The work of senior B has been arranged with the guiding principle of direct preparation for teaching, and each subject is presented also from the "method" point of view. The work of senior A carries forward the same idea with supervision of training school practice and discussions of principles applied in the teaching of various studies. These "method" talks are by the special teachers of the respective subjects.

The foregoing courses of study are selected from a large number of courses equally good and equally typical. As a rule all the normal schools of a State have the same general course of study, and there is no great variation among the States of a division of the Union. There is more difference in the standards applied by the faculties of different institutions than in the courses of study. One normal school may emphasize scholarship, another practice work, another observation, another some phase of academic work, as mathematics or language, and so on. Here as elsewhere the trite truth applies, "As is the faculty, so is the school." The reputation of an institution of learning depends wholly upon its president and faculty. Generally normal school faculties have in them men and women of recognized scholarship and pronounced professional skill who have a clear conception of the problems before them. Many of the leading text-books used in the public schools of the United States have been written by teachers in State normal schools. Specialists in educational doctrine and its applications find the State normal school a fruitful field for their labors, and each year there seems to be an advance made along the lines of a fuller understanding of child growth and development and a deeper conviction of the great importance of the work of the educators of the educators of the future men and women of the nation; and normal school courses of study are constantly undergoing modifications in the light of the progress made by careful scientific experiments in the education of the young.

CONTROL OF STATE NORMAL SCHOOLS.

As a rule the external affairs of State normal schools are managed by a board of trustees, usually appointed by the governor of the State and confirmed by the senate. While the power of electing teachers rests with the board of trustees, the president or principal usually nominates the other members of the faculty, and this nomination is wisely regarded as equivalent to an election. Those schools are most successful that vest the power of management and government in the head of the faculty, with no unnecessary interference from local boards.

The following detailed statement concerning the management of normal schools in different States is taken in part from the report on normal schools published in the volume of Proceedings of the Los Angeles meeting of the National Educational Association:

In California each State normal school has a local board of five members, appointed by the governor. There is also a joint board, composed of the presidents of the several normal schools, the presidents of the boards, and two elective members from each board. This joint board formulates the general courses of study. The local board directs the expenditure of money for its school. Appropriations are made for each normal school separately.

The State Normal School of Colorado is controlled by a board of seven trustees, six of whom are appointed by the governor and confirmed by the senate. Two members are appointed every two years. The State superintendent of public instruction is a member of the board ex officio. These trustees have entire control of the school under the law.

Each normal school in Illinois has its own board of trustees, consisting of seven members, of whom the State superintendent of public instruction is one ex officio. All authority in the management of these institutions is put into the hands of their boards. Each institution receives an appropriation biennially from the general assembly.

The members of the board of regents of the State normal school at Emporia, Kans., are appointed by the governor, subject to the approval of the State senate. They hold office for four years, one-half of the board being appointed every two years. They formulate courses of study, elect teachers, and fix their salaries. Some time ago the legislature undertook to determine the salaries of teachers, but it was found that the plan was not feasible.

The Maryland State Normal School is governed and controlled by the State board of education, whose members are ex officio the trustees of the school. This board formulates the courses of study (usually upon the recommendation of the principal, who is a member of the board). The board appoints all the teachers and directs how the annual revenues are to be expended. The principal of the normal school is the secretary and treasurer of the board.

In Massachusetts "the general management of the several State normal schools shall be vested in the board of education, and moneys appropriated for their maintenance may be expended under its direction." (Chap. 41, p. 12, Public Statutes.) "The boarding houses of the State normal schools shall be under the general management of the State board of education." (Ibid., chap. 384, 1891.) The board has entire control of the State normal schools.

The normal schools of Minnesota are governed and controlled by a special board of nine members, of which the secretary is the State superintendent of public instruction. This board formulates the course of study, appoints the teachers, and directs how the annual revenues are to be expended. Four members of this board reside in the several cities where the normal schools are located, and these resident directors, together with the presidents of the schools, manage the several schools, subject to the general directions of the normal school board. The nomination of teachers is in the hands of the presidents of the schools.

The normal schools of the State of Missouri are governed by boards of regents, appointed by the governor and approved by the senate, and holding office for six years. There are three State normal schools, and each has its board of regents. The course of study, appointment of teachers, and direction of the annual revenue are wholly in the hands of these respective boards of regents. The duties of the State board of education in respect to normal schools are merely nominal. The State superintendent of education is a member ex officio of each of these boards, with power to vote.

The law creating the State normal school of Nebraska created a board of education for its control and management. This board of education is composed of seven persons, two of them members ex officio and the other five appointed by the governor. The two ex officio members are the State superintendent of public instruction and the State treasurer. The five appointed by the governor each hold office for five years, one being appointed each year. The president and faculty formulate the courses of study, which are submitted to the board of education. The board of education appoints the teachers. The manner in which the appropriations are spent is left very largely to the president of the normal school under the general direction of the board.

The governor of New Jersey appoints the State board of education, which consists of 20 members, 2 from each Congressional district, representing different political parties. This board of education governs the State normal school through a committee of five members of the board.

The normal schools of New York State are governed and controlled by local boards of trustees, who are appointed by the State commissioner of education, and hold their positions for life, unless they resign or are removed for cause by the joint action of the commissioner and the chancellor of the university.

These boards have local supervision of the normal schools, subject to the direction and approval of the State commissioner of education. They select and nominate teachers and determine their salaries, subject to his approval.

The revenues, which are appropriations from State funds by the legislature and receipts from tuition in certain departments of the schools, are expended by the local boards, subject to the approval of the commissioner of education.

The normal school policy of Pennsylvania is in many respects unique. By law a school must have a faculty of 6 professors, accommodations for 300 boarders, and a chapel seating a thousand adults before it can be recognized as a State normal school. On applying for recognition the school is inspected by a committee appointed by the State superintendent of public instruction; and if the requirements of the law have been fulfilled, the school is officially recognized. The law places the business management in the hands of a board of trustees of 18 members, 6 of whom are appointed by the State superintendent of public instruction for a period of three years (2 each year) and 12 are elected by the contributors or stockholders for a term of three years (4 each year).

The courses of study are determined by the board of normal school principals, and are subject to approval by the State superintendent. In order to graduate the students must pass a final examination before a board appointed for each school by the State superintendent, and consisting of himself or deputy, 2 normal school principals, of whom the principal of the school whose students are to be examined shall be one, and not less than 2 nor more than 6 county, city, borough, or township superintendents of schools. The law provides that the principal "shall be charged with the whole discipline and interior government of the school, in conformity with such regulations as shall from time to time be adopted by the trustees and approved by the State superintendent of public instruction.”

There is but one normal school in Rhode Island. It is governed by a board of trustees. The functions of this board are separate from those of the board of education, although the membership of the two boards is nearly identical. The course of study is recommended by the principal and indorsed by the board. The committee on qualifications and the board of trustees appoint the principal and teachers. In practice the principal is consulted in the selection of teachers. The revenues are expended through the board, the auditor approving the accounts. Practically, however, there is much freedom of action given to the principal in this department also.

All the State educational institutions in South Dakota are governed and controlled by a board of regents of education, created and empowered by the State constitution. They have all the usual powers of such boards in any State. They have the same control over the normal schools that they have over the State university, the agricultural college, and the school of mines.

The seven normal schools of Wisconsin are controlled by a board of ten regents. The board of regents is supposed to formulate the course of study and appoint the teachers, although these two functions of the board are administered by the presidents of the schools as a matter of fact. The board, however, determines how the annual revenues are to be expended.

MAINTENANCE OF STATE NORMAL SCHOOLS.

The necessity of State normal schools as an integral part of the public school system is so commonly recognized that State legislatures as a rule have been liberal in making appropriations for maintenance and improvements.

In all the State normal schools tuition is free to students preparing to teach in the public schools. Most of the States cover the cost of tuition, etc., by the direct appropriation of a certain sum. Pennsylvania pays the tuition of all students over 17 who pledge themselves to teach in the public schools of the State. The amount paid by the State is $1.50 a week. In addition the legislature for some time past has appropriated $10,000 a year to each of its 13 schools for maintenance and improvements. Nearly all States have made special appropriations for the erection of buildings, etc.

The "normal school fund" of Wisconsin amounts to nearly $2,000,000, which was derived from the sale of public lands originally granted to the State. This fund yields an annual income of about $100,000. This sum has been added to from time to time by the legislature for maintenance and improvements.

CITY TRAINING SCHOOLS.

Every important city in the Union supports a normal school or training school for teachers. These schools are devoted to the preparation of teachers for the primary and grammar grades of the public schools of the cities in which they are located. A city normal or training school usually receives as students only graduates of the high school of the city. The course is usually a two years' course and is limited almost wholly to the study of psychology, methods of child development and of teaching the various branches, and school management, with practice work in a model school connected with the training school or in the primary grades of a public school. As a rule, expert teachers are placed at the head of the departments of the training school. The city normal school occupies a field of its own, preparing its students to become part of the educational machinery known as the public school system and to fit into this machinery with as little friction as possible, and its influence is not directly felt to any considerable extent beyond the borders of the city. It performs a necessary work and often aids in saving the schools of the city from becoming a mere machine, with but little evidences of real life and burdened with ironclad courses of study and records of examinations.

The normal schools of New York and Philadelphia are typical city training schools. The New York City training school, under the management of Prof. Augustus S. Downing, has devoted itself wholly to the fitting of teachers for the elementary grades of the city schools and has accomplished much for the public schools of the Empire City.

Probably the most widely known normal school of this kind was the Cook County (Ill.) Normal School under the leadership of Francis W. Parker. This

school was intended to prepare teachers for the public schools of Cook County outside of the corporate limits of the city of Chicago (before its latest increase in territory) and did not receive any direct appropriation from the city proper. The city paid the tuition of the pupils in the practice school, which was virtually a public school. The Cook County Normal School extended its influence beyond the borders of its territory by receiving students from all parts of the country, who carried the methods and enthusiasm of its principal and faculty into many schools throughout the land. In 1896 it was transferred by the Cook County authorities to Chicago and became the Chicago Normal School. Attendance since that time has been restricted to residents of Chicago desiring to teach in the public schools of the city.

'PRIVATE NORMAL SCHOOLS.

In many of the States in which public normal schools have not fully occupied the field private normal schools may be found. In the Middle West some of these schools have drawn together large bodies of students, and have been of much service to the public schools. They necessarily differ from the public normal schools in that they are not a part of the public school system, and their ultimate object is not the same as that of the public normal schools. But many good teachers have been prepared in these institutions.

Good

The careful student of the growth of our Republic discovers that the State normal schools have been potent factors in the upbuilding of the nation. The advancement of a people depends upon the morality and intelligence of the masses. public schools are necessary to foster the morality and promote the intelligence of the rising generation. The first requirement of a good school is a good teacher. The schools that prepare persons to become good teachers directly influence the State through the public schools. It may further be said that the masses are reached quickly through the public schools. The three R's have long held the leading place in the public school curriculum. But other studies have been introduced through the teachers. Nature study, temperance instruction, manual training, lessons in government, these and other subjects have reached the public schools through the teachers prepared at the normal schools. Through the influence of the graduates of State normal schools that have taken charge of the public schools throughout a county or State, entire communities have been elevated, life has been made pleasanter, property has increased in value, and all the agencies that tend to improve mankind have been strengthened in their labors. Many of the leading school superintendents in the United States are graduates of State normal schools. It may be added that hosts of young men have had the opportunity of obtaining a better education than the public school affords by being able to attend a normal school, where they could continue their studies from the point reached by them in the public school. These young men found that the State normal school was the only door to a higher intellectual life open to them. Many a one whose life has been and is an inspiration and a blessing to his community and his State owes a lasting debt of gratitude to the normal school that he was able to attend. It is natural, therefore, that these schools should be intrenched with the public schools in the hearts of the people.

It is impossible in this monograph even to mention the names that illuminate the pages of the histories of the many great normal schools of the country as their official heads. Baldwin, Colburn, Gilchrist, Greenough, Hart, Hasbrouck, Newell, Page, Parker, Peirce, Rounds, Sheldon, Welch, Wickersham, and hosts of others who now "rest from their labors," not to refer to those who are still living, have all added luster not only to the cause of professional education, but also to the cause of education in general. They exemplified in their lives the highest type of educated citizenship, " and their works do follow them."