e teachers college, have come to stay, and with practically
the functions outlined above. Of the county normal school, as said
before, I do not feel quite so sure. I am led to the belief in the
relative permanency of these types of professional school, not only by a
knowledge of the history of their development, but also by the
conviction, formed by a somewhat careful study of the entire problem,
that there are fundamental reasons, psychological as well as economical,
for the differentiation. In other words, my own somewhat careful study
of the entire situation brings me to the same position that the logic of
events has brought us all.

As to the county normal school: it is so apparent as scarcely to need
mention that the teacher of the rural school needs a preparation
differing in many ways from that needed by the teacher of the city
grades. The environment, physical, psychical, and social, is so
different that a teacher equipt to do thoroly good work in either one
place might signally fail in the other. And the present economic
situation speaks with nearly the same insistence. Even if our state
normal schools were sending out teachers ideally equipt for service in
the rural communities, the remuneration there offered is, and for an
indefinite time will remain, so low as practically to keep them out of
the schools. Either we must have special institutions for the
preparation of the teachers of the rural schools, or else those schools
must, in the main, continue to do without professionally prepared
teachers.

Turning now to the other type, it is equally clear to me that the very
character of the work in the elementary and secondary schools should be
different one from the other, different as to discipline, ends in view,
subjects of study, and methods of handling the same. In the elementary
school the pupil is a child, with the mind, the tastes, the ambitions of
a child, and he should be allowed to remain a child. The ends in view
are right habits, right ideals, and knowledge facts. In the secondary
school the student is an adolescent, with the mind of an adolescent,
having peculiar and erratic tastes, changing ambitions, and conflicting
emotions. He is neither child nor adult, but passing thru the most
dangerous and critical period of his entire life. The ends in view are
no longer merely habits, ideals, and knowledge facts, but, added to
these, and now more important for emphasis because presumably right
principles