The new dominion. [volume] (Morgantown, W. Va.) 1876-1904, 1885-03-28

STATE SUPT. MORGAN.
The Policy TO be Pursued I'm
school Matters.

intendent of Schools Morgan might
have something interesting to COM
municate to the public regarding
the policy to be pursued toward the
schools of the State during the term
of office just entered upon by him, a
Register reporter yesterday after
noon dropped into that genial Of
ficial's office and preached the sub
ject. Mr. Morgan, in response to
the reporters inquiry, admitted that
he had some original ideas as to the
needs of education and the methods
of educators in the State, and being
invited to make them known, outlin-
ed his views and policy substantially
as follows:
He said he thought the greatest
difficulty in the way of the progress
of education in West Virginia was
the want of a unification of interests
and sentiment concerning the true
relations and the functions of
the University and the State
Normal Schools. Instead of being
mutually helpful and cooperative,
as they should be and were intended
to be, there had existed among these
schools spirit of rivalry that was
detrimental to all.
The Superintendent spoke in the
warmest terms Of the Importance
and value of the State Normal
schools to the public school system,
rs the advancement of the public
schools depends largely upon the in
telligence and training of the teacher
and as the almost five thousand
teachers in West Virginia is fuc-
tuating and changing body, being
constantly decimated by other pro-
LESSONS and callings, it is all-import-
ant to have class of young men
and women in training from which
to recruit. This class the State Nor
NAL schools are engaged in prepar-
ing.
As to his policy towards these
schools, he remarked that he
had ideas that he desired to
be carried out. Among them, he
thought the time had come when the
Normal school course of training
should be enlarged and extended
and made more thoroughly profess
sional, and at the same time he en-
dorsed the incorporation of an acad
emic course of study in each Normal
school equivalent to the preparatory
school at the University, and GER
tficate to the effect that young man
had completed this course of study
should admit him TO any of the
schools of the University. This
would remedy one of the great needs
of the school system of the State.
Heretofore the system of education
had been too superintendent is, the
academic had preponderated over
the professionalism the adoption
of this addition to the Normal
school curriculum would be long
step forward, and would undoubtedly
inure to the benefit of the State.
He thought this the best thing
that could be done for these schools.
The Normal schools could carry for
ward these two curriculums with
the same corps of teachers, and with
no additional expense to the State.
The State University, whose good
influence upon the State had been
unjust1y retarded and INSTRUCTED,
would thus be provided with six pre-
paratory schools instead of one, and
thus all the schools provided for at
the expense of the State would be
brought into friendly and co opera
tive relations. This condition of
things would naturally develop these
relations, and would soon place the
Normal schools before the people in
the character of professional schools
and academies, and the University
as the institution of higher learning,
the respective positions they should
occupy. There should be no antag
onism between these institutions OF
learning.
Supt. Morgan was further Of opin-
ion that when the Normal. schools
were made as thoroughly profes
sional as the educational interests oil
the State now demanded, that a di-
ploma from a State Normal school
should license the holder to teach
anywhere in the State, unless revoked
for some immoral conduct.
He also thought it would be very
advantageous if large number oil
the county institutes could be chang
ed to normal training schools oil
about four weeks in length.
West Virginia teachers need bet
ter opportunities for professional
drill and training, and these Normal
institutes would give young teachers
of limited means excellent opportu
mites to improve themselves.
In conclusion, he thought thai
when the relations between the pub
lie schools, normal schools and the
University were properly and harmo
niously adjusted, and supported by q
healthy public sentiment, the educa
tional interests of the State would
begin permanent prosperity.
If you want good reliable Garden
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