Page:The New International Encyclopædia 1st ed. v. 14.djvu/704

NORMAL SCHOOL. 604 NORMAN ARCHITECTURE. mon schools; aud especially of Horace Mann, who as secretary of the State Board of Education did more than any other man to develop the nor- mal school idea and to make it ellective. The course in these early normal schools included ( 1 ) the science and art of t»'achin{,' the common school branches; together with (2) the subject matter of these branches, and, if possible, of such higher studies also as algebra, geometry, general history, natural philosophy, and astronomy; and (3) practice teaching in a model school. In the thirty years following the establishment of these schools, no fewer than fifteen leading normal schools of the highest type were established in as many dillerent States; and many more of inferior (luatily. In 181l8-('!t there were in the United States 100 public anil Ki.") i)rivate noniial schools, with a total enrollment of 08,380 stu- dents. In standards and courses of study the normal schools of the United States vary widely. The minimum entrance requirements are indicated by the subjects in which examinations are required for admission, viz. arithmetic, geography, gi-nm- mar, composition, orthography, American his- tory, civil government, physiology- and hygiene, and penmanship. Students presenting these qualifications may be grailuatc'<l on cimipletion of a two-year course, including one year devoted to the theorj- and ])ractice of teaching. The more advanced courses include high school sub- jects, methods in elementary subjects, psy- chology, the science of education, history of edu- cation, child study, and practice teaching, ilany normal schools offer special courses for the training of kindergarten teachers. The name Xoniial College has been given to certain institutions, like the Albany State Nor- mal College, and tlic Michigan State Normal Col- lege, which reiiuire a full high-school course for admission, and which, in addition to more ex- tended professional ccmrses (ban arc usually of- fered by normal schools, undertake the prepara- tion of teachers for secondary schools. Such in- stitutions are empowered to grant pedagogical de- grees. The establishment of university chairs and de- ])artments of education, a movement of the great- est significance for education, has been the growth of the past fifty years. Its beginnings were weak and tentative. In America the honor of the earliest attempts is due to President Fran- cis Wayland at Tirown University (in 1850), to Horace Mann, at Antioch College (in 18;)3|, and to President Harnard, at Columbia College (in 18.58), The first chair of education to be estab- lished on a solid l)asis in an .Vmerican college or university was that at the University of Michi- gan under I'resident . gell in 1870, since which time such departments have been established in large inimliers throigho>it the countn,'. The rapid growth of large cities has created a demand for traine<l teachers, which all the agencies thus far mentioned have proved entirely inailequate to supply. This need has been met in part by the establishment of city training schools. The I5rofiklyn Training Sehoid. organized by Superintendent William II. Maxwell, is a type of the bi'-t of sueli schools. It receives on exam- ination the graduates of public high schools, and prepares them to be teachers in elemen- tarv schools by a course in the history of education, pedagogy, methods of teaching ele- mentary subjects, etc. A half year is also spent in substituting for pay in the public schools. For the benefit of teachers in the service, par- ticularly those who have had little or no pro- fessional training, teachers' institutes have been organized, and have been a feature of American education for the past sixty years. The teachers' institute is a short-time school, whose aim is to give stimulus and guidance to teachers in per- sonal knowledge and skill, and in ]ier.sonal cul- ture. Its curriculum usually includes methods of teaching and school management, the subject matter of .some branch or branches of literature, science, or art, together with general lectures for culture or recreation. The method of instruc- tion is usually by lectures; but sonu'times les- sons are assigned and recitations held — the best institutes having modified the formal lecture system. The instruction is given either by a regular institute corps, as in the State of New York, or by a special corps organized for each institute, as in Pennsjlvania. See Natiox.vl Emc.VTUJN. SVSTE.M.S OF; NOR.M.VL Col.l.KOE; PE. oi)v NoRM.L College: Summer School; Te.ciier.s College. BiiiHOtiRAPiiY. Arnold, Extracts from Reports on Truininij CoUfyes (London, 1880); Atkin- son, "Study of American Normal Schools." in Americdn Institute of Instruction Lectures (Bos- ton, 1890) ; Bramwcll and Hughes, Trnining of Teachers in the United i^tates of America (Lon- don, ISOO) : (lOrdy, "Itise and Growth of the Nor- mal School Idea in the United States," in United States Bureau of Education Report for Jf^!)I (Washington) ; Hinsdale, Training of Teachers," in Butler, Education in the United States (Al- bany. 1(100) : Laurie, Training of the Teachers (Cambridge, 1901); Horace Mann, liejHirts on Education (Boston, 1868). NOR'MAN. A city and the county-seat of Cleveland County. Okla., 50 miles south of (iuthrie; on the Atchison, Tojieka and Santa Fe Kailroad (Map: Oklalumia, F 3). It is the seat of the University of Oklahoma, which was ojiened in 1892, and of the Territorial Insane Asyhim. There are manufactures of cottonseed oil, tlour, etc., and some trade with the fertile agricultural section adjacent. The waterworks are owned by the municipality. Population, in 1890, 787; in 1900, 2225. NORMAN, Henry (1S58-). An English trav.'lcr ami author, born in Leicester, Septem- ber 19, 1858. He graduated from Harvard and studied at Leipzig University. For some years he was on the I'att Mall (lazctte, and later he became assistant editor of the Daitji Chronicle, from which he withdrew in 1899. His voyages include the United States and Canada, .Japan, China. Siberia, Korea, India, Siam, the Jlalay Peninsula, and Egj-pt. We may nu-ntion these works: .In .U'cohh* of the Harvard Creel,- I'lay (1881); The Ileal Japan (1892): The I'eoples and I'olities of the Far East (1895) : The ear East ( 1899) : All the h'u.isias ( 1902) ; and Delhi: An Account of the Great Mutinji in India ( 1902). The work of this writer is characterized by keen in^iLibt. fairness, nnd lirilliant sobriety of tone. NORMAN ARCHITECTURE. A style orig- inated and chiefly used by the Normans, and a subdivision of Romanesque (q.v. ) architec- ture, under which its principal monumcnt-s arc described. Soon after their conquest of the