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A glance at some of those countries where the experiment has been tried, will, perhaps, fur. nish the most satisfactory answer to this inquiry. The primary Normal School of Haarlem, in the centre of Holland, was founded by govern. ment, as early as 1816. It was in reference to this school, and one other established the same year, at Lierre, near Antwerp, that the celebrated M. Cousin, in his work on the state of education in Holland, in 1836, said: "I attach the greatest importance to normal primary schools, and consider that all future success in the education of the people depends upon them. In perfecting her system of primary instruction, normal schools were introduced for the better training of masters." In travelling through Holland, he was informed by all the school officers he met with, that these schools "had brought about an entire change in the condition of the schoolmaster, and that they had given young teachers a feeling of dignity in their profession." The universal effect of the primary schools of Holland upon her population, may be read in an extract from the Third Report of George Nicholls, Esq., on the condition of the laboring classes, &c., in Holland and Belgium "In Haarlem, with a population of 21,000, we were informed there was not a child of ten years of age, and of sound intellect, who could not both read and write, and throughout Holland it is the same."

The first normal school of France, owes its origin to a decree of Napoleon, issued on the 17th of March, 1808, directing the organization of the university and the establishment of a central normal school at Paris. In 1829, there were but thirteen of these schools throughout the empire; in 1832, there were forty-seven; in July 1833, a law passed requiring the establishment of one of those teachers' seminaries, in each of the eighty-six departments. In 1837, there were eighty-three of these seminaries in full operation," forming," as M. Guizot the Minister of Public Instruction said, "in each department a grand focus of light, scattering its rays in all directions among the people." In concluding an able speech in the Chamber of Deputies, he used these decided words: "All of you are aware that primary instruction depends altogether on the corresponding normal schools. The prosperity of these establishments is the measure of its progress."

The estimation in which the French nation hold these seminaries, may be learned from a provision contained in one of their recent laws, "that no schoolmaster shall be appointed who has not himself been a pupil of the school which instructs in the art of teaching."

whatever has been done has been effected solely by individual enterprise. Whenever in Parliament or elsewhere, a government plan has been proposed, to diffuse the blessings of a common school education among the masses, normal schools have of late, almost invariably, formed a constituent part of all such plans.

In 1835, Lord Brougham said in the British House of Lords, "the seminaries for training masters are an invaluable gift to mankind, and lead to the indefinite improvement of education. It is this which above every thing we ought to "These labor to introduce into our system." training seminaries would not only teach the masters the branch of learning and science they are now deficient in, but would teach them what they know far less-the didactic art-the mode of imparting the knowledge which they have, or may acquire-the best method of training and dealing wilh children, in all that regards both temper, capacity, and habits, and the means of stirring them to exertion and controlling their aberrations."

In 1839, the Queen directed Lord JohnR ussell, to form a Board of Education. His Lord"that among ship's circular on the subject says: the chief defects yet subsisting, may be reckoned the insufficient number of qualified teachers, the imperfect mode of teaching, which prevails in, perhaps, the greater number of the schools. Among the first objects to which any grant (of money) may be applied, will be the establishment of a Normal School. I beg leave, at the outset, to state my opinion, that the establishment of a normal school for training masters in the most perfect methods of communicating literary and industrial, as well as moral and religious instruction, is the most pressing and important of these objects," &c.

Parliament refused to vote any grant of money to carry out the views of the Board of Education, and England was left with two seminaries for the education of teachers; for these, she was indebted to the exertion of individual benevolence.

When we read such views and such recommendations, and read the result of them, we are prepared further to read such items as the "In three years, following, in English papers: in England, there have been 361,894 marriages; of these, 723,788 married persons, 304,836 could not sign their names."

Although from this hasty view of the establishment and operation of normal schools in Europe, they would seem to be so indispensable in a well-matured educational system, as to be founded and sustained by any intelligent government, desirous of a thorough education of its people; yet with two exceptions their introduction to this continent has been the unaided achievement of individual enterprise and bene

It only remains to be added here, that the French system is confessedly modelled after that of the Prussian; that those who resort to them are not only educated but maintained gratui-volence. tously.f.

Their establishment has been repeatedly recommended by the educational officer in Pennsylvania. In the sixth annual report of the Hon. Francis R. Shunk, superintendent of common

England, with all her wealth and literature; her munificent endowments of universities; her numerous and costly charitable institutions, as a government, has done very little for the educa *It ought, perhaps, to be stated, that the governtion of her common people. She has never esment bill for the normal and common school, unconditablished any general system of education;tionally required that all the pupils should be educated in the tenets of the Church of England. Against a *Connecticut Common School Journal, vol. 1, p. bill containing such a sectarian provision, the entire

84, 87.

Hon. H. Mann's 7th Annual Report, p. 143.

body of dissenters so strongly protested, that ministers abandoned the whole plan.

schools, made to the Pennsylvania legislature, tion, the sum of ten thousand dollars, to be exMarch 3d, 1840, he says: a more effectual pended in the qualification of teachers of commethod to increase the number of teachers, and mon schools, on condition that the legislature to furnish facilities for extending the knowledge would appropriate an equal sum to the same of the art of teaching, and improving this de- purpose. This proposition was communicated partment of public instruction, is by the estab- to the legislature on the 12th of March, 1838; lishment of teachers' seminaries, commonly ten days after, a joint committee of the two called normal schools." In his next annual re- houses reported in favor of accepting the propoport of 1841, the same officer says, "the ostsition; resolutions, making the appropriation to obvious and direct means of providing competent that effect, passed the legislature "almost unaniteachers, is by the establishment of seminaries mously," and on the 19th of April, 1838, re. for their instruction. A community, in order to ceived the signature of the governor. appreciate and compensate good teachers adequately, should be enlightened by the happy efforts of their labors; a result which can never be produced by those who are inefficient and incompetent." In his report of January 1842, he renewed his suggestions of the importance of these seminaries for instructing teachers. The government has, however, never made an appropriation to aid even a normal school, but private munificence and enterprise have established several in the state.

In the annual reports of the trustees of the school fund of the state of New-Jersey, 1839 and 1840, the following views are expressed on the subject of normal schools: "There seems to be but one way in which a supply of good teachers can be secured. They must be trained to the business of teaching. They must be taught the art of teaching. Those who are to instruct others, must themselves be instructed. In short there must be schools for the education of teachers. To require that teachers should be examined and licensed, will not answer the purpose. When nearly all are unqualified, there is little room for selection. Their deficiencies in this way may be exposed, but how are they to be corrected?”

In his annual report, January, 1841, the superintendent of common schools of the state of Ohio, says "the establishment of normal schools is the only effectual means for extending the knowledge of the art of teaching, and placing this department of public instruction on that elevated ground that its vast importance demands.

The committee might continue to give these favorable opinions and sanguine recommendations of high official personages, but they content themselves with the general expression, that in nearly all the states where the subject of popular education has in any respect received an attention from public men, at all commensurate with the magnitude of interests involved, the establishment of normal schools has been the invariable means recommended to invigorate and improve common schools. But while state legislatures have generally neglected to test, by experiment, the expediency or practical utility of these institutions, the Canadian parliament, at its very last session, passed an act providing for their immediate establishment in both the Upper and Lower provinces.

While other states were deliberating, Massachusetts acted, and now justly claims the honor of first establishing institutions exclusively for teachers, as part of a state system of common school education. But even her action was stimulated by individual liberality.

In 1838, a citizen of Boston, placed at the disposal of the Massachusetts Board of Educa

*Edmund Dwight, Esq.

The Board of Education having the sum of twenty thousand dollars thus placed at their disposal, "to be expended in qualifying teachers for the common schools in Massachusetts," with the single condition of rendering an annual account of the manner in which they had expended the money, felt themselves somewhat embarrassed in selecting the best method of carrying out the intention of the private and legislative donors of the benefaction. The propriety of es. tablishing and liberally endowing a single school, was considered and decided against mainly on the ground that if but one was founded, its suc. cess or failure could be known but to the citizens of a small part of the state; and it was desirable that an experiment, in which the whole people had a direct interest, should, as far as practicable, be tried in presence of the whole people. The economy and expediency of engrafting a department for the qualification of teachers, upon academies in different parts of the state, was also examined. Against this plan it was objected that such a department would be but a secondary interest in the school-that" the principal and assistant teachers would not be selected, so much with reference to the incident, as to the principal object; and as the course of instruction proper to qualify teachers, must be essentially different from a common academical course, it would be impossible for any preceptor duly to superintend both." *

As the money seemed not intended to be invested as a permanent endowment, and as it was sufficient, with what it was reasonably expected the friends of education would contribute to establish more than one normal school, for a period of time sufficiently long to bring the usefulness of such institutions to the test of experi ence, it was finally determined to pursue this course. The Board finding their present means and encouragements for the future would justify the establishment of three schools with a fair expectation of sustaining them three years at least; decided to establish that number, and to locate them in different parts of the state. The latter course was taken not only to bring within the reach of the people the means of partaking their advantages, but of observing their usefulness; with a view too of enabling the people understandingly to decide on the final adoption or rejection of these seminaries as a constituent part of the system of common school education.†

In accordance with these views, a school for the reception of females only, was opened at Lexington on the 3d day of July, 1839; another for the admission of pupils of both sexes, was opened at Barre, in September of the same year! the third was established at Bridgewater on the

*Mass. Com. School Journal, Vol. 1, page 35. † Second Ann. Rep. of Board of Education.

same principles as the Barre school, in the month of September, 1840.

during the year 1842 was about 45: that was the number in attendance at the close of the year 1843; at the preceding term 72 were admitted. On the day when this school was recently visited by one of your committee, there were 42 pupils under instruction, of which number 31 or 32 were fe. males. On examining the register of the school, 233 ersons were found to have been enrolled as members since its organization in September, 1840. This number includes several who did not remain through even one term. Of the whole number, 131 were known to have taught, after leaving school;

The Lexington school received no pupils for less than one year; each of the other institutions admitted scholars for a less period. The terms of admission were, that applicants, if males, must have attained seventeen years of age, and sixteen, if females- must on examination appear well versed in orthography, reading, writing, English grammar, geography and arithmetic-must be in the enjoyment of good health, and must furnish satisfactory evidence of good intellectual capacity, and of high moral charac-42 were attending school; 8 only (which includes ter and principles. The pupils were in addition required to declare it to be their intention to become school teachers after having finished a course of study at the normal school."

The following course of study was arranged and recommended for each institution; fully to complete it required three years :

1. Orthography, reading, grammar, tion and logic.

2. Writing, drawing.

composi

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8. Constitution and history of Massachusetts, and of the United States.

9. Natural philosophy and astronomy. 10. Natural history.

11. The principles of piety and morality common to all sects of Christians.

12. The science and art of teaching, with reference to all the above named studies.

The first term, the Barre school, with one teacher and one assistant, received thirty-nine pupils; the fourth term it numbered fortyseven-twenty-six males and twenty-one females; in December, 1841, the number of both sexes had reached seventy. In the year 1842 this school was suspended by the death of its principal, Prof. Newman.

two or three who were dead,) are known not to have taught; 5 others had never taught by reason of ill-health; 3 had married; 1 came from and returned to New-York; of the history of the remainder the principal knew nothing.

The day spent by the chairman of your committee at this seminary, was occupied in attending upon the regular exercises and examinations of the classes, and in a brief visit to the model school-room. The normal school was opened in the morning by reading a portion of Scripture, singing and prayer. The recitations, the explanations, the comments, &c., were all analyti cal and practical-and as far as practicablesubjected to the test of black-board demonstration. All seemed arranged and designed to make every scholar thoroughly acquainted with the subject and with the best method of elucidating and communicating it.

The rules of the institution require the pupils to teach in the model school-room in rotation, under the supervision of the principal. This part of the school exhibited the effects of the too constant confinement of the principal in the general recitation room.

The usefulness of this seminary is greatly im paired by the want of more teachers, and by the short and uncertain periods for which students are received. A term of 14 weeks is hardly suffiicent for one man and his assistant to eradicate bad habits of thinking and feeling, and implant new ones in fifty or sixty minds, reducing the whole to demonstration and to practice, in the

model school.

the second term 39; the third 42; the fourth 55; at the close of the year the applications for the next term were 60; this was the number in at tendance the day the school was visited.

After this school had been in operation about The normal school at Lexington, designed exeighteen months, it was officially said by the clusively for ladies, closed its first year in August, Board of Education: "The scholars who have 1840, with 25 pupils; the second year numbered left this school have sustained a high reputation 40; the third year about the same number. Durin their professions as teachers. They appearing the last year there were the first term 31; to be decidedly better qualified for their task, both by their thorough acquaintance with the elementary branches of learning, and their familiarity with the principles and practice of the art of teaching, than the majority of those generally employed in the care of schools." It was of this seminary that President Humphrey of Amherst College, on visiting it, in December, 1841, said, "I was exceedingly pleased with the elementary and analytical processes in all the branches taught in the school. Every thing had a direct bearing upon the great business of teaching, for which the pupils were preparing." The Bridgewater school opened in September, 1840, with 28 pupils, of whom 21 were females; the second term was attended by 35, of whom 26 were females; the last term of the year 1841 closed with 52 pupils. The average number of pupils

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The model school connected with this institution, consists generally of from 40 to 50 young chil dren, from the several school districts in the town. This school, under the general superintendence of the principal of the institution, is taught mainly by the pupils of the normal school. The principal visits this school daily as a listener and observer, sometimes as teacher. Here, under in the noble art of teaching-here theory is comthe eye of a master, is a real apprenticeship served bined with practice-here principles are illustrated by veritable examples. The model school sustained in the vicinity a reputation so high, that for the two or three first years a much larger number of children could be obtained for it, if it had been desirable to increase the num

ber, and this too when the sending a child to that school was attended with a very considerable extra expense to the parent.

As pupils from the normal schools have gone out into the town to teach, parents have of late been enabled to supply their children in their own district schools with the same kind of superior education taught in the model school; a in consequence, the number of pupils in the lat ler school has been reduced to some 25 or 30. A fact which shows the practical effect of the education and training of teachers at the normal school, that they acquire and that they can communicate.

The day spent at the Lexington seminary, there were in the model school about 30 children, of ages and capacities as various as the same number exhibit in a common district school. An experienced and highly qualified teacher spends all her school hours in this school; the more advanced pupils in the normal school in rotation, are required to assist in classifying and arranging the children, hearing and explaining lessons, teaching orally on the black-board, &c. All passes under the eye of the teacher, aided by the frequent watchful suggestions of the principal. Interesting as it would be to detail minutely the exercises in this room-the natural and successful means used to make the stay in the schoolroom pleasant, instead of irksome-learning a delight, instead of a drudgery-even to children of four and five years of age-the committee feel they must hasten to the normal school-room. Here the morning exercises were quite similar to those of the Bridgewater institution, except that all, or nearly all of the pupils engaged in singing; as it was "review day" at the seminary, a very good opportunity was presented of learning the exercise and manner of study pursued at the school. Great pains are taken in teaching reading, accent, emphasis, grammar, colloquial and written. Spelling and punctuation are taught at the black-board. A half hour spent by all the school in mental arithmetic, vulgar fractions, rule of three, practice, interest, &c., showed great quickness in mental computation. Several scholars described and demonstrated problems in the various books of Euclid, stated and worked complex propositions in Alge. bra on the black-board with a readiness and clearness that evinced a perfect familiarity with

those branches of mathematics.

COMMUNICATIONS.

EXCHANGES.

Mr. HOLBROOK has devoted a life of labor to the cause of education. His leading object has been to establish a system of exchanges, by which the minerals, fossils, shells, plants, &c., of different counties, states and countries could be obtained with but little more expense than the cost of transportation, each region supplying what is interesting and useful to that which exchanges with it. The following letter was not intended for publication, but its facts are interesting, and its suggestions sensible, and Mr. H. will therefore excuse us for thus making his plans partially known.

FRANCIS DWIGHT, ESQ.,

MY DEAR SIR-I send you a circular, touching a subject which I know you appreciate School Apparatus. It is especially designed for common country schools, and with that view, durability, with simplicity and clearness of il lustration, has been aimed at. The globe is solid, fitted for being suspended, also for a stand, as different illustrations may require. The first elementary ideas about our earth are certainly given in no way so correctly or clearly, to a young mind, as by a globe suspended by a cord. Not only the shape, motions, and general divisions of the earth, but the elliptical form of its orbit can thus be shown by actual experiment, also the forces keeping the earth in its orbit, and how they give it an elliptical shape, may be shown.

The universality of the subjects illustrated by the apparatus fit it alike for all countries, the manual of explanations excepted: and these, in missionary stations, where similar articles have heretofore been used to great effect, will be used in their own translations. For Spanish America a translation is about to be made, indeed has been made in part, in the city of Mexico, where the articles have already been ordered.

have brought interesting specimens from differ The exchanges already put forward by it, ent countries, and will certainly, when carried As there had been some change of principals tributed, not only to the interior of this state, out, bring them in such quantities, as to be dissince the organization of the school, no statisti- but to all the states. The following experiment cal information, to any extent, could be obtained is a specimen of the extent to which it may be as to the number of pupils who had taught or carried. Several months since, crowds of barewere now engaged in common schools. The in- footed girls and boys were collected from the stitution is now under the care of a principal and streets of New-York, by and for scientific lec two assistant-teachers. Its usefulness, like that at Bridgewater, is somewhat circumscribed by entertaining them for an hour, outline prints of tures, given weekly, especially for them. After the want of more spacious buildings; each being animals, plants, or other objects of nature, geoat some seasons of the year crowded to its utmost metrical figures, geologicals, &c. &c., were discapacity-a most creditable fact, when it is re-tributed to employ their hands and minds at their membered that hitherto individual liberality, aided by the bounty of the state, has only furnished tuition and rooms free of charge to the students. We shall continue our extracts from this able document in our next number, commencing with an examination into the effects produced upon

the cause of education in the state of Massachusetts, by the establishment of normal schools.

homes. Among the fruits of these, were drawings, greatly varied, literally covering the side. walks in the region of "Five Points," near which the lectures were given; also, cabinets of minerals, shells, &c., made by many newspaper boys, and others, in that and in various parts of the city.

Among the specimens thus produced, many were of so much interest as to be sent, at the re

quest of various strangers seeing them, to dif SCHOOLS IN HOLLAND. ferent parts of the world. Rev. Dr. Thomson, First part of the report on the establishments for ten years agent of the British and Foreign for public instruction in Holland by M. Cuvier. Bible Society, acting in Mexico and South Ame- It would be difficult to describe the effect rica, when he arrived at the city of Mexico, produced upon us by the first primary school from a visit to this city, ordered a considera- we entered, on our arrival in Holland. I was ble quantity of specimens of different kinds, at one of those maintained at the public expense, produced in part by those street scholars. Α the children of the poorest classes. Two large few days since, I received from him the third or rooms, well lighted and well ventilated, confourth package, containing some Indian curiosi-tained three hundred of those children, all ties. If the street boys and girls in New-York city can enter into exchanges with the Mexican Indians, and in a manner to benefit schools through our country, (for the specimens received from Mexico have gone out to many parts of the country,) it will perhaps be difficult to propose any limits to the system of exchanges. Surely New-York, with its admirable system of county and town superintendents, can enter upon it, and carry it out more completely, perhaps, than in any other part of the Union.

An exchange in county maps, simply, between the schools of this state, would, as it seems to me, be a great and good enterprise. These maps might embrace, not only the geography, but the topography, geology, botany, and other depart ments of Natural History; also agriculture, manufactories, internal improvements, educa. tion, &c. &c., forming together, materials for a "New-York Book," good for every school and every citizen of the state. Please, my dear sir, to give that subject a thought. I remain, as ever, with great respect, Your friend,

J. HOLBROOK.

EXPERIMENTAL EDUCATION.

[By the author of Popular Lessons, School Friend, &c.]

cleanly dressed, arranging themselves without any confusion, without noise, without rudeness, doing all they were desired, in obedience to signals, without the necessity of the master saying a word. They learn by sure and ready methods, to read fluently, to write a good and correct hand, to understand such arithmetic as is required for ordinary life, both mental and written, and to express their thoughts clearly in short written exercises. The books put into their hands, and the examples they get to write, advance by such judicious gradations, and the precepts and examples are intermingled so skil. fully, that the children imbibe, at one and the same time, the truths of religion, the maxims of morality, and that knowledge which will be useful to them, and afford them consolation in their unhappy lot. By means of frequent questions, and by encouraging them to state their difficulties, it is fully ascertained that they understand what they read. Prayers, and hymns sung by the whole school, both composed expressly for these children, and all breathing a spirit of duty and of gratitude, give a charm to the business of teaching, while at the same time they imprèss upon it a religious and benevolent character, calculated to produce lasting effects. One master, and two assistants, who might themselves be taken for pupils, maintain com. plete order among this large number of children, without any speaking, or angry words, or corporal punishment; but by interesting them in what they are about, and keeping their at tention constantly alive.

To Dr. Chalmers' treatise on Political Economy, is appended a note, from the communica tion of a gentleman residing in Holland to another in Scotland, setting forth the favorable change that had taken place of late years in the The first sight of the school gave us an agree general tone of manners and morals. The wri-able feeling of surprise; but when we entered ter affirms that though the country had, during the last half century sustained many revolutions, and had suffered the decay of its commerce, and all the external evils incident to political changes, yet the people were steadily advanc. ing in decorum, industry, intelligence, and comfort; and he attributed this manifest improvement in their character and condition to their schools. A full exposition of the state of education in Holland has been made by Cousin, formerly minister of public instruction in France.

into an examination of the details, it was imposible not to be sensibly affected, when one considered what these children would have come to, had they been left unnoticed, and what they then were. But we said to ourselves, this is perhaps a solitary case, the results of the exertions of a wealthy town, or of the zeal of some citizens of unusual liberality; we were assured, however, that the more we travelled through the country the more we should see reason to alter that opinion; and so it turned out, for wherever we went, we found primary schools on the same plan, with the exception of some few instances, in which superannuated teachers could not shake off their old habits of routine. Nor was it in the towns that we found them the best; even on the frontiers of the country, in

Cousin's report was made in 1836, and has since been translated into our language by Leonard Horner, Esq. His translation was published in London, and has not been reprinted in this country; but its subject matter, and undoubted authenticity, render it of great importance to those who are seeking for all the lights of ex-Groningen, and many leagues from the great perience in practical education. A former commission in 1811, had been entrusted by the French government to the celebrated Baron Cuvier, and the results of his statements are fully corroborated by the later report.

The account given in brief by Cuvier of the schools he visited in Holland may be eminently instructive in this country, and on that account extracts from it are furnished to the Journal.

lines of communication, we saw primary schools in villages as numerously attended, and composed of a better class of children, and altogether of a better description, than those in the great towns in the latter, the children of the opulent classes are educated at home, whereas in the villages they go to school like other children.

Wherever we went, we witnessed the same gaiety, the same propriety, the same neatness,

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