all of the nine,
as well as the fifteen, stated definitely or clearly implied that such
work should be done in the colleges and universities.

REPLIES FROM NORMAL SCHOOL PRINCIPALS

To question (1). Twenty-eight replies were received, of which twenty
were negative, and eight affirmative. Of the eight, three were from
states having but one normal school each, and perhaps, therefore,
admittedly strong; two from states having each one school much superior
to the others of the same state, and referring specifically to that
school. Of the remaining three, one was from a new state in the
Northwest, one from a Southern state, and one stated that only in some
branches was the equipment sufficient.

To question (2). Twenty replies were received, of which sixteen were
negative, and four affirmative. Of the four, not one said that all
should be so equipt. Each suggested that perhaps it would be well thus
to extend the equipment of one school in a state.

REPLIES FROM CITY SUPERINTENDENTS

To question (1). Thirty replies were received, of which twenty-eight
were negative, and two affirmative. The two were from a state in which
is to be found a single normal school, and that, one of the best.

To question (2). Twenty-eight replies were received, of which twenty-six
were negative, and two affirmative.

To be sure, correspondence upon this point was not sufficiently extended
to be conclusive, but yet my correspondents were, in the main, leaders
in their respective lines, and therefore represent the best educational
thought and practise of the times. The summary speaks clearly and to the
point, and to the same point, note, that the logic of events has already
brought us. The work of the normal school should continue to be, as it
has been from the beginning, devoted to preparation of teachers for the
grades, while prospective teachers in the high schools should seek their
preparation in the teachers colleges, under whatever specific names
known, where the professional phases of the work will be as much
emphasized, but be different, and be differently handled as befitting
the different character of the work to be done, and where they can
receive the broader academic outlook and equipment absolutely essential
to an adequate handling of the larger and more difficult situation.

NOTE.--Since the appearance of the January number of _Education_,
my attention has been called to the fact that in naming
institutions