Room rent to those living in the building, $4,00 per scholar per term; board, $3,00 per week; books and stationery can be had in the village at reasonable

rates.

Students are advised to bring such books as they may have used with them, for reference if nothing more, as Normal scholars will not be confined to any particular text-books.

A three years' course of study has been prepared by the Board, and any teacher completing it will receive a diploma as Normal graduate.

Pupils attending the Normal Department twenty-two weeks, will receive a certificate for teaching from the Principal, provided their advancement is satisfactory.

There are rooms in the Seminary building for accommodating thirty students. Others find board in the village of Peru.

NORMAL SCHOOLS IN OHIO.

HISTORY.

THE General Assembly of Ohio, in 1836, requested Prof. C. E. Stowe, who was then about to visit the countries of Europe, "to collect during his contemplated tour, such facts and information as he might deem useful to the State, in relation to the various systems of public instruction and education which had been adopted in the countries through which he might pass, and to make a report of the same, with such observations as he might offer, to a future General Assembly." In pursuance of these resolutions, Prof. Stowe examined the educational systems and institu tions of England, Scotland, France, Prussia, and the States of Germany, and presented the results of his observations to the General Assembly in a report, in which he states as his belief that it was necessary for the success of the school system that teachers should have the means of acquiring the necessary qualifications, and that there must be institutions in which the business of teaching is made a systematic object of attention. He recommended the establishment of a Normal School or Model Teachers' Seminary, which should “be amply provided with all the means of study and instruction, and have connected with it schools of every grade for the practice of students.

In answer to a resolution of the General Assembly in 1838, the Superintendent of Schools, Samuel Lewis, presented an elaborate report upon the expediency of establishing a State University or Universities for the education of teachers or other students. He dwelt at some length on the following points: 1st, that there was not a sufficient number of teachers to supply the twelve thousand schools of the State; 2d, that a large number of teachers now employed were not well qualified; 3d, that no measures which had been adopted would supply the demand for wellqualified teachers; and 4th, that the establishment of an institution to be devoted especially to the preparation of teachers, would be the best means to remedy the evil. In evidence on this point, the Superintendent referred to the experience of different countries of Europe, and to those States in this country in which provision had already been made for the education of teachers. He considered it a settled question that there was something peculiar in the art of governing and teaching a school, which might be taught and learned as any other art or profession, and he recommended the establishment of a Normal School, with model and practice schools of different grades, so as to give the students attending, the advantage of observation and practice as well as instruction in principles. In 1841, the Secretary of State, William Trevitt, in his report to the General Assembly, recommended the establishment of Normal Schools as a subject entitled to the serious consideration of the Legislature as well as the friends of education throughout the State. He quoted at

length from the report of the Board of Education in Massachusetts, and from the report of the Board of Commissioners of Common Schools in Connecticut, and also from the report of the Secretary of the Board, in support of the measures which he recommended.

The subject was referred to again by Samuel Galloway, Secretary, in his report for 1849, in which he quotes from Prof. Bache, Hon. Horace Mann and others, testimony in favor of institutions for the special education of teachers. Mr. Galloway recommended that a well-conducted Normal School be located at the seat of government, and said such a school would become a standard and model of education throughout the State and give dignity and influence to the profession of teaching.

Again in 1851, Henry W. King, the successor of Mr. Galloway, addueing the example of Massachusetts, Connecticut, New York and Michigan, States in which Normal Schools had been established, recommended that provision should be made for the establishment of as many Normal Schools as the school system of Ohio should demand.

From 1837 to 1855, nearly every educational convention or meeting held in the State urged, in some form, the establishment of institutes and professional schools for teachers. The subject was also earnestly discussed in the "Ohio School Journal" and by other school papers.

In 1855, the State Teachers' Association, despairing of legislative action, undertook the work of establishing a Normal School. Mr. M. McNeely of Hopedale proposed to donate buildings, provided the Association would maintain the institution. This proposition was accepted, and many teachers and others contributed generously to the endowment of the McNeely Normal School. Since 1857 it has been conducted as a private enterprise.

THE SOUTH-WESTERN NORMAL SCHOOL, at Lebanon, was opened in 1855. It has sent out a large number of teachers to supply the schools in the South-western part of the State. Besides providing for the training of teachers, it has a collegiate and business department.

THE WESTERN RESERVE NORMAL SCHOOL, at Milan, was opened in 1858. At the annual meeting of the State Teachers' Association in 1864, Hon. Rufus King, President of the Cincinnati School Board, presented an able paper in which the wisdom and necessity of providing by law for the establishment and support of Normal Schools were strongly urged. The paper, which was in the form of a memorial to the General Assembly, was unanimously approved by the Association, and a committee appointed to secure, if possible, the necessary legislation. This paper was favorably received by the General Assembly, and a joint resolution was passed, instructing the Commissioner of Common Schools to investigate the subject, and report to the next General Assembly "the best plan of organizing one or more efficient Normal Schools in this State." In the discharge of this duty, the Commissioner, Hon. E. E. White, spent several weeks in visiting the Normal Schools of other States; and submitted to the General Assembly the following January (1866,) a special report, recommending a plan of organizing a system of Normal instruction in Ohio.

PROFESSIONAL TRAINING OF TEACHERS IN OHIO.

SPECIAL REPORT OF COMMISSIONER (HON. E. E. WHITE), FEB. 10TH, 1866. The following joint resolution was passed March 13th, 1865:

"Resolved by the General Assembly of the State of Ohio, That the Commissioner of Common Schools be and he hereby is authorized and requested to report to the Governor, to be by him laid before the next General Assembly, the organization and results of the best Normal Schools in this country, and so far as may be practicable, in other countries; and also the best plan of organizing one or more efficient Normal Schools in this State."

In compliance with this request of the General Assembly, I respectfully submit the following Report:

During the past summer I spent several weeks in visiting Normal Schools in other States, with a view of making myself more familiar with their organization and the practical results of their training. The following are the schools visited: New Jersey State Normal School, Connecticut State Normal School, Massachusetts State Normal Schools at Westfield and Framingham, New York State Normal School at Albany, and the Training School at Oswego. I also visited the Normal School of the city of Boston and the one at Philadelphia. I also had interviews with Mr. Richards, Principal of the Illinois State Normal University, and Mr. Wickersham, Principal of the Pennsylvania Normal School at Millersville. I had previously visited the State Normal School of Michigan, located at Ypsilanti.

In pursuing my inquiries, I also took special pains to confer with educators of large experience and observation, who are not connected with Normal Schools, either as managers or teachers. I acknowledge myself specially indebted to Hon. Henry Barnard, of Connecticut, whose familiar acquaintance with the Normal Schools of this country and Europe enabled him to put me in possession of information of great value. Through his thoughtful courtesy I had the privilege of meeting, at Boston, Rev. James Frazer, of England, who had been sent to this country by the Royal Commission on Education, to investigate our common school system. Mr. Frazer kindly favored me with a full and minute account of the Training Schools of England, and the preparation for admission to them by a system of pupil-teacher apprenticeship.*

The following is Mr. Frazer's account of the pupil-teacher system, as given in an address before the Ohio Teachers' Association at Cincinnati :-

"A promising pupil in an Elementary School-boy or girl, as the case may be-of not less than thirteen years of age, is taken and apprenticed to the principal-teacher for a period of five years. Such scholar is employed as a monitor under the principal-teacher, and is called a pupil in relation to the teacher, and a teacher in relation to the school, thus making up the hybrid appellative a pupil-teacher. At one time the Government paid this pupil teacher, but since the Revised Code,' his salary has been made to devolve upon the local managers. It would begin, perhaps, at 850 a year, and would rise at the rate of about ten dollars a year, to the end of the term. Pupilteachers may be employed in any school, and must be employed, under pain of forfeiture, in all schools where the average attendance exceeds eighty. The school hours are generally five hours a day for five days in the week, and the principal-teacher is bound to give the pupil-teachers one hour's instruction a day out of school hours. You will at once observe that this last feature, as well as the higher rate of salary paid, and the period during which the apprenticeship continues, constitutes the characteristic of the pupil-teacher,' as distinguished from the monitor' of Beli and Lancaster. I should have added that at the close of each year of his apprenticeship, at the annual visit of the Inspector, the pupil-teacher is subjected to a progressive examination, according to a previously defined schedule of subjects, and that his salary for the past year depends upon his passing this examination.

"Well, at the end of this five years' apprenticeship, the pupil-teacher is supposed to make a

Training Schools exist in most of the Dioceses of England, and like the Ele'mentary Schools, are in connection with some religious denomination, most of them with the Church of England. Like the Elementary Schools, they are sup ported by local voluntary contributions, largely supplemented by aid from the Government. The course of training is two years, the object being partly to give the students accessions of actual knowledge, and partly to familiarize them with the best methods of teaching and organizing schools.

The examination for admission, which is before a Government Inspector, lasts four days, and embraces all the subjects ordinarily taught in the Elementary Schools. At the end of each year of the training course, students have to undergo a thorough examination. If they pass the examination at the end of the second year, they are free to go out and take charge of a school, with the title of a "probationary teacher." They continue in the same school, with this title, two years, during which time they are visited twice by the Inspector. If his reports respecting their aptitude and practical skill as teachers are favorable, they then receive a graded certificate, valid for five years, subject to revision as to grade at the end of the fifth year, according to the Inspector's opinion of their progress and success as teachers.

Normal or Training Schools similar to those of England are established throughout Europe, and are regarded as an essential part of every system of public instruction. Normal Schools are also established in Nova Scotia, New Brunswick, and each of the Canadas-the one at Toronto being probably the best equipped Normal School on the continent.

In this country, Normal Schools are now established under State direction and support in sixteen States, as follows: Massachusetts has four, two opened in 1839, one in 1840, and a fourth in 1854, beside the excellent Training School sustained by the city of Boston; New York has two, one at Albany, opened in 1845, and another at Oswego, which first received State aid in 1864;* Connecticut one, opened in 1848; Michigan one, opened in 1849; Rhode Island one, opened in 1854; New Jersey one, opened in 1855; Illinois one, opened in 1857; Pennsylvania three, one first receiving State aid in 1859, another in 1861, and a third in 1862, beside the Girls' Normal School of Philadelphia; Minnesota one, opened in 1860; Iowa one, opened in 1860, (department in State University;) California one, opened in 1863; Maine two, one opened in 1864, and a second about opening; Wisconsin one, opened in 1865; Kansas one, opened in 1865; Maryland one, established by law in 1865; and Indiana one, established by an act which passed the Legislature in December, 1865. South Carolina established a Normal School before the war, but having other business than the right education of her youth to attend to. abandoned the enterprise.

It will thus be seen that of the States that have maintained for any considerable length of time a free school system, all but three have one or more Normal Schools established under State authority. The three exceptions are New Hampshire, Vermont,* and Ohio. ↑

In most, if not all of the States, the Normal Schools are supplemented by

choice, whether he will follow the profession of a teacher, or abandon it for some other more inviting career. He is considered quite free to choose, as the salary he has received has been no more than adequate to the services he has rendered. If, however, he decides to adhere to the profession of which he has been serving the apprenticeship, his natural course is to enter what you call a Normal,' but what we generally denominate a Training School."

* Vermont established a Normal School System, Nov. 17, 1866, and had two Schools in operation in 1867, with over 200 pupils in attendance. New York established in 1866–7, Normal Schools at Fredonia, Brockport, Cortland, Potsdam, Geneseo, and Buffalo-making eight in the State.

In 1854, Cyrus McNeely, of Hopedale, Harrison county, Ohio, donated to the Ohio State Teachers' Association buildings, land and apparatus, valued at ten thousand dollars, on condition that the Association should raise an equal sum for the purpose of establishing a Normal School. The enterprise received the earnest support of the late Lorin Andrews, and several other promi nent members of the Association, and was undertaken. The Normal School was opened in November, 1855, but proving too much of a financial burthen for the Association to carry, was permitted to pass into private hands. It is still in operation, and is doing a valuable service for the schools of the section of the State in which it is located.

The Southwestern Normal School at Lebanon, Ohio, was opened in 1855, under the direction of a board of trustees. Its scope is now largely widened, including a collegiate department and business institute, as well as a teachers' department. It has been attended by many hundreds of