The success of these experiments dissipated the vague apprehensions, which the first announcement of normal schools, as a foreign institution, had created, and inspired general confidence in their tendencies, and conviction of their necessities. The different religious communions, by whose exertions and jealousies the plan of the Committee of Council had been defeated in 1839, now came forward to found Training Colleges for teachers of schools in their several connections. The Committee of Council encouraged the erection of suitable buildings by grants of money, and contributed toward their support and usefulness by the establishment of the system of pupil teachers, and Queen's scholarships, by which young men and young women of the right character are prepared for these institutions, and enabled to remain in them for a sufficient length of time to profit by the extended course of instruction, and practice prescribed.

In 1852, there were thirty-four Normal Schools or Training Colleges in England and Wales, erected at an expense in building alone of over £350,000 of which sum the government contributed about one half. These institutions provide the means of residence for about 1000 males and seven hundred females, at an annual outlay of about £80,000, of which the government will contribute, in grants for Queen's scholars, about one half.

In Scotland, the first attempt to train teachers in the principles and practice of their art, was made by the Education Committee of the Church of Scotland, in 1826, by placing a few teachers appointed to their schools in the Highlands, for a short course of observation, instruction and practice, in one of their best-conducted schools in Edinburgh. This plan was enlarged and improved in 1838; and, in 1846, a building was erected for a Normal School in Castle Place, in Edinburgh, at an expense of £10,000. In the mean time, Mr. Snow, in 1836, commenced at Glasgow, a similar enterprise at his own risk to exemplify, and finally, to train teachers on a system of instruction somewhat peculiar. He was subsequently aided by a voluntary society, and finally the building was completed by the General Assembly Committee in 1840. The disruption of the Church of Scotland, and the organization of the free church, has led to the establishment of two other Normal Schools, one at Edinburgh, in 1849, and the other at Glasgow, in 1852, at an aggregate expense of over £20,000. The buildings for Normal Schools, in Scotland, have cost over £45,000 ($225,000.), and will accommodate about 300 resident pupils, besides the schools of practice.

Of the forty Training Colleges in England and Scotland, twentyseven are connected with the Church of England, two with the established Church of Scotland, two with the Free Church of Scotland, one

with the Roman Catholic Church, one with the Wesleyan, one with the Congregational denomination; and in the six others, the Church of England has a virtual ascendency.

348. The Pupil-Training System described

(Barnard, Henry, National Education in Europe, p. 753. Hartford, 1854) In 1846 the English educational authorities, in an effort to secure more trained teachers for the schools, instituted an apprenticeship form of teacher training. Under this system pupils were apprenticed, usually from thirteen to eighteen years of age, to learn the art of teaching, after which they might be eligible to enter a training college. The following is a brief description of the plan.

To stimulate and aid the elementary schools, and to prepare pupils for the Training Schools, stipends from £10 to £18, increasing from year to year for five years, are allowed to a certain number of the most vigorous, intelligent, well-behaved and proficient scholars in any school, subject to the inspection of the government, who shall pass in a satisfactory manner, the examination prescribed by the Committee of Council, for an apprenticeship to the office of teaching. These pupil teachers, as they are called, receive daily one hour and a half of separate instruction from the master of the schools, to which they belong (who receives an annual addition to his salary according to the number of such pupils), besides spending about the same time in diligent preparation; and during five hours each day, are familiarized with the management and instruction of an elementary school, by having charge of one of its classes. After spending five years in this way, and passing satisfactorily the annual written and oral examination on subjects presented by the committee, these pupil teachers are then allowed to enter on a vigorous competition for admission in any of the Training Schools, as Queen's scholars. In all of the Training Schools, aided and inspected by the Committee of Council, the government allows £25 for the first year, £20 for the second, and £30 for the third year, towards the cost of maintenance and education of a given number of pupil teachers who can pass in a satisfactory manner the examination prescribed by the committee. Each Training School receives a grant, varying from £20 to £30 on each Queen scholar instructed during the year. . . . This system of an annual and strict examination, and of an annual grant to deserving pupils to aid them in obtaining the requisite knowledge of the principles and practice of teaching, before entering on the responsibilities of a school, and of rewarding afterwards those who prove faithful and successful, is changing the whole aspect of elementary education in England. The full results will not be seen, until after the 5000

pupil teachers, who have served an apprenticeship of five years in the best elementary schools of the kingdom, have spent three years in the Training Colleges, and having gained the certificates of merit, are actively engaged as teachers.

349. Governor Clinton on Teacher-Training Schools

(Randall, S. S., Common School System of the State of New York, p. 27. Troy, 1851)

In 1827 Governor DeWitt Clinton, in his message to the legislature, thus recommends the establishment of academies in the different counties of the State, in large part to train teachers for schools.

The great bulwark of republican government is the cultivation of education; for the right of suffrage cannot be exercised in a salutary manner without intelligence. It is gratifying to find that education continues to flourish. We may safely estimate the number of our common schools at Scoo; the number of children taught during the last year, on an average of eight months, at 430,000; and the sum expended in education at 200,000 dollars. It is, however, too palpable that our system is surrounded by imperfections which demand the wise consideration and improving interposition of the legislature. In the first place, there is no provision made for the education of competent instructors. Of the eight thousand now employed in this state, too many are destitute of the requisite qualifications, and perhaps no considerable number are able to teach beyond rudimental instruction. Ten years of a child's life, from five to fifteen, may be spent in a common school; and ought this immense portion of time to be absorbed in learning what can be acquired in a short period? Perhaps one-fourth of our population is annually instructed in our common schools; and ought the minds and morals of the rising, and perhaps the destinies of all future generations, to be entrusted to the guardianship of incompetence? The scale of instruction must be elevated; the standard of education ought to be raised, and a central school on the monitorial plan ought to be established in each county for the education of teachers, and as exemplars for other momentous purposes connected with the improvement of the human mind.

350. Organization of the First Massachusetts Normal Schools (Tenth Annual Report Massachusetts State Board of Education. Boston, 1846) From 1825 on, James Carter and others had been trying to get a state normal school established in Massachusetts. In 1839 a citizen of Boston, Mr. Edmund Dwight, authorized Horace Mann, then Secretary of the Massachusetts State Board of Edu

cation, to say to the legislature that he would personally give $10,000 for the project, if the State of Massachusetts would appropriate a similar sum. This was done, by the following:

(a) The Organizing Law
RESOLVES

Relative to qualifying teachers for common schools

Whereas, by letter from the Honorable Horace Mann, Secretary of the Board of Education, addressed, on the 12th of March current, to the President of the Senate, and the Speaker of the House of Representatives, it appears, that private munificence has placed at his disposal the sum of ten thousand dollars, to promote the cause of popular education in Massachusetts, on condition that the Commonwealth will contribute from unappropriated funds, the same amount in aid of the same cause, the two sums to be drawn upon equally from time to time, as needed, and to be disbursed under the direction of the Board of Education in qualifying teachers for our Common Schools; therefore, Resolved, That his Excellency, the Governor, be, and he is hereby authorized and requested, by and with the advice and consent of the Council, to draw his warrant upon the Treasurer of the Commonwealth in favor of the Board of Education, for the sum of $10,000, in such installments and at such times, as said Board may request: provided, said Board, in their request, shall certify, that the Secretary of said Board has placed at their disposal an amount equal to that for which such application may by them be made; both sums to be expended, under the direction of said Board, in qualifying teachers for the Common Schools in Massachusetts.

Resolved, That the Board of Education shall render an annual account of the manner in which said moneys have been by them expended.

The State Board of Education, after mature deliberation, decided to establish three state normal schools, rather than give the money to the Academies, as New York had done. This was done, and the first three state normal schools in the United States opened at Lexington, July 3, 1839; Barre, September 4, 1839; and Bridgewater, September 9, 1840. For these schools the Board established admission requirements and a course of study, as follows:

(b) Admission and Instruction

As a prerequisite to admission, candidates must declare it to be their intention to qualify themselves to become school teachers. If they belong to the State, or have an intention and a reasonable expectation of keeping school in the State, tuition is gratis. Otherwise, a tuition

fee is charged, which is intended to be about the same as is usually charged at good academies in the same neighborhood. . . .

If males, pupils must have attained the age of seventeen years complete, and of sixteen, if females; and they must be free from any disease or infirmity, which would unfit them for the office of school teachers.

They must undergo an examination, and prove themselves to be well versed in orthography, reading, writing, English grammar, geography, and arithmetic.

They must furnish satisfactory evidence of good intellectual capacity and of high moral character and principles.

Examinations for admission take place at the commencement of each term, of which there are three in a year.

Term of study.

...

The minimum of the term of study is one year, and this must be in consecutive terms of the schools. . . .

Course of study.

The studies first to be attended to in the State Normal Schools are those which the law requires to be taught in the district schools, namely, orthography, reading, writing, English grammar, geography, and arithmetic. When these are mastered, those of a higher order will be progressively taken.

For those who wish to remain at the school more than one year, and for all belonging to the school, so far as their previous attainments will permit, the following course is arranged:

1. Orthography, reading, grammar, composition, rhetoric, and logic. 2. Writing and drawing.

3. Arithmetic, mental and written, algebra, geometry, bookkeeping, navigation, surveying.

4. Geography, ancient and modern, with chronology, statistics and general history.

5. Human Physiology, and hygiene or the Laws of Health.

6. Mental Philosophy.

7. Music.

8. Constitution and History of Massachusetts and of the United States.

9. Natural Philosophy and Astronomy.

10. Natural History.

II. The principles of piety and morality, common to all sects of Christians.

12. The science and art of teaching, with reference to all the abovenamed studies.

Religious exercises.

A portion of the Scriptures shall be read daily, in every State Normal School.