FIRST FLOOR.-1, Hall and Main Entrance to Normal School; 2, 2, Recitation Rooms for Nor mal School; 3, Laboratory and Chemical Apparatus; 4, Philosophical Apparatus and Cabinet; (Between rooms 2 and 3, and 2 and 4, are sliding doors so that two rooms can be thrown into one when required;) 5, Office; 6, 6, Assembly Rooms for Practicing Schools; 7, 7, 7, 7, 7, 7, 7, 7, 7, 7, Recitation Rooms for Pupil-Teachers; 8, Model Graded School-Room; 9. Girls' Hall and Main Entrance to Model and Practicing Schools; 10, Boys' Hall and Main Entrance to Model and Prac ticing Schools; 11, Entrance from Court-Yard; 12, Covered Passage Way to Water Closets; 13, 13, 13, Girls' Cloak Rooms; 14, 14, 14, Boys' Cloak Rooms; 15, 15, 15, 15, 15, Teachers' Closets; 16, 16, 16, 16, Piazzas; 17, 17. Sinks for soft water.

PLANS AND DESCRIPTIONS OF THE STATE NORMAL AND TRAINING SCHOOL AT OSWEGO, NEW YORK.

THE accommodation provided for the Normal and Training School at Oswego, New York, is a large and commodious building, with ample grounds, located in a pleasant section of the city, and commanding a fine view of the town, lake, and surrounding country. The entire front is 153 feet, and its depth 130 feet, with ample accommodation for 600 pupils in the Model and Practicing Schools, and 300 in the Normal Department.

SECOND FLOOR.-1, 1, 1, 1, 1, Halls; 2, Assembly Room and Hall, capable of seating from 800 to 1,000

12

persons; 3, Lecture Room; 4, Natural History Room; 5, Ladies' Dressing-Room; 6, Teachers' Dressing Room; 7, 7, 7, 7, 7, Recitation Rooms for PupiTeachers, with children from Practicing Schools; 8, Model Ungraded School-Room; 9, Cloak Room for Gris; 10. Cloak Room for Boys; 11, 11, 11, 11, Teach ers' Closets; 12, 12, 12, 12, 12, 12, 12, 12, Ventilators, (Robinson's;) 13, 13, 13, 13, 13, Piazzas; 14, Stairway and Covered Passage; 15, 15, Janitor's Rooms.

THIRD FLOOR.-1, 1, Halls; 2, 2, Recitation Rooms; 3, Library and Reading Room; 4, Gentlemen's

Dressing-Room; 5, Apparatus Room; 6, 6, Janitor's Rooms; 7, 7, 7, 7, Rooms for the solitary confinement of refractory children. These rooms are properly warmed and lighted.

MICHIGAN STATE NORMAL SCHOOL

AT YPSILANTI.

HISTORICAL DEVELOPMENT.

THE importance of making early and efficient provision for a sufficient number of well qualified teachers, for the public schools of Michigan, was pointed out by the Superintendent of Public Instruction, Hon. John D. Pierce, in his first Report, dated December 27th, 1836, in which he remarks that "The most perfect organization of the entire system of schools in all the varied departments of instruction, must fail of securing the desired results without a sufficient number of competent teachers. Whatever system may be adopted and however perfect in form, it will prove itself essentially defective, unless it provides a sufficient number of teachers well educated and learned in the profession, men qualified and competent, men who can elevate and leave their mark upon their pupils. And such teachers may be had-efficient measures will soon furnish us with a full supply unless indeed intellect degenerates in this Western world. Such schools for the education of teachers as exist in Prussia and New York will furnish them." In the same Report, the Superintendent recommends that in "each county of a sufficient number of inhabitants, a school or branch of the University be established, with a department for the education of teachers for primary schools, and a course of instruction be provided for the same, which would occupy three years." Several of these departments were established, and Mr. Pierce in his report for 1838, recommends that more ample means be set apart for sustaining them on account of their importance to the success of primary schools, "being as they are, the sole means of obtaining a full supply of competent teachers." And again, in 1841, in alluding to these departments, he says: "We can look to no other source for educated, well qualified, and competent teachers."

His successor, Francis Sawyer, Jr., in his report for 1842, reiterates the importance of these departments, and also recommends that a regular school for teachers, with a model school connected, be established.

The successor of Mr. Sawyer, Hon. C. C. Comstock, in his report for 1853, refers to this subject, and recommends the establishment of Normal and Model Schools. Hon. Ira Mayhew, Superintendent in 1843, in his annual report, says: "Normal Schools, designed expressly for the education of professional teachers, are indispensable to the perfection of any system of national education." In subsequent reports he still further recommends the establishment of a Normal School.

SECOND FLOOR.-1, 1, 1, 1, 1, Halls; 2, Assembly Room and Hall, capable of seating from 800 to 1,000

12

persons; 3, Lecture Room; 4. Natural History Room; 5, Ladies' Dressing-Room; 6, Teachers' Dressing Room; 7, 7, 7, 7, 7, Recitation Rooms for PupiTeachers, with children from Practicing Schools; 8, Model Ungraded School-Room; 9, Cloak Room for Gris; 10, Cloak Room for Boys; 11, 11, 11, 11, Teachers' Closets; 12, 12, 12, 12, 12, 12, 12, 12, Ventilators, (Robinson's;) 13, 13, 13, 13, 13, Piazzas; 14, Stairway and Covered Passage; 15, 15, Janitor's Rooms,

THIRD FLOOR.-1, 1, Halls; 2, 2, Recitation Rooms; 3, Library and Reading Room; 4, Gentlemen's

Dressing-Room; 5, Apparatus Room; 6, 6, Janitor's Rooms; 7, 7, 7, 7, Rooms for the solitary confinement of refractory children. These rooms are properly warmed and lighted.

MICHIGAN STATE NORMAL SCHOOL

AT YPSILANTI.

HISTORICAL DEVELOPMENT.

THE importance of making early and efficient provision for a sufficient number of well qualified teachers, for the public schools of Michigan, was pointed out by the Superintendent of Public Instruction, Hon. John D. Pierce, in his first Report, dated December 27th, 1836, in which he remarks that "The most perfect organization of the entire system of schools in all the varied departments of instruction, must fail of securing the desired results without a sufficient number of competent teachers. Whatever system may be adopted and however perfect in form, it will prove itself essentially defective, unless it provides a sufficient number of teachers well educated and learned in the profession, men qualified and competent, men who can elevate and leave their mark upon their pupils. And such teachers may be had-efficient measures will soon furnish us with a full supply unless indeed intellect degenerates in this Western world. Such schools for the education of teachers as exist in Prussia and New York will furnish them." In the same Report, the Superintendent recommends that in "each county of a sufficient number of inhabitants, a school or branch of the University be established, with a department for the education of teachers for primary schools, and a course of instruction be provided for the same, which would occupy three years." Several of these departments were established, and Mr. Pierce in his report for 1838, recommends that more ample means be set apart for sustaining them on account of their importance to the success of primary schools, "being as they are, the sole means of obtaining a full supply of competent teachers." And again, in 1841, in alluding to these departments, he says: "We can look to no other source for educated, well qualified, and competent teachers."

His successor, Francis Sawyer, Jr., in his report for 1842, reiterates the importance of these departments, and also recommends that a regular school for teachers, with a model school connected, be established.

The successor of Mr. Sawyer, Hon. C. C. Comstock, in his report for 1853, refers to this subject, and recommends the establishment of Normal and Model Schools. Hon. Ira Mayhew, Superintendent in 1843, in his annual report, says: "Normal Schools, designed expressly for the education of professional teachers, are indispensable to the perfection of any system of national education." In subsequent reports he still further recommends the establishment of a Normal School.