N action a I 
 
 Colorado State 
 Teachers College 
 
 Bulletin 
 
 Serhs XVIH June, 1918 dumber 3 
 
 A Conscious Program 
 
 AND 
 
 An Appendix 
 of Some Interest 
 
 Published Monthly by State Teachers College, Greeley, Colorado. Entered as Second- 
 Class Matter at the Postoffice at Greeley, Colo., under the Act of August 24, 1912. 
 
 *"" ..cwO\lk 
 
-I? 
 
 A Conscious Program 
 
 for the 
 
 Normal Schools 
 and Teachers Colleges 
 
 ^/America 
 
 Report of the Committee on Resolutions 
 
 and Restatement of the Declaration of Principles 
 
 of the Department of Normal Schools 
 
 of the National Education Association 
 
 ADOPTED UNANIMOUSLY 
 AT PITTSBURGH, JULY 3, 1918 
 
 Ordered Published 
 
 COMMITTEE 
 
 GEORGE S. DICK 
 
 President State Normal School, Kearney, Nebraska 
 
 CHARLES B. McKENNY 
 President State Normal College, Ypsilanti, Michigan 
 
 Chairman, J. G. CRABBE 
 President State Teachers College, Greeley, Colorado 
 
^. of D. 
 StP 30 I9t8 
 
1918 
 
 Declaration of Principles 
 
 A Foreword 
 
 To the teacher-training scliools of America are entrusted the duties and 
 responsibilities of leadership — the era of foUowership for us is past. Such 
 progress as is to come to public education in the future is to come from the 
 teachers who, though they may not "know their subjects better", will certainly 
 know the social bearings of their subjects better, and will certainly know the 
 nature of the learning process better. If this is to be so, it will be because 
 the institutions that prepare teachers have become better able to focus them- 
 selves upon the characteristic problems of teacher-training. And this in turn 
 implies that a better method of determining what are the pressing tasks of 
 normal schools has been adopted. After a long period of largely unconscious 
 experimentation we are reaching the vantage from Avhich our progress — our 
 advance in efficiency of service — can become conscious. To have leadership we 
 must have a CONSCIOUS PROGRAM. When we have this we can dispense 
 with the ornaments of rhetoric and will take the pains to work out the 
 implications of the blanket phrases in which we have long cast our philosophy. 
 
 I 
 
 A PURPOSEFUL EDUCATION FOR THE ENDS OF DEMOCRACY 
 
 We stand first of all for a purposeful education for the ends of democracy. 
 The great war has done us at least this service. It has summarily shown us 
 that in the phrase of the man of affairs, "we must get down to brass tacks." It 
 is clear to us now that if in America for the past fifty years we had had an 
 education as purposefully focused upon the main problem of democracy as 
 Germany's w^as focused upon the main problem of autocracy, we should not 
 now be so abruptly and embarrassingly faced with the difficult job of readjust- 
 ment. We have very suddenly and brutally been showni that our old devotion 
 to German education was childishly naive. That system was never for us. It 
 rests upon theories of the proper relation of individuals to state which are 
 totally hostile to all that our forefathers struggled to establish and that we 
 now prize and fight for. German education is a perfect tool for the ends of 
 German society. And in that fact always lay the single lesson of German 
 education for America. It was and is simply the lesson of purposeful organiza- 
 tion for the ends of society. Unhappily we long missed that obvious lesson. 
 Happily, however, the war has italicized it for us. The aim of German education 
 is to make people "passionately subservient" to the purposes of autocracy. To 
 that end every detail of it is organically adjusted. We, therefore, phrase our 
 new insight clearly: We stand first of all for a purposeful education for the 
 ends of democracy. 
 
 II 
 
 EVOLUTIONARY NOT REVOLUTIONARY METHOD OF PROCEDURE— 
 
 A PROFESSION RATHER THAN AN OCCUPATION 
 
 To this end we regard it as both essential and inevitable that in a 
 democracy education shall more and more consciously take its cues for courses 
 of study and the organization of activities from a full knowledge of both the 
 
6 STATE TEACHERS COLLEGE 
 
 upward endeavors of the time and of the deficits which whoever looks may 
 plainly see in our life. We grant that in the past, history has sometimes been 
 taught in so blind a fashion, with so little sense of its social function, as to 
 increase international and sectional frictions. We grant that the teaching of 
 civics in the past has often had little or nothing to do with the quality of our 
 citizenship. We grant that there is perhaps some basis for the recent complaint 
 that children's notions of what democracy means would probably have been 
 little affected had they studied no history and civics. Civics in a democracy, to 
 serve the ends of patriotism, must have the advantage of contrast with less 
 liberal forms of government; but beyond that it must find its major material in 
 the study of the concrete problems of the thoughtful American citizens. History, 
 whatever else it maj' do, must show American boys and girls the evolution of 
 the more pressing problems of a democratic society, preferably beginning with 
 the present problems. But it should be clearly understood that we do not 
 sympathize with the desire of the radicals to make immediate wholesale changes 
 in public school curricula. Those who wish to do so should take counsel of the 
 history of institutional readjustments. The successful method is typically not 
 revolutionary but evolutionary. What is needed in public school courses of 
 study is not so much new courses of study as such a shifting of emphases within 
 established courses as will clearly bring into the foreground their social virtues. 
 This commits us to the expectation that school-men shall henceforth be 
 so liberally and dynamically educated that they may deserve the more signifi- 
 cant title of men-of-the-world, in a new and fine sense. We ally ourselves with 
 all the forces which are now suggesting that teacher-training look to the goal 
 of four years of study beyond the high school — or to such extension of the 
 preparation of teachers as will enable us to have a profession of teaching 
 instead of merely a beloved and consecrated occupation. Xot, therefore, merely 
 four years of study of no matter what "liberality, culture, and vision-giving" 
 subjects, but a set of curricula in which each and every course is warranted by 
 analysis of the definite and concrete responsibilities involved for the teacher, or 
 of definite and concrete deficits in social life and the public schools' success with 
 its subjects. 
 
 Ill 
 
 SCIENTIFIC PROCEDURES IN THE PRACTICES OF EDUCATION 
 
 Since in common with all thoughtful students of the facts of civilization 
 and the operative factors behind them we recognize that "the only way of 
 thinking that has ever proved fruitful in this world is the way of science", we 
 commit ourselves definitely to the positive advancement of all scientific pro- 
 cedures in the practices of education. This will cover not only the now common 
 support of courses in the sciences basic to education — such as biology, psy- 
 chology, and sociology — but also such courses in the fields of mental tests and 
 educational measurements as will enable teachers to co-operate with the spirit 
 and in the technique of modern education. 
 
 We regard these tottering first steps as prophetic of the better day when 
 teaching and the directing of education shall, like medicine and philanthropy, 
 industry and agriculture, have passed beyond the stage of rule-of-thumb aiid 
 reached the level of expert service through the technique of scientific procedure. 
 The basis of professional service is now, as it has always been in the past, 
 simply the ability to render expert service in the conservation of the precious 
 possessions of man. This involves the constant adjustment of scholarship to 
 exigencies. An occupation which makes no demand of this sort upon individuals 
 can never be a profession. We see the hope of greater regard for teachers, as 
 well as the secondary asset of greater compensation, in the possibility of pro- 
 fessionalizing teaching. As teaching passes from rule-of-thumb procedures to 
 the assured activities of scientific method, we may confidently expect that its 
 greater responsibilities will draw to it men of ambition and ability in ever 
 greater numbers, just as. since farming has come under the transforming method 
 
GREELEY, COLORADO 7 
 
 of science, it has become, so to speak, respectable, and is claiming annually its 
 share of the talent of the rising generation; and just as industry by its constant 
 premium upon initiative, upon the ability "to deliver the goods," has in the 
 past half-century drawn ever more heavily upon the groups of men who, in 
 former times, would have felt that only the learned professions offered scope 
 for a real man. 
 
 IV 
 
 SCHOOL-SURVEYS— SELF-SURVEYS— DEPARTMENTAL RESEARCH IN 
 THE INTEREST OF READJUSTED COURSES OF STUDY 
 
 In keeping with our conviction that through the method of science there is 
 to come a great increase in the value of the service given by teachers, and in 
 turn a significant widening of their scope, we commit ourselves to the furthering 
 of school-surveys. School-surveys, however, to make their real contributions to 
 educational progress in purposefulness must be self-surveys. Properly regarded, 
 a school-survey is merely a first step in scientific procedure. In a teacher-train- 
 ing school it is a taking-stock of the whole educational situation of the tributary 
 region of the school. If it is not that in the beginning, if guided by a wholesome 
 conception of the leadership function of the school, it inevitably widens to that 
 scope. It is a critical examination of the details of the school's adjustment to 
 the operative factors of its problem. In its data concerning the number and 
 kinds of positions opened annually in the state it finds some check upon the 
 direction of expansion, or else it finds the need of securing co-operation from 
 the state educational office in the gathering of relevant statistics. In its 
 attempts to check up its work by the study of the after-careers of its graduates 
 it finds the evidence of insufficiently purposeful organization of curricula or else 
 learns the value of keeping statistics of its graduates. The value of self-surveys 
 lies, of course, in the discovery of the weak points of service, with the sole end 
 of increasing the value of the service that can be given. Every self-survey will 
 reveal the normal schools' need of organized research in the interest of the 
 daily work of teacher-training. For this we possess the strategic position in 
 education. 
 
 Perhaps our most immediate need for guidance in framing courses of study 
 is to know what are the characteristic failures of the public schools in their 
 teaching of each of the school subjects. It is both untrue and exceeding naive 
 to say that we do know. We know in part — as children do. In advance of 
 inductive investigation in his own field no one knows very much of the charac- 
 teristic shortcomings of public school instruction in English, mathematics, 
 history, civics, language and science. In an elective class in geometry which 
 presumably contained students who had felt themselves to be successful in the 
 subject, one mathematics teacher found that fifty-eight and one-third per cent 
 of the students had successfully done their public school geometry by memoriz- 
 ing the theorems and demonstrations as they would have done so much poetry. 
 The diverse findings of investigations into the teaching of English in the last 
 five years are sufficient to show the naivete of much of public school work. The 
 field is still fresh and unoccupied, and the framing of proper courses for normal 
 schools must wait largely upon our organizing and encouraging by the means in 
 our power a great deal of such work. 
 
 We commit ourselves, therefore, to the support of departmental research 
 in the interests of courses better adjusted to the actual and discoverable deficits 
 of public school education in each of the school subjects; and so far as may 
 be feasible we commit ourselves to the proposition that research upon such vital 
 problems of teacher-training is as truly our duty as leaders as it is to secure 
 the most excellent teaching of imquestionable subject-matter in any field. It is 
 one part of our executive responsibility for training in service. It is also a part 
 of our responsibility for the advancement of professionalization of teaching. 
 It is a part of our responsibility to the state which creates normal schools for 
 leadership. And finally it is probably a very important part of whatever 
 
8 HTATE TEACHERS COLLEGE 
 
 thoughtful plaus may be set afoot for increasiug the number of competent men 
 in education and keejping them there. To whom are they worth more? If teach- 
 ing is an expert service the adjusted teacher cannot be replaced by the unad- 
 justed teacher. If as administrators we possess a valuable point of view, the 
 adjusted teacher is worth more than the unadjusted. 
 
 V 
 
 EXPERIMENTAL SCHOOLS, PHILANTHROPY, AND OUR ATTITUDE 
 
 TOWARD EXPLORATION 
 
 In line with our advocacy of the encouragement of scientific method in 
 first discovering and later dealing with school problems we are bound to look 
 not witli the hostile eyes of suspicion but with the friendly gaze of the open- 
 minded upon the increase of experimental schools, where, without cost to the 
 public, ventures not warrantable by us may be carried through to sure con- 
 clusions, either of success or failure. With similar friendliness we welcome the 
 entrance of philanthropy into the field of education. Our knowledge of the 
 inner, or social, history of education, which somehow seldom comes to the sur- 
 face in courses in the history of education, informs us of the value of organized 
 exploration and demonstration outside the ranks of teachers. We shall in the 
 future, as in the past, profit from whatever they do that opens vistas or demon- 
 strates more fruitful ways of doing. We, therefore, look upon them as our 
 allies in this cause, not as aggressive rivals. But we do not yield to them or 
 any institution the field of exploration and experiment. However pressed we 
 may be with heavy work, this is clearly not the way nor the time to seek to 
 lighten our burden. Instead, the best way to lighten our load is to assume the 
 additional burden which aggressive exploration of the actual results of public 
 school teaching will involve. For the sake of our own growth, but more for the 
 sake of a vital scholarship in our teachers that will open vistas for their 
 students, we must do it. 
 
 VI 
 DUALISM OF THEORY AND PRACTICE 
 
 As the representatives of the leadership institutions of public education 
 we stand firmly for the elimination of the present vicious dualism of educa- 
 tional theory and school practice, which still very widely characterizes present 
 school practice and exhibits over and over the unhappy division of mind that 
 permits teachers to declare in most modern terms the aims of education, but 
 in their actual procedure to reveal the outworn philosophy of the old dis- 
 ciplinary view of value. 
 
 VII 
 WINNING A FULL AND UNQUESTIONED VICTORY 
 
 Representing the institutions whose function it is to educate and train 
 teachers for the schools of our country, we hereby express our deepest conviction 
 that the principles for which the allied nations are fighting in this most awful 
 struggle are sacred and holy and that in their triumph are bound up the 
 future well-being and happiness of humanity, and we solemnly and unre- 
 servedly pledge ourselves and the institutions which we represent to the support 
 of our government and her gallant allies in the winning of a full and unques- 
 tioned victory which shall guarantee for the future of the world that right and 
 democracy rather than might and plutocracy shall be the guiding course of 
 international relations. 
 
 VIII 
 FEDERAL AID FOR GENERAL PUBLIC EDUCATION 
 
 We believe that in a democracy the public schools, from the kindergarten 
 to the college, constitute the first line of national defense and that to cherish 
 
GREELEY, COLORADO O 
 
 and develop them is the prime duty of our legislators and of Congress. 
 Democracy should imply equal and ample opportunity for education for all 
 classes of citizenship throughout our several states. At present the states of 
 our union are not equally capable of supporting an adequate system of public 
 education and for that reason we favor federal aid so distributed as to equalize 
 educational advantages and financial burdens for education throughout our 
 entire country. 
 
 IX 
 FEDERAL AID FOR TEACHERS' SALARIES 
 
 The elementary school, rural and urban, is the foundation of our educa- 
 tional system. All that may be done later in high school or university must 
 depend upon what is done there. Moreover, it is the only school attended by 
 the vast majority of the children of our country. The future welfare of the 
 nation demands that this school must be vastly improved in efficiency. The 
 most direct way of improvement is by elevating the standard of qualification 
 for teachers. Higher standards imply a longer time for preparation, and this 
 in turn a larger expense to persons fitting for teaching. The salaries of teachers 
 at present will not warrant the expenditure of more time and money in prepa- 
 ration, and since past experience and present conditions give no hope that the 
 states will soon be able or be inclined to increase the salaries of teachers 
 sufficiently to meet the added cost of additional preparation, we favor federal 
 aid for teachers' salaries. 
 
 X 
 VOCATIONAL EDUCATION AND THE SMITH-HUGHES ACT 
 
 We view with deep concern the policj^ pursued by the Director and Board 
 of Vocational Education in administering the National funds provided under 
 the terms of the Smith-Hughes Act. Instead of promoting vocational education 
 this policy threatens to hinder some efl'orts to promote vocational education 
 already well begun in many states: it threatens to interfere in a wholly 
 unwarranted manner with the administration of education within the states; 
 it threatens to inflict upon the states a dual system of public education. 
 
 We believe that vocational education is the work of all the public schools 
 and not the work of a few special vocational schools. To the end that proper 
 vocational education may be provided in the public schools every normal school 
 and teachers college should train teachers to teach the vocations in the public 
 schools; the training of teachers to t^ach the vocations must become a large 
 part of the work of every normal school and teachers college before vocational 
 education can be properly developed in the public schools. 
 
 XI ^ 
 
 A NORMAL SCHOOL COMMISSION 
 
 Since the problems of this World War bring to us a definite realization of 
 the necessity for the reconstruction of our educational system, we recommend 
 the appointment of a Xormal School Commission for the specific purpose of 
 discussing problems of reconstruction in public school education, the reorgani- 
 zation of school curricula, and the place of the normal school and teachers 
 college in the readjusted national and state systems of education; and that this 
 Commission make a comprehensive report to this body. 
 
 XII 
 
 FUNCTION OF THE NORMAL SCHOOL— FORECAST OF THE SCHOOL OF 
 
 TOMORROW— MOVEMENT TOWARD TEACHERS COLLEGES 
 
 The Normal schools were originally established upon the belief that there 
 is a science and an art of teaching and that young people, aspiring to become 
 
10 STATE TEACHERS COLLEGE 
 
 teachers, can be taught the science and trained in the art. No reason appears 
 today to cause them to recede from that conviction. No other educational agency 
 has yet arisen and assumed the responsibility of training teachers fully in both 
 subject matter and the material and methods to be used in the public schools. 
 The normal schools, therefore, reassert their conviction in their calling to train 
 young men and women in the science and art of teaching and in the subject 
 matter to be taught, and declare their purpose to extend their activities not 
 only to meet the demands of the most progressive school systems of the country 
 but to forecast the school of the immediate future and to make ready the 
 teachers to man these schools. 
 
 With the increasing complexity of social life and the better understanding 
 of the psychical life of children and their physical needs, the normal schools 
 and teachers colleges have assumed the duty of educating teachers to take 
 charge of the various types of special schools organized to meet these conditions. 
 These schools and colleges also recognize the necessity of a fuller training, a 
 deeper culture, a greater maturity of mind in the teacher of the modern school 
 than were required of the teacher of twenty years ago. These conditions necessi- 
 tate the movement toward a training extending over a period of four years or 
 the equivalent therefor beyond the usual cultural and vocational four-year high 
 school. The whole movement is toward making technical, vocational colleges 
 out of the normal schools. Each school must serve its community as that com- 
 munity's needs call for service, but all must recognize the drift in the evolution 
 toward real professional colleges as the standard and adjust itself to that 
 drift as rapidly as possible. 
 
Appendix A 
 
 1913 
 
 Declaration of Principles 
 
 Department of Normal Schools 
 N. E. A. 
 
 The American noi-mal school has created, stimulated, idealized, and in this 
 ■generation brought ideals to the knowledge of the people. The normal school 
 stands for democracy in education and is unalterably opposed to the centraliza- 
 tion of educational power. 
 
 Its professional spirit is a spirit of consecration. 
 
 The normal school has been established in all lands where there exists a 
 system of state-supported schools. It is a vital part of the public-school system 
 because well-trained teachers are a prime requisite for efficient schools. 
 
 Teaching is an art, based upon a body of professional knowledge — knowl- 
 edge of the purpose of the school and of the laws of development of the child. 
 It is the business of the normal school to organize this knowledge and develop 
 this ai-t. 
 
 The public schools were very elementary in character in the early days of 
 the normal school. Today they are no longer elementary; special forms have 
 developed, courses have broadened and new researches in science, new demands 
 for vocational training, and new problems in rural community and in society 
 have found lodgment in the public schools. There is need for the departmental 
 teacher and the special teacher, while school supervision and administration 
 have become a profession. Principals and superintendents should be trained 
 in a professional atmosphere where the same ideals are set up, the same 
 principles and methods taught, as are taught to the teachers who are to work 
 under their leadership. The normal school should regard these problems of 
 public-school education as distinctly its own and, attack them with the enthu- 
 siasm and energy inspired by a great mission. 
 
 The twentieth-century normal school is dedicated to higher education, with 
 the special function of supplying teachers for the rural schools, the elementary 
 schools, and the high schools. 
 
 Its entrance requirements as to scholarship will be practically the same 
 requirements that are now demanded by the colleges — graduation from a four- 
 year high school. 
 
 It will extend its courses of instruction and practice, as conditions may 
 demand, to four-year courses, thus giving it as high a standing in the way of 
 discipline and scholarship as the college now possesses. 
 
 It will widely extend the field of professional experimentation and investi- 
 gation. 
 
 It will try out its graduates as to their ability to teach and manage schools 
 by such a period of practice-teaching as will settle the case beyond perad- 
 venture. 
 
 It will plan effectively to train teachers for rural schools, to stimulate and 
 foster every educative agency toward the development of rural community life, 
 and to elevate the professional position of the rural teacher. 
 
 It will set up definite ends of education that will relate themselves to the 
 
12 STATE TEACHERS COLLEGE 
 
 life of the people in all departments of liuman interest and will thus become a 
 great social energy. As the public school is going to become, next to the family, 
 the most potent social agent, so the normal school is going to fit teachers to 
 perform this educative function. 
 
 For a half -century the leaders among normal schools in this country have 
 been devoted enthusiasts and of boundless ideas : they had the greatest faith in 
 education and the intensest love for teaching ; they were superior teachers pos- 
 sessing remarkable skill in the conduct of instruction and inspiration. We 
 reafiBrm our faith in the devotion, the patriotism, the consecration of these men 
 and women who have made possible the achievements of the American normal 
 school. 
 
 But the twentieth-century normal school will develop such a spirit of 
 enthusiasm and devotion in its pupils as will do for the schools of the country 
 at large what is now done in a limited number of centers. 
 
Appendix B 
 
 LL4t of Public Normal Schools 
 
 REVISED AS REPORTED BY THE U. S. BUREAU OF EDUCATION, 
 JANUARY 10, 1918 
 
 Location Institution President 
 
 Alabama Daphne State Normal School H. H. Holmes 
 
 Florence State Normal School H. J. Willingham 
 
 Jacksonville State Normal School C. W. Daugette 
 
 Living-ston State Normal School G. W. Brock 
 
 Moundville State Normal School R. W. Greene 
 
 Troy State Normal School E. M. Shackelford 
 
 Arizona .Flagstaff Northern Arizona Normal School. R. H. H. Blome 
 
 Tempe Tempe Normal School of Arizona. A. J. Matthews 
 
 Arkansas Conway Arkansas State Normal School. .B. W. Torreyson 
 
 California Areata Humboldt State Normal School.. N. B. Van Matre 
 
 Chico State Normal School Allison Ware 
 
 Fresno State Normal School C. L. McLane 
 
 Los Angeles State Normal School E. C. Moore 
 
 San Dieg'o State Normal School E. L. Hardy 
 
 San Francisco. . . .State Normal School Frederick Burk 
 
 San Jose State Normal School Morris Elmer Dailey 
 
 Santa Barbara. . . State Normal School of Manual 
 
 Arts and i^tome Economics. . ..F. H. Ball 
 
 Colorado Gunnison Colorado State Normal School. ..J. H. Kelley 
 
 •Connecticut. . .Bridgeport Bridgeport City Normal School.. E. E. Cortright 
 
 Danbury State Normal Training School. . .J. R. Perkins 
 
 New Britain State Normal Training School... Marcus White 
 
 New Haven State Normal Training School... A. B. Morrill 
 
 Willimantic State Normal Training School... H. T. Burr 
 
 District of 
 
 Columbia. . .Washington J. Ormond Wilson Normal School. Anna M. Goding 
 
 -Georgia Athens State Normal School J. M. Pound 
 
 Atlanta Atlanta Normal Training School. Mary W. Postell 
 
 Milledgeville Georgia Normal and Industrial 
 
 College Marvin M. Parks 
 
 Valdosta Southern Georgia State Normal 
 
 College R. H. Powell 
 
 Idaho Albion State Normal School Geo. A. Axline 
 
 Lewiston State Normal School Oliver M. Elliott 
 
 Illinois Carbondale Southern Illinois State Normal 
 
 University H. W. Shryock 
 
 Charleston Eastern Illinois State Normal 
 
 School L. C. Lord 
 
 Chicago Chicago Normal School Wm. B. Owen 
 
 De Kalb Northern Illinois State Normal 
 
 School John W. Cook 
 
 Macomb Western Illinois State Normal 
 
 School ; W. P. Morgan 
 
 Normal Illinois State Normal University. David Felmley 
 
 Indiana Fort Wayne Fort Wayne Normal School Flora Wilber 
 
 Indianapolis Indianapolis Normal School. . . ..Marion L. Webster 
 
 Terre Haute Indiana State Normal School. . . Wm. W. Parsons 
 
 Iowa Shenandoah Western Normal College Chas. F. Garrett 
 
14 STATE TEACHERS COLLEGE 
 
 Location Institution President 
 
 Kansas Emporia. . State Normal School Thos. W. Butcher 
 
 Hays Fort HaysKansas Normal School. .Wm. A. Lewis 
 
 Pittsburg State Manual Training Normal 
 
 School W. A. Brandenburg 
 
 Kentucky Bowling Green. . . .Western Kentucky State Normal 
 
 School H. H. Cherry 
 
 Louisville Louisville Normal School Eliz. Breckinridge 
 
 Richmond Eastern Kentucky State Normal 
 
 School T. J. Coates 
 
 Louisiana Natchitoches Louisiana State Normal School . Victor L. Roy 
 
 New Orleans New Orleans Normal School. . ..Margaret C. Hanson 
 
 Maine Castine Eastern State Normal School. . . A. F. Richardson 
 
 Farmington Farmington State Normal School. .W. G. Mallett 
 
 Fort Kent Madawaska Training School. . . .Mary P. Nowland 
 
 Gorham Western State Normal School. . .Walter E. Russell 
 
 Lewiston Lewiston Normal Training School. Adelaide Finch 
 
 Machias Washington State Normal Scnool.Wm. L. Powers 
 
 Presque Isle Aroostook State Normal School. San Lorenzo Merrima 
 
 Maryland Baltimore Baltimore leachers Training 
 
 School Norman W.Cameron 
 
 Frostburg Maryland State Normal School.. C. L. Staples 
 
 Towson Maryland State Normal School . .Henry S. West 
 
 Massachusetts .Boston Boston Normal School Wallace C. Boyden 
 
 Boston Massachusetts Normal Art School.Jas F. Hopkins 
 
 Bridgewater State Normal School Arthur C. Boyden 
 
 Fitchburg State Normal School John G. Thompson 
 
 Pramingham State Normal School Jas. Chalmers 
 
 Hyannis State Normal School Wm. A. Baldwin 
 
 Lowell State Normal School John J. Mahoney 
 
 North Adams State Normal School Frank F. Murdock 
 
 Salem State Normal School J. A. Pitman 
 
 Westfield State Normal School C. A. Brodeur 
 
 Worcester State Normal School Wm. B. Aspinwall 
 
 Michigan Detroit Wales C. Martindale Normal 
 
 Training School John F. Thomas 
 
 Kalamazoo Western State Normal School . . .D. B. Waldo 
 
 Marquette Northern State Normal School. .Jas. H. Kaye 
 
 Mount Pleasant. . .Central State Normal School. . ..Chas. T. Grawn 
 Ypsilanti Michigan State Normal College. .Chas. McKenny 
 
 Minnesota JDuluth State Normal School E. W. Bohannon 
 
 Mankato State Normal School Chas. H. Cooper 
 
 Moorhead State Normal School Frank A. Weld 
 
 St. Cloud State Normal School Joseph C. Brown 
 
 Winona State Normal School Guy E. Maxwell 
 
 Mississippi. . . JIattiesburg Mississippi Normal College Joe Cook 
 
 Missouri Cape Girardeau. . .State Normal School W. S. Dearmont 
 
 Kirksville .State Normal School John R. Kirk 
 
 Maryville State Normal School Ira Richardson 
 
 St. Louis Harris Teachers College E. George Payne 
 
 Springfield State Normal School Wm. T. Carrington 
 
 Warrensburg State Normal School Eldo L. Hendricks 
 
 Montana Dillon Montana State Normal School . . Joseph E. Monroe 
 
 Nebraska Chadron State Normal School Robt. I. Elliott 
 
 Kearney State Normal School Geo. S. Dick 
 
 Peru State Normal School D. W. Hayes 
 
 Wayne State Normal School U.S. Conn 
 
 New Keene State Normal School W. E. Mason 
 
 Hampshire. .Plymouth State Normal School Ernest L. Silver 
 
 New Jersey. . . Jersey City Teachers' Training School J. H. Brensinger 
 
 Montclair New Jersey State Normal School. .Chas. S. Chapin 
 
 Newark New Jersey State Normal School . . W. S. Willis 
 
 Paterson .Paterson Normal Training School. Frank W. Smith 
 
 Trenton New Jersey State Normal School . .Jas. M. Green 
 
GREELEY, COLORADO 15 
 
 Location Institution ' President 
 
 New Mexico . . .East Las Vegas. . New Mexico Normal University. .F. H. H. Roberts 
 Silver City New Mexico Normal School E. L,. Enloe 
 
 New York Albany Teachers' Training School Thos. S. O'Brien 
 
 Brockport State Normal and Training School. A. C. Thompson 
 
 Brooklyn .Training School for Teachers. . ..Emma L,. Johnston 
 
 Buffalo State Normal School Daniel Upton 
 
 Cohoes Cohoes Training School Harriet L. Knapp 
 
 Cortland State Normal and Training School. Harry D.DeGroat 
 
 Fredonia State Normal and Training School. Myron T. Dana 
 
 Geneseo Geneseo State Normal School. . . Jas. "V. Sturges 
 
 Jamaica Training School for Teachers. . . A. C. McLachlan 
 
 New Paltz State Normal School John C. Bliss 
 
 New York New York Training School for 
 
 Teachers Hugo Newman 
 
 Oneonta State Normal School Percy I. Bugbee 
 
 Oswego State Normal School Jas. G. Riggs 
 
 Plattsburg State Normal School Geo. K. Hawkins 
 
 • Potsdam State Normal and Training School. J. M. Thompson 
 
 Rochester City Normal School Ed. J. Bonner 
 
 Schenectady Teachers' Training School G. B. Jeffers 
 
 Syracuse Syracuse Training School for 
 
 Teachers J. Ed. Banta 
 
 Watertown Watertown Training School Ella M. Walradt 
 
 Yonkers Yonkers Training School for 
 
 Teachers Eleanor M. Taylor 
 
 North Cullowhee Cullowhee Normal and Industrial 
 
 Carolina .... School A. C. Reynolds 
 
 Greenville East Carolina Teachers' Train- 
 ing School Rob't H. Wright 
 
 Greensboro State Normal and Industrial 
 
 College Julius I. Foust 
 
 Pembroke Indian Normal College H. A. Neal 
 
 North Dakota. Ellendale State Normal and Industrial 
 
 School Ryland M. Black 
 
 Maryville State Normal School Thos. A. Hillyer 
 
 Minot Str-te Normal School A. G. Steele 
 
 Valley City State Normal School Geo. A. McFarland 
 
 Ohio Akron Perkins Normal School James C. Bay 
 
 Athens State Normal School John J. Richeson 
 
 Bowling Green. . . State Normal School Homer B. Williams 
 
 Cleveland Cleveland Normal Training SchoolR. W. Himelick 
 
 Columbus Columbus Normal School M. W. Sutherland 
 
 Dayton Dayton Normal School Grace A. Greene 
 
 Kent State Normal College John S. McGilvrey 
 
 Oxford Teachers College Harvey C. Minnich 
 
 Oklahoma. . . . Ada East Central StateNormalSchool.J. M. Gordon 
 
 Alva Northwestern State Normal 
 
 School A. S. Faulkner 
 
 Durant Southeastern State Normal 
 
 School T. D. Brooks 
 
 Edmond Central State Normal School. . ..J. W. Graves 
 
 Tahlequah Northeastern State Normal 
 
 School G. W. Gable 
 
 Weatherford Southwestern State Normal 
 
 School James B. Eskridge 
 
 Oregon Monmouth State Normal School John H. Ackerman 
 
 Pennsylvania. JBloomsburg State Normal School D. J. Waller, Jr. 
 
 California Southwestern State Normal 
 
 School Walter S. Hertzog 
 
 Clarion State Normal School Amos P. Reese 
 
 EastStroudsburg. State Normal School E. L. Kemp 
 
 Edinboro State Normal School Frank E. Baker 
 
 Erie Erie Normal Training School. . .Celestia J. Hershey 
 
 Harrisburg Teachers' Training School Anne U. Wert 
 
 Indiana State Normal School John A. H. Keith 
 
 Kutztown Keystone State Normal School. .A. C. Rothermel 
 
 Lock Haven Central State Normal School. . ..Charles Lose 
 
 Mansfield State Normal School Wm. R. Straughn 
 
 Millersville State Normal School P. Munroe Harbold 
 
16 
 
 ^TATE TEACHERS COLLEGE 
 
 Location ' Institution President 
 
 Pennsylvania. .Philadelphia Philadelphia Normal School for 
 
 (Continued) Girls J. Eugene Baker 
 
 Philadelphia Philadelphia School of Pedag-ogy .Francis B. Brandt 
 
 Shippensburg Cumberland Valley State Normal 
 
 School Ezra Lehman 
 
 Slipperv Rock State Normal School J. Linwood Eisenberg 
 
 West Chester State Normal School George M. Philips 
 
 Rhode Island. .Providence Rhode Island State Normal School.John L. Alger 
 
 South 
 
 Carolina. 
 
 Rockhill Winthrop Normal and Industrial 
 
 College David B. Johnson 
 
 South Dakota. Aberdeen Northern Normal and Industrial 
 
 School ^ 'Ills E. Johnson 
 
 Madison State Normal School John W. Heston 
 
 Spearflsh State Normal School Fayette L. Cook 
 
 Springfield State Normal School Gustav G. WenzlafE 
 
 Tennessee Johnson City East Tennessee State Normal 
 
 School Sidney G. Gilbreath 
 
 Memphis West Tennessee State Normal 
 
 School John W. Brister 
 
 Murf reesboro Middle Tennessee State Normal 
 
 School R. L. Jones 
 
 Texas .... Canyon West Texas State Normal School. .R. B. Cousins 
 
 Denton North Texas State Normal School.W. H. Bruce , 
 
 Huntsville Sam Houston State Normal School.H. F. Estill 
 
 San Marcos Southwest Texas State Normal 
 
 School C. E. Evans 
 
 Vermont Castleton State Normal School Charles A. Adams 
 
 Johnson State Normal School Bessie B. Goodrich 
 
 ^("irginia East Radford State Normal School for Women. John P. McConnell 
 
 Parmville State Normal School for Women. Joseph L. Jarman 
 
 Fredericksburg. . .State Normal and Industrial 
 
 School for Women E. H. Russell 
 
 Harrisonburg State Normal and Industrial 
 
 School for Women Julian A. Burruss 
 
 Washington. . .Bellingham State Normal School George W. Nash 
 
 Cheney State Normal School Noah D. Showalter 
 
 EUensburg State Normal School George H. Black 
 
 West Virginia. Athens Concord State Normal School. . .L. B. Hill 
 
 Fairmont State Normal School Joseph Rosier 
 
 Glenville State Normal School E. G. Rohrbough 
 
 Huntington Marsha 11 College, State Normal 
 
 School O. I. Woodley 
 
 Shepherdstown . .Shepherd College, State Normal 
 
 School Thomas C. Miller 
 
 West Liberty State Normal School John C. Shaw 
 
 Wisconsin. . . . JLia Crosse State Normal School Fassett A. Cotton 
 
 Milwaukee State Normal School Carroll G. Pearse 
 
 Oshkosh State Normal School H. A. Brown 
 
 Platteville State Normal School Asa M. Royce 
 
 River Falls State Normal School Jesse H. Ames 
 
 Stevens Point State Normal School John F. Sims 
 
 Superior State Normal School V. E. McCaskill 
 
 Whitewater State Normal School Albert H. Yoder 
 
Appendix C 
 
 List of State Teachers' Colleges 
 
 REVISED AS REPORTED TO THE SECRETARY OF THE AMERICAN 
 ASSOCIATION OF TEACHERS COLLEGES, JULY 1, 1918 
 
 Location Institution Def/rees Offered 
 
 Colorado Greeley Colorado State Teachers College. B. A., M.A. 
 
 Georgia Milledgeville Georgia Normal and Industrial 
 
 College B.S. 
 
 Illinois Carbondale Southern Illinois State Normal 
 
 School B.A., B.Ed., B.Ph. 
 
 Normal Illinois State Normal University. B.Ed. 
 
 Macomb Western Illinois State Normal 
 
 School. B.S. 
 
 Indiana Terre Haute Indiana State Normal School. . ..B.A., B.S., B.Ph. 
 
 Iowa Cedar Falls Iowa State Teachers College. . . B.A. 
 
 Kansas Emporia State Normal School B.S. 
 
 Hays Fort Hays State Normal School . B.S. 
 
 Pittsburg State Manual Training Normal 
 
 School B.S. 
 
 Michigan Ypsilantl Michigan State Normal College. .B.A. , B.S. 
 
 Missouri Cape Girardeau. . .State Normal School B.A., B.S., B S in 
 
 H.Ec. 
 
 Kirksville State Normal School B.S. 
 
 Maryville State Normal School B.S. 
 
 Springfield State Normal School B.S. 
 
 Warrensburg State Normal School B.S. 
 
 Nebraska Chadron State Normal School B.A. 
 
 Kearney State Normal School B.A. 
 
 Peru State Normal School B.A. 
 
 Wayne State Normal School B.A. 
 
 New Mexico. . .Las Vegas New Mexico Normal University . B.Pd., M.Pd., B.A. 
 
 Silver City New Mexico Normal School. . . ..B.A., B.Pd., M.Pd. 
 
 New York Albany New York State College for 
 
 Teachers B.A., B.S., M.A. 
 
 Ohio Bowling Green. . . State Normal College B.S. 
 
 Kent State Normal College B.S. 
 
 Oxford Teachers College of Miami Uni- 
 versity B.S. 
 
 Athens State Normal College of Ohio 
 
 University B.S. 
 
 South 
 
 Carolina . . . .Rock Hill Winthrop Normal and Industrial 
 
 College B.A.. B.S., M.A. 
 
 Utah Salt Lake City. . . State Normal Schoel of the Uni- 
 versity of Utah B.S. B.A., M.S., 
 
 M.A. 
 
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