The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1898-06-05
NoRMAL-scHooL TRAINING.

OF group of articles on educational top
les in the Atlantic Monthly for June, one
is a severe arraignment of normal schools
as they are now conducted The State
Normal Schools of Massachusetts, of which
there are five, are taken as the text, but
many of the structures are of general
character and apply to all such schools. The
assertion is offered that these schools have
made no advancement in twenty-five years,
but that on the contrary they have de-
Perforated. When they were established it
was for the purpose of training the pupils
in the technique of teaching. 1t was at
time when colleges were only within reach
of the few and a class of students came to
them eager for what they could gain there
in the direction of higher education. This
class, for the most part, it is alleged now
goes to colleges, and, as one normal-school
principal is quoted as saying, these schools
get the second pickings-students who wish
short and comparatively easy cut into the
profession of teaching. 1t has become
short cut by reason Of the gradual adoption
of the system of teaching, in addition to
pedagogics. only those selected facts COW
cred by the common school currieula. That
is, any given science for example
is not taught as q science but as a series
of lessons to be retaught to the children of
the common schools. No mastery of any
topic is required. but only such acquaint-
ance with it as will enable the future teach
er to meet the demands of the common
school textbook. The normal students do
learn ia of
is made of methods of instruction and they
are adopts in the matter of devices for MAX
ing learning easy to their pupils, but in the
grasp of subjects to be taught they are
lacking. The result is a sIavish adherence
to the textbook. To be free from the text
book, to lead the pupil to think on given
theme, to whatever extent he will, though
his thoughts lead him far from the beaten
track, is the purpose of the newer educa-
ton, but it is point which normal schools
have not yet reached, according to this
writer. AS proof of his charges he points
out that fifty years ago normal school grad
yates were competing with unframed teach
ers and that the competition still goes on
with the UNFRAMED teachers yet able to hold
their own. Another illustration which will
come home to many a parent of public
school pupils suggests itself to the Journal.
1t is no uncommon thing for child puz-
zled over some mathematical problem, to
seek assistance at home. The parent ex-
plains the problem after a method of his
own, the child understanding the solution
perfectly. though the rules of the textbook
are still puzzling; taking his problem to
school with pleasure at having mastered it,
he is informed that it must be worked ac-
cording to the book or it will not be accept
ed. The Atlantic writer approves of the
study of pedagogics, but insists, reasonbly
enough, that normal school should at
tract the best minds instead of young wom-
EN- Of comparatively low mental capacity
who are seeking an easy way of earning a
living at public expense. Until the reform
is accomplished and while the public schools
continue to draw upon the normal schools
for their teachers the common education
must suffer. To what extent these stric-
lures apply to normal schools outside of
Massa chusetts only educators acquainted
with their work can say, but in many quar-
tiers a growing tendency to choose public
SCHool tedcAeIS lIOiIl dLIioIS ColleSe Srduu-
ates, even though they have had no peda-
gogical training, is noticeable. If both can
not be secured it is certainly more i'm
portant that breadth of culture and a
thorough understanding Of the subject
taught should be possessed by the teacher,
than technique without the sound scholar
ship. The article is one likely to cause a
good deal of comment in educational cir
cleS