Chapter 12

These things have happened in obedience to a law which knows no change. Power in America is with those who can bring the greatest intellectual and moral force to bear upon a given point. And Massachusetts, limited in the extent of her territory, without salubrity of climate, fertility of soil, or wealth of mines, will have influence, through her people at home and her people abroad, proportionate to her fidelity to the cause of universal public education.

NORMAL SCHOOL TRAINING.

[An Address delivered at the Dedication of the State Normal School, at Salem.]

The human race may be divided into two classes. One has no ideal of a future different from the present; or, if it is not always satisfied with this view, it has yet had no clear conception of a higher existence.

The other class is conscious of the power of progress, is making continual advances, and has an ideal of a future such as, in its judgment, the present ought to be. Both of these classes have institutions; for institutions are not the product of civilization, as they exist wherever our social nature is developed. Man is also a dependent being, and he therefore seeks the company, counsel and support of his fellows. From the right of numbers to act comes the necessity of agreement, or at least so much concurrence in what is to be done as to secure the object sought. The will of numbers can only be expressed through agencies; and these, however simple, are indeed institutions--the evidence of civilization, rather than its product. They are always the sign, symbol, or language, by which the living man expresses the purpose of his life. Therefore, institutions differ, as the purposes of men vary.

The savage and the man of culture do not seek the same end; hence they will not employ the same means.

The institutions of the savage are those of the family, clan, or tribe, to which he belongs. There the child is instructed in the art of dress, in manners and language, in the rude customs of agriculture, the chase, and war. This with him is life, and the history of one generation is often the history of many generations. Their ideal corresponds with their actual life; and, as a necessary result, there is little or no progress.

But the other class establishes institutions which indicate the existence of new relations, and exact the performance of new duties. As man is a social being, he necessarily creates institutions of government and education corresponding to the sphere in which he is to act. If a nation desires to educate only a part of its people, its institutions are naturally exclusive; but wherever the idea of universal education has been received, the institutions of the country look to that end.

When Massachusetts was settled there were no truly popular institutions in the world, for there was really no belief in popular rights. And why should those be encouraged to think who have no right to act? The principle that every man is to take a part in the affairs of the community or state to which he belongs seems to be the foundation of the doctrine that every man should be educated to think for himself. Free schools and general education are the natural results of the principles of human equality, which distinguish the people and political systems of America.

The purposes of a people are changeable and changing, but institutions are inflexible; therefore these latter often outlast the ideas in which they originated, or the ideas may be acting in other bodies or forms. Institutions are the visible forms of ideas, but they are useful only while those ideas are living in the minds of men. If an institution is suffered to remain after the idea has passed away, it embarrasses rather than aids an advancing people. Such are monastic establishments in Protestant countries; such is the Church of England, as an institution of religion and government, to all classes of dissenters; such are many seminaries of learning in Europe, and some in America.

Massachusetts has had one living idea, from the first,--that general intelligence is necessary to popular virtue and liberty. This idea she has expressed in various ways; the end it promises she has sought by various means. In obedience to this idea, she has established colleges, common schools, grammar schools, academies, and at last the Normal School.

The _institution_ only of the Normal School is new; the _idea_ is old. The Normal system is but a better expression of an idea partially concealed, but nevertheless to be found in the college, grammar school and academy of our fathers. Nor have we accepted the institution so readily from a knowledge of its results in other countries, as from its manifest fitness to meet a want here. It is not, then, our fortune to inaugurate a new idea, but only to clothe an old one again, so that it may more efficiently advance popular liberty, intelligence and virtue. And this is our duty to-day.

The proprieties of this occasion would have been better observed, had his excellency, Governor Washburn, found it convenient to deliver the address, which, at a late moment, has been assigned to me. But we are all in some degree aware of the nature and extent of his public duties, and can, therefore, appreciate the necessity which demands relief from some of them.

Massachusetts has founded four Normal Schools, and at the close of the present century she may not have established as many more, for she now satisfies the just demands of every section of her territory, and presents the benefits of this system of instruction to all her inhabitants. The building we here set apart, and the school we now inaugurate to the service of learning, are to be regarded as the completion of the original plan of the state, and any future extension will depend upon the success of the Normal system as it shall appear in other years to other generations of men. But we have great faith that the Normal system, in itself and in its connections, will realize the cherished idea of our whole history; and if so, it will be extended until every school is supplied with a Normal teacher.

This, then, is an occasion of general interest; but to the city of Salem, and the county of Essex, it is specially important. Similar institutions have been long established in other parts of the state; but some compensation is now to be made to you, in the experience and improvements of the last fifteen years. Intelligent labor sheds light upon the path of the laborer, and, though the direct benefits of this system have not been here enjoyed, many resulting advantages from the experience of similar institutions in other places will now inure to you.

The city of Salem, with wise forecast, anticipated these advantages, and generously contributed a sum larger even than that appropriated by the state itself. This bounty determined the location of the school, but determined it fortunately for all concerned.

Salem is one of the central points of the state; and in this respect no other town in the vicinity, however well situated, is a competitor. Pupils may reside at their homes in Newburyport, Lynn, Lawrence, Haverhill, Gloucester and Lowell, or at any intermediate place, and enjoy the benefit of daily instruction within these walls. This is a great privilege for parents and pupils; and it could not have been so well secured at any other point. Here, also, pupils and teachers may avail themselves of the libraries, literary institutions and cabinets of this ancient and prosperous town. These are no common advantages.

We are wiser and better for the presence of great numbers of books, though we may never know what they contain. We see how much perseverance and labor have accomplished, and are sensible that what has been may be equalled if not excelled. In great libraries, we realize how the works of the ambitious are neglected, and their names forgotten, while we cannot fail to be impressed with the value of the truth, that the only labor which brings a certain reward is that performed under a sense of duty.

Salem is itself the intelligent and refined centre of an intelligent and prosperous population; and we may venture so far, in just eulogy, as to attribute to it the united advantages of city and country, without a large share of the privations of the one, or the vices of the other. Of the four Normal Schools, this is, unquestionably, the most fortunate in its position and surroundings. We, therefore, ask for the concurrence of the public in the judgment which has established it in this city. If it shall be the fortune of the government to assemble a body of instructors qualified for their stations, there will then remain no reason why these accommodations and advantages should not be fully enjoyed.

The Normal School differs from all other seminaries of learning, and only because it is an auxiliary to the common schools can it be deemed their inferior in importance. The academy and college take young men from the district and high schools, and furnish them with additional aids for the business of life; but the Normal School is truly the helper of the common schools. It receives its pupils from them, fits these pupils for teachers, and sends them back to superintend where a few months before they were scholars. The Normal Schools are sustained by the common schools; and these latter, in return, draw their best nutriment from the former. This institution stands with the common school; it is as truly popular, as really democratic in a just sense, and its claim for support rests upon the same foundation.

In Massachusetts we have abandoned the idea, never, I think, general, that instruction in the art of teaching is unnecessary.

The Normal School is, with us, a necessity; for it furnishes that tuition which neither the common school, academy, nor college can. These institutions were once better adapted to this service than now. There has been a continual increase of academic studies, until it has become necessary to establish institutions for special purposes; and of these the Normal School is one. Its object is definite. The _true_ Normal School instructs only in the art of teaching; and, in this respect, it must be confessed we have failed, sadly failed, to realize the ideal of the system. It is not a substitute for the common school, academy, or college, though many pupils, and in some degree the public, have been inclined thus to treat it. There should be no instruction in the departments of learning, high or low, except what is incidental to the main business of the institution; yet some have gone so far in the wrong course as to suggest that not only the common branches should be studied, but that tuition should be given in the languages and the higher mathematics. A little reflection will satisfy us how great a departure this would be from the just idea of the Normal School. Yet circumstances, rather than public sentiment, have compelled the government to depart in practice, though never in theory, from the true system.

It so happens that much time is occupied in instruction in those branches which ought to be thoroughly mastered by the pupil before he enters the Normal School,--that is, before he begins to acquire the art of teaching what he has not himself learned.

Such is the state of our schools that we are obliged to accept as pupils those who are not qualified, in a literary point of view, for the post of teachers. By sending better teachers into the public schools, you will effectually aid in the removal of this difficulty. The Normal School is, then, no substitute for the high school, academy, or college. Nor do we ask for any sympathy or aid which properly belongs to those institutions. He is no friend of education, in its proper signification, who patronizes some one institution, and neglects all others. We have no seminaries of learning which can be considered useless, and he only is a true friend who aids and encourages any and all as he has opportunity. What is popularly known as learning is to be acquired in the common school, high school, academy and college, as heretofore. The Normal School does not profess to give instruction in reading and arithmetic, but to teach the art of teaching reading and arithmetic. So of all the elementary branches. But, as the art of teaching a subject cannot be acquired without at the same time acquiring a better knowledge of the subject itself, the pupil will always leave the Normal School better grounded than ever before in the elements and principles of learning. It is not, however, to be expected that complete success will be realized here more than elsewhere; yet it is well to elevate the standard of admission, from time to time, so that a larger part of the exercises may be devoted to the main purpose of the institution. The struggle should be perpetual and in the right direction. First, elevate your common schools so that the education there may be a sufficient basis for a course of training here. If the Normal School and the public schools shall each and all do their duty, candidates for admission will be so well qualified in the branches required, that the art of teaching will be the only art taught here. When this is the case, the time of attendance will be diminished, and a much larger number of persons may be annually qualified for the station of teachers.

Next, let the committees and others interested in education make special efforts to fill the chairs of your hall with young women of promise, who are likely to devote themselves to the profession. It is, however, impossible for human wisdom to guard against one fate that happens to all, or nearly all, the young women who are graduated at our Normal Schools. But this remark is not made publicly, lest some anxious ones avail themselves of your bounty as a means to an end not contemplated by the state.

The house you have erected is not so much dedicated to the school as to the public; the institution here set up is not so much for the benefit of the young women who may become pupils, as for the benefit of the public which they represent. The appeal is, therefore, to the public to furnish such pupils, in number and character, that this institution may soon and successfully enter upon the work for which it is properly designed.

But the character and value of this school depend on the quality of its teachers more than on all things else. They should be thoroughly instructed, not only in the branches taught, but in the art of teaching them.

The teacher ought to have attained much that the pupil is yet to learn; if he has not, he cannot utter words of encouragement, nor estimate the chances of success. It is not enough to know what is contained in the text-book; the pupil should know that, at least; the teacher should know a great deal more. A person is not qualified for the office of teacher when he has mastered a book; and has, in fact, no right to instruct others until he has mastered the subject.

Text-books help us a little on the road of learning; but, by and by, whatever our pursuit or profession, we leave them behind, or else content ourselves with a subordinate position. Practical men have made book-farmers the subject of ridicule; and there is some propriety in this; for he is not a master in his profession who has not got, as a general thing, out of and beyond the books which treat of it.

Books are necessary in the school-room; but the good teacher has little use for them in his own hands, or as aids in his own proper work. He should be instructed in his subject, aside from and above the arbitrary rules of authors; and he will be, if he is himself inspired with a love of learning. _Inspired with a love of learning!_ Whoever is, is sure of success; and whoever is not, has the best possible security for the failure of his plans. There cannot be a good school where the love of learning in teacher and pupil is wanting; and there cannot be a bad one where this spirit has control. As the master, so is the disciple; as the teacher, so is the pupil; for the spirit of the teacher will be communicated to the scholars. There must also be habits of industry and system in study. We have multitudes of scholars who study occasionally, and study hard; but we need a race of students who will devote themselves habitually, and with love, to literature and science.

On the teachers, then, is the chief responsibility, whether the young women who go out from this institution are well qualified for their profession or not. The study of technicalities is drudgery of the worst sort to the mere pupil; but the scholar looks upon it as a preparation for a wide and noble exercise of his intellectual powers--as a key to unlock the mysteries of learning. It is the business of the teacher to lighten the labors of to-day by bright visions of to-morrow.

There is a school in medicine, whose chief claim is, that it invites and prepares Nature to act in the removal of disease.

We pass no judgment upon this claim; but he is, no doubt, the best teacher who does little for his pupils, while he incites and encourages them to do much for themselves. Extensive knowledge will enable the teacher to do this.

He is a poor instructor of mathematics who sees only the dry details of rules, tables and problems, and never ascends to the contemplation of those supreme wonders of the universe which mathematical astronomy has laid open. The grammar of a language is defined to be the art of reading and writing that language with propriety. The study of its elements is dry and uninteresting; and, while the teacher dwells with care upon the merits of the text, he should also lift the veil from that which is hidden, and lead his pupils to appreciate those riches of learning which the knowledge of a language may confer upon the student.

It is useful to know the division of the globe into continents and oceans, islands and lakes, mountains and rivers--and this knowledge the text-books contain; but it is a higher learning to understand the effect of this division upon climate, soil and natural productions--upon the character and pursuits of the human race. Books are so improved that they may very well take the place of poor, or even ordinary teachers.

Explanations and illustrations are numerous and appropriate, and very little remains for the mere text-book teacher to do. But, when the duties of teacher and the exercises of the school-room are properly performed, the entire range of science, business, literature and art, is presented to the student. May it be your fortune to see education thus elevated here, and then will the same spirit be infused into the public schools of the vicinity.

The Massachusetts system of education is a noble tribute to freedom of thought. The power of educating a people, which is, in fine, the chief power in a state, has been often, if not usually, perverted to the support of favored opinions in religion and government. The boasted system of Prussia is only a prop and ally of the existing order of things. In France, Napoleon makes the press, which has become in civilized countries an educator of the people, the mere instrument of his will. Tyrants do not hesitate to pervert schools and the press, learning and literature, to the support of tyranny. But with us the press and the school are free; and this freedom, denied through fear in other countries, is the best evidence of the stability of our institutions. It is now a hundred years since an attempt was made in Massachusetts to exercise legal censorship over the press; but we occasionally hear of movements to make the public schools of America subservient to sect or party. The success of these movements would be as great a calamity as can ever befall a free people. Ignorance would take the place of learning, and slavery would usurp the domain of liberty.

No defence, excuse, or palliation, can be offered for such movements; and their triumph will safely produce all the evils which it is possible for an enlightened people to endure. Our system of instruction is what it professes to be,--a public system. As sects or parties, we have no claim whatever upon it. A man is not taxed because he is of a particular faith in religion, or party in politics; he is not taxed because he is the father of a family, or excused because he is not; but he contributes to the cause of education because he is a citizen, and has an interest in that general intelligence which decides questions of faith and practice as they arise. It is for the interest of all that all shall be educated for the various pursuits and duties of the time. The education of children is, no doubt, first in individual duty. It is the duty of the parent, the duty of the friend; but, above all, it is the duty of the public. This duty arises from the relations of men in every civilized state; but in a popular government it becomes a necessity. The people are the source of power--the sovereign. And is it more important in a monarchy than in a republic that the ruler be intelligent, virtuous, and in all respects qualified for his duties?

The institution here set up is an essential part of our system of public instruction, and, as such, it claims the public favor, sympathy and support.

This is a period of excitement in all the affairs and relations of men, and America is fast becoming the central point of these activities. They are, no doubt, associated with many blessings, but they may also be attended by great evils. We claim for our country preëminence in education. This may be just, but it is also true that Americans, more than any other people, need to be better educated than they are. Where else is the field of statesmanship so large, or the necessity for able statesmen so great?

With the single exception of Great Britain, there is no nation whose relations are such as to require a union in rulers of the rarest practical abilities with accurate, sound and varied learning; and there is no nation whose people are so critical in the tests they apply to their public agents. We need men thoroughly educated in all the departments of learning; to which ought to be added, travel in foreign countries, and an intimate acquaintance with every part of our own. Such men we have had--such men we have now; but they will be more and more important as we advance in numbers, territory and power. A corresponding culture is necessary in theology, in law, and in all the pursuits of industry.

No other nation has so great a destiny. That destiny is manifest, and may be read in the heart and purpose of the people. They seek new territories, an increase of population, the prosperity of commerce, of all the arts of industry, and preëminence in virtue, learning and intellectual power. And all this they can attain; for the destiny of a people, within the limits prescribed by reason, is determined by themselves. If, however, by conquest, annexation and absorption, we acquire new territories, and strange races and nations of men, and yet neglect education, every step will but increase our burdens and perils, and hasten our decay.

FEMALE EDUCATION.

[An Address before the Newburyport Female High School.]

I accepted, without a moment's delay, the invitation of the principal of this school to deliver the customary address on this, the fifteenth anniversary of its establishment. My presence here in connection with public instruction is not a proper subject for comment by myself; but I have now come, allow me to say, with unusual alacrity, that we may together recognize the claims of an institution which furnishes the earliest evidence existing among us of a special design on the part of the public to provide adequate intellectual and moral training for the young women of the state.