436 HISTORY OP SOUTHEAST MISSOURI gave to the duties of this office the same care- ful thought and untiring effort which had distinguished his work as a teacher. He re- tired from the position in 1899 and devoted himself to other pursuits. He became inter- ested in real estate in Cape Girardeau and ac- quired a competence. His death, which oc- curred in 1903, brought sadness to many men and women who had found in him not only a wise and capable teacher, but also a sympathetic and helpful friend. Place op the Normal School Two ideas are held regarding the position of the Normal school in the system of public education. One of these, and perhaps the older idea, is that it should be a school de- voted solely to the preparation of teachers, especiall.y for the elementary schools. Those who hold to this idea would limit the Normal schools in equipment and buildings and would also limit their courses of study to in- clude about as much of academic work as is given in a high school, and in addition to this certain pedagogical training. The other idea is that a Normal school should have for its first duty the preparation of teachers, but not only teachers for the elementary schools, but also teachers for all grades of school maintained in the system; and that in addition to its work in the prep- aration of teachers, the plant and equip- ment of the Normal school should be used, as far as is consistent with its principal pur- pose and mission, to bi'ing within the reach of all the people of the district a gen- eral college education. Those who hold to this idea as the purpose and aim of the Nor- mal school maintain the position that the buildings and equipment and faculty of these schools should be of the best, that so far as is consistent with the maintenance of a school system the Normal schools should be colleges in which instruction is given not only in pedagogical subjects, but in all the subjects requisite to a liberal educfition. This view is justified by the consideration that teachers need a broader and more thorough education than is to be had in the high schools and that the preparation of effi- cient teachei's demands and requires Normal schools to widen their courses of study and to bring to their students the inspiration and help that comes from contact with higher education. It is felt too that not only does this consideration justify the maintenance of a college curriculum, but it is also justified by the further fact that to fail to make of the Normal schools a college is in reality to mi.ss an opportunity and in thus far to waste the funds invested in the Normal school. There seems no reason why regular college work may not be carried on by the Normal school faculty not only without interference with pedagogical work of the institution but even with an actual strengthening of that special work. It is this second view of the wider function of the purpose of the Normal schools that is maintained by the Normal school at Cape Girardeau. It is taking a foremost position among the Normal schools of the entire country on this question, and its courses now include not only purely pedagogical material, liut also thoroughly organized college work.
