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How many little girls did we learn about?
How many pets had she?

With what did Little Red Cap's mamma tie her bonnet on? (Ans. Ribbon).

How much ribbon did it take?

(Here the teacher should use a little tact to bring out one yard, answering himself, perhaps; saying that Little Red Cap's mamma put a good deal of ribbon on her bonnet, made a little bow in the back and brought it around and tied the ribbon under her chin).

Here is a yardstick, children. How many would like to measure a yard of ribbon? Let us use this red twine and play it is ribbon. Mary may measure it and Jane may cut it off.

Can boys measure ribbon?
John and Carl may come and measure off two yards.

How much ribbon did we find yesterday that it would take for
Little Red Cap's bonnet?

Who would like to measure some ribbon this morning?

Now, I have a one-foot rule here; I want some one to measure a yard with it. How many of this measure will it take to make a yard? (Ans. We don't know).

We shall have to measure the yardstick with the one-foot rule to find out. (Two children measure and find that it takes three feet to make one yard. Then several children measure yards with the foot rule).

How many wolves did Red Cap see?
How many people lived at Red Cap's home? (Ans. 3).
(Make figure 3).
Note:-Review or add to the work as the class needs.

John may measure a yard of ribbon with the yardstick.
Mary may measure a yard with the foot rule.
Carl may measure three yards with the yardstick.

I have here a measure. How many of these will it take to make a yard? We will have to measure to find out. (Two children measure and find it takes two to make one yard).

What shall we call this? (Ans. A one-half yard).

Now I want Pearl to measure a yard using this one-half yardstick.

Will some one measure a yard and one-half of ribbon for me? (Drill thoroughly on three feet make one yard; two one-half yards make one yard. Use figures for one-half.

LESSON V. What do you think Little Red Cap fed old Tabby cat? (Ans. Milk).

How much milk? (Various answers).
How much milk will this hold? (Holding up a pint measure).

I want some one to measure for me a quart of milk. (Using water).

Frank may measure two quarts of milk.

Now we will put into this pail two quarts and one quart. How many quarts in the pail? We will take out one quart; how many remain in the pail?

Here is a smaller measure. How much does it hold? (Ans. One pint).

How many pints does it take to make a quart? (Measure and find). (Drill on "Two pints make one quart").


How many eyes]have you?
How many feet have you?
How many pints make one quart?

How many feet make one yard?

many half yards make one yard?
Hold up one finger.
Hold up two fingers.
Hold up three fingers.
Write on the board the figure "I".
Write on the board the figure "2".
Write on the board the figure “3”.

Teacher should introduce sign “+”, read it “and”; also sign “=”, read “is" or "are". Give some seat work like the following:

(To be read-One foot and one foot are how many feet?) i ft. + i ft. = ? ft. i ft. + 2 ft. = ? ft. i pt. + ipt. i pt. + 2 pt. = ? pt. 2 pt. + I pt. 2 ft. + 1 ft. : ? ft. Note:--Give only such examples as the class can comprehend, and insist upon rapid work.

LESSON VII. Teacher. Children, suppose we measure milk for this morning's lesson.

T. John may get a pint measure and fill it with water and we will play it is milk.

John. I have one pint of milk. (Sets it on table).

T. Mary may add to this, one pint of milk. (Mary does this and recites).

Mary. One pint of milk and one pint of milk are two pints of milk.

T. Jane may add one more pint of milk.

Fane. Two pints of milk and one pint of milk are three pints of milk.

T. Frank may take away one pint, and recite.

Frank. One pint of milk from three pints of milk leaves two pints of milk.

7. How many r's of pints in two pints?
Pupil. There are two l's pints in two pints.
7. What is one-half of two pints?
P. One-half of two pints is one pint.
T. One pint from two pints leaves how many pints?
P. One pint from two pints leaves one pint.
T. Two pints and one pint are how many pints?
P. Two pints and one pint are three pints.
T. How many r's pints in three pints?
P. There are three i's pints in three pints.
T. How many 2's pints in three pints?
P. There are one and one-half 2's pints in three pints.

For the purpose of keeping our friends informed about the pension movement in this country, we append the provisions of the California law recently passed. Kansas teachers ought to be thinking seriously about a similar movement:

The Legislature of California has passed a law organizing a compulsory pension association to include all teachers in San Francisco. Each teacher in the city will be obliged to contribute one dollar a month, and these monthly contributions will be increased by a fine for absence. One-twentieth of the month's salary is deducted for each day's absence. Twentyfive per cent of all receipts is to be placed in a reserve fund till the total receipts amount to $50,000. After thirty years' service teachers may retire with a guaranteed annuity of $600. Teachers who have already served the city several years may count these years as part of the necessary thirty, by paying twelve dollars for each year of their service. Teachers who may become disabled before they have taught thirty years may receive such a portion of the annuity as their term of service bears to thirty years.

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The Faculty ALBERT R. TAYLOR, PH. D., President

928 Union Psychology and Philosophy of Education. JASPER N. WILKINSON, Secretary..

832 Merchants Director in Training. MIDDLESEX A. BAILEY, A. M.....

218 West Twelfth Avenue

Mathematics. JOSEPH H, HILL, A. M.

1515 Highland Place


909 Mechanics


.1017 Mechanics Bookkeeping and Penmanship. EMMA L. GRIDLEY......

1225 North Market


602 Market Model Primary and Kindergarten. CHARLES A, BOYLE, B. M.

827 Constitution Voice, Piano, and Harmony. SUE D. HOAGLIN...

1002 Market

Elocution. MARY A. WHITNEY

..827 Market History United States, ACHSAH M. HARRIS

827 Mechanics Critic Teacher, Model Intermediate. OSCAR CHRISMAN, PR. D...

.....1013 Market History and Economics. DANIEL A, ELLSWORTH

.602 Market Geography. L. C. WOOSTER

.1017 Union Natural History. T. M. IDEN.

.806 Mechanics Physics and Chemistry. MAUDIE L, STONE, S. B.

813 Mechanics Physical Training. EVA M'NALLY.

714 Constitution Associate Professor, English. ELI L. PAYNE....

1218 Neosho Associate Professor, Mathematics. MRS. HATTIE E. BOYLE, B. M.

827 Constitution Piano and Theory. FRANCES S. HAYS

902 Congress Assistant Teacher, Model Grammar. BEATRICE COCHRAN

902 Congress Assistant Teacher, Elocution. ELVA E. CLARKE

1025 Constitution

Librarian. FRANK W. KEENE..

..... 709 Neosho Violin, Mandolin, Guitar, and Banjo. MARTHA J. WORCESTER,

906 Mechanics Manuscript Assistant, English, MAUD HAMILTON....

1002 Market Assistant, Latin and Pedagogics. MARY S. TAYLOR

.927 Congress Assistant, Mathematics. LOTTIE E. CRARY

1315 N. Merchants Assistant, Natural History. WILLIAM A. VAN VORIS.

1006 Exchange Assistant, Physics and Chemistry. ISABEL MILLIGAN

.927 Congress Assistant Critic Teacher, Model Intermediate. JENNIE WHITBECK

1028 Congress Assistant, Model Department. HATTIE COCHRAN

1315 North Merchants Manuscript Assistant, English. E. E. SALSER

1028 Congress Assistant, Bookkeeping and Penmanship. E. ANNA STONE

.1315 North Merchants Second Assistant in Piano. EDWARD ELIAS..

...823 Mechanics Special Teacher, German and French. ALLEN S. NEWMAN...

.1013 Merchants Clerk and Bookkeeper. PEARL STUCKEY.

422 Market Stenographer. NELLIE STANLEY..

1123 Congress Assistant, Library and Office. BESSIE KNAPPENBERGER.

1123 Congress Assistant, Library.

FOUR HUNDRED SEVEN books were checked out of the library on the three days preceding the holiday vacation. If any school in the country can equal this, we would like to hear from it.

PROFESSOR Stevenson reports a most enjoyable meeting at the annual gathering of the National Federation of Commercial Teachers at Chicago. The attendance was large and enthusiastic. The association will meet again in Chicago in 1898.

We are in receipt of the handsome program for a musical recital of the Arizali club, pupils of Miss Inez Jay, at Lyons, Kansas, on the evening of November 20. Miss Jay's work is proving very popular and she usually has her time fully occupied.

Mrs. Lutie McConnell Bone is now residing in Topeka, Kansas, her husband having recently been appointed deputy United States attorney for the district of Kansas. Mr. Bone was a member of the legislature two years ago and attained a high reputation for ability as a parliamentarian and a public speaker. The Monthly congratulates them on the recogni. tion the late appointment gives.

PROFESSOR WHITNEY's new Outlines and Memoranda for the study of American history is out. It makes a handsome book of one hundred ten pages and is one of the most complete and helpful outlines we have ever seen. Her first edition is gone long since and the second will undoubtedly be even more popular. There are some special features in the new that every teacher of history will appreciate. Send for a copy.

The Trans-Mississippi and International Exhibit at Omaha has extended its scope so as to embrace an educational congress. Plans are already outlined for organizing the congress on a comprehensive scale. The general plan will be somewhat similar to that followed by the National Educational Association. Kansas teachers will undoubtedly be greatly interested in its movements, and will lay their plans to attend in large numbers.

We were all saddened on Tuesday morning January 4, to learn of the death of Pauline Way, a member of the B class, at her home in this city on January 2. She was an earnest, faithful student, a warm friend, and a most lovable companion. J. Calvin Jones, assisted by President Taylor, officiated at the funeral services. The B class and faculty sent floral remembrances. The family and friends have the sincere sympathy of all.

Mrs. ALICE JOHNSTON MORSE died on Thursday evening, December 16, at the home of her mother at Kingman, Kansas, after a short but serious illness. Her husband came from Louisiana in response to a telegram, on Monday of the same week and remained at her bedside a faithful and devoted attendant until the end came. Mrs. Morse was a member of the class of 1894 and for over a year was stenographer in the office of the President of the State Normal School. As student and friend, she was highly esteemed by all who knew her. Her genial humor, her modest demeanor, and her devotion to all that is best and truest made her a welcome guest in every circle. One who knew her well says that she was the most conscientious young woman she had ever met, and this but expresses the estimate of those who knew her in the variety of circles in which she moved. In the midst of her suffering she was the same patient, self-possessed spirit, comforting everyone who came near her. The memory of those last days is a most precious heritage to all who served her. She died as she had lived, a trustful, Christian woman, assured of entrance upon a life where sorrow comes not and all is peace. The members of the faculty sent a handsome floral token and adopted appropriate resolutions, expressive of their love and sympathy.

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Professional Courtesy. We were greatly surprised to see an article in a late number of the publication of the Emporia Business College attacking the professional ability of our Professor W. C. Stevenson. Our surprise was greater when we learned that the editor had taken it upon himself to write personal letters to the penmen throughout the state urging them not to have anything whatever to do with the organization of the State Penman's Association because of the relations which Professor Stevenson bore to it. Of course neither article nor letter could have the least influence with anybody who is even casually acquainted with the professor and his work. His eminent success as a teacher of penmanship and bookkeeping is the best reply to such a scurrilous attack. Both as penman and teacher, he has few superiors anywhere.

His papers at the National Association have been complimented in the most generous terms by the oldest and most popular teachers of penmanship in this country. At the recent meeting of the National Federation of Commercial Teachers, he occupied prominent places on the program, and was elected its vice president and a member of the executive committee. At the State Association of Penmen, which met here last month, the work of his pupils was most highly praised by the large number of representative penmen present.

As this editor has never to our knowledge risited Professor Stevenson's classes, his estimate of his work must be based upon very superficial information. The intimation that there are many Normal students anxious to take penmanship in the Business College is rather amusing. We are sorry that the Principal is willing to make such an attack and hope that he already regrets it himself. All of us would rejoice in his success in the building up of the business college in this city. We have frequently sent pupils to him who came here desiring a business education and have also referred many enquirers to him. One of the first principles which ought to be taught in a business college is that one should not attempt to build up himself by tearing others down, and we hope our brother may include it in his new outline.

The January Faculty Lecture. Professor Hill spoke on the morning of January 6, on “Jesus, the Teacher.” It was an eloquent and helpful analysis of the spirit and method of him who spake as never man spoke.

The lecture opened with the explicit declaration of reverent belief in the supernatural element in the gospels, the record of the life of the Son of God; but in the treatment of the theme, “Jesus as Teacher," that element, so far as possible, was eliminated and Jesus was thought of as a man in contrast with men, "a personality leaving the impress of power upon other personalities, a thought stimulator, an organizer, a developer, a trainer of men, a revealer of truth.” It was a pedagogical study, an attempt to analyze his methods, his utterances, and his spirit as a teacher, as one would analyze the life and spirit of a Confucius or a Socrates, an Arnold or a Comenius, a Pestalozzi or a Freebel. In this analysis five considerations were suggested: First, Jesus' mastery of the art of illustration, his power to discern that which was already a part of the expe“ rience and its most natural point of contact with the experience yet to be apprehended, his effective use of the phenomena of nature, and his recognition of the symbolism of matter, mind, and spirit, the appropriateness, the rhetorical beauty, the simplicity, the directness of his illustrations, and their prefiguration of the best in modern educational method.

Second, Jesus' mastery of the art of questioning, his use of the question not alone as a revealer of ignorance, but as a prelude to the authoritative development of the truth, his marvelous mastery of the question not merely as a weapon of controversy, but as a stimulator of the mind to independent activity.

Third, Jesus' mastery of the art of exposition. Under this head were described three elements of true exposition; the element of suggestiveness, of conscious certainty, of clear appreciation of the essential in the truth; in this last, the striking contrast between his teaching and that of the scribes.

Fourth, The work of Jesus as the Master of a training school, the molding, pruning, restraining influence by which he transformed the impulsive Peter into a resolute and steadfast leader, and Boanerges into the loving John.

Fifth, As the supreme consideration that reveals his power as a teacher, the fact that he is "the way” because “the truth and the life." Summed up in the concluding words: “A little child, the divine image, the revealer of the kingdom of heaven; a divine possibility in the personality of the taught: a divine power in the personality of the teacher; a divine process whose secret is love. This the great teacher exemplified. This he reveals to us."

We trust that the Professor (may find time to elaborate the subject even more fully in the near future.

PERSONALS. J. F. Wilson, here not long since, is now principal of the schools at Saratoga, Wyoming.

'91. W. B. Brown is practicing law in Chicago as a partner of James H. Mays, with office in the New York Life Building. After the above named firm had entered the practice of law at Indianapolis, the New York Life Company made them a very flattering offer which they finally decided to accept. The MONTHLY wishes them abundant success in their new home and work.

'93. Mary E. Walker is studying in Boston University this year.

'96. A letter from John Frost in November reports the arrival of a little Frost a few days before. He is already applying for a place in the third hour class in oratory for the boy. Of course he is unwilling to enter upon the responsible duties of training the child without subscribing to the State NORMAL MONTHLY, and orders it up at once.

'97. Lutie Brown is teaching in the Burlington schools, having resigned her position in Lyon county early in November.

A Little more than forty years ago this city was thrown into a state of great excitement by the arrest and trial under the fugitive slave law of one John Freeman, a colored resident, who was charged with being a fugitive slave. Now a colored youth, who has won on his merit, is selected to represent the University of Indianapolis in the state oratorical contest. The world does move.- Indianapolis Fournal.


he charms with his rich, sympathetic, tone-coloring. It is music, pure, sweet, and untainted by even a hint of conventional artificiality. The State Normal is to be congratulated upon the accession of Mr. Gordon.

The Normal Band was appreciated, as it always is; but in the latter part of the performance, between society yells. and general enthusiasm, they found themselves somewhat in the position of the little girl who was told on "company night" that she should be seen and not heard;" they finally came off victors, though for a time, the scene bade fair to rival the dance of the witches on the Brocken on Walpurgis night. But at last the judges emerged from their contest with facts and stubborn figures, and announced themselves as ready to report. The speech awarding the prizes was made by Hon. E. C. Little, of Topeka, private secretary to Governor Leedy. He congratulated the defeated equally with the winners, each one's real gain being commensurate with his individual effort, whether or not it brought tangible reward. In aftertime, greater contests might be won through the instrumentality of the night's defeat.

The judges on essay were: J. M. Steele, Supt. L. A. Lowther, of the city schools, and John Van Schaick, successor to Professor Parrington, of the Emporia College. The judges on oration, thought and composition, were: Hon. Rodolph Hatfield, of Wichita, Prof. O. E. Olin, of Manhattan, and Hon. Charles F. Scott, of Iola; on delivery, Hon. E. C. Little, of Topeka, Senator G. H. Lainb, of Yates Center, and Hon. J. M. Miller, of Council Grove. Below are given their markings in full. The new rules of the association were used in making up the ranks.

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Mr. St. Clair Goes to Illinois. Wednesday evening, December 22, Albert Taylor Hall was again the scene of battle. The contestants in oration were: Alfred M. Bailey, of the Literati, W. W. Gillette, of the Lyceum, and Carrie L. Kelson and Allan T. St. Clair, of the Belles-Lettres; the contestants in essay were: Misses Edna Roberson and Maude Walter and Mr. T. P. Detamore, all of the Literati.

The essayists were well prepared both in subject-matter and in mechanical execution. Had Mr. Detamore been more earnestly assertive in his manner of reading, the strong thoughts of his paper, on “The Character of Epoch Makers," would have been brought home to his hearers much more forcibly. Essayists have yet to learn that convincing power and forceful delivery are quite as necessary to the success of an essayist as of an orator. Miss Edna Roberson was bright and interesting in her unique treatment of the subject, “The Peggotties in Life." Miss Maud Walters' paper, "Four-Leafed Clover," was awarded the gold medal of the year. The story of Abdallah formed the foundation of the essay, and its applications to life and its environments were well thought out.

When the first orator stepped forward and opened the battle for the four contestants of the evening, every heart beat faster, every student of K. S. N. thought of last May with its banners and warcries and champions in martial array, the Red, the Orange, the Pink and Green trembled expectantly upon the wave of cheers, which rose as a vision of Illinois, and next May came before the minds of all.

To say that the contest in oration was a strong one would be but to do justice to those who took part, and it would further serve as an outlet for the enthusiastic pride of the Kansas State Normal in her representative students on that evening. Mr. Alfred M. Bailey represented the Literati and did it nobly. His many friends were surprised by the promise of strength which he gave. The Lyceum was represented by Mr. W. W. Gillette with the subject, “The Higher Selfhood.” His oration was given second honors, and at its close, the suppressed excitement of the two societies-doughty antagonists of old and prospective antagonists for the future-found expression in the varied society yells prepared especially for the occasion. The Belles-Lettres men could stand it no longer; when Bailey and Gillette were off the arena, they felt the day was theirs and their hoarse yell filled the whole building with its measured rumble. Miss Carrie Kelson's effort was nobly made and the young women of K. S. N. feel that they had no mean representative in the oration contest of 1897. *First honors were awarded by audience and judges to Mr. Allan T. St. Clair, the young man who could “so forget his audience in his subject as to keep that right hand of his going all the time from sheer force of enthusiasm." His subject, “The Mission of Discontent," with his fine treatment of it and the force of his own earnest personality in delivery, was easily the winner: all accorded him the victory and from now on till next May the Old Gold will play a prominent part in society meetings. The hatchet is buried, the peace-pipe has gone round the circle of braves, and henceforth we are all for

Who-0-0-0? Where? Whe-e-e-en?
St. Clair! Illinois !

K-a-a-a-a-S e-e-e-e-N! The music of the evening was furnished by the Normal Band; the Euridice Club; Misses Nora O'Neill and Alda Kirkton, music seniors; and Mr. Edward B. Gordon, our new teacher of stringed instruments. Mr. Gordon was highly gratifying to his audience on this, his first public appearance;

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The State Teachers' Association. The thirty-fifth annual meeting of the State Teachers' Assoctation is over. The usual throng crowded into the Representative Hall on Tuesday evening, many from the city being present attracted by the presence of the Modoc Club. The usual felicitations of greeting and welcome were extended and President Peairs delivered his opening address. It was vigorous and well timed, receiving hearty applause on all sides.

Doctor Hailmann's address on Wednesday morning on “Culture and efficiency," was an able effort. The insight which he gave to kindergarten and primary work in general was a revelation to many teachers present. The Doctor's talks at the various meetings will bring forth good fruit in every part of the state. Probably the paper on the "Psychology of Number," by Supt. M. E. Dolphin, of Leavenworth, proved as interesting as any presented during the session. “Our Professor Bailey's reply provoked much thought and inquiry. The ratio idea in teaching nu nber finds many strong opponents among the teachers of mathematics, and if it is finally accepted it must readjust itself in many particulars.

Dr. Jordan's lecture in the evening on “The Evolution of the Common Man," was a free, off-hand talk that many teachers heartily appreciated. The Doctor has a peculiar way of saying brilliant and suggestive things without much demonstration.

The State Normal School people on discussions at the general meeting Thursday morning were President Taylor, Prin. E. W. Myler, of Moran, Professor L. C. Wooster, and Supt. N. McDonald, of Osage City. One of the strongest papers of the session was presented by Prof. E. B. Smith, of Great Bend, on the "Saving of Time." Professor Smith took high and advanced ground and received many compliments in all quarters. Mrs. M. Miller, of Topeka, presented a thoughtful paper on “The Necessity of Art in the Public Schools." Her positions were well taken and will doubtless encourage many teachers to a higher appreciation of the æsthetic side of education. The general association on Thursday morning closed with the awards. Norton county received both banner and the International Education Series offered by the Topeka Daily Capital. Riley county won the flag.

Pres. E. B. Andrews spoke to a great company in the evening on the "Public School System as an Instrumentality of Social Advance.He urged compulsory education and the extension of the public school course of study in such a way as to inculcate such high ideals of living as would stimulate all of the boys and girls in the land to reach them. He said that much of the depravity and degradation in the large cities is due entirely to the lack of a desire for anything better. There was little in the lecture new to the wide-awake teachers present, though its effect upon all will be wholesome and helpful.

The various department meetings were well attended. Our Professor Jones presented a paper Wednesday afternoon before the District and Graded School Department on "Selection and Use of Literature, which was well received. The discussions showed what great interest is developing in the subject throughout the schools of the state.

Much interest centered in the Department of County Superintendents, particularly on the attitude which would be taken on the examination questions and the common school course of study. Nearly all of the superintendents, however, expressed themselves as, in the main, well pleased with both, many of them offering suggestions growing out of their experience in their use. The common school course of study as submitted one year ago has evidently come to stay, and during the coming year it will doubtless be used in a majority of our schools. The department requested the State Board of Education to fill out details in certain subjects and offer additional suggestions

for the benefit of teachers. It also requested the publication of the revised course with the institute course of study for 1898.

The Kindergarten and Child Study people held interesting sessions. Among those discussing the various topics at the Child Study meeting were, Superintendent Glotfelter, of Atchison, Doctor Chrisman and President Taylor, of Emporia, Professor Clark, of the State University and Doctor Heinemann of Haskell Institute. The executive committee was requested lo outline suggestions for Child Study work and to advance the movement in every way in its power. The May meeting in Emporia promises to be one of the most profitable yet held.

Our Professor Boyle was in charge of the Music Round Table and was delighted with the interest taken hy many of the leading teachers of the state. The subjects discussed were “Methods of Teaching High School Music,” “Music in Rural Schools,” “How to Make Teaching Music Interesting," “Training of Children's Voices,” and “How to Secure from Patrons Greater Interest in School Music."

Many other departments should be mentioned but lack of space forbids.

The various institutions held their reunions on Wednesday evening after the lecture. The State Normal School people met in the Senate Chamber as usual and, judging from reports, the attendance was as great as that at all the other reunions combined. President Jordan talked a few moments in a friendly way and after the usual words of greeting from President Taylor, everybody's tongue began to wag and for an hour the rarest of music filled the room. Many people voted it “the best reunion we have ever had,” which only shows how all of us appreciate the opportunity of getting together once per year in this friendly way. The State Teachers' Association would not amount to much without its reunions.

President Peairs proved a fine leader. His good humor, his promptness, his energy rallied all the forces in similar vein,Our Professor Wilkinson, as treasurer, was aided by several most efficient clerks and yet the great crowd was often restless under the delay which even such a force could not prevent. Under the wise management of the executive committee and of the treasurer, the surplus in the treasury will probably exceed that of last year by at least $150.—John McDonald, editor of the Western School Journal, is the new president for the coming year. His eminent services in the cause of education, his devotion to the interests of the Association for so many years, and, withal, his recognized fitness for the position, made him the most popular candidate that could have been named. The Monthly joins with everybody in congratulating him, but more particularly in congratulating the Association on his election. Look out for a great meeting in 1898.—The force at the State Superintendent's office, under the direction of Mr. Stryker, made everybody welcome in the new and commodious rooms. We are certain that everybody appreciates their efforts at making all comfortable.—The extension of vision and the enthusiasm begotten by the Association will doubtless result in great good to the schools of the state for 1898.

The department of music has issued a very handsome circular setting forth the work and advantages of the department. Address the director for a copy.

The program of the Federation of Educational Associations for its holiday meeting at Chicago is on our table. The program is perhaps one of the finest ever prepared for a similar association, embracing as it does the leading penmen and penwomen of this country. We are very much pleased to find the name of our energetic and popular teacher of penmanship and bookkeeping, Prof. W. C. Stevenson, occupying a prominent place on the program for papers and discussion.

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