Worcester daily spy. [volume] (Worcester [Mass.]) 1850-1888, 1871-02-28

Among those who wish well for the prosper
ity of this city, the establishment of a State
Normal School within its limits, seems to be so
desirable that it has become very interesting
topic of conversation. But it is not a little sur
prising that so much misconception prevails in
the community in regard to the character OF
such an institution, and the influence that it
may be expected TO exert. Probably nine
tenths of the adult population of this common
wealth have no sort of idea of what a normal
school really is; and of the remaining one
tenth only few seem to appreciate the utility
of "an institution where teachers are instructed
in the principles of their profession, and trained
in the practice of it." The name-Normal
Schools from the French, ec0le normale,
which comes more remotely from the Latin
SchOld nornadiiS, j. e. a model, or pattern,
school. The English Training Colleges" and
the German Semenaries" belong essentially
to the same class OF institutions. The theory
on which the utility of such schools rests is
simply this; In acquiring knowledge, the mind
follows certain processes, and whoever
undertakes to impart knowledge should do
so in harmony with these processes; that is all.
| EAtHOu5u uOl 1ulbc uudnlulOuS uulOUR Ileu Ol
the highest educational position, the recognition
of these truths has nevertheless, been sufficient.
" extensive to secure the establishment in Great
ain, America, France Germany, Switzer-
land, and elsewhere, of numerous schools in
which the principles of teaching form the sub
ject Of study, and in which model specimens of
the art of teaching are given, in addition to a
thorOu OH cOursa of Instruction in tho cubiacts
usually taught in elementary schools. 1t would
seem impossible to deny, that every subject of
instruction is properly taught according to a
certain method, and that all methods are based
on the study of the human mind. Now, a very
little experience as member Of a school COM
mittee will bring it obviously befoie any one fit
to hold such position, that an excellent scholar
may be far from being an excellent teacher, and
| for various reasons. A young man, strong
healthy, perfect in his physical development,
and combining the ability of an accomplished
gunsmith and a skiIlful marksman, would
| be of small value in an infantry company, COM
| pared with what he would be worth after the
| experience of year or two in actual service.
The normal school qualities a teacher for his
difficult profession, in a measure, as the camp
for discipline converts raw recruit into we'll
trained soldier. To teach with the best results,
one must not only understand what is to be
taught, but must also have tact to communicate,
patience to guide and assist the pupil, and
quick and keen perception of the manner in
which an idea is received and stored away in the
pupils mind. Thus, as everybody knows, it
happens, in the ordinary experience of an uu-
trained teacher, that a great deal supposed to
have been faithfully taught, proves to have b en-
only imperfecty learned; and 50 the fruits of
the common school system do not pay the costs
of cultivation, as they would under better adj
ministration. 1t is amusing to imagine the in-
credulity with which future generations may
look back on a state OF civilization where years
of apprenticeship are required of farrier, and
none at all of a teacher of youth. If the estab-
lishment of the proposed normal school shall
remove even this one occasion for ridicule from
the retrospective gaze of posterity, surely it is
well worth striving for.