growth of the true normal school. There is no more reason why most of them, if they do the work proposed, should be called normal schools than that they should be called schools of law, of medicine, or of theology. Some of them may be doing a great work, but they would do a greater, if sailing under the proper flag. Few of them saw fit to respond to the inquiries of your committee and the information has been gathered from other sources. In general, however, it may be said that as far as their means and facilities permit, they are striving in the Normal department to cover the field attempted in the training schools proper. It is but due most of them to say, perhaps, that, "being untrammeled," they are exceedingly liberal in their requirements for admission as well as for graduation, and that, as they do not propose to make scholars, they exhaust each subject undertaken with much more ease and despatch than the more conservative schools.

Of the fifty schools furnishing materials for this report, three are private, four are city, and forty-three are state schools. Except when otherwise stated, the deductions drawn are from these reports. Nearly all of the state normal schools in the United States are supported by legislative appropriations and fees from pupils in the various departments. Fortyone of them receive $10,000 or more per year from such appropriations, and eleven over $20,000 each. The Ypsilanti Normal School receives also the income from a fund of $70,000 belonging to it. Wisconsin has a Normal School fund of over one and a quarter million dollars, the proceeds of the sale of certain public lands, from which it receives an annual income of about $90,000. This sum is used in Normal work and distributed among its four normal schools. The State Normal School of Kansas has $182,000 productive endowment, the proceeds of the sale of certain public lands, which will soon be increased by the sale of lands recently set apart, to $250,000. The Hampton Normal and Agricultural Institute of Virginia receives one-third of the income from the congressional grant to agricultural colleges.

In some schools, those of Pennsylvania for instance, the ownership and control are vested jointly in the state and in local private corporations of stockholders. In addition to a small appropriation, fifty cents per week is paid for each pupil in the Normal department, and $50 to each graduate who pledges himself to teach in the state for two years. In some of the southern states the appropriation is supplemented by additions from the Peabody, Slater, and other funds, and by private susbcriptions. The Sam Houston Normal School of Texas, for instance, receives $18,000 per year from the State and $6000 from the Peabody fund. In other cases, as in Plymouth, N. H., the town bears part of the expense of supporting the school. The expenses of the city normal schools are generally paid out of the regular school fund.

The board of control is variously appointed and constituted. In Maryland, Massachusetts, and other states, the state board of education constitutes the board. In Illinois one of the two schools is under the supervision of the State Board of Education. In Michigan it is elected by the people; in New Jersey by the legislature; in New York it is appointed by the state superintendent of education; in California and Kansas by the governor of the state. In Vermont it is self perpetuating. In Maine and others, the Governor and other state officers are ex officio members.

The normal schools have no organic relation with the public schools, though directing so largely their organization and methods. The graduates of the city normal schools, N. Y., for instance, are supposed to be furnished employment as soon as suitable vacancies occur. As the other normal schools exist only to furnish teachers for the public schools, it is very desirable that there should be the most cordial good will and cooperation between them. The diplomas of eighteen of the fifty schools reporting are certificates to teach; those of Alabama, San Francisco, Colorado, Michigan, New York, Kansas, and others becoming life certificates at once; some at the expiration of from one to three years, while those given by the state schools of Texas, Maryland, Pennsylvania, and Wisconsin become life certificates when countersigned by the State Superintendent. The President of the State Normal School of Maryland is ex officio State Superintendent of public instruction. Eleven of the fifty confer degrees; those of Pennsylvania and Iowa the degrees of B. E. and B. S. and those of Missouri the degrees of B. D. and M. D.

The tuition is free to those taking the pledge to teach, though in about all an incidental fee is charged in the lower classes. We have already mentioned the aid given students in Pennsylvania. The Commonwealth of Massachusetts appropriates the sum of $4000 per year, which is divided among the students attending the several normal schools. It assists them materially in defraying expenses. New York pays mileage to her pupils. Rhode Island pays mileage to students from outside a radius of five miles from her normal school, and Kansas pays to those coming from outside a radius of 100 miles. Perhaps a third of the schools board their pupils, reducing their expenses somewhat in this way. The normal schools of Pennsylvania, New Jersey, and a few other states have large and commodious halls for such purposes. The State Normal School of Texas is organized somewhat upon the plan of the Military Academy at West Point. Pupils are boarded and supplied with books free. Each senator and representative is permitted to appoint one candidate each year, the candidate being selected by competitive examination. on questions furnished by the faculty.

In Missouri, Wisconsin, Minnesota, Indiana, Illinois, Kansas, and

other states, the presiding officer is called the president; in New York, Pennsylvania, Massachusetts, Nebraska, and others, the principal. Outside a few generally recognized chairs, such as Mathematics, Natural Science, et cetera, the members of the faculty are assigned to chairs, which seem to suggest their favorite subject among the three or four which they teach. In five, the offices of director in training and of principal of the model school are combined in one person. In a few others, it is probable that the term principal or superintendent of model school indicates the same duties. In several, the supervising teachers in each of the three departments of the model school,- primary, intermediate, and grammar, are designated as principals or head critics of their respective departments; in others as critic teachers. In some, the teacher of methods seems to have little connection with the model school other than as observer and critic of the work of pupil teachers. In a few schools, several members of the faculty share the work in methods,— probably only as it is related to the branches upon which they give instruction. Eight schools, among them San Francisco, Terre Haute, Ind., Cedar Falls, Ia., Fredonia, N. Y., New York City, Emporia, Kan., Winona, Minn., report regular kindergartners employed as members of the faculty. In this connection it might not be out of place to say that the duties of the director of training at the Kansas State Normal School are to supervise the model school, assign all of the pupil teachers to practice work, furnish them with full suggestions as to work required and methods to be pursued, preside at the general and grade meetings of the regular and the pupil teachers of the model school, give instruction in outlines, school supervision, and school law, and direct all of the work in physical training.

About four-fifths of the schools reporting call from one-half to twothirds of the curriculum academic, and the rest professional, though in many cases the statement is made that nearly every subject is taught with the wants of the teacher constantly in view. This is particularly true of the common branches. Some principals exalt the method side so largely as to insist that no part of their work should be classed as academic, though the courses of study in their schools contain about the same list of subjects as those of other schools. Of the Massachusetts principals, one reports that no part is academic, two say that no part is purely academic nor purely professional, while a fourth says that the work of the first year is largely academic. Of the Wisconsin principals, one says that the physical sciences and a few other subjects are academic,- while the professional include those formally so named and the common branches which are treated in reviews largely from the professional stand-point: another says that two-thirds of the work is academic; while a third reports that no part of it is academic. When it is remembered that all the

schools in each of these states are under one board of control it would seem that there is room for a convention in each to interpret and name the course of study provided. There is very general agreement on the part of the New York principals that the last year only in their course of study should be called professional. In the Normal School of New York City the first two years are called academic and the last professional. In the San Francisco Normal School all of the course of study is called professional. In spite of some confusion of terms it seems fully established that the instruction in our best normal schools during the first two-thirds of each course is largely with the knowledge idea only in view, methods interpenetrating as opportunity offers and ability of pupils permits. In some schools the distinction of academic and professional is not recognized. This seems unfortunate, for some such differentiation is needed in discussing professional problems. In many cases the distinction has been put away in response to a cry that normal schools are not doing legitimate work, when in reality no perceptible change has been made in the course. of study or in methods. Reviews in the common branches and original work in other subjects may be as essential to the complete preparation of a teacher as is similar work in chemistry and anatomy in a medical school, or history and Hebrew in a theological school. It is questionable whether the common schools ought to be required to give the average pupil as thorough instruction as the medical, law, or normal schools can reasonably require as a basis for professional instruction. No other scheme yet devised has afforded so fine an opportunity for impressing fundamental principles and imparting methods as that in which the pupil receives the instruction from one who keeps his special needs ever in view.

Sixteen of the fifty provide professional work in the way of special observation in the first year of the course. About the same number group it all in the last year, while perhaps half as many begin it sometime in the middle year.

Over one-third of the schools have two terms per year; about the same number have three, and a very few have four. The courses of study are designated as elementary, English, scientific, Latin, classical, etc. Very few provide elective courses, but in some schools substitutions are permitted. Over one-half have two year courses, nearly one-half three year courses, while a few provide a four year course also. The courses of study name in the main about the same branches, though the time spent upon each subject and the degree of proficiency required is various. The common branches are included in all. Of the physical sciences, botany, physics, and physiology are included by nearly all of the schools; chemistry is included by two-thirds, and zoology and geology by about, one-half in their three and four year courses. Astronomy is named occasionally. Drawing is found in more than two-thirds of the courses. Mathematics

is generally pursued through plane geometry and in eight schools through trigonometry and simple work in surveying. Two-thirds of the schools place English literature and general history in their advanced courses. The study of language is exalted in nearly all,— rhetoric, including the elements and the science seldom being omitted. Latin is included in the course of study of over one-half of the schools, German and French in a very few, and Greek rarely. In about ten per cent. of the schools all of the pupils graduating take Latin. In nearly one-half from five to fifty per cent. of the pupils take Latin, while in about twenty per cent. it is not taught at all. In the New York City Normal School all pupils take Latin, two-thirds take French and one-third take German.

Two-thirds of the schools name methods, psychology, and school economy as distinct branches of study; one-third name science of education and one-half name history of education. School law receives its due share of attention in nearly every school. Over one-third give some attention to manual training, principally however, in the making of simple apparatus, in drawing, and in clay modeling. In the Massachusetts schools, several full sets of wood worker's benches and tools are supplied. In the normal schools of the South this work, as well as the industrial proper, seems most wise as at Hampton, Va., and Marysville, Tenn. About one-sixth of the schools report no attention to physical education. In some, the work is largely in the way of lectures. Several have gymnasia, fairly supplied with apparatus, and perhaps two-thirds require pupils to take calisthenics and gymnastics daily. In the Baltimore, Maryland, Normal School, military drill is provided for the young men. In the State Normal School of Kansas the pupil teachers lead the divisions in calisthenics under the supervision of the director in training.

In more than two-thirds of the schools, some kind of provision is made for practice work in teaching. In more than one-half, regular model graded schools are organized. These schools are generally under the supervision of the director in training, or of some other teacher. In nearly all, each department is under the care of a trained teacher who also acts as critic teacher over pupil teachers sent to that department for practice. About one-sixth of the model schools include high school work in their course of study,- some fitting pupils for college, but generally speaking they provide work only in the primary, intermediate, and grammar school grades. Six have kindergartens more or less modified after the American idea. Four (Terre Haute, Ind., Bridgewater, Mass., Dayton, O., and Johnston, Vt.,) have partial or complete control of lower grades in city schools, and one (Plymouth, N. H.,) has control of the whole system. One calls in primary classes from city schools for object lessons. In a few, a small number of pupils is received; in others, the number is limited only by the capacity of the rooms used. About one