Report of the delegate to the educational conventions of Buffalo and Boston, to the commissioners of public schools of Baltimore, and address on the teacher's calling, nationally considered, delivered at Buffalo

Preface

The present pamphlet is the result of a suggestion made by a number of friends with whom the writer has conversed, that a report of his observations as delegate to the Educational Conventions recently held at Buffalo and Boston, should he prepared and presented to the School Board. The reason assigned for the performance of such duty is, that the embodied views of experienced educators, as they are contained in their lectures and expressed in their debates, may be of service to the friends of education generally, in affording them, in brief review, the plans and purposes of active and efficient agencies that are operating in the cause of enlightenment and human progress. Especially, it is said, that such may be the result in regard to persons actually engaged as co-laborers in the great enterprize.

The efforts of all intelligent and experienced teachers, tend to the development of the true basis upon which our educational systems are founded, and the manner in which they ought to be conducted. There are important principles that underlie those systems, and it is necessary that they should be known. Although but few, they are varied in their forms and features, and require research and examination. Their illustration in the exhibition of the theories based upon them, and their adaptation to practical use, must always be matters of interest to the intelligent mind.

It is true, the mere rehearsal of acts performed and sentiments expressed, may not be as effective as the actual witnessing of the scenes in which they occurred, which were as interosting to the mind and the heart as they were attractive lo the eye and the ear. But the enlightened imagination, which is always ready for its work, in the appropriation of whatever it is allowed to act upon, will supply deficiencies, and realize much more than is contained in the mere record. It is in such view, that this report has been prepared, and it is now submitted to the Board in the hope that its embodiment of experience with the well-matured theories of practiced educators, may be of use in removing difficulties and objections from less practiced minds, and encouraging the application of energetic labor in a cause involving so many of the dearest interests of humanity.

Office of the Commissioners of Public Schools, Baltimore, Sepi 'ember 20, 1860.

To the Board of Commissioners of Public Schools.

Gentlemen: —

The undersigned, having been appointed a delegate to represent the Board in the American Normal School and National Teachers' Associations, in accordance with the resolutions of August 1st, attended the Conventions of these educational bodies for the year 1860. Having witnessed and participated in the proceedings of those conventions, lam satisfied of their importance in their relation to the cause of education generally, and believing that some knowledge of the subjects examined and the results attained, in the interchange of thought by some of the best minds of the country, will be of service in our own locality, I have prepared and now present you this brief review of the labors of the associations. The desire of the Board to be represented in our national educational conventions, as it appears in my appointment, suggests the propriety and duty of my embodying briefly, the views and sentiments of gentlemen of enlarged experience in the instruction of youth, upon the subject of education, which at the jn-esent time is, at least, of equal importance with any other that can engage the public attention. I proceed with the more interest in the performance of this duty, because I am sensible of a certain degree of apathy on the part of a portion of our citizens, who seem to be willing to leave the cause of public instruction entirely to those who are more immediately engaged in it, without considering that their own personal services may be of consequence, and of the lamentable indifference that prevails among the people of the state outside of the city. Did not this apathy and indifference exist, the state of Maryland aa^ohM not now be without a uniform system of public instruction, while the states that were last admitted into the Union, have jjreceded

)iei' in the enterprise. It must be mortifying to the patriotism of a state boasting its connection as one of the original thirteen, that wrought so nobly together, in their united wisdom and strength, for the success of the declaration of their independence, that her younger sisters, which are so far behind her in years, should he so many years in advance of her in the work of education. While the state is without a general law regulating the labor of public instruction, and while the people of Baltimore are not willing to enter more heartily in support of their excellent system of public schools, there is need that some unusual effort should be made to excite the interest of the population of both city and state, and cause a more general activity on its behalf. Among a portion of the citizens of our city and state, public education is popular and very highly estimated, and there are thousands of persons who may be numbered among the friends of the cause, who are patronizing it, and laboring in various ways for the advancement of its labors and prosperity. But the portion of our people that are thus disposed, is small in comparison Avith the population, a large majority of whom are either opposed to public instruction, or indifferent in regard to its success. The number is limited even among the friends of the admirable system, which is working so harmoniously and successfully in the city of Baltimore, who are heartily engaged in its support. Were it not for a few among the multitudes of the city, who are actively and energetically laboring for the advancement of the system, the public schools of Baltimore would be a thorough failure. If proof of the truth of this declaration is required, it is to be found in the fact, that while there are between fifty and sixty thousand children of school-going age in Baltimore, the highest number that lias ever been enrolled at any one time upon ths public school records, is less than thirteen thousand.

Tn view of the condition of matters thus presented, the necessity appears to be absolute, that exertions of extraordinary character be put forth, in order to awaken the public interest in a still greater degree, and excite the people to united and energetic action in the support of our system of public instruction — • an institution, which next to our religion, is most necessary in sustaining our free government, as well as in the perpetuation of our prosperity and happiness as a nation. In fact, if rightly considered, our intelligence is but a part of our religion, which finds a potent adjunct in the schools, and may he rendered yet more efficient through their agency.

It is ardently hoped that the brief comparison presented in this paper,, between the educational labors and resources of our city and state, and other localities, may be in a degree effective in directing the attention of our people to a greater extent to our system of public schools, which they may be assured is second to none in this country, in the practical working of its various departments. In extending the interest of our fellow-citizens in our public schools, and engaging their personal services in their support, we secure their popularity, their prosperity, and enlarge the sphere of their usefulness. It is in this way that the success of our efforts may be rendered effectual, in the provision of a general and uniform system of public instruction for our state.

Joint Opening- of tee American Normal School and National Teachers' A&soctations.

The American Normal School and National Teachers' Associations, commenced their operations in convention, at Buffalo, on Tuesday, August 7th, at 10 o'clock A. M., in the spacious rooms of the Young Men's Christian Association, which are situated on Main street, and in a central part of the city. The two bodies were present at the opening, and were welcomed to the city by his Honor Mayor Alberger, who delivered an appropriate address on the occasion, expressing the interest of the people of Buffalo in the great cause of education, and his pleasure in using his best efforts to encourage and sustain it. He was pleased that the city over which he presided as Chief Magistrate, had been selected as the place at which the joint meeting of the two associations was to have been held, and hoped that the effort to be made by them on behalf of the interesting subject of their concern, would be successful and satisfactory.

The address of the Mayor was responded to by Professor W. F. Phelps, Principal of the Normal School of the State of New Jersey, and President of the Normal School Association, and by J. W. Bulkley, Esq., Superintendent of the Public Schools of Brooklyn, New York, and President of the National Teachers' Association.

Seventeen (States were represented, and there was a delegate present from the City of Mexico, and one from Canada. Delegates were in attendance from Texas ami California. The number of Teachers that were present is estimated at twelve hundred. Two hundred were from Massachusetts, and twenty-seven from Maryland. Nearly all those; from Maryland are connected with the public schools of Baltimore.

The meetings of the Convention were well attended, and generally opened with prayer.

First Session of the Normal {School Association,

Immediately after the preliminary exercises in the opening of the session, Professor Phelps took the chair, and organized the convention of the American Normal School Association for business. His introductory address related especially to the history of the association; — its objects and aims were considered, and their importance and necessity to the success of education in our country. The former labors and future work of the body were alluded to, in connection with the difficulties to be overcome, aud the future prosperity of the enterprize. The discourse Avas founded entirely upon the extensive practical experience of its author, and its arguments were conclusive upon all the points considered.

Discussion on the True Order of Studies.

The first order was the previously appointed discussion of the question, "What is the true order of studies?" Considerable talent was elicited in the debate, during which the order of the sciences was presented, together with the order in which the human faculties are developed. The lack of adaptation of the one to the other, in the work of education, was clearly shown. The operations of the school-room were represented in the manner of recitation as generally admitted. The conclusion was inevitable that there is no well defined system of education founded upon the philosophy of mind, and adapted to the mental faculties in the natural order of their development. The admission of this fact after a discussion by the most experienced educators in the country, ought to, and perhaps it may, lead to the exhibition of the true system upon which the youth of the schools should be instructed. This is one of the most desirable objects connected with the subject of education, and it may be attained by a more thorough examination of the present practice, compared with the philosophical exhibition and growth of the mental powers.

Afternoon Session — Lecture. .

At the second session of the Normal School Association, which took place on the afternoon of the first day, Professor D. N. Camp, Principal of the State Normal School of Connecticut, read a paper on "the relation of Normal Schools to popular education. 5 ' The substance of this paper may be presented in its decided application to the necessity of the Normal School, to the success of any system of education. The relation of the Normal School to popular education was rendered apparent, in. the necessity of preparing teachers for the proper performance of their duties. Without previous training the teacher cannot, be prepared for the labors of the office, and without such preparation on the part of those who assume to be the instructors of youth, and are appointed to the charge of schools, popular education cannot be sustained.

This emphatic decision which was logically enforced by Pro - lessor Camp, has been endorsed by every experienced educator that has examined the subject, as well as by every effort that has been made to illustrate and enforce it. No experienced educator now hesitates a moment in uniting his voice with the universal sentiment, that the Normal School, or normal instruction, given in some way or other, is necessary to the success of any and every form in which the educational process may be pursued. The ability to impart instruction is not to be regarded as natural with the individual, and if not acquired by study and instruction, it must be by experience.

Interesting Incident— Father Ketchum,

At the conclusion of the reading by Professor Camp, a very interesting incident took place, in the introduction to the convention by Dr. S. B. Hunt, Superintendent of the Public Schools of Buffalo, of Mr. Jesse Ketchuui, a venerable old gentleman well known in that city, in his title of "Father Ketchuui." He is now nearly eighty years of age, and one of the best friends of education living in the state of New York. He has contributed, in various ways, portions of his large fortune to the advancement of religion and education in Buffalo. One of his donations to the city is a church, which cost thirty thousand dollars. His last gift, recently bestowed, is that of a large square of ground, in a beautiful situation, upon which is to be erected a building, or buildings, for the use of a Normal School. It is Mr. Ketchum's purpose to take the lead in the contributions towards the erection of the buildings, and it is quite likely, if his life is spared a few years longer, that the city of Buffalo may become indebted to him, in its perpetual memorial of affection, for a well endowed and efficient Normal School. Besides his benevolence, thus exhibited, he is sometimes engaged in the publication and distribution of useful works. The old gentleman made a feeling address to the convention, in which he said much to encourage the younger members to persevere in the good cause in which they are engaged. He assured them that they should be well rewarded for their labors, in the satisfaction and mental enjoyment, the consciousness of having done service to humanity, in the discharge of their arduous duties, would produce. A most remarkable feature in the character of the venerable man, appears in the very low estimate which he places upon his gifts and services. He is continually engaged in performing extensive services to the community, and yet speaks of his efforts in the most indifferent tone, as if he conceived they were of a very small consideration. He allows no one to get through with an intended compliment, but always interrupts the speaker by some light remark, as if he thought his noble work was not worthy of being mentioned. I here in his absence, enjoy the satisfaction of saying what could not be said in his presence, and will add to it a word in relation to the sentiments of gratitude, which the people of Buffalo should perpetuate, through coming generations, in a memento worthy of the character and life of so kind a benefactor and so good a man. A letter received from him

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since we met at the convention, gives additional evidence of the same enthusiastic spirit, so fully exhibited in the assembly

of his friends.

Discussion.

A discussion, which followed, upon the subject of Professor Camp's paper, brought up speakers from different parts of the country, by' all of whom it was declared in emphatic terms, that the Normal School was an universal pre-requisite in all educational enterprizes. Arguments were used, showing the necessity of united and immediate action in their establishment, in connection with all the systems of public instruction in use, or intended to be organized.

While the subject is popular and in active consideration by the friends of education, it may be the time for all to strike hands in the great issue. Debates may warm up feelings and inspire new thoughts and develop new plans, but action — action' is necessary to the performance of the work. The best school in which to learn this necessity is that of experience, and those who have been most actively engaged in the work of education in Maryland, have learned in that school. Upon this subject our sentiments have long since been settled, and we are satisfied that the time has come for us to act, and that too with persevering energy, if we would render our labors fully successful, in the accomplishment of their intended purpose. It is clear that the Legislatures of the various states of our Union, with but few honorable exceptions, are omitting one of the most necessary and important of their obligations to the people, in their neglect to provide Normal Schools for the training of teachers, for the education of the youth of the Commonwealth. Nor has the general government been mindful of its duty in the issue. The time will doubtless come when the sentiments of Washington and his compatriots, in relation to the education of the people, will be taken up and echoed and re-echoed throughout the land. The national system of instruction, or national university suggested by Washington, will become prominent in the mind of the future, when the greatness of his views and the majesty of his statesmanship, shall be placed in overshadowing comparison with the narrower policy of the politicians that have succeeded liim. With Washington, the recorded suggestion of a national system, by which the people were to be educated, was no unmeaning arrangement of language; nor were the words when spoken an empty sound of human utterance, merely intended for political effect. He meant what he wrote and spoke, and the day will come, if our Republic is preserved in its integrity, when his sentiments will be the watchword of the educational arena, enunciated from the central organization, and re-echoed and returned to the American Capital in the shouts of every state in the Union.

E VENINO SESSION — LECTURE .

In the evening after the opening of the third session of the first day, Rev. B. G-. Northrop, of Massachusetts, read an essay on "The Relation of Mental Philosophy to Education.** In this essay it was shown, that a proper knowledge of the laws and action of mind, is necessary to the success of the teacher and that the course of study which it is proper to pursue, must be adapted to the mental development of the learner. Self-knowledge was declared to be the proper object of the learner's pursuit. It was described as the most difficult, and yet the most valuable attainment of the human intellect. To say there can be no self-knowledge without self-culture, is a truism which does not require much logic to elucidate. The self-command, in the use of intelligence, which may become the result of self-knowledge, was very properly presented as the aim of the true teacher, and exhibited as containing the elements of his success. In the process recommended by the essay, the sensibilities and affections are not to be neglected in the labor of education .

This mere glance at the essay of Mr. Northrop, will serve to show the practical teacher how much depends upon himself, in the ordering of his own habits, upon the minds and hearts of his pupils. If his knowledge is such as he has always at command, and has its influence in enabling him to control his own movements, rendering them calm and dignified, and his own speech, causing it always to be chaste and appropriate, his influence must be potent in the exhibition of good example

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before tlie school. In such process the teacher will succeed in warming out the sensibilities and affections of his pupils, and in the pursuit of their education, they must become better as well as wiser persons. The hints thus presented may be readily appropriated by the thoughtful teacher, and he may be sure that nothing shall be lost in their practical use.

Discussion.

The balance of the session was occupied in the discussion of the subjects presented in the essay, which were considered as important and necessary to be properly considered. One of the speakers declared that he had been engaged in the labor of teaching for thirty-five years, and had not yet seen the man that could place the mental faculties truthfully in their order, in the process of their development by instruction.

This was a startling declaration, but it is nevertheless true. There is no system of education by which the mental faculties are considered in the order of their development, and the studies adapted to that order. The knowledge of this fact may tend to an approximation towards the true method of study, in reference to the growth and expansion with the developing powers of the pupil.

Second Day — Morning Session.

The morning session of the second day was commenced by the Normal School Association, at half-past 8 o'clock. The labors of the clay were begun at that early hour, to enable the Normal School Association to get through with its business, and make way for the session of the National Teachers' Association. A portion of the session was occupied in receivingverbal reports and statements from the different Normal Schools represented at the convention. The call of the States was made, and each responded in its turn as follows:

Wisconsin.

The Normal School of Wisconsin was the first in order. — • Professor Welch made a statement regarding its origin, classification and regulations. The Legislature has authorized thfl establishment of a Central Normal School which is to be the centre of an extensive system of Normal instruction. covering the entire state. Normal classes are organized in each of the higher public schools and colleges. Two of those classes are to be located in convenient parts of the state, for the purpose of affording instruction to teachers already engaged in professional duty. The School fund of Wisconsin is about four million dollars. There is also a University fund of over three hundred thousand dollars. It is anticipated that the School fund will be greatly increased in a few years. The friends of education in the state, have determined that she shall not be behind any of the states of the Union, in her educational resources. The most ample buildings are to be provided. The very best teaching talent is to be secured. The largesl amount of money is to be set aside as a school fund. The people of Wisconsin are to be educated, if there are men and means in the land by which it may be accomplished.

Massachusetts.

Eev'd Mr. Northrop, of Framingham, Massachusetts, represented the Normal Schools of that state. There are four Normal Schools in Massachusetts — one at Framingham, one at Westfield, one at Bridge water, and one at Salem. Besides these, there is a Girl's High and Normal School in the city of Boston. All these schools are in successful operation, and contributing their share to the stock of teachers in the public schools. The number of pupils enrolled is over seven hundred, including those in the Girl's High and Normal School. Each of the schools has a principal, and from two to four assistants. Nearly one hundred were graduated as teachers during the past year. The graduates of the Normal Schools always make the best teachers, and they are preferred before others in all the common schools. Greater efforts are now in progress for the increase of Normal School facilities than have ever heretofore been made. The state will be able in a few years to supply a large proportion of its teaching element from the Normal Schools.

In addition to the above as stated by Mr. Northrop, I have obtained from other sources, information in relation to the Normal Schools of Massachusetts which it may be proper to record in this report.

The Girls' High School— The Girls' High School of Boston was organized in the year 1852. The High School department supplies the means of education in the higher branches of study, such as are pursued in the Boy's English High School of that city, including all the English branches, with the higher mathematics and the modern languages. The Normal department is for the training of teachers. The High School department furnishes the pupils, who are not only instructed in the art of teaching, but afforded practice in the instruction they are required to give the different classes, under the direction of the professors. From the Normal department, one hundred and fifty-seven teachers have been appointed to teach in the Grammar and Primary Schools of the city. All these teachers are spoken of in the highest terms, by the Boston School Committee. The advantages of the school have not heretofore "been limited to the citizens of Boston. Applicants who have not resided in the city, have not only been admitted, but they have been sought after. The school is now so full that its privileges will have to be restricted to the city of Boston, or enlarged accommodations must be provided. Candidates for graduation are rigidly examined, and they are not passed until they are known to possess the ability to impart instruction, The diploma of the graduate relieves her from a further examination when applying for an appointment. At the examination for the admission of pupils into this school in 1859, it was considered advisable to lower the standard, which some members of the committee regarded as too high for many of the applicants. The standard was accordingly reduced, but the committee soon learned that the movement was highly injudicious. A large proportion of pupils who were admitted upon the reduced scale, were found insufficient for the studies of the classes. Instead therefore of the lower, the committee resolved to recommend a higher standard, for future examinations. The examinations were conducted by written, combined with oral questions. Beference is made especially to the development of the mental powers, rather than the overloading of the memory with the matter of the text-books. This practice is doubtless the result of experience with the Boston committee. In the practical test that is made, of the ability of the teacher, the fact must be realized, that the higher mental endowment is with those who have had their mental powers enlarged, in the exercise and vigorous development of their own free thoughts, rather than those who have memorized the text-books, without that intelligent apprehension, which makes the subject the property of the whole mind and not of the memory alone. The number of pupils at present in the Girls' High and Normal School, is two hundred and sixty-seven. '

School at Framingham. — The Normal School at Framingham is composed entirely of young ladies. It is under the care of a principal together with three assistants. It was the first that was organized in the country. It was commenced at Framingham in 1839. The number of pupils at the close of the year 1858, was 75. The classes are designated by the titles of "advanced," "senior/" "second" and "junior." The pupils are thoroughly instructed in the various branches taught in the schools, as well as in the art of teaching them. The philosophy of the human mind is one of the principal subjects of study. The pupils who do not give evidenee of a love for the profession, and a desire to excel, are privately informed that the Board cannot be the agency through which incompetent teachers are introduced to the public, and they are accordingly requested to retire from the institution. Applications to the principal for teachers are so frequent, from the directors of schools in different local ties, that the demand cannot be supplied. The school is furnished with an excellent library.

School at Westport. — The Normal School at Westport is conducted by a principal, assisted by one male and two female teachers, and occasionally by some of the advanced pupils. — Vocal music and penmanship are taught by occasional professors. The whole number of pupils in 1858, was 169. Forty, live of these were young men, and one hundred and twenty, four, young women. Physical culture lias been introduced into the school with success. Regular exercise is made one of the duties of both teachers and pupils. Suitable apparatus is to be provided for use in this department. The school is doing good service in sending out faithful and efficient teachers. There is a library belonging to the school. The undersigned has met Mr. Ariel Parish, the Visitor of this school, and esteems him highly as a gentleman of education and refinement.

School at Bridgeivater . — The Normal School at Bridgewater, is conducted by a principal, with one male and one female assistant. A music teacher is occasionally in attendance. The number of pupils in attendance in 1858, was 89. Thirty-two were males and fifty-seven, females. The classes are denominated -''Senior," "Middle" and "Junior." The graduates of 1858, tAventy-three in number, nearly all obtained situations shortly after the close of the year. There is a lyceuni and library connected with the school. The meetings of the lyceum are held weekly, and nearly all the pupils are always in attendance. The school is represented as being in a very flourishing condition .

School at Salem. — The Normal School at Salem is composed entirely of young ladies. It is managed by a male principal, and three regular female assistants. Occasionally three or four of the advanced pupils have been employed as teachers. There is a professor of music connected with the institution. The number of pupils in 1858, was 119. The number of graduates was 30. They are divided into "Advanced," "Senior," "Middle," and "Junior" classes. The library consists of over four thousand volumes, and is regarded as quite a good one for general reference and reading. It is furnished with the principal educational periodicals of the United States. A cabinet of minerals has been provided, together with a number of specimens of natural history. Mr. Henry Wheatland, one of the Board of Visitors, and the principal, Mr. Alpheus Crosby, are known to the undersigned to be accomplished gentlemen, and well qualified for the oversight and management of such a school. Under their supervision and instructions, if properly supported by the state, its success must certainly be secured.