been followed by increased state school funds and appropriations, more systematic statistics and reports from the schools, and great advances in universalizing and improving all stages of public education. [Sidenote: Increased enthusiasm for public education in Middle states.] =Influence of the Awakening upon the Middle States.=--Although this awakened sentiment for education and progress in the common school has been most patent and spectacular in New England, it has not been peculiar to that part of the country. Nearly all of the other states seem to have felt the influence of the awakening. In close conjunction with the ‘revival’ in New England, the movement appeared in New York, especially the western part, and was more or less evident in Pennsylvania, New Jersey, and Delaware. But because of its cosmopolitanism and the need of fusing so many different political, religious, and industrial traditions, the older parts of New York, where the school system had until the awakening been rather in advance of other states, did not progress as rapidly in the development of public education as Massachusetts and Connecticut. It had, however, by the time of the Civil War, succeeded in working over its heterogeneous people into a unified civilization and in causing their children to be educated together for a common citizenship. [Sidenote: New York’s advances in normal training, supervision, and school funds.] [Sidenote: Board of education in New York City.] The most distinct advances during this period of final organization have been in the establishment of state normal schools, instead of subsidizing academies to train teachers, in the administration and supervision of the system, and in the methods of state support of education. The first state normal school was opened at Albany in 1844, and this pioneer institution has eventually been followed by ten others. In 1854 the state superintendency had once more been separated from the secretaryship of state, with which it had been combined for thirty-five years (p. 259). In 1856 local supervision was established through the appointment of school commissioners for the cities and villages. In the same year, a three-quarters of a mill tax was placed upon the property valuation of the state, and during the next dozen years many improvements were made in the disbursing and accounting of public funds. At length, in 1867, the long fight that had been made for entirely free education was successful. Until then nearly fifty thousand children had been deprived of all education, because their parents were too proud to secure payment of their tuition fees by confessing themselves paupers. It was during this era of progress, too, that New York City was, in 1842, allowed to place the direction of its schools in the hands of a board of education, elected by the people, instead of giving over the city’s share of the state funds to a quasi-public society, controlled by a close corporation. For eleven