SCHOOLS.

STATE UNIVERSITY OF IOWA.

For information concerning the present condition and the wants of the state university, reference is made to the report of that institution and accompanying documents. I have great confidence in the faculty of the university, as at present constituted, and in the character of the work which they are doing. The institution is steadily growing in popular favor, as is shown by the increased number of students.

But I feel that I should be false to my convictions of what the true interests of the State demand, from an educational standpoint, if I dismissed this subject here. The university stands at the head of the educational system of the State. Its influence ought to be felt in every grade of public schools, and among all classes of teachers. It is not a separate school standing by itself, but its interests are very closely interwoven with those of all our schools. A neglect to grant the university ample support means a lessening of the standard of public education all along the line.

We have in our university, as at present organized, the foundations of an institution which can be made equal to the wants, intelligence, and dignity of Iowa. It has done a good work for the State in the past, but the time has come in its history, as it has come in the history of all similar institutions, when very decided steps must be taken in advance, if we expect it to do the work which the university was originally intended to do. As a matter of state economy, as a matter of justice to our young people, no one should be obliged to leave Iowa for his education because similar schools in other States furnish better facilities. A State, which is rich in resources, free from debt, proud of the past, and

ambitious for the future, can well afford to deal liberally by her educational institutions. To do this we need appropriations, not extravagant nor lavish, but generous; such as will enable us, in point of appliances and competent instructors, to compete with other universities in neighboring States.

The recommendations and suggestions of the regents and the president are believed to be wisely conceived and worthy of thoughtful attention.

IOWA STATE NORMAL SCHOOL.

The twenty-second general assembly amended the act relative to the state normal school so as to make the superintendent of public instruction a member of the board of directors and, ex-officio, president thereof.

In accordance with that enactment I have met with the directors at their quarterly meetings, and have endeavored, as far as possible, to understand the workings of the school and to advance its interests. The reports of the directors and of the president of the school contain many items of importance which deserve very careful consideration. During the two past years the school has grown in numbers, in the efficiency of its instruction, and in its special worth as related to our general school system. It is coming, more and more each year, to realize the purpose very clearly expressed in the first section of the bill enacted for its establishment: "A school for the special instruction and training of teachers for the common schools of this State." In other States the graduates of their state normal schools are granted certificates to teach without further examination. There does not seem to be any good reason why the same privileges should not be granted to the graduates of the school at Cedar Falls. It would only be conferring upon the students of this institution, the same professional recognition which is accorded to those who graduate at the law or medical departments of the state university.

The question of providing additional facilities for supplying our schools with trained teachers cannot much longer be delayed. Illinois has practically three normal schools; Wisconsin has five; Minnesota, three; Missouri, four. Of the older States Massachusetts has five; New York, nine, and Pennsylvania, eleven. The necessity of having teachers in their schools, fitted for their work by normal or professional training, is no greater with them than it is with us.

We have nearly 16,000 teachers in our schools at one time. A very large proportion of them enter upon teaching without any

special study or preparation. We have about 300,000 children in daily attendance. A very large proportion of them fall into the hands of inexperienced and untrained teachers. We expend more than four millions of dollars annually for the tuition of our pupils. Much of it is wasted because the instruction is given by teachers who are ignorant of the art and science of teaching.

The practical question now is how can we meet the demands which are every-where made for skilled teachers. I believe it is time to take steps looking toward the establishment of an additional normal school, in that section of the State in which it is most needed

NORMAL INSTITUTES.

The normal institute, regarded as an educational factor, has without doubt had a very marked influence upon our schools, since its inception in its present form in 1874. In our more sparsely settled counties, it still has an academic value, which must continue until the establishment of high schools and normal schools offers better means of obtaining a thorough knowledge of the essential branches. But in the more populous counties, this necessity has ceased to exist and the institute is devoted almost entirely to the study of those principles which are closely related to education and the best methods of instruction. In every case I think this course has increased the popularity of the institute, as proved by the fact that the best teachers have been the most eager to attend its sessions. The original intention of the normal institute was to enable teachers to enter upon their work with a better knowledge of what and how to teach. It is encouraging to know that the tendency is to come back to this purpose. The teacher's knowledge of the subjectmatter cannot be perceptibly enlarged in a short session of two, or even three, weeks. But in this time much can be done to give teachers a more correct idea of the practical value which attaches to certain parts of each branch, and the best and most modern ways of presentation to the pupils. What of each branch under consideration shall I teach, and how can I most effectually teach it, are questions which meet the teacher every day in the school-room. The work of the institute should be largely devoted to the solution of these questions.

It is with gratification that I can notice an improvement in another direction also. There was a time in the past, when the institute was simply a review school; the exercises constituted a cramming process, the aim of which was to enable the teachers to pass an examination for certificates at the close of the session. In many such cases the work of the institute had no perceptible effect upon the schools of the county; its influence did not extend a day beyond the writing of the last examination paper. At present