are of daily value to the
teacher.

At present only a portion of this necessary professional training can be
given in the normal schools. If, however, as I trust may sometimes be
the case, none should be admitted but those who are already qualified in
the branches to be taught, the time of attendance might be diminished,
and the number of graduates proportionately increased. There are about
one hundred high schools in the state, and, within the sphere of their
labors, they are not equalled by any institutions that the world has
seen. Young men are fitted for the colleges, for mechanical,
manufacturing, commercial, agricultural, and scientific labors, and
young men and young women are prepared for the general duties of life.
They are also furnishing a large number of well-qualified teachers. Some
may say that with these results we ought to be content. Regarding only
the past, they are entirely satisfactory; but, animated with reasonable
hopes concerning the future, we claim something more and better. It is
not disguised that the members of normal schools, when admitted, do not
sustain an average rank in scholarship with graduates of high schools.
This is a misfortune from which relief is sought. It is a suggestion,
diffidently made, yet with considerable confidence in its practicability
and value, that graduates of high schools will often obtain additional
and necessary preparation by attending a normal school, if for the term
of six months only. And I am satisfied, beyond all reasonable doubt,
that, when the normal schools receive only those whose education is
equivalent to that now given in the high schools, a body of teachers
will be sent out who will surpass the graduates of any other
institution, and whose average professional attainments and practical
excellence will meet the highest reasonable public expectation. Nor is
it claimed that this result will be due to anything known or practised
in normal schools that may not be known and practised elsewhere; but it
is rather attributable to the fact that in these institutions the
attention of teachers and pupils is directed almost exclusively to the
work of teaching, and the means of preparation. The studies, thoughts,
and discussions, are devoted to this end. If, with such opportunities,
there should be no progress, we should be led to doubt all our previous
knowledge of human character, and of the development of the youthful
mind.

And now, ladies and gentlemen, b