The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1847-03-27

and efficiency. The course ofinsructon oc
crpies from TO 2 years. Normal SCHOOL,
have been instituted in Holland. In France
in the year 1887, eighty three ofthese schools
were in full operation; "lormiug in each de
pnrtment," says Mr. GniZot, "n grand focus OF
| light, scattering It's rays in all directions n
lnong the people. In Scotland three ol'thes'
schools are in successful operation. In Eng
land we find them. The Church ofEnglnnC
party have expended 100000 for the con
structiou and arrangement of the building u
lone. In 1888 one was founded in Ireland
in 1922 in Belgium two were provided for
BY recent intelligence we learn thntthe Sui.
tan of T'Wkey is about to establish Normal
School, the teachers of which ARE TO he
brought from Western Europe.
ain relation 10 all the countries of Europe
where Normal Schools have been establish
ed for n sufficient length of time 10 exhibit
the fair results of the experiment, we hive
the concurrent testimony ofevery distinguish
ed European, and ofevery intelligent Amer
icnn, who has visited these Schools, that pop
unr Education has advanced just in proper
ton 10 their numbers and to the efficiency
and skill with which they have been conduct
ed. In 1885 Lord Brougham declared in the
British Parliament, that '1eminaries for train
ing masters are an invaluable gift 10 mankind,
and lead to the indefinite improvement Of
Education. II is hat,' he adds, ",Chich ADORE
eUe,y thing else, aCe ought 10 hbor 10 introduce
INTO our SyStem.' Cousin in his report on ed
ucalon in Holland, says, Il attach the greatest
importance to Normal Primary Schools, and
consider that all future success in the educa-
ton Of the people depends upon them. 1t
would be easy to compile volume ofauhor-
tiles in confirmation Of the views Of these ed
vocational lights in England and France.
"Ihus we see that the Protestant King of
PRUSSIA, and the Catholic King of SaXony;
the Protestant government ofllollnnd and the
Catholic governments ofFrance and Belgium;
the Episcopal party in England. and the
Presbyteriuns in Scotland; aud both Protes-
tants and Catholics in Ireland-havc adopted
this powerful fundamentally for promoting
So the despotism of Prussia, the
almost republican governments of SnXony
and Holland, and the enlightened monnrchies
ofFrance and Grent Britain, have united on
the same course of policy for the improve
ment of their people. Even the Sultan of
Turkey is so far lberazng his policy, as to
adopt the Normal School. Admitting that
we ought not TO be greatly surprised, il some
of Our State governments, and some OF the
leading men Of our own state and national
councils, shall fail to see the utility and the
necessity of Normal Schools so early or so
clearly ns they have been seen by most of tie
governments and statesmen of Europe still
it would be cause tor profound mortfca-
ton and sorrow, 10 find them n great way be-
hind Turkey."-Common School Journal Of
1916 PIP. 295-6.
Although many olour States have failed
in action upon this sub cct, yet there nre some
who are reapiug manifold advantages from
Normal Schools. In 1925. His ExcelIency .
De Witt Clinton.then Governor of New York, |
recommended TO the consideration OF the .
Legislature "the education of competent
teachers" In 1928, Gov. Clinton recommcn- .
led the enactment ola law, which "contcm- .
plated possible expenditure of more than
100000 for the erection in each county of .
a Mouitoral High School House. This rec
was not complied with. Va
rious methods were adopted to improve the
character of her teachers, all oiwhich failed,
until in lS44 an appropriation OF $50, 900 was
for five yenrS-ior the sup
port ola Normal School This under the
control of d. p. Page, Esq, has met with
eminent success. In Massachusetts, by the
bcnticence ofprivate individuals and by Leg
siative grants, they have in successful opera
ion several Of the Schools, which are work.
ng powerfully to elevate the tone Unpopular
education. 1t is to be hoped that Vermont
will take a position worthy of her character
'eativc TO these institutions. We have in
,ur State more than 1900 districts, the num-
Ier OF different teachers employed in these
would be from one and half to two times
yrenter than this. They 90 forth with crude,
lnlf formed ideas of the nature, design and
Lightly ofther office. To this there are hon
,rahIc exceptions. Their influence is almost
loI nd l,,lI ii, "A
o be exercised without control?
There is a movement now in England rel
tive to popular education, which is engag-
ng the attention of their most prominent
tatcsmen. There has already been no slight
ction to supply their wants by private sub
There has been one difficulty
Which might somewhat surprise us. Free !
schools are instituted and the poor people
efiIse TO send their children because they are (
o poorly clad. To obviate this, clothing nc
cen provided for them: in some places thoy
we're furnished with one, and in other g r,;,i
,vo suits ofclothes. At last the poo , noonlo
cyan to consider that they were confrrin
favor upon benefactors by s,endinr the;r
hildren upon any conditions. md heGon RI
'ok out quite sharply for the school that
Gould give the hest clothes. Miserable com
lent upon the deluslon ofthe public! II is
% often the case the { the public considers
seIfas conierrInga favor upon those schools
Inch are supplying their sorest mental need
and too often 1t is the case that those con-
'oollng these institutions prostitute them
elves to the attitude of suppiants for these.
called tF.Vors, and thus bring about, this
lost dep iorabe condition. The school should
YER be considered as comforting benefit up
TIE public. When this consideration is !
cnI fhot, fI,Ne Il Il, 4 1.
4.
tbs with pleasure that we notice the action
the State of Maine upon the subject of Ed
cation and ifthe nrnnnhnncs ,.lith ,,,LioI |