The Ottawa free trader. [volume] (Ottawa, Ill.) 1843-1916, 1884-03-08


At recent meeting of the New-Eng-
land Normal Association the exercises
consisted in the discussion Of special
subjects ., appointed speakers.
A. G. Bovden, Eidgewaler, Mass:
II is a good thing 10 begin ut the be-
Ginning. PRINCIPLES are first things.
"Theorv is the Knowledge OF the prn-
ciples bv which practice accomp!ishes
its ends" A sound theory is the guide
of successful practice in education as
in every other department OF human
effort There j. no practice without a
theory. for every man, TO some extent,
thinks OF what he is DOM. A normal
school is an institution for the educa-
ton of teachers, not an attachment
10 high school, TO an academy, or TO
college, but an institution IN ltseI.
equipped for the accomplishment OF
its object. Its sole work is the educa-
ton Of teachers. Teachers are TO be
educated because they are to educate
the children and youth in the schools;
the education OF the child and the
teacher is normal when strictly con
formed to the laws OF the physical and
rational nature of men. An institution
whose sole purpose is TO educate teach
ers according TO this standard is prop
erly called a normal school.
By a careful study OF human beings
we NAV discover the laws of our life,
and may derive those principles OF ed
ucation which should guide our prac-
tice in the normal education OF teach
ers and children. The principles OF
education were carefully stated, and
the distinctive WOrE OF the normal school
was considered. The first distinctive
principle OF normal-school work is that
The normal-school pupil is to be
teacher, and, as far rs possible, an ed
ucator. This thought should give tono
TO all the operations OF the school from
the beginning TO the end of the course
in the normal school. The normal pu-
nil should be led at once to look upon
all his work and upon himself from the
standpoint of the teacher The second
distinctive principle OF normal-school
work is that the normal pupil is to be
edqcated for his work, not merely fur
nished with the knowledge OF the sub
iects to be taught, and OF the methods
of teaching these subjects; but, in adj
dition To this, he is to be trained in the
doing of all the various kinds of school,
work, and then by IA careful study OF
the physical and rational nature OF man
he is to find the principles OF education
which uuderio the methods he has
learned to use, and make thorough
study OF school organization and school
government. The third distinctive prn-
al oh nrIy 10 hnt hn
method of instruction in the normal
school is to serve as method Tor lml-
tation The unconscious tuition OF the
school is, in some things, more potent
than the conscious teaching.
Prin. A. W. Edison, of Randolph Vt,
maintained, % That normal schools
should give much more thorough in
struction, especially in the elementary
branches, than other schools. Normal
schools are tor the training OF teach
ors; not to fit young men and women
for the ordinary duties of life, or to
give the pupil general education.
High-school graduates, and others with
IA rood general education, attending
normal schools, are found to be weak
in the primary work, in the common
sCnOOl branches, the very llDc Oh WoTk
that they will be called upon TO teach.
They have been taught the hon. not the
t0hy; most of them dropping the com
mon-school branches long before they
have any idea of teaching.
(2) The subject matter should be
taught with direct reference to its APP
pication in the schooI-room. The nor
nal school is not SO much for the per-
sonal advantage OF the teacher, as that
the teacher may be of more value to
the pupils whom she trains The sue
cessful teacher must have "A clear know
ledge OF matter, mind, and method,
and thc normal training should give
these, especially the last.
(3) Again, the normal schools, as
in no other school, should give special
attention to the history and philosophy
of education and teaching. The peda-
gogical principles discovered and used
by Socrates, Comcnius, Rousseau,
Pcstalozzi and Froebel, should be I'M
derstood and applied by every pro-
gressive teacher. He who is ignorant
of these is merely an imitator of, rs n
rule, very poor model
nIn Ann NEW NLTIIpDS