Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1883-12-29

pulse is not this very first and chief thing
to be known. JOSEPH HOWE.
/. All the parts of healthy mind must be
known.
2. The relations of all th.ss parts 10 each
other mast be understood.
3. The forces Bringing all these parts into
healthy activity must be comprehended.
q. Theoretically.
b. Practic ally.
4. Mental diseases Nuet be known.
a. Cou ne of immediate, hereditary,
b. Remedies, temporary. permanent.
5. The growth Of mind FAUST be studied.
a. Its means of growth.
b. Its first activities.
C. Adoption of means to the ends of its
gt0wth-
d. Its fullest maturity, its Characters
tics.
6. As the mind is reached through the medium
OF, and ID Auch affected by the body, the
body must be studied In its relations to the
mind. characteristics Of race, temperament
2. The xind must be studied in its relation to-
or influence over the body.
a. Emotions.
b.. Habits es inhue@cing bodily condi-
conditions.
A normal sehool should have facilities for
teaching the branches required in our
common schools. In addition it should
most thoroughly teach all the correct
methods known. It shoald have a school
of practice and criticism and should be
model which all other schools may i,ni.
tate. 1t should present proper ideal of
what school should DO. It's light should
-hice clearly, steadily and perrnasentiy.
In government, spirit, morals, manners,
mesnsd, saoroughness, honor, arrangement
heating, cleanliness, in fact in
everything it should embody the very best
the nlnetsenth century can produce. The
world has right to demand this high
standard of excellence.
The nature Of the instruction impaired
in study of methods demands few words
4 method is not manner. A manner May
be excellent, but the method may be
wrong, nor is method ''way of doing"
certain thing. 1t is deeper than all
mannerisms and ways. Socrates had bad
manners, judg ed by the moder. standard,
but his methods have never been criticised.
There are two ways of getting knowledge
into the mind, tho inverted and the direct,
the inverted takes dates and rules and
facts rigidly requiring them to be mem
orizsd, trusting to the future for their fall
undertaking; the direct commences at
tkiEgs known and in logical order, leads to
ths full understanding of the reasons and
the forming of rules. 1t matters not what
ID is called. Pestalomonison or the new
sdscation; it is only following
out natures methods in educating
child. We conclude that school of
method constitute most important part
of normal school.
SCHOOL OF PRAorICA AID CRITICISM.
Following school of method must be a
school Of practice in which every lesson
given 10 prepared under instruction and
every lessoa improved receives the sane
ton of experienced criticism. It cannot
be model school in the ordinary mesniug
of this word, for its teachers necessarily
must be inexperienced and imperfect.
This work of practice and criticism mast
be continued until those preparing are
considered able to critieiss themselves.
No normal school can graduate perfect
teachers. The work Of preparations can
only be commenced to be continued in
the actual schools Of the state. The
world demands too much Of the graduates
of Normal schools. At best they are only
beginners often liable to backslids need
ing great encouragement and help. Ia
der the rough handling they often recsive
iR.it any wonder some GO back to the beg
carly slemsnts of old-fogyism? Deal
kindly with these young graduates. Net
much can DO expected frsm the under-
graduates of Normal schools.
This in brief constitutes the means of
professional preparation. It is only in
outline, for the brief limits of single
paper permit only hints concerning many
things that should be fully considered. If
thers is anything that teachers know that
laYmen do not know this and this alone
constitutes their professional character,
and ii is only through their professional
character they can be respected.
State Superintendent D. q. Kiehle spoke
at length upon state teachers certificates.
He began by speaking of the fact that
ofsentizes certificates ere obtained through
fraud. It is ofimportsnce to the state
that evsry industry be estiRated at it's
proper value, and that every person be es-
timatsd correctly, etc.
The stSfs cannot do wiser thing than
to encourage all capable and proper per-
soas 10 take part in the work OF teaching,
for :hs reason that they will then
know that shey will be received By she
world fer what they are really worth. A
large per cant. of OR tsashsrs come hero
frsm eastern states. he stated he fire.
quszaly received applications from eastern
teachers asking what would be the rssep-
tios Of q teacher who held esrtif cate IN
an eastern state. The speaker always re-
Piled there were no provnions made for
susA certificates here. The speaker men
tened many of the objections to the state
certificate. One was that ths student
freah from the college or university
would as a matter of COURSE
find il easier TO receive certificate than
wozid the man who had not recently re-
freshed his mind with thoss details which
would come cut in anssxsmination.
We have institutions which profess TO
give professional instruction. It nay be
given In college, and is given in normal
schools. If normal school issues GER
tihcate TO teacher he believed it shosid
be received with some regard by the sx-
amining board. II an applicant for
state certificate brings diploma which
testiees to his scholastic abil-
ity he should be entitled
to & temporary certificate placing him
upon probation for one ysaf or SO. Then
if the teacher is fonnd ell that he should
be required to be, this Temporary certifi-
cate should become permanent certif-
cats.
President Allen, of st. Cloud, at the con-
ciasion of the address moved, that in the