MAINE STATE NORMAL SCHOOLS.

HISTORICAL DEVELOPMENT.

THE Legislature of Maine, by an act passed July 27th, 1846, constituted a Board of Education composed of twelve members.

This Board, at its first meeting in December, 1846, appointed its Secretary, and also a committee on the qualification and education of teachers. The Board and its Secretary in their first report recommend the adoption of measures which should help to secure better qualified teachers. The committee of the Board appointed to examine the subject advised that the State be enlightened by public addresses and lectures, and say that "when these measures have done their work upon the public mind, it may be hoped the time will have arrived when a State institution for the qualification of teachers may be established and amply endowed. The Secretary of the Board, W. G. Crosby, in his report for 1849, asked for an appropriation from the income of the permanent school fund for the support of Normal Schools.

In 1854, a law was passed, providing for the appointment of a Superintendent of Common Schools. This officer, Hon. C. A. Lord, in his first report, dated December, 1854, advised the establishment of Normal Schools as the only permanent remedy for incompetent teachers. His successors, Hon. Mark H. Dunnell in 1855, 1857, 1858 and 1859, and Hon. J. P. Craig in 1856, in their annual reports presented urgent reasons for the organization of a Normal School for the State. Mr. Dunnell in one of his reports gave a history of Normal Schools in other States and countries, and pointed out their influence upon public schools, and the satisfactory results which had already been obtained. Teachers' Institutes had been held for several years, but though accomplishing much in the improvement of teachers, "they had proved inadequate to meet the demand for higher qualifications and that thorough preparation deemed essential to the prosperity of Common Schools."

To meet this increasing demand, the Committee on Education, in 1860, reported a bill providing for the education of teachers in eighteen different academies. This bill was passed by the Legislature, and eighteen hundred dollars appropriated at once, and thirty-six hundred dollars, annually thereafter, to carry out the provisions of the act.

Sixteen academies accepted the provisions of the bill, and provided for distinctive Normal instruction. Five hundred and sixty-six young

ladies and gentlemen received the advantages of this normal arrangement in the Autumn of 1860, two hundred and sixty-four in the Spring, and five hundred and eighty five in the Autumn of 1861. This plan of educating teachers was not thought successful, and in 1861, the Superintendent of Common Schools, Hon. E. P. Weston, recommended to the Legislature the repeal of the law, and the establishment of Normal Schools. The system was accordingly abolished in 1862, and an act passed to carry out the recommendation of the Superintendent. The act provided for two Normal Schools, one in the Eastern and one in the Western part of the State. These schools were "to be thoroughly devoted to the work of training teachers for their professional labors," "including the best methods of government and instruction."

Three Commissioners were appointed by the Governor to locate the proposed schools. Propositions were received from the Trustees of Academies, and from citizens, offering to furnish the necessary accommodations. The Commissioners, after visiting the localities from which these propositions were received, and comparing their specific advantages, decided to locate the Western Normal School at Farmington, and the second or Eastern Normal School at Castine.

The advantages expected to be derived from Normal instruction are thus set forth by the Superintendent, Rev. Edward Ballard :

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The opinion has been but too prevalent, that a High School or Academy can qualify teachers as well for their work as the institutions specially established for this purpose. But it is to the credit of the Normal methods, that in some of our higher literary institutions, classes have been formed with distinct reference to this plan. It is also to the credit of the intelligent perception of their value, that these methods are thus made a part of the instruction. Doubtless too in the ordinary use of High and Academic instruction, and with a Normal class added to the whole order, very large substantial benefits have been received for educational use. But it must be a fallacious supposition to consider, that the discipline in either of these cases can be equal to the regular, systematic and thorough drill of the full proposed Normal course.

It would be more than well if all the pupils admitted to our Normal Schools could have the preparation acquired in our best High Schools; so that here there would be only the unfolding and application of the Normal principle, and a shorter stay required under this tuition. But as we can not exact this condition for entrance, until the schools in the State are raised to a much higher grade than at present, the Normal School must teach, first the lessons to be taught. in the way of a thorough review, and then teach how they are to be taught; or, in other words, knowledge and the methods of imparting it.

The usual length of the course in our country is two years. The second is the one most profitable for the future teacher. As there still seems to be a want of information in some parts of the State on the design of these institutions, it may be proper to place on these pages some of the purposes to be reached, in coming to the great object proposed.

1. The increase of the pupil's power to teach, in whatever branch of common school study he is hereafter to be employed. The training is designed to make him thorough in the knowledge of his department. It is not merely to acquire information that he is enrolled as a student; but he is expected, under the discipline, to master the separate subjects, so as to be able without confusion of thought or perplexity of manner, to transmit to others what he knows and as he knows it. Hence great care is taken that in description, direction or expla nation, right words shall be used, and none superfluous, to convey the exact idea. 2. To place education in the teacher's mind, on a scientific basis. No subject can be well taught without the adoption of certain principles, that will be the

same to direct, whenever the same subject comes up again. These principles will mark out the line of his procedure. He will know what to do and why he does it. Rules will grow up spontaneously for his own use; and in their influence, will enter the minds of his future pupils, even without the written formula.

3. Hence, too, will come methods of teaching, which are derived from the wisdom and experience of the best teachers, here brought together, to save the labor of learning through years of toil by the like experience. One of the great excellences of the Normal School is this collection of practical wisdom. These methods will be adapted to the various ages of the scholars in the Primary, and so upward, through the Intermediate and Grammar to the High Schools.

4. And as the result of these combined influences, the adaptation of mind and manner to the actual work of the school-room. The common modes of teaching in our schools and academies have had reference mainly to the acquisition of facts, principles and rules; the study of lessons, their recitations, and where teachers have been prepared for the purpose, the illustration of the lesson by pertinent explanations. When the pupils have gone out as teachers, they carry the methods taught. In too many instances they have perpetuated the insufficient habits of several generations. It is chiefly because the improved modes, proceeding from the Normal Schools of New England, have largely entered into the instruction, that better methods have been partially introduced. How much better will it be, when the skill of every teacher, in the application of his knowledge to practice, shall have been attained by a course of study and discipline specially suited to the right accomplishment of his work. With some Normal Schools a Model School is connected, taken from the neighborhood of its location, where the Normal pupils become teachers, under the guidance of their instructors. In others the like benefit is gained in a different way; where the pupils in rotation take the position of the teacher of their own class.

STATE NORMAL SCHOOL AT FARMINGTON.

The buildings prepared for the Normal School at Farmington consist of a substantial brick edifice, sixty feet long, forty feet wide, and two stories high, with a tower, and the original academy building, which now forms a rear extension. There are accommodations for three hundred students, furnishing suitable assembly-rooms, class-rooms and halls. George M. Gage is Principal.

This school was opened on the 24th of August, 1864, in a hall prepared for its temporary accommodation. There were thirty students present at the beginning of the school; this number was increased to fifty-nine, before the close of the term.

CONDITIONS OF ADMISSION.

The "students are required to be at least sixteen years old, if females; and seventeen, if males."

All applicants must pledge themselves to render service to the State by teaching one year at least, if opportunity offers; and for two years after graduating, in case they complete the full term of study.

All candidates for admission must be prepared to sustain a creditable examination in reading, writing, arithmetic, grammar, geography and history of the United States, and must produce satisfactory evidence of good moral character.

The course of study is prescribed for two years, as follows:

First Year.-Spelling, oral, phonetic and written. Reading, with careful training in the analysis of sounds, enunciation and expression. Arithmetic, mental and written, analytic and formulary. Geography, physical and political,

with map drawing and use of the globes. History, American and foreign, so far as is consistent with other studies. English Grammar, including the analy sis and composition of the language. Natural philosophy and physiology. The Constitution of Maine, the school laws, and good manners.

Second Year.-Algebra, book-keeping, English literature, chemistry, astronomy, geometry, rhetoric, intellectual and moral philosophy, the theory and art of teaching, and the Constitution of the United States. The Latin and French languages are allowed as optional studies, if students have already made the requisite previous attainments. Students in the first year, as well as those in the second, will receive constant instruction in methods of teaching and school government; and those in the second year will spend more or less time in reviewing the elementary branches of the first year, as circumstances may require. GENERAL EXERCISES in gymnastics, singing, public speaking and composition, will receive their appropriate attention. The reporting and analysis of lectures delivered to the classes, and the preparation of criticisms, will occupy a portion of the student's time. A voluntary, literary association, with its usual variety of exercises,- -a kind of Normal Lyceum,-is already in successful operation.

Every pupil who shall complete the course of study with satisfaction to the faculty and examiners, and who shall exhibit skill in imparting instruction and fair promise of success in school management, will receive a Diploma, certifying his attainments, and signed by the Principal, Superintendent, and Governor of the State; and it is expected that such Diploma will be made a State certificate, exempting the holder for a term of years from the necessity of examination by town committees.

The object of the Normal or training school is to prepare teachers for their very important work; to give them the aid of skillful instructors, in acquiring a careful knowledge of the branches to be taught, and of the best methods of imparting that knowledge to others; to give them opportunities within their own classes, or in experimental schools, to practice the art under the eye of teachers, who will constantly point out their failures and suggest the means of overcoming difficulties.

In the Normal School the whole intent of the instruction is to give and receive correct ideas, fresh impulses and new enthusiasm upon all subjects of school management, including instruction and discipline. With such an aim it would be strange, indeed, if no more were gained toward the professional qualification of its students, than in an institution whose objects are miscellaneous, and whose efforts must consequently be divided.

RESULTS.

The school has been prosperous and its results gratifying. The number of pupils connected with the school during the Winter of 1866-67 was seventy-five; in the Spring term of 1867, one hundred and thirty-nine; in the Autumn term of the same year, one hundred and seventeen. At the close of the Spring term, thirty-two graduated.

STATE NORMAL SCHOOL AT CASTINE.

This Normal School was opened the first of September, 1867, in a building well constructed and arranged for the purposes of the school. G. T. Fletcher was appointed Principal. The school is under the same general supervision as the one at Farmington.

The conditions of admission for students, and the course of studies, are also the same as in that school. Thirteen students were registered the first term; this number was increased the second term, commencing in December, 1867, to twenty-five.

As the design of the school and its advantages to teachers become known in the Eastern part of the State, it is believed that its numbers will be largely increased.

MARYLAND STATE NORMAL SCHOOL

AT BALTIMORE.

HISTORY.

THE State Normal School of Maryland was established by the Board of Education in pursuance of the following provisions of the School Code of 1865:

There shall be located in the city of Baltimore, until the Board of Education shall otherwise direct, a State Normal School for the instruction and practice of teachers of public schools in the science of education, and the art of teaching and the mode of governing schools.

The sessions of the State Normal School shall be held in such suitable building as may be provided by the Mayor and City Council of Baltimore, or they declining to do so, in such building as the State Superintendent may select, the rent being charged among the incidental expenses.

The annual sum of $8,000 is hereby appropriated for the support of the State Normal School, and beside, $2,000 for equipment, and the cost of text-books, stationery, fuel, and other incidental expenses.

The State Superintendent shall prescribe the course of study, and make provision for model, primary and grammar schools, under permanent and highly qualified teachers, in which model schools, the Normal pupils shall have opportunity to practice the modes of instruction and discipline inculcated in the Normal School. The salaries of the teachers of the model school are to be borne in part, at least, by the tuition of the pupils of such model school.

In the Summer of 1865, Prof. M. A. Newell, at the time at the head of one of the best schools of Baltimore, was elected Principal, and before drawing up a plan for the Normal School, visited the principal institutions of this class in other States, and submitted a valuable report on the history and organization of these schools, their methods of instruction, &c., which is published in the First Report of the State Superintendent (Rev. L. Van Bokkelen, LL. D.,) Dec. 30, 1865.

The school was opened on the 15th of January, 1866, in a rented hall in Baltimore, the Mayor and City Council having failed to provide the suitable building contemplated by the act of 1865. There were present eleven students and one teacher. Prof. Newell, in a letter written February, 1868, remarks: "The first term opened with eleven students and closed with forty-eight; the second term commenced with forty-eight and closed with seventy-one; the third term opened with seventy, and closed with ninety-three; the fourth term opened with seventy and closed with ninety-four; and now (fifth term) there are one hundred and ten pupils in daily attendance, with four permanent teachers, and three who are employed portions of each day in giving instruction in music, drawing, and calisthenics. We have graduated fifty-six teachers, who are now teaching in the public schools of the State." In his report to the Superintendent in December, 1867, he adds:

Two years ago this Normal School was started as an experiment. To-day it