ing in the model school under, supervision is an importa the 73 cases in which the model school is found. Obse teaching of others, accompanied by a written report ther common form of exercise. In the institutions known as tr this practical work in all its phases is carried out much m in the ordinary normal school. More effort is put forth to student's mind a mastery of educational principles. Mo and thorough practice, under intelligent supervision, is and as a consequence, more dexterity and practical skill i teaching is imparted to them. I am not aware that the ki been connected directly with any normal school.

In t

The normal school has on the whole attained a noble United States. To use a less forcible expression for this an excessive affectation of a misplaced moderation. Some of of this success have been indicated. They are found in th tion of the schools, in the demand for the services of the cated in them. They are also found in the introduction partments into colleges, academies, and seminaries. They the confidence with which the public regard the schools ge are found in the genuine and substantial progress in edu they have done so much to promote. To ignore this gre more to deny it, would be not only unpolitic but unjust. But the normal school has made its mistakes. That resu able. Such a vast increase of power and public support expected to turn the heads of its friends. The name came t one to conjure with. And it has been used in recommend: ods and enterprises that have no merit of their own. most absurd and unreasonable promises have been put fo astounding philosophy has been taught. There have been and very loud advertising, to "split the ears of the groun it hath only "made the judicious grieve." Mistakes have a by the enthusiastic and inexperienced of the pupils, who 1 in where angels fear to tread," and have thought themsel of knowledge or power that real life has largely discounte been crudeness, and in some cases superficiality. But with men in earnest, willing to work, willing to be taught, these time always cures, and do not therefore call for much in t imadversion. The fine enthusiasm generated in the norn though it may not always be accurate in discriminating, is an invaluable attribute, and far be the day that cools its fe So much for the past and the present. What of the ft sort of institution is the coming normal school to be? thing ought it to be? I am painfully conscious of inabili the latter question, to say nothing of the former. Who can what the normal school of the future ought to be? Who, have dictated wisely and well the best type of such an insti last quarter of our nation's first century? Shall we hav sional instruction in the good time coming? Will the nor find his pupils thoroughly conversant with the positive kr

eed, and will it be his blessed function only to discuss ways of arousing tention, awakening motives, adjusting this well-mastered knowledge such way as to make it productive in the teacher's hands, and germnative in the pupil's mind? For the immediate future there is a way orthy, it would seem, of trial. It is the faithful doing of what the hour ems to demand. Let the normal school as it now is be conscientiously tilized. Let the teaching of science or literature, or what not, be done ith a careful heed to the wants of the minds taught. Let a careful duction be made of all the phases presented by the work. Let the cts thus learned be compared. Let the results be expressed in general atements. Let these statements be laid aside, not published while they e green, and let them be fairly tested time and again. And when the air is gray, and the sounds of the pedagogic battle have died away in e distance, in the mental repose of mature age, let such of the "prinples" as have stood the repeated ordeals be laid before an anxious orld. And unless the man who has come to exactly the opposite conusion from you after similar waiting and labors, should get the public r, you may stand some chance of being quoted as an educational auority. In other words, let us be slow in rushing into generalities. Let s have a serene, abiding faith in patient work, in candor, in the benefint influence of time, and in human progress. For myself I have the llest faith in the future of the normal school. I believe it will connue to improve from year to year and from decade to decade. I beeve that a time is coming when it will be stripped of its inconsistencies, ad will nobly illustrate the grand effect of the growth of ideas among a ee people. As yet we have not fully lived out the ideal of the true ormal school. For the attributes of this institution, like the scenes of great epic, cannot be written out until the soul has passed through the quisite experiences. And for a result like this, the experience of no ngle man will suffice. The nation itself must pass through it. One y there will be gathered in the ripened fruit of all this labor and ought, and we shall have a normal school worthy of this great repube, for it will be the product of the life of the republic.

I know that many important questions must be decided in the course this progress, and that the discussion of these is entirely appropriate this Convention. But that discussion cannot be entered upon in a per so short as this ought to be. And it is therefore intentionally left the gentlemen who will offer remarks in connection with this topic. But I cannot close, Mr. President, without asking your indulgence in word or two upon the character of the early laborers in this normalhool field. In our devotion to institutions, we sometimes forget the wer of personal character and influence. I believe there has gone with is enterprise of training teachers from year to year, down the decades, mething of the spirit of the men who launched it. Some of those men e know well. Their names live in the literature of the country. They e the men who wrote reports, addressed conventions, appeared before gislatures, and were before the world the representatives of the normal hools.

But there was another group, whose memory we ought not to let die.

I mean the men who actually did the work. I mean the others, who in Massachusetts undertook on a small pittan and in buildings most unfit, to make the normal schools cellence. I mean the men who under circumstances so undertook to achieve a success so wonderful as to convert of unbelievers in the enterprise into ardent supporters ther took, did I say? They did it! Finding the material reso cient, they resolved that they would throw into the work of high mental and moral force,—all the more man.

These normal schools were brought into being by men o of culture. Fine abilities, thorough and extended scholars able industry, a glowing enthusiasm, and an unruffled mo these were the qualities that gave the movement success. T men, though possessing many elements of greatness, are at known by their names. But they are known by the fruits o They were content to labor and left the talking to others. are NICHOLAS TILLINGHAST, of Bridgewater, Mass., CYRUS PE Newton, in the same State, and David P. PAGE, of Albany, were men of no ordinary mould. They belonged to no rings condidates for no office. Of scheming and worldly policy absolutely nothing. They worked for a high end only. Th of inexorable truthfulness, too. Hard workers they we their industry was excessive. But their position seemed

more work than men ought to do. In their day the norma an experiment, and an experiment conducted under very circumstances. Funds for it were very meagerly doled ou was against it. Many cultivated men were hostile to it. novation-the introduction of a new agency into the educat and the graduates of colleges, for the most part, saw no nece such new agency. The battle was a severe one. At the sta were terribly against the two or three normal schools then try. But these men wrought as if for dear life. And it was the life of the idea of normal training. Everybody know though few know the cost, in labor, of the victory that ha Nor must we forget the character of that labor. It was no as politicians do. It was not the nature of button-holing o influence," or bringing "forces to bear" upon men. Not It was work in the study and in the schoolroom. It wa labor to make the Normal School worthy. There was no ef In the classes of these men there was little to dazzle or im mittee of legislators. But all was thorough. All was pai was upon honor.

Of course the result was that the normal school became thing. When men put their lives thus into any worthy ente is the best reason to hope for success. These men have p But their work remains with us. And the 24,000 studen schools in the United States constitute a monument to th grander even than the noble cathedral that reminds men of of Wren.

The Association received an invitation from the teachers of Baltimore endering a boat ride to Fair Haven. On motion of W. A. BELL the Assoiation unanimously accepted the invitation.

The chairman of the committee on nominations, D. B. HAGAR reported he following list of officers:

Warren Johnson, Augusta, Me.
A. P. MARBLE, Worcester, Mass.
MRS. M. A. STONE, New Milford, Ct.
AMES H. HOOSE, Cortland, N. Y.
RANDAL SPALDNIG, New Jersey.
. P. WICKERSHAM, Harrisburgh, Pa.

. M. GARNETT, Annapolis, Md.

H. A. M. HENDERSON, Frankfort, Ky.
J. BALDWIN, Kirksville, Mo.
E. T. TAPPAN, Gambier, O.
W. A. BELL, Indianapolis, Ind.
S. H. WHITE, Peoria, Ill.
EDWARD OLNEY, Ann Arbor, Mich.
W. C. SAWYER, Appleton, Wis.

7. P. DUNNINGTON, Charlotteville, Va. A. ABERNETHY, Iowa.
1. M. MARSHALL, Glenville, W. Va.
. R. BLAKE, Davidson, N. C.
E. M. PENDLETON, Athens, Ga.
AMES G. CLARK, Liberty, Miss.
AMES R. MALONE, Dallas, Tex.
G. W. HILL, Little Rock, Ark.

C. Y. LACY, Minneapolis, Minn.
S. R. THOMPSON, Peru, Neb.
J. C. DENNETT, Central City, Col.
MRS. E. S. CARR, San Francisco, Cal.
O. H. RIGGS, Salt Lake City, Utah.
M. H. SHANNON, Jefferson City, Ariz.

COUNSELLORS AT LARGE.

Wм. F. PHELPS, Winona, Minn. JOHN EATON, Washington, D. C.

On motion, the report of the committee on nominations was accepted.
A motion to adjourn was withdrawn to allow Major JAMES S. ROLLINS of
Missouri to address the Association.

Adjourned to meet at 9 o'clock, Wednesday, A. M.

7

WEDNESDAY MORNING, JULY 12th, 187

The Association met at 9 o'clock, President PHELPS in th meeting was opened with prayer.

The President announced that the time had arrived for 1 and unfinished business. On motion of J. BALDWIN, of Mis lowing committee on teachers was appointed: J. BALDWIN, ARDS, D. C., J. B. MALLON, Ga., W. E. CROSBY, Iowa, C. C. R On motion of Dr. C. K. NELSON, of St. John's College, A following resolution was adopted.

Resolved, That a Committee of seven members of the Natio Association be appointed by the President to proceed at o ington, and to use their best endeavors in behalf of the Nat of Education which is now under consideration by Commi Houses of the Congress of the United States.

DR. SHIRAS argued at length the necessity for the action in above resolution.

DR. HENDERSON, of Kentucky, called up his amendment for of the sections and the transaction of all business in general HENDERSON spoke at length in support of his amendment. DR. TAPPAN, of Ohio, spoke against the amendment and n be laid on the table.

Carried.

MAJOR ROLLINS, of Missouri, offered the following resolutio ing public lands:

Resolved, that it is the sense of this convention, that the pro sales of all the public lands belonging to the United States in appropriated amongst the several States, in the proportion o eral representation in the House of Representatives of the Co United States, for the education of all the children of the diff and in such proportion for Common Schools, Normal Schools Educational Institutions formed by the General Government be deemed most expedient and just by Congress, and makin cessions in the distribution to the various States, on the score for a limited term of years, as may be necessary to place the all the States on an equitable footing, provided, however, passage of any law by Congress, the right of pre-emption and th are to be sacredly observed.

Resolved, That a commitee of one from each State and Ter sented in this Convention, be appointed by the President to Congress upon the subject.

The above resolutions were referred to the committee on res

DR. W. T. HARRIS, of Missouri, in behalf of a committee pr following report on

A COURSE OF STUDY FROM PRIMARY SCHOOL TO UN

The undersigned, appointed a committee to report a Cour for all grades of Schools, from the Primary school to the Uni leave to submit herewith the results of their deliberations portant theme.