the necessity of having more teachers. The Prairie View Normal Institute, the outcome of a failure to establish a branch agricultural and mechanical college for the colored people, is reported to be in a prosperous condition. Manual training has recently been introduced. The school is still under the control of the directors of the Agricultural and Mechanical College. A chair of pedagogy should be established in the State university, for there should be some institution in the State capable of preparing high school teachers and scholarly city and county superintendents.

Institutes.-The State superintendent, in speaking of these, says that as the normal schools affect directly but a small portion of the work of the schools, scarcely a ninth of the schools being taught by teachers who have enjoyed the benefits of a normal school, the professional improvement of the other teachers must come through the institutes. Yet as only one-third of the counties hold institutes, measures must be taken to introduce them more generally. The attendance of teachers should be made mandatory, their pay continuing, and three or four experts should be sent to the several counties to organize and conduct institutes for one week each year. As an aid to institute work a programme of exercises for six institute meetings, to be held in the months from January to June, inclusive, was sent out by the superintendent, and if followed will improve the institutes generally. But the difficulties in the way of the institutes are so great under the present law that little hope can be entertained of their general success until it is amended in the particulars above suggested.

Teachers' certificates. Still using the report of the State superintendent, we find that as an aid and guide to the boards of examiners, complete sets of examination questions have from time to time been sent out, with complete instructions as to the manner of conducting the examination, a plan that has given satisfaction and might be well embodied in the statutes. These examinations, however, only test one side of the teachers' qualifications; the final test is the work in the school room, but for this the law makes no provision; county superintendency should be mandatory, not optional. The requirements for teachers' certificates should be raised, especially those for the second and third grades, and no person ignorant of the theory and practice of teaching should be authorized by the State to teach a public school. A higher grade of certificate than the first should be instituted, relieving men and women of undoubted ability from the annoyance, and sometimes humiliation, of repeated examinations by men in every way inferior to them in knowledge and skill.

Teachers' meetings.-The annual session of State Teachers' Association was held June 26, 1888. The president, in his address, spoke of the various influences and qualifications not of a pedagogical nature which often avail more than professional knowledge in the selection of a teacher. He criticised the want of zeal in teachers in failing to join the association, remarking that of the ten thousand teachers in the State only two hundred were present, and that there were teachers in their State that did not know that they had an association. Of the several papers on “Enthusiasm," "Conversation," the "Public School System of Texas," and others, the Office has no full account.

The public school superintendents of North Texas met at Dallas, October 29, 1887. We have no record of the proceedings.

VERMONT.

At the normal school at Castleton the standard for admission has been steadily raised, being now 75 per cent., while for advancement from class to class in course the percentage required is 80. This has resulted in a corresponding advance in the age of the pupils attending the school, the recent graduating class averaging twenty-one years. In the last seven years the first course of study has been lengthened from one to two years, and from it have been graduated one hundred and thirty-one pupils. The second course has been lengthened from one to one and a half years, and from it have been graduated twenty-four.

At the normal school at Randolph ten weeks were recently added to the time for the study of pedagogical subjects and ten more are to be added during the coming year, so that now for seventy of the eighty weeks of the course a study of the principles is one of the four main lines of work. But the study of education, says Principal Conant, from whom we have quoted the foregoing facts in regard to this school, should extend through the entire course, and more time is needed for the study of natural science. We can not do better in closing these brief remarks on Vermont normal schools than by quoting from Principal Leavenworth's report to the State superintendent: "The normal schools of the State are meeting and supplying the demand for better equipped teachers. Many attend for a part of the course, and then engage in teaching. So great is the demand for their services it is difficult oftentimes for them to get away from their schools so as to return and complete the course. For the amount of the assistance received from the State, it is gratifying that the normal schools have been able to do so

much. The best training in methods I conceive to be the most thorough instruction in the branches to be taught, and the uniform success of our graduates seem to fully warrant this conception."

Teachers' meeting.-The annual session of the Vermont State Teachers' Association was held at Brandon, January 26, 1888. Mr. Hume, of Boston, spoke of the tendency to teach too many things. Right thinking and right acting should be the real fruits of education. Miss Wells, of the Castleton school, in her article on "English Grammar," thought that pupils should be led to see that grammar in books is the same as grammar in ordinary life. Mrs. Dewey, in her paper on "Morals and Manners," thought that incidental teaching of morals in the school of more value than formal instruction. The teacher should be an object lesson on the subject. In Miss Lowry's paper on "Books and Schools," it was said that it was quite as essential to teach children what to read as to teach them to read; and to do this the teacher must be capable of judging as to the value of a book. Principal Conant, of the Randolph Normal School, spoke of the need of more teachers' associations in the State. The association of one teacher with one book of acknowledged excellence in teaching and then with another book, is also one of the teachers' associations that should be multiplied ad libitum. Principal Dutcher urged that American history and literature should be studied by American pupils. Civil polity should also be taught in the high school. Professor Yager, of Middlebury College, delivered an address on "Missing Links in Education." Legislation will not supply the place of ability to manage. In most cases there has been an abundance of stimulus resulting in attempting too much and mastering too little. Discipline is of much more consequence than scientific information. The fundamental studies should be kept fundamental. The natural method which has constantly in view the essentials, should be employed, thus imparting intelligence to the pupil without making him especially learned. But the link most generally missing is the educational spirit, which can only be begotten by a better conception of what education means.

The association passed a resolution before adjourning expressing their pleasure at the appointment of a commission to study the school system and to remedy defects, should they be found, and recommending that the duty on foreign educational books be removed.

VIRGINIA.

By the act approved March 5, 1888, the College of William and Mary' became a normal college. The first session began on the 4th of October, 1888. Each county and city in the State is entitled to one pupil, who is to be nominated by the county or city superintendent, and instructed without charge to him, while his living expenses are not to cost him more than ten dollars a month. The number entitled to admission is 115, and the annual cost to each $90. Such pupils are to give satisfactory assurance of their intention and willingness to teach in the public schools of the State for at least two years.

The admission requirements are reasonable proficiency in the studies of the common schools, some of which will be reviewed in the college with special reference to illustrating and exemplifying the best methods of teaching them. The course of study is in (1) English and history; (2) mathematics; (3) Latin and Greek, French and German; (4) natural sciences; (5) moral sciences; (6) pedagogics. The organization was effected on the 5th and 6th of July, 1888, by the election of a faculty.

Institutes.-Eight Peabody and eight county institutes were held during the year. The Peabody institutes continued through four weeks with one exception, when the session was double that term. The attendance of white teachers on the five for them was 940, and of the colored teachers on the others 294; in all 1,234. The attendance at the county institutes was 322, the time of session varying from two to eight weeks. To these figures should be added the 131 teachers attending the institute of five weeks, held at the Virginia Normal and Collegiate Institute, and the 49 teachers enrolled at the institute of four weeks, held at Hampton.

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We take the following notes on these meetings from the article by the State superintendent in the Educational Journal of Virginia: "While it is not now intended to foreshadow the policy touching institute work for the next year, it is but just to say that the policy adopted this year is abundantly indicated by the results attained. As a general remark it can be justly said that the work was worthy of high commendation. In some of the institutes the teachers met at the first hour in general assembly for religious exercises and general lectures. Thereupon they were distributed into two or three classes or sections, occupying separate rooms, and instruction given on the class plan. * There is one point in this connection to which especial attention is

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The vicissitudes of this college, the second to be established in the land, are given in Circular No. 1, 1887. To be had on application to this Bureau.

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called, and that is that a'good many teachers are late in entering the institutes and many of them drop out before they close. * * An institute is a school. Therefore those who attend it ought to be present when it opens and remain till it closes if they would secure the full benefits of the course of instruction given."

Teachers' meetings.-The sixth annual conference of the county and city superintendents was held at Richmond, November, 13, 14, and 15, 1888. Dr. Curry, agent of the Peabody Fund, said he was glad to hear the State superintendent speak of the free schools as an established system. He could remember when every step in the progress of the work had to be fought for. No people had ever been educated except by the State. The right and duty of the State to educate is based on the law of self-preservation. The perpetuity and the very existence of the nation is dependent on the education of the people, and to secure this important end the State has a right to proceed by taxation. Beyond this no such right exists. The first subject of discussion was "Teachers' Salaries as Dependent on the Average Attendance of Pupils." The committee appointed to report on this subject recommended that a circular, giving the rules and regulations regarding discipline, lack of text-books, and sparsely-settled districts, be issued; that all issues arising under these laws are to be decided by the county superintendent; that the county superintendent draw his receipt for the teachers' monthly report according to the actual enrolment and average daily attendance, and that the salary be for such sum as he may think the law justifies; and, finally, that the laws are not intended to work hardships to the teachers, but to secure faithfulness and efficiency and prevent the multiplication of small schools. An amendment requiring the teacher to report the number of children not attending school and the reasons was lost, and the resolution adopted.

The committee to which was referred the topic of "Examination of teachers-what changes are needed in existing laws and regulations," reported that the State superintendent should urge the Legislature to legislate upon this subject; that a diploma from a Virginia State normal school or the Peabody College at Nashville should constitute the holder a qualified teacher; that a State certificate be instituted; and, finally, that county superintendents should not be required to hold examinations in a district upon demand of its school trustees. 'Normal institutes-how can they be improved?" reported that (1) a well-graded course of instruction covering at least three years should be established, and (2) the appropriation should be increased.

The committee on

WEST VIRGINIA.

The State superintendent writes to the agent of the Peabody Fund, as follows: "Our normal schools are making commendable progress, and are doing a great work for our public schools. I will give the enrolment of the six schools for the past four years, that you may see how encouraging is the increased attendance: The total enrolment for 1885 (was 687; for 1886 it was 727; for 1887 it was 766; for 1888 it was 890. The number of graduates for 1888 was 47.

I have taken a special pride and interest in doing all in my power to promote the efficiency of these schools, and feel confident they are in better condition than at any other period of their history. Yet I am frank to state that on account of limited appropriations for their support their usefulness has been very much hampered. With larger and better trained corps of teachers, and better library facilities, and more apparatus, their usefulness would be greatly increased. Those advantages can, however, only be secured with larger appropriations than they now receive."

Institutes.-The teachers' institutes have also increased in attendance and efficiency, and the superintendent continues: "The enrolment for 1887 for the term of five days was 6,301, being about 1,200 more than the number of teachers employed in all the schools of the State. The reports from forty-seven counties for this year [1888] have been received, showing an enrolment of 5,451.

"A very successful normal institute for a term of four weeks was conducted at the State University at Morgantown, beginning the 18th of last June. This institute was under the auspices of the faculty of the university, and the success was such as to warI hope to see next year similar institutes established at two of our normal schools.

the improvement of our teachers, the advancement of our schools, and the elevation of e it is not necessary that I should comment upon the service the institute has done in largely depend in the future for the training of a large number of our teachers and the education of a more favorable public sentiment for popular education."

For

WISCONSIN.

At the meeting of the board of regents of the normal schools of Wisconsin, at Madison, June 25-27, 1888, several important measures were adopted. One of these was the adoption of a report submitted by a committee of the board as a plan for unifying the conditions of admission to normal schools and to extend the influences of the examinations. By this a committee composed of two members of the board and the presidents of the normal schools is to prepare examination papers and direct local examinations for admission to the State normal schools. These local examinations are to be held twice a year in such counties as apply through their county superintendent, and are to occur simultaneously in the several localities. The papers made are to be sent to the presi dent of a normal school, and are to be examined and ranked by the teachers of the school. The secretary of the board is to be informed of the results, and will issue certificates to all successful candidates. It was also provided that graduates of the three years' normal course of the Milwaukee high school, and of an advanced course of one year in the same high school, may be admitted to the normal school of Milwaukee and be credited with the equivalent of one year's work therein.

The presidents of the several normal schools, through President Albee, presented two reports to the board upon matter referred to them, the first of which is as follows:

"In compliance with the direction of your board, in resolution prescribing a professional course of one year for normal schools, the undersigned submit the following course and suggestions for your consideration:

"(1) That the conditions for admission to such course be the same as provided in said resolution, namely, examination upon all branches required by law for a first-grade county certificate, and proof of three years' successful experience in teaching.

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(2) The course of training shall consist of:

"(a) A course of ten weeks in review and methods upon each of the following-named branches: Reading, arithmetic, geography, grammar, writing, and physiology (especially in the hygienic effects of stimulants and narcotics).

"(b) A special course of twenty weeks in school management, as related to organization, discipline, classification, courses of study, and school law.

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(c) A course of twenty weeks in theory and art of teaching, supplemented by twenty weeks of class teaching in school of practice.

"(d) A course of twenty weeks in drawing, and at least ten weeks in composition. "(e) A course of twenty weeks in psychology, which shall 'clearly include' an examination of the nature and classification of the mental faculties, their laws, and methods best adapted to their development."

The second report is to the following effect:

"In response to your resolution of February 2, 1888, directing us to report 'what revision of professional instruction in the advanced course is necessary, if any, in view of the action of the board at the present meeting,' we would submit as follows:

"(1) That it does not appear to us that any material change is demanded, the professional instruction in the advanced course being already properly coordinated with that of the elementary course, which most of our students will still find it necessary to pursue; but

"(2) That we would request of the board such an interpretation, or modification, of the resolutions relating to high school graduates as will permit the substitution of reviews in the common branches with methods, theory of teaching, and practice work, in place of those studies of the advanced course in which the student is found to be proficient."

These reports were adopted.

Institutes.-At this meeting of the board of normal school regents, Regent Thayer, for the committee on institutes, presented the following report:

"During the year closing with this date eighty-four institutes have been held under the direction of your committee, in sixty different counties and superintendent districts. Fifty-three of these were held in the summer and fall of 1887, and thirty-one in the spring of 1888. Of the former, twenty-nine were in session one week, twenty were in session two weeks, one was in session four weeks, one was in session three days, and two were in session two days. Of the latter, twenty-two were in session one week, four were in session two weeks, one was in session three days, and four were in session two days, making a total of one hundred and six and three-fifths weeks. The short-term institutes were held for the benefit of graded school teachers, by request of city superintendents and principals of high schools, at the following places: Ashland, Boaz, Eau Claire, Fond du Lac, Menomonie, Neenah and Menasha, Racine, and Waukesha. In each of the counties of Fond du Lac, Richland, and Sauk three institutes were held. In both the first and second districts of Dane and in each of the counties of Barron, Bur

nett, Clark, Dodge, Dunn, Eau Claire, Green, Kewaunee, Marquette, Price, Racine, St. Croix, Trempealeau, Vernon, Waukesha, and Winnebago two institutes were held. 'Comparing these statements with the report of the preceding year, it will be seen that seven more institutes were held; two more counties and superintendent districts are included, and thirteen weeks' more time was covered this year than the year preceding.

"Besides the five regular conductors, forty-five assistants were employed. "The total expenditures have been classified as follows:

"In all the institutes held there were enrolled 1,497 males and 5,143 females, a total of 6,640, or 707 more than the number reported last year.

"In the following counties no institutes were held during the year: Bayfield, Doug-las, Florence, Forest, Monroe, Oneida, Portage, Sawyer, Washburn, and Waushara. In these counties, according to the last annual reports, there were 376 schools.

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"The committee respectfully submit the following resolution, and recommend the adoption of the same by the board:

Resolved, That the sum of $5,000 be, and the same is hereby, appropriated, out of the normal school fund income, or so much thereof as may be necessary for that purpose, to defray the expenses of teachers' institutes for the ensuing year, accounts for which may be audited, allowed, and paid by order of the committee on institutes, including the expenses of supervision, which shall be allowed at the same rates heretofore allowed."

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At Oshkosh, teachers' meetings have been held once a month during the year, during which the subjects relating to school work were discussed. "Inasmuch as our teachers," says the superintendent, have never had any special training for the work in which they are engaged, and as the very best instructors must constantly study to retain their superiority, I would suggest that the teachers' meetings be converted into teachers' study classes, and that there be four of them-primary, intermediate, grammar, and high school. In these classes systematic courses of professional reading could be carried on. The philosophy and the history of education should be learned thoroughly. Familiarity with the methods of most successful teachers should be acquired. A prolonged study of mental science should be made."

Teachers' meetings.-The winter session of the Wisconsin State Teachers' Association was held at Madison, December 27, 28, 29, 1887.

The proceedings began with an address entitled, "The Value of Music as an Educational Factor," by Mr. Holt, the supervisor of music at Boston, Mass. Mr. Holt said that any knowledge he had of how to teach music had come to him through teaching the common branches. Good pupils in music can never be made by the method of constant repetition; for expression in music must come from appreciation of the sentiment to be conveyed, not from mechanical perfection. The human voice is the only instrument capable of teaching expression. Not all teachers should be expected to teach music, but only those especially fitted for such work. To teach music it is necessary to understand the laws of the human mind, and the major scale is a sufficient basis for the

work.

In presenting the report of the committee on "Elimination of Unprofitable Work from the Curriculum of Graded Schools," Principal Sprague stated that utility, discipline, and culture are the criteria. The usual language books are diluted grammars; the reading lesson should be the basis of language work, technical grammar being retained only so far as it helps logical analysis. The value of geography is questionable, since it is so ephemeral as information. A map of the school ground should be the introduction to map-drawing. Only the central fact of historical, political, and commercial geography should be selected, but these should be thoroughly mastered; the productions of the soil of a whole region should be studied; there should be an abundance of reading material; and, finally, physical geography should follow a course in science. As to arithmetic the objects sought are accuracy and quickness, which the study of natural science can furnish as well as arithmetic. The subject of mensuration and the extensions of percentage should be omitted. During the first year much drill should be had on the nine digits; during the second fractions and measurements (tables of weights and measures) should be taught, and by the end of the third year multiplication and division up to the nines should be firmly fixed.