in a true normal school than had the farmers' department. But for the time academic instruction had to be furnished there, because it was to be had nowhere else.

In 1857-58, the date of the earliest catalogue our files possess, the course of study is given as follows:

CLASS B.-Arithmetic, mental and written; geog. raphy, local and descriptive; grammar, synthetical spelling; reading; penmanship.

CLASS C-Arithmetic, algebra begun; book keeping; natural philosophy; grammar, analytical; vocal music.

CLASS D.-Algebra; natural philosophy; botany, summer term; thorough bass, winter term; elocution; analysis of the alphabet; art of teaching.

CLASS E.-Geometry; geology; rhetoric; practice of teaching in the model school.

SENIOR CLASS.-Intellectual philosophy as applied to education; trigonometry and surveying; chemistry.

NOTE.-Latin and German optional throughout the course. The studies of each class occupy at least one entire term.

"As soon as the student has made sufficient progress," continues the circular for 1858-59, "he is placed under a course of instruction designed to prepare him for his future duties as a teacher." This course, the only one which need detain us, em

braced

1. Specific instruction to all classes in the normal school, in the methods of teaching the various studies usually pursued in our schools.

2. Oral instruction on schoolroom duties, given to the B and C classes.

3. A course of familiar lectures on the science and art of teaching, given to the D class.

4. Practice in teaching in the model school, by the E class.

5. Instruction in the philosophy of education, given to the senior class.

CITY NORMAL SCHOOLS ESTABLISHED IN THE SIXTH DECADE

The normal school established in the city of Boston in 1852 was also for a thorough review of the studies taught in the grammar schools, and "instruction in the theory and practice of teaching and in the art of government." The city normal school of St. Louis was established in obedience to the "idea" which was then "rapidly becoming recognized all over our country where there are free schools, that teachers must receive a professional training before they are properly fitted for their work." The doctrine that "any person who had only a partial knowledge of arithmetic, grammar, and geography, and could read any composition in the English language without stopping to spell the hard words, was capable of teaching a school," had become antiquated, and it was necessary to provide a course of "professional training as will be to them what the study of law, or medicine, or theology is to their respective professors." In Charleston, S. C., a normal school was provided for in 1858 to aid "in carrying out a permanent and efficient plan of education," which the board of education found difficulty in inaugurating on account of a want of suitably qualified

teachers.

In the Boston school the pupils were admitted after an examination from the highest grammar grade, in St. Louis from the high school, and in Charleston after an examination in the common school studies. In Boston and St. Louis the course was of two years, in Charleston of three.

The curriculum of the St. Louis school was as follows:

In addition to the above "Orthosomic exercises, or practical exercises for the development of the physical frame," were engaged in during the whole course "under the direction of a gentleman who devotes his whole time to the subject." Graduates of the high school and others of equal attainments were given a diploma "at the close of one year, provided their qualifications are deemed satisfactory." The course at Charleston was for the

By the act of May 20, 1857, it was provided by the legislature of Pennsylvania "that when any number of citizens of this State, not less than 13, shall, as contributors or stockholders, erect and establish a school for the professional training of young men and women as teachers for the common schools of the State," such school might become a State normal school under certain conditions, of which one was that "each school shall have at least six professors of liberal education and known ability in their respective departments, namely: One of orthography, reading, and elocution; one of writing, drawing, and bookkeeping; one of arithmetic and the higher branches of mathematics; one of geography and history; one of grammar and English literature, and one of theory and practice of teaching; together with such tutors and assistants therein, and such professors of natural, mental, and moral science, languages and literature, as the condition of the school and the number of students may require." The first school working under this act appears to have been the school at Millersville, and in its circular for 1859-60 we find the following among several other courses of study ("Students with a fair knowledge of the branches of study required by law, to be taught in the common schools" could enter and gradnate from this course in three years. Those who did not need a review of the elementary branches could enter upon the studies of the second year"):

*

* *

are

"The methods of teaching practiced in the school," says the circular, 66 first, a thorough knowledge of the branches of study they propose to teach; second, the best methods of teaching those branches; third, ability to instruct to lead the young mind judicionsly from the known to the unknown. Academies and colleges profess to discipline mind and impart a knowledge of the various branches of study, and in this respect their object and that of a normal school are similar; but the peculiar object of the latter class of educational institutious is to train persons to be skillful in imparting instruction. In all the classes and throughout all the teaching, it is never lost sight of that the grand aim of the institution is to train teachers."

THE NORMAL UNIVERSITY OF ILLINOIS.

The legislature of Illinois in 1858 provided for a normal university "whose objects shall be to qualify teachers for the common schools of this State by imparting instruction in the art of teaching; in the branches of study which pertain to a common

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school education; in the elements of the natural sciences, including agricultural chemistry, animal and vegetable physiology; in the fundamental laws of the United States and of the State of Illinois in regard to the rights and duties of citizens; and such other studies as the board of education may from time to time prescribe."

The course of study of three years is thus outlined in the report of the first principal to the trustees: First, the thorough mastery of the elementary or common school branches, including teaching and drill exercises; second, of lectures on education and educational systems, of the theory and practice of teaching, school discipline, the school laws of Illinois, and physical education; third, of a course in the higher English and mathematical studies and in the natural sciences, with lectures; fourth, of so much of the Latin and German languages as shall be necessary to the full understanding of our own.

In his first report to the board Principal Hovey remarks: "The organization of an institution such as you have expected to be established, varying from any this side of the Alleghanies, and in some respects from any beyond, was a work of sufficient difficulty under favoring auspices. Some supposed it to be an aristocratic establishment got up to educate the children of the wealthy or the influential; others proclaimed it an experiment; while a few circulated the absurd rumor that its object was the aggrandizement of individuals. *** And what are your designs? Clearly to establish such an institution as the legislature had provided for. The legislature meant to create such an institution as should be fit to stand at the head of the great common school interest of Illinois; and as the first step it meant to relieve the State of the necessity of going beyond her own borders for carefully trained teachers for her public schools of every grade. It meant to furnish a means of keeping alive professional enthusiasm, of suggesting more excellent methods of instruction, and of improving the course of study in the free schools. Unfortunately, for the past year a large amount of drill teaching has been required, which ought to have been done elsewhere, and it is quite probable that this state of things may continue for a series of years. We can hardly expect to be released from the actual work of teaching the common branches until by the reflex influence of the naiversity and other agencies now at work, the standard of elementary knowledge shall be raised in the source whence come our students."

MARYLAND NORMAL SCHOOL.

By the act of 1865, providing a "uniform system of free public schools for the State of Maryland," a State normal school was established "for the instruction and practice of teachers of public schools in the science of education and the art of teaching and the mode of governing schools." The course of instruction was classed though not separated into two departments, academic and professional. "Although the main object of the normal school is 'not to educate teachers in studies now required by law, but to receive such as are found competent in these studies, and to train them in the best methods of teaching and conducting public schools,"" says Principal Newell in his first report, "yet it has been considered necessary under present circumstances to devote a considerable portion of time to academic instruction. In the preparatory and the junior class a rapid review is made of elementary studies. The academic studies of the senior class for the present year will be algebra, geometry, rhetoric, English literature, and the natural sciences. In all the classes special attention is given to drawing, vocal music, and calisthenics, with a view of enabling teachers to introduce these subjects into primary and grammar schools." As to the professional department of the course, Mr. Newell says: "While the outline of the course of instruction corresponds at least in part with that of our best high schools, the purpose and aim of the high and the normal school are essentially different. In the high school the aim of the teacher is to communicate knowledge; in the normal school it is to cultivate the power of communicating knowledge.'

A sound elementary education is a good preparation for the normal school; a thorongh high school course is still better; and it is hoped that before long a high school diploma or its equivalent will be necessary to secure admission to the State normal school.

"The subjects embraced in the more strictly professional part of the course are the history of public schools and popular education; the philosophy of mind, so far as it furnishes the foundation of educational theories; education as a positive science; teaching as an art, methods of instruction, classification, government, and discipline; the school law of Maryland in its relation to citizens, teachers, and school officers; the duties and qualifications of public school teachers."

From the report of the principal, published in the State report for 1867-68, the programme of the normal school is thus given:

WISCONSIN SYSTEM.

Among the schools established towards the close of the seventh decade was that at Platteville, Wis., the first of a system of State normal schools endowed with the proceeds derived from the sale of swamp and overflowed lands, the system being under a board of normal school regents. The law establishing this system relates that "the exclusive purpose of each [school] shall be the instruction and training of persons, both male and female, in the theory and art of teaching, and in all the various branches that pertain to a good common school education; also to give instruction in agriculture, chemistry, in the arts of husbandry, the mechanic arts, the fundamental laws of the United States and of this State, and in what regards the rights and duties of citizens."

Three courses of study were provided, (1) an institute course, (2) an elementary course, and (3) an advanced course. The institute course was "designed to meet the wants of those teachers who, possessing the necessary scholastic acquirements, yet feel the need of professional training." It consisted of a rapid review of elementary studies and lectures on pedagogical subjects. The elementary course fitted students to become teachers in the common schools" by drilling them in the studies pursued in those schools, "experimental lectures on methods of instruction and, if practicable, practice in model school." The advanced course "should fit teachers for the higher department of the graded schools." The students in the advanced course were to have "extended instruction in the model school." The course of study was as follows:

In the report of the State superintendent for 1867 occur two paragraphs of equal interest but of somewhat opposite tendencies. The superintendent under the head of "normal schools" speaks as follows:

"They may be well attended, the discipline may be excellent, and their teachers well qualified; classes may graduate with honor and the people may cherish a just pride in the attainments of those who have pursued their courses of study; in fact they may be excellent colleges, but if they are not training schools for teachers [these words are italicized in the original ], and if everything else be not kept subordinate to the specific object for which they were founded, the result will be disastrous not only to these schools but to our whole educational system."

The board of visitors to the school at Platteville, in their report, published as a part of the State report for the same year, says: "It may not be out of place to say here that inasmuch as few persons who wil' enter the school will design to make teaching the business of their lifetime, the course of study and training, when fixed upon, should be such as will at the same time qualify the student for the more immediate duties of a teacher and for the ordinary business avocations of life [these words are not italicized in the original]."

THE RHODE ISLAND NORMAL SCHOOL.

The school established at Providence, R. I., in 1871, though not the first of its class in that State, is the one to be considered here.

In the first report of the principal of the school, established in 1871, occurs the following: “The course of instruction in a normal school should be such as to give pupils skill in teaching the branches authorized in our common schools. But the