ogical solution of the difficult problem.

The example thus set by Michigan University was soon followed by
others--Cornell, Ohio, Illinois, Harvard, Chicago and others, until now
this new department is found in nearly every prominent college and
university in the land. These are our teachers colleges or, rather, the
sources from which they are springing. For, to be sure, not every
pedagogical department found in a higher institution of learning, tho
doing in a general way the same grade of work, should be called a
teachers college. Tho having its roots in these, the teachers college
proper differs from the most of them in several ways. The pedagogical
department of a college, and too, a thoroly reputable college, may be,
and usually is, merely one of the many departments of the institution,
represented on its faculty by a single professor and offering but a
limited range of professional work--a few courses in the history of
education, principles of education, and "pedagogy," usually. A teachers
college, on the other hand, has an organization and, sometimes, a
financial status of its own. Its relationship to the institution as a
whole is getting to be the same as that of the other professional
schools. The movement is toward a separate faculty, headed by a dean,
and representing all the different phases of both academic and
professional work. While many of the members of the faculty do, and may
continue to, give courses in the other colleges, they have a distinct,
organic connection with the teachers college. The teachers college is
also getting to have, as a vital part of its equipment, a model high
school bearing to it the same relationship that the model, or practise,
school bears to our normal schools. While this fulness of organization
and equipment has not yet been reached by a large number, it has by
several, among which are Columbia, Missouri, Chicago, and,
approximately, North Dakota, with many others moving rapidly in the same
direction.

Just a few words, now, as to the third type mentioned, the county normal
school: As already suggested, the line of demarcation was not early
drawn between the urban and the rural school. But cities grew; city
school systems were developed; the normal schools, in spite of rapid
increase, were not able to keep up with the rapidly increasing demands.
And, since the field for normal school graduates has ever been an open
one, they have located where the remuneration has been the