have been in operation for some years, the institutes may be of short duration. Their aim, under such circumstances, is to revive the spirit and confidence of teachers, awaken a pride in the profession, stimulate to self-improvement, and by a progressive course of study and instruction review the branches taught in the schools, and increase the practical acquirements of the teachers. Where normal schools are few and small, or not yet established, where the public as well as teachers need to be enlightened, and where the attendance is voluntary, the institute acquires at once much greater importance as a factor in educational training. Under such conditions it assumes the proportion and duties of an itinerant teachers' seminary, and very properly extends its sessions into weeks instead of days, enlarging the scope of instruction, and increasing the number of methods and appliances for promoting efficiency and retaining popularity. Many of the mistakes which occur in the management of institutes, as conducted at present, arise from want of policy in not allowing this difference to govern the amount, kind, and method of instruction given. Continued interest is manifest in the teachers' institute. In some States, indeed, this method of preparation supplies chiefly and well-nigh exclusively the lack of normal schools. In Delaware, North and South Carolina, Georgia, Arkansas, Colorado, and Nevada, these "migratory normals" are a power for good, and even in some States having one or more well-appointed normal schools, a vigorous and progressive system of institutes is maintained, attendance being made compulsory. Some of the States while requiring institutes to be held, make no appropriation for the expense, though, as a rule, provision is made for this purpose from the public school fund. Teachers' meetings are held in nearly every town having a graded system of public schools. These are helpful in systematizing the instruction given in the schools, in strengthening weak teachers, in advancing and discussing both methods and matter, and in stimulating a healthy ambition and professional pride in the corps of teachers. Educational conventions are held in every State and in nearly all of the Territories. New Mexico has recently formed an association for the express purpose of promoting the educational interests of the Territory, and the prospects bid fair for success. Few, if any, States are without a State teachers' association, meeting annually or semi-annually for the discussion of educational problems. Sections of States, counties, cities, towns, and townships have their associations of teachers, all with one end in view-the improvement of the schools through the teacher. TEACHERS' READING CIRCLES. In the profession of teaching, as in other professions, the highest success must depend both upon a general culture and upon a technical training. General culture is needed that the teacher may be kept from the narrowness of a merely professional life, and a technical or professional training is requisite that he may be successful in the details of his work. The most available means for acquiring this training, outside of normal schools and institutes, is attendance at teachers' meetings, at State and local associations, visits of inspection to schools of acknowledged excellence, the formation of a teachers' library, and membership in a reading circle for the study of professional subjects as set forth in books treating upon the theory and practice of teaching, in books upon applied psychology and physiology, and in educational periodicals. Of the value of reading circles as a means for general culture, Chancellor Vincent, of Chautauqua, says: "Reading circles give opportunities to those who cannot, or who think they cannot, attempt thorough study. If they once taste good literature and test their own capacity to appreciate and profit by it, under a system which requires nothing but reading,' they will be more likely to address themselves to the severer tasks of study. Reading circles, through the power of association, will promote enthusiasm in intellectual and literary pursuits, increase popular interest in local courses of scientific and literary lectures, lead to greater care in selecting the books which find a place in the house, tone up conversation, elevate the standard of household decoration, and in many ways improve the social standing of the family. These circles may embrace a wide range of literature, and thus bring within the reach of the people the world of the learned, with its visions, pleasures, and inspirations. Reading circles may be organized to pursue courses in art, travel, history, current news, and all other subjects which are involved in a broad culture and in wholesome living."i As an aid to teachers the possibilities of this educational factor are very great. Though the methods now in vogue may not be all that can be hoped for, yet with its crudeness the teachers' reading circle is perhaps the most valuable agency in existence to-day for the improvement of the rural schools, as these associations must supply the place of normal schools and institutes to a large part of the teachers of country schools. Whatever of knowledge they obtain of the theory and art of teaching, and whatever promptings they receive to enter upon the study of mind, and know something of the laws of its growth, may be set down largely to the credit of the 1 Proceedings of the National Educational Association, Chicago, July, 1887. reading circle. As to the true significance of the reading circle work, President Allyn, of Illinois, says: "The work of the teachers' reading circles is in the direction of healthful mental and moral progress. No one can read a good book without profit, and when such a book is in the line of one's life work it is both an inspiration and motive power." The first organized effort in the direction of the reading circle idea seems to have had its beginning in a London "society to encourage home study," founded about 1870. A similar society was organized in Massachusetts in 1873, followed in 1878-79 by the most notable reading circle in existence-the "Chautauqua Literary and Scientific Circle." The State teachers' reading circles are of more recent date. In Ohio, a common course of reading was marked out for teachers in 1882, and they were generally enrolled in a reading club for the purpose of uniformity of work. Wisconsin claims to have suggested a similar plan at an earlier day, but to Ohio belongs the distinction of organizing the first State teachers' association, which was perfected in the year 1883. Indiana followed in 1884, and at present more than twenty States have State teachers' reading circles. It has been estimated that at least 75,000 teachers in the United States are reading methodically and systematically works bearing upon professional and general culture. The objects of the State teachers' reading circles are substantially the same, namely, the improvement of the members in literary, scientific, and professional knowledge and the promotion of habits of self-culture. This end is sought by prescribing a certain course of study, securing books at reduced rates, preparing lists of the best educational publications, by offering advice and direction to the methods of reading and study, by examinations of the work done, and by certificates of proficiency. The act of organizing the State circle has generally been accomplished at the annual assembly of the State teachers' associations, and the work is usually carried on under the control of this association. Directors, boards of management, etc., are chosen, who map out the course and direct the work of the circle. County and local circles are also formed, subsidiary to the general or State circle, and even individual members may pursue the course alone. The conditions of membership are liberal, any teacher or other person being received who promises to pursue the prescribed course of study and pays the small fee-usually 25 cents or 50 cents annually. Meetings of local circles for conference, discussion, and review are held once a week in some States, and biweekly in others. The course of study is usually outlined and published in the educational journals and in the county papers. In the preparation of these outlines a department of study is under the special supervision of some member of the State board. The object of this study is twofold, namely, professional and general culture. As for the prominence given to one or the other of these subjects, that will be determined by the actual needs of the teachers. The fourth year's reading (1886-87) for the Ohio Teachers' Reading Circle is given here with, to indicate the general scope of such studies: I. Psychology.-Sully's Teachers' Hand-Book of Psychology. II. Literature.-"Hamlet" and "As You Like It;" selections from Wordsworth. IV. Political Economy.-Gregory's Political Economy, or Chapin's First Principles of In a majority of the States provision is made for stated examinations of the work performed, and certificates are awarded with diplomas upon completion of the course. The Union Reading Circle, a paper published in the interest of this work, reports (June, 1887) three new societies in Georgia, two in Kentucky, five in Iowa, and twelve others in as many different States. Memorial days are now the fashion, the poets Bryant, Longfellow, and Tennyson, with Dickens and other literary men, receiving their share of honor in various places. The Agassiz Society, of Philadelphia, promises to make the summer vacation a grand opportunity for scientific research and study, and each one will contribute towards the common museum. The Gesenius, a new circle of Cleveland, makes Hebrew a specialty, as the Xenophon Society carries on the systematic study of Greek. The Curtis Society, of Buffalo, N. Y., studies politics and discusses all questions of reform. The Tulane Home Study and Reading Society is organized with headquarters at Tulane University, New Orleans, La. Besides the State associations, others claiming a national character have been organized. In 1885 the Teachers' National Reading Circle was legally incorporated under the laws of New York. Prof. W. H. Payne, of Michigan, was chosen president, supported by 18 directors, constituting the official board. This organization provides 18 courses of reading, 6 being professional, 3 in general culture, and 9 non-professional. In the first, 27 books are recommended. Each course includes 3 groups of studies, 2 books in each group, and any course (three books for the year) may be taken by the reader. Diplomas will be granted to members who pass the three different ex aminations in some one prescribed course, and who prepare an accepted thesis on some educational topic connected with the reading. The Chautauqua Teachers' Reading Union is a recent department of the Chantanqua University, and is under the personal supervision of Hon. J. W. Dickinson, secretary of the State board of education of Massachusetts and also principal of the department of pedagogy in the university. The course of study covers three years, a certificate being awarded for each year's work. The annual membership fee is 50 cents. The first year's reading includes (1) principles and methods of education, (2) general culture; the second year: (1) history of education, (2) primary and kindergarten work, (3) general culture; the third year: (1) psychology, (2) school economics and school supervision, (3) political science, (4) general culture. The educational department of Canada prescribes a course of reading for teachers, purely voluntary, and hence followed by no examination. The department provides, however, that, "should the teachers of any inspectorial division agree to read the course with this end in view, and should the county board of examiners make adequate provision for such examination, the department would recognize, by special certificate, this additional element of professional culture." SUMMER SCHOOLS FOR TEACHERS. Summer schools are growing in numbers and popularity each year. Recreation, pleasure, and study are here combined for the tired, worn-out teacher, while new methods and improved theories are presented by some of the ablest educators the country affords. Some idea of the importance of this work may be learned from the statement that there were in various parts of the country no less than twenty different summer schools in active operation, with, it is believed, more than 2,000 students, the State of New York sending the largest number, Massachusetts and Pennsylvania the next largest. The educationally awaked South sent to one school in the North no less than sixteen teachers, seven of whom came all the way from Louisiana. It is the work of the several summer schools, organized in different localities, to train teachers in the more rational and natural methods which have been increasingly adopted in the most progressive schools of this country during the last 5 years. The new system is better for pupils, but is harder for teachers. It requires more ingenuity, a wider observation and culture, as well as good literary attainments and special training, but in compensation for more exacting work in teaching, discipline of pupils is easier, and "dull" classes are no longer the bête noire of the school room.3 The editor of the Journal of Education, Boston, July 7, 1887, says: "Thirteen years only have passed since Dr. J. H. Vincent called together a host of earnest men and women at Lake Chautauqua, and already forty-five assemblies are under the same general plan, influenced largely by the same general management. It is this unanimity of action that enables these gatherings to bring to our country such a man as President Fairbairn, of Mansfield College, Oxford, England; to bring from the Pacific coast such a teacher and lecturer as Col. Homer B. Sprague; and to take into an educational gathering men of such popular gifts as the Hons. George W. Bain, R. G. Horr, and John D. Long. "The managers of these assemblies, the men who organize classes, teaching and inspiring teachers, are men whose knowledge of the art and science of teaching gives them deserved prominence as educators. Dr. Vincent stands, by natural tact and experience, at the head of this list. while Dr. J. L. Hurlbut, Dr. A. E. Dunning, Prof. R. S. Holmes, Dr. B. T. Vincent, and Dr. A. H. Gillet have, practically, equal skill as instructors and directors. Under their influence, public school teachers and teaching have in the warm season been very generally left for professional schools at Chautauqua, Saratoga, Asbury Park, Round Lake, Martha's Vineyard, Glens Falls, Niagara Falls, Amherst, Ann Arbor, Normal Park, etc., but they have furnished high literary inspiration, close study of Shakspeare, Milton, and other English classics, as well as created the science of Sunday School teaching on pedagogical principles. The assembly idea is a success, with permanency insured. The forty-five assemblies of 1887 will certainly be largely increased in the near future." Following is a list of summer schools held during the summer of 1887, compiled from available data furnished this Bureau. In addition to these, a number of colleges and universities held special sessions during the vacation: Amherst Summer School, July 6-9; Asbury Park Seaside School of Pedagogy, July 18 to August 5; Batchellor's Tonic Sol-fa Institute, Philadelphia, Pa., June 22 to July 12; Blackboard School, Cedar Falls, Iowa, July 5-26; Chautauqua College of Liberal Arts, New York, commencing July 9; Curry's School of Expression, Saratoga Springs, N. Y.; Glens Falls Training School, New York, August 1-26; Hamill's School of Elocution, Chicago, Ill., June 1 to July 18; Haupt's German School, Boston; Kindergarten, Mountain Lake Park, W. Va., July 12 to August 20; Manual Training School, Saint Louis, June 20 (six 1 Indiana School Journal, Nov., 1886. 2 American Teacher, Boston, Mass., Oct., 1887. or eight weeks); Martha's Vineyard Summer School, July 11, five weeks; Missouri Teachers' Summer Academy, Sweet Springs, June 24-31; Monroe College of Oratory, Boston, July 12 to August 13; National School of Elocution and Oratory, Ann Arbor, July 5 to August 13; National Summer School of Methods, Saratoga Springs, July 18 to August 5; Niagara Falls Summer School of Methods, July 18 to August 5; North Carolina Teachers' Assembly, Morehead City, June 14-29; Summer Review Term of the Michigan Normal College, Flint, July 5, eight weeks; Normal and Business College, Fremont, Nebr., July 5 to August 13; Northwestern Summer School, Normal Park, Ill., July 18, three weeks; Round Lake Summer School, near Saratoga, N. Y., July 11 to August 6; Sauveur Summer School of Languages, Oswego, N. Y., July 11 to August 19; Seward's Tonic Sol-fa Institute, Fredonia, N. Y., July 6-21; Summer Course of the Phys ical Training School, Harvard University; Straub's American Normal Musical Institute, Charleston, Ill., July 11, four weeks; Summer Courses in Chemistry at Harvard University, July 11, continuing six weeks; Summer School, Holton, Kans., July 7 to August 2; Summer School of Philosophy, Concord, Mass., commencing July 13; Summer School of Pedagogy, Ann Arbor, Mich., August 8-20; Stern's Summer School of Language, Saratoga Springs, July 11 to August 12; Summer School of Pedagogy, Wisconsin University, four weeks; Summer School of Languages, Cornell and Iowa Colleges, Iowa, July and August; Summer Schools at University of Virginia. PRESENT CONDITION OF NORMAL TRAINING. The following general summary, by States, of the system and progress of professional schools and appliances for the training of teachers, is compiled from the latest accessible reports of State and city superintendents, school laws bearing on the subject, catalogues and returns from normal schools, educational journals, etc.: ALABAMA. Alabama has 6 normal schools, 3 for white and 3 for colored students. These schools are located at Florence, Jacksonville, and Livingston for white pupils; and at Huntsville, Tuskegee, and Montgomery for colored pupils. The last named school was formerly at Marion. Hon. Solomon Palmer, State superintendent of education, reports these schools in a prosperous condition, and doing an invaluable work in furnishing the public schools of the State with well-qualified and well-trained teachers. The course of study covers from 2 to 4 years, and comprises mental science, pedagogics, mathematics, English literature, ancient and modern languages, natural science, and vocal and instrumental music. At some of the schools there are college preparatory departments and post-graduate courses. Any student of suitable age and attainments may enter, and tuition is free to normal pupils signing a pledge to teach 2 years in the public schools of the State after graduation. Diplomas for the entire normal course authorize the holders to teach in public schools of any grade without further examination. All the schools have practice work in model schools or sub-collegiate departments. The last General Assembly established a white normal school at Troy, Pike County. The citizens of the town, as soon as the bill became a law and the location decided upon, at once raised funds to erect for the accommodation of the school a suitable two-story brick building, which has been furnished and is now occupied. The school began its first session in September, 1887, and under the same management and in connection therewith a high and graded school is operated, with 10 teachers and nearly 300 pupils in all departments, including the normal.1 The Legislature repealed the act establishing a normal school for colored teachers at Marion, and in the same act provided for the establishment of a "university for colored students," with an annual appropriation of $7,500 for current expenses, and $10,000 to procure suitable buildings. This school, with normal and industrial departments, is located at Montgomery, and has a large attendance. Provision was also made for another colored normal school in Greene County. In the schools for colored pupils already established, industrial departments are maintained, largely through the liberality of the Slater fund, in which the trades for each sex are practically taught, a certain amount of this work being required. At Tuskegee farming is added to other industries, and this school has recently received a donation of $6,000 from a few Boston ladies for the general improvement of the institution. In addition to the State appropriation of $26,000 for normal schools and teachers' institutes, the Peabody fund has been more liberal than ever before in its contribution to the same cause. For this purpose alone, not including other gifts from the same source, during the past year the fund has contributed to the State in the aggregate over $6,000, divided among the 13 normal scholarships at Nashville, white and colored normal schools in the State, and congressional teachers' institutes. Of the 13 Alabama students holding State scholarships at the Normal College, at Nashville, Tenn., 'State Report, and Alabama Teachers' Journal, Oct., 1887. 3 graduated in the class of 1887. Applicants for these scholarships are required to stand a competitive examination held at the various congressional institutes. Birmingham has a training school with a special course of one year for the preparation of high school graduates, and others of equivalent qualifications for the work of teaching, with special reference to the schools of that city. The course comprises the usnal pedagogical studies, with lectures and practice work. Decatur.-In this town teachers' meetings are held at stated intervals. The teachers are specialists of experience, and mostly graduates of approved normal schools. Montgomery.-In this city lectures and teachers' meetings are arranged and successfully conducted. Talladega has a normal class meeting every two weeks. Tuscaloosa has teachers' meetings at the call of the superintendent. A new feature in educational matters for the past year was the Congressional Teachers' Institute. Under the inspiration of the progressive State superintendent, the Legislature made a special appropriation for an institute in each congressional district. The legislative appropriation of $500 was supplemented by a like amount from the Peabody fund, and with this sum the State superintendent conducted 15 institutes, 10 for white and 5 for colored teachers. The interest awakened in the community at large is shown by the fact that wherever such assemblies were held the people offered strong resolutions thanking the instructors, the Legislature, and the State superintendent for this new departure in Alabama education. In addition to the congressional institutes, the State superintendent held annual county institutes in twentytwo counties. In each of these he reports a growing interest in the public schools among the people, and in many instances earnest efforts are made to establish and maintain schools of higher grade, which was shown by the anxious inquiry for wellqualified and successful teachers, by building more comfortable school-houses, and by very large and attentive audiences at the institute and other meetings held for educational purposes.1 The white and colored teachers maintain separate State associations, which are growing in numbers and importance. The sixth annual meeting of the State Teachers' Association (white) was held at Tuscaloosa July 5-7, 1857, and is reported the largest and most successful ever convened. A resolution was passed endorsing the movement to erect an Alabama teachers' home at Monteagle, and each teacher in the State was requested to contribute 50 cents or more to this enterprise. The Colored Teachers' Association met in Birmingham, April 14-16, 1887. The State superintendent, speaking of this meeting, says: "No one can witness a gathering of these teachers, as I have done for the past two years in their annual meetings, without being impressed with their burning desire to secure the benefits of an education for their race, and with their wonderful progress since the war. They deserve encouragement by the State."2 The Alabama Teachers' Reading Circle received an impetus at the first State normal institute, held at Florence in 1886, and a large number of teachers were enrolled. The first year's course of reading selected was Barnes's General History, Page's Theory and Practice, Watts on the Mind, and selections from Hawthorne's works. ARIZONA. This Territory established a normal school in 1885, located at Tempe, in Maricopa County, central Arizona. The school was first opened for instruction in 1836, and reports 53 students and 5 graduates for the year 1887. The course of study comprises an elementary and an advanced course; the former requiring 2 years, the latter 3 years for completion. At the conclusion of either of these courses a corresponding diploma is granted which permits the holder to teach in the public schools of the Territory. The requirements for admission are 16 years of age; a valid certificate, either Territorial or county, of any grade; a diploma of graduation from any public grammar or high school; and an examination in the common branches for those not possessing either a certificate or diploma. Tuition is free to those intending to teach in the public schools of the Territory and also to those nominated by a member of the Legislature. Others are charged $4 per month. A Territorial appropriation of $5,000 was made for last year. The school reports the beginning of a library, and estimates the value of grounds, buildings, and apparatus at $10,000. Teachers' institutes from 3 to 5 days each are required by law when the number of school districts will justify. Attendance is compulsory, and the expenses are drawn from the county school fund. ARKANSAS. The Branch Normal College of the Arkansas Industrial University, at Pine Bluff, is intended for the education of colored teachers. This school has been in operation since 1877, and is designed for "the training of teachers for effective service in the public schools of the State," the law establishing the same having been enacted with |