STATE OF NEW-YORK.
No. 24.
_IN SENATE,
January 31, 1845.-
REPORT
Of the Superintendent of Common Schools, and of
the Regents of the University, on the Normal
School.
TO THE LEGISLATURE.
Pursuant to the provisions of the act for the establishment of a
Normal School, the undersigned have the honor to state that the fol-
lowing persons were duly appointed an “ Executive committee for the
care, management and government of said school,” viz :
Tue Surerinrenpent or Common Scuooxs,
Rey. Atonzo Porrer, D. D.,
Ginron Hawizy,
Rev. Wa. H. Campsenn, D. D., and
Francis Dwicut ;
and that the rules and regulations proposed by said committee have been.
approved by the Superintendent and the Regents of the University.
The following report has been received from the executive commit-
tee, and approved of, and it is herewith transmitted.
By order.
S. YOUNG Sup’t of Common Schools.
PETER WENDELL, Chancellor,
in behalf of the Regents.
‘T. Romeyn Buck, Sec’y of the Regents.
January 31, 1845.
[Senate, No. 24. i (Bt. & 6it. for Sec.)
REPORT
Of the Executive Committee of the State Normal
School.
To the State Superintendent and Regents of the University :
In conformity to the provisions of the act establishing a State Nor-
mal School, the undersigned,
Respecrrutty Report :
That they received their appointment to act, in conjunction with
the State Superintendent, as the executive committee of the State
Normal School, from the Regents of the University, on the Ist of
June, 1844, and held their first meeting on the 20th of that month.
At that meeting the necessary measures for establishing such an insti-
tution as was contemplated by the act were carefully considered, and
arrangements were made to ascertain whether a suitable building could
be obtained.
The corporation of the city of Albany soon after offered to hire for
the period of five years the depét building of the Hudson & Mohawk
Railroad Company, agreeing to put under the exclusive control of the
committee all the rooms in State-street, above the basement story, the
rooms on Maiden-Lane not occupied as a dwelling, and the yard be-
longing to the building. The corporation also agreed to pay $500
towards fitting up the necessary rooms, making, with the five years’
rent, the gross sum of $5,750, to be paid by the city towards the es-
tablishment of the State Normal School.
The committee felt bound to make farther inquiries before accept-
ing this liberal offer on the part of the city, inasmuch as a considera-
ble additional sum would be necessary to prepare the proposed build-
ing for the reception of the school. But on examination, they were
satisfied that no other suitable building could be obtained on as favor-
able terms, and accepted 1] e city.
, F805z
4 [Senars -
The corporation was not however, at that time, nor for many weeks
thereafter, able to give title to the committee, and this caused the
postponement of the repairs and alterations of the building, until the
17th of September.
On the first of October, the State Superintendent issued through
the District School Journal, a circular to the county superintendents,
making known the arrangements for organizing the’ Normal School,
and directing those officers to present the names of suitable candi-
_ dates for admission to the school, to the several boards of supervisors,
who were requested to select a number from their respective counties,
equal to the representation of said counties in the house of Assembly.
A copy of the circular accompanies this report, (See document
marked A.)
It was already the 23d of November, before the rooms were so
nearly prepared for the reception of the school, that the committee:
were able to give notice when the school would be opened ; and on
" the 18th of December, the State Superintendent, in behalf of the
committee, opened its first session by an address, which also. accompa-
nies this report. (See document marked B.)
The committee organized the school by employing David P. Page,
of Newburyport, Massachusetts, as principal, contracting to pay him
asalary of $1,500 per annum, for a period of five years; and with
George R. Perkins, of Utica, as-professor of Mathematics, for the
same term, at a salary of $1,200 per annum. F. I. Hsley as teacher
of vocal Music, for one term, at the rate of $250 per annum, and J...
B. Howard, teacher of drawing, at the rate of $200 per annum.
‘Each of the above contracts may, however, be terminated at any time
on thirty days’ notice, by either party thereto.
The following general regulations. were adopted by the commit-
tee:
REGULATIONS OF THE NORMAL SCHOOL.
1. That the first term, for both sexes, which is to commence on
the 18th inst., shall continue éwelve weeks, i. e. to the 11th of March,
2. That during the summer term, there shall be two daily sessions,
except on Saturdays ; viz. from 8 A, M. to 12 o’clock, and from 3
No. 24] 5
to5 P.M. That during the winter term, there shall be but one dai-
ly session ; viz. from 9 A. M. to 2 P. M.; with such extra sessions
in the afternoon, for general exercises, as the principal, subject to
the approbation of the executive committee, shall judge necessary.
3. That since the branches required by law to be taught in all. the
common schools, viz. reading, orthography, writing, arithmetic, geo~
graphy and English grammar—are of primary importance, they shall
receive in all cases primary attention in the Normal School ; nor
shall the pupils be allowed to pass to the higher branches, till in the
judgment of the teachers, they are thoroughly prepared to do so.
The instraction in these branches, as far as the nature of the subjects
will admit, shall for the present be given by topics, allowing to the
pupils the use of any text-books, to which they have been accustom-
ed or may have access :
4, That exercises in drawing, vocal music and English composi-
tion shall be attended to by all the pupils throughout the whole course
of study.
5. Among the branches to be pursued, in addition to the above,
are Physiology, History of the United States, Natural Philosophy,
Algebra, Geometry, Surveying, Application of Science to the Arts,
Use of Globes, Intellectual and Moral Philosophy, with such_other
branches as the executive committee may from time to time direct.
6. That the State pupils shall be admitted at the commencement
of any term, on presenting a certificate of their having been selected
to attend the school, by the proper authorities of their respective
counties. That all volunteer pupils shall, before they can be admit-
ted, present satisfactory testimonials of their moral character: from a
county or town superintendent, and be able to sustain, to the satisfac-
tion of the principal, an examination in reading, spelling, writing,
arithmetic, geography and English grammar.
7. That the pupil’s title to a recommendation or certificate as a
weli qualified teacher on leaving the school, shall depend on his mo-
ral character and literary attainments, and not on the length of time
spent in the school ; though no pupil shall be entitled to such recom-
mendation or certificate who shall not remain in the school one en-
6 [Senate
tire term, and no certificate except one of full qualifications shall be
given.
8. That the internal regulations of the school shall be left to take
their form and character from the circumstances as they arise ; and
that such regulations as the teachers may hereafter suggest for the
government of the school, shall be submitted to the executive commit-
tee for their approval, before they shall go into effect.
9. The year shall be divided into terms as follows: the first term
commencing on the second Wednesday of April, in each year, and
continuing twenty weeks. The second term commencing on the
third Wednesday of October, and continuing twenty-one weeks.
10. All pupils intending to enter the Normal School at the next
term must join it during the first week of that term. :
11. After the close of the current term, an equal number of. State.
and volunteer pupils will be received from each county, and in case
of the failure of any county to send its quota of pupils, the commit-
tee will at their discretion receive volunteers from other counties, un-
til the number in the school of State and volunteer pupils shall be
two hundred and fifty-six.
NOTICE TO COUNTY SUPERINTENDENTS.
If the supervisors of any county shall not meet on or before the
10th day of March next, to make a selection of State pupils for said
county, in that case, the county superintendent shall notify the seve-
ral town superintendents to assemble within ten days thereafter at such
convenient place as he shall designate, to form a board, and the said
county and town superintendents shall by joint ballot, make selections
of State pupils to supply any vacancies of such pupils for said coun-
ties.
The committee have agreed to allow the State pupils, during the
current term, if females, $1.25 per week, and if males $1.00 per
week, for their board, and they believe they will be able to allow the
same sums for the summer term. 2
S. YOUNG.
No, 24.] 7
Nore. The county superintendents should ascertain at once wheth-
er there are or will be any vacancies in their respective counties, that
they may be filled with pupils fit and ready to enter the school on the
first day of the next term. Volunteer pupils will have their tuition
free and be supplied with text-books.
The school opened with twenty-nine pupils, and has constantly in-
creased during the five weeks it has been in session—at this time, num-
bering ninety-three pupils; sixty-seven of whom are State pupils, and
the residue volunteers. The short notice the committee were able to
give, and the general engagement of the pupils designated by the
boards of supervisors, in teaching winter schools, prevented the at-
tendance of many who were anxious to enter during the present
term.
The committee have frequently visited the school, some of their
number passing a part of almost every day in witnessing its various
exercises ; and they are confident that it will realize the anticipations
of the most ardent friends of education. The educational committee
of the Legislature, and many other members of that body, have also
been present, and they are understood to express a similar conviction
of the conduct and probable usefulness of this institution. It is
hoped that all who may distrust these opinions, will test their sound-
ness, by a full and deliberate examination of its actual operation.
The Experimental School, in which the pupils of the Normal
School will practice the best methods of training and teaching chil-
dren—testing theory by experience—will not be opened until the
second Wednesday of April, the commencement of the next term.
The committee have reluctantly come to this conclusion, conscious
that this school would be the most interesting and possibly the most
valuable part of the institution ; but the constant and irregular ac-
cession of new pupils to the Normal School, has embarrassed the
plans of the committee, by requiring the attention of: the principal
to the frequent and thorough review of the elementary branches ;
thus making the opening of the Experimental School, for the present,
impracticable.
‘The committee are gratified to inform the Regents of the Univer-
sity that a donation for an educational library has been made to the
8 [Sexars
Normal School, by the éxecutors‘of the Hon. James Wadsworth, out
of certain funds ‘left by that distinguished friend of education, to be
disbursed-in such manner as would best promote the'interests of the
“schools of the people.
It is due to the principal publishers of school books, to state that
they have, with great liberality, presented the school with large sets
of their text-books, lessening, in this manner, materially, the expen-
ses of the school, and enabling its pupils to examine and compare
“the best elementary books now before the public. The value of the
donations in books and maps, already made, exceeds six hundred
dollars, or nearly one half of the expenses of the State, in fitting
‘up and furnishing the school-rooms.
The committee lay before your honorable body, the following
statement of the receipts and expenditures up to this date. The
vouchers of all the payments are ready for examination at the office
of the secretary of the Normal School committee.
STATE NORMAL SCHOOL.
CR.
1844.
Oct. 19. By‘cash of the-city of Albany,..... 500-00
Nov. 19. do Comptroller,....... 700 00
Dec. 16. do do veceses 500 00
1845.
Jan. “4. do do sseeeee 600 00
f ———~ 2,200 00
DR:
1846,
Jan. 21. ‘To amount: paid by -city -for ‘altering
building, &., -.6ecee cece ceeeee §$500-00
To amount paid for ‘repairs, furni-
tire, Ke.) WC, ceedeesecees sone (142233
“
1,922 33
$277 67
petisititea!
No. 24.] 9
Amount appropriated by the State for 1844-45, .
Deducting amount paid by the Comptroller,.....
.. $9,600 00
+ 1,700 00
$7,900 00
Add amount on hand,,...-+++++ y aneee eeewes ceseeens 277 67
*Amount to the credit of the school,..
All which is respectfully submitted.
WM. H. CAMPBELL,
GIDEON HAWLEY,
ALONZO POTTER,
FRANCIS DWIGHT,
Executive Committee.
I concur in the above report.
8. YOUNG,
Superintendent of Common Schools.
January 29th, 1845.
© There are some small bills due for fitting up t: e.voms, not yet presented for pay-
ment. The current expenses for board of pupils and salaries of teachers, are also a
charge on the balance on hand.
[Senate, No. 24. ] 2
DOCUMENTS
Accompanying the Report of the Executive Com-
mittee of the State Normal School.
2 TT AD
DOCUMENTS.
(A)
To County Superintendents of Common Schools.
Preparations being in progress for the establishment of a Normal
school in the city of Albany, under the law of the last session, it is
deemed proper to call the attention of the county superintendents to
the subject, and to apprise them of the services which will be ex-
pected of them in the premises. Without being able, at the present
time to ascertain the exact amount which it will be necessary to ex-
pend for apparatus, and for securing the services of competent
teachers, it is believed by the Executive Committee, that the means
“ at their disposal, will enable them to maintain at the school, free of
expense to the pupil for board and tuition, at least one hundred and
twenty-eight scholars. In lieu of board, however, an equivalent in
money will be paid, of seventy-five cents or a dollar per week, as the
funds shall warrant. As the funds to sustain the school belong to
; the people of the State, it is just that this bounty should be equally
distributed. Perhaps no rule more equitable can be devised, than to
apportion the pupils among the sevezal counties, on the ratio of the
representation in the House of Assembly. And it is believed, that
the several boards of supervisors, with the proper information before
them, will constitute an unexceptionable tribunal to make the proper
selection or selections for their respective counties.
It is to be presumed that no one will apply for admission as a pupil
into the Normal School, who does not intend to pursue the business
of teaching as a profession. Indeed, the great and only object of the
school will be, to communicate in the best manner, both the science
and the art of teaching ; and it would therefore be, to a great extent,
aloss of the time of the pupil who should afterwards pursue any
other occupation. It is required of each county superintendent, that
he should possess himself of the necessary information, either from
his own knowledge, or by communication or correspondence with the
town superintendents, and other intelligent individuals, to enable
4 [Sewate
' him to present to the supervisors the names of all the worthy and
* well qualified applicants of his county, whether male or female; if
males, of the age of eighteen years or over; if females, of the age
of sixteen years or over. Where the county, however, is entitled to
but one pupil, it is desirable that such pupil should be a male, so that
there may be at least one male pupil from each county in the State.
The county superintendents will present to the supervisors, the
names of none, who would not, in respect to moral character and
literary acquirements, be entitled to receive a certificate as a teacher
of common schools. It is not the design or province of a Normal
School, to communicate to its pupils the elementary departments of
knowledge ; but to perfect them in those departments, and above all,
to mould their habits and discipline their minds in the art of teaching.
For this purpose model classes will be provided, of all the grades
which are ordinarily presented in our common schools; which
classes the pupils will be reqvired alternately to teach, under the
supervision of the principal. In selecting names to be presented to
the supervisors, the merit, alone, of the applicants should be regard-
ed. - The general intellectual and scientific acquirements, the purity
of moral character, the amenity of disposition, and the capacity to
communicate instruction, (aptitudinem docendi,) should be the only
passports. Neither sect, nor creed, nor party, nor poverty, nor
riches, nor connexions should have the least influence in the selection.
He, by whom we are all to be judged is “no respecter of persons ;”
and any less perfect rule, any other standard than mental qualities
and acquirements, would involve favoritism and partiality, and should
be sedulously avoided.
If one hundred and twenty-eight pupils carefully selected, and with
all the desired qualifications, can be properly and thoroughly trained
at the proposed Normal School, in the best system of teaching, they
will be'able, on returning to their respective counties, not only to
reduce this system to practice, but to communicate to a very great
extent to teacher’s institutes and other similar local institutions, all
the improvements with which their minds may have been stored.
And it is in the hope that these local institutions will be continued
and multiplied throughout the State, that it has been deemed desirable
to secure the attendance upon the Normal School of one male pupil,
at least, from each county, who might afterwards become a member
of the teacher’s institute of his county, for the purpose and with the
view of introducing the system and the principles adopted at the
State institution. Itis not to be understood, however, that the num-
ber of pupils in the Normal School will be limited to one hundred
and twenty-eight. Additional numbers of well qualified pupils, from
any part of the State, will be received to as great an extent as may
consist with the accommodation of the institution, on such reasona-
ble terms of tuition as may be deemed expedient by the executive
committee. Reasonable notice will be given of the time when the
school will be ready for the reception of pupils.
Such is the general outline of the plan in view. The establish-
ment, by law, of a Normal School in this State, is a novelty which,
No, 24.] 15
like all proposed changes or improvements, is doubtless destined to
encounter prejudice.and opposition. Mankind are so often imposed
upon by quacks and impostors, who are stimulated alone or chiefly by
theoretical impulses or by pecuniary or personal interest, that it is
not strange that suspicion and incredulity should be awakened on
every proposed alteration in the management of human affairs. Ex-
perience, to every observing mind, has established the fact that ninety-
nine in the hundred of the assumed inventions, discoveries and
changes which are trumpeted to the world as improvements, have
derived their origin from the visionary brain of the theorist, or the
pecuniary aspirations of the artful and interested. We ought, then,
to expect, as a matter of course, that he who has been, often cheated
will be suspicious ; and that those who have witnessed the exposure
and explosion of hundreds of new visionary bubbles, will be strongly
inclined to suspect that every new scheme is visionary. It has been
the fate, in all ages, of every useful improvement to share this sus-
picion. Whoever can recollect back for thirty or forty years, will
remember with what protracted doubt and suspicion, the present im-
proved plough was able to supersede the old instrument with its
wrought-iron share and coulter, and its wooden mould-board. It is
only by repeated demonstrations of utility that changes, of any de-
scription, in the ordinary routine of life, can be established. If the
contemplated Normal School shall be properly organized and judi-
ciously conducted, it will, in a short time, obviate doubt and silence
opposition. But any serious mistake in the commencement, would
be fatal to its future progress : and every improvement in the educa-
tion of the young, which may have been anticipated from such an in-
stitution, would thus be indefinitely postponed.
These schools were first established.in Prussia ; and since that pe-
riod, have been gradually adopted by nearly every nation in Europe.
Like all human improvements, their progress has been slow but sure.
As the word Normal is not of common occurrence in ordinary
books, it may be'well to spend a moment upon its. etymology and
meaning. It comes from the Latin Wormalis, and that adjective
from the Latin noun Worma,—a term used by the best Roman au-
thors to designate a fundamental. rule, pattern, standard, or model, as
the following extracts will show :
«Natura norma legis est.”—CrcERo.
“Nature is the rule of law.” ‘
<M, Cunrws, exactissima norma Romane frugalitati.” Privy.
«Mf. Corts, the most exact pattern of Roman frugality.”
"si volet usns
Quem penes Arbitrium est et jus et norma loquendi.”—Horace.
«If custom. wills,. which is the arbiter, the right.and the standard of speaking
Vitam ad certam rationis normam dirigens."—CrcERo.
“Directing life to the true standard of reason.”
“ Demosthenes norma oratoris et regula.”—-P1any.
Demosthenes, the standard and rule of an orator.”
16 : [Senate
Both the Spaniards and Italians adopted the Latin noun norma into
their languages ; and this word is now used by each of those nations to
mean a "Fundamental rule, pattern or standard,* and sometimes also,
as it was by the Romans, to mean a square or rule by which material
objects are measured. The English, as well as the French and Ger-
mans, instead of the noun, adopted the adjective normal from norma-
lis: and it is used by English authors as descriptive of any rule,
attern or standard which is conformable to the laws of nature.
hen, for instance, writers on animal or vegetable physiology speak
of the normal state of an animal or a plant, they mean its natural,
healthful and vigorous state. Medical writers also designate the na-
tural condition of the human body, by the adjective normal. A nor-
mal school should, therefore, be understood to mean a pattern schéol,
founded on the laws of nature,—a school, the instruction and disci-
pline of which is adapted to the natural powers, faculties and pro-
pensities of the human mind. €
Let a child of five or six years old be familiarly associated, for a
week, with twenty-six other children, and he will learn to discrimi-
nate each one from all the rest, and to address each by his proper
name. Or place him in a flower garden, pointing out to him its
beauty and fragrance, and he will, in a short time, learn to call by
‘their appropriate names, twenty-six different flowers, as the rose, the
tulip, the peony, &c. How does it happen, then, that the same child,
according to the ordinary method of instruction, must undergo a pain-
ful drilling of from three to six months to fix in his memory a recol-
tection of the twenty-six letters of the alphabet? The answer is,
that the first is the ¢eaching of nature, or the normal method, and the
last is its antagonist ; the first is the wise plan of the Creator—the
latter the despotic rule of the dark ages. Every human being, pos-
sessed of ordinary endowments, is born with the innate desire to learn
and to know: hence, the inquisitiveness of children is universally
proverbial. To cultivate and to gratily this propensity—to attract
and not to repel—is the business of the educator. If a child could
be inspired, by his preceptor, with the same desire to know the let-
ters of the alphabet, as he entertains to become acquainted with his
playmates and to discriminate the flowers—if he could be made to
appreciate the beauty and the fragrance of that knowledge to which
the alphabet is the key, he would master each letter with the same
pleasure and alacrity that he exhibits in learning the face of a new
companion, or in oltivating an acquaintance with the rose. That
this, to a great extent, can be accomplished, there is no reasonable
doubt. Every department of knowledge can be made interesting to
the pupil, in the hands of an accomplished teacher ; and in the same
proportion that it becomes interesting, will its acquisition be rendered
expeditious and easy. The old method of dull routine, compelling
the pupil to commit to memory, without explanation, the abstruse
# Tn the beautiful ode to Solitude of the Spanish poet, Juan Melendez Valdes, the fol-
lowing line oceurs =
«Ta su divina norma se compassa.”
« And to thy divine standard (the mind) conforms itself.”
No. 24.] MW
rules of some favorite text-book,—requiring him, for instance, to re-
peat, as an explanation of the rule of proportion, direct or inverse,
that “where more requires more, or less requires less,” it is one way,
but that “where more requires less, or less requires more,” it is ano-
ther ; requiring him in subtraction, to make the big figures in the
lower line, borrow and pay, as though figures, like men, might become
bankrupt, if not favored with a loan from a friend—all this repulsive
and senseless jargon must be exploded, and a more natural or normal
system, introduced into our schools before their practical usefulness
can be fully realized.
Every teacher should be so much a master of the branches he pro-
fesses to teach, as not to require, for his own use, any aid from text-
books. To enable:him, for instance, to communicate a knowledge of
arithmetic, the powers and properties and laws of numbers, in all
their details, should be so familiarized to his mind, that by the most
clear and simple illustration, he may be able at once to explain and
obviate every difficulty and impediment in the path of his pupils.
Obstructions present themselves to the minds of the uninitiated, in
every department of knowledge ; and the skill of the teacher is best ,
manifested in his ability to reduce both the number and magnitude of
these obstructions,—to communicate a knowledge of the subject, in-
stead of its mere definition,—to lead the mind of youth by a smooth,
easy and regular ascent from the lesser to the greater, and from the
known to the unknown—and thus to strew flowers and perfumes in
the, hitherto rugged path of science. 5
A spirit of improvement in the art of teaching, and in the science
of education is now abroad in the State. Many able teachers are
found, who, guided by the light of their own vigorous understand-
ings, have successfully introduced normal methods of communicating
instruction. The opinion that a school founded for this express pur-
pose, will be wholly useless, may be, and doubtless is, entertained by
some. But the mass of our fellow-citizens, who have witnessed
within the past few years the great and numerous improvements
which have taken place in many of the arts of life, will scarcely en-
tertain the belief that education alone is to stand still, and to remain
a solitary exception to the general rule. The assumption that the
present and future generations of the young are destined to spend the
same time and labor as their predecessors in acquiring a meagre
knowledge of the multifarious works of the Creator, and of the
beautiful and harmonious laws by which they are controlled ; while
it would afford the most melancholy reflection to the philanthropist,
fortunately finds no countenance either in the experience of the past,
or in the reasonable probabilities of the future. Upon every pillar of
the great structure of modern civilization are legibly inscribed “ Tm-
provement and Progress,” and should we fail to be prompted to
vigorous exertion in the cause of education, by this universal ad-
monition, we should be untrue to ourselves, to our children and to
our country.
* 8. YOUNG.
[Senate, No. 24.] 3
(Be)
Remarks of the Hon. Samuel Young on the opening
of the State Normal School.
It is probably expected, on the opening of this school for the re-
ception of pupils, that at least a brief exposition should be given of
its design, of the general course of its studies and exercises, and in
short of the paramount object of its institution.
There are in this State not far from eleven thousand teachers in our
common schools, to whose care and skill is committed the tuition, in
all the elementary branches of education, of upwards of seven hun-
dred thousand children. The great mass of these teachers are con-
scientious individuals, possessing different grades of capacity and of
acquirement, and exercising their important functions with a zeal and
efficiency commensurate with their best ability and knowledge. But
never having had any special training as teachers, they are thrown
‘upon the resources of their own understandings, with no other guide
than the dictates of an isolated and limited experience, in the selec-
tion and adoption of the best modes of imparting instruction to the
youthful mind. And conscious of their susceptibility of improvement,
it is highly creditable to the teachers of several of the counties in this
State, to have formed voluntary associations, and at considerable ex-
pense to have assembled themselves together, to hear lectures, to in-
- terchange opinions, to submit to the regular drill ofa well conducted
school, and by every other available means to improve their useful-
ness by increasing their knowledge. These laudable efforts have been.
followed, in those counties, by visible improvements in the schools :
and it is earnestly to be hoped that Teachers’ Institutes will be con-
tinued and multiplied until they pervade the whole State.
The school which is now to be commenced, is founded on the as-
sumption—an assumption which would seem to be self-evident—that
the art and science of teaching, like every other art and science, is
neither inherited, nor innate, nor instinctive ; but like all human at-
tainments must be acquired by careful previous preparation. The re-
sponsibilities which rest upon the teachers of the young, are of greater
20 [Senate
magnitude, and involve more momentous consequences than those
of the public duties of any other class of functionaries. The right or
the wrong development of the moral and intellectual faculties of the
seven hundred thousand children of this State, in the susceptible pe-
riod of childhood, will give coloring to the whole of their future
lives. If strongly and durably impressed in early life, while the mind
is plastic and tenacious, with sound principles and correct knowledge;
if inspired with the eternal truth that virtue is happiness, and vice mi-
sery, the amount of crime and‘of suffering which will thus be averted,
and of enjoyment which will thus be secured, is incalculable. And
to “train up a child in the way he should go,” so far as it respects an
implicit acquiescence in the gréat and immutable laws of moral obli-
gation, is a duty as incumbent on the teacher of a school as on the pa-
rents of its children. And next to parental influence, there is no hu-
man instrumentality which can affix so indelible an impress upon the
disposition, the moral habits and future character of a child as its tea-
cher. It is to aid in preparing teachers to as great an extent as prac-
ticable, to fulfil in the best manner all the duties of their station that
this school is established. Every additional grade of usefulness that
can be given to them, will benefit the community ; and by rendering
better and more efficient services, the instructors of youth will be more
liberally rewarded by their employers, and will also elevate their
standing in social estimation, in a corresponding manner.
It is not expected that individuals will be received as members. of
this institution, who-are not already acquainted with those depart-
ments of education which are usually taught in our’schools. _ Their
_ knowledge of all the elementary branches is here to be reviewed and
made perfect; and in addition to this, they will be carefully and
practically exercised in the best modes of teaching all these branches:
For this purpose, arrangements are now in progress, although not yet
completed, for providing model classes of little children of the differ-
ent ages and descriptions usually found in our country schools. These
classes will be taught by the pupils of this institution under the su-
pervision of the Principal, from the learning of the alphabet upwards
through all the grades of common school education.
In the mental constitution of children, as well as of adults, great
diversities are found. Some are timid and modest—others forward
and presuming—some hasty and passionate—others mild and forbear-
ing—some endowed with the faculty of rapid and almost intuitive ap-
prehension—others’ slow in conception and hesitating in application
~—one is found obstinate in disposition and another yielding. Nume-
rous shades and varieties present themselves in every school. In some
children the organs of speech and powers of utterance are early deve-
loped—whilst in others, the inarticulate stammerings of childhood are
protracted to ‘a much later period. Some are corporeally delicate and
feeble, and others robust ; and between the two extremes-there are
many grades of moral and physical ability. No one can become an
accomplished teacher who does not strive to understand both the men-
tal and physical characteristics of his pupils. . And he must not only
No. 24. 21
understand them ; but also where they are strongly predominant he
must govern himself and his pupils accordingly. :
The classification, management and government of the children of
a school, will here form one of the subjects of instruction. The old
system of school government, founded alone on fear and force, hasal-
ready been to a great extent abandoned. Few advocates are now
found of the Draconian code of corporeal infliction for every delin-
quency. No one who does not love children should aspire to be
their instructor. And when the instructor possesses this and. other
proper requisites, the love and confidence and respect of the pupils
are easily secured ; and these relations existing, moral government
instead of the criminal code will secure good order. This should be
regarded as the general rule, to which exceptions occasionally may
be found.
In addition to the ordinary branches of study pursued in our com-
mon schools, it is intended that vocal music and drawing shall form
apart of the course of instruction here to be communicated. Physi-
ology also, so far as it embraces the science of vitality, and the laws
to be observed in the preservation of health, will be taught.
Instruction in vocal music has already been introduced into a num-
ber of our schools, and instead of retarding, it has uniformly been
found to accelerate the acquisition of all the ordinary branches of edu-
cation. Nothing is more exhilarating to the young and tender mind,
than harmonious sounds; and the relaxation and:delight which are
afforded by lessons in music, are regarded by children asa compensa-
tion for the uninteresting details of the more laborious exercises. of
the school. Drawing is also considered by the young as an amuse-
ment rather than a task ; and the command and control which its ex-
excises give to the tiuscles ‘of the hand and arm, facilitate in a great
degree the acquisition of a good hand-writing. In all the depart-
ments of human industry drawing is useful, and in some of them’ in-
dispensable. ‘The ability to sketch a farm, an orchard, a garden, a
house or other building, a carriage or machine, a tool or implement
in the mechanic arts, a tree, flower, fruit, or plant, or, animal, is fre-
quently called into requisition ; and a sufficient degree of skill for all
-the ordinary. purposes of life is easily acquired by the young, and.
might be communicated to every child in the State, without impedi-
ment to his advancement in the more indispensable branches of learn-
ing.
Te is the dictate of humanity strongly to inculcate upon the young,
the laws of health. It is a well established'and melancholy fact, that
one-half of the human race are’ consigned to the grave before they
have attained: the age of eight. years; and many. of the survivors
often linger out a brief and painful existence of sickness and disease.
Physiology teaches us that'God has given to man a corporeal con-
formation.at least as perfect as that of any animal whatever; and it is
therefore reasonably inferential that premature death, disease and
sicknessiare-ascribable to transgressions against the laws of our organi-
zation. During the present century some little encroachments have
been made upon the gloomy domains of the King of Terrors, and
22 [Senare
the average duration of human life in some portions of the world has
been visibly lengthened. The progress of vaccination and of tem-
perance has materially contributed to this beneficial result. Much,
however, still remains to be done, to give that degree of longevity
and of health, which seems to have been the design of the Creator
in bestowing upon man his corporeal structure. To discover and to
obey the laws which God has impressed upon matter as well as upon
mind, constitute both the duty and the happiness of the human race ;
and it should be durably impressed upon the young, that they cannot
transgress any of the laws which appertain to the health of the body
or of the mind, without suffering the penalty. Much, doubtless, carr
yet be done to expel or to counteract disease, ‘to protract life, and to
promote human health and happiness, by the cultivation of tempe-
rance and regularity in all the corporeal requirements, and by con-
trolling within ‘sanatory limits all the various passions and affections
of the mind. The constant breathing of pure air, the daily habit of
heathful exercise, and strict attention to personal cleanliness, by fre-
quent ablutions or otherwise, are also required by the laws of our
organization.
The days of man are numbered, and a bound is set by the laws of
his organization, beyond which ‘he cannot pass. The same mandate
‘ of mortality is impressed upon the organization of the millions of
animated beings which inhabit the water, the earth and the air. Not
one of them is immortal ; but each species has its appropriate limit
of vitality which no individual of the species can transcend. The
tortoise has been known to live more than two hundred years, whilst
the existence of the ephemeron is limited to a few hours.. No’ care
can prolong the life of the dog to twenty years, nor that of the horse
to fifty. A mechanic (to compare great things with small,) can make
a-clock which will run one day, or eight days, or other period, before
its propelling power is exhausted. And the Great Architect of the
Universe, with infinite wisdom, has constructed myriads of species of
animated beings, each of whose ultimate duration of vitality is
bounded by its organization. Individuals of each species may fall
short of this bound, but can never exceed it. In modern times as
well-as anciently, human life has extended to one hundred and eighty- -
five years. And perhaps this may be considered as the ultimate limit
to which it can be protracted in any case, by the most exact compli-
ance with the laws of its organization. But how sadly is this power
of longevity, which has been kindly bestowed by the Creator, abused
by mankind? One half of them are cut off by disease in early life,
before a moiety of the powers of either body or mind is developed,
and before they are able to perform any of the important functions.
of human existence. And from this premature sicknessand mortality,
every other species of sentient being, within the reach of observa~
tion, is wholly exempt. In the dark ages, human ignorance shielded
itself from responsibility, by regarding pain, -sickness, premature
death, and many of the other ills of life, as the special visitations of
a benevolent and all-wise Creator. But the clouds which then envel~
No. 24.] . 23
oped the human mind are at least partially dispelled, and correct con-
ceptions of cause and effect, and of the adaptation of means to ends,
and a recognition of the immutable laws which pervade both the moral
and physical universe, have commenced their sway ; and as truth
prevails, the great lesson of human responsibility in all the depart-
ments of life becomes the more striking and impressive. The time,
it is to be hoped, will ultimately arrive, when the great mass of man-
kind will regard the terms fate, and chance, and destiny, and luck, as
obsolete, and when each individual will act under a full sense of his
personal accountability, in the discharge of all his duties, towards
his Creator, his fellow creatures and himself.
Having indicated the prominent studies which wil/ be pursued, it
will not, perhaps, be amiss to designate what will not be taught, nor
even tolerated in this school.
The religious world is divided into various denominations, who, as
is well known, entertain feelings more or less partaking of unchari-
tableness towards each other. In these feelings, neither the precep-
tors nor pupils of this school will participate. Sectarianism of any
kind, is too narrow and exclusive for an institution like this; and the.
word sectarian is as applicable to politics as to religion. Ignorance
and prejudice are doubtless the causes of many of the differences
which distract the world, and produce a vastamount of human misery.
‘The efforts of this institution sould be directed, as far as possible, to
the extinction of these fertile sources of moral and physical evil, and
thereby to the promotion of “peace on earth and good will to men.”
Previous to their becoming members of this institution, its present and
fature pupils will doubtless have attained an age in which their-reli-
gious opinions will have been formed. For these opinions they are
not responsible to any human tribunal. Each will attend, at his or her
option, at such house of worship as former habit and reflection may
have selected, and in such form as to each shall seem most acceptable
‘to the Supreme Being, will offer up the homage of a grateful heart.
Throughout the civilized world during the last hundred years, the
‘spirit of religious intolerance, with the exception of occasional out-
breaks, has gradually assumed a milder form; and the peace and
happiness of the human race will be vastly promoted by the advent,
ef an era, when each individual shall commune with his Maker in
his own way, without calling in question the creed of his neighbor ;
and when an expansive charity shall regard the paths which are
traveled by different sects of Christians, as lines drawn from the cir-
cumference to the centre of a circle, which, although starting from
different and opposite places, all finally terminate at the same point.
The spiritual condition of no one can bé injured by the exercise of
charity ; and the temporal condition of all would be benefited by the
prevalence of this virtue.
Mr. David P. Page, of the State of Massachusetts, has been en-
gaged by the executive committee as the principal of this institution,
and Mr. George R. Perkins, of this State, as professor of mathema~
tics. They are both in readiness to enter upon the discharge of their
duties. When the school shall have been fully organized, such other
aids will be provided as its exigencies may require.
24 : [Sexare
In the selection of instructors for this institution, the executive
committee have been exclusively governed by the consideration of
moral qualities, scientific attainments and practical skill. And for
the encouragement of the young aspirant after knowledge, it is worthy
of remark and of remembrance, that both of the gentlemen who have
been employed, are to a great extent, self-educated men; neither of
them having ever been a member of any college.
\We live in a community where the diploma of the heart and of the
head, affords the most effectual passport to public favor, and where
honorable distinction is within the attainment of every child in the
State : and to the same extent that useful science and sound habits of
thinking are cultivated and diffused, will the ephemeral aristocracy of
family, of wealth, of power and of place, become merged and extin-
guished, in the noble and meritorious self endowments of virtue and
knowledge.
In preparing and furnishing the apartments, and in procuring the
“apparatus for this school, convenience and utility have alone been
consulted. Those who come here to perfect their qualifications in
order to become teachers of the schools of this State, should be habi-
tuated to neatness, simplicity and usefulness, rather than to costly
ornament and splendid decoration. In all the arrangements, and ex-
ercises, and teachings of this school, the great object to be kept in
view is practical utility. Every reasonable effort will be made by
the executive committee to promote this desirable end. But neither
their exertions, nor the unwearied labors of the preceptors, can com-
mand success, without the zealous and cordial co-operation of its pu-
pils.. Indeed, it is only on the condition of the correct deportment,
the virtuous principles, the self control and the persevering industry
of the inmates of this school, that the desired success in its usefulness
can be obtained. 2
A liberal endowment for the establishment and maintenance of this
institution has been made by the Legislature, from, the funds of the
State; and if those who are instructed here shall duly profit by their
advantages, they will be qualified, on returning to their homes, to
diffuse throughout the State a much more than compensating fund of
moral and intellectual wealth, which “neither moth nor rust can cor-
tupt, nor thieves break through and steal.”
