for whites differs from the normal school for negroes as the conditions obtaining among the two races differ, and both differ from the Northern normal schools as conditions at the South differ from those at the North. Public schools at the South have not been in existence as long as at the North, and hence, public school standards are not yet as high at the South, although they are now being made higher very rapidly. Again the South is more generally agricultural than the North, and more sparsely settled, and the people are not so crowded together in great centers of population but live more generally in homes, either their own or rented.

The people of the South, forced by the impoverishment and devastation of the war to develop the natural resources of the country, have awakened to the necessity of industrial training. Her fertile fields, rich deposits of coal and ore, great forests, and magnificent water power are yet only partially developed and utilized, and they can be properly developed and utilized only with skilled, industrially trained labor.

For these reasons the Southern normal school has had to provide more academic work than is usually provided for in a normal school at the North and more work in domestic science and arts, manual training and elementary agriculture.

There is a strong movement to have the public schools of the South more closely related to the homes of the people and to their needs, and teachers must be prepared to teach such schools. Hence, there has arisen in the South a somewhat new type of normal school, represented by the state normal and industrial colleges of South Carolina, North Carolina and Georgia, in which are taught, besides the ordinary branches of a regular normal school, domestic science, domestic arts, elementary agricul

ture, dairying, library methods, and commercial studies.

Apart from the necessity for subject matter in the course of study of the Southern normal school on account of the lack of preparation in scholarship of the entering students for college work it is the prevailing opinion at the South that a normal school should fit its students academically as well as professionally for the vocation of teaching as is done in the majority of the normal schools in the United States.

The Southern normal schools offer a variety of courses of study to meet the needs of their students. The usual course extends over four years. This course at the Winthrop Normal and Industrial College of South Carolina comprises mathematics, English, history, Latin, French or German, reading, physiology and hygiene, drawing, sewing, cooking, zoology and botany, sight singing, manual training, physics, chemistry, phychology, pedagogy, geology, child study, practice in the training school, library methods, physical training, and elementary agriculture. The degree of A.B. is awarded upon the completion of this course.

There are special courses for the completion of which students receive certificates. Instruction in vocal and instrumental music is provided for at most of the normal schools of the South. Students pay a tuition fee for music.

The English scholarship plan has taken root in some of the Southern states. The Peabody College gave a number of scholarships for years.

The state of South Carolina maintains 124 scholarships in its State normal school at an annual charge to the state of $12,400.

In most, if not all, of the Southern states the

diploma of the State Normal College is equivalent to a life license to teach in the public schools of the state.

All of the normal schools without exception have schools of children for observation and practice comprising the grades from the kindergarten to the ninth and sometimes higher.

The social and religious life of the students in Southern normal schools is made much of and a fine college spirit usually exists among the students.

The management of the internal affairs of a normal school in the South is placed in the hands of the faculty and president, and the executive is given large powers and is held largely responsible for results. A board of trustees elected by the state legislature or appointed by the governor is in general control and appoints the president and teachers.

The support of these schools is usually provided by the state by direct appropriations.

The South has made great strides in education in recent years but is destined to make still greater progress in the future on account of the more general realization of the people of the value of education and because of the prosperity of the country resulting from the remarkable industrial development throughout the Southern states.

Dr. Wickliffe Rose makes the statement that within twenty years, from 1880 to 1900, the South increased its wages paid to factory hands from $76,000,000 to $350,000,000; its production of pig iron from 397,000 tons to 2,500,000 tons; its output of coal from 6,000,000 tons in 1880 to 50,000,000 tons in 1900. During the same period the total output of her manufactured products was increased from $338,791,898 in 1880 to $1,173,422,565 in 1900. The development of textile industries within the same

period was phenomenal. The number of spindles was increased from 667,000 in 1880 to 5,000,000 in 1899. In the one year, 1899, there were erected in the South 365 new cotton mills as against seventeen in the New England states.

A people who can accomplish such results as these in industrial life in the face of so many difficulties can accomplish equally great results in educational matters, especially with the means in hand furnished by these industrial activities.

In the preparation of this article I have consulted papers and reports by Dr. E. O. Lyte, Dr. M. A. Newell, Dr. J. P. Gordy, Dr. J. L. M. Curry, Dr. Wickliffe Rose, Dr. A. D. Mayo, Mr. Thomas Nelson Page, the Committee on Normal Schools of the National Education Association, and the United States Bureau of Education, and I wish here to make grateful acknowledgment of the help received from them all.

D. B. JOHNSON,

President of Winthrop Normal and Industrial College.

CHAPTER X.

MEDICAL EDUCATION IN THE SOUTH.

Medical Practice in the Colonies.

HE earliest history of the settlers in the South would involve, of course, nothing of the teaching of medicine and not much of

the practice. There were few physicians and their services were much in demand over a widely extended territory which they were able to cover inadequately at best and could not have covered at all but for the devotion and hardihood which seemed generically attached to the character of the frontier doctor and for the rugged constitutions of the people and the wholesome nature of their lives.

In most communities there was a well received tenet that the older women were skilled in the treatment of disease, and where one of these was a close observer and had stowed away the results of long experience, she was likely to meet with success which would extend her reputation until she became the acknowledged medical authority for miles around. To the success of such practice there was, again, the element of the character of the people, but quite as important was the fact that the materia medica rarely contained anything of a hurtful sort. It would be inadequate to regard the practice of these persons as confined to skill in the treatment of wounds -romantically considered part of the accomplishments of the heroines of the Middle Ages or to restrict it to the cases of labor which form so large a part of such practice in remote districts at present. These earlier workers placed no narrow limits to their fields and, while they rarely invaded the demain of surgery, there was little in the bounds of medicine which they did not attempt and, to their credit be it said, no little which they accomplished.

There were, however, at every period of the colonial history men who had received professional training in the schools of Europe and this was particularly true of those portions of the South where Spanish or French influence began to predominate. And as the years passed, and the increasing numbers and wealth of the Southern people began to voice the need of a thoroughly equipped native medical service, many of the brightest young men in the South heard the call and stepped forth to seek in the distant schools the best equipment possible at that day. A little later the Revolutionary War gave a great impulse to the cause of medical and surgical education and laid the foundation for both