When this new scheme was presented to the teachers, they pro- tested strongly against so formidable a program. They said " we find it more than we can do to accomplish all that is now required, and we have only reading, spelling, arithmetic and geography." The reply of the superintendent was, "I expect you will do the work required in these branches with very much more ease than before, and in a much more rational and efficient way." The result proved all that he predicted, as the teachers frankly acknowledged. Some features of this scheme are worthy of special attention ; particularly the brevity of the exercises, the great variety, and the frequent change of work. In the lowest grade of the primary schools, the program of all the natural history work changed every two weeks ; in the highest grade, every month. During the first year of the introduction of the new work, the superintendent devoted the most of his time and attention to the work of the C. or lowest primary grade. He met the teachers of this grade 12 every Saturday morning and discussed with them principles and methods of work, giving such illustrative lessons as seemed neces- sary to make the plan of work clear. During the week he went from school to school inspiring and directing the work. The sec- ond year he treated the next grade in the same wa^^ and in this manner the new scheme was carried up through the various grades of the schools. The new methods soon attracted the atten- tion of teachers and superintendents in other localities, and they began to bid for the teachers who had been trained into the new work. Many took the bait of the higher salaries offered and left the Oswego schools. The superintendent soon found that he was training teachers for other schools than his own, and he proposed to his Board that the^'- should establish a Training School for the preparation of primary teachers. The proposition was promptly adopted and the school was opened May 1st, 1861. It is unneces- sary to say more in this connection. Thus much it seemed desir- able to say as explanatory of the origin of the school. J The following gentlemen were members of the Board of Edu- cation at the time of the introduction of the new program, which led directly to the establishment of the Training School : E. B. Tal- cott, Robert Oliver, C. T. Richardson, B. Doolittle, James Doyle, A. C. Mattoon, Simeon Bates, E. C. Hart. At the time of the adoption of the resolution for the organiza- tion of the Training School, the Board consisted of the following gentlemen : E. B. Talcott, Richard Oliphant, C. T. Richardson, B. Doolittle, A. C. Mattoon, James Doyle, Simeon Bates, Chas. E. Allen. Members of the Board . of Education at the time of the opening of the Training School in 1861 : Richard Oliphant, E. B. Talcott, B. Doolittle, M. Doyle, A. C. Mattoon, James Doyle, Chas. E. Allen, George Talcott. Board of 1862. W. D. Smith, William Stewart, M. Doyle, B. Doolittle, A. C. Mattoon, David Harmon, George Talcott, D. N. Judson. Board of 1863. William Stewart, Gilbert Mollison, Michael Doyle, Benj. Doolittle, A. C. Mattoon, David Harmon, D. N. Judson, Simeon Bates. Board for 1864. Charles Rhodes, John McNair, Michael Doyle, Tracy Gray, A. C. Mattoon, David Harmon, Simeon Bates, A. P. Grant. 13 Board for 1865. Charles Rhodes, John McNair, Michael Doyle, Tracy Gray, A. C Mattoon, David Harmon, A. P. Grant, Daniel G. Fort. As indicating the advanced thought of the Public School au- thorities on educational principles and methods of teaching in the early history of the Oswego schools, and as showing the fundamental ideas on which the Oswego Normal and Training School was founded, we quote the following extracts from the Annual Report of the Board of Education for the year ending March 31, 1861. " Viewing the past from our present standpoint it seems to us there has been little system, or philosophic principle involved in our methods of teaching in this country. " We have

paid little regard to the philosophy of the human mind, to its various attributes, the order of their development and the proper adaptation of the subjects of study, and modes of pre- senting them, to the different states and stages of such development. We have treated the mind too much as though it was composed of but two faculties, the memory and reason ; and the severity with which these were taxed, was the true measure of success in mental discipline. In prosecuting this idea, it would sometimes seem as though we had almost ignored the understanding as not worthy of being taken into account, or misapprehended its real power and the true sources of its development. Here we have taken quite too much for granted. It is just here that the most fatal mistake is liable to be committed. We begin by teaching the unknown through the medium of things, or their symbols or representatives, which are equally unknown. We require the child to repeat the tables without giving him the slightest concep- tion as to the character of these numbers, or what they represent. He says six times six are thirty-six, six times seven are forty-two, without having first formed a correct and definite idea as to how much 36 and 42 really are. He says nine is contained in sixty- three seven times, in eighty-one nine times, but has no just idea of the process herein involved. He repeats three feet make one yard, twenty-live pounds one quarter, three miles one league, without having been previously taught what a foot, a pound, and a mile are. We are continually describing objects by their position, form, size, weight, color and number, without stopping to consid- er that the child has never been taught the true meaning of the terms we are using. If describing an animal, we say he is six feet long from the tip of his nose to the end of his tail, weighs forty pounds, is of a fawn color, and can run a mile in five minutes. But in all this we have conveyed no accurate idea of this animal 14 to the child. He has yet to learn what a foot, a pound, a mile and a minute mean ; and of color he absolutely knows nothing. We say of an object it is oblong, or triangular, or octagonal, or rhomboidal in some of its parts, has certain sides parallel, perpen- dicular, horizontal, or inclined, but not one of these terms conveys any clearly defined idea to the child, for the very simple reason that the meaning of these terms has never been properly taught him. These names have never been applied to these forms and lines while under the inspection of his senses, those faithful teachers upon which he solely relies for all his early acquisitions in knowledge. " Thus we continue taxing the memory with, to him, unmeaning names and terms, and undertake to teach him to reason, before this faculty has scarcely any perceptible development, by giving him formulas to repeat, which convey to his mind no clearly defined ideas. In all this we are satisfied with mere form, with- out the substance ; and can it be doubted that such a process fails to give us symmetrical, harmonious development ? The habit in the child of accepting the words and forms without thoughts, is in itself highly injurious. In this we are teaching him to be superfi- cial — a pernicious influence that will follow him in all his future progress. PESTALOZZIAN SYSTEM — ITS AIMS. " The system which we have adopted is justly termed Pesta- lozzian, for to Pestalozzi, that greatest of all modern reformers in education, may be credited the development, and in many impor- tant points, the origin of those ideas which lie at the b;asis of this system. It is true that these ideas, and the modes of applying them in the development of the human faculties, have been some- what modified and improved during the experience of half a century, but they are none the less the real thoughts and discov- eries of this great philosopher. Its principles have become more or less widely difl!used, but have been more generally and thor- oughly incorporated

with the methods of teaching in some of the countries of Europe, than in our own. Especially is this true of Germany, Switzerland, Prussia and France. But in no country, perhaps, have these principles been more thoroughly systematized and developed than in a few training colleges in Great Britain. These are private institutions, or at least but partially sustained by government funds. From these institutions have been sent out thousands of teachers thoroughly prepared for the work of primary instruction on these improved principles. k 15 " This plan claims to begin, where other systems have ever failed to commence, at the beginning, and here, laying surely and firmly the foundation, to proceed carefully and by natural and progressive steps to rear the superstructure, ever adapting the means to the result to be obtained. Following this course, we first begin with things, the qualities of which are cognizable by the senses of the children — awaken, lead out, and guide the obser- vation and quicken the perception. That the observation may be more accurate, the various senses are carefully cultivated" These are the earliest, and in childhood, the most strongly developed of the human faculties. This fact must settle, beyond a doubt, the correctness of this mode of procedure. Says Herbert Spencer : ^ Every faculty during the period of its greatest activity — the period in which it is spontaneously evolving itself — ^is capable of receiving more vivid impressions than at any other period. ' Moreover, if we fail just at the right time to cultivate these faculties, they become blunted and dull, and comparatively incap- able of vigorous and healthy action. Now these senses gain de- velopment by coming in contact with surrounding objects, in dis- covering their visible and tangible qualities. " There is a point here, however, that should be carefully guard- ed. The danger is, that we shall begin with the complex, a point which the child can only reach through the medium of the simple, indecomposable elements. ^ Following, therefore, the ne- cessary law of progression from the simple to the comt)lex, we should provide for the infant a sufficiency of objects presenting different degrees and kinds of resistance, a sufficiency of objects reflecting different amounts and qualities of light, and a sufficiency of sounds contrasted in their loudness, their pitch and their timbre. ' We begin then bj^ presenting simple forms, and the primitive and more distinctive colors. Once familiar with these, the children are led to trace them in the objects of nature about them, and lastly to observe their various resultant combinations. In each object their attention is called to the individual characteristics or quali- ties which, combined, constitute the object, and distinguish it from every other object. " From the concrete they are led to the abstract. Through the medium of things known, they are led to the unknown. They are now prepared to form clear conceptions of things they have never seen, through the medium of things they have seen. 16 A year's experience — THE RESULTS. " It is now a full year since we adopted this system of instruc- tion, and of its superiority over the old methods we can speak with some degree of assurance. " The annual examination of these schools has just closed. The Examining Committee, who had this in charge, have taken special pains to observe carefully the results of this system in awakening mind, quickening thought, perception, and all the early faculties of the child, and they return the most flattering reports of its suc- cess as a means of mental development. " Wherever the teachers have caught the spirit of the plan, and made a practical application of it, the effect is very marked in the awakened and quickened faculties of the children. It was never our pleasure before to witness so much interest in any class exer- cises. They were no dull routine of questions and monosyllabic answers, no mere

recitation of dry and stereotyped formulas, no apparent unloading of the memory, but we seemed as in the pres- ence of so many youthful adventurers fresh from their voyages of discovery, each eager to recount the story of his successes. In their explorations, the fields, the woods, the garden, and the old house, from the cellar to the garret, will testify to their vigilance. The knowledge both of the parents and the teacher is often put to the severest test. They are constantly plied with questions too difficult for them to answer. " Teachers now say to us, ' We have no longer any dull pupils.' All are wide awake. The children say it is ' real fun ' to go to school now. It is not that the work of the school-room is less real and earnest, but it is better adapted to their child nature, meets the demand of their young life energies. This is what we call educa- tion, in its true spirit and purpose. There is an evident fitness in it, which must commend itself to every intelligent observer. THE TRAINING SCHOOL — ITS OBJECTS. " Some of the principal reasons which led the Board to establish this school are given in a report of the committee on Teachers, and in the remarks of the President found in another part of this re- port, and therefore little need be said here in explanation. It is to be a kind of practicing school, where beginners serve their ap- prenticeship. In many mechanical trades, years of toilsome ap- prenticeship have to be served out before the artisan is trusted alone with his tools. If then such great care is taken to prepare for his work him who has to form the senseless block of wood or marble into lines and forms of beauty, how much more — infinitely more, important is it, that he who has to mould and give form and 17 symmetry to the immortal mind, should make some preparation for his work ; should at least receive some hints and suggestions from a master's hand. He ought also to have some understand- ing of his subject, as well as the tools he is to use, and the best method of using them. Pupils are expected to spend one year in observation and practice in this school, before receiving an ap- pointment to teach in our city schools. At least one half of each day is to be spent in this way, and the other portion in study and recitation in those branches of Natural History and Mental Science of immediate importance in connection with this system of instruc- tion. Two hours each day will also be devoted to instruction in methods of teaching. Primary School No. 4 has been selected for this Model School. There are accommodations here for three pu- pil teachers to be engaged in practice at the same time. The teach- er who is to organize and take charge of this school for the coming year is a lady who has for fifteen years had charge of an import- ant department of the Home and Colonial Training Institution, Gray's Inn Road, London — a school established by a pupil and friend of Pestalozzi twenty years ago, for the preparation of teach- ers for the work of primary instruction on philosophic and Chris- tian principles. Hence the training of teachers is with her a pro- fession. In this arrangement the Board hope not only to greatly benefit and improve our own schools, but be the means of intro- ducing the system into the country under the most favorable aus- pices. The Normal Schools of several different States have al- ready made arrangements to send representatives here to become familiar with this system, for the purpose of introducing it into these institutions. Some of our best and most experienced teach- ers at home, and several from abroad, have also arranged to join this class. Persons of this character will, if desired, be exempted from the study and recitation as connected with the High School. FURTHER CHANGES IN COURSE OF STUDY. " Hitherto the Object Teaching has been exclusively confined to the Primary Schools. In the Junior Schools a somewhat rigid course of discipline has been pursued in Mental and

Practical Arithmetic, in connection with Geography, Reading, Writing and Spelling. In future, the course in Arithmetic will be much more simple, and at the same time pass over much more ground. The more rigid forms of analysis required will be abandoned. " The examples given will be simple, but abundant ; and Mental Arithmetic will only be used by way of a few easy exercises for the introduction and explanation of each new principle, and for the reason that small numbers are more convenient for this purpose B 18 than large ones. These demonstrations should all be ocular, and as far as practicable, . through the medium of objects. Few rules or definitions are to be used, but much practice given in the working of examples. To this course has been added Natural His- tory, including Botany, Zoology and Minerology, to be taught orally as object lesson exercises, but with more system and thor- oughness than in the Primary Schools. Drawing is also to be pur- sued as a regular branch of school exercise. " These modifications we regard as a decided improvement upon the former course, and they will adapt it more nearly to the system now in operation in the Primary Schools. CONCLUSION. '^ In closing this report, although we may congratulate our- selves that a flattering degree of progress has been made in our schools during the past year, we have by no means reached the acme of our hopes and aims. " Since the re-organization of our schools eight years ago, we can see that great improvements have been made, but should we not during the next eight years make an advance equally marked, we should clearly fail properly to fulflll our mission. If we mis- take not, we are on the eve of a great revolution in our methods of teaching in this country. We say methods, for we have hith- erto had nothing that is worthj^ of being called a national system of education. We have been teaching too much at random ; with no intelligent views of the true character of the human mind in its early development, and the proper adaptation of studies to such de- velopment. As educators, we have been very much in the condition of the farmers of this country. They till their land, or turn over the sod, and sow the seed, not stopping to inquire whether there is a proper adaptation of the condition and ingredients of the soil, to the successful growing of the crop they anticipate. So we have been endeavoring to cultivate and develop mind, without stopping to inquire whether the means we were employing were best adapt- ed to the accomplishment of the desired end. But we are happy to say, a new day is dawning on our educational horizon ; new light is beginning to break in ; only just enough, as yet, it is true, to let us see that we are in the dark, but it is the sure harbinger of a full-orbed luminarj'^, whose genial light and heat shall awaken to new life, and lead into new channels that vital energy and unpar- alleled enthusiasm, which have ever characterized the teachers of our land ; an energy and devotion which have, even under a bad arrangement and much misdirection, wrought out results worthy of a better system. We speak not the language of prophecy when 19 we say that we are on the eve of a great revolution in our methods of teaching in this country. Already the popular mind is more than waiting for it — it is demanding it. Educational men everywhere, as if by some all-pervading im- pulse, are awake to its necessity, and are only stopping to inquire how this change is to be effected. ^* The first difficulty or obstruction that presents itself is the want of text books properly adapted to improved methods of in- struction. Those now in use are for the most part, but poorly adapted to the methods for which they were designed, much less to those we hope soon to see inaugurated. We must, then, have books adapted to our use ; and for this we shall not have long to wait. As fast as the demand is felt, they will be produced. Some of the ablest minds in the country are even now

engaged in the work; and have already issued through the press some valuable little books, happily adapted to the niches they are designed to fill, while others still are in progress. " Teachers must be liberally supplied with apparatus, books of reference and specimens, pictures, &c., especially in the depart- ments of Natural History, manufactures, and the mechanic arts ; for to demand of our teachers to do this work, to effect this reform, without the proper facilities for carrying it forward sys- tematically and successfully, would be as irrational and unreason- able as it was in the Egyptian task-masters to demand the full tale of bricks of the Israelites, without supplying them with the necessary straw. They must have the materials with which to work. *^ Much preparation is also necessary on the part of the teachers. It is important that they should have a thorough knowledge of Natural History in all its departments ; of the processes and his- tory of manufactures and the mechanic arts ; and have a ready hand at drawing ; points hitherto* greatly neglected in their pre- paratory education. They must also cultivate the habit of easy communication with children, learn to express themselves in lan- guage within their comprehension, and have the power to arrest and hold their attention. '* All this will require much labor and application, but the true teacher will find great pleasure in it, and reap her rewards as she goes along. (We purposely use the feminine pronoun here, for we must depend upon woman solely for all the patient toil of teaching little children ; for as Horace Mann once aptly said, ^ For a man to teach little children, is like an elephant undertaking to brood chickens; the more he broods them, the more he crushes them.') 20 " Our preparatory and professional schools have also an im- portant work to do in this reformation. The natural sciences and drawing" must have a more prominent place in their curriculums. Our Normal Schools must be no long^er preparatory'- schools in the various branches of study, but in the art of teaching alone. " This reformation is not the work of a day, but of years. That it is destined ultimately to triumph, and education become better known and understood as a science, with its well-defined laws and principles, and teaching more thoroughly studied and practiced as a great art, there can be no reasonable doubt ; and he who will not join hands and aid in forwarding this great work, must con- sent to be left behind." MODEL OR TRAINING SCHOOL. Report of Committee, 1860. The undersigned, committee on teachers, desire to call attention of the Board of Education to a subject which they deem of vital importance to the interests and progress of our public schools. It is known, at least to some members of this Board, that it has ever been a part of the plan, in connection with the High School, to have a teachers' class formed from members of the graduating class, composed of those who design to teach, who should spend a portion of their time, during the last year of their course, in a sort of model class exercises in the primary and junior departments in the same building, in addition to special instruc- tion in the theory and practice of teaching. The plan, your com- mittee regard as an excellent one, but for several reasons, with the present arrangement, they deem it impracticable ; and experience has thus far so proved it to be. In the first place, the course of study, as prescribed, leaves no time for additional studies or duties. It Is as much as the members of the class can do, to accomplish all that is required in this direction ; and it seems to us there is no subject of study there required, that can be omitted, but on the other hand, there are some subjects, not here pursued, that would be of great utility to every person, and especially to the teacher. Again, to have these model class exercises conducted so as to be of any great utility to the pupil learners, the teacher to take charge

of them should be a person of large experience, eminentlj' successful, and in every way a model of excellence in her profes- sion, a person of good judgment and great discrimination — one who can criticise closely, point out defects, and show their remedy. Lastly, as is well known to the Board, we have been introduc- ing into our Primary Schools a system of instruction, in many respects quite new to our teachers, and while they are, for the most part, working into it very well, much better even than we could have anticipated, yet they feel a greater or less degree of awkwardness and diffidence in conducting the new exercises, and are not prepared to instruct others. The pupils coming from our 22 High School, and applying for situations as teachers, are, for the most part, quite young, and without any experience ; and if we should put these pupils, with their youth and inexperience, into our Primary Schools, the place where, even under the old system, the greatest de^ee of judgment, discretion, patience, ingenuity, experience, and skill are demanded, with all our new methods, as now adopted in these schools, we could expect nothing but failure as the result. These new methods also require a thorough knowledge of Natural History in its various departments, together with a quick and ready hand in linear drawing; subjects with which, in the present course of study, they have comparatively little acquaintance. To obviate all these objections, and carry out the original design of a model school department, your com- mittee would offer the following resolutions, and move their adoption : Besolved, That in connection with the High School, there be organized a depart- ment composed of graduates from this school, and persons from abroad, who may apply for admission, to be styled the Model Primary School Teachers' Department, the object of which shall be to prepare teachers for the important work of primary instruction. Besolved, That no person shall be admitted into this Department who does not hold a certificate of graduation from the Oswego High School, or from some institu- tion whose course of study and mental discipline are equally thorough, or who shall not on Examination, give evidence that she has thoroughly mastered those English branches taught in our best Academies and High Schools, and that she sustains a good moral character. Besolved, That the time of this course shall be one year, and shall embrace the following subjects of study : First Term. — A review of Botany, Mental Philosophy, Zoology and Linear Drawing in its practical application in delineating ob- jects in nature on the black-board. Second Term. — Mineralogy and review of Botany continued, and Moral Philosophy begun. Linear Drawing as last term. Third Term. — Moral Philosophy and Mineralogy continued. Drawing as before. There shall also be a course of Reading, to be continued through the year, consisting of such standard works on the theory and practice of teaching, as the Board shall approve. Besolved, That Primary School No. 2, located in the High School building, be regarded as a Model or Experimental School, to be taught by the members of the Model Teachers' Class, under the superintendence of such a teacher as the Board shall provide. Besolved, That the division of time between study, recitation and practice in teaching shall be arranged as may seem at the time best to subserve the interests of the class and the school. 23 Resolved, That a diploma, or certificate of gradnation, be awarded to all those who pass through the required course of this Department, and show by their practice in the school-room an aptness and ability to teach ; and that the necessary steps be taken to entitle the holder of such certificate to equal rank and privileges with those holding State certificates. Resolved f That the terms of tuition for the admission of foreign pupils into this Teachers* Department shall be eight dollars per term, payable in advance. Resolvedj That the Secretary of this Board be, and the

same is hereby directed to correspond immediately with the Principal of the Training School (for the prepara- tion of teachers for the primary instruction,) under the patronage of the Home and Colonial School Society in the city of London, with a view of obtaining a teacher of high order, one familiar with the system of primary teaching as now adopted in our schools, and capable of taking charge of and instructing a teachers' class, such as the foregoing resolutions contemplate ; and that he make all the necessary arrangements for entering upon the proposed plan on the opening of the spring term. B. DOOLITTLE, C. E. Allen, A. C. Mattoon, Committee . At the close of the commencement exercises in the Hig-h School in the Spring of 1861, Mr. C. T. Richardson, President of the Board of Education, made the following remarks : " Ladies and Gentlemen : As the Board of Education has de- cided upon some changes, not only in the organization of the High School, but in the system of teaching to be pursued in the other schools in the City, it has been thought best at this time that I should make some explanation of those changes, of the reason for them, and their cost, that the Board ma}'^ not be accused of inno- vating rashly, or of trying experiments from which no good may be expected ; or the taxpayers be afflicted with those qualms to which they are so liable. " From a partial trial during the past year in the Primary Schools, which has been very satisfactory, and from information obtained from various sources, the Board has decided to introduce as far as practicable the system of teaching known as Pestalozzian, the basis of which is Object Lessons. It will be necessary to make a brief explanation of the S3'^stem. The name originated with Pes- talozzi, a Swiss philanthropist of Italian extraction, who first, about one hundred years ago, among the children of Switzerland introduced its distinctive characteristics. Since his time it has been modified and improved, and his ideas have been established and developed, until under one name or another, they form the basis of all truly philosophical mental culture. The central ideas of the system are as follows : First : That all education should be according to the natural order of development of the human faculties. 24 Second : That all knowledge is derived in the first instance from the perceptions of the senses, and therefore that all instruc- tion should be based upon the observation of real objects and occurrences. Third : That the object of primary education is to give a har- monious cultivation to the faculties of the mind, and not to com- municate technical knowledge. " The development of the faculties of the mind in the natural order is in this wise, — first the power to receive impressions ; after that the power to conceive thoughts ; after that the power to reason. In other words, the Sense, the Understanding and the Reason. The proper method, then, consists in presenting to the child's mind the quality of know^ledge suited to its state of develop- ment. The ordinary method disregards this principle and is fre- quently just the reverse of this practice. In arithmetic, for ex- ample, the children are taught to repeat rules. Now a rule is a generalization from many simple facts, and to a child ignorant of those facts conveys no idea whatever, although it may repeat it by an effort of the memory. "By the new method the idea of numbers is made familiar to the child by appealing to the faculties that are already developed ; that is, by showing them objects, marbles, pebbles, &c. When the idea of concrete number is attained, they are led to dispeifje with the objects and deal with figures which are sjanbols,. and rules which are abstract. How many children can repeat the ordi- nary tables of weight and measure, but how few have any real conception of what constitues an inch or a pound ! Usually a child is taught as a vessel is laden at the wharf, in bulk ; facts are thrown in loose

without any regard to the fitness of the child's faculties to receive them, and, when a certain amount has been com- mitted to memory the child is considered educated. The true course is to present no other facts, and no faster, than can be assimilated and organized into the mind. By this method educa- tion answers its definition ; it is to lead out the faculties. It is organic, it is growth from within, not an addition from without. It is just the difference between knowledge chemically combined with the child's mind, and knowledge mechanically held in solution. " Take the growing plant putting forth in all directions its roots and fibres seeking food. But put the right elements in its way and the plant will organize them into its growth, varying its de- mand according to its different stages, obstinately refusing at a later period what is obstinately demanded at an earlier, and vice versa, till we have first the blade, then the ear, then the full corn in the ear. So with a child's mind. If when it requires simple im- 25 pressions on the senses you feed it with complex abstractions, it pines and withers, or at best attains but the development of one faculty at the expense of the rest. But if you place before it the right elements, it absorbs them, organizes them, each faculty tak- ing what it needs, till the simple elements re-appear, in the leaf, the flower, the ripe fruit, of vigorous, healthy mental growth. " It is in simply placing in the child's way the knowledge suited to its natural requirements that the art of Teaching consists. The Teacher must furnish the material at the right time. The child must educate itself. " In order to accustom our Teachers to the new methods, the Board has organized a new department in the High School, to be called the ^ Model Primary School Teachers' Department.' The course of study consists of Mental and Natural Science and the Art of Teaching by Object Lessons. The time occupied is one year, divided into three terms. Pupils from abroad are admitted at the rate of $24 per year. In addition to the theory of teaching as learned in this department, the pupils will be required to devote a part of their time alter- nately to the practice in the Model Primary School, under the super- vision of a thoroughly competent person accustomed to the new method. Primary School No. 4 is devoted to this purpose. " After due deliberation, and after corresponding with those best informed in Educational matters in the country, and with the Secretary of the Home and Colonial School Society of England, the Board has decided to employ as Principal of the Primary School, a lady from London, England. " The Home and Colonial School Society is supported partly by the contributions of individuals and partly by Government bounty. Its objects as expressed in its publications, are ' For the instruc- tion of teachers, and for the Improvement and Extension of Edu- cation on Christian Principles.' " This society has already trained some 2800 Teachers in the methods of the new system. The lady whom we have employed has, for a long time, been principal of one of the Society's training schools, and is represented to be perfectly competent to explain and introduce the system here. " Now what will all this cost ? I am happy to inform the tax- payers that exclusive of the fees of foreign pupils, the expense will not exceed thirty dollars over last year, the salaries of the teachers (three) displaced in the Primary School No. 4, which will of course be saved, amounting to the sum paid under the new arrangement, within that sum. 26 " We, as a Board, think the arrangement a good thing, and so Miss Jones comes out in the next steamer to teach our Teachers the new system." The papers which follow give a sufficiently clear connected history of the school ; all, at least, that the limits of this book will admit. At some future time we trust some one will undertake to make a more full and complete

history of both the Public and Training schools of Oswego, in view of the important part they have taken in the introduction into this country of what is some- times termed, with very little appropriateness, as it seems to us, **The New Education. '^ Such an account would require more of detail, including plans and illustrations of work and the principles underlying them, than the space allowed this little volume will admit. That this movement in the public schools of Oswego, which began in 1859, has had a very marked influence in revolu- tionizing methods of instruction in this country, no one will pre- sume to deny. We believe it was the first effort in the United States to systematically apply the objective methods to a system of public schools, carrying out the principles involved in all the grades, in all the instruction, given, in all the branches of study pursued. The following papers were read on the occasion of the 25th Anniversary of the School, held July 8th, 1886 : ADDRESS OF WELCOME. BY THE PRESIDENT, E. A. SHELDON. My Dear Fellow Teachers and Friends : — The occasion that has called us together to-da}^ is one of no ordinary interest. Twenty-five years have passed since the organization of "The Os- wego Training School for Primary Teachers." The unpretending aim of this School was to train primary teachers for the Oswego Public Schools. The beginning was insig- nificant and, to all human appearance, not likely to attract much attention or to work out great results. The first class in train- ing consisted of nine pupils. The School had no funds of any kind for its support. Not even a building at that time had been set apart for its occupancy. In olden times, and in times not so far away, the teachers sometimes "boarded around." If the teacher (for the first faculty consisted of a single teacher) did not "board 'round," the School did. The teacher met her class one week in one school building, and the next week in another, endeav- oring to show no partiality to any particular locality. Such was the beginning of the Oswego State Normal and Training School, which now has an attendance of nearly three hundred pupils and over 1,200 graduates, w^ith a corps of fifteen teachers, an annual appropriation of §18,000, with a building that is probably not sur- passed by any in the country, for its convenience and adaptation for the training of teachers. We are here to-day to exchange congratulations on the work that has been accomplished in this first quarter of a century in this School. With many of us it is our Alma Mater. We are bound to it by ties of affection, that are ever kept alive by the remem- brance of associations of the most endearing character. We have been associated as teachers and pupils, and this means a great deal to those whose sympathies have ever been marked by genuine affection such as is known only to the faithful teacher, and the lov- ing, confiding pupil. We welcome you who have been pupils in the School, and who now, as teachers, have pupils of your own. You are welcome to the old school home. We are right glad to take you by the hand. 2S and to welcome you, no longer as pupils, but as brethren, — as fellow teachers. We welcome you who have been, not only pupils, but associate teachers in our school. You have made yourselves doubly dear to us as sharers of our toil, our responsibilities, our hopes and our successes. We welcome you, who, though never re- lated to us in our School work, either as pupils or teachers, have, by your influence and by your sympathies, not only made it possible to carry on the work of instruction and training, but have given us constant inspiration to work for higher attainments, and a more perfect organization. You may well claim a seat among us as friends and co-workers. You have done for the School what you could not have done in any other capacity. To you, in fact, the School owes its existence, its material support, and its opportunities for usefulness. We welcome you most heartily to a

participation in the congratula- tions and discussions appropriate to this occasion. None have a better right to speak, and to none shall we listen with more pleasure. We welcome you all, pupils, fellow teachers, co-workers and fellow citizens. We have one interest and one aim, — to raise this School to its highest degree of usefulness. We are here to- day, on this twenty-fifth anniversary of its existence, to review its successes and its failures ; to gather lessons of instruction from the past, and inspiration for the future. It will be quite in keep- ing with the occasion to both criticise and magnif}'^ our work. In looking over the work of the past twenty-five years, while we shall find some things to regret, work that might have been better done, we shall find much of which we may well be proud, and in view of which we have a right to rejoice. If our beginnings were small and unpromising, our growth has been healthful and vigorous, and has resulted in a noble manhood. We very naturally inquire what have been the causes that led to the origin, growth and prosperity of this School. One of the surest elements of prosperitj^ in any undertaking is loyalty to truth. To this, more than any other one thing, has our success been due. Thoroughly imbued with the belief that there are certain unchanging laws of mental growth which must form the basis of all true educational progress, we have made them the foundation stones of our structure. The principles which have molded the work of our School are by no means new in education. They did not have their origin in Oswego, nor in men of our day ; they have been urged upon teachers for more than three centuries, and always with good results, when wisely applied. The present centurj^, however, has furnished the soil in which they have taken the deepest root, and are now bringing forth the most 29 abundant harvest. Individual influence and effort on the part of worthy citizens in procuring legislative enactments and appropri- ations of money for the erection of a building, for providing books, furniture, apparatus and other facilities for instruction, have also been very important factors in the growth of our School. Another important element of success has been the character of the teachers who were employed to carry on this work, espec- ially in the early stages of its development. With less wise and capable teachers, the result of this movement might have ended in failure at the very outset. They laid well the foundations on which those who have followed have builded. But in enumerating the causes which have contributed to our growth, I should leave out one of the most important elements, were I to neglect to speak of the influence of those who have gone out from us as graduates. In fact, if we were to give more prominence to one human cause than another, I am sure this would bear off the palm. Yes, it is to you, my dear friends, the Alumni of the School, that we owe more for the reputation we enjoy, than to any other human agency. By your work you have made us known and given us character abroad. Through your influence we have had the confidence and respect of educational men and institutions in all parts of the country ; and you have kept us well recruited, not only with goodly numbers, but with good-material. It is no wonder that, with such an Alumni, the Oswego School has become famous. Such an influence would build up and give reputation to any school. All these I have emphasized as human instrumentalities ; but rising far above them all, and in and through them all, there has been Infinite Wisdom to guide, direct, and con- trol all efforts and all events, and give them success. The Provi- dence of God has been ver^'- marked in the whole history of this School. We can but regard it as an institution of His own plant- ing and protecting, and to Him be all the praise of what we are and what we hope to be. Thus far we have endeavored to trace the causes of success as related to our School. What this

success has been you all know. It is a matter of history. That we have grown externally is evi- dent to your senses. The evidences of internal growth require more time for observation and examination than most of you have been able to give. Should you take the time to search carefully for such eviden- ces, you would not fail to discover them. You would find less of the form and more of the spirit in our work. This you would not fail to observe in all departments, from the Kindergarten to the i 30 Classical work in the Normal School. The gap that once existed between the School of Practice and the Normal School, has been filled up by the addition of a Senior department and the proper connection has been made between the Kindergarten and the School of Practice, so that we have one continuous course from the en- trance of the babies three years old in the Kindergarten, to the com- pletely equipped graduate from the highest department of the Nor- mal School. Well, you say, this is all good ; we are glad to see that so much improvement has been made, but w^hat of the future ? Has the acme of your ambition been realized ? Have you nothing farther to reach forward to and attain ? These are fair questions to ask and deserve a candid answer. No institution can manifest a surer sign of de- cay and death, than to rest contentedly on the laurels already won. We are happy to say to you that your Alma Mater cherishes no feeling of self-satisfaction. We have, indeed, grander hopes for growth in the future, than any we have yet realized. We have work before us quite as difficult to achieve and as worthy of our highest effort as any thing that we have as yet acquired. The idea that the work of the Normal School should be strictly professional, and that all necessary work preparatory to this should be done elsewhere, is, without doubt, a correct one, and, sooner or later, we must all come to it. We have already taken one step towards it, in cutting off one term of the elementary preparatory work in some subjects. It is to be hoped that the day is not very distant when it will all be removed, and we shall be left to do simple train- ing work. This will be a great point gained, and we shall never rest satisfied until it is attained. At present, our work is quite elementary in its character, and must necessarily be so, on account of our low standard of admission, and the amount of time that must be given to preparatory sub- jects. The only thing that we can do well is to train primary teachers. The preparations made, will warrant nothing more. This, it is true, is a very important work, and when it is well done, we have achieved grand results ; but a still greater work lies before us. We shall not have fully met the demands of the public schools, until we can prepare teachers for training schools, for high schools and superintendents. Candidates for such positions should come to us from our Colleges and Universities, to receive the requisite professional training. This is one line of work that lies before us. The limits of our work in other directions may not be so well de- fined, but the directions in which we ought to bend our efforts are none the less clear. 31 Theoretically, we say that the work of the public schools is to train the children who come to them, physically and morally, as well as intellectually. But so far as this relates to the moral and physical training, it is little more than empty profession. Espec- ially is this true of the latter. More and more the tendency has been and still is, to cut off opportunities for the physical develop- ment of the child. The last, and as it seems to us, the most fatal step urged is the abolition of all recesses and open air sports in connection with the school. The tendency to multiply subjects of study, and consequently to increase the demands made upon the pupils to study at home, and thus cut down the hours of physical work, play and recreation — the only possible opportunities given for physical development — has had a rapid

growth in the last half century. It is true, that we, now and then, see stout protests made in some of our public journals against this pernicious tendency. We take our stand squarely against the no recess movement. On the contrary, we advocate longer and more frequent recesses, with more ample and better appointed provisions for play and physical exer- cise. Every school should have ample grounds, in which abundant room is provided for a great variety of games. To facilitate these, the necessary apparatus should be provided, and the teacher should be always present to give impetus and direction to these games. To provide against inclement weather, ample and well constructed sheds should be provided. In addition to this there should be a well-equipped gymnasium, with sufficient room and ap- paratus for such bodily evolutions as may be required in a well- arranged course of physical training. For this part of his^ work the teacher must be as well qualified as for any other. The carriage of the body in walking, in sitting, grace, ease and naturalness in all the movements of the body ; agility, strength and toughness of muscle, the laws of health as related to sleep, diet, exercise, work and play ; the kinds and preparations of food and clothing are among the subjects that belong to this side of child- culture, and the earlier it is begun the better. In this direction a wide field lies before us. We are happy to say that in this work we are able to show you to-day that we have made a beginning. We point with pride to our new gj^'mnasium, with its ample equip- ments for the work in hand. Provision is made for pupils of all ages from the babies in the Kindergarten to the graduating class in the Normal School. We have begun in earnest this work of physical training and, under the guiding hand of Dr. Lee, whose rare qualifications in this direction eminently fit her for this work, we hope, in time, to show results such as have never yet been 32 realized in our public schools. Unfortunately for the realization of all our ideas in this direction, we are badly cramped for outside room. We must confess that we are not entirely guiltless of the sin of Ahab in coveting the vineyard of Naboth, as we look out upon the more ample grounds of our adjoining neighbor. As our covetous eyes survey the adjacent grounds, we sometimes wonder whether our outdoor play accommodations may not, at some future time, be enlarged by something of the same process that has given growth to our buildings. We are careful, however, at present, to cherish this thought under our breath. At the semi-centennial anniversary, I hope some of you may see outdoor arrangements as well appointed for physical culture, as the new gymnasium affords for indoor training. It is true, that twenty- five years hence some of us will not be here, but others will be found to take our places, and the work will go on. In this outline, you have a hint of the work we have assigned to ourselves in the direction of physical culture, and in the train- ing of teachers who shall carry it out in the public schools. We hope, at no distant day, to show illustrations of the good results of this kind of training, that will convince the most incredulous of its utility. In the direction of moral training, also, we have an inviting field for study and growth. This is a subject that has, as yet, by no means been exhausted. That a knowledge of the common English branches is not sufficient of itself, to convert the boys and girls of our common schools into good citizens, no one denies ; but how to carry forward, side by side with this elementary English education, such a cultivation of the moral virtues, as shall insure to the state, moral as well as intellectual strength, has yet to be shown. In this direction no little apprehension is being felt on the part of those who are the most thoughtful and observant in regard to the present products of our public school system. That this part of our work has not hitherto received the attention that it deserves, will not be

questioned. How to meet the deficien- cy is a problem that is yet before us. This is one of the questions, the solution of which we have assigned to ourselves in the future development of our work. Of some things we are already satisfied. Moral maxims, moral lessons, and moral instruction in the ordi- nary acceptation of these terms, are inadequate to produce the results desired. This is a work that can never be accomplished by lecturing or lesson giving. There must be silent, quiet, inob- trusive infiuences, which, like the all-pervading sunlight, shall vivify and invigorate the growth of those finer elements of the human soul, that can only be nourished into life and quickened into activity'' by influences that are intangible and imperceptible to 33 the human senses. These must emanate from the teacher. By the warm and genial influence of her own virtues must the growth of like qualities be induced in her pupils. Neatness in person and attire, neatness in the arrangement and keeping of her table, the blackboard, the furniture, in fact every nook and comer of her school-room ; (coupled with the requii*ement of like habits on the part of the children ; ) punctilious promptness in executing all the appointments of the school, the opening and closing of every exercise, the meeting of every engagement both in and out of the school ; a scrupulous holding to exact truthfulness in every word and act, in all her dealings with her pupils ; a clear manifestation of ingenuous frankness on all occasions ; a generosity that defies the possible accusation of selfishness ; an impartiality in the adminis- tration of her duties that is above reproach ; a faithfulness in the performance of every duty that is unquestioned ; a love that knows no bounds, but embraces in its fold every child of whatever con- dition, temper, or intellectual ability ; with patience that knows no exhaustion, but is equal to every possible emergency ; a genuine politeness, emanating from the heart and carrying with it evidences of genuineness that lifts it entirely out of the atmosphere of mere formalism; with a cheerfulness that helps to light up every countenance that comes within its horizon, — by the unabated and uniform manifestation of these and kindred virtues on the part of the teacher, coupled with the encouragement and requirement of like exercises and habits on the part of the children, until repetition ripens into habit, and habit into character, may we hope to do much toward the solution of this vexed problem. We do not claim for ourselves to have accomplished all this ; we can only say that we have aspirations in this direction, and have made a feeble beginning. Our School of Practice is located in the midst of the poorer classes — ^the day laborers. With few exceptions the children have little home culture, and yet, I must say for them that the boys of this neighborhood are the only boys I meet who doff the hat to the gentlemen they meet on the street, who prompt- ly offer seats to all chance visitors at the school, who are careful to pass around rather than in front of their superiors in age, who never fail to politely bow and ^'excuse me^' to all seeming viola- tions of the more common civilities of every day life. A great deal remains to be accomplished, it is true, but, as straws indicate which way the wind blows, so the little amenities indicate some- thing of the direction in which we are striving to move. With proper conveniences for outdoor recesses much might be accom- plished, that is to us, now, impracticable. The recesses offer the best opportunities that ever come to the teacher for the moral C 34 training" of the children. It is in their plays that the children let themselves out, as they do not at any other time. The old adage is that you never know a man until you come to transact business with him. It is then that the selfish nature comes out. So it is with children. They never manifest their real character until brought in contact with

other children in their plays. The play ground, then, is the place, above all others, to study the children and g-ather material for moral instruction and training. Another direction in which we can say that we have only planned a beginning", is toward a proper development of the aesthetic culture of children. In this too, as in moral culture, very much is to be done by the silent influences which environ them. In the dress of the teacher, its material, its arrangement and combination of colors, in the school-room with its furniture and decorations, as also in the arrang-ement and beautifying* of the school-grounds, the opportunities come to us for cultivating* the taste of the children for that which is harmonious in form and color, and beautiful in combination. In drawing* and molding in clay they are led to imi- tate such beautiful forms as are presented to them for study. This line of culture, which has received very little attention in our public schools, has a very important bearing on the lives, the homes and character of the American people. To encourage and help on this kind of culture by direct methods of work, is a resolu- tion we have formed ; and our plans are matured for the commence- ment of earnest work in this direction. Small beginnings have already been made, as perhaps some of you may have observed, but we have arranged to enter more earnestly upon this work on the opening of the next term. You will doubtless inquire, what is your position in regard to industrial education, of which we hear so much now-a-days. In this direction we confess that we have been slow to act. So much has been said on this subject and so many conflicting opinions advanced, that we have been inclined to wait a little, until the dust and smoke of the first onset should have passed away, and until, by careful observation and refiection, we might lay a permanent basis upon which to build. We are happy to be able to say to jou, that at last our decision is made, and our plans for future work in this direction are already completed, and we are to make a begin- ning. At the opening of the fall term a shop is to be fitted up and fur- nished and the children of the School of Practice will occupy it just to the extent that it can be made to promote the legitimate educa- tional work of the school. We have no thought of training boys and girls for any specific trades or occupations. Our constant ef- 35 fort will be to make the best possible use of the limited time allotted these children in which to prepare for the serious work of life ; to make them as efficient as possible in any occupation to which they may be called. To teach them to read intelligently, to write a legi- ble hand, and to perform with celerity and correctness the simple combinations of numbers, to observe accurately and to express clearly and concisely what they see, to make just inferences, to reason wisely, by the hand to construct with expertness and dex- terity what the eye and the imagination perceive, to lay by in store a large stock of concepts ready for use when demanded, with the power to call them up at will and combine and re-arrange them in every possible, useful way, to impress upon them well-defined ideas of form and color, with the ability to combine these into harmoni- ous groups, and graceful and beautiful relations, to make them familiar with some of the more common objects and forces of nature about them, as represented in the plants, the flowers, the stones, the animals, the birds, the insects and the simple phenomenon that daily forces itself upon the attention of every child, are among the things that will most earnestly occupy the thought and effort of the primary teacher. This industrial training has two lines of work, both educational in their character, but with different ends in view. One aims to- ward the cultivation of the aesthetic nature, and the other toward the cultivation of the constructive powers as related to the useful arts. The former is carried on by means of

drawing, in which perspective and shading are largely employed, and molding in clay ; and the latter by geometrical drawing in which flat surfaces are mostly represented, and in the use of tools. Both of these lines are essential in every well arranged school curriculum. The boys and girls alike should receive careful culture in both of these direc- tions. In the practical execution of these ideas, some divergence is perhaps expedient as between the sexes. The boys will perhaps) , be more occupied in the shop, and the girls with the shears, the thimble and needle. The girls are provided with dolls which they learn to dress in good taste, both as relates to form and arrange- ment, and the combination of colors. In this they are acquiring something of the same power that the boys get with the use of tools in the shop, but in a direction better adapted to their tastes and future necessities. In this brief outline I hope I have made myself understood as to our ideas and plans in the department of industrial education. How well we may be able to execute them remains to be seen. We have now rendered to you some account of the work in which we have been engaged for the past few years, and what we propose to 36 ourselves to accomplish in the near future. We have felt that it was hut just to you that we should do this. We have asked this of you, and with a few rare exceptions you have cheerfully com- plied with our request. Before the close of our sessions we hope to hear further from some of you. I trust we may always hold ourselves in readiness to give an account of our stewardship ; and may we always be able to render such an account as will win for us the welcome plaudit, "Well done, good and faithful servant." Remote Causes Avhieh led to the Organization of the Normal School. A PAPER READ BY HON. O. J. HARMON. The gresitest men of this world are not its monarchs — not its warriors — ^not its millionaires — they are its Teachers. It is great to govern men — ^it is greater to teach them self- government. It is great to command the destructive forces of war — ^it is GREATER to teach man to love his brother man. It is, in a sense, great to accumulate wealth — it is greater to teach the subordinate place of wealth, and how to gather and distribute wisely. Teaching, is the baptismal idea of this Institution. Its re- motest cause rests in the original grant of power, to subdue the earth — this was man's appointed life work. He stood at the head of creation — in the midst of, and above the forces which the creative hand had impressed on nature, around, within, and for him, and his appointed work was to know these forces — ^to gain the mastery over, and reduce them to his service. The intuitive activities of childhood — the toils of graver man- hood, in field and shop and laboratory — the glad "Eureka" at dis- covery of the hitherto unseen, all indicate this as the appointed channel of human thought and progress. Here are the materials for the achievment of his highest possibilities. The forces emanating from* the creative energy — light, elec- tricity, gravity, the storm cloud, the planetary world — all beckon him to acquaintanceship and offer him their friendly ministries — but in his ignorance he has believed them Deities, or Devils, and has worshiped or propitiated them. Sad evidence of the fall, that man's God-given powers have been so distorted that, for more than 4000 years, war has domi- nated his energies and diverted him from his appointed work. In the Tower of London, covering some 12 acres of ground, there is one corridor extending nearly the length of the building, devoted to the historic evidence of the progress of the race. On either side of the central aisle are arranged, in chronological order. 38 the instruments which evidence and measure his employment and development. One passes sadly down this line of history, seeing at first only the most savage agencies for destroying human life, and for more than three-fourths of its entire

length. Every thing tells of battle fields, and only late begin to appear articles of peaceful industry and agencies for prolonging life. Three thousand years ago, when war was the business of na- tions, it was prophesied the time would come when instruments of war should be converted into those of husbandry and men should not learn war any more. Whoever was the Prophet^ the Proph- esy is true and the time is at hand — arbitration now replaces war in the settlement of differences. It is sublime to contemplate the building in which we meet to- day, erected over the ruins of the old fortification which hides the records of a hundred years of fighting. The school house rising on the battle-fields of earth ! Surely, "Out of the darkness of the night, The world is rolling into light, Daybreak is everywhere." It is not pertinent to the object of this paper, to trace the forces which have transformed the life of the nations — suflBlce it to say, this is but the beginning of the end which shall restore to earth the lost harmonies of Eden. In the light of these truths, the people of Oswego, some forty years ago regarded with much uneasiness the condition of our public schools. Divided into small districts by lines which did not divide, hostilities were incessant. Teachers were employed whose chief merit was their cheap- ness. Consolidation was bitterly opposed because it would deprive those in power, of a little brief authority. The education of the child was held to be in the interest of the parent, not the state, and the small sums to be paid by the father kept hundreds of children out of school. In the fight for bread, the child had only a money value, and was worth what he could EARN : what he was worth to the state — to himself, had little con- sideration. In 1848, E. A. Sheldon, then a young man — now, and for twenty-five years the honored Principal of this institution, found himself in Oswego, in one of those strange pauses in life which, to the outer eye, seem accidental, but are in reality the source and spring of life's greatest work. He was induced to canvass the city, especially among the 39 neglected poor, and found some 2500 young people and adults who could not read. These disclosures greatly stirred the hearts of the christian and patriot, and the question, what can be done, for a time ruled out all others and found answer in the organization of the "Orphan and Free School Association." Donations of money, food, clothing and bedding came in freely. The basement of the old Tabernacle, then standing on West Second St., near the Vulcan Iron Works, was rented, and Mr. Sheldon to his surprise found himself in the midst of 120 wild boys and girls, most of whom had never been in a school room. To bring order out of confusion was attended with some re- markable incidents and some perils. Two brother boys, especially eminent for disorder, had the devil cast out of them by the omnipotence of patient gentleness, and never again lapsed into bad conduct. A few days sincQ one of them, now grown to respectable man- hood, took the hand of his old teacher, who did not recognize him, and blessed him for the redeeming work done for him in that old basement. The school prospered — a Sunday School was added in the be- lief that the entire man must be educated to assure good citizen- ship. A year passed and the sentiment in favor of consolidation and free schools had grown. A public meeting was held in the old city hall which develop- ed opposition — there were those who desired to retain control over the people, and free schools and free thought were not in the in- terest of their plans. Appeal was made to the legislature, but failed. It was renew- ed, and, thanks to the fidelity of James Piatt, in the senate, and D. C. littlejohn in the assembly — ^names which Oswego honors, — consolidation and free schools were established by law. The following year an effort was made for repeal, and a peti- tion with 800 names went to the legislature for that purpose. It failed,

and the law went into effect in May, 1853, with Leander Babcock, A. C. Mattoon, D. C. Goldey, Wm. H. Goit, Wm. F. Mason, A. B. Coe, John C. Churchill, and the writer of this paper for the first Board of Education. The work of reorganizing not only the public schools, but public sentiment as well, began in earnest. Mr. Sheldon, who had gone to Syracuse, was induced to re- turn and take charge of the work, and from that time to this, has 40 been the embodiment of the educational idea and the exponent and expression of its progress. Better schools inspired better teachers. Plans for training teachers were formed. Old methods were criticised and abandon- ed. The laws of child-development as a study, came to the front. It has been said, "in a very deep sense all human science is but the increment of the power of the eye ; and all human art is the increment of the power of the hand.^' Seeing nature and copy- ing it — ^these, in their countless and indirect and transfigured forms, are the two co-operating factors in all intellectual progress. The mistake in the past has been the divorce of these two factors — words, instead of things, the abstract, instead of the concrete, the complex, instead of the simple, have been forced as intellectual aliment upon the child mind to repletion. It is hard for the adult brain to g-rasp the subjective unless aided by the objective. For the child it is impossible; ideas grow out of facts, and the de- velopment and training" of the senses are essential to the acquisi- tion of facts. This is Nature's order, and it works easily. "The whining school hoy creeping like snail, unwillingly to school," dis- appears, and he greets his school work as he does his games. Teaching by objects came like the sunrise, and then came its logi- cal complement, the Kindergarten. There is yet to come the further sequence, the tool house. To secure the most advanced thought in the training class, Miss Jones, who for many years conducted the training of teachers in the Home and Colonial Training Institution of London, was ob- tained, and for one and one-half years gave her life to this work. Many present will recall their experiences in those afternoon sessions in the old brown school house on Fourth street and at Mead's hall. East side. We hoped for her presence to have graced this occasion, but our thoughts and benedictions follow her sadly, as she returns to her home in England. The Training Class prospered, and grew in ripeness and pow- er — ^yet not without opposition. It has ever been thus — a few minds have led the thought of the world, and often paid, with their lives, the penalty for knowing more than their fellows. In February, 1862, at the invitation of the Board of Education, a large meeting of the principal educators of the country, espec- ially from New England and the Middle States, was held at the city hall to consider the new methods. Three days were spent ex- amining the new system, at the close of which they said, "jPAe principles of the system are philosophical and sound, and in harmony with the nature of man* yy 41 By an act of the Legislature of 1863, the State assumed the Training Class and placed it under the control of the State Super- intendent, provided for its support and made it free. The transition was easy from this point to the final act of in- corporation which took place in 1865, and so became the Oswego State Normal and Training school. Thus the Training Class, born of child-need and cradled in the old Tabernacle basement, grew in the old brown school house, attained young manhood in Mead's Hall and the 4th Ward school house, at maturity was adopted by the State of New York, and received for its patrimony this beautiful building for its home laboratory in which to work out its high destiny. i HISTORY OF THE NORMAL SCHOOL- A PAPER READ BY HERMAN KRUSI. The historian on whom devolves the task of describing the rise, progress and present condition of the Oswego Normal School, has to

steer clear of two cliffs : 1st, he is not to show too much partiality for events or persons which are yet too near his vision to enable him to see them in all their bearings, and the less, as he may say with the Trojan hero, quorum pars magni fui. He must secondly, not trace the cause of the educational reform to a bright passing thought, proclaimed for the sake of novelty or glory, but refer it to a living principle, which, like the source of a river, does not have its real beginning where it seems to babble out from the ground, but points to a still higher origin at the foot of the everlasting mountains, whose summits seem to touch the sky. The first consideration is somewhat relieved by the thought that the Alma Mater of thousands of its sons and daughters scattered over this continent, ought in justice to be reviewed by one, who has stood near it, who rejoiced in its growth and progress during a quarter of a century. The second consideration is answered by the history of the school itself, more especially by the circumstances attending the first introduction of improved methods of teaching into the City schools of Oswego. The leading spirit of this movement, as we all know, is Mr. E. A. Sheldon, the man who has built himself a lasting monument by the foundation of this noble building, but still more so by the oppor- tunity he has given to thousands of pupils for their education, inspiring them for their task, and, lastly, by the undivided love and respect he has earned by his unwearied zeal and mild fatherly in- fluence. While Superintendent of the City schools of Oswego he became more and more dissatisfied with the results of the methods gener- ally pursued in the schools. On a visit to the Normal school at Toronto he became acquainted with the publications of the Home and Colonial Society of London. In these, especially in the works of Miss Mayo, he found, systematically presented, many ideas con- nected with objective teaching, which he had cherished in his heart 43 without having had adequate means for their realization. He at once procured the books upon Object lessons^ and in frequent ses- sions with his teachers began to discuss the various exercises and methods contained therein. But, in spite of his earnest endeavors, he was aware that they required a living interpreter to present them in symmetrical order, and a thoughtful mind, whose practi- cal experience would suggest many valuable applications. The following document, dated Nov. 1st, 1860, explains itself : In spite of its length, it deserves to be given in full, as it forms a great contrast to the usual dry matter of fact resolutions proceed- ing from Boards of Education, and because it is pregnant of high and important results and expresses distinctly the original inten- tion of its author : Nov. 1, 1860. **The undersigned Committee of Teachers desire to call the at- tention of the Board of Education to a subject, which they deem of vital importance to the interest and progress of our public schools. It is known, at least to some members of this Board, that it has been part of the plan, in connection with the High school, to have a teachers' class formed from members of the graduating class, composed of those who design to teach, who should spend a por- tion of their time during the last year of their course in some model class exercises for the primary and junior department, in addition to especial instruction in the theory and practice of teaching. This plan your Committee regard as an excellent one ; but for several reasons, with the present arrangement, they deem it impracticable, and experience has thus far proved it to be so. In the first place the course of study, as prescribed, leaves no time for additional studies or duties. It is as much as the class can do to accom- ^plish all that is required in this direction ; and it seems to us that there is no study there required that can be omitted ; but, on the other hand, there are some subjects not here pursued, that would

be of great utility to every person and especially to teachers. In order, however, to make these Model Class exercises of great utility, the teacher who has the charge of them should be a person of large experience, eminently successful and in every way a model of excellence in his profession, a person of good judg- ment and great discrimination, one who can criticise closely, point out defects and show the remedy. As it is well known to the Board, we have been introducing into our Primary schools a system of instruction in many respects quite new to our teachers ; and while they are for the most part working into it very well, much better even than we could have anticipated, yet they feel a greater or less degree of awkwardness 44 and diffidence in conducting the new exercises, and are not pre- pared to interest others. The pupils coming from our High school and applying for situations as teachers are mostly quite young and without any experience, and if we should put those pupils with their youth and inexperience into our Primary schools, the very place where even under the old system the greatest degree of judgment, discretion, patience, ingenuity, experience and skill are demanded, with all our new methods, as now adopted in these schools, we could expect but failure as the result. These new methods also require a thorough knowledge of Natural History, in its various departments, together with a quick and ready hand in linear drawing, subjects, with which, in the present course of study, they have comparatively little acquaintance. To obviate all these objections and carry out the original plan of a model school department, your Committee would offer the following resolutions and move their adoption : 1. Resolved, That in connection with the High School there be organized a de- partment composed of graduates of this school and persons from abroad who may apply for admission, to be styled the Model Primary Teachers' Department, the object of which shall be, to prepare teachers for the important work of primary instruction. 2. Resolved, That no person shall be admitted to this Department who does not hold a certificate of graduation from the Oswego High School, or from some other in- stitution whose courses of study and mental discipline are equally thorough, or who shall, on examination, give evidence that he has thoroughly matured the English branches generally taught in our academies and high schools, and that he sustains a good moral character. 3. Resolved, That this course shall be one year and shall embrace the following subjects of study : 1st Term. Botany, Mental Philosophy, and Linear Drawing in its practical ap- plication in delineating objects from Nature on the blackboard. 2d Term. Mineralogy, Review of Botany, Moral Philosophy, Linear Drawing continued. 3d Term. Moral Philosophy and Mineralogy continued ; also Drawing. Resolved, That a diploma or certificate of graduation be awarded to all those who pass through the required course of this department, and show by their practice in the school room an aptness and ability to teach, and that the necessary steps be taken, to entitle the holder of such certificate tp equal rank and privilege with those holding State certificates. Resolved f That the Secretary of this Board be directed, to correspond immedi- ately with the Principal of the Training school for the preparation of teachers for primary instruction under the patronage of the Home and Colonial School society, in the city of London, with a view of obtaining a teacher of high order, one familiar with the system of primary teaching as now adopted in our schools and capable of taking charge and instructing a teachers' class, such as the foregoing resolutions contemplate ; and that he make all the necessary arrangements for entering upon the proposed plan at the opening of the spring term. Ayes — Talcott, Oliphant, Doolittle, Mattoon, Allen. No — Richardson." 45 As the result of this action, Miss M. E. M.

Jones, a teacher in the Home and Colonial School, London, England, was invited to Oswego and commenced her work on the 1st of May, 1861. Her teaching was essentially based on principles, which owe their chief advocacy and practical application to the work of the Swiss school reformer Pestalozzi. The more exclusive attention to Object lessons as a separate branch of study, was of English origin, and has since been greatly modified. Yet it was this new feature in particular, which struck casual observers as worthy of attention and imita- tion, and a practical way to change the usual word — or book method for one, in which real objects could be studied, and thus establish a connection between the science taught in school and the exigencies of life. More accurate observers, however, found that objective teaching in its broadest sense was the germ, from which better methods of teaching number, language, geography, etc., could be derived. It did not matter, whether every thing said or done in this direction was altogether new. The teachers and the public had ere this been regaled with beautiful theories of teaching and good advice in regard to their execution. But the one thing wanting — and decidedly the most essential — ^was given to the teachers of Miss Jones' class. They were supplied with easy, naturally graded exercises for each branch, the facts of which were capable of be- ing developed by them. They also received instruction in philosophy of education and methods, which, when tested by their own work, were accompanied by suggestive criticism and useful advice. The Oswego Training School, under Miss Jones' direction, or even a few years afterwards, could not boast of great numbers. It was composed of volunteers from teachers of the City schools, who were willing to spend two hours of the afternoon for the acqui- sition of better methods of teaching. This and subsequent classes were reinforced by pupils from this and other States, some of whom were graduates of Normal Schools, and generally came well grounded in the preparatory branches, and were eager to learn better methods of teaching them. In spite of a great deal of in- dijfference manifested in the neighborhood, and ill concealed hostility of the advocates of the old system, Mr. Sheldon's work soon at- tracted attention from a more liberal and progressive class of edu- cational men in this and other States of the Union. One evidence of the increasing approval of his work lay in the fact, that his most promising graduates were much in demand, and would have been lost to the Oswego schools, but for the unstinted liberality of the then Board of Education, who were not at that time troubled 46 by the imperative demand, that only "citizens" should apply for situations. From the effect produced by the new method on pupils and teachers, Mr. Sheldon came to the conclusion that its adoption into the schools of this country was a matter of vast importance. To promote this end he issued, in .December, 1861, an invita- tion to some leading educators of different States, to come to Oswego, in order to observe the practical working of the method. This invitation was cordially responded to, by W. F. Phelps, D. H. Cochran, David N. Camp, Thomas F. Harrison, H. B. Wilbur, W. NicoU and Geo. L. Farnham. * There is something almost touching in the introductory words of Mr. Sheldon's address. Far from boasting of great results al- ready obtained, or giving vent to an excited imagination in regard to hoped for results or laurels, he seems rather to be thrilled by the greatness of the task, and long for the sympathy and co- operation of kindred souls ; we give it in full : " For more than eight years we have been striving to improve our schools, and when we compare them with what they were at the time of their organization, we feel that a decided progress has been made ; but never have their deficiencies been so apparent as at the present moment. Whatever the improvement, it certainly has not kept pace with our ideas of what

it ought to be. } We have asked you here to examine a system of instruoftion we have been endeavoring to incorporate into our schools, for the origin of which we claim no credit ; neither do we claim that the principles of this system are new in this country. For years they have been quietly and almost imperceptibly creeping into our educa- tional theories ; and have, although in an isolated and disjointed manner, made their way into our best schools. Good teachers everywhere are working more or less in accordance with these principles — modified perhaps in some degree — and are there pre- paring the way for a system of primary education, of which they constitute the very web and woof. It is this feature which we claim as new in this country. We have never had any system of primary education based on sound philosophical principles, and practically carried out in a definite and well arranged curriculum. Whether such is the system to which we now call your attention, we leave you to judge ; it is for this purpose we have presumed to invite you here today. Should your judgment, after a careful in- vestigation, accord with our own, it can but lead to a complete revolution in our methods of teaching ; it will make teaching a profession, a title it has yet to earn. >? 47 It would lead too far to enter into a minute report of the lessons observed by the committee, accompanied, as they were, by valua- ble remarks and suggestions. We simply append the two closing resolutions of the committee : *' Resolved, That in the opinion of your Committee the system of Object teaching is admirably adapted to cultivate the perceptive faculty of the child, to furnish him with clear conceptions and the power of expression, and thus to prepare him for the prosecution of the sciences or the pursuits of active life ; and that the Committee do recommend the adoption of the system in whole or in part, wherever such introduc- tion is practicable. ^^ Resolved, That this system of primary instruction, which in a great measure sub- stitutes the teacher for the book, demands of the teachers varied knowledge and thorough culture ; and that attempts to introduce it by those who do not clearly comprehend its principles, and who are not trained in its methods, can result only in failure." Miss Jones' labors ended in the summer of 1862, and will always be gratefully remembered. Her work was continued by teachers, who had been her pupils, and by myself, who had assisted in the objective work at the Home and Colonial, from which Miss Jones had drawn her inspiration. The surviving instructors during the first two years of the Oswego City Normal school will look back upon that period of its existence with a feeling akin to that which causes some men, after an honest and successful struggle of life, to look back upon the small beginnings of their work, the little workshop, the small house quarters embellished by affection and hope, the first earn- ings, which small as they were, gave them even more joy, than the later ones of apparently greater value. Aged ages will look back with deep feeling toward a cozy room in the second story of the Fourth Ward school building, where assembled each day the teachers and pupils of a school which was destined to step out of its comparative obscurity, to become a favorite foster-child of this great State and a model school for similar institutions all over this commonwealth. We have dwelt at greater length on the beginnings of this Normal School than we shall devote to the remainder of its work and existence. We consider its beginnings analogous to the ten- der plant, which has at first to be carefully'- nursed, so that it may develope vigorous root, take a firm hold in the yielding soil and send forth a trunk, from which branches, leaves, fiowers and fruit issue in due time and order, each forming the necessary conditions for the growth of the next. But a cultivated plant, whose pro- gress is not to stop even during the rigors of Winter, needs an en- larged vase or receptacle

proportionate to its vigor and promise. It was thus with this school. As its managers never stooped to 48 indulge in pompous advertisements, but preferred to let the facts speak for themselves, they naturally felt the need of sympathy and encouragement from the Department of the State, whose func- tion is to watch and protect the educational interests of the State. This encouragement they found in the person of the then Superin- tendent of Public Instruction, Hon. Victor M. Rice,* who obtained in 1863 a grant of $3,000 for its support. Of the Act submitted to the Legislature, we shall only quote Sect. 1, besides some of the accompanying remarks of the Superin- tendent relating to the objects of the school, cojirse of instruction, etc. " The Treasurer shall ^slj annually, for two years, the sum of three thousand dollars for the support of a Training School in the City of Oswego, for the preparation of primary teachers for the common schools, provided that the citizens or the Board of Edu- cation in said city shall, within one year from the passage of this act, provide the necessary buildings, grounds and other accomoda- tions and appliances for such school, as directed by the Superinten- dent of Public Instruction; and provided further, that there shall be instructed in said school for a period of at least forty weeks in a year, not less than fifty teachers designing to teach in the common schools of this State ; and provided further, that each of the Senatorial districts of the State shall respectively be entitled to send annually to said Training School two first class teachers, each to be appointed by the State Superintendent of Public In- struction, after they have been duly recommended by two County School Commissioners or by a City Superintendent of schools re- siding in the district for which the appointment is to be made, and all the teachers thus appointed to said Training School may receive instruction and training in everything taught in said school, free of charge for tuition. " The object of this School, which you should keep in view in re- commending candidates for appointment, is to impart each year to a number of educated, gifted and zealous persons, a more thorough knowledge of the most approved and philosophical methods of teaching; and of these an equal number is to be selected from each Senatorial district, that all parts of the State may have represen- tatives in it, who will impart the superior knowledge which they shall acquire therein, to the schools which they shall instruct, and to the teachers whom they will meet in Teachers' Institutes and in the voluntary educational associations of their respective counties. That the influence of such a school may be thus widely spread as to affect beneficially the schools in all the counties of the State, need only be suggested to be understood." 49 COURSE OP INSTRUCTION. " Philosophical instruction of children and youth requires that the teacher shall possess a clear comprehension of their physical, in- tellectual and moral condition, and of the best means by which this can be improved and exalted, and to contribute freely and gener- ously to the power and happiness of the pupils. Particular attention therefore be paid to the study of the laws of hygiene, and the neces. sityof obeying them will be earnestly inculcated— to intellectual and moral science and to such branches of natural science and natural history, including chemistry, botany, zoology, mineralogy and geology, as are made to yield liberal contributions to the means of teaching employed, and to the useful knowledge of those taught. Careful and definite instruction will be given in vocal music and in methods of teaching and illustrating various other subjects by model lessons. Among these will be included form, size, weight, color, number, language, reading, spelling, drawing and geography. The proper methods of classifying and governing schools will receive special attention. There will,

therefore, be connected with the school a sufficient number of model and practising schools, to afford to every pupil an opportunity of observing and practising the methods pursued therein. One of the model schools will be but partially graded, and, in its general character, as nearly as may be like the schools in the rural districts, so that the best methods of organizing and managing such schools may be learned. The school hours of the pupils will be divided between class recitation and instruction, observation in the model schools and teaching in the practising schools, under the immediate supervision of the most competent critics, whose duty will be to point out de- fects and exhibit the proper methods. To the observation and practice and instruction in these schools, the highest importance will be attached. " Evidences of increasing solicitude for the proper instruction of the young, and of a growing and more enlightened public senti- ment in regard to the requisite qualifications of teachers, are daily accumulating. Even whilst making great and painful sacrifices and herculean efforts to save the life of the Republic, our people, faithful to themselves and to their posterity, have not remitted one jot or tittle of their interest in the schools. ,. On the contrary, they seem to appreciate fully, that though the last rebel shall be sub- dued and the cause of the rebellion destroyed, they cannot, even then, hope that the Republic will march on with its pristine vigor and become ^ ancient of years, * unless they inculcate on children and youth, knowledge, virtue and an undying love of liberty. In D 50 . view of this statement, we may cheerfully and hopefully anticipate that the teacher is to be more highly honored and rewarded for his services, and that those, who have an aptitude for teaching will avail themselves of the facilities for preparation, offered by the Normal and Training schools." The preceding Act shows the original intentions of the pro- moters and leaders of the school, to which it has in the main re- mained faithful, making allowance for modifications rendered nec- essary by altered circumstances. The fact of its adoption as a State school during a dark period of the last war, is an honorable tribute to the firm determination of one part of the nation — whilst compelled to bring heavy sacri- fices in men and money for the defence of their beloved country — to be equally anxious for its intellectual and moral welfare. In 1865 the Oswego Board of Education purchased the United States hotel property, North side of Seneca, between sixth and sev- enth streets, at the cost of $11,500. They enlarged and fitted up the building at an additional cost of $14,500, in all $26,000. On the seventh of April, 1866, a general Normal School act was passed, providing for six Normal Schools in various parts of the State, to be governed by Local Boards appointed by the State Sup- erintendent and removable at will by him. The annual grant made for them was $12,000, afterwards raised to $16,000. On March the 27th, 1867, the building, grounds and appurtenances of the Oswego school were accepted by the State. The State Superintendent appointed a Local Board of thirteen, and this ended its connection with the City schools, except that which necessarily arose from the existence of the Practice school, the teachers of which were and are still chosen by the City Board of Education. Up to this time the entrance of pupils depended on examinations for admission, but it was soon found, that whilst many could pass 1}he most necessary branches, they were ignorant of others, from which general culture is equally derived. Hence it was necessary to create a new department ; an Advanced English Course. Besides these two courses, the Elementary English and Ad- vanced English, another was afterwards added, called the Classical Course, in which Languages, Ancient and Modern, received partic- ular attention. At first the pupils of the latter

were not required to teach in the Practice School, but were allowed to graduate with- out this ordeal. Although this might have given a great impulse to the numerical representation of Classical scholars, it was after- wards rescinded, so that no scholar can now graduate, without studying the methods and their application in the Practice school. 51 under the supervision of competent and experienced teachers or critics. In intimate connection with the growth of the school and nec- essary accomodation of various departments of teaching, is the growth of the Normal School building. It is possible, that some among this audience, who have received their instruction in the old wooden structure arranged for the conveniences of a hotel, will miss the shady piazzas and pillars on the South and East side of the building, which seemed convenient for private study or other private matters not mentioned in the program. They will also miss the ivies, these evergreen reminders of their respective classes and class reunions. On the other hand they must concede, that the rooms now admit more light and sunshine, that they present conveniences and accomodations not dreamed of before. They will hail the study room with all its rules of silence and order, remem- bering well how the dear old Hall (now amongst the things of the past) was a very poor place for study, with its frequent interruptions, marchings in and out, and the ill-concealed whisperings going on at the back of the room and in corners. The new brick building, as it now stands, (with the exception of one wing that was completed last year) was raised in the Fall of 1879, at an expense of $56,000. We have no room for the descrip- tion of its particular rooms, halls and manifold conveniences. A few words must be said in regard to the magnificent fitting up of the third story for the purposes of the Scientific Department, since it indicates a great progress in its scope and efficiency. Inspired by the spirit and example of the great Agassiz, who wished his pupils to commence with Nature directly, not through books, our teachers of science felt the necessity of separate working rooms for chemistry, natural philosophy, botany, zoology, etc., also illus- trative objects for observation and study. Our visitors will find that chiefly through the enthusiastic exertions of Prof. Straight these things have been liberally granted, and that this department will compare favorably with those of similar institutions. The same may be said of the Gymnasium but recently fitted up under the direction of Dr. Lee with every kind of apparatus for healthful exercise, in order to give to the youthful body the stamina neces- sary to battle with life and to stem the encroachment of premature weakness and disease. From the building constructed yf bricks and stones let us turn our attention to the work built up from living souls, by its pupils and teachers. Although the life work of each pupil, in one sense, is of as much importance to himself and to a circle of intimate friends, as that of 52 teachers, the latter must necessarily have some prominence in the history of a school, from the influence they exercised upon all the members. When the principal actors in the work of the school will have gone to other vocations, or to their rest, it may be a suit- able task for the future historian, to commemorate some of the efforts, which have left a permanent mark or impression. It is true that some have done long'er service than others. Of this institution it may even be said, that some of the first teachers (including" our honored leader) are still at their post after twenty- five years of faithful service. It lies in the nature of things, that as pioneers in the method employed for their respective branches, they have contributed materials for the benefit of succeeding teach- ers, which will cause their work to continue, when their voices are no more heard in these halls. But there have been and still are others, whose years of

service have been less, but who have secur- ed a safe place in the shrine of the affections of their pupils. Independent of their individual merits, the school may be congratulated for two features affecting its success: First, the permanency of teachers in some of the most important departments, saving the school from the effects incident to frequent changes, which cause confusion in the minds of the pupils as to the value of contradictory methods of teaching : Secondly, the co-operation and sympathy produced by the fact, that nearly all the teachers were alumni, animated by feelings of reverence and affection towards the school and its noble purpose. It is a foolish error, (although sometimes committed by half- trained pupils) to call that a method, which forces the pupils to follow merely given directions, to anticipate the teacher and thus to go merely in beaten paths and ever deepening ruts. A natural method never does this, but rather requires an in- cessant effort, to bring the branches of study in close relation with the exigencies of a progressive age. A close examination of the present organization of the normal department and the practicing school will show, that these exigencies have been respected by the introduction of new subjects or an improved method of illustrating the same. In some branches, as for instance in the teaching of Languages, the method has been so modified, as to give the pupils more chance for expression, according to the example given by Dr. Sauveur, who we are happy to say is to come in closer connec- tion with this school. There is yet room for the introduction of exercises, which will enable the pupils to give expression to their practical tendencies, by which Ingenuity and taste are developed at the hand of industrial exercises, of which are already fostered in the Kindergarten. As long as the managers of this school and 53 their teachers are animated by sentiments like these, there is no fear that it will lose its high position in the ranks of progressive institutions. The introduction of a Kindergarten is another instance of this progressive movement. Started in 1881, in a beautifully decorated room, under the able and genial superintendence of Mrs. C. A. Burr, it has done excellent work as a private school. But the real purpose of its founders has only latterly found its realization. We mean that it is now free to the children, who intend to enter the primary department, whilst a number of exercises have been in- troduced into the latter, which are calculated to develope manual skill, and give to their inventive talent and taste a pleasing occu- pation. About twenty-seven ladies have avaDed themselves of the opportunity afforded them to be trained as Kindergartners, of whom eighteen have graduated. Some of the work of the Kinder- garten, such as moulding clay, building with blocks, knitting, etc., is continued under the superintendence of the regular practicing teachers, with the children of the lowest primary class. The ex- periment hitherto has been very successful, and will be soon ex- tended to children belonging to higher grades. We are now coming to a part of our subject where there is room for interesting statistics — we mean the pupils of the school. It is, however, not so much the number of pupils, which forms a subject of gratification, as their quality, character, the reasons for their coming, the spirit of attention and intelligence they have shown here, and the missionary work they have performed after- wards in distant regions and other institutions. The question, ^^ why did so many pupils come from distant parts ? " need not be answered with the fear of appealing to vanity and self-love. In many cases the question of those who enter such a school, is not : " where do they display the most learning, or give the highest promises for its attainment ?" but rather : " Where do we find methods and practice so combined, that thej^ will show us the way, by which we can enter consciously and intelligently upon the

path of development and progress, and where we are preserved from making abortive experiments and blunders." Now the Oswego Normal School has ventured to do that, which the older schools in the Union did not dare to attempt, viz : To entrust its more advanced pupils with the instruction in the divers classes of the Practice School, making them, to some ex- tent, responsible for the conduct and progress of their classes — not merely observers or imitators of teachers in so called Model Schools. 54 Shall we wonder, that graduates, who had passed through this ordeal and who could safely be reconunended to the direction of a school, should have given so much satisfaction to their pupils and employers, as to encourage many others, to follow their ex- ample ? Nay more, shall we wonder, that newly founded Normal Schools in this as well as in other States of the Union should have " picked out " our best pupils, in order to help them to introduce methods in Practice schools which every where were being organ- ized ? On the other hand the managers of some schools sent us their best pupils that they might receive the same kind of instruc- tion by which they had been benefited, and to which they acknowl- edged gratefully their success. We remember once to have heard a lecturer say " That pupils either come to school or are sent there." The former assumes a voluntary determination to gain knowledge and a proper selection of subjects wisely arranged for that purpose. It also presumes an age, in which the plays and allurements of childhood are willingly abandoned and the mind is devoted to more serious reflections. The Oswego School has been fortunate in receiving a great number of intelligent volunteers, whilst the average age of the pupils has always been between twenty-one and twent^^-two, which we believe exceeds that of any other Normal School in the State, and perhaps in this Union. Favored by all these circumstances, the career of the school has been an honored one and the respect in which it was, and is still held by educational men, and the influence it has had on the educational work in our own State, may be gathered from the fol- lowing particulars, which are far from being complete : The Fredonia (N. Y.) State Normal and Training School, at one time took nearly its entire corps of teachers from Oswego, Dr. Armstrong the principal, having been teacher here. The (N. Y.) State Normal and Training Schools of Brockport, Potsdam, Gen- eseo, Buffalo, Cortland and New Paltz have been organized on the same plan, and each has employed one or more graduates of the Oswego school as teachers of methods and for general train- ing work. The Oswego school may justly claim the credit, which is cheer- fully accorded to her on every hand, of having laid the foundation and paved the way for the establishment of all the newer Normal and Training schools in this State. The great West, at a comparatively early period, sent urgent calls for teachers capable of introducing these methods into their training schools. 55 Graduates have gone to the State Normal School of San Francisco and San Jose, Cal. ; Mankato, Winona and St. Cloud, Minn. ; Leavenworth, Kansas ; Kirksville and Warrensburg, Mo. ; Terre Haute and Indianapolis, Ind. ; Iowa City, Iowa ; Peru, Neb. ; Trenton, N. J. ; New Britain, Conn. ; Worcester, Mass. ; also to the Training Schools of Boston, Mass. ; Cincinnati, O. ; Cook County Normal School, Englewood, 111. ; New York City ; Davenport, Iowa ; Portland and Lewiston, Maine ; Toledo Ohio, and Detroit, Mich ; New Haven, Conn. ; Philadelphia, Penn. ; Milwaukee, Wis. ; Grand Rapids, Mich. We also sent teachers to the South in behalf of the education of Freedmen — ^to Fisk University, Nashville, Tenn. ; Atlanta Univ., Georgia; Tougaloo, Miss. ; Avery Normal Inst., Charleston, S. C; and still further South to some of the Republics of South America, Mexico, the Argentine Republic and others. The influence of the Oswego School in the West has not even stopped this

side of the Golden Gate, but has extended to the Sandwich Islands and to Japan, where one of our graduates, Hideo Takamine, presides over the two Normal Schools in Tokio, the one for men and the other for women. The combined number of the pupils in these Normal Schools and the practicing schools connected with them, amounts to several thousands. The normal course ex- tends through four years, a fact that would seem to indicate that the Japanese have more correct ideas of the importance of thor- oughness in the preparation of teachers than we have in this country. But whilst the principal influence of the Oswego school has been in the direction of public instruction, it would be wrong, not to mention the work of some private schools, the managers of which have shown their affection and respect for the Alma Mater, by chosing some, if not all their principal teachers, from graduates of this school. This we see for instance in Misses Master's Ladies School at Dobb's Ferry ; in Miss Armstrong's school in Cincinnati, and the Albany Academy ; the Hasbrouck Institute at Jersey City ; the German Academy at Hoboken, etc. Their work deserves the more mention, as there is, in the higher classes of society to which their pupils belong, a still greater need to counteract superficiality, frivolity and show, than even among the middle and lower classes which chiefly patronize the public schools. It would be going too far, to mention the many and often dis- tinguished visitors, which the school has received at various times, more especially at the close of each term. Even the Canada Board of Education has sent delegates to observe our methods, of which they have made honorable mention in their printed record. And now, what shall we say in conclusion ? 56 Many things said here refer to the past. To those who have been here for a q^uarter of a century, visions of about four thous- ands of pupils are hovering before the eyes with more or less dis- tinctness. Many, who have eftibai*ked on the deep, broad ocean of knowledge in order to reach land upon which to sow the seed for educational harvests, have' changed their course and returned to other pursuits of life. Othfers, however, have been wafted by those half-yearly returning tides of- final examinations to the goal of graduation. Their number up to this time amounts to 1281 — an honorable record, which could never have been reached if the 'institution had noi Strained every nerve alid muscle to provide the 'State with teachers conscious of their high vocation, or if the pupils ;had shown less intelligence and perseverance. Statistics of pupils, in reference to the localities from which they came, show that, with one exception, all the counties of this great State have been represented. If we except Oswego County, which naturally supplied an overwhelming number of pupils, we 'must name Jefferson and Suffolk as the banner counties, the former supplying 147 and the latter about 90 pupils. It will be observed that the latter had to traverse a considerable distance to come to Oswego ; but this distance was exceeded by the pupils from other States, who were induced to visit the school, attracted by the repu- tation of its methods and teachers. The advantages reaped by these outsiders from exertions and sacrifices made by the State of New York, are counter-balanced by the fact, that a great number of them remained in this State, and devoted their energies to the advancement of its interests. If we look about us we fail to see some of our beloved colleagues whom death has promoted to a higher school of development. These will be mentioned afterwards, together with the vast number of pupils, who in the prime of life have passed away from loving parents, relatives and friends. Let us again turn to the living. The many pupils that peopled these halls during the last term, have mostly returned to their re- spective homes or places of destination . But on this day their places seem to be filled again. From many counties and many states we see the former

pupils of the Alma Mater, riper in age and experi- ence, assemble once more on the same spot, although in a some- what altered room, to survey again the scene of their former labors and recreations, troubles and hopes. They behold the firm and massive building, which stands as a noble monument of the indom- itable perseverance and self-sacrifice of one man and his active supporters. 57 The view from the windows in the north side still extends over the blue surface of the lake, bound by the distant line of yon hori- zon. Beyond this we are not permitted to look, little as we can scan the boimdary, which separates us from the future. One thing is sure : None of the aged, few of those in middle life, and a few more of the young will be able to celebrate our next quarter cen- tennial ; but this thought need not trouble us. Suflftce, that on the side on which we stand, there is still life and noble purpose. That purpose is eternal. It will be taken up by others, when our bodies will be mouldering in the grave, and when the history of our lives, like the present unfinished record, will be closed. PAPER READ BY AMOS W. FARNHAM Class of '75. (our normal school as related to the work among freedmen.) We are told that when Luther made his famous journey to Rome, at sig-ht of the Eternal City he prostrated himself and ex- claimed : ^^Holy Rome, I salute thee ! " Approaching Old Normal I feel a disposition to manifest a like deference. She has dealt kindly with hundreds of us, and honored us with her name. Her influence is felt throughout our land, and across the seas. To-day I have the honor of bearing testimony to her influence in the New South. About the time of my graduation in the sunmier of 1875, 1 ap- plied for work in colored schools South, under the care of the American Missionary Association, and was accepted. My only tes- timonial was from Mr. Sheldon, which said in substance that I was just completing the advanced English Course of the Oswego State Normal and Training School ; and during my five terms of study under his superintendence I had behaved myself. So far as I am aware I was the first one to enter Southern work from our schooL Mr. Sheldon's words to me in the office when he found that I had chosen my corner of work among the freedmen, were an inspira- tion and a benediction. He told me he was glad that our work was to be extended to another section of our land, and to another race. The Association that employed me gave me permission to en- gage three teachers for Avery Normal Institute, Charleston, S. C, the school to which it had appointed me Principal. I therefore en- gaged Harvey J. Calvert, class of July, '73, Elizabeth F. Sheldon of my own class, and my brother, who having been taught in the schools of this city was imbued with the normal spirit, if ignorant of the letter. In the early autumn of 1875 we left for the land of magnolias, mocking-birds — and mosquitoes, and October first, with six others who were former teachers in the school, we organ- ized our work. Our teaching force then consisted of three colored lady graduates of that school, a Southern white lady of an old and highly respected family, two Massachusetts ladies educated in New England academies, one pupil of the Oswego city schools, and 59 three Oswego Normal graduates. Beginning work with three hundred colored children and youth in the "Cradle of Secession/' and assisted by teachers who represented two races and three sec- tions of the Union, we realized that we had proceeded "from the known to the unknown." Obstacles confronted us on every side. Many things were to be done on which we had never written a "sketch." We wondered that so many questions arose which had never been asked. in "School Economy; " and that so much came up for which Dr. True had never given us a "Law." At last the whole case was covered when we recalled the principle, "Never tell a child what he can find out for himself." To which principle we discovered that our instructors had rigidly adhered. The officers of the

Association said they understood that Oswego teachers were radical in their ideas. They farther said that in their minds it would be better to make changes gradually ; to introduce our methods slowly. Perhaps in the minds of some people it would be -better for a boy to leave off his wrong doings by degrees ; to turn the cows out of the com gradually ; to pull the weeds out of a garden slowly. We honored their convictions, but followed our own. It had been suggested in Method class that when we had any change to make, or any new thing to introduce into school, we should not proclaim it in the streets but do it quietly. One of the early introductions was gymnastics, Dio Lewis' system. These physical exercises resulted in ease of movement, grace in posture, and rest for mind and body. They proved a means of mental discipline. Many pupils worked hard and long before matter could act in unison with mind. And when the move- ments were learned so that they could be gone through in a rhyth- mical manner, for many of them it was the first time that mind had ever gained a victory over matter. Gymnastics became a factor in self-control. Whispering was more easily overcome. Classes were passed in less time with less noise. Simultaneous obedience to signals was secured. Politeness was cultivated. And, as we have all either experienced or observed, the body and mind were invigorated by these systematic and pleasurable exercises. The work has not ended in our pupils. The greater number of them teach after their graduation, and introduce these exercises into their schools. They find them an excellent means to bring parents to visit school. And not infrequently gymnastics have furnished paid entertainments the proceeds of which have brought some useful apparatus to aid their teaching. Four years later I introduced this system of physical exercises into Atlanta Univer- sity ; and from that center hundreds of teachers have carried it to every county of Georgia. 60 From this page of my paper I will speak of our work with ref- erence to Atlanta as well as Charleston; for the spirit of the work was the same in both schools. For those young men who had been with us several years, and had become familiar with the marches and exercises with dumb-bells and other light apparatus, and needed something new to maintain an interest in this depart- ment of education, we introduced military drill, for which I had the services of ex-cadet Whitaker of West Point. As soon as practicable we made provision for, and afterward devoted one period of each Wednesday to Industrial Education, which embraced scroll sawing ; clay modelings ; designs for da- does, borders, oil cloths, etc. ; outlined and filled-in embroidery ; patchwork quilts ; floor mats and rugs ; printing; drawing; gar- dening and cookery. The work was supervised by the teachers who were regularly employed in the schools. Boys as well as girls were taught to sew ; and some of the best sewing was done by boys. On Commencement days we had industrial displays, which in extent and execution, surprised teachers as well as visitors. In Atlanta I found industrial education furnished a means of school discipline. It was not an uncommon thing for a boy to take to the farm superintendent a note which read, "Please let this boy saw one half cord of wood, and oblige.'^ Sometimes the note asked permis- sion for the bearer to work a specified time in the garden. One day the farm superintendent said to me, " If you have a small boy who has been very troublesome, you may send him to me to ride horse to plow out com." He assured me that he got the best work from boys whom I sent him for discipline. Throughout our Southern work we devoted one period a week to Bible study. This plan for moral training was adopted by our pupils, who very generally organized and superintended Sunday- schools in their school-houses. . It was our custom to have a Teacher's meeting once a week for criticisms and conference. These meetings were cheerfully at-

tended and the criticisms and suggestions kindly accepted. Never but once was any ill feeling manifested and then it was by the lan- guage teacher because the Principal's interpretation of a rule in grammar did not coincide with that of the text-book. The next day on entering her room I saw the rule illustrated on the black- board according to its interpretation in Teacher's meeting. Glanc- ing toward the board she said to me, "Do you remember the young man of the Scriptures, who when his father said, ^go work to-day in my vineyard,' answered, *I will not,' but afterward he repent- ed, and went ? " The same teacher four years afterward said to me in a letter, "Scarcely a day goes by but something you said in our 61 Teacher^s meetings helps me to do my work better and more easi- ly." I claim no credit for myself, only that I have tried to be faithful to the teachings received in my educational home. To the Oswego Normal school belongs all the honor. Our teachers followed each other in giving a general lesson once a week. All teachers and the senior class were present when this lesson was taught. At the close of school the teachers, with- out the senior class, met to criticise the lesson. The senior class at certain hours visited teachers' rooms for observation. This class was also allowed some practice, and each lesson was followed by criticisms. A lesson with criticisms became one of Commencement exercises, and invariably was the exercise of the day. The ability to criticise intelligently, brought our graduates into favor with our State Board of Visitors at Atlanta University. Their ability was developed in method classes, where pupils were required to write "sketches." I have found nothing so beneficial in my Normal classes as sketch writing for making pupils exact in their work. The foundation of what success I have had in my own work was laid in sketch writing. I look back upon that work with greater pleasure, however, than I experienced at the time. For it was by no means a pleasure-giving thing to get back a sketch with much more writing than it had when it was handed in. And which read, "Not to the point." "Illogical." "No development." "See me." Leaving the class, as I did, wounded by the teacher's pen whose treatment was always heroic and without anaesthetics, I became convinced that "the pen is mightier than the sword." In South Carolina and Georgia a prominent feature of our primary and junior work was the study of Nature. The greater part of this mind-forming as well as mind-developing study was confined to minerals, plants, insects, and the human body. In Atlanta we found text-books on English granmiar in five grades — each grade represented a school year. These pupils were attempt- ing to learn the science of the English language before they had learned the art of it. Many of them had no language whatever. Some had no need of a language because they had no ideas to express. We let Nature study supplant English grammar in the first three grades, and take half of the time allotted to grammar in the fourth grade. The transforming influence of this change was enough to convince skeptics of its importance. For we have skeptics, and they were convinced. The senses of the pupils be- come acute through use. The development of their faculties brought them up to a higher civilization. Mind-fibre was built in. Language was cultivated. A love of beauty was created. Butter- cups and grasses became something more to them than so much 62 fodder ! The moral nature was trained. Manners were softened and refined. An interest in common things was awakened. And rocks and plants and the dwellers of the air spoke to them in a language which they understood. Superstition lost its grasp, and on every hand was revealed to them God's wisdom and love. At the end of the first year in Charleston, Mr. Calvert's boys presented him with a collection of insects found there. This gift, simple in itself, showed that an interest had been awakened in a new field of work, as

well as their love for a faithful teacher who had opened to them the book of nature. During a subsequent year in that "city by the sea" C. P. Vanlnwegen, class of June, '76, taught entomology with marked success. Insects were collected and kept for the pupils to observe the metamorphoses through which they passed. The microscope was brought into constant use, and every other practical means employed that could make the work more effectual. Still later Miss Hattie Dowd, class of February, '80, was successful in introducing chemistry. Each member of her class was furnished apparatus, and taught to per- form his own experiments and to observe and record all the result- ing phenomena. In a like manner Wm. M. Aber, class of July, '72, taught chemistry in Atlanta University. Perhaps all of you are familiar with DeGraff and Smith's Development Lessons, which have been adopted by the Chautauqua Teachers' Reading Union. The lessons on Insects which that book contains are a transcript of work done in Atlanta University by Margaret K. Smith, class of January, '83. She also gave in that Institution the Development Lessons on Form and Plants, and the plant illustrations which the book contains were engraved from drawings made by Miss Smith's pupils. It was her plan to have her pupils make drawings of all natural history specimens which they studied. And at Commence- ment these drawings, with the pupil's collections, were admired by scores of intelligent visitors, including the Governor of Georgia. In Charleston, but more especially in Atlanta, our Normal Departments were visited by all the prominent teachers of the white schools, and also by some members of their School Board. It is plain to be seen in localities where good work is done for colored youth that the whites of those localities increased their efforts for the education of white youth. And the more progressive patrons of white schools are on the qui vive that their children's school privileges shall not be inferior to those of colored children in their midst. The pastor of a prominent white church once asked to see my course of study for one of my colored schools. After he had examined it he said that it made greater provision for the education of colored girls than the Ladies' Seminary of that city 63 <50uld offer to his daughter. He added, "I ought not to complain, for, as I am a clergyman. Miss K. takes my daughter at reduced rates. Notwithstanding the favor I shall be obliged to send my child away that she may have better advantages." Different School Commissioners of South Carolina said that the graduates of Avery Normal Institute were their best colored teachers. Miss Eliza A. Bo wen, of Georgia, the author of "Astronomy by Observation," which is just being published by the Appletons, after having visited a number of colored schools told me that she was able to tell the graduates of the Normal Department of Atlanta University simply by their work. They do not bow down to Webster's Blue-Back Spelling-Book, which is the most prominent text-book in many of the public schools of Georgia. They do not seem over-glad when parents tell with delight how "Johnny, who is a right smart boy, has done learnt all the words clean to Baker y and Mary, who knows aheap, hdis got to incoinprehensibility.^^ Our graduates manage to put the Blue-Back into the back ground if they do not suppress it altogether. In a recent letter from Miss Bowen she said to me, " I think the Normal Schools for the colored race have had a beneficial effect on the whites, of whom the lower class are much opposed to changes." She also said, "It forces the re- sults of progress before them. " In referring to the Blair bill she remarked : " When people here object to the Blair bill on account of the Federal supervision, I sometimes think a little wholesome supervision would be a good thing." And then, true to her con- victions, for which I admire her, she added, " I do not of course mean that I would be willing to teach United States^ History su-

pervised. " On that she voiced the sentiment of the South. While the South is willing that we should interpret Nature in Colored schools, it is not willing that we should interpret "state right" and define the causes and spirit of the Rebellion. I would not be willing to teach United States History supervised by the South. When the South and the North come together, they face in opposite ways ; because of their geographical position it is impossible for them to see things in the same direction. And to these geograph- ical positions are due the differences in our social economy. We must be silent on political questions in working for the freedmen. If we are outspoken politically, we incur the displeasure, if not the persecution, of the whites. Either one of these manifestations of their mental attitude toward us weakens our influence upon the colored people, who are at all times anxious that we should have the approval of their white employers and friends. 64 In closing I will say that I have made no attempt to write up the " much written up " colored people. My subject did not call for it. Beside, the colored people have too great magnitude to be inclosed^within the boundaries of a paper ^^to be confined to fifteen minutes as the utmost limit. " I have only drawn the curtain aside suflciently to give you a glimpse of what I have seen of our Normal School as related to the work among the Freedmen. MAL SCHOOL BOARDINQ HALL AND COTTAGE. The Influence of the Os^vego State Nornnal School in the West. BY MRS. DELIA LATHROP WILLIAMS. To the young" whose life is yet an unexplored mystery, there is a consuming desire to peer into the future, and by some art of divination to anticipate its events. But when one has advanced so far that he has also a past, the season of reflection and reminis- cence begins. The middle-aged live over again, in recollection, the sports of youth and the joys of early manhood with such acute delight that they are multiplied a thousand fold, and early ex- periences, be they never so satisfactory, are but the sources of life- long streams of pleasure. Late in years the future loses all its charms, for at the best it promises only growing infirmities and failing powers. A beneficent Providence has tenderly ordered that time shall heal the wounds made by bitter experiences, and when his soft hand has taken the edge from all that was painful, are not "the former days better than these" which are filled with weak- ness and weariness ? Our dear Alma Mater, whose birth-day we celebrate on this occasion, has in no sense, come to these years of weakness, but she has lived long enough to make it possible for her to begin to indulge in retrospections, and to find real enjoyment in recalling the events of her younger days. like all fond mothers, no phase of this reminiscence gives her more unalloyed pleasure than the living over again the lives of her children, noting their growth, and re- joicing in their successes and honors. The children are all very grateful that she has invited them home again to assist her in recalling many incidents which may have passed from her memory and to bring to her knowledge much, that with her numerous family cares, may have been altogether unknown to her. like all wise mothers, our mother has taught her children to be self-helpful. She has pushed them off her lap, then away from her knee, and finally from the maternal roof altogether, across the rivers, beyond the lakes, over the mountains, east and west, any- where, everywhere that they can find working room ; for they have inherited from her the spirit and love of work. If she will let me I will whisper in her ear what I hear of some of her boys and girls E \ 66 who have crossed the mountain line and sit facing the Father of Waters, the great middle highway of the land. Through the agency of ardent and progressive men in charge of the public school interests of the Mississippi valley, the " Oswego Movement, " as it was called twenty years ago, early made itself felt in Ohio,

Indiana, Illinois, Wisconsin and Minnesota. As soon as it was reported that a star had risen in the east, these men, Edwards, Hancock, Harris, Phelps, Pickard, Rickoff, Shortridge, Smart, White (E. E. ) White (S. H. ) and others, growing school men of their respective states, made a pilgrimage to see the light of her rising ; and they saw and believed. As a result, a great impulse was given to elementary instruc- tion in this section, and as a necessary step towards the introduc- tion of better and more philosophical methods into the schools, the work of educating teachers was most ardently advocated, and most hopefully entered upon. The decade from 1860 to 1870 was one of intense educational interest as regards elementary instruc- tion. Prior to 1860 there were, according to the Report of the Commissioner of Education for 1883-4, but two State Normal Schools west of the Alleghanies, one in Ypsilanti, Michigan, found- ed in 1852, and one in Normal, Illinois, founded in 1857. Besides these state schools there was a city Normal School in St. Louis, founded in 1857. During the decade from 1860 to 1870 inclusive, there were opened west of the Alleghanies eleven state normal schools, of which California had oney Indiana one^ Kansas two, Minnesota three, Missouri one, Nebraska one and Wisconsin two. Of public city Normal and Training schools there were seven open- ed, including those of Cook and Peoria Counties in Illinois. These were in the Cities of Davenport, Iowa ; Indianapolis and Fort Wayne, Indiana; Cincinnati and Dayton, Ohio, each with an Oswego graduate at its head and over which Oswego still holds a mother's, or, at farthest, a grandmother's sway. Winona, Man- kato, St. Cloud, Whitewater and other state schools were organized with training departments, at whose head was placed a trained teacher from Oswego. Besides the graduates of this school in conspicuously respon- sible positions, a large number went into immediate work of teaching children and made their influence felt directly upon the school room. To-day it is safe to say, there is not a city or large village even, in all this tract of north middle states, which has not among its teachers a descendant of the Oswego Normal School, of the first or second generation, while in many of them the teaching force is largely made up of these trained teachers. Cincinnati City Normal School alone has graduated, since its organization in 1868, 67 820 young" women all of whom, save some of the most recent grad- uates who have not yet been appointed to positions, have been actually employed in teaching, and a large proportion of whom are still in the school-room. The Dayton Normal School has grad- uated, since its organization in 1869, 199 young women exclusive of this year's class, all of whom go through the school for the ex- press purpose of becoming fitted to teach. Cleveland has a large and influential Training School established in 1874, which has graduated five hundred teachers. Sandusky had one for several years which is now discontinued, and Columbus has organized one quite recently, with one of the ablest of Oswego graduates at its head. I speak particularly of the Training Schools of Ohio, not be- cause their record is exceptionally good, but because I am better informed in regard to them. There is no problem so difl&cult as that of estimating, in the great march of affairs, the influence of any one person or move- ment. The problem becomes doubly diflBlcult when the one who attempts the solution is himself part and parcel of the movement. But it cannot be an exaggeration to say that our dear mother, whom we to-day so affectionately congratulate, by her graduates in State Normal Schools, City Training Schools, in Normal depart- ments of high schools and colleges, in city and county institute work, in educational gatherings, by text-books on educational methods, and discussions in educational Journals, has molded the educational sentiment and practice of our own land not

only, but to some marked extent of lands beyond our own. That I might not speak from the narrow circle of my own observation, I have asked some of the gentlemen to whom I have already referred as being familiar with the "Oswego movement," to give their opinions concerning it, after having observed and tested its work and its graduates for twenty years. I first quote from a letter written by a gentlemen who has been for many years familiar with all the educational movements of the country, and himself has constituted a part of them all, William F. Phelps, of Mmnesota. He says : '^ As to the influence of the Oswego formal school upon Education in the West, I And it is a theme too fruitful to be passed over as hastily as I shall be compelled to do owing to pressure of duties. From the time when I served on a committee to in- vestigate and report upon the plan of instruction introduced in that school by Miss Jones, of the Home and Colonial Training Institution, I have been profoundly im- pressed with the value of its methods ; and when, in 1864, I was called to Minnesota to organize the first Training school established west of the Mississippi river, I chose the Oswego school as the model, in respect to its methods of teaching and the spirit of its work upon which to build up a system of professional training for the teachers 68 of the Iforth star state. The first teachers employed there were from Oswego, or else had been trained by the representatives of that institution at Davenport, Iowa. Miss Mary Y. Lee, now connected with the Oswego school was one of the first who was called to duty there, and all who know her matchless skill, her earnest spirit, and her strong character, can well realize what a povrerful influence she exerted over her pupils and upon the destinies of the institution. Thoroughly versed in the prin- ciples of her divine art, apt and skillful in their application, and enthusiastic in her devotion to duty, her work when performed left nothing to be desired. * ' And such in a high degree was the character of her associates. "Whatever they touched, they touched with a master hand. As teachers they were true artists. Precept and example, theory and practice, were perfectly joined, and the result was that their pupils were inspired and built up in their professional preparation to a de- gree that I had never witnessed before. This school at once took hold upon the com- munity and upon the entire state, and became the foundation of two other state schools of like character. From the begining the graduates of Oswego have been largely employed in the three normal schools of Minnesota, and I attribute their phenomenal success largely to the wonderful influence of this school. '• The influence of Minnesota's example upon other states of the west and north- west is, in my judgement, due in no small degree to the inspiration imparted to the disciples of the Oswego school. Wisconsin, Iowa, Indiana, Missouri and even Dak- ota, yet in its infancy, all are profiting by the new dispensation inaugurated by Dr. Sheldon and his able coadjutors." Prof. Edward Searing, President of the Mankato Normal School, sends the list of names of Oswego graduates, eight in all, who have taught in that school, and adds : '^ It is honorable for Oswego. All have been good teachers, most of them excel- lent. AM except the first have taught since I came here. This is good evidence of my own high esteem for Oswego. " Dr. John Hancock, a man thoroughly conversant with the history of every public school movement in the Mississippi Valley says: "I think possibly the word reminiscence will as well as any, explain the change in schools within my knowledge, brought about by Oswego Methods. I am sure the Institute of 1867, in Cincinnati, in which those eminent teachers and Oswegoans, Dr. Armstrong, Prof. Krusi, Miss Seaver, Miss Cooper, and Mrs. Mary Howe Smith took part, marked an era in the schools of that city. They presented the business of teaching in a light in which it had not

been seen before by the large body of teachers there assembled. The spirit infused into this body by this new education was the main cause of the establishment of the City Normal School with Miss Sara Duganne, an Oswego graduate, at its head. She was followed by Miss Delia A. Lathrop, another Oswego graduate, who, with the assistance of four other graduates of Oswego, carried forward the work for seven years. Here was begun the great fight between dynamic and mechanic instruction, a fight that has been going on ever since with somewhat varying success, but on the whole with a sure gain ot territory by the first of these belligerent parties. Dayton renewed the force and influence of her N"ormal School by placing at its head Miss Blackwood, a child of the Cincinnati Normal School and of Oswego training, with her was associated Miss Rice another Oswego graduate, and after six years service she was succeeded by Miss Mary F. Hall, whom I regard as one of the best teachers I have known." 69 Hon. James H. Smart, President of Purdue University, and who has been for many years intimately connected with all the educational movements of the West writes : '* I am very glad to give you my opinion concerning the influence of the Oswego Normal School upon the educational interests of Indiana. I have had several Oswego graduates working under my immediate supervision for a number of years, and dur- ing my term of office as state superintendent of Indiana, I observed the work of many others. Oswego graduates have been employed in some of our large cities as superintendents of training schools, and as teachers in other departments, and as in- structors in our State Normal school, I am free to say that to the influence of no class of teachers, are we so much indebted as to those who have come to us from Oswego. Those who are acquainted with the work and influence of the city Train- ing school of Indianapolis, of the city Training school of Fort Wayne, and of the work of the Training teachers in the State Normal school will, I am sure, endorse this statement. President Smart adds soto voce that one of the best things the Oswego Normal has ever done was to send Miss Mary H. Swan to Indiana to become the wife of the President of Purdue, but he adds that I am not to report this, so out of respect for his feelings I shall omit the mention of it from this report. J. L. Pickard, for many years superintendent of the Chicago schools, but now President of the State University of Iowa, writes : '*My distinct impressions are that Oswego graduates have taken prominent part in the advanced methods of instruction of these later years. While in some instances I have considered them too much tied to a method, it has always been on the part of fresh graduates, and I have been pleased to see that experience has led them to adopt the spirit rather than the letter of their professor's instruction. That they do readily take this higher stand is evidence of their excellent training." Dr. W. T. Harris, whom all recognize as one of the country's foremost men in education, writes : *'Only a few graduates of Oswego reached St. Louis. That few did excellent work. I often heard of them in Illinois and other places. They were a ' live ' set of teachers. I went on a pilgrimage to the shrine at Oswego, and saw some of the best work donfe there by Mr. Sheldon and Miss Cooper that I ever had seen. From the fact that the graduates laid so much stress on the oral side of instruction I had feared that the thorough work of mastering the book had been slighted, but to my intense gratification, I saw in Oswego Model work of text-book instruction." Extract from a letter of A. J. Rickoff, late superintendent of Schools at Cleveland, O. : '' In response to your request that I state what I know of the influence of the Os- wego Normal school, I have to say that to it we owe the immediate impulse and the direction of the reform methods of instruction which is now in progress in the schools of the United States. This

judgment is based on my knowledge of the fact, that as soon as the nature of the work, begun twenty-five years ago in Oswego, became known, its graduates were eagerly sought for in the leading cities and in the ITormal schools East and West, and that these in turn became centers of influence whence the light was diffused with greater or less intensity, in every direction. All honor to Dr. Sheldon, who made the Oswego Normal School what it was and is." 70 Dr. E. E. White, who is as critical and as competent a judge as we have in the country, says of Oswego : ** I take pleasnre in bearing testimony to fact that this school exerted in its early history, marked influence on primary instraction in Ohio and Indiana — a more effec- tive influence than all the other normal schools in the country. This influence was exerted in teacher's institutes and normal schools in which Oswego graduates and disciples were employed as instructors, and in educational journals. It is not too much to say that the Oswego teachers reconstructed primary methods in many schools. In the presence of such witnesses as these, there can be no question as to the respect and reverence in which the Oswego Nor- mal School is held in the North Mississippi Valley States. Next year these states, the old North- West Territory, begin their his- torical Anniversaries. Their history, a hundred years old, will be read by every teacher and studied by every child, and in that his- tory no influence will be recognized as so potent in molding its present educational methods, and in informing their spirit, as the school whose quarter-centennial we are here to celebrate, the *^ Oswego Normal and Training School. " THE NORMAL SCHOOL IN AMERICA. BY A. D. MAYO. One of the most accomplished of the many g-ood women whom Oswego has sent forth, as lady principals of important Training schools, used to say : "The first class of every new City Normal should be composed of the school-board, the masters of the leading schools, the city government and the distinguished citizens," The only claim I have upon your attention, to-day, is the fact that it was my privilege to be initiated in the beautiful ways of the New Education by sitting, in manly style, at the feet of a group of Oswego graduates, while serving for ten years as their nominal supervisor, on the school board of a Metropolitan Western City- It is possible that this fact may account for the choice of a speaker, on this ifotable day, who is neither a teacher nor, in common par- lance, an "Educator." The President of the Oswego Normal School is everywhere known as a man always seeking new things and searching the horizon for the appearance of any person or tendency that may help in his great work of training teachers for the American common school. He may have reasoned that, whereas there are some four hundred thousand people in the United States now "keeping school," there must be fifty-four mQlions six hundred thousand people who are not keeping school. While this numer- ous body is, in one sense, the constituency of the teachers, in various other ways it stands in the most intimate relations to the school-man. In this vast multitude are included the fifteen millions children and youth who are the subjects of the four hundred thous- and teachers; also, the parents and nearest friends of these children, who must certainly be supposed to be as deeply interested in their welfare and, on the whole, as intelligent as their teachers, and, beside the foremost people of every class and calling, there is included in this majority that peculiar oflBlcial class known as "the School Authorities," — the men and women, elected by the people, to disburse the $150,000,000 of their annual contribution to public education, select, examine and overlook the work of the teachers, and supervise the whole material side of the American common school. Our good Principal Sheldon, within the past 72 twenty-five years, has had abundant opportunity to appreciate the

importance of this, the peoples' side of our educational life. Pos- sibly he has thought it not inappropriate to ask a representative of this vast constituency, after an experience of labor and obser- vation covering the same period as the life of Oswego, to give his impressions concerning the work of the Normal school ; especially the type of school represented by your institution. I observe that now, as ever, a considerable body of the repre- sentatives of what is called **The higher Education," literary, scientific and pedagogic, are not backward in reporting the de- fects of the whole department of Normal school instruction ; some- times declaring that the net result of its past half-century's work has been "a disappointment," and that its most characteristic work, the elaboration of methods in common school instruction and the training of young teachers in the practice department, has been the most conspicuous failure of all. Whatever may have been the intention" of your faculty ^in calling me to this platform, let it be distinctly understood in all I say that I speak not from the chair of the professor of pedagogy, and have no controversy with the numerous elaborate theories proceeding from the high places of educational thought, at home or abroad ; I only exercise the common right of every American citizen who is called to sup- port and, possibly, to superintend the organization, of the common school;^ to look at things through the eyes of a layman and report my best understanding of the estimate of your work made to-day, by the thoughtful portion of the people in all parts of our country. And, perhaps, it will be no disqualification that your speaker represents in his own experience, the average New England bo^'^ of a generation ago, who made up his mind, at sixteen, to " get an education " and went about it with all his might, relying largely on his own effort and resources for the cost. Up to that age m^'^ training was in the country district school of that far off day ; as- sisted by the village doctor and parson ; one term at a country academy and another at the "fall school, " then the only attempt at the secondary education in the ordinary New England village. At sixteen I became a teacher, at twelve dollars per month> " boarding round " the first winter, fighting my way to success. The remaining five years were distributed between winter teach- ing, summer attendance on a neighboring academy, close atten- tion to the debating club, insatiable reading and such home study as could be gained in the intervals of tending a village store. At twent^^, I entered one of the little rural colleges of Massachusetts — now one of the foremost in New England — as poorly qualified for col- lege study as could be ; though blazing with enthusiasm for every- 73 thing' lofty in scholarship, [character and professional life. Half my class of thirty went to physical wreck before they passed the Rubicon of Sophomore year — I graduating, among the minority, with the full honors of the college dyspepsia of that day, never to enter the door of any school again. I can appreciate the strength and weakness of that old system of discipline to the vast majority of New England boys aspiring to an education. It has the solid merits of the powerful people from whom it came — the most intelligent, progressive, practical and moral people there are on the face of the earth. It did awaken that hunger and thirst after knowledge which raged in the soul of every superior and claimed the reverence of every inferior member of that portion of American society. It was a tremendous educa- tional stimulant — for the moment a New England boy embarked onjthat enterprize he became " the observed of all observers, '^ and all good men and women rejoiced in his success. It did hold up a lofty ideal of personal character, for these people demanded a noble manhood in the upper regions of life. It put every boy, save the small class of the wealthy, on his own feet. It is

true that, while this gospel of self-help did wonders for those who survived, it al- so filled the New England of a generation ago with broken down scholars, sick clergymen and feeble teachers and peopled the dis- mal old graveyards with thousands of the noblest youth that ever lived. Still these were surely great merits, for they belong to the very foundations of educational life. To love knowledge ; to glow with splendid ambition; to belie v^e in a character founded on the everlasting sanctities ; to give yourself altogether to the making of yourself ; these are qualities so indispensable that no education is good that weakens their force. No wonder that the stern life of that day sent forth one of the most powerful bodies of men and women this world ever saw, who built up the learned professions, including the teaching class ; colonized the great west ; fought the decisive battle of freedom through argument and arms and, as the crown of their career, have left this mighty Republic united, well over on the other side of Jordan, all ready to begin a second cen- tury of the nation's life. Whatever defect may be found in that original method of training the people, this must be said — that no body of school men, however illustrious, ever inaugurated an educational discipline that has done half as much to push forward the great good cause of the people's upward march toward the civilization of the sermon on the Mount and the golden rule. But nobody so clearly as one of the survivors of that holy war can see the prodigious deficiencies of that American school life of half a century ago. like every war, it was wasteful, contemptuous 74 of physical life — to be tolerated no longer than demanded by the necessities of a new country. It was fearfully narrow and, too often, built up power at the expense of breadth and an implacable morality, the next kin to fanaticism and bigotry. It largely ig- nored the whole esthetic side of man and even failed to conceive the "beauty of holiness.'^ Of course, tried by all high scholastic and literary standards, it was crude, superficial, tending to conceit ; although its great propelling force did throw up an illustrious body of people in the higher realms of literature, learning, professional and public life, whose merits will be acknowledged in history. But its most fatal defect was its strange neglect of childhood. It began at the^top and shaped everything on the narrow curriculum of the American college of that day. The Academy was a little College ; the district school a little Academy ; and primary educa- tion was left to take care of itself. Its temper was essentially aris- tocratic ; for, though all men were invited, yet only the few could succeed in such a desperate conflict. The little children doubtless got a good deal out of the schools, through the kindliness of the school-mistress and the petting of the big boys and girls ; but for purposes of instruction, up to the age of ten, they might as well have been at home. You can inspect their wretched apology for teaching the three R's in thousands of miserable country schools in all parts of our country to-day. Nature was given the goby all the way up. From the age of six to twenty-one, with the ex- ception of a few "experiments," no teacher ever directed my atten- tion to the observation of the outward world. I never heard the phrase "Physical Geography," till I stumbled on Goyot's "Earth and Man," after leaving college. Worst of all, the college and academy life was largely out of sympathy with the people's school. I never heard the name of Horace Mann mentioned in my academy and college, though he was then at the height of his early fame in Massachusetts. I did not know there was a public school in the academical and collegiate town when I was educated, from sixteen to twenty-one. Of course, there were natural teachers for the little ones in all the schools. The general intelligence of the people was a great helper for infancy, and our wonderful human nature never so decidedly resents the notion

of being suppressed as in childhood and youth. But when all allowances are made, what- ever may be the opinions of certain great scholars, the intelligent people of this country have long since decided that the old-time schooling, from six to twelve, was an experiment not to be repeated and where ever now existing is to be changed as speedily as may be to some better way. And a great deal of the indifference, hos- tility, even disgust with the whole matter of education among ex- 75 cellent and able people, in all parts of our country is the reaction of outraged humanity against the pedantry, stupidity and violence inflicted on themselves, as little children, in the schools fifty years ago. It was out of this condition of affairs that Horace Mann step- ped forth and led the way for the organization of the present form of the American common school. Horace Mann was always more of a state man than an Educator ; indeed, with Jefferson, he al- most monopolizes this double honor of the educational statesman in our country. With the sharp, broad, practical, passionate in- stinct of the intelligent, progressive masses of the older north, he saw, with indignation, how the mighty enterprise of schooling the masses was being sacrificed, as it always is when any exclusive cultivated class assumes the right to school the whole people. He was the author of the graded school system, as distinguished from the country district conmaon school of the old time, as Jefferson was the author of the State University, which crowns our national temple of popular instruction. His writings are still the people's handbook in the organization of education in every part of the land. His later work at Antioch College, Ohio, supplemented his service in New England and stamped his name as the nation's greatest leader in the training of the young. It was not strange that his attention was chiefiy given to the general organization and man- agement of public school affairs. The time had not come for the thorough discussion or use of the natui*al methods in primary and grammar school work, although here and there, in favored quar- ters, something was done. Mr. Mann, as he used to say, " was al- ways hunting for an almanac with more days in it than the calen- dar year ; " and longed for the time when he could give his mind to a general overhauling of the vicious methods of instruction that everywhere prevailed. But that day never came and he died, as he lived, the statesman of the new educational life of his country. But his establishment of the normal school system of New England, including the work of Page at Albany, New York, was a mighty step forward in common school affairs. Set up on Lexing- ton Green, Massachusetts, on the 4th July, 1839, the founding of that first normal deserves to rank with that other great event, half a cen- tury befoT'e, when the " embattled farmers " " fired the shot heard round the world. " This little group of normals first insisted that something more is needed for the teacher than academical or uni- versity culture. The regulation College and Academy has never yet heartily confessed that its graduate needs any special prepara- tion to step to the front as the teacher in any school. High schol- arship and enthusiasm for good culture, with faithful imitation of 76 the professor in the Alma Mater, added to the lessons of experience, are supposed to carry him through. Of course, the man or woman with special genius for instruction will, sooner or later, hew a path to success. But the average graduate moves to his triumph, like the old-time warrior, cutting his way with his broad sword, or beating down opposition with his war club. A distinguished lady was telling us, in the presence of her grown daughters, of the fearful trials which she and her invalid husband, both people of rare culture, endured in their attempt, for one year, to teach their children, at home. " Ah, '' said the oldest girl, " we pitied you and poor father so much that we never told you what a fearful time

we had of it. " It's all very weighty and classic for the University professor of pedagogies to remind us that the graduate of the American college, without special train- ing, has a better chance for success in the school-room than the graduate of the secondary school with normal training. Before we accept that as true in common school instruction, we would like to hear what the children have to say about it. The melancholy fact is — that a great deal of the poorest teach- ing in this country, even to-day, is found in the hundreds of Insti- tutions whose title to "college "and "university" is the most pitiful feature of our educational life. Scores of young men and women are yearly sent forth from these schools, often without a day's experience or observation, to take the most responsible posts in public school work. Often these young men are placed as mas- ters or superintendents over women who have enjoyed the oppor- tunity of normal training, reinforced by successful work with dif- ferent grades of children. The inevitable friction between schol- astic masculine confidence and feminine experiences, tact and prac- tical skill, is one of the most disturbing elements in our present common school. Horace Mann, with the quick eye of the man of the world, saw this difficulty and struck the ke^mote of progress when he placed " Father Pierce," and Samuel J. May and Tilling- hast at the head of his own normal schools. From that day, the state normals of New England have been under the control of a body of men and women whose labors form one of the most instruc- tive chapters in the history of American Education. These early Normals were, also, the first public schools in New England — almost the first American schools — that offered to superior young women an opportunity corresponding to the college education of young men. Their earliest graduates include the ablest group of young women teachers that New England had produced. Even to-day, in the face of the new development of the higher education for women, I believe there is no place in New 77 England where a graduate from a good high school can acquire a more valuable education than in the four years course of its lead- ing State Normals. There is, certainly, no instruction in New England more philosophical, searching, stimulating and expansive than may be gained there, provided the student does not attempt to use the Normal as an elementary or academic institution. No- body whose opinion is worth regarding will assert that the New England people have been disappointed in their Normal schools of the past fifty years. The graduates of a dozen of these seminaries have reconstructed the whole public school life of these States ; destroyed the second-rate academy; officered, largely, the high school and, indirectly, modified the most celebrated academies and colleges ; besides the great work of bringing women to the front in all departments of instruction. But there was yet a great step forward to be taken. The spirit of the College and Academy still brooded over the New Normal school. Its leading teachers were College graduates, and still believed with a mighty faith in the efficacy of exclusive lec- turing and class-room instruction. Their pupils were generally very young people, with only the crude knowledge gained in country schools ; and two years seemed quite too short a time to stack them with useful knowledge and give them an outfit in methods and rules, for their coming work. Hence, with few exceptions, the practice school was ignored and, at best, a system of class recitation, with occasional observation of school- work and lesson giving, used in its place. The senseless objection of ignorant par- ents and the stubborn opposition of jealous school-masters often prevented the attempt to secure a great public school for observa- tion and practice under experts. This has turned out the one serious defect of the New Eng- land State Normal. Even to-day, with few exceptions,

their pupils graduate with no reliable test of their teaching ability. Now the very quality of the student material in the State Normal, every- where, makes the practice school indispensable. The vast majority of these students have neither the maturity, nor accuracy of mind, even to comprehend the elaborate philosophical scheme of instruc- tion dispensed from the professor's chair. At best, it affects a mechanical lodgement and is not assimilated. If this graduate falls into a school where a competent principal carries the new theory into practice, all well. Otherwise, the young teacher suc- cumbs, after a brief struggle, and, at best, becomes one of the numerous " broken lights " of the new education. The chief "dis- appointment " from these schools has come from this strange re- luctance we have described, to carry forward precept and practice 78 in the only way that can make the natural methods of instruction vital to the mass of Normal School graduates. And this is owing to the strength of the exclusive academic spirit that so long obstructed the great upward movement of primary in- struction by natural methods in the New England States. For this reason, a few years of good primary school-keeping in Quincy, Mass., b3^ that eminent genius for primary instruction, Col. Parker, ten years ago, so amazed certain eminent scholars and publicists of that locality, that the work was widely heralded as a discovery, and the " Quincy system" was elaborately written up through the land. But, although no normal "system," these few years of beautiful elementary school-keeping in Quincy did give a great impetus to primary instruction, not only in the East, but even in the home of excellent work of this sort, the great cities of the new West. But it was not reserved for New England to carry off all the honors of the novel movement in education. Her eminence is suflBlciently assured when compelled to walk abreast of other States in the latest movement of the national common school. A hundred years ago Thomas Jefferson drew a circle around the New Eng- land denominational college, and became the father of the free State University, unsectarian and elective, which crowns every State west of the Hudson, and has largely modified every eastern university. It was reserved for New York, alwaj'^s the broadest and most Catholic of the older States, to take up the work so well begun and establish the final type of the American State Normal and City Training School. Nowhere has the New England char- acter so developed its best qualities as through the vast region from the Hudson to the Mississippi and the Pacific, largely colon- ized by its progressive youth. When I was a boy, my great- grandfather, at ninety-six, sold his farm in the valley of the Connec- ticut, moved to the west, then St. Lawrence County, New York, voted for "old Tippecanoe," at the age of one hundred, and then went to his reward. May and Hosmer were transported to western New York, and numbers of the brightest youths of New England swarmed the new village of that broader New England beyond the Hudson, which, blended with the progressive elements from every section, dominates the Republic to-day. Before 1860 the conmaon school had been founded, largely by National Aid, in every western State, chiefly on [the ancient New England pattern, often worked by teachers from the East. The great war brought the new North- west to the front, with its prodigious development of executive power, and removed the centre of political influence forever to the valley of the Missisippi. It was the most natural thing that a 79 people so awakened should demand *a thorough reorganization of the common school, and its adaptation to the wants of its rapidly increasing' school population, A new institution was needed to fashion the fit teachers for this new public school. That loud call was heard by the faithful ear of your President, here in the little border city of Oswego twenty-five years ago, long

before Joseph Cabell, of Virginia, had come home from the obser- vation of the schools of Pestalozzi, and told the wondrous story to the unwilling ears of his neighbors. Mann and Stow and Barnard, and the rare group of the early educators gathered about them, had reported the superior methods in a literature that still remains unrivalled. A few progressive school masters were working out the natural everywhere. But your school-keeping Principal deter- mined to test the work for himself. He called to his aid the accom- plished lady from England, whose presence you had hoped this week to witness, to give the result of the British adaptation of the Pestalozzi methods. He began the work as a training school for primary teachers. Out of that has grown the famous Oswego State Normal School of to-day; the City Training School, in some respects the highest embodiment of this idea ; and the movement to establish a class in Pedagogy in the great colleges of several of our new commonwealth. The characteristic points in the movement at Oswego were, in the true spirit of Pestalozzi, first — ^the beginning with the child. The one permanent distinction between the old and the new time education is, that the former began with a university, constructed by a bachelor priesthood, on the principle that human nature in youth is clay to be moulded into a preordained shape according to a creed or philosophy possessed by an infallible class. The New Education begins at the other end of life, by joining hands with the good mother, stiidying the child and working in faith, humility and hope for its development, according to the Divine plan as learned in this, God's infant school. Your New Oswego Training school began by sitting at the feet of the little children and trying to learn how God is working to lift them up through every sphere of broadening and ascending life. Second — ^like Pestalozzi, it believed that woman stands nearer the child and nearer the Infinite Love than man. So, a group of generous, loving and broad-souled women were set to work ; on the one hand to receive the story of their English sister ; on the other, by careful study and experiment, to map out the first draft of an effective method for teaching the common branches in com- mon schools. 80 Third — ^in this and other ways it aimed to do an essential ser- vice, by readjusting the fundamental principles of elementary edu- cation to American needs and recasting them in methods of organ- ization, discipline and instruction adapted to our new American life. A fatal blunder of many of our eminent scholars and peda- gogues is the attempt to transplant European continental or even British methods, unaltered, to our American field of Educational activity. The American common school system is as original and peculiar as our system of government. Its fundamental intention is not, hke the continental system, to train a people, in classes, for the class life of a central imperial civilization ; nor, like the British, to impart the elements of instruction to the humbler classes by subsidy from the State. It is the people's University, reaching from the kindergarten to the state college including every depart- ment ; culminating, with the free library, the press and public speech, in the most complete scheme for training a people to self- government yet devised by man. It is no man's system; but, like the government, the work of the whole people. The man who de- nies the right of the people thus to educate themselves must go farther and knock the bottom out of the Republic itself — for here the people is sovereign — ^is the government — and possesses the "divine right" to interpret all written constitutions upward, tow- ard a Christian civilization, instead of down-hill, towards that om- nipotent individualism wherein materialistic philosophy and pagan religion go to seed. Oswego at once grasped the idea that the best thought of Europe must be incarnate in American methods if this ideal of national

instruction should be realized. And, finally, it left all doors and windows wide open; invited everybody to come in, make his criticism and suggest improvement. It realized the great truth, that the most vital part of the New Education is its reverence for freedom of thought. It is built up, like all true science, by constant observation, application, testing of methods and joyful acceptance of demonstrated facts. So it does not fear rivals or devour its own disciples ; but expects to see every generation grow wiser by avoiding its mistakes. At the same time it understands that the child is the great conservative, that habit is slow and the most difficult thing on earth is to change hereditary tendency and liberate and guide the least little one in the upward way. In saying these things I make no point against other Normal schools ; have, certainly, no motive to flatter ; but am only trying to account to myself for the wonderful outcome of the little Oswego Training School of twenty-five years ago. I can account for it only in this way — ^that it saw the present need of the new West ; 81 the coming need of the new South ; the permanent necessity of the old East ; and began as all great things in this world begin, by laying foundations deep in the nature of childhood and trying to follow the glorious ways of Divine wisdom, as drawn through the wonder land of God's university, our human life. An institution with such elements of growth as yours could not fail of success. From the little group of nine pupils, in 1861, you have expanded until you now send forth an, annual class of, perhaps, half a hundred graduates whom I h^ ^?iid .represent- ed in every one of the thirty states visited by m o ^ >ie pas^ six years. When you became a State institution, it -vs necessary to bring your training class in line with the proper L^cdemical work already so well done in the New England schools, li^ usu-ccb been accomplished, and the present Oswego Normal Scbool o;^ers to the advanced student an excellent education, grounded on j^hil- osophical principals, conducted by natural methods. >. But outside your own limits, your work has been great^^y magnified in New York. Half a dozen new State schools havo been established since the day when I used to drop in to the first Normal in Albany ; and all these have been organized according to your plan and largely set in motion by your graduates. If I am rightly informed, your vigorous institute system is working on the same lines ; while the great city Normal Schools of New York and Brookl^m, with numerous local training schools and the sum- mer assemblies at Chautauqua, and elsewhere, are all but repetitions and applications of the new primary education inaugurated here twenty-five years ago. In saying this I would do full justice to the many celebrated teachers of New York who have never been con- nected with these institutions. But whatever may be claimed con- cerning priority of thought, we must certainly look to Oswego as the earliest and most successful embodiment of this great move- ment, which, in a quarter of a century, has revolutionized the primary instruction of the country. I shall not soon forget my first visit to the Boston Training School of fifteen years ago, where one of the most accomplished of your graduates, after many days, had compelled the attention of the most self-contained body of public school men in America. Out of that beautiful school has been developed a great deal more than we Yankees are accustomed to pass to the credit of New York. There is no portion of the country now more thoroughly alive with primary and common school reform than the more progressive part of New England, and the best thing that can be said of Oswego is that she is only too glad to gather in all these later fruits, with no offensive claims to her own service in the planting time of twenty 82 years ago. When Thurlow Weed began to fill the columns of the Albany Evening Journal with his inimitable

little articles, each like a humming' bird or a hornet, he observed that large numbers of the country newspapers were copying them, without comment. He wisely concluded that it was just as well to edit the Rural Whig Press of the State, and put in his work at home in silence, content to become ^^'^ r^!^'"^' ^ Warwick of the Empire State. During an .1 . that dates from the opening of your school r '^ h the whole Union east of the Rocky Moun- iii- ! I mbled against Brother Sheldon, in a heat, .( < enforcing the fact that somebody somewhere .» ^ r i^t of Oswego! 1 i ( -* -it i myself that the Oswego Normal School »:.s uueii ) ■■ c<vd^.o<i of several influences that have built up the i V orlul ' ] 1 ..r'^< tvssive new system of public instruction in the -^' -it N<^v,.ii \\ r-'-fi ates. I have saidthat, in 1865, no country ' . .V rso veil jr i »ed to receive the New Education as our - .! V!! \o ' A]) .luJi' J- in prosperity ; swarming with children of ri K. V ^ >r \ ^ u j^ parentage, of all sections and every land ; »/ :.ttv J V •' s. '»! UiU enthusiasm over its services in restoring the I ii' ^ ; :a "' :; : ipip*. v»rith all the ardor and the occasional arro- ^aiioo oi ^ouUi, ioj. the high places of national distinction; it was all ready to welcome the only system of education that could meet its demand for the training of citizenship. It was a proof of its penetration that it did not go to the sectarian priesthoods, the great university faculties, or the pretentious new school of material- izing scientists for its scheme of public schooling. Indeed, the western common school, including the State University, has come up in the face of the sharp censure, contemptuous indifference and subterranean intrigue of each and all these powerful agencies of culture. It has owed little to the Western metropolitan press ; which has oftener been its ignorant enemy or boastful advocate, than its wise and helpful friend. It has owed much to a few great public schoolmen and many skilful and devoted women from ^* down-east." A few of the school of foreign " professors " who have alternately hectored and petted the great west, have done in- estimable service. The Canadian scjiools have contributed many excellent teachers. But I am inclined to think no one influence, during the past generation, has been so potent in the western common school room as the Oswego Normal. While whole sections of the older States, have been occupied in nailing normal sign boards on country academies of the old-time sort, the Western States, with the single exception of Ohio, have established one of the most 83 ett'ective systems of State Normal School and Institutes in the country. Ohio has perhaps led in the number and importance of her city Normal Schools, which, with the one exception of the ad- mirable school at St. Louis, have led all American cities in the training" of teachers. Every Normal School, as far as I know, State or city, between Pittsburg and San Francisco, has been or- ganized on the Oswego plan and hundreds of her graduates have been at work in them, since 1865. Of course, such leadership can only be temporary. In a country like ours, it is our boast that no Wei\VTvo:ton, Beacons- field, Gladstone or Bismarck can long hold an entiiv.^ ^l^ in his iron grip; but leadership is constantly changing, at i.vv»dem2aid of a people given largely to thinking for themselves. No Ai. ^^evov of education ; no pedagogic clique ; no great school can hope to -^o more than accept the call of Providence for a brief direction oi American education. The growing West and Pacific realm abound in admirable schools, a good number of which, in turn, will come to their own day of command. And it will be well if, in the pride of her great success, our western school-men do not forget the old rock " from which they were hewn " and fall into the delusion that they have made and now largely constitute the country whose promising child the new West certainly is. I have just come

from another portion of the country, which, for the next half century is to be the most interesting and respon- sive educational field in Christendom. Up to the day of your na- tivity, the sixteen great States we called "the South," with a ter- ritory'^ almost equal to civilized Europe, and twelve millions of people, had not gone beyond the educational methods of old England and our Middle States of fifty years ago. That old South was not deficient in collegiate and academical schools of the respectable class of that time and had already established the common school, for whites, in several cities, besides making periodical spasmodic attempts to place on the ground the present English type of com- mon school, for the lower white class. But, within the past fifteen years, a new educational South has sprung into vigorous life and, to-day, the progressive classes of both races in every Southern State are more exercised with the educational question than any other save the fundamental problem of getting a living and devel- oping their country. And the most hopeful feature in this is — that the new Southern common school, in its most influential quar- ters, is being organized according to the principles and methods so familiar to you. Indeed, there is nowhere a more hopeful field for the New Edu- cation than among the five millions of school children and youth 84 who are now, throug'h all its borders, like little Oliver in the story, asking for more. The white children are very largel^'^ descended from the British stock, that has never failed to respond to g-ood training in school. The young women teachers are drawn perhaps more largely from the educated and socially privileged class than in the North, and only need good schooling and professional train- ing to distinguish themselves in the near future. A fair number of superior vmincy men are at work, as superintendents; some of 11 \v lilt t cable success. The few State Normals are hope- :i 1 i.wi lir si;«ni ler Institute, often assisted b}' the most distin- ;_;iii-»^ ^ »'?! schoolmcu, are generally working on right lines. I > ' ' I )i ! t need Northern teachers so much as a thorough ] ; : ii <r tiie ideas and methods of the New Education; and ; I , L- 4 ' : I : 1 i ; y receiving in various ways. hf' - , : fierii negro, in some respects, has been more fortunae hi^ . ii*' b] ' ihren. At Hampton, Va., is established one of ; Mt »t st [] « :tii. .ihools in the South, which has sent forth great of '.'V< ; V. teachers for the colored children. The '*col- ' : t ! ; >♦-?'•>; ' : > ' n I ' M^^cisities, perhaps a score in number, that have been established by northern missions made the mistake, at first,^ of pitching the key too high and leaving out of account the mighty factor of heredity in dealing with their pupils. It has been largely owing to the graduates of our Northern Normal Schools, who have been employed as teachers, that this clerical and collegiate mistake has been gradually overcome. The gift of Slater has now enabled nearly all of them to inaugurate industrial training. Thus organ- ized, these " universities " for the colored people are really, in some respects, the most original schools in our country, and are destined to become a mighty power in the uplift of the American colored citizen. When I first went south, I found plenty of northern men who knew all about what the negro could, and as many wise men of the south who were sure what he could not do. I have been try- ing, for six years, to find out what he has done already. I see that he is now, at the end of his three hundred years' residence with us, farther out of the woods of barbarism than any other people ever were in one thousand years before. He knows how to work ; he has the language and religion of the world's foremost people ; he is eager to school his children ; he is slowly growing a genuine upper class, intelligent, moral and prosperous ; and he has gotten together, in his first twenty years of freedom, the snug little sura of one

hundred millions of dollars. While the southern white people are largely given to theoriziag on "the race question," every southern state has established the common school for the 85 negro and is doing about as much for his education as we should probably do under similar circumstances. As things now are going on down south, the most interesting ** race question of the the future/* will be the **race" for educational superiority be- tween the negro and the great multitude of ignorant white folks in the southern country. And no class of children respond so beautifully to the natural methods as these little colored children of Nature, who represent the last group of the human family that has come in from the schooling of '* all-out-doors " to meet the teacher who would lead them from nature up, through letters, in- dustry and science, to Nature's God. The crown of the Oswego work has been the emphasis it has laid on the city training school. Here the academical question is solved by the selection of superior material. The whole power of a city graded system, with its skilled teachers, is concentrated on a year or more of professional training. The graduates are reas- onably sure of positions and, as time goes on, their environment if favorable to success. The practice department is ample and in- valuable and the disparaging remark recently made concerning it by a distinguished university critic, is not borne out by m^^ obser- vation. On the contrary, the city practice school easily becomes the model school of the town and those cities that have worked the training school most thoroughly lead all others in their education- al affairs. I see no other way than this of overcoming that fatal habit of time-serving school boards making the public schools an asylum for incompetent men and their own impecunious "sisters, cousins and aunts. '' Once a hard necessity, this practice has now become an intolerable public scandal which should be denounced, without qualification, in every city and town in America. The final outcome of the Normal and Training School of the present, I believe, is to cause, in some thorough system of training, competent teachers for the common school. The people of this coun- try are very fast coming to the point of demanding skilled labor in the school-room, as they demand it everywhere else. I find every- where a growing determination to make every poor school a good school, at all hazards, and the expert is the soul of a good school. This great work cannot so much be accomplished by multiply- ing State Normals as by endowing those we have ; lifting up their conditions of admission, and making them true universities of in- struction. From them will go forth the teachers to direct the city training schools, of which every considerable town should have one, and superintendents of the new graded schools ; each of which should have a teacher's class, which could do a great deal towards supplying the demand for the open country. Every ^oo^ ^Q.?>A<ev»:>S 86 should have a department of instruction under an expert. As fast as our colleges can outg-row the delusion that they are making ed- ucation below instead of being, themselves, very largely the pro- duct of the peoples' schools, they may wisely establish a chair of pedagogics and fill the chair with a man who believes in and knows something of the normal idea. It would be a prodigious gain if every college graduate, of either sex, were compelled to read a good history of education and a few valuable books on methods, if nothing m^ ?. Or' V V ^ can we utilize the great element of womanhood in t^ - school aright. A green girl, working for a salary, > .i!ii of childhood and of letters, reckless and "bumptious,'' not represent the woman element in education. Down East, ^ne average "school-ma'am" steps out at the end of five; in the new North-west, at the end of three years service ; going to par- adise or otherwise — sometimes to Chicago. This we cannot help. But we, the people, will

insist that these girls shall come to us with something of preparation and strike as high a figure the first day as may be. In return there is no preparation for the ordi- nary life of an American woman more valuable than the training of an excellent public school, with Normal work and a few years in the school-room as teacher. In these several ways, in connection with the improved in- stitute and school journalism ; the teacher's reading circle, always the best where an intelligent reader is let loose into a good library ; the vigorous inspiration of the Chautauqua and other summer assemblies ; we [may hope, in time, to reconstruct the teaching element through the open country, where whole districts, almost States, are now abiding in the shadow of a middle age dispensation of ineffectual instruction. And only as the broad ideal of organi- zation, discipline and instruction set forth in this and kindred schools is realized, will the American common school become the great central power in American life; blending the training of head, heart and hand in that worthy citizenship whose corner stone is the good woman, the upright man. Will you bear with me a little longer, while I set forth a few of the draw-backs to the success of the Normal school and some of the more evident perils of the improved methods of instruction. I do not base these remarks on any abstract philosophy of educa- tion ; but simply tell you what a great many intelligent people and close obser.vers, on school boards, are compelled to see in the prac- tical working of the schools. A few weeks ago I came up the Mississippi river, on one of the largest steam-craft — an enormous floating storehouse, with an 87 upper-story hotel — at high water. The river was everywhere — all channels were drowned ; and the problem was, how to navigate this wide, weltering, muddy ocean without bringing up in a cotton field or running down a submerged village. At almost every hour one would hear the call of the man heaving the lead — "six feet ; seven feet; twelve feet; no bottom;" passed upward to the col- ored Hercules on the hurricane deck, who bawled it into the ears of the pilot away ott* in the wheel-house. It was a comfort to learn that the mighty machine would get on in five feet of water ; but none the less important to keep her off the sand-bars and out of the "old fields. " Just now, what we call "the boom of the New Education" may, perhaps be best described as high water everywhere, that has obliterated ancient land-marks and drowned old channels, leav- ing the young t/eacher in the condition of a strange pilot trying to run a first-class steamer from New Orleans to St. Louis in an over- . flow. Like him you may fancy yourself cutting an original path- way when you are only sailing in an old rut, known to the pilots, since the first steamboat was launched, or you may bravely "sail off into the west" and bring up in shallow water in somebody's garden or astride the roof of a parish church. A few of these nor- mal sand-bars I have had occasion to jot down on my extemporized chart while watching the vo^^ages of Normal graduates, now these twenty-five years, and you will require no apology for their exhi- bition. The first danger to the Normal student is superficial culture. Our college friends say some things about you to which we demur, but we stand by them in everything they urge concerning thorough- ness, breadth and ceaseless aspiration in the acquirement of knowl- edge. You can never teach what you not do know ; and you can teach only poorly what you know imperfectly. There is an ad- vantage with you in methods of acquiring knowledge and some things called knowledge are of little worth to anybody. But no excellence of method can overcome the disadvantage of ignorance and superficiality ; while the conceit that often goes with these de- fects is, itself, the worst deficiency of a teacher. The second danger is the notion, into which even Pestalozzi is said to have fallen : that any method

can teach school, of itself , Only a man or woman can teach school, and a great man or woman can often do more with an imperfect method than a little man in a complete pedagogic armor ; just as a genius with a jack knife, will do more than a numbskull with a chest of tools. The best method degenerates to mechanisn whenever the man or woman be- hind it is too small to assimilate and work it as his own. And no 88 mechanism is more destructive in the school room, than a great deal of the fumbling with superior methods by inferior teachers. If you have ever fancied that you can neglect yourself, in the en- deavor to become an expert, it will be well to " clear your mind of that cant." The most worthless people in the educational field are this class of '* skilled operators ; " narrow, selfish, heartless ; oblivious of the common qualities of a Christian gentleman or lady ; while pushing some little patent machine of expertism through the most sacred realms of life, with no concern for the humanities they outrage or the noble calling they disparage. The chief toil of the teacher should always be with himself, to make himself a larger and better man, a sweeter and stronger woman. Then, good methods will become second-nature and the expert will be forgot- ten in the gracious teacher, doing all things in the finest way. A third danger is appearing in the zeal for teaching, what is . ; i« i psychologj^, or the science of mind, as applied to the teachers' work. Under cover of this very desirable branch of study, I find, too often, a little, shallow materialistic philosopher pushing in his theory of man, minus soul, and a universe without a God, as the basis of the entire s^'-stem of instruction for American youth. A good many of our new books of method and some of our school- books, are constructed on a theory that a child is only a superior sort of animal ; and they would really be as appropriate for the learned pig or the trained elephant as for the class-room. The mass of our Normal School students come to these studies without previous culture and are easily overawed by the monumental bigotry and pretension of this school of "philosophers." Our secular press is often switched off from the track by the habit of putting a college graduate, who never taught, in charge of its educational department ; and I have found great journals in the most eminent school States, dealing forth the heresies of Spencer against the right of the State to educate, or denouncing national aid to extirpate the barbarism of illiteracy, on grounds that would reduce the masses, everywhere, to a common herd of barbarians. The thoughtful lait^'' of our country are watching your schools and have not the slightest idea of supporting a type of education that begins by resolving the soul of man into an annex of his body, or the harmony of a mortal organization. General Grant voiced the overwhelming sentiment of the country when he said, " The com- mon school must neither he a teacher of sectarian religion nor of Atheism,^^ Indeed, it is questionable if the teaching of a " cut and dried " system of mental philosophy is an advantage in the Normal School. It only repeats the old mischief of the school -men, who hewed and 89 sciuared human nature by the philosophy of Aristotle. The psy- chology of most worth to the young teacher is the trained habit of studying child-nature, by direct observation, aided by consulting wise mothers and teachers and reading the literature that children best love. It will be a great while before even Prof. Stanley Hall gives us a knowledge of the " contents of children's minds " suf- ficient for a basis of a proper educational psychology. But every young teacher can do a good work for himself in the experimental way. Meanwhile, as we introduce the children, first to the globe, and then talk about continents and sections, in their relations, the best introduction to this study seems to me the reading, under a broad and humane teacher, of some good compend of

the History of Philosophy. This, at least, will save the pupil from receiving, as the final discovery of the human intellect, some little piece of philosophical rubbish, kicked down the back stairs by Plato two thousand years ago, now rehabilitated and presented at the front door of American culture as the last reconciling word on things, human and Divine. Another most dangerous peril is — ^the exaggeration and abuse of the central moral maxim of the New Education ; that the school governs and teaches for the dicipline of the child into growing inde- pendence and self-control. As held by Froebel and the great educa- tional prophets, imbedded in human experience and worked in the atmosphere of reverent faith, it is the great gospel of discipline for the new time. As practically handled in thousands of American schools, it is simply the disorganization of family and school life into that blended anarchy and despotism which makes a crowd of spoiled American children an arrangement for whose name we must certainly retain the good old monosyllable. Hell. The "go- as-you-please" system of child life, whether in study or behavior, w\}l come to a speedy end, however dignified by handsome names. The first condition of the government of a school is self-control in the teacher ; and the second is, a fist imbedded in the soul ; that through all the windings of child life now restrains, now guides and, like a good Providence, saves the little one from making a wreck of himself and all to whom he is bound in life, while learning to steer his own craft safely into the haven of manhood. A whole group of weaknesses, conceits and superficialities is ■constantly jumping up before the eyes of the lay observer, even if no more than an average man of good sense. There is the self-conscious teacher ; so transported with her own charming ways that she soon forgets the little ones who, in turn, are changed, from pupils to be taught, into delighted spec- tators of a school-room show. A .1 90 Here, Camilla in the school-room skims the field of tender grain, so swiftly that not one little head retains the impress of her fairy footstep. The most seductive fault of the brilliant Normal graduate is the explosive rapidity or humming-bird vivacity which excites the children to a sort of mental Saint Vitus' dance, but leaves no solid result behind. Remember how slow is habit, how conservative is the child, and how difllcult it is to change the hereditary and per- sonal type of character he brings to you by the most patient, care- ful and persistent tuition. Your pupil retains nothing which he does not make his own, and you must learn and respect his power of assimilation, and often abate your high-stepping enthusiasms,, becoming yourself, ofttimes, like a little child, if you would do him good. The last of these dangers I shall mention is the radical mistake of our normal institutes falling into the hands of the ultra-secular theory of education, so positively commended as the true Ameri- can ideal of the common school. The American people, who fur- nish the children, pay the bills and must abide the consequences of the national school-keeping, have no such idea of the secular school as this. When they sweep the school-house clean of sectarian bigotry and ecclesiastical control, it is not that it may be filled with the damp drift of Godlessness ; but that the "pure and unde- filed religion" of the Lord's prayer, the Ten Commandments, the sermon on the Mount and the golden rule may come in, like the sunlight and the breeze — the very atmosphere in which the school is worked ; the only atmosphere in which Republican institutions in this country can long exist. Where they insist on high charac- ter in the teacher, they mean a manhood and womanhood vitalized, inspired, wholly informed by that central power of love, without which the broadest culture and the finest method are but "sound- ing brass." They do not mean by "character training" that the teacher shall build up a little personal theory

of "scientific ethics" out of his own narrow experience of life ; but that he shall teach that system of morals under which the world of two thousand years ago has grown to the best civilization of Christendom, and which ennobles every man and exalts every state in proportion as it becomes the forming power in private life and public policy. Our teachers are hardly aware with what earnestness the wisest and best people everywhere, are now discussing the possi- bility of reinforcing the character-end of the peoples' school. Young America, just now, is in no state to tolerate neglect or false training, however defended by specious t' ories. Our teachers have often failed in permitting themselv^o cv/ be brow-beaten by 91 clerical bigots or infallible " come-outers/' and out of respect to the crotchety conscience of the class that never can be pleased, to do great injustice to the mass of the children, whose parents ex- pect that the school will be more than half a school of " good morals and gentle manners/' Every first-class educator, whose work has stood, has built his temple on the everlasting foundations of the recognition of man's spiritual and immortal being, and the primal obligations of love and obediance to God, reverence for conscience and love and service to man. No permanent structure of popular education in our country can rest on any basis less broad and substantial than this. The triumph of ultra-secularism will only be a halting place on the road that will land the State, once more, in the slough of the old-time sectarian parochial school. And this question, really surpassing all others of right methods of character-training in schools, depends far more on the teachers than on public discourse for its solution. Industrial training in common schools, however useful in its way, will be found in the end, to be far more valuable for its moral than mechanical uses. No doubt, the American workman needs a better skill, and all trades and professions can be improved by the applications of an industry based upon science and labor-saving machinery. But the radical difficulty that underlies all these agi- tations of labor, currency, tariff and civil service, was touched by old John Jacob Astor, when he said : ^^ These New York mer- chants cheat each other and call that business." Train your child into the central reverence for a truth that abides for ever- more. Teach him that shirking work will never make him a scholar and only truth is science and knowledge. Teach him that business is business and no kind of public or private cheating, from a swindle in trading jack-knives up to repudiation of public debts and tinker- ing with the National currency, can ever deserve that name. Teach him early to love his God, love his fellow man, love his country and work and live on the highest table-land of motive at which he can sustain himself. So will this beautiful New Education, which has gone forth from your halls to charm the most generous minds and transform the school-life of American childhood, be found to be none other than the gracious dicipline of the Great Teacher — the gospel proclaimed by Him who '^spake as never man spake," and who still, by Divine appointment, is president of God's great university we call our human life. Report by Sarah J. Walter, Supt. of the School of Practice. Class of '76. THE SCHOOL OF PRACTICE. To correctly understand the present, the present must be traced back to causes in the past. The school of to-day is the pro- duct of twenty-five years growth ; through this time it has held steadily on through storm and calm; the element of life being strong, storms have only strengthened and deepened the roots. The causes leading to the establishment of the School of Prac- tice have been enunciated too often to be repeated here. In fixing upon the foundation principles, the advice of Rosseau was followed, "Take the road directly opposite to the one in use and you will almost always be right. " This road was taken May, '61. The following, from

a report of that year, explains itself* ^^ Resolved that Primary School No. 2, located in the High School Building, be regarded as a Model or Experimental School, to be taught by the members of the Model Teacher's Class, under the superintendence of such a teacher as the Board shall provide." In '65 the Junior Department was added. For fifteen years the above plan was continued. The need of giving teachers [practice in the higher intermediate grades was felt and in February, '80, the Sen- ior Department was organized. The addition of this department has greatly increased the efficiency of the training work. The connection from Primary to High School is now com- plete. In October, '85, the Kindergarten, which for several years had been a private Kindergarten, was made free and joined to the School of Practice. The way is now opened for an unbroken line of work from the home to the High School, and an opportunity given to connect Kindergarten and Primar^^ School work. The Practice School now includes about four hundred fifty children. There are pleasant and commodious assembly rooms for the various departments, nineteen well-arranged and well-furnished recitation rooms. The training teacher of to-day knows nothing of small, dark, deskless rooms. Nearly every recitation room has a cabinet containing specimens and products for illustrating the 83 ett'ective systems of State Normal School and Institutes in the country. Ohio has perhaps led in the number and importance of her city Normal Schools, which, with the one exception of the ad- mirable school at St. Louis, have led all American cities in the training of teachers. Every Normal School, as far as I know, State or city, between Pittsburg and San Francisco, has been or- ganized on the Oswego plan and hundreds of her graduates have been at work in them, since 1865. Of course, such leadership can only be temporary. In a country like ours, it is our boast that no Wex\TTjo:ton, Beacons- field, Gladstone or Bismarck can long hold an entii'o^ jle in his iron grip; but leadership is constantly changing, at l;.^^dem2ald of a people given largely to thinking for themselves. No A,\ »'»eror of education ; no pedagogic clique ; no great school can hope to -^o more than accept the call of Providence for a brief direction oi American education. The growing West and Pacific realm abound in admirable schools, a good number of which, in turn, will come to their own day of command. And it will be well if, in the pride of her great success, our western school-men do not forget the old rock " from which they were hewn " and fall into the delusion that they have made and now largely constitute the country whose promising child the new West certainly is. I have just come from another portion of the country, which, for the next half century is to be the most interesting and respon- sive educational field in Christendom. Up to the day of your na- tivity, the sixteen great States we called "the South," with a ter- ritory almost equal to civilized Europe, and twelve millions of people, had not gone beyond the educational methods of old England and our Middle States of fifty years ago. That old South was not deficient in collegiate and academical schools of the respectable class of that time and had already established the common school, for whites, in several cities, besides making periodical spasmodic attempts to place on the ground the present English type of com- mon school, for the lower white class. But, within the past fifteen years, a new educational South has sprung into vigorous life and, to-day, the progressive classes of both races in every Southern State are more exercised with the educational question than any other save the fundamental problem of getting a living and devel- oping their country. And the most hopeful feature in this is — that the new Southern common school, in its most infiuential quar- ters, is being organized according to the principles and methods so familiar to 3'^ou.

Indeed, there is nowhere a more hopeful field for the New Edu- cation than among the five millions of school children and youth 84 who are now, through all its borders, like little Oliver in the story, asking for more. The white children are very largel^'^ descended from the British stock, that has never failed to respond to good training in school. The young women teachers are drawn perhaps more largely from the educated and socially privileged class than in the North, and only need good schooling and professional train- ing to distinguish themselves in the near future. A fair number of superior voiincr men are at work, as superintendents; some of . ji viil, t cable success. The few State Normals are hope- :,! ;i;.'i v!i< si.vnt ler Institute, often assisted b^' the most distin- L; iiis> ^ j'li schoolmen, are generally working on right lines. I ^ ' V. [ \ C K: - ! ^t need Northern teachers so much as a thorough 1 ; : .1 « I llie ideas and methods of the New Education ; and i ^ i: u» I ! -lily receiving in various ways. iif' - , ! !ie!n negro, in some respects, has been more fortunae ]i;< .. iN b^'^ihren. At Hampton, Va., is established one of 1 iit » fsi li I -,ii. -jihools in the South, which has sent forth great 11 'i >ris o[ M^r: vc teachers for the colored children. The '^col- t : > ' .) 1 ' i]^'LlSities," perhaps a score in number, that have been established by northern missions made the mistake, at first,^ of pitching the key too high and leaving out of account the mighty factor of heredity in dealing with their pupils. It has been largely owing to the graduates of our Northern Normal Schools, who have been employed as teachers, that this clerical and collegiate mistake has been gradually overcome. The gift of Slater has now enabled nearly all of them to inaugurate industrial training. Thus organ- ized, these " universities " for the colored people are really, in some respects, the most original schools in our country, and are destined to become a mighty power in the uplift of the American colored citizen. When I first went south, I found plenty of northern men who knew all about what the negro could, and as many wise men of the south who were sure what he could not do. I have been try- ing, for six years, to find out what he has done already. I see that he is now, at the end of his three hundred years' residence with us, farther out of the woods of barbarism than any other people ever were in one thousand years before. He knows how to work ; he has the language and religion of the world's foremost people ; he is eager to school his children ; he is slowly growing a genuine upper class, intelligent, moral and prosperous ; and he has gotten together, in his first twenty years of freedom, the snug little sum of one hundred millions of dollars. While the southern white people are largely given to theorizing on "the race question," every southern state has established the common school for the 85 negro and is doing about as much for his education as we should probably do under similar circumstances. As things now are going on down south, the most interesting ^* race question of the the future/' will be the "race" for educational superiority be- tween the negro and the great multitude of ignorant white folks in the southern country. And no class of children respond so beautifully to the natural methods as these little colored children of Nature, who represent the last group of the human family that has come in from the schooling of "all-out-doors" to meet the teacher who would lead them from nature up, through letters, in- dustry and science, to Nature's God. The crown of the Oswego work has been the emphasis it has laid on the city training school. Here the academical question is solved by the selection of superior material. The whole power of a city graded system, with its skilled teachers, is concentrated on a year or more of professional training. The graduates are reas- onably sure of positions and, as time goes on, their environment if favorable to

success. The practice department is ample and in- valuable and the disparaging remark recently made concerning it by a distinguished university critic, is not borne out by my obser- vation. On the contrary, the city practice school easily becomes the model school of the town and those cities that have worked the training school most thoroughly lead all others in their education- al affairs. I see no other way than this of overcoming that fatal habit of time-serving school boards making the public schools an asylum for incompetent men and their own impecunious "sisters, cousins and aunts. " Once a hard necessity, this practice has now become an intolerable public scandal which should be denounced, without qualification, in every city and town in America. The final outcome of the Normal and Training School of the present, I believe, is to cause, in some thorough system of training, competent teachers for the common school. The people of this coun- try are very fast coming to the point of demanding skilled labor in the school-room, as they demand it everywhere else. I find every- where a growing determination to make every poor school a good school, at all hazards, and the expert is the soul of a good school. This great work cannot so much be accomplished by multiply- ing State Normals as by endowing those we have ; lifting up their conditions of admission, and making them true universities of in- struction. From them will go forth the teachers to direct the city training schools, of which every considerable town should have one, and superintendents of the new graded schools ; each of which should have a teacher's class, which could do a great deal towards supplying the demand for the open countr3\ Every good ae^dfexs^ 86 should have a department of instruction under an expert. As fast as our colleges can outgrow the delusion that they are making ed- ucation below instead of being, themselves, very largely the pro- duct of the peoples' schools, they may wisely establish a chair of pedagogics and fill the chair with a man who believes in and knows something of the normal idea. It would be a prodigious gain if every college graduate, of either sex, were compelled to read a good history of education and a few valuable books on methods, if nothing m^ ^. Or' . ^ can we utilize the great element of womanhood in t^ . ochool aright. A green girl, working for a salary, ') Ml. of childhood and of letters, reckless and "bumptious," iiot represent the woman element in education. Down East, ^ue average "school-ma'am" steps out at the end of five; in the new North-west, at the end of three years service ; going to par- adise or otherwise — sometimes to Chicago. This we cannot help. But we, the people, will insist that these girls shall come to us with something of preparation and strike as high a figure the first day as may be. In return there is no preparation for the ordi- nary life of an American woman more valuable than the training of an excellent public school, with Normal work and a few years in the school-room as teacher. In these several ways, in connection with the improved in- stitute and school journalism ; the teacher's reading circle, always the best where an intelligent reader is let loose into a good library ; the vigorous inspiration of the Chautauqua and other summer assemblies ; we imay hope, in time, to reconstruct the teaching element through the open country, where whole districts, almost States, are now abiding in the shadow of a middle age dispensation of ineffectual instruction. And only as the broad ideal of organi- zation, discipline and instruction set forth in this and kindred schools is realized, will the American common school become the great central power in American life; blending the training of head, heart and hand in that worthy citizenship whose corner stone is the good woman, the upright man. Wni 3^ou bear with me a little longer, while I set forth a few of the draw-backs to the success of

the Normal school and some of the more evident perils of the improved methods of instruction. I do not base these remarks on any abstract philosophy of educa- tion ; but simply tell you what a great many intelligent people and close observers, on school boards, are compelled to see in the prac- tical working of the schools. A few weeks ago I came up the Mississippi river, on one of the largest steam-craft — an enormous floating storehouse, with an 87 upper-story hotel — at high water. The river was everywhere — all channels were drowned ; and the problem was, how to navigate this wide, weltering, muddy ocean without bringing up in a cotton field or running down a submerged village. At almost every hour one would hear the call of the man heaving the lead — "six feet ; seven feet; twelve feet; no bottom;" passed upward to the col- ored Hercules on the hurricane deck, who bawled it into the ears of the pilot away otf in the wheel-house. It was a comfort to learn that the mighty machine would get on in five feet of water ; but none the less important to keep her off the sand-bars and out of the "old fields. " Just now, what we call "the boom of the New Education" may, perhaps be best described as high water everywhere, that has obliterated ancient land-marks and drowned old channels, leav- ing the young t/eacher in the condition of a strange pilot trying to run a first-class steamer from New Orleans to St. Louis in an over- . flow. Like him you may fancy yourself cutting an original path- way when you are only sailing in an old rut, known to the pilots, since the first steamboat was launched, or you may bravely "sail off into the west" and bring up in shallow water in somebody's garden or astride the roof of a parish church. A few of these nor- mal sand-bars I have had occasion to jot down on my extemporized chart while watching the voyages of Normal graduates, now these twenty-five years, and you will require no apology for their exhi- bition. The first danger to the Normal student is superficial culture. Our college friends say some things about you to which we demur, but we stand by them in everything they urge concerning thorough- ness, breadth and ceaseless aspiration in the acquirement of knowl- edge. You can never teach what you not do know ; and you can teach only poorly what you know imperfectly. There is an ad- vantage with you in methods of acquiring knowledge and some things called knowledge are of little worth to anybody. But no excellence of method can overcome the disadvantage of ignorance and superficiality ; while the conceit that often goes with these de- fects is, itself, the worst deficiency of a teacher. The second danger is the notion, into which even Pestalozzi is said to have fallen : that any method can teach school, of itself. Only a man or woman can teach school, and a great man or woman can often do more with an imperfect method than a little man in a complete pedagogic armor ; just as a genius with a jack knife, will do more than a numbskull with a chest of tools. The best method degenerates to mechanisn whenever the man or woman be- hind it is too small to assimilate and work it as his own. And no 98 compare them. She then held side by side* a fine photograph of Minerva and a picture of a group of women arrayed in the latest styles, and again asked for comparisons.) If students can be brought to admire the Greek figures and feel contempt for those which ornament the pages of fashion magazines and the walls of dressmakers' rooms, they are nearing the desired haven ; but this is, perhaps, the most difficult task the gynmastic teacher has to accomplish. Waving grain, incoming waves, the soaring hawk — how we watch them because they are so beautiful ! Can children, can adults be made to feel this beauty ? (Dr. Lee now gave with great vigor the fist-thrust exercises, which were followed by slow, rhythmical movements of the arms and hands.) Can children, can adults be led to like the latter better than the former? If so, right ideals of

movements are being established. Walking is the most complex of our habitual movements. Good walking involves good pose and a balanced motion of all parts of the body. A good walk is rhythmical, a continuous go- ing on, not a succession of stops. How much a walk indicates ! (The aggressive, the humble, the repressed, the aspiring, the mor- ally indifferent and the physically energetic walks were illustrated by Dr. Lee and briefly discussed. The audience did not find the energetic walk attractive.) But is not energy good ? Yes, when balanced by generosity, purity, moral courage and many other fine qualities. Did you ever think of Christ's having an energetic walk ? a sad walk ? a heroic walk ? a hopeful walk ? Neither of these, yet all of them ; as all fullness dwelt in his spirit, so all full- ness dwelt in his perfect body. What majestic humility, what patient energy, what reposeful power, what S3rmpathetic sinlessness he must have shown in face, figure and carriage ! Were Christ to enter this room and walk before us now, I believe conventionality would be thrown aside and according to our several needs and characters, we should call out — " My Lord and my God !" "What must I do to be saved ? " " What wouldst thou have me to do ? " ^* Now lettest thou thy servant depart in peace." Is it not possible to give ideals and to train the body to free, harmonious movements, to make it the ready vehicle of the beau- tiful, enobling feelings that may be harbored ? Yes, but it is slow work. Teachers themselves have not true ideals ; I might say they have no ideals. I recently visited a large gymnasium, in the main splendidly conducted, but among the hundreds of pupils, I saw only one who had a good walk. The teacher had no ideal of fine walking. 99 I heard a teacher groaning thus — "For years I've been work- ing to teach my pupils how to walk well and to-day I said to my prin- cipal — * Don't you think we walk better year by year ? ' What do you think he said ? ' I never notice the way pupils walk/ Yet he has passed pupils from the room years and yeairs. I think princi- pals ought to keep abreast of their teachers in ideals, know what the teachers are doing and every half dozen years say ^ Well done, good and faithful servant.' " Probably every subordinate teacher echoes this moan. We try to make our pupils appreciate that the body is the organ of mind — the medium of communication between minds — ^the only means by which the spirit of man can show itself to other spirits. Mind or spirit may express itself in every part of the body ; nerves are the messengers, and muscles the servants of the indwelling soul. Another idea to be developed is the fact that mind forms the body. Carriages by passing over a street, change the street. The changes are great and easily seen if the street be soft, as in early spring ; but changes are produced even though it may be solid rock. The deep ruts in the pavements of Pompeian streets are but the sum of impressions made by passing carts. Just as certainly the mind leaves its impressions upon any part it employs as a means of expression. If the mind do not use a member, that mem- ber is dumb, inexpressive, uninteresting — except as a specimen. An Indian can tell by signs known to him what animals have passed along a path. By signs equally clear, a quick, educated observer can tell what emotions and thoughts have habitually ex- pressed themselves through voice, face, trunk and limb. A man's history is unconsciously written by himself all over his body. A lady who often saw Victor Emmanuel riding through the streets of Rome, told me that crowds thronged lovingly about him. " What was he like ? " said I. " Were you hungry, in trouble, in need of a franc, there was that in Victor Emmanuel which would lead you to turn to him for help. Strip him of kingly dress, there would remain something to show him the king of helpers." The generosity of Victor Emmanuel pervaded his whole body ; in other words, his soul had formed his

body. If you see this expression (elevating inner ends of brows, wrink- ling the forehead and depressing the corners of the mouth,) habitu- ally upon the face, do you not know much of the habitual spiritual state of the owner of the face ? If a person habitually talk to me with a sidelong glance and lids partly closed, I can judge very accu- rately his habitual mental condition. My acquaintance, B., always 100 gesticulates with the fore finger, which frequently is brought into contact with the extended fore finger of the left hand. Mr. C. often invites (?) his wife and children to follow him or to enter a room by a gesture with the uplifted thumb. I am personally ac- quainted with B. and C, but were I to see them but once, the wav- ing fore finger of the one, and the lofty thumb of the other, would show me much of their characters. Back of the habitual facial expression, back of the habitual gesture, are the habitual states, the characters of the men. Isn't it a good thing for students to be grounded in the truth that they reveal themselves by that which their thoughts and feel- ings write all over their bodies ? Again, while it is true that carriages impress— rut — the street, it is equally true that the street once rutted impresses the car- riages. That which was the result becomes the cause. Carriages may make bad roads ; bad roads make bad carriages. Thoughts and feelings form the body ; the body moulds feelings. This reverse is truer than we think and more important than we dream. Take this attitude, (head thrust forward, chest de- pressed, jaw dropped,) how mean you feel ! Now lift chest, erect the head, shut the mouth, give the lips-line a horizontal direction ; does not the feeling change to noble resolution ? Maintain the chest and head attitudes, but depress the corners of the mouth ; note the change of feeling. Turn up the corners of the mouth ; how quickly the feelings respond ! Bring the clenched fist before your face, tightly close your mouth, incline your head and trunk forward, slowly move the fist ; what feeling comes ? In each of the above experiments the feeling was induced by the position of the body. In the beginning of our experience, feel- ing was parent of expression ; but now, as in the experiments just tried, expression becomes the parent of feeling. You all recognize this as one phase of the law of association. So far as I know, no teachers of gymnastics, belonging to other than the Delsarte school — and but few belonging to that school — take cognizance of this fact that expression voluntarily assumed, rouses the emotion which naturally produces the expression. I believe few have ap- preciated the fact, and I know but two or three who make any attempt to utilize the principle in training their pupils. Dio Lewis ignores it, or seems to, by introducing exercises which rouse unde- sirable emotions. The Delsarte movements accomplish all that his system accomplished, and besides, reach a field of whose exist- ence he did not dream. To me it seems that this idea of bodily attitudes producing mental or moral ones, is a large idea — capable of unlimited appli- 101 cation by teacher, parent and individual. Miss Walter, one of the principals of our practice department, tells me that the introduc- tion of Delsarte exercises has greatly developed the spirit of courtesy among her pupils. A gentleman, at the conclusion of a course of gjnnnastics with me, told me that a certain exercise we had repeated daily was always accompanied by an inrush of noble sentiment, and that he knew that his moral nature had been strengthened and purified by the gymnastics. The teacher who understands the laws of expression can select exercises which will rouse feelings which need to be cultivated ; the teacher who does not know the laws of expression will certa inly choose exercises which develope undesirable qualities. Delsarte tends to make the teacher a physician able to prescribe physical medicine to cure

moral ailment. If I seem to dwell too long on this point, remember the field is rich, but totally uncultivated. I believe we are starting the work here on the right basis. I cannot in a brief talk explain the Delsarte system — but I can state a few facts regarding the exercises we employ. First, the movements are slow and rhythmical. Rapid thrusts excite the nervous system and are, therefore, not restful. Slow, rhyth- mic movements soothe, compose, harmonize. They are in har- mony with the rhythmic heart throb, the rhythmic respiration, the rhythmic sway of elm trees, the rhythmic swell of the sea, the rhythmic music of the spheres, the rhythmic poetry of man and of nature. Rapid movements, particularly if abrupt and taken with apparatus, are believed to snap the fibers of muscle ; they are not conducive to the building up of muscle. Second. When apparatus is used, only very light pieces are employed ; the growing needs of the growing muscle are met by increasing the number of times an exercise is taken, rather than by increasing the weight swung or raised. This precaution pre- vents strain. Dr. Dowd, of New York, the inventor of "The Home Exerciser'' — a kind of chest- weight — weighs one hundred and fifty- two pounds and can lift fourteen hundred and forty-two pounds. He brought his muscle up by light gymnastic, chiefiy by chest weights. Third. The free gymnastic exercises taken for development of the muscles of any part, are of a character to promote grace ; they fit for life. Fourth. Particular attention is paid to removing the ill effects of hard manual labor and improper position. To this end the Aa^ — 102 or muscles are often stretched and the whole body "decomposed/' — i. e., the body is perfectly relaxed. Fifth. The whole body is exercised evenly ; no effort is made to develope ^eat power in one part. I believe the system here employed has the good features of the best modern gymnastics and adds to them the idea of making the body a free, efiQcient, graceful organ of expression. Reform Through the Kindergarten. MRS. CLARA A. BURR, CLASS OF '73. The question how to handle with advantage the numerous topics of the primary school is one of moment. Teachers of higher grades have to contend with superficial ideas that years of af terwork cannot develope into a correct habit of thought, and they hold teachers of lower grades responsible. The primary teacher takes refuge in drill work, and as this substitutes words for ideas, it cannot add to vigor of mind, and does not remove the cause of complaint. To form correct conclusions as to methods of teaching, the highest ideals should be studied and compared. Nature stands re- vealed a perfect teacher, not because variety of expression and re- petition of idea mark each step of her work, but because she appre- ciates a principle of relation which co-ordinates part to part and the whole to a divine origin. Nature teaches objectively through tree and shrub, one a modification of the other and related through contrasts. The shrub is a repetition of the tree, the tree an ex- pansion of the shrub, both are sustained by the earth and air, to which they return again through changing seasons. The cloud and spring are controlled by two opposing but related forces, one draws down from the cloud to form the spring, the other draws up from the spring to form the cloud. Tree, shrub, cloud and spring are adjusted to the changing necessities of man. Froebel drew his deduction from the study of God's highest conception, a child, and his work was resolved into a study of related conditions essential to the development of the triune nature. In order to relate conditions the teacher should be the exponent of the law she professedly follows, for she cannot conceive the method of its application to the development of another, until she experiences the effects within herself. Then will she be intelligent and just in her judgment of work of those in the same field as herself, and ambitious to promote

the interest of grades above and below her own. Froebel, in the kin- dergarten system, has brought Nature's law, "Relation by Con- trasts," within the grasp of primary teachers and it is susceptible 104 of a broader application in the primary school than in the kinder- garten. With kindergurtners and primary teachers lost to love of power and self-advancement, the ultimate aim will be the elevation of all schools through a study of relations. Then kindergartners will not discourage primary teachers in their efforts to relate their work to the kindergarten but will make primary and higher work a study, that difficulties may be removed and the school prepared for the infusion of kindergarten life. Neither' will the primary teacher use kindergarten games as " rests,*' nor the occupations for "variety," neither will the gifts be desecrated in their use in number and form lessons, because "convenient apparatus." Such work but tends to the destruction of one system and the confusion of the other. If the principle that makes the Kindergarten a distinct system is so subtle as to be lost in the driving life of the school-room, then the conditions should be changed and the school prepared for its inception. If this cannot be done, the Kindergarten must fail as an educational factor. Conclusions based upon experience prove that the bad effects that arise from " variety and drill '* in the primary school may be overcome through the application of the law of relation. The gen- eral program of work should be planned for each day of the week, for at least a month. While closely followed, it should be beauti- fully flexible as the special wants of the child may require. The teacher's work is to supply conditions without conscious effort, while the child responds to the influence he feels and cannot see. To supply needed conditions, is not to give nor withold, and in- volves the whole art of teaching. To handle the various subjects of the primary school to the highest advantage, special points in each subject should be related, and the whole related to every other subject. Then a habit of reasoning from cause to effect is established and continuity of thought is the result. The first exercise of the day then, should relate the child to the spirit of Nature, and must be a Natural History lesson. Only characteristic points should be emphasized to lay a basis for the day's lessons and future work in classiflca- tion. To consider spontaneously any object a child may suggest, calls for a general knowledge of science and special knowledge of types common to the locality. If the subject of thought for the first day of the week is a bird, the special study of the structure of the feet, prepares the mind for the simplest classification. The language lesson may follow the full statements expressive of the ideas developed, from which any 105 part of speech may be studied. The reading* of these statements, with correct expression and distinct enunciation, becomes the read- ing lesson, and the most suggestive statement of this lesson may be made to emphasize any form of letter as a writing lesson. The form lesson in clay moulding, may be a cylinder, related in form to the bird's foot. If a climber, the adjustment of two toes in front and two behind, places the bird in the order to which it be- longs. The drawing lesson should express the idea of the form mod- elled, while the work in number is closely related to each and all. Physical exercises may illustrate characteristic habits of the bird, as eating, climbing and building of nests, from which a game may be evolved, the words of the song and game a scientific descrip- tion of the bird, set to music, subordinate to thought and action. Experience proves too, that such games are more enjoyable to children than many others in common use, and they are in strict accordance with Froebel's idea. His own games were more to him and his children than they can be to his followers, because of the

experiences which made these games their own. The work of to-morrow should be related to the work of to-day, and gift, occupation and game may bear an important relation to the ordinary work of the primary school, but these should only be used by such teachers as can appreciate the law of relation and follow its subtle course from beginning to end. To such teachers the study of relations has peculiar fascination and the work of the last day of the week will stand as a revelation of the first thought of the first day. While many lines of thought have been suggest- ed, the connection has been so close through co-ordination of parts and wholes, that the week's study has been a continuous thought. This, then, is to be the mission of the kindergarten, to prepare the school for the application of Pestalozzian principle and kinder- g-arten spirit upon which the system is based. May the largest number enjoy the greatest good from the grandest conceptions. PESTALOZZIANISM IN ENGLAND, BY MRS. M. E. M. JONES. The Home and Colonial School Society was instituted in 1836, hy Mr. Reynolds, Miss Mayo, and Mr. Bridges, a solicitor who, as legal adviser to the Society, and as a member of its committee, always remained in connection with it. Miss Mayo was the sister of Dr. Mayo, sometime principal of the school at North Cheam, which he had rendered celebrated by the introduction of the method of Pestalozzi. In England, it was first exemplified there. Thus, when Dr. Mayo retired from Cheam, there was reason for apprehension lest a pattern of this education should be lost to the country. But, in the hour of danger, a great inspiration came to Mr. Reynolds and Miss Mayo, two persons who habitually sought to find and to do the best. They would popularize, yes, and na- tionalize Pestalozzianism at home, and in the Colonies. They would present it with all its characteristic merits, and none of its incidental defects; for they judged that the system showed defects, not inherent in it, but springing from the sudden- ness of the re-action it'had initiated. Accordingly, one Fennders said, "Let not our teachers, while cultivating the senses, the judg- ment, the reason, suffer the memory to lie fallow. Let them not, because they take love as the ruling influence, fail to secure the obedience that springs from the subjugation of self-will. Let them not in creating an atmosphere of sympathy, neglect to enlighten and exercise conscience, and to form principles." There was yet another presumed defect of Pestalozzianism, which however, could not, just at that time, have application to us. It was alleged, that having taken pains to form the mind, we failed to furnish it, but as no children over the age of eight were at first admitted as scholars, it was obvious that no great amount of mental furniture was here required. The beginnings of the work were small. The early expenses were met by a capital of three hundred pounds, subscribed in equal proportions by the three founders of the Institution. Two rooms in a central street of London were taken, furnished, and on the first 107 day of June, 1836, opened to three students. Between that day and this, the college has sent out about 5,500 teachers to all parts of the world. It was soon discovered that the suitable illustration of Pesta- lozzian methods involved the presence and help of the children, whom the method was meant to serve. In eighteen months from the former date, the college reopened, in the Gray's Inn Road, to fifty-one students and a large number of children. Five years afterwards, it was the most eminent of its class in England. In its early period a number of students, many of them foreigners, were trained for foreign mission work ; Syrians, Hin- doos, Africans and even Chinese were seen from time to time in the class rooms. I think they liked us — I know we liked them ; but that was not surprising since they were ^^picked" people. In these days Mr. Reynolds, our Honorary Secretary, sat daily in his oflBce, from 10 A. M. to 4 P.

M., while Miss Mayo, who did a great deal of paper work at home, came to us regularly on one day of the week. On this day, one of the students was chosen to give a lesson before these two very competent critics. The les- son was called a trial lesson, and the giving of it was always re- garded as a "trial." Our head master was Mr. Dunning, than whom our authori- ties found no English teacher more imbued with the spirit of Pes- talozzianism. Mr. Dunning, though*afterward giving less time to us, never left us altogether, till he retired from work ; and to-day, he sends at the age of eighty, a message of sympathetic greeting to the schools of Oswego. Then and for many years, a good custom obtained . The earliest half hour of the working day, which saw all the students assembled, was devoted by the head master to the elucidation of a text from scripture, including perhaps a variant reading, and such illustra- tions as were then available. But our teacher's great aim was so to put the candle of the word in the hand of each of us, that each should turn the light inward. The conclusion ever bore on practical duty. There were no platitudes on the one part ; no weariness on the other. No one did more to keep the lamp of sacrifice burning in our midst — to urge us to earnestness of mind and singleness of heart, than did Mr. Dunning. In the second half of the hour, our teacher gave ua a bright little dissertation on some proverb or aphorism, called "the motto for the day," as : " Sow an act, reap a habit ; Sow a habit, reap a character, Sow a character, reap a destiny.*' 108 " Prayer should be the key of the day, and the lock of the ni^ht.'* ^* There are two classes of believers, those who believe that God owes them a life of happiness, and those who believe that they owe Him a life of duty." ** A man's mind is wont to tell him more than seven men that keep watch on a high tower." " O God, we are Thine, even when we sin ; but we will not sin because we are Thine." These mottoes may not have been actually given, but they are fair examples of those used. The two that follow were given, with applications that have always been remembered by at least one of the hearers : ** Principles are as seed-corn, rules are as bread." " We must not look for fruit in the time of blossoms. Yet, where there is no blossom, there will be no fruit." At an ordinary lesson, say, in grammar, our teacher's first words would be, " Please lend me a grammar ; " and, as no book on the subject had as yet been recommended by our authorities, the request brought forth a dozen grammars, by as many writers. Taking the nearest, Mr. Dunning would begin by reading aloud some specific rule ; but his questions soon brought the class to see whether or not a universal rule lay behind it. The comparison of the grammars, on the point under (Consideration, tended to show how profound was the unity of grammar, how superficial the differences of grammarians. Or the class would be led to consider the different aspects of the root idea — action or object — and the corresponding development of those language-variations which express these dif- ferences in aspect. To some of us, such lessons were as good as a claim in a " gold diggings ; " but it may be, that others believed too much time and attention to be devoted to non-physical subjects, leaving too little for the acquisition of direct information. Vainly it was, in effect, said to these students, " You do not come here to learn geography or history ; these subjects, so far as you need them, you should have acqmired before, or you may ac- quire in the future ; but your time of training is too precious to be spent on them. You are here to study, not geography, but right methods of introducing and presenting geography to the young ; not history, but the mothers of history (soon to be) — the children of our period ; how to train the senses, the hand, and the voice, how to awaken the reason, and influence the moral na- ture, how to establish character, how, in

fact, to turn out from your school-rooms a perfectly equipped human creature. As means to this high end, you will study how best to communicate 109 « truth, and to impart knowledge, how to apportion your time-tables and how to organize and discipline numbers.'* Much of this was beyond controversy — and always Mr. Dun- ning's lessons on the characteristics of children, (he now thinks of publishing those) excited the strongest interest ; yet, a healthy appetite for secular information possessed the classes. The more because their lessons on general subjects were given by the best teachers that could be obtained— Mr. Krusi, Mr. Reimer, Mr. Tegetmier and others. Our student said in effect, "Give us more information and we will be content with less philosophy." For this and other reasons, near upon the beginning of the third decade of this century, the college entered on a new phase, by becoming a government insti- tution. Having taken this course, we rapidly gained its expansion. At one time our staff, students and children taken together, amounted to 2,000 — ^but, in proportion lost distinction. We be- came in a measure assimilated to the character of other training colleges. We were, we hoped, more useful as we ceased to be unique ; yet, surely much of the old aroma must cling to us still. In any case the Pestalozzian slip planted by the society has become a Banyan tree, having roots as well as branches in all the territories of the British Empire, and beyond the bounds of that Empire. This is the distinction of the Home and Colonial School Society, and it is sufficiently honorable. Letters Read at the Quarter Centennial Meeting. London, June, 1886. To the Friends AasemhUd in Oswego : From the height (or depth) of my eighty years, whose strength has been spent in collegiate work, I look in upon your celebration — a quarter centennial one. But what is a quarter centennial to a man who sees a fourth quarter centennial a little ahead ? Well, it is as much as spring is to the year, showing that the seed has not merely germinated, but sprung up, and that the shoot has not merely sprung up, but blos- somed, yea, crowned itself with blossoms. I will not smother my few heartfelt words of sympathy by advice of any kind, nor even by any reference tt» your responsibilities to the younger generation, to the English speaking world, to the human world, as if you did not constantly consider these things, asking the giver of wisdom and strength to make you sufficient for them. I will say but this — that there is no work, not even the ministerial^ and I, who write, have been a minister for many years, there is no work more interesting in the doing, more delightful in retrospect, more safe of reward in this world, though not of worldly reward, than the work of a faithful teacher. Dear friends, I now look on you, the colleagues of my friend Mr. Krtisi, as the special holders of the Pestalozzian torch. It is well to wave it high and wide, but it is best to keep it bright and clear. I think you know as well as I do the one method of doing this. By keeping a single eye, you shall be altogether full of light ! The grace of our Lord Jesus Christ, the love of God, and the fellowship of the Holy Ghost be with you all. ROBERT DUNNING. Shelburnb Falls, Mass., July 2, 1886. Dear Mr. Sheldon : A carriage accident this morning, fortunately without serious consequences, has left me with a face so scratched and bruised that it will be disfigm'ed for some days. It becomes, therefore, impossible for me to perform the part you did me the honor to assign me on your program for July 7th. I notify you immediately, feeling assured that you will have no difficulty in supplying my place by some one who will more worthily and ably represent the Association than would have been possible for me to do. I have had pleasant anticipations of the meeting ever since I knew that preparations were making for a special anniversary ; and it is a great

disappointment to me to give up the hope of being present ; though I am confident the Association will lose nothing by reason of my absence. Pray be so kind as to excuse me to my old as- sociates and friends, and accept hearty wishes for a joyful re-union, and an en- thusiastic celebration of the birthday of Alma Mater. Yery truly yours, MARY H. S. PRATT, Class of '63. Ill Jena on the Saalk, Thuringia, Germany, May 24, '86. To the Principal, Teachers and Alumni of the State Normal School, Oswego, New York. Dear Friends :— From my niche at the feet of the Thuringian Hills where, for nearly a year, I have been watching the world go by, I give you greeting, and beg leave to add to yours my felicitations upon the respectable age to which our school has attained. Instead of sending this poor dumb letter, how much pleasanter it would be to grasp your hands, look into your faces and listen to your voices, and to join with you in celebrating the close of the first quarter century in the history of the Oswego Normal. Yet though very many of us must be absent in the body, it is good to believe that somewhere at this time we are all united in reviewing proudly the past of our school, in rejoicing over its present prosperity and in praying hopefully for its future usefulness. God bless our Alma Mater, and grant her many another quarter century anniversary. And as she grows in years may she grow in grace and in the knowledge which opens the eyes of the understanding and fits men for right living in this world, while it prepares them for the world which is to come. Mr. Sheldon says, ''Tell us of your observations of educational work abroad.'' Just at this moment I look out of the window and see more thaCn two hundred school boys marching along the street, while the rain pours down. They are all ages, from six to fourteen, and though it thunders and lightens, not a small boy flinches, but steadily makes his way through the mud, apparently as content as when he started at seven o'clock this morning for a tramp into the country. This is the Yolk's Schule where the very poorest children go. Energy and en- durance are among the virtues in which they are trained, so that a thunder storm, more or less, makes not the least diflference to them . They must bear the cold of winter and the heat of summer without the slightest complaint. They have been gone seven hours, so will have no more school to-day. Not a boy among them has looked into a book to-day, yet the educational wheel is turning and making a goodly record . They will have many such a tramp before the summer is over. Last week in Dresden, in the early morning, I saw the same thing, girls, boys, masters and directors, all going to the meadows instead of to the school-rooms to study. It was a pleasant sight. To-morrow morning just before seven o'clock, if you could listen, you would hear the sound of small feet, and if you possessed suitable vision you could See young Germany again on its way to school. Girls and boys fill the long lines. They do not scamper and scream as our children do, but sedately march towards the duties of the day. Each child has a knapsack containing working utensils strapped upon his back, and not one in a hundred has forgotten pen, note-book or ink- wiper, and not one in five hundred, perhaps even in five thousand, will be late, although 7 a. m. is a little early to begin school . A great majority of these children are poorer perhaps than you can imagine, yet you will hardly see an untidy garment, or a torn shoe . Patches and dams you will see in plenty, but no one patches and darns so skillfully as the German house-mother, and clothes that have passed through her fingers are rather attractive than otherwise As to school accommodations ; Oh, you dear American teachers, who pine for increased salaries, better school-houses, larger grounds, more apparatus, etc., etc. ! Thank the Educational Genius of the Republic that you have half as many things as you need, and go right to work and make at least five times more of your resources than you

have ever done before ; though at the same time I charge you, do not abate one jot or tittle of your demands, for no good teacher was ever yet sufficiently paid ; and liberal expenditure in the school-room, especially in a country such as ours, im- plies immense saving in reformatories, prisons, asylums, hospitals. Only see to it that, at least so far as you are concerned, the expenditure is intelligent and compati- ble with the principles of economy. 112 A little later in the day 70a might get a glimpse of military Grermany going through its eyolutions. Those ranks upon ranks of blue-coated young men from fifteen to eighteen years of age are the small boys of a short time ago. Every one has served his time in the elementary school, and every one of them can, at the least, read and write intelligently. This military drill of three years is the second grade in the educa- tion of the German citizen, and the punctuality, forethought, readiness, tidiness and concentrated attention enjoined upon the lad of ten years, are no bad preparation for the development of the cool, steady, courageous, enduring soldier. The girls who a few years ago kept step with their brothers, have disappeared. A few of them may be found in Teachers' Seminaries, Schools for needlework, '^Kliniks" where nurses are trained, etc. The great majority however, are pursuing their studies at home or in private ''pensions'' where they are being inducted into the mysteries of washing, ironing, dusting, brewing and baking. Capability in house- keeping is truly the end and aim of the German woman ; yet in view of the fact that the country boasts a yearly average of at least half a million of wt»men who have no houses to keep, such elaborate preparation would in some cases seem to be a work of supererogation. Later still in the day, in fact so late that if you could have a choice in the matter you would prefer dreaming to listening, you might hear sounds of marching, shout- ing, singing, etc., and if you could look into the coffee rooms and public gardens in the University-towns, you might see Germany's highest grade pupils. The elemen- tary school, the gymnasium, the military drill, are all things of the past, and the ''student'' so-called, takes his turn in the educational grind. He is nocturnal in his habits, and away into the wee small hours he is occupied in vigorously moistening with beer the thirsty soil in which the learned professors have laboriously sowed the seeds of science. Judging from the quantity of liquids consumed, the soul of a German student must be a perfect Sahara as to dryness, yet that it is far from barren the yield of later years abundantly proves. In his earlier years the university student is picturesque. He drinks and smokes and fights and sings, and does everything which he ought not to do, in defiance of all rules for law and order, yet before his course is over, he gathers himself together, makes his examinations creditably, and enters the world with no more bad habits than the majority of humans, and furnished with no mean share of physical and mental ability. His career is phenomenal and contradicts all psychological law. How the quiet, thoughtful obedient boy breaks out into the rollicking, careless, lawless, youth, and how he subsides again into the peace-loving, law-abiding citizen are mysteries. Germany and America are so difierent that it is difficult to state in what respects one country is doing better educationally than the other. The system of education which suffices for a country where the tendency of thought even in this nineteenth century is strongly localized, and man only knows his fellow-man through a knowl- edge of himself, and only knows himself through introspection and not through his knowledge of other men, must be insufficient for a country where the widest dis- tances are united and where a community of interests brings the people of the ex- treme east and west into as clos^contact as if they were next door neighbors. No

peculiarly German institutions could, I think, flourish in America, yet in the work of instruction there are points of excellence calculated to command the respect and emulation of the educator in America. And first, I may mention, the economy of money, time, physical and mental wear and tear. As the American cent has about four times the value of the German pfennig, so are the American people about four times as wasteful — in school work as in everything else, as the Germans. Secondly. The German teachers are better trained than ours. I do not mean that we have not in America individual teachers who compare favorably with the best in Germany, but we have unfortunately a large class of untrained, unskilled 113 uneducated people who persist, and who are, I sometimes think, encouraged to per- sist in occupying our school-rooms, to the incalculable injury of the children. Here every man and woman, who undertakes to teach, must be trained. Even the private schools are subjected to the inspection of government officials, while the teachers of sewing and knitting, etc., must at least go through the form of an examination in pedagogy. Oh, this training ! It saves time ; it saves money ! It saves humanity ! To it 1 should say the German schools owe their excellence. The work which I have everywhere seen is characterized with a degree of thoroughness, steadiness, evenness and freedom from excitement, which cannot fail to have the finest influence upon the disposition and character of the child. And now I wish I had time to tell you of my beautiful Jena. A very insignifi- cant little town it may seem to many, as it lies here in the shadow of the everlasting hills with the Saale winding through it like a thread of light. It is a satisfying place* You go away from it, and you long to return ; you have an approving glance for every old house and you feel like greeting the people as if they were of your kin. It is also no unimportant place in the educational history of Germany. Here was fought the battle of Jena, Oct. 14, 1806, which decided the defeat of Prussia and proclaimed the victory of Napoleon. And here on the afternoon of that day came Jahn, a vigorous young man of twenty- eight or thirty years. The sorrow over the hopelessness of the Prussian cause turned his beard white in a few hours. His resolve to fit Germany to resist a foreign enemy was made here, and the rest of his life was spent in carrying out the revolution. The few years that followed were truly the school- master's age. Pestalozzi was just beginning to be heard. Froebel had just seen Pestalozzi and was beginning his life work. Schiller, of Jena, Herder, twelve miles away, had just died and left their works behind them. Richter, Goethe, Schleiermacher, Fichte and Her- bart were aU vigorous men ; Diesterweg was a boy of sixteen years. Indirectly the battle of Jena was the cause of the present educational system of Germany. How nobly the school-masters did their work the triumphs of 1870 can tell. Pestalozzi and Jahn secured the victory of Sedan, proving that while the pen is mightier than the sword, the living word springing fresh and pure from the earnest, self-forgetting heart is more potent for good than either. What Germany accomplished between the years of 1806 and 1870, France has but lately undertaken in a manner which promises the finest success . The strife in Europe promises for some time to be educational, in which let us hope the highest victory will be mutual forbearance and co-operation, when nations shall not learn war any more, and when self-seeking shall be lost sight of in the common effort to reach a higher and nobler civilization. Faithfully yours, MARGARET K. SMITH. Philadelphia, July 6, 1886. Prof. E. A. SheldoUj Oswego^ N. Y. Dear Sir : — The program and circulars so Kindly sent, received. I regret ex- ceedingly that I cannot be present at the commencement, one which promises so much that will be interesting and profitable. But since I must forego that pleasure, as

well as that of meeting old friends, I shall comfort myself with the thought that if absent in body, I shall be present in mind, and in imagination shall take part in the Assembly Room as of old, and watch for familiar faces among the sea of new ones that will be there. As I said in a former letter, I have nothing of^importance to write, yet I felt that I wanted to send my best wishes, not only for the success of the commencement, but also for the school, that it may become a veritable and acknowledged giant, towering far above every other educational institution in the land ; also that health and many H 114 years be given its honored principal, who has made the school all that it is now, and all that it will be in the future. With kind regards to the Faculty in general, and to Miss Cooper, Dr. Lee, and Prof. Kriisi in particular, I remain, Yery truly yours, ANNIE T. COLLINS. Cor. Hamilton and Baldwin Sts., Manayunk, Phila. Mexico, June 30, '86. Mr, Sheldon — My Deae Friend : — Although I am only a very small fractional part of the great body of Normalites to whom your circular letter is addressed, and although I can neither be present nor in anyway contribute to the interest of the occasion, I want, at least by letter, to **take you by the hand" and thank you for what the Oswego Normal School has been to me. It has been an inspiration throughout all my work as a teacher. I often wonder what sort of work I should have done had I begun teaching immediately after gradu- ating in Rochester — as I had intended doing. But with all due deference to Mr. Whittier, I do not believe there is such a thing as amight have been — and I am sure that a kind Father directed me where I could be best fitted for the work I have since engaged in. With His blessing I hope and believe that Oswego's influence will some day be felt in many an Indian village throughout Mexico. It has begun already, and there are always places for ^^our girls" as soon as they are prepared for the work. My ambition at present is to furnish a teacher for Yucatan, but I shall send no one until I am sure she is worthy to represent Oswego methods in that progressive state. I am positively homesick to be with you all next week, and am very sure that the re-union will be a delightful one. You of the north, with the * 'summer schools" and constant contact with other educators, can hardly imagine the starved condition to which one is reduced who has been practically cut off from such advantages for five years ; the longing to go and feast on the good things prepared this year for the Normalites grows day by day, but I must content myself with reading about it. Meanwhile dear friend, let me congratulate you on seeing your work thus crown- ed — and may God grant that for many years you may see its ever- widening influence. With hearty wishes for the best of success in the school's future life, and with loving memories and warm gratitude for my share in its benefits, I remain. Yours most sincerly, FANNIE C. SNOW. Apartado 247, Mexico. U . S. S. Omaha, Yokohama, Japan, June 2, 1886. Dear Sir : — Although late in answering the interrogatories sent out to the graduates, I do not wish you or any of my former school friends to think that I have lost interest either in the school or those connected therewith . The first circular was received just as I was on the point of leaving the United States and, what with family ashore and duties aboard ship to engage all my thoughts and time, answering it was deferred until your second reminder convinced me that delay was dangerous. I sup- pose I may as weU follow the old Normal habit of honesty in regard to derelictions ' from duty and own up that I have been lazy. I expect this plea to be received with your usual emphatic disapproval of wrong doing, and therefore will only urge further that years ago my teachers did not succeed in compelling me to conquer this bad 115 habit. They tried faithfully, both by example and precept, I ntfust admit, but as the habit still exists,

I suppose it must have been a very bad one to begin with . As I am its worst victim, I must regret their want of success . Your circular calls up a host of recollections connected with four of the happiest years of my life, and as the object of the Alumni meeting is not only for old Mends to come together, but also to revive memories similar to mine, it has my heartiest sympathy . In the retrospect, what a lot of good fellows the word '* Kormal," recaUs ! What happy memories of womanly grace, inteUigence and beauty are connected therewith ! But it is to the teachers' corps that existed during the four years that I was a formal pupil, that memory most frequently turns. It would take a long time to recount the impressions made upon my mind by them and always to be associated with their personalities . How frequently has the thought occurred to me, ^'How would Miss Cooper say this ? " *'How would either Miss Rice or Miss Armstrong write such a sentence f I have often wondered how many obscure mathematical mysteries could bear any relation to a steamboat. Thoughts of patience and kindness in dealing with others, have been suggested to me by a recollection of a definition once given of the word *' gentility." "What Normal of my date can think long of any subject in Astronomy^ Chemistry or Natural Philosophy, without recalling Prof. Armstrong 1 It is useless, and seemingly a vain task to set it all down in black and white, but what pleasure it will be to those who are privileged to meet and talk about the old pic-nics, tug-boat rides and other social gatherings — possibly to participate [in them once more ! Some time in the future I hope I may be in Oswego at an Alumni meeting. Of personal information I fear I have but little of interest to communicate . I have been attached to this ship a little over a year, and expect to serve two years more in her. We came out via Suez Canal, and hope to go home via San Francisco. I suppose my boy is the finest young feUow to be found anywhere. I have not seen him yet. (In case the proposed history of the Normal School is published, please send me a copy. Enclosed is a P. 0. M. 0. for $2.00, to be applied for memorial purposes as proposed.) "With many greetings and kind wishes to my friends, I remain. Your friend and attached pupil, G. B. RANSOM. July, 1869. Prof. E. A. Sheldon, Principal, State Normal and Training School, Oswego, New York, United States, America . Newark, N. J., July 4th, 1886. To the Class of June, 1880. Dear Classmates : — It is only absolute necessity that prevents my joining with you in the Alumni celebration of our good old school. Many of the pleasantest memories of my life are clustered about the time that I spent with you all as a pupil there, and during these six long years that have passed since we stood together on the platform holding our diplomas in our hands, those memories have crowded upon me in many places ; the evening walks "down to the lake" that were such an essen- tial part of divine service on Sunday ; the society meetings ; the oft-repeated remark 'Tlease step to the office ;" the struggles in the method classes ; the agonies and the fun of the practice term ; the old story of the evening criticism — all these things were then parts. of our lives, and now we can only recall them with a smile or a sigh as they come up before us. 116 There are many in that class of ours whom I shall never see again, and a few whom I shall meet, but to all of you who gather in the building on the hill on Tues- day and Wednesday next, I send my heartiest greeting and best wishes. It is with deep and sincere regret that I find it impossible to be with you. Sincerely yours, JOHN L. BABCOCK. Kansas City, Mo., July 3, 1886. Miss Walter : — I have hoped to be present at the Alumni meeting of this year to see in person the teachers who so long and successfully have worked for a reform in education, and to hear the reports of many who caught their first " enthusiasm for humanity " from the Oswego

school, but other, not dearer, interests have inter- posed, and so I gladly respond to your invitation of January 5, to write a brief ac- count of personal experiences in carrying out the principles enforced at Oswego. To be brief as possible, my own work has been in the training department of Normal schools, where I have been engaged — sometimes alone and sometimes with other Oswego graduates — in the preparation of teachers ; (for a period covering fifteen years — during which time some hundreds have been trained. ) I recall the work of these years with pleasure, and am thankful for the enthusiasm and success of those who entered into the practical work for themselves. In the work of these years nothing has been of such permanent, productive use in begetting in- telligent enthusiasm as the Pestalozzian principles elaborated carefully in both peda- gogical history and philosophy, and then carefully enforced and illustrated in prac- tical work. If the first is neglected, the result is mannerism ; if the second, the students are at first impractical, and to a degree inefficient. There seems to be no difficulty in arousing enthusiasm and a real spirit of self- fiiacrifice in young teachers. The ardor of these young disciples is sometimes damp- ened by older teachers who, without love, or real efficiency beyond ability, etc., con- duct a small drill on technicalities (that is supposed to have a direct influence on per cents, when the examination is of the right sort), and still manage to exert temporarily a depressing influence on beginners. In the city schools, too, unless there is a strong superintendent, the incapacity of some Boards of Education to grapple with a question of importance, necessarily causes a discount in all school values by fluctuating policy or want of it. Still with all obstacles that are in the way, the tide is rising educationally all over the country ; and, without question, the impulse which is called the '*Quincy" movement, was given by and is directly traceable to the Oswego School. Toward that school the thoughts of many of the distant alumni must gratefully turn at this time. Very truly, MART F. HALL. Class of July, '69. Greene, Iowa, June 12, 1886. Hon. E. A. Sheldon, Oswego, N, Y., Dear Friend : — Your circular letter, and enclosures call to mind many pleasant recollections. In my youth I attended several schools, but while all taught me, none trained my powers for work and success as did the Oswego Iformal and Training School. All institutions with which I have been connected as pupil, imparted to me much valuable information, for which I shall never cease to be grate- ful, but to the Oswego school I must accord the highest place, as it did more, it called into action subjective powers of which I had before been partially unconscious and 117 OH which I have since learned to rely. My last school work was in this pleasant little village of Greene, from '78 to '83, where I built up a public school which has liberal course of study from which graduates are admitted to the Freshman Class of our State University. Since that time I have been practicing law here. I prepared myself for admission to the bar during vacations in the years while teaching. I have an established practice worth $3,000 a year, and under the continued blessings of a Providence that has been so kind, I may look forward to useful and comfortable years. But more helpful and of far greater comfort and happiness than all else on earth to me is my pleasant home, with the best wife man ever had, and three bright and affectionate children. I hope some of these now baby darlings will be among the Alumni — at your semi-centennial. Ever yours most truly, CASSIUS M. GREENE. Olassof July '69. London, July 5, 1886. Cablegram. Dr. Sheldon, Oswego, N, Y.: Tenderest greetings to Alma Mater, friends and pupils. SARAH J. ARMSTRONG. ALUMNI EXERCISES. Twenty-fifth Anniversary. WED]S^ESDAY, JULY 7th, 1886, 9.00 A. M. Reading of

Scriptures and Prayer. SINGIXG— DOXOLOGY. Address of Welcome by the President. Response by Mrs. M. H. Pratt, Class of '64. MUSIC. Yocal Solo—The Creole Lover— Dudley Buck, - - Miss Anna B. Sheldon. Remote Causes which led to the Organization of the Normal Schoool, A Paper by Hon. 0. J. Harmon. Brief addresses on the subject of this paper hy prominent citizens. MUSIC. Yocal Duet, - - - - - - - TV. G. Rappleye, Chas. S. Sheldon. History of Pestalozzianism in England, - - Mrs. Margaret Lawrence Jones. Read by Miss M. S. Cooper. History of the Oswego Normal School, Herman Krtisi. 2.30 P. M. Necrological Report, Mrs. M. D. Moore, Class of July, *72. Our Normal Schoool as related to the Work among the Freedmen, Amos "W. Famham, Class of June, 75. This paper will he followed by brief addresses by persons who have been engaged in this work. MUSIC. Instrumental Solo, . . . . . . _ . Miss Laura A. Sheldon. Our Normal School as related to the Educational Work in the West, Mrs. Delia Lathrop Williams, Class of Feb., '68. This paper will be followed by brief addresses by persons who have been engaged in educational work at the West. MUSIC. Yocal Solo, W. G. Rappleye. Our Normal School as related to Educational Work in this State, W. J. Milne, Ph. D., L. L. D. The Kindergarten as related to the Normal and Public Schools, Mrs. Clara A. Burr, Class of July, '73. 9.00 P. M. Banquet at Doolittle House. THURSDAY, JULY 8th, 1886, 9.30 A. M. Devotional Exercises. The School of Practice — ^Its Present and Prospective Work, Sarah J. Walter, Class of June, '76. Instrumental Duet — I Montechi e Capuleti — Bellini, Miss Gillette, Miss Laura Sheldon 119 The Gymnasium — Its Mission, - - - - Dr. Mary Y. Lee, Class of 6:^. The reading of Letters from Absent Members by the Secretary. Five Minute Speeches by Members of the Association. Meetings in Sections. 2;30 P. M. Miscellaneous and Unfinished Business. Yocal Solo, Miss Mary E. Hutcheson. 3.30 P. M. The Training School in America, Dr. A. D. Mayo. Singing by the Alumni, '* Auld Lang Syne." Brief Historical Sketch of the Association of Alumni. The first meeting of this Association was held at Normal Hall, July 9, 1867. E. A. Sheldon presided, and Ellen Seaver was re- cording* Secretary. The following program was presented. ORDER OF EXERCISES. 1. ANTHEM— ♦'How Beautiful on the Mountains." 2. Reading Scripture and Prayer. MUSIC. Solo — ''Come in and shut the dobr." Mary Perkins. 3. ESSAY — Government. Margaret L. Andrews. 4. POEM — Queens. Mary M. Holbrook. MUSIC. Instrumental Duett — Les Souvenirs. 5. Letters from absent members and Reports of Historians. MUSIC. Duett — ''Our Beautiful Mountain Home." Misses Holbrook and Funnelle. 6. ESSAY — Something l^ew — A Lecture to Teachers. - Miss Rebecca Jones. 7. ADDRESS — Signs of the Times. - - - - Edward Trowbridge. MUSIC. Instrumental Duett. 8. Transaction of Business. MUSIC. Chorus — ''Auld Lang Syne." 9. BE^^EDICTION. 10. SOCIABLE. At this meeting" was inaugurated the custom of planting the class ivy, and each class that had graduated previous to this date planted a vine. This custom was kept up, with the exception of two or three classes that planted trees, until the old building was torn down to give place to the new one. 120 To this custom the old building was well adapted. Along the entire length of the east and south front of the east wing, and the south front of the west wing, were broad piazzas on each of the two stories, supported by fluted columns after the style of Grecian architecture. At the base of each column was planted a class ivy. This gave a very pleasing effect to the building. Un- fortunately, when the old structure was torn down, these vines had all to be taken up ; and it was not deemed best by the build- ing committee to replant them. They were, however, preserved by the principal, and either the original vines, or offshoots from them, have been planted about the trees in his own

private grounds. This, of course, put an end to the custom of planting the ivy. As a substitute, the classes now contribute something for the general ornamentation of the Hall, which shall, at the same time, serve as mementoes. The proceedings of the second meeting were printed in pamphlet form. At this meeting, held July 6th, 1869, the Principal, E. A. Sheldon, presided, and Dr. John W. Armstrong, the Head Master, gave the Address of Welcome. Miss Cooper read a report containing statistics covering the entire period of the school from the time of its organization. The following items from this report will be of interest to all. "There have been nine Training Schools established outside of our own state, of which our graduates have sole charge, and in which our methods are exclusively used. Aside from these, a number have been employed to instruct teachers in different locali- ties, for the purpose of introducing the methods into the public schools. A large number are also employed in State Normal and Training Schools in different parts of the country." Mrs. Mary Howe Smith, at that time a teacher in the school, read an original poem. At this meeting the classes of 1868 and '69 planted vines. The report says : "There -being no gentlemen in the class of Feb'y? 1868, the duty of planting the ivy devolved upon one of the ladies. Miss Eva S. Edwards, who handled the spade with as much ease and grace as any gentleman. The class motto was given, ^Labor wins Success,' and Miss Lun Delano read a selected poem, ^One by One,' by Miss Adelaide Proctor. "Mr. Henry Douglass planted the ivy for the class of July, 1868, after which an original poem was read by Mary D. Sheldon, a teacher in the school and a member of this class." "Mr. Manly T. Brown was the one appointed to perform the ceremony for the class of Feb'y, 1869, which he did, making a short impromptu speech. This was followed by a song arranged for the occasion." 121 " Mr. Charles Richards planted the ivy for the class of July, 1869, giving" an appropriate sentiment, after which an original poem was read by Miss Amelia Morey, a member of the class." The report closes, "The scene was solemn and impressive, and will not soon be forgotten by those assembled in the school -yard that morning. The day was one of the most lovely Summer gives, and nature seemed to smile her benediction on the enthusiastic young hearts, thus performing their last loving service for their Alma Mater." The third meeting was held at Normal Hall, Friday, June 30, 1871, E. A. Sheldon presiding. The session was opened at 9 o'clock a. m. The exercises consisted of addresses, reports, reading of letters from absent members, and the planting of the ivy by the classes of 1870 and 71. The triennial meeting of 1873 was held at Normal Hall, Tues- day, July 1st, commencing at 9 o'clock a. m. The session was opened by the President, E. A. Sheldon, who, after reading a por- tion of Scripture and offering prayer, addressed the Association with words of welcome. The usual reports were read and im- promptu speeches made, and letters from absent members read, interspersed with vocal and instrumental music. Clara J. Arm- strong read an original poem, and Edward Trowbridge read an ad- dress. This was followed by ivy planting by the classes of 1872-3. Miss Martha McCumber, since deceased, who was at that time critic in the School of Practice, was corresponding secretary. An excursion to the " Thousand Islands " was planned for this meeting, to start on Wednesday morning and return on Saturday night. A boat was chartered for this purpose, and a large party, made up of the Alumni and their friends, had a delightful time cruising in the St. Lawrence among the " Thousand Islands, " and returned without an accident or a regret. The meeting of June 29th, 1875, held at Normal Hall, was made somewhat memorable by the grand excursion up the Sag- uenay river. A very racy account of this trip, which occupied about two weeks, was

prepared by Dr. Mary V. Lee and Mary D. Sheldon, who were members of the party. This was published in pamphlet form, entitled "Up the Saguenay." Only a limited number were printed and it would be difllcult, at this date, to ob- tain a copy. The meeting of July 3d, 1877, was occupied by the usual re- ports, speeches and music. Words of Welcome were given by the President, E. A. Sheldon. Two essays were read ; one by Miss Juliet A. Cook, subject, ^*The Teacher's Ideal ;" the other by Miss Helen Hamilton, subject, "Education in Sociology." The 122 classes of Jan., '76, and the classes of Jan., '77, planted the ivy. The class of June, 1876, planted a tree — the orange leaf willow, and the class of June, 1877, planted an everg-reen. These classes and the classes of June, 1875, which planted an evergreen, are the only class that did not plant the ivy. In the grading of the grounds, the trees shared the same fate as the vines. The exercises of this occasion were closed by a sociable in the evening, at the Boarding Hall. On Wednesday, July 4th, a small party took an excursion, for which arrangements had already been made, to the Thousand Islands. The next meeting w^ould have come regularly in 1879, but at that time the old building was being torn down and the new one was in the process of erection. For this reason the meeting was postponed to July 6, 1880. At this meeting Miss Cooper presided, having been elected at the meeting in 1877. Mr. C. W. Richards was elected Vice President, and Miss Ida J. King, Recording Sec- retary. Gilbert MoUison, President of the Local Board, gave the address of welcome, to which Mr. W. Scott Smith responded. The usual Alumni report, prepared by Miss F. E. Sheldon, was read by Miss E. Stocks. Several reports were also read by class historians. Miss Amelia Myers, a teacher in the school, gave a recitation. Mr. Sheldon, the Principal of the school, was compelled to go to the sea shore, on account of his health, and so was not present at the meeting. A letter and telegram were received from him, which were read. By motion of Mr. Wilcox the Association sent a response to Mr. Sheldon by telegram. At this meeting Mrs. Hattie Dairy mple Eager presented a fine crayon portrait of Mr. Sheldon. A resolution of thanks for the same was offered by Miss O. A. Lesler, and adopted. A por- trait of Mr. Sheldon was also presented by Miss Anna Woolman, in behalf of the class of the summer of 1878. In the evening a sociable was held in the Normal School building, at which a colla- tion was served. At this meeting no ivies or trees were planted. The old building had given place to a new structure, and thus was crowded out an old-time and pleasing custom. The new building brought greatly increased facilities and accommodations for school work, but at the sacrifice of many delightful memories and associ- ations. The old building, with its pleasing proportions and light, airy piazzas, will not soon be forgotten by the pupils and teachers who assembled in it for so many j^ears. At this meeting the following ofllcers were elected : E. A. Sheldon, President, C. W. Richards, Vice President. Alice Wil- liams, Recording Secretary, O. A. Lester, Corresponding Secre- 123 tary . At the meeting of June 28th, 1882, Miss Lester being absent, Miss A. B. M^^ers was appointed Secretary pro tern. Rev. Henry W. Sherwood, an alumnus of the school, opened the exercises by reading a portion of scripture, and prayer. The time of this session was largely occupied by the reading of letters from absent members, and reports from class historians. Mr. Sherwood discussed the subject of " Teaching as an Element in Education." Dr. Lee read a very interesting paper on "Gym- nastics." Miss Mary Sheldon and Mrs. Burr had also prepared papers for the occasion, but, for want of time, they were requested to read them at the banquet to be held in the evening. After the singing of "Auld Lang Syne," the Association adjourned. The banquet was at the Doolittle House, at which about

one hundred members were present. The following officers were elected at this meeting: Henry W. Sherwood, President, Mary V. Lee, Vice President, Juliet Cook, Corresponding Secretary, Miss Georgia Timerson, Recording Secretary. The meeting of July 2d, 1884, was opened bj'- the reading of Scripture, and prayer by the President, Rev. Henry R. Sherwood. Mr. Sheldon offered words of welcome, to which the President responded. Letters from absent members were read by Miss A. B. Myers. In addition to the usual class necrological and other reports, a very pretty, original poem, entitled, "The Amethyst," written by Miss Eleanor Worthington, was read by Miss Mary Sheldon. Mrs. Burr read a very interesting paper on " The Kinder- garten." Mr. E. A. Tuttle delivered an address on "Self-Preservation." Several subjects of considerable interest were discussed and committees appointed. Among the more important of these were : 1. Permanent Class memorials. By vote this was entrusted to the faculty of the school. 2. Class reports — points to be included. This was referred to a committee consisting of Miss M. K. Smith, Miss Cheney and Mr. Stimets, and Mr. W. G. Rappleye was made Secretary of Class Historians. 3. A suggestion was made that a history of teachers and graduates of the school be printed. This was, on motion, referred to the faculty, and the following resolution was adopted : '^ Resolved, That the Alumni put themselves on record as being in favor of such a history being printed." 4. Teachers' Bureau, in connection with the Alumni of the school. This was referred to the following committee : Miss O. A. Lester and Messrs. Tuttle and Stimets. 124 The following' officers were appointed for the succeeding year : E. A. Sheldon, President ; Lewis W. Jones, Vice-President ; Sarah J. Walter, Corresponding Secretary ; Margaret K. Smith, Record- ing Secretary. In the evening there was a reception and supper at the Doolittle House. QUARTER CENTENNIAL ANNIVERSARY. This was a meeting of rare interest and enthusiasm, and was largely attended by the graduates and friends of the school. As the more important papers and letters read at this meeting are printed in full, it is not necessary to refer to them in detail. They speak for themselves. In the absence of Mrs. Pratt, the response to the Words of Welcome was made by Miss Hattie Morris of the Class of '67. Miss Margaret K. Smith, the Recording Secretary, being absent. Miss Sarah T. Van Petten was appointed Secretary jpro tern. Mr. W. G. Rappleye was appointed Treasurer of the Alumni Me- morial Fund until a permanent committee or treasurer should be appointed. Mr. F. N. Jewett, and Misses Amy Roberts and EUor Carlisle ' were appointed a committee to devise means for defraying the expenses of the present meeting. On Thursday afternoon several important reports were made. I. Report of Committee on Decoration of the Hall. Miss Sarah T. Van Petten, as Chairman of the Committee, made the following report, and recommendations : "The amount received up to date for the Alumni Memorial Fund is $342.50. The Committee would recommend : 1. That the fund be applied to the decoration of the new hall with appropriate pictures and busts. 2. That, to secure harmony between the room and its deco- rations, also harmony, together with unity of design, among the decorations themselves, the President appoint a permanent deco- rative Committee, the majority of whose members shall be located at Oswego, or in convenient art centers, whose duty it shall be to disburse the fund in the purchase of suitable decorations. 3. In view of the importance of decoration in the school room, as a means of artistic developement, and in view of the desirability that this hall should furnish to our pupils models of good taste in ornament, it is suggested that the committee act slowly and care- fully, so that the results may accomplish the end desired. " The report was accepted and the recommendations adopted.

125 A motion instructing the President to appoint a committee of five as a permanent decorative committee was carried, and the fol- lowing committee was appointed : Sarah T. Van Petteu, Mrs. H. H. Straight, Miss C. L. G. Scales, Mrs. Mary S. Barnes, and Dr. Mary V. Lee. II. Report of committee on Publication of a Historical Sketch and proceedings of the meetings. ^^The Committee recommend the publication of a historical sketch of the school, a record of the proceedings of the twenty-fifth anniversary meeting, and the papers read at this meeting. The Committee also recommend the following topics for pre- sentation in this sketch : 1. Historical Sketch of Organization. 2. Notable events and order of occurrence. 3. Extracts from minutes of Alumni meetings. 4. Constitutions and changes of Local Board. 5. " " '' " the Faculty. 6. Alphabetical list of . graduates, with locality from which they came to the school. 7. Biographical sketches of graduates to include the follow- ing points : a. Name (husband's name) and present address. 6. Years taught at positions filled. c. Subsequent studies and graduation. d. Subsequent occupations other than teaching. e. Studies and graduation preceding Normal course. 8. Necrological report. 9. Full text of papers and addresses presented. 10. General remarks. 11. General Statistics. " Mr. H. W. Sherwood moved the adoption of the report. Mr. W. S. Smith moved, as an amendment, that a condensed state- ment of the psychological principles which the school has set forth, be embodied in the published sketch. The amendment was adopt- ed, and the report as amended was adopted. The committee then offered the following resolutions, which were carried : Resolved, That Mr. I. B. Poucher, E. A. Sheldon, Dr. Mary Y. Lee and Miss M. S. Cooper be appointed a Committee on publication. Resolved, That this Committee be authorized to direct and supervise the work of preparing, publishing, and distributing the historical sketch that has been approved by the Alumni. III. Report of the Committee on Finance. 126 The Committee reported that $68.50 had been received and that $35 more were needed to meet necessary expenses. Mr. Rappleye and Miss Van Petten reported a probable surplus from the sale of banquet tickets and Alumni badges. IV. The Committee having charge of the nomination of offi- cers for the next meeting, made the following nominations, which were ratified : Lewis W. Jones, President ; Charles C. Stimets, Vice President ; Sarah T. Van Petten, Recording Secretary ; Mary D. Moore, Corresponding Secretary ; Franklin N. Jewett, Treasurer. The retiring President made some remarks appropriate to the occasion, and introduced the President elect, who, thanking the Association for the honor they had thus conferred upon him, took the chair. After a vocal solo by Mary E. Hutchinson, the Pres- ident introduced Dr. A. D. Mayo, of Boston, a distinguished guest of the Association, who read a paper on "The Training School in America.'' On motion it was resolved that Dr. Mayo's address be referred to the Committee on publication with reference to special publica- tion for wider circulation. After some remarks by Mr. Sheldon in regard to future plans and prospects of the school, the Association joined in singing "Auld Lang Syne," and adjourned. We deem ourselves exceedingly unfortunate in not being able to include in the report of the proceedings of this meeting the address of Dr. W. J. Milne, Principal of the Geneseo State Normal and Training School, "On our Normal School as related to the Educational Work of this State." A*fe it was not a written address, and no report was taken at the time, we have been unable to secure even an outline of his speech. This is owing to the failure of Dr. Milne's health, which compelled him to lay aside all work. He said many things that were very flattering to our school, and it would have given us great pleasure to have made a permanent record

of them. History of the Athenean and Avalonian Societies. One of the most pleasing rooms which a visitor will see in passing through the Oswego Normal School, is situated in the third story of the building and is the assembly hall of the Athenean So- ciety. The walls and ceiling are tastefully decorated, the floor is covered with a handsome carpet, and the chairs, officers' desks, &c., are of such appearance and quality as to happily harmonize with the other parts of the room. The members of the Society are enjoying this pleasant place of meeting, because of the earnest efforts of those who have pre- ceded them, since the Society was organized in the Spring term of 1879 from the old Avalonian Society. The latter had been in existence since the Fall term of 1866 ; it was organized at that time with the avowed object of promoting the intellectual and social growth of its members. This society met twice a month and in the evening, and was not under the direct supervision of the faculty, joining it being en- tirely optional with the pupils. The work of the society was mostly of a miscellaneous character, consisting of music, charades, essays, recitations, declamations, debates, etc., somewhat similar to that of the debating societies in the school at the present time, no par- ticular subject or line of thought being followed for a longer time than one meeting. In the Athenean Society the plan followed is entirely different. At the beginning of each term, subjects, usually two in number, are chosen by the society for the hterary work of the term. Then the society is divided into several different divisions by a committee appointed for that purpose ; and the chairman of each division pre- pares essay subjects and other work, and assigns these to the dif- ferent members of his division for the week his program is to be rendered. Also twice during each term the society gives public exercises in Normal Hall, and the best of the exercises that have been given in private meetings on the subject are usually chosen for the public program. Following this plan of work is very beneficial to the society, as besides growth in a rhetorical and literary direction, much valuable information is gained that could not otherwise be secured. 128 The Society is now in a very healthy and prosperous condition. It is burdened with no debt. There are about thirty-five active members, among whom perfect harmony prevails, all working to- gether for mutual growth and the advancement of the best inter- ests of the Society. The officers at the present time are Miss L. A. Sheldon, President ; Mr. A. C. Howe, Vice President ; Mr. C. N. Millard, Recording Secretary ; Miss M. A. Lathrop, Corres- ponding Secretary and Mr. M. P. Connor, Treasurer. While the members of the Society feel that they have great reason to be proud of their present prosperous condition, they are by no means satisfied to rest and enjoy the labors of those who have preceded them, but are determined that with progression as their motto, no effort shall be spared which will tend to promote the growth of the society and strengthen it as an organization. A Brief History of the Adelphi Society. The Adelphi Society was organized February 4, 1879, with fifty-five members enrolled. E. O. Pearce was the first President, and Delos Radcliffe the first Vice President. The objects of the society were, to secure for themselves greater skill in literary work, greater ease in speaking before an audience, and wider literary culture, the members considering the accom- plishment of these objects an important part of their education. The regular meetings of the society were held every Wednes- day afternoon, and the first public meeting was held February 19, 1879. Formerly, the society met twice each week, but since it was decided to have but one meeting during the week, the time of each regular meeting was changed to every Friday morning. The objects of the society have always been sustained, and the members of the Adelphi Society have

derived great benefit from the work done by the organization. At present, the Adelphi Society is in a fiourishing condition and bids fair to maintain in the future the reputation it has won in the past. The Keystone Society. All students entering the Normal School are members of the Keystone Society, during the first year of their work. This so- ciety was organized in the spring of '79, as the Hall Society, under the supervision of Dr. Lee and Miss Lester ; this is the only society under the direction of the faculty. 129 In July 1880, Dr. Lee on going to Europe, resigned her posi- tion in the society, and Miss Myers was associated with Miss Les- ter until July 1882, when the latter left the school, and Miss Coop- er took her place. In the spring of '83, the Hall Society changed its name to the Keystone Society. While under the direction of Miss Cooper and Miss Myers, the society have given four public entertainments, a reading by James E. Murdock, the veteran actor and reader; a complimentary con- cert by Syracuse and home talent ; a concert by Camilla Urso and M. Sauret ; and a dramatic entertainment by the elocution class of Miss Myers. With the proceeds of these entertainments, the so- ciety have presented the school with a German photograph of Long- fellow, a fine crayon of Miss Cooper and one of Prof. Krusi, and have contributed largely toward the purchase of the stage decor- ations. Every other week the society meets for private exercises of an instructive character, and once each term gives a public entertainment. The work of this society is very beneficial, and fits its members to carry on the work of the other two societies without the supervision of the faculty. As the other societies obtain their members from this society, it is indeed the Keystone Society. History of the Normal School Prayer Meet- ing and Christian Association. At the time when the Normal School moved into the old build- ing on the present site. Dr. Sheldon invited about a dozen devout students to meet him in the office on Saturday evening to hold a prayer meeting. Such was the origin of a meeting which has been a powerful moral influence in this school. These meetings, led by Mr. Sheldon, were characterized by such fervor and growth in members that the office became too small a place, and they were moved to "No. 14," — dear old "No. 14 !" a place dear to many who will read this history, for there they were helped into a higher spiritual life, or there they first met their Redeemer. At the time of the change of room, Dr. Sheldon suggested that the students should lead the meeting, the leader of one meet- ing appointing the next leader, while he would^ as heretofore, give them his presence and aid. "No. 14" for years was crowded even- ing after evening with enthusiastic, devout young men and women, eager to gain spiritual help from others, eager to give it, and as a I 130 result many who came into the school careless about the life of the soul, became converted. The writer recalls the feeling among the Christian students about the year 1870, the feeling that no one ought to graduate unconverted, the earnest efforts made to accom- plish this, and the exultant remark of one man, "we've got them all but two ! " It was a common saying during those years, "There never were such meetings anywhere before ; " and one of the first questions asked when Alumni returned was, "Is the prayer meet- ing as good as it used to be ? That is the first thing I think of when Oswego is mentioned." But in the year 1880, the meeting seemed to have lost its hold on the students ; it was often thinly attended, and in discourage- ment some of the faithful few asked, "Had we not better give it up ? " In the anxious discussion of plans for resuscitating it, there came the urgent suggestion for organization, in order that the students might have the advantage of one leader and an executive committee to carry on systematic work. This plan was adopted in May, 1881, and efficiently carried out by George H. Howe, the first

President of the Normal Christian Association. About one hundred and seventy names were enrolled during the first year. Miss Ella Gerow — ^who so early finished her earthly work, and who accomplished so much for the Master in this school by her consecrated life — ^the Secretary at the close of the first year, says in her report, "We have celebrated our first anniversary. In re- viewing the work of the past year we have realized more than ever before the utility of organization, and feel that all things work for good to them that love God," and in another report she says, "A number have confessed their faith in Christ, and all feel they have been greatly blest." The characteristics of the first year have marked the years since, and recall the former times of earnestness ; spiritual growth is quickened, timid christians are trained to greater self-reliance and power to lead in christian work when they go out from us, secret Christians are brought to open confession of faith, thought- ful ones to a decision, unbelievers are gradually molded by the relig- ious atmosphere about them, and some come to saving knowledge of the truth. As the older Alumni used to look toward " No. 14" when Sat- urday night came, and offered a prayer for God's blessing and the far-off meeting, so do the latter Alumni look toward "No. 34 " as their Mecca. LIST OF TEACHERS. A list of the names of teachers who have been employed in the Oswego Normal and Training School. Margaret E. M. Jones, E. A. Sheldon, Herman Xmsi, I. B. Poncher, Matilda S. Cooper, E. D. Weller, Emerson J . Hamilton, Kate Davis, Ellen Seaver, Amanda P. Fnnnelle, Mary Howe Smith Pratt, Yirgil C. Donglass, John W. Armstrong, Mary E. Perkins Hayes, S. C. Bancroft Tillinghast, Leonora T. Clapp Chnte, Lois Brant Erwin, Kate A. Whitney, Sarah M. Haskell Wood, C. C. Cnrtis, Joseph A. Prindle, John B. McLean, Anna T. Randall Beihl, Sarah J. Armstrong, Mary D. Sheldon Barnes, Martha McCumber, Defransa A. Hall Swan, David H. Cmttenden, Wm. A. Aber, Mary Byan, Edwin A. Strong, Mary W. Hnnt Stickney, Emily J. Rice, Mary Davis Moore, Nathaniel T. Trne, John G. Parkhnrst, Mary R. Ailing Aber, EUa M. Stewart Collins, Isabel Lawrence, Ordelia A. Lester, Mary Y. Lee, James N. Baker, Mary F. Crowe, Emma Dickerman Straight, Martha A. Keeler McKay, S. Ida WiUiams, Henry H. Straight, Rose Whitney, Sarah J. Walter, F. Elizabeth Sheldon, Jnliet A. Cook, Margaret W. Morley, Martha E. Chnrchill, Georgia A. Timerson, Sarah T. Yan Petten, Amelia B. Myers, Fannie C. Snow, Emily S. Comer, Carrie P. Herrick Wheeler, Clara A. Bnrr, Mary Mattison, Walker G. Rappleye, Carrie L. G. Scales, Kate Bnndy, Mary Holbrook McElroy, Margaret K. Smith. Difficulty has been experienced in getting sketches of those who have taught in the Normal school ; there has been disinclina- tion to indulge in autobiography, as the brevity of the sketches furnished by several of our best known and most successful teach- ers bears witness. In a few cases, friends of well known teachers have come to the rescue and given more adequate histories. Editor. MARGARET E. M. JONES. For the details of the life of Margaret E. M. Jones, the first principal of the Oswego Normal and Training School, we are indebted to her sister, Mrs. Bessie Coghlan, of London. "Mrs. Jones was born in Bond street, London, England, about 1824. Her father was a highly intellectual man, a great reader and a rare conversationalist. Her mother was gifted with many graces which fitted her to adorn society and made her the idol of her hus- band and children. Margaret, the daughter of these favored par- ents, had a fondness for learning, even when a tiny child. No one knew how she learned to read, and at the age of four years, no book was too difficult for her. She mastered French and Ger- man with little help, committed pages of favorite authors, cele- brated family events by poems, at the age of twelve ; and those not being the days

of cheap books and circulating libraries, she borrowed reading matter from all who would lend. "Feeling that she was the eldest daughter of six children and therefore ought to support herself, she was advised by her friend, Mrs. John Valpy, to be trained at the Home and ColonialCoUege, London, for a governess. On entering this college she found her- self delighted with everything taught there, especially every word relating to mental science and the theory of education. She listened to all lectures upon these subjects and reported them, even more fully than they were given — her clear, far-reaching thought en- abling her to go beyond the thing said to the larger thought be- hind and below the expression. " At the end of her training at the Home and Colonial, she was appointed one of the Head Governesses. As the Home and Colonial College was the pioneer of all teaching. White- land's Training School applied there for a Head Governess who could give lessons on Education, Methods and Criticism. Mr, Reynolds felt there was no one who would be so fit for this posi- tion as my sister. She was at Whiteland's about a year, I believe, but for certain reasons, so disliked the work as carried on there, that she returned to the Home and Colonial and there remained until she was selected to go to your College (Oswego Training school) in 1861. "I do not think any work she ever did gave her more pleasure than that of Oswego. She loved you all and was never tired of 133 talking of the intellect of the Americans, and their enormous cap- ability of acquirement as well as of all the love and kindness she met with while in Oswego. "She returned to England in the summer of 1862, and about three and a half years after leaving Oswego she married her cousin, Mr. Lawrence Jones. "I may add that for some time she occasionly wrote poetry for a weekly newspaper, and that she published several stories, a book of poems, &c. "Throughout her life, she has been most amiable and unsel- fish — religious in the widest and highest sense — ^possessing a power of seeing the best side of every one. Perhaps for her own happi- ness she has been too sensitive. Unkindness might vex and an- noy others — it deeply wounded her. She had the highest moral nature and never left a difficult duty undone, though her nervous temperament made her shrink from asserting herself. "She was considered an excellent teacher ; she thoroughly knew her subject, her selection of words was perfect ; all her ex- planations and illustrations were most clear. Her patience, her gentle voice and her loving interest endeared her to all who learned from her." The alumni of the classes of '62 and '63 remember Mrs. Jones with deep affection, respect and admiration. In her there was a rare mingling of qualities ; she was all gentleness, love, persuasive patience, diffidence, reverence for human nature. She had almost infinite tenderness for children, for the suffering, for the erring. In all the gentler graces she was truly Christlike ; but she was al- so brave, heroic, undaunted ; she was far-sighted and large-minded ; she came quickly with sympathy with those whose thinking and working were in fields remote from her own. She was in short, truly philosophic — possessing power to see things in their true relations. Her pupils in America remember her criticisms upon lessons given before her as so many gems — clear, faultless, diffusing light. In their strong light, faults unseen before were plainly shown, but most of all the virtues, the strong points in the lessons given were revealed for our inspection, appreciation and imitation. As a critic Mrs. Jones was a master ; her language was classic ; her influence refining and inspiring, and when she returned to England she left upon us a blessing, spiritual as well as intellectual. While in Oswego she assisted Mr. Sheldon in the preparation of " Sheldon's Manual for Teachers." Many of the strongest graduates of our school, those who have taken charge of

training classes, owe their first insight and 134 inspiration to Mrs. Jones. Thousands of teachers in the United States, and even in other lands to which Oswego graduates have gone, little dream they owe much of inspiration and progress to the critical work of the first Principal of the Oswego Normal — Mrs. M. E. M. Jones. Nineteen years after Mrs. Jones returned to England, Miss Mary D. Sheldon and Dr. Mary V. Lee were making a protracted stay in England, and were invited to visit Mrs. Jones, then living in Pontefract, Yorkshire. They will never forget the gracious and generous hospitality they received, nor the kindly interest with which each one of Mrs. Jones' American pupils was remem- bered. Mrs. Jones was in fullest possession of her remarkable powers, alive to all interests at home and abroad, her deep and charming conversation shedding light upon various subjects, her tenderness and sympathy creating about her a heavenly atmos- phere. Later Mrs. Jones visited Dr. Lee and Miss Sheldon at Cambridge, their college home, and was intenselyjinterested in see- ing all that famous university was doing for women. Mrs. Jones is still living, and not infrequently sends to her Oswego friends papers narrating English events which may be interesting to them. ^^J^^'k.^.^,....^ Biographical Sketch of E. A. Sheldon. BY MARY SHELDON BARNES. There in the orchard, among' the beehives, stands my father, looking toward sunset ; it is now May, in the year of our Lord, 1887, and he was born in October, in the year of our Lord 1823 ; but heart and eye and step are those of a young man yet. For strong generations came to his birth on either side, generations of pioneer farmers, of long-lived New England Puritans. His father and mother commenced life by coming from the Berkshire hills of Mas- sachusetts to the "far west'' of the Genesee county, and there was he born, in a little, unpainted frame house of a single room. There in the hardy, multiform life of the farm, childhood and early youth were spent ; Perry Centre, where the family speedily became lead- ers in all local matters, notably in church affairs, was the nearest village ; and there, in time, came an earnest, enthusiastic, young collegian, Charles ^Huntington by name, who started a private academy where Greek and Latin were taught, and where Mathe- matics rose to the dignity of Algebra and Geometry. Hitherto, my father had, to use his own phrase, "gone to school on an ash- heap," — that is, he had for ten years been sent to one of those dis- trict schools set in some arid, useless spot and dispensing from year to year a mixed, uncertain diet of reading, writing and cipher- ing, varied with a little geography. To this dreary and useless round, my father went with the utmost reluctance, the energy of his nature making him impatient of absence from the genuine work of the farm. Charles Huntington changed all this, and opened a new world of ambition and work to the seventeen-year old boy, who, fired with his teacher's spirit, hastened to borrow some Latin books and prepare for college. At the age of twenty-one, he entered Hamilton with the ambition of fitting himself for the bar, after completing the regular Classical Course. But while preparing for a prize oration to which he was appointed, his health broke and he was forced to leave college at the close of his Junior year ; not, however, before the college had enabled him to meas- ure himself with men and things, and had taught him to act with 136 confidence and energy. As for the impressions he had left behind him, I find his professors using such phrases as the following : — "diligent and capable in business," "distinguished by regular and studious habits, as well as by great excellence in character and scholarship," "a young man of intelligence, ability, the firmest integrity and a warm heart." He now went to spend a short time with the famous horticul- turist, Charles Downing, in Newburgh, where he met a gentleman who persuaded

him to, come to Oswego and join him in the nursery business. But this enterprise was destined to failure, and for a few months the young man was in a state of suspense as to his future, and again and again his trustful, eager soul raised the prayer, "Lord, what wilt thou have me to do." My father has always felt that the answer came in the impulse he received during this wait- ing time to study somewhat into the condition of the poor ; to him, reared in the country, where all could read and write, and where all were comfortable, though none were learned or rich, the ignor- ance and misery of the city poor seemed like a very revelation of heathendom. Day after day he went through tenement houses and shanties, learning to laiow the miseries and wants of their in- mates ; armed with a little book full of statistics he himself had gathered, with his fresh young heart urging on to action, he per- suaded some of his most influential friends to join him in forming an "Orphan and Free School Association," which should find some way of giving a home to the orphans, and free school to the poorer children of Oswego. The whole movement was in its essence at first religious, the meetings of the little society always opening with prayer, while it was to the churches that they looked for aid. Active results soon appeared, and a room was rented and fitted for a school. But who should be the teacher ? To his own utter sur- prize, everyone turned to my father as a matter of course. He had just completed arrangements for entering the Theological Seminary at Auburn ; but since no teacher appeared, and his asso- ciates declared that unless he would teach the school thev would abandon the enterprise, he answered, trusting still the lead of Providence, "Very well, then teach the school I must." When asked what salary he wanted, he said, "It will cost me about $275 a year to live, and this is all I want ; they gave him $300, and my father entered what afterward proved his own chosen^career. Behold, then, in the early winter of 1848 and 1849, the 3''oung schoolmaster before his first school ; utterly without experience, almost without a plan, he stands there face to face with one hun- dred and twenty "wild Irish boys and girls of all ages, from five to twenty-one," utterly rude and untrained. Yet, he says, they gave V / 137 him "no trouble; " if they engaged in a free fight, it was from ignorance of the proprieties of the time and place, not from any desire to be ugly ; if some of the boys became restless, they were sent out to race around the block and see who could be back first ; thej'^ were called to order by rapping on the stovepipe ; they were held in order and kept to their work by the genuine love they bore their young schoolmaster and by the genuine love he bore to them. I have not been able to find that any case of discipline occurred in this rough "Ragged school." As mj'^ father went to his work of a morning, his warm-hearted Irish children trooped about him, seizing him by the fingers or the coat-tails, wherever they could best catch hold, to the great amusement of the store-keepers and the passers-by. Saturday morning he spent in pastoral work, that Is, in visiting his pupils at home and in seeing that they were not suf- fering for the necessaries of life. This was the hardest day of his week; and the young schoolmaster generally found himself ex- hausted by noon, so great was the draft made on his sympathies by ignorance, sickness, incompetence and misfortune. The w^ork could not stop here in my father's mind ; and from this beginning, as may be seen in Mr. Harmon's excellent paper, sprang in time the organization of free and graded schools in Oswego and the establishment of the orphan asylum. But while this movement was passing through the stages of opposition and apparent failure, my father had been living with his usual energy. In May, 1849, while yet a teacher in the "Ragged school," he had married Miss Francis A. B. Stiles, and in the next year he undertook a private school in the

old United States Hotel, whose wide piazzas some of the Alumni will remember as a pleasant social annex to the old Normal. But he was not intended for the master of a private school, and his patronage proving insufficient, he applied for the position of Superintendent of Public Schools in Syracuse. Among the recom- mendations given him by Oswego citizens, I find the following from an old physician: "I speak from extensive experience, in saying that I have never known a person so successful in gain- ing the attention and exciting the energies of children as Mr. Shel- don. In rising to address his school, the earnest gaze of every pupil is riveted on him with the animated expectation of receiving both entertainment and instruction. * * * This I have repeat- edly witnessed." In the two years of his Syracuse residence, he consolidated, graded and organized the lower schools, brought together various ill-kept and ill-distributed collections of books into a Central Li- brary, now one of the flourishing and valuable possessions of Syra- 138 cuse, published the first annual school report of the city, and gave the impulse and the plan which resulted in establishing one of the finest hig-h schools in our State. In Oswego, meanwhile, the free-school party had at last suc- ceeded, and naturally looked to my father as the man to shape and execute their wishes. From May, 1853, dates my father's perma- nent residence in Oswego. By September of that year he had already so thoroughly organized the schools that they at once began their new cares on plans which have remained practically unchanged for thirty years. But nothing was ever finished for mj'^ father ; there was still a class to be provided for, the young men and boys who sailed the lakes from early spring till early winter, but who were idle from December to April ; for them he organized the arithmetic schools, rough-and-ready ungraded schools, where the arithmetic was the basis of the work ; and in 1859 an '^ Unclassified School " was added to meet the wants of irregular, laboring people, for whom the graded school was im- possible. In addition to all this secular work, no one was more active than my father in lay religious work ; every Sunday saw him still teaching, now in a regular Sunday School, now at the Orphan Asylum, and now in some poverty-stricken little country school-house. Meanwhile, his sincere and thoughtful nature had become dis- satisfied, not only with the current ways of teaching in our public schools, but even with their range of subjects. His early life on the farm, his taste for practical work, his sympathetic contact with the poor, had convinced him that something better and more useful could be done in the way of education. He felt that children should learn to know forms, colors, weights, the commoner facts and re- lations of their own bodies and the material world — not as mere names, but as objective realities. While working the problem over, he visited Toronto, where he saw, in the National Museum, though not used in their own schools, collections of appliances em- ployed abroad — notably in the "Home and Colonial Training School " in London. Well do I remember the delight with which he returned from this visit, armed with some material appliances for accomplishing his desires. The dark shelves of the little closets opening off fromjbhe dingy office where my father lived and worked all day, as Secretary of the Board of Education, became filled with wonders delightful to my childish eyes, and, I think, no less so to his own — colored balls and cards, bright-colored pictures of ani- mals, building-blocks, boxes in which were silk-worm cocoons, cotton balls, samples of all sorts of grain, specimens of pottery and glass. In school all day, I employed my lunch-time in hunting 139 over these precious treasures while my father was busily writing*, or, perchance, trying to reach ^the heart and conscience of some "bad boy," sent to him as a last resource, from one of the public

schools.* In 1859 and '60, a thorough^ detailed plan of work was in- troduced into the Oswego Schools, embracing lessons in form, color, size, weight, animals, plants, human body, moral instruction. The whole program was worked out with such attention to detail that the work of every hour, in every grade, was printed in black and white. But a partial difficulty instantly arose, and the question was asked on every side, "How shall we teach these things?" Every -Saturday, my father met his teachers for discussion, and gave illustrations, as best he could. But he sadly felt the inade- quacy of his instruction and determined, if possible, to obtain a model or training teacher from the " Home and Colonial " itself. The Board of Education agreed to such an invitation, " on condi- tion that it shall not cost the city a single cent." My father was ready to meet this condition ; he at once went to the teachers inter- ested in the reform, and from them obtained the promise that in return for instruction in the training class, they would, for one year, resign half of their salaries.* Teachers from outside Oswego who came for training, should pay a tuition fee ; and a little would be saved to the city by using these same outsiders as free teachers in the schools selected for practice. For the history, circumstances and temper of the first training class, for the Educational Conven- tion called to examine the working of the new methods, and for the most interesting external history of the next few years, I must refer to Mr. Krusi's most admirable paper on the history of the Normal School. * f There it will be seen how this undertaking grew from local to State and National importance, and how it has resulted in changes of method, in the foundation of Normal and Training Schools, and in the practical dissemination of superior teaching power throughout the country. It must not be imagined, however, that these results were obtained without encountering healthy opposition ; in the New York State Convention of 1862, and in the National Convention of 1864, the whole system was very severely attacked from philo- sophical standpoints by Dr. Wilbur, superintendent of the State Idiot Asylum, a man everywhere noted for the successful * Once In a long while, the " bad boy " needed a whipping— always administered reluctantly and generally joined with the argument and " moral suasion." * Salaries ranging from $300 to $500. + See also Mr. Harmon^s paper on the "History of the Public Schools." * For the original discussion, see New York Teacher of October, 1862, American Journal of Educa- tion, March, 1864, and the same for March, 1865, 140 training of the unfortunates. These papers roused so much atten- tion to what he called the '^vicious tendencies" of the Oswego system, that a committee was appointed to examine more thorough- ly into its true practical bearings. The chairman of this committe, Prof. Greene of Brown University, after visiting our schools and testing the results as thoroughly and impartially as possible, made a report before the National Convention of 1865, so intelligent, ex- haustive and favorable, that it was accepted as final, and since that time the underlying principles of the Oswego Methods have never met serious opposition or discussion in any authoritative body. These years from 1860 to 1870, were perhaps the busiest of my fathers busy life ; as Principal of the young Training School, a place which fell to him naturally, he was involved in an ever increasing correspondence and a certain amount of teaching. As Superin- tendent of the City Schools, he was necessarily engaged in a heavy and perpetual routine of visiting schools, keeping accounts, look- ing after cases of discipline, making out examination questions and marking examination papers, — in short, in a thousand petty details known only to one familiar with the business. These were the bare necessities of the case ; add to these, the preparation of var- ious papers and

addresses — ^the editing and publication of a grad- uated course of Object Lessons and of a Manual of Elementary Instruction — the preparation of a set of Reading Charts and Books — active labors in the Sunday School and church — the cares of a growing family, lately transplanted to the newly fiaish- ed house by the lake, which has since become our dear, familiar home. It will thus be readily understood that my father's day was busy ; he invariably rose at five, and after lighting the fires, wrote or studied until a seven o'clock breakfast. After this, he was off for the schools, returning at five or six, for dinner, after which he worked or studied for at least two hours, before retiring at ten or half past. His chief recreations consisted in trimming trees, attending to his orchard, and in rare visits to his old country home. But these arduous years were no burden to my father. A strong physical constitution gave a good physical basis for these labors ; worth far more were the facts that his home was happy, his work congenial, his spirit enthusiastic and hopeful; worth most of all was the fact of my father's faith, the fact that, through all his work, he felt that he was divinely guided and helped and that beyond his own mortal strength, the purposes of God would surely work their own best way. These years of labor were, however, also years of honor and recognition. It is almost startling to see how instantly the educa- 141 tional leaders of the day acknowledge the superiority of Oswego methods and ideas. In 1862 my father was elected Superintendent of the schools in Troy, but he resigned the honor, although the place was more important and central and the salary larger by some hundreds than that he then received, for the simple but suf- ficient reason that he felt that the work in Oswego was not yet ripe for an independent life ; the books on methods not only stirred up teachers throughout our own country, but had a good sale in England itself ; while the fame of the Oswego schools brought to the modest home by the lake many an educational pilgrim of dis- tinction, among whom are especially remembered, Lowell Mason, B. G. Northrup, afterward Superintendent of Public Instruction in Connecticut, A. A. Calkins, Assistant Superintendent of Public In- struction in New York city, Prof. Da vies. Professor of mathematics at West Point, A. G. Rickoff, Superintendent of Cleveland schools. In 1865 the Oswego principles and methods had been accepted as sound by formal action of the National Convention ; in 1867 my father was invited to take charge of a pedagogical department in the University of Missouri ; and in the same year he was strongly urged to become the principal of the State Normal School at Albany. The reasoQS for his refusing these flattering offers, with their notably large salaries, will best be understood by reference to my father's letters in regard to the Albany place ; he writes : **I have endeavored to put myself in the position of willingness to pursue the line of duty, without any reference to personal inclinations, seeking simply to know my Father's will, and then to do it. * * * I am told positively that should I leave, all further effort for this school will be abandoned, and that it cannot be sustained. I know much yet remains to be done and that there are many obstacles to be over- come in the accomplishment of what we wish to secure for this school ; there are others who can do this as well as I, but this makes little difference so long as the feeling is such as it is. ** * * It would not be right for me to jeopardize the educational interests here unless a greater good could be accomplished elsewhere. So far as Albany is concerned, there are many who can do the work required there, better than I can. * * * i can assure you, this has not been a hasty conclusion. I have carefully and prayerfully weighed the whole matter, and after a severe con- flict between inclination and a sense of duty, I am led to decline your flattering offer."

Meanwhile, the training school had become the State Normal and Training School, and demanded my father's energies so com- pletely that in Sept., 1869, he resigned his. place as Superintendent of the City Schools and gave himself entirely to the duties of this principalship. At this time, too, he received the degree of A. M. from Hamilton, an honor all the more gratifying from the fact that he had been unable to take his first degree.* * To this was added, in 1875, the degree of Ph. D. from the Regents of the University of New Yorlc. 142 It would now seem as thoug*!! success were assured, on the principle that " nothing succeeds like success." Yet in 1872 began what my father always desig-nates as the " big fight ; " yet it was confined to the city of Oswego, and began by the offering of the following proposition to the Board of Education in that city : " Besolved, That we discontinue object teaching in our junior schools and sub- stitute instead ComeH's primary geography and Appleton's elementary arithmetic." This simple, intelligible and intelligent resolution was the opening of a most severe and bitter attack upon what was under- stood as object teaching. This attack lasted the better part of a year, and its grounds, as appearing in the papers, were, that the pupils did not easily pass from one grade to another, that teachers and parents wished text-books instead of oral lessons, that the expense of sending children to school was greatly increased by having" to buy so many text-books, that the pupils were not able to pass regents' examinations, that the pupils were held in school longer than formerly, and that the number of teachers had been increased. My father had before encountered opposition ; he had, in ear- lier years, been accused of teaching the children " cruelty," on account of the collecting furor roused by some lessons on insects ; he had been nick-named ^^The Pope" on account of his predomi- nant influence in the Board of Education ; he had had to meet sar- castic and serious criticism of Pestalozzian principles, but never had he met anything so bitter, personal and discouraging as this local attack ; its nature and spirit can best be shown by the follow- ing extracts from the daily papers of the time : '' The system, whatever it is * * was introduced here under the personal su- pervision and direction of its most eminent advocate. We had almost said its inventor. He selected and trained his teachers, without let or hindrance, and has succeeded in one way and another, in working out of their situations nearly every teacher not especially trained in his methods, or who differed with him as to their value." '' I believe nine out often heads of families here look upon the Oswego system of schools as a mischievous, expensive and cruel humbug. * * * * if your correspondent, Mr. Editor, had the management of public education in this city, he would make many changes. In the first place, he would discontinue the High School * * There is no justice or propriety in levying a tax upon the whole people to teach a few children botany or geometry or Latin. * * He would drop from the [public school] course of study everything but reading, writing, arithmetic, geogra- phy and grammar. * * * In the next place, he would return to the kind and form of school-books that were in use twenty-five years ago * * Object teaching and gymnastics should be sent out of doors again. Does a child need to go to school to learn about light and heavy, about rough and smooth ? * * Are our children more muscular or more symmetrical than they were before they were taught to paw the air in rhythm ? * * * The introduction of this principle has of late tended to increase the number of teachers — . * * The more teachers we have, the higher 143 price, of course, we must pay for each. A diminished demand would be more eco- nomically supplied. '*The Pestalozzian propagandists are just now filling the Press with interminably long and dreary articles or the 'great underlying

principles' of the 'Objective Methods of Teaching.' ]S"obody but the man who writes these wrong wanderings reads them, and they are consequently, unworthy of serious consideration. At the election yi May the people will have something to say about a system by which they have been humbugged out of large sums of money and an incalculable amount of time. *'The tax-payers of Oswego will see to it that their schools shall be run in the in- terests of sound practical education, and not * * to build up fortunes of Book Publishing Bings, and Pestalozzian monomaniacs.'' "We have very little hope that the people will effect a reform in this matter. Too many men live by this humbug to render easy of destruction. "We have yet to hear of a person outside of the Pestalozzi Ring, who does not believe that Objective Teaching in Oswego schools has failed. "We have yet to find a person not directly interested in the profits of 'the system,' who does not agree with us that Beading, Writing, English Grammar, Arithmetic and Geography — and those branches only — should be taught in the Public Schools at the public expense." "Teachers can keep carriages. Common Council men have to travel on foot." My father, aided by a few strong* friends, met these charges seriously and temperately; admitted that mistakes might have been made, indicated some errors of administration, and in a series of careful papers tried to show the good people of Oswego the in- nermost meaning and drift of objective methods. Nevertheless, the "popular reform" was carried; lessons in color, form, size, animals and plants were thrown out of the program after the close of the first primary year ; map-drawing was a thing of the past ; ^^CorneH's Geography and Appleton's Arithmetic" had a clear field; no teachers were to be employed who were not natives of Oswego ; for a short time, the High School itself was abolished ; and by their measures. Objective Methods were supposed to be slain. Before 1880, years of toil and labor began to tell upon my father's firm constitution, and in 1879, he felt that he must resign his place as principal of the school, which had become a part of his very life ; it was then that strong friendships came forward to sustain him ; the Normal School Board would accept but a tem- porary resignation, and insisted upon continuing his salary ; his faculty, hard-worked as they always were, generously divided his work among themselves, in order that he still might keep his place ; and this was no sudden impulse, but through all the dark, depress- ing months of a prolonged nervous prostration, with its slow and seemingly uncertain recovery, his friends never failed in their con- stancy of hope and helpfulness. It was during these dark days that my father turned to country life again, and in light occupation about his orchard, about his hens and bees, began to find return- 144 ing interest, and, as days went on, returning health and hope ; 1881 saw him once more ready to enter upon the full duties of his principalship, which he has since held with ever-increasing vigor. In 1881, he added a Kindergarten to the departments of the '^ Normal School, and he is, at present, at work on three practical problems. One is, how best to connect the Kindergarten smooth, ly with the primary schools ; the second, the unification of the school systems of New York State ; the third, how to elicit from industrial work, its true educational value.* But the prime study at present absorbing his mind, is one of theory, and perhaps even more fundamental than these ; it is — What are the psychological facts which should underly our educa- tional methods ? What can children themselves teach us of the ways by which they acquire knowlege, and develop mental power ? This study has led him to invite to our school, from the University of Jena, Germany, Dr. Mohlberg, a disciple of the famous Herbart. With his aid he hopes to make some genuine progress in enlarging the psychological outlook of our teachers and in making our methods more

soundly philosophical. /f- *^^ *^^ ^^^ ^^^ And so my father stands among his trees and bee-hives, think- ing, acting yet ; and if you ask him his ideal of a future state, he will answer promptly, smiling at you with his clear and steady eyes — "Constant activity." To my own great pleasure, I find that I am not allowed to close this paper without saying something of the part my mother has contributed to my father's success ; perhaps no one has been a more intimate witness than myself of the ingenuity and cheerful- ness with which she has combined a generous life and a limited in- come ; of the bright and elastic spirit with which she has met the thousand petty burdens of life as if they were but play ; of the un- swerving steadiness of hopeful courage with which she has sustain- ed my father through his trial of ill-health, depression and opposi- tion. Sprung from an intellectual stock, and originally endowed ^^ with unusual talent, she has never failed to enter with intelligence and interest into all my father's plans and ideas ; and in all hi& literary work, she has been his best and most effective aid. In- deed, in every direction, she has been most thoroughly a help meet for him, and he has found a thousand occasions to consider the 16th of May, 1849, as the most momentous and fortunate day of his life. * This inquiry has already led to the establishment of shop-work along the lines Indicated by Mr. Straight. ^Al. 145 HERMANN KRtfSI, A. M. Hermann Krusi was bom in 1817, at Yverdon, Switzerland. His father was teacher in the school of Pestalozzi, then at the height of its popularity. Four years later, however, he resigned his posi- tion, and removed with his family to the Canton of Appenzel. Soon after he established a private Normal school in Gais, and it was in this school that Hermann Krusi received his early education. From 1835 to 1838 he pursued academical studies in Dresden and Berlin, visited and studied the workings of the Prussian Normal schools, which were the best in Europe, and were chiefly conducted by men who had been students under Pestalozzi. Returning to Gais, he assisted in the Normal school until 1846, when the death of his father caused the school to be given up, and Krusi was obliged to seek elsewhere for employment. Two situa- tions were offered to him — the one from Dr. Mayo, as teacher in a private school in England ; the other as tutor in the family of a Russian nobleman. He chose the former and was soon on his way to England. Dr. Mayo's school was situated at Cheam, fifteen miles from London, and was patronized by the wealthy classes and the nobility. But the method of teaching employed there — mainly the old routine system — was distasteful to Krusi, and he resigned at the end of the year. On leaving Cheam, he visited the Home and Colonial School, in London, and while there was invited to join the corps of teachers. This school aimed to have all its work based on the principles of Pestalozzi. Krusi accepted the situation, and became teacher of arithmetic and drawing, and also aided in working out methods of instruction in other branches. During the three years that he was connected with the school, he arranged a course of inventive drawing — the first that was ever prepared, and which was afterward introduced into Massachusetts by Mr. Whitaker, who had been his pupil in London. All work on this subject can clearly be traced back to the work of Krusi, from which later authors have freely borrowed. In 1852 he returned to Switzerland, intending to teach the youth of his own land ; but soon after, through the recommenda- tion of Dr. Lowell Mason and others, who had seen his work in London, a situation was offered him b}'- Prof. William Russell, who had established a private Normal institute in Lancaster, Mass. This gave him an opportunity to realize one of his cherished dreams — to visit America — and in 1852 he again left his mountain- home to begin work in a new land. J 146 For three years he had charge in this

institution of the depart- ments of modern languages and drawing, and also, for a time, the mathematical department. It was during this time that he wrote his first work on perspective, which was published in 1857. Krusi was afterwards engaged as a regular lecturer before v the Massachusetts State Institutes, under the direction, first, of Dr. Sears, and afterward, of Hon. George S. Boutwell. This work brought him into intimate association with his . own distinguished countrymen, Agassiz and Guyot, and also with Mason, Russell, Emerson, Northrop, Tenney, and other well-known educators. It was through the influence of these and later friends that, in 1871, Yale College bestowed upon him the honorary degree of Master of Arts. In the Institutes, Krusi^s subjects were arithmetic and draw- ing. In the latter subject his was truly pioneer work. Only a few educators in the great centres had awakened to the importance of drawing as a branch of instruction in common schools^ and people generally were much opposed to spending time and money on what was considered as only an accomplishment, and useless to the common people. >r In 1857 Krusi accepted a call to become one of the teachers in the State Normal School at Trenton N. J., retaining, however, for the first year, his connection with the Institutes of Massachusetts, devoting to them a part of his time. He remained in Trenton two years, and then returned to Massachusetts. His Institute work was not confined to that State. It em- braced New Hampshire also, and in 1860 and 1861 he did the same work in Ohio. In 1862 Krusi went to Oswego, N. Y., at the request of Mr. E. A. Sheldon, who had just established a Training school for teachers, founded upon Pestalozzian principles. From that time until now (1887,) fully twenty-five years. Prof. Krusi's work has been chiefly connected with that of the Oswego Normal School. He was first employed to elaborate methods in Number, Form and Drawing. The latter subject he taught and superintended in the Normal School as well as in the schools of the city. The inventive principle, which induced the pupils to find de- signs for themselves, was also applied to Geometry, where the members of the class found solutions for their problems by their own ingenuity, i. e., not with the help of a book. This work was very successful, and it was pleasant to witness the animation and intelligence of his classes. He also taught Philosophy of Educa- tion, including Mental and Moral Philosophy, without a book, by 147 appealing to the experience and to the reflective powers of the pupils themselves. It was to be expected that Krusi's mind should be greatly ex- ercised by Pestalozzi. As the son of the earliest co-laborer of the great Swiss school reformer, he felt it his duty to contribute a share to his better appreciation in America. This he did by the publication of a book entitled "Pestalozzi, his Life and Work." Another publication, which has reached thousands of schools throughout the Union, is Krusi's Drawing Course, the systemat- ically arranged exercises of which — based upon a graded evolution of Form — ^have contributed much to what is known as "Industrial Drawing." The department of Modern Languages, French and German, was also under his charge. Although the classes were not large, the instruction given has never failed to enlist enthusiasm and in- telligent pupils. After fifty years of teaching, of which twenty-five have been spent in Oswego Normal School, Krusi is about to retire from his labors as a public teacher. His unf ailmg health has permitted him to attend to his duties with hardly a day's absence. Moreover, the friendly relations in which he has stood to his colleagues and pupils have rendered his task so easy and pleasant as never to deprive him of strength and courage. But duties towards his old home and distant members of his family, induce him to leave to younger teachers the task of carrying further on the work so auspiciously begun by the unwearied exertions

of Dr. E. A. Sheldon. Mr. Krusi has so endeared himself to his pupils during the past twenty-five years, that his name will be long cherished in loving hearts. The clear, simple and logical way in which he an- alyzed a subject into its simplest elements, thus opening it up to the understanding, his quiet, conversational manner and pleasant humor made the conditions for mental activity and growth the best possi- ble. Outside of class, too, the pupils had in him a genial, sympa- thetic friend, interested in their lives, entertaining and instructive in conversation, and full of poetic imagination, which helped others to live with him in a world idealized by pure and noble thought. Added to their respect for his power and faithfulness to duty, his simple, modest, and child-like spirit won for him the affection of all. " A strong or cultivated mind may challenge respect ; but there is needed a noble one to win affection." 148 ISAAC B. POUCHER. Mr. Isaac B. Boucher graduated from the Albany Normal school in 1847. In the winter of '47-48 he taught at Martville, Cayuga Co., N. Y., receiving seventy-five cents per day, and "boarded around." In the spring of 1848 he came to Oswego and taught in the "red school house," near the corner of West 8th and Van Buren Sts. From here he went to West 4th St., between Seneca andVanBuren, in the "j'ellow school house." Later he went, as Principal, to the Academy which stood on the site of the present High school. He resigned this position in 1852, and went to New York, to attend Medical lectures at the Medical Departments of the University of the State of New York. After an absence of six months he returned to Oswego and resumed his former position in the Acad- emy. When the present School Law went into effect, in 1853, a Board of Education being elected, he declined an appointment as teacher, expecting to return to New York in October, and finish his Medi- cal studies, graduating in the following Spring. A Mr. Barstow, who was appointed Principal of Senior School No. 2, located in the old Court House in the East Park, was taken sick before beginning his duties and Mr. Poucher was temporarily engaged to open and classify the school. Mr. Barstow died and Mr. Poucher was in- duced to remain. A new school building was erected on East 4th St., in the Second Ward, and Mr. Poucher and Mr. Douglass were appointed Associate Principals in 1855. In 1859 a new building was completed in the Sixth Ward on East Fourth Street, and Mr. Poucher was transferred, as Princi- pal of Senior School, to this building, where he remained until the Normal School was moved to its present location. He was then appointed Principal of the Practice School and Instructor in Math- ematics in the Normal school. During an absence of two years of the Principal of the Normal school, Mr. Poucher was Acting Prin- cipal. He was Instructor in Mathematics until August, 1885, when he was appointed Collector of United States Customs at the Port of Oswego, N. Y. By virtue of this position he is Superintendent of the American Light Houses on Lake Ontario and the St. Law- rence River as far as Sister Island, and also a member of the Board of Designators of Local Steamboat and Hull Inspectors. MATILDA S. COOPER. Matilda S. Cooper was born in Blauveltville, New York, Feb. 2, 1839. She received her early education in district schools, chiefly from Normal graduates, afterwards attending Hardcastle's Insti- y^Q^^^^^-C^—^-'-i-'-t-^^ 6"— €-t_-»^ *:: -f^<:?C^--«-' 149 tute, at Nyack, New York, a short time, and Clinton Liberal Insti- tute, two years. She then entered the State Normal School at Albany, New York, from which she graduated in the summer of 1856. Immediatel}'^ on graduation she was employed by the Oswego Board of Education, to take charge of a department of one of the Senior schools. She was afterward transferred to a Primary school ; her success as a teacher was so marked that on the organ- ization of the City Training school, she was appointed as one of the

critics. As the work of the school developed she was suc- ceeded to the position of teacher of Language and Methods in the Normal school ; and this work she retained until her withdrawal. Thus, with the exception of a few months in Packer Institute, she has been connected with the Oswego school almost from the begin- ning of its existence ; and here she has been always at Mr. Sheldon's right hand, ready to do all he might ask, to the last degree of skill and conscientiousness. Her resignation, coming at the same time with the quarter-centennial anniversary, in 1886, seemed to emphasize the fact that the school had reached the end of its first era, and the news of her intended departure was a great surprise to all who had known her — incredible, indeed to many — for to its graduates, it seems impossible to think of Oswego Normal with- out Miss Cooper. She kept all the records of scholarship, attendance and loca- tion — a work calculated to test those qualities of celerity and ac- curacy which have ever been characteristic of her. In connection with this work, her retentiveness of memory often astonished her friends. She knew almost invariably, without reference to her books, the name and location of every pupil connected with school, as well as their characteristics and attainments. Of all the effective work accomplished by Miss Cooper, none was more so than that which she did in her position as preceptress of the Normal Boarding Hall. No one who has not been in some way responsible for such a charge, can realize how much it in- volves — what tact, sympathy, justness of judgment, and withal, what omniscience are needed ; how many are the possibilities of insubordination in spite of the exercise of utmost wisdom. But all who have ever lived in the Boarding Hall have wondered at the masterly ease with which Miss Cooper quietly carried all the cares, and firmly met all the vexations of her charge there, never seem- ing to feel the burden. They have known, too, how steadily she grew into the affection of those under her care, in spite of the equal and unsparing severity with which she insisted on conformity to rules. For while she commanded admiration by her strict justice.^ 150 she yet more won love by her untiring, unostentatious fulfillment of the higher mission which always stands open to one in such a po- sition. It is rare to find one so ready to see and to embrace the many opportunities to turn, at a critical moment, the current of a student's life, or to bring needed aid to one struggling under too great diflftculties. And so delicately and unostentatiously was this mission fulfilled by Miss Cooper, that many, ignorant of this side of her work, have not fully appreciated her character — and have been puzzled at the hold which she had upon the affection of manj'' of the pupils. As a teacher she was distinguished for her keen, logical treat- ment of subjects, her severe adherence to principles in the least detail, her forcible exposition of all that she had to teach, and her unswerving strictness, accompanied with exact justice, in all that related to the conduct of the school. She demanded much of others, although no more than she demanded of herself. But she worked with so much ease, accuracy and celerity that she often expected of others more than they were able to perform, and did not always know just how much to allow for difference in capacity. Perhaps her crowning grace was the modesty with which she bore all honor, and which made her shrink from any prominence which could be avoided in consistency with her duty. KATE H. DAVIS. Miss Kate H. Davis, the subject of this brief sketch, was bom in the city of New York. Her early education was received in Public Schools of Oswego — ^passing from Primary Grade to High School, and graduating from that institution in April, 1861. Just at this time was started the "Oswego Training School,^' with Miss Margaret E. M. Jones of London, England, as principal. The first class consisted of nine members and Miss Davis was one of the

favored nine. On completing the course of instruction for one year, she was given a position as Principal and Critic in the Pri- mary Department of the School of Practice in the "Oswego Normal and Training School.'^ This position Miss Davis filled for several years — resigning to accept a similar position as teacher at Oak Park, Illinois, at a salary of one thousand dollars. Miss Davis remained in this school from September, 1871 — to September, 1876 — resigning the school to take a much needed rest. Still retaining a love for the work, and health being restored, she accepted an offer in September, 1879, to take charge of a Training School at East Saginaw, Michigan, as its Principal and Critic. 151 This school is intended to fit the graduates of the High school for positions in the Public schools. Here Miss Davis is still to be founds laboring faithfully and with success to impart a thorough knowledge of the methods and principles as taught in our much loved Oswego Normal School. MISS ELLEN SEAVER. The late Miss Ellen Seaver, born in the township of Albany, Orleans Co., Vermont, March 4th, 1829, at the age of seven years removed with her parents to Massachusetts. Her opportunities for education were limited to about five years in the public schools, ending when she was about fourteen. All of her later acquire- ments resulted from private home application, with little outside assistance. In the year 1854 Miss Seaver became a teacher in the public schools, primary grade, at Oswego, New York, without any prepar- ation for the position. She received much kind assistance from Miss Jane Bruce, her superior in the school, during her time of inexperience. The intellectual power developed later in life, manifested itiSelf in her childhood ; when other children were at play, she sought rec- reation in her books. Her reports from school were always per- fect, standing at the head of her classes. Promptness, punctuality^ energy, intense concentration of thought, quickness of perception, acute reasoning, marked her in- tellectual life. Great love of country and kindred, an earnest ad- vocacy of the abolition of slavery and the recognition of the higher education and equal rights of women, were prominent points in her character. She was an early and enthusiastic admirer of the Pestalozzian system of teaching and gave the whole weight of her energetic mind, heart and soul to its development, and when the Normal school was established at Oswego, the management selected her for one of its active members. In obedience to calls from educators interested in this new system, she visited towns in Ohio and New York, addressing large audiences, and was enthusiastically received, many permanent posi- tions being offered on flattering terms. Large numbers of letters from prominent men in the different states testify to their high esteem of her talents and skill in the work. Although her lectures were mainly extemporaneous, she left a large mass of valuable manuscript, which she was intending tA 152 arrange and publish in book form, but it was found in too crude a shape to be made available after her death. The heavy labor of lecturing in the County Institutes and ex- posures of travelling during inclement seasons of the year, were the immediate causes that broke her powers of endurance. In Februar3% 1869, she sought rest and recuperation at the home of her parents, then in the village of Stowe, Vermont. But this relief came too late, she had finished her part in the great work ; slowly sinking, she died on the 29th of August, of that year, greatly deplor- ing to the last hour her inability to continue what she termed her "Life work." AMANDA P. FUNNELLE. Birth-place, Hempstead, L. I., date, 1842. Parents, English ; education, common schools, some studies in Oswego High School and private tuition. Entered Oswego Training Class in Spring of 1861 ; was graduated a year from the following June. Taught two years in the Oswego Training Class. Left this position to take charge of the Model

Primary department in the Albany State Normal. At the end of three years took charge of the City Train- ing School at Indianapolis (then just organized). Gave up this position to fill the place of teacher of Methods of Primary Instruc- tion in the Indiana State Normal. Remained in charge of this department for eleven years. Held position of Principal Teacher of Detroit Normal and Training Class for five years. These positions were held without intermission, and each at an increase of salary over the preceding. Salary in last position $1,800. Not teaching at present. Line of studies to which special time has been given : Pedagogy, Science and History of Psychology, Literature, His- tory, Philosophy and Ethics. MRS. MARY HOWE SMITH. Mary Howe was bom in the town of Dryden, Tompkins Co., New York, the daughter of Squire and Mary Howe. Her early life was spent in the country, amid the homely industries of the farm, and in daily communion with the beauties of Nature of which she has ever been an ardent admirer. With few opportunities for study, her insatiable thirst for knowledge led her to employ the time usually given by the young to recreation and social enjoy- ment, in the eager study of such books as came within her reach. Thus habits of application were established, intellectual power de- V 153 veloped, and a good foundation laid for those higher attainments which are sure to await those determined to excel. Miss Howe began the work of teaching, in the district schools of her native country, at the age of twenty. Success in this hum- ble sphere secured for her an appointment to the State Normal School at Albany, from which, after one year's study, she gradu- ated with honor in July 1853. She was called, at once, to the High School at Oswego, N. Y., where the public schools had been newly organized under the superintendency of Mr. E. A. Sheldon, whose name has since become a synonyme for devotion to the course of education, and improved methods of school work. Here she taught, still filling all leisure hours with intense study, a little more than two years, when a serious affliction of the eyes compelled, for a considerable time, the cessation of all use of books. In 1857 she married Augustus Marshall Smith, and, four years later, was left a widow, with two children, and wholly with- out means. Mrs. Smith was at once invited by Mr. Sheldon to return to Oswego, and share in the work, just begun by him, of adapting the educational ^methods of Pestalozzi to the needs of the Elemen- tary schools under his care. By his direction Mrs. Smith gave her attention chiefly to the subject of Geography. Such was her suc- cess in this department that, in 1864:, she was invited by the late Prof. Arnold Guyot of Princeton, N. J., the eminent scientist, to co-operate with him in the preparation of a series of text-books in Geography. Having, through the kindness of the Local Board of the Oswego Normal and Training School, obtained leave of absence, she was enabled to enter upon this work. Returning to Oswego in the Autumn of 1866, she resumed her duties as Teacher of Geog- raphy and History, which position she continued to hold until February, 1870, when the pressure of other duties compelled her resignation. Meanwhile, in the summer of 1866, Mrs. Smith was solicited to assist in the work of instruction in a series of State Normal Insti- tutes to be held in Indiana, in the months of July and August. Such was her natural diffidence and aversion to appearing as a public instructor, that only the most urgent sense of duty led her to enter upon this work. Her instruction everywhere aroused the greatest enthusiasm, and at the close of the engagement she com- plied with the almost imperative invitation of the President of the National Teacher's Association, to appear before that body, at its coming session in Indianapolis. With an interval of but two days for preparation, she presented a paper entitled ^^Oral Instruction, 154 its Philosophy and Methods," which received the highest encom-

iums of the leading educators of the country. This introduction to the educational world, led to repeated calls for similar work, the larger number of which were, necessar- ily, declined. But, for the next six years, every summer, together with frequent intervals of a fortnight or a month during the school year, was filled with similar engagements. Mrs. Smith thus ad- dressed bodies of teachers in all the states north of the Potomac^ the Ohio, and the Missouri, excepting only Maine and Maryland. Everywhere " the Oswego methods,'' as presented by her, aroused the greatest enthusiasm and called forth innumerable inquiries on the part of teachers as to the practicability of obtaining a thorough knowledge of them. It is no exaggeration to say that this educational-missionary work contributed very much to make the reform begun at Oswego widely and favorably known, and to hasten the awakening in re- gard to methods of instruction which has since become so general. In 1873 Mrs. Smith married Hiram Alden Pratt, President of Peddle Institute y at Hightstown, N. J., and an alumnus of Am- herst College, class of 1848. Her son, Harry Augustus Smith, was graduated from Amherst, in the class of 1883. Her daughter, Annie L. Smith, is the wife of Prof. E. F. Mearkle, of Hamline University, Minnesota. Released from the burden of cares and duties which, for so many years made the pursuit of knowledge for its own sake an impossibility, Mrs. Pratt resumed study with all the ardor of early youth, finding in the Modern Languages and Literature a most in- viting field, the proper complement of the chosen studies of former years. Her health, much impaired by the years of intense activity and ceaseless care for the education of her children, has been com- pletely restored by rest and the quiet life at home ; and, though past the meridian, she is still looking forward to years of useful- ness in her chosen vocation. VIRGIL C. DOU&LAS. Virgil C. Douglas was born in Westmoreland, Oneida Co., March 22, 1820. In the spring of 1824 he removed with his parents to Richland, Oswego Co., and the same season he began to attend the district school, in which he continued, except when at work on the farm, till 1838. Possessing more than average ability and being industrious, he occupied the front rank of pupils of his own age. While he 155 made good proficiency in all subjects taught in school, he was most successful in Arithmetic. In the Autumn of 1838 he studied at Mexico Academy, suc- ceeding well in his studies. The following winter he taught, and with fair success. After this, for several years, his time was divided between farm work, studying at Mexico and at a select school near home, and teaching in various districts, with the exception of one year spent as clerk in a store. As arithmetic was his favorite study in youth, so he ex- celled in other branches of Mathematics in his after student life. In the year 1843 he was assistant teacher in Mexico Academy. In 1849 he entered Cazenovia Seminary and spent some time there as assistant teacher of Languages. In 1851 he came to Oswego and engaged in teaching in the Public School. In 1864 and 1865 he taught Writing and Mathematics in the Normal School. In 1866 he became Assistant Secretarj^ of the Board of Education and in 1869 took charge of the Public Schools as Superintendant and Secretary of the Board of Education, which position he held till 1883, when he was called to his Heavenly home. JOHN W. ARMSTRONG. Rev. John W. Armstrong, D. D., was born in Woolwich, Eng- land, September 20th, 1812. In 1824 his father moved to Canada and settled in Quebec, where he began his Academic studies. In 1836 he entered Cazenovia Seminary as a student. After finishing his course as a student, be became principal of the Nicholas Acad- emy, Tioga County, in 1839. Here he first tried his skill in teach- ing. Exhausted by his previous years of hard study, and the un- familiar work of teaching, he went home to rest a little before the end of

the year ; health having been restored, he found employment as a private tutor in the family of Colonel Bolton, Commandant of British Engineers of the Ottawa District, Ontario. Here for two years he availed himself of the scientific advantages of the depart- ment at Bytown (Ottawa), then superior to any in America. His next school was the Red Creek Academy, Wayne County, in 1841. During this year he was ordained a minister in the Methodist Episcopal Church, joining the Black River Conference. Much against his wishes, he was taken out of the pastoral work and ap- pointed Principal of the Gouverneur Wesleyan Seminary. Here he labored six years, then accepting a call to the chair of Sciences in Cazenovia Seminary, where he remained four years ; during this time the Wesleyan University honored him with the degree of A. M. Subsequently he was Principal of Falley Seminary at Ful- 156 ton, N. Y., of Susquehanna Seminary at Binghamton, N. Y., and of Amenia Seminary at Amenia, N. Y. He was made presiding elder of Watertown District from 1864 to 1865, and was a member of the General Conference in 1860, 1864 and 1868. In 1865 he accepted a call as Head Master and teacher of Sciences in the State Normal and Training School at Oswego. Here he remained for four years ; while at Oswego the Genesee College honored him with the degree of Doctor of Divinity. In 1869, at the urgent request of Hon. Abram Weaver, Superintendent of Public Instruction, he accepted a call to the principalship of the State Normal and Training School at Fredonia, N. Y., where he remained until his decease, the 12th of August, 1878. Dr. Armstrong was the honored President of the Association of Normal School Principals of this State from 1869, the date of its organization. The following tribute is from the pen of his friend and associate. Dr. Hoose, of the Cortland Normal School. '^ Dr. Armstrong was a man of rare intellectual endowments and was a student in the highest sense of the term. While he was never under discipline of college teaching, yet he applied himself to study with so marked success that he arrived at great eminence as a linguist, scientist, psychologist, mathematician, and artist. His mind was especially remarkable for its retentive powers. He also possessed superior powers of perception, and as a logician he took high rank. " As an. educator he was thoroughly inductive in his methods of study and prac- tice. As a student he was not only intense in his habits of thinking, but he was habitually under self-control, was always calm and composed. This enabled him to conserve his intellectual energies and to accomplish a maximum of mental labor daily with the least expenditure of vital and nerve force. In disposition he was un- assuming and modest, shunning publicity and parade. He was always thoroughly dignified in his bearing and candid in his conversation. As a companion he was genial, entertaining, instructive, courteous, kind-hearted, and never wounded the feelings of others when it could be avoided. ''These traits of character marked his practice as a manager of schools. He always chose the hopeful side of the case and exercised great leniency towards the refactory. " As a conversationalist he was almost without a peer, for he seemed equally at ease and ready in all fields of conversation, and with all classes of people. As a pub- lic speaker he was always interesting and instructive, never demonstrative, yet often eloquent. All who came in close contact with him loved him as a friend ; he was a true and valuable friend to all young people who were struggling with poverty and adversity for a nobler living. Especially should his encouragement of young men be noted. It was his constant practice to seek out and commend young men who were trying to rise to position in their profession. '* But it is as an educator in the State of New York that Dr. Armstrong will stand longest and brightest before the public. The following will illustrate his unselfish devotion to

the profession of teaching : He steadily refused to leave his position in the Normal School at Oswego, which was much to his taste, until some of the leading educators in the State urged upon him that it was his duty to assume charge of the 157 Normal School at Fredonia, because thereby his ability to aid the general cause of education would be vastly enhanced. "While he was always true to his convictions in educational matters, yet he was ever ready to learn the better ways. " His earnest and intelligent efforts to elevate and enoble the profession of educa- tion, his profound comprehension of the theories of teaching, his sKill as an experi- mentalist, his tenacity of purpose, his confidence that a brighter day is dawning upon the Art and Science of Education — all these joined to place him high among the men whose fame shall descend as a blessing upon their fellow men. The thousands who knew him but to love him will clierish his memory, both in their recollections and in their living." MARY E. PERKINS. Mary E. Perkins was born in Circleville, Ohio, May 6th, 1842. Her father moved to Constantia, N. Y., in 1848, where she attended the district school, and the private school of a cultured English lady, to whose refining" infiuence, at an age when impressions are inefTaceable, she has always felt greatly indebted. From thirteen to fifteen years of age she was a pupil at Mexico Academy and at Whitestown Seminary. About this time her father moved to Oswego, N. Y., that he might more conveniently educate his children, and she entered the High school, hoping to fit herself for teaching in a few years. Home duties compelled her to leave school several times, and the High school course was never com- pleted. Her studies were continued, however, for she never quite relinquished the hope of becoming a teacher of some sort, at some time, though the difficulties often seemed insurmountable during those years. Meanwhile, a j'-ounger sister graduated from the High school and entered the Training school, then in its third year. Near the close of the first term she was kept at home several weeks by ill- ness, and Mary was allowed to take her place in the practicing department. She evinced some aptitude for teaching and was ad- vised to enter the school. She passed the required examination, completed the work of the year, and graduated creditably April 6th, 1865. The following term she began her work as a teacher in the Normal and Training School, being appointed to assist Miss Cooper in the Practicing Department, and Prof. Krusi in teaching Draw- ing and Form in the Normal Department. In September of that year, the school was removed to its pres- ent location, and she was appointed one of the critics in the Junior Practicing Department with Miss Seaver, and teacher of Form and Drawing in the Normal Department. The following year she was changed to the Primary Practicing Department, a position she greatly preferred, continuing the teach- 158 ing of Form and Drawing in the Normal school. She retained this position during her connection with the school, her pleasure and interest increasing each year. The teaching and management of little children was a constant delight, and it was a satisfaction to find Drawing could be made an interesting study, even to those who were at first unwilling to begin it. She reluctantly resigned her position in February, 1872, and left the work so long desired, so much enjoyed. She was married to Mr. M. D. L. Hayes, April 19th, of that year, and after a residence of three years in Brooklyn, came to Rochester, her present home. Since her marriage, she has been fully occupied with home duties, and the care and training of her three sons, though she still feels a deep interest in educa- tional matters, and especially in the rapid growth and progress of her Alma Mater. SUSAN CHENERY BANCROFT. Susan Chenery Bancroft, was born in Montague, Massachu- setts, May 18, 1844, her early education being obtained in

the public and private schools of that town. Her first experience in teaching, was during the years 1860-62, in a small district school. In the latter year she entered the State Normal School at West- field, Massachusetts, graduating in February, 1864. The follow- ing April, she began teaching in the Fourth Ward Grammar school in Oswego, New York, and while there employed, taught geography in the Training school for a time. On becoming the teacher of vocal music in the public schools of the city, the care of that branch in the Training school was also assigned to her. The protracted illness of a near relative required her to relinquish teaching for a time, and she ended her work in Oswego in July, 1866. In May, 1867, she resumed work, going first into the public schools of New Haven, Connecticut ; from that place, in 1868, to take charge of the Training school for teachers, in Springfield, Massachusetts, and thence in 1871, to teach in the Rhode Island State Normal school at Providence. She was married in 1877, to Leonard Tillinghast, of the latter city, and in the education of her own children afterwards, made a special study of the kindergarten system and methods, carrying on a private kindergarten for sev- eral years. LOUISE H. BRANT. In its earliest days Louise H. Brant was connected with the school as one of the Critic teachers. Born in 1843 in Oswego, she there spent all her early life. 159 Passionately fond of study, she availed herself of the excellent edu- cational advantages afforded her by her native city ; graduating from the High school in the class of '62, and from the Normal and Training school in the year following. After her graduation, and after teaching several months in the city schools, she became connected with the Normal school as Critic teacher in the Junior Practicing Department, in which posi- tion she remained for three years and until her marriage in Feb., 1867, with M. E. Erwin, also of Oswego. With her marriage, the work of teaching so fondly enjoyed gave place to the endearing cares and duties of family and home. With her husband and two children, a son and a daughter, bom respectively in 1868 and 1872, she is living in that noble state of the West, Iowa, in the city of Dubuque, where their home has been for a number of years. CATHARINE A. WHITNEY. Catharine A. Whitney was bom in Oswego and received her ^education in the private schools of that city and in the Ladies' Sem- inary at Canandaigua. Early in life, having a desire to become a teacher, she entered the Normal Scdiool at Oswego, and upon her graduation in 1867, was appointed Principal of the Model Practice school. At the close of one year she resigned to accept a position in the Adelphi Academy, Brooklyn, N. Y. After remaining there two years, she received from Dr. Armstrong the appointment of Critic teacher in the Normal School at Fredonia, N. Y. Here she remained for three years, and then resigned to accompany her brother on an European tour. After her return, she taught for two years in the Practice school at Oswego, and is now attending the Normal school pre- paratory to resuming again the position of teacher. SARAH M. HASKELL WOOD. Sarah M. Haskell Wood, was born at Middlesex, New York, January 18th, 1842. She received a good Academic education ; com- menced teaching at the age of seventeen; graduated from the Oswego Training school April, 1867, and taught one year, after which she taught one year in the Brockport Training school. De- cember, 1868, she was married to Seth C. Wood, of Knowlesville, where she has since resided. In her private life she has engaged in missionary, temperance and Sunday school work. The training received at Oswego has a;lways been helpful to her. • 160 SARAH J. ARMSTRONG. Sarah J. Armstrong, daughter of Charles Hamilton and Sarah McConoU Armstrong, was bom in Waterloo, N. Y., May 7th, 1849. Soon after her birth, her parents removed to Phelps, where she lived until the ag-e of thirteen, when she was sent to

Oswego to be educated. On completing the High school course, she entered the Normal school, from which she graduated in July, 1867. The following Autumn — at the age of eighteen — she become a teacher in the Normal school, acting as Assistant in the Library Department, and Critic in the Training school. On the resignation of Miss Emily Rice, Miss Armstrong took charge of the Department of Composition, Rhetoric and Literature, which position she held un- til July, 1875, when she left Oswego to establish a private school in Cincinnati, Ohio. In September, 1887, "Miss Armstrong's School for Girls" enters upon the twelfth year of its existence. MARY SHELDON BARNES. 1. — Birth — High and ancient; oldest daughter of Mr. and Mrs. E. A. Sheldon, bom in the sky -parlor of the United States Hotel, Oswego, N. Y., afterwards known as the " Old Normal," on the 15th of September, 1850. 2. — Education — Taught to read according to the word-method by her father ; taught to count to one hundred by her grand-mother ; sent to public schools at seven — not being able to "talk plain" before that age ; passed through these schools in regular course, begin- ning Latin at thirteen in the High school ; entered classical course in Normal at sixteen ; same year began teaching gymnastics, in which she had been trained by Dio Lewis ; graduated from ad- vanced and classical courses in due time, doing meanwhile some teaching of botany, spelling, Latia, etc. ; entered Michigan Uni- versity as Sophomore in classical course in September, 1871 ; elected as much science as possible in junior and senior year, in order to prepare Physics as a specialty ; graduated in 1874, one of seven girls in a class of eighty odd. 3. — Education continued and consequent work — Greatly dis- appointed at being invited to return to Oswego to teach Latin, Greek, botany and history, instead of a range of s^ciences ; revenges herself by applying scientific methods to history ; becomes inter- ested in her revenge and projects a book ; " O that mine enemy would write a book! " determines to devote herself to completing this idea ; invited in 1876 to take chair of chemistry at Wellesley College ; refuses, against the advice of her friends, on the ground 161 of having" chosen history as a specialty ; shortly after, invited to become Professor of History, she gladly^accepts ; remains at Wel- lesley two years and a half — ^teaching, studying, lecturing on her chosen subject ; becomes thoroughly committed and addicted to history and breaks down her health ; remains a year at home for rest ; in 1880, starts for Europe in company with her friend, Dr. Mary V. Lee ; makes a tour of a year through England, France, Italy, Egypt, Germany, Switzerland; returns to England and enters Cambridge University as a special " out-student '^ of Newnham College ; devotes her time entirely to modern history, in which she is especially guided by the advice and instructions of Prof. J. R. Seeley ; returns to America in 1882, and is not disap- pointed to become the teacher of history and literature in the Os- wego Normal; works out completely her method of teaching history, and embodies the results in a book entitled, " Studies in General History,'^ which is accompanied by a "Teacher's Manual," and which is considered a very " hard '' book, as it ought to be. 4. — Marriage. — Married, August 6th, 1884, Mr. Earl Barnes, but being unable to break off her old habits all at once, is still in- volved in " making a book ; " this time a text-book in American History. But still I wish to say a serious word ; when a grown-up person is asked to write his own biography, he is obliged to ask himself : *^ After all, what have I to show for the years and the toils ?" And where I come to ask myself this question, what can I say ? I have taught so many classes in so many subjects, I have written so many papers, I have read so many books, yes, I have even made a book of my own, and have, I hope, shown teachers a little more cle.arly how to bring

their students into living, thoughtful relation with historical realities ; but what has it all been worth ? It is hard to measure, for it must be measured by the progress in sin- cerity, strength and happiness that I and my pupils have made. For them I cannot answer ; for myself I can only say that the dearest prize that life has brought has been the confirmation of my creed, which runs somewhat as follows : I believe in God, the immortality of the soul, and the progress of humanity ; I believe that the ultimate forces are spiritual, and that the ideal toward which the spirit strives and which it shall at last attain, is absolute harmony with all that is. MARTHA C. McCUMBER. Martha C. McCumber, youngest child of George and Eunice Comstock McCumber, was bom August 19th, 1837, in Homer, ¥L 162 New York. In 1840 she moved to Preble, New York, where she attended district school till 1852. She studied at Homer Academy one year, after which she cared for an invalid mother till '56. She then resumed her studies at Homer, and later attended the Academy at Cazenovia. In the spring of 1858 she commenced her teaching in a district school, where she remained till February, 1866. She then received an appointment from the State Superintendent to the Oswego Normal, from which she graduated in February, 1867. She was Critic teacher till July, '74. The same year she became Preceptress in the St. Cloud, Minnesota Normal school, where she remained till December, '76. In June, '76, she married George S. Spencer, of St. Cloud, formerly of Corning, New York. She died at St. Cloud, January 30th, 1880, leaving two children. The young- est followed the mother in three days. She was an obedient child, an affectionate sister, a consistent Christian, a faithful teacher, a dutiful wife and a loving mother. DEFRANSA A. HALL SWANN. Defransa A. Hall Swann during her youth attended Academies located in Homer and Cortland ; in 1867 she graduated from the Oswego Normal. She taught in Nyack, N. Y., in the Oswego Normal, and for thirteen years was connected with the Normal school of Mankato, Minn. In 1875 she married Charles M. Swann. No children have blessed this union. Travel in the West and South, reading of the best literature in educational matters — particularly drawing and methods — ^together with home interests, fill the present life. DAVID H. CRUTTENDEN. David H. Cruttenden prepared for college at Fairfield Acad- emy, N. Y., and was graduated from Union College, Schenectady. On leaving College he took charge of the Lyceum of Schenectady'', a preparatory school of the college. Here he remained about four years, after which he took charge of the Academy at Amsterdam for several years. He then taught Greek and Latin in the Clark and Fanning school on Washington Square, N. Y. From this school he went to the Mechanics' Society School as its principal. Prof. D. H. Cruttenden prepared for college at Fairfield Acad- emy in New York State, and graduated from Union College. On leaving college, he took charge of the Lyceum in Schenectady, a preparatory school of Union College, where he remained about four years. From this he went to Amsterdam, New York, and 163 took the Academy there, where he remained several years. He then went to New York city, first to the Professorship of Greek and Latin, in the Clark and Fanning school, on Washington Square, and afterwards to the Principalship of the Mechanics' So- ciety school. Everywhere he did excellent work, far in advance of the methods of his day. During these years he was also engaged in writing and pub- lishing text-books on Arithmetic and on English Grammar and Rhetoric ; and in lecturing at Teachers' Institutes throughout New York State. Wearied with the strain of his cares and labors, he purchased a farm m Michigan and retired to it for needed rest. Unfortu- nately he there contracted malaria, which resulted in loss of sight and finally in paralysis. After this loss of sight he resumed Institute work in New York State, and in

the Autumn of 1870 was invited to the Oswego Normal school to take charge of the work in English Grammar and in Greek and Latin. He remained there two years, when the first approach of paralysis ended the active labors of his busy life. The most striking characteristic of his mind was its power of keen and exhaustive analysis of a subject, of selecting the vital points, and logically grouping under these heads the minor ones. But the man was stronger and greater than his work. Strik- ingly original and self-reliant, he impressed himself strongly upon pupils and teachers and awakened in them earnestness and enthu- siasm. His noble struggle during the last years of his life to continue his work against such heavy odds, would have been pathetic had it not been the rather inspiring to all who witnessed it, because he bore it so bravely and with such a cheerful courage. Possessing talents which insured success in almost any profession, he devoted his life to the cause dearest to him, the cause of education, ^nd died a brave soldier, true to his colors to the last. WM. M. ABER. Wm. M. Aber was born in 1848, near the small village of Sparta, among the hills of northern New Jersey. His earlier years were chiefly spent on a farm at his native place, with the opportunities for education afforded by the district school. This was followed by a course in a business College and 164 by three years^ employment as book-keeper and salesman in a dry- goods store at Owego, New York. In 1869 he entered the Oswego Normal school and graduated from the Classical course in 1872. He began to teach in the Normal school before graduation, and afterward remained for two years in charge of History, Latin, Greek and Botany. He then entered Yale College and graduated from the Classical course in 1878. Since this graduation he has taught as follows : Physics, Latin and Greek, for one year in Lake Forest Academy, Illinois ; Common English branches with charge of schools, for one year at Del Norte, Colorado ; Natural Sciences for three years in Atlanta University, Atlanta Georgia ; Physics and Chemistry for one year in private school at six East Forty-fifth street. New York City. One year was spent in business at Waterbury, Conn., and one year in travel on the Pacific Coast and in study of Chemistry and Physiology at John Hopkins' University. He was married in 1884 to Miss Mary R. Ailing. He is now engaged as Professor of Physics and Chemistrj'- in the Male High School of Louisville, Kentucky. MARY RYAN. Mary Ryan was born in Philadelphia, Pa., Nov. 23, 1839. She attended the public schools of that city from the age of six years until the completion of her sixteenth year. During the eight years that followed she was principal of two unclassified schools and first assistant in a grammar school. She took this position in order to become familiar with grammar school work, prior to taking the principalship of the George W. Nebinger Grammar School. A first class certificate obtained from the Board of Education of Philadelphia, made her eligible to this position. Here she remained eight years. In the mean time she prepared herself under the most com- petent instructors to teach elocution. In February, 1871, she was appointed teacher of Elocution in the Oswego Normal School, and there remained until July, 1872. In September of that year she entered the State Normal School of New Jersey, at Trenton, as teacher of Elocution. In April, 1880, she became preceptress in the same institution. She is engaged in these two positions at the present time. 165 EDWIN A. STRONG. Edwin A. Strong was bom in Otisco, Onondaga County, New York, January 3, 1834. He spent most of his youth on his father's farm in that town, with periods of residence at the home of his grand-parent in Hampshire County, Massachusetts. He attended Cortland Academy at irregular intervals for several years, and went from that school to Union College, from which institution he was graduated in July, 1858. Immediately upon

graduation, he went to Grand Rapids, Michigan, to take charge of the High school of that town. Previous to this he had assisted himself in carrying forward his preparatory and collegiate studies by teach- ing, one season each, in a district school, a private school, and the mathematical department of Onondaga Academy. In February, 1863, he was appointed to the Superintendency of the Public schools of Grand Rapids, a position which he held until February, 1871, when he was called to take charge of the department of Physical and Chemical Science, in the Oswego Normal school of New York. In July, 1872, he was asked to resume his old place at the head of the Grand Rapids, Michigan, Public schools, but preferring the work of instruction to that of school management, it was arranged that his old friend and classmate, A. J. Daniels, who was there in charge of the High school, should assume the Superintendency and leave him the Principalship of the High school. This position he held until July, 1885, when he was placed in charge of the depart- ment of Physics and Chemistry in the Michigan State Normal School at Ypsilanti, a place which he still holds. August 8, 1861, he married Harriet J. Pomeroy, of Auburn, New York. The two daughters, Lilly M. and Fanny P., are both living with their parents in Ypsilanti. Prof. Strong's influence over his pupils was great and enduring ; for they owed to him the development or increase of most valuable qualities of character. An incident will illustrate. A class in Chemistry is reciting. **What is an element ? " asks the master. A pupil replies, "An element is a substance that cannot be divided into simple elements." The master repeats the question to the next pupil. Eighteen pairs of eyes are lifted in surprise to the master's face, while one after another tries to give the same answer in a satisfactory form. Then a silence ensues in which the master gravely looks at his desk. The pupils go over what has been retained of previous teaching, knowing that, although the definition of an element has been asked for the first time, somewhere in the previous work has been given knowledge sufficient for a correct answer, and they 166 have already learned that text book statements are not always pleasing to the master. Like a flash comes the true perception, and, springing unbidden to her feet, one of the pupils breaks the silence with, "An element is a substance that has not yet been divided into simpler elements." The master smiles ; the class approve ; pupils are called upon to tell why the latter definition is preferable; and the recitation proceeds. Theories were care- fully discriminated from facts ; and facts, so-called, divided into the assured and the tentative. Prof. Strong's laboratory was a place never to be forgotten by those who had the pleasure of working in it. Patient, reverent, earnest, accurate work had to be done there, and done by each for himself. A pupiPs blunders were corrected, his unsuccessful exper- iments repeated, not by the teacher but by himself. A devotion to truth which tolerated no carelessly formed opinions ; an attitude toward all forms of investigation that brooked no irreverent trifling; a never failing courtesy of tone and manner and a poise and repose of character that kept his pupils from discouragement and haste, — ^these are his chief attributes as a teacher. MARY W. HUNT STICKNEY. I was born at East Clarence, N. Y., July 26th, 1849, and re- mained at home until I was seventeen years old. I entered the Buffalo Central school, Dec, 1866, and was graduated, June, 1868. I taught a village school from April till September, 1869, when I went to Niagara Falls as teacher in a young ladies' boarding school, where I remained for one school year. In September, 1870, 1 entered the Oswego Normal school as a pupil, graduating in the class of June, 1871. I was assistant teacher in the Junior department of the Training school until Feb., 1873 — when I took a position in the Buffalo Normal

school as teacher of English, remaining there un- til my marriage in November, 1878. After I was married, until the death of my husband, March 1885, 1 lived at Uxbridge, Ontario. Last year I was teacher of History and Literature in Milwaukee College ; at present I am teaching History'- and Rhetoric in the High school of St. Paul. M^'^ work has chiefly led to study of His- tory, Literature and Art. I have always been, even during my married life, enthusiastically interested in teaching, and now that I am left alone, I have returned to it with more than my old ardor. 167 EMILY A. RICE. Emily A. Rice was born in Clymer, Chautauqua Co., New York, June 19th, 1834. She was educated in private schools and by elder brothers and sisters, all of whom were teachers. She com- menced teaching a primary school March, 1847, receiving a Town Superintendent's certificate; taught the summer and winter of 1848 ; attended Buffalo High school in '49, and in September, '51, commenced teaching in the Public school No. 10. She entered the State Normal school of Albany September, '54, and was graduated, July, '55. She taught there two and a half years and in the Classical department of the Union school of Sche- nectady five years ; then in the Buffalo High school four years. She became one of the faculty of the Oswego Normal school in '66. After leaving Oswego, she became Principal of a Young Ladies' Boarding school. We subjoin an extract from a recent letter from Miss Rice : " I should enjoy sitting down to talk over the teaching days, — the early times and now — the time when a woman taught the summer school and a man must be employed in winter for, "Might was right" — and when the royal David Page and the grand Hor- ace Mann, urged upon men and women to make teaching a profes- sion, not a stepping stone to something else. I remember well the inspiration given by Rev. John C. Moses, one of the first graduates of the Albany Normal school. As I take up a little yellow piece of paper and read the date July 12th, 1847, my first certificate, it seems to belong to some far-off period of existence. Could I paint for you in words that summer in the little school house in the woods, the twenty or thirty little folks coming, one, two and even three miles — these sunny faces, bare feet and eager, gladsome spirits — ^it would be in strong contrast to that same school to-day with its two departments and school appliances. Then there was naught but bare walls and benches — ^not a chart, blackboard, or object — a few odd books inherited from parents or elder brothers or sisters. Then and there I was introduced to DaboU's Arithmetic, brought by a girl of ten, because used by her brother at College. I had six to learn the alphabet and invented my own blocks — using a piece of sunbonnet pasteboard, cut into squares of an inch and a half. The letters were painted in different colors — with yellow weed, ber- ries and green leaves. How these reminiscences crowd one upon the other ! What strides have been made in the cause of Public Education ! Colleges and Universities have also felt the impetus given by those who have labored so well to make a chance for every child to be educated. Years ago, it was said the safety of 168 the nation is in the education of the people. He who stands by the altar of Public schools, certainly serves in holy things. While for a few years my labor has been in a different field, circumstances making a home life necessary, I have never lost the deep interest felt in the public schools. To train girls to be noble, true-hearted women, has been full of charms, and I have often tried the mental and heart balance to see which outweighed the other in thought and affection — but could not find ^the scale to turn but in the es- timation of a hair.' '' MRS. MARY DAVIS MOORE. Mrs. Mary Davis Moore, born in 1845, was reared in Chenango Co., N. Y., receiving her earlier education in a district school of the better sort ; she taught for five years in the public schools, a part of

the time on the " boarding round '' plan ; studied three years in Oxford Academy and Collegiate Institute under Principal Barber — well known in Chenango Co. for the fine quality of his work — ^graduating in 1869 ; was led to go to Oswego for pro- fessional training, through meeting Prof. Johonnot at an institute ; graduated from. Oswego Normal School in 1870 ; held the Princi- palship of a High School in the West for one year, returning to the Normal School to serve as tutor, and take farther studies ; grad- uated in 1872 ; taught in the Preparatory Department of the Albany Boys' Academy for three years ; married and returned to Oswego. For the years 1877 and 1879, Mrs. Moore taught General His- tory in the Normal School ; and Latin and Greek 1879-1885, with the exception of one year's leave of absence spent in a voyage in a merchant ship to China and the Pacific coast. During the last eight years, Mrs. Moore has given special at- tention to plans for the comparative study of Latin and English constructions, and to the application to subjective studies of the principles and methods which are used in the best science teaching. The building up of forms, and, later on, topical studies in syntax in connection with Latin prose, also characterize the Latin course. The need which exists for better elementary linguistic training in our secondary schools, enhances the educational value of this kind of Latin training. DR. NATHANIEL TUCKERMAN TRUE. Dr. Nathaniel Tuckerman True was born in Pownal, Me., March 15th, 1812, being the oldest of seven children of John True. The years succeeding childhood were mainly spent in labor upon 169 his father's farm, excepting about three months in each, during which he enjoyed the benefit of a common district school. As it was not until he was eight years of age that even English Gram- mar (to say nothing of Latin) was taught in the schools of his native place, it is not surprising that he had reached his twenty- second year before, after a brief preparation at the Academy in Yarmouth, Me., he entered, in 1833, Bowdoin College. Here he remained only two years ; though he subsequently received, from Waterville College in 1842, and from Bowdoin in 1868, the honorary degree of Master of Arts. In the year 1835 he opened, in Bethel, Me, one of the first schools of a high grade which that town had ever enjoyed. The year following he married Miss Ruth Ann Winslow, of Portland, by whom he had five children, two of whom are still living. For the ten years, 1836-1846, he taught, to great acceptance, the Academv at Monmouth, Me. In the last named year, contemplating a change of occupation, he attended medical lectures at Bowdoin College and Harvard University, and spent the next two years in the practice of medi- cine at Durham, Me. But, finding his new profession less con- genial than the old one, in 1848 he returned to his life-long work as a teacher ; for that purpose removing, with his family, to Bethel, Me., where for the thirteen years ensuing, he was Principal of Gould's Academy, and where he has ever since had his home. On the breaking out of the War of the Rebellion, in the spring of 1861, Dr. True earnestly sympathized with the loyal side, and at once formed his male pupils into a military company, which he himself daily drilled in company evolutions and manual of arms ; in consequence of which timely instruction, several of them sub- sequently held commissions as officers in the volunteer force of the United States. But as some of the patrons of his school sympa- thized with the rebels, the Doctor's patriotic course awakened dis- affection in some, and led to his terminating his connection with the Academy, in the following summer. His first wife having died in 1849, in the same year he had married Miss Susanna Webber Stevens, by whom he had three children, all of whom are still living. The next eleven years, 1861-72, Dr. True spent partly as Super- intendent of the Public schools of his

own town and (during a part of the time) of those of the county also, as well as in holding Teachers' Institutes ; and partly in lecturing throughout his na- tive State, on scientific subjects, particularly on Geology and Mineralogy, which he had always made a specialty of, and in illus- tration of which he made several valuable collections, one of which 170 he still retains. He also contributed sundry papers on scientific topics to the Portland Natural History Society, and to the Essex Institute at Salem, Massachusetts. In 1872, he accepted an invitation to teach the Natural Sciences in the State Normal school at Oswego, New York, and discharged the duties of that position until the summer of 1876. From 1876 till 1883, Dr. True was engaged in his life-long profession in, or near, his native state ; teaching High schools or Academies, successively at Gorham, New Hampshire, at Bethel, Maine, at Milan, New Hampshire, and Litchfield, Maine. It was while he was actively employed, as principal of the Academy in the last named place, that, in Spetember, 1883, he was stricken down, without a moment's warning, by a stroke of partial paraly- sis, which brought his activity to a sudden close. For although, in the February following, he had recovered sufficiently to attend a large and enthusiastic gathering of his old pupils and fellow- townsmen assembled, at Bethel, Maine, to present to him a public testimonial of their affection and respect, and on that occasion to deliver an address of considerable length ; yet, for the last three years, Dr. True has lived, for the most part, in an enforced retire- ment from all active occupation. He is now, September, 1886, in his seventy-fifth year, and is enjoying, at his beautiful home in Bethel, Me., as well as his in- firmities will permit, the tranquil retrospect of a laborious and useful career of a half a century devoted to the cause of common school, academical and scientific education. JOHN G. PARKHURST. I was bom in Ascutneyville, Vt., Dec. 7, 1840 ; moved my family from thence to Cohoes, N. Y., when I had arrived at the age of three months — a daring and difficult feat for one so young. It was successfully accomplished, however, and I spent my boy- hood's days in the classic precincts of that noted town. After the ordinary common school experience in Cohoes, I attended the Methodist Conference Seminary at Charlotteville, N. Y., for two years, and a Presbyterian Institution at Princeton, N. Y., for one year. Thus I obtained what little eductation I possess. My father was a manufacturer, during my early youth, of bedsteads, during my later youth, of knit goods. I learned practically both indus- tries, and at the age of nineteen, superintended a knitting factory at Amsterdam, N. Y. When the war broke out I was one of the first to enlist; was a member of the band of the 3rd Vermont reg- iment ; was discharged in August, 1862 ; went to Oswego and en- 171 gaged in the knitting business with Mr. Conde and afterwards with Strong & Hubbard. During all of this time I had made a study of vocal music — particularly the scientific use of the voice, and, in 1864 I left Oswego for Chicago to engage in concert singing — having concluded that I had a little too much of the musical gift to thoroughly enjoy and perfect my business life, and that it would be best for me to make music a profession. I spent the years from *64 to '71 in concerting — conducting musical conventions, festivals and in training the voice. I returned to Oswego in the latter part of '70, I believe, taught singing and engaged in the piano business, also organized musical festivals for three seasons, upon a large scale, which occupied much of my time. It was during these years that I taught in the Normal school. I left Oswego in the winter of '73 and *74 ; spent three years conducting musical festivals, and placing, dramatic musical com- positions on the stage. I came to Albany in '76 and have remained here ever since, as a teacher of the

voice, of more or less reputation. So far as my lines of thought are concerned, they are almost entirely in the direction of my profession. I have struggled hard to get the mastery of the technical production of the voice, both in song and speech, and have succeeded. I can truthfully say in conclusion, that my experience with the Oswego Normal School is one of the pleasantest recollections of my life. MARY R. ALLING. Mary R. Ailing was born in 1851, in a small village of North- eastern Pennsylvania, but her home since six years of age has been among the Catskill mountains, in New York state. Until entering the Oswego Nomial in 1868, her opportunities for education were limited to irregular attendance at the home country school, five months at a grammar school in New York city, one winter at a village school, and teaching the home school for four months. She graduated from the elementary course at Oswego in June, 1869. After teaching two years she returned and graduated from the Advanced English course in 1873, Since her first graduation she has held the following positions in the places and at the times designated : Principal of the Junior (Grammar) department of the Union School, Nyack, N. Y., 1869-70 ; Principal of the practice department of the City Normal and Training school, Cincinnati, O., 1870-71 ; teacher of Gymnastics, Elocution, Penmanship, Drawing, Composition, and some methods at different times in 172 Oswego Normal School, 1872-75 ; teacher of Physical Geography, Geology, Astronomy, and General History, in Cook county Nor- mal school, Englewood, 111., 1875-76 ; teacher of Chemistry, Bot- any, Zoology, Geology and Enghsh Literature, in High School Omaha, Neb., 1876-77, and part of 1877-78 ; principal of the Girl's department and teacher of Rhetoric, American and English Liter- ature and Mental and Moral Philosophy, in High School, Spring- field, Mass., 1878-80 ; Preceptress of State Normal and teacher of English Grammar, Physiology, Zoology and Vocal culture. Prov- idence, R. I., 1880-81 ; Principal of primary department of Mrs. Shaw's private school, Boston, Mass., 1881-84; Lady principal of Mr. Brearley's private school and teacher of the History of He- brews and English Literature, New York city, 1885-86. Since graduation at Oswego her time has been spent at teach- ing, except part of one year, 1877-'78, spent in study at Wellesley, and one year, 1884-'85, spent in Baltimore, Md. Miss Ailing was married in 1884, to Mr. Wm. M. Aber, and is not now teaching. Her special lines of study since graduation have been in Nat- ural Science and Literature. Part of one year was spent at Wellesley college in study of French and German. While teach- ing at Providence, she took private lessons on Saturdays in Zoology and Geology at the Natural History Rooms and Institute of Tech- nology in Boston, and in Baltimore took private lessons in French and Drawing. Her most important contribution to the profession is the re- sults of an experiment which was made at Mrs. Shaw's school in Boston. The experiment sought an answer to these questions : 1. Can children be so taught that there shall be a steady increase of the love of learning for its own sake ? 2. Can the mind be so trained that its processes will be trustworthy ? All that could be done in the Boston school to answer these questions, was to make what was thought to be the right begin- ning. The experiment was conducted with children from five and a half to ten years of age and continued through three years. To develop a love of learning for its own sake, it was thought that the child's mind must, from the very first of its school days, be brought in contact with great and permanent realities. To this end the child's own trivial and transient world of games and toys was abandoned. The child was taken at once into an unknown and unfamiliar world, where his mind was brought into contact with ideas of real value as part of the furnishing of an

educated mind. These ideas 173 the children were led to discover, as far as practicable, for them- selves ; and the children's own expressions for the ideas so gained were the bases of lessons in reading, writing, drawing, computing, etc. Whatever the child did, his mind was intent oil some truth in nature, history or art ; and while the expression for such truths were carefully and thoroughly taught, the child's mind being in- tent on the truth, rated the expression at its true value and did not mistake it for the knowledge. It was thought that the human mind could not fail to love learning if from the first it deals with realities instead of shadows, with the great instead of the trivial, with the permanent instead of the transient. The results of the three years' work were encouraging beyond all anticipations. The results in reading are shown in the little books, "The Childrens' Own Work," the prefaces to which give some detail of the method pursued. To reach the second aim, intellectual honesty, the children were led, in addition to the work already named, to do individual independent work, and to apply the proper tests. After a time they came to see and feel that to have opinions without knowledge is foolishness, and that one false step, however small, will spoil the result, however important. Nothing semed of so much value for this purpose as the industrial work. The children had lessons in the use of the ten simplest tools of the carpenter. Their work with rule, try-square, saw, chisel, plane, hammer, etc., gave constant concrete illustrations of the fact that a perfect result is never at- tained with anything less than absolute accuracy and completeness at each step of the process. This re-acted on the mind and made them more accurate, patient, truthful and painstaking in all work. ELLA STEWART COLLINS. Ella Stewart Collins was born in Berlia, Wisconsin, Decem- ber 15th, 1851 ; graduated from the Berlin High school in July, 1868 ; taught the next three years ; one term in the country, one in charge of the village school at Dartfort, and two years as Prin- cipal of a ward school in Berlin. She entered the Oswego school in September, 1871 ; returned to Berlin the following spring and taught one term in the High school. She returned to Oswego in the fall of '72, and graduated from the Advanced Course in July, '73. She was in charge of the Junior Practice school connected with the Normal the three following years. 174 After resting during the autumn of '76, she taught one and one half years at St. Cloud, Minnesota, having charge of a Practice school, teaching Methods and some classes in Mathematics. She was married, September 4th, 1878, to L. W. Collins, of St. Cloud, Minnesota, and has had three children, of whom two are living. ISABEL LAWRENCE. I was bom August 31, 1853, in Jay, Maine. When I was six years old, my family removed to Portland, Maine. There I at- tended the public schools, graduating from the High school, in 1868. A year of study followed. After teaching in the public schools of the city, I entered the Oswego Normal school in Febru- ary, 1873, remaining there for two spring terms only. I gradu- ated in July, 1874. For the next two years, I held the position of Critic teacher and Principal of the Primary Department of the Practice school. I left Oswego in 1876, to superintend thirteen rooms in the Public schools of Yonkers, New York. I was called from this place to Whitewater, Wisconsin, in Sep- tember, 1877, to take charge of the Department of Methods, in the State Normal School at that place. In August, 1878, I began work as Principal of the Practice Department and teacher of Methods, in the Normal school at St. Cloud, Minnesota, a position which I still hold, at a salary of $1,400. During the summer of 1883, I visited Europe for a short time. My studies have been largely in the direction of Philosophy and Psychology, with direct reference to educational bearings. In the study of Method

and in the training of teachers, I have been able to work with the utmost freedom, and have been greatly assisted by the hearty co-operation of my fellow- workers. I am at present engaged in assisting Prof. Shoemaker, of the St. Cloud Normal, in preparing a text-book in Arithmetic, for the Minnesota schools. O. A. LESTER. O. A. Lester was born in Oswego, New York, was taught at home till nearly eight years of age, then entered Junior Department of Public school No. 4, Oswego. When just entering Senior Depart- ment, a removal to Brooklyn, New York, led to a change in school life. In three years, she removed to Fulton, New York and soon 175 entered Falley Seminary in that village. In two years, it became necessary to leave school and begin work by teaching a district school in Onondaga County — salary $2.50 per week and "board- ing around." The next summer, she taught the district school in Volney Centre, near Fulton. She entered the Training school in Oswego, New York, that fail (1869), and was graduated from the Elementary Course in July, 1871. The following year, she had charge of the Intermediate Grade in Union school, Ham- burgh, New York, then returned to Oswego for the Advanced Course; was graduated June, 1873, receiving an appointment as Assistant Critic in Junior Department of Practice school. In June, 1875, she was appointed teacher of Rhetoric, Composition, Spelling and Vocal Music in Normal Department, which work was continued until June, 1882. She entered Cornell University in September, 1882, for a spec- ial course in History, Anglo-Saxon and English Literature. In September, 1883, she became .teacher of English in the Academic De- partment of the Packer Collegiate Institute, Brooklyn, New York. In June, 1884, she was appointed Instructor of Rhetoric and Com- position in the Adelphi Academy, Brooklyn, and holds the position at the present time. During the nine years connection with the Normal school, at- tention was constantly directed towards the best and most pro- gressive methods of teaching, and study in this line is still contin- ued. While in Cornell University, American History, and the study of the English language and literature, received special at- tention, and reading and study since 1883 have been with reference to the same subjects. MARY V. LEE. The year the British Enipire welcomed Victoria to the throne, George and Adaline Lee welcomed to their home in North Granby, Conn., a strong baby girl, whom they named Mary Victoria. This home was set in a high bird's nest among the hills, but looked out broadly towards Mts. Tom and Holyoke, and saw the early morning mists marking the course of the Connecticut river flowing between its mountains, sixteen miles awa3\ Great oxen, cows, sheep, hens, dogs, cats, overshadowing maples, a great flower garden, lichen-covered boulders, tumbling brooks, patient industry and unswerving honesty were the early and late teachers of the child. Before she was four, she was sent to the district school, and there she remained a faithful attendant until she reached her 176 seventeenth year. That robust girl had the best of reasons for believing the outside world a vast, beautiful oasis, and the school a parched desert. The first terms in that school, gave her each day, a few minutes drill on A, B, C, and a-b, ab, e-b, eb, i-f, if. After four or five terms, addition tables from a book were sand- wiched between the reading ? lessons ; later came Geography ; at nine came Smith's Grammar and Penmanship ; at fourteen U. S. History and Physiology ; during several summers the girl compelled the teachers to hear her recite from a "Book of Nature" — a little worn, yellow volumn she found in the house, the short sketches of beasts, birds, fishes, plants, planets and people, delighting her greatly. That was the age of single-blessedness. No teacher dreamed of wedding the oasis to the desert by questions like, — " Mary^ have you ever seen the surface of the Earth ? " " How many legs has a fiy ? How many

have two files ?" "If one meadow-lfiy stalk bears three blossoms, how many meadow-lilies on five such stalks ?" Several of the biographies of our teachers state that no one knew when learned to read ; it is equally true that not one of the first four or five teachers Mary Lee had, knew when she learned to read ; it was not a thing they could know. Not till she was fifteen was the desert blessed by a refreshing shower ; then the dormant powers wakened to vigorous life. Wm. McLoud was the man who brought a Why ? into that district school, who asked for definitions and synonyms of words found in the reading lessons, who put outline maps on the walls and compelled explana- tions of problems in arithmetic. Mrs. Caroline Soul, who taught for one term the Granby Academy, made the girl feel that it is legitimate to read as we would talk, and Mrs. S. introduced the study of botany — ^from the book to be sure — ^yet in such fashion as to increase observation and love of nature. Whfie the school life for ten or twelve years was for the most part utterly barren, the other life was fruitful. Fortunately the girl's parents were large-minded and free ; each possessed dra- matic and poetic sense ; the father was remarkably refined, came of a teaching ancestry (Mrs. Emma Willard and Mrs. Almira Lincoln Phelps, educational leaders of their day, were his aunts). He had an intuitive knowledge of how to teach, was an amateur artist, had a sweet voice and was singing master and school teacher during many winters ; her sister, ten years her senior, was alwa3''s a refining infiuence and her mother a stimulating one. The girl early made intimate acquaintance with the domestic animals ; learned their individual dispositions ; tamed by kindly tact the wildest heifers, which she could milk long before the " hired 177 boys" could approach them; broke steers and colts; taught her beloved dog Dime to draw her on a sled and obey words of direc- tion ; knew every sheep in her father's flock by its countenance and converted them into a pet flock, which, bleating, crowded about her as she strode over the stony pastures. She drove the oxen while her father plowed, and when particularly fine specimens of quartz, feldspar, mica or granite were turned up by the steel nose, her father would " breathe " the oxen while he named these stones and pointed out their peculiarities ; flowers and their parts were taught her by her father, and on their long rides of twenty and forty miles, beauties of earth and sky, of meadow and mountain, were made subjects of conversation. She knew the haunts of all the spicy, aromatic things children like to chew and which are good for light beer ; and of course a girl whose spending money came from things she " picked,'' knew every chestnut and walnut tree, every clam- bering grape vine, every huckleberry patch and every " cranberry marsh " in her legitimate domain ; and equally of course, a girl who gloried in her strength, and who ran two miles over the farm for the horse that she might ride on the side-saddle one mile, who would not be bound by any garment, who always " swelled up " when " Miss Liddy " was fitting her dresses, who, when she studied physiology " all alone by herself," promptly and forever gave up all unhygienic, and adopted all hygienic modes of living suggested, was *' as strong as an ox," and rejoiced in the fact that she could work " from rosy morn till dewy eve " in huckleberry lot, chest- nut wood or grassy meadow, "just as well as a boy." In all this the refined father saw education and cause for congratulation. But he did not approve when his young daughter chastised a big girl " black and blue " because she was unkind to small children, organized a mob against a young man who "cracked nuts" on little boys' heads, and when she was ready to annihilate anyone who failed to affiliate with her pet protege — a beautiful olive girl called " nigger " by the before-named annihilated. The gentle father tried to teach a better way, and good

teaching reaches on to the years that are to be. With the poorest tools, this child tried her hand at making all sorts of things, from a raft to a hen-house. She became useful and trusted on the farm; important interests were committed to her, and erratic ideas were executed, for instance, the taking of young chickens from the hens, in order that the mothers might sooner resume laying. This involved artificial brooding; old flannels taking the place of live feathers. The chickens did not prosper on crude, unscientific food, their crops enlarged fearfully, grew hard ; the creatures looked so melancholy and so many ceased to live, L i 178 that the girl seemed forced to perform her first surgical operation, which consisted in cutting open the crops, emptying them of their contents and sewing them up. This was repeated often enough to convince the child that the first deaths, which followed, were not coincidences. There was no cruel intention in this, quite the re- verse. The experiments were conducted without interference on the part of the elders. Anyone with half an educational eye, can see that in this free, out-door life of the child, were splendid materials for school work — all the common branches, as well as Botany, Zoology, Geology, Political Economy, Industrial Education, and the germ theory of disease — but there was no teacher big, wise and brave enough to use these materials ; and the girl who could never spell and hated at the age of nine. Smith's Grammar, did not dream that in spite of schools, she was getting straight from God's big book that which she would never forget and always enjoy. It is easy to imagine that such a child, confined in an uninteresting school-room, might be an object of wonder, dread and even terror to the inexperienced young women and men who taught in that district. No one knew how to get the engine, which was under a full head of steam, upon a track. By looking at the biographies of many of our teachers, one infers that they had no childhood. Mary Lee had one, and it is in sad, loving remembrance of it that she has written the above, which she now entitles " It might have been." At the age of sixteen and a half years, having graduated from the common school, she straightway began teaching in East Gran- ville, Mass., at $1.75 a week, and boarded around. This was rela- tively the largest salary she ever received, and this was the only school solicited by her or her friends. In the Fall of 1854, she entered the Connecticut Normal School at New Britain, and was graduated from it in 1860. In order to defray expenses, she alter- nated study with teaching at the following places : Westfield, Hartford, Middlefield and New Britain. The Normal school had no course that deserved the name of professional, and whatever improvement took place in her teaching, was due to force of cir- cumstances and growing love for the work. There were noble teach- ers and noble pupils in the school, and these were of far more impor- tance to her future life than any study she pursued. Jane A. Bartholomew, long a teacher in the school, exerted great influence upon her character. Mr. and Mrs. James Dickinson, of Middlefield, gave her her broadest ideas of teaching. Throughout her teaching career she has found it wise to listen to the advice of persons outside the teaching rut. 179 The winters of '60 and '61, and of '61 and '62, were pleasantly spent in the graded school of Kensington, Conn. In the Spring of '62, Prof. David N. Camp, Superintendent of Public Instruction in Connecticut, chose her to go to Oswego to learn the Pestaloz- zian methods, there being introduced under the superintendency of Dr. E. A. Sheldon, and the teaching of Miss Margaret E. M. Jones. All instruction received came after the day's teaching and on Sat- urdays, but there was compensation for the hard work, in the growing conviction that the school and home lives ought to be more closely related, and that there is a natural and beautiful way of teaching

everything. In September, '62, in company with Mrs. Mary E. McGonegal, she opened the Davenport, Iowa, Training school for teachers, un- der the general direction of Superintendent A. S. Kissell; this school is still a flourishing institution. The great kindness receiv- ed there during a long and dangerous typhoid fever taught her what unselfish hearts may beat in the hearts of strangers ; that illness gave her a life-long friend, Mary E. Gould. In the spring of 1865 she became Professor Wm. F. Phelps' first assistant in the Normal school of Winona, Minnesota, and first teacher in Minnesota from Oswego. Here she remained till she entered Michigan University in '72. While in Minnesota she often attended Institutes and S. S. Conventions, where she gave lessons. There lessons led to a memorable summer spent with the great preacher, D. L. Moody, who brought her to Illinois that she might give before bodies of S. S. teachers, lessons taught in accord with Pestalozzian principles. While in Winona, she taught Grammar without a book by the Socratic method. She became convinced that by this method more intellectual labor is done by the teacher than by the pupils, that the latter depend too much upon the for- mer and that while seeming perfectly strong, they may become in re- ality'' intellectual infants ; she, therefore, wrote a grammar contain- ing sentence^, or problems, with questions upon them which the pu- pils were to study by themselves, reaching their conclusions without aid from the answers of bright pupils — as is the case in the ordin- ary question and answer method. This book was published by H. Hadley in 1873 as "Lee and Hadley's Grammar." Its plan is the same as that employed in Miss Sheldon's " Studies in History " published in 1885. While in Winona, a long-cherished desire to study medicine was strengthened by a friendship with the gifted and lamented Dr. Charlotte Denman Lozier, with whom she planned to study and practice in New York. The death of her friend delayed this study, but a growing conviction that women should be trained to respect 180 and care for the body as the temple of the soul, and the conviction that a physician can speak with power because with the authority of knowledge, led her to begin serious work under two liberal- minded physicians, Drs, Stewart and McGaughey, of Winona. With them she prepared for Michigan University, the Medical department of which she entered in ^72, and from which she grad- uated in '74. At Ann Arbor she learned that not all medical students study to inculcate or practice hygienic rules. In '74, Dr. Lee became connected with the Oswego Normal as teacher of Physiology, and she resided in the Normal School Board- ing House that she might have a general oversight of the health of the house ; she also began the practice of medicine with Dr. Mary E. Little. The next year, in addition to Physiology, she taught Reading, Gymnastics and* Methods in Reading, Botany, Geography and Form. This position she held till the summer of '80. In partnership with Dr. Cynthia Smith and Dr. Elvira Ranier, she practiced medicine as school duties permitted. In '80, in company with her friend Miss Mary D. SheldoQ, she went abroad, spending two years in England, Scotland, France, Italy, Egypt, Germany, Holland and Switzerland. The last year she was an "out student" of Newnham College, Cambridge, devoting her time to Physiology and Biology. On returning to Oswego in '82, she taught Physiology, Zoology, Methods in Zoology, Botany and Human Body, and had charge of Physical Culture in the whole school. In '87, Botany Methods were exchanged for Readiug Methods, thus leaving in her hands the closely related subjects of Zoology, Physiology, Physical Culture and the Methods in these branches, and in Reading. When Dr. Lee returned from Europe, through the teaching of a genius, Mrs. Henrietta Crane, she became acquainted with the Delsarte method of gymnastics, which seeks to produce bodies strong enough for life's uses, beautiful in form,

pose and action ; it trains the body to smooth, rhythmical movement, in harmonj'- with the laws of expression and wonderfully quieting to the ner- vous system. Dr. Lee saw the advantages of this system, ex- changed the old for it, and during the last five years has sought to introduce it into the Normal and Practice schools. The system grows in favor, the pupils enjoy the exercises, and Miss Walter reports their refining influence upon the children whom she has in charge. Dr. Lee has endeavored in many ways to follow Prof. Straight in her Zoological work, making it thoroughly objective ; she has become greatly interested in temperance ; nearly all the members of her Physiology classes sign the pledge, and she often lectures 181 upon this subject. She has spent different vacations at Salem, Martha's Vinej^ard, Boston School of Oratory, Cornell, Ocean Grove, and Des Moines, in the study of Natural History, Physical and Vocal Culture. She often gives lessons and lectures at insti- tutes. In 'S6, in company with Miss Margaret W. Morley, she organized classes in Physical Culture in connection with the Sauveur College of Languages. These classes are well attended. The quality of students in attendance at the present writing, July, '87, attests a sound interest in the Delsarte method. Since reaching maturity. Dr. Lee has worked, not so much to give information, as to influence life. She often remembers the Granby girl she knew years ago and hopes that some other Granby girl may have her home and school lives wedded in healthful union, in fruitful union, through her direct or indirect influence. "The child is father of the man." MARY F. CROWE. Mary F. Crowe, graduated July 1873. After graduation was, for a short time, employed as assistant in the Primary Depart- ment of the School of Practice. Afterward she entered a convent. Her present name is Sister Mary Camilla, in the convent of St. Bernard, Cohoes, New York. JAMES N. BAKER. Oldest child of Alden Sprague Baker and Elizabeth Wanton Baker, born at Sodus Point, Wayne County, New York, Novem- ber 10th, 1824; parents removed to Niagara County, where his early life was passed in the usual way of American boys ; gradu- ated from the Albion Academy with the honors of his class, at the age of eighteen ; then engaged in business — studying music as a pastime ; removed to Oswego in the year of 1855 and engaged in the milling business, and from there to Fulton; October 23d, 1862, married Catherine Taylor, daughter of Samuel R. and Margaret S. Taylor ; was teacher of Vocal Music, Composition and Harmony in the Oswego Normal school from 1874 to 1875. Died March 10th, 1883, leaving Ave children. 182 EMMA DICKERMAN STRAIGHT. Emma Dickerman Straight is a native of Illinois. She attend- ed a district school until her fifteenth year, when she entered the High school at Canton, 111., where she remained three years, teach- ing in the intermediate department of the school while completing her last year's course of study. Her father, Col. W. A. Dickerman, of the 103d Illinois regiment, was killed in May, 1864, in the famous "March to the Sea." She began at the age of fourteen her life as a teacher, as assistant in the district school which she had attend- ed, under Miss Caroline Dutch, to whose thoroughness and rare teaching power she feels she owes her own love for the profession. In November of 1868, she entered the senior class in the Twelfth street school, New York city, under Miss Wadleigh's principal- ship, and immediately after her graduation in 1869, began teach- ing as governess. Later she entered a private school, which she left in February, 1870, to fill a position in Grammar school No. 35, in New York city, which position she resigned in July to enter the State Normal school at Oswego, from which she was graduated in July, 1871. After assisting Mr. Johonnot in several institutes that same summer, in September she accepted the position of precep- tress in the State Normal school at Peru, Nebraska, but after a few months, chose the

work of Principal of the Model school in the same institution. In September, 1872, she formed one of the corps of teachers in the State Normal school at Warrensburg, Missouri, under the principalship of James Johonnot. In 1873 she was married to H. H. Straight, and with her hus- band taught in Warrensburg, until 1875, when both were appointed to positions in the Normal school at Oswego, N. Y. As teacher of Literature and Drawing, she was connected with that school for four years. In 1883 Prof. Straight was appointed to the Vice-principalship of the Cook County Normal school. Normal Park, 111. In 1885, his failing health made it necessary that he spend the winter in the South. She re-entered the schoolroom to take charge of his classes and was also requested to continue the Course of Lectures he had already begun, before the students of the Free Kindergarten Asso- ciation in Chicago. The course was repeated in the spring, and in the summer she taught in the Institute held by Col. Parker, as well as in other Institutes in Illinois and Iowa. In the Autumn of 1886 she began another year of work in the Cook County Normal school, which was early interrupted by an inoperative call to the care of her husband, then in California. An omnivorous reader from early childhood, her preference in teaching was always Literature and the kindred branches of 183 Rhetoric and History. But the summers of 1873 and '74 were spent at Penikese Island, where she received the impulse in the method of investigation which made her subsequent teaching* an endeavor to apply to her favorite studies the Scientific Method, and the success of her later work she attributed to this fact. Different vacations were spent in special study of Drawing and Painting; of Literature, under Professor Corson, of the Coruell University, and Professor W. J. Rolfe ; and of the Delsarte method of expression. While as ever deeply interested in Literature — and specially in the study of Shakespeare, she is at present absorbed in the problems of Primary education. The needs of the little children, the consideration of truer, more scientific methods of instruction to follow the kindergarten, form the subjects of her new lessons and lectures, and to this end all her preceding studies are but steps in an ascending ladder. With peculiarly quick sympathies and instinctive knowledge of the needs of others, Mrs. Straight has endeared herself to all with whom she has come in contact, by her unselfish and untiring thoughtf ulness for the happiness of those about her. As a teacher she is unsurpassed, possessing remarkable accu- racy in detail and breadth of opinion, wedded to an enthusiasm which carries all before it. She stood shoulder to shoulder with her husband in his work, and during the years when not engaged in the school room, she did a not unimportant work at home, as scores of the beautiful charts with which Prof. Straight was wont to illustrate his biological lectures will testify, these charts being the work of Mrs. Straight's skilful hands. Although a stranger to the school-room for several years, and although her former teaching had been entirely in the direction of Literature and Art, upon Professor Straight's leaving his work to recruit in Florida, Mrs. Straight stepped bravely'' to the front, took up his unfinished biological work in the Cook County Normal school, as has been stated, and carried it on in a way to excite both wonder and admiration. The difficulty of successfully carr^dng on a work begun by another, and that other a master in his profession, will be appreciated by every teacher, yet such was Mrs. Straight's determination to forward her husband's life work and keep his classes in good condition until such time as he could resume them, that she succeeded, not only in gaining hard work and enthusiastic devotion from her pupils, but in making herself indispensable to the Cook County Normal school. In addition to her regular school work

she gave the weekly kindergarten lecture, whose preparation required careful thought 184 and much time, and with all the rest, found time to give a mother's tenderness and care to her two little children. As Prof. Straight's substitute, Mrs. Straight did his work in full, and received his salary ; the next year, 1886, appointed in her own right to the same work, her salary was reduced eleven hun- dred dollars. Soon called to the bedside of her dying husband, Mrs. Straight displayed her usual heroism and endurance, cheering and comfort- ing him to the last, sitting up nights' and teaching a littlje each day, that she might contribute to the support of her little family. After Prof. Straight's death, she returned to Normal Park and resumed her teaching there. In the Spring of '87, much worn, and needing rest and change, Mrs. Straight received a flattering invitation to teach English in the High school at Tokio, Japan. It has been one of her life dreams to visit Japan and identify herself with a civilization and art in which she is deeply interested, and her friends rejoiced for her in the thought of the rest, mental and physical, the change will bring to her. It has seemed well to the writer of this biography to do a little more justice to the remarkable powers of Mrs. Straight, than the mere outline of her life could do, — ^hence, has come this tribute in a form which is perhaps more commonly used of those whose life work is done. MARTHA KEELER. Martha Keeler was born in Whitehall, N. Y., 1848. She re- ceived her early education at Burlington, Vermont, to which place her parents moved soon after her birth. In 1869 she secured a position as teacher in one of the schools of that place. Her work attracted the attention of the School Board and she was urged by several of the members to take a course in the Oswego Normal school. In accordance with their advice, she entered this school in 1870. Before the close of the year she was offered a position, which she accepted and held for two years. In 1874 she returned to Oswego and graduated the following year. After graduating, she accepted the position of assistant critic in the Junior department of the Training school. The next year she was given the Principal- ship of the Primary department, which she held till 1879, when she resigned because of poor health. After a rest of six months, she took charge of the Training department of the Normal school at Indiana, Pa. In 1880 she was married to John S. McKay, teacher of Natural Science in the same school. She has one child. 185 S. IDA WILLIAMS. S. Ida Williams was born in Weedsport, Cayuga Co., N. Y., April 16, 1852. She was graduated from the Weedsport Union School and Academy, and, in Februarj^ 1872, from the Advanced English Course of the Oswego State Normal school. After teach- ing for seven years in the Oswego schools, she resigned and re- turned to her home in Weedsport. HElSTRY H. STRAIGHT, A. M. Henry H. Straight was born in Chautauqua County, N. Y., July 20, 1846. Being left an orphan while still a boy he supported himself by working on farms. When sixteen, he taught his first school, and with the thirty-nine dollars received for the three months' teaching, he entered the preparatory department of Ober- lin College, Ohio. This amount, with additional money earned while studying, carried him through one year. During his junior and senior years he assisted in teaching the Latin and Greek classes in the preparatory school. His success in the languages determined him to make philology a specialty, so at the end of his sophomore year he left college to earn money for study in Ger- many. But at this time, while Principal of the public schools at Galena, O., he began a course of object lessons in Science, and became filled with the idea that the natural sciences are specially fitted to develop the powers and to fit man for life. This idea was strengthened by special study at Cornell University during his senior year, under the lamented Charles Fred

Hartt, from whom he received an impulse only second to that which he later received from Agassiz. After his graduation he gave half a year to theo- logical study, and then left Oberlin to become principal of the State Normal school at Peru, Nebraska. A growing conviction of the value of science in schemes of public education, induced him to resign the position at the end of the year (although he had selected a corps of teachers for the next term), in order that he might take the more congenial situation of teacher of Natural Science and Psychology in the same school. Here he lay the foundation of all his future work, mapped out a scheme of education based upon science and the industries, and in the winter of 1862, stated in his lecture, " What We Want and How to Get It," the same beliefs and hopes that ever found ex- pression in his later teaching. A correspondence with Prof. Shaler, in regard to a summer school of Science for teachers, called out much of his enthusiasm, and when the proposed school was 186 finally located at Penikese Island, Prof. Straight's name was one of the very first on the list of prospective students. As a pupil of Agassiz he received the inspiration that was his guiding star. He became positive that laboratories can be so managed that large numbers may profitably experiment in them. He demonstrated this by converting the unfinished basement of the Missouri Normal school into laboratories, where much enthusiastic work was done during the two years of his connection with this school. In 1874, he was again at Penikese ; in 1875 with Prof. Shaler, and with the State Geologist of North Carolina, in geological ex- peditions among the mountains of Kentucky, North Carolina and Tennessee. The school year of '75 and '76 was spent in special study at Cornell and Harvard, and in September, 1876, he took the chair of Natural Sciences in the Oswego Normal school. In 1880, to his duties as Professor in this department, was added that of Director of the Practice school, and in 1882, he was given charge of the His- tory and Philosophy of Education. While connected with the Os- wego Normal school the present building was erected, and he had the entire planning of the laboratories, which, as a whole, are proba- bly finer than those connected with any other Normal school. Here he conducted classes of ninety-five, in dissection and experimenta- tion, and began to carry out his plans of industrial education by the opening of a workshop for the manufacture of apparatus used in illustrating his teaching. In the Spring of 1883, he was appointed one of the corps of teachers in the Cook Co. Normal School, 111., under the manage- ment of Col. F. W. Parker, and in the summer he took charge of the Department of Physical Science and Industrial Education in the Martha's Vineyard Summer Institute. The result of the Sum- mer's work is best expressed, perhaps, by the appended resolutions.. M. Y. S. I., Cottage City, Mass. August 11, 1883. The students of the class in Physical Science and Industrial Education, desirous, of expressing the deep interest they have felt in Professor Straight's work, drew up- the following resolutions, which were unanimously adopted: Resolved, That the members of this class testify to Professor Straight their feel- ings of satisfaction in regard to the following points which he has so clearly brought out : I. The adaptation of scientific training in the physical sciences to elementary^ education. II. The possibility of introducing such training into elementary schools by^ means of simple and inexpensive apparatus, which may be made by the teachers and pupils themselves. III. The practicability of teaching industrial processes through the making ot this apparatus, and of interesting the pupils in those processes through the apparatus- which they themselves have made. 187 IT. The possibility of giving a basis from which to decide the natural bent ot the pupils, and to encourage them to follow this

bent in schools for special work. Y, The educational value of a broad outlook into all industrial processes which will enable students to do their own special work more intelligently. YI. The great importance of the intellectual and moral power acquired by the scientific method pursued in the work, which will enable one to meet successfully the problems of daily life. YII. The great advantage of an early awakening and cultivation of the invent- ive faculty, in order that the student may the more readily adapt himself to all pos- sible environments. • And Resolved furtherf That we go away from the Martha's Yineyard Summer In- stitute with a high appreciation of Professor Straight's eflfbrts, and greatly encour- aged to try to do better work, and determined to assist him in developing and carry- ing out the broad and deep ideas of the unity of life, and of the true educational process which he has so carefully presented. It may be interesting here to note that from 1873 to 1885, but one summer found him free from special work, either as student, teacher or collector. In the Summer school of Science at Salem, Mass., 1880 and 1881, he gave the course of lectures upon the " Comparative Anatom.y and Physiology of the Vertebrates." In the winter of '83 and '84 he left his school work at Normal Park for a fortnight's visit in the Eastern States, the special object of his journey being to give lectures to teachers in New Haven and Brooklyn. At the Froebel Academy, in Brooklyn, he had the en- thusiastic reception which was deserved by his interest in the en- terprise from its very inception . The summer of 1884 saw him again at Martha's Vineyard, this time in charge of the Department of Pedagogy, with Mr. G. W. Fitz, as director of the workshop — the two departments being indis- solubly connected . A large and enthusiastic class of students found his work most inspiring and helpful — ^the lectures being of wonder- ful clearness and practicality. The next year he was in somewhat feeble health, but gave in addition to his class work, a course of lectures before the Free Kindergarten Association of Chicago, which were of great benefit to those teachers who formed the class. His work at Martha's Vineyard was given up because of his deli- cate health. But he occupied himself in the planning and making of a desk which should render it possible for each Primary child to have col- lections of minerals, plants, etc., trays for sand and clay modeling, etc., as well as a place for tools and a properly constructed work- bench. He was also busy in writing stories from Indian legends, and folk-lore, designed to form the ground work for historical investi- gation, and in working out details of instruction in Natural Science, Geometry, etc., for lowest grade of schools, to follow closely upon the " gifts " of the Kindergarten, and to form the basis for material 188 for reading* lessons. In the Fall of '85, he was advised to seek a warmer climate. He spent the winter in Florida — but was little bene&ted, and returned in April to Chicago. In the summer he went to San Diego, Cal., thence in a few weeks to Pasadena, where he grew rapidly worse. Here he was joined by Mrs. Straight and his two children. The fine climate, grand scenery, and the presence of his family, delayed, but could not prevent death from consumption, which took place November 17th. He leaves little in print to adequately convey an idea of his theories of education, a few lectures, a pamphlet on Industrial Edu- cation, guides to Laboratory Teaching, consisting of systematic and carefull}^ arranged questions that simply direct and stimulate the student's powers of observation and inference. Carefully pre- pared lectures of which full synopsis remain, show something of his projected work on Psychology. But he had not time and strength to write — still more was it true that he did not feel himself ready to write, until he had developed by actual demonstration, the ideas he had believed to be fundamental and irresistible. The Board of

Education of the Normal school, Oswego, in res- olutions relating to his resignation, speak of his work, "that will remain a monument to his intelligent thought, his earnest effort, and untiring industry." His whole conception in planning a course in Science, was to select the most significant facts that lead most directly to the most significant laws. To him each laboratory where pupils were at work, was a laboratory of mental science. When made Director of the Practice Department at Oswego, he was relieved in part of the actual teaching of Science, and for two years he studied carefully the problems of Primarj- Education, making the entire Practice School a Pedagogical Laboratory. The result of this study was embodied in his lectures on Pedagogy, and in his Science of Industrial Education. In 1885 he was elected one of the Directors of the Workingmen's School in New York City, and appointed one of the Executive Committee of the same Insti- tution to represent the subject of Pedagogy. Beginning as a special student of language, following this by special work in science, then by investigation of human industries, all the time viewing language, science and industries from the standpoint of mental action. Prof. Straight's study and teaching was a steady, consistent advance in the one direction of his ambi- tion to help build a science of education. In these days, successful investigation brings scientific reputa- tion. Prof. Straight had a scientific mind. But he never pursued reputation. His great aim during mature years, was to bring Science to the people, through which he believed better thinking 189 and better living could be secured; hence, he chose to work in Normal schools, (rejecting higher salaries and more honored posi- tions in other educational institutions,) hoping thus to train teachers, who in turn would train the children and youth of our land. In his Normal school work, he never lost sight of this aim, and those most intelligent regarding, and most sympathetic with this aim, saw him ever training the observing, reasoning and me- chanical powers. He led his students to interrogate things around them ; to make simple, inexpensive apparatus to illustrate great truths in Physics and Chemistry ; to prepare specimens in Zoology and Botany. He believed a teacher thus equipped, is better pre- pared to rouse in pupils interest in Natural Science, than one who has been through books and seen experiments on expensive pieces of apparatus. Prof. Straight believed that a teacher who can make a battery with materials worth twenty-five cents will be more likely to intro- duce his pupils to electricity than a teacher who is dependent upon a twenty-five dollar battery ; that a teacher who can prepare the skeleton of a dog is more likely to rouse enthusiasm regarding Physiology than a dependent upon a thirty dollar human skeleton ; that one who for three cents can prepare oxygen or carbonic acid, and illustrate the life-giving properties of the one and the life- destroying properties of the other, is more likely to impress the necessity of good ventilation than one who simply assigns a book lesson on these gases. Prof. Straight had clear and correct ideas regarding the relat- ing of branches pursued in school into an organic whole which should fulfill the ends of education in the symmetrical development of children and the fitting them for domestic, social and political life. Progress has been made in educational methods during the last ten years, but the theories Prof. Straight attempted to carry out in Oswego and at Normal Park are abreast of the newest and best methods. Col. Parker has said that the most perfect Primary work he has ever seen, was done under the direction of Prof. Straight. Prof. Straight was "visionary,'' i, e., he saw visions. St. Paul says, "The young men shall see visions." It is safe to say that many Normal school graduates are realizing the visions opened to them by Prof. Straight. Prof. Straight was brave, but gentle ; firm, but

courteous ; yielding, yet persistent. His living was on a high plane — above small disputations, intrigue, deception, jealousy ; it was pure from the heart out to the word and act. It is the universal testimony of Prof. Straight's noblest pupils that his life was an inspiration to purity and to devotion to the pursuit of truth. He dies young. 190 but he has scattered wide and in the best soil, seeds that will ger- minate and bear fruit long* after the sower's name is forgotten on earth. During the last few years of Prof. Straight's life his thoughts were more and more concentrated upon the life and development of the little child. The germ from which the man comes grew to him to be the most important factor in the development of the race, and all that years of hard work and study put into him was poured out finally along this channel. His delight was in planning for work for children, for surer and better methods of training them. One of his beliefs in regard to child-life was that the literature should be of the best from the beginning, and his own little son was as fond of and as familiar with the song of Hiawatha, the story of Evangeline, and the stories of the Greek Heroes, as most children are with Mother Goose. Prof. Straight's last illness was a fit close to his noble life, in the bravery with which he fought suffering and weakness, the brilliancy with which his mind blazed to the very last, full of en- thusiasm and aspiration, and in the unfailing sweetness and tender- ness, the lovingness which he shed about him, which increased to the very last, so that his presence was a benediction. MISS ROSE WHITNEY. Miss Rose Whitney, came to Oswego from Binghamton, New York, where she was engaged as teacher. After graduation, July, 1869, she was, for several years employed as principal of the Inter- mediate Department of the School of Practice. Later she returned to Binghamton to teach, where she is at present employed. MISS MARTHA E. CHURCHILL. Martha E. Churchill, daughter of Judge John C. Churchill of Oswego, New York, graduated January 29th, 1878 ; had for some time charge of the Primary Department of the School of Practice ; taught for a short time in Yonkers, New York ; married Walter R. Fisher, and went to San Francisco, California, to live. SARAH J. WALTER. Sarah J. Walter was born in Pomeroy, Ohio, in 1850. The Public schools of that place afforded excellent advantages for a common and high school education, which was supplemented by attendance at an Academy for higher instruction. 191 At sixteen the care of a Primary school of eig*hty little ones, showed the need of something not possessed — a knowledge of what and how to teach a Primary school ; educational books, reports and journals were read with eagerness, but the greatest help at that time was attained through the summer Normal schools or In- stitutes. Four .years were spent in Primary work and four more as principal of a Grammar schooL In September, 1874, the Oswego Normal school was entered and in the method course was realized something of the fulfillment of the longings of the eight previous years. Upon graduating, in June, ^76, the position of assistant in the Junior Practice school was taken for two years ; the next year was most pleasantly and profitably spent as Principal of the Primary school. September, '81, the Practice schools were consolidated and organized into one department, with a supervising principal in charge. February of the same year the Senior department was added. From entrance into the school, until the present time, the train- ing of teachers and applying the principles of education to this training, has been the special work. FRANCES E. SHELDON. Frances E. Sheldon, born at Oswego, April 12, 1857, was graduated from the Classical Course of the Normal School in June, 1875. She spent the following year teaching English and Latin in Avery Institute (for colored people), at Charleston, S. C, under the principalship of her class-mate, Mr.

A. W. Farnham, who con- tinued his work there for some years following. It seems impossi- ble to omit an expression of admiration for the quiet but decided manner in which Mr. Farnham took hold of the school, bettering discipline and methods, giving a more practical tendency to the work, and arousing a new enthusiasm among the pupils. All this was done, moreover, in the face of opposition from various quarters. In the Autumn of '76, Miss Sheldon entered Cornell Univer- sity, but was called in January to take charge of the Latin and Greek in the Oswego Normal school, where she remained until June, 1879. She entered upon this work, feeling much dissatisfac- tion with the prevailing methods of teaching these languages. It seemed that they should be presented in a method similar to that employed by our best teachers of the so-called " Sciences." The student should first be made acquainted with the language as a means of expression, not as a collection of unrelated words to 192 be awkwardly put together into mechanical sentences ; as a living- growth revealing to the observer its own structure and laws, not as the rigid subject of a grammar full of arbitrary rules. From the very beginning, the learners might be led, step by step, to ob- serve the details from which they might draw their own generali- zations as to its formation and laws ; and those generalizations and classifications should be verified again and again as opportu- nity offered. Again, by constant contact with the language in literary forms, and to some extent by actual daily use on the tongue, the vocabulary needed for sight reading might be acquired, to a great degree unconsciously. Meantime, both as an aid to full appreciation of the classic tongues, and as a means of reflecting their light upon our kindred tongue, there should be a constant thread of comparison between theii' Avords, forms and constructions, and those of the English. Though realizing the need of some change in these directions. Miss Sheldon felt incompetent as yet to make a radical experiment in the matter, but attempted in partial ways to render more live the study of the '' dead " languages. About this time. Dr. Sau veur had been making bold experiments with like aims, and issued his pamphlet describing his views and methods. Miss Sheldon, finding great promise in these, attended the Sau veur Summer School of Languages at Amherst in 1878, thus becoming acquainted with the practical working of the natural method. During the next year, she applied it, with some necessary adaptation to circumstances, in the Normal school. The results of that year were not altogether satisfactory, but the failure seemed due to lack of experience in the method, not to the method itself. The next school year, Miss Sheldon resumed her University course at Cornell, devoting herself chiefly to language studies. In the summer of 1880, she accompanied Dr. M. V. Lee and Miss M. D. Sheldon to Europe, and for the following three years, studied in Oxford, with intermissions of travel and study on the continent. Her chief subject was English Philosophy and Literature ; she also gave some attention to general Philology and German. At the end of the time, she passed, 1883, the examination in English scholarship, under the auspices of Oxford Universit}'-, receiving in consequence, the certificate of first-class honors, granted by the University. The first year after returning to America, was passed in teach- ing English in the intermediate grades of a private school which had been established in Boston b^^ Mrs. Quincy Shaw, with the 193 original purpose of testing the most advanced methods for prepar- atory school training. In the English work, the basis of instruction was chiefly the oral and written work of the children themselves, together with supplementary reading adapted to the children's age and subject of study. The year's experience was such as to confirm the teach- er's confidence in such a course. In the

summer of '84, Miss Sheldon accepted the post of teacher of English composition in the High school at Omaha, Neb., which position she still holds. This work was now first made a recognized department in the course there. The main object of the plans instituted by Miss Sheldon is to test and develop the pupil's power of original and systematic ex- pression, largely in connection with the branches of science and literature pursued at the same time. Imaginative, as well as lit- eral treatment of school topics, is called for ; and besides this, prac- tice in the more general, lighter lines of composition, with both imaginative and literal treatment, is found a valuable feature in the training. But experience has shown that in the case of the majority of pupils, something must be done to cultivate literary taste in order to awaken a desire and a power to succeed to some degree in written expression. This need is met by the constant presentation of attractive modern prose models in the various kinds of composition attempted by the pupils. In some cases a course of light reading is allowed for a time in place of a part of the writ- ten work. Meanwhile, the principles of Rhetoric are deduced and illustrated by reference to standard writings and those of the pupils ; and exercises are given to cultivate facility in applying these. Miss Sheldon has, from the beginning, been greatly encouraged and assisted in her work in Omaha, by freedom of action granted her, and by sympathy and co-operation of the school authorities and associate teachers ; also by the fact that the English work in the lower grades has been for several years exceptionally good, and constantly improving under the guidance of an able Superin- tendent. JULIET A. COOK. I was born June 29, 1852, in Pulaski, Oswego County, New York. I am unmarried. My education, so far as school advan- tages are concerned, was obtained from the District schools of our own county, the Public schools of the city and the Oswego Normal 194 school. I graduated from the High school in 1869, and from the classical course at the Normal, in 18T1. I began teaching in an academy in Martinsburg, in 1872, and remained there one term ; at the end of the term the school changed hands. During the next two years, I taught Grammar in the Potsdam Normal school. For three years, during the absence of Mrs. H. H. Straight, I taught in our own Normal school. For the past three years I have been employed as first assistant in the Oswego High school. During the interval between my work in the Potsdam Normal school and the Oswego school, I spent some time in the farther study of English Literature and History in the Normal, and oc- casionally acted as a supply teacher in the High school. MARGARET WARREN MORLEY. Margaret Warren Morley was born on a prairie farm at Mon- trose, Iowa, February 17th, 1857. When she was but a baby her parents returned to their home in the East, where she grew up, absorbed in books and Natural History objects, but caring very little for the companionship of those of her own age. She was ed- ucated in a Brooklyn public school until she entered the New York Normal College, from which she graduated in the spring of ^78, having taken one year from her college time to teach. It was in the Normal College that her love of Nature was for the first time encouraged. Professor C. E. Day showed his pupils real things, encouraged them to look and find out for themselves, set them hunting cocoons, beetles, butterflies, &c., and opened a new world for meditation and enjoyment. At about this time the theory of evolution was thought upon and accepted by Margaret Morley. Everything pertaining to life became full of a new interest to her. But not until February of '79, when she went to substitute for a year and a half for Mrs. Straight in the Oswego State Normal school, did she meet the influences which lighted her future path and started her in many ways on a higher road than she might otherwise

have found. These influences came from the acquaintance of and intimacy with Dr. Mary V. Lee and Professor and Mrs. Straight. Scores of women all over the country are better and truer for having known Dr. Lee, and Margaret Morely gratefully and reverently testifies to the loving watchfulness, the great-hearted patience, the helpful strength which guided her inexperienced feet over one of the crises of her life ; under Dr. Lee's strength and sweetness of spirit, order began to grow out of chaos, life seemed more pre- cious and more worthy of noble deeds. 195 While Dr. Lee's influence was more immediate in its effect, work done in the laboratory, under the direction of Prof. Straight, gave an insight into his thoughts in respect to teaching, which was afterwards of inestimable value. In the summer of '83, Margaret Morley studied again under Prof. Straight in his Science classes at Martha's Vineyard. The enthusiasm of Prof. Straight's students there was unbounded for the masterful way in which he led them, by observations, through their senses, to discover the secrets of physical action and to apply their knowledge to the wants of the little child, and every member of the class burned with a desire to lielp in the development of the child-nature. Margaret Morley began at once in a New Jersey High school to put into practice the ideas she had received. Just as she en- tered upon her pleasant duties there, it was her good fortune to meet one whom Dr. Lee and Prof, and Mrs. Straight had already found to possess a knowledge of great value to the teacher, as well as to the individual. This was Mrs. Henrietta Crane, teacher of the Delsarte system of expression. It was the one thing that Miss Morley had long wished for, this power of easy and expressive motion and voice control — and she entered with enthusiasm into the new work, which she found to be in perfect harmony with her science teaching and of much assistance to it. The great possibilities in the Delsarte system, the power for helpfulness which it gave to its students, had but just dawned upon her, when Mrs. Crane was taken ill and was ordered to Florida by her physician. Thither Miss Morley accompanied her and studied until summer, when the field of action was changed from Florida to the New Jersey coast, where the lessons continued until October, when she went West to teach the new art she had acquired. The summer of 1885 was spent in study with Mrs. Crane at Des Moines, la. Since then Miss Morley has devoted herself to teaching the Delsarte system. At present she spends four days of the week in the Milwaukee State Normal school, teaching drawing and gymnastics, the remaining two days being devoted to classes in Chicago. Miss Morley wishes to prove in the Milwaukee Normal schpol, that the beautiful and valuable Delsarte gymnastics may be given in an ordinary class room with no other preparation than the in- troduction of abundance of fresh air. Every day of work strengthens her belief in the efficiency of the Delsarte system to give improved physical and moral power to the student. It is a glorious subject, embracing all departments of art and based on the solid foundation of science. 196 GEORGIA A. TIMERSON. Georgia A. Timerson was bom at Oswego, N. Y., and at- tended the Qty schools there; entered the Normal in '71, and graduated from the Advanced English Course in January, 1874 ; remained in the Normal part of the following year engaged in study. She taught in one of the City schools four and a half years, then as Critic teacher in the School of Practice at the Oswego Normal, five years. The next year was spent as Critic teacher in the Normal school at Winona, Minn. At present she is not teaching. SARAH THERESA VAN PETTEN. Sarah Theresa Van Petten, was bom of Dutch and English ancestors, in the Town of Oswego, and spent the first eight years of her life in the State of New York. Among her early, strong impressions, were the happy hours spent, when about

four years old, in gathering garden and field flowers for her grandmother, who showed her how to press and arrange sets of them in a book. She had great pleasure in talking of these, listening to stories about them, and in reciting : " How doth the little busy bee, etc." like the butterfly rather than the bee, she was not still a min- ute the whole day long, and remembers as her most severe punish- ment, being required to sit still half an hour and say nothing, like other children, she performed in miniature, all industrial pro- cesses executed by her elders, from the making of a pie or dolFs bonnet to a house or garden. An early determination to become a teacher grew as she ran to meet her father after school, played at writing at his desk, picked up chestnuts on the Academy grounds, or watched with anxiety the expiring mouse in the jar of carbonic acid. How proud she felt a little later, when she could help her father " teach school " by reading rolls and averages for him to copy! She does not remember when or how she learned to read, write, or cipher, but it was at home " incidentally " in connection with les- sons in sewing "over and over," and knitting a certain stint, when she would rather have been testing the quality of the maple sap on the opposite hills, or fishing in the spring brook. One daily task, begun when five or six years of age, she remembers with gratitude, that of reading and learning a verse from the Bible, and repeating the seven on the Sabbath. ^ When eight years of age, her parents moved to Peoria, 111. There she began her school life in the excellent graded schools. 197 graduating" from the classical course of the High school in 1869, at the age of sixteen. The High school had a corps of thorough teachers and fitted pupils to enter a year in advance at Michigan University. Her desire to be among the first ladies admitted at Ann Arbor was not gratified. In the summer of 1869, she attended a teachers' institute which had for one of its instructors Mary Howe Smith, whose account of the Oswego Normal school awakened in her great interest. This interest was further deepened by the reading of Dr. Sheldon's Manuals and other books on objective teaching in connection with her work with Primary grades. The following year she assisted her father in a High school and was graduated from the Peoria County Normal school. . Two years were then spent in teaching a Primary school of fifty chil- dren, teaching reading according to the " word method," and sup- plementary plant, animal, color and other "oral" lessons. The sentences thus obtained were written upon the board and used as reading and writing exercises. Easy number combinations were taught with the use of objects, and a paper on the teaching of number was published in " T%e Illinois Teacher, ^^ In 1872 she was appointed assistant in the Peoria County Nor- mal school, where she taught for four years the common school studies, chiefly grammar. For one term, during the illness of the Principal of the Practice school, she had charge of that department. The Principal of the school was S. H. White, one of the most prominent and progressive educational men in the State, editor for many years of " The Illinois Teacher, ^^ also a man of national reputation and influence, having been Secretary and President of the National Teachers' Association. It was a rare privilege to be associated with such a man, and to his example and wise counsel, Miss Van Petten owes the foundation of her work as teacher, and a desire for growth in the profession. In 1875, she attended a Summer school of Natural History at Peoria, at which Professors Wilder and Comstock, of Cornell Uni- versity, and Prof. Wood, the author of botanical text-books, were the instructors. Under this instruction, according to the best scientific methods, she became enthusiastic over Natural History, and desired to continue them under a specialist, having in mind Agassiz and the school at Penikese. Such an opportunity, not with Agassiz, but with

one of his pupils, together with the fulfillment of her desire to study Oswego Methods, was offered the next year when she visited Oswego. Prof. Straight generously offered special facilities for the study of Zool- ogy and use of the microscope, and from his already overtaxed 198 time and streng'th, gave general oversight to the work. She re- mained in the school for two years, giving special attention to the study and methods of teaching Natural Science. She was in thorough sympathy with Prof. Straight's ideas and methods in education, and found him a most suggestive, broad-minded, true- hearted teacher. What may be good in her Science teaching, she owes to his inspiration. With the idea of making nature studies a prominent element in the education of the young, she taught the children in a family at Jamestown, N. Y. While here she became interested in the Chau- tauqua movement, joining the first class of the C. L. S. C, and studying in the School of Languages. In September, 1880, she returned to Oswego as Prof. Straight's assistant in the Scientific department and as teacher of Drawing. After three years, she went to Wellesley, Mass., to take charge of the Scientific department in Dana Hall, a preparatory school for Wellesle^^ College. While here, she continued her studies in Science, especially Geology and Mineralogy, under the direction of specialists in Boston. The two summers were spent in the school at Martha's Vineyard, in making apparatus in the workshop under the direction of Prof. Straight and Mr. Fitz. At the end of two years, the Scientific course at Dana Hall, not being required for entrance to college, was discontinued, and Miss Van Petten returned to Oswego, where she now is, teaching Botany, Familiar Science, Geology and Mineralogy and Drawing. She has charge of the workshop, and has supervision of the Form, Drawing and Handwork in the Practice school, having arranged a course of work in that line. The industrial work has in view the carrying on of the work planned by Prof. Straight, the object be- ing to make clearer ordinary studies, to give principles of construc- tion in various materials, and to send out teachers to the common schools equipped with sets of inexpensive apparatus, ready to make experiments for the illustration of important natural laws included in the study of air, water and common phenomena related to Geography. Besides the ordinary course in drawing, in geometrical con- struction, designing, and object drawing. Miss Van Petten is es- pecially interested in the use of drawing in the illustration of reg- ular subjects of stud^^, the practical application of the principles of design to the selection of home and school furnishings, and in the working out of a course of concrete lessons for younger pupils in exact construction and calculation connected with geometrical figures, laying a good basis for geometry, believing that such a course develops exactness, decision, and reason, trains the mind 199 and hand to act together, that it is simpler, more practical and a better training of the reason than the arithmetic usually taught in the same grades. With these ends in view, she had much to do with the late revision of the Manuals of the Krusi Drawing Course. AMELIA B. MYERS. Amelia B. Myers was born in Buck's county, Pennsylvania. Her early education was received in the district schools of the county and in the public schools of Philadelphia, to which place her parents removed while she was quite young. From her earliest childhood she had desired to be a teacher, and as a means to this end she was sent to the Western Female Seminary at Oxford, O., where she remained until graduated. She then taught in Delaware county. Pa., at the same time pur- suing a course of study in elocution, gradutaing from the school of oratory in Philadelphia, in 1875. In 1877 she entered the Normal school at Oswego as a pupil, in which school she has been a teacher since her

graduation in January, 1879, with the exception of one year's teaching in Mrs. Sutton's private school in Philadelphia. FANNIE C. SNOW HAMILTON. Mrs. Hamilton was graduated from the Normal school in Feb- ruary, 1880, and taught the succeeding term in Hoosick Falls, New York. The next year she came back to Oswego as assistant critic in the Junior Department. The following year she was one of two ladies who went to Mexico city, U. S. M., to teach in a girls' school under the auspices of the Woman's Board of Foreign Missions. Before the close of the year she was put in charge of this school, where she labored most successfully until her marriage with Mr. Hamilton in January, 1887. The Board of Foreign Missions recognized in Miss Snow's work the value of trained teachers in the mission field, and attributed much of her success to this training, at the same time appreciating her versatility of genius and sweetness of character. She is, at present, living happily in Mexico City, devoting her time to hus- band and baby. 200 EMILY A. COilER. I was bom in Osire^ and educated in its public schools. Graduating' from the Oswego Xormal school in 1S75, 1 obtained a position immediately as teacher of Arithmetic in Senior school Xo. 1, of Oswegx). Later the granmiar of that school was my ^^-ork. From this I was appointed to the Principalshipof the Junior school of Practice in the Oswego Normal school. After working- for over five years in the latter school, I accepted the position of Critic teacher in the New Paltz Normal school in September, 1SS6. My present position is exceedingly pleasant. My aim to make the school life of my pupils profitable and delightful is strength- ened as the yeai^ go by, and I realize something of what it is to teach school. MRS. CLARA A. BURR. Mrs. Qara A. Burr graduated from the Oswego Normal school in 18T3. She has since paid much attention to vocal music, French, German, Botany and Kindergarten work. She has taug>ht in Cincinnati Normal school, Cincinnati Wesleyan College, Phila- delphia Normal school, and in the Oswego Normal school. Her aim in the latter school has been to extend the Kindergarten spirit and work to the Primary grades. In this she has been successful. At present, Mrs. Burr is Principal of the Primary work in the Practice school connected with the Oswego Normal. She is also Principal of the Training school for Kindergarten teachers. Mrs. Burr has done good work in Sunday schools, by showing* the adaptability of Kindergarten methods to religious and spiritual culture. MARY H. MATTESON. I was bom in Oswego in 1862, and educated in the public schools. I graduated from the Oswego High school in February of 1880, and from the Elementary Course of the Oswego Normal Training school in June, '81. After this I spent about a year and a half in Kindergarten work, graduating from that department of the Normal. In September, '84, I went to Albany", where for three years I had charge of a Primary Department of the Boys' Academy, at a salary of $700. The preparatory department of the Academy was in charge of Miss E. A. Andrews, who had three associate teachers, all from the Oswego Normal, making the work and associations very delightful. In September I ex- pect to go to Minneapolis, Minnesota, to do first year work at the same salary as above. 201 WALKER G. RAPPLEYE. Walker G. Rappleye graduated from the Oswego Normal school, Junej 1875 ; from Cornell University, Junej 1882 ; taught at Fisk University, Nashville, Tenn.; Hasbrouck Inst., Jersey City ; has taught four years in Oswego Normal school. CAROLINE L. G. SCALES. A. — Education obtained in : 1. District schools of Cumberland County, Maine. 2. High school, Portland Maine. 3. Private classes. 4. Wellesley College. a. As special student. 5. Oswego State Normal and Training school. a. For four months only. B. — Teacher in : 1. Public schools in Portland, Maine (three years). 2. High school, Leominister, Massachusetts (three years). a. Of

Latin, French, History, English Literature and Botany. 3. Oswego State Normal and Training school (three years). a. Of History, English Literature, French, Composition and Rhetoric. C — Special educational interests in the past : 1. General reading as a means of culture. 2. The study of the French language and literature. 3. The study of the Latin language and literature and the best method of teaching them. D. — Special educational interests at present : 1. The application of the science method to the study of his- tory. 2. The possibility of teaching the history makers of to-day to profit by the experiences of the history makers of the past. 3. The solving of the following problems : a. How best secure for the pupil accuracy, facility and force in written expression ? b. How best make the study of English literature in our schools a source of inspiration, and " a power that makes for righteousness ? " 202 KATE A. BUNDY. Kate A. Bundy was born at Oswego, New York, and has always resided there. She attended private schools exclusively, he- fore entering the Normal school. She entered Oswego Normal school September, 1877 ; took Elementary Course with numerous advanced subjects, and graduated in January,1881. After graduat- ing, she spent sometime in Cambridge, Mass. In September, 1883, she entered Mrs. Burr's Training Class, in the Kindergarten De- partment, and graduated from that Course in January, 1884. In February, 1884, took position of Principal of the Primary Depart- ment, in the Oswego Normal school, holding that position up to the present time, with a slight change of duty, which brings her into Kindergarten Work and its connection with the higher grades. MARY H. Mcelroy. Mrs. Mary H. McElroy graduated in the class of 1867, taught for one year in the Adelphi Academy, Brooklyn, married in 1869, returned to the profession in 187*^ as teacher in the Home Institute of Mrs. Hamilton at Oswego, where she remained for three years. In 1884, she entered the Normal school as assistant critic in the Practice school. MARGARET K. SMITH. Margaret K. Smith is a native of Amherst, Nova Scotia. She is a graduate of a Normal school in New Brunswick, Canada. She entered the Normal school at Oswego, 1875 ; graduated from the Oswego Normal in 1883. After graduation, she occupied the chair of School Economy and Methods of Instruction in the State Normal school at Peru, Nebraska. In 1885 she went to Europe for the purpose of studying sys- tems of Pedagogy. She returned, Februar^^, 1887, and entered the State Normal school at Oswego, as teacher. Her line of thought is in the direction of Exact Philosophy as founded by Herbart 203 LOCAL BOARD. The Local Board of the Oswego State Normal and Trainings school was organized May 11th, 1867. Previous to this time the school had been under the supervision of the City Board of Educa- tion. The following gentlemen were appointed by Hon. Victor M. Rice, State Superintendent of Public Instruction, as members of the first Local Board. Delos DeWolf, Daniel G. Fort, Samuel B. Johnson, David Harmon, John M. Barrow, Gilbert MoUison, Benjamin Doolittle, Theodore Irwin, John K. Post, Abner C. Mattoon, Thompson Kingsford, Thomas S. Mott, Robert F. Sage. The Board remained unchanged until the spring of 1870 when Mr. Sage removed from town. At a meeting of the Board held April 23rd, 1870, by a unanimous resolution, the Board recom- mended to the State Superintendent the appointment of Alanson S. Page to fill the vacancy occasioned by the removal of Mr. Sage. Mr. Page was appointed by the Superintendent in compliance with the recommendation of the Board. In the spring of 1878, Mr. Thompson Kingsford resigned and Superintendent Neil Gilman appointed Hon. George B. Sloan to fill the vacancy. This appointment bears date of May 31st, 1878. The first of January, 1883, Delos DeWolf died, and before the close of the same month Mr. J. M. Barrows followed. The 9th of February, 1883, Superintendent Gilmore

appointed Edwin Allen and John Dowdle to fill the vacancies occasioned by the death of these members. Early in October, 1884, Daniel G. Fort died very suddenly while attending to business in Chicago. In the death of Mr. Fort the Board lost a very active and efficient member. Nearly up to the time of his death, he had been Treasurer of the Board, and from the time of the organization of the Board to his death he had been chairman of the Committee on teachers. As yet, July, 1887, no one has been appointed to fill the vacancy. The board as at present organized stands as follows : Gilbert Mollison, President ; John K. Post, Secretary ; Theodore Irwin, Treasurer; Samuel B. Johnson, Alanson S. Page, Thomas S. Mott, Benjamin Doolittle, John M. Dowdle, Abner C. Mattoon, Edwin Allen, George B. Sloan. Janitors. — Patrick Malone was janitor from the time of the first occupancy of the building to September, 1885. John Bushinger served from September, 1885, to March, 1886. Frederick H. Cyrenius took the position on the resignation of Mr. Bushinger and is the present incumbent. X NECROLOGICAL REPORT. As a stranger to many whose names are recorded here, looks over the list of our Alumni dead — the death-roll for a quarter of a century — it is like wandering in a churchyard where lie buried our kindred, many of whom are only a name to us, some with their lives inwrought into our own. We turn our eyes hither and thither, reading the names and the few facts recorded on the stones ; we gather from other sources a few more facts concerning their lives and work — only these few data ; yet each one lived his life as we do now, lives with their hopes, their aspirations, their cares, their work. Such is the record I bring you to-day — the names, a few facts ; some have served many years, others died just as the promise of future usefulness became apparent ; a few have not taught. But surround the names and the few facts I bring with the interests of life, with the halo of a consecrated spirit to serve God by teaching, and you have the history of each life. Tenderly, then, let us call them by name ; tenderly, as it becomes us to speak of out* kindred. CLASS OF '62. Seven of the pioneer class of the school have died : Sarah P. Brewster, Oswego, died Jnne, 1868. Mrs. H. M. Harmon, (Martha A. Seeber,) died in Oswego, May, 1886. She was closely associated with Dr. Sheldon, in his early work in the city schools, and left her mark here not only in this respect, but through her deeply religious nature. Mrs. Robert W. Jordan, (Matilda Lewis,) Oswego, died in San Francisco, Oc- tober, 1884. Mrs. Frank Waugh, (Martha Miller,) Oswego, died July, 1883. Flora T. Parsons, Oswego, died January, 1874. She had wide repute as a teacher in the Shippensburg I^'ormal school, Pa., and did institute work in the West. Her sister, Elizabeth Parsons, died in April, 1872 ; another sister, Laura S. Parsons, died in March, 1881. Eliza H. Weed, Oswego, died October, 1885. She served the city faithfully for more than twenty years. CLASS OF '63. Ellen Seaver, Vermont, died in August, 1869. She was a critic in the Training school, and a most enthusiastic teacher of botany, working out methods in plants. She contested every inch of the ground with her foe, consumption, not giving up her N"ormal School work until six months before her death ; she died while attending a Teachers' Institute. Mrs. James M. Brown, (Mary Williams,) Oswego, died August, 1885. CLASS OF '64. Mrs. Stewart Montgomery, (Amelia E. Hubbard,) Oswego, died at Grrand Kapids, Mich., June, 1871. 205 Maggie J. Staats, died Feb., 1883. She leaves at least three memorials in this^ city — the many years she conducted the Primary department of the Congregational Church Sunday School ; her almost a score of years of Primary work in the city schools ; and the use of script instead of print in work with young children, originat- ing the idea as far as Oswego is concerned, long before it was a matter of discussion in educational

circles. CLASS OF '65. Mrs. Putnam Fields, (Kate M. Burt,) Oswego, died in Jersey City, October, 1876. Mrs. John McKenna, (Eliza J. Hyland,) Oswego, died . Mrs. George N". Goble, (Lizzie Leffen,) Oswego, died December, 1870. Anna M. Tyler, Oswego, died August, 1870. Jennie P. Yocum, died at Atlantic City, June, 1884. CLASS OF FEBRUARY, '66. Mrs. E. Stanton, (Augusta L. Grilchrist,; Onondaga Co., died ^"ovember, 1885. Anna Hanen, Oswego, died N^ovember, 1867. Mrs. John M. Purdy, (Martha A. Pride,) of Monroe Co., died April, 1876. Gertrude Thurman, Oswego, died January, 1867. CLASS OF JULY, '66. Hannah J. Collins, of Mt. Carmel, Ind., died December, 1875. CLASS OF FEBRUARY, '67. Alida J. Brant, Oswego, died March, 1871. Mrs. M. C. Spencer, (Martha McCumber,) Cortland, died, January, 1880. She was several years Critic Teacher and Principal of the Junior Department of the Training school. She was characterized by energy and earnestness. After leaving here, she taught in the St. Cloud Normal school, Minnesota, where she married, and there she died. Mrs. E. P. Goodenough, (Emily M. Merriam,) of Franklin Co., died in Cin- cinnati, March, 188*2. CLASS OF JULY, '67. Mrs. A. P. Stevenson, (Harriet N. Benedict,) of Montgomery Co., died in Wil- mington, Del., January, 1875. CLASS OF FEBRUARY, '68. Teen J. Delano, of Essex Co., died March, 1875. George Dunning, of Clinton Co., died October, 1870. Eudora F. Galloway, of Monroe Co., died October, 1877. Mrs. C. A. Robinson, (Elvinia 0. Hicks,) of Cortland Co., died January, 1875. Mrs. D. L. Johnston, (Jennie Hughes, ) of Monroe Co., died May, 1880. CLASS OF JULY, '68. Mrs. J. C. Grant, (Susan R. Henry,) of Cattaragus Co., died January, 1883. Mary A. Romans, of LaPorte, Ind., died in her schoolroom, February, 1874. Mary E. Riggs, Oswego, died July, 1871. Mrs. Chas A. Jayoox, (Agnes A. Ste\censon,) Oswego, drowned on the Pacific Coast, July, 1876. CLASS OF FEBRUARY, '69. Addie F. Battis, Oswego, died September, 1870. 200 EMILY A. COMER. I was born in Oswego and educated in its public schools. Graduating from the Oswego Normal school in 1875, I obtained a position immediately as teacher of Arithmetic in Senior school No. 1, of Oswego. Later the grammar of that school was my work. From this I was appointed to the Principalshipofthe Junior school of Practice in the Oswego Normal school. After working for over five years in the latter school, I accepted the position of Critic teacher in the New Paltz Normal school in September, 1886. My present position is exceedingly pleasant. My aim to make the school life of my pupils profitable and delightful is strength- ened as the years go by, and I realize something of what it is to teach school. MRS. CLARA A. BURR. Mrs. Clara A. Burr graduated from the Oswego Normal school in 1873. She has since paid much attention to vocal music, French, German, Botany and Kindergarten work. She has taught in Cincinnati Normal school, Cincinnati Wesleyan College, Phila- delphia Normal school, and in the Oswego Normal school. Her aim in the latter school has been to extend the Kindergarten spirit and work to the Primary grades. In this she has been successful. At present, Mrs. Burr is Principal of the Primary work in the Practice school connected with the Oswego Normal. She is also Principal of the Training school for Kindergarten teachers. Mrs. Burr has done good work in Sunday schools, by showing the adaptability of Kindergarten methods to religious and spiritual culture. MARY H. MATTESON. 1 was born in Oswego in 1862, and educated in the public schools. I graduated from the Oswego High school in February of 1880, and from the Elementary Course of the Oswego Normal Training school in June, '81. After this I spent about a year and a half in Kindergarten work, graduating from that department of the Normal. In September, '84, I went to Albany, where for three years I had charge of a Primary Department of the Boys' Academy, at a salary of $700. The

preparatory department of the Academy was in charge of Miss E. A. Andrews, who had three associate teachers, all from the Oswego Normal, making the work and associations very deUghtful. In September I ex- pect to go to Minneapolis, Minnesota, to do first year work at the same salary as above. 201 WALKER G. RAPPLEYE. Walker G. Rappleye graduated from the Oswego Normal school, Junej 1875 ; from Cornell University, Junej 1882 ; taught at Fisk University, Nashville, Tenn.; Hasbrouck Inst., Jersey City ; has taught four years in Oswego Normal school. CAROLINE L. G. SCALES. A. — Education obtained in : 1. District schools of Cumberland County, Maine. 2. High school, Portland Maine. 3. Private classes. 4. Wellesley College. a. As special student. 5. Oswego State Normal and Training school. a. For four months only. B. — Teacher in : 1. Public schools in Portland, Maine (three years). 2. High school, Leominister, Massachusetts (three years). a. Of Latin, French, History, English Literature and Botany. 3. Oswego State Normal and Training school (three years). a. Of History, English Literature, French, Composition and Rhetoric. C — Special educational interests in the past : 1. General reading as a means of culture. 2. The study of the French language and literature. 3. The study of the Latin language and literature and the best method of teaching them. D. — Special educational interests at present : 1. The application of the science method to the study of his- tory. 2. The possibility of teaching the history makers of to-day to profit by the experiences of the history makers of the past. 3. The solving of the following problems : a. How best secure for the pupil accuracy, facility and force in written expression ? 6. How best make the study of English literature in our schools a source of inspiration, and " a power that makes for righteousness ? " 202 KATE A. BUND Y. Kate A. Bundy was born at Oswego, New York, and has always resided there. She attended private schools exclusively, be- fore entering the Normal school. She entered Oswego Normal school September, 1877 ; took Elementary Course with numerous advanced subjects, and graduated in January , 188 1 . After graduat- ing, she spent sometime in Cambridge, Mass. In September, 1883, she entered Mrs. Burr's Training Class, in the Kindergarten De- partment, and graduated from that Course in January, 1884. In February, 1884, took position of Principal of the Primary Depart- ment, in the Oswego Normal school, holding that position up to the present time, with a slight change of duty, which brings her into Kindergarten Work and its connection with the higher grades. MARY H. Mcelroy. Mrs. Mary H. McElroy graduated in the class of 1867, taught for one year in the Adelphi Academy, Brooklyn, married in 1869, returned to the profession in 187-2 as teacher in the Home Institute of Mrs. Hamilton at Oswego, where she remained for three 3^ears. In 1884, she entered the Normal school as assistant critic in the Practice school. MARGARET K. SMITH. Margaret K. Smith is a native of Amherst, Nova Scotia^ She is a graduate of a Normal school in New Brunswick, Canada. She entered the Normal school at Oswego, 1875 ; graduated from the Oswego Normal in 1883. After graduation, she occupied the chair of School Economy and Methods of Instruction in the State Normal school at Peru, Nebraska. In 1885 she went to Europe for the purpose of studying sys- tems of Pedagogy. She returned, February, 1887, and entered the State Normal school at Oswego, as teacher. Her line of thought is in the direction of Exact Philosophy as founded by Herhart 203 LOCAL BOARD. The Local Board of the Oswego State Normal and Training school was organized May 11th, 1867. Previous to this time the school had been under the supervision of the City Board of Educa- tion. The following gentlemen were appointed by Hon. Victor M. Rice, State Superintendent of Public Instruction, as members of

the first Local Board. Delos DeWolf, Daniel G. Fort, Samuel B. Johnson, David Harmon, John M. Barrow, Gilbert MoUison, Benjamin Doolittle, Theodore Irwin, John K. Post, Abner C* Mattoon, Thompson Kingsford, Thomas S. Mott, Robert F. Sage. The Board remained unchanged until the spring of 1870 when Mr. Sage removed from town. At a meeting of the Board held April 23rd, 1870, by a unanimous resolution, the Board recom- mended to the State Superintendent the appointment of Alanson S. Page to fill the vacancy occasioned by the removal of Mr. Sage. Mr. Page was appointed by the Superintendent in compliance with the recommendation of the Board. In the spring of 1878, Mr. Thompson Kingsford resigned and Superintendent Neil Gilman appointed Hon. George B. Sloan to fill the vacancy. This appointment bears date of May 31st, 1878. The first of January, 1883, Delos DeWolf died, and before the close of the same month Mr. J. M. Barrows followed. The 9th of February, 1883, Superintendent Gilmore appointed Edwin Allen and John Dowdle to fill the vacancies occasioned by the death of these members. Early in October, 1884, Daniel G. Fort died very suddenly while attending to business in Chicago. In the death of Mr. Fort the Board lost a very active and efficient member. Nearly up to the time of his death, he had been Treasurer of the Board, and from the time of the organization of the Board to his death he had been chairman of the Committee on teachers. As yet, July, 1887, no one has been appointed to fill the vacancy. The board as at present organized stands as follows : Gilbert Mollison, President ; John K. Post, Secretary ; Theodore Irwin, Treasurer; Samuel B. Johnson, Alanson S. Page, Thomas S. Mott, Benjamin Doolittle, John M. Dowdle, Abner C. Mattoon, Edwin Allen, George B. Sloan. Janitors. — Patrick Malone was janitor from the time of the first occupancy of the building to September, 1885. John Bushinger served from September, 1885, to March, 1886. Frederick H. Cy renins took the position on the resignation of Mr. Bushinger and is the present incumbent. NECROLOGICAL REPORT. As a stranger to many whose names are recorded here, looks over the list of our Alumni dead — the death-roll for a quarter of a century — it is like wandering in a churchyard where lie buried our kindred, radbuy of whom are only a name to us, some with their lives inwrought into our own. We turn our eyes hither and thither, reading the names and the few facts recorded on the stones ; we gather from other sources a few more facts concerning their lives and work — only these few data ; yet each one lived his life as we do now, lives with their hopes, their aspirations, their cares, their work. Such is the record I bring you to-day — ^the names, a few facts ; some have served many ^''ears, others died just as the promise of future usefulness became apparent ; a few have not taught. But surround the names and the few facts I bring with the interests of life, with the halo of a consecrated spirit to serve God by teaching, and you have the history of each life. Tenderly, then, let us call them by name ; tenderly, as it becomes us to speak of out kindred. CLASS OF '62. Seven of the pioneer class of the school have died : Sarah P. Brewster, Oswego, died June, 1868. Mrs. H. M. Harmon, (Martha A. Seeber,) died in Oswego, May, 1886. She was closely associated with Dr. Sheldon, in his early work in the city schools, and left her mark here not only in this respect, but through her deeply religious nature. Mrs. Robert W. Jordan, (Matilda Lewis,) Oswego, died in San Francisco, Oc- tober, 1884. Mrs. Frank Waugh, (Martha Miller,) Oswego, died July, 1883. Flora T. Parsons, Oswego, died January, 1874. She had wide repute as a teacher in the Shippensburg J^ormal school, Pa., and did institute work in the West. Her sister, Elizabeth Parsons, died in April, 1872 ; another sister, Laura S. Parsons, died in March, 1881. Eliza H. Weed, Oswego, died October, 1885. She served the city faithfully for more than twenty

years. CLASS OF '63. Ellen Seaver, Yermont, died in August, 1869. She was a critic in the Training school, and a most enthusiastic teacher of botany, working out methods in plants. She contested every inch of the ground with her foe, consumption, not giving up her Normal School work until six months before her death ; she died while attending a Teachers* Institute. Mrs. James M. Brown, (Mary Williams,) Oswego, died August, 1885. CLASS OF '64. Mrs. Stewart Montgomery, (Amelia E. Hubbard,) Oswego, died at Grand Eapids, Mich., June, 1871. 211 Bishop, Electa R El. July '67. Bishop, Mary A El Jan. '78. Black, Jenny El. '62. Blackwood, Belle El. Feh. '66. Blair, Charlotte M El. July '72. Blakeman, Estella J El. Jan. '79. Blanchard, Oliver R Ad. June '83. Blanch, Cornelia F El. Feh. '80. Blasdell, Amelia El. Jan. '74. Blasdell, Minnie El. July '77. Blasdel, Susan El. Feh. '69. Blood, Eliza A El. '62. Bloomer, Jennie El. July '69. Bodman, Miranda A Ad. June '83. Boggs, Mary J El. Jan. '77. Bogle, Alice I El. July '78. Bogle, Edith R CI. Jan. '81. Bond, Maggie L El. '65. Boyd, Ada E El. Jan. '81. Boyd, Andrew J. Ad. Feh. '68. Bradley, Mary F El. July '84. Bradt. Amelia H El. Feh. '66. Brangan, Harriet R El. Jan. '78. Brant, Alida R El. Feh. '67. Brant, Louisa H El. '63. Brennan, Kate S El. July '71. Brewster, Sarah P El. '62. Brickell, George W Ad. July '78. Brickell, Mary E El. July '84. Briggs, Ida L El. Jan. '78. Brigham, Elva M El. July '71. Brodie, Hugh H Ad. July '80. Brooks, Mahel E El. June '83. Brooks, Minnie L El. Jan. '83. Brown, Ada B El. Feh. '67. Brown, Adella M El. July '84. Brown, Amelia El. July '67. Brown, Cora A Ad. June '75. Brown, Harriet J El. Jan. '75. Brown, John E Ad. Feh. '86. Brown, Josephine El. July '78. Brown, ManUy T Ad. Feh. '69. Brown Mary J El. June '76. Bruce, Ellen M El. '62. Bruce, Ida Ad. Feh. '70. Bruce, Lizzie El. Jan. '85. Bryan, Coralie C . . . . = El. July '78. Bryan, Mary El. '65. Bryant, Marie E El. Feb. '66. Bryoe, Margaret E El. June '75. Buckland, Martha B El. June '85. Buell, Mary J El. .Ittly '73. Bullis, George E Ad. Jan. '81. 206 Mrs. John Rogers, (Julia Fitzpatrick, ) of Lewis Co., taught in this State and Tirginia ; she died at Carthage, i^. Y., November, 1876. Anna H. Strong, Oswego, died January, 1880. CLASS OF JULY, '69. Mrs. Wareham Johnson, (Kittie L. Dempsey,) Oswego, died at "Wolcott, 2^. Y., April, 1883. Mary E. Dildine, of Steuben Co., died January, 1675. Lindley Edwards, Indiana, died August, 1881. Letitia J. Gillespie, Oswego, died May, 1885. Harriet D. Kendall, of Wyoming Co., died October, 1870. Catherine Miller, of Suffolk Co., died October, 1872. Matthew Riggs, of Orange Co., died September, 1870. CLASS OF FEBRUARY, 70. Mrs. Wm. A. Gile, (Mary G. Waitt,) of Middlesex, Mass., died July, 1876. CLASS OF JULY, 70. Maria E. Davis, of Livingston Co., died 1880. Henrietta Munson, of Washington Co., died September, 1882, on the eve of her departure from Colorado Springs to return home. She taught successfally for ten years in the Elmira Free Academy, resigning her position to seek healing for her lungs in the West. Mrs. John Munson. (Ida E. McLean,) Oswego, died ]S"ovember, 1875. Jeannette L. Moody, of Franklin Co., died September, 1885, after teaching a long time in Cleveland, 0. Ida R. Noble, of St. Lawrence Co., was critic for several years in the Fredonia Normal School ; she died in August, 1877. CLASS OF JANUARY, 71. Helen A. Tiffany, a successful Primary teacher in Manistee, Mich., and in Hack- ettstown, N. Y., died in September, 1885. CLASS OF JANUARY, 72. Mrs. George Roberts, (Anna A. Rice,) died in January, 1881. She taught in South America for a time, establishing work on the Normal plan. CLASS OF JULY, 72. Ella H. Green, of Suffolk Co., died in May, 1880. Mrs. Andrew DeMott, (Josephine Pearsall, ) of Wayne Co., died in At ay, 1883. CLASS OF JAJ^UARY, 73. Kate H. Badger, Rochester, N. Y.,

died December, 1885. CLASS OF JULY, 73. This class furnished a missionary to Madras, India, Harriet A. Jewett, of Kent, Mich., married a missionary — Samuel W. Nichols, and went with him to India; she died December, 1881. Mrs. George S. Merriam, (Nelly A. Riggs,) Oswego, taught several years in the city schools ; she died May, 1881. 207 CLASS OF JUNE, 75. Eunice Chisholm, of Clinton Co., taught in Ithaca several years, dying in May, 1878. Mary E. Leffin, Oswego, taught successfully in the west ; she died in Oswego, February, 1884. CLASS OF JUNE, 76. Emma E. Baker, a city teacher in Oswego, died February, 1884. Cornelia C. Bannister, Oswego, died in March, 1880. Minnie H. Cram, of Rockland Co., died in November, 1883. Mrs. Jason M. Benton, (Hattie E. Morgan,) of Madison Co., died in April, 1879. CLASS OF JANUARY, 77. Mrs. William Jones, (Jennie C. Robbins, ) of Oneida, died in Oregon, October, 1883. CLASS OF JULY, 77. Oharles H. Ailing, of Greene Co., died May, 1879. Mrs. W. B. Smith, (Minnie Blasdell,) of Washington Co., died January, 1886. Mrs. Henry Hastings, (Emma H. Wright,) Oswego, died May, 1883. CLASS OF JULY, 78. Coralie C. Bryan, of Dutchess Co., taught in a Private School in Philadel- phia, dying of consumption in September 1883. George W. Brickell, of Rockland Co., died December, 1881. Mrs. Frank Y. Brown, (Mary E. Gaites,) of Suffolk Co., died September, 1881. Mrs. Thomas Burden, (Anna M. Kenefic,) Oswego, died November, 1884. Mrs. J. R. O'Gorman, (Isabella K. Nelson,) Oswego, died November, 1884. CLASS OF JANUARY, 79. Mrs. Wallace D. Lovell, (Josephine Hastings,) Oswego, was highly esteemed for her beautiful character ; she died February, 1886. Alice J. Smith, died April, 1880. CLASS OF JUNE, 79. Isabella G. Corwin, of Suffolk Co., died in August, 1881. Mary GriflSth, Indiana, died May, 1881. Martha J. Hart, Ohio, died in April, 1883. Charles F. Hubbard, of Suffolk Co., died in October, 1884. CLASS OF FEBRUARY, '80. Cornelia F. Blanch, Nyack, died May, 1886. CLASS OF JULY, '80. Julia M. Fisk, Oswego, died in July, 18d3. CLASS OF JUNE, '81. Ella A. Gerow, of Ulster Co., died May, 1884. She took up training work in Leland University, New Orleans, also in the New Hampshire Normal school. Her 208 brief professional life was useful, but she is remembered most of all for work in the Christian Association of our school ; for there are many who call her blessed because of her beautiful, unselfish work here. CLASS OF JAK, '82. Amy K. Shaw, of Clinton Co., died June, 1882. CLASS OF JUNE, 85. Delia M. Barrett, Oswego, died February, 1886. This is the record of our dead, as far as can be ascertained ; eighty-three have died ; seventeen classes have their numbers full. But though the heart still aches for one and another who have gone, we can comfort ourselves with the thought that they have only left the earthly school a little sooner than we. ALPHABETICAL LIST OF GRADUATES OF THE OSWEGO NORMAL AND TRAINING SCHOOL, FOE THE FIRST TWENTY-FIYE YEARS, WITH CLASS AND DATE OF GRADUATION. • Aber, WUliam M CI. July 72. Adams, Cornelia C Ad. June '85. Adrianee, Julia L El. July '72. Alden, M. Helen CI. June '81. Allen, John G Ad. Jan. '71. Allen, Margaret A El. Jan. 71, Ad. July '71. Ailing, Charles H El. July '77. Ailing, Harriet, S El. June '83. Ailing, J. Carey CI. June '79. Ailing, Mary R .El. July '69, Ad. July '73. Anderson, Augusta B CI. June '82. Anderson. Ellen S El. June '83. Anderson, John H CI. June '82. Anderson, Medora C El. Feb. '67. Anderson, Mercy A El. Jan. '84. Andrews, Eliza E El. June '81. Andrews, Esther A El. '63. Andrews, H. Adella Ad. July '77. Andrews, Jane El. '62. Andrews, Margaret L El. '64. Aplin, K. Louise El. July ^69. Armstrong, Clara J El. July '68. Armstrong, George P Ad. July '84. Armstrong, Sarah J El. Feb. '67, Ad. July '67. Arnold, Fanny .Ad. July '68. Arnold, Helen M El. Feb. '69. Arnold, Marcia A Ad. Jan. '71. Arquit, Mary El. June

'83. Atwood, Cynthia M El. Jan. '74. Avery, Jennie H Ad. July '70, El. Jan. '71. Aylesworth, Mary F Ad. Jan. '73k N 210 Babcock, John L CI. July '80. Backer, Amy A El. Jul^ 'TZ, Backer, Stella M El. Feb. 'm. Badger, Kate H Ad. Jan. '73. 3adger, J. Ward zVd. June '85. Baily, Alice F El. July '69. Baker, Emma E El. June '76. Baker, Lillian Ad. June '79. Baker, Louis W 01. July '78. Baker, :N'ellie El. Feb. '86. Balch, E. Alice El. Jan. '72. Baldrige, Fanny El. June '79. Baldwin, Anna G El. July '77. Baldwin, Frances A El. July '77. Baldwin, Maria J El. July '84. Baldwin, William A Ad. July '84. Banning, E. Adell El. Jan. '75. Bannister, Cornelia C El. June '76. Bannister, Elvira El. Jan. '72. Barber, Leila Jane Ad. July '86, Barber, Mary S El. - — '62. Barker, Hannah J Ad. Feb. '69. Barker, Mary , El. '62. Barlow, Daisy D El. June '85. Barlow, Jane El July '73. Barlow, Mary E El. July '67. Barnes, Earl H Ad. July '84. Barnes, Sarah A El. Jan. '73. Barr, William J Ad. June '85. Barrett, Delia M El. June '85. Barrett, H. Elbert Ad. July '72. Barrett, Minnie El. June '85. Barrow, M. Augusta Ad. June '75. Barstow, Ellen El. Feb. '66. Barth, Eella J El. July '70. Bassett, Wayland G. S Ad. Feb. '70. Batcheler, F. May El. June '85. Baxter, J. Gertrude El. Feb. '86. Beaman, Mary E Ad. July '69. Becker, Helen El. '62. Beeman, H. Augusta Ad. July '71. Beman, Jessie B El. July '80. Benedict, Harriet N El. July '67. Benjamin, Amelia H El. June '85. Bennett, Emeline M El. July '72. Bennett, Ida W Ad. July '60, El. Feb. '70. Benson, Carrie El. June '81, Ad. June '82. Bernhard, Margaret ' Ad. June '81. Bero, Kate M El. Jan. '85. Bettis, Addie F El. Feb. '69. Bickford, Minnie A El. July '77. Bicknell, Helen M El. Jan. '78. Bierce, Sarah C CI. June '75. 211 Bishop, Electa R El. July '67. Bishop, Mary A ..El Jan. '78. Black, Jenny El. '62. Blackwood, Belle El. Feb. '66. Blair, Charlotte M El. July '72. Blakeman, Estella J El. Jan. '79. Blanchard, Oliver R Ad. June '83. Blanch, Cornelia F El. Feb. '80. Blasdell, Amelia El. Jan. '74. Blasdell, Minnie El. July '77. Blasdel, Susan El. Feb. '69. Blood, Eliza A El. '62. Bloomer, Jennie El. July '69. Bodman, Miranda A Ad. June '83. Boggs, Mary J El. Jan. '77. Bogle, Alice I El. July '78. Bogle, Edith R CI. Jan. '81. Bond, Maggie L El. '65. Boyd, Ada E El. Jan. '81. Boyd, Andrew J. Ad. Feb. '68. Bradley, Mary F El. July '84. Bradt, Amelia H El. Feb. '66. Brangan, Harriet R El. Jan. '78. Brant, Alida R El. Feb. '67. Brant, Louisa H El. '63. Brennan, Kate S El. July '71. Brewster, Sarah P El. '62. Brickell, George W Ad. July '78. Brickell, Mary E El. July '84. Briggs, Ida L El. Jan. '78. Brigham, Elva M El. July '71. Brodie, Hugh H Ad. July '80. Brooks, Mabel E El. June '83. Brooks, Minnie L El. Jan. '83. Brown, Ada B El. Feb. '67. Brown, Adella M El. July '84. Brown, Amelia El. July '67. Brown, Cora A Ad. June '75. Brown, Harriet J El. Jan. '75. Brown, John E Ad. Feb. '86. Brown, Josephine El. July '78. Brown, Manily T Ad. Feb. '69. Brown Mary J El. June '76. Bruce, Ellen M El. '62. Bruce, Ida Ad. Feb. '70. Bruce, Lizzie El. Jan. '85. Bryan, Coralie C . . . . El. July '78. Bryan, Mary El. '65. Bryant, Marie E El. Feb. '66. Bryoe, Margaret E. El. June '75. Buckland, Martha B El. Jiine '85. Buell, Mary J Bl. .)hiy^73. Bullis, George E Ad. Jan. '81. 202 KATE A. BUND Y. Kate A. Bundy was born at Oswego, New York, and has always resided there. She attended private schools exclusively, be- fore entering the Normal school. She entered Oswego Normal school September, 1877 ; took Elementary Course with numerous advanced subjects, and graduated in January,1881. After graduat- ing, she spent some time in Cambridge, Mass. In September, 1883, she entered Mrs. Burr's Training Class, in the Kindergarten De- partment, and graduated from that Course in January, 1884. In February, 1884, took

position of Principal of the Primary Depart- ment, in the Oswego Normal school, holding that position up to the present time, with a slight change of duty, which brings her into Kindergarten Work and its connection with the higher grades. MARY H. Mcelroy. Mrs. Mary H. McElroy graduated in the class of 1867, taught for one year in the Adelphi Academy, Brooklyn, married in 1869, returned to the profession in 1872 as teacher in the Home Institute of Mrs. Hamilton at Oswego, where she remained for three years. In 1884, she entered the Normal school as assistant critic in the Practice school. MARGARET K. SMITH. Margaret K. Smith is a native of Amherst, Nova Scotia. She is a graduate of a Normal school in New Brunswick, Canada. She entered the Normal school at Oswego, 1875 ; graduated from the Oswego Normal in 1883. After graduation, she occupied the chair of School Economy and Methods of Instruction in the State Normal school at Peru, Nebraska. In 1885 she went to Europe for the purpose of studying sys- tems of Pedagogy. She returned, February, 1887, and entered the State Normal school at Oswego, as teacher. Her line of thought is in the direction of Exact Philosophy as founded by Herhart 203 LOCAL BOARD. The Local Board of the Oswego State Normal and Training school was organized May 11th, 1867. Previous to this time the school had been under the supervision of the City Board of Educa- tion. The following gentlemen were appointed by Hon. Victor M. Rice, State Superintendent of Public Instruction, as members of the first Local Board. Delos DeWolf, Daniel G. Fort, Samuel B. Johnson, David Harmon, John M. Barrow, Gilbert MoUison, Benjamin Doolittle, Theodore Irwin, John K. Post, Abner C» Mattoon, Thompson Kingsford, Thomas S. Mott, Robert F. Sage. The Board remained unchanged until the spring of 1870 when Mr. Sage removed from town. At a meeting of the Board held April 23rd, 1870, by a unanimous resolution, the Board recom- mended to the State Superintendent the appointment of Alanson S. Page to fill the vacancy occasioned by the removal of Mr. Sage. Mr. Page was appointed by the Superintendent in compliance with the recommendation of the Board. In the spring of 1878, Mr. Thompson Kingsford resigned and Superintendent Neil Gilman appointed Hon. George B. Sloan to fill the vacancy. This appointment bears date of May 31st, 1878. The first of January, 1883, Delos DeWolf died, and before the close of the same month Mr. J. M. Barrows followed. The 9th of February, 1883, Superintendent Gilmore appointed Edwin Allen and John Dowdle to fill the vacancies occasioned by the death of these members. Early in October, 1884, Daniel G. Fort died very suddenly while attending to business in Chicago. In the death of Mr. Fort the Board lost a very active and efficient member. Nearly up to the time of his death, he had been Treasurer of the Board, and from the time of the organization of the Board to his death he had been chairman of the Committee on teachers. As yet, July, 1887, no one has been appointed to fill the vacancy. The board as at present organized stands as follows : Gilbert MoUison, President ; John K. Post, Secretary ; Theodore Irwin, Treasurer; Samuel B. Johnson, Alanson S. Page, Thomas S. Mott, Benjamin Doolittle, John M. Dowdle, Abner C. Mattoon, Edwin Allen, George B. Sloan. Janitors. — Patrick Malone was janitor from the time of the first occupancy of the building to September, 1885. John Bushinger served from September, 1885, to March, 1886. Frederick H. Cyrenius took the position on the resignation of Mr. Bushinger and is the present incumbent. NECROLOGICAL REPORT. As a stranger to many whose names are recorded here, looks over the list of our Alumni dead — ^the death-roll for a quarter of a century — ^it is like wandering in a churchyard where lie buried our kindred, msmy of whom are only a name to us, some with their lives inwrought into our own. We turn our eyes hither and thither, reading the names and the few facts

recorded on the stones ; we gather from other sources a few more facts concerning their lives and work — only these few data ; yet each one lived his life as we do now, lives with their hopes, their aspirations, their cares, their work. Such is the record I bring you to-day — the names, a few facts ; some have served many ^'^ears, others died just as the promise of future usefulness became apparent ; a few have not taught. But surround the names and the few facts I bring with the interests of life, with the halo of a consecrated spirit to serve God by teaching, and you have the history of each life. Tenderly, then, let us call them by name ; tenderly, as it becomes us to speak of oui* kindred. CLASS OF '62. Seven of the pioneer class of the school have died : Sarah P. Brewster, Oswego, died June, 1868. Mrs. H. M. Harmon, (Martha A. Seeber,) died in Oswego, May, 1886. She was closely associated with Dr. Sheldon, in his early work in the city schools, and left her mark here not only in this respect, but through her deeply religious nature. Mrs. Robert W. Jordan, (Matilda Lewis,) Oswego, died in San Francisco, Oc- tober, 1884. Mrs. Frank Waugh, (Martha Miller,) Oswego, died July, 1883. Flora T. Parsons, Oswego, died January, 1874. She had wide repute as a teacher in the Shippensburg J^ormal school, Pa., and did institute work in the West. Her sister, Elizabeth Parsons, died in April, 1872 ; another sister, Laura S. Parsons, died in March, 1881. Eliza H. Weed, Oswego, died October, 1885. She served the city faithfully for more than twenty years. CLASS OF '63. Ellen Seaver, Yermont, died in August, 1869. She was a critic in the Training school, and a most enthusiastic teacher of botany, working out methods in plants. She contested every inch of the ground with her foe, consumption, not giving up her Normal School work until six months before her death ; she died while attending a Teachers^ Institute. Mrs. James M. Brown, (Mary Williams,) Oswego, died August, 1885. CLASS OF '64. Mrs. Stewart Montgomery, (Amelia E. Hubbard,) Oswego, died at Grand Rapids, Mich., June, 1871. 205 Maggie J. Staats, died Feb., 1883. She leaves at least three memorials in this^ city — the many years she conducted the Primary department of the Congregational Church Sunday School ; her almost a score of years of Primary work in the city schools ; and the use of script instead of print in work with young children, originat- ing the idea as far as Oswego is concerned, long before it was a matter of discussion in educational circles. CLASS OF '65. Mrs. Putnam Fields, (Kate M. Burt,) Oswego, died in Jersey City, October, 1876. Mra. John McKenna, (Eliza J. Hyland,) Oswego, died . Mrs. George N. Goble, (Lizzie Leflfen,) Oswego, died December, 1870. Anna M. Tyler, Oswego, died August, 1870. Jennie P. Yocum, died at Atlantic City, June, 1884. CLASS OF FEBRUARY, '66. Mrs. E. Stanton, (Augusta L. Gilchrist,; Onondaga Co., died November, 1885. Anna Hanen, Oswego, died N^ovember, 1867. Mrs. John M. Purdy, (Martha A. Pride,) of Monroe Co., died April, 1876. Gertrude Thurman, Oswego, died January, 1867. CLASS OF JULY, '66. Hannah J. Collins, of Mt. Carmel, Ind., died December, 1875. CLASS OF FEBRUARY, '67. Alida J. Brant, Oswego, died March, 1871. Mrs. M. C. Spencer, (Martha MoCumber,) Cortland, died, January, 1880. She was several years Critic Teacher and Principal of the Junior Department of the Training school. She was characterized by energy and earnestness. After leaving here, she taught in the St. Cloud Normal school, Minnesota, where she married, and there she died. Mrs. E. P. Goodenough, (Emily M. Merriam,) of Franklin Co., died in Cin- cinnati, March, 1882. CLASS OF JULY, '67. Mrs. A. P. Stevenson, (Harriet N. Benedict,) of Montgomery Co., died in "Wil- mington, Del., January, 1875. CLASS OF FEBRUARY, '68. Teen J. Delano, of Essex Co., died March, 1875. George Dunning, of Clinton Co., died October, 1870. Eudora F. Galloway, of Monroe Co., died October,

1877. Mrs. C. A. Robinson, (Elvinia 0. Hicks,) of Cortland Co., died January, 1875. Mrs. D. L. Johnston, (Jennie Hughes,) of Monroe Co., died May, 1880. CLASS OF JULY, '68. Mrs. J. C. Grant, (Susan R. Henry,) of Cattaragus Co., died January, 1883. Mary A. Romans, of LaPorte, Ind., died in her schoolroom, February, 1874. Mary E. Riggs, Oswego, died July, 1871. Mrs. Chas A. Jaycox, (Agnes A. Ste\censon,) Oswego, drowned on the Pacific Coast, July, 1876. CLASS OF FEBRUARY, '69. Addie F. Battis, Oswego, died September, 1870. 206 Mrs. John Rogers, (Julia Fitzpatrick, ) of Lewis Co., taught in this State and Yirginia ; she died at Carthage, X. Y., November, 1876. Anna H. Strong, Oswego, died January, 1880. CLASS OF JULY, *69. Mrs. Wareham Johnson, (Kittie L. Dempsey,) Oswego, died at "Wolcott, N". Y., April, 1883. Mary E. Dildine, of Steuben Co., died January, 1875. Lindley Edwards, Indiana, died August, 1881. Letitia J. Gillespie, Oswego, died May, 1885. Harriet D. Kendall, of "Wyoming Co., died October, 1870. Catherine Miller, of Suffolk Co., died October, 1872. Matthew Riggs, of Orange Co., died September, 1870. CLASS OF FEBRUARY, '70. Mrs. Wm. A. Gile, (Mary G. Waitt,) of Middlesex, Mass., died July, 1876. CLASS OF JULY, '70. Maria E. Davis, of Livingston Co., died 1880. Henrietta Munson, of Washington Co., died September, 1882, on the eve of her departure from Colorado Springs to return home. She taught successfully for ten years in the Elmira Free Academy, resigning her position to seek healing for her lungs in the West. Mrs. John Munson. (Ida E. McLean,) Oswego, died i^ovember, 1875. Jeannette L. Moody, of Franklin Co., died September, 1885, after teaching a long time in Cleveland, 0. Ida R. N'oble, of St. Lawrence Co., was critic for several years in the Fredonia Normal School ; she died in August, 1877. CLASS OF JANUARY, 71. Helen A. Tiffany, a successful Primary teacher in Manistee, Mich., and in Haek- ettstown, N. Y., died in September, 1885. CLASS OF JANUARY, 72. Mrs. George Roberts, (Anna A. Rice,) died in January, 1881. She taught in South America for a time, establishing work on the Normal plan. CLASS OF JULY, 72. Ella H. Green, of Suffolk Co., died in May, 1880. Mrs. Andrew DeMott, (Josephine Pearsall, ) of Wayne Co., died in At ay, 1883. CLASS OF JAJ^UARY, 73. Kate H. Badger, Rochester, N. Y., died December, 1885. CLASS OF JULY, 73. This class furnished a missionary to Madras, India, Harriet A. Jewett, of Kent, Mich., married a missionary — Samuel W. Nichols, and went with him to India; she died December, 1881. Mrs. George S. Merriam, (Nelly A. Riggs,) Oswego, taught several years in the city schools ; she died May, 1881. 207 CLASS OF JUNE, 75. Eunice Chisholm, of Clinton Co., taught in Ithaca several years, dying in May, 1878. Mary B. Leffin, Oswego, taught successfully in the west ; she died in Oswego, February, 1884. CLASS OF JUNE, 76. Emma E. Baker, a city teacher in Oswego, died February, 1884. Cornelia C. Bannister, Oswego, died in March, 1880. Minnie H. Crum, of Rockland Co., died in November, 1883. Mrs. Jason M. Benton, (Hattie E. Morgan,) of Madison Co., died in April, 1879. CLASS OF JANUARY, 77. Mrs. William Jones, (Jennie C. Robbins, ) of Oneida, died in Oregon, October, 1883. CLASS OF JULY, 77. -Charles H. Ailing, of Greene Co., died May, 1879. Mrs. W. B. Smith, (Minnie Blasdell,) of Washington Co., died January, 1886. Mrs. Henry Hastings, (Emma H. Wright,) Oswego, died May, 1883. CLASS OF JULY, 78. Coralie C. Bryan, of Dutchess Co., taught in a Private School in Philadel- phia, dying of consumption in September 1883. George W. Brickell, of Rockland Co., died December, 1881. Mrs. Frank V. Brown, (Mary E. Gaites,) of Suffolk Co., died September, 1881. Mrs. Thomas Burden, (Anna M. Kenefic,) Oswego, died November, 1884. Mrs. J. R. O'Gorman, (Isabella K. Nelson,) Oswego, died November, 1884. CLASS OF JANUARY, 79. Mrs. Wallace D. Lovell, (Josephine Hastings,) Oswego, was highly esteemed

for her beautiful character ; she died February, 1886. Alice J. Smith, died April, 1880. CLASS OF JUNE, 79. Isabella G. Corwin, of Suffolk Co., died in August, 1881. Mary GriflSth, Indiana, died May, 1881. Martha J. Hart, Ohio, died in April, 1883. Charles F. Hubbard, of Suffolk Co., died in October, 1884. CLASS OF FEBRUARY, '80. Cornelia F. Blanch, Nyack, died May, 1886. CLASS OF JULY, '80. Julia M. Fisk, Oswego, died in July, 18d3. CLASS OF JUNE, '81. Ella A. Gerow, of Ulster Co., died May, 1884. She took up training work in Leland University, New Orleans, also in the New Hampshire Normal school. Her 208 brief professional life was nseftil, but she is remembered most of all for work in the Christian Association of our school ; for there are many who call her blessed because of her beautiful, unselfish work here. CLASS OF JAN., '82. Amy K. Shaw, of Clinton Co., died June, 1882. CLASS OF JUNTE, 85. Delia M. Barrett, Oswego, died February, 1886. This is the record of our dead, as far as can be ascertained ; eighty-three have died ; seventeen classes have their numbers full. But though the heart still aches for one and another who have gone, we can comfort ourselves with the thought that they have only left the earthly school a little sooner than we. ALPHABETICAL LIST OF GRADUATES OF THE OSWEGO NORMAL AND TRAINING SCHOOL, FOR THE FIRST TWENTY-FIYE YEARS, WITH CLASS AND DATE OF GRADUATION. • Aber, William M CI. July '72. Adams, Cornelia Ad. June '85. Adriance, Julia L El. July '72. Alden, M. Helen CI. June '81. Allen, John G Ad. Jan. '71. Allen, Margaret A EL Jan. 71, Ad. July '71. Ailing, Charles H El. July '77. Ailing, Harriet, S El. June '83. Ailing, J. Carey CI. June '79. Ailing, Mary R El. July '69, Ad. July '73. Anderson, Augusta E CI. June '82. Anderson, Ellen S El. June '83. Anderson, John H CI. June '82. Anderson, Medora C El. Feb. '67. Anderson, Mercy A El. Jan. '84. Andrews, Eliza B El. June '81. Andrews, Esther A El. '63. Andrews, H. Adella Ad. July '77. Andrews, Jane El. '62. Andrews, Margaret L El. '64. Aplin, K. Louise El. July ^69. Armstrong, Clara J El. July '68. Armstrong, George P Ad. July '84. Armstrong, Sarah J El. Feb. '67, Ad. July '67. Arnold, Fanny .Ad. July '68. Arnold, Helen M El. Feb. '69. Arnold, Marcia A Ad. Jan. '71. Arquit, Mary El. June '83. Atwood, Cynthia M El. Jan. '74. Avery, Jennie H Ad. July '70, El. Jan. '71. Aylesworth, Mary F Ad. Jan. '73k. N 208 brief professional life was useful, but she is remembered most of all for work in the Christian Association of our school ; for there are many who call her blessed because of her beautifal, unselfish work here. CLASS OF JAN., '82. Amy K. Shaw, of Clinton Co., died June, 1882. CLASS OF JUNE, 85. Delia M. Barrett, Oswego, died February, 1886. This is the record of our dead, as far as can be ascertained ; eighty-three have died ; seventeen classes have their numbers full. But though the heart still aches for one and another who have gone, we can comfort ourselves with the thought that they have only left the earthly school a little sooner than we. ALPHABETICAL LIST OF GRADUATES OF THE OSWEGO NORMAL AND TRAINING SCHOOL, FOR THE FIRST TWENTY-FIYE YEARS, WITH CLASS AND DATE OF GRADUATION. • Aber, William M CI. July '72. Adams, Cornelia C Ad. June '85. Adriance, Julia L El. July '72. Alden, M. Helen 01. June '81. Allen, John G Ad. Jan. '71. Allen, Margaret A Bl,' Jan. 71, Ad. July '71. Ailing, Charles H El. July '77. Ailing, Harriet, S El. June '83. Ailing, J. Carey CI. June '79. Ailing, Mary R El. July '69, Ad. July '73. Anderson, Augusta E CI. June '82. Anderson, Ellen S El. June '83. Anderson, John H CI. June '82. Anderson, Medora C El. Feb. '67. Anderson, Mercy A El. Jan. '84. Andrews, Eliza B El. June '81. Andrews, Esther A El. '63. Andrews, H. Adella Ad. July '77. Andrews, Jane El. '62. Andrews, Margaret L El. '64. Aplin, K. Louise El. July fid, Armstrong, Clara J El.

July '68. Armstrong, George P Ad. July '84. Armstrong, Sarah J El. Feb. '67, Ad. July '67. Arnold, Fanny .Ad. July '68. Arnold, Helen M El. Feb. '69. Arnold, Marcia A Ad. Jan. '71. Arquit, Mary El. June '83. Atwood, Cynthia M El. Jan. '74. Avery, Jennie H .Ad. July '70, El. Jan. '71* Aylesworth, Mary F Ad. Jan. '73k. 212 Bundy, Kate V. D El. Jan, '81. Bunker, Josephine C. El. June '81. Bunnell, Hannah K El. '63. Bnrohard, Oscar R Ad. July '69. Burgoyne, Mary E El. Jan. '75. Burhaus, Oelina M Ad. June '76. Burke, Ellen B El. July '68. Burleson, Harriet R El. June '83. Bumes, Letitia H Ad. July '78. Bumes, Teresa E Ad. June 75. Bums, Fannie U El. July '84. Burr, Clara A El. July '73. Burrington, LOlia E El. July '73. Burt, Carrie M El. June '76. Burt, Hittie A El. June '76. Burt, Jessie M Ad. June '75. Burt, Kate B Ad. Feb. '67. Burt, Kate M El. '65. Burt, Lizzie El. July '77. Burt, Margaret M El. '64. Burt, Marion Y El. Feb. '66. Burt, Mary H CI. Jan. '72. Burt, S. Jennie. El. Jan. '81. Burton, Antoinette E Ad. July '73. Burton, Ella May El. June '82. Bush, Arthine A El. July '72. Butler. Amelia P El. July '77. Butler, Mary L El. Feb. '70. Butler Rachel A Ad. June '81. Butts, Flora E El. July '78. Butts, Melissa M El. July '72. Byrne, Mary A El. July '77. Cady, Lizzie P El. June '83. Calkins, Minnie H Ad. June '79. Callaghan, Anna C El. July '84. Calvert, Harvey J Ad. July '73. Campbell, Anna El. '63, Card, Florence El. '63. Card, George N" Ad. Feb. '69. Card, Milton H , Ad. Feb. '69. Carlisle, Ellor E , El. Jan. '85. Carpenter, Hannah M &. July '73. Carpenter, Mara E El. July '69. Carpenter, Marian N El. July '67. Carpenter, Rosamond H El. Feb. '69. CJarpenter, Sarah ; El. '63. Carr, Georgia A Ad. June '85. Carrier, Mary E Ad. Jan. '71. Carter, Nancy J El. '63. Cartwright, Yirginia CI. June '79. Case, Pamelia C . . El. '62. Canlfield, Mary B El. Jan. '83. Chalmers, Angeline El. '65. 213 ChalmerS; Julia A El. Feb. W. Champion, Anna El. July '71- Chandler, Eliza El. — '65. Chapin, Alvin P CI. Juiy 73. Chapin, Edward El. July 71. Chapman, Emma J El. June '82 Charles, Libbie S El. July '67. Chase, Olive A El. July 71. Cheyney, Eliza A El. June '81. Chisholm, Anna B EL June '79. Chisholm, Eunice El. June '75. Chisholm, Lucy Ad. Jan. '74. Churchill, H. Jennie El. July '69. Churchill, Martha E El. Jan. '78. Churchill, Octa G Ad. July '72. Clancey, Marie L El. '64. Clapp, Eva H El. Feb. '68. Clapp, Lenora T El. '62. Clark, A gnes L, El. June '76. Clark, Alice M Ad. Jan. '84. Clark, Calvin J Ad. June '79. Clark, Charles D El. '62. Clarke, Fanny M El. Jan. '71. Clark, Elizabeth Y El. Jan. '76. Clark, Florence El. '63. Clark, Hattie El. Feb. '68. Clark, Margaret J El. July '80. Clark, NelUe E Ad. Feb. '86. Clary, Caroline El. June '81. Clary, Charlotte A El. Jan '77. Cleghom, M. Jane El. June '74. Cleveland, Adella Y El. July '84. Clock, May Wood El. June '82. Clubbs, S. Anna El. July 72. Clute, Alfaratta El. June '81. Coats, Phoebe El. '63. Cole, Anna R .El. July '80. Cole, Ella J El. Feb. '67. Cole, Mary R El. Jan. '79. Collier, John El. July '78. Collins, Abigail L CI. July '80. Collins, Anna T El. July '80. Collins, Emma M El. July '79. Collins, Hannah J El . July '66. Colnon, Caroline M El. Jan. '84. Comer, Emily A , El. June '74. Comstock, Amy CI. June '83. Cook, Juliet A CI. July '71. Cooley, Helen CI. July '80. Coon, Emily El. Feb. '70. Cooper, Arthur Ad. July '71. Cooper, Clara F El. Jan. '85. Cooper, Fanny El. '63. NECROLOGICAL REPORT. As a stranger to many whose names are recorded here, looks over the hst of our Alumni dead — the death-roll for a quarter of a century — it is like wandering in a churchyard where lie buried our kindred, many of whom are only a name to us, some with their lives inwrought into our own. We turn our eyes hither and thither, reading the names and the few facts recorded on the stones ; we gather from other sources

a few more facts concerning their lives and work — only these few data ; yet each one lived his life as we do now, lives with their hopes, their aspirations, their cares, their work. Such is the record I bring you to-day — ^the names, a few facts ; some have served many years, others died just as the promise of future usefulness became apparent ; a few have not taught. But surround the names and the few facts I bring with the interests of life, with the halo of a consecrated spirit to serve God by teaching, and you have the history of each life. Tenderly, then, let us call them by name ; tenderly, as it becomes us to speak of out* kindred. CLASS OF '62. Seven of the pioneer class of the school have died : Sarah P. Brewster, Oswego, died Jnne, 1868. Mrs. H. M. Harmon, (Martha A. Seeber,) died in Oswego, May, 1886. She was closely associated with Dr. Sheldon, in his early work in the city schools, and left her mark here not only in this respect, but through her deeply religious nature. Mrs. Robert W. Jordan, (Matilda Lewis,) Oswego, died in San Francisco, Oc- tober, 1884. Mrs. Frank Waugh, (Martha Miller,) Oswego, died July, 1883. Flora T. Parsons, Oswego, died January, 1874. She had wide repute as a teacher in the Shippensburg J^ormal school, Pa., and did institute work in the West. Her sister, Elizabeth Parsons, died in April, 1872 ; another sister, Laura S. Parsons, died in March, 1881. Eliza H. "Weed, Oswego, died October, 1885. She served the city faithfully for more than twenty years. CLASS OF '63. Ellen Seaver, Yermont, died in August, 1869. She was a critic in the Training school, and a most enthusiastic teacher of botany, working out methods in plants. She contested every inch of the ground with her foe, oonaumptioa, not giving up her Normal School work until six months before her death ; she died while attending a Teachers' Institute. Mrs. James M. Brown, (Mary Williams,) Oswego, died August, 1885. CLASS OF '64. Mrs. Stewart Montgomery, (Amelia E. Hubbard,) Oswego, died at Grand Eapids, Mich., June, 1871. 215 Day, DeUa M El. Feb. '69. Deacon, Jane El. July '78. Deering, Harriet A Ad. July '73, De Lano, Teen J El. Feb, '68, Ad. July '69. Dempsey, Ella A Ad. Jan. '75. Dempsey, Kittle L El. July '69. Dennison, "William Ad. July '78. Denton, Sarah L Ad. Feb., '69, El. July '69. Derby, Mary M CI. Juno '76. Dermot, Sarah A El. Jan. '83. DeShong, Harriet El. July '73. Dewey, Lola M Ad. July '7*2. Deyo, Mary El. Jan. '83. Deyo, M. Louise El. Jan. '81 . Dickerman, Emma El. July '71. Dickinson, Helen El. July '78. Dickeman, Charlotte N El. Feb. '69. Dildine, Mary E El. July '69. Dilley, Mary L Ad. Jan. '73. Dinmore, Lizzie El. '65. Dobbie, E. Lina El. Feb. '68. Dobbie, Lucy M El. June '85, Dodd, Hattie M El. Jan. '85 Donnan, Emma El. Jan. '77. Donnolley, Alice EL June '74. Doran, Minnie E El. July '73. Doris, Elizabeth L El. July '68. Douglas, Julia B El. June '76. Douglass, Henry M CI. July '68. Dowd, Harriet E El. Feb. '80, Ad. Jan. '82. Downes, William B Ad. June '85. Downey, M. Elizabeth El. June '85. Dowse, Hattie Y Ad. July '70. Doyle, Carrie C El. July '80. Draper, Margaret A Ad. Jan. '75. Drew, Jeannette El. Feb. '67. Dubois, Ella M El. Jan. '77. Dugane, Sarah D El. '64. Dunning, George Ad. Feb. '68. Dunning, Ida L El. Feb. '80. Earley, Michael J .' Ad. July '86. Edic, Ii*abella L El. June 79. Edmunds, Elizabeth M El. July '80. Edwards, Adeline S El. July '72. Edwards, D. Sophia Ad. July '72. Edwards, Ella I El. Jan. '75. Edwards, Eva S El. Feb. '68, Ad. Feb. '69. Edwards, Lindley M Ad. July '69. Eggleston, Henrietta M Ad. July '71. E\h, Amelia A El. Feb. '67. Enos, Fannie F El. July '78. Evans, Addie F El. June '76. Evans, Emma L El. June '83. 216 Fairchild, Ella A El. June 75. Fairchild, Fanny M El. July '68. Famham, Amos "W Ad. June '75. Famham, LeRoy D CI. July 72. Farrington, Mary J EL June '82. Fearey, Sophia El. Jan. 73. Fenner, Emma J El. July '67.

Ferguson, Sarah M El. July '69, Ad. July '71- Ferris, Jennie M El. July '73. Ferris, Laura E El. Jan. '85. Ficken, Emma C El. June '74. Finch, Adelaide Y El. June '83. Fisher Cora B El. June '81. Fish, Minnie U El. July '80. Fisk, Julia M El. July '80. Fitz, George W Ad. June '83. Fitzpatrick, Julia A El. Feb. '69. Flanagan, Mary W Ad. July '86. Flynn, Minnie G El. Jan. '81. Fogle, M. Yirginia Ad. June '83. Forbes, Anna E El. June '81. Forbes, Sarah M El. Jan. '77. Forbush, J. Estelle El. July '71. Ford, M. Louise El. Jan. '85. Foster, H. Franklin El. June '79. Foster, Idaho P El. July '84 Foster Mary F El. Feb. '67. France, Aaron R Ad. Feb. '70. Franklin, Lizzie J El. June '83. Franks, Maria B El. July '70. Eraser, Jessie S / El. July '78. Freeston, Mary C Ad. Jan. '85. French, Armina Ad. Feb. '67. Fuller, Reunette E El. June '76. Funnelle, Amanda P El. '62. Funnelle, Lena S Ad. Feb. '67, El. July '67. Furman, G. Monroe Ad. July '69. Furman, John W Ad. Jan. '71. Gage, L. Jennie El. Feb. '68. Gage, Mary E ^. El. '65. Gaites, Mary E .' Ad. July '78. Galloway, F. Eudora El. Feb. '68. Gaylord, Margaret K El. Feb. '69. Gardner, Ada E El. Jan. '77. Gardner, Helen R El. July '84. Garrison, Edith M El. July '86. Geer, Giles A El. July '84. Gerow, Ella A El. June '81, Ad. Jan. '83. Gibbs, Frank M El. Feb. '66. Gibbs, M. EUzabeth Ad. Feb. '67, El. July '67. Gilbert, Christina H El. ^'62. GUbert, Fannie S El. July '73. Gilchrist, Augusta L El. Feb. '66. 207 CLASS OF JUNE, 75. Eunice Chisholm, of Clinton Co., taught in Ithaca several years, dying in May, 1878. Mary E. Lefin, Oswego, taught successfully in the west ; she died in Oswego, February, 1884. CLASS OF JUNE. 76. Emma E. Baker, a city teacher in Oswego, died February, 1884. Cornelia C. Bannister, Oswego, died in March, 1880. Minnie H. Crnm, of Rockland Co., died in November, 1883. Mrs. Jason M. Benton, (Hattie E. Morgan,) of Madison Co., died in April, 1879. CLASS OF JANUARY, 77. Mrs. "William Jones, (Jennie C. Robbins, ) of Oneida, died in Oregon, October, 1883. CLASS OF JULY, '77. Oharles H. Ailing, of Greene Co., died May, 1879. Mrs. W. B. Smith, (Minnie Blasdell,) of Washington Co., died January, 1886. Mrs. Henry Hastings, (Emma H. Wright,) Oswego, died May, 1883. CLASS OF JULY, 78. Coralie C. Bryan, of Dutchess Co., taught in a Private School in Philadel- phia, dying of consumption in September 1883. George "W. Brickell, of Rockland Co., died December, 1881. Mrs. Frank Y. Brown, (Mary E. Gaites,) of Suffolk Co., died September, 1881. Mrs. Thomas Burden, (Anna M. Kenefic,) Oswego, died November, 1884. Mrs. J. R. O'Gorman, (Isabella K. Nelson,) Oswego, died November, 1884. CLASS OF JANUARY, '79. Mrs. Wallace D. Lovell, (Josephine Hastings,) Oswego, was highly esteemed for her beautiful character ; she died February, 1886. Alice J. Smith, died April, 1880. CLASS OF JUNE, 79. Isabella G. Corwin, of Suffolk Co., died in August, 1881. Mary GriflSth, Indiana, died May, 1881. Martha J. Hart, Ohio, died in April, 1883. Charles F. Hubbard, of Suffolk Co., died in October, 1884. CLASS OF FEBRUARY, '80. Cornelia F. Blanch, Nyack, died May, 1886. CLASS OF JULY, '80. Julia M. Fisk, Oswego, died in July, 18r33. CLASS OF JUNE, '81. Ella A. Gerow, of Ulster Co., died May, 1884. She took up training work in Leland University, New Orleans, also in the New Hampshire Normal school. Her 208 brief professional life was usefiil, but she is remembered most of all for work in the Christian Association of our school ; for there are many who call her blessed because of her beautiful, unselfish work here. CLASS OF JAN., '82. Amy K. Shaw, of Clinton Co., died June, 1882. CLASS OF JUNE, 85. Delia M. Barrett, Oswego, died February, 1886. This is the record of our dead, as far as can be ascertained ; eighty-three have died ; seventeen classes have their numbers full. But though the heart still aches for one and another who have gone, we can comfort

ourselves with the thought that they have only left the earthly school a little sooner than we. ^ ALPHABETICAL LIST OF GRADUATES OF THE OSWEGO NORMAL AND TRAINING SCHOOL, FOR THE FIRST TWBNTY-FIYE TEARS; WITH CLASS AND DATE OF GRADUATION. • Aber, William M.. CI. July '72. Adams, Cornelia C Ad. June '85. Adriance, Julia L El. July '72. Alden, M. Helen CI. June '81. Allen, John G Ad. Jan. '71. Allen, Margaret A El.' Jan. 71, Ad. July '71. AUing, Charles H El. July '77. Ailing, Harriet, S El. June '83. AUing, J. Carey CI. June '79. Ailing, Mary R El. July '69, Ad. July '73. Anderson, Augusta E CI. June '82. Anderson, Ellen S El. June '83. Anderson, John H CI. June '82. Anderson, Medora C El. Feb. '67. Anderson, Mercy A El. Jan. '84. Andrews, Eliza B El. June '81. Andrews, Esther A El. '63. Andrews, H. Adella Ad. July '77. Andrews, Jane El. '62. Andrews, Margaret L El. '64. Aplin, K. Louise El. July ,69. Armstrong, Clara J El. July '68. Armstrong, George P Ad. July '84. Armstrong, Sarah J El. Feb. '67, Ad. July '67. Arnold, Fanny .Ad. July '68. Arnold, Helen M El. Feb. '69. Arnold, Marcia A Ad. Jan. '71. Arquit, Mary El. June '83. Atwood, Cynthia M El. Jan. '74. Avery, Jennie H Ad. July '70, El. Jan. '71* Aylesworth, Mary F Ad. Jan. '7a. N 210 Babcock, John L CI. July '80. Backer, Amy A El. July '72. Backer, Stella M El. Feb. 'd6. Badger, Kate H Ad. Jan. '73. badger, J. Ward Ad. June '85. Baily, Alice F El. July '69. Baker, Emma B El. June '76. Baker, Lillian Ad. June '79. Baker, Louis W 01. July '78. Baker, Nellie El. Feb. '86. Balch, E. Alice El. Jan. '72. Baldrige, Fanny El. June '79. Baldwin, Anna G El. July '77. Baldwin, Frances A El. July '77. Baldwin, Maria J El. July '84. Baldwin, William A Ad. July '84. Banning, E. Adell El. Jan. '75. Bannister, Cornelia ^ El. June '76. Bannister, Elvira El. Jan. '72. Barber, Leila Jane Ad. July *86, Barber, Mary S El. - — '62. Barker, Hannah J Ad. Feb. '69. Barker, Mary El. '62. Barlow, Daisy D El. June '85. Barlow, Jane El July '73. Barlow, Mary E El. July '67. Barnes, Earl H Ad. July '84. Barnes, Sarah A El. Jan. '73. Barr, William J Ad. June '85. Barrett, Delia M El. June '85. Barrett, H. Elbert Ad. July '72. Barrett, Minnie El. June '85. Barrow, M. Augusta Ad. June '75. Barstow, Ellen El. Feb. '66. Barth, Bella J El. July '70. Bassett, Wayland G. S Ad. Feb. '70. Batcheler, F, May El. June '85. Baxter, J. Gertrude El. Feb. '86. Beaman, Mary E Ad. July '69. Becker, Helen El. '62. Beeman, H. Augusta Ad. July '71. Beman, Jessie B El. July '80. Benedict, Harriet N" El. July '67. Benjamin, Amelia H El. June '85. Bennett, Emeline M El. July '72. Bennett, Ida W Ad. July '69, El. Feb . '70. Benson, Carrie El. June '81, Ad. June '82. Bemhard, Margaret ' Ad. June '81. Bero, Kate M El. Jan. '85. Bettis, Addie F El. Feb. '69. Bickford, Minnie A El. July '77. Bicknell, Helen M El. Jan. '78. Bierce, Sarah C CI. June '75. 211 Bishop, Electa R El. July '67. Bishop, Maoy A El Jan. '78. Black, Jenny El. '62. Blackwood, Belle El. Feb. '66. Blair, Charlotte M El. July '72. Blakeman, Estella J El. Jan. '79. Blanchard, Oliver R Ad. June '83. Blanch, Cornelia F El. Feb . '80. Blasdell, Amelia El. Jan, '74. Blasdell, Minnie El. July '77. Blasdel, Susan El. Feb. '69. Blood, Eliza A El. '62. Bloomer, Jennie El. July '69. Bodman, Miranda A Ad. June '83. Boggs, Mary J El. Jan. '77. Bogle, Alice I El. July '78. Bogle, Edith R CI. Jan. '81. Bond, Maggie L El. '65. Boyd, Ada E El. Jan. '81. Boyd, Andrew J Ad. Feb. '68. Bradley, Mary F El. July '84. Bradt, Amelia H El. Feb. '66. Brangan, Harriet R El. Jan. '78. Brant, Alida R El. Feb. '67. Brant, Louisa H El. '63. Brennan, Kate S El, July '71. Brewster, Sarah P El. '62. Brickell, George W Ad. July '78. BrickeD, Mary E El. July '84. Briggs, Ida L El. Jan. '78. Brigham, Elva M El. July '71. Brodie, Hugh H Ad. July '80.

Brooks, Mabel E El. June '83. Brooks, Minnie L El. Jan. '83. Brown, Ada B El. Feb. '67. Brown, Adella M El. July '84. Brown, Amelia El. July '67. Brown, Cora A Ad. June '75. Brown, Harriet J , El. Jan. '75. Brown, John E Ad. Feb. '86. Brown, Josephine El. July '78. Brown, Manily T Ad. Feb. '69. Brown Mary J El. June '76. Bruce, Ellen M El. '62 Bruce, Ida Ad. Feb. '7o! Bruce, Lizzie El. Jan. '85. Bryan, Coralie C....: El. July '78. Bryan, Mary El . '65. Bryant, Marie E El. Feb. '66. Bryce, Margaret E. El. June '75. Buckland, Martha B El. June '85. Buell, Mary J Bl. J hiy '73. BuUis, George E Ad. Jan. '81. 212 Bundy, Kate V. D El. Jan, '81. Bunker, Josephine C. . - El. June '81. Bunnell, Hannah K El. '63. Burohard, Oscar R Ad. July '69. Burgoyne, Mary E El. Jan. '75. Burhaus, Celina M Ad. June '76. Burke, Ellen B El. July '68. Burleson, Harriet B El. June '83. Bumes, Letitia H Ad. July '78. Bumes, Teresa E Ad. June 75. Bums, Fannie U El. July '84. Burr, Clara A El. July '73. Burrington, Lillia E El. July '73. Burt, Carrie M El. June '76. Burt, Hittie A El. June '76. Burt, Jessie M Ad. June '75. Burt, Kate B Ad. Feb, '67. Burt, Kate M El. '65. Burt, Lizzie El. July '77. Burt, Margaret M El. '64. Burt, Marion Y El. Feb. '66. Burt, Mary H CI. Jan. '72. Burt, S. Jennie. El. Jan. '81. Burton, Antoinette E Ad. July 73. Burton, Ella May El. June '82. Bush, Arthine A El. July '72. Butler. Amelia P El. July '77. Butler, Mary L El. Feb. 70. Butler Rachel A Ad. June '81. Butts, Flora E El. July '78. Butts, MeUssa M El. July '72. Byrne, Mary A. . . El. July '77. Cady, Lizzie P El. June '83. Calkins, Minnie H Ad, June '79. Callaghan, Anna El. July '84. Calvert, Harvey J Ad. July 73. Campbell, Anna El. '63, Card, Florence El. '63. Card, George N" Ad. Feb. '69. Card, Milton H , Ad. Feb. '69. Carlisle, Ellor E El. Jan. '85. Carpenter, Hannah M tl. July '73. Carpenter, Mara E El. July '69. Carpenter, Marian N El. July '67. Carpenter, Rosamond H El. Feb. '69. Carpenter, Sarah ; El. '63. Carr, Georgia A Ad. June '85. Carrier, Mary E Ad. Jan. '71. Carter, Nancy J El. '63. Cartwright, Yirginia. CI. June '79. Case, Pamelia C . . El. '62. Canlfield, Mary B El. Jan. '83. Chalmers, Angeline El. '65. 213 Chalmers, Julia A El. Feb. W. Champion, Anna El. July '71' Chandler, Eliza El. — '65. Chapin, Alvin P CI. July 73. Chapin, Edward El. July 71. Chapman, Emma J El. June '82 Charles, Libbie S El. July '67. Chase, Olive A El. July 71. Cheyney, Eliza A El. June '81. Chisholm, Anna B EL June '79. Chisholm, Eunice El. June '75. Chisholm, Lucy Ad. Jan. '74. Churchill, H. Jennie El. July '69. Churchill, Martha E El. Jan. '78. Churchill, Octa G Ad. July '72. Clancey, Marie L El. '64. Clapp, Eva H El. Feb. '68. Clapp, Lenora T El. '62. Clark, A gnes L, El. June '76. Clark, Alice M Ad. Jan. '84. Clark, Calvin J Ad. June '79. Clark, Charles D El. '62. Clarke, Fanny M El. Jan. '71. Clark, Elizabeth Y El. Jan. '76. Clark, Florence El. '63. Clark, Hattie El. Feb. '68. Clark, Margaret J El. July '80. Clark, Nellie E Ad. Feb. '86. Clary, Caroline El. June '81. Clary, Charlotte A El. Jan '77. Cleghom, M. Jane El. June '74. Cleveland, Adella Y El. July '84. Clock, May Wood El. June '82. Clubbs, S. Anna El. July 72. Ciute, Alfaratta El. June '81. Coats, Phoebe El. '63. Cole, Anna R .El. July '80. Cole, Ella J El. Feb. '67. Cole, Mary R El. Jan. '79. Collier, John El. July '78. Collins, Abigail L CI. July '80. Collins, Anna T El. July '80. Collins, Emma M El. July '79. Collins, Hannah J El. July '66. Colnon, Caroline M El. Jan. '84. Comer, Emily A El. June '74. Comstock, Amy CI. June '83. Cook, Juliet A CI. July '71. Cooley, Helen CI. July '80. Coon, Emily El. Feb. '70. Cooper, Arthur Ad. July '71. Cooper, Clara F El. Jan. '85. Cooper, Fanny El. '63. 214 Cooper, Matilda S El. '62. Copley, Euphemia D El. '63. Corwm, Carrie M El. June '76.

Corwin, Isabella Gr El. June 79. Corwin, Isabella G El. July '84. Corwin, Martha J El. July '78. Cox, Martha E El. July '80. Cozzens, Laura W Ad. July '78. Crabb, Eugene M Ad. July '70. Cragin, Lucy M El '63. Craig, Josephine M El. Jan. '73. Crane, Marietta C CI. Jan. '82. Crawford, Charles H CI. July '70. Crippen, Elma C Ad. July '77. Crippen, Ella M El. July '78. Crockett, Alice J El. June '79. Crooks, Helen A Ad. Feb. '68. Cross, Helen G El. Feb. '67. Crossman, Alice L Ad. June '74. Crowe, Mary F El. July '73. Crura, Ella J El. Jan. '72. Crum, Minnie H El. June '76. Crura, Taylor Ad. July '72. Cuddeback, Charlotte B • El. June '74. Cuddeback, Olive El. July '80. Culkin, Mary C Ad. Jan. '79. Cullen, Alice F El. Jan. '85. Cullinan, George W CI. Jan. '81. Cummings, Byron. CI. Jan. '85. Cumraings, Erama El. Feb. '86. Curry, Sarah E Ad. July '73. Curtice, Delia El '65. Curtis, Hannah Ad. July '69. Cusick, Mary Ad. Jan. '72. Cyrenius, Frank J El. Feb. '66. Dahryraple, Harriet A El. July '69, Ad. July '73. Daly, Lizzie M Ad. June '81. Daniels, Lottie C El. Jan. '84. Darrow, Henrietta L El. June '74. Darrow, Mary E El. July 71. Dashley, Eraily B CI. Jan. '84. Dashley, Marie L.. El. July '73. Davies, Adaline E El. Feb. '67. Davis. Ada Ad. Jan. '71. Davis, Anna E , El. Feb. 67. Davis, George H Ad. June '85. Davis, Hattie E Ad. Jan. '71. Davis, Helen A EL '62. Davis, Kate H El. '62. Davis, Maria E El. July '70. Davis, Mary E El. '62. Davis, MaryB CI. July '70, El. July '72. Davis, Mary Janet Ad. July '86. 215 Day, Delia M El. Feb. '69. Deacon, Jane El. July '78. Deering, Harriet A Ad. July '73. De Lano, Teen J El. Feb. '68. Ad. July '69. Dempsey, Ella A Ad. Jan. '75. Dempsey, Kittle L El. July '69. Dennison, William Ad. July '78. Denton, Sarah L Ad. Feb., '69, El. July '69. Derby, Mary M CI. Juno '76. Dermot, Sarah A El. Jan. '83. DeShong, Harriet El. July '73. Dewey, Lola M Ad. July '7*2. Deyo, Mary El. Jan. '83. Deyo, M. Louise El. Jan. '81 . Dickerman, Emma El. July '71. Dickinson, Helen El. July '78. Dickeman, Charlotte N El. Feb. '69. Dildine, Mary E El. July '69. Dilley, Mary L Ad. Jan. '73. Dinmore, Lizzie El. '65. Dobbie, E. Lina El. Feb. '68. Dobbie, Lucy M El. June '85. Dodd, Hattie M El. Jan. '85 Donnan, Emma El. Jan. '77. Donnolley, Alice El. June '74. Doran, Minnie E El. July '73. Doris, Elizabeth L El. July '68. Douglas, Julia B El. June '76. Douglass, Henry M CI. July '68. Dowd, Harriet E El. Feb. '80, Ad. Jan. '82. Downes, William B Ad. June '85. Downey, M. Elizabeth El. June '85. Dowse, Hattie Y Ad. July '70. Doyle, Carrie C El. July '80, Draper, Margaret A Ad. Jan. '75. Drew, Jeannette El. Feb. '67. Dubois, Ella M El. Jan. '77. Dugane, Sarah D El. '64. Dunning, George Ad. Feb. '68. Dunning, Ida L El. Feb. '80. Eariey, Michael J .' Ad. July '86. Edic, Isabella L El. June '79. Edmunds, Elizabeth M El. July '80. Edwards, Adeline S El. July '72. Edwards, D. Sophia Ad. July '72. Edwards, Ella I El. Jan. '75. Edwards, Eva S El. Feb. '68, Ad. Feb. '69. Edwards, Lindley M Ad. July '69. Eggleston, Henrietta M Ad. July '71. Ells, Amelia A El. Feb. '67. Enos, Fannie F El. July '78. Evans, Addie F El. June '76. Evans, Emma L El. June '83. 222 Martin, Fannie E El. Feb. '68. Masters, Fannie H ^ El. July '77. Masters, Lillie B El. Jan. '77. Mastin, Emma L El. Feb. '82. Matheson, Frances L El. July 72. Matheson, Helen W El. Jan. '83. Mathews, Elizabeth A Ad. June '81. Mathews, H. Jennie El. July '83. Matteson, Emma A El. June '76. Matthews, Frankie L El. June '83. Mattison, Kate A Ad. Jan. '75. Mattison, Mary H El. June '81. Maxwell, Ella H El. July '73. Maxwell, Fanny C El. July '66. MaxweU, Kate W El. July '77. Mayboe, Sarah H El. Jan. '71. McArthur, Cassie El. Jan. '73. McAuley, Margaret L El. July '70. McAuliffe, Margaret F El. Jan. '83. McBride, Mary E Ad. July '70,

El. July '71. McBride, Ruth Ad. July '69. McCabe, Frances J El. Jan. '85. McCall, Sylvia H El. July '73. McCanna, Anna L El. Jan '81. McCarthy, K'ellie Ad. Jan. '85. McChesney, Frances El. Jan. '79. McCleave, Esther A Ad. Jan. '73. McClure, Agnes Y. El. July '78, Ad. Jan. '79. McCool, E. Cecilia El. July '66. McCool, Jeannette A El. July '77, Ad. June '83. McCoy, Minnie E El. July '77. McCruddin, Sarah A El. Jan. '71. McCullough, Belle El. Jan. '79. McCumber, Martha C El. Feb. '67. McDonald, Isabelle I CI. July '77. McDowell, Nora El. '65. McElroy, Alice E El. Feb. '67, Ad. July '67. McBntee, Lucy A El. July '78. McFarland, Mary A Ad. July '80, McFarlane, Jennette El. Feb. '68. McGonegal. Mary A El. '63 Mcllwaine, Anna A El. June '83. McKay, Esther E Ad. Jan. '85. McKee, Elmer B El . June '82. McLean, Ida E El. July '70. McLean, Louisa H Ad. June '83. McLeish, Anna Ad. July 71. McLellan, John W Ad. July '72. McMillan, Elizabeth A .El. June '83. McPeok, Sarah El. Jan. '81. MoWeeney, Maria A El. Jan, '78. Mead, Emma A El. Feb. '67. Meredith, Lizzie El, July 73. 223 Mergler, Mary J CI. July 72. Merriam, Emily M Ad. Feb. '67. El. J[uly '67. Merriam, Eunice J El. July '69. Merriam, S. Agnes El. Jan. '73. Merrill, Elizabeth R Cl. July '80. Merritt, Ellen J •. Ad. July '69. Merritt, John W Cl. Jan. '75. Messenger, Frances E El. Jan. '79. Meyers, Ida Gr Cl. Jan. '85. Miller, Adaline B Ad. July '69. Miller, Catharine L Ad. July '69. Miller, C. Lucretia id. Jan. '72. Miller, Eleanor S El. July, '86. MiUer, Ella El. June '74. MUler, Ida U . . El. Jan. '73. Miller, Lizzie El. July '77. Miller, Martha El. '62. Miller, Maud A EL July '80. Miller. Sara H El. July '72. Miner, Carrie E El. June '81. Monk, Harriett I El. July '78. Moody Jeannette L Ad. July '70. Moore, Adelaide G .El. July '72. Moore, Agnes M El. July '78. Moore, Nancie I El. Jan. '81. Morden, S. Elizabeth El. June '74. More, Mary F El. June '82. Morey, Amelia El. July '69. Morey, Charles R Ad. July '70. Morey, Fanny A El. June '79. Morey, Helen El. July '70. Morgan, Abbie B El. July '66. Morgan, Hattie E El. June '76. Morris, Fannie M El. July '71. Morris, Harriet i^ .El. July '67. Morris Sarah M .El. July '71. Morris, Susan C El. Jan. '75. Morrison, Emma S El. Feb. '67. Morrison, Jeannette T Ad. Jan. '73. Morrow, Alcinda L El. July '68. Morton, L. Ann - El. Jan. '76. Morton, Lizzie H El. July '67. Mott, Clara E El. July '73. Mott, Elzina E El. July '69. Mott. Emma M El. July '73. Mowbray, Mary E Cl. Jan. '83. Moul, Sophia L El. July '72. Moulton, Kate Ei. July '80. Mullaney, Margaret El. June '83. Mulliner, Mary L El. Feb. '66. Munsell, Margaret E El. Jan. '83. Munson, Henrietta E Ad. Feb. 70, El. July '70. Murdock, Edith El. Jan. '84. 214 Cooper, Matilda S El. '62. Copley, Euphemia D El. '63. Corwin, Carrie M El. June '76. Corwin, Isabella G El. June '79. Corwin, Isabella G El. July '84. Corwin, Martha J El. July '78. Cox, Martha E El. July '80. Cozzens, Laura W Ad. July '78. Crabb, Eugene M Ad. July '70. Cragin, Lucy M El '63. Craig, Josephine M El. Jan. '73. Crane, Marietta C CI. Jan. '82. Crawford, Charles H CI. July '70. Crippen, Elma C Ad. July '77. Crippen, Ella M El. July '78. Crockett, Alice J El. June '79. Crooks, Helen A Ad. Feb. '68. Cross, Helen G El. Feb. '67. Crossman, Alice L Ad. June '74. Crowe, Mary F El. July '73. Crura, Ella J El. Jan. '72. Crum, Minnie H El. June '76. Crum, Taylor Ad. July '72. Cuddeback, Charlotte B • El. June '74. Cuddeback, Olive El. July '80. Culkin, Mary C Ad. Jan. '79. Cullen, Alice F El. Jan. '85. Cullinan, George W CI. Jan. '81. Cummings, Byron. CI. Jan. '85. Cummings, Emma El. Feb. '86. Curry, Sarah E Ad. July '73. Curtice, Delia El '65. Curtis, Hannah Ad. July '69. Cusick, Mary Ad. Jan. '72. Cyrenius, Frank J El. Feb. '66. Dahrymple, Harriet A El. July '69, Ad. July '73. Daly, Lizzie M Ad. June '81.

Daniels, Lottie C El. Jan. '84. Darrow, Henrietta L El. June '74. Darrow, Mary E El. July 71. Dashley, Emily B CI. Jan. '84. Dashley, Marie L.. . El. July '73. Davies, Adaline E El. Feb. '67. Davis. Ada Ad. Jan. '71. Davis, Anna E , El. Feb. 67. Davis, George H Ad. June '85. Davis, Hattie E Ad. Jan. '71. Davis, Helen A EL '62. Davis, Kate H El. '62. Davis, Maria E El. July '70. Davis, Mary E El. '62. Davis, MaryE CI. July '70, El. July '72. Davis, Mary Janet Ad. July '86. / 215 Day, DeUa M El. Feb. '69. Deacon, Jane El. July '78. Deering, Harriet A Ad. July '73. De Lano, Teen J El. Feb. '68. Ad. July '69. Dempsey, Ella A Ad. Jan. '75. Dempsey, Kittie L El. July '69. Dennlson, William Ad. July '78. Denton, Sarah L Ad. Feb., '69, El. July '69. Derby, Mary M CI. Juno '76. Dennot, Sarah A El. Jan. '83. DeShong, Harriet El. July '73. Dewey, Lola M Ad. July '72. Deyo, Mary El. Jan. '83. Deyo, M. Louise El. Jan. '81 . Dickerman, Emma El. July '71. Dickinson, Helen El. July '78. Dickeman, Charlotte N El. Feb. '69. Dildine, Mary E El. July '69. Dilley, Mary L Ad. Jan. '73. Dinmore, Lizzie El. '65. Dobbie, E. Lina El. Feb. '68. Dobbie, Lucy M El. June '85. Dodd, Hattie M El. Jan. '85 Donnan, Emma El. Jan. '77. Donnolley, Alice El. June '74. Doran, Minnie E El. July '73. Doris, Elizabeth L El. July '68. Douglas, Julia B El. June '76. Douglass, Henry M CI. July '68. Dowd, Harriet E El. Feb. '80, Ad. Jan. '82. Downes, William B Ad. June '85. Downey, M. Elizabeth El. June '85. Dowse, Hattie Y Ad. July '70. Doyle, Carrie C El. July '80, Draper, Margaret A Ad. Jan. '75. Drew, Jeannette El. Feb. '67. Dubois, Ella M El. Jan. '77. Dugane, Sarah D El. '64. Dunning, George Ad. Feb. '68. Dunning, Ida L El. Feb. '80. Earley, Michael J ' Ad. July '86. Edic, I^^abella L El. June '79. Edmunds, Elizabeth M El. July '80. Edwards, Adeline S El. July '72. Edwards, D. Sophia Ad. July '72. Edwards, Ella I El. Jan. '75. Edwards, Eva S El. Feb. '68, Ad. Feb. '69. Edwards, Lindley M Ad. July '69. Eggleston, Henrietta M Ad. July '71. Ells, AmeUa A El. Feb. '67. Enos, Fannie P El. July '78. Evans, Addie F El. June '76. Evans, Emma L El. June '83. 220 Joslin, Jennie E El. Jan. '77. Joslin, Sylvia P El. July '69. Judson, Hattie R El. Jan. '79. Kearney, Anna J Ad. JrUy '73. Keeler, Esth er J El. July '69. Keeler, Martha A El. June '75. Kehoe, Alice M Ad. Jan. '78. Keller, Clara A El. July '84. Kellogg, Charlotte E El. June '75. Kellogg, Corralmn A , Ad. Feb. '70. Kellogg, Gertrude A El. June '82. Kelly, Margaret L Ad. Jan. '85. Kelly, Margaret T El. Feb. '86. Kendall, Harriet D El. July '69. Kenitic, Anna M ; El. July '78. Kenific, Maggie El. Feb. '66. Kennedy, Julia A El. Jan. '74. Kent, Louise T El. Jan. '79. Kenyon, Nellie M Ad. July '78. Kerr, Kittie El. '65. Kerr, Mary El. Jan. '84. Kerr, Sarah M El. Jan. '79. Ketcham, Addie S El. June '81. Ketchum, Angeline H El. July '67. Keyes, Sarah L Ad. Feb. '67. Kilboum, Hannah L El. July '78. Kilbourn, Mary A * . . El. '62. Kimball, Jessie M El. June '83. Kimber, Anna A Ad. Jan. ^74. Kimber, Fannie C El. Feb. '70, Ad. June '74. King, Elizabeth J Ad. Jan. '76, King, Georgia A .El. Jan. '83. King, Ida J Ad. June '76. King, Isabella CI. July ^77. King, Jeannette C El. July '67. Kingsford, Elizabeth El. July TO. Kinkade, Mary A El. Jan. '71 . Kirchhoff, Anna F El. Jan. '85. Kirkland, Minnie F. El. June '83. Krusi, Hermann CI. Jan. '78. Kuhl, Lizzie H El. July '84. Kyle, Eliza J EL Jan. '76. Ladd, Myron C Ad. July '78. Lake, Sarah I El. June, 'a5. Laing, Mary E » El. June '74, Ad. June '81. Lapping, Martha El. '65. Lathrop, Delia A El. Feb. '68. Lawrence, Isabel El. July '73. Lawrence, Maria B El. Feb. '68. Lawrence, Mary L Ad. July '69. Leach, Sarah H .' El. Feb. '68. Leary, Jennie K El. '65. Lee, Charlotte J . . El. Jan. '77. 221 Lee, Mary V Bl. '63. Lee, Kellie .». EL '65. Lee, Susan C Bl.

July '86. Leeds, Lucy E Bl. June '81, Leete, Harriet R , . . . Bl. Jan. '71. Le Febvre, Minnie E CI. Jan. '85. Leflto, Lizrie El. '65. Leffin, Mary E El. June '75 Leffin, Ursula M Ad. Jan. '78. Leichhardt, Anna M El. July '86. Leonard, Carrie S Bl. July '84. Leonard, Ella F Bl. July '78. Leonard, Kate A El. June '77, Ad. Jan. '81. Leonard, Mary A El. July '67. Leroy, Lydia A Bl. Feb. '86. Lester, Ordelia A El. July '71, Ad. July '73. Lewis, Clara M EL June '81. Lewis, George A 01. July '77. Lewis, Grace A Ad. Jan. '77 Lewis, Mary E EL July '71*. Lewis, Matilda EL '62. Lindsay, Robert S EL June '85. Lines, Anna M El. '63. Littlefield, Addie EL Jan. '84. Locke, Abbie A EL Feb. '67. Locke, Helen B EL July '72. Locklin, Nellie EL Jan. '8L Lockwood, Carrie L • El. Jan. '83. Loughridge, Sarah F EL Jan. '71 . Lovecraft, Mary L EL Jan. '81. Lovejoy, Emma A Bl. Jan. '81. Lowell, Franklin A Ad. Jan. '84, Lowry, Kate E EL Jan. '73. Luce, Anuie M EL July '78. Lynch, Helen EL July '72. Lyons, Margaret A Ad. Jan. '73. Lytle, Marion C CI. June '74. Lytle, Sarah J El. Jan. '74. Mace, Josephine EL June '81. Macken, Chauncey B , Ad. Feb. '68. MacMillan, Mary E El. June '76. Maher, Frances G EL July '84. Manley, Fanny N Ad. Feb. '80 Mann, Lucy * EL June '76. Manning, Delia EL '62. Mansfield, M. Edith D BL June '85. Manter, Pamelia H El. June '74. Manwaring, Cora L EL Jan. '78. Marean, Laura A EL July '73. Markham, Florence N" El. Feb. '80. Marsden, Frank M EL July '69. Marsh, Laura G Bl. June '81. Marsh, Lillie C EL June '76. 222 Martin, Fannie E El. Feb. '68. Masters, Fannie H ^ El. Jnly '77. Masters, Lillie B El. Jan. '77. Mastin, Emma L El. Feb. '82. Matheson, Frances L El. July '72. Matheson, Helen W El. Jan. '83. Mathews, Elizabeth A , . .Ad. June '81. Mathews, H. Jennie EL July '83. Matteson, Emma A El. June '76. Matthews, Frankie L El. June '83. Mattison, Kate A Ad. Jan. '75. Mattison, Mary H El. June '81. Maxwell, Ella H El. July '73. Maxwell, Fanny C El. July '66. Maxwell, Kate W El. July '77. Maybee, Sarah H El. Jan. '71. MoArthur, Cassie El. Jan. '73. McAuley, Margaret L El. July '70. Mc Auliffe, Margaret F ., El. Jan. '83. McBride, Mary E Ad. July '70, El. July '71. McBride, Ruth Ad. July '69. McCabe, Frances J El. Jan. '85. McCall, Sylvia H El. July '73. McCanna, Anna L El. Jan '81. McCarthy, Xellie Ad. Jan. '85. McChesney, Frances El. Jan. '79. McCleave, Esther A Ad. Jan. '73. McClure, Agnes Y. El. July '78, Ad. Jan. '79. McCool, E. Cecilia El. July '66. McCool, Jeannette A El. July '77, Ad. June '83. McCoy, Minnie E El. July '77. McCruddin, Sarah A El. Jan. '71. McCullough, Belle El. Jan. '79. McCumber, Martha C El. Feb. '67. McDonald, Isabelle I CI. July '77. McDowell, Nora El. '65. McElroy, Alice E El. Feb. '67, Ad. July '67. McBntee, Lucy A El. July '78. McFarland, Mary A Ad. July '80. McFarlane, Jennette El. Feb. '68. McGonegal. Mary A El. '63 Mcllwaine, Anna A El. June '83. McKay, Esther E Ad. Jan. '85. McKee, Elmer B El. June '82. McLean, Ida E El. July '70. McLean, Louisa H Ad. June '83. McLeish, Anna Ad. July '71. McLellan, John W Ad. July '72. McMillan, Elizabeth A El. June '83. McPeck, Sarah El. Jan. '81. McWeeney, Maria A El. Jan. '78. Mead, Emma A El. Feb. '67. Meredith, Lizzie El. July '73. 223 Mergler, Mary J CI. July 72. Merriam, Emily M Ad. Feb. '67. El. J[uly '67. Merriam, Eunice J El. July '69. Merriam, S. Agnes El. Jan. 73. Merrill, Elizabeth R CI. July '80. Merritt, Ellen J •. Ad. July '69. Merritt, John W CI. Jan. '75. Messenger, Frances E El. Jan. '79. Meyers, Ida G CI. Jan. '85. Miller, Adaline B Ad. July '69. Miller, Catharine L Ad. July '69. Miller, C. Luoretia id. Jan. '72. MUler, Eleanor S El. July, '86. Miller, Ella El. June '74. MUler, Ida U El. Jan. '73. Miller, Lizzie El. July 77. Miller, Martha El. '62. Miller, Maud A El. July '80. Miller. Sara H El. July '72. Miner, Carrie E El.

June '81. Monk, Harriett I El. July '78. Moody Jeannette L Ad. July '70. Moore, Adelaide G El. July '72. Moore, Agnes M El. July '78. Moore, Nancie I El. Jan. '81. Morden, S. Elizabeth El. June '74. More, Mary F El. June '82. Morey, Amelia El. July '69. Morey, Charles R Ad. July '70. Morey, Fanny A *. . .El. June '79. Morey, Helen El. July '70. Morgan, Abbie B El. July '66. Morgan, Hattio E El. June '76. Morris, Fannie M El. July '71. Morris, Harriet i^ El. July '67. Morris Sarah M El. July '71. Morris, Susan C El. Jan. '75. Morrison, Emma S El. Feb. '67. Morrison, Jeannette T Ad. Jan. '73. Morrow, Alcinda L El. July '68. Morton, L. Ann El. Jan. '76. Morton, Lizzie H El. July '67. Mott, Clara E El. July '73. Mott, Blzina E El. July '69. Mott, Emma M El. July '73. Mowbray, Mary E CI. Jan. '83. Moul, Sophia L El. July '72. Moulton, Kate El. July '80. Mullaney, Margaret El. June '83. Mulliner, Mary L El. Feb. '66. Munsell, Margaret E El. Jan. '83. Munson, Henrietta E Ad. Feb. 70, El. July '70. Murdock, Edith EL Jan. '84. 224 Murphy, Mary J Ad. June '74. Murray, Esther A El. Feb. 70. Murray, Margaret El. Jan. '84. Murray, M. Jane Ad. Jan. '75. Myers, Amelia B El. Jan. '79. Kacey, Eliza A f Ad. Jan. '79. Nash, Jennie F El. July '80. Nelon, Bridget M El. July '70. I^'elson, Carrie M El. Feb. '86. Kelson, Isabella K Ad. July '78. Kesbitt, Emma J Ad. June '81. N"esbitt, LiUie I El. Feb. '86. Newby, Nathan Ad. July '69. Newman, Carrie E El. Jan. '85. Newton, Jennie M El. Jan. '84. Nichols, Eliza J El. '63. Nichols, Helen M El. June '75, Ad. June '79. Nicholson, Anna : El. June '81 Nitteraner, Thirza W El. June '85. Noble. Ida R , Ad. July '70. Nolton, Fanny S Ad. July '77. Norman, Louise El. '62. North, OUve El. July '69. Norton, Lizzie A El. Jan. '78. O'Brien, Agnes H Ad. July '77. O'Brien, Susan M El. Jan. '85. O'Geran, Mary L El. Jan. '85. O'Gorman, James R CI. June '79. Olds, Alice L. Ad. Jan. '74. Oliver, Carrie M Ad. Jan. '79. Ormiston, Julia E Ad. July '72. Ormsby, Celia L Ad. Jan. '76. Orton, Julia R El. July '73. Osborne, Abbie P El. June *85. Osborne, S. Katharine , El. July '67. Otis, Clorinda El. Jan. '73. Owen, Elizabeth A Ad. July '86. Owen, Josephine El. Jan. '81. Owens, Florence E .Ad. Jan. '77. Owens, Marion I El. June '85. Paddock. Armada G El. '63. Palmer, Althea A Ad. Jan. '71. Palmer, Kate L El. .Tan. '74* Parker, Elizabeth G El. Jan. '78. Parker, Florence J CI. Jan. '83. Parks, Minnie El. July '69. Parsels, Isabelle Ad. Jan. '72. Parsons, Alice M El. Feb. '07. Parsons, Elizabeth El. '62. Parsons, Emma S .Ad. July '67, El. Feb. '68. Parsons, Flora F El. '62. Parsons, Jennie A El. Feb. '68. Parsons, John C Ad June 83. 225 Parsons, Laura S * , El. '♦)2. Parsons, Mary A El. '62. Parsons, Mary G El. Feb. '86. Partridge, Josephine Ad. Jnne '82. Pateman, Edna El. June '81. Payne, Angusta F Ad. July '72. Payne, Emeretta F El. Jan. '71. Peacock, Anna B El. July '67. Peake, Mary E El. Jan. '83. Pearce. C. EUa El. Jan. '85. Pearce, Otis E 4 .Ad. July '80. Pease,' Anna A Ad. June '74. Pease, Fanny W El. '62. Pease, Jennie S Ad. Feb. '86. Pease, i^ellie M El. July '78, Peebles, Mary S El. June '85, Peene, Laura K El. Feb. '80. Pendleton, Maria El. June '76. Penfield, Philomela El. '65. Perkins, Anna H : El. July '68. Perkins, iJlma E El. Feb. '80. Perkins, Emily H ; El. '65. Perkins, Mary E El. '65. Perley, Melissa S El. June '76. Perry, Alice E El. Jan. '75. Perry, F. Ella El. July '73. Perry, Mary E El. July '80. Perry, Sarah L El. Feb. '70. Perry, S. Ella El. July '77. Petrie, Florence A El. July '78. Pettigrew, Martha A El. Jan. '78. Phair, Mary A El. July '72. Phillips, Anna El. July '80. Phillips, Emily E El. July '69. Phillips, Hattie A El. June '76. Phillips, Jane E. El. July '80. Phillips, Julia E Ad. June '85. Pierce, Julia A El. June '79. Pierce, Ruth A El. Feb. '69. Piersall, Josephine M Ad. July

'72. Pike, Anna L El. Feb. '66. Pitman, Mary R El. Feb. '68. Place, Marcia A El. July '78. Plumb, Louisa C El. '62. Pond, Olive A El. Feb. '69. Pool, Mary E El. June '79. Pope, Martha A El. July '73. Porter, Ida M El. July '84. Porter, Lucretia El. July '66. Potter, Harriet A El. Feb. '67. Poucher, Florence M Ad. July '69. Poucher, Kate M Ad. July '84. Poucher, Lucy A Ad. June '85. 226 Poucher, W, Allen CI. June '79. Powers, Louisa A El. '64. Preston, Kate L El. July 'ttO, Ad. June '81. Pretlow, Isabella Ad. July '86. Price, Jennie El. Jan. '78. Prichard, John S El. July '77. Pride, Martha A El. Feb. '66. Pulver, Elnora El. Feb. '86. Pulver, Lucy C El. June '85. Purcell, Sarah H Ad. Jan. '77. Pyne, Sarah J El. July '70. Quackenbush, A. Cordelia , El. '64. Quigg, Addie M El. June '79. Quigg, Fannie M El. July '78. Radcliff, Margaret C El. Jan. '84. Radcliffe, Anna L El. June '85. Radcliffe, Emily H El. June '85. Radley, Nellie M El. June '82. Randolph, Harriet CI. Jan. '85. Ranger, Sarah A •. El. '65. Ransom, George B Ad. July '69. Rappleye, "Walker G Ad. June '75. Reardon, Ella M El. June '75. Reed, Sarah A El. Feb. '80. Reese, Lizzie A El. June '74. Regan, Alice A El. Jan. '85. Regan, 1311a L : . El. July '78. Remington, Ida L El. Jan. '85. Rennie, Julia E El. July '86. Reynolds, Ellen Ad. July '69. Reynolds, Frank CI. Jan. '79. Reynolds, Myra M El. Jan. '7*2. Rhoads, Mary G El. July '80. Rice, Anna A Ad. Jan. '72. Rice, Belle Ad. Feb. '70, EI. July '70. Rice, Emily J El. Jan. '72. Rice, Kittie B Ad. July '84. Rice, Lucy K El. June '74. Rice, R. Elizabeth El. June '74. Rice, Sarah E El. July 70. Richards, Charles W Ad. July '69. Richardson, Alfred W CI. June '79. Richardson, Evaline E El. July '80. Richardson, Kate G El. Feb. '86. Richardson, Myrtis J Ad. July '84. Rider. Lucy Ad. Feb. '70. Riggs, Mary E Ad. Feb. '68, El. July '68. Riggs, Matthew B Ad. July '69. Riggs, Nelly A .* El. July '73. Riley, Mary A El. Jan. '71. Roat, Mary B El. Jan. '85. Robb, Jeannette A El. Feb. '69. Robbins, Delia El. Feb. '66. 227 Robbins, Jennie C » .Ad. Jan. '77. Roberts, Amy J Ad. Jan. 72. Robertson, Elizabeth EL '65. Robinson, Caroline E El. Jan. '78. Robinson, Lncy M El. Feb. '80, Ad. July '80. Robinson, Marian M Ad. June '76. Robinson, Myra L El. July '77. Rockwell, Adaline B CI. July '86. Rodie, Anna C El. July '78. Rodie, Nena M El. June '81, Ad. June '82. Roe, Martha El. '62. Rogers, Alice B El. July '84. Rogers, Antoinette C \ ; Ad. July '86. Rogers, Lizzie H El. Feb. '86. Rogers, Lucy T Ad. June '83. Rollinson, Elizabeth G El. July '72. RoUinson, Sarah M El. June '75. Romans, Mary A El. July '68. Root, Emma L El. Feb. '67. Root, Martha J El. July '68. Rope, Kate E El. July '67. Ross, Marguerite S El. July '78. Ross, Minnie A El. July '68. Row, Sarah M El. July '86. Rowell, Harriet L El. June '75. Rowler, Burdett D Ad. July '71. Royall, Mary E El. Feb. '80. Royce, Millicent A Ad. July '72. Roys, Addie E El. Juno '79. Rulison, ISTellie S El. Jan. '85. Russell, Calvin L .*T Ad. July '77. Russell, Lizzie B El. July '78. Russell, N". Jennie El. Jan. '73. Safford, Louise M El Feb. '67. Salisbury, Clara A El. June '81. Salmon, Carrie B El. July '86. Salmon, Lizzie Ad. Feb. '70, El. July '70. Salmon, Mary J El. Feb. '66. Sanford, Emily S El. Feb. '70. Santley, Elizabeth D El. June '82. Satterlee, Ophelia El. Jan. '78. Savage, Anna El. Jan. '77. Sawdey, Myrtis El. July '86. Sawyer, Laura A Ad. July '68. Sayre, Harmie J El. July '67. Schofield, Elizabeth H Ad. June '83. Scott, Emma C Ad. June '79. Scott, Mary E El. '65. Scott, Tillie A El. '64. Scrlbner, Ernest E Ad. June '82. Seaman, Anna A El. July '73. Seaman, Kate Q El. July '78. Seamans, Nellie C El. Jan. '75. 228 Seaver, Ellen El. '6:?. Seeber, Marthu A El. '62. Sewell, Anna M El. July 84. Sexton, Ellen Ad. July '70. Shaw, Amy R El. Jan. '82. Sheak, Elizabeth El. Jan. 72. Sheldon, Anna B Ad.

June '81. Sheldon, Charles S CI. June '75. Sheldon, Edward A El. '62. Sheldon, Ella D El. July '78. Sheldon, F. Elizabeth CI. June '75. Sheldon, Mary D CI. Julv '68, Ad. Feb. '69. Sheldon, Phinie C '. El. Feb. '69. Shepard, Abbie L El. June '85. Sheridan, Catherine E El. June '81. Sherman, Auronett M El. July '71. Sherman, Fannie B El. June '76. Sherman, Josephine I Ad. July '70. Sherman, Moses H Ad. July '73. Sherwood, Henry W CI. Feb. '70, Ad. July '70. Sherwood, Yiola Ad. July .'73. Shippey, Seville B Ad. July '70, CI. July '77. Shore, M. Yictoria El. June '81. Short, Abbie, L El. June '83. Sibbitt, Anna E El. Jan. '82, Ad. Jan. '83. Sikes, Almira E Bl. Jan. '72. Sikes, Yiletta G El. July '72. Simmons, M. Elizabeth ^ El. July '71. Sinnamon, Eliza W El. Julv '77. Sisson, Emma D El. July '72. Sisson, Eugene P Ad. July '68. Skidmore, Emma W El. July '86. Skinner, E. Avaline Ad. July '70. Slater, Lois S El. Jan. '73. Slater, Louise El. '63. Slattery, Mary A El. June '79, Ad. July '80. Sloan, Helen L El. Jan. '78. Smith, Alice J El. Jan. '79. Smith, Alice Y El. June '83. Smith, Anna E El. Jan. '84. Smith, Cora A Ad. July '72. Smith, Cynthia R El. Jan. '71. Smith, Elizabeth S El. July '80. Smith, Ella L El. June '81. Smith, Fannie G El. June '75. Smith, Florence M El. Feb. '86. Smith, Hannah M Ad. July '70. Smith, Helen C El. June '74. Smith, Helen M El. July '69. Smith, Ida B El. July '66. Smith, Lena M El. July '72. Smith, Margaret K CI. Jan. '83. Smith, Mary E El. Feb. '67. 229 Smith, Mary Howe El. '63. Smith, Khoda R El. '65. Smith, Rose M El. Jiily '73. Smith, Sarah B Ad. June '75. Smith, William A Ad. July '70, CI. July '71. Smith, Winfield S .01. Jan. '77. Snell, Bertha Anna El. Jan. '85, Snell, Ida May El. June '85. Snow, Fannie El. Feb. '80. Snow, Mina F Ad. Jan. '83. Snyder, Matilda E El. June '75. Soule, Emma El. July '73. Soule, Mary E El. July '77. Southwell, Alfaretta Ad. Jan. '72. Southwell, Mary S. El. July '80. Sowles, Mehetable Ad. Feb. '70. Spencer, Jane S CI. Jan. '71. Spicer, Florence H Bl. June '76. Spicer, Lizzie S CI . June '82. Spier, A. Louisa El. Jan. '77. Spier, Joanna R El. June '76. Sprague, Clara Y Ad. June '75. Sprague, Sarah E El. July '73. Springstead, Ida A El. Feb. '86. Sprott, Mary El. Feb. '70. Squier, Sarah F. . . ." El. July '77. Staats, Margaret J El. '64. Staats, Maria A El. July '71. Staats, Matilda C El. Feb. '67. Starr, Ellen D El. Feb. '66. Stearns, M. Elizabeth Ad. Jan. '74. Steber, Emma A Ad. Jan. '72. Steele, Grace A A«l. July '77. Steele, M. Isabella Ad. June '75. Stephenson, Sarah J El. July '73. Sterling, Sarah C El. '65. Stevens, Anna E El June '76. Stevens, Florence Gr Ad. Jan. '84. Stevens, Harriet E Ad. Julv '72. Stevens, Frances A El. Jan. '75. Stevens, M. Jeannette El. Jan. '75. Stevenson, Agnes A CI. July '68. Stevenson, Rosanna El. 64. Stewart, Ella M Ad. July '73. Stewart, Mary C. '. Ad. July '68, El. July '69. Stickney, Jenny H El. '63. Stiles, Mary B Ad. June '74. Stillman, Phebe A El. June '79. Stimets, Charles C CI. July '72. Stisser, Margaret M El. June '82. Stocking, EUen El. Feb. '70. Stocks, Emma E Ad. June '75. Stocks, Kate S Ad. Jan. '73. 230 Stockwell, Frances C El. July 72. Stoddard, M. Louise El. Jan. 72. Stoel, Martha W El. '65. Stone, Wesley CI. July '86. Stoneroad, Rebecca El. Jan. '85. Storer, Charlotte A Ad. July '78. Storms, Minnie El. July '84. Storms, Orie D El. July '80. Stowell, Alice El. '65. Stratton, George H El. June '85. Streeter, Carrie A El. Feb '80. Strong, Anna H El. Feb. '69. Strong, Bertha A El. June '82. Strough, Anna B El. June '82. Stymus, Mary El. June '82. Sumner, Harriet B El. July '67. Sutcliffe, Thomas El. June '82. Sutton, Lucia El. July '70. Sutton, Sarah M Ad. July '70. Swaim, J^'ancy J El. Jan. '79. Swan, Mary H Ad. July '67. Swanger, Emma I Ad. July '68. Swanger, Maria M Ad. July '68. Swartwout, Ellen . .Ad. July '84. Taber,

Ida ; El. Jan. '78. Takamine, Hideo • El. July '77. Talbot, Ada E El. July '80. Tanner, Helen M El. July '84. Taylor, Eliza Agnes Ad. June '76. Taylor, Evalyn I El. Jan. '82. Taylor, Grace El. June '85. Taylor, Helen M Ad. Feb. '6rt. Taylor, Margaret C El. Jan. '75. Taylor, Sarah El. '65. Taylor, Sarah M El. June '75. Teague, Clara M El. July '78. Teague, :N'ettie M El. Jan. '81. Teal, Wyllis J Ad. June 'H5. Teare, Mary J Ad. Feb. '86. Tenney, Mary P El. July '86. Terry, j^. Wesley Ad. July '70. Terry, Sarah E El. July '71. Thomas. Margaret M Ad. June '7.5. Thompson, Emma J • El. Feb. '80. Thomson, Lizzie C '. El. June '83. Thomson, Ulric Ad. July '80. Thurman, Gertrude El. Feb. '66. Tiffany, Dewitt C - El. July '66. Tiffany, Helen A El. Jan. '71. Tiffany, Jane R Ad. July '71. Timerson, Emma C El. Jan. '77, Ad. July '78. Timerson, Georgia A Ad. Jan. '74. Titus, Mary J Ad. Feb. '70. 231 Tomm, Julia H Ad. June '75. Town, Maggie A El. '65. Towsley, Anna L El. July '84. Tozer, Mary J Ad. Jan. '71. Trask, Adele Ad. Jan. '72. Treadway, Kate L El. Jan. '78. Treadway, Minerva G El. July '80. Trowbridge, Edward A Ad. Feb. '67. Trowbridge, Mary L El. July '69. Trunk, Lena El. July 78. Tubbs, Helen M El. '62. Tubbs, Rhoda A El. Feb. '69. Tucker, Florence E El. Jan. '78. Turner, Louise J El. June '85. Turner, N"ellie E CI. July '86. Tuttle, Ezra A Ad. June '75. Tuttle, Helen A El. Feb. '67. Tuttle, Mary E El. Jan. '79. Tuttle, Susan E ; *. El. June '76. Tyler, AnnaM El. '65. Tall, Lucia M .El. Jan. '73. Tan Cleef, Lillian M El. July '84. Tanderbelt, Delia M El. Jan. '71. Tan Husen, l^ancy L El. July '68. Tan Inwegen, Clarence P Ad. June '76. Tan Petten, Sarah T El. July '78, Ad. Feb. '80. Tan Wagenen, Charlotte E El. July '68. Tan Tleck, Icy J El. June '76. Taughn, Sena C El. July '66. Tickery, Anna J El. Jan. '76. Tidaud, Nathalie L El. Jan. '81. Tolz, Josephine El. Jan. '81. Tose, Charles Ad. Jan. '78. Waful, Lilian K El. June '83. Wait, Susan A El. July '72. Waitt, Mary G ..El. Feb. '70. Waldt, Lizzie E Ad. Jan. '81. Waldt, Mary A El. July '78. Wales, Lucretia H El. Feb. '68. Walker, Jeannette El. Julv '84. Wallace, Inez E El. Jan. '75. Wallace, Mary E Ad. June '85. Wallace, M. Louise El. Feb. '70. Walsh, Kate F '. El. July '86. Walsh, Margaret L El. June '85. Walter, Sarah J El. June '76. Waring, Georgia A El. June '83. Warner, Martha J El. June '76. Warner, Sarah E El. June '76. Washburn, Irving El. June '81. Washburn, Jacob El. July '77. Washburn, Morgan Ad. July '78. Waters, Minnie E Ad. Feb. '86. 222 Martin, Fannie E El. Feb. '68. Masters, Fannie H « El. July 77. Masters, Lillie B El. Jan. 77. Mastin, Emma L El. Feb. '82. Matheson, Frances L El. July 72. Matheson, Helen W El. Jan. '83. Mathews, Elizabeth A Ad. June '81. Mathews, H. Jennie El. July '83. Matteson, Emma A El. June '76. Matthews, Frankie L El. June '83. Mattison, Kate A Ad. Jan. '75. Mattison, Mary H El. June '81. Maxwell, Ella H El. July '73. Maxwell, Fanny C El. July '66. MaxweU, Kate W El. July '77. Maybee, Sarah H El. Jan. '71. McArthur, Cassie El. Jan. '73. McAuley, Margaret L El. July '70. McAuliffe, Margaret F El. Jan. '83. McBride, Mary E Ad. July '70, El. July '71. McBride, Ruth Ad. July '69. McCabe, Frances J El. Jan. '85. McCall, Sylvia H El. July '73. McCanna, Anna L El. Jan '81. McCarthy, N'ellie Ad. Jan. '85. McOhesney, Frances El. Jan. '79. McCleave, Esther A Ad. Jan. '73. McClure, Agnes Y. . .- El. July '78, Ad. Jan. '79. McOool, E. Cecilia El. July '66. McCool, Jeannette A El. July '77, Ad. June '83. McCoy, Minnie E El. July '77. McCruddin, Sarah A El. Jan. '71. McCullough, Belle El. Jan. '79. McCumber, Martha C .El. Feb. '67. McDonald, Isabelle I CI. July '77. McDowell, Nora El. '65. McElroy, Alice E El. Feb. '67, Ad. July '67. McBntee, Lucy A El. July '78. McFarland, Mary A Ad. July '80. McFarlane, Jennette El. Feb. '68. McGonegal. Mary A El.

'63 Mcllwaine, Anna A El. June '83. McKay, Esther E Ad. Jan. '85. McKee, Elmer B El. June '82. McLean, Ida E El. July '70. McLean, Louisa H Ad. June '83. McLeish, Anna Ad. July 71. McLellan, John W Ad. July '72. McMillan, Elizabeth A El. June '83. McPeck, Sarah El. Jan. '81. McWeeney, Maria A El. Jan. '78. Mead, Emma A El. Feb. '67. Meredith, Lizzie El. July 73. 233 IVilliams, Rose B El. Jan. '72. Williams, S. Ida Ad. Jan. 72. Wilson, A. Florence El. June 74. Wilson, Helen M El. '62 Wilson, Julia A El. Feb. '69. Wiltse, EUen Ad. July '68, El. Feb. '69. Winans, Theodore El. July '77. Wing, Cora B El. July '77, Ad. July '78. Witbeok, J^-ellie L El. June '81. Wood, EUen A El. July '78. Wood, Fannie M El. Feb. '80. Wood, Hannah J El. Jan. '81. Wood, Ida H El. July '80. Wood, JuHa El. July '84. Wood, Marthal El. July '80. Woodford, Diana El. June '75. Woodhull, Victoria I El. Jan. '82. Woodward, Ella P Ad. June '75. Woodward, Katharine D CI. July '80. Woolman, Anna Ad. July '78. Woolworth, Clara N El. Feb. '70. Wooster, Harriet A Ad. June '74. Worden, Esther A El. July '77. Worthington, Eleanor CI. Jan. '72- Wright, Emma H El. Jan. '78. Yarrington, Adrian M Ad. July '84. Tawger, Mary CI. June '82. Tawger, Sarah L Ad. June '74. Tocum, Jane P El. '65. Young, Mary L El. June '79. Young, Melinda Ad. July '70. HISTORY OF GRADUATES OF Oswego State Normal and Ti[aining School, TO JULY 6th, 1886, INCLUSIVE. Following each name are two addresses, the first, the person's address on entering the school, the second, his address July, 1886, or his permanent address. In some cases the statistics are very imperfect, owing to failure to get answers to letters. In a few cases persons refused to answer, a few others were doubtless careless about it, and the address of others we are unable to ascertain. This is very much to be regretted, as some of the information asked for is of the highest importance in the history of our work,, and as related to the Normal School work of the State. FIRST CLASS— April 10, 1862. Andrews, Jane, Oswego, ]J^. T. Mt. Yeraon, N. Y. Taujfht ten years in Oswejfo, N. Y., and twenty-three years in New York city ; has done a great deal of Sunday school and missionary work. Barber, Mart S., Oswego, N. Y. Detroit, Mich. Taught twenty-flve years ; in Oswego, In Detroit public schools and in Detroit Female Seminary^ Barker, Mary, Kichville, N. Y. Mrs. Gardiner Lord, Athol, Mass. Taught eleven years in Oswego public schools. Becker, Helen S., Oswego, lH. Y. Mrs. Benjamin R. Sweetland, Tucson, Arizona. Married In 1862, has two children ; lived in Sacramento several years. Black, Jenny, Oswego, N". Y. Mrs. J. N. White, Albany, N. Y. Taught in Albany a few years ; has one child. Blood, Eliza A., Saratoga, ]J^. Y. Mrs. C. A. Rockwell, Saratoga, N. Y. Taught in Oswego six months and in Huntington, N. Y., thirteen years. Brewster, Sarah P., Oswego, m. Y. Taught in Oswego several years ; died in June, 1868. Bruce Ellen M., Oswego, K Y. Has taught in Oswego public schools thirty-two years. 235 Case, Pamelia 0. (Mrs.), Beverly, New Jersey. Mrs. Calvin H. Hale, Olympla, Wash. Territory. Taught In Beverly and Elizabeth, N. J., and in Olympla, Wash. Ty. ; been School Superintendent of Thurston Co., Wash. Ty., five years, and member of Territorial Board of Education five years ; one child. Clapp, Leonora T., Lafayette, Onondaga Co., N. T. Mrs. James T. Chute, Minneapolis, Minn. Was first married to John N. Groenendyke, who died in 1869 ; one child ; taught twelve years in Oswego, N. Y., and three years in Lafayette, Ind. Clark, Charles D., Oswego, N. Y. Syracuse, N. Y. Taught one year in Bridgeton, N. J. ; is author and journalist. Cooper, Matilda S., ifyack, N. Y. Oswego, N. Y. See history of teachers. Davis, Helen A., Oswego, ^. Y. Mrs. Frank B. Lewis, Paxton, 111. Taught several years, in Oswego, N. Y., Beverly^ N. J., Richmond, Ind., Lexington, Ky., and Indianapolis, Ind. ; is

now principal of Paxton public schools. Davis, Kate H., Oswego, if. Y. East Saginaw, Mich. Taught twenty-five years, in Oswego, N. Y., Oak Park, 111., and East Saginaw ; has worked chiefly in training schools. Davis, Mary E., Oswego, N. Y. Mrs. David R. Klinger, Owensboro, Ky. Taught in Oswego, N. Y., and Aurora, 111., about five years, and in Owensboro, nineteen years ; is now in Vaughn Seminary ; one child. Funnelle, Amanda P., Huntington, 'N. Y. Detroit, Mich. Taught since graduation in Training Schools in Indianapolis and Terre Haute, Ind., in Albany ♦ N. Y., and in Detroit, Mich. Gilbert, Christina H., Fredonia, [N". Y. Taught two years in Roslyn, N. Y., two years in Germantown, Pa., in Winona, Minn., eight years, and in Macon, Ga., three years. Hanen, Mary J., Oswego N. Y. Taught in Oswego since graduation. Jenkins, Helen M., Oswego, N. Y. Mrs. Ulric King, Chicago, 111. Taught a few years in Oswego ; married and lived in Milwaukee some time before removing to Chicago ; two children. KiLBOURN, Mart A., Oneida, N. Y. Mrs. N. Volney Burgess, Oswego, N. Y. Taught in Oswego ten years in public schools and five years in a private school ; three children. Lewis, Matilda, Trenton, N. J. Mrs. Robert W. Jordan, San Francisco, Cal. Taught in Trenton, N. J., and in San Francisco Cal.; died Oct. 3, 1884. Manning, Delia, Oswego, 1^. Y. Taught in Oswego since graduation. Miller, Martha, Oswego, N". Y. Taught a short time in Oswego ; married Frank Waugh ; two children ; died July 19, 1883. Norman, H. Louise, Oswego, N. Y. Taught fifteen yeai's, in Oswego, New York and Brooklyn, N. Y. Parsons, Elizabeth, Hannibal, N. Y. Taught in lUon and Rochester, N. Y. ; died April 21, 1872. Parsons, Flora T., Hannibal, N". Y. Taught in Rochester, N. Y., and in normal school at Shippensburg, Pa.; did considerable in- stitute work ; died June 21, 1874. Parsons, Laura, Hannibal, N. Y. Taught in Oswego, N. Y., Oshawa, Ont., and in New York City ; died March 5, 1881. 236 Parsons, Mary A., Hannibal, N. Y. Mrs. Daniel H. Dennlson, Oswego Falls, N. Y. Taught twelve years before marrying Custlce C. Rice of West Dover, Vt. ; lived five years In Baltimore, Md., w^hen Mr. Rice died, after which Mrs. Rice taught three years; two children. Pease, Fannie W., Oswego, ^N". Y. Taught in Oswego, in public and in private schools, since graduation, except a short time in Huntington, N. Y. Plumb, Louisa C, Oswego, N^. Y. Mrs. Ephraim M. Andrews, Oswego, N. Y. Giuduated from Albany normal school in 1851 ; taught twelve years, chiefly in Oswego ; two children. Roe, Martha, Cortland, l!^. Y. Taught in Oswego five years, in Iowa three years, and in normal school at Cortland, N. Y., seventeen years. Seeber, Martha A., Oswego, N. Y. Taught several years in Oswego ; also t!aught in School for Mutes in Cleveland, O., married H. M. Harman of Oswego ; died May 2, 1886. Sheldon, Edward A., Oswego, 2^. Y. See history of teachers. TuBBS, Helen M., Oswego, N. Y. Taught in Oswego since graduation. "Weed, Eliza H., Oswego, K Y. Taught in Osw^o several years and in Fort Wayne, Ind., one year ; died Oct. 5, 1883. Weed, Frances E., Oswego, N". Y. Mrs. V. C. Douglas, Oswego, N. Y. Taught several years In Oswego before marriage ; one child ; has taught two years slncelhus- band's death. Weller, Eugene D., Oswego, K Y. Philadelphia, Pa. Taught in Oswego a few years ; removed to farm near Avon, N. Y., afterward to Philadelphia, Pa.; has been agent for publishing house several years. Whitney, Emily H., Oswego, N. Y. Mrs. Chas. W. Sexmlth, Oswego, N. Y. Taught in Oswego eight years before marriage ; one child. Wilson, Helen M., Oswego, K y/ Mrs. Daniel L. Couch, Oswego, N. Y. Taught in Osw^ego six years before marriage. SECOND CLASS— April T, 1863. Andrews. Esther A., Oswego, N. Y. Albany, IST. Y. Taught in Albany Academy for boys, nineteen years. Brant, Louisa H., Oswego, IN". Y. Mrs. M. E. Erwln, Dubuque, la. Taught three and a half years in

Oswego ; two children. Bunnell, Hannah K., Oswego, 25". Y. Mrs. H. S. Watson, Ottawa, Canada. Taught twenty-three years ; in Ogdensburg, N. Y., in Wheeling, W. Va., in Augusta, Ga., and in Oswego. Is a graduate of Albany normal school. Card, Florence, Oswego, X. Y. Mrs. D. H. Mann, Terre Haute, Ind. Taught a few years in Lafayette, Ind., before marriage. Carpenter, Sarah L., Oswego, ^N^. Y. Mrs. S. L. Davis, Philadelphia, Pa. Taught in Clarksdale, Miss., a few^ months ; taught French, German and music in private fam- ilies for years ; one child. 227 Robbins, Jennie C » . A<1. Jan. '77. Roberts, Amy J Ad. Jan. '72. Robertson, Elizabeth El. '65. Robinson, Caroline E El. Jan. '78. Robinson, Lucy M El. Feb. '80, Ad. July '80. Robinson, Marian M Ad. June '76. Robinson, Myra L El. July '77. Rockwell, Adaline B CI. July '86. Rodie, Anna C El. July '78. Rodie, Nena M El. June '81, Ad. June '82. Roe, Martha El. '62. Rogers, Alice B El. July '84. Rogers, Antoinette C i i Ad. July '86. Rogers, Lizzie H El. Feb. '86. Rogers, Lucy T Ad. June '83. Rollinson, Elizabeth G El. July '72. Rollinson, Sarah M El. June '75. Romans, Mary A El. July '68. Root, Emma L El. Feb. '67. Root, Martha J El. July '68. Rope, Kate E El. July '67. Ross, Marguerite S El. July '78. Ross, Minnie A El. July '68. Row, Sarah M El. July '86. Rowell, Harriet L El. June '75. Rowler, Burdett D Ad. July '71. Royall, Mary E El. Feb. '80. Royce, Millicent A Ad. July '72. Roys, Addie E El. June '79. Rulison, Nellie S. El. Jan. '85. Russell, Calvin L .*T Ad. July '77. Russell, Lizzie B El. July '78. Russell, N. Jennie El. Jan. '73. Safford, Louise M El Feb. '67. Salisbury, Clara A El. June '81. Salmon, Carrie B El. July '86. Salmon, Lizzie Ad. Feb. '70, El. July '70. Salmon, Mary J El. Feb. '66. Sanford, EmUy S El. Feb. '70. Santley, Elizabeth D El. June '82. Satterlee, Ophelia El. Jan. '78. Savage, Anna El. Jan. '77. Sawdey, Myrtis El. July '86. Sawyer, Laura A Ad. July '68. Sayre, Harmie J El. July '67. Schofield, Elizabeth H Ad. June '83. Scott, Emma C Ad. June '79. Scott, Mary E El. '65. Scott, Tilli« A El. '64. Scribner, Ernest E Ad. June '82. Seaman, Anna A El. July '73. Seaman, Kate Q El. July '78. Seamans, Nellie C El. Jan. '75. 238 THIRD CLASS— April, 1864. Andrews, Margaret L., Kewburyport, Mass. Mrs. William F. Allen, MadJ^n, Wis. Taught three years in private school In Syracuse ; three children. Burt, Margaret M., Oswego, N. T. Taught most of time since graduation. In the public schools of Oswego, N. Y. Clancy, Marie L., Schenectady, N. Y. Chester, Pa. Taught in Charlton, Amsterdam, Schoharie and Poughkeepsle, N. Y., in New Haven, Gt., and about twenty years In Chester, Pa. DuGANE, Sarah D., Oswego, N. Y. Mrs. Ira L. Jenkins, Peru, Neb. Taught in Boston, Mass., and in Cincinnati, 0., before marriage, after which resided in Oswego, a few years; then taught in Polytechnic Institute, Brookl3m, N. Y. ; one child. Hamiton, Anna E., Oswego, N". Y. Taught in Oswego, public schools twenty-two years. Hubbard, Amelia E., Oswego, N. Y. Mrs. Stewart Montgomery. Taught a few years before marriage, in Grand Rapids, Mich., where she resided at time of death, June 1st, 1871. Powers, Louisa A., Watertown, K Y. Mrs. L. A. Hall, Rochester, N. Y. Taught short time in Watertown, N. Y. ^UACKENBUSH, A. CORDELIA, OswegO, N". Y. Mrs. William Kenyon, Butte City, Montana. Taught two years in Oswego ; married and removed to Independence, Iowa, where she resided several years before removing to Butte City ; three children. Scott, Tillie A., Oswego, K. Y. Mrs. William L. Becker, Warwick, N. Y. Taught in Oswego a few years. Staats, Margaret J., Oswego, K Y. Taught in public schools of Oswego until her death, Feb. 4, 1883. Stevenson, Kosanna, Oswego, N. Y. Mrs. William Gray, Oswego, N. Y. Taught In Oswego a few years. FOURTH CLASS.— April 6, 1865. HOND, Margaret L., Chippewa, Ont. I^ew York City. Taught twenty-one

years in New York city schools. Hrtan, Mart, Oswego, N. Y. Mrs. William Parsons, Oswego, N. Y. Taught in Oswego several years before marriage. BuRT, Kate M., Oswego, i^. Y. Taught a short time in Oswego, before married Putnam Fields ; removed to Jersey City, N. J. where resided until death, October 14, 1876. Chalmers, Mart Angeline, Oswego, iS'. Y. Mrs. Chapin E. Church, Canandaigua, N. Y. Taught in Oswego, ten years before marriage ; two children. Chandler, Eliza, l^ew York City. Mrs. William Carlisle, Federal Point, Fla. Taught one year in Poughkeepsle, N. Y., and eight years in schools of Children's Aid Society, New York ; five children. Curtice, Delia, "Webster, IS". Y. Rochester, N". Y. Taught twenty-one years in public schools of Rochester. 239 DiNMORE, Lizzie H., Oswego, l^.Y. Taufifht in Oswego sixteen years. Oage, Mary E., Boston, Mass. Mrs. Peter Peterson, Chicago, ni. Hanford, Marion A., Honeoye Falls, i?". Y. Mrs. Napoleon Goodsell, Minneapolis, Minn. Taught two years in Rochester, N. Y., three years in Aurora, 111., and one year in Oak Park, 111.; four children. Harmon, Mary J., Oswego, N. Y. Buffalo, K. Y. Taught six years in Oswego public schools ; since that time in Buffalo Normal school. Hyland, Eliza J., Oswego, N. Y. Mrs. John McKenna. Died in Grand Rapids, Mich., several years since. Kerr, Kittie, Oswego, ^. Y. Mrs. Ed. A. Cooke, Oswego, N. Y. Taught several years in Oswego, before marriage. Lapping, Martha F., Oswego, K Y. Mrs. Dewitt C. Draper, Fulton, N. Y. Taught in Oswego four years ; five children. Leary, Jennie K., Oswego, K Y. Brooklyn, N. Y. Taught one year in Oswego, and nineteen years in Brooklyn, N. Y. Lee, i^ELLiE, Oswego, N. Y. Mrs. Nicholson C. Goble, Oswego, N. Y. Has not taught ; two children. Leffin, Lizzie, Oswego, N. Y. Taught in Oswego a few years before married George Goble ; died December 7, 1870. McDowell, Nora E., Oswego, K. Y. Mrs. Francis Heartwell, Jarvis, Ontario. Taught Ave and one-half years before marriage ; two children. Penfield, Philomela, Delhi, K. Y. Mrs. W. F. Wood, South Oil City, Pa. Taught before marriage, one year in Trenton, N. J. ; one child. Perkins, Emily H., Oswego, ]N". Y. Mrs. B. E. Wells, Syracuse, N. Y. Taught a short time In Oswego before marriage. Perkins, May E., Oswego, K Y. Mrs. M. D. L. Hayes, Rochester, N. Y. Critic teacher In Oswego normal school, six years before marriage ; three children. Ranger, Sarah A., Oswego, N. Y. Mi's. H. A. Jones, Oswego, N. Y. Taught in Oswego seven years before marriage ; three children. Robertson, Elizabeth, Tremont, Ind. New York City. Taught twenty-one years in German Industrial school. New York. Is working in microscopy ; has collected cabinet of minerals and native woods, and a herbanlum of more than one thousand plants. ScoTT, Mary E., Oswego, N. Y. Mrs. Mary S. Duryea, Accord, N. Y. Taught eight years in Oswego, and a year in Accord. Smith, Rhoda R., East Kendall, N. Y. Mrs. James Austin, East Kendall, N. Y. Taught three years In Rochester, N. Y. ; four children. Sterling, Sarah C, Three Rivers, Mich. Taught nine years, in Nlles, Manistee, Whitehall and South Haven, Mich. ; in poor health. Stoel, Martha W., Oswego, N. Y. Taught in Harrisburg, Pa., and In Oswego, twenty-one years. 240 Stowell, Alice, Oswego, N. Y. Mrs. Alice Townley, Oswego, N. Y. Taught several years in Oswego public schools. Taylor, Sarah. No report. Town, Margaret A., Oswego, N". T. Mrs. William Hart, Syracuse, N. Y. Taught in Syi-acuse twelve years ; two children. Tyler, Anna M., Oswego, ]J^. Y. Taught In Indianapolis, Ind., until her death, August 11, 1870. YocuM, Jane P., Germanton, Pa. Taught In Norrlstown, Pa.; died in Atlantic City, June 17, 18&4. FIFTH CLASS.— February 6, 1866. Barstow, Ellen, Oswego, !N". Y. Mrs. Clarence Denton, Kansas City, Mo. Taught a short time In Oswego before marriage ; two children. Blackwood, Belle, Oswego, K Y. Mrs. F. W. Bloomburg, Syracuse, N.

Y. Taught In Oswego before marriage. Bradt, Amelia H., Oswego, 2^. Y. Mrs. Irving H. Palmer, Cortland, N. Y. Taught In Oswego before marriage, and after her husband, Thomas E. Lyon''s, death. Bryant, Marie E., ^N'ewark, Wayne County, N". Y. No report. BuRT, Marion Y., Scriba, Oswego Co., N. Y. Taught in Oswego, N. Y., and Princeton, 111. Cyrenius, Frank J., Scriba, IN". Y. Mrs. William S. Tiuner, Oswego. Taught in Oswego three years. GiBBS, Frank M., Oswego, K Y., Mrs. John W. Alvord, Oswego, N. Y. Taught in Oswego nearly all time since graduation ; one child. Gilchrist, Augusta L., Manilas, Onondaga Co., X. Y. Taught in Nyack, N. Y., and in Bay City, Mich., before marrying Mr. E. Stanton ; died In Flint, Mich., November 23, 1885. Gill, Emily I., Henderson, X. Y. Mrs. W. B. Howard, Fort Morgan, Col. Taught in Sackett's Harbor, N. Y., one term. In Mannsvllle, N. Y., one term. In Antwerp, N. Y.» one year, and in Hoimdsfleld, N. Y., five years. Hanen, Anna, Oswego, X. Y. Died November 8, 1867. Haskell, Sarah M., Penfield, Monroe Co., X. Y. Mrs. Seth C. Wood, Knowlesville, N. Y. Taught one year in Oswego, N. Y., and one year in Brockport, N. Y. ; two children. KenifiC; Margaret, Oswego, N". Y. Taught In Oswego public schools since graduation. MuLLiNER, Mary L., Penfield, Monroe Co.,N. Y. Mrs. Alanson Hlgbie, Fairport, N. Y. Taught one term in Oswego, N. Y., and a year In Rochester, N. Y. PiKB, Anna L., Brockport, Monroe Co., K. Y. Mrs. J. C. Carwlle, Red Bluff, Cal. Taught four years,ln Rochester, Spencerport and Penfield, N. Y. ; married Ellas Wilcox ; one child. 241 Pride, Martha A., Honeoye Falls, Monroe Co., 'N. Y. Taught In Osw^o, N. Y., and in Ottumwa, Iowa ; married John M. Purdy ; died April 11, 1876. RoBBiNS, Delia E., Honeoye Falls, N. Y. Mrs. Daniel H. Sherman, Brooklyn, N. Y. Taught five years. In Huntington, N. Y., Flushing, N. Y., and New York city ; three children. Salmon, Mary J., Oswego, 1^. Y. Taught in Oswego since graduation. Starr, Ellen D., Lenox, 2^. Y. Chittenango, ]J^. Y. Taught in Indianapolis, Ind., one year, in Wilkesbarre, Pa., one year, and in Bridgeport, Conn. , one year ; written The Teacher's Guide to the Word-Card and Letter-Card Method. Thurman, GertrtJde, Oswego, ]J^. Y. Taught a short time In Vevay, Ind., died January 22, 1867. Whitney, Kate A., Oswego, ¥. Y. Taught in Oswego nine years, in Brookl3m, N. Y., two years, and In Fredonia, N. Y., three years.. SIXTH CLASS.— July 25, 1866. Collins, Hannah J., Cannel, Ind. Taught in Indianapolis, Ind., and in Maryville, Tenn. ; died December 15, 1875^ Hopson, Edla E., Scriba, Oswego Co., JS^. Y. Mrs. Burton Rice, Atkinson, Neb. Taught in Scriba and Volney, N. Y., two and a half years ; six children. Maxwell, Fanny C, (Mrs ), Kenneth Square, Chester Co., Pa. Has not taught for years ; has been post-mistress. McCool, E. Cecilia, Hannibal, Oswego Co., N. Y. Mrs. Silas M. Allen, Denver, Col. Taught in Nyack, N. Y., in Oswego, N. Y., and in Ilion, N. Y. Morgan, Abbie B., Elmira, X. Y. Orange, N. J. Taught in Adelphi Academy in Brooklyn, N. Y., afterwards established private school in Orange, N.J. Porter, Lucretia, Grahamsville, Sullivan Co., ]^. Y. Taught in Wilmington, Del., three and a half years, in Deposit, N. Y., one year, in Flushing, N. Y., eight years, in Jericho, N. Y., three years. Smith, Ida B., Oswego, N. Y. Mrs. Arthur Bumam, Chicago, 111. Taught in Osw^^ two and a half years ; one child. Tiffany, Dewitt C, Scriba, N. Y. St. Charles, Mich. Taught in Oswego, N. Y., in Bridgeport, Mich., and in St. Charles, Mich., about eleven years ; Is now a merchant. Taughn, Sena C, Meridian, Cayuga Co., ]J^. Y. Mrs. Milton Clark, Wolcott, N. Y. Taught in Port Byron and Auburn, N. Y., three terms, in Jacksonville, 111., two years, and in Lincoln, 111., one year. SEYENTH CLASS.— February 6, 1867. ELEMENTARY. Anderson, Medora C, Oswego, N. Y. Mrs. James Morrow, Fulton, N. Y. Taught in Oswego, N. Y., Nyack, N. Y., and Fulton, N.

Y. Armstrong, Sarah J., Oswego, N. Y. Cincinnati, 0. Taught in Oswego a few years and then established a private school in Cincinnati, Ohio. Brant, Alida R., Oswego, N. Y. Taught in Oswego a short time ; died March 6, 1871. P 242 Brown, Ada B., Oswego, N. T. Mrs. J. Dorr, Falley, Lafayette, Ind. Taught In Lafayette, Ind., four months before marriage ; two. children. Chalmers, Jflia A., Oswego, N. Y. Elmira, IS. Y. Taught in Oswego two years. In Buffalo nine years, and then established private school in Elmira, N. Y. Cole, Ella J., Minetto, Oswego Co., N. Y. Mrs. Milton S. C!oe, Oswego, N. Y. Taught in Ilion, N. Y., two years ; five children. Cross, Helen G., Chaumont, Jeff. Co., N. Y. Mrs. Fred. Noterman, Hlllsboro, 111. Taught before marriage, in Chaumont, N. Y., in Battle Creek, Mich., and in Topeka, Kan. Davies, Adaline E., Oswego, N. Y. Mrs. John R. Preston, Oswego, N. Y. Taught three years before marriage, in Oswego, N. Y., and in Wilkesbarre, Pa., one year since marriage ; six daughters. Davis, Anna E., Port Jefferson, Long Island, i^. Y. Mrs. George H. Smith, Port Jefferson, N. Y. Taught a short time in Brooklyn, N. Y. Drew Jennette, Hammondsport, Steuben Co., N. Y. Mrs. Marcena H. Dildine, Hammondsport, N. Y. Taught in Hammondsport, N. Y., two years. Ells, Amelia A., Oswego, K. Y. Mrs. James Eggleston, Newton, Mass. Taught three years before marriage, in Oswego, N. Y.; three children. Foster, Mary F., Oswego, IS". Y. Mrs. Henry J. Ferguson, Akron, O. Taught two years in Oswego. Gray, Laura M., Oswego, N^. Y. Mrs. George W. Collins, Denver, Col. Taught a short time in Nyack, N. Y. ; one child. Jenne, Amelia H., Oswego, I^. Y. Mrs. Horace O. Brown, Oswego, N. Y. Taught two years in Illlon, N. Y. ; five children. Jones, Kebecca, ]S"ashua, K. H. "Worcester, Mass* Taught a short time in Albany, N. Y., and for seventeen years in Normal school at Worcester. Locke, Abbie A., Buffalo, K. Y. Mrs. James B. Stone, Worcester, Mass. Taught in Buffalo, N. Y., in Richmond, Ind., in Northampton and Boston, Mass., and in Evans- ville, Ind. ; has given a great deal of instruction to deaf mutes ; two sons. McCumber, Martha C, Preble, N. Y. Taught in normal schools in Oswego, N. Y., and St. Cloud, Minn., before married Mr. Spencer, dledJanuary30, 1880. McElroy, Alice E., Oswego, K Y. Cincinnati, Ohio. Taught in Oswego, N. Y., Westboro, Mass., Sellns Grove, Pa., Vassar, Mich., and Cincinnati, O. Mead, Emma A., Fulton, JS^. Y. Mrs. T. A. Rose, Waterloo, Iowa. Taught before marriage in Nyack, N. Y., one term, in Muncie, Ind., two years, in Lockport N. Y., two years, and in Waterloo, I., five years ; two daughters. Morrison, Emma S., Oswego, iST. Y. Mrs. Eugene M. Collins, Oswego Center, N. Y. Taught one year in Philadelphia, Pa., and two years in Oswego, N. Y. ; four children. Parsons, Alice M., Binghamton, N. Y. Mrs. H. M. Keeler, Chenango Bridge, N. Y. Taught in Nyack, Greenwich and Binghamton, N. Y., and in Jacksonville, 111. 243 Potter, Harriet A., Cooperstown, i^". Y. Mrs. William Douglass, Grass Valley, Cal. Taught in Baldwinsville, N. T., one and a half years, in Jersey City, N. J., four and a half years. In New York two years, and in Grass Valley, Cal. ; two children. Root, Emma L., Pulaski, N. T. Mrs. William H. Sullivan, Osbom, Ohio. Taught four years In Indianapolis, Ind. ; four children. Safford, Louisa M., Redwood, JS^. T. Mrs. George V. Webster, Bossie, St. Law. Co., N. Y. Taught in Lafayette, Ind., and in Redwood, N. Y. ; six children. Smith, Mary E., Oswego, K Y. Mrs. Thomas W. Morley, Marysvllle, Pa. Taught in Oswego six years ; four children. Staats, Matilda C, Oswego, N. Y. Mrs. Theodore D. Kellogg, Oswego, N. Y. Taught in Oswego fifteen years, and in Ft. Dodge, la., one year; resided after marriage in Mayberry, D. T. Swan, Mary H., Albany, N. Y. Mrs. James H. Smart, LaFayette, Ind. Taught in Fort Wa3me, Ind., and Fredonla, N. Y. ; two children. TuTTLE, Helen A.,

Oswego, N. Y. Skaneateles, N". Y. Taught in Oswego one year, and in Fairport, N. Y. , ten years. ADYANCED. Burt, Kate B., Oswego, N. Y. Mrs. Oscar R. Burchard, Denver, Colo. Taught in Oswego, and in Normal school, Fredonla, N. Y. Fjiench, Armina, Friendship, Allegany Co., iN. Y. Mrs. A. L. Metcalf, Bradford, Pa. Taught four yeai-s, in Wellsville, Waverly and Fredonla, N. Y. ; three children. FuNNELLE, Lena S., Huntington, Long Island, if. Y. Mrs. William W. Rope, Brooklyn, N. Y. Taught one year in Nyack, N. Y., and three years in Fort Wa3me, Ind. ; five children. OiBBS, M. Elizabeth, Oswego, ]^. Y. Mrs. A. A. Thresher, Englewood, 111. Taught in Oswego, N. Y., Philadelphia, Pa., and Chicago, 111. Holbrook, Mary M., Oswego, N. Y. Mrs. Chester W. McElroy, Oswego, N. Y. Taught before marriage, one year in Brooklyn, N. Y. ; since marriage, three years in private school in Oswego, and in normal school In same town ; two children. Hubbard, Maria H., Oswego, !N". Y. Taught a short time in Oswego and Nyack, N. Y. Xeyes, Sarah L., Kochester, X, Y. Taught in Rochester, and Franklinville, N. Y., and in Bridgeton, N. J.; for the last^Ight years in Rochester, N. Y. Merriam, Emily M., Malone, N. Y. Taught in Cincinnati, 0., until married Mr. E. P. Goodenough ; died March 28, 1882. Trowbridge, Edward A., Waterburgh, N^. Y. Trumansburg, N. Y. Taught since graduation, in Keokuk, I., in Belding, Mich., in Slaterville, N. Y., in Jacksonyille, and in Trumahsburg ; two children. 244 EIGHTH CLASS— July, 10, 1867. ELEMENTARY. Barlow, Mary E., Oswego, N. Y. Mrs. John A. Read, Peoria, III Did not teach. Bbnbdict, Harriet N., Amsterdam, N. Y. Taught in Wilmington, Del., and Independence, I., before married A. P. Stevenson ; died January 24, 1875. Bishop, Electa R., Oswego, N. Y. New York City. Taught two years in Alleghany City, Pa.; taught since 1868 in Industrial Schools of Children's Aid Society, New York City. Brown, Amelia, Ticonderoga, N. Y. Buffalo, N. Y. Taught in Evansyille, Ind., Plainfleld, N. J., St. Albans and Burlington, Vt., in Whitehall and Ticonderoga, N. Y., and in Champaign, 111. Carpenter, Marion N., Ilion, N. Y. Taught eight years in Ilion, N. Y. Charles, Libbie S., Batavia, N. Y. Mrs. Edward R. Craig, Homellsvllle, N. Y. Taught in Oswego two years, Batavia two years, and in private schools in Homellsvllle, N. Y. seven years. Fenner, Emma J., Rochester, N. Y. Mrs. Eugene M. Wooden, Chili, N. Y. Taught in Rochester, and in Henrietta, N. Y. FuNNELLE, Lena S. See Adv., Feb. 6, 1867. GiBBs, M. Elizabeth. See Adv., Feb. 6, 1867. Hall, Defransa A., Preble, Cortland Co., N". Y. Mrs. Charles M. Swann, Mankato, Minn. Taught in Nyack, and Oswego, before marriage ; in Mankato, Minn., ten years since marriage. Hubbard, Maria H. See Adv., Feb. 6, 1867. Hughes, Emily L., Rochester, N. Y. Mrs. George C. Hard, Plttsford, N. Y. Taught in Rochester about five years, and in Cincinnati, O., three years ; two children. Ketcham, Angeline H., Bushneirs Basin, N. Y. Cleveland, 0. Taught one year in Nyack, N. Y., three years in Oswego, N. Y., one year in Mankato, Minn.^ and in Cleveland, 0., five years. King, JeannetteC, Oswego, K Y. Mrs. Freeman L. Twiss, II on, N. Y. Taught in Ilion a few years before marriage ; one child. Leonard, Mary A., Oswego, J^. Y. Taught since graduation in Oswego, N. Y. Merriam, Emily M., See Adv., Feb. 6, 1867. Morris, Harriet, N"., Lebanon, 0. Brooklyn, N. Y. Taught In Leavenworth, Kan., and for many years has been principal of a public school in Brooklyn, N. Y. Morton, Lizzie H., Fulton, J^. Y. Mrs. E. G. Adkins, Syracuse, N. Y. Taught five years in Oswego ; one child. Osborne, S. Katherine. Geneseo, J^. Y. Mrs. E. p. Goodeneough, Loveland, Ohio. Taught in Lafayette, Ind., Lake Forest, 111., Whitewater, Wis., and Cincinnati, O. (ten years.) 245 Pb ACOCK, Anna E., Albany, 1^. Y. Dublin, Ind. Taught Ave years In Yellow Springs, Ohio. Rope, Kate E., Oswego, K Y. Taught a short

time in Oswego, N. Y. Sayre, Harmie J., "Wadham's Corners, Essex Co., N". Y. Mrs. H. H. Longsdorf, Carbondale, Pa. Taught two and one half years In Wllkesharre, Pa ; also three years In Binghamton, N. Y. one child. Sumner, Harriet B., Oswego, K Y. Mrs. Eugene Copley, Antwerp, N. Y. Has never taught. Watson, Jane S., East Avon, N. Y. Aurora, N. Y. Taught five years in Wilkesbarre, Pa., one year in Howard Mission School in New York, and seven years in school for Deaf Mutes, New York ; is teaching deaf mutes in Aurora, N. Y. ADYAJSrCED. Armstrong, Sarah J., See El. Class, Feb. G, 1867. McElroy, Alice E., '' '' " '' Parsons, Emma S., Binghamton, N. Y. Whitney's Point, N. Y. Taught fifteen years, in Lisle, Binghamton and Fairport, N. Y., in Jacksonville, HI., and in New Rochelle, N. Y. Staats, Matilda C, See El. Class, Feb. 6, 1867. Swan, Marf H., '' '' " " NINTH CLASS— February 5, 1868. ELEMENTARY. Olapp, Eva H., Lafayette, Onondaga, Co., N. Y. Taught sixteen years in Whitney's Point, N. Y., and two years in Washingtonville, N. Y. Clark, Hattie, Oswego, N. Y. Taught two years in Oswego, N. Y., and in Bay City, Mich., twelve years. De Lano, Teen J., Ticonderoga, N. Y. Taught a short time in Oswego, N. Y., and in Vergennes, Yt., before death, March 8, 1873. DoBBiE, E. Yalina, Oswego, N. Y. Mrs. William D. Allen, Oswego, N. Y. Taught in Oswego a short time, before her marriage ; two children. Edwards, Eva S., Prattsburg, N. Y. Bvanston, III. Taught in Oswego a few years, and in Evanston, 111., until present time. Gage, L. Jennie, Macedon, N. Y. Mrs. Benjamin Long, Avon, N. Y. Taught in Oswego four years, and in Lima one year ; three children. Galloway, F. Etjdora, Kochester, N. Y. Taught in Rochester, Minn., four years, in Bed Wing, Minn., two years, and in Rochester, N. Y., until death, Oct. 24, 1877. Jones, Lewis, H., Spiceland, Ind. Indianapolis, Ind. Taught one year in Jonesboro, Ind., four years in Normal School at Terra Haute, Ind., and nine years in Indianapolis, Ind.; been superintendent of schools in Indianapolis two years ; three children. Jones, Mirriam P., Nashua, N. H. Mrs. Charles F. Mecomey, Worcester, Mass. Taught two and a half years in Worcester, Mass. 246 Lawrence, Maria E., Fulton, 25". Y. Mrs. David Golladay, Holden, Mo. Tauflrht In Holden, Mo., one year; one child. Lathrop, Delia A., BaldwinsviUe, N. Y. Mrs. William G. Williams, Delaware, Ohio. ^ Principal of the Worcester City Nonnal School for one and a half years, and principal of the Cincinnati Nonnal School nine years ; two sons. Leach, Sarah A., Winfield, [N". Y. Mrs. James P. Tuttle, Oswego, N. Y. Taught before marriage, a short time in Oswego. Martin, Fannie E., Dexter, Mich. Mrs. Frank Perry, Jefferson, Texas. Taught a short time in Oswego, and in Richmond, Ky. McFarlane, Jknnett, Westbrookville, Sull. Co., If. Y. Mrs. Thomas Gait, Aurora, 111. Taught in Aurora eighteen months before marrying Rev. T. Gait ; seven children. Gives public addresses on temperance, and on religious subjects. Parsons, PJmma S., See Adv. class, July 10, 1867. Parsons, Jennie A., Binghamton, N. Y. Mrs. George R. Seymour, Whitney's Point, N. Y. Taught eighteen months before marriage. In Winona, Minn., and in Wllkesbarre, Pa. ; since then for nearly six years In Whitney's Point, N. Y. ; three children. Pitman, Mart R., Bufialo, N. Y. Taught In Emporia, Kan., and in Albany, N. Y., before married Thos. Ould. ; died April 23, 1875. it. Wales, Lucretia H., Oswego, N. Y. Mrs. John M. Hanley, Paxton, 111. Taught in Oswego one year, in Indianapolis, Ind., five years, and in Greencastle, Ind ., three years. ADVANCED. Boyd, Andrew J., East Groveland, N. Y. Federalsburgh, Md. Taught about Ave years ; is now a lawyer. Crooks, Helen A., East Bloomiield, Ontario Co., 2^. Y. Mrs. Edward A. Trowbddge, Trumansburg, N. Y. Taught in Keokuk, I., Beldlng, Mich., and Trumansburg ; two children. Dunning, George,

Coopersville, Clinton Co., N. Y. Taught In Saranac, N. Y., and in Warren, O., before death, October 26, 1870. Hicks Elvenia C, McGrawville, N. Y. Taught In Fort Wayne, Ind., and in Winona, Minn.; manled Mr. C. A. Robinson, died January 3, 1875. Hughes, Jennie E., Rochester, N. Y. Taught in Rochester, N. Y., and In Keokuk, I., married Mr. D. L. Johnson ; died May 27, 1880 Macken, Chauncey B., Wellsville, Allegany Co., N. Y. Taught seven years in Wellsville, N. Y. RiGGS, Mary E., Oswego, N. Y. Taught in Nyack, N. Y., and In Oswego, N. Y.; died July 23, 1871. Taylor, Helen M., Parish, Oswego, Co., 1^^. Y. Mrs. W. M. Beckham, Petoskey, Mich. Taught In Napoleon, O., four years. 247 TENTH CLASS.— July 8, 1868. ELEMENTARY. Armstrong, Clara J., Springbrook, N. Y. Catamarca, S. A. Taught in Oswego and Fredonla, N. T., in Haddonfleld, N. J., in Indianapolis, Ind., and in Winona, Minn., before going to South America, in Normal School work. Burke, Ellen B., Madrid, St. Lawrence Co., N. Y. Mrs. Charles Burke, Malone, N. Y. Taught, before marriage, in Burlington, Vt., Fredonia, N. Y., and Indianapolis, Ind. Doris, Elizabeth L., Mumford, N. Y. Mrs. Archelaus Pugh, St. Paul, Minn. Taught six years in EvansYllle and Indianapolis, Ind., and eight years in Chicago, 111. ; one child. Fairchild, Fanny M., Ilion, N. Y. Mrs. Millard F. Rogers, Frankfort, N. Y. Taught in Nyack, N. Y., three years ; and in Ilion, N. Y., three years ; three children. Hammond, Marcia C, Dexter, K Y. Chicago, 111. Taught in Oswego one term, and in and near Shakopee, Minn., twelve years ; has published Common Sense Method of Teaching Elementary Reading. Henry Susan R., Gowanda, K Y. Taught in Lafayette, Ind., Lake Forest and Kenwood, 111. ; married Mr. J. C. Grant ; resided in Chicago ; died January 14, 1883. Morrow, Alcinda L., Marion, Ind. Rosario, S. A. Taught in Fort Leavenworth eight years, in Lawrence, Kan., three years, in Louisville, Ky., one year, in Winona, Minn., one year and in Rosario, Argentine Republic, S. A., three years. Perkins, Anna H., Fair Dale, 2^. Y. Ilion, X. Y. Taught eighteen years in Dion, N. Y. RiGGS, Mary E., See Adv., Feb. 5, 1868. Romans, Mary A., La Porte, Ind. Taught in Westville, Ind., and Anoka, Minn. ; died Febniary 9, 1874. Root, Martha J., Pulaski, N. Y. Mrs. Henry M. Douglas, Middle Falls, N. Y. Taught a short time before marriage, in Ilion, N. Y., and in Champaign, 111.; four children. Ross, Minnie A., Oswego, K Y. Taught a short time in Nyack, N. Y., the rest of time since graduation, taught in Oswego. Tan Husen, jS'ancy L., Bufialo, ^N". Y. Mrs. Woodhull S. Van Doren, Brookings, Dak. Taught thirteen years, in Leavenworth, Kan., Geneseo, N. Y., Omaha, Neb., Ferguson, Mo., and Brookings, Minn.; one child. Yan Wagenen, Charlotte E., Fulton, 'N. Y., Mrs. (Jeorge F. Jenkins, Keokuk, Iowa. Taught in Nyack, N. Y., a short time. Werner, Julia E., Albany, 'N. Y., Mrs. Joseph M. Lauson, Albany, N. Y. Taught in Wilkesbarre, Pa., one year, in Fort Wayne, Ind., one year, and in Albany, N. Y. two years. Wheeler, Sophronia M., Prattsburgh, N. Y. Mrs. Leonidas Walruth, Ilion, N. Y. Taught in Dion until marriage. ADVANCED. Arnold, "Fanny, Frewsburg, N. Y. Mrs. M. H. Bliss, Pasadena, Cal. Taught seven months in Kiantone, N. Y., one year in Cedar Falls, la,, and seven years in Fort Dodge, la. ; one child. 248 Douglass, Henry M., South Richland, I^. Y. Middle Falls, N. Y. Taught a short time In each of the following places : Osw^fo, Pulaski and Union, N. Y.; Cham- paign, Oakland, Equality and Dixon, 111.; is pastor of Baptist church at Middle Falls, N. Y.; four children. Hbrries, Isabella, Sterling Centre, N. Y. Mrs. John Edgar, Sterling Valley, N. Y. Taught in Oswego a short time before marriage. Sawyer, Laura A., Lawrenceville, N. Y. Mrs. Lindley M. Edwards, Philadelphia, Pa. Taught in Trenton, N. J., and in Carthage, N. Y. SissoN, Eugene P., Georgetown, X. Y. Hamilton, N. Y. Taught in Hamilton, N. Y., since

graduation ; is now teaching in Colgate Academy ; three child- ren. Stewart, Mary C, Sterling Yalley, N. Y. Mrs. L. H. Stanton, Bay City, Mich. Taught six years in Bay City ; one son. SwANGER, Emma I., Ogdensburg, J^. Y. Mrs. J. C. 0. Bedington, Syracuse, N. Y. Not taught; four sons. SwANGER, Maria M., Ogdensburg, K Y. Mrs. Festus Day, Fredonla, N. Y. Taught in Syracuse, N. Y., and in Normal school in Fredonia. "WiLTSE, Ellen, Fentonville, N. Y. Taught in Fredonia, three years, and a short time in Buffalo, and in Binghamton, N. Y. CLASSICAL. Douglas, Henry M., See Ad., July 8, ISO-i. Sheldon, Mary D., Oswego, N. Y. Mrs. Earl H. Barnes, Oswego, N. Y. Taught in Osw^o normal school five years and in Wellesley, Mass., two and one-half years ; resided in Hoboken, N. J., first year after marriage ; has written text books. Stevenson, Agnes A., Newburgh, N. Y. Taught in Placerville, Cal., before manled Charles E. Jaycox ; died July 3, 1876. ELEVENTH CLASS.— February 3, 1869. ELEMENTARY. Arnold, Helen M., Cayuga, N. Y. Taught six years, one year in Oswego, N. Y., and the remaining time in towns of Montezuma Aurelius, in Cayuga Co., N. Y. Bettis, Addie F., Oswego, N. Y. Taught in Oswego a short time before her death, September 6, 1870. Blasdel, Susan, Guilford, Ind. Mrs. William 8. Taylor, St. Louis, Mo. Has not taught ; is interested in Baptist missionary work. Carpenter, Rosamond H., Havana, N. Y. Mrs. R. H. Merritt, Chicago, 111. Taught a short time in Oswego, N. Y. Day, Delia May, Livonia Center, N. Y. Mrs. L. H. Morey, Seneca Falls, N. Y. Taught in Oswego one year, in Nyack, N. Y., two years and in Geneseo, N. Y., two years ; five children. 249 DiKEMAN, Charlotte N., East Kush, Monroe County, IJ". T. Mrs. James M. Hlmes Oswego, N. Y. Taught one term in Oswego, in New Orleans, La., two years, and in Geneseo, N. Y., four years ; four children. FiTZPATRiCK, Julia A., Carthage, N. Y. Taught in Nyack, N. Y., and in Culpepper, Va., before married John Rogers ; died Nov., 1876. Gaylord, Margaret K., Utica, 25". Y. Mrs. William H. Russell, Cooperstown N. Y. Taught eight years in Ilion and Cooperstown, N. Y.; two children. B^LL, Belle, Pulaski, K". Y. Newark, N. Y. Taught two terms in Watertown, N. Y., and five terms in Pulaski and vicinity ; not teaching. Hunt, Emma S., Taught in Oswego, since graduation. Jones, Eleanor E., Springville, N. Y. Great Valley, N. Y. Taught in Oswego and Potsdam, N. Y. ; also in training schools in liewiston. Me., Indiana, Pa., and Manchester, N. H.; took Kindergarten course in Oswego. Pierce, Ruth A., Marathon, N. Y. Mrs. Hiram B. Hoxie, Raymond, la. Taught three terms in Oswego, N. Y. ; taught in Institutes at Sabula, Waterloo and Iowa Falls, la. ; three children. Pond, Olive A., New Britain, Conn. Mrs. Joseph H. Amies, New Haven, Conn. Before marriage, taught in Tarrytown, and Yonkers, N. Y., and in Lewiston, Me. ; six children ; edits Primary Department of Sunday School Helper. HoBB, Jeannette a., Malone, X. Y. Mrs. George Hawkins, Malone, N. Y. Taught in Malone two and a half years ; one child. Sheldon, Phinie C, Yersailles, N. Y. Mrs. Willis C. Dewey, Mardin, Turkey in Asia. Taught about six years in orphan asylum for Indians on Cattaraugus county reservation, and one and a half years in Quincy, Mass.; husband is missionary in Turkey ; one child. Strong, Anna H., Oswego, X. Y. Taught a short time in Oswego before death, January 2, 1880. Sw ANGER, Maria M., See Adv. July 8, 1868 Tubes, Rhoda A., Oswego, N". Y. Mrs. Eugene A Taylor, Syracuse, N. Y. Taught about six years in Oswego, before marriage. IVhite, Franc E., Port Byron, N. Y. Mrs. Edgar R. Beach, St. Louis, Mo. Taught two years in St. Louis, before marriage ; since then assisted husband in editing a paper ; four children. IViLSON, Julia A., Canastota, N. Y. Little Falls, N. Y. Taught a few years in Oswego ; since has been telegraph operator at Little Falls, N. Y. "WiLTSE, Ellen, See Adv., July 8, 1868. ADVANCED.

Barker, Hannah J., Clay, N^. Y. Mrs. Charles McKissick, Amenla, D. T. Taught twelve years, in Green Point, Fairport, and Jordan, N. Y. Brown, Manilt T., North Barton, N. Y. Davenport, I. Taught in Davenport, la., three and a half years ; since then in employ of A. J. Johnson & Co., publishers : one child. €ard, George K., Copake, N. Y. Pittsford, N. Y. Taught in Uniontown and Marion, Ala., about eight years ; taught a few years in Avon and in Pittsford, N. Y. ; two children ; is now a farmer. 250 Card, Milton H., Watkins, i!^. Y. Penn Yan, N. Y. Tauf^bt fifteen months in Binghamton, N. T. ; Is book-keeper. Denton, Sarah L., Mendham, N. J. Mrs. William H. Roddis, Milwaukee, Wis. Taugbt in Nyack, N. Y., and in Milwaukee, Wis., eacb two years ; two children. Edwards, Eva S., See El. class, February 5, 1868. Harkness, J. Warren, Keeseville, J^. Y. Taught about four and a half years in Peru, Black Brook, Au Sable and Cllntonville, N. Y. ; two- children ; is now a farmer and civil engineer. Sheldon, Mary D., See Classical, July 8. 186'^. TWELFTH CLASS.— July *i, 1869. ELEMENTARY. Alling, Mary R., Hunter, Green Co., N. Y. Mrs. William M. Aber, Louisville, Ky. Taught about fourteen years, principally in Normal Schools, in Oswego and Nyack, N. Y., in Cincinnati, 0., in Englewood, 111., Omaha, Neb., in Providence, R. I., and in Springfield, Mass.;. in Boston, Mass., in private school. Aplin, K. Louise, Moscow, 2>r. Y. Mrs. Charles E. Medlng, Paterson, N. J. Taught in Rochester, N. Y., two years, in Bayonne N. J., two years, and in Paterson, N. J., thre& ^ years; two children. Bailey, Alice F., Trenton, N. J. Taught one year in Trenton ; married William Matthews : lived in Scranton Pa. ; died March 12^ 1886. Beaman, Mary E., Antwerp, Jeff. Co., K Y. Mrs. Emgene Joralemon, Cazenovia, N. Y. Taught in Bloomsburg, Pa., and in Binghamton and Antwerp, N. Y., about eight years ; two boys* Bloomer, Jennie, Horseheads, Chemung Co., N. Y. Mrs. J. B. Prentice, Elmira, N. Y. Taught in Wilkesbarre, Pa., and in Whites Comers and Horesheads, N. Y. Carpenter, Mara E., Osceola, ^.Y. Mrs. Washington Dutcher, Nyack, N. Y. Taught in Nyack a short time before marriage. Churchill, H. Jennie, Oswego, ^. Y. Mrs. Charles T. Croft, Little Falls, N. Y. Taught one year in Oswego ; one child. Dalrymple, Harriet A., Oswego, K Y. Mrs. Henry B. Eager, Brookllne, Mass. Taught in Hamburg and Rondout, N. Y., and Brookllne, Mass. ; one child. Dempsey, Kittie L., Oswego, iff. Y. *" Taught in Oswego a time before married Wareham Johnson ; died April 24, 1883. Denton, Sarah L., See Adv., Feb. 3, 1869. DiLDiNE, Mary E., Hammondsport, X. Y. Taught in New York and in Oswego ; died January 20, 1875. Ferguson, Sarah M., Wright's Corners, N. Y. Taught in New York, Oswego, and Youngstown, N. Y., and in Grand Rapids, Mich. Gillespie, Letitia J., Parish, X. Y. Taught ten years in Bay City, Mich.; was also assistant City Librarian three years ; died May 23» 1885. Gray, May E., Oswego, N. Y. Taught in Gowanda, N. Y., two years and in Oswego fifteen years. 251 Hubbard, Zilpha. S., Antwerp, N. Y. Peru, Neb. Taught In Blnghamton, N. Y., two yeare, in Council Bluffs, la., two years, and in Normal Schools at River Falls, Wis., and at Peru, three years. Johnson, Nancy P., Altona, 111. ^ Mrs. Charles Button, Marquette, Mich. Taught In Aurora and Bloonrington, 111. JosLiN, Sylvia P., Springville, N. Y. Taught two terms In schools among Indians ; has since been unable to teach. Keeler, Esther J., Malone, N. Y. Mrs. Sanford A. Child, Malone, N. Y. Taught two years in Grand Rapids, Mich. ; six children. Kendall, Harriet D., Attica, N. Y. Taught a short time in Cortland, N. Y., died October 31, 1870. Marsden, Frank M., Oswego, N. Y. Mrs. C. Fred. Belden, New Orleans, La. Taught in Ilion, N. Y., three years, and in Mamaroneck, N. Y., three years. Merriam, Eunice J., Malone, N. Y, Mrs. George L. Eastman, Potsdam, N. Y. Taught two years in Potsdam, N. Y., and one year in Cincmnati, O.; four

children. Mbrbitt, Ellen J., Potsdam, N. Y. Red Oak, Iowa. Taught twelve years ; in Potsdam, N. Y., in Pueblo and Colorado Springs, Col., in Red Oak, la.,, and in Hartford, Conn. ■ • MoRKY, Amelia, Binghamton, N. Y. Potsdam, N. Y. ' Taught in Normal school at Potsdam since graduation. MoTT, Elzina E., Blue Point, N. Y. Patchogue, N. Y. Taught in Ilion, N. Y., one year, and ten years in Patchogue. North, Olive, Alexander, N. Y. Mrs. Edward H. Putnam, Attica, N. Y. Taught six years in Hamburgh, Attica and Batavia, N. Y., and one year in Paterson, N. J. Parks, Minnie A., Yictor, N. Y. Mrs. Ambrose Lane, Victor, N. Y. Taught In Wllkesbarre, Pa., one year, and in Victor three years ; two children. Phillips, Emily E., Gazenovia, N. Y. Mrs. John J. Coard, Plainfleld, N. J. Taught ten years In New York and Brooklyn, N. Y. ; four children. Smith, Helev M. (Mrs.) Attica, N. Y. Prairie City, Oregon, Taught In Cortland, N. Y., one term, and in Attica, N. Y., one term ; three children. Stewart, Mary C, See Ad., July 8, 1^68. Trowbridge, Mary L., Mexico, N. Y. Mrs. J. H. Sammis, Logansport, Ind. Taught in Binghamton, N. Y., two years, in Kenwood, 111., one year, and in Logansport, Ind.» six years. Whitney. Kose, Binghamton, N. Y. Taught In Binghamton and Osw^o, since graduation. ADVANCED. Beaman, Mary E., See Ele., July 6, ltf69. Bennett, Ida W., Lyons, N. Y. Hackensack, N. J. Taught about thirteen years, in Ilion, Fulton, Wolcott, New Rochelle and Irvlngton, N. Y., and in Crawford, Montcalm and Hackensack, N. J. BuRCHARD, Oscar R., Binghamton, N. Y. Denver, Col. Taught in Fredonia state normal school twelve years ; is broker In Denver ; A. B. (Yale.) Curtis, Hannah, Maine, N. Y. Mrs. Frank L. Jones, Owego, N. Y. Taught in Owego a short time. 252 DbLano, Teen J., SeeEle., February 5, 1868. Edwards, LindleyM., Spiceland, Ind. Taught iu Carthage, Falrport and Bondout N. Y. ; died in August, 1881. FuRMAN, G. Monroe, Haverstraw, N. Y. Binghamton, If. Y. Taught in Painted Post and Binghamton, N. Y. Greene, Cassius M., Fulton, N. Y. Gre ene, la. Taught in Olean, N. Y., one year, in Keokuk and Greene, la., Ave years ; editor of Iowa School Journal six years ; practiced law since 1876 ; three children. Hall, Mary F., Spencer, N. Y. \l)ayton, Ohio. Taught in normal schools at Cortland, Potsdam and Buffalo, and at Dayton, Ohio. Lawrence, MaryL., Fulton, K Y. Taught In Binghamton and Painted Post, N. Y., four years ; in Garo, 111., two years, and in Fulton, N. Y., eight years. McBride, Ruth, Mumford, X. Y. Pine Bluff, Ark. Taught in New Haven, Conn., one year, in Wilkesbarre, Pa., two years, in Miami, Mo., one year. In Cairo, 111., two years, and in Pine Bluff, Ark., nine years. Merritt, Ellen J., See Ele., .July 6, 1869. Miller, Ad aline B., Miller's Place, N. Y. Taught ten years, in Miller's Place, Oswego, and Patchogue, N. Y. ; in Bloomfleld and Plain- field, N. J., and in Oakland, Cal. Miller, Catharine L., Miller's Place, N. Y. Taught a short time In Oswego and Nyack, N. Y., before death, October 3, 1872. Newby, Nathan, Spiceland, Ind. Terre Haute, Ind. Taught in Binghamton, N. Y., one year, and in Normal school at Terre Haute eight years ; prac- ticed medicine two years ; published an arithmetic. PoucHER, Florence M., Oswego, N^. Y. Mrs. Henry A. Westcott, New York City. Taught in Van Norman Institute, New York, two years ; two children. Eansom, George B., Plattsburg, N. Y. Washington, D. C. Taught in U. S. Naval Academy, Annapolis, Md., six years ; is marine engineer. Reynolds, Ellen, Clockville, N. Y. Mrs. Arthur M. Wright, Moravia, N. Y. Taught six years ; In Northampton, Mass., in Pittston, Pa., and in DeRuyter, and Skaneateles, N. Y. ; three sons. "* Richards, Charles W., Acra, N. Y., Oswego, N. Y. Taught in Hamburg, N. Y., three years ; since then in High school in Oswego, N. Y. ; two children. RiGGS, Matthew B., Amity, Orange Co., N. Y. Taught in Glenwood, N. Y.; died September 26, 1870. Williams, Helen M., North

Lawrence, N". Y. Mrs. Fernando Roys, Rico. Col. Taught in Indianapolis, Ind., two years, and in Columbus, 0., one year. THIRTEENTH CLASS.— February 1, 1870. ELEMENTARY. Bennett, Ida W, See adv. July 6, 1869. Butler, Mary L., Plattsburg, N. Y. Chicago, 111. Taught in Portsvllle, N. Y., a short time, for years has taught private pupil? and classes ; is deeply interested In Sunday school work; Is teaching music ; studied in Berlin, Prussia. Coon, Emily, Oswego, N. Y. Taught in Oswego since graduation. 253 HoDGKiNS, E. Theodosia, Carthage, K T. Mrs. H. H. Howe, San Jose, Gal. Taught in Fredonia Normal school five and one-half years ; in Antwerp, N. Y., one year and In Bozeman, Mont., one year ; one child. Kellogg, Corralinn A., Oswego, N". Y. Mrs. H. £. Famham, Syracuse, N. Y. Taught five years in Oswego ; two children. KiMBER, Fannie C, Barrytown, N. Y. Mrs. Clarence M. Boutelle, Decorah, Iowa. Taught about eleven years ; in Norwalk, Conn., In Logansport, Ind., and in Winona and Rochester, Minn.; two children. Murray, Esther A., Saratoga, If. Y. Taught about seven years, In Nyack, N. Y., one term, and In Saratoga, N. Y., the rest of time. Perry, Sarah L., Malone, N. Y. Taught three years In BInghamton, N. Y., and In Malone, N. Y., twelve years ; Is superintendent of schools In Malone. Sanford, Emily S., East Setauket, N. Y. Mrs. William A. Hopkins, Port Jefferson, N. Y. Taught In Gastleton, Vt., In Bergen, N. J., and In Nyack, N. Y., In all about eight years ; one child. Sprott, Mary E., Fortsville, N. Y. Nyack, N. Y. Taught about fourteen years ; In Potsdam, Irvlngton and Nyack, N. Y. Stocking, Ellen, Hemlock Lake, if. Y. Lansing, Mich. Taught In Fairport, N. Y., and in Bay City and Lansing, Mich. Waitt, Mary G., Wakefield, Mass. Taught in Portville, N. Y., and In New Haven, Conn.; married Wm. A. Gite ; died In July, 1876. Wallace, Mary Louise, Oswego, N. Y. Philadelphia, Pa. Taught In Warrensburg and Kansas City, Mo., in Shlppensburg and Myerstown, Pa., and Is now in a private school In West Philadelphia, Pa. Wool WORTH, Clara K, PortLeyden, N. Y. Mrs. Arthur C. Fuller, Scranton, Pa. Taught In Illon, N. Y., two years ; four children. ADVANCED. Bassett, Wayland G. S., Yolney, N". Y. Rochester, N. Y. Taught eight years, in Canandalgua, Afton, Boonvllle, and Newark, N. Y. ; Is now engaged In Insurance business. Bruce, Ida, Aurora, 111. Cincinnati, Ohio. Taught in New York Normal College four years ; since then In private school, Cincinnati, Ohio. A. B. (Cornell.) France, Aaron R., Cornwall ville, N. Y. Taught a short time at Oak Hill, N. Y., and In other towns ; is a farmer. Hopkins, Amanda J., Westfield, i^. Y. Mrs. John M. Seacord. Batavia, N. Y. Taught five years in Westneld, N. Y., one year In Ripley, N. Y., one year In East Bloomfleld, N. Y., and six years In Cortland normal school ; two sons. Kellogg, Corralinn A., See Ele., February 1, 1870. MuNSON, Henrietta E., Salem, N. Y. Taught In Elmlra several years ; died September 30, 1882. Rice, Belle 0., Greigsville, I^. Y. Taught one and a half years In Nyack, N. Y., and In York, two years. Rider, Lucy, Buffalo, N. Y. Taught in Oswego, and in Council Bluffs, Iowa. Salmon, Lizzie, Oswego, N". Y. Taught In Osw^o since graduation. 254 SowLES. Mkhktable, East Dickinson, K T. Tauffht a short time in Oswego, N. Y., and In Fort Dodge and Cherokee, Iowa. Titus, Mary J., Hingham, Wis. San Jose. Cal. Taught two and a half years In Ogdensburg, N. Y., since then In normal school at San Jose, Cal. Waughop, Maryettk 0. (Mrs.), Washington, 111. Mrs. M. C. Adams, Chicago, 111. Taught in Rutland. Vt., and in Chicago, 111. CLASSICAL. Sherwood, Henry W., Apalachin, J^. Y. Syracuse, N. T. Taught in Appleton, Wis., three years, and In Nyack, N. Y., two years ; graduated from course of theological study at Crozer Seminary, July, 1878 ; pastor at Baptist church at Montrose, N. Y., three years, and since at Syracuse ; five children. FOURTEBJ^TH CLASS.—

July 1. 1870. ELEMENTARY. Barth, Reilla J., Ifew Albany. Ind. Mrs. Clinton E. Reynolds, Minneapolis Minn. Taught fourteen years ; five years in New Albany, Ind., and nine years in Minneapolis. Davis, Maria E., Hemlock Lake, N. Y. Taught in Indianapolis, Ind., and Omaha, Neb. Pranks, Maria B., Jersey City, N. J. Bogota, S. A. Taught in Wllkesbarre, Pa., Nyack, N. Y., and Jersey City, N. J., before going as missionary to Bogota, S. A. Hopkins, Amanda J. See Adv., February 1, 1870. KiNGSFORD, Elizabeth, Oswego, N. Y. Taught in Oswego since graduation. McAuLEY, Margaret L., Oswego, N. Y. Chicago, 111. Taught six years in Bay City, Mich., since then taught in schools in or near Chicago. McLean, Ida E., Osweiro, 'N. Y. Taught in Oswego and Nyack, N. Y., before married John M. Munson ; died Nov. 34, 1875. MoREY, Helen, Binghamton, IN". Y. Taught in Oswego and Binghamton, since graduation. MuNSON, Henrietta E., See Adv., February 1, 1870. J^elon, Bridget M., Oswego, N. Y. Sioux City, Iowa. Taught in Sioux City sixteen years ; has studied music. Pyne, Sarah J., Hamilton, IN". Y. Mrs. David N. Foster, Fort Wayne, Ind. Taught two years in Ogdensburg, N. Y., and six yearns in Grand Rapids, Mich. ; one child. Kice, Belle 0., See Adv., February 1, 1870. Rice, Sarah E., Fulton, N. Y. Hoi yoke, Mass. Taught In Oswego and Hannibal, N. Y., twelve years ; in Auoka, Minn., one year, and in Ellza- bethtown, N. Y., one ye.ar. Salmon, Lizzie, See Adv., February 1, 1870. Sutton, Lucia, Williston, Yt. Mrs. William D. Chandler, Hackensack, N. J. Taught in Nyack, N. Y., a short time. ABYANCED. AvERY, Jennie H.,TVestfield, I^. Y. Cleveland, 0. Taught in Syracuse, N. Y., two and a half years, and in Cleveland, thirteen years. 255 Crabb, Eugkne M., Redwood, X. Y. Clarendon, N. Y. Tauffht for several years in Jefferson county ; Is practicing medicine ; M. D., (Syracuse); two sons. ^ Crawford, Charles H., Owego, N. Y. Chenango Forks, J^. Y. Taught six years in Rochester, Addison, Ovid, and Osceola, N. Y., and In Omaha, Neb. ; is a minister. Dowse, Hattie "V., Bridgewater, K Y. Mrs. Thomas J. Burdlck, Alfred Centre, N. Y. Taught a short time in Leonardsvllle, N. Y., and in Alfred Centre, N. Y. Hawkins, Hattie E., Stony Brook, N. Y. Patchogue, N. Y. Taught in New Village, Moriches, and Patchogue, N. Y. Jones, Lewis H., See Ele. CJass, Feb. 5, 1868. McBride, Mary E., Mumford, N. Y. Mrs. W. J. Alexander, Mulberry, Ark. Taught in Clinton, la., in Wilkesbarre, Pa., and in Xenia, 0. Moody, Jeannette L., South Bangor, N. Y. Taught in Carthage and Malone a short time, and in Cleveland, O., until death, September 30,1885. MoRET, Charles, R., Georgetown, N. Y. Chicago, 111. Taught in Belfast, Weedsport, and Cicero, N. Y., in Burlington, Northfleld and Burlington, la., in Highland Park, 111., and in San Mateo, Fla.; was postmaster at San Mateo five years ; now teaching in Chicago, 111. ; two children. Noble, Ida R., Canton, N. Y. Taught in Normal school at Fredonia, N. Y., until death, Aug, 34, 1877. Sexton, Ellen, Oswego, 'N. Y. Mrs. E. S. Sahnley, Binghamton, N. Y. Taught in Oswego and Binghamton, N. Y. Sherman, Josephine I., Fulton, N. Y. Oswego, N. Y. No report. Sherwood, Henry W., See Classical, February 1, 1870. Shippey. Seville B., Gowanda, N. Y. Omaha, J^eb. *, Taught in Nyack, N. Y., four years, in Dunkirk, N. Y., three years, and in Omaha, Neb., six years. Skinner, E. Av aline, Oswego, N, Y, Mrs. Myron W. Chandler, Oswego, N. Y. Taught Ave yeare in Oswego, N. Y., and in Vermont several terms ; two children. Smith, Hannah M., Logan, N. Y. Davenport, Iowa. Taught in Davenport, Iowa, several years. Smith, William A., Tollesboro. Ky, Nashville, Tenn. Taught in Falrport, N. Y., and In Holden, Mo.; is a book agent. SuTTON, Sarah M., Williston, Yt. Mrs. Greeley Benedict, St. George, Vt. Taught in Nyack and Cortland, N. Y., and In Grand Rapids, Mich.; one child. Terry, N. Wesley, Searsburg, N". Y. Johnson City, Kan. Taught in Kiddville, Mo., and

towns near, during winters of six years after graduation ; has been carpenter and builder ; has four sons. Young, Melinda, Upper Aquebogue, N. Y. Mrs. Harrison Howell, Baiting Hollow, N. Y. Taught a short time in Baiting Hollow, N. Y. CLASSICAL. Crawford, Charles H., See Adv., July 1, 1870. Davis Mary E., East Greeue, N". Y. Oswego, N. Y. Mrs. John M. Moore, Oswego, N. Y. Taught in Marshalltown, Iowa, one year ; in Albany, N. Y., three years, and in Oswego nine years. 256 FIFTBEN"TH (CLASS.— January 30, 1871. ELEMENTAKT. Allen, Margaret A. (Mrs.) Rochester, If. Y. Taught one year In Rochester, N. Y. Avery, Jennie H., See Adv., July 1, 1870. Clarke, Fanny M., Rochester, N. Y. Mrs. J. C. Mllllron, North Manchester, Ind. Taught one year In Wabash, Ind. Hall, Mary F., See Adv., July 6, 1869. KiNKADE, Mary A., Des Moines, Iowa. Mrs. Charles R. Morey, Chicago, 111. Taught In Nyack, N. Y., In Des Moines, and Burlington, la., and in Highland Park, 111.; three children. Leete, Harriet R., Lockport, N. Y. Mrs. Edward Wilson, Lockport, N. Y. Taught in Peterboro, Ont., a little more than three years ; five children. LouGHRiDGE, Sarah F., Oskaloosa, la., Iowa City, la. Taught in Iowa State University ; has been superintendent of public schools in Iowa City. Maybee, Sarah H., East Norwich, '^. Y. Huntington, L. I. Taught in Nyack, N. Y., one term, and in Huntington fifteen years. Payne, Emerett^ F., Binghamton, IN". Y. Mrs. Charles Beeman, Romulus, N. Y. Taught in Binghamton. N. Y. Riley, Mary A., Northampton, Mass. Florence, Mass. Taught in Westerly, R. I., three years, in Mount Vernon, N. Y., one year, in Plattsburgh, N. Y., three years, in Rutland, Vt., one year, and in Gloucester, Mass., one year ; now has private school in Florence, Mass. Smith, Cynthia R., Binghamton, N. Y. Brooklyn, N. Y. Taught one and a half years in Binghamton ; been book-keeper for several years. Tiffany, Helen A., Mexico, N. Y. Taught in Oswego and Hoosick Falls, N. Y., in Uackettstown, N. J., and in Manistee, Mich. ; died September 7, 1885. TozBR, Mary J., Canandaigua, N. Y. Nyack, N. Y. Taught in Yonkers, Victor and Nyack, N. Y. Yanderbelt, Delia M., Geneseo, N. Y. Northfield, Minn. Taught in Greneseo Normal school ten years ; since then in Minneapolis and Northfield, Minn. ADYANCED. Allen, John G., Rochester, N. Y. Taught in Rochester public schools since graduation ; is now in charge of Rochester Free Academy; one child. Arnold, Marcia A., Foster Center, R. I. Mrs. Walter Stone, Foster Center, R. I. Not taught. Carrier, Mary E., Little Falls, N. Y. Taught a short time in Oswego, and the rest of the time since graduation, in Little Falls, N. Y. Davis, Ada, Coram, N. Y. Taught in Fresh Pond and Stony Brook, N. Y., each one year, in Yaphank, N. Y., and Sayvllle, N. Y., each two years, and in Center Moriches, three years. Davis, Hattie E., Miller's Place, N. Y. Boston, Mass. Has taught but little ; is book-keeper. FuRMAN, John W., Haverstraw, N. Y. Taught eleven years, in Binghamton and West Chester, N. Y. ; is now practicing law. 257 Howard. Ellen E. (Mrs.) Ogdensburg, N. Y. Burlington, Vt. Taught four years in Ogdensburg and Massena, N. T. Howard James S., Ogdensburg, 1^^. Y. Burlington, Vt. Taught eight years in Ogdensburg and four years in Massena and Norwood, N. Y. M. D. (Burlington.) Spencer, Jane S., Blodgett*s Mills, N. Y. Mrs. Francis M. Taylor, Cortland, N. Y. Taught in Oswego, N. Y., in Atlanta, Ga., and in Charleston, 8. C; married Mr. F. Sebold of Yankton, Dak., where she resided until his death In 1879 ; two children. Tozer, Mary J. See Ele., January 80, 1871. CLASSICAL. Spencer, Jane S. See Adv., Jan. 30, 1871. SIXTEENTH CLASS.— July 3, 1871. ELEMENTARY. Beeman, H. Augusta, Clarence, Erie Co., N. Y. Mrs. Edwin H. Nourse, Englewood, 111. Taught seven years in Lockport, N. Y. Brennan, Kate S., Syracuse, N. Y. Cleveland, 0. Taught a short time in Bergen and Brockport, N. Y., and since '73 In

Cleveland, 0. B RICH AM, Ely A M., Westford, Yt. Mrs. Chauncey Brownell, Burlington, Vt. Taught in Burlington and Brandon, Vt. Champion, Anna, Brooklyn, N. Y. Taught in Brooklyn four years and In New York nine years. Chapin, Edward, Chapinville, N. Y. Brooklyn, N. Y. Taught at Union Springs four years ; is practicing medicine in Brooklyn, N. Y. Chask, Olive A., Broadalbin, N. Y. Mrs. S. M. Burroughs, London, Eng. Taught in Potsdam and Gloversville, N. Y., three years ; in Kansas City, Mo., three years, and in Minneapolis, Minn., Ave years ; one child. Cook, Juliet A., Oswego, N. Y. Taught in Potsdam, N. Y., two years ; since, In Oswego. COOPKR, Arthur, Woodstock, N. Y. Has taught in Eddyvllle, N. Y. Darrow, Mary E., West Eaton, N. Y. Mrs. John Coleman, Mitchell, Ind. Taught several years in Mitchell, Ind. DiCKERMAN, Emma, New York City. Mrs. Henry H. Straight, Normal Park, 111. Taught In normal schools in Peru, Neb., In Warrenburgh, Mo., in Oswego, N. Y., and in Nor- mal Park, 111. ; two children. Eggleston, Henrietta M., Henderson, N. Y. Englewood, 111. Taught In Whites' Comers, N. Y., in Mackinac and Grand Rapids, Mich., in Madison, Wis., and' in Englewood, 111. FoRBUSH, J. EsTELLE, Gowanda, N. Y. Mrs. John N. Treadwell, St. Peter, Minn. Taught in Gowanda, N. Y., six years, and in St. Peter, Minn., five years. Hemenway, Jennie, DeKalb, N. Y. Mrs. William M. Lannlng, Trenton, N. J. Taught In Hamilton, N. Y., two years, and in Trenton normal school eight years. Q 258 Hunt, Mary W., East Clarence, N. Y. . Mrs. Lewis P.. Stickney, East Clarence, N. Y. Taught about ten years, In Clarence, Niagara Palls, Oswego, and Buffalo, N. Y.; and in Mil- waukee, Wis. JoNKs, Ellen Lloyd, Piney Point, Md. Mrs. D. C. Heath, Newtonvllle, Mass. Taught in Brockport a short time ; married James Knox ; worked in institutes in New York State ; has written two books on English language ; three children. Lkster, Ordklia a., Fulton, N. Y. Brooklyn, N. Y. Taught in Hamburg, N. Y., one year, in Oswego, nine years, and in Brooklyn in Packer Institute and in Adelphi Academy. Lewis, Mary E., Haverford, Pa. Mrs. Levi DeLand, Fairport, N. Y. Taught a few years in Fairport, N. Y. McBride, Mary E., See Adv., Jnly 1, 1870. McLeish, Anna, Johnstown, N. Y. Mrs. Eugene Moore, Johnstown, N. Y. Taught one year in Binghamton, N. Y.; two children. Morris, Fannie M., Binghamton, N. Y. Mrs. Eugene H. Kinney, Binghamton, N. Y. Taught eight years in Binghamton ; one child. Morris, Sarah M., Binghamton, N. Y. Mrs. George G. Landers. St. Louis, Mo. Taught one year in Binghamton, N. Y. Palmer, Althea, A., Poolville, N. Y. Earlville, X. Y. Taught one year in Oswego, and two and a half years in Mitchell, Ind., has since been in poor health. Rowlee, BubdettD., Fulton, !N". Y. Conway Springs, Kan. Taught in Fulton, N. Y., one year, in Titusville and Sunville, Pa., three years. In New Orleans, La., three years, and in New York City, one and a half years ; is now engaged in mercantile business. Sherman, Amonett M., Greenwich, N. Y. Mrs. H. B. Waterman, Normal, 111. Taught six years, in Moline, Chicago and Belvidere 111. ; two children. Simmons, Mary Elizabeth, Beloit, W^is. Taught in Lake Forest, 111., and in Logansport and Fort Wayne, Ind.; also seveml years in pri- vate school in Beloit, Wis. Staats, Maria A., Gowanda, N. Y. New York City. Taught in New York thirteen years. Terry, Sarah E., Oswego, N. Y. Mrs. John Cooper, Oswego, N. Y. Taught one year in Mitchell, Ind., and eight years in Oswego. Tiffany, Jane R., Mexico, N. Y. Mrs. John E. Jones, Prattham, N. Y. Taught in Plattsbui^, N. Y., nearly two years ; two children. Williams, Florinda E., Canton, N. Y. Mrs. William Anderson, Findlay, Ohio. Taught in Burlington, Vt., and in Indianapolis, Ind. ADYANCED. Allen, Margaret A., See Ele., January 20, 1871. Beeman, H. Augusta, See Ele., July 3, 1871. Cook, Juliet A., See Ele., July 3, 1871. Cooper, Arthur, See Elementary,

July 3, 1871. Eggleston, Henrietta M., See Elementary, July 3, 1871. 259 Ferguson, Sarah M., See Elementary, July 6, 1869. Hbmenwat, Jennie, See Elementary, July 3, 1871. McLeish, Anna, See Elementary, July 3, 1871. Palmer, Althea A., See Elementary, July 3, 1871. Rowlee, Bfrdett D., See Elementary, July 3, 1871. Tiffany, Jane R., See Elementary, July 3, 1871. CLASSICAL. Cook, Juliet A., See Elementary, July 3, 1871. McBride, Mary E., See Advanced, July 1, 1870. Smith, William A., See Advanced, July 1, 1870. SEVEIS^TEBNTH CLASS.— January 30, 1872. ELEMENTARY. Balch, E. Alice, Lamb's Comers, X. Y. Mrs. Edgar Zabriskle, Omaha, Neb. Taught in Union and Binghamton, N. T., in Lombard and BaTensWood, 111., and in Omaha, Neb.; eight years in all. Bannister, Elvira, Geneva, N". Y. Chicago, 111. Taught in Oswego a short time, and in Bavenswood and Chicago, 111., since that time. Burt, Mary H., Oswego, K Y. Mrs. Frank E. Hamilton, Oswego, N. Y. Taught in Bondout, N. Y., and in Peru, Neb.; two children. Crum, Ellen J., Baldwinsvllle, N. Y. Mrs.. G. W. Boyden, Chicago, 111. Taught in Oswego. N. Y., in Oak Park and Winnetka, 111., and in Omaha, Neb. CusiCK, Mary, Oswego, N. Y. Mrs. M. Bulger, Oswego, N. Y. Taught in Oswego several years before marriage. Ingraham, LucretiaF., Clinton, Dutchess Co., N. Y. Hunter, N". Y. Taught seven years in Sandwich Islands, at Honolulu and at Hilo, Hawaii. Jackson, Margaret, Oswego, N". Y. Taught in Oswego since graduation. Jayne, S. Augusta, East Setauket, N. Y. Kirksville, Mo. Taught in Patchogue, Stonj Brook and Moore's Mills, N. Y., in Bloomfleld, N. J., and in Kirks- ville, Mo. Miller, C. Lucrktia, Plattsburgh, K Y. Chicago, 111. Taught a short time in Plattsburgh and in Albany, N. Y., and in Chicago, twelve years. Parsels, Isabella, Owego, N". Y. New York City. Taught in normal school at Trenton, N. J., and in New York normal college. Reynolds, Myra M., Attica, N. Y. Ilion, N. Y. Taught about ten years, in Illon, Fayetteville and Mohawk, N. Y. Rice, Anna A., Bath, N. Y. Taught in Flint, Mich., St. Cloud, Minn., and Parana, S. A., before married George Roberts ; died Jan. 34, 1881. Rice, Emily J., Westford, Yt. Englewood, 111. Taught a short time in Johnson. Vt.; since in normal school at Englewood. 111. Roberts, Amy J., Philadelphia, Pa. Germantown, Pa. Taught since graduation in Friends' School, Germantown, Pa. 260 Shbae, Elizabeth, Binghamton, N. Y. Mrs. E. R. Warriner, Hancock, N. Y. Taught some time In Binghamton, N. Y. SiEES, Almira E., Antwerp, N". Y. Has suffered with rheumatism since granduatlon, hence been unable to teach. Southwell, Alfaretta, Oswego, N. Y. Mrs. Fred B. Smith, Fairfield, Neb. Taught about five years, in Oswego, N. Y., In St. Peter, Minn., and In Clay Co., Neb.; four children. Steber, Emma A., Ilion, N. Y. Mi's. Daniel D. Morgan, Ilion, N. Y. Taught in Dion three terms ; three children. Stoddard, M. Louise, Lisle, N. Y. Mrs. George Whitney, Binghamton, N. Y. Taught a short time in Binghamton. Trask, Adele, Oswego, N". Y. Mrs. Clarence W. Streeter, Fulton, N. Y. Taught in Montclair, N. J., six and a half years. Williams, Kose B., Bloomfield, Can. West. Mrs. Morgan S. Frost, Oswego, N. Y. Taught nine years in Oswego, N. Y.; one child. Williams, S. Ida, Weedsport, N". Y. ^ Taught seven years in Oswego, N. Y. WoRTHiNGTON, ELEANOR, Chillicothe, 0. Milwaukee, Wis. Taught in normal schools in Cincinnati, O., Philadelphia, Pa., Englewood, 111., and Milwaukee^ Wis. ADVANCED. BuRT, Mary H., See Elementary, January 30, 1872. CusiCK, Mary, See Elementary, January 30, 1872. Jackson. Margaret, See Elementary, January 30, 1872. Miller, C. Lucretia. See Elementary, January 30, 1872. Parrels, Isabella, See Elementary, January 30, 1872. Rice, Anna A., See Elementary, January 30, 1872. Roberts, Amy J., See Elementary, January 30, 1872. Southwell, Alfaretta, See Elementary, January 30, 1872. Steber, Emma A., See Elementary, January 30, 1872. Trask,

Adele, See Elementary, January 30, 1872. Williams, S. Ida, See Elementary, January 30, 1872. Worthington, Eleanor, See Elementary, January 30, 1872. CLASSICAL. Burt, Mary H., See Elementary, January 30, 1872. Worthington, Eleanor, See Elementary, January 30, 1872. EIGHTEENTH CLASS.— July 2, 1872. ELEMENTARY. Adriance, Julia L., Oswego, N. Y. Mrs. W. H. Moore, Chicago, 111. Taught In Red Wing, Minn., one year, and in Omaha, Neb., one year ; five children. Backer, Amy A., Horseheads, N. Y. Catliii, N. Y» Taught about four years, in Elmira and Catlin, N. Y. 261 Bennett, Emeline M., Cuba, 2^. Y. Taught in Bed Wing and Rochester, Minn. Blair, Charlotte M., Oswego, N^. Y. Mrs. Henry D. Parker, New York City. Taught in Bay City, Mich., and in Dubuque, Iowa. •Bush, Arthine A., Liberty, N. Y. Mrs. A. L. Carpenter, New York City. Taught twelve years in New York Institution for the blind. Butts, Melissa M., Xew Bremen, N. Y. Mrs. Dickinson C. Griffith, Ogdensburg, N. Y. Taught two years in Ogdensburg ; three children. Clubbs, S. Anna, Rochester, N,Y. Mrs. George H. Morley, Grand Bapids, Mich. Taught lour years in Grand Bapids ; two children. Davis, Mart E., See Classical, July 1, 1870. Edwards, Adeline S., Prattsburgh, N. Y. • Columbus, Ohio. Taught in Bondout and Uornellsvllle, N. Y., in Big Bapids, Mich., and in Columbus, Ohio, total fourteen years. Gillespie, Mary A., Schenectady, Ii^". Y. Evanston, 111. . Taught two years in Mt. Vernon, N. Y. ; health too delicate to teach more. Green, Ella fl., Sayville, N. Y. Taught in Catchogue and Biverhead, N. Y. ; died May 6, 1880. Hubbard, Grace A., Phoenix, :n^. Y. Taught in Bay City, Mich., three years. Locke, Helen E., Gowanda, 2^. Y. Mrs. George Stowe, Buffalo, N. Y. Taught a short time in Bay City, Mich. Lynch, Helen, Yergennes, Yt. Mrs. H. L. Dill, Denver, Colo. Taught in St. Albans, Vt., two years, and in Denver, Colo., nine years. Mathkson, Frances L., Ogdensburg, N. Y. Albany, N. Y. Taught in Ogdensburg, ten years, and in St. Agnes' school, Albany, N. Y., four years. Miller, Sarah H., Horseheads, K Y. Mrs. D. S. Fletcher, WolcottvUle, N. Y. Taught in Winona, eight years : two children. Moore, Adelaide G., Brooklyn, 'N. Y. Bethlehem, Pa. Has not taught. MouL, Sophia L., Victor, N". Y. Mrs. E. W. B. Johnson, Oswego, N. Y. Has not taught. Phair, Mary A., Elizabethtown, N. Y. Mrs. Charles C. Holden, Mamaroneck, N. Y. Taught in Patterson, N. J., three and a half years, and in Spencerport and Mamaroneck, N. Y., two years; two children. RoLLiNSON, Elizabeth G., Gowanda, N. Y. Mrs. Hudson H. Parke, Buffalo, N. Y. Taught in Lebanon, O., and in Omaha, Neb. Sikes, Yiletta G. (Mrs.), Watertown, N. Y. Mrs. A. F. Sheffner, Pamelia, N. Y. Taught six months in Fulton, Wis. ; two children. SissoN, Emma D., Fulton, K Y. Mrs. Henry M. Maguire, Ogdensburg, N. Y. Taught two years in Ogdensburg ; three boys. Smith, Lena M., Columbus, Pa. Taught in Corry, Pa., a few years. 262 Stockwell, Frances C, Meridian, ^T. Y. Taught a short time in Meridian. "Wait, Susan A., S wanton Center, Yt. Mrs. Charles Ellison, Le Grand, Iowa. Taught in South Boston, Mass., and in Troy, Iowa. ADVANCED. Churchill, Octa G., Attica, N. Y. Mrs. Richard M. Eorty, Middletown, N. Y. Taught in Paterson, N. J., one and one-half years ; five children. Crum, Taylor, West Candor, N. Y. Fargo, Dakota. Taught four years, in central New Yori and in Fargo ; is now practicing law ; three sons. Dewey, Lola M., Columbus, Pa. Mrs. Daniel O. Barto, Ithaca, N. Y. Taught in Bondout, Binghamton, Trumansburg and Ithaca, N. Y., and Paterson, N. J. Edwards, D. Sophia, Sayville, N, Y. Mrs. Thomas B. Skidmore, Sayville, N. Y. Tftught seven years in Patchogue, N. Y. ; three children. Houghton, Mary F., Holden, Mo. Mrs. Harry A. Jones, Sherman, Texas. Tauiht four yexrs in Warrensbarg, Mo., two years in Lockport, lU^ and two years in Lexington, Mo. ; three children. McLellan, John W.,

LaPorte, Ind. Valparaiso, Ind. Taught one year in Door Village, Ind. ; followed photography twelve years ; three children. Ormiston, Julia E., Gouvemeur, N. Y. Mrs. Thomas C. Warrington, Peotone, 111. Taught in Illinois eight years, in Roscoe, Oak Park, Austin and Hyde Park ; in Muskegon, Mich., one year ; two children. Payne, Augusta F., Hamilton, N. Y. Mrs. Jacob L. White, Franklin, Ind. Taught in Scranton, Pa., two years ; then in Franklin until marriage ; has one child. Piersall, Josephine M., South Butler, N^. Y. Married Andrew DeMott and resided in Oswego until her death. May 13, 1883. RoYCE, MiLLiCENT A., Noiwalk, 0. Gallipolis, 0. Taught since graduation in Grand Ripids, Mich., and in Gallipolis, O. Smith, Cora A., Holley, iN". Y. Taught in Bergen, N. Y., in Bloomfleld, N. J., and la Holley, N. Y. ; health not parmit teaching. Stevens, Harriet E., Oswego, N^. Y. Taught in Oswego since graduation. CLASSICAL. Aber, William M., Owego, N. Y. Taught in Oswego, N. Y., in Lake Forest, 111., In Del Norte, Col., in Atlanta, Ga., and in New York City ; has taken course of study at Yale and received A. B. from that college ; is now teach- ing in Louisville, Ky. Barrett, H. Elbert, Fulton, N. Y. Syracuse, 2f. Y. Taught in Chittenango, N. Y., one year, in Bloomsburg, Pa., four years, and since in Syracuse, N. Y. Farnham, Leroy D., Owego, N. Y. Binghamton, X. Y. Taught six years in Candor, N. Y. ; studied medicine in New York, Berlin and Vienna ; is M. D. ; one child. Merolee, Marie J., Wheeling, 111. Chicago, Ill- Taught four years in Englewood, 111. ; is M. D. ; studied medicine in Chicago and Zurich. 263 Stimkts, Charles C, Highgate Center, Vt. , Jersey City, N. J. Tauf^ht matbematics four years in New Jersey State Normal scbool at Trenton, N. J. ; since has had private school in Jersey City with branch in New York City. Williams, M. Alios, Weedsport, N. Y. New York City. Taught in Benton, Mich., one year, and since in New York ; has taken classical course at Michi- gan University ; A. B. (Michigan University.) NINBTEBNTH CLASS— January 28, 1873. ELEMENTARY. Baenks, Sarah A., Beekman, N. Y. Nashville, Tenn. Taught in Jefferson City, Mo., three years, in River Falls, Wis., one year, in Ripon, Wis., one year, in Illinois three years, and in Nashville, Tenn., three years. Craig, Josephine M., Canton, 111. Mrs. Field Parsons, Washington, D. C. Taught in Omaha, Neb., one year before marriage ; has since been in Post-office Department, Washington, D. C. ; one child. Fearey, Sophia, Albany, N. Y. Mrs. Joseph Harper, Albany, N. Y. Taught in Bay City, Mich., a short time. Hayward, Emma J., Martville, N. Y. Mrs. E. J. Bushner, Sterling Center, N. Y. Taught in Danville, Pa., a short time. JOHONNOT, Marion H., Oswego, N. Y. Mrs. W. E. D. Scott, Princeton, N. J. Taught two and a half years in Warr^isburgh, Mo. LowRY, Kate E., Shelburae, Yt. Burlington, Yt. Taught one year in normal school at Johnson, Vt., a private school two years, four years at Shelbume, Vt., and five years in Burlington, Vt. McARTHUR, Cassib, PlatteviUe, Wis. Grand Rapids, Mich. Taught eleven years in Grand Rapids, Mich. Merriam, S. Agnes, Oswego, N. Y. Taught in Gloversville, N. Y., until her death, November 10th, 1877. Miller, Ida Y., Fulton, N. Y. Taught since graduation in schools in Fulton and Oswego Falls, N. Y. Russell, N. Jennie, Gowanda, N. Y. Mrs. Thomas Orr, Omaha, Neb. Taught in Buffalo, N. Y., and in Omaha. Slater, Lois S., Copenhagen, N. Y. Mrs. L. S. Sargeant, Pine Island, Minn. Taught a short time in Red Wing, Minn. Yail, Lucia M., Plainfield, N. J. Newark, N. J. Taught in Christiansburg, Va., Montgomery, Ala., Raleigh, N. C, East Orange, N. J., and Fort Wayne, Ind. Weaver, Sylvia J., Deerfield, N. Y. Taught at Whitney's Point and Ovid, N. Y., and at Norwalk, Conn. DIPLOMA OF DATE OF THIS CLASS GRANTED TO Otis, Clarinda, Oswego, N. Y. Taught for twelve yeai-s in Nyack, N. Y. ADVANCED. Aylesworth, Mary F.,

Oswego, N. Y. Taught one year in Carthage, N. Y.; since then in public schools of Oswego, N. Y. 1 264 Badger, Kate H., Kochester, N. Y. Taug^ht in Napoleon and Toledo, O., until death, December 5, 1876. DiLLEY, Mart L., Rodman, N. Y. Denver, Col. Taufrht in Bloomfleld, N. J., In Dobbs' Ferry, N. Y., In Kellysvllle, Texas, and In Denver, Col, Lyons, Margaret A., Oswego, N. Y. Taught in public schools of Oswego since graduation. McCleave, Esther A., Oswego, N.Y. Ventura, Cal. Taught in Oswego, N. Y., in Elkhart, Ind., and In a private school in Albany, N. Y. Morrison, Jeannette T., Oswego, N. Y. Mrs. James K. Cochran, Oswego, N. Y. Taught in Oswego public schools about twelye years. Stocks, Kate S., Oswego, N". Y. Wilkes Barre, Pa. Taught In Wilkes Barre, since graduation. TWEIs^TIETH CLASS— July 1, 1873. ELEMENTARY. Barlow, Jane, Binghamton, N. Y. Chicago, 111. Taught in Binghamton, N. Y., one year, in New York City, one year, and in Chicago six years. BuELL, Mary J., "Westerly, R. I. Mrs. Franklin Clarke, Westerly, R. I. Taught two years in Westerly ; two children. Burr, Clara A. (Mrs.), New Albany, Ind. Oswego, N. Y. Taught in Cincinnati, O., six years, in Philadelphia normal school two years, and in Oswego, Kindergarten, four and a half years ; two children. BuRRiNGTON, LiLLiA E , Oswego, N. Y. Mrs. Charles J, Watson, Buffalo, N. Y. Taught a short time in Nora, 111. Carpenter, Hannah M., Highland, N. Y. Rondout, N. Y. Taught since graduation in Rondout and Kiagiton, N. Y. Crowe, Mary F., Oswego, N. Y. Cohoes, N. Y. Taught in St. Louis, Mo., and in Troy, Binghamton, North Troy and Cohoes, N. Y. ; is Sister Mary Camilla, in Convent of St. Bernard, at Cohoes. Dashley, Marie L., Oswego, N. Y. Mrs. William G. Harvey, Oswego, N. Y. Taught in Utica, N. Y., ten years ; has studied drawing and painting ; one child. De Shong, Harriet, Ashland, Ohio. Mrs. I. H. Good, Ashland, Ohio. Taught In Lake Forest, 111., and Omaha, Neb.; was assistant postmaster in Ashland, two and a half years. DORAN, Minnie E., Oswego, N. Y. Taught in Oswego since graduation. Ferris, Jennie M., Lawrenceville, N. Y. Mrs. Z. T. Savage, Moreland, Cook Co., 111. Taught a year in Nicholville, N. Y., and a year in North Lawrence, N. Y. Gilbert, Fannie S., Oswego, N. Y. Mrs. Henry L. Strong, Hartford, Conn. Taught three years In Oswego ; two children. Jewett, Adelaide L., Grand Rapids, Mich. Mrs. Lester M. Davis, Fitchburg, Mass. Taught two and a half years in Grand Rapids, Mich. 265 Jewett, Harriet A., Grand Rapids, Mich. Married Rev. Samuel W. Nichols, and went as missionary to Madras, Ind., where she died, December 17, 1881. Lawrence, Isabel, Portland Me. St. Cloud, Minn. Taught In Oswego, three years, In Yonkers, one year, in Whitewater, Wis., one year, and In normal school at St. Cloud, Minn., eight years. , Marean, Laura A., Maine, K Y. St. Joseph, Mo. Taught in Newark, N. J., one year, and in St. Joseph, Mo., twelve years; studied drawing and painting. Maxwell, Ella H., Oswego, N. T. Taught in Oswego since graduation. McCall, Sylvia H., Oxford, N". Y. Taught in Grand Rapids, Mich., nine years ; has studied art two years in New York ; taught painting. Meredith, Lizzie, Crosswicks, N". J. Cleveland, Ohio. Has taught in Cleveland, O., since graduation. Mott, Clara B., Ohateaugay, N". Y. Washington, D. C. Taught in New York, Malone, and Elmira, N. Y., and in Brookllne, Mass. ; is In Treasury De- partment at Washington. Mott, Emma M., Chateangay, N". Y. Taught in New York, and in Fond-du-Lac, Wis.* Orton, Julia R., Lincoln, 111. Taught two years in Cleveland, O. Perry, F. Ella, East Palmyra, 2^. Y. Mrs. J. R. Stephenson, Grand Rapids, Mich. Taught in Grand Rapids until marriage. Pope, Martha A., Boston, Mass. Mrs. Henry L. Sawyer, Boston, Mass. Taught in Brookllne, Mass., two years, and in Boston, two years ; two children. RiGGs, Nellie A., Oswego, K Y. Taught in Oswego until married George S. Merrlam ;

died May 26, 1881. Seaman, Anna A., Nyack, N. Y. Taught in Mamaroneck and Nyack, N. Y. ; is now stenographer. Smith, Rose M., Franklin, Ind. Mrs. Mark W. Harrington, Ann Arhor, Mich. Taught one year in Emporia, Kan. ; one child. SouLE, Emma 0., Oswego, N". Y. Mrs. John D. Martin, Penfleld, N. Y. Taught in Bay City, Mich., Franklin, Ind., and Penfleld, N. Y. ; two children. Sprague, Sarah E., FuUerville, ^N". Y. Taught in Grand Rapids, Mich., Emporia, Kan., Lewlston Me., Gloucester, Mass., and Manches- ter, N. H.; is state institute conductor of Minnesota. Stephenson, Sarah J., Osceola, ^T. Y. Mrs. Albert W. Terry, Oberlin, O. Taught seven years in Rondout, N. Y., and a short time in New York and in Charlotte, N. C; one child. Wealthy, Josephine, White's Corners, ]!f. Y. Mrs. Josephine Bradshaw ; married upon graduation. Welch, Sarah A., Oswego, N. Y. Taught nine years in Bay City, Mich., and one year in Oswego. ADYAN^CED. Alling, Mary R., See Ele., July 6, 1869. Burton, Antoinette E., Rodman, N. Y. Taught in Northampton, Mass., and in St. Joseph, Mich. 26G Calvert, Harvey J., Sterling Centre, N. Y. Sterling, N. Y. Taught in Kingston and Accord, N. Y., in Charleston, S. C, in Wahoo, Neb., in New Orleans, La., and in Garden City, N. Y. CtJRRY, Sarah E. (Mrs.), Oswego, N. Y. Albany, N, Y. Taught in Albany since graduation ; now has private school in that city ; one daughter. Dalrymple, Harriet A., See Ele., Jnly 6, 1869. Beerino, Harriet A., Portland, Me. Deering Place. Taught four years in Augusta, Me. ; and four years in normal school at Gorham, Me. Gillespie, Helen F., Fulton, N. Y. Mrs. W. N. Ferris, Big Rapids, Mich. Taught in Franklin, Ind., Rock River, 111., and in Big Rapids ; one child. Haydon, Susan M., Lysander, N. Y. Taught one year in Institution for blind. New York ; trouble with eyes has prevented her teach- ing since. Hicks, Amanda M., Kalida, 0. Clinton, Ky. Taught one year in Paducah, Ky. ; since then in Clinton, Ky., where she has established a college. Kearney, Anna J., Oswego, N. Y. Hoboken, N. J. Taught in Hoboken since graduation. Lester, Ordelia A., See Ele., Jnly 3, 1871. Sherman, Moses H., West Rupert, Yt. Phoenix, Ariz. Taught a short time in Hamilton, N. Y., and nine years in Prescott, Ariz., where he was also Superintendent of public instruction ; is President of bank in Phoenix, Ariz. Sherwood, Yiola, Binghamton, N". Y. Taught in Binghamton nearly all lime since graduation. Stewart, Ella M., Berlin, Wis. Mrs. Loren W. Collins, St. Cloud, Minn. Taught in Oswego, three years, and in St. Cloud, Minn., more than a year ; three children. Whitney, Lucien J., Clayton, N. Y. Taught about eight years, in Bay City, Mich., and in Chaumont and Clayton, N. y: CLASSICAL. Chapin, Alvin p., Binghamton, N, Y. Rochester, X. Y. Taught in Fulton, Le Roy and Warsaw, N. Y.; is editor of Educational Gazette, Rochester, N. Y. Hill, Lena L., Isle La Motte, Yt. Mrs. Frank H. Severance, Buffalo, N. Y. Taught in Corry, Pa., East Orange, N. J., Omaha, Neb., and New York City; B. S. (Cornell.) TWENTY-FIRST CLASS— January 27, 1874. ELEMEN^TARY. Atwood, Cynthia M., Burlington, Yt. Mrs. James Little, Stapleton, L. Island. Taught six months in New York City. Blasdell, Amblia, Smith's Basin, N". Y. Ynlcan, Mich. Taught in Peterboro, Ont., in Greenville, N. Y., and in Mousay and Vulcan, Mich. Kennedy, Julia A., Providence, Pa. Scranton, Pa. Taught in Scranton, Pa., twelve years. Lytle, Sarah J., Wadsworth, 0. Laramie, Wyo. Taught in Akron, O., one year, in Wadsworth, O., two years, in Kearney, Neb., two years, and in Laramie, Wyo., four years. 267 Palmer, Kate L., Akron, 0. Mrs. Marion C. Lytle, Laramie, W. T. Taught in Corry, Pa., and in Akron, O. ADVANCED. Chisholm, Lucy, Ohazy, N. T. Taught one year in New York, in Plattsburgh, N. Y., six years, and in Middleburgh, N. Y., one year. KiMBEB, Anna A., Barrytown, 2^. Y, Indiana. Pa. Taught a short time

in Cleveland, O., ten years in East Orange, N. J., and since in Indiana, Pa. Olds, Alice L., Ogdensburg, ^NT. Y. Taught in Plattsburgh, N. Y., five years, and in Ogdensburg, five years. Steaens, Elizabeth M., Oswego, N. Y Taught in Oswego since graduation. TiMERsoN, Georgia A., Oswego, K Y. Taught in Oswego, and Winona, Minn. TWENTY-SECOND CLASS— June 30, 1874. ELEMENTARY. Cleghom, M. Jane, Lewiston, N. Y. Cleveland 0. Taught in Niagara Fallp one year, and eleven years in Cleveland. Comer, Emily A., Oswego, N. Y. Taught in Oswego since graduation. CuDDEBACK, Chalottr B., Cuddebackville, N. Y. Paterson, N. J. Taught in Warwick, N. Y., six years, in Logansport, Ind., one year, and in Paterson, N. J., three years. Darrow, Henrietta L., "West Eaton, N. Y. Mrs. Edson 8. Wood, Savannah, N. Y. Taught in Clyde, N. Y., three years ; two children. Donnolley, Alice, Oswego, N. Y. Taught since graduation, in Oswego, N. Y. FicKEN, Emma C, Jericho, N. Y. Mrs. Edward J. Brooker, Morrisville, N. Y. Taught in Lebanon, O., seven and a half years ; two children. Gillies, Emily A., Plainfield, N. J. Taught in Plainfield, and in Fergus Falls. HuMPSTON, Millicknt E., Plainfield, N. J. Taught in Plainfield, since graduation. Johnson, Mary L., Rome, N. Y. Mrs. Clinton P. Case, Watertown, N. Y. Taught four years in Watertown ; one child. Laing, Mary E., North Hebron, N. Y. Taught in Plainfield, N. J., five years, in Brooklyn, N. Y., three years, and in St. Cloud, one year. Manter, Pamela H., Grafton, 0. Cleveland, 0. Taught in Cleveland, O., since graduation. Miller, Ella, Penn Yan, N. Y. Minneapolis, Minn. Taught in Logansport, Ind., two years, in Nyack, N. Y., seven years, in Cedar Falls, la., one year, and in Minneapolis, Minn. MoRDEN, S. Elizabeth, Canoga, N. Y. Logansport, Ind. Taught eleven years in Logansport, Ind. Fergus Falls, Minn. St. Cloud, Minn. 268 Keese, Lizzie A., Westmoreland, N". Y. Minneapolis, Minn. Tauprht In Burlington, Vt., nine years, In W. Bay City, Mich., one year, and in Minneapolis, Minn. Rice, Lucy Klinck, Hamilton, N. Y. Mrs. Robert Hosea, Clifton, Cincinnati, O. Taught a short time in Hoosick Falls, N. Y., and two years in Dayton, 0. Rice, R. Elizabeth, Hamilton, N. Y. Cincinnati, 0. Taught In Morristown, N. J., four years, and two years in Mt. Auburn Institute, Cincinnati, O. since has had private school In Cincinnati, O. Smith, Helen C, East Hampton, Mass. Taught a short time in Farmington, Me. ; health too delicate to teach. Wellman, Mary E., Osceola, K". Y. Mrs. Junius J. Coules, Fair Haven, N. Y. Taught in Scranton, Pa., four years, and one year in Zanesville, O. ; three children. Wilson, Florence A., Cane Hill, Ark. Tahlequah, I. T. Taught eight years at Tahlequah, Cherokee Nation, I. T., and about two years In Little Rock, Arkansas. ADYANCED. Crossman, Alice L., Elton, N. Y. Butte City, Montana. Taught In Keokuk, O., two years, and since in Butte City, Montana. Gorman, Jane, Oswego, N". Y. Taught in Oswego, since graduation. Kimber, Fannie C, See Ele., February 1, 1870. Murphy, Mary J., Oswego, N. Y. Mrs. P. J. Cullinan, Oswego, N. Y. Taught in Oswego until marriage. Pease, Anna A., Oswego, N. Y. Mrs. C. P. Smith, Burlington, Vt. Taught three years in Burlington before maiTiage ; three children. Stiles, Mary B., Glensdale, N". Y. Mrs. William G. Watson, Muskegon, Mich. Taught two years In Burlington, Vt. ; three children. Williams, Ella C, Watkins, N. Y. Burdett, N. Y. Taught in Huntington, N. Y., one year, in Castleton, Vt., one year, and in Rockford, JU., two years ; studied in Ann Arbor University, In Germany, in England and in Bryn Maur ; M. A. (Ann Arbor.) Wooster, Harriet A., Lysander, N. Y. Mrs. H. A. Van Derveer, Lysander, N. Y. Taught two years in Onondaga County, and one year in Iowa ; two children. Yawger, Sarah L., Union Springs, N. Y. Cincinnati, 0. Taught two and a half years in Potsdam, N. Y. ; since, in Miss Armstrong's school, Cincinnati, O.

CLASSICAL. Lytle, Marion C, Wadsworth, Ohio. Laramie, Wy. Taught in Wadsworth, Ohio, one year, in towns in Illinois, eight years, and in Laramie, Wy., two years. TWENTY-THIRD CLASS— January 26, 1875. ELEMENTARY. Banning, E. Adell, Poolville, N. Y. Mrs. G. S. Comstock, Bloservllle, Pa. Did not teach ; has two sons. Brown, Harriet J., Matteawan, N. Y. Dobbs' Ferry, N. Y. Taught in Hoosick Falls, Newburgh and Dobbs' Feny, N. Y. 269 BuRGOYNE, Mart E., Oswego, 1^. Y. Mrs. Harry A. Jones, Brooklyn, N. Y. Taught seven years In Oswego. Edwards, Ella I., Northampton, Mass. Taught five years In Plalnfleld, N. J., one year in Bloomfleld, N. J., and one year in Albany, N. Y. Hunter, Clara, Cincinnati, Ohio. Taught in Mt. Auburn, Cincinnati, Ohio, since graduation. Inman, Ada, Oswego, N. Y. Taught in Oswego since graduation. Morris, Susan C, Amityville, N". Y. Taught Hve years in Hoosick Falls, N. Y., and six years in Albany, N. Y. Perry, Alice E., Oswego, N. Y. Has not taught. Seamans, Nellie C, Ilion, N. Y. Taught in Uion since graduation. Stevens, Frances A., Oswego, N. Y. Taught in New Orleans three years, and a short time in Henderson, Sandy Creek and Oswego, N. Y. Stevens, M. Jeannette, Malone, N. Y. Jujuy, R. A. S. A. Taught two years in Massena, N. Y., two years in Malone, N. Y., five years in Burlington, Vt., and two years in normal school at Jujuy, S. A. Taylor, Margaret C, Pgrtland, Me. Taught one year in Hackettstown, N. J., and since in Portland, Me. Wallace, Inez E., Oswego, N. Y. Taught in Oswego, since graduation. ADYANCED. Comer, Emily A., See Elementary, June 30, 1874. Dempsey, Ella A., Oswego, N. Y. Taught in Oswego since graduation. Draper, Margaret A., Oswego, N. Y. Mrs. Edward McLaughlin, Oswego, N. Y. Taught a few years in Oswego, N. Y. Mattison, Kate A., Oswego, N. Y. Mrs. George B. Stevens, Watertown, N. Y. Taught in Oswego four and a half years. Murray, M. Jennie, Oswego, N. Y. Mrs. Felix Riley, Oswego, N. Y. Taught ten and a half years in Oswego. CLASSICAL. Merritt, John W., Brewerton, N. Y. Jacksonville, Oregon. Taught ten years in Jacksonville ; one child. TWENTY-FOURTH CLASS— June 29, 1875. ELEMEISTTARY. Bryce, Margaret E., Clifton, JsT. Y. Mrs. Thomas Gallan, Caledonia, N. Y. Taught a short time in Caledonia. Chisholm, Eunice, Chazy, N^. Y. Taught in Ithaca a short time before her death, July 18, 1878. 270 Fairchild, Ella A., Ilion, N. Y. Mrs. Wesley 6. Tloe, Minneapolis, Minn. Taught in Jacksonville, 111., in Yonkers, N. Y., and in Minneapolis. Haskell, Alta S., Malone, N. Y. Taught six years in Malone. Hunt, Kate E., Habbardsville, N". Y. Mrs. Alfred Owen, Brooklyn, N. Y. Taught until marriage. In Bloomfleld, N. J. Keelkr, Martha A., Burlington, Yt. Mrs. John S. McKay, Malone, N. Y. Taught in Oswego, four years ; in Indiana, Pa., four years, and in Lock Haven, Pa., one year ; one child. Kellogg, Charlotte K., Springville, N. Y. Taught a year in Port Byron, and two years in Attica, N. Y. Leffin, Mary E., Oswego, N. Y. Taught in Omaha, Neb., and in Oswego ; died May 21, 1883. 2!^'iCHOL8, Hellen M., Granby Center, N. Y. Mrs. D. E. MiUer, Bolivar, Mo. Taught two years in Forestport, N. Y., one term in Granby Centre, N. Y., two years in Henry- ville, L. I., and nearly one year in Alburg, Vt. Reardon, Ella M., Malone, N^. Y. Mrs. John H. Baird, Burlington, Vt. Taught since graduation in Burlington ; had private school last four years. RoLLisoN, Sarah M., Gowanda, N". Y. Taught a short time in Omaha, Neb. Bowell, Harriet L., Brooklyn, N^. Y. Taught since graduation in Brooklyn, N. Y. Smith, Fanny G., Cooper's Plains, N. Y. Oakland, Cal. Taught four years in Elmira, N. Y.; since in Oakland, Cal. Snyder, Matilda E., Mansfield, 0. Taught nine years in Mansfield, O. Taylor, Sarah M., Portland, Me. Taught one year in Hackettstown, N. J. ; since in Portland, Me. Woodford, Diana, Candor, N. Y. Taught in Oswego, three years, in Candor, one year, and in Binghamton, N. Y., three

years. ADYAN^CED. Barrow, M. Augusta, Oswego, N. Y Mrs. Jesse B. Low, New York City. Taught one term in Islip, N. Y., and two years in Oswego, N. Y.; three children. Brown, Cora A., Oswego, N". Y. Taught in Oswego since graduation. Burnes, Teresa E., Oswego, N. Y. Mrs. John Dorsey, Oswego, N. Y. Taught in Omaha, Neb., until marriage. Burt, Jessie M., Scriba, N. Y. Taught for some time in country schools near her home ; is stenogi'apher. Farnham, Amos W., Fulton, N. Y. Taught in Charleston, S. C, four years, In Atlanta, Ga., three years, and in West Chester, N. Y., two years. Hakes, Alberta A., Clay, N. Y. Mrs. H. W. Chllds, Fergus Falls, Minn. Did not teach. Hunt, Mary J., Oswego, K Y. Taught in Oswego since graduation. 271 Rapplete, Walker G., Minetto, N. T. Oswego, N. Y. Taught In Nashville, Tenn., two years, In Jersey City, one year, and since in Oswego normal school : B. S. (Cornell.) Smith, Sarah B., Oswego, N. Y. Taught In Oswego since graduation. Sprague, Clara Y., FuUerville, N.Y. Yankton, Dak. Taught in Ogdensburg, N. Y., in Portland, Me., and since in Yankton, Dak. Steele, Isabella, Shushan, W. Y. Mrs. C. N. Woodworth, Cohocton, N. Y. Taught a short time in Minneapolis, Minn. Stevens, Frances A., See Ele., January 26, 1875. Stocks, Emma E., Oswego, N". Y. Mrs. Clarence T. Jenkins, St. Louis, Mo. Taught in Albany five and a half years ; one child. Thomas, Margaret M., Middle ville, N^. Y. Mrs. Andrew V. V. Raymond, Plainfleld, N. J. Taught three years In Fostoria, Ohio, in Whitewater, Wis., and in Kirks ville. Mo.; two children. Thomm, Julia H., Oswego, N. Y. Mrs. Myron A. Campbell, Syracuse, N. Y. Taught four years In Canastota, N. Y. TuTTLE, Ezra A., Adams, N. Y. New York. Taught two years In Bay Shore, N. Y., and in SayvlUe, N. Y., one year ; now lawyer in New York City. Wilcox, E. Random, Chazy, N. Y. New York. Taught four years in Islip, N. Y., two years in Babylon, N. Y., and two years in Irvlngton, N. Y. ; real estate agent in New York City. Wilkinson, Mary E., Lincoln, 111. Chicago, 111. Taught in Springfield, 111., one year, in St. Louis, Mo., three years, in Madison, Wis., and in Chicago, 111. Williams, Rebecca T., Cleveland, N. Y. New Y<»rk. Never taught ; postmistress at Cleveland two years ; now type- writer in New York City. Woodward, Ella P., New York. Mrs. Henry W. Foote, Helena, Montana. Taught one year in Nyack, N. Y., one year in Institute for Blind, New York, and two years in Memphis, Tenn. ; two children ; is teaching in parish school. CLASSICAL. BiERCE, Sarah C. (Mrs.), Danby, N. Y. Mrs. W. S. Scarborough, Xenia, O. Taught in Raleigh, N. C, in Macon, Ga., and in Wilberforce University, Xenia, O. ; eight years in all. Sheldon, Charles S., Oswego, N. Y. Kirksville, Mo. Taught In Alexandria Bay, N. Y., two years, and since in Kirksville, Mo. Sheldon, P. Elizabeth, Oswego, N. Y. Omaha, Neb. Taught in Charleston, S. C, one year, in Oswego two years, in Boston one year, and since in Omaha ; studied In Cornell, In Oxford, Eng., and in Germany. Williams, E. Anna, Cleveland, N. Y. New York. Taught in Nyack one term. In Pacific, Mo., one year, and in Omaha, Neb., thiee years ; is stenog- rapher. TWENTY-FIFTH CLASS.— January 25, 1876. ELEMENTARY. Clark, Elizabeth Y., Oswego, N. Y. Mrs. Charles Miller, South Richland, N. Y. Taught one year in Italy, N. Y. ; two children. 272 Hawkins, Cornie L., Oswego, 1^. Y. Mrs. L. Mills Place, Oswego, N. Y. Taught a few terms in New York State and two years in Oxford, O. ; two children. Kylb, Eliza J., Oswego, N. Y. Glen Cove, 2^. Y. Taught several years in Glen Cove. Morton, L. Ann, Groton, N. Y. Elmira. X. Y. Taught for a time in Elmira. YiCKKRY, Anna J., Oswego, N^. Y. Mrs. Edwin M. Collins, Oswego, N. Y. Taught one term in Oswego Center ; three children ; studied photography. ADYANCED. King, Elizabeth J., Oswego, 1^. Y. Taught in Oswego since graduation. MoTT, Clara E., See Blementary, July 1, 1873. Ormsby, Celia L., Oswego, N^. Y. Mrs, Samuel G. Merriam,

Oswego, N. Y. Taught three and a half years in Oswego ; one child. TWEN^TY-SIXTfl CLASS— June 27, 1876. ELEMENTARY. Baker, Emma E., Oswego, N. Y. Taught in Oswego until her death, February 23, 1884. Bannister, Cornelia C, Oswego, K Y. Taught in Englewood, 111., and in Gainesville, Fla., until death, March 24, 1880. Brown, Mary J., Eaton, N. Y. Mrs. George Mayo, Burlington, Vt. Taught in Burlington until marriage. BuRT, Carrie M., Minetto, if. Y. Mrs. Horace L. Porter, Minetto, N. Y. Taught a short time in Minetto. Burt, Hittie A., Minetto, I^T. Y. Taught in village schools since graduation. Clark, Agnes L., Port Chester, K Y. Greenwich, Conn. Taught in BaiUng Hollow, N. Y., one year, in Elmira, N. Y., four years, and in Greenwich, Conn., five years. CoRWiN, Carrie M., Riverhead, If. Y. Taught five years in Riverhead, one year in Oneida, N. Y., and two years in Port Chester, N. Y. Crune, Minnie H,, New York City. Did not teach, died November 29, 1883. Douglass, Julia B., Oswego, N. Y. Montclair, N.J. Taught in Oswego, six years, in West Chester, N. Y., one year, and in Montclair, two years. Evans, Addie F., West Eaton, N. Y. Mrs. Orson C. Bates, Knoxboro, N. Y. Taught about five years in Pierceviile, Morrisvllle and Munnsville, N. Y. ; one child. Fuller, Reunette E. (Mrs.), Syracuse, N. Y. Macon, Ga» Taught one yeai- in McGrawville, N. Y., and two years in Morrisvllle, N. Y. ; studied medicine at Syracuse University ; practicing at Macon ; M. D. (Syracuse.) GOKEY, Delia, Rondout, N. Y. Jersey City, N". J. Taught eight years In Kingston, N. Y. ; not teaching. 273 Harm AN, Mary G., Oswego, N^. Y. Taught in Norwalk, Conn., and in Oswego. HoLEUR, Elizabeth E., Oswego, N. Y. Troy, N. Y. Taught in Troy since graduation. HowLY, Mary, Oswego, N^. Y. Taught one teim near Oswego. Jknkins, Eva E., Oswego, N^. Y. Mrs. C. F. Perkins, Oswego, N. Y. Not taught; two children. Leonard, Kate A., Peru, Ind. Mrs. Edward L. Miller, Peru, Ind. Taught one term in district school, and three years in Peru. MacMillan, Mary E. (Mrs.), Malone, K Y. Taught five years in Argentine Rupublic, S. A. Mann. Lucy, Kingston, N. Y. Has not taught. Matteson, Emma a., Hannibal, N". Y. Mrs. H. A. McCool, Anoka, Minn. Did not teach; one child. Marsh, Lillie C, Oswego. N. Y. Mrs. Charles J. Mattison, Oswego, N. Y. Taught a few years in Oswego. Morgan, Harriet E., Earlville, N. Y. Taught in Burlington, Vt., before marriedilason M.^Benton; died April 8, 1879. Pendleton, Maria, Brooklyn, 25^. Y. Taught in Chester Hill, N. Y., one year, and in Brooklyn nine years. Perley, Melissa S., East Berkshire, Yt. Dayton, 0. Taught nine years in Dayton, O. Phillips, Hattie A., Ilion, N. Y. Mrs. H. E. Noyes, Bellport, N. Y. Taught in Ilion, N. Y., and in New York ; one child. Sherman, Fannie B., West Rupert, Yt. Mrs. Charles T. Drew, Meridian, N. Y. Taught in Institution for Blind, New York, for thi*ee years. Spicer, Florence H., Unadilla Forks, N". Y. Oneida, 2^. Y. Taught ten years in Waterville and Oneida, N. Y. Spier, Joanna R., Delhi, N^. Y. Oneonta, N". Y. Taught in Newton, N. J., two years, and in Brandts, Pa., two years. Stevens, Anna E., Horseheads, N. Y. Taught in Mt. Pulaski, 111., and in Elmira, N. Y. TuTTLE, Susan E., Adams, N". Y. Mrs. John E. Kingsbury, Lansing, N. Y. Has not taught. Yan Yleck, Icy J., West Schuyler, N. Y. Mrs. Charles S. Cobb, Eaton Rapids, Mich. Taught in Deposit, N. Y., one year, and in Ithaca, N. Y., three years ; two children. Walter, Sarah J., Pomeroy, 0. Oswego, N". Y. Taught in Oswego ten years. Warner, Martha J., Selma, 0. Taught three years in Baltimore, Md., and two years in school near home. Warner, Sarah E., Selma, 0. Not taught. Weaver, Sylvia J., Deerfield, N". Y. Taught a short time in Manhattan, Ga. R 274 Wheeler, Susan M., Skaneateles, N. Y. Mrs. Rolland R. Roberts, Fresno, Cal. Taught three and a half years in Skaneateles ; one child . Wlcox, Myra E., Undaclilla Forks, N.

Y. Mrs. Herbert H. Bassett, Piqua, O. Taught a short time in Leonardsville, and Unadilla Forks, N. Y., and four years in Elmira, N. York ; studied drawing. ADVANCED. BuRHANs, Celina M., Rondout, N. Y. Taught in Elmira, Ave years, in Stone Ridge, N. Y., two years, and in Rondout two years. Hawkins, Cornie L., See Ele., January 25, 1876. Johnson, Littleberry, Arcana, Ind. Oswego, N. Y. Taught in Fairmount, Ind., one year, and in Jonesboro, Ind., two years ; is gardener and spec- ulator. King, Ida J., Oswego, N. Y. Brooklyn, N. Y. Taught in St. Augustine's Chapel, New York, seven years, and in Brooklyn, N. Y. two years ; is now in Polytechnic Institute, Brooklyn, N. Y. Robinson, Marian M., Oswego, N. Y. Mrs. Frederick C. Dettmers, Flatbush, N. Y. Taught in Norwalk, Conn., two years, in Red Creek, N. Y., one and a half years, and in Flat- bush a short time ; one child. Taylor, Eliza A., Portland, Me. Taught in Portland since graduation. YanInwegen, Clarence P., Ouddehackville, K Y. Chicago, 111. Taught two years in More's Mills, N. Y., one year in Charleston, S. C, and one year in Chicago ; is a traveling agent. Watkin, Adelaide Y., Oswego, N". Y. Taught in Oswego since graduation. CLASSICAL. Derby, Mary M., Stockholm, N. Y. Taught in Marlon, Ala., and in Albert Lea, Minn. Jewett, Franklin N.. Xorth Bangor, X. Y. Fredonia, !N". Y. Taught in Theresa, N. Y., one year, in Lake Forest, 111., one year, and in Fredonia, N. Y., a short time ; taken course in Rochester University and in Rochester Theological Seminary. TWENTY-SEYENTH CLASS.— January, 1877. ELEMENTARY. BoGGS, Mary J., Oswego, K Y. Taught nearly two years in Oswego and Fulton, N. Y. ; is compositor on daily paper. Clary, Charlotte A., Jamaica, N. Y. Mrs. Wm. G. Hannum, Jamaica, N. Y. Taught in Hempstead and in Jamaica, twelve terms. DONNAN, Emma, Indianapolis, Ind. Taught in Indianapolis since graduation. Dubois, Ella M., Oswego, N. Y. Mrs. Frank Galloway, Buffalo, N. Y. Taught twelve terms in Scrlba, N. Y. Forbes, Sarah M., Pulaski, IS". Y. Mrs. Asahel B. Banks, Walla- Walla, Washington Territory. Taught a short time in Mattetuck, N. Y., and three years in Laramie City, Wyoming ; three children. 275 Gardner, Ada B., Attica, If. Y., Tekamah, Neb. Taught three years in Strykersville, N. Y., two yeardin Attica, N. Y., and two years in Tekamah, Neb. Graham, Anna, Wilna, K T. * Mrs. Mel25ar C. Paul, Carthage, N. Y. Taught in Carthage three years. Hawley, Emeltne a., Putnamville, Ind. Germantown, Pa. Taught In Newark, N. J., and North Parma, N. Y., about seven years. JosLiN, Jennie E., (Mrs.), Oswego, N. Y. Taught in Hannibal, N. Y., one year, in Hartwick, N. Y., two years, and in Oswego Town six years ; one child. Lee, Charlotte J., Laurens, l!^. Y. Davenport Center, N. Y. Taught in Plymouth, N. H., one and a half years, and in Littleton, N. H., seven and a half years. Masters, Lillie B., Matteawan, N". Y. Dobbs' Ferry, N". Y. Taught in New York a short time, has private school at Dobbs' Ferry. McGruddin, Sarah A., Oswego, N. Y. Denver, Col. Not taught ; been stenographer seven years. Savage, Anna, Oswego, N. Y. Evanston, 111. Taught a short time In Theresa, N. Y., in Princeton, Ind., and in Evanston, 111. Speir, Amanda L., Ballston, !N". Y. Taught one term in Corinth, N. Y., and one term in Batchellerville, N. Y., before health failed. TiMERSON, Emma C, Oswego, N. Y. Mrs. Claude C. Sears, Trumansburg, N. Y. Taught in Burlington, Vt., one year, and in Trumansburg, N. Y., three years. ADYANCBD. Hill, Prances, Amsterdam, !S". Y. Mrs. Robert H. Carothers, Louisville, Ky. Taught in Shippensburg, Pa. ; two children. Lewis, Grace A., Oswego, N". Y. Taught one year in Scriba, N. Y., and nearly two years in Oswego. Owens, Florence E., Oswego, I^. Y. Mrs. Thos. E. Stevenson, Oswego, N. Y. Taught Ave terms in district schools near Oswego ; one child. PuRCELL, Sarah H. (Mrs.), Xew York. Washington, D. C. Taught one year in

Washington, D. C. ; since in employ of one of the departments there. Bobbins, Jennie C, Stittville, K. Y. Taught in Burlington, Vt. ; married William Jones ; died October 28, 1883. CLASSICAL. Howe, Anna D., Sanford, 1^. Y. Dobbs' Ferry, N". Y. Taught in Miss Masters' school at Dobbs' Feary, since graduation. Smith, Winfield S., Oswego, K Y. Elgin, 111. Taught in New Orleans, La., two years, in Oneida, N. Y., three years. In Mt. Morris, N. Y., three years, and in Medina, N'. Y. ; is Superintendent of Schools in Elgin, 111. TWENTY-EIGHTH CLASS— July 3, 1877. BLBMBNTAKY. Alling, Charles H., Hunter, N. Y. Taught in Liberty and Hannibal, N. Y., until death, May 20, 1879. Baldwin, Anna G., Union Springs, N". Y. Hampton, Ya. Taught in Winona, Minn., six years, and In Hampton, Va., till present time. 276 Baldwin, Frances A., Oxford, N. Y. Bainbridge, N. Y. Tau£rht in Deposit, N. Y., seven years, and in Bainbridge, two years. BiCKPORD, Minnie A., Rochester, J?". Y. Mrs. Lewis P. Eldridge, Denver, Col. Taught two years in Rochester, N. Y. ; one child. Blasdkll, Minnie, Smith's Basin, N. Y. Married B. W. Smith ; died January 39, 1886. BuRT, Lizzie, Minetto, N. Y. Taught one year in Sing Sing, N. Y. Butler, Amelia P., Cincinnati, 0. Lexington, Ky. Taught in New York, two years, in Swarthmore, Pa., five years, and one year in Philadelphia^ Pa. ; has private school in Lexington, Ey. Byrne, Mary A., Jamesville, i^. Y. Washington, D. C. Taught in South Syracuse, N. Y., two years ; entered Community of Sisters of Charity, February,. 1880. Collins, Emma M., Oswego, N. Y. Jersey City, N". J. Taught in Oswego and Jersey City. Guernsey, Amanda J., Liverpool, I^. Y. Mrs. William H. Rdfeers, Briar Hill, N. Y. Taught three years, in Brewerton and Morristown, N. Y. ; one child. HoEFLER, Elizabeth C, Ilion, i^. Y. Mrs. E. M. Draper, Ilion, N. Y. Ha8 not taught. HuNTTiNG, Caroline C, Southold, !N^. Y. Mrs. Jesse Terry, Southold, N. Y. Taught in Southold until marriage. Irland, Mary C, iNTorth Sterling. N. Y. Mrs. Richard Blaikie, Sterling Valley, N. Y. Taught about two years in Oswego Town ; one child. Jones, Maria L., TJtica, K Y. Mrs. A. Lamott Henry, Kingsley, O. Taught in Big Rapids, Mich., one term, and in Big Bock, 111., one year ; three children. Masters, Fannie H., Matteawan, N. Y. Mrs. Jas. F. Johnson, Osw^^), N. Y. Taught two years at Dobbs' Ferry, N. Y. ; one child. Maxwell, Kate W., Oswego, N. Y. Taught in Oswego since graduation. McCooL, Jeannette a., Hannibal, K Y. Winona, Minn. Taught in Ilion, N. Y., two years, and in Winona, two years. McCoy, Minnie E., Chateaugay, N. Y. Mrs. Edward S. Clock, Bayshore, N. Y. Taught in Bayshore two years, in Chateaugay four years, and in Leadville, Col., three years. Miller, Lizzie, Chillicothe, 0. Mrs. Henry H. Howland, Newark Valley, N. Y. Taught one year in Chillicothe, O. ; married Fred. L. Todd, after whose death, taught in Chilli- cothe, 0., one year, and in Ithaca, N. Y., one year. Perry, S. Ella, Oswego, N". Y. Mrs. Alfred N. Raven, Auburn, N. Y. Taught two terms near Oswego, and one term in Auburn. Prichard, John S., Trenton, K Y. Taught about three years in schools near Trenton ; is merchant. Robinson, Myra L., Xew Haven, N. Y. Mrs. Philip W. Tuthill, Mattltuck, N. Y. Taught in Southold, one year ; one child. 277 SiNNAMON, Eliza W., Oswego, X. Y. Taught in Oswego untD ber eyesight failed. SouLE, Mary E., Kichland, i^. Y. Mrs. Walter L. Chappell, Gilbert's Mills, N. Y. Taught in Orwell, N. Y., one year, in Ames, N. Y., one year, and one year in Gilbert's Mills ; two children. Squier, Sarah F., New Haven, Yt. Mrs. Albert A. Bliven, Nyack, N. Y. Taught one and a half years in Nyack ; three sons. Takamine, Hideo, Tokio, Japan. Taught in Imperial University, Japan, since graduation. Washburk, Jacob, Billings, N^. Y. New York City. Taught one year in New York orphan asylum, one year in Yonkers, and two years in Hastings, N. Y. ; studied law in Columbia law school ;

is practicing law. White, Ellen M., Essex Junction, Yt. Omaha, N'eb. Taught in Omaha since graduation. Wing, Cora B., Oswego, N. Y. Carthage, N". Y. Taught in Princeton, Ind., one year, and Carthage, five years. •Worden, Esther A., Kinney's Four Comers, N. Y. Mrs. C. P. Campbell, Hannibal, N. Y. Taught two years in and near Fulton, N. Y. ADYANCED. Andrews, H. Adella, Logan, i^. Y. Mrs. Edward G. Fowler, Omaha, Neb. Taught in Omaha since graduation. Crippen, Elma C, Elba, N. Y. Riverhead, l!^. Y. Taught in Winfleld, Kan., two and a half years, and since in Riverhead, N. Y. NoLTON, Fannie S., Holland Patent, I^. Y. Taught in Deposit, N. Y., one year, and in Coming, N. Y., three years. O'Brien, Agnes H., Oswego, N. Y. Mrs. Cornelius C. Kelliher, Pl^Uips, Wis. Taught two and a half years in Phillips, and seven months in Lemont, 111.; assistant post- mistress at Phillips, Wis. Russell, Calvin L., Oswego, i^. Y. Bolivar, Mo. Taught in Bellefonte, Ark., one year, and in Bolivar, Mo., five years ; is lawyer in Bolivar. Seaman s, Nellie C, See Ele., January 26, 1875. Steele, Grace, A., Shushan, N. Y. Minneapolis, Minn. Taught in Minneapolis since graduation. WiNANS, Theodore, Owego, K Y. Osceola, Mo. Taught in Bolivar, Mo., two years, in Nichols, N. Y., one year, and in Osceola, Mo., three years. CLASSICAL. King, Isabella, Oswego, i^. Y. Mrs. Joseph V. Downs, Illon, N. Y. Taught two years in Moore's Mills, N. Y., and after that until marriage, in Ilion, N. Y. Lewi8, George A., Brewerton, JS". Y. Morristown. N. Y. Taught four years in Morristown, N. Y. ; school commissioner in St. Lawrence Co., N. Y. ; one child. MacDonald, Isabelle I., Potsdam, IS". Y. Mrs. Allen E. Day, Plattshurgh, N. Y. Taught a year in Willlsville and Sissionville, N. Y., a year in Burke, N. Y., and a year in Rouse's Point, N. Y. Shippey, Seville B., See Advanced, July 1, 1870. 278 TWEKTY-NINTH CLASS.— January 29, 1878. ELEMENTARY. BiCKNELL, Helen M., Malone, N. Y. Taught in Malone, three years, in ChateauKay, N. T., one year, in Bangor, N. T., one year, and in Grand Haven, Mich., one year. Bishop, Mary A. (Mrs.), Granby Centre, N. Y. Taught Ave years in Matteawan, N. Y. ; is canvassing for Cassel & Co. ; one son. Braugan, Harriet R., Antwerp, N. Y. Mrs. H. R. Gifford, Brooklyn, N. Y. Taught in Clyde and Mexico, N. Y., until marriage. Brioos, Ida L., Malone, N. Y. Minneapolis, Minn. Taught in Malone and in Minneapolis, Minn. Churchill, Martha E., Oswego, K. Y. Mrs. Walter B. Fisher, San Francisco, Cai. Taught In Yonkers, N. Y., and In Oswego, N. Y. Hamilton, Charlotte B., Oswego, N. Y. Mrs. E. B. Underwood, Washington, D. C. Taught one term In Osw^^. Haskins, Carrie L., Oswego, K Y. Mrs. Clinton J. Backus, St. Paul, Minn. Taught in Chicago, 111., seven years. Manwarikg, Cora L., Oswego, N". Y. Mrs. J. C. Pitman, Bainbridge, N. Y. Taught a short time in Oswego ; one child. McWeeney, Maria A., Malone, ]N". Y. Taught six years in district schools, and one year in Chateaugay, N. Y. N'orton, Lizzie A., Oswego, N". Y. Not taught. Parker, Elizabeth Gr., Oswego, K Y. Mrs. William J. Barry, Oswego, N. Y. Not taught ; one child. Pettigrew, Martha A., Oswego, N. Y. Taught in Oswego since graduation. Price, Jennie, Grant Park, 111. Hinsdale, 111. Taught two years in Kankakee, m., one year in Grant Park, 111., and four years In Hinsdale, 111. Robinson, Caroline E., Oswego, iN". Y. Mrs. Fred. A. Atkins, Oswego, N. Y. Never taught ; two children. Satterleb, Ophelia, Greenville, Mich. Kal£tmazoo, Mich. Taught in East Saginaw, Mich., one year, In Big Rapids, Mich., one year, and in Kalamazoo* Mich., four years. Sloan, Helen L., Oswego, N. Y. Mrs. John W. Danenhower, Annapolis, Md. Has not taught ; one chUd. Taber, Ida, Horseheads, N. Y. Mrs. John A. Lawrence, Brooklyn, N. Y. Taught in Klmlra, N. Y., four years ; two children. Tread WAY, Kate L., Oswego, JS". Y. Taught one term in Dohbs' Ferry, N. Y., and one

term in Scranton, Pa. ; since then in Oswegou Tucker, Florence E., Oswego, N. Y. Mrs. James A. Wheeler, Oswego, N. Y. Taught in Paterson, N. J., a short time ; three children. Wright, Emma H., Oswego, N. Y. Taught in lUon, N. Y. ; married Henry Hastings ; resided in Oswego until died. May 25, 1883. 279 ADYANCBD. Kehok, Alice M., Oswego, IS". Y. Taught In Oswego since graduation. Leffin, Ursula M., Oswego, i^. Y. Taught in Oswego since graduation. YosE. Charles 0., Spencer, !N^. Y. Joliet, 111. Taught one year in Spencer ; In real estate business. CLASSICAL. Krusi, Herman, Jr., Oswego, N. Y. San Francisco, Cal. Not taught ; civil engineer ; B. C. E. (Cornell.) THIRTIETH CLASS.— July 2, 1878. ELEMENTARY. Bogle, Alice I., Mercer, Pa. Mrs. Robert A. Stewart, Mercer, Pa. Taught in Philadelphia, Pa., in Soldiers^ Orphan Home, until marriage. Brown, Josephine 0., Otto, IS". Y. Mrs. Jos. J. McKee, Bethlehem, Pa. Taught one year in Washington, la. ; two children. Bryan, Coralie C., Poughkeepsie, N. Y. Taught in Philadelphia, Pa., until health failed ; died September 1, 1883. Butts, Flora E., North Greece, N". Y. Mrs. John Desmond, Rochester, N. Y. Taught in Burlington, Vt., two years : one child. Collier, John, Allegheny City, Pa. Mansfield, Pa. Taught in Pittsburg, Pa., two years, and in Oil City, Pa., one year; in iron business in Mans- field, Pa. CoRWiN, Martha J., Riverhead, K. Y. Summit, If. J. Taught in Rockville, Conn., one year, and in Summit four years. Crippen, Ella M., Elba, N. Y. Mrs. Fred D. Wheeler, Oswego, N. Y. Not taught ; three children. Deacon, Jane, "Wappinger^s Falls, N. Y. Mrs. James W. ColvUle, Hilo, Hawaii, S. Islands. Taught in Ithaca, N. Y., one year, in Rondout one year, and in Hilo one year, Dickinson, Helen, Ifew Haven. N. Y. Gloversville, N". Y^ Taught in Gloversville, N. Y., since graduation. Enos, Fannie F., Kankaka, 111. Mrs. John E. Lydecker, Kingman, Kan. Taught in Le Grange, 111., and in Oak Park, 111. Eraser, Jessie S., Oswego, ^. Y. Mrs. Charles G. Haydon, Oswego, N. Y. Taught in Hannibal, N. Y., one term, and in Sterling, N. Y., one term. Hempton, Jennie M., "Watertown, N. Y. Taught in Adams Centre, N. Y. Hinckley, Adeline, Oswego, N. Y. Taught in Oswego since graduation. Hooker, Cora, Park Ridge, N. J. Mrs. Albert T. Covert, New York City. Taught in Hackensack, N. J., three years ; one child. 280 Howard, Lillah B., Mexico, N. Y. Mrs. W. Ward Allen, Miller, Hand Co., Dak. Taught in South Richland, N. Y., one term, and in Mexico, N. Y., two terms ; one child. Jones, Eliza M., Charleston, S. C. Mrs. Lawton Graves, New York City. Taught in Hoosick Falls, N. Y., and Washington, D. C. Kenific, Anna M., Oswego, K Y. Taught in Osw^^) until married Thomas Burden ; died November 4, 1884. KiLBOURN, Hannah L., Oswego, K Y. Mrs. Eben E. Pierce, Penfleld, N. Y. Taught one term in Webster, N. Y. Leonard, Ella F., Hamiibal, N. Y. Mrs. Judson S. Stevenson, Hannibal, N. Y. Not taught. Luce, Annie M., Aquebogue, N. Y. Riverhead, N. Y. Taught one year in Northville, N. Y., one year in Baiting Hollow, Harford Mills and Orient, N. Y., and one year in Oregon, N. Y. McEntbe, Lucy A., New York Mills, N. Y. Taught in Waterville, N. Y., one term, and in New York Mills, three years. McClure, Agnes Y., Sterling Center, N. Y. Mrs. William Hutton, Southfleld, Mich. ; one child. Not taught. Monk, Harriett I., Cohoes, K Y. Taught in Cohoes since graduation. Moore, Agnes M., Mohawk, N. Y. Mrs. D. C. Spencer, Lake Forest, 111. Taught in Herkimer a short time. Pease, Nellie M., Oswego, N. Y. Mrs. Kingsley T. Boardman, Minneapolis, Minn. Taught in Gates, N. Y., two terms, and in Burlington, Yt., three years ; one child. Petrie, Florence A., Canastota, N. Y. Manistee, Mich. Taught in Wampsville and Canastota a short time, and five years In Manistee, Mich. Place, Marcia B., Oswego, N. Y. Mrs. Ira Pease, Oswego, N. Y. Taught five terms in Norwich, N. Y. ; three children ; studied

drawing and painting. QuiGG, Fannie M., Oswego, N. Y. Taught in Gloversville, N. Y., and in Bay City, Mich. Regan, Ella L., Oswego, N. Y. Oskaloosa, la. Taught in Oskaloosa six years. RoDiE, Anna C, Rondout, N. Y. Taught in Rondout, N. Y., Ave and a half years, and in Charlotte, N. C, one and a half yeai's ; studied music. Ross, Marguerite S., Scipioville, N. Y. Aurora, N. Y. Taught one term in Scipioville and in Ledyard, N. Y., two years ; health too delicate to teach more. Russell, Lizzie B., Oswego, N. Y. Chicago, 111. Taught at Newburgh, N. Y., six years, and at Chicago two years. Seaman, Kate Q., Nyack, N. Y. Taught three years in Nyack, N. Y. ; is now stenographer in New York. Sheldon, Ella D., Oswego, N. Y. Taught about two years in schools in Oswego and Wayne counties. Teague, Clara M., Hannibal, K Y. Mrs. C. G. Rose, Patchogue, N. Y. Taught in Patchogue until marriage. 281 Trunk, Lena, Gowanda, N". Y. Mrs. Eugene M. Savage, Buffalo, N. T. Taught in Otto, N. Y., a short time. Tan Petten, Sarah T., Peoria, 111. Oswego, N". Y. Taught In Jamestown, N. Y., two years, In Wellesley, Mass., two years, and in Oswego, four years ; has written drawing manuals. Waldt, Mary A., Oswego, 1^. Y. Mrs. Albert Mitchell, Oswego, N. Y. Taught in Oswego until marriage. ITTheeler, S. Adella, Fayette, N". Y. Mrs. Frank C. Howell, Coming, N. Y. Taught in North Granby, Conn. IViLLiAMS, Cora A., Ilion, K Y. Frankfort, IS". Y. Taught in District schools of Herkimer county since graduation. IVooD, Ellen A., Herkimer, N. Y. Mrs. Charles Lawrence, Wichita, Kan. Taught in Wichita six years. ADVANCED. ^RiCKELL, George "W., New City, N. Y. Taught in Nyack and Mount Kisco, N. Y., untU death, December 1, 1881. IBuRNES, Letitia H., Oswego, N. Y. Taught in Oswego since graduation. Cozzens, Laura W., Oswego, N. Y. Mrs. Harrison B. Starr, Yonkers, N. Y. Taught In Flatbush, N. Y., until manlage. J)enni80N, William, Owego, N. Y. Windsor, N. Y. Taught about two and a half years, in Lisle, Bed Creek and Hannibal, N. Y.; Is traveling sales- man for the Cobum Whip Company. •Gaites, Mary E., Center Moriches, N. Y. Taught in North Granby, Conn., and Greenport, N. Y., until married Frank V. Brown ; died September 28, 1881. GiLLETT, John N., Cuddebackville, N. Y. Emporia, Kan. Taughtin Prospect Hill, Port Jervis,. Oakland, Port Orange, Howell's Depot, Narrowsburg, Fulton and Cutchogue, N. Y., in Milford, Pa., Omaha, Neb., Longmont, Col., and in Burlingame and Emporia, Kansas ; is farmer. -Kenyon, Nellie M., Oswego, N. Y. Taught in Oswego since graduation. Ladd, Myron C, West Schuyler, N. Y. Taught in Sterling and Mohawk, N. Y., and in Harbor Springs, Mich. IfELsoN, Isabella K., Oswego, N. Y. Married James R. O'Gorman ; died July 4, 1885. Storer, Charlotte A., Ogdensburg, N. Y. Hoboken, N. J. Taught in Albany, N. Y., one year, in Watertown, N. Y., two years, and in Hoboken three and a half years. TiMERSON, Emma C, See Ele., January 30, 1877. Washburn, Morgan, Billings, N. Y. Taughtin Hartford, Ct., one term, in Islip two years, and in Milwaukee, Wis., one year; in office of Racine Hdw. Man^g Co. IViLCOX, Mtra E., See Ele., June 27, 1876. IVns'G, Cora B., See Ele , July 3, 1877. IVooLMAN, Anna, Philadelphia, Pa. Taught in Moorestown N. J., three years, and since in Philadelphia. 282 CLASSICAL. Bakbr, Louis W., Holland Patent, N. T. Oswego, N. Y^ Taught in Red Creek, N. Y., Ave years, and in New Orleans, La., one year ; practicing law In. Oswego. THIRTY-FIKST CLASS.—January 21, 1879. ELBMEi^TARY. Blakeman, Estella J., Hamilton, N. Y. Taught In Westmoreland, N. Y., one year. In New Hartford, N. Y., one year, and in Hamilton three years. Cole, Mary R., Burlington, Yt. Taught in Burlington since graduation. Hastings, Josephine, Oswego, N. Y. Did not teach ; married Wallace D. Lovell ; resided in Boston, Mass., died February 27, 1886 ;; three children. •Haviland, Alice, Brooklyn, N. Y. Mrs. Ulrlc Thomson, Hoboken, N.

J. Tanght in New York ; studied nursing in N. £. Hospital, Boston, Mass.; two children. JuDSON, Hattie R., Oswego, N. Y. Mrs. Fred. G. Chamberlain, Utica, N. Y. Not taught. Kerr, Sarah M., Oswego, N. Y. Mrs. Garrett Van Slyke, Mohawk, N. Y. Taught in Herkimer, N. Y., until marriage. Kent, Louise T., Hannibal, N". Y. Mrs. Frank J. Barnes, Hebron, Jeff. Co., Wis. Taught in Duluth, Minn., two and a half years. McChesney, Frances, Chicago, 111. Englewood, 111.. Taught in Englewood since graduation. McCuLLOUGH, Belle, Minetto, I^. Y. Mrs. William M. Kellogg, Minetto, N. Y. Taught in Volney, N. Y., three years ; two children. Messenger, Frances E., Jericho Centre, Yt. Burlington, Tt.. Taught In Mamaroneck, N. Y., and in Burlington, Vt. Myers, Amelia B., Philadelphia, Pa. Oswego, N. Y. Taught in Philadelphia one year, and in Oswego six years ; studied science and art of expres- sion. Smith, Alice J., Oswego, K. Y. Died April 26, 1880. SwAiM, ISTancy J., LaFayette, Ind. Xewton, Kan. Taught a year in Eugene, Ind., and six months in each of following places : Bloomingdale,. Waterman and Rockville, Ind. TuTTLE, Mary E., Oswego, K. Y. Elk Grove, Cal. Taught in Sacramento, Cal., three years, in Elk Grove, Cal., two years, and In Livermore, Cal.^ two years. "WiLDK, Anna E., Manaynnk, Pa. Mrs. Marcus D. Ring, Philadelphia, Pa. Taught in Philadelphia one year ; one child. ADYAKCED. CuLKiN, Mary C, Oswego, K Y. Taught in Oswego, GuiLFOY, Mary E., Oswego, N. Y. Mrs. Thomas F. Gleason, Oswego, N. Y. Taught in Oswego five years. 283 McClurb, Agnes Y., See Elementary, July 2, 1878. Nacy, Eliza A., Oswego, N". Y. Mrs. Michael Culllnan, Oswego, N. Y. Taught in Oswego until marriage. Oliver, Carrie M., Oswego, l!^. Y. Grand Rapids, Mich. Taught in Grand Rapids, Mich., since graduation. Weeks, Esther E., Bath, N. Y. Mrs. Frederlf-k M. Lewis, Chateaugay, N. Y. Taught In Prattsburg, N. Y., one term, in Wheeler, N. Y., two and a half years, in Port Alle- gany, Pa., and in Ghateaugay, one year ; one child. CLASSICAL. Reynolds, Frank, Greenwich, N". Y. Jersey City, if. J. Taught in Greenwich, Wellsville, and Bolivar, each a short time, and in Jersey City, three years ; two children. THIRTY-SECOND CLASS.— June 3, 1879. ELEMENTARY. Baldrige, Fanny,. Rupert, Tt. Mrs. Abram S. Gould, Gharlestown, Mass. Taught in Clinton, Ky. Chisholm, Anna B., Chazy, N. Y. Leavenworth, Kan* Taught in Charlotte, Mich., and in Leavenworth, Kan. CoRWiN, Isabella G., Baiting Hollow, N". Y. Died August 21, 1881. Crockett, Alice J., Sterling Yalley, N. Y. Taught in Sterling, one year, and in Fair Haven, N. Y., two years. Edic, Isabella L., Utica, N. Y. Mt. Union, 0. Taught in Chili, N. Y., two and a half years, and in Mt. Union, 0., two years. Foster, H. Franklin, Oswego, N. Y. Pnlaski, N. Y. Taught several terms in District schools near home ; is a farmer. Griffith, Alice B., Richmond, Ind. Fairbury, Neb. Taught in Fairbury since graduation. Griffith, Mary, Richmond, Ind. Did not teach ; died May 14, 1881. Hart, Martha J., Pomeroy, 0. Did not teach ; died April 2, 1883. Hicks, Emma I., Belleville, N. Y. Mrs. Emma Gerry, Wausau, Mo. Taught in Stockhridge, Wis. Hubbard, Charles F., Islip, N^. Y. Taught in Bay Shore, N. Y.; studied law ; died October 1, 1884. MoREY, Fanny A., Binghamton, N. Y. Taught in Binghamton since graduation. Pierce, Julia A., Pierce's, l!^. Y. Taught three years, in Illon and Webster, N. Y., and in Marshalltown, la. Pool, Mary E., Cape Yincent, N". Y. Watertown, ;N'. Y. Taught five years in Watertown. QuiGG, Addie M., Oswego, N. Y. Youngstown, 0. Taught In Greenport, N. Y., Dryden, N. Y., Indiana, Pa., and in Washington, D. C. Roys, Addie E., Newark Yalley, N". Y. Mrs. Arthur Clinton, Newark Valley, N. Y. 284 Slattery, Mary A., Oswego, N. Y. Taught in HaDOibal, N. Y., one term, and in Oswego five years. Stillman, Phebe a., Potter's Hill, R. I. Mariner's Harbor, N". Y. Taught in Mariner's Harbor since graduation.

Young, Mary L., Upper Aquebogue, N. Y. Riverhead, N". Y. Taught in Greenport, N. Y., one year, in Riverhead one year, and in Baltimore, Md., four years. ADVANCED. Baker, Lillian, Oswego, I^. Y. Mrs. Samuel H. Wright, Volney Center, N. Y. Taught in Minetto one term, in Volney one year, and in Volney Center four years ; one child. Oalkins, Minnie H., Pulaski, N. Y. Taught in Redfleld, N. Y., one year, and Ave years in Elk Grove, Oakland, San Francisco, and Benicia, Cal. Olark, Calvin J., Oswego, K. Y. Meridian, I^. Y. Taught in Cato, N. Y., one term, in Marcellus, N. Y., two years, and in Syracuse, N. Y., two years ; is a farmer ; one child. HopsoN, Mary P., Scriba, 1^1. Y. Mrs. F. M. Hiett, Red Oak, la. Taught in Williamson, N. Y., one year, and in Red Oak one year ; one child. :N'ichols, Hellen M., See Ele., June 29, 1875. Scott, Emma C, Oswego, N^. Y. Mrs. Wm. G. Adams, Oswego, N. Y. Taught two years in Clayton, N. Y. ; one child. CLASSICAL. Alling, J. Carey, Hunter, i^. Y. Chicago, 111. Taught seven years, in Hannibal, N. Y., in Marion, Ala., in Mankato and Albert Lea, Minn., in Jersey City, N. J., and in Oakland and Chicago, 111. •Cartwright, Yirgi'nia R., Oswego, N. Y. Mrs. William L. Welsh, Oswego, N. Y. Taught one year in Babylon, N. Y. ; two children. Ballock, Emma R., Riverhead, K Y. Mrs. Daniel I. Hallock, Riverhead, N. Y. Taught in Plainfleld, N. J., one year, in Riverhead, N. Y., two years, in Salamanca, N. Y., one term, and in Sauquoit, N. Y., two terms. •O'GoRMAN, James R., Oswego, JS". Y. studied law ; is practicing law in Oswego. Poucher, W. Allen, Oswego, l!^. Y. Taught a short time ; studied at Cornell ; health failed. Richardson, Alfred W., Colosse, N^. Y. Brooklyn, N. Y. Taught about a year in Mexico and Orwell, N. Y.; is Secretary and Treasurer of Union Publish- ing House, New York City. THIRTY-THIRD CLASS.— February 4, 1880. ELEMENTARY. Blanch, Cornelia F., Nyack, N". Y. Taught in Nyack until death. May 25, 1886. DowD, Harriet E., Oswego, N. Y. Chicago, IlL Taught in Charleston, S. C, two years, and in Oswego five months. J>UNNiNG, Ida S., Oswego, K Y. Canajoharie, N. Y. Taught one term in Scriba, N. Y., and three and a half years In Canajoharie. 285 Griffin, Ida L., North Volney, N. Y. Mexico, N. Y, Taught two terms In Parish, N. Y., two terms In Greenport, N. Y., and four years in Mexico. Markham, Florence K, Oswego, N. Y. Utica, K Y. Taught two terms In Lewis County, and one and a half years in Fulton, N. Y. Mastin, Emma L., Oswego, N. Y. Taught in Virginia two terms, in Lacona, N. Y., four years, and in Sandy Creek, N. Y., one year. Peene, Laura K., Yonkers, N. Y. Mrs. Chas. E. Sawyer, Yonkers, N. Y. Taught in Yonkers two years ; one child. Perkins, Elma E., Addison Hill, N. Y. Taught in Elkland, N. Y., two years, one term in Dakota, and one term in Addison Hill. Reed, Sarah A , Yonkers, N^. Y. Mrs. Clarence C. Miles, Greenport, N. Y. Taught in Greenport three years. Robinson, Lucy M., Richfield. N. Y. Minneapolis, Minn. Taught one year in New York Institute for blind, one year in Richfield, three years in Char- lotte, N. C, and one in Minneapolis. RoYALL, Mary B., Lewiston, N. Y. Chicago, III. Taught in Tuckahoe, N. Y., in Troy, O., and in Chicago, 111. Snow, Fannie C, Rochester, N. Y. Mexico, U. S. M. Taught one term in Hoosick Falls, N. Y., one year in Oswego, and five years in Mexico, under the auspices of Woman^s Boar d Foreign Missions. Streeter, Carrie A., Fulton, 1^. Y. Mrs. Edward C. Davies, Bement, 111. Taught in and near Fulton, two years, and in Bement, 111., one year. Thompson, Emma J., Oswego, X. Y. Taught in West Bay City, Mich., two and a half years ; is operating manager of Telephone exchange. Wood, Fannie M., Omaha, Keb. vTaught in Omaha since graduation ; studied art in Cooper Institute, N. Y. ADYANCED. Manly, Fanny K, Richmond, Ya. - Georgetown, Col. Taught in Mankato, Minn., one year, and in Georgetown, Col , four years. YanPettbn, Sarah T., See

Ele., July 2, 1878. THIRTY-FOURTH CLASS.— July 6, 1880. ELEMENTARY. Beman, Jessie B., Chateaugay, N. Y. Taught In Chateaugay for a time ; studied elocution. Clare, Margaret J., Greensburgh, 0. Mrs. William Henry, South Pueblo, Col. Taught one term near Geneva, 0., one term in Greene, O., and one year in Williamsburg, Col. one child. Cole, Anna R., Greenwich, X. Y. Mrs. Daniel Hill, Greenwich, N. Y. Taught in Charlotte, Mich., one year, in Greenwich, N. Y., two years, in Cambridge, N. Y.. one year, and in Hightstown, N. J., one year. Collins, Anna T., Manayunk, Pa. Taught in Scarsdale, N. Y., and Manayunk ; is stenographer. 286 €ox, Martha B., Hannibal, ^N". Y. Mrs. C. E. Woodworth, S. W. Oswego, N. Y. Taugbt in HannibaLtbree terms, In Hoosick Falls one year, and in Mexico, N. Y., one year. OuDDEBACK, Olive, CuddebackviUe, 1^. Y. Taught four years, in Poughkeepsie, N. Y., and in Patterson, N. J. Doyle, Carrie C, Oswego, N. Y. Taught in Ilion, N. Y., two years ; since then has been teaching in Oswego. Edmonds, Elizabeth M., Mt. Yernon, 2^. Y. Taught in Mt. Vernon, four years, and in Yonkers, N. Y., two years. Pish, Minnie Y., Maunsville, N. Y. Mrs. Alfred W. Richardson, Brooklyn, N. Y. Taught in Freedom, 111., one term, in Adams, N. Y., one year, and in Marseilles, 111., one term. FisK, Julia M., Oswego, N. Y. Taught a short time in Elllsburg, N. Y. ; died July 31, isas. Oriswold, Anna S., Sycamore, 111. Rockford, 111. Taught in Charlotte, Mich., five years. Bays, Addie L., Chateaugay, N. Y. Malone, ^. Y. Taugbt in Shelter Island, N. Y., two years, in Chateaugay, two years, and in Elgin, 111., one year. Herrick, Carrie, Oswego, X. Y. Mrs. William D. Wheeler, Helena, Mont. Taught two years In Oswego ; one child. HiCKOK, Mary Estelle, Meridian, N. Y. Mrs. William Van Duzer, Horsehe^s, N. Y. Taught in Aurora, N. Y., two years ; one child. Hitchcock, Katharine L., Oswego, N. Y. Taught in Mount Morris, N. Y., two terms, and in Palmyra, N. Y., three years, Howell, Micah, Baiting Hollow, N. Y. Has not been well enough to teach. Hunt, Hattie E., Bloomfield, K J. Brooklyn, N. Y. Taught in Bloomfleld, N. J., one year, and in AdelphI Academy, Brooklyn, N. Y., five years. Miller, Maud A., Shelburne, Yt. Mrs. Hobart Shanley, Burlington, Vt. Taught in Burlington until marriage. MouLTON, Kate, Cicero, ]!^. Y. Mrs. H. D. Merwin, Cicero, N. Y. Taught three years in and near Cicero, N. Y. ]S"a8h, Jennie F., Xew Haven Mills, Yt. Hoosick Falls, K. Y. Taught in Greenport, N. Y., two years, and in Hoosick Falls four years. Perry, Mary E., Oswego, i^. Y. l^ew York City. Taught a short time in Brooklyn, N. Y. Phillips, Anna, Hughsonville, N". Y. Mrs. Alton H. Wilcox, North Granby, Conn. Taught in Poughkeepsie, N. Y., one year, and in North Granby one year. Phillips, Jane E., Hughsonville, N. Y. Brooklyn, N. Y. Taught one term in Old Westbury, N. Y., and Ave years in Brooklyn. Preston, Kate L., Yonkers, N. Y. Taught in Yonkers since graduation. Ehoads, Mary G., Fredericksburg, Ya. St. Peter, Minn. Taught in Bay Shore, N, Y., two years, and about three years in St. Peter, Minn. Richardson, Evalina E., Auburn, !N^. Y. Renova, Pa. Taught in Renova since graduation. -Smith, Elizabeth S., Oswego, N. Y. Janesville, Wis. Taught in Mt. Carmel, 111., Ave years. 287 Southwell, Mary S., Oswego, K Y. Taught for a short time in Sandy Creek, N. Y. Storms, Okie D., Hannibal, I^. Y. Anoka, Minn. Taught In Babylon, N, Y., two years, and In Ilion, N. Y., one year. Talbot, Ada E., Berlin, Wis. Minneapolis. Minn. Taught In West Bay City, and Bay City, about five years, and in Minneapolis, Minn., one year. ^rkadway, Minerva G., Oswego, N". Y. Dunkirk, JS". Y. Stenographer in Dunkirk for three years. Wilcox, Marie E., Cbazy, 1^. Y. Rutherford, X. J. Taught in Babylon, N. Y., one year, and in Rutherford, N. J., three and a half years. WiLLKTT, Alida A., Bloomfield, if. J. Mrs. Frank J. Miller, New Haven, Conn. Taught

in Clinton, Ky., in Greenport, L. I., and in New Rochelle, N. Y. Wood, Ida H., Woodville, K Y. Mrs. George E. Bullls, Manlius, N. Y. Taught in Bay Shore, N. Y., two years, in Sandy Creek, N. Y., one year, and in Lewiston, N. Y., two years. Wood, Martha I., Herkimer, 'N. Y. Mrs. Frank Dale, Wichita, Kan. Taught one year near Herkimer, and three years in Wichita. ADYANCED. Brodie, Hugh H., Woodville, N. Y. Taught in Woodville, one year, and in Morristown, N. Y., one year ; graduated from Cornell University. McFarland, Mary A., Oswego, X. Y. New Haven, Conn. Has not taught ; studied in Germany, and In Yale School of Fine Arts. Pkarce, Otis E., Hannibal, N. Y. Taught a year In Sand Bank, N. Y., and one year in Rose, N. Y.; graduated at Cornell ; died September 11, 1886. KoBiNSON, Lucy M., See Elementary, February 4, 1880. Slattery, Mary A., See Elementary, June 3, 1879. Thomson Ulric, Greenwich, N. Y. Hoboken, N. J. Taught in Catchogue, N. Y., and in Hoboken. CLASSICAL. Habcock, John L., Oswego, K Y. Taught In Oswego one year, in Yonkers one year, and in Hoboken, N. J., two years; studied medicine ; M. D. (University of City of New York.) €0LLiNS, Abigail L., Little Falls, N". Y. Brooklyn, K. Y. Taught in Old Westbury, N. Y.; is in college hospital, training nurses, in Brooklyn. €ooLEY, Helen, East Coldenham, N". Y. Taught in Mt. Carroll, 111., two years, and in Farmington, Conn., two years ; studying at Boston School of Technology. Merrill, Elizabeth R. Portland, Me. Taught in Mt. Morris, N. Y., and in San Diego and Descanso, Cal. TYooDWARD, Katharine D., Mount Hope, N. Y. Babylon, :N^. Y. Taught three years In Babylon. 288 THIRTY-FIFTH CLASS.— January 25, 1881. BLBMEJJ^TARY. Boyd, Ada B., Maraaroneck, K Y. Taught in Mamaroneck one year, and in Port Chester, N. Y., three years. BuNDY, Kate Y. D., Oswego, N". Y. Taught in Oswego three years ; took kindergarten coui'se. Burt, S. Jennie, Minetto, N. Y. ** Taught near Mlnetto« six terms. Deyo, M. Louise, Rondout, N. Y. Taught a short time in New Palz, N. Y., and five years in Rondout, N. Y. Flynn, Mary G., Oswego, i^. Y. East Orange, K J. Taught in Woodville, N. Y., three years, and in East Orange, N. J., two years. Hanrahan, Kate F., Lewiston, N". Y. Tonawanda, N". Y^ Taught in Tonawanda since graduation. HOLTON, M. Adda, Eaton, N". Y. West New Brighton, X. Y. Taught in St. Peter, Minn., six months, in Mankato, Minn., two years, and in West New Brighton, two years. LocKLiN, l^ELLiE R., Clajton, N. Y. Hoosick Falls, N". Y. Taught in Shelter Island one year, and in Hoosick Falls two years. LovECRAFT, Mary L., Mt. Yemon, N". Y. i^ew York. Taught in Orphans' Home, New York, since graduation. LovEJOY, Emma A., Earlville, X. Y. Greenport, X. Y. Taught in Greenport since graduation. McCanna, Anna L., Oswego, i^. Y. Patterson, N. J. Taught in Patterson since graduation. McPeck, Sarah, Union Springs, N^. Y. Macedon, X. Y. Taught one term In Sclpioville, N. Y., and five years in Macedon. Moore, JiTANCiE I., Grrahamsville, ]N". Y. Taught in Livingston Manor, N. Y., two years, and in Grahamsville, two years, Owen, Josephine, Matteawan, iJ. Y. Taught in Matteawan, since graduation. Teague, Nettie M., Hannibal, N. Y. Patchogue, N. Y. Taught in Hannibal, N. Y., one term, and in Patchogue five years. YiDAUD, Nathalie L., Brooklyn, N. Y. Taught in Greenport, N. Y., five months, and in New York three and a half years ; now has private school in Brooklyn. YoLz, Josephine, Westchester, N. Y. Mrs. Samuel J. Bergen, Westchester, N. Y. Taught in towns of Westchester county, four years. Wood, Hannah J., Woodville, N. Y. Sandy Creek, N. Y. Taught in Greenport, N. Y., two terms, in Woodville, N. Y., four terms, in New Haven, N. Y., two years, in Hannibal, N. Y., one term, and in Sandy Creek, N. Y., about two years. ADYANCED. BuLLis, George B., Oswego, N. Y. Manllus, N. Y. Taught in Parish, one term, in Woodville, two terms, and in Lewiston, three years.

Leonard, Kate A., Peru, Ind., See Ble., June 27, 1876. Waldt, Lizzie B., Oswego, N. Y. Taught in Westmoreland, N. Y., one year, in Babylon, N. Y., one year and in Oswego High School three years. CLASSICAL. Bogle, Edith R., Pittsburg, Pa. Mercer, Pa. Taught in Philadelphia, Pa., two years, in Charlotte, N. C, one year, and in Brooklyn, N. Y., one year. 289 CuLLiNAN, George W., Oswego, N. Y. Buffalo, N. Y. Did not teach ; practicing; law in Buffalo. HUTCHESON, Mary E., Oswego, N. Y. Mt. Carmel, 111. Taught in Hankato, Minn., three years, and in Mt. Carmel, two years ; studied music in London, Eng., and in America. THIRTY-SIXTH CLASS. -June 28, 1881. ELEMENTARY. Andrews, Eliza E., Sandburg, N. Y. Ellenville, K Y. Taught in Ellenville since graduation. Benson, Carrie, Nanuet, K Y. Buffalo, N. Y^ Taught in Mosestown, N. Y., one year, and in Kiver Vale, N. J., two years. Cheyney, Eliza A., West Chester, Pa. Taught in Mankato, Minn., four years. Clay, Caroline, Jamaica, N". Y. Taught in Flushing, N. Y., four years. OLUTe, Alfarata, Schenectady, N. Y. Marysville, 0. Taught in Mt. Carroll, 111., one year, and in Marysville, O., four years. Fisher, Cora B., Oswego, K Y. Mrs, 0. A. Lamoree, Osw^o, N. Y. Taught in Sandy Creek, N. Y., one year, and in Glen Cove, N. Y., three years. FoRBKS, Anna E., Pulaski, X. Y, Mrs. Pitt Covert, Cheyenne, Wy. Ter. Taught four years in Cheyenne. Gerow, Ella a., Plattekill,^. Y. Taught in New Orleans, La., one year, and in Plymouth, N. H., until death. May 11, 1884. Hallock, Philadelphia S., Milton, liT. Y. Pulaski, N. Y. Taught three years in Chappaqua, N. Y., and one year in Pulaski. Hargreaves, Jeannette, Yonkers, JiT. Y. Taught in Yonkers since graduation. HoLCOMB, Etta M., Naples, N. Y. Mrs. A. T. Jennings, Seneca Falls, N. Y. Taught in Sandy Creek, N. Y., one term, in North Chocton, N. Y., one year, and in Villisca, I., one year ; one child. HopsoN, Kate A., Oswego, N. Y. Ked Oak, I, Taught in Mexico, N. Y., one year, and in Red Oak, four years. HoPSON, ZoE W., Oswego, N. Y. Ked Oak, I. Taught in Pulaski, one term, in Villisca, I., three years, and in Red Oak, one year. Howe, Mary S., Antwerp, N". Y. Minneapolis, Minn. Taught three years in Mankato, Minn., and one yeai' in Minneapolis. Hunt Mary J., Frankfort, K Y. Taught three years in Riverhead, N. Y. Ketcham, Addie S., Islip, N. Y. Mrs. George C. Raynor, Riverhead, N. Y. Taught in Riverhead, N. Y., two and a half years ; one child. Leeds, Lucy E., Yonkers, JiT. Y. Omaha, N"eb. Taught in Dobbs' Ferry one year. In Flatbush, N. Y., two years, and in Omaha, two yeai-s. Lewis, Clara M., Oswego, !N^. Y. Mrs. Henry E. Lower, Oswego, N. Y. Taught two terms in Sandy Creek, N. Y. ; one child. S 290 Mace, Josephine, Jerome, X. T. Mrs. J. Hanrey Norrls, Oswego, N. Y. Has not taught. Marsh, Laura G., Kingston, N. Y. Babylon, N. T. Taught In Babylon since graduation. Mattison, Mary H., Oswego, N". Y. Albany, N. Y. Took kindergarten course ; taught In Oswego six months, and In Albany two years. Miner, Carrie E., North Hannibal, N. Y. Bnglewood, 111. Taught two years In Santa Paula, Cal., and two years in Chicago, 111. Nicholson, Anna, Haddonfield, N. J. Taught in Marshallton, Pa., one year, and in Passaic N. J., one year. Pateman, Edna, Yonkers, N. Y. Brooklyn, N. Y. Taught in Greenport, N. Y., one year, in Yonkers, two years, and in Brooklyn, N. Y., two years. RoDiE, Nena M., Rondout, N. Y. Taught In Bay Shore, N. Y., two years, in Charlotte, N. C, two years, and in Rondout one year. Salisbury, Clara A., Sandy Creek, N. Y. Taught In Sandy Creek one year. In Watklns, N. Y., one year, and In Sayville, N. Y., two years. Sheridan, Catherine E., Oswego, N. Y^ Mrs. William Sullivan, Oswego, N. Y. Taught in Sandy Creek one term, and in Oswego one and a half years ; one child. Shore, M. Yictoria, Oswego, N. Y. Mrs. M. H. Anderson, Santa Paula, Cal. Taught in Santa Paula, two and a half years ; one child. Smith, Ella L.,

Chateaugay, N. Y. Mrs. John L. Bowditch, Prospect Grove, N. Y. Taught In Chateaugay one year, and in Shelter Island, N. Y., one year ; one child. "Washburn, Irving, Billings, N. Y. New York City. Taught in New Orleans one yeas, and in Stony Point, N. Y., one year; is in manufacturing business in New York. WiTBECK, Nellie L., Oswego, N. Y. Yonkers, N. Y. Taught in Greenport, N. Y., four years, and in Yonkers one year. ADYANCED. Bernhard, Margaret, Saginaw, Mich. Taught in Bay Shore, N. Y., one year, and in Saginaw two years ; studied in Germany. Butler, Kachel A., Bath, N. Y. Mrs. John Suydam, East Hinsdale, N. Y. Taught in Queens and Greenport, N. Y. Daly, Lizzie M., Oswego, N. Y. Mrs. William J. Baker, Oswego, N. Y. Taught two years in Oswego ; one child. Laing, Mary B., See Elementary, June 30, 1874. Mathews, Elizabeth A., .Oswego, N. Y. Mrs. William 0. Dunbar, Altoona, Pa. Taught in Altoona until marriage. Nesbitt, Emma J., Oswego, N. Y. Taught one term in Kinney's Four Comers, N. Y., two terms in Westmoreland, N. Y., one year in Chaumont, N. Y., and one year in Oswego. Preston, Kate L., See Elementary, July 6, 1880. Sheldon, Anna B., Oswego, N. Y. Taught in Boston, Mass., one year, and in Clinton, N. Y., one year ; studied music in Boston and Syracuse ; graduated from Department of Fine Aits, Syracuse University. 291 CLASSICAL. Alden, M. Helen, Sycamore, III. Mrs. John Q. Brown, Longmont, Col. Taught in Sycamore, 111., three years, and in Nordhoff, Cal., one year. Bunker, Josephine C, Oswego, N. Y. Has not taught. THIRTY-SBYBNTH CLASS.— January 24, 1882. ELEMENTARY. Orow, Clara R., Oswego, N. Y. Winona, Minn. Taught in Minneapolis, Minn., two years, and in Winona, Minn., one year. Shaw, Amy R., Plattsburgh, N. Y. Taught in Greenport, N. T., and in St. Albans, Vt. ; died June 16, 1883. SiBBiTT, Anna B., Oswego, K Y. Taught in Greenport and Sandy Creek, N. Y. Taylor, Evalyn I., Fulton, !N. Y. Mrs. George E. Gilman, South Scriba, N. Y. Taught about two years in Yolney and Scriba, N. Y. "Weed, Florence A., Oswego, N. Y. Grand Rapids, Mich. Taught two years in Matteawan, N. Y., and one year in Grand Rapids. "Whiteley, Florence M., Grrahamsville, N. Y. Alamosa, Col. Taught one year in Roscoe, N. Y., and two years in Alamosa, Col. "Woodhull, Anna S., Port Jefferson, JiT. Y. Tarry town, K Y. Taught one year in Bellport, N. Y., and three years in Tarrytown, N. Y. ADVANCED. DowD, Harriet E., See Elementary, February 4, 1880. CLASSICAL. Crane, Mariette C, Penn Yan, N. Y. Englewood, 111. Taught in Mt. Morris, N. Y., one year, in Medina, N. Y., two years, and one year in Englewood, 111. THIRTY-EIGHTH CLASS.— June 27, 1882. ELEMENTARY. Benton, Ella May, Middleville, N". Y. Taught in Patchogue, N. Y., two years. Chapman, Emma J., Williston, Yt. Burlington, Yt. Taught one year in Dryden, N. Y., and since in Burlington, Vt. Clock, May W., Islip, N. Y. Mrs. Eugene Smith, Islip, N. Y. Taught two years in Hampton, Va. Farrington, Mary J., Fishkill, 1>l. Y. Lakewood, N". J. Taught one year in Fishkill, N. Y., one year in Matawan, N. J., and two years in Matteawan, N. Y. OoODMAN, Mary B., Omaha, Neb. Taught in Omaha since graduation. Oreene, Lida L., Fulton, N. Y. Taught in Volney, N. Y., two terms, in Hannibal, N. Y., two terms, in Granby, N. Y., two terms, and in Fulton, one term. 292 Harrington, Mary H., Oneida, N. Y. Mrs. Jesse L. Case, Peconic, N. Y. Taught In Greenport, N. Y., three years ; one child. Harris, Isabelle J., Antwerp, N^. Y. Yonkers, N". Y. Taught in Greenport, N. Y., four years, and In Yonkers, one year. Hewitt, Kittib I., New Haven, N. Y. Mexico, K Y. Taught In New Haven one year, and In Mexico three years. HuBB8, Temperance A., Central Islip, N. Y. Taught about one year, in Greenport and Central Islip, N. Y.; health not permit more teaching. Jagger, Ida W., Islip, N. Y. Patchogue, N. Y. Taught in Greenport, N. Y., four years. Kellogg, Gertrude A., James ville, Wis. Minneapolis, Minn.

Taught in Phoenix, Mich., one year, and in Bilnneapolis, two years. McKee, Elmer B., Towanda, Pa. Taught in Sajnre, Pa., one year, and in Towanda, Pa., one year ; editor of Towanda Review. More, Mary F., Walton, N". Y. Charlotte, Mich. Taught in Charlotte since graduation. Radley, Nellie M., Cape Yincent, N. Y. Mrs. Daniel P. Simpson, St. Paul, Minn. Taught two years in Manistee, Mich. Santley, Elizabeth D., N"ew London, 0. Taught in Wellington, O., and in Savannah, Ga., since graduation. Stisser, Margaret M., Oneida, i^. Y. Taught one year in Mt. Morris, N. Y., and one year in Auburn, N. Y. Strong, Bertha A., Washingtonville, JiT. Y. Taught in lona, N. Y., six months, and two years in Washingtonville. Strough, Anna B., Clayton, N. Y. Taught in Watkins, N. Y., one year, and in Hoosick Falls, N. Y., six months. Stymuh, Mary, Bayshore, 1^, Y. Taught in Bayshore, one year, and in Irvington, N. Y., three years. SuTCLiFFE, Thomas, Eaton, JiT. Y. Taught in Brewerton, N. Y., one year : studied at Harvard. Wells, Ida S., Peconic, N". Y. Yonkers, N". Y. Taught in Bayshore, N. Y., two years. Wheeler, Louise S., Oswego, X. Y. Mrs. Eliot B. Mott, Oswego, N. Y. Did not teach ; one child. WiLLARD, Louise, Fnlton, N. Y. Mrs. Ch. Dudley Miller, Oswego, N. Y. Did not teach. ADYAISrCED. Benson, Carrie, See Elementary, June 28, 1881. Green, Charity JiT., Sayville, X. Y. Mrs. H. B. Knowlton, Hastings, Neb. Taught in Mankato, Minn., two years, and in W. New Brighton, N. Y., one year. Partridge, Josephine, Nyack, N. Y. Mrs. Peter G. McMillan, Nyack, N. Y. Taught in Flatbush, N. Y., one year, and in Nyack two years ; one child. RoDiE, Nena M., See Elementary, June 28, 1881. ScRiBNER, Ernest E., Scriba, N. Y. Oswego, N. Y. Taught one year in Alexandria Bay ; studied at Cornell University. 293 CLASSICAL. Anderson, Augusta B., Oswego, N". Y. Taught one term In Salem, Va., and one term in Federalsburg, Md. Anderson, John H., Oswego, X. Y. Taught since graduation in Philadelphia. Howe, Gteorge H., Orwell, Pa. Taught in Talladega College since graduation. Hunt, Matthew I., Oswego X. Y. Taught in Woodville, N. Y., two years, and in Adams, N. Y., one year. Spicer, Lizzie S., Plattsburg, X. Y. Taught in Dobbs' Ferry three years. Yawger, Mary, Union Springs, N. Y. Federalsburg, Md. Philadelphia, Pa. Talladega, Ala. Madison, N. Y. Dobbs' Ferry. Taught in Patchogue, N. Y., one term, and in Union Springs since that time. McGregor, la. Charlotte, N. C. THIRTY-NI^^TH CLASS.— January 30, 1883. BLBMEN^TARY. Brooks, Minnie L., Forestport, ^. Y. Mrs. George P. Armstrong, Tougaloo, Miss. Taught in Manistee, Mich., five months, and in New Berlin two years. Caulfield, Mary B., Oswego, N". Y. Taught in Minneapolis, Minn., one year, and in Oswego one year. Dermot, Sarah A. (Mrs.), Springfield, Mass. Taught in Greenport, N. Y., one year, and in McGregor, la., two years. Deyo, Mary, Rondout, N. Y. Taught in Osceola, N. Y., one term, and in Charlotte three years. HovEY, H. Alwilda, Forestport, N. Y. Taught in Barnes' Comers, N. Y., one term, and in Forestport, one year. Jagger, Jessie B., Westhampton, I^. Y. Mrs. John Young, Patchogue, N. Y. King, Georgia A., Greenport, N. Y. Taught in Patchogue, one year, and in Greenport, one year. LocKWOOD, Carrie L., Melville, N^. Y. Woodhaven, N". Y. Taught in Huntington, N. Y., three years. McAuliffe, Margaret F., West Chester, N. Y. Taught in West Chester since graduation. Mathbson, Helen W., Ogdensburg, ]N^. Y. New York. Taught in Mt. Morris, N. Y., two and a half years, and in New York City, one year. MuNSELL, Margaret E., Wolcott, N. Y. Taught two terms in Newark, N. Y. Peake, Mary B., Chateaugay, N. Y. Mrs. Albert Brown, St. Joseph, Mo. Taught two terms in Manistee, Mich., and three years in Chateaugay, N. Y. "Webster, Minnie R., Rutland, Yt. New Haven, Conn. Taught in Manistee, Mich., two terms, and in New Haven, Conn., three years. ADYANCED. Gerow, Ella A.,

See Elementary, June 28, 1881. SiBBiTT, Anna E., See Elementary, January 24, 1882. 294 Snow, Mina F., Rochester, N". Y. Tauffht in Rochester since graduation. CLASSICAL. Mowbray, Mary E., Bayshore, K Y. Taught in Bayshore two years. Parker, Florbnce J., Geneva, N. Y. Taught in Geneva since graduation. Smith, Margaret K., Frederickton, N. B. Taught in Peru, Neb., one and a half years ; studied in Grermany one year. Plymouth, Ind. Deposit, N". Y. Rutland, Yt. Minneapolis, Minn. FORTIETH CLASS.— June 29, 1883. - ELEMENTARY. Alling, Harriet S., East Durham, N. Y. Taught in Charlotte, Mich., two years. Anderson, Ellen S., Callicoon Depot, N". Y. Taught half a year in Princeton, Ind., and two years in Deposit. Arquit, Mary, Brooklyn, N". Y. Taught in Hampton, Va., two years, and in Orange, N. J., one year. Brooks, Mabel E., Forestport, N. Y. Mrs. Mathew I. Hunt, Madison, N. Y. Taught in New Berlin, N. Y., two years. Burleson, Harriet R., Oneida Castle, N. Y. Taught one year in Oneida Castle, and two years in Durhamville, N. Y. Cady, Lizzie P., North Williston, Yt. Taught in Bristol, Vt., in West Bay City, Mich., and in Minneapolis. Evans, EmmaL., Carthage, N. Y. Mrs. Benjamin F. Wood, Carthage, N. Y. Taught two years in Carthage. Finch, Adelaide Y., Amagansett, N. Y. Taught in West Bay City, Mich., two years. Franklin, Elizabeth J., Berlin, Md. Taught in Queens, N. Y., two years. GooDiER, Lillie L., Cedar Lake, N. Y. Taught three years in Manistee. GrOODMAN, MiNERVA A., Springfield Centre, N. Y. Taught In Charlotte, Mich., one year, and in Boonshoro, Ark., one year. Grafftey, Eliza, Oswego, N. Y. S. New Berlin, N. Y. Taught in Riverhead, N. Y., one year, in Pierre pont Manor and S. New Berlin, N. Y. Hallock, Minnie W., Riverhead, N. Y. Taught in Riverhead three years. Hutchinson, Nellie G., Hannibal, N. Y. Mankato, Minn. Taught in Mankato two years. Kimball, Jessie M., Fulton, N. Y. Taught in Fulton three years. Kirkland, Minnie F., Rome, N. Y. Manistee, Mich, Taught in Riverhead, N. Y., one term, and in Manistee, Mich., two years. Matthews, Frankie L., Gowanda, N. Y. Taught in Gowanda three years. MolLWAiNE, Anna A., Otego, N. Y. Plattsburgh, N. Y. Taught in Rouse^s Point, N. Y., three years. Greenport, N. Y. Plainfield, N. J. Manistee, Mich. 295 McMillan, Elizabeth A., Salem, N. Y. Tauebt in YeDtura, Cal., one year, and In Downey, Cal., two years. MuLLANEY, Margaret, South Addison, N. Y. Taught in Homellsvllle three years. Short, Abbik L., Honeoye, ^. Y. Taught In West Bay City three years. Smith, Alice V., Geneva, N". Y. Taught in Marysvllle, O., three years. Thomson, Lizzie C, Matteawan, K Y. Taught In Flshklll, N. Y., three years. "Waful, Lilian K., Great Bend, N". Y. Taught in Felt's Mills, N. Y., twrfterms. "Waring, Georgia A., Wolcott, K Y. Mrs. T. G. Henderson, Wolcott, N. Y. Taught In Charlotte, Mich., two years. ADYAlSrCED. Downey, Oal. Hornellsville, N. Y. "West Bay City, Mich. Marysville, 0. Fishkill, N. Y. Blanchard, Oliver R., Spring Yalley, !N^. Y. Taught in Jersey City three years. BoDMAN, Miranda A., Theresa, N. Y. Taught in Redwood, N. Y., one year. FiTz, George TV., Peconic, ^N^. Y. Taught three years in Englewood. Fogle, M. Virginia, Mt. Gilead, 0. Taught in New Haven three years. Grow, Clara R., See Elementary, January 24, 1882. McCooL, Jkannrtte a., See Elementary, July 3, 1887. McLean, Louisa fl., Oswego, N. Y. Taught in Sandy Creek, N. Y., and in Saratoga, two years. Parsons, John C, Marcellus, N. Y. Taught in Jersey City three years. Rogers, Lucr T., Sodus, X. Y. Taught in Nortbport two years. ScHOFiELD, Elizabeth H., Oswego, N. Y. Taught in Williarastown, N. Y., one term, and in Oswego two and a half years. Weed, Florence a.. See Ele., January 24, 1882. CLASSICAL. COMSTOCK, Amy, Plattsburgh, N. Y. Taught in Medina, N. Y., one term, and in Plattsburgh two and a half years. Jersey City, N. J.

Englewood, III. ^ew Haven, Conn. Saratoga, i^. Y. Jersey City, N. J. Northport, 2^. Y. FORTY-FIFTH CLASS.— January 29, 1884. ELEMENTARY. Anderson, Mercy A., Shelburne, Mass. Taught In Hohoken since graduation. OoLNON, Caroline M., Oswego, N. Y. Not taught. Daniels, Lottie C, Brooklyn, N". Y. Taught in Patchogue, N. Y., nearly two years, and in Yonkers six months. Howell, Emeline C, Riverhead, N. Y. Taught in Riverhead since graduation. Hoboken, N". J. Yonkers, N. Y. 296 LiTTLEFiELD, Addie, Oswego, N. Y. Tau^bt in Manistee two years. Murdoch, Edith, Oswego, Jf. Y. Taught in Scriba two terms, and in Oswego a year, Murray, Margaret, Dobbs' Ferry, N. Y. Taught in Greenport since graduation. li^EWTON, Jennie M., Baiting Hollow, X. Y. Taught in Rocky Point two years. Radcliffe, Margaret C, Yonkers, 1^. Y. Taught in Yonkers since graduation. Smith, Anna E., Springfield, Mass. Taught in Blandford, Mass., one term, and two terms in Ourtisvllle, Mass. Manistee, Mich. Greenport, !N^. Y. Rocky Point, N. Y. ADYAI^CED. Sandy Creek, N". Y. Clark, Alice M., Oswego, N. Y. Taught in Sandy Creek since graduation. Lowell, Franklin A., Savannah, N". Y. Taught in Savannah two years. Stevens, Florence G., Oswego, N. Y. Hoosick Falls, N. Y. Taught in Westhampton, N. Y., one year, and in Hoosick Falls one year. Wilcox, Alice E., Oswego, N. Y. Gouverneur, N". Y. Taught in Wegatchie, N. Y., two terms, and since in Gouverneur. CLASSICAL. Dashley Emily B., Oswego, N". Y. Manlius, N". Y. Taught in Pulaski, N. Y., one term, in Woodville, N. Y., one year, and in Cleveland, N. Y., two terms. Kerr, Mary, Gorham, N. Y. Minneapolis, Minn. Taught in Minneapolis since graduation. FORTY.SECON"D CLASS.— July 1, 1884. ELEMEIS^TARY. Baldwin, Maria J., Yolney, N. Y. Taught in Hampton, Va., since graduation. Bradley, Mary F., Watertown, N. Y. Taught in Sandy Creek, N. Y., one term, and in Watertown one term. Brickkll, Mary E., New York City, N. Y. Taught in Nyack since graduation. Brown, Adella M., Macedon, N. Y. Mrs. Arthurs. Westfall, Walworth, N. Y. Taught in Macedon one year. Burns, Fannie M., Fairmont, W. Ya. Taught in Towanda since graduation. Callaghan, Anna C, Charlton, N. Y. Taught in Newburg since graduation. Cleveland, Adella Y., Canton, Penn. Taught in Marion, 0., one year. CoRwiN, Isabella G., Riverhead, K Y. Taught in Brooklyn, N. Y., one year, and in Yonkers, N. Y., one year. Nyack, N. Y. Towanda, Pa. Newburgh, N. Y. Brooklyn, N. Y. 297 Foster, Idaho P., Antwerp, N. Y. Cottage City, Mass. Taught one year in Mystic Bridge, Mass., and since in Cottage City. Gardner, Helbn R., Evans Mills, N. Y. Taught in Philadelphia, N. Y., two years. Keller, Clara A., Oswego, N". Y. Charlotte, Mich. Taught in Hoosick Falls, N. Y., one year, and in Charlotte one year. KuHL, Lizzie H.', Lawrenoeville, Pa. Taught a year in Lindley, N. Y. Leonard, Carrie S., Oswego, iiT. Y. Pulaski, N". Y. Taught in Pulaski since graduation. Maher, Frances G., Hastings, N. Y. Has not taught. Porter, Ida M., Connellsville, Pa. Taught in Geneva, N. Y., one year ; studied in University at Ann Arbor, Mich. Rogers, Alice B., Matteawan, N". Y. Taught in Glenham, N. Y., two years. Sewell, Anna M., Fishkill, X. Y. Taught in Patchogue, N. Y., one term, in Norwalk, Conn., one year, and since, in Fishkill. Storms, Minnie, Nyack, N". Y. Taught in Nyack since graduation. Tanner, Helen M., Bloomfield, i?". J. Montclair, N". J. Taught in Pulaski, N. Y., one year, and in Montclair, one year. Towsley, Anna L., Oswego, N. Y. Pulaski, N. Y. Taught in Pulaski since graduation. Van Cleef, Lillian M., Seneca Falls, N. Y. Lansingburg, N. Y, Taught in Lansingburg two years. "Walker, Jeannette, Irvington, i^. Y. Taught in Flatbush. N. Y., two years. Wood, Julia 0., Woodville, N. Y. Taught in Ellisburgh, N. Y., one term, and in South Richland, N. Y., two terms. ADYAJSrCBD. Armstrong, George

P., Speedside, P. of 0. Tougaloo, Miss. Taught one year in Madison, N. Y., and one year in Tougaloo, Miss. Baldwin, William A., Volney, N". Y. Philadelphia, N. Y. Taught in Philadelphia, N. Y., two yeai-s. Barnes, Earl H., Martville, N. Y. Taught two years in Hoboken, N. J. Poucher, Kate M., Oswego, N. Y. Mrs. Edward W. McColm, Columbus, 0. Rice, Kittie B., Oswego, N". Y. Taught a short time in Sandy Creek, N. Y. Richardson, Myrtis J., Colosse, X. Y. Minneapolis, Minn. Taught in Mankato, Minn, one year, and in Minneapolis one year. Swartwout, Ellen, Huguenot, N. Y. Taught in Huguenot two years. "Whitaker, Sarah E., Frederica, Del. Taught in Winona, Minn., two years. "Williams, Louise M., Oswego, N. Y. Mrs. U. Irving Towsley, Oswego, N. Y. Taught a year in North Brookfleld, N. Y., and a year in Woodville, N. Y. Yarrington, Adrian M., Sayville, N. Y. Pearsalls, N. Y. Taught in Babylon, N. Y., one year, and in Pearsalls one year. 298 CLASSICAL. Geer, Giles A., Stittville, N". Y. Hoosick Falls, N. T. Taught two years in Hoosick Falls. Mathews, Jennie H., Oswego, N. Y. Altoona, Pa. Taught in Fulton, N. Y. one year. FORTY-THIRD CLASS.— January 20, 1885. ELEMENTARY. Bero, Kate M., Oswego, N. Y. Not taught. Bruce, Lizzie, Yonkers, N. Y. Taught in Manistee, Mich., one term, and in Yonkers one year. Carlisle, Ellor E., Mt. Gilead, 0. Taught in New Britain, Conn., one and a half years. Cooper, Clara F., Oswego, N. Y. Omaha, Neb. Taught in Oswego one year, and in Omaha, Neb., six months. Cullen, Alice F., Oswego, N. Y. Not taught. DODD, Hattie M., Orange, N. J. Taught in Montclair, N. J., and in Bloomfleld, N. J. Ferris, Laura E., Oswego, N. Y. Taught as supply in Oswego since graduation. Ford, M. Louise, Babylon, N. Y, Taught one year in Isllp, N. Y. Hennessey, Mary E., Oswego, N. Y. Not taught. HiLBERT, Sophie M., Oswego, N. Y. Taught in Osw^o one year. Jones, Mary Anna, Germantown, Pa. Taught in Westtown, Pa., one term, and in New Britain, Conn., one year. Krichhoff, Anna F., New Rochelle, N. Y. Taught one year in New Rochelle. McCabe, Frances J., Palatine Bridge, N. Y. Taught one term in Hoosick Falls, N. Y., and one year in Greenport, N. Y. Newman, Carrie E., Oswego, N. Y. Taught one term in Oswego, N. Y. O'Brien, Susan M., Oswego, N. Y. Taught in Oswego one'year. O'Geran, Mary L., Oswego, N. Y. Taught in Oswego one year. Pearce, C. Ella, Hannibal, N. Y. Mrs. Robert S. Lindsay, DeRuyter, N. Y. Not taught. Regan, Alice A., Oswego, N. Y. Taught in Lycoming, N. Y., one year. Remington, Ida L., Omaha, Neb. Taught in Omaha since graduation. Roat; Mary B., Riverhead, N. Y. Taught in Riverhead since graduation. 299 RuLisoN, Nellie S., Ilion, N". Y. Taught In Illon since graduation. Snell, B. Anna, Palatine Bridge, K Y. Taught in Patchogue since graduation. Stoneroad, Eebbgga, MeadviUe, Pa. Taught In Stillwater, Minn., one term, and In Washington, one year. Wheldon, Lrah J., Oswego, N. Y. Taught In Greenport, N. Y., one year. TVhitson, Mary E., West Deer Park, N". Y. Taught In Patchogue one year. ADYANCED. Freeston, Mary C, Oswego, N". Y. Taught In Homellsvllle since graduation. Kelly, Margaret L., Oswego, N. Y. Taught In Oswego one year. McCarthy, Nellie, Oswego, N. Y. Not taught. McKay, Esther E., Oswego, N. Y. Taught In Patchogue since graduation. CLASSICAL. CuMMiNGS, Byron, West Bangor, N. Y. Taught a short time In Gouvemeur, N. Y., and In S. New Berlin, N. Y. HoDGKiNS, Amelia F., Carthage, N. Y. Taught In Grand Island since graduation. LeFebvrk, Minnie E., Oswego, N. Y. Taught in New Paltz, one term, and In Sodus Point, N. Y., one year. Meyers, Ida G., (Mrs.), Wolcott, N. Y. Taught In Washington since graduation. Randolph, Harriet, Philadelphia, Pa. studying In Bryn Mawr College. Patchogue, N. Y. Washington, D. C^ Patchogue, N. Y. Homellsville, N. Y. Patchogue, N. Y. Grand Island, Neb. Sodus Point, N. Y, Washington, D. C. FORTY-

FOURTH CLASS.— June 9, 1885. ELEMENTARY. Barlow, Daisy D., Walton, N. Y., Taught one term In Walton, and two terms In Newton, Kan. Barrett, Bella M., Fruit Yalley, N. Y. Not taught ; died February 20, 1886. Barrett, Minnie, Matteawan, N. Y. Taught one year In Pulaski. Batchelder, F. May, Herkimer, N. Y. Taught one year In Gloversvllle, N. Y. Benjamin, Amelia H., Aquebogue, N. Y. Taught one term In Buffalo, N. Y., and two terms in Southampton, N. Y. Buckland, Martha E., Memphis, N. Y. Taught one year In and near Cazenovla, N. Y. Bobbie, Lucy M., Calumet, Mich. Taught In Calumet one year. Downey, M. Elizabeth, Gouvemeur, N. Y. Taught one year In Talladega. Newton, Kan. Pulaski, N. Y. Grloversville, N. Y. Brooklyn, N. Y. Fleming, N. Y, Talladega, Ala. 300 Lake, Sarah I., Shelburne, Yt. Taught in Sutton one year. Lindsay, Robert S., !N^ewport, N. Y. Taught in DeRujrter one year. Mansfield, M. Edith D., Morrow, 0. Taught in Indiana one year. Nitterauer, Thirza W., Fort TVashington, Pa. Not taught. Osborne, Abbie P., Oswego, K Y. Taught one year In Hoosick Falls. Owens, Marion J., Locust Grove, N. Y. Taught one year in Port Leyden, N. Y. Peebles, Mary S., Oneida, N. Y. Taught one term In Orwell, N. Y. PuLVER, Lucy C, Oswego, N. Y. Taught one year in Sandy Creek. Hadcliff, Anna L., Oswego, K Y. Taught one year In Gazenovia, N. Y. Radcliff, Emily H., Oswego, J^T. Y. Taught one year in Hoosick Falls, N. Y. Shepard, Abbie L., Oswego, i^. Y. Taught in Patchogue one year. Snell, Ida May, Palatine Bridge, N". Y. Taught in Lansingburg one year. Stratton, George H., Newport, N. Y. Taught in Newport one year. Taylor, Grace, Oswego, N. Y. Taught two terms in Oswego. •Turner, Louise J., Hoosick Falls, N. Y. Taught in Hoosick since graduation. Walsh, Margaret L., Oswego, N. Y. Not taught. ADYANCED. Adams, Cornelia C, Oswego Center, N". Y. Not taught. Badger, J. Ward, Havana, N. Y. Taught one year in Marcellus. Earr, William J., Elba, N. Y. Taught in Elba since graduation. €arr, Georgia A., Yonkers, 1^. Y. Taught a short time in Yonkers ; since, in Buffalo. Davis, George H., N^orth Hannibal, N. Y. Taught in Bayshore, N. Y. DovTNES, William B., Scriba, ^. Y. Taught in Scriba one term. ■Gregory, Ida L. (Mrs.), Ledyard, N". Y. Taught in Greenport one year. Oregory, S. Maud, Carpenter's Eddy, N. Y. Taught one year in Mt. Morris. Phillips, Julia E., Oswego, K Y. Not taught. Sutton, Neb. DeRuyter, ^. Y. Indiana, Pa. Hoosick Falls, I5". Y. Port Leyden, N". Y. Sandy Creek, I5". Y. Albany, NT. Y. Hoosick Falls, K Y. Patchogue, N. Y. Lansingburg, N". Y. Marcellus, N. Y. Buffalo, N. Y. Bayshore, N, Y. Greenport, N". Y. Mt. Morris, :S. Y. 301 PoucHER, Lucy A., Oswego, N. Y. Not taught. Teall, Wyllis J., Marcellus, JS". Y. Taught a term In Collins Center, N. Y. ; book agent. Wallace, Mary E., Oswego, N. Y. Not taught. CLASSICAL. Hedges, Carrie B., Spencer, N. Y. Brooklyn, N. Y. Taught one year in Adelphi Academy, Brooklyn. Watson, Bruce M., Onaquaga, I5". Y. Syracuse, JiT. Y. Taught one term in Pulaski, N. Y., and one term in Syracuse. FORTY-FIFTH CLASS.— February 16, 1886. ELEMENTARY. Backer, Stella M., Catlin, N". Y. Not taught. Baker, Nellie, Oswego, N. Y. Not taught. Baxter, J. Gertrude, Westchester, N. Y. CuMMiNGS, Emma, West Bangor, N. Y. New York City. Taught six months in New York. Gilman, Beulah J., Canajoharie, N. Y. Gloversville, N. Y. Taught six months in Greenport, N. Y. Hamilton, Nellie A., Oswego, N. Y. Not taught. HOYT, Arthur S., Mallory, N. Y. Not taught. Kelly, Margaret T., Lewiston, N. Y. Taught one term in Lockport, N. Y. Leroy, Lydia a., Oswego, N. Y. Not taught. Nelson, Carrie M., WaterviJle, N. Y. Taught one term. Nesbitt, Lillie I., Oswego, N. Y. Mrs. Edwin B. Harman, Ogdensburg, N. Y. Richardson, Kate, Oswego, N. Y. Not taught. Rogers, Lizlie H., West Hampton, N. Y. Taught one term. Smith, Florence M., New

Haven, N. Y. Not taught. Springstead, Ida A., Geneva, N. Y. Not taught. ADYANCED. Brown, John E., North Hebron, N. Y. Taught one term in Mt. Pleasant, Pa. Clark, Nellie E., Oswego, N. Y. Substitute in city schools. 302 Hayes, Mary A., Castle Creek, N. Y. Mrs. George F. Stackpole, Biverbead, N. T. Tauglit one term in Riverbead. Peasb, Jennie S., Oswego, 2^. Y. Taugbt one term in Fruit Valley, N. Y. Tbare, Mary J., Jamestown, N. Y. Not taugbt. "Waters, Minnie E., Oswego, N". Y. Mrs. Lorin J. Eggleston, Millerton, N. Y. Taught one term in Millerton. CLASSICAL. Oreen, Cynthia A., Mexico, N. Y. Charlotte, Mich. Taught one term in Charlotte. Halgin, Robert J., Jr., Matteawan, N. Y. Not taught. Johnson, Charles S., Brier Hill, N". Y. Taught one term in Pulaski, N. Y. FORTY-SIXTH CLASS— July 6, 1886. ELEMENTARY. Oarrison, Edith M., Mt. Yemon, N. Y. Oriswold, Jessie N"., Scriba, N. Y. Hanrahan, Ella E., Lewiston, N. Y. Howe, Florence A., Ilion, N. Y. Lee, Susan C, Jericho Center, Yt. Leichhardt, Anna M., Afton, Kansas. Miller, Eleanor S., Saranac Lake, JiT. Y. Parsons, Mary G., Oswego, K Y. PuLVER, Elnora, Sodus, !N^. Y. Rennie, Julia E., Omaha, Neb. Row, Sarah M., Indiana, Pa. Salmon, Carrie B., Fulton, N. Y. Sawdey, Myrtis M., Poolville, N. Y. Skidmore, Emma W., Riverhead, K Y. Tenney, Mary P., Chelsea, Mass. Walsh, Kate F., Lewiston, N. Y. Webster, Emma C, Port Ontario, N. Y. Welch, Mary L., North Hebron, N. Y. Whitaker, Hattie L., Fulton, N. Y. Whyte, Jennie A., Malone, N. Y. ADVANCED. Barber, Lella Jane, Richville, N. Y. Davis, Mary Janet, Oswego, N. Y. Earley, Michael J., Savannah, N. Y. 303 Flanagan, Mart W., Camillus, N. Y. Hoover, Jennie L., Oswego, K Y. Owen, Elizabeth A., Oswego, N. Y. Pretlow, Isabella, Dublin, Ind. BoGERS; Antoinette C, TVatertown, N. Y. TVhitmore, Francis E., Georgetown, N". Y. CLASSICAL. Rockwell, Adaline B., Oneida, N. Y. Stone, Wesley C, Minetto, N. Y. Turner, Nellie E., Oswego, N. Y. ERRATA. P. P. P. P. P. P. P. 18 36 44 49 74 81 92 P. 104 P. 120 P. 133 P. 136 P. 137 P. 155 P. 156 P. 179 P. 185 for ** Minerology " read Mineralogy, last word of second line for " this " read as much, for " matured " read mastered. after " particular intention " insert will, for " Goyot's " read Ghiyot^s, for ^* principals " read principles, for ** Rosseau " read Rousseau, for " withold " read withhold, for ** Lon Delano " read Teen DeLano, for " with sympathy " read into sympathy, for " surprize " read surprise, for " Francis " read Frances, for " Superintendant " read Superintendent, for " refactory " read refractory, for " hearts of strangers *' read breasts of strangers. for "Here he lay the foundations" read laid the