E. E. White and Mark Hanna. We think our readers will enjoy this little bit of educational history at this time and take the liberty of using the Teacher and Student's synopsis of Mrs. Shoup's article in the Independent. The scene opens in the Prospect Street school of Cleveland, Ohio, in 1851. The teacher was one of those drill-masters who want lessons recited "just as the book gives it," and with no capacity to appreciate the genius of a girl of thirteen, one of his pupils, who, though puny and timid, was a sort of "sentimental Tommy" in daring imagination. Matters of unrelated detail were difficult for her to grasp, and this fact, added to her timidity, led the drill-master to conclude that she was little better than an idiot. Enters now upon the scene one Emerson E. White, then at the beginning of a career as one of the most famous teachers of the country. The Prospect Street school was to be divided, and he was to take charge of one of the divisions. "Mr. X.," the drill-master, invited him to take charge of the class one day upon his arrival. The story then runs on as follows: "The pupils have their numbers; read a problem, and call on some number for the solution,' he (Mr. X.) said. "Mr. White took the book, read out a f ́oblem, and called on number 8 to solve it. """Oh!' said Mr. X., in disgust, 'don't call on her; she never can do anything.' "Mr. White glanced along the line, and at once identified No. 8-the sensitive, shrinking face drooping in an agony of shame and misery. He grasped the situation at once. 'I will read it again,' he said gently, 'so that you may be sure you understand it.' He read it, slowly and clearly, then walked down the line of pupils and stood by No. 8, so that he was between her and Mr. X., the sight of whom, he perceived, filled her with confusion and terror. "Now you can do it,' he said, reassuringly; and to her own delighted astonishment little No. 8, who had never had the courage to speak an audible word to Mr. X., spoke up distinctly and went through the solution without a hitch. "The child came home from school that day perfectly transfigured,' said her mother. 'I could not believe my eyes when I looked at her.' "Presently the Clinton Street building was finished and Mr. White came into the Prospect Street school, and read out the names of the pupils who, by the division of the district, were assigned to him. Happy No. 8 was among them, and several other girls who have since become distinguished women, while the boys included Marcus Hanna, also Sylvester Everett, Albert Tuttle, two distinguished citizens of Cleveland, and, in the lower class, John D. Rockefeller and A. L. Bartholomew, now Judge Bartholomew, of Iowa. "One would suppose that even a drill-master might have discerned some signs of ability in that collection of young people; but Mr. X., perhaps vexed at their evident pleasure, made the ungracious remark, as he surveyed the line of pupils: "I don't begrudge you the lot; there isn't a scholar among them.' "To his utter amazement, and the consternation of the school, timid, silent No. 8 turned in a blaze of indignation and cried: "How dare you say such a thing? We will be twenty per cent. ahead of your school in two years! Mark it!' and walked out of the door. "The gauntlet had been fairly thrown at Mr. X.'s feet, and the Clinton Street school were determined to make good the challenge or perish in the attempt. Perhaps they would have succeeded in any case; but, considering the material of which most boys and girls are made, it is very doubtful whether their indignation would have held them to the mark for two years of strenuous work if the born leader and organizer had not been on the spot. “Marcus Hanna did not content himself with learning his own lessons. It was no individual triumph, but a class victory that was needed, and that could only be won by concerted effort. For six months, by his arrangement and under his leadership, the class met out of school hours to drill each other in their lessons and strengthen the defenses. Emerson White did all that any teacher could to help and direct, but it was Marcus Hanna that kept the class all at work. There was a prize for drawing. Marcus agreed with a certain number of the class to As go out early in the morning and sketch from nature. surely as morning came there was Marcus under their several successive windows, throwing pebbles at the panes to awaken them. In short, he organized victory in 1853 as he organized it on a larger field in 1896. No. 8's 'Mark it!' was caught up as a sort of class watchword; and it was partly owing to the frequency and emphasis of Marcus' use of the phrase that his own name was shortened to the abbreviated form it has ever since retained. "The class won, of course. They beat the old school by the stipulated per cent., and Mark Hanna himself took the prize for map-drawing. "As for little flaxen-haired John D. Rockefeller, in the lower class, his lessons were no trouble; he could learn them in ten minutes, and had abundant leisure and superabundant energy and enterprise to devise mischief. Emerson White frequently requested his kind assistance to put work on the blackboard, and so forth; but all the resources of pedagogical ingenuity were taxed in vain to find enough extra work to keep John D. Rockefeller out of mischief. In this dilemma, Mr. White said confidentially to some of the girls: 'We must all do our best to find things to keep John busy. Now when I send him to help one of you girls with your work, you must always need help.' Thereafter when other employment failed, John Rockefeller was usefully occupied in helping some of the girls to solve their problems or draw their maps-to the great advantage of the peace and prosperity of the school. Now, Emerson White, after a long and honored life, thirty years superintendent of Cincinnati schools, organizer and president of the National Educational Association, etc., is spending his declining years in a beautiful home in Columbus, Ohio, the gift of John D. Rockefeller, in grateful recognition of the teacher who knew how to manage a mischievous boy." THE teacher who paces back and forth in front of his class like a caged hyena does not give the best impression of his dignity and self-possession. Is it a wise use of the recitation time for the teacher and the entire class to wait while some one goes to the dictionary to look up a word? If that work should not have been done before the recitation, it should have been done after the class is dismissed. PUPILS Sometimes enjoy experimenting with the teacher to see how much of suggestion she will accept from them. If the teacher allows it, almost any pupil can suggest some other way in which he would like to recite. This is one of the sources for educational methods that the teacher should not attempt to utilize. PUPILS will sometimes forget to write their names on their papers. The teacher probably has not cautioned them about it. The names were not written before the questions were given, and the teacher collected the papers before the answers were completed. It is cruel to fire a parting shot on carrying the papers away from the class to the effect that zero wiil be given to everybody whose name is not on his paper. Among Ourselves. "The child-heart is so strange a little thing So mild-so timorously shy and small It is the veriest mouse That hides in any house So wild a little thing is any child-heart! Child-heart! mild heart!- Come up here to me out o' the dark, -Fames Whitcomb Riley. Slow in Starting. In my yard is a large rose bush, loaded down with the most beautiful and fragrant roses in our corner. For several years that bush stood there obstinately refusing to grow. It was watered, and cultivated, and fertilized, and yet responded only with a few sickly looking leaves and a warty little branch or two. Last summer it ran up and out so vigorously that it even outstripped some of its most hardy neighbors and now eclipses them all with its glorious June blushes. There are many children just like that rose. For some reason they sit stupidly among their fellows, apparently learning little and growing less, and yet one day they surprise everybody by their keen interest, their ready judgment, their wide grasp of details, their unsuspected powers. Do not overlook these slow ones. Many of the greatest men of all history did not wake up until they had passed the age when others had done their best work. Always Do Your Best. Not many weeks ago, a friend of mine was urging a certain teacher for a position, when the response came: "I happen to know of her being called upon to do some work recently and there was nothing right about it." Her friend reported his reception, when she burst into tears, saying, "she did not know that that work was of any importance." When shall we learn that anything which is worth doing at all, is worth doing well, and that the little things we are doing every day make up our reputation? Try a New Spot! Superintendent O. tells me that in driving mules over the plains, he found that in applying the whip to the same spot always, it soon had little effect, but that if he reached around to a fresh place, the mule promptly responded with a quicker pace. The principle holds good in the management of children. If we keep hammering away at one spot all the time, they are not effected, but if we change the point of attack they are easily aroused. Let us utilize this little bit of philosophy from the mule driver. If one incentive fails, try another, and another. Dear, Dear, What Can the Matter Be? The Atchison Globe says: "There is a new war cloud in the sky, and sympathizers and opposers of slavery never took a more bitter part than is taken by those engaging in the skirmishes that prelude the first battle. It is a war between normal and university graduates, and the earth will soon be covered with torn up diplomas, hair, and school books, and the sky spattered with blood before the fight ends. If you haven't seen the signs of an approaching storm, ask some school teacher about it. If she is a high school or university graduate, praise a normal graduate to her, and fizz! bang! will go the powder. It's awfully silly, but awfully real." Good Enough! A friend of mine, a county superintendent, has a boy of six, who was permitted to go with him several times to visit schools. At one school he discovered several pupils evidently deceiving their teacher in the recitation. In his talk to the school afterwards, the superintendent told the old story of the ass donning the lion's skin, laying special stress on the appearance of the ears which finally revealed the deception. One day after he had forgotten the incident, he mentioned the fact that he had a good many schools to visit and wondered how he was going to reach them all. Looking at his little tot, he said in a serious way, "Could you not visit some of them for me?" The boy said he could and that he would ride the old mare while his father could take the buggy. "But," said the father, "you must make speeches, you know." Hesi tating a moment, he replied that he thought he could do that, naming several little speeches he had committed. His father said none of them would be suitable, but at last with as much dignity as a chief justice, the child said: "I can tell that jack story, and I suppose that will do!" That Teacher No Good! "Well, she had been highly recommended, had she not?" "Yes, but she is no good, just the same. She works hard enough, but she is only a miserable plodder. She evidently could wash dishes and sweep the house as well as most people, but she does not know how to handle boys and girls. She was probably a good class room student, but she is blind to the beautiful world outside of books. She is good enough and sweet enough, but she is such a negative creature that she never stirs up anybody else to be good. She may be interested in her work, but her pupils are the worst idlers I ever saw. She is as quiet as a church mouse herself, but bedlam breaks loose in her school several times a day. She may know all about scientific grammar, but she cannot talk one minute without violating some simple principle in language." And on he went with buts enough to satisfy anybody that the teacher was "no good." Now, who, do you suppose, recommended her? A superintendent who knew that she was "no good," but-and here the round of buts begins again, but Forty Thousand Dollars! President Knappenberger, of the board of regents, in his address on commencement day, startled the graduating class by declaring that it owed the State of Kansas forty thousand dollars, for that is the sum the State is now paying each year for the support of the State Normal School. That amount and more the State expects to come back to it in the way of better service to its children in the public schools. In a similar way is every boy and girl educated at the people's expense indebted to the State. The money going into the public schools is given because the people consider it a profitable investment. Whenever they are convinced that it is not, the supply of funds will promptly stop. In these days when so many people think that the State owes them everything, it is well to remind them of their personal indebtedness to the State. Who has a better opportunity to do this than the teacher? If he fails to send the children out into life conscious not only of their monetary obligations but also of their great moral obligations to the community, he too fails to discharge one of his highest duties. Its Real Endowment. Dr. Leffingwell says that "the real endowment of an institution of learning is not in bonds and real estate, but in the consecration of noble lives to her service." Large incomes are desirable, but the consecration is essential. Money makes an institution independent, but consecration makes it serviceable. Kansas boasts of her school houses and her princely public school fund, but if the hearts of the teachers are not correspondingly large and their devotion to the children not correspondingly great, there will be little gain. Money may command talent, but the children need more than that in their teachers; they need loving, sympathetic companionship, that unselfish devotion which is akin to that of the mother, that self-sacrificing service which love only is always begetting. "Great Scott, Mary!" The patience of little Mary's mother was exhausted, and so the child was sent upstairs to think over her offences and decide what she was going to do about them. She soon appeared below with a cheerful face and her mother said, "Well, Mary, what did you do upstairs?" "Oh, I told the Lord all about it and asked him to forgive me." "And what did he say, my child?" "He said, "Great Scott, Mary! You are not half so bad as many other children, I know!'" It is possible that Mary may not have been so bad as her mother thought, and also that our own weariness and nervousness may often cause us to think that our children are much worse than they really are. Oh, that some good spirit would the giftie gie us to see these little creatures as the Lord sees them! 5. Enter inventories and close accounts, showing losses or gains. Find worth of proprietors. 6. Make a statement of resources and liabilities. Memoranda: March 1, 1897. A., B. and C. began business, with the agreement that the interest of each in the firm shall be in proportion to the investment. A.'s resources were: Cash, $600; bills receivable-a note given by B., dated February 1, 1897, at 60 days, with interest at 10 per cent.; face of note, $800, discounted at 6 per cent. B.'s resources were: Merchandise invoiced at $2,000. B.'s liabilities were: Bills payable-note of $800, favor of A., dated February 1, 1897, with interest at 10 per cent., discounted at 6 per cent.; John Smith, on account, $24.75. C.'s resources were: A., on account, $400; John Smith, on account, $24.75 C.'s liabilities were: D. D. Dunn, on account, $24.75 March 2. Sold merchandise billed at $700 to D. D. Dunn. Terms 10/10, 5/20. March 3. Paid rent in cash, $200. March 9. Received a bank draft from D. D. Dunn for amount due on bill of the second, less amount due him on account. March 11. Found inventories: Merchandise, $1,800. Unexpired rent, $170. March 12. C. is permitted to withdraw from the firm, taking one-half his worth in cash and the firm's note at 30 days for the balance. Show net gain of firm. For want of room we omit the ledger and give the results shown after posting and closing. Cash Dr., $1,205.25, Cr., $426.89, A., Proprietor, Cr. $1,598.71; Mdse. Dr, $1,800; B., Proprietor, Cr. $1,322.76; A. Private, Dr. $400; D. D. Dunn, balanced; C. balanced; Rent Dr. $170; B. Pay Cr. $226.89. Finding the cash balance and arranging these debits and credits in two columns, will give resource and liability statement, the debit balances being resources. The net gain was $400, which, divided in proportion to the investment gives A. $189.46, B. $156.76, C. $53.78. This set of questions has caused considerable inquiry because of its departure from the usual routine. It is not difficult and only demands a knowledge of elementary bookkeeping. We present it worked out in response to a number of inquiries. In the opening entry the items check-marked "C" mighthave been omitted, as they cancel and should not be posted. The fact that B. invested an account against A., which A. does not record in his liabilities, should not trouble the bookkeeper. The net investment of a partner must be the difference between his resources and liabilities as per his statement. The bookkeeper desires facts and does not worry about causes. The terms of the sale on the second were typographically incorrect as printed on the questions. It is hoped that the teachers of Kansas will awaken to the fact that bookkeeping is worthy of some study, and is as good an intellectual whetstone as any other branch of mathematics. THE MARATHON RACE. BY EDWARD PAYSON JACKSON. See him like young Apollo, Graceful and tall, stalwart and brown, As blushingly he bows before the king! See now the young Apollo, Breathless and faint, dusty and brown, And now the olive crown Rests on his brow, while loud the Zitos ring! Prouder by far, O Hellas, Greener the wreath, won in the field, Where heroes of thy Marathon today Of old, nor ever yield, Tho' they should meet as countless an array! W. C. S. With tidal wave's increase, of thy brave deeds, And let all freemen sing, To all men peace! Success to Greece, and to her king! From Advance Sheets of "The Beacon Series of Vocal Selections," No. 99. Copyrighted by Silver, Burdette & Co Personals. Miss Nellie McGinley has been elected superintendent of the Chetopa schools. T. B. Moore, '88, and wife instructed in the Wichita county June normal. Professor Alex. S. Thompson, of Utica, New York, formerly teacher of music here, is receiving high praise for his new anthem, "Rise, Crowned with Light." Dr. Bridge says Professor Thompson's compositions are "bright, good and effective." Superintendent E. T. Barber, '87, and Principal E. A. Wyatt, '96, were respectively conductor and instructor of the Scott county institute for June. '91. Mary L. King has accepted a position in the Hutchinson high school. Superintendent R. S. Russ, '92, goes to Pittsburg, Kansas, as the new superintendent of the city schools. This is a well deserved promotion for Mr. Russ and we predict a popular administration. '94. J. B. McClure has accepted the principalship of the Osborne schools for next year. 9. '94. Eva E. Moore became Mrs. Charles E. Lovett, on June Friends will be welcome at Madison, Kansas. '97. Mary Hill reports engagement at Belleville for next year. '97. Christine Nelson has been elected to a position in the Concordia city schools. '97. Sallie Stewart will go to Bozeman, Montana, early in August to become a little acclimated before taking up her work in the city schools in September. '97. Mr. E. E. Salser will assist Professor W. C. Stevenson in penmanship and bookkeeping next year, taking studies enough, we hope, to graduate in the Latin course with the class of '98. THE COURSES OF STUDY THE STATE NORMAL SCHOOL, EMPORIA, KANSAS. THE STATE NORMAL SCHOOL Has just closed the most successful year in its history, the total enrollment reaching 1801, representing 88 counties in Kansas and 16 different states and territories. Over 500 students held teachers' certificates on entering, 129 holding first grade and 256 second grade. Nearly 200 were graduates of high schools, academies, or colleges. No word of comment is needed to show the high position which the school occupies in the estimation of the good people of the State. That so many experienced teachers find it so helpful sufficiently demonstrates the efficiency of its work. The building is one of the largest of its kind in this country and in equipment is hardly surpassed by any. The library of over 13,000 volumes; the laboratories, with apparatus in great variety and abundance; the art rooms, with large cases filled with casts and designs; the model school, supplied with nearly every device useful in modern pedagogy; the gymnasiums, providing for a diversified line of exercises; the largest and best arranged school assembly hall in the West, but suggest the many good things here brought together to aid young men and women in their efforts to prepare themselves for the responsible work of the teacher. The members of the Faculty have been chosen with special reference to their fitness for the work assigned them, and most of them are well known in every part of the State. CONDITIONS OF ADMISSION. Teachers holding first-grade certificates are admitted to the Normal Department, second-term (first year) classes, without examination. They are ranked, however, as first-term students until final records are made upon first-term subjects by exami, nation. Teachers holding second-grade certificates are admitted to first-term classes, Normal Department, without examination. Graduates holding diplomas from certified high schools are also admitted without examination. Other candidates for admission are required to pass a fair examination in the common branches-arithmetic, reading, geography, grammar, U. S. history, writing, and spelling, and must present a certificate of good moral character from the county superintendent, or from some responsible person to whom the candidate is well known. Regular examinations for admission and for advanced standing are held on the first and second and last two days of each half-term. A fee of $1 is charged for special examinations. Graduates in the Arts Course or in corresponding courses of first-class colleges, are given such credits as will admit them to the last year, or to the senior class, on entering the School. Graduates of high schools and academies fitting students for admission to the freshman class, State University, or of high schools and academies of corresponding grade, will be given such credits as will admit them to the second-year class on entering the School. In both cases above mentioned the Faculty will designate the subjects to be pursued, and the course will include a review of the common branches. Embrace the work required in the best normal schools of this country, including methods of teaching, mental science, school economy and management, history of education, philosophy of education, child-study, teaching and criticism, and kindergarten and primary methods. The Elementary Course consists of the first, second and fourth years' work. The English Course consists of all the work of the four years, Latin excepted. The Latin Course is the same as the English, with Latin substituted for the designated subjects. The Academic Course consists of the first three years' work, and physiology or mental science, as the pupil may elect. (See catalogue for details in all courses). Students completing any one of the first three courses named above are granted the diploma of the school, which by law is a life certificate to teach in the schools of Kansas. PLEASE NOTE: 1. That teachers seeking a school in which to prepare themselves more fully for their work, find unequaled opportunities at the State Normal School. 2. That young men and women intending to teach, find no such facilities for acquiring an education and for obtaining a knowledge of all that is latest and best in appliances and methods, anywhere else in the State. 3. That parents desiring a school in which their children may receive a liberal education, and at the same time become thoroughly fitted for the honorable profession of teaching, will find that it can be accomplished here with less expense than at any other school in Kansas. THE EXPENSE. It has often been demonstrated that the total expense in attending the State Normal School is as low as at any other school in the State. Pleasant accommodations can be secured within easy reach of the building. Board in private families ranges from $2.35 to $2.75 per week. A few places charge $3.00 to $3.50. The clubs report a reduction of about one-third from above rates. Those who board themselves reduce the cost one-half. Good unfurnished rooms, capable of accommodating from two to four students, rent for from $2 to $4 per month. Furnished rooms rent for from $4 to $6 per month. The probable cost for a term of 20 weeks, including books, board, fuel, and washing, ranges from $35 to $75. There are several good second-hand stores in the city where students can buy and sell furniture and cooking utensils. Tuition is free to all regular students in the Normal Department. To all others, a fee of $5 per term of 20 weeks is charged. Railway fare in excess of $3 is refunded to regular students in the Normal Department. See catalogue for details. Address, A. R. TAYLOR, President, The Literati Society. As the school year draws to a close the interest in society work grows stronger. Our hall will not accommodate all the friends who seek admittance, and each Friday evening many are compelled to turn away from our doors and seek entertainment elsewhere. Interest and variety has been added to our programs from time to time, by contributions from members of our sister societies. We thank you, friends, and most cordially invite you to come again. Society interest now centers in the June debate. Our debaters are faithfully at work and we expect great things from them. We are confident that they will do honor to themselves and to the society they represent. The last society election of the year was recently held with the following result: President, Miss Kate Bell; vice president, Mr. T. A. Edgerton; secretary, Miss Perkins; sergeantat-arms, Ulrick Jarrett; chorister, Miss Gardner. The Lyceum Society. With the advent of June the Lyceum completes another year filled with pleasant memories of “something attempted, something done," especially the latter.. Viewed from all points, the year has been a decided success. The annual debate contest, including first place, and the dramatic art contest have been won by our representatives. One of our presidents, Miss Sallie Stewart, is salutatorian for the class of '97. The regular work of the society has not been impeded in the least by our splendid victories. During the past month it has been decided that Francis Bacon did write Shakespeare, and, incidentally, that the ladies can debate with equal, if not greater facility than the gentlemen. The society has concluded after due deliberation, that the jury system should be abolished, that inventors are entitled to more honors than discoverers, that a competitive system is preferable to a co-operative, and that an educational qualification should be required of all voters. Space limitations forbid enumeration of the musical and elocutionary talent that has appeared beneath our "gleaming gas gets," (which, by the way, are not gas jets, but incandescent lights.) The month has seen within our hall many members of former years. Messrs. Huggins and Stevenson, Miss Jay, and others, entertained the society with pleasant reminiscences. A limited inquiry develops the following: W. W. Gillette, our genial Ingomar, will spend the summer under his own vine and fig-tree upon a ranch in southern California; John Jacob Rhodes, the noble Polydor, will pick splinters from his hands and sell lumber to the residents of Colony, Kansas; the silvertongued Stephenson will use his oratorical ability in elucidating the mysteries of the X rays to listening multitudes; our worthy secretary, Geo. Griffith, will talk reversible handle-bars, continuous cranks, et cetera to people with an idea of wheels in their heads; our ex-secretary, Miss Edna Hornaday, will instruct in the Morris county institute; our president, O. M. Chilcott, as he follows the plow, will devise ways and means for booming the Lyceum in the fall, and, incidentally, muse upon the greatness in store for the young man from the farm; Miss Hannah McGinley, our vice president, will receive callers at her home in Chetopa; Ira L. White, one of our orators for '98, has resigned, and “they say” ere this number reaches its readers, that he will take unto himself a fair school ma'am of Northwestern Kansas; ex-president Creighton, it is secretly rumored, assisted by Jno. O'Connor, of the Philos., will write a book on "How I Took First." The total enrollment at the State Normal School last year was 1801. Will you not enroll for 1897-8? Send to President A. R. Taylor, Emporia, for catalogues, etc. Elements of Psychology. By George Croom Robertson. Edited by C. Chapters on the Aims and Practice of Teaching. Edited by Frederic Crockett's Elements of Plane and Spherical Trigonometry. With Logarithmetic and Trigonometric Tables. By C. W. Crockett, C. E., A. M., Professor of Mathematics and Astronomy in Rensselaer Poly technic Institute, Troy, N. Y. Cloth, 8vo, 310 pages. Chicago; New York: American Book Company Raymond's Plane Surveying. With Tables. By William G. Raymond, C. E., Member American Society of Civil Engineers; Professor of Geology, Road Engineering and Topographical Drawing in Rensselaer Polytechnic Institute, Troy, N. Y. Cloth, 8vo, 485 pages. Illustrated with cuts and colored maps. Chicago; New York: American Book Company In two 1.00 125 $3.00 Casa Braccio. By F. Marion Crawford. Bound in Buckram. Introduction to the Study of Economics. By Charles Jesse Bullock, Ph. The foregoing is modestly called an "Introduction to the Study of Economics," but it is really much more than that, since it presents the principles of social and political economy in a clear and comprehensive manner that will leave the reader well informed upon all important topics. It is not only broad in scope but admirable in method, and sound and clear-cut in argument. While primarily intended for a text-book in higher schools, the author's clear exposition of causes and effects, of conditions and results, will make his book very welcome to the average citizen who desires to make an intelligent study of economic problems. The Story of Canada. By J. G. Bourinot, C. M. G., LL. D., D. C. L. 12mo, illustrated. New York: G. P. Putnam's Sons The author, who stands among the most learned men of Canada, has certainly presented to the world a most valuable, comprehensive and interesting volume. It is especially valuable to teachers of the United States, who, as a rule, know little of the thrilling history of the great commonwealth north of us, and which is so closely interwoven with our own history that we cannot fully understand one without the other. The maps and illustrations are abundant, and typographically it is fully up to the high standard of excellence that has so long characterized the books of the great publishing house of G. P. Putnam's Sons. Our readers for the past three months have noticed illustrations of rare beauty from standard books published by this firm. Why we should have been so honored above other papers of our class we do not know, but we feel very thankful and trust that our friends will show their appreciation of the compliment paid us and the teachers of Kansas, by a generous patronage of the house of G. P. Putnam's Sons. Current Literature really contains more actual reading matter than any other literary monthly of its price. It is exceeded only oneeighth by magazines that cost one-forth more, such as The Century. It contains nearly twice as much as such reviews as The Forum, and very much more than double such magazines as McClure's. The average content of its pages is from twenty to fifty per cent. larger than that of any monthly of the usual magazine form and size. Probably no other single magazine is so well adapted to the special function of keeping the reader within constant view of the whole body of standard and contemporaneous literature both imaginative and informational. The Current Literature Publishing Co. 55 Liberty street, New York... Midland Monthly. A summer breeziness and wild western thrill of adventures pervade the stories in the July Midland Monthly, (DesMoines). Our Inland Seas," written and pictured by F. W. Fitzpatrick, gives the reader a delightful voyage over our great lakes, and much interesting information on the trip. "Grant's Life," by Judge Emerson, this month, develops six new views, taken for the Midland, at old Ft. Vancouver, on the Columbia. Miss Scott concludes her "Across Country in a Van," with a well illustrated sketch of the City of Mexico. Booker T. Washington's Tuskegee school is freely pictured. The Midland's July prize paper, by Professor Carothers, of Galena, describes and illustrates the discoveries of a party of scientists in the caves of the pre-historic cliff-dwellers of Arizona. Mrs. J. S. Clarkson, wife of Gen. Clarkson, contributes an able paper on Iowa Politics, rscently read before the Society for Political Study, of New York City. A beautiful picture of Mrs. Clarkson adorns the frontispiece. Numerous other interesting features are included in this number. 1 28 150 |