what he should avoid in teaching. Frequent changes of method, and novelties, however confidently they may be advocated, should not be adopted till they have been carefully examined and thoroughly tested. And in his endeavor to correct one error a teacher should not adopt its opposite, which is often as great, if not the greater of the two.

From frequent examinations of the Normal School it is evident that to extend its influence and to increase its power the standard for admission must be raised. And if all the towns in the State cannot provide the necessary academical training and preparation there should be formed in connection with the Normal School a preparatory class in which the elementary branches may be thoroughly taught and reviewed.

Further experience with the present accommodations tends to deepen the conviction already expressed in the reports of the Trustees that the necessities of the Normal School demand better and enlarged facilities. In the first place, there is not enough room to accommodate comfortably or properly, all things considered, the pupils already enrolled, and the number is steadily increasing each year. In the second place, there are certain features which must be added to the work if the school is even to maintain its position as a first class school, to say nothing of occupying advanced ground. Better facilities for work in the department of natural science, and a training school are absolutely essential for the best welfare of the Normal School.

The Trustees wish to call the attention of the General Assembly to the question whether the diplomas granted by

the State Normal School should not be recognized by law as having a distinct and positive value as certificates. They certainly stand for a definite amount and character of preparation, and are issued only upon the results of an examination more rigid than that given by any local committee. It therefore seems that some recognition should be extended by the law and that the diploma should be considered as a valid certificate, for a certain limited time at least. It is true that the law now permits the Trustees to issue certificates, and they could undoubtedly issue the same upon the basis of the diplomas, but such action would not give to them the same sanction and significance that they would receive through a positive enactment of the General Assembly.

Another matter that seems to demand attention is the mileage appropriation. It was first made in 1873 in response to the feeling that some such measure was necessary to render the school of real benefit to all parts of the State alike. It has proved its worth many times and has been the means of aiding many a pupil to the position of a successful teacher. But while the number of pupils has steadily been increasing, and the proportion from the more distant towns growing larger, the amount appropriated has remained the same. Hence the amounts received by the several pupils have been growing smaller and smaller until in some cases they are not now half what they were in the earlier days. It would, therefore, seem that the time has come when an addition should be made to this appropriation, and the Trustees would respectfully request that it be increased to two thousand dollars.

In conclusion, the Board desire to reaffirm their confidence in the general management of the school, and their belief that it is doing as good a work for the schools of our State as its limited means will permit, and that the results already achieved are the best guarantee of what may be confidently expected in the future.

Respectfully submitted,

ROYAL C. TAFT,
ENOS LAPHAM,

SAMUEL H. CROSS,

GEORGE A. LITTLEFIELD,

WM. N. ACKLEY,

FRANK E. McFEE,

DANIEL LEACH,

DWIGHT R. ADAMS,

THOMAS B. STOCKWELL.

PROVIDENCE, Dec. 31, 1888.

REPORT

OF THE

Board of Examiners of the State Normal School.

To the Trustees of the State Normal School:

The Board of Examiners for the year 1887-8 respectfully present the following report:

The first meeting of the Board was held at the Normal School on November 19, 1887, when an organization was effected by the choice of John P. Reynolds as Chairman, and Edgar B. Peck as Secretary.

Considering their appointment to be not so much for the purpose of enabling them to enter into any critical examination of methods as for the purpose of acquainting them, and through them the people in their respective localities, with the general character and scope of the School's work, it was deemed best, after a full consideration of the matter, to make no individual assignment of duties for the institution of formal investigation, but to leave each member free to visit the various departments of the School and make such observations as his time and the circumstances would permit.

With what frequency such visits were made by the indi

vidual members of the Board is not known to the writer, as, of necessity, no record could be kept. From interviews. with several of the members, however, the information was elicited that occasional visits were made by them during the sessions of the School, and there was also an attendance upon the part of others at the semi-annual graduating exercises. As a result of their observations, thus made, the members of the Board feel that they cannot speak too highly of the thorough manner in which the Normal School is accomplishing the object for which it was established, or recommend it too strongly to those who are seeking to qualify themselves as teachers.

One member of the Board, a superintendent of schools, writes: "We must say that its work is a success. My few visits at the Normal School have convinced me that the corps of teachers are eminently fitted for their work."

As to the comparative efficiency of those teachers who have availed themselves of the advantages which the Normal course affords and those who have not, the same member writes: "The Normal School is doing a good work. I judge of this, perhaps, as much by my observations of those who have completed a course there and whom we have employed as teachers in our schools as by my personal inspection of the Normal School. Other things being equal, their methods are certainly superior to those who are simply graduates of our high school. The difference is mainly shown in their manner of managing scholars and in imparting information, rather than in any superior scholarship on the part of the teachers."