school was intended to prepare teachers for the public schools of Cook County outside of the corporate limits of the city of Chicago (before its latest increase in territory) and did not receive any direct appropriation from the city proper. The city paid the tuition of the pupils in the practice school, which was virtually a public school. The Cook County Normal School extended its influence beyond the borders of its territory by receiving students from all parts of the country, who carried the methods and enthusiasm of its principal and faculty into many schools throughout the land. In 1896 it was transferred by the Cook County authorities to Chicago and became the Chicago Normal School. Attendance since that time has been restricted to residents of Chicago desiring to teach in the public schools of the city.

PRIVATE NORMAL SCHOOLS.

In many of the States in which public normal schools have not fully occupied the field private normal schools may be found. In the Middle West some of these schools have drawn together large bodies of students, and have been of much service to the public schools. They necessarily differ from the public normal schools in that they are not a part of the public school system, and their ultimate object is not the same as that of the public normal schools. But many good teachers have been prepared in these institutions.

The careful student of the growth of our Republic discovers that the State normal schools have been potent factors in the upbuilding of the nation. The advancement of a people depends upon the morality and intelligence of the masses. Good public schools are necessary to foster the morality and promote the intelligence of the rising generation. The first requirement of a good school is a good teacher. The schools that prepare persons to become good teachers directly influence the State through the public schools. It may further be said that the masses are reached quickly through the public schools. The three R's have long held the leading place in the public school curriculum. But other studies have been introduced through the teachers. Nature study, temperance instruction, manual training, lessons in government, these and other subjects have reached the public schools through the teachers prepared at the normal schools. Through the influence of the graduates of State normal schools that have taken charge of the public schools throughout a county or State, entire communities have been elevated, life has been made pleasanter, property has increased in value, and all the agencies that tend to improve mankind have been strengthened in their labors. Many of the leading school superintendents in the United States are graduates of State normal schools. It may be added that hosts of young men have had the opportunity of obtaining a better education than the public school affords by being able to attend a normal school, where they could continue their studies from the point reached by them in the public school. These young men found that the State normal school was the only door to a higher intellectual life open to them. Many a one whose life has been and is an inspiration and a blessing to his community and his State owes a lasting debt of gratitude to the normal school that he was able to attend. It is natural, therefore, that these schools should be intrenched with the public schools in the hearts of the people.

It is impossible in this monograph even to mention the names that illuminate the pages of the histories of the many great normal schools of the country as their official heads. Baldwin, Colburn, Gilchrist, Greenough, Hart, Hasbrouck, Newell, Page, Parker, Peirce, Rounds, Sheldon, Welch, Wickersham, and hosts of others who now "rest from their labors," not to refer to those who are still living, have all added luster not only to the cause of professional education, but also to the cause of education in general. They exemplified in their lives the highest type of educated citizenship," and their works do follow them."

CHAPTER XXIII.

EXHIBIT OF THE BUREAU OF EDUCATION AT THE LOUISIANA PURCHASE EXPOSITION.

TO BE HELD AT ST. LOUIS, MO., MAY 1 TO DECEMBER 1, 1904.

The following items compose the exhibit of the Bureau at the Louisiana Purchase Exposition:

1. Seventy wing-frame charts 26 by 22 inches (Nos. 1 to 70).

2. Sixteen wall charts (Nos. 71 to 86) showing certain facts in connection with education in the United States.

3. Sixteen maps of different sizes.

4. A full collection of all the reports, bulletins, circulars, special reports, and monographs issued by the Bureau of Education since its organization.

5. A specimen series of the different blanks, forms, etc., currently used by the Bureau in the collection of educational statistics and the preparation of its various publications.

6. A full set of the latest educational reports of the fifty largest cities in the United States.

7. A full set of the latest educational reports of the States and Territories of the United States.

8. A special collection for the land-grant college exhibit of charts, books, examination papers, catalogues, registers, and photographs.

9. Monographs on various phases of educational life and growth prepared for free distribution by well-known experts under the direction and with the assistance of the Bureau of Education.

Descriptions of these charts, maps, etc., as well as the figures employed, are given below. In some cases short analyses of the facts conveyed by the charts are given in connection with the figures.

ED 1903-72

1137

WING-FRAME CHARTS.

UNIVERSITIES AND COLLEGES AND THEIR RELIGIOUS CONTROL.

(1)

Number of existing universities and colleges founded during certain periods.

Harvard University holds the honor of being the oldest of American universities, having been founded in 1638. William and Mary ranks next in age, the date of its founding being 1693. Yale began with the first year of the eighteenth century, the University of Pennsylvania in 1740, and Princeton six years later. These institutions bear witness to the estimate put upon education by the hardy pioneers, who laid wide and deep the foundation of American Commonwealths. The latter half of that century saw 19 more institutions added to the list. The chart exhibits by decades from 1790 the growth in the number of institutions of higher learning.

(2)

Per cent of the total number of colleges and universities under the control of the different religious denominations—1902.

The figures show about 70 per cent of all the higher institutions in the country (638 all told) to be under the control of religious denominations, while the remaining 30 per cent are nonsectarian and about equally divided between those under public, and those under private control. Many of the sectarian colleges for men were designed primarily to prepare young men for the ministry, but beyond this they now differ little from other colleges of corresponding grade except as to the matter of maintenance.

Sectarian colleges are usually supported by some unit of church administration, but in many of the stronger denominational institutions, large endowments place them beyond the necessity of regular appeal to such sources.

HIGHER EDUCATION INSTITUTIONS AND STUDENTS.

(3)

Number of universities, colleges, and schools of technology offering certain technical courses of study in 1900.

In view of the fact that the establishment of certain departments of study reflects the popular demand for instruction in these particular branches, an idea may be gained from the table of the relative demand for each technical course of study named by the number of institutions that have adopted it. Civil engineering was one of the first of the departures from the old classical general culture course, and this was followed by the establishment of other technical courses keeping pace with the development of the country. The endowment by the Federal Government of the land-grant colleges, 65 in number at present, had a far-reaching effect upon the growth of technical schools.

(4)

Universities and colleges-Proportion of institutions, students, etc., in the several geographical divisions in 1902.

(5)

Number of students under higher instruction of all kinds to each 1,000,000 of the population in 1902.

Statistics for 1872 showed only 590 college students to the million, or 1 college student to every 1,694 people, while there were for the year 1902. as shown by this chart, 1,367, or 1 student to 731 people. The total number of students receiving higher education in all the classes of schools included in the chart amount to 1 to every 337 people. The Western States have the largest relative enrollment in universities and colleges and the smallest in the professional schools, while they rank second in normal school enrollment. Class B of women's colleges is omitted in the preceding and included in the following table.

Number of students in higher education to each 1,000 of population in 1902.