Year: 1869

them, and in some they been entirely neg
lected, both in the abstract and in their
combinations in the formation of words.
Every scholar should be able to spell words
by their elements


1t is not claimed that Normal School
graduate will necessarily make success
tul teacher, nor that all have succeeded
well. A Normal training cannot give
young teacher that wisdom which is had
only through experience. Nor can it sup
ply a lack which nature has withheld in
force Of character or aptitude in teaching.
1t does not profess to impart any new fac
ultics, to grind out teachers, irrespective
of the material furnished. What wise
man will condemn collegiatecoursc be-
cause some who have enjoyed the highest
advantages Of such course have never
theless, made failure in life? who de-
rides an apprenticeship in anv of the me-
chanic arts because such as are wanting
in mechanical ability are not thereby made
finished, successful workman?


Nor is it claimed that we have not good
teachers who have never enjoyed Nor
nal course, teachers worthy Of approval
and of public con6dencc-any more than
is claimed that we have not good lawyers
and divivineswho never studied their pro-
tessons in the schools. But it is claimed
that Normal course is the easiest, the
best, the most exact and complete, the
normal method of training teachers for
their work. 1t usually gives greater ef-
ficiency than the same teacher would 9TH
erwise possess. The comparison of this
claim is attested by comparison of our
different schools


1t is matter Of congratulatioh that the
special advantages enjoyed in onr own
town are so largely appreciated. Our
schools are largely receiving their type
from our State school in our midst. Sew
eral of our best schools have beentaught
by graduates, and those nearly ready to
graduate. 1t is a matter of sincere re-
gret that few are SO welded to the
past, or SO narrow in their comprehension
or so personally selfish that under the
shadow of Normal School which is be-
coming the glory and the pride of the
State, a few districts seem to regard the
advantages within their reach as Of little
if any value.


Perhaps the greatest defect in our schools
has been rant Of proper discipline. To
know its causes and find remedy is i'm
portant. No one other evil presents so
formidable an aspect Or does so much to
lessen the value Of our schools This in-
creasing evil may result from the combin-
ed action of vaious causes. Has not lax
parental discipline much to do with it?
The child who is constantly manifesting
insubordination to parents is likely to be
self-wiled in the schooroom. Some chill
dren seem not to have learned the first no.
tons Of subsection to government. If the
skillful teacher succeeds in making such a
child feel that whatever may be home law,
the schoolroom is a place Of order, the par
ent has, in some instances, interfered on
the part Of his belligerent child. If the
child is helped by the parent to traduce
the teacher either in his presence or out
of his presence, he is thereby fortified in
his insubordination. If, as sometimes
happens, other families join in the clamor,
the teacher must then either have to yield
or subdue the district as we'll as few un-
ruly children, Taking a scholar out of
school as soon as it becomes certain that
whilst there he must submit to wholesome
discipline, also tends to break down disci
pline, and also teaches him he can, at any
time leave school just by quarreling with
the teacher. One other character comes
in here for a passing notice. will not
attempt to say how frequently or how sell
dom it is met with. None is more positive
or more earnest in demand for good or
der, but the teacher is soon made to feel
that his children are not be too much
crossed on pain of having the reputation
secretly undermined, verifying the old
doggerel rhyme:


slick all other children"


"Ah yes, that will do,


But don't you lick mine,


If you do I'll lick you."


Teachers also are undoubtedly some-
times in fault, perhaps often. Some good
scholars have not the ability to teach well
or govern well, Some can teach who eau
not govern, and perhaps some can govern
who lack skill in teaching. No one should
attempt to teach after it has been demon.
strated that there is want of ability to ei-
ther teach or to gooern. 1t is no disgrace
to any one that the hand cannot be turned
10 everything; but it is not the hiphes,