The Emporia news. [volume] (Emporia, Kan.) 1859-1881, 1876-03-31
The Normal school.

In another column will be found
n letter, by President Pomer Oy,
10 the Commonwealth, in answer to
letter from Hon. S. N. Wood,
upon the subject of Normal schools.
The reply is confined to the three
leading reasons given by Mr.. Wood
as the ground of his persisten. and
active opposition to the bill of APP
preparations asked for the Emporia
Normal, and we think concIusively
shows their fallacy. Indeed, TO one
outside Of legislative currents aud
counter-curreHts it seems impossi.
BILE that an intelligent, honest, and
honorable representative could en-
terrain and sustain such fanciful and
puerile objections as are presented
in Mr.. Woods letter, and as were
deemed sufficient ground of apol-
ogy for assuming such a grave re-
sponsibility as abolishing and sus-
pendingNormal schools, lin their full
vigor and widespread usefulness.
Take, for illustration, the objection
made to the Normal at Emporia,
that it ia a local institution. The
only basis for such charge is the
well known fact, alluded to by Prof.
Pomeroy, and which every one re-
cognizes as in the nature of the case
characteristic of all public institu-
tions, viz.-that the immediate vi
cinity shares more largely in its
benefits, because of its nearness and
consequent cheap and ready aVaila-
bility. But no one expects or de-
sires any other result. Did not En-
poria, or Manhattan, or Lawrence
rally TO the support of the institu-
lions located in their midst, they
would be exceptions to all other
cities similarly situated, and would
be open, justly, to the charge of stu
pidity, and total lack of suitable
appreciation of their privileges. A
true statesman should rise above
such a narrow and partisan view of
the relations of our public institu.
lions to the State. Their necessity
and value are to be determined by
other and higher considerations.
In the work of popular education,
is the Agricultural College, or the
State University, or the State Nor
NAL School, an integral and essen
iial element? Are they properly
parts, and necessary parts, of the
grand system of public instruction
In regard to the Normal School,
the question Immediately coucern-
ing us, there is now almost al una
nimity of opinion among educators
in the old world aud in our own
country. The argument establish
ing their necessity and importance
is brief and conclusive. If educa-
lion IS both science and an
art-if it has lis underlying prin-
eiples and its correct methods-then
these need to DO studied by the
would be teacher, and he needs to
be taught their right application.
The necessity for this preliminary
study and practice is the stronger
because the difficulties in the pro-
fession of the teacher are more COM
pick and greater than in other pro-
fesslons, and also because the re-
tults of defective or vicious edu-
cation are more disastrous to the in.
diyidual, to society, and to the State
Hence the necessity of professional
schools for the education and train
ing of teachers. The experience OF
all States and countries, which have
established, aud wisely and gener-
ously maintained Normal Schools,
confirms this view. In a we'll or
ganized and developed system OF
public education they arc essential
factors, and cannot be dispensed
with without mourning the penalty
of inefiiciency, superficiality, and
pedagogical quackery.
1t is significant and most humil-
iating fact, that while the semi-civ-
ilized States of South America, of
China, and of Japan, are establish
ing Normal Schools, and willingly
incurring great expense in securing
trained educators, Kansas, in this
Centennial year, is Gripping and
destroying these very institutions,
and welcoming a relapse into the
barbarian from which these heather
nations are emerging.
The query here arises-Would il
not be well for Kansas to swap of
her Hsllowells, Hackneys and
Woods, for some intelligent and
enterprising Japanese2