The weekly pioneer and Democrat. [volume] (Saint Paul, Minn. Territory) 1855-1865, 1864-11-04
Communicated
The State Normal School.

at WlnOna IS located the State Normal
School, established by the Legislature and
supported by funds from the public treas
ury. Its object is, by course Of practi-
cal training, after the most approved
methods, to qualify teachers for the best
discharge of their duties in our Public
Schools. Its Principal is Prof. Phelps,
lately of the New Jersey State Normal
School, who for the last twenty years has
ranked high among the ablest educators of
our land. 1t will commence its operations
about the first of November, with the
most fattering prospects Of success. Be-
ing virtually a new enterprise in this State,
it is fitting that the public attention should
be called to its Importance as part of
our educational system, which can be no
better done than by giving brief epit-
ONE of an able address delivered by Pro-
lessor Phelps before the Institute just held
in this city. ...
Normal Schools are designed to train
teachers in the best methods of instruc-
ton. They are to the teachers profess
sion what West Point is to the military,
theological seminaries to the clergy, and
medical schools to the physician. Though
Of comparatively recent introduction in
this country, they have been in successful
operation for about three centuries in
some parts of Europe, one having been
established in Germany in 1870, another
at Rheims in 1851. At the present time
each department is, by law, obliged to
support its Normal School. In 1S49 there
were ninety-three such. schools for the
training of elementary teachers exclu-
sively. In that country they are consid-
cred an indispensable part of their system
of public instruction, and no teachers are
employed except such as have attended
them. NJ. Guizot, in report to the king
in 1888, says, "The superiority of primary
schools in those departments in which
there are normal schools is striking and
the conviction OF the people is general
that this superiority is due to the normal
schools" In speech before the Chamber
of Deputies in 1882 the same great states
man and profound philosopher remarks /:
can of you are aware that the success of
primary instruction depends altogether
/ upon the corresponding normal schools
The prosperity of these establishments is
the measure of its progress" After de-
failing at length the provisions of the
system of public schools he continues !:
Gan of these provisions would be of no
| effect if we took no pains to procure for
| the public schools thus constituted an able
master and worthy of his high vocation.
1t cannot be too often repeated that it is
the master that makes the school, And
indeed what well assorted union of quail
ties is required to constitute good school
master! A good schOolmaster ought to
know much mere than he is called upon
to teach, that he may teach with intelli-
gence and taste; who is to live in a hum
bic sphere and yet to have noble and ele-
waited mind that he may preserve that
dignity OF sentiment and department with
out which he can never obtain the respect
and confidence Of families; who possesses
q rare mixture of gentleness and tirmness !;
who shall be the obsequious servant of
none; who shall not be ignorant of his
rights, but thinking much more of his du-
ties; showing to all good example and
serving all as wise counsellor. To rear
| mdSUoTS dpptOoCulhS W SuOA q AouOA 10 q
difficult task, and yet We must succeed in
it or we have done nothing for elementary
instruction. A bad schoolmaster, like a
bad priest, is scourge to commune"
Normal Schools were established in
England in 1906. There are now thirty
six in England and Wales, four in Scotland
and one in Ireland. Lord Brougham, the
jealous advocate Unpopular education in the
British Isles, in a speech to the House OF
Lords in 1886, remarks: "These training
schools will not only teach the masters the
ORANGES of learning in which they are de-
ficient, but will teach them what they
know far less-the didactic art-the mode
of imparting their knowledge, the best
method of training and dealing with child
rem, in all that regards temper, capacity
and habits and the means of stirring them
to exertion and controlling their observa-
lions.
In Prussia, so celebrated for her system
! of popular education, there are forty-six