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active, and hence the nation is constantly struggling to realize faith of educators in metaphysics. We sometimes feel as did that for which it exists, just as the individual struggles con- Kant when asked, "Is metaphysics possible?" There is surely stantly towards his ideal. When the nation has attained to this, a process by which we move in all education. its period of struggle is over, its activity is gone, it has reached There is no use in saying that these things are hard to underold age and must die. But, in dying, that which was best in stand because they are metaphysical. There is nothing in them the state, that which still contains latent power, possible of that is not absolutely simple. You cannot explain anything in further realization, lives again in other states, just as the plant education without making clear to yourself these processes. in dying leaves a germ of hidden possibility. Only, the germs Doctor Harris was called by the audience to open the general differ in this: that, in nations, each one attains to something discussion, and said: “In order to show you my point of view, higher than its predecessors—the seed left by the dying uation I should say that Doctor Thompkins had been impressed for a contains possibilities to be realized by other states, which it good many years with the idea that there is a great life purpose itself could never have been capable of attaining. And thus through which we interpret all the knowledge which we derive has the progress of the world been carried on, thus has it been from observation. That great world purpose is interest. You possible that the world should grow from the knowledge of the should have a great purpose for your life, that is the spring of freedom of one to the freedom of all.

interest, that is a thing to stand for. That great life principle To trace the successive steps of that progress is not possible is called by the Germans a view of the world, Welt Anschauung. at this time. We must rest content with the bare outline of the If anything is to have interest for them it must be connected philosophy of history, the underlying principles which it seeks with that in some way. to establish, and the general scope of its work. Summarizing The highest interest is a religious interest. Everything then, we may say that the world's history is the story of the depends on what is my purpose in general. I may take a wide realization of spirit; that this spirit has its existence in man, and view or I may take a narrow view. I may, for instance, wish to employs as its means of realization the passions and powers of understand nature and I proceed to make it a matter of controllman; that the form it assumes in its realization is the state; ing interest. I wish to understand human nature and to underthat states live until their purpose is accomplished and then die, stand mind, not as revealed in me alone, but as revealed in the bequeathing their heritage to successive generations; that race. I may gain in this way an interest for each particular "nothing in the past is lost," since spirit is immortal; and that point in nature; I see that there can be no sphere, however the whole struggle of spirit is thus one grand unity, which shall humble, that is not useful, and that makes me interested in sci. in all probability, one day find its complete realization, for ence. I have learned what we subdue nature for. If I have some may now know that all are free,” but how can the devel. learned how to subdue nature but have no purpose, I have no opment be complete, how can perfect freedom be the world's Welt Anschauung. If, however, we have the world view, from heritage, until all shall know that "all are free?”

that we can go up, we can test an individual interest and find MARY S. TAYLOR. whither it leads.

Now, I venture to say that the subject of this paper had been Apperception at Chattanooga.

suggested. (The chairman seemed to assent with much laughThe National Herbart society held its semiannual meeting ter by the audience). Now,my friend, Professor Thompkins, had February 23-24, 1898, in connection with the meeting of the already thought himself out on that est point, and he Department of Superintendents at Chattanooga.

approaches the question given him by the chairman. He asks Professor Arnold Tompkins laid down the following theses himself what we shall do with these two, observation and apperwhich provoked much discussion. The criticism ran sharply ception. There is an observation of plants, animals, man, and pro and con.

the whole ascending scale, according to Darwin. We admire 1. Thinking is the process of realizing universal spirit Darwin who is armed with a Welt Auschauung. What would through an individual object.

observation be without that? Take the earthworm; it may not 2. Hence, in thinking some individual must always be pres- tell you anything about itself: Darwin can tell you about it. ent. It may be present in two ways: (1) Present through the The earthworm should be proud that a man with a Welt senses-in sense perception; (2) present through the represent- Anschauung has written its history. ative power, or powers of the mind.

With observation that looks all around without any principle 3. As we have seen, there must be present in observation not to guide it, we may find something, but probably not. When only an individual object, but some universal, creative energy we come later with a Welt Anschauung, we can build a noble to be identified with the individual observed.

structure; if we have observation without this world view, it can “Apperception mass” is an expression for the attained life of build nothing. The materials it gives are nothing but chips fit the thinker by which and through which the object is observed. only for the fire.

J. N. WILKINSON. 4. The self, which is the apperceptive basis of observation, becomes a larger self through that process.

The Kansas headquarters for the National Educational Asso5. By implication we see in all this the fallacy of slicing up ciation at Washington in July offers board and rooms to a the mind and trying to cultivate it part by part, as the senses, limited number at $1.50 per day, if application is made by memory, etc.

June i to Professor Wilkinson, state manager. The location is Professor Thompkins replied after hearing the criticisms on central as to places of meeting and the attractions of the city. his “Observation and Apperception,” that he did not care to answer any except the challenging of the attempt to reduce all The mid-term classes open April 12. The prospect is very education to a simple fundamental process. That had always fine for a larger number of new students than in any previous been an interesting thing to him. He would quit thinking year in the history of the institution. Send for catalogue if about it if he had no faith in the possibility of reducing this you wish for additional information. diversity of method to a single characteristic process. These theses were written to demonstrate the unity in the educative Life is a short day, but it is a working day, and the Sabbath process. This process is so complex that it has shaken the is only a bit of heaven let down into it.-C.

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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

Latin, M'LOUISE JONES, A. M.

909 Mechanics

English. WILLIAM C. STEVENSON.

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

1225 North Market

Drawing. SADIE L. MONTGOMERY

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, Ph. 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. EDGAR B. GORDON..

507 Market 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.

PROFESSOR J. N. WILKINSON of Emporia, Kansas, made a pleasant call at this office last week. He was on his way to the meeting of the Department of Superintendents, at Chattanooga. He reports the State Normal School in splendid condition.St. Louis Observer.

We are in receipt of a handsome circular announcing French and German classes and lectures by Miss Jo Shipley Watson, whom many of our readers remember as a bright and promising member of the English classes several years ago. Miss Watson spent two years at Wellesley College and three years in specializing in Leipsic and Paris.

Our Professor L. C. Wooster places us under obligations for a copy of his new “Plant Analysis, Record, and Glossary. It is one of the most complete and helpful pamphlets of the kind we have ever seen. The method oś classification is new in many respects and will undoubtedly make botany more interesting than ever. Address him for sample copy.

The senior class has decided to accept the offer from the Board of Editors, already appointed to prepare and publish an annual for 1898, and to assume the responsibility and control of the same.

The old board was continued and instructed to spare no pains in making the annual worthy the State Normal School. See the announcement elsewhere.

Professor J. N. WILKINSON attended the meeting of the Department of Superintendents of the N. E. A., at Chattanooga, Tennessee, the last week in February. He came by Cincinnati and Washington on his way home, visiting the schools in both places. While in Washington, he made arrangements for the headquarters of the Kansas delegation at the N. E. A. next July. He reports a delightful trip all around. Among Kansas people in attendance were Superintendents Wm. Davidson, M. Dolphin, F. R. Dyer, and President John McDonald.

The senior class organized last month by electing the following corps of officers: President, E. A. Shepardson; vice president, A. B. Stroup; secretary, Margret Turney; treasurer, W. H. Keller. The president has announced the following named as chairmen of the various committees: C. W. Kline, class day; J. E. Boyer, class cards; C. M. Rose, arbor day; F. M. Mahin , music; Geo. L. Atkeson, banquet; Grace Walters, class motto; Geo. A. Dean, social; Frances Brown, visiting; M. W. Harner, photograph; Mary A. Pearce, class ring; T. P. etamore, statuary or picture; George Barcus, class yell.

The battalion boys gave their annual banquet on Saturday evening, February 26. Interesting exercises were held in the assembly room, after which the battalion and invited guests repaired to the old gymnasium for refreshments. The gymna. sium had been profusely decorated with the national colors, and the martial spirit pervaded everything even to the ice cream, which was prepared in layers of red, white, and blue. The "Woman's Relief Corps" served the company most happily, and merriment took possession of all of the tables until Commandant Stevenson called for attention and announced the toasts for the evening. Many of the battalion boys responded most humorously and eloquently and were warmly applauded. President Taylor and Professors Stone, Iden, and Wooster responded for the faculty. As these were the first efforts in the toast line for the new members of the faculty, there was much interest in their toasts. It is hardly necessary to say that they were all equal to the occasion, enhancing the high reputation already attained by them. The affair, taken altogether, was very peaceful in its tone, though an occasional reference to Cuba or Spain or“The Maine,"created immediate enthusiasm. The occasion will long be remembered by the battalion boys their wives and ladies fair, as well as by the assembled guests.

ISSUED TEN TIMES PER YEAR.

SOCIETY EDITORS.

.

THE STATE NORMAL MONTHLY. We are far from intimating that Miss Willard has been the

only leader in this great movement. Generosity to her memory

does not require, what she would be the first to condemn, injusTHE STATE NORMAL SCHOOL,

tice to others. But greatness is shown perhaps in nothing EMPORIA, KANSAS.

more than in a clear perception of a great providential tendency

in the midst of which one is living, so that one can perceive A. R. TAYLOR

Editor

neither its historical source nor its ultimate issue.-From The W.C. STEVENSON

Business Editor

Outlook. LOTTIE E. CRARY

Associate Editor

The announcement of the death of Miss Frances E. Willard W. A. LA BAR, '98, and HATTIE COCHRAN, '98

.Lyceum

touched every heart with sadness and there was a spontaneous GEORGE BARCUS, '98

Literati

request for an appropriate memorial service. The Endeavor CARRIE L. KELSON, '98..

Belles-Lettres S. A. BARDWELL, '98, and ROSA M. TURNEY, '98 ..... Philomathian

Society decided to hold a service at its regular hour Sunday

afternoon, February 27. The main floor of the assembly room SUBSCRIPTION, FIFTY CENTS PER YEAR.

was well filled and the service was most appropriate and inspirEntered in the postoffice at Emporia, Kansas, as secoud-class matter. ing. The hymns and songs, favorites of Miss Willard, were All orders for subscriptions and all inquiries concerning advertising

sung by a select quartette. Professor Mary A. Whitney prespace should be addressed to STATE NORMAL MONTHLY, Emporia, Kansas. sided. The program was as follows:

Nearer, My God, to Thee
Frances E. Willard.

Prayer

PRESIDENT TAYLOR

Scripture Lesson, Ps. 119; Mark 1 It is doubtful whether the death of any woman, save possibly

Guide Me, O Thou Great Jehovah

Miss Willard's Early Years Miss MILLER Victoria, Queen of England, could have produced so wide

Rock of Ages

Miss Willard as a Teacher Miss WALTERS spread and so profound a sorrow as will be produced by the

Jesus, Lover of My Soul death of Miss Frances E. Willard.

Miss Willard's Entrance upon Her Life Work

Miss PHILO Miss Willard has done more than any woman has ever done

Home, Sweet Home

Miss Willard upon the Platform, Miss GROSSER to promote the cause of temperance. She was perhaps the first

The Soul that on Jesus hath Leaned for Repose. to see, certainly the first to make others see, the inherent and

Miss Willard's Spiritual Life Miss MONNEY

Oft in the Stilly Night unappeasable hostility of the home to the saloon, and of the

Miss Willard as a Reformer

MRS, BEST saloon to the home. She was the first to organize the homes

Lead, Kindy Light
Closing Thoughts

Miss WHITNEY of America in a life-and-death struggle with the saloon. The

There is a Land of Pure Delight,

Prayer results of that struggle we do not believe will be doubtful, though the method of the campaign may be widely different in

The Kodak. the future from that of the past. The home is more essential than either state or church. Whatever assails the home threat

The senior class is issuing an annual, the Kodak-snap shots ens life at its source. Whenever the homes recognize their

of the Normal. Already a sufficient number of subscriptions enemies and unite in a determination to destroy them, the end

have been received to warrant the editors in saying that the book cannot be far off.

will be equal in all respects to publications of a like nature by But Miss Willard has done more than unite the homes against

eastern universities. A brief synopsis of the contents was given

in the December number of the Monthly. The Kodak will the saloon. She has been a recognized leader in that movement the effect of which has been to make total abstinence

not be devoted exclusively to the present school year but is to respectable. A new and important victory for liberty was won

be a souvenir of former years as well, as this is the first annual when the liberty of the guest was secured to turn down the

published at the Kansas State Normal School. wine-glass at the dinner table, as well as the liberty of the host

All communications and subscriptions should be sent to the to omit the wine-glasses altogether, without incurring social

board of editors as soon as possible. The edition will be limobloquy. It is no longer socially disreputable to drink water,

ited, hence it is important that orders be forwarded immediand it is no longer socially reputable to urge wine upon a reluc

ately. The subscription price is $1.25. Address all communi

cations to W. A. LaBar, editor-in-chief. tant guest. In our judgment, this social revolution has accomplished more for the cause of temperance than all the prohibitory laws which were ever enacted, and no one has done more '93. O. L. Utter is interested in a “Popular Trip to Europe" to accomplish this social revolution than Miss Willard.

next June. Any of our readers who may care to inquire about But even this does not seem to us to have been her chief sery- the route and the expense will address him at the Boston Uniice. She saw clearly, what other women also have seen, that versity Theological School. He writes that the expense is much many of her sisters were letting their activities rust from disuse, lower with his company than with any of the other companies and others were frittering them away by misuse in trivialities. organizing. He is just closing his second year's work in the More perhaps than any other one person has she opened to her Theological School. In connection with his school work, he sisters the vision of that large activity in Christian and philan. preaches every Sunday seventy-two miles out near Buzzard's thropic work, upon which woman has been entering during the Bay. He declares positively that he has never gone fishing with last quarter-century.

Grover Cleveland, though we are sure that he would utterly enjoy The saint of mediaeval Christianity retired from the world it. He says that school work in the East does not differ much to keep herself pure; Miss Willard went out from coveted from school work in the West. "Taxes, death, and examinaretirement to purify the world. She thus set an example which tion" are as sure here as there. He says, "'I frequently think of many women have followed who never belonged to the organi- the Normal and the work done there. I have often been led to zation of which she was president. And both she and they think of one thing in particular, namely, that the Normal does have shown that the grace of womanhood need not be sacrificed not have its students turn out like a band of Indians two or in order to accomplish beneficent results in world activities. three times a day in order to boom the school."

Among Other People. You cannot give yourself up to learn the truth without becoming great.-Dr. Hall.

That man may last, but never lives,
Who much receives, but nothing gives;
Whom none can love, whom none can thank-
Creation's blot, creation's blank.

- Thomas Gibbons. No Discipline There. We have no sympathy for that patronizing enunciation of some schools that discipline is unknown with them, as if this were a state to be desired. If order is heaven's first law, surely it ought not be made the last with man. An undisciplined school is no more desirable than an undisciplined home or an undisciplined state. Discipline is the very thing sought in the development of the man physically, meno tally, morally, and spiritually. Discipline is victory to the army, prosperity to the government, happiness to the home, efficiency to the school, success to the individual. Discipline must be learned as other lessons in life, by study and practice; and every creditable institution of learning is bound to instruct therein if it aims to develop a complete, strong manhood.Salina Wesleyan Bulletin.

The Microbe Again. The health board of Columbus, Indiana, issue an order requiring the pupils of the public schools to provide themselves with individual drinking cups. Every winter for the last several years different maladies have been epidemic in Columbus, causing a high death rate. This course is taken as a preventive.

“The Elizabethan Plan," followed by Supt. W. J. Shearer, of the city schools at Elizabeth, New Jersey, is attracting considerable attention among teachers. The plan gives the pupil better opportunities for advancing through the different grades of the school, and a chance of promotion when he has done all that is required, without waiting for the whole grade to advance. The new system simply divides the grades into more classes, and advances the child during the term, and better fits him for the final promotion. 'The "Elizabethan plan" is a wide departure from the ancient and staid customs of the East, but in the West it is the system towards which the schools have been tending for some time, and which they may eventually accept. The grades in the Kansas City ward schools are divided into two classes, and there are promotions twice each year. Under Superintendent Shearer's system each grade is divided into three or four classes and there are seven promotions during the term. The plan in vogue here is a compromise between the New Jersey and the old time systems. Kansas City inaugurated its present system along with St. Louis, Chicago, and other Western cities, and it has proved very popular, which fact may encourage our teachers to venture still further.- Kansas City Fournal.

Too Much Uniformity. The practice in some public schools of requiring the children, when moving in a body, to observe more than the military rigidity of line, with penalties for looking in any other than a prescribed direction, or for lifting a hand to allay a facial irritation, reaches a climax in the San Francisco schools. There the boys, when lined up in front of the school, awaiting the tap of the bell, are required to stand with their arms folded across their chests, exactly in the prison attitude. When they move it is with the prison lockstep, and between rows of nails driven into the sidewalk, and woe be to the unlucky youth who steps over the line. The criticism of the method comes from a detective. The boys, he claims, are acquiring a habit which in later years will be a source of annoyance and a cause of suspicion. Discharged convicts, the detective asserts, frequently resume the prison habit of the lockstep and the folded arms when their minds are preoccupied, and to

the veteran police officer the motion and the attitude are as distinctive as the striped suit.—Ex.

Is This Massachusetts ? A Boston dispatch says that the legislative committee in considering the report of the state board of education relative to school attendance and truancy, is establishing some strange facts. Agent Walton in speaking of a visit to the Essex County Truant School, said that he had seen one boy with a horseweight and a chain tied to his feet and hands. Two other boys confined in a small cellar were chained together with a long chain. The superintendent of the school did not act as if it was any unusual thing to have his boys chained together in this way. The boys were ignorant, too, not knowing what simple words meant. Mr. Bortwell told of the other county truant schools of the state where similar abuses were existent. Many of these have lamentably poor sanitary accommodations. In the Hampden county school was a sort of a pen or inclosure where the boys were allowed, to play. In the Berkshire county school he found hanging in the schoolroom a rawhide, a ball and chain, and handcuffs. These were not in use now, but the present superintendent said that when he came there he found a boy walking about the yard with a ball and chain on his feet. The superintendents of these schools were allowed to run the truant schools as they pleased.

Changes at Harvard. President Eliot thinks that the time spent by students in Harvard college is too long, and, though twice balked within a few years in his desire to shorten the college course, he returns to the attack, in his last report to the overseers, with a plea for the conferring of the A. B. degree at other times than at the June commencement, thus striking at the four-year course in another manner. Six or seven years ago, after a long and bitter fight in the faculty, the president, backed by a small majority of the college instructors in favor of the plan, presented to the board of overseers a proposal to reduce the existing standard of scholarship required for the degree of Bachelor of Arts in Harvard college, and at the same time to make the required term of residence three years instead of five. The proposal was defeated overwhelmingly, and the faculty was instructed to put a stop to any practice by which-students could, as a matter of course, graduate in less time than four years. At the same time it was decided to allow students to shorten the time in special

Two years ago President Eliot once more brought the question up before the faculty and obtained a majority for his scheme no larger than in the previous attempt. Recognizing the improbability of persuading the overseers, when the faculty was about evenly divided, he let the matter drop. Now, in his annual report, he suggests the advisability of dividing the college year into semesters, and granting degrees twice a year, the only real gain hoped for from the change being the possibility of leaving Harvard at the end of three years and a half. The example of the University of Chicago, which grants degrees four times a year, and that of the German universities, which grant them whenever a man chooses to apply for one, are quoted seemingly with approval.

The State Oratorical Contest. Though the Normal is no longer a member of the state association, having joined the InterState Normal League, it has not lost all interest in the work of the college boys. The Coyote thus sums up the contest last week at Lawrence:

Elliot, of K. U., was easy and natural. The judges rightly placed him first in delivery. But, oh my! to think that such delivery as that which took second place should be considered oratory. It was first-class ranting. There was hardly a rule of gesture, of gracefulness, or of pose, he did not break. He

cases.

I.

just howled. He has a good voice, but if that's all it takes to make an orator, the farms are full of them-so are the jungles of Africa. It was conceded by nearly every one that Cullison would take a fair place in delivery, and all were disgusted to think that such a speech as that of the man who took off second honors should go ahead of him. C. of E. is proud that she had such a fine representative as R. E. Cullison. He did not take first place, but he showed that he was a thinker,-and a peculiar thing is that C. of E. nearly always ranks well in thought and composition. It is better to take third place on brains than to take second place on the kind of ranting the Winfield man put up. The contest as a whole was one of the best that has been held for many years. More interest was shown. The orations were better. The delivery was far above the average. The rivalry at the opera house was not shown by boisterous rowdyism as is usually the case. The yelling before the program began, was within bounds and could receive no criticism.

2.

The Study Table.

M'LOUISE JONES. Have you that gather about the Study Table ever thought why the child's first teachers are called "primary teachers"? Let us see. This must mean that they are first in order of time, as the dictionary has it, also first in order as being preparatory to something higher; but it means far more, viz., that to them is intrusted the responsibility of laying the foundation upon which all future effort of the child and all efforts of the future teachers of the child must rest. Then really they are first in dignity, first in importance. They are principal. We must not think of them as we do of the masons who lay in mortar the rough, unpolished stones as a foundation upon which some architect will build an imposing cathedral or stately palace, a business block or humble cottage-soulless things; but rather as the artist who takes the clay and fashions that which by and by will become the valiant Moses or the living Madonna of a grand new time.

So as they go in and out before the children they should be saying to themselves :

"All that is, at all,
Lasts ever, past recall;
Earth changes, but thy soul and God stand sure:
What entered into thee,

That was, is, and shall be." The mason, being artisan, will strive to get through with his work; but you, O Primary Teacher, being artist, will try to perfect your work.

One such teacher recently asked for aid in adapting Longfellow's Song of Hiawatha to primary children. The letter was turned over to the Study Table and this is the compilation prepared by it for her.

The first year pupil comes to the ideal school to have his senses quickened, his sense-impressions made vivid and to have the knowledge already possessed organized, then increased by whatever "experience may apprehend or by the truth that may be revealed". He is a little nomad, restless, eager to know, but unable to set himself to a task for any length of time. Hiawatha will prove a genial companion. What the Indian boy knows and does, discovers and uses, the child will be anxious to know and so far as possible to do also.

The thoughtful teacher will select only such portions of the poem as will awaken a child's interest in a child's life, and at the same time will serve as a center around which to correlate a conscious knowledge of whatever pertains to the welfare of self. The wise teacher will keep in mind two things: that the child has a genuine and natural curiosity that must be fully satisfied; and that the facts given to him from day to day must be organized with facts already possessed so that he may realize their kinship. Outlines like the following have been found serviceable:

The appearance of Hiawatha. The children may note his height, hair, skin, eyes, cheek. bones, and compare with what they can learn of each other. They can measure length of arm and leg, girth of waist, study hair and eyes, and skin, become experts in use of tape line and be able to recognize foot, half-foot, twelve inches, six inches, etc.

Hiawatha's clothing. Most toy stores and fairs offer for sale dolls dressed as Indian boys, or the teacher can dress one herself. A child will be eager to study the contrast between Hiawatha's costume and that worn by a Kansas hoy. He will find his own world enlarging as he realizes how many animals helped to make him comfortable and how many people worked for him.

3. Hiawatha's home and its surroundings, the linden cradle, the bath tub, the fire-fly lamp.

4. What Hiawatha had for food. The teacher will need to read the poem through to note the variety and quality of food. How the children will enjoy finding out how Nokomis lighted the fire and in what she cooked the food. What interest they will find in studying plant life, learning how men at the mills prepare the grain for market, and watching mother in her kitchen preparing meals. Toy money will teach buying and selling

5. Hiawatha's school and teachers.

6. Hiawatha's friends. What were their games? How did they behave at a party? How did they treat each other? Stories of other rare friendships can here be used to advantage.

This poem furnishes a fine opportunity for the study of animal, bird, and plant life; for teaching friendship and mother love;

for cultivating a taste for the beautiful. Fine pictures in small quantities can be obtained for one cent each and books are within reach of the purse of even the poorly paid teacher in a rural district. Here are a few that the Study Table knows to be good.

Mrs. E. M. Perry, 10 Tremont street, Malden, Massachusetts, offers one hundred pictures for one dollar, or twenty for thirty cents. These may include portrait of Longfellow, the poet's home, the finest Madonnas, the haymakers, the sower, the gleaners, the horse fair, etc.

Georgia Emery, 31 Miller avenue, Muskegon, Michigan, offers a valuable collection of blue-print reproductions at one dollar a hundred. Either one will furnish a catalogue on application.

The Morse Co., 96 Fifth avenue, corner Fifteenth street, New York, has the following for sale:

Birds: Common Birds; one package, twenty cents.

Domestic Animals. Wild Animals; each twenty cents per package. Hiawatha illustrated, twenty cents.

Nature's By Ways; a book on Natural Science for primary pupils, forty cents. Ginn & Co., publish Cy's Second Reader, this is a study of Hiawatha arranged for pupils. It follows the work here outlined.

Thus, this one poem with these and aids that the teacher can easily find about her, will furnish a delightful year's work. Science, art, home industries, human affection, human conduct, exchange and nuinbers may all be correlated and the knowledge gained organized as a good foundation for future building, and Hiawatha may be to the child "the most beautiful poem I ever knew, because there is so much to feel and know.”

The great Sunny Slope sale of Herefords the first week in March realized over $61,000, making Mr. C. S. Cross the king among the Hereford cattlemen of this country. Mr. Cross was the first pupil in the Model school when, organized, and we naturally take a little pride in him ourselves.

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