ca H I O I A PAPER HEAD AT A REGULAR MEETING OF THE WORCESTER SOCIETY OF ANTIQUITY, JUNE 5th, 1877. BY SAMUEL E. STAPLES A MFJVIIU.R OF Tin: SUCIKTV WORCESTER, MASS. : PRINTKII IJY TYLER & SEAG HAVE. 442 MAIN STREET. 1 S77. M- \ rf ' V ^^TlK'' . z~~ ' ' \ \ : 1 I 111 " NORMAL SCHOOLS AND THEIR ORIOIN A PAPER HEAD AT A REGULAR MEETING OF THE WORCESTER SOCIETY OF ANTIQUITY, JUNE 5th, 1877. P>Y SAMUEL E. STAPLES, A MEMBER OF THE SOCIETY. WORCESTER, MASS.: PRINTED BY TYLER & SEAGRAVE, 442 MAIN STREET. 1877. A/0 '/' Copies fainted for S^r irate f Li*t'iibntio/f. o n ,. ( (i * " I. o r . *, NORMAL SCHOOLS AND THEIR ORIGIN. In the preface to a little volume entitled "Lectures on School-keeping," by Samuel R. Hall, first published in the year 1829, I find these significant words. 'There is a very gen- eral belief that one of the most common detects in our common schools is the improper charac- ter and superficial qualifications of teachers. It is well known that many who are employed to teach our primary schools are deficient iu al- most every necessary qualification. While this defect is so prominent, all the efforts to increase the usefulness of schools can be attended with only partial success. But let the character of teachers be improved, and improvement in the schools will follow of course. To accomplish this object it is desirable that institutions should be established for educating teachers, where they should be taught, not only the necessary branches of literature, but be made acquainted with the science of teaching and the mode of governing a school with success. The general management of a school should be a subject of much fctudy before one engages in the employ- ment of teaching. However important such in- stitutions are to the success of common schools, as yet very few of them exist." Normal schools, institutions for the sole and special purpose of training teachers, had however, long been established in Europe. "The word Nor- mal is derived from a Latin word, which signi- fies a rule, standard, or law. Schools of this character were called normal schools on their establishment in France, either because they were designed to serve in themselves as the model or rule by which other schools should be organized and instructed, or because their ob- M207680 ject was to teach the rules and methods of in- structing and governing a school." The first school of this class, with a distinct plan for the preparation of primary school teachers, was established at Stettin, abcut eighty miles north of Berlin, in 1735. Another was established at Berlin in 1748, by Frederick II., commonly called the Great; one at Halle, 1757, and the first in France in 1810. In Hol- land the first normal school was established in Haarlem in 1816, through the influence of M. Van der Ende, who is esteemed the father of education there, to supply a deficiency which was felt for the proper training of teachers. Previous to 1820 normal schools were estab- lished in many of the countries of Europe, and were found to be of great practical use in the thorough preparation of teachers for their im- portant work. At the beginning of the present century there were in Germany alone about thirty teachers' seminaries in operation. But, to Rev. Samuel K. Hall belongs the credit of being the father of normal schools in America, the first to establish on this continent a school for the special training and prepara- tion ot teachers. Schools of this kind were ad- vocated as early as 1816 by Professor Denisou Olmstead while a tutor in Yale College, in an addiess delivered on the state of education in Connecticut, in which he endeavored to show that the great defect in our school education WHS the ignorance and incompeteuc> of the teachers, and the only remedy was a seminary for their special instruction and training for the work of their profession. Other gentlemen deeply interested in the cause of popular educa- tion, had from time to time before the establish- ment of our state normal schools in 1838 made similar suggestions, and Professor Ticknor in the North American Review for 1827 advocated the same. The Teachers' Seminary of Mr. Hall, which he established at Concord, Vermont, was open- ed in March, 1823, and was incorporated by the legislature of the state. This institution was the first normal school of America, and was co n- tinued by the founder for seven years, when he was called to take charge of the Teachers' Seminary at Andovor, which was opened in September, 1830, and the coarse of study in the normal department was arranged for three years. Mr. Hall says in a letter some years since, "The demand for teachers was so great that it was found difficult to retain young men during the full course. A few, however, com- pleted it, and are devoted to teaching as a pro- fession." He continued ac Phillips Academy for seven years till impaired health and the un- favorable influence of the climate led him to re- sign the charge of the seminary, and accept an appointment of principal of the Teachers' Semi- nary then being established at Plymouth, N. H., which was continued but thyee years, owing to the pecuniary embarrassment of the trustees. In writing of the school at Concord, Mr. Hall says, "it was more successful than I had any reason to expect; and those who went out from it as common school teachers were go generally successful that their services were greatly sought for m Vermout, .New Hampshire, and Canada." It was while Mr. Hall was principal of the school at Concord, that the volume of "Familiar Lectures on School keepin " was prepared, f bis work met with unexpected success, and an edition of ten thousand copies was circulated by the state in the schools of New York. It did much in producing a batter system of teaching. At the sessioa of iue American Iutitute of lustructiou, held in Boston, Aug. 29, 1836, one topic of discussion was, "Tue Piofessiouai edu- cation of Teacuers;" and as a result of this dis- cussion, it was "Ordered, that tue board of directors be in- structed to memorialize the legislature ou the subject of estaolisliiag a seiniuery for the edu- cation of teachers." As will be noticed, tnis action was not taken till thirteen years after the establishment of tlie normal school at Concord, Vermont", by Mr . Hall. The memorial was drawn by George B. Emerson, and signed by himself, Samuel R. Hall, Win. J. Adams, D. Kiinball, E. A. An- drews, Benjamin Greenleaf, and N. Cleaveland, constituting a committee appointed for the pur pose, and was presented to the next session of the legislature. There was a petition presented also, from a convention of delegates from towns in Plymouth and Norfolk counties.held Jan. 24, 1837, in aid of the memorial of the Institute. Upon the suggestion of Edward Everett, in his annual address to the legislature, January, 1837, the board of education was established during that year. The movement which had been strongly urged, for the establishment of state normal schools, or seminaries for teachers, was not successful at that time. The board of education organized on the 29th of June, 183^ The necessity then existing for better teachers for our somuiou schools was evident to the board, and in us tirst report urged the importance of establishing institu- tions for their special training. March 22d, 1838, a resolve was introduced into the house of representatives appropriating $10,000 to tue board of education, whicii, with $10, 000 more troui a private source, contributed by Hon. Edmund Dwignt oi Boston, was to be disoursed, under the direction or the ojo,i'd,in qualifying teachers for the common schools of Alassacbusetts. This resolve was approved by Governor Everett on the 19th of April follow- ing As a resale of tuese eJiorts for tue oetter qualification of teacurs, turee schools tor tueir preparation were establisned, jue a.t Lexing- ton, afterward removed to West Newton, and thence to Framiugham, where it now remains; one at Barre, removed to Westtield in 1844; and the other opened at Bridge water, September 9th, 1840. ''funs was established upon a sure foundation tne normal school systeai of Massa- chusetts." At that time many persons opposed the innovation, for such it was considered by some, but today none can be found to oppose it who have at heart the importance of a good common school education lor our children. The seed sown by Mr. Hall and others, to whom due credit should be given, is spriuging up, in fact has already produced an abundant harvest. Besides those persons already named, who were conscious of the need existing of better qualified teachers, and who publicly advocated the same, should be mentioned the Rev. Thos. H. Gallaudett of Harttord and Mr. Wm. Russell of New Haven, Conn. Mr. Russell afterwards moved to Boston, and was editor of the Jour- nal of Education. About the same time, 1825, Mr. James G. Carter of Lancaster, in a series of letters pub- lished in a Boston paper, called public attention to the necessity and advantages of an institu- tion devoted exclusively to the professional training of teachers. In the same year, Walter R. Johnson, then residing in Germautown, Penn., without any knowledge of the views of Mr. Gallaudett or Mr. Carter, in a pamphlet, entitled "Observations on the Improvement of Seminaries of Learning," set forth the neces- sity and advantages of schools for the special training of teachers. While this matter was being discussed in Massachusetts, Connecticut and Pennsylvania, and the importance of the subject presented to the people in these and other states, Mr. Hall was quietly pursuing his work at Concord, Vt., that state being i n advance of every other in giving legal sanction to schools for the special training of teachers, though the school of Mr. Hall was not a state institution. Perhaps no person labored uiot-e persistently and with greater devotion Co the work of estab- lishing state normal scnools in Massachusetts than Mr. Carter, and to him, and to Horace Mann, the first secretary of the board of educa- tion, belong largely the credit of establishing these institutions for the preparation of teachers in this state. Their efforts were made all the more successful b> the inauificeut contributions to the cause by the late E Lnaud Dvvighc before mentioned, and in aid of the schools some years later by the contribution fro.n the estate of Henry Todd, Esq. of Bost-m of the sum ot $10,797.72. Such noble benefactions evincing most surely their appreciation of the efforts inide for the establishment aud the usefulness of these institutions. But normal schools to- day are no longer an experiment. The first three established settled the question beyond all dispute of the wisdom of those men who labor- ed long and hard to bring about such results. As the importance aud usefulness of these be- came manifest, aud conld no longer afford ac- commodations for all who desired their advan- tages, the demand for other schools of this kind in other portions of the state became impera- tive. The first school was opened at Lexington July 3, 1839, starting with only three pupils, aud at the close of the term it numbered but twelve. Today there are in this state, including the normal art school, which was established in Boston in 1873, six schools, with a total number of pupils amounting in all departments to more than 1200. The normal school located in this city, and opened tor pupils Septem- ber 15, 1874, under the charge of Professor ' E. H. Russell, was the fifth in tne order of es- tablishment, that at Salem being the fourth, and was opened Sept. 13, 1854. It is no part of my purpose to give a history ot these institutions, but to state only in a general way their great usefulness in preparing teachers for their re- sponsible positions in life. Neither do I intend to reflect unfavorably upon those teachers who have not had the advantages of the training of these preparatory schools. Not all who gradu- ate from normal schools make good teachers, and not all who have not graduated from these institutions are poor teach rs. Some of our best teachers have not been in the normal schools. But these remarks are somewhat of a digression. I desired more especially to speak of the originators of the normal school system here, and to do justice to all those noble men, who labored so long and so hard to secure the establishment of these schools in our own coun- try. Especially would I do justice to the leader ot them all, the Rev. Samuel R. Hall, who was many years iu advance of all others in making 8 a normal school a reality and not a mere theory here. He should ever be held in remembrance as the first man on this continent to establish a school for the sole and only purpose of prepar- ing teachers to teach. As has been shown, the same ideas had been entertained by others, but to Mr. Hall belongs the credit of first putting these ideas into practice. If he who makes two blades of grass to grow where only one grew before, is to be regarded as a benefactor of his race, how much more shall he be esteemed who devises the way and car- ries into practice any plan that shall improve the character and enlarge the intellect of his fel- lowmen. Having said what I have in regard to normal schools and their origin, I will now bring these remarks to a close by adding a brief biographical notice of the founder of normal schools in America. "Samuel Read Hall was born at Croyaon, N. H., Oct. 27, 1795. He commenced teaching in Rumford, Me., in 1814, and in 1822 taught an academy at Fitchburg, Mass., being also licensed as a Congregational preacher. He removed to Concord, Vermont, in 1823, where, [as before stated,] he organized the first school in the United States for the training of teachers. He was chosen principal of the normal department of Phillip Academy in 1830, where he remained for seven years. In 1829 he aided in founding tue American Insti- tute of Instruction. In 1837 he removed to Ply- mouth, N. H., where he kept a teacaers' sem- inary till 1840, when he removed to Crafts bury, Vermont, and established there a teachers' de- partment in connection with the academy, where he taught till 1846. He is the author of a num- ber of educational works." Mr. Hall is now living in Brownington, Vermont, where he has resided for a number of years past. In concluding, I will state, that many of the facts contained in this paper I have obtained from another upon the same subject, written by Rev. A. H. Quint, D. D., in 1861, while a mem. ber of the board jf education, and also a vol- ume on "Normal Schools, etc.," by Henry Bar- nard, Esq., superintendent of common schools in Connecticut, published in 1851. 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