River Falls journal. [volume] (River Falls, Pierce County, Wis.) 1872-2019, 1876-04-13
Educational
IL. :. BAKER. 4, H., Editor.
COUNTY suPERryrENDENT
The Office Of Normal Schools.
Read by a. o. Sather before tho Teach
ers' Association at Ellsworth,
March 4, 1916.
Published by request
CONTINUED

March 4, 1916.
Published by request
tooSTNUED.)
1t cannot be expected, therefore,
that an unskilled teacher can perform
the work of education more properly
and do his duties any more efficiently
than an unframed man can success.
fully lead an army against an enemy.
II becomes necessary then to establish
such institutions of learning as will
give to its pupils the necessary and
proper training for the important
work and high duties Of a teacher
Hence, Normal Schools, whose special
office it is to prepare men and women
for the profession of teaching, and
give to them the prerequisites Of faith.
full and successful teachers. Says
John Eaton: 'Normal Schools have
taken upon themselves the special re.
sponsibility of investigating, develop.
ing, comprehending, settling, unfold.
ing and imparting the best methods,
by which the teachers of the Common.
wealth, in each Of the different de.
partments of learning can most sue.
cessfully instruct the children of the
Commonwealth
1t will, therefore, readily be seen.
that these institutions cannot be ap-
preciated by all as a little reflection
upon what has been said on teachers
duty, will at once reveal the fact that
all will not admit Of such training and
discipline, which must be of the first
and highest importance at an institu-
tion where those, who are to govern
and discipline others themselves, are
to be taught, as the first step towards
success, in any capacity where we
have the command over, and are to
govern, others, is, that we can govern
and discipline ourselves. No one can
command others successfully, until he
himself has learned the great lesson Of
obedience. Every teacher knows how
hard it is for some pupils to submit,
even to the more slack rules of govern
ment in district schools, and be obedi-
ent to them. How could it be expect
ed that these same pupils, who some
times seek the Normal School, could
submit cheerfully and willingly to its
necessarily strict government and
prompt obediencel
Is it not also of vast Importance,
that those who are to instruct others.
should themselves understand perfect
" the branches to be taught Can
any teacher teach to others under
standingly, that which he himself does
not understand Thoroughness then,
in the various branches, becomes no
secondary element Should we not, al
so, whether we are studying to become
teachers, or workers in any profes-
sion of life, thoroughly understand
every topic before we are content to
leave it! What benefit can we derive
from reading or studying a work of
any kind if when the book is taken
away, our knowledge goes away with
it, and we remember nothing of what
it intended to teach usi Although we
have been through the book, yet no
benefit is derived, hence so much
precious time is lost.
II strikes me that our motto should
be, both in teaching and learning, not
how much, but how well. | think
by adhering to this, we should become
better scholars in the end, than by
hurrying over subject after subject in
a careless and slipshod manner and
not half knowing any thing. We for
get soon enough, even if we have been
thorough in our work.
1t will become evident, then, that
the work Of education, at first, must
be slow, until the mind has become
somewhat expanded, the power Of
thought increased and strengthened.
Then the lessons can be increased in
length, topics passed over more rapid.
~. and we can make more rapid
progress in our educational work.
Shall we, therefore, listen to those,
who, either from want Of knowledge
Of the educational work at large, or Of
thework theseschools have to perform,
condemn Normal Schools. and pro.
nomce them as public nuisancesl as
has been the case in our sister state on
the west. The enemies Of these
schools have even tried to abolish
them. Domagogues have introduced
bills 10 this effect, but all In vain.
The noble institutions have fourished,
even while the storm Of destruction
has swept around them like a hurr.
cane; they have prospered and gained
strength and honor as did the reforina.
ton under its blttg prosecutions. So
we feel perfectly safe, even II the rob.
els shout, and dem4gogues brood with
jealous eyes. The Normal Schools viii
stand as the proudest monuments Of
our Christian civilization, after The