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

+ As treated BY Prin Edward conaat "a the carfent
number OF Educationi.
Most problems of human life grow
out OF the disparity between the ideal
and the actual, between our thought
Of what ought 70 be and our experience
of what is, So il Is III the planning
for and the management OF normal
schools the ideal leads. the practical
+ tollows-otten tar OFT
The problem of the normal school
involves a consideration 81 It's place IN
/ the school system. les work, the adap-
tation of il 10 the needs of the people
/ it serves. Current discussions of the
subject imply that the place OF the
normal school is 10 be determined BIZ
the purpose for which it j. supported,
and By assuming as principle that
schools OF the same grade should not
duplicate each others work. The
purpose Of the normal school Is pro-
tessional. that is, special. Because of
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 amasterv OF the
elementary subjects OF knowledge |
sufficient tor most practical purposes
and an intelligent view of the world in /
which they i've They should have
completed regular courses OF study I'm |
the primary and secondary schools |
The requirements for admission 70 the |
normal schools should be not less than |
for admission 10 the course leading 10 |
the b. A. degree in college. And I'M
respect Of grade and quality, the work /
done in the normal school should be /
parallel with that done in the CORE
spending years in college; so that for
all 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
visors need pedagogical training for
their work; but teachers in univer-
sites, colleges. many OF those in
secondary schools aud many school
superintendents require a college
training which should precede their
training In pedagogy. To organize in
one class nigh school graduates and
college graduates So as 20 bring fully
into exercise the best. powers OF both
Is impracticable. The work of the
normal school should be with and for
the teachers Of the elementary schools.
leaving for the universities the pro-
iessional training of teachers for the
higher schools and school superin-
tendents. The mastery OF the normal
school course should be a sufficient
for the pedagogical course
IN the university.
Here. then. il our normal school nj
begins on a level with the college. lis
work, 50 long as ii continues. term bv
.erm and year by year. is equal to that
II the college. But the normal school
Is not college because of its pro-
essional aim. and tor the present
because OF the sh0rtness OF its course.
The normal school is also in direct
citations with the university. as il
nay prepare students for one OF its
,OurSeS
The proper work of the normal
chool is to be determined by its pur-
'ose-to assist persons having the
equisite ability and acquisitions for
eaching in the elementary schools.
studies In pedagogy and kindred
must be accompanied bv
UGH studies Of the elementary school
ubiects as will secure Tor each a
OF its parts and their rela-
ions, Of the relations of the subjects
o one another and of their value as
Instruments of instruction. As con-
inued success in any pursuit depends
lot less on the personality than on the
quipment OF the person. the building
I character IS proper work for the
ormal school, and may require the
ursuit ofstudies not specially media
ogical. Selections from these croups
I subjects need be carefully made TOR :
ach school, with occasional. perhaps /.
readiustment.
The adaptation of the normal school
, local conditions is easier for us
ecause our schools are under state
lther than national control. The
'hool authorities OF New Jersey 40
OF have to provide for Vermont r
at conditions vary in the different L
arts OF the same state Massachu-
stts supports normal schools in her :
rgest cities and in rural villages :
taking 1t necessary to seek for unity g
purpose and equivalence of per- II
rather than strict uniformity /
all things. So it ought to Be N r.
lery state. State control with due
gard to local conditions NAV be i
listed in the main to serve wisely the s.
ne interests OF education. d