EDUCATION" 425 continue through the high schools, where the course of instruction occupies from three to five years, and embraces generally the ancient and modern languages, the higher mathemat- ics, philosophy, &c. In 1872 statistics were collected by the United States bureau of edu- cation showing the extent to which music, drawing, French, and German were taught in the public schools of cities containing 10,000 or more inhabitants. Reports were received from 140 cities, from which it appears that the study of vocal music is almost universal in schools of all grades, but only three cities reported instrumental music as among the branches taught in the public schools. Draw- ing was taught in all the schools of 47 cities, in the high of 4, in the high and grammar of 12, in the grammar of 3, and in the grammar and lower grades of 24; making 90 cities in which drawing was reported as among the studies. German was reported to be taught in 76 cities, viz. : in all the schools of 15, in the high of 33, in the high and grammar of 20, in the grammar of 4, and in the lower grades of 4. Instruction in French was pro- vided by 73 cities; it was a regular study in all the schools of 2, in the high of 63, in the high and grammar of 7, and in the grammar of 1. In some of the cities, and es- pecially in the rural districts, the same schools are attended by both sexes ; but in most of the larger cities, especially in the higher grades of schools, separate schools are maintained for boys and for girls. In regard to color, in some instances, no distinction is made in the admis- sions to the public schools, but more generally colored pupils are required to attend schools specially provided for them. In all the schools pupils pass from a lower to a higher grade after an examination, oral and written, in the studies pursued. These examinations are some- times conducted by the teacher, but more fre- quently by other school officers, such as the su- perintendent of schools or a member of the board of visitors. In nearly every state there is a normal school for the preparation of teach- ers ; in several, three or four ; and in New York, eight. The course of instruction usually occupies two, but sometimes three years, upon the completion of which diplomas or certifi- cates are conferred, which are generally ac- cepted as evidence of qualification to teach in the public schools without further examina- tion. In the absence of such certificates, appli- cants before being chosen as teachers are re- quired to pass an examination conducted by school officers appointed for that purpose. In many states the system of examining teachers is very deficient. In California a great ad- vance has been made in this respect. State and county boards of examination, composed exclusively of professional teachers, have been organized. The system embraces written ex- aminations and the issue of graded certificates to teach, from life certificates down to limited certificates for temporary teachers. According to the report of the bureau of education for 1872, there were 101 normal schools in the United States, with 773 instructors and 11,778 students. Of these, 48 schools, with 454 in- structors and 7,157 students, were supported or aided by states ; 2, with 9 instructors and 182 students, by counties; 7, with 72 instruc- tors and 816 students, by cities; 44, with 248 instructors and 3,623 students, are connected with other educational institutions. In 66 of these schools drawing is taught, and 16 have collections of models, casts, apparatus, and ex- amples for free-hand drawing ; vocal music is reported as taught in 74, and instrumental music in 51 ; 45 possess chemical laboratories, 52 philosophical cabinets and apparatus, and 32 have cabinets of natural history. Model schools are connected with 57 normal schools, and 70 confer diplomas and certificates upon students completing the course. While there has been a steady growth of normal instruction as an element in the educational system of the United States, the present provision is entirely inadequate for the training of the necessary number of teachers, the deficiency being sup- plied by graduates of other public and private in- stitutions. According to an estimate made by the bureau of education, based on the assump- tion that teachers do not continue in service on the average more than-three years, 120,897 new teachers are annually demanded in the United States, while the normal schools can supply only about 4,000. Another most important feature of the system of education in the United States is the numerous conventions and associations of teachers and educators held for the discussion of all topics pertaining to education. These or- ganizations are national, state, and county. In many of the states county institutes or teachers* associations are held at frequent intervals du- ring the year, for the purpose of securing a higher degree of efficiency among the teachers by means of lectures and other forms of in- struction given by experienced educators, and discussions by teachers themselves. The state organization of teachers usually meets annu- ally, sometimes oftener, under the direction of the state school officers, for the consideration and advancement of the educational interests of the state. The national educational associ- ation is composed of the foremost teachers and educators in every department of learning, and meets annually for the discussion of what- ever may tend to promote education in any of its branches in the United States. This body, which held its 13th annual session in 1873, com- prises four departments : elementary, normal, superintendence, and higher instruction. Be- sides this, the American institute of instruction meets annually for similar purposes, and there are other national educational associations. In the United States the plan of the school house is recognized as an important element in the system of education, and much attention is given to secure the best models in regard to light, ventilation, location, and other de-
