Herald and news. [volume] (West Randolph, Vt.) 1878-1943, 1900-09-13
The Normal School Ideal.
As treated By Priu Edward C0nant IN The current
number OF Education

As treated By Priu. EdNArd Conant IN The current
number OF Education.
Most problems OF human life grow
out OF the disparity between the ideal
and the actual, between our thought
81 what ought to be and our experience
Of what i, So ii is in the planning
Tor and the management of normal
schools the ideal leads. the practical
follows often tan OFT
The problem of the normal school
involves d consideration Of ii, place IN
the school system, its work. the adap-
tation OF it to the needs Of the people
il serves. Current discussions OF the
subject imply that the place OF the
normal school is 10 be determined bK
the purpose for which it is supported
and by assuming as a principle that
schools of the same grade should not
duplicate each others work. The
purpose Of the normal school is pro-
fessional. that is, special. Because OIL
its purpose. the normal school is not
designed FOR all. but only for such As
have chosen teaching as the sphere OF
their activity. So it may rightly
require a certain maturity OF character
and measure of attainment Of the
persons received As students. These
should have gained mastery OF the
elementary subjects of knowledge
sufficient tor most practical purposes |
and an intelligent view Of the world in |
which they live. They should have |
completed regular courses OF study IN |
the primary and secondary schools |
The requirements for admission 70 the |
normal schools should be not less than
for admission 70 the course leading to
the b. A. degree in college. And in
respect Of grade aud quality. the work |
done in the normal school should be
parallel with that done in the core 4
spending years in college; so that for
al work done in college subjects the
student may have full credit In case he /
enters college later
The normal schools furnish peda-
gogical training, but not the whole /
range Of it. All teachers and super
yisors need a pedagogical training for
their work; but teachers In univer-
sites, colleges, many OF those inl
secondary schools and many SCHOOL,
superintendents require a college
raining which should precede their
raining In pedagogy. To organize In
me class high school graduates and
College graduates so as 10 bring fully
nto exercise the best powers OF both
: impracticable. The work of the
normal school should be with and for
he teachers Of the elementary schools.
eaving for the universities the pro-
essional training of teachers for the
higher schools and school superin-
endents. The mastery OF the normal
chool course should be a sufficient
preparation for the pedagogical course
n the university.
Here. then. is our normal school Hl
,egins on level with the college. Its
work, so long as it continues, term bvl
ERIN and year by year. is equal 20 that
i the college But the normal school
5 not a college because OF its pro-
essional aim, and tor the present
because OF the shortness Of its course.
be normal school Is also in direct
Citations with the university. as i'll
nay prepare students for one Of its
The proper work Of the normal
chool is TO be determined BIZ is pur-
ose-to assist persons having the
equisite ability and acquisitions for
.aehlng IN the elementary schools.
tudies IN pedagogy and kindred
ranches must be accompanied BY
lch studies OF the elementary school
lbiects As will secure Tor each a
Of its parts and their rela-
ons, Of the relations OF the subjects
one another and Of their value a.
lstruments Of instruction. As CON
nued success in any pursuit depends
Of less on the personality than on the
luipment Of the person, the building
character is proper work for the
ormal school, aud may require the
Irsuit Of studies not specially peda-
1gicaL Selections from these rroups
subjects need be carefully made Tor :
,ch school, with occasional. perhaps .
equent. readjustment.
The adaptation of the normal school
local conditions Is easier for us
cause our schools are under state
ther than national control. Thel
hool authorities OF New Jersey M
Il have to provide for Vermont r
1t conditions vary in the different L
trts OF the same state Massachn-
It's supports normal schools in her {
rgest cities and in rural villages :
aking it necessary 10 seek for unity E
purpose and equivalence of per- Il
rather than strict uniformity !
all things. So il ought to be IN /,
cry state. State control with dne
gard to local conditions nav be =
listed in the main to serve wisely the =
Ie interests OF education. D