Prescott journal. [volume] (Prescott, Wis.) 1861-1871, 1870-03-31

The idea OF Normal Schools was hIst
suggested by the absolute necessity that
was felt among the friends of education,
sOme thirty five years since, for some
particular school or seminary whose lead
ing and main object should be to in
struct those aspiring to become teachers,
how to teach. And among these earnest
friends of education at the east. they had
their origin. 1t was to elevate the then
rising profession, for it was not until that
time that teaching in common schools as
pired to be, or to become a Profession
The absolute necessity of including prac-
tical views, such as would best promote
the improvement of teachers, became
quite too apparent to allow the subject TO
be longer neglected. And it would seem
to be almost or quite unnecessary to
urge upon the people of the present day
the utility and the necessity of such an
4 institution. But great reforms more
slowly, and the greater aud the more i'm
portant the results, the slower they seem
TO move. But this is one that never
moves backwards.
That every teacher, like every other
professional character, before he enters
upon the duties of bis profession, should
have definite idea of what constitutes
an education, and of some system by
which to imparI it, is, doubtless fact
which will be generally admitted. Even
the common mechanic-the man who
woull mend the links of chain, or polish
the finest wheel in a watch, must have
more or less mental aud PHI sical training
before he can succeed. He must have q
clear conception of the work before him,
and possess the skill to accomplish it, or
he will spend much time and labor in
vain. But to the practical workma not
blow is lost. He knows beforehand
just what he wants to dc, and how to do
it, while the other works unsuccessfulIy
without knowledge of either.
We have but one life 10 live, and the
child can be child but once, hence sue
cess-unerring success is everything to
him, both for time and for eternity
We see the fact, we know il, and we
must deeply feel its importance. And
now we turn again to familiar illustra-
tons to enforce the doctrine we advocate.
IVo know that the doctor must be edu-
Gated in his profession, the lawyer must
be able to make out contract or draw a
writ, the tailor to make coat must
serve an apprenticeship, the blacksmith
TO make pillow or nail, must be edu
Gated. In these professions and arts, the
supply has always been equal to the de
mand. Not so with teachers, and in this
fact we find the necessity for public
endowment. Yet, look not at the mate
rial necessity alone, but look at the much
greater Importance of preparing a man
or woman TO do all these things, aud to
fill the minds of children with useful
knowledge that they may be better pre-
pared to enter upon the duties of human
life. We know that the teachers them
selves should be most thoroughly educa-
ted Cor the great work they would under
take. And, in view of this fact, can we
for moment suppose that they need no
apprenticeship?-no well defined and
thorough training? And since this
want is general, the benefits derived from
schoOl for that pnrpose must be universal.
1t is not confined TO village, town. city
or county.
For the purpose Of meeting this great
want in orr system of education, Norm.
nj Schools were first established; and, for
the purpose of maintaining them, this
state, with many others, has made liberal
endOwments, and now we are solicited to
give substantial aid to secure the location
Of one in our own midst. Is not the
subject worthy of our candid attention 2
Docs it not arouse in the breast of every
one feeling of manly generosity? 1t is
= great public enterprise, aud full well
may we ponder its importance. We
complain constantly about poorly quail
fed teachers, but do we ever stop to in-
4uire, where is the fauIt' And does it
not lie at our own doors? We'll has
1t been said that the common school is
the poor child's college. And tia same
may be said of all children here at the
west. And now if we fail to provide
The means to educate and prepare the
teachers, whence viii flow the sparkling
living watersa
Quite to long have we employed the
young Of both sexes, not to teach. but
to setp school. and eth they are not il