A HANDSOME new magazine case has been put into the reading room.

ONE of the daughters of ex-Governor Harvey, Miss Lillian, is attending the Normal this year.

PROF. M. A. BAILEY lectured at Denver, Colorado, on Friday p. m., and Saturday, February 3 and 4.

THE Euridice and Orpheus clubs are planning an appropriate program for the evening of February 22.

THE new term opened January 31 with a large number of new students, among them several of the boys and girls of yore.

ALEXANDER BLACK with his unique entertainment, "Jerry", was the January attraction in the lecture course. He will be wanted again soon.

DOCTOR MARKS, of Valley Falls, so far as known, is the only former Normal student who is a member of the present legislature.

He is a warm friend of the School.

A. S. NEWMAN, our secretary, is absent on leave, serving as clerk of the senate Ways and Means committee, at Topeka. Jessie Taylor, '96, is acting secretary in his absence.

THE new members of the State Board of Education are Superintendents Bushey of Peabody and Massey of Wellington and Prof. Guy P. Benton, of Baldwin, all good men.

THE alumni committee from the faculty is considering a plan for the reunion of graduating classes in five year series. It has many valuable features in it and we hope that it may be adopted.

PROFESSOR WILKINSON has resigned from the city council for the remaining year of his term, giving as his reason that his duties there seem to conflict in some respects with the interests of the Normal.

THE base ball boys have organized for the spring campaign and have elected J. R. Hill manager. They propose to be heard from frequently during the spring days and will play three or four out-of-town games and return.

THE second term opened on January 31, with a large number of new students. Very few of the students of the former term found it necessary to go home. The advanced classes are well filled and everybody is hard at work again.

JUST as we go to press, we learn that the bill passed the House with an amendment strengthening it a little more, and also that the Senate committee on education by one majority has recommended the House bill for passage.

PROF. J. N. WILKINSON is a member of the legislative committee of the State Teachers' Association. The other members are Messrs. Stryker, Nelson, Bushey, Stout, Bone, Olin, Lansden, and Smith. They are pushing several needed reforms.

WE had the pleasure of meeting Mr. J. B. McAffee at the meeting of the State Historical Society the other day. He was one of the first Kansas schoolmasters, having opened a school known as the Leavenworth Collegiate Institute, May 14, 1855. He is hale and hearty and seems to be capable of several years of good work yet.

ALL of the Reading Circle people as well as ourselves, will regret to learn of the death of Mr. Alfred A. Horn, the manager of the educational department, western office, of D. Appleton & Co., Chicago, at El Paso, Texas, January 23, 1899. Mr. Horn was born in 1867. He was a graduate of the New York high school, and for three years was principal of the Demorest school in York. For eight years past, he had been in the employ of D. Appleton & Co. Mr. Horn was one of the best schoolmen in the western field and had become deeply interested in Reading Circle work.

An inquiry at chapel recently as to how many persons were known to wish to attend a summer session of the Normal if full work could be provided, brought out the fact that nearly five hundred such were known to those present without any previ ous opportunity having been given to seek information on that subject.

THE Board of Regents held its last regular session on February 7. After disposing of the usual routine work and discussing several important questions in a general way, the Board adjourned sine die. The new members of the Board have not yet been named by Governor Stanley but the meeting will undoubtedly occur early in April.

WE are in receipt of a little booklet of sixty-six pages on "The Sunday School of Today," being a series of papers by experienced Sunday school workers. It has many valuable suggestions and will prove a welcome little helpmeet every. where it goes. It is published by the Cumberland Presbyterian Publishing House, Nashville, Tenn., from which it may be ordered. Price, twenty cents.

THOUSANDS of Normal students will be grieved to learn of the death of Judge J. F. Culver, on the morning of January 20. He was greatly loved by all who knew him, and lived a self-sacrificing, devoted life. His daughter Marian, '91, came in from Phoenix for a few weeks at his bedside before his death, and his son Chester, '93, came from Harvard, December 27, remaining until the end.

WE are in receipt of a report of the Kansas Commission for the Omaha Exposition. It has much valuable material of interest to Kansans and is handsomely illustrated. In speaking of the educational exhibit, the committee says: "In it are many beautiful pictures of school houses and college buildings. One picture shown by the Kansas State Normal School was greatly admired and commended."

WE are having many inquiries concerning the summer session. There will undoubtedly be the usual summer school, or in case the legislature makes the appropriations asked for, a regular session of the school will be organized. We expect to be able to make definite announcement concerning the matter in the March number. If those who are expecting to attend will kindly write us about the first week in March we shall, we think, be able to give them definite information concerning it.

THE old contest over the state certificate law comes up in a little different form this year. "Senate Bill No. 46" provides that not only graduates of the school of arts in the State University but in any other incorporated and approved college in the state, shall be entitled to a three years' state certificate renewable for life at the expiration of that time, providing the graduate has taught two of the three years and has completed a certain line of professional reading. Section three provides that graduates of the four years' normal course in the same institutions and in the private normal schools of the state shall have similar certificates. The opposition to the bill developed so positively at once that the provisions for the graduates of the arts course were amended by its promoters to include the professional work required at the State University for the advanced teachers' course. The amendment also required the maintenance of a department of pedagogy in institutions from which diplomas shall be recognized. Section three was also amended so that the certificate can be renewed for life only on passing the examination in the five professional subjects as required by the law of 1893. The bill does not in any way affect the diploma of the State Normal School. So far as we are able to learn, the school men generally are strongly opposed to the bill even in its present form, and yet, unless vigorous action be taken, there is danger of its becoming a law.

Death of James Laffin. James Laffin, a student of our School, and the president of the sub-normal class, died on Sunday afternoon, January 29, at No. 1010 Congress street, in this city.

The deceased entered the Normal on September 7, 1898. In the few months in school he made many friends. He was a young man of quiet, unassuming manners, studious to a fault, very much in earnest, and made friends of all who knew him. His ability was shown by thorough work and earned rapid advancement. His popularity won him the presidency of his class. His death is mourned deeply by his class-mates and teachers.

Mr. Laffin was born in Minnesota. While he was but a child his parents removed to Morris county, Kansas, and there it was that Mr. Laflin made his home up to the time he came to Emporia to attend the Normal. His parents removed some years ago to Banesville, Missouri, where they now live.

Brief but impressive services were held at 1010 Congress on Monday morning, conducted by Professor Hill and President Taylor, after which the remains were taken to the Santa Fe depot, escorted by the battalion, of which the deceased had been a member, and by numbers of students and friends. Mr. Wood and Mr. Moser took charge of the remains and conveyed them to Wilsey, in Morris county, where the funeral was held on Tuesday afternoon.

THE dramatic art and debate contest occurs on the evening of March 10 The Belles-Lettres society has chosen "Antigone," by Sophocles, and the Lyceum "The Cup," by Tennyson, to present in the dramatic art contest. Edwin Brookens and Mary B. Martin will represent the Lyceumn society and A. B. Stroup and W. H. Daniels, the Belles-Lettres society in debate. The question for discussion is, "Resolved, That America pursue a policy of non-participation in international affairs in the eastern hemisphere."

JOHN J. WILKINSON, brother of our Professor Wilkinson, who has recently completed the three years' course in pedagogy at Jena, sends us his Inaugural-Dissertation before the faculty of philosophy at the University of Leipsic. He discusses James Martineau's ethics and its relation to pedagogy. A hasty glance at its contents satisfies us that it is a most profound and instructive paper and we hope it may be translated into English for American students. He has recently returned to this country and expects to enter upon pedagogical work in the near future.

With the idea of stimulating a more active interest in the matter, The Ladies' Home Journal offers a series of prizes for the best decorated schoolrooms. The competitive contest will be carried on by photographs, and pictures of schoolrooms in which artistic or unusual ideas for decoration have been successfully carried out, are invited. With a generous cash offer as an incentive, it is hoped that school children everywhere may turn their attention to the decoration and embellishment of the rooms in which they spend so great a part of the most mpressionable part of their lives.

The stand taken by the Michigan Teachers' Association at its recent meeting, as shown in resolutions adopted, was: Summer Normals, a more dignified educational election system, opposition to state uniformity in text-books, a compulsory free text-book law and spelling reform.-Pathfinder.

The Worcester, Massachusetts, Board of Supervising Principals have endorsed the superintendents' plan to begin the teaching of Latin in the grammar schools.-Pathfinder.

Personals.

Jennie M. Patterson is teaching near Stanley, Kansas.

J. T. ROE, here in the late eighties, is clerk of Senator Far relly's committee at Topeka.

Lillie Fisher, (Mrs. Albert Ayers) is now located at Maxville, Kansas. Her husband is the ruling elder of the Maxville circuit of the M. E. Church.

'87. Many friends will regret to learn that Miss Alfreda Judd, now teaching in Colorado Springs, is in very poor health and may be compelled to give up her school work for the present.

'89. We are very glad to learn that Mr. J. M. Rhodes is rapidly recovering from a serious surgical operation which he underwent in December at the Roosevelt Hospital in New York City. His illness has already extended over a period of ten weeks and it will be some little time yet before Jeremiah is himself again. In a letter to the editor, he expresses his warm appreciation of the deep interest shown by his many Kansas friends. He is at present located at 235 W. 120 street.

'92. Carrie Brown became Mrs. S. M. Brewster on the evening of February 1. Mr. Brewster is county attorney for Doniphan county, and is one of the best known young lawyers in that part of the state.

'95. Miss Bell Mack has been appointed to a position in the Clyde, Kansas, schools.

'96. W. S. Kretsinger has returned from Oklahoma and opened an office in Emporia. He will engage in the law practice here permanently.

'97. E. F. Robinson is now principal of the Cuba, Kansas,

schools.

'97. Lillian Smith has been elected to a position in the Kansas City, Kansas, schools.

'97. Prof. Edward Elias is away on leave of absence for the rest of the school year taking special work at Harvard. Mrs. Elias is with him. Miss Lillian Dudley, '82, is in charge of his classes during his absence. She is a fine French and German student and is popular with the students.

'98. F. M. Mahin has been promoted to the principalship of a ward school at Ottawa, Kansas.

'98. H. C. Griswold, having completed his engagement at Newkirk, Oklahoma, is visiting friends in Emporia.

'98. Mary E. Dunlap and Rev. Harmon Allen were married Saturday, February 11, 1899, at twelve o'clock, at the M. E. church in Howard, Kansas.

'99. Frank A. Ellsworth has accepted a position as assistant principal in the Osage City schools.

'99. Mr. Ganoung has our sincerest sympathy in his great loss. His mother passed away January 29.

'99. Rena Long completed the elementary course in January and will rusticate at home until June.

'99. Miss May Whims of the music department, has the sincere sympathy of all in the loss of her father on January 18. '99. Several of the members of the class who finished out their work in the three years' course last month, are entering at once upon advanced courses. Among them are Misses Nannie L. Bates, Mary McCullough, Elihu Bowles., and Maud Probst.

'99. W. W. Wood has entered K. U. after completing the Latin course here. He expects to complete the arts course there in 1900.

'oo. Charles Barnes is teaching in the business department of the Kingfisher College, Oklahoma.

The Future of the Normal School. Commissioner of Education, Hon. W. T. Harris, publishes a paper on the above subject in the January Educational Review that will amply repay several readings. It clearly sets forth the distinction between the ordinary and the professionally trained teachers. The following extracts will give a good idea of the main argument.

"Many years ago I set myself to the work of studying the methods of schools for the training of teachers, having noticed the superiority of their graduates over those without professional education, both in furnishing skilled teachers and in inspiring them with a professional zeal that causes them to improve for many years after entering the work of teaching.

Child-study will learn how to take the child out of a lower form of intellectual activity into a higher form; how to prevent that mischievous arrest of development which is produced at present by too much thoroughness in mechanical methods. It will know the pathology of education as it has never been known before.

It has become evident that the method of instruction, and the organization of the work of training teachers, should vary according to the grade of education. There is one method for higher education and another for elementary. Within each of these there should be a further discrimination of methods, so that five stages of method should be noted.

First, that of the kindergarten, which is adapted to what I call the symbolic stage of the mind, needs a method more like that used by the mother of the family than that of the traditional primary school. In the symbolic stage of intellect the child lets one thing stand for another thing and does not think fully in the logical terms of universal, particular, and singular. He does not understand things in their process of derivation. The method of first education with the child, say from two to six years, must have reference to the play-activity, and the first school which the child may enter should be a school having the general characteristics of the kindergarten.

The method of the primary school and the grammar school, the two divisions of the elementary school proper, is founded on the habit of mind that follows the symbolic. For after the symbolic stage of mind comes the conventional stage wherein the child struggles for the mastery of the signs adopted by civilization for the purposes of collecting and preserving the lessons of experience.

We can see at a glance how different the method of instruction in the elementary school must be from that of the kindergarten. In the latter, precision is not attempted in the technical sense, for that would involve an abuse of the intellect and of the will, at the tender age of three to six years.

In the elementary school the child is not taught to seek resemblances so much as to analyze and define accurately. He must now individualize facts and events rather than gather them into loose aggregates by means of symbols.

The chief characteristics of the method of teaching in elementary schools must then be accuracy of definition. The word must be made to recall the child's experience. He must be made to verify for himself by experiment all that can be reproduced by him without costing too much time. For there are many things in the infinite concourse of particulars that do not pay to verify by experiment. The good normal school shows the elementary teacher how to select the typical facts in each department for illustration and where to require much or little practical experiment in the way of verification. But everywhere the child's experience must be drawn upon for illustration.

In order to fit the teacher to perform this work, the normal schools of this country, since the first one was opened at Lexington under Cyrus Pierce, have followed substantially the same tradition and made the chief part of their course of study a review of the elementary branches-reading, writing, arithmetic, geography, history, and grammar.

It has often been said with the air of an apology that this review would be unnecessary if it were possible to secure pupils of advanced grade, implying by this that if the secondary course of an ordinary high school had been completed, this review work in the elementary branches would be dispensed with and certain advanced studies would be undertaken instead. But this is not borne out by experience. The teacher who is to teach the elementary branches after graduation finds no work of preparation in the normal school half so valuable as this review of those branches in the light of more advanced studies. No work that is done in the secondary school-that is to say, the high school or the academy-is an equivalent for the normal-school work done on the same studies. What is learned for the first time in the elementary or the secondary school is learned as a step to what lies beyond. Thus arithmetic is a step toward algebra and geography a step toward the organic sciences such as biology, geology, and ethnology. When the pupil has climbed to the studies beyond, he drops the elementary steps out of sight. Of course it follows that, in the high school or the college, those lower branches are not reviewed in the light of the higher branches-arithmetic is not studied anew in the light of algebra and geometry; descriptive geography is not reviewed in the light of physical geography, botany, zoology, and geology; English grammar is not reviewed in the light of studies in Latin and Greek, or in philosophy and logic; nor the history of the United States seen in its relations to that of Great Britain and the Continental nations of Europe. But the teacher needs precisely this re-examination of all his elementary branches in their relations to the higher studies that furnish them their rules and laws.

It has happened that the American normal school has taken up just this work of review from the beginning, and has performed it well during the entire sixty years of its existence.

It has induced in the young men and women preparing for the work of teaching a habit of looking at the lower branches in the light of the higher branches from which they derive their principles. This we may call the method of construction; it takes up a branch of study and views it constructively-for to study arithmetic in the light of algebra and geometry is to study it constructively. Its rules are derived from algebraic formulæ and are to be demonstrated by algebraic processes. So the details of geography have their explanation in the formative processes that shape the land and water, all of which are treated in physical geography, and in the sciences of which it is a compendium. The higher the standard of preparation in the pupils who enter the normal school, the more profitable is this work of reviewing the lower branches in the light of the higher and thus studying them constructively.

A good teacher in any grade of work requires the reflective habit fully formed. The subject when first learned cannot be seen as derivative from still higher branches. Hence the average graduate of the high school who has not reviewed the elementary branches in the light of the high school course of study cannot teach them so well as the normal graduate who has applied the secondary course of study to the elementary course of study in a constructive manner.

The first learning of a subject is and must be largely a work of the memory. For how can the pupil know the derivation of an object until he has first formed some acquaintance with its

present state of existence? But the real knowing begins beyond the process of memorizing; it begins with reflection upon the data given and with the discovery of inter-relations and the process of derivation from higher sources.

The fact that the standard of admission by age into the normal school is higher by two years, three years, or even four years, makes a great difference in the work of studying branches constructively. Nothing is more important than age in the preparation of a reflective habit of mind.

Hence the normal school finds it possible to conduct all of its lessons with special attention to method. While the pupil of an elementary school learns a lesson in arithmetic, geography or grammar, only with the object in view of clearly understanding it, the normal-school pupil is always to think of the method of explaining this and making it clear to boys and girls.

He not only masters the branch of study as presented in the text-book or by the professor, but he studies critically the method of presentation of book and teacher and thus acquires a critical point of view.

The class work and recitations of the normal school therefore take the student by surprise at first. He supposed himself to understand already the simple branches-geography, grammar, arithmetic,-but he discovers now that there were a thousand phases of each lesson which he had not before noticed. He sees the importance of a full preparation on the part of the teacher if he is to be able to take advantage of the opportunities which the class exercise will give him to correct wrong views and bad methods of preparing the lesson.

He therefore studies his second lesson with many side questions in view. He improves from day to day, and in the course of a year he has formed a new ideal of the best method of study. He has passed from the method of following the lead of the text-book and committing it to memory to the better method of critical investigation. Formerly he would have been well satisfied with a pupil who repeated verbatim the words of the book and would have done little to probe the understanding. Now he would go directly behind the words of the book into the pupil's understanding and teach him how to think-how to investigate for himself. For the teacher has acquired in the normal the habit of comparing one statement with another and with the results of his actual experience. He penetrates the plan of construction of the book itself. This makes him a shining light for his pupils.

This view will explain to us the improvement that has come to our elementary schools from the multiplication of public normal schools.

The ordinary person sees results, but does not take note of the methods by which they are produced. Hence the teacher who has never received instruction in a normal school may happen to be a good teacher, but it is quite unusual for him to understand how he secures his own results; and he is not often able to profit by seeing the work of other good teachers. For he cannot readily see what method they use, not having acquired the habit of looking at methods. On the other hand the normal-school graduate can seldom visit a successful school without carrying away some new idea or at least some new device of method. Hence normal-school graduates continue to grow in professional skill for ten, twenty, or even thirty years, while it is said truly that the teachers not from normal schools usually reach their maximum skill in from three to five years. After that period degeneration is apt to set in because

of the fixation of method, in ruts-a mechanical habit grows on the teacher who does not readily see how his mannerisms look to other people. He becomes a pedagog in the bad sense of the word and is a living caricature of his profession.

Secondary education deals with a second order of facts as readily as elementary education deals with the first order. The second order of facts consists of a group of things and events systematically arranged so that each fact or event throws light on all the rest, and all the rest in turn explain it. Such a group is a science. The secondary pupil has for the predominating activity of his mind the connecting of facts and events into such scientific wholes, following the tradition left by investigators whose united labors have made these sciences and left them to the race.

Secondary instruction, properly so-called, lays stress on this scientific unity, which swallows up the many facts of its province much in the same way that the sea swallows up it waves. Secondary teachers deal with a tendency in their pupils to combine all primary facts into secondary facts or systems, they have to govern the spirit of their teachings by a still higher principle, and this is the unity of the sciences. We see that, as any given science is a second order of fact, so the unity of the sciences is itself a third order of fact.

This survey of the five steps or stages in education and their differences of method brings us to the further consideration of the new era that is now opening for normal schools; for it is evident that no longer can the teaching of teachers be limited to one method, that of the elementary school. It must rather be a comparative study as methods investigating the proper way of presenting a given branch to a pupil in any one of the five stages, and discussing the modifications needed to adapt the subject to any one of the other four stages. In the department of education of the university the students will be taught how to present a branch of study symbolically according to the method of the kindergarten; by typical facts as in the elementary school, scientifically as in the secondary school; comparatively as in the college; as a specialist would investigate it, in the post-graduate course.

The Philomathian Society.

Every living thing has its periods of growth and its periods of stand-still. The Philomathian society is a living thing and is no exception to the rule. It is now enjoying a growth which, if not checked until the end of this school year, will produce a bountiful supply of fruit next June.

The new year was begun with a rousing interest and this interest has developed into an enthusiasm that knows no check. The interesting and instructive programs, the bright and jolly recess-socials, the friendly and harmonious work of all members has proven the best medicine for the despondent one, and there are none of these persons among the Philomathians, notwithstanding the term's work has recently closed.

Once a week for three hours the Philomathians, forgetting psychology outlines, algebra tests, and Latin translations, are insensible to everything but what is going on within the walls of their hall. The music and recitations are of a high order, the debates never lacking in interest, and even the essays, which are usually considered dry, have been so carefully written and so well read that they are listened to with perfect attention. At the regular meeting, January 27, Mr. D. R. Read was unanimously nominated as one of the delegates to Iowa, and on the next day was elected by the Oratorical Association. Philomathians feel that they will be well represented at the inter-state meeting, and that Mr. Read and the delegates named from the Belles-Lettres and the Lyceum societies, will not allow the interests of the Kansas State Normal to be unsupported in the business meeting of the Inter-State Association. [Continued on page 79.]

Common School Music Course.

The following are some of the many helpful suggestions contained in Professor Boyles' lecture of January 18; also a list of books mentioned, which contain songs for use in the different years or grades:

Many regard music study with indifference because they are not taking lessons; thinking of it as cultivation of fingers or voice, "little realizing that the highest and truest studentship contemplates the cultivation of taste rather than technique; that the same refinement of culture and knowledge of principles that admit us to the enjoyment of poems, pictures and the beauties of nature, admit us also to the delights of music." To listen intelligently to music is an art, but an art that can be acquired by careful training.

We teach music in our public schools, not with the idea of creating skilled musicians, but for character and enjoyment; and by this means we can do much to make our children's lives happier and better. But in order to do this we must get more out of it than the ability to sing songs by note. Morals, truth, honesty and obedience are the sentiments of many a song that leaves impressions on the child's mind which can never be effaced. That which singing may do for our children and for the world is as important as that which is accomplished in other studies.

The first object in view should be to create and cultivate in the mind of the child a love for music; to develop first the emotional faculties, then the perceptive, both of which precede the development of the reasoning faculties; and the last, but not least, to stimulate patriotism and a love for our country, which will go far toward making our children good and loyal citizens. Dr. Winship has truly said: "It is far better to make a good man than a great one."

By judicious selection and proper use of rote songs, the hour for opening exercises may be made one of the most profitable of the day. Later, when the hour allotted to music in the program has arrived, the scale by rote, in connection with dictation work and some songs, should be sung. After the first six or eight weeks, the hour which has been used almost entirely for rote-singing should be devoted more and more to definite scale practice and note reading. Songs should be selected with reference to the time of year or the subjects being considered in other branches. Our patriotic airs and beautiful folk-songs should be carefully taught. These will interest the children, especially the boys, when other songs fail. Dictation exercises should be given, by means of manual signs, syllable names or scale names, the teacher describing tones desired and pupils singing or teacher singing and pupils reproducing them orally or in written exercises suited to the grade.

Any one of the books arranged to meet the demands for music in our common schools can be used as a basis of instruction, the one lately adopted by the Board of Regents for use in the Normal, "A Short Course in Music," published by the American Book Company; "The Common School Course," published by Silver, Burdette & Co.; or the "Common School Music Reader," published by Ginn & Company.

In all sight singing as well as dictation work and rote singing, individual effort should be encouraged, for only by so doing can the best results be obtained. The beating of time should be so manifested that the teacher may know at any moment whether the time element in all note reading and sight singing exercises is being correctly recognized and interpreted. The pitch pipe should be used to determine the key; also to see that in each exercise the pitch is maintained.

Songs for first and second year work may be selected from:

"Songs and Games for Little Ones,” published by Oliver Ditson & Co.; "Motion Songs," (Mabel Pray), published by D. C. Heath & Co.; "Stories and Songs," published by Oliver Ditson & Co.; "Twilight Songs," (Marchant), published by Novello; "Rhymes and Tunes," (Mrs. Osgood), published by Oliver Ditson & Co.

For third, fourth, and fifth years, suitable songs may be found in: "Reneck's Songs for Children," published by Saalfield, N. Y.; "Children's Souvenir Song Book," Tomlins; "Novello's Sacred Songs for Little Singers," Ward & Drummond, N. Y.; "St. Nicholas Songs," Century Company, N. Y.

For sixth, seventh, and eighth years: "Barcarolle," (by Caswell & Ryan), Ginn & Company; "Cecilian Series," Book IV, Silver Burdette & Co.; "Songs of Worship," (Pratt), Century Company. The "Coda," published by Ginn & Co., Chicago, and the "Beacon Series," by Silver, Burdette & Co., furnish supplementary music for almost any grade, occasion or combination of voices.

At the close of the lecture, the pupils of the model school (intermediate grades), under the direction of Miss Harris, sang the following program of rote songs, beautifully illustrating the points taken:

Principal Light graduated at the State Normal School of Kansas in the class of 1875; taught country schools two years; was principal, in succession, of the following city schools: Erie, Thayer, Osage Mission, and Chanute. He was called to each position with a positive increase in salary each time. His popularity in all of these places made him the logical candidate for county superintendent of Neosho county. He served four years in the last named position and was again chosen superintendent of the schools of Chanute where he served six years. He was then elected superintendent of the schools of Neodesha, serving two years in that city.

On the election of Professor Wooster to a position in a Dakota Normal School, he was appointed his successor as superintendent of the educational exhibit at the World's Fair, which position he filled with satisfaction to all interested. He took a special course in philosophy and pedagogy in New York University, completing the course for the doctor's degree. He afterwards served two years as teacher of pedagogy in the Kansas Normal College at Fort Scott, from which position, in 1896, he was called to the principalship of the Normal School of New Mexico, located at Silver City.

In addition to his regular work as teacher and superintendent, Principal Light has instructed and conducted nearly thirty institutes in Kansas and in New Mexico. This work has done much towards fitting him for the position he now occupies. He is the author of an elementary text on psychology and of a course of study for city and country schools of New Mexico. He has contributed a variety of articles for the educational magazines.

Principal Light is in the prime of life and is a magnetic and effective teacher. His influence over students and teachers is always for better things. Probably few men have succeeded so well in making teachers see the relation of psychology to instruction. Since he entered upon his work at Silver City the school has not only increased in numbers, but also in usefulness and in the confidence of the people thorughout the territory. The reorganization of the course of study has given it more specific professional character with consequent increase in efficiency. Principal Light is not only a good thinker, but is also an attractive and forceful speaker. He wastes few words and usually sticks close to his text.