should be borne in mind that these examinations are only in school subjects. The fact that in a State such as Massachusetts the qualifications of teachers in the High and Latin Schools of Boston is stated merely as “Education at some respectable college of good standing,” shows that the necessity for the professional training of teachers for higher or secondary schools is not at present fully recognised. Until the last few years, no Institution especially devoted to the training of secondary teachers existed in the eastern States, and those who wished to prepare themselves for the teaching of the higher branches of subjects had no other means of training than that offered in the Normal Schools. At Worcester and Bridgewater, College and University graduates may take the pedagogical course as special students, and so prepare for teaching in the higher schools. At the Indiana and Illinois Normal Schools, and in other places, there are courses of study chiefly or entirely professional, for college or university graduates, if such present themselves. At Albany, too, where the standard of admission is high, many of the students prepare for work in the secondary schools. On the whole, however, the number of special students preparing for higher work in the Normal Schools is very small. In 1891-1892, the Southern Illinois Normal University had only six special students, the Terre-Haute Normal School, Indiana, only four; and we find in the eastern States generally that the Normal Schools take very little part in the training of secondary teachers. For the most part Normal School students are found only in the lower grades of public schools; and college graduates, even though untrained, are preferred as teachers in High Schools, good private schools and academies.