who had not previously completed a thorough academic course equivalent to that pursued in the Oswego High School.

A number of active, intelligent teachers from abroad joined the class. These ladies are now occupying important positions in different sections of the country, several of them in Training Schools which have since been established.

The school soon gained an enviable reputation not only for its methods of teaching, but for its methods of training. As the number of foreign pupils rapidly increased, and as there was evident demand for increased facilities for the professional education of teachers in the State, in the winter of 1862-3 the Legislature made an appropriation of $3,000 annually for two years, conditional on the attendance of fifty pupils, and the privilege of sending to the school two pupils from each Senatorial District free of charge for tuition.

In the spring of 1865 this appropriation was increased to $6,000, without imposing any conditions as to attendance, except that each Assembly District should be entitled to send one pupil to the school, but requiring the Board of Education or citizens of Oswego to provide suitable buildings and grounds for the accommodation of the school.

These conditions have been complied with in the purchase and enlargement of a building located in the most delightful part of the city, on high and commanding grounds, overlooking the entire town, the lake and the surrounding country. The frontispiece gives a view of this building in perspective. Its entire length in front is 153 feet and in depth 130 feet. The center or main part is built of a beautiful gray limestone found on the shores of Lake Ontario. The wings are of wood. It is designed to accommodate.300 pupils in the Normal Department, and 600 children in the Model and Practicing Schools.

Hitherto the course of instruction in the school has been confined to methods of teaching, and particularly to methods of primary instruction. The class is divided into two sections. One section receives instruction in methods in the morning while the other is teaching in the Practicing School. In the afternoon the divisions alternate, the section that received instruction in the morning practice, and vice versa. In the instruction the teacher illustrates every point by a lesson with the children. The pupil-teachers are then called upon in turn to prepare a written sketch of a similar lesson, to be presented to the teacher on the succeeding day, when some member of the class is called upon to work out her sketch with the children, under the criticism of the class and teacher.

At the end of each month these divisions interchange. The division that taught in the morning teach in the afternoon, and receive instruction in methods in the morning and vice versa. By this arrangement cach teacher instructs a class in a given grade one month in the morning session, and one month in the afternoon, and then changes grades. This affords each pupil-teacher an opportunity of teaching all the subjects of each grade for one month.

On changing from one grade to another, the pupils observe the teaching of the critics for two days, and for one day the teacher whom they are to succeed in their practice. The teaching is all done under the careful supervision and criticism of the most capable teachers, selected with special reference to their adaptation to their work. After the close of the public schools at 3 o'clock, both divisions of the Training Class meet an hour and a half for instruction in methods.

A criticism lesson is given every Monday at 34 o'clock. At this exercise some member of the class previously appointed gives a lesson with the children on some subject assigned. At the close of the exercise the members of the class are called on in turn to criticise the teaching both as to the character and arrangement of the matter and method.

At the close of the exercise, in a kind of summary, the Principal criticises both teacher and critics.

The course of training embraces one year, one-half of the time being devoted to instruction in method and the philosophy of education, and the other half to teaching under criticism.

The Oswego Board of Education are the Executive Committee, to act under the advice and general direction of the State Superintendent of Public Instruction.

The Secretary of the Board, E. A. Sheldon, has acted as Principal of the school since the time Miss Jones returned to London.

The following extracts from a Circular of the State Superintendent of Public Instruction (Hon. Victor M. Rice) presents the conditions of admission, and the Course of Instruction for 1866 :—

Each county is entitled to as many pupil-teachers in the Oswego Normal and Training School as it has representatives in the Assembly, and other qualified applicants are received until the accommodations are exhausted.

To gain admission to the school pupils must possess good health, good moral character, and average abilities. They must be able to pass a fair examination in Spelling, Reading, Geography, and Arithmetic, (as far as the roots;) also to analyze and parse simple sentences. Ladies must be at least sixteen and gentlemen eighteen years of age. Those who shall have passed the examination will receive a formal appointment from the Superintendent of Public Instruction, and be admitted to all the privileges of the school.

COURSE OF INSTRUCTION.

Elementary Preparatory Course.

This course is limited to one term of twenty weeks, which is devoted chiefly to instruction in Spelling, Reading, Writing, Book-keeping, (single entry,) Linear and Object Drawing, Geography, (physical and political,) Arithmetic, (oral and written,) History, Grammar, Analysis of Words, to Exercises in Impromptu Composition, and to Weekly Essays.

It is desirable that all pupils, on entering the school, be thoroughly qualified in these common English branches. Those not found so qualified will be required to pass through this course under thorough instruction before entering upon the Training Course.

Elementary Training Course

This course is limited to one year of two terms, each twenty weeks; and includes instruction in methods of teaching the branches named in the Elementary

Preparatory Course, and of miscellaneous subjects calculated to cultivate the perceptive faculties. Special attention will be directed to objective teaching, and to the philosophical yet simple methods of primary instruction.

B CLASS.-Methods of teaching the subjects comprised in the Elementary Preparatory Course; also instruction in the Philosophy of Education, School Economy, Physiology, Zoology, Botany, and Mineralogy, and Impromptu Composition, (oral and written.) Criticism lessons and essays weekly.

A CLASS.-The time of this class will be devoted to observation in the Model Schools, and teaching in the Practicing Schools, under the supervision of competent critics. Two hours, each day, will be devoted to Impromptu Composition, and to methods of teaching Form, Size, Measure, Color, Weight, Sounds, Objects, Animals, Plants, and giving Moral Instruction. Criticism lessons and essays weekly.

Students having satisfactorily completed the preceding courses will receive a diploma, signed by the Superintendent of Public Instruction, the Superintendent of the School, the Head Master, and the Officers of the Board of Education of the city of Oswego.

This diploma will serve as a certificate of qualification to teach common schools.

Advanced Preparatory Course.

Students to be admitted to this course must pass a satisfactory examination in the studies of the Elementary Preparatory Course; one much more critical than for admission to the Elementary Training Course.

As familiarity with any subject is essential to a consideration of the best methods of teaching it, no pupil will be admitted to the Advanced Training Class until properly prepared in all the subjects of this course. Those familiar with none of the branches herein named will require a full year and a half to complete the course; others, who have mastered a portion of them, may complete it in less time.

The students of this division may be arranged in three classes, according to their acquirements. Those conversant with some of the studies of each class may take up such studies as they need to pursue, in order to pass the required examination for the "Advanced Training Course."

SUBJECTS OF C CLASS.-Higher Arithmetic, Algebra, Grammatical Analysis, Rhetoric, English Literature, Book-keeping, (double entry,) Linear and Object Drawing. Botany, and Impromptu Composition. Rhetorical Exercises and Essays weekly.

SUBJECTS OF B CLASS.-Algebra continued, Geometry, History, Natural Philosophy, Perspective Drawing, Chemistry, and Impromptu Composition. Rhetorical Exercises and Essays weekly.

SUBJECTS OF A CLASS.-Astronomy, Algebra completed, Trigonometry, Surveying and Mensuration, Mental and Moral Philosophy, Geology and Mineralogy, and Impromptu Composition. Rhetorical Exercises and Essays weekly.

Advanced Training Course.

This course will occupy one term of twenty weeks, and will be devoted to instruction and practice in the best methods of teaching the branches named in the Advanced Preparatory Course.

In this course special attention will be directed to the Philosophy of Education, School History, School Law, Science of Government, School Organization, and Discipline; to the Theory and Practice of Teaching and School Economy generally. There will be frequent Criticism Lessons and Compositions.

A course of lectures will be given on Zoology, Physiology, and Hygiene, to be accompanied by reading on the part of the class. A portion of the time will be devoted to observation and practice in teaching under criticism.

To those who satisfactorily complete the course a diploma will be given, signed by the Superintendent of Public Instruction, the Superintendent of the School, the Head Master, and the Officers of the Local Board, certifying that the graduate therein named is "deemed qualified to teach the English branches usually pursued in the High Schools and Academies of the State."

PRESIDENTS OF THE ILLINOIS STATE TEACHERS' ASSOCIATION. .

W. H. POWELL.

W. H. POWELL was for some twelve years actively engaged in the cause of education in Illinois; was Secretary of the Convention in 1853 at which the State Teachers' Association was formed, and also of the previous Educational Convention held at Springfield in 1852. In the absence of the first President, Rev. W. Goodfellow, D. D., he presided at the first Annual Session of the State Association, and was elected President for the following year. In 1862 he retired from the educational field and engaged in other business.

CHARLES E. HOVEY.

CHARLES EDWARD HOVEY was born at Thetford, Vt., 26th of April, 1827. He graduated at Dartmouth in 1852; was for two years principal of the High School at Framingham, Mass.; in 1854 removed to Peoria, Ill.; was active in organizing the public schools, principal of the High School, and Superintendent of the city schools until 1857; President of the State Association in 1856; editor of the "Illinois Teacher" in 1856 and 1857; and appointed first principal of the Normal University in June, 1857. This position he held until 1861, when he resigned to serve his country as an officer in her armies. For a fuller sketch of his life, and of his active educational labors in Illinois, see Barnard's American Journal of Education, Vol. VIII., p. 94.

J. V. N. STANDISH.

J. V. N. STANDISH was born in Woodstock, Vermont, on the 26th of February, 1825-a lineal descendant from Capt. Miles Standish, of Plymouth and Puritan fame. He was brought up in a rural district-with good common school advantages and better than common farmers' boy fare and care from an intelligent, thoughtful and industrious father. His habits of punctuality, frugality, and industry are due to that father's interest in his schooling and bringing up, and his scholarship he acquired by diligently improving the teachings of such men as the late Prof. James M. Massey, who taught the school of his district several winters, and Prof. J. C. C. Hoskins, a graduate of Dartmouth, under whom he fitted for college at the academy at Lebanon, N. H. He earned his way through Norwich University, where he graduated in 1847, by teaching district-school a portion of each year. To Col. Truman B. Ranson, the President of the College, he feels greatly indebted, not only for his valuable class instruction but for his personal interest in his conduct and studies. To Prof. James D. Butler and Prof. Jackman he also acknowledges himself under many obligations.

Mr. Standish's experience in teaching is long, varied, and uniformly success.