The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1896-03-26
NORMAL SCHOOLS IN RELATION
TO THE P0BLIO.
Address Delivered by Principal G. N. D.
Eckols al the Principals Meeting In
Harrisburg, Feb. 6, 1896.


thorough.
The Normal Schools have acted
from the very commencement of the
system upon the principle that culture
comes from thoroughness, and that
the practical value of knowledge de-
pends upon its being perfectly under
stood. Those who have been trained
in these schools have been required
to master the subjects of the Normal
Courses, and in turn when they have
become teachers they have insisted
upon thorough work being done by
their pupils. This spirit of thorough
ness has infused itself, more or less,
into all the schools of the Common
wealth.
2. They have broadened and
harmonized the system OF study.
To the Normal School influence,
more than to any other influence is
due the present course of studies as
found in the elementary schools of
the State. History and Physiology
as branches required by law, have
both been introduced into the course
since the establishment of our present
Normal School system. Drawing and
Music, although not required by law,
are very generally taught in the best
public schools of the Commonwealth.
and this is due almost exclusively to
the Normal Schools. Several other
practical branches, such as Book
Keeping, Civil Government, Ian
guage Lessons, and Elementary Sci
ence, owe their introduction into the
public schools to the work done in
these branches in the Normal Schools.
The improved courses of study in
the High Schools of the State are
largely due to the agency Of the Nor
NAL School system. Wherever Normal
School graduates have gone, fhe gen.
eral effect has been in favo1of system
and order in all arrangements of the
High School. A knowledge of educa-
tonal values has become the posses
sion of the Normal School graduate,
and this knowledge has been made
available in the re-arranging of courses
of study
5. They have added the History
of Education to the professional
knowledge Of the teacher.
The History of Education does
not appear in the curriculum of any
OF the schools in the State, excepting
IN that of the Normal Schools. In the
Normal Schools it has been an i'm
portant subject OF study for a number
OF years. Through the example OF
these schools the subject has been
introduced into many Teachers Read
ing Circles, and large percentage
of the teachers ofthe State have fair
knowledge Of this'important subject.
4. They have given to methods OF
teaching scientific basis.
The Normal Schools of the country
can justly claim credit for most of the
instruction which has given to teach
ing in the public schools its scientific
character. The principles of teach
ing have been sought out and formu-
lated in this country almost exclusive
ly by teachers engaged in Normal
School work. The names of Page,
Wickersham, MacVicar, Brooks and
Parker have been made as familiar to
the teachers of Pennsylvania through
their Pedagogical works, as the names
of the popular writers of History and
Geography. The work of teaching is
being rapidly elevated to a profession,
and the Normal Schools more than
any other agency deserve the credit
tor thus honoring and placing in its
true position the noblest work God
has called men and women to do.
S. They have given to the super.
vision of the schools greater efficiency.
Many of the Superintendents of the
counties, cities and towns of the State
have had Normal School training,
and this training has fitted them more
fully for the work of supervising
schools. Comprehending the princi
Piles upon which scientific instruction
is based, they have had correct stand
ards by which to test the work of the
teachers under them. 1t is not here
claimed that only Normal Schoo
graduates have met with success ir
the superintendency of schools, bu
that Normal Schools have multiplied
the number who are efficient in thi
work.
6. They have created a highe
public sentiment.
Wherever the Normal School lnflu
ence has reached it has been poten
IN raising the standard of public sent
lment among the patrons of the public
schools. Public sentiment has mucI
to do with the success ofthese schools
and any institutions which affect fay
orably this public sentiment, are en-