The evening telegraph. [volume] (Philadelphia [Pa.]) 1864-1918, 1869-08-18


obey the behests of the animating spirit The
architectural style was the modern French;
the height, three stories above the basement,
with west wing of four stories the length 65
by so feet fanked with two wings of 40 by 50
feet; the central corridor 10 feet wide by 166
long; the exits the lower floor, five in number.
| The materials were n buff-colored magnetism
limestone and the well-contrasting red-pressed
brick
The first floor provides for five model schools,
each of different grade, to be taught strictly
by model teachers. Three schools remain to be
used as schools of practice. These are carefully
kept distinct for a school cannot be a model
school and at the same time a school of practice
for inexperienced teachers The pupils are sent
into the model schools, as into the schoo-room,
with notebooks to observe and report results,
and to give the reasons therefor.
The scholars have single seats and desks.
Each one has a separate compartment for Il
wardrobe, and is instructed to carefully arrange
their articles in the proper place Daily they
are taught to have place for everything and
everything in its place. The sexes are to be CO.
educated They will pass together through the
same course of training be inspired by the same
great and noble principles, and 90 side by side,
if need be- intent on the great work of instruct
ing the people.
By invitation, Professor John Ogden of Nash
vile, spoke upon the necessity of normal
schools. and illustrated his views by a number
of propositions more abstract than practical.
J The meeting then adjourned until 2J& o'clock.
Afternoon Session.
Professor George w. Fetter, Principal of the
Philadelphia Normal School, was called to the
chair at the opening of the session. Professor
Ogden resumed his address, and adverted es-
| pecially to the need of normal schools at the
| South. There a great deficiency in the supply
of teachers existed and it might with propriety
| be said that forty schools were waiting for each
competent graduate. So identified are our in
terests now with the progress of education
| among the freedmen, that we, as people, will
rise or fall with the coored people. 1t has been
said that circumstances create teachers; but cir
! cumstances, unfortunately, do not make good
ones. We have too many of that make now on
hand We want trained teachers, not circum-
stantal, or occasional, or accidental teachers
The State should provide one normal school for
every three hundred teachers in her borders.
In the prostration of business and educational
interests in the South the American Missionary
Association has done q noble work During the
past three years it has maintained, on the aver
age. five hundred teachers missionaries, at an
annual expenditure of 1890, 600. In this view,
the claims of that institution to be recognized as
an auxiliary ought to commend itself to favor
able consideration.
On motion of Professor Hart ii was resolved
that in subsequent programmes of exercises, the
Normal School Association should have the sub
iects discussed at its meetings limited to its
special purposes.
Professor Fordyce A. Allen, Principal of State
Normal School, Mansfield, Pa, read a paper
upon the "Course of Study for a Normal
School," Normal schools are not now doing
their appropriate work. but they are paving the
way. The schools themselves had to be their
own forerunners, declaring "Prepare We the
wey!" The question what should be taught in
a Normal school is most important. Ruskin
says that what is most honorable to know is
most profitable to learn. man ought to know
three things. First. Where he is? that is to
say, what sort of a world he has got into; how
large it is; what kind of creatures live upon it,
and how; what it is made of, and what may be
made of it. Secondly. Where is he going !?
That is to say, what chances there are of any
other worlds besides this; what seems to be the
nature of that other world, and whether
for information respecting it he had
better consult the Bible, Koran, or Council of
Trent Thirdly. What had he best do under the
| circumstances i? That is to say, what kind of
faculties he possesses; what are the present wants
| and state of mankind and what are the right
means in his power for attaining happiness
| Practically, the education for teacher might
| be classified under five great divisions: mathe-
MATES, language, natural science, miscellane-
Gus, and professional. But beyond all these,
that which is most needed in the teaching is the
| 10, thn int Ia tI,a
teacher. The teacher must have genius for
teaching and a love for his peculiar and delicate
mission. This genius for teaching generally
comes from a love for teaching. The teacher
must be greater than his work.
Professor John G. Harllness, Principal of State
Normal University, Wilmington, Del, followed
by appointment upon Normal Principles of
| Education"
This gentleman, for over an hour, delivered a
series of commonplace patitudes, destitute of
all point and interest, and in a manner so wildly
declamatory as to cause frequent laughter. His
associates good-naturedly endeavored to bring
his speech to an end by hearty applause in in
appropriate places; but, as an American free
man. he declared he would not be put down,
and gave utterance to the dreadful threat OF
printing his lengthy article in all the news
papers. After the impressive exclamation, SIS
this free American" he was finally silenced by
Professor Harts point of order that discussion
in regard to woman's rights had no bearing on
the subject assigned him.
The meeting then adjourned till evening
Evening Session.
By invitation of the city authorities the even
ING session was held in Taylor's Hail. and larg,
audience gathered there
| Dpi, al,