" f scanty as these have been-than they have re-excellence, while the school should have, notceived. They believe, moreover, the profeswithstanding, answered its design, and at the sion can be, and ought to be, elevated. They same time have given general satisfaction to think the number is increasing, of those who the parents of those in attendance. know better their duties as teachers, and who While, then, it is not claimed for the State perform them more in the true spirit of true edu- Normal School that any thing very new—any cators. They think this progress can be ac- thing very imposing-or any thing very theo... celerated, by some direct training to this very retical, has been attempted-it is still hoped point. They by no means undervalue, the something has been done in a quiet way to other instrumentalities in operation toward render knowledge more accurate and thorough, this great end. They most cordially bid them and something to improve the facility and all,God speed." It is their aim to carry aptness of the pupils to teach. It is hoped forward, as far and as fast as may be, all prac-that, without any attempt to fill their minds ticable improvement. This they conceive with extravagancies and "schemes from Utowill be best accomplished by dwelling care-pia," something has been done to deepen fully upon the what is to be taught, aiming their convictions of the importance of their at the greatest thoroughness even in little and common things. They are so old fashioned as to believe that good reading and spelling, and a thorough knowledge of the other com mon branches, are quite as important for the teacher as those more showy, but not more -useful accomplishments, which are often sought at the expense and even neglect of these. They would not undervalue, indeed, the higher branches; but would cheerfully aid the pupil in their attainment as soon as the more essential are acquired. These remarks are intended to explain the reason to those who have sometimes appeared astonished that things so common as these were a part of the exercises of the school,, why they were thus › dwelt upon. It is of some moment also, that teachers I should know how as well as what to teach. It has not, therefore, been thought a waste of time, that some portion of it has been devoted to the cultivation of "aplness to teach." They believe that, low as the amount of attainment has been, among teachers, there have been ten who knew more than they could impart, where there has been one who could impart all he knew. The learning, after all, has been better than the teaching: the science of educating has been in advance of the art. They have considered if, then, no unimportant part of their duty, to cultivate, as far as they could, the art of imparting knowledge. work, and to infuse into them a determination to use every exertion to be useful, and, if possible, successful in their profession. It is also hoped, that, partly by unobtrusive example, partly by direct precept and advice contained in the courses of lectures given on the various (duties and relations of the teacher, and partly by the limited practice in teaching already alluded to-something has been done to supply for the young teacher that defect of experience, which often renders his first labors very irksome to himself and unprofitable to his pupils. As to the future, little except the best endeavor is to be promised. If any still expect that success will be found only by departing from known paths in search of untried and questionable novelties, such expectations may very likely be disappointed. Success will come-if it come at all-through other means. But if an adherence to the dictates of common sense and the teachings of experience can promise any thing, then the promise is cheer fully given. NORMAL SCHOOL. PROGRESS OF THE PRINCIPLE IN THIS STATE. Twenty years have now nearly elapsed, since DEWITT CLINTON, then governor of this state, first directed the attention of the To this end, as one of the means, the Ex-legislature, at its session in the winter of PERIMENTAL SCHOOL has been establish- 1826, to the importance of specially educating ed, in which the more advanced Normal teachers of the common schools, for the inpupils have had an opportunity to exercise the telligent and faithful performance of the duart of teaching. It may not be improper toties incumbent upon them. "The vocation state, that it never has been proposed to make of a teacher," observed that great and good the Experimental School a perfect modelman, "in its influence on the character and school," as some have seemed to expect they destinies of the rising and all future generashould find it. A somewhat frequent change of teachers would, from the nature of the case, preclude this. It has been hoped that the school could be respectably taught, while "it would afford an opportunity for the Normal pupils to show their peculiar excellencies or their peculiar defects; and at the same time to make those improvements in their own modes which an experienced eye could point out. Under these circumstances, none should expect a perfect model either of order or of tions, has either not been fully understood or duly estimated. It is, OR OUGHT TO BE, ranked among the learned professions. With a full admission of the merits of several who now officiate in that capacity, still it must be conceded that the information of many of the instructors of our common schools does extend beyond rudimental education; that our expanding population requires constant accessions to their number; and that to realize these views, it is necessary that some not new plan for obtaining able teachers, should be devised. I therefore recommend a SEMINARY FOR THE EDUCATION OF TEACHERS," &C., &c. The committee to whom this portion of the message was referred, through their chairman, the Hon. JOHN C. SPENCER, submitted an elaborate and able report, concurring fully in the views of the Governor, with reference to the vital importance of a specific preparation of teachers; but insisting that this should be accomplished through the medium of the higher institutions of learning scattered throughout the statethe colleges and academies. If they do not answer this purpose," "observes Mr. SPENCER," they can be of very little use." The report concludes with the admission "that the establishment of a separate institution for the sole purpose of preparing teachers, would be a most valuable auxiliary." And the committee, although unprepared to recommend the immediate adoption of such a measure, "fondly anticipate the time when the means of the state will be commensurate with the public spirit of its legislature, and when such an institution will be founded on a scale equal to our wants and our resources." our posterity for the maintenance of the glory and prosperity of their country." In pursu ance of the policy thus indicated, the portion of the literature fund applicable to the support of academies, was augmented by the appropriation of $150.000, for the express purpose, and with the sole view of enabling them to promote the special education of teachers of the common schools. In their annual report for the succeeding year, the Regents of the University, alluding to this appropriation, observe, "the academies have become, in the opinion of the Regents, what it has been always desirable they should be, fit seminaries for imparting instruction in the higher branches of English education, and especially for qualfying teachers of common schools." In 1834, this appropriation was augmented by the addition of $12.000, to be annually distributed, at the discretion of the Regents, to such academies as they might select, and to be exclusively expended in the education of teachers for the common schools. Under the recommendation of Gen. Dix, then superintendent of common schools, one academy in each of the eight senate districts in the state, was designated for this purpose, and furnished with In 1827, Gov. CLINTON renewed his re- these institutions was trebled; and Prof. Pornecessary apparatus. In 1841, the number of commendation on this head, and eloquently TER, who, under the direction of the departurged upon the legislature the establishment of a central school, for the education of tions in operation, concluded his report with ment, visited the greater part of these instituteachers, in each of the counties of the state. the following remark: "I would suggest Mr. SPENCER, from the literature committee whether some means might not be adopted for of the senate, submitted another masterly re- training a class of teachers with more especial port, in which he again insists upon the com- reference to country common schools, and to petency, not only, but the duty, of the acade primary schools in villages and cities-teachmies and colleges, and especially the former, ers whose attainments should not extend much to meet this imperative demand on the part of beyond the common English branches, but the several school districts, for competent and whose minds should be awakened by proper well qualified teachers. "Having underta- influences-who should be made familiar by ken a system of public instruction," says this practice, with the best modes of teaching, admirable document, "it is the solemn duty and who should come under strong obligations of the legislature to make that system as per- to teach for at least two or three years. In fect as possible. We have no right to trifle Prussia and France, Normal schools are supwith the funds of our constituents, by applying ported at the public expense: most of the them in a mode which fails to attain the in- pupils receive both board and tuition gratutended object. Competent teachers of common itously: but at the close of the course, they schools must be provided; the academies of give bonds to refund the whole amount rethe state furnish the means of making that ceived, unless they teach under the direction provision. There are funds which may be of the government, for a certain number of safely and properly applied to that object; years. That such schools, devoted exclusiveand if there were none, a more just, patriotic, ly to the preparation of teachers, have some and in its true sense, popular reason for taxa- advantages over any other method, is suffition, cannot be urged. Let us aid the efforts ciently apparent from the experience of other of meritorious citizens who have devoted large nations: and it has occurred to me that, as portions of their means to the rearing of supplementary to our present system, the academies; let us reward them, by giving establishment of one in this state might be success to their efforts; let us sustain semi-eminently useful. If placed under proper naries that are falling into decay; let us re- auspices, and located near the capital, where vive the drooping, and animate the prosperous, it could enjoy the supervision of the superinby the cheering rays of public beneficence; and thus let us provide nurseries for the education of our children, and for the instruction of teachers, who will expand and widen and deepen the great stream of education, until it shall reach our remotest borders, and prepare tendent of common schools, and be visited by the members of the legislature, it might con tribute, in many ways, to raise the tone of instruction throughout the state." intendent of common schools, in his annual In January, 1843, Col. YOUNG, then super 111 R. STATE NORMAL SCHOOL AND TEACH. report to the legislature, recommended the re- to say, that in all that relates to the advanceduction of the academical departments for the ment, prosperity and ultimate success of this education of teachers of common schools to noble undertaking, he has hitherto faithfully four, and the appropriation of a sufficient an- devoted his abilities and energies not only to nual sum to establish and maintain a Normal the realization of the great conceptions of his School at the seat of government. This recom-predecessors in office, but to the extension and mendation was renewed and strongly urged improvement in every practicable mode of the in his annual report for the succeeding year; magnificent system of which he was an early and on the 22d of March, 1844, the Hon. CAL- and efficient promoter. VIN T. HULBURD, from the literature committee of the assembly, submitted an elaborate and powerful report, in reference mainly to this particular subject-in which, after a full and masterly exposition of our entire system of public instruction, a comprehensive survey of the progress and present position of other countries, particularly Germany, Prussia, France, Holland and England, in this respect, a clear and concise history of the origin, progress and present advancement of the system of Normal Schools in Europe and this country, and a full and particular description of the Massachusetts Normal Schools, which he had personally visited and thoroughly inspected, the conclusion was reached that a similar institution, suitably endowed, should be established in this state, at the seat of government; These "notices" indicate the nature and proand a bill, introduced for that purpose, al gress of that educational reform, which, of all though at the outset strenuously opposed, ulti-reforms, is the only one that begins at the bemately received the unanimous sanction of the ginning in the great work of ameliorating the legislature. TO DE WITT CLINTON, then, belongs the condition of man. They also indicate the rela imperishable honor of having first, in his offi- tions which the Normal School and the Teachers' cial capacity as chief magistrate, recommend-Institute bear to each other; and their harmo ed the astablishment of a state seminary for nious and salutary co-operation in supplying the the education of teachers of common schools: greatest want of civil society-the want of com-to his successors in office, and to the succes Among the most gratifying evidences of progressive and thorough education are the "dull notices" on the fisst page of this Journal, Rightly considered, that page is one of the most interesting in the educational history of the country, and no thoughtful mind can turn from its examination without encouragement and thankfulness. This may seen extravagance, but it is saying less than the truth would au thorize. sive occupants of the Department of Public In-petent instructors of its youth. In other coun struction, including Mr. FLAGG, Gen. DIX tries the Normal School has been the sole reliand JOHN C. SPENCER, that of earnest and ance. France, acting on the maxim "as is the unintermitted exertions to engraft the Normal | teacher so is the school," has established sevenprinciple upon the academies of the state: and ty-six Normal Schools; Prussia, forty-five; to ALONZO POTTER, SAMUEL YOUNG, Holland two; England, two large and several CALVIN T. HULBURD, and the LEGISLA STURE of 1844, that of introducing and car. smaller schools; and every other European rying into practical effect this great principle, state, excepting Italy, Portugal, Spain and Turin the establishment and munificent endow-key, has opened seminaries for the training of ment of an institution, capable, under its pre- teachers. In this country, Normal Schools have sent excellent management and administra-been recommended in Pennsylvania, Ohio, Michtion, of amply realizing the highest expecta-igan, New-Jersey, Connecticut and South Carotions of the friends of UNIVERSAL EDUCA lina, and established in Massachusetts and New. York. TION. But New-York called another powerful auxiliary into the field, whose usefulness has been tested and approved, and whose aid has already been invoked in other states of the Union-we mean the Teachers' Institute. To the REGENTS of the UNIVERSITY, and the gentlemen composing the EXECU TIVE COMMITTEE, to whom were entrusted the arduous and responsible task of organizing and putting into effective operation, this imoportant experimental institution, the highest scredit is due for an enlightened comprehensosion of the great interests at stake, unwearied The County Superintendent of Tompkins, J. industry and devotion in carrying out the de- S. Denman, Esq., in his annual report for 1844, signs of the legislature, and constant and thorough supervision of the institution in all its says that departments. To the present able and inde-most essential requisites to the improvement of com"Deeming the qualification of teachers one of the -fatigable head of the Department of Public In-mon schools, and having observed the fruitless efforts struction, the Hon. NATHANIEL S. BENTON, normal schools, teachers' departments, &c., I preto reach the mass of teachers through the medium of no greater meed of praise can be awarded than sented, on the twenty-first day of October, 1942, to "The Tompkins County Teachers' Association," then convened at this place, a series of resolutions, setting This year a new element enters into combinaforth the necessity of united and efficient action on the|tion with the agencies of the institute, which will part of teachers, to elevate their profession, and the stan- greatly increase its efficiency and usefulness, dard of a common school education; and calling on them to establish in this county a Teachers' lastitute, The State Normal School, although less than a where all the teachers in the county might meet semi-annually and spend from two to four weeks in receiving year in operation, is already beginning to repay instruction from efficient instructors, listening to lec. the debt she owes to the counties, by sending tures from scientific men, discussing various plans for the improvement of schools, and thereby bringing mind back the pupil-teacher to take part in the exer in contact with mind; and finally, having adopted a cises of the institute as the assistant of his old uniform, and the most approved course of instruction, and modes of teaching, with one accord to carry them instructors. In this manner whatever is valuainto all the schools of the county. "The first Teacher's Institute in the State, and proble in the methods or training of the Normal bably in the world, was opened at this place on the School, will be widely and rapidly diffused, and fourth day of April, 1843, under the management of the county superintendent, who had employed as instruc- the seeds of improvement scattered broadcast tors, the Hon. Salem Town, Rev. David Powell and throughout the state. The great want of the inProf. James Thompson, men of profound erudition, and eminent ability. Twenty-eight teachers were in stitutes is competent educators, to co-operate attendance, and received instruction daily for a term of two weeks in the best modes of governing and teach with the county superintendents. Opening nearly ing the various common branches, (which necessarily at the same time for the spring and autumn sesincluded a critical review of those branches,) and were instructed in the analysis of the English language, vo- sions, in so many different counties, there are cal music, and other branches not heretofore usually necessarily so many simultaneous calls on the taught in common schools. At the close of the term, they left the institute highly pleased and much bene. able and devoted missionaries of education now fited; and I am happy to say, having subsequently in the field, that it is sometimes almost imprac visited schools taught by several of the members of the institute, that the most approved methods of teach ticable to organize these teachers' schools. The ing adopted and recommended at the institute, have been successfully introduced in most of the schools Normal School will gradually obviate this diffi. taught by those who were members; and having pre-culty, by sending out numerous teachers, worthy viously visited schools taught by teachers who attended the institute, and whose schools I have subsequently visited, it gives me great pleasure to be able to state, that their schools during the past summer have been conducted from fifty to one hundred per cent better than formerly." F. B. Sprague, Esq., County Superintendent of Fulton, in his report of the same year, says, "The first normal school in this county, and I believe the first of the kind in the State, wis established at Kingsboro' one year ago last September, and continued eight weeks, a report of which was made to the De partment and published. The effects produced by that first and unaided effort to improve the teachers of this county, were good, and many of our schools are now reaping the benefits of it. I think I shall be safe in say. ing that three-fourths, if not more, of those who at tended that normal school, taught better district schools the succeeding term by fifty per cent, than they taught the year before. "I discovered a great change in the teachers. They appeared to have more life and animation than formerly, and the scholars seemed to be imbued with the same spirit, and teachers and scholars appeared to have discovered this important truth, that teaching had something to do with the powers of the mind. I noticed that the scholars manifested a deeper interest in the exercises than formerly, and as might be expected, loved the school-room better. We held another term of eight weeks last spring, with like results, and another of eight weeks the past fall, with still better results, and so far as I have visited the schools of those teachers who attended the last fall term of the normal school, I must say that their schools are one hundred per cent better in every respect than were the schools on an average two years ago." These Institutes were opened in 1843. In 1844 there were nineteen in successful operation, and more than fifteen hundred teachers took part in their exercises, and during the present year more than double that number of institutes will give their powerful aid to the cause of education. So cordially have teachers and school officers co-operated in the work of self-improvement, and so successful has proved this great innovation on the usages of the old 61 routine system of administration. H of the confidence of their respective counties, who will assist the managers of the institutes, and in this manner multiply a thousand fold the benefits of that instruction they have received from the state. On the other hand, the institutes will supply the Normal School with pupils, already so far advanced in education, and so generously devoted to its cause, that they will soon pass suc cessfully through the higher courses of instruction, and be qualified to become efficient co-work. ers with the school officers and educators, in the various departments of educational improve ment. In this manner will the State Normal School and County Institutes sustain and promote the great interests of society; co-operating most beneficently, in enkindling a warmer zeal, in diffusing greater interest, and in enlisting more numerous champions in the cause of universal education. SHOULD THE OFFICE OF STATE SUPERINTEN- MR. DWIGHT: I would ask the attention of the public to an opinion, plausible in itself, and recently sanctioned by high authority, but which should be carefully considered before it is assumed to be a firm position on which to rest the lever of reform. I refer to the following extract from the speech of Mr. Barnard, of Connecticut, at the Superintendents' Convention: "The benefit of having a state department for the harmonious working of a system, ex tending through so many towns and districts, New-York more progress in education, and and for the collecting and dissemination of greater efficiency in the administration of the information on the whole subject of schools schools. During the last five years, on the and the school system, for the guidance of recommendation of successive superintendents, local officers, and the wise action of the legis- great organic changes have been made in her lature, has been demonstrated from the first school system, which, after full trial, have organization of your school system; and to been sanctioned by public opinion, and are this one feature more than to all others is the now proudly claimed to be among the most continued success of your system owing; important and most honorable acts of Newwhile in so many other states, all legislation York legislation. These amendments of our on the subject of schools has been almost a system have been referred to, with high comcomplete failure; and yet the laws of those mendation in every part of the Union, and the states read as well, and seem as wisely framed; system of supervision, which was the first and but on looking closer into them it is found the greatest, has been recommended for adop there is no state department or officer entrust-tion in eight of the sister states, by the ed with their administration. It would be Manns and the Barnards of our country. better if the school department of every state -was disconnected from every other department of the government." The Teachers' Convention, at its recent session at Syracuse, unanimously "resolved" the same sentiment. But this cardinal measure of reform could never have been adopted, or happily, if adopted, could not have survived that fiery trial which awaits innovations on long established institutions, if the "school department had been disconnected from every other department of the government." Nor can the superintendents of other states bring forward their measures of reform with as much prospect of success, because their offices are so disconnected." There is reason to distrust the soundness of this doctrine, and had Mr. Barnard carefully weighed the argument urged by himself in its support, he must have seen its insufficiency to maintain the conclusion he has deduced from it. For it is not true, that legislation has The reason is obvious. These State Superproved almost a "complete failure," in those intendents have no political influence, no states not having a separate department or place, and little weight in the cabinets of officer," unless the school legislation of Maine their several State Governments, and their or Vermont is a complete failure, as com- recommendations not being backed by the pared with Missouri and Kentucky. Nor, if power of organized public opinion, is almost experience is any authority on this question, powerless. The officer at the head of the deis it true that the efficiency of a school system partment of public instruction, when standing is greater where the officer entrusted with its administration is not charged with other offlicial duties. A in this isolated position, as in Pennsylvania or Kentucky, and deriving no strength from any associated office, because "disconnected" Ohio, Pennsylvania, Kentucky, Missouri, from all, is, for this very reason, unable to give Tennessee, and Michigan, have each had that prominence to the cause of education in such a State Superintendent, unoccupied by the councils of the state, which of right beother official duties, and able to give his longs to the most important interest of civil whole influence to the cause of education. society. And what has been the result in those Does any one believe that the great reform of states? Have their systems been distinguish 1841, or the hardly less important and certainly ed for their efficiency? "Have exposed and more hazardous amendments of 1843 and 1844, lamented evils found their correctives in ne- could have been made, or if made, maintaincessary and desired legislation? Look at the ed, had not the State Superintendent possessed reports of the State Superintendent of Penn-influence from his position as one of those sylvania, of Michigan, and of Ohio, in for- great functionaries who guide the car of state? mer years, and see how eloquently those offi- But these amendments established that syscers portrayed existing evils, and how earnest- tem of supervision, which has not only rely but unavailingly they asked for appropri- ceived the sanction of public opinion in this ate legal remedies. Nor can it be said that state, but to which New-Englaud points as these officers were not men of ability and promi- the measure which has made our system even nence. The present Governor of Pennsylvania more efficient than her own time-honored was formerly the superintendent of its school school organizations. system. Lewis was the distinguished superin tendent of the schools of Ohio, and Sawyer of Michigan. Men known and honored in their several States, and admirably fitted for the peculiar difficulties of their high office." It cannot be urged, therefore, that there has been a want of ability or zeal in those who administered these different systems, and yet it will be arrogating nothing, to claim for It is to be regretted that there is not a higher, purer and more powerful influence, on which a faithful officer can rely; but so long as the importance of thorough and universal education is not more deeply aud more widely felt, by those immediately interested in the administration of the system so long is it necessary that a State Superintendent should have that official position, which will give to |