The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1897-07-13
NORMAL SCHOOL DEFECTS.
w. II. Phelps Reports the Result Of
His Inspection.

Ills lhSpect1Ons
The following is an extract from
a report recently made by w. +.
Phelps, formerly president of the Wi
mona normal school, to the normal
school board. Mr.. Phelps makes
number of suggestions that it is be
lieVed will be helpful to teachers in all
grades of the public schools. He says:
While 1t may be affirmed that these noble
institutions are in a most healthful and pros
porous condition; while the attendance upon
them is becoming phenominally large; while
the grade of the students admitted to them
is constantly improving, and while the char
acter of their instructors is, with few eNcep-
lions, all that the most eXacting standard
can demand, it is not to be assumed or eX
pected that perfection has been reached in
all or any of them
The one leading thought to be embodied
in the criticisms now to be made is that
more careful, earnest and persistent atten-
ton should be given to the cultivation OF
what may be called the expressive powers.
By these are implied all those attachments
needed to be able to speak and write the
English language with accuracy, duency and
precision in its written form, inc ud.ng also
a proper volume and pitch of voice with due
regard to pronunciation, enumeration, empna-
sis, etc., in the spoken form. This criticism
hints at an omission or defect, not only in the
normal grammar Schools but IN nearly all
schools. We teach the theory of English
grammar almost to the point of superhulty
and extreme minutiae. The principles of
rhetoric are also We'll eIuclQateG, anu SO are
those of e,ocution and vocal delivery, in most
cases, in their particular class rooms and by
their particular instructors. The same may be
sserted of music, the most nearly perfect
form for giving expression to the emotions OF
the heart But to speak the mo her tongue
with precision, force and power on all occa-
SOns, is an attainment which few acquire. To
write it with ease, breviIy and accuracy, eX-
act.y suiting the words to the idea, IS almost
equally rare. And yet these quaIhcltlons
are preeminentiy necessary to the teacher, OF
whatever grade.
There is an exact way of teaching of
learning and of proving up what it taught and
learned-and that is by the patent, persistent
use of the powers of expression, side by side
with those employed in acquisition. The sci
entific method is, so to teach that the pupil
will not only know what he learns, but will
know that ne knows 1T, by clothing the
thought in proper language; and it may be
added that his teacher has no adequate proof
OF such a result until the thought has been
rendered in clear, concise, accurate terms.
The oft repeated story that 81 know but l
cannot tell it or explain it," is but a confess
sion of half ignorance half know edge.
What student does not know we'll enough to
embody in reasonably good English, he does
not, as a general thing, know wei enough
for any other useful or practical purpose tx
preston Is the intermediate step between ac
quirement and practical application; and 1t
must be taught and insisted upon from the
kindergarten to the advanced graduating
class, if we would reach the highest and best
results of al our labor and expenditures for
training teachers. The lessons of the Ian
guage and grammar class of the rhetoric
class and the GAS in vocal culture should not
| be ignored or reutralized in any other class
or subject. No haphazzard or halfway an
swers to questions should be permitted.
In some of the schools insufficient time
and attention are being given to drawing a
powerful aid to instruction. The teachers of
our public schools ought to be as free with
the rencil, crayon and water color brush as
with the pen. This is form of exprc sson
that appeals directly to all alike regardless
of the language they speak or the nationality
to which they belong. To say nothing of its
influence upon the aesthetic faculty, lis value
as a practical mode of instruction, its use
where ordinary language fails fully to con-
vey the thought, lis ready application to all
the industrial pursuits amply justify its
persistent practice to the end of all the courses
in all the schools, and provision should be
made for it accordingly The method now
employed being directly with the de.ineation
of objects, instead of lines, figures and
pictures, is to be highly commended.