At present some of the Normal Schools have a double function to perform, that of serving as High Schools, and at the same time as professional Training Colleges. There is, however, a growing feeling against this plan, and a tendency, wherever possible, to separate those who intend to become teachers from those who do not. But many Normal Schools, while claiming to be only professional, yet include Academic subjects in their curricula. Two reasons for this are commonly urged. In the first place, it is said that it is impossible to get a large enough supply of candidates for training who are sufficiently well equipped for their profession from the point of view of mere information; and secondly, that even those who have the necessary information have acquired it in such a way that it is almost useless for teaching purposes. For such, a complete revision of the various subjects, taken in conjunction with a consideration of the best methods of teaching the same, is regarded as necessary; it being maintained by those in favour of this plan that it is almost impossible to get instruction in the various subjects that will be of any value to them as teachers, outside a Normal School. On the other hand, there are some who maintain that the Normal School should be strictly professional, admitting none to its courses but those who can give evidence of having had ample academic preparation. Many, however, who believe that the courses in academic studies are at present necessary yet look forward to the time when they will be no longer required. There appears to be a growing feeling in the States in favour of the complete separation of the professional from the academic course, and it is interesting to note that the question is agitating the minds of those who have to do with the training of teachers in America, at the same time that it has become a burning question in England in connection with the training of our Elementary Teachers. The Normal Schools correspond more or less closely with our English Elementary Training Colleges, and an examination of their points of likeness and difference may not prove unprofitable. In the first place, it should be noted, that the absence of any uniform standard of attainment, such as is more or less secured in England by the fact that there is one government examination for all Colleges, makes it possible for there to be a great difference in the rank held by different Normal Schools. As each school fixes its own standard of graduation, and the conditions for admission, length of course and final tests vary with each institution, it comes about that much depends upon the Normal School, of which a given teacher is a graduate.