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most generous. Now, cities and villages are, generally speaking, the centers of intelligence as well as of population and wealth. The people of these communities have appreciated the superiority of professionally prepared teachers, and they have been able to pay the added price. The result has been that they have appropriated practically the entire output of the normal schools. None have been left for the rural schools. And again, with these economic changes there came to be more and more clearly seen, as the years went by, a difference, internal and somewhat vital, between the schools of the rural and the urban communities, making in some ways a different sort of preparation desirable. Now, the state normal school, growing with the movement, and ever keenly alive to its opportunities for usefulness, noting clearly the location of its product, very wisely began to modify its work so as to make it better suited to the needs of its main customers--the well-graded schools of the city and village. And so it has resulted that, even if the normal schools could supply the demands for both country and city teachers, so far as numbers are concerned, the preparation given is not the most ideal for the former. And just as when professionally trained secondary teachers were needed a new institution was created for their preparation, in very recent years an institution has appeared to satisfy this new need, one whose function is as clearly announced, and one which seems to fit into the situation as well, and we have the county normal school of Michigan and Wisconsin, as mentioned above. Whether we shall see a rapid extension of this new movement, making the county normal school as fixt an institution as the state normal school has become, and as the teachers college bids fair to become, or whether, thru consolidation, the distinctive type of our rural school shall disappear and our state normal schools be increased in number to meet the larger demands, only the future can tell. This latter, however, will not be in our generation, and I confidently look for the former. I believe the general adoption and adaptation of the county normal school idea would be one of the most economical and speedy means of solving some of our most serious rural school problems. And I also believe that it should be our next step, if we can take but one step at a time, toward professional education of teachers. If I have analyzed aright the present si
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