the last Regents' report, only thirty-nine were educated pols, thirty-three in academies, and 194 in college. It is fact that a large number of our normal graduates seek uations in Western States. Many of us are more or less home missions, but I don't believe our zeal in such will lead us to think this State should educate teachers rn States.

ere to condemn normal schools; I know something of d they have done. I have all respect for the very able no teach in them. But evidently something is wrong. 1 the money expended the State does not get value

e, not long since, I took pains to look up the record of ts who had attended a normal school, but who naturally een pupils of the academy with which I was connected. ven. Several of them had taught district school before normal. After graduation, one taught one year near en secured a school in a Western State, another taught d then abandoned the work, another taught two years oted away to try farming in Dakota; one is still teaching county, but seven (7) have not taught school in this State they left the normal school. I have heard somewhere aduate of a normal school has cost the State from $1,500 Was the money expended on these eleven a good investted some of these pupils why they left the academy for chool, and the answer invariably was: "Because we can cs, free tuition, study the same subjects as in the academy more for board."

oubt that many of the members of this convocation can r experiences. Do you think, sir, that these persons I hed would have gone to a normal school and signed an o work in the schools of the State, if they had not there to study those branches which it is the province of the seach?

sir, that the normal schools should do the work assigned nference, by reason and by law, and should not fit boys

an agreement to teach in the public schools of the State, whether they deem themselves called to the work or not, in order that they may have the benefit of a few academic courses just right morally?

Again, our young people who go to the normal school for both matter and method, go at the age when their plans for life are immature.

They are not all fitted by nature to be teachers; they are, as yet, sadly in need of sound advice in choosing their life work. They should be in the hands of those who will watch the development of their best gifts, and so mold them that they can best work out God's design in their creation. Can those men, however wise, guide such young people aright, when their only business is to fit teachers for the schools of the State? Are they doing the right thing for the State, or for the young man, in trying to make him a teacher when God designed him for lawyer, a doctor or a blacksmith?

Then too, our present system works positive injustice to the academies and academic departments of union schools. All over the State are old academies struggling for existence. Few indeed are those sufficiently endowed to be independent; that they are doing noble work, a class of work that no other schools can do, none will deny. Their higher classes are small, often but two or three are in a class preparing for college. If one or two of this number are induced by free tuition and free books to leave for a normal school, the result to the academy is indeed disastrous in more ways than one; it disheartens the teacher, unjustly hurts the credit of the school, and seriously effects its finances.

I believe that normal schools have two classes of work to do. One, to fit teachers for our common district schools; and the other, to instruct advanced students in the science of education and the art of teaching less primary branches. It is manifestly impossible for the present number of normal schools to do the first class of work, indeed several in each county would be necessary. Hence, let us admit that that work must be done in the future, where it has always been done, by the academies and union schools of the State. But let us ask the State to pay for such work somewhat commensurate with its worth.

large, for the aca
this can be bro
who has earned

a year or more i
to his future pu
academy of nea
against every ot

REMARKS O

Mr. CHANCELL

paper to which from the norma obliged to disse believe emphati

in our normal sc one-in our sys

This is not a qu what has been d question of prin State, and what and I believe it allowed to encr to grant that the with the means lavishly-furnis teachers, teachin possibly do, who enough to do in quite evident the better than the n schools have bet

As it is almost impossible to find a normal graduate teaching in a common district school, let us admit that the wording of the statute is a misnomer, and ask that the proper words be substituted therein. I believe, sir, that the only proper persons to be admitted to a normal school are those who have mastered the subject-matter of the branches

the academies ha funds, and the n they were establ were told yester of the teachers o told that many education and ne

it is also true th spend two years

e, for the academies, and for the normal schools themselves when can be brought about. I can readily understand that a pupil has earned a Regents' academic or a college diploma, can spend ar or more in a normal school with great benefit to himself and s future pupils, but I believe the present system of making a free emy of nearly every normal school is an unjust discrimination nst every other interest of the State.

REMARKS OF PRINCIPAL W. E. BUNTEN, OF ULSTER ACADEMY.

r. CHANCELLOR, LADIES AND GENTLEMEN OF THE CONVOCATION.—The r to which we have just listened is an able one, and states the case the normal school side with fairness and force, and yet I am ged to dissent almost in toto from the conclusions arrived at. I ve emphatically that academic instruction ought not to be given r normal schools. The normal school has its place-an important -in our system of public instruction, but so does the academy. is not a question of what is best in Prussia or Germany, nor of has been done during the past century, neither is it really a tion of principle, it is simply what is best for the schools of our e, and what will best promote the cause of education in the future, I believe it would be far better if the normal school were not ved to encroach upon the province of the academy. I am ready rant that the normal school, with properly trained instructors and the means and appliances so generously-it might be said hly- furnished them by the State, can do the work of training hers, teaching them the art of teaching better than the academy can ibly do, whose teachers as a rule, if not over-worked, have certainly ugh to do in the legitimate work of the academy. It is, I think, e evident that the academy can do the proper work of the academy er than the normal schools can; or, if this is not true and the normal ols have better facilities for imparting academic instruction than academies have, then I say this is a misappropriation of the public Is, and the normal schools are not fulfilling the purpose for which - were established, but are doing an injury to the academies. We e told yesterday, and have been again to-day, how small a portion he teachers of our State receive normal instruction, and we are also that many who enter the normal school are deficient in general cation and need academic instruction. This is no doubt true, and also true that students in the normal school can not afford to nd two years, or more, in simply studying methods. But the

tion for its citizen Education is not P rightfully as much

with their materia

st is based upon The people must b of the State, but on has no right t ublic education that this line shou education. Readi etic, history and about all the State left to be paid for an injustice to nstruction in norm undertake the wor

that any one with sufficient ability to make a good teacher can afford to spend two years in simply learning how to teach. Life is too short, and there are too many other things the teacher needs to learn to allow this. Now, let the normal schools be restricted to their proper work of training teachers, and let them require the young aspirants for pedagogical honors to come to them with minds disciplined by hard study in the institutions designed especially to give that discipline - the academies and high schools. Then let them have a course of training for six months, with a more extended course of one year for those who desire it, and I predict that the number of students who would avail themselves of the advantages afforded by the normal school would be quadrupled and when they leave the normal school and enter upon their chosen vocation they would be better equipped for their work—would make better teachers and the influence of the normal schools upon our public schools would be increased in a corresponding ratio, and so too would their value in our educational system. I would not disparage the normal school; it does have an important place to fill but it does not seem to be filling that place to the best advantage at present. It is a fact, too, that there may be too much method. I have known normal school graduates who had become so wedded to their own peculiar methods acquired by two or three years training that there was no room for originality either for themselves or for their scholars. In such cases methods become a positive detriment. There is, no doubt, an art of teaching that can itself be taught and acquired, but six months gives ample time for this or, at least, I think it is as much time as any one can afford to devote to this purpose. Tact and experience will give any further proficiency in methods that may be needed, and surely no one can have too much time for acquiring a real solid education - general culture. And, after all, a teacher's success or failure will depend mainly upon two things, the amount of actual knowledge and mental discipline he has acquired and his tact in imparting his knowledge and in inciting his scholars to mental effort.

REMARKS OF PRINCIPAL A. C. HILL, OF COOK ACADEMY.

Fould do it better. during the past few Secondary and hig and benevolence. cademic instructio instruction for one emendous expens

hile, elementary e tion, is being neg receive the childre

Mr. CHANCELLOR. The broad question under consideration is whether or not the State should provide secondary education? This question is fundamental and an answer of some sort is of great moment to the cause of education in the State. Anything is better than uncertainty. My answer is the direct opposite of that given by the reader of the

not made compu nergy in a useless

ope the day will c the province of the

REMARKS OF PRIN

Mr. CHANCELLOR, Fell might one of government in the peak in opposition peak of the work d in Mr. Chancello which we have j

State should not undertake to furnish secondary educatizens. My reasons for this view are briefly as follows: ot primarily a function of the State at all. Parents are auch charged with the education of their children as serial support. The right to educate the people at public upon a necessity, and necessity knows no higher law. ast be educated to a certain degree to insure the safety out beyond this, education supported by general taxaght to go. Somewhere the line should be drawn between ion and education by voluntary agencies. I contend should be drawn this side of what is called secondary Reading principally, together with writing, a little arithand the principles of republican government include State should teach. All education above this should be I for by those who wish it for themselves or others. It e to taxpayers to compel them to maintain academic normal schools. Again, it is impolitic for the State to work of secondary education; for private enterprises etter. The magnificent gifts to institutions of learning st few years ought to convince any reasonable man that higher education can well be left to private enterprise nce. Lastly, it is impossible for the State to provide ruction for all its citizens, and if it is to provide such r one community it should for all. This would involve a xpense, which the taxpayers would not endure. Meantary education, which is essential to the existence of the ng neglected. There are not school-houses enough to ildren in the lower grades. The elementary education ompulsory while the State is spending its money and its seless effort to provide higher grades of instruction. I will come when a more honest and a more politic view of of the State in education will prevail.

PRINCIPAL C. H. VERRILL, OF THE DELAWARE LITERARY

ELLOR, LADIES AND GENTLEMEN OF THE CONVOCATION.- As one of our missionaries to Turkey speak against free in the United States, as for any one to rise here and osition to the German school system. I wish simply to work done in normal schools and academies, and in the ancellor, I must say that the paper of Principal Palmer, have just listened, comes down to the real subject under