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Henry, D. R., A study of State normal-school control, 32-41.

High-school graduates, general courses of study, 79-86; percentages of graduation
requirements, 85-86.

High-school students, elimination, 59-64.

High-school teachers, training and conferring of degrees, 99-104.

Home economies, 122-123.

Idaho, improvement in normal-school work, 59-60; teachers' salaries, 71.

Illinois, eliminating high-school students, 62-63.

Indiana, survey of normal schools, 10-12.

Indiana State Normal School, students, 27.

Industrial training, 112-115.

Kansas, normal-school system changed by State administrative board, 44-46.

Keene Normal School, N. H., location, 24.

Keith, J. H., on best type of normal control, 37.

Kendall, C. N., on normal schools, 27.

Kirk, J. R., on best type of normal control, 39-40.

Lewis, E. E., on practice teaching, 132.

Location of normal schools, 22-24.

Los Angeles, faculties in normal schools, 66-67; normal school, home economics
course, 123.

Louisiana, requirements of admission, 60.

McKenny, Charles, on best type of normal control, 37.

McMurry, C. A., on relation of course of study to city schools, 90-91.

Manual training, 122.

Massachusetts, course of study, 81; eliminating high-school students, 60-61; high-
school teachers, 101; instructors employed in normal schools, 66; normal-school
costs, 75-77; normal schools, 28-29; status of normal schools, 43^14; survey of
normal schools, 12-13; teachers' salaries, 71.

Massachusetts Normal Art School, organization and activities, 109-110.

Maxwell, G. E., on best type of normal control, 37.

Mayville, N. Dak., number of teachers of special subjects, 106; practice teaching in
public schools, 49.

Michigan, special training of teachers, 117-118; teachers' salaries, 71-72.

Mileage and car fares, paid to students, 30.

Minnesota, four-year courses for elementary teachers, 103.

Missouri, normal-school statistics, 56-58; normal schools controlled by local board,
39-40; special training of teachers, 119-120; survey of normal schools, 10-12.

Morrison, Stale Supt., on normal schools, 22.

Mount Pleasant (Mich.) Normal School, graduates, 107.

Negroes, normal and industrial training, 113-114.

New Hampshire, course of study, 80-90; practice-teaching facilities, 47-49; status of
normal schools, 43; survey of normal schools, 12.

New Jersey, teachers in special and vocational subjects, 105-106, 116.

New York, special normal-training courses, 116-117; State-local type of control, 34.

Normal-school standards, program, 126-137.

Normal schools, maintenance parallels, general education policy, 31; three types, 82.

North Central Association of Colleges and Secondary Schools, number of State normal
schools reporting to, 16.

North Dakota, eliminating high-school students, 63-64.

North Dakota State Normal and Industrial School, statistics, 112.

Northern Illinois Normal School, statistics of graduation, 107.

Organization, determined by accidental, 7-8.

Oshkosh, Wis., course of study, 81.

Oxford (Ohio) Normal School, course for special teachers of manual arts, 122.

Pennsylvania, survey of normal schools, 9.

Plymouth Normal School, location, 23-24; finances, 43. ,

Practice teaching, 47-55; organization, 87-96; standard for measuring facilities, of a
community, 52-55.

Prairie View State Normal and Industrial College, Tex., statistics, 113-114.

President, most dominant influence in many systems, 42.

Providence, R. I., practice teaching, 49-52.

Public schools, practice teaching, 49.

Purpose, number, and geographical distribution of services, 22-31.

Railroad fares, paid to students, 30.

Rhode Island, eliminating high-school students, 61-62.

Roberts, II. H., criticism of unit control, 38.

Salaries, teachers. See Teachers' salaries. .

Salem (Mass.) Normal School, course for commercial teachers, 124.

Secondary school, eastern normal school as, 14.

Snedden, David, critical study of Massachusetts normal schools, 43-44; on best type
of normal control, 38; on normal schools, 22, 28-29; on training of secondary teach-
ers, 101-103.

Standardization, external causes stimulating movement, 8; meaning of term, 14; pro-
gram for development, 126-137.

State Manual Training Normal School, statistics, 110-112.

State normal schools, faculties, 65-74; number in each State, 28.

Stout Institute, Wis., statistics, 114-115.

Students and graduates, 56-64.

Supervision, standardized routine, 94.

Surveys of normal schools, Indiana, 10-12; Massachusetts, 12-13; Missouri, 10-12, 13;
Pennsylvania, 9; Vermont, 12; Wisconsin, 9-10.

Teacher-training, high schools, 99-104; rural schools, 97-98; special subjects, 105-125;
statement by Carnegie Foundation, 10-12.

Teachers, critic, importance of securing, 73-74; need of competent, 65-66; public-
school experience, 69-70. See also Faculties.

Teachers' salaries, 70-73.

Terre Haute (Ind.) State Normal School, distribution of students, 25-26.

Time distributions, course of study, 84-85.

Trades, courses for teachers, 124-125.

Trenton, N. J., course of study, 81.

Unit control, 38.

Universities, relation of western normal schools to, 14.

Valley City (N. Dak.) Normal School, course in home economies, 122-123.

Vermont, survey of normal schools, 12.

Virginia, improvement in rural schools, 60.

Winona, Minn., course of study, 92.

Winthrop (S. C.) Normal and Industrial College, number of positions secured for grad-
uates, 106-107.

Wisconsin, history of development of differentiated courses, 81-82; history of normal
system, 10; survey of normal schools, 9-10.

Ypsilanti, Mich., faculty of normal school, 67.

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