each of these orders, where the novitiate is served, is, strictly speak ing, a Normal School, having its norma, or rule or pattern of professional life and practice. It is at the same time the home, where help, and rest and health are sought by its members in need, exhaustion, and old age. Several of these Houses preceded the establishment of Teachers' Seminaries which are the creation of the State. II. Institutions, supported or aided by the government for the purpose of training teachers for the schools which the State has undertaken to establish to protect itself from the ignorance of any portion of its people, or to add to its resources of strength and production the cultivated intellect and restrained passions of all its citizens. These institutions are called by different names, and are organized and managed on different plans in different countries, but in all, their aims and functions are special, viz., to give to young men and women, found qualified in age, character, and scholastic attainments, a practical knowledge of the labors and duties of the schoolroom. In most of the German states, where they first received governmental recognition, they are called Teachers' Seminaries or Normal Schools, although the latter designation was originally ap plied in Austria, to a select class in certain prominent schools composed of pupils who were receiving special instruction, and at the same time were employed as assistants in the school. In England they are called Training Colleges.

III. Classes, or departments in one or more of the best schools in the chief towns, composed of scholars who have mastered the studies of the school, and show an aptness and desire to teach. These pupils receive additional and special instruction, and are employed at a small and increasing compensation, first as assistants, then as under masters, and finally as head masters. This plan of training teachers for the public schools, especially in large towns, is the main reliance of the government in Austria and Holland, and with some modifications by which the best pupil-teacher become Queen's Scholars in the Training Colleges, in England. It is an admirable preliminary test and preparation of candidates for the regular Normal School, and might profitably be made supplementary to the latter.

IV. Courses of Lectures in all Higher Seminaries of Learning on the History, Principles, and Art of Education-designed particularly for such students as propose to teach or may be called on to organize and administer schools. Such lectures are delivered in many universities of Germany, and theological students are required to attend as a necessary preparation for the right performance of the

duties of school inspectors and local school committees, which are always, although not exclusively, composed of clergymen. Such instruction, whether given by lectures, or by class-book and recitation, should be deemed essential to graduation in any College or Academy or High School, which are the natural sources to supply teachers to the schools below. Originally the degree of Bachelor and Master of Arts were evidence of the scholarship and authority of the holders to establish, teach, and govern schools. Such knowledge should enter into the training of all liberally educated American citizens, whose services are in constant demand as trustees and committees of schools of different grade. When such courses are supplemented by practical training in a Normal School, it forms a valuable part of the professional education of a teacher.

V. Itinerating Normal Agents and Organizers of Schools, to hold Teachers' Institutes, to act as Inspectors of Schools, assist in the establishment of new institutions, and imparting life and efficiency to schools which have run down under inefficient teachers, and bring up to a normal standard the schools and the public sentiment of particular districts. The efforts of an indefatigable Normal Agent like William S. Baker, so highly appreciated in Connecticut and Rhode Island, or of a School Organizer like those sent out by the Commissioners of National Education in Ireland, or the British and Foreign School Society, by familiar conversation with teachers, and practical illustrations in their schoolrooms, of improved methods of arranging the studies, and conducting schools will reach more widely than a Normal School.

VI. Teachers' Institutes, or gatherings of teachers, both for conference and instruction, for a period of not less than one, nor more than four weeks, in successive years in different localities, and including in its operations school officers and parents. Such gatherings of teachers, old and young of both sexes, and of schools of different grades; in such numbers as will develop the sympathies and power of a common pursuit, and yet not so large as to exclude the freedom of individual thought and action; for a period of time, long enough to admit of a systematic plan of operations, and yet not so protracted as to prove a burdensome expense, or an interruption to other engagements; under the direction of men, whose claim to respect and continued attention is their large experience and acknowledged success as educators and teachers; in a course of instruction, at once theoretical and practical, combined with opportunities of inquiry, discussion, and familiar conversation-such gatherings of teachers so organized and conducted as to exclude professional jealousy, and at the same time to enlist the coöperation and attendance of school

officers and parents, by assigning to the evening lectures and discussions, all topics of general interest to the community, as well as to teachers, will begin the work of renovation and improvement at once in the home and the school, in the heads and hearts of parents, in the enthusiasm, enlarged knowledge and practical skill of teachers, and in the well considered and liberal action of school officers, and the public generally.

VII. A system of examination, by which only persons of the right spirit, character, attainments, and practical skill, are licensed to teach, combined with modes of school inspection, by which incompetent and unworthy members are excluded from the profession. VIII. Plans of associations of the teachers of a school, city, or larger district, for periodical conferences for mutual and professional improvement, and for occasional visits to each others' schools.

IX. Legal recognition of the true value of the teacher's office, by exemption from all services which interfere with the full performance of its duties, or imply that the constant care and highest nurture of children and youth are of secondary interest; and by provision for its permanence and adequate compensation, independent of the negligence or parsimony of parents and municipal authorities.

X. A system of promotion from a less desirable school, to one more so in respect to studies, location, and salary, dependent not upon favoritism, but upon an open and impartial examination.

XI. Access to books on the theory and practice of teaching, and to educational periodicals, by which the young and inexperienced teacher is made acquainted with the views of experienced teachers in his own and other times, in his own and other countries.

XII. Facilities for the acquisition of some industrial pursuit, out of school hours, which will add to the happiness and emoluments of the teacher, without diminishing his personal influence as the edu cator of the community.

XIII. A system of savings, aided and guaranteed by the government, but founded in habits of thrift and forecast in the teachers, by which provision is made for themselves in old age, or sickness, and for their families, in case of death.

By these and other institutions, agencies, and means, already recog nized or established to some extent, the office of teacher has been greatly elevated in usefulness and in social and pecuniary consideration. It is the object of this work to bring together the experience of different states in this most important department of the whole field of educational labor, as presented in official documents, and the observations of intelligent and trustworthy educators.

COURSE OF STUDY IN THE NORMAL SCHOOLS, ADOPTED JANUARY 9, 1866. THE design of the Normal Schools is strictly professional; that is, to prepare, in the best possible manner, the pupils for the work of organizing, governing, and instructing the Public Schools of the Commonwealth.

To this end there must be the most thorough knowledge: first, of the branches of learning required to be taught in the schools; and, second, of the best methods of teaching those branches.

The time of the course extends through a period of two years; and is divided into terms of twenty weeks each, with daily sessions of not less than five hours, five days each week.

The branches of study to be pursued are as follows:

1. Arithmetic completed; Algebra begun.

2. Geometry completed; Geography and History begun. 3. Physiology and Hygiene.

4. Grammar and Analysis completed.

5. Lessons once or twice a week in Botany and Zoology.

Third Term.

1. Algebra completed; Book-keeping.

2. Geography and History completed.

3. Natural Philosophy.

4. Rhetoric and English Literature.

5. Lessons once or twice a week in Mineralogy and Geology.

1. Astronomy.

Fourth Term.

2. Mental and Moral Science-including the principles and art of Reasoning. 3. Theory and Art of Teaching,—including:

(1.) Principles and Methods of Instruction.

(2.) School Organization and Government.
(3.) School Laws of Massachusetts.

4. The Civil Polity of Massachusetts and the United States.

In connection with the foregoing, constant and careful attention to be given throughout the course to drawing and delineations on the blackboard; music; spelling, with derivations and definitions; reading, including analysis of sounds and vocal gymnastics; and writing.

The Latin and French languages may be pursued as optional studies, but not to the neglect of the English course.

General exercises in composition, gymnastics, object lessons, &c., to be conducted in such manner and at such times as the Principals shall deem best.

Lectures on the different branches pursued, and on related topics, to be given by gentlemen from abroad, as the Board or the Visitors shall direct, and also by the teachers and more advanced scholars.

The order of the studies in the course may be varied in special cases, with the approval of the Visitors.

The Board deem it unwise to encourage the formation of regular advanced classes, whose instruction can not fail to divert a considerable amount of the time and attention of the teachers from the under-graduate course; but graduates who wish to review any part of their course, or to make more thorough attainments in particular branches, and who are willing to render such assistance as may be needed in giving instruction in the schools, may, with the consent and under the direction of the Visitors, remain at the schools for a period not exceeding two terms.