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134 JOHN C. ALMACK

its own merits. These were accordingly drawn up, sufficient signers secured, and the fate of Ashland, Monmouth and Wes- ton was submitted in the year 1910 to that sovereign power from which there is no appeal.

The stormy period in the legislature had aroused discussion and dissension among the people. Summarized, the charges and counter-charges were essentially as follows :

The buildings and equipment were inferior and inadequate.

The faculty as a whole were not sufficiently trained.

Too many courses were attempted.

The schools were merely local.

The schools were usurping functions belonging to the public schools and to the commercial colleges.

The admission requirements were too low.

High. standards of scholarship were not maintained.

The graduates and students did not become teachers, or else remained in the profession only a short time.

There were more schools than were needed.

They were not well located.

The schools were lacking in adequate training school facili- ties, particularly in pupils for practice teaching.

The costs of education were excessive.

One central normal school was preferable.

The normals interfered in politics and this interference re- sulted in vicious legislation and prevented desirable legislation.

The normal legislators traded votes, and formed combines to the injury of other interests.

To these accusations the friends of the normals replied that they did not engage in politics from choice, but that the system was responsible for the fact that the schools were not better, and for their lobbying appropriations. They stated that the sectarian schools were to blame for the agitation against the normals, and that most of their criticisms were without basis in fact. In order to evaluate the work of the normals, and judge of the merits of the controversy, as well as to present a