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train teachers for the whole State, the number of schools established should be determined by this consideration. As soon as one begins to study the question from this point of view, he meets the "well-established principle that all higher educational institutions draw their students largely from within a radius of comparatively few miles." A corollary of this principle as applied to normal schools is that "in the long run, each community has to raise as many teachers as it needs." Furthermore, the services of a normal school to the different parts of the community diminish rapidly as one travels away from the center where it is located.

Distribution of students when only one State normal school is maintained.-One of the best illustrations of this fact is the accompanying map, reproduced from the catalogue of the State Normal School at Terre Haute, Ind. The latter is one of the few well-developed States that maintains only one State normal school. It would appear from the map that the county in which the school is located and the immediately surrounding tier of counties receive 29 per cent of the services of the school, although they include only 7 per cent of the population of the State. Even if the county in which the school is located be omitted (since many persons move into the normal-school town to educate their children), it is found that the immediately surrounding tier of counties receives 12 per cent of the services of the State school, although these counties include only 4 per cent of the population of the State. In other words, the region in which the school is located receives from the State funds three to four times the amount of service to which it is entitled on the basis of the population of the region. The data on which these calculations are based are shown in the accompanying table.

Proportionate representation of neighboring counties and the whole State in the Terre Haute (Ind.) State Normal School.1

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FIG. 1.-Geographical distribution of students in Indiana State Normal School, Terre

Haute, Vigo County.

Students in the Indiana State Normal School per 1,000 population.

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For every 1,000 population Vigo and contiguous counties send to the State Normal School 5.3 students for every 1 from the rest of the State.

Few normal graduates in sections remote from normal schools.Further evidence concerning the tendency of a normal school to fail to serve areas of the State remote from it is contained in the extracts given below from letters received by State Supt. Kendall from teachers in the southern part of New Jersey who were high-school graduates, but had not attended normal school. In discussing the situation Mr. Kendall says: "The fact is that the State has not done its duty to the children in that section, because it has failed to provide adequate facilities for the training of teachers." The following quotations from letters are typical (report for 1913, pp. 132-133):

"I do think if there had been a normal school nearer, so I could have gone with less expense attached, I would have been a normal graduate to-day." "The reason I did not attend was because of the cost and inconvenience. Had there been a normal school nearer home, no doubt I should have attended such." "The only reason why I did not enter a normal school was because of the overcrowded conditions at the State Normal School at Trenton, and I could not enter until the following term after sending in my application."

"The only reason for my not attending the normal school was the expense, on account of the normal school being too far from my home."

"I would have been only too glad of the opportunity to attend a normal school had there been one near at hand. Furthermore, this fall I tried to have my sister enrolled as a student at the Trenton Normal School, but there was no room for her. The same condition prevailed at Montclair. I was disappointed, for I wanted her to attend a New Jersey normal school."

"Had there been a normal school in our vicinity when I graduated from high school, I should have been glad to take advantage of the opportunity."

Data showing number of State normal schools in each State.-In view of such facts most States have endeavored to meet the needs of all sections by establishing two or more State normal schools to serve definite areas. The number of State normal schools maintained in each State is shown below. Similar data are shown on the map on page 29.

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Uneconomical to maintain very small schools. The multiplication of normal schools to serve the several districts of the State has, however, certain disadvantages when carried too far. These disadvantages are those which result from the maintenance of a number of very small schools, instead of a few which are large enough to permit the economical development of adequate equipment and the economical employment of an adequate faculty. It is necessary to balance these factors against the arrangements for localizing the services of the normal schools in order to determine the number of schools that any State ought to undertake to maintain.

Disadvantages illustrated in Massachusetts.-Some of the disadvantages of organizing too many schools are discussed by Commissioner Snedden, of Massachusetts, a State which maintains 10 normal schools. He says (Report, 1912–13, pp. 72–73):

In proportion to population, and especially in proportion to area, Massachusetts has more (separate) normal schools than any other State in the Union. As one result the State has a larger proportion of trained teachers in the public schools than any other State; as another, opportunity for normal-school attendance is easily possible to a large majority of the residents of the State, even in the case of pupils desiring to attend as day students.

But there are disadvantages connected with this multiplicity of normal schools. Each school must offer a rounded program of professional instruction with proper specialization of work on the part of instructors. Hence the per capita expenditure of a small school is necessarily large. Again, because of the small size of each of the normal schools in the State, it is not practicable to pay to heads of departments salaries equal to those offered in other States which have larger normal schools. The result is that for many years Massachusetts has been steadily losing its most expert normal-school teachers. The maximum salaries paid teachers in the Massachusetts normal schools are: To women,

1 State colleges for teachers counted as normal schools.

2 Includes normal schools organized as part of a State college or university.

$1,500; to men, until recently $2,300 and now $2,500; but larger schools in other States pay as much as $2,000 to women and $3,000 to men, as heads of departments. The overhead and administration charges for a small school are invariably larger in proportion to attendance than for a large school.

A more detailed discussion of the larger per capita expense of maintaining small normal schools will be given in later chapters.

Instruction deteriorates in overcrowded normal schools: Limiting the attendance.-In some States the normal schools quickly outgrow

FIG. 2.-Distribution of State normal schools.

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