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 a