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Spain, and has served his State and country in many relations; but in the humble judgment of this writer, he is now filling the noblest office of his life. As minister of education, in the noble agency of the two great benificent funds that he represents, he is doing a work for the South and for the country at large that is perhaps unsurpassed in the history of education.

Through his appeals to public assemblies, to legislative bodies, to the teachers of the children, he is doing more than any one living man to mould public sentiment in the South in favor of an adequate and permanent educational system for the people of this section. Although past seventy years of age, he is apparently in the prime of a vigorous manhood. He was a contemporary of Hill, Stephens, Toombs, the Cobbs, the Lumpkins, the Crawfords, the Johnsons, of Georgia, and William L. Yancy, and H. W. Hilliard of Alabama, and a host of others who left their names among the brightest and best of these two States.

All of these have long since joined the silent majority, while Dr. Curry remains to illustrate the best and noblest ideals of the men of that "elder day." The JOURNAL joins all who love Dr. Curry, in praying that he may be spared many years to see ripen the rarest and richest fruitage of his long and useful life.

More About the Bibb County Normal School. MACON, GA., Oct. 2, 1897.

Hon. G. R. Glenn, Atlanta, Ga.

DEAR FRIEND: I am glad to comply with your request to give you a statement of our new departure in connection with public school work, viz: a Normal School. It has been our desire for quite a while to secure teachers for our schools who would be trained systematically and have some knowledge of the teachers' profession. Heretofore the young teachers that we have obtained have acquired their experience only by coming in contact with the necessities of school life; or at best have secured their knowledge in such a hap-hazard way as not to be systematical or philosophical in any degree. This of course results in one-sided ideas of teaching and imperfect development of both

teacher and pupils. I enclose you herewith a copy of the rules governing the Normal School, which will give you a general idea of our plan of operations. Our teacher, Mrs. G. A. Alexander, has been until last June one of the teachers in the Peabody Normal College of Nashville, and comes to us well equipped, full of enthusiasm and with accurate notions of what the teacher ought to be. We have registered forty-eight pupils, which is as many as we can accommodate, and we will now register no more. It will not be necessary, perhaps, for me to explain the Board's rules which I have enclosed, but you will gather from them that we propose to train our own teachers, that we are not advertising for patronage outside of our own county, that our enterprise is a selfish one, that we propose to make it very efficient, that the board will be guided in the selection of a teacher entirely by the record which the pupil-teacher makes for herself in the Normal School. We regard it as the key-stone of the arch in our system. Those pupils who pass from the elementary schools and from the High Schools, graduating with a diploma, are allowed, as you will see, to enter without examination. After taking the Normal School course of two years, a young woman will then be given a diploma and a Permanent Teachers' License, and will be eligible to teach in any of our schools.

Without wishing to tax your time and attention with too long a letter, I beg to say in conclusion that I enclose also herewith an outline of the course of study as prepared by Mrs. Alexander, which will throw some light upon the working plan and the results which we hope to obtain. This marks an epoch, we think, in this county, and indeed it is the first venture of this kind to my knowledge within the borders of the State. I believe that other systems will find it feasible and profitable, and I am sure that some of them are observing our experiment and awaiting its outcome with a considerable degree of interest.

If there is any further information that I can give you, I shall be very glad to do so.

Sincerely your friend,




Martin Luther said: "If I were not a preacher I would be a teacher; indeed, I do not know which is the better."

Horace Mann was in no such straight, but boldly declared: "They (the clergy) are reformers; but, with reference to anything that grows, one right former is worth a thousand reformers." This question, then, naturally presents itself for consideration. "How may the teacher become a right former?"

And this question we propose to answer in the work of our Training School.

There are teachers and teachers. The cultured, professional teacher is as distinctly marked from the mere bread-winner, the worker in "the sorriest of all trades," as daylight from darkness.

Plato defines the philosophic character as "A lover, not of part of wisdom, but of the whole; who has a taste for every sort of knowledge, and is curious to learn, and is never satisfied; who has magnificence of mind and is the spectator of all times and all existence; who is harmoniously constituted; of a well-proportioned and gracious mind; whose own nature will move spontaneously towards the true being of everything; who has a good memory, and is quick to learn, noble, gracious, the friend of truth, justice, courage, temperance."

The character thus portrayed is truly cultured, and to this goal we would direct our teachers-in-training.

An eminent educator has said: "The ideal teacher is not merely to be wise, as the primitive conception of fitness required, nor yet to be furnished with matter and methods, as the better current of thought demands, but is to superadd to these necessary acquirements a knowledge of the principles, physiological, psychological, ethical, and sociological, that underly the teaching art."

The principal motive of the Training School is to develop this ideal teacher, hence we have planned the following course of study, subject to whatever modification the exigencies of time and circumstances may demand. The length of the course is also ideal, embracing two years, the first of which may be denominated "Theoretical Year," and the second, "Practical Year."

The teacher-in-training must learn to know a child; and since the


child is of three-fold nature-physical, mental and moral, the general character of studies is evident.

Physiology, embracing Hygiene and Physical Culture, claims important place.

The teacher's art is, however, addressed primarily and principally to mind; hence for the same reason that the cultured. physician must know the body, the professional teacher must know the mind-" the structure of its organism, and the mode of its organic activities."

The knowledge of Psychology is strictly professional knowledge, and cannot be overestimated as to value. In the Theoretical Year we shall attempt only the outlines of Psychology, or Elementary Psychology.

We shall include Ethics and Logic in this course, also Literature, with a special view to presenting classics to children, literary criticism, and the familiarization with text-books and publishing compa


The study of Pedagogy will of course occupy a prominent place in the curriculum, and during the first year will embrace the History and Philosophy of Pedagogy.

One, whose words are weighty by reason of their wisdom, has most beautifully said: "As I conceive the nature of real progress in education, the Philosophy of spirit is the light beaming from afar that points us towards the harbor we hope finally to enter; while the History of Education is the light that keeps us in constant remembrance of the port from which we are sailing; and it is only by correcting our course by means of these two lights that we shall make our voyage safe and continuous."

Visits to the different school-rooms of all the public schools will be made for the purpose of observation. Written reports of these visits must be handed to the teacher in charge of training class, and open discussion of the work observed may be made of great profit. These discussions will include:

1. The excellences noted-why they are commendable, and upon what laws of teaching they are based.

2. If anything of doubtful propriety should be noted, the cause, purpose and influence of such matter should be considered.

3. The teacher must call attention to matters which have escaped attention of teachers-in-training.

These discussions shall deal with the motives of model teachers, reasons for order of treatment of subjects, forms of questions, merit of the method of each teacher observed, and the secret of power. It is perhaps unnecessary to add that all personality is to be ignored in such treatment of important questions.

Teaching exercises will be largely employed. The different elementary studies will thus be reviewed, by one teacher-in-training, presenting to the training class and teacher any given subject in Arithmetic, Grammar, Geography, etc. This exercise to be afterward criticised by class and teacher.

In connection with such exercises, the education value of different studies will be thoroughly considered.

Dr. Payne, in his Science of Education, says: The analysis of education, values then, which now seem to me valid, is as follows:

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This is an illustration of the work in Education Values which we

shall attempt.

So far as is practicable, we shall have daily practice with classes of children sent to our school-room for a short period of time.

During this year also there will be occasional practice in schoolroom, when the whole responsibility of the work will rest upon the teacher-in-training. All such work must be faithfully reported to the training-teacher, when errors will be corrected, and help given upon doubtful points.

All lectures given must be faithfully preserved in substantial note books, and recited afterward.

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