Make six

15 (6) Fold a diameter in an orange square. folds parallel to the first diameter. Form the same number of folds at right angles to the first set, thus making sixty-four quarter-inch squares. Draw a symmetrical design by tracing over the creases.

(6 (a) Model a square prism and bisect across corners forming a triangular prism.

16 (6) Lay orange sticks to illustrate alternation.

17 (a) Model square prismatic object.

17 (6) Fold a diagonal in a yellow square and also seven creases parallel to it. Fold a set at right angles to the first. Draw symmetrical design on creases.

18 (a) Model a triangular prismatic object.

18 (b) Form with three yellow sticks a flag. Model a cylinder and bisect it.

19 (a)

19 (6) Draw the diameters and diagonals on the back of a blue square. Connect the end of the diameters in such a way as to form a square. Cut on the lines with scissors making sixteen right-angled triangles.

20 (a) Model hemi-cylindrical object.

20 (6) Make two borders using eight triangles of lesson 19 (b) and blue sticks. These may be mounted.

21 (a) Model a hemi-cylindrical object.

21 (b) Draw on back of blue square two sets of parallel lines at right angles to each other, forming sixteen one-inch squares. Cut with scissors.

22 (a)

Model cylinder with rounded ends. Bisect it. Arrange seven squares of lesson 21 (b) in borders. Model hemi-cylindrical object.

23 (b)

Make a design of blue triangles [of lesson 19 (b)] and blue squares [of lesson 21 (b)].

Copyright, 1900, by Frederick B. Abbott,

Grammar as "She is to be Taught."

Our old friend, Professor Umholtz, amused the Edmund, Oklahoma, Normal School people the other day by the following remarks on the "Grammar of Life." His many Kansas friends will recognize some things that will call up happy remembrances of school and institute days in which the Professor was a prominent factor.

"Shakespeare said: 'All the world is a stage, and the men and the women are the players.' But as I look upon this same world, it looks to me as if all the world is a grammar, and the men, women and children are the elements of syntax. These elements are divided into two classes: principal and subordinate. Parents are the principal elements; children are the subordinate elements-sometimes insubordinate.

The principal elements are divided into two classes: Subjects and predicates. Husbands are the subjects, because they are subject to the requests, orders, commands and demands of their respective predicates. Wives are the predicates, because they predicate what their respective subjects shall do, what they shall say, where they shall go, and what time of night they

shall return.

Subjects are nouns. These said nouns are divided into three classes: Proper, improper and abstract. Proper nouns are those that are beautifully, delightfully, sweetly and meekly submissive to their respective predicates. They can usually be recognized from one or the other of two characteristics, viz: From the fact that the raven locks have turned silvery gray at an early day in connubial subjectiveness; and also from the fact that baldness is present or coming. These nouns are all in the case absolute, submissive absolute.

Grass-widowers are improper nouns, because they are in rebellion against the state of submission. They are always in the objective case.

Divorced husbands are abstract nouns, because they are absolved from all allegiance to their former government. They are, (for a short time, usually,) in the independent case.

Predicates are verbs. These verbs all have voice-active voice. The Greek woman had middle voice; but in our day women seem to have an active voice on either side of the orbicularis oris. These predicates are in the passive voice, only when they are asleep and not dreaming. They are always in the imperative mood, naturally so. Grass-widows, however, are infinitives, because their subjects are in the accusative case. These verbs are said to agree with their subjects in person and number. (In Utah they seem to agree with them rather numerously.)

Teachers are personal pronouns because they stand in the place of nouns. Their chief function is to govern subordinate and insubordinate elements. Mothers-in-law are relative pronouns, because they often relate to certain antecedents in such a way as to be followed by serious consequences. Case is interminate.

Lovers are interrogative pronouns, and are looking forward to that all-important question. Their case, when they are at school, is hopeless.

Probate judges and ministers of the gospel, are conjunctions -copulative conjunctions, because they serve to unite subject and predicate into one sentence.

District court judges, (in Oklahoma), however, are disjunctive conjunctions, and serve to disunite; thus often correcting errors in false syntax.

Cousins-first, second, third, fourth, and so on down to, and including the number forty-two, are prepositions because they always aim to show the relationship that exists between themselves and their ancestry, however remote-often tracing it back to the Northmen or some other famous sea-robbers. It is said that some have traced their ancestry back as far, even, as the orang-outang period.

Dudes are interjections; they seem to have no grammatical relation with the other elements of syntax; they have great facility in expressing sudden surprise or emotion. Dudines are exclamation points, for they always follow interjections. The subordinate elements of syntax are adjectives and adverbs. Boys are adjectives, and are usually demonstrative or distributive widely distributive when they are wanted to do errands.

Girls are adverbs, generally adverbs of manner. Most adverbs are, however, modified; then they become predicates. Old maids are also adverbs-adverbs of time, and usually remain unmodified.

The Literati Society.

The month of January has been one of strict attention to the true aim of a literary society. The first meeting was a closed meeting at which Miss Jones gave one of her soul-inspiring talks. Of the program of this meeting, the oration by R. R. Grant deserves special mention, as do the essays of Julia Sprague and Grace Holloway. At the second meeting the new officers were installed: Mr. Stein, president; Mr. Thayer, vice president; Mr. Hartsock, secretary; Ira Masters and George Dyer, sergeants-at-arms; E. B. Gift, chorister. The third meeting of the month was characterized by an unusually strong debate by the older boys of the society. The question was, "Resolved, That the censorship of the press is justifiable in time of war." The fourth meeting was one that exemplifies the real spirit of the Literati society when an important issue confronts it. Almost every member was there with firm convictions as to the best good of the society. The Literati never makes a mistake when it comes to electing June debaters and in this regard this year is no exception. Messrs. Gift and Thayer were almost unanimously elected to represent the society in this all-important contest. Mr. Gift is an excellent representative of the work of the K. S. N. S., and Mr. Thayer is a graduate of the Ottawa University of Ottawa. He represented that school in the state oratorical contest in '96. With these two estimable young men the Literati society expects to continue its unrivaled record in debate.

The Belles-Lettres Society.

The opening month of the new year has passed away with more than usual prosperity to the Belles-Lettres society. Many new students have enrolled with us and are taking active part in the programs.

At the last meeting in January, an excellent program was rendered. Among the numbers appearing on the program were recitations by Mr. McGinnis, Mr. McClure and Mr. Moser. Miss Moore gave a very pleasing reading from the "Court of Boyville." Essays were read by Mr. Bryant, Mr. L. S. Weatherby, Miss Howell and Miss Marsh. The music for the evening consisted of a vocal solo by Miss Francisco and a selection by the Belles-Lettres quartet. On February 2, the society was favored by a strong debate. The question, "Resolved, That the execution of John Brown was not justifiable," was affirmed by Messrs. Reyburn and Haynes and denied by Messrs. Mossman and Schlingloff. Among other good things appearing on the program we notice orations by Mr. Parker and Miss Jeffries, essay by Mr. Young, duet by Misses Palmer and Hoffer, solo by Mr. Powell, recitations by Miss Challender, Miss Hall and Mr. Hill and music by Belles-Lettres quartet.

A special invitation is extended to all new students. Come, we will make you at home.

SUMMER TERM AT THE STATE NORMAL SCHOOL.

Tenth Annual Session, June 7 to August 8, Inclusive. Nine Weeks.

All of the departments except physical training will be represented and classes will be formed in every subject in the course of study offered by the School. This summer term has proved a great boon to teachers who wish to advance themselves in their profession and yet do not feel financially able to give up teaching and attend during the regular school year. Many graduates of this and other institutions of learning find this a rare opportunity to take up professional or other advanced studies.

Expenses. As the Legislature makes no appropriation for a summer term, it is maintained by fees. The fee for the nine weeks' session has been fixed at $13 for two or more subjects, or $10 for one subject. Of the fee named, $3 is required for enrollment, the balance being designated as a tuition fee. Students entering for less time than the full term will pay the enrollment fee of $3 and a tuition fee of $1 per week for one subject, or $1.50 per week for two or more.

In case of protracted absence on account of sickness or other cause satisfactory to the Faculty, the fee for the part of the term in actual attendance will be reckoned in the same manner as for students entering late and the unused balance refunded, but in no case will the enrollment fee or the fee for a fraction of a week be refunded.

Pleasant accommodations within easy reach of the building can be secured at very low rates. Rooms in private families rent for from $3 to $6 per month. Meals in clubs or private families range from $1.75 to $2 per week. Rooms and meals in private families range from $2.35 to $3.25 per week. Students may rest assured that the same kind of accommodations can be secured here at as little expense as elsewhere. No other city in the state has such complete facilities for boarding and rooming. During the year it is sufficient to accommodate two thousand students. It is not advisable to engage board and room before coming, as a personal choice of these always gives the best satisfaction.

Many former students usually summer here, claiming that

they can live in Emporia cheaper and more comfortably than elsewhere.

Books.-The books used are practically those given in the Normal catalogue. Second-hand copies of these books are abundant at the stores. Students will find it worth while to bring any text books they may have on the subjects they wish to study.

Conditions of Admission.-The general rules for admission to the Normal department govern for the summer term, though students meeting the entrance requirements are permitted to select subjects in any part of the course without restriction. As each subject is completed in the term, however, no student is permitted to take more than two of the regular half year subjects listed in the catalogue, or four one-fourth year subjects or their equivalent, without formal consent of the Faculty.

Sub-normal and preparatory classes are organized for the benefit of those who are unable to meet the entrance requirements and who may wish a review of the elements of the common branches. These classes are under the general supervision of the Director in Training and teachers from the senior class who may wish to complete their practice teaching, will be assigned to conduct them. The tuition fee for these classes will be $3 enrollment and $1 for each study taken.

Children from the city and vicinity are admitted to the kindergarten and primary classes in charge of Miss Morgan. These classes will recite from 8 to 10:30 a. m. Fee, $5, $3 of which will be refunded if the child attends full time; othewise no part of it will be refunded except in case of protracted sick

ness.

Class Records.-The regular rules of the institution concerning term and examination grades govern for the summer term, and all records made are recognized in a course for graduation. The Regents issue diplomas at their September meeting to such students as may have finished a regularly prescribed course in the summer term.

The State Board of Education gives its August examination in the building soon after the term closes.

Instrumental and Vocal Music.-The department of music will give private lessons as usual on the following terms: Piano, or voice culture, two lessons a week, $13.50; one lesson a week, $8.50; harmony, $to for the term. Enrollment for all these classes is made with the Secretary and his receipt for tui

Special Advantages.-Emporia is one of the most attractive cities in Kansas. It is centrally located and is easily reached from any part of the state. It contains nearly 10,000 inhabitants, and is noted for its many beautiful homes and churches. It lies on the ridge between the Neosho and Cottonwood rivers, its natural drainage is perfect, and it is recognized as one of the healthiest cities in the West. The moral and educational tone, as well as the business enterprise of its citizens, combine to make it the ideal place for an institution of learning. For students in special studies requiring their use, its admirable laboratory and museum facilities are available. The finely selected general library of about fourteen thousand volumes will be open for the use of all students. In short, an ideal combination of enjoyment and profit is presented to Kansas students and teachers for their summer's work, as the experience of those who have engaged in the work during the past nine years abundantly testifies.

For additional information, address,

A. R. TAYLOR, President, Emporia, Kansas.

IN laying plans for the trip to the National Educational Association at Charleston in July, be sure to write to the General Passenger agent of the Louisville and Nashville Railroad, Louisville, Kentucky, for routes and rates. This great railway will take you to almost any point in the South. Equipments first class. See its handsome folders.

We are in receipt of a copy of "Voices of Freedom and Studies in the Philosophy of Individuality," by Horatio W. Dresser, G. P. Putnam's Sons, publishers. Our readers will find this a very interesting and suggestive volume. Price $1.25.

THE Katy takes you a humming to all principal points in the South and East. Take the " "Flyer."

EVOLUTION.

(The Man Before and After "The Man with the Hoe.")

"Bowed by the weight of centuries he leans"

Vol. XII.

Department of Superintendence.

This department of the National Educational Association met in Chicago on February 27. The attendance was large as well as representative in character, some five hundred leading educators of the country enrolling.

Many of the most instructive and useful experiences were not organically connected with the department itself. The Chicago schools were visited more extensively than is usual at the place of meeting. This reporter chose the Bryant school in the western edge of the city near Twelfth street. The principal said they were seldom visited, and did not have show exercises ready, as did most of the other schools. The visualizing work, as suggested in Miss Aikin's book on memory, seems applicable to most studies. The teacher of drawing was here using this method with good results in presenting the silhouette of an animal for a brief inspection, and then requiring the pupils to make quickly with ink and brush the same picture. Visitors to other schools reported marvels in the reproduction of sentences containing strange spellings, from a single glance by the young pupils, the very form of the script letters being matters of memory. The pupils were allowed to content themselves with getting the meaning only of such sentences in the early years of school life, and were not required to read aloud until perhaps the fifth year's work.

The Bryant school principal had collected among the patrons money to purchase a small printing outfit, and the pupils were printing on manila paper leaflets of sentences which the children were reported to have made in reproducing "Tales of Troy" that had been told them by the teachers. A typewriter who would make such mistakes in a single copy as were thrown off this press by the hundred could not hold a position very long in that line in our State Normal School. The printing was very creditable work for such small boys, and doubtless gave them valuable training, but a single misspelling in their large, heavy-face type must do much harm to the eye-minde children, even though the misspelling be corrected in pencil. "Dewey's School", as it is commonly called, is designated in its own printed announcements as the University Elementary School of the University of Chicago. A wooden building originally constructed as a residence, is used for this school without any changes in arrangement. The ventilation, lighting and heating are all very unsatisfactory. It seems strange that people who are able to pay more than one hundred dollars a year for tuition are willing to see their children housed in such

a manner.

The kindergarten work did not specially commend the school, but the working with materials in the upper grades affords special opportunities for growth. An old-fashioned loom on which carpet was woven, and a supply of ladles, with lead, pewter and gas for molding illustrated a kind of experience which city schools should furnish to children in order to prepare them for the comprehension of the processes of our complex industries. The children talked aloud with each other with the same freedom as in a family, and did not produce very great confusion in this freedom, as no one teacher had more than a mother's ordinary quota.

The children asked each other about their work, as, for instance, a boy who wished to write about one of the experi

No. 6

ments asked the others at the table how to spell slate, and they finally agreed on slete, and it was so written.

Much will doubtless be heard concerning this school in the near future, as Dr. Dewey has published a book or two about it, and a monthly periodical has begun to appear, devoted chiefly to the problems of the school. The Chautauquan for the current month contains an illustrated article by Miss Laura L. Runyon, who is connected with the school.

The opening session of the Department of Superintendence is the only portion for which there is space in this article. The paper of the forenoon was by Dr. Butler, of Columbia University, and will probably appear in the Educational Review, as he seemed to read from proof sheets whose pages were about the right size to fit that magazine. The following is a report of the first speech on the discussion of this subject:

President Eliot of Harvard, said, "The first great movement of reform was the introduction of freedom in the choice of studies, first in universities, later in lower schools. This proceeded first from conditions entirely external to education, an enriching of the new studies which demanded attention. The leaders had no option in regard to the introduction of the elective system. It was first introduced in Harvard University by Josiah Quincy, who had previously been a Member of Congress, mayor of Boston, etc. His immediate successors did not agree with him as to the importance of academic freedom. One of them has put on record his faith, and given for it the reason, the incoming of such a number of new sciences that it was impossible to restrict the propram to the old seven or eight so-called liberal arts.

I should like to give an illustration. Harvard had a professor of political economy who had been an editor of a newspaper. That subject thirty years ago had no professor, and got the scanty attention of a professor of other subjects. The department grew under the management of this teacher so that when he died there were three full professors, one assistant and six instructors, a large number of optional courses and no specific

course.

Next, a fundamental change in American education, truer in America than in any other country, wrought not exclusively by educators, but by forces working all through the community, was the change in discipline, in the motives appealed to in a child to produce intellectual attention. Self-control has become the fundamental object in all education. When young, I went to the Boston Latin School, but I have to testify that the chief disciplinary motive was fear, fear of the rough tongue of the teacher, fear of the harsh construction of the inner motives, and fear of physical pain as an incentive to mental application. That has been true of the school for a thousand years, but here, in this century, about the middle, came a great change, partly through the church; men began the study of systematic theology, one of the most humane of the sciences. We do not trust to St. Augustine or to any one else to state in logical form God's justice or mercy. A change of theology wrought this change in family and school.

From this change we began to learn what government means. Instead of one man's law, one group's will, an aristocracy, the doctrine of government "of the people, for the people and by the people" has been worked out in practice.

There has not been a more blessed development in the world