In the normal schools of these three types, student attendance varies from 100 to nearly 3,000, the average being about 600. Faculties vary from 8 or 10 members to 125. Equipment varies correspondingly, the better schools having very complete facilities. For example, the Eastern Illinois State Normal School, at Charleston, which is said to have a faculty ranking in scholarship with the universities, has 1,200 students, 31 members of faculty, offers two college years of teacher-training, has three buildings, a library of 16,000 volumes, and like many other normal schools of its type has an assured future and a fine field of influence. You will pardon another example, I hope, cited because I can be still more definite in describing it: The Kansas State Normal School, at Emporia, is a type of the four-year normal college. It was established in 1865. Last year it had 2,750 students, 350 in the training school (comprising kindergarten and grades one to eight), 1,100 in the normal high school, and 1,300 in the college. It had a faculty of 100, nearly half of these being men, many of the best universities being represented. It has 11 buildings, including an enormous gymnasium, a library, a hospital, a training school, science building, etc. It has a department of library science, in charge of a professor giving full time to that department, and on the same plane as other departments of instruction. Of this same general type, in equipment, numbers, and standards, are the schools at Ypsilanti, Michigan; Cedar Falls, Iowa; Kirksville, Missouri; Greeley, Colorado; Terre Haute, Indiana;--I do not mean to slight other worthy examples.
Aside from these three types of public normal schools, another important type of teacher-training organization is the department of education and psychology in our best colleges and universities, exemplified notably by the School of Education of the University of Chicago, and Teachers' College of Columbia University, the last-named being perhaps the most efficient teachers' college in the world. I hasten to add mention of the conspicuously helpful work in educational psychology, pure and applied, which is being done at Clark University, Massachusetts, under the inspiring leadership of Dr. G. Stanley Hall.