of those who favored the founding of this school. First, it was essential that special teachers and supervisors of drawing be provided to make possible the teaching of drawing in the schools, as required by State law. Second, it was expected that young persons preparing for work in the trades should, in some cases in this school and in some cases in the evening drawing schools in the large cities, receive that special equipment in drawing and other phases of industrial art which the industries of the Commonwealth seemed to require (page 46).

The Massachusetts Normal Art School was the first institution of its kind in the country. Since 1873 it has graduated a large number of students, many of whom have figured prominently in the artistic and educational activities of the Commonwealth. Some of its distinguished graduates have become heads of similar or larger institutions in other States, as New York, New Jersey, Pennsylvania, Ohio, and Illinois. Some of these schools now greatly surpass the parent institution in Massachusetts in extent and in variety of work carried on (page 47).

The most important function of the Normal Art School, namely, to train special teachers and supervisors of drawing for the public schools of the Commonwealth, is now well defined. During the 40 years of its history the school has graduated a large number of students who have followed teaching as a career. The results of their influence are apparent in all the public schools of Massachusetts. The course of study for prospective teachers is four years in length. It is probable that special courses, occupying an additional year, will soon be added, by means of which experienced teachers of drawing who wish to become supervisors of this subject in public school systems can obtain the required special equipment. The details of the program of instruction for the training of teachers and supervisors of drawing have been worked out and tested on the basis of experience. In selecting a new principal for the school the board has arranged that he should also serve the State as director of art education, so that the Normal Art School would have a direct relation to the supervision of drawing and of manual arts in the schools of the Commonwealth (page 50).

State Manual Training Normal School of Kansas.-A second example of a normal school established for the training of special teachers is the State Manual Training Normal School established at Pittsburg, Kans., in 1903. While this school makes very special provision for the training of teachers of technical subjects, it maintains at the same time the courses for general teachers found in most normal schools. The relative amount of energy consumed in these two lines of activity may be estimated from the following statistics concerning members of the faculty as outlined in the catalogue of the school for June, 1914:

Faculty of the Kansas State Manual Training Normal School.

Teachers of technical subjects related to manual training:

Of manual training_.

Of home economics__.

Of graphic and plastic art..

Teachers of other special subjects in which certificates are given:

Commerce___.

Agriculture--

Teachers of other subjects generally found in normal schools (education, English, history, mathematics, science, physical education, music, lan

The number of graduates of the Kansas State Manual Training Normal School in June, 1914, is shown in the following table:

Graduates of the technical courses related to manual training and leading to a bachelor's degree:

Of the industrial arts course..
Of the home economics course..

Graduates of other special courses:
Of the special language course..

Of the commerce course..

Of the agriculture course..

Of the industrial physics course.

Of the drawing supervisor's course..

Graduates of the general course:

Of the general course for the bachelor's degree.
Of the kindergarten teacher's course...

Of the primary teacher's course.
Of the grade teacher's course..

Total number of graduates..

Provides also a large amount of general training.-These data make it possible to calculate roughly the proportion of normal-school energy that goes into the lines implied in the name "Manual Training Normal School." Using the number of teachers as the basis, we may say that 31 per cent of the teaching energy is devoted to technical subjects related to manual training. Using the number of graduates as the basis, though the issue is somewhat obscured by the different forms of graduates, we may say that only a minority of the graduates are prepared to teach technical subjects related to manual training. In contrast with this number a very appreciable part of the whole body of graduates go into general teaching.

Excellent mechanic arts building and equipment.-The thoroughness of the equipment for technical work in manual training and related lines in the Kansas State Manual Training Normal School is suggested by the accompanying picture of the Mechanic Arts Building, which cost $62,000 to erect. Its equipment cost $20,000. The work in wood, iron, clay, and in drawing is done in this building. Classes in domestic science and domestic art are housed in the general academic building, and there is a large separate power plant. These points are worth noting, since so-called manual training buildings are sometimes erected at normal schools, but are used extensively for general classroom purposes, administrative offices, etc. This is due to the

15607-16-8

fact that it is easy to get money from a legislature for buildings for the "practical" arts; but there is seldom any special agency to see that the building is used exclusively for the purpose for which it was constructed.

North Dakota State Normal and Industrial School.-In North Dakota, in the Ellendale State Normal and Industrial School, we find another example of a normal school established especially to train manual-training teachers. Under the heading "Purpose and scope of the school," the catalogue for June, 1914, states that the school

was established by legislative enactment in 1893, in accordance with a section of the State constitution providing for its creation. The revised law of 1907 relating to this school reads as follows (p. 10 of catalogue):

That the institution located at Ellendale, Dickey County, N. Dak., be designated the State Normal and Industrial School, the object of such school being to provide instruction in a comprehensive way in wood and iron work and the various other branches of domestic economy as a coordinate branch of education, together with mathematics, drawing, and the other school studies, and to prepare teachers in the science of education and the art of teaching in the public schools with special reference to manual training.

The accompanying pictures show the Mechanic Arts Building and a class in farm engineering.

Trains as many general teachers as special teachers.-The extent to which the school trains teachers of the special type for which it was especially established, as compared with the extent to which it provides training for general teachers, may be seen from the following statistics of the senior class given in the catalogue for June, 1914: Seniors in the special courses:

In the normal manual training and the mechanic arts courses_____ 8 In the normal home economics and the home economics courses____ 8

Total special seniors----.

Seniors in the general normal course_

Total number of seniors in above courses__

16

20

36

Thus we see that only 44 per cent of these seniors are specializing in the subjects which were emphasized in the official statement of the purpose of the school.

Exclusive manual training normal schools not justified.-In each of the two special manual training normal schools that have been discussed (namely, the one at Pittsburg, Kans., and the one at Ellendale, N. Dak.), it has been seen that a large part of the teaching energy, perhaps the major part, goes into the training of general teachers. This fact might suggest that there is not sufficient demand within a single State for teachers of manual training and related subjects to justify the State in maintaining a separate specialized normal school to train such teachers.

Normal and industrial schools train few industrial teachers.-A few States maintain normal schools which have names similar to the

one at Ellendale, N. Dak., namely, "the State Normal and Industrial School." Some of these are for white students and several are for Negroes. In none of the schools for whites does the training of special industrial teachers play a very large part. Examples of such schools are those at Harrisonburg, Va., Ellendale, N. Dak., Aberdeen, S. Dak., and the "Winthrop Normal and Industrial College," in South Carolina. Statistics showing positions secured by graduates from the latter were given above on page 107. At Harrisonburg, Va., in June, 1913, the graduating class was divided as follows (catalogue, 1914):

Candidates for the general and the kindergarten diplomas_-_.
Candidates for the household arts diplomas___.

Candidates for the industrial arts diplomas_.

40

925

Similarly the senior class at Aberdeen, S. Dak., for 1913-14 was divided as follows (catalogue, 1914):

Seniors in the advanced general normal course_.
Seniors in the household arts course.

Seniors in the industrial normal course_.

39

5

1

Thus we see that relatively few students of these schools complete the special courses for "industrial" teachers in the "State normal and industrial schools" for white students.

State normal and industrial schools for negroes.-Among the State normal and industrial schools for negroes are those at Frankfort, Ky.; Nashville, Tenn.; and Prairie View, Tex. Similar institutions are found in nearly all of the Southern States. Judging from the alumni lists, most of the graduates of these schools go into general teaching in elementary schools for colored children; but the industrial courses play a much larger part in the training of these graduates and of other students who do not graduate than is the case in the corresponding schools for whites. The amount of teaching energy devoted to industrial subjects in such an institution may be inferred from the following classification of members of the faculty at the Prairie View State Normal and Industrial College in Texas (catalogue 1913–14):

Teachers of other general subjects commonly found in normal schools____ 15

These schools are reproducing on a small scale the excellent work for improving the Negroes that is carried on so extensively at Hampton and Tuskegee.

Stout Institute, highly specialized and successful.-Perhaps the most influential of the State normal schools which are organized especially to train teachers of special subjects is the Stout Institute, at Menominee, Wis. This school was organized in 1903.

For a long time it has ranked, with Pratt Institute, of Brooklyn, N. Y., and Bradley Polytechnic Institute, of Peoria, Ill., among the best schools for providing superior two-year courses for high-school graduates who are preparing to teach manual training and related subjects in public schools. Later Stout Institute was acquired by the State of Wisconsin and is now governed by a board of trustees, including as ex officio members the State superintendent of public instruction of Wisconsin, the secretary of the board of trustees, and the dean of the college of engineering of the University of Wisconsin. The board also includes three employers of labor and three skilled employees.

The highly specialized nature of the training offered at Stout Institute is suggested by the following statistics concerning its faculty (announcement, 1914-15):

Distribution of teachers' time in Stout Institute.

51

71

Teachers of drawing, design, etc__

General teachers (education, science, English, physical education).
Critic teacher

Total

40

It is evident from the above table that the teaching energy of the faculty of Stout Institute is directed almost exclusively to the giving of specialized courses for training teachers of manual training, drawing, cooking, sewing, and trades. About 80 per cent of the teaching energy goes into these technical subjects. The same impression is gained from the following list of courses of instruction offered: