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Vol. XI.

EMPORIA, KANSAS, FEBRUARY, 1899.

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1861-KANSAS DAY-1899.

Not for thy outward charms of form and face,
Careful to leave no feature unexpressed,
As if for beauty's sake we love thee best,
We bring thee praise; nor for thy pride of race,
Nor for thy wealth that waxeth great apace;

Nor will we vaunt, with low and swinish zest,
The milky richness of thy mother breast,
Like unweaned babes that know no higher grace.
Shall we be lured by these things? Are not we
A something more than mouth, and eyes, and
ears,

To eat, and look, and listen life away? More than these skin deep beauties must thou be, To win and keep our homage through the years' Yea, fair in more transcendent wise than they. And fair thou art, as we would have thee be, Fairer even in this more transcendent wise; The light of high communings on thee lies; Thy touch the bound abide not, but are free, Thy look is gracious, holy; none but thee,

Smiled on howe'er she be by happy skies, Hath power to still the hunger of our eyes, Unsated by the mountains and the sea. For thou art Freedom's daughter, and thy birth Was through the pain of Righteousness' wars; Thy cradle song, the battle's roar and din. Therefore thy beauty hath the greater worth

Of nobler thoughts; so art thou fair within, And claimest thine the pathway of the stars. -Archur Graves Canfield, in K. C. Journal.

History of Normal School Work in Kansas. (Paper read before the State Historical Society, January 17, 1899.) In 1823 the Rev. S. R. Hall, pastor of a church at Concord, New Hampshire, opened a private seminary in that village for the purpose of educating and fitting teachers to keep school. He also admitted a class of children which served as a model or practice school. In 1829 his "Lectures on School Keeping," embracing his talks to his seminary classes, was published and had a wide sale in the eastern and central states. He afterwards established teachers' seminaries at Andover, 1830, and at Plymouth in 1837. In 1839 the Plymouth Seminary had two hundred fifty students and was furnishing teachers to nearly all of the towns in that part of the state. The success of these and similar teachers' schools awakened general interest, and many edu

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cators and literary men from Maine to South Carolina assisted in awakening public sentiment to a sense of their value in an educational system. Edmund Dwight offered $10,000 to found a State Normal School, provided Massachusetts would appropriate a like sum. The proposition was promptly met, and the school was opened in 1839 at Lexington with three pupils, all women, the regulations providing for admitting women only. In the next fifteen years less than ten public normal schools were established, but one of them being west of New York, that of Michigan. Is it any wonder, then, that when, in 1862, State Superintendent Goodnow suggested that a State Normal School would comfort the people of Emporia, who had failed by one vote to get the State University, that it is said a prominent legislator wanted to know, in a blankety blank way, "What is a Normal School, anyhow?"

The thrilling incidents accompanying and following the admission of Kansas into the Union, delayed but two years the organization of her higher institutions of learning, and the university system was completed by the establishment of the State Normal School in the act approved March 3, 1863. The journals of both houses of the legislature give little information concerning the arguments for and against the school, though there seems to have been little opposition to any provision of the act. Representative Eskridge in the House and Senator Maxon in the Senate easily convinced the members that "southern" Kansas was entitled to one of the higher institutions of learning. The University and Agricultural College grants from the national government had been set apart for the endowment of those institutions. The state had received under the enabling act of congress seventy-two sections of so-called "salt lands" "to be used as the legislature shall direct." Forty-eight sections of these lands were now "set apart and reserved as a permanent endowment for the support and maintenance of the Normal School established and located by this act." The law of 1869 added twelve more sections to the endowment, and the law of 1886 the remaining twelve sections; making a total of seventy-two sections thus set apart.

The original act provided that all moneys derived from the sale, rent or lease of these lands should be invested in certain specified stocks or bonds to constitute a perpetual fund, the "interest of which shall be inviolably appropriated by the legislature for the support of the Normal School." It was also provided that the legislature might modify the act at its pleasure, "but such alteration, amendment or repeal shall not cause a removal of said Normal School, nor operate as a diversion or diminution of the endowment fund herein provided for."

All of the lands thus granted to the School have been sold at an average of six dollars per acre and the endowment thus provided amounts to about $270,000. From it the School has realized as high as $17,000 in interest per annum, though the low rate of interest has now reduced the income to about $13,000.

The act locating and establishing the School provided for the appointment of three commissioners to select and approve a site which the town of Emporia had agreed to deed to the state. The site was to include a tract of land of not less than twenty acres. It was not until February, 1864, that an act was passed providing for the organization of the School. It placed the management in a board of nine directors, six to be appointed

by the Governor, and the Governor, Secretary of State, State Treasurer and State Superintendent of Public Instruction. *

The act provided very fully many interesting details for the government of the board and the School. In 1874, however, the legislature enacted a general law providing for the government of each educational institution by a board of seven regents, six of them to be appointed by the Governor and the seventh to be ex-officio the president or chancellor. The special law of 1876 limited the number of members in the board to six and provided that all should be appointive and that they should hold office for four years, half of them being appointed every two years.

Four members of the first board were appointed August 19, 1864, namely: G. C. Morse, C. V. Eskridge, T. S. Huffaker, and J. W. Roberts. David Brockway and James Rogers were appointed August 19, 1865. There was much urging on the part of State Superintendent Goodnow and others, but the School was not opened until February 15, 1865. As no building had been provided by the state, the city of Emporia offered the use of the upper floor of its handsome new school building, and there for two years the new institution found a home.

On February 7, 1866, the Governor approved the bill appropriating ten thousand dollars for the erection of a building, with the proviso that it should be regarded as a loan aud should be returned to the state treasury from the first sales of land set apart for the use of the School! A building 40 x 60, two stories and basement, was at once erected on the site selected at the head of Commercial street. On February 19, 1867, he approved another bill, with similar provisions, which set apart nine thousand dollars for finishing and furnishing said building. In February, 1872, the legislature appropriated fifty thousand dollars for an additional building, on condition that the city of Emporia contribute ten thousand dollars toward the erection of the same. This condition was promptly met and a handsome new structure was erected a few feet south of the first building. It was dedicated June 19, 1873, Hon. T. D. Thacher making the inaugural address. This beautiful building along with the other in the rear was destroyed by fire, resulting from spontaneous combustion of coal on October 26, 1878. The city of Emporia again came to the rescue and at an expense of one thousand dollars immediately fitted up two buildings for class use.

The friends of the school rallied to its support and in March, 1879, the legislature appropriated twenty-five thousand dollars for a new building, on condition that Emporia and Lyon county should supplement said appropriation with twenty thousand eight hundred dollars in addition. Though Emporia had already contributed twelve thousand dollars directly to the School and in 1870 six thousand more to erect Normal School boarding houses, the heavy requirement above named, burdensome as it appears, was met by a unanimous vote of both the city council and the county commissioners. Thus Emporia and Lyon county were compelled to create a bonded indebtedness of nearly forty thousand dollars that proper buildings might be provided and the School continued. The new building rising out of the ashes of the old was entered by the School on May 11, 1880, all joining in singing "Hold the Fort!", the same song whose inspiring strains had cheered them as they sang it with tears in their eyes on the morning after the fire. The first building on the north was remodeled for a boiler house.

The increase in the attendance necessitated more room, and the legislature of 1887 appropriated twenty-five thousand dollars for a wing on the west, which was ready for occupancy in *So says the law.

February, 1889. Hardly had the new rooms been assigned until it was evident that still more liberal provision should be made for the School and the legislature of 1893 appropriated fifty thousand dollars for a wing on the east end of the main building. It was completed and dedicated on September 4, 1894. The entire structure is nearly three hundred feet long, is three stories and basement, and contains eighty rooms,-all admirably adapted to the purposes of the School. It is fitted up with modern appliances and in a general way is well equipped for its mission. The assembly room is probably the finest college hall in the entire West. The site, buildings and equipments are estimated as worth about $200,000, making the total value of the plant, including the endowment, about $470,000.

Before turning to the study of the work of the School, I beg permission to speak here of the other normal schools organized by the state.

An agitation for more normal schools began in 1869 and has periodically recurred at nearly every session of the legislature. On May 3, 1870, what was known as the Leavenworth Normal School was established. The city furnished a building and appropriations were regularly made to it until 1876. It was organized with John Wherrell as president, and in 1874 had about one hundred students. A law approved March 1, 1872, appropriated $2,500 for the support of a Normal School for colored people in connection with Quindaro University at Quindaro. I do not find that any appropriations for the Quindaro Normal have been made since that time. The school appears to have attracted few students and interest in it was not sufficient to induce further expenditures.

The Concordia Normal School was established in 1874 under conditions similar to those under which the Leavenworth school was established. E. F. Robinson was appointed principal for the first year and Ex-State Superintendent H. D. McCarty, president at the opening of the second year. The announcement for 1875 showed eighty-six students for the

year.

The miscellaneous appropriation bill for 1876 contained a few items to meet some old normal school accounts at Leavenworth, Concordia and Emporia, and the death sentence of at least two of them in the following proviso:

"Provided, That these appropriations to the Leavenworth Normal School, the Concordia Normal School, and Emporia Normal School shall be received in full for all claims against the state, and that said schools cease to be maintained at the expense of the state, and that under no circumstances shall the Regents of said institutions incur any liability or create any debt beyond this appropriation; and the state shall not be liable for any expense in excess of this appropriation, and that the Leavenworth and Concordia Normal Schools cease to be state institutions."

At the next session of the legislature a strenuous effort was made to re-establish the Concordia school, but the bill was killed in the committee. In 1887 a bill providing for a uniform system of normal schools was introduced in the legislature, but it met the same fate.

Returning again to the State Normal School at Emporia we take up the administrative side of its work.

The two men whose faith in the School showed itself in never tiring work in the early years, were Rev. G. C. Morse and Hon. C. V. Eskridge. Both of them served seven years on the Board of Regents and spared no labor to place the School on a permanent footing. Many of their suggestions, even concerning details of administration were adopted and still remain as characteristic features of the School. The former was sent to Normal, Illinois, to select a principal.

As a result of such

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negotiation, Professor L. B. Kellogg, a graduate of the Illinois Normal University, was placed at the head of the School, and on February 15, 1865, classes were organized and the School entered on its mission. Eighteen pupils were present, and the parable of the sower seemed an appropriate reading. Before the year closed the total enrollment had increased to fortythree.

Professor H. B. Norton, of Illinois, was called as vice principal later in the year, and the School assumed very much the same atmosphere as that of the University at Normal, after which it was gradually modeling. Probably no men were ever more happily adapted as yokefellows to give character and enthusiasm to an institution of learning than these two. The attendance doubled the second year, and the enrollment for 1870 was two hundred forty-three, or about six times as many as for 1865. The School "was much visited and talked about" in the newspapers; even the Indians made frequent visits of inspection. On May 2, 1865, a four days' institute was organized, and thus was laid the foundation of the great institute system of Kansas. Professor Norton, after ten years' service in Kansas, accepted a chair in the San Jose, Cal., State Normal School, where ten more busy and growing years rounded out a life of widespread usefulness. Principal Kellogg resigned in June, 1871, and since then he has devoted himself to the practice of law, holding many honorable positions at the hands of his fellow citizens, among them those of state senator and attorney general. He has never lost interest in the School and has often been of eminent service to it.

He was succeeded by Dr. George W. Hoss, ex-state superintendent of public instruction of Indiana, a man of fine general culture and of recognized ability as an educator. The change reduced the attendance a little, but the new building erected in 1873 added greatly to the attractiveness of the School. Hardly had Dr. Hoss become acquainted with the field when an offer from Indiana enticed him back to the Hoosier state.

Dr. C. R. Pomeroy, of Iowa, probably the most learned man who has filled the position, was elected to the vacancy. These changes in the administration of the institution were accompanied with more or less friction among the faculty and students, but the attendance in 1875 ran as high as three hundred seventy-five. After the legislature withdrew all support from the School in 1876, the Board authorized President Pomeroy and such assistants as might desire to do so, to continue the School and charge fees for their salaries. The attendance dropped to one hundred twenty-five in 1877 and to ninety in 1879. Intense opposition to President Pomeroy developed in the city, and though the Board unanimously supported him, the trouble became a matter of state-wide notoriety. A tornado greatly damaged the main building in April, 1878; agent Bancroft embezzled a large sum of money derived from land sales; and internal dissensions also bore heavily upon President Pomeroy. The destruction of the building by fire in October, hereinbefore mentioned, with charges and countercharges of carelessness, forced him at last to resign at the end of the school year, June, 1879. The record of these years of self-sacrifice, of misunderstanding, and of final defeat is pitiful enough for tears.

Superintendent R. B. Welch, of Illinois, was called in August to the position. Almost an entire new faculty was appointed. The endowment derived from sales of lands had begun to bring a little income to the School, the interest for 1879 amounting to $6,675.17 and in 1880 to over $9,000, thus enabling the School to employ a small faculty and to anticipate greater things in the near future. Thus the School survived the crisis in spite of the fact that no appropriations were made for 1880.

2-3 and but a few hundred dollars all told for the running expenses of the School for the years 1877-8 9 and 1881.

President Welch visited many parts of the state, awakening enthusiasm and making friends on all sides. The School seemed to be entering upon a career of great usefulness when, to the surprise of its friends, President Welch resigned in the spring of 1882 that he might enter the practice of law. The present incumbent was invited to fill the vacancy and entered upon the duties of his office in August, 1882. The impetus given to the attendance by President Welch and his able associates carried the attendance for 1883 to four hundred fifty-two and there has been an average increase of about one hundred students in the Normal department every year up to the present time. Last year the attendance in the various departments aggregated the sum total of 1957, ninety-three counties and nineteen states being represented.

The mileage system for students outside a radius of one hundred miles, adopted in 1883, has enabled the School to cover the entire state. About two hundred students now receive mileage each year. In 1884 the legislature had the courage to ignore the proviso in the law of 1871 which said that no appropriations should ever be made in the future for the School, and set apart over five thousand dollars for repairs and other incidental expenses. Since that time it has been making more liberal appropriations for similar purposes each year. The legislature of 1898 made an appropriation for salaries for each of the years 1898 and 1899 of $28,950, and instructed the Regents to use the interest and fees for departmental and other current expenses. The total expenditures for the support of the School, including buildings, apparatus, salaries and endowment have been about $1,050,000.

The School is organized in accord with the most advanced plans for conducting such institutions. The Normal department provides instruction in all branches which the teachers in the public schools, including high schools, are required to teach, as well as liberal courses in psychology, child-study, school law, philosophy of education, history of education, school methods and school management. The professional branches of course differentiate the school from other higher institutions of learning, but all of these academic subjects are taught with the pedagogical side in view, the work in the common branches being particularly comprehensive and exhaustive. The model school is organized as a typical graded school embracing the work from and including the kindergarten to the high school. It serves as a pedagogical laboratory to the Normal department and is as essential to it as a chemical laboratory to the department of chemistry. Here pedagogical principles are exemplified and tested and the student given practice in the art of managing and teaching children. Every candidate for graduation is required to spend one hour per day for one year, or its equivalent, in this school, observing and teaching. The various grades are under the care of experienced critic teachers whose friendly counsel and advice are of incalculable value to the pupil teachers. The model school was established in 1867 and reorganized in 1880. Though it is maintained and used as a practice school, and a fee of five dollars per term is charged, it frequently happens that applicants are denied admission for lack of room, showing its high standing and popularity in a city noted for the excellency of its schools. Even if desirable, time would not permit even a brief sketch of the origin and development of the different departments of the School. Suffice it to say, that as rapidly as the income would permit they have been established until now some seventeen departments are fairly well equipped for their specific work, several of them equalling those of the best colleges in

scope and variety. Three years ago child-study was added to the curriculum and, combined with the work in elementary psychology and the kindergarten, furnishes a fine basis for the special training of primary teachers. The department of drawing was established as early as 1885 and now occupies two handsome and liberally equipped rooms on the third floor. Last fall the department of manual training was organized and it has already become a popular feature of our work. The nat ural science departments have grown to such an extent that they now occupy ten rooms, including laboratories and muse

ums.

No single feature of the School has grown more rapidly than its library. In 1884 there were scarcely a thousand books in the library, everything having gone with the fire in 1878. Now there are nearly fourteen thousand volumes on the shelves, the average increase since then being nearly one thousand volumes per year. The books have been selected with great care, and as a working library it has few superiors. Four large and well lighted rooms accommodate the library and they are usually crowded with students.

The department of vocal and instrumental music has grown to an equal prominence with the other departments. In 1882 there was but one piano in the building; now there are fourteen, including the four pianos belonging to the literary societies and those in use in the gymnasium, kindergarten and assembly room. There are also several claviers belonging to the department, some of them as well as some of the pianos being the private property of the professor of music.

The work in physical training, for a score of years a popular feature of the School, has been made a regular department under an expert teacher.

There are now forty instructors in the faculty, including head professors, associate professors and assistants, many of them of high standing in state and nation.

It is difficult to discover in a definite way what any school has done for its state. Universities and colleges are usually pleased to point to the number of high officials in state or nation, among their graduates, or to the number of eminently successful business or professional men, as if these were the only or even the best tests of their efficiency. If a similar test were to be put on the State Normal School, it would already, though but a third of a century old, be found rich in men and women occupying high positions in educational and professional fields and even in the business world, though practical business and party politics are not included in its curriculum.

A glance at the alumni register shows that four of them are professors in state colleges, thirteen professors in state normal schools in six different states and territories, one of them being the principal; one is professor of pedagogy in a college of good standing, and several others are professors in good colleges in this and other states, one of them being at the head of the Mennonite College in this state, and one at the head of the Mennonite Mission School of Manitoba. Graduates and undergraduates are superintendents of four Indian schools, Haskell Institute and Chilocco, I. T., the most important schools next to Carlisle, being among them. Twelve of the graduates are assistant teachers in the State Normal School of Kansas; twenty-six occupy important city superintendencies, including three of the six really first class cities of the state,-Topeka, Leavenworth and Pittsburg. It is worthy of remark here that no other Kansas college has a representative in these first class city superintendencies. About one hundred are principals of third class city schools, and about a dozen of ward schools; twenty are principals of high schools, and forty-two assistant principals and teachers in high schools. The principalships of two of the six county high schools are filled by its students, and

graduates are teaching in the remaining four. Two hundred of its graduates are teaching in the grades in the city schools, and fourteen former students were elected to county superintendencies in November last. But when we consider that probably not over one student in six graduates at the School, it is easily seen that these figures show in a very poor way the number of graduates and undergraduates at work in the schoolroom and in other learned professions. They also fail to show much that they have been doing in the last third of a century.

It is estimated that there have been, all told, about 10,000 different matriculations in the Normal department. Of these 1,115 have been graduated. Nine years since, inquiries brought us the names of over 700 undergraduates, former students, six hundred of whom were teaching. We cannot think that there are less than 2,500 State Normal School students actually teaching in the schools of Kansas today. About one-fourth of the members of the State Teachers' Association are from its ranks. It has furnished two out of every five of the association presidents for the last fifteen years. Three-fifths of the State Normal School students are young women and in the natural order of things most of them become home-keepers after a few years of service,—and what fine mistresses of the manse does this education make of them! The foregoing showing would be doubled if all of them remained in the schoolroom, and yet scarce a score of its graduates can be fifty years of age and most of them are still to earn recognition in the schools.

But numbers and positions easily mislead, if the inquiry ignores the only true test of all educational work, wider outlook, healthful growth, greater efficiency.

The Normal School stands for a principle. It maintains that all good teaching rests upon a scientific basis: that that basis has been fairly well established and that methods of teaching should be in harmony with it. The Normal School holds that there is just as much difference between modern scientific teaching and ordinary schoolroom instruction as there is between modern methods of treating ores and the old wasteful methods of smelting, or between the modern scientific method of lighting buildings and that which relied wholly upon tallow dips, Far reaching and brilliant have been the discoveries and advances in medicine and surgery, but they have not been greater than those of pedagogy. The triumphs of scientific warfare in the late war were not more assured than are the triumphs of scientific school keeping.

The Normal School, at its founding in Kansas, undertook to demonstrate and disseminate rational educational principles and to introduce improved methods of instruction. It soon became the center of a great movement. Its students went to all parts of the state carrying a new gospel. The members of the faculty, by lectures and by the public press, aroused a new interest in education. Institutes were organized and the teachers awakened to a sense of the defects of their work and of the value of rational method. So industriously and successfully were these lines pursued through the years that at last our splendid normal institute system was established, and now every teacher in ths state is required to go through the form, at least, of passing an examination in the theory and practice of teaching.

The Normal School early discovered that a knowledge of elementary psychology, or of the child mind and its order of growth, is necessary to an intelligent understanding of even the simplest problems of instruction, and largely through its efforts that idea is embodied in every teachers' examination given in Kansas today.

Pardon a personal reference. I came to Kansas nearly sev

enteen years ago. At that time, in my tours of inspection, I seldom found a teacher successfully using laboratory methods in teaching the sciences. As a member of the State Board of Education, it fell to my lot to prepare the course in some of them for the county institutes and to prepare the questions on the same. Both course and questions met with general protests, even a member of my faculty insisting that I was asking some impossible things. They were, however, at once worked out in our laboratories, and gradually the teachers throughout the state learned three things: first, that it does not require a university education to make many interesting and instructive experiments in the sciences; second, that a great variety of them can be made with very simple and inexpensive apparatus, and third, that the stimulating as well as the educational effect of these experiments, lends a new charm to every subject in which used. Almost at the same time, the methods in teaching geography in the state were revolutionized through the efforts of the teacher of geography at the State Normal School. Among the first normal schools in this country to establish a kindergarten was the State Normal School of Kansas. Probably no one will question the statement that in a few years it had directly or indirectly, elevated and improved the work of nearly every primary teacher in the state. I need not speak of the changes brought about in the teaching of arithmetic and grammar, and history and drawing, and other subjects. The details, though interesting to us, might not be to you.

In all of these and in other lines, the School has endeavored to serve the teachers of the state, in season and out of season. It would be unpardonable arrogance for me to claim that the Normal School alone has accomplished all that has been done. No one knows better than I the value of the other forces that have also been at work. Lack of time forbids enumerating them, but their cooperation is gladly acknowledged.

These improvements would not have beer. possible, however, save for the unyielding and aggressive stand which the Normal School has ever taken with reference to two things: first, scholarship as a basis for professional preparation; second, acquaintance with the theoretical and practical processes of scientific school teaching as essential to success in the training of children.

The result of all this is seen in the awakened interest in all lines of professional study. At this time there are probably five thousand Kansas teachers making a special study of the child mind under the direction of the teachers' reading circle, a movement which had its origin at the Normal School. It is seen in the state course of study for public schools, which is in accord with the most advanced thought of our times, much of which would have been Greek to nearly every teacher twenty years ago. It also had its origin at the State Normal School, the most modern parts in it having been adapted and prepared by members of its faculty and by its graduates. It is seen also in the awakened conscience of the teaching profession, in the new dignity which has come into the schoolmaster's life, in richer experiences, in wider vision, in more satisfactory service.

But what of the future of Normal School work in Kansas? That must rest in large measure with the legislature. If the safeguards are maintained and more liberal provisions are made, the foundation now so well laid will not fail in giving to the state still higher and higher types of teachers.

A. R. TAYLOR.

"THE Study of the Child" has recently been adopted as the reading circle book for the Iowa child-study circles and for the State Teachers' reading circles of Illinois.

KANSAS DAY ECHOES.

Language of the Kansas Constitution.

It is generally admitted that the excellence of the language of the constitution of Kansas is due to John J. Ingalls, who was a member of the committee on phraseology.

The motto of the state, "Ad Astra per Aspera," also originated with Mr. Ingalls. He designed the great seal of the state, which was adopted by the legislature of 1861. The seal was afterward changed, so that now Mr. Ingalls would not recognize his work, save for the motto. Mr. Ingalls' design consisted of a blue shield at the base of a cloud out of which was emerging the firmament, comprising the thirty-four states then in the Union, with the motto, "Ad Astra per Aspera." Now there is a steamboat, and a man plowing, and a buffalo hunt, and other things, which Mr. Ingalls does not claim.

The Origin of "Jayhawker."

Kansas is known everywhere as the "Jayhawker" state. The word "Jayhawker" became known during the War of the Rebellion from the application of it to himself and his soldiers by Colonel Jamison of the Seventh Kansas. The application passed from this regiment to all Kansas soldiers and was finally applied to the inhabitants of Kansas themselves. The "herd book" gives the following story as the origin of the name:

Early one autumn morning in 1856, Pat Devilin, a noted character in Kansas in those days, was seen entering the village of Osawatomie, riding a mule loaded down with all sorts of articles. A neighbor met him and said:

"Good morning, Pat. You look as if you had been out on some kind of a foraging expedition."

"Yes; I have been out jayhawking."

"What do you mean by jayhawking, Pat? I never heard that word before."

"Well, I've been out foraging, and while riding home on me baste I bethought me of the bird we have in Ireland we call the jayhawk, which takes delight in worrying its prey before devouring it, and I thought jayhawking a good name for the business I was in myself."

Jim Lane's Eloquence.

John J. Ingalls gave this description of Lane in the Leavenworth Conservative of May 10, 1861:

"It would be hard to give a rational and satisfactory analysis of the causes of General Lane's popularity as an orator. Destitute of all graces of the art, he possesses but few of its essentials; he writhes himself into more contortions than Gabriel Ravel in a pantomimne; his voice is a series of transitions from the broken scream of a maniac to the hoarse, rasping gutturals of a Dutch butcher in the last gasp of inebriation; the construction of his sentences is loose and disjointed: his diction is a pudding of slang, profanity, and solecism, and yet the electric shock of his extraordinary eloquence thrills like the blast of a trumpet; the magnetism of his manner, the fire of his glance, the studied earnestness of his utterance, find a sudden response in the will of his audience, and he sways them like a field of reeds shaken by the wind. Devoid of popular regard, he overcomes the obstacles in his path of achievement by persistent effort and indomitable will.-Topeka Daily Capital.

MISS M. E. ROBBINS, a graduate of the Albany, N. Y., library schools, is cataloging the subject matter in the library. She is assisted by Misses Clarke, Sisler, Mellor, Hogle and Stuckey. The author and title catalogs are already practically complete. When this work is finished the value of the library will be vastly increased.

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