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8 | St. Lawrence University, Canton Theological | Canton, St. Lawrence

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309,428.67 1,690,000.00

1,120,000.00 185, 259.92

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1 New York College of Music. Grand Conservatory of Music.

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Rensselaer Polytechnic Institute

Cooper Union, night school

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6 Chautauqua University

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TEACHERS' COLLEGE.

[Furnished by President Hervey.]

HISTORY AND PURPOSE.

It was the design of the founders of the Teachers' College to afford a place for the scientific study of the educational problems of the time; to create a more intelligent and active interest in public education, and to this end to train superintendents and teachers for all grades of schools. The work was undertaken by a group of men and women whose conception of what schools should teach was derived chiefly from the knowledge of what life requires; whose interest and aims were at first primarily philanthropic, but who later found that, of all roads to reform, education is the surest and most direct, and that in education the key to progress is the training of teachers. Under the name New York College for the Training of Teachers, this institution received a provisional charter from the board of regents of the University of the State of New York, January 12, 1889. December 14, 1892, all the conditions of the provisional charter as to financial support, endowment, and educational standing having been fully met, the charter was made absolute, and the name was changed by mutual consent to Teachers' College. The first president was Nicholas Murray Butler, Ph. D., of Columbia College. He was succeeded in 1891 by the former dean of the faculty, Walter Lowrie Hervey, Ph. D.

The Teachers' College is a professional school, designed to equip intending teachers thoroughly for their profession and to afford to those who are already members of the profession opportunities for specialization and graduate study.

COURSES OF STUDY LEADING TO A DIPLOMA.

The diploma is granted only after a course two years in length. Certain courses in psychology and the history of education and in the science and art of teaching are required of all students as furnishing the foundations of professional training. In addition to these general studies each student, according as he elects to be a general teacher or a specialist, completes his program by following either the general course or a special course in one of the ten departments of the college, which are as follows: Psychology and the history of education, science and art of teaching, English language and literature, history, Latin and Greek; kindergarten, science, domestic science and art, manual training and art education, physical training.

Only graduates of accredited colleges are admitted without examination.

Students of both sexes are received.

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INTRODUCTORY COURSES AND TERMS OF ADMISSION.

As few students who are not college graduates have been found to possess the degree of preparation or maturity of mind necessary for the successful pursuit of professional studies, the college now offers an introductory course of two years. This course is designed to bridge the gap between the high school and the professional course. Its central study is English, as the central study of the professional course is psychology; the one is designed to prepare for the other. It is especially strong in all studies involving expression and constructive activity.

SCHOOL OF OBSERVATION AND PRACTICE.

In vital connection with the college there exists a school, known as the Horace Mann School, in which, under unity of plan and administration, every stage in the school life of a child-from the kindergarten through the high school-is represented, and the complete curriculum may be studied as an organic whole.

This school exists primarily for the purpose of affording to those pursuing the professional course an opportunity for observation and practice, but being under the personal superintendence of the heads of departments in the college, and having in addition a competent staff of professional teachers, it is able to prepare candidates for entrance to colleges, both literary and scientific, and to prepare for citizenship and the active duties of life.

ALLIANCE WITH COLUMBIA UNIVERSITY.

For the purpose of securing to the students of Columbia College, Barnard College, and the Teachers' College reciprocal advantages and opportunities, an agreement, taking effect July 1, 1893, was entered. into between the above-named institutions. By the terms of this agreement certain courses of instruction in the Teachers' College are accepted by Columbia as counting toward the Columbia College degrees of A. B., A. M., and Ph. D. These courses pass under the charge of the faculty of philosophy of Columbia College, and the members of the faculty of the Teachers' College are represented on that faculty. For persons actually engaged in the work of teaching, but who wish to pursue further courses of professional study in order to enable them to meet satisfactorily the demands made upon them by the continual expansion and elevation of the school curriculum throughout the country, Saturday classes are organized in the several departments of the college.

THE PUBLIC OPENING OF THE NEW BUILDINGS.

The new buildings on Morningside Heights were formally opened on "Founder's Day," November 15, 1894. The Outlook, in its issue of November 24, 1894, thus describes the event:

A notable event in the history of Greater New York was the formal opening of the new buildings of the Teachers' College in Morningside Park on Thursday

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