NORMAL SCHOOLS, institutions where teachers are instructed in the principles of their profession and trained iu the practice of it. The name of normal school is of Ft each origin (Ecole Normale, from Let. nonna, a rule or model), and is that generally used in Scotland; such institutions, in England, are oftener called, "trailing colleges;" and iu Germany " seminaries." That in acquiring knowledge the mind follows certain pro cesses, and that any one imparting knowledge should ao so in harmony with these pro cesses, are truths which seem sufficiently obvious. It is only recently; however, that they have secured much attention; and they are even at this day deliberately denied by some men of thought, and of the highest educational position. The recognition of these truths has, however, been sufficiently extensive to secure the institution, in Great Britain, America, France. Germany, and Switzerland, of schools in which the principles of teach ing form the subject of study, and in which model specimens of the art. are given. Italy, and even Russia, are following in the wake of the countries named. These schools also afford a thorough course of instruction in the subjects which are taught in elementary schools. The only normal school for training the higher class of teachers for colleges and academies exists in Paris.
One of the earliest, if not the earliest, normal school in Great Britain was the sessional school of Edinburgh (1830), afterwards developed into the "general assembly's normal institution." The attempt of a similar kind in England was that of the Batter
sea training college, instituted by Mr., afterward sir J. P. K. Shuttleworth and Sir. Tuffnell, Sir J. Y. K. Shuttleworth subsequently, acting as secretary to the committee of privy council on education, suggested measures which have resulted in the institution of about fifty colleges for the training of teachers in Great Britain in connection lyith the Established and Dissenting churches. These turn out hundreds of male and female teachers annually, who having, after a two years' course of training, received government certificates of merit, become teachers of elementary schools.
There has been for some years a reaction against the necessity of normal schools, and their maintenance at the public expense. But this reaction can only be temporary, and the great facts will survive, that every subject of instruction is best taught according to a certain method, and that all methods are based on the study of the human mind. This is a position which it is impossible permanently to shake. The real fotinders of normal schools are those men who, with more or less clearness and width of view', have brought prominently forward these principles. Such were Plato and Quintilian, in ancient times; in more recent years, the most prominent names have been Comenius, Pestalozzi, Rous seau; and, in our own country, Ascham, Milton, Locke, prof. Pillans, and Dr. Arnold.