New-York daily tribune. [volume] (New-York [N.Y.]) 1842-1866, 1866-02-05
NORMAL TRAINING SCHOOLS.

NORMAL TRAINING SCHOOLS.
That norton Of Gov. Fenton's late message
which touches the question OF public education
deserves serious attention. He afirms the utter
inadequacy Of the present provisions Tor the
preparation of teachers in this State, and recon-
mends an increase in that class OF institutions
which is designed to accomplish this object. A
very little reflection must convince any one
that measures ofthis kind are greatly needed;
and, now that the war is closed and the people
are girding themselves anew to the great work
of constructive civilization, nothing, certainly
can be more timely than such recommendation.
The influence of this country upon the prob
lem of human culture has been definite and
powerful. and within half century hes grayey
altered its aspects. In opposition to the Euro
mean system. which considers the education Of
the people as a charity, we regard it as a right;
while they believe it to be dangerous, and
therefore TO be dispensed with cautious restrlc-
tions. we hold it to be not only safe, but the
only safeguard Of our liberties and lnstll i'!onS
ard that il should therefore be universal. But
we cannot assume this attitude Of radical an
tagonism to the educational policy OF the past
and of Europe without becoming committed
10 further consequences. Our very conception
of education il changed We mean by 1t no
longer the elegant culture of the few who can
withdraw from the turmoil of active lie and
consecrate themselves to secluded study or TO
the learned professions, but we mean the prepa'
ration of all for the laborS, duties and response
bilities of life. The distinctive aim OF the
American system is not elaborate scholarship,
for we mold our collegiate policy in common
with the older countries; but it finds expression
in the Common School, which belongs to the
people. and assumes the care OF the opening
mind of The nation. Whatever doubts there may
be as to the expediency or wisdom of State edu-
cation, or the extent to which it may be carried,
il is settled in this country-decislvely settled
that tho State is inexorably committed to che
great task Of securing the best possible instruc-
ton for all its children. Whatever other things
may be neglected, this is its admitted and I'M
perative duty.
That our Common School system is still in a
very rudimentary and imperfect condition can
not be denied. We have thus far only taken the
first great step; namely, TO recognize It's neces-
sity and establish it as a fact its improvement,
its development, its perfection, are yet to be
realized. There is much Boosting about our
great Common School organization; and there
is certainly reason for no small congratulation
that we have achieved the initial step of laying
a broad and solid foundation. But those who
look upon our Public Schools III the light of
what they may be, and must become will pain
fully realize that there is now little else than a
foundation.
The question Of the Improvement of our Com
mon and Public Schools is thus imminent and
vital; but how is this to,be accomplished IN
doubleday, by moro thorough and efficient
preparation Of teachers for their work. That the
school takes its character mainly from that of
the teacher is obvious; and that the standard
is now lamentably low is also undenable.
There are many exceptions; but the humiliating
fact nevertheless remains, that the qualifca-
tons of the great body of instructors are shame
fully limited. The thing needed, therefore, be-
fore all Others, to give efficiency and the highest
value to our popular educational system, is to
demand of teachers a more thorough prepare
ton, and thus raise the standard, character and
influence of their profession. But here, as Else
where, supply must equal demand. Ii the State
insist upon loftier grade of attsinments, it
must provide the institutions where they can
be acquired; it must create establishments for
the specialand adequate preparation of teachers
No doubt, there are numerous difficulties in
the way Of any such policy. The public is in
different, and perhaps prejudiced. Teachers
are Indifferent, and perhaps more prejudced;
and they will oppose any attempt at improve
ment in the exact ration Of their disqualification
for the vocation they have assumed. Still,
tn ere arc multitudes Of teachers who know and
deplogs their DEFICIENCIES. apd are glad to 90