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 Chautauqua 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, Aun 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

Indiana School Journal, Nov., 1886.

American Teacher, Boston, Mass., Oct., 1887.
Report, Springfield, Mass.

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 usual 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, 1887, 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; à 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 "Ibid.

State Repotr.

special reference to the "convenience of the poorer classes." Two courses of study, covering 2 and 3 years respectively, include the usual normal branches. There is no charge for tuition for appointees, the only requirement for admission being suitable age and qualifications, an appointment from one of the county judges, and the payment of $5 entrance fee. Students thus appointed are entitled to 4 years' free tuition, and by the apportionment among the several counties of the State, according to the population, 395 students are entitled to the benefit of this law.

The chief provision for the training of white teachers is in the Peabody normal scholarships at the Normal College at Nashville, Tenn., and the Peabody normal institutes held throughout the State. Of the 10 students at Nashville to which Arkansas is entitled, 2 graduated in the class of 1887. The normal institutes are of one week each, and are required by law to be held annually in each judicial district of the State. They are so distributed as to reach every section, and make attendance comparatively easy. The work of these normal institutes is intended to be plain and practical, and instruction in the best methods of teaching the common school branches is imparted by performing the work of a teacher before the class.

The State superintendent commends the summer work of the institutes and affirms that they are an indispensable auxiliary to the development of first-class teachers, and suggests that the school laws be so amended that teachers be required to attend institutes, present reasonable excuses for their absence, or forfeit their certificates. The Peabody fund being insufficient for this purpose, he asks that it be supplemented by a reasonable appropriation from the State, and recommends that institutes of 4 weeks be held in each congressional district. There are separate institutes for the white and colored races, though in some instances both attend the same meeting. A noticeable result of the normal institutes is the formation in a number of counties of regular teachers' associations.

The twentieth annual meeting of the State Teachers' Association was held at Lonoke, June 22-24, 1887. The Southwestern Arkansas Teachers' Association met at Lewisville, October 9, 1886.

Arkansas has a State teachers' reading circle. Pulaski County teachers have inaugurated a reading circle with a membership of over 70, and are following a course of reading and study relating especially to their work as teachers.

CALIFORNIA.

The normal schools of this State at Los Angeles and San José are reported to be in a most satisfactory condition. In the present arrangement of the schedule of studies, night study is diminished somewhat by allowing more time during the day. Close individual discrimination as to the comparative standing of students is done away with, and those in the upper third of the class are now considered as honorary students, without individualizing any above or below the line of demarkation. The positions of salutatorian and valedictorian are also abolished, which will prevent undesirable competition for the honors. To summarize the recent reforms, they may be stated as emphasizing the technical features of the schools, improving the status of the faculty by making the tenure of professorship permanent, diminution of the overburden of labor, and the prevention of unhealthy competition for honors. Three years are required to complete the course of study, which consists of the usual branches taught in all grades of the public schools with approved professional work.

New laws relating to the State normal schools were passed by the Legislature in March, 1887, of which the most noteworthy features are given. The names of the schools are changed from branch State normal to State normal schools. Among other duties, the boards of trustees are required "to establish and maintain training or model schools, and require the pupils of the normal schools to teach and instruct classes therein." Teachers holding State certificates of first and second grades may be admitted to the normal schools from the State at large. Residents of other States may be admitted upon letters of recommendation from the Governor or State superintendent thereof. A declaration to teach in the State of California, or in the State or Territory where the applicant resides, is required of every candidate for admission. No charge is made for tuition. County and city boards of education may grant teachers certificates without examination to holders of California life diplomas, California State educational diplomas, California normal school diplomas, the State University diplomas (when recommended by the faculty of the University), unexpired State certificates, and city certificates granted in other cities of California, and State normal school diplomas of other States. Educational diplomas are granted to graduates of the State normal schools who have afterwards taught successfully for three years in the public schools of the State, and also to each pupil who worthily completes the post-graduate course at the normal schools.

An act approved March 9, 1887, appropriated $50,000 for the erection of a normal school for the northern portion of the State. The site selected is at Chico, Butte County, on a beautiful tract of ground, 8 acres in extent, donated to the State by General Bidwell, of Chico. The value of this gift, with the water right, is at least

$20,000, and to this the town of Chico has added $10,000 in coin. The building is now in process of construction, and is to be of brick, three stories in height, and modelled somewhat after that at Los Angeles. It is expected that the school will be in operation within a year.

In July, 1887, the normal school at San José completed a quarter century of its existence. A history of the school is to be issued to show especially what the institution as a normal school has accomplished for the State through its graduates. The attendance for the past session is the largest ever enrolled. The school at Los Angeles is also largely attended and thoroughly equipped for professional work. Members of the senior class at this institution have the advantages of a training school composed of five grades of the city public schools, under the charge of regular teachers, in which normal instruction in methods of teaching and governing are practically applied.

The normal class in the San Francisco Girls' High School has a professional course extending over one year, to which only graduates of the high school are admitted. At the beginning of the school year the pupils of this class are divided into two equal sections, which alternate monthly from professional study to practical work in the school room, the members being distributed among the different primary departments of the city for practice work. At the end of each month the principals of these schools are required to make to the superintendent a written report on the success of each pupilteacher, and at the end of the year these reports are examined and due credit given for practical success in teaching.

There are two inspecting teachers in this city, whose duty it is to thoroughly acquaint themselves with the improvements in the methods of conducting schools, and of teaching, and to exemplify these methods in the various schools. They are also required to examine the work of the teachers and pupils from time to time, and report to the superintendent and the board, making such suggestions as may seem desirable or necessary for the greater efficiency of the schools. The city superintendent reports this work of inspection as highly successful and promotive of zeal upon the part of both teachers and pupils.1

New life has been infused into the institute work of the State, and county institutes are becoming more effective and popular. The institute held in San Francisco in July, 1886, was attended by fully one thousand educators, besides many persons from the State and abroad, interested in the cause of education. The annual State institute of California teachers held its session at San José, December 26 to 29, 1886. Among the topics discussed were the proposed amendments to the school laws, and measures were adopted to compel more regular and general attendance at teachers' institutes. teachers of San José hold monthly meetings throughout the year, which are usually informal discussions of school matters.

The

A State teachers' reading circle was organized in March, 1887, and a course of study in professional works on education, history, biography, literature, and philology mapped out. Any teacher or other person in the State may become a member by forwarding his name, a fee of 50 cents, and his pledge to pursue the prescribed course of study to the board of directors of his county.

COLORADO.

Colorado has as yet no public normal school, and since the supply of teachers in the State exceeds the demand, owing to large districts sparsely settled, the need of such professional schools is not pressing. The State University, at Boulder, has established and maintains a normal department. Concerning this, the State superintendent reports: "The only direct or special work done in this department has been by a course of lectures on methods of instruction. These lectures were given by the president and two members of the faculty. The academic studies of this class have been the same as provided for the preparatory classes."

By amendment of the school laws in March, 1887, it is enacted that State diplomas shall only be granted upon public examination, etc.; "Provided, That the State board of education may, upon the recommendation of the State board of examiners, grant State diplomas without examination to persons who, in addition to good moral character and scholarly attainments, have rendered eminent services in the educational work of the State for a period of not less than 5 years." For the purpose of organiz ing and maintaining teachers' normal institutes, the State is divided into six institute districts, and new counties formed within the limits of any institute district are to be included in that district. A normal institute may be held annually for a term of not less than two weeks in each normal district of the State, and each county superintendent is authorized to add 5 per cent. to the average standing in examination of teachers who shall attend this institute from his county. The institutes receive county and State aid, in addition to the registration fees paid by the teachers.

County superintendents may hold meetings and county teachers' associations whenever in their judgment the interests of the school work demand it. Local teach

Report of the Superintendent of Schools.