The Washington times. (Washington, D.C.) 1894-1895, 1895-06-19

cal condition, the temperament, the ma
ture, the interests. the desires? What
gives the motive power? Where is the
learning point? From what sources does
their kno Wedge come and by what pro-
cesses2 VIII ich are fundamental and
which derived channels for the overflow
Of ideas and power? These points Indicate
in part only the professional study OF
children.
Besidesthis. the formal pupils study tTained
teachers. who give lessons to the children
lessons which in the lowest, as well as In
the higher grades, show careful study, keen
knowledge of the purpose OF thel lesson, faith
ful adherence 10 WE'LL known and long-es-
tabIished principles Of education; lessons
full Of devices TO hold, TO interest, TO sustain
and to inspire Then the normal pupils try
and fail. Then they try again, and sue
coed So from heights OF hope and depth
of despair they pass out of the normal
school with new song. Upon entering,
is WHO can't teachr' Upon leaving
'Can I teach?" 1t is not a simple, easy
work, affordiug ready make-shift for tina
unframed. as those who enter it discover,
but a great calling requiring special ap-
titude, or talent, as certainly as does any
other OF the great professions i.
Our normal school has history. Back
in1S74J Ormond Wilson, thesupc Tintendent
saw what all see now, that teachers, like
other workers, must have special prepara-
ton. There was no high school in those
days but that in his mind was not so es-
sentiaI as a normal school. He took
pupils from the grammar schools to be
trained for teachers. With OnlyOIe teacher
but that a most capable Que Miss Lucille
Smith, twenty pupils and no practice school
at all, he commenced giving pupils pro-
fessional training.
His idea and its naturalization grew,
but not apace. for even TO bis latest day
in the schools there were but two practice
schools. and the principal with, at the
most, but two assistants. He said. My
idea was TO have a building set aside for
the normal schoOl-a building fully equip
ped with all necessary appliances, with the
strongest corps OF teachers that could be
found. with a practice school large enough
for sufficient practice. and TO this i should
have given my heart and hand in sympathy
and encouragement But my day IN the
schools has passed. -
Following him in 1885. our own superin-
tendent Hon. W. T. Powell, came TO US
with the prestige OF a ripe experience,
markedly successful careera an educator.
Under him the normal school with its two
departments-Oned devoted tot the professional
consideration OF subjects and the psyche
logical development OF theories and the
other established TO give practical expe-
rience based on these theories. Pupils
now enter the normal school with the
preparation OF a course IN the graded schools
and four years study in the high school,
More than several hundred pupils have
graduated from this institution, over half
OF whom are, at present., employed IN the
Washington schools.
In his last report the superintendent
recommended that the normal course be
extended to two years as a measure cal
culated to greatly increase the efficiency
OF the schools OF the city. He has in many
other ways increased the facilities or the
school in order that he may make its re-
sources and strength equal to its import
ance and responsibilities. As oppOTtuni-
ties are ripe the Washington Normal School
steps on and up toward a fuller measure
OF efficiency and power Much is still
needed but the workers in il rely strongly
upon those whose duty il is 10 guide to
guard and to promote it 10 its own place
OF usefulness and dignity
IDALIA G. MYERS,
Principal Washington Normal School.