Delaware weekly Republican. [volume] (Wilmington, Del.) 1841-188?, 1857-03-12

are graded 2hu children passing ffom uAe " |
the other, as they advance in knowledge. ~
the HiEk Sehool, they arc supposed to COM
piete the education which coHme6ced IN TIE
lowest. NJ
Now, who supposes that il is divering the !
money for education, to appropriatee portion
OF 1t to the High School, yet no child can
enter there Until he has M stored AZ the sta-t
dies In those of an inferior order. NOW why, |
on the same principle should there not be
higher school. 10 which the best scholar In
each district should bo sent, especially, as
the specific kind of culture, which he Is TO
| receive there, is TO train him to be competent
and accomplished TEACHER for their district
| schools.
| 1t is proper application of the fund, to Sc
cure such instructors-and ii is most deslr-
\ able and economical application oil II, as Wlth
such instructors, hundred fold more IN the
way Of education, would pc Effected for all Inc
1 children in the State. a t{.
How much would it aBridgr.the privileges Of
| children, supposing the sum deducted should
not he made up2 just Two weeks IN inc year,
or twelve days, or sixty hours. Or. Dwight
observed many years ago, that in the Sehoois
of Connecticut, as they then were, ten years
We're consumed in teaching badly What could
be learned under competent instructors in two
or three. And on this principle good
teacher would do far more for the children,
(and do what one not qualified neser could
eheet) In TWO months, IMAM one lhSVApetSnt
could accomplish in year
l take the ground that whilst 1t Is in your
power to have such a system as obtains III
other States, more money is now wasted, pc
. sides a dead loss to the children of their time,
than is prayed for in the memorial. II the
Board Of Trustees furnish you the KIND oil
: teachers which they promise, 1t will be saving
: in time and money Of one half OF all that is now
Il expended for popular education. But this ques'
!. ton is left by the Board 10 The judgment Of
this honorable body.
Had / the time tonight, which l have not
: | should rndeavUrto sustain these positions;
I, LIST. Tina; tits obligatory upon every State
= in this Republic 10 give to all her children &
y good education, by the establishment and sup
. port OF good common schools.
I'd. That you cannot have good schoolswith
= ont el-trained and competent teachers.
y Sd. That the only way to secure supply Of
y well-qualod teachers, Is by the establishment
p Of Normal Schools.
y In support of the first proposition, that II Il
70 obligatory upon the State TO promote popula
NJ education, would base my argument.
le ID Upon the nature Of oar gorelarmeAt.-
~ That we are nation Of Sorcreigns; and that
u is impossible for any one to exercise the I'LL
IS rights of American citizenship, who is I'm
III able TO read or write. According to the las
is census, there are $500 persons in this Stftt
" Of the white population, over 20 years OF agt
az az edge.
CHI ts.) should show that popular edncatio
as has a tendency to prercm pauperism all
Nv, crime
ea Is } That tho general ditssion Of know
IS edge, especially scientific knowledge, alwa.
eh creates wealth. 1t deyolopcs tn rcsourc
N " Of a country, and adds to the value OF rr
N !, perty.
s. (4.) That In every way II promotes the col
h ii for! and wel-bning Of society.
uit l would snStun rs a second propoSitio
ell' that good common schools cannot be secure
'h'' without wel-iraned sud competent teacher
$50 This is seli-eyidcnt. What is education 1t
rec generally regarded as putting something in
40. the mini. But as its ctyntology indicates (el
o.hc co., ii is draltiag out.
IN do Tho development and discipline Of
- - mental and moral powers Of the child.
IHn Kant expresses it, 8. To deyelope III ca
i99 individual all tho perfection Of which he
lflo susceptible. This is the true object Of ed
lca- cation"
ants (2.) II is the design Of education again
htai communicate the principles and elements
tue knowledge; and to do this in the best possil
Anu way. lii the words Of Guizot, G 1t is the mas
our that makestha school,"
'nis would cndeayor to establish as a third pi
rim position, that an adequate supply of We
Fle trained teachers cannot be secured without I
establishment of Normal Schools. Every IN
iteu should be educated for his particular v0cati'
of- A single remark will place this matter in
lore proper light. That nowhere iii the ciyllil
pge W9Eld Ss general fssl S9u u @ IsS sec i
pre- erS for them, until the establishment of N
the NAL Schools; and wherever Normal Scho
unity have been established, they have i'll that deg
fact mat tle necessities of the case and have adj
no mmeasurably to the value of common sch
instruction. Each of these propositions is $
rmai ccptbe OF demonstration, and would turn
I me annie materials for lecture.
us is shalt leave them, with one OF two extra
per from the reports ct those who are best Gcqua
iirat ed with the workings Of this system:
Q IN IS On cardinal review and inspection OF
SCI that has been done within the last tive
- years, TO improve the common schools of
Gild- sachusetts and Of the special instrumental
N OF by which thcso improvements have been ell
the cd, cannot refrain from assigning the
at in place in adaptcdness and i'll efficiency, TO
last State Normal Schools.
y re- "Without these, all other labors and
ished penditures would hays yielded but a me-
The harvest Of success, without the living teac
ished equipped and consecrated for his great w
u APP his mind replOnished with knowledge, his h
Nor- effisve of virtuons influences, and all his
ed in culties trained and devoted tn the onc pur
The of taslliUniig character after 4 high and
atton during standard of cxcellcncp. Witho
supply Of such teachers for our schools, CT
| con- and elegant school houses may be erecte
IS an every crOss-road, the most liberal salaries
900. be paid books, and all the instruments
'h0ol, apparatus Of knowledge, may be strewed b'
from the children, or piled up like arampart ar,
9 are them, but they will be as vain and tAnal
esstul as the offer Of a golden hut empty cup, tt
,para- traveller in the desert, when pershIng
West, thirst. In the school IN accomplished tea
ny the is the one thing neediul. Absent, the pres
of every other requisite is nugatory. Prc
New he supplements all deficiencies. Without
. citi- the h,st appointed school is q liieltss Q
ors TO ism, waiting for Il soul TO enter and iuhAl
4 gen. and put in action its vast powers of b'
nittee | cgn1o Common Schools will never pr
led at without Normal Schools. As well NIGH
lot of expect 10 have coats without . tailor,
j, and without hattor, watches without a watch
ted at er, and houses without u carpenter or IN
lily for as to have an adequate supply Of comp
ceiyed teachers without Normal Schools. Rep
Horace MAN.
OF mo 60 The greatest want which has been a
1. Lott- felt i'll establishing systems Common Sc
'teheg' is the want Of competent teachers.
Ghu"i Sc Tho ability Of tho teachers is a mat
e it is a,st in,nortancs N tho oroanizntion an
D ", es- rangoment OF our schools. We may
ohegG' splendid edfces and adOrn them with al
VIM, mni.n tends to please the eye, the architecture
lis.tlet may be perfect in every part, so that til
n',lo'i, mirer may bo fascinated as he gazes upo
y leest structure vet ii filed with incompetent
listtlHt ers, If Ignorance presides within, and il
,ctable St,,a c,,tr,ard a,,nearsrcn devoid AZ min,
~ 70 my soul; we are spending money for that
nta'S, is worth nothing, and wasting the preci0u
aHlot OF those youths who arc committed I
iulnlst, care."-Report Of The Department Of Pub
y "nLt siruciioA New YORK, 1885,
II such Before close my remarks upon this 81
indG ;,,, M, mr. nnti4T,t indulrrlcr for A fe
ostao- ments longer, whilst refer to some Of
less the ;ac,inns ,ghinh NAV bg made TO the prg
the memorialists tor the establishment