Nashville union and American. [volume] (Nashville, Tenn.) 1868-1875, 1875-05-26
Chr'm Com. Of Publication
The Address.

4DF AtIElClNC 10 t-'g ilJlI VI LAAC L -AleIAA
States Commissioner of Education for 1873,
l gather some facts concerning normal
schools which show how important is the
rank already attained by this new depart
ment Of professional education. The pro-
gress is indeed striking when c0n-rastei
with the slow development Of the idea and
its recent practice in America. About 1924
Philip Lindsey, Vice President Of the
college Of New Jersey, and a few other ed
ucatOTs in the East first clearly called public
attention TO lie logical aud practical ne
cassity Of special education for teaching as
q profession. In 1889 the first normal
school in America was opened by the State
of Massachusetts, always the educational
pioneer. under the able management Of
Cyrus PIERCE. In 1873 We find ll9 normal
schools on the list, which is also constantly
growing. Orthese, hfJy-hve are supported
in whole or in part by Safe aid; six by city
and four by county contributions. The
remainder are private Institutions, or at
tached to colleges and universities.
The appropriations by tie different States
for 1873 is as follows: Alabama, 5000;
Arkansas, $1,000; California $4,000; Con
necJicut, $1,000; Delaware, 5000; Hi
nOis, S3T,5Uu; Kansas, $4,000; Louisiana,
- COO; Maine, SlI,G)9; Mary laud, Sll,50l;
Massachusetts, SJ5,JJl: Michigan, $4,000;
Minnesota, $4,000; Mississippi, $500;
Missouri. 10000: Nebraska, $1,000; New
Hampshire, 5000; New jersey, Sl6,20J,
New York, Sl5l, 200; Pennsylvania, S4l 800;
Rhode Island. $1,000; Vermont, S4,5UO;
Virginia, $1,000: West Virginia, $500;
Wisconsin, SzS,000. Total from twenty
five States, S5lO,7J9, being for the annual
support Of lifIy-fve schools. In three Of
these States, New Y o-E, Massachusetts, and
Illinois, large amounts were also expended
by Boston, Chicago and the city Of New
York.
As giving a clearer insight into this nor
nal school field, viii now look 81 what
was done in 1873 10y Iour OF the great
States, tC-Wit: Massachusetts, New York,
Illinois and Wisconsin,, drawing my state
Inents from official reports.
Massachusetts, has FOR many years main
tanned four safe normal schools. This
year @ fifth OPeus-a splendid establish
meUt-a, Worcester. The city Of Boston,
which had long cCnducteda normal school
in connection with its Girls high School,
has Just erected a very large edIicl, at the
cost Of $4,000, for lis separate Use.
Where tue public school system is most
thoroughly imUedGed in the organism Of
the community, and WICrG normal schools
have been Longest tested Toy experience, 90
sc find this emphatic endorsement OF their
utility: "OUr present normal schools are
excellent Institutions, and it is safe 10 say
that there ale no educational Institutions
iu the STATE SD thoroughly rooted in the
sympathy, confidence and regard Of the
people IS are these school. Ii is not easy
to Overcs-imate their value. If the sum Of
their cost is considerable, the amount Of
coed they are doing is almost ilcalCuiablc."
hoard Of EIucutt0l, January 1919.
Significant of ths prDgldeLt wisdom Of this
Slate is the recent opening of a highly eX-
uensiVe ar normal school. its ayOWed OBJ
iect being So TO disseminate taste and skill
ID art among the artisans of Massachusetts
as 10 enable her manufacturers 10 compete
with those Of Europe, VIXEN the advantages
they now enjoy from discriminating tariffs
shall cease, an event which they calmly adj
NIT as inevitable at no distant day, in
obedience tOthe viii Of the Great West.
The State If New York has eight normal
schools. The total value of the lots and
buildings is STLg&IS. The average an
uual cost % each school $4,000. The
one at Albany opened lSil; Is the oldest,
and has ALWAYS ranked high in the educa-
tional world. Its corps Of instructors are a |
president and professor Of mental and NOR
al philosophy; professor Of natural sci
enCa: a superintendent Of the model school. /
a professor Of mathematics; a teacher Of
mathematics. q teacher of vocal music:
teacher Of geography, map-drawiTg and
penmanship; a teacher in the model school;
a teacher Of ethics and elOcuJiUn; a teacher /
Of rhetoric and English literature; a teacher !
of English grammar and history; a teacher
of arithmetic aid geometry; an associate |
teacher Of rhetoric and English grammar; a |
principal OF the primary school; a teacher !
Of arithmetic and algebra; an associate |
teacher Of elOCUtiOn-siNtecn ia ell. These /
teach J24 pupils in the normal, 1O2 in the /
model, and 40 in the primary depart |
ments.
The design Of the institution is to furn- |
ish well-qualiGed teachers for the public /
schools of the State Of New York. STU |
dents receive a thorough drilling in all |
the branches which they viii be called |
TO teach, and in such other studies |
as experience has shown TO /
be best adapted to discipline and de- 4
veIop the mind. Besides receiving instTUc- /
ton i'm the ut of teaching from the faculty, !
the pupils are at the proper stages OF their /
progress, required to teach in the model 1
and primary schools, for a term 81 nine 4
weeks, under the supervision and criticism 4
Of the superintendent and the teachers Of
the normal school.
The course Of instruction and practice
occupies two wears. subdivided thus:
JUNIOR CLAss-FIRsT TERM.
Arithmetic, algebra, English grammar,
physiology, map drawing, pen
JUNIOR Class SECOND TERM.
Algebra continued, higher arithmetic,
alocutiOn, natural philosophy, botany,
rhetoric, English grammar, geometry, his
.orv Of the United States.
SENIOR CLAsS-FIEST TERM.
Geometry continued ethics. natural /
continued, astronomy, science
IF government. higher algebra, the English
language. history, mental philosophy.
SENIOR CLASs-SECOND TERN.
English literature, mental philosophy,