The Brookhaven ledger. (Brookhaven, Miss.) 1875-1883, 1882-02-02
STATE NORMAL SCHOOLS.
A Memorial to the Legislature by
Rev. n. r. johnson, D. D.


Rev. n. r. johnson, D. D.
AN INTERESTING PAPER.
Normal is derived from the Latin norma,
Il rule or model. Normal School is name
given, in the United States and some other
countries, to school for training teachers.
The term, according to some writer's, is a
misnomer and has led to confusion of ideas.
Strictly, a normal school is a model school,
one conducted by rule, accomplishing its
object in the best and easiest manner, and
amodel by which other schools should he
organized. What's called Normal Schools
in the United States are known as TRAIN
ING SCHOOLS in Austria and the Neither
lands; PREPARATORY SCHOOLS in Hungary;
TEACHERS SUMMARIES in Germany, Rus
STA, Finland, Norway, Sweden and Dem
mark; and the name TRAINING COLLEGE is
very generally used in England. The term
normal schools used in this address as it is
usually applied in the United States.
WHAT Is A NORMAL SCHOOL?
A normal school is one which instructs
and trains teachers for their specialwork.
A teacher must have thorough and critical
knowledge of the branches taught, more
than is needed in the ordinary business Of
life. 1t is moi, s Efficient that he knows the
rules and definitions of one textbook on a
given subject; he must be the master, not of
a textbook, but of the subject itself. Hence,
in thenormal schools of this country, there
are thorough reviews OF the ordinary
branches of education, such as Arithmetic,
r. hxv, 1,ah tb< ,,-,,iI baonmoc
more thoroughly and critically acquainted
with them, and witnesses the very best meth
DDS OF instructing and managing class.
The continued study of these branches in the
normal schools, however, is Subordinate to
the maini idea, which is the teaching of the
science OF teaching or pedagogics. This
comprises the study of the ends and means
of education in general. The medi-
um of CONSTRUCTION, language and the art of
questioning, of the methods of teaching, OF
the history of education-which helps to
guard against mistakes by showing how
other teachers and schools have failed or
succeeded, suggests new ideas and efficient
Methods" &c.-Louis Sedan, Principal of
St..Louis NormalSchool. Mr.. Sedan says
in the same report (1S75-6,) in reference to
the admission of pupils: at is, of course,
desirable to have the highest scholarly ac-
quirements in the possession of the students
before they are admitted, but this well
meant wish scars over the limits of sober
possibility AS it is, normal schools must
receive those = who have Just sufficient
and adequate preparation"
A normal school is one then, whose aim
is to prepare persons to become successful
teachers.
THE HISTORY OF NORMAL SCHOOLS.
Volumes could be written on this subject.
mention only few facts. The first nor
NAL school was established in 1851 by the
Able de la Sale. In 1897, Francke found
ed teachers class in connection with his
school at Halle. Hecker. one of Francke's
pupils, established a normal school at Stet-
tin in Pomerania, in 1885, and another in
Berlin in 1749, by direction of Frederick,
the Great. "From Prussia the system grad
ually spread over the greater portion of
Europe. 1t was introduced into Hanover
in 1857; into Austria in 1857 into Swift
erland in 1905; into Holland in 1916; into
England in 1912; and into Belgium in
ls43."-Cyclopedia of Education.
The first public normal school in the Uni
ted States was established at Lexington,
Mass, July 3, 1889, and opened with only
three pupils. 1t is now in successful OPP
Grafton at birmingham. New York estab-
lished her first normal school in 1914. In
1850 there wereseven schools. From 1850
to 1860 there were. twelve established From
1900 1879. the schools increased from 50
to POT and the number of pupils from 10 :
029 to 40029. The numbers for 1879 are
probably Overstated
There are two normal schools in this
State one at Holly Springs, the other at
Tugaloo; both for the benefit of the colored
people, males and females.
The IMPORTANCE OF NORMAL Schools.
Their rapid increase shows that those who
have the management Of public instruction
appreciate their Importance. State Super
intendents of Education and National Bu-
reaux OF Education III Europe and Amer
lea urge their establishment and mainten-
ance. The most distinguished educators
and statesmen have been and are still the
warmest advocates of normal schools.
The rulers of Europe have not thought it
beneath them to foster the education of
the masses and to favor normal schools as
necessary adjunct. Frederick, the Great,
and Maria Theresa, stand at the head of
the list. In our own country, james G..
Carter, of Massachusetts, was the first to call
public attention to the necessity and advan-
tages of normal schools. They were cham
pioneo in Massachusetts by such men as
Gov. Lincoln, Gov. Everett, Charles Brooks.
Horace Mann, DIR. Claiming, Edmund
Dwight, John Quincy Adams and Daniel
Webster. In New York, they received the
<f
Morgan Lewis, Dewitt Clinton, John Jay,
VIM. l.. Mercy, Seward, Young, Fish and
Hunt. In New Jersey, Pennsylvania, Mis-
souri,, Kentucky and other States, they
have received the warm and persistent
support of their leading men. An enter.
prise so universally advocated by great ru-
lers, statesmen and divin>s must be of inn
portance to the body polite. .....
To be more particular, make some ex-
tracts from public documents.
Gov. Lewis says, Common Schools I'M
der the guidance of RESPECTABLE TEACH
ERs should be established in every village"
"Gov. Clinton, in 1918, recommended
Lancasterian Schools for the EDUCATION OF
TEACHERS FOR THE COMMON SCHOOLS" He
made similar Recommendations in 1S25,-26
-27 and %.
In 1880, Gov. Throop, in his annual mes
sage, says, "The want of competent teach
ers is one that has always been experienced
and still exists. To devise a remedy is well
worthy of further efforts"
In 1888, Gov. Marcy said, ''Ore of the
most obvious Improvements in relation to
common schools would be a plan for sup
plying them with competent teachers"
He says substantially the same in ,his meg
sages of 1S35.-36,-37 and SO.
The Legislature OF New York, moved by
these repeated appeals, in 1914 established
a State Normal School.
In l847 Gov. Young said, "The State
Normal School continues to advance in pub
lie estimation and usefulness. Its only OBJ
ject is to improve the teachers of the COM
mon schools" In l84S he said, "The prac-
teal importance OF the State Normal
School is beginning to be felt"
In 1S49 Gov Fish said, This school 1.-THE
normal is doing a great and god work.
1t has ceased 10 be an experiment" In
1850 he said, "Thc benefits resulting from
this institution 1.-THE normal school are
fully justifying the warmest anticipations
of its friends, and are making themselves
manifest in the improvement already effect
ed among the teachers of the common
schools"
In 1851 Gov. Hunt said, "It is contribu-
ting largely to the progress OF popular edu-
cation"
The demand for we'll trained teachers so
increased in New York that in 1866, SO and
81, Gov. Fenton urged the increase of nor
NAL schools. "The p opriety of making