Table III presents the statistics of 255 normal schools, having 1,937 instructors and 60,063 students. Of the whole number, 127 are public normal schools, having 1,147 instructors and 34,757 students, the number of normal students being 22,710. The private normal schools number 128, with 790 instructors and 25,306 students, of whom 15,644 are normal students. Of the public normal schools, 103 are supported by State, 2 by county, and 22 by city appropriations. Few cities maintain normal schools and the amount of money expended by the cities in this work is small as compared with other expenditures for education. Like normal schools in general, the city normal schools fall into two classes: those which are strictly professional, as the Boston and Washington normal schools, and those which combine academic and professional courses, as the Philadelphia Normal School and the Normal College, New York City. The age and standard of qualification required for admission to the former schools are necessarily higher than are required for admission to the latter, the purpose being to secure scholars of sufficient maturity and attainments to enable them to profit by the special training. This is an important consideration, since training in the theory and art of teaching in the case of ignorant, immature pupils is in danger of degenerating into a mere mechanical drill upon methods. The training of the city normal schools of the first class mentioned is directed chiefly to the preparation of teachers for the primary grades. It is sometimes objected that here too much stress is placed upon methods. Such is perhaps the tendency, but those familiar with the work going on in the schools of this class that enjoy any prestige as training schools are aware that it is a tendency which is watched and restrained. The ideal of pedagogie training, it must be remembered, is as yet imperfectly formed, but so far as it applies to primary teachers it is without doubt in the line of the exercises encouraged in the normal schools referred to. The observation of children with the view of finding out their mental and moral attributes and the limits of their powers; the knowledge of the results of similar observations by others; the consideration of the subjects of elementary instruction; of the relation which these bear to the sensible objects and living interests that make up the child's world; of the order and the means by which they may best be presented to the child's attention and excite the voluntary and agreeable action of his mind - these are the matters that are urged upon the attention of normal students. The practical results of these studies, investigations, and exercises are seen in the improvement that has taken place in the past few years in the city primaries. The endeavor is being made to secure such a representation of the work of city normals at New Orleans as shall indicate, in some measure at least, the methods of intruction that have been wrought out by them. The success of similar representations from foreign schools in the Health Exhibition, London, leads to the hope that the contemplated exhibition in our own country will bring about a more intelligent and more general understanding of what these schools are contributing to the public benefit. State normal schools, established either as separate institutions or as departments of universities or colleges, are reported from all the States, save Delaware, Louisiana, Nevada, Ohio, and South Carolina. The table of appropriations shows that, on the whole, these schools are well supported, though in some States the funds allowed are not sufficient to secure either the teaching force or the material appliances required. The Western States, it will be observed, are fully up to the standard of the older Eastern States in respect to this provision. Thus, Wisconsin, admitted as a State in 1848, population (census of 1880), 1,315,497, maintains four State normal schools, appropriations for two of these for the current year being $37,365. New Jersey, with about the same population (1,131,116), maintains one State normal school; appropriation for the year, $20,000. Nebraska, admitted as a State in 1867, established a State normal school the same year. The appropriation to this school for 1884 was $14,350, a little more than the appropriations reported for three of the four State normal schools of Maine. The appropriations to the three State normal schools of Minnesota for the year amount to $39,000. The support given to the provision for training teachers in these comparatively new States is one of the many evidences of the unanimity of feeling with respect to popular education characterizing the settlers from the East and from foreign countries. The multiplication of normal schools in the Southern States is an important fact in the recent history of popular education in our country. In 1567 the Richmond Norial School, Richmond, Va., and the State Normal School (Marshall College), Huntington, W. Va., were established. These were the earliest normal schools, organized as such, in the States that have received the benefit of the Peabody fund. Now 35 public normal schools are reported from these States, with appropriations from public funds amounting for the year, so far as reported to this Office, to $212.228. The following comparative table shows more fully the development of this class of schools in the Southern States: a This is exclusive of appropriation to the normal department of the State University, which appropriation is made in common with that of other departments. b This appropriation, which is from the proceeds of the national grant of land to agricultural colleges or in lieu of the same, is not specifically for the normal departments of the institutions so endowed. c For one school only. Students. 1880. Appropriations. The legislature of Louisiana at the session of 1883 passed an act to establish a State normal school, to be located at the city or town offering, in the judgment of the board of education, the greatest facilities for the establishment and success of such an institution. Natchitoches was finally selected, but the organization of the school is delayed by an unfortunate accident. By some oversight, the appropriation ($6,000) named in the bill was omitted from the general appropriation act, so that the matter will probably be held in abeyance until the meeting of the general assembly in 1886. While the purpose of the State normal schools is everywhere the same, viz, the training of teachers for the common schools, the courses of study, methods of training, and standards of attainment which they present differ greatly. States in which the public school system is of long standing and includes ample provision for advanced courses of study naturally require a higher degree of preparation in the teachers of the common schools than is possible in States in which popular education is a matter of recent interest or in which the population is scattered and largely pioneer in character. The province and functions of normal schools have been prolific subjects of discussion in educational conferences for the past few years, and the result is apparent in a clearer conception of the special character of the work on the part of those to whom it is intrusted and in more definite and satisfactory results on the part of the students. In this improvement all of the schools have participated to a greater or less degree. The importance of drawing public attention to the operation of these schools cannot be too strongly insisted upon. Often they are hampered by public opposition at the very time when principles and methods that have been brought to light and established by long and patient effort on their part are receiving favorable recognition. That view of the interior working and far-reaching influence of one of these institutions which was so impressively set forth by Dr. Edward Brooks' in his farewell 1Dr. Edward Brooks, for seventeen years principal of the normal school, Millersville, Pa., resigned in 1883, and delivered his farewell address at the commencement exercises in that year. address as principal of the normal school, Millersville, Pa., could be paralleled by many other schools of this class. He said: In assuming the duties of principal, I had certain ideals in respect to the character and work of a normal school which I have endeavored to realize during my administration. The first and leading object at which I aimed was the thorough scholastic and professional traimug of the students. It was my ambition to make the Millersville Normal School one of the very best in the State or country. To accomplish the first part of this object, the several departments of instruction were more distinctly organized, the salaries of the professors were raised, and persons with special qualitications placed and kept at the head of these different departments. These changes were rewarded by the wide reputation of our students for thorough scholastic preparation in whatever branches they had studied or pretended to teach. In the department of professional training, a thorough knowledge of the nature of the mind was regarded as lying at the foundation of a teacher's work; and the course in mental philosophy became a source of inspiration and power to our graduates, not only as teachers, but in the various vocations of life in which they engaged. In the science and art of teaching, the effort was made to ground the student teachers in the broad and fundamental principles of education, and to train them to make a practical application of these principles in the actual work of the school room. In the practice of teaching, special attention was given to primary instruction; and the character of this work is indicated by the fact that many of the most practical methods of the so-called Quincy system had never been heard of. In addition to this, the effort was made to show the dignity and excellence of the teacher's vocation and to inspire the minds of the pupils with a love for and a desire of high attainments in the profession of teaching. Thongh never fully reaching my ideal, the value of the work that was accomplished may be indicated by the enthusiasm and efficiency of our pupils and graduates as teachers and educators, many of whom are to-day occupying distinguished positions as teachers in high and normal schools, city and county superintendents, &c. Indeed I may be permitted to say that the methods of teaching which have been worked out in this school have not only given skill and success to the thousands of pupils educated here, but are to-day largely in use from Maine to Oregon and Texas, aiding in giving direction and inspiration to the work of education all over our broad country. ABSTRACT OF RECENT CORRESPONDENCE ABOUT THE SALARIES OF NORMAL SCHOOL PRINCIPALS. Many inquiries have been addressed to this Office as to the salaries of principals of normal schools, a matter which must obviously have great weight in determining the character and efficiency of the schools. The following statement, compiled from recent information, shows the salaries of the principals of normal schools in 27 States in 1884: Alabama: School at Florence, $1,500; at Marion, $1,200; at Tuskegee, $900; at Huntsville, $675; annual session of nine months. Arkansas: Normal department of Arkansas Industrial University, $1,500 per annum California School at San José, $3,600; branch at Los Angeles, $3,000. Connecticut: School at New Britain, $2,600. Illinois School at Normal, $3,500; at Carbondale, $3,150. Indiana School at Terre Haute, $3,000. Iowa: School at Cedar Falls, $2,000. Kansas School at Emporia, $2,000. Maine: Schools at Castine, Farmington, and Gorham, each $1,800. Maryland: School at Baltimore (for whites), $2,500. Massachusetts: One at $3,000; three at $2,600; one at $2,400. Michigan: School at Ypsilanti, $3,500. Minnesota: Three schools, at $2,000 each. Mississippi: School at Holly Springs, $1,500. Missouri: Three schools for whites, $2,200 each; one school for colored, $1,500. Nebraska: School at Peru, $2,000. New Hampshire: School at Plymouth, $2,000. New Jersey: One school, $3,000. New York: Eight schools, at $2,500 each. North Carolina: School at Fayetteville, $1,000 (ten months); at Plymouth, New Berne, Franklinton, and Salisbury (four months), $200; institutes, at $30 per month. Pennsylvania: Eight schools, average $1,800, with board and lodging besides. Rhode Island: School at Providence, $3,000. Tennessee: School in the University of Tennessee, $3,000. Vermont: No settled salaries; three schools, from $900 to $1,500 each per annum. PEDAGOGICS IN UNIVERSITIES AND COLLEGES. Chairs of pedagogics or didactics have been established in the Universities of Michigan, Missouri, Iowa, Nebraska, and Wisconsin. Johns Hopkins University has in various ways made its influence felt upon the teaching profession, and its work in this direction promises to be greatly extended through the lectureship of psychology which has been accepted by G. Stanley Hall, PH. D. The distinction between this department of the university and the work of the normal school should be kept clearly in mind. The training of the normal schools will, under some circumstances, merge into that of the universities; under others, it may be possible and desirable that the two should be pursued simultaneously; and always, if the university training in pedagogics be sound and strong, it will make itself felt in the work of the normal schools; nevertheless, the two are sufficiently removed from each other in character and purpose to prevent waste of resources and confusion or antagonism of effort. In Germany the training school on the one side and the pedagogic department of the universities on the other have full development. In Great Britain it is coming to be more and more clearly recognized that both are alike essential in maintaining a high standard of excellence among teachers, inspectors, and other officers directly engaged in the service of education. The separate functions of the two agencies were very freely discussed at the Interna-` tional Conference on Education held in London in connection with the Health Exhibition, the university side of the work being treated with special force and discrimination. While it would be impossible to give here any summary of the papers read or the discussions which they called forth, I present a few observations by some of the speakers: THE UNIVERSITIES IN RELATION TO TRAINING OF TEACHERS. [Extract from a paper presented by Rev. R. H. Quick, formerly lecturer on pedagogics at the University of Cambridge.] The universities ought to be the brains of our social system. They naturally attract many of the best intellects in the country and they afford them the most favorable conditions for working.. A vast amount of thought has already been given to the theory of education and a number of valuable principles have already been established. Let the universities appoint able men to bring these principles together and to apply them to the solution of the educational problems of our time. In this way the universities will fulfil the function of the brain and get the thinking done. There will be plenty of practice in any case, and it is only by thinking that the universities can affect it. Undirected or misdirected activity is the chief danger of our time. All I wish to urge is this, that the distinctive function of a university is not action, but thought, and that the best thing the universities can do for schoolmasters is to employ some of their keenest intellects in considering education on the side of theory and in teaching such principles respecting it as have been or can be established. PROFESSORSHIPS AND LECTURESHIPS ON EDUCATION. * [Extract from a paper presented by J. M. D. Meiklejohn, M. A.. professor of the theory, history, ami practice of education in the University of St. Andrews.] I will put the question I have been trying to answer in another way. What can the universities do for education? What can they do for the processes that are going on daily in our schools? A university is a place for study and research; but it is also a place for distribution. It tries to distribute first hand knowledge along with the |