the necessity of beginning a library for themselves; but there can be no question as to the duty of filling the child-study alcoves with whatever will help to the thorough understanding of the processes of human development, and in sufficient quantities so that each pupil teacher may work unhampered. It is interesting to watch the student go from the text-book on the Study of the Child to the well-filled shelves in the pedagogical department of the library; from there to the cases of general literature for the books in which child life figures; from there to the cases devoted to juvenile literature, where he may satisfy himself as to what a child should read; and then to the child himself. Two incidents have come under my own observation during the preparation of this report. Some young men were playing games with a group of little children at twilight, when a teacher passed by, saying: "What a merry time you children are having!" One of the young men promptly answered: "We are studying the children without their knowing it." Another day a thoughtful young man who had always seemed more interested in books and facts and things than in human life, said: "I am longing to enter the professional year. I want to begin the study of the child. I cannot pass one on the street without saying to myself, 'Little mystery, I wish I understood you!'" These are evidences of the growing interest in child study where a library creates a desire for the study. Finally, is it too much to say that professional training of teachers has reached that period in its development where the library must be one of the chief factors in the training of pupil teachers; that the instructor, worthy of the chair he occupies, must not only be familiar with the books and service of his own department, but familiar as well with whatever the pupil teacher must use along kindred lines in his own schoolroom, and be able to help to correlate the work of his own department, with that which the pupil is deriving from every other department as well; that the librarian must be a member of the faculty, as much as the teacher of mathematics or psychology, in order to understand the curriculum and be able to supplement class-room instruction with library investigation? Is it too much to say that we cannot hope to make pupil teachers intelligent readers of books, able to grasp the content of paragraph and chapter, estimate them at their true value and correlate them with knowledge previously acquired, unless we release them from the old-time enslavement to text-books and grant them the freedom of the modern library? Is it too much to say that the library is not now holding its true place in the training of pupil teachers? Is not Carlyle right when he says, "The true university in these days is a collection of books;" and may I not add that the ideal normal school is to regard text-books as mere signboards, teachers only as wise guides; while the library and training school are the true realm where the pupil of today, through a process of evolution, is to become the teacher of tomorrow? M'LOUISE JONES. A Rocky Mountain Experience. And the mountains are still here, so you can come and have a like experience if you wish. Had not the tale so often been told I would describe the Royal Gorge in the Grand Canon of the Arkansas; the ride over Marshal Pass, with its snow banks higher than the cars; the Black Canon of the Gunnison, where the engineer can seldom see the length of his train ahead, and the Box Canon of the Uncompahgree. But being personally acquainted with many of the readers of the MONTHLY, I judge that a little experience in mountain-climbing will not be without interest. Allow me to remark by way of preface that, having surveyed in the Rockies for the past five or six years, climbing has become kind of second nature to me. I left Ouray at six-thirty on the morning of April 3. Thus far the journey had been on the train, and the expectation was to go from Ouray on the stage. But the fact is, the stages do not run until about the first of June, and so the best thing under the circumstances was to go afoot. The distance to the mine is fourteen miles. This does not sound very far, neither does it look far on the map. I expected to arrive at the mine in time for dinner. The first three miles went nicely. Then the snow began to get deeper, and a storm came on. The higher I climbed the faster it snowed, and near the head of the canon the wind commenced to strike sharply. By this time I had made between five and six miles and had climbed about two thousand feet. When you try to think of climbing "2000" feet, do not think of a 2 with three nothings following, but use the Roman notation and think of two M's, which, in mountain mathematics, stand for much, mucher. In places it was a sheer fall of a hundred feet from the trail to the river below. Twice I slipped from the trail, but fortunately at points where there was little danger. In places the trail on the higher land was entirely obscure. It soon stormed furiously. Sharp, cutting snow whirled and eddied across the trail. A fierce, merciless wind swept the narrow valley and rushed howling on across the mountains. Earlier in the season bushes had been stuck in the snow on the side of the trail. These were of great assistance, as the trail could no longer be seen. I could tell when I got off of it only by the difference in feeling between the new and the old snow. Whenever I missed the trail I would turn at right angles and go back and forth until my feet again discovered it. Miles seemed long-interminable as the white mantle of snow covering the wild landscape all around. As the readers of the MONTHLY peruse this sketch, it will no doubt be hard to realize the severity of the weather, and the fatigue of mountain climbing in the snow. Sitting on the shady side of, the house on a balmy day in May, it seems impossible that a month later-at the time I write-there is five feet of snow not a quarter of a mile up the mountain side from the mine. Fortunately the fury of the storm spent itself in about an hour. After I passed Ironton it increased again, but did not become so violent. Ironton was once a flourishing mining camp and the terminus of the Silverton railroad. It has since been abandoned. The "slump" in silver caused its desertion. I could occasionally see the tops of posts, indicating that there were fences below. The higher I climbed the deeper the snow became. The walking from Ironton to Guston, another deserted mining camp, was very bad. I lost the trail frequently. Once it took me not less than ten minutes to find it again. I do not remember a more discouraging climb than was that two miles. With the best that I could do it took me just an hour and a half to make it-two miles horizontally and a thousand feet vertically. At times I felt like giving up and letting the storm work its own wild will; but I knew if I sat down I might never rise again, and so I struggled forward- ever onward, ever upward. A weary mile and a half brought me to the summit of the pass-five hundred feet above the mine. I was then eleven thousand feet above the sea, almost up to timber line. Was I tired when I reached my destination? Every muscle seemed disinclined to move. I had been climbing for six and a half hours without rest. J. B. BALCOMB, '99. '98. J. Franklin Smith is principal of the Quenemo schools. "A man who does not learn to live while he is getting a living, is a poorer man after his wealth is won than he was before."-Holland. The Lesson of the Barber. As he finished brushing my hair, my barber friend said to me: "There! You never had a better cut than that even for the thirty-five cents you paid the other day in Denver. Competition here compels me to do it now for fifteen cents, but I cut it just as well as I did when I received thirty-five cents for it. Some barbers say they manage it by giving a fifteen cent cut, but I cannot afford to do that. Its effect on me would soon be to make me a secondclass barber and I have too much pride for that, to say nothing of my conscience." This reactive effect on the self is usually forgotten by all classes of people, not omitting the schoolmasters when they are content to give cheap work for low pay. They are not only wasting their opportunities and ruining their reputations, but they are also destroying their power to do first-class work when they wish to do it. We Learn by Learning. That is by keeping at it. This is not tautology. There is no other way to do it. I have a lady friend who is regarded as one of the best musicians in the West and I find that she must have put nearly ten thousand hours at her piano in practice before she felt willing to undertake a very difficult piece of music on her own responsibility. She would spend the best practice hours for months on a selection before she would consent to play it in public and then her auditors found little to condemn and much to praise. This is the secret of true learning and yet how many of us are trying to learn in a very superficial, hasty way, giving little time, care, strength or method to the process. When we persistently strive to learn everything we undertake thoroughly well, the reaction upon the self becomes marked and wholesome, increasing one's skill and speed with each succeeding effort. No man became a great scholar who minimized the importance of the act of learning. Ability to learn comes by learning. ever Jack's Trades Union. Jack came to town to get work and in an innocent way did so fine a job of mowing and trimming a lady's yard that several neighbors came to him to have their lawns mowed. They all said that he did so many things that other laborers overlooked. He soon had more than he could do and ere long was able to buy a little truck farm for himself. He raised more potatoes to the acre than the other farmers and his customers insisted that they were better. He seldom failed to sell a truck wagon full on every trip. He was liberal in measuring everything. His biographer says that he always rounded up the half bushel and then put still a few more potatoes on top, often saying to himself: "They don't cost much and it helps trade!" He had many requests to join trades unions, but always insisted that the trades union between himself and his customers was good enough for him. Jack's theory and Jack's practice reveal the secret of the success of many people, teachers not excepted. We are too particular about the letter of the contract and stroke the half bushel every time. Let us rather imitate Jack, doing everything a little better and working a little longer than was expected. It does not cost much and it helps trade! The Conch Shell. What a beantiful fiction this, that the soft murmur of the conch shell as I put it to my ear, is the tale which the sea long ago poured into its chambers-a tale told to it in whispers and anon with the voice of the mighty tem pest, the tumultuous churning of the contending waters, the deafening crash of wild thunders, the blinding sprangles of the livid lightning, the despairing cries of drowning seamen, the pitiful wail of the victims of the deep sea monsters-and yet all now issuing forth again from the labyrinths of the shell as a hushed lullaby, its discords and mad passions all gone, gratefully sweet and soothing. So the struggles and discords of life, the tempests, the disappointments, the shocking tragedies, the bitter sorrows, even the thrilling victories, gradually lose their sharp lines under time's tempering touch, mellowing to a harmony with the key to which each life is set. Few professions are set to a nobler key than ours; few persons in any profession enjoy the consolations of a well spent life more than the true teacher. The memories of the long gone years, years of conflict, of tension, of anxiety, of lack of appreciation, of self-denial, of sacrifice, of heart-aches, of betrayal of trusts, of defeat in cherished plans, return again in the mellow years purified and chastened by the one consuming motive of life, service. The pleasures of imagination, however dear to youth, are far less satisfying than the pleasures of a memory thus refined and hallowed. ** ** Needed Encouragement. A young man, "who ought to have known better", was frequently offending and had been repeatedly reprimanded. One day he protested that he was not getting the treatment he needed. He said, "I need encouragement, not scolding." Then he told his story and it was sad enough for tears. The indignation and impatience of the teacher at once subsided and deep sympathy took their place. He learned more about human nature in that passionate apology and appeal than he had learned before in a dozen years. He saw how often he had driven pupils from him who were longing for the very friendship and encouragement which he was able to give, and what a grievous wrong he had done his own better nature in shutting himself up in his self-sufficient shell and blindly ignoring the simple laws controlling the development of ideals of human conduct. Humor in the Recitation. I remember it well. One of the young men in our class was being slowly driven to the corner by the interrogations of our merciless president, and manifested his distress in such ludicrous ways to my seat mate and myself that twice we were forced to smile, the last time broad enough to attract the attention of the president himself. He had suppressed the class the first time by a withering look, but now he read the riot act in tones that had but one meaning. Though a very learned man and generally regarded as a man of good judgment, he lacked the power to discriminate between a healthy, innocent bit of merriment and that born of irreverence, disrespect or ridicule. Anything of a humorous nature seemed to him to disturb the train of thought he was trying to develop and to be beneath the dignity of self-respecting students. How droll and dreary many of his recitations were! It grieves me that the only thing in my work with him standing out clearly in memory tonight, is the little episode above mentioned, and yet I am not disposed to blame myself much. My lessons were usually well prepared and I enjoyed their study, but the utter humdrum of the recitation, the keen consciousness of the fact that a smile was "out of order, young gentlemen," the sphinx like expression of the occupant of the Chair, and the nervousness induced by the fear of some little indiscretion in act or language, combined to suppress the interest already aroused and to rob study of its best fruitage. It is an easy thing for a teacher to destroy a recitation by too much levity, and this extreme is as reprehensible as the other, but the proper mean is certainly not difficult to find. THE College of Emporia recently received information that Andrew Carnegie, the great iron king, had decided to erect a new library building for the College in memory of his old friend and benefactor, General Anderson. It appears that at one time, General Anderson was superintendent of a Pennsylvania railway and that he had given a young man, Andrew Carnegie, employment. He had also offered him and the other employes of the road, the free use of the small library which he possessed at that time. After General Anderson came to Kansas he made large additions to his library and several years ago donated it to the College. In it are supposed to be many books which young Carnegie read during those early years. Mr. Carnegie is now one of the wealthiest men in the world, and his esteem for his old employer expresses itself in this graceful tribute to his memory. We join heartily in extending warm congratulations to our College friends, and hope that this may be but the first of a series of large donations that may come from its friends in different parts of the country. THE sad announcement of the accidental death of Prof. W. A. Snow, by drowning in the Bay at San Francisco as the Twentieth Kansas was anchoring, cast a gloom over the entire state. Professor Snow had served for some time as a member of the faculty of Leland Stanford, Jr., University, but for two years past had been serving as a reporter on the San Francisco Chronicle. In that field he had already earned an enviable reputation and was one of the most popular young men on the Pacific coast. Though every effort was made to recover the body, the Chancellor himself going to San Francisco to superintend the search, at last accounts it had not been found. It is unnecessary to say that the sympathy of the profession in Kansas is deep and heartfelt for the Chancellor and the other members of the bereaved family. SEVERAL of the Thanksgiving Teachers' Associations are to be heartily congratulated on securing Dr. A. E. Winship, editor of the Journal of Education, Boston, for lectures. He will speak at Iola on Thursday evening, at Lawrence on Friday evening, and at Manhattan on Saturday morning. Dr. Winship is one of the most eloquent speakers and writers in the educational field to-day, and his coming means much for our public schools. While in the State, he will examine the school systems in several of our cities and will also speak at the State Normal School, at Leavenworth, before the teachers of the two Kansas Citys, at Wichita, and probably one or two other places. We are in receipt of the Modernograph, published at Denver, Colorado, which contains a complimentary sketch of C. J. Munz, who is now chancellor of the Denver Lodge No. 1, of The Moderns. Mr. Munz is associated with one of the most prominent lawyers of Colorado, Hon. J. T. Bottom. TWICE, during the Y. W. C. A. convention, were our boxes filled to overflowing by delegates, who were taken through the building after chapel exercises. We are always pleased when these expressions of widespread interest in the Kansas State Normal School come to us in this way. Miss Conde, the college secretary of the American committee, conducted devotional exercises, and gave a short talk in which she told of the thousands of students in all parts of the world who are working to make the power of God vital in their own lives. Mr. Baird, state secretary of the Y. M. C. A., was also among our visitors last month. PRESIDENT TAYLOR's normal training class in the Congregational Sunday school, is making an exhaustive and practical study of the organization and management of the Sunday school. His book, "The Church at Work in the Sunday School," is used as a guide. President Taylor believes that the successful management of a Sunday school calls for the same common sense, the same business qualifications, and the same executive ability as does the successful management of any secular business. He believes also that the ideal Sunday school worker is made; hence, his untiring efforts in behalf of the members of his class. WHILE in Colorado last summer, President Taylor lectured before the Texas-Colorado Chautauqua at Boulder, and also before the County Teachers' Association at Denver. At the former place he met quite a delegation of State Normal School people, among them being Mrs. Eva Coulter Tanner, R. O. Stearns, G. A. Hall, and Ada and Carrie Hall. At Denver the delegation was even larger, among them being A. M. Parsons, J. C. Kenwell, Mrs. Florence M. Stote and Cora Glasco. PRESIDENT JOHN W. COOK, after thirty-eight years of service in the Illinois State Normal University, this year took the presidency of the new State Normal School at De Kalb, Ill. He is succeeded at the Normal University by Arnold Tompkins, professor of paidology in the University of Illinois. Professor McMurry has followed President Cook to De Kalb, and Prof. J. J. Wilkinson has succeeded Professor McMurry at the Normal University. THE first week's enrollment at Friends' University, Wichita, is nearly three times what it was last year. This with the many improvements and attractions coupled with much enthusiasm of the students is very encouraging; and when we remember that to care for the heavy corn crop must necessarily keep many of the boys especially at home during the first term, we can easily expect a large increase and a promising second year for the University.—Ex. NEW members are coming into the battalion at every drill. Lieut. A. R. Jones has been promoted to the captaincy. Most of the drill has involved only the more simple movements, but as these are replaced by new exercises the work grows more interesting. Our bugler and drummer are improving rapidly. In a short time they will be able to make the echoes near the Normal resound with all the calls from taps to reveille. PRESIDENT TAYLOR is under great obligations to Lieut. J. Q. Tefft, Company E, Twentieth Kansas, for a handsome ebony cane presented on the return of the latter from Manila. The cane was carved by a native Filipino and is of very unique design. The Lieutenant also gave the President two Filipino hats that are much prized by him. THE new Montgomery county high school was opened on September 4. The enrollment reached nearly two hundred, of which number about one-half came from the country districts. S. M. Nees, recently superintendent of the Independence schools, is principal. The Return of the Twentieth Kansas. The return of the Twentieth Kansas was celebrated by appropriate exercises in Albert Taylor hall. The program consisted of patriotic songs by the Orpheus club and the school, the reading of a tribute to General Funston by Mrs. Picken, and a short but rousing address by C. B. Graves. The Normal salute to the flag, the Normal yell, the Kansas University yell, and a Funston yell were given with vim by the whole school. At 9:20 the exercises closed, and the students, led by President Taylor and Judge Graves, marched in double file down Commercial street to Fourth avenue, then west to the station. Songs and yells along the line attested the enthusiasm of the students and their desire to welcome home those of their number who have served under their country's flag with so much honor to themselves and to their state. Almost before the last Normalite reached the station the first section came in. Three thousand people welcomed them with cheers and songs and yells. General Funston and his wife were in the last car. Many crowded round and shook hands with them. Professor Wilkinson entered the car and induced General Funston to come out to make a speech, but no sooner had he left the car than the crowd surged around him so madly that he felt his life was endangered and asked to be taken back. A little later, President Taylor succeeded in rescuing him from the throng that seemed bent upon wringing off his hands, and carried him to a farm wagon where he gave a short talk. Few could hear what he said but all could see the modest, unassuming manner and recognize it as genuine, and the applause that followed was for Funston, the man. The Normal boys came in on the second section which arrived about 12:40. Lieutenant Tefft proved that old school memories were still dear to him and that he thought of us while on the other side of the globe, by presenting a beautiful ebony cane and two native Filipino hats to President Taylor. The hats were captured in battle. He also proved his loyalty to the Philomathian society by presenting it with a gavel made from the main-mast of one of the Spanish warships sent to the bottom by Dewey. The third section, which came in at 1:30, and the fourth section which came in ten minutes later, received warm welcomes and hearty hand-shakings, though the crowd had become much smaller. The excellent health of the men gave an added joy to the home-coming. "What's the matter with the Twentieth?” Hoo-rah! Hoo-rah! Who's in the swim? Funston! Funston! Zip! Boom! Bim! It is whispered that one of the faculty "singles" lost a cap carnival night. He was just telling a lady how he had worn the cap in his travels till it seemed to share his joys and sorrows, when the cap vanished, and—there was nothing left to live for! THE Philomathian society is the recipient of a handsome president's gavel, made from the mast of Admiral Montejo's flag ship, the "Reina Christina." It was presented by Lieutenant Tefft, Company E, Twentieth Kansas, and is most highly prized by the society. THE oratorical contest has been postponed until January 12, 1900. This will give the orators a little more time for preparation. As the Inter-Normal League contest does not occur until May, the local oratorical contest will, after this year, occur on the first Friday evening of the second term, which will usually be the first Friday evening in February. In order to make room for this contest, the March contest in debate and dramatic art will, after this year, take place on Wednesday evening of the week preceding the holiday vacation. AFTER November 13th devotional exercises will be held at the end of the first hour. This change has been contemplated for some time, and it is believed that it will prove eminently satisfactory to faculty and students. THE Normal School Museum has again been remembered by a friend of the institution. Mr. Lyman O. Perley, a former Normal student and Emporia boy, has donated to the museum his fine cabinet of minerals and fossils. Some ten years ago, Mr. Perley, with several other rivals in collecting, searched Lyon county from boundary to boundary for specimens; and these, together with gold, silver, lead, copper and zinc ores from Colorado, Kansas, Arizona and Lake Superior, compose his gift to the Normal. The donation includes over a thousand specimens. DOCTOR IDEN'S Young Men's Bible class meets every Sunday evening from 7:30 to 8:30 in the Western Musical Conservatory, on Commercial street. The class is open to all young men. We quote from the letter sent out by Mr. Iden to the young men of the community: "Our object is to spend a pleasant and profitable hour together once a week in studying the Bible in a most simple and practical way. We shall endeavor to study it in relation to life-the life of the individual, the present day life, the life of young men. We shall hope to know much more about the Bible, as a book, when our study is finished, but our most anxious desire is that we shall know more about life-how to spend it here to the glory of God, to the good of others, and our own highest joy. Το know how to live is worth more than all other knowledge, and there is no guide to right life and character comparable with the Bible. What are the strong, the enduring things? shall we attain them? What shall we be? When these questions are settled we shall hardly need to ask, What shall we do? Conduct does not make character so much as it shows character." Only eternity can measure the good that comes to the young men who attend these meetings. * How THE tenth week of school was crowded full of interesting things. On Tuesday evening the first entertainment in the Normal course was given by the Ottumwas (male quartet), assisted by Miss Zuleine Balkcom, (elocutionist). All the numbers on the program were good, but to many the treat of the evening was the exquisite rendering of "Rocked in the Cradle of the Deep," by the basso, Geo. H. Iott. Wednesday morning, Professor Iden delivered his lecture on "The Relation of Scientists to Religion." It is the product of years of thoughtful reading and of careful preparation, and is one of the most helpful lectures that could be given to a body of students. On Thursday evening, W. J. Howells took us into his confidence and told us how to write novels. His lecture was full of suggestiveness for those who can appreciate a good novel and for those who hope some day to find a medium through which they can express themselves. His visit was an inspiration to us. The week was rounded out perfectly by the recital given by the music department on the evening of November 11. The work of this department is a source of pride to the institution. Music is the language of the emotions. In no other way can the teacher reach her pupils so well as through its influence. Music appeals to all that is highest and best in the child. We hope, through the work of this department to be able to convince the teachers of the state, and through them, the people of the state, that a school without music is a reproach to the community. IF WISHING WERE HAVING. Hey, little lassies with eyes of blue, And brave little laddies with eyes of brown! What if a fairy should come to you And show the Would you drop your dolly and leave your ball, Tell me, oh women with wistful eyes, And men who plod on life's toilsome way, Should grant the wish of your heart to day? Would you leave the crowded city mart, And eyes unclouded by grief or shame? A Reform in Spelling. No one questions the desirability of having an orthography in which the letters represent by their more obvious powers the sounds of the spoken words. All desire a spelling that is phonetic, especially when learning, or teaching others to spell, and condemn heartily the barbarous spelling required by custom. But when methods of reform of this unphonetic spelling are advocated, only a very small minority are ready to agree on the same method and to practice it. Two or three years ago the Department of Superintendence of the National Educational Association and later the General Association adopted a very mild resolution advocating a change in the mode of spelling certain English words. A cry of remonstrance at once arose from a number of ancient schoolmasters who seemed to feel that they would be personally injured should the proposed reform of our spelling be put into practice. Some were so much aggrieved that the Association passed a resolution last summer providing that the papers read by these remonstrant schoolmasters might be printed with the words spelled with all the useless letters sanctioned by common usage. This is the substance and not the wording of the resolution. Why any one should refuse to adopt and practice any reform, however slight, in the spelling of English words, was a puzzle to me till I remembered that the deformed or sickly child, to whom most attention has been given by its parents, is most dearly loved; and that the prodigal, spendthrift son has the warmest place in his mother's heart, though that heart has throbbed almost daily with anxiety for the wayward child. Our spelling, without uniform rule or system, has brought distress so frequently to every rationally constructed mind, while trying to master and practice it, that one can not help regarding his correctly spelled manuscript with feelings of pride and pleasure; and, when one has mastered the spelling in two such languages as Russian and English, or Highland Scotch and English, hardly life itself would be too dear to give in defense of such a conquest. It is the same feeling, the love of what we have mastered and long practiced, that prevents the adoption of the metric system in place of our cumbersome tables of weights and measures. In spite of the fact that the months spent on our tables of weights and measures bring no corresponding educational development, but, on the contrary, develop skill in doing things unsystematically, we cling to the old tables, permitting no unhallowed hand to throw them into the rubbish heap of abandoned habits where they belong. The mastery of English spelling costs, at the least estimate, one and one-half years of the school-life of every pupil who has completed the graded, high and normal school courses of study. Assuming that the time spent in preparation of the spelling lesson equals the time in recitation, an equivalent of one hundred seventy-four school days, during eight years of nine months each, is used by the pupils of the city schools of Kansas trying to master spelling; and yet half of them can not write a correctly spelled business letter without a dictionary at the elbow. Though the older teachers may not wish to blot out the year and a half of their lives which they spent in learning to spell, is it too much to ask, in the interest of innocent childhood, that they unite on some simple and obvious method of reform of English spelling and permit their pupils to use it? The National Educational Association adopted but a single rule, in substance the one given first below, and may we not call upon all active schoolmasters to come to its defense, and also to use the three others suggested by the writer? In their own manuscripts they can do as the writer has done, use the spelling they were taught in childhood, but, in their schoolrooms, permit their pupils to spell phonetically. Rule 1. All silent and useless letters should be omitted. Examples: Program, tho, altho, thoro, thorofare, thru, thruout, catalog, demagog, prolog, decalog, and pedagog. Remark: We have already done this in axe, plough, labour, phaenogamous and etiquette, and no serious harm has resulted. Nife and many other words might be added to the above list. Rule 2. All letters shall he used to represent those sounds which obviously belong to them. Examples: Kat, korn, kave, waz, rugz, and sinjing (singe ing). THERE will be seven great educational meetings at Thanksgiving. The Northwest Kansas Association will meet at Colby. H. J. Lambert, Codell, is president; W. H. Lyon, Smith Center, chairman executive committee. The North-Central Kansas meets at Manhattan. Miss Lucy Howard, superintendent of Republic county, is president; Supt. C. G. Swingle, Riley county, chairman executive committee. The Northwestern Kansas meets at Lawrence. Supt. C. V. Norman, of Doniphan county, is president. The Central Kansas meets at Hutchinson. Supt. F. C. Jacoby, of Lyons, is president; Supt. I. L. Dayhoff, Hutchinson, chairman executive committee. The Southwestern meets at Wichita. Prin. T. W. Butcher, of Sumner county high school, is president. The Southwestern Kansas meets at Pittsburg. Supt. R. S. Russ, of Pittsburg, is president. The Western Kansas Educational Association will meet at Tribune. Supt. H. S. Rector, of Scott, is president. |