have already been established, breadth and fixity of
character, self-acquaintance, scholarship, and culture. Tell me that the
atmosphere, psychical and spiritual, and the training, academic and
professional, that will produce the ideal teacher of the child will also
produce the ideal teacher of the adolescent? Nay, verily! You might as
well tell the florist that the American Beauty rose and the Snow Flower
of the Northern forest will both reach perfection if grown side by side.
Then surely we need different kinds of institutions. I cannot better
conclude this thought than by using the words of Dr. Wm. T. Harris found
in the introductory paragraph of an article on "The Future of the Normal
School." (Ed. Rev., January, 1899, p. 1.) Dr. Harris says: "I have tried
to set down in this paper the grounds for commending the normal school
as it exists for its chosen work of preparing teachers for the
elementary schools, and at the same time urging the need of training
schools with different methods of preparation for the kindergarten,
below, and for the secondary school, the college and the post-graduate
school, above the elementary school."

The reason just given, the psychological one, is alone sufficient for
believing that the differentiation is logical. But let me add another,
almost equally effective--an academic reason, directly academic and at
the same time indirectly economic. This is found in the following words,
taken from Dr. Payne's "Contributions to the Science of Education." (Am.
Book Co., 1886, p. 538.) "If there is any well-established principle of
school economy it is this: The scholarship of the teacher should be
considerably broader than the scholarship of his most advanced pupil."
Nobody now questions the statement.

Upon the basis of that principle there is little criticism to be offered
of the academic equipment of our normal school graduates as teachers in
the grades. No normal school now completes its work with less than one
full year beyond the completion of a four-year high school course, and
two years beyond is rapidly getting to be the standard. So that normal
school graduation gives the prospective teacher of the grades at least
four years of academic, and from one to two years of professional and
academic work beyond the point to be reached by "his most advanced
pupil." To be sure, more would be better--a longer experience and a
closer acquaintance with the great character forming subjects, such as