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Show Normal Studeuts. The University of Drscn I m.der its present faculty, Jnira t client -work. In rt recent visit I fuinid MS L htudenls enrolled in tlmt institution, being tint iTue,-'entativea ot fourteen counties of tho territory, one from Idaho, and one from Wyoming. There are thirty-four normal students 1 in attendance, representing thirteen ! counties, who are receiving their tuition by the munificent gift ol the territory. These students show their appreciation of the favor extended by doing all in their power to accomplish accom-plish the object fur which thry aro spiU. It could uot be expected that ull who take a normal course will make successful teachers, lor the gilts of teaching are nurgonai, ns well as acquired, and in the teacher the concurrence ol personal gilts and of prescribe! acquisitions in necessary to Knee! ss. Acquisitions are open to most who will pay the cost ol time and labor they mny demand; power to use them with com tort to themselves them-selves ami with advantage to others is denied to, or at least withheld from many. This is the very simple explanation ex-planation ot failures in every calling; the calling is mistuke ", bfic.nisu these two do not agree in directing the inquirer into it, or becnubo the opportunity op-portunity of doing what the two unite in urging is wanting. Do my native endowments developed by preliminary prelimin-ary education and tri.i I commission mu for this work ? Do my attainments at-tainments gr.i.p nil the upecial demands de-mands ol it and so (iiUe and countersiun the commission? He, in whom these two unite, brings unlading unlad-ing power to his work, and all the rest halt and blunder by so much as they lack of either. One may be in point ol knowledge and ol uy qualifications which rules may prescribe pre-scribe or cximiuations may detect make a cct lain and hopeltus lailoie from tho beginning. Under the head ol acquired gifts, ! the teacher, as teacher, murt have 1 the requisite knowledge of huhjivLi to bo taught, the requisite knowledge ot methods of instruction, and familiarity famil-iarity with school organization and routine. In other places tie would not need and could not use tliem; iu school be cannot do without ail of j them. They are to him what a knowltdge ol law, acquaintance with j decisions and precedents and the , code of procedure, are to the advocate or the judge. They are what a knowledge of military tactics and discipline is to tho officer of the army. They are the professional outlit, in distinction from the personal per-sonal qualifications of the man who enters Hie profession. I must know what 1 am to teach; I must know how it is best taught; I must know into what form and into what regu- lalions my school must be put in j order to secure its best conditio., ai a school. So far as I know these tlior- I oughly and do these well, I am a good j teacher. I Knowledge and method, organiz 1- tion and plan are the necessary cban- j nets by which all higher forces come 1 into tho teacher's work. Tuey are ; ;iue stocK in traue wuicn is 10 00 used to produce desired results. By means ol tbem the teacher reaches and influences the pupil; they are to his teaching power what one's words are to hie thoughts, or what color and canvass and brush are to his itleale, the instruments of expression; without with-out thein he can do nothing. All this is claimed and conceded to be the province of professional or acquired ac-quired gilts. But we have as yet only hall a teacher, and, if I may use the expression, neither the firU nor the laryer half. There yet remains all that makes the ddlerencc and what a difference il is between a teacher and a man or -vonim teaehini;. It is the man in the teacher that teacher; it is Die personality ul him who a-ki the questions and ues tiio crayon, and not the trcliincnl training, that gives power to Klimulale and guide. It is the lui'ihoriiy wnicli resides in the man or woman, and not that which has its only expreisicn in rod or rule, in license or diploma, that persuades or compel obedience. It i what the teacher lua beyond hi knowledge of formulated methods, outside of his ability as drill master and law maker; it is Ins appearauce, bia manner, his spirit, h:s charweter, which determine fitness to u?e knowl edge foi the instruction of others and to be their guide and pattern. pat-tern. All the educ;tion and training possible cannot make a teacher out of an unclothed skeleton, or a tomb deposited mum : my, or any coarse - grained living creature. A silk purso cannot ba made out of any thing but silk. It is a wicked waste of time and labor to put the ordinary boy or girl who does not want to work on a farm, or in the uouBe, or anywhere, into a training school for teachers, as you would put them into a carpenter's or milliner's -shop to le&ru a trade. As in a trade lie is not a good workman who has simply muscular strength, but he whose mechanical skill controls and directs his muscular strength; so iu the school, he only is a good teacher whose personal qualities direct and inspire his professional audi ties. Take the man out of tho teacher, and you have a formula, a machine; take out the liviug, inquiring, syuipathiz ing soirit, and you have left only an interrogation point and a guide-post, take out the personal qualities and leavo only the professional qualifications, qualifica-tions, and you have but a dead, blind force by which to bring living children chil-dren up to manhood's powers and |