules prescribed by the Board of Regents. Such\\nexecutive committee, are to make full and detailed reports from time to\\ntime to the Superintendent and Regents, and among other things to re-\\ncommend such rules and regulations as they may deem proper for said\\nschools.\\nThe superintendent and Regents are required annually to transmit to\\nthe Legislature an account of their proceedings and expenditures, together\\nwith a detailed report from the executive committee, relating to the pro-\\ngress, condition, and prospects of the school.\\nThe city of Albany tendered the use of a suitable building, free of\\nrent, for the use of the institution, and the school was organized and\\ncommenced the business of instruction in December, 1S44, imder the\\ncharge of David P. Page, Esq., of Newburyport, Mass., as Principal.\\nThe following members composed the Executive Committee, under\\nwhich the institution was organized: Hon. Samuel Young, State\\nSuperintendent, Rev. Alonzo Potter, D. D., Rev. Wm, H. CampbeL\\nGideon Hawley and Francis Dwight, Esqrs.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0208.jp2"}, "209": {"fulltext": "NEW YOKK STATE NORMAL SCHOOL\\nAT ALBANY.\\nThe Normal School for the state of New York, was established by an\\nact of the Legislature in 1844, for the instruction and practice of Teach-\\ners of Common Schools, in the science of Education and the art of Teach-\\ning. It was first established for five years, as an experiment, and went\\ninto operation on the 18th of December, 1844, in a building provided gra-\\ntuitously by the city of Albany, and temporarily fitted up for that purpose.\\nIn 1848, an act was passed by the Legislature for the permanent estab-\\nlishment of the State Normal School, appropriating $15,000 toward the\\nerection of a suitable building. The following year an additional appro-\\npriation of $10,000 was made for its completion. A large and commodious\\nedifice, (.See Fig. 1, 2, 3, 4, 5, 6,) containing a dwelling-house for the Prin-\\ncipal, has accordingly been erected on the corner of Lodge and Howard\\nstreets, adjoining the State Geological and Agricultural Rooms. To\\nthis building the school was removed on the 31st of July, 1849. At the\\nexpiration of the term of five years for which this institution was originally\\nestablished, and in connection with the closing exercises of the Summer", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0209.jp2"}, "210": {"fulltext": "202 NEW YORK STATE NORMAL SCHOOL.\\nSession ending September 27, 1849, Samuel S. Randall, Esq., Deputy\\nSuperintendent of Common Schools, pronounced an address in which the\\norigin and progress of the Normal School is thus graphically set forth:\\nFor several years prior to 1844, the attention of the friends of Common\\nSchool education in this state had been strongly directed to the inadequacy\\nof the existing agencies for the preparation of duly qualified teachers for\\nour elementaiy institutions of learning. Liberal endowments had. from\\ntime to time, during a long series of years,been bestowed upon the acade-\\nmies in different sections of the state, with a view to the attainment of this\\nobject; but the practical inabihty of these institutions to supply the de-\\nmand thus made upon them with all the resources at their command, soon\\nbecame obvious and undeniable. The establishment of Normal Schools\\nfor this special and exclusive purpose in various portions of Europe, where\\npopular education was most flourishing, and in the adjoining state of Mas-\\nsachusetts, long and honorably distinguished for her superior public and\\nprivate schools, and the manifest tendency of these institutions to elevate\\nand improve the qualifications and character of teachers, had begun to\\nattract the regard of many of our most distinguished statesmen.\\nOn a winter s afternoon, early in the year 1844, in a retired apartment\\nof one of the public buildings in this city, might have been seen, in earnest\\nand prolonged consultation, several eminent individuals whose names and\\nservices in the cause of education are now universally acknowledged.\\nThe elder of them was a man of striking and venerable appearance of\\ncommanding intellect and benignant mien. By his side sat one in the\\nprime and vigor of manhood, whose mental faculties had long been disci-\\nplined in the school of virtuous activity, and in every lineament of whose\\ncountenance appeared that resolute determination and moral power, which\\nseldom fails to exert a wide influence upon the opinions and actions of\\nmen. The third in the group was a young man of slight frame and pale,\\nthoughtful visage upon whose delicate and slender form premature de-\\nbihty had palpably set its seal yet whose opinions seemed to be hstened\\nto by his associates with the utmost deference and regard. The remain-\\ning figure was that of a well-known scholar and divine, whose potent and\\nbeneficial influence had long been felt in every department of the cause\\nof popular education, and whose energy, activity and zeal had already ac-\\ncomplished many salutary and much needed reforms in our system of\\npublic instruction.\\nThe subject of their consultation was the expediency and practicability\\nof incorporating upon the Common School system of this state an efficient\\ninstrumentality for the education of teachers. The utiUty of such a\\nmeasure, and its importance to the present and prospective interests of\\neducation, admitted, in the minds of these distinguished men, of no doubt.\\nThe sole question was whether the public mind was sufficiently prepared\\nfor its reception and adoption whether an innovation so great and striking,\\nand involving as it necessarily must a heavy and continued expenditure\\nof the public money, might not be strenuously and successfully resisted\\nand whether a premature and unsuccessful attempt then to carry into ex-\\necution a measure of such vital importance, might not be attended with\\na disastrous influence upon the future prospects of the cause of education.\\nThese considerations after being duly weighed, were unanimously set\\naside by the intrepid spirits then in council; and it was determined that,\\nbacked by the strong and decided recommendation of the head of the\\nCommon School Department, immediate measures should be forthwith\\nadopted for the establishment of a State Normal School. The men\\nwho thus gave the first decided impetus to the great enterprise, whose\\ngratifying resuhs are now before us, were Samuel Young, Calvin T.\\nHuLBURD, Francis Dwight, and Alonzo Potter.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0210.jp2"}, "211": {"fulltext": "NEW YORK STATE NORMAL SCHOOL. 203\\nMr. Hulburd, the able and enlightened Chairman of the Committee on\\nColleges, Academies and Common Schools, of the Assembly, visited the\\nNormal Schools of Massachusetts, and after a thorough examination of\\ntheir merits and practical operations, submitted an elaborate and eloquent\\nreport to the House, in favor of the immediate adoption of this principle\\nin our system of public instruction. The bill introduced by him, and sus-\\ntained in all its stages by his powerful influence and indefatigable exer-\\ntions, and the cooperation of the most zealous friends of education through-\\nout the state, became a law, and appropriated the sum of $10,000 annu-\\nally for five successive years, for the purpose of establishing and main-\\ntaining a State Normal School in this city. The general control of the\\nInstitution was committed to the Regents of the University, by whom an\\nExecutive Committee, consisting of five persons, one of whom was to be\\nthe Superintendent of Common Schools, was to be appointed, upon whom\\nthe direct management, discipline and course of instruction should devolve.\\nIn pursuance of this provision, the Board of Regents, in June, 1844, ap-\\npointed a Committee comprising the Hon. Samuel Young, then Super-\\nintendent of Common Schools, the Rev. Alonzo Potter, Rev. Wm. H.\\nCampbell, Hon. Gideon Hawley, and Francis Dwight, Esq. This\\ncommittee forthwith entered upon the executioa of their responsible du-\\nties procured on very liberal and favorable terms from the city of Albany\\nthe lease for five years of the spacious building in State street, recently\\noccupied by the Institution prescribed the necessary rules and regula-\\ntions for the instruction, government and disciphne of the school, the\\ncourse of study to be pursued, the appointment and selection of the\\npupils, c., and procured the services of the late lamented and distinguish-\\ned Principal, then of Newburyport, Massachusetts, together with his col-\\nleague. Prof. Perkins, of Utica, the present Principal, as teachers. On\\nthe 18th day of December, 1844, the school was opened in the presence\\nof a large concourse of citizens and strangers, by an eloquent address\\nfrom Col. Young, and by other appropriate and suitable exercises.\\nTwenty-nine pupils, thirteen males and sixteen females, representing\\nfourteen counties only, of both sexes were in attendance, who, after listen-\\ning to a brief but clear and explicit declaration from Mr. Page, of his ob-\\njects, views and wishes in the management and direction of the high\\nduties devolved upon him, entered at once upon the course of studies\\nprescribed for the school. Before the close of the first term on the 11th\\nof March, 1845, the number of pupils had increased to ninety-eight, com-\\nprising about an equal number of each sex, and representing forty of the\\nfifty-nine counties of the state. During this term the musical department\\nof the school was placed under the charge of Prof Ilsley, of this city,\\nand instruction in drawing was imparted by Proi J. B. Howard, of\\nRensselaer.\\nOn the commencement of the second term, on the 9th of April. 1845,\\n170 pupils were in attendance, comprising a nearly equal proportion of\\nmales and females, and representing every county in the state, with a\\nsingle exception. Of these pupils about nine-tenths had been previously\\nengaged in teaching during a longer or shorter period. The term closed\\non the 2Sth of August, with a public examination and other suitable ex-\\nercises, and thirty-four of the students received the certificate of the Ex-\\necutive Committee and Board of Instruction, as in their judgment well\\nqualified in all essential respects, to teach any of the Common Schools of\\nthe state.\\nOn the 15th of October succeeding, the school re-opened with 180 pu-\\npils, which was increased during the progress of the term to 198 from\\nevery county in the state but one. The death of Mr. Dwight, which\\ntook place on the 15th of December, and the transfer of the Rev. Dr.\\nPotter to the Episcopal Diocese of Pennsylvania, created vacancies in", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0211.jp2"}, "212": {"fulltext": "204 NEW York state normal school.\\nthe Executive Committee, which were supplied by the appointment ol\\nthe Hon. Harmanus Bleecker, and the Hon. Samuel Young, the latter\\ngentleman having been succeeded in the office of Superintendent of Com-\\nmon Schools by the Hon. N. S. Benton, of Herkimer. The sudden\\ndeath of Mr. Dwight, who had taken a deep interest in the prosperity and\\nsuccess of the Institution, and had given to its minutest details the bene-\\nfits of his supervision and constant attention, cast a deep gloom upon the\\ninmates and the peculiar circumstances under which it took place were\\nstrikingly indicative of the vain and illusory nature of all human expecta-\\ntions. For several weeks previous to his death, Mr. Dwight had mani-\\nfested much interest in devising appropriate means for the celebration of\\nthe opening of the school, on the 18th of December. Alas how little\\ncould he imagine that the long line of Normal pupils, with the children of\\nthe various public schools of the city, to whom also he had been a signal\\nbenefactor, and hundreds of his fellow-citizens should, on that day, follow\\nhis lifeless remains to their long home\\nAt the close of the third term, March 18, 1846. a public examination\\nwas held, which continued during four successive days, and convinced all\\nwho felt an interest in the Institution, that the work of preparation for\\ntlie teacher s life was, in all respects, thorough and complete. The diplo-\\nma of the Institution was conferred on forty-seven graduates. During\\nthis and the preceding term a valuable addition had been made to the\\nBoard of In.?truction, by promoting to the charge of several of the princi-\\npal departments, those graduates of the Institution who now so ably and\\nsuccessfully preside over these departments. The Experimental School,\\norganized at the commencement of the second term, was placed under\\nthe general supervision of its present teacher, and has proved an exceed-\\ningly valuable auxiliary in the practical preparation of the pupils of the\\nprincipal school for the discharge of their duty as teachers. Two hun-\\ndred and five pupils were in attendance at the commencement of the\\nfourth term, on the first Monday of May, 1846, of whom sixty-three re-\\nceived a diploma at its close in September following. During the fifth\\nterm, commencing on the second of November, one hundred and seventy-\\neight pupils only appeared, forty-six of whom graduated in March, 1847.\\nAt the commencement, however, of the sixth term in May subsequently,\\ntwo hundred and twenty-one pupils were in attendance, of whom sixty-\\nfour received the diploma of the Institution in September and at the re-\\nopening of the school in November, two hundred and five pupils appear-\\ned. Up to this period the number of names entered on the Register of\\nthe school as pupils, including those in attendance at the commencement\\nof the seventh term, was seven hundred and thirty-seven. Of these two\\nhundred and fifty-four had received their diploma as graduates, of which\\nnumber two hundred and twenty-two were actually engaged in teaching\\nin the Common Schools of the state and the residue, with few excep-\\ntions, in the different academies or in private schools. Of those who had\\nleft the school without graduating, nearly all were engaged during a\\nlonger or shorter period in teaching in the several Common Schools.\\nAnd now came that dark and gloomy period when the hitherto brilliant\\nprospects of the Institution were overcast with deep clouds of melancholy\\nand despondency when that noble form and towering intellect which,\\nfrom the commencement of the great experiment in progress, had assid-\\nuously presided over and watched its development, was suddenly struck\\ndown by the relentless hand of the great destroyer when the bereaved\\nand stricken flock, deprived of their revered and beloved guide, teacher,\\nfriend, mourntlilly assembled in their accustomed halls on that dreary\\nand desolate January day at the commencement of the year 1848, to pay\\nthe last sad obsequies to the remains of their departed Principal. In the\\nprime and vigor of his high faculties in the meridian brightness of his", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0212.jp2"}, "213": {"fulltext": "NEW YORK STATE NORMAL SCHOOL. 205\\nlofty and noble career in the maturity of his well-earned fame as first\\namong the foremost of the teachers of America, he passed away from\\namong us, and sought his eternal reward in that better land where the\\nills and the obstructions of mortality are forever unknown where the\\nemancipated spirit, freed from the clogs which here fetter its high action\\nand retard its noblest development, expands its illimitable energies in the\\ncongenial atmosphere of infinite knowledge and infinite love. It is not\\nfor me, on the present occasion, to pronounce his eulogy, although I knew\\nand loved him well. That has already been done by an abler hand, and\\nit only remains to say that the impress which his masterly and well-\\ntrained mind left upon the Institution, the child of his most sanguine hopes\\nand earnest efforts, and upon the interests of education generally through-\\nout the state, of which he was the indefatigable promoter, has been of the\\nmost marked character, and will long consecrate his name and memory.\\nSince this period the progress of the Institution, under the auspices of\\nits present enlightened Principal, and his devoted corps of assistants, has\\nbeen uniformly onward and upward. At the close of the seventh terra\\nfifty pupils were graduated, and the eighth term opened with two hun-\\ndred and eight, of whom forty-six received their diploma at its close.\\nThe ninth term opened on the first day of November last with one hun-\\ndred and seventy-five pupils, and at its close forty-three were graduated\\nand the tenth term, which has now just closed, opened with upward of\\ntwo hundred pupils, of whom thirty-six are now about to graduate.\\nThe following account of the State Normal School is copied from the\\nAnnual Circular of the Executive Committee, for 1850\\nEach county in the state is entitled to send to the school a number of\\npupils, (either male or female,) equal to twice the number of members of\\nthe Assembly in such county. The pupils are appointed by the county\\nand town superintendents at a meeting called by the county superintend-\\nent for that purpose. This meeting should be held and the appointment\\nmade at least two weeks before the commencement of each term, or as\\nsoon as information is received as to the number of vacancies. A list of\\nthe vacancies for each term will be published in the District School Jour-\\nnal, as early as the number of such vacancies can be ascertained, usually\\nbefore the close of the former term.\\nPupils once admitted to the school will have the right to remain until\\nthey graduate unless they forfeit that right by voluntarily vacating their\\nplace, or by improper conduct.\\nPersons failing to receive appointments from their respective counties,\\nshould, after obtaining testimonials of a good moral character, present\\nthemselves the first day of the term, for examination by the Faculty. If\\nsuch examination is satisfactory, they will receive an appointment from,\\nthe Executive Committee, without regard to the particular county, pro-\\nvided any vacancies exist. In such case the pupil will receive mileage.\\nBy an act of the Legislature, passed April 11, 1849, every teacher\\nshall be deemed a qualified teacher, who shall have in possession a\\nDiploma from the State Normal School.\\nQ,UALipicATioN OF APPLICANTS. Females sent to the school must be\\nsixteen years of age, and males eighteen.\\nThe superintendents, in making their appointments, are urged to pay\\nno regard to the political opinions of applicants. The selections should\\nbe made with reference to the moral worth and abilities of the candidates.\\nDecided preference ought to be given to those, who, in the judgment of\\nthe superintendents, give the highest promise of becoming the most effi-\\ncient teachers of common schools. It is also desirable that those only", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0213.jp2"}, "214": {"fulltext": "206 NEW YORK STATE NORMAL SCHOOL.\\nshould be appointed who have already a good knowledge of the common\\nbranches of study, and who intend to remain in the school until they\\ngraduate.\\nEntrance. All the pupils, on entering the school, are required to\\nsign the following declaration:\\nWe the subscribers hereby declare, that it is our intention to devote\\nourselves to the business of teaching district schools, and that our sole ob-\\nject in resorting to this Normal School is the better to prepare ourselves\\nfor that important duty.\\nAs this should be signed in good faith on the part of the pupils, they\\nshould be made acquainted with its import before they are appointed. It\\nis expected of the superintendents, that they shall select such as will\\nsacredly fulfill their engagements in this particular.\\nPupils on entering the school are subjected to a thorough examination,\\nand are classified according to their previous attainments. The time re-\\nquired to accomplish the course will depend upon the attainments and\\ntalents of the pupil, varying from one to four terms. Very feto, however,\\ncan expect to graduate in one term.\\nPrivileges of the Pupils. All pupils receive their tuition free.\\nThey are also furnished with the use of text-books withoirt charge;\\nthough if they already own the books of the course, they would do weU\\nto bring them, together with such other books for reference as they may\\npossess. Moreover, they draw a small sum from the fund for the support\\nof the school, to defray in part their expenses.\\nIt is proposed to apportion the sum of ^1,700 among the 256 pupils,\\nwho may compose the school during the next term. 1. Each pupil shall\\nreceive three cents a mile on the distance from his county town to the\\ncity of Albany. 2. The remainder of the $1,700 shall then be divided\\nequally among the students in attendance.\\nThe following list will show how much a student of each county will\\nreceive, during the ensuing term\\nAlbany, $2.41; Allegany, $10.09; Broome, $6.76; Cattaraugus,\\n$11.17; Cayuga, $7.09; Chautauque, $12.49; Chemung, $8.35; Che-\\nnango, $5.41; Clinton, $7.27; Columbia, $3.28; Cortland, $6.67; Dela-\\nware, $4.72; Dutchess, $4.66; Erie, $10.93; Essex, $6.19; Franklin,\\n$8.77; Fulton, $3.76; Genesee, $9.73 Greene, $3.43 Hamilton, $4.87;\\nHerkimer, $4.81; Jefferson, $7.21; Kings, $6.97; Lewis, $6.28; Living-\\nston, $9.19; Madison, $5.44; Monroe, $8.98; Montgomery, $3,61 New-\\nYork, $6.85; Niagara, $10.72; Oneida, $5.29; Onondaga, $6.40; Ontario,\\n$8.26; Orange, $5.44; Orleans, $10.12; Oswego, $7.21; Otsego, $4.39;\\nPutnam, $5.59; Q,ueens, $7.63; Rensselaer, $2.59; Richmond, $7.32;\\nRockland, $6.07; Saratoga, $4.78; Schenectady, $2.86; Schoharie,\\n$3.07; Seneca, $7.54; St. LaAvrence, $8.59; Steuben, $8.89; Suffolk,\\n$9.16; Sullivan, $5.80; Tioga, $7.42; Tompkins, $7.31; Ulster, $4.15\\nWarren, $4.27 Washington, $3.85 Wayne, $7.84; Westchester, $6.46,\\nWyoming, $9.85 Yates, $7.96.\\nIt is proper to state, that if the number of pupils is less than 256, the\\nsum to be received will be proportionately increased. The above sched-\\nule shows, therefore, the minimum sum to be received by each pupil.\\nHis apportionment cannot be less than as above stated, and it may be\\nmore.\\nThia money will be paid at the close of the term.\\nApparatus. A well assorted apparatus has been procured, sufficiently\\nextensive to illustrate all the important principles in Natural Philosophy,\\nChemistry, and Human Physiology. Extraordinary facilities for the\\nstudy of Physiology are afforded by the Museum of the Medical CoUege,\\nwhich is open at all hours for visiters.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0214.jp2"}, "215": {"fulltext": "NEW YORK STATE NORMAL SCHOOL. 207\\nLibrary. Besides an abundant supply of text-books upon all the\\nbranches of the course of study, a well selected miscellaneous library has\\nbeen procured, to wliich all the pupils may have access free of charge.\\nIn the selection of this hbrary, particular care has been exercised to pro-\\ncure most of the recent works upon Education, as well as several val-\\nuable standard works upon the Natural Sciences, History, Mathematics,\\nc. The State library is also freely accessible to all.\\nTerms and Vacations. The year is divided into two teriAs, so as\\nto bring the vacations into April and October, the months for holding the\\nTeachers Institutes. This also enables the pupils to take advantage of\\nthe cheapness of traveling by the various means of water communication\\nin the State, in going to and from the school.\\nThe Summer Term commences on the first Monday in May, and\\ncontinues twenty weeks, with an intermission of one week from the\\nfirst of July.\\nThe Winter Term commences on the first Monday in November,\\nand continues twenty-two weeks, with an intermission from Christmas\\nto New Year s day inclusive.\\nPrompt Attendance. As the school will open on Monday, it would\\nbe for the advantage of the pupils, if they should reach Albany by the\\nThursday or Friday preceding the day of opening. The Faculty can\\nthen aid them im securing suitable places for boarding.\\nAs the examinations of the pupils preparatory for classification will\\ncommence on the first day of the term, it is exceedingly important that\\nall the pupils should report themselves on the first morning. Those who\\narrive a day after the time, will subject not only the teachers to much\\ntrouble, but themselves also to the rigors of a private examination.\\nAfter the first week, no student, except for xlie strongest reasons, shall be\\nallowed to enter the school.\\nPrice of Boa.rd. The price of board in respectable famihes, varies\\nfrom il.50 to $2.00, exclusive of washing. Young gentlemen by taking\\na room and boarding themselves, have sustained tliemselves at a lower\\nrate. This can better be done in the summer term.\\nThe ladies and gentlemen are not allowed to board in the same fam-\\nilies. Particular care is taken to be assured of the respectability of the\\nfamilies who propose to take boarders, before they are recommended to\\nthe pupils.\\nExperimental School. Two spacious rooms in the building are\\nappropriated to the accommodation of the two departments of this school.\\nThese two departments are under the immediate supervision of the Per-\\nmanent Teacher, who is a graduate of the Normal School.\\nThe object of this school is to afibrd each Normal Pupil an opportunity\\nof practising the methods of instruction and discipline inculcated at the\\nNormal School, as well as to ascertain his aptness to teach, and to dis-\\ncharge the various other duties pertaining to the teacher s responsible\\noffice. Each member of the graduating class is required to spend at\\nleast two weeks in this department\\nIn the experimental School there are ninety-three pupils between the\\nages of six and sixteen years. Fifty-eight of these are free pupils.\\nThe free seats will be hereafter given exclusively to fatherless chaldren,\\nresiding in the city of Albany. This is in consideration of an appropria-\\ntion by the city to defray in part the expense of fitting up one of the\\nrooms of the school. The remaining thirty-five pupils are charged\\n$20 per year for tuition and use of books. This charge is made inerelv\\nto defray the expense of sustaining the school.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0215.jp2"}, "216": {"fulltext": "208\\nNEW YORK STATE NORMAL SCHOOL.\\nCoDRSE OF Study. The following is the course of study for the\\nSchool and a thorough acquaintance with the whole of it, on the part of\\nthe male pupils, is made a condition for graduating.\\nThe School is divided into three classes. Juniors, Middles and Sen-\\niors. These classes are arranged in divisions to suit the convenience of\\nrecitation.\\nJuniors.\\nReading and Elocution.\\nSpelling.\\nOrthography, Normal Chart.\\nWriting.\\nGeography and Outline Maps, (with Map Drawing,) MitcMl.\\nDrawing, (begun.)\\nIntellectual Arithmetic, Colhimi.\\nElementary Arithmetic, Perkins.\\nEnglish Grammar, (begun,) Brown.\\nHistory of United States, Willson.\\nHigher Arithmetic, (begun,) Perkins.\\nElementary Algebra, (begun,) Perkins.\\nMiddles.\\nReading and Elocution.\\nSpelling.\\nOrthography, Normal Chart.\\nWriting.\\nGeography and Outline Maps, (with Map Drawing,) Mitchell.\\nDrawing.\\nIntellectual Arithmetic, Colburn.\\nEnglish Grammar, Broivn.\\nHistory of United States, Willson.\\nHigher Arithmetic, Perkins.\\nElementary Algebra, Perkins.\\nHuman Physiology, Cutter.\\nGeometry, (begun,) Perkins.\\nPerspective Drawing, Lectures.\\nMathematical Geography and Use of Globes.\\nThe division of this class composed of the Juniors of the former term, will\\nnot be required to review such studies as they have already completed.\\nSeniors.\\nHigher Algebra, Chaps. VII. and VIII, (omitting\\nMultinominal Theorem and Recurring Series,) Perkins.\\nGeometry, Six Books, Perkins Elements.\\nPlane Trigonometry, as contained in Daviei Legendre.\\nLand Surveying, Davies.\\nNatural Philosophy, Olmstead.\\nChemistry, with (Experimental Lectures,) SilUman.\\nIntellectual Philosophy, Abercrombie.\\nMoral Philosophy, Wayland, abridged.\\nRhetoric, Lectures.\\nConstitutional Law, with select parts of the Stat- y\\nutes of this state naost intimately connected I ^/^^^^^^^_\\nwith the rights and duties of citizens, f\\ni Lectures, Theory and Prac-\\ntice of Teaching, and Ex-\\nperimental School.\\nElements of Astronomy, Lecttcres.\\nLessons in Vocal Music, to be given to all.\\nThe same course of study, omitting the Higher Algebra, Plane Trigo-\\nnometry and Surveying, must be attained by females as a condition of\\ngraduating.\\nAny of the pupils who desire further to pursue mathematics, can be\\nallowed to do so after completing the above course of study.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0216.jp2"}, "217": {"fulltext": "NORMAL SCHOOL\\nFOR\\nFEMALE TEACHERS IN THE CITY OF PHILADELPHIA.\\nIn the Act to provide for the education of children at the public ex-\\npense within the city and county of Philadelphia, passed in 1818, it was\\nmade the duty of the Controllers, who were intrusted with the administra-\\ntion of the schools, to establish a Model School, in order to qualify\\nteachers for the sectional schools, and for schools in other parts of the\\nstate. One of the public schools, located in Chester street, was accord-\\ningly organized as a Model School, under the direction of Joseph Lan-\\ncaster, whose system of school organization and instruction was introduced.\\nThis school was used to some extent, as a pattern after which to conduct\\nthe other schools, and as a school of practice to train the teachers, and to\\nsome extent the monitors of the other schools, up to 1836, when the system\\nof Lancaster was modified so far as to substitute an older class of females,\\ngraduates of the school, as assistants, in the places of the monitors selected\\nfrom the pupils themselves. From this date the school in Chester street\\ndid not differ materially from any other school of the same grade until\\n1848, when, on the solicitation of the present accomplished and devoted\\nPrincipal, and the recommendation of a committee of the Controllers, it\\nwas re-organized as a Normal School, according to the present idea of\\nsuch an institution.\\nThe Normal School was opened on the 13th of January, 1848, by an\\nAddress from James J. Barclay, Esq., in which he gave a brief history\\nof the public schools of Philadelphia, and of this new agency in the sys-\\ntem, which contemplates the thorough training of the female teachers\\nin those branches of a good English education, and in such practical ex-\\nercises, as will discipline and develop the mind, adorn and elevate the\\ncharacter, insure the best mode of imparting knowledge, and of instruct-\\ning children in their studies, establish uniformity in teaching, prevent\\nfruitless experiments, manifold mistakes, and irreparable loss of time, with\\nall their sad consequences to teachers and pupils. In reference to this\\nlast point, the Principal, in his Report for 1850, observes\\nHow wide the difference, in point of usefulness as well as happiness,\\nbetween the teacher trained to a proper realization of her duty as an ed-\\nucator, conversant with the true principles of her art, with ability to apply\\nthem, and one with just knowledge sufHcient to pass an examination and\\nsecure a situation discovering, when too late, her deficiency, confined\\nfrom day to day to the same round of unsuccessful exertion, discouraged\\nby the consciousness of her incompetency, and humiliated by the irresist-\\nible conviction of her want of integrity, in continuing to occup)/^ a place", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0217.jp2"}, "218": {"fulltext": "210 NORMAL SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA.\\nfor which every day s experience proves her unfit. And, if prompted by\\na sense of duty to her pupils, she attempts to remove her deficiences by\\nstudy, her health yields to her over-taxed strength, and she is compelled\\nto abandon a profession, which, but for the w^ant of proper training before\\nengaging in it, she would have ornamented, and the pursuit of which\\nwould have added to her happiness, instead of rendering her miserable.\\nThe following account of the school is gathered from the Reports of the\\nPrincipal, for 1849 and 1850.\\nNumber of Pupils. The first term of the school was commenced\\nFebruary 1st, 1848, with one hundred and six pupils since which time\\nthere have been admitted one hundred and fifty-five, exclusive of those\\nadmitted at the end of the last term consequently, the whole number\\nwho have enjoyed the advantages of the school, is two hundred and\\nsixty-one.\\nThe following statement will exhibit the number belonging to the\\nschool at the beginning and end of each term, and also the admissions and\\nwithdrawals during the year\\nAttending school August 27tli, 1849, 143\\nDiscontinued at the close of the term ending February I5th, 1850, 46\\nRemaining, 97\\nAdmitted at the close of the term, 53\\nAttending school, February 18th, 1850, 150\\nDiscontinued at the close of the term ending July 26th, 1850, 40\\nRemaining, 110\\nAdmitted at the close of the term, 40\\nAttending school, September 2d, 1850, 150\\nAverage number belonging to the school during the year, 135\\nAverage daily attendance, 128\\nAdmission of Pupils. Pupils are admitted twice a year, in February\\nand July. After evidence of sufficient age (15 years) is presented, the\\nwhole test of the qualifications of candidates consists in determining their\\nproficiency in the branches prescribed for examination. Previous to the\\nlast examination, the candidates were required to answer one set of ques-\\ntions orally, and one in writing the oral examination being a guide in\\ndetermining whether the written answers were given by the candidate\\nherself, or through the aid of some one sitting near her it being imprac-\\nticable always to arrange them so as to prevent communication. The\\ngeneral correspondence between the results of the oral and written ex-\\namination, proved the double examination to be unnecessary. Acting\\nupon this conclusion, at the end of the last term, the examination in or-\\nthography, definition of words, English grammar, history of the United\\nStates, geography and arithmetic, was conducted entirely in writing.\\nThe method of conducting the examinations, as modified, by omitting\\nthe oral part, is as follows\\nQuestions upon each subject are prepared by the teachers of the re-\\nspective branches, and submitted to the Principal, from which he selects a\\nsufficient number, to be used in conducting the examination.\\nTo prevent any improper influence that might result from a knowledge\\nof the names of the candidates, a ticket having a number upon it, is given\\nto each by which number the applicant is known during the examina-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0218.jp2"}, "219": {"fulltext": "NORMA.L SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA. 211\\ntion her name not being communicated, until after the decision is made\\nas to her admission.\\nIn determining the candidate s average of scholarship in any particular\\nbranch, the whole number of facts embraced in the answers to the ques-\\ntions is used as a denominator, and the number answered correctly as a\\nnumerator and the part of 10 expressed by this fraction gives the aver-\\nage. Thus, if the number of facts in a branch is forty, and the candidate\\nanswers thirty-five correctly, the average is obtained by taking f^ of 10,\\nand is expressed by 8.75.\\nThe several averages in each branch, being added together, and di-\\nvided by the number of subjects of examination, the general average of\\neach candidate is obtained. The lowest average of scholarship which\\nshall entitle the candidate to admission is then determined upon. At the\\nlast examination, those having averages above 6 were considered quali-\\nfied for admission.\\nIn pursuing the plan of examination thus indicated, although some errors\\nmay occur, yet they can not be numerous or important. The method\\nleaves no room for partiality, as the averages indicating the scholarship\\nof the candidates must correspond with the written evidences, which are\\nalways preserved as vouchers for the accuracy of the results.\\nNotwithstanding the small number of pupils admitted to the Normal\\nSchool, compared with the number of applicants, I ami not aware of a\\nsingle instance in which a controller, director, teacher or parent, was not\\nsatisfied with the propriety of the rejections, after having examined the\\nwritten answers of the candidates. And, in every instance, I have found\\nthe teachers more surprised at the deficiency exhibited by their pupils,\\nthan disappointed that they were not admitted. The number of appli-\\ncants, admissions and rejections, at each examination, has been as follows\\nCandidates. Admitted. Rejected.\\nAt the organization of the school, 156 106 50\\nSecond examination, 56 40 16\\nThird 67 35 32\\nFourth 58 27 31\\nFifth 100 53 47\\nSixth 79 40 39\\nTotal, 516 301 215\\nThe number of admissions being but little more than 58 per cent, of the\\napplicants.\\nThe lowest age required of candidates for admission is fifteen years\\nthe average age of pupils admitted has been fifteen years and ten months.\\nCourse op Instrdction. In arranging the plan of instruction, a\\nprimary object is to keep the mind of the pupil constantly in contact with\\nsubjects immediately or incidentally connected with the great object of\\nher training, and to habituate her to think in reference to communicating\\nher thoughts to others. In accomplishing this, the pupil necessarily at-\\ntains that mental discipline, essential to the formation of habits of exact\\ninvestigation and quick discrimination, which enable her readily to com-\\nprehend and acquire the knowledge of a subject, as well as to illustrate it\\nwith perspicuity and clearness.\\nAs the name imports, the Normal School is designed to be a pattern\\nschool the instruction, therefore, in all its departments, from the most\\nelementary to the highest, is adapted, as far as possible, to the methods of\\nteaching Avhich are intended shall be pursued by its pupils.\\nIt is a well-known fact that all children of natural endowments possess\\nan innate desire to know the eager inquisitiveness of children is pro-\\nverbial. Consequently, the conclusion is self-evident, that the business", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0219.jp2"}, "220": {"fulltext": "212 NORMAL SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA.\\nof the elementary educator is to encourage this propensity. With this\\nview, the method of instruction pursued in the Normal School excludes\\naltogether routine recitations, with the text book before the teacher as a\\nguide, and the pupils reciting from memory, that which they have learned\\nmerely as a lesson. No teacher uses a text book during the recitations\\nmeeting the classes with a full knowledge of the subject, and a perfect\\nacquaintance with the widest range of incidental facts which may present\\nthemselves in its discussion, she invites inquiry and questioning becomes\\nas much the business of the pupils as of the teacher.\\nAt every stage of instruction, it is made a prominent object to imbue\\npupils with a just sense of the importance of their relations as teachers,\\nand to cause them to realize, that the whole duty of a teacher does not\\nconsist in hearing lessons; but that her business is thoroughly to develop\\nall the intellectual and moral powers, and awaken and call forth every\\ntalent that may be committed to her care.\\nCarefully watching the results of the training desdVibed, the pleasing\\nconclusion presents itself to my mind, that, as the methods of teaching\\nare good in the opinion of the pupils themselves, and as mechanical modes\\ngive place to systems adapted to the development of the faculties, so the\\ninterest of the pupils is awakened illustrating the important fact that,\\nwhether in schools or communities, the interest excited in education is al-\\nways in proportion as the system of instruction is good, and efficiently\\ncarried out.\\nInfuse into the minds of the pupils of our schools that spirit which\\nprompts them to seek knowledge for the sake of itself, and they will reach\\nforward from elements to principles, from lower to higher branches of\\nstudy, until the mind s own food creates the desire for more. It excites\\nthat spirit which constantly cries give the outbursting of that innate\\nprinciple the spur to mental acquirement the desire to know.\\nStudies. At the organization of the school, in the selection of sub-\\njects of instruction, next to imparting a thorough knowledge of the\\nbranches taught in the public schools, preference was- given to those\\nbranches best calculated for mental discipline, in connection with their\\nutility in the practical duties of the pupils in after life. All the subjects\\nembraced in the original plan of the school are now taught in the regular\\nexercises of each term. While the range of study is extended, so as to\\noccupy the full period of the pupil s connection with the school, it is suffi-\\nciently limited, to enable all of ordinary industry and talents to complete\\nit in the prescribed period, if the pupil is possessed of sufficient knowledge\\nat the time of her admission.\\nTheory and Practice of Teaching. Lectures on the Principles of Ed-\\nucation embracing mental, moral and physical education. Also, in-\\nstruction in school government, and teaching the elementary branches,\\nand practice in teaching.\\nMathematics. Review of elementary arithmetic, and instruction in\\nhigher arithmetic, algebra, geometry and elementary astronomy.\\nGrammar. Review of English grammar, and instruction in etymol-\\nogy, rhetoric and elements of composition.\\nReading. Instruction in English literature, and the art of reading.\\nHiMory. Review of geography and history of the United States, and\\ninstruction in the history of America, history of England, and general\\nhistory of the world.\\nWriting. Instruction in plain and ornamental penmanship.\\nDrawing. Instruction in linear drawing, exercises in drawing from\\nmodels, and principles of perspective.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0220.jp2"}, "221": {"fulltext": "NORMAL SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA. 213\\nMusic. Instruction in the elements and practice of vocal music.\\nMisceUaneous. Instruction in natural philosophy, chemistry and phys-\\niology, is imparted entirely by lectures and examinations, by the Prin-\\ncipal. Instruction in the constitutions of the United States and Pennsyl-\\nvania, is given by the Principal and teacher of history.\\nIn arranging the subjects and course of instruction, the aim is to restrict\\nthem chiefly to such branches or subjects, as are essential to a complete ful-\\nfillment of the duties of a teacher, under whatever circumstances she may\\nbe placed and not only in the instruction, but in every relation the pupil\\nholds to the school, her future destination as a teacher is kept prominently\\nin view.\\nA very important feature of the exercises, is the recitation of the pupils\\nto each other in which a free expression of opinion, in the way of criti-\\ncism, is encouraged the modes of illustration being suggested by the\\npupils themselves, to meet the particular cases under consideration. This\\nleads to originality of thought, and the application of methods not attain-\\nable in any other way. Thus, from the very entrance of the pupil into\\nthe school, to the completion of her course of study, practice in teaching\\nis blended with positive instruction and the powers of the pupil to com-\\nmunicate her ideas to others, are successfully cultivated while exactness\\nin the use of language becomes habitual. The purpose of the school,\\nbeing particularly to develop the talents of the pupils as instructors, after\\na prescribed course of instruction on any topic is indicated by the Princi-\\npal or teacher of the class, the recitations are left to be carried on by the\\npupils themselves.\\nThe method of instruction is founded upon strictly inductive princi-\\nples; always proceeding from the known to the unknown. In pursuing\\nthis course much time is required, and the patience and skill of the teacher\\nare subjected to the severest test while mere routine teaching, or sim-\\nply imparting positive instruction, so generally practiced because attended\\nwith less labor, is carefully avoided. In the application of the first\\nmethod, the mind being necessarily the active agent in obtaining knowl-\\nedge, is unfolded, while in the latter, by its being the passive recipient, it is\\nliable to be overburdened and the memory only improved. If the posi-\\ntive knowledge acquired by the inductive method is ever lost, the habit\\nof thinking remains and the reasoning powers are developed and dis-\\nciplined.\\nIn inculcating general principles, the theories are reduced to practice\\nand the danger of forming theoretical teachers is thus avoided. By ap-\\nplying principles, under circumstances where error is sure to be pointed\\nout, and corrected by the observation of class-mates and teachers, every\\nlesson becomes an exercise of thought and reason.\\nSchools of Practice. The schools of practice consist of a girls\\ngrammar school with 230 pupils, and two teachers, female principal and\\nassistant and a boys secondary school with 147 pupils, and two female\\nteachers, a female principal and assistant, in the same building with the\\nNormal students. At least three pupils of the Normal School are em-\\nployed at one time, in teaching in each school. The period occupied by\\nthe pupil-teacher is about four weeks in the term.\\nThe pupil-teachers give instruction, under the immediate direction of\\nthe principals of the schools of practice whose duty it is to teach with\\nthem and for them to aid them by advice, suggestions and example\\nin effect, to instruct the classes through them as aids not as substitutes.\\nTo enable the principal to give her undivided attention to the inexperi-\\nenced pupil-teacher on first taking charge of a class, those engaged in the\\nschool are changed at such intervals, as to leave two experienced teach-\\ners occupied in teaching at one time and on the introduction of the third,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0221.jp2"}, "222": {"fulltext": "214 NORMAL SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA.\\nthe principal remains with her, until she can manage the class alone a\\nnew teacher is then substituted for the one having been longest in prac-\\ntice. Before placing a pupil in charge of a class, the principal of the\\nschool carefully informs her as to the particular duties connected with its\\ninstruction and management. If after a brief trial, the pupil-teacher is\\nfound deficient in ability, readily to adapt herself to the circumstances of\\nher new position, she is immediately withdrawn, her deficiencies noted,\\nand her instruction in the Normal School directed to their removal. The\\nduty of assigning lessons is performed entirely by the principal the\\npupils being previously examined, at the close of the exercise, upon the\\nsubject of recitation. Thus making them immediately responsible to her,\\nfor their progress in learning.\\nThe successful management and instruction of the classes in the schools\\nof practice, depend to a great extent upon the principals of these schools;\\nand this success will be in proportion to the attention given to the minutiEP.\\nof the practical duties of the schools, with which all experienced teachers\\nare familiar guarding the pupil-teacher from falling into errors, instantly\\nchecking them when discovered, cultivating and bringing into exercise\\nthat tact required to arouse the dull, to keep in check the restless, to\\nsecure the attention of the indolent, and maintain a continued and uniform\\ninterest throughout the whole class while reciting.\\nThe position of the principal thus occupied, is peculiar in its charac-\\nter requiring in a remarkable degree promptitude, patience and indus-\\ntry her duty being not merely to teach^ but to impart through others\\nintellectual and moral instruction to foster correct habits, and cultivate\\nand bring into action the powers of both teachers and pupils, through the\\nagency of the former. The character of these schools will therefore de-\\npend entirely upon the manner in which the principals perform their\\nduties, whether they are really schools of practice, or mere experimental\\nschools, in which the pupil-teachers are left to learn to correct errors, by\\nfirst making them wasting their own time and that of their pupils, in\\nattempts to discover methods, instead of putting them into practice.\\nIn affording an opportunity to the Normal pupils to acquire practice in\\nteaching and discipline, the question may arise, whether the pupils whom\\nthey teach have equal advantages with those taught entirely by perma-\\nnent teachers. The success of any school, depends in a great measure\\nupon the ability and tact of the principal in its general management. In\\na small school, where the instruction is all given by one teacher, but\\nlittle qualification is necessary, besides ability to teach properly but as\\nthe school becomes larger, the duties devolving upon its head are so far\\nextended in the general management and discipline, as to render the\\nability to teach of comparatively little value, in the absence of tact in\\nschool government. Therefore, as an increase in the number of subordi-\\nnate teachers becomes necessary, so, different qualifications are requisite\\non the part of the principal and while aptness to teach is an indispensable\\nqualification, it must be accompanied by ability to control, and bring into\\nexercise the best powers of the assistant teachers, to insure the effective\\nteaching of the whole school. In substituting for permanent assistants,\\n{)upil-teachers who remain in charge of the classes for a comparatively\\nimited period, the tact of the principal, and her skill in school govern-\\nment, form so important an element in the success of the school, that no\\nqualifications which the pupil-teachers may possess, can compensate for\\ntheir absence.\\nUnder corresponding circumstances, young teachers will be more\\nthorough in their instruction, and accomplish more work than older ones\\nthe novelty of their position, their desire to gain the approbation of those\\ndirecting them, and of the pupils themselves the great pleasure derived\\nfrom bringing into practice qualifications they are conscious of possessing.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0222.jp2"}, "223": {"fulltext": "NORMAL SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA.\\n215\\nare incentives to exertion, which contribute largely to success. Again,\\nthe pupil-teachers are frequently found to communicate in a manner more\\nintelligible to the pupils than those who are further removed by age\\nthe difficulty of acquiring a knowledge of a particular subject, being for-\\ngotten by the older teacher, while not only the difficulty, but the proper\\nmeans to overcome it, are yet fresh in the memory of the younger ones.\\nThe zeal and energy of the young teacher are imparted to her pupils 5\\nthey exert themselves more than if under a teacher less their equal in age.\\nThere is more sympathy existing between the pupils and the young\\nteachers friendships are formed, a desire to please is engendered, and\\nthe discipline is maintained more by self-control than by forced obedience.\\nThe deep interest manifested by the pupil-teacher in the progress of her\\nscholars, seldom fails to produce great exertion on the part of the latter,\\nand instances are not unfrequent, where the teacher and pupils emulate\\neach other, in their efforts to promote one another s happiness. If to all\\nthese, is added the watchful care of the principal, the results can not be\\nother than satisfactory.\\nThe pupil-teachers, before meeting their classes, are required carefully\\nto study the lessons to be recited during the day, that they may add\\ninterest to the exercises, by imparting instruction on subjects incidental\\nto the lesson. The confidence of the class is thereby gained and finding\\nthat their instructor is not compelled to rely upon the text book, they look\\nupon her as the teacher, not the mere agent to compel the recitation of the\\ncontents of the book. Thus, an interesting fact or an appropriate narra\\ntive, introduced into the exercises, is often found to give to the young\\nteacher greater influence over the class, than all the ordinary means of\\ndiscipline.\\nThe pupil-teacher, accustomed herself to rigid thoroughness, insists\\nupon it from habit, in the recitations of her pupils the constant explana-\\ntion leads to inquiry, and this to thought and in this manner the founda-\\ntion of correct education is laid.\\nWhile the general control of the school, and even much of the teaching,\\ndevolve upon the principal, the pupil- teachers are made accountable to\\nher for the deportment of the pupils while under their care, and also for\\ntheir progress in learning. It is therefore made their duty to report\\npromptly to the principal all cases of misconduct, or neglect of studies.\\nTo render the mode of instruction pursued in the schools of practice,\\nconformable to the methods taught in the Normal School, the principal\\nof the latter devotes a portion of time daily, to the supervision of those\\nteaching in them.\\nExaminations. Written examinations of the pupils of the Normal\\nSchool are made quarterly, in all the regular branches in which instruc-\\ntion has been given during the term. As the pupil s continuance in the\\nschool, her position in the class, or her promotion to a higher one, depends\\nupon these tests of scholarship, their results are looked to with much\\nanxiety. The intervals of iheir occurrence are not sufficiently great to\\nlessen their influence on the recitations of the pupils, or the every-day dis-\\ncharge of duty while their repetition is frequent enough to afford suffi-\\ncient means of estimating the improvement. The results of these examina-\\ntions, with the register of the daily recitations, are preserved affording\\na complete history of the pupil s standing and progress, during the whole\\ntime of her connection with the school.\\nGraduating Classes. Twice a year certificates are granted to such\\npupils as have completed the prescribed course of study, and were con-\\nsidered properly qualified to perform the duties of teachers in the public\\nschools.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0223.jp2"}, "224": {"fulltext": "216 NORMAL SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA.\\nIn determining the pupil s claim to a certificate as a properly qualified\\nteacher three leading requisites are considered, besides her moral qual-\\nities\\n1. Her knowledge of the branches to be taught.\\n2. Her ability to communicate what she knows.\\n3. Her general literary attainments.\\nEvery teacher should be so thoroughly conversant with the branches\\nshe professes to teach, as to be able to conduct the recitations without the\\nuse of text books as, in proportion to her ability to do this, she will\\nsucceed in imparting to her pupils a knowledge of the subject, instead of\\nits mere definition the certain result of mere routine teaching from text\\nDooks. It is obvious that ability to illustrate the subject of instruction,\\nmust depend entirely upon the teacher herself being so familiarized with\\nIt, as readily to meet the pupil s difficulties by prompt and clear illus-\\ntrations.\\nAlthough a perfect acquaintance with the subjects proposed to be\\ntaught, is essential to the teacher, yet, to possess knowledge without\\nability to communicate it, would not constitute a qualified teacher while\\nthe greatest powers to impart, could not compensate for ignorance of the\\nbranches proposed to be taught.\\nThus, the perfect scholar may be an unsuccessful teacher, while the\\nperfect teacher must be a perfect scholar, at least to the extent of the\\nbranches she teaches. The casual observer, or even the inattentive\\nchild, does not fail to distinguish between the mystifying, misleading,\\nstultifying, and inefficient attempts of the mere scholar to teach, and the\\ndeveloping, educating, and even creating power of the thorough teacher.\\nAdopting these views of the relative importance of scholarship and apt-\\nness to teach, and their inseparable connection as essential qualifications\\nin forming the perfect teacher, no certificate is granted to a pupil de-\\nficient in either.\\nAs a test of the candidate s literary qualifications, the results of every\\nexamination, from the time of her admission to the completion of the full\\ncourse of study, in connection with her daily recitations, are considered.\\nIn estimating her ability to teach, and tact in school discipline, her per-\\nformances in the schools of practice, occupying more than one-sixth of\\nthe time of her pupilage in the Normal School, are taken as a guide.\\nThe moral character, industrious habits, and integrity of purpose of the\\ncandidate, are determined from an acquaintance extending through a\\nperiod of time amply sufficient to arrive at a correct conclusion.\\nThe following is a copy of the certificate given to graduates of the\\nNormal School\\nNORMAL SCHOOL.\\nFirst School District of Pennsylvania.\\nThis is to Certify, That has pursued and completed, in a satisfactory manner, the\\ncourse of study of the Normal School, and is deemed competent to impart instruction in the\\nbranches taught in the Public Grammar Schools.\\nPrincipal.\\nBy authority of the Controllers of Public Schools.\\nThis Certificawb is granted to a pupil of the Normal School, in testimony that\\nher literary attainments, industrious habits, and integrity, qualify her to discharge properly\\nall the duties of a Teacher.\\nPresident of the Board of Controllers.\\nSecretary.\\nCommittee of the Normal School\\nPhiladelphia, 18", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0224.jp2"}, "225": {"fulltext": "NORMAL SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA. 217\\nTeachers and Expense of Normal Schools. The following statis-\\ntics of the Normal School, and Model Schools, or Schools of Practice\\nare taken from the Report of the Controllers, for 1850.\\nNormal Schools located in Chester Street, above Race.\\nNumber of Pupil Teachers Girls 136. Average attendance 129.\\nA. T. W. Wright, Principal, Sl,000 00\\nMary E. Houpt, Teacher of Grammar, c., 300 00\\nMary E. Brown, Teacher of Reading, c., 300 00\\nAnna Vanarsdalen, Teacher of Arithmetic, c., 300 00\\nMary E. Tazewell, Teacher of History, c., 300 00\\nE. W. Mumford, Teacher of Drawing, 150 00\\nGeorge Kingsley, Teacher of Music, 150 00\\nModel Schools, Chester Street, above Race.\\nGirls Grammar Schools. Total 230. Average attendance 200.\\nSally P. Dawes, Principal, S500 00\\nMary Hunt, Assistant, 250 00\\nBoys Secondary School. Total 157. Average attendance 140.\\nMartha C. Brodie, P in cipal, $300 00\\nMargaret Bell, Assistant, 200 00\\nTotal expense of the Normal School, $2,694 66\\nModel Schools, 2,382 39\\n$5,077 05\\nThe total expense of the Normal School to the city, exclusive of the\\nexpense of the Model Schools, which would be increased by their discon-\\nnection from it, can not exceed $2,000, and for this sum, every Primary,\\nSecondary, and Grammar School, will derive benefits which could not be\\nsecured by the direct expenditure of a much larger sum. The Control-\\nlers bear the following testimony to the results of the school for 1850\\nThe Normal School has been in successful operation through the year,\\nand has fully met the expectations of its most sanguine friends. Already\\na number of the pupils have been elected as teachers in several of our\\nschools and from their efficiency and aptness to teach, we may look to\\nthis school for a constant supply of teachers, not only well instructed\\nin the different branches taught in our public schools, but capable also\\nof imparting it to their pupils.\\nThe following statistics of the Public Schools of Philadelphia, are gath-\\nered from the Thirty-second Annual Report of the Controllers of the\\nPublic Schools of the City and County of Philadelphia, composing the\\nFirst School District of Pennsylvania, for the year ending June 30, 1850.\\npp. 244. The whole document is highly creditable to the city, and the\\nReport of John S. Hart, LL.D., Principal of the High School, as well as\\nthat of Dr. Wright, Principal of the Normal School, should be read and\\nstudied by every officer and teacher connected with the administration and\\ninstruction of Public Schools in every large city in our country. It must\\nlead to the establishment of a High School where it does not now exist,\\nand of a Normal School in each city, as Boston, Providence, New York,\\nCincinnati, New Orleans, c.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0225.jp2"}, "226": {"fulltext": "218 NORMAL SCHOOL FOR FEMALE TEACHERS IN PHILADELPHIA,\\nPopulation of First School District, in 1850, 425,000\\nNumber of Public Schools, 256\\nClassification of the Schools,\u00e2\u0080\u0094\\nHigh School for Boys, 1\\nNormal School, 1\\nGrammar Schools, 53\\nSecondary Schools. 29\\nPrimary Schools, 132\\nDistrict or unclassified Schools, 40\\nNumber of Scholars,\\nMales, 23,706\\nFemales, 21,677\\nTotal, 45,383\\nNumber of Teachers,\\nMale, 81\\nFemales, 646\\nTotal, 727\\nAverage number of pupils to each Teacher, 62\\nAmount expended during the year, for\\nSalaries and Teachers, $178,325 84\\nBooks and Stationery 36,213 07\\nSites, Buildings and Furniture, 40,906 63\\nFuel, Furnaces and Stoves, 13,422 72\\nTotal expense for all School purposes, $332,433 21\\nAmount of current expenses, exclusive of houses and furniture, $291,526 58\\nAverage of current expense to each pupil, 6 42\\nAverage of expense for each pupil, exclusive of books c., 5 67\\nAverage expense of books and stationery to each pupil, 75", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0226.jp2"}, "227": {"fulltext": "RHODE ISLAND.\\nThe following extracts from the Report of the Commissioner of Public\\nSchools for 1845, will show the steps which were taken from 1843 to 1848,\\nto improve the qualifications for teachers, and make their labors more ser-\\nviceable to the schools.\\nBOOKS ON EDUCATION.\\nAs a permanent depository of the most valuable books and documents rela-\\nting to schools, school systems, and particularly to the practical departments\\nof education, I have nearly completed arrangements, to establish a library of\\neducation in every town, either to be under the management of the school com-\\nmittee of the town, or of some district or town library association, and in either\\ncase to be accessible to teachers, parents, and all interested in the administra-\\ntion of the school system, or the work of the more complete, thorough and prac-\\ntical education of the whole community. Each library will contain about thirty\\nbound volumes, and as many pamphlets. To these libraries, the Legislature\\nmight from time to time hereafter, forward all laws and documents relating to\\nthe public schools of this state, and at a small annual expense, procure the\\nmost valuable books and periodicals which should be published on the theory\\nand practice of teaching, and the official school documents of other states, and\\nthus keep up with the progress of improvement in every department of popular\\neducation.\\nMODEL SCHOOLS.\\nWhenever called upon by school committees, and especially in reference to\\nschools which from their location might become, under good teachers, modehm\\nall the essential features of arrangement, instruction and discipline, for other\\nschools in their vicinity, I have felt that I was rendering an essential service\\ntoward the improvement and better management of the public schools, by\\naiding in the employment of such teachers. If but one good teacher could be\\npermanently employed in each town, the direct and indirect influence of his\\nteaching and example would be soon felt in every school and his influence\\nwould be still more powerful and extensive if arrangements could be made so as\\nto facilitate the visitation of his school by other teachers, or so as to allow of his\\nmaking a circuit through the districts and towns in his vicinity, and give famil-\\niar and practical lectures and illustrations of his own methods of instruction.\\nIt is necessary to the rapid progress of education that parents, committees and\\nteachers, should see and know what a good school is, and feel that as is the\\nteacher so is the school.\\nTEACHERS INSTITUTE, AND ASSOCIATIONS.\\nBy Teachers Associations as now generally used, is understood the per-\\nmanent organization of teachers among themselves and by Teachers Institutes,\\na temporary meeting, under the appointment of themselves, or the school officer\\nof the slate, for professional improvement. Teachers in every town have been\\nurged to hold occasional meetings, or even a single meeting, for the purpose of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0227.jp2"}, "228": {"fulltext": "220 EDUCATION OF TEACHERS IN RHODE ISLAND.\\nlistening to practical lectures and discussions, or what would in most cases be\\nbetter, of holding familiar conversation together on topics connected with the\\narrangement of schools, or methods of instruction now practised, or recom-\\nmended in the various periodicals or books which they have consulted, and on\\nthe condition of their own schools. But something more permanent and valu-\\nable than these occasional meetings, has been aimed at by an organization of\\nthe teachers of the state, .or at least of a single county, into a Teachers Insti-\\ntute, with a systematic plan of operations from year to year, which shall afford\\nto young and inexperienced teachers an opportunity to review the studies they\\nare to teach, and to witness, and to some extent practice, the best methods of\\narranging and conducting the classes of a school, as well as of obtaining the\\nmatured views of the best teachers and educators on all the great topics of ed-\\nucation, as brought out in public lectures, discussions and conversation. The\\nattainments of solitary reading will thus be quickened by the action of living\\nmind. The acquisition of one will be tested, by the experience and strictures\\nof others. New advances in any direction by one teacher, will become known,\\nand made the common property of the profession. Old and defective methods\\nwill he held up, exposed and corrected, while valuable hints will be followed\\nout and proved. The tendency to a dogmatical tone and spirit, to one-sided\\nand narrow views, to a monotony of character, which every good teacher I ears,\\nand to which most professional teachers are exposed, will be withstood and ob-\\nviated. The sympathies of a common pursuit, the interchange of ideas, the\\ndiscussion of topics which concern their common advancement, the necessity\\nof extending their reading and inquiries, and of cultivating the power and habit\\nof written and oral expression, all these things will attach teachers to each\\nother, elevate their own character and attainments, and the social and pecu-\\nniary estimate of the profession.\\nITINERATING NORMAL SCHOOL AGENCY.\\nWith the co-operation of the Washington County Association, the services\\nof a well-qualified teacher were secured to visit every town in that county, for\\nthe purpose, among other objects, of acting directly on the schools as they were,\\nby plain, practical exposures of defective methods, which impair the usefulness\\nof the schools, and illustrations of other methods which would make the schools\\nimmediately and permanently better.\\nNORMAL SCHOOL.\\nAlthough much can be done toward improving the existing qualifications\\nof teachers, and elevating their social and pecuniary position, by converting\\none or more district schools in each town and county, into a model school, to\\nwhich the young and inexperienced teacher may resort for demonstrations of\\nthe best methods or by sending good teachers on missions of education through-\\nout the schools of a county; or by associations of teachers for mutual improve-\\nment, still these agencies can not so rapidly supply, in any system of public\\neducation, the place of one thoroughly-organized Normal School, or an institu-\\ntion for the special training of teachers, modified to suit the peculiar circum-\\nstances of the state, and the present condition of the schools. With this\\nconviction resting on my own mind, I have aimed every where so to set forth\\nthe nature, necessity, and probable results of such an institution, as to prepare\\nthe public mind for some legislative action toward the establishment of one\\nsuch school, and in the absence of that, to make it an object of associated effort\\nand liberality. I have good reason to believe that any movement on the part\\nof the state, would be met by the prompt co-operation of not a few liberal-\\nminded and liberal-handed friends of education, and the great enterprise of pre-\\nparing Rhode Island teachers for Rhode Island schools, might soon be in suc-\\ncessful operation.\\nADDRESSES AND PUBLICATIONS ON THE SUBJECT OF EDUCATION.\\nThe following extract from Remarks of the Commissioner before the\\nRhode Island Institute of Instruction, will exhibit his mode of preparing\\nthe way for a broad, thorough and liberal system of public instruction, by", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0228.jp2"}, "229": {"fulltext": "EDUCATION OF TEACHERS IN RHODE ISLAND.\\n221\\ninteresting all who could be reached by the living voice or the printed\\npage, in the nature and means of education, the condition and wants of\\nthe schools, and the best modes of introducing desirable improvements.\\nTo this end public meetings have been held, not only in every town, but in\\nevery village and neighborhood, more numerous and more systematic in their\\nplan of operations than was ever attempted in any other community, or than\\ncould have been carried out in the same time in any state of greater territory,\\nand with a population less concentrated in villages than this. More than eleven\\nhundred meetings have been held expressly to discuss topics connected with the\\npublic schools, at which more than fifteen hundred addresses have been deliv-\\nered. One hundred and fifty of these meetings have continued through the day\\nand evening upward of one hundred, through two evenings and a day fifty,\\nthrough two days and three evenings and twelve, including the Teachers In-\\nstitutes, through an entire week. In addition to this class of meetings and ad-\\ndresses, upward of two hundred meetings of teachers and parents have been\\nheld for lectures and discussions on improved methods of teaching the studies\\nordinarily pursued in public schools, and for exhibitions or public examinations\\nof schools, or of a class of pupils in certain studies, such as arithmetic, reading,\\nc. These meetings have proved highly useful. Besides these various meet-\\nings, experienced teachers have been employed to visit particular towns and\\nsections of the state, and converse freely with parents by the way-side and the\\nfire-side, on the condition and improvement of the district school. By these\\nvarious agencies it is believed that a public meeting has been held within three\\nmiles of every home in Rhode Island, except in sections of a few towns where\\nan audience of a dozen people could not be collected in a circuit of three or\\nfour miles.\\nTo the interest awakened by these addresses and by the sympathy of num-\\nbers swayed by the same voice, and by the same ideas, must be added the more\\npermanent and thoughtful interest cultivated by the reading of books, pam-\\nphlets, and tracts on the same topics at home. More than sixteen thousand\\npamphlets and tracts, each containing at least sixteen pages of educational\\nmatter, have been distributed gratuitously through the state and in one year,\\nnot an almanac was sold in Rhode Island without at least sixteen pages of ed-\\nucational reading attached. This statement does not include the ofiicial school\\ndocuments published by the state, nor the Journal of the Institute, nor up-\\nward of twelve hundred bound volumes on schools and school systems, and\\nthe theory and practice of teaching, which have been purchased by teachers, or\\nwhich have been added to public or private libraries within the last four years.\\nIn addition to the printed information thus disseminated, the columns of the dif-\\nferent newspapers published in the state have always been open to original and\\nselected articles on education, and to notices of school meetings.\\nThe author of the Remarks above quoted was obliged, from impaired\\nhealth, to resign his office of Commissioner of Public Schools, before\\nhe could organize these various agencies into a complete and permanent\\nsystem for the professional training and improvement of the teachers of\\nRhode Island. His plan contemplated a thoroughly-organized and\\nequipped Normal School, and ultimately two Normal Schools one to be\\nlocated in the city of Providence, having a connection, under the auspices\\nof the school committee, with a Public Grammar. Intermediate and Pri-\\nmary School, or Schools of Observation and Practice, and also with Brown\\nUniversity, under a distinct professorship, and with access to libraries, ap-\\nparatus, and courses of lectures, so far as the same could be made available\\nand the other in the country. The Normal School at Providence was\\nto receive two classes of pupils young men, whose previous studies and\\ntalent fitted them for the charge of the most advanced classes in public\\nschools in the cities and villages, and the other for female teachers.\\nThe plan of a Normal School in the country, was modeled in some of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0229.jp2"}, "230": {"fulltext": "222 EDUCATION OF TEACHERS IN RHODE ISLAND.)\\nits features after the institution of Verhli, at Kruitzlingen, in Switzerland,\\nof which an account was published in the Journal of the Rhode Island In-\\nstitute of Instruction, in 1846, and of the Training School at Battersea, in\\nEngland. In this school the teachers were to support themselves in whole,\\nor in part, or at least the expense of board was to be reduced, after the\\nplan of the Seminary at Mount Holyoke, in Massachusetts. In both in-\\nstitutions, the course of instruction was to enicbrace the principles of\\nscience as applied to the leading industrial pursuits of the people of the\\nstate and in this department of the plan, the co-operation of the Rhode\\nIsland Society for the Encouragement of Domestic Industry, was antici-\\npated. No state in the Union possesses such facilities. As was remarked\\nby the Commissioner, in taking final leave of the Legislature, and the\\nRhode Island Institute of Instruction, in 1848\\nHer territory is small, and every advance in one town or district, can\\neasily be known, seen and felt in every other. Her wealth is abundant, more\\nabundant, and more equally distributed, than in any other state. Her popula-\\ntion is concentrated in villages, which will admit of the establishment of public\\nschools of the highest grade. The occupations of the people are diverse, and\\nthis is at once an element of power and safety. Commerce will give expan-\\nsion manufactures and the mechanical arts will give activit} power, inven-\\ntion and skill and agriculture, the prudence and conservatism which should\\nbelong to the intellectual character and habits of a people. Rhode Island has\\na large city, to which the entire population of the state is brought by business\\nor pleasure every year, and which should impart a higher tone of manners, in-\\ntelligence and business, than can exist in a state without a capital; and fortu-\\nnately, Providence has set a noble example to the rest of the state in her edu-\\ncational institutions, in the provision of her citizens for schools, libraries, and\\ninstitutions for religion and benevolence.\\nPROFESSORSHIP IN DIDACTICS IN BROWN UNIVERSITY.\\nIn the reorganization of the course of instruction in Brown University as\\npresented in the Report of President Wayland, on the 19th of July, 1850,\\nprovision is made for a course in Didactics, or the Theory and Practice\\nof Teaching. The following explanation is given in the Report.\\nThe course in Didactics is designed at present especially for the benefit of\\nteachers of common schools. There will be held two terms a year in this de-\\npartment, of at least tAVO months each. It shall be the duty of the professor of\\nDidactics to review with the class the studies taught in common schools, and\\nthen to explain the manner of communicating knowledge to others. The other\\nprofessors in the University will be expected to deliver to this class such lec-\\ntures in their several departments as may be desired by the Executive Board.\\nThe course as thus explained, if entrusted to a competent professor,\\nwill accomplish much good to a limited number of teachers, who shall\\nbring a suitable preparatory knowledge, and be able to meet the expenses\\nof a residence in Providence. But unless greatly enlarged, and accompa-\\nnied with opportunities of observation and practice in the public schools\\nof the city, it will fall far short of meeting the wants of the female teach-\\ners of the state, and much the larger portion of ihe male teachers. It is\\nto be hoped that the plan will be so far extended, as to embrace a Normal\\nSchool under the auspices of the School Committee of Providence, and\\nin connection with a Grammar, Intermediate and Primary School, as\\nSchools of Practice, for female teachers, like that in successful operation\\nin Philadelphia.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0230.jp2"}, "231": {"fulltext": "MICHIGAN.\\nThe importance of making early and efficient provision for a sufficient\\nnumber of well-qualified teachers, was pointed out by the Superintend-\\nent of Public Instruction, in his preliminary report to the Legislature, on\\nthe organization of the system, in 1837. The subject was repeatedly pre-\\nsented to the public in subsequent recommendations from the same offi-\\ncer, until 1849, when the Legislature passed an act to establish a State\\nNormal School, the exclusive purposes of which shall be the instruction\\nof persons, both male and female, in the art of teaching, and in all the\\nvarious branches that pertain to a good common school education also\\nto give instruction in the mechanic arts and in the arts of husbandry and\\nagricultural chemistry, in the fundamental laws of the United States,\\nand in what regards the rights and duties of citizens.\\nFor the purpose of providing the necessary expenses of building, books\\nand apparatus, ten sections of salt-spring lands, were appropriated, as\\nthe Normal School Fund; and to meet the salaries of the Principal\\nand Assistants, the Board of Education, to whom the management of the\\nSchool is intrusted, are authorized to locate fifteen sections of salt-\\nspring lands, as the Normal School Endowment Fund, the interest\\nof which only can be applied to the above purposes.\\nThe School has been located in Ypsilanti, the citizens of that beautiful\\nvillage having tendered for the use of the School an eligible lot of\\nground, a subscription of $13,500 toward a suitable building, and the\\npayment of the salary of the teacher of the Model School, to be com-\\nposed of the children of the village. The plan of the building has been\\ndecided on, and is to be ready for the occupation of the School, in the\\ncourse of 1850.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0231.jp2"}, "232": {"fulltext": "NORMAL SCHOOLS\\nIN\\nBRITISH PROVINCES.\\nNEW BRUNSWICK.\\nBy aa Act of the Provincial Legislature of New Brunswick, in 1848,\\ntwo Training Schools were established, one at Fredericton, and the other\\nat St. Johns, as an experiment, for a period of two years. In 1850, the\\nact was continued in force two years longer, to give time to prepare a\\nmore comprehensive measure for the education of teachers. In 1850, the\\nschool at Fredericton was united with that at St. Johns, which is in suc-\\ncessful operation under the charge of Mr. E. H. Duval.\\nUPPER CANADA.\\nThe Provincial Normal School for Upper Canada, was established at\\nToronto, in 1846, and since its first organization has been under the im-\\nmediate instruction of Professor J. B. Robertson, who was for many years\\none of the chief Inspectors of Schools, in connection with the Board of\\nNational Education for Ireland. In 1850, the Provincial Legislature ap-\\npropriated the sum of $60,000 for procuring a site, and erecting buildings\\nfor the Provincial Normal and Model School. The September num-\\nber of the Journal of Education, published at Toronto, under the editorial\\ncharge of Dr. Ryerson, and sent at the expense of the province to every\\nschool district, contains the following notice\\nA site has been purchased, consisting of nearly eight acres of ground,\\nbeautifully situated in a central part of the city of Toronto, composing an entire\\nsquare. This ground will afTord facilities for a botanical garden the proper\\naccompaniment of the Normal School lectures in vegetable physiology; also\\nfor agricultural experiments on a limited scale an appropriate illustration of\\nthe Normal School course of instruction in agricultural chemistry and science.\\nThe Council of Public Instruction has also advertised for designs and plans\\nfor the Normal and Model School buildings, including rooms for a school of art\\nand design, offering liberal premiums, so as to insure the contributions of the\\nhighest architectural science and skill in the country.\\nNot one of the United States has made more progress in the last ten\\nyears than the province of Upper Canada, in carrying into successful\\noperation a system of common schools, under the auspices of the Rev.\\nEgerton Ryerson, D.D., chief superintendent of the department. Dr.\\nRyerson s Report on the Organization of a System of Elementary In-\\nstruction for Upper Canada, in 1846, embodies the results of nearly two\\nyears observation on the practical workings of schools and school sys-\\ntems in the different states of Europe, and is a valuable contribution to\\nthe literature of education.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0232.jp2"}, "233": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0233.jp2"}, "234": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0234.jp2"}, "235": {"fulltext": "NORMAL SCHOOLS.\\nAND aXHER\\nINSTITUTIONS, AGENCIES, AND MEANS\\nDESIGNED FOR THE\\nPROFESSIONAL EDUCATION OF TEACHERS.\\nBY HENRY BARNARD,\\n3UPERIHTKNDENT OF COMMON SCHOOLS OF CONNECrjClTT.\\nPART II -EUROPE.\\nPIARTFORD:\\nPUBLISHED BY CASE, TIFFANY AND COMPANY.\\n1851.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0235.jp2"}, "236": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0236.jp2"}, "237": {"fulltext": "CIRCULAR,\\nThis volume, although prepared from documents originally col-\\nlected, from time to time, to assist the undersigned in maturing his\\nown views and plans for the improvement of the common schools of\\nConnecticut, and particularly in devising modes of operating benefi-\\ncially for the advancement of the teacher s profession, here and in\\nRhode Island, is not intended, exclusively or mainly, for circulation\\nin this State. It embodies information which the author believes\\ncan be made available in organizing new, and improving existing sys-\\ntems of public instruction, and particularly institutions and agencies,\\ndesigned for the professional education of teachers, in every State of\\nthis Union. Its value does not consist in its conveying the specula-\\ntions or limited experience of the author, but the matured views and\\nvaried experience of wise statesmen, educators and teachers, through\\na succession of years, and under the most diverse circumstances of\\ngovernment, society and religion. It is believed that every teacher,\\nand every school officer, who will peruse these pages with any de-\\ngree of attention, can gain valuable hints and reliable information, as\\nto the experience of States and Institutions, which caa be turned to\\ngood account in his own school, and his own sphere of administra-\\ntive duty.\\nHENRY BARNARD,\\nSuperintendent of Common Schools.\\nHartford, January 13, 1851.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0237.jp2"}, "238": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0238.jp2"}, "239": {"fulltext": "INTRODUCTION.\\nWhatever may be thought of the practical value of the experience\\nof Germany and other European States in the organization and admin-\\nistration of Systems of Public Instruction, to t ose who are engaged\\nin the work of establishing and improving Public Schools in this\\n\u00e2\u0096\u00a0country, no one who has reflected at all on this subject, can doubt the\\n\u00e2\u0080\u00a2applicability, with some modifications, of many of the institutions and\\nagencies which are employed there, especially in Germany, Hol-\\nland, and Switzerland, to secure the thorough professional education,\\nand progressive improvement of teachers of elementary schools.\\nAmong these institutions and agencies are,\\n1. Institutions supported by the government, wholly, or mainly\\nc?evoted to a course of instruction in the theory of education as a\\nscience, and in methods of teaching as an art. In most of the Ger.\\nman States these institutions are known as Teachers Seminaries,\\nand are not composed of children, but of teachers, or of candidates\\nfor admission to the profession, with one or more schools for children\\nannexed but subordinate to them as schools of practice.\\nInstitutions of this class are not confined to training teachers for\\nprimary or elementary schools, but are established for the prepara-\\ntion of professors and teachers in universities, and schools of second-\\nary and superior education.\\n2. Courses of lectures on the principles and practice of teaching,\\nto classes of young persons who have gone through the studies of the\\nprimary school, and who enjoy opportunities of observation and prac-\\ntice as assistants, in the classification, instruction and discipline of the\\nschools, in which these lectures ai*e given. These schools composed\\nof children, are always located in large towns, and were originally\\ndenominated Normal Schools, because they were patterns, or models,\\nfor the imitation of the class of teachers, the rule or law of their\\npractical operation. The name was first applied in Austria, where", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0239.jp2"}, "240": {"fulltext": "8 INTRODUCTION.\\nthis system of training teachers still prevails, and was adopted in\\nFrance to designate institutions which are properly Teachers Sem-\\ninaries. Through the reports and treatises of French writers on\\neducation, the word Normal has been introduced into the English\\nlanguage, as synonymous with Teachers Seminaries, when used\\nin connection with schools. Courses of Lectures on Didactics and\\nPedagogy are common in the Universities and Theological Schools\\nof Germany, and are frequented by those who expect to teach in the\\nGymnasia, and other schools of Secondary and Superior Education,\\nIn some of the German States students of theology are required to\\nattend these lectures as a necessary preparation for the right per-\\nformance of the duties of school committees, which are always,\\nalthough not exclusively, composed of clergymen of different denom-\\ninations.\\n3. A combination of the Teachers Seminary and the Normal\\nSchool, (in its original acceptance, of courses of lectures and prac-\\ntice as assistants in model or pattern schools,) with a system of ap-\\nprenticeship in the business of teaching. This is the plan of pre-\\nparing teachers which has worked admirably in Holland, and has\\nrecently been introduced into England, under the auspices of the\\nCommittee of Council on Education.\\n4. Institutions, composed, not of teachers or candidates for teach-\\ning, in attendance only for a limited period, ranging from six months\\nto four years, as in Teachers Seminaries and Normal Schools, but\\nof members, who, having passed through a novitiate, or preparatory\\ncourse to test their vocation, are devoting themselves for life, from\\nreligious motives, under a rule of celibacy and poverty, but without\\na vow, to the education of the poor. These institutions, {Ecoles-\\nmaire, or Mother Schools,) originated in France, and the principal\\ncongregations are known as Brothers of the Christian Doctrine.\\nThe teachers are models of industry and Christian devotion in their\\nvocation, and their Schools for the poor are among the best element-\\nary schools in Europe. A modification of these institutions has been\\nrecently introduced at Kaisersworth, and Berlin, in Prussia.\\n5. An Itinerating Normal School Agency, by which superior\\nteachers, of experience and the requisite tact and talent for the busi-\\nness circulate among the schools of a particular district, not mainly\\nfor the purposes of inspection^ but for familiar conversation with\\nteachers, and practical illustrations in their school-rooms, of improved\\nmethods of arranging the studies, and conducting the recitations and\\ndiscipline of the schools.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0240.jp2"}, "241": {"fulltext": "INTRODUCTION. 9\\n6. A system of examination, by whicli only persons of the right\\nspirit, character, attainments, and practical skill, are licensed to\\nteach, combined with modes of school inspection, by which incompe-\\ntent and unworthy members are excluded from the profession.\\n7. Plans of associations of the teachers of a town or larger district^\\nfor periodical conferences for mutual and professional improvement.\\n8. Legal recognition of the true value of the teacher s office, by\\nexemption from duties which will interfere with the full performance\\nof its duties, and by provision for its permanence and adequate com-\\npensation, independent of the negligence or parsimony of parents\\nand municipal authorities.\\n9. A system of promotion from a less desirable school, to one\\nmore so in respect to studies, location, and salary, dependent not upon\\nfavoritism, but generally on the results of an open and impartial ex-\\namination.\\n10. Access to books on the theory and practice of teaching, and to\\neducational periodicals, by which the young and inexperienced\\nteacher is made acquainted with the views of experienced teachers-\\nin his own and other times, in his own and other countries.\\n11. Facilities for the acquisition of some industrial pursuit, out of\\nschool hours, which will add to the happiness and emoluments of the\\nteacher, without diminishing his personal influence as the educator\\nof the community.\\n12. A system of savings, aided and guaranteed by the govern-\\nment, but founded in habits of thrift and forecast in the teachers, by\\nwhich provision is made for themselves in old age, or sickness, and!\\nfor their families, in case of death.\\nBy these and other institutions, agencies and means, recognized\\nor established in some of the best systems of public instruction in\\nEurope, the office of teacher has been greatly elevated in useful-\\nness, and in social and pecuniary consideration. It is the object of\\nthis volume to bring together the experience of different states in this\\nmost important department of the whole field of educational labor,\\nas presented in official documents, and the observations of intelligent\\nand trustworthy educators. For the imperfect manner in which\\nthe work is done, and for many omissions of historical facts, the au-\\nthor can offer no other apology than the simple statement that he has\\nfound the time he could devote to its performance altogether too short\\nand that a portion of this time has been occupied by official duties, or\\nrendered useless for this purpose by ill health.\\nIn conclusion, it may save some misapprehension of his own views", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0241.jp2"}, "242": {"fulltext": "10 INTRODirCTION.\\nto remark, that with all these agencies for the education and im-\\nprovement of teachers, the public schools of Europe, with their in-\\nstitutions of government and society, do not turn out such practical\\nand efficient men as our own common schools, acting in concert with\\nour religious, social, and political institutions. A boy educated in\\na district school of New England, taught for a few months in the\\nwinter, by a rough, half-educated but live teacher, who is earning\\nhis way, by his winter s work in the school-room out of the profes-\\nsion into something which will pay better, and in the summer by a\\nyoung female, just out of the oldest class of the winter school, and\\nwith no other knowledge of teaching than what she may have gath-\\nered by observation of the diverse practices of some ten or twelve\\ninstructors, who must have taught the school under the intermittent\\nand itinerating system which prevails universally in the country dis-\\ntricts of New England a boy thus taught through his school life,\\nbut subjected at home and abroad, to the stirring influences of a free\\npress, of town and school district meetings, of constant intercourse\\nwith those who are mingling with the world, and in the affairs of\\npublic life, and beyond all these influences, subjected early to the\\nwholesome discipline, both moral and intellectual, of taking care of\\nhimself, and the afl^airs of the house and the farm, will have more\\ncapacity for business, and exhibit more intellectual activity and ver-\\nsatility than the best scholar who ever graduated from a Prussian\\nschool, but whose school life, and especially the years which imme-\\ndiately follow, are subjected to the depressing and repressing influ-\\nences of a despotic government, and to a state of society in which\\nevery thing is fixed both by law and the iron rule of custom. But\\nthis superiority is not due to the school, but is gained in spite of the\\nschool. Our aim should be to make the school better, and to bring\\nall the influences of home and society, of religion and free institu-\\ntions, into perfect harmony with the best teaching of the best teacher.\\nHartford, January 13, 1851.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0242.jp2"}, "243": {"fulltext": "NORMAL SCHOOLS IN EUROPE,\\nCONTENTS.\\nPage.\\nhfTROBUCTlON, 7\\nTable of Normal Schools in Europe, 15\\nGERMANY.\\nHistory of Education, 17\\nParochial Schools, 18\\nPublic Schools, 18\\nMartin Luther, 19\\nAugustus Herman Franke, 21\\nOrphan-house at Halle, first Seminary\\nfor Teachers, 24\\nBasedow, 25\\nPestalozzi, 25\\nZeller, 29\\nCentennial Birth-day of Pestalozzi, 30\\nProgress of Normal Schools, 31\\nGeneral features of the School Systems, 32\\nTable. Normal Schools in Germany in 1848, 34\\nResults of the Normal School System, 35\\nTestimony of Professor Stowe, 35\\nPresident Bache, 39\\nMr. Mann, 39\\nRev. Dr. R3^rson, 45\\nProfessor Stephens, 46\\nPRUSSIA.\\nHistory of Primary Instruction, 49\\nOutline of System, 53\\nTable. State of Public Schools in 1846, 5C\\nLegal Provision respecting Normal Schools,\\nand the Education of Teachers, 57\\nLocation and Classifica;tion of Normal Schools, 6 1\\nTable I. Classification by Provinces, 61\\nTable IL Location and Number of Pupils,. 62\\nSecondary or Small formal Schools, 63\\nSmall Normal School at Laetadie, 64\\nSmall Normal School at Pyritz, 66\\nSuperior JVormal Sahools, 69\\nNormaJ Seminary at Potsdam, 69\\nNormal Seminary at Bruhl, 79\\nNormal Seminary at Eisleben, 90\\nNormal Seminary at Weissenfels, 91\\nSeminary for City Teachers at Berlin, 99\\nSeminary or Model School, 101\\nSeminaries for Female Teachers, 107\\nFemale Education in Germany, 107\\nSiaconissen Anstalt Bt Kaisersworth, 108\\nExamination of female teachers,\\nPreparatory Schools,\\nSAXONY.\\nSystem of Primary Education,\\nStatistics of Education,\\nNormal Schools\\nFletcher Normal Seminary in Dresden,\\nPxGlt,\\n113\\n114\\n115\\n117\\n118\\nUS\\nWIRTEMBERG.\\nStatistics of Education in 1847, 121\\nOutline of System of Primary Instruction, 122\\nDenzel s Introductory Course for Teachers, 153\\nNormal Seminary at Esslingen, 120\\nHESSE CASSEL.\\nNormal Seminary at Schluchtern,\\nNASSAU.\\nNorma! Seminary at Idstein,\\nHANOVER.\\nNormal Seminary for Jewish Teachers,\\nMECKLENBERG SCHWERIN.\\nNormal Course at Rostock,\\nBAVARIA.\\nOutline of System of Primary Instruction,\\nNumber and Location of Normal Seminaries,\\nNormal Seminary at Bamberg,\\nPlan of Normal Seminary by Director Jacobi,\\nEducational Statistics in 1846,\\nBADEN.\\nEducational Statistics in 1844,\\nOutline of System of Public Instruction,\\nSchool Authorities and Inspection,\\nSchool Attendance,\\nInternal Organization,\\nPlan of Instruction,\\nNormal Seminary at Carlsruhe,\\nAUSTRIA.\\nSystem of Public Instruction,\\nPrimary or Popular Schools,\\nSuperior and Secondary,\\nInspection,\\nlaB\\n125\\n125\\n127\\n127\\n128\\n128\\n129\\n131\\n131\\n131\\n132\\n132\\n134\\n136\\n137\\n138\\n138\\n13S", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0243.jp2"}, "244": {"fulltext": "l3\\nCONTENTS.\\n147\\n148\\n149\\n152\\n153\\n154\\n157\\n160\\n163\\n170\\n173\\n174\\n176\\n178\\n184\\n186\\n179\\nPaqe.\\nStatisticsof Education in Austria, 142\\nElementary Education, 142\\nSuperior and Secondary Education, 143\\nAcademies and Boarding Schools, 144\\nAcademies of Science, Literature and the\\nFine Arts, 1-14\\nNormal School System of Austria, 145\\nSWITZERLAND.\\nHistory and Condition of Primary Education,\\nCompulsory Attendance,\\nNormal Schools,\\nCourse of Instruction,\\nSystem of Inspection,\\nResults of the System on Pauperism,\\nEducational Establishment at Hofwyl,\\nLabors, and Principles of Fellenberg,\\nNormal Course at Hofwyl,\\nBerne Cantonal Society of Teachers,\\nNormal School at Kruitzlingen\u00e2\u0080\u0094 Turgovia,\\nEducational Views of Vehrli,\\nReligious Education of the Poor,\\nCourse of Instruction,\\nNormal School at Lausanne,\\nNormal School at Lucern,\\nNormal School at Kussnacht,\\nHOLLAND.\\nHistory of Primary Instruction, 187\\nOutline of System, 188\\nPlan of School Inspecction commended by\\nCuvier, Cousin, Hickson, NichoUs, Bache, 189\\nRegulations respecting Inspection, 192\\nRegulations respecting Examination 192\\nRegulations as to general order of Schools, 197\\nRegulations respecting Religious Instruction, 198\\nTable. Primary Education in 1846, 199\\nNormal School at Haarlem, 201\\nBELG1UIV|.\\nState of Primary Education,\\nFRANCE.\\nHistory of Primary Education,\\nPrior to the Revolution,\\nOrdinance of National Convention,\\nAction of Napoleon\\nGovernment of Revolution of 1830,\\nReport of Cousin on Schools in Germany,\\nRemarks of Guizot on the Bill,\\nSociety for Elementary Instruction,\\nEducational Periodicals,\\nOutline of System of Public Instruction,\\nDepartment of Public Instruction,\\nUniversity of France,\\nPrimary Instruction,\\nGovernmental Appropriations for Education,\\nEducational Statistics for 1843,\\nTable I. Number ofSchools embraced in the\\nUniversity of France,\\nII. Primary Schools in 1843,\\nIII. Distribution of Primary Schools\\naccording to Sects,\\nIV. Number of Scholars and Teachers,\\n199\\n205\\n205\\n205\\n205\\n206\\n207\\n211\\n214\\n214\\n215\\n215\\n215\\n217\\n219\\n220\\n220\\n221\\n221\\n222\\nPage.\\nTable V. Classes for Adults, Evening Schools,\\nand Infant Schools,\\nVL Normal Schools, c., in 1843,\\nVII. Secondary Schools in 1843,\\nHistory of Normal Schools in France,\\nReportof Guizot in 1833,\\nReport of Cousin,\\nPlan of Organization proposed by Cousin, 227\\nOutline of System of Normal Schools, 225\\nConferences or Associations of Teachers, 237\\nLibraries for the use of Teachers, 239\\niVIeans of Improving the Condition of\\nTeachers, 243\\nNormal School of the Christian Brothers 249\\nNormal School at Versailles and Dijon, 255\\nNormal School for Teachers of Colleges\\nand Secondary Schools, 259\\nIRELAND.\\nHistory of National Education,\\nLegislation of Henry VIII.,\\nProtestant Charter Schools,\\nKildare Place Society,\\nCommission of English Parliament,\\nCommissioners of National Education,\\nResults of the doings of the Commissioners,\\n1. Attendance of Protestant and Catholic\\nchildren,\\n2. Teachers,\\n3 Schools of different kinds. Evening\\nSchools, Industrial Schools, Agricultural\\nSchool. School Libraries,\\n4. School-houses,\\n5. National Series of School Books,\\n6. System of Inspection,\\n7. Parliamentary Appropriations,\\n8. Influence on England,\\nTraining Department and Model Schools i\\nDublin\\nGeneral I-esson and Practical Rules,\\nModel Farm at Glasnevin,\\nList of Lectures on Agriculture,\\nAgriculture in Ordinary Schools,\\nENGLAND,\\nHistory of Elementary Education,\\nCommittee of Council on Education,\\nSchool-houses\\nNormal School buildings,\\nNormal School pupils.\\nTeachers Salaries,\\nApprentice Pupils,\\nSupply of School-books,\\nInspection of Schools,\\nCondition of Grants,\\nNormal School of British and Foreign School\\nSociety,\\nNormal Department for Young Men,\\nCourse of Conversational Reading,\\nQuestions to test a School,\\nModel School\\nFemale Department of Normal School,\\nHints to Candidates for Admission,\\nNormal and Model Schools of the Home\\nand Infant School Society,\\nQualifications of Candidates,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0244.jp2"}, "245": {"fulltext": "CONTENTS.\\n14\\nPage.\\nCourse of Instruction for Teachers, 333\\nGraduated Course in the Model School, 339\\nSt. Mark s College, or Training Establish-\\nment for Masters for National Schools, 345\\nGeneral Plan, by Rev. Derwent Coleridge, 346\\nMusical Instruction, 352\\nIndustrial Occupations, 354\\nSchools of Practice 356\\nOral Teaching 360\\nBattersea Normal School, 363\\nCondition of the Laboring Poor, 363\\nTraining of Pauper Children, 364\\nResults of an Examination of the Normal\\nSchools of Switzerland, 366\\nExternal Training of the Pupils, 369\\nGymnastic Exercises, 370\\nExcursions into the Country, 371\\nHousehold Life, 372\\nIntellectual Training, 373\\nPhonic Method of Teaching Reading, 376\\nArithmetic, 378\\nElements of Mechanics, 379\\nGeography, 379\\nRrawina 380\\nVocal Music, 382\\nPaqe.\\nLectures on Pedagogics, 383\\nMotives and Habits, 383\\nTraining of Teachers for Large Towns, 384\\nFormation of Character, 386\\nReligious Life 389\\nTheory and Practice of Teaching, 390\\nResultsof the Experiment,. 392\\nChester Diocesan Training College, 395\\nCommercial and Agricultural School, 402\\nModel School 402\\nStatistics of the Diocese, 403\\nIndustrial Training, 407\\nRegularity of Attendance, 412\\nNormal Schools for Female Teachers, 415\\nVVhiteland Institution for School Mis-\\ntresses, 415\\nSalisbury Diocesan Institute, 416\\nSCOTLAND.\\nHistory of Parochial Schools,\\nGlasgow and Edinburgh Normal Schools,\\nSyllabus of Lectures on the Theory and\\nArt of Teaching,\\n417\\n427\\n434", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0245.jp2"}, "246": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0246.jp2"}, "247": {"fulltext": "TABLE\\nNUMBER OF NORMAL SCHOOLS IN THE DIFFERENT STATES OF EUROPE.\\nPrnssia\\nSaxony,\\nAustria,\\nBavaria,\\nWirtemberg,\\nHanover,\\nBaden,\\nHesse-Cassel,\\nHesse-Darmstadt,\\nAnhalt,\\nSaxe-Cobnrg-Gotha,\\nSaxe-Meininger,\\nSaxe Weimar,\\nOldenburg,\\nHolstein\\nNassau,\\nBrunswick,\\nLuxemburg,\\nLippe,\\nMecklenburg Schwerin,\\nMecklenburg Strelitz,\\nLubec,\\nBremen,\\nHamburg,\\nFrankfort,\\nHolland,\\nBelgium,\\nDenmark,\\nSweden,\\nFrance,\\nEngland and Wales,\\nScotland,\\nIreland,\\n51\\n1735\\n10\\n1785\\n11\\n1775\\n9\\n1777\\n7\\n1757\\n7\\n1750\\n4\\n1768\\n3\\n2\\n3\\no\\n1779\\n1\\n2\\n2\\n1\\n1788\\n1\\n1\\n1\\n1\\n1\\n1\\n1\\n1\\n1\\n2\\n1816\\n2\\n2\\n1\\n97\\n1808\\n23\\n1840\\n2\\n1835\\n1\\n1836\\n264", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0247.jp2"}, "248": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0248.jp2"}, "249": {"fulltext": "GERMANY.\\nTo Germany,* as a whole, as one people, and not to any particular\\nstate of Germany, as now recognized on the map of Europe, belongs the\\ncredit of first thoroughly organizing a system of public education under\\nthe administration of the civil power. Here, too, education first assumed\\nthe form and name of a science, and the art of teaching and training\\nchildren was first taught systematically in seminaries established for this\\nspecial purpose.\\nBut not to Germany, or to any one people or any civil authority any\\nwhere, but to the Christian Church, belongs the higher credit of first in-\\nstituting the public school, or rather the parochial school, for the elemen-\\ntary education of the poor, which was the earliest form which this mighty\\nelement of modern society assumed. After the third century of the\\nChristian era, whenever a Christian church was planted, or religious in-\\nstitutions established, there it was the aim of the higher ecclesiastical\\nauthorities to found, in some form, a school for the nurture of children and\\nyouth for the service of religion and duties of society. Passing by the\\necclesiastical and catechetical schools, we find, as early as 529, the council\\nof Vaison strongly recommending the establishment of village schools.\\nIn 800 a synod at Mayence ordered that the parochial priests should have\\nMr. W. E. liickson, in his valuable pamphlet, entitled \u00e2\u0096\u00a0Dutch and German Schools,\\npublished in London in ]840, well says\\nWe must bear in mind that the German states, although under different governments, are\\nnot nations as distinct from, and independent of each other, as France and Spain, or as Russia\\nand Great Britain. Each of the German states is influenced more or less by every other the\\nwhole lying in close juxta-position, and being linked together by the bond of a common lan-\\nguage and literature. The boundary line that separates Prussia from Hesse on one side, or\\nfrom Saxony on another, is not more defined than that of a county or parish in England. A\\nstone in a field, or a post painted with stripes, in a public road, informs the traveler that he is\\npassing from one state into another, that these territorial divisions make no change in the great\\ncharacteristics of the people whatever the name of the state, or the color of the stripes, the\\npeople, with merely provincial differences, are the same from the Baltic to the Adriatic, they\\nare still Germans. The national spirit may always be gathered from the national songs, and in\\nGermany the most popular are those whicli speak of all Germans as brothers, and ail German\\nstates asbelonging to one common country, as may be gathered from the following passage of\\na song of IVI. Arndt\\nWhat country does a German claim? Adorn the landscape of the Rhine 1\\nHis Fatherland know st thou its name Oh no, oh no, not there, alone,\\nIs it Bavaria, Saxony t The land, with pride, we call our own,\\nAn inland state, or on the seal Not there. A German s heart or mind\\nThere, on the Baltic s plains of sand t Is to no narrow realm confined.\\nOr mid the Alps of Switzerland? Where er he hears his native tongue,\\nAustria, the Adriatic shores 1 When hymns of praise to God are sung,\\nOr where the Prussian eagle soars f There is his Fatherland, and he\\nOr where hills covered by the vine, Has but one country\u00e2\u0080\u0094 Germany", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0249.jp2"}, "250": {"fulltext": "18 HISTORY OF PRIMARY EDUCATION IN GERMANY.\\nschools in the towns and villages, that the little children of all the faith-\\nful might learn letters from them let them receive and teach these\\nwith the utmost charity, that they themselves may shine as the stars for\\never. Let them receive no remuneration from their scholars, unless what\\nthe parents through charity may voluntarily offer. A council at Rome,\\nin 836, under Eugene II., ordained that there should be three kinds of\\nschools established throughout Christendom episcopal, parochial in\\ntowns and villages, and others wherever there could be found place and\\nopportunity. In 836, Lothaire I. promulgated a decree to establish eight\\npublic schools in some of the principal cities of Italy, in order that oppor-\\ntunity may be given to all, and that there may be no excuse drawn from\\npoverty and the difficulty of repairing to remote places. The third\\ncouncil of Lateran, in 1179, says: Since the Church of God, as a pious\\nmother, is bound to provide that opportunity for learning should not be\\nwithdrawn from the poor, who are without help from patrimonial riches,\\nbe it ordained, that in every cathedral there should be a master to teach\\nboth clerks and poor scholars gratis. This decree was enlarged and\\nagain enforced by Innocent III. in the year 1215. Hence, in all colleges\\nof canons, one bore the title of the scholastic canon. The council of\\nLj -ons, in 1215, decreed that in all cathedral churches, and others pro-\\nvided with adequate revenues, there should be established a school and a\\nteacher by the bishop and chapter, who should teach the clerks and\\nother poor scholars gratis in grammar, and for this purpose a stipend\\nshould be assigned him.\\nSuch was the origin of the popular school, as now generally under-\\netood every Avhere the offspring, and companion of the Church sharing\\nwith her, in large measure, the imperfections which attach to all new\\ninstitutions and all human instrumentalities encountering peculiar diffi-\\nculties from the barbarism of the age and people through which it passed,\\nand which it was its mission to enlighten and every where crippled by\\ninsufficient endowments, unqualified teachers, and the absence of all text\\nbooks, and necessary aids to instruction and illustration. The discoverj?\\nof the art of printing, in 1440, and the consequent multiplication of books at\\nprices which brought them more within reach of the great mass of the\\npeople the study and use of the vernacular language by scholars and\\ndivines, and particularly its employment in the printing of the Bible,\\nhymns, popular songs, school books, and in religious instruction gener-\\nally; the recognition by the municipal authorities of cities, and at a later\\nperiod by the higher civil power, of the right, duty and interest of the\\nstate, in connection with, or independent of the church, to provide liberally\\nand efficiently for the education of all children and youth; and above all^\\nthe intense activity given to the human mind by the religious movement\\nof Luther, in the early part of the sixteenth century the assertion of the\\nright of private judgment in the interpretation of the scriptures the break-\\ning up of existing ecclesiastical foundations, and the diversion of funds\\nDigby s Mores CathoUci.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0250.jp2"}, "251": {"fulltext": "HISTORY OF PRIMARY EDUCATION IN GERMANY. jg\\nfrom religious to educational purposes, all these causes, combined with\\nthe general progress of society, co-operated to introduce an advantageous\\nchange in the organization, administration, instruction and discipline ol\\nthe popular school. But the progress actually made from year to year,\\nand century even to century, was slow, and after three hundred years of\\neffort, there is much yet to be done even in those states and communities\\nwhich have accomplished the most toward improving the outward or-\\nganization and instrumentalities of the schools, and above all its internal\\nlife in the improved qualification and position of the teachers for as is\\nthe teacher, so is the school. A brief reference to a few of the more\\nprominent names in the history of popular education in Germany, and\\nthrough Germany, of Modern Europe, is all that can be attempted at\\nthis time and in this connection. Among these names stands prominent\\nthat of Martin Luther.\\nIn a letter to the Elector of Saxony, in the year 1526, Luther says:*\\nSince we are all required, and especially the magistrates, above all other\\nthings, to educate the youth who are born and are growing up among us, and\\nto train them up in the fear of God and in the ways of virtue, it is needful that\\nwe have schools and preachers and pastors. If the parents will not reform,\\nthey must go their way to ruin, but if the young are neglected, and left without\\neducation, it is the fault of the state and the effect will be that the country\\nwill swarm with vile and lawless people, so that our safely, no less than the\\ncomm.and of God requireth us to foresee and ward off the evil. He maintains\\nin that letter that the government, as the natural guardian of all the young,\\nhas the right to compel the people to support schools. What is necessary to\\nthe well-being of a state, that should be supplied by those who enjoy the privi-\\nlege of such state Now nothing is more necessary than the training of those\\nwho are to cotoe after us and bear rule. If the people are too poor to pay tiie\\nexpense, and are already burdened with taxes, then the monastic funds, which\\nwere originally given for such purposes, are to be employed in that way to re-\\nlieve the people. The cloisters were abandoned in many cases, and the difii-\\ncult question, what was to be done with their funds, Luther settled in this judi-\\ncious manner. How nearly did he approach to the policy now so extensively\\nadopted in this country, of supporting schools partly by taxation and partly by\\nfunds appropriated for that purpose.\\nIn 1524 he wrote a remarkable production, entitled An Address to the\\nCommon Councils of all the Cities of Germany in behalf of Christian Schools,\\nfrom which a few passages may here be extracted. After some introductory\\nremarks, he comes directly to his point, and says to his countrymen collec-\\ntively\\nI entreat you, in God s behalf and that of the poor youth, not to think so\\nlightly of this matter as many do. It is a grave and serious thing, affecting\\nthe interest of the kingdom of Christ, and of all the world, that we apply our-\\nselves to the work of aiding and instructing the young If so\\nmuch be expended every year in weapons of war, roads, dams, and countless\\nother things of the sort for the safety and prosperity of a city; why should not\\nwe expend as much for the beneht of the poor, ignorant youth, to provide them\\nwith skillful teachers 1 God hath verily visited us Germans in mercy and\\ngiven us a truly golden 5 ear. For we now have accomplished and learned\\nyoung men, adorned with a knowledge of literature and art, who could be of\\ngreat service if employed to teach the young.\\nEven if the parents were qualified, and were also inclined to teach, they have\\nso much else to do in their business and household affairs that they can not find\\nthe time to educate their children. Thus there is a necessity that public teach-\\nThe foUowin? extracts are taken from Dr. Sears Life of Martin Luther, published bv\\nthe American Sunday School Union.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0251.jp2"}, "252": {"fulltext": "20 HISTORY OF PRIMARY EDUCATION IN GERMANY.\\ners be provided. Otherwise each one would have to teach his own children,\\nwhich would be for the common people too great a burden. Many a fine boy-\\nwould be neglected on account of poverty; and many an orphan would suifer\\nfrom the negligence of guardians. And those who have no children would\\nnot trouble themselves at all about the whole matter. Therefore it becometh\\nrulers and magistrates to use the greatest care and diligence in respect to the\\neducation of the young.\\nThe diligent and pious teacher who properly instructeth and traineth the\\nyoung, can never be fully rewarded with money. If I were to leave my oflice\\nas preacher, 1 would next chose that of schoolmaster, or teacher of boys; for I\\nknow that, next to preaching, this is the greatest, best, and most useful voca-\\ntion and I am not quite sure which of the two is the better; for it is hard to\\nreform old sinners, with whom the preacher has to do, while the young tree\\ncan be made to bend without breaking.\\nIn 1527, a visitation was made of the churches and schools of the elec-\\ntorate of Saxony, in vvhicii more than thirty men were employed a whole\\nyear. The result in respect to education was, that tlie Saxon school\\nsystem, as it was called, Avas drawn up by the joint labors of Luther and\\nMelancthon and thus the foundation was laid for the magnificent organ-\\nization of schools to which Germany owes so much of her present fame.\\nIn a letter to Margrave George, of Bradenburg, July 18, 1529:\\nI will tell you what Melancthon and myself, upon mature consideration,\\nthink best to be done. First, we think the cloisters and foundations may con-\\ntinue to stand till their inmates die out Secondly, it would be\\nexceedingly well to establish in one or two places in the principality a learned\\nschool, in which shall be taught, not only the Holy Scriptures, but law, and all\\nthe arts, from whence preachers, pastors, clerks, counselors, c., may be\\ntaken for the whole principality. To this object should the income of the\\ncloisiers and other religious foundations be applied, so as to give an honorable\\nsupport to learned men iwo in theology, two in law, one in medicine, one in\\nmathematics, and four or five for grammar, logic, rhetoric, *c\\nThirdly, in all the towns and villages, good schools for children should be es-\\ntablished, from which ihose who are adapted to higher studies might be taken\\nand trained up for the public.\\nUnder these instructions and appeals a school law was adopted in\\nWirtemberg in 1559, and modified in 1565; in Saxony in 1560, and\\nimproved in 1580; in Hesse in 1565; and in Brandenberg, still earlier;\\nwhich recognized and provided for the classification, inspection, and sup-\\nport of pubhc schools on substantially the same plan which prevails to\\nthis day throughout Germany.\\nThe pedagogical work of Luther his labors to improve the method of\\ninstruction were continued by Trotzendorf,* in Goldberg, from 1530 to\\n1556; by Sturm, in Strasbourg, from 1550 to 1589; by Neander. in Ile-\\nfeld, fiom 1570 to 1595, whose schools were all Normal Schools, in the\\noriginal acceptation of the terra, pattern or model schools, of their time.\\nThey were succeeded by Wolfgang Ratich, born at Wilster, in Holstein,\\nin 1571 by Christopher Helwig, born near Frankfort, in 1581 and by\\nAmos Comenius, born at Comna, in Moravia, in 1592 who all labored,\\nby their writings, and by organizing schools and courses of instruction, to\\ndisseminate improved methods of teaching. Comenius was invited by\\nan act of parliament in 1631, to visit England for the purpose of intro-\\nTrotzendorf practiced the monitorial system of Instruction two hundred and fifty years be-\\nfore Ur. Bell or Joseph Lancaster set up their claims for its discovery.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0252.jp2"}, "253": {"fulltext": "fflSTORY OF PRIMARY EDUCATION IN GERMANY. 21\\nducing his method into the public institutions of that country. But in-\\nternal commotions interrupted and ultimately defeated his plans.\\nIn 1618, the religious war known as the Thirty Years^ war broke out\\nin Germany, and for an entire generation swept over the land, wasting\\nharvest fields, destroying cities, tearing fathers from the protection ot\\ntheir families, scattering teachers and schools, and arresting the progress\\nof all spiritual and educational improvement. At the close of the war, and\\nin some of the smaller states during its progress, the civil government be-\\ngan to take effectual steps to secure the attendance of children at school,\\nby making it compulsory on parents, on penalty of fine and imprisonment\\nfor neglect, to send them during a certain age. This was first attempted\\nin Gotha, in 1643 in Heildesheim, in 1663; and in Prussia, in 1669 and\\nCalemberg, in 1681. About this period, two men appeared, Philip J.\\nSpener. born in the Alsace in 1635, and Augustus Herman Franke, born\\nat LCibeck in 1663 who, the first by the invention of the catechetic\\nmethod, and the last, a pupil of the former, by the foundation of the\\norphan-house at Halle in 1606, were destined to introduce a new era in\\nthe history of education in Germany.\\nThe history of the orphan-house at Halle, is a beautiful illustration of\\npractical Christian charily, and the ever-extending results of educational\\nlabor. While pastor of Glaucha, a suburb of Halle, he Avas in the habit\\nof distributing bread to the poor, with whose poverty and ignorance he\\nwas equally distressed. To relieve at once their physical and spiritual\\ndestitution, he invited old and young into his house, and while he distributed\\nalms, he at the same time gave oral and catechetical instruction in the\\nprinciples of the Christian faith. To benefit the orphan children still\\nmore, he took a few into his family in 1694, and to avail himself of the\\ngifts of the charitable, he resorted to the following expedient, according\\nto his biographer. Dr. Guerike\\nHe caused a box lo be fa.stened up in the parlor of the parsonage-house,\\nand wrote over it, Whoso hath this world s goods, and seeth his brother have\\nneed, and shutteth up his bowels of compassion from him, how dwellelh the\\nlove of God in him V (1 John iii. 17,) and underneath, Every one according as\\nhe purposefh in his heart, so let him give; not grudgingly or of Keressity; for\\nGod loveth a cheerful giver, (2 Cor. ix. 17.) This box, which Was destined\\nfor the reception of the casual gifts of those who visited Franke, Was fixed up\\nat the commencement of 1695; and not in vain. The passage Cor. ix. 8,)\\nhad fallen in his way, a short time before this circumstance, and mVw occurred\\nthe Incident related in his letter to Schade. This, says he, sensed to show\\nme, how God is able to make us abound in every good work.\\nAfter the poor s-box had been fixed up in my dwelling about a qliarter of a\\nyear, relates Franke, a certain person piit, at one time, four dollaiy. and six-\\nteen groschen into it. On taking this sum into my hand, I exclaimed with\\ngreat liberty of faith, This is a considerable sum, with which somethiing really\\ngood must be accomplished; I will commence a school with it for the poor.\\nWithout conferring, therefore, with flesh and blood, and acting undei\\\\ the im-\\npulse of faith, I made arrangement for the purchase of books to the amount of\\ntwo dollars, and engaged a poor student to instruct the poor children for a couple\\nof hours daily, promising to give him six groschen weekly for so doing, \\\\ui the\\nhope that God would meanwhile grant more; since in this manner a coupkt^of\\ndollars would be spent in eight weeks.\\nFranke, who was ready to offer up whatever he had to the service of his\\nneighbor, fixed upon the ante-chamber of his study, for the school-room of the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0253.jp2"}, "254": {"fulltext": "22 HISTORY OF PRIMARY EDUCATION IN GERMANY.\\npoor children, who began regularly to receive instruction at Easter, 1695. In\\nthis school-room, he caused a second box to be fixed up, with the inscription,\\nFor the expenses of the instruction of the children, needful books, c., and un-\\nderneath, He that hath pity upon the poor, lendeth to the Lord and that which\\nhe hath given, will he pay him again, (Prov. xix. 17.)\\nAt Whitsuntide, Franke was visited by some friends, who were much pleased\\nat his efforts in behalf of the poor, to which they contributed a few dollars.\\nOthers also gave small donations, from time to time, to the school-box. Soon\\nafter Whitsuntide, when some of the townspeople saw how regularly the\\nchildren of the poor received instruction, they became desirous of sending their\\nchildren likewise to the same teacher, and offered to pay him weekly a gros-\\nchen for each child so that the teacher now received sixteen groschen weekly\\nfor a five-hours daily instruction. The number of his scholars, that summer,\\namounted to between fifty and sixty, of which the poor, besides gratuitous in-\\nstruction, also received alms, twice or thrice a-week, to incite them to attend\\nschool the more willingly. Donations in money, and linen, for shirts for tlie\\npoor children, began now to arrive from other places.\\nAbout Whitsuntide of the same year, Franke laid also the first foundation\\nlor what was subsequently called the royal school. The widow of a nobleman\\ndesired him to send her a domestic tutor for her own, and one of her friend s\\nchildren. He found no one who was sufficiently far advanced in his studies,\\nand therefore proposed to the parents, to send their children to Halle, and that\\nhe would then provide for their education, by able teachers and guardians.\\nThe parents agreed to this plan and a few months afterward, an additional\\nnumber of youths were sent, and thus originated the seminary above mentioned,\\nwhich, in 1709, consisted of an inspector, twenty-three teachers, and seventy-\\ntwo scholars and in 17U, by means of Franke s exertions, had a building ap-\\npropriated exclusively to it.\\nIn the summer of the same year, 1695, Franke unexpectedly and unsolicit-\\nedly received a very considerable contribution for a person of rank wrote to\\nhitn Avith the offer of five hundred dollars, for the purpose of distribution among\\nthe poor, and especially among the indigent students. This money was shortly\\nafterward paid over to him. He then selected twenty poor students, whom he\\nassisted with a weekly donation of four, eight, or twelve groschen; and this,\\nsays he, was in reality the origin of the poor students participating to the pres-\\nent hour, in the benefits of the orphan-house.\\nIn the autumn there was no longer sutficient room in the parsonage for the\\nincreasing number of scholars he therefore hired a school-room of one of his\\nneighbors, and a second in the beginning of the Avinter. He then divided the\\nscholars into two classes, and provided a separate teacher for the children of\\nthe townspeople, and another for the children of the poor. Each teacher gave\\nfour hours instruction daily, and received a guilder weekly, besides lodging\\nand firing gratis.\\nBut Franke was soon made to see, that many a hopeful child was deprived,\\nwhen out of school, of all the benefit he received in it. The idea therefore\\noccurred to him, in the autumn of 1695, to undertake the entire charge and edu-\\ncation of a limited number of children and this, says he, was the first in-\\ncitement I felt, and the first idea of the erection of an orphan-house, even before\\nI possessed the smallest funds for the purpose. On mentioning this plan to\\nsome of my friends, a pious individual felt induced to fund the sum of five\\nhundred dollars for that purpose,\u00e2\u0080\u0094 twenty-five dollars for the interest on which\\nwere to be paid over every Christmas, which has also been regularly received.\\nOn reflecting upon this instance of the divine bounty, I wished to seek out some\\npoor orphan child, who might be supported by the yearly interest. On this,\\nfour fatherless and motherless children, all of the same family, were brought to\\nme. I ventured, in confidence upon God, to receive the whole four; but as one\\nof them was taken by some other good people, only three were left but a fourth\\nsoon appeared in the place of the one that had been taken. I took therefore\\nthese four; placed them with religious people, and gave them weekly half a\\ndollar for the bringing up of each. On this, it happened to me, as is generally\\nthe case, that when we venture to give a groschen to the poor in faith, we feel\\nafterward no hesitation in venturing a dollar upon the same principle. For\\nafter having once begun in God s name, to receive a few poor orphans without\\nany human prospect of certain assistance, (for the interest of the five hundred", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0254.jp2"}, "255": {"fulltext": "HISTORY OF PRIMARY EDUCATION IN GERMANY.\\n23\\ndollars was not sufficient to feed and clothe a single one,) I boldly left it to the\\nLord to make up for whatever might be deficient. Hence the orphan-house was\\nby no means commenced and founded upon any certain sum in hand, or on the\\nassurances of persons of rank to take upon themselves the cost and charges, or\\nupon any thing of a similar nature, as was subsequently reported, and as some\\nwere inclined to suppose; but solely and simply in reliance on the living God\\nin heaven.\\nThe day after I had undertaken the charge of the four orphans above-men-\\ntioned, two more were added; the next day, another; two days afterward, a\\nfourth, and one more after the lapse of a week. So that, on the iGth November,\\n1695, there were already nine, who were placed with pious people. He fixed\\nupon George Henry Neubauer, a student of divinity, to have the oversight of\\ntheir education and their bringing up. Meanwhile, continues he, the faithful\\nGod and Father of the fatherless, who is able to do abundantly above what we\\ncan ask or think, came so powerfully to my aid, that foolish reason could never\\nhave expected it. For he moved the hearts of those persons of rank, who had\\ngiven me the five hundred dollars already mentioned, to present me with an\\nadditional sum of a thousand dollars in the beginning of the winter. And in\\nthe middle of the winter, another person of rank was incited to send me three\\nhundred dollars to enable me to continue my attention to the poor. Another\\nindividual gave a hundred dollars, and others gave donations of smaller sums.\\nFranke had hitherto distributed the money destined for the poor students\\nweekly but in 1G9G, the idea occurred to him, instead of a weekly allowance,\\nto give them dinner gratuitously in the firm confidence in God, that he would\\nfrom time to time send such supplies, as to enable this arrangement to be con-\\ntinued. By this he expected to be of greater service to the poor students he\\ncould also, in this manner, become better acquainted with them, and possess a\\nbetter insight into their life and conduct and lastly, restrain the applications\\nof the less need} who would gladly have been more delicately fed. Two\\nopen tables were therefore provided\u00e2\u0080\u0094 each for twelve poor students; and that\\none thing might assist the other, he selected the teachers of the charity-school\\nfrom them. This was the origin of the teachers seminary, which afterward\\ngradually arose out of it.\\nThe schools of the children of the townspeople who paid a certain sum for\\ntheir instruction, though inadequate to the expense, were separated from the\\nschool for the poor, at the request of the townspeople themselves; and in Sep-\\ntember, 1697, another school was added for those tradesmen s children who\\nwere instructed in the elements of superior science. About this time also, more\\nclasses were required in the orphan school, on account of the increased number\\nof the pupils. The boys and girls received separate instruction, and when any\\nof the former manifested abilities, they were again separated from the rest, and\\ninstructed in languages and the sciences by particular teachers. In May, 1699,\\nFranke united this class of the orphan children with the class of the trades-\\nmen s children, who likewise received superior instruction. These arrange-\\nments for imparling a more learned education, show us the rudiments from\\nwhence the Latin school or Gymnasium afterward developed itself in Franke s\\ninstitutions, which in 1709 was attended by two hundred and fifty-six children,\\nof whom sixty-four were orphans, divided into seven classes and in 1730,\\nby more than five hundred pupils.\\nAt the time of his death, the Orphan House, or HalUsche Waisen-\\nhaus, embraced all the institutions which now belong to it.\\n1. The Orphan Asylum^ established in 1694, in which over 5,000 or-\\nphans had been educated, up to 1838, gratuitously. Such of the boys as\\nmanifest pecuhar talent, are prepared for the university, and supported\\nthere.\\n2. The Royal Pcedagogium, founded in 1696, for the education of\\nchildren of rich and noble families. Up to 1839, 2,850 individuals had\\nbeen educated in this boarding institution. The profits of this school are\\npaid over to the orphan asylum.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0255.jp2"}, "256": {"fulltext": "24\\nHISTORY OF PRIMARY EDUCATION IN GERMANY.\\n3. The Latin School, established in 1697, for pupils from abroad, of\\nless wealthy condition than the former, and for boys of the city of Halle.\\n4. The German School, for boys and girls whose parents do not wish\\nto give them a classic education.\\nThese several schools number from 3.000 to 4,000 pupils,* of every age,\\nand in every study. Besides these schools there are other features in the\\ninstitution.\\n5. The Canstein Bible Press, established in 1712, to furnish the Bible\\nat a cheap rate. The profits on the sale of an edition are applied to\\ndiminish the expense of the next edition.\\n6. A Librartj, commenced by Franke by setting apart his own books\\nfor the use of his schools, and which now number 20,000 volumes.\\n7. An Apothecarifs Shop, commenced by Franke as a medicine chest\\nfor the poor, and the profit of which, after furnishing the wants of the\\norphan-house, are applied to the support of the institution.\\n8. A Bonk Establishment, in which the classics, and school books, are\\npublished at a low price, not only for the institution, but for the trade\\ngenerally.\\n9. A house for widows.\\nWe have dwelt on the labors of Franke, because he proved his faith in\\nGod by his works, and because he was an educator in the largest and\\nbest sense of that designation.\\nAccording to his biographer, the first teachers class was founded by\\nFranke in 1697, by providing a table or free board for such poor students\\nas stood in need of assistance, and selecting, a few years later, out of the\\nwhole number, twelve who exhibited the right basis of piety, knowledge,\\nskill and desire for teaching, and constituting them his Seminarium\\nPrseceptoruni; Teachers Seminary. These pupil teachers received\\nseparate instruction for two years, and obtained a practical knowledge of\\nmethods, in the classes of the several schools. For the assistance thus\\nrendered they bound themselves to teach for three years in the institution\\nafter the close of their course. In 1704, according to Raumer, this plan\\nwas matured, and the supply of teachers for all the lower classes were\\ndrawn from this seminary. But besides the teachers trained in this\\nbranch of Franke s great establishment, hundreds of others, attracted by\\nthe success of his experiment, resorted to Halle, from all parts of Europe,\\nto profit by the organization, spirit, and method of his various schools.\\nAmong the most distinguished of his pupils and disciples, may be named,\\nCount Zinzendorf, the founder of the communities of United Brethren,\\nor Moravians, in Herrnhut, in 1722; Steinmetz, who erected a Normal\\nSchool in Klosterbergen, in 1730; Hecker, the founder of the first Real\\nIt is interesting to a visitor to remark in the chief cities of Germany, during cei-tain hours\\nthe silence of tlie streets, withi tlieir entire desertion by children, and the contrast of the change\\nproduced by the clock striking twelve. The road and footway then suddenly swarm with\\nchildren, carrying books and slates, and returning from the studies of ttie morning. The most\\nstriking sight of the kind we ever witnessed was at Halle, where, as we approached a large\\neducational establishment, called the Hallische Waisenhaus, the whole of its juvenile in-\\nmates, 3.000 in number, burst forth into the street, and filling up the entire roadway, formed\\nan unbroken stream of a quarter of a mile in length.\u00e2\u0080\u0094 if icAson s Butch and German Schools.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0256.jp2"}, "257": {"fulltext": "HISTORY OF PRIMARY EDUCATION IN GERMANY. 25\\nSchool in Berlin, to which a seminary for teachers was attached in 1748\\nRambalt, who lectured in the Universities in Jena and Giessen in pedagogic,\\nand reformed the schools in Hesse-Darmstadt Felbiger, wlio reorgan-\\nized the schools of Silesia, and afterward those of Austria; these, and\\nothers scarcely less distinguished, were among the most eminent and suc-\\ncessful teachers of the day, and Avere known as the school of Pietists.\\nThe educational school of Franke was followed by Basedow, (born at\\nHamburg, in 1723,) Campe, and Salzman, who acquired for themselves\\na European reputation by the Philanthropinum, founded by the former at\\nDessau, in 1781.\\nThis institution gave its name to the school of educationists, known\\nas Philanthropinic, and which prevails at this day in some sections of Ger-\\nmany. Its earliest development on the continent was made by Rous-\\nseau, in his Emile, and by John Locke, in England, in his Thoughts\\non Education. Its great aim was the formation of a practical charac-\\nter, and this was to be accomplished by following the indications of na-\\nture. The body, as well as the mind, was to be hardened and invigora-\\nted, and prepared to execute with energy the designs of the mind. The\\ndiscipline of the family and school was softened by constant appeals to\\nthe best principles in the child s nature. Particular attention was paid to\\ninstruction in language, music, and the laws and objects of nature. Many\\nof these principles became engrafted on to the teachers of Normal Schools,\\nand through their pupils were introduced into the common schools.\\nAbout this time appeared Henry Pestalozzi, who followed in the\\ntrack of the Philanthropinic School, and by his example and writings, dif-\\nfused a new spirit among the schools of primary instruction, all over Eu-\\nrope. Although born in Switzerland, at Zurich, in 1746, and althoiigh\\nhis personal labors were confined to his native country, and their immedi-\\nate influence was weakened by many defects of character, still his gen-\\neral views of education were so sound and just, that they are now adopted\\nby teachers who never read a word of his life or writings, and by many\\nwho never heard of his name. They have become the common property\\nof teachers and educators all over the world. A brief notice* of the lead-\\ning principles of the system, which now bears his name, and which has\\nmoulded the entire character of the schools of Germany, during the last\\nhalf century, can not be deemed irrelevant.\\nThe father of Pestalozzi, who was a physician, died when he was quite\\nyoung, and his early education was left to his mother, and an old domesiic of\\nthe family, until he was of an age to pass into the grammar school of Zurich.\\nIn .consequence of such an education, corresponding entirely to his natural dis-\\nposition, he retained a remarkable gentleness and simplicity of manners, which\\ncontinued through his long life, and produced that agreeable mixture of manly\\nand female excellence, which rendered him peculiarly interesting to children,,.\\nto whom his person was unattractive. Oppressive treatment at school, and\\nmisapprehension of his views in riper years, gave him, however, a keen sense\\nof justice, which roused him to vindicate the cause of the oppressed among the\\nlower classes of the people, and often made his language as a writer, bitter and\\nsarcastic.\\nAbr dgert from an article by William C. Woodbridge, in the Annals of Education, for Janu-\\nary, 1847.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0257.jp2"}, "258": {"fulltext": "26 HISTORY OP PRIMARY EDUCATION IN GERMANY. V\\nPestalozzi first lived in the midst of the people, in order that he might under-\\nfitand their misery, and endeavor to discover its source. He believed that he\\nfound it in the want of an observation of nature and mankind in the absence\\nof spiritual elevation and religious sentiment in the prejudice, thoughtless-\\nness, levity and disorderly conduct which were the natural results, and the\\ndistrust, and obstinate and revengeful disposition which necessarily followed\\ntoward those who profited by their weaknesses, or punished their offenses.\\nHe believed that a good education for the children of the people was the only\\nmeans of remedying this evil. The ravages of war had left a multitude of des-\\ntitute orphans in the small cantons of Switzerland. His first attempt to carry\\nhis benevolent plan into execution, was in collecting a number of these poor\\nchildren at Stanz, devoting himself to their instruction and care in the sacri-\\nfice of most of the comforts of life, and providing for their support from his own\\nresources, or from the charity which he solicited from others. Here, he la-\\nbored to discover the true and simple means of education. He treated his pu-\\npils with uniform sympathy and tenderness, and thus attempted to awaken love\\nand confidence in their hearts, and to sow the seed of every good feeling. He\\ntherefore aasumed faitk a7id love as the only true foundation of a system of edu-\\ncation.\\nHe subsequently established a school in more regular form in Burgdorf, in\\nthe canton of Berne, to which his benevolence and talents attracted a number\\nof fellow-laborers. Here he endeavored to ascertain the principles which\\nshould govern the development of the infant faculties, and the proper period\\nfor the commencement and completion of each course of instruction in this\\nview.\\nAs the result of his investigations, Pestalozzi assumed as a fundamental prin-\\nciple, that education, in order to fit man for his destination, must proceed ac-\\ncording to the laws of nature. To adopt the language of his followers that it\\nmust not act as an arbitrary mediator between the child and nature, between\\nman and God, pursuing its own artificial arrangements, instead of the indica-\\ntions of Providence that it should assist the course of natural development, in-\\nstead of doing it violence that it should watch, and follow its progress, instead\\nof attempting to mark out a path agreeably to a preconceived system.\\nI. In view of this principle, he did not choose, like Basedow, to cultivate the\\nmind in a material way, merely by inculcating and engrafting every thing rela-\\nting to external objects, and giving mechanical skill. He sought, on the con-\\ntrary, to develope, and exercise, and strengthen the faculties of the child by a\\nsteady course of excitement to self-activity, with a limited degree of assistance\\nto his efforts.\\nII. In opposition to the haste, and blind groping of many teachers without\\nsystem, lie endeavored to find the proper point for conmiencing, and to proceed\\nin a slow and gradnal, but uninterrupted course, from one point to another\\nalways waiting until the first should have a certain degree of distinctness in the\\nmind of the child, before entering upon the exhibition of the second. To pur-\\nsue any other course would only give superficial knowledge, which would\\nneither afford pleasure to the child, nor promote its real progress.\\nIII. He opposed the undue cultivation of the memory and understanding, as\\nhostile to true education. He placed the essence of education in the harmoni-\\nous and uniform development of every faculty, so that the body should not be\\nin advance of the mind, and that in the development of the mind, neither the\\nphysical powers, nor the aflections, should be neglected; and that skill in ac-\\ntion should be acquired at the same lime with knowledge. When this point is\\nsecured, we may know that education has really begun, and that it is not\\nmerely supeificial.\\nIV. He required close attention and constant reference to the peculiarities of\\nevery child, and of each sex, as well as to the characteristics of the people\\namong whom he lived, in order that he might acquire the development and\\nqualifications necessary for the situation to which the Creator destined him,\\nwhen he gave him these active faculties, and be prepared to labor successfully\\nfor those among whom he was placed by his birth.\\nV. While Basedow introduced a multitude of subjects of instruction into the\\nschools, without special regard to the development of the intellectual powers,\\nPestalozzi considered this plan as superficial. He limited the elementary sub-\\njects of instruction to Form, Number and Language, as the essential condition", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0258.jp2"}, "259": {"fulltext": "HISTORY OP PRIMARY EDUCATION IN GERMANY. 27\\nof definite and distinct knowledge and believed that these elements should be\\ntaught with the utmost possible simplicity, comprehensiveness and mutual con-\\nnection.\\nVI. Pestalozzi, as well as Basedow, desired that instruction should com-\\nmence with the intuition or simple perception of external objects and their rela-\\ntions. He was not, however, satisfied with this alone, but wished that ihe art of\\nobserving should also be acquired. He thought the things perceived of less con-\\nsequence than the cultivation of the perceptive powers, which should enable\\nthe child to observe completely, to exhaust the subjects which should be\\nbrought before his mind.\\nVII. While the Philanthropinists attached great importa nce to special exer-\\ncises of reflection, Pestalozzi would not make this a subject of separate study.\\nHe maintained that every subject of instruction should be properly treated, and\\nthus become an exercise of thought; and believed, that lessons on Number, and\\nProportion and Size, would give the best occasion for it.\\nVIII. Pestalozzi, as well as Basedow, attached great importance to Arithme-\\ntic, particularly to Mental Arithmetic. He valued it, however, not merely in\\nthe limited view of its practical usefulness, but as an excellent means of\\nstrengthening the mind. He also introduced Geometry into the elementary\\nschools, and the art connected with it, of modeling and drawing beautiful ob-\\njects. He wished, in this way, to train the eye, the hand, and the touch, for\\nthat more advanced species of drawing \\\\\u00c2\u00a5hich had not been thought of before.\\nProceeding from the simple and intuitive, to the more complicated and diffi-\\ncult forms, he arranged a series of exercises so gradual and complete, that the\\nmethod of leaching this subject was soon brought to a good degree of perfection.\\nIX. The Philanthropinists introduced the instruction of language into the\\ncommon schools, but limited it chiefly to the writing of letters and preparation\\nof essays. But Pestalozzi was not satisfied with a lifeless repetition of the\\nrules of grammar, nor yet with mere exercises for common life. He aimed at\\na development of the laws of language from within an introduction into its in-\\nternal nature and construction and peculiar spirit\u00e2\u0080\u0094 which would not only culti-\\nvate the intellect, but also improve the affections. It is impossible to do justice\\nto his method of instruction on this subject, in a brief sketch like the present\\nbut those who have witnessed its progress and results, are fully aware of its\\npractical character and value.\\nX. Like Basedow, Rochow and others, Pestalozzi introduced vocal music\\ninto the circle of school studies, on account of its powerful influence on the\\nheart. But he was not satisfied that the children shotild learn to sing a few melo-\\ndies by note or by ear. He wished them to know the rules of melody and rhythm,\\nand dynamics to pursue a regular course of instruction, descending to its very\\nelements, and rendering the musical notes as familiar as the sounds of the let-\\nters. The extensive work of Nageli and PfeiSer has contributed very much to\\ngive this branch of instruction a better form.\\nXI. He opposed the abuse which was made of the Socratic method in many\\nof the Philanthropinic and other schools, by attempting to draw something out\\nof children before they had received any knowledge. He recommends, on the\\ncontrary, in the early periods of instruction, the established method of dictation\\nby the teacher and repetition by the scholar, with a proper tegard to rhythm,\\nand at a later period, especially in the mathematical and other subjects which\\ninvolve reasoning, the modern method, in which the teacher merely gives out\\nthe problems in a proper order, and leaves them to be solved by the pupils, by\\nthe exertion of their own powers.\\nXII. Pestalozzi opposes strenuously the opinion that religious instruction\\nshould be addressed exclusively to the understanding; and shows that religion\\nlies deep in the hearts of men, and that it should not be enstamped from with-\\nout, but developed from within that the basis of religious feeling is to be\\nfound in the childish disposition to love, to thankfulness, to veneration, obedi-\\nence and confidence toward its parents; that these should be cultivated and\\nstrengthened and directed toward God; and that religion should be formally\\ntreated of at a later period in connection with the feelings thus excited. As he\\nrequires the mother to direct the first development of all the faculties of her child,\\nhe assigns to her especially the task of first cultivating the religious feelings.\\nXIII. Pestalozzi agreed with Basedow, that mutual affection ought to reign\\nbetween the educator and the pupil, both in the house and in the school, in or-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0259.jp2"}, "260": {"fulltext": "28 HISTORY OP PRIMARY EDUCATION IN GERMANY.\\nder to render education effectual and useful. He was, therefore, as little dis-\\nposed as Basedow, to sustain school despotism but he did not rely on artificial\\nexcitements, such as those addressed to emulation. He preferred that the chil-\\ndren should find their best reward in the consciousness of increased intellectual\\nvigor and expected the teacher to render the instruction so aitraciive, that the\\ndelightful feeling of progress should be the strongest excitement to industry and\\nto morality.\\nXIV. Pestalozzi attached as much importance to the cultivation of the\\nbodily powers, and the exercise of the senses, as the Philanthropinists, and in\\nhis publications, pointed out a graduated course for this purpose. But as Guts-\\nmutlis, Vieth, Jahn, and Clias treated this subject very fully, nothing further\\nwas written concerning it by his immediate followers.\\nSuch are the great principles which entitle Pestalozzi to the high praise of\\nhaving given a more natural, a more comprehensive and deeper foundation for\\neducation and instruction, and of having called into being a method which is\\nfar superior to any that preceded it.\\nBut with all the excellencies of the system of education adopted by Pesta-\\nlozzi, truth requires us to state that it also involves serious defects.\\n1. In his zeal for the improvement of the mind itself, and for those modes of\\ninstruction which were calculated to develop and invigorate its faculties, Pes-\\ntalozzi forgot too much the necessity of general positive knowledge, as the ma-\\nterial for thought and lor practical ifse in future life. The pupils of his estab-\\nlishment, instructed on his plan, were too often dismissed wiih intellectual\\npoweis which were vigorous and acute, but without the stores of knowledge\\nimportant for immediate use well qualified for mathematical and abstract\\nreasoning, but not prepared to apply it to the business oi common lite.\\n2. He commenced with intuitive, mathematical studies too early, attached\\ntoo much importance to them, and devoted a portion of time to them, which\\ndid not allow a reasonable attention to other studies, and which prevented the\\nregular and harmonious cultivation of other powers.\\n3. The \u00c2\u00bbi; /twi of instruction was also defective in one important point. Sim-\\nplification was carried too far, and continued too long. The mind became so ac-\\ncustomed to receive knowledge divided into its most simple elements and small-\\nest portions, that it was not prepared to embrace complicated ideas, or to make\\nthose rapid strides in investigation and conclusion which is one of the most im-\\nportant results of a sound education, and which indicates the most valuable\\nkind of mental vigor both for scientific purposes and for practical lite.\\n4. He attached loo little importance to testimony as one of the sources of our\\nknowledge, and devoted too little attention to historical truth. He was accus-\\ntomed to olDserve that history was but a tissue of lies; and forgot that it was\\nnecessary to occupy the pupil with man, and with moral events, as well as with\\nnature and matter, if we wish to cultivate properly his moral powers, and ele-\\nvate him above the material world.\\n5. But above all, it is to be regretted, that in reference to religious education,\\nhe fell into an impoitant error of his predecessors. His too exclusive atlention\\nto mathematical and scientific subjects, tended, like the system of Basedow, to\\ngive his pupils the habit of undervaluing historical evidence and of demanding\\nrational demonstration for every truth, or of requiring the evidence of their\\nsenses, or something analogous to it, to which they were constantly called to\\nappeal in their studies of Natural History.\\nIt is precisely in this way, that many men of profound scientific attainments\\nhave been led to reject the evidence of revelation, and some, even, strange as it\\nmay seem, to deny the existence of Him, whose works and laws they study.\\nIn some of the early Pestalozzian schools, feelings of this nature were particu-\\nlarly cherished by the habit of asserting a falsehood in the lessons on Mathe-\\nmatics or Natural history, and calling upon the pupils to contradict it or dis-\\nprove it if they did not admit its truth. No improvement of the intellectual\\npowers, can, in our view, compensate for the injury to the moral sense and the\\ndiminished respect for truth, which will naturally result from such a course.\\n6. While Pestalozzi disapproved of the attempts of the Philanthropinists to\\ndraw forth from the minds of children, before they had stores of knowledge, he\\nseemed to forget the application of his principle to moral subjects, or to imagine\\nthat this most elevated species of knowledge was innate. He attempted too\\nmuch to draw from the minds of his pupils those great truths of religion and the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0260.jp2"}, "261": {"fulltext": "HISTORY OF PRIMARY EDUCATION IN GERMANY. 29\\nspiritual world which can only be acquired from revelation and thus led ihem\\nto imagine they were competent to judge on this subject without external aid.\\nIt is obvious that such a course would fall in most unhappily wilh the tenden-\\ncies produced by other parts of the plan, and that we could not hope to educate\\nin such a mode, a truly Christian community.\\nThe personal character of Pestalozzi also influenced his views and methods of\\neducation on religious subjects. He was remarkably the creature of power-\\nful impulses, which were usually of the most mild and benevolent kind; and\\nhe preserved a child-like character in this respect even to old age. It was\\nprobably this temperament, which led him to estimate at a low rate the import-\\nance of positive religious truth m the education of children, and to maintain\\nthat the mere habit of faith and love, if cultivated toward earthly friends and\\nbenelactors, would, of course, be transferred to our Heavenly Father, whenever\\nhis character should be exhibited to the mind of the child. The fundamental\\nerror of this view was established by the unhappy experience of his own insti-\\ntution. His own example afforded the most striking evidence that the noblest\\nimpulses, not directed by established principles, may lead to imprudence and\\nruin, and thus defeat their own ends. As an illustration of this, it may be men-\\ntioned that, on one of those occasions, frequently occurring, on which he was\\nreduced to extremity for want of the means of supplying his large family, he\\nborrowed four hundred dollars from a friend for the purpose. In going home,\\nhe met a peasant, wringing his hands in despair for the loss of his cow. Pes-\\ntalozzi put the entire bag of money into his hands, and ran off to escape his\\nthanlcs. These circumstances, combined wilh the want of tact in reference to\\nthe affairs of common life, materially impaired his powers of usefulness as a\\nEractical instructor of youth. The rapid progress of his ideas rarely allowed\\nim to execute his own plans; and, in accordance with his own system, too\\nmuch time was employed in the profound development of principles, to admit\\nof much attention to their practical application.\\nBut, as one of his admirers observed, it was his province to educate ideas and\\nnot children. He combated, with unshrinking boldness and untiring perse-\\nverance, through a long life, the prejudices and abuses of the age in relerence to\\neducation, both by his example and by his numerous publications. He attacked\\nwith great vigor and no small degree of success, that fav^orite maxim of bigotry\\nand tyranny, that obedience and devotion are the legitimate offspring of igno-\\nrance. He denounced that degrading system, which considers it enough to\\nenable man to procure a subsistence for himself and his offspring and in this\\nmanner, merely to place him on a level with the beast of the forest; and which\\ndeems every thing lost whose value can not be estimated in money. He urged\\nupon the consciences of parents and rulers, with an energy approaching that of\\nthe ancient prophets, the solemn duties which Divine Providence had imposed\\nupon them, in committing to their charge the present and future destinies of\\ntheir fellow-beings. In this way, he produced an impulse, which pervaded the\\ncontinent of Europe, and which, bj means of his popular and theoretical works,\\nreached the cottages of the poor and the palaces of the great. His institution\\nat Yverdun was crowded wilh men of every nation; not merely those who\\nwere led by the same impulse which inspired him, but by the agents of kings\\nand noblemen, and public institutions, who came to make themselves ac-\\nquainted with his principles, in order to become his fellow-laborers in other\\ncountries.\\nWhen the Prussian Government, in 1809, undertook systematically the\\nwork of improving the elementary schools, as a means of creating and\\ndiffusing a patriotic spirit among the people, the fame of Pestalozzi was\\nat its height. To him and to his school, to his method and to his disci-\\nples, the attention of the be.st teachers in the kingdom was turned for\\nguidance and aid. Several enthusiastic young teachers were sent to his\\ninstitution at Yverdun, (Iferten,) to study his methods and imbibe his\\nspirit of devotion to the children of the poor. One of his favorite pupils,\\nC. B, Zeller, of Wirteraberg, and who shared with him in certain weak-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0261.jp2"}, "262": {"fulltext": "30 HISTORY OF PRIMARY EDUCATION IN GERMANY.\\nnesses of character, which prevented his attaining the highest success as\\na practical educator in carrying out the details of an extensive plan, was\\ninvited to organize a Normal School at Konigsberg, in the orphan-\\nhouse (orphanotrophy) established by Frederick III., on the 13th of\\nJanuary, 1701, the day on which he declared his dukedom a kingdom,\\nand caused himself to be crowned king, under the name of Frederick the\\nFirst. To this seminary, during the first year of its existence, upward of\\none hundred clergymen, and eighty teachers, resorted, at the expense of\\nthe government, to acquire the principles and methods of the Pestaloz-\\nzian system. Through them, and the teachers who went directly to Pes-\\ntalozzi, these principles and methods were transplanted not only into\\nvarious parts of Prussia, but also into the schools and seminaries of other\\nstates in Germany. Not even in Switzerland is the name of this philan-\\nthropist and educator so warmly cherished as in Prussia.\\nHis centennial birthday was celebrated throughout Germany, and par-\\nticularly in Prussia, on the 12th of January, 1846, with an enthusiasm\\nusually awarded only to the successful soldier. In more than one hundred\\ncities and villages, in upward of one thousand schools, by more than\\nfifty thousand teachers, it is estimated in a German school journal, was\\nthe anniversary marked by some public demonstration. The following\\nnotice of the appropriate manner in which it was celebrated in Leipsic, by\\nfounding a charity for the orphans of teachers, and for poor and neglected\\nchildren generally, is abridged from an extended notice in Reden s\\nSchool Gazette.\\nAt the tirst school hour, the elder pupils of the city school at Leipsic, were\\ninformed by a public address of the eminent merits of Pestalozzi as an eminent\\nteacher, and a program, with his portrait, handed to them this program\\ncontained an address to the citizens of Leipsic, by the Rev. Dr. Naumann the\\nplan of a public charity, to be called the Pestalozzi Foundation, (Hiftung,) by\\nDirector Vogel and a biographical sketch, by Professor Plato. At ten o clock,\\nthe elder pupils of the burgher school, and delegates from all the schools, with\\ntheir teachers, and the friends of education, assembled in the great hall of one\\nof the public schools on the walls were portraits of Pestalozzi, adorned with\\ngarlands. Addresses were made by the Rev, Dr. Naumann, who had visited\\nPestalozzi in Iferten, and by other gentlemen, while the intervals were enliv-\\nened by songs and music composed for the occasion. In the evening a general\\nassociation of all the teachers in Leipsic was formed, for the purpose of estab-\\nlishing the Pestalozzi foundation, designed for the education of poor and\\nneglected children.\\nIn Dresden a similar charity was commenced for the benefit of all orphans\\nof teachers from any part of Saxony. The same thing was done in nearly\\nall the large cities of Germany. In Berlin a Pestalozzi foundation was com-\\nmenced for an orphan-house, to which contributions had been made from\\nall provinces of Prussia, and from other states of Germany to the direction\\nof this institution Dr. Diesterweg has been appointed.\\nThe schools of most of the teachers and educators, whose names have\\nbeen introduced, were in reality Teachers Seminaries, although not\\nso designated by themselves or others. Their establishments were not\\nsimply schools for children, but were conducted to test and exemplify", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0262.jp2"}, "263": {"fulltext": "HISTORY OP PRIMARY EDUCATION IN GERMANY.\\n31\\nprinciples and methods of education, and these were perpetuated and\\ndisseminated by means of books in which they were embodied, or of pupils\\nand disciples who transplanted them into other places.\\nAs has been already stated, on the authority of Franke s biographer,\\nand of Schwartz, Raumer, and other writers on the history of education\\nin Germany, the first regularly-organized Teachers Seminary, or Normal\\nSchool, (not normal in the sense in which the word was originally used,\\nas a school of children so conducted as to be a model or pattern for teach-\\ners to imitate, but a school of young men, who had already passed through\\nan elementary, or even a superior school, and who were preparing to be\\nteachers, by making additional attainments, and acquiring a knowledge\\nof the human mind, and the principles of education as a science, and of its\\nmethods as an art,) was established in Halle, in a part of Hanover, prior\\nto 1704. About the same period, Steinmetz opened a class for teachers\\nin the Abbey of Klosterberge, near Magdeburg, and which was continued\\nby Resewitz, by whom the spirit and method of Franke and the pietists\\nwere transplanted into the north of Germany. In 1730, lectures on\\nphilology and the best methods of teaching the Latin. Greek and German\\nlanguages, were common in the principal universities and higher schools.\\nThe first regularly-organized seminary for this purpose, was established\\nat Gottingen, in 173S; and by its success led to the institution of a similar\\ncourse of study and practice in Jena, Helle, Helrastadt, Heidelberg, Ber-\\nlin, Munich, c.\\nIn 1735, the first seminary for primary school teachers was established\\nin Prussia, at Stettin, in Pomerania. In 1748, Hecker, apupil of Franke,\\nand the founder of burgher, or what we should call high schools, estab-\\nlished an institution for teachers of elementary schools, in Berlin, in which\\nthe king testified an interest, and enjoined, by an ordinance in 1752, that\\nthe country schools on the crown lands in New Mark and Pomerania\\nshould be supplied by pupil teachers from this institution who had learned\\nthe culture of silk and mulberries in Hecker s institution, with a view of\\ncarrying forward industrial instruction into that section of his kingdom.\\nIn 1757, Baron von Fiirstenberg established a seminary for teachers at\\nMunster, in Hanover. In 1767, the Canan von Rochow opened a school\\non his estate in Rekane, in Bradenburg, where, by lectures and practice,\\nhe prepared schoolmasters for country schools on his own and neighborino-\\nproperties. To these schools teachers were sent from all parts of Ger-\\nmany, to be trained in the principles and practice of primary instruction.\\nIn 1770, Bishop Febinger, organized a Normal (mof/eZ) School in Vienna,\\nwith a course of lectures and practice for teachers, extending through\\nfour months and about the same time the deacon Ferdinand Kinder-\\nmann, or von Schulstein, as he was called by Maria Theresa, converted\\na school in Kaplitz, in Bohemia, into a Normal Institution. Between\\n1770 and 1800,-as will be seen by the following Table, teachers semina-\\nries were introduced into nearly every German state, which, in all but\\nthree instances, were supported in whole or in part by the government", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0263.jp2"}, "264": {"fulltext": "32 HISTORY OF PRIMARY EDUCATION IN GERMANY.\\nAs the demand for good teachers exceeded the supply furnished by these\\nseminaries, private institutions have sprung up, some of which have at-\\ntained a popularity equal to the public institutions. But in no state have\\nsuch private schools been able to sustain themselves, until the gov-\\nernment seminaries and the public school system had created a demand\\nfor well-qualified teachers. And in no state in Europe has the experi-\\nment of making seminaries for primary school teachers an appendage to\\na university, or a gymnasium, or any other school of an academic char-\\nacter, proved successful for any considerable period of time, or on an ex-\\ntensive scale.\\nAt the beginning of the present century, there were about thirty\\nteachers seminaries in operation. The wars growing out of the French\\nRevolution suspended for a time the movements in behalf of popular ed-\\nucation, vintil the success of the new organization of schools in Prussia,\\ncommencing in 1809, arrested the attention of governments and individ-\\nuals all over the continent, and has led, within the last quarter of a\\ncentury, not only to the establishment of seminaries nearly sufficient to\\nsupply the annual demand for teachers, but to the more perfect organiza-\\ntion of the whole system of public instruction.\\nThe cardinal principles of the system of Primary Public Instruction as\\nnow organized in the German states, are,\\nFirst. The recognition on the part of the government of the right, duty\\nand interest of every community, not only to co-operate with parents in\\nthe education of children, but to provide, as far as practicable, by efficient\\nInducement and penalties, against the neglect of this first of parental\\nobligations, in a single instance. The school obligation, the duty of pa-\\nrents to send their children to school, or provide for their instruction at\\nhome, was enforced by law in Saxe-Gotha, in 1643 in Saxony and\\nWirtemberg, in 1659; in Hildesheim in 1663; in Calemberg, in 1681; in\\nCelle, in 1689 in Prussia, in 1717 and in every state of Germany, before\\nthe beginning of the present century. But it is only within the last thirty\\nyears, that government enactments have been made truly efficient by en-\\nlisting the habits and good will of the people on the side of duly. We\\nmust look to the generation of men now coming into active life for the\\nfruits of this principle, universally recognized, and in most cases wisely\\nenforced in every state, large and small, Catholic and Protestant, and\\nhaving more or less of constitutional guaranties and forms.\\nSecond. The establishment of a sufficient number of permanent schools\\nof different grades, according to the population, in every neighborhood,\\nwith a suitable outfit of buildings, furniture, appendages and apparatus.\\nThird. The specific preparation of teachers, as far as practicable, for\\nthe particular grade of schools for which they are destined, with oppor-\\ntunities for professional employment and promotion through life.\\nFourth. Provision on the part of the government to make the schools\\naccessible to the poorest, not, except in comparatively a few instances,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0264.jp2"}, "265": {"fulltext": "HISTORY OF PRIMARY EDUCATION IN GERMANY. 33\\nand those in the most despotic governments, by making them free to the\\npoor, but cheap to all.\\nFifth. A system of inspection, variously organized, but constant, gen-\\neral, and responsible reaching every locality, every school, every\\nteacher, and pervading the whole state from the central government to\\nthe remotest district.\\nThe success of the school systems of Germany is universally attributed\\nby her own educators to the above features of her school law especially\\nthose which relate to the teacher. These provisions respecting teachers\\nmay be summed up as follows\\n1. The recognition of the true dignity and importance of the office of\\nteacher in a system of public instruction.\\n2. The establishment of a sufficient number of Teachers Seminaries, or\\nNormal Schools, to educate, in a special course of instruction and practice,\\nall persons who apply or propose to teach in any public primary school,\\nwith aids to self and professional improvement through life.\\n3. A system of examination and inspection, by which incompetent per-\\nsons are prevented from obtaining situations as teachers, or are excluded\\nand degraded from the ranks of the profession, by unworthy or criminal\\nconduct.\\n4. A system of promotion, by which faithful teachers can rise in a scale\\nof lucrative and desirable situations.\\n5. Permanent employment through the year, and for life, with a social\\nposition and a compensation which compare favorably with the Vv^ages\\npaid to educated labor in other departments of business.\\n6. Preparatory schools, in which those who wish eventually to become\\nteachers, may test their natural qualities and adaptation for school teach-\\ning before applying for admission to a Normal School.\\n7. Frequent conferences and associations for mutual improvement, by an\\ninterchange of opinion and sharing the benefit of each others experience.\\n8. Exemption from military service in time of peace, and recognition,\\nin social and civil life, as public functionaries.\\n9. A pecuniary allowance when sick, and provision for years of infirmity\\nand old age, and for their families in case of death.\\n10. Books and periodicals, by which the obscure teacher is made par-\\ntaker in all the improvements of the most experienced and distinguished\\nmembers of the profession in his own and other countries.\\nWith this brief and rapid survey of the history and condition of Popu-\\nlar Education in Germany, we will now pass to a more particular descrip-\\ntion of primary schools in several states, with special reference to the or-\\nganization and course of instruction of Normal Seminaries, and other\\nmeans and agencies for the professional training of teachers. Before\\ndoing this, we pubHsh a table, prepared from a variety of school docu-\\nments, exhibiting the number and location of Normal Schools in Germany,\\nwith the testimony of some of our best educators as to the result of this\\nNormal School system.\\n3", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0265.jp2"}, "266": {"fulltext": "34\\nNORMAL SCHOOLS IN GERMANY.\\nTABLE.\\nNUMBER AND LOCATION OF NORMAL SEMINARIES IN THE DIFFERENT STATES OF GERMANY.\\nThe following Table has been compiled from recent official documents\\nand school journals, and without being complete, is accurate as far as it\\ngoes. Calinich, in an article in Reden s Magazine, estimates the whole\\nnumber of public and private seminaries in Germany, at one hundred and\\nfifty-six, and the preparatory schools at two hundred and six.\\nPRUSSIA,\\nSUPERIOR SEMINARIES.\\n45 HANOVER 7\\n1 Alfeld, f. 1750; Hanover, Hildes-\\nheim, Osnabriick, Siade one for\\nJewish teachers in Hanover.\\nStettin, founded 1735 Potsdam, foun.\\n1748; Breslou, foun. 1765; Hal-^\\nberstadl, f. 1778; Magdeburg, f riA-nuAT /i\\n1790; Weissenfels,f 1794; Kara- -^^^f^^ f .^.n^- V^r\\nlene, f. 1811 Braunsberg, f. 1810 ^l l^V-Mn ^ttlmgen, Meers-\\nMarienbnrg, f 1814; Graudenz, f. ^S, Mumieim.\\n1816; Neuzelle, f. 1817; Berlin, f.\\n1830; Coslin, f. 1806.-, Bunzlan, f. Hesse-Cassel, 3\\n1816; Bromberg, f. 1819 Paradies,| Fulda, Homberg, Schlichtem.\\nf. 1838; Erfurt, f. 1820; BiJren, f. Hessr-Darmstadt, 2\\n1825; Meurs, f. 1820; Keuwied, f.\\\\ Friedbeig, Bensheim.\\n1816; Biiihl. f 1823; Kempen, f. Amu,tt- q\\n,Qno ^onigsberg, re-organ ized,j Bemburg, Cothen, Dessau.\\n1809; Ober-Glogau, re-or., I8l5; o\\nPosen, f 1804; Soest.f. 1818; Low-i^ t^s\u00c2\u00ae.\\nen f. 1849 Ureiz, Gera, bchleiz.\\niSaxe Coburg-Gotha, 2\\nSMALL, OR SECONDARY SEMINARIES. Coburg; Gotha, f 1779.\\nAngerburg f. 1829 Muhlhausen s.xp, Meintngen, 1\\nGreifswalo f 1791 Kammm, IJ Rildburghausen.\\n1840,Pvnlz, f.l827; Trzemesseo.fl^\\n1829; Gardelegen,f. 1821 Eisleben i^^^^^ Weimar,\\nf.l836; Pelershagen, f. 1831 Lan-\\ngenhorst, f. 1830; Heiligenstadt,\\nEylau, Alt-D5bern, Siralsiind.\\nFOR FEMALE TEACHERS.\\nMiinster; Paderborn prlvnte semi-\\nnaries in Berlin, (Bormann) Ma-\\nrienwerder, (Albert! Kaisers-\\nwerth, (Fleidner.)\\n.AUSTRIA, 11\\nVienna, f 1771 Prague, Trieste, Salz\\nburg, Inspruck, Graz, Gorz, Klag-\\nenfart, Laibach, Linz, Brtinn.\\nSAXONY, 10\\nDresden, f. 1785 Fletcher s seminary\\nf. 1825; Freiberg, f 1797; Zittau,\\nBudissin, Plaiien, Grimma, Anna-\\nberg, Pirna, WaSdenburg.\\nBAVARIA, 9\\nBamberg, f 1777; Eichstudt, Speyer,\\nKaiserslautern, Lauingen, Alldorf,\\nSchwabach.\\nWIRTEMBERG, 8\\nEsslingen, Oehringen, Gmiind, Nur-\\ntingen, Stuttgart, Weingarten, Tii-\\nbinffea.\\nWeimar, Eisenach.\\nOldenburg, 2\\nOldenburg, Birkenfeld.\\nHOLSTEIN,\\nSegeberg, f. 1780.\\nSaxe-Altenburg,\\nAltenburg.\\nNassau,\\nIdsiein.\\nBrunswick\\nWolfenb-dttel.\\nLuxemburg,\\nLuxemburg.\\nLippe,\\nDetmold.\\nMecklenburg Schwerin,\\nLudwigslust.\\nMecklenburg Strelitz,\\nMirow.\\nSchwarzburg\\nRudolstadt.\\nLUEECK,\\nBremen,\\nHamburg,\\nFrankfort", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0266.jp2"}, "267": {"fulltext": "RESULTS\\nOP THE NORMAL SCHOOL SYSTEM IN GERMANY.\\nThe following testimony as to the results of the system of training teach-\\ners in institutions organized and conducted with special reference to com-\\nmunicating a knowledge of the science and art of education, is gathered from\\nAmerican documents.\\nRev. Calvin E. Stowe, D. D., Professor of Biblical Literature in Lane\\nSeminary, Cincinnati, Ohio, in a Report on Elementary Public Instruction\\nin Europe submitted to the General Assembly of Ohio, December, 1839,\\nafter describing the course of instruction pursued in the common schools of\\nPrussia and Wirtemberg, thus sums up the character of the system in refer-\\nence particularly to the wants of Ohio\\nThe striking features of this system, even in the hasty and imperfect sketch\\nwhich my limits allow me to give, are obvious even to superficial observation.\\nNo one can fail to observe its great completeness, both as to the number and\\nkind of subjects embraced in it, and as to its adaptedness to develop every\\npower of every kind, and give it a useful direction. What topic, in all that is\\nnecessary for a sound business education, is here omitted I can think of noth-\\ning, unless it be one or two of the modern languages, and these are introduced\\nwherever it is necessary. I have not taken tlie course precisely as it exists in\\nany one school, but have combined, from an investigation of many institutions,\\nthe features Avhich I suppose would most fairly represent the whole system. In\\nthe Rhenish provinces of Prussia, in a considerable part of Bavaria, Baden, and\\nWirtemberg, French is taught as well as German and in the schools of Prussian\\nPoland, German and Polish are taught. Two languages can be taught in a school\\nquite as easily as one, provided the teacher be perfectly mmiliar with both, as\\nany one may see by visiting Mr. Solomon s school in Cincinnati, where all the\\ninstruction is given both in German and English.\\nWhat fixculty of mind is there that is not developed in the scheme of instruc-\\ntion sketched above I know of none. The perceptive and reflective faculties,\\nthe memory and tlie judgment, the imagination and the taste, the moi-al and re-\\nligious faculty, and even the various kinds of physical and manual dexterity, all\\nhave opportunity for development and exercise. Indeed, I think the system, in\\nits great outlines, as nearly complete as human ingenuity and skill can make it\\nthough undoubtedly some of its ai-rangements and details admit of improvement\\nand some changes Avill of course be necessary in adapting it to the circumstances\\nif different countries.\\nThe entirely practical character of the system is obvious throughout. It\\nviews every subject on the practical side, and in reference to its adaptedness to\\nuse. The dry, technical, abstract parts of science are not those first presented\\nbut the system j^roceeds, hi the only way which nature ever pointed out, from\\npractice to theory, from facts to demonstrations. It has often been a complaint\\nin respect to some systems of education, that the more a man studied, the less he\\nknew of the actual business of life. Such a complaint cannot be made in refer-\\nence to this system, for, being intended to educate for the actual business of life,\\nthis object is never for a moment lost sight of\\nAnother striking feature of tlie system is its moral and rehgious character.\\nIts morality is pure and elevated, its religion entirely removed from the narrow-\\nness of sectarian bigotry. What parent is there, loving his children, and Avishing\\nto have them respected and happy, who would not desire that they should be", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0267.jp2"}, "268": {"fulltext": "gg RESULTS OF NORMAL SCHOOL SYSTEM,\\neducated under such a kind of moral and religious influence as has been described t\\nWhether a believer in revelation or not, does he not know that without sound\\nmorals there Ciin be no happiness, and that there is no morality like the morality\\nof the New Testament Boes he not know that without religion the human\\nheart can never be at rest, and that there is no religion like the religion of the\\nBible Every well-informed man knows that, as a general fact, it is impossible\\nto impress the obligations of morality with any efficiency on the heart of a child,\\nor even on that of an adult, without an appeal to some code which is sustained\\nby tlie authoi-ity of God and for wliat code will it be possible to claim this\\nauthority, if not for the code of the Bible\\nBut perhaps some will be ready to say, The scheme is indeed an excellent\\none, provided only it were practicable but the idea of introducing so extensive\\nand complete a course of study into our common schools is entirely visionary, and\\ncan never be realized. I answer, that it is no theory which I have been exhib-\\niting, but a matter of fact, a copy of actual practice. The above system is no\\nvisionary scheme, emanating from the closet of a recluse, but a sketch of the\\ncourse of instruction now actually pursued by thousands of schoolmasters, in the\\nbest district schools that have ever been organized. It can be done for it has\\nbeen done it is now done and it ought to be done. If it can be done in\\nEurope, I believe it can be done in the United States if it can be done in Prus-\\nsia, I know it can be done in Ohio. The people have but to say the word and\\nprovide the means, and the thing is accomplished for the word of the people\\nhere is even more powerful than the word of the king there and the means of\\nthe people here are altogether more abundant for such an object than the means\\nof the sovereign there. Shall this object, then, so desirable in itself, so entu ely\\npracticable, so easily within our reach, fail of accomplishment For the honor\\nand welfare of our state, for the safety of our whole nation, I trust it will not\\nfail but that we shall soon witness, in this commonwealth, the introduction of a\\nsystem of common-school instruction, fully adequate to all the wants of our pop-\\nulation.\\nBut the question occurs, How can this be done I will give a few brief hints\\nas to some things which I suppose to be essential to the attainment of so desira-\\nble an end.\\n1 Teachers must be skillful, and trained to their business. It will at once be\\nperceived, that the plan above sketched out proceeds on the supposition that the\\nteacher has fully and distinctly in his mind the whole course of instruction, not\\nonly as it respects the matters to be taught, but also as to all tlie best modes of\\nteaching, that he may be able readily and decidedly to vary his method accord-\\ning to the peculiarities of each individual mind which may come under his care.\\nThis is tlie only true secret of successful teaching. The old mechanical method,\\nin which the teaclier relies entirely on his text-book, and drags every mind along\\nthrough the same dull routine of creeping recitation, is utterly insufficient to\\nmeet the wants of our people. It may do in Asiatic Turkey, where the whole\\nobject of the school is to learn to pronounce the words of the Koran in one dull,\\nmonotonous series of sounds or it may do in China, where men must never speak\\nor think out of tlie old beaten track of Chinese imbecility but it will never do\\nin the United States, Avhere the object of education ought to be to make imme-\\ndiately available, for the highest and best purposes, every particle of real talent\\nthat exists in the nation. To effect such a purpose, the teacher must possess a\\nstrong and independent mind, well disciplined, and well stored with every thing\\npertaining to his profession, and ready to adapt his instructions to every degree\\nof intellectual capacity, and every kind of acquired habit. But how can we\\nexpect to find such teachers, unless they are trained to their business A very\\nfew of extraordinary powers may occur, as we sometimes find able mechanics,\\nand great matliematicians, who had no early training in their favorite pursuits\\nbut these few exceptions to a general rule will never multiply fast enough to\\nsupply our schools with able teachers. The management of the human mind,\\nparticularly youthful mind, is the most deUcate task ever committed to the hand\\nof man and shall it be left to mere instinct, or shall our schoolmasters have at\\nleast as careful a training as our lawyers and physicians\\n2. Teachers, then, must have the means of acquiring the necessary qualifica-\\ntions in other words, there must be institutions in which the business of teaching", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0268.jp2"}, "269": {"fulltext": "RESULTS OF NORMAL SCHOOL SYSTEM. 3^\\nis made a systematic object of attention. I am not an advocate for multiplying\\nour institutions. We already have more in number than we support, and it\\nwoidd be wise to give power and efficiency to those we now possess before we\\nEroject new ones. But the science and art. of teaching ought to be a regular\\nranch of study in some of our academies and high schools, that those wlso are\\nlooking forward to this profession may have an opportunity of studying its prin-\\nciples. In addition to this, in our populous towns, Avhere there is opportunity\\nfor it, there should be large model schools, under the care of the most able and\\nexperienced teachers that can be obtained and the candidates for the profes.sion\\n\u00e2\u0080\u00a2who have already completed the theoretic course of the acaderhy, should be em-\\nployed in this school as monitors, or assistants thus testing all their theories by\\npractice, and acquiring skill. and dexterity under the guidance of their head\\nmaster. Thus, while learning, they would be teaching, and no time or effort\\nwould be lost. To give efficiency to the whole system, to present a general\\nstandard and a prominent point of union, there should be at least one model\\nteachers seminary, at some central point as at Columbus which shall be amply\\nprovided with all the means of study and instruction, and have connected with it\\nBchools of every grade, fcjr the practice of the students, under the immediate\\nsuperintendence of their teachers.\\n3. The teachers must be competently supported, and devoted to their busi-\\nness. Few men attain any great degree of excellence in a profession unless they\\nlove it, and place all their hopes in life upon it. A man cannot, consistently\\nwith his duty to himself, engage in a business which does not afford him a com-\\npetent support, unless he has other means of living, which is not the case with\\nmany who engage ifi teaching. In this country especially, where there are such\\nvast fields of profitable employment open to every enterprising man, it is not\\npossible that the best of teachers can be obtained, to any considerable extent, for\\nour district schools, at the present rate of wages. We have already seen what\\nencouragement is held out to teachers in Russia, Prussia, and other European\\nnations, and what pledges are given of competent support to their families, not\\nonly while engaged in the work, but when, having been worn out in the public\\nservice, they are no longer able to labor. In those countries, where every pro-\\nfession and walk of life is crowded, and where one of the most common and\\noppressive evils is want of employment, men of high talents and qualificiitions\\nare often glad to become teachers even of district schools men who in this coun-\\ntry would aspire to the highest places in our colleges, or even our halls of legis-\\nlation and courts of justice. How much move necessary, then, here, that the\\nprofession of teaching should afford a competent support\\nIndeed, such is the state of things in this country, that we cannot expect to\\nfind male teachers for all our schools. The business of educating, especially\\nyoung children, must fnll, to a great extent, on female teachers. There is not\\nthe same variety of tempting employment for females as for men they can be\\nsupported cheaper, and the Creator has given them peculiar qualifications for\\nthe education of the young. Females, then, ought to be employed extensively\\nin all our elementary schools, and they should be encouraged and aided in ob-\\ntaining the qualifications necessary for this work. There is no country in the\\nworld where woman holds so high a rank, or exerts so groat an influence, as\\nhere wherefore, her responsibilities are the greater, and she is under obliga-\\ntions to render herself the more actively useful.\\n4. The children must be made comfortable in their school they must be\\npunctual, and attend the whole course. There can be no profitable study with-\\nout personal comfort and the inconvenience and misei-able arrangements of\\nsome of our school-liouses are enough to annihilate all that can be done by the\\nbest of teachers. No instructor can teach unless the pupils are present to be\\ntaught, and no plan of systematic instruction can be carried steadily through\\nunless the pupils attend punctually and through the whole course.\\n5. The chil Iren must be given up implicitly to the discipline of the schooL\\nNothing can be done unless the teacher has the entire control of his pupils in\\nschool-hours, and out of scliool too, so far as the rules of the school are concerned.\\nIf the parent in any way interferes with, or overrules, the arrangements of the\\nteacher, he may attribute it to himself if the school is not successful. No teacher\\never ought to be employed to whom the entire management of the cliildren can-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0269.jp2"}, "270": {"fulltext": "3g RESULTS OF NORMAL SCHOOL SYSTEM.\\nnot be safely intrusted and better at any time dismiss the teacher than coun-\\nteract his disciphne. Let pai ents but take the pains and spend the money\\nnecessary to provide a comfortable school-house and a competent teacher for\\ntheir children, and they never need apprehend that the discipline of the school\\nwill be unreasonably severe. No inconsiderable part of the corporal punishment\\nthat has been inflicted in schools, has been made necessary by the discomfort of\\nschool houses and the unskillfulness of teachers. A lively, sensitive boy is stuck\\nupon a bench full of knot-holes and sharp ridges, without a support for his feet\\nor his back, with a scorching fire on one side of him and a freezing wind on the\\nother and a stiff Orbilius of a master, with wooden brains and iron hands, orders\\nhim to sit perfectly still, witli nothing to employ his muid or his body, till it ia\\nhis turn to read. Tlius confined for hours, what can the poor little fellow do but\\nbegin to wriggle like a fisli out of water, or an eel in a fiying-pan For this\\nUTepressible effort at relief he receives a box on the ear this provokes and ren-\\nders him still more uneasy, and next comes the merciless ferule and the pooi\\nchild is finally burnt and frozen, cufi ed and beaten, into hardened roguery or\\nincurable stupidity, just because the avarice of his parents denied him a comfort-\\nable school-house and a competent teacher.\\n6. A beginning must be made at certain points, and the advance toward\\ncompleteness must be gradual. Every thing cannot be done at once, and such a\\nsystem as is needed cannot be generally introduced till its benefits are first de-\\nmonstrated by actual experiment. Certain great points, then, where the people\\nare ready to co-operate, and to make the most liberal advances, in proportion to\\ntheir means, to raaintam the schools, should be selected, and no pains or expense\\nspared, till the full benefits of the best system are realized and as the good\\neffects are seen, other places will very readily follow the example. All experi-\\nence has shown that governmental patronage is most profitably employed, not to\\ndo the entire work, but simply as an incitement to the jaeople to help themselves.\\nTo follow up this great object, the Legislature has wisely made choice of a\\nSuperintendent, whose untiring labors and disinterested zeal are worthy of all\\npraise. But no great plan can be carried through in a single year and if the\\nSuperintendent is to have opportunity to do what is necessary, and to preserve\\nthat independence and energy of official character which are requisite to the\\nsuccessful discharge of his duties, he should hold his ofllce for the same term, and\\non the same conditions, as the Judges of the Supreme Court.\\nEvery officer engaged in this, or in any other public work, should receiTe a\\nsuitable compensation for his services. This, justice requires and it is the only\\nway to secure fidelity and efficiency.\\nThere is one class of our population for whom some special provision seems\\nnecessary. The children of foreign emigrants are now very numerous among us,\\nand it is essential that tliey receive a good English education. But they are\\nnot prepared to avail tliemselves of the advantages of our common English\\nschools, their imperfect acquaintance with the language being an insuperable bar\\nto their entering on the course of study. It is necessary, therefore, that there be\\nsome preparatory schools, in Avhich instruction shall be communicated both in\\nEnglish and their native tongue. The English is, and must be, the language of\\nthis country, and the highest interests of our state demand it of the Legislature\\nto require that the English language be thoroughly taught in every school wliich\\nthey patronize. Still, the exigencies of the case make it necessary that there\\nshould be some schools expressly fitted to the condition of our foreign emigrants,\\nto introduce them to a knowledge of our language and institutions. A school of\\nthis kind has been established in Cincinnati, by benevolent individuals. It has\\nbeen in operation about a year, and already nearly three hundred cliildren have\\nreceived its advantages. Mr. Solomon, the head teacher, was educated for his\\nprofession in one of the best institutions of Prussia, and in this school he has\\ndemonstrated the excellences of the system. The instructions are all given both\\nin German and English, and this use of two languages does not at all mterrupt\\nthe progress of the children in their respective studies. I cannot but recommend\\nthis philanthropic institution to the notice and patronage of the Legislature.*\\nIn neighborhoods where there is a mixed population, it is desirable, if possible,\\nGerman schools now form a part of the system of public schools in Cincinnati.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0270.jp2"}, "271": {"fulltext": "RESULTS OF NORMAL SCHOOL SYSTEM. 39\\nto employ teachers who understand both languages, and that the exercises of the\\nschool be conducted in both, with the rule, however, that all the reviews and\\nexaminations be in English only.\\nAlexander Dallas Bache, LL. D., Superintendent of the United States\\nCoast Survey, in a Report on Education in Europe to the Ti-ustees of the\\nGirard College of Orphans, Philadelphia, in 1838, remarks as follows:\\nWhen education is to be rapidly advanced, Seminaries for Teachers offer the\\nmeans of securing this result. An eminent teacher is selected as Director of the\\nSeminary and by the aid of competent assistants, and while benefiting the com-\\nmunity by the instruction given in the schools attaclied to tlie Seminary, trains,\\nyearly, from thu-ty to forty youths m the enlightened practice of his methods;\\nthese, in their turn, become teachers of schools, which they are fit at once to\\nconduct, without the failures and mistakes usual with novices for thougli begin-\\nners in name, they have acquired, in the course of the two or three years spent at\\nthe Seminary, an experience equivalent to many years of unguided efforts. Tliis\\nresult has been fully realized in the success of the attempts to spread the meth-\\nods of Pestalozzi and others through Prussia. The plan lias been adopted, and is\\nyielding its appropriate fruits in Holland, Switzerland, France, and Saxony while\\nin Austria, where the method of preparing teachers by their attendance on the\\nprimary schools is still adhered to, the schools are stationary, and beliind those of\\nNorthern and Middle Germany.\\nThese Seminaries produce a strong esprit de corps among teachers, which\\ntends powerfully to interest them in their profession, to attach tliem to it, to ele-\\nvate it in their eyes, and to stimulate tlaem to improve constantly upon tlie at-\\ntainments with which they may have commenced its exercise. By their aid a\\nstandard of examination in the theory and practice of instruction is furnished,\\nwhich may be fairly exacted of candidates who have chosen a different way to\\nobtain access to the profession.\\nHon. Horace Mann, in his Seventh Annual Report as Secretary of the\\nBoard of Education in Massachusetts, in wliich he gives an account of an\\neducational tour through the principal countries of Europe in the summer\\nof 1843, s:iys\\nAmong the nations of Europe, Prussia has long enjoyed the most distin-\\nguished reputation for the excellence of its schools. In reviews, in speeclies, in\\ntracts, and even in graver works devoted to the cause of education, its schools\\nhave been exhibited as models for the imitation of tlie rest of Christendom. For\\nmany years, scarce a suspicion was breathed that the general plan of education\\nin that kingdom was not sound in theory and most beneficial in practice. Re-\\ncently, however, grave charges have been preferred against it by high authority.\\nThe popular traveler, Laing, has devoted several chapters of his large work on\\nPrussia to the disparagement of its school system. An octavo volume, entitled\\nThe Age of Great Cities, has recently appeared in England, in which that sys-\\ntem is strongly condemned and during the pendency of the famous Factories\\nBill before the British House of Commons, in 1843, numerous tracts were issued\\nfrom the English press, not merely calling in question, but strongly denouncing,\\nthe whole plan of education in Prussia, as being not only designed to produce,\\nbut as actually producing, a spirit of blmd acquiescence to arbitrary power, in\\nthings spiritual as well as temporal as being, in fine, a system of education\\nadapted to enslave, and not to enfranchise, the human mind. And even in some\\nparts of the United States the very nature and essence of whose institutions\\nconsist in the idea that the people are wise enough to distinguish between what\\nis right and what is wrong even here, some have been illiberal enough to con-\\ndemn, in advance, every thing that savors of the Prussian system, because that\\nsystem is sustained by arbitrary power.\\nBut allowing all these charges against the Prussian system to be true, there\\nwere still two reasons why I was not deterred from examining it.\\nIn the first place, the evils imputed to it were easily and naturally separable", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0271.jp2"}, "272": {"fulltext": "40\\nRESULTS OF NORMAL SCHOOL SYSTEM.\\nfrom the good wliicli it was not denied to possess. If the Prussian schoolmaster\\nhas better methods of teaching reading, writing, grammar, geogi-aphy, arithme-\\ntic, (fee, so that, in half the time, he produces greater and better results, surely\\nwe may copy his modes f teaclnng these elements without adopting his notions\\nof passive obedience to government, or of blind adherence to the articles of a\\nchurch. By the ordinance of nature, the human faculties are substantially the\\nsame all over the world, and hence the best means for their development and\\ngrowtli in one place, must be substantially the best for their devehjpment and\\ngrowth every wliere. The spirit which shall control the action of tliese faculties\\nwhen matured, which shall train them to self-reliance or to abject submission,\\nwhich sliall lead them to refer all questions to the standard of reason or to that\\nof authority, tliis spirit is wl)olly distinct and distinguishable from the manner\\nin which the faculties tliemselves onglit to be trained and we may avail our-\\nselves of all unproved methods in the earlier processes, without being contami-\\nnated by tlie abuses winch may be made to follow them. The best style of\\nteaching arithmetic or spelling has no necessary or natural connection with the\\ndoctrine of hereditary right and an accomplished lesson in geography or gram-\\nmar commits the human intellect to no particular dogma in religion.\\nIn tlie second place, if Prussia can pervert the benign influences of education\\nto tiu! support of arbitrary power, wt; purely can employ them for the support\\nand perpetuation of republican institutions. A national spirit of liberty can be\\ncultivated more easily than a national spirit of bondage and if it may be made\\none of the great prerogatives of education to perform the unnatural and unholy\\nwork of making slaves, then surely it must be one of the noblest instrumentali-\\nties for rearing a nation of freemen. If a moral power over the understandings\\nand affections of the people may be turned to evil, may it not also be employed\\nfor the highest good\\nBesides, a generous and impartial mind does not ask whence a thing cwmes,\\nbut what it is. Those who, at the present day, would reject an improvement\\n\u00e2\u0096\u00a0because of tlie place of its origin, belong to the same school of bigotry with those\\nwho inquired if any good could come out of Nazareth and what infinite bless-\\nings would the W(jrld have lost had that party been punished by success\\nThroughout my whole tour, no one principle has been more frequently exempli-\\nfied than this,\u00e2\u0080\u0094 that wherever I have found the best institutions, educational,\\nref(jrmatory, charitable, penal, or otherwise, there I have always found the\\ngreatest desire to know how similar institutions were administered among our-\\nselves and Avhere I have found the worst, there I have found most of the spirit\\nof self-complacency, and even an offensive disinclination to hear of better\\nmethods.\\n-;f -x- -x- 4:- -x- -X- -Jf\\nAll the subjects I have enumerated were taught in all the schools I visited,\\nwhether in city or*country, for the lich or for tlie poor. In the lowest school in\\nthe smallest and obscurest village, or for the poorest class in overcrowded cities;\\nin the schools connected witli pauper establishments, Avith houses of correction,\\n(?r Avith prisons, in all these, there was a teacher of mature ape, of simple, unaf-\\nfected, and decorous manners, benevolent in his expression, kind and genial in\\nhis intercourse with the young, and of such attainments and resources as qualified\\nhim not only to lay down the abstract principles of the above range of studies,\\nbut, by familiar illustration and apposite example, to commend them to the at-\\ntention of the children.\\nI speak of the teachers whom I saw, and with whom I had more or less of\\npersonal intercourse and, after some opportunity for the observation of public\\nassemblies or bodies of men, I do not hesitate to say, that if those teachers were\\nbrought together, in one body, I believe they would form as dignified, intelligent,\\nbenevolent-looking a company of men as could be collected from the same amount\\nof population in any country. They were alike free from arrogant pretension\\nand from the affectation of huniility. It has been often remarked, both in Eng-\\nland and in this country, that the nature of a school-teacher s occupation exposes\\nhim, in some degree, to overbearing manners, and to dogmatism in the statement\\nof his opinions. Accustomed to the exercise of supreme authority, moving\\namong those who are so much his inferiors in point of attainment, perhaps it is\\nproof of a very well-balanced mind, if he keeps himself free from assumption", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0272.jp2"}, "273": {"fulltext": "RESULTS OF NORMAL SCHOOL SYSTEM. 41\\nin opinion and haughtiness of demeanor. Especially are such faults or vices apt\\nto spring up in weak or ill-furnislied minds. A teacher who cannot rule by love,\\nmust do so by fear. A teacher who cannot supply material for the activity of\\nhis pupils minds by his talent, must put down that activity by force. A teacher\\n\u00e2\u0096\u00a0who cannot answer all the questions and solve all the doubts of a scholar as they\\narise, must assume an awful and mysterious air, and must expound in oracles,\\nwhich themselves need more explanation tlian the original difficulty. When a\\nteacher knows much, and is master of his whole subject, he can afford to be mod-\\nest and unpretending. But when the head is the only text-book, and the teacher\\nhas not been previously prepared, he must, of course, have a small library.\\nAmong all the Pjussian and Saxon teacliers whom I saw, there were not half a\\ndozen instances to remind one of those unpleasant characteristics, what Lord\\nBacon Avould call the idol of the tribe, or profession, which sometimes de-\\ngrade the name and disparage the sacred calling of a teacher. Generally speak-\\ning, there seemed to be a strong love for the employment, always a devotion to\\nduty, and a profound conviction of the importance and sacredness of the office\\nthey filled. The only striking instance of disingenuousness or attempt at decep-\\ntion, which I saw, was that of a teacher who looked over the manuscript books of\\na large class of his scholars, selected the best, and, bringing it to me, said, In\\nseeing one you see aU.\\nWhence came tliis beneficent order of men, scattered over the whole coun-\\ntry, molding the character of its people, and carrying them forward in a career\\nof civilization more rapidly than any other people in tlie world are now advanc-\\ning This is a question which can be answered only by givmg an account of the\\nSeminaries for Teachers.\\nFrom the year 18 20 to 1830 or 1835, it was customary, in all accounts of\\nPrussian education, to mention the number of these Seminaries for Teachers.\\nThis item of information has now become unimportant, as there are seminaries\\nsufficient to supply the wants of the whole country. The stated term of resi-\\ndence at these seminaries is three years. Lately, and in a few places, a class of\\npreliminary institutions has sprung up, institutions where pupils are received\\nin order to determiue whether they are fit to become candidates to be candi-\\ndates. As a pupil of the seminary is liable to be set aside for incompetency,\\neven after a three years course of study so the pupils of these preliminary in-\\nstitutions, after having gone through with a shorter course, are liable to be set\\naside for incompetency to become competent.\\nLet us look for a moment at the guards and securities which, in that country,\\nenviron this sacred calling. In the first place, the teacher s profession holds such\\na high rank in pubHc estimation, that none who have failed in other employments\\nor departments of business, are encouraged to look upon school-keeping as an\\nultimate resource. Those, too, who, from any cause, despair of success in other\\ndepartments of business or walks of life, have very slender prospects in lot)king\\nforward to this. These considerations exclude at once all that inferior order of\\nmen who, in some countries, constitute the main body of the teachers. Then\\ncome, though only in some parts of Prussia, these preliminary schools, where\\nthose who wish eventually to become teachers, go, in order to have their natural\\nqualities and adaptation for school- keeping tested for it must be borne in mind\\nthat a man may have the most unexceptionable character, may be capable of\\nmastering all the branches of study, may even be able to make most brilliant\\nrecitations from day to day and yet, from some coldness or repulsiveness of\\nmanner, from harshness of voice, from some natural defect in his person or in one\\nof his senses, he may be adjudged an unsuitable model or archetype for children\\nto be conformed to, or to grow by and hence he may be dismissed at the end of\\nhis probationary term of six months. At one of these preparatory schools, which\\nI visited, the list of subjects at the examination, a part of which I saw, was\\ndivided into two classes, as follows 1. Readiness in thinking, German language,\\nincluding orthography and composition, history, description of the earth, knowl-\\nedge of nature, thorough bass, calligraphy, drawing. 2. Religion, knowledge of\\nthe Bible, knowledge of nature, mental arithmetic, singing, violin-play uig, and\\nreadiness or facility in speaking. The examination in all the branches of the first\\nclass was conducted in writing. To test a pupil s readiness in thinking, for in-\\netance, several topics for composition are given out, and, after the lapse of a cer-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0273.jp2"}, "274": {"fulltext": "42 RESULTS OF NORMAL SCHOOL SYSTEM.\\ntain number of minutes, -whatever has been written must be handed in to the\\nexaminers. So questions in arithmetic are given, and the time occupied by the\\npupils in solving them, is a test of their quickness of thought, or power of com-\\nmanding their own resources. This facility, or faculty, is considered of great im-\\nportance in a teacher.* In the second class of subjects the pupils were exam-\\nined orally. Two entire days were occupied in examining a class of thirty pupils,\\nand only twenty -one were admitted to the seminary school that is, only about\\ntwo-thirds were considered to be eligible to become eligible, as teachers, after\\nthree years further study. Thus, in this first process, the chaff is winnowed out,\\nand not a few of the lighter grains of the wheat.\\nIt is to be understood that those Avho enter the seminary directly, and with-\\nout this preliminary trial, have already studied, under able masters in the Com-\\nmon Schools, at least all the branches I have above described. The first two of\\nthe three years, they expend mainly in reviewing and expanding theii element-\\nary knowledge. The German language is studied in its relations to rhetoric\\nand logic, and as sesthetic literature arithmetic is carried out into algebra and\\nmixed mathematics geography into commerce and manufactures, and into a\\nknowledge of the various botanical and zoological productions of the different\\nquarters of the globe linear drawing into perspective and machine drawing,\\nand the drawing from models of all kinds, and from objects in nature, Ac. The\\ntheory and practice, not only of vocal, but of instrumental music, occupy much\\ntime. Every pupil must play on the violin most of them play on the organ,\\nand some on other instruments. I recollect seeing a Normal class engaged in\\nlearning the principles of Harmony. The teacher first explained the principles\\non which they were to proceed. He then wrote a bar of music upon the black-\\nboard, and called upon a pupil to write such notes for another part or accompa-\\nniment, as would make harmony with the first. So he would write a bar with\\ncertain intervals, and then require a pupil to write another, with such intervals\\nas, according to the principles of musical science, would correspond with the first.\\nA thorough course of reading on the subject of education is imdertaken, as well\\nas a more general course. Bible history is almost committed to memory. Con-\\nnected with all the seminaries for teachers are large Model or Experimental\\nSchools. During the last part of the course much of the students time is spent\\nin these schools. At first they go in and look on in silence, while an accom-\\njDlished teacher is instructing a class. Then they themselves commence teaching\\nunder the eye of such a teacher. At last they teach a class alone, being respon-\\nsible for its proficiency, and for its condition as to order, fec., at the end of a week\\nor other period. During the whole course, there are lectures, discussions, com-\\npositions, cfec, on the theory and practice of teaching. The essential qualifications\\nof a candidate for the office, his attainments, and the spirit of devotion and of\\nreligious fidelity in which he should enter upon his work the modes of teaching\\nthe different branches the motive-powers to be applied to the minds of chil-\\ndren dissertations upon the different natural dispositions of children, and, con-\\nsequently, the different ways of addressing them, of securing their confidence and\\naffection, and of winning them to a love of learning and a sense of duty and es-\\npecially the sacredness of the teacher s profession, the idea that he stands, for\\nthe time being, in the place of a parent, and therefore that a parent s responsi-\\nbilities rest upon him, tliat the most precious hopes of society are committed to\\nhis charge, and that on him depends, to a great extent, the temporal and per-\\nhaps the future well-being of hundreds of his fellow-creatures, these are the\\nconversations, the ideas, the feelings, amid which the candidate for teaching\\nspends his probationary years. This is the daily atmosphere he breathes. These\\nare the sacred, elevating, invigorating influences constantly pouring in upon hia\\nsoul. Hence, at the expiration of his course, he leaves the seminary to enter\\nupon his profession, glowing with enthusiasm for the noble cause he has espoused,\\nand strong in his resolves to perform its manifold and momentous duties.\\nHere, then, is the cause of the worth and standing of the teachers, whom I\\nhad the pleasure and the honor to see. As a body of men, their character is\\nThe above described is a very cojnmon method of examining in the gymnasia and higher\\nseminaries of Prussia. Certain sealed subjects tor an exercise are given to the students they are\\nthen locked up in a room, each by himself, and at the expiiation of a given time, they ai e ejk-\\nlarged, and it is seen what each orie has been able to make out of his faculties.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0274.jp2"}, "275": {"fulltext": "RESULTS OF NORMAL SCHOOL SYSTEM. 43\\nmore enviable than that of either of the tliree, so-called, professions. They\\nhave more benevolence and self-sacrifice than the legal or medical, -^vhile they\\nhave less of sanctimoniousness and austerity, less of indisposition to enter into\\nall the innocent amusements and joyous feelings of childhood, than the clerical.\\nThey are not unmindful of what belongs to men wliile they are serving God nor\\nof the duties they owe to this world while preparing for another.\\nOn reviewing a period of six weeks, the greater part of which I spent in\\nvisiting schools in the north and middle of Prussia and in Saxony (excepting, of\\ncourse, the time occupied in going from place to place), entering the schools to\\nhear the first recitation in the morning, and remaining till the last was completed\\nat night, I call to mind three things about which I cannot be mistaken. In some\\nof my opinions and inferences I may have erred, but of the following facts there\\ncan be no doubt\\n1. During all this time, I never saw a teacher hearing a lesson of any kind\\n(excepting a reading or spelling lesson), with a book in his hand.\\n2. I never saw a teacher Miiiay while hearing a recitation.\\n3. Though I saw hundreds of schools, and thousands, I think I may say,\\nwithin bounds, tens of thousands of pupils, never saw one child undergoing\\npunishment, or arraigned for misconduct. I never saw one child in tears from\\nhaving bee7i jnmished, or from fear of being punished.\\nDuring the above period, I witnessed exercises in geography, ancient and\\nmodern; in the German language, from the explanation of the simplest words\\nup to belles-lettres disquisitions, with rules for speaking and writing in arith-\\nmetic, algebra, geometry, surveying, and trigonometry in book-keeping in civil\\nhistory, ancient and modern in natural philosophy in botany and zoology in\\nmineralogy, where there were hundreds of specimens in the endless variety of\\nthe exercises in thinking, knowledge of nature, of the world, and of society in\\nBible history and in Bible knowledge and, as I before said, in no one of these\\ncases did I see a teacher with a book in his hand. His book, his books, his\\nlibrary, was in his head. Promptly, without pause, without hesitation, from the\\nrich resources of his own mind, he brought forth whatever the occasion demand-\\ned. I remember calling one morning at a country school in Saxony, where every\\nthing about the premises, and the appearance, both of teacher and children,\\nindicated very narrow pecuniary circumstances. As I entered, the teacher was\\njust ready to commence a lesson or lecture on French history. He gave not\\nonly the events of a particular period in the histoiy of France, but mentioned, as\\nhe proceeded, all the contemporary sovereigns of neighboring nations. The or-\\ndinary time for a lesson here, as elsewhere, was an hour. This was somewhat\\nlonger, for, toward the close, the teacher entered upon a train of thought from\\nwhich it was difficult to break off, and rose to a strain of eloquence which it was\\ndelightful to hear. The scholars were all absorbed in attention. They had pa-\\nper, pen, and ink before them, and took brief notes of what was said. When the\\nlesson touched upon contemporary events in other nations, which, as I suppose,\\nhad been the subject of previous lessons, the pupils were questioned concern-\\ning them. A small text-book of liistory was used by the pupils, which they\\nstudied at home.\\nI ought to say further, that I generally visited schools without guide, or let-\\nter of introduction, presenting myself at the door, and asking the favor of ad-\\nmission. Though I had a general order from the Minister of Public Instruction,\\ncommanding all schools, gymnasia, and universities in the kingdom to be opened\\nfor my inspection, yet I seldom exhibited it, or spoke of it, at least not until I\\nwas about departing. I preferred to enter as a private individual, an uncom-\\nmended visitor.\\nI have said that I saw no teacher sitting in his school. Aged or young, all\\nstood. Nor did they stand apart and aloof in sullen dignity. They mingled\\nwith their pupils, passing rapidly from one side of the class to the other, animat-\\ning, encouraging, sympathizing, breathing life into less active natures, assuring\\nthe timid, distributing encouragement and endearment to all. The looks of the\\nPrussian teacher often have the expression and vivacity of an actor in a play.\\nHe gesticulates like an orator. His body assumes all the attitudes, and liis face\\nputs on all the variety of expression, which a pubhc speaker would do if ha-\\nranguing a large assembly on a topic vital to their interests.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0275.jp2"}, "276": {"fulltext": "44. RESULTS OF NORMAL SCHOOL SYSTEM.\\nIt may seem singular, and perhaps to some almost ludicrous, that a teacher\\nin expounding the tirst rudiments of handwriting, in teaching the difference be-\\ntween a hair-stroke and a ground-stroke, or how an I may be turned into a h, or\\na u into a w, should be able to work himself up into an oratorical fervor should\\nattitudinize, and gesticulate, and stride from one end of the class to the other,\\nand appear in every way to be as intensely engaged as an advocate when argu-\\ning an important cause to a jury but, strange as it may seem, it is neverthe-\\nless true and before five minutes of such a lesson had elapsed, I have seen the\\nchildren wrought up to an excitement proportionally intense, hanging upon the\\nteacher s lips, catching every word he says, and evincing great elation or depres-\\nsion of spirits, as they had or had not succeeded in following his instructions. So\\nI have seen the same rhetorical vehemence on the, part of the teacher, and the\\nsame interest and animation on the part of the pupils, during a lesson on the\\noriginal sounds of the letters, that is, the difference between the long and the\\nshort sound of a vowel, or the difierent ways of opening the mouth in sounding\\nthe consonants b and p. The zeal of the teacher enkindles the scholars. He\\ncharges them with his own electricity to tiie point of explosion. Such a teacher\\nhas no idle, miscluevous, whispering children around him, nor any occasion for the\\nrod. He does not make desolation of all the active and playful impulses of\\nchildhood, and call it peace nor, to secure stillness among his scholars, does he\\nfind it necessary to ride them with the nightmare of fear. I rarely saw a teacher\\nput questions with his lips alone. He seems so much interested in his subject\\n(though he might have been teaching the same lesson for the hundredth or five\\nhundredth time), that his whole body is in motion eyes, arms, limbs, all con-\\ntributing to the impression he desires to make and, at the end of an hour, both\\nhe and his pupils come from the work all glowing with excitement.\\nSuppose a lawyer in one of our courts were to plead an important cause be-\\nfore a jury, but instead of standing and extemporizing, and showing by his ges-\\ntures, and by the energy and ardor of his whole manner, that he felt an interest\\nin his theme, instead of rising with his subject and coruscating with flashes of\\ngenius and wit, he should plant Iiiuiself lazily down in a chair, read from some\\nold book which scarcely a member of the panel could fully understand, and, after\\ndroning away for an hour, should leave them, without having distinctly impressed\\ntheir minds with one fact, or led them to form one logical conclusion would it\\nbe any Avonder if he left half of them joking with each other, or asleep would\\nit be any Avonder, provided he were followed on the other side by an advocate\\nof brilliant parts, of elegant diction and attractive manner, who should pour\\nBunshine into the darkest recesses of the case, if he lost not only his own repu-\\ntation, but the cause of liis client also\\nThese incitements and endearments of the teacher, this personal ubiquity, as\\nit were, among all the pupils in the class, prevailed much more, as the pupils\\nwere younger. Before the older classes, the teacher s manner became calm and\\ndidactic. The habit of attention being once formed, nothing was left for subse-\\nquent years or teachers, but the easy task of maintaining it. Was there ever\\nsuch a comment as this an the practice of hiring cheap teachers because the school\\nis young, or incompetent ones because it is backward\\nIn Prussia and in Saxony, as well as in Scotland, the power of commanding\\nand retaining the attention of a class is held to be a sine qua non in a teacher s\\nqualifications. If he has not talent, skill, vivacity, or resources of anecdote and\\nwit, sufficient to arouse and retain the attention of liis pupils during the accus-\\ntomed period of recitation, he is deemed to have mistaken his calling, and re-\\nceives a significant hint to change liis vocation.\\nTake a group of fittle children to a toy-shop, and witness their outbursting\\neagerness and delight. Tiiey need no stimulus of badges or prizes to arrest or\\nsustain their attention they need no quickening of their fiiculties by rod or\\nferule. To the exclusion of food and sleep they will push their inquiries, until\\nshape, color, quality, use, substance, both external and internal, of the objects\\naround them, are exhausted and each child will want the show-man wholly to\\nhimself. But in all the boundless variety and beauty of nature s works; in that\\nprofusion and prodigality of charms with which the Creator has adorned and en-\\nriclied every part of his creation in the dehghts of affection in the ecstatic joys\\nof benevolence in the absorbing interest which an unsophisticated conscience", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0276.jp2"}, "277": {"fulltext": "RESULTS OF NORMAL SCHOOL SYSTEM. 45\\ninstinctively takes in all questions of right and wrong in all these, is there not\\nas much to challenge and command the attention of a little child, as in the curi-\\nosities of a toy-shop When as much of human art and ingenuity shall have\\nbeen expended upon teaching as upon toys, there will be less difference between\\nthe cases.\\nThe third circumstance I mentioned above was the beautiful relation of har-\\nmony and affection which subsisted between teacher and pupils. I cannot say\\nthat the extraordinary fact I have mentioned was not the result of chance or ac-\\ncident. Of the probability of that, others must judge. I can only say that, dur-\\ning all the time mentioned, I never saw a blow struck, I never heard a sharp\\nrebuke given, I never saw a child in tears, nor an-aigned at the teacher s bar for\\nany alleged misconduct. On the contrary, the relation seemed to be one of duty\\nfirst, and then affection, on the part of the teacher, of affection first, and then\\nduty, on the part of the scholar. The teacher s manner was better than parent-\\nal, for it had a parent s tenderness and vigilance, without the foolish dotings\\nor indulgences to which parental afifection is prone. I heard no child ridiculed,\\nsneered at, or scolded, for making a mistake. On the contrary, whenever a mis-\\ntake was made, or there was a want of promptness in giving a reply, the expres-\\nsion of the teacher was that of grief and disappointment, as though there had\\nbeen a failure, not merely to answer tlie question of a master, but to comply\\nwith the expectations of a friend. No child was disconcerted, disabled, or be-\\nreft of his senses, through fear. Nay, generally, at the ends of the answers, the\\nteacher s practice is to encourage him with the exclamation, good, right,\\nwholly right, c., or to check him, with his slowly and painfully articulated\\nno and this is done with a tone of voice that marks every degree of plus and\\nminus in the scale of approbation and regret. When a difficult question has\\nbeen put to a young child, which tasks all his energies, the teacher approaches\\nhim with a mingled look of concern and encouragement he stands before him,\\nthe light and shade of hope and fear alternately crossing his countenance he\\nlifts liis arms and turns his body, as a bowler who has given a wrong direction\\nto his bowl will writhe his person to bring the ball back upon its track and\\nfinally, if the httle wrestler with difficulty triumphs, the teacher felicitates him\\nupon his success, perhaps seizes and shakes him by the hand, in token of con-\\ngratulation and, when the difficulty has been really formidable, and the effort\\ntriumphant, I have seen the teacher catch up the child in his arms and embrace\\nhim, as though he were not able to contain his joy. At another time, I have\\nseen a teacher actually clap his hands with delight at a bright reply and all\\nthis has been done so naturally and so unaffectedly as to excite no other feeling\\nin the residue of the children than a desire, by the same means, to win the same\\ncaresses. What person worthy of being called by the name, or of sustaining the\\nsacred relation of a parent, would not give any thing, bear any thing, sacrifice\\nany thing, to have his children, during eight or ten years of the period of their\\nchildhood, surrounded by circumstances, and breathed upon by sweet and hu-\\nmanizina: influences, like these\\nThe Rev. Egerton Ryerson, D. D.. Chief Superintendent of Schools, in\\na Report on a System of Public Elementary Instruction for Upper\\nCanada, after quoting the above passages from Mr, Mann s report, re-\\nmarks\\nIn the above summary and important statements on this subject, by the\\nable Secretary of the Massachusetts Board of Education, I fully concur, with\\ntwo slight exceptions. In one instance I did see a boy in tears (in Berlin) when\\nremoved to a lower class on account of negligence in his school preparations.\\nI did see one or two old men sitting occasionally in school. With these excep-\\ntions, my own similar inquiries and experience of nearlj three months in South-\\nern and Western, as well as Northern and Middle Germany, and I might add\\na longer period of like investigations in Switzerland, Holland, Belgium and\\nFrance enable me not only to subscribe to the statements of the Hon. Mr.\\nMann, but would enable me, were it necessary, to illustrate them by various\\ndetails of visits to individual schools.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0277.jp2"}, "278": {"fulltext": "46 RESULTS OF THE NORMAL SCHOOL SYSTEM.\\nProfessor Lemuel Stephens, now of Girard College of Orphans, Phila-\\ndelphia, in a Letter addressed to Hon. F. R. Shunk, Superintendent of\\nCommon Schools in Pennsylvania, from Berlin, in 1843, remarks\\nTo determine absolutely the influence which teachers seminaries have had\\nupon the state of popular education in Germany, would be a matter of great\\nditficiilty, owing to the gradual growth of these institutions. One thing is cer-\\ntain, that the improvement of the schools has followed, hand in hand, the mul-\\ntiplication and improvement of the seminaries. Perhaps the value of these in-\\nstitutions can be shown in no light so advantageously, as by comparing the\\nclass of common school teachers in Germany, at the present moment, with the\\nsame class in England and America. In this country one is struck with the\\nzeal and common spirit which a common education has imparted to the whole\\nbody. They have been for three or four years under the instruction of men\\npractically and scientifically acquainted with the best principles of teaching;\\nand what is an indispensable part of their preparation, they have had the op-\\nportunity of testing the value, and of becoming familiar with the application of\\nthese principles in practice. During the latter part of their course they have\\nbeen accustomed, under the eye of their teachers, to instruct a school of child-\\nren by which means the art and the theory have kept pace with each oiher.\\nSome knowledge of the human mind, and some just conception of the great\\nproblem of education which they are engaged in solving, inspires them with\\nself-respect, with earnestness and love of their profession. Once raised above\\nthe idea that education consists alone in drilling children in a few useful ac-\\ncomplishments, a sense of the dignity of the work of operating on, and forming\\nother minds, causes them to overlook the humble outward conditions of a vil\u00c2\u00bb\\nlage school, and fortifies them against the seductions of false ambition.\\nLeaving out of the question the great immediate benefit of these seminaries\\nin tilting teachers better to fill their office, I believe that the professional spirit,\\nthe esprit du corps, which they create, is productive of results which are alone\\nsufficient to recommend these institutions. It is this common spirit M hich se-\\ncures the progress of the young teacher after he has entered into active service,\\nand saves him from the besetting sin of rusting into a mechanical routine, by\\nkeeping up a lively interchange of opinions, and making him acquainted with\\nthe successes and improvements of other teachers. The means for this inter-\\ncourse, are conferences and periodicals of education. In every German city, in\\nwhich I have made the inquiry, I have learned that the teachers from the dif-\\nferent schools are accustomed to come together, at stated times, for the pur-\\npose of mutual improvement: even in the villages of Hesse, and the mountain-\\nous part of Saxony, I found that the teachers, from villages miles apart, held\\ntheir monthly conferences for debate and lecture.\\nIn Germany there are no leiss than thirty periodicals devoted exclusively to\\neducation. In these all questions of interest to teachers are discussed; the best\\nmethod of instructing explained, all new school books noticed and criticised:\\nthe arrangements and organizations of distinguished schools described, and ac-\\ncounts given from time to time of the progress of education in other states.\\nThe General School Gazette, which has particularly attracted my attention,\\nhas a list of more than one hundred regular contributors. The journals are\\nopen to all teachers to make known their experience, or to ask for informa-\\ntion. The able director of the seminary in this city, who is at the same lime\\nthe conductor of one of these periodicals, informs me that one or more of them\\nfinds its way to every common school teacher. They are furnished so low that\\nhe can generally afford to take them, or if not, they are taken by the district for\\nhis benefit. By these means an active spirit of inquiry is kept up the improve-\\nments of individuals become the property of all; the obscure village teacher\\nfeels that he is a member of a large and respectable class, engaged in the great\\nwork of human improvement and love and zeal for his profession are enkindled.\\nThere is union, sympathy, generous emulation and mutual improvement.\\nAmong the members of a profession, there is a common principle of life. It is\\na type of organic life, which contains within itself the principle of development\\nand growth.\\nA valuable ordinance passed in Prussia, in 1826, and renewed in 1846, re-\\nqnires a director of a seminary to travel about once a year, and visit a certain\\npart of the schools within his circuit. He makes himself acquainted with the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0278.jp2"}, "279": {"fulltext": "RESULTS OF THE NORMAL SCHOOL SYSTEM. 4Y\\nState of the school, listens to the instruction given, takes part himself in the\\nsame, and gives to the teacher such hints for improvement as his observation\\nmay suggest. The results of his yearly visits he presents in the form of a re-\\nport to the school authorities of the province. This occasional visitation is\\nvery useful in clearing up the dark corners of the land, correcting abuses, and\\ngiving an impulse, from time lo time, to teachers, who might otherwise sink into\\napathy and neglect. To render the efficacy of the seminaries more complete,\\nit is provided that at the end of three years after leaving the seminary, the\\nyaui.g teachers shall return to pass a second examination. And further, by an\\nordinance in 182G, it is provided, To the end, that the beneficial influence of\\nthe seminary may extend itself to those teachers already established, who either\\nrequire further instruction, or who in their own cultivation and skill in office\\ndo not advance, perhaps even recede; it is required that such teachers be re-\\ncalled into the seminary for a shorter or longer time, as may be needful for\\nthem, in order, either to pass through a whole methodical course, or to prac-\\ntice themselves in particular departments of instruction. By this organization\\nit is very easy to see that the whole system of popular instruction is brought\\nunder the influence of the most able teachers; their skill is made to tell upon\\nthe character of the class; and the assurance is given that the work of educa-\\ntion is advancing surely and consequently toward perfection.\\nIt is only by the distinct division of the objects of human industry and knowl-\\nedge, into separate arts and sciences, that their advancement can be insured.\\nThe necessity for the division of labor in the mechanic arts is well enough un-\\nderstood. A necessity for this division, in intellectual pursuits, exists in a by\\nno means less degree. So long as the science of education depends for its de-\\nvelopment upon the casual contributions of men of all professions, without\\nbeing made the business of any, it must grope its way hither and thither by the\\nlight of occasional flashes, instead of being guided on by a steady flame.\\nThe views of certain men on education are known among us, but so far is\\npedsgogics from being cultivated as a science, we feel ourselves as yet hardly\\nauthorized to use the word. I am far from denying that we have many very\\ngood teachers but they stand separate and alone. Their influence rarely ex-\\ntends beyond the sphere of their own schools. Their experience has furnished\\nthem with excellent practical rules for their own procedure, but these rules\\nhave perhaps never been expressed in words, much less their truth demon-\\nstrated by a reduction of the same to scientific principles. They are content to\\nbe known as possessing the mysterious talent of a skillful teacher, and their\\nwisdom dies with them. It is owing to the isolated position in, which teachers\\nby profession find themselves, that the didactic skill they may have acquired,\\neven when it rises above the character of a blind faculty, and is founded on\\nthe enlightened conclusions of science, still remains almost without influence\\non the wrong ideas in education which may be in vogue around them. To\\nquote a remark of Dr. Harnisch we have had, now and then, capable teach-\\ners without possessing seminaries: we still find such singly in states which yet\\nhave no seminaries, but it can not be denied that seminaries are most effectual\\nlevers for elevating the condition of common schools, and such they have suffi-\\nciently proved themselves to be in latter years.\\nHow far may we avail ourselves of the German plan of popular education\\nIt will be borne in mind, that the Prussian system is so far voluntary that it is\\nleft entirely to the parent where, and in what manner, his child shall be edu-\\ncated, only requiring that the years, from six till fourteen, shall be devoted to\\ninstruction, and that a certain amount of knowledge shall be obtained. The\\nSwiss republics have placed their public schools on the same basis that the\\nGerman states have done, their laws are essentially the same, and teachers\\nhave therefore, there as well as in Germany, the character of public servants.\\nThe great feature of the Prussian system, which it is both suitable and highly\\ndesirable for us to imitate, is that which I have already described, namely the\\nprovision therein made for the education of common school teachers. This\\nappears to me the only radical reform, and the only means of putting public\\neducation in a steady and consequent train of improvement.\\nTo apply to ourselves the advantages which I have already stated as flowing\\nfrom this measure\u00e2\u0080\u0094 It will raise the employment of teaching among us to a\\nregular profession, and introduce generally consistent and rational methods of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0279.jp2"}, "280": {"fulltext": "4g RESULTS OF THE NORMAL SCHOOL SYSTEM.\\ninstructing. It will create among teachers, devotion to their office, and a de^\\nsire for co-operation. This desire will manifest itself in the organization of\\nunions for conference, and in the establishment and support of many periodicals.\\nThe higher character of teachers, and the improved state of the schools^ will\\nbring them respect, and a better remuneration for their services. The higher\\nvalue set upon education, the- immense contrast between the efficacy of a con-\\nstant, and that of a half-yearly school, and I must add, the impossibility of get-\\nting good teachers for the latter, will gradually do away with this great evil under\\nwhich our school system suffers. I he permanent settlement of teachers, ren-\\ndering much less the annual accession to the profession necessary to keep the\\nschools supplied, will, as I have shown, obviate all difficulty on the score of\\nnumbers. The science of the human mind and its cultivation, this vitally im-\\nportant branch of a nation s literature, will be developed among us, and its\\nblessings will be richly manifested in the better cultivation of all the sciences\\nand arts of life.\\nSuch is a scanty outline of the benefits which the experience of other coun-\\ntries, and reason, show us will follow the proper education of our teachers. I do\\nnot mean to say that Germany has already realized all these benefits. It is\\nimportant to observe that the reform in education in this country, goes out from\\nthe government, not from the people themselves, who rather passively submit\\nto its operation, than actively co-operate in giving it efficacy. This, with other\\ngrounds before stated, necessarily make popular education in Germany produc-\\ntive of less results than in our own country.\\nIn the establishment of teachers seminaries, their utility and success will de-\\npend entirely upon their appropriate and perfect organization. False economy\\nhas often attempted to provide for the education of primary teachers, by\\nmaking the seminary an appendage to a high school, or an academy. Thirty\\nyears ago this arrangement was not uncommon in Germany and later the experi-\\nment has been tried in the State of New York. If it were needed, to\\nstrengthen the evidence of the inefficiency of this system, I might easily quote\\nthe testimony of the most able teachers of Germany to this effect. Perhaps no\\ndepartment of education requires a more peculiar treatment, and more calls for\\nthe undivided zeal and energy of those who have the conduct of it, than the\\npreparation of teachers.\\nEvery thing depends on making the seminaries for teachers, separate and\\nindependent establishments, with a careful provision for a thorough, theoretical\\nand practical preparation for all the duties of the common school. In the ex-\\nperiment of introducing teachers seminaries into our country, there is a dan-\\nger that we shall be too sparing in the number of teachers employed in con-\\nducting them. Seminaries conducted by one or two teachers can not be other-\\nwise than imperfect; and while but little good would come from them, there is\\ngreat danger that their failure would serve to bring the cause into disrepute.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0280.jp2"}, "281": {"fulltext": "PRUSSIA,\\nThe system of Public Instruction in Prussia embraces three degrees,\\nprovided lor in three classes of institutions. 1. Primary or Elementary\\nInstruction, conveyed in schools corresponding to our common schools.\\n2. Secondary Instruction, provided for in Gymnasia, Real Schools and\\nTrade Schools. 3. Superior instruction, communicated in the Universi-\\nties. We shall confine our attention to Primary Instruction, and shall\\npresent a general idea of the system from various authorities.*\\nAs early as the reign of the Elector Joachim the Second, before the\\nkingdom of Prussia existed, except as the Mark of Brandenburg, (1540,)\\nvisitors were appointed to inspect the town schools of the Electorate, with\\nexpress directions to report in relation to the measures deemed necessary\\nfor their improvement. In 1545, the same elector appointed a permanent\\ncouncil or board, on church and school matters. In a decree of some\\nlength, by the elector John George, (1573,) special sections are devoted\\nto the schools, to teachers and their assistants, and to pupils. It is re-\\nmarkable as containing a provision for committees of superintendence,\\nconsisting of the parish clergyman, the magistrates and two notables,\\nexactly similar in constitution to the present school committees.\\nIn 1777, a decree of Frederick William the First, king of Prussia, en-\\njoins upon parents to send their children to school, provides for the pay-\\nment of teachers, for the education of poor children, and for catechetical\\ninstruction by the parochial clergymen. In 1735, the first regular semi-\\nnary for teachers in Prussia was established at Stettin, in Pomerania,\\nTo induce a better attendance at school, a decree of 1736 requires that\\nthe parent of every child between five and twelve years of age, shall pay\\na certain fee, whetlier his child goes to school or not this rule being, as\\nit were, preliminary to the present one of forced attendance. The same\\ndecree refers to school-houses erected by associated parishes, showing,\\nthat such associations existed previously to the decree for providing pub-\\nlic schools similar associations may even now exist, but they are not\\nnumerous, forming exceptions to the general rule requiring each parish\\nto have its public school. The decree provides further for the amount of\\nfees to be paid to the teacher by the pupils, the church, or the state, and\\nfor aid to peasants who have more than two children above five years of\\nage, by the payment of the fees of all over this number from a school fund.\\nA rescript of 1738, constitutes the clergy the inspectors of schools.\\nBache s Report on Education in Europe. Cousin s ^Report on Primary Instruction in\\nsome of the folates of Germany, and particularly in Prussia. Prof. Stephens s Letter to the\\nSuperintendent of Common Schools in Pennsylvania in 1843. Recent School Docu-\\nments from Germany, by Harnisch, CaUnich, Jacobi and others.\\n4", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0281.jp2"}, "282": {"fulltext": "50 PRIMARY INSTRUCTION IN PRUSSIA.\\nAn attempt to provide more precisely, by law, for the regulation of the\\nBchools in Berlin, was made by a decree of 1738. This decree requires\\nthat teachers shall be regularly examined by the inspectors of schools\\nbefore being allowed to teach, and prescribes their acquirements in detail.\\nIt directs the opening and closing of the schools with prayers fixes the\\nhours of daily attendance at from eight to eleven, or seven to ten in the\\nmorning, and one to three in the afternoon prescribes instruction in\\nspelling, reading, writing, arithmetic, and singing, and regulates the\\nemoluments and perquisites of the master.\\nA new impulse was given to public instruction under the reign of\\nFrederick the Great. The regulations drawn up by Hecker, and approved\\nby the king, (1763,) are very precise, and though they have been in part\\nsuperseded by later decrees, many of their provisions are still in force.\\nThey provide for the selection of school books by the consistory that\\nchildren shall be sent to school at five years of age, and be kept there un-\\ntil thirteen or fourteen, or until they have made satisfactory attainments\\nin reading and writing, in the knowledge of Christian doctrine, and of\\nsuch matters as are to be found in their text-books fix the school- hours,\\nrequiring six hours a day for instruction in winter, and three in summer,\\nand one hour of catechetical instruction, besides the Sunday teaching\\nrequire that all unmarried persons of the parish shall attend the hour of\\ninstruction in the catechism, and besides, receive lessons in reading and\\nwriting from the Bible. The regulations provide anew for the school-\\nmasters fees, and for the instruction of poor children require that the\\nschoolmaster shall be furnished from the church-register with a list of all\\nthe children of the age to attend school, and that he shall prepare a list of\\nthose who are actually in attendance, and submit both to the clergyman,\\nin his periodical visits; direct anew the examination of candidates for the\\nsituation of schoolmaster, and refer particularly to the advantages of the\\nseminary opened at Berlin tor preparing teachers for the Mark of Bran-\\ndenburg; lay down minutely the scheme of elementary instruction, and\\nactually specify the time to be devoted to the different branches, with\\neach of the two classes composing the school require the parochial\\nclergy to visit the schools twice a week, and inspectors of circles to per-\\nform the same service at least once a year.\\nThe decree of Frederick regulating the Catholic schools of Silesia,\\n(1765,) is even more particular than the foregoing. It shows the settled\\npolicy in regard to educating teachers in special seminaries, now so im-\\nportant a part of the Prussian system, by setting apart certain schools by\\nname for this purpose, requiring the appointment of a director to each,\\nand assigning his duties.\\nIn 1787, Frederick William the Second created a council of instruction,\\nunder the title of an Upper School Board, (Ober-Schul Collegium,) of\\nwhich the minister of state was president. 1 he council was directed to\\nexamine text-books, and to pass upon the licenses of masters, on the re-\\nports of the provincial school-boards. They were authorized to erect\\nseminaries for teachers at the government expense, and to frame their\\nregulations to send out an inspector from their body to examine any part\\nof public instruction, and to rectify all wrongs by-a direct order, or through\\nthe school-boards of the provinces, the school committees or patrons.\\nThis organization remained substantially in force until the separation of\\nthe departments of state and instruction in 1817, with the creation of a\\nministry of public instruction. The attributes of this upper school board,\\nit will be seen, now belong to that council.\\nThe school plan of 1763 was modified by an ordinance of 1794, which in-\\ntroduces geography and natural history in the elementary schools, and\\nrefers to vocal music as one of their most important exercises it also at-\\ntempts, by minute prescriptions, to introduce uniformity in the methods of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0282.jp2"}, "283": {"fulltext": "PRIMARY INSTRUCTION IN PRUSSIA.\\n51\\ninstruction and discipline. The regulation for the catholic schools of\\nSilesia was also revised in 1801.\\nJBut the most important era in the history of public instruction in Prus-\\nsia, as well as in other parts of Germany, opens with the efforts put forth\\nby the king and people, to rescue the kingdom from the yoke of Napo-\\nleon in 1809. In that year the army was remodeled and every citizen\\nconverted into a soldier; landed property was declared free of feudal\\nservice restrictions on freedom of trade were abolished, and the whole\\nBtate was reorganized. Great reliance was placed on infusing a German\\nspirit into the people by giving them freer access to improved institutions\\nof education, from the common school to the university. Under the\\ncouncils of Hardenberg, Humbolt, Stein, Altenstein, these reforms and\\nimprovements were projected, carried on, and perfected in less than a\\nsingle generation.\\nThe movement in behalf of popular schools commenced by inviting C.\\nA. Zeller, of Wirtemberg, to Prussia. Zeller was a young theologian,\\nwho had studied under Pestalozzi in Switzerland, and was thoroughly\\nimbued with the method and spirit of his master. On his return he had\\nconvened the school teachers of Wirtemberg in barns, for want of better\\naccommodations being allowed him, and inspired them with a zeal for\\nPestalozzi s methods, and for a better education of the whole people. On\\nremoving to Prussia, he first took charge of the seminary at Koenigsberg,\\nsoon after founded the seminary at Karalene, and went about into differ-\\nent provinces meeting with teachers, holding conferences, visiting\\nschools, and inspiring school officers with the right spirit.\\nThe next step taken was to send a number of young men, mostly theo-\\nlogians, to Pestalozzi s institution at Ifferten, to acquire his method, and\\non their return to place them in new, or reorganized teachers seminaries.\\nTo these new agents in school improvement were joined a large body ot\\nzealous teachers, and patriotic and enlightened citizens, who, in ways\\nand methods of their own, labored incessantly to confirm the Prussian\\nstate, by forming new organs for its internal fife, and new means of pro-\\ntection from foreign foes. They proved themselves truly educators of the\\npeople. Although the government thus not only encouraged, but directly\\naided in the introduction of the methods of Pestalozzi into the public\\nschools of Prussia, still the school board in the different provinces sus-\\ntained and encouraged those who approved and taught on different sys-\\ntems, such as Dinter, Zerrenner, Salzman. and Niemeyer all, in fine,\\nwho labored with a patriotic purpose, thus allowing intellectual freedom,\\nand appropriating whatever was good from all quarters toward the accom-\\nplishment of the great purpose.\\nTo infuse a German spirit into teachers and scholars, particular atten-\\ntion was paid to the German language, as the treasury house of Ger-\\nman ideas, and to the geography and history of the father land. IMusic,\\nwhich was one of Pestalozzi s great instruments of culture, was made the\\nvehicle of patriotic songs, and through them the heart of all Germany", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0283.jp2"}, "284": {"fulltext": "52\\nPRIMARY INSTRUCTION IN PRUSSIA.\\nwas moved to bitter hatred of the conqueror who had desolated her fields\\nand homes, and humbled the pride of her monarchy. All these efforts\\nfor the improvement of elementary education, accompanied by expensive\\nmodifications in the establishments of secondary and superior education,\\nwere made v\\\\?hen the treasury was impoverished, and taxes, the most\\nexorbitant in amount, were levied on every province and commune of\\nthe kingdom. Prof Stephens, now of Girard College, in a letter to the\\nSuperintendent of Common Schools of Pennsylvania, written from Berlin,\\nat a time when there was at least a talk of the repudiation of state debts,\\nand especially when a distinguished citizen of that state had proposed to\\ndivert the money appropriated for the support of common schools to the\\npayment of interest on the state debts, makes the following remarks on\\nthis period of the educational history of Prussia.\\nPrussia, who furnishes us with a pattern of excellence in the present\\nstale of her public schools, affords us a still more brilliant example in the\\nnoble policy by which she sustained them in times of great public distress.\\nOf all the nations of Europe, Prussia was reduced to the greatest extrem-\\nity by the wars of Napoleon. In 1806, at the battle of Jena, her whole\\nmilitary force was annihilated. Within a week after the main overthrow,\\nevery scattered division of the army fell into the hands of the enemy.\\nNapoleon took up his quarters in Berlin, emptied the arsenal, and stripped\\nthe capital of all the works of art which he thought worthy to be trans-\\nported to Paris. By the treaty of Tilsit, in 1807, the king of Prussia was\\ndeprived of one-half of his dominions. A French army of 200,000 men\\nwere q^uartered upon the Prussians till the end of the year 1808. Prussia\\nmust pay to Prance the sum of 120,000,000 francs, after her principal\\nsources of income had been approjiriated by Napoleon, either to himself\\nor his allies. The system of confiscation went so iar that even the revenue\\nfrom the endowments of schools, of poor houses, and the fund for widows,\\nwas diverted into the treasury of France. These last were given back\\nin 1811. Foreign loans were made, to meet the exorbitant claims of the\\nconqueror. An army must be created, bridges rebuilt, ruined fortifications\\nin every quarter repaired, and so great was the public extremity that the\\nPrussian ladies, with noble generosity, sent their ornaments and jewels to\\nsupply the royal treasury. Rings, crosses, and other ornaments of cast-\\niron were given in return to all those who had made this sacrifice. They\\nbore the inscription, Ich gab gold um eisen, (I gave gold for iron,) and\\nsuch Spartan jewels are much treasured at this day by the possessors\\nand their families. This state of things lasted till after the War of\\nLiberation, in 1812. But it is the pride of Prussia, that at the time of\\nher greatest humiliation and distress, she never for a moment lost sight of\\nthe work she had begun in the improvement of her schools.\\nIn 1809, the minister at the head of the section of instruction, writes aa\\nfollows, to some teachers who had been sent to the institution of Pesta-\\nlozzi to learn his method and principles of instructing The section of\\npublic instruction begs you to believe, and to a.ssure Mr. Pestalozzi, that\\nthe cause is the interest of the government, and of his majesty, the king,\\npersonally, who are convinced that liberation from extraordinary calami-\\nties is fruitless, and only to be effected by a thorough improvement of the\\npeople s education. In 1809, was established the teachers seminary in\\nKoenigsberg. In 1810, the seminary at Braunsburg. In 1811, the semi-\\nnary at Karalene. In 1812, was established at Breslau, the first seminary,\\ncompletely organized according to the new ideas. In 1809, the most am-\\nply endowed and completely organized of all the German universities", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0284.jp2"}, "285": {"fulltext": "PRIMARY INSTRUCTION IN PRUSSIA. 53\\nwas founded in Berlin. Professors were called from all parts, and in ISIO\\nthe university was in full operation. In 1811, the old university of Bres-\\nlau was reorganized, and large grants were received from the government\\nfor new buildings and new professorships. Is not this noble policy, on the\\npart of an absolute government, at a time when the nation was struggling\\nfor existence, a severe rebuke upon the narrow and short-sighted expedi-\\nents of those republican politicians, who can invent no better way to pay\\na public debt than by converting into money that institution on which the\\nvirtue and intelligence of the people, and the special safety of a republican\\nstate, mainly depend 1\\nThe school system of Prussia, is not the growth of any one period, and is\\nnot found in one law, but is made up of an aggregation of laws and general\\nregulations, enacted at different times for different provinces, differing in\\nthe condition, habits, and religion of the people, and to meet particular\\nwants, as these have been developed in the progress of the system. An\\nattempt was made in 1819 to prepare a general school law tor Prussia,\\nbut without success. This is considered by Harnisch and other German\\neducators, a great defect, as it leads to great inequalities of education,\\nand great irregularities of administration in different provinces. The or-\\ndinance of 1819, however, embraces much of the regulations which are\\napplicable to the whole kingdom, while the peculiarities and details of\\nthe system must be looked for in the provincial ordinances and special\\nregulations.\\nThe authorities which administer public mstruction in Prussia are the\\nfollowing The chief authority is the minister, who joins to this super-\\nvision that of ecclesiastical and medical affairs. He is assisted by a coun-\\ncil, consisting of a variable number of members, and divided into three\\nsections corresponding to the three charges of the minister. The section\\nfor public instruction has its president and secretary, and meets usually\\ntwice a week for the transaction of business. One of this body is gene-\\nrally deputed as extraordinary inspector in cases requiring examination,\\nand reports to the minister. The kingdom of Prussia is divided into ten\\nprovinces, each of which has its governor, styled Superior President,\\n(Obcr-President,) who is assisted by a council called a Consistory, (Con-\\nsistorium.) This council has functions in the province similar to those in\\nthe ministerial council in the kingdom at large, and has direct control of\\nsecondary pubUc instruction, and of the schools for the education of pri-\\nmary teachers. It is subdivided into two sections, of which one has charge\\nof the primary instruction in the province, under the title of the School\\nBoard, (Provincial Schul Collegium.) The school board, in addition to\\nexercising the general supervision of education in the province, examines\\nthe statutes and regulations of the schools, insures the execution of exist-\\ning laws and regulations, examines text-books, and gives permission for\\ntheir introduction, after having obtained the approbation of the ministry.\\nThis board communicates with the higher authorities, through their pre-\\nsident, to whom the reports from the next lower authority, to be presently\\nspoken of, are addressed, and by whom, when these relate to school\\nmatters, they are referred to the board for examination.\\nThe next smaller political division to a province, is called a Regency,\\n(Regierungs-Bezirk,) which is again subdivided into Circles, Kreisin,)\\nand those into parishes, (Gemeinden.) The chief civil authority in the\\nRegency, is a president, who is assisted by a council called also a regency.\\nThis body is divided into three sections, having charge respectively of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0285.jp2"}, "286": {"fulltext": "54\\nPRIMARY INSTRUCTION IN PRUSSIA.\\nthe internal affairs, of direct taxes, and of church and school matters.\\nThe last named committee examines and appoints all the teachers ot\\nelementary and burgher schools within the regency, superintends the\\nschools, ascertains that the school-houses and churches are duly kept in\\norder, administers the funds of schools and churches, or superintends the\\nadministration, when vested in corporations, and collects the church and\\nschool fees. This committee is presided over by a member of the re-\\ngency called the School Councilor, (Schul-rath.) As councilor, he has\\na seat and voice in the provincial consistory, where he is required to ap-\\npear at least once a year, and to report upon their affairs in his regency,\\nof which the provincial consistory has the superintendence. It is also his\\nduty to visit the schools, and to satisfy himself that they are in good con-\\ndition.\\nThe next school authority is the inspector of a circle, who has charge\\nof several parishes. These inspectors are generally clergymen, while\\nthe councilors are laymen. Next below the special superintendents is the\\nimmediate authority, namely, the school committe,e, (Schul-Vorstand.)\\nEach parish (Gemeinde) must, bj^ law, have its school, except in special\\ncases, and each school its committee of superintendence, (Schul-Vorstand,)\\nconsisting of the curate, the local magistrate, and from two to four nota-\\nbles; the constitution of the committee varying somewhat with the char-\\nacter of the school, whether endowed, entirely supported by the parish, in\\npart by the province or state, or by subscription. The committee ap-\\npoints a school inspector, who is usually the clergyman of the parish. In\\ncities, the magistrates form the school committee, or school deputation, as\\nit is there called, the curates still acting as local inspectors.\\nThus, there is a regular series of authorities, from the master of the\\nschool up to the minister, and every part of primary instruction is entirely\\nwithin the control of an impulse from the central government, and takes\\nits direction according to the will of the highest authorities. With such a\\nsystem, under a despotic government, it is obvious that the provisions of\\nany law may be successfully enforced.\\nThe cardinal provisions of the school system of Prussia, are\\nFirst, That all children between the ages of seven and fourteen years\\nshall go regularly to school. This is enforced by the school committee,\\nwho are furnished with lists of the children who should attend, and of\\nthose actually in the schools under their charge, and who are required to\\nenforce the penalties of the law.\\nSecond, That each parish shall, in general, have an elementary school.\\nWhen the inhabitants are of different religious persuasions, each denom-\\nination has its school, and if not, provision is made for the religious in-\\nstruction of the children by their own pastors. The erection of the school-\\nhouse, its furniture, the income of the master, and aid to poor scholars, are\\nall provided for. The requisite sum comes, in part, from parochial funds,\\nand in part from a tax upon householders. When the parish is poor, it is\\nassisted by the circle, by the province, and even by the state. Besides\\nthese elementary schools, most of the towns in Prussia have one or more\\nupper primary or burgher schools.\\nThird, The education of teachers in seminaries, adapted to the grade\\nof instruction to which they intend devoting themselves. Their exemp-\\ntion during their term of study from active military service required of\\nother citizens. A provision for their support during their terra of study.\\nA preference given to them over schoolmasters not similarly educated.\\nTheir examination previous to receiving a certificate of capacity, which\\nentitles them to become candidates for any vacant post in the province\\nwhere they have been examined. Their subsequent exemption from ac-\\ntive military service, and even from the annual drill of the militia, if they", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0286.jp2"}, "287": {"fulltext": "PRIMARY INSTRUCTION IN PRUSSIA. gg\\ncan not, in the opinion of the school inspector, be spared from their duties.\\nProvision for the removal of the incompetent or immoral. A provision\\nfor the support of decayed teachers.\\nFourth^ The authorities which regulate the schools, and render them\\na branch of the general government, and the teachers in fact, its officers.\\nIn a country like Prussia, this connection secures to the teacher the respect\\ndue to his station, and thus facilitates the discharge of his important\\nduties.\\nUnder this system of organization and administration, and especially\\nwith these arrangements to secure the employment of only properly quali-\\nfied teachers, the public schools of Prussia have been multiplied to an ex-\\ntent, and have attained within the last quarter of a century a degree of\\nexcellence, which has attracted the attention of statesmen, and commanded\\nthe admiration of intelligent educators in every part of Christendom. In\\nthe provinces, where the improved system has gone into operation with\\nthe habits of the people in its favor, it has already reached every human\\nbeing and in even the outer provinces, it is. as fast as time sweeps along\\nnew generations, replacing the adult population with a race of men and\\nwomen who have been subjected to a course of school instruction far more\\nthorough and comprehensive than has ever been attempted in any other\\ncountry. As an evidence of the universality of the system it may be\\nmentioned, that out of 122,897 men of the standing army, in 1846, only\\ntwo soldiers were found who could not both read and write. But the\\nsystem aims at much higher results with nothing short of developing\\nevery faculty both of mind and body, of converting creatures of impulse,\\nprejudice, and passion, into thinking and reasoning beings, and of giving\\nthem objects of pursuit, and habits of conduct, favorable to their own hap-\\npiness and that of the community in which they live. The result which\\nmay be reasonably anticipated from this system when the entire adult\\npopulation have been subjected to its operation, and when the influences\\nof the home and street, of the business and the recreations of society, all\\nunite with those of the school have not as yet been realized in any sec-\\ntion of the kingdom. Every where the lessons of the school-room are\\nweakened, and in a measure destroyed, by degrading national customs,\\nand the inevitable results of a government which represses liberty of\\nthought, speech, occupation, and political action. But the school, if left\\nas good and thorough as it now is, must inevitably change the govern-\\nment, or the government must change the school. And even if the school\\nshould be made less thorough than it now is, no governmental interfer-\\nence can turn back the intelligence which has already gone out among\\nthe people. It would be easier to return the rain to the clouds, from\\nwhich it has parted, and which has already mingled with the waters of\\nevery rising spring, or reached the roots of every growing plant.\\nThe following Table exhibits the state of the Public Schools of Prussia,\\naccording to the latest official returns published by the government.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0287.jp2"}, "288": {"fulltext": "56\\nPRIMARY EDUCATION IN PRUSSIA.\\n1\\nto\u00e2\u0080\u00a2:OCCIl01:^COCOlOOS\u00e2\u0096\u00a0^r~t- i^^*C01\u00e2\u0080\u0094 r-tCOCNI00C0ir^i\u00e2\u0080\u0094 Itr*^-\\nCO\\n\u00e2\u0096\u00a03^\\n\u00e2\u0080\u00a2endnj JO -ojsi\\nCM\u00c2\u00ab-5)(COOOTj4K)aiTt 0010tNO.-IOiCMOCM MOiTi Ot-M\\n^1\\n1\\nOd\\ns[ooqog JO -o^i\\nCO (M r-l r-H m !N iH rH M 1-1 C5 1-1 rH i-H OS (N m r-l C5 rH i-H N\\nrH\\ncoooosTH :MOiOo^\u00c2\u00bboo: ^ciOiOi\u00e2\u0080\u0094 (T- oico\u00c2\u00bbj::)003^ocra-rHr-t\\n-i\\noooocot-o;iioooi;-c-5QO-*(i~ Mj^oa2cMTHJ:-50 ^r-icoeoo\\n\u00e2\u0080\u00a2aiBioqog\\nOIOOCOU: CiODC^llOi\u00e2\u0080\u0094 (CMiO M10CO M-^ -^^CO-r^O^O\\n1\\nl-H !-l (M t-1 T-i\\nrH\\nICC^IOCOW:) \u00e2\u0080\u00a2C^rHOllO .CleMOOOOOOCOOl .lO-^i\u00e2\u0080\u0094 Oi-Ht-\\nJ:~\\ni3\\nc\\ns\\n\u00e2\u0080\u00a2Bjauistssv\\nrH 10 r-l .-1 i-H rH r-l\\nr-ll0050 1--rHCOC300J,\u00e2\u0080\u0094 Or-ICOCOCiOOCOOT03CO cri OrHCO\\n10\\na\\nsjanoBaj,\\nCOt\u00e2\u0080\u0094 tC^r-t(M CD -^C4 T\u00e2\u0080\u0094 r-t M rH i\u00e2\u0080\u0094 (T-HlOCarHrH\\n10\\niOC-^-^-^OT-HOii-HCOlMi\u00e2\u0080\u0094 (COi-HT-tCO-^i-HCMrHO^CDCOO lCO^TiH\\n1\\n\u00e2\u0080\u00a2glooq3g\\n(r)10^01^-Ht^C\u00c2\u00bbC0 1C!0iOt-ira.-l^.-(CT (?3CM\u00c2\u00abMT}li~-OC0\\nCM\\nC^i\\nr:-\\n\u00e2\u0080\u00a2BJBpqog\\n03\\nen\\nrHi-l lOlO(MTtl(M (N C^ICOCOrH\\n000 MC50000COt^^tD020aOCOt-10 0 OS-* MMT-ICCic0100\\n\u00e2\u0080\u00a2sass8J)sii^\\nT-H T- COCOi\u00e2\u0080\u0094 too i-HC^ --^lOd T\u00e2\u0080\u0094 1 O0- ^Ttt rM\\ni-H\\nCO\\nc\\noo x c ii^t-oo -(0-*ojoo502t- yii-iir5coo;ioo203raosoco\\nCiODrHi\u00e2\u0080\u0094 II\u00e2\u0080\u0094 1 ^-00-^Q0ODT-^r-^T-t-^CC)asOD I\u00e2\u0080\u0094 tr-t iOrH\\nC3\\nc\\n\u00e2\u0080\u00a2SJ8qOR9J,\\nooa5-*o^^-cOlO :)^oo3lCOit--#.-lOll-lcoo5^^-Ci^^-OT-l^co\\ne.\\n\u00e2\u0080\u00a2sjooqog\\n1-1 i-( 03 1-1 03 1-1 N i-( N c;i 1-1\\nCO\\n03\\n01 \u00c2\u00bbo i-- 1-- 03 03 iC) w3 CO 10 -tH 10 as 03 r- CO 05 \u00c2\u00bbo ^-i\\no^ -^ol^-u a30colO\u00c2\u00ab^cD030(^1-:^^ ^^o3o3^ d^lOOOvOl-l\\nCO\\n\u00e2\u0096\u00a0sjBioqog\\n0_t^ 03 CO 03 t-^CO^Oi Oi_00_t- 10 CM CO CO_ _-* 03 O CM\\ni-TcsT i-rcO~i-ro3 of 03 \u00e2\u0096\u00a0jfo3 cD~r-r\\n10^\\n03\\ntX\\nt- M(M .1-1-* .CO-*(MO MOCO(M(N^ .i-IThC Ii-(Tjl\\nM 1\\n\u00e2\u0080\u00a2SIUB^SIBSV\\nCO rH 1-1 03 rH i-H\\n02\\n^COCOOOI:\u00e2\u0080\u0094 C-3r^-^COOC3CO-^Jr-COJ:^COl-HCOa3 03 03^rH -rH\\nm\\n8\\n\u00e2\u0096\u00a09.\\n\u00e2\u0080\u00a2sjaiioBai\\nThitlrHrHr-lrHIMCMOOCOOCMlOrH^COOOCTrHrHCT Olr-I\\nCD\\nJ:-0003lOt-\u00c2\u00bb Ml^-*CO^rH01t-t_OCOTi iMCOC005 MlOO^rH\\n(M\\nm\\n\u00e2\u0080\u00a2s[ooqog\\nrH rH rH 03 rH (M 1-1 rH M rH rH rH i-t i-l\\n03\\nCO\u00e2\u0096\u00a0r}^0003^03 0\u00c2\u00bb000^0-rJ^U3CDCO\u00e2\u0096\u00a0 :t^OiCOOOh-0^10c003a)\u00c2\u00bb 3r^1\\nCM CM (M 0-1 rH CM f- 10 t^ t^ CO 10 03 10 CM c:i CO CO C-5\\no\\na\\n(\u00c2\u00bbO^OrHCDl^lOOlOO\u00e2\u0096\u00a0-* MCOOCMCMJ^-^r-OOrHC^;C0 1 3 0^\u00e2\u0080\u0094\\n(X)\\n\u00e2\u0080\u00a2si-no\\nf^\\nlOCOC 103COC^rHCOC0030ClrHGOt^COiOCOCM03COTj 03CO-i^0303\\nOi\\ng\\nl~j.\\nCT3\\nC\\nrH\\nCM00030C 3 1(3COT)HcOC010rH10rH10(MJ^CDC33030i-Ht-Oi-*CTJ\\n(Y)\\nm aj\\nOJCi03rHODO^Oi{MJ--00 10(MCOJ^0030tc3a30i^CO MrHCOCM\\nCOrHO MC3 03 01^lOCO-*10C000300t^03COC0 10CO^COCM\\nJ3\\n\u00e2\u0080\u00a2g.Cog\\nlr^Ol^01-^05- J1COJ^l-HOCM03aiCOlOrHC::3 01rHOrHrHOC3^\\nire\\n10Tj M^COOqrHCOCOTj COi-(COt-COOCO(M03TtllO-*t-T) 00 03\\n7\\n2\\nrH\\nCOlO\u00c2\u00bbOI:-Ci-*^COC3CCia3CO- ^-ci1lOrHrHl --4 03\u00c2\u00bbJ^03c0 03COO\\nCO\\n03 CX) \u00c2\u00bbOrHCOCOrH03 (?3iO U3rHCM^\u00c2\u00bbOW3O303COascO\\n10\\nrn\\ni\\nCD rH r-\\n^S\\nC0rH-:) i0rHC0(M-*i-IOOO03t0l0CD(M-*0iC0fw!M llHmrH^\\nOi\\nS\\nJ^^(MrH03 MJ---*0303i\u00e2\u0080\u0094 rH^rHl\u00e2\u0080\u0094 03l0rH(Mi-03 M03J;-t-O\\nJ3\\n\u00e2\u0096\u00a03\\n\u00e2\u0080\u00a2SJtTBIBISSy\\nrH (M 0303(M OqcOrH\\nOrHOl^Otr-t^OOOrHlOCCrHOS-jHrHOt-t-OSCOTX-tfl^i OrH\\nTf\\n\u00e2\u0096\u00a0psxij\\n10 03COC^J--D^03^COCMrHODirat^cMlr-rHCMrHCOI--OOC003i. 3\\ni^rHCD003J:^CMC300CMC: 03100CM03-*CD-*w3CXl\u00c2\u00bbOO^OOOiO\\nr-Tr-T r-Trn r-Tr-Tr-Tr-r r-Ti-rr-rrH^r-r\\nire~\\n0\\nCJOOOc3iTl ^rHCOt-l--3 1:^03Cni0020aOOOOc;J003rHrHCOCOrH03\\nasC003-cHCT3a30TtHCOi^Clt^C330303COtOrHCOJ^-rHCOCJ3\u00c2\u00bb0 0003\\n03\\nlf3OCDOrHcOrH10CMOO03^a303O0J10 OlO00Oi;-O001O\\no-a\\nT-t r-t rH rH rH rH rH rH r-i rH rH rH rH\\na^\\n*j\\nU\\n1\\nQ\\n(D\\nS\\nMOP\\na\\n\u00e2\u0096\u00a02 5\\n:^ph\\nmapHPqcc\\nC\\n-6\\n3\\ne\\nC\\n(H\\n3\\nE-i\\nS\\nrH0^03Tj;iOCOJ I(\u00c2\u00bboiOrHOJo3TtilOCDt-loOCjiOrHC io3-^l!3CD\\nrHrHrHrHrHrHrHrHrHrHO^O5(MCM(M(M0 l", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0288.jp2"}, "289": {"fulltext": "LEGAL PROVISION\\nRESPECTING THE\\nEDUCATION, IMPROVEMENT, AND SUPPORT OF TEACHERS IN PRUSSIA.\\nThe following are the provisions of the law of 1819 respecting Normal\\nSchools and teachers. It is difficult to describe the well-qualified teacher\\nin more appropriate language\\nIn order that a master may be enabled to fulfill the duties of his sta-\\ntion, he ought to be religious, wise, and alive to the high importance of\\nhis profession. He ought thoroughly to understand the duties of his\\nstation, to have acquired the art of teaching and managing youth, to be\\nfirm in his fidelity to the state, conscientious in the discharge of his duties,\\nfriendly and prudent in his relations with the parents of his children, and\\nwith his fellow-citizens in general finally, he ought to inspire all around\\nhim Avith a lively interest in the progress of the school, and to render\\nthem favorably inclined to second his own wishes and endeavors.\\nIn order to insure the education of such schoolmasters, the following\\nregulations are laid down\\nEach department is required to have a number of young men well\\nprepared for their duties, Avho may supply the yearly vacancies in the\\nranks of the schoolmasters of the department, and therefore each depart-\\nment shall be required to support a Normal School. These establish-\\nments shall be formed on the basis of the following regulations\\n1. No Normal School for teachers in the primary schools shall admit\\nmore than seventy pupil teachers.\\n2. In every department where the numbers of Catholics and Protest-\\nants are about equal, there shall be, as often as circumstances will per-\\nmit, a Normal School for the members of each sect. But where there is\\na very marked inequality in the numbers of the two sects, the masters of\\nthe least numerous sect shall be obtained from the Normal Schools be-\\nlonging to that sect in a neighboring department, or by smaller establish-\\nments in the same department annexed to an elementary primary school.\\nNormal Schools for simultaneous education of two sects shall be permitted\\nwhen the pupil teachers can obtain close at hand suitable religious in-\\nstruction, each in the doctrines of his own church.\\n3. The Normal Schools shall be established whenever it is possible in\\nsmall towns, so as to preserve the pupil teachers from the dissipations,\\ntemptations, and habits of life which are not suitable to their future pro-\\nfession, without subjecting them to a monastic seclusion but the town\\nought not to be too small, in order that they may profit by the vicinity of\\nseveral elementary and superior primary schools.\\n6. No young man can be received into a Normal School who has not\\npassed through a course of instruction in an elementary primary school\\nnor can any young man be received, of the excellence of whose moral\\ncharacter there is the least ground of suspicion. The age of admission\\ninto the Normal Schools shall be from sixteen to eighteen years.\\n7. As to the methods of instruction, directors of the Normal Schools\\nshall rather seek to conduct the pupil teachers by their own experience\\nto simple and clear principles, than to give them theories for their guid-\\nance and with this end in view, primary schools shall be joined to all the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0289.jp2"}, "290": {"fulltext": "58 NORMAL SCHOOLS IN PRUSSIA.\\nNormal Schools, where the pupil teachers may be practised in the art of\\nteaching.\\n8. In each Normal School the course of instruction shall last three\\nyears, of which the first shall be devoted to the continuation of the course\\nof instruction which the pupils commenced in the primary schools the\\nsecond to an instruction of a still higher character, and the third to prac-\\ntice in the primary school attached to the establishment. For those who\\nare sufficiently advanced when they enter not to require the first year s\\ninstruction, the course may be reduced to one of two years.\\n10. In each Normal School particular funds, set apart for that purpose,\\nshall be devoted to the support of young men of good character not able\\nto pay for themselves, hut in such a \u00e2\u0096\u00a0manner as not to habituate them to\\ntoo many comforts, and not to render them unfit for the worst paid situa-\\ntions in the primary schools.\\n11. Every pupil who receives such assistance from a Normal School, is\\nobliged at the end of his educational course to accept the place which the\\nprovincial consistories assign him a prospect of advancement, however,\\nmust always be held out to him in case of perseverance and good conduct.\\n12. The provincial consistories have the immediate surveillance of all\\nthe Normal Schools in the different departments of their respective\\nprovinces and the provincial ecclesiastical authorities have the especial\\nsurveillance of the religious instruction of their respective sects.\\nThe following provisions, gathered from the law of 1819, and from the\\ngeneral regulations, have an important bearing on the social and pecuniary\\ncondition of the teacher.\\nNo young man is allowed to conduct a primary school until he has\\nobtained a certificate of his capacity to fulfill the important duties of a\\nschoolmaster. The examinations of the candidates for these certificates\\nis conducted by commissions, composed of two laymen and two clergy-\\nmen, or two priests. The provincial consistories nominate the lay mem-\\nbers, the ecclesiastical authorities of the respective provinces nominate\\nthe clerical members for the examination of the religious education of the\\nProtestant candidates and the Roman Catholic bishop nominates the\\ntwo priests who examine the Roman Catholic candidates.\\nThe members of these commissions are nominated tor three years, and\\nthey can afterward be continued in their office if advisable.\\nThe lay examiners and the clerical examiners join in granting the cer-\\ntificates, but the religious and secular examinations are conducted sepa-\\nrately. The certificates are signed also by the director of the Normal\\nSchool in which the young man has been educated, and describe his\\nmoral character and his intellectual capability.\\nThese certificates are not valid until they have been ratified by the\\nsuperior authorities, that is, by the provincial consistories; and in the case\\nof the certificates granted to the Roman Catholics, the further ratification\\nof the bishop is necessary. If the piovincial consistories and the bishops\\ncan not agree about the granting of any certificate, the matter is referred\\nto the minister of public instruction, who decides between them. The\\nprovincial authorities can re-examine the candidates, if they think there is\\nany reason to doubt what is specified on the certificate granted by the\\ncommittee of examination, and can declare them incapable, and can re-\\nquire the local authorities to proceed to another examination if they are\\nnot satisfied with the character of any of the candidates.\\nThe young women who are candidates for the situations of school-\\nmistresses are obliged to submit to the same kind of examination before\\nthey can obtain the certificate enabling them to take the charge of a\\ngirls school.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0290.jp2"}, "291": {"fulltext": "NORMAL SCHOOLS IN PRUSSIA. 50\\nThe election and nomination of masters for the communal schools, ia\\nthe duty of the local committees, on the presentation of the communal\\ninspectors.\\nThe masters can not be installed and begin to receive their salaries,\\nuntil their certificates have been ratified by the provincial authorities.\\nThe provincial consistories are required to choose able and zealous\\nclerical inspectors, and to engage them to form and direct great associa-\\ntions between the masters of the town and rural schools, for the purpose\\nof fostering among them a feeling of interest in their profession, of further-\\ning the further development of their education by regular reunions, by\\nconsultations, conversations, practical treatises, study of particular branches\\nof instruction, and discussions on treatises read aloud in their public as-\\nsemblies.\\nThese teachers conferences are very useful. They not only promote\\na spirit of generous emulation among the schoolmasters, and so stimulate\\nthem to further exertions, but they encourage the masters, by reminding\\nthem that they form part of a great and honorable body. And nothing\\nencourages man more than a feeling of association. Man alone is weak\\nand timid but let him only feel that his feelings and aims are those of a\\nnumber who regard him as their fellow, and he then is a giant in his\\naims and efforts.\\nThe provincial consistories have the power of sending the master of a\\nprimary school, who appears to be in need of further instruction, to a\\nNormal School, for the time that may appear requisite to give him the\\nnecessary additional instruction during his absence his place is supplied\\nby a young man from the Normal School, who receives a temporary cer-\\ntificate.\\nThe expenses of the conferences and of the masters who frequent for a\\nsecond time the Normal Schools, are generally defrayed by the provincial\\neducational authorities.\\nThe schoolmasters are encouraged to continue their own education by\\nhopes of preferment to better situations, or to superior schools but before\\nthey can attain this preferment, they must pass a second examination,\\nconducted by the same authorities who conducted the former.\\nIf a schoolmaster is negligent or conducts himself improperly in his\\nstation, the inspector of the school first remonstrates with him, and if this\\nfails to convince him, the inspector of the canton reproves him and if he\\nstill prove refractory, they report him to the provincial authorities, who\\nhave the power of fining him, or of removing him from the school.\\nIf he commits any flagrant crime, he is reported at once to the pro-\\nvincial authorities, who remove him immediately, after having carefully\\nverified the accusations brought against him by the inspectors.\\nEverj school in a village or town must have a garden suitable to the\\nnature of the country and habits of the people, for a kilchen-garden, nur-\\nsery-orchard, or the raising of bees. This is provided as an additional\\nresource for the teacher, as well as an available means of instruction of\\nthe scholars.\\nEvery school-house must not only embrace what we regard as essen-\\ntial features in such structures, such as size, location, ventilation, warmth,\\nseats and desks, c., but apparatus for illustrating every study, and a\\nsufficient collection of books for the use of the master, as well as a resi-\\ndence for him.\\nWhenever a new fund, legacy, or donation, accrues to the schools of a\\nprovince or commune, the same must be appropriated to the improvement\\nof the school, or of the master s income, and not to the diminution of any\\ntax or rate before collected.\\nThe practice of boarding round, or the right of the teacher to a\\nplace at the table of every family in the commune or district in rotation", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0291.jp2"}, "292": {"fulltext": "60 NORMAL SCHOOLS IN PRUSSIA.\\n(called in German, Wandeltisch, movable table,) formerly prevailed in\\nPrussia, but it was first arrested by an ordinance in 1811, directing that\\nthis movable table should not be reckoned in payment of the teacher s\\ncompensation, and should be given up at the option of the teacher. It ia\\nnow abandoned in every commune which makes any pretension to civili-\\nzation. It never included any thing beyond an itinerating table. The\\nteacher always had a fixed residence provided, and usually under the\\nsame roof with his school.\\nScholars are encouraged to form among themselves a fund, by volun-\\ntary contributions, for the assistance of their necessitous schoolfellows.\\nThe fund is managed by themselves under the direction of their teacher.\\nThis is done to cultivate good feeling in the school, and save the teacher\\nfrom a constant tax for articles for such pupils.\\nAll school fees, all contributions or assessments in money, fuel. c.,\\nmust be collected by the regular school authorities, and not by the\\nteacher. And no service can be required of the teacher in or about the\\nschool, and he can engage in no employment, which will lower his dignity,\\nor weaken his influence.\\nAll public teachers are regarded as public functionaries, and are ex-\\nempt from liability to military service in time of peace, and from all local\\nand capitation taKes, or if taxed, an equivalent is allowed in an increase\\nof salary.\\nWhenever any division of land belonging to a parish, or town, is made,\\na sufficient quantity shall be allotted to the schoolmaster for a vegetable\\ngarden, and for the feed of a cow. Wherever the right of common exists,\\nthe teacher shall share in its benefits.\\nSchoolmasters who become temporarily infirm, are entitled to an allow-\\nance from the school moneys provided for the support of their schools. And\\nwhen permanently disabled, are entitled to an annual allowance from the\\nincome of funds provided in each province for this purpose, and for the\\nsupport of the widows and children of teachers, who entitle themselves to\\nsuch provision for their families, by a small annual contribution from their\\nsalaries.\\nTeachers, who show themselves entitled to promotion to the direction\\nof Normal Schools, are enabled to travel both in Prussia, and other\\ncountries, for the purpose of extending their knowledge of the organiza-\\ntion, instruction and discipline of schools.\\nA valuable ordinance passed in 1826, and renewed in 1846, requires\\nthe director of a seminary to travel about, once a year, and visit a certain\\npart of the schools within his circuit. He makes himself acquainted with\\nthe state of the school, listens to the instruction given, takes part himself\\nin the same, and gives to the teacher such hints for improvement as his\\nobservation may suggest. The results of his yearly visits he presents, in\\nthe form of a report, to the school authorities of the province. This occa-\\nsional visitation is very useful in clearing up the dark corners of the land,\\ncorrecting abuses, and giving an impulse, from time to time, to teachers,\\nwho might otherwise sink into apathy and neglect. To render the effi-\\ncacy of the seminaries more complete, it is provided that at the end of\\nthree years after leaving the seminary, the young teachers shall return\\nto pass a second examination.\\nBy an ordinance in 3826, it is provided To the end, that the benefi-\\ncial influence of the seminary may extend itself to those teachers already\\nestablished, who either require further instruction, or who in their own\\ncultivation and skill in office do not advance, perhaps even recede it is\\nrequired that such teachers be recalled into the seminary for a shorter or\\nlonger time, as may be needful for them, in order, either to pass through\\na whole methodical course, or to practice themselves in particular de-\\npartments of instruction.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0292.jp2"}, "293": {"fulltext": "CLASSIFICATION, LOCATION. AND NUMBER\\nPUPILS OF TEACHERS SEMINARIES IN PRUSSIA.\\nTeachers Seminaries in Prussia are divided into Public and Private.\\nPublic Seminaries are divided into those intended for teachers of Real\\nSchools, Gymnasia, and Universities, and those intended for Primary\\nSchools. Primary School Seminaries are again divided into superior or\\nchief seminaries, (Haupt Seminaire,) and secondary, or small seminaries,\\n(Neben Seminaire.) By the former (Haupt Seminaire) was originally\\nunderstood such seminaries as were completely organized according to\\nthe requirements of the laws. Afterward they were distinguished by the\\nfact, that a special commission of examination was appointed for them, to\\nwhich commission the director and head teacher belonged. But by re-\\ncent regulation, a commission for this purpose is appointed to the small,\\nand even the private, as well as to the superior seminaries. They differ\\nnow only by the number of pupils, and in a few instances, the smaller\\nseminaries require a shorter residence, and train teachers exclusively for\\ncoiintry schools. The seminaries are also divided into Boarding Schools,\\nand Day Schools. The general practice is to provide board and lodging\\nin the institution, as more favorable to the purposes of a seminary which\\nis to educate the pupils, not only during ordinary school hours, and in\\nmethods of instruction, but at all times, and in every particular. Private\\nseminaries are encouraged, because the annual graduates of the public\\ninstitutions can not yet supply the annual vacancies in the schools created\\nby death, withdrawal and dismission.\\nIn addition to the seminaries included in the following tables, there are\\nfive institutions for female teachers, viz., at Berlin. Kaiserswerth, Muns-\\nter, Paderborn, and Marienwerder, which are recognized, and to some\\nextent aided, by the government.\\nThe whole number of public seminaries, and private seminaries aided\\nby the government, not including seminaries for female teachers, in 1848,\\nwas 46. These were distributed among the different provinces, as follows\\nPopulation.\\nNo. of\\nPupilB.\\nPrussia,\\nPosen,\\nBrandenburg\\nPomerania,\\nSilesia,\\nSaxony,\\nWestphalia,\\nRhineland,\\n2,499,400\\n1,364.000\\n2,020,000\\n1,666,000\\n2,065,800\\n1,742,500\\n1,445,700\\n2,763,000\\n447\\n336\\n324\\n177\\n585\\n346\\n231\\n267", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0293.jp2"}, "294": {"fulltext": "02 NORMAL SCHOOLS IN PRUSSIA.\\nTaBLK n. LOCATION AND NUMBER OF PUPILS OF NORMAL SCHOOLS, IN 1846.\\nProvince.\\nKegcBcy District.\\nPlace where located.\\ns\\np.\\n1\\n\u00e2\u0096\u00a02\\n-a\\n1\\n1\\n1\\n\u00e2\u0096\u00a0p.\\n1\\n1^\\nJ3\\nQ\\ni\\nPrussia,\\nKonigsberg,\\nKonigsberg,\\nBraunsberg,\\nEylau,\\n28\\n53\\n70\\n4\\n5\\nP.\\nc.\\n1809\\n1810\\n30\\n20\\n10\\nGumbinnen,\\nAngerberg,\\nKaralene,\\n38\\n70\\n3\\np.\\np.\\n1829\\n1811\\n25\\nDanzig,\\nMarienwerder,\\niVIarienburg,\\nGraudenz,\\n53\\n96\\n6\\nC. P.\\nC. P.\\n1814\\n1816\\n46\\n59\\nPosen,\\nPosen,\\nPosen,\\nParadies,\\n100\\n78\\n10\\nc.\\n1804\\n1838\\n18\\n70\\nBromberg,\\nBromberg,\\nTrzemessno,\\n30\\n15\\n4\\n2\\np.\\np.\\n1819\\n1829\\n30\\nBrandenburg,\\nPotsdam,\\nBerlin,\\nPotsdam,\\n34\\n98\\n3\\n1\\np.\\np.\\n1830\\n1748\\nFrankfort,\\nNeuzelle,\\nAlt-Dobern,\\n120\\n104\\n10\\n8\\np.\\np.\\n1817\\n10\\n22\\n88\\n24\\nPomerania,\\nStettin,\\nStettin,\\nKammin,\\nPyritz,\\n50\\n18\\n15\\n4\\n2\\n2\\np.\\nc.\\np.\\n1735\\n1840\\n1827\\n50\\nCoslin,\\nStralsund,\\nCoslin,\\nStralsund,\\n60\\n31\\n5\\np.\\n1806\\n60\\nSilesia,\\nBreslau,\\nBreslau,\\n195\\nc.\\n1765\\n58\\nOppeln,\\nLiegnitz,\\nOber-Glogau,\\nBuntzlau,\\n150\\n135\\n10\\n8\\nc.\\np.\\n1815\\n1816\\nSaxony,\\nMagdeburg,\\nMagdeburg,\\nHalberstadt,\\nGardelegen,\\n65\\n49\\n27\\n5\\n4\\np.\\np.\\n1790\\n1778\\n1821\\n24\\n12\\nMerseburg,\\nEisleben,\\nWeissenfels,\\nZeitz,\\n20\\n68\\n8\\n3\\n4\\nc.\\np.\\n1836\\n1794\\n23\\nErfurt,\\nErfurt,\\nMiihlhausen,\\nHeiligenstadt,\\n103\\n6\\n32\\nC. P.\\n1820\\nWestphalia,\\nMunster,\\nLangenhorst,\\n36\\n3\\np.\\n1830\\nMinden,\\nPetershagen,\\nBiiren,\\n34\\n80\\n3\\n5\\np.\\nc.\\n1831\\n1825\\nRhine,\\nAmsberg,\\nCologne,\\nSoest,\\nBriihl,\\n42\\n100\\n4\\n7\\np.\\nc.\\n1818\\n1823\\n36\\n87\\nDusseldort,\\nKempen,\\nMeurs,\\n101\\n96\\n7\\n8\\np.\\np.\\n1840\\n1820\\n30\\nCoblentz,\\nTrier,\\nAix-la-Chapelle,\\nNeuwied,\\nTreves,\\n36\\n4\\np.\\nc.\\n1816\\n30\\nPrior to 1846 there were two seminaries at Breslau; in that year the Protes-\\ntant seminary, with 130 pupils, was closed, and the pupils were provided for\\nin two new institutions, one at Lowen, and the other at Heinau. The Small\\nSeminary at Zeitz, was abolished in 1846, and those at Stettin, Pyritz and Kam-\\nmin, were consolidated into a Chief Seminary at Stettin, The Seminary at\\nPotsdam, is to be transferred (in 1849) to Kopnick, in the neighborhood of\\nBerlin.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0294.jp2"}, "295": {"fulltext": "REGULATIONS\\nOF THE NORMAL SCHOOLS OF LASTADIE AND PYRITZ,\\nIN PRU6SIA.\\nThe following Regulations of two of the best small (nebeusen) Normal\\nSchools are taken from M. Cousin s Report on the State of Public Instruc-\\ntion in some of the States of Germany, and especially of Prussia^ The author\\nintroduces them with some remarks on this class of Normal Schools in\\nPrussia. It is no longer true that all of the smaller seminaries are private\\nestablishments.\\nThe small Normal Schools are almost all private establishments, but the\\ngovernment aids and watches over them, without subjecting them to the\\nsame publicity it requires of its great schools.\\nThe small Normal Schools differ, generally, from the large, not only in\\nthe number of pupils, which is much smaller, but above all as being nurser-\\nies of village schoolmasters for the very poorest parishes. This is their\\nproper object this it is which gives them so peculiar a character, so pro-\\nfound a utility. The great schools, it is true, furnish masters for the coun-\\ntry as well as for the towns and their pupils, those at least who receive\\nthe stipendAa, or exhibitions, -are for many years at the disposal of the gov-\\nernment, which sends them where it likes a right which, from the well-\\nknown rigor of the Prussian government in making all public servants work,\\nwe may be sure it exercises. But in every country there are parishes so\\npoor, that one would hesitate to send a schoolmaster of any eminence to\\nlive in them and yet it is precisely these miserable villages which stand in\\nthe greatest need of instruction to improve their condition. This need,\\nthen, the small Normal Schools are destined to supply. They labor for\\nthese poor and backward villages. To this their whole organization, their\\nstudies, their discipline, are to be directed. Unquestionably, the great Nor-\\nmal Schools of Prussia are entitled to the highest respect; but never can\\nthere be veneration enough for these humble laborers in the field of public\\ninstruction, who, as I have said, seek obscurity rather than fame who de-\\nvote themselves to the service of poverty with as much zeal as others to the\\npursuit of riches, since they toil for the poor alone and who impose re-\\nstraints on every personal desire and feeling, while others are excited by all\\nthe stimulants of competition. They cost scarcely any thing, and they do\\ninfinite good. Nothing is easier to establish, but on one condition, that we\\nfind directors and pupils capable of the most disinterested, and, what is more,\\nthe most obscure devotion to the cause. Such devotion, however, can be\\ninspired and kept alive by religion alone. Those who can consent to live\\nfor the service of men who neither know nor can appreciate them, must keep\\ntheir eyes steadfastly fixed on Heaven that witness is necessary to those\\nwho have no other. And, accordingly, we find that the authors and direct-\\nors of these small schools are almost all ministers of religion, inspired by\\nthe spirit of Christian love, or men of singular virtue, fervent in the cause\\nof popular education. In these humble institutions, every thing breathes\\nChristian charity, ardor for the good of the people, and poverty. I shall lay\\nbefore you a description of two one hidden in a suburb of Stettin, and\\nthe other in the village of Pyritz in Pomerania.\\nStettin has a large Normal School, instituted for the training of masters", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0295.jp2"}, "296": {"fulltext": "g4 SMALL NORMAL SCHOOLS IN PRUSSIA.\\nfor the burgher schools. An excellent man, Mr. Bernhardt, school-councilor\\n(Schulrath) in the council of the department, was the more powerfully struck\\nby the necessity of providing for the wants of the country schools. He\\nfounded a small Normal School for this sole purpose, and placed it not in\\nthe town, but in a suburb called Lastadie; he laid down regulations for its\\ngovernment, which I annex nearly entire.\\nSmall Primary Normal School of Lastadie, near Stettin.\\n1. This school is specially designed for poor young men who intend to become\\ncountry schoolmasters, and who may, in case of need, gain a part of their subsist-\\nence by the labor of their hands.\\n2. Nothing is taught here but those things necessary for small and poor country\\nparishes, which require schoolmasters who are Christians and useful men, and can\\nafford them but a very slender recompense for their toils.\\n3. This school is intended to be a Christian school, founded in the spirit of the\\ngospel. It aspires only to resemble a village household of the simplest kind, and\\nto unite all its members into one family. To this end, all the pupils inhabit the\\nsame house, and eat at the same table with the masters.\\n4. The young men who will be admitted in preference, are such as are born\\nand bred in the country who know the elements of what ought to be taught in\\na good country school wlio have a sound, straightforward understanding, and\\na kindly, cheerful temper. If, withal, they know any handcraft, or understand\\ngardening, they will find opportunities for practice and improvement in it in odd\\nhours.\\n5. The school of Lastadie neither can nor will enter into any competition with\\nthe great Normal Schools completely organized on the contrary, it wiU strive\\nalways to keep itself within the narrow limits assigned to it.\\nG. The utmost simplicity ought to prevail in all the habits of the school, and,\\nif possible, manual labor sliould be combined with those studies which are the\\nmain object, and which ought to occupy the greater portion of the time.\\n7. The course of instruction is designed to teach young people to reflect, and\\nby exercising them in reading, writing, arithmetic, and singing, to put it in their\\npower to instruct themselves, and to form their own minds. For the humblest\\npeasant ought to be taught to think but to enlighten him, to make him a ra-\\ntional and intelligent being, does not mean to make him learned. God willeth\\nthat all men be enlightened, and that tliey come to the knowledge of the truth.\\n8. The instruction ought to have a direct connection with the vocation of the\\nstudents, and to include only the most essential part of the instruction given in\\nthe great Normal Schools.\\n9. The objects of instruction are religion, the German language, reading,\\nwriting, arithmetic, and singing. To these are joined the first elements of geom-\\netry, easy lessons in natural history, narratives di-awn from national history (par-\\nticularly that of Pomerania), and geographical descriptions. The principal object,\\nand the foundation of all education, is religion, as learned from history and the\\nBible. The principal books are the Bible, the psalter, and the catechism. The\\nschool of Lastadie will also strive to excite and cherish in its pupils a love of\\nnature, and to that end will cultivate a taste for gardening and planting.\\n10. In treating of all these subjects, the pupils must be trained to speak in\\npure and accurate language for after the knowledge of religion and of nature,\\nthere is nothing of which the children of peasants stand so much in need, as to\\nlearn to express what they know with simplicity, truth, and accuracy.\\n11. The students know enough, when they speak, read, and write well; when\\nthey can produce a gooil composition in the German tongue when they can cal-\\nculate with facility and with reflection, and when they sing well they know\\nenough when they are thoroughly versed in the Bible, when they possess the\\nmost essential notions of the system of that universe which they have constantly\\nbefore their eyes, of that nature in the midst of which they live they have at-\\ntained much, when they are Christian, rational, and virtuous men.\\n12. The period of study is fixed at two years. The first year the pupils learn\\nwhat they are hereafter to teach to others besides which, they assist at the les-\\nsons the masters give to the children of the school annexed to tliis small Normal", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0296.jp2"}, "297": {"fulltext": "NORMAL SCHOOL OF LASTADIE. gg\\nSchool. In the second year the future teacher appears more distinctly, and from\\nthat time every thing is more and more applied to practice. They continue the\\nwhole year to practice teaching, and at the end they receive a set of rules, short\\nand easy to understand, for the management of a school of poor country children.\\n13. To the school of Lastadie is joined a school of poor children, in which the\\nyoung men have an opportunity of going over what they have learned, by teach-\\ning it to others, and of exercising themselves in tuition according to a fixed plan.\\nTliis school consists of a single class, in order that the students may see how a\\ngood school for poor children should be composed and conducted, and how all the\\nchildreii may be kept employed at once.\\n14. The number of pupils is fixed at twelve. The pecuniary assistance they\\nreceive will depend on circumstances. The instruction is gratuitous. Six pupils\\ninhabit each room. The master lives on the same floor. They take their simple\\nbut wholesome meals together. Servants are not Avanted. The pupils do the\\nwork of the house.\\n15. The daily lessons begin and end with prayers and psalmody. It rests with\\nthe master to fix the hours of devotion (founded cliiefly on the Bible and the book\\nof Psalms), as well as tlieir number. So long as the true spirit of Christianity\\nfaith quickened by cJiarity shall pervade tlie establishment, and fill the hearts\\nof masters and of pupils, the scliool will be Christian, and will form Christian\\nteachers and this spirit of faith and of charity Vv^ill be productive of blessings to\\nthe poor and to the mass of the nation.\\n16. It will not, therefore, be necessary to lay down minute regulations; but\\npractical moral training must be combined as much as possible with instruction.\\nThe letter killeth, the spirit quickeneth. But what Avill it not require to im-\\nbue the whole establishment with the true spirit of Christianity, so that masters\\nand pupils may devote themselves with then- whole hearts, and for the love of\\nGod, to the children of the poor\\n17. Whoever wishes to be admitted into this establishment must not be un-\\nder eigliteen nor above twenty years of age. He must bring the certifiea.tes of\\nhis pastor, of the authorities of his parish, and of the physician of the circle, as\\nto his previous conduct and the state of his health. He must, moreover, have\\nsuch preliminary knowledge as is to be acquired in a well-conducted countiy school,\\non Biblical history, reading, writing, arithmetic, and singing. Those who join to\\nthese acquirements the principles of piano-forte or violin playing, will be pre-\\nferred. The candidates for admission give notice to the director, and are exam-\\nmed by the members of the departmental authorities who have the care of the\\npeople s schools.\\n18. There is no public examination. The examination on ouitting is likewise\\nconducted by the school-councilors of the department, and the certificates of\\ncapacity are founded on tliis examination, according to the gradations 1, 2, 3, and\\nare delivered by the departmental authorities.\\n19. As to the placing of the pupils, it is desirable that they should work some\\nyears as assistant masters, in order that they may gradually acquire the neces-\\nsary experience and confidence, and may become well acquainted with children,\\niind with tlie inhabitants of villages. Under this supposition, the age of admis-\\nsion might bo conveniently fixed at sixteen; and this arrangement would be a\\ngreat rehef to aged schoolmasters who are become burdensome to themselves\\nand to tiieir parishes.\\n20. Partidular attention is paid to singing and to horticulture as means of\\nennobling and animating the public worship of God, and the general course of a\\ncountry life of providing the pupils with an agreeable recreation, and, at the\\nsame time, a useful occupation and, further, of combating the grossness of mind\\nand the obstinate prejudices to which uneducated husbandmen are prone.\\n21. All the students attend divine service in the church of Lastadie on Sun-\\ndays.\\n22. The vacations must not exceed four weeks for the whole year they are,\\nut Easter, in the autumn, and at Christmas.\\n23. The establishment lias no other revenues than what it owes to the bounty\\nof the minister of public instruction. These funds are employed,\\n1. In maintaining the poorest students.\\n2. In indemnifying the assistant masters of singing and gardening.\\n5", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0297.jp2"}, "298": {"fulltext": "Qg SMALL-NORMAL SCHOOLS IN PRUSSIA.\\n3. In paying for the school tuition.\\n4. In paying the expenses of lodging the students.\\n6. In lighting and warming the school-room and the two lodging-rooms.\\n6. In extraordinary expenses.\\nThe expense of the meals taken at noon and evening, in common, is also chief-\\nly defrayed from these grants the students, however, contribute a little from\\ntheir own means.\\nThe school of Lastadie pays the head master from its own resources.\\nMay this establishment (concludes Mr. Bernhardt), which owes its existence to\\nsuch fervent charity, not be deprived of that blessing, without which it can do\\naothing\\nAssuredly there is not a virtuous heart which does not unite its prayers\\nwith those of the worthy and benevolent councilor.\\nThe second small Normal School of this description was founded in 1824,\\nin honor of Otto, bishop of Bamberg, who introduced Christianity into Pora-\\nerania, having baptized 4000 Pomeranians in 1124, near the fountain of Py-\\nritz. When the minister of public instruction granted the license for its\\nestablislnnent, he made it a condition that the students should be instructed\\nin agriculture, not merely as a recreation, but as essential to their destina-\\ntion; that they should be bound to study gardening, the cultivation of fruit-\\ntrees, and of silk-worms. The special superintendence of this house is\\nintrusted to the pastor of the place. The regulations are as follows they\\nresemble those of Lastadie in many respects, but go into great detail, and\\nare perhaps still more austere as to discipline.\\nHides of the mnall Normal School of Pyritz, in Pomerania.\\nI.\\n1. Tlie purpose of this endowment is to give to every pupil the training and\\ninstruction suitable for a good and useful country schoolmaster this, however,\\ncan only be done by the union of Christian piety with a fundamental knowledge\\nof his vocation, and with good conduct in the household and in the school.\\n2. Piety is known\\nBy purity of mamiers\\nBy sincerity in word and deed;\\nBy love of God and of his word\\nBy love of our neighbor\\nBy willing obedience to superiors and masters\\nBy brotherly harmony among the pupils\\nBy active participation in the pious exercises of the house, and of public wor-\\nship\\nBy respect for the king, our sovereign, by unshaken fidelity to our country, by\\nuprightness of heart and of conduct.\\n3. A thorough knowledge of the duties of a teacher are acquired\\nBy long study of the principles and elements\\nBy learning what is necessary and really useful in that vocation\\nBy habits of reflection and of voluntary labor;\\nBy constant application to lessons\\nBy incessant repetition and practice\\nBy regular industry and well-ordered activity according to this command-\\nment, Pray and work.\\n4. Good conduct in the house and the school requires\\nA good distribution and employment of time\\nInflexible order, even in what appears petty and insignificant\\nSilence in hours of study and work\\nQuietness in the general demeanor\\nCare and punctuality in the completion of all works commanded\\nDecent manners toward every pei-son and in every place decorum at meala\\nRespect for the property of the school, and for all property of others\\nThe utmost caution with regard to fire and light", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0298.jp2"}, "299": {"fulltext": "NORMAL SCHOOL OF PYRITZ. Q j\\nCleanliness of person and of clothing\\nSimplicity in dress, and in the manner of living according to the golden rule,\\nEvery thing in its time and place. Let things have their course. Provide\\nthings honest in the sight of all men. Rom. xii. 16, 17.*\\nII.\\n1. All the pupils inhabit one house and one room; for they must live in union,\\nand form one family of brotliers, loving one another.\\n2. Tlie \u00e2\u0096\u00a0whole order of the house rests on the master of the school he lives in\\ntlie midst of the pupils he has the immediate superintendence of them, of their\\nconduct, and of their labors. He ought to be to those under his care what a\\nfather of a Christian family is in his household.\\nHe is responsible for the accounts of the establishment, the registers, the re-\\nsult of tlie quarterly examinations, and for the formation of the necessary lists.\\nHe has the special care of the provisions, the rooms, the library, the furniture.\\nHe is responsible to the school-administration for good order in every department.\\nThe oldest and most intelligent of the students assists the master. He is\\ncalled the master s assistant. He must take care\\nThat every one in the room under his care rises and goes to bed at the ap-\\npointed moment\\nTliat nobody, -without the master s permission, leave the house, smoke, or carry\\ncandles into the passages or the loft\\nThat no one Avantonly injure the windo-ws, doors, or furniture, or tlu ow any\\nthing out of the windows\\nThat the utmost cleanliness be observed in the sitting-room, the passage, and\\nthe sleeping-room\\nThat all clothes, linen, books, c., be in their places\\nTliat no noise be made in going up and down stairs, or in going to the chil-\\ndren s school.\\nIt is his especial business to help his companions in the prepar.ation of their\\nlessons, to liear them repeat, to prepare the exercises for the master, and to as-\\nsist him as far as he can in all his business. He ought to be to his fellow-students\\nwhat a good elder brother is to his younger brothers and sisters. He is chosen,\\non the master s recommendation, by the school-committee.\\n4. The humbler sort of liousehold work, such as cleaning and putting in order\\nthe rooms, dusting the furniture, fetching water, cleaving wood, c., is done by\\nthe pupils, who serve a week in rotation. The time of service is prolonged by\\norder of the master, in case of negligence.\\n5. The order of the day is as follows\\nIn winter at five, in summer at half past four in the morning, at a given signal,\\nall the pupils must I ise, make their beds, and dress.\\nHalf an hour after rising, tliat is, at half past five in winter, and five in summer,\\nall the pupils must be assembled in the school-room. The assistant first pro-\\nnounces the morning benediction, and each pupil then occupies himself in silence\\ntill six. If any repetitions stand over from the preceding day, they must be\\nheard now. After this, breakfast.\\nIn winter, as well as in summer, the lessons begin at six o clock, and last till a\\nquarter before eight. Then the students go with their master to the children s\\nschool, attached to the Normal Scliool, wliere they remain till ten, eithei listen-\\ning, or assisting in teaching some small classes or they may be employed in their\\nown studies at home.\\nTo these employments succeeds an hour of recreation, and then an hour s les-\\nson in the estabUshment.\\nAt noon, the students assemble in the master s room, where they find a frugal\\nbut wholesome meal, consisting of vegetables, meat, and fish, at the rate of two\\nthalers (six shillings) a month.\\nThe time which remains, till one o clock, may be passed in music, gardening,\\nand walking.\\nI do not happen to have the French version of the Biblo. The texts as qaofed by M. Cousin\\ndo not agree with those in our verision. Ver. 1 1, is rendered by Luther, Schickel eucli in die Zeit,\\nAdapt yourselves to the time which is ilot giveu iu oar versioa. The next clause above, I find\\naeither in his version nor in our.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0299.jp2"}, "300": {"fulltext": "Qg SMALL NORMAL SCHOOLS IN PRUSSIA.\\nIn the afternoon, from one till three, while the master is teaching in the to-wn\\nschool, the pupils accompany him, as in the morning. From three till five, lessons.\\nThe succeeding hours, from five till seven, are, according to the seasons, em-\\nployed in bodily exercises, or in the school-room in quiet occupations. At seven\\nthey assemble at a simple cold supper.\\nFrom seven to eight they practice singing and the violin then repetitions or\\nsilent study till ten, when all go to bed.\\nTwo afternoons of each week are free, and are usually spent in long walks.\\nThe time from fom* to six, or from five to seven, is devoted to the practice of\\nmusic.\\nOn Sundays or holidays all the pupils must attend divine service in the church\\nof the town, and assist in the choir. The remainder of these days may be passed\\nby every one as he pleases in the course of the morning, however, the students\\nmust write down the heads of the sermon (the text, the main subject, the distri-\\nbution), and in the evening nmst give an account of the manner in which they\\nhave spent the day.\\nEvery evening, as well as on the mornings of Sundays and holidays, a portion\\nof time is spent in meditation in common.\\nA few Sundays after the setting in of winter, and after the festival of St. John\\n(May 6th), the students partake of the Lord s Supper, in company with their\\nmasters.\\nEvery student, from the time of his admission, must solemnly engage (in token\\nof which he gives his hand to the master and signs his name) to follow the rules\\nof the house, which may be summed up in these tliree principal maxims\\n1. Order in behavior and in work, combined with the utmost simplicity in all\\nthings to the end tliat the students wlio belong to the poorer classes, and whose\\ndestiny it is to bs teachers of the poor, may willingly continue in that condition,\\nand may not learn to know wants and wishes which they Avill not, and ought not\\nto have the power of satisfying. For this reason, they must be their own servants.\\n2. As to the course of instruction, the repetitions raust always be heard by the\\nforwardest pupils. The pupils must be made, as much as possible, to teach each\\nother what they have learned of the master, in order that they may perfect them-\\nselves in the art of teaching.\\n3. Piety and the fear of God should be the soul of their little community, but\\na true Christian piety, a fear of God according to knowledge and light, so that\\nthe pupils may do all to the glory of God, and may lead a simple, humble, and\\nserene life, resigned and contented in labor and travail, according to the exhorta-\\ntion of the Apostle\\nFulfill ye my joy, that ye be like-minded, having the same love, being of one\\naccord, of one mind. Let nothing be done through strife or vain-glory but in\\nlowliness of mind let each esteem other better than themselves. Philip, ii. 2, 3.\\nAnd as many as walk according to this rule, peace be on them, and mercy\\nGalat. vi. 16.\\nI abstain from all comment on these two sets of regulations, which seem\\nto have been dictated by the spirit of St. Vincent de Paule. The greater\\nnumber of the small Normal Schools of Prussia are founded and governed\\nin the same spirit. All rest on the sacred basis of Christianity. But be-\\nneath their simple lowly exterior we trace a taste for instruction, a feeling\\nfor nature, a love of music, which take away every vestige of coarseness, and\\ngive these modest institutions a character of liberality. Undoubtedly all this\\nis the offspring of the national manners, and of the genius of Germany\\nyet Christian charity might transplant a good deal of it into our France\\nand I should esteem myself happy, if the regulations of the little schools\\nof Lastadie and of Pyritz were to fall into the hands of some worthy eccle-\\nsiastic, some good curate or village pastor, who would undertake such an\\napostolic mission as this.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0300.jp2"}, "301": {"fulltext": "PRIMARY NORMAL SCHOOL\\nAT POTSDAM.\\nThe following account of one of the best primary Normal Schools of\\nPrussia is abridged from the report of M. Stintz, the director of the\\nestablishment.\\n1. DIRECTION AND INSPECTION.\\nThe NorfTial School and its annexed school are placed under a director\\nor principal, subordinate to the royal school board of the province of Bran-\\ndenburg, at BeHin. and to the minister of public instruction and ecclesias-\\ntical and medical aftairs.\\nThe last named authority lays down the principles to be followed in\\nthis scliool, as in all other public schools exacts an account of all impor-\\ntant matters, such as the examination of the masters, and an}^ change in\\nthe fundamental plan of the studies and receives every year, through\\nthe medium of the royal school board, a detailed report, prepared by the\\ndirector of the school.\\nThe school board is charged with the special inspection of the Normal\\nSchool it must watch its progress, and from time to time send commis-\\nsioners to make inquiries on the spot. It examines also and approves the\\nplan of studies presented every half year, and decides on all questions\\nsubmitted to the consistory.\\nThe director should superintend the whole establishment, observe and\\ndirect the master and servants, make reports to the superior authorities,\\ncarry on the correspondence, c.\\n2. BUILDING.\\nThe Normal School, situated near the canal and the Berlin gate, is a\\nlarge edifice two stories high, with a frontage of 127 feet, and considera-\\nble back buildings, which, joined to the main building, form a square\\nwithin which is a tolerably spacious court. The whole comprehends:\\n1. A family residence for the director or principal, and another for a\\nmaster\\n2. Three apartments for three unmarried masters\\n3. An apartment for the steward and his servants, and sufficient con-\\nvenience for household business and stowage\\n4. A dining-room for the pupils, which serves also for the writing and\\ndrawing class\\n5. An organ-room; in which the music lessons are given, the examina-\\ntions take place, and the morning and evening prayers are said\\n6. Two rooms for the scientific instruction of the pupils;\\n7. Four rooms for the classes of the annexed school\\n8. Five rooms of difierent sizes, and two dormitories for the pupils;\\n9. Two infirmaries\\n10. A wash-house\\n11. Two cabinets of natural history;\\n13. Granaries, cellars, wood-houses, c.\\n3. REVENUES.\\nThe annual income of this establishment amounts to S6000, which is", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0301.jp2"}, "302": {"fulltext": "PRIMARY NORMAL SCHOOL AT POTSDAM.\\nderived from the state fund and the tuition of the pupils, both of the Nor-\\nmal School, and the annexed primary model school.\\n4. INVENTORY.\\nThe establishment contains the following articles\\n1. Things required in the economy of the house, kitchen utensils,\\ntables, forms, c.\\n2. Sufficient and suitable furniture, consisting of chests of drawers,\\ntables, forms, chairs and boxes, for the class of the Normal School, and\\nthe school for practice, and for the masters rooms, c. There is also, for\\nthe poorer pupils, a certain number of bedsteads with bedding\\n3. A considerable library for the masters and pupils, as well as a good\\ncollection of maps and globes for the teaching of geograpliy\\n4. A tolerably complete collection of philosophical instruments;\\n5. A collection of minerals, presented to the estabHshment by Council-\\nlor Von Turck\\n6. A collection of stuffed birds, and other objects in natural history;\\n7. The instruments most required in mathematical instruction;\\n8. Complete drawing apparatus;\\n9. A very considerable collection of music;\\n10. A very good organ, a piano forte, seven harpsichords, and many\\nwind and string instruments.\\n5. DOMESTIC ECONOMY AND MAINTENANCE OF THE PUPILS.\\nTo support about eighty pupils, and to preserve cleanliness in the\\nhouse, a steward has been appointed, whose duties are specified in a con-\\ntract renewable every year.\\nThe food of the pupils is good and wholesome, which is proved by the\\nstate of their health. Some parents think it needful to send their chil-\\ndren eatables, or money to purchase them. They are wrong, for the\\nchildren have no such want; on the contrary, so far from being advan-\\ntageous, these presents only serve to take away their appetite at meals,\\nand to make them dainty and gluttonous. The orphans, and those whose\\nparents are too poor to send them any thing, are exactly those who are\\nthe strongest and healthiest.\\nThe director is almost always present at meals, to be sure of the good-\\nness of the food, and to prevent any irregularity in the serving up.\\nSick pupils are sent to the infirmary, and are attended by tlie physician\\nor surgeon of the establisJinient.\\n6. MASTERS.\\nThere are six masters attached to this establishment in which they\\nlive, besides the director, who instructs in religion, in the principles of edu-\\ncation, of training, of the art of teaching, and of the metliods of study.\\n7. NUMBER OF PUPILS.\\nThe number of pupils is fixed by the regulation at from seventy to\\neighty, and is now seventy-eight, of whom seventy-two live in the estab-\\nlishment; the other six have obtained a license to remain with their\\nparents in order to lessen the expense of their maintenance.\\nThis number is determined not only by the building, but also by the\\nwants of the province. Brandenburg contains about 1500 masterships of\\nprimary schools, in town and country. Supposing that out of a hundred\\nplaces, two become vacant every year, there will be at least thirty mas-\\nters required for this province but these places for the most part pay so\\nbadly, that they are compelled to be content with but moderately qualified\\nmasters, who, perhaps, have not been educated at a Normal School, and\\nwho sometimes follow some trade or handicraft. If, then, the Normal\\nSchool contains seventy-eight pupils who form three classes, one of which", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0302.jp2"}, "303": {"fulltext": "PRIMARY NORMAL SCHOOL AT POTSDAM. 71\\nquits annually, it will furnish each year twenty-six candidates, which\\nabout meets tlie wants of I he country.\\n8. WHAT IS REQUIRED OF APPLICANTS FOR ADMISSION.\\nOnce a year, at Michaelmas, twenty-six pupils are admitted. Of these\\nare required\\n1. Good health and freedom from all bodily infirmity. (Obstacles to\\nadmission would be, exceeding smallness of stature, short-sightedness, or\\na delicate chest\\n2. The age of seventeen complete\\n3. The evangelical religion\\n4. A moral and religious spirit, and a conduct hitherto blameless;\\n5. A good disposition and talents, among which are a good voice and a\\nmusical ear\\n6. To be prepared for the studies of the Normal School by the culture\\nof the heart and mind; to have received a good religious education\\n(which shall include a knowledge of the Bible and biblical history;) to be\\nable to read to know the grammar of the German language, of compo-\\nsition, arithmetic, the principles of singing, the piano forte and violin.\\nA written request for admission must be sent to the director, by June at\\nthe latest, accompanied wila\\n1. A certificate of birth and baptism\\n2. A school certificate, and one of good conduct\\n3. A police certificate, stating the condition of the young man or his\\nfather, or else a written declaration from the father or guardian, staling\\nthe time within which he can and will pay the annual sum fixed by law\\ni.e. 48 thaler (6^. 165.)\\nThe director enters the petitioners on a list, and in the month of June\\nor July invites them, by letter, to present themselves at the examination\\nwhich takes place in July or August.\\nThe examination is conducted partly in writing, and Tpartly viva voce.\\nAs a means of ascertaining the acquirements of the candidates, and of\\njudging of their memory, their style, and their moral dispositions, an an-\\necdote or parable is related in a clear and detailed manner, summing up\\nand repealing the principal points, ai\\\\er which they produce it in writing,\\nwith observations and reflections.\\nThe oral examination usually includes only rehgion, reading, grammar,\\nlogical exercises, and arithmetic.\\nThey are also examined in singing, the piano forte and the violin.\\nAfter the examination, the talents and merits of the respective candid-\\nates are conscientiously weighed and compared, in a conference of the\\nmasters. The choice being made, it is submitted to the sanction of the\\nroyal school board, with a detailed report of the result of the examination.\\nAt the end of some weeks the candidates are informed of the decision\\ntheir admission is announced, or the reasons which prevent it stated with\\neither advice to give up their project entirely, or suggestions relative to\\ntheir further preparation.\\nThe admitted candidate is bound to bring, besides his clothes and\\nbooks, among Avhich must be the Bible and the prayer-book used in the\\nestablishment, half a dozen shirts, six pair of stockings, a knife and fork,\\nand, generally, a bedstead with all requisite bedding.\\nHe is also bound to sign, on his entrance, the following engagement lo\\nthe director, with the consent of his father or guardian.\\nCOPY OF THE ENGAGEMENT WITH THE DIRECTOR TO BE SIGNED BY THE\\nPUPIL ON HIS ENTRANCE.\\nI, the undersigned, N of N by these presents, bind my-\\nself, conformably with the ordinance of the royal minister of public in-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0303.jp2"}, "304": {"fulltext": "72\\nPRIMARY NORMAL SCHOOL AT POTSDAM.\\nstruction, and ecclesiastical and medical affairs, dated February 28th,\\n1825, with the consent of my father (or guardian) who signs this with\\nme, to place myself during three years after my\\nleaving the Normal School, at the disposal of the king s government j\\nand consequently not to subscribe any thing contrary to this engagement;\\nor, in such case, to refund to the Normal School the expenses incurred by\\nthe state for my instruction, namely\\n1. Ten thaler for each half year passed in the Normal School, and for\\nthe instruction received in this period of time\\n2. The whole amount of the grants and exhibitions I may have re-\\nceived;\\nPotsdam, the c.\\nThe applicant rejected, but not advised to choose another course, is\\nsummoned to a fresh examination the following year.\\nThe number of applicants having been for some time past very great,\\nthe author of this report thinks it his duty to warn parents, (especially\\nfchoolmaslers.) whose children do not evince talent and have not a deci-\\nded taste for teaciiing, not to suffer them to lose the precious time which\\nthey might employ with much more success in some other career.\\nI his respects chiefly the poor youths who can have no claim to the ex-\\nhibitions, unless they give proofs of an extraordinary capacity, from which\\nthe state and society may derive a real advantage.\\nThe Normal School is by no means designed for those v/ho are unfit for\\nany business, and Ihinlc. if they can read and write, they are capable of\\nbecoming schoolmasters. This notion is so deeply rooted, that you hear\\nfathers declare with all the simplicity in the world My son is too deli-\\ncate to learn a business, or I don t knov^r what to make of my son, but I\\nthink of getting him into the Normal School. We reply to such, that\\nthe pupils of the Normal School must, on the contrary, be sound both in\\nbody and mind, and able to brave the toils and troubles of a career as\\nlaborious as it is honorable.\\nMuch neglect unfortunately still exists on a subject which is of the\\nhighest importance,\u00e2\u0080\u0094 the methodical preparation of these young men for\\nthe calling it is desired they should embrace.\\nA iidse direction is often given to their preliminary studies. A yoimg\\nman is believed to be well prepared for the Normal School, if he have\\npassed the limits of elementary instruction, and if he have acquired a\\ngreater mass of knowledge than other pupils. It frequently happens,\\nhowever, that candidates who come strongly recommended from school,\\npass the examination without credit, or are even rejected.\\nThe most immediate and the most important aim of all instruction, is\\nto train up and complete the Man to ennoble his heart and character;\\nto awaken the energies of his soul, and to render him not only disposed,\\nbut able, to fulfil his duties. In this view alone can knowledge and\\ntalents profit a man; other Vv ise, instruction, working upon sterile memory\\nand talents purely mechanical, can be of no high utility. In order that\\nthe teacher, and particularly the master of the primary school, may make\\nhis pupils virtuous and enlightened men. it is necessary he should be so\\nhimself Thus, that the education of a Normal School, essentially practi-\\ncal, may completely succeed, the young candidate must possess nobleness\\nand purity of character in the highest possible degree, the love of the true\\nand the beautiful, an active and penetrating mind, the utmost precision\\nand clearness in narration and style.\\nSuch above all things are the qualities we require of young men. If\\nthey have reached this state of moral and intellectual advancement by\\nthe study of history, geography, mathematics, c., and if they have ac-\\nquired additional knowledge on these various branches, we can not but\\ngive them applause but, we frankly repeat, we dispense with all these", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0304.jp2"}, "305": {"fulltext": "PRIMARY NORMAL SCHOOL AT POTSDAM. 173\\nacquirements, provided they possess that formal instruction of which we\\nhave just spoken, since it is very easy for them to obtain in the Normal\\nSchool that material instruction in whicli they are deficient.\\nIt is nevertheless necessary to have some preliminary notions, seeing\\nthat the courses at the Normal School are often a continuation of foregone\\nstudies, and that certain branches could not be there treated in their whole\\nextent, if they were wholly unknown to the young men when they enter-\\ned. We have already mentioned the branches they should be most par-\\nticularly prepared in but this subject being of the greatest interest, we\\nshall conclude this chapter with some suggestions on the plan to be fol-\\nlowed.\\nI. Religion. To awaken and fortify the religious spirit and the moral\\nsentiments. For this purpose the histories and parables of the Bible are\\nvery useful. Frequent reading and accurate explanation of the Bible are\\nnecessary. The pupils should be able to explain the articles of faith, and\\nthe most important duties, as laid down in the catechism. Many sen-\\ntences, whole chapters and parables from the Holy Scriptures, hymns and\\nverses, should be known by heart; they should be able to give answers\\non the most interesting points of the history of the church and the Reform-\\nation.\\nII. As to general history, there is no need of its being circumstantially\\nor profoundly known but the young men should be able to refer with\\nexactness to those historical facts which may be profitably used to form\\nthe heart, to exercise and rectify the judgment, to infuse a taste for all\\nthat is grand and noble, true and beautiful.\\nIII. Geometry (the study of forms) combined with elementary drawing,\\nthe one as a basis for instruction in writing and drawing, and as a pre-\\nparation for the mathematics the other to exercise the hand, the eye and\\nthe taste.\\nIV. Writing. The copies by Henrich and Henning only ought to be\\nused, which, after long practice, give and preserve a beautiful hand, even\\nwhen writing fast and much.\\nV. Logical Exercises. These ought to tend to produce in young\\nminds clearness and accuracy of ideas, justness of judgment, and, by con-\\nsequence, precision and facility in oral and written explanations.\\nVI. Reading. When once the pupil can read fluently, he must be\\ntaught to give emphasis to his reading, and to feel what he reads. He\\nshould be habituated to recite, and even gradually to analyze the phrases\\nand periods he has just read, to change the order, and express the same\\nidea in different words, to put, for example, poetry into prose, c. Thus\\nthese exercises serve at the same time to teach him to think, and to speak.\\nWe advise also that he be made to declaim pieces he has learnt by heart.\\nVII. German langimge and composition. Language should be re-\\ngarded and treated on the one hand as a means o? formal instruction.\\nas practical logic and on the other as an indispensable object of material\\ninstruction.\\nVIII. Arithmetic. This does not include either methods of abstruse\\ncalculation or practical arithmetic. Nothing more is required of the pupil\\nthan to use figures without difficulty, and to calculate in his head.\\nIX. Singing, piano forte, violin. The formation of the voice and ear.\\nSkill and firmness in producing sounds. Exercises in elementary sing-\\ning. Psalmody.\\nFor the piano forte and violin, as much dexterity as can be expected,\\nand a good fingering for the former instrument.\\nIf these suggestions have the effect of inducing a conscientious master\\nto train well even a few young candidates, they will have attained their\\nobject.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0305.jp2"}, "306": {"fulltext": "74 PRIMARY NORMAL SCHOOL AT POTSDAM.\\nThe enumeration of a great number of works from which assistance\\nmay be derived, at least facilitates the choice.\\n9. OUTWARD CONDITION OF THE POPILS AND THE NATURE OF THEIR CON-\\nNECTION WITH THE NORMAL SCHOOL.\\nIf the young men have no relations atPotsdam who can answer for their\\ngood conduct and application, they are all, without exception, bound to\\nlive in the Normal School, and to take their food there, paying to the\\ndirector the sum of twelve thaler (11. 16s.) per quarter.\\nEach pupil costs the establishment 100 thaler a year. In paying,\\ntherefore, the yearly sum of forty-eight thaler, required bylaw, he defrays\\nonly half his expenses. A bursar is entitled to lodging, firing, board,\\ncandles, and instruction. A half bursar pays only twenty-four thaler a\\nyear. He has then only to buy^ his clothes, to pay for his washing, his\\nbooks, paper, pens, ink, and whatever is wanted for music and drawing.\\nWith respect to lodging, they are distributed into five large rooms, with\\nstoves, appropriated to the pupils and they live and work, to the number\\nof eight, twelve, or sixteen, in one of these rooms, which is furnished with\\ntables, chairs, drawers, book-cases, bureaus, and piano fortes. Their\\nbeds and chests are put in two dormitories. Each sitting-room, each\\nbed-room, has its inspector, chosen from among the pupils, who is respon-\\nsible tor its order. It is the duty of one of the pupils belonging to the\\nchamber to arrange and dust the furniture every day. Neglect in the\\nfulfilment of his olfice is punished by the continuance of it.\\nSo long as the pupils remain at the Noi mal School, and behave with\\npropriety, they are exempt from military service.\\nAH the pupils are bound to pursue the course of the Normal School for\\nthree years their acquirements and instruction would be incomplete if\\nthey did not conform to this regulation.\\n10. EDUCATION OF THE PUPILS BY MEANS OF DISCIPLINE AND OF IN-\\nSTRUCTION;\\nIn the education of the masters of primary schools the wants of the\\npeople must be consulted.\\nA religious and moral education is the first want of a people. Without\\nthis, every other education is not only without real utility, but in some\\nrespects dangerous. If, on the contrary, religious education has taken\\nfirm root, intellectual education will have complete success, and ought on\\nno account to be withheld from the people, since God has endowed them\\nwith all the faculties for acquiring it, and since the cultivation of all the\\npowers of man, secures to him the means of reaching perfection, and,\\nthrough that, supreiTie happiness.\\nTo sustain and confirm the religious and moral spirit of our pupils, we\\nadopt vai-ious means. We take particular care that they go to church\\nevery Sunday they are not compelled to attend exclusively the parish\\nchurch of the Normal School but on tlie Monday they are required to\\nname the church they went to, and to give an account of the sermon.\\nEvery Sunday, at six o clock in the morning, one of the oldest pupils\\nreads, in turn, a sermon, in the presence of all the pupils and one master.\\nAt the beginning and end they sing a verse of a psalm, accompanied on\\nthe organ. A prayer, about ten or fifteen minutes long, is offered up\\nevery morning and night, by one of the masters. They begin with sing-\\ning one or two verses then follows a religious address, or the reading of\\na chapter from the Bible, and, in conclusion, another verse.\\nTo obtain a moral influence over the pupils, we consider their individual\\nposition, their wants, and their conduct. Much aid in this respect is de-\\nrived from the weekly conferences of the masters, and particularly trom\\nthe quarterly report (Censicr) of the pupils, or judgment on the applica-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0306.jp2"}, "307": {"fulltext": "PRIMARY NORMAL SCHOOL AT POTSDAM. irg\\ntion, progress, and conduct of each. This is written in a particular boolt,\\ncalled the report-book (Censurbuch,) and forms the basis of the certificates\\ndelivered to the pupils on their leaving the establishment as well as of\\nprivate advice given at the time.\\nThe means of correction adopted, are. warnings, exhortations, repri-\\nmands at first privately, then at the conference of the masters lastly,\\nbefore all the pupils. If these means do not suffice, recourse is had to\\nconfinement, to withdrawing the stipendia or exhibitions, and in the last\\nresort, to expulsion. But we endeavor, as much as possible, to prevent\\nthese punishments, by keeping up a friendly intercourse with the pupils,\\nby distinguishing the meritorious, by striving to arouse a noble emula-\\ntion, and to stir up in their hearts the desire of gaining esteem and respect\\nby irreproachable conduct.\\nIt is on the interest given to the lessons that especially depends the\\napplication of study out of class. Certain hours of tlie day are consecra-\\nted to private study, and each master by turns takes upon himself to see\\nthat quiet is maintained in the rooms, and that all are properly occupied.\\nAt the end of each month, the last lesson, whatever the branch of in-\\nstruction, is a recapitulation, in the form of an examination, on the sub-\\njects treated of in the course of the month.\\nAs to the branches of knowledge taught, and the course of study, the\\nfollowing is the fundamental plan\\nIn the first ye-dv formal instruction predominates in the second, mate-\\nrial instruction in the third, practical instruction* The pupils having\\nthen about ten lessons a week to give in the annexed school, (lessons tor\\nwhich they must be well prepared,) follow fewer courses in the school.\\nOur principal aim, in each kind of instruction, is to induce the young\\nmen to think and judge for themselves. We are opposed to all mechani-\\ncal study and servile transcripts. The masters of our primary schools\\nmust possess intelligence themselves, in order to be able to awaken it in\\ntheir pupils otherwise, the state would doubtless prefer the less expen-\\nsive schools of Bell and Lancaster.\\nWe always begin with the elements, because we are compelled to ad-\\nmit, at least at present, pupils whose studies have been neglected and\\nbecause we wish to organize the instruction in every branch, so as to\\nafford the pupils a model and guide in the lessons wJiich they will one\\nday be called upon to give.\\nWith respect to material instruction, we regard much more the solidity,\\nthan the extent, of the acquirements. This not only accords with the in-\\ntentions of the higher authorities, but reason itself declares that solidity of\\nknowledge. alone can enable a master to teach v/ith efficacy, and carry\\nforward his own studies with success. Thus, young men of delicate\\nhealth are sometimes exempted from certain branches of study, such as\\nthe mathematics, thorough bass, and natural philosophy.\\nGardening is taught in a piece of ground before the Nauen gate; and\\nswimming, in the swimming-school established before the Berlin gate,\\nduring the proper season, from seven to nine in the evening.\\nPractical instruction we consider of the greatest importance.\\nAll the studies and all the knowledge of our pupils v/ould be fruitless,\\nand the Normal School would not fulfil the design of its institution, if the\\nyoung teachers were to quit the establishment without having already\\nmethodically applied what they had learned, and without knowing by\\nexperience what they have to do, and how to set about it.\\nFormal instruction consists of studies calculated to open the mind, and to inculcate on the pu-\\npils good methods in every branch, and the feeling of what is the true vocation of a primary teacher.\\nMaterial instruction^ or more positive instruction, occupies the second year, in which the pupils go\\nthrough the special studies of every solid kind, much of vviiich they may never he called upon to\\nteach. Practical instruction, or instruction in the art of teaching, occupies the third year.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0307.jp2"}, "308": {"fulltext": "76 PRIMARY NORMAL SCHOOL AT POTSDAM.\\nTo obtain this result, it is not sufficient that the younger men should\\nsee the course gone through under skillful masters, or that they should\\nthemselves occasionally give lessons to their school-fellows; they must\\nhave taught the children in the annexed school for a long time, under the\\ndirection of the masters of the Normal School. It is only by familiarizing\\nthemselves with the plan of instruction for each particular branch, and by\\nteaching each for a certain time themselves, that they can acquire the\\nhabit of treating it with method.\\n11. ANNEXED SCHOOL.\\nThe annexed school was founded in 1825, and received gratuitously\\nfrom 160 to 170 boys. The higher authorities, in granting considerable\\nfunds for the establishment of this school, have been especially impelled\\nby the benevolent desire of securing to the great mass of poor children in\\nthis town the means of instruction, and of relieving the town from the\\ncharge of their education.\\nThe town authorities agreed, on their part, to pay the establishment\\none thaler and five silber-groschen (3s. Qd.) a year for each child. On\\nthis condition we supply the children gratuitously with the books, slates,\\nc. which they want.\\nThe annexed school is a primary school, which is divided into four\\nclasses, but reckons only three degrees the second and third classes are\\nseparated from each other only for the good of the pupils, and for the\\npurpose of affording more practice to the young masters.\\nThe first class, with the two above it, forms a good and complete ele-\\nmentary school while the highest presents a class of a burgher school,\\nwhere the most advanced pupils of the Normal School, who v/iU probably\\nbe one day employed in the town schools, give instruction to the cleverest\\nboys ot the annexed school.\\nThe most advanced class of the students of the Normal School to be\\nemployed in the school for practice, is divided into five ccetus, or divisions,\\neach composed of five or six pupils. Each division teaches two subjects\\nonly during two months and a half, and then passes on to two other sub-\\njects so that each has practical exercise in all the matters taught, in\\nsuccession.\\nAs Car as possible, all the classes of the school for practice attend to the\\nsame subject at the same hour. The master of the Normal School, who\\nhas prepared the young masters beforehand, is present during the lesson.\\nHe listens, observes, and guides them during the lessons, and afterward\\ncommunicates his observations and his opinion of the manner in Vk^hich\\nthe lesson was given. Each class has a journal for each branch of in-\\nstruction, in which what has been taught is entered after the lesson. As\\nfar as possible, the young master who is to give the next lesson, witnesses\\nthat of his predecessor. By this m_eans, and particularly through the\\nspecial direction of the whole practical instruction by a master of the\\nNormal School, the connection and gradation of the lessons is completely\\nsecured.\\nIt is requisite that every pupil of the Normal School should teach all the\\nbranches in the lowest class in succession for the master of a primary\\nschool, however learned he may be, is ignorant of the most indispensable\\npart of his calling, if he can not teach the elements.\\n12. DEPARTURE FROM THE NORTvIAL SCHOOL; EXAMINATIONS; CERTIFI-\\nCATE AND APPOINTMENT.\\nThe pupils quit the Normal School after having pursued the course for\\nthree j^ears for the lengthening of their stay would be an obstacle to the\\nreception of new pupils.\\nBut they must first go through an examination in writing and viva voce,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0308.jp2"}, "309": {"fulltext": "PRIMARY NORMAL SCHOOL AT POTSDAM. Y^\\nas decreed by the ordinance of the minister of pubUc instruction and ec-\\nclesiastical and medical affairs, of which we give an abstract:\\n1. All the pupils of the primary Normal Schools in the kingdom shall\\ngo through an examination on leaving.\\n2. The examinations shall be conducted by all the masters of the\\nNormal School, on all the subjects taught in the house, in the presence\\nand under the direction of one or more commissioners delegated by the\\nprovincial school board.\\n3. Every pupil, before leaving, shall give a probationary lesson, to\\nshow to what degree he possesses the art of teaching.\\n4. After the examination is over, and exact accounts of the pupils\\nleaving are given by the director and all the masters, a certificate shall\\nbe dehvered to each pupil, signed by the director, the masters and the\\ncommissioners.\\n5. This certificate shall specify the knowledge and talents of the pupil\\nit shall state whether he possesses the art of teaching, and whether his\\nmoral character renders him fit for the office of primary schoolmaster. It\\nshall include, besides, a general opinion of his character and attainments,\\nexpressed by one of the terms, excellent, good, passable, and answer-\\ning to the numbers 1, 2, 3.\\n6. This certificate only gives the pupil a provisional power of receiv-\\ning an appointment for three years. After that time he must undergo a\\nnew examination at the Normal School. Bat any pupil who, on leaving\\nthe establishment, obtained number 1, and has, in the course of the three\\nfirst years, been teacher in a public school, shall not have to pass another\\nexamination. No others can take a situation, except provisionally.\\n7. These new examinations shall not take place at the same time as\\nthose of the pupils who are leaving; but, like those, a ways in the pres-\\nence and under the direction of the commissioners of the school board.\\n8. In the first examinations the principal object is, to ascertain if the\\npupils have well understood the lessons of the Normal School, and learn-\\ned to apply them in the last, the only object of inquiry is the practical\\nskill of the candidate.\\n9. The result of this new examination shall likewise be expressed in\\na certificate, appended to the first, and care shall be taken to specify\\ntherein the fitness of the candidate for the profession of schoolmaster.\\nFor which reason, the pupils on their departure receive a certificate, the\\nfirst page of which describes their talents, character and morahty, and the\\ntwo Ibllowing contain an exact account of the result of the examination\\non all branches ef study.\\nThose who have not obtained appointments in the interval between the\\ntwo examinations, shall present this certificate to the superintendents and\\nschool-inspectors of the places where they live, and, on leaving that place,\\nshall demand a certificate of conduct, v/hich they shall produce at the\\ntime of the second examination. Those who have been in situations\\nduring the three first years, shall produce certificates from their immedi-\\nate superiors.\\nAll the pupils can not be appointed immediately on their leaving the\\nschool but a great number of them are proposed by the director for va-\\ncant places, and are sought after by the royal government, by superin-\\ntendents, magistrates, c. so that at the end of a year we may calculate\\nthat they are all established.\\nM. Cousin, in his Report on Public Instruction in Prussia after\\npublishing the foregoing account, remarks\\nI can answer for the perfect fidelity of this description of the Normal\\nSchool of Potsdam.\\nI saw this scheme in action. The spirit which dictated the arrange-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0309.jp2"}, "310": {"fulltext": "7g PRIMARY NORMAL SCHOOL AT POTSDAM.\\nment and distribution of the tuition is excellent, and equally pervades all\\nthe details. The Normal course, which occupies three years, is compos-\\ned, for the first year, of studies calculated to open the mind, and to incul-\\ncate on the pupils good methods in every branch, and the teeling of what\\nis the true vocation of a primary teacher. This is what is called the\\nformal instruction, in opposition to the material or more positive instruc-\\ntion of the second year, in which the pupils y;o through special studies of\\na very solid kind, and learn considerably more than they will generally be\\ncalled upon to teach. The third year is entirely practical, and is devoted\\nto learning the art ofteaching. This is precisely the plan which I take\\ncredit to myself for having followed in the organization of the studies of\\nthe great central Normal School of Paris, for the training of masters for\\nthe royal and communal colleges. At Potsdam, likewise, the third year\\ncomprises the sum of tlie two preceding, and the pupils are already re-\\ngarded as masters. In this view there is a primary school annexed to\\nthe Normal School, in which the students in their third year give lessons,\\nunder the superintendence of the masters of the Normal School. The\\nchildren who attend this primary school pay, or rather the tov/n pays for\\nthem, only four thaler (ISs.) a year; there are 170. Tliey are divided,\\naccording to their progress, into four classes, which are taught by the\\ntwenty or five and twenty students, or apprentice masters, in their third\\nyear, with all the ardor of youth and of a new vocation. I was present\\nat several of these lessons, which were extremely well given. A master\\nof the Normal School frequently attends one of the classes, and, when\\nthe lesson is finished, makes observations to the young masters, and gives\\nthem practical lessons, by which they can immediately profit.\\nAs appears from the prospectus, the musical instruction is carried to a\\nvery high point. There are fevv^ students who have not a violin, and\\nmany of them leave the school very good organists and piano Ibrte play-\\ners. Singing is particularly cultivated. The course of instruction em-\\nbraces not only a little botany, mineralogy, physical science, natural his-\\ntory, and zoology, but exercises in psychology and logic, which tend to\\ngive the young men tlie philosophy of that portion of popular education\\nintrusted to their care. I was present at several lessons among others,\\none on history and chronology, in which, out of courtesy to me, the pupils\\nwere interrogated on the history of France, particularly during the reigns\\nof Charles IX., and Flenry III., and Henry IV., a period of which Prot-\\nestantism is so important a feature. The young men answered extremely\\nwell, and seemed perfectly familiar with the dates and leading facts. I\\nsay nothing of the gymnastic courses, as Prussia is the classic land of\\nthose exercises.\\nWhat struck me the most was the courses, called in Germany courses\\noi Method ik and Diclaklik, as also those designated by the name of Fa-\\ndagogik: the two former intended to teach the art of tuition, the latter\\nthe more difficult art of m.oral education. These courses are more partic-\\nularly calculated for the acting masters, who come back to perfect them-\\nselves at the Normal School for which reason they are not entered in\\nthe table, or prospectus, which exhibits only the regular studies of the\\nschool. These courses are almost always given by the director, who also\\ngenerally gives the religious instruction, whicli here comes in its proper\\nplace, that is, first.\\nI ought to add that all the students of the school at Potsdam had a\\ncheerful happy air, and that their manners were very good. If they\\nbrought any rusticity to the school, they had entirely lost it. I quitted\\nthe establishment highly satisfied with the students, full of esteem for the\\ndirector, and of respect for a country in which the education of the people\\nhas reached such a pitch of prosperity.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0310.jp2"}, "311": {"fulltext": "PRIMARY NORMAL SCHOOL,\\nAT BRUHL.\\nThe Normal School at Bruhl may be regarded as a type of the establish-\\nment for teachers of the Catholic faith, as that at Potsdam is of the Prot-\\nestant institutions. The following account is abridged from an annual Re-\\nport of its principal, Mr. Schweitzer, a Catholic clergyman.\\nThe town of Bruhl stands in a beautiful plain on the left bank of the\\nRhine, two leagues from Koln, three froni Bonn, and a short league from\\nthe river. It is surrounded, by fertile fields and picturesque villages. Di-\\nrectly before it majestically rises the ancient Co Ionia, with its numerous\\ntowers and steeples, and its colossal cathedral. It bounds the view on that\\nside: on the right, the Sisbengeuirge* traces its gigantic outlines on the\\nblue distance, and on that side presents to the eye a picture of grandeur and\\nrepose. From some neighboring bights the lover of natural beauty looks\\ndov/n with admiration on the plains which lie outspread before him, and the\\nsilvery luster of the m.ajestic Rhine, which, in its ample windings, rolls peace-\\nfully along, as if it delighted to linger in these smiling regions, while two\\nlong chains of hills seem to hold this m_agnificent plain in their embrace.\\nOne of these chains stretches along the left bank of the Rhine, to the Eifel\\nMountains, and is for that reason called the Vorgebirge (fore or introduc-\\ntory range) at the foot of this chain is Bruhl. The summit is clothed with\\nthe forest of Vill, a,nd the undulating sides are dotted with country-houses\\nand pretty villages, the houses of which are half hidden among fruit-trees.\\nAt the blossoming season these villages present the most delightful aspect,\\nand help to compose a picture of enchanting variety. It is not without rea-\\nson, then, that Bruhl was the favorite residence of the Electoral Archbishops\\nof Koln, and in former tiroes this little town was far more important than it\\nnow is. At the present day Bruhl consists of only 278 houses, among\\nwhich are many poor mud cottages, and contains only from fourteen to\\nfifceen hundred inhabitants. Since it ceased to be the residence of the Elect-\\nors, its inhabitants nearly all live by agriculture, and by a small trade.\\nThere are only two remarkable buildings, the palace, whieh is abandoned,\\nand the monastery. This latter building is occupied by the establishment\\nunder ray care.\\nThe monastery was formerly the nursery of the order of Franciscan\\nmonks for the whole province of Koln. After the suppression of the order\\non the left bank of the Rhine, in 1807, Napoleon gave the monastery and\\nits dependencies to the town of Bruhl, which, in 1812, granted them to\\nMessrs. Schug and Schumacher for the establishment of a secondary and\\ncommercial school, whose existence closed in 1822. At the end of that\\nyear, the town ceded these buildings to the government, for the establish-\\nment of the primary normal school which now occupies them.\\n1. BUILDINGS.\\nThe house is built in a grand style, with three stories, and in a quadran*\\ngular form. The entrance is to the north, and leads by a small fore court,\\nThe cluster of aeveu mountains nearly opposite to Bonn.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0311.jp2"}, "312": {"fulltext": "80 PRIMARY NORMAL SCHOOL AT BRUHL.\\non the one side into the convent, on the other into the chnrch, which is\\nhandsome, light, and lofty. The high altar, of artificial marble, and the\\norgan, are much admired. On the south side are two wings, v/hich give the\\nbuildings a handsome and palace-like appearance. From the very entrance,\\nthe cloisters are wide, with lofty vaulted roofs, cheerful and well lighted.\\nThey run quite round the building, as do the corridors over them on the\\nfirst and second stories. On the ground floor we have four rooms or halls\\nfor study, and a large and very light dining-hall, which serves also for our\\npublic meetings, for study and for prayer. Beside it, are two school-rooms,\\nand two rooms for the steward, with kitchen, offices and servants hall in the\\nbasement story, where the porter has also his kitchen and two rooms. The\\nestablishment has a pump, abundantly supplied with fine water, near the\\nkitchen a rivulet which runs under the two wings is of great importance\\nfor purposes of cleanliness.\\nThe director occupies the eastern side of the building on the first floor\\nthe inspector, the left wing and a part of the southern side the steward has\\nthe rest of that side the right Aving and the western side are inhabited by\\nan ancient father and brother of the Franciscan order, regarded as the last\\nremnant of a once flourishing body, now extinct and by the master of the\\nschool for practice. There are no rooms to the north, only corridors adjoin-\\ning the church.\\nThe assistant masters inhabit the upper story, in which are also five hos-\\npital rooms to the south, and two large dormitories for the students to the\\neast and west of the main building. A granary or loft, in good repair, runs\\nover the whole of the building, and affords both steward and masters conve-\\nnient stowage for their stock of grain of all kinds.\\nBoth masters and pupils have ample reason to be satisfied with the\\nrooms for study and for dwelling. The masters apartments are not hand-\\nsome, it is true other schools have better: with a little cleaning and dec-\\noration they might, however, be made very comfortable. The students dor-\\nmitories are cheerful, and better fitted up than any I have seen in any nor-\\nmal school their appearance is very neat .and agreeable, with the clean beds\\nall covered alike, which can be done only where they are furnished by the\\nestablishment. This house has only one inconvenience, violent currents\\nof air but these might, I think, be remedied.\\nThe outside of the building is as agreeable as the inside is convenient\\nit is situated on the prettiest side of the town, and has no communication\\nwith any other building except the palace, with which it is connected by a\\ncovered way, and by the old orangery. It has a magnificent view over a de-\\nlightful country, a large kitchen-garden, a commodious court, and two flow-\\ner-gardens.\\nThe building is of stone, and consequently veiy substantial its aspect\\nis indeed a little hoary now, but a new coat of plaster would soon give it a\\ncheerful appearance. The roof is in good condition, and if once the build-\\ning underwent a thorough repair, the whole might be kept up at a very\\nsmall expense. During the past year no great repairs have been done.\\n2. ntjmber ot students.\\nThe number of students is fixed at a hundred at this moment there are\\nninety-two. The object of the establishment is to train schoolmasters foi\\nthe Catholic parishes of the four regencies of Coblentz, Koln, Aachen, and\\nDusseldorf. Its position with relation to the government is, in principle, to\\nreceive the pupils from its hands, and to render them back accomplished for\\ntheir task. In the other normal schools the rule is, that the candidates for\\nadmission be examined by the schoolmasters, and by them declared fit oj\\nunfit to be either entered or immediately admitted but here it is the cus-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0312.jp2"}, "313": {"fulltext": "PRIMARY NORMAL SCHOOL AT BRUHL. 81\\ntorn for them to be examined in the department they come from, without\\nany intervention of the school, and afterward admitted by the director on\\nthe nomination of the government. On the other hand, the parting exam-\\nination rests with the school, under the condition of a special commissioner\\nbeing present. The pupil declared fit for nomination is not subject to be\\nre-examined by the government authorities. According to its regulations,.\\nthe school is not only authorized, but obliged, at the end of the first year, to\\nsend away the pupils who are judged incapable of attaining the requisite\\nexcellence. At the time of the last parting examination, the school had\\nbeen obliged to exercise this power in the case of eight pupils, which re-\\nduced their number to ninety-tv/o.\\n3. HEALTH.\\nThe health of the students was not so good in 1824 as in the preceding\\nyear; as sufficiently appears from the bill for medical attendance for the two\\nyears.\\nIn 1823 this amounted to 66 thaler (9Z. 18s.), in 1824 to 177 thaler (26Z.\\nlis.) But we must not forget that the number of pupils in the latter year^\\nas compared with the former, was as three to two. There have indeed been\\nno contagious diseases, and few of a serious character, but frequent inflam-\\nmatory and catarrhal fevers, some intermittent and one nervous fever. In-\\nflammatory ophthalmia, attacks on the chest, and palpitations of the heart\\nhave not been rare. The physician has paid the pupils great attention, in-\\ndeed I might almost say too much and I have agreed with him that he shall\\nnot order them medicines, except in cases where diet, rest, perspiration, and\\ndomestic remedies are insufficient. In order to prevent the young men from\\nabusing the facility of applying to a physician, I have ordered that no one\\nshall, for the future, consult him without my permission. Infectious cutane-\\nous diseases are avoided by having the pupils examined by the physician on\\ntheir entrance, and again a week after. If any well-founded suspicions arise,\\nseparation takes place as a measure of precaution if the appearances of a\\ncontagious disease are certain, the pupil is sent home till perfectly cured.\\n4. ORDER, DISCIPLINE, AND MORALITY.\\nWithout rigid attention to order, we could not hope for the smallest\\nsuccess. In an establishment composed of various elements, like this nor-\\nmal school, where young men who differ in language (dialect), m.anners,\\nand education are gathered together, there must be rigorous obedience to\\nrule. In domestic life, the head of the family is the rule and in a large es-\\ntablishment, unquestionably those who govern are strictly bound to furnish\\nan example to all under them. They are that spring of the great machine\\nwhich cannot cease to move without stopping the whole. But it is also ne-\\ncessary that the establishment should have its precise rules, its written code\\nof laws. The governors, it is true, fill the place of the law whenever it is\\nsilent but all, without distinction, ought to know accurately what they must\\ndo, and what they may do. For this reason, the undersigned cannot share\\nthe opinion of some very estimable teachers who think it not necessary, nor\\neven expedient, that there be written laws for an establishment like the pri-\\nmary normal school nay, that their promulgation may operate only as an\\nincitement to break them. Laws seem to me to grow out of the very na-\\nture of the institution. Gather together a number of young men without\\nlaying down any rule for them they themselves will soon feel the neces-\\nsity of making laws for the government of their intercourse with each other,\\nand will choose one of their body as guardian of these laws. It is, then,\\nnatural, useful, and fitting that the managers and masters should make laws", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0313.jp2"}, "314": {"fulltext": "Q2 PRIMARY NORMAL SCHOOL AT BRUHL.\\nfor (he school confided to them. If it be true that laws create the tempta^.\\nIi0|n to breali them, that is a reason why laws for all human society ought\\nto be abolished. Fixed laws give to an institution a steady course, protect\\nthe weaker against caprice and tyranny, prevent mistakes and precipitation,\\nand, what is more important for the future, they show in a clear and striliing\\nmanner the necessity of laws for the commonwealth, and train youth to a\\nreasonable and willing obedience to them. The opinion I offer here springs\\nfrom my general conviction of the utility of positive written laws, which my\\nown experience has greatly strengthened. For in those infractions of order\\nand discipline which have occasionally happened, I have contented myself\\nwith punishing the fiiult by reading the infringed law to the culprit, in a\\ncalm but severe manner, either in private or before all the pupils assembled;\\nand this punishment has never failed of its effect.\\nAfter this digression, which I hn.ve thought it expedient to insert here, I\\nreturn to the order of the house. It is our duty to make the utmost possi-\\nble use of the dayligiit, as being more healthful, more cheerful, and more\\nperfect than lamp-light, and costing nothing. In our situation, it would be\\nunpardonable to turn night into day. I make it a great point, too, that the\\nyoung men should get the habit of rising early, so that in the evening they\\nmay lay aside all anxiety and all labor, and give themselves up to the enjoy-\\nment of tra.nquil and refreshing sleep. In summer, therefore, we rise at\\nfour, and even earlier when the days are at the longest in winter at six, in\\nspring and autumn at five. In summer, I a,nd my pupils go to bed at nine\\nor half past, in spring and vfinter at ten. The pupils ring the reveille by turns\\na quarter of an hour after, the bell rings again, and all assemble in the din-,\\ning-hall, where the morning prayer is said; then they all follov/ me to the\\nchurch, where I perform the service of the holy mass. One of the students\\nassists in the service; the others sing the responses; this religious act, for\\nwhich we use the prayer-book and psalter of Bishop Von Hom.mer, is some-\\ntimes mingled with singing, but rarely, because singing very early in the\\nmorning is said to be injurious to the voice aaad chest. All is terminated in\\nan hour and the pupils, after having thus sanctified the first hour of ir.orn-\\ning, return to the house, make their beds, breakfast, and then prepare for\\nlessons, which begin at seven or at eight, according to the season. In es-\\ntablishing this rule, I had some fears, at first, that rising so early and going\\ndirectly into a cold church in the depth of winter, might be injurious to their\\nhealth but I am alwa,ys there before them, and I have never suffered. It\\nmay be said that I am more warmly clothed than the young men;, but then\\nthey are young, their blood is warmer than mine, and that restores the bal-\\nance. Moreover, it cannot but be advantageous to them to harden them-\\nHclves, while habits of indulgence and delicacy v/ould be extremely unfavor-\\nable to them in their profession. On the Sundays and festivals of the church,\\nI say mass to the students at half past eight in the morning. They sing a\\nGerman mass for four voices, or simple chants and hymns and, on high\\nfestivals, Latin mass. During the last year, the pupils of the first class have\\nKeveral times executed some easy masses extremely well. But, generally\\nspeaking, I am not perfectly satisfied with our church music not that our\\nmasters and pupils do not do their best, but we have not a suitable supply\\nof church music. The singing in Catholic churches is subject to a particular\\ncondition it must be connected with the acts of tlie mass; it must form a\\nwhole, distinct, and yet in harmony with the mass, and moreover, must be\\nadapted to each of the epochs of the ecclesiastical year. Now we liave very\\nlittle church music fit for the people. What there is, is in the hands of a\\nfew individuals, who do not choose to part vn \\\\\\\\i it. There is doubtless an\\nabundance of sacred music suited to every occasion, but it is all in the most\\nelevated style and to what good end should the studies of the pupils be\\npushed so far beyond what can be of use to them in their future sphere of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0314.jp2"}, "315": {"fulltext": "PrJMARY NORMAL SCHOOL AT BRUHL. 83\\naction Music of the highest order never can nor ought to become the\\nproperty of the people. Music ought not to be cultivated as a mere grati-\\nfication of a sense it ought to help to ennoble and refine the heart, and to\\nform the moral taste.\\nIt does not signify so much how they sing, as what they sing. In pri-\\nmary normal schools music ought not, any moi-e than reading, to be the\\nprincipal object; it must be regarded and treated as a meaiiS toward a\\nhigher end, which is, education and moral culture. It is therefore with rea-\\nson that the primary normal schools arc required to diffuse a nobler and\\nmore Avorthy kind of popular sacred music; this is, as regards music, their\\nproper office. A good composer, vv ho would devote himself to this object,\\nmight acquire immortal honor. It is to be wished that the higher authori-\\nties, particularly of the church, would encourage composers who show a\\ngenius for sacred music, to fill this chasm. In these remarks I have in view,\\nit is true, only the Catholic church. It is quite otherwise with the Protest-\\nant, which possesses a great store of psalms there is only to choose what\\nare appropriate to the sermon. This greatly facilitates the task of the Prot-\\nestant normal schools. In the Catholic worship, on the contrary, the sermon\\nis only a subordinate part of a higher whole, wilh which the singing must\\nharmonize, adapting itself to the different important moments, and hence\\nthe scarcit} of simple counterpoint fit I or the purpose. To attain the pro-\\nposed end, we ought to have, not only a good organist, but also an able\\ncomposer, which it is not easy to find. I return to the order of the day.\\nAs the day begins with prayer, so it ends with it. A quarter of an hour\\nor half an hour before going to bed, all the pupils assemble, at the sound of\\nthe bell, for evening devotions. A short portion of the holy scripture is\\nread, and after enlarging more or less on a text, and recommending it to im-\\nitation, I conclude by a prayer. During tlie past year I preached a homilet-\\nical discourse on the lesson of the day, before mass pvery Sunday morning;\\nbut as it becomes difficult for me to speak f,i,sting, I now reserve it till even-\\ning. It has also been decided, that as a means of keeping alive religious\\nand moral feelingr3, the pupils should confess and communicate once a month,\\nunless particular reasons render it expedient to prolong the interval to six\\nweeks, or, at furthest, two months. The rest of the day is employed ac-\\ncording to the scheme of lessons and the order enjoined by the minister.\\nThe pupils are not allowed to go out, except on the weekly afternoon holi-\\nday; and this is sufficient for their health, because in all their hours of rec-\\nreation they can take exercise in a garden of two acres which belongs to the\\nestablishment. Nevertheless, on fine days I occasionally give them leave to\\nmake expeditions into the country, when I think their health will be bene-\\nfited by it; making it an express condition that they shall take no pipes.\\nIt is good to correct faults better still to prevent them. Abundance\\nof arguments have been adduced in support of the principle that we must\\nLet children have their will, in order that their will m?.y become vigor-\\nous, and wait till the time when the reason expands to give it a lofty direc-\\ntion. But this is letting the tares overtop the v/heat before we attempt to\\nroot them out. Experience proves that the good seed springs up more vig-\\noronsly and thrives better when the soil has been cleared of weeds. Dis-\\ncipline ought, therefore, to precede and to accompany the instruction of\\nyoung men, as docility and modesty that of cb.ildren. Doubtless external\\nreverence and reserve are but the beginning of wisdom man must be\\nbrought to think spontaneously and without external impulse, of the duties\\nhe lies under, so that it may become his inclination to fulfill whatever he has\\nclearly recognized as a duty, to consult nothing but conscience, and to set\\nhimself above the praise and the blame of men. This is true and uncon-\\ntested nevertheless, the flesh is always weak, even though the spirit be\\nwilling; and there are few of those elect for whom approbation and cen-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0315.jp2"}, "316": {"fulltext": "54 PRIMARY NORMAL SCHOOL AT BRUHL.\\nsure, remonstrances and encouragements, hope and fear, are not necessary\\nhelps and for that reason, such helps are used for great and small, in pri-\\nvate houses as well as in schools, in church as well as in state, and will\\nnever fail, if wisely used, to have a salutary eifect. A hard ascetical con-\\nstraint and discipline are as far from my taste as from my principles but\\nexperience demands rigorous order in great schools, especially at their out-\\nset. When order has once been thoroughly established, when the will of\\neach has learned to bend to the unity of the collective body, the early se-\\nverity may be relaxed, and give place to kindness and indulgence. As long\\nas I can recollect, I have observed that the education of children is best in\\nhouses where this principle is observed. To let children grow perverse and\\nwayward in their infancy through weak tenderness and indulgence, and then\\nto reprove and chastise them with harshness when their habits are formed,\\ncannot be other than a false system. For these reasons we always begin\\nby reading the rules and disciplinary laws of the house, so that the pupils\\nmay distinctly know what they have to do we then take care that these\\nlaws are strictly enforced. The masters, on their side, are careful to show\\nthe most punctual obedience to all their duties. We afterward read por-\\ntions of the rules, according to circumstances, and to the demand for any\\nparticular part; thus the discipline is strengthened and facilitated. The\\nhighest punishment is expulsion and last year we were obliged to resort\\nto this twice. In ail cases we try to proportion the punishment to the fault,\\nso as to conduce to the amendment of the culprit and the good of all. For\\ninstance, if one of the pupils lies in bed from indolence, he is deprived of his\\nportion of meat at dinner, and for four days, a week, or a fortnight, as it\\nmay be, is obliged to declare his i3resence when we meet in the morning.\\nBeing kept at home on holidays, ringing the bell, fetching -water, c., are\\nthe only corporal punishments for faults of indolence and infractions of\\norder. Faults of impatience or carelessness, of insincerity or mischievous-\\nness, of coarseness or any sort of incivilit}^ offenses against decency or good\\nmanners, are punished by notes in the inspection-book, which the culprits\\nthemselves are obliged to sign. As to the conduct of the students when\\nout of the house, the authorities and inhabitants of the whole neighborhood\\nunanimously bear witness that the presence of these young men is in no\\nway perceived. It is not difficult to speak to their hearts, and by expostu-\\nlation suited to their age and station, to touch them even to tears.\\nOf this I could cite several instances, did I not fear prolonging this Re-\\nport. I wdll, however, give one. Last year the students of the highest\\nclass were dissatisfied with the steward, and presented a petition very nu-\\nmerously signed, in which they enumerated their causes of complaint, and\\nasked to have him removed. I gave the petition to him, that he might an-\\nswer the charges and after he had made his defense, I suffered accusers\\nand accused to plead their cause, at the time of one of the religious lessons.\\nThe steward was not irreproachable his fiiult was, indeed, evident enough\\non the other hand, the complaint was exaggerated, invidious, inexact, and in-\\nconsiderate for several had signed without reading others had signed be-\\ncause such or such a point seemed to them just others again had shown\\nthemselves extremely active in collecting signatures, and had reproached\\nthose who refused to sign. The affair being clearly and circumstantially\\nstated, the steward had his share of the reprimand, and was deeply affected\\nby it others were moved to tears and the offenders, when the unbecom-\\ning, inconsiderate, and even criminal points of their conduct were distinctly\\nexplained to them, acknowledged theii- injustice, and promised never to act\\nin the like manner again.\\nOrder and discipline, instruction and prayer, are thus regarded and em-\\nployed as so many means, general and particular, for cultivating the moral-\\nity of the pupils and the undersigned, during the short time he has had the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0316.jp2"}, "317": {"fulltext": "PRIMARY NORMAL SCHOOL AT BRUHL. 35\\ncare of the institution, has ha,d the satisfiiction of seeing many who entered\\nit with bad and distressing habits, leave it metamorphosed and renewed.\\nSedateness and modesty have been substituted for giddiness the spirit of\\ntemperance for craving after sensual enjoyments; and those who came to\\nseek but ordinary bread, have acquired a taste for purer and higher food.\\nIt is hardly possible that among so many, a vicious one should not occa-\\nsionally creep in and last year, among the new-comers, was a cunning and\\naccomplished thief, whose depredations filled the establishment with dissat-\\nisfaction and alarm. It was difhculfc to find him out, but falsehood and per-\\nversity betray themselves in the end. Heavy suspicions were accumulated\\nduring the year on the head of the criminal and though there were not pos-\\nitive proofs, he could not so escape our vigilance as not to leave us in pos-\\nsession of a moral certainty against him. He was expelled at the examina-\\ntion of last year. Nevertheless, as there was no legal proof, his name was\\nnot stigmatized by publicity, and the higher authorities will readily excuse\\nmy not mentioning it here, and will be satisfied with the assurance tliat no\\nmisfortune of the kind has since occurred.\\n5. INSTRUCTION.\\nThe business of the primary normal school is to form schoolmasters.\\nIt must therefore furnish its pupils with the sum of knowledge which the\\nstate has declared indispensably necessary to the intellectual wants of the\\nlower classes of the people, of whom they are to be the teachers, and must\\nafterward fit them to fulfill their important vocation with zeal and with a\\nreligious will and earnestness.\\nNo more than grapes can be gathered from thorns, or figs from thistles,\\ncan any thing good be hoped from schoolmasters who are regardless of re-\\nligion and of morality. For this reason, religious instruction is placed at the\\nhead of all other parts of education: its object is to implant in the normal\\nschools such a moral and religious spirit as ought to pervade the popular\\nschools. The course of religious instruction has undergone no change from\\nthat stated in the report of last year, except that the several classes have\\nbeen united for the Biblical part. During the present year we propose to\\ntreat the concordance of the Gospels, the history of the Apostles, and some\\nof the Epistles. The course adopted is this: The series of the concord-\\nance is established and dictated by the master; the passages and discourses\\nare explained, and, if thought expedient, learnt by heart by the pupils. For\\nthe catechising, or religious and moral instruction, properly so called, the\\nclasses are separated. The great catechism of Overberg is taken as a\\nground-work; and we treat first of faith, then of morals, so that the latter\\nmay be intimately connected with the former, or to speak better, that moral-\\nity may flow from faith as from its source. I regard religion as a disposi-\\ntion or affection of the soul, which unites man, in all his actions, with God\\nand he alone is truly religious who possesses this disposition, and strives by\\nevery means to cherish it. In this view of the subject all morality is reli-\\ngious, because it raises man to God, and teaches him to live in God. I\\nmust confess, that in religious instruction I do not confine myself to any\\nparticular method I try by meditation to bring the thing clearly before my\\nown mind, and then to expound it intelligibly, in fitting language, ^vith grav-\\nity and calmness, with unction and earnestness, because I am convinced that\\na clear exposition obliges the pupils to meditate, and excites interest and\\nanimation.\\nAs for the historical part, I have made choice of a short exposition of\\nthe history of the Christian church, with an introduction on the constitution\\nof the Jewish church. I think it impossible to learn any thing of universal\\nhistory, that can be useful or instructive to the students, in less than a hand-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0317.jp2"}, "318": {"fulltext": "8Q PRIMARY NORMAL SCHOOL AT BRUHL.\\nred lessons. It signifies little whether a village schoolmaster knowa the\\nhistory of India, China, or Greece but he ought to know something of the\\nhistory of the church, because it is, in many points, nearly connected with\\nthat of religion. I must confess that, in the measure of time allowed us, I\\ncannot make universal history very interesting or profitable to the pupils\\nbut it is otherwise with ecclesiastical history.\\nI introduce the theory of education and tuition by experimental psychol-\\nogy. This course of study is of infinite use, in teaching the science of edu-\\ncation, and of tuiiion, as likewise in teaching morals and religion but I re-\\ngard the school for practice, and the method there pursued, as the best\\ncourse of pedagogical instruction. I have come to the conviction that,\\ngenerally speaking, it is necessary to recommend to the pupils of the nor-\\nmal schools, and to all young schoolmasters, a firm and decided plan, leav-\\ning it to thera to modify it as time and experience dictate. It is with them\\nas with a traveler going to a place he has never been at before it is best\\nto show him the high road, that he may not lose himself; when he is famil-\\niar with that, he may try cross-roads, if he thinks they will abridge his jour-\\nney. The masters of the school rgree in my views on this point, and en-\\ndeavor to act up to them. The follov/ing are their courses of instruction in\\ntheir several departments, furnished by themselves.\\nLanguage First class, or class of the first year. In the first half year we\\nbegia with the shnplest elements, and gradually go through all the parts of\\nspeech, but without their subdivisions. In the second half year we go\\nthrough the subdivisions in like manner so that, in the first year, a thorough\\nknowledge is acquired of the simple and compound elements, as well as of\\nthe divisions and subdivisions of speech. The course of instruction is partly\\nsynthetic, and partly analytic that is to say, what has been learned in the\\nfirst manner, is made thoroughly clear in the second, by the analysis of a\\npassage from some author. Seco nd class, or class of the second year. This\\nclass, proceeding in a similar way, goes through the most complicated peri-\\nods. In the second half year the pupils are familiarized with the most im-\\nportant principles of logic and of etymology.\\nArithmetic Second class.j In the first half year are studied the rule of\\nthree, single and compound interest, and discount; in the second, the ex-\\ntraction of the square and cube roots, as far as equations of the first and\\nsecond degree. The result of this course is a complete familiarity with all\\nthe branches of common arithmetic. These two departments of instruction,\\nlanguage and arithmetic, are taught according to the views of the inspector.\\nGeometry Second class. In the first half year they get through what re-\\nlates to rectilinear figures and the circle in the second, the theory of the\\ntransmutation of figures is added and after that, the most important prin-\\nciples of geometry and the measurement of solids. The books of instruc-\\ntion are those of F. Schmid and Von Turck.\\nDrawing First class. In the first half year drawing is carried as far as\\nthe knowledge of the most important laws of perspective, so as to place ob-\\njects, not too complex, according to the lav/s of perspective. In the second\\nhalf year they study light and shade. Second class. During the first half\\nyear the attention is directed to the relief and shading of works of art, such\\nas houses, churches, vases, c. In the second half, the pupils copy good\\ndrawings of landscapes, flowers, c., with a view to familiarize them with\\nthe style of the best masters. The method adopted is that of F. Schmid.\\nReading First class. Begins by the enunciation of some simple propo-\\nsitions, which are decomposed into words the words are reduced to sylla-\\nbles, and these to their simple sound. This course has been adopted with\\nthe pupils, that they may themselves use it with the younger children, and\\nthus acquire a familiar acquaintance with it. It is taught according to the\\nM. Wagner. t Another master takes the arithmetic for the first class or first year.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0318.jp2"}, "319": {"fulltext": "PRIMARY NORMAL SCHOOL AT BRUHL. 87\\nviews of the inspector. Second class. In the first class the principal object\\nis reading with ease in the second, reading with expression. The chief\\nmeans of instruction consist in the master s reading aloud frequently, be-\\ncause it is considered that this plan is more unfailing and more easy than\\nany rules. Since, however great the application on the part of both master\\nand pupil, the art of reading is at all times difficult to acquire, this branch\\nof instruction occupie s a whole year.\\nSinging First class. In the first half year they begin with easy exer-\\ncises in time and melody; the next step is to easy pieces for four voices.\\nThe second half year is devoted to more difficult exercises of the same kind\\nso that, by the end of the year, the pupils have acquired a tolerable facility\\nin reading.\\nNatural Philosophy Second class. During the first half year the atten-\\ntion is directed to the general and particular properties of bodies to those\\nof the elements, water, air, and fire then to the theory of sounds, the velo-\\ncity of winds, the equilibrium of fluids, and aqueous meteors. In the second\\nhalf year comes the theory of light, electricity, the lever, the inclined plane,\\nluminous meteors, optics, c. The principal object is to render the pupils\\nattentive to the most striking phenomena of nature, and to accustom them to\\nreflect upon her laws and secrets. The method adopted here is that of the\\ninspector.\\nDuring half of last year my* lessons embraced the following points\\nMental Arithmetic. 1, The knowledge of numbers with reference to their\\nvalue and form 2, addition 3, subtraction 4, subtraction and addition\\ncombined 5, multiplication; 6, multiplication combined with the preceding\\nrule 7, division 8, varied combinations of the four fundamental rules.\\nEach rule was accompanied by its application, and by examples drawn from\\ncommon life. My principal aim was to exercise the pupils in applying the\\nrules to practice. I have endeavored also to draw their attention to the the-\\nory, and especially to the mode of using dif?3rent rules in the solution of the\\nsame problem with this view, I have always alternated the oral and written\\nexercises.\\nArithmetic on the Slate. Calculation on the slate is based upon mental\\narithmetic, insomuch that the latter may be considered as a preparation for\\nthe former. When the four first exercises in mental arithmetic are gone\\nthrough, the pupils begin to use the slate. I have labored not only to give\\nthem practical dexterity, but also solid knowledge, and with this aim have\\naccustomed them to try various ways of working the questions.\\nElements of Geometry. I have followed the work of Harnisch, and hia\\ntheory of space drawn from the theory of crystals, and employed by him as\\na basis to the mathematics.\\nNatural Histoky Botany. The principal parts of a plant are first\\npointed out and named then each of these parts are examined separately\\n1, the root, its form and direction; 2, the stem, its internal construction,\\nits figure and its covering 3, the buds, their place upon the stalk 4, the\\nleaves, their variety according to their situation, their mode of insertion,\\ntheir figure, their place 5, the flower-stalks 6, the flowers according to\\ntheir species, the manner in which they are fixed, their composition the ca-\\nlyx, corolla, stamina, pistil, the fruit, seed-vessel, and sex of the plants. All\\nthis has been shown to the pupils, either in the plants themselves, or in\\ndrawings which I have traced on the slate. I interrupted the botany till we\\ncould take it up again after Easter, and began\\nMineralogy. I have pursued the same course here. The pupils have first\\nbeen familiarized with the properties which distinguish minerals one from\\nanother, as their colors, the arrangement of parts, the external form, regular\\nand irregular, or crystalline form the polish, texture, transparency, vein,\\nMr. Richter.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0319.jp2"}, "320": {"fulltext": "g8 PRIMARY NORMAL SCHOOL AT BRUHL.\\nhardness, alteration of color, eifervescence in acids all these properties have\\nbeen observed by the pupils in the minerals of our collection. To this suc-\\nceeded the classification of minerals, from which the pupils have learned the\\nnames and uses of the most important.\\nSinging. Having devoted last year, with my singing pupils, to time, tune,\\nand acoustics, I have, during the past six months, combined the three\\nbranches of the art of singing which I had before taught separately, and\\nhave practiced them chiefly on sacred vocal music, such as a psalm of Schna-\\nbel s, a chorus from Handel s Messiah, a mass of Hasslinger, and another\\nof Schiedermeyer, a chorus from Haydn s Creation, two songs by Von Web-\\ner, c.\\nThorough- Base* The lessons I have given in this science have been ac-\\ncording to Hering s practical introduction, or to my own ideas. The follow-\\ning course has been adopted: 1, the theory of intervals; 2, the theory of\\nharmonic thirds, a. if they comprise a scale, b. if they belong to the whole\\nsystem 3, the theory of the chord of the seventh, a. if it belongs to a scale,\\nb. if it belongs to the whole system of chords; 4, modulation, a. in a free\\nstyle, b. in a free style, with particular reference to the organ 5, written\\nexercises in parts for four voices.\\nGeographij. We have finished Germany and begun Europe the follow-\\ning course has been adopted. First we made the pupils acquainted, as ex-\\nactly as possible, with the Rhenish provinces our own peculiar country\\nthen with Prussia, then with the rest of Germany. This was done in the\\nfollowing manner: 1, the boundaries; 2, the mountains; 3, tlie rivers; 4,\\nthe natural divisions according tv the rivers 6, the towns. We then con-\\nsidered Germany in its political divisions, paying attention to the position\\nand natural limits of the countries. All the exercises on this subject were\\ndone with skeleton maps. If time permit (though only one year with two\\nlessons a week are allotted to this department), Europe will be followed by\\na general review of the earth.\\nWriting. In the writing I have followed exactly the system of Hennig\\nby giving, 1, the easiest and simplest letters of the running alphabet to be\\ncopied, each letter separately, till the pupil can make them with ease; 2,\\nwords composed of such letters as they have practiced 3, at the opening of\\nthe course, after Easter, will come the capital letters, in the same way 4,\\nEnglish handwriting.! practicing single letters, I have especially pointed\\nout how one was formed out of another, and the letter they were practicing\\nas making part of that which followed. Afterward copies, written, not en-\\ngraved, are placed before the pupils, because these last, according to the\\nopinion of good penmen, discourage the pupils.\\nOrthography. 1, The object and utility of orthography 2, general rules\\nof German orthography; 3, the use of capital letters; 4, the regular use of\\nisolated letters 6, the division, composition, and abbreviation of words.\\nThese rules are alternately put in practice in the dictations. The director,\\nwith the assistance of the masters, examines in each department every three\\nmonths. Instrumental music, on the violin, piano-forte, and organ, is taught\\nby Mr. Richter and Mr. Rudisch, with the assistance of two pupils.\\n6. SCHOOL FOR PRACTICE.\\nIt is difficult, in a written description, to convey a just idea of a school, or\\nof any large establishment for instruction. Nevertheless, I will endeavor to\\ngive a brief sketch of this institution, and of the manner in which the pupils\\nare there occupied. The regulations fix from one to three in the afternoon\\nfor the lessons of practice. The children of the school for practice are di-\\nMr. Fiidisch.\\nt i. e. The Italian handwr^ing, as distinguished from the current German hand. Transl.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0320.jp2"}, "321": {"fulltext": "PRIMARY NORMAL SCHOOL AT BRUHL. 89\\nvided into eight classes, and one of the pupils from the normal school pre-\\nsides over each of these divisions alternately, so that twenty-four are occu-\\npied from one to two, and twenty-four from two to three; and while the\\nfirst twenty-four are teaching, the others listen, that they may be ready at\\nany moment to take it up and continue the lesson. This can be done only\\nwhere u fixed and complete mode of instruction is laid down.\\nThe branches taught by the pupils are grammar, reading, composition,\\nwriting, drawing, arithmetic, mental exercises, singing, religion. Language\\nis taught partly after Krause, and partly on the plan of the inspector, Mr.\\nWagner. Reading is closely connected with writing, according to the\\nmethod of the inspector. The pupils of the higher classes have subjects of\\nfamiliar compositions given them at the same time, they are made to learn\\nby heart short letters, narrations and descriptions, because this is deemed\\nthe best method of familiarizing children with the language, and enabling\\nthem to express themselves with case in writing. When they have learned\\na piece by heart, they endeavor to write it without a fault, and with the\\nproper punctuation the comparison with the original and the correction are\\nleft to themselves, that the thing may be more deeply impressed upon their\\nmind. Arithmetic is taught on the system of Schumacher and Jos. Schmid.\\nIn the lower classes great care is taken that the numbers are always correct,\\nin order to avoid the inefficient and too artificial mental arithmetic of Pesta-\\nlozzi, and to make arithmetic itself an exercise of language. Singing is\\ntaught by the two forwardest pupils of the school, who give two lessons in\\nthe morning, and drawing by the two most skillful draughtsmen. For exer-\\ncises in language and mental activity, use is occasionally made of Krause s\\nExercises for the Mind, and Pestalozzi s Moiher^s Book. On religion the\\npupils give but one lesson a week, under the particular guidance of the di-\\nrector. The speci d superintendence of this school is confided to the inspect-\\nor, Mr. Wagner, who, besides a daily visit during the lessons, subjects them\\nto a slight examination every week, to keep up a persevering activity in the\\nyoung men, and to know exactly what progress is made. The satisfiiction\\nof the parents at the pupils mode of teaching is proved by the regular at-\\ntendance at the school. I am well satisfied with the practical ability hith-\\nerto shown by the pupils.\\n7 MASTERS OF THE ESTABLISHMENT.\\nTwo masters, besiJes the director, were last year annexed to the estab-\\nlishment the inspector, Mr. Wagner, and Mr. Richter. The assistant mas-\\nter, Mr. Rudisch, was added at the beginning of this year. These masters\\ngive their entire and undivided attention to the school; yet they are not suf-\\nficient for this great establishment two pupils and the organist of the town\\nassist in the department of instrumental music.\\nAlthough the general superintendence rests upon the director, yet, to re-\\nlieve him, one of the masters in rotation has hitherto conducted the special\\ninspection eacli week. But I see every day more clearly, that the whole\\ninspection ought to devolve upon the director alone in a v/ell-regulated\\nhouse there should be but one head. The other masters also recognize this\\nprinciple and in the end the director will have the whole superintendence,\\nand, in case of need, will transfer it to the inspector. But as the director\\nand the inspector cannot be always with the pupils, and as it is nevertheless\\nnecessary that there should be some fixed person to refer to when disturb-\\nances or complaints occur, the established custom will be continued of ap-\\npointing the student who is deemed the best fitted as superintendent of\\nhis fellow-students. This plan may, besides, have a very useful effect in\\nthe education both of the young superintendent and of his school-fellows.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0321.jp2"}, "322": {"fulltext": "90\\nNORMAL SEMINAKY AT EISI.EBEN.\\nw\\n-3\\nas\\nci la\\na\\n2 -S\\na\\n4-a QJ\\n01\\nTO\\n05\\ni\\nEh\\nCI, i3\\nCQ\\n5 o .H\\nCD o\\n1- bo C\\no o o\\nu\\n05\\nPi J\\nO O\\n.a\\nc;\\np)\\n00\\n3\\n3\\na\\nb\\nw\\nb\\ne\\nM O\\no\\nc\\n.S S\\nc\\nQ\\n(i -.a\\npi\\nM 13\\n_ M C\\nl3\\ns\\n(a\\na\\n5\\n2\\nS bo\\no o a\\nReading,\\nReligiou\\ntion,\\nGramma\\nSinging,\\nd 3\\nsi\\n.S S\\nbS\\n.5.3\\n^1\\nID\\nB\\nc\\n1\\nbl)\\nT3\\na\\na\\no u\\nC3\\nS.\\n_\\na\\n.S .S\\nb\\no\\no\\n3-2\\no -3\\na\\no\\n3\\nCU\\n1\\na\\ncd\\n0) 10\\nC\\nr^:5\\no\\nH\\nD\\n3 3\\n(u 2\\ny 5 3\\n5 g\\n_m\\n2 O\\nS) g To\\n\u00c2\u00a71 i\\n2 S\\nArt of\\nWritin;\\nArithm\\nThorou\\n11\\n(U o\\n-5 CO\\nO bO\\ns\\nDi Pi\\nOh O\\nw:^;\\noo\\n6\\nbS\\n.s\\n13\\no\\nJ\\n3\\nH\\nK\\nu\\nbo\\nm\\nU\\no\\na\\n2\\n15\\nO\\n;5\\nQ\\nW\\no .2\\nbb S\\nho bo bo\\n\u00e2\u0084\u00a2s -s\\n2 ;S-g\\na\\nbo\\no o\\n2 s! ca\\n1- O\\n(U (U\\n^1. .s 1-.\\n3\\no\\nJ J\\nO O\\nE-Q t Q\\n3\\nw\\nZ\\nO\\n\u00e2\u0080\u00a2T3\\ns\\ntfi\\nJS\\nto O\\nC\\no\\nQ.\\no\\nPS\\n:i3\\nC3\\n3\\nO\\n3\\ni o\\n1\\nz\\na\\nu\\np\\nbt)\\n\u00e2\u0096\u00a0gan,\\nan,\\nigious instr\\non,\\nnmiar,\\nging.\\n13\\nbo\\nrt 3\\n3\\nbO-g,\\nbO\\n3\\nw\\n3\\nO\\n3\\nO\\na\\nbo O\\no \u00c2\u00a3?-i;-:2 2 c\\nri CU\\ntd O\\n(U\\na o\\nPi a^\\nJ H\\nOC^ O co\\n^ai\\nQO\\nQ\\n3\\nO\\nTJ\\nt3\\nc\\nc:\\nu o\\na\\nCl,\\nctf\\ni\\nci\\nQ\\no\\n3\\no\\nbSg\\n3 O\\ni\\nbjo\\no\\no\\nto\\n13 -S\\na\\n1^\\n3\\na\\n3\\nbO\\n3\\nfe\\n3 3\\nfi o\\nbjo bo _r u\\nu\\ni Jo\\nbo\\nw\\ns\\nO O\\neadin\\nhorou\\norgai\\nrithm\\nramm\\nO 3\\n\u00e2\u0096\u00a0S la\\nCU o\\n3 Oh\\ng s\\nm o\\n3\\nO 3\\n_\u00c2\u00b0 hO\\no\\nz\\na ai\\nOh\\nOOr t!0\\ni?;\\noo\\nE- O\\na\\ng\\ntJ\\nwi\\n\u00e2\u0080\u00a273\\n13\\na IS\\n-a\\n3\\n-3\\nH\\nCli\\nC\\nd\\nC 3\\n3\\n3\\n3\\nt3\\nJ\\n*i O\\no\\n*e o o\\n\u00e2\u0096\u00a0ii o\\n\u00e2\u0096\u00a0S o\\n\u00e2\u0096\u00a0S o \u00e2\u0096\u00a0S\\n1\\n0.\\no\\nS\\n2 S 2\\nS\\nM O\\ni2 u i2\\n1\\n01\\n._ 0) (D\\no\\nCU\\nQJ .-H\\nE^\\nt- CD\\nlu\\nfccn fcfn\\nfcK\\nface\\nfcTLfo\\no\\nv.*-^^-*^\\n.^.-Y-^\\nN-^\\n^v^^\\n*^Vs^\\n1^\\nm\\nd\\ns\\no\\nO\\ns\\n00\\nOJ\\nN\\nP5\\nTh m\\no\\no\\no o\\no\\nO\\no o\\nf-\\n00\\no o\\nN\\nn T?", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0322.jp2"}, "323": {"fulltext": "SEMINARY FOR TEACHERS*\\nAT WEISSENFELS,\\nIN PRUSSIA.\\nThis seminary, for the education of teachers for the elementary schools,\\nis one of four belonging to the province of Saxony ,f and was last organized\\nin 1822. It combines within its premises, or in the neighborhood, so as to\\nbe subject to the control of the same director, the following establishments:\\n1. The normal school, or seminary for teachers, a government institution.\\n2. A preparatory school, subsidiary to the former, and established by the\\nenterprise of its teachers. 3. A seminary school, or burgher school, of four\\nhundred pupils, already described. 4. An elementary school for poor chil-\\ndren, of two hundred pupils. 5. A school for the deaf and dumb, of twenty-\\nfive pupils, established in 1828, and supported by tlie government. The last\\nthree mentioned scliools afford practice to the students of the seminary.\\nThe government of these establishments is confided to a director,^: who is\\nresponsible immediately to the provincial school-board in Magdeburg. He\\nhas the personal charge of the seminary in which he gives instruction, and of\\nwhich he superintends the domestic economy, discipline, and police. He is\\nassisted in the seminary by three teachers, who meet him once a week in\\nconference, to discuss the progress and conduct of the pupils, the plans of\\ninstruction, and other matters relating to the school. There are also seven\\nassistant teachers, five for the seminary school, and two for the deaf and\\ndumb institution, who also assist in the seminary itself. Once a month\\nthere is a general meeting of the teachers of all the schools just enumerated,\\nfor similar purposes.\\nAppUcants for admission are required to produce certificates of baptism,\\nof moral conduct, and of health,^ besides an engagement on the part of their\\nparents or guardians to pay an annual sum of fifty thalers (thirty-seven dol-\\nlars) for maintenance. These papers must be forwarded to the director a\\nfortnight before the day of examination. The candidates are examined at a\\nstated time of the year (after Easter), in presence of all the teachers of the\\n\u00e2\u0080\u00a2school, and their attainments must prove satisfactory in Bible and church\\nhistory, the Lutheran Catechism, reading, writing, German grammar, espe-\\ncially the orthography of the language, the ground-rules of arithmetic (mental\\nand written), geography and history, and natural history and philosophy, of\\nthe grade of the highest class of a burgher school. They must also be able\\nto play, at sight, easy pieces of music upon the violin. The usual age of\\nadmission is eighteen and the lowest at which they are admissible, seven-\\nteen. On entrance, they are entitled to free lodging and instruction, and, if\\ntheir conduct and progress are satisfjctory, in general, receive a yearly allow-\\nance of twenty-five dollars, which is equivalent, nearly, to the cost of their\\nmaintenance. Their clothing and school-books are provided by the pupils.\\nThe modes of preparation judged most appropriate by the authorities of the\\nseminary are, the attendance on a burgher school, with private lessons from\\na competent teacher, or entrance into the preparatory establishment at Weis-\\nsenfels. A gymnasium is considered by no means a proper place for the\\nFrom Bache s Education in Europe.\\nt At Magdebuis, Halberstadt, Ifrfurt, and VVeissenfels.\\nj The Rev. Dr. Haniisch, to whom I am indebted for a kind welcome to his institution, and a\\nMS. account of its different schools.\\nThe directions issued by the provinciil authorities are, that they shall have a stron? chest\\nand sound lunj^s, not to be too near-sighted, nor deaf, nor infirm. The physician s certificate must\\nState whether they have had the measles, iSic.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0323.jp2"}, "324": {"fulltext": "Q2 SEMINARY FOR TEACHERS AT WEISSENFELS,\\npreparation of pupils, its courses, discipline, and mode of life having a dif-\\nferent tendency from that required by the futui e teacher of a common\\nschool.\\nThe admission of new pupils takes place with some ceremony, in presence\\nof the teachers and pupils. The director gives a charge, in which he makes\\nthem, acquainted with the rules of the school, chiefly those relating to moral\\nconduct, to obedience to the authorities, punctuality, regular attendance at\\nstudy, school, church, and, in general, on the appointed exercises, due exer-\\ntion, neatness in their habits, and exactness in the payment of dues to the\\ntradesmen with whom they may deal. They bind themselves to serve for\\nthree years after leaving the school, in whatever situation may be assigned\\nthem by the regency of Merseburg, or to pay the cost of their education and\\nmaintenance. During their stay at the seminary, they are exempted from\\nmilitary service, except for six weeks. In ttict, this service usually takes\\nplace at leaving the school, and before entering upon their new career. The\\nnumber of pupils, on the average, is sixty.\\nThe courses of instruction are, morals and religion, German, arithmetic\\nand geometry, cosmology, pedagogy, terraculture, hygiene, theory and prac-\\ntice of music, drawing, and writing. Cosmology is a comprehensive term\\nfor geography, an outline of history and biography, the elements of natural\\nhistory and natural philosophy, all that relates to the world (earth) and its\\ninhabitants. Pedagogy includes both the science and art of teaching. The\\ncourses just enumerated are divided among the masters, according to the\\nsupposed ability of each in the particular branches, the whole instruction\\nbeing given by the four teachers. The director, as is customary in these\\nschools, takes the religious instruction, and the science and art of teaching,\\nas his especial province, and adds lectures on the theory of farming and gar-\\ndening (terraculture), and of health.\\nThe duration of the course of studies has been reduced from three years\\nto two, on account, as is alleged, of the necessity for a more abundant sup-\\nply of teachers! There are, probably, other reasons, such as the exjiense,\\nand the fear of over-educating the pupils for their station, which have been\\ninfluential in bringing about this reduction. There are two classes corre-\\nsponding to the two years of study. The first year is devoted entirely to re-\\nceiving instruction; and in the second, practice in teaching is combined with\\nit. In the preparatory school there is likewise a course of two years, and\\nthe pupils are divided into two classes. This establishment is in a building\\nnear the seminary, which can accommodate forty pupils, and is under the\\nspecial charge of one of the teachers.*\\nThe outline of the studies in the two schools is as follows\\nRELIGIOUS INSTRUCTION.\\nPEEPAEATOEY SCHOOL.\\nII Class. Bible stories, which the pupils must be able to narrate \u00e2\u0096\u00a0with propriety.\\nChristian doctrine. Portions of Scripture committed to memory. Pour hours\\nweekly.\\nI Class. Eeading the Bible, especially the historical parts. Krummacher s Bible\\nCatechism. Christian doctrine. Parables of the New Testament. Seven hours.\\nIn the lectures on Christian doctrine, which the two classes of the normal\\nschool attend together, the director gives a portion of Scripture to be com-\\nmitted to memory, explains and illustrates it, and interrogates the pupils,\\nwho take notes of the lecture, which they subsequently write out.\\nNOEMAL SCHOOL.\\nII Class. Reading the Bible, particularly the historical parts writing catechet-\\nical exercises, adapted to children. Two hours.\\nThe payments made by the pupils are, per annum, for instruction, nine dollars for dinner,\\nbread not incUided, thirteen doUars and fifty cents; lodging, three dollars waiting and nursing io\\ntime of sickness, one doll;* and seventy-five cents use of libraiy, fifty cents.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0324.jp2"}, "325": {"fulltext": "SExMINARY FOR TEACHERS AT WEISSENFELS. gg\\nI Class. Continuation of the second class com-se. Two hours.\\nI and II Class. Christian doctrine, from Luther s Catechism. Three hours.\\nHistory of the different dispensations. Two hours. A course of two years.\\nThe course of church history is taught, also, by the mixed method of lec-\\nture and interrogation, to both classes united.\\nGERMAN LANGUAGE.\\nPEEPAEATOET SCHOOL.\\nII Class. Exercises of speech in reading and delivery. Descriptions and essays\\non subjects drawn from common life. Grammar. Writing, as an exercise in cal-\\nligrapliy and orthography. Nine hours.\\nl Class. Eeading, with explanations. Composition. Grammar revised. Writ-\\ning, as in the second class. Nine hours.\\nnoemjVI. school.\\nII Class. Eeading, with explanations. Writing, as an exercise of calligraphy and\\northography. Exercises of stj le. A composition once every month. Essays from\\nhistory, geography, or natural history. Grammar revised. Eight hours.\\nI Class Poetry, with readings. Calligraphy. Exercises of style. Grammar re-\\nvised. National literature. Seven hours.\\nThe first and second classes are united for a portion of instruction in this depart-\\nment, intended to rid them of provincialisms of speech, and to improve their hand-\\nwriting. Three hours.\\nMATHEMATICS.\\nPEEPAEATOET SCHOOL.\\nII Class. Arithmetic, including the Eule of Three. Three hours.\\nI Class. Arithmetic, revised and extended. Use of compass and ruler. Four\\nhours.\\nNORMAL SCHOOL.\\nII Class. Geometry, commenced. Four hours.\\nI Class. Eevision of previous studies. Geometry, continued. Two hours.\\nThe method of teaching mathematics is that of Pestalozzi and director\\nHarnisch has himself prepared a work on geometry for his pupils. The ap-\\nplications are made to follow the principles closely. As in the other coui-ses,\\nthe greater part of the learning is done in the school-room, the books being\\nused rather for reference than for preparation. In the lessons which I at-\\ntended in this department, much skill was displayed by the instructors, and\\na very considerable degree of intelligence by the pupils. Considering it as\\nthe means of developing the reasoning powers, this method is very far supe-\\nrior to that in which the propositions are learned from books. To exem-\\nplify the method of Dr. Harnisch, I may state the following case of a recita-\\ntion in geometry by the second class. The equality of two triangles, when\\nthe two sides and the angle contained betv^ een them in one are equal re-\\nspectively to the two sides and the contained angle in the other, had been\\nshown by the teacher, and the demonstration repeated by the pupils, who\\nwere interrogated closely upon it. An application of the theorem was at\\nonce required, to determining the distance between two points, one of which\\nis inaccessible. Tvv o of the class found the solution immediately, and all\\nwere able to take part in the subsequent discussion of the problem.\\nCOSMOLOGY (WELTKUNDE).\\nPEEPAEATOET SCHOOL.\\nII Class. Elements of botany and zoology. Excursions for practical instruction\\nin the former. Four hours.\\nI Class. Geography and the drawing of maps. Elements of physics and tech-\\nnology. Biography. Three hours.\\nNOEMAL SCHOOL.\\nII Class. Eevision of the above studies. Three hours.\\nI and II Classes united. General views of the earth and its productions and in-\\nhabitants. One hour weekly for one year. Gardening and hygiene (Gesundheita-\\nkunde). Two hours weeMy for two years.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0325.jp2"}, "326": {"fulltext": "94 SEJjJNARY FOR TEACHERS AT WEISSENFELS.\\nThe lechires in the normal school on these subjects are by the director.\\nThe means of illustration in physics are small, and the whole course is\\nchiefly intended to show the future teachers how wide a range of knowledge\\nmay be opened to them by study. The natural history is illustrated, for the\\nmost part, by drawings. To render the seminarists more useful in their\\nsituation of country schoolmasters, which a large proportion of the pupils\\nbecome^ they have lectures on the principles of agriculture and gardening,\\nand also practical lessons from the gardener, who has charge of the grounds.\\nThe pupils work during the appropriate season every day in turn, under the\\ndireciion of the gcxrdener. Good manuals, conveying correct but elementary\\ninstruction on these matters, are much wanted. They should, peihaps, be\\nprepared by a teacher, but by no means allowed to go into use without re-\\nvision by persons specially acquainted with the different branches of science\\nthus grouped together. This revision would insure the accuracy which,\\nthough difficult to attain, is so necessary the more so in conveying such\\nelements, as there is no collateral knowledge to correct or modify error as to\\ntact or theory.\\nSCIENCE AND ART OF TEACHING.\\nTREPAKATOKT SCHOOL.\\nThe first class rcceiye shnplc directions for keeping scliool, and lessons on teach-\\ning. Tiiey attend in turn the classes of the seminary- schools two hours weekly, but\\ntake no part in teaching.\\nNORMAI. SCHOOL.\\nII Class. Lessons on teaching, three hours. Visits to the schools, tliree lioura.\\nI Class. Lessons on the art of teaching, three hours. Visits to the schools, five\\nhours. Lessons on the instruction of tlie deaf and dumb, by the director of that\\ndepartment, one hour.\\n1 and II Classes united. Science of teaching, two hours.\\nThe director delivers the course on the science of teaching, which in these\\nschools is considered of the highest importance, and also gives a portion of\\nthe lessons in the art of teaching to the first class.\\nThe theoretical instruction ia the science and art of teaching enibr.aces\\ntwo courses, each of a year the first being devoted chiefly to cduca ,tion in\\ngeneral, the second to instruction and the arrangements of tlie school.* The\\ndirector remarks of this course, that the pupils learn by it to say a good deal\\nupon these subjects, and someiimes believe that they can easily execute\\nwhat they can so readily describe an opinion of which practice can alone\\nshow the error, and which it is essential should be removed. The general\\ntheory of education is founded upon the constilution of man, and, under the\\nhead of instruction, the methods of teaching the various branches are de-\\nscribed. The practice v/hich must render this theory of real use is had in\\npart in the schools. The pupils attend the free school, the burgher school,\\nand the deaf and dumb school, at stated times. They go at first as listen-\\ners, next take part in the instruction, under direction of the assist.ant teach-\\ners, and lastly instruct the classes. In order that they may have models of\\nteaching, not only in the assistants, but in the teachers of the seminary\\nthemselves, the latter give lessons occasionally in the different schools.\\nThus tlie director teaches one hour per week in the seminary school, the\\nsecond teacher two hours, and the third and fourth teachers four hours.\\nThe lower class attend the several classes of the burgher school, except the\\nhighest girls class, remaining, in general, one-fifth of the lime in each class\\nexcept the lowest, where they remain double this time, and visiting each\\nHarnisch s Jlanual of Common School Matters (Handbuch des VoIIis-schulweaens) is used as\\ntext-book.\\nA more common division of the course is into pedagogics, or the principles of education and\\ninstruction. IVIethodics, or the art of leaching tlie system or methods of education, to wliich a\\nthird division is sometimes added, called didactics, v/hich relates to the subjects of education,\\n(Schwai z Erzichuu^ und Unterrichts lehre).", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0326.jp2"}, "327": {"fulltext": "SEMINARY FOR TEACHERS AT WEISSENPELS. 95\\nclass twice at intervals. The upper class attend also the girls class, the\\ndeaf and dumb school, and the free school, remaining one-eighth of their\\ntime in each of the classes. Each member of the lower class keeps a jour-\\nnal of his visits to the schools, which is inspected by the second teacher.\\nEach of the first class draws up a report of his occupation and observations\\nin the schools, which is reviewed by the assistant teacher of the class to\\nwhich it refers, and is then examined by the second teacher and by the di-\\nrector. The several assistant teachers make reports upon the qualifications\\nof the seminarists who have given instruction in their classes. By these ar-\\nrangements, a pupil who has the mental qualities essential to a teacher can-\\nnot fail to become well versed in the practice of his profession. Habits of\\nobservation are inculcated, which must be of great service to him in his prac-\\ntice, enabling him to adapt himself to tlie circumstances in which he is\\nplaced, and to profit by the experience of every day.\\nTo exemplify the principles and methods, a small number of the children\\nfrom the seminary school arc brought into the class-room of the seminary,\\nand are examined upon a given subject by some of the pupils. The class\\npresent and the director make their notes on these examinations, and the\\nexercise terminates by an examination of the children by the director him-\\nself, as an exemplification of his views, and that they may not receive injury\\nfrom being lefc in a half or ill-informed state on the subjects of tlie lesson.\\nThe children having retired, the different members of the class make their\\ncriticisms, vi ^hich are accepted or shown to be erroneous by the director, a\\nconference or discussion being kept up until the subject is exhausted. The\\ncharacter of each exercise is marked by the director, who is thus enabled to\\njudge of the progress made by every member of the class, and to encourage\\nor admonish privately, according to circumstances.\\nThe lectures given by the head master of the school for the deaf and dumb\\nare also accompanied by practice, a certain number of pupils being detained\\nevery day for that purpose. The basis of the method is the idea that it is\\npossible to restore the deaf mute to society, by e;iabling him to understand\\nepoken langua.ge from the motion of the lips, and to speak intelligibly by\\nmechanical rules. It is hoped ultimately, by training every schoolmaster in\\nthis method, that the mute may be instructed in schools with other children,\\nand thus not be required to sunder ties of kindred during a long absence\\nfrom home. The pupils of the deaf and dumb institution do not live in the\\nestablishment, but are boarded with tradesmen of the town of Weissenfels.\\nThe object i-^ to induce the practice of the lessons out of school, the pupils\\nbeing enjoined to avoid the use of signs. The first lesson is one in articuhx-\\ntion. The principle of this instruction is now dominant in Germany, but up\\nto this time the system has not been fairly tried by its results. The indomi-\\ntable perseverance of the masters of the principal schools which I visited\\nstruck me with admiration but I was not convinced that what they aimed\\nid was practicable, at least to the extent which their principle asserts. The\\nattempt deserves, however, the best encouragement.\\nDRAWING.\\nPF.EPAR.VTORY SCHOOL.\\nThe two classes uuitcd for geometrical and perspective drawiugf,\\nNORMAL SCHOOL.\\nThe same course continued.\\nMUSIC.\\nPREPARATORY SCHOOL,\\nThe two classes united for instruction in tlic elements of music. Choral singing.\\nInstruction is given on the piano and organ to the pupils, divided into four aoc-\\ntions. They are also taught the violin.\\nNORMAL SCHOOL.\\nThe instruction, as just stated, is continued. Theory of music. Composition.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0327.jp2"}, "328": {"fulltext": "96 SEMINARY FOR TEACHERS AT WEISSENPELS.\\nThe violin is taught, as the means of leading the exercises in singing in\\nthe elementary schools. The piano serves as an introduction to the organ,\\na knovi ledge of which is important to the Prussian schoolmaster, as enabling\\nhim to act as organist in the church of the parish where his school may be\\nsituated. So high a value is placed upon an elementary knowledge in vocal\\nmusic, that an ability to give instruction in it is indispensable to admission\\ninto the class of teachers. It is not, therefore, surprising that the pupils of\\nthe seminaries, in general, are proficients in music. I confess, however, that\\nI was not prepared for the advance in the theory and practice to which many\\nof the first class in this school had attained. In regard to the former, I was\\npresent at one of the exercises in composition, in which the teacher* read,\\nand the pupils transcribed, three stanzas of poetry, This done, they were\\nrequired to compose an air adapted to the words. In less than ten minutes,\\na fifth of the class were ready. The teacher took his station at a black-\\nboard, on which the ledger lines were drawn, and one of the pupils whom he\\ndesignated began to sing the words to the air wliich he had composed, the\\nteacher writing the music meanwhile. This air was pronounced not to be\\noriginal. A second was tried, which the teacher thought an imitation. A\\nthird and fourth he accepted, and wrote upon the board. They were criti-\\ncised by both the class and teacher, set to parts by the former, and sung.\\nThe two classes were in the next hour united for choral singing, in which\\nmany are proficient, the teacher leading at the organ.\\nThe course of drawing is limited in extent, the object being chiefly to give\\nopportunities to those pupils who have a taste for drawing to cultivate it.\\nIn fact, as it tends to divert attention from more important matters, which\\nthe short time spent at the seminary requires entire devotion to, it is not\\nmuch encouraged.\\nThe four teachers attached to the normal school have charge of specific\\ndepartments of labor, as well as of particular implements of instruction.\\nThe director has the general superintendence of the instruction, discipline,\\nhousehold arrangements, and finance, and is librarian of their small collec-\\ntion. The second teacher has charge of one of the schools, of the musical\\nexercises, books, and instruments a third, of the students when assembled,\\nespecially in the school-house, and of the drawings, copy-slips for writing,\\nand maps. The fourth superintends the pupils while in the dwelling-house,\\nand also at meals. These teachers are aided in their duties by younger ones\\nattached to the seminary, under the title of assistant teachers. The dining-\\nhall, or the recitation-rooms, serve as places of study, according as the pupils\\nare in the school-house or in the dwelling, the two buildings being separated\\nby a portion of the grounds. The chapel, which is a neat room connected\\nwith the school-house, serves for the music-room, as well as for the religious\\nexercises.\\nThe order of the day in the normal school will serve to show how con-\\nstantly these young men are employed in preparing for the duties of their\\narduous profession, and yet they appeared to me always cheerful in the per-\\nformance of their self-imposed task. In winter, the pupils rise at five, and,\\nafter washing and dressing, have a brief religious exercise, and study until\\nbreakfast, which is at seven o clock. Until eight there is recreation. From\\neight until twelve they are in school, engaged in recitation, listening to lec-\\ntures, or teaching. From twelve until one they have dinner and recreation.\\nFrom one until five they are again in school. From five until seven or half\\npast seven, in summer, there is recreation, or excursions are made with a\\nteacher, and then study until nine. In winter, there is recreation until six, from\\nsix to eidit study, and from eight to nine musical exercises, one-third playing\\non the violin, another on the organ or piano, and another singing. At half\\npast nine in winter, and ten in summer, the pupils retire. There are prayers\\nMr. Henschel.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0328.jp2"}, "329": {"fulltext": "SEMINARY FOR TEACHERS AT WEk-SENFELS. 9*7\\nmorning and evening. On Wednesday and Saturday they have half of the\\nday for recreation, and in summer make excursions to collect plants or min-\\nerals. A place for gymnastic exercises is provided, and used during the\\nhours of i-ecreation.\\nThe moral education of these young men is closely attended to. They\\nnot only receive direct religious instruction, but the best examples are con-\\nstantly before them. The chief reward for proficiency or good conduct is\\nthe approbation of the teachers the principal punishment, short of dismis-\\nsion, their disapprobation. The director has, also, the influence, resulting\\nfrom his power, to give pecuniary assistance to the meritorious while in the\\nschool, and to secure them good places at leaving it. The greatest harmony\\nreigns throughout the establishment. On the evenings of Saturday, there\\nare frequently parties in turn among the teachers, to which the pupils are in-\\nvited, and where there is usually music. Those who have acquaintances in\\nthe town are encouraged to visit their families, but the places of visiting\\nmust be known to the director.\\nPhysical education is most essential where young men, at the time of life\\nof these seminarists, are sedulously engaged in intellectual pursuits, and\\nnecessarily so much confined to the house. They, therefore, have gymnas-\\ntic exercises or work in the fields or garden, or walk during those periods\\nof the day and parts of the week allowed for recreation. Care is taken that,\\nunless indisposed, they do not remain in the house at those times, when the\\nweather permits them to be in the open air. There is an infirmary for the\\nsick, in which one of the pupils in turn acts as nurse, and a physician is\\ncalled in when necessary.\\nThe school year is divided into three terms, the first from the beginning of\\nJune until August, the second from September to Christmas, and the third\\nfrom January to May. The holidays are four weeks in August, two at\\nChristmas, and one at Easter. During the first two named, the pupils go\\nhome to their friends. Christmas is celebrated in the school, and at the\\nclose of the first and second terms there are private examinations, the results\\nof which are communicated to the students. At the close of tlie third term,\\nthe examination for passing from the second to the first class is held, and\\nnone are promoted from one class to another unless fully proficient in the\\ncourses of the past year. At the end of the second year, they are examined\\nupon the whole range of study, and in composition and orthography. Those\\nwho pass satisfectorily receive a diploma, and find no difficulty in obtaining\\nemployment as teachers. Some of the most promising are frequently re-\\ntained in the schools of the institution as assistant teachers, under the ap-\\npointment of the director. The additional experience thus gained is of im-\\nportance in a professional, and ultimately in a pecuniary point of view.\\nEvery pupil, on leaving the school with a diploma, makes a drawing, or\\ncopies a piece of music or of writing, which he leaves as a memento.\\nThe pupils of all the normal schools are bound by law to serve in such\\nsituations as may be assigned to them for three years, or to pay certain sums\\nin lieu of this service.\\nThe domestic economy is superintended by the director, who has a house-\\nkeeper under his orders. Dinner is provided at a common table, but each\\nperson furnishes himself with breakfast and supper. The diet is of the\\nplainest kind, but there is meat for dinner every day in the week except\\ntwo.* The police of the establishment is attended to by the pupils them-\\nselves. The members of the second class, in turn, have charge of the police\\nof the school-rooms, dormitories, of the lamps, of ringing the bell, c. or\\nthese duties are executed by those who have fallen under censure. The\\nfirst class superintend the fires and out-of-door work, have charge of the\\nThe dinner costs seven dollars and fifty cents per annum, or about two cents and a\\nhalf per day. If a pupil receives no stipend from the institution, he is charged but half this\\nsum.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0329.jp2"}, "330": {"fulltext": "gg SEMINARY FOR TEACHERS AT WEISSENFELS.\\ncellar, store-room, lavatory, c. There are three dormitories, under the\\ngeneral superintendence of one of the teachers, aided by pupils selected for\\nthe purpose. The bed and bedding are furnished by the pupils at entrance.\\nThe lodging of these youths is, like their fare and clothing, of the plainest\\nsort a plainness which puts in strong relief the richness of the moral and\\nintellectual culture afforded by the institution.*\\nThe yearly cost of this institution is but about twenty-eight hundred and forty dollars. The\\ndirector receives a salary of six hundred dollars, which enables him to live very comfortably, and\\nto maintain bis proper station, on a par with the burgher authorities, the clergyman, district\\njudge, c.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0330.jp2"}, "331": {"fulltext": "SEMINARY\\nFOE\\nTEACHERS OF THE CITY SCHOOLS*\\nAT BERLIN, IN PRUSSIA.\\nThis is one of the more recently erected seminaries, and its objects are\\ndeclared to be first, to educate teachers for the city schools second, to\\nenable teachers to advance in their vocation, by providing them with lec-\\ntures, and with a library and third, to enable candidates for the ministry to\\nbecome somewhat acquainted with the art of teaching, as they are required,\\nsubsequently, to act as inspectors of the schools. The first of these is the\\nmain object of the institution. The teachers to be furnished are, in general, of\\nthe grade required for the burgher schools. This, with its location in the\\ncity, renders the general plan of this school different from that already de-\\nscribed. The care taken in the selection of the directors of the normal\\nschools prevents the necessity for minute regulations, and does what no\\nregulation can namely, infuses the proper spirit. Hence, there will always\\nbe found differences in the minute details of these institutions, which may\\nnot, however, be essential.\\nThe director of this seminaryf is also the head of the school of practice\\nattached to it, and already described. There are, besides him, eight teachers\\nfor both the school and seminary. The pupils of the latter are about fifty\\nin number.\\nThe pupils generally live out of the seminary, there being accommoda-\\ntions but for sixteen or eighteen within the buildings. It is an important\\nquestion whether the method of boarding the pupils in or out of the house\\nshall be adopted in these institutions, and I believe that it has been rightly\\nsolved, both at Weissenfels and here, adopting in the former school the\\nmethod of collecting the pupils, and in the latter, of allowing them to dwell\\napart.\\nThe conditions for admission are nearly those, as to certificates, age, and\\nqualification, of the Weissenfels school, taking as the standard of qualifica-\\ntion the attainments of pupils from the preparatory department. Thus,\\neighteen years is the general age of admission, and the applicants must pre-\\nsent to the school-board of the province certificates of baptism, of having\\nattended the first communion, of having attended school, of moral conduct,\\nof good health, and that their parents or guardians will support them while\\nat the seminary. The candidates are expected to be prepared for examina-\\ntion on the principal parts of the Bible and the chief truths of Christianity,\\nand to be acquainted with some of the principal church songs; to express\\nthemselves correctly in words and in writing, and to have a good knowledge\\nof the etymology of the German language to understand the ground rules\\nof arithmetic, proportions, and fractions, and the elements of form in geom-\\netry to possess a competent knowledge of geography and history to know\\nthe use of mathematical instruments, and to have an elementary knowledge\\nof music. The school does not professedly maintain any pupil while receiv-\\ning instruction, but assists some of those of the second year who are meri-\\ntorious, and makes a further advance to those of the third year who have\\nshown themselves worthy of their calling.^\\nFrom Bacbe s Education in Europe.\\n\u00e2\u0080\u00a2f- Dr. Diesterweg.\\nX This may amount to sixty dollars yearly. The boarders at the school pay but three dollars\\nand thirty-seven cents per quarter for their lodging. An entrance fee of twelve dollars is paid,\\nwhich exempts the pupil from further charges for instruction.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0331.jp2"}, "332": {"fulltext": "100\\nSEMINARY FOR CITY TEACHERS AT BERLIN.\\nThe courses are of three years duration, of which the first is entirely oc-\\ncupied with revising and extending the attainments of the pupil the second\\nis, in part, devoted to teaching, but under the inspection of the director and\\nthe third is mainly filled up with teaching in the school attached to the semi-\\nnary, or others of the city. This arrangement is intended, first, to secure a\\ndue amount of scholarship on the part of the pupils and next, to make\\npractical teachers of them. The first essays hi their art are. made under\\nclose supervision and subsequently, the independent teaching affords them\\nopportunities for comparing the theoretical principles which are inculcated\\nin the lectures at the seminary with their daily observation and the com-\\nmunication of their remarks in meetings with the director gives them the\\nadvantage of his experience in guiding their observation.\\nThe scope of the instruction here does not differ essentially from that at\\nWeissenfels, the subjects being reproduced in a different form. The follow-\\ning table gives the names of the branches, with the time occupied in each of\\nthe classes, the third class being the lowest. The course of each class is a\\nyear in duration.\\nThe hours of duty are from seven in the morning until noon, and from\\ntwo in the afternoon until four for the second and third classes, with few ex-\\nceptions. The first class receive their instruction from half past five until\\nhalf past seven in the evening, except on Wednesday and Saturday. Wed-\\nnesday is a half-holiday for the lower classes, as well as Saturday.\\nThe religious instruction is given by a clergyman. The physical educa-\\ntion is left much to the discretion of the young men, at least in case of those\\nwho live out of the seminary. The school is deficient, as the one already\\ndescribed, in the means of illustrating the courses of natural philosophy and\\nnatural history, but the pupils may have access to the natural history collec-\\ntions of the university,\\nTABLE OF THE DISTKIBUTION OF TIME AMONG THE DIFFERENT EMPLOYMENTS\\nAT THE BERLIN SEMINARY.\\nSubjects of study, c.\\nPedagogy\\nPractice\\nReligious Instruction.\\nTheory of Music\\nVocal Music\\nGerman Language...,\\nReading\\nArithmetic\\nGeometry\\nGeography\\nHistory\\nZoology\\nMineralogy\\nPliysics\\nDrawing\\nWriting\\nPlaying the Violin...\\nHOURS PER WEEK.\\nFirst\\nSecond\\nThird\\nClass.\\nClass.\\nClass.\\n2\\n1\\n4\\n1\\n2\\n3\\n1\\n1\\n1\\n3\\n5\\n2\\n6\\n2\\n2\\n3\\n4\\n2\\n2\\n1\\n2\\n1\\n2\\n2\\n2\\n2\\n2\\n2\\n2\\n2\\n2\\n2\\n1\\n2\\n3\\n3\\nThe method of instruction, as in the other school, is mainly by lecture,\\nwith interrogations. The inductive system is followed in the mathematical\\nbranches. The works of the director on these subjects enjoy a high reputa-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0332.jp2"}, "333": {"fulltext": "SEMINARY SCHOOL OP BERLIN, 101\\ntion, and are in use in many of the schools. The exercise called practice,\\nin the duty of the first class, is that which I have already described, where\\nthe pupil gives instruction under the eye of his class-mates and of the di-\\nrector, and this instruction is made the matter of subsequent criticism. Here\\nthe seminarists themselves act as pupils, receiving supposed lessons from\\none of their class while at Weissenfels, pupils from the seminary class are\\ncalled in. This latter plan appears to me to have great advantages over\\nthe one adopted here, which, however, is used, I believe, only in the case of\\nthe first class, who receive lessons at times when the schools are not in\\nsession.\\nSEMINARY SCHOOL OF BERLIN,\\nThe following account of the City Burgher School attached to the Teach-\\ners Seminary, is taken, with a few omissions, from Bache s Report on Edu\\ncation in Europe,\\nThis is a bm-gher or middle school, founded in 1832, and attached to the\\nTeachers Seminary of Berlin taking its name from this connection. The school\\nis for boys only, and, like other higher burgher schools, it serves to prepare for the\\nthird class of a gymnasium, as Well as for entrance into active life. The same\\nteachers give instruction in this school and in the seminary, being assisted here\\nby the pupils of the seminary, to whom this serves as a school of practice.\\nThere are four regular teachers, besides the dkector, and also masters for draw-\\ning and singing.\\nThe pupils are admitted as early as five and six years of age. The time of\\nyear for general admission is Easter. There are six classes in the school, the\\nlower four of which each retain tlie pupil, if industrious and intelligent, a year,\\nand the two upper, each two years. The whole course thus lasts eight years.\\nFifteen is, liowever, the usual age at which those who do not pass to the gym-\\nnasium leave the school. The average number of pupils in each class is thirty.f\\nEvery month there is a private examination, in presence of all the teachers,\\nat which the parents may attend. Every three months the pupil receives a note\\nof progress and conduct, to be handed to his parents. Formerly a printed circu-\\nlar was sent, containing information in the form of an abstract from the account\\nkept of recitations and conduct. It has been found, however, much more effect\\nual to give a written statement of the character of the pupil, derived from the\\nschool journal, inasmuch as it insures more certainly the attention of parents. At\\nEaster, a public examination is held, and those who have made a proper pro-\\nficiency in their studies are passed to a higher class.\\nArrangements exist by which those pupils whose parents desire it, may study\\nunder the superintendence of a teacher, J during the time considered necessary for\\nthe preparation of the lessons of their class. The following division of the\\nstudies of the school is made by the director.\\n1. Religious Instruction.\u00e2\u0080\u0094 Bible histoi-y. History of the Church and of the Reformation.\\nProtestant Catechism.\\n2. Languaoes.\u00e2\u0080\u0094 (rt) German. Fluency in reading, and readiness in answering questions.\\nCapability of writing an exercise upon an oidinary subject. Grammar of the language. (A)\\nLatin. Orthography, etymology, and the elements of syntax. Translation of an easy Latin\\nauthor (Cornelius Nepos) into German, or of an easy German author into Latin, (c) French,\\nKnowledge of the Grammar. Facility in the translation of easy authors, and in writing composi-\\ntions.\\n3. Sciences.\u00e2\u0080\u0094 (n) Arithmetic. Mental and written. Positive and negative quantities. Invo-\\nlution and evolution. (4) Geometry. Plane geometry, with practical applications, (c) Natural\\nHistory. Knowledge of the most important minerals and plants of the neighborhood. General\\nOf which Dr. Diesterweg is director.\\nt The school fees for the four lower classes are three dollars and seventy-five cents per quarter,\\nand for the two higher classes four dollars and fifty cents per quarter, besides a charge of one dol-\\nlar twelve and a half cents for fuel during the winter.\\nJ The fee for private study is four dollai s and fifty cents per quarter.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0333.jp2"}, "334": {"fulltext": "2Q2 SEMINARY SCHOOL OF BERUN.\\noutline of zoolo^ and anthropology, (d) Geography, physical and mathematical, (e) History.\\nOutlines of universal history. History of the country.\\n4. Mechanical Acquirkments.\u00e2\u0080\u0094 (a) Reading, (i) A good handwriting, (c) Draughts of\\nmodels, furniture, c. {d) Singing.\\nIt will be found, subsequently, that I have taken reading out of this class, and\\nplaced it beside the German language, to which it is subsidiary, and where it is\\nclassed in the preceding school.\\nIn regard to the methods of carrying out this course, the following rules are\\nlaid down, and after carefully visiting the school, I can testify that they are fully\\nobserved. Indeed, this is one of the most interesting establishments which I\\nsaw, from the liveliness and activity which prevails in its classes.\\nThe principle of induction is used, as far as practicable, m all branches thus, in\\nthe earlier exercises, an object is presented to the pupil, who is led to notice its\\npeculiarities, and to express his conceptions of tliem. He passes from objects\\nwhich are known, and even familiar, to the unknown. Unknown objects are\\nillustrated, if possible, by models, and the names of the parts are taught, and\\ntheir uses or properties examined. The pupil proceeds first from particulars to\\ngenerals. Subsequently, the order is reversed. He is made to understand\\nwhatever he is required to remember to find out for himself, if possible, rather\\nthan to be taught directly.\\nHistorical and similar subjects are taught by lecture, mingled with questions.\\nThe pupil is led to express himself readily and correctly the teacher speaks no\\nmore, therefore, than is absolutely necessary for explanation, or to induce suita-\\nble answers. Self-exertion, on the part of the pupil, is constantly encouraged.\\nHe is taught to observe whatever is interesting. Imitation of what is seen, and\\nrepetition of what is heard, lead to original thought. This, however, is to be\\nexpected only from pupils of taletit, and hence the teacher must be satisfied to\\nallow some to learn what others have found out. The common mistakes of over-\\nburdening the mind with positive knowledge, and of too much system in teach-\\ning, are to be avoided, as both are injurious to mental development. The teacher\\nmust be able to make his subject interesting, and, therefore, should know how to\\ncommunicate it without a book, and to elicit the knowledge of his pupil by proper\\nquestions. It is the mental activity of the pupil which will determine the meas-\\nure of his success in after life and hence this activity, rather than positive\\nknowledge, should be looked to as the object of the instruction at school.\\nIn regard to this last-named principle, although I consider it applicable, in a\\ngreat degree, in elementary education, yet it appears to me that exception must\\nbe made of the cases of pupils who intend to enter active life on leaving the\\nschool, and to whom, therefore, the knowledge which they will have immediate\\noccasion to use, should be imparted, to render their education efi ective. In\\ngeneral, where the mind may be cultivated by different studies, choice should be\\nmade of those most likely to be applied by the individual in his future career,\\nespecially if his educatiou is necessarily to terminate before he can have time to\\nmaster the complete circle.\\nReligious Instruction.\\nClii89 VI. Four hours per week. Narration by the teacher of stories from the Old Testament, in\\nthe words of the Bible, repeated by the pupils. E;isy verses learned by heart.\\nClass V. Four hours. Stories from tlie gospels, except the latter portion of the Life of Christ.\\nChurcli sonf;s and Bible verses learned.\\nClass IV. Three hours. The Old Testament in a more connected form. The morid of the history\\nis impressed upon the children. The Ten Commandments and church songs com-\\nmitted to memory.\\nClas.s III. Two hours. The life and doctrines of Christ, to the period of his imprisonment.\\nChurch history. Four weeks arc set apart for learning the geography of Palestine.\\nClass II. Two hours. The Protestant catechism committed to memory and explained. Church\\nsongs and verses committed.\\nClass I. Two hours. A compendium of the history of the Christian Church, particularly after the\\napostolic !ige. Histoiy ol the Reformation. Review of tlie Bible. Committing Ui\\nmemory psalms and hymns, continued.\\nGerman Lanouaqe.\\nClass VI. Four hours. Exercises of speech. Stories narrated to the children and repeated by\\nthem. After learning to write, these stories are written upon the slate.\\nClass V. Four hours. Exercises in orthography. Etymology begun.\\nClass IV. Four hours. Exercises in orthography and style. Every week a short compoeition is\\nwritten on some subject which has bean narrated.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0334.jp2"}, "335": {"fulltext": "SEMINARY SCHOOL OF BERLIN. IO3\\nClass III. Grammar continued.\\nClass IL Four hours. Original compositions, which are corrected during the recitations. Syntax\\ncommenced.\\nClass I. Three hours. Compositions on historical subjects. Essays written at home, and cor-\\nrected in the class-room. Syntax continued.\\nLatin Lanquaoe.\\nClass IV. Three hours. Declensions of nouns, adjectives, and pronouns learned. Examples\\nlearned by heart, and others written as an exercise at home. Auxiliary verbs con-\\njugated.\\nClass III. Four hours. Comparison of adjectives. Regular verbs conjugated.\\nClass II. Four hours. Irregular verbs. Syntax begun. Translation from Latin into German.\\nClass I. Six hours. Grammar continued. Written exei cises at home and in the class. Every\\nfour weeks an extempore exercise is written, which the teachers correct out of school\\nhours. Cornelius Nepos read and construed.\\nFrench Lanouaoe,\\nClass ni. Three hours. Exercises in reading. Elements of gi-ammar. Words learned by heart.\\nEasy exercises written at home and in school hours.\\nClass II. Four hours. Regular and irregular verbs learned. Syntax. Translations from French\\ninto German. Words leai-ned by rote.\\nClass I. Four hours. Written exercises of increased difficulty. Tables dictated and learned by\\nheart. Voltaire s Charles XII. read.\\nArithmetic.\\nClass VI. Four hours. Practical arithmetic. The futidamental operations taught with numbers\\nfrom one to one hundred first mentally, then with blocks, and afterward with\\nfigures. Exercises prepared at home twice a week.\\nClass V. Four hours. The four ground rules continued, with numbers as high as one thousand.\\nExercises in reading and writing large numbers. iVIental arithmetic especially prac-\\nticed. Addition and subtraction of absti-act numbers.\\nClass IV. Four hours. Addition and subtraction revised. Multiplication and division of abstract\\nnumbers. Weights and measures explained.\\nClass III. Four houre. The lour ground rules, with fractions.\\nClass II. Three hours. Revision of the above. Rule of three.\\nClass I. Three hours. In the first year practical arithmetic finishecU Proportions and decimal\\nfractions. Elements of algebra. iVlental algebra.\\nGeometrt.\\nClass IV. Two hours. Tlie essential preparatory exercises in form, in connection with drawing.\\nRudiments explained.\\nClass III. Two hours. Practice in the position of points, drawing of lines, angles, plane figures,\\nrepresentations of solids.\\nClass II. Two houre. Elements of geometry proper, the point, line, angles, triangles, and meas-\\nures of straight lines, surfaces, and contents.\\nClass I. Two hours. Plane geometry completed, with practical exercises. Every alternate six\\nmonths lessons in physics are given.\\nNatural History.\\nClass II. Two hours. In the summer term, study of certain classes of plants. In the winter term,\\nof animals. The subject is illustrated by drawings.\\nClass I. Two hours. Systematic botany during the winter term, and zoology and mineralogy\\nduring the winter.\\nGZOORAPHY.\\nClass III. Two hours. Knowledge of home. Berlin and its environs. Regency of Potsdam.\\nProvince of Brandenburgh. Necessary technical terms explained, as horizontal, ver-\\ntical, c.\\nClass II. Two hours. Geography of Prussia and Germany.\\nClass I. Two hours. General geograpliy, particularly Europe and America. Asia more generally.\\nAfrica and Australia very briefly.\\nIIlSTORir.\\nClass n. Two hours. View of universal history, biographical rather than chronological.\\nClass L Two hours. Firatyear universal history completed. Secondyear the history of Germany,\\nand particularly of Prussia. The most important inventions and discoveries are\\nnoticed in connection with the history of these countries.\\nReading.\\nClass VI. Seven hours. Reading by the phonic (lautir) method. Analysis of words in regard to\\ndivision into syllables and sounds.\\nClass V. Seven hours. Mechanical reading continued, but with reference to the meaning of the\\nwords. The pupils are examined upon words, sentences, and paragraphs.\\nClass IV. Four hours. Explanatory reading continued. Accentuation. No piece is allowed to\\nbe read without its being understood.\\nClass III. Twohoui s. Rythmical reading begun. Interesting portions of the matter read, nar-\\nrated by the pupils in their own words.\\nClass II. Two hours. Rythmical reading continued.\\nOaes L Two hours. Reading of some of the German claries. Analysis of the subject read.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0335.jp2"}, "336": {"fulltext": "104: SEMINARY SCHOOL OF BERLIN.\\nWriting.\\nClass VI. Five hours. Introductory exercises of drawing upon liie slate. Copying the Sitlall let*\\nters from the blackboafd. Writing on paper. Capital letters. Written exercises at\\nhome twice a week.\\nClass V. Five hours. Writing of Gennan characters continued. Roman letters begun. Copying\\nfrom a book at home, with special reference to orthography.\\nClass IV. Four hours. Writing in German and Roman characters continued. Two hours copy\\ning from copy-slips. Two hours writing from dictation.\\nClass III. Three hours. Exercises of Class IV. continued. Pupils who write well are allowed to\\nwrite without lines. Writing without copies, according to progress.\\nClass II. Two hours. Exercises continued. Moat of the pupils write without lines, or by direct*\\ning points merely.\\nClass I. The written exercises in other departments are examined, to ascertain the character of\\nthe handwriting. No special lessons are given.\\nDrawing.\\nClass IV. Two hours. Drawing straight lines in various directions and of various lengths. Mak\\ning ilelinite angles. Drawing triangles, squares, and other rectilinear figures.\\nClass III. Two hours. Drawing of circles and ovals.\\nClass II. Two hours. Drawing of bodies bounded by planes and straight lines in pefspectire.\\nDrawing of curves.\\nClass I. Drawing Irom natural objects, from plaster casts, and models.\\nSinging.\\nClass IV. Two hours suffice to learn fifteen or twenty songs, of one or two verses, by note, and\\nsome ten choral songs.\\nClass III. Two hours. Songs witli two parts continued. Chorals with one voice.\\nClass II. Two hours. Songs with two or three voices continued.\\nClass I. Two hours. Songs and chorals with three or lour parts.\\nOnce during the morning there is an interval for recreation in the conrt-yard\\nof the school, and the- pupils are directed in their exercises of marching and\\ncounter-marching, and the like, by one of the teachers.\\nThe course marked out in the foregoing programme, as far as it extends, seems\\nto me well adapted to educate the moral and intellectual faculties, as well as\\nthe senses to give mental vigor, while it furnishes information useful to the\\npupil in after life.\\nThere are peculiarities in regard to the religious instruction, even as intended\\nfor Protestants, which may be remarked in the fifth and third classes, the object\\nof wliich I do not understand. In other respects, when sectarian instruction\\nmay be given, as in this school, where all the pupils are of one denomination, the\\ncourse appears to be good. The manner of communicating the instruction by\\nconversation and lectures, renders it very effective. There are in all the classes,\\ntaken together, twenty-two hours per week devoted to religious instruction\\nhere, and eighteen in the other, but the programme does not show a gain in the\\namount of knowledge communicated.\\nThe course in the motlier tongue is fully explained in the programme, and is\\nwell adapted to produce fluency and accuracy of expression in conversation and\\nWriting. Both this and the foregoing course extend, as they should, through all\\nthe classes.\\nThe Latin language is introduced with a view to preparation for a gymnasium,\\nin the nomenclature of natural history, the business of the chemist and druggist,\\nand perhaps, to use the language of an accomplished teacher in one of the higher\\ntown schools, because such always has been the custom. I would give the\\npreference to the course of this school over that of the other, considering the\\ntime of twenty seven hours devoted to it more appropriate than of thirty, as in\\nthe other.\\nThe French, besides, combining with the German and Latin to give the due\\nproportion of intellectual culture from language, is introductory to the courses\\nin the real schools, Avhich are parallel with the gymnasia, and prepare for the\\npolytechnic or other speciiil schools, as the latter do for the university. It is\\npractically useful, too, to the shopkeeper and tradesman of the continent of\\nEurope, and was, probably, formerly more so than at present. The Latin language\\nis begun in tlie fourth class, or at about eight years of age, and the French Ian\\nguage in the third class, but neither occupy more than three hours a week, until\\na year afterward. These languages occupy forty-seven hours per week, during\\nthe entire period through which they are taught.\\nNothing can be better than the foimdation laid for arithmetic. The pupils are", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0336.jp2"}, "337": {"fulltext": "SEMINARY SCHOOL OP BERLIN. 205\\nengaged a year In practical arithmetic before they are introduced to a knowl-\\nedge of abstract nimibers. Habits of thought are given by simple exercises in\\nmental arithmetic. The eye is enlisted to aid the mind by computing with cubes,\\naccording to the method in the schools of Holland. Written arithmetic relieves\\nthe mental exertion, aids the memory, and trains the hand. The course is then\\ncarried on, combining mental and AVritten arithmetic, and reaching algebra, which\\nis also, in part, taught mentally.\\nThe course of geometry begins with ideas of form, in connection with drawing,\\naccording to Pestalozzi s method, whicli it follows in general. It is thus a pow-\\nerful means of stimulating the mind, and, though the time occupied is greater\\nthan if the subject were taught in the ordinary way, the results are much more\\nsatisfactory. If there is latent mathematical talent in a pupil; his powers of\\ninvention cannot foil to be drawn out by this method.\\nNatural history is not left to incidental instruction, to be derived from the\\nreadincr-book, but is directly taught in the last two years. I had not the oppor-\\ntunity of judging of the fruits of this instruction in the seminary school itself, but\\nthe pupils of the seminary were pursuing the subject with zeal. In comparing\\nthis course with that of the other school, I think it preferable, except in the\\nomission, at the bearinning, of an account of tlie domestic animals. There will be,\\nI doubt not, great improvements in teaching tliis branch at a future day. At\\npresent, the plan is hardly formed, and the collections for illustration, where they\\nexist at all, are, in general, quite small. There is, besides, a tendency to make\\nthe course too strictly scientific.\\nThe system of instruction in geography is begun in the third class, or at nine\\nvears of age, witli a description of home. History, which in its elements is corn-\\nLined with geography, takes a separate place in the second class. The practice\\nof giving biographical sketches instead of mere chronological details, cannot be\\ntoo much commended. The pupil learns with interest the events of the lives of\\nmen who liave made an impression upon tlie age in which they lived these\\nevents form an outline which is easily fixed in the mind, and may subsequently\\nbe filled up in detaiL Again, the discussions of inventions and discoveries in\\nart or science afford relief from the descriptions of battles and revolutions, and\\nserve to show the influence of genius exerted in civil life.\\nThe phonic method of teaching to read, Avants only the use of words having a\\nmeaning, as in Mr. Wood s system, to be nearly perfect. No reading is allowed,\\nhowever, witliout understanding not only the words, but their connection, arid\\nthe ideas conveyed by the sentences. The habit of thus giving paraphrases of\\nsubjects, leads to facility of expression, and by combining this with copying from\\ngood models, a correct style is formed. The course of reading of the liighest\\nclass, includes selections from the German classics. Introductory exercises in\\ndrawing precede the instruction in writing these might, I have no doubt, be\\nmuch further extended with advantage.* A good handwriting is produced by\\nthe succession of exercises described in the programme. The course of drawing,\\nwhich is commenced as a distinct branch in the fourth class, is intended to enable\\nthe pupil to sketch correctly, and with facility, such objects of furniture, ma-\\nchinery, fec., as he may have occasion to represent in his occupations in after life.\\nThe addition of two hours of drawing in the fifth class, would seem to me not to\\noverburden the class with AVork, while it would add materially to their profi-\\nciency in this useful branch.\\nSinghig is successfully taught, and by note. It is considered an indispensable\\nbranch of instruction, and all my convictions are in its favor, whether as a means\\nof developing moral sentiment, or of physical education. Singing by ear might,\\nhowever, very well begin in the lower classes, and for this purpose the number\\nof hours of instruction per week might be increased from twenty-four to twenty-\\nsix in the lowest, and twenty-eight in the fiftli class.\\nThe time allotted to the different studies will appear better by the annexed\\ntable. In regard to the ages of the pupils, inserted in the heading of the columns,\\nit is to be understood that they are tliose of intelligent and industrious boys\\nentering at six years, and going regularly through the classes. The subjects of\\nAs has been done for the elements of an English hand, by our countryman, Mr. Rembrandt\\nPeale, in his admirable system of graphics. Tfee forms of the German letters \\\\TOuld require a\\n\u00e2\u0080\u00a2different system.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0337.jp2"}, "338": {"fulltext": "106\\nSEMINARY SCHOOL OF BERLIN.\\ninstruction are placed in the first column, the number of hours per week occupied\\nby the several classes in the following ones, and the total number of hours de-\\nvoted to each subject, while in the school, in the last column. In forming this\\ntotal, the number of hours occupied by the four lower classes, the course in each\\nof which is of one year, is reckoned once and the number of hours of the two\\nupper classes, each com-se occupying two years, is doubled.\\nTable of distribution of time in the Royal Seminar)/ School of Berlin.\\nSUBJECTS OF INSTRUCTION.\\nNUMBER OF HOURS\\nPER\\nWEEK. 1\\nHe\\nC E\\n8\\nrX2\\nbo\\n\u00e2\u0080\u00a2a a\\nHo\\nil\\nli\\no\\nfc,QD\\n.2\\n\u00e2\u0096\u00a0S s\\n.a.\\nOJO\\n1\\n22\\n27\\n31\\n27\\n20\\n28\\n10\\n8\\n10\\n8\\n19\\n12\\n12\\n2\\n3\\n2\\n6\\nt\\n2\\n2\\n2\\n2\\n2\\n2\\n32\\n2\\n3\\n2\\n4\\n4\\n3\\n2\\n2\\n2\\n2\\n2\\n2\\n2\\n82\\n3\\n4\\n3\\n4\\n4\\n3\\n2\\n2\\n3\\n2\\n2\\n32\\n3\\n4\\n5\\n3\\n4\\n3\\n2\\n2\\n26\\n4\\n4\\n8\\n4*\\n4\\n24\\n4\\n3\\n7\\n5\\n5\\n24\\nReading,\\nWritincr\\nFrom this table it appears that language occupies one hundred and five hours,\\nestimating the time devoted to reading with that for German, Latin, and French,\\nscience sixty-four hours, and the mechanical branches, including writing, drawing,\\nand singing, forty-three. It would be erroneous, however, to suppose that the\\nresults are in these proportions. The least consideration will show that the pro-\\ngress in different branches in the same school cannot be estimated by the time\\ndevoted to them the intrinsic difficulties of acquisition, tlie different periods of\\nthe course at which they are introduced, and various other causes, prevent com-\\nparisons of this sort.\\nTbls includes preparatory geometrical exercises", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0338.jp2"}, "339": {"fulltext": "NORMAL SCHOOLS\\nFOK\\nFEMALE TEACHERS IN PRUSSIA\\nThe school system of Prussia, as well as the European system of public\\ninstruction generally, is defective in its provision for female education be-\\nyond the lov/est grades of schools. While boys are highly instructed in\\nlanguage, the elements of science, and the principles of the useful arts, in\\npublic schools of a higher grade, the girls, except those of the wealthy\\nand aristocratic classes, are eniirely neglected. This has had the effect\\nto open a chasm, broad and deep, between the intelligence and intellec-\\ntual capabilities of the two sexes has weakened the power and influence\\nof woman on society has narrowed the circle of a mother s teaching at\\nhome, and shut her out from the wide and appropriate field of employ-\\nment as a teacher in every grade of public and private schools. The\\nmost valuable contribution now making by our American, and especially\\nour New England experience, to the advancement of public education, is\\nthe demonstration of the wisdom of giving to every girl, rich or poor, and\\nwhatever may be her destination in life, an education which shall corres-\\npond, in amount and adaptation, to that given to boys in the same school\\nand particularly, to such as show the requisite tact, ta-^te, and character,\\nan appropriate training for the employment of teaching. Our experience\\nhas shown not only the capacity of woman, but her superiority to the\\nmale sex, in the whole work of domestic and primary instruction, not only\\nas principal teachers of infant and the lowest class of elementary schools,\\nbut as assistants in schools of every grade in which girls are taught, and\\nas principal teachers, with special assistance in certain studies, in country\\nschools generally. Their more gentle and refined manners, purer morals,\\nstronger instinctive love for the society of children, and greater tact in\\ntheir management, their talent for conversational teaching, and quickness\\nin apprehending the difficulties which embarrass a young mind, and their\\npowers, when properly developed, and sustained by enlightened public\\nsentiment, of governing even the most wild and stubborn dispositions hj\\nmild and moral influences are now generally acknowledged by our most\\nexperienced educators. Let this great fiict be once practically and gen-\\nerally recognized in the administration of public schools in Europe, and\\nlet provision be made for the training of female teachers on a thorough\\nand liberal scale, as is now done for young men, and a change v/ill psiss\\nover the whole face of society.\\nUntil within ten years no attempt was made to train females for the\\nemployment of teaching, except in certain convents of the Catholic\\nchurch, where the self-r enying life which the rules of their establishment", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0339.jp2"}, "340": {"fulltext": "108\\nNORMAL SCHOOLS FOR FEMALE TEACHERS IN PRUSSIA,\\nrequire, and the excellent education there given, are an admirable pre-\\nparation for the important duties which many of the sisters are called\\nupon to perform as teachers in schools for the poor, as well as for board-\\ning-schools connected with their religious houses.\\nIn 1840, for the first time, a seminary for female teachers, governessea,\\nor rather a seminary course, was established at Marienweider, in the\\nprovince of Prussia, in connection with a high school for young ladies, in-\\nstituted by Alberti. The course is for two years. Candidates must be\\nsixteen years of age, must be confirmed, and pass a satisfactory examina-\\ntion in the branches taught in common schools. Instruction is given in\\nFrench, English, and Itahan languages, as well as in the German litera-\\nture and language, arithmetic, history, geography, natural sciences, music,\\nhistory of art and esthetics, including drawing, sketching, c., as well as in\\nthe theory and practice of teaching. T he charge for tuition and residence\\ncan not exceed four thalers a month, and this is reduced according to the\\ncircumstances and continuance at the seminary of the pupils. In 1847,\\nthere Avere twenty-two pupils.\\nIn 1841, a class of female teachers was instituted in connection with the\\ncelebrated Diaconissen Anstalt, at Kaiserswerth, erected by Mr. Fleid-\\nner. The course for elementary schools occupied two years. In addition\\nto the studies pursued at Marienweider, instruction is given in domestic\\neconomy and household work. Practice in teaching is had in the orphan\\nand hospital schools, and the elementary school of the great establish-\\nment. In 1848, there were eighty-five pupils, forty-four of whom were\\ndestined for infant and industrial schools.\\nThe school for deaconesses, at Kaiserswerth. on the Rhine, was in-\\nstituted by Rev. Thomas Fleidner, the pastor of its small Protestant par-\\nish, who seems to be acting in a new sphere of Christian benevolence\\nwith the spirit of Franke. The main object of the institution was to train\\nfemales of the right spirit females who are willing to consecrate a por-\\ntion of their lives in humility and love to the service of their iellow-crea-\\ntures, for Christ s sake to the practical duties of the sick room. The\\noricrinal plan has been extended so as to embrace a Normal department\\nfor training young women of the same spirit for teachers of infant schools,\\nas well as an asylum for erring. It is conceived in the spirit, and to some\\nextent, formed on the model of some of the orders of sisters of charity, in\\nthe Catholic church. It presents a new application of the principle, and\\nillustrates in a beautiful manner the importance, of Normal or professional\\ntraining in every department of life which involve art and method. The\\nfollowing account of a visit to the institution is abridged from a communi-\\ncation in Lowes Edinburgh Magazine, for 1846.\\nKaiserswerth is the name of a small village on the east Dank of the Rhine,\\nabout an hour from Dusseldorf The village is clean and orderly, but very an-\\ncient in its houses, and still more so in the aspect of its church and manse.\\nThis circnmslance the more fixes the attention of the traveler on a new street\\nrunning at right angles to the old one. All the buildings in it are peculiar, and\\npiece on but awkwardly with the old manse, whence they spring, and which is\\noccupied by the School for Deaconesses. The Rev. Thomas Fleidner is pa\u00c2\u00a3-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0340.jp2"}, "341": {"fulltext": "NORMAL SCHOOLS FOR FEMALE TEACHERS IN PRUSSIA. jqq\\n-tor of this small parish, and has found full occupation for his benevolent energy\\nia the institution of which he is the founder.\\nWe unwittingly made our visit of investigation on the great anniversary a\\nday for school examinations, for inspecting the hospitals, and for setting apart,\\nfor the exercise of their functions, wheresoever they may be called, such dea-\\nconesses as have satisfactorily passed through their period of training. The\\nwhole place was therefore in its best attire. Windows bright, walls newly\\ncolored, and every here and there, where an arch or a peg to hang a wreath\\nupon could be found, active and tasteful hands had transferred the garden s\\nautumnal treasures of flowers to the various chambers of the dwellings. In a\\nroom on one side of the street, the floor was covered with beds for the repose\\nof visiting schoolmistresses and deaconesses who had returned to enjo^ the day\\nwith their former associates while, on the other, the hall with its table of\\nmany covers, and the savor of good food from the kitchen, indicated that the\\nmother was on that day to entertain her children. In short, it was a gala day\\nthe day of all the year when many acquisitions are brought to light, and for\\nwhich many a studious preparation is made. As all were engaged in the ex-\\namination of the orphan-school, we had leisure, while waiting, to observe the\\ncharacteristic furniture of the manse parlor, where, according to the fashion of\\nthe country, the pale sand crackled under our feet. There hangs a portrait of\\nMrs. Fleidner, the honored and most useful coadjutor of her husband. She has\\nbeen a fitting mother of that institution, of which he is the father. Having\\ngiven out all her strength to it, she was in her prime translated from the land\\nof labor and anxiety to the land of eternal rest.\\nNear her is placed, in meet companionship, a portrait of our Mrs. Fry, whose\\nexperienced eye took in at once, with much delight, the utility of the whole in-\\nstitution. On the same wall appears a portrait of Mr. Fleidner s mother, a\\nvenerable widow of a former pastor, whose lovely Christian bearing we had\\noccasion to respect and admire, having made her acquaintance in a distant city.\\nShe had reared a large family for the church, and suffered many hardships\\nwhile her country was the scene of French warfare, being long separated from\\nher husband, uncertain of his safety, and moving from place to place with her\\nyoung children, at times at a loss for a lodging and all necessary provision.\\nOpposite to these portraits are engravings of some of the Protestant Reform-\\ners, among whom appear Luther and Calvin and in a corner a cupboard\\nwith a glass door, furnished with books for sale, chiefly such as are employed\\nin the schools or report their condition. Also the noble set of Scripture prints\\nwhich was prepared for the institution, but which is now to be found in many\\nseminaries for the benevolent instruction of the young in Germany and Prussia.\\nPresently an amiable and gentlemanly man, who apologized for his imperfect\\n.English, came and guided us to the school-room, in which an intelligent teacher\\nwas calling forth the attainments of his pupils. The audience consisted of Mr.\\nFleidner s co-presbyters, the physician, a lew personal friends, the teachers\\nwho were that day visitors to the school where they had themselves been trained,\\nand as many of the deaconesses as could be spared from their regular avo-\\ncations.\\nThe orphans under examination are many of them the children of pastors\\nand schoolmasters. They looked more vigorous and hearty than most children\\nof their age do in Germany, and are receiving good, sound education, which\\nwill fit them to help both themselves and others in future life.\\nWe were led from the school-room to the dormitories, and found each con-\\ntaining six small beds, and one larger. The deaconess, who occupies the\\nlarger bed, is regarded as the mother of these six children, and fills that office\\nas to washing, clothing, medicating, and instructing them, just as a real mother\\nought to do. Each bed has a drawer which draws out at its foot, containing all\\nthe little tenant s property, and on the opposing wall is hung a tin basin, jug,\\nand tooth-brush for the use of each. The deaconess soon feels an attachment\\nto the orphans spring up in her bosom, while she also feels responsibility about\\ntheir neat and healthy appearance, proper demeanor, and attainments of all\\nkinds.\\nWe next saw the delinquents shelter, and two women in charge, one an\\nolder, sensible, firm-looking person, whose post is probably never changed, and\\nanother younger, her pupil. They showed us with some satisfaction the needle-\\nwork they had taught to a set of lowering-browed, unpromising-looking females,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0341.jp2"}, "342": {"fulltext": "no NORMAL SCHOOLS FOR FEMALE TEACHERS IN PRUSSIA.\\nwho, like their peers in Scotland, gratify their curiosity by side-peeps, but never\\nlook you fairly in the face. From the educational system of Prussia, it rarely\\noccurs that reading requires to be taught to adults. The senior deacones.s\\nspoke mildly and sensibly of some intractable, two or three runaways, some re-\\nconciled to friends, some restored to society, and acquitting themseives well in\\nservice. In short, it was a fac-simile of poor humanity, and the uncertain re-\\nsults of benevolent effort at home. These women sleep in small apartments,\\nwhich fill one side of a long gallery each contains a bed, a stool, and a box,\\nand in the midst of them is the room for the deaconess, who is, by means of\\nher open door, enabled to observe all movements, and prevent all communica-\\ntions 01^ the subject of past transgressions. The delinquents are shut into their\\nnight-rooms.\\nIn the infant school department, we did not observe any thing differing from\\nwhat is to be seen in the best schools of the same style elsev. here, unless we\\nmight mention an extensive frame of pigeon-holes, each numbered to indicate\\nthe proprietor, and occupied by pieces of bread. In this Normal School have\\nbeen trained teachers who are now engaged in managing the infant population\\nin many parts of Prussia and Germany.\\nWe crossed the little street, and entered, on the opposite side, the hospital, a\\nhandsome building entirely of recent erection, in a pretty extensive and neatly\\nlaid-out garden, where we observed some patients of all ages the children at\\nplay or carried in the arms of their tender-looking nurse the adults resting on\\nbenches in the sun, for the day was cool, or moving feebly as their reduced\\nstrength enabled them.\\nOur guide, whom we here discovered to be chaplain to the hospital, led us\\nfirst into the apothecary s room, where we saw two sensible, energetic-looking\\nwomen compounding medicines after the prescription of the physician. They\\nare licensed by government, serving a regular time to the acquisition of this\\nimportant branch of knowledge, and are always on the spot to watch the effect\\nof their administrations. The place is fitted up like a druggist s shop at home.\\nWe forgot to inquire if the counter, within whose raiJed-off quarter the chief\\napothecary stood, is rendered necessary by the shop being frequented by the\\nvillagers, which seems probable. The other deaconess was working at a mor-\\ntar. From this place we passed to the kitchen, and saw the huge apparatus\\nnecessary for ieeding such a family, and the extra supply required on that festal\\nday, when their family was greatly increased. The plans for keeping food in\\nthat warm country, the cleanliness and beautiful order of the larder and laun-\\ndries, indeed of every corner, was quite remarkable, and the ventilation so per-\\nfect, that even when we ascended to wards occupied by persons in bed, or rest-\\ning on the long benches, who looked very ill, the atmosphere was tolerably fresh\\nand agreeable. Our conductors dropped here and there a good word to the sick\\nas we passed. In the male wards a part of the attendance seems to be done by\\nmen, but each has its quota of deaconesses who have their own charge and re-\\nsponsibility In one chamber we found five women who had joined the estab-\\nlishment a few days before, who were engaged in learning the useful art of\\ncutting out clothing, under two instructors. There was something touching in\\nthe ward of sick children, where we saw many eyes beaming tenderness, and\\nmany hearts exercising all the maternal instincts, albeit not mothers. Some\\nwho were very sick formed for the time the sole charge of one deaconess, while\\nthree or four might be intrusted to the care of another. In addition to minute\\nwatchfulness over the body, there is, as they can bear it, an endeavor to occupy\\nthe memory with suitablehymns and passages of Scripture, and to engage their\\nminds on subjects that lead them to glorify God by honoring and loving Him in\\nthe days of their youth. The chaplain was acquainted with each face, and its\\nowner s little history, and tried to draw out a little repetition of their small store\\nof Scripture learning. One could not but remark the useful discipline which\\nsuch employment must be for the young women who are engaged in it, or fail\\nto observe the loving patience with which one or two met the feverish frac-\\ntiousness of their nurslings.\\nThe ofl[ice of these sisters of charity, which elevates them above the common\\nsick nurse, and engages them in concerns that touch on eternity, is that of read-\\ning the Scriptures to the sick and aged, and dropping a word of consolation\\ninto the languid ear, while they minister to the bodily wants. This they are\\nauthorized and expected to do, so that, instead of doing it by stealth, as a pious", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0342.jp2"}, "343": {"fulltext": "NORMAL SCHOOLS FOR FEMALE TEACHERS IN PRUSSIA. j jj\\nsick nurse may do in our hospitals; or, instead of railing on the poor sufferer\\nwho cries out in concern for his soul s health, as an impious one has sometimes\\nbeen known to do. they breathe balm while they turn the pillow, and speak of\\nthe way of reconciliation while they endeavor to lull pain. They are by the\\nbed in the midnight hour, and can seize the moment of coolness and clearness\\nto speak to the afflicted a moment which neither chaplain, nor medical man,\\nnor friendly visitor, may be so happy as to hit upon and, while they are forbid-\\nden to be preachers, their living actions, their Christian bearing, and their faith-\\nful advices, are calculated to drop like balm on the wounded spirit, and have, in\\nmany cases, accomplished good which we may justly call incalculable, for its\\nconsequences are eternal.\\nAfter examining the excellent arrangement of the sick wards, we found our-\\nselves in the chapel. It is placed at the lower extremity of the long range of\\nbuildings, and so crosses the end of four wards, two on the iirst, and two on the\\nsecond story, the door of entrance to the chapel being placed in the center.\\nEach ward has a folding-door of glass in the side of the place of worship, b)\\nopening which the Word of God can sound along even to the remoter beds.\\nOn communion occasions, the pastor is accustomed to convey the elements into\\nthese wards, so that many a fainting soul is thus refreshed, which, in any other\\ncircumstances, would be denied the privileges of the house of God. There are,\\non one side of the chapel, seals where the feeble can recline, and some with\\nmuslin curtains, behind which the unhappy or unsightly can find shelter. In\\nthis small, but sacred, place of worship, at three o clock on that afternoon,\\nOctober 5th, were the deaconesses, whose term of training was satisfactorily\\ncome to a close, questioned before the congregation with respect to their wil-\\nlingness to devote themselves to the work of mercy for the next five years, and\\nhaving assented to the engagement proposed to them, they were solemnly set\\napart by prayer. They are now prepared to go to whatever city or country, to\\nwhatever hospital, or Normal Institution, or private family they may be called,\\nthe taste and capacity of the individual of course being consulted for it must\\nbe carefully explained that there is nothing like a monastic vow of obedience\\nto the church in this affair, and that the engagement is formed subject to being\\nset aside by the claims of nearer domestic duties, if such should arise. Some\\ndeaconesses have been called away to assist their own families, some have\\nbeen lost to the Institution by entering on the conjugal relation. In truth, un-\\nfortunately for their vocation, they are rather too popular, as making excellent\\nwives. But while one regards this circumstance with regret as respects the\\nscheme, it is delightful to contemplate the sister of charily transformed into the\\nrearer of her own children in the tear of the Lord.\\nIn conversing with Mr. Fleidner, before taking leave, on the utility of form-\\ning such an institution in Scotland, he suggested, as a fundamental and absolute\\nnecessity, that it be ascertained that all who are admitted to the school are per-\\nsons renewed in the spirit of their minds, and willing, under the guidance of the\\nHoly Spirit, to devote themselves in humility and love to the service of their\\nfellow-creatures for Christ s sake.\\nThe two Prussian provinces of ihe Rhineland and Westphalia are united for\\nits support, and it is under the superintendence of ihe Protestant Provincial Sy-\\nnod. Above one hundred deaconesses are now at work in different parts of\\nGermany. Sixty are occupied in seventeen hospitals and orphan-houses at\\nBerlin, Dresden, Frankfort, Worms, Cologne, Elberfeld, c. Several are en-\\ngaged for large congregations which have no hospital, and about twenty are\\nsent out at the request of private families to nurse their sick members, Sec.\\nFive are now at work in the German hospital at Datston, near London: one\\nof them is matron of the establishment. It can readily be apprehended how\\nuniformity of language, ideas, methods of preparing food, c., will render these\\nacceptable nurses to their sick countrymen.\\nIn this country we lack a little of the German simplicity, and are so nice\\nabout distinctions of rank, and what belongs to our supposed station in society,\\nthat it may excite strong displeasure if we say that there are many single wo-\\nmen in Scotland, of the excellent of the earth, who are not so useful in the\\nchurch as they might be that the reason of this is their want of proper guid-\\nance in selecting their work, and of support in its prosecution, and that the\\ndeaconess status in society, and the style of character and bearing expected from\\nher, is exactly what is wanted to confer the necessary energy and steadiness.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0343.jp2"}, "344": {"fulltext": "112 NORMAL SCHOOLS FOR FEMALE TEACHERS IN PRUSSIA.\\nAt Kaiserswerlh, tliere are scholars not only of the middle classes, but several\\nof the hi\u00c2\u00b0:her ranks of life. The king of Prussia, having taken a lively view of\\nthe utility of the Institution, is now forming a large model hospital at Berlin\\na baroness, trained under Mr. Fleidner, is its destined matron and twelve well-\\ntrained deaconesses are without delay to be called into active employment there.\\nThe principle on which the deaconess is required to act is that of willingness\\nto be a servant of Christ alone; to devote herself to the service, without the\\nworldly stimulus of pecuniary emolument, and without over solicitude about\\nworldly comibrts to do the work of charity and self-denial, out of gratitude to\\nher Savior.\\nHer wants are all supplied by the Institution, respectably, but without super-\\nfluity; while the salary paid annually for her services by the family, parish, or\\nhospital, by which she is employed, is paid to Kaiserswerth. From the fund\\nthus accumulated, the supplies of the deaconesses are derived, and those of them\\nwho have suffered in health, in consequence of their services, are by it entirely\\nsustained.\\nThe deaconess, with her healthful, beaming, loving countenance, distin-\\nguished from her neighbors only by her dark print gown, a white habit-shirt,\\nand cap, (a hit of head-gear that one often misses painfully, even on grey-\\nheaded German matrons,) looks all animation, attention, and lively collected-\\nness of spirit.\\nThere is at Kaiserswerth the simplicity of real life in this working-day-\\nworld, as exhibited by persons whose actions are under the influence of grate-\\nful love to their Lord and Redeemer, and to their fellow-pilgrims.\\nIn 1846, a Seminary for female teachers was established in connection\\nwith a new Institution for young ladies, in Friedrickstadt, Berlin. The\\ncourse extends through two years, and includes tlie branches and prac-\\ntical exercises before specified. In all teachers intended for governesses,\\nparticular attention is paid to music, drawing, and the Italian and French\\nlanguages, as well as to the literature of the German.\\nIn 1847, a regulation was adopted for the examinationof female teach-\\ners in the province of Bradenburg. The examination is conducted by a\\ncommittee consisting of one member from the school-board of the province,\\nand the directors and two teachers of the new seminary in Friedrickstadt.\\nIt is confined, unless the applicant desires a certificate for a higher\\nschool, to the branches taught in the primary schools. It is conducted\\nby written ansv/ers to a few questions in each branch, to be made out\\nwithout books, and without conference with each other; in conversation\\non the same subjects and pedagogical points and in giving trial lessons\\nin teaching. A record is taken of the examination, and if the result is\\nsatisfactory, a certificate is issued by the school-board of the Province.\\nIf the pupils of the seminary in Friedrickstadt can pass a similar exam-\\nination before leaving the institution, they are not subjected to any-\\nfarther examination.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0344.jp2"}, "345": {"fulltext": "PREPARATORY SCHOOLS\\nFOR\\nNORMAL SEMINARIES.\\nThere is much diversity of opinion among the directors of seminaries\\nas to the best preparatory course for those who propose to become Nor-\\nmal pupils, after they leave the primary schools, and before they are of\\nage, or have the requisite knowledge to enter the seminary. To meet the\\nwant of some preparation, there has grown up a class of institutions,\\ndevoted, in whole or in part, to this specific work. In some instances,\\nthese institutions exist in connection with the seminary, as a sort of high\\nschool in others, they are located in large towns, apart from the semin\\naries and in other cases, they are nothing more than private classes\\nunder clergymen, or retired teachers. In the province of Brandenburg,\\nin 1847, there were thirteen preparatory institutions, besides twenty-two\\nclergymen, or teachers, occupied with preparing pupils for teachers sem-\\ninaries.\\nIn the seminary at Konigsberg the preparatory school is the ancient\\norphan house (orphanoirophy) established by Frederick III., Duke of\\nPrussia, the day on which he declared his dukedom to be a kingdom, and\\nhimself king, under the name of Frederick the First. At Brenslau, and\\nat several other places, the preparatory school is a charity school for poor\\nscholars, but receives pupils, rich or poor, who wish to become teachers.\\nDr. Harnisch, in his treatise on the common schools of Prussia, objects\\nto these preparatory schools, and prefers that the young candidate, after\\nleaving school, should serve a sort of apprenticeship to an older teacher,\\nbe engaged a portion of the day in household work, assisting in every\\nform of labor, high and low, which his master or guardian may have to\\nperform, for the purpose of developing his practical talent, giving him a\\nknowledge of life, of men and things that sort of round about common\\nsense, which nothing but actual contact with practical life will give.\\nThis the director deems of more importance than the additional book-\\nlearning which the candidate would have acquired in a regularly-con-\\nducted school, even though his studies are shaped to his future pro-\\nfession.\\nThe experience of the ablest directors in Germany demonstrates the\\nimportance of receiving into these institutions only pupils who have the\\nright spirit, and who have reached an age, and had that discipline of life,\\nwhich can decide the calling of the individual. Otherwise the Normal\\ncourse may turn out valuable thinkers, men of learning and ability, with\\na large fund of practical knowledge of good methods, and yet deficient\\nin that creative spirit, and that love of the details of the profession, which\\nmake the superior teacher.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0345.jp2"}, "346": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0346.jp2"}, "347": {"fulltext": "SAXONY.\\nThe constitution of Saxony, although monarchical, is based upon repre-\\nsentative institutions. The members of the lower chamber are elected\\nby freeholders, and almost every head of a family is a freeholder.\\nSaxony was one of the earliest of the German states to convert the\\nparochial schools of the old ecclesiastical organization into public schools,\\nand to provide for the special training of teachers to the duties of their\\nprofession. In the cession of a large portion of her territory to Prussia in\\n1816, several of her best teachers seminaries, and higher literary institu-\\ntions, were transferred to that power, and with them went several of her\\nmost devoted and distinguished educators, and among them the celebrated\\nSchool Councilor Dinter.\\nThe present school law was given in 1836, and since that time more\\nhas been done in Saxony for the improvement of common schools than\\nin any other German state. Particular attention has been paid to the\\nregular attendance of children at school to the supervision of both public\\nand private schools, and to the qualification and compensation of teachers.\\nA number of common schools, corresponding to the wants of the people,\\nis insured by a division of the kingdom into school circuits (schul-bezirke,)\\nand all the children residing in each circuit must attend the school there\\nestablished. No boy can be apprenticed until after the age at which he\\nmay lawfully leave school. Congregations of different religious persua-\\nsions are allowed to establish schools in their circuit, and if no other school\\nexists than one so established, all the children of the circuit are bound to\\nattend it they are not, however, required to take part in the religious\\ninstruction.\\nEvery school circuit must furnish a school-house, and a dwelling for the\\nteacher. The schools are supported from funds of the church, from the\\ninterest on donations to the school fund, from fines levied on parents who\\nneglect to send their children to school, from a payment made to the\\nschool fund in purchases of property, from collections, from the fees paid\\nby the pupils, and from direct taxation. These funds are chargeable with\\nthe master s salary, with the furniture of the school, books and slates for\\npoor children, prizes, insurance, and incidental expenses.\\nPrimary schools in Saxony, as in Prussia, are of two grades. In the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0347.jp2"}, "348": {"fulltext": "IIQ PRIMARY INSTRUCTION IN SAXONY.\\nlower, or elementary school, pupils must receive instruction, by law, in\\n1. Religion. 2. Exercises of speech and reading. 3. Caligraphy and\\northography, with written exercises on subjects relating to the affairs of\\ncommon life. 4. Mental and written arithmetic. 5. Singing. 6. The\\nmost important portions of natural history, geography, and history, espe-\\ncially those of the country. The details of the school plan are left to the\\nteacher and local school inspector.\\nIn the higher grade, or lower burgher school, the amount taught in\\nthese branches is increased, and exercises of style, geometry, and draw-\\ning, are added.\\nThe books used in the Protestant schools are, the Bible, Luther s Cat-\\nechism, the hymn book, and three reading books, the selection of which\\nis made by the local school inspector. In the Roman Catholic schools,\\nthe selection of books is left to the ecclesiastical authorities.\\nThe regular time for attendance is six hours on three days in the week,\\nand four on two other days, making twenty-six hours per week. The\\nvacations are regulated by the church festivals, and last about a week at\\na time. Children above ten years of age, in the country, are exempted,\\nduring harvest time, from attendance at school.\\nThe punishments are chiefly addressed to the moral sentiments, but\\ncorporeal chastisement, in extreme cases, is allowed. The code of dis-\\ncipline is required to be placed in a conspicuous situation in the school-\\nroom.\\nEvery child must attend school for eight years, (from the age of six to\\nfourteen,) and there is attached to each school a person whose duty it is\\nto ascertain the causes of the absences of pupils, and who is entitled to a\\nsmall fee from the parents for each call he makes upon them. According\\nto statistics in the German School Gazette, every child of a suita-\\nble age and of sound capacity was in some school, public or private, for a\\nportion of the year 1846.\\nThe kingdom is divided into four circles, in each of which there is a\\nschool board, which has charge of all primary schools, and teachers sem-\\ninaries, and regulates all appointments of teachers, and all pecuniary al-\\nlowances subordinate only to the Minister of Public Instruction.\\nNext in authority is a district board of inspectors, having charge of a\\ncertain number of schools subordinate to the school board of the circle.\\nThe district board consists of a superintendent, the highest ecclesiastical\\nand civil authority in the district, and a representative of the patrons of\\neach school. The superintendent is the district inspector who must\\ncounsel with the board, visit all schools, and report on the fidelity and ca-\\npacity of each teacher.\\nThe lowest authority is a committee for each school circuit, composed\\nof four persons, one of whom must be a clergyman, who must assemble\\non fixed days to consult together for the interests of the schools, must\\nhold semi-annual examinations in the presence of the district inspector, and\\nreport annually on the condition of the classes.\\nNo person can be licensed who has not attained twenty-one years of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0348.jp2"}, "349": {"fulltext": "PRIMARY INSTRUCTION IN SAXONY. 117\\nage, passed one examination as a candidate, served two years as an as-\\nsistant, and passed a second examination of a higher grade as, by the\\nlaw of 1825, he must have graduated at a teachers seminary. There\\nare now nine of these institutions, besides a seminary for classical teachers,\\nwhich was established in Leipsic in 1784, by Beck, and in which Her-\\nmann and Klotz subsequently gave instruction, for twelve students in\\nphilology, meeting twice a week. The annual graduates of these Normal\\nSchools are now sufficient to supply all vacancies which occur in the\\nschools. The state appropriates 14,050 thalers, (about $12,000,) annually\\nto the support of these seminaries.\\nThe prescribed course of instruction occupies four years, and no one\\ncan now receive a certificate of qualification as a teacher without having\\ngone through this course, or showing an amount of attainment and prac-\\ntical skill which shall be deemed its equivalent.\\nThe seminaries were located as follows in 1848\\nrr. T-. J S The Royal, with 7 teachers and 71 pupils.\\nTwo at Dresden, J Fletcher, 6 21\\nOne at Freiberg\\nOne at Zitlau,\\nOne a I Bredissin,\\nOne at Plauen,\\nOne at Grimma,\\nOne at Annaberg,\\nOne at Waldenbers\\n4 73\\n2 13\\n6 42\\n5 45\\n6 70\\n3 13\\n2 15\\nThe Royal Seminary at Dresden was founded in 1785, by Elector\\nAugustus IV., and formerly possessed the celebrated Dinter as one of its\\ndirectors. It was intended for fifty pupils, with a staff of four officers, in-\\ncluding the directors. All the pupils, except those whose parents live in\\nDresden, board and lodge in the institution with the officers. Calinisch,\\none of the highest educational authorities in Germany, is vice-director.\\nConnected with the seminary are six common schools, of the city, in\\nwhich the pupils of the seminary acquire practice.\\nThe Fletcher Seminary was founded by Baron Fletcher in 1825, and\\nhas its own administration, although it is aided by the government. Pro-\\nvision is made in the institution for twenty pupils, who, for the annual\\ncharge of about $30, receive board, lodging and instruction, and in the\\nsecond and third year of their course, a still larger allowance is made,\\nespecially to the poor and deserving. There is an institution for deaf\\nmutes in the same building.\\nThe government makes its appropriation in aid of local effort, and funds\\nand graduates its payments according to the character and standing of\\nthe several teachers providing that no teacher shall receive less than\\n130 thalers in the country, and 140 in the towns, besides a residence. In\\n1846, out of 2,142 teachers, only 315 received less than 130 thalers,\\n(equivalent here to $130,) and all but 687 were engaged not only through\\nthe year, but permanently, and had a residence.\\nThe government has also established, on a foundation of 30,000 thalers,\\nan institution, commenced in 1840, by Dohner, for superannuated teachers,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0349.jp2"}, "350": {"fulltext": "118 PRIMARY INSTRUCTION IN SAXONY.\\nand the widows and orphans of teachers. To secure the benefits of the\\nfund, teachers of the first class, (teachers in gymnasia, real schools and\\nseminaries,) pay at their admission 4 thalers, and annually from 4 to 8\\nthalers, according to their salary. Teachers of the second class, (of\\ncommon schools,) pay 2 thalers, and yearly from 1 to 4 thalers, accord-\\ning to their salary. The state takes care of the funds, and makes up\\nany deficiency of the revenue of the fund to meet the demand upon it,\\nbesides a contribution of 2,000 thalers toward the capital. The fund\\nyields 1. To the widows of teachers of the first class, yearly, 60 thalers.\\n2. To orphans of teachers of the same class. 12 thalers until they reach\\niheir eighteenth year. 3. To widows of teachers of the second class, 30\\nthalers, and to their children 8 thalers. Teachers are thus not only\\nprovided against want while living, but from anxiety for their families,\\nwhen dead, or incapacitated for active exertion. The result of these wise\\nprovisions on the part of the government, is seen in the improved and\\nimproving condition of the schools, and the higher attainments, profes-\\nsional skill, and social standing and influence of the teachers.\\nWith a population of 1,809,023 in 1846, there was one university with\\n85 professors and 835 students six academies of the Arts and Mining, with\\n43 professors and teachers, and 1,400 pupils eleven gymnasia, with 131\\nteachers, and 1,590 pupils; six higher burgher and real schools, with 18\\nteachers, and 270 pupils three special institutions for commerce and\\nmilitary affairs, with 43 teachers and 240 pupils nine teachers seminaries,\\nwith 41 teachers, and 362 pupils seventeen higher schools of industry\\nor technical schools, with 72 teachers and 779 pupils; sixty -nine lower\\ntechnical schools, with teachers, and 6,966 pupils twenty-four schools\\nfor lace-making, with 37 teachers and 1,928 pupils; and 2,155 common\\nschools, Avith 2,175 teachers and 278,022 pupils besides one institution for\\nthe blind one for deaf mutes three orphan asylums and a number of\\ninfant schools and private seminaries.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0350.jp2"}, "351": {"fulltext": "NORMAL SEMINARY IN DRESDEN.\\n119\\n2 JS J3 J3\\nJ=. ..J3 5....\\n-S -g-a a\\ngjs J=J3 -g j;J3 \u00e2\u0096\u00a0gj:^j:j5\\nfl\\n.o\u00c2\u00ab S\\n.^M e\u00c2\u00bbri .o nc\u00c2\u00ab .Qc\u00c2\u00abe (N.-i\\n5\\n3. 2d\\n2h.\\nonto\\n4h.\\non to\\non to\\nlb.\\nonto\\n2h.\\nonto\\nlb.\\nion to\\n2\\nSEE. E\\n\u00e2\u0096\u00a03 E S E-=\\ni i i\\no o o\u00c2\u00bb os\\nrt p-crH-H\\nS^ a\\n\u00e2\u0096\u00a0S o u c\\nU\\nja -s\\nJ5. -.5 \u00e2\u0096\u00a0S-.--\\n.2 js S o\\n\u00e2\u0080\u00a2gj; j3j: oJ5j:j:.c\\na\\n0\u00c2\u00bb J= c\\n.a-, d rt -a n (S .Q N(N(Ni-i\\nil\\nS ^-2 .2\\nlb.\\nonto\\n2h.\\non to\\non to\\nX\\ns E a\\nE E e _.\\n\u00e2\u0080\u00a2C C!\\nE E\\nE e^ s\\n3\\noi o a o\\n-IOC* 0 H- i-(\\nu 00\\n11\\na 2\\n2 J3\\nJS J=\\nk s\\n.2 j-j- t\\n\u00e2\u0096\u00a0g^j; j3jc g xjs j=j:j:j!\\n2\\ng\\n.a\\nJ^- S CO etlN -O ^rt (N0\u00c2\u00bb0 r-1\\nJi\\nX\\ns\\nS ^2\\n-I-\\n2h.\\nmon to\\n2h.\\nmon to\\nu\\nH\\niO\\n-2 .a jq g\\ng JSgJSj! J5J3J:\\n11\\no\u00c2\u00bb o\\nrtOe i- 0 C r-\\nJ3\\na.\\nts\\nn\\nJ5\\n.2 J3 J3 J5\\n\u00e2\u0096\u00a0gjjj; xijsjs JSJS j;j:j5ja\\nEZ\\nSi?\\nX\\ns\\n1\\n3\\n\u00e2\u0080\u00a20\\nC\\nj:\\neS\\n3\\n\u00e2\u0096\u00a0J\\nS\\nJ5 J5\\n5 \u00c2\u00a3J3 J= J=J=^\\nb.\\n2;\\no\\ns\\na\\no\\n*j C W\\nrtfU rt MO\u00c2\u00bb -l\\n2\\ni 6\\nJ=. -=..5\\nt^\\nK\\n-r o-c o\\ngj: oj:j= .cj= .aj3x;.G\\nfli\\ng\\na\\n\u00c2\u00a3.1\\nrt\\nja .Oct\\n-g o o o\\n0.0\\n3\\no\\n(d\\n1\u00e2\u0080\u0094\\nJ^^- c\\nJ= -c\\ng\\nSi-g\\nX\\n,A (N o-^ O M O\\n3 E E S\\nE E S\\nb.\\n1\\n\u00e2\u0096\u00a0rr\\n\u00e2\u0096\u00a03 E S\\nE E E\\na\\nO O C\u00c2\u00bb 0(N\\nrt rt rt rt\\no\\nC\\n\u00e2\u0096\u00a0Sou o\\n000\\nP\\nP\\n1\\nH\\ng -O J3\\nj;. J-..J:\\n0) J3 -g o J=\\n\u00e2\u0096\u00a0^j. -.C.C -g .CJ= ^^^J=\\nB!\\n.e\\no 0 .O f\\nja..^ jawrt ja coCT mmoirt\\n-3\\no\\nu\\n1-\\nIN j:\\n.0\\nE\\n3\\nO\\nX\\n3\\nS ^g\\n-\u00e2\u0096\u00a0i\\n.a\\n1 1\\ncomm\\ncoram\\nlb.\\ncomm\\n2h.\\nIh.\\nlb.\\nlb.\\n1\\no\\n*j C\u00c2\u00ab C o\\n1\\n1-\\nS\\n\u00e2\u0080\u00a2e j=\\n\u00e2\u0096\u00a00\\nK\\nc\\n.2\\n\u00e2\u0080\u00a2gjsj; j=j: -g ^.a j=j=j=j3\\n.O-^n C C\u00c2\u00bb .a cjrt (NC^Nrt\\nC\\n5\\nz\\n1%\\nI-\\n\u00e2\u0096\u00a0a o\\n.0\\nJ3\\nX\\n1st class.\\n2h.\\n2h.\\n4\\ncommon\\nB g\\n1\\n^2\\n\u00e2\u0080\u00a2a\\n1 .c |j: .c j:j:j:\\n3 rt (N rt (NCJrt\\nt\\nH\\nK\\na\\ntl\\na.\\n^1\\n.2 J= J3 JS\\nj:\\ngj=.G J3J;J5 j3j; .aJ3j3J5\\neg\\nt^\\nt 0\u00c2\u00ab\\n0\\nja-tftO 0 rtC\u00c2\u00ab (MU\u00c2\u00bb o\u00c2\u00bbrt(Nrt\\n.0\\nJ3\\nX\\ns\\n1.\\n\u00e2\u0096\u00a05\\ncomm\\nlb.\\n2h.\\nlb.\\n2h.\\n2h.\\nIh.\\n..J (N\\nK O\\n^\u00e2\u0096\u00a0\u00e2\u0096\u00a0\u00e2\u0096\u00a0c-\\ndge\\n}n\\ning\\nercise\\nnking\\nArto\\n16\\nxon\\ns\\nb.\u00c2\u00ab\\ni\\nD. JS\\n51\\n\u00e2\u0080\u00a22 a\\ni\\niblical Knowie\\niblical History\\nible Explanati(\\natechism\\nrt of Question\\natechetical Ex\\nxercisea in Thi\\niychology and\\nTeaching,\\nshool Disciplin\\neneral History\\nerman and Sa\\nHistory.\\nnfin\\nComposition\\nArithmetic\\nGeography\\nNatural Pbiloso\\nWriting\\nViolin\\nSinging\\nHistory of the C\\nGeometry\\nGrammar\\nReading\\nNatural History\\nDrawing\\nThorough Bass\\nOrgan\\nPiano\\n1^\\n5*\\ncqan o OHa, mo a h-\\n-^cip5 w\u00c2\u00bbt-iad mo o\\n2 S2S i;22 SSSSS SSSS", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0351.jp2"}, "352": {"fulltext": "120\\nNORMAL SEMINARY AT ESSLINGEN.\\n.h\\nca a\\nbb bb S\\n:.3.S fl\\n3 bjD bxj-t::\\nbo bo ho\\nP c s S S-S.S S fi i= p :2 6 ^03 o c.=:.S.\\nO CO\\n\u00e2\u0080\u00a2S-s ^-i:\\ng-bOg.-S g\\nc; o\\n_ o 0) t. p\\no o\\no\\n3 S\\n.2-c\\nbo C\\nH.2 S o S\\nbD t; 3\\nQJ lis CS\\nPi t| Z Oh O tf O O c!j\\n.2 H o-S o\u00e2\u0080\u0094 o\\nbJO C\\nPi i\\nI g S ;i: S o S\\nO-OiOOiOHO\\nc: a\\n^-5\\ncii !i\\ni; CO 3 B Q. ts\\no e o e rt s\\ng s a g M s\\nS CO C3 O CO\\nc^ Oi a; )-f\\ngUHpCJOOO\\nSi\\ni CO bD CO\\n\u00e2\u0096\u00a0S C 3 S\\ns i s s\\njS -sIOOhSOOE^O\\no\\n\u00e2\u0096\u00a0^3 bo hD --J\\nOtS^^ol Z\\no o !g S\\no i;\\n.1 2 si rt\\nCU Oh Oh E- Z bb\\nhn\\ntO^S 3\\n5 t- O o\\nS SD-J3\\nDi i o^ on- Iz; OiuS^\\no\\nCO\\nCO\\nb\u00c2\u00a3-3\\n\u00e2\u0096\u00a0B_\u00c2\u00a7 o\\nID q- ttj q kT^ .S\\np 2\\nWh _^ OJ bO bO bp .g\\nO -73 d\\nti *.2 _._,\u00e2\u0080\u009e.\u00e2\u0080\u009e\\nia, CL, CB M\\n.-.S.S\\nbbbb bb\\nc c c\\n.2^\\nbo^\\n\u00e2\u0080\u00a22 a _\\n1 111\\nrr-3\\nPiriS^O^QO\\nbo --3\\n1^ .S\\na c s f\u00c2\u00ab\\n.2 S S-Sto\\nXi\\nt-7\\n.S.S G G S .S S o\\nbn bo i^ cJ rl .iz C-\\nG C 5 Kn u r! 3\\nMM\\n0.5 g O\\n2 S \u00e2\u0096\u00a0S\\nPhCbSH\\ng-\u00c2\u00ab\u00e2\u0080\u009e\\nStj\\nl\\ng-s.\\nT3", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0352.jp2"}, "353": {"fulltext": "WIRTEMBERG.\\nWiRTEMEERG was one of the earliest of the German states to establish\\na graduated system of public mstruction, from the common school to the\\nuniversity, and has always shared largely in all the educational move-\\nments of Germany. The framework of the school system in operation\\nin 1848, was substantially the same as it was in 1538, enlarged from time\\nto time to meet the demands of the age for new institutions and a more\\nliberal and practical instruction. With a population of 1,750,000 there\\nwere the following institutions, aided by the government, in 1847:\\nOne University at Tubingen, with six faculties, seventy-one professors,\\nand fcOO students.\\nNine Real Schools, with seventy teachers.\\nSix Gymnasia, each with ten professors and three assistants, (that at\\nStuttgart has twenty-six professors.)\\nFive Lycea, each with seven teachers.\\nEighty-seven Latin Schools, in which eighty-six classical teachers, sixty-\\nsix real teachers, and forty-four assistants are employed.\\nOne Protestant Theological Seminary at Tubingen, with fifteen teach-\\ners, and four preparatory theological schools in other parts, each having\\nsix teachers and thirty pupils.\\nOne Catholic Theological Seminary.\\nOne Polytechnic School, with twenty-one teachers and a course of in-\\nstruction embracing four years, for engineers, architects, c.\\nOne Institute for Agriculture and Forestry at Hohenhein, the most\\ncomplete agricultural establishment in Europe.\\nOne Veterinary School, with five professors.\\nTwo Orphan Houses, each having 278 orphans.\\nSeven Schools of Art and Drawing.\\nOne Superior Seminary for Protestant girls, at Obenstenfeld, with\\neleven teachers.\\nOne Superior Seminary for Catholic girls, at Stuttgart, with thirteen\\nmale teachers, and thirteen female teachers.\\nOne Institute for Deaf Mutes and the Blind.\\nOne thousand four hundred and fifty-five Protestant Common Schools.\\nSeven hundred and eighty-seven Catholic Schools.\\nSix Teachers Seminaries.\\nThese institutions, providing on a liberal scale for the educational\\nwants of the whole community, are all in some way aided by the govern-\\nment, and subject to its supervision through the Home Department.\\nSubordinate to this department is the Evangelical Consistory, having\\ncharge of the Protestant, and the Church Council, having charge of the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0353.jp2"}, "354": {"fulltext": "122 PUBLIC INSTRUCTION IN WIRTEMBERG.\\nCatholic seminaries, of the higher grade. Below these, for each of the\\nfour circles, or districts into which the kingdom is divided, there are Su-\\nperintendents of each denomination, for the Real and Latin Schools and\\nSchool Inspectors for the Common Schools; and Directors of School\\nConferences, (Teachers Institutes,) Avhich are held four times in each\\nyear, for the improvement of the teachers, at different points.\\nEach locality, comprisinrj thirty families, is compelled by law to have a\\nprimary school. Localities containing a population of less than thirty fam-\\nilies, are compelled by law to unite with a neighboring locality in the\\nestablishment of a school. If the neighboring locality is at a distance of\\nmore than two and a half English miles, or the road thereto dangerous,\\nthen the Government Committee of Education can decree the establish-\\nment of a separate school even for fifteen families.\\nIf in a community of different religious confessions the minority com-\\nprises sixty families, they may claim the establishment and support of a\\nschool of their own confession at the expense of the whole community.\\nThe expenses are paid by the whole community, without regard to reli-\\ngious confessions, and by each individual in proportion to the amount of\\ntaxes paid by him. In poor communities the government contributes in\\npart toward the salary of the schoolmaster and repairs of the school.\\nThe salaries of the schoolmaster are, in places containing 4000 inhabit-\\nants, 350 florins* and house-rent in places containing less than 4000 and\\n\u00e2\u0080\u00a2more than 2000 inhabitants, 300 florins, and house-rent. In a school\\nwhere more than sixty scholars attend, 250 florins, and house-rent. In a\\nschool where less than sixty scholars attend, 200 florins, and house-rent.\\nSecond schoolmasters receive a salary of 150 florins, and are allowed\\none room and fuel. An assistant schoolmaster (candidate) receives a\\n^salary of 120 florins. In a school where the number of scholars exceeds\\nninety, two schoolmasters are allowed if more than 180 scholars, three\\nschoolmasters; if more than 270 scholars, four schoolmasters; and so on\\nin proportion.\\nThe school hours are, in summer, four hours per day in winter, six\\nhours per day.\\nThe school is under the inspection of the clergyman of the confession\\nto which the schoolmaster belongs, and under the control of the pres-\\nbytery.\\nThere is in each district a special school inspector, who is a clergyman.\\nThe visitation of the schools is made by the school inspector of the dis-\\ntrict, the clergyman, and the presbytery of the community. The attend-\\nance of every child at the primary school is compulsory, unless he fre-\\nquents a superior school, or receives private instruction, such as he would\\nobtain at the primary school. If parents forbid their children s attendance\\nat the school, or do not allow their receiving private instruction, they subject\\nthemselves to a fine, and even imprisonment; and if afterward they should\\nstill refuse to allow the children to attend the school, then the police is re-\\nquested to adopt such measures as will compel the children to visit the\\nA florin is thirty-eight cents.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0354.jp2"}, "355": {"fulltext": "PUBLIC INSTRnCTION IN WIRTEMBERG. 123\\nBchool. If a child, by reason of health or otherwise, is unable to attend\\nthe public school, then the parents or guardians are obliged to see that he\\nreceive private instruction, and, if unable to pay for it, the community is\\nobliged to supply the means. Children who have not frequented the pri-\\nmary schools, are equally obliged to attend the public examinations.\\nThe right of selecting a teacher for a vacant school belongs to the local-\\nity, but in many instances, the locality has ceded this right to the author-\\nities having the supervision of the seminaries. The professional training\\nand improvement of teachers in public institutions are provided for by six\\nTeachers Seminaries, sixty Teachers Associations or Conferences, and\\ntwelve annual courses of one or two weeks duration, similar to our\\nTeachers Institutes, held at twelve different places in the kingdom.\\nThe candidates for the post of schoolmaster are not permitted to enter\\nthe seminary before they have reached seventeen years of age nor does\\ntheir education for that most responsible situation, nor the proofs of their\\ncapability for it, begin at their entrance into the Normal School. Long\\nbefore that period they must give notice of their intention to devote them-\\nselves to such pursuits, and must undergo a previous preparation of two\\nyears ere they are allowed to enter the seminary.\\nThe course lasts two years, tuition is free, and the poor receive assist-\\nance as to board.\\nThe Seminary at Esslingen. under Director Denzel, is one of the oldest\\nand most celebrated seminaries in Europe. It was founded in 1757, and\\nwith only sixty pupils, it has a director, two chief masters, and three\\nassistants. The director is the author of the most complete treatise on\\neducation in any language. It is entitled the Introduction to the Sci-\\nence and Art of Education and Instruction for Masters of Primary\\nSchoolsP Six volumes, Stuttgart, 1839. The author thus explains the\\nreason of his undertaking the work in his preface to the last edition\\nWhen, three and twenty years ago, I entered upon my present occu-\\npation, great exertions were already in progress for the improvement of\\nthe elementary schools of Germany. Much had been accomplished in\\nparticular states, and much active discussion was going on with respect\\nto the methods pursued, and the best means of raising the qualifications\\nof the schoolmaster. But the times required something more than had\\nyet been done for the popular schools. It came more and more to be\\nunderstood that the school was not merely a place of instruction, but of\\neducation that the common and necessary acquirements of the arts of\\nreading, writing, and ciphering were not to be the sole or the principal\\nobjects of its care, but rather the unfolding and strengthening of the\\nmental and bodily powers of the child conformably with nature and cir-\\ncumstances. When this began to be held to be the province of the ele-\\nmentary school, a new era broke upon it. Viewed in this its new and\\nloftier position, it assumed a totally different aspect, and all relating to it\\nrequired to be dealt with in a more serious and scientific manner. This\\nsalutary change of view respecting the real character and destiny of the\\nelementary school, though long in progress, became at length universal,\\nchiefly through the genius and exertions of^ Pestalozzi, whose principles,\\neven where only partially adopted, facilitated and infused a new spirit\\ninto the processes of teaching.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0355.jp2"}, "356": {"fulltext": "124 PUBLIC INSTRUCTION IN WIRTEMBERG.\\nHe proceeds to stale tliat, being called at that period to the duty of\\ntraining schoolmasters, and therefore desiring to find some manual or trea-\\ntise which embraced the entire subject, according to the enlarged views\\nthen entertained of it, he was unable to meet with any that satisfied his\\nwishes. Those that he found, either merely embodied the old views or\\ncontained fragments only of the new. After many fruitless attempts to\\ncompose out of those fragments something that would serve as a ground-\\nwork for his course of teaching, he found himself compelled to form a trea-\\ntise for himself; which has grown, with the experience of twenty years,\\ninto the valuable Introduction, now widely known by his name. The fol-\\nlowing is the summary of his introductory course of instruction to teachers\\nPart I.\\nChap. 1. Man as an organized, sentient, and intellectual being.\\n2. Constitution and qualities of the body and mind.\\n1. Of the body.\\n2. Of the mind and its principal faculties.\\nA. The feelings.\\nB. The understanding.\\nC. The will.\\nUnion of the highest powers in a Christian faith.\\nVarieties of natural constitution and disposition, and their causes.\\n3. On the liability of the faculties and disposition of childhood to take a wrong\\ndirection.\\n4. On the natural course of development in childhood, boyhood, and youth.\\n1, On the gradual development of the mental powers.\\n5. Man in his social state.\\n6. Man as an immortal being.\\np.\\\\ET n.\\n1. On education in general.\\n2. On the training of the body.\\n3. On the training of the mind.\\n1^ 1. On the regulation of the feelings.\\n2. On the strengthening of the understanding.\\nObservation and attention.\\nImagination.\\nMemory.\\nJudgment.\\n3. On the regulation of the will.\\nThe moral sense.\\nForce of habit.\\nThe love of what is right.\\nObedience.\\nPerseverance.\\nOrder and punctuality.\\n4. Religion The best means of fixing religious impressions on the mind\\nof a child.\\n4. On educating boys and girls together.\\n5. On rewards and punishments.\\n6. On elementary instruction.\\n(J 1. Subjects On the proper periods for commencing each,\\n2. Method\u00e2\u0080\u0094 The synthetic.\\nRequisites of good teaching.\\nApparatus, c.\\nIn his second volume, the author enlarges on some of the principles laid down in the\\nfirst, and on the spirit and object of the primary school, the best modes of organization\\nand management, c. The third and remaining volumes form a School Manual of four\\ncomplete courses, for children between the respective ages of six and eight; eight and\\nten, ten and twelve, twelve and fourteen. The subjects treated of at length, for the guid-\\nance of teachers, are object lessons, instruction in reading, writing, and ciphering, reli-\\ngious instruction, grammar and etymology, geography, elements of geometry, singing,\\nelements of natural philosophy and natural history, composition, c. General exposi-\\ntions of the principles to be kept in view, and the ends to be aimed at, are given, together\\nwith specimens of the lessons in detail, and the substance of a useful course under each\\nhead.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0356.jp2"}, "357": {"fulltext": "NORMAL SCHOOLS\\nHESSE-CASSEL, AND NASSAU.\\nThe Electorate of Hesse-Cassel, with a population of 750,000 inhabi-\\ntants, has three seminaries for teachers, viz.: at Fulda, Homberg and\\nSchluchtern.\\nThe course of instruction embraces three years, and each seminary re-\\nceives sixty pupils, who are divided into two classes. The division of\\ntime and allotment of studies in one of the best of these seminaries in the\\neumraer of 1839, may be seen on the opposite page.\\nNASS.\\\\U.\\nThe Duchy of Nassau, with a population of 420,000, supports one\\nTeachers Seminary at Idstein, which in 1846 had 154 pupils. The course\\nlasts five years, four of which are devoted to a regular course of instruc-\\ntion in a thorough review of the studies pursued in the elementary schools\\nand the acquisition of studies which facilitate and illustrate the teaching\\nof the former, and the fifth, exclusively to the principles and practice of\\neducation. Pupils are admitted at the age of fourteen years. The hbrary\\nof the institution is free to teachers in any part of the Duchy, and the\\ntooks are forwarded and returned by the government post without charge.\\nIn 1836 the government expended 3,596 thalers toward the expenses of\\nboard and lodging of the pupils.\\nThe Kingdom of Hanover, with a population of 1,790,000, supports\\nseven Teachers Seminaries. One of these, established in 1848, is devoted\\nto the education of Jewish teachers. The course embraces three years,\\nand, in addition to the studies and exercises embraced in the seminaries\\nfor Protestant and Catholic teachers, includes the study of Hebrew, the\\nOld Testament, and the commentaries of Hebrew scholars on the same.\\nThis is a practical religious toleration beyond any thing seen in the rest\\nof Europe. One of the seminaries is designated as the Chief Seminary,\\nand receives as pupils only those who have already taught school.\\nThe practice of boarding round, which constitutes one of the distin-\\nguishing marks of a bad state of public education, still prevails to some\\nextent in Hanover. I confess with shame, said a Director of a Teach-\\ners Seminary in Hanover, to Professor Stephens, now of Girard College of\\nOrphans, that this relic of barbarism may still be seen in a few villages\\nof the kingdom, but it must soon vanish before the light which a well-\\neducated class of teachers is diffusing among the people. This relic\\nof barbarism, necessarily disappears, where the business of teaching be-\\ncomes a profession, and the teacher becomes permanently employed in\\nthe same place.\\nMECKLENBURG SCHWERIN.\\nThe Grand Duchy of Mecklenburg Schwerin, with a population of\\n515,000, supports two seminaries, viz. at Ludwigslust, and Rostock.\\nThe last is in connection with the University, and embraces a course of\\nthree months for students of Theology, who wish to be appointed tem-\\nporarily to situations as teachers.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0357.jp2"}, "358": {"fulltext": "126\\nNORMAL SEMINARY AT SCHLUCHTERN.\\nil .-i.\\nttend\\nor pr\\notany\\neogra\\nmo\\nO)\\nO M\\na! u\\nCA\\nJO !\u00c2\u00abJ\\nT-1 i-i 3 e\\nca\\ns i\\nS S SP2\\nO Q-^\\n2 C _\\nOh -03", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0358.jp2"}, "359": {"fulltext": "BAVARIA.\\nBavaria is divided into eight provinces, 230 chief towns, 351 market\\ntowns, and 15,120 villages and parishes.\\nThe administration of public instruction is committed to four bodies, as\\nfollows 1. A local committee for each school, appointed by the com-\\nmittee for each province, after consultation with the district committee.\\n2. A district committee for each town and village. 3. A provincial com-\\nmission for all of the schools of each province, one of whom only is paid,\\nand he must be a councilor of state. 4. A chief or head commission of\\nfour persons residing at Munich, one of whom is paid, and two of whom\\nmust be laymen. At the head of this commission is the Minister of Wor-\\nship and Public Instruction. The second, third and fourth committees are\\nappointed by the king, who also appoints from time to time special inspec-\\ntors. The effective management of the schools is with the provincial\\ncommission. The special inspectors appointed by the king, are selected\\nfrom this board.\\nAll parents must send their children to some school, public or private,\\nfrom six to fourteen years of age, or be fined. The support of the schools\\nis borne by parents (varying from seventy-five cents to $1,50 per year in\\nquarterly payments, for each child by a local and provincial tax, voted\\nby each district and province and by the state, which appropriates about\\n$300,000 annually, in aid of local and parental efforts. The rate paid by\\nparents and by districts, is collected with the ordinary taxes.\\nThe course of instruction is the same as in the primary schools of other\\nstates of Germany. Religious instruction is given to the children on sta-\\nted days and hours. If a school is composed of scholars belonging to dif-\\nferent sects, the religious instruction is given by the pastor of each sect.\\nEvery school according to law must have a small nursery-garden un-\\nder the care of the teacher, where the pupils may learn the mode of treat-\\ning trees and plants. Out of 6065 German schools, it appears from the\\nofficial reports that 5284 had such grounds attached.\\nBy a regulation adopted in 1836, every teacher appointed to a public\\nschool, must have qualified himself at one of the Normal Schools. There\\nare seven of these institutions now in operation, viz. five for Catholic\\nteachers, at Bamberg, Eichstadt, Speyer, Keiserslautern, and Lauingen\\ntwo for Protestant teachers, at Altdorf and Schwabach.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0359.jp2"}, "360": {"fulltext": "128 NORMAL SCHOOLS IN BAVARIA.\\nThe oldest Seminary is at Bamburg. It was founded in 1777, as a\\nNormal School, according to the meaning at that time conveyed by this\\ndesignation, that is, a model or pattern school, to which teachers resorted\\nfor observation, and a temporary course of lectures, and was raised into a\\nseminary, composed of teachers, in 1791. The course of instruction iu\\n1846, Avas as follows\\n1. Religion, explanation of the catechism, Bible History, and sacred\\nsongs.\\n2. German Language, speaking, reading and writing.\\n3. Geography, including Natural History, and History.\\n4. Arithmetic.\\n5. Drawing and Geometry.\\nPenmanship, with constant exercises in composition.\\n7. Music, vocal and instrumental.\\n8. Pedagogics, general principles of education, methods of instruction,\\ndiscipline, and administration of school affairs.\\nThe number of pupils in 1844 was thirty-one, for whom there were three\\npermanent teachers residing in the institution, and several teachers em-\\nployed in special branches from the town. The pupils board in the Insti-\\ntution, and are charged a small fee for the privileges of instruction, includ-\\ning board, lodging, tuition, c., which is, however, reduced from time to\\ntime, in consequence of diligence and proficiency. It does not exceed\\n$38 in any case. The course embraces two years. Out of study hours\\nthe pupils are under the special supervision of two of the instructors.\\nFor the Protestant teachers there are two seminaries, one at Altdorf-\\nand the other at Schwabach.\\nJacobi, who was formerly inspector of the Seminary at Altdorf, and is\\nnow director of the new Protestant Seminary at Schwabach, published\\nthe following outline of a plan for a Seminary, in his Pedagogical Jour-\\nney in 1847, and which, we may now conclude, he is aiming to realize in\\nthe institution now in his charge.\\nFor the location of a seminary I should choose a large town for, however\\nmuch may be said in favor of country towns, there are in large towns more\\nmeans of culture and teaching: teachers and pupils are more easily provided\\nwith board; the institution is subjected to a more constant and intelligent in-\\nspection, and there is less exposure to a change of teachers, on account of the\\ndesirableness of a town residence to an educated man, and the facilities of edu-\\ncation for sons and daughters.\\nI would have a large, healthy and attractive building, without any thing re-\\npulsive in or about it, and in it there should be accommodations for the Direc-\\ntor, a housekeeper, and sixty pupils.\\nEach teacher should have his separate department: to one teacher should be\\nassigned Religion, pedagogic and didactic to another, German Language, lite-\\nrature and history; to a third, Realia, (natural science,) arithmetic, penmanship,\\nand drawing; and to a fourth, the whole course of musical instruction and\\npractice. Each teacher must not only be master of his branch, but must have\\na practical power and skill to form future teachers in his department, without\\nbeing obliged to call in aid from any other teachers.\\nEvery teacher should be adequately compensated, so as to give his whole\\ntime and soul to the institution, and he should rank with the professors in the\\ngymnasia, and be subordinate only to the supervision of the highest govern-\\nmental authority.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0360.jp2"}, "361": {"fulltext": "PRIMARY SCHOOLS IN BAVARIA. 129\\nEvery teacher should exhibit sincere piety, exemplary conduct, a glowing\\nzeal in the cause of education, and an enthusiastic attachment to the institu-\\ntions of his country found always on the side of education, religion and his\\nking, and above all, of his profession. The Director must be a good theolo-\\ngian, and must be so thoroughly trained in every department of study pursued in\\nthe institution, as to be able to answer promptly the questions of the pupils;\\nmust be a good musician, and a ready and gifted speaker, so as to be able to touch\\nthe heart in leading the devotions and public exercises of the institution. He\\nmust also be a man of business habits, and possess a tact in governing and\\nmoving others to his purposes. To such a director I would cheerfully com-\\nmit the charge of the seminary, and to whom all other teachers must be subor-\\ndinate, so far as the impulse and direction of the instruction and exercises are\\nconcerned.\\nI would be very cautious in introducing text books, which may afterward be\\nfollowed exclusively by the pupils, when they become teacher.?. Every text\\nbook used in the school should be subjected to the sharpest competition and\\nmost rigid scrutiny, as to its principles and methods.\\nThe regulations of the Seminary should be few and general, leaving the de-\\ntails of administration to the Director and a council of the teachers. It would\\nbe a matter of indifference to me, whether the pupils studied by themselves, or\\ntogether, recited a particular study in the forenoon or afternoon, provided the\\nbest good of ail was secured, and the great end of the Institution realized in\\nproducing good men, sincere Christians, sound scholars, and faithful and able\\nteachers.\\nFrom time to time, the Institution should be visited by the highest authori-\\nties of the church and state, but not by subordinate and local school officers.\\nBavaria has a population of about 4,250,000. The Educational Insti-\\ntutions consist of\\n3 Universities, viz., at Munich, with 1,329 students,\\nErlangen, 300\\nWurzberg, 408\\n9 Lyceums, with 3,110\\n24 Gymnasiums, 85,681\\n32 Mechanics Schools, 7,495\\n70 Latin Schools,\\n3 Polytechnic Schools, 493\\n9 Normal Seminaries, 696\\n6,065 German, or Common Schools, 556,239\\nOne Institution for the blind one Institution for deaf mutes; one Col-\\nlege or Higher Seminary for young ladies; one Academy of science;\\none School for artists.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0361.jp2"}, "362": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0362.jp2"}, "363": {"fulltext": "131\\nGRAND DUCHY OF BADEN.\\nThere are four Normal Schools, or seminaries for teachers, in the Grand\\nDuchy of Baden, viz. at Carlsruhe, Ettingen, Meersburg, and Miillheim.\\nBefore giving a brief outline of the course of instruction pursued in the\\nNormal School at Carlsruhe, we will give a condensed analysis of the plan\\nupon which the primary schools of Baden are organized drawn from the\\nlaws and ordinances now in force. The Grand Duchy is one of the most\\nadvanced constitutional states of Germany, and one the best provided with\\neducational institutions.\\nWith a population in 1844 of 400,000, there were\\nTwo Universities one at Heidelberg, with 710 students.\\nat Freiburg, 485\\nFour Lyceums, or High Schools a grade below the University.\\nSix Gymnasiums devoted mainly to high classical instruction.\\nSix Pedagogiums, or Schools preparatory to the Lycea.\\nFourteen Latin Schools preparatory to the Gymnasium.\\nEight Seminaries for young ladies.\\nFour Normal Schools one at Carlsruhe, for Protestant teachers.\\nCatholic\\nOne Institution for the deaf mutes.\\nOne Veterinary School.\\nOne Polytechnical School, with 200 pupils.\\nOne Trade School.\\nOne Military Academy.\\n2121 Common Schools, each with different grades or classes.\\nSchool Authorities and Inspection. These institutions are all under\\nthe general supervision of the State, from which they receive in some form\\naid annually. Their supervision is committed to the Department of the\\nInterior, subordinate to which there exists an Education Department or\\nCouncil, consisting of one member for each of the four districts or circles,\\ninto which the State is divided. In all regulations respecting religious in-\\nstruction, the highest authorities of the Protestant and Catholic churches\\nare consulted.\\nFor the primary schools, there is a School Board, or committee for each\\nof the four districts, which must be consulted by the local school authorities\\nin the founding of a new school, or suppression of an old one, and respect-\\ning all changes in the appointment of teachers. The board has the appoint-\\nment of a School Visitor for all the schools of the district, who holds his\\noffice six years, and is paid out of the State appropriation for educational\\npurposes, and a School Inspector for the school or schools in each town and\\nrural parish.\\nThe lowest school authority consists of the Inspector as chairman, the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0363.jp2"}, "364": {"fulltext": "132 PRIMARY EDUCATION IN BADEN.\\nmayor, or highest civil officer of the locality, the vestry of the parish among\\nProtestants, the trustees of all ecclesiastical foundations in Catholic com-\\nmunities, and the directors of synagogues in Jevi^ish communities. These\\nconstitute a local or parochial school committee. In large tovi^ns, on special\\napplication, the State Education Department can appoint a special board to\\ntake charge of all the schools, and of any separate school for a particular\\nreligious denomination.\\nSchool Attendance. Children whose sixth year terminates between the\\n23d of April of one year and the 23d of April of the year following, are\\nbound to commence their schooling with Easter of the second year. A year\\nis allowed where infirmity or similar disabling causes are proved to the sat-\\nisfaction of the school authorities.\\nThe parish clergy, who keep the registers, have to furnish the school au-\\nthorities with a list of all children whose schooling begins at the next fol-\\nlowing Easter. To this a list is added of all children not born in the place,\\nand which has to be drawn up by the school authorities. These lists are\\nto be handed to the schoolmasters and one fortnight after the school ia\\nopened, the schoolmaster has to return to the authorities the names of such\\nchildren as attend the school, as well as those of the absent children. The\\nlatter are to be forced through the police to attend school, except where their\\nabsence is excused or explained for reasons hereafter to be stated.\\nChildren leave schools also at Easter. Boys on having completed their\\n14th year, and girls their 13th year, or expecting to complete it before 25th\\nApril of that year. If by that period children who have attained these ages\\nare not sufficiently advanced in the objects of instruction specified, they\\nmay be kept one or two years longer. Every scholar obtains a certificate\\non his leaving school.\\nChildren who have private instruction, or who attend higher institutions,\\nfor the purpose of obtaining better instruction, are free of the school, but\\nrequire a certificate from the school inspectors. Private seminaries must be\\nauthorized by the upper school authorities. This authorization cannot be\\nrefused where the applicants are in every respect approved candidates aa\\nmasters but such establishments must make good the school money which\\nthey abstract from the regular schoolmaster.\\nEvery week the schoolmaster is required to give to the school authorities\\na list of such children as have been absent without leave, or who, having\\nabsented themselves, did not satisfactorily account for their so doing, to-\\ngether with number of days absence. This list is handed to the burgo-\\nmaster, who forwards it to the parents of the children, and imposes a fine,\\nvarying from 2 kreutzers (^d.) to 12 kreutzers (8d.) for every day of non-\\nattendance.\\nStudies in Primary Schools. The studies in the elementary schools\\nare 1. Religion. 2. German language. 3. Writing. 4. Arithmetic.\\n5. Singing. 6. General instruction on subjects of natural history, natural\\nphilosophy, geography, and geometry also on points appertaining to health\\nand to farming. 7. Where there are sufficient means, drawing is to be\\ntaught. The last-named subjects are to be treated in such a manner that\\nthe more essential first five points are not to suffer by the attention be-\\nstowed upon them.\\nInternal Organization of Primary Schools. 1. Schools that have\\nbut one teacher are to be divided into three classes, to be counted from the\\nlowest as first upward.\\nIn the summer half-year the third or highest class has two morning hours\\nof schooling daily the second class has also two morning hours, and the\\nfirst or lowest class has two hours in the afternoon.\\nIn the winter half-year the third or highest class has three morning hours\\nof instruction daily. The second class the first afternoon hour alone, and", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0364.jp2"}, "365": {"fulltext": "PRIMARY EDUCATION IN BADEN. J 33\\nthe second in conjunction with the first class or beginners. One of these\\nclasses is to be employed in writing, under the inspection of a proper mon-\\nitor selected from the scholars, while the other class is taught by the teacher.\\niOn half-holidays (Wednesday and Saturday) the morning hours, three in\\nsummer and four in winter, are to be proportionally divided among the three\\nclasses.\\n2. When there are two teachers, the elder scholars are to be placed under\\none teacher and the younger half under the other. The school is then di-\\nvided into four classes, each teacher taking two, and each class has instruc-\\ntion for three hours daily, both in summer and in winter, excepting on half-\\nholidays, when each class has but one hour and a half in the morning.\\nIf the number of pupils does not exceed 210, they may be divided into\\nthree classes, with the consent of the school authorities. If boys and girls\\nare instructed simultaneously, the division indicated above, into higher and\\nlower classes, each under a separate teacher.\\nWhere there are three teachers, one is to instruct the beginners in the\\ntwo first classes. Where the upper classes are composed both of boys and\\ngirls, the elder pupils are under one teacher and the younger ones under the\\nother, or the sexes may be separated.\\nWith four teachers, two distinct schools are formed, of four classes each,\\nthe arrangements being such as are already indicated.\\nThese arrangements, being fixed by the Education Department, in confer-\\nence with the parochial school authorities and the Inspector, may be modified\\nto suit the exigencies and the means of larger towns or villages, provided\\nthat nothing be so arranged as to interfere with the rules that no class is to\\nexceed 70 in number that each class is to have three hours instruction\\ndaily, and the upper boys class to have four in winter, with the exception\\nof half-holidays, when the instruction is to be for them two hours, and for\\nthe others half hours.\\nIn places where industrial schools for girls are established, no change in\\nthese arrangements is to be made in consequence. Changes made, in con-\\nsequence of the aid of an assistant being required from the ill health of the\\nmaster, or an increase in the number of children, are to be reported to the\\nInspector, who will report upon them when submitting the results of his in-\\nspection to the Education Department.\\n3. The advance of children from one class to another takes place after the\\nexamination, with the approval of the Inspector, and with due regard to the\\nage and natural powers of the pupils. When the parents do not consent, a\\nchild can only be required to continue at school beyond the legal age on an\\nauthorization of the Education Department through the Inspector.\\n4. Care is to be taken that the pupils assemble punctually at the fixed\\nhours, and they are clean in person and attire. They must also behave with\\npropriety both on then* way to and from school and while at school. The\\ninjunctions concerning their conduct are to be publicly read to the pupils at\\nthe beginning of every half-year, and are to be hung up in every school-room.\\nThe pupils can be placed in their respective classes, according to their\\nconduct and diligence, every week or month but in the first classes oftener,\\nif the teacher thinks it advisable.\\nPermission to absent themselves from a single lesson may be granted by\\nthe teachers for more than one, the permission must be obtained from the\\nschool Inspector.\\nPunishments consist in reprimands, in giving a lower place in the class, in\\ntasks after school hours, and, where obstinate persistence in faults is ob-\\nserved, in blows with a cane on the hand in a manner that is not dangerous.\\nThe teacher only takes cognizance of faults committed in school, or on the\\nway to and from school. Bad conduct at other times is only punished at\\nschool when the parents and guardians palpably neglect their duty.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0365.jp2"}, "366": {"fulltext": "134 PRIMARY EDUCATION IN BADEN.\\n5. The school-rooma should have ten feet in hight, and he built on a\\nscale of six square feet to a pupil.\\nPlan of Instruction. The aim of the primary school is to cultivate\\nthe intellect of the child, and to form his understanding and religious pria-\\nciples,as well as to furnish him with the knowledge requisite for his station\\nin life. Instruction must, therefore, be imparted in such a manner as shall\\nimprove the mind.\\nThe pupil must have his attention sharpened, and his intellectual energies\\nmust be brought into activity. He must learn nothing mechanically. The\\nmemory must not be cultivated, except in connection with the understand-\\ning and the feelings. The formation of every idea is to be preceded by the\\nrequisite insight into its fundamental principle, whether exemplified by ob-\\njects or figuratively. In all explanations the elementary principles must\\nprecede the complex views. What has been learnt must be made familiar\\nby frequent application and illustration. The instruction given in the differ-\\nent classes must correspond with the plan here laid down.\\nReligious Instruction. Care must be taken that the lesson in religion\\ndoes not degenerate into a mechanical learning of sayings and of chapters\\nfrom the Bible. The pupil s insight into all points must be clear and well\\ngrounded his feelings must be roused, and his good propensities must be\\nconfirmed.\\nThe nature of the instruction given in religion is to be regulated in detail\\nby the highest authority in the various confessions it is to be communicated\\nthrough the catechism and school books approved by these authorities and\\nsanctioned by the State. In this lesson the duties of the citizen are to be\\nenforced.\\nThe school is to open and close daily with a short prayer or hymn, and\\nthe children are to be kept to regular attendance at church, the subject of the\\nlast sermon being a matter for the catechiat to examine them upon.\\nGrammatical Instruction. Grammatical instruction must be connected\\nwith exercises in correct thinking, as well as in the fittest mode of giving\\nexpression to thoughts. The consideration of the correctness of an idea\\nmust precede that of the mode of expressing it.\\nThe organs of speech must be exercised until completely formed, and a\\ndue modulation of the voice must be cultivated. The writing lesson must\\nteach neatness and a love of form.\\nArithmetical Instruction. Comprises the four rules, preceded by proper\\nexplanation of the properties and nature of figures, and simultaneously ex-\\nercised, mentally and in writing. The mental calculation is to precede the\\nwritten sum on all occasions. After practicing the rules in whole num-\\nbers, fractions, and with given simple or compound quantities in examples\\napplicable in common life.\\nIn the second class the construction of simple geometrical figures is to\\nbe taught both to boys and girls. In the highest class the use of the square\\nand compass, and the mode of reducing to proportionate dimensions, is to\\nbe tiiught.\\nMusical Instruction. The classes range as follows\\nFirst class. Exercises of the ear and the voice. Simple solo airs.\\nSecond class. Duets and easy chorus singing.\\nThird class. Chorus and ornamental singing.\\nGeneral Instruction. In natural history and philosophy, geography, his-\\ntory, sanitary points, and agriculture, will be imparted by the pieces selected\\nin the reading-books, and can be enforced and illustrated by additional ex-\\namples and reasoning on the part of the teacher.\\nDivision of Time. Half an hour daily must be devoted to religious in-\\nstruction, but this time may be prolonged or abridged, according to the\\nBiibject-matter treated of.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0366.jp2"}, "367": {"fulltext": "PRIMARY EDUCATION IN BADEN. I35\\nThe study of the mother-tongue, combined with reading and writing, is\\nto occupy a portion of six days in t]\\\\e week, in addition to copies to be\\nwritten out of school hours. Arithmetic is to be taken four times, and\\nsinging twice in the week. Instruction in matters of general interest is to\\nbe given to the second class once and to the highest class three times in\\nthe week.\\nThe plan of the school is to be arranged between the teachers and the\\nInspector for every half-year, and a draft of it must be laid before the school\\nauthorities once a year, together with the results of the inspection. When\\nthe children appear behindhand in particular points of instruction, more time\\nmust be appropriated to those in the following year.\\nIf the scholars of one school be of different religious confessions, care is\\nto be taken that they receive their religious instruction at the same hour.\\nIf the school belong exclusively to one confession, but is also attended by\\nchildren of another confession, the instruction in religion must be fixed in\\nthe last hour of attendance, that such as do not participate in it may go\\nhome, or wherever such instruction may be provided for them.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0367.jp2"}, "368": {"fulltext": "136\\nNORMAL SEMINARY AT CARLSRUHE.\\no\\nH\\nO\\ng\\no\\n13\\nO\\no\\nh\\nO\\nPi\\nH\\n9\\na\\nS\\nH\\ng\\nB\\na\\nb\\ni\\ni\\nz\\nJ\\n\u00e2\u0080\u00a2\u00c2\u00ab1\\ns\\na\\no\\nn\\nH\\nU\\nO\\nh\\nP\\n02\\nNew Testament.\\nNew Testament.\\nNatural history.\\nOrgan.\\nComposition.\\nOrgan.\\nGrammar.\\nArithmetic.\\nNatural history.\\nSinging.\\nOrgan.\\nArt of teaching deaf\\nand dumb.\\n.2\\no\\ni\\nO\\nbb bb\\n.5.5\\nSn bb\\nc c\\ncoc\u00c2\u00bb\\nOld Testament,\\nOld Testament,\\nSinging,\\nGeography,\\nArithmetic,\\nSinging,\\nSinging,\\nGrammar,\\nOrgan,\\nNatural philosophy.\\nAgriculture,\\nArithmetic,\\na\\na o\\na\\nCI o\\n6\\nlU\\nS\\no\\na\\nO\\ni\\nbO\\n6\\nQ\\nn!\\nNew Testament,\\nNew Testament,\\nGeography,\\nOrgan,\\nSinging,\\nSinging,\\nGrammar,\\nProfane history.\\nOrgan,\\nNatural history,\\nWriting,\\nDrawing,\\nOS S\\nOrgan,\\nPiano and organ,\\nCO\\nO\\nT3\\n(3\\na\\no\\na\\nm\\nw\\nQ\\nW\\nGeometry,\\nCatechism,\\nOrgan,\\nSinging,\\nSinging,\\nGeography,\\nSinging,\\nGrammar,\\nNatural history,\\nSinging,\\na\\np\\nOld Testament,\\nOld Testament,\\nGeography,\\nOrgan,\\nComposition,\\nSinging,\\nGrammar,\\nGeometry,\\nOrgan,\\nNatural philosophy.\\nAgriculture,\\nArithmetic,\\no\\na.\\nE\\no\\no\\nE 3\\nO K\\nd)\\ntion.\\nOrgan,\\nHistorical composi-\\nC c\\nO (0\\n6\\nD\\no\\ns\\nNew Testament,\\nNew Testament,\\nSinging,\\nProfane history.\\nOrgan,\\nArithmetic,\\nGrammar,\\nSinging,\\nSinging and organ.\\nNatural history.\\nWriting,\\nDrawing,\\ncs C\\nGeometry,\\nOrgan,\\nPiano and organ.\\nEd\\nto\\nm\\n\u00e2\u0080\u00a2e\\nJ\\no\\n-C 13 TS t3 -S C\\nc c c a c a\\neS eS \u00c2\u00a38\\n-a\\nc\\n2 o\\nEm\\nc\\nfctnfcu\\n^3\\nC\\nO\\nu\\no\\nm\\ns\\nO\\nO N\\n00 O) I\u00e2\u0080\u0094 -H ri C 5\\n2 2 2 2 2 2\\nr- oo o o (N\\no\\nn\\nin\\no\\no", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0368.jp2"}, "369": {"fulltext": "AUSTRIA.\\nAustria has a system* of education which, from the village school to the\\nuniversity, is gratuitously open to all, and which, in all its departments, is\\nbased on religion, and governed and molded by the State. Its universality\\nis secured not by du-ect compulsion, as in Prussia, but by enactments which\\nrender a certificate of school attendance and educational proficiency neces-\\nsary to exercise a trade, or be employed as a workman,f to engage in the\\nservice of the State in any capacity, or to be married. Besides this, it is made\\nthe interest of the wealthy landholders to contribute liberally for the educa-\\ntion of their tenants and the poor, by throwing upon them the support of\\nthe pauper population.\\nAll the institutions for education are under the supervision of a Board or\\nCouncil (the Hof-studien Commission) at Vienna, composed of laymen ap-\\npointed by the crown, and at the head of which a Minister of Public Instruc-\\ntion was placed in 1848. It is the duty of this body to investigate all com-\\nplaints against these institutions suggest and prepare plans of improve-\\nment, and counsel the crown in all matters referred to them. Under them\\nis a graduated system of superintendence, to be exercised jointly, by the\\ncivil and spiritual authorities in the various subdivisions of the empire.\\nThe bishop and his consistory, jointly with the landestelle, has charge of all\\nthe scholastic institutions of the diocese the rural dean, jointly with the krei-\\nsamt, of those of a district the parochial incumbent, and the civil commis-\\nsary, those of a parish. This general arrangement has reference to the\\nCatholic establishment but the proper authorities of the Protestant, Greek,\\nand Hebrew churches are substituted for those of the Catholic, for all that\\nregards the members of their several communions.\\nThere are six classes of schools subjected to the superintendence of the\\neducation-board namely, the popular, the gymnasial, the philosophical, the\\nmedico-chirurgical, the juridical, and the theological. The four last of these\\nform separately the objects of various special institutions and, combined\\ntogether, they constitute the four faculties of the universities.\\nThe gymnasium is the school for classical learning, mathematics, and ele-\\nmentary philosophy.\\nThe popular schools comprehend the establishments of various degrees,\\nin which instruction is imparted of a more practical character, to those whose\\nstation in life does not fit them for the study of the learned languages. The\\nlowest of these are the volks-schulen, or, as they are often termed, the trivial\\nor the German schools, established, or intended to be established, in every\\ndistrict or parish of town or county, for the primary instruction in religion\\nThe following account, of the educational system oi Austria Is abridged mainly from Tuni-\\nbull s Austria, published during the present year in I^ondon. Some of the statistics are from\\nHawkins s Germany.\\nf Turnbull mentions an instance of a large manufacturer in Bohemia, who was fined for em-\\nploying a workman not provided with the requisite certificates of education.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0369.jp2"}, "370": {"fulltext": "138 PRIMARY SCHOOLS IN AUSTRIA.\\nand morality, reading, writing, and accounts. In the larger places are also\\nnumerous wpfer schools, haupt-schulen, wherein a somewhat more extended\\neducation is given, for persons designed for the mechanical arts and other\\nsimilar pursuits. These have an upper class called Wiederholungs-schulen,\\nor Repetition Schools, who receive instruction in drawing, elementary geom-\\netry, and geography, and with it is combined a Normal School for teachers\\nin the volks-schulen. In the larger towns are also commercial academies,\\ntermed real-schulen, in which are comprised two divisions of scholars the\\none general, receiving instruction in accounts, geography, and history the\\nother special, having, in addition thereto, teachers in book-keeping and the\\nprinciples of trade for mercantile pupils, in natural history and rural econo-\\nmy for those intended for agricultural life, in mathematics, chemistry, and\\nprinciples of art for students in the higher arts, and in various foreign lan-\\nguages, especially English, French, and Italian, for those who may desire to\\nreceive such instruction. In the volks-schulen girls are taught, except in rare\\ninstances, in separate rooms from the boys and for the superior instruction\\nof females there are distinct establishments corresponding with the haupt-\\nschulen and real-schulen of the boys, many of them managed and directed\\nby certain communities of nuns, which are especially preserved for the pur-\\npose of education. Industrial schools of various kinds, and for both sexes,\\nare also in some parts combined with these more general educational insti-\\ntutions but the expenses attending such establishments prevent their being\\nvery numerous.\\nThe establishments thus last described constitute the class of popular\\nschools. The next above these are the gymnasial of which there are one,\\nor two, or several, in each district, according to the extent of its population.\\nThe pupils of the gymnasium are divided into several classes: the earlier\\nones are taught in religion, moral philosophy, elementary mathematics and\\nphysics, and Latin philology. To these subjects are added, for the more\\nadvanced classes partly as perfect courses at the gymnasium, and partly\\nas introductory to the higher instruction in the same branches at the lyceum\\nor university general history (and especially that of Austria), classical lit-\\nerature, Greek philology, ajsthetics (namely, rhetoric, poetry, and a knowl-\\nedge of the fine arts), and the history of philosophy. Above the gymna-\\nsium are the eight universities of Prague, Vienna, Padua, Pavia, Lemberg,\\nGrat^, Olmutz, and Innspruck to which must be added the Hungarian uni-\\nversity at Pesth. These are divided into two orders those of Prague, Vi-\\nenna, Padua, Pavia, and Pesth, are of the first, having chairs for all the four\\nfaculties of theology, law, medicine, and philosophy the others have a\\nsmaller number as, for instance, Gratz, which has but three, having no pro-\\nfessorship of medicine, and Lemberg, which has only two. In furthei ad-\\ndition, according to circumstances and localities, professorships are estab-\\nlished, either at the gymnasium, the lyceum, or the university, in the Italian\\nand Oriental languages, in theoretical agriculture, astronomy, chemistry,\\nmechanics, and other branches of practical science.\\nIn most of the provincial capitals, where no university exists (in such\\ntowns, for instance, as Linz, Laybach, Klagenfurt, c.), there is an institu-\\ntion, under the name of Lyceum, which answers the purpose of a minor uni-\\nversity wherein public courses of lectures are given in some or all of the\\nfour faculties, and in other branches of knowledge. The degree cannot, in-\\ndeed, be taken at the lyceum in any of the faculties but certificates may\\nbe there obtained, which are accepted in lieu of those of the universities,\\nfor a large number of cases wliere certificates are required, and for youths\\nwho require them not, the education of the lyceum, extending as it does to\\nthe highest Greek and Latin classics, and natural philosophy, answers every\\npurpose of general education. Of these lyceums, there are, in the empire,\\ntwenty-three under Roman Catholic direction besides eleven Protestant,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0370.jp2"}, "371": {"fulltext": "PRIMARY SCHOOLS IN AUSTRIA.\\n139\\nLutheran or Calvinist, and one Unitarian. For the instruction of the He-\\nbrew subjects there are gymnasiums and other schools, wherein the same\\nbooks are read as in the general establishments of the empire, except only\\nthat works of Jewish are substituted for those of Christian theology. In\\nspecial branches of knowledge, the government establishments are very nu-\\nmerous medical and surgical academies, clerical academies, polytechnic\\nschools, military institutions in all branches, and a college for the Eastern\\nlanguages, c.\\nThe popular schools are inspected and directed by the parochial incum-\\nbent, who, with a view to this duty, is bound to receive instruction, previous\\nto his induction to a benefice, in the system of scholastic management, or,\\nas it is termed in the language of the edicts, the science of pccdagogy. He is\\nrequired, at least twice a week, at certain fixed hours, to examine and cate-\\nchise the pupils, and to impart to them religious instruction the parish or\\ndistrict being obliged to provide him with a carriage for that purpose, when\\nthe schools to be visited are distant from his residence. He orders removals\\nfrom lower to higher classes, and grants those certificates, without which no\\npupil can pass from the popular school to the gymnasium. He is bound to\\nrender, periodically, statistical and discriminating returns on the state of the\\nschools, both to his spiritual superior and to the kreisamt to urge on pa-\\nrents the great importance of education to their offspring and to supply\\nbooks to those who cannot aflford to purchase them, and clothes (so far as the\\npoor fund or private contribution may enable him to do so) to such as, for\\nwant of clothing, are prevented attending the schools. Where children of\\ndifferent creeds are intermixed in one school, religious instruction and cate-\\nchization is confined to the last hour of the morning and afternoon attend-\\nance, during which hour the non-Romanists are dismissed, to receive instruc-\\ntion elsewhere from their respective pastors but where the number of\\nnon-Romanists is sufficiently great to support a separate school, the minister\\nof that persuasion, whatever it may be, is charged exclusively with the same\\nduties as, in the general schools, are imposed on the parish priest. To min-\\nisters of all professions an equal recourse is, by the terms of the ordinances,\\nallowed to the aid of the poor fund and of the grants from the kreisamt. If\\nthe schools be too distant or too numerous for the proper supervision of the\\nlocal minister, a separate instructor is named by the bishop, or, if the school\\nbe Protestant, by the provincial superintendent and, for the visitors of all\\ndenominations, the expense of a carriage is equally borne by the public.\\nExcept in the points above enumerated, the parochial minister has no power\\nto act, but only to report in all those connected with defects or deficiencies\\nof the buildings, he, in conjunction with the civil commissary, reports to the\\nkreisamt, and in those of merely scholastic nature, as well as in the con-\\nduct of the teachers, he addresses his remarks to the inspector of the dis-\\ntrict.\\nThe teachers at all the popular schools are required to produce testimo-\\nnials from the Normal School at which they have been instructed, and re-\\nceive their appointment from the diocesan consistory, or from the provincial\\nchief of any special religions for which they may be intended, but require\\nin all cases the confirmation of the landestelle. They are provided with\\nresidences attached to the schools, together with fixed stipends during good\\nhealth and good conduct, and are allowed superannuation pensions, which,\\nif they shall have served for a period of ten years, are extended to their wid-\\nows, and to their orphans undei* fourteen years of age.\\nEach district has an aufseher, or inspector (named by the bishop from\\namong the parochial clergy holding benefices therein), who compiles detailed\\nstatements on every point connected with education, for his spiritual supe-\\nrior, and for the kreisamt. Once a year he makes a tour of personal inspec-\\ntion, examines the pupils, distributes rewards to the best scholars, and super-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0371.jp2"}, "372": {"fulltext": "240 PRIMARY SCHOOLS IN AUSTRIA.\\nvises alike both the ministry and the teachers most especially enforcing the\\nrule, that those books only shall be used, and those instructions only be\\ngiven, which have been commanded by imperial edict. Above these district\\ninspectors, each diocese has a higher officer, under the name of oberaufseher,\\nor inspector-general, who is named by the crown, and is in most cases a\\nmember of the cathedral chapter. His supervision extends not to the volks-\\nschulen only, but also to the real and the hawpt-schulen and for these pur-\\nposes he is the disirici-inspecior for the city of his residence, and the inspect-\\nor-general for the whole diocese. He is the official referee, whose opinion\\nthe consistory are bound to demand in every exercise of their educational\\nfunctions, and by whom they are in fact principally guided since every\\nmatter wherein their sentiments may not agree with his, must be refen*ed\\nto the decision of the landestelle. He examines and certifies teachers for\\nappointment by the consistory receives quarterly statements in all details\\nfrom his subordinate inspectors, and embodies them into general reports,\\nfor the landestelle and the crown; finally, as supervisor of spiritual in-\\nstruction, he examines candidates for orders, and novices for monastic vows,\\nand grants certain testimonials of proficiency which are indispensable for\\ntheir admission.\\nTo the episcopal consistories, headed by the bishop, is committed the\\ngeneral supervision of all the scholastic concerns of the diocese, the regu-\\nlations of matters of discipline, the communication of instruction, and the\\ninvestigation of delinquencies. It is a part of their functions to order the\\nerection of schools, to appoint the teachers, to authorize the payment of\\npensions to teachers in sickness or in age, and to their widows and orphans,\\nwhen entitled to them but in these points, as in all others which involve\\nany exercise of real authority, patronage, or influence, their acts are invalid\\nwithout the confirmation of the landestelle. For the professors of non-\\nRomanist creeds, these respective functions are discharged in their several\\ngradations by officers of their own persuasion. The Protestant seniors and\\nsuperintendents are the district-inspectors and the provincial inspectors-gen-\\neral for their respective communities; and the functions of the diocesan\\nconsistories are transferred to the central Calvinistic and Lutheran consist-\\nories at Vienna.\\nThe schools of higher degree, the Gymnasium, the Lyceum, the Theo-\\nlogical Seminary, and the University, are all, as well as the popular schools,\\nmore or less subjected to the supervision of the diocesan and his consistory;\\nbut these depend more immediately on the educational board at Vienna.\\nOver each of them presides a director, who is charged with the general man-\\nagement, in point both of discipline and instruction, acting under the orders\\nof the board, or the edicts of the emperor. The various professors and\\nteachers are all either named or approved by the landestelle, or the educa-\\ntional board the same discriminating precautions being adopted as at the\\npopular schools, for the religious instruction of those who profess non-\\nRomish creeds. In every station, and in the various branches of education,\\nthe pupils are subjected to half-yearly examinations by authorized visitors\\nand from the result of these examinations, as well as from the testimonials\\nwhich each is bound to produce as to moral conduct, and also as to religioua\\nknowledge from the minister of his communion, the director forms the re-\\nports which are furnished to the government.\\nFor the erection of popular schools, certain rules are laid down which in-\\nsure their erection as occasion may require. Although no ordinances com-\\npel education, yet the inducements held out to desire it are so great, that for\\nschools of this description there is a constantly increasing demand, partly\\narising from the people themselves, and partly instigated by the spiritual and\\ncivil authorities and, indeed, so urgent have of late years been applications\\nto this effect, that it has become a usual, although not universal practice, to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0372.jp2"}, "373": {"fulltext": "PRIMARY SCHOOLS IN AUSTRIA. 141\\nrequire of the parishioners, or the inhabitants of the district petitioning, that\\nthey shall bind themselves by voluntary assessment to bear the whole or a\\nportion of the attendant expenses. After the locality has been fixed by the\\naufseher and the kreisamt, it depends on the landestelle to issue the decree\\nthat the school be built and, tiiia being done, the law then provides for its\\ngratuitous erection and completion. The lord of the soil is bound to grant\\nthe land and the materials the inhabitants of the district to supply the la-\\nbor and the patron of the parochial benefice the internal fittings-up all\\nsubsequent repairs, as well as the hiring of buildings for temporary accom-\\nmodation, being a charge on these three parties jointly.\\nNotwithstanding, however, these ample provisions for general education,\\nit will be readily conceived, that in a country where certain classes possess\\nlarge pecuniary means and high aristocratic feelings, instruction cannot be\\nabsolutely confined to public institutions. In Vienna and other cities, many\\nacademic establishments of a superior order exist, endowed in the manner\\nof our public schools and in these, or in the schools of the monasteries be-\\nfore mentioned, wherein boarders are permitted to be received, or, finally,\\nunder private tutors in their own fomilies, a large portion of the higher\\nclasses receive their education.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0373.jp2"}, "374": {"fulltext": "142\\nPRIMARY EDUCATION IN AUSTRIA.\\no^\\ni 5\\n\u00e2\u0096\u00a032\u00c2\u00a7\\ni5~ a\\n\u00e2\u0080\u00a2So o\\n.2 00\\nOl^^OIMCOOQ-^COOOOit-\\n00005i:-0^ :C10t-COO OCO^\\nrtlOOi-COG^IOOOr-iCDC^COCO\\nCO 1\\n1-1 r-l\\n00\\nCn M Ml0CT-*-*c01r- MO00-*\\nCOCO-^(M ^(MT-Hi .CMOCOCM-*l\\nCOCOf-H ^C35i^OOOCO\u00c2\u00abCO:)i\u00e2\u0080\u0094 trH\\nt C^ O O CO Oi\\nT-H Oi \u00c2\u00bb0 N O^ O M\\nlO CO CM O^\\n-OOi\u00e2\u0080\u0094 ta5\u00c2\u00bb00: t\u00e2\u0080\u0094 OOrHl^CO MCO\\nl\u00c2\u00bb\u00e2\u0080\u0094 tcoc^OCO-^ OOcra(MCO- 11\\nJ^COC005100COi-l _\u00e2\u0080\u00a2* 00\\nr i-Ti-T i-T co\\nO^OrH^-OOlOCMCOlCOOCOCM\\nt-CN ^t\u00e2\u0080\u0094OOOt-G^COlr^COlOtD\\nCOaaOOOCO\u00c2\u00bb\u00e2\u0080\u0094 tOiCOOltX O ^Oa\\n^^^-^\u00e2\u0096\u00a0^a^^^Tl^^-^^co ^-H c\u00e2\u0080\u00a2^ io CO\\n(M M-rtl0510i-l- l T-l -D1000\\n(N 1-1 1-\\nCN\\nOOOi\u00e2\u0080\u0094 t\u00e2\u0080\u0094 llOCOCMt\u00e2\u0080\u0094 OOOCOOl^\\nGO ^00\u00c2\u00bbOCOOOr-(GO\u00c2\u00bbOOCOlOO\\n-^CO ^OOI^IOt\u00e2\u0080\u0094 lCOCX lOi-H\\nco~oT i roo^crco crcrco^o c:) as\\nrHOOCDOt--C0 0C01--l0C0i0\\nC^GOCOCM^lCiO^COCOOOtC COO O\\nODiOlOQOOCCTjlTH\u00c2\u00bbOr-4lCCOCO^\\nCO^IO^CcTt-rt^rO rH 03 T-H M \u00c2\u00ab0 CO\\nO ir- CO\\nCO (M\\nr-HtO-t-COOOOCOtM 05C010\\n(M-^cocMO y:?!\u00e2\u0080\u0094 iGocoaat^o:)-.\\noo ,-rari ro~co^irr\u00c2\u00ab\u00c2\u00a3rco co o\\nlO ^CMlr^cO-^COT\u00e2\u0080\u0094 i c i\\nlOcOOO^OsoOOOCOcOi:-\\nliC -li-lt--*-*00\u00c2\u00ab\\n_ .jioo^asoof\\nOCO- dHOOVOr-*iO-^\\naiw:)aioocoi--oir-i \u00c2\u00bbaaoooc^i\\n\u00e2\u0096\u00a0*5O-#(MJ:^t-COi^-a Q0.-l-*C0\\n\u00c2\u00bb-1COO \u00c2\u00bbCSQO-^iOi-HOOtMCOCO\\nOOQlr-OO -Oi\u00e2\u0080\u0094 lo:icOT-it- N -llO\\nrHCO-^OOOO ^OCDCOi-lr-t Ot-l\\nlO\u00c2\u00abDai ^5Qoa^ocoolOO- i^o\\nOir^cocOOCOOscOlOCOOir^O\\nT-tio\u00c2\u00bb01r-CO rJ^O; iO M :C COcoO\\nt^ cT -to^i^ crT T-T \u00c2\u00bbo^ oT c r (m o oT\\nlOaiCMOOrHOOCX)*OOOOC ICO\\nooooooooooooo\\nooooooooooooo\\nooooooooooooo\\nrco~co~o~\\ni (M Ol OS\\nlrHir-000: J:--^\u00c2\u00abOOrHC0\\nof-* co ~cfi-r\\nc4 03\\n3\\n.2 IS\\n03 (j3\\nj5\\n03 C3 C r\\njj g o3 t.\\n03 sd 9 f^ tc\\nOl (U cB 03--C OT SL CV-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0374.jp2"}, "375": {"fulltext": "SUPERIOR EDUCATION IN AUSTRIA.\\n143\\nTABLE n.\u00e2\u0080\u0094 INSTITUTIONS OF SECONDARY AND SUPERIOR\\nEDUCATION.\\nNo.\\nPro.\\nfessors.\\nStudents.\\nOutlay.\\nBuraar-\\nshipa.\\nEndow-\\nroents.\\nUniversities.\\n71\\n28\\n24\\n63\\n26\\n41\\n60\\n4(1\\n4,718\\n876\\n317\\n3,341\\n640\\n1,403\\nLsie\\n1,260\\nflorins.\\n165,671\\n25,372\\n25,053\\n66,864\\n29,525\\n53,593\\n80,821\\n98,646\\n256\\n47\\n52\\n55\\n112\\n48\\n24\\nflorins.\\n21,583\\n1,267\\n3,593\\n3,065\\n5,600\\n4,480\\n4,266\\nGratz\\nOllmutz\\nPeslh\\nTotal (without Hungary)\\n9\\n353\\n13,871\\n545,545\\n594\\n43,788\\nLycba.\\nSalzburg, with Theol., Philos., and Medicine\\nLinz\\nLai bach\\nKlagenfurth\\nKlausenburg\\n5\\n20\\n12\\n23\\n14\\n14\\n212\\n167\\n299\\n171\\n330\\n23,465\\n12,090\\n22,160\\n4,624\\n8,810\\n7\\n10\\n39\\n26\\n455\\n362\\n2,294\\n1,409\\n83\\n1,179\\n71,149\\n82\\n4,520\\nSeminaries for Divines.\\n1\\n1\\n1\\n1\\n2\\n1\\n1\\n1\\n1\\n5\\n6\\n6\\n7\\n8\\n5\\n9\\n7\\n1\\n59\\n8\\n8\\n9\\n156\\n31\\n30\\n46\\n60\\n17,007\\n2,650\\n4,193\\n3,010\\n4,765\\n15,128\\n180\\n30\\n2,400\\nTarnow\\nPrzemysl\\n10\\n54\\n409\\n46,933\\n30\\n2,400\\n25\\n31\\n10\\n116\\n14\\n166\\n195\\n29\\n899\\n89\\n3,192\\n3,508\\n429\\n25,458\\n2,451\\n127,089\\n248,151\\n21,775\\n505.350\\n12,963\\n38\\n163\\n21\\n446\\n13\\n2,140\\n29,097\\n2,026\\n20,515\\n72\\nGymnasiaS (Grammar-schools) pro^g^ tant\\nTotal cost of the higher establishments for\\neducation, without including Hungary\\n198\\n1,378\\n35,038\\n915,328\\n681\\n53,850\\n222\\n1,868\\n50,497\\n1,578,955\\n1,387\\n104,558\\n2 at Presburg 2 Raab 1 Agram, Debreczin, Eperies, Erlau, Grosswardein, Kasmark,\\nCashau, Oedenburg, Papa, Saros-Patak.\\nt At Kerestur and Torda.\\nJ At Kreras, Kremsmunster, GOrz, Trent, Budweis, LeitomischI, Pilsen, Brunn, Nikolsburg,\\nPrzemysl, Tarnopol, Czernowitz, Zara, Milan, Brescia, Cremona, Mantua, Bergamo, Como,\\nLodi, Venice, Verona, Udine, Vicenza.\\nIn Hungary, at Steiu am Auger and Szeyechin, 2.\\n1 Hungary has 67 Catholic and 13 Protestant Gymnasia.\\nThe Mining Academy at Schemnitz has 7 Professors, 233 Students it costs 11,500 florins,\\nand has 55 Bursarships endowed with 11,000 florins annually.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0375.jp2"}, "376": {"fulltext": "144\\nSUPERIOR EDUCATION IN AUSTRIA.\\n05 CO ,H cc\\noi\\no\\nC fl\\n05-t^ CO T-\\n1 ji\\na3\\nm 00 Oi O T\u00e2\u0080\u0094\\n00\\n.s*\\n13 0)\\nco^\\n3\\nO\\nca\\nE c^ --1 M cc\\nCO~cf r-T\\nl^f\\ng\\n^-S\\no\\ns\\nS\\nT-^\\nd\\niz;\\nrH CO\\n01 1-\\n1 CO\\nr-l m o cc\\nOi\\nd\\nCO CO\\nt- 01 CO c\\n10 T\\n5 10\\n(M\\nof\\nJ iJH 02 -5\\nH 10\\nm\\n^i\\nof of i-fr-\\nr ^f^\\n1\\n10 Oi 040\\nI 03\\nM\\n3\\n(N on O tH (N\\n05\\n_co\\nCO OC Ol-^\\nH t-\\nC3\\na5\\no2 00 CO o ira\\nJ~-\\ng\\n3,\\n3\\nJt- 02 Ci c\\nM)\\nM\\ng J^C0_O J^CO\\nOli--^ t-\\n00\\nC\\n03\\n\u00e2\u0080\u00a2c -*~o o~ui~t-\\nJ f\\n00\\nCh\\nof\\nco\\ns:\\nO t 3 \u00c2\u00bb0 LO CO\\nuo\\n\u00e2\u0080\u00a22 g\\nO\\nIj- lO rt 03 i-H\\nOS\\niz;\\n3 O\\n\u00c2\u00bb-H\\n3\\n10\\n1 i^-\\nI:\u00e2\u0080\u0094 CO\\na^\\no\\ni* 05\\nco\\n03\\ntf\\nE-t\\nCO~ UiC\\nr of\\n.s-s\\nO t- lO C^ lO\\no\\ni3\\nCO I\u00e2\u0080\u0094 1 c^ Ti\\nIC CO t- lO\\nof of cf ?f i-l\\ni^\\na\\n_\\nd\\n;zi\\nlO\\nfH\\ns\\n00 ui\\n1 iO\\no\\nK\\n00 CO CO c\\nUl\\nb\\n6|\\nOJ c-\\n1\\ni\\nH\\nrH~\\nCo\\n\u00e2\u0096\u00a0X M Oa CO CO\\nCO 1;- CO 00 CO\\n05 i-H CO Ol r-l\\nOl\\nCO\\nX\\nif\\n5|\\ni- oa CC\\nCO cc\\nCO 0^\\n05\\nr-f\\no\\nco -*~co o io\\nCO rH 05 02\\n\u00c2\u00b0.S\\nrH CO CO CO OJ\\nco_^\\nccT\\nH\\na\\n_\\nQ\\nk\\n5\\n1\\n05 ir\\nO) CO c\\n03\\nm\\n0)\\ni\\n10 01 CO -tj\\nH\\npj\\no\\n1\\nCO Ci o CO CO\\nlO r-H CO Ol\\nrH^05_ lO O\\n00\\nH\\n1\\n3\\nCo r-T Co\\nl r\\nJ\\na\\n-^i^ CO 0\\n01 oi t-\\nco\\no\\noo r-i co^ir\\nCO\\no\\n5,\\n3\\na,\\n1\\n1\\nr-f -*~0\\n00\\n1\\nti)\\na\\n(\u00e2\u0080\u00941\\n3\\nO\\no^ CO J:- CJ^\\nIC CO O OJ CO\\nc\\nO) CO CO\\nrH O CC\\nCO\\nEd\\nm\\nC\\nCO o lO\\no_\\nfe\\nrH\\nJ3\\nCO~CO cO~-*~r-H\\nof\\nO\\nS\\n1\\nt*\\nw\\n3\\n00 CO t-H C\\n10\\nO^ rH 05 Oi\\n00\\n03\\nOl X CO r-1 03\\no\\n\u00e2\u0096\u00a02\\ni- 1-1 t-1 CO\\n00\\no\\no\\nr-T\\nb\\n1.\\nH\\n3\\n,_,\\n00 T- O 1^-\\n1\u00e2\u0080\u0094\\nP3\\n-ts\\n_s\\no\\nCS O O i-H\\no\\nCO\\nCI\\n.2\\nH\\n3\\np\\nTi\\nn-!\\n13 CO fl\\nJ\\n03 is cj\\no\\n\u00e2\u0096\u00a0\u00e2\u0096\u00a03 2\\n8- S\\nCS O\\n2 --CI\\ns^M\\n13 t^OQ\\nqdS^o\\nCMCw*^\\niill\\nCO tc t,\\nEl B\\nIIhSII\\na D r^\\n1\u00c2\u00ab 1S", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0376.jp2"}, "377": {"fulltext": "SYSTEM\\nNORMAL SCHOOLS IN AUSTRIA.\\nIn the school system of Austria, a Normal School is a pattern or model\\nschool, which is the primary signification of the word Normal. Of this\\nclass of schools there is one in the principal town in each province, and\\nalso in the chief town of each circle. In these Normal Schools the older\\nboys who have passed through the course of instruction in the elementary\\nand superior schools, and shov/ a peculiar desire or fitness for the busi-\\nness of teaching, are arranged in a class for special instruction in a course\\nof pedagogy. The course embraces a review of the studies pursued in\\nthe elementary schools, lectures on the principles of education, and the\\nart of teaching, and practice as assistants in the lower classes of the\\nschools. The time occupied by the course of study and practice varies\\nfrom six months to two years being longer in the provincial head school,\\nthan in the head school of the circle. There are twenty hours devoted\\nin each week to the course, which are distributed as follows\\nPedagogy, 3 hours.\\nMethods of Religious Instruction, 2\\nHigher Arithmetic, 3\\nWriting and Drawing, 3\\nExercises in Composition, 2\\nGeography, 1\\nPhysical Education, 3\\nVocal and Instrumental Music, 3\\nNo one is allowed to teach unless he has gone through a course of\\nNormal School training, either in the head school of the province or the\\ncircle. This system of training teachers was first introduced by order\\nof Maria Theresa, in 1771, under the personal supervision of Felbinger,\\nwho was invited from Silesia for this purpose. The experiment was\\ncommenced in the school connected with the convent of St. Stephen, in\\nVienna, and the teachers of the city and suburbs were assembled and\\ninstructed in the new methods of teaching pursued in Prussia. This\\nschool received, in 1772, the privilege of publishing all school books used\\nin schools on the crown lands of Austria, which was, in 1773, extended\\nover the empire. The profits of this monopoly were set apart for the sup-\\nport of a Normal teacher in the head school (the best primary superior\\nschool) of each province.\\nThe mode of training teachers does not satisfy the best educators of\\nAustria. It gives a routine knowledge of methods, but does not secure\\nthat mastery of principles, or that formation of thr pedagogical character,\\n10", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0377.jp2"}, "378": {"fulltext": "146 NORMAL SCHOOLS OF AUSTRIA.\\nwhich a three years course of instruction and practice in a regularly consti-\\ntuted Teachers Seminary is so well calculated to give. The government\\nhas been frequently applied to for aid to erect one or more Teachers\\nSeminaries, on the plan of those in Prussia, but thus far without success.\\nCalinisch, in his statistics of the schools in Germany, in Reden s Maga-\\nzine for 1848, thus sums up the professional training of teachers, in Aus-\\ntria: The pedagogical course in the provincial Normal Schools, which\\nembraces four classes, continues six months, and in those with three classes,\\nthree months. In the universities and theological seminaries, there are\\nlectures on pedagogy, and the methods of questioning children, and in\\ntwo large boarding schools, one in Vienna, and the other at Hernal, in the\\nneighborhood of Vienna, there is a course of special instruction for those\\nyoung females who are destined for governesses in private families. In\\n1842, an independent school or seminary for teachers was started in Salz-\\nburg, with a two years course, and with eighteen pupils. There is a\\nNormal head school in Prague for teachers of Jewish schools.\\nThe Provincial Normal Head Schools are located as follows: Vienna,\\nPrague, Trieste, Salzburg, Inspruck, Graz, Gorz, Klagenfurt, Laibach,\\nLinzj Brimn.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0378.jp2"}, "379": {"fulltext": "SWITZERLAND.\\nThe following general outline of the educational institutions of Switzer-\\nland, will be found to contain not only an interesting notice of the Normal\\nSchools of that country, but also valuable hints respecting the compulsory\\nattendance of children at school, and school inspection, as well as the re-\\nlations of education to pauperism. It is abridged from a recent work by\\nJoseph Kay, published by J. Hatchard and Son, London, 1816, entitled\\n77je Education of the poor in England and Europe.\\nPerhaps of all countries Switzerland offers the most instructive lesson\\nto any one investigating educational systems and institutions. It is divi-\\nded into twenty-two independent cantons, each of which manages its own\\ninternal policy after its own peculiar views so that the educational sys-\\ntems of the several cantons differ very materially, whilst the federal gov-\\nernment which unites all, brings all into intimate connection one with\\nanother, and facilitates improvement, as the institutions which are found\\nto work best are gradually adopted by all the different governments.\\nEach canton being acquainted with the systems pursued by the others,\\nthe traveler is enabled, not only to make his own observations on the\\nvarious results, but is benefited also by the conversation of men accus-\\ntomed to compare what is being done by their own government with\\nwhat is being done by others, and to inquire into the means of perfecting\\ntheir educational systems.\\nBut the advantage to be derived from an investigation of the various\\nefforts made by the different cantons, is still further increased by the fact\\nof their great difference in religious belief Thus, the population of the\\ncanton of Vaud, for example, is decidedly Presbyterian, that of Lucerne\\nis almost exclusively Roman Catholic, whilst those of Argovia and Berne\\nare partly Protestant and partly Roman Catholic. Not only, therefore,\\ndoes the traveler enjoy the advantage of studying the educational sys-\\ntems of countries professing different religious creeds, but the still greater\\none of witnessing the highly satisfactory solution of the various difficulties\\narising from differences of religious belief existing under the same gov-\\nernment.\\nThe great development of primary education in Switzerland, dates\\nfrom 1832 or 1833, immediately after the overthrow of the old aristocrati-\\ncal oligarchies. No sooner did the cantonal governments become tho-\\nroughly popular, than the education of the people was commenced on a\\ngrand and liberal scale, and from that time to this, each year has witness-\\ned a etill further progress, until the educational operations of the several\\ngovernments have become by far their most weighty and important du-\\nties.\\nThroughout all the cantons, with the exception of Geneva, Vallais, and", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0379.jp2"}, "380": {"fulltext": "148 NORMAL SCHOOLS IN SWITZERLAND.\\nthree small mountainous cantons on the Lake of Lucerne, where the popu-\\nlation is too scanty and too scattered to alloAV of the erection of many\\nschools, education is compulsory that is, all parents are required by law\\nto send their children to school from the age of six to the age of fourteen,\\nand, in several cantons, to the age of sixteen. The schoolmasters in the\\nseveral communes are furnished with lists of all the children in their dis-\\ntricts, which are called over every morning on the assembling of school;\\nthe absentees are noted, and also the reasons, if any, for their absence\\nthese lists are regularly examined by the inspectors, who fine the parents\\nof the absentees for each day of absence.\\nIn some of the manufacturing districts, the children are permitted to\\nleave school and enter the mills at the age of eleven, if they have then ob-\\ntained from the inspectors a certificate of being able to read and write\\nbut they are obliged to attend a certain number of periodical lessons\\nafterward, until they attain the age of fourteen or fifteen. In the canton\\nof Argovia, however, which is one of the manufacturing districts of Swit-\\nzerland, the children are not allowed to enter the mills until they attain\\nthe age of thirteen, and I was assured by several of the manufacturers of\\nthis canton, that they did not suffer any inconvenience from this regula-\\ntion, although it had been warmly opposed at first by the commercial\\nmen.\\nIt ought to be remembered, that these laws are enforced under the\\nmost democratic forms of government.\\nThe people themselves require attendance at the schools, so conscious\\nare they of the necessity of education to the encouragement of temper-\\nance, prudence, and order.\\nIn the cantons of Berne, Vaud. Argovia, Zurich, Thurgovia, Lucerne,\\nand Schaffhouse, where this law is put into force most stringently, it may\\nbe said with truth, that all the children between the ages of seven and\\nfifteen are receiving a sound and religious education. This is a most\\ncharming result, and one which is destined to rapidly advance Switzer-\\nland, within the next eighty years, in the course of a high Christian civil-\\nization. One is astonished and delighted, in walking through the towns\\nof the cantons I have mentioned, to miss those heart-rending scenes to be\\nmet with in every English town; I mean the crowdsof filthy, half-clothed\\nchildren, who may be seen in the back streets of any of our towns, grovel-\\ning in the disgusting filth of the undrained pavements, hstening to the\\nlascivious songs of the tramping singers, witnessing scenes calculated to\\ndemoralize adults, and certain to leave their impress on the susceptible\\nminds of the young, quarreling, swearing, fighting, and in every way\\nemulating the immorality of those who bred them. There is scarcely a\\ntown in England and Wales whose poorer streets, from eight in the morn-\\ning until ten at night, are not full of these harrowing and disgusting\\nscenes, which thus continually show us the real fountain-head of our de-\\nmorahzed pauperism. In Switzerland nothing of the kind is to be seen.\\nThe children are as regularly engaged in school, as their parents are in\\ntheir daily occupations, and henceforward, instead of the towns continu-\\ning to be, as in England, and as they have hitherto been in Switzerland,\\nthe hot-beds and nurseries of irreligion, immorality, and sedition, they will\\nonly afford still more favorable opp7jrtunities, than the country, of advanc-\\ning the religious, moral, and social interests of the children of the poor.\\nHow any one can wonder at the degraded condition of our poor, after\\nhaving walked through the back streets of any of our towns, is a thing I\\nnever could understand. For even where there are any schools in the\\ntown, there are scarcely ever any playgrounds annexed to them so that\\nin the hours of recreation the poor little children are turned out into the\\nstreets, to far more than forget all the moral and religious counsel given\\nin the school. It is strange that we do not understand how invaluable", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0380.jp2"}, "381": {"fulltext": "NORMAL SCHOOLS IN SWITZEHLAND. 149\\nthe refuge is, which a school and playground afford to the children of the\\npoor, however indifferent the education given in the school.\\nThis small country, beautified but impoverished by its Alpine ranges,\\ncontaining a population* less than that of Middlesex, and less than one-\\nhalf its capital, supports and carries on an educational system greater\\nthan that which our government maintains for the whole of England and\\nWales Knowing that it is hopeless to attempt to raise the character of\\nthe education of a country without first raising the character and position\\nof the schoolmaster, Switzerland has established, and at the present mo-\\nment supports, thirteen Normal schools for the instruction of the school-\\nmasters and schoolmistresses, whilst England and Wales rest satisfied\\nwith six Eleven of these schools are permanent, and are held during\\nthe whole of the year the remaining two sit only for about three months\\nyearly, for the purpose of examining monitors recommended by the mas-\\nters of the primary schools, and desirous of obtaining diplomas to enable\\nthem to act as schoolmasters. In the majority of these schools the mem-\\nbers of the different rehgious sects are received with a Avillingness and\\nwith a Christian charity, which puts to shame our religious intolerance.\\nNor does this liberality proceed from any carelessness about the religious\\neducation of the people, for no master can obtain, from his canton s gov-\\nernment, a diploma, to enable him to officiate as schoolmaster, without\\nhaving first obtained from a clergyman of his own church a certificate of\\nmoral character and of competency to conduct the religious education in\\nthe school for which he is destined but it proceeds rather from a recog-\\nnition of this great truth, that the cause of religion must be deeply injured\\nby neglecting the secular education of the people, and from a Christian\\nresolution in all parties to concede somewhat, for the sake of insuring\\nwhat must be the foundation of all social improvement, the advancement\\nof the intelligefice and morality of the people. M. Gauthey, a Presbyte-\\nrian clergyman, and director of the Normal schools at Lausanne, M.\\nVehrli, director of the Normal school near Constance, the professors of the\\nNormal school in Argovia, M. Schneider von Langnau, minister of public\\ninstruction in the canton of Berne, and M. Fellenberg. of Hofwyl, all\\nassured me that they did not find the least inconvenience resulting from\\nthe instruction of different sects in the same schools. Those who differ\\nin faith from the master of the school are allowed to absent themselves\\nfrom the doctrinal lessons given in the school, and are required to attend\\none of their own clergy for the purpose of receiving from him their doc-\\ntrinal instruction.\\nEven in Fribourg, a canton governed by Catholic priests, Protestants\\nmay be found mingled with the Catholics in the schools, and are allowed\\nto absent themselves during the hours of religious lessons and, in Argo-\\nvia, a canton which has lately so distinguished itself by its opposition to\\nthe Jesuits of Lucerne, I found that several of the professors in the Nor-\\nmal school were Catholics, and that the utmost tolerance was manifested\\nto all the Catholics attending the cantonal schools.\\nThe Swiss governments perceived, that if the powerful sects in the\\nseveral cantons were to refuse education to the Dissenters, only one part\\nof the population would be educated. They perceived also, that secular\\neducation was necessary to the progress of religious education, and that\\nthey could secure neither without liberality and therefore they resolved\\nthat all the children should be required to attend school, and tlaat all the\\nBchools should be opened to the whole population.\\nIn the canton of NeuchMel, they have no Normal school, but they\\nchoose their masters from the monitors of the primary schools, who are\\nmost carefully educated and trained by the masters of the primary schools\\nIn 1316 the population of Switzerland was about 2,400,000.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0381.jp2"}, "382": {"fulltext": "150 NORMAL SCHOOLS IN SWITZERLAND.\\nfor their future important situations. Notwithstanding their greatest ex-\\nertions, however, to choose persons qualified for this most important post,\\nI was assured by those interested in the progress of education in that can-\\nton, that they found the present system totally inadequate to the produc-\\ntion of efficient masters, and that they felt that they must follow the ex-\\nample oi the other cantons, and establish a permanent Normal school.\\nIn the cantons of Fribourg and Schaffhouse the Normal schools sit only\\nduring three months of the year, during which time they give lectures to\\nthose desiring to be schoolmasters, and examine the candidates before\\ngranting the diplomas. But so totally inefficient have they found this\\nsystem, that Fribourg is about to establish a Normal school during the\\npresent year, and Schaffhouse has only been prevented from doing so by\\nthe want of sufficient funds.\\nI was assured by the priests in the one canton, and by the Protestant\\nclergy in the other, that they were fully convinced that no efforts on their\\npart could insure good masters, unless they were aided by a sufficiently\\nlong religious, intellectual, and domestic training, under the eye of expe-\\nrienced and trustworthy professors.\\nFour of the Normal schools of Switzerland contain each from eighty-\\nfive to one hundred pupil-teachers; the rest average from forty to eighty.\\nIt may seem extraordinary to some that so small a country as Switzer-\\nland should require so many schools for teachers, but the explanation is\\nvery simple. Switzerland is a poor country, and although it gives the\\nschoolmaster a very honorable station in society, and regards him as next\\nin dignity to the priests and clergy, it is not able to pay him very well, so\\nthat in many cases there is no other inducement to a schoolmaster to re-\\nmain long at his post, than the interest he feels in his profession. From\\nthis cause there is always a constant desertion from the ranks going on in\\nsome parts, and a consequent necessity for the preparation of a sufficient\\nnumber to fill the vacant posts. If the masters were paid better, Swit-\\nzerland would be able to dispense with two or three of its Normal\\nschools.\\nI should like to enter upon a description of the different Normal schools\\nof Switzerland, were not that rather beside the purpose of this report\\nbut I cannot refrain from recording the unanimous opinion of the Swiss\\neducators on two points connected with these schools. These are, the\\nnecessity of manual labor in connection with the instruction given in the\\nschools, and the time which all are agreed upon as necessary to the per-\\nfecting of a schoolmaster s education. On the latter point, all with whom\\nI conversed assured me, that their experience had taught them that three\\nyears were absolutely necessary for the education of a master; that\\nwherever less time had been tried, it had always been found insufficient\\nand that in order that even three years should suffice, it was necessary\\nthat the young man entering the Normal school should have completed\\nhis education in the primary schools.\\nWith respect to the necessity of manual labor in a Normal school, opin-\\nions were hardly less unanimous. To the Bernese Normal schools, as well\\nas to that at Kruitzlingen, conducted by Vehrli, the successor of Pesta-\\nlozzi and Fellenberg, and to the Normal schools of Lucerne and SoUeure,\\nlands have been annexed, which are farmed and cultivated by the pupil-\\nteachers. They are sufficiently extensive, in five of these schools, to em-\\nploy all the young men in the Normal school at least two hours per diem in\\ntheir cultivation. On these lands all the pupil-teachers, accompanied by\\ntheir professors, and clothed in coarse farmers frocks, with thick wooden\\nsandals, may be seen toiling most industriously about the middle of the\\nday, cultivating all the vegetables for the use of the household, as well as\\nBome for the neighboring markets, and could any one be taken among\\nthem at that perio l of the day, he would imagine he saw before him a set", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0382.jp2"}, "383": {"fulltext": "NORMAL SCHOOLS IN SWITZERLAND. 151\\nof peasants at their daily labor, instead of the young aspirants to the much\\nrespected profession of schoolmaster.\\nBesides this labor in the fields, the young men are also required to\\nclean their apartments, to take charge of their own chambers, prepare\\ntheir own meals, besides keeping all the premises in good repair. Thus\\nthe life of the pupil-teacher in Switzerland, during the time he remains\\nat school, is one of the most laborious nature. He is never allowed to\\nlose sight of the manner of life of the class from which he was selected,\\nand with which he is afterward required to associate. He is never\\nallowed to forget that he is a peasant, so that he may not afterward feel\\nany disgust in mingling with peasants. In this manner, they train their\\nteachers in habits of thought and life admirably suited to the laborious\\ncharacter of the profession for which they are destined, and to the hum-\\nble class who will be their companions in after life. The higher the in-\\nstruction that is given to a pupil-teacher, the more difficult and the more\\nimportant is it to cherish his sympathies for the humble and often degra-\\nded class among whom he will be called to live and exercise his important\\nduties.\\nIn fact, as all the Swiss educators said, the great difficulty in educating\\na teacher of the poor is to avoid, in advancing his intelligence and eleva-\\nting his religious and moral character, raising his tastes and feelings so\\nmuch above the class from which he has been selected, and with which\\nhe is called upon afterward to associate, as teacher, adviser, and friend,\\nas to render him disgusted with his humble companions, and with the\\ntoilsome duties of his profession. In educating the teachers, therefore,\\nfar above the peasant class whom they are intended to instruct, the Swiss\\ncantons, which I have mentioned, are very careful to continually habitu-\\nate them to the simplicity and laborious character of the peasant s life, so\\nthat, when they leave the Normal schools, they find that they have\\nchanged from a situation of humble toil to one of comparative ease.\\nThey do not therefore become dissatisfied afterward with their laborious\\nemployments, but are accustomed even from their cliildhood to combine\\na high development of the intellect and a great elevation of the character\\nwith the simplicity and drudgery of a peasant s occupations.\\nThus the Swiss schoolmasters live in their villages as the coadjutors of\\nthe clergy, associating with the laborers in their homes and at their fire-\\nsides, whilst at the same time they exhibit to them the highly beneficial\\nand instructive example of Christian-minded, learned and gentle peasants,\\nliving proofs of the benefits to be derived from possessing a properly edu-\\ncated mind.\\nI cannot deny myself the pleasure of giving Vehrli s opinion on this sub-\\nject. He said, Your object in educating a schoolmaster ought to be, to\\nprepare a teacher of the people, who, whilst he is considerably elevated\\nin mental acquirements above those among whom he will be obliged to\\nmingle, shall theroughly sympathize with them by having been himself\\naccustomed to hard manual labor. If you take pupil-teachers into your\\nNormal schools, and content yourselves with merely cultivating their\\nmental powers, you will find that, however carefully you tend their reli-\\ngious instruction, you have educated men who will soon, despite them-\\nselves, feel a disgust for the population with whom they must associate,\\nand for the laborious duties which they will have to perform but if during\\nthe whole of their residence at the Normal school, you accustom them to\\nhard and humble labor, when they leave, they wdl find themselves in\\nhigher and easier situations than when they were at school, they will\\nsympathize with their poor associates, and feel contented and satisfied\\nwith their position.\\nIn Argovia they have so strongly felt the truth of the above remarks,\\nthat they have resolved to adopt M. Vehrli s suggestions, and to annex-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0383.jp2"}, "384": {"fulltext": "152 NORMAL SCHOOLS IN SWITZERLAND.\\nlands to their Normal school and in the canton of Vaud, where no labor\\nis required from the pupil-teacher, I was assured that they had constant\\nreason to complain of the dissatisfaction expressed by the teachers for\\ntheir profession after leaving the Normal school. Nor is it only by means\\nof agricultural labor that Vehrli endeavors to prepare his pupils ibr the\\nhonorable but arduous duties of their future lives. Nearly all the domes-\\ntic concerns of his household are conducted by the pupil-teachers, and all\\nassistance that is not absolutely necessary is dispensed with. Vehrli\\nassured me that by these means the expenses of maintaining his Normal\\nschool were greatly diminished, as they sent to market all the surplus of\\ntheir agricultural produce, and employed the proceeds in defraying the\\nordinary expenditure of the school.\\nBut whilst the Swiss cantons are thus careful to prepare the pupil-\\nteacJiers Ibr the practical duties of their lives, they do not neglect their\\nintellectual instruction as they are fully convinced that the instruction\\ngiven in a village school by an ignorant man must not only be very mea-\\nger in kind, but very unattractive in character. In order to attain a cer-\\ntain standard of instruction in a village school, the education of the master\\nshould be very much elevated above it; and in order to make the poor\\nprize the village school, it is necessary that they should have a very high\\nopinion of the character and learning of the teacher.\\nThe education given by these masters in the parochial schools includes,\\n1. Religious instruction. 2. Reading. 3. Writing. 4. Linear drawing.\\n5. Orthography and grammar. 6. Arithmeticand book-keeping. 7. Sing-\\ning. 8. The elements of geography, and particularly of the geography\\nof Switzerland. 9. The history of Switzerland. 10. The elements of\\nnatural philosophy, with its practical applications. 11. Exercises in com-\\nposition. 12. Instruction in the rights and duties of a citizen.\\nIn the Catholic cantons, however, the instruction is generally confined\\nto religious lessons, reading, writing, and arithmetic.\\nNo teacher is allowed to undertake the charge of a school, until he has\\nobtained from the council of his canton, whose duty it is to examine can-\\ndidates, a diploma stating his capability of directing the education of a\\nschool. This diploma is only granted after a very severe examination,\\nwhich the candidate must pass before he can become a schoolmaster.\\nBesides this, he must have obtained a certificate of character from the.\\ndirector of the Normal school in which he was educated, and in many\\ncases another from a clergyman of his own sect, stating his capability of\\nconducting the religious education of a school. This latter point is\\nalways strictly inquired into, either by the council of inspection, which\\nexamines the candidates, or by a clergyman of the sect of which the can-\\ndidate is a member. The character and abilities of the teachers are not\\nconsidered in Switzerland as matters of small concern, but on the contra-\\nry, every precaution is taken to guard against the possibility of a man of\\nlow character or poor education obtaining such a post. It is happily un-\\nderstood in the Swiss cantons, that such a schoolmaster is much worse\\nthan none at all. The influence of such an one on the young is demoral-\\nizing in the extreme, and does infinite mischief, by creating in the minds\\nof the children associations connecting the name of school with unhappy\\nthoughts, and thus often actually engendering a spirit of hostility, not\\nonly against education, but also against the holy precepts which were\\nprofessedly taught at school.\\nI consider the very backward state of education in some of these can-\\ntons, compared to the great progress it has made in others, as a satisfac-\\ntory proof of the necessity of adopting a centralization system in prefer-\\nence to one leaving the direction of education to provincial governments.\\nI know there are many in our own country who blindly cry out against\\nceotralization, not reflecting that the central government, as being the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0384.jp2"}, "385": {"fulltext": "NORMAL SCHOOLS IN SWITZERLAND. 153\\nrichest and most powerful body, can most easily collect sufficient statistics\\non the comparative merits of different systems, and on the comparative\\nresults of different ways of teaching and managing a school, and that it\\naffords a much greater security to the country than the best provincial\\ngovernments can do, that what is found to work best shall be speedily\\nintroduced throughout the country, and that education shall be univer-\\nsally spread, instead of being greatly developed in one part of the country,\\nand altogether neglected in another.\\nEach canton in Switzerland is divided into a certain number of com-\\nmunes or parishes, and each of these communes is required by law to fur-\\nnish sufficient school-room for the education of its children, and to provide\\na certain salary, the minimum of which is fixed by the cantonal govern-\\nment, and a house for each master it receives from the Normal school of\\nthe canton. These communal schools arc, in the majority of cases, con-\\nducted by masters chosen from the most numerous religious sect in the\\ncommune, unless there are sufficient numbers of the different rehgious\\nbodies to require inore than one scliool. whea one school is conducted by\\nri master belonging to one sect, and the other by a master chosen from a\\ndifferent sect. The children of those parents, v/ho differ in religion from\\nthe master of the school, are permitted to absent themselves from the doc-\\ntrinal lessons, and are required to obtain instruction, in the rehgious doc-\\ntrines of their own creed, from clergy of their own persuasion.\\nThe inspection of the cantonal schools is conducted in the most satis-\\nfactory manner. Each canton has a board of inspectors, or council-gen-\\neral of instruction, which is presided over by the Minister of Public In-\\nstruction for the canton, and whose duty it is, to visit all the schools of the\\ncanton, once at least in the year, and to report on them individually to\\nthe government of the canton, as to the state of the schools themselves,\\nas to the progress of the pupils, as to the character of the instruction given\\nby the master, and as to the attendance of the children of the commune.\\nBut besides the cantonal board of inspectors, there is also in each com-\\nmune a board of inspectors, who are elected annually from among the\\nclergy and educated men of the commune, and who visit the communal\\nschools at least once each year, and report to the Minister of Public In-\\nstruction for the canton, on the individual progress of the children in the\\ncommunal schools. The head inspector of the canton of Solleure showed\\nme samples of the handwriting, composition, accounts. c., of all the chil-\\ndren in the canton. By these means each schoolmaster is encouraged in\\nhis exertions, as he feels that the eyes of his canton are upon him, and that\\nhe is regarded as a most important public functionary, to whom is com-\\nmitted a great and momentous trust, for the proper discharge of which it\\nis but right his canton should receive constant assurance.\\nBy these means the different communes or parishes are immediately\\ninterested in the progress of their schools, whilst the government is insured\\nagainst the possibility of a school being wholly neglected, as every school\\nis sure of receiving one or two visits from the government inspectors, even\\nif the parochial authorities should wholly neglect them, or should not pay\\nthem sufficient attention.\\nThis is the true theory of a system of inspection. There ought always\\nto be a system of local inspection, because local authorities are able, when\\nactive, to discover better than any stranger can possibly do, the peculiar\\nwants and requirements of their localities, as well as the real character\\nof their teachers, and because a system of local inspection provides a- con-\\ntinual check upon the schoolmaster but as persons, who have other and\\npressing duties upon their hands, and who are deeply engaged in busi-\\nness or in agricultural pursuits, are very likely to neglect at times, and\\noften altogether, the important duty of attending to the schools of their\\nneighborhood, and as schools, which receive no surveillance from persons", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0385.jp2"}, "386": {"fulltext": "154 NORMAL SCHOOLS IN SWITZERLAND.\\nqualified to judge of their particular merits or demerits, are always sure\\nto degenerate, and are liable to become seriously demoralized and as,\\nmoreover, it is deeply important that every government, ibr the sake of\\nsocial order and also for the sake of the happiness and morality of its sub-\\njects, should have every security that the people are really educated and\\nnot demoralized by a sinful sham of education, it is necessary that in\\nevery well-governed state, where the government takes any interest in\\nthe improvement of the people, there should be a central inspection of all\\nthe schools of the country, which should be supported and directed by\\nthe government. If government has not the power of examining every\\nschool, it can have no security that the children are not being absolutely\\ndemoralized, and that the seeds of futiire rebellion and sedition are not\\nbeing sown in the village schools. In many of the neglected schools of\\nEngland and Wales at the present day, this is actually the case, and just\\nbecause the schoolmasters, in many instances, are never visited and\\nwatched by any person capable of judging of the moral condition of their\\nschools.\\nThe development of the people s education in Switzerland and France\\nis of far too recent a date to allow me to speak of its results. It is not in\\nthirteen years that the habits, opinions, taste, and manners of a people can\\nbe changed. A change in a nation s character is not wrought in one\\ngeneration; so that nothing can be more unfair than the language held\\nby many persons on this subject. If any thing is said of French and iSwiss\\neducation, the answer is, Look at its results. The people of these two\\ncountries are the most disaffected and turbulent in Europe. I repeat,\\nthat nothing can be more unfair than this reasoning. The real develop-\\nment of education dates in both countries from 1833, so that but few of the\\nage of thirty in either country can have reaped any advantage from it,\\nand of those below thirty, many can not have been able to attend any good\\nschool lor more than two or three years, and many others not at all, whilst\\nof those young men, who have enjoyed the advantages of attending a\\nschool directed by an able and efficient master, many must have received\\nas much harm from the evil influence of demoralizing homes, as they have\\nreaped benefit from the ennobling effect of the lessons and examples given\\nthem by a Christian and noble-minded schoolmaster. It is only when the\\ncorrupting influences of the old, ignorant, and demoralized generations\\nhave passed away, when the parents themselves have begun to estimate\\nthe advantages to be reaped from education, when the lessons of the\\nteachers are backed by the lessons and examples of the parents, that the\\neffects of education will begin to be apparent. This requires more than\\none generation, and much more than thirteen years and it is this very\\nslowness in the working of an educational system, however perfect, which\\nrenders me the more anxious that we should speedily prepare for the\\ncoming future.\\nSuch is a short outline of the general character of the educational sys-\\ntems of Switzerland.\\nAt the present time it may be truly said, that in nearly the whole ol\\nSwitzerland, every boy and girl below the age of seventeen years, can\\nread and write. The education of the girls is perhaps in a more satisfac-\\ntory condition in the Catholic cantons than in the Protestant. It is confi-\\nded to the special care of the nuns, and I can bear testimony to the gentle,\\npatient, and religious spirit in which these excellent women affectionately\\ntend the progress of the young girls. The self-denying life which the\\nCatholic nuns lead, and the excellent education they receive in the nun-\\nneries, admirably suit them for the important duties confided to their\\ncharge in these cantons. After examining the schools conducted by some\\nof the sisters in Fribourg, the abbess of the nunnery, to which the nuns\\nwho had the direction of the female schools belonged, allowed me, in com-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0386.jp2"}, "387": {"fulltext": "NORMAL SCHOOLS IN SWITZERLAND. ^^55\\npany with a very intelligent priest, with whom I had been spending some\\ndays, to visit the nunnery. We went over it in company wilh one of the\\nsisters. When I entered, I found myself in the presence of about twenty\\nof the nuns, who, under the direction of a very venerable old abbess of\\nabout eighty years of age, were seated in the entrance-hall, engaged in\\nmaking clothes for the poor.\\nThe apartments of the sisters were of the plainest possible description.\\nThey were in beautiful order, and perfectly clean but furnished very\\nmeagerly, and literally destitute of every thing that was not absolutely\\nnecessary. The sisters have no servants and no assistants. They pre-\\npare their own food, clean their own chambers, take charge by turns of\\nthe dining-room, hall, and room of the abbess, and, in fact, perform by\\nturns all the humblest duties of domestic servants. They, at the same\\ntime, give a very excellent education to the young persons destined to\\ntake the veil, comprising reading, writing, arithmetic, history, geography,\\ngrammar, and singing. The novitiates are, therefore, in every way ad-\\nmirably prepared for the duties of instruction, which they undertake after\\nhaving taken the veil, whilst the humble life to which they are accus-\\ntomed during the years of their novitiate, and during the rest of their\\nlives, in turn with the other sisters, makes them admirably well qualified\\nfor intercourse with the poor, and renders them patient, gentle, and perse-\\nvering in their efforts in the schools. They certainly are living examples\\nof the class of teachers a good training is capable of producing.\\nThe condition of the peasantry in the Protestant cantons of Berne, Ar-\\ngovia, Vaud, Thurgovia, Neuchatel, Geneva. Basle, and Schaffhouse, and\\nin the Catholic cantons of Solleure and Lucerne, is a very happy one.\\nNo beggars are to be seen in the.se cantons, and what is still more surpris-\\ning, no signs of pauperism. Their dress, though homely, is always good,\\nfree from patches, and clean. Their collages, though, from the smoked\\nappearance of the timber, at first sight giving an idea of great poverty,\\nare nevertheless very commodious, substantially built, and comfortably\\nfurnished, and what is more, they are their own. They are generally\\nsurrounded by their little gardens, and almost always stand on plots of\\nland which belong to and are cultivated by the tenants, and no one, who\\nhas seen the garden-like appearance of the cantons of Berne, Vaud, Sol-\\nleure, Argovia, Thurgovia, and Zurich, Avill doubt again the high state of\\ncultivation which may be attained by small farmers, proprietors of their\\nown farms. The Swiss proprietor, himself a farmer, is interested in the\\nstate of his little property, and he is not a man to reject the aid of science,\\nor to shut his ears to advice, or his eyes to observation. Their small\\nfarmhouses are the pictures of neatness, and their httle estates are tended\\nwith the care an Englishman bestows upon his flower-garden. By far\\nthe greater part of the population are themselves proprietors, and the\\nlands are so subdivided, as to bring them within the reach of the poorest\\nlaborer. This acts as the happiest preventive check on early and improv-\\nident marriages, and as the strongest possible incentive to providence\\nand self-denial. Owing to this cause, the earliest age at which a young\\nman thinks of marrying in several cantons is twenty-five, as he spends the\\nfirst part of his life, after he has begun to earn any wages, in laying by\\nsome little capital toward the purchase of a house and piece of Fand.\\nWhen he can offer a certain share of the purchase-money, he pays it over\\nto the vendor and enters into possession, clearing the rest of his debt by\\nyearly payments. It is only after he has thus attained the great object\\nof his wi-shes that he marries. Many even of the laborers in the towns\\nown or rent their little properties outside. The happy effects of this\\nsystem are manifest not only in the excellent check it affords to impru-\\ndently early marriages and in the happy stimulant to prudence and sobri-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0387.jp2"}, "388": {"fulltext": "156 NORMAL SCHOOLS IN SWITZERLAND.\\nety, but also and more particularly in the interest it gives the country\\npeasants in the maintenance of social order.\\nThe Swiss have so clearly understood that the real cause of pauperism\\nis want of prudence and foresight among the poor, that the people them-\\nselves, in three of the most democratic of the cantons, have not only re-\\nsolved, that all children should be forced to attend school for a certain\\nnumber of years, and that the descent of lands should be so arranged, as\\nto insure a great subdivision and make the separate estates small and\\nnumerous and have not only created, by these means, strong incentives\\nto prudence among the poor, by elevating their tastes, by teaching them\\nthe great benefits to be derived from temporary self-denial, and by hold-\\ning out to the saving and self-denying laborer the prospect of becoming a\\nproprietor; but they have also enacted laws, which prohibit any man\\nmarrying, until he prove to the state that he is able to support his wife.\\nIi must be remembered, that these laws are put in force by the people\\nthemselves. So clearly is it understood in Switzerland that the true\\ncause of pauperism in a well-governed state can only be ignorance, and\\nimprovidence resulting from ignorance, or some misfortune which could\\nnot have been foreseen and that it is only the pauperism resulting from\\nthis latter cause for which a well-organized community ought to be called\\nupon to provide.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0388.jp2"}, "389": {"fulltext": "EDUCATIONAL ESTABLISHMENT\\nMR. DE FELLENBERG, AT HOFWYL.\\nThe great educational establishment of Mr. de Fellenberg at Hofwyl,\\nin the canton of Berne, has attracted more attention, and exerted a wider\\ninfluence, than any one institution in Europe or America, during the pres-\\nent century. It originated in motives of patriotism and benevolence,\\nabout the year 1805, and was sustained for forty years by personal eflforts\\nand pecuniary sacrifices on thepartof its founder, which have never been\\nequalled among men of his wealth, and social position. Born to every\\nadvantage of education which wealth and rank could secure, advanced\\nearly to positions of trust and influence in public life, enjoying extensive\\nopportunities of observation by travel in the most refined nations, thrown\\nby the political convulsions of his country and of Europe, from 1790 to\\n1805, much among the people and their rulers, Fellenberg became con-\\nvinced that improvement in early education was the only resource for the\\npermanent strength and elevation of the state of his own and other coun-\\ntries. To this object, at the age of thirty-one. he consecrated himself\\nand his fortune. Being possessed of ample means, he resolved to form\\non his own estate, and on an independent basis, a model institution, in\\nwhich it should be proved what education could accomplish ibr the bene-\\nfit of humanity. Out of this determination arose the Institution at\\nHofwyl.\\nHe commenced with two or three boys from abroad, with his own chil-\\ndren, in his own house and from, time to time received others, but never\\nmore than two or three new pupils at once, that they might fall insensibly\\ninto the habits of the school, without producing any effect upon its general\\nstate. In 1807, the first building was erected for the Literary Institu-\\ntion, and the number of pupils increased to eighty, mostly from patrician\\nfamilies. During this year he projected an institution for indigent chil-\\ndren, and employed Vehrli, the son of a schoolmaster of Thurgovia, in the\\nexecution of the plan, after training him in his own family. The farm-\\nhouse of the establishment was assigned for this school, and here Vehrli\\nreceived the pupils taken from among the poorest families in the neigh-\\nborhood. He left the table of Mr. de Fellenberg, and shared their straw\\nbeds and vegetable diet, became their fellow-laborer on the farm, and\\ncompanion in hours of relaxation, as well as their teacher, and thus laid\\nthe foundation of the Agricultural Institution, or Poor School, in\\n1808. The principles on which this school was established, were to employ\\nagriculture as the means of moral education for the poor, and to make", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0389.jp2"}, "390": {"fulltext": "158 FELLENBERG S INSTITUTION AT HOFWYL.\\ntheir labors the means of defraying the expense of their education. In\\nthis institution, Vehrii attained that practical knowledge of teaching\\nwhich fitted him for his higher work in the Normal School at Kruitz-\\niingen.\\nAbout the same time, a school of Theoretical and Practical Agricul-\\nture for all classes, was formed and provided with professors. To this\\nschool several liundred students resorted annually. In the same year,\\nFellenberg commenced the formation of a Normal School, or seminary\\nfor teachers, at his own expense, inviting one of the most distinguished\\neducators of the day to conduct it. Forty-two teachers, of the canton of\\nBerne, came together the first year and received a course of instruction in\\nthe art of teaching. So great was the zeal inspired by the liberality of\\nFellenberg, and the course of instruction, that the teachers were content\\nto prolong their stay beyond their first intention, and to lodge in tents, in\\nlack of other accommodations on the premises. Owhig to some jealousy\\nand low party intrigue, the government of Berne interfered with his plan\\nof bringing the teachers of the canton annually together for a similar\\ncourse, and henceforth the benefits were open only to teachers from other\\ncantons, and to such as belonged to the School of Agriculture. The\\nteachers, after one of these annual courses, presented an address to Fel-\\nlenberg, from which the following is an extract. It is addressed to the\\nworthy Father and Friend of the People.\\nWhen we reflect that without education no true happiness is to be attained,\\nand that this can only be secured by means of well-taught and virtuous teach-\\ners and when we recollect that you have devoted yourself to the object without\\nregard to the sacrifice it may require, we must rejoice that this age is favored\\nwith such a friend of his country and when we remember the kindness and\\nfriendship with which we have been treated at Hofvvyl, we are compelled to\\ngive you our affection as well as our admiration, and which will not diminish\\nas long as our hearts shall beat, and oar children shall learn to say, So lived\\nand labored Father Fellenberg. We will not enter here into any particular\\nstatement of our views concerning the course of instruction we have received,\\nwhich we shall in due time make known to the public we will only say, for\\nyour own satisfaction, that this course has far exceeded our expectations, by its\\ncomplete adaptation to practical life, by fhe skill and efforts of your assistants,\\nand by the moral and rehgious spirit with which the whole has been animated.\\nWe have been led to enter with a fervent devotion into a sacred engagement,\\nthat we will live and labor in our calling in the spirit which you have exhibited,\\nand thus prove to you that your noble sacrifices have not been vain. We are\\nmore deeply penetrated than ever before with a sense of the sacredness of our\\ncalling. We are resolved to conduct ourselves with prudence and caution, in\\naffection and union, with unyielding and conscientious faithfulness, in the dis-\\ncharge of our duty, and thus to prove ourselves worthy of your Institution.\\nIn continuation of our brief sketch of Fellenberg s establishment at\\nHofvvyl, we will add that, from 1810 to 1817, it attracted the attention of\\neducators and statesmen in Switzerland and all parts of Europe. Pupils\\nwere sent from Russia, Germany, France and England. Deputations\\nfrom foreign governments visited it, to learn especially the organization\\nof the School of Agriculture, and the Poor, or Rural School. In 1815, a\\nThis title was habitually given to l)e Fellenberg by the Swiss teachers and youth who appre-\\neiated his chai acter, or who had experienced his kindness.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0390.jp2"}, "391": {"fulltext": "FELLENBERG S INSTITUTION AT HOFWYL. I59\\nnew building was erected to accommodate the increasing number of the\\nAgricultural School, the lower part of which was occupied as a riding-\\nschool and gymnasium. In 1818 another building became necessary for\\nthe residence of the professors, and the reception of the friends of the pu-\\npils; and soon after, a large building, now the principal one of the estab-\\nlishment, with its two wings, was erected for the Literary Institution,\\nwhich furnished every accommodation that could be desired for health or\\nimprovement. In 1823 another building was erected, in the garden of\\nthe mansion, for a school of poor girls, which was placed under the direc-\\ntion of the oldest daughter of Fellenberg; and in 1827 the Intermediate\\nor Practical Institution was established. It is much to be desired that\\nthis example of slow and cautious progress might be imitated by those\\nwho are establishing institutions in our own country, in place of collecting\\nat once a large mass of discordant materials, without any preparation\\nwhich can render them a solid basis for a well-proportioned or permanent\\nmoral edifice.\\nThe Practical Institution, or Real School, was designed for the chil-\\ndren of the middle classes of Switzerland, and not solely for the same\\nclass in the canton of Berne, aiming thereby to assimilate the youth of\\nthe whole country into common feelings and principles of patriotism, by\\nbeing educated together, and on one system. The course of instruction\\nincluded all the branches which were deemed important in the education\\nof youth not intended for the professions of law, medicine and theology.\\nThe pupils belonged to famiUes of men of business, mechanics, profes-\\nsional men, and persons in public employment, whose means did not allow\\nthem to I urnish their children an education of accomplishments, and who\\ndid not wish to have them estranged from the simplicity of the paternal\\nmansion. In view of these circumstances, the buildings, the furniture, the\\ntable, and the dress of the pupils, were arranged in correspondence to the\\nhabits in these respects of their families at home. In addition to an\\nordinary scholastic course, the pupils were all employed two hours in man-\\nual labor on the farm, in a garden plot of thsir own. in the mechanic\\nshop, and in household offices, such as taking care 0^ rooms, books, and\\ntools.\\nMore than one hundred reports, many of them quite voluminous, have\\nbeen published in this country and in Europe, respecting the whole, or\\nportions of Fellenberg s Establishments at Hofvvyl. The most particular\\naccount, and that in which the spirit of the institutions was considered by\\ntheir founder to be best exhibited, was given in a series of Letters from\\nHofwyl, by William C. Woodbridge, in the Annals of Education, pub-\\nlished in Boston. These letters were republished in London, in 1842, as\\nan Appendix to Letters from Hofwyl, by a Parent, on the Educational\\nInstitutions of De Fellenberg,^ pp. 372. The preceding sketch of these\\ninstitutions, and the outline of the Normal Course which follows, have been\\ndrawn from this volume. The following summary of the Principles of\\nEducation, as developed in the experience of Fellenberg, is gathered also", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0391.jp2"}, "392": {"fulltext": "160 FELLENBERG S INSTITUTION AT HOFWYL.\\nfrom this work, and from a letter of his directed to Lady Byron, who has\\nestabhshed and supports a School of Industry at Earling, after the model\\nof the Rural School at Hofwyl.\\nThe great object of education is to develop all the faculties of our nature,\\nphysical, intellectual, and moral, and to endeavor to train and unite them into\\none harmonious system, which shall form the most perfect character of which\\nthe individual is susceptible; and thus prepare him for every period, and every\\nsphere of action to which he may be called. It is only by means of the har-\\nmonious development of every faculty of our nature, in one connected system,\\nthat we can hope to see complete men issue from our institutions men who\\nmay become the saviors of their country, and the benefactors of mankind. To\\nform such characters is more important than to produce mere scholars, howev-\\ner distinguished, and this is the object on which the eye of the educator should\\nbe fixed, and to which every part of his instruction and discipline should be\\ndirected, if he means to fill the exalted office of being a fellow-worker with\\nGod.\\nOn the reception of a new pupil, our first object is to obtain an accurate\\nknowledge of his individual character, with all its resources and defects, in order to\\naid in its farther development, according to the apparent intention of the Creator.\\nTo this end, the individual, independent activity of the pupil is of much greater im-\\nportance than the ordinary, busy officiousness of many who assume the office of ed-\\nucators and teachers. They too often render the child a mere magazine of knowl-\\nedge, collected by means purely mechanical, which furnishes him neither direction\\nnor aid in the business of life. The more ill-digested knowledge a man thus col-\\nlects, the more oppressive will be the burden to its possessor, and the more painful\\nhis helplessness. Instead of pursuing this course, we endeavor, by bestowing the\\nutmost care upon the cultivation of the conscience, the understanding, and the judg-\\nment, to light up a torch in the mind of every pupil, which shall enable him to ob-\\nserve his own character, and shall set in the clearest light all the exterior objects\\nwhich claim his attention.\\nA great variety of exercises of the body and the senses are employed to prepare\\nour pupils for the fulfilment of their destination. It is by means of such exercises\\nthat every man should acquire a knowledge of liis physical strength, and attain con-\\nfidence with regard to those efforts of which he is capable, instead of that fool-hardi-\\nness which endangers the existence of many who have not learned to estimate their\\nown powers correctly.\\nAll the various relations of space should be presented to the eye, to be observed\\nand combined in the manner best adapted to form the coup d ceil. Instruction in\\ndesign renders us important service in this respect every one should thus attain the\\npower of reproducing the forms he has observed, and of delineating them with\\nfacility, and should learn to discover the beauty of forms, and to distinguish them\\nfrom their contrasts. It is only where the talent is remarkable that the attempt\\nshould be made to render the pupil an artist.\\nThe cultivation of the ear by means of vocal and instrumental music is not less\\nimportant to complete the development of the human being. The organs of speech,\\nthe memory, the understanding, and the taste, should be formed in the same man-\\nner by instruction, and a great variety of exercises in language, vocal music, and\\ndeclamation. The same means should also be employed to cultivate and confirm\\ndevotional feelings.\\nIn the study of natural history the power of observation is developed in reference\\nto natural objects. In the history of mankind the same faculty is employed upon\\nthe phenomena of hvtman nature and human relations, and the moral taste is culti-\\nvated, at the same time the faculty of conceiving with correctness, and of employing\\nand combining with readiness, the materials collected by the mind, and especially\\nthe reasoning faculty, should be brought into exercise, by means of forms and num-\\nbers, exhibited in their multiplied and varied relations.\\nThe social life of our pupils contributes materially to the formation of their moral\\ncharacter. The principles developed in their experience of practical life among\\nthemselves, which gradually extends with their age and the progress of their minds,\\nserves as the basis of this branch of education. It presents the examples and occa-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0392.jp2"}, "393": {"fulltext": "FKLLENBERG S INSTITUTION AT HOFWYI.. Jgj\\nsions necessary for exhibiting and illustrating the great principles of morals. Ac-\\ncording to the example of Divine Providence, we watch over this little world in\\nwhich our pupils live and act, with an ever vigilant, but often invisible care, and\\nconstantly endeavor to render it more pure and noble.\\nAt the same time that the various improvements of science and art are applied to\\nthe benefit of our pupils, their sound religious education should be continually kept\\nin view in every branch of study this is also the object of a distinct series of les-\\nsons, which generally continue through the whole course of instruction, and whose\\ninfluence is aided by the requisite exercises of devotion.\\nBy the combination of means I have described, we succeed in directing our pupils\\nto the best methods of pursuing their studies independently we occupy their atten-\\ntion, according to their individual necessities and capacities, with philology, the an-\\ncient and modern languages, the mathematics, and their various modes of applica-\\ntion, and a course of historical studies, comprising geography, statistics, and political\\neconomy.\\nMoral Education. The example of the instructor is all important in moral\\neducation. The books wliich are put into the pupils hands are of great influence.\\nThe pupil must be constantly surrounded with stimulants to good actions in order to\\nform his habits. A new institution should be begun with so small a number of\\npupils, that no one of them can escape the observation of the educator and his moral\\ninfluence. The general opinion of the pupils is of high importance, and hence\\nshould be carefully directed. Intimate intercourse between pupils and their edu-\\ncators begets confidence, and is the strongest means of moral education. The edu-\\ncator must be able to command himself his conduct must be firm and just fre-\\nquent reproofs from such are more painful to the pupil than punishment of a\\nmomentary sort.\\nWliile influences tending directly to lead the pupil astray should be removed from\\nthe school, he must be left to the action of the ordinary circumstances of life, that\\nhis character may be developed accordingly. The pupil should be led as far as pos-\\nsible to correct his faults by perceiving the consequences of them the good or bad\\nopinion of his preceptor and comrades are important means of stimulation. Exclu-\\nsion from amusements, public notice of faults, and corporal punishment, are all ad-\\nmissible. Solitary confinement is efficacious as a punishment. Rewards and\\nemulation are unnecessary as motives.\\nReligion and morality are too intimately connected to admit of separation in the\\ncourses inculcating them. The elementary part of such a course is equally applica-\\nble to all sects.\\nNo good is to be derived from employing the pupils as judges or juries, or giving\\nthem a direct share in awarding punishment for ofljenses. It is apt to elevate the\\nyouth too much in his own conceit.\\nFamily life is better adapted, than any artificial state of society within an institu-\\ntion, to develop the moral sentiments and feelings of youth.\\nIntellectual Education. A system of prizes, or emulation, and the fear of pun-\\nishment, do not afford the strongest motives to intellectual exertion. Experience\\nshows that places in a class may be dispensed with. It is possible to develop a tast\u00e2\u0082\u00ac\\nfor knowledge, a respect and attachment for teachers, and a sense of duty which\\nwill take the place of any lower motive in inducing the requisite amount of study.\\nIn the higher departments of instruction it is better to confine the task of the\\nteacher to giving instruction merely, placing the pupil under the charge of a special\\neducator, at times when he is not engaged in the class-room.\\nWith the other, and more useful branches of instruction, correct ideas of natural\\nhistory and phenomena should be communicated to children, and require, first, that\\nthey shall be duly trained to observation by calling the observing faculties into fre-\\nquent exercise. Second, that they shall be made acquainted with the elements of\\nnatural history, especially in reference to familiar objects. Third, that the most fa-\\nmiliar phenomena of nature, such as thunder and lightning, the rainbow, c. and\\nfurther, the most simple principles of the mechanic arts, trades, c., should be ex-\\nplained to them. Fourth, they should be taught to draw, in connection with the\\nother instruction. Accuracy of conception is favored by drawing, and it is a power-\\nful aid to the memory. The most important principles of physiokgy, and their ap-\\nplication to the preservation of health, should form a part of the instruction.\\n11", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0393.jp2"}, "394": {"fulltext": "IQ2 FELLENBERG S INSTITUTION AT HOFWYL.\\nPhysical Education. Pure air, a suitable diet, regular exercise and repose, and\\na proper distribution of time, are the principal means of physical education. It is as\\nessential that a pupil leave his studies during the time appropriated to relaxation, as\\nthat he study during the hours devoted to that purpose. Voluntary exercise is to be\\nencouraged by providing suitable games, by affording opportunities for gardening,\\nand by excursions, and by bathing. Regular gymnastic exercises should be insisted\\non as the means of developing the body a healthy action of the bodily frame has an\\nimportant influence on both mind and morals. Music is to be considered as a branch\\nof physical education, having powerful moral influences. The succession of study,\\nlabor, musical instruction, or play, should be carefully attended to. The hours of\\nsleep should be regulated by the age of the pupil.\\nExperience has taught me that indolence in young persons is so directly opposite\\nto their natural disposition to activity, that unless it is the consequence of bad edu-\\ncation, it is almost invariably connected with some constitutional defect.\\nThe great art of education, therefore, consists in knowing how to occupy every\\nevery moment of life in well-directed and useful activity of the youthful powers, hi\\norder that, so far as possible, nothing evil may find room to develop itself.\\nMr. de Fellenberg died in 1846, and his family discontinued the educa-\\ntional establishments at Hofwyl, in 1848, except the Poor School,\\nwhich is now placed under a single teacher, and the pupils are employed\\nin the extensive operations of the farm to acquire a practical knowledge of\\nagriculture. But the principles developed by the distinguished philan-\\nthropist and educator, have become embodied in the educational institutions\\nof his native country and of Europe. This is particularly true of the great\\naim of all his labors to develop all the faculties of our nature, physicaly\\nintellectual and moral, and to train and unite them into one harmonious\\nsystem, which shall form the most perfect character of which the individ-\\nual is susceptible, and thus prepare him for every period, and every\\nsphere of action to which he may be called.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0394.jp2"}, "395": {"fulltext": "OUTLINE\\nOP THB\\nNORMAL COURSE OF INSTRUCTION AT HOFWYL.\\nThe Rural or Agricultural School at Hofwyl was designed to be a\\neeininary for teachers, as well as a school for those devoted to labor.\\nBoth Fellenberg and Vehrli deem it very important for all who are to be\\nemployed in the instruction of common schools to have a thorough ac-\\nquaintance Avith the. practical labor of a farm. As an additional provi-\\nsion for their support, and as an invigorating exercise, it will be desirable\\nfor them (as indeed it probably would be for all literary men) to continue\\nthese labors. But a practical acquaintance with the life and habits of a\\nmajority of their pupils is the only means of preparing them fully to enter\\ninto the views and feelings of those under their care, to understand their\\nwants and their difficulties, and prepare them for their duties. It also\\nfurnishes many important illustrations and topics of remark. It enables\\nthem to give much valuable information of a practical kind in connection\\nwith the subjects of their studies, and much may be done in this way to\\nextend agricultural improvements. It is also an additional means of\\nsecuring the attachment of the teachers to those to whom, it is desirable\\ntheir labors should be devoted, and inducing them to continue in this em-\\nployment. So much is this object appreciated in some of the seminaries\\nfor instructors in Germany, whose plan and location do not admit of a\\nfarming establishment, that a garden and a nursery of fruit-trees are an-\\nnexed to the seminary, and regular instruction is given in connection with\\nthem.\\nThe direct preparation of the teachers for their profession consists, I.\\nIn a thorough study of the branches to be taught, which they acquire in\\ncommon with the other pupils, and on the productive plan. 2. In a series\\nof lessons designed especially for them, in which Vehrli directs them as to\\nthe method of communicating instruction. 3. In assuming alternately the\\nplace of teachers in this class, under the immediate inspection of Vehrli.\\n4. In acting alternately as instructor and monitor to the other pupils, and\\nsuperintendents of their conduct, under the general direction of Vehrli.\\n5. In the daily advice and direction they receive from him in the discharge\\nof these duties. 6. In witnessing his own methods of instruction, as he\\npasses from class to class to observe their progress. 7. In the discussions\\nconnected with a meeting for familiar conversation. 8. Those who are\\nqualified for a more extended course of study are permitted to attend the\\nlessons of the professors in the Literary Institution and some are em-\\nployed in the instruction or superintendence of the younger pupils in that\\nechool. Indeed, Fellenberg has found that those who were trained in the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0395.jp2"}, "396": {"fulltext": "2g4 NORMAL COURSE AT HOFWYL.\\nAgricultural Institution were among the most valuable and faithful educa-\\ntors he could obtain and on this account he deems an establishment ol\\nthis kind an important aid to one of a morfe scientific or literary character.\\nIt is with the aid of assistants thus trained that Vehrli haa succeeded in\\nrendering a school, often composed of the worst materials, a model of order,\\nindustry, and improvement, which has excited the admiration of all who\\nhave visited it.\\nThe following is a sketch of the course of instruction pursued with the\\nclass of teachers which annually assembled, by invitation and at the ex-\\npense of Fellenberg, at Hofwyl\\nThe first object was to ascertain, by iree conversation or examination,\\nthe intellectual condition of the teachers, and to arrange them in classes,\\nand provide means of instruction adapted to their wants they were con-\\nnected in such a manner that the better informed might assist those who\\nwere less familiar with the subject, and that they might enjoy the advan-\\ntages of mutual as well as general instruction.\\nThe day was opened and closed with religious exercises, in which they\\nwere led particularly to consider the duties of their office. Eight hour.\u00c2\u00abi\\nwere assigned to instruction the evening was devoted to free conversa-\\ntion on the state of the schools and their wants, and the subjects present-\\ned in the day; and the teachers had the opportunity of asking general\\nquestions, or presenting topics for discussion. Daily lessons were given\\nin language, arithmetic, natural history, and vocal music; three lessons\\nweekly in religion, and the same number in geometry and drawing and\\ntwo in geography and two in anthropology, or the description of the\\nhuman body and mind. Two or three hours daily were specially devoted\\nto repetitions, or the copying of notes. The mode of instruction was\\nadapted to the topic: sometimes it consisted merely in the exhibition of\\nthe subject, or of the methods of instruction but it was accompanied as\\noften as possible by questions to the teachers, and by practical illustra-\\ntions, either by forming a class among the teachers, or calling in the pu-\\npils of the Agricultural School. The object of this course was to give\\ngeneral views of some important topics to improve and inform the minds\\nof the teachers themselves; and especially to give them a complete view\\nof the methods of teaching. We add an account of the principal courses\\n7%e Maternal Language^ or Grammar. The course of instruction in\\nthe mother tongue occupied one hour daily o^ the course, as being the\\nbasis of instruction in all other branches. Clear and precise ideas of the\\nmeaning and coimection of words, and of the proper mode of expressing\\nour ideas, are not less indispensable to successful study than to the busi-\\nness of life. But the study of language was also presented as an efficient\\nmeans of exciting and developing the powers of the mind; because it\\nshould always be connected with the observation of the things to be de-\\nscribed, or reflection on the ideas to be expressed. In short, if properly\\ntaught, every step in this study is a practical exercise in logic. Instruc-\\ntion in the mother tongue ought to commence with exercises in speaking,\\nthe inaterials for which should be derived from the objects immediately\\nsurr unding the child, or most familiar to him and are always connected\\nwith the exercise of the senses in distinguishing form, color, size, weight,\\nsound, feeling, and taste. It was also urged that the speaking, writing,\\nand reading of the native language should go on together, in alternate ex-\\nercises, as a part of one course of instruction and not divided, as they\\noften are. A plan of instruction was described extending through the\\nwhole period allotted to school fedueation. The subject was divided into\\nportions corresponding to our division of etymology and syntax the first", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0396.jp2"}, "397": {"fulltext": "NORMAL COURSE AT HOFWYL. 1^5\\ninvolving simply words and their variations, and the isecond their connec-\\ntion in sentences. The teachers were advised to present both in\\neuch a manner that the pupil could not escape with mere mechanical\\nhabits that he should be compelled to exercise thought and judgment in\\nregard to the meaning and variations of individual words and their modes\\nof combination. The last was especially recommended as the best means\\nof showing the meaning as well as the use of individual words: in short,\\nthe methods advised and adopted present the most striking contrast with\\nthe mechanical exercises and the parrot-like acquisitions of pupils in\\ngrammar in English and American schools.\\nThe more important principles were dictated and written down by the\\nteachers; and questions were asked and answered in illustration. Writ-\\nten exercises on the various points presented, were also prepared and cor-\\nrected, as far as the time would allow.\\nReligious Insti^ction. The course of instruction in religion embraced,\\n1. Biblical history of the Old and New Testament; 2. History of the\\nChristian religion 3. Principles and precepts of Christianity 4. A brief\\nexposition of the best manner of giving religious or catechetic instruc-\\ntion. The design of this course was two-fold:\\n1. To give to the teacher himself clear views of the sacred truths and\\nsolemn duties of religion to enlighten his mind to strengthen him in the\\nresolute, persevering performance of his duties to enlarge and ennoble\\nhis feelings and to implant in his heart an unchangeable, cheering hope,\\nwhich should sustain him in the changes and trials incident to his labori-\\nous calling.\\n2. To render him an able teacher of religion, so far as it falls within\\nthe sphere of the common school and to prepare him, by precept and\\nexample, to make his pupils acquainted with the truths of the Bible, and\\nthe duties it imposes, and to educate them as disciples of Christ.\\nBoth these objects were kept in view, and each more or less attended\\nto, according to the nature of the subject and the knowledge of the au-\\nditors.\\nBiblical History. As the history of the Bible was already familiar to\\nthe audience, this subject was treated principally in reference to the\\nmethod of teaching. After a general chronological review of the princi-\\npal events of the history, and its connection with that of other nations, the\\nexperienced teacher of a common school to v/hom this part of the course\\nwas intrusted, examined the various methods of Biblical instruction\\nadopted in the canton of Berne. He warned his hearers against many of\\nthose methods, some of which reduce this part of instruction to a mechan-\\nical exercise of memory, that destroys its spirit; while others neglect the\\ngreat object, and employ it merely as a means of instruction in language.\\nHe recommended 1. That the teacher should relate each portion of the\\nhistory in language as much biblical and child-like as possible, and call\\nupon the children to repeat the narration.\\n2. That he should require them to select the principal and subordinate\\ncircumstances, and combine them in their regular order and connection.\\n3. That he should lead them to draw the conclusions and make the re-\\nflections which the history may suggest, under his direction and with his\\nassistance but that he should carefully guard against the error of at-\\ntempting to derive too many lessons of a different nature from a single\\nhistory, for this only enfeebles the influence of the great principle involved,\\nand distracts the mind and the feelings with too great a variety of sub\\njects. In order to illustrate more completely the methods proposed, a\\nclass of children from the Agricultural School was generally brought in,\\nand exercised in the manner proposed.\\nHistory of the Christian Religion.\u00e2\u0080\u0094 The great objects of this course\\nwere, to awaken a deeper and more genera! interest in the Christian reli-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0397.jp2"}, "398": {"fulltext": "IQQ NORMAL COURSE AT HOFWYL.\\ngion, and to strengihen their faith in its irresistible power, by showing\\nthem how light and truth have ever gained the victory amidst all the op-\\npression and persecution they have endured.\\nThe progress of light was traced the earnest and useless groping after\\ntruth described, which preceded the coming of the Saviour, and was only\\nsatisfied by his instructions. The political and civil condition of the world\\nat the Christian era, and the influence which Christianity has had in\\nchanging or modifying it, by the mutual and undistinguishing benevo-\\nlence it requires between individuals and nations, and the equal rights\\nwhich it thus establishes, was made the subject of particular attention.\\nBut the attention of the pupils was principally directed to the internal\\ncondition of the Christian church in the first three centuries, while it re-\\nmained comparatively pure the}^ were pointed to the influence of Chris-\\ntian feelings and a Christian life in the family, the community, and the\\nstate to the invincible power of that faith, and that love to the Saviour\\nand to one another, which triumphed over ridicule and suffering, and mar-\\ntyrdom itself in its most horrid forms. The errors in principle and prac-\\ntice of this early period were also exhibited, with their sad consequences\\nand the effects of the various extremes to which they led of slavish for-\\nmality or lawless licentiousness of intolerance and of hypocrisy of su-\\nperstition and fanaticism of ecclesiastical despotism, and of anarchy\\nwere presented in such a light as to point out the dangers to which we\\nare still exposed. The time did not allow the extension of the course to\\nlater periods of history.\\nPrinciples and Precepts of Christianity. The religious instructor ob-\\nserves, that he endeavored to present this part of his subject in its biblical\\nform, and to show his pupils the inexhaustible richness of Divine wisdom\\nexhibited in the Scriptures, to which reason, when duly enlightened as to\\nits proper sphere, will come as a pupil, and not as a teacher. This reve-\\nlation, he remarked, made in the language of men, should be the rule by\\nwhich the exhibitions of the Deity, in nature, and providence, and the\\nmind of man, must be judged. On the other hand, he presented the lead-\\ning doctrines contained in the formularies of the Swiss churches, but still\\nas subordinate to the biblical exhibition of truth with which the teacher\\nin Switzerland is chiefly concerned. The first subjects of instruction\\nwere the general nature of religion, the peculiar character of Christianity,\\nand its adaptation to the nature of man, the admirable form in which it is\\npresented, and the importance of taking the Savior as a model for the\\nmethods of religious instruction. The Scriptures were next examined as\\nthe sources of religious truth, and the principal contents of the various\\nbooks described, with the leading evidences of its historical authority, of\\nits inspiration, and of the credibility of the principles it contains. The\\nleading doctrines maintained in the national church were then presented,\\neach accompanied with the evidence and illustrations afforded by the\\nScriptures, and Ibilowed by an exhibition of the duties involved in it, or\\nfounded upon it. At the same time, illustrations were derived from na-\\nture and from the human heart; and directions were given as to the best\\nmode of teaching these truths to the young.\\nMethods of Religious Instruction. The method of giving religious in-\\nstruction was also taken up in a special manner, at the conclusion of the\\ncourse the first object was to point out the manner and order in which\\nthe various principles and precepts of religion should be presented to the\\nyoung in correspondence with the development of their faculties; and the\\nimportance of preparing their minds to receive the truths, by making them\\nfamiliar with the language, and the objects of intellect and feeling in\\ngeneral, instead of calling upon them to pass at once from the observa-\\ntion and the language of the material world, to the elevated truths of re-\\nligion expressed in terms entirely new, and which leave so many minds", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0398.jp2"}, "399": {"fulltext": "NORMAL COURSE AT HOFWYL. 16Y\\nin hopeless eonfusion, if not in absolute ignorance of their real nature.\\nThe distinction of essential and non-essential doctrines was adverted to,\\nand general directions given as to the methods of narrating and exam-\\nining.\\nAnthropology^ or the Study of Man. This course was intended to give\\na general idea of the nature of man, and especially of the construction of\\nour bodies, with a view to illustrate at once their wonderful mechanism,\\nand to direct to the proper mode of employing and treating their various\\norgans. The teacher adopted as his leading principles, to exclude as\\nmuch as possible all that has not practical importance, and to employ the\\nmost simple terms and illustrations which could be chosen. The first\\ngreat division of the course was devoted to the structure of the human\\nbody: it was opened with a brief introduction to natural history, and a\\ncomparative view of vegetables and animals, and man, and of the several\\nraces of men. The elementary materials of the human frame were then\\ndescribed, and the great and wonderful changes they undergo in receiving\\nthe principle of life, and becoming a part of man.\\nThe various systems of the human body, the bones, muscles, vessels,\\norgans, and nerves were next described, and illustrated by a human skel-\\neton and by preparations of animals the offices of each part were de-\\nscribed in connection with its form and situation thus uniting anatomy\\nand physiology. At the same time, reference was made to the mode ol\\nemploying them_ the common accidents to which they were liable, as\\ndislocations, fractures, c., and the mode of guarding against them.\\nThe second portion of the course wos devoted to the subject of Hygiene,\\nor Dietetics; the proper mode of employing and treating the various\\norgans, in order to preserve health and strength. It was opened with\\nsome views of the nature and value of health, and the causes which most\\nfrequently undermine it. The first object of attention was the organs of\\nreproduction, their important destination, their delicate nature, and the\\nevil consequence of too early excitement or abuse on the rest of the sys-\\ntem; with the indications of abuse, and the methods of restoration. The\\nnervous system, in its connection with the subject, led to the consideration\\nof spiritual life, and ite connection with the body, through the medium of\\nthe nerves. The various passions and affections were particularly de-\\nscribed, with their influence upon the health; and the rules of education\\nderived from tliis topic. Sleeping and waking were then treated as phe-\\nnomena of the nervous system and the distinction to be observed be-\\ntween children and adults on this subject was pointed out. The import-\\nance of attending to the structure and use of the bed-room and the bed,\\nand even the position in sleep, was also adverted to.\\nThe organs of sense, especially the eye and the ear, were minutely de-\\nscribed, with the diseases to which they are liable from improper use or\\nneglect, or from causes injurious to the brain and nervous system in gen-\\neral. The importance of the skin and its functions, and of maintaining\\nits cleanliness by frequent changes of clotiiing and bathing; the necessity\\nand methods of useful exercise; the precautions which ought to be em-\\nployed to secure the purity of the air, especially in schools, and to guard\\nagainst diseases of the organs of respiration, were the subjects of partic-\\nular instruction. The formation and uses of the blood, the influence of\\nfood, and the circumstances in its condition or preparation which render it\\ninjurious, the evil effects of alcoholic drinks, and the most obvious causes\\nof injury to the digestive organs, or of interruption in their functions, were\\naftenvard discussed in a practical manner. The course was closed with\\nsimple directions as to the treatment of injuries produced by sudden acci-\\ndents, falls, wounds, drowning, freezing, fits, c., during the time which\\nmust elapse before medical aid can be procured, or when it is not within\\n3 each a species of knowledge for want of wliich many a life has doubt-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0399.jp2"}, "400": {"fulltext": "168 NORMAL COURSE AT HOFWYL.\\nless been lost, and which is peculiarly important to one who is entrusted\\nwith the care of a large number of young persons. Indeed, what more\\nvaluable gift could be made to a collection of American teachers than\\nsuch a course of instruction a course which every well-informed physi-\\ncian is capable of giving?\\nGeography. The course of instruction in geography was designed to\\npoint out the best methods of teaching facts already familiar to the audi-\\nence. Two principles were laid down as fundamental 1. To commence\\nwith giving the pupil distinct ideas of hill, valley, plain, stream, and lake\\nin his own circle, and the characteristics of his own neighborhood; and\\nthus to become familiar with the elements, and to proceed from particu-\\nlar to general views. 2. That the geography of their native country\\nshould be made familiar to the pupils of the common school, before they\\nare confused or attracted by the peculiarities and wonders of foreign coun-\\ntries. A course of instruction was described for the canton of Berne in\\nconformity with these principles, and the necessarj references given to\\nthe authorities from which the teacher should derive his information. As\\na part of the course, each teacher was required to write an account of the\\nplace of his residence; and was taught how he should direct his pupils in\\nthe observations and inquiries necessary for this purpose, and fitted to\\ndevelop the habits of quick and accurate perception and patient research.\\nHistory of Switzerland. It was assumed as a principle, that history\\nshould not be taught as a whole in common schools because young minds\\nare incapable of understanding the causes and connection of events which\\ninvolve the ideas, and plans, and motives of warriors and statesmen. On\\nthe other hand ii was deemed of great importance to present the leading\\nevents of history to the young, in order to impress the moral lessons which\\nthey furnish, and especially those which belong to their own country.\\nTo the teachers, however, it was considered necessary to give a complete\\nview of the history of Switzerland, in order to enable them to select and\\nexplain better its individual portions. It was accordingly narrated, so far\\nas the time would admit, in several great divisions: the primitive period,\\nthe Roman period, and the period of transition, introduced the Swiss\\nconfederation; tlie heroic or warlike period, the period of political decline,\\nand the period of revolution, (since 1798.) embraced the history of the\\nconfederation. This view of the course will be sufficient to show the\\ngeneral principles on which the method of instruction in this subject is\\nfounded.\\nAgriculture. A course of lectures on agriculture was given to the as-\\nsembled teachers by Fellenberg himself The audience were reminded\\nof that wise Omnipotence which presides over the circle of human activi-\\nty, and of the manner in which it operates incessantly to prepare man for\\nhis higher destination, by rendering all his efforts dependent on this pa-\\nrental guidance for iheir success and by leading him through ail the\\nvariety of events in the material world, to that higher moral existence for\\nwhich we are made. The lecturer pointed out the wisdom of this ar-\\nrangement, and the defects which would exist in our education, as men,\\nwithout these external means. He stated that he had assumed it as a\\npart of his task to illustrate, by the evidence of facts, in a rational system\\nof agriculture, that man is called upon to become like God in governing\\nhimself, and in controlling the material world, for the good of his fellow-\\nmen and that he observed constantly more and more the powerful influ-\\nence of well-conducted plans of agriculture exerted in counteracting the\\nspirit of indolence and habits of idleness. The first subject illustrated,\\nwas the power which a knowledge of the great principles of agriculture\\nconfers over the operations of nature, by giving a suitable direction to the\\ncares and labors of its possessor and the wretched slavery of the ignorant\\nto the mere changes of matter, and to those effects of the elements which", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0400.jp2"}, "401": {"fulltext": "NORMAL COURSE AT HOFWYL. 169\\nthe Creator gives us the capacity in some measure to employ for our own\\nbenefit. He next considered the best mode of rendering agriculture a\\nmeans of exciting mental activity in the children and parents of a village,\\nand of forming their character. Many sources of poverty and suffering\\nin Switzerland were pointed out, which arose from the neglect of this\\nsubject, and the intimate connection between the improvement of agri-\\nculture, and the increase of intelligence and comfort of those who are en-\\ngaged in it. with the prosperity and the free institutions of the country.\\nVarious leading principles of agriculture were then taken up; such as\\nthe removal of all the obstacles to vegetation stones, w^eeds, excessive\\nwater, c. the rational preparation and use of manure; the proper form\\nand employment of the plough and the succession of crops. The influ-\\nence of these principles, and of the knowledge of the elements that com-\\npose the materials employed in cultivating the earth, on the products and\\nthe facility of labor, were clearly exhibited, and were illustrated by a ref-\\nerence to the improved fields and increased products of Hofwyl. In\\nshort, the great object of this course was, not to teach the science, but to\\ngive such general views as should lead the teachers to appreciate and in-\\nculcate its importance, to observe and reflect on the prevailing evils and\\ntheir remedies, and to excite their pupils to observation, as a means of\\nrendering their very labors a source of intellectual and moral improvement.\\nA brief course of instruction was also given by Fellenberg, on the con-\\nstitution of the canton, and the rights and duties of citizens. It would,\\nof course, be out of place to enter into the details of the Berne constitu-\\ntion; but we cannot give a correct view of the spirit of this course of in-\\nstruction without describing the peculiar manner in which he introduced it.\\nHe observed that the merely material interest of civil and political life\\nforms a foundation too sandy and unstable for the life of the family or the\\nstate. A constitution truly free, and fitted to promote the higher moral\\nends of our existence, can find no firmer basis, no more noble and appro-\\npriate means, no higher ends, than in the message ol peace on earth, and\\ngood will to men, which was brought by our Savior. No book of free-\\ndom can better satisfy its true friends than the Bible, with its evangelical\\ncomplement, if its instructions and its objects are rightly understood.\\nSince I have sought here the sources and objects of a constitution, I have\\nfelt a higher value than ever for the Scriptures. The constitution pre-\\nsents the good of all as the great object; and this is the end of the Divine\\ngovernment. It calls upon each citizen to live and die for others the\\nobject of our Savior s instructions and example. The Creator makes\\nno distinction in the birth and death of men; and the constitution only\\nfollows his example in giving equal rights to all. The Savior teaches\\nus to regard our fellow-men as members of the same family the consti-\\ntution simply enforces and carries out this principle. It acknowledges\\nthat the welfare or misery of a state depends on the moral and intellect-\\nual cultivation of its citizens, and that their sound education is among its\\nfirst duties, and thus admits the great principle of the Gospel in relation\\nto the affairs of this world. Such is the spirit which Fellenberg wishes\\nto pervade every course of instruction.\\nThe success of the Normal course of instruction at Hofwyl, in spite of\\nthe petty jealousy with which the patriotic and benevolent labors of its\\nfounder was followed by the government of Berne, led to the establish-\\nment of two Normal Schools in that canton, and of similar institutions in\\nmost of the cantons of Switzerland. Fellenberg was elected a member\\nof the Legislative Assembly, on the adoption of the new constitution, in\\n1831. On his motion the following article was introduced into the funda-\\nmental law", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0401.jp2"}, "402": {"fulltext": "IfjQ NORMAL COURSE AT HOFWYL.\\nThe welfare or woe of every state depends on the moral worth of its\\ncitizens. Without the cultivation of the mind and heart, true freedom is\\ninconceivable, and patriotism is an empty sound. We must labor for our\\nmoral elevation, for the highest possible cultivation of the powers we have\\nreceived from the Creator, if we would partake of the happiness which a\\nfree constitution should afford. The zealous promotion of this object is\\nrecommended by the Constituent Assembly to all future legislators, as\\nholding a higher place in importance than all other objects.\\nAlthough the teachers of the canton were prohibited by a vote of the\\nEducation Department of the canton from attending his Annual Normal\\nCourse, a society was formed in 1832, with the name of the Cantonal\\nTeachers Society of Berne. The following account is given by Mr.\\nWoodbridge, in 1834:\\nBERNE CANTONAL SOCIETY OF TEACHERS.\\nThis society was formed by the teachers assembled for instruction at\\nHofvvyl in the summer of 1832, and consisted of 154 members, with few\\nexceptions, teachers of ordinary schools. Fellenberg was chosen presi-\\ndent; and Vehrli, the excellent teacher of the farm pupils of Hofvvyl,\\nvice-president. Its constitution presents, as the great objects of the soci-\\nety, union and co-operation in promoting the education of the people, and\\nelevating the character of the schools. The means proposed were, free\\ncommunications between its members, consultations concerning the best\\nmodes of advancing the cause of schools and improving the condition of\\nteachers, and direct efforts to excite the attention of the people to the de-\\nfects of present plans and methods of organizing and instructing the com-\\nmon schools of the country.-\\nAmong the important topics in the school itself which are proposed by\\nthe Society of Berne, to be presented in the meetings of its auxiliary so-\\ncieties, the first named is a careful inquiry into the condition of the pupils\\nof their schools, and the proper means for their moral improvement. For\\nthis purpose they urge that every effort be made to give the pupils con-\\nstant employment, and to guard them against the temptations of idleness;\\nto preserve a mild but firm course of discipline and to promote fraternal\\naffection among them. They urge, that every branch of instruction, from\\nthe highest to the lowest, be discussed at these meetings; and that there\\nshould be a steady etfort among the teachers to advance in knoivledge\\nand skill. Would that the last object could be impressed upon the\\nminds of the multitude of teachers in our country, who wrap themselves\\nup in the consciousness of having attained the ne plus idtra of skill and\\nknowledge, or lie down in listless apathy, after their daily task is per-\\nformed, with no anxiety but to get through the business of to-morrow\\nas early as possible.\\nThe second meeting of the Berne Society of Teachers was also held at\\nHofvvyl. It was opened by an interesting address from the president, full\\nof truth and energy, of which we can only give a few opening sentences:\\nGuardians of the spiritual life, the personal wealth, of the children of\\nour people we have assembled to ratify our bond. We have pledged\\nourselves that in our schools shall grow up a noble, well-taught genera-\\ntion of the people true to the principles of the Gospel, devoted to God,\\nand faithful to men a people whose characters shall not be unworthy of\\nthe scenes of grandeur and beauty which the Creator has assigned as\\ntheir native land\\nIn this great object we shall succeed only so far as we follow the Sa-\\nvior s example, and imbibe the fullness of his love to man, and trust in\\nGod, in forming the hearts of those who are committed to us, in extending\\nthe influence of the school to every household, and in warming the hearts", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0402.jp2"}, "403": {"fulltext": "NORMAL COURSE AT HOFWYL. I7l\\nof parents as well as children. God will reward such labors, even if they\\nare not rewarded on earth. The God who feeds the ravens and clothes\\nthe lilies, will never forsake the faithful guardians of Ms children.\\nAmong the evils suggested at this meeting of the society, as requiring\\na remedy, were some familiar to our own schools the want of faithful\\nvisitation, for which responsible and paid officers were considered the\\nonly remedy neglect and difficulties in obtaining suitable teachers im-\\n{)erfect school-books and means of instruction tlie want of a periodical\\nor teachers the unhappy difficulties arising from the dependence of the\\nteacher on the caprice or convenience of individuals for his scanty pay,\\nand claims of parental dictation often founded upon it.\\nAfter the meeting was closed the band of music of the farm pupils of\\nHofwyl called the assembly to a repast prepared for 360 persons by the\\nliberal founder of Hofwyl. It was opened by him with prayer, acknow-\\nledging the favor of God to their association, and intreating his blessing\\nupon their future efforts. A scene of social enjoyment and familiar inter-\\ncourse then followed, suited to cheer the hearts of these fellow-laborers in\\nan arduous and too often thankless office. Occasional songs, of that ele-\\nvated and heart-stirring character which we have formerly described,\\nwere sung by the farm pupils, and united in by the chorus of teachers.\\nWe translate one sentiment given by a teacher, as a specimen of those\\noffered on this occasion\\nThere is one means of making the happiness, and the delight, which\\nwe feel to-day, universal! There is one unfailing means to convert\\nruined families into families of joy to dry up the sources of poverty and\\nmisery and to stem the torrent of overwhelming vice to secure our\\nliberties, and those of our children, against all the power of treachery,\\nin short, to secure the purity and the liappiness of the people. And this\\nunfailing means is. Christian rational education of the people, and\\nespecially of the poor. To all, then, who understand this mighty cry, and\\nput their hands to the holy work, Long life Health to all the friends\\nand promoters of rational education of the people, and the poot far and\\nnear Long life to them\\nSuch animating sentiments were followed and impressed by some of\\nthe noble mannencheren, or hymns for male voices, which the Swiss\\nmusic furnishes to cherish social, and benevolent, and patriotic, and devo-\\ntional feeling, in place of the bacchanalian and amatory songs which so\\noften disgrace our social meetings.\\nDuring the summer of 1833, a course of instruction was given to teach-\\ners, under the immediate direction of Fellenberg. It was closed by an ex-\\namination, at which a considerable number of persons were present; and\\nthe Cantonal Society of Teachers held its third meeting immediately\\nafter. It was attended by 200 teachers and friends of education, or school-\\nmen, as they are all styled in simple German, many of whom were new\\nmembers.\\nWould that we could witness such a movement in any considerable\\nportion of our own country. Could we see some individual who had the\\nfaith to invite, and the influence necessary to collect such a body of teach-\\ners to listen to instruction, and consult for the good of their schools, for\\nthree months, in any State in the Union, we should expect more benefit\\nto the cause of education than from any amount of school funds for, im-\\nportant as they are, under proper regulation, they can never supply the\\nplace of an intelligent and well-trained body of teachers.\\nSince the above letter was written. State, County and Town Associa-\\ntions of Teachers have been formed Teachers Institutes have been\\nheld; and Normal courses of instruction and Normal Schools, established.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0403.jp2"}, "404": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0404.jp2"}, "405": {"fulltext": "NORMAL SCHOOL\\nKRUITZLINGEN IN THE CANTON OF THDRGOVIA.\\nThe Normal School at Kruitzlingen, in the canton of Thurgovia, ia\\nunder the direction of Vehrli, who for several years had the charge oi\\nthe school in Fellenberg s establishment at Hofwyl. Under Vehrli s\\nmanagement, this Normal School has attracted much attention, not only\\nin Switzerland, but in France, Germany, and England. The Training\\nSchool at Battersea, near London, was modeled after this. The follow-\\ning account of a visit to Kruitzhngen is taken from Dr. Kay s \u00e2\u0080\u00a2Report on\\nthe Training School at Battersea in 1841.\\nThe normal school at Kruilzlingen is in the summer palace of the former\\nabbot of the convent of that name, on the shore of the Lake of Constance, about\\none mile from the gate of the city. The pupils are sent thither from the several\\ncommanes of the canton, to be trained three years by Vehrli, before they take\\ncharge of the communal schools. Their expenses are borne in part by the com-\\nmune, and partly by the council of the canton. We found ninety young men,\\napparently from eighteen to twenty-four or twenty-six years of age, in the\\nschool. Vehrli welcomed us with frankness and simplicity, which at once won\\nour confidence. We joined him at his frugal meal. He pointed to the viands,\\nwhich were coarse, and said, I am a peasant s son. I wish to be no other\\nthan I am, the teacher of the sons of the peasantry. You are welcome to my\\nmeal: it is coarse and homely, but it is offered cordially.\\nWe sat down with him. These potatoes, he said, are our own. We\\nwon them from the earth, and therefore we need no dainties, for our appetite is\\ngained by labor, and the fruit of our toil is always savory. This introduced\\nthe subject of industry. He told us all the pupils of the normal school labored\\ndaily some hours in a garden of several acres attached to the house, and that\\nthey performed all the domestic duty of the household. When we walked out\\nwith Vehrli, we found them in the garden digging, and carrying on other gar-\\nden operations, with great assiduity. Others were sawing wood into logs, and\\nchopping it into billets in the court-yard. Some brought in sacks of potatoes\\non their backs, or baskets of recently gathered vegetables. Others labored in\\nthe domestic duties of the household.\\nAfter a while the bell rang, and immediately their out-door labors terminated,\\nand they returned in an orderly manner, with all their implements, to the court-\\nyard, where having deposited them, thrown off their frocks, and washed, they\\nreassembled in their respective class-rooms.\\nWe soon followed them. Here we listened to lessons in mathematics, prov-\\ning that they were well-grounded in the elementary parts of that science. We\\nsav/ them drawing from models with considerable skill and precision, and heard\\nthem instructed in the laws of perspective. We listened to a lecture on the\\ncode of the canton, and to instruction in the geography of Europe. We were\\ninformed that their instruction extended to the language of the canton, its con-\\nstruction and grammar, and especially to the history of Switzerland arithme-\\ntic; mensuration; such a knowledge of natural philosophy and mechanics as\\nmight enable them to explain the chief phenomena of nature and the mechani-\\ncal forces some acquaintance with astronomy. They had continual lessons\\nin pedagogy, or the theory of the art of teaching, which they practiced in the\\nneighboring village school. We were assured that their instruction in the Holy\\nScriptures, and other religious knowledge, was a constant subject of solicitude.\\nThe following extract from Vehrli s address at the first examination of the\\npupils, in 1837, will best explain the spirit that governs the seminary, and the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0405.jp2"}, "406": {"fulltext": "l^i NORMAL SCHOOL AT KRUITZLINGEN.\\nattention paid there to what we believe has been too often neglected in this\\ncountry the education cf the heart and feelings, as distinct from the cultiva-\\ntion of the intellect. It may appear strange to English habits to assign so\\nprominent a place in an educational institution to the following points, but the\\nindication here given, of the superior care bestowed in the formation of the\\ncharacter, to what is given to the acquisition of knowledge, forms in our view\\nthe chief charm and merit in this and several other Swiss seminaries, and is\\nwhat we have labored to impress on the institution we have founded. To those\\nwho can enter into its spirit, the following extract will not appear tinctured\\nwith too sanguine views\\nThe course of life in this seminary is three-fold.\\n1st. Life in the home circle, or family life.\\n2nd. Life in the school-room.\\n3rd. Life beyond the walls in the cultivation of the soil.\\nI place the family life first, for here the truest education is imparted here\\nthefuture teacher can best receive that cultivation of the character and feelings\\nwhich will fit him to direct those, who are entrusted to his care, in the ways of\\npiety and truth.\\nA well-arranged family circle is the place where each member, by partici-\\npating in the others joys and sorrows, pleasures and misfortunes, by teaching,\\nadvice, consolation, and example, is inspired with sentiments of single-minded-\\nness, of charity, of mutual confidence, of noble thoughts, of high feelings, and\\nof virtue.\\nIn such a circle can a true religious sense take the firmest and the deepest\\nroot. Here it is that the principles of Christian feeling can best be laid, where\\nopportunity is continually given for the exercise of affection and charity, which\\nare the first virtues that should distinguish a teacher s mind. Here it is that\\nkindness and earnestness can most surely form the young members to be good\\nand intelligent men, and that each is most willing to learn and receive an im-\\npress from his fellow. He who is brought up in such a circle, who thus recog-\\nnizes all his fellow-men as brothers, serves them with willingness whenever he\\ncan, treats all his race as one family, loves them, and God their father above\\nall, how richly does such a one scatter blessings around! What earnestness\\ndoes he show in all his doings and conduct, v/hat devotion especially does he\\ndisplay in the business of a teacher How differently from him does that mas-\\nter enter and leave his school, whose feelings are dead to a sense of piety, and\\nwhose heart never beats in unison with the joys of family life.\\nWhere is such a teacher as I have described most pleasantly occupied 1\\nIn his school amongst his children, with them in the house of God or in the\\nfamily circle, and wherever he can be giving or receiving instruction. A great\\nman has expressed, perhaps too strongly, I never wish to see a teacher who\\ncan not sing. With more reason I would maintain, that a teacher to whom a\\nsense of the pleasures of a well-arranged family is wanting, and who fails to\\nrecognize in it a well-grounded religious influence, should never enter a school-\\nroom.\\nAs we returned from the garden with the pupils on the evening of the first\\nday, we stood for a fev/ minutes with Vehrli in the court-yard by the shore of\\nthe lake. The pupils had ascended into the class-rooms, and the evening being\\ntranquil and warm, the windows were thrown up, and we shortly afterward\\nheard them sing in excellent harmony. As soon as this song had ceased we\\nsent a message to request another, with which we had become familiar in our\\nvisits to the Swiss schools; and thus, in succession, we called for song after\\nsong of Nageli, imagining that we were only directing them at their usual hour\\nof instruction in vocal music. There was a great charm in this simple but\\nexcellent harmony. When we had listened nearly an hour, Vehrli invited us\\nto ascend into the room where the pupils were assembled. We followed him,\\nand on entering the apartment, great was our surprise to discover the whole\\nschool, during the period we had listened, had been cheering with songs their\\nevening employment of peeling potatoes, and cutting the stalks from the green\\nvegetables and beans which they had gathered in the garden. As we stood\\nthere they renewed their choruses till prayers were announced. Supper had\\nbeen previously taken. After prayers, Vehrli, walking about the apartment,\\nconversed with them familiarly on the occurrences of the day, mingling with", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0406.jp2"}, "407": {"fulltext": "NORMAL SCHOOL AT KRUITZLINGEN. 175\\nhis conversation such friendly admonition as sprang from the incidents, and\\nthen lifiingr his hands he recommended them to the protection of heaven, and\\ndismissed them to rest.\\nWe spent two days with great interest in this establishment. Vehrli had\\never on his lips We are peasant s sons. We would not be ignorant of our\\nduties, but God forbid that knowledge should make us despise the simplicity of\\nour lives. The earth is our mother, and we gather our food from her breast,\\nbut while we peasants labor for our daily food, we may learn many lessons\\nfrom our mother earth. There is no knowledge in books like an immediate\\nconverse with nature, and those (hat dig the soil have nearest communion with\\nher. Believe me, or believe me not, this is the thought that can make a pea-\\nsant s life sweet, and his toil a luxury. I know it, for see my hands are horny\\nwith toil. The lot of men is very equal, and wisdom consists in the discovery\\nof ihe truth that what is luUkout is not the source of sorrow, but that which is\\nwithin. A peasant may be happier than a prince if his conscience be pure before\\nGod, and he learn not only contentment, but joy, in the life of labor which is to\\nprepare him for the life of heaven.\\nThis was the theme always on Vehrli s lips. Expressed with more or less\\nperspicuity, his main thought seemed to be that poverty, rightly understood,\\nwas no misfortune. He regarded it as a sphere of human exertion and human\\ntrial, preparatory to the change of existence, but offering its own sources of en-\\njoyment as abundantly as any other. We are all equal, he said, before\\nGod why should the son of a peasant envy a prince, or the lily an oak are\\nthey not both God s creatures\\nWe were greatly charmed in this school by the union of comparatively high\\nintellectual attainments among the scholars, Avith the utmost simplicity of life,\\nand cheerfulness in the humblest menial labor. Their food was of the coarsest\\ncharacter, consisting chieily of vegetables, soups, and very brown bread. They\\nrose between four and five, took three meals in the day, the last about six, and\\nretired to rest at nine. They seemed happy in their lot.\\nSome of the other normal schools of Switzerland are remarkable for the same\\nsimplicity in their domestic arrangements, though the students exceed in their\\nintellectual attainments all notions prevalent in England of what should be\\ntaught in such schools. Thus in the normal school of the canton of Berne the\\npupils worked in the fields during eight hours of the day, and spent the rest in\\nintellectual labor. They v;ere clad in the coarsest dresses of the peasantry,\\nwore wooden shoes, and were without stockings. Their intellectual attain-\\nments, however, would have enabled them to put to shame the masters of most\\nof our best elementary schools.\\nSuch men, we felt assured, would go forth cheerluUy to their humble village\\nhomes to spread the doctrine which Vehrli taught of peace and contentment in\\nvirtuous exertion; and men similarly trained appeared to us best fitted for the\\nlabor of reclaiming the pauper youth of England to the virtues, and restoring\\nthem to the happiness, of her best instructed peasantry.\\nA brother of Dr. Kay, in his Education of the Poor in England and\\nEurope, thus speaks of Vehrli\\nI saw Vehrli twice. The first time I found him clad in a plain coarse\\ntweed vest, at work upon his fields; and on my second visit, he was busily\\nengaged Avith his boys in repairing the plain wooden furniture of his\\nhouse, and the handles, c., of his farming tools. He said to me, You\\nmust not expect to find any grandeur in our house my boys are all to be\\nengaged among our peasants, and I teach them to sympathize with those\\nwith whom they must associate hereafter, by accustoming them and my-\\nself to simple peasants lives. On my first visit I dined with him. The\\nviands were of the plainest possible kind, but Vehrli reminded me that\\nthe laborer s fare was no better, and that therefore the laborer s compan-\\nion and teacher ought to be satisfied. The result of this simple life is,\\nthat while in other parts of Sv/itzerland, schoolmasters, who have been\\nadmirably instructed at Normal schools, but who have never had the ad-\\nvantage of the excellent discipline of the habits which Vehrli s pupils", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0407.jp2"}, "408": {"fulltext": "176 NORMAL SCHOOLS AT KRUITZLINGEN.\\nreceive, often become discontented with the drudgery of a schoolmaster s\\nlife, the young men, wiio have left Vehrli a school, are found to persevere\\nwith cheerfulness and Christian enthusiasm in the work of instruction and\\nsocial reformation.\\nThrougliout Switzerland, Vehrli s school is looked on as the pattern.\\nand in all the other Normal Schools they are gradually adopting his views\\nrelative to the education of the teachers.\\nI have thus particularly noticed the necessity of a great simplicity in\\nthe daily life of a pupil-teacher, as I fear this important part of a school-\\nmaster s training is almost entirely neglected in several of the few Normal\\nschools we at present possess. We seem to imagine that it is a perfectly\\neasy thing for a man, who has acquired habits of life fitting him for the\\nhigher circles of society, to associate ,with the poor, without any previous\\ntraining. No mistake can be more fatal to the progress of the religious\\neducation of the poor. An instructed man, accustomed for several years\\nto the society of intellectual professors and companions, without having\\nany thing to remind him of, still less to habituate him to communication\\nwith, the humble class among whom he is afterward to live, must feel\\nconsiderable reluctance, if not decided disgust, when he finds himself\\ncalled on to associate with the simple, rude, and uneducated poor. To\\nenable him to do this, requires as careful a training as to enable him to\\nteach and although men are ibund, whose sense of duty and whose\\nChristian philanthropy triumph over the defects of their education, yet, in\\nthe majority of cases, the dissimilarity of tastes between the teacher and\\nhis associates, must at least curtail his power of doing good, even if it\\ndoes not actually cause him to neglect altogether the principal of his du-\\nties, from that natural repugnance which he cannot surmount. To teach\\nthe poor effectively, we must choose the teachers from among themselves;\\nand during their education we must continually accustom them to the\\nhumble character of their former lives, as well as to that of their future\\nassociates. The Roman Catholic Church has always clearly understood\\nthis truth. She has perceived from the first, with that sagacity which\\nhas marked all her worldly policy, that to obtain men who would really\\nunderstand and sympathize with the poor, and who would feel no disgust\\nfor the greatest duty of a priest s life, the visitation of the meanest hovels,\\nshe must take her teachers from the poor themselves, and keep their minds\\ncontinually habituated to a toilsome and humble life, whilst receiving edu-\\ncation fitting them to be the religious teachers of the people. The greater\\npart, therefore, of her priests are chosen from the poorer classes. The\\npoor know that these priests can understand their necessities, can sympa-\\nthize with their sufferings, and can visit their simple firesides without\\ndisgust. Whilst, therefore, the Roman Catholic peasant respects his\\npriest for the sacred character of the office he fills and lor the education\\nhe has received, there is none of that painful sense of separation between\\nthem, which exists, where the peasant feels that his religious minister\\nbelongs to another class and can never perfectly comprehend the situa-\\ntion, the wants, and the troubles of the poor. Still less does such a reli-\\ngious minister feel any difficulty in his communications with the poor.\\nHe visits the meanest hovel without disgust, he associates with the\\nlaborer without any danger of exhibiting an insolent air of worldly supe-\\nriority, and knowing what a laborer s feelings are, he communicates with\\nhim without embarrassment, without reserve, and above all, without\\nsuperciliousness.\\nIn the Catholic cantons of Switzerland the priest is not only the spirit-\\nual adviser, but he is also the friend and companion of the laborer, and\\nthat too, naturally, without any difficulty to himself^ and with infinite ad-\\nvantage to the poor. An Englishman would scarcely believe me, were I", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0408.jp2"}, "409": {"fulltext": "NORMAL SCHOOL AT KRUITZLINGEN. 1^7\\nto describe how the priests, in the Catholic cantons, may be seen associa-\\nting with the peasants.\\nIn this country, Avhere the clergynian is so far separated from the poor\\nnian by his station in society, his associations, habits, and education, it be-\\ncomes doubly important that the schoolmaster of the Church should be a\\nconnecting link between the clergyman and his flock. He ought to be the\\nadjutant of the clergyman, capable by his education to be indeed his\\nassistant, and strictly united by his habits to the poor, among whom he\\nought with cheerfulness to labor.\\nDeeply grieved am I, then, to see that in some of our Normal schools\\nwe have not only abandoned the idea of labor being a necessary part of\\nthe discipline of a Normal school, but that we are accustoming the pupil-\\nteachers to manners of dress and living tar, far above those of the poor,\\namong whom they must afterward live, and with whom they ought\\ncontinually to associate. The life of a pupil-teacher in a Normal school\\nought to be such, that when he leaves it for his village school, he shall\\nfind his new position one of greater ease and comfort than the one he has\\nleft, and that he may feel no disgust for the laborious drudgery that must\\nfall to his lot in such a situation.\\nM. Prosper Dumont, in his treatise* on Normal Schools, published in\\nParis, in 1841, commends the Normal School of Vehrli, as an excellent\\nmodel for educating teachers for country schools. So profoundly was\\nhe impressed by the character of this practical educator, and the results\\nof his teaching and example,that he regards Vehrli as a beautiful exam-\\nple of the Normal teacher, the religious and well-informed laborer, ca-\\npable of demonstrating, in an unequivocal manner, to v/orking men, that\\nenlightened and elevated sentiments are not incompatible with manual\\nlabor. All is here combined to contribute to the education of a country\\nteacher the example is always placed by the side of the precept all\\ninstruction is mutually connected, and illustrative of each other; the\\nmoral, mental, and physical development go along together. The whole\\natmosphere is pedagogic\u00e2\u0080\u0094 the pupil teacher imbibes the spirit of his vo-\\ncation at every pore. That which strikes most is the happy application\\nof the best principles of education, and the profoundly Christian spirit, with-\\nout ostentation, which characterizes every portion of the detail.\\nVehrli was still laboring in his vocation at Kruitzlingen in 1849, at the\\nage of sixty, with the same simplicity of life, the same singleness of pur-\\npose, and the same noble enthusiasm which marked the opening of his\\ncareer at Hofwyl.\\nWe add a Table exhibiting the allotment of time in each week of the\\nCourse of Instruction at Kruitzlingen, in the summer of 1836.\\nM. Dumont. received the prize ofFered by the Academy of Moral and Political Sci-\\nences, in 1838, for the best discussion of the question What degree of perfection\\nmay the establishment of primary Normal Schools acquire, considering them in their re-\\nlation to the moral education of youth\\nThe title of the work is De I Education Populaire et des Ecoles Normales Pri-\\nmaires. Paris, 1841.\\n12", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0409.jp2"}, "410": {"fulltext": "NORMAL SEMINARY AT THURGOVIA.\\n2\\no\\no\\no\\no\\no\\no\\n00\\nb\\no\\nPi\\na\\n-\u00e2\u0096\u00a0I\\nX\\na\\n;3\\nZ\\ns\\na\\nO\\na\\no\\nz\\nB\\no\\nEd\\nH\\n!K\\nBi\\na\\na\\nH\\npi\\nO\\nz\\nt\\nfi\\nz\\nij\\nPi\\nN\\ni\\no\\nPi\\nU\\nO\\nX\\no\\nz\\no\\nH\\nX\\nt\\np:\\ni\\nz\\na\\n3\\ns\\nm\\no\\na\\nn\\nH\\nO\\ns\\nS\\nP\\nP\\nAttending diTiue service, sacred music, teaching in Sunday school.\\n5h\\nQ\\naj\\nCO\\nQ\\ns\\nArt of teaching.\\nOut-door labor.\\nBreakfast.\\nProfane history.\\nManagement of land.\\nNatural history.\\nGrammar.\\nGrammar.\\nGeometry.\\nArithmetic.\\nArt of teaching.\\nDinner and gymnas-\\ntic exercises.\\nDrawing.\\nWriting.\\nSupper.\\nGarden-work, house-\\nwork, conversa-\\ntion.\\nOut-door labor,\\nOut-door labor,\\nBreakfast,\\nBiblical history,\\nBiblical history,\\nGrammar,\\nArithmetic,\\nSinging,\\nGrammar,\\nGeometry,\\nNatural history.\\nDinner and gymnas-\\ntic exercises.\\nWriting,\\nSinging,\\nArithmetic,\\nGeography,\\nReading,\\nGeometry,\\nSupper,\\nGarden-work, house-\\nwork, conversa-\\ntion,\\nQ\\nm\\nOut-door labor,\\nArt of teaching.\\nBreakfast,\\nNatural history.\\nProfane history,\\nGrammar,\\nGeometry,\\nSinging,\\nGrammar,\\nArithmetic,\\nNatural history.\\nDinner and gymnas-\\ntic exercises.\\nSinging,\\nDrawing,\\nGeography,\\nArithmetic,\\nGeometry,\\nReading,\\nSupper,\\nGarden-work, house-\\nwork, conversa-\\ntion.\\nQ\\nW\\nz\\no\\nw\\nArt of teaching.\\nOut-door labor.\\nBreakfast,\\nProfane history.\\nManagement of land,\\nNatural history.\\nGrammar,\\nGrammar,\\nGeometry,\\nGeometry,\\nArt of teaching,\\nDinner and gymnas-\\ntic exercises.\\nDrawing,\\nViolin,\\nArithmetic,\\nNatural history.\\nRepetitions,\\nArithmetic,\\nSupper,\\nGarden-work, house-\\nwork, conversa-\\ntion.\\nQ\\np\\nEh\\nOut-door labor.\\nOut-door labor,\\nBreakfast,\\nBiblical history.\\nBiblical history.\\nGrammar,\\nArithmetic,\\nSinging,\\nGrammar,\\nGeometry,\\nNatural history.\\nDinner and gymnas-\\ntic exercises,\\nWriting,\\nDrawing,\\nArithmetic,\\nGeography,\\nReading,\\nGeometry,\\nSupper,\\nGarden-work, house-\\nwork, conversa-\\ntion.\\nQ\\nZ\\nO\\nS\\nOut-door labor,\\nOut-door labor.\\nBreakfast,\\nNatural history,\\nProfane history,\\nGrammar,\\nGeometry,\\nSinging,\\nGrammar,\\nArithmetic,\\nNatural history.\\nDinner and gymnas-\\ntic exercises,\\nSinging,\\nWriting,\\nGeography,\\nArithmetic,\\nGeometry,\\nReading,\\nSupper,\\nGarden-work, house-\\nwork, conversa-\\ntion,\\n01\\n\u00e2\u0096\u00baJ\\no\\nFirst\\nSecond.\\nFirst\\nSecond.\\ni First\\nSecond.\\ni First\\nSecond.\\nI First\\nI Second.\\nFirst\\nSecond.\\n5 First\\nSecond.\\ni First\\nI Second.\\nen\\nPi\\nP\\nO\\na\\n5 to 7\\n7 to 8\\n8 to 9\\n9 to 10\\n10 to 11\\n11 to 12\\n12 to U\\nIJtoS\\n3 to 4\\n4 to 5\\n5 to 6\\n6 to 9", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0410.jp2"}, "411": {"fulltext": "NORMAL SCHOOL\\nKUSSNACHT, IN THE CANTON OF ZURICH.\\nThe Normal School at Kussnacht is about a league from the town of\\nZurich, and the buildings are prettily situated on the borders of the lake\\nof the same name. This institution was re-organized in 1836, though the\\nmodifications made have been rather in the details than in the general\\nprinciples. It now consists of a school for teachers, a preparatory school\\nfor this seminary, and three primary model schools. It is intended to\\nsupply teachers for the different grades of primary schools of the canton,\\nand during a portion of the year lectures are also delivered in the semi-\\nnary to the older teachers, who are assembled for the purpose in their\\nvacations.\\nThe superintendence and control of the Normal School is vested by the\\nlegislative council in the council of education, who appoint a committee of\\nsuperintendence from their own body. This committee visits the school\\nat least once a month, attends its examinations, and, in general, inspects\\nits management. The executive power is delegated to a director, who\\nhas the immediate charge of the school, and arranges the plan of instruc-\\ntion, in subordination to the council of education. He examines the can-\\ndidates lor admission, inspects the classes of the seminary, and of the\\nschools attached to it, and lectures in the school of repetition for the older\\nteachers. He is also responsible for the discipline, and reports half-yearly\\nthe state of the institution to the council of education. He is moreover\\npresent at the meeting of the committee of superintendence. There are\\nthree other teachers, besides a variable number of assistants. These\\nteachers in turn have charge of the pupils of the Normal School in and\\nout of school-hours. There are conferences of all the teachers, at which\\nthe director presides. The manners of the people and the purpose of the\\nseminary render the discipline of very trifling amount. The pupils of the\\nNormal School reside in the village of Kussnacht, but spend the greater\\npart of their time at the school, under the direction of its masters. All\\nthe time devoted to study, recitation or lecture, and regular exercise, is\\npassed there.\\nTo be admitted as a candidate for the Normal School, a youth must be\\nsixteen years of age, and of suitable morals, intellectual, and physical\\nqualities for the proiession of a teacher. He must have spent two years\\nin the higher division of primary instruction (called here secondary) in the\\nmodel school, or some equivalent one, or have passed through the\\npreparatory department of the Normal School, which gives a preference\\nto the candidate, other qualifications being equal. The examination of\\ncandidates takes place once a year, and in presence of the committee\\nof superintendence, or of a deputation from their body. The formal right\\nof admitting to the school is, however, vested alone in the council of ed-\\nucation. The subjects of examination are Bible history, speaking and\\nreading, grammar, the elements of history, geography and natural phi-\\nlosophy, arithmetic and the elements of geometry, writing, drawing, and\\nvocal music. The council of education fixes the number of pupils who\\nmay be admitted, and the most proficient of the candidates are selected.\\nThere are forty stipendiary places, ten of the value of one hundred and\\nsixty Swiss francs, (forty-eight dollars,) and thirty of half that sum..", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0411.jp2"}, "412": {"fulltext": "1 80 NORMAL SCHOOL AT KUSSNACHT.\\nNatives who are admitted all receive their instruction gratis. If there ia\\nroom in the school, foreigners may be received, paying twelve dollars per\\nannum for their instruction. The number of pupils at the date of my\\nvisit, in the autumn of 1837, was one hundred and ten. The stipendia-\\nries are bound to serve as teachers in the canton two years a very mod-\\nerate return for the education received.\\nThere are two grades of courses in the Normal School, one of two\\nyears for pupils intending to become teachers in the lower primary\\nschools, the other of three years for the higher primary schools. The\\ncourses begin in April, and continue, with seven weeks of vacation,\\nthroughout the year. The subjects of instruction are: Religious instruc-\\ntion, German, French, mathematics, history, geography, natural history\\nand philosophy, pedagogy, writing, drawing, and vocal and instrumental\\nmusic. French is only obligatory upon the students of the three years\\ncourse. Gymnastic exercises and swimming are regularly taught and\\npractised.\\nThere is, besides, a lecture of an hour and a half on the art of building,\\nonce a week, attended by all the students. Those who learn instrumental\\nmusic have lessons two hours and a half every week, and two hours of\\nSunday are occupied with singing in concert. One of the teachers de-\\nvotes two extra hours every week to the assistance of some of the pupils\\nin their studies, or to repetitions.\\nAt the close of each year there is a public examination, and the pupils\\nare classed according to its results. On leaving the institution, they are\\narranged in three grades the first, of those who have gone very satisfac-\\ntorily through the school, the second, of iJiose who have passed satisfac-\\ntorily, and the third, of those who have not come up to the standard.\\nCertificates of the firsi two grades entitle their holders to compete for any\\nvacant primary school.\\nThe courses of practice begin in the second year, when the pupils take\\nregular part in the exercises of the schools attached to the seminary.\\nThese are, first, two model schools tor children from the ages of six to\\nnine, and from nine to twelve, at which latter age the legal obligation to\\nattend the school ceases. The third, called a secondary school, contains\\npupils from twelve to sixteen years of age. The system of instruction\\nused in the lower schools is attended with very striking results. The\\nWessons are not divided into distinct branches, studiously kept separate, as\\nin most elementary schools, but are connected, as far as possible, so as to\\nkeep the different subjects constantly before the mind. Thus, a lesson of\\ngeography is, at the same time, one of history, and incidentally of gram-\\nmar, natural history, of reading and writing, and so on through the circle\\nof elementary instruction. The Pestalozzian lessons on form are made\\nthe basis of writing, and with good success. The lowest class is taught\\nto speak correctly, and to spell by the phonic method, to divide words into\\nsyllables, and thus to count. To number the lessons. To make forms\\nand combine them, and thus to write, and through writing to read. The\\nsecond passes to practical grammar, continues its reading and writing,\\nthe lessons in v/hich are made exercises of natural history and grammar.\\nReading and speaking are combined to produce accuracy in the latter,\\nwhich is a difficulty where- the language has been corrupted into a dia-\\nlect, as the German has in northern Switzerland. Movable letters are\\nused to give exercises in spelling and reading. The plan of the Pesta-\\nlozzian exercises in grammar is followed, and when the pupils have\\nlearned to write, a whole class, or even two classes, may be kept em-\\nployed intellectually, as well as mechanically, by one teacher. In read-\\ning, the understanding of every thing read is insisted upon, and the class-\\nbooks are graduated accordingly. I never saw more intelligence and\\nireadiness displayed by children than in all these exercises it affords a", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0412.jp2"}, "413": {"fulltext": "NORMAL SCHOOL AT KUSSNACHT.\\n181\\nstrong contrast to the dullness of schools in which they are taught me-\\nchEinically. The same principles are carried into the upper classes, and\\nare transplanted into the schools by the young teachers, who act here as\\nassistants. The examination of the second school in Bible history, with\\nits connected geography and grammar lessons in composition, with spe-\\ncial reference to orthography and to the hand-writing and the music les-\\nson, at all of which the director was so kind as to enable me to be present,\\nwere highly creditable.\\nThere are three classes in each of these schools, and the pupils of the\\nNormal Seminary practice as assistant teachers in them at certain periods\\nthe director also gives lessons, which the pupils of the seminary repeat in\\nhis presence.\\nIn the highest, or secondary school, ihe elementary courses are ex-\\ntended, and mathematics and French are added.\\nThe pupils of the preparatory department of the seminary spend two\\nyears in teaching in the two model schools, and in receiving instruction in\\nthe secondary school under the special charge of the director of the\\nseminary. This establishment has furnished, during three years of full\\nactivity, two hundred teachers to the cantonal primary schools. These\\nyoung teachers replace the older ones, who are found by the courses of\\nrepetition not able to come up to the present state of instruction, and who\\nreceive a retiring pension. The schools must thus be rapidly regener-\\nated throughout the canton, and the education of the people raised to the\\nstandard of their wants as repubhcans.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0413.jp2"}, "414": {"fulltext": "182\\nNORMAL SEMINARY AT ZURICH.\\nJ c\\nc\\no e: o -s\\no o 3\\nJ C O CL\u00e2\u0080\u0094\\nI\\nttf_\u00c2\u00ab\\nE 3\\n0)\\n\u00e2\u0096\u00a05\\no S\\nC rt w OT\\nm D c\\n5j Qj be o Ji\\nSkills\\nC C9 O\\nF^ o S a;\\n2 i c\\n3 a- o\\no c\\no u\\n-a 3\\naj j3 _\\nS P p o\\n\u00e2\u0099\u00a6J 5 a\u00c2\u00bb m\\n2 n\\ntuj is Jjh to\\nIS\\n3\\nS^\\nU\\ntu\\nF\\nu\\nbo\\no\\np\\np\\nCO\\nu i\\n3 fin\\n;-3\\nis O\\n3\\nQJ\\n3\\np\\no\\nn\\nOJ\\nhn\\n7J\\nS\\n1 cS\\n2 5\\nfe^K\\nP3_3\\na;\\n1:5 1\\na.\u00c2\u00a3 2\\n^-5 E\\nc 9 9\\nCO\\nSic\\n3 o-i2\\n\u00e2\u0096\u00a0-Oh 3\\n3 j=\\no\\n\u00e2\u0096\u00a0a\\nO\\n-J\\no p o\\nS UTS\\nP\\njy (U CO\\nOP I 11\u00c2\u00b0\\n.2 g go S\\nH c S-\\nS I 1\\n(U t;3 L r-\\nP bO .-5\\n-O CO 2 p\\nU (jp p g CD\\nc li S X 2\\nO P CO p\\nrr\\na\\ncr\\nhf)\\nFi\\nCO\\n(U\\n(U\\nb\\nP\\n\u00c2\u00b13 u yp\\n,p g-x)\\n\u00e2\u0096\u00a0S.sSs\\ns\\n\u00c2\u00a3^.S g\\ncu\\ni5g\\np\\n^\u00e2\u0080\u00a25 E S\\nS o\\n\u00e2\u0096\u00a02 SdO\\n2 \u00c2\u00a3^-g S\\nS c-3\\n3 bo g a;xi\\no ^.2ri\\no tc p\\nS. CO\\nSbyp\\np 1\\nJ o -c\\nv\u00e2\u0080\u009e j:-P\\no p -a\\no\\nbOg p\\ni^\u00c2\u00a3\\nUQUUdQ\\nS S s\\nO.S 3\\ne^.2.\\nSt, S\\n*J Q CO\\nS\\n.S\\nE-5 o\\naJ C\\nQ. S\\n\u00e2\u0096\u00a0i(j)3Uioaf)\\nT3-P-P\\nP\\nco -rr o\\nM\\nCO ^0\\n.tS P P\\ng P CO\\ncu\\np.\\n5^\\np\\n5 I*\\n\u00e2\u0080\u00a2S\\n2 o S\\nUP-I\\nCD O O\\nJ3 D\\n2-3 S\\no tijo-!\\ns\u00c2\u00ab\\n\u00e2\u0080\u00a2vCjojsih", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0414.jp2"}, "415": {"fulltext": "NORMAL SEMINARY AT ZURICH.\\n183\\nCD\\na;\\n\u00c2\u00bba\u00c2\u00bb\\no\\no\\nO\\n_c\\nJ3\\n3\\n\u00e2\u0096\u00a0o. J\\nU)\\n_o\\nuh\\n.H\\n-ca\\no\\n.ti i2\\no\\nJ=^\\nu z\\no o\\no\\no\\n13\\nO\\n3\\ne s\\nP\\n11\\ng o o\\nci\\no\\nO\\n-C\\nto J3\\ntl\\n-a -c 60\\nc c o\\niS\\no\\na. (U\\nh 0!\\nC q;\\nU 3\\n3\\nO\\n__ o\\nca 3\\n3-2\\nD\\n0) J=\\n3\\nE\\nM o\\n2_g c^\\ntU 0)\\nC o\\nS\\n\u00e2\u0096\u00a02 5\\n2 (U 0!\\n\u00e2\u0080\u00a213\\n\u00c2\u00a71\\n3\\ns-\\ncS\\no\\nt^o.E\\na, Afri-\\nd Aus-\\n-2 o fr\\nQJ --H\\n^g^.\\n3 3 ca g.-\\n1\\nGeography of Asi\\nca, America, an\\ntralia.\\no c-a 2\\n.2 S\\n0) C!\\nb3\\n.o c o\\nI\\nJo H\\nC o cs\\nO K\\nm\\n3 ..V, 3\\nC lU o g\\n11-23\\n3\\nM\\nc\\n3\\nm\\na\\n5\\nD\\no\\n[g\\nC\\na\\na.\\nm.S 3 3 ^j3 1\\no 0) \u00c2\u00ab.23-5 y\\n\u00c2\u00bb-3 3^ bO I\\n22c\u00c2\u00a3o;^ ou\\nn, D\\nlit\\n2 g S \u00c2\u00bb5\\nc 6 o^\\n6 6\\no E\\nimportan\\nlalhemati\\nal geogra\\nX a;.\\n3 C\\nO .S\\no 3\\nO 03\\n-a\\n3\\nbS\\n3\\nE\\no\\nfc\\no g o\\no S\\nJ 3 -S\\n^fe U ffl\\nt^\\nO\\n3-3\\nThe most\\npoints of\\nand physi\\no c\\nP Ql\\nJ-c S g\\npi; cu\\n-3 O-\\nSdS\\nCD bO\\no\\nC 3\\naj\\nO 3\\n3\\nta\\nH\\nO o\\nO S\\ni: o\\nG bo .3\\nui\\n.s -Sl\\nS 5 o\\niS^ o\\ne\\n1\\no\\nto\\n^6\\n-s bb\\nw .E\\n3 hi\\nO C\\n3 ffl\\no\\nca ca\\n1.2\\nO 00\\ngi\\ns\\no\\nPi\\nV\\nV\\nS5\\n\u00c2\u00b0T3\\nn\\nca\\naid\\negg\\n(u c\\n3\\n(3\\no\\no\\nB 0.-0 m\\no\\nu\\nC o E\\nto\\nu\\nrt 5 o5\\n2 S ^u\\no; o\\ntr\\nE\\nry explan\\nocean an\\n;s, with th\\ne division\\nj=\\n3\\n3\\no\\nCD\\nO\\nto\\n\u00e2\u0096\u00a02 S c.\\n-G Hi (U C\\n\u00c2\u00abs s\\nc S\\n2g^ o\\n3\\ni2S\\nP4\\nT3 M-r; S\\no c c S-\\ni.2 o 2\\n0) 3 I- _\\nC O K,\\ng^\u00c2\u00bb\\n\u00e2\u0080\u00a2/qdsi^oag\\n\u00e2\u0080\u00a2SSIsfqj\\n\u00e2\u0080\u00a2SlslSuig\\nJO MV\\n\u00e2\u0080\u00a2SuiAUIfl\\n\u00e2\u0080\u00a2SuiqoBSX\\nJO wv", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0415.jp2"}, "416": {"fulltext": "184\\nNORMAL SCHOOL AT LAUSANNE.\\nX\\nI d\\nCO\\nQ\\nH\\nil\\n.3 QJ\\nd\\nCO .CO J^\\n\u00e2\u0080\u00941 O -Ji hn\\nCJ\\nw\\no_e:\\n;en,\\neme\\nthm\\nemii\\n\u00e2\u0096\u00a0itinj\\nD\\ng\\ni C\\no\\n0)\\n2\\ncn -S\\nE- 3 U\\noi\\nS\\ncocf^\\n0)\\nN .2\\nnJ\\ns\\n:;2\\ndi\\n(N 2 CO-\\no\\nCO\\nCS\\nI*\\nS j=\\nT3\\nIN CO\\nf^ i n Cl, Cr^\\nm\\ni\\n00\\nb.\\nO\\n0!\\nS\\na\\no\\nc\u00c2\u00ab\\nArithmetic, 1,\\nTheme, 3,\\nWriting, 1, 2,\\nExercises on t\\ncal sciences\\neoraetry, 3,\\nomposition,\\nedagogical e\\nin mathema\\nwiss Geogra\\n3,\\ninging, 1, 2,\\n1\\ns\\n15\\nU\\nCO\\noooh tB m\\n0)\\nT3\\nP\\no\\n3\\nco\\nbo\\ns\\n^.a\\n5 S\\ntS-\\nH\\nN.C CO\\nPIN S\\nrr\\nO\\n-1\\nQ\\nCO\\nM CO\\nOJ cc\\nn, 1,\\nhmet\\nthen\\n1,2,\\nme\\nc, 1,\\nrea\\n1, 2\\n2,\\n1\\no\\nH\\nO\\nPi\\na\\na\\ng\\nompositio\\nental arlt\\nhemistry.\\nZoology,\\nrawing, 3\\narithmeti\\nrawing, 3\\n2,\\neading, 3,\\neography,\\ninging, 1,\\nC\\nu\\nTS\\nt3\\nOS o\\na Q Pi Ocn\\n15\\nC\\nCO*\\nCO\\nJ3\\n0)\\njG\\nO\\nm\\nPi\\nt)\\no\\no\\no\\nr\\no\\nH\\nz\\no\\nO\\nm\\nQ\\nW\\nC9\\nlU\\no\\ncS\\nheme, 1, 2,\\nrithmetic, 3,\\nhemistry, the\\nZoology, 1, 2\\nrammar, 1, 2,\\nymnastics, 3,\\nook-keeping,\\neading, 1,2,\\neometry, 3,\\ninging, 1, 2, 3\\nCS\\nc\\nH\\nH\\nO\\nO o m K C3 m\\nn\\nH\\nbo\\nC\\no\\n3\\nCli\\n0)\\no\\no\\np\\nN CO\\nc\\nw\\no\\na\\no\\nQ\\na\\nG\\no\\no\\nCO\\nrawing, 1, 2\\n3,\\nrawing, I, 2,\\neography, 1,\\neography, 3,\\nLnging, 3,\\np\\no\\np\\nc\\nCC\\nCD\\nG\\nArithm\\nTheme\\nWritini\\n3\\nSO\\n\u00c2\u00ab3\\na\\nt\\no\\nQ Q O Ocn\\nH\\n5^3\\n1\\nZ\\n-Hi\\n13\\nbo\\n5\\nS S-2\\nP3\\no\\nC\\nex CI.\\np T3 O\\nCO sf\\n^i\\nrH\\n60?\\nIS\\ni=i s;\\nQ\\nO\\nc r\\na\\nf- CO\\nO\\no\\nt, P5 QJ 7?\\nammar, 1, 2\\nranastics, 1\\nography, 3,\\n60\\ncd V\\nomet\\ne me\\nhe h\\nion 1\\ntany,\\nJ3\\n(U J3 O\\nK a)\\ncu\\nH\\nCE- P3\\nO O CD\\nCO\\na\\n00\\no\\no S\\noj CO a t~\\no\\nM", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0416.jp2"}, "417": {"fulltext": "NORMAL SCHOOL AT LAUSANNE.\\n185\\n1-1\\ns\\n(U c\\n-N\\nj= a\\no\\nu o\\n-^ft\\nS p^\\nn-f?\\nTS\\n^C!\\nII\\no\\no\\nrithtr\\nompc\\npupi\\nO\\nJ\\n-JJO\\n_C i3 -C JS\\n(U g\\nN s S\\n-is\\nbx) 0)\\n.5 s-\\n\u00e2\u0096\u00a0C\\n3.\\ns g\\nSA\\nc\\nC\\n0) m 5,\\n^-S c.\\nk. p\\nd-CJ\\nm-c i\\nS Oh\\no\\ne g\\np J3 S\\neg r;\\nu\\nS t!0\\nfl\\n00\\nPh\\nbi)-5 5b\\n^.y\\nis\\nis\\nS.\\n3\\na.\\n3\\nC.2\\n.2 3\\n60nl\\nIS\\nso\\nc\\na,\\nhO\\nc\\n2^\\nall,\\nadi\\nftl\\nure\\n153\\ns:\\nv- u\\nPi\\nZ\\na\\nQ\\ntf CO\\n5\\no o.\\nb\\nU O\\nIS\\n00\\nl-^ c S c\\n.S cS\\nbc*.^ I\\n.S m 3\\nJ|i^ la\\no ^ti. I n\\ng M\\n2 8\\n00\\nM\\nS\\ni/T\\nhn\\nm\\nbf)\\nc\\nTi;\\ng\\n-a\\n03\\nc a.\\nQO\\nCO\\nW\\nI i\\n4) .2 a, a, a,\\n50 c 3-5 3\\nOS\\nS", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0417.jp2"}, "418": {"fulltext": "186\\nNORMAL SEMINARY AT LUCERN.\\no\\ng\\no\\nz\\n\u00e2\u0096\u00a0J\\nb:\\na\\nN\\ni\\nsT\\nK\\nH\\nU\\nz\\nEd\\niJ\\nHi\\no\\nK\\na\\nX\\nh\\nH\\nts\\nP\\nO\\no\\na\\ne:\\nH\\nH\\nm\\nb:\\np.\\nt\\na\\n(D\\n3d course.\\nGeometry.\\n\u00c2\u00a7\u00e2\u0096\u00a02\\nbx)\\ng.s\\n2d and 3d\\ncourse.\\nGeometry.\\nNatural\\nphilosophy\\nor history.\\nGymnastics.\\n1st and 2d\\ncourse.\\nReligious\\ninstruction.\\nes\\nS\\nH\\n2\\nO\\nS\\n1st course,\\nHistory,\\nArithmetic,\\nGeography,\\nTS\\n2d and 3d\\ncourse.\\nArithmetic,\\nSchool\\ndiscipline.\\nGeography,\\n02\\n1st course,\\nArt of teach-\\ning.\\nArithmetic,\\nGymnastics,\\nO\\n3d course,\\nWriting,\\nu\\nbo o\\n\u00e2\u0096\u00a0^3\\nCO\\nC\\n-a\\n3 1\\n-5\\nand 3d\\nrse,\\ning.\\nGymnastics,\\n1st and 2d\\ncourse.\\nReligious\\ninstruction.\\nho\\n1\\ng\\nbo\\nC\\nc\\n1st, 2d,\\ncou\\nDraw\\nGeography,\\nJ\\na\\nm\\nw\\nz\\na\\nw\\n2d and 3d\\ncourse,\\nComposi-\\ntion,\\nb\\na)\\nS\\no\\nu\\nO\\nho\\nc\\nhb\\nc\\n2d and 3d\\ncourse.\\nGeography,\\n1st course.\\nGeometry,\\nll\\no\\nO\\nVh\\n3\\ng\\n3d course.\\nWriting,\\nO -JS\\ni:\\nKg\\nCO\\n13\\na\\na\\ngi-2\\n0\\n2d and 3d\\ncourse.\\nArithmetic,\\nNatural\\nphilosophy.\\nGymnastics,\\n1st and 2d\\ncourse.\\nReligious\\ninstruction,\\nCS\\nS\\nE\\na\\no\\n3\\nS\\nbo\\ne\\nhb\\nc\\n1st course.\\nHistory,\\nWriting,\\nGeography,\\nO\\nO\\n2d and 3d\\ncourse.\\nGrammar\\nand school\\n0.2\\nD.E\\n\u00e2\u0096\u00a05-5\\nbo\\ng\\nbb\\n2d and 3d\\ncourse.\\nGeometry,\\nNatural\\nphilosophy\\nor history.\\nGeography,\\n3 S\\n2\\nGrammar\\nand school\\ndiscipline.\\n1st course.\\nArt of teach-\\ning)\\nArithmetic,\\nGymnastics,\\nS\\nO\\no oT\\ncjT M\\n00\\nS2\\nCL\\n05\\ns\\n2\\nk past I to\\n3,\\n3 to 4,\\n6 to 7,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0418.jp2"}, "419": {"fulltext": "HOLLAND.\\nThe first impulse to improved primary instruction in Holland was\\ngiven by some benevolent citizens of Groningen, who, in 1784, founded\\nthe Society for the Public Good. They were encouraged and\\nsupported bj the government, in their efforts to prepare school books,\\ntrain schoolmasters, and excite attention to the state of schools. In 1806\\nthe various edicts and regulations, published from time to time, were\\ndigested into a law, by M. Van der Ende, and were generalized for the\\nguidance of the country at large. The French invasion curtailed the\\nmeans applied to education still the Dutch system was, as early as 1812,\\nthought worthy of a special inquiry by Commissioners deputed from the\\nUniversity of Paris, at the head of which was M. Cuvier, who reported\\nwith no small admiration respecting it. On the restoration of peace in\\n1814, the first care of the king was directed to the state of public educa-\\ntion, which by the law of that year was restored to the footing of 1806.\\nEvery province was divided into educational districts, and a school in-\\nspector was appointed to each district. A provincial School Commis-\\nsion was named from among the leading inhabitants of each province to\\nco-operate with the inspectors, and a sum was charged on the budget for\\nthe educational outlay, from which the traveling expenses of the commis-\\nsioners were to be defrayed.\\nThe governments of the towns and provinces were charged with the\\ncost of maintaining the schools, for which they provide in their local bud-\\ngets. Teachers were classified into four ranks, according to their qualifi-\\ncations and acquirements, and received their appointments from Govern-\\nment. A sum was also destined for the encouragement of associations of\\nteachers, who were to meet to confer on school management, to visit each\\nother s schools, and to study in common the duties incumbent on their\\nprofession.\\nThe best known methods of instruction were sought and tried, and a\\ncatalogue of the best school books was prepared and published in the\\ncourse of the year 1814.\\nIn 1825. a prize was offered by the Society for the Public Good, for the\\nbest essay on the advantages and disadvantages of the monitorial sys-\\ntem, and the simultaneous or class system of instruction. The prize was\\nawarded to a dissertation by M. Visser, Inspector of Primary Schools in\\nFries-land. In this essay, the system of monitorial instruction is analyzed,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0419.jp2"}, "420": {"fulltext": "188 PRIMARY SCHOOLS IN HOLLAND.\\nand proved to be unsound on every point which bears upon education in\\nthe best sense of that term. This essay was published and widely distrib-\\nuted by the society, and contributed to form and strengthen the opinion\\nwhich prevails in Holland, against the method of mutual instruction.\\nIn 1816 the Normal School at Haarlem was established, to supply a\\ndeficiency which was felt for the training of teachers, through the influ-\\nence of M. Van der Ende, who is esteemed the father of education in\\nHolland. A similar institution had previously been commenced on a\\nsmall scale at Groningen, by the Society of Public Good. Up to the es-\\ntablishment of the Normal School at Groningen, teachers had been trained\\nin Holland, by serving a sort of apprenticeship from the age of 14 to 16 or\\n18, as assistants in the larger schools, during the day, and receiving a\\ncourse of special instruction, for one hour every evening. This, as far as\\nit goes, is a cheap and excellent mode of professional training. But the\\nexperience of fifteen years satisfied her statesmen and educators, that\\nthis was not sufficient. It made good schoolmasters, but not inquiring and\\ncreative teachers. It produced rather routine than intelligent teaching,\\nand arrested the progress of improvement, by perpetuating only the meth-\\nods of those schools in which the young teachers had been practiced as as-\\nsistants. To obviate this tendency, and to give to teachers a broader\\nand firmer basis of attainments and principles. Normal Schools were es-\\ntablished. The two modes are now continued together,* and in connec-\\ntion with the stimulus of the severe examination through which all teach-\\ners must pass, and of the direct and constant inspection to which all schol-\\nars are subjected, they have made the elementary schools of Holland\\ninferior to none other in Europe. President Bache, in his Report on Edu-\\ncation in Europe, pronounces them superior to those of the same class in\\nany of the European states.\\nThe attendance of children is not made compulsory on parents, but,\\nwhat is equivalent to such an enactment, it is provided by law, that out-\\ndoor relief shall not be administered to any family, where children are al-\\nlowed to run wild in the streets, or grow up as vagrants, or are employed\\nin any factory without a previous elementary training.\\nThe schools are not made free to parents by governmental contribu-\\ntion or local taxation, although both of these modes of supporting schools\\nare resorted to. The schools are in the first place made good, by pro-\\nviding for the employment of only well-quaHfied teachers, and then the\\nschools, thus made good, are open to all parents without exception or dis-\\ntinction, and all are required to pay a tuition fee, which the government\\nprovides shall not be large in any case. The result is universal educa-\\ntion throughout Holland. In Haarlem, with a population of 21,000 in\\n1840, there was not a child of ten years of age, and of sound intellect, who\\ncould not both read and write, and this is true throughout Holland, accord-\\ning to the testimony of intelligent travelers, and is borne out by the fol-\\nlowing official table, (page 100,) as to the school attendance in 1846.\\nSee paje 330.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0420.jp2"}, "421": {"fulltext": "PRIMARY SCHOOLS IN HOLLAND. Jgg\\nThe superiority of public elementary instruction in Holland, is attribu-\\nted, by her own educators, and by intelligent foreigners, who have visited\\nher schools in the rural districts, as w^ell as in the large towns, to that\\nsystem of special inspection, combined with specific and enforced prepa-\\nration of all candidates for the office of teacher, and subsequent gradation\\nof rank and pay, according to character and skill, which has now been in\\noperation nearly half a centary, ever since the first school law of the Ba-\\ntavian Republic, in 1806, drawn up by that wise statesman, M. Van der\\nPalm. The following extracts will give at once this testimony, and an\\nintelligent account of the system of inspection.\\nBaron Cuvier, in his Repo7-t to the French Government on the estab-\\nlishment of Public Instruction in Holland^ in 1811, after speaking with\\nspecial commendation of the system of inspection, remarks;\\nThe government is authorized to grant to each province a certain\\nsum to meet the compensation, and the expenses of travel, and meetino-\\nof the inspectors. The mode of choosing them is excellent; they are\\ntaken from clergymen, or laymen of education, who have signalized them-\\nselves by their interest in the education of children, and skill in the local\\nmanagement of schools from the teachers who have distinguished them-\\nselves in their vocation and in the large towns, from the professors of the\\nUniversities and higher grade of schools.\\nMr. W. E. Hickson, now Principal of the Mechanics Institute in Liver-\\npool, in an \u00e2\u0096\u00a0Account of the Dutch and German Schools, published in\\n1840, remarks\\nIn Holland, education is, on the whole, more faithfully carried out\\nthan in most of the German States, and we may add that, notwithstand-\\ning the numerous Normal Schools of Prussia, institutions in which Hol-\\nland, although possessing two, is still deficient.) the Dutch schoolmasters\\nare decidedly superior to the Prussian, and the schools of primary instruc-\\ntion consequently in a more efficient state. This superiority we attribute\\nentirely to a better system of inspection. In Prussia, the inspectors of\\nschools are neither sulficiantly numerous, nor are their powers sufllciently\\nextensive. Mr. Streiz. the inspector for the province of Posen, confessed\\nto us the impossibility of personally visiting everyone of the 1,635 .schools\\nin his district; and admitted that he was obliged, in his returns, to depend\\nto a great extent upon the reports of local school committees. In Hol-\\nland, inspection is the basis upon which the whole fabric of popular in-\\nstruction rests.\\nThe constitution of the Board is well worthy of attention there can be\\nno judges of the qualifications of teachers equal to those whose daily em-\\nployment consists in visiting schools, and comparing the merits of differ-\\nent plans of instruction. But the power given to the inspector does not\\nend here: by virtue of his office he is a member of every local board, and\\nwhen vacant situations in schools are to be filled up, a new examination\\nis instituted before him into the merits of the different candidates. It is\\nupon his motion that the appointment is made, and upon his report to the\\nhigher authorities a master is suspended or dismissed for misconduct.\\nThrough his influence children of more than ordinary capacity in the\\nschools he visits, are transferred, as pupils, to the Normal Schools, in or-\\nder to be trained for masters and through his active agency all improved\\nplans or methods of instruction are diffused throughout the various insti-\\ntutions of the country.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0421.jp2"}, "422": {"fulltext": "290 PRIMARY SCHOOLS IN HOLLAND.\\nM. Cousin, in a Report to the minister of Public Instruction in France,\\nin 1836, on the state of Education in Holland^ while giving a prefer-\\nence to the school law of Prussia, in its provision for Normal Schools, and\\nthe classification of public schools, and especially for the support of the\\nhigher class of primary schools, assigns the. palm to Holland, in the mat-\\nter of school inspection.\\nThe provincial boards of primary instruction, with their great and varioas\\npowers, constitute, in my mind, the chief superiority of the Dutch over the Prus-\\nsian law. They resemble the Schul-coUeg mm, which forms a part of every pro-\\nvincial consistory in Prussia but they are far better, for the Schul-collegiuni is\\nnot composed of inspectors. It sends out some of its members to inspect, as\\noccasion requires, but inspection is not its function. It judges from written\\ndocuments, and not from ocular proof, and is generally obliged to rely upon\\nthe sole testimony of the member sent to inspect; whereas in Holland, the\\nboard, being both inspectors and judges of inspections, are on the one hand\\nbetter judges, in consequence of the experience they have acquired in a con-\\nstant routine of inspection and, on the other hand, they are better inspectors,\\nby what they learn at the board, when acting as judges and governors, a com-\\nbination eminently practical, and uniting what is almost every where sepa-\\nrated.\\nEvery inspector resides in his own district, and he is bound to inspect every\\nschool at least twice a year, and he has jurisdiction over the primary schools of\\nevery grade within the district. Without his approval no one can either be a\\npublic or a private teacher; and no public or private teacher can retain his situa-\\ntion, or be promoted, or receive any gratuity for no commissioner has any\\npower in his absence, and he is either the chairman or the influential member\\nof all meetings that are held. He is thus at the head of the whole of the pri-\\nmary instruction in his particular district. He is required to repair three\\ntimes a year to the chief town of the province, to meet the other district inspec-\\ntors of the province, and a conference is held, the governor of the province\\npresiding, which lasts for a fortnight or three weeks, during which time each\\ninspector reads a report upon the state of his district, and brings before the\\nmeeting all such questions as belong to them. As each province has its own\\nparticular code of regulations for its primary schools, founded upon the law\\nand its general regulations, the provincial board examines whether all the pro-\\nceedings of the several inspectors have been conformable to that particular code\\nthey look to the strict and uniform execution of the code they pass such\\nmeasures as belong to them to originate, and they draw up the annual report\\nwhich is to be presented to the central administration, and submit such amend-\\nments as appear to them necessary or useful, and of which the central adminis-\\ntration is constituted the judge. Under the Minister of the Interior there is a\\nhigh functionary, the Inspector-general of Primary Instruction and from time\\nto time a general meeting is summoned by the government, to be held at the\\nHague, to which each provincial board sends a deputy and thus, from the In-\\nspector-general of the Hague, down to the local inspector of the smallest dis-\\ntrict, the whole of the primary instruction is under the direction of inspectors.\\nEach inspector has charge of his own district, each provincial board has charge\\nof its province; and the general meeting, which may be called the assembly\\nof the states-general of primary instruction, has charge of the whole king-\\ndom. All ihese authorities are, in their several degrees, analogous in their\\nnature for all are public functionaries, all are paid and responsible officers.\\nThe district-inspector is responsible to the provincial Board of Commissioners\\nand they are responsible to the Inspector-general and the Minister of the In-\\nterior. In this learned and very simple hierarchy the powers of every member\\nare clearly defined and limited.\\nMr. George Nicholls, in a Report on the condition of the Laboring\\nPoor in Holland and Belgium,^ to the Poor Law Commissioners of\\nEngland, in 1838, remarks\\nThe measures adopted in Holland to promote the education of all classes,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0422.jp2"}, "423": {"fulltext": "PRIMARY SCHOOLS IN HOLLAND. igj\\nhave apparently resuited from the conviction that the moral and social charac-\\nter of the people, their intelligence, and their capacity for increasing the resour-\\nces of the country, must in a great measure depend upon the manner in which\\nthey are trained for the fulfillment of their several duties. The state has not\\nrendered education actually obligatory upon the municipalities, neither has it\\nrequired evidence of the education of the children of the poorer classes by any\\neducational test; for a sense of the importance of education pervades the entire\\ncommunity it is sought by the poor for their children, with an earnestness simi-\\nlar to that observed in the more wealthy classes in other countries and in\\nHolland, the direct interference of government is confined to regulating the\\nmode of instruction, by means of an organized system of inspection.\\nThis system, however much it may interfere with the liberty of the subject,\\nhas certainly some advantages. The poor, who have no means of judging for\\nthemselves, have, in the certificate given to every schoolmaster, some sort of\\nguarantee that the person to whom they send their children is not an ignorant\\ncharlatan, professing to teach what he has never learned, and in the next place\\nit secures to those who devote themselves to the profession a much higher rate\\nof remuneration than they would receive if, as with us, every broken-down\\ntradesman could open a school when able to do nothing else. This exclusion\\nof absolute incapacity is also a means, and a very powerful one, of raising the\\ncharacter of the profession in popular estimation. With us, any man can be-\\ncome a schoolmaster, as easily as he can a coal-merchant, by simply putting a\\nbrass plate on his door; but in Holland, (and the same system is very general\\nin Germany,) some degree of study is rendered indispensable, and lihe whole\\nclass, therefore, stand out from the rest of the community as men of superior at-\\ntainments, and enjoy that consideration which men of cultivated minds every-\\nwhere command, when not surrounded by coadjutors below rather than above\\nthe common level.\\nIn Holland, there is no profession that ranks higher than that of a school-\\nmaster, and a nobleman would scarcely, if at all, command more respect\\nthan is paid to many of those who devote their lives to the instruction of youth.\\nThe same personal considei;ation is extended to the assistant teacher or usher.\\nWe were much struck with the difference in the position of persons of this class\\nabroad, from their lot at home, when we were visiting a school for the middle\\nclasses at Hesse-Cassel. The school contained 200 children, and w^as supported\\npartly by the town and the government, and partly by the payments of the schol-\\nars. The charge for daily instruction was from Is. 8d. lo 5s. per month. The\\nchildren were distributed in six classess to each class a separate master or as-\\nsistant teacher. We were conducted over the establishment by the head master\\nor director of the school, and the first thingwhich drew our attention was the ex-\\ntreme ceremony with which we were introduced to each of the assistant mas-\\nters, and the rnany apologies made by the professor for interrupting them, although\\nbut for a moment, in their important labors. We saw those treated as equals,\\nwho are in England often estimated as only on a rank with grooms or upper\\nservants.\\nThe most important branch of administration, as connected with education,\\nis that which relates to school inspection. All who have ever been anxious either\\nto maintain the efficiency of a school, or to improve its character, vvill appre-\\nciate the importance of the frequent periodical visits of persons having a knowl-\\nedge of what education is, and who are therefore able to estimate correctly the\\namount and kind of instruction given. Let a school established by voluntary\\nsubscriptions be placed to-day upon the best possible footing, if no vigilance be\\nexercised by its founders, and if the master be neither encouraged nor stimula-\\nted to exertion by their presence, his salary will speedily be converted into a\\nsinecure, and the school will degenerate to the lowest point of utility.\\nProfessor Bache, in his Report on Education in Europe,^ in 1838, to\\nthe Trustees of Girard College, remarks:\\nThe system of primary instruction in Holland is particularly interesting to\\nan American, from its organization in an ascending series beginning with the\\nlocal school authorities, and terminating, after progressive degrees of represen-\\ntation, as it were, in the highest authority instead of emanating, as in the cen-\\ntralized systems, from that authority. A fair trial has been given to a system", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0423.jp2"}, "424": {"fulltext": "192 PRIMARY SCHOOLS IN HOLLAND.\\nof inspection which is almost entirely applicable to our country, and which has\\nsucceeded with them.\\nThe school system of Holland consists ofa brief law, of only twenty-three\\narticles, drawn up by M. Van der Palm, the distinguished Oriental schol-\\nlar, in 1801, and modified by M. Van der Ende, in 1806, and a series of\\nRegulations drawn up by the slate department having charge of this sub-\\nject, to carry out the provisions of the laAV. The law was so wisely framed,\\nand was so well adapted to the spirit, customs and habits of the people,\\nthat it has survived three great revolutions first, that which converted the\\nBatavian Republic into a kingdom, at first independent, but afterward\\nincorporated with the French empire next, that which dethroned Louis,\\nrestored the house of Orange, and united Holland and Belgium in one\\nmonarchy and lastly, the revolution which again separated the two\\ncountries, and restricted the kingdom of the Netherlands to its former lim-\\nits. During these thirty years, the law of 1SG6 was never interfered\\nwith it could only be altered by another law, and when the government,\\nin 1829, in order to please the Belgian liberal party, brought forward a\\nnew general law, which made some very objectionable changes in that of\\n1806, the chambers resisted, and the government were obliged to Avith-\\ndraw the bill.\\nThe following provisions will show the spirit and scope of the law, and\\ngeneral regulations.\\nIX. The school inspector of the district is authorized, in concert with th e\\nlocal authorities, to intrust one or more linown antl respectable persons with a\\nlocal inspection, subordinate to his own, over the school or schools, and also\\nover all the teachers of both sexes in the place, whether village, hamlet, or oth-\\nerwise, and for each separately.\\nX. In all the more considerable towns and places, the parochial authorities,\\nin concert with the school inspector of the district, shall establish a local su-\\nperintendence of the primary schools, which shall consist of one or more per-\\nsons, according to local circumstances, but so as each member shall have a\\nparticular division, and all the schools in that division shall be confided to him\\nindividually. These persons shall collectively constitute, with the school in-\\ntrpector of the district, the local school board.\\nXVII. No one shall be allowed to become a candidate for a vacant school, or\\nto establish a new one, or to give private lessons, without having first obtained\\na certificate of general admission. In like manner, no one shall be allowed to\\nteach any other branch than that for which he shall have received a certificate\\nof general admission.\\nXXII. The instruction shall be conducted in such a manner, that iheslucy\\nof suitable and useful branches of knowledge shall be accompanied by an exer-\\ncise of the intelleclual powers, and in such a manner that the pupils shall be\\nprepared for the practice of all social and Christian virtues.\\nXXIII. Measures shall be taken that the scholars be not left without instruc-\\ntion in the doctrinal creed of the religious community to which thej belong;\\nbut that part of the instruction shall not be exacted i rora the schoolmaster.\\nXXX. The provincial* and parochial authorities are recommended to take\\nthe necessary steps\\n*Tlie constitution of Holland is soinewliat singular, and would seem at first sight to be founded\\nupon what perhaps mny one dny be recognized as the true theory of representative government, tliat\\nof progressive, intermediate elections. The rate-payers elect the Kiezers, the Kiezers elect the Raad\\nor town council, the town council elect a certain proportion of the members of the provincial govern-\\nments, and the provincial governments elect tlie lower chamber of the States General, or House of\\nCommons.\\nThe States-GcTieral consist of two chnmlwprs. The upper chamber is somewhat of a House of\\nLords, but not hereditary. The members, fifty in number, receive 250/. per annum for traveling ex-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0424.jp2"}, "425": {"fulltext": "PRIMARY SCHOOLS IN HOLLAND. X93\\n1. That the emoluments of the teacher (principally in rural parishes) be set-\\ntled in such a way that his duties, when creditably performed, may obtain for\\nhira a sufficient livelihood, and that he be rendered as little dependent as possi-\\nble, by direct aid, upon the parents of the children who frequent his school.\\n2. That attendance at the schools be strictly enforced, and that they be kept\\nopen throughout the year.\\nREGULATIONS RESPECTING THE EXAMINATION OF THOSE WHO DESIRE TO BECOME\\nTEACHERS OF PRIMARY SCHOOLS,\\nI. The teachers shall be divided into four classes, or grades, according to the\\namount of knowledge required, and according to the examination which they\\nshall have passed.\\nVII. In these examinations, the object shall be to ascertain not only the ex-\\ntent of knowledge of the candidate in the branches he is proposing to teach, but\\nalso his power of communicating that knowledge to others, and especially to\\nchildren.\\nVIII. Before proceeding to the examination properly so called, the examin-\\ners shall endeavor to ascertain, in conversation with the candidate, his opin-\\nions on morals and religion the sphere of his attainments, both with regard to\\nthe most indispensable parts of primary instruction, and to foreign languages\\nand other branches which he proposes to teach; together with his aptitude to\\ndirect, instruct, and form the character of youth.\\nIX. The subjects of examination shall be as follows\\n1. Reading from different printed and written characters; and whether with\\na good pronunciation and a proper and natural accent, and with a knowledge\\nof pimctuation.\\n2. Some words and phrases designedly wrong shall be shown to the candi-\\ndate, to ascertain his knowledge of orthography.\\n3. To ascertain his acquaintance with the grammatical structure of the Dutch\\nlanguage, a sentence shall be dictated to him, which he shall analyze, and point\\nout the parts of speech and he must give proofs of a familiar acquaintance\\nwith the declensions snd conjugations.\\n4. The candidate shall write some lines in large, middle, and small hand,\\nand shall make his own pens.\\n5. Some questions in arithmetic shall be proposed to him, confining this\\nespecially to such as are of common occurrence, and which shall be sufficient\\nto show the dexterity of the candidate in calculations, both in whole numbers\\nand in fractions. (Questions shall be put to him on the theoretical parts, and\\nespecially on decimal arithmetic.\\n6. Some questions shall be proposed on the theory of singing.\\n7. Different questions shall be proposed relative to history, geography, nat-\\nural philosophy, mathematics, and such other branches of knowledge as the\\ncandidate proposes to teach.\\n8. A passage in French, or in any other language in which the candidate\\nwishes to be examined, shall be given to him to read and translate. A pas-\\nsage in Dutch shall be dictated to him, to be translated by him, either in writ-\\ning or viva voce, into the language which forms the subject of the examination.\\nHe shall be required to give, de improviso, in the same language, a composition\\nin the form of a letter or narrative, :c., all for the purpose of ascertaining\\nthe degree of acquaintance he possesses with the language in question, in or-\\nthography, grammar and punctuation.\\npenses. The lower chamber, before the Revolution, consisted of 110 members, now but of fifty-five.\\nThe provincial governments are\\nNorth Brabant, 42 members.\\nGuelderlund, 90\\nHolland, 90\\nZealand, 46\\nUtrecht, 36\\nFriesland, 54 members.\\nOveryssel, 53\\nGroningen, 36\\nDreuthe, 24\\nThe members of these provincial governments are not elected by the town councils, but by the no-\\nbility the tovvn councils, and Kiezers of the country districts, nearly in equal proportions. General\\nbusiness affecting more than one province, is referred to one or other of two committees, or provincial\\ncabinets, elected by th\u00c2\u00ab members of the provincial governments. On these committees one member\\nsits for each province.\\n13", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0425.jp2"}, "426": {"fulltext": "194 PRIMARY SCHOOLS IN HOLLAND.\\nX. The examination upon the acquirements of the candidate having been\\ncompleied, the examiners shall proceed to inquire into his capacity for teach-\\ning; they shall question him as to the manner of teaching children to know\\nthe letters, figures, and the first principles then reading, writing, and arithme-\\ntic. They shall then require him to relate some story or portion of history, in\\norder to discover the degree of talent he possesses to present things to children\\nwith clearness and precision care shall he taken, if there be a convenient op-\\nportunity, and if it he thought advisable, to have some children present, of dif-\\nferent ages, and of different degrees of attainment, in order to ascertain more\\nparticularly his skill in practical teaching.\\nXI. Finally, the examiners shall propose some questions upon the principles\\nto be followed in rewards and punishments; as also in general on the best meth-\\nods to be adopted, not only to develop and cultivate the intellectual faculties of\\nchildren, btxt most especially to bring them up in the exercise of the Christian\\nvirtues.\\nXII. When the examination is concluded, the examiners shall deliver to the\\ncandidate, who desires to obtain a general admission as a master, and has given\\nproof of sufficient ability, a deed of that admission, according to the extent of\\nhis ability; and in this shall be stated, as distinctly as possible, the extent and\\nthe nature of the talents and of the acquirements of the candidate, as proved by\\nhis examination and it shall declare the rank he has obtained, if it be in the\\nfirst, second, third, or fourth class, and consequently such a general admis-\\nsion as shall giv^e him a right to apply for the situation of a master, accord-\\ning to the rank which has been assigned to him. Finally, the said deed shall\\ndeclare the branches of education, and the languages for which he shall have\\nobtained the general admission.\\nXIII. The schoolmistresses or teachers of languages who shall have passed\\nan examination, and have given sufficient proofs of their ability, shall also re-\\nceive a deed which shall contain, besides a declaration of the extent and amount\\nof their acquirements and talents, as proved by the examination, a general ad-\\nmission either for the office of schoolmistress or teacher of languages. That\\ndeed shall moreover expressly declare the branches of study and the languages\\nwhich the person examined shall be entitled to teach.\\nXIV. All the deeds mentioned in the two preceding articles shall be alike\\nthroughout the whole extent of the republic, both in the matter and the form.\\nIf they are issued by a provincial board of education, they shall be signed by\\nthe president and secretary, and the seal of the board shall be affixed to them.\\nThe deeds issued by an inspector, or by a local board, shall be signed by the in-\\nspector only, or by the secretary of the local board.\\nXV. The certificates for the first and second class, issued by a provincial\\nboard, shall entitle those who obtain them to be masters in all primary schools,\\npublic as well as private, of the two classes, in all places throughout the repub-\\nlic, without exception whereas the deeds issued by a local board shall confer\\nno privilege beyond that locality.\\nXVI. The certificates for the third class, as well as those for the fourth or\\nlowest class, .shall confer the privilege of becoming teachers, except in schools\\nestablished in places whose wants are proportioned to the rank and capacity of\\nsuch masters, and which are situated within the jurisdiction of the provincial\\nboard.\\nXVII. In order that the provisions contained in the two preceding articles\\nmay be more easily carried into effect, the schools in small towns and less con-\\nsiderable places, more fully described in Art. 9 of regulation A, shall be classed\\nby the different inspectors and by the provincial boards, into higher, middle,\\nand lower schools, upon a principle hereafter provided. This classification,\\nwhich shall be submitted to the provincial authorities for approval, shall be\\nsolely for the purpose of preventing the principal school falling into the hands\\nofincompetent masters; while, at the same time, it leaves the power of placing\\na very able master over the smallest school.\\nXVIII. In the towns or places of greatest importance, no master of the fourth\\nor lowest class shall be eligible to either a public or a private school. The\\nlocal boards are even recommended to lake care, as much as possible, that the\\ntuition in the schools of their towns shall not be entrusted to any other than\\nmasters of the first or second class.\\nXXIV. A list containing the name, the rank, the nature, and the extent of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0426.jp2"}, "427": {"fulltext": "PRIMARY SCHOOLS IN HOLLAND. 19\u00c2\u00a7\\nihe abilities of each of those who shall have obtained deeds of general admis-\\nsion as master, mistress, or teacher of languages, shall be published in the peri-\\nodical work entitled Bydragen tot den tStaat, c., (which is still pub-\\nlished.)\\nIt is impossible not to see that the stimulating effect of a series of ex-\\naminations of this character, before a tribunal composed of qualified\\njudges, must produce a class of teachers for the work of primary instruc-\\ntion unequaled in any other part of the world. But the soul of the whole\\neystem is inspection, or in other words, active and vigilant superintend-\\nence, intelligent direction, and real responsibility, all of which are in-\\nvolved in the system of inspection carried out in Holland. Without\\ninspection there can be no competent tribunal for the examination of\\nteachers without inspection, local school committees and conductors of\\nschools would be irresponsible to public opinion, inert and negligent\\nwithout inspection there would be no person constantly at hand sufficiently\\ninformed upon the state of education to suggest the measures required\\nfor the promotion of its objects; without inspection there would be no dif-\\nfusion of new ideas, no benefiting by the experience of others, no rivalry\\nin improvement, no progress. The following extracts will show the man-\\nner in which the duties of inspection are provided lor.\\nREGULATIONS FOR SCHOOL INSPECTORS, AND FOR THE BO.ARDS OF EDUCATION IN\\nTHE DIFFERENT PROVINCES.\\nII. Each inspector shall make himself acquainted with the number and\\nsituations of the primary schools, and also with the slate of primary instruction\\nthroughout the whole extent of his district. It shall be his duty to see that, be-\\nsides the necessary number of ordinary schools, there shall be a sufficient num-\\nber of schools for children of tender age, organized in the best possible manner,\\nand also schools of industry. Finally, he shall take care, that proper instruc-\\ntion in all branches of primary education may be obtained, according to the\\ncircumstances and wants of the ditierent parishes.\\nIII. He shall make it his business to become personally acquainted with the\\ndifferent masters in his district, and with the extent of their fitness, and shall\\nkeep a note thereof\\nIV. He shall make it his special business to excite and maintain the zeal of\\nthe masters and for that purpose, he shall at fixed periods require a certain\\nnumber of them to meet him, either at his own house or in other parts of his\\ndistrict, and as frequently as possible.*\\nV. The inspector shall be bound (o visit timce a year all the schools in his\\ndistrict, which are directly subject to his supervision. He is hereby exhorted\\nto repeat those visits at different times, either when a particular case calls for\\nit, or for ihe general good.\\nVL In visiting the schools which are under his direct supervision, he shall\\ncall upon the master to teach Ihe pupils of the different classes in his presence,\\nthose which are in different stages of progress, in order that he may judge as to\\nthe manner in which the instruction is given and regulated. He shall also in-\\nquire if the regulations concerning primary instruction, as well as the regula-\\ntion for the internal order of the school, are duly observed and executed and\\nhe shall pay attention to everything which he believes to be of any importance.\\nAt the conclusion of the visit, the inspector shall have a private conversation\\nwith the master or mistress, upon all he has observed and according as the\\ncase may be, he shall express approbation, give them advice, admonish, or cen-\\nsure them, upon what he ma) have seen or heard. Every school inspector\\nIn compliance vyith the spirit of this nrticle, societies of schoolmasters have been formed, under\\nthe auspices of the inspectors, at different times, in the districts of each province, which keep up\\n(ivalry of improvement. They meet at stated times, generally every month.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0427.jp2"}, "428": {"fulltext": "igg PRIMARY SCHOOLS IN HOLLAND.\\nshall keep notes of all remarks and observations which he shall have made in\\nthe course of his visits, to be used in the manner hereinafter provided.\\nIX. They shall pay particular attention to improve the school-rooms to the\\neducation of the children of the poor, and especially in the villages and ham-\\nlets to regulate and improve the incomes of the masters; and to the schools\\nbeing kept open and attended without interruption, as much as possible, during\\nthe whole year.\\nXVIII. The ordinary meetings of the boards shall be held in the towns where\\nthe provincial authorities reside, at least three times a year; the one during\\nEaster week, the other two in the second week of July and October.\\nXXIV. At each ordinary meeting, each member shall give in a written re-\\nport:\u00e2\u0080\u0094\\n1. Of the schools he has visited since the last meeting, stating the time of his\\nvisit, and the observations he then made regarding the state of the schools, in\\nall the different particulars.\\n2. Of the meetings he has held of the schoolmasters for the purpose of com-\\nmunicating with them respecting their duties.\\n3. Of the examinations which have taken place before him of masters of the\\nlowest class, and of the higher classes,\\n4. Of the changes and other events which shall have taken place in his dis-\\ntrict, relative to any school or schoolmaster, since the last meeting,and es-\\npecially all vacancies of masterships, the delivery of deeds of call, nomination,\\nor special appointment of every degree and of every class, setting forth the\\nmost important circumstances connected with them: the appointment of local\\ninspectors in places of minor extent the changes that may have occurred in\\nthe local school boards; the inspection of a new primary school or school of in-\\ndustry; the admission of any teacher of languages; the drawing up of any\\nrules for the internal order of schools the introduction of school books, other\\nthan those contained in the general list of books, in the private schools of both\\nclasses the measures that have been taken to regulate and improve the incomes\\nof the masters; the measures that have been taken to secure the schools being\\nuninterruptedly kept open and attended; any difficulties they may have en-\\ncountered the encouragement or otherwise which the masters may have met\\nwith and the examinations of pupils in the schools. The inspector shall fur-\\nther point out the particular parts which he wishes to have inserted in the\\nabove mentioned monthly publication, (Bydragen.)\\nXXV. From these written documents and other private information, as well\\nas from the written reports of the local school boards, (as mentioned in the fol-\\nlowing article,) every school inspector shall draw up annually, previous to the\\nmeeting held in Easter week, a general report on the state of the schools and of\\nprimary instruction throughout his district. He shall state therein the reasons\\nwhy he has not visited, or has not visited more than once, any particular school\\nin the course of the preceding year. He shall state such proposals as appear\\nto him deserving of attention, and which may tend to the improvement of pri-\\nmary instruction.\\nXXVI. In ordef that the school inspectors may not omit to mention, in their\\nannual report, any of the particulars stated in the preceding article, the local\\nschool boards, or their individual members, in so far as concerns the schools\\nfilaced under their individual inspection, shall draw up a report in writing, simi-\\nar to that required from the school inspectors, before the end of February at\\nlatest.\\nXXIX. At the conclusion of the ordinary meeting held in Easter week, each\\nboard shall forward, or cause to be forwarded within the space of four weeks, to\\nthe Secretary of State for the Home Department, besides the documents men-\\ntioned in the preceding article,\\n1. One of the two authentic copies of the annual general summary.\\n2. The originals of the general reports of the different members of the\\nboards.\\n3. The originals of the annual written reports of the different local boards.\\n4. A detailed statement, taken from the report of each of the members, of the\\nproposals which each board shall be desirous of bringing under the considera-\\ntion of the next annual general meeting, or which it has been resolved to lay\\nbefore the provincial authorities.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0428.jp2"}, "429": {"fulltext": "PRIMARY SCHOOLS IN HOLLAND. J 97\\nREGULATIONS RESPECTING THE GENERAL ORDER TO BE OBSERVED IN THE PRIMARY\\nSCHOOLS.\\nI. The primary schools shall he open without intermission the whole year,\\nexcept during the times fixed for the holidays.\\nII. During the whole time devoted to the lessons, the master shall be present\\nfrom the beginning to the end he shall not be engaged in any thing which is\\nunconnected with the teaching, nor absent himself from school, except for rea-\\nsons of absolute necessity.\\nIII. The master shall take care that the pupils do not unnecessarily go out ol\\nschool and especially that they be quiet and attentive; and, when in the play-\\nground, that they always conduct themselves in a peaceable, respectable, and\\nmodest manner.\\nIV. When the number of pupils shall exceed seventy, measures shall be\\ntaken for providing a second master or an under master.\\nV. The pupils shall be entered, as much as possible, at fixed terms in the\\ncourse of the year.\\nVI. At the opening and at the breaking up of each class, a Christian prayer,\\nsolemn, short, and suitable to the occasion, shall be said daily or weekly. At\\nthe same time, a hymn, adapted to the circumstances, may be sung.\\nVII. The pupils shall be divided into three classes, each of which shall have\\nits distinct place; and on every occasion when the school meets, each shall\\nreceive the instruction that belongs to it.\\nVIII. The instruction shall be communicated simultaneously to all the pu-\\npils in the same class and the master shall take care that, during that time,\\nthe pupils in the two other classes are usefully employed.\\nIX. The instruction in the different classes, and in the different branches\\ntaught, shall be as much as possible conveyed by the use of the black board.\\nX. When the master shall think it advisable, he shall reward the most ad-\\nvanced pupils by employing them to teach some parts of the lessons to the\\nbeginners.\\nXI. The master shall take care that the pupils be at all times clean in their\\ndress, well washed and combed, and he shall at the same time pay the strictest\\nattention to every thing that may contribute to their health.\\nXII. The school-rooms shall be at all times kept in proper order; for that\\npurpose they shall be ventilated in the intervals of school hours, and cleaned\\nout twice a week.\\nXIII. An examination of each school shall take place at least once a year.\\nUpon that occasion the pupils of a lower class shall be passed to a higher; and\\nas far as circumstances will allow, rewards shall be given to those who have\\ndistinguished themselves by their application and good conduct.\\nXIV. When a pupil at the end of the course of study shall leave the school,\\nif he shall have distinguished himself by the progress he has made and by his\\ngood conduct, a certificate of honor shall be presented to him.\\nXV. A code of regulations shall be drawn up for each particular school, and\\nthis, whether written or printed, shall be pasted on aboard, hung up in the room,\\nand from time to time read and explained by the master.\\nXVI. The said codes shall be issued by the authorities over each school\\ntheir object shall be, to regulate the hours of teaching and how these shall be\\ndivided among the three classes.\\nA.S the masters were prohibited from teaching any particular reh gioue\\ndoctrine in the schools, the government, through the Secretary of State\\nfor the Home Department, addressed a circular letter to the different\\necclesiastical bodies in the country, inviting them to take upon them-\\neelves, out of school hours, the whole instruction of the young, either by\\nproperly-arranged lessons in the catechism, or by any other means. An-\\nBwers were returned from the Synod of the Dutch Reformed church and\\nother ecclesiastical bodies, assenting to the separation of doctrinal from\\nthe other instruction of the schools, and pledging themselves to extend", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0429.jp2"}, "430": {"fulltext": "198 PRIMARY SCHOOLS IN HOLLAND.\\nthe former through their ministers of the different religious communiona.\\nOn the reception of these answers, the government authorized the pro\\nvincial boards of education\\nTo exhort all schoolmasters to hand a complete list, every six months,\\nof the names and residences of their pupils belonging to any religious\\ncommunion to such as should apply for it and to take care that their\\npupils attend to the religious instruction provided for them.\\nTo invite the governors of orphan asylums and workhouses, and simi-\\nlar establishments, to second the measures which the authorities of the\\ncommunion shall take in reference to religious instruction.\\nTo exhort the school inspectors, and through them the local school\\nboards, to co-operate, as far as possible, with the consistories and minis-\\nters in their efforts to give instruction in the doctrines of their religion, so\\nlong as they confine themselves to their special province, and do not inter-\\nfere with the business of the schools or the authority of the persons in-\\ntrusted with their management by the government.\\nThus did the Batavian Republic provide that the children should be\\nprepared for the exercise of all the social and Christian virtues well\\nknowing, that if the schools did no more than impart a knowledge of the\\nmaterial world, there might be profound ignorance of the good and the\\nbeautiful, and of the true destiny of human nature.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0430.jp2"}, "431": {"fulltext": "PRIMARY EDUCATION IN HOLLAND.\\n199\\n\u00e2\u0080\u00a2SJOIJISIQ\\nu\\nC3 CJ\\niST3\\nuoiiaads\\n-uijo -on\\n-1-\\n3\\n13 .i:\\n(MCOCJiOCMOaCO^Ol.-l^\\no\\nJ:-tOC lCOO(Mr- i-QO\u00c2\u00ab)Ci\\nt-\\nt be\\n\u00e2\u0080\u00a2i\\n^-^COOO-^CMir^COt^rHGO\\nco_\\nr-\\no\\nof o co cT crT c-r lo 1 o ?f oo\\nof\\nH\\nTtllOVOlOr-lT-lCOCOCOrHr-(\\nCO\\nCO\\nO ^1\\ncooooicoiraoc-it-OM\\nlO\\nCO 3\\n.rH\\nOlOt-H ^COOlCOCMCO^O\\nCO\\nS-^\\n[A\\nOC0rHr- aiT-lC01:-C^=0\u00c2\u00bbO\\nCO\\ng^\\noT rT cd co i-r oo j r \u00c2\u00abr io~ ic~ 00\\noT\\n173\\n2-^\\n!J\\nt-1 N (M O^ t-l r-l tH\\nU 03\\nc3\\n1\u00e2\u0080\u00944\\nrO q\\n*T^ O\\no\\n\u00e2\u0080\u00a2:oco M ociTticooqi-o.-i,-H\\nlO\\ncj to\\no\\nOr-H.\u00e2\u0080\u0094 (C010t^COlO-^C: OD\\n00\\nCO\\nS-\\n!N CO lO T-l CO -^^CC^Tl^^^\\n^_^\\nQj X\\nPh\\no\\nco~ oT of j r ,-r cT r cT i^ \u00c2\u00abD~ o\\nof\\ng^\\nn\\nM MCO(MrH,-l(MrHi-( r-(\\n(N\\ng g\\nsi\\nCsl^-COOCOOOOi\u00e2\u0080\u0094 ICOC3r\u00e2\u0080\u0094 t\\nt-CO^T-il01010CO-*ICOr-l\\nCOCO-*10i-li-ICOlM(Mi-(C^\\noo^\\nco\\n\u00c2\u00abo\\ncocOTjicotOi-imaiOOco\\n1-1\\na~\\n03 bD\\nrHCOO M Or-llOOO MJ\\nrH\\nwj\\ntn D\\n2\\nni\\n1h\\n3\\nco~ eo io r-T tH\\n00~\\n.2\\nu\\nI-l\\n(/J\\nQ\\n\u00e2\u0096\u00a0J\\no\\na\\nO\\nCO\\n.2\\n^-3 2\\nOCi^005CC-rt(t-iOOCi\\nM\\nCO^CD^COCMOOCOCMt-^\\no\\nr^ -S-C\\no\\n05 CO C3 t- Oi (M ?1 i-^CO^r-l O\\nOl\\no\\nsafe\\nn3 P^i\u00e2\u0080\u0094 1\\nO\\nZ.\\n04\\n53 S\\no\\no\\n\u00e2\u0080\u00a2siooqos\\nCOi-IO=0510t~r-(0-*t-QO\\n1\\nt- CD i-( i-H rH CO\\nCO\\no\\nQ c4 O\\n\u00e2\u0096\u00a0C 2\\ngiBAi.tj\\nto\\n^1\\nlOCOIr^Ol ^O Oi f\u00c2\u00a3 r-^ O^ X\\nt-\\na\\nm\\nCOO^COIO \u00e2\u0080\u00a2OOCOr\u00e2\u0080\u0094 1-\\nt^ r^\\nH\\nt^CiT\u00e2\u0080\u0094 tCO CirHCOC^\\nC2\\nr^ -M\\n:S M\\na\\n\u00e2\u0080\u00a2s\\nEC\\n3\\nCO^O^ r-T\\ncT\\nO fee\\n2.S\\nc\u00c2\u00bb fl\\nC001 .CO MOiCOCO-^i^\\nOl\\n8\\nn\\n--OOJr^CO -iT-OOCDi^lOr-H\\nOl\\nCO co_-*^oi_ -*_ i,\\nlO\\nc;\\ns\\nr-Tco of of\\nof\\na =3\\nfl o\\nw\\nH\\nI-l\\n\u00e2\u0080\u00a2r 2\\n^w-^\\nO\\nQ\\nd o\\nO rH\\nMU\\nOl CD O ra CO CO t- 05 O^\\n1(0\\nS\\nr-l .-1 CO O^ T-l\\no\\na\\no S-3 cl\\nf^\\nO CJ 3\\nCO O.S-3\\naDOC3^i -cooqt~ccrHa5\\nJr-\\nr-iaDcoaii^i-^cc -^i--t^^H\\nn^ o\\n1^\\nT\u00e2\u0080\u0094 ICT Ttlf\u00e2\u0080\u0094 ICOCOC: 10 01-^01\\nCO\\no\\n2 3\\nn\\na\\ni\\n3\\ntH rH 1-1 T-l 1-1 r-l T-H\\n1-1\\n.So\\nftt\\n3\\nj3\\nn3 o\\njH CO\\nC0T-li-lC01^02Oi:~t-l^i0\\no\\no\\n13\\ncoco^^- i^cilr-r-^o^-^coa5\\nCO\\nr-T\\nS 2 S\\na 2 feci)\\n02\\n1\\nO C5\u00c2\u00bb- ^OOC0C li-1\\noT^oo crro co^oi It- o CO ci\\nCi\\n\u00c2\u00ab1\\na\\nO^0^0)i-li-l Olr-li-l\\ni\\nC3\\nrH\\nCO\\nS fl o\\n\u00e2\u0080\u00a22-S-5\\nTj^l--.- 4^0QOO J C5 1CCOrH\\no\\n1\\n.2 c3j3 O\\nfl -M\\nIII\\no^io^ioa^coco-TiioaiOiiy^\\nl-\\nS 2\\nOh2\u00c2\u00ab p^\\nO C3 ci 2\\n01C0010)T-1 COlMi-li-lT-(\\n-*_\\neuo.^\\nof\\n11\\n.S.2 0S\\nfl\\nC01:-T-IC0i0 0it~O-*001\\n.2-S\\nlOr-CVCOi\u00e2\u0080\u0094 li\u00e2\u0080\u0094 ICO *^rHlO\\nCO\\nCO 00 t- 1^- C5 T)H_CO^O^t-^OJ^O\\n02\\n2^3\\nfJl\\n\u00e2\u0080\u00a2S\\no -S o\\noTi-f -^i^crHf co o) Ci 1\u00e2\u0080\u0094 1 CO\\nco\\n\u00e2\u0080\u00a2fl ID O\\n3 c2\\nOt-\u00c2\u00ab0\u00c2\u00ab U310^.-I00000\\nlO\\no.a\\n\u00e2\u0096\u00a0*CO 0-*i-li-lOil04i-c Ol\\no^\\nCtH\\neo\\n^111\\n-o !m s a 1\\n\u00e2\u0096\u00a0s i S\\ns.s\\ns^-sg\\ni\\na\\n2\\nNorth Braba\\nGelderland.\\nSouth Ilollai\\nNorth Hollai\\nZealand\\no\\nJ.\\nC\\nc\\n1\\ns\\n6D0.\\nOP\\n6\\nS\\nC fl\\nh-i g\\ng\\nor one in ev\\nSeveral\\nits primary i\\nwho report", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0431.jp2"}, "432": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0432.jp2"}, "433": {"fulltext": "PRIMARY NORMAL SCHOOL*\\nAT HAARLEM, IN HOLLAND.\\nThis school is peculiar in regard to instruction, practice in teaching, and\\ndiscipline. It is intended to prepare for at least the second grade among\\nprimary teachers, which, it will be remembered, qualifies for the mastership\\nof any primary school, the first class being an honorary grade. The age of\\nadmission, the time of continuance, and the courses of instruction, are regu-\\nlated accordingly.\\nThe director! is the head of the institution, and controls absolutely all its\\narrangements. His principle, that a teacher in such a place should be left\\nto study the character and dispositions of his pupils, and to adapt his in-\\nstruction and discipline to them, dispenses with rules and regulations, or\\nconstitutes the director the rulcj To carry out this principle, requires that\\nthe school should not be numerous, and it is accordingly limited to forty\\npupils. There is an assistant to the director, who shares in the general in-\\nstruction with him, and upon whom the religious teaching of the pupils spe-\\ncially devolves. The school is visited periodically by the inspector-general,\\nwho examines the pupils personally, and notes their general and individual\\nproficiency.\\nTo be admitted, a youth must be over fifteen years of age, and have\\npassed an examination upon the studies of the elementary school, satisfactory\\nto a district-inspector, who recommends him for admission. He is received\\non probation, and, at the end of three months, if his conduct and proficiency\\nare satisfactory to the director, is recommended to the minister of public in-\\nstruction, who confirms his appointment.\\nThe course of theory and practice lasts four years in general, though, if a\\npupil have the third lower grade of public instruction in view, which is at-\\ntainable at eighteen years of age, he is not required to remain connected\\nwith the institution beyond that age, and indeed may leave it, on his own\\nresponsibility, before the close of the regular course. The second grade is\\nonly attainable at the age of twenty-two, and hence it is not usual for pupils\\nto enter this school as early as the law permits. The theoretical instruction\\nis composed of a review and extension of the elementary branches, as the\\nDutch language, geography, arithmetic, elementary geometry, the history of\\nthe country, natural history, religion, writing, and vocal music, and also of\\ngeneral geography and history, natural philosophy, and the science and art\\nof teaching. This is communicated in the evenings, the pupils meeting at\\nthe school for the purpose. During the day they are occupied in receiving\\npractical instruction, by teaching under the inspection of the director in the\\nelementary school already spoken of, attached to the normal school, and oc-\\ncupying its rooms, or in teaching in some other of the elementary schools of\\nthe town of Haarlem. They pass through different establishments in turn, so\\nas to see a variety in the character of instruction. The director, as inspector\\nof primary schools in this district, visits frequently those where his pupils\\nare employed, and observes their teaching, and also receives a report from\\nFrom Bache s Education in Europe.\\nMr. Prinsen, one of a class of teachers who adorn this profession in Holland.\\nX When M. Cousin, in his visit to Haarlem, invited Mr. Prinsen to communicate to him the\\nregulations of his school, and then to show him how they were carried out, first the rule, then the\\nresults, the director replied, I am the rule.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0433.jp2"}, "434": {"fulltext": "202 PRIMARY NORMAL SCHOOL AT HAARLEM.\\nthe masters. The observations and reports are turned to account in subse-\\nquent meetings with his class.\\nThe pupils do not board together in the normal school, but are distributed\\nthrough the town, in certain families selected by the director. They form a\\npart of these families during their residence with them, being responsible to\\nthe head for the time of their absence from the house, their hours, and con-\\nduct. They take their meals with the families, and are furnished with a\\nstudy and sleeping-room, fire, lights, c. The director pays the moderate\\nsum required for this accommodation from the annual stipend allowed by\\ngovernment.* The efficiency of such a system depends, of course, upon the\\nhabits of fiimily life of the country, and upon the locality where the school\\nis established. In Holland and Haarlem the plan succeeds well, and has the\\nadvantage that the pupils are constantly, in a degree, their own masters, and\\nmust control themselves, and that they are never placed in an artificial state of\\nsociety or kind of life, which is the case when they are collected in one estab-\\nlishment. The director makes frequent visits to these families, and is in-\\nformed of the home character of his pupils. The discipline of a normal\\nschool is, of course, one of the easiest tasks connected with it, for impro-\\nprieties or levities of conduct are inconsistent with the future calling of the\\nyouth. Admonition by the assistant and by the director are the only coer-\\ncive means resorted to, previous to dismission. The director has authority\\nto dismiss a student without consulting the minister, merely reporting the\\nfact and case to him. Though this power may be important in increasing\\nhis influence, yet it has been necessary to exercise it but three times in\\ntwenty years. There are two vacations of from four to six weeks each,\\nduring which the pupils, in general, return to their friends. The school has\\na lending-library of books relating to teaching, and of miscellaneous works.\\nThis useful institution supplies for the primary schools, every year, from\\neight to twelve well-prepared masters, who propagate throughout the coun-\\ntry the excellent methods and principles of teaching here inculcated.\\nThis annual stipend is ninety dollars. Supposing that a student has an entire buraary, he\\nwill require some additional funds to support him while at the school; for his board, lodging,\\nc., cost two dollars per week, which, for the forty-two weeks of terra-lime, amonnts to eighty-\\nfoiu dollars, leaving him but six dollars for incidental expenses.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0434.jp2"}, "435": {"fulltext": "BELGIUM.\\nAt the time of the revolution which separated Belgium from Holland,\\nBelgium was making as rapid progress as any portion of the kingdom of\\nthe Netherlands, in organizing and improving public education. But on\\nthe breaking up of existing institutions, which the separation caused, edu-\\ncation became a party question, the control of the state was relaxed, and\\nschools were left to the sense of parental interest, and benevolent duty.\\nLiberty of education was proclaimed the right of every parent to do as\\nhe pleases in the education of his own children, was asserted and obtained\\nand the results were, the best schools in the large cities, which had grown\\nup under the fostering care of the government, and the stimulus of con-\\nstant, vigilant and intelligent inspection, were broken up. The best mas-\\nters left the pubhc schools, and engaged in other business, or set up pri-\\nvate schools. Broken-down tradesmen, and men who had proved their\\nunfitness for other work requiring activity and culture of mind, gained\\nadmittance to the public schools, especially to those in the country, be-\\ncause there was no longer any sufficient test of qualification for the work\\nof instruction enforced by government. In ten years, said one of the\\nmost intelligent school directors in Brussels, to Mr. Hickson, education\\nhas gone back in this country, one hundred years. The contrast be-\\ntween Holland as it now is, and Belgium, in educational matters, remarks\\nan intelligent traveler, in 1842, is striking; in the latter, there is no cen-\\ntral impulse and control, no inspector-general, no provisional commission,\\nno corps of district inspectors, no Normal School, no training of teachers,\\nno association of teachers and friends of education, no ordeal to test capa-\\ncity. Nothing can be more deplorable than the mockery of education\\nwhich the people in several localities are satisfied that teachers, or those\\nwho profess to be teachers, the odds and ends of society, should prac-\\ntice in the rural districts.\\nSo rapidly was Belgium sinking in the scale of European nations, in\\nthe condition of education, that the fact arrested the attention of gov-\\nernment, and above all, enlisted the well-directed efforts of individuals\\nand associations, to remedy the evil. The first step was to ascertain and\\nproclaim the fact. Mr. Ducpetiaux, one of the warmest and most active\\nfriends of popular education in Belgium, published a series of tracts on\\nthe condition of primary instruction, and the necessity of improvement;", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0435.jp2"}, "436": {"fulltext": "204 NORMAL SCHOOLS IN BELGIUM.\\nand a larger work, (two octavo volumes,) contrasting the schools in Bel-\\ngium, with those of Germany, Prussia, Holland, France and Switzerland.\\nM. Vandermaelon, through the aid of individuals and a society of practi-\\ncal teachers, established, in 1839, a Normal course of instruction, in con-\\nnection with a private seminary, of which he is at the head. In 1842\\nthere were 125 Normal pupils. Stimulated by these efforts, and the well-\\nascertained, and generally-acknowledged fact, that Belgium had fallen\\nbelow, and was every year falling still more behind Holland, in the con-\\ndition of the people, the government have organized anew the system of\\npubhc instruction, and are now taking steps to establish two Normal\\nSchools, in connection with a system of inspection substantially the same\\nas that which was in operation before the revolution of 1835, and which\\nis still in operation in Holland.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0436.jp2"}, "437": {"fulltext": "FRANCE.\\nBefore 1789, religious zeal, the spirit ofassociation, the desire of living\\nhonorably in the recollection of mankind as the founder of pious or learned\\ninstitutions, individual enterprise, and to some extent government endow-\\nment, had covered France with establishments of higher education, and\\nwith men consecrated to their service. This was particularly true with\\nregard to schools for classical education, and the instruction generally of\\nall but the poorer classes of society. In grammar schools and colleges,\\nFrance was as well provided in 1789, as in 1849. In the upbreak and\\noverthrow of government and society, which took place between 1789 and\\n1794, and which was, in no small measure, the result of the neglected edu-\\ncation of the great mass of the people, these public endowments, many of\\nwhich had existed for centuries, were destroyed, and these religious and\\nlay congregations, such as the Benedictines, Jesuits, Oratoriana, Doctrin-\\naires, Lazaristes, and Brothers of the Christian Doctrine, were abolished,\\ntheir property confiscated, and most of them were never again re-estab-\\nlished. From 1791 to 1794, by various ordinances of the Convention, a\\nsystem of public schools was pi-ojected, in which primary education was to\\nbe free to all at the expense of the State. Out of these ordinances sprung\\nthe first Normal School in France, and the Polytechnic School in 1794.\\nBut the promise of good primary schools was not realized, and the Nor-\\nmal School was abolished in the following year. In 1802 the promise was\\nrenewed in a new ordinance, but amid the din of arms, the peculiar fruits\\nof peace could not ripen. In 1808 Napoleon organized the Imperial Uni-\\nversity, embracing under that designation the governmental control of\\nall the educational institutions of France, primary, secondary, and supe-\\nrior. In one of his decrees, primary instruction (intended for the masses\\nof society) was limited to reading, writing and arithmetic, and the legal\\nauthorities were enjoined to watch that the teachers did not carry their\\ninstructions beyond these limits. Under the organization established by\\nNapoleon, and with vieAvs of primary education but little expanded be-\\nyond the imperial ordinance referred to, and with even these limited views\\nunrealized, the government continued to administer the system of public\\neducation till the Revolution of 1830, In the mean time the wants of a\\nmore generous and complete system of primary Bchools had been felt", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0437.jp2"}, "438": {"fulltext": "206 PRIMARY INSTRUCTION IN FRANCE.\\nthroughout France; and one of the first steps of the new government was\\nto supply this want, and most considerately and thoroughly was the work\\naccomplished. Not only were steps taken to increase the number and\\nefficiency of the schools already established, by additional appropriations\\nfor their support, but the Department of Public Instruction was re-organ-\\nized. Normal Schools for the education of Teachers were multiplied,\\nand made effective, and the experience of the best educated states in\\nEurope was consulted in reference to the reconstruction of the whole\\nsystem.\\nThere is nothing in the history of modern civilization more truly sub-\\nlime than the establishment of the present Law of Primary Instruction in\\nFrance. As has been justly remarked by an English writer, Few na-\\ntions ever suffered more bitter humiliation than the Prussians and French\\nmutually inflicted during the earlier years of the present century and\\nit was supposed that feelings of exasperation and national antipathy\\nthus engendered by the force of circumstances, were ready, on the match\\nbeing applied, to burst forth in terrible explosion. At the very time,\\nhowever, when the elements of mischief were believed to be most active\\nin the breasts of a people jealous of their honor, and peculiarly sensitive\\nto insult, the French ministry, with the consent of the King and Cham-\\nbers, send one of their ablest and wisest citizens, not to hurl defiance or\\ndemand restitution, but to take lessons in the art of training youth to\\nknowledge and virtue, and that too in the capital of the very nation whose\\ntroops, sixteen years before, had, on a less peaceful mission, bivouacked\\nin the streets of Paris, and planted their victorious cannon at the passages\\nof her bridges. There are not many facts in the past history of mankind\\nmore cheering than this not many traits of national character more mag-\\nnanimous, or indicating more strikingly the progress of reason, and the\\ncoming of that time when the intercourse between nations will consist not\\nin wars and angry protocols, but in a mutual interchange of good offices.\\nM. Victor Cousin, one of the most profound and popular writers of the\\nage, in one department of literature, who was sent on this peaceful mis-\\nsion in the summer of 1831, submitted in the course of the year to his\\ngovernment, a Report on the condition of Public Instruction in Germa-\\nny^ and particularly in Prussia. This able document was published,\\nand in defiance of national self-love, and the strongest national antipathies,\\nit carried conviction throughout France. It demonstrated to the govern-\\nment and the people the immense superiority of all the German States,\\neven the most insignificant duchy, over any and every department of\\nFrance, in all that concerned inslitutionsof primary and secondary educa-\\ntion. The following extracts will indicate the conclusions to which\\nCousin arrives in reference to the educational wants of his own country.\\nAfter pronouncing the school law of Prussia the most comprehensive\\nand perfect legislative measure regarding primary instruction with\\nwhich he was acquainted, he thus addresses himself to the minister:\\nWithout question, in the present state of things, a law concerning primary", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0438.jp2"}, "439": {"fulltext": "PRIMARY INSTRUCTION IN FRANCE. 207\\ninstruction is indispensable in France the question is, how to produce a good\\none, in a country where there is a total absence of all precedent and all experi-\\nence in so grave a matter. The education of the people has hitherto been so\\nneglected, so few trials have been made, or those trials have succeeded so ill,\\nthat we are entirely without those universally received notions, those predilec-\\ntions rooted in the habits and the mind of a nation, which are the conditions and\\nthe bases of all good legislation. I wish, then, for a law and at the same lime\\nI dread it for 1 tremble lest we should plunge into visionary and impracticable\\nprojects again, without attending to what actually exists.\\nThe idea of compelling parents to send their children to school is perhaps not\\nsufficiently diffused through the nation to justify the experiment of making it\\nlaw; but everybody agrees in regarding the establishment of a school in every\\ncomviune as necessary. It is also willingly conceded that the maintenance of\\nthis school must rest with the conimun-e always provided that, in case of inabil-\\nity through poverty, the commmie shall apply to the department, and the depart-\\nment to the state. This point may be assumed as universally admitted, and\\nmay therefore become law.\\nYou are likewise aware that many of the councils of departments have felt\\nthe neces.sity of securing a supply of schoolmasters, and a more complete edu-\\ncation for them, and have, with this view, established primary Normal Schools\\niu their departments. Indeed, they have often shown rather prodigality than\\nparsimony on this head. This, too, is a most valuable and encouraging indica-\\ntion and a law ordaining the establishment of a primary Normal School in\\neach department, as well as a primary school in each covimime, would do\\nlittle more than confirm and generalize what is now acluallj doing in almost\\nall parts of the country. Of course this primary Normal School must be more\\nor less considerable according to the resources of each department.\\nHere we have already two most important points on which the country is\\nalmost unanimously agreed. You have also, without doubt, been struck by the\\npetitions of a number of towns, great and small, for the establishment of schools\\nof a class rather higher than the common primary schools; such as, though\\nstill inferior in classical and scientific studies to our royal and communal col-\\nleges, might be more particularly adapted to give that kind of generally useful\\nknowledge indispensable to the large portion of the population which is not in-\\ntended for the learned professions, but which yet needs more extended and varied\\nacquirements than the class of day-laborers and artisans. Such petitions are\\nalmost universal. Several municipal councils have voted considerable funds\\nfor the purpose, and have applied to us for the necessary authority, for advice\\nand assistance. It is impossible not to regard this as the symptom of a real\\nwant, the indication of a serious deficiency in our system of public instruction.\\nYou are sufficiently acquainted with my zeal for classical and scientific\\nstudies not only do I think that we must keep up to the plan of study prescribed\\nin our colleges, and particularly the philological part of that plan, but I think we\\nought to raise and extend it, and thus, while we maintain our incontestable\\n.superiority in the physical and mathematical sciences, endeavor to rival Ger-\\nmany in the solidity of our classical learning.\\nLet our royal colleges then, and even a great proportion of our communal col-\\nleges, continue to lead the youth of France into this sanctuary; they will merit\\nthe thanks of their country. But can the whole population enter learned\\nschools or, indeed, is it to be wished that it should 1 Primary instruction with\\nus, however, is but meager; between that and the colleges there is nothing; so\\nthat a tradesman, even in the lower ranks of the middle classes, who has the\\nhonorable wish of giving his sons a good education, has no resource but to send\\nthem to the college. Two great evils are the consequence. In general, these\\nboys, who know that they are not destined to any very distinguished career, go\\nthrough their studies in a negligent manner; they never get beyond mediocrity;\\nand when, at about eighteen, they go back to the habits and the business of their\\nfathers, as there is nothing in their ordinary life to recall or to keep up their\\nstudies, a few years obliterate every trace of the little classical learning they\\nacquired. On the other hand, these young men often contract tastes and ac-\\nquaintances at college which render it difficult, nay, almost inTpossible, for them\\nto return to the humble way of life to which they were born hence a race of\\nmen restless, discontented with their position, with others, and with them-\\nselves enemies of a state of society in which they feel themselves out of their", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0439.jp2"}, "440": {"fulltext": "208 PRIMARY INSTRUCTION IN FRANCE.\\nSlace and with some acquirements, some real or imagined talent, and unbri-\\nled ambition, ready to rush into any career of servility or of revolt. The ques-\\ntion then is, whether we are prepared to make ourselves responsible to the state\\nand society for training up such a race of malcontents 1 Unquestionably, as I\\nshall ta ke occasion to say elsewhere, a certain number of exhibitions (bourses)\\nought to be given to poor boys who evince remarkable aptness this is a sacred\\nduty we owe to talent a duty which must be fuliilled, even at the risk of being\\nsometimes mistaken. These boys, chosen for the promise they give, go through\\ntheir studies well and thoroughly, and on leaving school experience the same\\nassistance they received on entering. Thus they are enabled, at a later period\\nof life, to display their talents in the learned and liberal professions which are\\nopen to them, to the advantage of the state to which they owe their education.\\nAs, however, it is impossible for any government to find employment for every\\nbody, it ought not to furnish facilities for every body to quit the track in which\\nhis fathers have trod. Our colleges ought, without doubt, to remain open to all\\nwho can pay the expense of them but we ought by no means to force the lower\\nclasses into them; yet this is the inevitable effect of having no intermediate\\nestablishments between the primary schools and the colleges. Germany and\\nPrussia more especially, are rich in establishments of this kind. You per-\\nceive that I allude to the schools called tradesmen s or burghers schools, or\\nschools for the middle classes, (Burgerschulen,) ecoles bourgeoises, a name which\\nit is perhaps impossible to transplant into France, but which is accurate and\\nexpressive, as contradistinguishing them from the learned schools, (Gelehrtes-\\nchulen,) called in Germany gymnasia, and in France colleges, (in England,\\ngrammar-schools, a name, too, honorable to the class for whose especial use\\nand benefit they are provided honorable to those of a lower class, who by fre-\\nquenting them can rise to a level with that above them. The burgher schools\\nform the higher step of primary instruction, of which the elementary schools are\\nthe lower step. Thus there are but two steps or gradations 1\u00c2\u00b0. Elementary\\nschools, the common basis of all popular instruction in town and country 20.\\nBurgher schools, which, in towns of some size and containing a middle class,\\nfurnish an education sufficiently extensive and liberal to all who do not intend\\nto enter the learned professions. The Prussian law, which fixes a minimum\\nof instrucQon for the elementary schools, likewise fixes a minimum of instruc-\\ntion for the burgher schools; and there are two kinds of examination, extremely\\ndistinct, for obtaining the brevet of primary teacher for these two grada-\\ntions. The elementary instruction must be uniform and invariable, for the\\nprimary schools represent the body of the nation, and are destined to nourish\\nand to strengthen the national unity; and, generally speaking, it is not expedi-\\nent that the limit fixed by the law for elementary instruction should be exceeded:\\nbut this is not the case with the burgher schools, for these are designed for a\\nclass among whom a great many shades and diversities exist, the middle class.\\nIt is therefore natural and reasonable that it should be susceptible of extension\\nand elevation, in proportion to the importance of the town, and the character of\\nthe population for whom it is destined. In Prussia this class of schools has,\\naccordingly, very different gradations, from the minimum fixed by the law, to\\nthat point where it becomes closely allied with the gymnasium, properly so\\ncalled. At this point it sometimes takes the name of Progymnasium, or pre-\\nparatory gymnasia, in which classical and scientific instruction stops short\\nwithin certain limits, but in which the middle or trading class may obtain a\\ntruly liberal education. In general, the German burgher schools, which are a\\nlittle inferior to our communal colleges in classical and scientific studies, are in-\\ncomparably superior to them in religious instruction, geography, history, modern\\nlanguages, music, drawing, and national literature.\\nIn my opinion, it is of the highest importance to create in France, under one\\nname or another, burgher schools, or schools for the middle classes, which give\\na very varied education and to convert a certain number of our communal\\ncolleges into schools of that description. I regard this as an affair of state.\\nThere is a cry raised from one end of France to the other, demanding on be-\\nhalf of three-fourths of the population, establishments which may fill the middle\\nground between the simple elementary schools and the colleges. The demands\\nare urgent and almost unanimous.\\nThe most difficult point in law on primary instruction is the determination\\nwhat are the authorities to be employed. Here also let us consult facts. The", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0440.jp2"}, "441": {"fulltext": "PRIMARY INSTRUCTION IN FRANCE. 209\\nFrench administration is the glory and the masterwork of the imperial govern-\\nment. The organization of France imnaires and prefectures, with municipal\\nand departmental councils, is the foundation of government and of social order.\\nThis foundation has stood firm amidst so much ruin, that prudence and policy\\nseem to point to it as the best and safest prop. Moreover, this organization\\nhas just been reformed and vivified by rendering the municipal and depart-\\nmental councils elective and popular. Thus the French administration unites\\nall that we want, activity and popularity. The administration, then, is what\\nyou must call to your aid. Recollect, also, that it is these local councils that\\npay, and that you can not fairly expect much from them unless they have a\\nlarge share in the disbursement of the money they have voted. These councils\\nare chosenout of the body of the people, and return to it again; they are inces-\\nsantly in contact with Ihe people; they are the people legally represented, as the\\nmaires and the prefects are these councils embodied, if I may so say, in one per-\\nson, for the sake of activity and despatch. I regard, then, as another incontest-\\nable point, the necessary intervention of the municipal and departmental coun-\\ncils in the management of public instruction. As there ought to be a school in\\nevery commnnc, so there ought to be for every communal school a special com-\\nmittee of superintendence, which ought to be formed out of the municipal coun-\\ncil, and presided over by the mairc. I shall perhaps be told, that men who are\\nfit to conduct the business of the commune are not fit to superintend the communal\\nschool. I deny it nothing is wanted for this superintendence but zeah and\\nfathers of families can not want zeal where their dearest interests are concerned.\\nIn Prussia no difficulty is found in this matter, and every parish-school has its\\nSchulv or stand, in great part elective. Over the heads of these local committees\\nthere ought to be a central committee in the chief town of each department,\\nchosen out of the council of the department, and presided over by the prefect.\\nThe committee of each commune would correspond with the committee of the\\ndepartment; that is to say, in short, the maire, with the prefect. This corres-\\npondence would stimulate the zeal of both committees. By it, the departmental\\ncommittee would know what is the annual supply of schoolmasters required for\\nthe whole department, and consequently, the number of masters the Normal\\nSchool of the department ought to furnish, and consequently, the number of\\npupils it ought to admit. It would have incessantly to urge on the zeal of the\\nlocal committees in establishing and improving schools, for the sake of provi-\\nding as well as possible lor the pupils it sends out of its Normal School. Nothing\\ncan be more simple than this organization. It is, applied to primary instruc-\\ntion, what takes place in the ordinary administration I mean, the combined\\naction of the municipal councils and the departmental councils, of the maires\\nand the prefects.\\nAfter the administrative authorities, it is unquestionably the clergy who\\nought to occupy the most important place in the business of popular education.\\nThe rational middle course is to put the cure or the pastor, i. e. the Catholic\\nand the Protestant clergyman and if need be both, on every communal com-\\nmittee and the highest dignitary of the church in each department, on the\\ndepartmental committee. We must neither deliver over our committees into\\nthe hands of the clergy, nor exclude them we must admit them, because they\\nhave a right to be there, and to represent the religion of the country. The\\nmen of good sense, good manners, and of consideration in their neighborhood,\\nof whom the.se committees ought to be, and will be, composed, will gradually\\ngain ascendancy over their ecclesiastical colleagues, by treating them with\\nthe respect due to their sacred functions. We must have the clergy; we must\\nneglect nothing to bring them into the path toward which every thing urges\\nthem to turn; both their obvious interest, and their sacred calling, and the\\nancient services which their order rendered to the cause of civilization in\\nEurope. But if we wish to have the clergy allied with us in the work of popu-\\nlar instruction, that instruction must not be stripped of morality and religion\\nfor then indeed it would become the duty of the clergy to oppose it, and they\\nwould have the sympathy of all virtuous men, of all good fathers of families,\\nand even of the mass ol the people, on their side. Thank God, you are too\\nenlightened a statesman to think that true popular instruction can exist without\\nmoral education, popular morality without religion, or popular religion without\\na church.\\nThe proceedings of the communal and departmental committees, the maires,\\n14", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0441.jp2"}, "442": {"fulltext": "210 PRIMARY INSTRUCTION IN FRANCE.\\nsub-prefects and prefects, ought, like all the other parts of the administration, to\\nrefer to one common center, from which a vigorous impulse and a supreme\\nguidance may emanate, and upon whom all the responsibility before ihe cham-\\nbers may rest. This center, in France, as in Prussia, is, the ministry and coun-\\ncil of public instruction. This is not only according to law, but to nature and\\nreason. It is perfectly consistent to leave primary instruction to the minister\\nwho has all the rest of public instruction, as well as ecclesiastical affairs, in\\nhis hands; that is to say, the two things with which the education of the people\\nis the most intimately connected. Has any evil resulted from the present order\\nof things Far from it: every body is agreed that the minister and his council\\nhave done a great deal for primary instruction since the revolution of July.\\nAs you would have been able to effect nothing without the municipal and de-\\npartmental councils, the makes and prefects, so those authorities acknowledge\\nthat they could have done little or nothing without your co-operation and\\ndirection. It is you who excited their zeal, who supported and encouraged\\nthem; you who, as the enlightened dispenser of the funds placed in your hands\\nby the two chambers, have given vigor to public instruction by giving propor-\\ntionate aid to necessitous places.\\nI strongly recommend the creation of a special inspector of primary instruc-\\ntion for each department. Our academical inspectors should be reserved for\\nschools of the second class, whicli will suffice, and more than sutJice, to employ\\nall their powers, and all their diligence. Your natural agents and correspond-\\nents for primary instruction are the prefects, who would preside over the de-\\npartmental cornmittees, and to whom the correspondence of viaires and com-\\nmunal committees, as well as the report of the departmental inspector, would\\nbe addressed.\\nThe prefects would correspond otficially with you, as they have hitherto done\\nextra-officially; and there would be a councilor in the central council of public\\ninstruction, specially charged with the reports to be made on that portion of the\\nbusiness, as in fact there is now. This machinery is very simple, and would\\nproduce quick results; being less complex, it would woik more freely. The\\nonly thing in which I would employ agents taken from the body of teachers\\nwould be, the cpmmission of examination appointed for granting schoolmasters\\nbrevets. No one disputes that professors have peculiar qualifications, and all\\nthe necessary impartiality, for that office. I should wish, then, that the exam-\\nination-commission should be appointed by you, and composed of masters or\\nprofessors of the royal or the communal colle2:cs of the department; adding, for\\nthe religious part, a clergyman proposed by the bishop.\\nAs to private teachers, and what people are pleased to call liberty of primary\\ntuition, we must neither oppose it, nor reckon upon it. There are branches of\\nthe public service which must be secured against all casualties by the state, and\\nin the first rank of these is primary instruction. It is the bounden duty of gov-\\nernment to guarantee it against all caprices of public opinion, and against the\\nvariable and uncertain calculations of those who would engage in it as a means\\nof subsistence. On this principle are founded our priinary Normal Schools in\\neach department, bound to furnish annually the average number of schoolmas-\\nters required by the department. We must rely exclusively on these Normal\\nSchools for the regular supply of communal teachers.\\nBut if, in the face of our primary communal schools, there are persons who,\\nwithout having passed through the Normal Schools, choose to establish schools\\nat their own risk and peril, it is obvious that they ought not only to be tolerated,\\nbut encouraged; just as we rejoice that private institutions and boarding-\\nschools should spring up beside our royal and communal colleges. This compe-\\ntition can not be otherwise than useful, in every point of view. If the private\\nschools prosper, so much the better; they are at full liberty to try all sorts of\\naew methods, and to make experiments in teaching, which, on such a scale,\\ncan not be very perilous. At all events, there are our Normal Schools. Thus\\nall interests are reconciled; the dutiesofthe state, and the rights of individuals;\\nthe claims of experience, and those of innovation. Whoever wishes to set up a\\nprivate school must be subject to only two conditions, from which no school,\\npublic or private, can on any pretext be exempt, the brevet of capacity, given\\nby the commission of examination, and the supervision of the committee of the\\nCommune and of the inspector of the department.\\nAll these measures, on which I will not enlarge, are more or less founded on", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0442.jp2"}, "443": {"fulltext": "PRIMARY INSTRUCTION IN FRANCE. 211\\nexisting facts they have the sanction of experience; it would be simply ad-\\nvantageous to add that of law. On all the points concerning which the law is\\nsilent, experiments might be made. Among these experiments some would\\nprobably be successful when sufficiently long practice had confirmed them,\\nthey might be inserted in a new law or ordonnanccs and instructions, maturely\\nweighed by the royal council, would convert them into general and official\\nmeasures. Nothing must pass into a law which has not the warranty of suc-\\ncess. Laws are not to be perilous experiments on society they ought simply\\nto sum up and to generalize the lessons of experience.\\nOn the experience of Prussia as a basis, a great and comprehensive\\nmeasure of elementary education for France was framed by M. Guizot.\\nThe bill was reported in 1832. In introducing the measure to the con-\\nisideration of the Chamber of Deputies, M. Guizot made a speech as\\nremarkable for its eloquence as for its large and liberal views of popular\\neducation, as will be indicated by the following passages:\\nIn framing this bill, it is experience, and experience alone, that we have\\ntaken for our guide. The principles and practices recommended have been\\nsupplied to us by facts. There is not one part of the mechanism which has not\\nbeen worked successfully. We conceive that, on the subject of the education\\nof the people, our business is rather to methodize and improve what exists, than\\nto destroy for the purpose of inventing and renewing upon the faith of dangerous\\ntheories. It is by laboring incessantly on these maxims, that the Administra-\\ntion has been enabled to communicate a firm and steady movement to this im-\\nportant branch of the public service so much so, that we take leave to say,\\nthat more has been done for primary education during the last two years, (1831,\\n1832,) and by the Government of July, than during the forty years preceding,\\nby all the former Governments. The first Revolution was lavish of promises,\\nwithout troubling itself about the performance. The Imperial Government ex-\\nhausted itself in eiforts to regenerate the higher instruction, called secondary;\\nbut did nothing for that of the people. The restored Dynasty, up to 1828, ex-\\npended no more than 50,000 francs annually upon primary instruction. The\\nMinistry of 1828 obtained from the Chamber a grant of 300,000 francs. Since\\nthe Revolution of July, 1830, a million has been voted annually that is, more\\nin two years than the Restoration in fifteen. Those are the means, and here are\\nthe results. All of you are aware that primary instruction depends altogether\\non the corresponding Normal Schools. The prosperity of these establishments\\nis the measure of its progress. The Imperial Government, which first pronounc-\\ned with effect the words, Normal Schools, left us a legacy of one. The Restor-\\nation added five or six. Those, of which some were in their infancy, we have\\ngreatly improved within the last two years, and have, at the same time, estab-\\nlished thirty new ones twenty of which are in full operation, forming in each\\ndepartment a vast focus of light, scattering its rays in all directions among the\\npeople.\\nThe Bill recognized two degrees of primary instruction, viz. elementa-\\nry and superior, in speaking of which M. Guizot remarks:\\nThe first degree of instruction should be common to the country and the\\ntowns it should be met with in the humblest borough, as well as in the largest\\ncity, wherever a human being is to be found within our land of France. By\\nthe teaching of reading, writing, and accounts, it provides for the most essential\\nwants of life; by that of the legal system of weights and measures, and of the\\nFrench language, it implants, enlarges, and spreads every where the spirit and\\ntinity of the French nationality finally, by moral and religious instruction, it\\nprovides for another class of wants quite as real as the others, and which Prov-\\nidence has placed in the hearts of the poorest, as well as of the richest, in this\\nworld, for upholding the dignity of human life and the protection of social order.\\nThe first degree of instruction is extensive enough to make a man of him who\\nwill receive it, and is, at the same time, sufficiently limited to be every where\\nrealized. It is the strict debt of the country toward all its children.\\nBut the law is so framed, that by higher elementary schools, primary in-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0443.jp2"}, "444": {"fulltext": "222 PRIMARY INSTRUCTION IN FRANCE.\\nstruction can be so developed, so varied, as to satisfy the wants of those profes-\\nsions which, though not scientific, yet require to be acquainted with the ele-\\nments of science, as they apply it every day in (he office, the workshop, and\\nfield.\\nOn the plan of supervision of schools, which embraced both local and\\nstate inspection, the Minister remarks:\\nIn the first place, this operation demands, at cerlain times of the year, much\\nmore time, application, and patience, than can reasonably be expected from\\nmen of the world, like the member of the council of the arrondis.sement and of\\nthe department; or from men of business, necessarily confined to their homes,\\nlike the members of the municipal council. In the next place, positive and\\ntechnical knowledge of the various matters on which the examination turns is\\nabsolutely necessary and it is not sufficient to have such knowledge, it must\\nhave been prov^ed to exist, in order to give to these examinations the requisite\\nweight and authority. For these reasons, the members of these commissions\\nought to be, in great part, men specially qualified men familiar with the busi-\\nness of tuition. It is evident that primary instruction rests entirely on these\\nexaminations. Suppose a little negligence, a little false indulgence, a little\\nignorance, and it is all over with primary instruction. It is necessary then, to\\ncompose these commissions with the most scrupulous severity, and to appoint\\nonly persons versed in the matter.\\nThe necessity of providing for the professional education and training\\nof teachers is thus eloquently set forth:\\nAll the provisions hitherto described would be of none effect, if we tookno\\npains to procure for the public school thus constituted, an able master, and\\nworthy of the high vocation of instructing the people. It can not be too often\\nrepeated, that it is the master that makes the school. And, indeed, what a\\nwell-assorted union of qualities is required to constitute a good schoolmaster!\\nA good schoolmaster ought to be a man who knows much more than he is\\ncalled upon to teach, that he may teach with intelligence and with taste who is\\nto live in a humble sphere, and yet to have a noble and elevated mind, that he\\nmay preserve that dignity of sentiment andofdeportmenl, without which he will\\nnever obtain the respect and confidence of families who possesses a rare mix-\\nture of gentleness and firmness; for, inferior though he be in station to many\\nindividuals in the commune, he ought to be the obsequious servant of none a\\nman not ignorant of his rights, but thinking much more of his duties showing\\nto all a good example, and serving to all as a counselor not given to change\\nhis condition, but satisfied with his situation, because it gives him the power of\\ndoing good and who has made up his mind to live and to die in the service of\\nprimary instruction, which to him is the service of God and his fellow-crea-\\ntures. To rear masters approaching to such a model is a difficult task and yet\\nwe must succeed in it, or else we have done nothing for elementary instruction.\\nA bad schoolmaster, like a bad parish priest, is a scourge to a commune and\\nthough we are often obliged to be contented with indifferent ones, we must do\\nour best to improve the average quality. We have, therefore, availed our-\\nselves of a bright thought struck out in the heat of the R,evolution, by a decree\\nof the National Convention, in 1794, and afterward applied by Napoleon, in\\nhis decree, in 1808, for the organization of the University, to the establishment\\nof his central Normal School at Paris. We carry its application still lower\\nthan he did in the social scale, when we propose that no school-master shall be\\nappointed who has not himself been a pupil of the school which instructs in the\\nart of teaching, and who is not certified, after a strict examination, to have\\nprofiled by the opportunities he has enjoyed.\\nNo statesman of any age or country, has expressed in language at once\\neloquent and just, a more exalted estimate of the mission of the teacher.\\nAlthough not uttered in this connection, the following passages will\\nillustrate the views presented above\\nHumble as the career of a schoolmaster may be, and though doomed to pass\\nhis whole existence most frequently within the sphere of a small community,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0444.jp2"}, "445": {"fulltext": "PRIMARY INSTRUCTION IN FRANCE. 213\\nhis labors are, nevertheless, felt throughout society at large, and his profession\\nis as important as that of any other public functionary. It is not for any par-\\nticular parish alone, or merely local interest, that the law demands that every\\nman should acquire, if possible, the knowledge which is indispensable in social\\nlife, and without which intelligence often languishes and degenerates; it is for\\nthe slate itself and the public interest; it is because liberty is certain and\\nsteadfast only among people enlightened enough to listen, in every circum-\\nstance, to the voice of Reason. Public elementary instruction is one of the\\nguarantees of order and social stability. Doomed to pass his life in discharg-\\ning the monotonous duties of his vocation, sometimes even in struggling with\\nthe injustice or the ingratitude of ignorance, the parish schoolmaster would\\noften repine, and perhaps sink under his afflictions, did he not draw strength\\nand courage from another and higher source than that of immediate and mere\\npersonal interest. A deep sense of the moral importance of his duties must\\nsupport and encourage him; and the austere pleasure of having rendered ser-\\nvice to mankind, must become the worthy recompense which his own con-\\nscience alone can give. It is his glory to pretend to nothing beyond the sphere\\nof his obscure and laborious condition to exhaust his strength in sacrifices\\nwhich are scarcely noticed by those who reap their benefit; to labor, in short,\\nfor his fellow-beings, and to look for his reward only to God.\\nYour first duty is toward the children confided to your care. The teacher is\\nsummoned upon bj the parent to share his authority; this auihority he must\\nexercise with the same vigilance, and almost with the sam.e atfection. Not\\nonly is the health of the children commuted to him, but the cultivation of their\\naffections and intelligence depends almost entirely on him. In all that con-\\ncerns education, as it is generally understood, you shall want for nothing that\\ncan be of service to you; but as to the moral education of the children, f trust\\nespecially to you. Nothing can supply for you, the desire of faithfully doing\\nwhat is right. You must be aware, that, in confiding a child to your care,\\nevery family expects that you will send him back an honest man; the country,\\nthat he will be made a good citizen. You know that virtue does not always\\nfollow in the train of knowledge and that the lessons received by children\\nmight become dangerous to them, were they addressed exclusively to the under-\\nstanding. Let the teacher, therefore, bestow his first care on the cultivation of\\nthe moral qualities of his pupils. He must unceasingly endeavor to propagate\\nand establish those imperishable principles of morality and reason withont\\n\u00e2\u0096\u00a0which, universal order is in danger; and to sow in the hearts of the young\\nthose seeds of virtue and honor, which age, riper years, and the passions, will\\nnever destroy Faith in Divine providence, the sacredness of duty, submission\\nto parental authority, the respect due to the laws, to the king, and to the rights\\nof every one\u00e2\u0080\u0094 such are the sentiments which the teacher wijj strive to develop.\\nThe intercourse between the teacher and parents can not fail of being frequent.\\nOver this, kindness must preside: were a teacher not to possess the respect and\\nsympathy of the parents, his authority over their children would be compro-\\nmised, and the fruit of his lessons lost; he can not, therefore, be too careful and\\nprudent in regard of these connections. An intimacy inconsiderately formed\\nmight injure his independence, and sometimes even mix him up with those\\nlocal dissensions which frequently distract small communities. While civilly\\nyielding to the reasonable demands of parents, he must, at the same time, be\\nparticularly careful not to sacrifice to iheir capricious exactions his educational\\nprinciples, and the discipline of the school.\\nThe duties of the teacher toward those in authority are still clearer, and not\\nless important. He is himself an authority in his parish; how then can it be\\nfitting that he give an example of insubordination 1 Wherefore should he not\\nrespect the magistracy, religious authority, and the legal powers, whereby pub-\\nlic security is maintained 1\\nThe Mayor is the head of the community the interest, therefore, as well as\\nthe duly of the schoolmaster, is to exemplify on every occasion the respect due\\nto him. The vicar and pastor are also entitled to respect, for their mission is in\\naccordance with all that is most elevated in human nature. Nothing, besides,\\nis more c^esirable than a perfect understanding between the minister of religion\\nand the teacher; both are in possession of moral authority; both require the\\nconfidence of families both can agree in exercising over the children commit-\\nted to their care, in several ways, a common influence,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0445.jp2"}, "446": {"fulltext": "214\\nPRIMARY INSTRUCTION IN FRANCE.\\nWith such enlarged views of the scope, and agencies, and ends of pri\\nmary instruction, the bill was framed and introduced into the Chamber\\nof Deputies and of Peers. It was referred to committees, who reported\\nthrough M. Renouard in the lower, and M. Cousin in the upper house.\\nThese reports are full and elaborate discussions of great principles, and\\nespecially that of M. Cousin.\\nThe bill, after going through a protracted examination and discussion\\nof its details, received the sanction of the Chambers and the King, and\\nbecame a law on the 28th of June, 1833. Under the wise and energetic\\nadministration of the department of pubhc instruction, by such men as\\nGuizot, Cousin, Villemain, and Salvandy, the system Vt ent into immedi-\\nate and successful operation, giving a powerful impulse to the progress\\nof popular intelligence throughout the whole domain of France. Expe-\\nrience has brought to light some imperfections and deficiencies, some of\\nwhich have been remedied or supplied, and others are still under discus-\\nsion. We must wait till a generation has passed through the course of\\ninstruction now provided by law, and come into active life, before we can\\nfully appreciate the wise forecast of the labors of Cousin and Guizot in\\nthis long neglected field of primary education.\\nIt should be added, that a private association, called The Society for\\nElementary Instruction, was very instrumental in waking up the atten-\\ntion of the people and of government to the condition and improvement of\\nprimary schools. This society was formed in 1805, by a number of distin-\\nguished philanthropists, and has continued in active operation to the pres-\\nent time. It has been instrumental in establishing infant schools, schools\\nfor needle-work, adult schools and classes, reformatory schools, associations\\nfor teachers, village libraries in various parts of France, and has a com-\\nplete series of popular schools under its immediate management, in Paris.\\nThe Minister of Public Instruction, in 1835, ascribed to it the honor of\\nhaving given the first impulse to the present school law. It publishes\\na monthly journal of its proceedings, and was mainly instrumental in es-\\ntablishing, in 1830, the Journal de I Instruction Elementaire, which is\\nstill continued under the title of Manuel General de I Instruction Pri-\\nmaire, and is the official organ of the Minister of Public Instruction.\\nThere is also published another educational journal, called L Echo des\\nEcoles Primaires, devoted to the dissemination of improved methods of\\ninstruction. It commenced in 1837, and was lor several years under the\\neditorship of M. Cousin, assisted by many of the best teachers and educa-\\ntors in France. We noticed articles by Beudant, Willm, Parandiex,\\nPhilippar, and several directors of Normal Schools, and Inspectors of the\\nPrimary Schools. Upward of one hundred volumes on the science and\\nart of education have been published in Paris since 1835 several of these\\nare by men of the best intellect, and large practical and benevolent\\nnews.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0446.jp2"}, "447": {"fulltext": "OUTLINE\\nOP THE\\nSYSTEM OF PUBLIC INSTRUCTION IN FRANCE.\\nFrance is divided by law for municipal and all administrative pur-\\nposes, into 86 Departments, 363 Arrondissements, 2,842 Cantons, and\\n39,381 Communes.\\nIn eacli department there is appointed by the legal voters a prefect,\\nwho is associated with a general council for the department, and a spe-\\ncial council for each arrondissement, in the administration of the local\\naffairs of the department; in each canton there is a judicial office, styled\\njuge de paix in each commune, a mayor, with a municipal council, elect-\\ned by the people.\\nSince 1808 there has existed in the government a central and special\\ndepartment for the administration of public instruction, for the application\\nof all funds appropriated by the state for educational, scientific or litera-\\nry purposes. Over this department has presided from time to time, some\\nof the most distinguished scholars and statesmen of France, and no\\nbranch of the public service has been regarded, for the last thirty years,\\nwith more favor by the Chambers, or the people. Since 1824, the chief\\nof this department has had a seat in the cabinet council of the king, which\\nconsists of nine members.\\nTo the supervision of the department of public instruction, as now\\norganized, are assigned all schools, primary, secondary and superior,\\nwhich together constitute the University of France, and are directed\\nand superintended in its name; all scientific and literary societies to the\\nsupport of wliich the government contributes, such as the Institute, the\\nAcademy of Medicine, c. all public libraries, which the state main-\\ntains, or to which it contributes all institutions having charters prior to\\n1808, and which were not by royal ordinance incorporated into the Uni-\\nversity and all encouragements, by the way of subscription, or publica-\\ntion, to science and letters.\\nThe Royal University of Prance embraces the whole system of nation-\\nal education, and includes ail the institutions for imparting instruction\\nwhich are spread over the whole kingdom, from the lowest schools, up to\\nthe highest colleges. The term may thus be considered synonymous with\\nthe French national system of education.\\nThe University is placed under the direction of a council of six mem-\\nbers, called the royal council of public instruction. of which the minis-\\nter of public instruction is the otFicial president. Each councilor has the\\nspecial charge of one or more divisions of public instruction. Subordi-\\nnate to this council are the inspectors-general of the University, who are\\nrequired to examine, once a year, the institutions of every description,\\neach within a certain district assigned to him, and to transmit a report to\\nthe council.\\nThe University is composed of twenty-six Academies, each of which\\ncomprehends two, three, or more of the departments into which the king-\\ndom is divided, and contains one or more royal colleges. The presiding\\nofficer of each academy is the rector, who is appointed by the minister of\\npublic instruction, and is assisted by two inspectors and a council. The\\ngoverning body of each academy has the superintendence of all the com-\\nmunal colleges, institutions, pefts/ on5, (boarding schools,) Normal Schools,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0447.jp2"}, "448": {"fulltext": "2lQ PUBLIC INSTRUCTION IN FRANCE.\\nor schools for the education of teachers, and primary schools, within the\\ndistrict which the seminary comprehends.\\nBesides the superintending body, the academy includes the teaching\\ncorps, or faculties namely, the faculties of letters, science, medicine,\\nlaw, and theology, all of which, however, do not actually exist in every\\nacademy in some indeed, there is no organization of faculties. The\\nfaculties consist of a variable number of profes.sors, one of whom is dean,\\nand a committee of whom examine candidates for degrees. There are,\\nhowever, some institutions which are not subject to the jurisdiction of\\nthe University; as the College of France, the Museum of Natural Histo-\\nry, the Ecole des Charles, School of Oriental Languages, the French\\nInstitute, and societies of all kinds for the advancement of knowledge.\\nThe royal colleges are supported chiefly by the government, and the\\nsalaries ot the professors, which are generally from $400 to $800, are paid\\nfrom ihe budget of the minister of public instruction. The students are\\ndivided into two classes, the internes and e.vternes, or boarders and day-\\nscholars. The communal colleges are supported principally by the com-\\nmunes in which they are situate some of them have endowments, but\\nthe majority depend chiefly for their support on the fees paid by the stu-\\ndents. The professors or teachers receive but small salaries, varying\\nfrom $200 to $600.\\nA distinguishing feature of the system of public instruction in France,\\nis the appointment of all professors in all the colleges and lyceums, and\\nin the faculties of law, medicine, theology, and letters, and all institu-\\ntions of education above the primary school, by public competition (les\\nconcours.) A concours may last a few days only, or it may last for\\nmonths. The months of September and August are the months of vaca-\\ntion in the different colleges, and are usually devoted to the public com-\\npetition of candidates for any professorship or chair declared to be vacant\\nby the minister of public instruction. The judges are selected from\\namong the most distinguished scholars in France. The mode of con-\\nducting the trial varies with the department to be filled. But it embra-\\nces every mode by which the accuracy and extent of the attainments ol\\neach candidate in the study can be tested, as well as his ability to com-\\nmunicate his knowledge to classes of pupils. Each candidate is subject\\nto the criticism of his competitor. Every professor in all the colleges\\nand great schools of France has passed through this ordeal.\\nNearly all the higher schools of learning and science are concentrated\\nin Paris. Almost all the young men who want to complete their studies,\\nwhether in letters, law, medicine, or the arts, in short, in all those pre-\\nparatory to any learned or liberal career, are forced to live in the capital.\\nThis is attended with a disastrous result, in the neglect or discontinuance\\nof all domestic training and discipline, which can not be compensated by\\nany superiority of mental culture, secured by the concentration of able\\nmen, and all the means and appliances of superior education at the capital.\\nThere are six faculties of Catholic theology, at Aix, Bordeaux, Lyons,\\nParis, Rouen, and Toulouse; and two of Protestant theology, one of the\\nLutheran or Augsburg confession, at Strasburg, and another of the Cal-\\nvanist or Helvetic confession, at Montauban, under the academy of Tou-\\nlouse.\\nThe faculties of laAvare nine, at Aix, Caen, Dijon, Grenoble, Paris, Poi-\\ntiers, Rennes, Strasburg, and Toulouse. There are three faculties of\\nmedicine, at Grenoble, Paris, and Montpellier with seventeen secondary\\nschools of medicine.\\nThe faculties of science are nine in number, at Paris, Bordeaux, Stras-\\nburg, Caen, Toulouse, Montpellier, Dijon, Lyons, and Grenoble those ot\\nletters or literature, seven, at Paris, Strasburg, Bordeaux, Toulouse Ca-\\nen, Dijon, and Besangon.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0448.jp2"}, "449": {"fulltext": "PUBLIC INSTRUCTION IN FRANCE. 21 7\\nIn order to become a student in law or theology, a person must have\\ntaken the degree of bachelor of letters and a course of three years in\\neither faculty, is requisite to obtain the degree of bachelor for the de-\\ngree of doctor, four years; and to obtain the degree of doctor in divinity,\\nthe candidate must defend a final and general thesis. Candidates for\\nthe degree of doctor in medicine, must have taken the degree of bache-\\nlor of letters, and also of sciences, and must complete a course of four\\nyears. The faculties of law and medicine at Paris, are greatly distin-\\nguished. The former has sixteen professors, and had, in 1836, upward\\nof 3000 students the latter, twenty-seven professors, and in 1836, about\\n4000 students.\\nThe law ordains at least one elementary school in every commune, and\\nthose communes in which the population exceeds 6000, are required to\\nsupport one superior primary school, and are aided in opening infant\\nschools, evening schools, classes for adults, and high schools.\\nWhere the number of families of different sects is sufficient, the minis-\\nister of public instruction is authorized to grant permission, if advisable\\nso to do, to the commune to establish separate schools for the children of\\neach denomination.\\nBy a law passed in March, 1841, the duty of school attendance is made\\nobligatory. No young person below the age of twelve years can be em-\\nployed in any workshop or manufactory, unless his parents or guardians\\ntestify that lie actually attends some public or private school within the\\nlocality, and all such as were so employed at the date of this law, were\\nrequired to attend school till the age of twelve. All young persons above\\nthe age of twelve can be excused from attending a school, only in case a\\ncertificate can be given by the Mayor of their place of residence, that\\nthey have received the primary or elementary instruction. To meet the\\nwants of those adults, who have grown up without the advantages of\\nschool attendance, evening schools, and classes for adults, are establish-\\ned and provided for, by law.\\nThe central government, the departmental authorities, the municipal\\nauthorities, the religious authorities, the heads of families, have each their\\nsphere of action, and their influence in the administration of primary\\nschools.\\nThe local management of a primary school is intrusted to a committee\\nof the commune, consisting of the mayor, the president of the council,\\nthe cicre, or pastor, and one person appointed by the committee of the\\narrondissement in which the commune is situated.\\nThe general supervision of the schools of each arrondissement is as-\\nsigned to a committee of the arrondissement, which consists of the mayor\\nof the chief town, of the juge de paix, a pastor of each of the recognised\\nreligious sects, a professor of a college, or school of secondary instruction,\\na primary schoolmaster, three members of the council of the arrondisse-\\nment, and the members of the council-general of the department who\\nreside in the arrondissement.\\nThese committees meet once a month. The communal committees\\ninspect and report the condition of the schools in the commune to the\\ncommittee of the arrondissement. Some member of the committee of the\\narrondissement is present at each local inspection, and a report of the\\nwhole committee on the state of education in the arrondissement is made\\nannually to the minister of public instruction.\\nIn each department there is a commission of primary education, com-\\nposed of at least seven members, among which there must be a minister\\nof each of the religious denominations recognized by law, and at least\\nthree persons who are at the time, or have been, engaged in teaching\\npublic schools of secondary instruction. This committee is charged with\\nthe examination of all candidates for the certificate of qualification to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0449.jp2"}, "450": {"fulltext": "218\\nPUBLIC INSTRUCTION IN FRANCE.\\nteach primary schools, or to enter the Normal School of the department.\\nThese examinations must be public, at a time fixed, and notified by the\\nminister, and in the chief town of the department. The examination is\\nvaried according to the grade of school for which the candidate ap-\\nplies. With a certificate of capacity from this commission, the candi-\\ndate can teach in any commune in the department, without any local\\nexamination.\\nBesides these local committees the minister of public instruction ap-\\npoints an inspector for every department, with assistant inspectors, when\\nrequired by the exigences of the public service. The duty of the inspec-\\ntor is to visit every school in the department, at least once a year, and to\\ninquire into the state of the school-house, the classification, moral charac-\\nter, and methods of discipUne and instruction of each school. He must\\nleave a written memorandum of all deficiencies noted in his visit, for the\\nuse of the local committee, and report annually to the prefect of the\\ndepartment, and through him to the minister. This stimulates and\\nencourages teachers, as well as communes, and informs the minister of the\\ntrue wants of diflerent localities, as well as the deficiencies of the law.\\nThe inspectors are required to pay particular attention to the Normal\\nSchools in their several departments. The inspector has a salary of two\\nthousand francs, and an allowance of three francs a day for traveling\\nexpenses, and one franc for every school visited. In 1843 there were\\neighty-seven inspectors, and one hundred and fourteen sub-inspectors;\\nand the number of communes visited by them in that year, was 30,081,\\nmaking 50,986 visits to schools.\\nThe resources of the state, the departments, the communes, and the\\ncontributions paid by parents, combine to insure the creation and main-\\ntenance of the school. Every commune must provide a school-house\\nand residence for the school-master, and to the first expense of this outfit,\\nthe state contributes one third. Every teacher must have a lodging, or\\nits equivalent in money, and a fixed salary of 200 Irancs, or 400 francs,\\n(from $40 to 180,) according to the grade of school, in addition to the\\nmonthly fees paid by parents, and collected by the commune. If the\\ncommune refuses, or neglects to provide by tax on the property of the\\ncommune, the government imposes and collects the same. If the com-\\nmune, on account of poverty or disaster to crops or depression in business,\\ncan not raise its necessary sum, the department to which it belongs must\\nprovide it, and if the revenues of the department are not sufiicient to sup-\\nply the deficiencies of all the communes, the deficit must be supplied by\\nthe state. In every department, the prefect and general-council, annually\\ndraw up in concert a special estimate in which the expense of primary\\ninstruction is fixed, and necessary revenue provided. In each commune,\\nthe Mayor and municipal council make a special estimate of the same\\nkind and at the same time fix the monthly tuition-fee to be paid by each\\nparent.\\nEvery department must by itself, or in concert with adjoining depart-\\nments, support a Normal School, to supply the annual demand tor teach-\\ners of primary schools. The sum to be expended on a Normal School,\\nfor the salaries of teachers, apparatus, and bursaries, or scholarships in aid\\nof poor pupils, is not left with the department to fix, but is regulated by\\nthe council of public instruction. The salary of the Director is borne by\\nthe state and department combined; that of the assistant teachers by the\\ndepartment. The expense of the normal pupils for board is borne by\\nthemselves, unless they enjoy an exhibition or scholarship, founded by the\\nstate, department, university, commune, or by individual benevolence.\\nThe scholarships are sometimes divided so as to meet, in part, the expense\\nof two or three pupils. In 18 16, there were ninety-two Normal Schools,\\nseventy-six of which were for the educationof schoolmasters, and sixteen", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0450.jp2"}, "451": {"fulltext": "PUBLIC INSTRUCTION IN FRANCE. 219\\nfor the education of schoolmistresses. To fifty-two of these schools\\nenough land is attached to teach agriculture and horticulture.\\nThe course of instruction in these elementary schools, embraces Moral\\nand Religious Instruction, Reading, Writing, the elements of Arithmetic,\\nelements of the French Language, legal system of Weights and Meas-\\nures, Geography, (particularly of France,) History, (particularly of\\nFrance,) Linear Drawing, and Singing. In the superior primary schools,\\nor High School, the above course is extended so as to embrace Modern\\nLanguages, Book-keeping, Perspective Drawing, Chemistry, and the\\nMathematics, in their application to the arts. There is a special course\\nof instruction open in evening schools, to those children and youth who\\ncan not attend the day school and in evening classes for adults, whose\\nearly education was neglected, or who may wish to pursue particular\\nstudies connected with their pursuits as artizans, manufacturers, and\\nmaster-workmen.\\nProvision is made to encourage teachers to form associations, and to\\nhold frequent conferences for improvement in their professional knowl-\\nedge and skill, and to found libraries of books on education.\\nIn each department a fund is accumulating for the relief of aged teach-\\ners, and of the widows and children of teachers, who die in the exercise\\nof their important functions. Each master must subscribe one twenti-\\neth part of the salary he receives from the commune and the sura-total\\nwhich he subscribes, together with the interest upon it, is returned to\\nhim when he retires, or to his widow and children, when he dies.\\nThe government awards medals of silver and bronze to those masters\\nwho distinguish themselves in the management of their schools. This\\nencourages and stimulates them to continued efforts, and connects them\\nin an honorable way, with the government and the nation.\\nThe whole charge to the State of the department of public instruction,\\naccording to the Budget of 1838, was 19,005,673 francs, or nearly $4,000^\\n000, which was distributed as follows\\nFrancs.\\nCentral Administration, 686,623\\nGeneral Services, 238,000\\nDepartment and Academic Administration, 919,900\\nSuperior Instruction, faculties, 1,9~2 050\\nSecondary Instruction, 1,655.600\\nElementary Instruction, general fund, 1,600.000\\ndo. do. additional, 3.500,000\\nPrimary Normal School, 200,000\\nLiterary and Scientific establishments, 7,676.500\\nSubscriptions to Literary Works, c 557,000\\nTotal, 19.005,673\\nor $3,800,354.\\nThis does not include the sum to be raised in the departments and com-\\nmunes, or contributed by parents.\\nFrom the reports of the Minister of Public Instruction, for 1843, it\\nappears that in the ten years, from 1833 to 1843. France expended the\\nsum of \u00c2\u00a32,565,883 (about $1 1,000,000.) on the erection of school-houses,\\nand residences for teachers. In 1843, the expenditure for the current\\nexpenses of her educational establishments was a little short of $4,000,000,\\nindependent of the sum paid by the communes, individuals, and parents in\\nschool fees, which amount to near $5,000,000. Even this sum was found\\ninsufficient, and since that date the appropriation has been increased. In\\n1833 there was one person in every eighteen of the population, receiving\\neducation, while in 1843, there was one in every ten. But the primary\\nschools are far from reachincp the excellence which characterizes the ele-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0451.jp2"}, "452": {"fulltext": "220\\nPUBLIC INSTRUCTION IN FRANCE.\\nmentary schools of Germany. Much is yet to be done to carry out the\\nliberal provision of the law.\\nIn a late Report, (1849,) on the state of common school instruction in\\nGermany, to the President of the Society for Elementary Instruction in\\nFrance, by A. Hennequin, late inspecteur d academie, the following\\nfive Questions are all answered in the affirmative, by the author:\\nIs the inspection of schools better practised in Germany than in France\\nAre tiie common schools in Germany superior to ours\\nAre the people in Germany better instructed than in France\\nAre the German teachers superior to the French teachers\\nAre the methods of instruction in Germany better than ours\\nA volume of 756 pages was published at Breslau, in 1848, by L. Hahn,\\non the schools and school-system of France. The author has resided\\nmany years in Paris, as a teacher, and has had access to the latest offi-\\ncial information. Although much has been done since 1833, to improre\\nthe primary schools, the author thinks that their condition in respect to\\nschool-houses, attendance of children, universality and quality of instruc-\\ntion given, and the qualifications, social and pecuniary position of the\\nteachers, is far behind that of the same grade of schools in Germany.\\nThe Normal Schools are accomplishing much good, but they have not\\nbeen able yet to supply a majority of the communes with well-trained\\nteachers. The Normal Schools at Versailles, and Strasbourg, are pro-\\nnounced the best in France, and the latter especially, is regarded as mak-\\ning the nearest approach to the best teachers seminaries in Germany.\\nThe following tables will exhibit the working of this great system of\\npublic instruction in several important particulars.\\nTABLE I.\\nEXHIBITING THE NUMBER OP SCHOOLS EMBRACED IN THE UNIVERSITY OP FRANCE IN 1837.\\nAix,\\nAmiens,\\nAngers,\\nBesancoD,\\nBordeaux,\\nBourges,\\nCaen,\\nCahors,\\nClermont,\\nDijon,\\nDonai,\\nGrenoble,\\nLimoges,\\nLyons,\\nMetz,\\nMontpelier,\\nNancy,\\nNimes,\\nOrleans,\\nParis\\nPan,\\nPoictiers,\\nRennes,\\nRouen,\\nStrasburg,\\nToulouse,\\nTotal 861 41\\n160\\n121\\n118\\n110\\n13| 170\\n12 129\\n15\\n22\\n42\\n13\\n12\\n14\\n11\\n20\\n15\\n23\\n14\\n39\\n24 1 241\\n180 1629\\n212\\n90\\n287\\n88\\n131\\n133\\n88\\n276\\n190\\n199\\n110\\n365\\n57\\n130\\n346\\n164\\n121\\n112\\n626 5779 8870\\n230\\n180\\n110\\n160\\n120\\n120\\n290\\n160\\n292\\n150\\n110\\n141\\n220\\n264\\n240\\n256\\n260\\n226\\n286\\n3324\\n90\\n201\\n407\\n491\\n203\\n239\\nTo\\n10\\n18\\n15\\n9\\n16\\n9\\n12\\n20\\n21\\n7\\n9\\n6\\n5\\n17\\n15\\n10\\n5\\n19\\n10\\n14\\n18\\n9\\n12\\n9\\n41\\n50\\n17\\n21\\n54\\n21\\n25\\n47\\n30\\n36\\n43\\n25\\n18\\n52\\n26\\n36\\n25\\n26\\n31\\n251\\n32\\n34\\n35\\n68\\n15\\n55\\n318 1461114 54 42,318\\n1,659\\n2,697\\n1,212\\n1,671\\n1,209\\n532\\n2,340\\n1.451\\n1,121\\n1,855\\n2,643\\n1,120\\n264\\n1,470\\n1,541\\n1,766\\n2.444\\n1,594\\n730\\n4.203\\ni;734\\n1,536\\n941\\n1,712\\n1,543\\n1,327", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0452.jp2"}, "453": {"fulltext": "PUBLIC INSTRUCTION IN FRANCE. 221\\nTABLE II.\\nSHOWING THE CONDITION OP PRIMARY EDUCATION IN THE DIFFERENT COMMUNES, IN 1843.\\nNumber of arrondissements 363\\nNumber of communes 37,038\\nPopulation 34,230,178\\nNumber of communes provided with a primary school 34,578\\nPopulation of the communes provided with primary schools 33,080,002\\nNumber of communes not yet provided with a primary school 2,460\\nPopulation of the communes not yetprovided with primary schools 1,150,176\\nNimiber of communes who require several primary schools, and\\nwho possess only one 23\\nNumber of communes who are required by law to support one supe-\\nrior primary school 290\\nNumber of communes who ought to support superior primary\\nschools, and who do support them 222\\nPopulation of these communes 4,177,047\\nNumber of communes who ought to support several superior prima-\\nry schools, and who support only one 23\\nNumlDer of communes who are not required by law to support a\\nsuperior primary school, and who do support one 103\\nTotal number of primary schools, elementary and superior, for boys\\nand girls, established in France in 1843 59,838\\nTotal number of primary schools in the 86 departments of France,\\nvisited in 1843 by the 87 inspectors and 113 sub-inspectors 50,936\\nIn addition to these schools for the youth there ought to be added 6,434 class-\\nes for the laborers, which are conducted by the primary school teachers in the\\nevenings, after the day s work, or on the Sunday, and in which 95,064 adult\\nlaborers received instruction in 1843 and also a great number of infant schools\\nwhich have been recently opened in the departments, and which are receiving\\ngreat encouragement and attention from the Government.\\nTABLE III.\\nSHOWING THE NUMBER OP PRIMARY SCHOOLS BELONGING TO THE DIFFERENT SECTa.\\nPrimary scnools spe\\ncially set apart for\\nthe Roman Catholics\\nPrimary schools spe-\\ncially set apart for\\nthe Protestants\\nPrimary schools spe-\\ncially set apart for the\\nJews\\nMixed schools open\\nfor all three sects\\nf Public schools\\nPrivate schools\\nPublic schools\\nl_ Private schools\\nr Public schools\\nPrivate schools\\nr Public schools\\n[^Private schools\\nBoys\\nGirls\\nBoys\\nGiris\\n5 Boys\\nGiris\\nS Boys\\nGiris\\nBoys\\nGiris\\n(Boys\\nGiris\\n(Boys\\nGiris\\n(Boys\\nGiris\\n33 207\\n7,660\\n7,098\\n8,847\\n702\\n59\\n163\\n156\\n948\\n107\\n326\\n450\\nj 40,867\\nI 15,945\\n761\\n39\\n37\\n78\\n055\\n776\\nTotal number of Primary Schools in France, in 1843,\\n56,812\\n1,080\\n115\\n1,831\\n59,838", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0453.jp2"}, "454": {"fulltext": "222 PUBLIC INSTRUCTION IN FRANCE.\\nThe number of the Roman Catholic population of France being 33,050,178,\\nit follows, (see Table I.,) that in 1843, there was one primary school for every\\n581 Roman Catholics.\\nI he number of the Protestant population of France being 1,000,000, it fol-\\nlows, that in 1843, there was one primary shool for every 1,018 Protestants.\\nThe reason why the proportion of schools for the Protestants to their numbers\\nis so small is, that very many of this sect attend the mixed schools.\\nThe number of Jews being 80,000, it follows, that there was one school for\\nevery G95 Jews.\\nTABLE IV.\\nSHOWING THE NUMBER Or CHILDREN IN ATTENDANCE AT THE FRIMARY ECBOOLS Of\\nFRANCE, IN 1843.\\nNumber of Scholars at the Public Elementary Primary\\nSchools for Boys,\\nDirected by Lay Schoolmasters, 1,699,586\\nSchoolmasters, members of Religious 1,857,017\\nSocieties, 157,431\\nNumber of Scholars at the Public Superior Primary\\nSchools for Boys,\\nDirected by Lay Schoolmasters, 15,092\\nSchoolmasters, members of Religious So- 15,448\\ncieties, 356^\\nNumber of Scholars at the public Schools for Girls,\\nDirected by Lay Schoolmistresses, 230,213\\nSchoolmistresses, members of Religious 534,960\\nSocieties, 304,747.^\\n:i\\nNumber of Scholars at the Private Elementary Primary\\nSchools for Boys,\\nDirected by Lay Schoolmasters, 230,383\\nSchoolmasters, members of Religious So- 272,935\\ncieties, 42,552)\\nNumber of Scholars at the Private Superior Primary\\nSchools for Boys,\\nDirected by Lay Schoolmasters, 3,469\\nSchoolmasters, members of Religious So- 4,272\\ncieties, 803)\\nNumber of Scholars at the Private Primary Schools for\\nGirls,\\nDirected by Lay Schoolmistresses, 278,637 1\\nSchoolmistresses, members of Religious 479,665\\nSocieties, 201,028)\\nTotal number of Scholars at all the Primary Schools,\\nDirected by Lay Schoolmasters or Schoolmistresses, 2,457,380)\\nSchoolmasters or Schoolmistresses, mem- 3,164,297\\nbers of Religious Societies, 706,917\\nTotal number of children attending the Primary Schools in 1843, 3,164,297\\nTotal number of children admitted gratuitously into the Com-\\nmunal Schools in 1843 763,820\\nTotal number of children who paid something monthly for their\\neducation in 1843, 2,400,447", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0454.jp2"}, "455": {"fulltext": "PUBLIC INSTRUCTION IN FRANCE. 223\\nTABLE V.\\nSHOWINO THE NUMBER AND CONDITION OF THE CLASSES FOR ADULTS, FOR YOCNO GIRLS,\\nAND FOR VOUNO APPRENTICES IN FRANCE, IN 1843.\\nNumber of classes for Adul is, 6,434\\nYoung Girls, 160\\nApprentices 36\\nNumber of Infant Schools,\\nPublic, 685) ..f,a\\nPrivate, 804 J\\nNumber of Scholars,\\nIn the classes for Adults 95,064\\nYoung Girls, 5,908! mfidio\\nSchools for Apprentices, 1,268 f \u00e2\u0096\u00a0^y\\nInfant Schools, 96,192j\\nNumber of communes in which there are Adult Classes, 6,043\\nNumber of Adult Classes,\\nfor Men, 6,266\\nWomen, 168\\nNumber of persons who frequent ihem,\\nfor Men, 9,451\\nWomen, 4,6I3\\nNumber of Classes directed by\\nSchoolmasters belonging to a Religious Society, 125\\nSchoolmistresses, 51\\nNumber of Adiilt Classes in which are taught\\nMoral and Religious Instruction, 3,331\\nReading, 5,035\\nWriting, 4,483\\nArithmetic, 4,456\\nSystem of Weights and Measures, 3,857\\nLinear Drawing, 271\\nVocal Music, 107\\nResources of these Classes,\\nSums furnished by the Communes, 136,836 Francs.\\nDepartments, 38,350 V 201,886\\nState 26,700)\\nTABLE VI.\\nSHOWING THE NUMBER AND COURSE OF INSTRUCTION IN THE NORMAL 8CH00LS OF\\nFRANCE, IN 1843.\\nNumber of Normal Schools thoroughly organized, 78\\nNumber to which a garden is joined for the purpose of teaching the\\npupils the culture of trees, 52\\nNumber of Professors in these schools, 495\\nincluding the Directors, 573\\nNumber of hours devoted weekly to the different branches\\nof education let Year. 2d Year. 3d Year.\\nMoral and Religious Instruction 2| 2J 2f\\nReading, 3f 3 2\\nWriting, 4^ 4i 4\\nStudy of the French Language, 6 5J 4i\\nHistory and Geography, 3i 4^ 3i\\nArithmetic 5 3j 3\\nUse of the Globes, 2 2i 2\\nElements of Practical Geometry, 4 3i 3j\\nElements of Physics and Natural History, 2\\\\ 2f 3i\\nMechanics, 2 2i 3\\nSurveying, 2 2i 3\\nLinear Drawing, 3j 4 4i\\nMethods of teaching, If If 2j\\nVocal Music, 3^ Sj 3i\\nCivil Law 2 U U\\nCulture of Trees IS 1| U", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0455.jp2"}, "456": {"fulltext": "224 PUBLIC INSTRUCTION IN FRANCE.\\nTABLE VII.\\nSHOWING THE STATE OF SECONDARY EDUCATION IN 1843.\\nNumber of Colleges. Royal, 46 _\u00e2\u0080\u009e\\nCommunal, 312 J\\nNuraberof Scholars in Colleges 44,091\\nNumber oi Institutions of Secondary Education, 102\\nBoarding Schools 914\\nPrivate Establishments 1,016\\nPublic and Private 2|390\\nNumber of Scholars in the Institutions which follow the\\ncourse of a College, 6,066\\nNumber of Scholars in the Institutions which do not fol- 31,3lC\\nlow the course of a College, 25,250\\nNumber of Secondary Pupils, 69,341\\nPopulation of the Departments, 1842, 34,194,875\\nProportion in each Department between the population and the\\ntotal number of establishments of Secondary Educa-\\ntion, 1 estab. for 24,887\\nNumber of Scholars in establishments of Secondary Educa-\\ntion, 1 493\\nNumber of Young Men between eight and eighteen in each De-\\npartment, 3,182,397\\nProportion between the total number of Young Men between\\neight and eighteen, and the total number of pupils in Secon-\\ndary Establishments in each Department, 1 school for 45 young men.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0456.jp2"}, "457": {"fulltext": "HISTORY\\nNORMAL SCHOOLS IN FRANCE.\\nThe first movement in France toward the professional training of teach-\\ners was made in 1794, by an ordinance of the National Convention, estab-\\nlishing in Paris an institution to furnish professors lor colleges and the\\nhigher seminaries. In this seminary several of the ablest teachers and\\nmen of letters and science gave lectures in the following year, after which\\nthe course of instruction was suppressed, and not revived till 1S08. In\\nthat year Napoleon re-established the school* iti the ordinance creating\\nthe -Imperial University of France. The ordinance of March 11, 1808,\\nrecognizes the necessity of some professional training for teachers of ele-\\nmentary schools, when it enjoins that measures shall be taken by the\\nUniversity that the art of teaching children to read, write and cipher, is\\npracticed henceforth only by masters capable of communicating easily and\\naccurately the elements of all knowledge necessary to every human\\nbeing.\\nIn 1810 the first seminary designed for teachers of elementary schools.\\nwas established at Strasbourg, through the liberality of Count de Lezai\\nMarnesia, and the co-operation of the Rector of the Academy, and the\\nprefect of the department of the Lower Rhine. It opened in 1811 as a\\nNormal class of primary school teachers. No pupil was admitted who\\nA/as under sixteen yearsof age. or over thirty, or who was not acquainted\\nwith the studies pursued in elementary schools. The course embraced\\nfour years, and included as wide and thorough range of studies as is now\\nrequired in the best Normal Schools of France. The number of pupils\\nwas limited to sixty, and those who enjoyed the benefit of a bourse, or\\nscholarship, came under obligation to teach at least ten years in the\\nschools of the department. Those scholarships were founded partly by\\nindividual liberality, and partly by the department, and by the communes,\\nwhich sent candidates to the school. Under the organization established\\nin 1810, with such modifications as experience suggested, this school has\\ncontinued to exert a powerful influence on the cause of popular educa-\\ntion through that section of France, and it now ranks not only as the old-\\nest, but one of the best in Europe. The department of Upper Rhine,\\nwitnessing the results of this experiment in the neighboring communes,\\nappropriated six thousand francs to found scholarships, for the benefit ot\\na certain number of candidates in the seminary at Strasbourg. Accord-\\ning to a Report of M. Guizot to the King, in 1833, it appears that the\\nstate of primary education in the two departments constituting the Acad-\\nSee description of tlie Paris Normal School, page 120.\\n16", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0457.jp2"}, "458": {"fulltext": "22(3 HISTORY OF NORMAL SCHOOLS IN FRANCE.\\neray of Strasbourg, was far in advance of any other section of France.\\nGood schools were more numerous; fewer communes were destitute of\\nschools; and the slow and defective method of individual instruction had\\ngiven place to more hvely and simultaneous methods of class instruction.\\nIn all respects the superiority of the popular schools is striking, and the\\nconviction of the people is as general that this superiority is mainly due\\nto the existence of this Normal School.\\nThe establishment of two Normal Schools for the departments of Mo-\\nselle and Meuse, in 1820, was followed by the same results, the estab-\\nlishment of schools in communes before destitute, and the improvement\\nof schools already in operation, by the introduction of better methods. In\\n1828 a new impulse was given to educational improvement by public-\\nspirited individuals and teachers associations in Paris, and other parts of\\nFrance, which led to the establishment of a fourth Normal School in the\\ndepartment of Vosges, and a fifth in that of Meuth. About the same\\ntime a Normal course of instruction was opened in the college of Charle-\\nville, for the department of Ardennes, and the foundations of superior\\nNormal Schools were laid ai Dijon, Orleans, and Bourges, as well as a\\nTraining School for the Brothers of the Christian Doctrine at Rouen. At\\nthe close of 1829, there were thirteen Normal Schools in operation. The\\nmovement already commenced, received a new impulse in the right direc-\\ntion by the Revolution of 1830, which in this respect was as beneficent as\\ndie Revolution of 1791 vv^as disastrous. In the three years immediately\\nfollowing the change of dynasty in 1830, thirty-four new Normal Schools\\nwere established in different sections of France, and wherever they were\\nestablished they contributed to the opening of primary schools in com-\\nmunes before destitute, and of diffnsing a knowledge of better methods\\namong teachers who did not resort to these seminaries. But the most\\nauspicious event was the publication of M. Cousin s Report on the con-\\ndition of Public Instruction in several of the States of Germany, and espe-\\ncially in P l^tissia, in 1832. A considerable portion of this report was\\ndevoted to an account of the best Normal School of Prussia, and to the\\nmost emphatic recommendation of the same policy in France. The fol-\\niowing valuable suggestions were made on this subject, most of which\\nwere subsequently embodied in the Law of Primary Instruction, and the\\nRegulations of the Minister relating to Normal Schools.\\nI have already remarked, that as every commune must have its pri-\\nmary school, so every department must have its primary Normal School.\\nIf the same law which shall render the former imperative on the com-\\nmunes, should render the latter equally imperative on the departments,\\nwe should have made a great advance. If the law does not go so far as\\nthat, you must at all events come at the same results by administrative\\nmeasures; you must require every council-general of a department,\\nthrough the medium of the prefect, to vote funds for the establishment of\\na primary Normal School, under condition of binding yourself to contrib-\\nwte a greater or less portion of the total expenditure, and to take upon\\nSee Course of Instruction in the Normal School at Strasbourg, page 130.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0458.jp2"}, "459": {"fulltext": "IIISTOaY OF NORMAL SCHOOLS IN FRANCE. 227\\nyourself, 1. the salary of the director, whom you would nominate; 2. the\\nbooks, maps, and instruments necessary for the use of the students. It\\nmust be laid down as a principle, tiiat every department must have its\\nNormal School but that school should be proportioned to the extent and\\nthe wealth of the department, and it may, with equal propriety, be small\\nin one and large in another. I take the liberty of referring to a very\\nsimple and very economical plan on which a primary Normal School may\\nat first be organized.\\nChoose the best-conducted primary school in the department, that\\nwhich is in the hands of the master of the greatest ability and trust-wor-\\nthiness. Annex to this school a class called Normal, in which this same\\nmaster shall teach his art to a certain number of young men of the de-\\npartment, who are willing to come to it to form themselves for school-\\nmasters. None should be admitted till after an examination, made by a\\ncommission appointed by you. This commission must send you the re-\\nsults of its labors and it would be well that the admission of the students\\nto the primary Normal School should be signed by you, as is the case in\\nthe admission of*students to the great Normal School for the instruction\\nof the second degree. This small Normal School ought never to be placed\\nin a very large town, the influence of which would be adverse to that\\nspirit of poverty, humility and peace, so necessary to the students. There\\nis no objection to their being day-pupils, provided they are responsible for\\ntheir conduct outoftlie house. Nor is it necessary that all should receive\\nexhibitions, or purses, especially whole purses. In all small towns there\\nare families in which a young man may be boarded and lodged for about\\n:iOO francs a year, ($60;) so that 3000 francs, (^600,) prudently divided\\ninto whole, half, and quarter purses, would easily defray the cost often or\\nfifteen students. Give the master the title of Director of the Normal\\nSchool, which would be a real gain to him, inasmuch as it would increase\\nhis consideration and for the additional labor you impose upon him, give\\nhim a salary of 700 or 800 li-ancs. Add a yearly allowance of 400 or -500\\nfrancs for books, maps, and other things required in teaching and thus,\\nfor 5000 francs, ($1000,) at the utmost, you have a small Normal School,\\nwhich will be extremely useful to the department. The pupils should be\\n])ermitted to leave it if they choose, in a year, provided they be able to go\\nthrough the examination at quitting, on which depends their obtaining\\nthe brevet of primary teacher. Yes, it rests with you, by means of a\\ncircular to this effect, addressed to all the prefects of the kingdom, to have\\nin a few months, eighty-four small primary Normal Schools in France.\\nThe plan which I propose does not commit you to any future measures,\\nyet it at once covers France with Normal Schools which will supply our\\nfirst wants. It is for time, zeal, intelligence, and perseverance to do the\\nrest. There must always necessarily be a great difference among the\\nNormal Schools of our eighty-four departments; but the best way is, to\\ngo on gradually improving, in proportion as experience shows you what\\nis required. Even with this wise tardiness, three or four years will suffice\\nto improve all these small Normal Schools, and to raise a great number\\nlo the rank of complete great Normal Schools.\\nThe difference between a great and a small Normal School consists in\\nthis a small Normal School is only an appendage to a primary school,\\nwhilst a great Normal School is an establishment subsisting by and for\\nitself, to which a primary school (and if possible that should comprise\\nboth an elementary and a middle school) is annexed.\\nThis difference gives the measure of all other differences. In the\\nsmall Normal School there are only day-pupils, or at most a few board-\\ners. In the great, the majority may be boarders. In the one, the course\\nmay be terminated in a year in the other, it should extend through two\\nyears, as at Bruhl and even, in time, according to the resources of the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0459.jp2"}, "460": {"fulltext": "228 HISTORY OF NORMAL SCHOOLS IN FRANCE.\\ndepartments and the progress of public education, it might embrace three\\nyears, as in most of the great Normal Schools of Prussia, Potsdam, for\\nexample. The departments must be the judges of their resources and ot\\ntheir wants. A department which wants twenty schoolmasters a year,\\nand which has a certain number of middle or burgher schools, as well as\\nmany elementary schools, can very well receive twenty pupils a year\\nwhich, supposing the course to occupy two or three years, amounts to forty\\nor sixty pupils at a time in the school. Then there must be accommoda-\\ntion ibr boarding them, a large building, a greater number of masters,\\nmore exhibitions, (bourses,) more expense of every sort.\\nIn the hope that the few great primary Normal Schools we already\\npossess will soon be succeeded by others, I beg your attention to the fol-\\nlowing maxims, deduced from general experience, and from all the data\\nI have accumulated here.\\nI. To begin by giving instructions rather than rules to confine your-\\nself in these instructions to the establishing of a few essential points, and\\nto leave the rest to the departmental committee. To discuss and decide\\nthis small number of points in the royal council not 1)o multiply them,\\nbut inflexibly to enforce their execution. The fewer they are, the more\\neasy will this execution be, and the more susceptible will they be of ap-\\nplication to all the Normal Schools of France so that there would be a\\ncommon groundwork for all a unity, which, passing from the Normal\\nSchools into the whole body of popular education, would have a beneficial\\ninfluence in strengthening the national unity. At the same time, this\\nunity would not be prejudicial to local diversities for the departmental\\ncommittee would be desired to apply your general instructions according\\nto the peculiar manners or usages ol the department. From the combina-\\ntion of the uniformity of these instructions, with the diversity of arrange-\\nments which the prudence and intelligence of the committee, and the\\nexperience of each year, will recommend, a set of regulations for each\\nNormal School will gradually arise, more or less definitive, and therelbre\\nfit to be made public. The plan of study of the great Normal School at\\nParis, for the supply of the royal and communal colleges, is the fruit of\\nfifteen years experience. This school, which was founded in 1810, had\\nno written laws till 1815. We made important modifications in those\\nlaws at the Revolution of 1830, and it was not till then that we ventured\\nto print them, as the result, nearly definitive, or at least likely to endure\\nfor some time, of all the experiments successively tried. Let us imitate\\nthis caution, and begin with a simple set of instructions from the minister.\\nRules for the studies and the discipline will gradually arise. Every year\\nwill modify them. The important thing is, to exact an accurate account\\nof the proceedings and results of the year, drawn up by the director, and\\ntransmitted to you, together with all the necessary documents, by the de-\\npartmental committee and the prefect, who will subjoin their own opinion.\\nThen, and then only, you will interpose your authority, with that of tlie\\nroyal council, which will revise this report every year at the vacation, and\\npronounce on the improvements to be introduced.\\nII. To attach the greatest possible importance to the choice of a director.\\nIt is a principle generally established in Prussia, that the goodness of a\\nNormal School is in exact proportion to the goodness of the director just\\nas the primary school is what its master is. What constitutes a Normal\\nSchool is noi a fine building; on the contrary, it is not amiss that it should\\nnot be over commodious or splendid. It is not even the excellence of the\\nregulations, which, without a faithful and intelligent execution of them,\\nare only a useless hit of paper. A Normal School is what its director is.\\nHe is the life and soul of it. If he is a man of ability, he will turn the\\npoorest and humblest elements to account if he is incapable, the best\\nand most prolific will remain sterile in his hands. Let us by no mcEuas", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0460.jp2"}, "461": {"fulltext": "HISTORY OF NORMAL SCHOOLS IN FRANCE. 229\\nmake our directors mere house-stewards. A director ought to be at the\\nhead of the most important branches of instruction, and to set an example\\nto all the other masters. He must iiave long fulfilled the dutiesof a mas-\\nter first, in different classes of a Normal course of education, so that he\\nmay have a general knowledge of the whole system secondly, in several\\nNormal Schools, so that he may have experience of difficulties of various\\nkinds; lastly, he must not be placed at the head of a Normal School oi\\nthe highest class, till he has been director of several of an inferior class,\\nso as to graduate promotion according to merit, and thus keep up an hon-\\norable emulation.\\nIII. An excellent practice in Germany is, to place the candidates, im-\\nmediately on their leaving the Normal School, as assistant masters in\\nschools which admit of two. The young men thus go through at least a\\nyear of apprenticeship. a very useful novitiate they gain age and ex-\\nperience, and their final appointment depends on their conduct as assist-\\nant masters. I regard every gradation a? extremely useful, and I think\\na little graduated scale of powers and duties might be advantageously\\nintroduced into primary instruction.\\n1st. Pupil of a Normal School admitted after competition, holding a\\nmore or less high rank in the examination list at the end of each year,\\nand quitting the school with such or such a number. 2d. Same pupil\\npromoted to the situation of assistant master. 3d. Schoolmaster succes-\\nsively in different schools rising in salary and in importance. 4th. After\\ndistinguished services, master in a primary Norma! School. 5th. Lastly,\\ndirector of a school of that class, with the prospect of gradually rising to\\nbe director of a numerous and wealthy Normal School, which would be a\\npost equal to that of professor of a royal college. The human soul lives\\nin the future, it is ambitious, because it is infinite. Let us then open to\\nit a progressive career, even in the humblest occupations.\\nIV. We can not be too deeply impressed with this truth that paid\\ninstruction is better than gratuitous instruction. The entire sum paid for\\nboard at a Normal School must be extremely moderate, for the young\\nmen of the poorest classes to be able to pay it. We must give only quar-\\nter or half exhibitions, (^bourses,) reserving two or three whole ones for\\nthe two or three young men, out of the fifteen admitted annually, who\\nstand first on the list and even this should not be continued to them the\\nsecond year, unless their conduct had been irreproachable and their appli-\\ncation unremitting.\\nOn the same principle as that laid down above, the elementary school\\nannexed to the Normal School ought not to be entirely gratuitous it\\nought to have no other masters than the forwardest pupils of the Normal\\nSchool, acting under the direction of their masters. The profits of the\\nelementary school for practice would go to diminish the total cost of the\\nNormal School. As for the middle school for practice, it would be con-\\ntrary to the principle of all middle schools to have it gratuitous.\\nV. Divide the studies of all Normal Schools into two parts: during\\nthe first, the pupils should be considered simply as students, whose ac-\\nquirements are to be confirmed, extended, and methodized: during the\\nsecond, as masters, who are to be theoretically and practically taught the\\nart of teaching. If the Normal course only lasts a year, this part of it\\nought to occupy at least six months if it lasts two years, it ought to oc-\\ncupy a year if three years, it would still occupy only a year. The stu-\\ndents in this last year would give lessons in the elementary and middle\\nschools annexed to the Normal School.\\nVI. The examination at quitting ought to be more rigid than that at\\nentering the school. The important thing is to have young men of good\\ncapacity, even if they know little; for they will learn rapidly; while\\neome, who might not be deficient in a certain quantity of acquired know-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0461.jp2"}, "462": {"fulltext": "2bU HISTORY OF NORMAL SCHOOLS IN FRANCE.\\nledge, but were dull or wrong-headed, could never be made good school-\\nmastera. No latitude whatever must be left to the Commission of Exam-\\nination at departure. Here, intelligence must show itself in positive\\nattainments, since opportunit}^ to acquire them has been given. Nothing\\nbut negligence can have stood in their way, and that negligence would\\nbe the greatest of all faults. This latter examination, therefore, must be\\ndirected to ascertain the acquired, and not the natural fitness. But in\\nthe examination on entering, I wish that the Commission should more\\nparticularly inquire into the talents and natural bent, and. above all, into\\nthe moral character and disposition. A little discretionary power ought\\nto be confided to it. This applies more especially to those Normal\\nSchools, the course of which lasts two or three years. Three years of\\nstud} will not give intelligence but they will give all the necessary\\nattainments in abundance.\\nVII. It is my earnest desire, that conferences* should be formed among\\nthe schoolmasters of each canton. I wish it, but have but little hope of it,\\nat least at first. Such conferences suppose both too great a love for their\\nprofession, and too great a familiarity with the spirit of association. A\\nthing much more easy to accomplish is, that during the vacations of the\\nprimary schools, a certain number of masters should repair to the Normal\\nSchool of the department to perfect themselves in this or that particular\\nbranch, and to receive lessons appropriate to their wants, as is the case\\nin Prussia. This time would be ver} usefully, and even very agreeably\\nemployed for the young masters would be brought into contact with\\ntheir old instructors and companions, and would have an opportunity of\\nrenewing and cementing old friendships. Here would be an interesting\\nprospect for them every year. For such an object, we must not grudge\\na little expense for their journey and their residence. I should therefore\\nwish that the vacations of the primary schools, which must be regulated\\nby certain agricultural labors, should always precede those of the primary\\nNormal Schools, in order that the masters of the former might be able to\\ntake advantage of the lessons in the latter, and might be present at the\\nparting examinations of the third year, v/hich would be an excellent ex-\\nercise for the young acting masters.\\nI am convinced of the utility of having an inspector of primary schools\\nfor each department, who would spend the greater part of the year in\\ngoing from school to school, in stirring up the zeal of the masters, in giv-\\ning a right direction to that of the communal committees, and in keeping\\nup a general and very beneficial harmony among the maires and the\\ncures. It is unnecessary for me to say, that this inspector ought always\\nto be some old master of a Normal School, selected for his talents, and\\nstill more for his tried character. But if this institution, which is univer-\\nsal in Germany, were not popular among us, nearly the same results\\nmight be obtained by authorizing the director, or in default of him, some\\nmasters of the Normal School, to visit a certain number of the schools oi\\nthe department every year, during the vacation of their own school, and\\nto do what would be done by the inspector above named. They would\\nfind great facilities from their old habits of intercourse and friendship with\\nmost of the masters, over whom they would exercise almost a paternal\\ninfluence. On the other hand, they would gain by these visits, and would\\nacquire a continually increasing experience, which would turn to the ad-\\nvantage of the Normal Schools. You have seen that in Prussia, besides\\nthevisitsofthecircle-inspectors,the directors of Normal Schools make visit-\\nations of this kind, for which they receive some very slender remuneration\\nfor these little journeys are sources of pleasure to them, as well as of util-\\nity to the public.\\nSee notes to Professor Stowe s Essay, page 87.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0462.jp2"}, "463": {"fulltext": "HISTORY OF NORMAL SCHOOLS IN FRANCE. \u00c2\u00a331\\nVIII. Let solidity, rather than extent, be aimed at, in the course of in-\\nstruction. The young masters must know a few things fundamentally,\\nrather than many things superficially. Vague and superficial attain-\\nments must be avoided at any rate. The steady continuous labor which\\nmust be gone through to know anything whatsoever thoroughly^ is an\\nadmirable discipline tor the mind. Besides, nothing is so prolific as one\\nthing well known it is an excellent starting point for a thousand others.\\nThe final examinations must be mainly directed to the elements, they\\nmust probe to the bottom, they must keepsolidiiy always in view.\\nIX. Avoid ambitious methods and exclusive systems attend, above\\nall, to results, that is to say, to solid acquirements and, with a view to\\nthem, consult experience. Clear explanations on every subject, connect-\\nedness and continuity in the lessons, with an ardent love for the business\\nof teaching, are worth all the general rules and methods in the world.\\nX. A branch of study common to all schools ought to be the French\\ntongue; the just pronunciation of words, and the purity and correctness\\nof language. By this means the national language would insensibly\\nsupersede the rude unintelligible dialects and provincialisms. In the Nor-\\nmal Schools where German is still the language of the people, German\\nand French must both be taught, in order not to offend against local\\nattachments, and at the same time to implant the spirit of nationality.\\nXI. Without neglecting physical science, and the knowledge applica-\\nble to the arts of life, we must make moral science, which is of far higher\\nimportance, our main object. The mind and the character are what a\\ntrue master ought, above all. to fashion. We must lay the foundations of\\nmoral life in the souls of our young masters, and therefore we must place\\nreligious instruction, that is, to speak distinctly. Christian instruction, in\\nthe first rank in the education of our Normal Schools. Leaving to the\\ncure, or to the pastor of the place, the care of instilling the doctrines pecu-\\nliar to each communion, we must constitute religion a special object of\\ninstruction, which must have its place in each year of the Normal course;\\nso that at the end of the entire course, the young masters, without being\\ntheologians, may have a clear and precise knowledge of the history, doc-\\ntrines, and, above all, the moral precepts of Christianity. Without this,\\nthe pupils, when they become masters, would be incapable of giving any\\nother religious instruction than the mechanical repetition of the catechism,\\nwhich would be quite insufficient. I would particularlj^ urge this point,\\nwhich is the most important and the most delicate of all. Before we can\\ndecide on what should constitute a true primary Normal School, we must\\ndetermine whatou^ht to be tlie character of a simple elementary school,\\nthat is, a humble village school. The popular schools of a nation ought\\nto be imbued with the religious spirit of that nation. Now without going\\ninto the question of diversities of doctrine, is Christianity, or is it not, the\\nreligion of the people of France? It can not be denied that it is. I ask\\nthen, is it our object to respect the religion of the people, or to destroy it?\\nIf we mean to set about destroying it, then, I allow, we ought by no\\nmeans to have it taught in the people s schools. But if the object we\\npropose to ourselves is totally different, we must teach our children that\\nreligion which civilized our fathers that religion whose liberal spirit pre-\\npared, and can alone sustain, all the great institutions of modern times.\\nWe must also permit the clergy to fulfil their first duty. the superintend-\\nence of religious instruction. But in order to stand the test of this superin-\\ntendence with honor, the schoolmaster must be enabled to give adequate\\nreligious instruction otherwise parents, in order to be sure that their\\nchildren receive a good religious education, will require us to appoint\\necclesiastics as schoolmasters, which, though assuredly better than having\\nirreligious schoolmasters, would be Uable to very serious objections of\\nvarious kinds. The less we desire our schools to be ecclesiastical, the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0463.jp2"}, "464": {"fulltext": "232 HISTORY OF NORMAL SCHOOLS IN FRANCE.\\nmore ought they to be Christian. It necessarily follows, that there must\\nbe a course of special religious instruction in our Normal Schools. Reli-\\ngion is, in my eyes, the best, perhaps the only, basis of popular educa-\\ntion. I know something of Europe, and never have I seen good schools\\nwhere the spirit of Christian charity was wanting. Primary instruction\\nflouri.Bhes in three countries, Holland, Scotland, and Germany; in all it is\\nprolbuiidly religious. It is said to be so in America. The little popular\\ninstruction I ever found in Italy came from the priests. In France, with\\nfew exceptions, our best schools for the poor are those of the Freres de la\\nDoctrine CKretienne. (Brothers of the Christian Doctrine.) These are facts\\nwhich it is necessary to be incessantly repeating to certain persons. Let\\nthem go into the .schools of the poor, let them learn what patience, what\\nresignation, are required to induce a man to persevere in so toilsome an\\nemployment. Have better nurses ever been found than those benevolent\\nnuns who bestow on poverty all those attentions we pay to wealth?\\nThere are things in human society which can neither be conceived nor\\naccomplished without virtue, that is to say, when speaking of the mass,\\nwithout religion. The schools for the middle classes may be an object of\\nspeculation but the country schools, ihe miserable little schools in the\\nsouth, in the west, in Britanny, in the mountains of Auvergne, and, with-\\nout going so far. the lowest schools of our great cities, of Paris itself, will\\nnever hold out any adequate inducement to persons seeking a remunera-\\nting occupation. There will doubtless be some philosophers inspired\\nwith the ardent philanthropy of Saint Vincent de Paule, without his reli-\\ngious enthusiasm, who would devote themselves to this austere vocation;\\nbut the question is not to have here and there a master. We have more\\nthan forty thousand schools to serve, and it were wise to call religion to\\nthe aid of our insufficient means, were it but for the alleviation of the\\npecuniary burdens of the nation. Either you must lavish the treasures\\nof the state, and the revenues of the coniviunes, in order to give high\\nsalaries, and even pensions, to that new order of tradesmen called school-\\nmasters or you must not imagine you can do without Christian charity,\\nand that spirit of poverty, humility, courageous resignation, and modest\\ndignity, which Christianity, rightly understood and wisely taught, can\\nalone give to the teachers of the people. The more 1 think of all this, the\\nmore 1 look at the schools in this country, the more I talk with the direct-\\nors of Normal Schools and councilors of the ministry, the more I am\\nstrengthened in the conviction that we must make any efforts or any\\nsacrifices to come to a good imderstanding with the clergy on the subject\\nof popular education, and to constitute religion a special and very care-\\nfully-taught branch of instruction in our primary Normal Schools.\\n1 am not ignorant that this advice will grate on the ears of many per-\\nsons, and that Ishall be thought extremely devout at Paris. Yet it is not\\nfrom Rome, but from Berlin, that I address you. The man who holds\\nthis language to you is a philosopher, formerly disliked, and even perse-\\ncuted, by the priesthood but this philosopher has a mind too little atfect-\\ned by the recollection of his own insults, and is too well acquainted with\\nhuman nature and with history, not to regard religion as an indestructi-\\nble power genuine Christianity, as a means of civihzation for the people,\\nand a necessary support for those on whom society imposes irksome and\\nhumble duties, without the slightest prospect of fortune, without the least\\ngratification of selt-love.\\nI am now arrived at the termination of this long report. May it be of\\nuse to you in the important work which now engages your attention!\\nMy illustrious colleague, M. Cuvier, has already exhibited to France the\\norganization of primary instruction in Holland. The experience of Ger-\\nmany, and particularly of Prussia, ought not to be lost upon us. National\\nrivalries or antipathies would here be completely out of place. The true", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0464.jp2"}, "465": {"fulltext": "HISTORY OF NORMAL SCHOOLS IN FRANCE. 233\\ngreatness of a people does not consist in borrowing nothing from others,\\nbut in borrowing from all whatever is good, and in perfecting whatever it\\nappropriates.\\nI am as great an enemy as any one to artificial imitations but it is\\nmere pusillanimity to reject a thing for no other reason than that it has\\nbeen thought good by others. With the promptitude and justness of the\\nFrench understanding, and the indestructible unity of our national char-\\nacter, we may assimilate all that is good in other countries without fear\\nof ceasing to be ourselves. Placed in the center of Europe, possessing\\nevery variety of climate, bordering on all civilized nations, and holding up\\nperpetual intercourse with them, France is essentially cosmopolitan; and\\nindeed this is the main source of her great influence. Besides, civilized\\nEurope now forms but one great family. We constantly imitate England\\nin ail that concerns outward life, the mechanical arts, and physical refine-\\nments; why, then, should we blush to borrow something from kind, hon-\\nest, pious, learned Germany, in what regards inward life and the nurture\\nof the soul?\\nFor my own part, I avow my high esteem and peculiar affection for\\nthe German people; and I am happy that my mission proved to them\\nthat the revolution of July, that revolution, as necessary and as just as\\nthe legitimate right of self defense; that revolution, sprung from the\\nunanimous resistance of a great people to a capricious aggression, an\\nopen violation, not of hypothetical rights, but of liberties secured by law,\\nis not, as its enemies pretend, a return to the impiety, the licentiousness\\nand the corruption of a fatal period but, on the contrary, the signal for\\na general improvement in opinion and in morals since one of the first acts\\nof the new government has been the holy enterprise of the amelioration of\\npublic education, of which the instruction of the people is the basis.\\nWith this preparation, a good beginning already made in several de-\\npartments, and the long and successful experience of Prussia and other\\nGerman states before him, a regulation was framed by M. Guizot, and\\nsanctioned by the Council of Public Instruction, by which, in connection\\nwith the law of 1833, a system of Normal Schools has been established\\nand is fast regenerating the elementary instruction in France. The fol-\\nlowing is an outline of the system\\nEach department is obliged, either alone or in conjunction with other\\nneighboring departments, to support one Normal School for the education\\nof its schoolmasters.\\nThe expense of this estabhshment for building, apparatus, and instruc-\\ntion, is borne mainly by the department, whilst the direction of the educa-\\ntion given in it is vested in the Minister of Public Instruction, who is re-\\nsponsible to the Chambers, of both of which he is an ex officio member,\\nfor the right exercise of his power.\\nThe immediate management of Normal Schools and of the model\\nschools annexed is committed to a Director who is appointed by the Min-\\nister, on the presentation of the prefect of the department, and the rector\\nof the academy. These directors are paid wholly or partially from the\\npublic funds set apart by the department for public instruction. If the\\ndepartment refuses or neglects to provide sufficient funds, the govern-\\nment enforces the collection of the necessary tax if the department is\\noverburdened, the government contributes its aid.\\nTo meet the expense of board, the pupils are assisted by gratuities, or\\nbursaries, which the communes, departments, the university, the state,\\nand even individuals, have established for this purpose. These burses\\nare usually granted in halves or quarters, the rest of the expense being", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0465.jp2"}, "466": {"fulltext": "234 HISTORY OF NORMAL SCHOOLS IN FRANCE.\\nborne by the pupils. Of 1944 pupil-teachers in 1834, 1308 were bursars\\nof the departments, 118 of the communes, 245 of the state, and 273 were\\nmaintained at their own expense.\\nEvery candidate for admission to these institutions, and to the enjoy-\\nment of a bourse, or any part of one, must bind himself to follow the pro-\\nfession of a parish schoolmaster for ten years at least after quitting the\\ninstitution and to reimburse it for the whole expense of his maintenance,\\nif he fail to fulfill his decennial engagement. He must have completed\\nhis sixteenth year and besides the ordinary elementary acquirements,\\nmust produce evidence both of good previous character, and of general\\nintelligence and aptitude to learn. Most of the bursaries are adjudged\\nupon a comparative trial among competitors, who are likely to become\\nevery year more numerous and the examination for admission is so well\\narranged and conducted, that it tends to raise higher and higher the\\nstandard of previous acquirement.\\nThe course of instruction and training to which the youth is thus intro-\\nduced, occupies two years of eleven months each, i. e. from the first of\\nOctober to the first of the ensuing September, and embraces the follow-\\ning objects:\\n1st. Moral and religious instruction. The latter, in as far as it is dis-\\ntinct from the former, is given by the clergyman of the particular faith\\nwhich the pupil happens to profess.\\n2d. Reading, with the grammar of their own language.\\n3d. Arithmetic, including an intimate and practical acquamtance with\\nthe legal system of weights and measures. This knowledge is made to\\nhold so prominent a part in the program of instruction, as afibrding the\\nbest means of introducing that admirable system into the habits of the\\nFrench people, among whom, from ignorance and prejudice, it is still far\\nfrom being generally adopted.\\n4th. Linear drawing, and construction of diagrams, land-measuring,\\nand other applications of practical geometry.\\n5th. Elements of physical science, with a special view to the purposes\\nof ordinary lite.\\n6th. Music, taught by the eye as well as by the ear.\\n7th. Gymnastics.\\n8th. The elements of general geography and history, and the particu-\\nlar geography and history of France.\\n9th. The pupils are instructed, and, wherever the locality admits, exer-\\ncised also, in the rearing of esculent vegetables, and in the pruning and\\ngrafting of trees.\\n10th. They are accustomed to the drawing out of the simpler legal\\nforms and civil deeds.\\nA library for the use of the pupils is fitted up within the premises and\\na sum is set apart every year for the purchase of such works as the Coun-\\ncil of Public Instruction may judge likely to be useful to the young\\nschoolmasters.\\nThe course of study is, for the present, limited to two years, instead of\\nthree, which is the term ultimately contemplated as the most desirable.\\nDuring the second of those years, instruction in the principles of the art of\\nteaching is kept constantly in view and for the last six months, in partic-\\nular, the pupils are trained to the practical application of the most approved\\nmethods, by being employed as assistants in the difierent classes of the\\nprimary schools, which are invariably annexed to the Normal, and form\\npart and parcel of the establishment.\\nThe director, besides general superintendence, is charged with some\\nimportant branch of the instruction; the rest is devolved on his adjuncts,\\nor assistant masters, who reside in the establishment.\\nAny graduate of a Normal School can attend any of the courses of ia-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0466.jp2"}, "467": {"fulltext": "HISTORY OF NORMAL SCHOOLS IN FRANCE. 235\\nstruction in the Normal School of the department in which he resides, to\\nlearn new methods, or improve his previous acquirements. The depart-\\nments are authorized to grant assistance to such teachers. The Normal\\nSchools admit pupils of different religious denominations. All sectarian\\ninstruction is avoided in the general lessons, and the pupils receive this\\ninstruction at times set apart for it from clergymen of their own church.\\nUntil a pupil has obtained a certificate of his proficiency in the doctrines\\nof his own rehgion, from a minister of his own church, he can not officiate\\nas a schoolmaster. Any person who ventures to conduct a public school\\nwithout having obtained from the departmental committee of examination\\na certificate of qualification, is liable to a fine of two hundred francs.\\nThe Departmental Committee, or Commission of Examination, is com-\\nfiosed of at least seven members appointed by the Minister of Public\\nnstruction, upon the recommendation of the rector of the academy.\\nThree members at least must be selected from among those who have\\nalready exercised, or are at the time exercising the function of public\\nteachers, and who are most likely to unite ability and integrity. It is\\nrecommended that one of the seven be a clergyman. To act. says\\nthe Minister, in a circular addressed to each of the twenty-six rectors,\\nto act in concert with the three members belonging to the body of Pub-\\nlic Instruction in these Commissions d? exxtmen, a minister of religion will\\ndoubtless be summoned. The law has put moral and religious instruction\\nin the foremost rank the teacher, therefore, must give proof of his being\\nable to communicate to the children intrusted to his care, those important\\nideas which are to be the ruleof tlieir lives. Doubtless every functionary\\nof public instruction, every father of a family who shall be placed on this\\ncommission by your recommendation, as rector of the academy, will be\\nfully able to appreciate the moral and religious attainments of the candi-\\ndates; but it is. nevertheless, fit and proper, that the future teachers of\\nyouth should exhibit proof of their capacity in this respect, before persons\\nwhom their peculiar character and special mission more particularly qual-\\nify to be judges in this matter.\\nThe most important of all the duties devolved upon these examining\\ncommissions, is that of conferring on the pupil, when he quits the institu-\\ntion, a brevet de capacite. Carelessness, partiality, or ignorance, in the\\ndischarge of it, would entirely defeat the main object of the law on primary\\ninstruction. This brevet, certifying the holder s fitness to be a teacher,\\neither in the lower or higher grade of primary schools, constitutes his\\npassport to the labors and honors of his profession. With it, and his cer-\\ntificate of good conduct in his pocket, he may carry his skill and industry\\nto any market he pleases, without further let or impediment.\\nThere are three grades of certificates of qualification for both element-\\nary and superior primary; tres bien, (very good,)bien, (good,) and assez-\\nbien, (sufficient.) Avhich infuses a spirit of competition throughout the\\npupils of the Normal Schools, and the public schools generally.\\nThe system of Normal Schools has remained substantially on this basis\\nto the present time. Every year has extended and consolidated its influ-\\nence in spite of the interested opposition of old and inefficient teachers,\\nwho find themselves less and less ajipreciated, and the complaint of local\\ncommittees, who in many instances are disposed to take up with the first\\nteacher who presents himself, whether qualified or not. Their number\\nhas increased from forty-three in 1833 to ninety-three in 1849, including\\nten Institutes belonging to the Brothers of the Christian Doctrine, and\\nthree for female teachers, under the auspices of an association of Christian\\nEducation, on a similar plan. In 1834 there were but 1,044 graduates ol", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0467.jp2"}, "468": {"fulltext": "236 HISTORY OF NORMAL SCHOOLS IN FRANCE.\\nNormal Schools employed in the primary schools in 1848, this number\\nhad increased to 10,545. The expense of this branch of the school sys-\\ntem cost in 1 841, according to a report of M. Villemain,\\nTo the State, 164,445 francs.\\nCommunes, 23,890\\nDepartments, 1,081,348\\nPupils, 268,520\\nTotal, 1,538,203", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0468.jp2"}, "469": {"fulltext": "CONFERENCES. OR TEACHERS ASSOCIATIONS;,\\nAND TEACHERS LIBRARIES.\\nThe suggestion of M. Cousin in his Report* as to the utility of conferen-\\nces of teachers, was not acted upon by the Council of Public Instruction\\nuntil 1837. In February of that year, a law was presented by the Minis-\\nter of this department and passed by the Chambers on this subject. The\\nsubstance of this law is presented in the following remarks by M. Willm,\\nm his valuable treatise on the Education of the People.\\nThis law treats, in the first place, of the object of conferences; and then, of\\ntheir epochs and government. The first article authorizes the teachers of one\\nor several districts to assemble, with the sanction of the local authorities, and,\\nunder the close inspection of the committee of the department, to confer amongst\\ntJiemselves on the different subjects of their teaching on the ways and methods\\nthey employ and on the principles which ought to be adopted in the education\\nof children and conduct of masters. Every other subject of discussion must be\\nexcluded from these conferences. In regard to this article, I would observe,\\nthat it would not be advantageous for teachers who thus assemble to be very\\nnumerous; and that they must avoid coming from too great a distance to the\\nplace of meeting. Neither must they be very few in number; because, in that\\ncase, there would be too little variety and animation in their labors but, were\\nihey more than twelve or fifteen, each would not he able to take an active part\\nin the proceedings.\\nThe second article reminds teachers that the law has placed at the head of\\nthe subject-matters of instruction, moral and religious instruction; and that it\\nis their duty to occupy themselves with it. From this it seems to follow, that\\nteachers belonging to diiferent sects must not assemble together in the same\\nconferences. In Alsace, for example, priests or ministers are generally presi-\\ndents which is a stronger reason for teachers of diiferent communions not as-\\nsembling promiscuously together.\\nThe third article says, that the superior committees will point out to the dif-\\nferent assemblies the subjects on which the attention of the teachers ought more\\nespecially to be fixed. These committees hitherto have, unfortunately, occupied\\nthemselves very little with such conferences; some even have opposed their\\nformation, or given them an organization very difl^erent from that recommended\\nby the royal council. Can there be no means of remedying this omnipotence\\nof the committees, and regulating that liberty, in such a way as not to risk\\nanarchy 1\\nAccording to the fourth article, each teacher may beg permission to give an\\naccount of what he has read since last meeting, to make observations on the\\nworks in connection with primary instruction recently published, to read some\\nessay of his own on the discipline of schools, or on some one of the branches of\\ninstruction. Each may, besides, address to the assembly a verbal communi-\\ncation on the art of teaching, submit to it a doubt or diificulty, which in his\\ndaily practice he may have met.\\nThe eighth article says that the president of the conferences must always be\\nappointed by the rector of the academy. The president ought, wherever pos-\\nsible, to be selected from such as are not members of the association he should\\nbe some friend and connoisseur of popular education, without being teacher;\\nhe will thus direct the debates and labors of the conference with more authority\\nand a wider range of view the information which he displays in the discharge\\nSee page 000.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0469.jp2"}, "470": {"fulltext": "238 CONFERENCKS OF TEACIIEllS IN FRANCE.\\nof his duties will be more varied and profound and he will be, in the midst of\\nteachers, the interpreter of what the world expects from them.\\nEvery thing will depend on the manner in which their labors are directed,\\nand on the zeal with which the teachers engage in them. One of the principal\\nresults of conference ought to be, the exercising them in speaking. Speech is\\nthe instrument of the art of teaching. In the management of a school, and in\\nall that concerns the mechanism of teaching, the teacher ought to speak little\\nhis commands ought to be brief; and, in most cases, a word, a gesture, a look\\nwill suffice. But in teaching, properly so called, when he is engaged in ex-\\npounding the first truths of morality and religion, in explaining whal has been\\nread by the pupils, in narrating to them the history of the Bible or national his-\\ntory, (sacred or profane history,) in telling them of the wonders of the heavens\\nand the earth then he must be able to speak with fluency, clearness, and pre-\\ncision, if not eloquently. Children, like men, are fascinated by the charms of\\nspeech. The choicest things, badly said, produce on them no impression and\\nlike arroAVS, darted by a feeble and trembling hand glide, so to speak, over\\nthe surface of their mind, and never reach its depths.\\nThe essays of the teachers may consist of two kinds. One class may be\\nwritten on any subjects, but should be analogous to what teachers prescribe to\\ntheir most ad/anced pupils such as some scene of nature or of human life, a\\ngrand or useful thought, an historical fact, c. These essays ought not to be\\nlong; and must be written v/ilh that correct simplicity, which is as far removed\\nfrom the inelegancies of a vulgar style, as from the far-fetched phraseology of\\nthe Wit. These first essays\u00e2\u0080\u0094 exercises in composition and thought Avill also\\nbe a means of perfecting the teachers in the art of speaking. The other kind\\nof essays, treating of some branch of the pedagogic art, may be more directly\\nuseful to them. In composing them, theirraemory, their own experience, rather\\nthan books, ought to be consulted and simplicity and truth, rather than novelty\\nand originality, ought to be aimed at. The greatest possible clearness, pi e-\\ncision, and actual utility ought lo be the distinguishing features of these essays.\\nIn some societies of teachers, the same question is offered to the consideration\\nof all the members thus creating amongst thera a species of competition but\\nas every essay must be read and discussed during the meeting, they would be\\nrestricted, in folloAving this mode of procedure, to the composition only of t-\\\\vo\\nor three a-year; or obliged to multiply, beyond measure, the number of the\\nmeetings; and in both cases the interest would be, inevitably, diminished. It\\nis desirable, however, that at each silling, the same subject be handled by two\\nmembers. The two essays would co:npete with each other, and occasion a\\ndiscussion Avhich the president would take care to manage, so that all might\\nspeak in rotation, and that no one, while speaking, tali^ undue advantage.\\nEvery expression of praise or censure, every observation lending to shock self-\\nesteem or modesty, ought, on all sides, to be prohibited. If at the termination\\nof the sitting, the majority be not sufficiently instructed, they could commission\\nthe president, or another meniber, to resume the discussion at the next con-\\nference.\\nOn other occasions, to vary still farther the proceedings, the author of an\\nessay could address it some days before the meeting, in ihe form of a letter, to\\none of his colleagues, requesting his opinion of it, I he letter and reply might\\nthen be read, and their contents discussed in the ordinary manner. This pro-\\ncedure is preferable, in my opinion, to the practice of several societies in Ger-\\nmany. After the reading of an essay, a member is then enjoined to present a\\ncriticism of it at next meeting. This method is accompanied with serious in-\\nconveniences. Self-love becomes a willing co-operator. The critic endeavors,\\nby every means, to find cause for controversy, and believes himself, in some\\nsense, obliged to think difl^erently from him whom he has been appointed to\\njudge. In this manner concord and friend.ship, so necessary to the prosperity of\\nthe association, are, without great benefit to truth, seriously compromised.\\nI would add, that copies of all the essays should be deposited in the library,\\nwhere every one might consult them.\\nI have said that each member may demand permission to make to the a.ssem-\\nbly any communication relative to the art of teaching to submit to it a ques-\\ntion, a doubt, an observation, which his practice may have suggested to him.\\nSuch communications add much to the interest and utility of conferences. By\\nmeans of ihem, the experience of each becomes, la some sense, the experience", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0470.jp2"}, "471": {"fulltext": "LIBRARIES FOR TEACHERS IN FRANCE. 239\\nof all. Those who have been occupied many years in teaching will aid their\\njunior fellow-laborers.\\nIn fine, it may happen, and it happens but too often, that, in their relations\\nwith the local authorities and the parents, differences arise, to disturb the good\\nunderstanding the perfect harmony between them and the teachers. These\\ndifferences should be submitted in the conferences to the appreciation of their\\ncolleagues to the judgment of their compeers. They will thus be less subject\\nto mistakes and anger; and, when necessary, more undaunted in repelling in-\\njustice, and in maintaining their rights.\\nLIBRARIES FOR THE USE OP TEACHERS IN FRANCE.\\nThe fifteenth article of the law of February, 1837, on conferences of\\nteachers, provides for the establishment of libraries for the use of those\\nwho attend the conferences. By means of the funds which the parishes\\nor the county have granted for this purpose, or by means of clubbing\\namong the teachers, a library should be formed for those who attend\\nthe conferences regularly. The books composing the library should be\\ninserted in a catalogue, Avhich must be verified every year. A copy of\\npaid catalogue must be sent to the Minister of Public Instruction.\\nM. Willm makes the following remarks on the subject\\nSuch libraries may be established by teachers who do not assemble in\\nregular conferences, or associate for such a purpose. A distinguished teacher\\nmay be conceived to address the following langunge to his colleagues, to induce\\nthem to establish such a society Two principal objections may be made\\nagainst this scheme. In the first place, how, with ihe scanty resources at our\\ndisposal, can we establish a library, in the smallest degree, complete; and\\nthen, amongst such a host of books, whose number augments every day, will\\nnot a proper selection be difficult even impossible 1 In replying to these ob-\\njections, f will, at the same time, let you know my views on the course to be\\npursued in the acquisition of books. These views are the results of my own\\nexperience, and of the counsels which, in former times, I was fortunate to\\nreceive.\\nI do not dissemble the importance of the doubts I am attempting to remove;\\nthe first, especially, seems but too well founded. How, indeed, with our trifling\\nresources, can we hope to establish in a few years a library ever so little worthy\\nof the namel We are ten members; each of us will put into the society s\\nstrong box, three shillings as entry money, and a .shilling per month, or twelve\\nshillings per annum this is much for us too much peihaps; and it is to be\\ndesired, that, at a later period, this monthly payment be reduced. We will\\nthus have at our disposal, the first year, the sum of one hundred and fifty shil-\\nlings. Of this sum, fifteen shillings must be spent in purchasing registeis^i pens,\\nand paper and, by adding ten shillings for small incidental expenses, our in-\\ncome will be reduced to one hundred and twenty-five shillings. We must be-\\ncome subscribers for two pedagogic journals, which may cost about twenty-five\\nshillings a year. To lay the foundation of our library, about one hundred shil-\\nlings remain.\\nTo found, with a himdred shillings, a library, appears absurd impossible.\\nBut let us forget for an instant the ambitious name of library, and simply say\\nthat we unite together for the purpose of procuring, in one year, ten times more\\nbooks than each of us singly could purchase, and it will be granted that we are\\ndoing a judicious thing, and making an excellent speculation. Will it not be a\\nsufficiently good result of our association, if, instead of one or two works, which\\nperhaps each of us might have purchased, besides what are indispensable, we\\nnave at the end of the year from ten to twenty at our disposal And supposing\\nwe continue at this rate for ten years; instead of from ten to twenty, would we\\nnot have from one hundred to two hundred, and perhaps more And could\\nnot our collection, then, without too much vanity, be styled a library 1 Great\\nthings have often sprung from small beginnings. If you persevere, you will\\nhave the merit of bequeathing to your successors a considerable number of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0471.jp2"}, "472": {"fulltext": "240 LIBRARIES FOR TEACHERS IN FRANCE.\\nbooks; and, after two or three generations, the teachers of our district will\\nhave for their use a valuable library. Is, then, the thought of working for the\\nfuture of no estimation to the good man, and is not even that thought for us, as\\nsays Lafontaine, a fruit which to-day we enjoy?\\nBut, besides the satisfaction of founding a work for which our successors\\nwill bless us, we ourselves will reap from it precious advantages. By associa-\\ntino we unshackle the means of instruction. The books besides, which after\\ndeliberation and common consent we procure, will be better selected, than if\\neach had been left to his own knowledge. And if you adopt my views of the\\ncourse to be followed in the acquisition of books, if you select them according\\nto fixed principles, agreed to beforehand, they will form, in the very first year,\\nin spite of their fewness, a finished whole. Ten, twenty volumes selected with\\njudgment, according to a certain plan, and M hich, by referring to each other,\\nmutually complete and explain each other, are\u00e2\u0080\u0094 in spite of the variety of their\\ncontents and immediate object more valuable than three or four times as\\nmany works, excellent, perhaps, but chosen at random and inconsequently.\\nFrom this, it follows, that after ten years association, we might have at our\\ncommand, not only ten times more books than we would have had, if each had\\nbeen left to his own resources but that these books, more judiciously selected,\\nwill have a relative value much greater than the same, or double the number\\nof volumes collected at random.\\nAn association affords still another advantage in this respect. There are\\nworks composed of several volumes, and whose price is such, that the majority\\nof teachers are incapable of procuring them at their own expense. United, we\\ncan acquire, if necessary, even very expensive works, and some of these publi-\\ncations may be indispensable.\\nWe may, besides, entertain the hope that other .teachers will soon join us. I\\ncherish another hope I hope, if we persevere, that the communities of our dis-\\ntrict, that the higher committee of our parish and the academy, will come to\\nour aid. As we think not of ourselves alone whilst we are endeavoring to en-\\nlarge the limits of our instruction, but of our schools and of the future, we can,\\nwithout a blush, invoke the assistance of all who are interested in popular edu-\\ncation of the citizens who discover in it a means of public felicity and of the\\nauthorities intrusted with its direction. Works, we do not doubt, will pour in\\nfrom different sources, and, if we seriously wish it, we will soon have at our\\ndisposal a stock of books, sufficiently respectable to constitute the nucleus of a\\nDISTRICT-SCHOOL LIBRARY.\\nI come to the second objection the difficulty of making a suitable selection\\namong so many books. This difficulty is serious but in proportion to the\\nscantiness of our means, we are less liable to be misled., This consideration,\\nfar from discouraging us, ought only to impress still more deeply the principles\\nwhich ought to guide our selection.\\nThe number of works on all subjects, has, for a century especially, prodi-\\ngiously increased. The science of education, for a long time neglected, and\\ntreated by some distinguished writers only at distant intervals, reckons, in our\\ndays, its books by hundreds if we comprehend those addressed especially to\\nchildhood and youth. But we must not be frightened by this multitude; this\\nriches, in the main, is but apparent. Many of those works whose titles swell\\nthe catalogues of the booksellers, are old and obsolete; many others are but\\nimitations and of little value. Good writers of every kind are not numerous\\nand even among the good, a selection can be made. The essential point is to\\nknow how to select well. As to old books, we will trust to their reputation,\\nwhich seldom misleads and as to new books, we will consult enlightened men.\\nOf the works recognized as good, we will always select the best and the\\nmost complete. To read much is not the principal point, but to read well; and\\nto read often the best productions. The fruits which may be reaped from read-\\ning, depend as much upon the manner of reading, as upon the excellence of the\\nbooks read.\\nOur library Avill be composed of three kinds of works. In the first rank, we\\nshall place such as treat of the art of education; of teaching in general; of\\nprimary instruction in particular. It will not be necessary to secure a great\\nnumber of books of this class; a few solid and complete treatises, which epito-\\nmise the science, will suffice for the commencement. The most es.sential pre-\\ncepts and the rules universally approved, are found in all good productions of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0472.jp2"}, "473": {"fulltext": "UBRARIES FOR TEACHERS IN FRANCE. 241\\nany length. To good treatises, however, to encyclopedic manuals, which exhibit\\npedagogy as a whole, and which, faithful to the precept, jrrove all things and\\ncleave to what is good unite what even the difTerent methods possess of most\\npractical and reasonable we will add, later works upon the most remarkable\\nspecial methods. Still later, in a few years, we may be able to admit into our\\ncollection a certain number of works already old, which, like Rousseau s Emile,\\nhave formed an epoch in the history of the an of education then, to keep pace\\nwith the progress of the science, we only have to procure, at distant intervals,\\nsome good new treatise.\\nThe second series of works of our future library, should consist of such as\\nexpound either the whole or some branch of primary instruction of manuals of\\nreligion and morality of arithmetic, geography, and general or national his-\\ntory natural history, physics, hygiane, agriculture, and technology written\\nexpressly for teachers, children, and the people.\\nFinally, the richest portion of our library might be composed of instructive\\nand rare works, which, while adding to our knowledge, will afford useful relax-\\nation, and the means of infusing into our lessons a wholesome variety of ex-\\nciting and sustaining the attention of our pupils, and of throwing an interest\\naround our teaching.\\nI rank in this third class oihooks, first, extracts or selections from travels in\\nthe different quarters of the globe. They will supply the place of the original\\nnarratives, too dear, and which include, besides, generally many very useless\\ndetails, or things already known. There is scarcely any kind of reading more\\ninteresting than the history of travels in distant countries, and which furnishes\\nthe most useful materials for the instruction of youth.\\nSecondly, historical works, particularly natural history, selecting, in prefer-\\nence, such as have been composed for the young of schools. We might extract\\nfrom them, to narrate to our pupils, those trails of magnanimity and devoted-\\nness to one s country and humanity, which constitute the beauty and honor of\\nhistory.\\nThirdly, I would place in our library a few religious and national poets;\\ngood anthologies; selections and collections of pieces in prose and verse a few\\nbooks more especially written for the instruction and amusement of childhood\\nand youth, and which can be read to and by our pupils.\\nFourthly, popular works which, addressed directly to the people, in towns\\nand in the country, strive to snatch them from the misery of ignorance, to ren-\\nder them better and happier; and which adapt to their capacity, morality,\\ncounsels of prudence, and the most interesting and useful results of science in\\ngeneral. Till each parish possess its own library, we shall form, as it were, an\\nintermediate stage, a connecting link, between science and the people. To ex-\\nplain these books, and to facilitate the comprehension of them, we must our-\\nselves be thoroughly acquainted with them. We will find in them, besides, an\\nabundant source of instruction for ourselves and for our pupils.\\nIn short, my dear Colleagues, our library ought to consist of a small number\\nof works on methods; manuals of all the iDranches of primary instruction and\\nof the education of the people and many instructive and popular works.\\nThus, all works of pure amusement, and such as are not addressed directly\\neither to schools or youth, to the people or to the teachers of the people, must\\nbe excluded. By confining ourselves within these limits, our selection will not\\nbe difhcult; especially if we be guided by men well versed in such matters.\\nLet us begin the work let us persevere in the prosecution of it and soon we\\nshall have to congratulate ourselves on having undertaken it, and on having\\nfounded, at the expense of a few light sacrifices, an institution of incontestible\\nutility.\\n16", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0473.jp2"}, "474": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0474.jp2"}, "475": {"fulltext": "MEANS OF IMPROVING\\nTHE\\nPECUNIARY CONDITION OF TEACHERS IN FRANCE.\\nThe provisions of the French law respecting Teachers Conferences\\nand Libraries, and the remarks of M. WiUm, are intended to show how\\nteachers, by association, may add to the acquirements of the Normal\\nSchool, keep pace with new methods and discoveries, clear up the diffi-\\nculties and supply the wants met with in their particular position, and es-\\ncape from that meaningless routine of practices, and dull uniformity of\\ncharacter, to which their profession pursued alone exposes them. But\\nthe French law aims, although imperfectly, to ameliorate the teacher s\\ncondition, and the condition of his family, by guarding against present\\nand future want. On these points M. Willm makes many judicious sug-\\ngestions from Avhich American teachers may profit.\\nIf poverty be always an evil, it is especially so to the teacher; because it\\nprevents him from performing efficiently his duty, and enjoying due distinction.\\nHis functions will be doubly painful, if the cares of the morrow deprive him of\\nthe energy sufficient to accomplish his daily task. I demand not wealth for the\\nteacher: I ask not that he be rich, but beyond the reach of indigence; that\\nhe be able to live in honest ease, without being obliged to devote himself to la-\\nbors foreign to his profession; that he have the power to continue his studies,\\nto support a family, and to enjoy an honorable repose in his old age if Heaven\\naccord him length of days or die undisturbed as to the future lot of his\\nchildren, if carried away from them in the midst of his career.\\nThe condition of the teacher is at present widely different from this. The\\nlaw of 1833 has undoubtedly bettered his lot; and it were ungrateful to deny\\nit. It may be said, indeed, that in general, schoolmasters are better paid in\\nFrance than in most other countries. In Germany there are a considerable\\nnumber who do not gain the minimum salary of four hundred francs; and even\\nin Prussia, the average every thing included is, for a town-teacher, eight\\nhundred francs; for a country teacher, about three hundred francs: and let us\\nremark that, in Prussia, living is much dearer than in France. It is not neces-\\nsary to reckon up in detail our every-day expenses, to be convinced that, with\\nsuch a paltry income, it is wholl} impossible to maintain housekeeping on the\\nmost economical principle; and that a family of industrious laborers has much\\ngreater chance of prospering than that of a teacher.\\nIn France, I repeat, teachers are, in general, much better paid. In towns, it\\nis seldom that they do not gain from one thousand to twelve hundred francs;\\nand in several localities their income exceeds this. In the country, there are\\nfew whose salaiy is under five hundred francs; and many gain a great deal\\nmore. But five hundred francs and one thousand francs are but poor remunera-\\ntion for three hundred and sixty-five days labor for to gain even that sum, the\\nteacher is most frequently obliged to add to the functions of schoolmaster, those\\nof beadle, organist, and chanter; such a sum is too inconsiderable to support a\\nfamily; for we always lake for granted that the teacher is married, and has a\\nfamily and that so he sets a good example, and is rendered more qualified to\\ntrain men and citizens.\\nThe condition of teachers must therefore be improved it must be rendered\\nmore pleasant, and, at the same time, more respected, not only with a regard to\\ntheir interests, but especially for the sake of schools, of the people, and of the\\nstate itself.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0475.jp2"}, "476": {"fulltext": "244 MEANS OF IMPROVING TEACHERS CONDITION.\\n1. Teachers may themselves do much to ameliorate their lot, and raise their\\ncondition. They must remember the old proverb help yourself, and Heaven\\nwill help yom,. M. Schlez, a much esteemed German teacher, thinks that a\\nteacher should always follow some trade, avoiding scrupulously, however,\\nevery degrading calling, or which might bring him into competition with the\\ninhabitants of the district. He proposes, as compatible with the functions of\\nthe teacher of the people, gardening; the cultivation and grafting of trees the\\nrearing of bees and silk-worms musical instrument-making; clock-making;\\nbookbindmg; bandbox-making; moulding; painting; the art of turning; the\\nconstruction of barometers and thermometers the duties of copyist and book-\\nl^eeper and, finally, private lessons. But many of these occupations would\\nrequire too long an apprenticeship, or engage too much time, to render them\\nlucrative or they wouldneed an outlay beyond the ordinary means of a teacher.\\nCountry teachers might find a valuable resource, as well as a noble recreation,\\nin the cultivation of a garden of limited extent, which all districts ought to\\nhave at their disposal and the ground of which, if it could not be purchased,\\nthey might almost always find opportimity to rent.\\nThe art of gardening, which includes the grafting of trees, the cultivation of\\nuseful plants and of flowers, appears the most compatible with the occupation\\nof teachers; between them are close analogies. That art can be learned at\\nsmall expense, and in a short time. The teacher who, from his being well\\npaid, needs not devote himself to pursuits foreign to his profession, might follow\\nit simply for amusement; others would find it a means of improving their con-\\ndition and the employment would neither be degrading nor fatiguing. I have\\nseen one of these gardens cultivated by a teacher, whose school was a garden\\nblessed to him by Heaven. One division of it furnished kitchen vegetables\\nanother was planted with fruit-trees of the best sorts; a third, was a nursery\\nexceedingly varied, and flowers abounded in every quarter. Often he led to it\\nhis select pupils his garden was at once a source of pleasure and profit to him-\\nself and of instruction to his school. This example ought to be generally imi-\\ntated. To the cultivation of a garden and orchard, country teachers might join,\\naccording to circumstances, ihe rearing of bees or silk-worms. During winter,\\nstudy and instruction ought exclusively to occupy them, and nothing should\\nprevent their keeping an evening-school for adults, or for young people from\\nfifteen to twenty years of age, as is done in several districts of Alsace. This\\nevening-school, which might be of great utility, would supplement a little in-\\ncome and it depends but on the interest they had in it, to induce a great num-\\nber of their old pupils to take an active part in this additional instruction.\\nBandbox-making and book-binding, would likewise be suitable occupations,\\nbut not very lucrative.\\nShall I inform the country teachers that they have in their own power an-\\nother means of being in less uneasy circumstances, and that this means is rigid\\neconomy, a retired and unassuming life I have scarcely courage to do so, for\\nthe majority are indeed forced to be economical. There is, however, a consid-\\nerable number who frequent inns and coflTee-shops and who are too much en-\\ngaged in public amusements, little compatible with the moral authority which\\nthey ought to exercise, or with the state of their fortune. Without preventing\\nthein, on certain occasions, from mingling with public life, and sharing the\\nhonest pleasures of society, they ought to be coun.seled not to be prodigal of\\nthemselves, nor to court these occasions; but carefully to avoid whatever may\\ntend to compromise their dignity, or lead them into useless expense.\\nIn several Normal Schools, the pupil-masters are taught to draw up dvil ads,\\nas a great many of them will one day become registrars at the mayoralty.\\nSuch functions very well correspond with those of teachers in small parishes\\nwhere there are few acts to write, provided the registrar-teacher can abstain\\nfrom mixing himself up with the municipal passions, often very violent in the\\nsmallest villages. Some, likewise, compete with the notary, and for a trifling\\nsalary, draw out contracts in private.\\nLand-surveying affords another resource a very inconsiderable number can\\nbe emploved in it, and little dependence should be placed on it.\\nIn short, besides a life sober and modest, the cultivation of trees, the rearing\\nof bees and silkworms, a little rural and domestic economy, private lessons, the\\nfunctions of registrar, land-surveying, and, perhaps, book-binding and bandbox-\\nmaking, are the methods by which teachers may ameliorate their condition,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0476.jp2"}, "477": {"fulltext": "MEANS OF IMPROVING TEACHERS CONDITION. 245\\nwithout neglecting their duties, or derogating from their dignify. There is,\\nhowever, still another resource which might be valuable: it is that which\\nteachers may find in the assistance of their partners: if they knew well how to\\nchoose if they chose not such as are rich, but such as are economical, well-\\neducated, good, and intelligent. 1 know some who are not only good house-\\nkeepers, but who render great services to the community by the examples and\\nlessons they give to the young girls of the district.\\nTeachers wives, in the absence of sisters or governesses, properly so called,\\nought to be able to undertake the teaching of needle-work and other similar\\nbranches, as well as the management of infant-schools, throughout all the rural\\ndistricts. Their rank, as mothers, far from being an obstacle, would adapt\\nthem still better for the discharge of such functions and when temporarily pre-\\nvented from accomplishing them themselves, they would easily find among\\nthe young girls they had trained, assistants to supply their place.\\n2. Communes (corresponding to nur parishes, towns and districts) may place\\nat the disposal of the teacher a portion of ground capable for farming, an orchard\\nand garden. To the school-house, which the 12th ariicle of the organic law\\nobliges every parish to provide for the teacher, ought always to be annexed, in\\nthe country, a piece of ground for a garden. If it were impossible to purchase\\nsuch a piece of ground, the parish might secure it on a long lease, or supply its\\nplace by an annual indemnification of fifty francs to the teacher. In fine, the\\nparishes that possess the means, should be obliged to supplement the fixed\\nlegal salary, in proportion to the increase of their ordinary revenue. Several\\ngeneral councils have voted funds to indemnify teachers who attend conferences,\\nand to aid in the maintenance of libraries established by them. This example\\nought to be generally imitated. Instead of limiting themselves to making up\\nthe exact legal salary of teachers, when the revenues of the parishes are defi-\\ncient, the counties ought to aid such as can not raise the salary of their school-\\nmasters to the minimum of five hundred francs, comprising every kind of\\nemolument. The majority of the general councils vote funds for improving the\\nbreed of horses and cattle why could they not establish. a few premiums for\\nthe amelioration of mankind? Why could they not grant, every year, a few\\nprizes to the best teachers of each district those whom the reports of the in-\\nspectors and the committees recognized as the best 1 In fine, the parishes\\nand, they failing, the counties and the state ought always to provide a mode-\\nrate retiring provision for deserving teachers so that they may not dread re-\\ntiring, when age unfits them for the maintenance of discipline. The higher\\nschool authorities, the departmental and county councils, could add to the pre-\\nmium now required by law.\\n3 The nation alone can make thorough provision for the necessary amelio-\\nration of teachers, who are now public functionaries, and intrusted with the ed-\\nucation of the people. That they may discharge their functions v/ith courage-\\nand devotedness, it is necessary, after they have been properly trained in the\\nNormal Schools, and their morality and capacity M-ell attested, to make them\\na suitable appointment, so as to enable them to devote themselves exclusively\\nto their school-duties; to live honorably, though unostentatiously, and to con-\\ntinue improving themselves. It is necessary, besirles, to aflx)rd them a pension\\nwhen old age renders retreat imperative, and to remove from them all appre-\\nhensions as to the lot of their families should they die prematurely victims of\\ntheir zeal in executing their painful duties.\\nLet me be permitted to observe, that the law of June, 1833 that law, in\\nother respects, so full of wisdom, which grateful posterity will always quote\\nwith respect, and from which dates truly good primary instruction in France\\nthat law, I say. whilst declaring popular schools a public obligation, a social\\nnecessity, and raising teachers to the rank of communal and irremoveable\\nfunctionaries, has not done enough to render their condition what it ought to be,\\nnor sufficiently armed the executive for the strict execution of the law.\\nThe twelfth article says, that every parish teacher shall be provided with a\\nlocality, properly situated for a habitation and the reception of pupils. I have\\nmentioned, elsewhere, how this order of the law has, in many places, been exe-\\ncuted; and in what sense many parishes understand the word jyropcrly.\\nThe same article guarantees the primary teacher a fixed salary of at least\\ntwo hundred francs it is now prettv generally acknowledged, that the minimum\\nshould be raised to three hundred francs: it results from calculations made by", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0477.jp2"}, "478": {"fulltext": "246 MEANS OF IMPROVING TEACHERS CONDITION.\\nthe Minister of Public Instruction in his last report, that to raise the minimum\\nto three hundred francs, it would be requisite to add a million to the budget, and\\nthat the said sum would fall to the account of the department. I will not ask\\nwhat is a million amid a budget of a thousand millions, and what is a million\\nportioned out among the eighty-six counties I know that the resources of\\nFrance are great: her wants are likewise immense. But I will say, that the\\ncountry should consider no sacrifice too costly to secure a service so important\\nas that of popular instruction; and that it ought not, in this respect, to be be-\\nhind any civilized nation.\\nThe monthly fee, which, according to the fourteenth article, ought to be col-\\nlected by tax-gatherers in the ordinary form, is the principal source of the\\nteachers income but the law has left tlie fixing of it too much to the arbitrary\\ninclination of the municipal councils. An additional paragraph inserted, upon\\nthe proposal of M. Antoine Passy, in the third article of the law of receipts,\\n1841, submits this fee and the number of gratuitous pupils to the appioval of\\nthe prefects, who, on the advice of the district committees, may fix a minimum\\nrate for tlie monthly fee, and a maximum one for the number of gratuitous ad-\\nmissions. The faithful execution of this legislative enactment would be a great\\nbenefit: let me hope, that in the next report of the minister, the lot of teachers\\nshall appear every where ameliorated by its means. We must not believe,\\nhowever, that it will be so productive as to exempt the legislature from raising\\nthe minimum fixed salary to three hundred francs.\\nThe law has, at the same time, wished to guarantee the future of teachers.\\nTwo methods presented themselves for this object. To deduct from their fixed\\nsalaiyfiv^e per cent., as is done with the fimctionaries of the University, and thus\\nto acquire for them a right to a retiring pension, or to establish simply a savings\\nor provideut-box, in every respect like the ordinary ones; with this difference,\\nthat the deposits should be obligatory, and that they could not be withdrawn\\nbut at the retiring or death of the depositors. The first of these two systems\\nhas the disadvantage in case of the more or less premature death of a teacher\\nof depriving hisfamily of the amount deducted from his salary in favor of\\nthe surviving teachers. The second system, on the contrary, that of savings\\nboxes, makes them run no chance of risk having reached the end of their\\ncareer, the product of their economy is restored either to themselves when they\\nretire, or to their families, should they die in the discharge of their duties.\\nIt is this last system which the law has sanctioned by establishing sav-\\nings -boxes, formed by the annual deduction of a twentieth fiom the fixed salary\\nof each parish teacher. This system has been found fault with, for producing\\nbut a poor resource for a deserving teacher and his family. Indeed, the deduc-\\ntion of a twentieth from a fixed salary of two hundred francs will produce, of\\ncapital and interest, at the end often years, only a reserve of one hundred and\\ntwenty francs, five centines at the end of fifteen years, only a reserve of two\\nhundred francs, fifteen centines at the end of twenty years, it will produce\\nabout three hundred francs at the end of twenty-five years, a little more than\\nfour hundred francs; at the end of thirty years, about five bundled Irancs\\nand forty years service are necessary to save, in thie manner, a thousand\\nfrancs. The same deduction made upon a fixed salary of three hundred\\nfrancs will produce one hundred and eighty francs, at the end of ten years\\nfour hundred and fifty francs, at the end of twenty years; eight hundred\\nand forty francs, at the end of thirty years; and about one thousand four\\nhundred and twenty-five francs, after forty years service. A deduction of\\ntwenty francs per annum would amount, in ten years, to two hundred and Ibrty\\nIrancs; in twenty years, to about six hundred francs; in thirty years, to about\\none thousand oiie hundred and twenty francs; at the end of forty years, one\\nthousand nine hundred francs.\\nWe see that, in supposing each teacher to deposit twenty francs a year, this\\nsystem would still leave much scope for improvement; since, after twenty or\\nforty years hard labor, it guarantees the teacher only from fifty to one hundred\\nfrancs of revenue.\\nTo render these saving-boxes of great importance, it Avonld be necessary, in\\nmy opinion, to make the deduction of a twentieth, not only from their Jixcd\\nsalary, but likewise from the casual one, from the monthly fee a thing easily\\ndone, as this fee must be collected by the ordinary tax-gatherers.\\nA mixed system would perhaps be preferable\u00e2\u0080\u0094 a system that would unite, as", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0478.jp2"}, "479": {"fulltext": "MEANS OF IMPROVING TEACHERS CONDITION. 247\\nmuch as possible, the advantage of savings -boxes and of deductions made from\\nthe salaries, to constitute a fund for retiring pensions. For this purpose, it\\nwould be necessary to establish in each chief city, a box, which should be both\\nfor savings and deductions, to which the teachers, the districts, and the counties\\nshould contribute, and which might receive gifts and legacies. I shall leave to\\nmore skillful financiers, the task of developing this idea, and of showing how it\\nmight be executed; I limit myself to laying its foundation. Let me suppose a\\ncounty composed of five hundred districts, and reckoning six hundred and fifty\\npublic teachers this is almost the condition of the Lower Rhine. Let me sup-\\npose that this county consents to disburse per annum into the schools -box, the\\nsum of five thousand francs; that, on their part, the five hundred districts pay\\ninto it, annually, at an average, ten francs, which is one thousand francs in\\nfine, that a deduction of fifteen francs is made from the salaries of the six hun-\\ndred and fifty teachers, which makes annually seven thousand seven hundred\\nand fifty francs; let me suppose farther, that all these payments amount to-\\ngether to twenty thousand francs per annum, and we will have, at the end of\\nten years, without counting interest, or probable gifts and legacies, a sum of\\ntwo hundred thousand francs; and, after twenty years, four hundred thousand\\nfrancs; a capital which, placed at four per cent., would produce sixteen thou-\\nsand francs of interest. This interest would be divided, according to an under-\\nstood ratio, between the deserving and infirm teachers, and the widows and or-\\nphans of teachers deceased. To have a right to a retiring pension, it should be\\nnecessary to give proofs of infirmity, or of at least thirty years service. Widows\\nwould lose their claims on remarrying; and the children would qease to receive\\ntheir portion at twenty-one years of age. It should be understood that the dis-\\ntricts, small in number, which themselves might engage to provide retiring\\npensions to deserving teachers, should be at liberty to do so, and be exempted\\nfrom contributing to the county-box.\\nThis box which should, especially and essentially, be a fund for pensions\\nwould be a savings -box only for such teachers as have been obliged, from bad\\nconduct, to resign their functions, or who voluntarily give them up, and with-\\nout being unwell, before having served thirty ears. The amount only of what\\nthey had paid in, should, without interest, be restored to them. The same\\nshould be done with such as leave for situations elsewhere their disbursements\\nshould be transmitted to the box of the county to which they go.\\nEvery one would gain by realizing this scheme there would be a loss sus-\\ntained only by such as abandoned their calling, or by children become majors\\nat the death of their fathers. The enactment, again, might, according to cir-\\ncumstances, stipulate for some succor to the latter, and even in favor of the\\nchildren of destitute teachers. But to render such a box truly productive, the\\nconcurrence of the counties and districts is indispensable. We might hope,\\nlikewise, that many friends of popular education would assist it, especially at\\nthe commencement. After twenty or twenty-five years, the box would subsist\\nof itself, and without any other fresh contributions, save of those concerned.\\nIn short, what is necessary to render the condition of the teachers comforta-\\nble, is, in the first place, a convenient dwelling-house, with a garden in the\\nrural districts; then a fixed salary of at least 300 francs, with a casual salary\\nproportioned to the number of scholars, and resulting from a monthly fee, fixed\\nby the municipal councils, subject to the approval of his prefects, and collected\\nby the tax-gatherers; finally, a county-box for retiring pensions, and for aid to\\nthe widows and orphans, supplied by the concurrence of the counties, the dis-\\ntricts, and the teachers. Encouragements, premiums adjudged by the counties\\nto the most deserving, and succor granted to the most necessitous districts,\\nwould usefully complete this system.\\nThe medals which at our anniversaries are distributed every year can have\\nno real value until their recipients are beyond the reach of want. Honorary\\ndistinctions add, besides, to the consideration of such as are the objects of\\nthem; and they contribute more to the interests of the body to which they be-\\nlong, than to those of the men who have been decorated by them. It would,\\ntherefore, be very useful, that, from time to time, this bullion recompense, to\\nwhich M. Guizot refers in his beautiful circular, attest to the most experienced\\nand devoted teacher that the government watches over their services and knows\\nhow to honor them.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0479.jp2"}, "480": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0480.jp2"}, "481": {"fulltext": "NORMAL SCHOOL\\nTHE FRERES CHRETIENS, OR CHRISTIAN BROTHERS, AT PARIS.\\nThe following sketch is taken from Kay s Education of the Poor in\\nEngland and Europe,^ published by J. Hatchard and Son, London, 1846.\\nThe Freres are a society of men devoted entirely and exclusively to\\nthe education of the poor. They take the vow of celibacy, renounce all\\nthe pleasures of society and relationship, enter into the brotherhood, and\\nretain only two objects in life, their own spiritual advancement and the\\neducation of the people. But before a young man can be received into\\nthe society, he is required to pass an intermediate period of education and\\ntrial, during which he is denied all the ordinary pleasures of life, is ac-\\ncustomed to the humblest and most servile occupations, and receives an\\nexcellent and most liberal education. During this period, which lasts\\nthree years, he is carefully instructed in the jirinciples of the Roman\\nCatholic religion, in the sciences, in the French and Latin languages, in\\nhistory, geography, arithmetic, writing, c., and at the same time he is\\nrequired to perform the most humble household duties. The Freres and\\nthe young men who are passing through their first novitiate, manage in\\nturn all the household duties, as the cooldng, the preparation of the meals,\\nand all the ordinary duties of domestic servants; whilst their simple and\\nperfectly plain costume, their separation from the world and fi-om their\\niViends, who are only permitted to visit them at long intervals, accustom\\nthem to the arduous and self-denying life they are called upon afterward\\nto lead in the primary schools.\\nBy these means they form a character admirably fitted for the impor-\\ntant office of a schoolmaster.\\nThe Freres never leave the walls of one of their houses except in com-\\npany. One Frere is not permitted to travel without being accompanied\\nby another; and when a department or commune requires their services\\nin a primary school, three are sent out, one of whom manages their do-\\nmestic concerns, whilst the other two conduct the school classes. If, how-\\never, there is in any town more than one school conducted by Freres,\\nthey all live together under the superintendence of an elder Frere, who is\\nstyled director.\\nIf at the end of the first novitiate the young man is still willing and\\ndesirous of entering the brotherhood, he is admitted by gradual advance-\\nment and preparation into the bosom of the society. He is then at the\\ndisposition of the principal of the order, who sends him, in company with\\ntwo brothers, to some district which has demanded a master from them.\\nWhat remains of their salaries after defraying the expenses of their\\nfrugal table, is returned to the treasury of the society, by which it is ex-\\npended in the printing of their school-books, in the various expenses of\\ntheir central establishment, and in works of charity.\\nBefore a Frere is allowed to conduct a primary school, he is obliged to\\nobtain, in Uke manner as the other teachers, a brevet de capacite gov-\\nernment demanding in all cases assurance of the secular education of the\\nteachers, and of the character of the instruction given by them in their\\nschools. All their schools are of course open as well to the inspectors of\\ngovernment, who visit, examine, and report upon them, as to their own,\\nwho strictly examine the conduct and progress of the Freres in their dif-\\nferent schools, and report to the principal.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0481.jp2"}, "482": {"fulltext": "250 NORMAL SCHOOL OF THE CHRISTIAN BROTHERS.\\nThe following table will show the number of schools conducted by\\nFreres in 1844, and the number of children educated in them\\nNo. of Schools. No. of Children.\\nFrance, 658 169,501\\nBelgium, 41 9,535\\nSavoy, 28 5,110\\nPiedmont, 30 6,490\\nPontifical States, 20 4,199\\nCanada, 6 1,840\\nTurkey, 2 580\\nSwitzerland, 2 444\\nTotal, 787 197,699\\nThe education given in their schools is very liberal and the books used\\nvery good. The Freres consider that if they neglect todevelope the intel-\\nlect of their pupils, they can not advance their religious education satisfac-\\ntorily they consequently spare no pains to attain the former develop-\\nment, in order that the latter, which is the great end of their teaching and\\nof all instruction whatsoever, may not be retarded.\\nThe following are among the regulations of the Society\\n1. The Institution des Freres des Ecoles Chretiennes is a society which pro-\\nfesses to conduct schools gratuitously. The design of this institution is to give\\na Christian education to children. With this object in view, the Freres conduct\\n.schools where children may be placed under the management of Hsasters from\\nmorning until evening, so that the masters may be able to teach them to live\\nhonestly and uprightly, by instructing them in the principles of our holy reli-\\ngion, by teaching them Christian precepts, and by giving them suitable and\\nsufficient instruction.\\n2. The spirit of the institution is a spirit of faith which ought to encourage its\\nmembers to attribute all to God, to act as continually in the sight of God, and in\\nperfect conformity to His orders and His will. The members of this associa-\\ntion should be filled with an ardent zeal for the instruction of children, for their\\npreservation in innocence and the fear of God, and for their entire separation\\nfrom sin.\\n3. The institution is directed hy asuperiar, who is nominated for life. He has\\ntwo assistants, who compose his council, and aid him in governing the society.\\nThese assistants live in the same house with him, assist at his councils, and\\nrender him aid whenever necessary.\\n4. The superior is elected by ballot by the directors assembled at the principal\\nhouses the two assistants are chosen in the same manner, and these latter hold\\nofiice ten years, and can then be re-elected.\\n5. The superior may be deposed, but only by a general chapter, and for grave\\ncauses.\\n6. This chapter is composed of thirty of the oldest Freres, or directors of the\\nprincipal houses, who assemble by right once every ten years, and whenever it\\nisdeemed necessary to convoke an extraordinary meeting.\\n7. The private houses are governed by Freres-directors, who are appointed for\\nthree years, unless it appears advisable to the superior and his assistants to\\nname a shorter period, or to recall them before the end of it.\\n8. The superior names the visitors. They are appointed for three years, and\\nmake a round of visits once every year. They require of the directors an ac-\\ncount of their receipts and expenses, and as soon as their visits are completed,\\nthey present a report to their superior of the necessary changes and corrections\\nto be made by him.\\n9. No Frere can take priest s orders, or pretend to any ecclesiastical office,\\nneither can he wear a surplice or serve in the churches, except at daily mass;\\nbut they confine themselves to their vocation, and live in silence, in retreat, and\\nin entire devotion to their duties.\\n10. They are bound to the institution by three simple religious vows, which\\nare taken at first for only three years, as well as by a vow of perseverance and\\na renouncement of any recompense for the instruction they give. These vows\\ncan only be annulled after dispensation granted by the Pope.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0482.jp2"}, "483": {"fulltext": "NORMAL SCHOOL OF THE CHRISTIAN BROTHERS. 251\\n11. They are not admitted to take the vows until they have been at least two\\nyears in the institution, and until they have passed one year in the novitiate\\nand one year in the school.\\n12. They are only admitted after a severe examination, and then only by a\\nmajority of the votes of the Freres of the house where they have passed their\\nnovitiate.\\n13. There are two novitiates, one where they admit young men between 13\\nand 16 years of age, the other for older men. But all young men who are ad-\\nmitted below the age of 25 renew their vows every year till they attain that age.\\n14. They banish from the society every Frere who conducts himself vmbe-\\ncomingly. But this is only done for grave offenses, and by a majority of votes\\nat a general chapter.\\n15. The same regulation is observed when a Frere desires to leave the soci-\\nety and to obtain a dispensation from his vows.\\n16. The Freres do not establish themselves in the dioceses without the con-\\nsent of the bishops, and they acknowledge their authority as their spiritual gov-\\nernment, and that of the magistrates as their civil government.\\n19. The Freres shall instruct their pupils after the method prescribed to them\\nbv the institution.\\n20. They shall teach their scholars to read French and Latin, and to write.\\n21. They shall teach them also orthography, and arithmetic, the matins and\\nvespers, le Paler, I Ave Maria, le Credo et le Conflieor, and the French trans-\\nlations of these prayers, the Commandments of God and of the Church, the\\nresponses of the holy mass, the Catechism, the duties of a Christian, and the\\nmaxims and precepts that our Lord has left us in the holy Testament.\\n22. They shall teach the Catechism half an hour daily.\\n27. The Freres shall not receive from the scholars, or their parents, either\\nmoney or any other present, at anytime.\\n30. They shall exhibit an equal affection for all their poor scholars, and mora\\nfor the poor than for the rich; because the object of the in. stilution is the in-\\nstruction of the poor.\\n31. They shall endeavor to give their pupils, by their conduct and manners,\\na continual example of modesty, and of all the other virtues which they ought\\nto be taught, and which they ought to practise.\\n37. The Freres shall take the greatest care that they very rarely punish their\\nchildren, as thev ought to he persuaded that, by refraining as much as possible\\nfrom punishment, they will best succeed in properly conducting a school, and\\nin establishing order in it.\\n38. When punishment shall have become absolutely necessary, they shall\\ntake the greatest care to punish with the greatest moderation and presence ot\\nmind, and never to do it under the influence of a hasty movement, or when they\\nfeel irritated.\\n39. They shall watch over themselves that they never exhibit the least anger\\nor impatience, either in their corrections, or in any of their words or actions;\\nas they ought to be convinced, that if they do not take these precautions the\\nschola rs will not profit from their correction, (and the Freres never ought to\\ncorrect except with the object of benefiting their children) and God will not\\ngive the correction his blessing.\\n40. They shall not at any time give to their scholars any injurious epithet or\\ninsulting name.\\n41. They shall also take the greatest care not to strike their scholars with\\nhand, foot, or stick, nor to push them rudely.\\n42. They shall take great care not to pull their ears, their hair, or their noses,\\nnor to fling any thing at them; these kinds of corrections ought not to be prac-\\ntised by the Freres, as they are very indecent and opposed to charity and Chris-\\ntian kindness.\\n43. They shall not correct their scholars during prayers, or at the time of\\ncatechising, except when they cannot defer the correction.\\nThey shall not use corporal punishment, except when every other means of\\ncorrection has failed to produce the right effect.\\n58. The Frere-director shall be inspector over all the schools in his town\\nand when more than one inspector is necessary for one house of Freres, the\\nother inspector shall report to the Frere-director twice a week on the conduct of\\neach Frere, on the condition of his class, and on the progress of his scholars.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0483.jp2"}, "484": {"fulltext": "252 NORMAL SCHOOL OF THE CHRISTIAN BROTHERS.\\nThe following remarks on the Training School of this Brotherhood of\\nTeachers are taken from the Second Report of J. P. Kay Shuttleworth,\\non the Schools for the Training of Parochial Schoolmasters at Batter-\\nsea.\\nWe had frequently visited the schools of the Brothers of the Christian Doc-\\ntrine in France, and had spent much time in the examination of their Ecoles-\\nmtres, or Mother-School. Our attention was attracted to these schools by the\\ngenrle manners and simple habits which distinguished the Freies; by their\\nsympathy for children, and the religious feeling which pervaded their element-\\nary schools. Their schools are certainly deficient in some of the niceties of\\norganization and method and there are subjects on which the instruction might\\nbe more complete and exact; but each master was, as it were, a parent to the\\nchildren around him. The school resembled a harmonious family.\\nThe self-denying industry of these pious men was remaikable. The habits\\nof their order v/ould be deemed severe in this country. In the Mother School\\n(where they all reside,) they rise at four. After piivate meditation, iheir pub-\\nlic devotions in the chapel occupy the early hours of the morning. The do-\\nmestic drudgery of the household succeeds. They breakfast at seven, and are\\nin the schools of the great cities of France at nine. When the routine of daily\\nschool-keeping is at an end, after a short interval for refreshment and exercise,\\nthey open their evening schools where hundreds of the adult population receive\\ninstruction, not merely in reading, wiiting, and the simplest elements of num-\\nbers, but in singing, drawing, geography the mensuration of planes and solids;\\nthe history of 1^ rance, and in religion. Their evening schools do not close till\\nten. The public expenditure on account of their services is one-third the usual\\nremuneration of an elementary schoolmaster in France, and they devote their\\nlives, constrained by the influence of a religious feeling, under a rule of celibacy,\\nbut without a vow, to the education of the poor.\\nThe unquestionable self-denial of sr.ch a life; the attachment of the children,\\n*nd of the adult pupils to their instructors, together wiih the constant sense of\\nthe all-subduing presence of Christian principle, rendered the means adopted\\nby the Christian Brothers, for the training of their novices, a matter of much\\ninterest and inquiry.\\nThe Mother School differs in most important respects from a Normal School,\\nbut the extentof this difference is not at first sight apparent, and is one of those\\nresults of our experience which we wish to submit.\\nThe Mother School is an establishment comprising arrangements for the in-\\nstruction and training of novices for the residence of the brothers, Avho are\\nengaged in the active performance of the dulies of their order, as masters of\\nelementary day and evening schools and it affords an asylum, into which they\\ngradually retire from the fatigues and cares of their public labors, as age ap-\\nproaches, or infirmities accumulate, to spend the period of sickness or decrepi-\\ntude in the tranquillity of the household provided for them, and amidst the\\nconsolations of their brethren. The brothers constitute a family, performing\\nevery domestic service, ministering to the sick and infirm, and assembling for\\ndevotion daily in their chapel.\\nTheir novices enter about the ages of twelve or fourteen. They at once as-\\nsume the dress of the order, and enter upon the self denying routine of the house-\\nhold. The first years of their novitiate are of course devoted to such elementary\\ninstruction as is necessary to prepare them for their future duties as teachers\\nof the poor. Their habits are formed, not only in the course of this instruction,\\nbut by joining the religious exercises; performing the household duties; and\\nenjoying the benefit of constant intercourse with the elder brethren of the Mother\\nSchool, who are at once their instructors and friends. In this life of seclusion,\\nthe superior of the Mother School has opportimities of observing and ascertaining\\nthe minutest traits of character, which indicate their comparative qualifications\\nfor the future labors of the order; nor is this vigilance relaxed, but rather increas-\\ned, when they first quit the private studies of the Mother School, to be gradu-\\nally initiated in their public labors as instructors of the people.\\nSuch of the novices as are found not to possess the requisite qualifications,\\nespecially as respects the moral constitution necessary for the duties of their\\norder, are permitted to leave the Mother School to enter upon other pursuits.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0484.jp2"}, "485": {"fulltext": "NORMAL SCHOOL OF THE CHRISTIAN BROTHERS. 253\\nDuring the period of the novitiate, such instances are not rare, but we have\\nreason to believe, that they seldom occur after the brother has acquired ma-\\nturity.\\nAs their education in the Mother School proceeds, the period devoted every\\nday to their public labors in the elementary schools is enlarged and they thus,\\nunder the eye of elder brethren, assisted by their example and precepts, gradu-\\nally emerge from the privacy of their novitiate to their public duties.\\nIn all this there is not much that differs from the life of a young pupil in a\\nNormal School but, at this point, the resemblance ceases, and a great diver-\\ngence occurs.\\nThe brother, whose novitiate is at an end, continues a member of the house-\\nhold of the Mother School. He has only advanced to a higher rank. He is sui-\\nrounded by the same mfluences. The daily routine which formed his domestic\\nand religious habits continues. His mind is fed, and his purposes are strength-\\nened by the conversation and examples of his brethren, and his conduct is under\\nthe paternal eye of his superior. Under such circumstances, personal identity\\nis almost absorbed in the corporate life by which he is sui rounded. The strength\\nof the order supports his weakness the spirit of the order is the pervading\\nprinciple of his life he thinks, feels, and acts, by an unconscious inspiration\\nfrom every thing by which he is surrounded, in a calm atmosphere of devotion\\nand religious labor. All is prescribed and a pious submission, a humble faith,\\na patient zeal, and a self-denying activity are his highest duties.\\nContrast his condition with that of a young man leaving a Normal School at\\nthe age of eighteen or nineteen, after three or four years of comparative seclu-\\nsion, under a regimen closely resembling that of the Mother School. At this\\nage. it is necessary that he should be put in charge of an elementary school, in\\norder that he may earn an independence.\\nThe most favorable situation in which he can be placed, because remote from\\nthe grosser forms of temptation, and thereibre least in contrast with his previous\\nposition, is the charge of a rural school. For the tranquil and eventless life of\\nthe master of a rural school, such a training is not an imfit preparation. His\\nresources are not taxed by the necessity for inventing new means to meet the\\nnovel combinations which arise in a more active stale of society. His energy\\nis equal to the task of instructing the submissive and tractable, though often\\ndull children of the peasantry, and the gentle manners and quiet demeanor,\\nwhich are the uniform results of his previous education, are in harmony with\\nthe passionless life of the seclusion into which he is plunged. His knowledge\\nand his skill in method are abundantly superior to the necessities of his posi-\\ntion, and the unambitious sense of duty which he displays attracts the confidence\\nand wins the regard of the clergyman of the parish and of his intelligent neigh-\\nbors. For such a life, we have found even the young pupils whom we intro-\\nduced into the training schools at their foundation well fitted, and we have pre-\\nferred to settle them, as far as we could, on the estates of our personal friends,\\nwhere we are assured they have succeeded. Those only who have entered the\\nNormal School at adult age, have been capable of successfully contending with\\nthe greater difficulties of town schools.\\nBut we are also led by our experience to say, that such a novitiate does not\\nprepare a youth of tender age to encounter the responsibilities of a large town\\nor village school, in a manufacturing or mining district. Such a position is in\\nthe most painful contrast with his previous training. He exchanges the com-\\nparative seclusion of his residence in the Normal School for the difficult position\\nof a public instructor, on whom many jealous eyes are fixed. For the first time\\nhe is alone in his profession unaided by the example of his masters not stim-\\nulated by emulation with his fellows; removed from the vigilant eye of the\\nPrincipal of the school; separated from the powerfui influences of that corpo-\\nrate spirit, which impelled his previous career, yet placed amidst difficulties,\\nperplexing even to the most mature experience, and required to tax his inven-\\ntion to meet new circumstances, before he has acquired confidence in the un-\\nsustained exercise of his recently developed powers. He has left the training\\nschool for the rude contact of a coarse, selfish, and immoral populace, whose\\ngross appetites and manners render the narrow streets in his neighborhood\\nscenes of impurity. He is at once brought face to face with an ignorant and\\n\u00e2\u0096\u00a0corrupt multitude, to whose children he is to prove a leader and guide.\\nHis difficulties are formidable. His thoughts are fixed on the deformity of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0485.jp2"}, "486": {"fulltext": "254 NORMAL SCHOOL OF THE CHRISTIAN BROTHERS.\\nthis monstrous condition of society. It is something to have this sense of the\\nextremity of the evil, but to confront it, that conviction should become the spur\\nto persevering exertion. We have witnessed this failure, and we conceive that\\nsuch ditficLilties can only be successfully encountered by masters of maturer\\nage and experience.\\nThe situation of the novice of a Mother School, founded in the centre of a great\\nmanufacturing city, is in direct contrast with that of the young student, ex-\\nchanging his secluded training in a Normal School for the unaided charge of a\\ngreat town school.\\nIf such a Mother School were founded in the midst of one of our largest\\ncommercial towns, imder the charge of a Principal of elevated character and\\nacquirements if he had assembled around him devoted and humble men, ready\\nto spend their lives in reclaiming the surrounding population by the foundation\\nand management of schools for the poor and into this society a youth v/ere\\nintroduced at a tender age, instructed, trained, and reared in the habits and du-\\nties of his profession gradually brought into contact with the actual evil, to\\nthe healing of which his life was to be devoted; never abandoned to his own\\ncomparatively feeble resources, but always feeling himself the missionary of a\\nbody able to protect, ready to console, and willing to assist and instruct him\\nin such a situation, his feebleness would be sustained by the strength of a corpo-\\nration animated with the vitality of Christian principle.\\nWe are far from recommending the establishment of such a school, to the suc-\\ncess of which we think we perceive insurmountable obstacles in this country.\\nThe only form in which a similar machinery could exist in England is that of a\\nTown Normal School, in which all the apprentices or pupil teachers of the\\nseveral elementary schools might lodge, and where, under the superintendence\\nof a Principal, their doinestic and religious habits might be formed. The mas-\\nters of the elementary schools might be associates of the Normal School, and\\nconduct the instruction of the pupil teachers, in the evening or early in the\\nmorning, when free from the duties of their schools. The whole body of mas-\\nters would thus form a society, with the Principal at their head, actively em-\\nployed in the practical daily duties of managing and instructing schools, and\\nalso by their connection with the Town Normal School, keeping in view and\\ncontributing to promote the general interests of elementary education, by rear-\\ning a body of assistant masters. If a good library were collected in this central\\ninstitution, and lectures from time to lime delivered on appropriate subjects to\\nthe whole body of masters and assistants, or, which would be better, if an upper\\nschool were founded, which might be attended by the masters and most advan-\\nced assistants, every improvement in method would thus be rapidly diffused\\nthrough the elementary schools of towns.\\nThe following biographical sketch of the founder of this truly Christian\\nsociety cannot but interest our readers.\\nThe venerable J. B. de la Salle, founder of the Christian Schools, was born\\nat Rheims, on the 30lh of April, 1G51, of parents who were as exalted by their\\nvirtue as by the respectability of their station. Although the eldest son, he\\nconsecrated himself at an early age to the service of the altar, and was made\\ncanon of Rheims at seventeen, and ordained priest in 1671. Through a motive\\nof zeal, the Abbe de la Salle exchanged his canonry for a parish; the arch-\\nbishop, however, refused to ratify the proceeding, being unwilling that the\\nchapter of his cathedral should be deprived of a canon of such merit and exem-\\nplary piety. Animated with an ardent zeal ibr the salvation of souls, he attach-\\ned himself to the instruction of the children of the common people. In June,\\n1681, he commenced with a few disciples the Institute since knoM n as the\\nBrothers of the Christian Schools, but which has extended itself all over\\nFrance, and in other parts of Europe. The Abbe de la Salle established\\nschools and taught himself at Rheims, Paris, Marseilles, and Grenoble, and\\nafter forty years of labor in the cause of instruction, he died on Good Friday,\\nApril 17, 1719, at Rouen, where he had established the chief house of his Insti-\\ntute. He left twentjf-two houses, which continued to increase until the Revo-\\nlution, when they numbered one hundred and twenty-one. The order was re-\\nestablished in France by an imperial decree, March 17, 1803, and has been\\napproved by all succeeding governments.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0486.jp2"}, "487": {"fulltext": "PRIMARY ]^ORMAL SCHOOLS\\nOF VERSAILLES AND DIJON.\\nThe Primary Normal School of Versailles is for the Department of Seine\\nand Oise. It comprises within its ample premises* several establishments\\nfor the instruction and practice of teachers. The school itself contains\\neig hty pupils under regular instruction throughout the year, and furnishes a\\ntwo months course to adult schoolmasters. The establishments for practice\\nbegin with the infant school, and rise through the primary to the grade of\\nprimary superior. Of the elementary schools, one atfords the young teach-\\ners an example of the method of mutual, and another of simultaneous in-\\nstruction. The primary superior school had been recently established, at\\nthe date of my visit, in 1837. There is, besides, an evening department for\\nthe elementary instruction of adults, taught by the pupils of the Normal\\nSchool, and also a school of design, which is established here rather for\\nconvenience than as properly biilonging to the range of the institution.\\nThe whole establishment is under the immediate control of a director\\n(Mr. Le Brun), subject to the authority of a committee, and of the univer-\\nsity, the inspectors of which make regular visits. The committee inspect\\nthe school by sub-committees once a month, visiting the recitation-rooms of\\nthe professors without giving special notice a plan much to be preferred to\\nthat of stated visits. If a member of a committee desires questions to be\\nput upon any particular points, he calls upon the professor to extend his\\nexamination, or asks questions himself. The director examines the classes\\nfrequently, or is present at the lessons. There are eight professors for the\\nvarious courses, and two repeaters (repetiteurs), these latter superintend-\\ning the pupils when not with the professors, and giving them assistance if\\nrequired. The repeaters are responsible for the execution of the order of\\nthe day in the institution, and for the police, and one of them sleeps in each\\nof the two dormitories. Some of the teachers in the Normal School also\\ngive instruction in tlie model schools, and have charge of the pupils while\\nengaged in the practical exercises. The domestic economy is under the\\ncharge of the director, but he is allowed an assistant, who actually dis-\\ncharges the duty of superintendence, and who has brought this department\\ninto most excellent order.f\\nThere are a certain number of gr.ituitous places, to which pupils are ad-\\nmitted by competition, those found best prepared at the examination for\\nadmission having the preference. Pay pupils are also received at a very\\nmoderate rate,J but are exactly on the same footing, in reference to the\\nduties of the institution, with the former. Young men who wish to com-\\npete for a place, and are not sufHciently prepared, may enter as pay pupils,\\nand thus receive instruction directly applicable to their object. The age of\\nadmission is, by rule, between sixteen and twenty-one, but the former limit\\nis considered too early for profitable entrance. The qualifications for ad-\\nmission consist in a thorough knowledge of the subjects taught in the ele-\\nmentary schools.\\nThe period of instruction is two years. The first year is devoted to the\\nUsed under a former dynasty to accommodate the hounds of Charles X.\\ni Durin? the first year of the institution, the fare of each student cost fifty-nine centimes (twelve\\nesnts) per day. They had meat twice a day, except on the fa\u00c2\u00abts of the Churcti.\\nt Five hundred francs, or about one hundred dollars, per aaaum.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0487.jp2"}, "488": {"fulltext": "256\\nNORMAL SCHOOL OF VERSAILLES.\\nrevision of elementary studies, and the second to an extension of them, and\\nto theoretical and practical instruction in the science and art of teaching.\\nThe subjects of revision or instruction are, reading, writing, linear drawing,\\ngeography, history, the drawing of maps, morals and religion, vocal music,\\narithmetic, elementary physics, terraculture, and pedagogy.\\nThe religious instruction is given by an ecclesiastic, who is almoner to the\\nschool it includes lessons on the doctrines and history of the church, given\\ntwice per week. Protestants are not required to attend these lessons, but\\nreceive instruction out of the institution from a minister of their own con-\\nfession.\\nPhysical education is conducted by means of exercises in gymnastics, by\\nwalks, and the practice of gardening. In summer the pupils bathe once a\\nweek. The gymnastic exercises are taught by the more expert pupils to\\nthe scholars of the model schools, and appear to have taken well among\\nthem.\\nThe pupils study in a room common to all, and the degree of attention\\nwhich they pay, and their conduct, are marked, according to a uniform scale,\\nby the superintending repeater, and reported daily to the director. Once\\nevery month the professor examines these classes on the studies of the past\\nmonth, and reports the standing. Marks are also given for great proficiency\\nand attention, which are reported with the standing. These marks, and\\nthose of the examination, are summed up, and when they amount to a cer-\\ntain number for the month, the pupil is entitled to a premium. The premi-\\nums consist of books uniformly bound, and accompanied by a certificate\\nReport is made of these pupils to the minister of public instruction, and the\\nrecord may serve them when desirous to secure a particular place. The\\ndirector assembles the school to hear an account of these monthly reports,\\nand makes such remarks as they may suggest.\\nBesides the more usual school implements, this institution has a library, a\\nsmall collection of physical and chemical apparatus, of technological speci-\\nmens, already of considerable interest, and of models of agricultural imple-\\nments. There are also two gardens, one of which is laid out to serve the\\npurposes of systematic instruction in horticulture, the other of which con-\\ntains specimens of agricultural products, and a ground for gymnastic exer-\\ncises. The pupils work by details of three at a time, under the direction of\\nthe gardener, in cultivating flowers, fruits, vegetables, c. They have the\\nuse of a set of carpenters and joiners tools, with which they have fitted up\\ntheir own library in a very creditable way.* In the second year they receive\\nlectures on the science and art of teaching, and in turn give instruction in\\nthe schools, under the direction of the teachers. Their performances are\\nsubsequently criticised for their improvement.\\nThe order of the day in summer is as follows\\nThe pupils rise at five, wash, make up their beds, and clean their dormi-\\ntories, in two divisions, which alternate meet in the study-hall at half past\\nfive for prayers, breakfast, engage in studies or recitation until one dine\\nand have recreation until two study or recite until four have exercises or\\nrecreation, sup, study, and engage in religious reading and prayers and\\nretire at ten, except in special cases. Before meals there is a grace said, and\\nduring meals one of the pupils reads aloud.\\nIn distributing the time devoted to study and recitation, an hour of study\\nis made to precede a lesson, when the latter requires specific preparation\\nwhen, on the contrary, the lesson requires after-reflection to fix its principles,\\nor consists of a lecture, of which the notes are to be written out, the study\\nhour follows the lesson. The branches of a mechanical nature are inter-\\nA carpenter who came to attend the evening classes was found by the director so intellis^ent,\\nthat he advised him to prepare for the school. The young man succeeded in entering, at the\\nannual competition, and subsequently, on leaving the school, received one of the best appoint-\\nments of his year as a teacher.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0488.jp2"}, "489": {"fulltext": "NORMAL SCHOOL OF DIJON. 257\\nspersed with the intellectual. The students of the second year are em-\\nployed, in turn, in teaching, and are relieved from other duties during the\\nhours devoted to the schools of practice.\\nOn Sunday, after the morning service, the pupils are free to leave the\\nwalls of the institution. The same is the case on Thursday afternoon. The\\ndirector has found, however, bad results from these indiscriminate leaves of\\nabsence.\\nThe discipline of the school is mild, the age and objects of the pupils\\nbeing such that the use of coercive means is seldom required. The first\\nstep is admonition by a repeater or professor, the next a private admo-\\nnition by the director. If these means prove ineffectual, dismission follows.\\nThe director has great influence, from his personal character, and from the\\nfact that his recommendation can secure a good place* to the pupil imme-\\ndiately on leaving the school. The mode of life in the institution is very\\nsimple. The pupils are neatly but roughly dressed, and perform most of the\\nservices of police for themselves. The dormitories are very neat. The\\nbedsteads are of wrought-iron, corded at the bottom. During the night the\\nclothes are deposited in small boxes near the beds. The extra articles of\\nclothing are in a common room. Cleanliness of dress and person are care-\\nfully enjoined. The fare is plain, but good, and the arrangements connected\\nwith the table unexceptionable. There is an infirmary attached to the\\nschool, which is, however, but rarely used.\\nThe schools for practice do not require special description, as their organ-\\nization will be sufficiently understood from what has already been said of\\nprimary schools, and they have not been long enough in operation to acquire\\nthe improved form which, I cannot doubt, they will receive under the present\\nable director of the Normal School.\\nThe Primary Normal School at Dijon, for the Department of Cote d Or,\\nin its general organization, is the same as that at Versailles. It differs, how-\\never, in one most important particular, which involves other differences of\\ndetail. All the instruction, except of religion and music, as well as the su-\\nperintendence, is under the charge of the director and a single assistant,\\nwho, by the aid of the pupils, carry on the schools of practice, as well as the\\ncourses of the Normal School. This arrangement limits the amount of\\ninstruction, and interferes very materially with the arrangement of the stud-\\nies. The school is conducted, however, with an excellent spirit. An idea\\nof the plan will be obtained from the order of the day, wliich also contains\\nan outline of the course of instruction.\\nFrom five to six A. M., the pupils say their prayers, wash, c. From six\\nto seven the higher division has a lesson in French grammar. The lower\\nreceives a lesson in geography or history alternately. From seven to eight,\\nthe higher division has a lesson in geography or history alternately the\\nlower division in arithmetic. From eight to half past eight, breakfast and\\nrecreation. From half past eight until eleven, a portion of the higher di-\\nvision is employed in the primary schools of practice, and the others are\\nengaged in study. From eleven until one, writing and linear drawing for\\nboth divisions. From one until two, dinner and recreation. From two until\\nhalf past four, as from half past eight to eleven. Recreation until five.\\nFrom five to six, instruction in instrumental or vocal music for each division\\nalternately. From six to seven, the higher division has a lesson in geome-\\ntry, or its applications the lower division in French gTammar. From seven\\nuntil a quarter before eight, supper and recreation. From this time until\\nnine, the higher division has a lesson in physical science or natural history,\\nmechanics, agriculture, and rural economy, or book-keeping the lower di-\\nThe best places, in point of emolument, are worth from fifteen to eighteen hundred francs\\n(about$300 to$360).\\n17", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0489.jp2"}, "490": {"fulltext": "268\\nNORMAL SCHOOL OF DIJON.\\nvision in reading. The last quarter of an hour is occupied by both divisions\\nin prayers, after which they retire. This order applies to all the days of the\\nweek. but Thursday, when, from eight to ten, the pupils receive moral and\\nreligious instruction from ten to eleven, instruction in the forms of simple,\\nlegal, and commercial writings and from two to four, engaged in the review\\nof part of the week s studies. On the afternoon of Thursday the schools of\\npractice are not in session.\\nOn Sunday, after the duties following their rising, the pupils are occupied\\nin studying and revising some of the lessons of the week. From nine to\\nten o clock, in religious reading, aloud. At ten they go to service in the\\nparish chapel, attended by the director and his assistant. Receive moral\\nand I eligious instruction, on their return, until dinner-time. After dinner,\\nattend the evening service, and then take a walk. In the evening, assemble\\nfor conversation on pedagogical subjects, and for prayers.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0490.jp2"}, "491": {"fulltext": "NORMAL SCHOOL*\\nFOR\\nTEACHERS OF COLLEGES AND SECONDARY SCHOOLS,\\nAT PARIS.\\nThe Normal School, intended to furnish professors for colleges, was\\nestablished in 1794, by the same convention which created the polytechnic\\nschool. The organization proposed by the law was upon a scale entirely\\nbeyond the wants to be supplied and, notwithstanding the exertions of its\\neminent professors, the school had but a temporary existence, and ill suc-\\ncess, mainly from the unprepared state of the pupils who had entered it, and\\nto whom the kind of instruction was entirely unadapted. There were thir-\\nteen courses of lectures, and among the professors were Lagrange, Laplace,\\nHaiiy, Monge, Berthollet, Volney, Bernardin St. Pierre, Sicard, and Laharpe.\\nThe school was suppressed by a decree of April, 1795, and its pupils dis-\\npersed. After the reorganization of the university, in 1806, the expediency\\nof reviving the normal school appears to have been felt, and it was reorgan-\\nized in 1808. The number of pupils provided for in the new plan was three\\nhundred; but from 1810 to 1826 there were never more than fifty-eight\\nactually in attendance. According to the plan of instruction, lectures were\\nto be attended out of doors, and interrogations and study to take place within\\nthe school, under the charge of the elder pupils. The recitations of the\\npupils to each other were called conferences a name which is still pre-\\nserved, being applied to the lessons given by the teachers, who are called\\nmasters of conferences. The duration of the course of instruction was lim-\\nited at first to two years, but subsequently extended to three. The school\\nwas a second time suppressed, in 1822 and in 1826 an institution, termed\\na preparatory school, was substituted for it, which in its turn was abol-\\nished, and the old normal school revived by a decree of the lieutenant-general\\nof the kingdom, on the 6th of August, 1830. A report was made by M.\\nCousin, Secretary of the Council of Public Instruction, in October, 1830,\\nthe recommendations of which were adopted substantially. New regulations\\nfor the course of study, the general arrangements and discipline, have been\\ngradually prepared, and the school has commenced a career of usefulness\\nwhich it bids fair to prosecute with increasing success.\\nThe chief purpose of the normal school is to give its pupils ample oppor-\\ntunities of preparation for the competition for places of adjuncts in the col-\\nleges (cours d agregation), and its arrangements are all subordinate to this\\nobject. In this competition, however, the pupils of the school meet on an\\nequal footing, merely, with all other candidates.\\nThe officers, in 1837, were, the director, who did not reside at the school,\\nnor take part in the instruction the director of studies, the resident head of\\nthe establishment; eight masters of conferences for the section of letters;\\nsix masters of eonferences, and one for the drawing department, for the sec-\\ntion of sciences two preparers (preparateurs) a sub-director, charged with\\na general superintendence of the pupils, and two assistants, called superin-\\ntending masters. The masters of conferences have, in general, equivalent\\nduties to the professors in the colleges. In 183T there were eighty pupils\\nin the school, of whom forty-nine were supported entirely by the funds al-\\nlowed by the government, and eighteen had half their expenses defrayed.\\nThe normal school at present occupies a part of the buildings belonging\\nFrom Bache s Education in Europe.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0491.jp2"}, "492": {"fulltext": "260 SECONDARY NORMAL SCHOOL AT PARIS.\\nto the Royal College of Lpuis-le-Grand, and the college furnishes the food\\nand clothing of the pupils by agreement with the school. This connection\\nhas advantages, and among them, that of enabling the pupils to have some\\npractice in teaching but they are more than counterbalanced by disadvan-\\ntages, and the friends of the school are earnest in their endeavors to procure\\na separate domicile for it. The accommodations for lodging, study, instruc-\\ntion, and exercise, as far as the building and its site are concerned, are cer-\\ntainly of a most limited kind.\\nAdmission. The number of pupils who may be admitted is determined\\nevery year by the probable number required to fill the vacancies in second-\\nary instruction. The admissions arfe made by competition, and for the\\nmost successful competitors a limited number of bursaries (bourses) are\\nestablished, divisible into half bursaries, which are distributed to those who\\nrequire assistance. The candidates enter their names at the academy near-\\nest to their residence, between the fifteenth of June and of July, every year.\\nEach candidate deposits the following certificates, viz., of the date of birth,\\nshowing that he is over seventeen and under twenty-three years of age of\\nhaving been vaccinated of moral conduct of having completed, or being\\nabout to complete, his studies, including philosophy, and, if he intends to\\nbecome a teacher of science, a course of special mathematics and of phys-\\nics a declaration from his parent or guardian, if the candidate is a minor,\\nthat he will devote himself for ten years, from the period of admission, to\\npublic instruction. These lists are forwarded by the rectors of the several\\nacademies, with their remarks, to the council of public instruction, which\\nreturns, before the first of August, a list of those persons who may be ex-\\namined for admission. This examination is made in the several academies,\\nwith a view to select the most prominent candidates, whose cases are to be\\nultimately decided by competition at the school in Paris. It consists of\\ncompositions upon subjects which are the same for all the academies, and of\\ninterrogations and oral explanations. For the candidates, as future instruct-\\nors in letters, the written exercises are a dissertation, in French, on some\\npoints of philosophy, an essay in Latin, an essay in French, a Latin and\\nGreek version, and Latin verses. The oral examinations turn upon the\\nclassical authors read in college, and upon the elements of philosophy,\\nrhetoric, and history. The candidates in science have the same written ex-\\nercises in philosophy and in Latin versions, and in addition, must solve one\\nor more questions in mathematics and physics. The oral examinations are\\nupon subjects of mathematics, physics, and philosophy, taught in the philos-\\nophy class of the colleges. All the written exercises and notes of the oral\\nexaminations are forwarded to the minister of public instruction, and sub-\\nmitted severally to a committee of letters and a committee of science, taken\\nfrom among the masters of the normal school, the director being chairman\\nof each committee. These committees decide whether the candidates are\\nfit to be allowed to present themselves for examination at the school, and\\nthose who are deemed worthy, receive a notice to report themselves on or\\nbefore the fifteenth of October. Previous to this competition the candidates\\nare required to present their diploma of bachelor of letters or of sciences.\\nThe masters of the normal school are divided into two committees, one of\\nletters and the other of science, for conducting these examinations, which\\nare oral, and the result of which determines the admission or rejection of\\nthe candidate. On admission, the pupil makes an engagement to devote\\nhimself to public instruction for ten years.\\nInslruction. The present arrangement of the courses of instruction can\\nonly be regarded as provisional^ improvements being gradually introduced,\\nas observation shows their necessity. The principle declared by the direct-\\nor, M. Cousin, to be that of the school in this respect, is Avorthy of all coia-\\nmendation. When, says M. Cousin, in his Report of 1835-6,* experi-\\nEcole Normale. Reglements, programmes, et rapports. Paris, 1837.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0492.jp2"}, "493": {"fulltext": "SECONDARY NORMAL SCHOOL AT PARIS.\\n261\\nence shows the necessity or utility of a measure which the fundamental\\nregulations of the school have not provided for, it is by no means proposed\\nat once to the royal council for adoption as an article of the regulations\\nauthority is asked to put it to the test of practice, and it is only when found\\nrepeatedly successful that it is deemed prudent to convert it into a regula-\\ntion. A close observation of the merits and defects of the system is thus\\nmade to pave the way for judicious changes.\\nThe full course of the school, at present, occupies three years. The\\npupils are divided into two sections, that of letters and of science, which\\npursue separate courses. In the section of letters, the first year is devoted\\nto a revision, and the second to an extension, of the higher courses of the\\ncolleges, and the third is especially employed in fitting the pupils to become\\nprofessors. In fulfilling this object, however, no instruction in the science\\nor art of teaching is given in the establishment, nor is it obligatory upon the\\npupils to teach, so that, as far as systematic practice goes, they derive no\\ndirect benefit from the school it is a privilege, however, which many enjoy,\\nto be called to give lessons in some of the royal colleges, particularly in\\nthat with which the school is now connected by its locality. When the\\npupil intends to devote himself to teaching in the grammar classes of the\\ncolleges, or is found not to have the requisite ability for taking a high rank\\nin the body of instructors, he passes at once from the first year s course to\\nthe third, and competes, accordingly, in the examination of adjuncts (agreges).\\nThe consequences of the low esteem in which the grammar studies are held\\nhave been much deplored by the present director of the school,* and a re-\\nform in regard to them has been attempted, with partial success.\\nThe courses are conducted by teachers called masters of conferences, who\\nseldom lecture, but question the pupils upon the lessons which have been\\nappointed for them to learn, give explanations, and are present while they\\ninterrogate each other, as a kind of practice in the art of teaching. In some\\ncases, the students themselves act as masters of conferences.\\nThe course of letters oi the first year comprised, in 1836-7 ,f\\n1. Greek language and literature, three lessons per week. 2. Latin and French\\nliterature, tliree lessons. 3. Ancient history and antiquities, three lessons. 4. A\\ncourse of philosophy higher tlian that of the colleges, three lessons. 5. General\\nphysics, one lesson. Clieinistry, one lesson, the courses being introduced chietly\\nto keep up the knowledge of these subjects. 6. German and English language,\\neach one lesson.\\nThe conferences, or lessons on general physics, chemistry, and the modern\\nlanguages, are by pupils who give instruction and explanations to their com-\\nrades.\\nAt the end of the first year there are examinations, according to the result\\nof which the student passes to the courses of the second year, or, in the\\ncase before stated, to those of the third year, or leaves the school. These\\nexaminations are conducted by inspectors-general of the university, named\\nfor the purpose by the minister. Pupils who have passed, may present\\nthemselves at the university as candidates for the degree of licentiate of let-\\nters.\\nThe second year s course of letters does not necessarily include any scien-\\ntific studies.\\nThe courses of language and philosophy go into the history of these subjects.\\nThey consist of 1. Lectures on the history of Greek literature, three lessons per\\nweek. 2. On the history of Eoman literature, two lessons. 3. On the history of\\nFrench literature, one lesson. 4. English language, one lesson. 5. On the history\\nof philosophy, two lessons. 6. Continuation of the historical course, two lessons.\\nThe recitations are accompanied by suitable written e.Kercises.\\nRapport sur les travaux de l 6coIe normale pendant I annee, 183.5-6. Par M. Cousin,\\nt The distribution of subjects is taken from a manuscript kindly furnished to me by the direct-\\nor of studies, M. Viguier it does not agree precisely with the plan marked out in the regulations.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0493.jp2"}, "494": {"fulltext": "262\\nSECONDARY NORMAL SCHOOL AT PARIS.\\nAt the end of the year the pupils are examined. Those who have not\\nalready obtained the degree of licentiate of letters are now required to do\\nso, or to leave the school.\\nThe examinations for this degree consist of compositions in French and Latin\\nprose, on diiferent days. Latinverses and Greek themes. Explanations of selected\\npassages from the second book of Herodotus, the speecli of Pericles in Thucydides,\\nthe Gorgias of Plato, the speech of Demosthenes against Leptines, the choruses of\\n(Edipus at Colonos, the Hecuba of Euripides, the combat of Hercules and Amycus\\nin Theocritus, the Hymns of Synesius, Cicero de Oratore and de legibus, the Ger-\\nmany of Tacitus, the Treatise of Seneca de beneficiis, the last two books of Quin-\\ntilian s Ehetoric, the fifth book of Lucretius de natura rcrum, the first book of\\nHorace s Epistles, the second book of Horace s Odes, the Troas of Seneca.\\nThese books are liable to be changed, from time to time, on notice being\\ngiven. The candidate is expected to answer the questions on philosophy,\\nliterature, history, and philology, to which the reading of the author may\\ngive rise.\\nIn the tMrd year of letters, the courses are special, the divisions corre-\\nsponding with the courses of the royal colleges, and consisting of gi-ammar,\\nhumanities, and rhetoric, history, and philosophy. Each pupil takes his\\nplace in one or other of these divisions, and is not required to follow the\\ncourses of the others.\\nThe lectures and recitations constituting the entire course of letters of the third\\nyear were, during the second half year of 1886-7 1. Latin language and grarnmar,\\nthree lessons. 2. Greek language, two lectures and one lesson., 8. Latin literar-\\nture, two lectures and one lesson. 4. Greek literature, two lectures and one lesson.\\n5. Latin eloquence, two lectures. 6. Latin poetry, two lectures. 7. French litera-\\nture, one lesson. 8. History of the philosophy of the ancients, two lectures.\\n9. Ancient geography, two lectures. 10. Philosophy, one lesson. The lectures\\nalluded to are those attended by the pupils at the Sorbonne.\\nThe following were the courses of the different years in the section of\\nscience during the same term, the lectures being those of the faculty of\\nsciences of the university.\\nFirst year. 1. Astronomy, two lessons per week. 2. Descriptive Geometry, two\\nlessons. S. Chemistry, two lectures, one lesson, and four hours of manipulation.\\n4. Botany, one lesson. 5. Philosophy, two lessons, fi. German language, one\\nlesson. 7. Drawing, one lesson, during the week, and one on Sunday.\\nSecond year. 1. Physics, two lectures, two lessons, and one hour of manipula-\\ntion. 2. Chemistiy, two lectures. 8. Botany, one lesson. 4. Vegetable physiolo-\\ngy, two lectures. 5. Calculus of probabilities, two lectures. 6. Difierential and\\nintegral calculus, two lectures and two lessons. 7. Drawing, one lesson during the\\nweekj and one on Sunday.\\nThird year. 1. Mechanics, four lectiires and two lessons. 2. Chemical analysis,\\ntwo lectures and one hour of manipulation. 8. Chemistiy, one lecture. 4. Natural\\nMstory, two lessons. 5. Geology, one lesson. 6. Botany, one lesson. 7. Draw-\\ning, one lesson. On Sunday, the pupils make botanical and geological excursions\\ninto the environs.\\nThe pupils undergo similar examinations to those of the section of letters,\\nand before presenting themselves as candidates for the place of adjunct, they\\nmust have taken at least the degree of licentiate of sciences. They are\\nhowever, specially relieved from the necessity of matriculating in those\\ncourses at the university which they attend in the school, and v/hich other-\\nwise would be necessary in order to obtain the degree of licentiate. These\\nare, for the mathematical sciences, the differential and integral calculus and\\nmechanics for the physical sciences, physics and chemistry and for the\\nnatural sciences, geology, botany, c. The examination for the degree of\\nlicentiate of mathematical science may be made at the end of the second\\nyear, by pupils of this section of the normal school, and that for licentiate\\nof physical science at the close of the third year.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0494.jp2"}, "495": {"fulltext": "SECONDARY NORMAL SCHOOL AT PARIS. 263\\nThe programmes of the several lessons* in both sections are prepared by\\nthe masters, and submitted to the council of public instruction every year\\nbefore the beginning of the course.\\nBesides these lectures and recitations, the pupils are required to attend\\nsuch other lectures at the faculty of letters or of sciences of the university,\\nor any other public institution, as may be designated to them. At the ter-\\nmination of the third year s course, in the month of July, they are examined\\nin the school, and present themselves as competitors for the places of ad-\\njuncts, according to the special studies which they have pursued.\\nThe courses of the school are arranged in reference to the competition for\\nthese places, an account of the examinations for which has already been\\ngiven in the general description of secondary instruction in France. In this\\ncompetition they are brought in contact with the best talent which has chosen\\na different road to preferment from that offered by the normal school. Suc-\\ncess in this trial is, of course, not always a fair criterion of the state of the\\nschool, but certainly offers, on the average, an idea of the merits of its dif-\\nferent departments, and is so used in directing their improvement. It may\\nbe of interest, therefore, to give the results of one of these competitions,\\nnamely, that for 1836. The judges of the competition for the places of ad-\\njuncts in philosophy report ten candidates for the six places of these, five\\nof the successful ones were from the normal school, but the first was from\\nanother institution. For six vacancies in the higher classes of letters there\\nv/ere thirty candidates examined, and of these, two of the successful ones,\\nincluding the first upon the list, were pupils of the school. For adjuncts in\\nthe sciences there were eight places and nineteen candidates, the school\\nfurnishing six of the successful competitors, and among them the first on\\nthe list. In history and geography there were eight candidates for five\\nplaces the institutions from which they came are, however, not stated. In\\ngrammar, there were forty-one candidates for eight places of the successful\\ncompetitors the school sent five, and among them the first on the list.\\nThe keen nature of this competition, while it excites the pupils of the\\nschool to great exertion, produces a most deleterious effect upon the health\\nof the more feeble. Indeed, their general appearance, when compared with\\nthose of other young men of the same age, is far from favorable. It is part\\nof a system which is considered adapted to the national character, but which\\nis certainly by no means a necessity for men in general, since the teachers\\nof the German gymnasia are prepared without its severe pressure.\\nThe collections subsidiary to the instruction are 1st. A library of works\\nrelating to education and to the courses of study, which is open for two hours\\nevery day, and from which the students may receive books. This library is\\nunder the charge of the sub-director of studies. The students are, besides,\\nfurnished with the books which they use in their classes at the expense of\\nthe school, and which, unless injured, are returned by them after use. 2d.\\nA small collection of physical apparatus. 3d. A collection of chemical\\napparatus connected with a laboratory, for practice in manipulation. The\\ncourses of manipulation are not, however, carried out to their due extent,\\nand the study-rooms are common to many individuals. The pupils are\\ndivided into two sections for study, each of which is in charge of one of the\\nsuperintending masters.\\nDiscipline. Though there are minute regulations for discipline, the age\\nof the pupils and the character of their pursuits and expectations render the\\nexercise of severity but little necessary. At the time of my visit to the\\nschool, in 1837, the youngest pupil was seventeen years of age, and there\\nwere but four of between eighteen and nineteen connected with it.\\nMuch difference of opinion exists as to whether the frequent permissions\\nto individuals to leave the premises should not be replaced by excursions\\nmade by the whole of the pupils, under the supervision of an officer. At\\nA series of programmea is given in full in M. Cousin s work, before referred to.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0495.jp2"}, "496": {"fulltext": "2g4 SECONDARY NORMAL SCHOOL AT PARJS.\\npresent, Sunday is a day of general leave of -absence, and on Thursday after-\\nnoon individual permissions are freely granted by the director of studies.\\nThis institution occupies the same rank with those attached to some of\\nthe Prussian universities, and intended to prepare masters for the gymnasia.\\nIt has an advantage over them in the spirit produced by the greater numbers\\nof its pupils, and by the closer connection with the school, which results\\nfrom their studying and residing within its walls. It is, in turn, inferior to\\nthe seminaries for secondary teachers at Berlin, in the absence of arrange-\\nments for practical teaching, and in even a more important respect, namely,\\nthe want of that religious motive of action which forms the characteristic\\nof the Prussian system. The deficiencies of this great school, in regard to\\nboth religious and practical education, struck me, I must confess, very forci-\\nbly.*\\nIn the general tenor of the foregoing remarks, I have the sanction of M. Cousin, in the pref-\\nace to his account of the Normal School, already referred to.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0496.jp2"}, "497": {"fulltext": "IRELAND.\\nThe checkered experience of Ireland, its dark and its bright sides,\\nforms one of the most instructive chapters in thehistory of popular educa-\\ntion. It commences, according to the testimony of the earhest chroniclers,\\nwith institutions of learning, not only of earlier origin, but of higher repu-\\ntation, than any in England or Scotland,\u00e2\u0080\u0094 institutions which were resorted\\nto by English youth for instruction, who brought back the use of letters\\nto their ignorant countrymen. According to Bede and William ot\\nMalmesbury, this resort commenced even so early as the seventh century,\\nand these youth were not only taught, but maintained without service or\\nreward. The great college of Mayo was called the Mayo of the Sax-\\nons, because it was dedicated to the exclusive use of English students,\\nwho at one time amounted to no fewer than 2000. Bayle, on the author-\\nity of the historian of the time, pronounces Ireland the most civilized\\ncountry in Europe,* the nursery of the sciences from the eighth to the\\nthirteeath century, and her own writers are proud of pointing to the\\nmonastery of Lindisfarne, the college of Lismore, and the forty literary\\ninstitutions of Borrisdole, as so many illustrative evidences oi he early\\nintellectual activity and hterary munificence of the nation. But Ire-\\nland noi only abounded with higher institutions, but there were connected\\nwith monasteries and churches, as early as the thirteenth century, teachers\\nexpressly set apart for teaching poor scholars gratis. When the coun-\\ntry was overrun by foreign armies, and torn by civil discord, and go-verned\\nby new ecclesiastical authorities, set up by the conquerors, and not in\\nharmony with the religion of the people, a change certainly passec over\\nthe face of things, and there follows a period of darkness and educational\\ndestitution, for which we find no relief in turning to the history of English\\nlegislation in behalf of Ireland. Indeed there is not a darker page in tL\\\\e\\nwhole history of religious intolerance than that which records the actioi\\nand legislation of England for two centuries, toward this ill-fated country,\\nin this one particular. Even the statute of Henry VIIL, which seems to\\nbe framed to carry out a system of elementary education already existing\\nbefore the new ecclesiastical authorities were imposed upon the country,\\nwas intended mainly to convert Irishmen into Englishmen, By that\\nThese facts are stated on the authority of a speech of Hon. Thomas Wyse, in the House ot\\nCommons, in 1835.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0497.jp2"}, "498": {"fulltext": "270 NATIONAL EDUCATION IN IRELAND.\\nstatute, every archbishop and bishop was bound to see that evefy clergy-\\nman took an oath to keep, or cause to be kept, a school to learn English?\\nif any children of his parish came to him to learn the same, taking for the\\nkeeping of the said school such convenient stipend or salary as in the said\\nland is accustomably used to be taken; and both higher and lower\\nauthorities, archbishops and their beneficed clergymen, are subjected to a\\nfine for neglect of duty. The fatal error in this and in all subsequent\\nlegislation and associated effort for education in Ireland, until the last\\ntwenty years, was its want of nationality the schools were English and\\nProtestant, and the people for whom they were established were Irish and\\nCatholics, and every effort, by legislation or education, to convert Irishmen\\ninto Englishmen, and Catholics into Protestants, has not only failed, but\\nonly helped to sink the poor into ignorance, poverty and barbarism, and\\nbind both rich and poor more closely to their faith and their country.\\nEvery system of education, to be successlul, must be adapted to the in-\\nstitutions, habits and convictions of the people. If this principle had been\\nregarded in the statute of Henry VIII., Ireland, which had the same, if\\nnot a better foundation in previous habits and existing institutions, than\\neither Scotland or Germany, would have had a system of parochial schools\\nrecognized and enforced by the state, but supervised by the clergy. Thia\\nwas the secret of the success of Luther and Knox. What they did was in\\nharmony with the convictions and habits of the people. So strangely was\\nthis troth forgotten in Ireland, that until the beginning of this century, Cath-\\nolics, who constituted four-fifths of the population, were not only not permit-\\nted to endow, conduct, or teach schools, but Catholic parents even were not\\npermitted to educate their own children abroad, and it was made an\\nofiense, punished by transportation, (and if the party returned it was\\nmade high treason,) in a Catholic, to act as a schoolmaster, or assistant\\nto a schoolmaster, or even as a tutor in a private family. Such a law as\\nthat in operation for a century, coupled with legal disabilities in every\\nform, and with a system of legislation framed to benefit England at the\\nexpense of ijreland, would sink any people into pauperism and barbarism,\\nespecially when much, if not most, of the land itself was held in fee by\\nforeigners, or Protestants, and the products of the soil and labor were\\nexpended on swarms of church dignitaries, state officials, and absentee\\nla^tjolords. But even when these restrictions on freedom of education and\\ntcr-ching were removed in 1785, the grants of money by the Iri.sh and Im-\\nperial Parliaments, down to 1825, were expended in supporting schools\\n3xclusively Protestant. Upward of $7,000,000 were expended on the\\nProtestant Charter Schools, which were supported by a society which\\noriginated in 1733, on the alleged ground that Protestant English\\nschools, in certi^n counties inhabited by Papists, were absolutely neces-\\nsary for their conversion. By a by-law of this society, the advantages\\nof the institutions were limited exclusively to the children of Catholic\\nparents. On the schools of the Society for Discountenancing Vice,\\nwhich originated in 1792, and which was soon converted into an agency", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0502.jp2"}, "499": {"fulltext": "NATIONAL EDUCATION IN IRELAND. 2*71\\nof proselytism, the government expended, between 1800 and 1827, more\\nthan a half million of dollars. In 1814, the schools of the Kildare Place\\nSociety, began to receive grants from the Parliament, which amounted\\nin some years to \u00c2\u00a350,000, and on an average to $25,000, and in the aggre-\\ngate to near $2,000,000 and yet the regulations of the Society, although\\nmore liberal than any which preceded it, were so applied as practically\\nto exclude the children of Cathohcs. who constituted, in 1830, 6,423,000,\\nout of a population of 7,932,000.\\nIn 1806 commissioners were appointed by Parliament to inquire into\\nthe state of all schools, on public or charitable foundations, in Ireland who\\nmade fourteen reports. In their last report, in 1812, they recommend the\\nappointment of a board of commissioners, to receive and dispose of all\\nparliamentary grants, to establish schools, to prepare a sufficient number\\nof well-qualified masters, to prescribe the course and mode of education,\\nto select text-books, and generally to administer a system of national\\neducation for Ireland. To obviate the difficulty in the way of religious\\ninstruction, the commissioners express a confident conviction that, in the\\nselection of text-books, it will be found practicable to introduce not only\\na number of books in which moral principles should be inculcated in such\\na manner as is likely to make deep and lasting impressions on the youth-\\nful mind, but also ample extracts from the Sacred Scriptures themselves,\\nan early acquaintance with which it deems of the utmost importance, and\\nindeed indispensable in forming the mind to just notions of duly and sound\\nprinciples of conduct and that the study of such a volume of extracts\\nfrom the Sacred Writings would form the best preparation for that more\\nparticular religious instruction which it would be the duty and inclination\\nof their several ministers of religion to give at proper times, and in other\\nplaces, to the children of their respective congregations.\\nIn 1824, another commission was instituted to inquire into the nature\\nand extent of the instruction afforded by ditTerent schools in Ireland, sup-\\nported in whole or in part from the public funds, and to report on the best\\nmeans of extending to all classes of the people the benefit of education.\\nThis commission sqjamitted nine reports, concurring generally in the\\nrecommendations of the committee of 1805.\\nIn 1828, the reports of the commissioners were referred to a committee\\nof the House of Commons, who made a report in the same year, in which\\nthey state their object to be to discover a mode in which the combined\\neducation of Protestant and Catholic might be carried on, resting upon\\nreligious instruction, but free from the suspicion of proselytism. The\\ncommittee therefore recommend the appointment of aboard of education,\\nwith powers substantially the same as possessed by the former commis-\\nsioners. The following resolution presents their views on the matter of\\nreligious education\\nThat it is the opinion of this Committee, that for the purpose of carrying into\\neffect the combined Uterary and the separate religious education of the scholars,\\nthe course of study for four fixed days in the week should be exclusively moral\\nand literary and that, of the two remaining days, the one to be appropriated", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0503.jp2"}, "500": {"fulltext": "272 NATIONAL EDUCATION IN IRELAND.\\nsolely to the separate religious instruction of the Protestant children, the other\\nto the separate religious instruction of the Roman Catholic children. In each\\ncase no literary instruction to be given, or interference allowed on the part of\\nthe teachers, but the whole of the separate religious instruction to be given under\\nthe superintendence of the clergy of the respective communions. That copies\\nof the New Testament, and of such other religious books as may be printed in\\nthe manner hereinafter mentioned, should be provided for the use of the children,\\nto be read in schools, at such times of separate instruction only, and under the\\ndirection of the attending clergyman the established version for the use of\\nthe Protestant scholars, and the version published with the approval of the\\nlloman Catholic bishops for the children of their communion.\\nIn 1830, the subject was a.gain considered by a select committee of the\\nHouse on the state of the poor in Ireland, and the hope expressed that no\\nfurther time would be lost in giving to Ireland the benefit of the expen-\\nsive and protracted inquiries of the commissioners of 1805 and 1825, and\\nof the committee of 1828. In September, 1831, Mr. Wyse, author of the\\nable volume entitled Educational Reform, a member of the House\\nfrom Ireland, brought in a bill to establish a system of national education\\nfor Ireland, but it was not acted upon on account of the adjournment.\\nIn October, 1831, Mr. Stanley, then Secretary for Ireland, announced,\\nin a letter to the Duke of Leinster, Lord-lieutenant of Ireland, the inten-\\ntion of the Government to appoint a Board of Commission of National\\nEducation. The Board were soon after appointed, consisting of the Duke\\nof Leinster, the Protestant Archbishop of Dublin, the Catholic Arch-\\nbishop of Dublin, Rev. Dr. Francis Sadleir, Rt. Hon. A. R. Blake, and\\nR. Holmes, Esq., three Protestants, two Catholics, one Presbyterian,\\nand one Unitarian.\\nThe Board of Commissioners have now been in existence about\\neighteen years. During that time they have encountered bitter opposi-\\ntion from able but ultra zealots in the Protestant and Catholic churches\\nbut. sustained by the Government under the administration of all political\\nparties, they have gone on extending their operations, and accomplishing\\nresults which are worthy of the attentive study of every statesman and\\neducator. The fruits of their labors are already visible, but they will be\\nread of all men when another generation comes on the stage.\\nThe following are among the results of their measures\\nI. The Board have succeeded in establishing a system of National\\nEducation, or have made the nearest approach to such a system, which\\nknows no distinction of party or creed in the children to whom it proffers\\nits blessing, and at the same time it guarantees to parents and guardians\\nof all communions, according to the civil rights with which the laws of the\\nland invest them, the power of determining what religious instruction the\\nchildren over whom they have authority shall receive, and it prohibits all\\nattempts at enforcing any, either on Protestant or Roman Catholic chil-\\ndren, to which their parents or guardians object.\\nFor nearly the whole of the last century, the Government of Ireland labored\\nto promote Protestant education, and tolerated no other. Large grants of pub-\\nlic money were voted for having children educated in the Protestant faith,\\nwhile it was made a transportable offense in a Roman Catholic (and if the party\\nreturned, high treason) to act as a schoolmaster, or assistant to a schoolmaster,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0504.jp2"}, "501": {"fulltext": "NATIONAL EDUCATION IN IRELAND. 2*73\\nor even as a tutor in a private family.* The acts passed for this purpose contin-\\nued in force from 1709 to 1782. They were then repealed, but Parliament con-\\ntinued to vote money for the support only of schools conducted on principles\\nwhich were regarded by the great body of the Roman Catholics as exclusively\\nProtestant, until the present system was established.\\nThe principles on which they were conducted rendered them to a great ex-\\ntent exclusive with respect either to Protestants or to Roman Catholics Roman\\nCatholic schools being conducted on Roman Catholic principles, were, of\\ncourse, objectionable generally to Protestants while Protestant schools, being\\nconducted on Protestant principles, were equally objectionable to Roman Cath-\\nolics and being regarded by Roman Catholics as adverse establishments, they\\ntended, when under the patronage of Government, and supported by public\\nmoney, to excite, in the bulk of the population, feelings of discontent toward the\\nstate, and of alienation from it.\\nFrom these defects the National Schools are free. In them the importance of\\nreligion is constantly impressed upon the minds of the children, through works\\ncalculated to promote good principles, and fill the heart with a love of religion,\\nbut which are so compiled as not to clash with the doctrines of any particular\\nclass of Christians. The children are thus prepared for those more strict reli-\\ngious exercises which it is the peculiar province of the ministers of religion to\\nsuperintend or direct, and for which stated times are set apart in each school,\\nso that each class of Christians may thus receive, separately, such religious\\ninstruction, and from such persons, as their parents or pastorsmay approve or\\nappoint.\\nThe following Regulations will show the manner in which the Board\\nhave aimed to avoid the difficulty of religious instruction in schools com-\\nposed of difi erent denominations, as well as the prejudices of political\\nparties\\nAs to Government of Schools, with respect to Attendance and Religious Instruction.\\n1. The ordinary school business, during which all children, of whatever\\ndenomination they inay be, are required to attend, is to embrace a specified\\nnumber of hours each day.\\n2. Opportunities are to be afforded to the children of each school for receiving\\nsuch religious instruction as their parents or guardians approve of\\n3. The patrons of the several* schools have the right of appointing such reli-\\ngious instruction as they may think proper to be given therein, provided that\\neach school be open to children of all communions; that due regard be had to\\nparental right and authority that, accordingly, no child be compelled to receive,\\nor be present at, any religious instruction to which his parents or guardians\\nobject; and that the time for giving it be so fixed, that no child shall be thereby,\\nin effect, excluded, directly or indirectly, from the other advantages which the\\nschool affords. Subject to this, religious instruction may be given either during\\nthe fixed school-hours or otherwise.\\n4. In schools, toward the building of which the Commissioners have contrib-\\nuted, and which are, therefore, vested in trustees for the purposes of National\\neducation, such pastors or other persons as shall be approved of by the parents\\nor guardians of the children respectively, shall have access to them in the school-\\nroom^ for the purpose of giving them religious instruction there, at convenient\\ntimes to be appointed for that purpose, whether those pastors or persons shall\\nhave signed the original application or otherwise.\\n5. In schools not vested, but which receive aid only by way of salary and\\nbooks, it is for the patrons to determine whether religious instruction shall be\\ngiven in the school-room or not: but if they do not allow it in the school-room,\\nthe children whose parents or guardians so desire, must be allowed to absent\\nthemselves from the school, at reasonable times, for the purpose of receiving\\nsuch instruction elsewhere.\\n6. The reading of the Scriptures, either in the Protestant authorized, or Douay\\nversion, as well as the teaching of catechisms, comes within the rule as to reli-\\ngious instruction.\\nSee 8th Anne, c. 3, and 9tli William III. c. 1.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0505.jp2"}, "502": {"fulltext": "274 NATIONAL EDUCATION IN IRELAND.\\n7. The rule as to religious instruction applies to public prayer and to all\\nother religious exercises.\\n8. Tlie Commissionens do not insist on the Scripture lessons being read in\\nany of the national schools, nor do they allow them to be read during the time\\nof secular or literary itistrucilon, in any school attended by children \u00e2\u0096\u00a0whose\\nparents or guardians object to their being so read. In such case, the Commis-\\nsioners prohibit the use of them, except at the times of religious instruction,\\nwhen the persons giving it may use these lessons or not. as they think proper.\\n9. Whatever arrangement is made in any school tor giving religious instruc-\\ntion, must be publicly notified in the school-room, in order that those children,\\nand those only, may be present whose parents or guardians allow them.\\n10. If any other books than the Holy Scriptures, or the standard books of the\\nchurch to which the children using them belong, are employed in communica-\\nting religious instruction, the title of each is to be made known to the Commis-\\nsioners.\\n11. The use of the books published by the Commissioners is not compulsory;\\nbut the titles of all other books which the conductors of schools intend for the\\nordinary school business, are to be reported to the Commissioners and none\\nare to be used to which they object but they prohibit such only as may appear\\nto them to contain matter objectionable in itself, or objectionable for common\\ninstruction, as peculiarly belonging to some particular religious denomination.\\n12. A registry is to be kept in each school of the daily attendance of the schol-\\nars, and the average attendance, according to the form furnished by the Com-\\nmissioners.\\nII. The Board have done much to improve the literary qualifications,\\nand professional knowledge, and skill of teachers, as well as their pecuniary\\ncondition, and by a judicious system of classification in salaries, and re-\\nwarding cases of extraordinary fidelity and success, to diffuse a spirit of\\nself-education throughout the whole profession. The main defect in the\\nschools of Ireland at the institution of the Board was the incompetency\\nof the teachers. They were in general extremely poor, many of them\\nwere very ^ignorant, and not capable of teaching well even the mere\\nart of reading and writing and such of them as could do so much, were\\nfor the most part utterly incapable of corhbining instruction in it with\\nsuch a training of the mind as could produce general information and im-\\nprovement. One of the first and main objects of the Board was, and con-\\ntinues to be, to furnish an opportunity to deserving persons of the right\\ncharacter, to qualify themselves properly for teaching, and then, by a fair\\nprospect of remuneration and advancement, to devote themselves to the\\nbusiness for life, with a holy national and catholic spirit. A brief notice\\nof the successive steps by which the present system of training and aid-\\ning teachers in Ireland was reached, will be appropriate to the design of\\nthis work. The earliest indication of any movement in the educational\\nhistory of Ireland, for the professional training of teachers, was in 1812\u00c2\u00bb\\nIn their thirteenth annual (for 1812) report, the Commissioners for in-\\nquiring into the state of all schools on public or charitable foundations in\\nIreland, recommend the appointment of a Board of Commissioners as the\\nfirst step in a system of National Education, with power to establish a\\nnumber of additional or supplementary schools to those already in exist-\\nence, and that they be directed and required to apply themselves imme-\\ndiately to the preparing a sufficient number of well-qualified masters to\\nundertake the conduct of such supplementary schools as they should from\\ntime to time proceed to endow.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0506.jp2"}, "503": {"fulltext": "NATIONAL EDUCATION IN IRELAND. 275\\nWe have already adverted to the deplorable want of such qualification in a\\ngreat majority of those who now teach in the common schools, and to the perni-\\ncious consequences arising from it; their ignorance, we have reason to believe,\\nis not seldom their least disqualification; and the want of proper books often\\ncombines with their own opinions and propensities in introducing into their\\nschools such as are of the worst tendency. Even for schools of a superior de-\\nscription, and under better control, there is a general complaint that proper mas-\\nters can not be procured without much difficulty and we are persuaded that a\\nmore essential service could not be rendered to the State than by carrying into\\neffect a practicable mode of supplying a succession of well-quaiified instructors\\nfor the children of the lower classes.\\nThe recommendations o\u00c2\u00a3 the Commission were not acted upon, but\\nannual grants were subsequently made to the Kildare Place School So-\\nciety, which were applied in establishing two Model Schools in Dublin,\\nin which teachers, intended for their employment, were practised in the\\nmechanism and methods of the particular system of teaching encouraged\\nby that society. The period of instruction, or rather of observation and\\npractice, was brief, and the instruction itself amounted to but little more\\nthan a knowledge of the forms and evolutions of the monitorial system of\\nDr. Bell.\\nIn 1828, R. J. Bryce, Principal of the Belfast Academy, in a pamphlet\\nentitled Sketch of a Plan for a System of National Education for Ire-\\nland,^^ pp. 58, presents a very elaborate argument in favor of legisla-tive\\nprovision for the education of teachers, as the only sound basis on which\\na system of public instruction for Ireland could be raised. He sums up\\nhis discussion of this branch of the subject in the following manner\\n1. It is commonly supposed, that a man who understands a subject must be\\nqualified to teach it, and that the only essential attribute of an instructor is to\\nbe himself a good scholar.\\n2. Even those who are aware that there often exists a difference between two\\nteachers as to their power of communicating, conceive this difference to be of\\nmuch less importance than it really is; and, if ever they take the trouble to\\nthink of its cause, they ascribe it to some mechanical knack, or some instinctive\\npredisposition.\\n3. On the contrary, we maintain, that when a man has acquired the fullest\\nand most profound knowledge of a subject, he is not yet half qualified to teach\\nit. He has to learn how to communicate his knowledge, and how to train the\\nyoung mind to think for itself And, as it usually happens that children are\\nplaced under the inspection of their instructors, who become in a great measure\\nresponsible for their morals, every teacher ought also to know how to govern\\nhis pupils, and how to form virtuous habits in their minds. And this skill in\\ncommunicating knowledge, and in managing the mind, is by far the most important\\nqualification of a teacher.\\nf Every teacher, before entering on the duties of his profession, ought there-\\nfore to make himself acquainted with the Art of Education that is, with a\\nsystem of rules for communicating ideas, and forming habits; and ought to ob-\\nThe author thus refers to an article in No. 54 of the North American Review, devoted to Mr.\\nCarter s Essay, which will he found in another part of this work.\\nThe necessity of some regular provision for instructing teachers in the Art of Teaching, has begun\\nto be felt by all those who take an enlarged and rational view of the subject of education. The first\\nrude essay was made in the model schools of Bell and Lancaster. But reflecting people soon saw the\\nutter inefficiency of this mere mechanical training, which bears the same relation to a true and\\nrational system of professional education for teachers, that the steam-engine of the Marquis of Wor-\\ncester bears to the steam-engine of Watt Hints to this purpose we have met with in various places;\\nbut the first regular publication on the subject that we have heard of, is one by Mr. .T. G. Carter, an\\nAmerican writer, with which we are acquainted only through u short article in No. LIV. of the\\nNorth American Review.\\nIn short we recommend the whole of this article to the coreful perusal of the friends of real educa-\\ntion in Britain and Ireland.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0507.jp2"}, "504": {"fulltext": "276 NATIONAL EDUCATION IN IRELAND.\\ntain such a knowledge of the philosophy of mind, as shall enable him to under-\\nstand the reasons of those rules, and to apply them with judgment and discre-\\ntion to the great diversity of dispositions with which he will meet in the course\\nof his professional labors.\\n6. No man is qualified for the delicate and difficult work of managing the\\nyouthful mind, unless his own mental faculties have been sharpened and invig-\\norated by the exercise afforded to them in the course of a good general edu-\\ncation.\\n7. Therefore, a legislature never can succeed in establishing a good system of\\nnational education, without making some provision for insuring a supply of\\nteachers possessed of the qualifications specified in the two last articles; in\\norder to which, it is indispensably necessary, that Professorships of the Art of\\nTeaching be instituted and that students, placing themselves under the care\\nof such professors, be required to have previously attained a good general edu-\\ncation, and, in particular, a competent knowledge of the philosophy of the hu-\\nman mind.\\nIn 1831, the Board of Commissioners of National Education in Ireland\\nwas established. In a letter from Hon. E. G. Stanley, Chief Secretary\\nfor Ireland, explaining the powers and objects of the Board, one of the\\nobjects is declared to be the establishing and maintaining a Model\\nSchool in Dublin, and training teachers for country schools, and it is\\nmade a condition on which pecuniary aid shall be granted to any teacher,\\nthat he shall have received previous instruction in a Model School to\\nbe established in Ireland.\\nIn April, 1833, two Model Schools, one for males and one for females,\\nwere established by the Board, and two courses of instruction provided\\nfor teachers in each year, to continue three months each. In 1834, steps\\nwere taken to extend both the Model Schools and the Training Estab-\\nlishment, as set forth in their Report for 1835.\\nIf we are furnished with adequate means by the State, not only for training\\nschoolmasters, but for inducing competent persons to become candidates for\\nteacherships, through a fair prospect of remuneration and advancement, we\\nhave no doubt whatever that a new class of schoolmasters may be trained,\\nwhose conduct and influence must be highly beneficial in promoting morality,\\nharmony, and good order, in the country parts of Ireland.\\nIt is only through such persons that we can hope to render the National\\nSchools successful in improving the general condition of the people. It is not,\\nhowever, merely through the schools committed to their charge that the benefi-\\ncial effects of their influence would be felt. Living in friendly habits with the\\npeople; not greatly elevated above them, but so provided for as to be able to\\nmaintain a respectable station; trained to good habits; identified in interest\\nwith the State, and therefore anxious to promote a spirit of obedience to lawful\\nauthority we are confident that they would prove a body of the utmost value\\nand importance in promoting civilization and peace.\\nFormerly, nothing was attempted in elementary schools further than to com-\\nmunicate the art of reading, writing, and arithmetic, with some knowledge of\\ngrammar, geography, and history. Latterly, teachers have made use of the\\nreading lessons to convey information. Writing has been made subservient to\\nthe teaching of spelling, grammar, and composition, and also to the fixing of\\ninstruction on the memory. Arithmetic, instead of being taught by unexplained\\nrules, has been made the vehicle for conveying the elements of mathematical\\nknowledge, and training the mind to accuracy of thinking and reasoning.\\nReading-books have latterly been compiled on these principles, the lessons\\nbeing so selected as to convey the elements of knowledge on a variety of Sttb-\\njects. And this introduction of intellectual exercises into the teaching of these\\nelementary arts, has been found to produce a reflex effect upon the progress of\\nthe pupils in learning the arts themselves. Children are found to be more easily\\ntaught to read when, while they are learning to pronounce and combine sylla-\\nbles and words into sentences, they are receiving information. Their writing", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0508.jp2"}, "505": {"fulltext": "NATIONAL EDUCATION IN IRELAND. 2*77\\nf)roceeds better when, while they are learning the mechanical art, they are\\nearning the use of it; and they become belter arithmeticians when the princi-\\nples on which arithmetical operations are founded are gradually developed to\\nthem.\\nTo teach upon this principle, it is absolutely necessary that the teacher not\\nonly be able to read, and spell, and write well, and be a good practical arithme-\\ntician, but that he be a person of general intelligence, having an extensive and\\naccurate knowledge of the subjects treated of in the reading lessons. He must\\nknow much more than is expressed in the lessons themselves, or he will be\\ntotally unable to explain them familiarly, to correct the mistakes into which\\nhis pupils fall, and answer the innumerable questions that will be put to him as\\nsoon as the understandingof his pupils begins to be exercised on any subject.\\nIt is therefore necessary that teachers should not merely be able to teach their\\npupils to read, write, and to conduct schools upon an approved system of disci-\\npline, but that they be able to aid in forming the minds of children, and direct-\\ning their power of reading into a beneficial channel. The power of reading is\\nfrequently lost to children, and even becomes a .source of corruption and mis-\\nchief to them, because they have never been directed to the proper use of it and\\nit is consequently of the highest importance that, while they are taught to read,\\ntheir thoughts and inclinations should have a beneficial direction given to them.\\nTo efiect this, manifestly requires a teacher of considerable skill and intelli-\\ngence.\\nTo secure the services of such persons, it is material that suitable means of\\ninstruction should be provided for those who desire to prepare themselves for the\\noffice of teaching, and that persons of character and ability should be induced\\nto seek it by the prospect of adequate advantages.\\nWith these views, we propose establishing five Professorships in our training\\ninstitution. I. Of the art of teaching and conducting schooLs. The professor\\nof this branch to be the head of the institution. II. Of composition. English\\nliterature, history, geography, and political economy. III. Of natural history\\nin ail its branches. IV. Of mathematics and mathematical science. V. Of\\nmental philosophy, including the elements of logic and rhetoric. We propose\\nthat no person shall be admitted to the training institution, who does not previ-\\nouslv undergo a satisfactory examination in an entrance course to be appointed\\nfor that purpose; and that each person who may be admitted shall study in it\\nfor at least uvo years before he be declared fit to undertake the charge of a\\nschool; that during this time, he shall receive instruction in the different\\nbranches of knowledge already specified, and be practised in leaching the model\\nschool, under the direction of the professor of teaching.\\nWe are of opinion that, in addition to the general training institution, thirty-\\ntwo district Model Schools should be established, being a number equal to that\\nof the counties of Ireland; that those Model Schools should be under the direc-\\ntion of teachers chosen for superior attainments, and receiving superior remu-\\nneration to those charged with the general or Primary Schools; and that, here-\\nafter, each candidate for admission to the training establishments should undergo\\na preparatory training in one of them.\\nWe think the salary of the teacher of each Model School should be \u00c2\u00a3\\\\00 a\\nyear, and that he should have two assistants, having a salary of \u00c2\u00a3bO a year\\neach.\\nWe consider that the teacher of each Primary School should have a certain\\nsalary of .\u00c2\u00a325 a year; and that the Commissioners for the time being should be\\nauthorized to award annually to each a further sum, not exceeding \u00c2\u00a3b, provided\\nthey shall see cause for doing so in the Inspector s report of his general conduct,\\nand the character of the school committed to him. We are also of opinion\\nthat each teacher should be furnished wiih apartments adjoining the school.\\nBy the parliamentary grants of 1835 and 1836, the Board were enabled\\nto proceed with the erection of suitable buildings, and the establishment\\nof the Model School, and Training Department, in Marlborough street,\\nDublin, which were completed in 1838. To this, in 1839, was added a\\nModel Farm, and School of Agriculture, at Glasnevin, in the neighbor-\\nhood of Dublin, where the male teachers are lodged, and where they\\nreceive a course of instruction in agricultural science and practice.\\n18", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0509.jp2"}, "506": {"fulltext": "278 NATIONAL EDUCATION IN IRELAND.\\nThe training department was at first intended for schoolmasters but\\nin 1840, through the munificent donation of \u00c2\u00a31000, by Mrs. Drummond,\\nfor this special purpose, and an appropriation of a like amount by th\u00c2\u00a9\\nGovernment, a suitable building was erected in connection with the Model\\nSchool in Marlborough street, for the training of female teachers. In\\naddition to the ordinary course of instruction in the theory and practice of\\nteaching, schoolmistresses are instructed in plain needlework, in the\\nart of cutting out and making up articles of female wearing apparel, in\\nthe arts of domestic economy, such as cottage cookery, washing, ironing,\\nmangling, and other useful branches of household management.\\nThe Commissioners have recently erected in Dublin subsidiary Model\\nSchools, where temporary courses of instruction are given to teachers\\nalready connected with National Schools.\\nIn connection with, and in extension of the plan of the central Training\\nEstablishment, a system of Primary Model Schools in each district into\\nwhich the country is divided, is commenced. To several of these schools\\na residence for the teacher, and land for a Model Farm, are annexed. It is\\nin contemplation to make these District Model Schools the residence of\\nthe inspector, and depots for a supply of school books, apparatus, and\\nrequisites for the schools of the district. Respecting these Model Schools\\nand Training Department, the Board remark in 1848\\nOur training establi.shments conlinue in a prosperous state. We have\\ntrained, during the year, and supported at the public expense, 224 national\\nteachers, of whom 137 were males and 87 were females. We also trained 14\\nteachers not connected with National Schools, and who maintained themselves\\nduring their attendance at the Model Schools. Of the 224 teachers of National\\nSchools trained during the year, 9 were of the Established Church, 37 Presby-\\nterians, 3 Dissenters of other denominations, and 17.5 Roman Catholics. The\\ntotal number of male and female teachers trained, from the commencement of\\nour proceedings to tlie 3 1st of December, 1847, is 2 014. We do not include in\\nthis number those teachers who are not connected with National Schools.\\nWith reference to the training of teachers we have to observe, that the expe-\\nrience of each successive year sirengthens our conviction of its importance. It\\nis vain to expect that the National Schools, established in all parts of Ireland,\\nwill ever be effectively conducted, or the art of communicating knowledge ma-\\nterially improved, until a sufficient number of well-paid masters and mistresses\\ncan be supplied, thoroughly qualified, by previous training, to undertake the\\noffice of teachers, and feeling a zealous interest in promoting the great objects\\nof their profession.\\nWe have observed, with satisfaction, a marked improvement in the appear-\\nance, manners, and attainments of every successive class of teachers, who come\\nup to be trained in our Normal establishment. With reference to the two last\\nclasses, we have ascertained that 34 teachers in the last, and 73 in the present,\\nhad been originally educated as fUfiU in National Schools. It is from this de-\\nscription of persons, to whom the practice of instructing others has been familiar\\nfrom their childhood, that we may expect to procure the most intelligent and\\nskillful teachers, to educate the rising generatioii of Ireland.\\nIt is a gratifying fact, ihat the good feeling which has always prevailed\\namongst the teachers of different religious denominations residing together in\\nour training establishment, has suffered no interruption w hatever during the\\nlast year of extraordinary public excitement.\\nWhilst every attention has been paid to the improvement of the children in\\nour Model Schools, in the various branches of their secular education, the par-\\namount duty of giving to them, and the teachers in training, religious iristruc-\\ntion,has not been neglected by those intrusted wiih that duty. Upon this sub-\\nject we deem it expedient to republish the statement made in our Report of last", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0510.jp2"}, "507": {"fulltext": "NATIONAL EDUCATION IN IRELAND. 2l 9\\nyear, which is as follows: The arrangements for the separate religious in-\\nstruction of the children of all persuasions attending these schools, and also of\\nthe teachers in training, continue to be carried into effect every Tuesda} under\\nthe respective clergymen, with punctuality and satisfaction. Previously to the\\narrival of the clergymen, each of the teachers in training is employed in giving\\ncatechetical and other religious instruction to a small class of children belong-\\ning to his own communion. These teachers attend their respective places of\\nworship on Sundays; and every facility is given, both before and after Divine\\nservice, as well as at other times, for their spiritual improvement, under the\\ndirections of their clergy.\\nIII. They have not only increased the number of ordinary elementary\\nGchools, but they have established and aided a number of special schools\\nof different grades, pre-eminently calculated to benefit the people of Ire-\\nland.\\n1. Evening Schools. The experiment was commenced at Dublin,\\nunder the direct inspection of the Board, and was conducted to their satis-\\nfiction. They thus refer to the subject in their report for 1847\\nThe average attendance of the Evening School on our premises in Marlbo-\\nrough street, Dublin, during the past year, was about 200, composed partly of\\nboys who cuuld not attend school during the day, and partly of adults.\\nThe anxiety evinced by boys, and by young men from eighteen to twenty-five\\nyears of age, to participate in the advantages afforded by this school, confiims\\nour opinion that such institutions, if well conducted, will be of incalculable\\nbenefit to the working classes and that, if established in large towns, or in\\npopulous localities adjoining them, they will form an important step in the edu-\\ncation of the artisan between the comnion National School and the Mechanics\\nInstitution. After the toils of the day, the humble laborer and the tradesman,\\nwill find in Evening Schools the means of literary and moral improvement, and\\na protection against temptations to which, at tiieir age, this class of persons are\\npeculiarly exposed.\\nWe received during the year numerous applications for aid to Evening\\nSchools, the majority of which we rejected, being of opinion that our grants for\\nthis purpose should as yet be confined to large towns, in which trade and manu-\\nfactures are extensively carried on, and where alone we at present possess the\\nmeans of inspection. We made grants to twelve Evening Schools in the course\\nof the year. It is probable that the number of applications for assistance will\\ngradually increase. Should this be the case, we shall take the necessary steps\\nto ascertain that the Evening Schools are properly conducted, and that the sys-\\ntem of education carried on in them, is adapted to the varied occupations of the\\nartisans, mechanics, and others, w ho are desirous of obtaining the special in-\\nstruction which t neir several trades and avocations require.\\n2. Workhouse Schools. The children of families provided for in work-\\nhouses, under the Poor Law Commissioners in Ireland, are gathered into\\nschools under the care of the Board. In 1847 there were 104 of these\\nBchools, for which the Board propose the following vigorous measures of\\nimprovement\\n1. That the minimum rate of salary to male teachers, in addition to apart-\\nments and rations, shall be \u00c2\u00a330 a year; and to female teachers X25, exclusive\\nof any gratuity from the Commissioners of National Education.\\n2. That no teacher shall be required to undertake the instruction of more\\nthan from 80 to 100 children and that assistant teachers be provided, at lower\\nsalaries, when the daily average attendance considerably exceeds 100.\\n3. That in female schools, when the number of pupils considerably exceeds\\n100, a work-mistress be engaged, in addition to the prinjjipal teacher, to instruct\\nthe children in the various branches of plain needlework, and in the art of cut-\\nting out, and making up articles of female wearing apparel.\\n4. That the whole time of the teachers shall be devoted to the literary, moral,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0511.jp2"}, "508": {"fulltext": "280 NATIONAL EDUCATION IN IRELAND.\\nand industrial education of the children, and to the superintendence of them,\\nduring the hours of recreation and manual labor.\\n5. That Evening Schools be opened for the instruction of the adult paupers,\\nand of such of the pupils of the day schools, as it may be practicable and desir-\\nable to have in attendance for two hours each evening. The Evening Schools\\nto be conducted by the teachers of the day schools.\\n6. That the number of children to be accommodated in each school-room be\\nso regulated, as that a space of at least six square feet be allowed for each\\nchild.\\n7. That every Workhouse School, in connection with the Commissioners of\\nNational Education, be supplied with suitable furniture and apparatus, accord-\\ning to models to be furnished by ihem.\\n8. That each Workhouse School, on its coming into connection with the\\nCommissioners of National Education, be gratuitously supplied with a com-\\nplete outfit of books, maps, stationery, ;c., and that a further supply be granted\\nafterward, at stated periods.\\n9. That two of the local Guardians be requested to visit the schools weekly,\\nand report once a month to the Board of Guardians. This duty might be ren-\\ndered less onerous, if undertaken by the members of the Board in rotation.\\n10. That in order to provide industrial training for pauper-children, a suffi-\\ncient quantity of land be annexed to each Workhouse, to be cultivated as farms\\nand gardens by the pupils of the schools; and that, for this purpose, Agricultur-\\nists be appointed, to the most deserving of whom ihe Commissioners of National\\nEducation will award gratuities not exceeding i;i5 each.\\n11. That it is advisable, under particular circumstances, to consolidate two\\nor three Unions, and to establish a Central Agricultural School, to be attended\\nby the children of each.\\n3. Industrial Schools. The Board have extended aid to a class of\\nschools which gather in children who can not ordinarily be induced to\\nattend the regular day schools, and who need special care and training.\\nThe results are shown in the following extracts from the Reports of the\\nInspectors appointed by the Board\\nCladdah Fishing School, County Galway. The attendance has been, sometimes, over\\n500, and the average for six months has been nearly 400. I regret that the apparatus re-\\nquisite forgiving an extensive course of instruction on practice of navigation has not\\nbeen provided, and that there are no funds available for this purpose.\\nSince the opening of the female schools, 36 girls have been employed in the industrial\\nroom at spinning and net-making and in providing materials and making trifling dona-\\n.tions to children, \u00c2\u00a366 \\\\s. 6d. have ijeen nearly expended. The schools are in a much\\nbetter state than 1 expected them to be, the merit of which must be attributed to the\\npraiseworthy assiduity and attention of the manager, and rev. gentlemen of the Caddah\\nconvent.\\n4. Agricultural Scliools. In accordance with the wise policy which\\nhas characterized all the measures of the Board, of trying all new exper-\\niments under their own inspection, and of exhibiting a working plan, the\\nBoard first established a Model Farm and Agricultural School at Glas-\\nnevin, in connection with the Training Establishment in Dublin, and\\nafterward attached an ordinary National School to the establishment at\\nGlasnevin, to ascertain to what extent industrial training suited to the\\nwants and circumstances of the locality, could be united with literary\\ninstruction. As to the results the Board remark\\nIt has proved that literary instruction and practical instruction in garden-\\ning, together with some knowledge of agriculture, maybe successfully commu-\\nnicated to boys in a National School by one master, provided he be zealous and\\nskillful. No difficulty has been experienced in inducing a limited number of\\nthe advanced boys to wsrk in the garden two hours each day, after the ordinary\\nschool business. The scholars composing the Industrial class are paid six-\\npence a week each for their labor and the produce of the garden is valued to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0512.jp2"}, "509": {"fulltext": "NATIONAL EDUCATION IN IRELAND. 281\\nthe Commissioners, at the current market prices, for the use of the teachers\\nand domestics, in the male and female training establishments an account is\\nkept by the teacher of the receipts as well as of the expenses of cultivation.\\nOur masters in training have thus an opportunity of seeing a model of what a\\nsmall village school ought to be in a rural district, and how far it is practicable,\\nunder one and the same master, to unite literary and industrial education.\\nThe boys employed in cultivating the garden attend daily, together with the\\nteachers in training, a course of lectures on the elementary principles of agricul-\\nture, as well as of gardening. The practical information they thus acquire,\\nand the habits of industry to which they become accustomed, can not fail to be\\nhighly serviceable to them in after life. It will be a subject for future consid-\\neration, whether this arrangement for the regulation of the labor of the garden\\nmight not be so altered, as to place under each of the pupils a small allofment,\\nwhich he shall be required to cultivate, being permitted to receive a portion of\\nthe profit derived from his industry.\\nWe conceive that no greater boon could be conferred upon Ireland than the\\nesiabli.shment of similar schools in every country parish. They would not only\\nbe conducive to the improvement of the laboring classes themselves, but would\\ntend materially to remove the prejudices existing amongst many respectable\\nfarmers, against the mere literary education of the peasantry. Schools of this\\ndescription would prove, by the combination of intellectual with industrial\\ntraining, that not only are the understandings of the young developed by this\\nspecies of education, but their bodies formed and disciplined to habits of useful\\nand skillful labor.\\nAfter training up teachers competent to conduct Agricultural Schools.\\nand showing thera a working model of such a school, and also of an ordi-\\nnary school in which agriculture was introduced as a study and an exer-\\ncise, the Board proceeded to establish Model Agricultural Schools, pub-\\nlish Agricultural Class Books, and promote the study of agriculture in all\\nthe schools under their care, in appropriate situations. In their Report\\nfor 1847 they remark\\nWe had in operation on the 3lst of December, 1847, seven Model Agricul-\\ntural Schools and we have made building grants of .\u00c2\u00a3-200 each to ten others of\\nthis class, some of which are in progress. In addition to those schools, there\\nare twelve other Agricultural Schools to which small portions of land are;\\nattached; and to the masters of these we pay an additional salary of \u00c2\u00a35 per\\nannum for their agricultural services; and other emoluments are secured to\\nthem by the local managers. Since the commencement of the present year,\\nseveral applications have been received for aid both to Model and ordinary\\nAgiicultural Schools; so that we hope to announce, in our next Report, the\\nestablishment of a greater number.\\nWe have published an Agricultural Class Book for the use of the advanced\\npupils attending the National Schools, which it is intended shall be read by all\\nthe pupils capable of understanding its contents. The object of this little work\\nis to explain, in as simple language as possible, the best mode of managing a\\nsmall farm and kitchen garden. Appended to it are introductory exercises, in\\nwhich the scholars should be examined by the teachers. In order to render the\\nlessons attractive, they have been thrown into the form of a narrative, calcula-\\nted to arrest the attention of young readers. This reading book is not, however,\\ndesigned as an agricultural manual for our teachers. We propose to supply\\nthis want by the publication of a series of agricultural works, rising from the\\nsimplest elementary book, to scientific teaching of a high character, and com-\\nprehending various branches of practical knowledge, bearing upon the subject\\nof agricultural instruction. We distributed last year, amongst our teachers, a\\nvariety of cheap and useful tracts, relating to the best modes of cultivating the\\nsoil, and providing against the dearth of food and we are now engaged in cir-\\nculating, amongst our masters, several other elementary treatises on husbandry,\\nrecently published under the direction of the Royal Agricultural Society, and\\ncontaining much valuable information.\\nIn a limited number of large National Schools, situated in rural districts, we\\nintend to introduce agricultural instruction, subject to the following conditions", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0513.jp2"}, "510": {"fulltext": "282 NATIONAL EDUCATION IN IRELAND.\\nIf the manager of a National School of this description, or any respectable\\nperson of whom he approves, shall annex to it a farm of eight or ten acres, and\\nerect the necessary farm buildings thereon, without requiring any grant from\\nus toward building, repairs, the purchase of stock, or the payment of rent, we\\npropose in such cases to pay the Agricultural teacher a salary not exceeding\\n\u00c2\u00a330 per annum.\\nWe shall leave the appointment of the teacher and the superintendence of the\\nfarm to the proprietor of the land, or to the manager of the school, should he\\nalso be the owner of the land. All we shall require will be, that the teacher be\\ncompetent, in the opinion of our Agricultural Inspector, to manage the farm\\naccording to the most improved system; and that he shall instruct daily, in the\\ntheory and practice of agriculture, a sufficient number of advanced boys, who\\nshall be in .attendance at the adjoining National School. Our Agricultural\\nInspector will be required to report half-yearly whether the farm has been con-\\nducted to his satisfaction, and whether the regulations which we shall prescribe\\nfor the agricultural instruction of the pupils have been strictly adhered to.\\nThe plan we have now explained can not be effectually worked by our ordi-\\nnary inspectors. It will be necessary, tlierefore, that our Agricultural Schools,\\nincluding our Model Farm at Glasnevin, should be under the superintendence\\nof a person, practically conversant with agricultural operations, with plans of\\nfarm buildings, and the best method of keeping farming accounts; and who\\nshall be competent to examine and report on the system of agricultural in-\\nstruction adopted in schools of this description. We have, accordingly, deter-\\nmined upon appointing an officer to discharge those important duties. With\\nhis assistance, we shall in future be able to make full and satisfactory reports to\\nParliament of the agricultural branch of our system.\\nIn order to supply the demand for persons qualified to conduct farms and Agri-\\ncultural Schools, we have resolved upon increasing, from twelve to twenty-four,\\nthe number of agricultural pupils, who compose the free class, at our Model\\nFarm, Glasnevin also, upon increasing to the same extent the number of agri-\\ncultural teachers at our training establishment there. We shall thus have a\\ntotal of forty-eight pupils and teachers, who will be all under instruction at the\\nsame time.\\nOur agricultural pupils are selected from the best qualified of our pupils\\nattending our several Agricultural Schools throughout Ireland; and our agri-\\ncultural teachers who come up to be trained, are chosen from among the masters\\nof ordinary National Schools. This arrangement is calculated to accelerate\\nthe diffusion of agricultural instruction throughout our schools, and, generally,\\namongst our teachers.\\nThough convinced that, by means of these and other arrangements, we may\\nbecome instrumental in promoting the cause of Agricultural Education in Ire-\\nland, we teel bound to state that v/e can accomplish little, unless our efforts be\\ncordially sustained by the co-operation of the landed proprietors of the country.\\nThe Agricultural Schools must, in almost all cases, be created by them, and\\nconducted under their directions. It will be necessary for them to expend\\nmuch money, and bestow constant care upon them. The salaries, training, and\\ninspection, furnished by the state, are indispensable but they will he unavail-\\ning if local expenditure and exertions do not supply the groundwork upon which\\nthe assistance of Government is to be brought into operation.\\n5. School Libraries. From the following extracts, it will be seen that\\nthe Board are about to adopt the educational policy of New York and\\nMassachusetts in extending the means of self-education out of school\\nhours, and beyond the period of school attendance.\\nThe want of School Libraries for the use of the children attending our\\nschools has been long felt. To compile a series of instructive and entertaining\\nworks adapted to this purpose, would occupy a very considerable time, and\\nrequire the assistance of many individuals well qualified for compiling books\\nsuited to the minds of children. Under these circumstances, we have adopted\\nthe necessary steps for the selection of a sufficient number from those already\\npublished. Care will be taken that they are unobjectionable in all respects, to\\nthe members of every religious denomination. We shall buy them from the\\npublishers at the lowest cost, and sell them at reduced prices to such of the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0514.jp2"}, "511": {"fulltext": "NATIONAL EDUCATION IN IRELAND. 283\\nmanagers of oar schools as may approve of their being lent to their pupils.\\nWe shall also frame regulations for managing the School Libraries when\\nformed, which will insure a regular delivery and return of the books.\\nIV. The Board have aided in the erection and fitting up of more than\\n3000 school-houses in different parts of Ireland, by contributing an amount,\\nnot more in any case Than t\\\\\\\\so-thirds of the sum actually expended. The\\nexpenditure in Ireland for school-houses, in connection with the Board, up\\nto 1S50, has been estimated at $2,500,000. The Commissioners must be\\nsatisfied as to the site, size, furniture, material, and workmanlike manner\\nof the work done, before the payment of any grant.\\nV. The Board have succeeded in publishing and introducing a valua-\\nble series of text books, maps and school requisites, prepared with great\\ncare, and furnished for a first supply, and at the end of every four years\\ngratuitously to each school, and at other times below cost. Great pains\\nhave been taken to exclude from all books published or sanctioned by\\nthem, every thing of a sectarian or party character, the upper and the\\nnether millstone between which Ireland has been for two centuries\\ncrushed. The publication of this Irish National Series of School\\nBooks. has had the effect already to reduce the price of all school books\\nin England and Scotland, and to lead to the revision of most of the stand-\\ning text books, in order to compete with this new competitor in the market\\nIn their Fourteenth Report (for 1847) the Board remark\\nWe have the gratification to state that the demand for our school-books, in\\nEngland and Scotland, is progressively increasing. Many of our colonies,\\ntoo, have been supplied during the year with large quantities; and in some of\\nthem a system of public instruction for the poor, similar in its general charac-\\nter to that of the national system in Ireland, as being equally adapted to a pop-\\nulation of a mixed character as to their religious persuasions, is likely to be\\nestablished. We have sent books and requisites to Australia, British Guiana,\\nCanada, New Brunswick, Newfoundland, Nova Scotia, Gibraltar, and Malta.\\nA complete series of our National school-books was also sent to Lord Seaton,\\nthe Governor of Corfu; and it is not improbable that they will be translated, at\\nno distant period, into the Greek language, for the use of children attending\\nschools in the Ionian Islands.\\nVI. The Board have subjected their schools to a system of thorough,\\nperiodical and intelligent inspection, by which all abuses and deficiencies\\nare detected, and at once corrected or supplied, and a stimulus of the most\\npowerful character is brought to bear on all of the teachers in any way\\naided by the Commissioners.\\nBesides three head inspectors residing at Dublin, for local duties and\\nspecial business abroad, there are thirty-four district inspectors, who de-\\nvote their whole time to the services of the Board, under the following\\nregulations\\n1. The commissioners do not take the control or regulation of any school,\\nexcept their own model schools, directly into their own hands, but leave all\\nschools aided by them under the authority of the local conductors. The in-\\nspectors, therefore, are not to give direct orders, as on the part of the Board, re-\\nspecting any necessary regulations, but to point out such regulations to the\\nconductors of the school, that they may give the requisite orders.\\n2. The commissioners require that every National School be inspected by the\\ninspector of the district, at least three times in each year.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0515.jp2"}, "512": {"fulltext": "284 NATIONAL EDUCATION IN IRELAND.\\n3. The district inspector, on each inspection, is to communicate with the\\npatron or correspondent, for the purpose of affording information concerning\\nthe general state of the school, and pointing out such violations of rule, or de-\\nfects, if any, as he may have observed; and he is to make such suggestions as\\nhe may deem necessary.\\n4. He is to examine the visitors book, or daily report book, and to transmit\\nto the commissioners copies of any observations made therein which he may\\nconsider to be of importance.\\n5. He is not to make any observation in the book except the date of his visit,\\nthe time occupied in the inspection of the school, showing the precise time at\\nwhich it commenced and the precise time at which it terminated and also the\\nnumber of scholars present.\\n6. Upon ordinary occasions, he is not to give any intimation of his intended\\nvisit; but during the middle term of the year, from the 1st of May to theSlst of\\nAugust, when the inspection is to be public, he is to make such previous\\narrangements with the local managers, as will facilitate the attendance of\\nthe parents of the children, and other persons interested in the welfare of the\\nschools.\\n7. He is to report to the commissioners the result of each visit, and to use\\nevery means to obtain accurate information as to the discipline, management,\\nand methods of instruction pursued in the school.\\n8. He is to examine all the classes in succession, in their different branches\\nof study, so as to enable him to ascertain the degree and efficiency of the in-\\nstruction imparted.\\n9. He is to examine the class rolls, register, and daily report book and to\\nreport with accuracy what is the actual number of children receiving instruc-\\ntion at the school, and what is the daily average attendance.\\n10. He is to receive a monthly report from the teacher of each school, and\\nalso to make one quarterly himself to the commissioners, in addition to his or-\\ndinary report upon the school after each visit.\\n11. He is also to supply the commissioners with such local information as\\nthey may from time to time require from him, and to act as their agent in all\\nmatters in which they may employ him but he is not invested with authority\\nto decide upon any question affecting a National School, or the general business\\nof the commissioners, without their direction.\\n12. When applications for aid are referred to the district inspector, he is to\\ncommunicate with the applicant so as to insure an interview, and also with\\nthe clergymen of the different denominations in the neighborhood, with the view\\nof ascertaining their sentiments on the case, and whether they have any, and\\nwhat, objections thereto. He is also to communicate personally, if necessary,\\nwith any other individuals in the neighborhood.\\n13. The district inspector is to avoid all discussions of a religious or political\\nnature he is to exhibit a courteous and conciliatory demeanor toward all\\npersons with whom he is to communicate, and to pursue such a line of conduct\\nas Avill tend to uphold the jitst influence and authority both of managers and\\nteachers.\\nVII. They have, by their wise and successful measures, induced the\\nBritish Parliament to increase their annual appropriation in aid of Na-\\ntional Education in Ireland. The sum appropriated in 1831 was \u00c2\u00a34,328\\nin 1835, \u00c2\u00a335,000 in 1840, \u00c2\u00a350,000 and in 1847, \u00c2\u00a390,000. The whole\\nsum expended by the Board in 1847 was \u00c2\u00a3102,318. To the amount re-\\nceived from the Treasury was added the sum of \u00c2\u00a38,500. realized from\\nthe sale of books, published by the Board. The sum appropriated by\\nthe Board is made the condition and inducement of a still larger sum\\nbeing raised by local and parental effort. The following account of the\\nexpenditures of the Board for 1847, will indicate the objects which they\\naimed to accomplish", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0516.jp2"}, "513": {"fulltext": "NATIONAL EDUCATION IN IRELAND.\\n285\\nTHE DISCHARGE.\\nNormal Establishment\\nSalaries and Wages,\\nGeneral Expenditure,\\nMale Training Department, Glasnkvin:\\nSalaries and Wages\\nMaintenance and Traveling,\\nGeneral Expenditure,\\nMale Training Department, Great George s-street:\\nSalaries and Wages,\\nMaintenance and Traveling,\\nGeneral Expenditure,\\nMale Temporary Department, 27, Marlborouoh-street,\\nFemale Training Department\\nSalaries and Wages,\\nMaintenance and Traveling,\\nGeneral Expenditure\\nModel School Department,\\nEvening School, Marlborough-street,\\nModel Farm Department, including the Board and Lodg-\\ning of Agricultural Pupils and Teachers, Rent, Permanent\\nImprovements, Salaries, Wages, c.,\\nPurchase of Farm Stock and Agriculturallmplements, from Mr.\\nSkilling, in November,\\nGlasnevin National School:\u00e2\u0080\u0094 Completion of Building, Fit-\\nting-up, c\\nGlasnevin Evening School,\\nB01LDING, FiTTiNG-up, Repairing, c.. School-houses,\\nDo. Do. Agricultural, Industrial AND oth-\\ner Schools,\\nSalaries to Teachers and Monitors,\\nDistrict Model Schools\\nPurchase, Rent, toward Building, Furnishing\\nSalaries and Allowances to teachers,\\nGeneral Expenditure,\\nc.,\\nInspection,\\nBook Department\\nHer Majesty s Stationery Office, for one year ending 31st March,\\n1847, for Paper, Printing, Binding of National School Books,\\nincluding Slates, Pencils, and other School Requisites,\\nFor Books and Requisites purchased from Publishers, and sold\\nto the National Schools at reduced prices. Salaries, .C.,\\nOfficial Establishment in Marlborough-street,\\nRepairs and Works at Marlborough-street, including Pur-\\nchase of ground in Rere, for New Male Training Establishment,\\nBuilding and Fitting-up New Book Stores,\\nSundry Repairs and Alterations in various Departments,\\nMiscellaneous\\nRates, Taxes, and Insurance,\\nCoals, Candles, Gas, c.,\\nPostage,\\nStamps\\nLaw Costs, \u00c2\u00a3424 13 2\\nSundries, 165 2 3\\nIncidents,\\nGratuities to Monitors, from Model School Fund,\\nJames Claridge, ^ccomptant.\\ns. d.\\n861\\n23 9 10\\n126 2 4\\n1,218 15 5\\n312 16 8\\n119 7 8\\n928 12 9\\n248 7 5\\n307 16\\n183\\n1,139 8\\n306 1\\n852 19 10\\n101 9 10\\n921 19 8\\n916 2 7\\n744 18 9\\n21 16 6\\n3,956 7 10\\n399 8 9\\n520\\ns. d.\\n232 13\\n14,064 8\\n5\\n3,339 4\\n9\\n1,100\\n1,500\\n1,412 4\\n301 11\\n435 9\\n380 5\\n136 15\\n6\\n589 15\\n5\\n9,333 17 7\\n4,355 16 7\\n50,209 6 1\\n752 13\\n9,322 1 7\\n17,403 13 2\\n4,961 3 8\\n4,012 4 2\\n1,843 15 11\\n124 2\\n102,318 14 5\\nVIII. The success which has attended the efforts of the Board even\\nunder the extraorduiary and pecuUarly difficult circumstances of Ireland,\\nhas had a powerful influence on the cause of educational improvement in\\nEngland, and other parts of the British Empire.\\nMuch has been done within five years past, and more is now doing ia\\nthe Province of Upper Canada, by the Government, to establish a system\\nof common schools than in any one of the American States, not excepting\\neven New York, or Massachusetts. The action of the enlightened and\\nindefatigable superintendent of schools, the Rev. Egerton Ryerson, D. D.,\\nhas been guided more by the experience of the National Board of Ireland\\nthan that of any other State.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0517.jp2"}, "514": {"fulltext": "286\\nNATIONAL EDUCATION IN IRELAND.\\nThe following notices of two Industrial Schools, aided by the Board,\\nshould have been inserted on page 280.\\nBallymena Industrial School. This School was established for the purpose of feeding\\nand employing, as well as educating, the children of the lowest and most destitute class.\\nEighty children have been admitted up to the present time the average for the last sis\\nmonths was 55, (27 males and 28 females the attendance at present, 52, (26 males and\\n26 females;) the average ages, from 9 to 12. It is intended to increase the number in\\nactual attendance to 60.\\nThe schools differ from others in providing food for the children, and in requiring ctU\\nto work for a staled time daily. In summer the schools open at 7, and close at 5 four\\nhours are given to lessons, c., four to work, and two for meals and exercise in winter\\nthey open at 8, and close at 4, and the time for meals is somewhat curtailed.\\nBelfast Indnstrial School. This Establishment is for girls exclusively. The number\\nadmitted is 95 the number present on the 8th of May, 81. Every child admitted into\\nthis school is taught, in addition to the usual literary branches, knitting and sewing the\\nkind and quality of the work varying according to the knowledge of the pupil. The in-\\ndustrial occupations are, therefore, principally knitting, sewing, making up plain cloth-\\ning, and mending clothes. In addition to these branches of instruction, the elder girls\\nare taken in turn to the kitchen, laundry, c., where they are instructed in cooking,\\nwashing clothes, ironing, cleaning rooms, c. The time devoted to the literary branches\\nis from 3 o clock, p. m., to 6 o clock, p. m., on each week day. The hours from JO o clock,\\nA. M., to 2 o clock, p. M., are for industrial branches. The classes of children that are\\neligible for admission into the institution are\\n1. Orphans provided with shelter, for the night only, at the house of some friend.\\n2. Children of destitute widows.\\n3. Neglected children.\\n4. Special cases of poverty, from sickness or other causes.\\nSome of the results are that the orphan obliged to beg for food, though provided with\\nshelter for the night by a friend, has been saved from the vice and misery entailed on the\\nyoung mendicant.\\nThe child of the destitute widow, obliged to work for a stranger for her support, has\\nbeen provided a safe asylum during her mother s absence.\\nThe child neglected by a drunken father or mother, has met with a comfortable home\\nduring the day.\\nThe honest man or woman who has been stricken by sickness, unable to support his\\nfamily, has had them carefully tended.\\nThe Committee of this valuable Institution have published their First Annual Report,\\nwhich enters into more minute details respecting the food given to the children, and the\\ngeneral domestic arrangements.\\nBesides the Industrial School, there is, under the management of the ladies commit-\\ntee, an Infant School, of which the arrangements are entirely different. The children\\nreceive no food in the establishment, and each pupil, generally, pays a penny a week for\\ntuition.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0518.jp2"}, "515": {"fulltext": "TRAINING DEPARTMENT AND MODEL SCHOOLS\\nOP THE\\nCOMMISSIONERS OF NATIONAL EDUCATION FOR IRELAND.\\nThe Commissioners for National Education in Ireland, provided in\\n1839, in Marlborough street, Dublin, a Normal Establishment for traininc^\\nteachers, and educating persons who are intended to undertake the\\ncharge of schools.\\nThe establishment consists of spacious accommodations for class and\\nlecture-rooms for the Normal pupilS; school-rooms for three model schoola\\nin Marlborough street for the instruction of 800 pupils, and a boarding-\\nhouse and model farm at Giasnevin. in the neighborhood of Dublin.\\nThe following extracts from the Regulations of the Board regardincr\\nthe appointment and classification of teachers, the course of instruction,\\nc., will give a good idea of the establishment, and at the same time\\nsuggest many useful hints to the friends of educational improvement at\\nhome.\\nADMISSION OF PUPILS INTO THE MODEL SCHOOLS.\\nParents are requested to observe the following rules\\n1. Parents wishing their children to be admitted into these schools must ap-\\nply to the head teacher of the respective schools, on any morning of the week\\nexcept Monday, from half-past nine till ten o clock. The nanies, residences\\nc. of the children will then be registered in a book kept for the purpose, and\\nas vacancies occur, they will be sent for in the strict order of their respective\\napplications except in the case of pupils who have been dismissed for irregularity\\nof attendance, who are not to be received again till after all the other applicants\\nshall have been admitted.\\n2. The doors are closed every morning preci.sely at ten o clock, and the\\nchildren are dismissed at three, except on Saturdays, when the schools close at\\ntwelve o clock.\\nAn opportunity for separate religious instruction is afforded every Tuesday\\nfrom ten till half-past twelve o clock.\\n4. If a child be absent on any day. he must bring a ticket to school, as a token\\nthat the absence was unavoidable, and by the consent of the parents. Three\\nAbsence tickets will be given to the parents on application to the heads of the\\nrespective schools.\\n5. If any child be frequently absent, or absent five days successively,\\nand the cause be not made known to the teachers before the expiration of the\\nfive days, such child will be discharged from the school. If the parents wish\\nthe child to be re-admitted, they must get the name entered in the application\\nbook as at first and vjait till after all the children who have applied for the first\\ntime shall have been admitted.\\n6. The payment is a penny per week, to be paid the first day in each week\\nthe child attends and should any child be unavoidably absent, the penny\\nmust nevertheless be paid weekly so long as the parent wishes the name of the\\nchild to remain on the roll.\\nGENERAL LESSONS TO BE INCULCATED IN THE MODEL SCHOOLS AND TRAINING\\nDEPARTMENT, AND IN ALL SCHOOLS OF THE BOARD.\\nChristians should endeavor, as the Apostle Paul commands them, to liv.e\\npeaceably with all men, (Rom. ch. xii. v. 18,) even with those of a difierent\\nreligious persuasion.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0519.jp2"}, "516": {"fulltext": "288 NORMAL AND MODEL SCHOOLS OF IRELAND.\\nOur Savior, Christ, commanded his disciples to love one another he\\ntaught them to love even their enemies, to bless those that cursed them, and to\\npray for those who persecuted them. He himself prayed for his murderers.\\nMany men hold erroneous doctrines, hut we ought not to hate or persecute\\nthem. We ought to seek for the truth, and to hold fast what we are convinced\\nis the truth but not to treat harshly those who are in error. Jesus Christ did\\nnot intend his religion to be forced on men fey violent means He would not\\nallow his disciples to fight for him.\\nIf any person treats us unkindly, we must not do the same to them for Christ\\nand his apostles have taught us not to return evil for evil. If we would obey\\nChrist, we must do to others, not as they do to us, but as we should wish them\\nto do to us.\\nduarreling with our neighbors, and abusing them, is not the way to con-\\nvince them that we are in the right, and they in the wrong. It is more likely\\nto convince them that we have not a Christian spirit.\\nWe ought to show ourselves followers of Christ, who, when he was reviled,\\nreviled not again, (1 Pet. ch. ii. v. 23,) by behaving gently and kindly to\\nevery one.\\nTEN PRACTICAL RULES FOR THE TEACHERS OF NATIONAL SCHOOLS.\\nI. To keep at least one copy of the General Lesson, or a Lesson of similar\\nimport, suspended conspicuously in the school-room, and to inculcate the prin-\\nciples contained in it on the minds of their pupils.\\nII. To exclude from the school, except at the hours set apart for religious in-\\nstruction, all catechisms and books inculcating peculiar religious opinions.\\nIII. To avoid fairs, markets, and meetings but above all, political meet-\\nings, of every kind; and to do nothing either in or out of school which might\\nhave a tendency to confine it to any one denomination of children.\\nIV. To keep the register, report book, and class lists, accurately and neatly,\\nand according to the precise forms prescribed by the Board.\\nV. To classify the children according to the national school books; to study\\nthose books themselves; and to teach according to the improved methods, as\\npointed out in their several prefaces.\\nVI. To observe themselves, and to impress upon the minds of their pupils,\\nthe great rule of regularity and order a time and a place for every thing,\\nAND every thing IN ITS PROPER TIME AND PLACE.\\nVII. To promote, both by precept and example, cleanliness, neatness, and\\nDECENCY. To effect this, the teachers should set an example of cleanliness and\\nneatness in their own persons, and in the state and general appearance of their\\nschools. They should also sati. fy themselves, by personal inspection every\\nmorning, that the children have had their hands and faces washed, their hair\\ncombed, and clothes cleaned, and, when necessary, mended. The school apart-\\nments, too, should be swept and dusted every evening and while-washed at\\nleast once a year.\\nVIII. To pay the strictest attention to the morals and general conduct of their\\npupils and to omit no opportunity of inculcating the principles of truth and\\nHONESTY the duties of respect to superiors, and obedience to all persons placed\\nin authority over them.\\nIX. To evince a regard for the improvement and general welfare of their\\npupils; to treat them with kindness combined with firmness; and to aim at\\ngoverning them by their affections and reason, rather than by harshness and\\nseverity.\\nX. To cultivate kindly and affectionate feelings among their pupils to dis-\\ncountenance quarreling, cruelty to animals, and every approach to vice.\\nADMISSION TO TRAINING DEPARTMENT.\\n1. The appointment of teachers rests with the Local Patrons and Commit-\\ntees of Schools. But the Commissioners are to be satisfied of the fitness of\\neach, both as to character and general qualification. He should be a person\\nof Christian sentiment, of calm temper, and discretion he should be imbued\\nwith a spirit of peace, of obedience to the law, and of loyalty to his sovereign;\\nhe should not only possess the art of communicating knowledge, but be capa-\\nble of moulding the mind of youth, and of giving to the power which education", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0520.jp2"}, "517": {"fulltext": "NORMAL AND MODEL SCHOOLS OF IRELAND. 289\\nconfers a useful direction. These are the qualities for which patrons of\\nschools, when making choice of teachers, should anxiously look. They are\\nthose which the Commissioners are anxious to find, to encourage, and to re-\\nward.\\n2. The Commissioners have provided a Normal Establishment in Marlbo-\\nrough street, Dublin, for training teachers and educating persons who are in-\\ntended to undertake the charge of schools; and they do not sanction the ap-\\npointment of a teacher to any school, unless he shall have been previously\\ntrained at the Normal Establishment or shall have been pronounced duly qual-\\nified by the Superintendent of the district in which the school is situated.\\n3. Teachers selected by the Commissioners for admission to the Normal Es-\\ntablishment must produce a certificate of good character from the officiating\\nclergyman of the communion to which they belong. They are to be boarded\\nand lodged at an establishment provided by the Board for the purpose at Glas-\\nnevin, in the immediate neighborhood of Dublin, to which an agricultural de-\\npartment is attached. They are to receive religious instructions from their re-\\nspective pastors, who attend on Thursdays at the Normal Establishment; and\\non Sundays they are required to attend their respective places of worship; and\\na vigilant superintendence is at all times exercised over their moral conduct.\\n4. They are to attend upon five days in the week at the training and model\\nschools, where lectures are delivered on different branches of knowledge, and\\nwhere they are practised in the art of teaching. They are to receive instruction\\nat Glasnevin, particularly in agriculture, daily, and they attend on Saturdays\\nat the farm, which is conducted under the direction of the Commissioners, and\\nwhere they see theory reduced to practice. They undergo a final examination\\nat the close of their course, and each will then receive a certificate according\\nto his deserts. The course of training at present occupies a period of four\\nmonths and a half, and for a considerable time previous to their being sum-\\nmoned, they are required to prepare themselves for the course.\\n5. Teachers of schools unconnected with the National Board, if properly\\nrecommended, are also admitted to attend the Normal Establishment, as day\\npupils, without any charge for tuition but such persons maintain themselves\\nat their own expense.\\nDAILY OCCUPATION IN THE TRAINING DEPARTMENT.\\nThe Lectures of the Professors commence in the first week of February and August\\nin each year, and continue for between four and five months.\\nDAILY OCCUPATION OF THE TEACHERs TIME AND SUBJECTS TAUGHT.\\nMondays, Wednesdays and Fridays.\\n10 to 11 Mr. Sullivan Principles of Teaching Systems of Popular Education\\nand Lectures on School-keeping.\\n11 to 12 Mr. M Gauley Arithmetic, Elements of Algebra, Geometry, and Mechanics.\\n12 to 12J Hullah s System of Singing, under Mr. Gaskin, in the Gallery.\\n12Jto 1 Relaxation in Play-ground, under Mr. Rintoul.\\n1 to Ij Mr. Sullivan Recapitulation and Examination.\\n14 to 2 Mr. M Gauley Steam Engine, Elements of Chemistry, and subjects con-\\nnected with them.\\n2 to 3 Practice of Teaching in Model School under Mr. Rintoul, Mr. Keenan,\\nand superintendence of the Professors.*\\n3 to 4 Lecture on Agriculture from Mr. Donaghy.\\nTuesdays.\\n10 to 11 Hullah s System of Singing under Mr. Gaskin, in the Gallery.\\n11 to 12J Religious Instruction, under their respective Clergymen.\\nRelaxation in Play-ground, under Mr. Rintoul.\\nMr. Sullivan Books of the Board, Grammar, Easy Lessons on Reasoning,\\nand Elements of Political Economy taking Archbishop Whateley s\\nEasy Lessons on Money Matters as the basis and touching only on\\nthose topics which are plain, \u00e2\u0080\u00a2practical, and corrective of popular prejudices.\\nMr. M Gauley Same as early Lecture on Mondays.\\nLecture on Agriculture from Mr. DonagHY.\\nDuring these hours a portion of the teachers in rotation attend the Infant Model School\\nunder Mr. Young.\\n12ito\\nI to\\n1\\n2\\n2 to\\n3 to\\n3\\n4", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0521.jp2"}, "518": {"fulltext": "290 NORMAL AND MODEL SCHOOLS OF IRELAND.\\nThursdays.\\n10 fo 11 Mr. Sullivan Geography, and Elements of Astronomy.\\n11 to 12 Mr. M Gaulicy Same subjects as early Lecture on preceding days.\\n12 to 121 Hullah s System of Singing, under Mr. Gaskin.\\n121 to 1 Relaxation in Play-ground, under Mr. RiNTOUL.\\n1 to 2 Mr. RiNTOUL Preparation for Teaching in the Model School.\\n2 to 3 Practice of Teaching in Model School, under Mr. Rintohl, Mr. Eeenan,\\nand superintendence of the Professors.*\\n3 to 4 Lecture on Agriculture from Mr. Donaghv.\\nSaturdays.\\n10 to 12 Mr. DoNAGHY At the farm for practical Instruction in Agriculture.\\n12 to 2 Mr. GiLsoN\u00e2\u0080\u0094 Surveying.\\n2 to 3 Mr. Campbkll Horticulture.\\nSPECIAL CLASS.\\nThe Junior Division attend with the General or Ordinary Class, as above.\\nThe Senior Divison, or those who have attended two .courses of Lectures, are em-\\nployed in the Model School, under Mr Keenan, except at the periods in which the Gen-\\neral Class learn the practice of Teaching under Mr. Rintoul. At these periods the\\nSpecial Class receive extra and special instruction from one of the Professors. For the\\npresent, Mr. M Gauley will take them on Thursdays, at the hour in which the men\\nwill lie in the Model Schools for the practice of Teaching and also, from 2 till half-past\\n2 o clock on Mondays, Wednesdays and Fridays Mr. RiNTOUL will also give them spe-\\ncial instruction on Tuesdays, from 10 till 11 o clock and Mr. Sullivan will mark out a\\ncourse of reading for them, and examine them from half-past nine to 10 o clock on Tues-\\ndays, on the books recommended he will also give them exercises to write on the sub-\\nject of Education and School-keeping.\\nFEMALE CLASS OF TEACHF.RS IN TRAINING.\\nMondays, Wednesdays, Thursdays and Frid-ays.\\n9|to lOJ Mr. Rintoul Writing, Arithmetic, Elocution, and Writing and Spelling, by\\nDictation.\\n11 to 12 Mr. Sullivan Geography, Grammar, Principles of Teaching, and Lectures\\non School-keeping. t\\n12 to 12J Relaxation in Play-ground.\\n12^ to 3 Female Model and Infant Schools.\\n3 to 4 Miss Byene For Singing.\\nTuesdays.\\n9ito 101 Mr. Rintoul Same subjects as on Mondays.\\n10 to 122 Separate Religions Instruction.\\n12jto 1 Relaxation in Play-ground.\\nl to 2 Mr. M Gauley Arithmetic.\\n2 to 3 Mr. Rintoul Practice of Teaching.\\n3 to 4 Miss Byrne For Singing.\\nSaturdays.\\n10 fo 12 Female Model School.\\n12 to 12h Miss Byene For Singing.\\nclassification and salaries op teachers.\\nTeachers of national schools are divided into three classes, to which the fol-\\nlowing salaries are attached:\\nFirst Class. First Division: males, X30; females, \u00c2\u00a324. Second Division:\\nmales, \u00c2\u00a325; females, \u00c2\u00a3-20. Third Division: males, \u00c2\u00a322; females \u00c2\u00a318 per\\nannum.\\nSecond Class. First Division males, \u00c2\u00a320; females, \u00c2\u00a315. Second Division\\nmales, \u00c2\u00a318; females, \u00c2\u00a314 per annum.\\nTkird Class. First Division males, \u00c2\u00a316; females, \u00c2\u00a313. Second Division\\nmales, \u00c2\u00a314; females, \u00c2\u00a312 per annum.\\nProbationary Teachers. Males, \u00c2\u00a310; females, \u00c2\u00a39 per annum.\\nAssistant Teachers. Males, \u00c2\u00a310; females, \u00c2\u00a39 per annum.\\nMistresses to leach Needle Work. \u00c2\u00a3f) per annum.\\nIn order thiit the teachers in training mny see the Model School in all its phases, we change\\nthe hours of our Lectures every Thursday, so ns to enable them to attend the first Thursday in the\\ncour. ie from 10 to Jl o clocic, the second from 11 to 12, nnd so on.\\nExcept from 11 till 12 o clock on Thursdays, which they speed in the Female Model School.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0522.jp2"}, "519": {"fulltext": "NORMAL AND MODEL SCHOOLS OF IRELAND.\\n291\\nMasters of agricultural model schools, with farms of eight or ten acres an-\\nnexed, who are competent to conduct both the literary and agricultural depart-\\nments, are to receive \u00c2\u00a310 per annum, in addition to the salary of the class in\\nwhich they may be placed.\\nMasters of national schools, with a small portion of land annexed, consisting\\nof from two to three acres, for the purpose of atlbrding agricultural instruction,\\nwill receive \u00c2\u00a35 per annum, in addition to the salary of their class, provided\\nihey are competent to conduct both the literary and agricultural departments,\\nand that the commissioners shall have previously approved of agriculture being\\ntaught in the school.\\nThe commissioners will not grant salary to an assistant teacher, or to a\\nteacher of needlework, unless they are satisfied that the appointment is necessary\\nand such teachers, even though they may he classed, will not be paid any higher\\nrate of salary than the amount awarded to them as assistant teachers, or teach-\\ners of needlewoi k, until promoted to the rank of principal teacher, with the\\nsane ion of the commissioners.\\nThe commissioners have determined upon a course of study for each class,\\nin which the teachers are to be examined as a test of their fitness for promo-\\ntion but their general conduct, the condition of their respective schools, their\\nmethod of cjnducting them, and the daily average attendance of pupils, will\\nalso be taken into consideration.\\nEvery national teacher will be furnished with a copy of the program of the\\ncourse of study above referred to.\\nThe commissioners require that a further income to the teachers be secured,\\neither by local subscriptions or school fees. This rule will be strictly enforced.\\nSAr.ARIES PAID TO MONITORS.\\nMales and FcynaU s. For the first year, for the second year, \u00c2\u00a35; for the\\nthird year, for the fourth year, \u00c2\u00a31.\\nFor the present the number of paid monitors is limited to four males and two\\nfemales in each district, selected from among the best pupils in the national\\nschools, and appointed upon the recommendation of the district inspectors.\\nWhen the district model schools are established, candidates for the office of\\npaid monitor must undergo a public examination by the inspectors, in a pre-\\nscribed course, to be held in those schools.\\nGHNERAI, CONDITION S FOR PROMOTIOKS.\\nAll newly appointed teachers, who have not previously conducted national\\nschools, are considered as Probationers, and must remain as such for at least\\noiie year, at the expiration of which time, they will be eligible for classification,-\\nand may be promoted, even before being trained, to any class except ihe first:\\nif promoted, they will receive the full amount of salary to which they may become\\nenlit eJ, from th commcnxmcnt of thi second, year of their service under the Board.\\nAll teachers must remain at least one year in a lower division of any class,\\nbefore ihey are eligible for promotion to a higher division of the same and they\\nmust remain two years in a lower class before they are eligible for promotion\\nto a higher class.\\nThis regulalion does not apply to probationary teachers, nor to teachers who\\nmay be promoted on the recommendation of the professors at the termination of\\nthe course of training.\\nNone but teachers trained at the Normal School of the commissioners are\\neligible for promotion to am/ division of the first class, and only upon the recom-\\nmendation of the professors, or of a board of inspectors.\\nExaminations are to be held, at specified times, by the inspectors, with the\\nview of promoting meritorious teachers, or of depressing others who may have\\nconducted themselves improperly, or in whose schools the attendance has con-\\nsiderably decreased.\\nNo teacher vnll be admitted to exam.ina ion with a vievj to promotion, on whose\\nschool decidedly unfavorable report has been made by the district inspector vjithin\\nthe previous year.\\nTeachers will not be eligible for promotion unless, in addition to satisfactory\\nanswering in the course prescribed for the class to which they aspire, it appears\\nfrom the reports of their respective district inspectors that their schools are pro-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0523.jp2"}, "520": {"fulltext": "292 NORMAL AND MODEL SCHOOLS OF IRELAND.\\nperly organized and well conducted that adequate exertions have been made\\nby them to keep up a sufiicient average attendance that their junior classes\\nare carefully taught, and that a fair proportion of the pupils of the higher\\nclasses, besides being proficients in the ordinary branches of reading, spelling\\nand writing, are possessed of a respectable amount of knowledge in, at least,\\ngrammar, geography, and arithmetic. In female schools it will be further re-\\nquisite that instruction in plain needlework, including sewing, knitting, and\\ncutting-out, be given to all girls capable of receiving it, and that they exhibit a\\ndue proficiency in this department.\\nIt must also appear from the reports of their inspectors, that their school ac-\\ncounts have been regularly and correctly kept, that their schools and school\\npremises have been preserved with neatness and order, and that cleanliness in\\nperson and habits has been enforced on the children attending them.\\nNone can be appointed as assistant teachers whose qualifications are not\\nequal to those required of probationers.\\nSatisfactory certificates of character and conduct will be required of all can-\\ndidates.\\nSCALE OF PREMIUMS TO THE MASTERS AND MISTRESSES OF NATIONAL SCHOOLS.\\nThe sum of \u00c2\u00a310 to be allocated to each of the school districts, to be divided\\ninto six premiums one of .\u00c2\u00a33 one of X2 two of \u00c2\u00a31 10s. each, \u00c2\u00a33; two of .\u00c2\u00a31\\neach, \u00c2\u00a32.\u00e2\u0080\u0094 \u00c2\u00a310.\\nThese premiums are to be awarded annually on the recommendation of the\\ndistrict inspector, and paid at the end of the year to the masters and mistresses\\nwho are most distinguished by the order, neatness, and cleanliness observable\\nin themselves, their pupils, and in the school-houses.\\nNo distinction to be made between vested and non-vested schools.\\nNo teacher eligible for these premiums for more than two years in succession.\\nThese premiums will be awarded without reference to the class in which the\\nteachers may be ranked but none will be deemed eligible to receive such pre-\\nmiums against whom there may be any well-founded charge of neglect in the\\nperformance of their duties, of impropriety in their conduct, or whose schools\\nare not conducted in a satisfactory manner.\\nMODEL FARM AND AGRICULTURAL SCHOOL AT GLASNEVIN,\\nThe follow^ing notice of the Model Farm at Glasnevin, where the\\nNormal pupils are required to take practical lessons in agriculture, is\\ntaken from Colman s European Agriculture and Rural EconomyP\\nIt is considered (by the Commissioners of National Education) and with\\ngood reason, that the great want, among the people, is a M^ant of knowledge in\\napplying and using the means of subsistence within their reach that there is no\\nindisposition on their part to labor; that there is as yet an ample extent of un-\\ncultivated land capable of being redeemed and rendered productive and that a\\nprincipal source of the wretchedness, and want, and starvation, which prevail\\nm some parts of this country, often to a fearful extent, is attributable to the_\\ngross ignorance of the laboring classes of the best modes of agriculture and of\\nrural economy. With this conviction upon their minds, the commissioners\\nhave determined to connect with all their rural schools a course of teaching in\\nscientific and practical agriculture, communicating a knowledge of the simple\\nelements of agricultural chemistry; of the best modes and operations of hus-\\nbandry which have been adopted in any country of the nature, and character,\\nand uses, of the vegetables and plants necessary or useful to man or beast of\\nthe improved kinds of live stock, and of the construction and use of the most\\nimproved and most approved farming implements and machinery. With these\\nviews, it is their intention to train their schoolmasters, and to send out such\\nmen as are apt and qualified to teach these most useful branches. For this\\npurpose the government have established this model farm, which was begun in\\n1838, and which has already, in a greater or less measure, qualified and sent\\nout seven hundred teachers. To my mind it seems destined to confer the most\\nimportant benefits upon Ireland, and I may add upon the world for so it hap-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0524.jp2"}, "521": {"fulltext": "NORMAL AND MODEL SCHOOLS OF IRELAND. \u00c2\u00a393\\npens under the benignant arrangements of the Divine Providence, the benefits\\nof every good measure or effort i or the improvement of mankind proceed, by a\\nsort of reduplication, to an unlimited extent; these teachers shall instruct their\\npupils, and these pupils become in their turn the teachers of others; and the\\ngood seed, thus sown and widely scattered, go on yielding its constantly-increas-\\ning products, to an extent which no human imagination can measure. Three\\nthousand schoolmasters are at this moment demanded for Ireland, and the gov-\\nernment are determined to supply them. Happy is it for a country, and honor-\\nable to human nature, when, instead of schemes of avarice, and dreams ol\\nambition, and visions of conquest, at the dreadful expense of the comfort, and\\nliberty, and lives, of the powerless and unprotected, the attention of those who\\nhold the destinies of their fellow-beings in their hands is turned to their im-\\nprovement, their elevation, their comfort, and their substantial welfare.\\nThe Model Farm and Agricultural School is at a place called Glasnevin,\\nabout three miles from Dublin, on a good soil. The situation is elevated and\\nsalubrious, embracing a wide extent of prospect of sea and land, of plain and\\nmountain, of city and country, combining the busy haunts of men, and the\\nhighest improvements of art and science, with w^hat is most picturesque and\\ncharming in rural scenery, presenting itself in its bold mountains and deep\\nglens, in its beautiful plantations, its cultivated fields, and its wide and glitter-\\ning expanse of ocean. The scenery in the neighborhood of Dublin, with its\\nfertile valleys, and the mountains of Wicklow, of singularly grand and beau liful\\nformation, bounding the prospect for a considerable extent, is among the richest\\nwhich the eye can take in and at the going down of the sun in a fine summer\\nevening, when the long ridge of the mountains seemed bordered with a fringe\\nof golden fire, it carried my imagination back, with an emotion which those\\nonly who feel it can understand, to the most beautiful and picturesque parts of\\nVermont, in the neighborhood of Lake Champlain. I have a strong conviction\\nof the powerful and beneficial influence of fine natural scenery, where there is\\na due measure of the endowment of ideality, upon the intellectual and moral\\ncharacter and I would, if possible, surround a place of education with those\\nobjects in nature best suited to elevate and enlarge the mind, and stir the soul\\nof man from its lowest depths. It is at the shrine of nature, in the temple pil-\\nlared by the lofty mountains, and whose glowing arches are resplendent with\\ninextinguishable fires, that the human heart is most profoundly impressed with\\nthe unutterable grandeur of the great object of worship. It is in fields radiant\\nwith their golden harvests, and every where offering, in their rich fruits and\\nproducts, an unstinted compensation to human toil, and the most liberal provi-\\nsions for human subsistence and comfort, and in pastures and groves animated\\nwith the expressive tokens of enjoyment, and vocal with the grateful hymns of\\necstacy, among the animal creation, that man gathers up those evidences of\\nthe faithful, unceasing, and unbounded goodness of the Divine Providence,\\nwhich most deeply touch, and often overwhelm the heart. The Model Farm\\nand School, at Glasnevin, has connected with it fifty-two English acres of land,\\nthe whole of which, with the exception of an acre occupied by the farm build-\\nings, is under cultivation, and a perfect system of rotation of crops. The mas-\\nter of the school pays for this land a rent of five pounds per acre, and taxes and\\nexpenses carry the rent to eight pounds per acre. Twelve poor boys, or lads,\\nlive constantly with him, for whose education and board, besides their labor,\\nhe receives eight shillings sterling per week. They work, as well as I could\\nunderstand, about six hours a day, and devote the rest of the time to study, or\\nlearning. The course of studies is not extensive, but embraces the most com-\\nmon and useful branches of education, such as arithmetic, geography, natural\\nphilosophy, and agriculture, in all its scientific and practical details. They\\nhave an agricultural examination, or lecture, every day. I had the gratifica-\\ntion of listening to an examination of fourteen of these young. men, brought out\\nof the field from their labor; and cheerfully admit that it was eminently suc-\\ncessful, and in the highest degree creditable both to master and pupil. Besides\\nthese young men, who live on the farm, the young men in Dublin, at the Nor-\\nmal School, who are preparing themselves for teachers of the national schools,\\nare required to attend at the farm and assist in its labors a portion of the time,\\nthat they may become thoroughly acquainted with scientific and practical agri-\\nculture in all its branches, and be able to teach it; the government being deter-\\nmined that it shall form an indispensable part of the school instruction through-\\n19", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0525.jp2"}, "522": {"fulltext": "294 NORMAL AND MODEL SCHOOLS OF IRELAND.\\nout the island. The great objects, then, of the establishment, are to qualify\\nthese young men for teachers by a thorough and practical education in the\\nscience, so far as it has reached that character, and in the most improved\\nmethods and operations of agriculture. Besides this, it is intended to furnish\\nan opportunity to the sons of men of wealth, who may be placed here as pupils,\\nto acquire a practical knowledge of and a familiar insight into, all the detail?\\nof farming. This must prove of the highest importance to them in the manage-\\nment of their own estates.\\nLIST OP LECTURES AT GLASNEVIN.\\n1. The rudiments of agricultural chemistry, geology, mineralogy, botany, and\\nvegetable physiology, so far as they have a practical application to agriculture.\\n2. The nature and improvement of soils.\\n3. The nature, properties, and application of the several manures.\\n4. The effects of heat, light, and water on soils, manures, animal and veget-\\nable life.\\n5. The nature, situation, and properties of farms in general.\\n6. The proper division of farms, with the crops suitable, according to soil and\\nsituation.\\n7. The situation and construction of farm buildings.\\n8. Rotations of crops, fencing and draining, according to the most approved\\nprinciples.\\n9. The scientific principles of ploughing, and the general construction and\\nuse of farm implements.\\n10. The cultivation of green and grain crops, proper quantity of seeds, and\\nbest mode of culture.\\n11. Haymaking and harvesting.\\n12. Animal physiology and veterinary practice, and general management of\\nhorses.\\n13. Cattle, their several breeds, management, diseases, and modes of cure\\nalso of sheep and swine.\\n14. Horse-feeding and fattening of cattle, with the improved modes of dairy\\nmanagement.\\n15. Practical gardening, under the direction of Mr. Campbell.\\nThe results of this course of training with the teachers, are best seen\\nin the following notice of the National School, at Larne, an ordinary-\\nschool in which agricultural chemistry and practical agriculture are pro-\\nvided for in the course of study.\\nThis is not, properly speaking, an agricultural school, but a national\\nschool, where the common branches of education are taught; and there is\\nconnected with it a department or class of agricultural study, and a small piece\\nof land, which the boys cultivate, and on which, in the way of experiment, the\\nprinciples of agriculture, and its general practice, are, within a very limited ex-\\ntent, illustrated and tested. The examination was eminently successful, and\\ncreditable alike to the teacher and the pupils. It was from this establishment\\nthat a detachment of five pupils was sent for examination to the great meeting\\nof the Agricultural Society of Scotland the last autumn, where their attainments\\ncreated a great sensation, and produced an impression, on the subject of the im-\\nportance of agricultural education, which is likely to lead to the adoption of\\nsome universal svsiem on the subject.\\nI shall transcribe the account given of the occasion: Five boys from the\\nschool at Lame were introduced to the meeting, headed by their teacher. They\\nseemed to belong to the better class of peasantry, being clad in homely garbs\\nand they appeared to be from twelve to fifteen years of age. They were exam-\\nined, in the first instance, by the inspector of schools, in grammar, geography,\\nand arithmetic and scarcely a single question did they fail to answer correctly.\\nThev were then examined, bv an agricultural pmfessor, in the scientific\\nbranches, and by two practical farmers in the practical departments of agricul-\\nture. Their acquaintance with these was alike delightful and astonishing.\\nThey detailed the chemical constitution of the soil and the efiect of manures,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0526.jp2"}, "523": {"fulltext": "NORMAL AND MODEL SCHOOLS OF IRELAND. 296\\nthe land best fitted for green crops, the different kinds of grain, the dairy, and\\nthe system of rotation of crops. Many of these answers required considerable\\nexercise of reflection and as previous concert between themselves and the\\ngentlemen who examined them was out uf the question, their acquirements\\nseemed to take the meeting by surprise at the same time they afforded it the\\nutmost satisfaction, as evincing how much could be done by a proper system of\\ntraining.\\nI confess the establishment at Larne afforded me, in this respect, very high\\ngratification. The agricultural studies are not made compulsory, but voluntary\\nand one hour per day is devoted to agricultural labor. The Board of Education\\nin Ireland have now under their control three thousand teachers; and it is pro-\\nposed, wherever it may be deemed useful, to make agriculture a standard branch\\nof common school education. They already have seven agricultural training\\nestablishments and it is in contemplation to have twenty-live, with which it is\\nproposed shall be connected small model farms, so that every where, besides\\nfurnishing this most valuable instruction to the pupils of the schools, the farm-\\ners in the vicinity may be excited and instructed to improve their cultivation.\\nThus diffusive is the nature of all beneficence. A good deed, like a stone\\nthrown into the water, is sure to agitate the whole mass. Its strongest effects\\nwill be felt where the blow is given; but the concentric circles are seen extend-\\ning themselves on every side, and reach much farther than the eye can follow\\nthem. In the moral as well as physical world, the condition of mutual attrac-\\ntion and dependence is universal and indissoluble. We have reason to hope\\nthat no good seed is ever sown in vain, but will sooner or later germinate and\\nyield its proper fruits.\\nThese establishments do certainly the highest honor and credit to the intelli-\\ngence and philanthropy of Ireland, and their beneficent effects must presently\\nbe seen in alleviating the indescribable amount of wretchedness under which this\\nbeautiful country and fine-spirited people have been so long crushed to the earth\\na wretchedness which, to be understood, must be seen.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0527.jp2"}, "524": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0528.jp2"}, "525": {"fulltext": "ENGLAND.\\nEngland is well supplied with institutions for secondary and superior\\neducation, and for the promotion of science, literature and the arts. The\\nancient endowments of grammar schools, colleges and universities, exceed\\nin amount those of any other country, although the institutions are isola-\\nted, independent of popular control, and not subjected to that publicity\\nwhich regular governmental visitation would secure. But there is a dense\\nmass of popular ignorance upon which these institutions shed no light,\\nexcept to make the darkness more visible by contrast. The breaking up\\nof the old ecclesiastical foundations, and diversions of funds set apart by\\nthe piety of the Catholic Church in part for charitable and educational\\npurposes among the poor, to mere secular and private uses, by Henry VIII.\\nand his predecessors, was followed by a rapid development of unrelieved\\npauperism and ignorance. For the support of the poor the State undertook\\nto make provision by a system of rates which, combined with the utter\\nneglect of elementary institutions having a sound religious basis and\\nspirit, that great preventive of pauperism, has filled England with the\\nmost brutal and ignorant populace in Europe. The charitable bequests of\\nindividuals, destined to free elementary education, owing to their insuffi-\\ncient extent, defective character, and constant abuse, for which tardy and\\nexpensive appeals to the Court of Chancery afford no relief, scarcely bene-\\nfitted the laboring classes of England and Wales, until the attention of\\nbenevolent and patriotic men was awakened to this subject by a missionary\\nspirit towards the close of the last century.\\nThe Sunday Schools were the first silent but powerful engine employed\\nto break into the matted sward of ages of ignorance and degradation, and\\nyet these date their establishment in England only from the labors of Ro-\\nbert Raikes and Rev. Mr. Stock, at Gloucester, in 1781. The Society for\\nthe support and management of Sunday Schools throughout the British\\nDominions, was instituted 1785; and the Sunday School Union only in\\n1803.\\nThe day schooling of the same classes is of yet more recent origin for", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0529.jp2"}, "526": {"fulltext": "298 ELEMENTARY EDUCATION IN ENGLAND.\\nit eamiot date earlier than 1798, when Dr. Bell published his Experiment\\non Education, made at the Male Asylum at Madras, and Joseph Lancas-\\nter began practically to develop the same principle in the very schools,\\nwhich are now in successful operation in the Borough Road, London. Nor\\nwas it until 1808 that the British School Society was founded on its pre-\\nsent basis, nor until 1811, that the National Society was organized.\\nThe British and Foreign School Society regard exertion for the Christian\\nEducation of the children of the poor to be not merely a denominational,\\nbut a social duty of christian citizens, in which the members of different\\nchurches are morally bound to corporate to the extent that corporation pro-\\nmises to be more efficient than separate action. The introduction of the\\nBible without note or comment in the authorized English version, to the\\nexclusion of the formularies of any particular church, has been from the\\nfirst a fundamental rule in all the schools of this Society.\\nThe National Society, has from the beginning, recognized in its Schools,\\nno religious instruction which dispensed with the catechism of the Estab-\\nlished Church, to which they have always been an appendage under the\\nimmediate control of the clergy.\\nThe establishment of Lifant Schools in 1818, was the next great step in\\nthe progress of popular education in England, and the organization of the\\nHome and Colonial Infant School Society in 1836 has given great ex-\\ntension to the system of organization, discipline, and modes of instruction\\nadapted to very young children.\\nThe steps taken to improve the training of pauper children (50,000) in\\nschools connected with the various workhouses of England, and particu-\\nlarly in converting these schools into industrial institutions, and the esta-\\nblishment of similar institutions by Lady Byron and other benevolent indi-\\nviduals, for the reformation of juvenile criminals, has led to many im-\\nprovements both in the quality and quantity of elementary education in\\nschools designed for other classes in the community.\\nThe opening of Evening Schools and Ragged Schools in Aberdeen, Lon-\\ndon, and other large cities and manufacturing villages of England and\\nScotland for neglected, vagrant and vicious children, in 1841, mark a new\\nera in popular education in England.\\nBut the most important event in the history of Education in England\\nwas the appropriation by Parliament of the .sum of \u00c2\u00a320,000 in 1831, in\\naid of the British and Foreign School Society.\\nIn 1839, the Government undertook the administration of this grant\\nthrough the Committee of Council. It was increased annually in amount,\\n^voluntary efforts for the extension of education to meet the public grants\\nbeing greatly increased by this offer of assistance, but it continued to be\\nlimited to the original object of the building of schools, until the year\\n1846. Under the authority of a minute of Council of that date, it was\\nthen applied to various other objects.\\nThe following account is taken from a recent number of the Edinburgh Review.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0530.jp2"}, "527": {"fulltext": "ELEMENTARY EDUCATION IN ENGLAND.\\n2yy\\nWhat and how extensive these measures of Government for the ad-\\nvancement of education really are, is not; sve believe, generally known;\\nwe have therefore collected the following particulars in respect to them\\nfrom the volume of Minutes for the years 1848-9-50, which is now before\\nus. They appear to be framed with a due regard to the rights of conscience\\nand the diversities of religious opinion and, with a wise and statesman-\\nlike precaution on the part of the Government, to avail itself of local sym-\\npathies, and to stimulate voluntary contributions.\\n1. Aid is offered by these minutes towards the erection of school build-\\nings and since the year 1839 Government has contributed under this\\nhead an aggregate sum of \u00c2\u00a3470,854, towards the erection of 3782 school-\\nhouses, drawing out, thereby, voluntary contributions to, probably, four\\ntimes that amount, and affording space for the instruction of 709,000 more\\nchildren than could before be taught. These grants have been distributed\\nas follows\\nAmount of\\nGrant.\\nNumber of\\nSchools aided.\\nNumber of Children\\nfor whom\\nAccommodation is\\nProvided.\\nEngland\\n\u00c2\u00a3399,368\\n41,563\\n27,418\\n2,505\\n3255\\n302\\n198\\n27\\n622,823\\n47,814\\n33,198\\n5,165\\nScotland\\nWales\\nThe Islands\\nEighty-two per cent, of the whole amount granted under this head has\\nbeen paid to Church-of-England schools.\\n2. Aid is offered toward the erection of normal schools for the training\\nof teachers or for the improvement of the buildings of such schools and the\\ntotal amount thus gra,nted in aid of eighteen normal scliools, is \u00c2\u00a366,450;\\nof which \u00c2\u00a335,950 is to the Church of England; \u00c2\u00a313,000 to the British\\nand Foreign School Society and the Wesleyan body and the rest to the\\nScotch Church.\\n3. Aid is offered towards the maintenarice of such students in these nor-\\nmal schools, as shall appear, on examination, to possess the qualities and\\nattainments likely to make them good teachers, in sums varying from \u00c2\u00a320\\nto \u00c2\u00a330 annually for each student. The total sums so contributed to thirteen\\ntraining schools were, in the year 1847, \u00c2\u00a31705 in 1848, \u00c2\u00a32138; inl849,\\n\u00c2\u00a32373.\\n4. Annual grants are paid in augmentation of the salaries of such teach-\\ners of elementary schools as, upon examination, have been judged worthy\\nto receive certificates of merit, such certificates being of three different\\nclasses, and the augmentations varying from \u00c2\u00a315 to \u00c2\u00a330. The number of\\nteachers so certificated is 681, and the total amount payable annually in\\naugmentation of their salaries \u00c2\u00a36133.\\n5. Stipends are allowed to apprentices to the office of teacher, increasing\\nduring the five years of their apprenticeship frorii \u00c2\u00a310 to \u00c2\u00a318. The num-\\nber of schools in which such apprentices have been appointed being 1361.\\nand the number of apprentices, 3581.\\n6. Provision is made for the instruction of these apprentices by annual\\npayments to the teachers to whom they are apprenticed, being at the rate\\nof \u00c2\u00a35 annually for one, and \u00c2\u00a34 for every additional apprentice, their com-\\npetency to instruct them being tested by annual examinations. The sums\\npayable under the three last heads are stated in the following table", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0531.jp2"}, "528": {"fulltext": "300\\nELEMENTARY EDUCATION IN ENGLAND.\\nDenomination of School.\\nNumber\\nof\\nSchools.\\nNumber\\nof (Jer-\\ntiflcjited\\nTeachers.\\nNumber of Apprentices.\\nAmount condi-\\ntiunally award-\\nid for year end-\\ning 31 Oct. 1850.\\nBoys.\\nGirls.\\nTotal.\\nNational, or Church of\\nEngland Schools.\\nBritish, Wesleyan,and\\nother Protestant\\nSchools, not con-\\nnected with the\\nChurch of England,\\nRom. Catli. Schools\\nSchools in Scotland,\\nconnected with the\\nestablished Church,\\nSchools in Sccjtland,\\nnot connected with\\nthe Estab. Church.\\nTotal\\n973\\n181\\n32\\n82\\n93\\n482\\n69\\n10\\n39\\n81\\n1,638\\n434\\n46\\n161\\n100\\n910\\n159\\n33\\n28\\n27\\n2,593\\n593\\n79\\n189\\n127\\ns. d.\\n49,472 10\\n10,356 10\\n1,323 10\\n3,492\\n3,467\\n1,361\\n681\\n2,424\\n1,157 sjisi 6S m in nl\\n1\\n7. They offer supplies of books, apparatus, and school fittings, at redu-\\nced rates, the reduction being effected by the purchase of large quantities\\nat wholesale prices and by grants to the extent of one-third of these\\nreduced prices. The total reduction thus effected averages sixty-two per\\ncent, on the retail price and, the total amount of the grants so made by the\\nGovernment being \u00c2\u00a36664, it is probable that the retail price of the books,\\nmaps. c.. so distributed, is not less than \u00c2\u00a317.500.\\n8. They provide for the annual inspection of normal schools, and of all\\nelementary schools in which apprentices are appointed, or vrhich arc taught\\nby certificated teachers. Also for the annual examination of apprentices\\nand of candidates for the office of apprentice, and of teachers who are can-\\ndidates for certificates of merit.\\nFor this purpose they maintain a staff of twenty-one inspectors of schools,\\nof whom eleven are inspectors of church schools; two of British and\\nForeign, and Dissenters schools and two of Scotch schools one of Ro-\\nman Catholic, and five of Workhouse schools. The cost of this inspection,\\nin 1849, for salaries and travelling expenses, was \u00c2\u00a316.826. The schools\\nat present liable to inspection are 12 normal schools, 4296 elementary\\nschools, and about 700 workhouse schools.\\nThe general result of this action of the Government on the education of\\nthe country, in respect to quantity^ may be gathered from the fact, that in\\nthe ten years from 1837 to 1847, the number of children under education in\\nChurch schools had increased from 558,180 to 955,865, being an increase\\nof eight elevenths.\\nIt was not, however, so much in respect to the quantity of the education\\nof the country, as in regard to its quality, that an alteration was needed\\nand it is in this respect that most has been done. The two questions of\\nquality and quantity have, however, a relation to one another, for a good\\nschool is ahnost always a full one. This relation of the number of the\\nscholars to the quality of the school is strikingly illustrated in the returns\\nmade from schools in which certificated teachers and apprentices have been\\nappointed, and which are, therefore, regularly inspected. These schools\\nmay be reasonably supposed to have improved from year to year and it\\nappears that the numbers of children who attend them have, in like man-\\nner, steadily advanced. In the first year after these measures came into", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0532.jp2"}, "529": {"fulltext": "ELEMENTARY EDUCATION IN ENGLAND. 30\\noperation, 1847-8, the total number liad tiais increased 74 5 per cent. iji\\nthe second year, 16 66 percent. No third year s apprenticeships are yet\\ncompleted.\\nThe whole question of the quality of the instruction, after all that regu-\\nlations can do, will be found to be involved in the character of the teacher\\nfor such as is the teacher, such invariably is the school. The first step\\ntowards the formation of a more efficient body of teachers was taken by\\nSir J. P. Kay Shuttleworth and ]Mr. E. Carleton Tuflnell, when, in the\\nyear 1840, they founded a school at Battcrsea for training Masters for the\\nschools of paupet* children. maintaining it at their private cost, aided by\\nsome of their friends. That no personal exertions might be wanting to its\\nsuccess, Sir J. P. Kay Shuttleworth went to reside in it; adding to his\\nduties as Secretary to the Committee of Council on Education the cares\\nand difficulties of a position, in which, surrounded by youths but recently\\nthe inmates of Avorkhouses, he sought to lay the foundation of a new and\\nimproved state of education throughout tlie country. This lionoraido ex-\\nample of private benevolence has been followed by various public bodies.\\nThe National Society soon afterwards establislied St. Mark s College, Chel-\\nsea, an institution for the training of a superior class of Church school-\\nmasters, and Whiteland s House School, for the training of mistresses:\\nAnd within four years of that time there had sprung up no less than seven-\\nteen diocesan schools for the training of teachers of Church schools. Tliese\\nare now increased to twenty, of which Chester, York, Durham, Chelten-\\nham, and Caermarthen are the principal. The Battersea school having\\nbeen transferred to the National Society in 1844, there are now twenty-\\nthree or twenty-four training schools in the country for the education of\\nChurch schoolmasters.\\nThe existence of these training schools, the people of England and the\\nChurch of England owe to the Committee of Council. Their importance\\nis not to be measured by the amount of good they have been able up to this\\ntime to do, or are now doing. They are poorly supported the number of\\nstudents who attend them is small, not exceeding in the whole from four to\\nfive hundred, and the education pursued in them at present appears to be\\nbut imperfectly adapted to the formation of the character of the teacher.\\nBut our conception of that character is as yet very imperfect in England:\\nand in all that concerns the formation and development of it, we have no\\nexperience to guide us. Each of the training schools admits of develop-\\nment; and the State would do well to lend its aid to this end with a more\\nliberal hand (we should say a less sparing hand) than it has hitherto at-\\ntempted respecting, as far as is consistent with guarantees for the proper\\napplication of its aid, the independence of each, and allowing them to\\nmanifest themselves under that distinctive character towards which they\\nmay severally tend. Each, taken with its individuality, might thus become\\na depositary of local educational sympathies and a centre of local action.\\nAnd looking to the progress which the whole question of education is mak-\\ning, and to the fact that, whenever the country is properly supplied with\\nparish schools, not less than 2000 students will, probably, require to ba\\nkept within the walls of these training schools to supply the vacancies for\\nteachers which will annually arise in Church schools alone, there can be no\\ndoubt of the importance of this part of the system.\\nFar more important, however, than any aid which the Government has\\nyet given to the establishment and maintenance of training schools, is that\\nwhich it has rendered in providing that candidates shall be properly edu-\\ncated and prepared for admission to them. Nothing has so interfered with\\nthe success of such institutions as the impossibility of finding a sufficient\\nnumber of qualified candidates. The office of the national schoolmaster is", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0533.jp2"}, "530": {"fulltext": "302 ELEMENTARY EDUCATION IN ENGLAND.\\nbut little in repute and but few persons have, hitherto, been accustomed\\nto seek it, except such as, for the want of sufficient ability, or energy, or\\nindustry, have been unsuccessful in other callings, or who labor under\\ninfirm liealth or bodily deformities. These were considered indeed good\\nenougli for the purpose until that inveterate prejudice was got rid of, that\\neducation is a privilege of men s social condition, and to be graduated\\naccording to it. It is a legitimate deduction from this principle, that a\\nteacher of the lowest standard in attainments and skill is competent to the\\ninstruction of children of the lowest class. The converse proposition is to\\nrule the future of education. The education of those children who are the\\nmost degraded, intellectually and morally, being the most difficult task, is\\nto have the highest qualities of the teacher brought to bear upon it.\\nThe three or four thousand pupil teachers, having been selected as the\\nmost promising children in the schools in which they have been brought up,\\nand having been apprenticed to the work of the school for five years, and\\neducated under the careful superintendence of the clergy and the inspec-\\ntors of schools, will when they have completed their apprenticeship, pre-\\nsent themselves for admission to the training schools. So selected and so\\ntrained from an early age, they cannot fail, after two or three years resi-\\ndence in them, to form a body of teachers such as have never before entered\\nthe field of elementary education in England. The worst training of the\\nnormal schools cannot mar this result j and we have reason to hope for the\\nbest. This, then, is the bright future of education. If the apprenticeship\\nof new pupil teachers is continued at the same rate as heretofore, from 1000\\nto 1500 v/ill annually complete their apprenticeship and nearly as many\\nwill complete annually their training in the normal schools so that nearly\\nthat number of teachers will every year be prepared to enter on the charge\\nof elementary schools.\\nThe following are the conditions annexed to grants\\n1 In respect to grants for the building of schools, it is stipulated that\\nthe site shall be legally conveyed to trustees, to be used for ever for the\\npurposes of a school.\\n2. That the buildings should be substantial and well adapted to the uses\\nof a school.\\n3. That the State, by its inspector, shall have access to the school, to\\nexamine and report whether the instruction of the children is duly cared for.\\n4. To tliese conditions there have been added, since the year 1848, cer-\\ntain others, well known as the Management Clauses having for their\\nobject to secure to the laity, in all practicable cases, what appears to be a\\ndue share in the management of the schools.\\n5. To grants for the augmentation of teachers salaries, and for the sti-\\npends of pupil teacher.^, it is made a condition that certain examinations\\nshall be passed, the subjects of examination being specified beforehand.\\nThese subjects include, with secular instruction, a detailed course of ele-\\nmentary leligious instruction, to be conducted in Church schools in strict\\naccordance with the formularies of the Church of England.\\n6. To grants for apparatus and books, no other conditions are annexed\\nthan that the Committee of Council shall be certified on the report of one\\nof its inspectors, that the assistance is needed that the books and appara-\\ntus sought are proper to the use of the school and that the teachers are\\ncompetent to make the proper use of them.\\nThese measures of the Committee of Council appear excellently calcu-\\nlated to promote the interests of education. But the best measures depend\\nfor their success upon their execution and these have been so adminis-\\ntered as to secure the cordial acceptance of the various parties locally\\ninterested in schools.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0534.jp2"}, "531": {"fulltext": "NORMAL SCHOOL\\nBRITISH AND FOREIGN SCHOOL SOCIJBTY, BOROUGH ROAD, LONDON.\\nThe following account of the Borough Road Normal School of the Bri-\\ntish and Foreign School Society is compiled from a report of Joseph Flet-\\ncher, Esq., one of her Majesty s Inspectors of Schools, to the Committee of\\nCouncil on Education, submitted April 7, 1847, and from documents pub-\\nlished in the Annual Pucports of the Society.\\nThe Normal establishment of the British and Foreign School Society is\\nsituated in Borough .R.oad, at the corner of Great Union Street, London, and\\nconsists of two Normal Schools, one for male, and tlie other for female\\nteachers, and two large model schools, one for boys and the other for girls,\\nin which one thousand pupils are daily under instruction, on the monitorial\\nsystem. These latter schools, while incidentally benefiting the neighbor-\\nhood in which they are situated, are mainly sustained for the purpose of\\nexhibiting in actual practice the most improved methods of instruction, and\\nas a means of training in the art of teaching, and in the management of\\nchildren the various classes of persons who enter the institution for this\\npurpose. This was the leading object of the school, the nucleus of the\\npresent establishment, originally organized by Joseph Lancaster, near the-\\npresent site, in 1798. At first it was attempted to raise a number of moni-\\ntors into pupil teachers, and in 1805 the .sum of S400 v^^as raised, by dona-\\ntions, expressly as a capital for training school mastens by boarding\\nyouths of the right character, at the institution. This was the germ of all\\nsubsequent normal schools for training elementary teachers in England. The\\nattempt to erect a plain building to accomodate the young men and lads,\\nwhom Mr. Lancaster undertook to qualify for schoolmasters, led to a series\\nof embarrassments, from which he was relieved in 1808 by the generous\\nsubscription of Joseph Fox, and others, who organized, for this purpose, (in-\\ncluding the King and Royal Family.) an association called the Ptoyal Lan-\\ncasterian Institution for promoting the Education of the Poor, which was\\nafterwards changed to the British and Foreign School Society, as more\\ndescriptive of its widening aim and influence. Regarding the instruction\\nof the people as a national object, it has always maintained that it ought\\nto be treated nationally, as belonging to towns rather than to churches, to\\ndistricts rather than to congregations. So early as 1808 the cardinal object\\nof the society is thus set forth in one of its rules.\\nThe institution sliull maintain a school on an extensive scale to educate children-\\nIt shall support and train up young persons of both sexes for supplying properly,\\ninstructed teachers to the inhabitants of such places in tlie British dominions, at\\nhome and abroad, as shall be desirous of estal^lishing schools on the British system.\\nIt sliall instruct all persons, whether natives or foreigners, who may be sent from\\ntime to time for the purpose of being qualified as teachers in this or any other\\ncountry.\\nEvery year, from the enactment of\u00c2\u00bbthis rule, persons were admitted to the\\nschool for a longer or a shorter period of time, to observe, learn, and prac-\\ntice the methods of classification and instruction pursued therein. In 1818,\\nforty-four teachers were trained, and subsequently recommended to schools;\\nin 1828, the number had increased to eighty-seven; in 1838, it amounted\\nto one hundred and eighty-three, and in 1846, it was over two hundred.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0535.jp2"}, "532": {"fulltext": "306 BOROUGH ROAD NORMAL SCHOOL.\\nThe committee of the society were painfully conscious that many teachers\\nwho resorted to the school, were but poorly prepared in energy of charac-\\nter, tact, and christian spirit, to make good teachers; or if qualified in these\\nrespects, would stay long enough in training to acquire the requisite attain-\\nment and practical skill. For such persons a period of tioo years, rather\\nthan three months^ is required; and until this can be afforded, the quality\\nof the instruction imparted in country schools, must of necessity be very\\nunsatisfactory. Tn the absence of better provision, however, these conside-\\nrations only enhance the importance of that which has been already affec-\\nted and aiford additional reasons for sustaining and enlarging, as far as\\nmay be practicable, the facilities which are now afforded by your training\\ndepartment for the preparation of teachers.\\nIn 1849 the Committee of Council on Education was formed, and in the\\ncourse of the year, they proffered to both the National Society, and the\\nBritish and Foreign School Society, a grant of \u00c2\u00a35000 towards the erection\\nof two Normal Schools. This society therefore resolved to improve an\\nopportunity wliich presented itself for the purchase of land adjoining to\\ntheir premises in the Borough lload and having obtained from the Corpo-\\nration of the City of London an extension of the ground lease, which was\\ncheerfully accorded on the most liberal terms, they determined to erect,\\nthereupon, buildings capable of accommodating at least sixty resident can-\\ndidates, together with libraries and lecture-rooms sufficiently extensive for\\nthe instruction of a much larger number, so that fifty or sixty more may, if\\nit should be found desirable, lodge and board in the neighborhood, and\\nattend as out-door pupils.\\nThe new normal schools were completed in 1842, at an expense of\\n\u00c2\u00a321,433 7s. 9d. defrayed by \u00c2\u00a3.5000 from Government, \u00c2\u00a31000 from the\\nCorporation of London, \u00c2\u00a314.716 10s. lOd. from the friends of the institu-\\ntion generally, \u00c2\u00a3276 15s. an offering from British School teachers who had\\nbeen trained in it, and the remaining \u00c2\u00a3440 Is. lid., from the sale of old\\nmaterials. The new buildings were opened on the 29th of June in tlic\\nsame year, when Lord John Russell presided at an examination of the\\nmodel schools, and a report was read, which concluded by saying that,\\nTo state in detail the precise course of instruction to be pursued in this\\nnew building, would as yet be premature. It may at present be sufficient\\nto state, that it is intended that the course of instruction shall be A cry con-\\nsiderably enlarged, that additional teachers shall be engaged, that the time\\nnow devoted by candidates to preparatory training, shall be extended to the\\nutmost practicable limit, that facilities shall be afforded for the attendance\\nand instruction of the teachers of country schools, during a portion of their\\nvacations, and that, as heretofore, every improvement in education which\\nmay be introduced either at home or abroad, shall receive immediate atten-\\ntion, be fairly subjected to the test of experiment, and if found really valu-\\nable, at once adopted.\\nThis great establishment is divided into two entirely distinct portions,\\nforming respectively the male and female departments the former occu-\\npying the eastern, and the latter the western portion of the buildings, be-\\ntween which there is no direct means of communication whatever, except\\nby a private door, opened once a-day, to permit the young women to take\\ntheir seats in the back part of the theatre, during the daily conversational\\nlecture of the principal of the normal, school on the art of teaching and\\ngoverning in a school. Each department, again, has its respective normal\\nand model school and each of the normal schools is divided into two\\nclasses, forming respectively the senior and junior divisions of the young\\npersons und ertraining. The whole is under the constant general super-\\nvision of the Committees, meeting on the premises, and of the Secretaryj", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0536.jp2"}, "533": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 307\\nresident in them but the whole of their active management devolves upon\\nthe officers hereinafter named.\\nThe following are considered as the general and primary qualifications\\nREQUIRED IN ALL CANDIDATES, whether male or female\\n1. Religious Principle. Whilst the Committee -would disclaim anything approaching to a\\nsectarian spirit, they consider it indispensable that persons to whom the moral and religious in-\\nstruction of youth is confided should exemplify in their lives the Christian character, and be con-\\nscientiously concerned to train up their youthful charge in the nurture and admonition of the\\nLord. In requiring the most explicit testimonials on this important point, the Committee feel\\nthat they are only fulfilling the wishes of their constituents an opinion which is confirmed by\\nthe fact, that in almost all the applications they receive for teachers, it is expressly stipulated\\nthat they must be persons of decided piety, and that no others will be accepted.\\n2. Activity and Energy. These are essential.\\nAn indolent or inactive person can never make an efficient schoolmaster or schoolmistress.\\nThe arrangements of a school on the British system, when well conducted, considerably diminish\\nthe amount of labor required from the teacher but it is a system which peculiarly demands live-\\nliness and activity both of body and mind.\\n3. A competent share of Talent and Information. \u00e2\u0080\u0094The Committee have no desire to change\\nin any respect the great principle on which they first set out that of imparting to the laboring\\nclasses elementary instruction in reading, writing, and arithmetic but the present state of socie-\\nty requires that a teacher should possess the ability to give instruction in higher branches of\\nknowledge. Indeed, if teachers are to exercise any valuable influence over their pupils, they\\nmust themselves be intelligent they must be able to inform and interest children generally, and\\nto draw out and strengthen their feeble powers.\\nIn addition to these qualifications, the Committee esteem it desirable that the candidate should\\npossess kindness, and great firmness of mind, combined with good temper in short, those dispo-\\nsitions of heart which gain so much on the affections of the young. The age of the applicant\\nshould not be less than twenty, nor more than thirty and all candidates receive the following\\ngeneral notices\\n1. Candidates received into the Institution on the reduced terms, are understood to pledge\\nthemselves to act (as far as practicable) on the great leading principles adopted by the Society.\\n2. Candidates who do not subject the Society to any cost on their behalf, are considered at lib-\\nerty to engage themselves as teachers of schools connected with other educational bodies, or at-\\ntached to particular denominations of Christians.\\n3. All persons, on completing the term for which they are accepted, must withdraw from the\\nInstitution and (if candidates for schools under the Society) must reside with their friends until\\nsuitable openings occur.\\nNormal School for Young Men.\\nThe officers of the male department are, for the\\nNormal School A Principal Vice-Principal and Teacher of Drawing\\nand Music.\\nModel School. A Superintendent and Assistant.\\nHousehold. A Curator and Housekeeper.\\nThe domestic arrangements (subject to the oversight of a sub-Committee)\\nare placed under the care of the housekeeper and the curator.\\nThe duty of the housekeeper is to direct and control all matters relating\\nto the board and lodging of the young men. She is required to provide\\nthe requisite food, to engage the domestic servants, and to secure at all\\ntimes order, cleanliness, and punctuality in those portions of the establish-\\nment which fall under her supervision. All accounts of disbursements\\nare transmitted to the accountant for examination monthly.\\nThe duty of curator embraces all matters connected with the daily and\\nhourly supervision of the students, and the maintenance of order, cleanli-\\nness, and harmony throughout the establishment. He is\\n1. To keep a record of all persons entering or leaving the establishment, or attending any of\\nthe classes.\\n2. To see that all the rooms used by the students, or their teachers, are always clean, and well\\nventUated.\\n3. To preside with the housekeeper at all meals to conduct family reading morning and even-\\ning and to be responsible for the adherence of every student to all the regulations laid down for\\nhis guidance while in the institution.\\nHe is further to give a daily written report to the secretary, whose private\\napartments, though distinct from the general establishment, are within the\\nbuilding, and through whom, in case of irregularity, appeal can at once be\\nmade to the Committee.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0537.jp2"}, "534": {"fulltext": "308 BOROUGH ROAD NORMAL SCHOOL.\\nThe dietary provided for the students is plain, but varied, substantial,\\nand abundant\\nA medical practitioner, residing in the immediate neighborhood, is called\\nin (free of cost to the student) on the first appearance of indisposition.\\nThere are dormitories in the male department for only 45 students 27\\nin separate rooms, and 18 in nine larger rooms, with two beds in each. The\\nremainder of the 66 pupils in this department, on the day of my general\\nexamination, were occupying apartments in the neighborhood, in houses\\nof respectability, in which it is proposed that hereafter they sha] 1 be hired\\nfor them by the officers of the Institution. All, however, board in the\\nhouse. The principal and vice-principal of the normal school and the\\nsuperintendent of the model school are respectively charged with the proper\\noccupation of the students time, according to the Tables hereafter given;\\nand at all intervening periods their employments are under the general\\nsuperintendence of the curator, who marks lists to check their employment\\nof the time assigned to private study, whether individually or under mutual\\nmonitors, and has charge of the manners and conduct of the young men\\ngenerally, enlisting the aid of the two senior students for the time being.\\nThe young men perform no household services, beyond cleaning their ovm\\nshoes and brushing their own clothes; for the time of their stay is too short\\nto justify the sacrifice of any portion of it to industrial occupations. In-\\ndeed, most of them have already had a complete course of industrial edu-\\ncation in the trades and occupations from which they have respectively\\ncome.\\nRules t which every Student is expected rigidly to conform.\\n1. Relating to Sleeping Apartments 1. To rise every morning at 6 o clock when the bell\\nrings.\\n2. Before leaving the room to uncover the bed-clothes, and to see that all books, articles of dress,\\nSec, are placed in the drawers. For every article found in the room a fine will be enforced.\\n3. On no occasion whatever, without special permission, to have a candle, match, or other light\\nin tlie room. (As the violation of this rule will endanger the safety of the building, any oiiender\\nwill be specially reported to the Committee, and probably directed to leave the institution.)\\n4. Every student is to confine himself to his own bed-room, and to have no communication with\\nany other, conversation not being allowed after retiring for the night.\\n5. All washing and cleaning the person to be performed in the respective rooms the troughs\\non the landing never to be used for that purpose.\\n6. The bed-rooms to be finally vacated for the day at five minutes to nine, and under no pre-\\ntence whatever is any student to visit them again until bed-time. At no period will he be allowed\\nto go up stairs in shoes worn during the day.\\nII. Relating to the Classes: 1. To be present in the school of design at half-past 6 o clock\\nin the morning to answer to the roll, and then to proceed to the classes.\\n2. To be present at the additional roll-calls at the undermentioned times, viz., five minutes to\\naine, five minutes to two, and half-past nine in the evening.\\n3. To attend all the classes during the day at the precise time. From twelve to one to be in-\\n\u00e2\u0080\u00a2fariably devoted to exercise in the open air. If no letters or parcels have to be delivered, the time\\nto be occupied in walking out.\\n4. From half-past eight to half-past nine in the evening to be devoted to the preparations of\\nthe studies. The students who have finished will be required to maintain order and silence, that\\nno interruption may be occasioned to those who are studying.\\nIII. Relating to Bleals 1. To be ready for breakfast punctually at a quarter past eight\\ndinner at a quarter past one tea at a quarter pasf five and supper at half-past eight at which\\nhours the bell will ring.\\n2. On entering ihe dining-room for any meal, every student to remain standing in his place\\nuntil the housekeeper and curator have entered and taken their seats; and on the housekeeper\\nrising to leave the room (which sign indicates the conclusion of the meal), every student will be\\nexpected to rise, and the one nearest to the door to open it.\\n3. During meals no reading will be aillowed silence must be observed, and the strictest pro-\\npriety of behavior maintained, rudeness, selfish eagerness to be assisted before others, or indecorum\\nof any kind, will be noticed, and expose the parties to merited rebuke.\\nIV. Relating to other Periods of Time: 1. No singing, loud talking, or unnecessary noise\\nin the passages, or in any part of the building, will be tolerated. No throwing of ink, or other\\ncareless or filthy habit, will on any account be suffered. Parties offending will be specially re-\\nported to the Committee.\\n2. No book, paper, article of dress or of other use, will be allowed, under any pretext, to lie\\nabout any of the rooms or passages a place being appointed for everything, everything must be\\nin its place. For every offence a fine will be enforced, and the article detained until it is paid.\\n3. No student is to be absent from the premises without the permission of the curator, or (if m", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0538.jp2"}, "535": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 309\\nclass: hours) of the teacher of the diss from \u00e2\u0080\u00a2which he wishes to be absent and he is never to ht\\nout later than half-past nine.\\n4. On Sunday he will be expected to attend twice at his accustomed place of worship, and to\\nspend the remainder of the day in quietness and propriety.\\n5. Never to enter the depository except on business.\\nIn order to carry the above regulations into effect the curator is strictly charged by the Com-\\nmittee to impound all articles left about, and on no account to return ihem to the owners without\\npayment of the fine and, further, never to allow any violation of these rules to pass without\\nsevere rebuke.\\nAs, however, many offences may be committed where the guilty party cannot be discovered,\\nthe two senior students (for the time being) will be held responsible for all such misdemeanors.\\nIf injury be done to any part of the rooms, or unnecessary dirt brought in, it will be their duty to\\nfind out and report on the offender in which case he will be required to remove or repair it.\\nAll fines to be spent in books for the library.\\nTh6 following is the official outline of the Normal School of Young\\nMen\\nI. Persoiis eligible. Subject to the general qualifications already enumerated, five classes of\\npersons are eligible for admission.\\nClass A. Young men desirous of becoming teachers, who wish to be introduced to a school by\\nthe Committee, and are prepared to remain in the institution twelve months.\\nClass B. Young men desirous of becoming teachers, who wish to be introduced to a school by\\nthe Committee, but are unable to remain longer than six months.\\nClass C. Youths and other persons who desire to adopt the profession of a teacher, but wish\\nsubsequently to be at their own disposal. These are considered as private teachers, and are re-\\nquired to pay the fees attached to each class.\\nClass D. Teachers elected to schools, or already conducting them, but desirous of attending, for\\nsome limited period, any of the classes, with a view to farther improvement.\\nClass E Missionaries or other persons proceeding abroad, with a view to the promotion of\\neducation in foreign parts.\\nTimes of Admission. Class A. January and July.\\nClass B. January, April, July, and October.\\nClasses C, D, and E. Monthly, by special correspondence with the Secretary.\\nClasses A and B are expected to board iif the establishment. Reduced charge, 6s. a week the\\nwhole sum to be paid in advance.\\nClass C cannot be admitted to board or lodge. They must also pay in advance the fee required\\non entering each class.\\nClasses I) and E may be admitted to board by special arrangement.\\nIII. Mode of Jlpjpti cation. The first step to be taken by the candidate is to write a letter to\\nthe Secretnri/, stating briefly his age, slate of health., and present employment also ivkether he\\nis married or single, and, if married, ivhat family he has.\\nSecondly, he should mention, generally, the amount of his attainments, and state the length of\\ntime he could devote to the work of preparation.\\nThirdly, whether he has had any practice in communicating instruction to children, either in\\nday or Sunday schools whether he has ever been engaged in benevolent efforts for the improve-\\nment of the poor and whether he has been in the habit of attending any means of general or\\nreligious instruction beyond the ordinances of public worship.\\nThis letter, which should be as brief as circumstances will admit, should be accompanied by\\nexplicit testimonials from the clergyman or minister of the church or congregation with which\\nthe candidate may be connected, and from one or more persons to whom he may be known, as to\\nhis possession of the qualifications already mentioned as indispensable.\\nOn receipt of these communications, the Secretary will bring the application before the Com-\\nmittee at their first meeting, and afterwards communicate further with the candidate.\\nThe sub-Committee appointed to investigate the testimonials of candidates meets at the house\\nof the Institution, in the Borough Road, on the first Monday in every month, at 10 o clock in the\\nforenoon\\nIf the candidate reside in or near London, he should attend the Committee at this time, but not\\nunless he /tas had on some previous day a personal interview with the Secretary.\\nSupposing the Committee to be satisfied with the letter and testimonials, the candidate will be\\ninformed when he is to present himself for preliminary examination, on the following points\\n1. As to his Health. It will be required that persons admitted into the Institution shall be in\\ngood health, and free from any serious physical defect and that they shall either have had the\\nsmall-pox or have been vaccinated.\\n2. As to the Amount of his Knowledge. He must read fluently and without unpleasant\\ntones he must write a fair hand, spell correctly, be well acquainted with the first four rules of\\narithmetic, and have some general acqtiaintanee with geography and history.\\nIf the result of this examination be on the whole satisfactory, the candidate (having paid the\\namount required) receives a certificate, on delivery of which to the Curator he is presented with a\\ncopy of the rules of the establishment, and either received into the house or introduced to the\\nclasses he wishes to attend. If the result be unsatisfactory, a written report to that effect is\\nmade to the Secretary, who will then communicate with the Committee, and with the candidate\\nor his friends\\nBy these preliminary inquiries and investigations, it is hoped that in the majority of cases\\nsubsequent disappointmept may be prevented but as it is impossible to decide, \u00e2\u0096\u00a0prior to actual\\nexperiment, whether any person has or has not that peculiar tact in the management and control\\nof children, and those powers of arrangement, as applied to numbers, withou which no teacher\\ncan successfully carry out the combinations of a British school, every candidate is required to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0539.jp2"}, "536": {"fulltext": "giQ BOROUGH ROAD NORMAL SCHOOL.\\nbold himself ready Ic withdraw from ihe Institution should he be found thoroughly deficient in\\nthe art of managing, interesting, and controlling children.\\nThe Committee do not in any case pledge themselves to furnish candidates with situations\\nbut as hitherto they have been in the habit of receiving applications for teachers from the numer-\\nous friends of education in diiferent part.s of the country, they have reason to hope that it\\nwill generally be in their power to recommend the candidates they may train to parties thus\\napplying.\\nIV. Vacations. Midsummer. Four weeks from the Friday preceding Midsunmier day.\\nChristmas. One week from the Friday preceding Christmas-day.\\nEaster. From the Thursday preceding (jood Friday to the Wednesday in the ensuing week.\\nAt the Midsummer vacation every student is req^uired to leave the Institution, and to provide\\nhimself with board and lodging during that period.\\nV. Table of Classes. Class I. Grammar and English Composilion Students of Six\\nMonths. A course of English Grammar, including the chief roots (especially the Anglo-Saxon,)\\nand derivatives of the language. Composition. Forms of letters, notes, ,c. Abstracts of re-\\nmarks and lectures will be looked over, with a view to the correction of errors in orthography or\\ncomposition.\\nStudents of Twelve Months. An extended course in the construction of the English language.\\nSo much of comparative grammar as may be understood by those assumed to know only one lan-\\nguage. Co nposition. A systematic course. Essays on some branches of teaching.\\nClass 11. Elocution Readings in Prose and Poetry In this class the pieces read are selec-,\\nted from the Third Lesson Book, and are accompanied by systematic interrogation from the notes.\\nThe pupils are also required to interrogate one another.\\nClass III. Arithmetic and Mathematics .-\u00e2\u0080\u0094This class includes\\n1. Arithmetic. Principles from De Morgan.\\n2. Geometry. Books ii. iii. iv. v. vi. of Euclid s Elements.\\n3. Elements of algebra and trigonometry.\\nClass IV. Model Lessons in Natural Philosophy, Natural History, Botany, and Chemis-\\ntry The object of these lessons (which, with the aid of suitable books of reference, are prepared\\nby the pupils before breakfast) is twofold first, to render them sufficiently acquainted with the\\nvarious subjects treated in the Fourth Lesson Book, to enable them to teach that book intelligently;\\nand, secondly, to exhibit to the tutor the extent of their knowledge, and the degree of ability pos-\\nsessed for imparting the same to children. The instruction given in natural philosophy is of a\\npopular kind, suited to the acquirements of students, some of whom may be acquainted only with\\nthe elementary parts of pure mathematics.\\nClass V. Art of Teaching. This class, at which all the teachers in training (both male and\\nfemale) are required to attend, is held in the lecture-room of the institution.\\nThe time is occupied in criticism on the gallery lesson of the day, in a conversational lectuie\\non some topic connected with the principles or practice of teaching, and in the examination of\\nwritten notes.\\nThe course consists of 60 lectures, and is completed in 12 weeks.\\nClass VI. Practical Simultaneous Lessons. This class (at which all attend) is conducted in\\nthe gallery class-rooms, where the teachers in turn are required to give collective lessons after\\nwhich, the criticisms of the teachers who have been spectators are required to be given in the leo-\\nture-room. The tutor then comments on various defects and merits in the lessons.\\nClass VII. Bible Lesson This class is conducted in the model school, each teacher being re-\\nquired to instruct and question a draft of 10 or 12 children, on a given subject, under the inspec-\\ntion of the tutor and the superintendent of the school.\\nClass VIII. School of Design. This class is separated into two divisions, upper and lovrer.\\nIn the upper, drawing is taught, in the following order\\n1. Maps and charts.\\n2. Machinery\\n3. Architecture V with and without models.\\n4. Figures and landscapes J\\nIn the lower division, writing is taught, and then simple geometrical figures, and outlines of\\nmaps.\\nClass IX. Geography and History. Geography. Geography of the chief countries of the\\nglobe, including their main natural features, towns, manufactures, government, population, and\\nsocial condition. Connexion between the political and physical geography of countries. Lead-\\ning features of mathematical geography.\\nHisloiy. General history, ancient and modern.\\nClass X. Arithmetic (Lower Class).\\nArithmetic. Written and mental.\\nGeometry. A course of practical geometry. The first book of Euclid s Elements.\\nMensuration. An elementary course.\\nClass XI. Elements of Physics. This class is simply intended to furnish the required infor-\\nmation for the ordinary teaching of the Fourth Lesson Book.\\nClass XII. Vocal Music. This class is maintained by a separate voluntary subscription, and\\nattendance is optional on the part of the students. The methods and books both of Mr. Hickson\\nand Hullah are adopted.\\nThe books required for each class, which are few and inexpensive, must be purchased by\\nthe student.\\ny I. \u00e2\u0080\u0094Examinations. Weekly Exa?ninaM o)is.\u00e2\u0080\u0094 Every candidate will undergo a strict exa-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0540.jp2"}, "537": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 311\\nmicatioii as to thfi amount of work performed during each week he is required to record in a\\njournal his labors and progress and it is then ascertained, by a series of questions, whether thai\\nwhich lie supposes himself to have acquired be thoroughly understood and digested. He is also,\\nexamined as to the mode in which he would communicate to others the knowledge he has gained.\\nHalf-Yearly Examinations\\nExaminers. Professor \u00e2\u0080\u0094Coll.\\nProfessor Coll.\\nCertifieates of proficiency will be granted at the discretion of the examiners.\\nAny schoobiiaster who has been instructed by the Society, or who may be engaged in conducting\\nany school in connexion with it, may (by previous notice to tiie Secretary) offer himself for exam-\\nination, in order to obtain a certificate of proticiency.\\nThe lower class examination will embrace\\nReading; writing; arithmetic (written and mental grarmiiar geography: E nglish history\\nknowledge of the Scriptures elements of geometry, drawing, and music and the art of teaching.\\nThe higher class (in addition) practical geometry mensuration the elements of algebra and\\ntrigonometry natural philosophy an extended course of mathematical aud physical geography\\nconstruction of maps; and drawing, as applied to mechanics and architecture.\\nAs the object of the Society is to prepare teachers, and not merely to improve students, the\\nbooks used as text-books are^ as far as practicable, those used in the schools, andtlie examinatioii.-i\\nwill be conducted iwith special reference to the ultimate object in view, viz eifective teaching.\\nThe male department is, in effect, subdivitled into distinct .sections,\\nplaced respectively under the principal of the normal school, making the\\npreliminary examinations, conducting the studies of the senior class, and\\ngiving three-fifths of the lectures to the whole in pedagogy, or the art of\\nteaching and governing in a school under the Adce-principal of the normal\\nschool, conducting the studies of the junior class as well as those of the\\nmorning classes of the female students, and likewise conveying the other\\ntwo-fifths of the instruction in pedagogy and under the superintendent\\nof the model school, who has the entire disposal of that section, and the\\narrangement of the students exercises in it. The junior class consists, in\\nthe main, of those whose stay in the institution has not exceeded three\\nmonths the senior class, of those whose stay has exceeded that term.\\nAmongst those admitted as students, very great variety obtains in re-\\nsp ct to attainmeuis and capacity. Hence classification, at first, is almost\\niii pra.cticable. Tnis, added to the difficulty occasioned by the entrance of\\nnew students at every period of the quarter, creates no little embarrass-\\nment in the management of the junior class, especially when the numbers\\nare so large. Almost every one, on his entrance, is totally ignorant of some\\none or more of the branches of study pui sued hence it becomes neces-\\nsary to adopt, to a great extent, the tedious and distracting plan of indi-\\nvidtial instruction. Very few of them can read toell, that is, with intelli-\\ngence and correctness of pronunication, while the monotonous tones of\\nsome, and the almost inveterate provincialisms of others, require much\\ntime and attention to correct. Besides, unhappily, many of those whose\\ngeneral acquirements are of a fair average character, have comparatively\\nneglected orthography and reading, and consequently very much of their\\ntime during their stay in the class is necessarily devoted to these elemen-\\ntary studies. Some again, have made apparently fair progress in arith-\\nmetic, grammar, c., previous to admission but though able to perform\\nthe operations in one science, and give definitions or parse sentences in the\\nother, it is found, on examination, that their knowledge is merely by rote,\\nand that the principles in both cases are not at all vmderstood they know\\nthat the thing is so and so, but they cannot tell why. Again, some who\\nare. to some extent acquainted, with principles, are quite unable to com-\\nmunicate their information to others, especially to children, and their\\nefforts rather resemble awkward attempts at lecturing than intelligent\\nteaching. All the time that can be spared from learning and practising\\nthe art of teaching has to be employed by this junior class in a vigorous\\neffort to repair the deficiencies of their own elementary education. For\\nthis purpose they form a very interesting school of primary instruction\\nunder the Vice-Principal.\\n20", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0541.jp2"}, "538": {"fulltext": "312 BOROUGH ROAD NORMAL SCHOOL.\\nThe following is the course of study of the junior class during the\\nquarter ended 31st March, 1847, as described by its tutor, Mr. Saun-\\nders\\nGrammar. The parts of Speech, and the Exercises -upon them in Allen and Cornwell s\\nGrammar, using also the Latin Roots there given and the first part of Cornwell s Young\\nGeogrnpJiy. General principles. Mathematical and Physical Varieties of the Human Race\\n\u00e2\u0080\u0094General features and divisions of Europe\u00e2\u0080\u0094 Physical Geography of England\u00e2\u0080\u0094 Text-book Corn-\\nv/ell s Geography.\\nNatural History. The great divisions of the Animal Kingdom Radiatain detail iext-book\\nMrs. Lee s Introduction to Natural History, and Cuvier.\\nWriting. Improvement of the style in four hands.\\nArithmetic. Principles and practice from Notation to Compound Proportion inclusive and\\nSquare and Cube Roots.\u00e2\u0080\u0094 Text-books Crossley s Calculator and Thompson s Arithmetic.\\nArillime.tic [Mental] All the Rules in Crossley s Intellectual Calculator.\\nLinear Drawing. Geometrical Figures in Dyce s Designs, and in FranccEur s Linear\\nDrawing.\\nHiatory. Roman and Saxon England in Outline Norman period with the Feudal System\\nand the Cru?ades in detail\u00e2\u0080\u0094 Texl-boolcs Pinnock s Goldsmith, revised by Dr. Taylor, and Ma-\\ncinto.^h s History of England.\\nNatural Pliilnsopliy General Divisions-Properties of Matter and Laws of Motion\u00e2\u0080\u0094 Text-\\nbooks Peschell s Physics and Moseley s Illustrations.\\nMensuration and Geometry. Plane Figures\u00e2\u0080\u0094 Text-books Pasley s Practical Geometry, and\\nElliot s Geometry and Mensuration.\\nElocution. A series of 21 lessons in proSe and poetry Text-books the Society s Ijesson\\nBooks, and Allen s English Poetry.\\nScripture Geography and History of Canaan from the call of Abraham to the present time\\nText-book Home s Introduction to the Study of the Scriptures.\\nVarious other works are used as sources of illustration, and the students are referred to them\\nfor funlier information, in their future hours of leisure.\\nThe junior class is assembled on five evenings in the week, for two\\nhours and a half, from 6 to half-past 8 o clock, and on the morning of Sa-\\nturday for four hours, from 9 to 1 p.m. The evening of Monday is occu-\\npied by devoting one hour to English Grammar, one hour to Geography,\\nand half an hour to the elements of Physics. The lessons liaving been\\npreviously prepared during the period allotted to study in the morning, one\\nof the students is selected by the tutor to examine the class in the lesson\\non grammar appointed for the evening. His questions are addressed to the\\nmembers of the class individually, and on the failure of any one to reply\\nto the question proposed, it is put to another, and another. This is required\\nto be done with as much rapidity and precision as possible, and should\\nevery one in the class fail to reply satisfactorily, the interrogator must then\\nexplain the subject to them, and examine them again. The exercises on\\nthe different rules of grammar, as corrected by themselves, arc read from\\ntheir exercise books, every exercise being writteif before a lesson is consid-\\nered as past, and a record of it is then made in their journals. During the\\nwhole of this time the tutor is with them, occasionally asking questions on\\nthe lesson under consideration, pointing out to the class the errors of the\\nquestioner and their own. At the close of each lesson the students are\\nrequired to mention anything which to them may seem objectionable in\\nthe manner in which the questions are put, or in errors of pronunciation, or\\nany other which they may have observed aiid yet further to show how\\nthey would have proceeded under the same circumstances. This plan of\\nfriendly but searching criticism is carried on with every lesson superin-\\ntended by one of the students. The geographical lesson is given by one of\\nthe students, previously appointed, much in the same manner as the sim-\\nultaneous or gallery lessons are given in the model school that is, he\\nfurnishes them with information on the particular country or countries\\nbeyond what they may already possess having ascertained the latter by\\nquestions at the commencement of the lesson. About half an hour is\\noccupied in this manner, and then another half hour by another of the\\nBtudents in interrogation on the same subject thus it is speedily ascer-\\ntained if the information has been received by them, and also whether", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0542.jp2"}, "539": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 313\\ntheir notions are clear and distinct. In physics the same course is pursued,\\nand, when requisite and practicable, experiments are introduced, drawings\\nand diagrams used, and objects exhibited.\\nThe evening of Tuesday is occupied for the first hour in writing in copy-\\nbooks, each copy being submitted to the tutor the errors are pointed out,\\nand a line ^Yrittcn by him with special reference to those errors the stu-\\ndent is thus furnished with a copy precisely adapted to his Avants. The\\nnext hour is devoted to drawing. In this, as in writing, the measure of\\nsuccess depends mainly on individual practice, and therefore the teaching\\nis individual rather than simultaneous. Very few have practiced even\\ndrawing from copies before they came to the institution. Those who have,\\npossess the facility of hand and eye which the preliminary exercises in this\\nclass are chiefly designed to convey. But the greater number require A^ery\\ncareful introduction to the first notions and habits of representing forms on\\na plane surface, or even of drawing straight lines, and measuring them\\ninto relative lengths, without Avhich they are quite unprepared to use the\\nmodels which are introduced in the senior drawing classes. They make\\nthese first sketches in charcoal, so as to admit of correction, chiefly from\\nsimple geometrical figures in the published books of the Government\\nSchool of Design, or from enlarged copies of those contained in Francceur s\\nLinear Drawing, prepared for the schools of France, organized on the\\nLancasterian system. Tiiis hour is the only one in the week devoted to\\ndrawing by those who are under the instruction of Mr. Saunders; but it.\\nsuffices to give a habit of using the eye and the crayon. Mental Arithme-\\ntic occupies the next half hour and as mental calculations depend so\\nmuch on the ability to combine numbers rapidly and to detect their rela-\\ntions, much of the time devoted to them is occupied by tables and analyses\\nof numbers, forming a firm basis on which to build up rapid and correct\\ncalculations.\\nOn Wednesday evening the first hour and the last half hour are occupied\\nin the same manner as on Monday, but the hour from 7 to 8 is devoted to\\nthe History of England the lesson being treated precisely in the same\\nmanner as the geography.\\nOn Thursday evening the first hour is devoted to Elocution. The mem-\\nbers of the class standing in a circle in the School of Design, the tutor\\nreads about a page in the style and spirit which he wishes should charac-\\nterize their reading. The students then read in turn at the close of the\\nreading of each, observations on the excellences or defects of the reader\\nare elicited from his companions the teacher makes his own remarks on\\nthese observations and on the reading itself; and the pupil who sits next\\nin rotation resumes the text. The next hour is dcA^oted to Practical Geo-\\nmetry, for their exercises in which the students occupy seats at the desks\\nin the School of Design, and each is furnished with a slate, compasses,\\ntriangle, and ruler. The problem to be executed is then distinctly enun-\\nciated by the tutor the first step in its performance is explained and exhi-\\nbited on a large black board, each copying it on his slate by means of\\ninstruments; the second step is then explained and illustrated in like man-\\nner. Wh^n completed, the question occurs, What have you done And\\nif the answer does not agree with the conditions of the problem, the dis-\\ncrepancy is pointed out and corrected. If the performance is correct and\\nthe reply satisfactory, the figure described is obliterated from the board and\\nthe slates, and the problem has to be executed again without any direction\\nwhatever. If this can be done, the next is proceeded with, and so on. As\\nmost of the students on entering are altogether ignorant of geometry, no\\nvery great amount of progress can be made but a good foundation may bo\\nlaid for future improvement. The text-book used is one well adapted to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0543.jp2"}, "540": {"fulltext": "314 BOE-OUGH ROAD NORMAL SCHOOL.\\nthe age of the students, combined with their want of eai-ly practice. It is\\nPasley s Complete Course of Practical Geometry and Plan Drawing.\\nIt is employed to illustrate their practice in drawing from copies of geo-\\nmetrical figures, and simple problems in mensuration are pertinently intro-\\nduced. The remaining half hour of Thursday evening is devoted to writ-\\nten arithmetic, or, in the conventional phrase of U le schools, to slate\\narithmetic. It is applied to the development of principles, or the appli-\\ncation of them to practice, as may be required. In either case the students\\nthemselves are called upon to explain to their fellows the lesson received\\nfrom the tutor, and to exhibit illustrations of it on the black board.\\nThe first hour of Friday, as of Tuesday, evening, is devoted to Wi-iting.\\nThe second hour to Elocution or Reading, in like manner as the first hour\\nof the preceding evening and the concluding half hour is employed in a\\nlesson in Physics, as on Monday and Wednesday.\\nOn Saturday morning the first hour is devoted to Modern History and\\nGeography; the second to exaininations in Arithmetic, especially in prin-\\nciples the thii d to examinations in Grammar and Etymology, particularly\\nGreek and Latin roots and the fourth to Scripture Geography and History\\nall of them conducted in the same manner as the lessons already described.\\nIt should be observed that one of the lessons for each evening is given\\nby the tutor as a model for imitation by the students, all the subjects being\\ntaken by him in turn, and attention particularly directed to the points of\\nfailure on the part of the students, and the errors into which they are most\\nlikely to fall. It might perhaps be supposed that, from remarks being\\nfreely made on each other s performances, some exhibitions of ill-feeling\\nmight be produced, but I believe myself fully justified in saying that no\\none instance of the kind has occurred. One advantage gained by these\\nfriendly criticisms is, that in very many instances the fault which passes\\nunnoticed when committed by the student himself is apparent to him in\\nanother and hence his correction is applied to his companion and himself\\nat the same time.\\nThe number of exercises which they are required to write gives them\\nmuch practice in orthography but besides this, an hour of one morning\\nin each week is devoted exclusively to writing from dictation the exer-\\ncises being examined afterwards by two students appointed to that office by\\nthe tutor, who also afterwards examines them again himself. In addition\\nto this, each one in the class is required to write a letter once a week to\\nthe tutor, the writer being allowed to select his own subject this exercise\\nis of great service, as displaying the mental peculiarities of the writer, and\\naffording a medium of private and confidential communication. In the\\nexamination of these letters attention is devoted to the most minute points,\\nsuch as the mode of address, manner of folding, c.\\nThe members of this junior class also attend, Avith those of the senior\\nclass, the course of 60 lectures on teaching, c., delivered by the Principal\\nand Vice-Principal of the normal school making rough notes while the\\nlecture is being given, and writing out afterwards a fair abstract of it in a\\nbook furnished to them for that purpose these abstracts also are examined\\nand corrected by the tutor. During four hours and a half (fr(fm 9 till 12,\\nand from 2 till half-past 3) of every day, the students are engaged in\\nteaching classes of boys in the model school under the close observation\\nof the tutors, one of whom is always present, for the purpose of noticing\\nand pointing out to them their defects, and the mode of supplying them\\nthus the lessons learned in the normal school are carried into practice in\\nthe model school, and the application of theory to practice conducted under\\nstrict supervision. Such is the course contemplated but there appeared\\nto me to be great room for improvement in the practical employment of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0544.jp2"}, "541": {"fulltext": "BOROUfiH ROAD NORMAL SCHOOL. 315\\nthis valuable portion of time; improvement connected with an economy\\nof opportunities in other departments of the training in this institution, in\\ndescribing which it will be convenient again to revert to the labors of the\\nmodel school.\\nDuring the past year an additional Bible class to the one mentioned in\\nthe Time Table has been established at the request of the students, the\\ntime of meeting being from 9 to 10 on the Sunday morning, and though\\ntheir being present is perfectly voluntary, almost every one of them has\\nbeen regular and constant in attendance and the anxiety of many who\\nhave left the institution to have copies of the notes of the subjects taken\\nup in the class, since their removal, affords an evidence of the value they\\nset on the instruction communicated.\\nAt the close of the first three months of their stay, the members of thi,s\\nclass are put through another general examination by the Vice-Principal,\\nin the presence of the Committee and from among them the numbers in\\nthe upper class are then filled up, so as to leave behind only the few who\\nare yet unprepared to proceed with the rest to any profitable result.\\nUpper Class in Normal School.\\n\u00e2\u0080\u00a2The upper class, states the Principal of the normal school, conrrists\\nof students of not less than three months standing. Their attention has\\nbeen directed to the following subjects: the English Language, Mathe-\\nmatics, Natural Philosophy, and Natural History. These studies have\\nbeen pursued with me from 6 till half-past 8 during three evenings in the\\nweek.* The course, as to method, has been uniform, the instruction\\nhaving been given in the form of conversational lectures, based, as far as\\npossible, upon the lesson-books of the Society as text-books. As much\\ninformation has been thus afforded as the students have been supposed to\\nbe able to master by study in the early morning of the following day. either\\nprivately or in class and the consciousness that tlie\u00c2\u00abnext time the subject\\nshould be taken up it would be commenced by a searching interrogation as\\nto what is known of the last given lesson, has acted as a sufficient stimulus\\nto persevering indufstry.\\nThe English Language. This has been treated under three distinct\\nheads. First, that which is ordinarily called Grammar, viz., the distinc-\\ntions in the nature of words, the inflectional changes they undergo, their\\nrelations to each other, and the influence they exert in consequence of those\\nrelations. In short, syntax and et) mology, exclusive of derivation. The\\naim has been never to give any term, definition, or rule, except as the rep-\\nresentative of an idea. to supply the notion before the words that express\\nit. The general principles of language have been given, too, as far as they\\ncould be understood by those not having the power of comparison from the\\nwant of acquaintance with two languages. Thus the universal fact has\\nbeen taught, that languages have a tendency to get rid of their inflectional\\nforms, and to express their relations by particles and position and hence\\nhas the reason been shown why the rules of position are so much more\\nimportant in a language in its recent than in its earlier condition. English\\nand Anglo-Saxon have, perhaps, been instanced.\\nThe second direct study of English has been the Formation and Deri-\\nvation of Words. These have been taught from lists of Anglo-Saxon,\\nLatin, and Greek primitives found in the grammar. Etymologies have\\nbeen explained, too. incidentally in connexion with the reading, and the\\nvarious scientific terms from time to time occurring. In this study extreme\\naccuracy has been insisted on, as it has been felt that persons not unfre-\\nTwo whole evenings in each week are devoted to Drawing and Music, under the teacher of\\nthose branches.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0545.jp2"}, "542": {"fulltext": "316 BOROUGH ROAD NORMAL SCHOOL\\nquently render themselves ridiculous, by dabbling in a foreign language\\nwith which they have not a correct acquaintance as far as it goes.\\nComposition is the third means that has been employed for teaching\\nthe English language. It has been felt to be important that a teacher\\nshould be able to express his thoughts in suitable language and in a proper\\norder. In the exercises, importance has been attached to neatness of wri-\\nting and unaffectedness of style. Considerable advantages have attended\\nthis employment. It has been so pursued as to form a new study of Eng-\\nlish, showing the structure of the language and not of the words, logical\\nand not grammatical relations. Truer, because more extensive views of\\nthe nature of their mother-tongue have thus been obtained, than could\\nhave been secured had the same time been devoted to the mere study of\\ngrammar. regret to say that in a few instances, too (especially in the\\nteachers selected by local committees), it has not been without its advan-\\ntages even in regard to orthography.\\nWe have not yet found time for a systematic course on English Liter-\\nature. It has not, however, been entirely neglected, but has been taken up\\nincidentally in connexion with the composition. For as the exercises found\\nin the text-book are for the most part selections from our best classic\\nauthors, fitting opportunities have been afforded, as each came under obser-\\nvation, for giving a slight biographical notice, the characteristics of his\\nstyle, his principal works, and the recommendation of those deemed most\\nvaluable.\\nGeography. A good deal of attention has been given to geography.\\nIt is attempted to make this an inductive study certain conditions are\\ngiven, from which certain consequences are to be inferred. Thus the stu-\\ndents are expected to discover that the currents of the rivers of Eastern\\nEurope are slow, and of Western Europe rapid; after having been told\\nthat the former have their rise at a slight elevation and have a lengthened\\ncourse, and the lattef originate in the high land of Central Europe, at no\\ngreat distance from the sea. Political and social geography are thus\\nshown to be in a great degree dependent on physical geography the reason\\nis seen why one nation is agricultural and another commercial why a\\ncertain manufacture should be carried on in a particular locality in prefer-\\nence to every other; and why an alteration in the mode of manufacture\\nshould involve a change in its seat. Thus that Holland is agricultural\\nand England manufacturing; that our cotton manufacture is carried on in\\nSouth Lancashire and the eJges of the neighboring counties, and not in\\nLincolnshire that our manufactures generally are travelling north and\\nAvest; and that iron, which was once largely manufactured in Kent and\\nSussex, is now only smelted on the great coaltields, are not merely so many\\nfacts, but highly interesting facts; interesting, because regarded as effects,\\nthe causes of which are perceived, and have probably been discovered, by\\nthe student himself.\\nThe Etymology of geogrophical names forms an important feature in\\nthis branch of knowledge. The name of a place often tells its condition\\nor history; and the explanation of the same by calling into exercise the\\npower of association, increases the probability of its being remembered.\\nThus the name Buenos Ayres, still shows the salubrity of the air of that\\ntown Sierra, the Spanish name for a range of hills, the saw-like appear-\\nance which it presents New York tells us that it was once a colony of\\nEngland, and those who know that it was first called New Amsterdam,\\nknow, too, that it was founded by the Dutch Virginia, shows that it was\\ncolonized in the reign of our virgin queen, Elizabeth Carolina, during-\\nthat of Charles {Carolu.s). The term fell, applied to mountains in the\\nnorth of England, the south of Scotland, and in the islands of the north", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0546.jp2"}, "543": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 317\\nand west, shows that these parts of the country were occupied by some\\ntribe or tribes of Scandinaviaa origin; while ben or pen found in the most\\nmountainous regions, confirms the facts of history, that these high grounds\\nwere unconquered by the northern invaders, and continued in the possession\\nof the original Celtic inhabitants. In thus finding out the cause of the\\nfact, and the cause of the name, the reason has been exercised and the\\nstudy rendered highly philosophical; and a science which has often been\\nthought to c onsist only of lists of hard unmeaning words, has been made\\nattractive in a more than usual degree.\\nHistonj. This study has been almost exclusively confined to the few\\ngreat promiaent events -which have distinguished the history of any coun-\\ntry. These have been a good deal arnplihed traced to their causes, and\\npursued to their coiisequeuces. Shortness of time necessitates such a\\nmethod. But irrespective of this, it is considered the best for a first course\\nfor, as these salient events are only the visible development of principles,\\nan acquaintance with these affords a key, as it were, to most of the subor-\\ndinate intermediate occurrences. The events of English history receive\\nby far the most attention, as do also those nearer our own times, compared\\nwith the mare remote. In considering the events of other countries, con-\\nstant reference is made to what was going on at the same time in Eng-\\nland. It is thus frequently seen, that the same principle is developing itself\\nat different places at the same time e. g. the struggle between ecclesiasti-\\ncal and kingly power in France and Germany, at the time of our Henry II.\\nand his Archbishop Becket.\\nMathematics. A full and systematic explanation of i\\\\\\\\Q principles of\\nArithmetic has formed a part of this study, and has been productive of\\ngreat advantage to the teachers. Some who have entered the institution\\nas good mathematicians, have been found to be unable to give a reason for\\nthe mode of performing the elementary parts of arithmetic. An acquaint-\\nance with rules by no means includes a knowledge of principles but he\\nwho understands principles can make rules for him.self. A strong interest\\nhas been excited, as the principles involved in the most ordinary opera-\\ntions have been evolved, and the effect of this has shown itself remarkably\\nin the different manner of teaching a class of boys in the model school\\nbefore and after such explanation dulness on the part of the teacher has\\nbeen succeeded by spirit, and lassitude on that of the boys by the most\\nlively attention.\\nDeimn.strative Geometry has been pursued, but for the most part by\\neach student independently, such being, in my opinion, the only way in\\nwhich the advantages attendant on its pursuit are to be realized in the\\nhighest degree. The acquirements have, consequently, been very various,\\nfrom only a few propositions to several books, according to ability and pre-\\nvious attainments. In all cases, however, though not equally, the great\\nobject has been secured mental drilling.\\nOnly the elements of Algebra and rz-ig-owomerri/ have been taught, and\\nthese not systematically. The first has been introduced in connexion with\\nthe explanation of the principles of arithmetic, the algebraic formulse being\\ngiven as the representatives of general truths. Trigonometry has been\\nrequired for the explanation of certain facts of natural philosophy, espe-\\ncially those of astronomy, and has been then introduced.\\nNatural Philosophy. It has been attempted to teach this branch of\\nknowledge so as to combine the popular with the scientific. It has been\\nmaiepopidar by drawing the illustrations from those phenomena which are\\nevery day before our eyes and, fortunately, the greiit truths of physics are\\nalmost always capable of such illustration. But the merely popular has\\nbeen avoided, by directing attention, not only to results, but to the methods", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0547.jp2"}, "544": {"fulltext": "318 BOROUGH ROAD NORMAL SCHOOL.\\nby which such results have been obtained. There are some truths, of\\ncourse, only to be demonstrated by the higher mathematics. These are\\nquite beyond our reach, and are either entirely omitted or explained by the\\nnearest analogical approximation. But in numerous instances, perhaps\\nmost, the principle of a method admits of illustration by means of very\\nelementary mathematical knowledge. Thus the students learn, not only\\nthat the sun and planets are at such a distance, but the manner in which\\nsuch results are obtained is given, and shown to involve only the same\\nprinciples as are employed in the simplest land surveying.\\nNatural History. Up to the present time only zoology has been con-\\nsidered. Subsequent to the lectures on this subject, visits have been made,\\nwith great advantage, to the R,egent s Park Zoological Gardens and the\\nI ooms of the British Museum containing the specimens of natural history.\\nin the case of the few students who remain with us more than six\\nmonths, the afternoons of Monday, Wednesday, and Friday, from 2 to half-\\npast 3, are devoted to the further study of mathematics, original composi-\\ntion, and Latin. As regards the latter subject, the progress made is small\\nindeed. It amounts to little more than removing some of the initiatory\\ndifRculties attendant on the study of- a new language, and showing the\\nstudent how he may hereafter pursue it with the best prospect of success.\\nYet slight as is the amount of knowledge obtained, it has not been without\\nits value as affording a glimpse into the nature of language in general,\\nwhich is not to be obtained by the individual who has no acquaintance\\nwith any but his own.\\nDrawing and Music. Two whole evenings in every week, those of\\nMonday and Wednesday, are devoted by the senior class to drawing; and\\nthree-quarters of an hour is given at the close of every day to singing\\nThe course adopted in the scheme of drawing lessons is. in the first instance,\\nto convey lo the students, in a series of familiar explanations, such princi-\\nples of perspective as may be sutticient to enable them to delineate cor-\\nrectly simple lines in various positions. This is done on the black board\\nwith chalk and when the class has evinced a degree of proficiency in such\\nexercises, our next step is to introduce solid forms, involving a further ac-\\nquaintance with principles which are then progressively laid down. As\\nsoon as practicable, the mere outlines on board are superseded by the use\\nof paper, Avhicli is continued to the end of the course. The models in use\\nin the classes are the series published under the sanction of the Committee\\nof Council on Education and we have also, as time and the skill of the\\nstudent would permit, introduced many simple objects for exercise, such a.s\\narticles of furniture.\\nTlie time devoted to vocal music is necessarily limited and the lessons\\nare given at the close of the day, to prevent interference with any of the\\nmore important studies. The elementary lessons are based on Wilhem s\\nsystem, as improved by Mr. Mullah but one lesson in each week is devo-\\nted to the practice of simple school-pieces, published in The Singing Mas-\\nter of Mr. W. E. Hickson, which is found to be of considerable use in\\ncreating an air of cheerfulness, and relieving the more serious exercises.\\nArt of Teaching and Governing in a School.\\nThe theory of teaching and governing, is given in a series of lectures on\\npedagogy, which are delivered every day in the theatre of the institution,\\nthe course running through three months. Of these lectures the students\\nare required to make abstracts. Among these, is a series on mental phi-\\nlosophy it being deemed of importance, that those who have to influence\\nmind, through the agency of mind, should know something of its opera-\\ntions. Through these lectures the science of education is generally under-\\nstood.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0548.jp2"}, "545": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 319\\nBut education is an art as well as a science, and as in every other art, per-\\nfection is to be obtained only by practice. This practice is se ured by the\\nattendance of all the students in the model school for four hours and a half du-\\nring each day. They pass, step by step, through all the parts of the school,\\ncommencing with the lowest draft of boys, and ending with the charge of the\\nwhole. During this time, they are always under observation and when\\nany one manifests a want of skill in teaching or government, he is requested\\nto leave the draft, his error is privately pointed out to him, and sucii di-\\nrections are given as are considered proper to obviate it. Sliould the error\\nbe of a kind likely to characterize more than the individual, it is noted\\ndown and made the subject of observation to all the students when together\\nin the theatre.\\nThe second method of improving the practice is, to assemble all the stu-\\ndents in one of the gallery class-rooms, and then to require one of them,\\nwho has been previously appointed and furnished with a subject, to give a\\ncollective lesson to about a hundred boys. Every one is then engaged in\\nnoting down what he considers the defects or merits of the lesson, embra-\\ncing points of grammar, manner, knowledge, government, c. At the\\nconclusion of the lesson, all the teachers adjourn to the theatre of the in-\\nstitution, and in turns give their opinions of the lesson. When all have\\nfinished, observations are made by myself, first on the criticisms of the ob-\\nservers and then on the general points of excellence or defect which have\\ncharacterized the lesson.\\nThe third mode of improving the practice is by means of lessons given\\nby the students in turn to all the rest. The chief difference between this\\nmethod and the last is, that errors are checked as they arise. There is no\\nnoting down deficiencies but as soon as one is observed, the teacher is\\nstopped, the defect pointed out, and he is at once required to rectify it.\\nBefore boys, this method would be obviously improper, as the moral influ-\\nence of the teachers would be destroyed by it. But, among themselves,\\nit is found to work very amicably. Indeed, it has been gratifying to me to\\nwitness the good temper with which the criticisms have been all but uni-\\nversally given and received. On the entrance of some students, the ob-\\nservations have been rather intended to show the acuteness of the speaker\\nthan to benefitthe teacher who lias given the lesson. But this has soon\\nrighted itself, and almost always without the necessity of inteiwention on\\nmy part.\\nThe following is a list of the Conversational Pucadings to the whole of\\nthe students on the art of teaching and governing in a school, which form\\nthe quarter s course five being delivered on five several days in each of\\ntwelve weeks, three by the Principal, and two by the Vice-principal. The\\nfirst 36 form the course given by the Principal, and the remaining 24, that\\nby the Vice-principal. At the commencement of each quarter these courses\\nare begun again.\\n1. On tlie ol5Jeots which a teacher should have in view in adopting his profession.\\n2. On the circnrastanoes Vr^hich make a teacher happy in a school.\\n3. On some of the essential moral qnalifioations of a teacher.\\n4. On the essential intellectual qualifications of a teacher.\\n5. On the establishment of authority.\\n6 On gaining ascendency over the minds of children.\\n7. On combination and arrangement.\\n8. On routines of instruction and formation of plans.\\n9. On the monitorial system its use and abuse.\\n10. On the selection of monitors.\\n11. On the training of monitors.\\n12. On the collective or simultaneous system.\\n13. On the art of teaching the elements of reading to very young childrea.\\n14. lilustraiions of the mode of using the First Lesson Book.\\n15. On various methods of teaching spelling.\\n16. On the mode of using the Second Lesson Book.\\n17. On object-lessons for young children.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0549.jp2"}, "546": {"fulltext": "320 BOROUGH ROAD NORMAL SCHOOL.\\n18. On the interrogative system, with illustrations. rp, t r\u00e2\u0080\u009e\u00e2\u0080\u009ev\\n19 On analytical teaching generally, with illustrations from the Third Lesson iioot\\n20. On synthetical teaching illu-strations from the Third Lesson Uook.\\n21. On the art of reading with animation and expression. r i\u00c2\u00bb\\n22. On Scripture questioning, generally on Scripture geography, and methods of teaching it.\\n23. On teaching writing.\\n24. On the use and iiatnre of numbers.\\n25. On teaching arithmetic.\\n26. On the mode of using the Fourth Lesson Book.\\n27. On teaching geography.\\n23. On teaching grammar.\\n29. On teaching drawing.\\n30. On teaching vocal music.\\n31- On the philosophy of the human mind as applicable to education.\\n32. On attention and memory.\\n33. On as.sociation.\\n34. On conceptio i.\\n35. On imagination.\\n36. On the principal writers on education.\\n37. On rewa -ds and punishments.\\n3S. On emulation.\\n39. On common errors relating to punishments, and on corporeal punishments.\\n40. On moral and religious influence generally.\\n41. On the promotion of a love of truth, honesty, benevolence, and othervirtues, among children.\\n42. On cleanliness and neatness, kindness to animals, and gentleness.\\n43 On promoting obedience to parents, respectful demeanor to elders, and general submission to\\nauthority.\\n44. On the private studies of a teacher.\\n4,5. On the course to be pursued in organizing anew school.\\n46. On keeping the various registers of attendance and progress.\\n47. On the ventilation of school-rooms and dwellings.\\n48. On school furniture generally.\\n49. On some of the circumstances which affect the condition of the laboring classes.\\n50. On the elements of political economy.\\n51. On machinery and its results.\\n52 On cottage economy and savings banks.\\n53. On the duties of the teacher to the parents of the children, and to the Committee.\\n54. On the formation of museums and collections of apparatus, and the management of school\\nlibraries.\\n55. On keeping up a connexion with old scholars.\\n56. On the order in which a teacher should attempt to accomplish the various objects he has in\\nview.\\n57. On school examinations generally.\\n5S. On raising and filling a school, and on the circumstances which make a school popular.\\n59. On the various ways in which a teacher may co-operate with other benevolent efforts, such\\nas temp-rance societies and Sabbath schools.\\n60. Brief summary of the teacher s duties iti school, out o/ school, and in relation to the chil-\\ndren, their parents, the Committee, a.r.d to society at large.\\nThe 4i hours devoted to daily practice by the students in the moni-\\ntorial labors of the model school, with an occasional gallery lesson, has\\nalready been de.scribetl and several times a w^eek the Principal casts a\\ncareful glance around tlieir drafts, and makes notes of the defects observa-\\nble in them, to form the subject of observations in the conversational lec-\\nture of the evening. If the students were staying, as they ought to stay,\\nfor two years, instead of six months, this amount of time spent- in the\\nmodel school would be in excess; and the actual amount of valuable time\\ndevoted to its labors, is a sacrifice which challenges a vigilant superin-\\ntendence and an amount of ambulatory instruction which shall turn it to\\nthe best account. The practice in gallery teaching is necessarily unfre-\\nquent, where there are only three classes placed under it every morning\\nbut over this. also, the same eye is extended at like intervals and every\\nafternoon, at half-past three o clock, occurs the gallery lesson, by a student\\nteacher, in the presence of the Principal or the Vice-principal and the whole\\nbody of the students, expressly to form the subject of mutual criticism,\\nand of a final critique by Mr. Cornwell, on adjourning to the theatre at 4. la\\nthe theatre, after taking the criticisms of the students on the lesson just de-\\nlivered, which seem generally to be limited to the superficial defects of\\ngrammar, pronunciation, or want of order in the gallery, the Principal or\\nVice-principal makes a far more searching exposure of its essential defects,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0550.jp2"}, "547": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 321\\nwhich are carefully analyzed and concludes by throwing in the remarks\\nrequired by his miscellaneous notes on the class and gallery teaching of\\nthe day. He then proceeds with the conversational lecture for the day,\\ninto each of which the student s limited period of residence compels him\\nto throw a large amount of instruction, so tersely expressed, and yet so con-\\ndensed, as to require all the earnestness of the young men at once to seize and\\nassimilate it. No one, however, can be present at one of these conversa-\\ntional lectures without being struck by the weightiness of the matter which it\\ncontains, and the aphoristic vigor with which it is endeavored, not merely\\nto lay it before, but to engrave it into the minds of the hearers.\\nThe tenor of the course may be gathered from the results contemplated\\nin the following set of queries, drawn up by the Principal, and contained\\nin the Society s Manual\\nQuestions to test a School.\\nThe following questions have been drawn up for the use alike of Com-\\nmittees and teachers. They indicate the points to which a teacher should\\ndirect his attention, and the course a Committee should take in order to\\nascertain the condition of a school. The questions are supposed to be put\\nto the teacher\\nReading\\nDo you define and Ihnit the portion to be read Is the portion assigned of such moderate\\nUngth as to allow of its being read three or four times\\nDo your monitors question readily on the lessons that have been read\\nHave you the specimens, models, or diagrams, that are necessary to illustrate such lesson?\\nDo you rest satisfied if one boy is reading in the draft, or do you see that every child is attentive\\nwhile one is reading? Do you also forbid the monitors approacliing the boy who is reading, aud\\nrequire him always to stand wliere he has a view of the whole draft\\nDo you pay attention to the styleoi reading, particularly with the elder boys\\nDo you correct a bad style by having yery familiar sentences read\\nBy requiring the boys to tell you something, to write it down, and then to read it from their\\nown writing\\nDo you teach the meanings of words in connexion with the reading, as found in sentences,\\nrather than with the spelling in which the arrangements must be arbitrary\\nDo you point out on the map all the places occurring in the lesson read\\nDo the boys exhibit seriousness of manner while reading the Bible\\nSpelling\\nDo you sometimes teach and test spelling by the dictation of sentences to be written\\nDo the elder boys sometimes copy pieces of poetry and the exercises in grammar, with a view\\nto improvement in spelling?\\nDo you have the more difHcult words that occur in your collective lessons spelt\\nInterrogation\\nDo you or your monitors, question on every subject taught\\nDo you occasionally require mutual questioning on the part of the elder boys\\nDoes your questioning include the three diiferent stages 1. During reading, the explanation\\nof such words or allusions as are necessary to understanding the lesson 2. After the books are\\nclosed, with a view to impressing the facts of the lesson on the memory 3. The explanation of\\nthe etymologies of words and the imparting such incidental information as is naturally associ-\\nated with it\\nDo you avoid indefinite questions, and such as by admitting of only Yes 1 or No! en-\\ncpurage guessing\\nWriting\\nAre the books kept clean, free from blots, and without the corners being turned down\\nDo you furnish the boys with good eopies, avoiding those which have improper contractions\\nHave you a black board on which you write in chalk a copy for the lower boys who are unabla\\nto write\\nHrithmetic\\nDo you teach arithmetic by the black board Have you one in each draft\\nDo you in teaching arithmetic commence with and constantly refer to sensible objects 1\\nAre the numbers in your lower classes always those of little value 7\\nDo you invariably insist on every number being read to ascertain whether its value is under-\\nstood\\nDo your monitors jucifeoTi at every step in the process of a sum? e.g. Why do you carry\\n\u00e2\u0080\u00a2nly one when you borrow ten\\nAre the terms and mirks explained e. g. fVhat do s. d. mean Why is the rule cal2ed\\n\u00e2\u0080\u00a2ompound subtraction What are these marks used for?\\nThe books may be kept imooth by tying them up between two pieces of boaid.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0551.jp2"}, "548": {"fulltext": "322 BOROUGH ROAD NORMAL SCHOOL.\\nDo you connect the book knowledge of the more advanced boys with the objects around thenv e. g.\\nWhat is the quantity of timber in the trunk of a tree whose height and girth, both at the root and\\npart where it branches off, have been measured by themselves The number of gallons tha\\nschool water-butt will hold? The contents of a field, whose shape and sides they have ascer-\\ntained\\nGrammar\\nDo you explain every definition, rule, c.. before allowing the boys to commit them to memory?\\nDo you make your boys understand that language determines grammar, and not grammar lan-\\nguage That the rules of grammar are only the recognized usages of language\\nIn explaining the etymologies of words are you extremely careful to give the right quantitiei\\nand terminations of the roots\\nGeography\\nDo you teach the physical features of any district first\\nDo you make the boys aoqoainted with their own neighborhood and country before attending to\\nmore distant parts\\nHave you a map of the neighborhood in the school\\nIn commencing geography do you require the boys to make a inap of the play-ground, or some\\nwell-known part Do you explain latitude and longitude by a reference to this map\\nDo you require the boys occasionally to point towards the place under consideration e.ff.\\nWhen Dublin has been pointed out on the map, do you say, JVuw point to Dublin itself?\\nDrawing\\nDo you commence with chalk drawing on the black board\\nAre your monitors so proficient as to be able to sketcli off any object illustrative of their lesson?\\nCollective Teaching:\\nDo you abstain from teaching collectively those subjects which depend for their improvement\\non the amount of individual practice, as reading, spelling, c.?\\nDo you test the efficiency of your collective teaching by individual questions?\\nDo you sometimes require the elder boys to make a written abstract of their lesson Is this\\nlooked over with a view to the spelling among other things\\nDo you make use of e.lipses the nttmbir varying inversely as the age of the child\\nAre your collective lessons to the whole school especially devoted to subjects connected with\\nmanners, morals and religion Do those to the younger boys relate to the various familiar ob-\\njects, utensils, and operations about them? Are those to the elder boys given systematically?\\ni.e. Is each lesson part of a system of knowledge\\nIs your collective teaching especially characterized by simplicity both of language and illustra-\\ntion, and by animation\\nIn using numbers do you make them intelligible by referring them to known standards e. g.\\nIf you were stating that soma trees are near 3U0 feet high, would you say that they were twice,\\nthree or four times, as the case may be, as high as some well-knovm object?\\nMonitors\\nDo you devote an hour aday specially to the training of your monitors\\nIs it yourprime object in this training to give your monitors the art of teaching, and do yon\\nmake the impartation of knowledge subservient to this\\nDo you train every monitor in the very lessons he has to teach\\nIs the mass of your school employed in some quiet exercise, as writing, while you are engaged\\nwith the monitors\\nHave you a good general monitor to whom you can intrust the mass of the school during your\\ntraining of the monitors\\nDo you require the same monitor to teach the same lesson lh.3.t he maybe thoroughly competent\\nto that lesson\\nHave you a double set of monitors, that while one set is teaching the other is learning\\nDo you from time to time, add to your monitor s class, to act as auziliarics, in the absence of\\nthe regular monitors, such boys as you deem likely to be suited to the office\\nDo you associate with the office of monitor as many pleasing circumstances as you can\\nDo you pay them Have they as such the use of the school library Do you treat them with\\nmarked consideration Do you occasionally accompany them in little excursions, to places in\\nyour neighborhood distinguished in history, or for beautiful scenery, or to museums, gardens,\\nc.\\nDo you impress on your monitors that they should correct no mistake till they have ascertained\\nthat none of the boys in their draft can Do you exemplify this in your own teaching\\nDiscipline:\\nIs order the habit of your school\\nHave you perfect quietness during writing?\\nDo you drill your boys occasionally, with a view to securing habits of prompt obedience\\nDo you have the movements to and from the desks made in an orderly way Do you generally\\nhave the tables repeated or sung simultaneously at this time Do you sometimes have ths\\nmovements made with perfect quietness, as a means of discipline Are all the exercises con-\\nducted as quietly as is consistent with the full development of the powers of the children\\nDo yon have all tho-e subjects which depend for their improvement upon practice, such as read-\\ning, spelling, c., taught indioidually\\nis every exercise conducted under observation, that the boys may feel that any inattention or\\ndisorder is certain of detection\\nMany of the points s\\\\igKested h( re aic as ini|iortant in connexion with other kinds of leaching as in coUce.\\ntive; but as the evils of neglecting Iheni wonid be increased iu proportion lo the number taught, it has been\\nteemed advisable to throw them under this head.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0552.jp2"}, "549": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 323\\nHave ail the children at all times somctinsr to do, and a motive for doing it\\nDo you abstain from giving a second command till the_^r.s-\u00c2\u00a3 has been obeyed\\nDo you abstain from calling- out, except on puite necessary occasions\\nIn stopping or directing the whole school, do you give your commands so lond as to be heard by\\nall, and no louder\\nAre you strict, without being severe\\nIf you find the general discipline becoming at all lax, do you have those exercises which are\\nmost faulty, gone through as you wish them, after the regular school hours\\nHabits of the School\\nIs your room clean\\nDo you have it well stoept, and dusted every day\\nDo you see all the school furniture put in its proper place, before you leave the school-room?\\nIs your room well ventilated\\nDo the boys exhibit subdued and gentle inanners in their intercourse with each other\\nAre the boys generally clean in their persons and dress\\nDo you carefully prevent idling about the school, or in or near the gates, c., or in the play-\\nground\\nAre yovir boys orderly and respectful to their superiors\\nDo you discourage tale-telling, except in reference to very serious faults\\nDo you keep your drafts of about a uniform size, not less than nine, nor more than twelve\\nDo you take care that boys of the same class are of about the same attainments, and in a col-\\nlective lesson of the same mental capacity 7\\nHave you the /orm of the drafts distinctly marked on the floor, by cutting into it, painting it,\\nor letting a wire into it\\nExaminations\\n}:l3.ye yon stated periods oi examination, in order to the removal of the competent to higher\\nclasses\\nDo the children know these periods, that they may work with a view to them\\nAre the intervals between these periods of such moderate length in a child^s estimation, as to\\nintluence his exertions?\\nHave the parents any means of knowing when their children are advanced?\\nHave you an evening examination, at least once a year, for the parents and friends of the chil-\\ndren\\nGeneral\\nDo you req^uire every error to be corrected by the boy inaking it, after it has been corrected by\\nanother\\nIs every matter explained before it is committed to memory\\nDo you keep up your connexion with the old scholars, by occasional meetings, or in any other\\nway Are they allowed the use of the school library\\nDo your children /uDC you Ha.vc you -a. siwng sympathy for children, and pleasure in their\\ncompany\\nIs your teaching intellectual? Do the children really understand whSit they are learning? Do\\nyou make every subject taught a means of intellectual development?\\nDo your children come to school regularly and in time\\nDo you give time and attention to subjects according to their relative importance e. g. Rea-\\nding above every thing, the history and circumstances of your own town or locality in prefer-\\nence to more distant parts\\nDo you rither aim at givin* the boys a good acquaintance with a/c\u00c2\u00abj subjects, than a very su-\\nperficial acquaintance with many\\nAre your exercises generally characterized by /(ff^e repeatiiig dJniX much questioning 7\\nDo you keep a register oi the attendances of the children, and of their school payments\\nDo you rest satisfied if you obtain an ansioer to a question /rom one, or do you repeat and re-\\nmodel the question till the matter is understood by all Do you impress this maxim upon your\\nmonitors, that all teaching is for the wliole class\\nModel School.\\nThe Boys School connected with this establishment probably stands\\nunrivalled in England, as a model of order and discipline, and of the col-\\nlective instruction of a large number of children on the monitorial system.\\nIt is composed of 760 boys, from the age of six to twelve or thirteen\\nyears. The register is always full, and the attendance is regular and\\npunctual, (averaging daily 700.) although the children are gathered from\\none of the poorest neighborhoods of the city. The school is not free, (ex-\\ncept when there are more than two from the same family,) and yet being\\ngood, there is no difficulty in collecting in advance the fee of 2d. per week.\\nOn account of the large number of classes into which the school is divided\\nthe normal pupils enjoy unrivalled opportunities, both of obsei-vation and\\npractice of the method of instruction pursued, which are not exclusively", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0553.jp2"}, "550": {"fulltext": "324 BOROUGH ROAD NORMAL SCHOOL.\\nmonitorial, but a mixed system of the monitorial and simultaneous, in\\nwhich, however, the monitorial is the ground- work of the whole.\\nFemale Department of the Normal School.\\nThe mode of obtaining admission, conditions, organization and instruc-\\ntion of this department are substantially the same as those in the male depart-\\nment. The immediate class instruction and practice are conducted under fe-\\nmale teachers, while the pupils of this department attend daily in the theatre,\\nor lecture hall on the lectures on the art of teaching given to the young men.\\nIn addition to, or modification of the course pursued by the young men,\\nthe female Normal pupils are instructed in the art of teaching needle-\\nAvork; in the best metliod of training girls lo household duties; and espe-\\ncially in those methods of commimicating religious knowledge, which,\\nunder the blessing of God. are most likely not only to make the young\\nacquainted with, and interested in Holy Scripture, but to bring them\\npractically under the influence of its sacred truths.\\nMr. Fletcher, in his Report describes a peculiar practice of the Model\\nGirls School:\u00e2\u0080\u0094\\nNor must I omit from express notice the perfect system of industrial\\ninstruction in needlework, and the economy of clothing, through which\\nthe whole school is passed. The outline of it given in the Society s\\nManual of the Sy.stem of Teaching in the Model Girls School. is no\\npaper theory, but a simple description of a well-ordered and vigorous set\\nof classes, embracing the whole school, for an hour and a half every\\nmorning. When at needlework the children are seated at desks, arranged\\nin classes, according to their proficiency. The first or lovrest class is\\nseated further from the platform, and the others, in numerical order, in\\nfront of it. The number of classes depends on the different kinds of work\\ntaught in the school, each kind occupying a separate class. The number\\nin gene ;al use is 11. From the higher classes the best workers are selected\\nfor monitors two are appointed for each class. One instructs for one week,\\nwhilst the other is at workunder the direction of her monitor consequently\\neach superintends the class and works alternately and each monitor contin-\\nues at the sam.e desk until she is appointed monitor to a higher class. Every\\ngirl continues to sit at the same desk while she remains in the class.\\nThere are also two platform monitors, who alternately superintend and\\nwork one Aveek. Bnt all the monitors of classes, and the girls under their\\ncare, are under the superintendence of the general monitor. Everj Friday\\nmorning the girls are allowed to bring their own work.\\nThe children in the higher classes are provided with lap-bags, made of\\nbrown holland. These are marked 1, 2, 3. e., for as ma,ny as the desk\\ncontains. The number of the desk is also marked upon them thus sig-\\nnifies that the bag belongs to the fifth girl in the eighth desk. Before the\\nchildren take their seats, the bags are placed by the platform monitor on\\nthe class monitor s desks, and by them given to their girls. The class work\\nand all garments in hand, are collected by the class monitors, and placed\\non the ends of the desks ready for the platform monitor to deliver to the\\nmistress. The monitor of each desk is furnished with a pair of scissors,\\nthread-paper, needle-case, and a bag large enough to contain all the imple-\\nments that belong to her desk. They are also supplied with a few thimbles\\nand needles, for which they are responsible to the platform monitor. The\\nchildren in the lovv^cr classes use colored cotton for the class work, as it\\nrenders the stitches more conspicuous, and consequently facilitates general\\ninspection. It also excites an interest, as the promise of a choice of some\\npretty color is a strong inducement to a child to perform her work neatly.\\nAt the time assigned for closing the labor of the morning reading drafts,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0554.jp2"}, "551": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 325\\nviz., at a quarter past 10 o clock, the general monitor rings the bell as a\\nsignal for the business of the drafts to cease and, after a pause, the com-\\nmand is given for the girls to turn to the right or to the left, as the order\\nmay be. The order is then given, and the whole of the children vi- allc in\\na line along the passage round the school, and each girl, as she comes to\\nthe end of it, steps in behind the desk to which she belongs, and goes to\\nher proper place at the desk. Each monitor does the same, taking her\\nplace at the head of the desk. Each child being now opposite to her own\\nslate, a command is given to take their seats, which they do instantly.\\nA signal is now given for the monitors to distribute the bags, after\\nwhich they return to their seats, and another signal is given for each girl to tie\\nher own bag to the desk before her. A signal is again given for the moni-\\ntors to examine their girls hands to see if they are clean, and that each is\\nprovided with a needle and thimble. The platform monitor now supplies\\nthe class monitors with any additional work they may require for their\\ngirls, which the class monitors give out; also a needleful of cotton to each\\nchild, and then return to their seats. A command is now given for the\\nwhole school to show work, that is, to hold it up in their left hand to see\\nthat each is furnished with work. The bell is then rung, each child\\nholds down her work and immediately begins and the monitors pass down\\nthe desks to instruct them. When a child wants work she holds up her\\nleft hand as an intimation to her monitor, who steps forward and supplies\\nher. If a monitor wants a fresh supply she makes a like signal to the\\nplatform monitor. M hen a girl wants thread she holds up her right hand,\\nand her monitor supplies her. If a monitor wants a fresh supply she makes a\\nlike signal to the platform monitor. At half past 11 o clock the mistress\\nexamines the work of each child those v\u00c2\u00bbiio merit rewards have a ticket,\\nand those Avho have been careless and inattentive forfeit one, or are\\nconfined after school.\\nAt a quarter before 12 the bell rings for the girls to show work, and\\nthe monitors to pass down the desks and collect the needles and thimbles.\\nAn order is then given for the children to put the class work into the bags,\\nand the monitors to collect all articles in hand, and deliver them to the\\nplatform monitor, who takes them to the platform. The monitors then\\ntake their seats. The order is now given to untie bags when each\\nchild unties her own a second order is gi^ -en to take them off; and a\\nthird, to fold them up. Each child folds her own neatly, with the number\\nin view, places it on the desk before her, and puts her hands behind her.\\nThe bell then rings for the monitors to collect bags, which they do. placing\\nthem one on the other in order; they then put them neatly into the bag\\nbelonging to their desk; also their scissors, thread-papers, needles and\\nthimbles. The monitors are then ordered to the platform with their bags,\\nwhere they deliver them to the platform monitor. They then return to\\ntheir seats, and the report of the good and inattentive girls is read aJond\\nby the monitor-general; the good receive tickets, and the negligent must\\neither forfeit tickets or stay in after school hours. As soon as the reports\\nare taken, all the children are exercised out of their seats, to stand each\\nopposite to her own slate, with her hands behind her. A signal is given\\nfor the girls to turn, when they are dismissed in order, one class following\\nthe other in a line along the sides of the school.\\nFor the details of the instruction in each class, I must refer you to the\\nManual. The first class is for hemming, in two divisions, one composed\\nof those who have not learned to fix a hem, and who are taught on waste\\npaper, as being less expensive than linen or cotton, and answering the\\npurpose just as well and a second, in which they practice hemming on\\nsmall pieces of calico. The second class, also in two divisions, is for", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0555.jp2"}, "552": {"fulltext": "326 BOROUGH ROAD NORMAL SCHOOL.\\nsewing and felling, and running and felling first division learning to fix\\ntheir work in paper, and the second to execute it. The third class is for\\ndrawing threads and stitching; the fourth for gathering and fixing gathers;\\nthe fifth, for button-l:i,oles the sixth, for making buttons and sewing them\\non; the seventh, for herring-bone stitching; the eighth, for darning; the\\nninth, for making tucks, and whipping and the tenth, for marking. The\\neleventh is the finishing class. There is at present no knitting or netting\\nclass; and fancy work is expressly excluded and discouraged.\\nAs it if highly desirable that the children, as soon as they have learned\\nto work, should be employed in something useful, this class comprises the\\ngirls who have passed through the preceding, and are here engaged in\\nmaking and completing garments. The children in this class are taught\\neconomy in purcliasing, cutting out, and repairing various articles of Avear-\\ning apparel tliey are made acquainted with the waste occasioned by the\\nM ant of proper consideration and exactness in domestic arrangements, and\\nthe miseries frequently produced by mismanagement and inattention. In\\norder to impress upon their minds this useful branch of female instruction,\\nthey are interrogated, in various ways, on the common concerns of life.\\nWhen the teacher proposes a question, she waits until each child in the\\nclass has had an opportunity of returning an answer, according to the\\nknowledge she possesses. She then comments upon each of these answers\\nin a way that will enable the children to decide which is the most suitable\\ncourse. To assist the teachers in these exercises, they are furnished with\\na few examples of questions and answers, which they may carry out to a\\nmuch greater extent. These also will be found in the Manual,\\ntogether with engraved patterns for cutting out the commonest garments.\\nThe highest industrial section of the school forms in fact a class for collec-\\ntive teaching of the most practical and improving khid, including as many\\nideas on household management generally as can be conveyed. Specimens\\nof needlework, made up in portfolios for the use of teachers, and arranged\\nin the order of the above classes, are sold at the Society s Depository and\\nthe beautiful patterns of every variety of garment, made up in tissue\\npaper by the finishing class against the time of the annual meeting, are\\nquite little works of art.\\nThe propriety and industry exhibited throughout these industrial classes\\nis as perfect as their system and a student teacher in each class has the\\nadvantage of co-operating in, and doing as much as she can of, the work\\nof superintending each successive class, from the lowest upwards the\\nsewing classes, in this respect, presenting no peculiarity distinguishing them\\nfrom those devoted to other exercises. The discipline and moral tone of\\nthis school present throughout a standard well worthy of its exemplar\\ncharacter. It has a library of above 250 carefully selected volumes,\\nbesides a small librarj^ of reference for its monitors. Great advantage, too,\\nmust arise from a certain small proportion of the children being retained\\nin connexion with the institution until a riper age, and even then not giving\\nup their intercourse with it. In fact, the whole department is a family as\\nmuch as a school and no higher praise can possibly be bestowed upon it.\\nArt of Teaching and Governing a School.\\nThree hours and a half each day are devoted by the female students to\\npractice in monitorial or gallery teaching in the Girls Model School; and\\nin alternate weeks another hour and a half is given daily, by each of the\\ntwo classes, to the practical labors of the needlework drafts. At the close\\nof the afternoon s gallery lesson, they all adjourn to the theatre, on the\\nback seats of which they take their splaces to hear the criticism on the\\ngallery lesson which has been given by one of the young men, followed by\\nthe lecture on pedagogy for the day, in the course already described.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0556.jp2"}, "553": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 327\\nA like criticism of the afternoon s gallery teaching, and of the draft teach-\\ning for the day, in the model girls school, is taken on the opening\\nof the evening classes. It is conducted with some spirit, and the\\nconcluding remarks of the normal school teacher, Miss Drew, are exceed-\\ningly acute and judicious. A weekly conversational lecture occupies\\ntwo hours of every Saturday morning, and is given by the experienced super-\\nintendent, Mrs. Mac Rae, to the whole of the female student teachers,\\nseated at their needlework in the gallery. The following are the heads of\\nher course\\n1. On the various motives for entering on the professioD of a teacher.\\n2. On some of the essential moral qualifications of a teacher.\\n3. On the selection of monitors.\\n4. On organizing a new school.\\n5. On training monitors.\\n6. On teaching the elements of reading, with illustrations of the method of using the First\\nLesson Book.\\n7. On the various methods of teaching spelling, with illustrations.\\n8. On training suitable monitors to assist in teaching needlework.\\n9. On teaching arithmetic.\\n10. On domestic economy and orderly habits.\\n11. On school furniture, and the order of a school-room.\\n12. On the cleanliness of a school-room, and ventilation.\\n13. On the duties of monitors.\\n14 On the various offices in the school.\\n15. On improving an old school.\\n16. On the judicious treatment of the monitors,\\n17. On the duties of a teacher to the committee, and to the parents of the children.\\n18. On a week s occupation in the m.odel school, and the advantages of cultivating a spirit of\\nin iuiry.\\nThese lessons of the superintendent, applying all which the students are\\nlearning in the normal school, to the circumstances into which they are\\nabout to be introduced, are highly interesting, vividly instructive, and im-\\nbued with a truly Christian spirit. Drawing from the experiences of a\\nquick and refined perception, they embody indeed practical lessons of adhe-\\nrence, to unfailing truth and untiring patience, from which others than\\nteachers might profit. The following is the Examination Paper on the Art\\nof Teaching and Governing in a School, answered by Ami Ingleficld, 25th\\nMarch, 1837\\n1. How will a teacher best establish her authority in a school By firmness, joined with kind-\\nness of manner and impartiality in all her conduct; giving her commands clearly and definitely\\nexpecting prompt and cheerful obedience let the children see that principle governs her conduct:\\nthis, with good information and a pleasing manner of communicating, are not likely to fail of suc-\\ncess in establishing the authority of a teacher in her school.\\n2. What will especially demand your vigilance in giving a collective lesson That the atten-\\ntion of the children be kept alive by the interesting information and manner of the teacher; that\\nthe supervision be constant, and the order preserved.\\n3. How will you endeavor to have good monitors? By efficient training and interesting them\\nin the work, imparting to them superior information, and reposing confi.denoe in them when found\\nworthy.\\n4. State some of the uses of the monitorial system, and of the defects which may be indulged\\nunder it A greater number of children can be instructed at one time than by one individual.\\nThe monitors acquire the art of communicating the information they gain they must be ex-\\namples to their drafts and by these means th ey are likely to prove, as they grow up, more useful\\nmembers of society\\nThe defect would arise from the mistress indulging self-ease and neglecting her monitors, or\\nleaving too much of the school duties to them.\\n5. How will you endeavor to get good reading in a school By attending to the punctuation,\\nemphasis, rising and falling inflection, aspirates and non-aspirates, and tones of the voice.\\n6. What will demand especial attention in the arithmetic classes? That the children perfectly\\nunderstand the rules and their uses.\\n7. How will you convey to children the first notions of geography By illustration as descri-\\nbing the earth by an orange.\\n8. What powers of the mind should an object lesson be directed to cultivate Observation,\\nattention, reflection.\\nIt is difficult to imagine a combination of advantages greater than that\\nenjoyed by the student teachers in the female department of this institution,\\nincluding, as it doesj the animated and faithful instruction of the principal\\n21", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0557.jp2"}, "554": {"fulltext": "328 BOROUGH ROAD NORMAL SCHOOL.\\nteacher of the normal school and the vice-principal of the companion\\ndepartment, the lectures on teaching and governing in a school, delivered\\nto the students in both departments by the principal and vice-principal of\\nthe normal school for young men, an admirable model school, and the\\nfaithful counsels conveyed by the superintendent in her daily management\\nand weekly addresses. The effect of this combination is indeed very\\nmarked, if the superior activity and orderliness of mind shown by the\\nsenior over the junior section, during my presence in the school, afford any\\nfair measure of its amount. Considering however, that the female students,\\nthough as much instructed as the male students, and possessed of superior\\nmanners, are yet not generally equal to them in physical resources, and in\\nthe enthusiastic energy which brings a considerable proportion of the latter\\ninto the field of instruction, it is not less to be regretted in their case than\\nin the male department, that the young teachers have not the advanta-\\nges of a longer stay to strengthen their acquirements, their capacities of\\nteaching, and, I might even add, their general character, before they enter\\nupon the arduous duties of their very responsible situations. The time of\\ntheir stay is far too sliort to accomplish all that is desirable in these\\nrespects although the means provided are, I sincerely believe, sufficient,\\nwith God s blessing, to render them able, modest, and Christian teachers.\\nAmong the circumstances incidentally conducive to this result, I would\\nrecall especial attention to the fair proportion of pupil teachers to be found\\nin the model school, at the head of the monitor s class, giving a moral\\nfirmness, as well as intellectual strength, to its organization, eminently\\nbeneficial to the student teachers, at the same time that they enjoy the\\nfurther advantage of the head teachers of the normal and model schools\\nthemselves daily superintending, correcting, and teaching in the classes.\\nIt is a leading object in the management of this institution to train up a\\nrace of teachers who shall not only elevate the office by the respectability\\nof their attainments, bat adorn it by the fervor of their poetry. Each\\ncandidate is presented, on admission, with a copy of the following hints,\\naccompanying the regulations to which he will be expected to attend\\nL Let your mind frequently and seriously revert to the objects which are to be obtained\\nby your residence in the Society^s House. You have at once to acquire and to communicate,\\nto learn and to teach, to govern and to submit to government and you have to do this, not in re-\\nlation to one mind only, but to many minds, of different quality, under varying circumstances,\\n\u00e2\u0080\u0094as an exemplar, and as subordinate to others. You have much to do. Therefore\\nII. Redeem your Time. Do not think it sufKoient to attend regularly and diligently to ap-\\npointed studies, but improve the intervals of time which will necessarily elapse between these stated\\nemployments. Secure the minutes, for minutes compose hours. Ten minutes, diligently im-\\nproved every day, will amount to an hour in the course of a week and an hour thus redeemed\\nevery day, will be equal in value to no small portion of a year.\\nIII. Cultivate Habits of Order. Avoid negligence in personal appearance. Bealwaysneat\\nand clean in your apparel. Let those pursuits which are most important in reference to your ex-\\npected engagements receive the greatest share of your attention and never suffer these to be in-\\nterrupted or superseded by others of a more general nature. Do not allow levity and trifling to\\nusurp the place of rational cheerfulness. Avoid the very appearance of evil. Attend to all\\nestablished regulations. He who wilfully breaks rules which are calculated to promote the wel-\\nfare of the community to which he belongs, is the conomon enemy of all.\\nIV. Cherish a kind and friendly disposition towards your Associates. Let this be shown by\\na general spirit of courtesy, a willingness to assist where help may be needed, and especially by\\nthe communication to others of any knowledge you may exclusively possess. Manifest a decided\\ndisapprobation of unbecoming conduct wherever you observe it and, jealous for the honor of the\\nbody to which you belong, endeavor to stimulate every pupil to diligence and zeal in the pursuit\\nof those great objects for the attainment of which all are alike receiving the countenance and aid\\nof the Society.\\nV. Exercise a constant Spirit of Watchfulness unto Prayer. Remembering that you\\nare responsible to God for the right improvement of the advantages you enjoy, the talents you\\npossess, and the time placed at your disposal seek daily for the wisdom which cometh from\\nabove, and the grace which bringeth salvation. Be yourself a diligent and devotional stu-\\ndent of that book you are emphatically to teach and never forget that all Scripture is given\\nby inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in\\nrighteousness that the man of God may be perfect, thoroughly furnished unto good works (3\\nTim. ui. 16, 17.)\\nPeriodical examinations of the student teachers take place in the pre-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0558.jp2"}, "555": {"fulltext": "BOROUGH ROAD NORMAL SCHOOL. 329\\nsence of the Committee, and upon the results of these examinations its\\nmembers appear to base their assertion, that by the efforts of the Society,\\nrestricted as those efforts may ever have been by external obstacles and inter-\\nnal want of resources, more elevated views of the teacher s office and duty\\nhave been promulgated a greater moral power has been given to popular\\ninstruction; and, as a necessary consequence, the school-master has been\\nin some measure raised in public estimation, though not by any means so\\nmuch as the importance of the office deserves. Letters from all parts of\\nthe country have borne testimony to the patience, diligence, and piety of\\nmany of the laborers whom the Society have sent forth. The best evi-\\ndence, however, of the general satisfaction which has been given, is to be\\nfound in the increasing applications for teachers, which pour in from all\\nquarters a demand largely exceeding the ability of the Committee to\\nsupply.\\nIf by any means its resources could be so augmented, aaid its duties so\\nshared with supplemental institutions, that it could retain its student\\nteachers on terms consistent with their interests and those of the schools\\nto be supplied, for quadruple the time of their present stay, for two years\\ninstead of six months, such an arrangement alone would ultimately be\\nproductive of incalculable advantage to that great branch of the popular\\neducation of England which comes under its influence.\\nThe teachers trained in the institution, resident in and near the metro-\\npolis, enjoy the advantage of periodical meetings in the theatre of the\\ninstitution for professional discussions; as likewise of attendance at a\\ncourse of lectures provided by the Society each winter since 1837, for their\\ngratification and instruction. During the summer vacation a number of\\nmale teachers of British schools, from various parts of the country, known\\nto the Committee through their inspectors, as persons who would really\\nprofit by such an opportunity for supplemental study, are invited to a rapid\\ncourse of instruction in the art of teaching and governing in a school, and\\nto take up their residence in the Society s house during its continuance.\\nThis opportunity of revising and improving upon their actual methods is\\nof great value; and those who have enjoyed the advantages of it are\\nwarm in acknowledging them. Indeed, the British school teachers\\nthroughout the kingdom generally, maintain relations with the parent\\nSociety, because it is the centre of all applications for new teachers, and,\\ntherefore, the principal source of promotion.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0559.jp2"}, "556": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0560.jp2"}, "557": {"fulltext": "NORMAL AND MODEL SCHOOLS.\\nOF THE\\nHOME AND COLONIAL INFANT AND JUVENILE SCHOOL SOCIETY.\\nThe Home and Colonial Infant and Juvenile School Society, under whose\\nauspices the Normal and Model Schools described below are conducted, was\\nfounded in 1836, and has since that time educated upwards of two thou-\\nsand teachers for Infant and Juvenile Schools. The Committee in their\\nfirst Report, made in, February, 1837. state with much force the reasons\\nthat suggested the formation of the Society. The Committee may with-\\nout fear of contradiction assert, that few situations in life require so much\\ndiscretion, so much energy, so much tenderness, so much self-control, and\\nlove, as that of a teacher of babes that to guide and govern an infant-\\nschool well calls for wisdom to discern, versatility to modify, firmness to\\npersevere, judgment to decide and they may add that no uneducated or\\nundisciplined mind can supply the incessant care, the watchful diligence,\\nthe unwearied patience necessary to manage young children.\\nOne of the first duties of the Committee of the Society was to reduce\\ninfant instruction to a system, the necessity for which must have been\\nobvious to all who have observed the trifling desultory way in which infant\\nschools were too often conducted by untrained teachers. For this purpose\\nit was absolutely necessary to found a model infant-school, and also to pre-\\npare a set of text-books for the use of teachers. Both these objects were\\ncarried out, and the Society having constantly kept in view the necessity of\\nimproving their system, now possess an admirable Model Infant School,\\na Juvenile School for children between six and ten years, in which the\\nplan adpoted with the infants is carried out in its development with\\nthose of riper years and have published a series of text-books for the\\nuse of infant-teachers, obviously drawn up with the utmost care, and\\nexcellently fitted for the purpose in view.\\nThe establishment is located in Grays Inn Road, and contains accom-\\nmodation for a Model Infant School for children between the ages of two\\nand six for a Juvenile Model School for children between the age of six\\nand sixteen, and for sixty persons sent to be trained as teachers. The follow-\\ning documents, published by the Society, exhibit the qualifications Of candi-\\ndates, and the course of instruction pursued in both the Model School, and\\nthe Training Department.\\nQicalijications of Candidates who enter the Institution to be recommended by the\\nCommittee to Schools, and the Conditions under which they are admitted.\\nThe Committee receive into their Institution, in Gray s Inn Road, near King s\\nCross, for a limited period, persons either desirous to enter for the first time upon\\ntJie work, or tliose wlio, having engaged in it, feel tlieir own deficiency, and are\\nanxious for improvement.\\nIn order to prevent disappointment and mistakes, tlie Committee think it neces-\\nsary to state what they consider the necessary qualifications of candidates, and tlie\\nconditions under -which they are received.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0561.jp2"}, "558": {"fulltext": "332 NORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS.\\nQualifications. 1, Religious and Moral Principles. As the primary object of\\nearly education is to cultivate religious principles and moral sentiments to awaken\\nthe tender mind to a sense of its evil dispositions and habitual failings, before it ia\\nbecome callous by its daily intercourse with vice and to lead it to that Saviour\\nwho so tenderly received such little ones, and blessed them to accustom them to\\ntrace the hand of their heavenly Father in his works of providence and grace and\\nto be impressed with the truth that his eye is ever upon them since such is the\\nprimary object, an object which if unattempted, early education is valueless the\\nCommittee consider that, in addition to an unimpeachable and moral character,\\ndecided piety is indispensable, and that without it no teacher can be fitted for the\\nwork.\\n2. Natural Disposition and Abilities. There are certain qualifications of tem-\\nper looked for in the teacher of young children. The power of sympathy is felt by\\nall, but its effect upon children is almost incalculable on this account an animated\\nlively manner, tempered by self-possession, and a cheerful good humor, combined\\nwith gentle firmness, are very important. To these should be added, that natural\\nfondness for children which leads to a participation in all their little pleasures and\\npains, and bears patiently with their infii-raities and ill humors. It is also particu-\\nlarly necessary that infant school teachers should possess an aptitude to teach, the\\nabEity of drawing out and directing the powers of children, a quickness of percep-\\ntion to see the effect of the instruction they are giving, and a readiness in availing\\nthemselves of accidental circmnstances to awaken moral sentiment, or draw out\\nsome intellectual faculty.\\nAcquirements. It would be desirable that a candidate should be able to readj to\\nwrite a tolerable hand, to sing, should know the simple rules of arithmetic, be well\\nacquainted with the Word of God, and possess some information in grammar, geo-\\ngraphy, and natural history.\\nIt will be seen that they think the office of teacher requires certain indispensable\\nnatural qualifications and some attainments and, having this opinion, the Commit-\\ntee would earnestly entreat those interested in the cause of early education to\\npatronize only such persons as their judgment can fully approve, every facility for\\nthe improvement of those who devote themselves to the work being now afforded\\non reasonable terms.\\nConditions. 1. The Committee receive candidates in the first instance on proba-\\ntion and on or before the expiration of a month, their qualifications are reported\\non by the superintendent in communication with the master of tlie model school\\nand if the report be satisfactory, they are allowed to continue if not, they leave\\nthe Institution.\\n2. All candidates who are to be recommended to schools are to remain twenty-\\nfour weeks in the house, and the Committee can not receive any who will not come\\nin for that time. The wives of married candidates remain such time as the Com-\\nmittee decide in each case, if they can not remain as it is much to be desired that\\nthey should the whole time.\\n3. The charge is reduced to Is. a week, making \u00c2\u00a38 8s. for the twenty-four weeks,\\nwhich includes every expense, except washing.\\n4. Married men are noAV admitted to be trained as teachers of juvenile schools,\\nwithout their wives, on the above terms, viz. 7s. a. week, for twenty-four weeks,\\nfinding their own lodgings.\\n5. Unmarried men are not trained in the Institution.\\n6. Six young females, not exceeding seventeen years of age, are received as pupil\\nteachers for one, two, or three years, according to their age, at an annual charge of\\n\u00c2\u00a325, which includes washing and books.\\n7. The admission of teachers for short periods having been found very inconveni-\\nent to the arrangements of the Institution, and attended with comparatively little\\nbenefit, the Committee do not receive teachers for less than six weeks, unless they\\nhave actually the care of schools, and are, in consequence, unable to remain for that\\ntime.\\n8. The return of teachers to the Institution contributing greatly to their improve-\\nment, the Committee agree to allow all teachers who have been regularly trained\\nthere to re-enter for one month, at a charge of \u00c2\u00a31 only, or six weeks for \u00c2\u00a31 10s.,\\nwhether the money is paid by the teachers or from school funds.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0562.jp2"}, "559": {"fulltext": "NORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS. 333\\nCouasE of Instruction for the Teachers in training at the Home and Colonial\\nInfant and Juvenile School Society.\\nI. Scripture. The authenticity of the Bible and the evidences of Christianity\\na general view of the different books of the Bible a daily Scripture text with re-\\nmarks, chiefly of a practical nature instruction in the most important doctrines of\\nthe Bible to promote real religion, the lessons especially bearing upon tlie duties\\nand trials of teachers.\\nII. Writing and Spelling.\\nIII. Language. Grammar etymology composition.\\nIV. Number. Mental arithmetic ciphering.\\nV. Form. Lines and angles superficies solids.\\n.VI. Natural History. Mammals; birds; plants.\\nVII. Elementary Drawing. For the cultivation of taste and invention; as an\\nimitative art.\\nVIII. Vocal Music. Singing the notation of music.\\nIX. Geography. A general view of the Avorld England and its colonies\\nPalestine.\\nX. Objects. The parts, qualities, and rses of common objects the essential\\nproperties of matter.\\nXI. Educational Lessons. Principles of education as founded on the nature\\nof children on tlie government of children, and moi-al training on subjects for\\nlessons on graduated instruction on methods of teaching on Avriting and giving\\nlessons.\\nXIL Physical Exercises.\\nFirst or Lowest Class. Six Weeks.\\nThe students in this class are chiefly occupied in receiving instruction for their own improve-\\nment, with a view to their future training.\\nH. M. Morning.\\n8 15. The business of the day is commenced with a text from Scripture, and remarks. This is\\nfollowed by an educational motto, setting forth some principle or practice of education,\\non which a few remarks are also made.\\n8 30. A lesson on Scripture.\\n9 15 Practice in singing pieces from Hymns and Poetry.\\n9 3(1. A lesson on objects, or the properties of matter.\\n10 30. Recreation.\\n10 45. Observing a lesson given to the children in one of the practicing schools by the superin-\\ntendent of those schools.\\n11 30. A lesson on language.\\n12 30. Dismissal, Afternoon.\\n2 0. A lesson previously given in the preparatory or practising schools, examined as to its\\nobject, and the method of giving it.\\n3 0. A lesson on number.\\n4 0. A lesson in singing and the notation of music, or in drawing, for the cultivation of taste\\nand invention.\\n5 0. Walking exercise on Monday, Wednesday, and Friday.\\n5 30. Dismissal on Tuesday and Thursday.\\nEvening.\\nC 30. Scripture instruction, or analyzing lessons in Model Lessons.\\n7 30. Entering heads of lessons in note-books.\\n9 15. Dismissal.\\nSaturday.\\n8 15 A Scripture text and educational motto, as on the previous days.\\n8 30. Scripture instruction.\\n9 30. Gymnastics, under a drill-sergeant.\\n10 30. Scripture instruction.\\n11 30. Entering heads of lessons in note-books.\\nNote. The afternoon of Saturday is a holiday for all the teachers in the Institution.\\nSecond Class. Twelve Weeks.\\nAs the students now begin what may properly be called their training, mora time is appropri-\\nated to the principles and practice of early education.\\nH. M. Morning.\\n8 15. A Scripture text and educational motto as to the lowest class.\\n8 30. A lessen to the upper section of the class in geography, or on the principles and practice\\nof early education, and to the lower section on Scripture.\\n9 15. A lesson on number or drawing as an imitative art.\\n10 0. In charge of classes of children in the schools, or a continuation of the lesson on drawing.\\n10 45. A lesson-on the principles and practice of early education.\\n11 30. Attending and remarking on gallery lessons given by students of the class.\\n12 30. Dismissal.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0563.jp2"}, "560": {"fulltext": "334\\nNORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS.\\nH. M. Aftf.moon.\\n2 0. In charge of classes of children in the schools.\\n2 30. Observing a lesson given to the children by the mistress of the infant school.\\n3 0. Drawing up sketches of lessons, or analyzing lessons in Model Lessons, or Other axer*\\ncises of the same kind.\\n4 0. Notation of music, or practising drawing.\\n5 0. Walking exercise on Monday, Wednesday, and Friday.\\nEvening.\\n6 30. A lesson on Scripture, or natural history.\\n7 30. Enlering notes in daily journals.*\\n9 15. Dismissal.\\nSaturday.\\n3 15. A Scripture text and educational motto, as in the other days of the week.\\na 30. A lesson to the upper section of the class on geography, and to the lower section on\\nScj ipture.\\nfl 30. Gymnastics.\\n10 30. A lesson on Scripture.\\n11 30. Entering notes in daily journals.\\nThird Class. Six Weeks.\\nThe previous instruction and practice of the students is now brought to bear upon the govern-\\nment of large numbers of children, and the time is chiefly employed as assistants in the schools,\\nor in taking the entire management of one of the small practicing schools. When they are not so\\nemployed, their time is occupied as follows, viz.\\nH. M. Moriung.\\n8 15. A Scripture text and educational motto.\\n8 30. A lesson on the principles and practice of early eduoatioBj or on geography.\\n9 15. In the schools employed as general assistants.\\n12 30. Dismissal.\\nAfternoon.\\n2 0. In the schools as before.\\n5 0. Dismissal. Ei ening.\\n6 30. A lesson on natural history or Scripture.\\n7 30. Entering notes in daily journals.\\n9 15. Dismissal. Saturday.\\n8 15. A Scripture text and educational motto.\\n8 30. A lesson on geography.\\n9 30. Gymnastics.\\n10 30. A Scripture lesson.\\n11 30. Entering notes in daily journals.\\nTime allotted to each subject of study.\\nThe following table exhibits the time weekly allotted in the different classes to each subject of\\nstudy, and also the average weekly time.\\nI. General Improvement Scripturs\\nWriting and spelling, reports of lessons, o.\\nLanguage\\nNumber and form\\nN:itural history\\nGeography, including the Holy Land\\nObjects\\nA^ocal music\\nDrawing\\nGymnastics and walking exercise\\nIf. Lessons on the principles and practice of early education\\nIII. Practice in the Schools: Taking charge of classes,\\nand afterwards of galleries of children i\\nGiving an opinion on the lessons of other teachers,\\nGiving lessons publicly J\\nAttending as assistants in the schools\\nHaving the sole charge of schools under inspection\\nRecapitulation General improvement\\nPrinciples and practice of education\\nSchool practice\\nTotal number of hours weekly\\nFirst or\\nLowest\\nClass.\\n6 15\\n4 15\\n44\\n45\\n11\\n15\\nn. M\\n7\\n12 30\\n35\\n12 30\\n8 30\\nH. M. H. M.\\n7 3 45\\n12 30|l0\\n31 45\\n12 45\\n8 30\\n50 56\\n32 15\\n20 45\\n3\\n32 15\\nMi\\\\ch time and attention are given to these journals, bolh by the students and tho\u00c2\u00ab who iustroet theni, sa\\nwell as hy the ladies of the Committee, to whom they ore sent lor exaiiiiuation.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0564.jp2"}, "561": {"fulltext": "NORMAL SCHOOL FOE. PRIMARY SCHOOL TKACHERS.\\n335\\nIt is deemed unnecessary to give any syllabus of the courses of ordinary in-\\nstruction, but the following syllabus of lessons on the principles and practice of\\nearly education, is annexed, as it shows what is in some degree peculiar to this iii-\\netitution.\\nFirst Course.\\nIt is a distinctive feature at this course tliat the ideas are chiefly gained from\\nexamples presented to the students. The lessons are mainly explanatory of the\\nexamples.\\nI. Lesson on the daily routine of employment in the Institution. The instruc-\\ntions by the committee for students. General rules and regulations.\\nIL Examination and analysis of lessons from Model Lessons, viz.\\nLessons on objects, Part I. p. 51-93.\\ncolor, Part I. p. 149-1 5 Y.\\nanimals, Part L p. 160-165.\\nnumber, Part L p. 103-140.\\nScripture Lessons, Part III. p. 1-28.\\nIII. Drawing out sketclies of lessons on various subjects, after the example of\\nthose analyzed.\\nI. On Objects.\\n1. On a shell or leaf, according to the model of a lesson on a feather.\\n2. Copper or iron lead.\\n8. Tea or sealing wax loaf sugar.\\n4. Vinegar or ink milk\\n6. Recapitulation.\\n6. Parchment paper.\\n7. Cloth leather.\\n8. Pipeclay chalk.\\n9. Wood or rice coaL\\n10. Recapitulation.\\n11. A candle or hammer lead.\\n12; A turnip or acorn a rose-leaf.\\n13. An egg honeycomb,\\n14. A bird or bee a butterfly.\\n15. Recapitulation.\\nII. On AniiRals.\\n1. Sheep model hare. 2. Goat model cow.\\nIII.\u00e2\u0080\u0094 On Color.\\n1. The color blue model red. 2. Color yellow model green.\\nIV. Lessons in Avhich Practical Remarks form the text-book.\\nV. On the art of questioning children, and on the different methods of giving\\nlessons.\\nThe students afterwards draw out lessons in full, according to models\\ngiven.\\nVI. On the best method of drawing out children s observaiion upon the objects\\naround them, and upon the circumstances in which they are placed, and\\non fixing the knowledge so gained in the mind.\\nVII. The characteristics of young children that must be kept in view and acted\\nupon, in order to secure their attention, to interest them in their lessooa,\\nand to gain ascendency over them.\\n1. Love of activity.\\n2. Love of imitation.\\n3. Curiosity, or love of knowledge.\\n4. Susceptibility to kindness and sympathy,\\n6. Deficiency in the power of attention.\\n6. The love of frequent change.\\n1. The force of early association.\\n8. Disposition to repeat the means by which they have once at-\\ntained their ends.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0565.jp2"}, "562": {"fulltext": "336 NORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS.\\nVIII. On the senses, and the use to be made of them in early education.\\nIX. The gallery lessons given to the children of the preparatory or practicing\\nschools, as to the subjects, the manner of treating them, and their bear-\\ning upon the education of the children.\\nFirst Preparatory School. 1. Form 1st step.\\n2. Color 1st and 2nd step.\\n3. Size 1st step.\\n4. Actions 1st step.\\n5. Human body 1st step.\\n6. Objects 1st step.\\n7. Number 1st step.\\n8. Religious instruction 1st step.\\n9. Sounds 1st step.\\nSecond Preparatory School. 1. Form 2nd step.\\n2. Color 3rd and 4th step.\\n3. Size 2nd step.\\n4. Actions 2nd step.\\n5. Place 1st step.\\n6. Objects 2nd step.\\n7. Animals 2nd step.\\n8. Number 2nd and 8rd step.\\n9. Moral instruction 2nd step.\\n10. Religious instruction 2nd step.\\n11. Sounds 2nd step.\\nX. A general view of the different subjects of instruction in the preparatory\\nschools, with a view to lead the students to draw from them principles\\nand plans of teaching.\\nSecond Course.\\nL Instructions on familiar or conversational lessons, and on the subjects chosen\\nfor these lessons, in the preparatory schools.\\nII. Analysis of lessons in Model Lessons.\\n1. Form, Part II. p. 150-226.\\n2. The human body, Part I. p. 24-50.\\n3. A flower. Part II. p. 65-76.\\n4. Scripture lessons. Part II. p. 1-21.\\n5. Bible examination. Part II. p. 125-132.\\nIII. Drawing up sketches of lessons in writing, according to a given model,\\nfirst, singly, and then in a series or course.\\nObjects.\\n1. On sugar, after the model of the lesson on bread.\\n2. Spices and liquids corns.\\n3. Leather and silk cotton.\\nAnimals.\\n1. On a tiger Model A pheasant\\n2. The elephant and the cat A pig.\\n3. Different kinds of teeth Different kinds of feet\\nof animals.\\n4. Comparison of parts of a\\nquadruped and bird. Hand and foot.\\nScripture Illustrations.\\n1. The sun and the dew. Model The rainbow.\\n2. Sheep lion The vine.\\n3. Fishermen of Galilee The shepherds of Judaea.\\nScripture Narratives.\\n\u00e2\u0080\u00a2w 1. On the. Prodigal Son, and on Model Joseph s forgiveness\\n2. The Brazen Serpent of his brethren.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0566.jp2"}, "563": {"fulltext": "NORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS. 337\\n3. David s Veneration for his King Solomon s respect\\nfor his mother.\\n4. The Nobleman s Son. Mark x. 46 to 52.\\nLi Series or Course.\\n1. A variety of sketches, after the model of the lesson on\\nwater.\\n2. A series of sketches on a given subject on\\nprayer, fec., as in Model Lessons, Pai t III. p. 24, c.\\n3. A graduated series of sketches on the on a\\nsame subject. straw, a cat, Ac.\\n4. On the subjects appointed for lessons weekly at the differ-\\nent galleries.\\nIV. Writing out lessons in full on specified subjects As\\n1. To develop the idea of Inodorous.\\n2. PUable.\\n3. Tasteless.\\n4. Soluble and fusible.\\n5. Seraitransparent.\\n6. Elastic.\\n7. Aromatic.\\n8. Natural and artificial.\\n9. Lesson on an elephant.\\n10. Comparison of the cow and pig.\\n11. A piece of poetry.\\n12. The rambow.\\n13. The addition or subtraction of 8.\\n14. Explanation of the terms sum, remainder,\\nproduct, quotient.\\n15. Substance of lesson X. in Reiner s Lessons\\non Form.\\n16. On the illustration of the general tnith, God\\nis angry witli tlie wicked every day.\\nNote, The number of sketches and lessons which the students are enabled to\\ndraw out during tlieir training of course depends upon their ability and upon the\\nprevious education they have received. Some of these lessons are examined pub-\\nlicly, that their excellencies or errors may be pointed out for the improvement of\\nthe class, the name of the writer being withheld.\\nV. Gallery Lessons. With reference to the Gallery Lessons, instructions\\nare given on the following points\\n1. The sketch.\\n2- The subject-matter.\\n3. The summary.\\n4. The application of a moral subject.\\n5. On maintaining order and interest.\\n6. The exercise of the minds of the children, and the knowledge gained.\\n7. The manner of the teacher.\\n8. Voice pronunciation.\\n9. Importance of attention to the whole gallery of children.\\n10. On the use to be made of incidental circumstances.\\n11. On the questions to the children.\\n12. Mechanical plans.\\nVI. On the subjects taught in the schools, their suitability to the children,\\nand the mode of treating them\\n1. Color.\\n2. Form.\\n3. Size.\\n4. Weight.\\n5. Physical actions and operations.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0567.jp2"}, "564": {"fulltext": "ggg NORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS.\\n6. Number.\\n7. Place, as preparatory to geography.\\n8. Sounds, as preparatory to siuging and the notation of music\\n9. Objects, including models of common utensils.\\n10. Teaching by pictures of common objects, and drawing objects before\\nchildren.\\n11. The human body.\\n12. Animals.\\n13. Moral instruction.\\n14. Religious instruction.\\n15. Teaching pieces of poetry.\\n16. Drawing and writing.\\n17. Reading and spelling.\\n18. Language, including composition, grammar, and the explanation of\\nwords.\\n19. Number, form and language, as the elements of intellectual instruc-\\ntion.\\n20. Summary of the principles, learnt in considering the subjects of lessons\\nfor infants.\\n21. Drawing out sketches of the different methods of giving lessons, and\\nthe uses to be made of them, showing which are bad and which are\\ngood, and those suitable to different subjects.\\nVII. Miscellaneous:\\n1. A course of educational mottoes.\\n2. On intuitive knowledge and early development.\\n3. On principles and plans of education.\\n4. Anecdotes of occurrences in the school, brought forward with a view\\nto form right principles of moral training and intellectual develop-\\nment.\\n5 On the play -ground, especially in reference to its influence in the in-\\ntellectual and moral training of children.\\nThird Course.\\nL The practice of the school-room, and the principles on which it should be\\nregulated\\nTlic school-room and its apparatus, including library, collection of objects\\nc.\\nThe opening and general arrangements of a school.\\nAttendance, and the best method of raising and filling a school.\\nAdmission payment, and first treatment of children.\\nGeneral order and qnietness.\\nThe physical state of the children, liealth, cleanliness, neatness.\\nThe exercises of the school-room and play-ground.\\nThe division of time, and the subjects of lessons in a school.\\nModes of leading elder scholars to work, independently of the master s\\ndirect teaching.\\nThe government of a scliool with respect to its spirit and plans.\\nThe influence of numbers in teaching and moral training.\\nRewards, punisliments, emulation.\\nAssistance, including paid assistants and monitors the monitorial system.\\nThe defects and advantages of the individual, and smiultaueous methods of\\ninstruction, and the use of the ellipses.\\nExaminations by the teacher, for jiarents and for subscribers.\\nHolidays.\\nn. Points respecting teachers\\nThe intellectual and moral qualifications of a teacher, and the circumstances\\nwliich affect him in his labors.\\nTlie conduct of teachers to parents, committees, inspectors, and the public.\\nThe means by which teachers may carry on their own improvement.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0568.jp2"}, "565": {"fulltext": "NORMAL SCHOOL FOR PRIMARY SCHOOL TKACHERS. 339\\nni. On the mental and moral constitution of cliildren with reference to the\\nprinciples on which education should be based\\nMental.\\nThe various operations of the mind, intellectual and moral, and the wisdom\\nand goodness of God which they display.\\nThe dependence of one intellectual faculty upon another, and the necessity\\nfor the orderly and progressive development of the whole.\\nTlie intellectual diversities of children, and the method of treating each\\nvariety of character.\\nMoral.\\nThe importance of moral training on a religious basis, showing how the\\nBible should be our guide.\\nDiversities in the moral character of children, and the method of treating\\neach, viz..\\nAttachments of children.\\nAnger, and the treatment of passionate cliildren.\\nQuarrelsome cliiklren.\\nCliildren disposed to injure and destroy.\\nCunning chihh-en.\\nCovetous children.\\nFear, and its use and abuse, as a means of discipline with cliildreo.\\nFirmness, and its tendency to become obstinacy.\\nTlie love of distinction and applause.\\nThe cultivation of benevolence.\\nTiie sense of right and wrong.\\nRespect.\\nObedience.\\nIV. General truths respecting the operations of the minds and moral feelings^\\nand the uses to be made of them in the education of children.\\nThe Graduated Course of Instruction pursued hi the Model Schools.\\nI. Religious lMSTRUCTio f. 1st step Moral Impressions. The children of this\\ngallery are very young, direct religious instruction can scarcely be attempted at\\nfirst, but their moral sense is to be cultivated, and moral habits formed. For in-\\nstance, little acts of obedience are to be required from them their conduct to-\\nwards each other regulated, and little conversational lessons are to be given upon\\nthe kindness of their parents and teachers, with a view to develop the feeling of\\nlove, and to instruct them in their duties.\\n2nd step First Ideas of God. The object, as the children advance, is to pro-\\nduce the first impressions of their Heavenly Father to lead theai to feel some-\\nwhat of his power from its manifestation in those works of his with which they\\nare familiar and somewhat of his benevolence, by comparing it with the love\\nshown them by then* parents and friends.\\ndrd step A Scripture Print. The story to be gathered from the picture, by\\ndirecting the attention of the children to it, and by questioning them. A portion\\nof the Scripture should be given, that the children may connect the narrative with\\ntlie Bible, and receive it as Divine instruction. The children should also be en-\\ncouraged to make their remarks, by which the teacher may ascertain how far\\ntheir ideas are correct. The object of the lesson should be to make a religious\\nand moral impression.\\nith step Scripture Narratives. The incidents or characters should be chose\\nwith a view to inculcate some important truth or influential precept. Elliptical\\nteaching should be introduced to help the children to receive the story as a whole,\\nand to sum up the lesson. la giving these lessons, tlie story itself should be either\\nread from the Bible, or partly read and partly narrated, and pictures only used\\noccasionally, to illustrate and throw interest into the subject. Teachers ought well\\nto consider the diiferent positions that pictures should occupy in the different stages\\nof instruction.\\nbth step Scripture Illustrations of Doctrines and Precepts. Narratives,\\nfibosea with a view to inculcate some of the most sunple and fundamental doo-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0569.jp2"}, "566": {"fulltext": "340 NORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS.\\ntrines of Christianity. For instance, sin, its nature, introduction into the world, its\\nconsequences, and the remedy provided for it in the sacrifice of the Saviour. As\\nthe children advance, some lessons to be given to illustrate the natural history of\\nthe Bible.\\nNorE. Tn the first or early lessons on Scripture narratives, the truth or pre-\\ncept should be drawn from the story by the children. In the later lessons, the\\nprecept or religious truth or duty may be stated as tlie subject of the lesson, and\\nthe children required to discover what Scripture narratives illustrate the truth or\\nprecept they are considering.\\nth step. A course from the Bible, or a course on the Natural History of the\\nBible. On Monday, Scripture geograpliy.\\nII. Objects. \\\\st step. Distinguishing or naming three or four common ob-\\njects, and telling their uses or distinguishing and naming the parts of common\\nobjects, and stating their juses.\\n2nd step. One Object chosen that exhibits in a remarkable degree some par-\\nticular quality, that the idea of that quaUty may be developed. Another, having\\ndistinct parts, which the children are to discover, and of Avhich they are told the\\nnames.\\nZrd step One Object. The children to find out the qualities that can be dis-\\ncovered by the senses alone also to distinguish and name the parts.\\n4 /i step miscellaneous Objects, Metals, Earths, Liquids, c c. Owe Object.\\nThe children to extend their observations to qualities, beyond those which are im-\\nmediately discoverable by the senses. A little simple information to be given at\\nthis stage on the natural history or manufacture of the object, after the children s\\nobservation has been called out.\\n6th step Several objects. The children to compare them, and point out their\\npoints of resemblance and difference.\\nIII. Tovs. Model toys of kitchen utensils, common carpenters tools, Ac,\\nnaming them, and telling or showing their uses.\\nlY. Pictures. 1st step. Groups of objects or single figures, naming and\\ntalking about them.\\niiid step.\u00e2\u0080\u0094Vaxt of tlie lesson to be on the recollection of a picture used in a\\nformer lesson part on a picture of common objects.\\nV. Human Body. \\\\st step. Distinguishing the principal parts of the human\\nbody, the teacher naming them or the children exercising any part of the body\\nas directed. This lesson should be accompanied with considerable action, to ani-\\nmate the children.\\nInd step. Distinguishing the secondary parts of the body. This lesson to be\\nextended to the parts of the principal parts of the human body, the teacher con-\\ntinuing to name them: a good deal of action still to be used.\\n3rc? step. -Distinguishing the parts of the principal parts of the hmnan body\\nthe children naming them, and telling their uses.\\nVI. Form. Ist step. Distinguishing the patterns of shapes for the purpose of\\ndeveloping the idea of form the cluldren to distinguish them no names being\\nused.\\n2nd step. The children continuing to select the patterns of shapes, according\\nto the one shown when perfect in this, they may select all those that have the\\nsame number and kind of edges, and the same number of corners.\\nZrd step. The children to determine the number of sides and corners in planes,\\nwhether the sides are straight or curved also to learn the names of the jDlanes.\\n4:tli step. A solid is shown, and the children select all those that resemble it\\nin some points; the names of the solids are not to be given. The letters of the\\nalphabet to be examined, and the number and direction of their lines to be deter-\\nmined.\\nhth step. To determine the length of different measures, learn their names, and\\npractice the introductory lessons on Form in Model Lessons, part II.\\n6 /t step. The course of lessons on Form in Model Lessons, part II.\\nVII. Animals. \\\\ststep: A Domestic Animal. A picture or a stuffed speci-\\nmen may be shown. The children to be encouraged in talking about it, to say", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0570.jp2"}, "567": {"fulltext": "NORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS. 34 j\\nwhat they observe or know, without reference to any arrangement, the aim of the\\ninstruction bebg to elicit observation, to cultivate the power of expression, and\\nespecially to encourage humane and benevolent feelings towards the inferior crea-\\ntion. At this stage it is well sometimes to allow the children themselves to pro-\\npose the animal that they are to talk about.\\n2nd step A Domestic Animal.\u00e2\u0080\u0094 G\\\\\\\\\\\\\\\\dvei\\\\ to name its parts, color, size, and\\nappearance. An attempt should be made in this stage, at a little arrangement ot\\nthe subject, but it should not be too rigidly required. One principal object should\\nbe to encourage humane and benevolent feelings towards the lower animals.\\nZrd step A Domestic Animal. Children to describe the uses of domestic ani-\\nmals, then- different actions, and with what limb they perform any action, the\\nsounds they make, our duties with respect to them, c. These alternate weekly\\nwith\\n^th step Animals and Human Body. The children to describe where the\\ndifferent parts of the human body are situated, and to compare those parts with\\nthe parts of animals, pointing out in what they are alike, in what they differ, and\\nhow fitted to the habits and wants of man, or of the different animals. See course\\nin Model Lessons, part I.\\nbth step Wild Animals. Children to tell their parts, color, size, and appear-\\nance to point out how particularly distinguished, autl to learn something of their\\nhabits and residence being led to perceive how the animal is fitted by the Al-\\nmighty for its habits and locality.\\nVIII. Plants. \\\\st step. Naming the parts of plants, and telling their uses\\nto man as food, fec.\\n2nd step. See course in Model Lessons, part II.\\nIX. Number. 1st step First Idea of Number. The idea of the numbers\\nfrom 1 to 5 or 6, to be developed by the use of the ball frame and miscellaneous\\nobjects, as exempUfied in Reiner s introductory lesson, Lessons on Number, re-\\nprinted, by permission of the author, for the use of tlie teachers of the institution,\\nm Papers on Arithemetic to which may be added many additional exercises,\\nBuch as those in the 1st and 2nd sections of Arithmetic for young Children, fec.\\n2nd step First Idea of Number. The idea of the numbers from 6 to 10 to be\\ndeveloped by the use of the ball frame, as before also the first and second exer-\\ncises in Model Lessons, part i., to be used as directed in tliat work.\\nZrd step Addition and Subtraction. The remaining exercise under section I.,\\nalso the whole of the exercises on subtraction in the same work.\\n4^//, step. The more difficult exercises in Model Lessons, part i., tfec, accom-\\npanied by selected exercises from Arithmetic for Children.\\nbtli step The Four Simple Rales. Exercises on the four simple rules, in num-\\nber from 10 to 100, from Papers on Arithmetic, and Lessons on Number;\\nalso simple explanations of the rules, leading the children to think of the opera-\\ntion they have been performing also, by numerous exercises, to lead them to\\nperceive some of the general properties of number.\\nX. Color. \\\\st step. Selecting colors according to a pattern shown, and ar-\\nranging colors, no names being used.\\n2nd step. Learning the names of tiie different colors, and selecting them when\\ncalled for by name.\\nZrd step. Distinguishing and naming colors and shades of colors, and pro-\\nducing examples from surrounding objects with exercises on beads of different\\ncolors.\\nAith step. Distinguishing and naming shades of color, and producing examples\\nfrom memory.\\nhth step. The lessons in this step to be given on a specific color the children\\nare also to learn from seeing them mixed, how the secondary colors are produced\\nfrom the primary.\\nXI. Drawing. From the age of the juveniles, and also from drawing not\\ncoming under the head of Gallerj Lessons, the following course of exercises can-\\nnot be so well arranged into stages for the various schools. It is also thought\\ndesirable that one of the courses of lessons should be presented in a continuoua", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0571.jp2"}, "568": {"fulltext": "342 NORMAL SCHOOL FOR PRIMARY SCHOOL TEACHERS.\\nform, that the extent and variety of exercise -which they are intended to give to\\ntJ\u00c2\u00bbe mind may be observed. TJie courses form two series of exercises, commenced\\nin the infant-school, and completed in the juvenile -school.\\nFirst Series To Exercise the Eye alone.\\nMeasuring relatively. Let the children determine the relative length of lines\\ndrawn in the same direction on the slate, i. e., which is longest, whicli is shortest,\\nAc. Whenever there is a difference of opinion, prove who is correct, by mea-\\nsuring.\\nDetermine the relative length of lines drawn in different directions on the\\nslate.\\nDetermine the relative distances between dots made on the slate.\\nDetermme the relative difference of the distances between different parallel\\nlines.\\nDetermine the relative size of angles.\\nDetermine the relative degree of inclination of lines from the perpendicular\\nfirst, by comparing them with a perpendicular line, drawn on another part of the\\nslate and afterwards without this assistance.\\nThe same exercise with horizontal lines.\\nDetermine the relative size of circles, and then of portions of circles.\\nCliildren called out to divide straight lines, drawn in different directions, into\\n2, 3, 4, (fee, equal or given parts, the others to state their opinions as to the cor-\\nrectness with which the operation has been done.\\nThe above exercise repeated with curved lines in different directions.\\nNote. Several of the above exercises may be applied to the lengths, fec., of\\nthe objects and pictures in the room.\\nMeasuring by current Standards. The teacher to give the children the idea of\\nan inch, nail, quarter of a yard, foot, ha!f a yard, and yard, wliich, at first, should\\nbe drawn in a conspicuous place, for the whole class to see.\\nTo decide the length of lines. First practice the children upon the inch, then\\nupon the nail, and so on up to the yard continually referring to the standard\\nmeasures.\\nNote. These exercises should be continued untU the eye can decide with\\ntolerable accuracy.\\nDetermining the length of lines combined in various rectilinear geometrical\\nfigures.\\nDetermining the circumference or girth of various objects.\\nDetermining distances of greater extent, such as the floor and walls of the\\nroom, tlie play-ground, tc., ,c.\\nMeasuring by any given Standard. Measuring sizes, heights, lengths, ,c., bj\\nany given standard.\\nHow often a given standard will occupy any given space, with respect to su-\\nperficies.\\nSecond Series To Exercise both the Eye and Hand.\\nBefore commencing these exercises, it would be advisable to give the children\\ninstruction (in a class around the large slate) with regard to the manner of holding\\nthe pencil, the position of the hand in drawing lines in various directions. This\\nwill be found to diminish the labor of attending to each individual separately. In-\\nstruction as to the position of the body may be left till the children are placed at\\nthe desks.\\nNote. The standard measures, used previously, should be painted on the\\nwalls, or placed conspicuously before the class in some manner, both horizontallj\\nand perpendicularly, in order to accustom the children to them.\\nThe children to practice drawing straight hues in different directions, gradually\\nincreasing them in length. First perpendicular, second horizontal, third right ob-\\nlique, fourth left obUque.\\nTo draw lines of given lengths and directions.\\nTo divide the hues they draw into given parts.\\nTo draw curved lines in different directions, gradually increasing in size.\\nTo try how many angles they can make with 2, 3, 4, ic, lines.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0572.jp2"}, "569": {"fulltext": "NORMAL SCHOOL FOR PRniARY SCHOOL TEACHERS.\\n343\\nTo try -what they can make of 2, 3, 4, c., curved lines. ITien proceeding to\\ncopies first copying those formed of straight lines, then those of curved lines.\\nTo draw from copies.\\nNote. In the course of forming figures out of straight and curved lines, the\\nchildren should be taught to make the letters of the alphabet.\\nXII. Geogkaphy. 1.9^ step. The course consists of the following series of les-\\nsons 1. The cardinal points. 2. The semi-cardinal points. 3. The necessity of\\nhaving fixed points. 4. Tlie relative position of objects. 5. The boundaries of\\nthe scliool-room. 6. The boundaries of the play-ground. Y. The relative distances\\nof the parts and objects of the school-room. 8. Tlie relative distances of the parts\\nand furniture of the school-room marked on a map, drawn on the large slate or\\nblack board witli challc, before tlie children. 9. Tlie scale of a map. 10. The\\nrelative positions and distances of different places on a map of the neighborhood,\\n11. The map of England. 12. The map of ihe Holv Land.\\n22", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0573.jp2"}, "570": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0574.jp2"}, "571": {"fulltext": "TRAINING ESTABLISHMENT\\nFOR MASTERS FOR THE NATIONAL SOCIETY\\nThe following account of St. Mark s College is drawn from the Annual\\nReports of her Majesty s Inspectors of Schools, from 1843 to 1846, and from\\npublications of the Principal, Rev. Derwent Coleridge, addressed to the\\nSecretary of the National Society\\nThe principal Normal School, or training establishment for masters for\\nschools under the charge of the National Society, is located in the parish of\\nChelsea, on the Fulham Road, about two and a half miles from Hyde Park\\nCorner. It is called St. Mark s College, and the place is frequently designated\\nas Stanley Grove.\\nSite and Buildings. The site of the institution consists of eleven acres\\nof land, perfectly healthy, and surrounded by a wall of the eleven acres of\\nland, about three acres and a half are occupied as gardens and potato-\\nground, three acres as meadow-land, two acres and a half as pleasure-ground\\nand shrubberies, leaving about two acres for the farm and laundry buildings,\\nthe college, practicing school, and chapel. The whole of the grounds,\\nwhether laid out as meadow-land, garden-ground, or shrubberies, may be\\nconsidered, and really are, practically useful for the industrial purposes of\\nthe college. Formerly the estate belonged to Mr. Hamilton, whose com-\\nmodious mansion near the southern side of the property affords, in addi-\\ntion to an excellent residence for the pi incipal, a committee-room, a spacious\\nand -lofty lecture-room, having an area of 1,070 feet, the walls of which were\\nfitted by the late owner with handsome bookcases, above which are casts\\nfrom the Elgia marbles, a dining-hall (area 4501 feet), and offices.\\nAttached to this has been erected, in one of the Italian styles, a chapel,\\n.C., a quadrangle, in which are situate the dormitories of tlie pupils, a sep-\\narate bed-room (area 52| feet) being appropriated to each. The quad-\\nrangles are two stories, containing each 22 small sleeping-rooms, together\\nwith the towers at the two outer angles, each of which contains a sitting-\\nroom, a master s bed-room, and three smaller chambers for boys, thus pro-\\nvi(iing accommodation for fffty students and two masters. Underneath are\\ncoal-chambers, workshops fitted up with carpenters benches, a shoe and\\nknife room, \u00c2\u00bbSic. The laundry is a separate building; one end of this has\\nbeen fitted up as an infirmary, and in the center are store-rooms for potatoes\\nand apples, and other products of the farm and garden.*\\nThe practicing school is situate near the chapel, on the north side of the\\ngrounds. It is an octagonal building, affording accommodation for six\\nclasses, in addition to those that may be arranged on the gallery. In the\\ncenter is the fireplace, and over this, on the sides of the brick-work form-\\ning the ventilating apparatus and the cliimneys, have been fitted black-\\nboards and conveniences for suspending maps and musical tablets, so as\\nthat they may be seen by the classes opposite. Independently of the central\\nsquare area, each side of which measures 20 feet, the recesses provide\\naccommodation for 260 children. A cottage on the premises, situated near\\nthe practicing school, has been fitted up during the present year for the\\naccommodation of the two higher classes, in separate rooms, the area of each\\nIjeing about 259 feet.\\nReport, National Society, 1842, p. 75.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0575.jp2"}, "572": {"fulltext": "346 ST. MARK S TRAINING COLLEGE.\\nThe teachers and masters of the training establishment consist of a prin-\\ncipal, a vice-principal, a head master, a teacher of music, a teacher of draw-\\ning, and an industrial master or steward. The principal is the Rev. Derwent\\nColeridge, nephew of the eminent poet and metaphysician, Samuel T. Cole-\\nridge, who has impressed his own views on the general scope and details of\\nthe institution. Of him, Mr. Moseley, one of the Inspectors, speaks thus\\nThose persons -whose privilege it is to be acquainted with Mr. Coleridge, will\\nappreciate bis many and eminent qualifications as an instructor, and they will\\nreadily understand the ascendency which is given to him over the minds of the\\nstudents, not less by that kindly and persuasive manner which is peculiar to him,\\nand that colloquial eloquence which is his patrimony, than by the generosity of\\nhis purposes and the moral elevation of his principles of action. In the union of\\nqualities such as these, with an abiding sense of the importance of the objects\\nbe has proposed to himself, absolute dedication to them, and entire faith in the\\nmeans be has adopted fur accomplishing them, be has succeeded in creating\\naround him an institution which has piobably outrun the hopes and expectations\\nof its earlier friends, not less in the scale of its operations than in the character\\nof the results which it contemplates, an institution which claims, at an humble\\ndistance, to take its place among the collegiate establishments of the country\\nwbicli has enlisted the sympathies of a large portion of the clergy in its favor,\\nand ct)ntributed not a little to raise the standard affixed by public opinion to the\\noffice of an elementary schoolmaster.\\nThe general scope and design of the institution, as gathered from Mr.\\nColeridge s own writings, may be thus summed up in the language of one\\nof the inspectors\\nResting upon the ground that it is the duty, and by consequence the right\\nand privilege of the Church to be the teacher of the nation, Mr. Coleridge s\\nefforts have been mainly directed to form the character of his pupils in accord-\\nance with Church principles to raise up a body of teachers, who might appre-\\nciate the Scriptural character of the English Church, and who should feel them-\\neelves to be living, intelligent, and responsible agents in the carrying out of her\\nsystem. For such an end, they must prove (so far as such a result can be secured\\nby any system of training within the reach of man) capable of communicating\\nthat entire preparation of heart and mind by which, with the help of God s Holy\\nSpirit, the due reception and effectual working of the gospel message may be\\nsecured. Accounting it to be the peculiar aim of Protestantism, contemplated as\\nan awakened energy of the Church, to enable each man for himself, according to\\nhis measure, to give a reason for the faith that is in him, and to ground that faith\\non Holy Scripture. Mr. Coleridge trusts that the teachers educated in this in-\\nstitution will be skilled to cultivate the best fruits of the Enghsli Reformation,\\nas that which would substitute a religion of light for the darkness of super-\\nstition.\\nTile Church being regarded as the teacher of the nation, she can have no end\\nin view short of or wholly apart from, the training of the young in the pi-inciples\\nof true religion. At her bands they are to be enabled, as far as human instruc-\\ntion might avail, to profit by the reading of Holy Scripture. No school knowl-\\nedge can be recognized as useful which may not, directly or indirectly, contribute\\nto this end. To bring up a child in the way in which he should go, and to fur-\\nnish him with the weapons of his heavenly warfare this is not a part of his\\neducation, rather it is the sum and substance of the whole for whatever secular\\nknowledge is really desirable as a part of early and general education, is either\\nincluded in such a description, or may with facility be added to it cannot fitly\\nbe tauglit apart from it. Language, with all its uses history, in all its branches\\nscience itself, considered in its noblest aspect, as an organ of reason and exer-\\ncise of the mental faculties these and every other study, not merely technical,\\nattain their highest value when connected with religious truth, and degenerate\\ninto falsehood when pursued in any other connection.\\nMr. Coleridge feels strongly that no number of attainments, nor any facility\\nin communicating them, can of themselves qualify a schoolmaster for his arduous\\noffice, aud that before we inquire into the special fitness of a teacher, there is", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0576.jp2"}, "573": {"fulltext": "ST. MARK S TRAINING COLLEGE. 347\\nneeded, as an essential prerequisite, a sound, and, to a considerable extent, a cul-\\ntivated understanding\u00e2\u0080\u0094 a certain moral power, the growth of religious principles,\\nbut developed by intellectual culture. And as tlie parochial schoolmaster has to\\nsupply all the indirect teaching to which the children of the better-provided\\nclasses owe much, and perhaps the best, of what they know, in those children of\\nthe poor likely to be intrusted to him, he will have to cultivate good liabits in\\nthe ground of self-respect habits of regular industry and self-control, of kindness\\nand forbearance, of personal and domestic cleanliness, of decency and order he\\nwill have to awaken in them the faculties of attention and memory, of reflection\\nand judgment he will have not merely to instill knowledge, or supply the ma-\\nterials of thought, but to elicit and exercise the powers of thinking, to seek\\nwith the first dawning of reason to awaken a faculty by which truth may be in-\\ndeed discerned\u00e2\u0080\u0094 a faculty which he cannot give, but which he will assuredly find,\\nand to which, by continually presenting its proper counterpart, he will ground\\nknowledge upon faith, and give to religious truth an evidence approaching to\\nintuition. Wherefore he especially needs to be not simply a seriously-minded\\nChristian, but an educated )nan and while to teach letters, in however humble\\na capacity, is not a mechanical employment, the occupation of the schoolmaster\\nof the poor, when regarded from the proper i^oint of view, is as truly liberal as\\nany in the commonwealth.\\nThe following passages are in the language of Mr. Coleridge\\nThe truth is, that the education given in our schools (I speak of those open\\nto the poor for cheap or gratuitous instruction, but the remark might be expanded\\nmuch more widely) is too often little more than nominal, imparting, it may be, a\\nlittle knowledge- sometimes hardly this but leaving the mental powers wholly\\nundeveloped, and the heart even less affected than the mind. Of course there\\nare exceptions and limitations to this statement. It does not apply to every\\nschool, and is less true of some districts than of others but the fact, as a whole,\\nstands upon what may be called statistical evidence. Is this owing to an acci-\\ndental or to an inherent defect Are the means employed inadequate merely,\\nor essentially unfit If the former, we may trust to time and gradual improve-\\nment. We may proceed, if possible, more carefully, but in the old way. If the\\nl.itter, a diii erent course must be pursued we must do something else. I ven-\\nture to take the latter position.\\nTo what end do we seek to educate the poor man s child Is it not to give\\nhim just views of his moral and religious obligations his true interests for time\\nand for eternity while, at the same time, we prepare him for the successful\\ndischarge of his civil duties duties for which, liowever humble, there is surely\\nsome appropriate instruction Is it not to cultivate good habits in a ground of\\nself-respect habits of regular industry and self-control, of kindness and for-\\nbearance, of personal and domestic cleanliness, of decency and order Is it not\\nto awaken in him the faculties of attention and memory, of reflection and judg-\\nment not merely to instill knowledge, or supply the materials of thought, but\\nto elicit and to exercise the powers of thinking Is it not to train him in the\\nuse of language, tlie organ of reason, and the symbol of his humanity And\\nwhile we thus place the child in a condition to look onward and upward while\\nwe teach him his relationship to the eternal and the heavenly, and encourage\\nhim to live by this faith, do we not also hope to place him on a vantage-ground\\nwith respect to his earthly calling to give to labor the interest of intelligence\\nand the elevation of duty, and disarm those temptations by which the poor\\nman s leisure is so fearfully beset, and to which mental vacuity offers no resistance\\nBut is this an easy task Can we hope that it will be duly performed for\\nless than laborers wages, without present estimation or hope of preferment, by\\nthe first rustic, broken-down tradesman, or artisan out of employment, whom ne-\\ncessity, or perhaps indolence, brings to the office Not to put an aggravated\\ncase, however common, can any half-educated man from the working classes (and\\nthe majority of those who seek to be schoolmasters are all but uneducated) be\\nsafely intrusted with duties, the very nature of which it would be impossible to\\nmake him understand Almost uninstructed, and utterly untrained with little\\ngeneral fitness for his calling, and no special apprenticeship he may teacli a\\nlittle, and this not well, but he cannot educate at aU. But will not a little prep-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0577.jp2"}, "574": {"fulltext": "348 ST. MARK S TRAINING COLLEGE.\\naration suffice May lie not be taught a system Ho may indeed be taught a\\nsystem, but surely it will not suffice. He wants the first conditions of a teacher.\\nHe cannot teach what he does not know. He cannot explain what he does not\\nunderstand. He may learn a particular method, but not how to apply it. The\\nbest preparation which he can receive, shoi t of a complete coarse of training, is\\nBupei liciiil and formal. He must himself be educated before he can educate\\notJiers. Morally and religiously considered, the case is still worse. He caimot\\nSuggest motives, or inspire feelings, of which he is himself unconscious. If he be\\na pious man, it is indeed much yet his principles, or at least his mode of ex-\\nplaining them, will be uncertain.\\n\u00e2\u0096\u00a0a\\nHere, then, I think we have the root of the evil. The object on which so\\nmuch zeal and ingenuity have been bestowed, has been, not to procure proper\\ninasters, but to do without them. The attempt has been to educate by systems,\\nnot by men. School-rooms have been built, school-books provided, and methods\\nof instruction devised. The monitorial, the simultaneous, the circulating, the\\ninterrogative, the suggestive systems, have each been advocated, separately or\\nin combination. Meanwhile, the great need of all, without which all this appa-\\nratus is useless, and in comparison with which it is unimportant, has been all but\\noverlooked. It has been taken for granted that the machinery of education\\nwould work itself, as if there had been a living spirit in the wheels. The guiding\\nmind, by which even an imperfect mechanism might have been controlled to good\\neffect, was to be superseded nay, the conditions under which alone it can be\\nprovided adequate support and just estimation have been regarded as not\\nmerely unattainable, but as positively objectionable. The result is exactly wlmt\\nmight have been anticipated. Each successive system, so long as it has been\\ncarried on under the eye of the author that is, in effect, by an educated man,\\nor by any really com^petent teachers has been more or less successful and in\\nevery case the merit of the workman has been transferred to his tools and\\nAvheii, in other hands, these prove unserviceable, or even mischievous, tlioy nofe\\nmerely lose a credit to which they were not entitled, but are charged with a\\nfault which lies, perhaps, mainly in the handling. I say miscliievous for in edu-\\ncation, as in other arts, the most effective implements may chance to require the\\nmost dexterous management. Let me not be thought to undervalue even tlie\\nslightest helps by which the communication of knowledge may be facilitated.\\nThere is an art as well as a science of education and every art has its methods,\\nof wliich some may be better than others. But method itself supposes intelli-\\ngence, adaptation, choice when traveled blindly, it is a mere routine. And if\\nthis be true in the domain of matter if no method can exempt the sliip-builder\\nor the engineer from the necessity of ever-varying contrivance nay, if some\\nfaculty of this sort be required to enable the bird to construct its nest, or the\\nbee its cells how shall it be dispensed with, how shall we hope that its place\\ncan be supplied by forms, and practices, and rules, when that upon which we\\nhave to work is the mind of man Even an educated teacher who trusts to\\nmechanical arrangements, must expect a mechanical result. Phidias himself\\ncould not have produced the semblance of life, the image of a man, according\\nto the beauty of a man, had he employed any but the most simple tools. The\\nmental statuary must, in like manner, leave upon his work the touches of his\\nown hand he must model with his own fingers. Every child is an individual,\\nthinking and feeling for himself. He must be dealt with accordingly. The influ-\\nence of the master must, as far as possible, be personal. Whatever intermediate\\nagency is employed must be, for tlie same reason, intelligent for mind can only\\nbe affected by mind, the inferior by the superior. To procure this without extra\\ncost to create a number of teachers who shall continue learners, exercising in\\nthe former capacity a certain freedom of action, without losing their own do-\\ncility and dependence in a word, to reconcile an intelligent agency with gen-\\neral regulation and unity of purpose, is a problem for which, perhaps, no general\\nsolution can be offered. In practice, every national schoolmaster must solve it\\nfor himself; and the success of his attempt will be the test of his efficiency.\\nI have described the education of a poor man s child with a reference to the\\nends for which I suppose it to be given and I have contended that this educa-\\ntion cannot be given through the instrumentality of such men as are commonly", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0578.jp2"}, "575": {"fulltext": "St. MARK S TRAIIflNG COLLEGE. 349\\nemployed for that purpose. The educator must liimself have been both suffi-\\nciently and suitably educated. Tliis will be denied by none, but every one will\\naffix ills own meaning to the words. I say further, to teach letters, in however\\nhumble a capacity, is not a mechanical employment to educate, iu tlie full sense\\nof the word, is as liberal an occupation as any in the commonwealth. In plain\\nterms, then, and iu old-fashioned language, my conclusion is, that the schoolmaster\\nmust be an educated man. Thus stated, the proposition has a more startling\\nsouud but the import is the same. I speak of the thing, not of the accidents\\nwith which it may be accompanied. I do not speak of birth, or social position,\\nor habits of life, or manners, or appearance, but of a certain condition of the\\nmental faculties, as well moral as intellectual; of that which constitutes educa-\\ntion, contemplated as a result not of the dress by which, in this country and in\\nmodern times, it is commonly distinguished. Of the social relations and outward\\nbearing which education must necessarily assume, I may say a few words here-\\nafter at present I speak of the thing itself With this explanation, I do not\\nfear to affirm that the schoolmastei must be an educated man. And this neces-\\nsity is not at all affected by the class of children which he has to train. The\\namount of acquirement may differ; but this is the least thing to be considered.\\nI am utterly opposed I had almost said hostile to the notion that any number\\nof attainments, or any facility in teaching them, can qualify a schoolmaster for\\nhis arduous office. Attainments may make a particular teacher a professor, as\\nsuch teachers affect to call themselves but a mei e teacher has much to learn\\nbefore he can undertake to educate. A sound, and, to a considerable extent, a\\ncultivated understanding a certain moral power, the growth of religious princi-\\nples, but developed by intellectual culture surely this is an essential prerequisite\\nin every educator, every schoolmaster, before we inquire into his special fitness\\nfor the class of children of which his school may bo composed. And let it not be\\nassumed that this is less requisite in the teacher of the poor than of the rich.\\nThe parochial schoolmaster, in which term I include the master of every church-\\nschool fur the poor, is encompassed Avith difficulties to which an ordinary com-\\nmercial or grammar school offers no parallel. Not merely has he a greater num-\\nber of children to instruct, with less as.sistance and in a less time children, for\\nthe most part, of tenderer years, and less prepared by previous instruction and\\nhome-training but he has more to do for them. They are more dependent upon\\nhim for their education. His scholars have, iu a manner, to be taught not merely\\nto think, but to speak, if they would express any thing beyond animal passions\\nand animal wants. He has to supply all the indirect teaching to which the\\nchildren of the better- provided classes owe much, and perhaps the best, of what\\nthey know. And Avhen to this we add the moral training which they require\\nwhen we take into account the actual position of the church in this country, and\\nremember that on the parochial schoolmaster the children of the poor are too\\noften dependent, not merely for catechetical instruction, but for the first implant-\\nation of religious sentiment that he has too often to give tliat first presumption\\nin favor of holy things, as they are set forth in the church of our fathers, of which\\nthere should be no rememberable beginning that he has to interpret tiiat sound\\nof Sabbath-bells, which ouglit to have a meaning to the ears of earliest child-\\nhood, as often as it carries to the cottage its message of peace when, lastly, we\\nadd to this the influence for good which the honored teacher may and ought to\\nexercise over the youth long after he has quitted the school an influence which\\nhe can only maintain by the ability to direct and assist him after he has ceased\\nto bo a child in a word, when we see that the church schoolmaster has not\\nmerely to minister to the clergyman in some of his most arduous and important\\nfunctions the instruction of childhood and the guidance of youth but to make\\nup much that is wanting, and correct much that is perverse, in the circumstances\\nand tendencies of humble life shall it be said that I have overstrained the\\npoint, and contend for too high a standard But if this be a just picture of what\\nwe want, then look at what we have, and be my earnestness forgiven I\\nAt all events, it is better to strive for too high, than to be content with too\\nlow a standard. Do I describe an impossible perfection Let us at least set\\nout with our faces toward it we are then in the right direction, though we ad-\\nvance but a little way. Let us set out with faith, and the resolution that it\\nengenders, and perhaps we may advance further than we tliink.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0579.jp2"}, "576": {"fulltext": "ggQ ST. MARK S TRAINING COLLEGE.\\nI have described the quahfications of a schoolmaster implicitly by a reference\\nto his work. How, it will be asked, are these to be commanded Not, assured-\\nly, by any cheap or summary method. Not, let me venture to urge, by courses\\nof lectures, or lessons in pedagogic. Rather than so, let the clei gymau take the\\nfirst thouflitful man, no matter what liis acquirements, of wliose piety he is\\nassured, and prepare him for his work, as he walks with him in the fields, or in\\nthe streets. I do not say that this is enough far from it. I do not say that it\\nis easy to meet with a man of good sense and right feeling, putting aside acquire-\\nment, to Avhom the oversight of children may be committed. I believe it will be\\nfound very difficult. But something in this way might be done some fatlierly\\ndiscipline estabhshed some lessons of humble wisdom imparted. From the\\nother mode nothing, in the long run, but mischief can ensue. Wherever mere\\nattainment is made a principal consideration, there will be a perpetual iaiistaking\\nof means for ends, and of semblance for reality. A little superficial knowledge,\\nand a sliowy, self-sufficient cleverness, will be tlie product, the spirit and flavor\\nof which Avill quickly evaporate, leaving behind either a mere caput mortmim, or\\na fermenting mass of restlessness, petulance, and discontent. Yet let rae not be\\nmisunderstood. My objection is not to lectures, or any other mode of facilitating\\nacquirement still less to the acquirement itself. The former may be most use-\\nful, the latter most desirable. What I resist is, the notion that either is sufficient\\nthe one as a means, the other as a result. Normal education is not satisfied\\nwith a superstructure of faculties it must lay a basis of character and the\\nlatter is the longer and the more difficult process. Not what a teacher knows,\\nbut what he is, should ever be the first point considered.\\nAdmission of Pupils. Every applicant for admission must be at least\\nfifteen years of age, and must submit the following testimonials 1, a certif-\\nicate of baptism 2, a declaration from the parents or guardians of the\\nyouth, stating that he has attended the services of the Church of England,\\nwith their consent and approbation, for the space of at least one twelve-\\nmonth previous to the date of the application 3, a medical certificate,\\naccording to a printed form 4, a recommendation from a clergyman, who\\nis requested to state, as particularly as possible, the grounds on which it is\\ngiven, as well for the satisfoction of the National Society as to prevent dis-\\nappointment and needless expense on the part of the youth and liis friends.\\nGood moral character, amiability, truthfulness, and diligence, are indispen-\\nsable requisites. Furtlier information is solicited as to the youth s temper\\nand disposition, his abilities and attainments, his tastes and habits, his age,\\nsize, and physical strength, and as to any other matters from which his\\ngeneral fitness for the office of schoolmaster may be inferred. A certain\\ndegree of bodily as well as mental vigor is deemed indispensable. A strong,\\nhealthy, well-grov/n lad, of amiable disposition and promising talents, who\\nshows an evident desire of knowledge, and has made a good use of the\\nopportunities which he has already enjoyed, though these may not have\\nbeen great, is considered to be the description of youth best fitted to fulfill\\nthe designs of the institution.\\nThe examination of each student for admission is preceded by the other\\ninquiries specified in the following paragraph, which are to he answered in\\nhis own words, and in his own handwriting, in the presence of the clergyman\\nby whom he is recommended, or some other trustworthy person\\nstate your niinie and age the last binh-day when and where you were baptized whether\\nyou have been confinned, and by whom whether you have taken the sacrament of the Lord s\\niSupper, and if so, whether you are a regular communicant At what schools have you been\\neducated, and for how long a time, and in what subjects have you been insti-ucted? Are you\\nsincerely desirous of becoming a schoolmaster, and do you seek admission into the National So-\\nciety s Training College expressly to be fitted for that difficult and responsible office Are you\\nprepared to lead in the College a simple and laborious life working with your hands as well as\\nacquiring book-knowledge, and rendering an exact obedience to the disicipline of the place?\\nAre you aware that your path of duty on leaving the College will be principally, if not entirely,\\namong the poor? And are you willing to apprentice yourself to the Society on that under-\\nstanding V\\nMode of Admission. These certificates- having been received and approved.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0580.jp2"}, "577": {"fulltext": "ST. MARK S TRAINING COLLEGE.\\n351\\nthe youth is directed to present himself for examination at the college. He\\nis expected to read English prose with propriety, to spell correctly from\\ndictation, to write a good hand, to be well acquainted with the outlines of\\nScripture liistory, and to show considerable readiness in working the funda-\\nmental rules of arithmetic. Any further knowledge which he may possess,\\nof whatever kind, is in his favor, not only, or so much, for its own sake, as\\non account of the studious turn of mind and aptness for receiving instruction\\nwhich it may appear to indicate. A talent for vocal music and drawing is\\nparticularly desirable.\\nIn the event of his passing this examination with credit, he is received\\ninto the college, and remains there on probation for the first three months;\\nafter which, if his conduct shall have been satisfactory and he shall be found\\nto possess the necessary qualifications, he is apprenticed to the National\\nSociety. From this period till tlie age of 21, the society is responsible for\\nhis education, clothing, and maintenance, being at liberty to make use of his\\nservices as a schoolmaster at any time and in any way that may be thought\\nproper. In general, the period during which the apprentices are expected to\\nremain under instruction at the college is three years, aficr v/hicli time\\nthey are to be placed in situations either as the masters of small schools, or\\nmore commonly as assistants in large ones.\\nThe Principal, in his Report, complains that many of the students admitted\\nare deficient in the requisite preparation for the course of instruction pur-\\nsued in tills institution.\\nOf those now on probation, or recently apprenticed,- a fair proportion are in-\\ntellij{ont lads, of suitable temper and disposition but even of these, compara-\\ntively few are properly prepared for the institution. Against this difficulty it is\\nimpossible to provide by mere exclusion, without reducing- the numbers admitted\\nto an extent incompatible with the welfare, or indeed the existence, of the insti-\\ntution. Not many of those recommended possess even that modicum of acquire-\\nment which might foirly be expected from a promising boy of twelve, not to say\\nfifteen, years old. They cannot read well, that is, with intelhgence, nor write\\ncorrectly from dictation. I do not allude to slight and casual inaccuracies, but to\\na gener;il deficiency, the result of bad teaching. They are, for the most part,\\n(juite ignorant of grammar and, what is worst of all, they are not sufficiently\\nacquainted with the vocabulary of tlieir own language to profit even by oral\\nteaching of a kind suitable to the college, much less to gain information for them-\\nselves from books. Of geogi-aphy, not to say history, they are, for the most part,\\nwholly ignorant, many having never seen a map. This description applies to\\ndifferent individuals in different degrees, and there are some to whom it does not\\napply at all but in a majority of cases it is necessary to ground the prijbationers\\nafresh in the simplest rudiments of learning to go over again the Tv^ork of an\\nelementary school with what loss to the pupils and disadvantage to the college,\\nneed not be told.\\nStudies and Training cf the Pupils. The subjects of instruction include\\nScriptural knowledge, and Bible literature, tlie doctrines of the Church and\\nChurch History, Latin, Music, English Grammar, General History, English\\nLiterature, Geography, Algebra, Geometry, Mechanics, Arithmetic, Drawing,\\nand the art of Teaching under the designation of Normal lessons.\\nThe pupils leave their beds at half past 5 in the morning, and are again\\nin bed at 10 at night, when the dormitory lights are extinguished by one of\\nthe elder youths; two of whom, under the inspection and control of the\\nindustrial teacher, are intrusted with the duty of lighting, regulating, and\\nextinguishing the gas-lights throughout the estabhshment. This gives\\nseven hours and a half for sleep. The remaining 16 hours and a half are\\nthus divided they are allowed to remain,\\nOne hour in their bed-rooms, half an hour in the morning, and the same\\ntime in the evening. This, however, includes the time spent in coming and\\ngoing, c. Habits of personal cleanliness, neatness, and order, are cai e-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0581.jp2"}, "578": {"fulltext": "352\\nST. MARK S TRAINING COLLEGE.\\nfully enforced. It is with this view, as well as for the purpose of private\\ndevo iion, that a separate bed-room has been allotted to each youth.\\nFour hours and a half are assigned to industrial occupations, of which\\nhalf an hour is consumed in coming and going, getting out and putting by\\ntheir tools, washing their hands, c.\\nThe studies of the college commence at a quarter before 7, with the\\nreading of a collect from the Prayer-Book. The period of time allotted to\\nstudy and united devotion amounts to about 8 hours.\\nHalf aji hour is allowed for each of the three jneals, including the laying\\nand removing of the cloth, c. They breakfast at 8, dine at 1, and drink\\ntea at 7. Before tea they sing for an hour.\\nTwo hours and a quarter are reserved for voluntary study and recreation,\\nviz. the half hour before and after dinner, the half hour after tea, which is\\nspent in family devotion, and an hour before bed-time, when the repetitions\\nare learnt which are to be said next morning.\\nThe number of hours devoted weekly to each occupation is stated in the\\ntable subjoined. It will be observed that the greatest periods of time are\\ngiven to Music and Latin, and the least to Arithmetic\\nNumber of Hours devoted WecMy to each Occupation of the Students.\\nOCCUPATION.\\n1st\\nSection.\\n2d\\nSeclion.\\n1st aa\\nSeclion. Section.\\nChapel\\nEvening VVoisliip\\nScriptural Knowledge and Christian Doc-\\ntrine (i. e. Articles)\\nChurch History and Bible Literature\\nLatiri\\nEnglish Grammar, English Literature, and\\nHistory\\nGeography\\nWriting\\nArithmetic\\nGeometry\\nAlgebra and Trigonometry\\nMechanics and Natural Philosophy.\\nMusic\\nDrawing\\nNormal Lessons\\nPrivate Reading\\nPreparing Lessons\\nMeals\\nLeisure\\n6\\n3 :jo\\n2 20\\n6 15\\n7 10\\n2 30\\n30\\n20\\n2 50\\n2 20\\n2\\n7 10\\n4\\n3\\n1 30\\n8 45\\n6\\n6\\n3 30\\n2\\n6\\n2 45\\n2 30\\n1 20\\n35\\n1 20\\n5 40\\n35\\n7 10\\n4\\n9\\na 45\\n6\\n6\\n3 30\\n2\\n6\\n5 20\\n1 20\\n1 20\\n1 10\\n2 25\\n2 40\\n7 io\\n4\\n6\\n3 30\\n2 40\\n3\\n4\\n2 40\\n40\\n7 10\\n4\\n9 9\\n8 45 8 45\\n6 6\\n6\\n3 30\\n2 40\\nC\\n5 20\\n4\\n3 30\\n7 10\\n4\\n9\\n8 45\\ne\\nIn addition to the seven hours devoted to musical instruction in each\\nweek, six hours more are allotted to the praclice of the Chapel service. On\\nthis point, Mr. Coleridge observes\\nIf, however, the choral service, as performed in the chapel of St. Mark s\\nCollege, be in itself unobjectionable if, in truth, it have been adopted from a\\nsense of its superior beauty and fitness under the circumstances of the case it\\nmay be mentioned, as a further recommendation, that it furnishes the best, if not\\nthe only mcanp, compatible with other exigencies, of imparting to the students\\nof this institution that skill in the art of singing which is noAv so generally desired,\\nif not expected, in a parochial schoolmaster. No system of teaching vocal mu.\u00c2\u00abic,\\nhowever excellent, can dispense with the necessity of long and continuous prac-\\ntice; time for which could not have been afforded in this college, if it had not\\nbeen found possible to unite the acquirement of this art witii its best and princi-\\npal use. As it is, the seed-time and harvest of instruction are to a certain\\nextent combined, the grain being sown and the sheaves gathered by the same\\nprocess and at the same time. In plain terms, the musical skill required for the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0582.jp2"}, "579": {"fulltext": "ST. MARK S TRAINING COLLEGE.\\n353\\nperformance of the choral service is supplied, in some considerable measure, by\\nthe service itself; and, indeed, as these youths have not been selected, generally\\n\u00e2\u0080\u00a2speaking, with any reference to musical capacity, and are not destined for the\\nexclusive or gainful exercise of the musical profession, it would, I believe, have\\nbeen found difficult to exact from them that close and unremitting attention to\\ntJiis study whicli it indispensably requires, and which they now bestow upon it,\\nwere it not for the pressure of a motive at once so sacred and so stimulating,\\ncoupled with the guidance and encouragement of a teacher who, to a practical\\nacquaintance with Church music, such as could be looked for only in a master\\nof the art, adds the authority derived from his position as vice-principal of the\\ncollege.\\nIt is not, indeed, intimated that any opportunity for the practice of singing,\\nhowever favorable, can dispense with the necessity of regular elementary in-\\nstruction in the principles of music. It is a great advantage to acquire a foreign\\nlanguage in the country where it is spoken but it will be proper, nevertheless,\\nto acquire it grammatically. Now the services of the chapel render music, as it\\nwere, a living language in this college, which the youths catch up insensibly by\\nhearing and imitation a language, moreover, heard only in its purest and noblest\\nform, by which the taste of the student is cultivated, togeth er with his powers\\nof execution. And when it is remembered how much the success of a singer\\ndepends upon meclianical proficiency, apart from the interesting science which\\ngives to the study its intellectual character, it will not be thought that too much\\nstress is laid upon that training of the ear and voice which the students go\\nthrough, independently of any course of lessons. On the other hand, it is felt\\nthat, without the intellectual character above alluded to, the study, or, to speak\\nmore properly, the pursuit, of vocal music would not merely be imperfect, but of\\ndoubtful benefit, taken as a branch of general education. And if it should be\\nsaid, that all the theoretical knowledge, necessary to a vocalist will come in the\\nend by an analytical as opposed to the usual elementary methods (a result which\\ncan only be expected in the most favorable cases), it would yet be necessary\\nthat those wlio learn in order that they may teach, should be made acquainted\\nwith some sj/stem of instruction, capable of easy and general application. In\\nadopting that which owes so much to the peculiar genius of Blr. Hullah, regard\\nhas been had both to the intrinsic excellence of the method itself, and to the\\nready machinery with which it is supplied.\\nit thus appears that there are two kinds of musical instruction always going\\non together, and mutually assisting each other. The art of reading music, with\\nthe requisite knowledge of musical notation, is conveyed through the medium of\\nMr. Hullah s Granunar of Vocal Music, under the very able superintendence\\nof Mr. May one division of the students being under his own tuition, while a\\njunior class is carried through the earlier portion of the course by one of the\\npupils. A third section, more advanced than either of the preceding, has the\\nfurther advantage of lectures on harmony and counterpoint from Mr. Hullah\\nhimself. These three divisions correspond generally to the three years of resi-\\ndence an arrangement by which every branch of study in the college is more\\nor less regulated. An exact correspondence is obviously impracticable some\\nyouths bringing with them a larger amount of musical knowledge and proficiency\\nthan others can be expected to attain at any period of their lives. Much, it is\\ntrue, has been done to produce a respectable mediocrity but excellence will\\ndepend, after all, on individual qualifications.\\nThe reasons for embracing the study of Latin in the scheme of instruc-\\ntion arc thus set forth:\\nAs it is considered a leading object of national education, as viewed in\\nconnection with the church to raise the speech, and by implication the un-\\nderstanding of the people to the level of the liturgy, the uses of language,\\nthat priceless talent of reading the thoughts of others and of communicating\\nour own in writing, has been kept prominently in view as one of those first\\nprinciples by which the studies of the college should be regulated and in\\nconformity with these notions Latin is taught (so far as may be necessary\\nto lay the foundations of a sound acquaintance with the accidence, syntax,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0583.jp2"}, "580": {"fulltext": "354 ST. MARK S TRAINING COLLEGE.\\nand etymology of that language), as an essential part of the course. This\\nknowledge has been considered, if not necessary for the teacher of English,\\ntQ be, at least, in the highest degree useful. The majority of the pupils are\\nnot carried beyond the accidence of the Eton Latin Grammar and Arnold s\\nthird Latin exercise book a few who, previously to their admission, had\\nacquired the rudiments, have been carried further, and some five or six who\\nhave attained a knowledge of Greek, apart from the teaching of the institu-\\ntion, are encouraged by the principal in its cultivation, so far as may conduce\\nto the understanding of the original text of the New Testament, on the ex-\\npress provision, however, that these and the like studies do not in the slightest\\ndegree interfere with the more immediate objects of the institution, or with\\nthe due performance of its humblest duties.\\nIndusirial Occupations. Tlie industrial occupations of the students con-\\nsist in the labors of the farm, the garden, the house, lithography, and book-\\nbinding.\\nThe advantages, I had almost said the necessity, of balancing the intellectual\\nfiursuits of the students by manual labor, scarcely need to be further insisted on.\\nt is, in tlie first place, the only way in which such an institution could be sup-\\nported, except at an enormous expense but this is the least consideration. It\\nIS almost the only mode in which the hours not occupied in study could be prof-\\nitably and innocently passed by a promiscuous assemblage of youths, almost all\\nof whom have so much both to learn and to unlearn. Above all, that wliich is\\nlearned in this way is itself a most valuable acquirement, mc]-e especially to the\\nBchoolmaster of the poor. Not merely will it enable him to increase his own\\ncomforts without cost, but it will make him practically acquainted with the occu-\\npations of those whom he has to instruct, and thus procure him an additional\\ntitle to their confidence when lie comes to act among them, not merely as their\\nteacher, but as their adviser and friend.\\nHitlierto the difficulty has been to perform the necessary work of the estab-\\nlishment in a satisfactory manner without encroaching on the hours of study\\nnothing being so much to be avoided as a hasty, imperfect, or slovenly perform-\\nance. The method pursued is as follows The several duties whetlier of the\\nhouse, the farm, or the garden are assigned to different parties, varyhig in num-\\nber according to the need, which are changed at stated periods, generally weekly.\\nOver each of these parties a monitor is appointed, care being taken so to sort\\nthe parties that the influence of the older and steadier youths may be continu-\\nally exerted over their younger or less experienced associates. One youth, the\\neldest of .those first admitted, is over the whole. It is his duty to arrange the\\nlabors of the day, under the superintendence of the industrial master, and to\\ninspect the different working-parties when needful. He is also expected to hear\\ncomplaints, and to settle any trifluig difference which may have arisen. The\\nmonitor of each party is expected to maintain order among those Avhose labors\\nhe directs and, to speak generally, the discipline of the place is, as far as possi-\\nble, carried on by the moral influence of the youths over each other, a most\\nwatchful supervision being maintained by the masters. The direct interference\\nof the principal is not resorted to except in cases of necessity. Faults are cor-\\nrected by admonition, and, if need be, by rebuke, either private or public, as the\\ncase may seem to require. It is sometimes advisable to make the admonition\\ngeneral, without naming those for whom it is specially intended. A journal of\\nconduct is also kept, which will, it is hoped, have a beneficial effect and every\\nyouth is occasionally reminded that his prospects when he shall have left the\\ninstitution, depend upon his conduct Avhile in it. No prominence, however, is\\ngiven to this or to any other secondary motive. Good conduct can only be pro-\\nduced, in the long run, by a sense of duty, or by the habit which it produces\\nwhen it becomes a matter of course and this habitual sense of duty is best\\nencouraged by a mode of treatment from which every appeal to motive, strictly\\nso called, is excluded. I believe this to be not merely the highest, but the most\\npractical view of the question and although in such a matter the utmost that\\ncan without presumption be expected, is a partial, and, under the Divin( bless-\\nmg, a growing success, yet it may with some degree of confidence be aflirmed,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0584.jp2"}, "581": {"fulltext": "ST. MARK S TRAINING COLLEGE. 355\\nthat it has been already borne out by facts. The particular methods by which\\ncheerful obedience, regularity, diligence, and general good conduct are to be pre-\\nserved in a training establishment, more especially in the industrial department,\\ncannot be detailed witliin the limits of this report. Tliey vary with tlie exigency,\\nand are suggested in each case by tlie judgment, experience, goodfeehng, and\\neducational tact of those by whom the establishment is conducted. It will be\\nunderstood that the whole rests upon a religious basis, and is referred constantly,\\nand expressly, yet not obtrusively, to a religious standard care being taken to\\nprevent phrases and professions from anticipating the growth of real feelings.\\nThe business of the house is partly performed by the students, and partly\\nby female servants. The former clean all the shoes, and knives, fec., lay the\\ncloth, (fee, and wait at meals, sweep and dust the school-rooms, keep the courts\\nclean, light and attend to all the lires except those in the kitchen department,\\nregulate the gas-lights, keep up a constant supply of water throughout the col-\\nlege by means of a forcing-pump, and attend to the drainage, which is also\\neffected by means of a pump. It has not been thought advisable that they\\nshould make their beds or wash the floors. It is not likely tliat they will ever\\nbe called upon to perform these offices when they leave the college, while the\\nloss of time, and the injury done to their clothes, more than counterbalance any\\npecuniary saving which could in this way be effected.\\nThe labors of the farm are principally coniined to the care of domestic ani-\\nmals cows and pigs, and poultry of various kinds. The cows are milked by the\\nyouths, and an accurate account kept of the produce of the farm and dairy, which\\nis consumed almost entirely in the establishment. The utihty of this part of the\\nestablishment is too evident to require a comment.\\nThe gardens, lawns, and shrubberies furnish abundant employment for those\\nnot otherwise engaged and though a considerable portion of time and attention\\nis necessarily allotted to ornamental horticulture, yet this will be found by no\\nmeans the least useful or the least appropriate feature of the scheme. There ia\\nperhaps no form in which habits of manual industry can be encouraged more\\neasily or more beneficially, either with a view to the immediate or to the ulterior\\neffect, than by the occupations of the garden. Not to mention their effect upon\\nthe healtli and happiness of the youths, or the lessons which they teach of pa-\\ntience, order, and neatness, they are decidedly favorable to the growth of intelli-\\ngence, and this of the best kind more particularly when connected with the\\nstudy of botany, which may with peculiar propriety be called the poor man s\\nscience. When studied on physiological principles, its close connection with the\\nbest and holiest truths give it a yet higher claim to our attention.\\nLooking forward to the future position of our students, almost every country\\nfichoolniaster might be, with much advantage, both to himself and to his neigh-\\nborhood, a gardener and a florist. The encouragement lately afforded to cottage\\ngardening has been already attended with the most pleasing results. The paro-\\nchial schoolmaster who shall be able to assist by example and precept in fostering\\na taste so favorable to the domestic happiness, and, in fact, to the domestic vir-\\ntues of a rustic population a taste by which an air of comfort is communicated\\nto the rudest dwelling, and a certain grace thrown over the simplest forms of\\nhumble life will, it is trusted, in this as in so many other ways, be made an\\ninstrument of good, and an efficient assistant to the parochial clergyman.\\nIn connection with the moral purposes of the industrial occupations of\\nthe students, the office of the industrial master is considered of the highest\\nimportance.\\nIt is his duty to maintain order and enforce disciphne not, however, by\\nmere drill, however skillfully organized or efficiently conducted, but by the in-\\nfluence of his example and the force of his character to live among them, and\\nto lead them on, as well by precept as by occasionally sharing in their occupa-\\ntions, to simple, industrious, and strictly regular habits to settle disputes and\\nallay jealousies to correct personal conceit and every the least approach to a\\nlove of show and finery to recommend (and this not by words only) an humble\\nand dutiful industriousness, setting forth the religious obligation and beneficial\\ntendency, not merely of labor in general, but of bodily labor in particular, as a", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0585.jp2"}, "582": {"fulltext": "S56\\nST. MARK S TRAINING COLLEGE.\\nblessing growing out of, and, in the case of those by -whom it is rightly used,\\nsuperseding, if I may so speak, the penal character of toil, through Him by\\nwhom, after an ineifable manner, it has been rendered holy, honorable, and of\\ngood report in the Church all this with a reference to the special aim of the\\ninstitution, as an instrument for elevating and ameliorating the lot of the labor-\\ning poor.\\nSchools of Practice. Opportunities for practice in teaching and con-\\nducting school are afforded in a Practicing or Model School, on the\\npremises, and the Chelsea Parochial School. The Model School is com-\\nposed of 142 -children, of whom a certain number are admitted upon the\\nfree list, and the rest pay a fee of 4d per week, or 3s. per quarter. The\\nlatter arc principally children of respectable mechanics, market-gardeners,\\nand working-people. Mr. Coleridge thus characterizes them:\\nThere are among them many very promising lads, in whom a toward nature,\\nand perhaps some home-training, must share whatever praise may be thought\\ndue to their actual character and attainments. It is from these and such as these,\\nwherever they may be found, that I would select our future teachers. Many of\\ntliem come from a considerable distance as much as two or even thi-ee miles\\nbringing their dinners with them, which they eat in the school-room, under the eye\\nof a teacher tlie same attention being paid to the propriety of their behavior as if\\nthey were boarders. Their little hymn of praise is sung by themselves at the\\nbeginning and conclusion of their simple meal, the materials of which in most\\ncases indicate but a scanty competence at home while the sum paid for tlieir\\nschooling, as well as the punctuality of their attendance, are each of them the\\nlatter, perhaps, not less than the former a proof that considerable efforts, and\\neven sacrifices, will bo made by respectable persons of this class to procure\\nwhat they consider good instruction for their children.\\nIt having been considered expedient to extend yet further the facilities for\\npractice in the art of teaching supplied to the students, and to make them\\nfamiliar with it in its application to schools more nearly of the same class\\nwith those the charge of which will ultimately devolve upon them, an ar-\\nrangement has been made by which a certain number of them are employed\\ndaily in the Chelsea Parochial School. To facilitate the details of this\\narrangement, one of the students, whose term of training has expired, haa\\nbeen appointed to the office of master of that school, with permission to\\nreside in the college, from whence the students accompany him daily to the\\nschool. Mr. Coleridge thus speaks of the connection of this school with\\nthe institution\\nIf the practicing school should be thought not to prepare the young men for\\nthe difficulties of their vocation the children being of a better sort, or taught\\nunder greater advantages, than they can expect to find hereafter no such ob-\\njection lies against the parochial school. Nothing can be more humble I might\\nalmost say, abject than the domestic condition, generally speaking, of the poor\\nchildren, who are hei e provided, not merely with instruction, but with the motive\\nto seek it with the clothes without which many would not, and others could\\nnot, come to school at all. Some, indeed, of the children pay a penny a week\\nbut the greater number are taught gratuitously, and of these as many are com-\\nfortably clothed as the funds at the command of the committee will permit.\\nThe benevolence of the directors, and in particular of the rector of the parish, is\\nspecially directed toward the children of the very poor attracted by the\\nniisery, undeterred by the vice and self-abandonment with which the lowest\\nestate of poverty is too often attended. Hence they have been unwilling to\\nraise the character of the school by any means inconsistent with this charitable\\nobject, and would rather do a little good to those who want it so much, than\\nseem to do more to those who want it less. But, as intimated above, the very\\ndifficulties by which the school is embarrassed whether from the character of\\nthe children or any other cause enhance the value of the expeiience which may\\nbe gained in it by the teachers and although some time must elapse before the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0586.jp2"}, "583": {"fulltext": "ST. MARK S TRAINING COLLEGE. g^ij.\\neffects of the present management upon the welfare of the school can appear,\\nyet it is hoped that an improvement has already taken place beneath the sur-\\nlace. This connection with the results of wliich, so far as they have gone, I am\\nautliorized to state that the rector of the parish is fully satisfied will relieve\\nthe funds of the school to a certain extent, without burdening those of the\\nNational Society.\\nMr. Moseley, the Inspector, submits tlie following remarks at the close of\\nhis Report, on the condition of this Institution in 1846:\\nNo purpose of such an institution is obviously of equal importance with that\\nwhich proposes to itself the formation of tlie religious character of the students,\\nin the true and comprehensive sense of that term and it is with heartfelt pleas-\\nure that I bear testimony to the impression left upon my mind by my visits to\\nSt. Mark s College, of the success with which religious influences have, under the\\nblessing of God, been made to operate there.\\nIf the moral aspect of the institution be that in which it is most grateful to\\ncontemplate it if in the cheerful conformity of the students to the I ules of its\\ndiscipline, in their submissive deportment toward their superiors, and their steady\\npursuit of an arduous path of duty, there be evidence of a dedicated and a\\nchastened spirit if their intercourse with tlie children whose education is in-\\ntrusted to their charge, be chai acterized not less by that kindly tone and that\\nhumanized demeanor, than by that more just recognition of their social position\\nand truer self-respect, which are usually associated with a gentler birth than\\ntheirs, and a more careful mu ture all these advantages, so inestimable in them-\\nselves, and in their relation to the purposes of the institution, are the legitimate\\nfruits of tlie formation of a religious character, and are evidences of its exist-\\nence. To the formation of such a character, the prominence given in the system\\nof the institution to the services of the college chapel, cannot but contribute in\\nan eminent degree and in assigning to them the first place among those cliarac-\\nteristic features of the system which I am desirous to bring under your lord-\\nships notice, I am not only following the order in which they came under my\\nown observation, but assigning to them their due place and their relative import-\\nance. The chapel is, in Mi Coleridge s system, the key -stone to the arch.\\nPassing to the subject of secular instruction, I am desirous to record my\\nentire adhesion, in a general sense, to the views entertained by Mr. Coleridge on\\nthe relative importance of literature and science, as proper elements of a course\\nof secular instruction in its adaptation to the purposes of this institution. These\\nviews are set forth in the following paragraphs of his last letter\\nWhat these lads want is power of thought and language. Their verbal\\nmemory is dormant they are incapable of the simplest abstraction. Till this\\nbe remedied, they can neither classify nor analyze they cannot vary tiie form\\nwithout changing the matter tliey cannot illustrate they cannot explain in a\\nword, they cannot teach. They have learned a certain number of facts or\\nrather, perliaps, a form of words in wliich facts are recounted and might easily\\nbe taught a great many more in the same way but they cannot combine or\\nemphiy them, or so much as recognize them in an altered dress.\\nScience, however valuable in itself as a discipline of the mind, and however\\nuseful in its application to the mechanic arts, is of no avail for the purposes\\nabove mentioned. It will not enable an ignorant boy to express himself with\\ncommon propriety it will not furnish him witli the machinery of thought, or pre-\\npare him for the acquisition of knowledge in general. It will indeed strengthen\\nhis faculties, and raise him intellectually in tiie scale of being, but it will not\\nserve as a foundation. Again, from whatever cause, it is not found to have the\\nsame effect as studies of another description in softening and refining the charac-\\nter and though this may be easily carried to excess, yet to humanize the coarse,\\nrude natures, common in a greater or less degree to all uneducated boys, and in\\nthis way to gentle their condition, is among tlie most important ends of the insti-\\ntutif n.\\nWhatever difference of opinion there may be as to some of those considera-\\ntions by which Mr. Coleridge has tlius sought to define the respective provinces\\nscience and literature, there can, in my opinion, be none as to the general", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0587.jp2"}, "584": {"fulltext": "358 ^T. MARK S TRAINING COLLEGE.\\nresult at \u00e2\u0096\u00a0which he has arrived. I believe that he has assigned to each its due\\nimportance, and that each actually holds, in the system of the institution, its\\nlegitimate place, and receives its due share of attention.\\n-X- -X-\\nThere is, liowever, a second stage in the education of a schoolmaster. He\\nmust not only have acquii ed the knowledge which he has to communicate, but\\nbe acquainted with the best methods of communicating it, and thoroughly prac-\\nticed in tlie use of those methods. All the elements of education hitherto spoken\\nof, are common to him and to every other educated man, and are not peculiar to\\na training college tlie functions of such a college are not discharged until a pro-\\nfessional education is superadded.\\nIt is in the experience of every teacher, that to embrace a truth one s self, and\\nto be able to present it under the simplest form to the mind of another, are es-\\nsentially different things the one is a condition necessary, but not sufficient to\\nthe realization of the other.\\nI am not urging the claims of any of the particular schemes, or methods of\\ninstruction, which may at any time have been propounded, although I believe\\nthat the students in such an institution should be conversant with all of them\\nI am simply insisting on the necessity of making teaching, as a?i art, the subject\\nof study in a training college, in respect to each subject taught of viewing each\\nsuch subject under a double aspect, as that which is to become an element of the\\nstudent s own knowledge^ and as that which he is to be made capable of present-\\ning under so simple a form, that it may become an element of the knowledge of\\na child. If it be said that such knowledge will be given by that practice of the\\nart of teaching which will form the occupation of the student s future life, I ask\\nwhether it is not in the experience of every person conversant with education,\\nthat a master may be possessed of all the knowledge lie is called upon to teach\\nand far more than it he may, in the ordinary sense of the word, and even in its\\nhighest sense, be an educated man and to tliese qualifications lie may add the\\nexperience of a whole life spent in tuition, and yet never have become a skillful\\nteacher.\\nAppealing to my own experience as an inspector, I can bear testimony to the\\nfact that among the schools of which my opinion is recorded the least favorably,\\nare some, whose demerits are not to be attributed to any want of education or\\nof general intelligence in their masters, or of a character formed upon Christian\\nprinciples, but simply to ignorance of the art of teaching.\\nIf 1 were asked (supposing tiie requisite knowledge of the subject taught)\\nwhat constituted a good teacher I should say, an habitual study of the best\\nmethods, and of the art of teaching. And if it were inquired of me Avhy so few\\ngood teachers were to be found I should say, because so few slndy it or look\\nupon it, indeed, at all in the light of a proper subject of study.\\nIt is true tliat, as in all other branches of practical knowledge, some possess\\ngreater natural advantages for the acquisition of the art of teaching than otliers,\\nand, by the prompting of these, being led to the study of it, become self-taught\\nin it. And, in like manner, if any other branch of knowledge, now the subject\\nof ordinary instruction, had never been analyzed and simplified for that purpose,\\nor tauglit systematically and if all men were, under these circumstances, left to\\ntheir own i-esources in the acquisition of it, and to their own choice whetlier\\nthey would acquire it or not yet some, incited and encom-aged to the pursuit\\nof it by the bent of what is called genius, would find out for themselves the\\npath which leads to it, overleap the intervening difficulties, and attain it.\\nI beheve it to be tlius with the art of teaching. Some few, by dint of natural\\nqualifications, acquire that skill which a systematic course of instruction would\\nmake in a great degree common to all and thus the false opinion has grown up\\nthat no man can become a good schoolmaster who is not endowed naturally with\\npeculiar qualifications for the office.\\nIt is to be borne in Tnind that the work of the elementary schoolmaster is one\\nof no ordinary difficulty. A crowd of poor children is brought to him, in whom\\nthe moral sense is in abeyance who have never been tauglit to think who have\\nlittle or no knowledge which may form the subject of thought, and are without\\nthe means of acquiring that knowledge. He must teach them to read, to write,\\nto cipher, and impart to them the elements of religious knowledge but this is", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0588.jp2"}, "585": {"fulltext": "ST. RIARK S TRAINING COLLEGE.\\n359\\nnot all he will fail of tlie really valuable results of education if he do not fur-\\nther teach tlieni to tliinlf and to understand store their minds witli legitimate\\nsubjects of thought, and cultivate the habit of self-instruction.\\nFor tlie accomplislnnent of these objects, the time allowed to liim is short, the\\nmeans limited, and often inadequate.\\nIf he have beforehand weighed the difficulties and discouragements of his\\nwork, carefully and systematically studied tlie best methods of encountering\\nthem, considered the various circumstances of the application of those methods,\\nand tlie modifications thereby rendered proper to tliem, and practiced himself in\\nthe use of them and if, actuated by tlie liighest motives in reliance on tlie\\nDivine blessing strong in tlie requisite preparation, but without extravagant\\nhopes of the result he tlien give his heart to the work, and pursue it hopefully,\\ncheerfully, and perseveriiigly it will prosper in his Jiands.\\nWithout such a preparation, his first impulse will be to sit down and weep;\\nhis second, in desp iir of any useful result, to shrink into the mere mechanical\\ndischarge of his school duties.\\nThe elementary schoolmaster must be a man of action his functions are\\naggrexsive, and call for the exercise of decision of character, a prompt judgment,\\na ready skill, and a facile intelligence. A passive, impressible, abstracted, and\\nexclusively literary character, however pleasing as the subject of speculation, in\\nconnection with the office of a village schoolmaster, is foreign to the business of\\na great school.\\nI can imagine no concurrence of circumstances better calculated to form an\\nefficie.it schoolmaster, tlian a previous course of professional instruction, subdued\\nin every pliase and form of its development to that one object assigning not to\\na single teacher the realization of that object, but concentrating the labors of aU\\neach in his own department upon it. To youths who had enjoyed the advan-\\ntages of a course of instruction like this, the duties of a schoolmaster s life, and\\nits responsibilities, would have become, in some sort, a second nature. That am-\\nbition which receives so early its impulse, would, in minds thus preoccupied,\\nobtain its legitimate direction, and the labor of their office would become less\\nirksome to them Avhen looked upon in the light of an exercise of skilL not less\\nthan a duty.\\nThe following remarks on the results of the methods pursued in this\\nInstitution, and, incidentally, in other Institutions of the same kind, are\\ntaken from the Report of Mr. Moseley, in 1847\\nIf, with reference to its professional bearings, there be any defect in the pre-\\nscribed course, it does not appear to lie in this, tliat it aims at too liigh a\\nstandard of attainment in every subject to which the attention of the students is\\ndhected.\\nIt is not to be supposed that, to become good teachers, they can know too\\nmuch of the subjects they have to teach. Of the elementary lessons it has been\\nmy duty to listen to and to pass a judgment upon, here and elsewhere, the ijre-\\nvailing and characteristic defect has been, not too much knowledge, but too\\nlittle. Had the teacher known more of the subject of liis lesson, it has been my\\nconstant observation, that he would have been able to select from it tilings\\nbetter adapted for the instruction of children. Had his mind been more highly\\ncultivated, and the resources of his intellect brought by education more fully\\nunder his control, he would have been able to place them under simpler forms,\\nand in a better manner to adapt the examination founded upon them to the in-\\ndividual capacities of the children lie had to teach. Accordingly, the .mnplest\\nlesso7is I have listened to in training schools, have commonly been those delivered\\nby the ablest and best-instructed students.\\nIt is not the fact, that the teacher knows too much, which makes him unintelli-\\ngible to the child, but, that lie knows nothing which the child can comprehend,\\nor that he has never studied what he has to teach in the light in wliich a child\\ncan be made to comprehend it.\\nThat fulhiess of knowledge on the part of the teacher, of which my experience\\nhas led me to appreciate the importance, is a fulhiess of the knowledge of things\\nadapted to the instruction of chiJdien, studied under the forms hi wliich they are\\n23", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0589.jp2"}, "586": {"fulltext": "360 ST. MARK S TRAINING COLLEGE.\\nmost readily intelligible to them of things learned in the light in which they\\nare also to be taught. It includes, notwithstanding, the knowledge of many\\nthings which a child can never be expected to know. That the teacher may be\\nable to present the subject under its most elementary form to the mind of the\\nchild, he must himself have gone to the root of it. That he may exhaust it of\\nall that it is capable of yielding for the child s instruction, he must have compassed\\nthe whole of it.\\nIn his preparation for the discharge of functions such as these, even with\\nrespect to that limited number of subjects which enter into the business of ele-\\nmentary instruction, there is ample room, and verge enough, for a long course of\\nstudy, which, whilst on the one hand it is strictly professional in its bearings,\\nyields to no other, as a means of accomplishing the highest objects of a general\\neducation.\\nIt is not, however, to be denied, that in that function of a training school which\\nis directed to the simple acquisition of knowledge separated from, or exercised\\nout of the view of, that other which contemplates the imparting of it, there is a\\ntendency to defeat the object for wliich such institutions have been established.\\nEvery man must be conscious of a separation made by education, between his\\nown mind and that of a less educated man a separation Avhich enlarges with\\neach step of his intellectual progress, and which is widened to its utmost con-\\nceivable limits, when the relation is that of a poor ignoi ant child to a teacher\\notherwise liighly instructed, but who knows nothing likely to interest the child,\\nor has been accustomed to study nothing in the light in which it may be made\\nintelligible to the child. Their intercourse, under these circumstances, caimot\\nbut be mutually distasteful, and the school must be to both equally a place of\\nbondage the child neither benefiting by it as a learner, nor the master as a\\nteacher.\\nEvery thing which I have observed leads to the conclusion, that the course of\\nthe training school, to be successful, must not be limited to the one function of\\ngiving the student the learning he may require the other, that which concerns\\nthe art of teaching, being left to self-instruction and to practice.\\nOne of those results of the recent examination of the Battersea Training\\nSchool, which appeared to me the most important, was the progress the school-\\nmasters who came up for examination had obviously made, as teachers, since\\nthey left the Institution, placing them in this respect greatly in advance of the\\nresident students. I have not observed the same result in institutions where\\nthe importance of the study of the art of teaching is not to the same extent felt,\\nand wiiere the relation of the elementary school to the training college is not so\\nconstantly kept in view.\\nIt struck me as remarkable, in the lessons delivered by the candidates for cer-\\ntificates in the model-school at St. Mark s, that there was no attempt made to\\ntransfer the knowledge to be communicated directly from the mind of the teacher\\nto the minds of the children.\\nTlieir idea of an oral lesson seemed to be comprised in an examination. Nor\\nwas it a questioning of knowledge from their own minds to those of the children,\\nby that process which is called the interrogative method, but, simply, a viva voce\\nexamination into what the children actually knew, limited for the most part to\\nthe subject-matter of some lesson which they had previously read and as it did\\nnot tlms enter apparently into the teacher s idea of an oral lesson that the cliil-\\ndren sliould know any thing more when it was completed than when it began, so\\ndid tliis seem to be tlie result.\\nIn the printed form of report on the qualifications of candidates for certificates,\\none of the questions we are instructed to answer has reference to tlie character\\noj the Exposition of tlie candidate in teaching, whether it be fluent or not.\\nThe answer recorded to this question in almost every case which came under\\nour observation at St. Mark s is, No exposition. With reference to the same\\nquestion at Battersea, we have recorded that, in the lessons we listened to there,\\nthere was too much exposition, and too little examination. At Chester the two\\nseemed to be more judiciously united in the proportions of a good lesson. There\\nwas tliis feature, moreover, worthy of observation in the lessons delivered in the\\nChester School, that the tcaclier broke up his lesson into parts, teaching by the\\nway of exposition, only so long at one time as not to weary the attention of the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0590.jp2"}, "587": {"fulltext": "ST. MARK S TRAINING COLLEGE. ggj\\nchildren, and overburden their memories, then examining upon that portion,\\nafterward taking up the subject where he had left it off, and thus continuing,\\nthe process until the lesson was completed, when he examined upon the whole\\nof it.\\nOral teaching requires, more than any other, constant seZ/ -teaching on the part\\nof the master. It is a method which will be adopted by no master who is not\\nof a dedicated spirit and fond of his work. Besides, however, that satisfaction\\nwhich he will derive from it in the success of his school, he will not fail to expe-\\nrience this other, that whatever, for this object, he teaches himself, will be fixed\\nmore firmly in liis mind, and that his knowledge of it will receive a character of\\nclearness and precision not, perhaps, otherwise to be gained.\\nIn the teachmg of the students of all the Training Institutions I have observed,\\nand it was perhaps to be expected, a perpetual tendency to travel out of the\\nsphere of the intelligence of the children, and out of the hmits of that kind of\\nknowledge which is hkely to interest or to benefit them but nowhere does\\nthere appear to be less effort made to subdue this tendency, and systematically\\nto subject the lesson, both as to the matter and the manner of it, to the exi-\\ngencies of the child, tlian at St. Mark s College. Nothing would tend so effectu-\\nally to correct this evil as the addition to the staft of the Institution of a model\\nelementary teacher, on whose efforts those of the students might, with advantage,\\nbe formed, and to which they might be encom-aged to refer them as a standard.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0591.jp2"}, "588": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0592.jp2"}, "589": {"fulltext": "\u00e2\u0080\u00a2NORMAL SCHOOL\\nFOR THE TRAINING OF PAUOCUIAL SCHOOLMASTERS,\\nAT BATTERSEA, ENGLAND.\\nThe Battersca Training Establishment is the most interesting institution\\nin Enghind for the professional education of teachers. It was founded in\\n1839, by Jaraea Phillips Kay* (now Sir James Kay Shuttleworth), Secretary\\nof the Committee of Council on Education, and E. C. Tufnel, Esq., Assist-\\nant Poor-Law Commissioner, with two distinguishing objects\\n1. To give an example of normal education for schoolmasters, comprising tlie\\nformation of character, the development of the intelligence, appropriate technical\\ninstruction, and the acquisition of method and practical skill in conducting an\\nelementary school.\\n2. To illustrate the truth that, without violating the rights of conscience,\\nmasters trained in a spirit of Christian charity, and instructed in the discipline\\nand doctrines of the Clmrch, might be employed hi the mixed schools necessarily\\nconnected with public establishments, and in wliich children of persons of all\\nshades of religious opinion are assembled.\\nIt was founded as a private enterprise, and at an expense of ^12,000 to\\nthe individuals named, in the hope that it might be employed, if the experi-\\nment should prove successful, by the Government, in supplying teachers for\\nschools of industry for pauper children, like those at Norwood, Manchester,\\nLiverpool, and elsewhere for reformatory institutions for juvenile criminals\\nfor ragged schools for neglected and vagrant children in large cities and\\nfor schools of royal foundation at dock-yards and in men-of-war. The\\noriginal constitution impressed upon the normid school was conceived in\\nthis view. But, in 1843, the institution, having proved successful, and it\\nbeing no longer convenient for its founders personally to superintend its\\noperations, was transferred to the management of the National Society, for\\nthe purpose of being also instrumental in spreading a truly Christian\\ncivilization through the masses of the people in manufacturing districts.\\nIn announcing this fact, the founders, in their Report in 1843, remark:\\nOur personal experience had made us early acquainted with the absence of a\\ngrowth in the spiritual and intellectual life of the masses, corresponding with\\nthe vast material prosperity of tlie mnnufactui ing districts.\\nWe had witnessed the failure of efi orts to found a scheme of combined educa-\\ntion on the emancipation of infants from the slavery into which the necessities\\nand ignorance of their parents, and the intensity of commercial competition, had\\nsold them.\\nTo arrest the progress of degeneracy toward materialism and sensuality, ap-\\npeared to us to be the task most worthy of citizens in a nation tJireatened by\\ncorruption from the consequences of ignorance and excessive labor among her\\nlower orders.\\nIt is impossible that the legislature should, year after year, receive and pub-\\nlish such accounts of the condition of the people as are contained in the Reports\\nMr. Kay in 1813 assumed the nnmo of FhnUIeworth, in consequence ofreceivino; a IcRncy\\nfrom ;i person of thai name and in 184J was knight;jd by thu queen, for his services to Ihc causs\\nuf elumeutitry iustrucLiun.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0593.jp2"}, "590": {"fulltext": "3(54 BATTERSEA TRAINING SCHOOL.\\nof the Hand-loom Weavers Commission, or of the Commission on the Employ-\\nment of Women and Children, or that on the Dwellings of the Poor and on the\\nSanitary Condition of Large Towns, without resolving to confer on the poor\\nsome great reward of patience, by offering national secmity for their future-\\nwelfare.\\nThese considerations have a general relation, but the state of the manufacturing\\npoor is that Avliich awakens the greatest apprehension. The labor which they\\nundergo is excessive, and they sacrifice their wives and infants to the claims of\\ntheir poverty, and to the demands of the intense competition of trade. Almost\\nevery thing around them tends to materialize and inflame them.\\nThey are assembled in masses, they are exposed to the physical evils arising\\nfrom the neglect of sanitary precautions, and to the moral contamination of\\ntowns, they ai e accustomed to combine in trades-unions and political associa-\\ntions, they are more accessible by agitators, and more readily excited by them.\\nThe time for inquiry into their condition is past, the period for the interference\\nof a sagacious national forethought is at hand. We therefore felt that the im-\\nmuient risks attending this condition of the manufacturing poor established the\\nlargest claim on an institution founded to educate Christian teachers for the\\npeople.\\nNo material change has been made in the plan of the school in conse-\\nquence of thia transfer of management, or enlargement of the design and\\nthe history of its establishment and original constitution will therefore be\\nboth appropriate and profitable to an understanding of its present opera-\\ntions. The following account is drawn from the First and Second Reports\\non the Training School at Batiersea, to the Poor-Law Commissioners^^\\npublished in a volume entitled Reports on the Training of Pauper Chil-\\ndren. 1841.\\nThe training of pauper children in a workhouse or district school cannot be\\nsuccessful unless the teacher be moved by Christian charity to the work of rear-\\ning in religion and industry the outcast and orphan children of our rural and city\\npopulation. The difficulty of redeeming by education the mischief wrought in\\ngenerations of a vicious parentage, can be estimated only by those who know\\nliow degenerate these children are.\\nThe pauper children assembled at Norwood, from the garrets, cellars, and\\nwretched rooms of alleys and courts in the dense parts of London, are often sent\\nthither in a low stage of destitution, covered only with rags and vermin often\\nthe victims of chronic disease; almost universally stunted in their gi owth; and\\nsometimes emaciated with want. The low-browed and mexpressive physiog-\\nnomy or malign aspect of the boys is a true index to the mental darkness, the\\nstubborn tempers, the hopeless spu its, and the vicious habits on which the\\nmaster has to work. He needs no small support from Christian faith and charity\\ntor the successful prosecution of such a labor and no quality can compensate for\\nthe v/ant of that spirit of self-sacrifice and tender concern for the well-being of\\nthese children, without which their instruction would be any thing but a labor of\\nlove. A baker, or a shoemaker, or a shop apprentice, or commercial clerk, cannot\\nbe expected to be imbued with this spirit, during a residence of six months in\\nthe neighborhood of a model-school, if he has not imbibed it previously at its\\nsource.\\nThe men who undertake tliis work should not set about it in the spirit of\\nhirelings, taking the speediest means to procure a maintenance with the least\\namount of trouble. A commercial country will always offer irresistible tempta-\\ntions to desert such a profession, to those to v. hom the annual stipend is the\\nchief if not sole motive to exertion. The outcast must remain neglected, if\\nthere be no principle which, even in the midst of a commercial people, will\\nenable men to devote themselves to this vocation from higher motives than\\nthe mere love of money.\\nExperience of the motives by which the class of schoolmasters now plying\\nthen- trade in this country are commonly actuated, is a graver source of want of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0594.jp2"}, "591": {"fulltext": "BATTERSEA TRAINING SCHOOL, 3Q5\\nconfidence in their ability to engage in this labor, than the absence of skill in\\ntheir profession. A great number of them undertake these duties either because\\nthey are incapacitated bv age or infirmity for any other, or because they have\\nfailed in all other attempts to procure a livelihood, or because, in the absence of\\nwell-qualitied competitors, the least amount of exertion and talent enables the\\nmost indolent schoolmasters to present average claims on public confidence and\\nsupport. Rare indeed are the examples in whicli skill and principle are com-\\nbined in the agents emphjyed in this most important sphere of national self-\\ngovernment. Other men will not enable you to restore the children of vagabonds\\nand criminals to society, purged of the taint of their parents vices, and prepared\\nto perform their duties as useful citizens in an humble sphere.\\nThe peculiarities of the character and condition of the pauper children demand\\nthe use of appropriate means for their improvement. The general principles on\\nwhich the education of children of all classes should be conducted are doubtless\\nfundamentally the same but for each class specific modifications are requisite,\\nnot only in the methods, but in the matter of instruction.\\nThe discipline, management, and methods of instruction in elementary schools\\nfor tlie poor, dift er widely from those which ought to characterize schools for the\\nmiddle or upper classes of society. The instruction of the blind, of the deaf and\\ndumb, of criminals, of paupers, and of children in towns and hi rural districts,\\nrenders necessary the use of a variety of distinct metliods in order to attain th.e\\ndesired end.\\nThe peculiarity of the pauper child s condition is, that his parents, either from\\nmisfortune, or indolence, or vice, have sunk into destitution. In many instances\\nchildren descend from generations of paupers. They have been born in the\\nworst purlieus of a great city, or in the most wretched hovels on the parish\\nwaste. Tliey have suffered privation of every kind. Perliaps they have wan-\\ndered about the country in beggary, or have been tauglit the arts of petty\\nthieving in the towns. They have lived with brutal and cruel men and women,\\nand have suffered from tlieir caprice and mismanagement. They have seen\\nmuch of vice and wretchedness, and have known neither comfort, Idndness, nor\\nvirtue.\\nIf they are sent very young to tlie work-house, their entire training in religious\\nknowledge, and in all the habits of life, devolves on the schoolmaster. If they\\ncome under his care at a later period, his task is difficult in proportion to the\\nvicious propensities he has to encounter.\\nThe children to whose improvement Pestalozzi devoted his life were of a\\nsimilar class, equally ignorant, and perhaps equally demoralized, in consequence\\nof the internal discords attendant on the revolutionary wars which, at the\\nperiod when his labors commenced, had left Switzerland in ruin\\nThe class of children which De Fellenberg placed under the charge of Vehrli\\nat Hofwyl were in like manner picked up on the roads of tlie canton they were\\nthe outcasts of Berne.\\nThese circumstances are among the motives which led us to a careful examina-\\ntion of the schools of industry and normal schools of the cantons of Switzerland.\\nThese schools are more or less under the influence of the lessons which Pestalozzi\\nand De Fellenberg have taught that country. They differ in some important\\nparticulars from those v/hich exist in England, and the experience of Switzeidand\\nin this peculiar department of elementary instruction appears pre-eminently\\nworthy of attention.\\nThese orphan and normal schools of Switzerland, which have paid the deference\\ndue to the lessons of Pestalozzi and De Fellenberg, are remarkable for tlie gen-\\ntleness and simplicity of the intercourse between the scholar and his master.\\nThe formation of character is always kept in mind as the great aim of education.\\nThe intelligence is enlightened, in order that it may inform the conscience, and\\nthat the conscience, looking forth through this intelligence, may behold a wider\\nsphere of duty, and have at its command a greater capacity for action. The\\ncapacity for action is determined by the cultivation of habits appropriate to the\\nduties of tlie station which the child must occupy.\\nAmong the laboring class, no habit is more essential to virtuous conduct than\\nthat of steady and persevering labor. Manual skill connects the intelligence", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0595.jp2"}, "592": {"fulltext": "3(56 BATTERSEA TRAINING SCHOOTi.\\nwith the brute force with which we are endued. The instruction in elementary\\nBchools sliould be so conducted as not only to assist the laborer in acquiring\\nmechanical dexterity, but in bringinj^ his intelligence to aid the labors of his\\nhands, whether b} a knowledge of the principles of form or numbers, or of the\\n{n operties of natural objects, and the nature of the phenomena by Avhich his\\nabors are likely to be affected. In a commercial country, it is pre-eminently\\nimportant to give him such an acquaintance with geography as may stimulate\\nentei-priso at home, or may tend to swe-l tlie stream of colonization which is\\ndaily extending the dominion of British commerce and civilization. Labor which\\nbrings the sweat upon the brows requires relaxation, and the child should there-\\nfore learn to repose fr(im toil among innocent enjoyments, and to avoid those\\nvicious indulgences which waste the laborer s strength, rob his house of C(mifort,\\nand m.ust sooner or later be the source of sorrow. There is a dignity in the\\nlot of man in every sphere, if it be not cast away. The honor and the joy of\\nsuccessful toil should till the laborer s ongs in his hour of repose. From religion\\nman learns that all the artificial distinctions of society are as nothing before that\\nGod who searcheth the heart. Religion, therefore, raises the laborer to the\\nhighest dignity of human existence, the knowledge of the will and the enjoyment\\nof tlie favor of God. Instructed by religi(;n, the laborer knows how in daily toil\\nhe fidfills the duties and satisfies the moral and natural necessities of liis existence,\\nwhile the outward garb of mortality is gradually wearing off, and the spirit pre-\\nparing for emancipation.\\nAn education guided by the principles described in this brief sketch, appears\\nto us appropriate to the preparation of the outcast and orphan children for the\\ngreat work of a Christian s life.\\nThat which seemed most important was the preparation of a class of teachers,\\nwho would cheerfully devote themselves, and, witii anxious and tender solicitude,\\nto rear these children, abandoned by all natural sympathies, as a wise and\\naffectionate parent Avould prepare them for the duties of life.\\nTo so grave a task as an attemjit to devise the means of training these teach-\\ners, it was necessary to bring a jiatient and humble spirit, in order that the\\nresults of experience hi this department might be examined, and that none that\\nwere useful might be hastily thrown Hside. Our examination of the Continental\\nschools was undertaken with this view. A visit was made to Holland at two\\nsuccessive periods, on the last of which we took one of Dr. Kay s most experienced\\nschoolmasters with us, in order that he might improve himself by an examination\\nof the methods of instruction in the Dutch schools, all the most remarkable of\\nwhich were minutely inspected. A visit has been paid to Prussia and Saxony,\\nin wliich several of the chief schools have been cxtimined with a similar design.\\nTwo visits were paid to Paris, in which the normal school at Versailles, the\\nMaison Merc, and Novitiate of the Brothers of the Order of the Christian Doc-\\ntrine, and a great number of the elementary schools of Paris and the vicinity,\\nwere examined. The normal school at Dijon Avas especially recommended to\\nour attention by M. Cousin and M. Villemain, and we spent a day in that school.\\nOur attention was directed with peculiar interest to tlie schools oi Switzerland,\\nin the examination of which we sjjent several weeks uninterruptedly. During\\nthis period we daily inspected one or more schools, and conversed with the\\nauthorities of the several cantons, with the directors of the normal schools, and\\nwith individuals distinguished by their knowledge of the science of elementary\\ninstruction. The occasional leave of absence from our home duties which you\\nhave kindly granted us in the last three years respectively, was mainly solicited\\nwith the view, and devoted to the purpose, of examining the method of instruc-\\ntion adopted in the schools for the poorer classes on the Continent.\\nThis report is not intended to convey to you the results of our inquiries. It\\nmay suffice to describe the chief places visited, and the objects to which our at-\\ntention was directed, in order that you may know the sources whence we have\\nderived the information by wiiich our subsequent labors have been guided. Wc\\nentered Switzerland by the Jura, descending at Geneva, and, having obtained\\nthe sanction of the authorities, were accompanied by some members of the\\nconncil in our visit to the schools of the town and neighborhood. Thence wo\\nproceeded to the Canton de Vaud, inspecting certain rural schools, and the\\nschools of the towns on the borders of the lake, ou our way to Lausanne. Hero", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0596.jp2"}, "593": {"fulltext": "BATT2RSEA TRAINING SCHOOL. ^Q j\\n\u00e2\u0096\u00a0we spent two days, in company with M. Gauthey, the director of the normal\\nscliool of the canton, whose valuable report has been transhiteJ by Sir John\\nBoileau, our foUow-traveler in this part of our journey.\\nAt Lausanne we attjnde-1 the lectures, and examined the classes in the normal\\nschool an.l the town schools, ani enjoyed much useful and instructive conversa-\\ntion with M. Gauthey, who appeared eminently well qualified for his important\\nlabors.\\nAt Fribourg we spent some time in the convent of the Capuchin friars, where\\nwe found the venerable Pare Girard officiating; at a religious festival, but he\\nbelongs to the Dominican order. Tlie Pere Girard has a European reputation\\namong those who have labored to raise the elementary instruction of the poorer\\nclasses, consequent on his pious labors among the poor of Fribourg; and the\\nsuccess of his schools appeared to us chiefly attributable, first, to the skill and\\nassiduity with which the monitors had been instructed in the evening by the\\nfather and his assistants, by which they had been raised to the level of the pupil\\nteachers of Holland; and secondly, to the skillful manner in which Pere Girard\\nand his assistants had infused a moral lesson into every incident of the instruction,\\nand had bent the whole force of their minds to the formation of the characters\\nof the children. It was, at the period of our visit, the intention of Pere Girard\\nto publish a scries of works of elementary instruction at Paris, for which we have\\nsince waited in vain.\\nAt Berne, we spent much time in conversation with M. De Fellenberg, at\\nIlofwyl. We visited his great establi.shment for education there, as well as the\\nnormal school at Muncheu Buchsee, in Avhich visit we were accompanied by M.\\nDe Fellenberg. What we learned from the conversation of this patriotic and\\nhigh-minded man we cannot find space here to .say. His words are better read\\nin the establishments which he has founded, and which he superintends, and in\\nthe inHuence which his example and his precepts have had on the rest of Switzer-\\nlanl, ani on other parts of Europe. The town schools of Berne and other j^arts\\nof the canton merited, and received our attention.\\nAt Lucerne we c.n-efully examined the normal and orphan schools. Thence\\nwe proceeded through Schweitz, with the intention of visiting the colony of the\\nLinth, in Glarus, but failed, from the state of the mountain roads. Grossing the\\nLake of Zurich at Rapperschwyl, we successively visited St. Gall and Appenzell,\\nexamining some of the most interesting orphan schools in the mountains, par-\\nticularly one kept by a pupil of De Fellenberg at Teulfen, the normal school at\\nGais (Kruisi. the director of which is a pupil of Pestalozzi), and the orphan\\nschool of M. Zeltvegar at Appenzell.\\nDescending from the mountains, we crossed the lake to Constance, where we\\nfound Vehrli, wlio had many years conducted the poor-school of De Fellenberg\\nat Hofwyl, now in charge of the normal school of the canton of Thurgovia, in a\\nlarge mansion once connected with the convent of Kruitzlingcn. Here we spent\\ntwo days in constant communication with Vehrli and his pupils, in the examina-\\ntion of his classes, and deriving from him much information respecting his\\nlabors. From Constance we traveled to Zurich, where we carefully examined\\nthe normal and model schools, both at that time considerably shaken by the\\nrecent revolution.\\nAt Lenzberg we had much useful conversation with the director of the normal\\nschool of tlie canton of Aargovia; thence we traveled to Basle, where we visited\\nthe orphan house of the town, and also that at Beuggen, as well as other schools\\nof repute.\\nWe have ventured to give this sketch of our journey in Switzerland, as some\\napology for the strength of the opinion we have formed on the necessity which\\nexists for the establishment of a training school for the teachers of pauper\\nchildren in this country. Our inquiries were not confined to this object but\\nboth here, at Paris, in Holland, and in Germany, we bought every book which\\nwe thought might be useful in our future labors and in every canton we were\\ncareful to collect all the laws relating to education, the regulations of the normal\\nand elementary schools, and the by-laws by which these institutions were\\ngoverned.\\nIn the orphan schools which have emanated from Pestalozzi and De Fellen-\\nberg, we found the type which has assisted us in our subsequent labors. In", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0597.jp2"}, "594": {"fulltext": "368 BATTEKSEA TRAINING SCHOOL.\\nwalking Avith M. De Fellenberg through Hofwyl, we listened to the precepts\\nwhich we think most applicable to the education of the pauper class. In the\\nnormal school of the canton of Thurgovia, and in the orphan schools of St. Gall\\nand Appenzell, we found the development of those principles so far successful as\\nto assure us of their practical utility.\\nWe were anxious that a work of such importance should be undertaken by\\nthe autliorities most competent to carry it into execution successfully, and we\\npainfully felt how inadequate our own resources and experience were for the\\nmanagement of such an experiment but after various inquiries, which were at-\\ntended with few encouraging results, we thought that as a last resort we should\\nnot incur the charge of presumption, if, in private and unaided, we endeavored\\nto work out the first steps of the jjstablishment of an institution for the training\\nof teachers, which we hoped might afterward be intrusted to abler hands. We\\ndetermined, therefore, to devote a certain portion of our own means to this\\nobject, believing that when the scheme of the institution was sufficiently mature\\nto enable us to speak of results rather than of anticipations, the Avell-being of\\n50,000 pauper children would plead its own cause with the government and the\\npublic, so as to secure the future prosperity of the establishment.\\nThe task proposed was, to reconcile a simplicity of life not remote from the\\nhabits of the humbler classes, with such proficiency in intellectual attainments,\\nsuch a knowledge of method, and such sidll in the art of teaching, as would\\nenable the pupils selected to become efficient masters of elementary schools.\\nWe hoped to inspire them with a large sympathy for their own class to implant\\nin their minds the thought that their chief honor would be to aid in rescuing\\nthat class from the misery of ignorance and its attendant vices; to wean them\\nfrom the influence of that personal competition in a commercial society which\\nleads to sordid aims to place before them the unsatisfied want of the uneasy\\nand distressed multitude and to breathe into them the charity which seeks to\\nheal its mental and moral diseases.\\nWe were led to select premises at Battersea, chiefly on account of the very\\nfrank anil cordial welcome with which the suggestion of our plans was received\\nby the Hon. and Rev. Robert Eden, the vicar of Battersea. Mr. Eden ofi ered\\nthe use of his village schools in aid of tlie training school, as the sphere in which\\nthe pupils might obtain a practical acquaintance with the art of instruction.\\nHe also undertook to superintend the training school in all that related to\\nreligion.\\nWo therefore chose a spacious manor-house close to the Thames, surrounded\\nby a rden of five acres. This house was altered and divided so as to aimrd a\\ngood jparate residence to Dr. Kay,* who undertook to superintend the progress\\nof the establishment for a limited period, within which it was hoped that the\\nprinciples on which the training school was to be conducted would be so far\\ndeveloped as to be in course of prosperous execution, and not likely to perish by\\nbeing confided to other hands.\\nIn the month of January, 1840, the class-rooms were fitted up with desks on\\nthe plan described on the minutes of the Committee of Council, and we furnished\\nthe scliool-house. About the beginning of February some boys were removed\\nfrom the School of Industry at Norwood, whose conduct had given us confidence\\nin their characters, and who had made a certain proficiency in the elementary\\ninstruction of that school.\\nThese boys were chiefly orphans, of little more than thirteen years of age, in-\\ntended to form a class of apprentices. These apprentices would be bound from\\nthe age of fourteen to that of twenty-one, to pursue, under the guidance and\\ndirection of the Poor-Law Commission, the vocation of assistant teachers in\\nelementary schools. For this purpose they were to receive instruction at least\\nthree years in the training school, and to be employed as pupil teachers for two\\nyears at least in the Battersea village school during three hours of every day.\\nAt the termination of this probationary period (if they were able satisfactorily\\nto pass a certain examination) they were to receive a certificate, and to be em-\\nployed as assistant teachers, under the guidance of experienced and well-conducted\\nmasters, in some of the schools of industry for pauper children. Tliey were at\\nFor which he paid half the rent and taxes, in addition to hia share of the expenses of the\\nichool.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0598.jp2"}, "595": {"fulltext": "BATTERSEA TRAINING SCHOOL. 3g9\\nthis period to be rewarded with a certain remuneration, increasing from y\u00c2\u00bbar to\\nyear, and secured to them by the form of the indenture.\\nIf tliey were unable to satisfy the examiners of their proficiency in every\\ndepartment of elementary instruction, and thus failed in obtaining their cer-\\ntificate, they would continue to receive instruction at Battorsea until they had\\nacquired the requisite accomplishments.\\nThe number of pnpil ter\u00c2\u00abchers of this class has been gradually increased,\\nduring the period wliich has since elapsed, to twenty-four. But it seemed\\nessential to the success of the school that the numbers should increase slowly.\\nIts existence was disclosed only to the immediate circles of our acquaintance, by\\nwhom some boys were sent to the school, besides those whom we supported at\\nour own expense. For the clothing, board and lodging, and education of each of\\nthese, boys, who were confided to our care by certain of our friends, we consented\\nto receive \u00c2\u00a320 per annum toward the general expenses of the schools.\\nBesides the class of pupil teachers, we consented to receive young men, to\\nremain at least one year in the estabhshment, either recommended by our per-\\nsonal friends, or to be trained for the schools of gentlemen with whom we were\\nacquainted. These young men have generally been from twenty to thirty years\\nof age.\\nThe course of instruction, and the nature of the discipline adopted for the\\ntraining of these young men, will be described in detail. This class now amounts\\nto nine, a number accumulated only by very_ gradual accessions, as we were by\\nno means desirous to attract many students until our plans were more mature,\\nand the instruments of our labor were tried and approved.\\nThe domestic arrangements were conducted witli great simplicity, because it\\nwas desirable that the pupils should be prepared for a life of self-denial. A\\nsphere of great usefulness might require the labors of a man ready to live among\\nthe peasantry on their own level, to mingle with them in their habitations, to\\npartake their frugal or even coarse meals, and to seem their equal only, though\\ntheir instructor and guide. It was desirable, therefore, that the diet should be\\nas frugal as was consistent with constant activity of mind, and some hours of\\nsteady and vigorous labor, and that it should not pamper the appetite by its\\nquality or its variety.\\nThe whole household-work was committed to the charge of the boys and young\\nmen; and for this purpose the duties of each were appointed every fortnight, in\\norder that tliey might be equally shared by all. The young men above twenty\\nyears of age did not aid in the scouring of the floors and stairs, nor clean the\\nshoes, grates, and yards, nor assist in the serving and waiting at meals, the prep-\\naration of vegetables and other garden-stuff f jr the cook. But the making of\\nbeds and all other domestic duty was a common lot ixnd the young men acted\\nas superintendents of the other work.\\nThis was performed with cheerfulness, though it was some time before the\\nrequisite skill was attained and perfect order and cleanliness have been found\\namong the habits most difficult to secure. The pupils and students were care-\\nfully informed, that these arrangements were intended to prepare them for the\\ndiscliarge of serious duties in an humble sphere, and to nerve their minds for the\\ntrials and vicissitudes of life.\\nThe masters partook the same diet as the pupils, sitting in the center of the\\nroom, and assisting in the carving. They encouraged familiar conversation\\n(avoiding the extremes of levity or seriousness) at the meals, but on equal\\nterms with their scholars, with the exception only of the respect involuntarily\\npaid them.\\nAfter a short time a cow was bought, and committed to the charge of one of\\nthe elder boys. Three pigs were afterward added to the stock, then three\\ngoats, and subsequently poultry and a second cow. These animals were all fed\\nand tended, and the cows were daily milked, by the pupil teachers. It seemed\\nimportant that they should learn to tend animals with care and gentleness\\nthat they should understand the habits and the mode of managing these par-\\nticular animals, because the schoolmaster in a rural parish often has a common\\nor forest-right of pasture for his cow, and a forest-run for his pig or goat, and\\nmight thus, with a httle skill, be provided with the means of healthful occupation\\nID his hours of leisure, and oi providing for the comfort of his family.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0599.jp2"}, "596": {"fulltext": "370 BATTERSEA TRAINING SCHOOT..\\nMoreover, such employments were deemed important, as giving the pupils, hj\\nactual experience, some knowledge of a peasant s life, and, therefore, ti uer and\\ncloser sympathy with liis lot. They would be able to render their teaching\\ninstructive, by adapting it to the actual condition and associations of those to\\nwhom it would be addressed. They would be in less danger of despising the\\nlaborer s daily toil in comparison witli intellectual pursuits, and of being led by\\ntheir own attainments to form a false estimate of tlieir poi-iion in relation to the\\nclass to which they belonged, and whicli they were destined to instruct. The\\nteacher of the peasant s child occupies, as it were, the father s place, in tiie per-\\nformance of duties from wliich tlie father is separated by his daily toil, and\\nunhappily, at present, by his want of knowledge and skill. But the sclioohnaster\\nought to be prepared in thought and feeling to do the peasant-father s dutv,\\nby having sentiments in common with him, and among the-e an honest pride in\\nthe labor of his hands, in his strength, his manual skill, his robust health, and the\\nmanly vigor of his body and mind.\\nAt first, four hours were devoted every day to labor in tlie garden. The\\nwhole school rose at half past five. Tlie household-work occupied the pupil\\nteachers altogether, and the students partially, till a quarter to seven oclock.\\nAt a quarter to seven they marched hito the garden, and worked till a quarter\\nto eiglit, when they were summoned to prayers. They then marched to the\\ntool-house, deposited their implements, washed, and assembled at prayers at\\neight o clock. At half past eight they breakfasted. From nine to twelve they\\nwere in school. Tliey worked at the garden from twelve to one, when they\\ndined. They resumed their labor in the garden at two, and returned to their\\nclasses at three, where they were engaged till five, when they worked another\\nhour in the garden. At six they supped, and spent from seven to nine in their\\nclasses. At nine, evening prayers were read, and immediately afterward they\\nretired to rest.\\nIn these labors the pupils and students rapidly gained strength. Tliey almost\\nall soon wore the luie of health. Their food was frugal, and tliey returned to it\\nwith appetites which v/ere not easily satisfied. The most delicate soon lost all\\ntheir ailments.\\nThe gymnastic frame and the horizontal and parallel bars were not erected\\nuntil the constitutional and muscular powers of the pupils and students hatl bec^n\\ninvigorated by labor.. After a few months daily work in the garden, tlie drill\\nwas substituted for garden-work during one hour daily. The marching exercise\\nand extension movements were practiced for several weeks; then the gynniastic\\napparatus was erected, and the drill and gymnastic exercise s-ucceecled each\\nother on alternate evenings. The knowledge of tlie marclung exercise is very\\nuseful in enabling a teacher to secure precision and order in the moveuKuits of\\nthe classes, or of his entire school, and to pay a due regard to the carriage of\\neach child. A slouching gait is at least a sign of vulgarity, if it be not a proof\\nof careless habits of an inattention to the decencies and proprieties of life,\\nwhich in other matters occasion discomfort in the laborer s household. Habits of\\ncleanliness, punctuality, and promptitude are not very compatible with indolence,\\nnor with that careless lounging which frequently squanders not only tlie laborcr 3\\ntime, but his means, and leads his awkward steps to the village tavern. In\\ngiving tlie child an erect and manly gait, a firm and regular step, precision and\\nrapidity in his movements, promptitude in obedience to commands, and particu-\\nlarly neatness in his apparel and person, we are insensibly laying tlie foundation\\nof moral habits, most intimately connected with the personal comfort and the\\nhappiness of the future laborer s family. We are giving a practical moral lesson,\\nperhaps more powerful than the precepts which are inculcated by words. Those\\nwho are accustomed to the management of lai ge scliools know of how much im-\\nportance such lessons are to the establishment of that order and quiet which is\\nthe characteristic of the Dutch schools, and which is essential to great success in\\nlarge schools.\\nThe gymnastic exercises were intended, in like manner, to prepare the teachers\\nto superintend the exercises and amusiiments of the school play-ground to\\ninstruct the children systematically in those graduated trials of .-trength, activity,\\nand adroitness, by wliich the muscles are develojaed and the frame is prepared", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0600.jp2"}, "597": {"fulltext": "BATTERSEA TRAINING SCHOOL. ^Il\\nfor sustaining prolonged or suiJen efforts. The play -ground of the school is so\\nimportant a means of separating the children from the vicious companions and\\nevil example of the street or lane, and of prolonging the moral influence of the\\nmaster over tlie habits and tlioughts of his scholars, that expedients which in-\\ncrease its attractions are important, and especially those which enable the master\\nto mingle with his scholars usefully and cheerfully. The schools of the Canton\\nde Vaud are generally furnished with the proper apparatus for this purpose,\\nanJ we frequently observed it in France and Germany.\\nThe physical training of our charge was not confined to these labors and\\nexercises. Occasionally Dr. Kay accompanied them in long walking excursions\\ninto the country, in which they spent the whole day in visiting some distant\\nschool, or remarkable building connected with historical associations, or some\\nscene replete with other forms of instruction. In those excursions their habits\\nof observation were cultivated, their attention was du ected to what was most\\nremarkable, and to such facts and objects as might have escaped observation\\nfrom their comparative obscurity. Their strength was taxed by the length of\\nthe excursion, as far as was deemed prudent and after their return home they\\nwere requested to write an account of what thej had seen, in order to afford\\nevidence of the nature of the impressions which the excursion had produced.\\nSucii excursions usefully interrupted the ordinary routine of the school, and\\nafforded a pleading variety in the intercourse between ourselves and the teachers\\nand pupils. They spurred the physical activity of the students, and taught\\nthem habits of endurance, as they seldom returned without being considerably\\nfatigued.\\nSuch excursions are common to the best normal schools of Switzerland. It is\\nvery evident to the educators of Switzerland that to neglect to take their pupils\\nforth to read the great truths left on record on every side of them in the extra-\\nordinary features of that country, would betray an inditference to nature, and to\\nits influence on the development of the human intelligence, proving that the\\neducator had most hmited views of his mission, and of the means by which its\\nhigh purposes were to be accomplished.\\nThe great natural records of Switzerland, and its liistorical recollections, abound\\nwith subjects for instructive commentary, of which the professors of the normal\\nschools avail themselves in their autumnal excursions with their pupils. The\\nnatural features of the country its drainage, soils, agriculture the causes which\\nhave affected the settlement of its inhabitants and its institutions; the circum-\\nstances which have assisted in the formation of the national character, and have\\nthus made the history of their country, are more clearly apprehended by lessons\\ngathered in the presence of facts typical of other ikcts scattered over hill and\\nvalley. England is so rich in historical recollections, and in the monuments by\\nwhich the former periods of her history are linked with the present time, that it\\nwould seem to be a not unimportant duty of the educator to avail himself of\\nsuch facts as lie within the range of his observation, in order that the historical\\nknowledge of his scholar may be associated with these records, marking the\\nprogress of civilization in his native country. Few schools are placed beyond\\nthe reach of such means of instruction. Where they do not exist, the country\\nmust present some natural features worthy of being perused. These should not\\nbe neglected. In book-learning there is always a danger that the thing signified\\nmay not be discerned through the sign. The child may acquire words instead\\nof thoughts. To have a clear and earnest conviction of the reality of the things\\nsignified, the object of the child s instruction should as frequently as possible be\\nbrought under its eye. Thus, Pestalozzi was careful to devise lessons on objects\\nin which, by actual contact with the sense, the children were led to discern qual-\\nities which they afterward described in words. Such lessons have no meaning\\nto persons who are satisfied with instruction by rote.\\nThe excursions of the directors of the Swiss normal schools also serve the\\npurpose of breaking for a time an almost conventual seclusion, which forms a\\ncharacteristic of establishments in which the education of the habits, as well as\\nthe instruction of the intelligence, is kept in view. These excursions in Swit-\\nzerland extend to several days, and even longer, in schools of the more wealthy\\nclasses. The pupils are thus thrown in contact with actual society; their re-\\nsources are taxed by the incidents of each day then- moral qualities are Some-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0601.jp2"}, "598": {"fulltext": "372 BATTERSEA TRAINING SCHOOL.\\ntimes tried, and they obtain a glimpse of tlie perspective of their future life. It\\nis not only important in this way to know what the condition of society is before\\nthe pupil is required to enter it, but it is also necessary to keep constantly be-\\nfore his eye the end and aim of education that it is a preparation for the duties\\nof his future life, and to understand in Avhat respect each department of his\\nstudies is adapted to prepare him for the actual performance of those duties.\\nFor each chiss of society there is an appropriate education. The normal schools\\nof Switzerland are founded on this principle. None are admitted who are not\\ndevoted to the vocation of masters of (dementary schools. The three or four\\nyears of their residence in the school are considered all too short for a complete\\njjreparation for these functions. The time, therefore, is consumed iu appropriate\\nstudies, care being taken that these studies are so conducted as to discipline and\\ndevelop the intelligence to form habits of thought and action and to inspire\\nthe pa})il with principles on which he may repose in tlie discliarge of his duties.\\nAmong these studies and objects, the actual condition of the laboring class,\\nits necessities, resources, and intelligence, form a most important element. The\\nteachers go forth to observe for themselves they come back to receive further\\ninstruction from their master. They are led to anticipate their own relations to\\nthe commune or parish in which their future school will be placed. They are\\nprepared by instruction to fultill certain of the communal duties which may use-\\nfully devolve upon them such as registrar, precentor, or leader of the church\\nchoir, and clerk to the associations of the village. They receive familiar exposi-\\ntions of the law affecting the fulfillment of these duties.\\nThe benefits derived from these arrangements are great: not only in furnish-\\ning these rural communes with men competent to the discharge of their duties,\\nbut the anticipations of future utility, and the conviction that their present\\nstudies infold the germ of their future life, give an interest to their pursuits,\\nwhich it would be difficult to communicate, if the sense of their importance were\\nmore vague and indistinct.\\nTo this end, in the excursions from Battersea we have been careful to enter\\nthe schools on our route, and lessons have been given on the duties attaching to\\nthe offices which may be properly discharged by a village schoolmaster, in con-\\nnection with his duty of instructing the young.\\nThis general sketch may suffice to give an idea of the external relations of\\nthe life of a student in the training school, with the important exception of that\\nportion of his time devoted to the acquirement of a practical knowledge of the\\nduties of a schoolmaster in the village school. This may be more conveniently\\nconsidered in connection with the intellectual pursuits of the school. We now\\nproceed to regard the school as a household, and to give a brief sketch of its fa-\\nmiliar relations.\\nThe most obvious truth lay at the threshold a family can only subsist hai-mo-\\nniously by mutual love confidence, and respect. We did not seek to put the\\ntutors into situations of inaccessible authority, but to place them in the parental\\nseat, to receive the willing respect and obedience of their pupils, and to act as\\nthe elder brothers of the young men. The residence of one of us for a certain\\nperiod, in near connection with them, appeared necessary to give that tone to\\nthe fannliar intercourse which would enable the tutors to conduct the instruction,\\nand to maintain the discipline, so as to be at once the friends and guides of their\\ncharge.\\nIt was desirable that the tutors should reside in the house. They rose at the\\nsame hours with the scholars (except when prevented by sickness), and superin-\\ntended more or less the general routine. Since the numbers have become great-\\ner, and the duties more laborious, it has been found necessary that the superin-\\ntendence of the periods of labor should be committed to each tutor alternately.\\nThey have set the example in working, frequently giving assistance in the sever-\\nest labor, or that which was least attractive.\\nIn the autumn, some extensive alterations of the premises were to a large\\nextent effected by the assistance of the entire school. The tutors not only su-\\nperintended, but assisted in the work. Mr. Tate contributed his mechanical\\nknowledge, and Mr. Home assisted in the execution of the details. In the clieer-\\nful industry displayed on this and on other similar occasions, we have witnessed", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0602.jp2"}, "599": {"fulltext": "BATTERSEA TRAINING SCHOOL. 3*^3\\nwitii satisfaction one of the best fruits of tlie discipline of the school. The con-\\nceit of the pedagogue is not likely to arise among either students or masters\\nwho cheerfully handle the trowel, the saw, or carry mortar in a hod to the top\\nof the building such simplicity of life is not very consistent with that vanity\\nwhich occasions insincerity. But freedom from this vice is essential to that har-\\nmonious interchange of kind offices and mutual respect which we were anxious\\nto preserve.\\nThe diet of the household is simple. The fruits and vegetables of the garden\\nafford the chief variety, without luxury. The teachers sit in the midst of their\\nscholars. The familiar intercourse of the meals is intended to be a means of\\ncultivating kindly affections, and of insuring that the example of the master shall\\ninsensibly form the habits of the scholar. Every day confirms the growing im-\\nportance of these arrangements.\\nIt lias been an object of especial care that the morning and evening prayers\\nshould be conducted with solemnity. A hall has been prepared for this service,\\nwhich is conducted at seven o clock every morning in that place. A passage of\\nScripture having been read, a portion of a psalm is chanted, or they sing a hymn\\nand prayers follow, generally from the family selection prepared by the Bishop\\nof London. The evening service is conducted in a shnilar manner. The solem-\\nnity of the music, which is performed in four parts, is an important means of\\nrendering the family devotion impressive. We trust that the benefits derived\\nfrom these services may not be transient, but that the masters reared in this\\nschool will remember the household devotions, and will maintain in their own\\ndwellings and schools the family rite with equal care.\\nQuiet has been enjoined on the pupils in retiring to rest.\\nThe Sunday has been partially occupied by its appropriate studies. The ser-\\nvices of the church have been attended morning and evening and, besides a\\ncertain period devoted to the study of the formularies, the evening has been\\nspent in writing out from memory a copious abstract of one of the sermons. At\\neight o clock these compositions have been read and commented upon in the\\npresence of the whole school and a most useful opportunity has been afforded\\nfor religious instruction, besides the daily instruction in the Bible. Mr. Eden has\\nlikewise attended the school on Friday, and examined the classes in their ac-\\nquaintance with the Holy Scriptures and formulai-ies of the church. The rehgious\\ndepartment, generally, is under his superintendence.\\nThe household and external life of the school are so interwoven with the les-\\nsons, that it becomes necessary to consider some of their details together, before\\nthe intellectual instruction is separately treatel.\\nWith pupils and students alike, it was found necessary to commence at an\\nearly stage of instruction, and to furnish them with the humblest elements of\\nknowledge. The time which has elapsed since the school has opened ought,\\ntherefore, to be regarded as a preparatory period, similar to that which, in Ger-\\nmany, is spent from the time of leaving the primary school to sixteen, the\\nperiod of entering the normal school, in what is called a preparatory training\\nschool.\\nAs such preparatory schools do not exist in this country, we had no alternative.\\nWe selected the boys of the most promising character, and determined to wade\\nthrough the period of preparation, and ultimately to create a preparatory class\\nin the school itself. Our design was to examine the pupils of this class at the\\nend of the first year, and to grimt to such of them as gave proof of a certain\\ndegree of proficiency a certificate as Candidates of the training school. At the\\nend of the second year s course of instruction, it is intended that a second exam-\\nination shall occur, in which proficients may obtain the certificate of Scholar and\\nat the close of the ordinary course, m the thinl year, another examination is to\\nbe held, in which the certificate of Master will be conferred on those who have\\nattained a certain rank intellectually, and who support their claims by a correct\\nmoral deportment.\\nTraining schools, developed on this design, would therefore consist of\\n1. Preparatory classes of students and pupils. 2. A class of Candidates.\\n3. A class of Scholars. And some students, who had obtained the certificate of\\nMaster, might remain in the school in preparation for special duties as the Mas-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0603.jp2"}, "600": {"fulltext": "374 BATTKllSEA TRAINING SCHOOL.\\nters of important district schoola, or as Tutors in other training schools. These\\nstudents would constitute 4. A cltiss of Masters.\\nAs soon as the attainments of the students and pupils appeared to warrant\\nthe experiment, an hour was daily appropriated to examination by means of\\nquestions written on tlie board before the class, the replies to wliich were worked\\non paper, in silence, in the presence of one of the tutors. This hour is, on suc-\\ncessive days of the week, appropriated to different subjects, viz. grammar, ety-\\nmology, arithmetic, mensuration, algebra, mechanics, geography, and biblical\\nknowledge. Tlie examination papers are then carefully examined by the tutor\\nto wliose department they belong, in order that tJie value of the reply to each\\nquestion may bo determined in reference to mean numbers, 8, 4, 5, and 6. These\\nmean numbers are used to express the comparative difficulty of every question,\\nand the greatest merit of each reply is expressed by the numbers 6, 8, and 10\\nand 12 respectively, the lowest degree of merit being indicated by 1.\\nThe sum of the numbers thus attached to each answer is entered in the ex-\\namination-book, opposite to the name of each pupil. These numbers are added\\nup at the end of the week, and reduced to an average by dividing them by the\\nnumber of days of examination which have occurred in the week. In a similar\\nmanner, at the end of the month, the sum of the weekly averages is, for the\\nsake of convenience, reduced by dividing them by four and a convenient num-\\nber is thus obtained, expressing the intellectual progress of each boy. These\\nnumbers are not published in the school, but are reserved as an element by\\nwhich we may be enabled to award the certificates of Candidate, Scholar, and\\nMaster.\\nThe examination for the quarterly certificates will necessarily also include the\\ninspection of the writing, drawings, abstracts, and compositions. Oral examina-\\ntion will be required to ascertain the degree of promptitude and ease in expres-\\nsion of each pupil. They will likewise be required to give demonstrations of\\nproblems in arithmetic, algebra, and mechanics, on the blackboard to describe\\nthe geography of a district in the form of a lecture, and to conduct a class be-\\nfore us, ere we award the certificates.\\nThe examination of the pupils will gradually rise in importance, and the quar-\\nterly examinations will bo marked by a progressive character, leading to the\\nthree chief examinations for tlie certificates of Candidate, Scholar, and Master,\\nwhich will be distinguished from each other, both as respects the nature and\\nnumber of the acquirements, and by the degree of proficiency required in some\\nbranches which will be common to the three periods of study.\\nIn another department of registration we have thought it important to avoid\\ncertain errors of principle to which such registers appear to be liable. We liave\\nbeen anxious to have a record of some parts of moral conduct connected with\\nhabits formed in the school, but we have not attempted to register moral tnerit.\\nSuch registers are at best very difllcult to keep. They occasion rivalry, and often\\nhypocrisy. On tliis account we did not deem it advisable to require that they\\nshould be kept but it was important that we should be informed of certain\\nerrors interfering with the formation of habits of punctuality, industry, cleanli-\\nness, order, and subordination and registers were devised for noting deviations\\nfrom propriety in these respects. First, a time-book is directed to be kept, in\\nwhich the observance of the hour of rising, and of the successive periods marked\\nin the routine of the school is noted, in order that any general cause of aberra-\\ntion may meet the eye at once. Secondly, one book is kept by the superintend-\\nents appointed from among the students to inspect the household work above\\nstairs, another in relation to the household ivork below stairs, and a third by tlie\\ntutor having charge of out-door labor. In these books the duties assigned to\\neach pupil are entered opposite to his name. The superintendent, at the expi-\\nration of the period allotted to the work, marks in columns under each of the\\nfollowing heads, Subordination, Industry, Cleanliness, Order, the extent of de-\\nviation from propriety of conduct by numbers varying from 1 to 4.\\nThe register of punctuality in classes is kept by writing opposite to each pu-\\npil s name the number of minutes which elapse after the proper period before he\\nenters the class. The sura of the numbers recorded in these books denotes the\\nextent of errors in habits and manners into which any of the pupils fall, and di-\\nrects our attention to the fact. Such records would, in connection with the re-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0604.jp2"}, "601": {"fulltext": "BATTERSEA TRAFNING SCHOOL.\\n375\\nsuits of the examinations, enable us to determine whether, in reference to each\\nperiod, a certificate of Candidate, Scholar, or Maater, oi the first, second, or third\\ndegree, should be granted.\\nThe reports of the superintendents are presented to Dr. Kay immodiatelj\\nftfter morning prayers. The record is read in the presence of the sclun)!, and\\nany appeal against the entry heard. At this period the relation wliicli the\\nentire discipline holds to tlie future pursuits of the pupils is from time to time\\nmade familiar to them by simple expositions of the principles bv which it is reg-\\nulated.\\nThis is the household life of the school. Brief liints only of the principles which\\nhave deterniinad and regulated the preparatory course can find a place in the\\nremarks we have to offer on the preparatory course.\\nThe students have been stimulated in their application by a constant sense of\\nthe practical utility of tlieir intellectual labors. After morning prayers, they are\\nfrom day to day reminded of the connection between their present and future\\npursuits, aud informed how every part of the discipline and study has a direct\\nrelation to the duties of a schoolmaster. The conviction thus created becomes a\\npowerful incentive to exertion, which might be wanting if those studies were se-\\nlected only because they were important as a discipline of the mind.\\nThe sense of practical utility seems as important to the earnestness of the stu-\\ndent as tiio lively conviction attending object teaching in the early and simplest\\nform of elementary instruction. In the earliest steps an acquaintance v/ith the\\nreal is necessary to lively conceptions of truth, and at a later period a sense of\\nthe value of kaov.fledge resulting from experience inspires the strongest convic-\\ntion of the dignity and importance of all truth, where its immediate practical\\nutility is not obvious.\\nFar, tlierefore, from fearing that the sense of the practical utility of these\\nstudies will loa.d tlie students to measure the value of all truth by a low stand-\\nard, their pursuits have been regulated by the conviction, that the most certain\\nmethod of attaining a strong sense of the value of trutlis, not readily applicable\\nto immediate use, is to ascertain by experience the importance of those which\\ncan be readily measured by the standard of practical utility. Thus we approach\\nthe conception of the momentum of a planet moving in its orbit, from asccrtaia-\\ning the momentum of bodies whoaa weight and velocity we can measure by the\\nsimplest ob.iurvations. From the level of the experience of the practical utility\\nof certain coinmnn truths, the mind gradually ascends to the more abstract,\\nwhose iiuportanse lience becomes more easily apparent, though their prcoeut ap-\\npiication is not obvious, and in this way the thoughts most safely approach tlie\\nmost diilicult abstractions.\\nla the iinmble pursuits of the preparatory course, a lively sense of the utility\\nof their stu lies has likewise been maintained by the method of instruction adopt-\\ned. Nothing has baen taught dogniaticaUy, bat every tiling by the combitiation\\nof the siaiplest elements, i. e. the course which a discoverer must have trod ha.s\\nbeen follo-.vc 1, ;ui 1 the way in which truths liave been ascertained ptiinted out\\nby. a synthetical demonstration of each successive step. The labor of the pre-\\nvious analysis of the subject is the duty of the teacher, and is thus removed from\\nthe child.\\nHaving ascertained what the pupil knows, the teaclier endeavors to lead him\\nby gentle and easy steps from the known to tlie unknown. The instracrion, in\\nthe whole preparatory course, is chiefly oral, and is illustrated, as much as possi-\\nble, by appe:ds to nature, and by demonstrations. Books are not resorted to\\nuntil the teacher is convinced that the mind of his pupil is in a state of healthful\\nactivity; that there has been awakened in him a lively interest in truth, and\\nthat he has become acquainted practically with the inductive method of acquir-\\ning knowledge. At this stage the rules, the principles of whicli have been oraily\\ncommunicated, and with whose application he is familiar, are committed to meni-\\nory from books, to serve as a means of recalling more readily the knowledge and\\nskill thus attained. This course is Pestalozzi.an, and, it will be perceived, is the\\nreverse of the method usually followed, which consists in giving the pupil the\\nrule first. Experience, however, has confirmed us in the superiority of the plan\\nwe have pursued. Sometimes a book, as for example a work on Physical Geog-\\nraphy, is put into his hands, in order that it may be carefully read, and that the\\n24", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0605.jp2"}, "602": {"fulltext": "376 BATTERSEA TRAINING SCHOOL.\\nBtudent may prepare himself to give before the class .1 verbal abstract of the\\nchapter selected for this purpose, and to answer such questions as may be pro-\\nposed to him, citlicr by the tutor or by his fellows. During the preparatory\\ncourse exercises of this kind have not been so numerous as they will be in the\\nmore advanced stages of instruction. Until habits of attention and steady ap-\\nplication had been formed, it seemed undesirable to allow to the pupils hours for\\nself-sustained study, or voluntary occupation. Constant superintendence is ne-\\ncessary to the formation of correct liabits, in these and in all otlier respects, in\\nthe preparatory course. The entire day is, therefore, occupied with a succession\\nof engagements in household work and out-door labor, devotional exercises, meals,\\nand instruction. Recreation is sought in change of employment. These changes\\natlbrd such pleasure, and the sense of utility and duty is so constantly maintained,\\nthat recreation in the ordinary sense is not needed. Leisure from such occupa-\\ntions is never sought excepting to write a letter to a friend, or occasionally to\\nvisit some near relative. The pupils all present an air of cheerfulness. They\\nproceed from one lesson to another, and to their several occupations, Avith an\\nelasticity of mind which affords the best proof that the mental and physical ef-\\nfects of the training are auspicious.\\nIn the early steps toward the formation of correct habits, it is necessary that\\n(until the power of self-guidance is obtained) the pupil should be constantly un-\\nder the eye of a master, not disposed to -exercise authority so much as to give\\nassistance and advice. Before the habit of self-direction is formed, it is there-\\nfore pernicious to leave much time at the disposal of the pupil. Pi oper intel-\\nlectual and moral aims must be inspired, and the pupil must attain a knowledge\\nof the mode of employing his time witli skill, usefully, and under the guidance\\nof light motives, ere ho can be properly left to the spontaneous suggestions of\\nliis own mind. Here, therefore, the moral and the intellectual training are in\\nthe closest harmony. The formation of correct liabits, and the growth of right\\nsentiments, ought to precede such confidence in the pupil s powers of self-direc-\\ntion, as is implied in leaving liim eiflier much time unoccupied, or in which his\\nlabors are not under the immediate superintendence of his teacher.\\nIn the preparatory course, therefore, the whole time is employed under super-\\nintendence, but toward the close of the course a gradual trial of the pupil s\\npowers of self-guidauce is commenced; first, by intrr.sting him witli certain\\nstudies unassisted by the teacher. Those v/ho zealously and successfully employ\\ntheir time Vv ill, by degrees, be intrusted with a greater period for self-sustained\\nintellectual or pliysical exertion. Further evidence of the existence of the prop-\\ner qualities will lead to a more liberal confidence, until habits of application\\nand the power of pursuing their studies successfully, and without assistance, are\\nattained.\\nThe subjects of the preparatory course were strictly rudimental. It will be\\nfound that the knowledge obtained in the elementary scliools now in existence\\nis a very meager preparation for tlie studies of a training school for teachers.\\nUntil the elementary schools are improved, it will be found necessary to go to\\nthe very roots of all knowledge, and to rearrange sucli knowledge as the pupils\\nhave attained, in harmony with the principles on which they nuist ultimately\\ncommunicate it to others. Many of our pupils enter the school with the broadest\\nprovincial dialect, scarcely able to read with fluency and precision, much less\\nwith ease and expression. Some were ill furnished with the commonest rules of\\narithmetic, and wrote clumsily and slowly.\\nThey have been made acquainted with the jilionic method of teaching to read\\npracticed in Germany. Their defects of pronunciation have been corrected to a\\nlarge extent by the adoption of this method, and by means of deliberate and\\nemphatic syllabic reading, in a well-sustained and correct tone. The principlea\\non which the laut or phonic method depends have been explained at considerable\\nlength as a part of tlie course of lessons on method.\\nWe have deemed it of paramount importance that they should acquire a\\nthorough knowledge of the elements and structure of the English language. The\\nlessons in reading were in the first place made the means of leading them to an\\nexamination of the structure of sentences, and practical oral lessons were given\\non grammar and etymology according to the method pursued by Mr. Wood in\\nthe Edinburgh Sessional School. The results of these exercises were tested by", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0606.jp2"}, "603": {"fulltext": "BATTERSEA TRAINING SCHOOL, g j j\\ntlie lessons of dictation and of composition which accompanied the early stages\\nof this course, and by -which a timely sense of the utility of a knowledge of\\ngrammatical construction and of the etymological relations of words was devel-\\noped. As soon as this feeling was created, the oral instruction in grammar\\nassunjed a more positive form. The theory on which the rules were founded\\nwas explained, and tlie several laws, when v/ell understood, were dictated in the\\nleast exceptionable formulfe, and were written out and committed to memory.\\nIn this way they proceeded througli the Avliole of the theory and rules of gram-\\nmar before they were intrusted with any book on the subject, lest tliey should\\ndepend for their knowledge on a mere etfort of the memory to retain a formula\\nnot well understood.\\nAt each stage of their advance, corresponding exercises were resorted to, in\\norder to familiarize them with the application of the rules.\\nWhen they had in this way passed through the ordinary course of grammati-\\ncal instruction, they were intrusted witli books to enable them to give the last\\ndegree of precision to their conceptions.\\nin etymology the lessons were in lil^e manner practical and oral. Tliey were\\nfirst derived from the reading-lessons of the day, and applied to the exercises and\\nexaminations accompanying tlie course, and, after a certain progress had been\\nmade, their further advance was insured by systematic lessons from books.\\nA course of reading in English literature, hj which the taste may be refined\\nby an acquaintance with the best models of style, and with those authors whose\\nworks have exercised the most beneficial influence on the mind of this nation, has\\nnecessarily been postponed to another part of the course. It, liowever, forms\\none of tlie most important elements in the conception of the objects to be attained\\nin a training school, that the teacher should be inspired with a discriminating but\\nearnest admiration for those gifts of great minds to English literature whicli are\\nalike the property of the peasant and the peer national treasures which are\\namong the most legitimate sources of national feelings.\\nTho-e who have had close intercourse with the laboring classes well know\\nwith what difficulty they comprehend words not of a Saxon origin, and how fre-\\nquently addresses to them are unintelligible from the continual use of terms of a\\nLatin or Greek derivation yet the daily language of the middling and upper\\nclasses abounds with such words many of the formularies of our church are full\\nof them, and hardly a sermon is preached which does not in every page contain\\nnumerous examples of theu use. Phrases of this sort are so naturalized in the\\nlanguage of the educated classes, that entirely to omit them has the appearance\\nof pedantry and baldness, and even disgusts persons of taste and refinement.\\nTiierefore, in addressing a mixed congregation, it seems impossible to avoid using\\nthem, and the only mode of meeting the inconvenience alluded to is to instruct\\nthe luimbler classes in their meaning. The metliod we have adopted for this\\npurpose has been copied from that first introduced in the Edinburgh Sessional\\nSchools; every compound word is analyzed, and the separate meaning of each\\nmember pointed out, so that, at present, there are few words in the Engli.sh\\nlanguage wliich our pupils cannot thoroughly comprehend, and from their\\nacquaintance with the common roots and principles of etymology, the new com-\\npound terms, which the demands of civilization are daily introducing, are almost\\nimmediately understood by tliem. We believe that there are few acquu-ements\\nmore conducive to clearness of thought, or that can be more usefully introduced\\ninto common schools, than a thorough knowledge of the English language, and\\nthat the absence of it gives power to the illiterate teacher and demagogue, and\\ndeprives the lettered man of his just influence.\\nSimilar remarks might be extended to style. It is equally obvious that the\\neducated use sentences of a construction presenting diflaculties to the vulgar\\nwhich are frequently almost hisurmountable. It is, therefore, not only necessary\\nthat the meaning of words should be taught on a logical system m our element-\\nary schools, but that tlie children should be made familiar witli extracts from\\nour best authors on subjects suited to their capacity. It cannot be permitted to\\nremain the opprobrium of this country that its greatest minds have bequeathed\\ntheir thoughts to the nation in a style at once pure and simple, but still inacces-\\nsible to the intelligence of the great body of the people.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0607.jp2"}, "604": {"fulltext": "878\\nBATTERSEA TRAINING SCHOOL.\\nIn writing, they were trained, as soon as the various books could be prepared,\\naccording to the metliod* of Mulhauser, wliich was translated and placed in the\\nhands of the teachers for that purpose.\\nIn like manner, in arithmetic, it has been deemed desirable to put them in\\npossession of the prcj-eminently vsynthetical method of Pestalozzi. As soon as the\\nrequisite tables and series of lessons, analyzed to the simplest elements, could\\nbe procured, the principles on which complex numerical combinations rest were\\nrendered familiar to them, by leading the pupils through the earlier course of\\nPestalozzi s lessons on numbers, from simple imity to compound fractional quan-\\ntities connecting with them the series of exercises in mental arithmetic which\\nthey are so well calculated to introduce and to illustrate. The use of such a\\nmethod dispels the gloom which might attend the most expert use of the com-\\nmon rules of arithmetic, and which commonly afford the pupil little light to guide\\nhis steps off the beaten path illuminated by the rule.\\nWhile these lessons have been in progress, the common rules of aiithmetic\\nhave been examined by the light of this method. Their theory has been ex-\\nplained, and by constant practice the pupils have been led to acquire expcrtness\\nin them, as well as to pursue the common principles on which they rest, and to\\nascertain the practical range within which each rule ought to be employed. The\\nordinary lessons on mental arithmetic have taken their place in the course of in-\\nstruction separately from the peculiar rules which belong to Pestalozzi s series.\\nThese lessons also pi epared the pupils for proceeding at an early period in a\\nsimilar manner Avith the elements of algebra, and with practical lessons in men-\\nsuration and land-surveying.\\nThese last subjects were considered of peculiar importance, as comprising\\none of the most useful iudustiial developments of a knowledge of the laws of\\nnumber. Unless, in elementary schools, the instruction proceed beyond the\\nknowledge of abstract rules, to their actual application to the practical necessi-\\nties of life, the scholar will have little interest iu his studies, because he will not\\nperceive their importance and moreover, when he leaves the school, they Avill\\nbe of little use, because he has not learned to apply liis knowledge to any pur-\\npose. On this account, boys who have been educated in common elementary\\nschools, are frequently found, in a few years after they have left, to have\\nforgotten the greater part even of the slender amount of knowledge they had\\nacquired.\\nThe use of arithmetic to the carpenter, the builder, the laborer, and artisan,\\nought to be developed by teaching mensuration and land-surveying in element-\\nary schools. If the scholars do not emain long enough to attain so high a I ange,\\nthe same piinciple should be applied to every step of their progress. The prac-\\ntical application of the simplest rules should be shown by familiar examples. As\\nsoon as the chihl can count, he should be made to count objects, such as\\nmonev, the figures on the face of a clock, fec. When he can add, he should have\\nbefore him shop-bills, accounts of the expenditure of earnings, accounts of wages.\\nIn every arithmetical rule similar useful exercises are a part of the art of a\\nteacher, whose sincere desire is to fit his pupil for the application of his knowl-\\nedge to the duties of life, the preparation for which should be always suggested\\nto the pupil s mind as a powerful incentive to action. These future duties\\nshould be always placed in a cheering and hopeful point of view. The mere\\nrepetition of a table of numbers has less of education in it than a drill in the\\nbalaiice- :tflp.\\nPractical instruction in the hook-keeping necessary for the management of the\\nhousehold was for these reasons given to those who acted as stewards; accounts\\nwere kept of the seeds, Tuanure, and garden produce, fec., as preparatoiy to a\\ncourse of book-keeping, Avhich will follow.\\nf Tlie recently rapid development of the mdustry and commerce of this\\nSee a description of Miillinuser s melhod, p. 250.\\nIt is somewhat lemiiikable lh;a since Uiis paragraph was written T should have received a\\nletter (iMiii one of llie principal directors of a railway company, in which he informs mu ihat the\\nfrequent recurro^nce of accidents had induced the directors of the railway to make a curcfnl ex-\\namination into Iheir causes. The directors rose from this inquiry convinced that (lit so accidents\\nwere, to a large extent, attributable to the ignorance of the men whom they had been obliged to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0608.jp2"}, "605": {"fulltext": "BATTERSEA TRAINING SCHOOL. 3^9\\ncountry by machinery, creates a want for Trell-instructed mechanics, which, in\\nthe present state of education, it will bo difficult adequately to supply. The\\nsteam-engines which drain onr coal-fields and mineral veins and beds; which\\nwhirl along every railroad wJiich toil on the surface of every river, and issue\\nfrom every estuary, are committed to the cliarge of men of some practical skill,\\nbut of mean education. The mental resources of the classes who are practically\\nintrusted with the guidance of this great development of national power should\\nnot be left uncultivated. This new force has grown rapidly, in consequence of\\nthe genius of the people, and tlie natural resources of this island, and in spite of\\ntheir ignorance. But our supremacy at sea, and our manufacturing and com-\\nmercial prosperity (inseparable elements), depend on the successful progress of\\nthose arts by which our present position has been attained.\\nOn this account, we have deemed inseparable from the education of a school-\\nnia.ster a knowledge of the elements of iiicchardcs and of the laws of heat, suf-\\nficient to enable him to explain the structure of the various kinds of steam-\\nengines in use in this country. This instruction has proved one of the chief\\nfeatures even of the preparatory course, as we feared that some of the young\\nmen might leave the establishment as soon as they had obtained the certificates\\nof candidates, and we were unwilling that they should go forth without some\\nknowledge at least of one of the chief elements of our national prosperity, or\\naltogether without power to make the workingman acquainted with the great\\nagent which has had more influence on the destiny of the v/orking classes thant\\nany other single fact in our history, and wliich is probably destined to work still\\ngreater changes.\\nKnowledge and national prosperity are hero in strict alliance. Not only do\\nthe arts of peace the success of our trade our power to compete v/ith foreign\\nrivals our safety on our raihvaj s and in onr steam-ships\u00e2\u0080\u0094 depend on the spread\\nof this kncjwledge, but the future defense of this country from foreign aggression\\ncan only result from our being superior to every nation in those arts. The\\nschoolmaster is an agent despised at present, but whose importance for the\\nattainment of this end will, by the results of a few years, be placed in bold\\nrelief before the public.\\nThe tutor to whom the duty of communicating to the pupils a knowledge of\\nthe laws of motion, of the mechanical powers and contrivances, and of the laws\\nof heat, was committed, was selected because he was a self-educated man, and\\nwas willing to avail himself of the more popular methods of demonstration, and\\nto postptine the application of his valuable and extensive mathematical acquire-\\nments. By his assistance the pupils and students have been led through a\\nseries of demonstrations of mechanical combinations, until they were prepaied to\\nconsider the several parts of the steam-engine, first separately, and in their suc-\\nces. rive developments and applications, and they are at present acquainted with\\nthe more complex combinations in the steam-engines now in use, and with th\u00c2\u00ab\\nprinciples involved in their construction and action.\\nIn geography, it has been deemed important that the tutors should proceed by\\na similar method. The les.sons on land-surveying have familiarized the pupils\\nwith the nature and uses of maps. As one development of the art of drawing,\\nthey have been practiced in map-drawing. For this purpose, among other expe-\\ndients, the walls of one class-room have been prepared with mastic, in order that\\nbold projections of maps might be made on a great scale.\\nemploy rs engineers, for the want of better; and to the low habits of these men, who. though\\nths j do nut siit)ject themselves to dismiss.il by such a deli .nee of regulations as to be Ibinid\\n(/r\u00c2\u00ab7i/, are in ihe h ibit of stupetying themseives with dr; ni-drinl;ing! The directors of the\\ncompiiny had deerinined that the proper remedy for tiiese evils was to provide amusement and\\ninslrnclioM for tl.e:r men at night, and aiiplicalion has since been iniide to Mr. Tate, the tutor in\\ninech:iiii(s, c, in the trainins; school, to iitford his assistance in delivering lectures on mechanics\\nto ilie engineers, stokers, anJ other servants of the cjinpaiiy. large room hiis been provided\\nfor .hiSi- purposes, and it is understood to be the intention of the company to draw their servants\\nto this room by such amusements as may be more attractive than the tavern\u00e2\u0080\u0094 to excite their\\nBttention to sibjectis of instruction appropriate to their duties by a series of popular lectures and\\nthen to open cl sses. when they may iearn mechanics, and such ol the elements ot natural science\\nas may bj usef 1 to them in their calling.\\nAs a pari of II. e amusements, application was made by one of the directors to .Mr. Hullah to\\nci* ii a Ai.Si like those of the artisans of Paris, and to instruct them in singing on the method ot\\nWilhein.\u00e2\u0080\u0094 J. P. Kay.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0609.jp2"}, "606": {"fulltext": "3gQ BATTERSEA TRAINING SCHOOL.\\nPhysical geography has been deemed the true basis of all instruction in the\\ngeograpliy of industry and commerce, -which ought to form the chief subject of\\ngeographical instruction in elementary schools. The tutor has first endeavored\\nto convince the pupils that nothing -which presents itself to the eye in a well-\\ndra-wn map is to be regarded as accidental the boldness of the promontories,\\nthe deep indenture of the bays, the general bearings of the coast, are all refer-\\nable to natural la-ws. In these respects the eastern and western coasts of\\nEngland are in striliing contrast, in appearance, cliaracter, and in the circum-\\nstances which occasion their peculiarities. The physical geography of England\\ncommences -with a, description of the elevation of the mountain ranges, the\\ndifferent levels, and the drainage of the country. The course, rapidity, and\\nvolume of the rivers are referable to the elevation and extent of the country\\nwhich they drain. From the climate, levels, and drainage, -with little further\\nmatter, the agricultural tracts of the country may be indicated, and -when the\\ngreat coal-fields and the mineral veins and beds, tlie depth of the bays and\\nrivers are kno-wn, the distribution of the population is found to be in strict rela-\\ntion to certain natural laws. Even the ancient political divisions of the country\\nare, on inspection, found to be in close dependence on its drainage. The counties\\nare river basins, -which were the first seats of tribes of population. If any new\\npolitical distribution were to be made, it would necessarily, in like manner,\\nbe affected by some natural law, which it is ecpally interesting and useful to\\ntrace.\\nGeography, taught in this way, is a constant exercise to the reasoning power.?.\\nThe pupil is led to trace the mutual dependence of facts, which, in ordinary in-\\nstruction, are taught as the words of a vocabulary. Geography taught in the\\nordinary way is as reasonable an acquisition as tlie catalogue of a museum, which\\na student might be compelled to learn as a substitute for natural history. A\\ncatalogue of towns, rivers, bays, promontories, c., is even less geography than\\nthe Avell-arranged catalogue of a museum is natural history, because the classifi-\\ncation has a logical meaning in the latter case, which is absent in tlie former.\\nAs a department of geographical instruction, the elements of the use of the\\nglobes in connection with nautical astronomy has been cultivated with some\\ndiligence.\\nThe outlines only of the history of England have been read, as preparatory\\nto a course of instruction in English history, which is to form one of the studies\\nof the second year. The history of England has been read in the evening as an\\nexercise in the art of reading, and the examinations which have followed have\\nbeen adapted only to secure general impressions as to the main facts of our history.\\nSkill in drawing was deemed essential to the success of a schoolmaster. AVith-\\nout tliis art he would be unable to avail himself of the important assistance of\\nthe blackboard, on which liis demonstrations of the objects of study ought to be\\ndelmeated. His lessons on the most simple subjects would be wanting demon-\\nstrative power, and he would be incapable of proceeding with lessons in me-\\nchanics, without skill to delineate the machines of which his lessons treated.\\nThe arts of design have been little cultivated among the workmen of England.\\nWhoever lias been accustomed to see tlie plans of houses and farm buildings, or\\nof public buildings of an humble character from the country, must know tlie ex-\\ntreme deficiency of our workmen in this application of the art of drawing, wliere\\nit is closely connected with the comfort of domestic Ufe, and is essential to the\\nskillful performance of public Avorks. The survey now in progress under the\\nTithe Commissioners affords abundant evidence of the want of skill in map-draw-\\ning among the rural surveyors.\\nThe improvement of our machiney for agriculture and manufactures would be\\nin no small degree facilitated, if the art of drawing were a common acquirement\\namong our artisans. Invention is checked by the want of skill in communicating\\nthe conception of the inventor, by drawings of all the details of his combination.\\nIn all those manufactures of which taste is a principal element, our neighbors, the\\nFrench, are greatly our superiors, solely, we believe, because the eyes and the\\nhands of all classes are practiced from a very early age in the arts of design. la\\nthe elementary schools of Paris, the proficiency of the young pupils in drawing", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0610.jp2"}, "607": {"fulltext": "BATTERSEA TRAINING SCHOOL. ggj\\nis very remarkable, and the evening schools arc filled with young men and\\nadnlts of mature or even advanced age, engaged in the diligent cultivation of\\nthis art. Last Midsummer, in some of the evening schools of the Brothers of the\\nChristian Doctrine, classes of workmen were questioned as to their employments.\\nOne was an ebimiste, another a founder, another a clock-maker, another a paper-\\nhanger, another an upholsterer and each was asked his hours of labor, and his\\nmotives for attendance. A single example may serve as a type. A man with-\\nout his coat, whose muscular arms were bared by rolling his shirt-sleeves up to\\nhis shoulders, and who, thougli well washed and clean, wore the marks of toil on\\nhis white, horny hands, was sitting with an adnilrable copy in crayon of La\\nDonna della Segiola before him, which he h.ad nearly completed. He was a\\nman about 45 years of age. He said he had risen at five, and had been at work\\nfrom six o clock in the morning until seven o clock in the evening, with brief\\nintervals for meals and he had entered the evening class at eight o clock, to\\nremain there till ten. He had pleasure, he said, in drawing, and that a knowl-\\nedge of tlie art greatly improved his skill and taste in masonry. He turned\\nround with a good-humored smile, and added, he could live better on less wages\\nthan an Englishman, because his drawing cost him less than beer. Some thou-\\nsand workingracn attend the adult schools every evening in Paris, and the\\ndrawing classes comprise great numbers whose skill would occasion much aston-\\nishment in this country. The most difficult engravings of the paintings of the\\nItalian masters are copied in crayon witli remarkable skill and accuracy. Com-\\nplex and exquisitely minute architectural details, such, for example, as perspec-\\ntive views of the Duomo at Milan, or the cathedrals at Rouen or Cologne, are\\ndrawn in pen and ink, with singular fidelity. Some were drawing from plaster\\ncasts and other models. We found such adult schools in many of the chief towns\\nof France. These schools are the sources of the taste and skill in the decorative\\narts, and in all manufactures of which taste is a prominent element, and which\\nhave made the designs for the caUco-printers, the silk and ribbon looms, the\\npapers, (fee, ifec, of France, so superior in taste to those of this country, notwith-\\nstanding the superiority of our manufactories in mechanical combinations.\\nThese considerations lead us to account drawing an important department of\\nelementary education. The manufacturers of Lancashire are well aware liow\\ndifficult it is, from the neglect of the arts of design among the laborers of this\\ncountry, to procure any skilled draftsmen to design for the cotton or silk manu-\\nfacturer. The elevatio ^n of the national taste in art can only be procured by the\\nconstant cultivation of the mind in relation to the beautiful in form and color,\\nby familiarizing the eye with the best models, the works of great artists, and\\nbeautiful natural objects. Skill in drawing from nature results from a careful\\nprogress tlu ough a well-analyzed series of models. The interests of commerce\\nare so intimately connected with the results to be obtained by this branch of\\nelementary education, that there is little chance that it will much longer suffer\\nthe grievous neglect it has hitherto experienced.\\nThe drawing classes at Battersea were first exercised in very simple models,\\nformed of oblong pieces of wood, arranged in a great variety of forms by the\\nmaster, according to the method observed in the Swiss and German schools.\\nThese were drawn in common and in isometrical perspective, the laws of per-\\nspective being at the same time carefully explained, and the rules applied in\\neach case to the object which the pupil drew. A very Uttle practice made us\\naware tliat a metliod comprising a more minute analysis of form was necessary\\nto the greatest amount of success. Some inquiries which were pursued in Paris\\nput us in possession of the method invented by M. Dupuis and a series\\nof his models were purchased and brought over at the close of the autumn,\\nfor the purpose of making a careful trial of this method. Considerable difficulty\\nwas experienced in procuring the services of an artist to superintend the instruc-\\ntion but at length the application of this method has been commenced, and ia\\nin progress.\\nThe experience of the French inspectors of schools (at an early period after\\nthe establishment of the system of inspection) convinced them that, to the per-\\nfection of skill in drawing form, the practice of drawing from models is necessary.\\nThe best copyists frequently, or rather generally, were found to fail in drawing\\neven very simple natural objects on theh first trials. In the drawing schools at", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0611.jp2"}, "608": {"fulltext": "gg2 DATTEUSEA TRAINING SCHOOL.\\nP.nri^, in which the most elaborate engravings were admirably copied, an in-\\nspector would discover that tlie pupils were unable to draw correctly the pro-\\nfessor s desk and chair. It became, therefore, evident that the copy could not\\nstand in the place of the natural object. Copying works of art might be essential\\nto one department of skill and taste, but it by no means necessarily gave skill\\nin drawing from nature.\\nM. Dupais was an inspector, and, observing this defect, he invented a series of\\nmodels, ascending from a simple line of wire through various combinations to\\ncomplex figures. These models are f.xcd on an instrutnent, en the level of the\\neye, and niay, by the movement of tlie instrument, be placed in a varying\\nperspective. By this means the pupil may learn to draw the simplest objects,\\nand pi oceed by gradual steps through a series of combinations, of an almost in-\\nsensibly increasing diiliculty, until he can draw faithfully any object, however\\ncomplex. The instrument which holds the object enables the teacher, by varying\\nits position, to give at each lesson a series of demonstrations in perspective, ap-\\nplying t])e rules to objects of a gradually increasing complexity, until they are\\nunderstood in their relations to the most difficult combinations. Thus practical\\ntikiil and theoretical knowledge are in harmony in this instruction. The taste\\nmay afterw;ird be cultivated by drawing those works of art best adapted to\\ncreate a just sense of the beautiful in form and color.\\nThat which a workman first requires is mechanical skill in the art of drawing.\\nNature itself offers many opportunities to cultivate the taste insensibly, and\\nskill can be acquired only by careful and prolonged practice in the art of drawing\\nfrom nature. In the more advanced parts of the course, we shall be able to\\nsatisfy ourselves as to the best mode of using the skill acquired for the formation\\nof the taste.\\nIn tiie normal schools at Versailles one year s instruction had sufficed to give\\nthe pupils a wonderful facility and skill in drawing from models. Some com-\\nplicated pneumatic iipparatus, consisting of glass, mahogany, brass, and in diffi-\\ncult perspective, was drawn rapidly, and with great truth and skill. It is not,\\nhowever, our intention to carry the instruction of our pupils in tliis art further\\nthan is necessary for the industrial instruction of their future scholars.\\nSome of the reasons inducing us to attach much importance to the cultivation\\noi vocal music have already been briefly indicated. We regard it as a powerful\\nauxiliary in rendering the devotional services of the household, of the parish\\nchurch, and of the village school, solemn and impressive. Our experience satisfies\\nus that we by no means over-estimated this advantage, though all the results are\\nnot yet obtained which we trust will flow from the right use of these means.\\nNor were we indirferent to the cheerfulness diffused in schools by the singing\\nof those melodies which are attractive to children, nor unconscious of the moral\\npower which music has when linked with sentiments which it is the object of\\neducation to inspire. We regard school songs as an important means of diffusing\\na cheerful view of the duties of a laborer s life; of diffusing joy and honest pride\\nover English hidustry. Therefore, to neglect so powerful a moral agent in\\nelementary education as vocal music, would appear to be unpardonable. We\\navailed ourselves of some arrangements which were at this time in progress,\\nunder the superintendence of the Conmiittee of Council, for tlie introduction of\\nthe method* of M. Wilhem, which has been singularly successful in France.\\nA method which has succeeded in attracting thousands of artisans in Paris\\nfrom low cabarets and miserable gamblingdiouses, to the study of a science and\\nthe practice of a captivating art, deserves the attention of the public. Mr.\\nHullah, in adapting tlie methoLJ of Wilhem to English tastes and habits, has both\\nsimplified and refined it. He has, moreover, adapted to it a considerable num-\\nber tif old English melodies, ef great richness and character, which were fast\\npassing hito oblivion, and which may be restored to the place they once held in\\nthe affections of the people, being now allied with words expressive of the joys\\nand hopes of a laborer s life, and of the true sources of its dignity and happiness.\\nWe have assistetl in the development of this method, being convinced that it\\nmay tend to elevate the character of our elementary schools, and that it may\\nFor a description of Wilhem s method, see p. 275.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0612.jp2"}, "609": {"fulltext": "BATTERSEA TRAINING SCHOOL.\\n383\\nbe of great use throughout the country in restoring many of our best old English\\nmelodies to their popularity, and in improving the chariicter of our vocal music\\nin village churches, through the medium of the parochial schoolmaster and\\nhis pupils.\\nWlien the preparatory course was sufficiently advanced, a series of lectures on\\nthe construction and organization of elementary schools, and on the theory and\\nart of teaching, were commenced. They have resembled those given in the\\nGerman and Swiss schools under the generic term Pfedagogik.\\nTliey have treated of tlie general objects of CLlucation, and the means of at-\\ntaining thum. The peculiar aims of elementary education the structure of\\nschool-houses in various parts of Europe tlie internal arrangement of the desks,\\nforms, and school apparatus, in reference to diiferent methods of instruction, and\\nthe varieties (f tiiose methods observed in diiferent cotmtries. The theory of the\\ndiscipline of schools. Its practice, describing in detail the different expedients\\nresorted to in different countries for the purpose of procuring order, decorum,\\npropriety of posture and manner, regularity anJ preci.-.ion in movements, and in\\nchanges of classes and exercises, and especially tlie right means of securing the\\nreverence anJ the love of the chilih en. This last subject naturally connects the\\nconsideration of the mechanical and methodic expedients with the consideration\\nof tlie sources of the schoolmaster s zeal, activity, and influence, on which much\\nhas been said. To these subjects have succeeded lectures on the great leading\\ndistincti(jn-i in tlie methods of communicating kn.)wledge. When the distiaguish-\\nmg principles had been described, tlie characteristic features of the several\\nmethods were examined generailij, and certain peculiar applications of eacji were\\ntreated. The application of these methods to each individual branch of instruc-\\ntion was then commenced, and tliis part of the course lias treate:! of various\\nmethods of teaching to read, especially giving a minute description of tlie phonic\\nmethoJ. Of methods of teaching to write, giving a special account of the method\\nof Mulhiuser. On the application of writing in various methods of instruction.\\nOf methods of teaching to draw, giving a detailed account of that of M. Dupuis.\\nOf methaJs of teaching arithmetic, in which the method of Pestalozzi has been\\ncarefully explained, and other expedients examined. This brief sketch may in-\\ndicate the cliaracter of the instruction up to the period of this report. Our\\ndesire is to anticipate as little as pos.^ible, but, on the contrary, to I elate only\\nwhat lias been done. We have therefore only to add, that the instruction in\\nPffidagogik IS in its preparatory stage, and that the course will be pursued, in re-\\nlation both to the general theory and practice, and to the special application of\\nthe theory an 1 priictice to the development of the village school, and of the\\ntraining scliool, through the wliole period of instruction, as that part of the\\nstudies of the pupils by which the mutual relations of these studies are revealed,\\nand their future application anticipated.\\nWe regard these lectures, combined with the ze.alous labor of the Hon. and\\nRev. Robert Eden, as the chief means by which, aided by the tutors, such a tone\\nof feeling cnn be maintained as shall prepire the teachers to enter upon their\\nimportant duties, actuated by motives which will be the best means of insuring\\ntheir perseverance, and promoting tlieir success.\\nThe Brothers of the Christian Doctrine, who devote their lives a cheerful\\neacrifice lo the education of the poorer classes of France, can be understood best\\nby those who have visited their Novitiate and schools at Paiis. From such per-\\nsons we expect acquiescence when we .say, tJiat their example of Christian zeal\\nis worthy of the imitation of Protestants. Tliree of the brotliers of this order\\nare maintained for a sum which is bai-ely the stipend of one teacher of a scliool\\nof nuituid instruction in Paris. Their schools are unquestionably the best at\\nParis. Their manners are simple, affectionate, and sincere. The children are\\nsingularly attached to them. How could it be othei wise, when they perceive\\nthat these good men have no other reward on earth for their manifold labors\\nthan that of an approving conscience\\nThe reghiie of the Novitiate is one of considerable austerity. They rise at\\nfour. Th.ey spend an hour in private devotion, wliich is followed by two liours\\nof religious exercises in their chapel. They breakfast soon afterward, and are\\nin the day schools of Paris at nine. They dine about noon, and continue their", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0613.jp2"}, "610": {"fulltext": "384 BATTEESEA TRAINING SCHOOL.\\nattention to the schools till five. They sup at six, and then many of them are\\nemployed in evening schools for the adults from seven to nine, or from eight to\\nten, when, after prayers, they immediately retire to rest.\\nNo one can enter the schools of the Brothers of the Christian Doctrine without\\nfeeling instinctively that he is witnessing a remarkable example of the develop-\\nment of Christian charity.\\nWith sucli motives should the teachers of elementary schools, and especially\\nthose who are called to the arduous duties of training pauper children, go forth\\nto their work. The path of the teacher is strewn with disappointments, if he\\ncommence with a mercenary spirit it is full of encouragement, if he be inspired\\nwith the spirit of Christian charity. No skill can compensate adequately for the\\nabsence of a pervadmg religious influence on the character and conduct of the\\nschoolmaster.\\nThe technical instruction in that knowledge which it will be the duty of the\\npupils to communicate in elementary schools, occupies a much greater portion of\\nthe time in the preparatory course than that which will be allotted to such\\nstudies in the two subsequent years.\\nEvery month will now bring into greater prominence instruction, theoretical\\nand practical, in the art of teaching. The outlines only of a future course of in-\\nstruction in tliis most important element of the studies of a training school Ijave\\nbeen communicated. Some of the principles have been laid down, but the ap-\\nplication of these principles to each subject of instruction, and the arrangement\\nof the entire matter of technical knowledge, in accordance with the principles of\\nelementary teaching, is a labor to which a large portion of the future time of the\\npupils must be devoted.\\nThose studies which will prepare them for the performance of collateral duties\\nin the village or parish have not been commenced.\\nThe instruction in the management of a garden in pruning and grafting trees\\nin the relative qualities of soils, manures, and the rotation of garden crops, is to\\nform a part of the course of instruction, after tiie certificate of candidate is\\nobtained.\\nA course on the domestic economy of the poor will be delivered in the same\\nyear, which will be followed by another on the means of preserving health,\\nespecially with regard to the employments, habits, and wants of the working\\nclasses. Some general lectures on the relations of labor and capital will close\\nthis course.\\nFrom the following extracts from the Report of the Founders of the In-\\nstituiion in 1843, it will be seen that they were induced, after three yeara\\nexperience, to change one feature of their original plan, and, instead of tak-\\ning boys of the age of fourteen, to select their candidates for admission from\\nyouths who had attained tlie age of eighteen or twenty years. This change\\nhas special reference to teachers designed for large schools in commercial\\ntowns and manufacturing districts. They also advise a course of prepara-\\ntory training, previous to their admission into a Normal School, similar to\\nthat pursued in Holland.\\nIn Holland, the elementary schoolmasters of every great town form a society,\\nassociated for their common benefit. Their schools are always large, varying in\\nnumbers from three to seven hundred, or even a thousand children, who are\\noften assembled in one room. Every master is aided by a certain number of\\nassistants of different ages, and by pupil-teachers.\\nThe coui-se through which a youth passes from a po-sition of distinction, as one\\nof the most successful scholars, to that of master of a school, is obvious. He is\\napprenticed as a pupil- teacher (an assistant equivalent, in the first stage, to the\\nmost superior class of our monitors in England). As pupil-teacher he assists in\\nthe instruction of tlie youngest classes during tlie day. ^vitnessing and taking\\npart in the general movements of the school, and in the maintenance of discipline\\nand order. He resides with his own family in the city, and before he is admitted\\napprentice, care is taken to ascertain that he belongs to a well-conducted house", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0614.jp2"}, "611": {"fulltext": "DATTERSEA TRAINING SCHOOL. 335\\nhold, and that he will be re.ired by his parents in habits of religion and order.\\nEvery evening all the pupil-teachers of the town are- assembled to receive in-\\nstruction. The society of teachers provides from its own body a succession of\\nmstructors, by one of whom, on each night of the week, the pupil-teachers are\\ntaught some branch of elementary knowledge necessary to school-keeping. One\\nof the most experienced masters of the town, hkewise, gives them lectures on\\nmethod, and on the art of organizing and conducting a school.\\nThe society of schoolmasters meets from time to time to receive from each pf\\nits members an account of the conduct, progress, and qualifications of each pupil-\\nteacher in the town, not only in the evening class, but in the school duties of\\nthe day.\\nOn the reputation thus acquired, and preserved, depends the progress of the\\npupil-teacher in the art of school-keeping. As his experience becomes more ma-\\ntui-e, and his knowledge increases, he is intrusted with more important matters\\nand higher classes in the school. He undergoes two successive examinations by\\nthe Government Inspector, being first admitted candidate and afterward assist-\\nant master, and he is then at liberty to complete his course of training by enter-\\ning the Normal School at Haarlem irom which he can obtain the highest certifi-\\ncates of fitness for the duties of his profession.\\nTliis appears to us a course of training peculiarly -well adapted to the forma-\\ntion of masters for the great schools of large towns, and likewise for supplying\\nthese great schools, during the education of the pupil-teacher, with the indispen-\\nsable aid of a body of assistant masters, without which they must continue to be\\nexamples of an economy which can spare nothing adequate to the improvement\\nof the people.\\nThe formation of a body of pupil-teachers in each great town, thus instructed\\nby a society of schoolmasters, is an object worthy of encouragement from the\\nCommittee of Council, Avho might at least provide the fees and charges of ap-\\nprenticeship, and grant exhibitions for the training of the most successful pupil-\\nteachers in a Normal School at the close of their apprenticeship, even if the\\nGovernment were indisposed to encounter any of the annual charges incident to\\nthe plan.\\nFew words are requisite to render apparent the difference between the life of\\na pupil-teacher so trained, and tliat of a young novice in a Normal School. The\\nfamilLar life of the parental household, while it exercises a salutary influence on\\nthe habits and manners of the young candidate, is not remote from the great\\nscene of exertion in wliich his future life is to be spent. He is unconsciously\\nprepared by the daily occurrences in his father s fivmily, and by his experience\\nand instruction in tlie day and evening school, to form a just estimate of the cir-\\ncumstances by which he is surrounded. He is trained from day to day in the\\nmanagement of the artful and corrupt children even of the dregs of the city, and\\nenabled to apply such means as the discipline and instruction of a common scliool\\nafford, to the improvement of the moral and intellectual condition of the children\\nof the common people. He becomes an agent of civilization, fitted for a peculiar\\nwork by habit, and prepared to imbibe during the year or year and a half he\\nmay spend in a Normal School tliose higher maxims of conduct, that more exact\\nknowledge, and those more perfect methods of which it is the proper source.\\nFrom such a period of training, he returns to his native city, or is sent to .some\\nother town, strong in the confidence inspired by his prolonged experience of the\\npeculiar duties he has to perform, either to take a high rank as an assistant mas-\\nter, or to undertake the responsibihty of conducting a town school as its cliief.\\nThese are the views wliich have led us to conclude that the admission of boi/s\\ninto a Normal School, as distinguished from a Mother- School, is not a fit jjrepara-\\ntion fur the discharge of the duties of a schoolmaster in a large town.\\nWe have gradually raised the age of admission from 14 to 16, and thence to\\n18 or 20 years, and we are now of opinion that few or none should be admitted\\ninto a Normal School under the latter age.\\nBesides the reasons already stated why youths under 18 sliould not be ad-\\nmitted into such a scliool, there are some arising out of the internal economy of\\na Normal School of sufiicient importance to deserve enumeration.\\nIf youths are admitted, none who have arrived at adult age should be per-\\nmitted to enter. The youth necessarily enters for a course of training which ex-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0615.jp2"}, "612": {"fulltext": "380 BATTERSEA TRAINING SCHOOL.\\ntends over several years the adult student commonly enters for a year and a\\nhalf or two years. The attainments of all are meager on their admission. In\\nthe course of a few years, therefore, the youngest pupils are necessarily at the\\nhead of tlie school in their attainments and skill, which is a source of great dis-\\ncouragement to an adult entering such an establishment, and a dangerous dis-\\ntinction to a youth wliose acquirements have suddenly raised him intellectually\\nabove all in his sphere of life. The tendencies of such a great disparity in the\\nacquirements appropriate to the two classes of age are obviously injurious. We\\nhave e. iperienced the consequences of this disparity as a disturbing force in the\\ntraining scliools, and to counteract these tendencies has required a vigilance and\\nErovident care, wliich has increased our labors and anxieties. Few tilings have\\neon more pleasing than the readiness witli wliich some of the oldest students\\nwho liave entered the schools have taken their seats in the liumblest positions,\\nand passed with patient pei severance through all the elementary drudgery,\\nthough boys have lield tlie most prominent positions in the first class, and liave\\noccasionally become their instructors. On the other hand, to check the conceit\\ntoo frequently engendered by a rapid progress, when attended with such con-\\ntrast.?, we have suggested to the masters, that, the humble assiduity of tlie re-\\ncently entered adult pupil ought to secure an expressive deference and attention.\\nThe intellectual development of the young pupils is a source of care insignifi-\\ncant in comparison Avith that attending tlie forination of their character-i, and\\nthis could be accomplished with greater ease and certainty if they were the sole\\nobjects of solicitude. But, as members of an establishment into which adults are\\nadmitted in an equality or inferiority of position, the discipline is complicated\\nand the sources of errcir are increased.\\nFor these reasons, we prefer to admit into a Normal School only students of\\nadult age, reared by religious parents, and concerning Avhose characters and\\nqualifications the most satisfactory testimonials can be procured. The inquiries\\npnilimiiiary to the admission of a student should in all cases, where it may be\\npracticable, extend to his previous habits and occupations, to the character of\\nthe household in which he has resided, and the friendships lie has formed. la\\nall cases tliose young men are to be preferred wliose previous pursuits warrant\\nsome confidence in their having a predilection for the duties of a teacher of the\\npoor.\\nOur plans have therefore tended to the introduction of young men of 18 years\\nof age and upward fur a training of one year and a half, which we are led to\\nregard as the shortest period which it is desirable they should spend in such a\\nschool.\\nWith this explanation of a modification of one feature in their original\\npl.m, the Report for 1843 proceeds to discuss the main objects of a Nor-\\nmal School.\\nThe main object of a Normal School is the fonnation of the character of the\\nschoohnarder. This was the primary idea wliich guided our earliest efforts in the\\nestablishment of the Battcrsea Schools on a basis different from that of any pre-\\nvious example in this country. We liave submitted to your lordship the reasons\\n\u00e2\u0096\u00a0which have led us to modify one of the chief features of our plan, but our con-\\nvictions adhere with undiminished force to the principle on which the schools\\nwere originally founded They were intended to bo an institution in which\\nevery object was subservient to the formation of the character of the .schoolmas-\\nter, as an intelligent Christian man entering on the instruction of tlie poor, with\\nreligious devotion to his work. If we jiropose to change the means, the end we\\nhave in view is the same. Compelled by the foregoing considerations to think\\nthe course of training we proposed for youths does not prepare them for the\\ncliarge of large .schools iii manufacturing towns, we are anxious that the system\\npursued in HollanJ should be adopted, as a training prep n-atory to the examin-\\nation of the pupil-teacliers previously to tlieir admission into a Normal Scliool.\\nFinding that the patrons of students and the friends of the establisliment are\\nnnabk^ for the most part, to support a longer training for young men than one\\nyear and a half, we are more anxious respecting the investigation of their pre-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0616.jp2"}, "613": {"fulltext": "BATTERSEA TRAINING SCHOOL. gg^\\nvious characters and connections, and more fastidious as to their intellectual\\nqualifications and acquirements.\\nWlion circumstances thus combine to prevent the residence of the students in\\nthe training school for a longer period than a year and a half, the inquiries as to\\nprevious character cannot be conducted with too much care, and the Jirxl month\\nof trahdng should, imder any circumstancex, he regarded as probationary.\\nUnder these arrangements, also, the impression produced upon the characters\\nof tiie students during their residence is of paramount importance.\\nThey are commonly selecteel from an humble sphere. They are tlie sons of\\nsmall tradesmen, of baihffs, of servants, or of superior mechanics. Few have re-\\nceived any education, except that given in a common parochial scliool. They\\nread and write very imperfectly are unable to indite a letter correctly; and\\nare seldom skillful, even in the first four rules of arithmetic. Their biblical\\nknowledge is meager and inaccurate, and- all their conceptions, not less on reli-\\ngious than on other subjects, are vague and confused, even when tliey are not\\nalso very limited or erroneous. Their habits have seldom prepared them fur the\\nseverely regular life of the Normal School, much less for the strenuous eff ;rt of\\nattention and application required by the daily routine of instruction. Such con-\\ncentration of the mind would soon derange the health, if the course of training\\ndid not provide moderate daily exercise in the garden, at proper intervals. The\\nmental torpor, which at first is an obstacle to improvement, generally passes\\naway in about three months, and from that period the student makes rapid prog-\\nress in the studies of the school.\\nTliese attainments, humble though they be, might prove dangerous to the\\ncharacter of the student, if his intellectual development were the chief concern\\nof the masters.\\nHow easy it would be for hiin to form an overweening estimate of his knowl-\\nedge and ability, must be apparent, when it is remembered that he will meas-\\nure his learning by the standard of that possessed by his own friends and neigh-\\nbors. He will find himself suddenly raised by a brief course of training to the\\nposition of a teacher and example. If his mind were not tlioronghly penetrated\\nny religious principle, or if a presumptuous or mercenary tone had been given to\\nhis character, lie might go forth to bring discredit upon education, by exhibiting\\na precocious vanity, an insubordinate spirit, or a sellisli ambition. He might be-\\ncome, not the gentle and pious gui;le of the children of the poor, but a hireling,\\ninto whose mind had sunk the doubts of the skeptic in whose heart was the\\nworm of social discontent; and who had changed the docility of ignorance and\\nfluUiicss, for the restless impatience of a vulgar and conceited sciolist.\\nIn the formation of the character of the schoolmaster, the discipline of the\\ntraining school should be so devised as to prepare him for the modost respecta-\\nbility of his lot. Pie is to be a Christian teacher, following Him who said, He\\nthat will be my disciple, let liim take up his cross. Without the spirit of self-\\ndenial, lie is nothing. His reward must be in his work. There should be great\\neimplicity in the life of such a man.\\nObscure and secluded schools need masters of a contented spirit, to whom the\\ntraining of the children committed to their charge has charms sutlicient to con-\\ncentrate their thoughts and exertions on the humble sphere in whicli they live,\\nnotwithstanding the privations of a life but little superior to the level of the\\nsurrounding peasantry. When the scene of the teaclier s exertions is in a neigh-\\nborhood which brings him into association with the middle and upper classes of\\nsociety, his emoluments will be greater, and he will be surrounded by tempta-\\ntions which, in the absence of a suitable preparation of mind, might rob liim of\\nthat huniihty and gentleness which are among the most necessary qualifications\\nof the teacher of a common school.\\nIn the training school, habits should be formed consistent with the modesty of\\nhis future Ufe. On this account, we attach peculiar importance to the discipline\\nwhich we have established at Battersea. Only one servant, besides a cof)k, has\\nbeen kept for the domestic duties of the household. The whole household work,\\nwith the exception of the scouring of the floors and cooking, is performed by the\\nstudents and they hkewise not only milk and clean the cows, feed and tend\\nthe pigs, but have charge of the stores, wait upon each other, aird cultivate the\\ngarden. We cannot too emjihatically state our opinion that no portion of this", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0617.jp2"}, "614": {"fulltext": "388 BATTERSEA TRAINING SCHOOL.\\nwork could be omitted, without a proportionate injury to that contentment of\\nspirit, witliout whicli the character of the student is liable to be overgi-own with\\nthe errors we have described.\\nThe garden-work also serves other important ends. Some exercise and rec-\\nreation from the scholastic labors are indispensable. Nevertheless, a large por-\\ntion of the day cannot be devoted to it, and Avhen three or four hours only can be\\nspared, care should be taken that the whole of this time is occupied by moderate\\nand healthful exertion in the open air. A period of recreation employed accord-\\ning to the discretion of the students would be liable to abuse. It might often\\nbe spent in listless sauntering, or in violent exertion. Or if a portion of the day\\nwere thus withdrawn from the observation of the masters of the school, it would\\nprove a period in Avhich associations might be formed among the students incon-\\nsistent with the discipline and habits might spring up to counteract the influ-\\nence of the instruction and admonition of the masters. In so brief a period of\\ntraining, it is necessary that the entu e conduct of the student should be guided\\nby a superior mind.\\nNot only, by the daily labor of the garden, are the health and morals of the\\nschool influenced, but habits arc formed consistent with the student s future lot.\\nIt is well both for his own health, and for the comfort of his family, that the\\nschoolmaster should know how to grow his garden stuff, and should be satisfied\\nwith innocent recreation near his home.\\nWe have also adhered to the frugal diet which we at first selected for the\\nschool. Some little variety has been introduced, but we attach great importance\\nto the students being accustomed to a diet so plain and economical, and to ar-\\nrangements in their dormitories so simple and devoid of luxury, that in after life\\nthey will not in an humble school be visited with a sense of privation, when their\\nscanty fare and mean furniture are compared Avith the more abundant food and\\ncomforts of the training school. We have therefore met CAa^ry rising complaint\\nrespecting either the quantity or quality of the food, or the humble accommo-\\ndation in the dormitories, Avith explanations of the importance of forming, in the\\nschool, habits of frugality, and of the pai-amount duty of nurturing a patient\\nspirit, to meet the future privations of the life of a teacher of the poor.\\nOur experience also leads us to attach much importance to simplicity and pro-\\npriety of dress. For the younger pupils we had, on this account, prepared a\\nplain dark dress of rifle green, and a Avoi-king dress of fustian cord. As respects\\nthe adults, Ave have felt the importance of checking the slightest tendency to\\npeculiarity of dress, lest it should degenerate into foppery. Vv e have endeav-\\nored to impress on the students that the dress and the manners of the master\\nof a school for the poor sliould be decorous, but that the prudence of his life\\nshould likcAvise find expression in their simplicity. There should be no habit nor\\nexternal sign of self-indulgence or vanity.\\nOn the other hand, the master is to bo prepared for a life of laborious exer-\\ntion. He must, therefore, form habits of early rising, and of activity and perse-\\nvering industry. In the winter, before it is light, the household Avork must be\\nfinished, and the school-rooms prepared by the students for the duties of the day.\\nOne hour ami a half is thus occupied. After this Avork is accomphshed, one class\\nmust assemble Avinter and summer, at a quarter to seven o clock, for instruction.\\nThe day is filled Avith the claims of duty requiring the constant exertion of mind\\nand bociy, until, at half past nine, the household retire to rest.\\nBy this laborious and frugal life, economy of management is reconciled with\\nthe efficiency both of the moral and intellectual training of the school, and the\\nmaster goes forth into the work! humble, industrious, and instructed.\\nBut into the student s character higher sentiments must enter, if we rightly\\nconceive the mission of the master of a school for the poor. On the religious\\ncondition of the household, under the blessing of God, depends the cultivation\\nof that religious feeling, without which the spirit of self sacrifice cannot take its\\nright place among the motives which ought to form the mainspring of a school-\\nmaster s activity.\\nThere is a necessity for incessant vigilance in the manar/ement of a traitiing\\nschool. The principal should be tuise as a serpent, while tlie gentleness of bis\\ndiscipline, and his affectionate solicitude for the Avell-being of his pupils, should\\nencourage the most unreserved communications with him. Much of his leisure", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0618.jp2"}, "615": {"fulltext": "BATTERSEA TRAINING SCHOOL. ^QQ\\nshould be devoted to private interviews with the students, and employed in in-\\nstillins^ into tlieir minds high principles of action. A cold and repulsive air of\\nauthority may preserve the appearance of ordei regularity, and submission in\\nthe houseliold but these will prove delusive signs if the principal does not pos-\\nsess the respect and confidence, not to say the affections, of his charge. He\\nshould be most accessible, and unwearied in the patience with Avliich he listen.\\nto confessions and inquiries. While it is felt to bo impossible that he should\\nenter into any compromise with evil, there should be no such severity in his tone\\nof rebuke as to check that confidence which seeks guidance from a superior in-\\ntelligence. As far as its relation to the principal only is concerned, every fault\\nshould be restrained and corrected by a conviction of the pain and anxiety which\\nit causes to an anxious friend, rather than by the fear of a too jealous authority.\\nThus conscience will gradually be roused by the example of a master, respected\\nfor his purity, and loved for his gentleness, and inferior sentiments will be re-\\nplaced by motives derived from the highest source.\\nWhere so much has to be learned, and where, among other studies, so much\\nreligious knowledge must be acquired, there is danger that religion should be\\nregarded chiefly as a subject for the exercise of the intellect. A speculative re-\\nligious knowledge, without those habits and feelings which are the growth of\\ndeeply-seated religious convictions, may be a dangerous acquisition to a teacher\\nof the young. How important, therefore, is it that the religious services of the\\nhousehold should become the means of cultivating a spirit of devotion, and that\\nthe religious instruction of the school should be so conducted as not merely to\\ninform the memory, but to master the convictions and to interest the feelings\\nReligion is not merely to be taught in the school it must be the element in\\nwhich the students live.\\nThis religious life is to be nurtured by the example, by the public instruction\\nof the principal, and by his private counsel and admonition by the religious\\nservices of the household by the personal intercourse of the studeiits, and the\\nhabits of private meditation and devotion which they are led to form; by the\\npublic worship of the church, and by the acts of charity and self-denial which\\nbelong to their future caUing.\\nPlow important is it that the principal should embody such an example of pu-\\nrity and elevation of character, of gentleness of manners, and of unwearied be-\\nnevolence, as to increase the power of his teaching, by the respect and conviction\\nwhich wait upon a consistent life Into the religious services of the household\\nhe should endeavor to inspire such a spirit of devotion as would spread itself\\nthrough the familiar life, and hallow every season of retirement. The manage-\\nment of the village school affords opportunities for cultivating habits of kindness\\nand patience. The students should be instructed in the organization and con-\\nduct of Sunday-schools they should be trained in the preparation of the volun-\\nt.ary teachers by previous instruction in the visitation of the absent children\\nin the management of the clothing and sick clubs and libraries attached to such\\nschools. They should be accustomed to the performance of those parochial du-\\nties in which the schoolmaster may lighten the burden of the clergyman. For\\nthis purpose, they should learn to keep tlie accounts of tlie benefit club. They\\nshould instruct and manage the village choir, and should learn to plav the organ.\\nWhile in attendance on the village school, it is peculiarly important that they\\nshould accompany tlie master in his visits to children detained at home by sick-\\nness, and should listen to the words of counsel and comfort which he may then\\nadminister; they should also attend him when his duty requires a visit to the\\nparents of some refractory or indolent scholar, and should learn how to secure\\ntheir aid in the correction of the faults of the child.\\nBefore he leaves the training school, the student should have formed a distinct\\nconception, from precept and practice, how his example, his instruction, and his\\nworks of charity and rehgion, ought to promote the Christian civilization of the\\ncommunity in which he lai)ors.\\nTurn Ave again to the contrast of such a picture. Let us suppose a school in\\nwhich this vigilance in the formation of character is deemed superfluous; or a\\nprincipal, the guileless simplicity of whose character is not strengthened by the\\nwisdom of experience. A fair outward show of order and industry, and great\\nintellectual development, may, in either case, be consistent with the latent prog-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0619.jp2"}, "616": {"fulltext": "390 BATTERSEA TRAINING SCHOOL.\\nress of a rank corruption of manners, mining all beneath. Unless the searching\\nintelligence of the principalis capable of discerning the liisposition-^ of his charge,\\nand anticipating their tendencies, he is unequal to the task of molding tlie minds\\nof his pupils, by tlie power of a loftier character and a superior will. In that\\ncase, or when the pi incipal deems such vigilance superfluous, and is content with\\nthe intellectual labors of his office, leaving the little republic, of wliidi he is the\\nhead, to form its own manners, and to create its own standard of principle and\\naction, the catastrophe of a deep ulcerous corruption is not likely to be long de-\\nlayed.\\nIn either case, it is easy to trace the progress of degeneracy. A school, in\\nwhich the formation of character is not the cliief aim of the masters, must aban-\\ndon tliat all-important end to the republic of scholars. When these are selected\\nfrom the educated and upper ranks of society, the school will derive its code of\\nmorals from that prevalent in such classes. When the pupils belong to a very-\\nhumble class, their characters are liable, under such arrangements, to be com-\\npounded of the ignorance, coarseness, and vices of the lowest orders. One pu-\\npil, the victim of low vices, or of a vulgar coarseness of thought, escaping the eye\\nof an imsuspicious principal, or unsought for by the vigilance which is expended\\non the intellectual progress of the school, may corrupt the private intercnurse of\\nthe students with low buffoonery, profligate jests, and sneers at the self-denying\\nzeal of the humble student may gradually lead astray one after another of the\\npupils to clandestine habits, if not to the secret practice of vice. Under such\\ncircumstances, the counsels (sf the principal would gradually become subjects of\\nridicule. A conspiracy of direct insubordination would be formed. The influ-\\nence of the superior would barely maintain a fair external appearance of order\\nand respect.\\nEvery master issuing from such a school would become the active agent of a\\ndegeneracy of manners, by which the humbler ranks of society would be infected.\\nThe formation of the character is, therefore, the chief aim of a training school,\\nand tlie principal should be a man of Christian earnestness, of intelligence, of ex-\\nperience, of knowledge of the world, and of the humblest simplicity and purity\\nof manners.\\nNext to the formation of the character of the pupil is, in our estimation, the\\ngeneral development of his intelligence. The extent of his attainments, though\\nwithin a certain range a necessary object of his training, should be subordinate\\nto that mental cultivation, v. hich confers the powers of self-education, and gives\\nthe greatest strength to his reflective f.icuUies. On this account, among others,\\nwe attach importance to the methods of imparting knowledge ])ursued in the\\nNormal School. While Ave have insured that the attainments vf the students\\nshould be e.xact, by testing them with searching examinations, repented at the\\nclose of every week, and reiterated lessons on all subjects in which any deficiency\\nwas discovered, nothing has been taught by rote. The memory has never been\\nstored, without the exercise of the reason. Nothing has been learned wJiich has\\nnot been understood. This very obvious course is too frequently lost sight of\\nin the humbler branches of learning principles being hidden in rules, defining\\nonly their most convenient application or buried under a heap of facts, united\\nby no intelligible link. To form the character, to develop the iutelligence, and\\nto store the mind with the requisite knowledge, these were tlaj objects of the\\nNormal School.\\nIn the village school a new scene of labor developed itself, Mdiicli has been in\\nprogress since the period of our last report, and has now nearly reached its term.\\nIf we attach pre-eminent importance to the formation of character as tlie object\\nof the Normal School, a knowledge of the metliod of managing an elementary\\nschool, and of instructing a class in each branch of elementary knowledge, is the\\npeculiar object of the model-school attached to any training institution. In its\\nproper province as subordinate to the instruction and training in a Normal School,\\nit is difficult to exaggerate the importance to a teacher, of a th(:r )Ug]) familiarity\\nwith the theory and practice of organizing and conducting common schools. With-\\nout this, the most ju licious labor in the Normal School may, so far as tlie future\\nusefulness of the student as a schoolmaster is concerned, be literally wasted. It", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0620.jp2"}, "617": {"fulltext": "BATTER T.A\\n391\\nis possible to conceive that the char ic er may be formed on the purest model\\nthat the intelligence may have bee :i kept in healthful activity and that the\\nrequisite general and technical instruction may ha7e been acquired, yet without\\nthe aptitude to teach without skill acquired from precept and example with-\\nout the habits matured in the discipline of schools without the metliods in\\nwhich the art of teacliing is reduced to technical rules, and the matter of instruc-\\ntion arranged in the most convenient form for elementary scholars, the previous\\nlabor wants the link which unites it to its peculiar task. On the other hand, to\\nselect from the common drudgery of a handcraft, or from the humble, if not moan\\npursuits of a petty trade, a young man harely (if indeed at all) instructed in the\\nhumblest elements of reading, writing, and arithmetic, and to conceive that a\\nfew montlis attendance on a model-school can make liim acquainted witli the tlie-\\nory of its organization, convert him into an adept in its methods, or even rivet\\nupon his stubborn memory any si,gn!ticant part of tlie technical laiowledge of\\nwhich he has immediate need, is a mistake too shameful to be permitted to sur-\\nvive its universal failure.\\nWTien we speak of the necessity of a thorough acquaintance with metlsods of\\norganizing and teaching in common schools, we mean to exalt the importance of\\nprevious training of the character, expansion of tlie intelligence, and sufficient\\ntechnical instruction. Witlioul this previous preparation, the instruction in the\\nmodel-school is empirical, and. the luckless wight would have had greater suc-\\ncess in liis handcraft, tliaii he can hope to enjoy in his school.\\nFor these reasons, among others, the attention of the students has especially\\nof late been directed to the theory of the organization of schools, and to the ac-\\nquirement of the art of teacliing.\\nThe method of conveying instruction is peculiarly important in an elementary\\nschool, because the scholars receive no learning and little judicious training at\\nhome, and are, therefore, dependent for their education on the very limited pe-\\nriod of their attendance at school. On this account nothing superfluous should\\nbe taught, lest what is necessary be not attained. Tlie want of a fit pi eparation\\nof the mind of the scholar, and the brevity of his school life, are reasons for adopt-\\ning the most certain and efncacious means of imparting knowledge, so that this\\nshort period may become as profitable as possible. The regularity of the child s\\nattendance, the interest he takes in his learning, and his succes.*, will be promoted\\nby the adoption of means of instruction suited to the state of liis faculties and\\nthe condition of society from which he is taken. If his progress be obstructed\\nby the oUscurity of his master s teaching, and by the absence of that tact which\\ncaptivates the imagination of children, and rouses the activity of their minds, the\\nscholar will become dull, listless, and untoward will neglect his learning and\\nhis school, and degenerate into an obstinate dunce. The easiest transition in\\nacquirement is in the order of simplicity from the known to the unknown, and\\nit is indispensable to skillful teaching that the matter of instruction should be\\narranged in a synthetic order, so that all the elements may have to each other\\nthe relation of a progressive series from the most simple to the most comples;.\\nThis arrangement of the matter of instruction requires a previous analysis, wliich\\ncan only be successfully accomplished by the devotion of much time. Such\\nmethods are only gradually brought to perfection by experience. The element-\\nary schoolmaster, however highly instructed, can seldom be expected to possess\\neither the necessary leisure or the peculiar analytical talent and unless this work\\ncf arrangement be accomplished for him, he cannot hope, by the technical instruc-\\ntion of the Normal School, to acquire sufficient skill to invent a method by ar-\\nranging the matter of instruction.\\nIn order, therefore, that he may teach nothing superiluous that he may con\\nvey his instruction in the most skillful manner, and in the order of simplicity, it\\nis necessary that he should become acquainted with a method of communicating\\neach branch of knowledge.\\nThis is the more important, because individual teaching is impossible in a\\ncommon school. Every form of organization, from the monitorial to the simulta-\\nneous, includes more or less of collective teaching. The characteristics of skillful\\ncollective teaching are the simplicity and precision with which the knowledge is\\ncommunicated, and the logical arrangement of the matter of instruction. Dif-\\n25", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0621.jp2"}, "618": {"fulltext": "202 BATTER3EA TRAINING SCHOOL.\\nfuse, desultory, or unconnected k^sons are a waste of time they leave no perma-\\nnent traces on the memory they confuse the minds of children, instead of in-\\nstructing them and strengthening their faculties.\\nCertain moral consequences also flow from the adoption of skillful methods of\\nteaching. Tlie relations of regard and respect Avhich ought to exist between\\ntlie master and his scholars are liable to disturbance, when, from his imper-\\nfect skill, tlieir progress in learning is slow, their minds remain inactive, and\\ntheir exertions are languid and unsuccessful. A school in which the master is\\ninapt, and the scholars are dull, too frequently becomes the scene of a harsher\\ndi; cipline. Inattention must be prevented indolence quickened impatience\\nrestrained insubordination and truancy corrected yet all these are early con-\\nsequences of the want of skill in the master. To enforce attention and indus-\\ntry, and to secure obedience and decorum, the languid and the listless are too\\noften subjected to the stimulus of coercion, when the chief requisite is method\\nand tact. The master supplies his own deficiencies with the rod; and what he\\ncannot accomplish by skill, he endeavors to attain by the force of authority.\\nSuch a result is not a proper subject of wonder, when the master has received\\nno systematic instruction in method. To leave the student without the aid of\\nmethod, is to subject him to the toil of analysis and invention, when he has neither\\nthe time nor the talent to analyze and invent.\\nThe Report of 1843 dwells on the several methods previously noticed in\\nthe extracts already made from the Report of 1841 and concludes as follows\\nThese several Methods have now been tested by expeiience on the most pub-\\nlic theater, and have become an important part of the instruction of masters\\nof elementary schools. The Manuals in which they are embodied render their\\nacquisition comparatively easy even to those who do not enjoy the advantage of\\nreceiving lessons in the art of teaching by them from adepts. The school of\\nmethod will place within the reach of the schoolmasters of the metropolis the\\nmeans of acquiring the requisite skill and the body of schoolmasters, whom the\\nNormal Schools will annually disseminate, will diffuse them through the country.\\nEvery school conducted with complete efficiency by a master trained in a Normal\\nSchool, will become a model to neighboring schools which have not enjoyed sim-\\nilar advantages. On this account alone, it is important that no student from a\\nNormal School should commence his labors in the country until he has acquired\\na mastery of the methods of teaching these necessary elements.\\nIn a course of instruction extending over a year and a half, a student ought to\\nspend three hours daily, during six or eight months, in the practice of the art of\\nteachmg in the village school. When the course of instruction is necessardy lim-\\nited to one year, four months should be thus employed, and during the entire\\nperiod of his training, instruction in method should form an element of the daily\\nroutine in the Normal School.\\nBy such means alone can a rational conception of method be attained, and that\\nskill in the art of conducting a school and instructing a class without wliich aU\\nthe labors of the Normal School in imparting technical knowledge are wasted, be-\\ncause the student has no power of communicating it to others.\\nIn the Report of 1847, the Inspector, Mr. Moseley, makes the following\\nremarks\\nThere is one point of view in which we cannot but speak of the labors of this\\ninstitution with unmingled satisfaction. It stands out honorably distinguished\\nfrom all others as a place where the methods of elementary instruction arc\\nrecognized as legitimate objects of research, and where teaching is studied as\\nAN art.\\nThat shifting, dreamy state of the mind which is associated with mechanical\\npursuits, such as have usually been the previous pursuits of the students of\\ntraining institutions, does not readily pass into a close and continuous apphcation\\nof the understanding, any more than, in respect to our bodily health, a state of\\nconstant physical exertion gives place quietly to a sedentary life. A laborer is\\nnot easily converted uito a student. It is not to be done by putting a book be-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0622.jp2"}, "619": {"fulltext": "BATTERSEA TRAINING SCHOOL. 393\\nfore him. He may sit with tliat book before him for months, and yet never begin\\nto learn.\\nSuch a man requires to be roused from that mental apathy which has grown\\nupon him by tlie disuse of his faculties, and to be taught the secret of his pow-\\ners. This is best effected by the direct contact of his own mind with that of a\\nvigorous teacher, and for tliis reason oral instruction is specially adapted to the\\nbusiness of a training school.\\nA system which limits itself to this expedient of instruction will probably, how-\\never, fail of some important results. The teacher must also be a student. Un-\\nless this be the case, the lessons he gives in his school will echo every day more\\nfaintly the instructions he received at the college. Each lesson should have had\\nits preparation. However humble the subject, or the class of children to whom\\nit is addressed, there is probably some information to be gathered from books\\nwhich is applicable to it and it is in the direction of such applications that lie\\nthe legitimate studies of the teacher studies not less valuable in their influence\\nupon his school than upon himself\\nThe labor of oral instruction is, however, so great, that to adopt it in respect\\nto ever so small a number of students, supposes the union of several teachers\\nand thus is obtained that division of the subjects taught among the teachers\\nwhich enables each to confine his attention to a particular class of subjects, and\\nthereby himself to acquire not only that greater knowledge of these subjects, but\\nof the best -means of teaching them, whicli is essential to his success.\\nIt is not only, however, because each teacher teaches better, that a favorable\\ninfluence is to be attributed to the labors of various teachers in an institution\\nlike this, but because there is an awakening and stimulating power in the rude\\nattacks made by a succession of vigorous teachers each with a difl^erent subject,\\nand an energy concentrated in it on a sluggish understanding and in the dif-\\nferent impressions they leave upon it.\\nThere are phases in every man s mind which adapt it to receive impressions\\nfrom one teacher rather than another, as well as from one subject rather than\\nfrom another. And thus, between one of a succession of teachers and some in-\\ndividual student, there may be establislied sympathies which no other could\\nhave awakened, and there may be commenced a process of instruction in some\\nindividual mind, which the united labors of all the rest could not have moved.\\nIf any tiling had been wanting to confirm in our minds the favorable opinion\\nwhich has been earned for it among the friends of education, by the many ad-\\nmirable teachers it has sent out, the experience of om- examination would have\\nsupplied it.\\nFifty-four young men were assembled who, originally educated here, had for\\nvarious periods of from one to seven years been in charge of elementary schools.\\nAn opportunity was afforded us of forming the personal acquaintance of these\\nmen, and each of them taught in our presence one of the classes of the village\\nschool.\\nThe impression we received of them from these efforts was eminently favora-\\nble. Nor was this favorable opinion shaken by an examination of the papers\\nwritten ui answer to the questions we proposed to them. Although their course\\nof regular instruction had in many cases long ceased, the knowledge they had\\nacquired had not been lost. It was evident that their education had been of\\nthat kind which has a tendency to perfect itself and that the process of instruc-\\ntion commenced here in their minds had gone on.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0623.jp2"}, "620": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0624.jp2"}, "621": {"fulltext": "TRAINING COLLEGE\\nTHE DIOCESE OF CHESTER, ENGLAND.\\nThe following accoimt of the Chester Diocesan Training College,\\nEngland, is abridged from Reports by Rev. Henry Mosely, one of her\\nMajesty s Inspectors of Schools, to the Committee of Council on Education\\nfor 1845 and 1846. The Reports will be found in the Minutes of the\\nCommittee of Council on Education for 1844 and 1845.\\nThe Chester Diocesan Training College was commenced by the Chester\\nDiocesan Board of Education, in 1840. The College is situated on\\nelevated ground, adjacent to the high road which leads from Chester to\\nPark Gate, and is distant about one quarter of a mile from the north gate\\nof the city, and a little less east, from the R,iver Dee. It commands\\ntowards the west, an uninterrupted prospect of 1 2 or 1 4 miles, terminated\\nby the hills of Denbighshire and Flintshire, and, from its upper windows,\\nan equally extensive view eastward, over Cheshire. With its garden and\\ngrounds, it occupies five acres of land, one of which is freehold, held by\\ndeed of gift from the Dean and Chapter of Chester, and four acres (being\\npasture land) on lease, renewable every 21 years, and held under the same\\ncorporation. The property is conveyed in trust, for the purposes of the\\nInstitution, to the Chester Diocesan Board of Education, the Bishops of\\nChester, and the Deans of Chester and Manchester.\\nThe material of the building is brickwork, with red sandstone facings.\\nIt has two principal fronts the one towards the east extending on the line\\nof the Park Gate-road and the other towards the west, being that of the\\nPrincipal s residence, and commanding a view of the Denbighshire hills. It\\nis a structure of a grave and massive yet pictui esque character, and of the\\nTudor style of architecture, to which its irregular outline is well adapted.\\nIn the adjustment of its proportions, in its decorations suitable to the\\nmaterial, and in the selection of its architectural forms, it presents a com-\\nbination of great merit and of a very appropriate character. The building\\nwas erected in the years 1841 and 1842, and prepared for the reception of\\nthe students at an expense of about \u00c2\u00a310,752. raised by donations in the\\ndiocese, aided by a grant of \u00c2\u00a32500 from your Lordships. A model school-\\nroom has since been added to it, additional accommodation provided for\\n20 students, and your Lordships have contributed a further sum of \u00c2\u00a31200\\ntowards those objects. The design of the Institution unites, with the\\ntraining of schoolmasters, the instruction of a commercial school, the\\npupils of which are received as boarders and the instruction of an ele-\\nmentary school. Provision is made within the walls for these several\\ndepartments.\\nThe general management is vested in a Committee of the Chester\\nDiocesan Board of Education, composed of 21 members.\\nThe following is an official statement of the objects of the Institution,\\nand of the conditions upon which students are received into it\\nThe object intended to be promoted by this Institution is to prepare, as far as a\\ncorrectly religious, moral, and scientific training can do it, a supply of Masters, for\\nthe parochial-church schools in the diocese of Cbester.\\nThe Institution is under the presidency of the Lord Bishop of the Diocese, and\\nhas the sanction of the very Reverend the Deans, and the Reverend the Chapters", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0625.jp2"}, "622": {"fulltext": "396 CHESTER DIOCESAN TRAINING COLLEGE.\\nof Chester and Manchester. The office of Principal is vested in the Reverend\\nArthur Rigg, M.A. of Christ s College, Cambridge. The Vice-Principal is also a\\ngraduate of that university.\\nThe times for the admission of students are tvro in the course of each year\\nviz., in January and in July.\\nAttention is directed to the following extracts from the Resolutions of the Train-\\ning College Committee.\\nObjects of the Institution. The Chester Diocesan Training College consists of\\nan elementary school for the children of the poor, to be regarded as a model\\nschool.\\nA school for the education of Masters of elementary schools for the children of\\nthe poor, to be regarded as a normal school.\\nAs subsidiary to tliese objects, a middle school for the education of the children\\nfrom the middle classes.\\nScheme of Instruction. That subject to such alterations as the Training School\\nCommittee may from time to time sanction, the following be tlie general Scheme\\nof Instruction in the Training School\\nRELIGION. GENERAL.\\nHoly Scriptures. English Grammar and Reading.\\nEvidences of Christianity. Geography and History.\\nChurch Catechism. Writing and Arithmetic.\\nDaily and Occasional Services of Liturgy Book-keeping.\\nXXXIX. Articles. Theory and Practice of Teaching\\nChurch History. Psalmody.\\nHistory of the Reformation.\\nInstruction may also be given, at the discretion of the Principal, with reference\\nto the capacity of the pupil and the situation for Avhich he is designed, in\\nThe Latin and Greek Languages, Linear Drawing,\\nNatural Philosophy, Mapping,\\nTrigonometry, The French Language,\\nNavigation, Elements of Geometry and Algebra,\\nsubject to the approval of the Training School Committee.\\nNumber of Pupils. Exhibitioners That the number of pupils training as\\nmasters, until the Board sliall otherwise determine, be limited to fifty wlio shall\\npay \u00c2\u00a325 per annum for their board and instruction (all payments being made\\nquarterly in advance). That of these a number not exceeding half shall receive\\nexhibitions of \u00c2\u00a312 10s per annum each, to be appointed according to merit, and\\nthat the exhibition be lield for a period not longer than three years, subject never-\\ntiieless to forfeiture, if the individual appointed do not, in tlte opinion of the Com-\\nmittee, by assiduity and good conduct continue to merit it.\\nCaution Monctj. That each person, before his name be entered as a candidate\\nfor admission, pay one pound this sum to be returned if lie come into residence\\nto be forfeited for the use of the Library Fund if he do not.\\nStudents to enter into a Bond. That every pupil training for a master, or\\nother person on his behalf be required to enter into a legal engagement, binding\\nhim to the following effect, viz.\\nThat in case lie sliall decline, when so required by the Principal, to underta,ko\\nthe duties of a schoolmaster or assistant, -within one year after ho has left the\\nestablishment, and also in case at any period not exceeding four years from his\\nundertaking such duties, he shall decline to continue the same, the Diocesan Board,\\nTraining College, Committee, or any one acting by their authority, sliall with due\\nregard to his health, services and other circumstances, have power to require of\\nbim the payment of any sum not exceeding twice the amount which shall have\\nbeen paid to him or applied to his benefit as sucli student.\\nTimes of Admission. That pupils for training be admitted into the Establish-\\nment half-yearly, on certain days to be fixed by the Committee, of which due\\nnotice shall be given by the Principal.\\nAge of Candidates. That, except in special cases, when the examiners shall\\notherwise determine, no pupil be admitted before the age of fifteen, nor be recom-\\nmended as a schoolmaster before the age of eighteen, having studied at least one\\nyear in the Institution and that no pupil remain for a longer period than five\\njears. And that no person be eligible as a pupil to the Training School, who,", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0626.jp2"}, "623": {"fulltext": "CHESTER DIOCESAN TRArNING COLLEGE. 397\\nfrom any. bodily infirmity, is disqualified from efficiently discharging the duties of\\na schoolmaster,\\nCertificate of Baptism. That every pupil, on becoming a candidate for\\nadmission into tlie Training School, be required to produce a certiiicate or sufficient\\ntestimonial of baptism, and a certiticate from the minister of the parish in -which\\nhe lias resided, according to the following form\\nI, A. B., Incumbent or Curate of do herety certify thit C. D. has\\nresided in this Parish for the space of and that I believe him to be quali-\\nfied in character and attainments to become a Candidate for adraission into the\\nTraining College at Chester.\\nExaminntions of Cajididates. That candidates for admission be subjected to\\nan examination to be conducted by the Principal, the Chancellor of tlie Diocese,\\nthe Canon in residence at Chester, and one of the elected masters of liigher schools.\\nThat each candidate be required to read and spell correctly to write a good plain\\nhand to be well versed in tlie iirst four rules of arithmetic to possess a general\\nknowledge of tlie Old and New Testament and to be able to repeat accurately\\nthe Church Catecliism,\\nEvery candidate for admission is required to answer the foUow^ing ques-\\ntions in -writing, space being left for his ansvi^ers on a printed copy of thera\\n^Yhich is placed before him:\\nWhat is your age\\nHave you been vaccinated\\nAre you now and usually in a good state of \\\\_\\nhealth J\\nAre you -without any bodily defect\\n-Where did you receive your education\\nWhat is your present situation in life why\\nleaving it and -what is the average of your\\nweekly earnings\\nHave you been accustomed to teach either in\\na day or Sunday school if so, where and for V\\nv/hat period of time\\nHave you any knowledge of music, singing,\\nor drawing? J\\nName,\\nTrade\\nAddress.\\nWho becomes responsible for your quarter s m j m-\\npayment in advance. i Trade or callmff,-\\nData, Sign with your own\\nname and address. 3\\nEvery candidate for admission is moreover required to sign tlie follo-vring\\ndeclaration:\\nI hereby declare that my object in entering the Chester Diocesan Training\\nCollege is to qualify myself for a schoolmaster, and that I will not take any situ-\\ntion, either as a sclioolmaster or otlierwise, without the consent of the Board, and\\nrepayment of the money expended on my preparatory Education, and that, wlien\\nrequired, I will accept the office of schoolmaster under and in connexion with the\\nDiocesan Board of Education.\\nFifteen exhibitions, each of 1 2 1 Os annually, have been founded by the\\nDiocesan Board, and one of the same amount by W. E. Gladstone, Esq.,\\nM.P. The whole charge upon the funds of the Institution, in respect to\\nexhibitions, amounts therefore to \u00c2\u00a3187 10s.\\nThe National Society has founded a number of exhibitions to meet in\\npart, the expenses of the residence of twenty masters, over twenty-one\\nyears of age, for a period not less than three and not more than eight\\nmonths. The number of students at the period of my first inspection was\\n56, of whom 1 4 were schoolmasters resident, temporarily, upon the exhi-\\nbitions of the National Society. There average age v/as 27 years. The\\nages of the students of the class permanently resident in the Institution\\nvaried at the period of my first inspection from 17 to 37 years, their meaa\\nage being 25 years.\\nThe previous occupations of 21 of the regular students, being one-half", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0627.jp2"}, "624": {"fulltext": "398 CHESTER DIOCESAN TRAINING COLLEGE.\\nof the whole number, had been of a mechanical character, connected for the\\nmost part with tlie manufacturers of the district they had, in point of fact,\\nbeen, under one form or another, workmen. Of the remainder, 8 had\\nbeen employed in schools, and the rest had for the most part been ware-\\nhousemen or clerks.\\nI have been thus particular in recording the previous occupations of\\nthese young men, from an impression that, in estimating the probable re-\\nsources of such an institrition, and the results attainable from it, it is de-\\nsirable to know who are likely to frequent it.\\nI find that 8 are supported in the Institution at their own charge, 18 at\\nthe cost of their parents or other relations, and 9 by private patrons\\nchiefly benevolent clergymen. Of these, 14 are aided by exhibitions of the\\nDiocesan Board. The previous instruction of the greater number was\\ncommenced in National Schools. Their school-days, however, had termi-\\nnated at a very early period of life, and what they knew had chiefly been\\nacquired during the intervals of daily labor. Attainments, however\\nmeagre, made imder such circumstances, are evidences of a superior\\ncharacter they are the fruits of self-dedication and self-sacrifice for the\\nattainment of an important and a laudable object, and they bear testimony\\nto a thirst for knowledge already created, and a habit of self-instruction\\nalready formed.\\nThese- are qualifications of no mean value for the career on which they\\nenter at the Training College. On the other hand, it is to be borne in\\nmind that there is nothing in mechanical occupations, however favorable\\nin some cases to reflection, to exercise a prompt and facile intelligence, or\\ncultivate a verbal memory and an opulent diction. With few exceptions\\nthey had been accustomed to teach in Sunday-schools, and the extensive\\nScriptural knowledge of which my examination supplied me with the\\nevidence, was probably acquired in this occupation. Where their secular\\nknowledge on admission extended beyond reading, writing, and arithmetic,\\nit included in seven or eight cases, a little Latin, and in five, the first\\nprinciples of algebra and geometry. The dialect and pronounciation of\\nmany of them I found to be strongly provincial, and the articulation in\\nreading imperfect.\\nTheir arithmetical knowledge on their admission, often includes all the\\nrules usually taught in books on arithmetic; but it is a knowledge limited\\nto the application of the rule mechanically, with a greater or less amount\\nof accuracy and facility and does not include any intelligence of the\\nprinciples of calculation on which it is founded, much less of the best\\nmeans of bringing the minds of children to the intelligence of them.\\nThe students rise at 5 o clock in the summer and at a J before 7, in the\\nwinter.* They make their own beds and in summer devote the interval\\nbetween i past 5 and 7, to Scriptural instruction, and to the preparation of\\nlessons for the next succeeding day. Prayers are read at 7 o clock, and at\\na i past 7 they breakfast. The interval from a i before 8 to a J past 8 is\\ndevoted to industrial occupations, carried on for the most part in the open\\nair, or (the weather being unfavorable) to psalmody. At i past 8 their\\nmorning studies commence, and are continiied to 1 past 11. The interval\\nbetween i past 11 and f after 12 they again devote to industrial pursuits,\\nthe weather permitting. They dine at 1 o clock, and resume their studies\\nat 2. The interval from 5 to i past 7 is allowed them for private reading\\nand exercise, and it is in this interval that they take their evening meal.\\nTheir evening studies begin at i past 7, and are continued until a i past 8.\\n*Any number, not less than four, who come down to pursue their studies at an earlier hour\\nthan this in the winter are allowed to light the gas in the class rooms.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0628.jp2"}, "625": {"fulltext": "CHESTER DIOCESAN TRAINING COLLEGE. 399\\nAt -J- past 8 evening prayers are read, the service being choral and accom-\\npanied by the organ, and at 9 they retire to rest. In the dormitories the\\ngas-lights burn for three-quarters of an hour after they have retired to rest,\\na period which they have the opportunity of devoting to religious reading\\nand to their devotions.\\nThe following is a list of the officers of the Institution\\nRev. Arthur Rigg, M.A., Christ College, Cambridge, Principal.\\nRev. Richard Wall, B.A., St. John s College, Cambridge, Vice-\\nPrincipal.\\nMr. Henry Beaumont, Master inthe Commercial School.\\n*Mr. Richard Griffies, blaster in the Commercial School.\\n*Mr. Lawrence W. Riley, Master of the Model School.\\nThe teachers of the commercial school occasionally assist in the instruc-\\ntion of the students of the training school. No other masters are employed\\nthan those above enumerated, all of whom are resident witliin the walls of\\nthe Institution.\\nThe Principal is assisted in the general supervision of the Institution, by\\none of the students called the scholar, selected from among the exhibition-\\ners, and changed every week according to a cycle fixed at the commence-\\nment of each half year. His duties are as follows:\\nDuties of the Scholar.\\n1. To inspect the bed-roonas and be responsible for their order. To open all \u00e2\u0096\u00a0windo ws\\nupstairs.\\n2. To go to the post-ofRce at 9 o clock A.i\\\\I. and leave the order-book in the usual place.\\n3. To ring the bell at all the doors at the appointed hours.\\n4. To have a general care over all the in-door property of the building.\\n5. To keep the library in order, and to be responsible for class-books, and to prepare the books\\nfor each lesson.\\n6. To receive all letters for post at i to 8 P.M.\\n7. To receive all articles for the tailor and shoemaker before 5 o clock P.M. on Thursday.\\n8. To take the board containing the scheme of work into the study on Thursday evening.\\n9. To p;it up the calender for the week on the Saturday previous also to put up a copy of\\nthe psalm-tune for Sunday on the Monday evening previous.\\n10. For neglect or breach of these rules the scholar may be punished at the discretion of the\\nPrincipal.\\nAnother student, selected according to a weekly cycle from among those\\nwho will leave the Institution at the following vacation, is appointed under\\nthe designation of an orderly. specially to assist the Principal in matters\\nconnected with the discipline of the Institution and the industrial occupa-\\ntions of the students. His duties are as follows\\nDuties of Orderly.\\n1. Not to allow any student to talk or make a noise before prayers (morning) and at meals.\\n2. To see that shoes are on at least 5 minutes before prayers, Thursday and Sunday excepted.\\n3. To order and arrange for prayers.\\n4. To bolt the yard-doors when the bell has rung for each meal.\\n5. To have the control, direction, c., of the manner in which work is to be done the employ-\\nment of any who are idle and the general care, c., of tools, c., and all the out-door property\\nof the building.\\n6. To see that the students are seated 10 minutes after the bell has rung in the morning and\\n2 in the afternoon.\\n7. To attend to order in classes at lessons both as regards persons and places.\\n8. The orderly to provide a towel every Saturday night for the use of the students in the\\nyard.\\n9. For neglect or breach of these rules the orderly may be punished at the discretion of the\\nPrincipal.\\nThe period devoted every week to each subject of instruction will be\\nfound specified in the following table\\nThese were recently students in the Institution.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0629.jp2"}, "626": {"fulltext": "400 CHESTER DIOCESAN TRAINING COLLEGE.\\nTime devoted in the course of the Week to each subject of Instruction.\\nH. M.\\nScriptural knowledge ..--...---80\\nEvidences of Christianity 10\\nChurch History 1 20\\nEnglish Grammar -----------3 30\\nEnglish History ...--------10\\nEnglish literature (including themes and writing from memory, o.) 2 40\\nEducational essays, together with lectures, reading, and praxes on National\\nSchool teaching 12\\nArithmetic -..---------5 10\\nAlgebra 10\\nEuclid 10\\nMensuration ...-.--.----10\\nNatural and Experimental Philosophy -------0 40\\nLecture (subject not prescribed) --------10\\nWriting 1 40\\nGeography ..--.-------20\\nVocal Music 30\\nLinear Drawing -....-20\\nPreparation for lessons 4 30\\nLeisure 15\\nDuring the last six months of the residence of each student, he practices\\nthe art of teaching in the model-school a week at a time being set apart\\nfor that occupation, according to a cycle prepared by the Principal, which\\nbrings back the teaching week of each, with an interval of about three\\nweeks during the first quarter, and ofteuer if necessary during the last.\\nThe Institution provides all the books used by the students, whose price\\nexceeds 3s, and the students contribute each 2s quarterly towards the\\npurchase of them.\\nOn one of the days of my inspection, in the month of May, I found the\\nstudents thus employed\\n7 were engaged in carpentry.\\n5 cabinet-making.\\n2 brass-working and soldering.\\n*8 book-binding\\n2 painting.\\n2 graining.\\n2 turning in wood.\\n2 in metal.\\n1 stone-cutting.\\n4 lithographing.\\n2 filing and chipping.\\n2 practical chemistry.\\n2 varnishing and map-mounting.\\n2 lithographical drawing.\\n15 gardening, excavating, and transporting earth.\\nAll the rough ground about the building has been levelled and brought\\ninto cultivation by them the principal class-rooms painted in imitation of\\noak and excellently grained they have made several articles of furniture\\nand various school apparatus and many of the books in the school have\\nbeen bound by them.\\nIt is not, however, with reference to the pecuniary value of the labors\\nof the students that the Principal attaches importance to them, but with a\\nview to their healthful character and their moral influence. They pursue\\ntheir studies with the more energy, habits of indolence not having been\\nallowed to grow upon them in their hours of relaxation, and their bodies\\nbeing invigorated by moderate exercise and, inactivity being banished\\nfrom the Institution, a thousand evils engendered of it are held in abeyance.\\nWhen first admitted, they do not understand why bodily labor is required\\nof them, and are desirous to devote all their time to reading they soon,\\nhowever, acquiesce, and take a pleasure in it.\\nBy employing each student as far as possible in the pursuit to which he\\nAll the students learn book-binding.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0630.jp2"}, "627": {"fulltext": "CHESTER DIOCESAN TRAINING COLLEGE. 401\\nlias been accustomed, his active co-operation is assured, because it is easy\\nto him, and there is a pleasure associated with the exercise of his skill in\\nit and he becomes, moreover, in respect to this pursuit, an instructor to\\nothers in this vray, not less than by the marketable value of the results\\nof his labor, contributing to the welfare of the Institution.\\nThe industrial occupations of the students receive the constant and\\nactive supervision of the Principal. He takes a lively interest in the\\nlabors of each points out the scientific bearings of the craft he is exer-\\ncising, sometimes suggests to him an improved manipulation of it, and\\ncombines and directs the whole to proper objects and to useful results.\\nAt the time of my second visit he had thus concentrated all the mechanical\\npower of the Institution on the labors of the chapel.\\nNothing could be more lively and interesting than the scene presented\\nby the grounds and workshops during the intervals of study. In one place\\nthe foundations of the structure were being dug out in another the stone\\nwas quarried. In the workshops I found carpenters, turners, carvers in\\noak, and blacksmiths, plying their several trades and, in a shed, a group\\nof stone -cutters carving with great success, the arch-mouldings, mullions,\\nand lights of a decorated window, under the direction of one of their\\nnumber, to whom they were indebted fftr their knowledge of the art. A\\nlively co-operation and a cheerful activity were everywhere apparent, and\\nan object was obviously in the viev,^ of all, which ennobled their toil.\\nThe expense of medical attendance is provided for, by the students them-\\nselves, who have a sick-club, to which each contributes 2s 6d every half-\\nyear. This payment is found sufficient, very little sickness having pre-\\nvailed.\\nThe students wear a collegiate dress, consisting of a cap and gown like\\nthose worn in the Universities. It is the object of this regulation to pre-\\nserve a uniformity of appearance amongst them whilst they are within\\nthe bounds of the Institution, and to distinguish them when without.\\nThe administration of the entire household department is intrusted to\\nthe steward, who provides the food and washing of the students, the board\\nand wages of domestic servants, the house-linen, knives and forks, earthen-\\nware, kitchen utensils, c., at a fixed charge in respect to each student, de-\\npendent for its amount on the number in residence. The Principal does\\nnot otherwise interfere with his department than in the exercise of an\\nactive and a constant supervision over it.\\nA dietary has been prescribed, but it has been found wholly unnecessary\\nto enforce it. An entire separation between the rooms occupied by the\\nstudents and the household department has been carefully provided for in\\nthe construction of the building, and is strictly and effectually enforced.\\nThe Principal is charged with the administration of the discipline. It\\nis enforced by impositions consequent on a breach of the rules.* The\\npower of suspension rests with the Principal of expulsion with the Com-\\nmittee of Management.\\nA permanent record of all punishments is kept in a book provided for\\nthat purpose by the Scholar.\\nThe students who have left the Institution are accustomed to corres-\\npond with the Principal, and are invited at Christmas to dine with him.\\nHe is desirous, if it were practicable, to pay an annual visit to them.\\nInquiries are moreover made officially by the honorary secretary, from\\ntime to time, as to the way in which their duties are discharged, and the\\nwelfare of their schools.\\nThe following may be taken as an example of these impositions. Five lines are required to\\nbe written out for every minute that a student is late in the morning. No imposition had been\\n\u00e2\u0080\u00a2enforced, except for this offence, between Christmas, 1843, and the period of my inspection iu\\nMay, 1844.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0631.jp2"}, "628": {"fulltext": "402\\nCHESTER DIOCESAN TRAINING COLLEGE.\\nCommercial and Agricultural School.\\nThe system of education in the commercial and agricultural school com\\nprises the following subjects\\nEnglish Composition.\\nWriting and Aritiinaetio.\\nBook-keeping.\\nMensuration.\\nSurveying and Engineering.\\nAncient and Modern History.\\nGeography, Drawing and Music.\\nThe Elements of Natural Philosophy.\\nChemistry as applied to Agriculture, Horticul-\\nture, and the Arts.\\nLatin and Greek.\\nFrench and German.\\nThe terms, including board, lodging, and education, are, for pupils\\nabove 12 years of age, \u00c2\u00a335 per annum; for pupils under 12 years of age,\\nj\u00c2\u00a330 per annum. There are no extra charges. An entrance fee of \u00c2\u00a31 is\\nrequired, and appropriated to the library and museum.\\nPupils are admitted to the commercial school between the ages of 8\\nand 15 years.\\nThe utmost attention is paid to their health and comfort, the domestic\\narrangements being under the superintendence of an experienced matron.\\nEach has a separate room and bed. There are two vacations in the year j\\nthat in the summer for five weeks, that in the winter for four weeks.\\nModel ScJiool.\\nThe appointment of Master of the model-school, is filled up from among\\nthe best qualified of the students of the College. He resides within the\\nwalls of the Institution, but is not charged with any other duties than those\\nconnected with his school. He is assisted in the instruction of the children\\nby the students who are in the last six months of their residence (according\\nto a scheme adverted to in a preceding part of this Report), and by\\nmonitors.\\nThe children come, for the most part, from the neighboring city, their\\nparents being commonly laborers of a superior class, or small shopkeepers.\\nHaving been present on one of the days of admission, which come round\\nmonthly, I can bear testimony to the earnest desire shown by the parents\\nto secure for their children the superior instruction offered by the school.\\nThere were, at that time, between 20 and 30 applicants more than could\\nbe admitted, and the names of many of these had already been for some\\nmonths on the list of candidates.\\nThe following are the rules of the school. The scale of payment will be\\nremarked as a novel feature in them. It has been framed in the hope of\\nkeeping the children longer at school, by offering the premium of a reduc-\\ntion of the fee dependent upon the child s standing, and has been found to\\nwork well.\\nRules of Model National School in the Training College^ Chester.\\nIf these Rules are not obeyed, the Master cannot allow Children to remain at the School.\\n1 Boys who are above seven years of age and of good health may be\\nbrought to the school.\\n2. Each boy must be in the school at nine o clock in the morning, and\\nat two o clock in the afternoon, unless otherwise ordered by the Master.\\n3. The children themselves, and their clothes, must be qxiite clean, their\\nhair cut shorty and in every way they must be as neat as the parents or\\nfriends can make them.\\n4. The 20 boys who have been longest in the school are free.\\nThe next 20 boys who have been longest in the\\nschool must each pay Id per week.\\nThe third 20 boys who have been longest in the\\nschool must each pay 2d\\nAnd the rest of the children 3d", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0632.jp2"}, "629": {"fulltext": "CHESTER DIOCESAN TRAINING COLLEGE.\\n403\\n5. On each Monday morning the pence for that week are to be brought,\\nwhether the child be at school or. not.\\n6. Books, slates, paper, pens, ink, and pencils, c., are found for the\\nchildren without cost to the parents.\\n7. Any injury wliich may be done to books, c., by a child, must be made\\ngood by his parents or friends.\\n8. If a boy be wanted at home, the master s leave must be asked before-\\nhand by a parent or grown-up friend.\\n9. When children are late, or absent without the master s leave, a note\\nwill be sent requiring a parent or grown-up friend to come to the school to\\ntell why the child was late or absent and if it should ever be the case\\nthat, at different times during one half-year, three such notes have been\\nsent about the same boy, he will on the next like offence be subject to\\ndegradation on the payment list, or dismissal from the school.\\n10. Care will be taken that children are not ill-treated while in school.\\nShould there be any just ground of complaint, the parent must speak to\\nthe Principal of the College, without going to the school-room.\\n1 1 Since more is reqixired than the labors of a schoolmaster in school,\\nin order that children may be virtuously brought up to lead a godly and\\na Christian life/ the parents or friends are desired, as they love the\\nwelfare of their children, to promote their education in every possible\\nmanner, confirming at home, both by precept and example, those lessons\\nof piety and morality, order and industry, the teaching of which are main\\nobjects of this Institution.\\nIn bringing under your Lordship s notice the conclusions to which I\\nhave been led by my inspection of this Institution, I cannot disguise from\\nmyself that, placed as it is in the immediate neighborhood of the vast\\npopulation of Manchester and Liverpool, and destined to provide for the\\neducational wants of a diocese, including within its limits the greatest\\nmanufacturing districts of the kingdom districts than which no others are\\nmore remarkable for a dearth of elementary education,* and for the evils\\nengendered of popular ignorance it yields to no other similar institution\\nin interest or importance. Neither does it yield to any other in the ad-\\nThe following is an abstract of the statistical returns made by the deaneries of the diocese of\\nChester to the Diocesan Board of Education and published in its Report for 1842\\nProportion\\nProportion\\nNumber of\\nper Cent, to\\nper Cent, to\\nChildren for\\nNumber of\\nthe Population\\nthe Popula-\\nBOARD.\\nPopulation.\\nwhom accom-\\nChildren in\\nof those for\\ntion of those\\nmodation is\\nAttendance.\\nwhom accom-\\nin Daily\\nprovided.\\nm.odation is\\nprovided.\\nAttendance.\\nChester.\\n90,.341\\n15,178\\n4.300\\nlOi\\n4f\\nNantwich\\n34.2:j7\\n4,559\\n1.120\\n13.V\\n3i\\nMacclesfield\\n1.34,702\\n15,987\\n3,350\\n9i\\nn\\nMiddlewich\\n44.962\\n6,844\\n1.556\\n15\\n3S\\nFrodsham.\\n73.859\\n9,597\\n2,957\\n125\\n4\\nManchester\\n550.178\\n51,311\\n10 043\\n9i\\nn\\nBolton\\n149,108\\n15,847\\n2.695\\nlOf\\nii\\nLiverpool\\n266.135\\n24,038\\n10,228\\n8f\\n35\\nW igan\\n141.858\\n18.224\\n4.147\\n12*\\n25\\nPreston\\n72.608\\n15,517\\n3.813\\n21 i\\n5i\\nLancaster\\n34,033\\n6,6.57\\n1,581\\n19i\\n4f\\nBlackburn\\n156,793\\n25,125\\n4,140\\n18i\\n2i\\nChorley\\n50.815\\n8,34.5\\n1,759\\n144\\n3\\nUlverston\\n25,760\\n5,207\\n1,621\\n20i\\n61\\nVv hitehaven\\n18,808\\n6,890\\n1,718\\n36f\\n9i\\nKendal\\n33,833\\n7,149\\n236,475\\n1,581\\n21i\\n12i\\n45\\nWhole Diocese.\\n1,884.082\\n56,609\\n3", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0633.jp2"}, "630": {"fulltext": "404 CHESTER DIOCESAN TRAINING COLLEGE.\\nvantages of its situation, the imposing character and the magnitude of its\\nstructure, and the scale of its operations. It is the only building which\\nhas yet been erected expressly for the purposes of a training college, and in\\nthe adaptation of its plan internally for the uses of such a structure, not\\nless than in the appropriate character of its external architecture, it may\\nserve as a model for every other.\\nThe direct influence of the College on the education of the district, is\\nthat which it exercises through the schoolmasters whom it sends out.\\nWhat this influence is likely to become, may be judged of from the fact\\nthat, of the 37 masters who had been so sent out up to February 1844, it\\nhas been ascertained in respect to 30, that the number of children in\\nattendance upon their schools had increased in 13 months from 1428 to\\n2469 so that if every schoolmaster in the diocese could be replaced by\\none from this college, the number of children under instruction in it, would\\naccording to this rate of increase, double itself in little more than a year.\\nThe Bishop of Chester, who takes a deep interest in the success of the\\nCollege, and extends to it a paternal care, thus speaks of it in his charge\\nto the clergy of the diocese, at the triennial visitation of 1844\\nIt may be objected, that education is no new thing that National\\nschools have existed for a whole generation and that we have no right\\nto look for a result in future which has not been produced already.\\nWe have learnt, however, from past experience, that schools may exist,\\nwith very little of real education very little of that culture which brings\\nthe mind into a new state, and prepares it for impressions of good which\\nmay be strong enough to resist temptation, and maintain a course of\\nrighteousness, sobriety, and godliness. That our schools have been useful\\nas far as they have hitherto proceeded, it would be unreasonable to doubt\\nthat they are capable of becoming far more useful, it is impossible to deny.\\nI believe that we have taken the right step, in applying ourselves to the\\neducation of masters as preparatory to the education of children. And I\\nlook to the Training College, now happily established at Chester, and able\\n*to send forth its 30 masters annually, to supply the schools now building,\\nand demanded by our increasing population, as one of the bright stars in\\nour present prospect one of the premises on which I found my hopeful\\ncalculations, for the people themselves readily appreciate the nature of the\\neducation offered them. After all, their indifference to education has hither-\\nto been the chief cause of their want of education. Many of our national\\nschools have languished for lack of scholars, in the midst of an illiterate\\npopulation. When once it is perceived that schools are really telling upon\\nthe habits of the scholars that the children through the effect of moral\\ndiscipline are becoming orderly, obedient, and intelligent the school fills\\nas naturally as water rises in the channel when the spring receives a fresh\\nsupply. The 30 masters who first left our Training College found in their\\nrespective schools an aggregate of 1400 scholars. By the close of the first\\nyear the 1400 had swelled to 2400.\\nIt is not only by means of the schoolmasters educated within its walls\\nthat the Training College exercises an influence on the surrounding dis-\\ntrict, but indirectly also, by the interest which it adds to the subject of\\neducation among the clergy of the diocese by the educational topics which\\ncome through its means under their discussion and the new methods of\\ninstruction which it brings to their knowledge. The imposing character of\\nits structure, also the commanding scale of its operations, and the sanc-\\ntion which the Bishop of the diocese lends to it, are not probably without\\ntheir influence upon the springs of public opinion, or their practical bear-\\ning upon the interests of elementary education tending as they do to raise\\nthe character of the educator in the estimation not less of the lower than", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0634.jp2"}, "631": {"fulltext": "CHESTER DIOCESAN TRAINING COLLEGE. 405\\nof the upper classes of society, and to awaken the public sympathies in his\\nbehalf.\\nNothing is more remarkable than the order and decorum which pervades\\nthe College, not less during the hours of relaxation than those of study,\\nA duty appears to be prescribed for every moment, and every moment to\\nfind its active and useful employment.\\nEntire silence prevails throughout the building during the hours of study\\nthe industrial pursuits of the students are characterized by the most per-\\nfect decorum a routine is prescribed which regulates the order in which\\nthey assemble at prayers, and retire noiselessly to rest. All bespeaks a\\nsystem rigidly enforced, and a high state of discipline.\\nIn a preceding part of this Report, 1 have spoken of the class of society\\nfrom which the students are for the most part taken, and the circumstances\\nunder which they are supported in the Institution. From the laborious\\ncharacter of an elementary schoolmaster s life and its privations, it is im-\\nprobable that many persons would seek it, whose friends were in a position\\nto pay for them an annual premium of \u00c2\u00a325, unless for some reason or\\nother, they be disqualified for pursuing with success other avocations in\\nlife.\\nIn so far as the self-supporting character which is sought for this Insti-\\ntution, and for others of the same class, is realized by the contributions of\\nthe relatives of the students themselves its tendency is, therefore, to lower\\nthe general standard of ability and qualification for the office of school-\\nmaster affording facilities for introducing to that office persons unsuited to\\nthe discharge of its duties. For it is to be borne in mind, that precisely\\nthose qualities of mental and bodily activity, judgment, enterprise, and per-\\nseverance, which lead to advancement in every other pursuit in life, are\\nnecessary to the elementary schoolmaster, and that the man is disqualified\\nfor that office who is unfit for any other.\\n[n recording my impression of the actual attainments of the students at\\nthe period of inspection, I must in the first place bear testimony to a re-\\nmarkable disparity apparent not less in their acquired knowledge, than in\\ntheir natural abilities and adaptation of character and manners to the ofBce\\nthey seek a disparity which dates from the period of their admission. I\\nhave found amongst them men of powerful understanding and (speaking\\nrelatively) of cultivated minds and others whose limited attainments,\\nmade under circumstances of extraordinary difficulty and discouragement,\\nhave borne testimony to much natural intelligence, a persevering character.\\nand formed habits of study.* There are, however, others who appear\\nscarcely to possess the ability or the industry requisite to supply as to the\\ncommonest elements of knowledge -the deficiencies of a neglected educa-\\ntion. It is too much to expect of the Institution, that, in the short period\\nof their residence, itf should give to the latter class that apt| intelligence,\\nI find the following recorded among nay notes of a private interview with one of the students\\nof the College. I insert it here in illustration of the above remark\\nwas a cotton \u00c2\u00bbpinner is an intelligent person possesses great Scriptural know-\\nledge, much general information in literature, and some acquaintance with algebra and geometry.\\nTaught himself these things while spinning having a book fixed up and reading in the interval\\nof the return of the jenny. Afterwards he availed himself of the mutual instruction classes\\nestablished at the place of his residence by the clergymen. He came to the Institution at his own\\nsxpense for the first three quarters his maintenance for three other quarters was provided by\\nsubscription. Exhibitions covering the whole expenses of residence in the College, and thrown,\\nin some degree, open to competition, would probably secure for the interests of education many\\nmen of a similar character.\\nt The meantime of the residence of a student appears to be about one year and a half\\nt In no respect are the deficiencies of these young men more apparent on their first entrance to\\nthe Institution than in the lack of a ready intelligence of those common elements of knowledge\\n\u00e2\u0096\u00a0which are placed before them in their simplest forms. They seem to have little or no power of\\n\u00c2\u00bb\u00c2\u00bb.losely applying their thoughts, or of fixed attention and it is long before they aie in a state to\\nprofit by study, or by oral instruction. Their first effort is to shake off this sluggish habit of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0635.jp2"}, "632": {"fulltext": "406 CHESTER DIOCESAN THAINING COLLEGE.\\nthat power of exposition, and those resources of method and simplification\\nwhich unite to form the accomplished educator. It is enough that it bring\\nthese men vxp to the standard of the existing masters of National schools\u00e2\u0080\u0094\\nthat it should raise them above it is not to be hoped.\\nWhilst the addition of men of this class to the number of elementary\\nschoolmasters is not the legitin\\\\p,te function of a training institution, and\\ncan contribute nothing to the interests of that cause which it is established\\nto promote, it cannot fail to disappoint the hopes of these persons them-\\nselves. The standard of elementary education is rising so rapidly, and the\\nnumber of efficient educators so fast increasing, that already those of infe-\\nrior skill, find great difficulty in obtaining employment.\\nTheir knowledge of geography includes many of the simpler elements of\\nthat science known as physical geography, which treats of the general con-\\nformation of the earth s surface in connexion with the climates of different\\nregions, their vegetable and animal productions, and the races of men who\\ninhabit them. Viewed in this light, geography is a science which may, in\\nthe hands of a skilful instructor, be made the vehicle of much general\\nknowledge of that kind wliich is most likely to awaken in the minds of\\nchildren a curiosity to know more, and cultivate a habit of self-instruction\\nand he will not fail to avail himself of it, to bring the resources of his\\nlending library to the aid of his lessons, and thus to establish in the child s\\nmind a link between the mechanical ability to read and a pleasure deriv-\\nable from reading.\\nIt is a novel feature of the Institution that it includes natural history in\\nits course of instruction. I look forward with great interest to the pro-\\ngress of this branch of knowledge, than which none is more humanizing in\\nits influence upon the mind, or more healthful in the pursuit. The scene\\nof a village-schoolmaster s life appears well adapted for the study of it,\\nand followed, as it were, in the constant and manifest presence of Divine\\nwisdom and goodness, it is eminently of a devotional tendency. It is to the\\nable and well-directed labors of the Vice-Principal that the Institution\\nowes those two characteristic and distinguished features of its course of\\ninstruction to which I have last adverted.\\nThe science of mechanics is taught with much care, and particularly\\nthat simple form of it which treats of the work of mechanical agents. It\\nhas been introduced successfully into their schools by some of the students\\nwho have left the College. By a manufacturing population it cannot fail\\nto be appreciated, admitting as it does of a useful application to their daily\\npursuits, and possessing a marketable value. It is a characteristic of ele-\\nmentary education such as this, that being allied to that which is to form\\nthe future occupation of the life of the child, it will not be cast away with\\nhis school-books, but when he becomes a man will be suggested again to\\nhis mind by things constantly occurring under his observation. Some scat-\\ntered rays of knowledge being thus made to fall on the scene of his daily\\ntoil, his craft will assume something of the character of a science, and he\\nwill rise in the scale of intelligent beings by the mechanical exercise of his\\ncalling.\\nLike St. Mark s College, the Chester Diocesan Training College has\\ngrown up under the hands of its Principal. It has been framed from its\\ncommencement upon his views, and has received in many respects an im-\\npression from his character. This Report would be incomplete did it not\\nbear testimony to his many and admirable qualifications for the office in-\\nmind and muoli of the valuable time allotted to them in the Institution is often expended before\\nthat effort is successful. Thus their progress during the latter part of their career is far greater\\nthan at first, and they sometimes leave wheo the real education of their minds is but just\\nbeginning.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0636.jp2"}, "633": {"fulltext": "CHESTER DIOCESAN TRAlNINa COLLEGE.\\n407\\ntrusted to hira and I cannot but look upon it as an event of no little im-\\nportance to the interests of education, that his services have been secured\\nin its cause.\\nThe following passages are taken from the Report of Mr. Mosely, for 1 845\\nAccording to the census of 1841, the diocese of Chester contained, in\\nthat year, in the counties of Chester and Lancaster^ a population of 2,062^-\\n364, of which number 236,126 were males, and 234,929 females, between\\nthe ages of 5 and 15, or 3 arid 13, that is of an age to go to school.\\nAdmitting that each adult teacher is capable of instructing 60 children,\\n7,850 such teachers would be required for the instruction of the children of\\nthese two counties. In which number supposing none of them to be less\\nthan 25 years of age, and to become incapacitated for their duties at 65\\n117 will die annually, and 105 will be superannuated. So that from these\\ntwo causes 222 vacancies will occur annually.\\nAssuming that 7 per cent, of this number are private teachers, there\\nwill remain 206 vacancies to be provided for among the teachers of public\\nelementary schools, i. e., 103 masters, and the same number of mistresses.\\nMy experience in the inspection of training colleges leads me to the\\nconclusion that the persons who seek them are not generally possessed of\\nsuch previous instruction as would reader a period of less than two years\\nadequate to qualify them for the office of the elementary schoolmaster.\\nThe training schools for masters in this diocese alone should, therefore,\\nwith reference to a really efficient state of the elementary education of the\\ncountry, give instruction constantly to 206 students.\\nThe present number of students in the Chester Diocesan College, is 40.\\nIt affords accommodation for 100. The part of it otherwise unoccupied,\\ngiving space to a commercial school, which at present consists of 30 boy.s.\\nThe task of instructing the senior students devolves entirely upon the\\nPrincipal and the Vice-principal they are, however, assisted in their\\nlabors in the commercial and model schools by two of the students, whose\\ncourse of instruction has been completed. This constitutes the entire staff\\nof officers.\\nThe fee for admission is 25/. annually; 16 exhibitions of 121. 10s. each,\\nhowever, reduce the fee, in respect to the like number of students, by one-half.\\nSeven hours a day are devoted to study in the class-rooms. If hours to\\nindustrial pursuits, 2i hours in winter, and 4 in summer, to private study\\nand exercise.\\nThe subjects of instruction, include R.eligious knowledge, Engli-sh litera-\\nture. Science, and the Art of teaching. Ten hours and one-third in each\\nweek, are devoted to the first, 21 hours to the second. 9 hours to the third,\\nand 1 2 hours to the fourth. The students occupy 4i hours in the prepa-\\nration of lessons, and they have, every week, 15 hours leisure.\\nThe rest of their time is given to industrial occupations. These consti-\\ntute an integral part of the course of instruction, received as systematically\\nas any other, and under a greater variety of forms, and with more success\\nthan in any similar institution with which I am acquainted.\\nNothing can be more animated and interesting than the scene which\\npresents itself to the stranger who visits the institution during the hours\\nwhen these occupations are going on.\\nEvery student is seen plying some useful handicraft either that which\\nwas the means of his previous livelihood, or one taken up since he has\\nbeen in the institution and wherever the eye rests, some new form of\\nuseful instruction in the mechanical arts suggests itself to the mind.*\\nOn the day of my inspection I found the students thus distributed There were 5 carpenters,\\n2 turners in wood, 4 in iron, 2 painters, 2 blaclcsmiths, 3 glass-stainers, 4 lithographers, 3 carvers,\\n6 bookbinders, 2 students were varnishing maps, 1 was working a circular saw, 6 were occupied\\nin excavating and transport of earth, and there was 1 gardener.\\n26", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0637.jp2"}, "634": {"fulltext": "408 CHESTER DIOCESAN TRAINING COLLEGE.\\nTlieve can be no doubt of the admirable adaptation of a system Ihco\\nthis to the education of masters for Industrial Schools and the question\\nhow far it may be practicable and expedient to maintain such schools is\\npressed more and more, every day, upon the attention of the friends of the\\nlaboring classes, by the encroachments \\\\Yhich labor is making upon that\\npart of a poor child s life, which has hitherto been left for its education.\\nAny plan would be likely to receive the confidence of the poor, combining\\ninstruction iji useful learning, with some employment, which, whilst it\\nserved, by a trifling remuneration, to diminish the sacrifice they make in\\nnot sending their children to work, would be an obvious preparation for the\\nlife of labor in reserve for them.\\nIt is not, perhaps, without a show of reason, that they are accustomed\\nto fear, lest by too long a continuance at school, and by the influence of\\ntoo much book learning, their children should be led to shrink from that\\nself-denial of bodily toil, and should fail of those habits of steady industry,\\nwhich are proper to their state of life. To talk to them of the moral\\nadvantages of instruction, of the elevating and ennobling tendencies of\\nknowledge, of the social virtues which follow in its train, and of its influ-\\nence in the formation of religious character, and, through that character,\\nupon the future and eternal welfare of a responsible being, is to seek to\\nimpress their minds with truths of which, alas, they have no experience.\\nEngaged themselves in a perpetual struggle with the physical difliculties\\nof existence too often increased by their own improvidence when they\\nlook to the future welfare of their childi-en, they have no other thought\\npresent to their minds than the remuneration of their labor. And, a,fter\\nall, if we would serve them effectually, and with that view, if we would\\nsecure their active concurrence in our efforts, we must, in some degree,\\nmeet their own views as to what is best for their children, and take them\\nas they are, with all their ignorance, and their prejudices about them.\\nOur success will be the greatest when we do the least violence to these\\nprejudices and they do not debar us from a v/ide field of labor for their\\nadvantage.\\nIn giving to its students a practical knowledge of the pursuits of the\\nlaboring classes, this institution places them on vantage ground. It helps\\nto fill up that chasm which separates the educated from the uneducated\\nmind, and too often interdicts all sympathy between the school-master and\\nthe parents of the children intrusted to his charge.\\nSo long as the domestic and inner life of the classes below us in the\\nsocial scale the whole world of those thoughts and feelings in which their\\nchildren are interested remain hidden from us, our efforts for their\\nAvelfare, devised in ignorance, will, in a great measure, fail of their object.\\nHe who would explore this region close at our doors, and bring back to us\\ntidings of it. would have a tale to tell as strange as of an undiscovered\\ncountry, and far more important.\\nAccording to that theory of a school-master which these considerations\\nwould seem to suggest, his education, far from separating the link which\\nunites him to the classes out of which he is taken, should strengthen it.\\nHis sympathies are to be with his own people. He is to take a lively\\ninterest in their pursuits. The scene of their daily toil is to be familiar\\nto him. Those ideas associated with their craft, which include, within\\nsuch narrow limits, the whole of their acquired knowledge and the terms\\nof their art, however technical he is to be conversant with. Their\\nintelligence is limited to the narrow circle which contains their daily\\nbread. He is to enter that circle. The love of intellectual pursuits, per-\\nhaps never extinguished in the mind of man, loses its vivacity side by side\\nwith the pressing wants of animal life. He is to reawaken it. Out of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0638.jp2"}, "635": {"fulltext": "CHESTER DIOCESAN TIIA1XI:XG COLLEGE. 409\\nthe friendly relations and generous sympathies which result from an inter-\\ncourse such as this, he is to build up a superstructure of mutual confidence\\nand good will, and to dedicate the ascendency he thus acquires over the\\nparent, to the welfare of the child. He is to reawaken in the bosom of the\\nlaboring man those natural sympathies which seem under the influence\\nof the manufacturing system to be fast dying away, and to impel him to\\nsacrifices in behalf of his child to impress him with a deep sense of the\\nrcvsponsibility under which he lies in the matter of its spiritual and eternal\\nwelfare, and to direct him as to the best means of promotiong it. It is not\\nin any unreal character that he is thus to appear on his hearth, or with any\\nJesuitical project of circumventing him for the advantage of his child but\\nsimply that, taken from his own order, he is not to separate the link\\nwhich unites him to that order; that, by both parentage and education,\\nassociated Avith the laboring classes, he is not to divest himself of those\\nimportant advantages for fulfilling the duties of his mission, which that\\nassociation supplies. With this view, neither in his dress, nor in his man-\\nners, nor in his forms of speech, is he to assume a distinctive or separated\\ncharacter, otherwise than as it regards that greater moral restraint, that\\ngravity of speech, and sobriety of demeanor, which it would become the\\nlaboriug man himself to cultivate.\\nThis theory of a school-master is diametrically opposed to that on which\\nthe system of every other training college with which I am acquainted, is\\nfounded. The tendency of every other is elevating. This would repress\\nthose aspirations which are natural to the ncAV condition of his intellectual\\nbeing on which the student has entered, and which are usually associated\\nwith the office he seeks, and it would tether him fast to that state of life\\nfrom which he started.\\nNotliing can be more just than that estimate of the moral necessities of\\nthe laboring man, which is its basis. Above all other things, that man\\nwants a friend set free from the influences under v/hich he is himself fast\\nsinking a friend, if it were possible, not divided from him by that wide\\ninterval which a few conventional distinctions are sufficient to interpose\\nto advise him, if not in the matter of his own welfare, in that of his\\nchildren.\\nIt is. however, a theory which in practice would not be without its perils.\\nSo close an approximation to the class below him, would have a tendency\\nto separate the school-master from the class which is above him, that\\nclass in which all his better and higher impulses will find their chief stay\\nand support, and where alone he can, as yet, look for a cordial sympathy.\\nThat ascendency which education gives him over the minds of his ordinary\\nassociates, will tend to foster an independence of spirit inconsistent, perhaps,\\nwith the relation in which he must of necessity stand to the patrons and\\npromoters of his school and above all he will be the less likely to preserve\\nthose intimate and friendly relations with the clergyman, which are not\\nless important to the spiritual welfare of the parish school and the parish,\\nthan to the personal comfort, and the self-respect of the school-master.\\nI have every where found a disposition on the part of the clergy to\\nextend a friendly sympathy to the labors of the school-master, and I believe\\nthat they very generally rejoice in the opportunity which the superior\\neducation of the training colleges afibrds to them, of stretching out to him\\nthe right hand of Christian fellowship. Asperity of manners, an inde-\\npendent bearing, and a rude deportment, would repel these kindly feelings.\\nOn the other hand, it may be questioned whether the opinion that the\\nco-operation of the laboring classes in the work of the schoolmaster is to\\nbe gained by a closer appi-o.vimation to themselves in his modes of thought\\nand his way of life, is founded on correct estimate of the springs of public", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0639.jp2"}, "636": {"fulltext": "4]0 CHESTER DIOCESAN TRAINING COLLEGE.\\nopinion amongst tliem, and whether some separation and the interposition of\\na few conventional distinctions do not serve to give weight to his counsels,\\nand enhance the estimate formed of the value of his labors.\\nMy own opinion is that a sincere and earnest interest in the welfare of\\ntheir children, shown by a labor of industry and love, will overpower\\nevery other consideration in the minds of the poor, and that however great\\nmay be the advantage which a close association with them, and an intimate\\nknowledge of their condition, give to the school-master, it will, in general,\\nbe dearly purchased by a conformity with their habits of life and modes of\\nthought and action. It is an ixitercourse in which, whatever they may gain\\nhe will probably lose.\\nThat state of things in which a breach between the class of elementary\\nschool-masters and the clergy shall have become wide and general, cannot\\nbe contemplated otherwise than with unmingled apprehension. The\\nascendency which education gives to them amongst the uneducated masses\\nministering lo their characteristic independence of spirit, their profes-\\nsional pride and their ambition might, in such a case, prove a temptation\\nand a snare too great for them to withstand, and by a slow but irresistible\\nprocess, convert them into active emissaries of misrule.\\nWith reference to the industrial pursuits which have suggested these\\nremarks, it appears to nae worthy of consideration whether in this institu-\\ntion they may not have acquired an ascendency which is not without its\\nunfavorable influence on the literary pursuits of the place, and whether\\ntoo large a sacrifice of healthful recreation is not made when, in fine\\nweather, the students pass from their class-rooms into the workshops,\\ninstead of into the open air.\\nOf the whole number of students, I find that 18 spell incorrectly, 12\\nread and 8 write imperfectly 1 0, upon the evidence of the exercises they\\nhave sent in, may be characterized as illiterate; 10 others have afforded\\nin their exei-cises the evidence of a considerable an^ount of general literary\\nattainment and mental culture 20 write beautifully 9 have acquitted\\nthemselves well in Scriptural knowledge, and the same number in Church\\nHistory and the Liturgy 4 in their answers to the questions on the Art of\\nTeaching; 20 in Arithmetic, and some of these admirably 5 in Natural\\nPhilosophy; 18 in Mechanics and Astronomy; 12 in Geography; 9 in\\nEnglish History; 45 in Algebra.\\nAt my previous examinations I have been struck by the remarkable\\ndisparity wliich presents itself in this institution as to the general ability\\nand acquired knowledge of the students. I have found among them .some\\nof vigorous intellect and of considerable attainments, and others whose\\ndefects of previous education and want of the natural endowments proper\\nto an elementary teacher will not, I fear, be remedied by a residence\\nhowever long continued.-\\nIf a sufficient number of candidates presented themselves for admission,\\nto allow a selection from amongst them of those who are really qualified,\\nthis source of embarrassment might be removed. Such a num.ber of can-\\ndidates would, I doubt not, be found, if the obstacle which the fee presents\\nto their admission could be overcome. At Battersea Training College the\\nexpedient has been adopted of lending to an eligible student that portion\\nof his fee which is not covered by an exhibition and the number of such\\nexhibitions has been augmented by subscriptions to a fund specially devoted\\nto that object.\\nIt is, liowever, in my opinion, worthy of grave consideration whether\\nthe expenditure of the public money for educational purposes would not be\\ngreatly economised by the foundation of Government exhibitions in the\\ntraining colleges.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0640.jp2"}, "637": {"fulltext": "CHESTER DIOCESAN TKACNING COLLEGE. 41 J\\nThe office of the school-master does not offer to a man desirous to pro-\\nvide for his children, and in a position to pay an annual fee of 25/., adequate\\nadvantages, either in respect to the remuneration attached to it or its social\\nposition. If, indeed, a shopkeeper, a warehouseman, a small manufacturer,\\nor a farmer well to do in the world, have one child, who, by reason of a\\nfeebleness of character, or of bodily health, or perhaps of intellect, may\\nbe considered unequal to a more active and enterprising career in life, the\\ntraining college will perhaps be sought as an asylum for him. Straitened\\nas are these institutions (especially the Diocesan Colleges) in their resour-\\nces, it is not easy to refuse a candidate who is thus prepared to pay the\\nwhole fee for admission. At the expiration of his course of instruction\\nthe qualifications of a student received under these circumstances, not-\\nwithstanding ail the labor which may have been bestowed upon his\\ninstruction, will scarcely be found such as would obtain for him the public\\nconfidence, were it not for the guarantee which his residence in the training\\ncollege has supplied. And so, after all, the public money will have been\\nexpended, and the public sympathies exhausted, not in raising the standard\\nof intelligence in tiie existing body of school-masters, but at best in bring-\\ning up to the existing standard, men who would not otherwise have\\nreached it.\\nI have brought out this evil, perhaps, beyond its just proportions; but\\nit has been in the hope of fixing your Lordsliips attention upon it, and\\nwith a view to its remedy. I have reason to know that it is operating in\\nthe training institutions as a great evil, and. I believe, that, if they fail of\\ntheir results and disappoint the public expectation, this will lie at the root\\nof the matter. It would be quite possible, if this fee were dispensed with,\\nthrough the agency of the Inspectors, to fill the training colleges with men\\nin their qualifications for admission very far indeed above the general\\nstandard of those who are now found in them. Were tlie question, whether\\nfrom such a class of persons a body of efficient educators could be formed,\\nwholly problematical as to its results, having such an object in view, it\\nwould surely be worthy a large expenditure of the public money to bring\\nit to the test of an experiment. But it is not difficult to show that a\\nreally eligible candidate becomes, when admitted a student in our best\\ntraining colleges, by a process in wliich there are very few instances of\\nfailure, a school-master capable of realizing all that we hope from him.\\nConsidering that the faith of the public in education hangs upon the fruit\\nof these colleges, not less than the success of each individual school-master\\nin the sphere of action particularly assigned to him, it would be folly to\\nmeasure the services of such a man for the public welfare by the 40Z.\\nor 50/. of the public money which may have been expended in educating him.\\nMy Report to your Lordships on this institution would not convey to you\\na just impression of it, did it not bear testimony to the very arduous char-\\nacter of the labors of the two gentlemen the Principal and the Vice-\\nPrincipal on whom the entire management of it devolves. Besides that\\ngeneral supervision which the Principal exercises over it in all its depart-\\nments, its whole correspondence is intrusted to him, and he takes an active\\npart in the teaching of the students, not only during the hours devoted to\\nstudy, but whilst they are engaged in their industrial occupations. If to\\nthese, his ordinary labors, be added those with which for the last two years\\nhe has been charged in superintending the building operations which have\\nbeen going on at the model school-room and the chapel, it will, I think, be\\nfelt that claims are made upon his services which are incompatible with\\nhis own health and with the best interests of the institution.\\nThe Model School. The second week of my inspection I devoted to an\\nexamination of the model school.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0641.jp2"}, "638": {"fulltext": "412\\nCHESTER DIOCESAN TKAIXING COLLEGE.\\nOne hundred and sixty-three boys were present on the day of my exam-\\nination. These children, like those of every other model school which I\\nhave visited, appear to belong to a grade in society removed a little above\\nthat from which the children who usually attend National Schools are\\ndrawn. They attend Avith remarkable regularity, the average number of\\nabsentees during a period of six months, except by reason of sickness or\\nAvith leave, being only one daily.\\nI have appended in this Report* a statement on this subject, which I\\nhave read with great interest.\\nThe school is held in high and well deserA-ed estimation by the parents,\\nand it is obAaous that under the influence of that estiiiiation, they are\\nprepared to make those sacrifices of the occasional services of their chil-\\ndren, lest they should lose their learning, which in other schools they will\\nnot make. The irregularity of the attendance of the children of National\\nSchools, I find to be every where alleged as an obstacle faial to all the\\nhopes of education. Here that obstacle is removed.\\nI have appended to tins Report a copy of the note Avhicb is addressed to\\nthe parents of a child absent without leave. This note forms one part of\\nthe page of a book, resembling a cheque book, from which it is torn a\\nrecord of the notice being preserved on the other part. The arrangement\\nis exceedin;ily convenient in practice, and might be introduced generally\\nin National Schools AAdth advantage. f\\nThe discipline is admirable, it is maintained apparently with great ease,\\nand affords the evidence of a subordination, influenced by moral causes,\\nMODEL SCHOOL.-\\n-ATTENDANCE.\\nFrom January 1.3th to Jniie SGth. (A. D. 1845.)\\nPresent. Sick.\\nH,53-2 S4\\n120 7\\nLeave.\\n508\\n4\\nLati!.\\n58\\nAb.=;ent.\\n197\\n1\\nTotal.\\n16,011\\n139\\nTotal\\nDaily Average\\nFrom July 23th to November 7th.\\nTotal\\nDaily Average\\n10.214 297\\n139 4\\n479\\n6\\n271 127\\n-1\\n11,141\\n150\\nFrom 2nd May, 1845, to 2Gth August, 1845 84 School days during this time there were 151\\nNotes sent for boys being late 38, and absent 113\\nExcuses for being\\nLate Domestic arrangements bad, 20.\u00e2\u0080\u0094 Errands, 10. Idlers, 8.\\nAbsent Wanted by parents, 50. At home, no reason given, 9. Sick, 25 No shoes, 4.\\nTruants, 3. Domestic arrangements bad, 3. Miscellaneous, 11. Left, S.\\ntNo..\\nChester,\\n,nd lot-i\\nof boy \u00c2\u00bbS\\n184\\nnumber of boy \u00c2\u00bbS\\nLast day for ans-wer_\\nNo. of boy sent\\nWhen answered\\nReasons given\\nNo. Chester, 184\\nhas been late\\nor absent this morning, or this afternoon, without leave,\\nfrom the National School in the Training College.\\nRULE.\\nA parent or grown-up friend must come, or send a\\nnote, to the School, to tell why the boy was late or ab-\\nsent, on or before next, or we shall con-\\nsider that he has left the school.\\nMastbr.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0642.jp2"}, "639": {"fulltext": "CHESTEIl DIOCESAN TIUINIXG COLLEGE. 4^3\\nand cheerfully yielded. So far as this is apparent in the order and regu-\\nlarity of the school, it is greatly promoted by the school songs which\\naccompany all tlie changes of the classes, and which the children sing as\\nthey assemble and when they leave.\\nThe singing is the more remarkable, as its character is maintained ap-\\nparently with very little effort, and the sacrifice of very little time.\\nAccustomed to oral instruction on the gallery, the children exhibit great\\npower of attention, much quickness of apprehension, and greater resources\\nof language than I ain accustomed to find in schools of this class. They\\nappear to be interested in what they are taught, to appreciate the value of\\nlearning, and to take a pleasure in it. That listlessness of manner and\\ndreaminess so intimately associated in the mind of an inspector with the\\naspect of an elementary school, had certainly no place here on the days of\\nmy inspection. The children not less than their teachers, seemed to be in\\nearnest in the business of the school, and the fervor and vivacity apparent\\non the one part, is at least commensurate with the zeal and ability exhibi-\\nted on the other.\\nSo far as this school, taught exclusively by the students of the college,\\nmay be taken as affording direct evidence of the skill they attain in the\\nart of teaching, no other than a favorable estimate can be formed of it.\\nThe notes in which I have recorded the impressions which I derived from\\nthe opportunity afforded me of being present at a lesson delivered by each\\nstudent, do not however bear an unqualified testimony to this fact.\\nAmongst them were some excellent teachers, earnest, vigorous, well\\ninstructed, and efficient, but there were others, v. anting not only in the pe-\\nculiar and professional qualifica,tions of a teacher, but themselves very\\nimperfectly educated. If I might be allowed a general criticism, it would\\nbe that the students whom I saw teach were not acquainted to the extent\\nthat might have been expected with the best methods of simplifying the\\nprimary elements of instruction. I doubt whether these had ever been\\nmade the subject of study Avith them. There was no evidence of any in-\\ndependent power to present the knowledge they themselves possessed under\\nthat form in which it is best adapted to the intelligence of children, or of\\nany systematic instruction directed to that object, or indeed of any due\\nappreciation of its importance to the success of elementary instruction.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0643.jp2"}, "640": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0644.jp2"}, "641": {"fulltext": "NORMAL SCHOOLS\\nFOR THE\\nTRAINING OF FEMALE TEACHERS IN ENGLAND.\\nBesides the Normal School of the Home and Colonial Infant and\\nJuvenile School Society already described, which is mainly devoted to\\nthe training of female teachers for a class of schools for which females\\nare pre-eminently fitted by nature, there was established, in 1842, at\\nWhiteland, Chelsea, by the National Society, an Institution for the\\nTraining of Schoolmistresses. Since its establishment 93 pupils have\\nbeen sent out as teachers, of which number 82 were in charge of schools\\nin 1848. It has already been instrumental, in the opinion of Her Majesty s\\nInspector of Schools, Rev. F. Watkins, in reai:ing the standard of attain-\\nments of the schoolmistresses, and elevating their social position. The\\ncourse of instruction, as presented in his Report to the Committee of\\nCouncil on Education for 1848, extends through two years, but does not\\nembrace any peculiar features as to subjects or methods, except as to\\nthe industrial employment of the pupils. In the printed Regulations for\\nthe admission of pupils, it is said:\\nTheir attention will not be confined to the studies of the school-room.\\nWhatever skill or knowledge may be of use in a poor man s familj either\\nto increase the comforts of his fireside, to assist in bringing up his children,\\nor to prepare his daughters to gain, in whatever capacity, a respectable\\nlivelihood, this will be diUgently imparted. For this purpcse they are care-\\nfully instructed in the art of plain needlework, knitting, marking, darning, c.\\nTo give them practice and experience in this iepartmeni, they are expected to\\ncut out and make up the various articles of clothing secured to the poor chil-\\ndren of the schools by their clothing clubs. The pupils are also required to cut\\nout and make up their own clothes, as well as to undertake all other plain nee-\\ndlework which may be sent to the Institution. The teachers are practiced in\\nthe art of setting needlework for children, by preparing the work for the difler-\\nent classes in the school. The pupils have also been in the habit of making\\nthemselves useful in the laundry.\\nThe Inspector makes the following remarks on the previous education\\nof some of the pupil teachers of the institution.\\nIt must be said, that some of them are exceedingly ignorant, being unable\\nto work the four simple rules of arithmetic correctly, possessing little knowl-\\nedge either of the Old or New Testament, altogether unskilled in geography,\\ngrammar, or English history, and utterly unable to spell words of the most com-\\nmon occurrence. It is hardly necessary to say, that this slate of ignorance is\\nnot owing to any want of sufficient instruction in the training school, but to the\\ndeplorable neglect of sound elementary education in the families of those who\\nare raised a little above the poorest class. It is from these families that the\\nmajority, I am told, of the young women in training are drawn. They have\\nbeen educated, (if it be not misusing the term,) at private boarding-schools.\\nA little external dressing has been given to them, but rarely any internal cul-\\nture. They have been taught some fancy needlework, and to write in a run-\\nning hand; they can read fluently, but not with expression; they have learned\\nby heart passages of Holy Scripture, a few hymns, and other pieces of poetry,\\nput have seldom been directed to their meaning. On such material it is diffi-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0645.jp2"}, "642": {"fulltext": "416 NORMAL SCHOOLS FOR FEMALE TEACHERS.IN ENGLAND.\\ncult for the most skillful teacher of a training school to work with any effect\\nShe must carefully pull down before she begin to build up any structure on\\nsuch an unsteady foundation she must, indeed, lay a new I oundation on dif\\nferent principles, and with a careful hand. It is, therefore, hardly fair to expect\\ngreat results from the examination of pupils in the training colleges for mis-\\ntresses, until they shall have received a more sound elementary education, and\\na longer period of training than two years shall have been allotted to them.\\nThere exists also at Salisbury a similar seminary, styled the Salis-\\nbury Diocesan Institute for the Training of Schoolmistresses. The\\ninstitution was opened in 1841, and has been since maintained by dona-\\ntions and subscriptions to the amount of about \u00c2\u00a3500 a year, for the pur-\\npose of providing a sufficient supply of well-educated, right-minded, and\\nthoroughly-trained young women for the schools of the diocese. Up to\\n1848, only 68 had left the institation to take schools. The following ex-\\ntract touches a most important point of inquiry before admitting pupils\\nto a Normal School and especially female pupils. In the Eighth Re-\\nport of the Diocesan Board of Education, it is stated\\nSince the beginning of 1846 two of the pupils died, and five have shown\\nsuch symptoms of weak constitutions as to give no reasonable hope that they\\ncan ever undertake the anxious and trying duties of schoolmistresses. The\\nCommittee are very earnest in pressing this point upon the consciences of those\\nwho give or sign certificates with too much facility; and they say most truly,\\nthat, though it is not an uncommon opinion that the work of a schoolmistress\\nmay be undertaken by those whose constitution unfits them for other more ac-\\ntive employments, the truth is, that the drain upon the constitution and spirits\\nof a schoolmistress is very great, and none but those whose lungs are quite\\nhealthy, and whose constitution is in all respects good, can discharge its duties\\nwith any comfort, or for any length of time.\\nThe Inspector, in the Report of his visit to the school in 1848, observes\\nIt appears to me, that at present the domestic employments of the pupils,\\nif not too much of a servile, are too little of an inslrucUve, economical charac-\\nter. It is said, and doubtless ^vith great truth, that occasional employment in\\neven such works as scrubbing, cleaning shoes, c., has a beneficial tendency\\nin correcting faults of vanity, indolence, c., and in giving a practical lesson\\nof humility and I should be far from wishing to abolish it. Indeed, I hold\\nit to be of great importance to employ the pupils in works that tend to increase\\ntheir sympathy with the poor. But surely it is of not less importance that\\nyoung women intended for a really liberal profession should have ample oppor-\\ntunities of learning the cost of materials, the best and cheapest modes of pre-\\nparing them, and the comparative expense of various modes of housekeeping;\\nand so of acquiring experience which will be available to them, both in the\\nmanagement of their own affairs, and in conversing with the parents of their\\npupils, who will be glad to consult them if they find them practical guides.\\nWith well-arranged offices, under the superintendence of the mistress or a good\\nassistant, the elder girls might profitably devote some portion of their time to\\nthese matters, and might connect them with their studies, both by composing\\nessays on subjects of domestic economy, and by keeping the accounts of the\\nestablishment upon the most approved system.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0646.jp2"}, "643": {"fulltext": "SCOTLAND,\\nThe parochial schools of Scolland have been the pride of her own peo-\\nple and the admiration of enlightened men in all countries. The founda-\\ntions of the system were laid in 1494. In that year it was enacted by\\nthe Scotch Parliament, that all barons and substantial freeholders\\nthroughout the realm should send their children to school from the age\\nof six to nine years, and then to other seminaries to be instructed in the\\nlaws that the country might be possessed of persons properly qualified\\nto discharge the duties of sheriffs, and to fill other civil offices. Those\\nwho neglected to comply with the provisions of this statute were sub-\\njected to a penalty of \u00c2\u00a320. In 1560, John Knox and his compeers hold\\nthe following memorable language, in the First Book of Discipline, pre-\\nsented to the nobility.\\nSeeing that God has determined that his kirk here on earth shall be taught,\\nnot by angels, but by men and seeing that men are born ignorant of God and\\nof godliness and seeing, also, that he ceaseth to illuminate men miraculously,\\nof necessity it is, that your honors be most careful for the virtuous education\\nand godl} up-bringing of the youth of this realm. For as they must succeed to\\nus, so we ought to be careful that they have knowledge, and erudition to profit\\nand comfort that which ought to be most dear to us, to wit, the kirk and\\nspouse of our Lord Jesus Christ. Of necessity, therefore, we judge it, that\\nevery several kirk have one schoolmaster appointed such an one, at least, as\\nis able to teach grammar and the Latin tongue, if the town be of any reputation.\\nAnd further, we think it expedient, that in every notable town, there should be\\nerected a colkge, in which the arts at least of rhetoric and logic, together with\\nthe tongues, be read by sufficient masters, for whom honest stipends must be\\nappointed; as also that provision be made for those that are poor, and not able\\nby themselves or their friends, to be sustained at letters.\\nThe rich and potent may not be permitted to suffer their children to spend\\ntheir youth in a vain idleness, as heretofore they have done but they must be\\nexhorted, and, by the censure of the kirk, compelled to dedicate their sons by good\\nexercises to the profit of the kirk, and commonwealth and this they must do,\\nbecause they are able. The children of the poor must be supported and sus-\\ntained on the charge of the kirk, trial being taken whether the spirit of docility\\nbe in them found, or not. If they be foimd apt to learning and letters, then may\\nthey not be permitted to reject learning, but must be charged to continue their\\nstudy, so that the commonwealth may have some comfort by them and for this\\npurpose, must discreet, grave, and learned men be appointed to visit schools, for\\nthe trial of their exercise, profit, and continuance to wit, the ministers and\\nelders, with the best learned men in every town. A certain time must be ap-\\npointed to reading and learning the catechism, and a certain time to grammar\\nand to the Latin tongue, and a certain time to the arts of philosophy and the\\nother tongues, and a certain time to that study in which they intend chiefly to", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0647.jp2"}, "644": {"fulltext": "418 ELEMENTARY EDUCATION IN SCOTLAND.\\ntravel for the profit of the commonwealth; which time being expired, the chil-\\ndren should either proceed to further knowledge, or else they must be set to\\nsome handicraft, or to some other profitable exercise.\\nIn 1615, an act of the Privy Council of Scotland empowered the bish-\\nops, along with the majority of the landlords or heritors, to establish a\\nschool in every parish in their respective dioceses, and to assess the\\nlands for that purpose. This act of the privy council was confirmed by\\nan act of the Scotch Parliament, in 1633 and under its authority, schools\\nwere established in the lower and the more cultivated districts of the\\ncountry. But the system was still far from being complete and the\\nmeans of obtaining elementary instruction continued so very deficient,\\nthat it became necessary to make a more complete and certain provision\\nfor the establishment of schools. This was done by the famous act of\\n1696, the preamble of which states, that Our Sovereign Lord, consider-\\ning how prejudicial the want of schools in many places has been, and how\\nbeneficial the establishing and settling thereof will be to this church and\\nkingdom, therefore, his Majesty, with advice and consent, c. The act\\nwent on to order, that a school be established, and a schoolmaster ap-\\npointed in every parish and it further ordered that the landlords should\\nbe obliged to build a school-house, and a dwelling-house for the use of\\nthe master and that they should pay him a salary, exclusive of the\\nfees of his scholars which should not fall short of 5/. lis. Id. a year, nor\\nexceed 111. 2s. 2d. The power of nominating and appointing the school-\\nmaster was vested in the landlords and the minister of the parish; and\\nthey were also invested with the power of fixing the fees to be paid him\\nby the scholars. The general supervision of the schools was vested in\\nthe presbyteries in which they are respectively situated who have also\\nthe power of censuring, suspending, and dismissing the masters, without\\ntheir sentence being subject to the review of any other tribunal.\\nIt has been usually expected that a Scotch parish schoolmaster, be-\\nsides being a person of unexceptionable character, should be able to in-\\nstruct his pupils in the reading of English, in the arts of writing and\\narithmetic, the more common and useful branches of practical mathematics,\\nand that he should be possessed of such classical attainments as might\\nqualify him for teaching Latin and the rudiments of Greek.\\nIt would be no easy matter to exaggerate the beneficial effects of the\\nelementary instruction obtained at parish schools, on the habits and indus-\\ntry of the people of Scotland. It has given to that part of the empire an\\nimportance to which it has no claim, either from fertility of soil or amount\\nof population. The universal diflTusion of schools, and the consequent\\neducation of the people, have opened to all classes paths to wealth, honor\\nand distinction. Persons of the humblest origin have raised themselves\\nto the highest eminence in every walk of ambition, and a spirit of fore-\\nthought and energy, has been widely disseminated.\\nAt the period when the act of 1696 was passed, Scotland, which had\\nBuffered greatly from misgovernment and religious persecutions under the\\nreigns of Charles II. and his brother, James II., was in the most unprosper-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0648.jp2"}, "645": {"fulltext": "ELEMENTARY EDUCATION IN SCOTLAND. 4^9\\nous condition. There is a passage in one of the discourses of the cele-\\nbrated Scotch patriot, Fletcher of Saltoun, written in 1698, only two\\nyears after the act for the establishment of parochial schools had been\\npassed, that sets the wretched state of the country in the most striking\\npoint of view.\\nThere are, at this day in Scotland, besides a great many families very\\nmeanly provided for by the church boxes, with others who, by jiving upon bad\\nfood, fall into various diseases, two hundred thousand people begging from door\\nto door. These are not only no way advantageous, but a very grievous burden\\nto so poor a country. And although the number of them be, perhaps, double to\\nwhat it was formerly, by reason of this present great distress, yet in all times\\nthere has been about a hundred thousand of these vagabonds, who have lived\\nwithout any regard or subjection, either to the laws of the land, or even those\\nof God and nature. No magistrate could ever discover which way one in a\\nhimdred of these wretches died, or that ever they were baptized. Many mur-\\nders have been discovered amongst them and they are a most unspeakable\\noppression to poor tenants, who, if they do not give bread, or some kind of pro-\\nvision, to perhaps forty such villains in a day, are sure to be insulted by them.\\nIn years of plenty many thousands of them meet together in the mountains,\\nwhere they feast and riot for many days and at country weddings, markets,\\nburials, and other the like public occasions, they are to be seen, both men and\\nwomen, perpetually drunk, cursing, blaspheming, and fighting together. These\\nare such outrageous disorders, that it were better for the nation they were sold\\nfor the gallies or the West Indies, than that they should continue any longer to\\nbe a burden and a curse upon us.\\nNo country ever rose so rapidly from so frightful an abyss. In the au-\\ntumn circuits or assizes for the year 1757, no one person was found guilty.\\nin any part of the country, of a capital crime. And now, notwithstanding\\nthe increase of population, and a vast influx of paupers from Ireland,\\nthere are very few beggars in the country; nor has any assessment been\\nimposed for the support of the poor, except in some of the large towns,\\nand in the counties adjoining England and even there it is so light as\\nscarcely to be felt. This is a great and signal change. We can not, in-\\ndeed, go quite so far as those who ascribe it entirely to the establishment\\nof the parochial system of education. It is, no doubt, most true, that this\\nsystem ha? had great influence in bringing about the change; but much\\nmust also be ascribed to the establishment of a regular and greatly im-\\nproved system of government to the abolition of hereditary jurisdictions.\\nby the act of 1748 and to the introduction of what may, in its applica-\\ntion to the vast majority of cases, be truly said to be a system of speedy,\\ncheap and impartial justice. Certainly, however, it was the diffusion of\\neducation that enabled the people to avail themselves of these advan-\\ntages and which has, in consequence, led to a far more rapid improve-\\nment than has taken place in any other European country.\\nThe General Assembly of the Church of Scotland has ever taken an\\nactive interest in the parochial schools. Immediately after the passage\\nof the act of 1696. the Presbyteries were instructed to carry it into effect,\\nand Synods, to make particular inquiry that it was done. In 1704, the\\nAssembly undertook to supply schools to such part of the highlands and\\nislands as could not be benefited by the act of 1696. In 1705, ministers\\nwere ordered to see that no parents neglected the teaching of their chil-", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0649.jp2"}, "646": {"fulltext": "420 ELEMENTARY EDUCATION IN SCOTLAND.\\ndren to read. In 1706, it was recommended to such as settled echoolmas-\\nterfe, to prefer men who had passed their course at colleges and univer-\\nsities, and have taken their degrees, to such as have not. In 1707,\\nSynods and Presbyteries were directed to send into the General Assem-\\nbly returns of the means and condition of the parochial schools.\\nThe internal dissensions of Scotland and other causes, however, Avith-\\ndrew the public attention from the schools; and the advance of society in\\nother respects, and the want of a corresponding advance in the wages of\\nteachers, and the internal improvement of the schools, all combined to sink\\nthe condition of parochial education. In 1794, the General Assembly be-\\ncame roused to the subject. Visitation of the schools was enjoined on the\\nclergy and they were particularlj instructed to inquire into the qualifi-\\ncations of the teachers. In 1802, the Assembly issued the following dec-\\nlaration, c.\\nThat parochial schoolmasters, by instilling into youth the principles of reli-\\ngion and morality, and solid and practical instruction, contribute to the im-\\nprovement, order, and success of people of all ranks and are therefore well\\nentitled to public encouragement: That from the decrease in the value ot money,\\ntheir emoluments have descended below the gains of a day laborer: That\\nit has been found impossible to procure persons properly qualified to fill paro-\\nchial schools That the whole order is sinking into a state of depression hurt-\\nful to their usefulness That it is desirable that some means be devised to hold\\nforth inducements to men of good principles and talents to undertake the office\\nof parochial schoolmasters And that such men would prove instrumental in\\ncounteracting the operations of those who may now, and afterward, attempt to\\npoison the minds of the rising generation with principles inimical to religion,\\norder, and the constitution in church and state.\\nIn consequence of this declaration by the Church of Scotland, and of the\\ncomplaints which were sent up from all parts of the country, Parliament,\\nin the course of the next session, passed the famous act of 1803. which or-\\ndains as follows:\\nThat, in term.s of the act of iGDti, a school be established, and a schoolmas-\\nter appointed in every parish, the salary of the schoolmaster not to be under\\nthree hundred marks, (16.^. 135. id..) nor above four hundred, (22;!. 4s. 5d. That\\nin large parishes, where one parochial school can not be of any effectual benefit,\\nit shall be competent for the heritors and minister to raise a salary of six hun-\\ndred marks, (33^. 6s. 8d.,) and to divide the same among two or more schoolmas-\\nters, as circumstances may require That in every parish the heritors sliall\\nprovide a school-house, and a dwelling-house for the schoolmaster, together\\nwith a piece of ground for a garden, the dwelling-house to consist of not more\\nthan two apartments, and the piece of ground to contain not less than one-\\nfourth of a Scots acre; except in parishes where the salary has been raised to\\nsix hundred marks, in which the heritors shall be exempted from providing\\nschool-houses, dwelling-houses, and gardens That the foregoing sums shall\\ncontinue to be the salaries of parochial schoolmasters till the end of twenty-five\\nyears, when they shall be raised to the average value of not less than one chal-\\nder and a half of oatmeal, and not more than two chalders; except in parishes\\nwhere the salaries are divided among two or more schoolmasters, in which case\\nthe whole sum so divided shall be raised to the value of three chalders; and so\\ntoties quoties at the end of every twenty-five years, unless altered by parliament:\\nThat none of the provisions of this act shall apply to parishes, which consist of\\na royal burgh, or part of a royal burgh That the power of electing schoolmas-\\nters continue with the heritors and minister, a majority of whom shall also de-\\ntermine what branches of education are most necessary and important for the\\nparish, and shall from time to time fix the school-fees as they shall deem expe-\\ndient That the presbyteries of the church shall judge whether candidates for", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0650.jp2"}, "647": {"fulltext": "ELEMENTARY EDUCATION IN SCOTLAND. 421\\nschools possess the necessary qualifications, shall continue to superintend paro-\\nchial schools, and shall be the sole judges in all charges against schoolmas-\\nters, Avithout appeal or review.\\nIn the year 1828, as the statute had provided, a small addition was\\nmade to the emoluments of the parochial schoolmasters, the maximum\\nsalary having been increased to 34Z. As. 4c/., and the minimum to\\n251. 13s. 3d.\\nThe deplorable scenes of outrage and murder, which occurred in the\\nstreets of Edinburgh on the 1st of January, 1812, made the city clergy\\nanxious to devise some means for diminishing the mass of crime and\\nmisery which was then brought to light. The scheme first proposed, and\\ncarried into execution, was to establish sabbath schools in all the parishes\\nwithin the royalty, to which they gave the name of the Parochial Institu-\\ntions for Religious Education. It was soon found, however, that the use-\\nfulness of these institutions was greatly limited, in consequence of a very\\ngreat number of the children, for whose benefit they were intended, being\\nunable to read. It was therefore proposed that, in connection with the\\nsabbath schools, a day school should be established, which was accord-\\ningly opened on the 29th of April, 1813. This day school took the name\\nof the Edinburgh Sessional School, from the circumstance of its being\\nsuperintended by a minister or an elder from each kirk-session* in the city.\\nThe object of this school is to give instruction to the children of the poor\\nin reading, writing, and arithmetic. Five gratis scholars may be recom-\\nmended by each kirk-session but the charge to all the others is sixpence\\nper month. For many years the average attendance has been about\\n500 so that the school-fees, together with occasional donations, and a\\nsmall share of the collections made annually at the church doors for the\\nparochial institutions, have hitherto been sufficient to meet the ordinary\\nexpenses of the school. At first, no particular regulations were laid\\ndown for conducting the Sessional School; but after some years, the\\nsystem of Dr. Bell was partially introduced. In the year 1819, circum-\\nstances led Mr. John Wood, Sheriff-deputy of the county of Peebles, to\\ntake an interest in the institution and that benevolent individual began\\nby degrees to give so much of his time and attention to it, that it soon be-\\ncame almost identified with his name. Under his superintendence, a\\nlarge and commodious school-house was erected, and the system of\\nteaching entirely re-modeled. In the latter department of his meritori-\\nous labors, Mr. Wood did not adopt the particular views of any one wri-\\nter on education, but collected from all what he thought useful, and ar-\\nranged it into a method of his own. So judicious is this plan of tuition,\\nthat it has not only been crowned with complete success in the Sessional\\nA kirk-session is the lowest ecclesiastical court in Scotland, and consists of the clergymen of\\neach congregation, with a small number of lay elders it generally meets on Sunday, after public\\nworship. The next court, in point of judicial authority, is the presbytery, which consists of all the\\nclergymen within a certain district, with a lay elder from each congregation this court meets once\\na month. All the presbyteries within given bounds, form a still higher court, called a synod, which\\nmeets twice in the year. The General Jissemhly is the supreme judicial and legislative court of\\nthe Church of Scotland it consists of clerical and lay representatives from the several presbyteries,\\nof a lay elder from each royal burgh, and of a Commissioner to represent his Majesty, and holds it*\\nsittiogs at Edinburgh, once a year, for about a foitnight.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0651.jp2"}, "648": {"fulltext": "422 ELEMENTARY EDUCATION IN SCOTLAND.\\nSchool, but has been introduced, either partially, or entirely, into many\\nother public and private seminaries, and has, in fact, given a new im-\\npulse to the work of elementary instruction throughout Scotland.\\nIn 1837 the Sessional School was, with the approbation of Mr. Wood,\\nconstituted the Normal School of the General Assembly, and persons in-\\ntending to offer themselves as teachers in schools aided by the Education\\nCommittee, were furnished with opportunities of conducting classes daily,\\nand of being instructed with pupils of the same standing with themselves.\\nPrevious to this movement, in 1835, the Educational Society of Glasgow\\nhad been formed, among other purposes, for the training of teachers for\\njuvenile schools. In 1842, both of these institutions were placed under\\nthe direction of the Educational Committee of the Church of Scotland,\\nand the Committee of Council on Education, in that year, made a grant of\\n$50,000 toward providing a new building for the Normal School at\\nEdinburgh, and completing a building already commenced for the Nor-\\nmal School at Glasgow. The two buildings cost about $130,000. In the\\nsame year the General Assembly appointed a superintendent to visit the\\nschools aided by the education committee, and voted to aid in the erection\\nof not less than five hundred new schools in connection with destitute\\nparishes.\\nIn 1841. William Watson, Sheriff-substitute of Aberdeenshire, com-\\nmenced a system of Industrial Schools in Aberdeen, which embraced\\nwithin its comprehensive grasp, all classes of idle, vagrant children, and\\nin its beneficent operation, cleansed in two years a large town and county\\nof juvenile criminals and beggars. Out of this experiment has grown\\nthe system of Ragged and Industrial Schools, which are now found in\\nmany of the large towns of England, Scotland and Ireland.\\nThe permanent support of public, and in some cases, free schools, is\\nprovided for in certain localities by the income of funds left by will or do-\\nnation for this purpose. It has been estimated that the annual income\\nof these funds amounts to near $100,000.\\nThere are a number of local societies, such as that for Propagating\\nChristian Knowledge, founded in 1701, the Gaelic School Society, that of\\nInverness, Ayrshire, c., instituted for the purpose of supplying destitute\\nparishes with schools, and of aiding those already established. The sums\\nannually appropriated by the societies, amount to about $75,000.\\nThe Church of Scotland and the Free Church of Scotland, together,\\nappropriate, out of permanent funds and contributions collected in the\\nchurches for this purpose, the sum of $50,000 in aid of schools in destitute\\nparishes, and in educating teachers for the parochial schools generally.\\nIn 1836, the sum of $50,000 was voted by Parhament in aid of private\\nsubscriptions for the erection of school-houses, and the establishment of\\nModel Schools.\\nNotwithstanding all these efforts, the extension of the system of pEtro-\\nchial schools has not kept up with the growth of the population, espe-\\ncially in the manufacturing towns, and the quality of the education given\\nhas not met the demands of educated and wealthy families.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0652.jp2"}, "649": {"fulltext": "ELEMENTARY EDUCATION IN SCOTLAND. 423\\nOne of the most interesting facts in the history of parochial schools in\\nScotland, wherever they were adequately maintained, was the attend-\\nance in them of children from families widely separated in outward cir-\\ncumstances the rich and the poor, the laborer with his hands and the\\nlaborer with his head. The presence of the children oC the better edu-\\ncated and wealthier classes gave importance to the school in the estimation\\nof the poor, and raised the whole tone and standard of manners an l intel-\\nlectual culture within the school and village. It created, too, a bond of\\nunion in society, which is thus beautifully noticed by Lord Brougham,\\n(then Henry Brougham,) in some remarks at a public dinner in Edin-\\nburgh, in 1825.\\nA public school, like the Old High School of Edinburgh, is invaluable, and for\\nwhat ds it so 1 It is because men of the highest and lowest rank in society\\nsend their \u00e2\u0096\u00a0children to be educated together. The oldest friend I have in the\\nworld, your worthy Vice President, and myself, were at the High School of\\nEdinburgh together, and in the same class along with others, who still possess\\nour friendship, and some of them in a rank of life still higher than his. One of\\nthem was a nobleman, who is now in the House of Peers; and some of them\\nwere sons of shopkeepers in the lowest parts of the Cowgate of Edinburgh\\nshops of the most inferior description and one or two of them were the sons of\\nmenial servants in the town. There they were, sitting side by side, giving and\\ntaking places from each other, without the sliglitest impression on the part of\\nmy noble friends of any superiority on their parts to the other boys, or any ideas\\nof inferiority on the part of the other boys to them; and this is my reason for\\npreferring the Old High School of Edinburgh to other, and what may be\\ntermed more patrician schools, however well regulated or conducted.\\nAnother distinguished pupil of this school remarks: Several circum-\\nstances distinguished the High School beyond any other which I attended\\nfor instance, variety of ranks for 1 used to sit between a youth of a\\nducal family and the son of a poor cobler. This fact will distinguish\\ngood public schools of a superior grade, provided they are cheap, every\\nwhere. The High School, like the parochial schools of Scotland, gener-\\nally is not a I ree school, but the quarterly charge for tuition is small a\u00c2\u00ab\\ncompared with the actual cost of instruction in private institutions of the\\nfiame grade. The fees payable in advance are \u00c2\u00a31. Is. per quarter. The\\ncourse of instruction embraces all the branches of the liberal education\\nsuitable to boys, from eight to sixteen years of age.\\nIn connection with this mention of the High School of Edinburgh, we\\nwill introduce a few historical facts, which point back to a very early\\nperiod for the origin of the system of parochial schools in Scotland. The\\nfunds out of which the edifice now occupied by the high school was built,\\nand which was completed in 1829, at an expenseof \u00c2\u00a334,199, were derived,\\nin part, from endowments belonging to the Abbey of Holyrood, founded\\nby David I., in 1236, with which this school was connected as early as\\n1500. The school came into the management of the magistrates of\\nEdinburgh in 1566. Prior to that, a grammar school had existed in the\\nCannongate, under the charge of the friars of the same monastery, past\\nthe memorie of man, as is stated in a memorial to the privy council, in\\n1580. In the year 1173, Perth and Stirling had their school, of which\\nthe monks of Dumfernline were directors. Authentic records introduciB\\n27", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0653.jp2"}, "650": {"fulltext": "424 ELEMENTARY EDUCATION IN SCOTLAND.\\nUS to similar institutions in the towns of Aberdeen and Ayr. The schools\\nin the county of Roxburgh were under the care of the monks of Kelso\\nas early as 1241 those of St. Andrew, in 1233 and those of Montrose, in\\n1329.\\nThe success of the school system of Scotland is to be attributed to their\\nbeing erected on a permanent and conspicuous foundation, and to that\\nparticular constitution which made the situation of the teacher desirable\\nto young men of education, for its competent salary, permanence, and so-\\ncial consideration. Of the three modes of providing for popular instruc-\\ntion, that in which the scholars pay every thing, and the public nothing\\nthat in which the public pay every thing by a tax on property, or by\\navails of permanent funds, and the scholars nothing and that in which\\nthe burden is shared by both, the latter was adopted in the original plan\\nof the Scotch schools. The existence of the school was not left to chance\\nor charity, but was permanently fixed by law on every parish. The\\nschool edifice and the residence of the teacher were to be provided for by\\npublic assessment, as much as the church, or the public road, or bridge.\\nThe salary of the teachers was so far fixed by law, that it could not sink\\nbelow the means of a respectable maintenance according to the standard\\noi living in a majority of the country parishes.\\nDr. Chalmers, in his valuable \u00e2\u0096\u00a0Considerations on the System of Paro-\\nchial Schools in Scotland, thus notices some of the peculiarities of the\\nsystem\\nThe universality of the habit of education in our Lowland parishes, is cer-\\ntainly a very striking fact nor do we think that the mere lowness of the price\\nforms the whole explanation of it. There is more than may appear at first\\nsight, in the very circumstance of a marked and separate edifice, standing vis-\\nibly out to the eye of the people, with its familiar and oft-repeated designation.\\nThere is also much in the constant residence of a teacher, moving through the\\npeople of his locality, and of recognized office and distinction amongst them.\\nAnd perhaps there is most of all in the tie which binds the locality itself to the\\nparochial seminary, that has long stood as the place of repair, for the successive\\nyoung belonging to the parish; for it is thus that one family borrows its prac-\\ntice from another and the example spreads from house to house, till it embraces\\nthe whole of the assigned neighborhood and the act of sending their children\\nto the school, passes at length into one of the tacit, but well-understood propri-\\neties of the vicinage and new families just fall, as if by infection, into the habit\\nof the old ones so as. in fact, to give a kind of firm, mechanical certainty to\\nthe operation of a habit, from which it were violence and singularity to depart,\\nand in virtue of which, education has acquired a universality in Scotland,\\nwhich is unknown in the other countries of the world.\\nThe best minds of Scotland are at this time directed to a re-construc-\\ntion of the system of parochial schools, or to such an extension of its bene-\\nfita, as will reach at once, the wants of the large towns, and of the sparsely\\npopulated parishes. Among the plans set forth, we have seen nothing\\nmore complete than the following, which is signed by some of the most\\ndistinguished names in Scotland.\\nThe subscribers of this document, believing that the state of Scotland anS\\nthe general feeling of its inhabitants justify and demand the legislative estab-\\nlishment of a comprehensive plan of national education, have determined that\\nan effort shall be made to unite the friends of this great cause on principles at\\nOnce so general and so definite as to form a basis for practical legislation and", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0654.jp2"}, "651": {"fulltext": "ELEMENTARY EDUCATION IN SCOTLAND. 4^5\\nwith this view, they adopt the following resolutions, and recommend them to the\\nconsideration of the country\\n1. That while it might be difficult to describe, with a near approach to sta-\\ntistical precision, the exact condition of Scotland at this moment in regard to\\neducation, there can be no doubt that, as a people, we have greatly sunk from\\nour former elevated position among educated nations, and that a large propor-\\ntion of our youth are left without education, to grow up in an ignorance misera-\\nble to themselves and dangerous to society; that this state of matters is the\\nmore melancholy, as this educational destitution is found chiefly among the\\nmasses of our crowded cities, in our manufacturing and mining districts, and\\nin the Highlands and Islands of Scotland, where the people are not likely spon-\\ntaneously to provide instruction for themselves that the quality of education,\\neven where it does exist, is often as defective as its quantity; and that this is a\\nstate of things requiring an immediate remedy.\\n2. That the subscribers hold it to be of vital and primary importance that\\nsound religious instruction be communicated to all the youth of the land by\\nteachers duly qualified; and they express this conviction in the full belief that\\nthere will never beany enlargement of education in Scotland, on a popular and\\nnational basis, which will not carry with it an extended distribution of religious\\ninstruction while, from the strong religious views entertained by the great\\nmass of the people of this country, and the interest which they take in the mat-\\nter of education, the subscribers can see in the increase of knowledge only an\\nenlargement of the desire and of the capacity to communicate a full religious\\neducation to the generation whose parents have participated in this advantage.\\n3. That the parish schools of Scotland are quite inadequate to the educa-\\ntional wants of the country, and are defective and objectionable in consequence\\nof the smallness of the class invested with the patronage, the limited portion of\\nthe community from which the teachers are selected, the general inadequacy\\nof their remuneration, and the system of management applicable to the schools,\\ninferring as it does the exclusive control of church courts; that a general sys-\\ntem of national education, on a sound and popular basis, and capable of com-\\nmunicating instruction to all classes of the community, is urgently called for;\\nand that provision should be made to include in any such scheme, not only all\\nthe parish schools, but also all existing schools, wherever they are required by\\nthe necessities of the population, whose supporters may be desirous to avail\\nthemselves of its advantages.\\n4. That the teachers appointed under the system contemplated by the subscri-\\nbers should not be required by law to subscribe any religious lest that Normal\\nSchools for the training of teachers should be established that, under a general\\narrangement for the examination of the qualifications of schoolmasters, the pos-\\nsession of a license of certificate of qualification should be necessary to entitle\\na teacher to become a candidate for any school under the national system; and\\nthat provision should be made for the adequate remuneration of all teachers\\nwho may be so appointed.\\n5. That the duty and responsibility of communicating religious instruction to\\nchildren have, in the opinion of the subscribers, been committed by God to their\\nparents, and through them to such teachers as they may choose to intrust with\\nthat duty; that in the numerous schools throughout Scotland, which have been\\nfounded and supported by private contribution, the religious element has al-\\nways held a prominent place and that, were the power of selecting the masters,\\nfixing the branches to be taught, and managing the schools, at present vested\\nby law in the Heritors of Scotland and the Presbyteries of the Established\\nChurch, to be transferred to the heads of families under a national system of\\neducation, the subscribers would regard such an arrangement as afibrding not\\nonly a basis of union for the great mass of the people of this country, but a far\\nbetter security than any that at present exists both for a good secular and a\\ngood Christian education.\\n6. That in regard to a legislative measure, the subscribers are ofopinion,\\nwith the late lamented Dr. Chalmers, that there is no other method of extri-\\ncation, from the difficulties with which the question of education in connection\\nwith religion is encompassed in this country, than the plan suggested by him\\nas the only practicable one, namely, That in any public measure for helping\\non the education of the people, government [should] abstain from introducing\\nthe element of religion at all into their part of the scheme, and this, not because", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0655.jp2"}, "652": {"fulltext": "426 ELEMENTARY EDUCATION IN SCOTLAND.\\nthey held the matter to be insignificant the contrary might be strongly ex-\\npressed in the preamble of their act but on the ground that, in the present di-\\nvided state of the Christian world, they would take no cognizance of, just be-\\ncause they would attempt no control over, the religion of applicants for aid\\nleaving this matter entire to the parties who had to do with ihe erection and\\nmanagement of the schools which they had been called upon to assist. A\\ngrant by the State upon this footing might be regarded as being appropriately\\nand exclusively the expression of their value for a good secular education.\\n7. That in order to secure the confidence of the people of Scotland generally\\nin anational system of education, as well as tosecureits eflicieiicy, the following\\nshould be its main features: 1st, That Local Boards should be established,\\nthe members to be appointed by popular election, on the principle of giving the\\nfranchise to all male heads of families being householders; and with these\\nBoards should lie the selection of masters, the general management of the\\nschools, and the right, without undue interference with the master, to direct the\\nbranches of education to be taught. 2d, That there should be a general su-\\nperintending authority, so constituted as to secure the public confidence, and\\nto be responsible to the country through Parliament, which, without supersed-\\ning the Local Boards, should see that their duties are not neglected prevent\\nabuses from being perpetrated through carelessness or design check extrava-\\ngant expenditure protect the interests of all parties collect and preserve the\\ngeneral statistics of education and diffuse thi oughout the country, by commu-\\nnication with the local boards, such knowledge on the subject of education,\\nand such enlightened views, as their authoritative position, and their command\\nof aid from the highest intellects in the country, may enable them to commu-\\nnicate.\\nWere such a system adopted, the subscribers are of opinion that it would be\\nquite unnecessary either for the legislature or any central authority to dictate\\nor control the education to be imparted in the National Schools, or to prescribe\\nany subject to be taught, or book to be used and should a measure founded on\\nthese suggestions become law, not only would the subscribers feel it to be their\\nduty, but they confidently believe the ministers and religious communities in\\nthe various localities would see it to be theirs, to use all their influence in pro-\\nmoting such arrangements as, in the working of the plan, would effectually se-\\ncure a sound religious education to the children attending the schools.\\nIn September. 1847, on the invitation of an educational association of\\nGlasgow, a large meeting of teachers from various parts of Scotland was\\nconvened in the High School of Edinburgh, and the Educational Insti-\\ntute of Scotland was formed. The following is the preamble of the\\nconstitution\\nAs the office of a public teacher is one of great responsibility, and of much\\nimportance to the welfare of the community as it requires for its right dis-\\ncharge, a considerable amount of professional acquirements and skill and as\\nthere is no organized body in Scotland, whose duty it is to ascertain and cer-\\ntify the qualifications of those intending to enter upon this oflice, and whose at-\\ntestation shall be a sufficient recommendation to the individual, and guarantee\\nto his employers it is expedient that the teachers of Scotland, agreeably to the\\npractice of other liberal professions, should unite for the purpose of suppljring\\nthis defect in the educational arrangements of the country, and thereby of in-\\ncreasing their efficiency, improving their condition, and raising the standard of\\neducation in general.\\nAmong the modes of advancing the objects of the Institute, are speci-\\nfied the dissemination of a knowledge of the theory and practice of\\neducation by means of public lectures, and the institution of libraries.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0656.jp2"}, "653": {"fulltext": "NORMAL SCHOOLS\\nEDINBURGH AND GLASGOW\\nThe Normal School at Edinburgh originated iu 1826, when the Educa-\\ntion Committee of the General Assembly of the Church of Scotland\\nplaced a few teachers appointed to their schools in the Highlands, at one\\nof their best conducted schools in Edinburgh, for a short course of prepar-\\natory training. In 1838. the Sessional School of Tron Parish, was tran.s-\\nfeiTcd to that Committee, to enable them to pursue this plan with moi-e\\nconvenience and effect. It was the best model elementary school iu Scot-\\nland, and it w as used, as much as possible, to all the intents of a normal\\nseminary for teachers, under the care of the Assembly Committee, down\\nto the year 1845, when the new building in Castle Place, built expressly\\nfor a Normal School, was occupied for the same purpose, wdth a model\\nschool constituted of children from the inmiediate neighborhood.\\nIn the mean time, an Institution had been established in Glasgow,\\nmainly through the efforts of Mr. Stow, and an association, called the\\nGlasgow Education Society, for the purpose of training a class of teach-\\ners who should be qualified to afford to the neglected children of the poor\\nin that city, much of that moral education which was wanting to them at\\nhome. The attempt to erect a suitable building for the accommodation of\\nthe Normal and Model schools, embarrassed the Society, and about the\\nyear 1840, the institution was transferred to the General Assembly s\\nCommittee; and in that year the Committee of Council on Education\\nmade a grant of lO.OOOL to the same Committee, to enable them to com-\\nplete the building at Glasgow, and erect a new edifice at Edinburgh, on\\ncondition that 5.0001. should be raised for the latter purpose by the Gene-\\nral Assembly.\\nThe circumstances out of which these institutions arose, are thus noticed\\nby Mr. Gordon, her Majesty s Inspector of Schools for Scotland, from\\nwhose Report for 1847, the following account is compiled\\n1. It was seen that a considerable part of the lower population, whether because\\nschools were wanting, or ill conducted, or ill attended, bad received little or no ed-\\nucation; and it was judged tliat, if more attention were bestowed upon the prepa-\\nration of teachers, an improvement in this respect would take place, not merely from\\nthe abler tuition so provided, but from that better inclination to be instructed, wliich\\nfollows in general the appearance of intelligent and zealous masters. It was sup-\\nposed, also, that such a preparation of the teachers, at once more liberal and more\\nspecially directed to their profession, would help to the attainment of their proper\\nplace in the community, and so benefit the education of the country for if the in-\\ncreased resort to schools should do little for their advantage in respect of income,\\nsome advantage of the kind would be the more apt, with every addition to their\\nmerits, to arise from other quarters if not, the benefit would remain, of their pos-\\nsessing as much intelligence as would itself prove a source of enjoyment and re-\\nspectabiUty.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0657.jp2"}, "654": {"fulltext": "428 EDINBURGH AND GLASGOW NORMAL SCHOOLS.\\n2. In the next place, the population had so far outgrown the means of education\\nprovided by law, that the unendowed schools were more tlian three times the num-\\nber of the endowed, while their masters Avere generally inferior to those of the\\nlatter class, and often so unequal to the duty they had undertaken, as to suggest\\nforcibly the need of their being someliow enabled to come to it with more of the\\nrequisite qualification. And tliis appeared the more needi ul, as the non parochial\\nteacliers were not subject to the same legal test of quahtication as those of tlie es-\\ntablished scliools, wliile the want of such a test in their case might be, in some\\nmeasure, supplied by a system of preliminary Iraiiiing.\\nS. The opportunities of employment opened up by the extension of commerce,\\nmanufactures, mining, and otiier kinds of industry, had indirectly tended to lower\\ntill mfire the quahtication of those who were left to pursue the business of teaching.\\n4. Another effect of the extension of the national industry in these departments\\nAvas to withdraw from school a great proportion of the children of the laborn)g\\nclasses at a very early age and it was plain that the shorter the period of educa-\\ntion, so much the more need that the masters should be competent to employ it to\\ngood account.\\n5. It was oi:iserved that there is a tendency in tlie occupations connected with\\nsome of the branches of industry now mentioned, to impair the character of do-\\nmestic education among the lab.)ring classes and the remedy was looked for in the\\nschool. The school came, on this account, to be considered, ratiier more than it had\\nbeen, as a place not merely of instruction, but of general education\u00e2\u0080\u0094 as approj)ri-\\nating, in fact, somewhat more of the otiice of the parent. It followed that the\\ngeneral character and manners of the n^asters became to the promotei s of schools\\na matter of still greater interest tlian before and the same could be, at once, dis-\\ncovered and formed, or in some degree influenced, in the Normal Scliool.\\n6. There was another and more special reason for the establishment of schools\\nof this sort, in the improvements Avhich had been recently introduced upon the\\nmethods of elementary instruction, and this chiefly in the Sessional School, Market\\nPlace, Edinburgh. To establish a normal seminary might Avell be considered as\\ntiie readiest mode of diifusing a kn(jwledge of such improvements; and according-\\nly the Sessional School now mentioned was among the first, if not the first in Scot-\\nland, which came to be employed for normal purposes.\\n7. It became more commonly known than befure, that institutions of the kind had\\nbeen tried in Prussia, Germany, and France, and with results that might well tempt\\nthe experiment elsewhere.\\nThese circumstances suggested the formation of a seminary for the preparation\\nof teachers, in the hope of thereby amending much of Avhat was seen to be amiss\\nin the state of education throughout the country and accordingly the education\\nsought aid of the Committee of Council, which was granted to the extent of 10,-\\n000/. for building purposes, and 1,000/. annually, towards the current expenses of\\nthe two institutions. the sums to be divided equally between them, and the Gene-\\nal Assembly obligating itself to appropriate a like sum to the sanTe objects.\\nEach .seminary is .superintended by a Sub-committee of the General As-\\nsembly .s Education Committee, who appoint the ma-sters, regulate the\\nexpenditures, the rate of school-fce.s, the terin,s of admission, and other\\nmatters.\\nEach seminary has a fund applicable to its uses of 1,000/. besides a\\nrevenue from school fees, amounting to about 250/. more. Both are open\\nto candidates of all religious denominations, and to students who do not\\nreside, as to those who do reside in the institution. About one-half of the\\nstudents are admitted free, (their expenses of board and tuition are paid\\nout of the permanent resources of the Committee) one quarter reside\\nin the institution at their own expense, and one quarter reside out of the\\ninstitution and pay their own board, and an admission fee of one guinea.\\nThe average number in attendance is fifty.\\nThe board of instruction consists of a Ftcctor, a first, second and third\\nmaster, who give their time wholly to their respective seminaries, and\\nthree other masters wlio teach only for certain hours in each day.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0658.jp2"}, "655": {"fulltext": "EDINBURGH AND GLASGOW N0R:MAL SCHOOLS. 429\\nThe opportunities of instruction in the arts of teaching and of school\\nmanagement, wiiich form the distingiiisliing object of these schools, have\\nbeen provided in three different ways by practice, by example, and by\\nlecture. The students are appointed to teach, and to observe the teaching\\nof the masters in the model or practising scliools, \\\\\\\\hich are constituent\\nparts of the seminaries, and which, though intended at the same time for\\nthe instruction of the children of ihe poor, n)ust be regarded mainly as\\ntjubservient to the normal office of the institutions with wiiich they are\\nconnected.\\nThe attendance at each school amounts to about 550.\\nThe methods employed in the practising schools ai c not distinguished\\nfrom those which arc common in other schools of the better class. Normal\\nschools may be e.vpected to teach something of the nature of all methods\\nof any recognised value but their practising departments must be con-\\nducted on some single, congruous systetn. The simultaneous method,\\naccordingly, is practised in both schools, but with that care to ascertain\\nthe impression made upon the minds of individuals, without, which that\\nmode is incomplete. The monitorial plan is not employed in either school,\\nsimply because the aid it furnishes is not tliere needed but a semblance\\nof it is presented in the teaching of the students. The Glasgow school has\\nEtill some features of the system on which it was originally conducted\\nthe gallery exercises, among which is the admirably conducted Bible\\nlesson, frequent singing, much precision in the movements of the classes,\\nregulated gynmastics, a style of interrogation tliat supplies great part of\\nthe answer, and that negation of all distinctions by means of places or\\nreward, which has been noticed as marking with less questionable\\npropriety, the order of the students when classed together for their separate\\ninstruction.\\nIn the Edinburgh school, each student is occupied in instructing a section\\nof the pupils two hours daily. One section of the children is placed under\\ncharge of two students, who teach tliat section alternately for the space of\\nfourteen days. Another section in a different stage of progress then\\nsucceeds, and remains under the same charge for the same length of time\\nand so on, till, in the course of two months, an occasion of teaching has\\nbeen given to each, in all the branches and in every stage of progress.\\nMeantime, their manner of conducting their respective sections is observed\\ncither by the rector, who is present in the practising school for this\\npurpose one hour and a half daily on an average, or by one or other of the\\nmasters, who employ two hours daily in like manner, each master,\\nhowever, confming him.self to a distinct section of the school. The\\nstudents are thus under direct observation, during the greater part of the\\ntime they are employed in teaching and afterwards, in their private class\\nthey receive the remarks which the rector and the masters may have made\\nupon the manner in which they severally appeared to have performed their\\ntasks.\\nThey are, next, allowed to see the masters teach daily, for a certain\\nlength of time, amounting on an average to one hour and a half. On these\\noccasions, all the students are present at the same time, and all the\\nbranches are taught in rotation, upon the days specified in the Time-table\\nappended. They are required to mark closely everything in the masters\\nmode of conoucting the different lessons, and to note down their remarks\\nfor their own benefit afterwards. The notes are subsequently examined;\\nand it is soon perceived, in the character of their own succeeding practice,\\nhow far they had profited from the example of the masters.\\nLastly, they have all, both male and female, an opportunity of attend-\\ning a weekly lecture delivered by the rector upon the theory and art of", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0659.jp2"}, "656": {"fulltext": "430 EDINBURGH AND GLASGOW NORMAL SCHOOLS.\\nteaching, the design of which is described as being to counteract the ten-\\ndency of the practical engagements of the elementary school to degenerate\\ninto mere routine and a copy of the superintending master. The course\\nconsists of twenty lectures, occupied with the various topics set forth in\\nthe appended Syllabus.\\nIf the object of the common school be not merely to instruct, but to\\neducate not merely to inform the understanding, but to cultivate the\\nentire character, the object of the normal school is assuredly no less com-\\nprehensive. The schoolmaster, it is always to be remembered, is a moral\\nteacher, and must be prepared expressly for that delicate and difficult\\noffice. The normal schools accordingly provide for communicating this\\nqualification.\\nEach hour in the day, from 6 a. m. to half-past 10 p. m., has its allotted\\noccupation, fixed by rules which are unvarying, and, so far as could be\\nperceived, invariably observed. Half an hour is set apart in the morning\\nfor devotional exercises, and half an hour for the same in the evening.\\nOn Sabbath one hour and a half is employed, under the rector, in exercises\\nupon Bible history and Christian doctrine public worship is attended in\\none or other of the churches of the city and in the evening, written\\nabstracts of the discourses heard during the day are prepared and\\nsubmitted to the rector s inspection. These arrangements mark a due\\nsolicitude for the moral well-being of the students, and a sense of its\\nessential connection with the professional qualification of a school-master.\\nAt the same time, the general culture of the students at the Normal\\nschool almost necessarily receives a bent to their future calling and this\\nfrom the proper influences of the place, in particular from the fellowship\\nof so many engaged in the same studies, brought together after a common\\ntrial, looking forward to the same pursuit, and entertaining the same\\nhopes, anxieties, and ambitions. A society so formed begets a bias to the\\nprofessed object so decided, that there is less hazard than might have been\\nexpected of the superior instruction of a normal school tempting to aspire\\nbeyond the schoolmaster s calling.\\nThe following is the plan on which both schools are now conducted\\nThe Directors liave considered, in the first place, that schools for the children of\\nthe poor, if they do not need to afford more than a limited elementary education,\\nbehove to afford the same by masters as competent within their range as any\\nmasters intrusted with a more extended cliarge nay, that there are difficulties in\\nthe management of such schools, from the short and broken attendance of the\\npupils, that require in the teachers somewhat more than the usual ability and\\ndevotion to tlieu duty. They have considered, further, that a more advanced educa-\\ntion is sought at many schools, the teachers of which are not qualified, and have\\nliad no means of being qualified, to supply it. For these reasons they have pro-\\nposed\\n1. That two distinct classes of teachers shall be educated at the normal seminaries one for\\nelementary schools, the other for those of a higher or mixed kind, such as the parochial schools.\\nThe examinations for admission are now conducted by tliose who, from their\\noffice, may bo fairly presumed competent and, at the same time, disinterested in\\nthe absence of all relation to the candidates. But the case is somewhat altered\\nwhen tlie student appears for a final examination for then, thougli tlie compe-\\ntency may be still the same, he has been the pupil of those who are now to judge\\nof his proficiency in otlier words, of the success with which his studies liave been\\nconducted, and, by inference, of the skill with which these studies have been\\ndirected. Tlie following rule has, therefore, been laid down\\n2. That the first examination shall be conducted by the General Assembly s Committee and\\nthe rectors and masters the final examination by the same parties assisted by a professor in the\\nUniversity and by a master in the High School of Edinburgh or Glasgow.\\nIt is fuither proposed to extend the range of study at the institution for the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0660.jp2"}, "657": {"fulltext": "EDINBURGH AND GLASGOW NORMAL SCHOOLS. 431\\nteachers of both classes, and, above all, to impart to them a fuller and more exact\\nknowledge of the subject with which, from the beginning, they had been partially\\nacquainted. In this, the Directors have proceeded upon these views that if a\\nteacher s knowledge should considerably exceed what he is called on to impart,\\ntliere is no prejudice, but the reverse, to liis ability for teaching, those who have\\nbeen educated in higher things being commonly found to excel in the lower paths\\nof instruction that the estimation and authority of a teacher always rise with his\\nattainments: that a general intelligence beyond the limit referred to bears\\ndirectly upon that part of the work of education which is distinguished from mere\\ninstruction that the more promising youth have the better chance of being brought\\nforward under such a master and, moreover, that to the master himself the pos-\\n.session of a fund of hberal knowledge is likely to prove a source at once of comfort\\nand of energy. For these reasons,\\n3. The students, before leaving the institution, are to prove a qualification of defined extent in\\ntlie branches under noted\\nFirst Class. 1, English reading 2, writing 3, English grammar, elemen-\\ntary manual, and an enlarged course (e. g. Latham s), with etymology; 4, English\\ncomposition abstracts and original essays 5, arithmetic theorj^ and practice, a\\nfull course, with mental arithmetic, book-keeping 6, elementary geography,\\nfollowed by a course of physical geography and use of globes general history,\\nAvith at least one portion of particular history e. g. that of Great Britain or the\\nperiod of tlie Reformation) 8, natural history 9, siiiging \\\\0, linear drawing\\n11, pedagogy 12, religious knowledge (a) Bible doctrine (Confession of Faith\\nand Shorter Catechism) (6) Bible analysis (examination of a given portion of the\\ntext (e) history of the Old and New Testaments, followed by (d) outlines of\\necclesiastical history and the evidences of revealed religion.\\nSecond ClxVss. All the branches of the preceding class, witli 13, Latin Livy,\\nVirgil, Terence, themes, English rendered into Latin, Roman antiquities, syno-\\nnymes, tfec. 14, Greek Analecta Minora, Greek Testament, two books of the\\nAnabasis, two books of Homer 15, mathematics a full course of EucUd, practical\\ntrigonometry, mensuration of surfaces and solids, land-surveying, algebra to cubic\\nequations, elements of mechanics.\\nThe Directors are well aware that this course of study is not to be completed in\\na short time and moreover, tliat the number of tlie teachers sent forth must\\ndiminish, as the term of their attendance is extended. Nevertheless, they prefer\\na distinction for the seminaries rather in the accomplishment of a few to that\\nextent, than in the slightest preparation of many and consider that they thus\\nafford to the normal system a better chance of attaining its due estimation and\\nsuccess. They do not, in the mean time, fix the utmost length of the attendance,\\nbut they prescribe\\n4. That the least period of attendance for students of both classes shall be eighteen months.\\nAt the same time, precautions will be taken to insure that the individuals\\nlavored witii this prolonged, invaluable opportunity of study are not such as shall\\ndisappoint expectation afterwards.\\n5. At the end of three months from the periodical admission of students, the rectors shall report\\nto the directing Committees on the general conduct of the students, the progress they have made\\nand the capacity they have shown during that time. The report to be engrossed in the minutes\\nof the institution.\\nTliese regulations apply to all students admitted on the footing of free main-\\ntenance and to those, also, who are not so favored, but who are willing to comply\\nwith the rule fixing the least period of attendance. There is, however, another\\nclass of persons who seek admission, consisting of those who could not venture to\\ncompete for the benefit of free maintenance, and have not the means of maintain-\\ning themselves for even the least appointed term of those, also, who can afford\\nbut little time from other charges with which they are already occupied and of\\nthose who, having completed a curriculum of literature and pliilosophy at some\\nuniversity, require no more of the normal institutions than what they afford of\\ninstruction upon the arts of teaching and school management. It is therefore\\nproposed", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0661.jp2"}, "658": {"fulltext": "432 EDiXBURGii a?:d glasgov/ i\\\\ ormal schools.\\n0. To admit students at their own expense at any time without examination, except by th\u00c2\u00ab\\nlector, upon evidence of respectable character, and for such period as they may find convenient to\\nremain and to afford them an examination at any time upon their professing the qualification\\nreqaired of the regular students at the termination of their course.\\nIt has been further arranged that, to give a fair opportunity to the students of\\nmastering tlie required qualification, not only the term of tlio attendance sliall be\\nprolonged, but that more time than heretofore shall be alknved for their own\\nstudy and instruction. This time is to be taken from their occupation in the\\npracticing schools where it is not thought necessary they should be employed so\\nmuch as heretofoi e, nor quite so much at one period of the course as at another.\\nAccordingly\\n7. One hour daily is alloted to the students for teaching m the practicing schools during the first\\nhalf of the term, and two hours during the second.\\nAt the same time, to maintain the due importance of thi? practice, and to give\\nthe advantage of carrying it on with mutual aid and under nmtual observation, it\\nis appointed\\n8. That one hour daily shall be devoted to the teaching of a class by one student in presence of\\nall the rest, each having the same office in rotation on successive days and to hearing the re-\\nmarks of all upon the luanuer in which the task has beeu performed the rector presiding.\\nThe practicing schools having now less aid than formerly from the services of\\nthe students, the want will be supplied by the employment of assistant teachers\\nand apprentice-pupils. At the same time, the attendance will be reduced to an\\namount more suited to t!\\\\e extent of the accommodation, to 35U in the one institu-\\ntion, and 500 in the other. In short, the Directors have proposed to remodel this\\ndepartment, and have resolved\\n9. That the practicing school is to be considered as mainly subservient to the normal school\\nand to be so formed as to atlord to the students opportunities of teaching all parts of an elemen-\\ntary cour;-e, and if possible the elements of some branches more advanced.\\nThese arrangements liave led to others of less moment, which it is utiuecessary\\nhere to descriije. For one thing, they have occasioned another distribution of\\ntime for the occupation of the rectors and the masters in the settling of Avhich,\\nthe general principle has been held in view, that the instruction of the students\\nshould be intrusted as niuch as possible to the rector and the ni.ithematical tutors;\\nwliilo the masters will have charge of the practising schools, and the Euperinten-\\ndence of the students when teaching. The regulation on this head is\\n10. That the students shall be under the rector four hours daily for instruction in the branches\\nthey are required to study, except the mathematical, which will be conducted by the tutor for\\none hour aud a half in the evening that they shall also, while leaching in the practicing school,\\nbe under tiie occ:asioiial supervi.-iion of the rector, as well as that of the masters.\\nAfter all, it is not by any organization, however carefully or well contiived, tliat\\nthe excellence of a school is to be secured everything still depending on the\\ngenius of the master. And if this be true in regard to common schools, it is still\\nmoi e so in regard to those, wliich have the exemplification of good methods for\\ntheir distinguishing object. The Directors have theiefore signified that their main\\nreliance is upon the devotcdness and skill of the rectors and the masters wLoni\\nthey have appointed to find for tliese institutions their proper position in the edu-\\ncational system of the country.\\nIt is not f(jrgutten that a uorm.al school, though perfect in all respects, would\\nnot jjresent a model for exact imitation in all cases, and that the application of its\\nmethods to the management of connnon schools must be left, in great part, to the\\njudgment of the masters of the latter. No school, indeed, can be the very pattern\\nfor others that exist under dift erent circumstances and the noimal schools are,\\nfrom their very nature, singular in some of their conditions. It is enotigh that in\\nthem, so for as they are normal, the general principles of method are taught, exem-\\nplified, and practiced. To the masters it may be reserved, in mere deference to\\ntheir self respect to form the plan of their own schools, according to\\ntheir own knowledge of what the locality requires or permits, and according to the\\ngeneral notions of method which they have received. In short, it is as little desir-\\nable as it is practicable, that the normal schools should be altogetlier such as to\\nafford an absolute rule and ex.act model for the guidance of the pupil, in the con-\\netruction and management of his own.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0662.jp2"}, "659": {"fulltext": "EDINBURGH AND GLASGOW NORMAL iSCHOOLS. 433\\nDepartment for Female Teachers.\\nFemale Schools of Industry. There is a description of schools which is\\nnow rapidly increasing in Scotland, and extending to a lower class of the\\npopulation than had been wont to have or to consider thetn as at all need-\\nful the Female Schools of Industry. This is mainly the consequence of\\nelementary education, in general, havinij taken more of a practical char-\\nacter than formerly for the male children, somewhat modifying the\\ncourse of literary instruction^ and occasionally attempting a specific pre-\\nparation for some particular calling or handicraft. The same tendency\\nwould have led, of itself, to an instruction of the other sex in the usual\\narts of domestic industry but it was aided by this, that, while the period\\nof school attendance was the same for both sexes, it was not requisite for\\nthe female to proceed so far in the different literary branches as the other,\\nand so the opportunity arose of attending to those things that form the\\nproper objects of a female school. The promoters of such schools are\\ncommonly benevolent ladies, who arc no strangers to the cottages of the\\npoor, and who would endeavor by instruction of this sort to improve their\\ndomestic condition. It is not unusual, too. for the proprietors of public\\nworks, manufacturing or mining, to favor the people in their service with\\ninstitutions of the kind. The Directors have, in these circumstances,\\nattached to each of their normal seminaries a department for instruction iu\\nneedlework and knitting, and have opened it freely to female students\\ndesirous of undertaking the charge of schools of this description.\\nThis division of the seminary is conducted by the matron of the estab-\\nlishment at Edinburgh, and at Glasgow by a mistress engaged for that\\nsingle purpose. All the female children above seven years of age at the\\npractising schools are, in both cases, permitted to attend in this department,\\nwithout additional fee; and nearly all avail themselves of the privilege,\\neach class attending for one hour daily. Their attention is wholly con-\\nlined to the different sorts of work mentioned, and from the mistresses they\\nreceive ncithoi- literary nor religious instruction. The female students\\nattend in this division during the whole time it is assembled that is, for\\ntwo hours and a half daily antl they are employed mainly iu directing\\nthe classes, or attending to the directions of the mi.stress; and are them-\\nselves instructed, during a portion of the time, by the mistress at the\\nGlasgow school, in the more difficult kinds of work. In the general model\\nschool for the children of both sexes, they are employed four hours daily\\nhalf the time occupied, under the master s eye, in teaching the female\\nclasses; the other half, in observing how the masters teach. Two hours\\ndaily, they are themselves under instruction in reading, religious know-\\nledge, and the elements of grammar and geography.\\nFemale students are adnuttcd under the same regulation which has\\nbeen formed in regard to those of the other sex who have not the benefit of\\nfree maintenance, and who do not engage to remain for any certain period.\\nThey are examined upon their knowledge of the elementary branches,\\nbefore entering, only by the rector, and few have been at anytime rejected.\\nThe admission fee is \u00c2\u00a31 for the first four months, .5s for each of the next\\nfour months, and no further payment is required for the remainder of the\\nterm, the duration of which is optional. Admission is allowed at any time\\nof the year.\\nNo regular examination is undergone by the female students upon leav-\\ning the seminary; and far the greater number have left it to enter on the\\ncharge of schools to which they had been recommended by the Directors,\\nnot more than four leaving the Edinburgh School, without any certain\\nengagement.\\nIt is not proposed, in the mean time, to place this department of the", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0663.jp2"}, "660": {"fulltext": "434 EDINBURGH AND GLASGOW NORMAL SCHOOLS.\\ninstitution under any stricter regulations than the following; 1. To with*\\nhold certificates from those who have attended for a shorter period than\\nthree months; and, 2. To grant certificates to those who have proved a\\ncertain qualification in the elementary branches, after a formal examination\\nby the superintending Committees, assisted by the rectors and masters.\\nSyllabus of the Rector s Lectures on the Theory and art of Teaching, ad-\\ndressed to the Students of the Normal histitution. Edinburgh.\\nIntroductory.\\n1. The importance of education most needful in every view practicable\\nhopeful and encouraging.\\n2. Moral requisites and qualifications of the educator (a) A correct view of his\\nofSce (6) Proper motives (c) A well regulated temper and disposition {d) A\\nwell-stored mind (e) Aptitude to teach An irreproachable life.\\nI Man, the sttbject of Education.\\nKnowledge of this an essential preliminary mental philosophy has not afforded\\nthe practical aid that might have been expected.\\nThe order, mode, and extent of the development of the human powers considered,\\nwith a practical reference. 1. Physical historically first nature requiring the\\nmain share of time for sleep and recreation mental exertion, short and diversi-\\nfied instincts to be regulated.\\n2. Moral powers awake nearly at the dawn of existence should be early\\naddressed and practically exercised impressed with the idea of God and account-\\nability to Him charity, purity, and uprightness inculcated.\\n3. Intellectual (a) Intuitive developed through the perceptive powers truth9\\nand facts impressed by attention, recalled by memory, combined by conception\\nimportance of educating the senses and training the powers of observation through\\nobject-lessons (6) Operative nuderstand mg investigates truth jiidgmeM traces\\nits relations and tendency (c) Creative imagination reason controlling aU.\\nII. The End and Object of Education.\\nThe comprehensive and harmonious development of the powers in due place and\\nproportion errors arising from the excess, deficiency, or misapplication of any\\nelement cUifiiiitions of different writers.\\nIII. The Means for attaining the End.\\nPedagogy, education (properly so called) extending to every department\\nthroughouc I childhood (2) youth; (3) manhood from the houseliold to the\\nschool, from the school to the world and church.\\nPedeutics, instruction or schooling that department which is proper to the in-\\ntermediate period, yontli, when the faculties are made conversant with facts,\\noccurrences, objects, and otherwise exercised for their due development.\\nA. The parties by whom the field in which this should be carried out.\\nHospital, public school, or private education considered.\\nB. The subject-matter of instruction [a) From the existence of man speech\\nand song (6) From the existence of space and matter mathematics and form\\n(painting, sculpture, c.) (c) From tiie relation of man to God Christianity (d)\\nTo the world political economy (e) To animals natural history To sub-\\nstances chemistry, i;c.\\nThe due place and comparative importance of the subjects of elementary and\\nsuperior instruction. Reading, the key to all\\nOrgans of speecli origin and import of speech invention of writing alpha-\\nbet, printing on teaching the alphabet Lancaster Jacotot Pillans.\\nElementary reading 1st. The dogmatic system overburdens the memory 2nd.\\nThe scientific, difficult to accomplish in EngUsh; 3rd. Intellectual, the sense help-\\ning the sound.\\nTheory of explanation and interrogation, elliptical and suggestive methods con-\\nsidered treatment of answers received moral enforcing application of lesson\\nread.\\nExamination of manuals for reading, and instructions in the proper way of\\nteaching them.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0664.jp2"}, "661": {"fulltext": "EDINBURGH AND GLASGOW NORMAL SCHOOL. 435\\nClass method individual, monitorial, simultaneous class conducted by single\\nexamination.\\nMethod not much apart from tlie man consideration of the different subjects of\\nschool instruction method of treating and art of imparting them, viz. spelling,\\ngrammar, religious instruction, geography, Avriting, drawing, arithmetic.\\nSchool organization\\nA.rrangement of classes tripartie division school furnisliing.\\nDisciphne\\nTheory of rewards and punishments.\\n(Note.) The design of these lectures is to counteract the tendency of the prac-\\ntical engagements of the elementary school to degenerate into mere routine, or a\\ncopy of the superintending master. The subject discussed in the connected series\\nis proposed as a theme for a weekly exercise, and is found highly beneficial, not\\nonly as regards the proficiency of the students in English composition, but like-\\nwise as it engages their best thoughts in giving their own views of the different\\ntopics, and imparts an elevated tone to their professional pursuits.", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0665.jp2"}, "662": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0666.jp2"}, "663": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0667.jp2"}, "664": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0668.jp2"}, "665": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0669.jp2"}, "666": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0670.jp2"}, "667": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0671.jp2"}, "668": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0672.jp2"}, "669": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0673.jp2"}, "670": {"fulltext": "", "height": "3281", "width": "1885", "jp2-path": "normalschoolsoth00barn_0674.jp2"}}