The Daily Nashville true Whig. [volume] (Nashville, Tenn.) 1851-1855, 1855-11-17
From the Lebanon Herald, of Nov. 10th.
State Normal Schools.

From the Lebanon Herald, of Nov. 10th.
/ State Normal Schools
| We have therefore, noticed that our Representa-
tive Mr. Hatton, had introduced bill in the Legs
lature for the establishment of State Normal
School This is a commendable movement, and We
hope it may be successful
Massachusetts, has five Normal Schools, four sup
ported by the State and one in Boston, supported
by the CITY, The Legislature of Connecticut ap-
propriated, in 1876, liberal sum for the formation
OF a State Normal School, and the following year it
was attended b. l54 students.
New York has been carrying on the work of pub
lie education rapidly than any other State in
the Union, or, perhaps any other country in the
| world. The Normal School at Albany went into
operation in 1874, being the first institution of the
kind established in the United States. 1t instructs
annually about 275 students, from all parts of the
State, in the best methods of teaching.
Prof n L. Lindsey, Of Lebanon, in a series of
educational articles, published several years since
in Nashville journal, urged the propriety and i'm
portance of Seminaries train up and qualify chill
dren for the profession OF teaching.
an majority of our States" he says, "good
schools and competent teachers greatly needed.
For want of the latter, it would be impossible in
Tennessee, to put into Immediate operation any de-
sirable system of popular education"
"When will citizens recognize that central
principle in the Prussian system, "As is the teacher
teachers have inferior schools-that inferior
| teachers cannot have good ones! Almost every
consideration which render life and liberty de-
sirable, has been presented to rouse Tennesseeans
to the immense importance of school REFORM of
Summaries for teachers; in short Of doing more to
| forward the glorious conception of securing thor
| Oltqh instruction, whether school or collegiate to
| the ,ohOle people"
"HOw this matter is managed in Prussia, may be
seem" continues Prof L. ''from Mr.. Manns Report
of the Seminaries for teachers in that country"
From the year 1920 to 1880 or 1885, it was
customary, be says in ali accounts Of Prussian ed
! ucation, to mention the number of these Semina-
ries for Teachers. This item of information has
Row become unmportant, as there are seminaries
sufficient to supply the wants of the whole country
The stated term of residence at these semnaries is
three years. Lately, and in few places, class of
preliminary institutions have sprung up-insttu-
tons where pupils received in order to deter
mine whether they are fit to become candidates TO
be candidates. As pupil of the seminary is liable
to be set aside for incOmpetency, after three
years course OF study; so the pupils of these pre-
liminary institutions, after having gone through
with shorter course, liable to be set aside for
iHcompetency to be competent.
Let US look for a moment at the guards and secu-
rites which, in that country, environ this sacred
calling In the first place, the teachers profession
holds such high rank in public estimation, that
partments OF business are encouraged TO look up
on schoolkeeping as ultimate resource. Those,
| too who, from any cause, despair of success in
other departments OF business walks of life, have
very slender prospects in looking forward to this.
These considerations exclude at once all that nfe-
rior order OF men, who in some countries constitute
the main body Of the teachers.
1t is to be understood, that those who enter the
seminary directly, and without this preliminary trial,
| have already studied, under able masters in the
| common schools, at least all the branches | have
| above described The first two OF the three years.
they expend mainly in reviewing and expanding
their elementary knowledge. The German Ian
guage is studied in It's relations to rhetoric and logic
and as aesthetic literature; arithmetic is carried
into algebra and mixed mathematics; geography
into commerce and manufactures, and into knowl.
edge Of the various botanical and geological pro-
ductions Of the different quarters of the globe;
linear drawing into perspective and machine draw
ing, end the drawing from models Of all kinds, and
from objects in nature &c.
A thorough course of reading on the subiec, of
education is undertaken, as well as a more general
| course. Bible history is almost committed 20 mem.
DRY. Connected with all the semiaaries for teach.
ers are large Model or Experimental Schools Du.
ring the last part of the course much of the stu
dents time is spent in these schools. At first they
go in and look on in silence, while an accomplished
teacher is instructng q class Then they them
selves commence teaching under the eye Of such a
teacher. Al last they teach a class alone, being
responsible for its proficiency and for its condition
as TO order, &c, at the end of a week or other pc.
Rod. During the whole course there are lectures,
| discussions, compositions, &c, on the theory and
practice of teaching. The essential qualifications
of candidate for the Office, his attainments and the
spirit of devotion and Of religious fidelity in which
] ha oh ne tba e
ing the different branches; the motive powers to
he applied TO the minds OF children dissertations
upon the different natural dispositions of children,
| aud consequently the different ways Of addressing
them, of securing their confidence and affection,
and OF winning them to love OF learning and
sense OF duty; and especially the sacredness OF the
teachers professioa--the idea that he stands for
the time being In the place Of parent, and there
lore that parents responsibilities rest upon him,
mat the most precious hopes Of society commit
ted 10 hls charge, and that him depend 10 a great
extent the temporal aud perhaps the future well,
being oil hundreds of his fellow creatures-these
are the conversations, the IDEAS the eengs amidst
which the candidates for teaching spends his proba
uonary years. This Is the daily atmosphere he
1 bresthes- These are the sacred, eeyating invigo-
ratihg Influences constantly pouring in upon his
! soul Hence, at the expiration of his course, he
leaves the seminary to enter upon his profession,
glowing with enthusiasm for the noble cause be has
esPouseu anu strong In his resolves 10 perform It's
/ manifold and momentous duties
Here then Is the cause Of the worth and standing
ot the teachers, whom had the pleasure an honor
20 see AS body Of men, their character is more
envlable than that Of either Of the three social
\ ed, professions They have more beneyolence
and self'sacrihcce than the legal or medical while
they have less OF sanctnoniousness and ansterity,
iess OF indspostiOn 20 enter into all the innocent
amesements and joyous feelings Of childhood than
the clerical They not nnmindfnl Of what be-
longs 10 men while they are serving God; nor Of
the duties they owe 10 this world while preparing
for another
TO the friend Of education" says Prof l., "the
/ details embraced IN the passage above quoted
OF the highest interest Prussia has, e. e0aJsSsio,
taken the lead Of . complete system Of national
education. Connected with this system are forty.
sir normal schools for the training Of teachers in
which we're, during the past year, twenty i've hun
dred pupils.
in several other eoantries Ia Europe where