of the university council and senate. a just division of fees. All submit to the entrance conditions of the university which are those framed by the educational authorities of the Province of Ontario. Each college establishes its social and religious requirements without conflicting with others. University honors are open to all. The colleges thus associated are: (1) Knox College, affiliated with the University of Toronto, is a "purely" theological seminary, and is supported by the Presbyterian Church, in Canada. By a system arranged with the university, students taking a full arts course may substitute certain subjects in Knox College. In this way the combined course in arts and divinity may be shortened one year. (2) St. Michael's College, also affiliated, is under the auspices of the Roman Catholic Church. In philosophy and history the students of St. Michael's take their lectures in the college, the results of the examinations being accepted by the university. St. Michael's comprises arts, theology, a commercial school, and schools of grammar and high-school grades. (3) Wycliffe College, an institution of the Church of England, is federated with the university. Federation is by act of Parliament and renders the relation between the two institutions organic, the college becoming a part of the university itself. Federated colleges are represented in the senate and council of the university; affiliated institutions have a representation in the university senate only. (4) Trinity College (connected with Trinity College is St. Hilda's College, residence for women, under the direction of a lady principal) under the control of the Anglican Church, is also a federated college. Trinity College, like its sister federated colleges (University and Victoria), offers under the Federation Acts of 1887 and 1901 such courses as were set off to the colleges, omitting such work as was assigned to the university proper. Members of other communions are admitted. without religious test and for the courses in church catechism and the prayer book are allowed to substitute work in Christian ethics and Christian evidences. Trinity College likewise maintains a school of theology. (5) Victoria (University) under the auspices of the Methodist Church, in Canada, is federated with the University of Toronto. Affiliated in arts with Victoria University are four other colleges located in different parts of Canada. Victoria also provides a faculty in theology. (6) University College, a secular college, by the Federation Acts of 1887 became the complement of the University of Toronto in the system of higher education provided by the Province.

There is a division of the curriculum and

At McGill University are located four divinity schools, all affiliated with the university. There is also a department of Semitic languages in the university itself, which, however, is used almost exclusively by the theological students. These four schools are: (1) The Congregational College of Canada, under the supervision of the Congregational Church in Canada; (2) The Diocesan College of Montreal under the auspices of the Church of England; (3) Presbyterian College, in connection with the Presbyterian Church, in Canada; (4) The Wesleyan College of Montreal, under the auspices of the Methodist Church, in Canada. Affiliated with McGill University, are four other arts

colleges located in the provinces of Quebec, British Columbia, and Nova Scotia, with three of which colleges the affiliation concerns the work of the first two years in arts; in the fourth, the work of the first year only. McGill University is also affiliated to the Universities of Oxford, Cambridge, and Dublin,

under conditions which allow an undergraduate who has taken two years work and has passed the second year sessional examination in arts, to pursue his studies and take his degree at any of these universities on a reduced period of residence.

At the University of Manitoba four denominations have established colleges or rather, the University comprises these four colleges and the governing Board. (1) St. Boniface College, representing the Roman Catholic Church; (2) Wesley College, the Methodist Church, in Canada; (3) St. John's College, the Episcopal Church, in Canada; (4) Manitoba College, the Presbyterian Church, in Canada. Representatives from each of these colleges sit in the university council. Degrees of divinity are granted by the affiliated colleges, candidates for the degree being required to take or pass examinations on the subjects of the first two years in arts as prescribed by the university, Greek being compulsory. Such graduates in divinity. have in the university equal rights and privileges with the other students of the university. The university has the sole power in the Province of Manitoba to confer degrees in Arts, Law, and Medicine. The University of Manitoba more nearly resembles the University of London than, perhaps, any other American educational institution.

DEPARTMENT OF NORMAL SCHOOLS

SECRETARY'S MINUTES

TUESDAY MORNING, JULY 9, 1907

The Department of Normal Schools met in joint session with the Departments of Secondary and Higher Education for consideration of the topic, "Preparation of HighSchool Teachers."

TUESDAY AFTERNOON, JULY 9, 1907

A joint session was held with the Library Department, the subject being "Instruction in Library Work in Normal Schools."

THURSDAY MORNING, JULY 11, 1907

The Department met in the State Normal School, Los Angeles, Cal. The meeting was called to order by the president, John R. Kirk, of the State Normal School, Kirksville, Mo.

In the absence of Miss May Whitney, of Emporia, Kansas, E. E. Balcomb, of Weatherford, Oklahoma, was appointed secretary.

The opening address by President John R. Kirk, was entitled, "A Statement of the Issues Now Confronting the Normal Schools of the United States."

W. A. Clark, professor of psychology and pedagogy, State Normal School, Kearney, Neb., read a paper on "The Pedagogical Laboratory in the Scientific Study of Education." Discussion was led by Ella Flagg Young, principal of the Chicago Normal School, Chicago, Ill.

President Charles C. Van Liew, State Normal School, Chico, Cal., gave a report of the Committee on Statement of Policy Regarding the Preparation and Qualifications of Teachers of Elementary and High Schools, as follows:

The committe reports in favor of the following recommendations as a statement of policy:

1. That the candidates for admission to normal schools should have a high-school education or its equivalent.

2. That the normal schools should prepare secondary teachers by giving three- and four-year courses to persons who already have high-school education or its equivalent. To do this, they should have academic departments as strong as the colleges and should have a high school as part of the training-school.

3. That the universities and colleges should give full credit to normal-school graduates, year for year, provided they had a high-school education or its equivalent when they entered

the normal school.

4. That the public schools should be freed from the domination of the higher institutions. The public schools are schools of the people and each grade or school above should be a receiving school for the one below.

On motion of President J. H. Hill, State Normal School, Emporia, Kansas, this preliminary report of the committee was adopted. The committee was continued with instructions to make a full report at the next annual meeting.

E. E. Balcomb, professor of agriculture, State Normal School, Weatherford, Okla., gave an address on "Agriculture in Normal Schools: Courses of Instruction and Financial Support."

The following resolution was unanimously adopted:

Resolved, That the Department of Normal Schools of the National Educational Association heartily endorses all legitimate efforts to secure national aid for normal schools in preparing teachers for teaching agriculture and manual training.

Report of the Committee on Nominations was as follows:

For President-A. O. Thomas, president, State Normal School, Kearney, Neb. For Vice-President-Morris E. Dailey, president, State Normal School, San José, Cal. For Secretary-Henry G. Williams, dean of State Normal College, Ohio University, Athens, Ohio.

The report of this committee was unanimously adopted and the nominees declared elected.

The department adjourned.

E. E. BALCOMB, Acting Secretary

PAPERS AND DISCUSSIONS

PRESIDENT'S ADDRESS

A STATEMENT OF THE ISSUES NOW CONFRONTING THE NORMAL SCHOOLS OF THE UNITED STATES

JOHN R. KIRK, STATE NORMAL SCHOOL, KIRKSVILLE, MO.

The most far-reaching movement affecting American education is the organization of the universities. Their tremendous energy and well-marked progress delight us all; but the men managing these institutions are probably not cognizant of the top-heavy condition into which their restless and unreflecting ambition is forcing our school system. They doubtless feel that "education is from the top" and that it should be directed and dominated by those in higher education circles. In many places they have destroyed local initiative. They have reduced many institutions to a state of obsequious servitude. Consciously or unconsciously they undermine the foundations of democracy. They are becoming mighty monopolies.

Their immediate objective point is the high school. This is the instrument thru which to organize and control all other schools. If thru natural expansion high schools should come within reach of all children and the universities should gain control of the high schools, then the so-called "small colleges," the normal schools and the various independent technical schools would cease to have the means of competition and the universities would be all powerful. The man is short sighted who does not see that this is the educational trend in our country.

Hopeful young men, fresh from Ph.D. courses, are being installed into those university offices which have to do with the immediate relations of the universities to the public schools. These young fellows are usually bright and honest, burning with zeal to reform the world; but their horizon is circumscribed by their experiences or by their own recent graduating theses. Most of them are visionary. It is bad for education that men of this type are willing to