THE COLUMBIAN, BLOOMSBURG, PA.
BOBHAL SCHOOLS IN RELATION
TO THE PUBLIC,
Address Delivered by Principal G. M. D.
Eckels at th Principals' Meeting In
Harrisburg, Feb. 6, 1896.
1. What have the Normal Schools
done for the public ?
i. They have made teaching more
thorough.
The Normal Schools have acted
from the very commencement of the
system upon the principle that culture
comes from thoroughness, and that
the practical value of knowledge de
pends upon its being perfectly under
stood. Those who have been trained
in these schools have been required
to master the subjects of the Normal
Courses, and in turn when they have
become teachers they have insisted
upon thorough work being done by
their pupils. This spirit of thorough
ness has infused itself, more or less,
into all the schools of the Common
wealth. t. They have broadened and
harmonized the system of study.
To the Normal School influence,
more than to any other influence is
due the present course of studies as
found in the elementary schools of
the State. History and Thysiology
as branches required by law, have
both been introduced into the course
since the establishment of our present
Normal School system. Drawing and
Music, although not required by law,
axe very generally taught in the best
public schools of the Commonwealth,
and this is due almost exclusively to
the Normal Schools. Several other
practical branches, such as Book
Keeping, Civil Government, Lan
guage Lessons, and Elementary Sci
ence, owe their introduction into the
public schools to the work done in
these branches in the Normal Schools.
The improved courses of study in
the High Schools of the State are
largely due to the agency of the Nor
mal School system. Wherever Normal
School graduates have gone.y'the gen
eral effect has been in fa vojf system
and order in all arrangements of the
High School. A knowledge of educa
tional values has become the posses
sion of the Normal School graduate,
and this knowledge has been, made
available in the re-arranging of courses
of study
3- They have added the History
of Education to the professional
knowledge of the teacher.
The History of Education does
not appear in the curriculum of any
of the schools in the State, excepting
in that of the Normal Schools. In the
Normal , Schools it has been an im
portant subject of study for a number
of years. Through the example of
these schools the subject has been
introduced into many Teachers' Read
ing Circles, and a large percentage
of the teachers of the State have a fair
knowledge of this-important subject.
4. They have given to methods of
teaching a scientific basis.
The Normal Schools of the country
can justly claim credit for most of the
instruction which has given to teach
ing m the public schools its scientific
character. The principles of teach
ing have been sought out and formu
lated in this country almost exclusive
ly by teachers engaged in Normal
School work. The names of Page,
Wickersham, Mac Vicar, Brooks and
Parker have been made as familiar to
the teachers of Pennsylvania through
their Pedagogical works, as the names
of the popular writers of History and
Geography. The work of teaching is
being rapidly elevated to a profession,
and the Normal Schools more than
any other agency deserve the credit
for thus honoring and placing in its
true position the noblest work God
has called men and women to do.
5. They have given to the super
vision of the schools greater efficiency.
Many of the Superintendents of the
counties, cities and towns of the State
have had a Normal School training,
and this training has fitted them more
fully for the work of supervising
schools. Comprehending the princi
ples upon which scientific instruction
is based, they have had correct stand
ards by which to test the work of the
teachers under them. It is not here
claimed that only Normal School
graduates have met with success in
the superintendency of schools, but
that Normal Schools have multiplied
the number who are efficient in this
work.
6. They have created a higher
public sentiment.
Wherever the Normal School influ
ence has reached it has been potent
ia raising the standard of public sent
iment among the patrons of the public
schools. Public sentiment has murh
to do with the success of these schools,
and any institutions which affect fav
orably this public sentiment, are en
titled to the gratitude of every loyal
person in the Commonwealth. There
is a zeal and a professional spirit
among those who have studied in the
atmosphere of a Normal School, that
is inspiring and stimulating to those
who have interests in the public
scnoois. 1 he Normal School gndu
ate goes out into the State actuated
by high and noble sentiments concern,
ing the work of public instruction,
He becomes an educator in the com
munity as well as a teacher in the
school room. He arouses educational
enthusiasm wherever he teaches, and
- - - - - 7
through him a higher public sentiment
c u a -
is created in favor of public education.
1 1. What have we a right to expect
from the public ?
1. The support of all true edu
cators.
Since the Normal Schools have
done so much to foster education in
the Commonwealth, they are fully en
titled to the sunnort and confidence
1
of all who are interested in the welfare
of these schools. No man is an edu
cator in the real sense who is not
friendlv to all institutions that afiVrt
j
favorably the work of general educa
tion. I he most efficient agency in
promoting the welfare of the puHic
school, is most assuredly the Normal
Schools. They reach the vital factor
1 the school room, the teacher.
Whatever you put into the school.
you must first put into the teacher."
the Normal schools have touched
this vital source of power, civinc to it
greater efficiency and h'gher success.
In view of vhat these schools have
accomplished for the tuiblic they are
entitled to the laine irratitude of
-
every loyal educator in the Common
wealth. 2. The support of all school offi
cers.
School officers should be ouick to
see from whence their help comes in
building up the schools. They should
realize what they owe to Normal
schools for their work in supplvinu
schools to a certain extent with com
petent teachers. The care of the
school officer has been lightened to a
great extent wherever he has succeed
ed, in placing a trained teacher in the
school room.
3. The support of all patriotic or
ganizations.
The school house is the nation s
fortress. The men and women who
are teaching in the State are doing
more for the Commonwealth than any
other agency in it. The Normal
Schools have done much to foster a
patriotic spirit among the children.
Those who have been trained in these
schools have been given an opportu
nity to understand the fundamental
law of the country, and the spirit of
patriotism has characterized their in
struction in the Normal Course. What
ever helps the schools, helps the State.
ratnotism ana patriotic omanizations
owe a debt of gratitude to Normal
Schools for what they have done to
help the State's and the Nation's in
terests. 4. The support of the press.
The "Press" is one of the creat fac-
o
tors in promoting our higher civiliza
tion and must, therefore, be interested
in every movement havinz for its ob
ject the right education of the rising
generation. We have clearly shown
that the progress in our public schools
since ther have felt the influence of
Normal training, has been much more
rapid tnan Detore. it tollows, then,
that Normal Schools have a just claim
upon the support of the "Press."
1 hese Normal Schools, being State
institutions, have on this account a
clear right to the protection and help
of the "Press," the only condition
being that they must be properly
managed.
?. The support of the State in
furnishing buildings and equipments.
it the .Normal bchools meet their
running expenses, pay the salaries of
teachers, and other expenses incident
to the daily running of the school, the
state should pay for the buildings.
furnishings, and equipments of the
schools. Since no dividends can be
declared on the stock sbuscribed by
private individuals, these same stock
holders whose liberality has made the
Normal Schools of the State a possi
bility, should not be asked to contrib
ute additional sums from time to time
in order that the accommodations and
equipments of the schools may meet
the new conditions resulting from their
rapid growth. Is it too much, then,
to ask of the State that from her
treasury there should come every year
a sumcient sum to pay tor all needed
improvements in the buildings and
equipments ? We think this is a very
moderate demand. In many of the
states all the expenses of the Normal
Schools are paid by the state, tuition
beint: free to the student. Our Nor
mal School system is a very good one
and has in it greater possibilities than
the system of any other state in the
Union, providing the State stands
loyally by her own offspring, giving to
these schools the financial aid thev
have a right to claim, and which they
must nave it they are to reach their
highest degree of usefulness to the
Commonwealth.
6. The support of all teachers.
No other institutions in the State
have done so much to dignify the
teacher's calling and to make it a pro
fession as the Normal Schools have
done. It does not matter whether a
teacher has received a Normal train
ing or not, every teacher is benefited
by throwing into the body of teachers
a class of teachers whose ability and
skill tend to dignify and elevate the
work of teaching. All teachers must
look to the trained teachers for the
influence which is to elevate the teach
ing profession and place it upon the
high plane which its importance would
justify it in occupying. Instead of
those teachers who have not been
Schools looking
with distrust upon
... wjuta niir.-it; nilU IlilVC
been so trained, they should welcome
those who have
them into the ranks of the
as friends. All teachers owe a debt
of gratitude to the Normal School
graduates for what they have done in
the interests of the teaching profession.
7- The support of the churches.
The Normal Schools of the State
have demonstrated to her CI
people that the principles of the Bible
can be inculcated in the minds and
hearts of the young, without the teach
ing oeins sectarian in its character
In no other schools is the rel irriniis
teaching more satisfactory than in the
normal scnoois ot the State. The
prayer meetincs and the meetings of
young peoples' societies, the Sunday
school and Bible classes, and the lect
ure services in the Normal Schools
are indicative of the deep spiritual
life prevadinz these schools. M.inv
of the students get their first impulses
10 a better lite from the religious at
mosphere of the Normal School whirh
they have attended. It is the general
comment of those who have visited
the youna peoples' meetings in the
several Normal Schools that nowhere
else have thev seen ereater zeal mani
fested than in these meetings. The
broad religious spirit cultivated in the
Normal Schools cannot be but a ereat
influence in promoting the religious
cause in the State. Nowhere else can
young teachers be better trained in
order that they may exert a healthy
spiritual influence over the children
than in the Normal Schools. The
best methods by which to make utter
ly raise the charge that our public
schools are codless schools is to nlace
behind every school desk a o-odlv
teacher ; and the institutions that are
doing most toward the training of
godly teachers are the-Normal Schools.
1 ne conclusion is unavoidable that
churches in whose keening is nl.ired
- j 0 j
to a large extent, the religious welfare
ot the people, are greatly indebted to
Normal Schools for the
they are rendering them in their sa
cred work. It must not be inferred
from this latter statement that Nor
mal Schools have assumed any' religi
ous work that does not properly
belons: to them or that thev h ave un
willingly taken upon themselves these
religious cares ; on the contrary, this
spiritual work has been a pleasure
and a profit to those who have en
gaged in it, and the Normal School
student is - only receiving that which
he has a perfect right to claim from
any institution making itself respon
sible for his preparation as a teacher.
HI. What has the State a ritrht to
expect of these schools in the future?
1. 1 hat thev demand from the
State only what they really need.
We are not aware that anv Normal
School has asked of the State more
than its necessities demanded, or even
as much as was necessary to meet its
actual wants. We only make the
statement as the embodiment of a
principle' which should guide the Nor
mal schools in their making requests
of the State for aid. The State is the
parent and the Normal School system
is the child, and although the child
has long ago reached its majority, yet
it will never be old enough to warrant
it in not being perfectly frank and
honorable in all its dealings with the
parent. 1 hese needs, if a wise econ
omy is to be practised in the manage
ment ofthe Normal Schools, must cover
future conditions as well as present
necessities. Delays in makinc ren.n'rs
and in adding additional buildings
and equipment when needed have in
some instances crippled the growth of
ine scnoois, interiered with the com
fort of the students, and rendered less
efficient the instruction.
There are none of the Normal
Schools of the State whose efficienrv
would not be greatly increased by the
state granting tneir request for special
appropriations to meet their growing
conditions.
It is questionable whether in all the
school history of the Commonwealth,
greater energy, more self-sacrifice, and
deeper consecration are to be found
connection with anv other class of
educational institutions. The facul
ties of these institutions are as a rule
hard-workinj;, conscientious and an
intelligent body of workers. The
Board of Trustees have, most of them,
passed many trials and difficulties.
often risking their private possessions
in order that the schools mio-hr mn.
tinue their work.
2. That thev expend iudir.inuslv
iL ' '
wnai nicy receive.
The money appropriated bv the
State for the erection of buildings anrl
the making of improvements has been
more ludiciously and less extravagant
ly expended than is usual with public
lunas used in buildings and imnrrwi
ments in connection with institutions
wholly under the control of the State
1 he buildings and equipment of the
schools are marvels of economy and
adaptability when we consider how
they have been erected and supplied
at aiiierent times and otten under
great pressure of necessity. The most
rigid economy has always been prac
ticed in the management of the Nor
mal Schools. Those who have bee
the guardians of these institutions
deserve the gratitude of the people of
Commonwealth for their fidelity to
the state s interests in making use of
trained in Norma.
the State appropriations.
This should be an assurance to the
Legislature of the Commonwealth that
money appropriated to Normal Schools
will be honestly used for the purpose
for which it has been appropriated.
3. That they keep in advance of
the growth of the public school system
It will not do for the Normal Schools
to fall behind or even only to keep
pace with the march of progress in the
public schools.
These schools must be leaders and
not followers in the great work of pub
lic education. 1 hese schools will
always be looked to to supply a larire
proportion of the leading teachers in
the State, and they can only do this
by keeping the schools themselves in
the very front rank of advancement.
Just as the medical profession looks
to the medical schools of the country
for the latest ideas concerning the
treatment of diseases, so will the
teaching profession come more and
more to look to the Normal Schools
for the latest and best ideas concern
ing teaching.
In order that this position of ad
vancement may be held by the Nor
mal Schools they can never become
cheap schools. Strong men and
women must be employed on the fac
ulties of these schools, the equipment
must be in every respect superior, and
conditions arranged for in order that
new suggestions and ideas may be
tested satisfactorily. This means not
a cheap school but a school wherein
a Sufficient outlay of money has been
made to meet all requirements of a
first class training school.
4- rhat they encourage their erad-
uates to continue their studies, when
possible, beyond the Normal School
requirements.
Whilst the Normal School student
has usually finished the studies of the
Normal School course with a degree
of thoroughness not met with in many
educational institutions of the State,
he must not, however, be imbued
with ..the idea that his education is
finished. He will be all the more
useful to the State if he builds higher
upon the foundation he has already so
well laid. The colleges and univers
ities are beginning to" recognize the
value of a Normal School diploma,
and to offer to the graduates of these
schools favorable conditions for en
trance upon college and university
work.
Never before in the history of the
State have so many Normal School
graduates been found in the colleges
and universities of the State as are to
be found in them at present. This is
due partly to the encouragement thev
have received from these higher insti
tutions, but more largely to the stim
ulus given them in the Normal Schools
in which thev have received their
training. This is a movement in har
mony with progress, and the Normal
Schools should do everything they can
to encourage their students to take
advantage of the manv excellent on-
portunit;es offered them by the higher
institutions ot learning in the country
to continue their education.
5. That they send out no gradu
ates who are not morally as well as
intellectually qualified for the profess
ion of teaching.
It is a good indication that the
Normal Schools are growing in use
fulness to the State, when they begin
to lay more stress upon the moral fit
ness of their graduates, than upon any
other qualifications they may receive
at the hands of these schools.
The State has a right to exnect the
Normal Schools to protect her by
sending out into her schools as teach
ers none but those who are fit exam
ples in point of character for her youth
to imitate.
So long as the State shows no sterns
of a growing weakness in the character
of her citizens she if safe. Anarchy
cannot gain a foot-hold on her soil,
nor can oppression live within her
borders.
The State has a perfect right to in
quire into the moral as well as the
intellectual standing of those who are
to receive life certificates from Normal
Schools to teach. The Normal Schools
are ready to meet this demand on the
part of the State, and to recommend
to the State Board for final examina
tion none but those who have sound
characters.
A Normal School which shirks this
responsibility is not true to its trust.
To send out into the State ev. y year
a thousand men and women of stronp-
character, approved scholarship, and
equipped with correct methods of
teaching is much more than an ade
quate return to the State ofthe monev
she has expended to inaugurate and
keep growing the present Normal
School system.
1 he power which these craduates
will be able to exert in the interest of
the State will depend verv materially
upon the strength of character thev
possess, t or man to do a grand work
in the world the head and the heart
must both be strong.
i. That the academic as well
the profess'onal instruction is thorough
ana con- orenensive.
'T-1 1 .
1 ncrc can no longer be any ques
tion as 10 me correctness of the posi
non mat to teacn a subject a man
must have a better knowledge of th
subject than a person needs to have
who is simply pursuing the subject a3
!f 1 I V M MI
44
No wonder poor Dinnie's so tired, carrying
all day that great big piece ot
m
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kill II At 51 W .
H No matter 'how much you arc
m charged for a small piece of other
H brands, the chew is no better than
-mtue -x.
get almost twice as much as of
other high grade goods. The 5
cent piece is nearly as large as other
10 cent pieces of equal quality
a part of a course of study, with no
inttntion of becomrng a teacher on
that subject.
There is not a teacher ofthe United
States history in the public schools
who is worthy a place as teacher, who
w
does not feel his incompetency to
teach the subject successfully unless
he has a broader knowledge of that
subject than the public schools are
able to give. And what is true of
history is true of every other subject
required to be taught in the public
schools.
Those persons who would limit the
Normal Schools of the State to nro-
fessional work have only given thought
to one part or the problem of teach
ing, and possibly the least important
part. The man having proper knowl
edge of his subject, but possessing no
metnods save those which have come
to him through his own experience, is
letter equipped lor teaching than the
man trained in the best school of
Pedagogy in the countrv. but who is
lacking in a proper knowledge of his
supject. A scientific method can
mly be used with success bv a teacher
who has a broad, comnrehensive
knowledge of his subject.
Utten a mechanical method will
bring better results, where the teacher
has an inadequate knowledge of a
subject, than a scientific method. It
is all folly to try to train punils in
methods when they are lacking in a
clear and lull knowledge of the sub
ject. Let it be understood that the
Normal Schools are not doing aca
demic work from choice but from
necessity.
7. By maintaining sound and
healthy discipline.
i he discipline of a Normal School
must be a model worthy the imita
tion ot all educational institutions
having the dormitory system. The
dormitory system is the best system
for the students where the discipline
is good and the poorest where the
discipline is bad.
1 he change effected in the character
and conduct of a Normal School
student during the time necessary for
him to complete the course, is often
wonderlul. Mo better evidence of the
benefit of good discipline in a Normal
School is needed than to observe the
growth in refinement of manners and
stability of character among the
students of these institutions.
In maintaining sound discipline the
Normal Schools are conferring a great
benefit upon the State. If the Nor
mal Schools are to hold the confidence
of the people of the Commonwealth
they must not allow their standards
ot discipline to be lowered.
Was Always Tired.
Berwick, Pa., March 2, 1896. My
husband was feeling very poorly this
winter. He had no particular disease
but he had a poor appetite and also
complained of a tired feeling. He
read so much about Hood's Sarsa
parilla, that I got him a bottle, and
since taking three botfles he has not
complained of his former trouble-"
Mrs. Harry R. Bogart.
Hood's Pills cure indigestion, biliousness.
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