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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
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