isua-isnscatalog-1872-1873-041

Description:	STATE NORMAL SCHOOL.41There arc transition periods in the growth of a mind. Human nature is the same in all ages of the world but not at all ages of the individual. There is a time when sense percep¬ tion, a time when memory and imagination, and a time when abstraction and reason are the leading forms of mental action. The teacher needs to recognize these periods, so as to adapt his instruction to the state of the childs development. All this has reference to the intellect, and to intellectual education.The teacher has to do with the moral nature of the child. There are motives which can be presented to a pupils mind that will lead him to form a character morally courageous, self- reliant, patient, truthful, kind, considerate, benevolent. There are other motives which can be presented, that will lead to the formation of a character proud, selfish, unamiable, deceitful, arrogant. Character is more than scholarship. That teachers work which develops the latter at the expense of the former, is a sad failure.From these statements and explanations it will be seen that the field of the Normal School is a distinct one that its field is occupied by no other school that it is the rival of no other school that its specific function is an important one i i the School System of the State.OUTLINE OF THE IDEA.First—Students enter by examination, and are classed accord¬ ing to ability and attainments.Second—Students are led to a thorough understanding of the subjects which they are to teach—*. e., if they have the capacity and energy to master them if they have not, after a fair trial, they are kindly notified that it will be better to try some other occupation.Third—Study of the Hind.(a) Classification of its faculties.(b) Their relation of dependence.
Source:	http://indstate.contentdm.oclc.org/cdm/ref/collection/isuarchive/id/32080
Collection:	Indiana State University Archives

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