in turn. The costumes worn by the princess and her ladies were happily appropriate in their dainty, yet elaborate, richness, and it seemed to many in the audience that four more beautiful women never could have graced the halls of royalty itself than were the four who played before them. Many whose opinions on such matters deserve recognition think the work of the Philomathian cast, taken as a whole, was more artistic than the work done by the winning cast.

The Belles-Lettres cast gave selections from "Twelfth Night," act I, scenes I, IV, V; act II, scene I, II; act III, scene I; act IV, scene I, II, V: act V, scene I. The selections given were full of fun, Malvolio (Mr. Harkness) pleasing the audience immensely. The best work of the evening, perhaps, was done by Miss Carolyn A. Hall, as Maria, but the characters were all good. The friends of the Belles-Lettres cast had been somewhat concerned for about two weeks as to the outcome of the contest because of the serious illness of two members of the cast, but the result proved that there had been no real cause for alarm. The gentlemen, Harkness and Bader, who acted as substitutes were not themselves while on the stage but the characters they represented, and did much to win the award.

The band played a selection while the judges were footing up their markings. Supt. Frank Dyer came forward and announced the decision of the judges. He first announced that the judges had awarded the prize in dramatic art to the Belles-Lettres society and the orange men gave a mighty shout of joy. He then announced that Herbert F. Clark of the Philomathians had been awarded second place in debate and Clarence M. McConkey of the Belles-Lettres, first place. This was too much for the Belles-Lettres and they gave vent to their superfluous joy in manifold ways. Their impetuosity carried most of them beyond the sound of Superintendent Dyer's voice as he announced that the Philomathian representatives had won the honors in debate for their society. Now it was the Philo boys' turn. They gave one wild shout and swooped down upon the victors and formed an uproarious triumphal procession to their hall.

The contestants and their friends gathered in their respective halls and held escape-valve meetings. Everybody was happy and said a good word for everybody else. Taken all in all there has never been a finer contest and this is saying much. The judges on dramatic art were: Mr. Howard Dunlap, Mrs. J. D. Graham, and Mrs. J. Hanna.

NOTES.

McConkey's midnight oil was not burned for naught.

It takes no advertising to fill Albert Taylor hall for this contest.

Clark's "clincher" in his last speech aroused hearty applause.

This is the fifth dramatic art prize the Belles-Lettres people have captured.

The Philomathian cast received the vote of one of the three judges as the winning cast.

Harkness has set the pace well for Normal wooers and we may expect many imitators this spring.

Superintendent Dyer told the Philomathians at their jollification that his old college society was also Philomathian.

Bader's rotundity was a surprise to his most intimate friends. He attributed it all to dramatic art which he commended to his society admirers at the rally.

Professor Marsland is being complimented on every hand for the royal presentation of both the debate and dramatic art. Seldom, if ever, have we had better.

How the Philomathian boys did chuckle when they saw the Belles-Lettres boys running off with McConkey and leaving the award for the debate with the affirmative!

The parting scene between Sebastian (Rolfe) and Antonio (Moser) gave a dash of pathos that served to heighten the effect of the fun. Mr. Rolfe's voice was charged with feeling and for a moment every heart ached with the remembrance of its bitterest farewell.

Personals.

'92. Prof. L. H. Bailey's new Cyclopedia of American Horticulture contains several valuable articles by our K. C. Davis, '92. His monographs on the Anemones have been published in Vick's Illustrated Monthly Magazine.

'93. Della H. Lutes writes that she is teaching in the Young Woman's Boarding School at Aurora, Illinois, and that she still "longs for news from the dear old Normal."

'94. Miss Pearl Stuckey came in from Philadelphia on March 16. Her work at Drexel Institute was delightful in every sense of the word and yet strange to say, she is as happy as the robins to get back to Kansas.

'97. C. E. Krehbiel writes from Charlottenburg, Germany, that each number of the NORMAL MONTHLY brings to mind a thousand pleasant memories. He is delighted with his work in Berlin University and also with the German system as a whole. He says that students can change from one university to another at pleasure and without losing time. He thinks he may go south for the spring term, but expects to be back in Berlin for the fall semester. There are now over 11,000 students enrolled in Berlin University and affiliated colleges.

'97. We have just learned of the death of George N. Witt at Alton, Missouri, on December 14. He was serving as superintendent of the city schools and was stricken in the midst of a most consecrated and useful life. Few men have been more earnestly and conscientiously devoted to their chosen calling than he, and his life will ever be treasured in affectionate rememberance by a great company of students and fellow-teachers. He was buried at his old home in Winchester, Kansas. Mrs Witt retains her position in the high school at Alton. Her friends here join in assuring her of their sympathy.

'98. Grace S. Cain writes that she has accepted a position in the Pomona, California, city schools. She says that since the N. E. A. met in California, the number of applicants for posi. tions in the California schools has increased greatly.

CONGRESS has passed the bill setting apart the Fort Hays Military Reservation lands and buildings to the state of Kansas for western branches of the State Normal School and State Agricultural College and a public park. Regent Dodge and President Taylor have accepted an invitation to join in the jollification meeting at Hays City on March 21 and to confer with the local committee concerning the organization of the proposed branch or auxiliary. Further action of course will await instructions from the legislature.

THE four evening societies met in Albert Taylor hall on the evening of February 22 and gave a Washington program. The hall was filled to overflowing before the first number was announced. Uncle Sam managed his new pupils, Cuba, Porto Rico, Philippino, Queen Lil, Iloilo, and Hawaii so successfully as to show himself a master disciplinarian, and, with Columbia's hearty co-operation, succeeded in instilling into their untaught minds the first principles of patriotism. The tableaux, representing scenes from history and from Washington's life, supplied just the sprinkling of mirth necessary to make the evening's entertainment satisfying. The decorations were unique and suggestive. Perhaps the greatest value which such occasions have for us as teachers is their "suggestiveness," as we are so often called upon to do great things with small means, in the way of decorating our schoolrooms.

[This series of eight articles will cover the work in the manual training in the grades and is designed to accompany the state text book in drawing. It is, so far as we know, the only complete course in manual training published and our readers will undoubtedly wish to preserve the whole series. It will be published in book form later. The first article appeared in the February number. Mr. Abbott will be pleased to correspond with teachers or others interested in the subject.]

Second Grade. The course is arranged for two fifteen minute periods per week; one in clay modeling and one in stick laying or paper folding.

The colors of the sticks are red, orange, yellow, green, blue and violet. The colors of the papers are orange-red, redorange, yellow-orange, orange-yellow, green-yellow, yellowgreen.

The pupil will need a small board or piece of cardboard to protect the desk while he is drawing circles with his circle marker.

The numbers refer to the week and the letter to the lesson. 1 (a) Model prolate spheroid using fingers entirely. (b) Fold a four inch green square making eight oblongs.

Cut out with scissors.

2 (a) Model object based on prolate spheroid.

2 (6) Arrange the green oblongs in a border in combination with green sticks,

3 (a) Model object based on oblate spheroid.

3 (6) Arrange sticks to form a flag.

7 (6) Arrange sticks to represent a fence with pickets. 8 (a) Model an oblong cylindrical object.

8 (6) Draw on an orange square such lines as will form eight oblongs. Halve four of these oblongs making eight one inch squares. Draw the diagonals to each of these one inch

squares.

9 (a) Model an oblong cylindrical object.

9 (b) Cut out lesson 8 (b) and arrange triangles and oblongs in à border.

10 (a) Model prolate spheroid and halve through axis. 10 (6) Make a circle marker. It is a piece of cardboard five inches long and half an inch wide, with a line drawn longitudinally through the middle. On this line are placed divisions of the inch. It is used by placing a pin through one division and the lead pencil through another at the desired radius distance from the pin, using the pin as center for the circle. 11 (a) Model prolate spheroidal object.

II (6) Draw nine circles on blue square using circle marker; cut out the circles.

12 (a) Model prolate spheroidal object.

12 (6) Draw four oblongs and four squares on a blue square. Cut out. Arrange the circles of lesson 11 (6) and these squares in border designs.

13 (a) Model prolate spheroid and halve at right angles to its axis.

13(b)

14 (a)

Lay sticks to form a chair or a boy running.

Model object based on lesson 13 (a).

14 (b) Arrange the blue squares and oblongs of lesson 12 (b) and blue circles of 11 (b) in a design.

15 (a) Model object based on lesson 13 (a).

15 (6) Draw on an orange-red square four one inch squares, six right-angled triangles and four circles.

16 (a) Model square prism and halve on diagonal. 16 (b)

design.

Cut on lines drawn in lesson 15 (b) and arrange in

17 (a) Model triangular prismatic object.

17 (6) Draw a shawl pattern on red-orange square. 18 (a) Model triangular prismatic object. 18 (b)

cross.

19 (a)

Draw on back of yellow-orange square a maltese Cut out and mount.

Model an oblong cylinder and halve through axis. 19 (6) Draw a Greek cross, spacing the orange-yellow square into thirds. Cut out.

20 (a) Model oblong hemi-cylindrical object.

20 (b) Draw development of square prism and cut out. 21 (a) Model oblong hemi-cylindrical object.

21 (b) Draw development of oblong prism and cut out. 22 (a) Model vase form.

22 (b) Combine color and tint in paper folding design. 23 (a) Model cube.

23 (b) Fold a green-yellow square in parallel reversed folds and cut out a row of girls or boys.

24 (a) Model cube, cut into four prisms.

24 (b) Fold white square on diameter. Then fold again at right angles forming a square. Cut a design with scissors. Open and use as a temptate to draw on back of a green square. Cut out.

25 (a) Model vase form.

25 (b) Fold white paper and with one cut form a five pointed star. Use as temptate and draw it on a yellow-green square. Cut out.

26 (a) Model fruit.

As an option in modeling, the teacher may substitute for the given lesson, a lesson modeling animals, fruits, birds' nests (without eggs) and cheese with mouse approaching.

The Philomathian Society.

The English program given Friday evening, March 2, was thought by many to be the best program of the year. The Philo octet opened the program with "God Save the Queen"; then the society stood and repeated the Lord's prayer. Mr. Powell sang, Miss Eddy gave a reading from Tennyson, Misses Hildreth and Francisco favored us with a guitar duet, Miss Woodhead recited Wordsworth's "Lucy Gray," and Mr. and Miss Hibner contributed a duet. The question for debate was: “Resolved, That the English author has been a greater civilizer than the English soldier." After the debate came more music and an excellent oration by Miss Halcyon Martin, but the best thing of the evening was a series of tableaux illustrating Young's "Night Thoughts," Scott's "Lochinvar," and Shakespeare's "Merchant of Venice."

Our new officers are: president, J. Q. Tefft; vice president, D. L. Lucas; secretary, Miss Royer; sergeants-at-arms, Mr. Turtle and Miss Anna Joseph. Our new yell is:

Although we have had no special attractions during the past month, each meeting has found a good attendance of the members of the society present. The Misses Vickers, Grosser and Francisco, and Messrs. Bowersox and Hassebroek, and the Lyceum Ottumwas have contributed a few of our musical numbers. Our last debate was of more than usual interest. Misses Arnold and Nelson showed how much the development of our nation was due to college men. We have had but a limited supply of essays and orations and all have been enjoyed.

Our society yells, modified in various ways by using the names of our June debaters, have resounded in the hall each recess, showing the spirit of the society in looking to, and preparing for the June contest.

Mr. Chilcott told us a few weeks ago how he prized being president of the Lyceum and we will soon hear from Miss Arnold on the same subject, since, as a result of the last election, she will preside for the next seven weeks. During this same time Miss Bradley will look after the music, Miss Maude Brown keep the records, and Messrs. Wilcox and Sommers look after your general comfort at the meetings, which, with such a corps of leaders, will be of no ordinary interest.

Spring term opens April 3.

Among Ourselves.

What silences we keep from year to year,
With those who are most near to us and dear;
We live beside each other day by day,
And speak of myraid things but seldom say
The full sweet word that lies just in our reach,
Beneath the common place of common speech.

Then out of sight and out of sound they go,
Those close familiar friends who loved us so,
And sitting in the shadows they have left,
Alone with loneliness and sore bereft,

We think with vain regret of some kind word
That once we might have said, and they have
heard.

To have the sense of creative activity is the great happiness and the great proof of being alive.—Mathew Arnold.

The two great banes of humanity are self-conceit and the laziness coming from self-conceit.-Spinoza.

Self-Activity. In Commissioner W. T. Harris' most profound and stimulating treatise on the "Psychologic Foundations of Education," he clearly sets forth the function of self-activity in the educational process. Self-activity is the inherent activity by which an individual realizes itself. In the mineral, under given conditions, it builds up certain crystalline forms in accordance with ideals imposed upon it by a power above itself. Each mineral has its own characteristic crystallization and it can take upon itself no other. The vital principle of the plant germ through its activity realizes the ideal form imposed upon it, each producing after its kind. The same inexorable law controls all animal life, dictating the limits of self-activity and fixing the forms which it shall realize. In these three worlds, the mineral, the plant, the animal,—the function of selfactivity is purely that of realization, of form building, the ideal to be realized being imposed from without. In the realm of mind this self-same activity exists, but its function is now twofold; it sets up its own ideals and it also realizes them. The office of education is then not to be limited to the process of training a child to conform to certain ideals set up by his teacher; it includes that higher and more important process, the process of teaching the child to think for himself, to build ideals of his own. Plants and animals can be trained, but not educated. Too many children are merely trained and hence become machines only. Their power to think is neither quickened nor directed. A clear understanding of the double function of self-activity naturally suggests the double function of education, hence the great value of the full significance of selfactivity to every teacher. In our efforts to stimulate the thinking or idealizing activity of the child, however, we ought not to ignore the necessity for the development of skill in realizing his ideals. Parents often think it enough to assist a child to clear ideals of right and wrong and forget to assist him in doing the right and avoiding the wrong a sufficient number of times to make right action instantly conform to right thinking. They are also prone to forget the reciprocal effects of thinking and doing on each other, the enlightenment which comes to thinking through experience, the skill that in turn is attained in execution through the guidance of the intellect thus enlarged. The conception of this dualism in education is an essential basis for all method and all philosophy.

Loading Up. It is the easiest thing in the world for a teacher to permit himself to load up with all kinds of work. Just now there comes to me the case of a young woman who is breaking down and fears she will be compelled to give up her school. She is the leader of the church choir and of the young people's society of the church, teaches a class in Sunday-school, is an active member of a missionary society, is the moving spirit in a literary club, is keeping up the reading in the teacher's reading circle, and is punctilious in the discharge of her social duties. These things alone are enough to use up the strength of an average woman, but when the work of the school.oom with all its accompanying responsibilities and anxieties is

added to them, there can be but one end. When there is so much to be done and the teacher seems to be the one most competent to do it, the temptation to yield to the solicitation of friends to accept leadership is always great, but the lesson might as well be learned first as last that one can do only a very few One's best time and best strengtht things thoroughly well. should be saved for his regular work. A reasonable amoun of both ought to go into the service of the church and of society, but everyone owes it to himself as well as to those whom he serves that he preserve inviolably a certain amount of time each day for self-culture. Growth ceases without it, and usefulness does not last long after that.

Utilizing Simple Means. In building a bridge across the Charles river, the workmen discovered a heavy sewer pipe buried deep under the bed of the stream, which had been in disuse so long that everybody had forgotten it. It became necessary to remove it. Heavy cable chains were attached and a steam tug was called into requisition. One failed to start it and a second was called to assist. The two together could not shake it in its bed. A Yankee standing near, said he could lift it out without any machinery whatever, and after a little parleying he was given the contract to do it. He had two old hulls of ships towed up the river and laid two immense logs across from one to the other, over which he fastened the cable chains attached to the pipe. He did nothing more but go up the bank and sit down and whistle. Soon the tide began to come up and the old hulls began to rock a little. Before the tidal wave had reached its full height they began to go with it carrying the sewer pipe along with them. And the Yankee continued to whistle!

The above story, by Doctor Winship, ought to bring many who read it back to "first principles" at once and ought to help us all to the solution of certain puzzling problems.

Student Expenses. Harper's Bazaar has an interesting sketch on the expenses of students in New York City, who are specializing. When expenses are low in western college towns it would seem that students should do all preparatory work possible before going east.

Many a girl who has aspirations to become famous in one of the vocations now open to ambitious women is eagerly looking forward to a course of study in New York. Each year the city fairly swarms with these students, who have little or no idea where they are to find shelter in this great hive of humanity. Because in her native town good board can be procured for $3, $5 or $7 a week, she and her parents judge that such will be the case in the city of New York.

In a boarding house where good food materials are used, where there is plenty of warmth and daylight, the price for a small room is $8 a week, and from that to $13. But comfortable quarters and nourishing food cannot be procured for less than $8.

Students' boarding houses are numerous where the prices range from $5 to $7 a week. There are several reasons for this, the first being that they are either in out-of-the-way localities, when a liberal allowance must be made for car fare, or they are on a thoroughfare where the slumbers of the tired worker are more than apt to be disturbed by the clang and rattle of traffic. Many of the cheaper rooms are inside ones lighted from an air shaft or by a sky-light, which makes the ventilation far from satisfactory. The best results can be obtained by the worker only when the proper air and nourishment are given both brain and body; therefore the best food should be considered as much of a necessity as the best instructor. If it be necessary to economize, it is better to do so on such minor matters as clothes or amusements.

Ramola. [Concluded.]

The novel, "Romola," conforms to type in many particulars and its deviations in others make it more interesting perhaps, than a perfect work would be.

The first three chapters introduce all the principal characters. The center of interest clusters around only five persons. Tito, the hero, Romola, his wife, who is the foil, Baldassarre, his father, Tressa, a country-girl whom Tito pretends to marry and Savonarola, a monk. The story of three of the lives is completed by death.

The interest is well sustained until the final catastrophe, but the author makes a mistake by not ending the book there. She allows the villain to live and work after the hero's death, which is an unusual thing to do and makes it hard to determine which person is really the hero. Many think because the book is called Romola, and because she is so much more beautiful a character than Tito, that she must be the hero, but a study of the whole story will disprove this theory.

The story has credibility, and, as a whole, transcends in interest any incident developed.

Situations of dramatic interest are plentiful: the introduction of Tito in the story, his meeting his father on the steps of the cathedral, at Tessa's home, in the garden of a friend, and finally, on the river bank. Romola's visit to her brother, the interview with Tito concerning her father's library, and many other situations would be of great interest on the stage. And, if a situation could be dramatic which has only one actor, the efforts of Baldassarre, as he struggles to revive his failing memory, to recall the learning which was once so valuable to him, would be as dramatic as pitiful.

In the descriptive passages the dialogue does not predominate, but there is no lack of interest felt on that account. All the pictures are well grouped, be same background recurring repeatedly. The hero bears himself nobly at all times and does several things well.

There are many beautiful passages in the novel, both as regards diction and sentiment. But one of the most charming in both respects is the end of the poem which introduces the work. A spirit is supposed to have returned to Florence some three centuries after the story is written, and, as he stands on the hill overlooking the city, he wonders what the condition of politics is, what men are leaders, whether the angel pope who had been promised is at the head of the church, and he is about to go down into the city to investigate when he is thus advised: "Go not down, good Spirit, for the changes are great and the speech of Florentines would sound as a riddle in your ears. Or, if you go, mingle with no politicians, ask no questions about trade. Only look at the sunlight and shadows on the grand walis that were built solidly and have endured in their grandeur; look at the face of the little children, making another sunlight amid the shadows of age. Look, if you will, into the churches and hear the same chants, see the same images as of old, the images of willing anguish for a great end, of beneficent love and ascending glory. See upturned living faces, and lips moving to the old prayers for help. These things have not changed. The sunlight and shadow bring their old beauty and waken the old heart strains at morning, noon, and eventide. The little children are still the symbol of eternal marriage between love and duty, and men still yearn for the reign of peace and righteousness, still own that life to be the highest which is a conscious, voluntary sacrifice, for the Pope Angelice is not yet come!"

The spring term opens April 3.

Quinquennial Reunions.

In pursuance of the plan entered upon last year by the Alumni Association for quinquennial reunions, special committees have been appointed by the president of the association to work up such reunions this year for the classes that are multiples of five. It is hoped that members of these classes, '70, '75, '80, '85, '90, '95, will begin making their plans now to attend and will consider themselves special committees to work up enthusiastic reunions. A special effort is being made to have a general reunion of the class of '75, which this year celebrates its quarter centennial. Though scattered through eight states and territories, there is a good prospect that a majority of the class may be present to renew the associations of "Auld Lang Syne." Do not forget the date for commencement week-June 3-6 inclusive. See the general program elsewhere.

The funeral obsequies over the remains of Lieut. Wm. McTaggart, and Private Curran Craig, of the Twentieth Kansas, were held at Coffeyville and Garnett on February 22 and 23, respectively. Lieutenant McTaggart was killed May 4, 1899, and Currain Craig, March 26, 1899. Both fell in battle under their country's flag.

The comrades of the boys in the Philippine campaign, the teachers and students, and almost the entire population of the town and counties turned out to honor these noble boys. Lieut. J. Q. Tefft, of the Twentieth Kansas, was the representative of the students of the State Normal School, and Prof. W. C. Stevenson represented the faculty. The friends and relatives of the deceased soldiers were deeply touched by the beautiful flowers and messages of love and remembrance from the teachers and classmates of their dear soldier boys.

In an eloquent eulogy of Lieutenant McTaggart, Lieut. Col. Edward C. Little, of the Twentieth Kansas, spoke of the frequent references by the Lieutenant to his State Normal Associations and his desire to return to school after the close of the

war.

These young men were brave as shown by their deeds, they were loved by their comrades, they were free from bad habits, they were soldiers from principle of patriotism, and possessed a high sense of duty and a willingness to make great sacrifices for their country. Both were teachers and are teachers still. Their memory will be cherished by loving hearts, and their virtues held up for the emulation of the young of our state, by those who forget not and by those who honor bravery and devotion to native land.

THE spring term opens April 3 with promise of the usual increase in attendance. Are you planning to come?

THE Regents are advertising for bids for the building of a new gymnasium. It will be forty by one hundred and five feet in length, two stories high, and will be fitted up with a variety of modern appliances.

THE Kansas Intercollegiate Oratorical Association held its annual contest in the Whitley opera house, Emporia, on the evening of February 23. Several of the Colleges in the Association had good delegations and of course all were enthusiastic supporters of their representatives. The orations as a whole were very satisfactory, one or two of them being of high order of merit; the same number were very poor. The opera house was fairly well filled, though the old-time audience in which the State Normal School students were so prominent was wanting. Many of the students accompanying their delegates called for a run through the State Normal School building in the afternoon and on the following morning. They were made most welcome and we shall be pleased to see them again.