Daily inter mountain., 1900-12-27

things 1 have aimed at especially in this
school. ID To teach thoroughly the
principles of the several branches studied
so that the pupils may have clear and
full understanding of the best way of
teaching the same things to others.
have four different methods of recta-
ton; first, by question and answer: sec
ond, by conversation; third. by calling on
one, two, three, four, more or less, to give
all analysis of the whole subject contain
ed in the lesson and fourth. by requiring
written analySesin which the ideas of the
author, are stated in the language of the
pupil. l do not mean that these are all
practiced at the same exercise. The
students understand that, at all the recl-
tations. they are at perfect liberty to
suggest queries. doubts opinions. At all
the recitationS. we have more or less dis
cussions, much attention is paid to the
manner in which the pupils set forth or
state their positions. 1 am ever ming
ling or attempting to mingle at these eX-
ercises, theory and example: frequently
putting the inquiry to them not only
how do you understand such and such
statement, but. how would you express
such and such d sentiment or explain
such a principle, or illustrate such a po-
sition to a class which you may be teach
~ =.
statements or witness your modes of IL
Illustrating and explaining. In this con-
nection, | frequently call them to the
blackboard for visible representation.
They make the attempt. I remark upon
their manner of doing it, and endeavor
to show them in what respect it may be
improved Sometimes instead of recit-
ing the lesson directly to me, l ask them
to imagine themselves for the time, act
ing in the capacity of teacher to a class
of young pupils and to adopt style suit
able for such purpose. At many of our
recitations more than half the time is
spent with reference to teaching the art
of teaching.
This happy combination of the ac-
QUESTION of subject matter with the art
of presenting it in teaching has been a
characteristic feature of the New Eng
land normal schools for now more than
half century. and has made it possible
for one of the most famous educators
of the country to say To them: 1.-The
New England normal schools have a
special professional character which is
not known elsewhere. They are peculiar
in their organization and management,
and are distinct from those found In
any other part of the country
The objection often i2noranty made
against the normal school, that vt does
academic work, such is done in som,
high schools and in the first years of
colleges and universities, is. therefore,
iu-founded. 1t is a fact that the same
academic work is done, but it is With
different aims The study of a subject
with reference to teaching it cannot ne
carried on to advantage in the gram
mar grades or in high school. on ac-
count of the immaturty of the students
1t is not convenient for the college or
the university to give heed to the sub
jects in the curriculum with this end in
view. 1t is plain that it is the province
of a special institution to do this speciai
line of work. SO the placing of certain
academic work in the normal school cur
riculum side by side with the so-callcd
professional subjects should go unchal-
lenged. But to do preparatory work,
academic work for its own sake, without
reference to imparting the art of teach
ing it, or to place work of a COLLEGIATE
grade IN the course of study or normal
school. is transgresSing against the UNI
hcation of our state school system and
interfering with the proper functions OF
other Institutions
The normal school has still third
function, too often lost sight of-that of
making and maintaining a high stand
ard CT professional excellence in the
teachers of our commonwealth. 'As the
teacher, so is the school," AS the school,
SO is society. so is civilization. In this
connection the eloquent words of Horace
Mann, uttered at the dedication of the
BNdgeWater. Mass. normal school in
1916, have a significance appropriate
here: II believe normal schools to be a
new instrumentalty in the advancement
OF the race. believe that without them,
free schools themselves would be snorn
OF their strength and their healing
power. and would. at length. become
mere charity schools, and thus die out
in fact and form. Neither the art OF
printing, nor trial by jury, nor a free
press nor free suffrage. can long exist
to any beneficial and salutary purpose
without schools for the training of
teachers: for, if the character ana uuaii-
fications of teachers be allowed to de-
generate, the free schools will becom;
pauper schools. and the pauper schools
VIII produce pauper souls, and the free
press will become a false and licentious
press, and ignorant voters will become
Nenal voters, AMI, through the medium
and gu.se of republican forms all oil
garchy of prohgate and fla agtious men
will govern the land; nay. the universal
diilusion and ultimate triumph of all
glorious Christianity itself must await
the time when knowledge Shall be diff
fused among men through the instru-
mentality of good schools. Coiled up in
this institution as in spring there is
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