Lewiston teller. [volume] (Lewiston, North Idaho) 1878-1900, 1883-05-10
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NORMAL SCHOOL0.

NORMAL SCHOOLS.
The intent of normal schools is too well
known to need word of explanation.
Normal schools are the servants of the
public schools, but so closely allied that
the interest Of the one is interest of the
other and normal schools exist only for
the public schools. The older commun-
tiles have come to recognize this, and
nearly every State in the Union has its
normal schools-either as State institu-
tons or as the result of private enterprise
and as rule they are the most thriving
and successful of all schools of the higher
grade. Perhaps the main reason for this
is, that they do not attempt more than
can be well done; but another reason is
that they contine themselves mainly to
periecting the work done in the public
schools. This they do, first, by fitting
teachers for their work; second, by afford
ing the scholar in the common branches
facilities for review and further investiga-
ton; third, by pursuing science or art for
itself on natural OF normal principles, by
which the love for science or art becomes
contagious in a class, in school and in
a community. Is this teaching? Here
then is the strength of the normal school.
Education is drawing out and training
Of the faculties. 1t is not so much what
is learned, as the training acquired in the
learning. This training may consist in a
great many items, the greater number of
which will escape the notice of the ordi-
nary learner. In fact both scholars and
teachers are too apt to look at the end
rather than the means, to look at the
"what" rather than the chow" 1t is
well enough to have the end in view, but
it makes all the difference in the world
how that end is reached There is such
a thing as being fine scholar without
the ability to use that scholarship, nor is
this an imaginary case Every age has
its fine scholars who are mere book
worms and who are almost worthless to
the civilization in which they flourish.
The trouble is, the very means by which
they became educated has educated them
into sort Of passive machines-not self
acting, much less creative, but operated
by the whims Of fortune and driven by
the winds of chance.
The normal school seeks to remedy this
defect. Standing between the ungraded
school Of the country and the graded
school of the city and embracing both
reaching from the bottom to the top of the
educational ladder, it draws out, guides
and develops physical, mental and moral
energies into matured factors-not pro-
ducts, but factors. Herbert Spencer de-
fines education as 'the science Of complete
living AS such then, it begins in in
fancy and continues through life. 1t is
eminently the training that is of value in
school course. In this process the fac
ulties and powers must be expanded and
unfolded and the particular problem or
particular department of science used for
this purpose at any stage Of the develop
ment will soon be left behind and will
become useless so far as the development
is concerned. We must take into account
too that this development moves on in
geometrical ratio, and that the public is
forming habits, habits for good or for i'll,
and which in after life will bind him fast
as with chain. Regularity in attend
ance and other school duties will have
much to do with regular business habits
in after life, promptness in attendance
and in other school duties mark but the
beginning of career of man that is in
ready demand; the scholar who patiently
works away till he masters every difficult
ty in every lesson is forming a habit of
perseverance that will surmount every
difficulty in life. 1t may be that the
parsicular problem is, in and of itself, not
of mucSnportance, but the habit of hold
ing on and >studying it out is of infinite
importance. The old proverb, "The gods
help those who help themselves" is true
objectively and subjeA0vely, but the truth
in it has its face toward the subjective
side. Humanity has so much divinity
in it that under proper dsvelopment i
will manifest itself SUPERIOR 70 all things
we but apply ourselves
properly and use properly the nj pans with
in our reach. The normal me Mod and
normal schools lay emphatic stresll lon this
inherent strength of manhood al seek
to draw it out, guide and develop ID