The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1896-03-26

WITH ulStTuSt upon those who have
been SO trained, they should welcome
them into the ranks of the profession
as friends. All teachers owe a debt
OF gratitude to the Normal School
graduates for what they have done in
the interests ofthe teaching profession.
7. The support of the churches.
The Normal Schools of the State
have demonstrated to her Christian
peope that the principles of the Bible
can be lnCulcated in the minds and
hearts of the young, without the teach
ing being sectarian in its character.
In no other schools is the religious
teaching more satisfactory than in the
Normal Schools OF the State. The
prayer meetings and the meetings of
young peoples societies, the Sunday
School and Bible classes, and the lect-
ure services in the Normal Schools
are indicative of the deep spiritual
life prevailing these schools. Many
OF the students get their first impulses
to a better life from the religious at
mosphere of the Normal School which
they have attended. 1t is the general
comment of those who have visited
the young peoples meetings in the
several Normal Schools that nowhere
else have they seen greater zeal mani
tested than in these meetings. The
broad religious spirit cultivated in the
Normal Schools cannot be but a great
influence in promoting the religious
cause IN the State. Nowhere else can
young teachers be better trained in
order that they may exert healthy
spiritual influence over the children
than in the Normal Schools. The
best methods by which to make utter
ly false the charge that our public
schools are goddess schools is to place
behind every school desk a godly
teacher; and the institutions that are
doing most toward the training of
godly teachers are the.Normal Schools.
The conclusion is unavoidable that
churches in whose keeping is placed
to large extent, the religious welfare
of the people, are greatly indebted to
Normal Schools for the assistance
they are rendering them in their sa-
cred work. 1t must not be inferred
from this latter statement that Nor
NAL Schools have assumed any religi
Gus work that does not properly
belong to them or that they have un-
willingly taken upon themselves these
religious cares; on the contrary, this
spiritual work has been pleasure
and profit to those who have en-
gagged in it, and the Normal School
student is only receiving that which
he has a perfect right to claim from
any institution making itself respon-
slble for his preparation as a teacher.
III. What has the State a right to
expect of these schools in the future2
I. That they demand from the
State only what they really need.
We are not aware that any Normal
School has asked of the State more
than its necessities demanded, or even
as much as was necessary to meet its
actual wants. We only make the
statement as the embodiment of a
principle which should guide the Nor
NAL Schools in their making requests
of the State for aid. The State is the
parent and the Normal School system
is the child, and although the child
has long ago reached its majority, yet
1t will never be old enough to warrant
1t in not being perfectly frank and
honorable in all its dealings with the
parent. These needs, if wise econ
omy is to be practised in the manage
ment ofthe Normal Schools, must cover
future conditions as well as present
necessities. Delays in making repairs
and in adding additional buildings
and equipment when needed have in
some instances crippled the growth of
the schools, interfered with the com.
fort of the students, and rendered less
efficient the instruction.
There are none of the Normal
Schools of the State whose efficiency
would not be greatly increased by the
State granting their request for special
appropriations to meet their growing
conditions.
1t is questionable whether in allthe
school history of the Commonwealth.
greater energy, more selfsacrihce, and
deeper consecration are to be found
in connection with any other class of
educational institutions. The facul-
ties of these institutions are as a rule
a hard-working, conscientious and an
intelligent body of workers. The
Board of Trustees have, most ofthem.
passed many trials and difficulties,
often risking their private possessions
in order that the schools might con-
tinue their work.
2. That they expend judiciously
what they receive.