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| Acknowledgments | |
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| Introduction | |
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| Schooling Teachers for a New Nation, 1750-1830 | |
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| Colleges | |
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| Academies | |
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| Home Schooling, Dame Schools, and a New Common School Teacher | |
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| Missionaries and Indigenous Teachers | |
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| Conclusion | |
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| Educating Women, Women as Educators, 1800-1860 | |
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| Seminaries for Women Teachers-Troy, Ipswich, Mount Holyoke, and More | |
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| Preparing Women to Teach-From Individual Schools to a National Movement | |
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| Preparing Women to Teach-Changes in Ideology, Changes in Practice | |
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| The Birth of the Normal School, 1830-1870 | |
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| Creating a New Institution: The State Normal School | |
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| Opening the Massachusetts Normal Schools | |
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| The Curriculum: What Was Taught at the Massachusetts Normal Schools | |
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| An Alternative Vision | |
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| The Slow Spread of the Normal School Model Before the Civil War | |
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| So Did the Normal Schools Prepare Teachers? | |
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| Teachers' Institutes, 1830-1920 | |
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| The Origins of Teachers' Institutes | |
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| The Heyday of the Teachers' Institute | |
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| Teachers' Institutes, Examinations, and Certification: A Case Study | |
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| An Institution That Would Not Die | |
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| High Schools and City Normal Schools, 1830-1920 | |
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| A Fresh Look at the Nineteenth-Century High School | |
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| The High School Normal Curriculum-Preparing City Teachers | |
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| High Schools, Gender, and the Road to Women's True Profession | |
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| Rural High Schools for Rural Teachers | |
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| Beyond High School: From City High Schools to City Normal Schools and Colleges | |
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| Normal Institutes, Missionary Colleges, and County Training Schools: Preparing African American Teachers in the Segregated South, 1860-1940 | |
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| Informal Preparation in Slavery and Freedom | |
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| The Hampton-Tuskegee Model: Normal and Agricultural Institutes | |
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| Missionary Colleges and Normal Schools | |
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| County Training Schools | |
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| The Heyday of the Normal School, 1870-1920 | |
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| Just What Was a Normal School? | |
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| An Institution Whose Time Had Come-Growth Between 1870 and 1920 | |
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| Changing Admissions, Changing Curriculum, Changing Standards | |
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| The Search for College Status | |
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| How Important Were the Normal Schools in Preparing the Nation's Teachers? | |
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| Universities Create Departments and Schools of Education, 1870-1930 | |
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| Colleges and Universities Have Always Prepared Teachers | |
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| University Chairs, Departments, and Schools of Education | |
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| The Growth of High Schools and the Need for High School Teachers | |
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| Accreditation-The Search for Order | |
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| Teachers Colleges Fight Back | |
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| Teachers for Cities, Teachers for Immigrants 1870-1940 | |
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| Hunter College and the New York Story | |
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| New York Was Not Alone: Chicago, Cincinnati, Detroit | |
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| The Kindergarten Movement in Teacher Education | |
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| Every Teacher a College Graduate, 1920-1965 | |
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| Normal Schools Become Teachers Colleges | |
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| Snapshot-State Teachers Colleges During the 1930-1931 Academic Year | |
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| The National Survey of the Education of Teachers | |
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| Teachers Colleges Become "Just Colleges" | |
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| A College Degree Becomes the Norm | |
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| A New Status Quo and Its Critics, 1960-1985 | |
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| A Midcentury Consensus About the Education of Teachers? | |
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| The Fund for the Advancement of Education | |
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| The Master of Arts in Teaching Degree-An Effort to Bridge the Gap | |
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| The New Critics: Arthur Bestor, James D. Koerner, James Bryant Conant | |
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| The Power of the Status Quo | |
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| Preparing Teachers in the Era of A nation at Risk, 1965-2000 | |
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| The Teacher Corps | |
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| The Center for Educational Renewal and a New Sense of Urgency | |
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| Holmes and Carnegie-What the Reports Recommended and What They Changed | |
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| Implementation in Massachusetts-A Case Study | |
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| A Crisis in Racial Diversity in the Teaching Profession | |
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| The Holmes Group Becomes the Holmes Partnership | |
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| Afterword: Teachers for a New Millennium, 2000- | |
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| What Matters Most-The National Commission on Teaching and America's Future | |
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| Regulation and Deregulation in a Conservative Ascendancy | |
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| Toward the Future-Clarity, Diversity, and New Tensions | |
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| Notes | |
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| For Further Reading | |
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| Index | |
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| About the Author | |