The Kalamazoo Normal Record Vol. 1 No. 4

Western Michigan University

Kalamazoo Normal Record (1910-1918)

Western Michigan University Year 1910

The Kalamazoo Normal Record Vol. 1

No. 4

Western State Normal School

This paper is posted at ScholarWorks at WMU.

http://scholarworks.wmich.edu/kalamazoo normal record/27

Eucalyptus Trees, Pasadena, Cal.

The Kalamazoo Normal RecordPublished Monthly, Except July, August and September

by

The Faculty and Students of the Western State Normal SchoolKalamazoo, Michigan

Entered as second-class matter October 51, 1910, at the post office at Kalamazoo, Michigan, under the Act of March 3, 1879.

Vol. 1 CONTENTS FOR NOVEMBER, 1910 No. 4Pare

Your Eyes 105

How Tungsten Filaments are Squirted 107

EDUCATIONAL

The Love of Knowledge, E. C. Warriner 109Special Classes in Kalamazoo Schools, Ray L. Bowen 113The Training School Assembly, Edith Barnum 114

LITERARY

Contributions by the Elementary School—A Christmas Festival, Bessie B. Goodrich 116

Contributions by the Faculty—A Summer Trip to California, Emelia M. Goldsworthy 117

Contributions by Students—

The King of the Golden River, Florence Butler 118

EDITORIAL

The M. S. T. A. Meeting 122Acquiring an Aim 123

NEWS ARTICLES

Athletics 126Assembly Notes 127The Art of Recreation, Frank A. Manny 128A Review of Michigan Geography, Lucia Harrison 128Alumni Banquet at Bay City 129

NEWS NOTES

130

The Book Shelf, Frank A. Manny 135A Smile or Two 136

ALUMNI NOTES

Katherine Newton 138, 140, 142, 144

For the Editorial and Business Advertisement of the Kalamazoo NormalRecord see page 122

ILLUSTRATIONS

Eucalyptus Trees, Emelia M. Goldsworthy FrontispieceChristmas Processional opposite page 117Mummer's Dance opposite page 133

102 THE KALAMAZOO NORMAL RECORD

The Completenessof Our Facilities—

OFFICERS

E. J. Phelps, PresidentM. J. Bigelow, Vice PresidentW. L. Otis,__,-_.Vice PresidentH. Den Bleyker, CashierL. M. Phelps, Ass't Cashier

DIRECTORS

H. B. Osborne M. J. BigelowW. B. Milham

W. L. Otis H. H. EverardA. S. White

J. Den Bleyker E. J. PhelpsJ. T. Upjohn

E. B. Desenberg F. B. Lay

Combined With OurDesire to MeetEvery legitimate demand of depositors insures servicethat is satisfactory, even to the smallest detail.

We take pleasure in extending to our customersevery courtesy permissible under sound banking procedure.

Accounts of individuals, firms and corporations areinvited. Our officers may be freely consulted at anytime relative to banking matters.

Kalamazoo National BankIn the Big Building

Beautiful

Boxes and Baskets

It takes quality to

carry the

Hershfield Label

Hart, Schaffner & Marx Clothes

Manhattan Shirts

Stetson Hats

filled with

CHOCOLATES

AND BON BONS

for Holiday Trade

Meadimber'sMain and Rose H

ERSHFIELD'121-125 EAST MAIN STREET s

THE KALAMAZOO NORMAL RECORD 103

Among the New Books we have published sinceJanuary 1, 1910, we announce the following:

Lucia's Stories of American Discoverers for Maxwell, Johnson and Barnum's SpeakingLittle Americans $0.40 and Writing, Book One ._ .20

Ctis's §5?00/Boston!..1:::::::::::::::::: '.II Farmer's Nature My*hs °f ManyLands— •«Otis's Stephen ofPhiladelphia .35 Gillette's Vocational Education 1.00Otis's Richard of Jamestown .35 Baldwin's Stories of the King .50

Metcalf and Rafter's Language Series, BookOne _. .40

Otis's Peter of New Amsterdam .35Otis's Calvert of Maryland .35Gilmore's Birds Through the Year .50Beebe's Picture Primer .25 Metcalf and Rafter's Language Series, BookThe Healy System of Free Arm Movement Two ,: .60

Writing, each _ .10 Garner's Introduction to Political Science.-- 2.50Golden Treasury Primer .32

Apgar's Ornamental Shrubs of the UnitedGolden Treasury First Reader .32Golden Treasury Second Reader .42 States 1-50Davison's Health Lessons, Book One .35

Davison's Health Lessons, Book Two .60 School Boards and Teachers should correspondCummings's Nature Study for Lower Grades .60 with us before selecting new text books in anyAiken's Melody Studies for Primary Grades- .15 branch of study. We are constantly adding to ourAiken's The Flower Queen .20 list, and you should know what we have to offer.

AMERICAN BOOK COMPANY521-531 Wabash Ave., Chicago

NEW YORK CINCINNATI CHICAGO

WESTERN STATE NORMALManual Training Department

The Manual Training department of the Western Normal offersa two years' life certificate course for young men.

Graduates of the Manual Training class of 1910 are located asfollows:

Edward Chambers, - - Owatonna, MinnesotaKarl Knauss, - Kalamazoo, City SchoolsJ. Pierre Osborn, - Bloomington, IndianaDwight Paxton, - Bay City, MichiganCarl Rodgers, - Keokuk, IowaR. M. Sooy, - Chicago Heights, IllinoisFred W. Sowle, - - Mannington, West Virginia

' Peter Tazelaar, - - Kalamazoo, Normal SchoolHigh School graduates can complete the regular Manual Training

course in two years of residence at the Western Normal. Bulletinscontaining full information regarding the course will be sent uponapplication.

D. B. Waldo, President . .Kalamazoo, Michigan


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We make only one grade—the highest

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WE HAVEfilled many large equipment orders for the

MANUAL TRAINING DEPARTMENTS

of the

WESTERN STATE NORMAL

and the

KALAMAZOO CITY SCHOOLS

In doing so we have acquired a knowledge that should be valuable to committees having

the establishment and equipment of such departments in view.

We shall be glad to correspond with or interview such parties.

Strangers visiting Kalamazoo will find our Store one of the sights of the City and

will always be cordially welcomed.

The Edwards & ChamberlinHardware Company

YOUR EYESYour eyes are worth more to you than any book.Your safety and success in life depends on your eyes:

therefor take care of them.Always hold your head up when you read.Be sure that the light is clear and good. Never read

in a bad light.Never read with the sun shining directly on the book.Never face the light in reading. i

Let the light come from behind or over your leftshoulder.

Avoid books or papers printed indistinctly or insmall type.

Rest your eyes by looking away from the book everyfew moments.

Cleanse your eyes night and morning with purewater.

These are the recommendations of the Committee on Children'j Welfare Association of Wo?nen

Principals, Nenv York, and the Advisory Board of Oculists.


EVERY During the fall and winterDAY unexpected vacancies occurin good Schools and Colleges. Many ofthem excellent positions, and we alwayshave a chance to fill them. In business 25

years. If not comfortably located write us.Do it now! Terms easy.

THE

Albert Teachers' Agency378 WABASH AVE., CHICAGO, ILLINOIS

The Fisk Teachers' AgencySuite 815, 39 Jackson Blvd., Chicago

Over 32,000 positions filled 28th year

We have this year broken all previous records ofthe Agency. We are now seeking teachers foremergency vacancies and for next year. Write usif available at the present time or in the fall of 1911.

Other offices: Boston, New York, Washington, Denver, Portland, Berkeley, Los Angeles.

Circular and membership form sent on application.

Don't KorgetWe carry a large line of

Foot Ball Goods,Sweaters, Jackets,

Cameras and Supplies,Umbrellas, Cutlery, Etc.

Wm. Locher220 East Main Street Kalamazoo, Mich.

This is a picture of the

man who would like to take

your next photograph.

High Class Work

Special Rates toNormal Students

Se The Siewert StudioGround Floor 414 West Main

F. A. Cowlbeck Co.at The Old Stand, 106 W. Main St.

HATS CAPS

CLOTHING

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We always aim to have the new things first

F. A. Cowlbeck Co.

Every drawing, art ormanual training teacher

should have our

450 Page Catalog of

Drawing Instruments,Boards, T. Squares,

Triangles,Papers, TVater Colors,

and all

DrawingRoom Accessories.

We specialize on school business.Mail orders and inquiries handled promptly.

The Frederick Post Co.Chicago

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Xmas is NearWe make the following:

CLASS DINS

BILLOWS, PENNANTSBELTS

BELT BINS, MONOGRAMSROSTERS

ALL SCHOOL NOVELTIES

Get our catalogs

The Henderson-Ames Co.Cor. Main and Park Sts., KALAMAZOO

How Tungsten Filaments are Squirted.In the making of the filaments for

tungsten lamps pure metallic tungstenis first secured by a long process of refining. This tungsten metal, which isthen in a finely divided form, is mixedwith a binding material to form aplastic mass which may be squirted infine thread-like filaments. The processof making the filaments, as describedby G. S. Merrill before the AmericanInstitute of Electrical Engineers, is aninteresting one.

The paste, as it is called, is placed ina small steel cylinder and forced by f.pressure of about 32,000 pounds- persquare inch through a small diamonddie.

The die used in squirting tungstenfilaments consists of a suitably mounteddiamond of from one-half to one caratin weight through which a very minutehole has been drilled. In the smallerdies used today this hole is only about0.0014 inch in diameter, which is smaller than an ordinary hair. The hole isdrilled in the diamond with a steelneedle, ground down so fine that it is

Doubleday-Huber-

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Manufacturers

Printers

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Office Supplies Loose Leaf Devices

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flexible as a hair and, as can be imagined, the drilling requires considerabletime and patience. The stone whendrilled is mounted in a steel casting inorder to hold it against the enormouspressure used in squirting the filament.

Under such pressure the abrasion ofthe die even by the smooth tungstenpaste is very rapid. This abrasion is aserious matter, as the diameter of thehole, and consequently that of the filament squirted, constantly increases.Moreover, the abrasion is not uniform,so that the hole enlarges more rapidly in the» direction of one diameter thanof the other, assuming when worn anelliptical shape. After enough filamentfor about 1,500 lamps has been squirtedit is necessary to have the die reboredan operation which costs almost asmuch as the original die. A die cannotbe rebored more than twice before itdevelops cracks or fissures which causeit to break. The next hardest material,sapphire, has been experimented with asa material for these dies, but it isfound that such a die is very liable tosplit and that it will hardly make 100lamps before it needs redrilling.


Gilmore BrothersMake it a strong feature of their business to showevery business day of every month in the year verycomplete stocks of seasonable merchandise.

Goods of Fashion, of Merit, of Satisfactory Excellence, such as are always found in a Dry GoodsShop of the first class.

Courteous treatment of every patron, and satisfaction with every purchase, are cardinal rules of thisprogressive store.

121-123 S. Burdick St., Kalamazoo

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THE

Kalamazoo Normal RecordVol. 1 NOVEMBER, 1910 No. 4

EDUCATIONAL

*The Love of Knowledge.

Two things are absolutely necessaryfor a school teacher: first and supremely, a love of children, secondly, a loveof knowledge. Without a love of children, a teacher grows cold, sour, unsympathetic, cross, cruel. "Without alove of knowledge, a teacher is shallow, superficial, easily squeezed out.Continually giving forth, the teacheris soon pumped dry unless his love ofknowledge fills him up again. Withouta love of knowledge, a teacher sooncomes to consider his work simple, easy,trivial, unimportant. With a love ofknowledge, the teacher has the worldat his feet, the universe is before him,his only regret over advancing years isthe loss of time for growth.

Of this love of knowledge, I desireto say a few things. I have meditatedlong to determine whether I mean thelove of knowledge or the love of learning, and while still meditating, I lighted on an article in the July (1910)Atlantic, entitled Learning. In this theauthor takes up the cudgel anew in behalf of the humanities against thesciences. The only true learning, saysthe author, is reading the Latin andGreek classics. While always lovingthe study of Latin and Greek, I cannot believe that a knowledge of themis the only true learning. Yet if thereshould be any suspicion that this istrue, I prefer to speak of the love ofknowledge, knowledge of anything, only let it be real knowledge, thorough,sure, impregnable. What one knows,depends upon what one studies, andwhat one studies depends upon—whatshall we say, sometimes upon environment, perhaps sometimes upon her-

*Address delivered by President E. C. Warriner at the annualmeeting of the Michigan State Teachers' Association at Bay City.Oct. 27 and 28.

edity—but probably most often uponone's taste and "there's no accountingfor tastes". But study something,thoroughly and continually, the teacher must, if he is to avoid superficiality.The real teacher who is a student willlove one particular phase of teachingand that he will study, and this is truenot only of the high school teacher butof the first or second or third gradeteacher. Suppose it is literature. Whatis to hinder one from making the verybest collection of stories for little children and then what is to hinder onefrom becoming the best story-teller inone's city or in one's county? If onehas a love of this kind of knowledge,only perseverance stands between himand distinction. Perhaps the teacherloves nature study better. The samezeal may lead one to know all theplants which grow for two milesaround his school-house or to know allthe birds of his district with theircalls. Or the teacher may be interestedin arithmetic. He can make a bettercollection of problems, say for thethird grade, than has ever been madebefore. The multiplication table is asold as the world, but only a few daysago, a teacher, in love with her work,perfected a brand new device for teaching it. If one's great love is geography,what a vast field is there to draw from—one can keep from growing old andgroove-worn merely by collecting pictures from advertisements and magazines, illustrating mountains or riversor grain fields or methods of transportation. If one loves history, let him trycompiling a history of one's city or ofthe schools of the county. Get the oldcitizens to rummage about their atticsfor old newspapers, old pictures, oldbooks. Get them to write out their reminiscences. You will find what a dif-


ferent place the world is, once youhave a deepseated interest like this. Ifyou are ever discouraged or in doubt,an interest like this is the best antidote

obtainable. Of all the subjects of study,literature no doubt appeals to a greaternumber of teachers than any other one.And of literature, poetry is easily thesummit. The love of poetry, it has beensaid, brings more satisfaction and peacethan any other mental pursuit. Doesthe world seem out of joint. Yourpoetry will set it right. Life certainlymust seem worth living to any lover ofpoetry. If you have not been born withthis love, you can acquire it. Do notbegin with Walt Whitman or yet withShakespeare. Begin rather with the

Youth's Companion, which prints everyweek two poems of merit. Or begin withthe state course of study. It has a series of poems, chosen with the greatestdiscrimination. Read one of them a dayuntil the love of poetry emerges. Thenyou will not need to be urged. In thesedays of Chautauquas, of correspondencecourses, of university extension lectures, of teachers' reading circles, themeans are ample for gratifying anytaste for study.

A distinction exists between usefulknowledge and usable knowledge. Inthis age of realism, if not of materialism, the man in the street cries out,away with all knowledge which is notinstantaneously usable. Business success has been the dominant aim inAmerican life for the past twenty-fiveyears. Our schools and our teachershave been affected by this spirit. Business success means getting rich—getting very rich, and that quick. To becomfortably well off is no longer a desirable condition. One must aim todayto be a millionaire and if a course ofstudy does not show on its face itsusability to this end, it fails to standthe test. We should make our schoolspractical, we should have industrialtraining and vocational schools. Weshould have all the facilities for thissort of training we now have and more,but we should not forget even in theseschools to teach a love of knowledge.Without a love of knowledge, the boyin the trade school will meet with but

indifferent success. If once the apprentice can be filled with an enthusiasm to

know, his lathe will be a revelation tohim.

Useful knowledge as distinguishedfrom usable is useful because it contributes to the happiness and peace andsatisfaction of mind of its fortunatepossessor. The merely business life canbring no high degree of peace. Thecommercial existence leaves somethingalways to be desired. This world withall its tragedies must have a deepermeaning than appears to the man completely absorbed in business. I oncewent to a wealthy man to ask for acontribution to a charitable cause. The

conversation turned on the aims of lifeand this man said, "I suppose thereason why a man wants to get rich isthat he may leave his riches to his family as the achievement of his life.'' Thisis a franker statement than we often

get. Suppose business success is theaim of life—What of it? Does this givea sense of pride? Is there nothinghigher in life than this ? Compared withsuch a career, the man who has lovedknowledge and has pursued it is infinitely to be envied. The unrest of thepresent day is due to false ideals. Whenwealth getting is considered the highest ideal, most of us must fall short.With this failure to hit the mark,comes dissatisfaction and then envy ofthe successful millionaire. The nervous

ness, the fatigue, the excitement of ourtime are all due to this God of mammon whom we worship. To bring peace,quiet, rest contentment, satisfaction, asimpler ideal is wanted. That ideal isthe love of knowledge, the longing forstudy, the desire to know the truth.

This is the highest ideal for all, butto the teacher it is especially valuable.(1) on his own account (2) for his pupils' sake. The one form of existencewhich exercises man's highest, hisultimate powers, is the spiritual life,whose organ is the mind. Preeminentlythen the teacher whose everyday workhas to do with the minds of his pupilsshould daily cultivate his own mind.The intellectual life is the only lifewhich keeps the teacher young. Thelove of knowledge is the fountain

EDUCATIONAL 111

which Ponce de Leon sought. Cato began the study of Greek at eighty. Themost enthusiastic member of our Esperanto class last winter was a man pastseventy.

For a teacher, the love of knowledgekeeps him in a sympathetic attitudewith his students. He who finishes his

education in college and sets himselfup as a teacher of what he knows soonlearns how to teach it. In a few yearslong familiarity with his subject renders it simple and easy for him and hefails to realize that it is always newand difficult for the learner. This staticcondition of the teacher's mind makes

him impatient and unsympathetic withhis pupil, the only cure for which isconstant study by the teacher. Theteacher should learn with his pupil. Inaccordance with Mr. Roosevelt's definition the teacher should be a leader, tolead; not a boss, to drive. The Oxfordtutors, and now the Princeton tutors,do not pour out their learning from adais. They sit down by the side of thelearner and study with him. To do this,a love of knowledge is necessary.

Nothing makes discipline so easy aslove of knowledge. Knowledge is theonly thing which commands permanentrespect for a teacher. The teacher whohas no knowledge and no power whichcomes from knowledge we look uponwith pity. The teacher, who has hiddensprings of knowledge from which todraw calls forth honor and love. Knowl

edge begets respect; respect begets obedience. Would a teacher then conqueran unruly class, let him do it by a display of knowledge, not by the use ofthe birch. Know a little more historytomorrow than you know today; devisetonight a new problem; tell tomorrowa new story or read a new poem—these will straighten the restless boy,will calm the giggling girl, will inspirein an insubordinate school a respect forknowledge and for the teacher as nothing else will. So as a source of personalhappiness and satisfaction, and as apractical means of school control, theteacher needs a love of knowledge.

The more the teacher knows, themore he is filled with astonishment andadmiration at this wonderful world. Be

fore him who has a love of knowledgestretches an unending vista of learning,which beckons him on. The road is not

a straight one, it bends to the right,and to the left. The desire to see whatlies beyond the turn is the lure ofknowledge. The satisfaction of life isthe joy of having gone round the bendand discovered something not knownbefore.

For the pupil's sake, an enthusiasmfor knowledge is contagious, the pupils will catch the fire from the teacherand will themselves want to know.

This desire to know, resulting in studyon the pupil's part, will in turn bringattention, concentration and that mental discipline or power of continued application which is an admitted lack inour schools today. It will not be possible to create a love for study in allour pupils by next week, and it is notpossible to dismiss from school thosewho are not in love with the Muses.The law rightly compels us to do something for everybody. But this may notprevent us from setting up the trueideal—a love of knowledge. It may be aknowledge of Greek roots or of Latinderivatives or of German lyrics or ofthe history of our own state or of howto prevent disease—or it may be aknowledge of how to build furniture orhow to weld iron or of what makes an

automobile go or of the best way toraise sugar beets or of how to improveseed corn. Knowledge is as broad as theworld. The criticism of our schools

which began with Herbert Spencerand which has grown in rising tidesever since was not due to dissatisfac

tion with this aim. It was because our

teachers formerly limited the field ofknowledge to so few plants. Twenty-five years ago we held up as the goalof school-going—a love of the classics.Did one hate Latin and Greek—hecould never be educated or learned—

there was no such thing as love ofknowledge for him. We therefore appealed only to the few. Now we areappealing to the many and this is awonderful forward movement. In thisuniversal appeal which our manualtraining schools and our agriculturalschools are now making, let us see to


it that the appeal may be to a highideal, not to a low one. Let us never besatisfied with teaching the boy in themachine shop that these two gearswill cause to be cut the desired thread.This is stamped on the lathe and onewho can read can see this. Let usawaken in the boy the desire to knowwhy he chooses gears a and b, not gearsa and c. There is a reason which he canfind out. The finding out this reasonis what makes life worth living. Thelife of the machinist who simplythrows on the belt, and sits down towatch the lathe do the rest will be amonotonous, dissatisfied life. The lifeof the machinist who wants to knowwhy the belt goes over the pulley tomake this speed, who wants to learnhow to wind a motor—a machinist wholoves to know these things, will besatisfied with his work. He would notbe elsewhere if he could, because here,ready for solution are the problemswhich he loves, and to solve which hefinds it a joy to be alive. Shortenedhours of labor are of doubtful value tothe working man unless with theseshortened hours comes a love to use thisleisure for his intellectual betterment.It will take generations to create a loveof knowledge in the man in the street;but this is no reason why we should notbegin today to try to do it. An inklingof a love of knowledge inspired in thesons of working men of this generationwill make it easy to increase this lovein the next generation. Today manyhate school and want to leave school.But there are fewer now than therewere when I was a boy. And if we today do our duty, that is, hold up thetorch of knowledge for everyone tograsp, there will be still fewer in thenext generation. We must have tradeschools and we will have them. Wemust have agricultural schools and wewill have them. We must have schoolsadapted to the needs of every class.

There can be no conflict betweenthese schools and the love of knowledge. The love of knowledge must animate the trade school and the agricultural school, if the fullest life is tobe sought for all and not for the few.When every man is fired with e love

of knowledge, with the desire to leadthe intellectual life, in as far as it isgiven him to lead it—when this is thehappy state—the class hatred andstrife which financial barriers set up,will be no more. Every man will havea consuming passion to conquer theworld of mind, and every man willrecognize his own limitations, God-given limitations, not man-made. Whenthe love of knowledge is admitted byall to be the highest aim of life, men willno longer spend their energy in bewailing the unequal distribution of matter.They will be striving to know more andin this pursuit of knowledge they willfind a satisfaction and a joy whichmoney could never bring even thoughthey had the earth divided up in accordance with socialistic principles.

Put in another way—the aim of ourschools should be to make our pupilsall lovers of libraries. Libraries contain something for everybody, for thescientist and the machinist as well asfor the litterateur. Every year increases the output of scientific andtechnical literature. To be able to readthis literature with understanding—better than this, to love this literatureis the aim of the teacher of the industrial school. Slowly will rise the powerof the common man to read this literature and gradually will grow his loveof libraries, and it ought to be an immediate aim of our high schools tomake everyone of our high schoolgraduates a lover and haunter of libraries. Has a high school graduate thelove of knowledge of which I have beenspeaking, he has within a resourcewhich will buoy him up on the currentof life and help him to weather everymisfortune. Public libraries are well-nigh universal today and they offer asurcease of sorrow, a balm to hurtminds, a source of encouragement tothe disheartened, a resort for a freehour; all this, and infinitely more doesthe public library offer him, who has alove of knowledge. For these reasonsthen the love of knowledge is the highest aim of life both out of school andin school and a teacher without a loveof knowledge is no teacher. One whohates books should leave the teachers'

EDUCATIONAL 113

ranks. A love of knowledge is the onlytreasure that will make you satisfiedwith the work of teaching. But withthe love of study, no calling on earthequals the teacher's profession in yielding what President Eliot calls the durable satisfactions of life. With the loveof knowledge on which to build, nocalling on earth can afford peace, satisfaction and joy equal to that of theteacher's calling. If you are consciousthat you have not this love of knowledge, withdraw from the teacher'sranks tomorrow. But if you do lovelearning, hold up your head and say so.Never be ashamed of being a teacher.Never feel hurt that you are called"only a school-teacher". Never regardyourself as an unimportant part of society because you attract little notice.Rather be proud to belong to a so noblecompany; rejoice in the opportunityyou have to lead the intellectual life,to devote your time to study and theimprovement of your mind; find yourdeepest joy in the power you have toinspire the young life around you withthis same love of knowledge, whichmakes your way through the world acontented journey. I grow old learningsomething new every day, said the wiseSolon and this would be sufficient reason for naming him one of the wisemen of Greece. Goethe used to say ofSchiller, "If I do not see him for afortnight, I am amazed at the progresshe has made in the interim." No apterpraise than this could be given to aschool-teacher who has a true love ofknowledge.

E. C. Warriner.

Special Classes in Kalamazoo Schools.

The failure of highly organizedschool systems to reach every individual is apparent. Special cases needspecial treatment. The presence of subnormal children in a room of normalchildren makes an undue demand uponthe time and vitality of the teacher.

Dr. Ayres has shown that over 33per cent of the children of our leadingcities are retarded. The subject matterwhich is suited to the normal child in

any grade may not be suited to thechild in that grade who is retardedfour or five years. Individual attentionis needed for such cases.

Kalamazoo made the first provisionfor special children by establishing anungraded room for boys in 1902. Thisroom maintained an elastic course ofstudy and provided a considerableamount of constructive work of varioussorts. These boys were not necessarilytroublesome from a disciplinary standpoint. They were special cases whodid not receive the good they shouldfrom the regular work.

In 1905 was opened a room distinctlyfor subnormal pupils. These pupils wereunable for various reasons to carrythe work of the grades. Considerablehand work has been done in this room.While little attempt has been made tohold to the course of study much workwith subject matter has been done.Many foreign children have here learned to speak English and were thentransferred to the grade where theycould best do the work.

Three "Out of Course" classes wereorganized in 1909. In the main theserooms have dealt with less pronouncedcases, than the two first organized. Thechildren of these rooms have more ofthem returned to the grade rooms.These classes have kept more closely tothe course of study. Many of theirpupils have fallen behind because of irregularity of attendance due to illnessor other reasons.

Besides these special rooms there isthe day school for the deaf. Thesepupils receive oral instruction. Thisroom was organized in 1905.

Teachers in various buildings worksomewhat on the Batavia plan andgive aid to pupils in the grades whohave been out or may be having troublewith particular subjects. In this waybackward pupils may be helped tomaintain their grades.

During the past year one hundredfourteen pupils have been enrolled inthese special rooms. Of these fifteen, orthirteen per cent, have been returned tosatisfactory work in the grades. Onehas died. Sixteen have moved out of


town and have probably taken up thework of the grades again. Seven haveleft school for illness and various reasons. Eleven have secured working permits and are supporting themselves byhonorable means.

These pupils are studied and aredealt with according to their peculiarneeds. Constructive work and physicaltraining receive rather more attentionthan is usually accorded. Many of thesepupils are equipped with nervous systems which lack co-ordination. Motor

activities tend to establish these co

ordinations.

Sometimes a pupil acquires a habitof failure. He feels that no matter how

great his effort he will not succeed. Hehas lost interest in his school work.

Truancy and mischief become very attractive. AVhen he has really accomplished something, when he has seenthat he can be of some value he mayassume a different attitude towardschool work.

Last fall a thirteen year old boy entered an "Out of Course" class. Hecame from a larger city where no provision was made for him. He was un

able to climb a flight of stairs in aregular way. He would put one foot onthe next step and then bring the otherfoot up beside the first. He could jumponly twelve inches. When a ball wasthrown to him he would put out hishands in a feeble attempt to catch it.His ability to do school work was notgreater than his ability to accomplishphysical feats. After a year, he is ableto climb stairs, to play ball and is doingwork corresponding to that of thethird grade.

While no miracles have been accom

plished, the results have on the wholebeen very satisfactory. None of these

rooms have been discontinued and in

some respects the work is being broadened. The fact that over thirteen percent of these pupils have been returned to successful work in the grades isgratifying. In almost every case thechild showed greater progress than hehad shown in the grade room.

Ray L. Bowen.

The Training School Assembly.

The School Assembly, an occasionwhen the entire school gathers to enjoysome program that may be presented,has become an established fact in manyschools. In some schools the children

assemble every day for a more or lessfixed program, varied in celebration ofholidays or other special events; inother schools it is a weekly event, whilein others the entire school meet to

gether only when some program is presented to celebrate holidays or somespecial events.

How often the assembly is held necessarily depends upon the circumstances and conditions of the school. Thatthere is real value in gathering allgrades in a school together is, at thepresent time, generally conceded.

The spirit of unity is developed bythe children seeing the entire school inassembly, little and big together. Thefirst grade feels its responsibility incontributing to the success of the whole.A pride that "our second grade can doso well" and an admiration for the

superior power and wisdom of the olderboys and girls is evidenced. It is in theassembly that the school becomes acquainted with its own work, so thateach grade knows what the others aredoing, and respect for and pride in thework of the other grows. The childrencome to know each other and so devel

op an interest one in the other. "Thisboy read for us this morning", hisname is known; "these girls and boysdanced for us", they are no longer taken en masse with the others; they havebecome individuals,—they are knownby the entire school. All of this tends topromote the social life of the school.One grade often needs the help of another to carry out its program. Hereco-operation leads to a feeling of respect for the work of the others, thebond of unity is more firmly forged, andthe social life of the school is againfostered.

The preparing of a program or taking some part in a program, which isto be given for the entertainment ofothers, furnishes real live motive forperfecting a piece of work, when with-

EDUCATIONAL 115

out this motive drill would be lifelessand mere drudgery. If a child is to reada story, he must work at it, so that hecan read it well. Here he is reading forsomething besides his own entertainment. If a dramatization is to be given,here again is a strong motive for rehearsing and putting forth one's besteffort to secure the best presentationpossible. So it is true in every line ofwork that may be presented, a vital motive is furnished for perfecting thatpiece of work.

Responsibility is developed. The children who take charge of the programor who are taking part in it must eachperform his own part to the best of hisability. He is responsible to his associates on the program for the success ofthe program and to his audience fortheir entertainment. Children who take

part in the assemblies year after year,in programs which are presented fromthe point of view of the child, whichare short, natural and spontaneous,grow in self possession and poise. Thereis a danger here, if the work is not keptsimple, natural and sincere andadapted to the child's power, that selfconsciousness and affectation may result. This, however, may be avoided byletting the programs be a natural outgrowth of the school life.

The power of taking the inititative isalso developed when children take anactive part in the planning and carrying out of a program for an assembly.When they work in decorating, securing people to take part in the program,and in the many other ways necessaryin this work much planning is required,obstacles must be overcome and conditions arise to which they must adjustthemselves. Here is the opportunity todevelop the power of the natural leader,to help him to use in the best way hisexecutive power. It is also often possible to bring others who stay more orless in the background in the usualschool work, to the front and so developself-confidence in them.

Each school has its own plan for conducting these exercises. In the TrainingSchool last year there was an assemblyonce each week for one half hour. Thistime, included the assembling of

the school, making the actual programfrom twenty to tweny-five minutes. Theshort program seemed very desirable.The programs for the assemblies wereplanned by a committee of three of theteachers with the assistance of a committee of children. Each grade wasrepresented by two children, one retiring each term, another being elected totake his place. The members of thecommittee representing the grades wereelected by the children of each grade.

The work of the children's committeewas to bring in suggestions from eachgrade for the programs, either something they would like to have givenor something they had to contribute.Many of the best things on the programs were suggested by the children.

The Hallowe 'en program was largelythe suggestions of the children. Thedecorations were quite completelyworked out by the children's committee. One boy wanting black cats to appear in the decoration scoured the townfor some figures or signs that he mightuse. Finally, with some help, he cut outof cloth and colored large black cats,which he mounted and placed in a mosteffective way. Besides the cats, Jack-o'-lanterns and autumn leaves were used.The younger children brought thepumpkins and the older boys made theJack o'lanterns. The following programwas given:

Song—"Fall Time"—School.Story of Hallowe 'en—Seventh Grade.Poem—"Orphant Annie" — Sixth

Grade.Dance—'' Witches Dance'' — First,

Second, Third, Fourth and FifthGrades.

Children from the first three gradeswere chosen for the Witches Dancewith a group of four girls from thefifth grade. The children all wore blackcapes and witches hats. The hats weretoo difficult for the first and secondgrade to make so the fourth and fifthgrades made them for the little children. The children of the committee alsoassisted in copying and posting the programs and in taking charge of many ofthe details that arise in connection withan assembly.


Shepherd Program.1. Songs.—

"The Lambkins""The Shearing."

2. Industrial Work Described.3. "Spinning Song."4. Poems—

"Sleep Baby Sleep.""The Cradle Song.""The Snow Song."

5. Weaving Dance.6. Song—

"Awake Said the Sunshine."7. Peek-a-boo Dance.8. Original Dramatization,(suggested by study of shepherd life.)9. Game—"Dog and Rabbit."

Other programs were made up byhaving different grades contribute something that had been done of interest inthat particular grade or somethingrelating to some special thought. Itwas not intended, generally, to havespecial preparation for the assemblies,but rather to have the programs theoutgrowth of the regular work of thegrade.

This is a program in which variousgrades took part showing regular workof the grade.

Song—Upper Grades.Making of an Electric Battery—Sev

enth Grade.(The apparatus was shown anddescribed)

Song—School.Dance—"Bean Porridge Hot"—Third

Grade.Song—"Pussy Willow"—First Grade.

Special programs were planned forspecial occasions and holidays. The Arbor Day program was particularly interesting. It was decided to plant abeech tree. The committee of childrenmade selections of quotations, poemsand songs which they thought appropriate for Arbor Day and submitted itto the committee of teachers. Workingwith the children the teachers made thefinal selections. The dedicatory versewas to be written by the children in thefourth, fifth, sixth and seventh grades,the best one to be used at the plantingof the tree. Judges from the Faculty

were chosen to decide upon the best.This was learned by the school. Thethree which received honorable mention were read in the assembly preceding the planting of the tree.

Arbor Day Program.Song—"Oak Tree"—Fifth, Sixth and

Seventh Grades.Arbor Day—Seventh Grade.Arbor Day Proclamation—Sixth Grade.Selections for Arbor Day—Fifth Grade.Song—"Gypsy Dandelion"—First, Sec

ond and Third Grades.Verses Written by Children for Arbor

Day.Arbor Day Song—Fourth Grade.

(Words and music written byFourth Grade.)

Planting of the Tree—Reciting ofdedicatory verse by school.

Song—'' America''—School.Edith C. Barnum.

LITERARYContributions by the Elementary

School.

A Christmas Festival.

One of the most enjoyable events inthe Training School calendar last yearwas the Christmas Festival given in theRotunda by the pupils of the school.This festival was so well received thatnumerous requests have come fromthose unable to be present asking for acomplete description of the program.

The idea was suggested by an articleon a " Christmas Plot'' written by MissCaroline Crawford of Teachers' College, New York. A Christmas Festivalfounded on the good old English customs seemed a much more pleasing andartistic expression of the spirit of theoccasion than are the usual hackneyedpoems, stories and songs.

The program opened with a processional of the children marching fromtheir various grade rooms to theirplaces in the Rotunda. Their sweet,clear voices singing, "Hark, the HeraldAngels Sing" stirred the audience andcreated for the company assembled thetrue Christmas spirit which prevailedthroughout the exercises. Then beganthe decorations of the hall for the festi-

Ctiristm

as

Pro

cessio

nal

LITERARY 117

vities. A group of the third grade children entered carrying in their armswreaths of holly, mistletoe and pineboughs with which they decked the hall.In the midst of the decorating gleefulshouts were heard from the outside. Asthe door flew open it disclosed a jollycrowd of fifth grade boys bearing ahuge "Yule Log". All helped to carrythe log to the fireplace. As the flamesstarted up the group chanted "Welcome Yule". Then followed a most interesting conversation among the children in regard to the significance of theold time customs and especially of thereasons for using the holly and mistletoe. While they were talking the voicesof the carolers were heard in the distance singing "Good King Wen-ceslaus". The circle of little folksaround the fireplace rushed to greetthem and as the band of carolers entered, all joined in the singing of the carols: "The First Noel" and "God RestYe, Merry Gentlemen". This was succeeded by old English games and dancesin which the second and fourth gradepupils joined. The playing of BlindMan's Buff was especially effective.

Next came the prettiest feature ofthe celebration—the old English processional bearing the boar's head. Thechildren were all in costumes suited to

their parts in the procession. Therewere gallant lords with their ladies,pages, torch-bearers, stern guardsmen,portly cooks, and even the court jesterwhose lively antics caused much amusement. As the processional filed into thedining hall, the Mummers, clad infools' costumes, entertained the audience with their clever tricks and

dancing.

The Christmas revelry started by theMummers took possesion of the audience, and the afternoon festivitiesended with the skipping and dancing ofthe little people around the immensetree, sparkling with its bright lightsand glittering ornaments as it toweredin the center of the Rotunda.

Festival Committee.

Contributions by the Faculty.

A Summer Trip to California.

Each part of the United States hasits own beauties, but there are no statesthat appeal to the student of art as thegreat state of California.

It has well been called "the Italy ofAmerica.''

Even the desert which one travelsacross in the eastern part of the state—before entering the land of promise—has a mysterious charm of its own.While some travelers vote the desertsof the Far West a bore, I am surethe art student and the nature loverwill find these wonderful regions.They seem to whisper the strangestory of the far past when they were ascene of a civilization whose memoryhas been preserved only in a few vaguetraditions. It seems almost impossibleto do justice to their grim, superb andmajestic aspect, to convey the lastingand indelible impressions that theymake upon the imagination.

Egypt, I fancy might give one sensations akin to these. Great expanses ofunbroken sand wastes, with here andthere a one-room shack upon the plains,and then the veritable trees of cacti, allmake weird impressions on the mind ofthe traveler.

The marvelous work of irrigation isto be seen at the edge of the desert atSan Bernardino, where orchards andtropical gardens introduce you to theluxuriance of the San Gabriel Valley.There, orange and lemon orchardswith here and there the stately palm,the graceful eucalyptus and peppertrees with the many varieties of acaciaimpress the new comer with the factthat he is in a new world of nature.

Southern California might be calledthe land of magnificent distances; thereis a breadth and expansion in the outlook which is different from any otherpart of the United States. The brilliantatmosphere, the sunshine, the wonderful sunrises and sunsets, the rich andvaried colors of the cliffs and the soil,and the exquisite contours of the Sierras and the ocean bays have a beautyall their own. Its equable climate makesSouthern California an ideal painting


ground for artists. California has produced some first rate artists and manyEastern artists have here found attractive subjects for their brush.

I was intensely interested in anexhibition of work by Californiaartists—in the gallery connectedwith the public library at Long Beach.Here the sea, the mountains, thetropical gardens, with their profusionof flowers, and their picturesque architecture, were depicted with a charmthat reminded one of the romantic aspect of the Italian and French Riviera.The domestic architecture fits so wellinto the landscape, there are many oldSpanish remains which strike a distinctive note reminding one of the characteristic buildings of the Mediterranean countries, whose climate is almostexactly reproduced in California. Thebungalow is seen in many varieties, andin all of them there is some distinctivefeature that particularly adapts it to itsenvironment and to the taste of theowner.

A three weeks stay in Pasadena,sketching in the picturesque neighborhood of Mr Batchelder's summer school,where the live oaks, and eucalyptustrees grow in abundance—then a couple of weeks at the ocean where onefound most interesting subjects in thebathers at the beach, and a daily dipin the Pacific in company with afriend who was a companion in 1900 onmy first trip abroad—and whom I hadnot seen since that time. What pleasure we had recalling that eventfulsummer when we two alone, leavingour friends in Paris, "did" Italy andGermany together! We were both enthusiastic art students and yet her enthusiasm over the beauty of the Alps,the quaint architecture, the luxuriantvegetation of Southern Europe wassomewhat tempered. Why ? Because shehad lived for several years in ourgolden west and was acquainted withall the beauties of the '' Italy of America".

Returning home from Southern California by San Francisco, I made shortvisits at Berkeley visiting California University, also Leland StanfordUniversity at Palo Alto—both very

fine institutions. San Francisco hasbeen practically rebuilt since the greatfire and earthquake, and will be agreat mecca next summer when theN. E. A. meets in July for its annualgathering.

The Californians speak and think oftheir state as a country in itself, distinct and separate from all others, andsuperior to all others. Their pridein it and their loyalty to it are something extraordinary — and are greatobject lessons to the rest of theworld to put forth the intensive effortthey do and make the "desert blossomas the rose" wherever you may be.

Emelia M. Goldsworthy.

Contributions by Students.

The King- of the Golden River.by John Ruskin.

Dramatized for the ninth gradeby Florence Butler.

Dramatis Personae.

Hans )) The Black Brothers.

Schwartz )Gluck, a younger brotherSouth West Wind.

King of the Golden River.

Elves.

Act I. Scene I. Room in the house ofthe brothers.

(Gluck, discovered sitting in frontof the fire-place turning a roast ofmutton.)

Gluck (soliloquizes)—How hard thewind blows today! And it is cold too.(sighs) I'm afraid some of the poorpeople are cold and hungry, since theircrops have all been destroyed by theflood. (Turns roast.) I would gladlygive them food and shelter, but mybrothers would never allow it, andthey even charge the highest prices forthe grain. We were fortunate, as usual,that our lands, here in the TreasureValley, were not destroyed, and forthat reason we ought to be thankful,and help the poor people, who are notso well provided for. (Turning theroast and trying it with a fork.) My!this is nice and brown! I wish Hans

LITERARY 119

and Schwartz would ask some one in tohelp us eat it. (Loud, though muffledknocking at the door.) (Looking upand wrinkling his forehead.) The windseems to be rising. (Double knockheard.) Who can that be? (Rises, goesto window and looks out.)

Voice (from outside—Say, there, letme in. Can't you see I'm wTet?

Gluck—I can't let you in sir.Voice—Why not?Gluck—My brothers would beat me.

They have told me never to let any onein, and if I did so they would be veryangry.

Voice—Pshaw! let me in to getwarm. It's dreadfully cold.

Gluck (looking back at the fire andthen outside)—Very well sir, but onlyfor a little while. (He opens the door.)(Enter L 2 E, queer little man inflowing robe and tall conical cap.)

Man—My, this fire feels good! (Seatshimself so near the fire that his cap begins to drip into it.)

Gluck—Please sir, you are puttingthe fire out.

Man (with mirthful expression) —What if I am? The mutton is done,can't you give me a piece?

Gluck (alarmed)—Oh, no sir.Man (in pleading tone)—I'm very

hungry.Gluck (aside)—They promised me a

slice today. (To stranger)—I wrill giveyou one piece. (Starts to cut meat, loudknocking is heard at the door.) Herecome my brothers, they will beat usboth. (Both start up and Man comesdown C) (Enter Hans and SchwartzL 2 E looking very wet and angry)(Coming down L and spying the man.)

Schwartz—Who on earth is that little—?

Gluck—I'm sure I don't know brother.

Schwartz—How did he get in?Gluck (in pleading tone)—He was so

very wet and cold—(Sch. starts to hurlthe rolling-pin at Gluck's head, butman puts his tall cap in the way, andthe rolling-pin is sent into L. C. cornerof the room).

Schawtrz (angry)—What did you dothat for? I'll

Man (dodging)—What will you do?Take that (knocks Schwartz into L.C. corner.)

Hans (rushing at the man)—Whatdo you mean by treating my brotherin that way ?

Man (calmly)—I mean to treat youin the same way. (Hurls Hans into L.C. corner.) (Holds sides and laughs.)Oh, Ha! Ha! You look sick. (CrossingR.) I'll call again tonight at 12 o'clock.(Waves hand in farewell and exit R.2 E.)

Curtain.

Act. I. Scene 2.

Furnace room in house of the broth

ers. (Gluck discovered standing nearthe melting pot, under which a brightfire burns.)

Gluck (soliloquizes)—Oh, dear,(shakes head) our good luck surely hasleft us, since the visit of that little manwho called himself the South WestWind. Hans and Schwartz were so angrywith me for letting him in, and then,when he came again in the night, anddestroyed the house and completelyravaged the lands, their rage knew nobounds. AVe had to do something tomake a living, so we turned goldsmiths, but I do not like it. My brothers mix so much copper with the gold,and spend all the money for drink, thatpeople will not buy their wares anylonger. (Shaking his head sadly.)Now everything is gone (takes goldmug from mantle over the fireplace)and they have ordered me to melt mybeautiful mug, the only thing that Icould really call my own. (Slowlydrops mug into the pot and beginsstirring the metal.) (Peering into thepot.) I can see exactly how it lookedbefore it melted. The handle was form

ed of two wreaths of flowing hair,(gestures) wThich came around toform the beard of the face, on the sideof the mug. The eyes seemed almost totwinkle at me at times, and I was sorryto part with it. (Goes to the windownear R 2 E and looks out.) I wish thatriver were really gold.

Voice (from pot)—No you don't,Gluck.

120 KALAMAZOO NORMAL RECORD

Gluck (starting)—My, what's that?(Listens.) It would be nice if the riverwere gold.

Voice—No it wouldn't.Gluck (crossing the fireplace) Well,

where is that voice?(Head and shoulders of small man

are visible over top of the pot.)Man—Here I am, Gluck, right here

in the melting pot.Gluck (staring at him)—Where did

you come from?Man—Have patience and I will tell

you. By melting your mug, Gluck, youhave broken the enchantment, whichheld me in that form. I am

Gluck (interrupting)—Oh, are youmy mug?

Man—I am King of the Golden River and whoever shall climb to the topof the mountains, and cast three dropsof holy water into the stream, for himand for him only, the river will turnto gold. No one may have a secondtrial and if any one cast unholy waterinto the stream, he shall turn to ablack stone. (Man drops back into thepot.) (Gluck staggers to C, and goingback, looks into the pot.)

Gluck (clasping his hands in despair)—Oh my mug, my mug! (Sits in chairL 2 E.) What will Hans and Schwartzsay? They will be coming soon. (EnterHans and Schwartz R 2 E.)

Gluck (advancing toward them)—Oh brothers, such a strange thing happened! A queer little man appearedfrom the pot, and told me how to makethe river turn to gold.

Hans (scornfully)—What tale areyou hatching up now?

Gluck—Indeed I am telling thetruth. I was here tending the melting-pot, when all at once a voice was heardand a man came up and told me thatfor any one, who should cast threedrops of holy water into the streamfrom the top of the mountains the riverwould turn to gold.

Schwartz (coming down R) Pooh boy,stop your dreaming, and get us something to eat. (Boxing Gluck's ear.)(Hans and Schwartz cross L.) (Manreappears from pot.)

Man (shaking his fist angrily at Hansand Schwartz)—"You'd better believe

what he says. You think you know itall but some day, you'll find out, yesyou will. (Disappears into pot.)

(Hans and Schwartz stand dismayed)(Enter R 2 E, chorus of elves, dancing and skipping around the room,making mocking gestures at Hans andSchwartz.)

Elves (singing)—Ha! Ha! my finefellows, you're beaten today.Ha! Ha! my fine fellows, what have

you to say,You'd better repent of your evil waysOr in cruelest tortures, you'll end

your days.H! Ha!, Ha! Ha!, Ha! Ha!

(Exeunt R 2 E.)

Curtain.

Act II. Scene 1.

Scene on the mountain road. (EnterRUE, Hans, staff in hand, also flaskcontaining water) (coming down C.)

Hans (soliloquizes)—The river oughtto turn to gold to pay me for this long,hard trip over the mountains, all covered with ice, which cracked at everystep. Hello, what's this? (Crosses L andfinds an old gray-haired man lying onthe rock L 3 E.)

Man (raising on elbow)—Water, ohkind sir, please give me some of thewater in your flask.

Hans (scornfully)—I have no waterfor such as you. I refused it to a dyingdog, whom I gave a kick to help himalong, also to a little child, so whyshould I give it to you ? You have livedlong enough anyway. (Turning, comesdown to L 1 E and looks down over thecliff.) Ah, there is the river, now tocast the water into it. (As he dropsthe flask, staggers back and fallsthrough a trap door) (Enter R U E, achorus of elves, who come down C, anddance about with gestures, singing—Merry little elves are we,

Heigh-o, Heigh-o!At our will all troubles flee,

Heigh-o, Heigh-o!Bad and good deeds we repay,All who pass this mountain way,Kindness ne'er was shown today.

Heigh-o, Heigh-o!Curtain.

LITERARY 121

One day later. Act II. Scene 2.Scene on the mountain top.

(Schwartz discovered, gazing overprecipice L 1 E.)

Schwartz—Well, here I am, a sorrytime I've had of it. (Turning to front.)It was lucky, I could find that littlefool, Gluck's, money or I never couldhave gotten the holy water. AnywayI'll be amply rewarded for my trouble,but I wouldn't even have the water,if I had given it to that old man, whois probably too lazy to move and earnhis own living. (Looking over cliff).Here goes for my fortune. (Casts flaskdown. Staggers, shrieking, behind theshrubs.) (Sound of heavily fallingbody.) (Enter L 2 E., elves dancingaround the stage as they sing—Merry little elves are we,

Heigh-o, Heigh-o!At our will all troubles flee,

Heigh-o, Heigh-o!Bad and good deeds we repay,All who pass this mountain way,Kindness ne'er was shown today.

Heigh-o, Heigh-o!

Act III. Scene 1.

Scene on the mountain top.

(Gluck discovered, C rear, with staffin one hand and empty flask in theother.)

Gluck (coming down)—Oh dear, Iam so tired and I have come all thislong distance for nothing. I was soglad that the priest would give me thewater, though he refused it to Hans.I wonder if he, too, came up here forthis purpose? And what has become ofhim? (Glancing around.) I am thirsty,but all my water is gone. (Shakes headwearily and sighs.) First, I met the oldman, and he drank nearly all of it.Then the title child—but I do notgrudge her the few drops to revive herspirits. Lastly, I came upon the dog,and I gave him the rest, so now I mustgo back, and I cannot make a secondattemtp either. (Crosses L disconsolat-ately.) I wish I could see the king.(Enter king L 2 E.)

King—Well here I am, and youwon't have to go back, my good fel

low. You have been very kind to us.I was the dog,-which you met a fewrods back, but am, in reality, your oldfriend, the King of the Golden River.(Drawing himself up.) (Gluck standsmotionless and speechless.)

King—Why did you send thosewicked brothers of yours? Both moaned and groaned about the road beingrough, and refused the water to all ofus. But they make very fine hard stonesI assure you. Ha! Ha! (Laughs andnods his head.)

Gluck (frightened)—Oh dear, haveyou really been so cruel.

King (smiling)—They had no rightto pour unholy water into my stream.I had to punish them in some way andI knew the world would be glad to getrid of them. But to reward you foryour labor and kindness, I will makeyou ruler over all the Treasure Valley.(Sweeping gesture.) (Picks flower andshakes the dew into the flask.) Castthis into the river and then go downthe other side of the mountains intothe Treasure Valley and reign foreveras its King. Farewell. (Exit L 2 E.)

Gluck (moving to L 1 E and lookingover the precipice.) (Drops flask andpeers down.) (Looks up, his handsclasped joyfully.)—It is true! It istrue! The river has really turned togold and I am to be ruler in the Treasure Valley. What good fortune hascome to me, through that queer littleman, the King of the Golden River.(Enter L 2 E elves, dancing about thestage and circling around Gluck.)

Elves (sing with gestures)—Hi—Gluck our King,Ho—Gluck our King

Through all Treasure Valley, thypraises now ring,

No other so kind, so deserving, so true,King of this Valley—all honor to you.

Curtain.


THE

KALAMAZOO NORMAL RECORD

WESTERN STATE NORMAL SCHOOLKALAMAZOO, MICH.

WILLIAM McCRACKEN.

ROBERT M. REINHOLD.

ELIZABETH JONES,JOHN PHELAN, - -NEIL VERBURG, -

Editor-in-Chief

Associate Editor

- Associate Editor

Managing EditorAssociate Manager

Subscription Price—Fifty cents per year, Octoberto June inclusive.

Change of Address—Notification of change ofaddress should contain both old and new addresses. Until such notification is given thepublishers will not be responsible for failure toreceive the magazine.

Communications—All communications intendedfor publication should be addressed to theeditor. Correspondence relative to advertising, subscriptions, etc., should be sent to themanager.

Advertising Rates will be made known upon

application.

EDITORIAL

The M. S. T. A. MeetingConsidering the great distance of

Bay City from so many teachers, themeeting was very well attended. Therewere perhaps 4000 in attendance andin spite of the fact that Bay City hadinadequate hotel accommodations forsuch a convention, the visitors werewell taken care of, the citizens of thetown generously opening their homesfor the accommodation of the homeless. The work of handling the crowdswas well done. The Armory being toosmall to hold the crowds, overflowmeetings were held, each speaker onthe general program appearing twice.The program prepared by President E.C. Warriner and the executive committee was most excellent. It will beimpossible in a short article to domore than refer briefly to the moreprominent speakers.

President's Address.

We are fortunate in being able toprint the fine presidential address ofSuperintendent Warriner of Saginaw.As you will be able to read this for

yourselves, no comment is needed on it.Teachers, active and embryo, will findit full of stimulating ideas and will allbe well repaid for reading it.

Dr. Hillis.Newell Dwight Hillis of Brooklyn, N.

Y. in his address, "The America ofToday and Tomorrow" had the opportunity of displaying to the full his exceptional gifts of oratory. It is needless to say that he availed himself ofthe opportunity and delighted the largeaudiences who heard him.

i

President Cook.The address of the veteran John W.

Cook, president of the Northern Illinois Normal School, on "Recent Tendencies in Education" was also wellreceived. This speaker, though makingno special claims to oratorical ability,has the happy faculty of getting quickly and easily in touch with his audience. He has a wonderfully rich fieldof experience on which to draw forillustrations and as he has viewed menand events through kindly eyes, thesaving gift of humor seasons all histalks.

Woods Hutchinson.In the absence of Dr. Luther H.

Gulick, Dr. Woods Hutchinson spokeon the timely topic of health, individualand general. The speaker lived up tothe reputation he has already attainedas a sane writer on matters of health.These talks were especially valuable toteachers.

Dr. Claxton.

One of the most scholarly and eloquent addresses was that given byProf. P. P. Claxton of the Universityof Tennessee on the subject of "Education and Peace". Those who heard hisscathing denunciation of the foolishness, wastefulness and wickedness ofwar, will not soon forget him. He declared that universal education wasthe only real antidote for the curse ofwar and he plead for education alongthe lines of peace. The figures he gavefor the cost of keeping up the world'swar tax, were most illuminating and

EDITORIAL 123

his statement of what could be done forthe cause of education and social betterment, were all of this $7,500,000,000tax expended usefully, was most impressive.

Commander Peary.

All were glad we think to hear theaccount of the discovery of the pole bythe discoverer himself. In the earlystages of the polar controversy whichraged so fiercely a year ago, Peary suffered in comparison with Dr. Cook, theother claimant. Peary's attitude wasmisunderstood, it was thought he wasembittered by Cook's alleged success,and the latter had the sympathy of thepublic from the start.

There was nothing in his addresshowever to indicate any such feeling.It was the plain recital by a modestman of a most remarkable personalachievement. There was no trace ofelation over his success, no mock heroics, no playing to the gallery, just aplain unvarnished tale well told. Theenjoyment of the address was heightened by a set of excellent maps and bya series of most clear and interestingpictures. Commander Peary seemed toenjoy talking to teachers and they surely were pleased with him.

The New Officers.

Altogether the 58th meeting was amost successful one from all standpoints. One gains much from such conventions. Up to date teachers recognizethis and yearly the attendance grows.All should realize that a good thing ismissed when one is absent.

Officers elected for 1910—11 were:President—Prof. E. A. Lyman, Yp-

silanti.

First Vice President—Supt. E. E.Ferguson, Sault Ste. Marie.

Second Vice President—N. B. Sloan,Lansing.

Treasurer—E. N. McElroy, Cold-water.

Executive Committee—Supt. W. F.Lewis, Port Huron. Prof. C. O. Davis,Ann Arbor.

Acquiring An Aim.During the revolutionary war the

English soldiers were wont to bringtheir muskets to their breasts and firewithout taking aim. This resulted in amaximum expenditure of ammunitionand a minimum destruction of life,which was a fine thing for the Continentals since they were few in numberand could not stand losses with impunity. The Continental minute man onthe contrary brought his gun carefullyto his shoulder and snuggled it softlyagainst his cheek. Then after runninghis cool gray eye over the sights untilhe drew a deadly bead upon the scarletbreast of one of King George's men, hepressed the trigger and calmly watched the fall of one of his hated enemies.This was an eminently practical modeof operation for the Colonists, for therewere not many of them and they wereso short on powder and ball, that itwas necessary for them to get resultsas promptly as possible. This plan ofattack was not at all pleasing to theBritishers. They said it was not sportsmanlike and that the Colonists werenot playing the game according to therevised tactics. The latter, however,already had a vision of war in terms ofSherman's classic description, and sotheir plan was to make it as unpleasantfor their adversaries as possible andtheir aim was so good and their attackso irresistible that the war finally culminated in such a declaration of rightsas the world had hitherto not dreamedof. They aimed at success and hit thebull's eye.

There is no normal human beingwho does not desire success. Each of ushas his visions, his hopes and his ideals.No one desires a life of mere inactivity,a life spent to no purpose, an existenceof repose. On the contrary each onewishes to get into the thick of things,to be somebody and do something to bein the limelight and make some noise.Each person comes into the strife oflife with some store of energy at hiscommand, some talent which he mayuse. He may, it is true, allow his energyto remain potential or hide his talentin a napkin, but for the most part hestrives to convert his potential energy


into kinetic; he uncovers his talent andputs it to work.

All education in school or out is butan effort on the part of the individualto add to his store of energy, to makehimself more efficient. Students in thisand other schools are not here somuch because of the pleasures to be derived from intellectual pursuits, butrather because the school is recognizedas a place where one may become sosteeped in energy that he will becomesaturated with it. A school is a placewhere dormant or potential energy becomes active and kinetic and is a workshop where one learns to reduce thefriction of life to a minimum. Here theindividual becomes more efficient, andefficiency spells success.

Persons do not differ so very muchin natural ability. The amount of energy possessed by average individuals isabout the same. The mental energy ofthe bank robber is on a par with thatof the bank president; the pugilistmay display just as much evidence ofgray matter as the professor. Each isequally active in his sphere, but the results to society are widely different. Ifthe endowment, then, is essentially thesame, what is the real difference between the useful citizen and the parasite ? Really it resolves itself into a matter of aim pure and simple, just thedifference between the Britisher andthe Continental. The former as anagent of destruction ranked low because he had no aim; the latter because of his careful aim made everyshot tell.

The aim then is the thing. That iswhat one hopes to attain by education.A school is a place for correcting mental myopia and astigmatism. Here onecan have his spiritual vision so improved and strengthened that allthings will thereafter appear in theirtrue colors and relationships. Here onelearns what energy he possesses andhow to transform it into usefulnesswith the least loss. Here is given theopportunity, of making a life long success of one's career. There are aimshigh and aims low; aims that lead tosocial usefulness and those that tend topersonal aggrandisement. Each one has

his choice of aims and should keep inmind always that the aim determinesthe success of the shot.

The hunter of the surest aim bringshome the game. As hunters of successlet us be sure that our aim is bothhigh and true; that we are actuated bya desire for social betterment and progress. If teachers all over this broadland once have this true vision of success, then indeed will the milleniumsoon come.

NEWS ARTICLES

Athletics.

The Albion Game.Albion 6—Normals 0.

This game was played Saturday,Oct., 15, at Albion. It was a warm dayand a hot game from whistle to whistle.A few rooters accompanied the teamand made up in noise what they lackedin numbers. It is safe to say that somepeople, at least in Albion, knew thatthey were there. It is too bad thatmore could not have gone along togive the boys support. The day wasideal from the standpoint of the spectators, but too warm for the strenuosi-ties of even the revised game.

Four quarters of 10 minutes eachwere played and under the glare ofthe tropical sun they were a plenty forthe sweating heroes. The first quarterwas a draw, neither side having anydecided advantage. In the secondquarter our boys started with a rushand soon had the sons of Albion downnear their goal line. Then, alas, a forward pass went wrong and the pigskin fell into the hand of the enemy.Now things took a sudden change. Albion worked two or three successfulforward passes and soon had our boyswith their backs up against their goalline and fighting desperately to prevent a touchdown. The Methodists,however, would not be denied and ourline weakening somewhat under theiraggressive attacks, they finally pushedthe ball over just before the quarterended. An easy goal was kicked.

After a 15 minute intermission during which the men rested and thecoaches poured advice into their will

NEWS ARTICLES 125

ing ears, play was resumed. It was atonce evident that the advice given byCoach Spaulding was full of pep, forour boys at once carried the fight toAlbion. During this whole half weclearly outplayed them, but were unable to get the ball across for a score.

During this session much moreground was gained by the Normalsthan by Albion. The game was a well-played one. The Albion team outweighed ours, but were slow in starting.They played old fashioned foot ballalmost entirely. The Normals on thecontrary played the new game. Thegame was free from roughness and noone was hurt. On account of the heat,every one emerged from the gamelighter in body if not in spirits than onentering it. The players lined up asfollows.

Albion Normals.Miller R. E ConklinRanney R. T WindoesStevenson R. G RussellHenderson C BeanDyer, Hudnutt. .L. G SloverShattuck L. T WebbHartman L. E MartinLee Q SooyFunk R. H DamothHafford L. H BergerJelsch F. B Mayer

Umpire George Smith, Ypsilanti.Referee—W J. Sprow, Ann Arbor.Head Linesman—Prof. Barr, Albion.

The Culver Game.

Culver 22—Normal 5.

This game was played at Culver, Ind.on Oct. 22. As the above score wouldindicate, the least said about this gamethe better. It were better to draw themantle of charity about it and forgetit as soon as possible. It was a hardtrip for the boys as they had to leavehere in the gray dawn of a chilly dayand were all night getting back. TheHoosiers were real rude to them whenthey did get there and without respectto their feelings gave them a regulardrubbing. There is however this muchto be said about Culver. It is a militaryschool and the boys are trained athletes and there are some 350 to draw

from. In reality they are much betterthan the ordinary college team.

Good foot ball judges rank Culverway up in the football scale. Viewedin this light the score wasn't so badafter all. So here's hoping.

Benton Harbor High.Normals 16—Benton Harbor 0.

The snappy little team coached byan old Normal player, McClintock,Manual Training '09, came over to ourtown for a game on Sat., Oct. 29. Thiswas the first home game and was played on the Woodward Ave. grounds. Asthere was no school at the Normal the

Friday previous, many students wenthome and as a consequence the attendance was not so large as it otherwisewould have been. The scoring was alldone in the first quarter. After that,while the Normals threatened often,they were unable to score. The BentonHarbor boys were light, but scrappyand full of nerve. They played an excellent game and showed that theywere well coached. They should certainly make a good showing againstteams of their own class. A few yearsago Benton Harbor was right at thetop in foot ball affairs and this presentteam shows that the old spirit is stillin evidence. The Normals played avery loose game against their lighteropponents. Probably the ease withwhich the first scores came made themcareless.

The Mt. Pleasant Game.

Normal 16.—Mt. Pleasant 6.

This was the one big and only championship game of the present schedule.Ever since the beginning of the season,Coach Spaulding had been pointing hismen for this game, and when the dayarrived, Nov. 4, they were as fit as theproverbial fiddles. The reports fromCentral indicated a hard game with aheavier team and there was a bigquestion in the minds of Western supporters as to whether we could turn thetrick for the fourth consecutive yearor not. The expectations of a hardgame were more than realized. It isthe opinion freely expressed by all the


fans who saw the game, that it wasthe best ever played on a local gridiron.

The setting for the game was all thatcould be desired. The weather was fineand a large crowd was present. Students were there by classes with banners waving and ribbons blowing inthe breeze. The west side of the fieldwas closely packed with an enthusiastic crowd of students, whose concertedcheering helped materially to spur ourboys on to victory.

Neil Verburg and Archie Welsh,Chas. Carrol and Carl Price were theyellmasters and they certainly did amost excellent job. From every standpoint it was the best expression ofschool spirit that the Normal yet hashad and all were glad to see it so vociferously expressed.

The game was a most exasperatingone from our standpoint. We outplayed Central in all except the first 3 andthe last 5 minutes. Time and again wewould be all ready to score and a fumble or the call of time would blast ourhopes. Finally however it all turnedout right and all went home happy.

Our athletic relations with Mt. Pleasant have been most pleasant. We haveplayed four games all told, all of whichwe have won, but in no case has therebeen any bitter feeling over the result.They play good, hard, clean ball andare fine fellows to have for opponents.The detailed account of the game follows:

The Mt. Pleasant team started tomake things interesting from the verybeginning, and in less than ten minutes Hoolihan, left half, carried theball over for the first touchdown. Hethen kicked goal, after which neitherside was able to gain much ground.The quarter ended with the ball inCentral's possession on their own 20yard line. Score, end of first quarter,Mt. Pleasant 6; Kalamazoo 0.

The second quarter opened with apunt by Hoolihan from their 20 yardline. The home team then began a triumphant march towards Mt. Pleasant'sgoal, broken only by a number of penalties for holding and being off side,till they reached the visitor's 20 yardline. A forward pass to Damoth from

this point resulted in a touchdown forKalamazoo. Conklin failed to kickgoal. The boys were started now, andthey had again carried the ball towithin one yard of their opponent'sgoal when time was up for the firsthalf. Score—Mt. Pleasant 6; Kalamazoo 5.

The third quarter passed withneither side scoring, but with the opening of the last quarter things began tohappen. Mt. Pleasant punted to Sooy,then a long series of gains by Berger,Damoth and Mayer resulted in a second touchdown for Kalamazoo. CentralNormal received the kick but wereheld for downs, and the ball went over.A 30 yard end run by Damoth, linesmashes and end runs by both halvesand the full back carried, the ball toMt. Pleasant's 10 yard line, from whichBerger carried the ball over for thethird touchdown in less than sixminutes. .During the remainder of thequarter Mt. Pleasant carried the ballto our 5 yard line, but time was up andthe game was over. Final score—Kalamazoo 16; Mt. Pleasant 6.

After the game a company of over 500students, escorted by the band, formedand marched to the court house, givingthe school songs and yells.

The line up:Normal Mt. Pleasant.Conklin R. E GrandelVandeWalker ..R. T GoingsRussell R. G TuckBean C CrawfordWarner L. G WiseWebb L. T DickensonMartin L. E GilpinSooy Q McNamaraDamoth R. H McCarthyMayer F. B RichardsBerger L. H Hoolihan

Assembly Notes.November 1—Occasionally our as

sembly enjoys a program or an addresswhich is worthy of no short journey tohear. Mr. Bendetson Netzorg of BattleCreek combined both in a very delightful manner on Tuesday of this date.Music is one of the themes of whichthe average man or woman knows little

NEWS ARTICLES 127

beyond the power to say it is good orbad. It is, however, an unusually inferior audience which cannot enjoy thework of the masters in any art. Mr.Netzorg not only executed some of thebest work of Beethoven, Schumann,Bach and Dahlbaer, but accomplishedthe more difficult task of speakingabout their work in simple, concrete exposition. The evolution of the symphony from the dance and the folk-song;the characteristics of national schoolsof music; the skill of the master inbuilding up a work through variationof his theme—all these Mr. Netzorgspoke of, and worked out sufficiently inhis selections. What he said and didwas evidence of efficient work duringhis late four years of study in Berlin.

The Art of Recreation.

The art of recreation has come toconsciousness and like every otherphase of conscious evolution it demands a place in the school.

There are no doubt many false stepsbeing taken but the modern schoolcannot neglect this phase of its work.One genius in this line, Professor Heth-erington of Missouri, has been endowedin order that he may give all his timeto the problem. Perhaps no man hashelped us more to make progress thanDr. Luther Halsey Gulick, who gave usbasketball and "The Efficient Life."(Doubleday, Page & Co.) Now he hasbrought out, "The Healthful Art ofDancing." (Doubleday, Page & Co.)The dancing he tells about is moreclosely related to that done by Miriamand David in Biblical times than tothe gliding and treading of the modern dance hall. It means bringing intouse the coordinations stored up in usby our ancestors in their sports on thevillage green and in court and hall.This is one of the problems which mustbe met squarely. It is important thatevery teacher understand it—his decision may result in one course or another, but opponents and advocatesalike of certain phases of physical andsocial development in the schools willunderstand the situation better afterreading Dr. Gulick's new book.

The following references upon "TheFestival" may be helpful to those whowish to study farther this tendency:Festival. See files of Survey, Outlook,

Independent, etc., on Festival, Fourthof July, Sane Fourth, Celebrations,etc. See Poole's and other indexes, alsoencyclopedias for references on abovetopics, also Circus, Marionette, Pageant, etc.

Abbott, High School Dramatics,Sch. Rev., Feb. '09; Addams, Twenty Years in Hull House, Spirit ofYouth and Our City Streets; BlaineDramatic in Ed. El. Sch. Teacher 4:554; Brooklyn Pageant, Outlook 89 :93;Brown, Baldwin: Manual of Fine Arts(Scribner's) ; Brown, C. S., Dramatization a Factor in Sch. Ed., Sch. &Home Ed., Sept. '09; Chambers, Bookof Days; Children's Theater, Charitiesand Commons, 1908, Jan. 4, June 6,Oct. 10; Collier's, Oct. 3, '08; Chubb,Function Festival in School Life, Elem.Sch. Teacher, 4:559, Teaching of English (index), Festival (in Cyclopediaof Education); Dutton and Snedden,Administration, 587, 595; Dykema, AReturn to the Festival, Craftsman,Sept., 1907; Dykema, Some FestivalExperiments, Atlantic Ed. Jour. Oct.,1910; Grabke, Kinder als Schauspieler,Der Saemann, Sept. '09; Hall, G. S.Youth VI, Adolescence XIII, XV; Hall,James, Art for School Festivals, Elem.Sch. Teacher, March, '04, Yr. Bk.,Council Supervisors Man. Arts 1904;Hard, Wm., Evanston Pageant, Outlook, Feb. 1910; Herts, Dramatic Instinct, Its Use and Misuse, Ped. Sem.Jan. '09, Children's Ed. Theater, Atlantic '07:798; Mackaye, The NewFourth of July, Century, July, 1910;Mackaye, Hazel, Outdoor Plays andPageants, Independent, June 10, 1910;McFadden & Davis, Selected List ofPlays, Sch. Rev., Feb. '09; Mistral, Memoirs II. Ill, 117; Oberholtz, HistoricalPageants, Century, July, 1910; Patten,New Basis of Civilization; Product andClimax; Scott, Social Education;Sidgwick, Home Life in Germany, p.217; Sumner, Folkways XVII; Wilcox, American City V; Zueblin, Am.Municipal Progress IX.

Students will be interested to know


that during the winter term Miss Master will give a six week's credit coursein "The Means of Communication in

the High School". This will haveespecial reference to oral English andgesture in the broad sense of the termreferring to movement and posture,also to the use of these means and construction and music in the festival andother ways of relating work to fundamental activities.

A Review of "Michigan Geography".

Teachers of Michigan geographywill welcome the recent contribution tothat subject by Prof. L. H. Wood. Therehas been need of a text that wouldgive a comprehensive, yet condensedand elementary, treatment of the essential features of the geography ofour state. Personal visits to all parts ofthe state, added to his experience as ageographer, have fully equipped theauthor for the work.

The comparatively recent attitudetoward geography, which regards it asa study of controls and responses, isillustrated by his method of treatmentof the subject, and the manner inwhich this underlying plan is carriedout merits approval.

A brief account of Michigan's geological history is given, and on thebasis of this the state is divided intotopographic units which are latershown to be coincident with its industrial units. The principle is thus emphasized that industrial developmentis a direct response to physiographiccontrol. The present prosperity of thestate was determined in the past ages.

In the ancient rocks of the UpperPeninsula are stored the rich iron andcopper deposits. The series of water-laid rocks is compared to a pile ofplates which diminish in size towardthe top. In the inclosed sea, which oncecovered much of Michigan, were formed the salt and gypsum deposits.

The topography and soils of Michigan have received their characterthrough the work of the great ice-sheet.Industries, routes of commerce, distribution of population have all res

ponded to the resulting soil and topographic conditions. The movements ofthe ice lobes over Michigan are indicated and the lines of hills, which haveseemed to be distributed over the state

in chaotic fashion, are shown to possessa definite arrangement and to markthe lines of successive retreats of theselobes. As a result of the varying natureof glacial deposits, almost every variety of soil is represented, and often several occur within narrow limits. Diver

sified farming becomes a necessity.Chiefly upon the different degrees offertility of these soils depends the distribution of the population, a factbrought clearly to mind by a comparison of the population in the severalcounties, data for which is given inan appended table, with the soil characteristics indicated as dominant in

them.

The influence of lake Michigan inmoderating the temperature of the adjoining region and retarding thespring is responsible for the presenceof the famous fruit belt. Similarity ofsoil and climate, particularly inlength of growing season, is made thebasis for the division of the state into

two agricultural districts by a line running below the south line of countiesfrom Manistee to Iosco.

Each industry is discussed by givingreasons for its importance and distribution and enumerating the resulting

products and chief regions of production. The cities are grouped under thetopographic unit to which they belong.A brief account of the history and government of the state and of its provi

sions for the education of its people isgiven in the conclusion.In addition to the political map is one

which indicates the topographic unitspreviously discussed. The illustrationsare typical of the industrial and commercial life in the Upper and LowerPeninsulas, and in themselves furnisha valuable supplement to the text.

NEWS NOTES 129

The W. S. N. S. Banquet at M. S. T. A.

Among the many banquets and reunions held at Bay City during the Michigan State Teachers' Associationmeeting there October 27 and 28, themost interesting from our standpoint,was that of the Western Normal alum

ni at the First Presbyterian Church.The excellent dinner served by theladies was industriously if not voraciously, attacked by about 75 alumni,faculty and guests. The banqueterswent into action at 5:30 and finishedup with a clean sweep at 7 :30. Therewas singing, cheering, and some noise.President D. B. Waldo acted as toast-

master and introduced as the firstspeaker, Mr. John Phelan, '07, who isso acceptably filling Mr. Burnham'splace during his absence this year.John in stirring phrases told what agreat school Western Normal is andcited himself as a good example ofwhat she could do in the line of turning out good men. Following him commissioner Otwell of Berrien Co., toldwhat a pleasure it was to come to Kalamazoo in the summer season and takepart in the festivities of the summerschool. He spoke feelingly and as iffrom the heart. Considering the factthat he got his wife from among thesummer students of '09, it is reasonable to assume that he was honest

about it. Then President Cook of De-Kalb told us how much at home he felt.

He said he was like the "culled brother" who was begging for something toeat in Boston. He went from front door

to front door, but never a hand-out appeared. He was politely told each timeto efface himself from the landscape.Finally he came to a house which aKentucky colonel had rented for thesummer. As soon as the Colonel seteyes upon the son of Ham, he roaredat him, "Get out of here you dirtyblack rascal. Don't you know any better than to come to this front door? Goround to the back door and they willgive you something to eat. Eat all youwant till you fill your black skin. Eatenough to last a week." The delighteddarkey fell at once upon his knees andfolding his hands said: "I thank you

good Lawd that I am back among myown folks once more." And so President Cook said he felt at home with us.Mr. Hickey was then called upon for aspeech. In his introductory remarks,the toastmaster accused him of flirting.This charge created some little excitement especially among the ladies present, until it appeared that the flirtinghad been done with the toastmaster

relative to the position now held byMr. Hickey in Western Normal. Mr.Hickey spoke in terms of the highestappreciation of the new library withwhich he was busy striking up an acquaintance in the Normal. He saidthere were some 600 odd volumes—some very odd. He told us feelinglyhow these volumes were bound, somein silk, some in Morocco and some inhalf calf. As he mentioned no titles itwas of course impossible for us to identify these particular volumes, thoughto be sure each had his own guess.Miss Blanche Pepple was the lastspeaker. She described how she firsttried the extension course and findingthis sample up to specifications, howshe then finally decided to take thefull life course. Altogether the reunionwas a most enjoyable affair. Next yearit is hoped we will have a larger and abetter one.

The following persons were present:D. B. Waldo, Wm. McCracken, T. P.Hickey, John Phelan, J. B. Faught,George Sprau, Florence Marsh, AliceMarsh, Florence Pray, Edith Barnum,Edith Seekell, S. 0. Hartwell, Dr. JohnCook, DeKalb, 111.;Parnell McGuinness,President alumni association, Kalamazoo ; Viva Osborn, Coldwater; DorotheaBrinkerhoff, Plymouth; Myrtle Cherry,Grand Haven; Elizabeth de Spelder,Grand Haven; Margia B. Haugh, Monroe ; May Longman, Kalamazoo; Margaret Eldred, Hastings; G. S. Waite,Kalamazoo; Mrs Jeanette Cauffman,Romeo; Supt. and Mrs. J. G. Chapel,East Tawas; Mrs. Emma Smith, EastTawas; Edith Sawyer, Zeeland; AnnaDeegan, Bay City; Lena Hartman, BayCity; Commr. F. D. Miller, Marshall;Commr. Cynthia A. Green, Charlotte;Supt. G. I. Leavengood, Shepherd:Mary Ensfield, Kalamazoo; Blanche


Pepple, Berrien Springs; Lily Robinson, Ludington; G. V. Fales, Tustin;Commr. James Swain, Coldwater; LoisBishop, Grand Rapids; Ruth East,Grand Haven; Commr. Marry McClave,Hillsdale; Peter Tazelaar, Kalamazoo;Edith Trattles, Athens; B. L. Jones,Kalamazoo; Minnie Cahill, Bay City;Cornelia Brinkerhoff, Kalamazoo; M.Gertrude Sharkey, Monroe; Mrs L. G.Howlett, Bay City; Addie M. Clark,Grand Haven; Jennie Kinne, Kalamazoo; Mrs. Meeker, Bay City; EthelFoster, Mayville; Iva Widoe, Ludington ; Ethel Raab, Bellevue; F. A. Manny, Kalamazoo; Supt. C. H. Carrick,Charlotte; Supt. W. E. Conkling, Dow-agiac; Commr. G. N. Otwell, BerrienSprings; Commr. M. M. DeGraff, Coop-ersville; Karl Knauss, Kalamazoo; M.J. Myers, Port Huron; R. Dwight Pax-ton, Bay City; Claude Going, Ovid;Prin. J. A. Starkweather, Kalamazoo;Vernon Culp, Oshtemo; Margaret Lyons, Bay City; Caroline Mackenson,Bay City; Ethel Rockwell, Kalamazoo;Blanche Lockhart, Kalamazoo.

NEWS NOTES

The seniors at their first meeting thisfall elected the following officers:—President, Arthur Cross; vice president,Pearl Sidenius; secretary, Helen Con-naroe, and treasurer, Oscar Harrington. Committees were appointed totake care of the reception to the JuniorClass December second.

A social evening will be held Fridayevening, November eighteenth, for thepurpose of getting acquainted.

The class was well represented atthe Mt. Pleasant game as was shownby the display of arm-bands securedfor the occasion as well as the largeclass pennant.

The senior class has taken the initiative in a plan which promises a permanent class pin for the Normal. In cooperation with a committee from thefaculty and one from the junior class,the seniors will select and adopt a design of original character which maybe used for a school emblem by eachyear's graduating class.

In the organization of the largestclass in the history of the Normal Tuesday, Nov. 8th., the juniors elected fortheir president Walter Dewey, ofScotts, who has been a student in theNormal for several years. Herbert S.Waldo was elected vice president, MissRuth Turnell of Jackson, secretary andRobert Chittenden, treasurer. Thereare over 200 members.

The following novel invitation wasextended to the Junior Kindergartnersby the Seniors for All Hallow's Eve.

To hoot! you are biddenBy the Seniors' bright,To be their guestOn Monday night.You'd better comeAnd have a lark,Say four o'clockBefore 'tis dark.

The guests were entertained in theKindergarten room of the trainingschool. Black cats, witches and evenbats, were swinging from the ceiling.All the mysterious charms were triedfor revealing the future of these maidens. Each girl was given a piece ofwhite paper seemingly unwritten upon,but upon holding it over the candleflame, the black hand of Fate slowlyand mysteriously wrote out her future.A dainty two course luncheon was served at small tables in the children'slibrary. This room was lighted only bycandles and ghostly jack-o'-lanterns.The red glow from the cheery fire inthe fire-place seemed to throw a charmover the party.

Miss Morgan from Plainwell has recently enrolled in the Kindergarten Department. There are now enrolled a total of forty two.

There are 20 Seniors and 30 Juniorsat present enrolled in the manual training department. The strength of thisdepartment is shown by the fact that,of the football eleven, 7 members belong here.

Mr. Waite on his trip abroad lastsummer made a careful study of themanual training conditions in Englandand Ireland. The experience he thusgained is of daily benefit to his presentstudents.

NEWS NOTES 131

At the manual training banquet atBay City during the meeting of the M.S. T. A. the most of those present wereformer graduates of the W. S. N. S.

On Monday morning, October 31st,the Kindergarten children were givena Hallowe'en party, by Mrs. Kirby, oneof our patrons. The room was darkenedand jack-o'-lanterns lighted. The children wore Brownie caps, which theyhad made and ate from plates whichthey had decorated with pumpkins.Sponge cake and milk were served.

New swings have been hung in thekindergarten and first grade rooms.

The first grade is having cooking every Thursday morning this year. Thisis a departure from former years, whencooking has been done only occasionally. In one period the children madegrape juice. They served this one afternoon to their mothers, who had beeninvited to visit the grade. Just now thechildren are drying apples. This is suggested by the talks the children havebeen having about the preparations forwinter in the home. These dried appleswill be cooked in some way in the winter term.

The third grade has taken two veryinteresting trips this month, one to theBishop farm to see the dairy and planting of winter wheat, and one to thegrain elevator and flour mill. The lasttrip was made the occasion for an allday picnic, where the children broughttheir lunches and ate them by the sideof the stream that turns the big waterwheel of the mill.

On the Wednesday afternoon beforeThanksgiving vacation, the children ofthe fourth grade will give an "OldTime Thanksgiving Feast". They willmake everything themselves for thiscelebration. In connection with theircooking, they will prepare colonialdishes. They will also be dressed incolonial costume. The children of thesecond grade who will be the guests atthe party will come dressed like Indians to represent Massasoit and hiswarriors.

Mr. Waldo made a business trip toChicago, Nov. 9th.

During the past month Mr. Hickeyhas been giving a series of talks to hishistory classes which have been illustrated by the stereopticon.

At a recent meeting of the Ladies'Library Association the program forthe day was in charge of Mrs D. B.Waldo. Miss Mary Master gave a talkon "The Development of Pageantry."which was discussed by Miss FlorenceMarsh and Mrs L. H. Wood. TheChaminade Club furnished the musicfor the afternoon. It was the generalverdict that "Normal Day" was agreat success.

Miss Alice Marsh has been appointeda member of the Board of Directors forthe Lake Farm School for Boys.

During the past month the ladies ofthe Faculty have been delightfully entertained a', receptions given by theMisses Newton and Shean and byMrs. B. L. Jones.

A number of teachers from theNiles' Public Schools visited the training department recently. At noon theywere entertained at luncheon in thetraining building by several of theteachers.

At a recent meeting of the Brooks'Classical Club an organization connected with Kalamazoo College, Mr. Hickeygave an illustrated talk on the '' RomanForum''.

Miss Koch and a number of youngwomen from the Normal attended the

Y. W. C. A. State Convention at Albion.

On Oct. 14th Mr. Manny addressedthe Classical School at Evanston, 111.,on "Twentieth Century Problems ofthe Five Year Old."

The Kalamazoo Art Association

held a local exhibition and loan of

Art work Nov. 7—14 at the Vine St.

Auditorium. All artists and craftsmen

of the city were represented and anumber of Kalamazoo citizens loaned

some of their best art selections. Sever

al pieces of Miss Goldsworthy's workwere included in the exhibit.


At the business meeting of the RuralSection of the State Teachers' Association held at Bay City the followingofficers were elected for the ensuingyear: President, Professor W. H.French of the Michigan AgriculturalCollege, secretary, Commissioner AllenM. Freeland of Kent County.

At the annual meeting of the boardof control for the Boys' Home at LakeFarm, Secretary Riddle was directedto convey to Miss Mary Ensfield theappreciation of the Board for her excellent work with the boys.

The commissioners of the thirteencounties affiliated with the WesternState Normal school have been askedto contribute items of general interestin regard to the graduates of the Normal at work in their counties.

The following faculty members attended the Michigan State Teachers'Association meeting at Bay City, Oct.27 and 28—Misses Densmore, Pray,Burnam, Alice Marsh, Florence Marsh,Seekell, Ensfield, Newton and Messrs.Waldo, Sprau, Manny, Hickey, Jones,Faught, Phelan, McCracken. This wasone of the largest delegations from theNormal schools or Colleges of the state.

The following students are chargedwith the collection of news from theschool for the Record, Misses Sweet-land, Bishop, Batey, Herri ck andMessrs. Middlebush, Cooper, Verburg,Van Kammen reporting to Miss Bishop, and Misses Decker, Hutty, Watts,Bobb, Simmonds, Ford and Messrs.Cross and Johnson, reporting to MissElizabeth Jones.

The rally on Wednesday evening,Nov. 2, was one of the best we have yethad. It was called to work up enthusiasm for the Mt. Pleasant game and itssuccess was beyond all expectations.There were songs, cheers, speeches anda lot of go to the whole thing. Mr. NeilVerburg was the man at the helm andhe succeeded in injecting lots of life into the occasion.

The program for the Christmas Festival in the training school is under way.It is the purpose of the school this yearto foster the festive spirit of the seasonby centering the work around some ofthe usual Christmas time customs,—decoration of the hall, trimming of theChristmas tree, tableaux in connectionwith the Christmas literature and carols. It is hoped that the carol sung inconnection with the trimming of thehall may be written by some of thechildren.

The program is to be the culminationof this work in the grades. It will consist of a Festival march, decorating therotunda, bringing in the Yule log,trimming the Christmas tree, tableauxfrom Dickens "Christmas Carol" andselected carols.

On Thursday, October 13, an exhibitof the art work of the beginning artclasses and of the advanced art classwas held in the art rooms. The roomswere a source of great interest to thestudents, and were well filled the entire day.

On Friday afternoon, October 14, areception was given Miss Balch of theart department by Miss Goldsworthyand the special art students. Therooms were very prettily decorated inautumn leaves and chrysanthemums.Miss Alice Holmes, Miss Pearl Sideni-us, Miss Jean Herrick, and Miss MollieQuintal rendered piano and vocal solos,and Mr. Clarence Van Kammen gave acornet solo. Refreshments were servedby the art girls.

The music and art students are planning on giving the students a treat inthe form of living pictures representingthe different conceptions of St. Cecilia,as painted by noted artists. The costumes and scenery will conform to thepictures in every way possible, andthe picture will be seen from behind alarge frame. The date for this entertainment has not been definitely decided, but it is expected to be either justbefore or just after Thanksgiving Day.The girls are hunting for types of facesconforming to the many different St.Cecilias. These types must be foundamong the Western Normal students.

Mu

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NEWS NOTES 133

The Harvest Festival given on Oct.20, in charge of Miss Jones, Miss Davisand Mr Spaulding of the faculty andthe fourth term gymnasium class, wasa party thoroughly enjoyed by all. Thedecorations were in the autumn colors,and the leaves and branches and yellowlights gave the harvest atmosphere.Hallowe'en games, such as bobbing forapples in tubs of water and on strings,and pinning the tail on the donkey,were a feature of the entertainment. Inone corner a ghostly figure disclosedthe future for a penny. Fischer's orchestra furnished a program and mostof the evening was spent in dancing.The old-fashioned square dance wasone of the numbers and proved a greatsuccess. Coffee and doughnuts wereserved in the rotunda.

The Choral Union has organized thisyear with an enrollment of about fiftymembers. The officers elected for theyear are:—

President, Neil Verburg, vice president, Oscar Drake, secretary andtreasurer, Miss Jean Herrick. A boardof directors includes Miss Goff, C. Anthony Bean, Miss Marcia Warner,Glen Sooy, and Mr Gundry.

The principal event of the ChoralUnion is the annual opera which is generally given about the middle of theschool year. Two years ago the societygave the "Chimes of Normandy",which was a great success. Last yeardifficulties arose which prevented thepresentation of an opera. This year thesociety intends to give the opera "Er-minie". The members of the ChoralUnion this year are unusually good,conscientious workers and conditionspoint to a most favorable outcome forthe opera.

The Chaminade Club is composed ofyoung women from the music and artdepartments. Their first appearancethis year was on "Normal Day" at theLadies' Library when they sang "TheBridal Chorus" from "Lohengrin" andresponded to two hearty encores with"Who is Sylvia" and their originalschool song, "1st das die NormalSchule".

On Thursday, November 10, between 3:45 and 5:15, the faculty andpractice teachers enjoyed an informalparty in the training school rotunda.As was intended the informality of theoccasion resulted in the practice teachers becoming better acquainted withthe faculty and with each other. In therotunda, library and kindergarten,where games and dancing were enjoyed, the decorations were simple and attractive, potted plants, cut-flowers andJapanese lanterns being used effectively. Music was furnished by membersof the student body. Light refreshments were served in the library. Thesuccess of the party was due to the enthusiastic cooperation of the studentswith the chairmen of the various committees.

Executive committee, A. C. Cross.Reception Committee,«B. S. Storer.Entertainment, F. A. Middlebush.Refreshments, Miss Hare.Decoration, Miss Ingerson.

The Amphictyon Society has electedan entirely new corps of officers forthis term: President, Ora Hallenbeck,vice president, Alta Shimmel, secretary, Dana Sleeman, treasurer, BeulahSchabinger.

The Amphictyon Society held itsfirst open meeting, October 10. Mr.Hickey gave an address that was thoroughly enjoyed by all present. He advised the members to make a specialstudy of current events. In an institution of this kind the club should berecognized as a body of students whoreally know what is going on in theworld. Light refreshments were served.

A meeting of the Amphictyon Society was held November 7, at whichthe following program was given:

Roll call, responded to by currentevents. Piano Solo, Miss Maclean.President's address, Miss Hallenbeck.History of Portugal, Miss Shimmel.Portugal as a Republic, Miss Koster.

After the program the new officerswere installed and the new membersinitiated.


Recently the Juniors in the ruraldepartment met to form an organization for literary work. It is hoped thatthis will be an adequate preparationfor the work of the Seminar during theSenior year. Mr. Frank Ayers was elected president, and Miss Clara Nowlinsecretary-treasurer.

On Tuesday evening, Nov. 15, thefirst session of the fifth annualmeeting of the Michigan Forestry Association, was held in the Western State Normal assembly room.Prof. Filibert Roth of the Universityof Michigan delivered an address on"Practical Lessons for Michigan fromthe Forests of Europe". 0. C. Simondsspoke on "Trees and Forests as Features in the Landscape", and WalterMulford on "The Day's Work of aForester".

The girls of the Young Women'sChristian Association are now havinga membership contest, after which thelosing side will give a social functionfor the other side. They hope soon tohave a fully organized cabinet and committee. The present officers are:—Blanche Batey, president; Sabrina Dun-nington, vice president; Kate Cham-berlin, treasurer, and Sara Hare, secretary.

A comfortable and attractive restroom has been fitted up in the mainbuilding for the student association. Anew rug, desk, couch and other furniture contribute to the cozy center forassociation work in the Normal.

Friday evening, November the fourththe Normal gymnasium was well filledwith a body of happy Normalites andtheir guests, the eleven from CentralState Normal. The room was prettilydecorated with pennants from the various schools and colleges of the UnitedStates and the class banners which hadbeen a feature of the afternoon's game.

Following the reception given in honor of the guests were several dancenumbers including the Virginia Reel.The Western State Normal yells weregiven followed by speeches from President Waldo and Mr. Phelan.

Refreshments were served in theNormal Hall. The party was undergeneral charge of Mr. Hickey, assistedby several members of the faculty andthe juniors of the life certificate course.

The Erosophian Society, from present indications, bids fair to have an unusually prosperous year. The officerschosen for this quarter are:

Roy Healy, president, Leon Heaton,vice president, Belle Sweetland, secretary-treasurer.

The plans are to have addresses alternate with debates and, with a membership of one hundred and twenty,the society expects to have some spirited contests.

On Wednesday, October 26, Mr. Mc-Cracken addressed the club, giving afine account of "How To Play Football", which was enjoyed by the largebody of students at the meeting.

At the last meeting of the Men's Clubof the Presbyterian Church, Mr.Hickey gave an illustrated talk on"The Simplon Pass".

Oct. 28th at Bay City, Mr. Mannytalked on "Psychology in the NormalSchool".

Nov. 2nd a paper was read before theMinisterial Association at St. Joseph,Mich., on "Practical Implications ofPresent Tendencies in Philosophy" byMr. Manny.

The Normal Literary Society held itsreorganization meeting on Friday, Oct.7. Officers were elected and committeesappointed to plan the work for theterm. The present enrollment is aboutfifty. The following programs havebeen arranged for the next two meetings:

Friday, Nov. 11.Song—Male Quartette, Talk—Mr.

Reinhold, Reading—Miss Parks, PianoDuet—Miss Bishop and Mr. Van Bus-kirk.

Friday Nov. 18.Piano Duet—Miss Cathcart and Mr.

L. Omans, Talk—Mrs. F. A. Manny,Story—Miss Helen Cook, Reading—Mr.C. Price, Violin Solo—Mr. HaroldSmith.

NEWS NOTES 135

On Wednesday, Nov. 9, there wasa debate on the question, "Resolved,that the country boy has more advantages than the city boy", the affirmative being taken by Belle Sweetland, assisted by Nellie Mason and Louise Ful-lerton; the negative by Nelson Dingley,assisted by Harry Clark and Louis Mc-Guire. Instrumental music was furn

ished by Bertha Bauerle.The series of teas given each year by

Miss Alice Marsh to the young womenstudents of the Normal preparatory department has been reorganized on aslightly different basis. Five youngwomen will act as hostesses for theyear: Misses Fredrika Bell, Jane Stoddard, Hilda Marshall, Una Barnes, andBelle Sweetland. These are to be assisted each month by ten others who havethe privilege of inviting students fromother departments and are responsiblefor the social success of the entertainment. The guests for November are tobe all the students from Grand Rapids,Hastings, Marshall and Albion.

The hostesses for November are theMisses Bertha Bauerle, Katherine Bush,Harriet Bush, Esther Fairchild, EdnaWillis, Esther Goodenow, Elaine Hogg,Flora Bauman, Alice Parker, andDexa Strait.

The last tea was given on Wednesday, Nov. 16, with an address on"The Well-bred Woman", by Mrs.Charles Frankish.

The December meeting will have forits speaker Mrs. Frank A. Manny, whowill speak on "Poets Near My Home";January, Miss Florence Pray on "Thewell-appointed Luncheon"; February,Miss Esther Braley on "A FrenchSchool"; March, Miss Harriet Marshon "The Power of Self-control."

The Bookshelf.

Dramatic Reader for GrammarGrades by Marietta Knight. (AmericanBook Company, Chicago.) This bookwill help many teachers to get a startin the dramatic work which putsschool work on a more effective basis.Primary teachers have heretofore hadmore to help them than has fallento the lot of those in the upper grades.The selections here published are best

when taken direct from the authors.

Some of the other scenes lack "atmosphere" but all will be useful.

The same publishers send out a seriesby James Otis. "Stephen of Philadelphia", "Mary of Plymouth", "Peterof New Amsterdam" etc. Each of theearly colonies is represented, Ibelieve, and others will appear later.Home and school will both find placefor these as they will aid in giving alive interest in the various colonial situations. Many times older studentsthan those for whom a book is intended get a start through the simple,direct statement in some book forchildren. Try Dr. Katherine Dopp'sTree Dwellers, Cave Men, Tent Dwellers, (Rand, McNally & Co., Chicago.)on some of your high school or grammar grade pupils. After the first feeling of opposition to books for childrenmany of them will enter into the spiritof the stories and be helped to understand primitive peoples better.

These books will be useful in fillingin the background that will be neededfor the Boy Scout Movement which issweeping this section. Look for numerous magazine articles in the Outlookand elsewhere on the subject.

It is a new experience to have twohygiene series so good that one hasdifficulty in choosing between them.The Gulick Series of Ginn and Company, (Chicago) besides the five book set,referred to in the June Record, has also a two book series. The World BookCompany (Yonkers, New York) hasan excellent three book series by JohnA. Ritchie, A Primer of Hygiene (mailprice 48 cts.), A Primer of Sanitation(60 cts.), Human Physiology (96 cts.)Apart from their use in the class roomthey will have great value in enablingparents and teachers to put themselvesinto relation with the latest discussionsof the conservation of the individual.

A Manual of Mental and PhysicalTests by Dr. G. M. Whipple of CornellUniversity. (Warwick and York, Inc.Baltimore), is "a book of directionscompiled with special reference to theexperimental study of school childrenin the laboratory or schoolroom."Much that is in it is very technical but


anyone can easily select out of the various sections the material he needs inorder to be acquainted with the mostvaluable tests of height, weight, sight,hearing, memory, attention, observation, description, report, etc. The beststudies are described and the meaningof the results is shown. Superintendentsof schools will find many suggestionsin meeting the newer problems whichcannot long be ignored.

Of even more importance than theowning of many reference books is thepossession of the books which tellwhere to go to find what one needs."A Bibliography of History for Schoolsand Libraries" by Andrews, Gambrilland Tall (Longman, Green and Co.,New York and Chicago) is an unusually successful guide book in history. Itcovers not only the usual field of general and American history but there isa chapter on the less studied countriesand there are over fifty pages on "History Stories for the ElementarySchool" and "Stories for Children Preparatory to History."

A SMILE OR TWO.

The Reason for His Belief.

A student writing about a notedscientist who was somewhat skepticalin his beliefs, said that the latter whenhe came to die was quite composed inhis mind because he was sure of immorality.

Favored Age.When the teacher looked severely at

Isadore Levinsky, all ideas fled fromhim. When asked to name the Presidents, he could think of just five—withfour long gaps between them.

"I am surprised, Isadore," said theteacher, who had left middle age wellin the background. "When I was eleven years old, more than a year younger than you are now, I could recite thelist of Presidents without a single mistake or a moment's hesitation."

"Teacher, yes, ma'am," said Isadorehumbly; then a brilliant and comfortingidea came to him. "But there couldn'tto have been half as many Presidentsto remember then, was there, teacher ?''

A Light Support."What is it do you suppose that

keeps the moon in place and preventsits falling?" asked Araminta.

"I think it must be the beams" replied Charlie as he fled.

Why Patrick Henry Said It.An Indian boy at Hampton wrote the

following in a composition on PatrickHenry: '' Patrick Henry was not a verybright boy. He had blue eyes and lighthair. He got married and then said,'Give me liberty or give me death!' :

A Leading Question.Unmarried professor to expectant

class, "Does anyone know anythingabout my Hart's History?" Unfeelinglaughter from the class was the onlyresponse.

Don't Tell All You Know.The little daughter of the hostess

looked long and inquiringly at theguest who she had been told was a verylearned man and a professor. Duringa lull in the conversation she spoke up."What do you do in college, please,sir?"

"I am a professor, my dear," wasthe reply. "I impart my knowledge tothe students."

"Then if you keep on that way," shesaid soberly, "pretty soon you won'tknow anything yourself, will you?"

Teachers Don't Know Everything.Among the new class which came to

the second-grade teacher, a young, timid girl, was one Tommy, who fornaughty deeds had been many timesspanked by his first-grade teacher."Send him to me any time when youwant him spanked," suggested thelatter; "I can manage him."

One morning, about a week after thisconversation, Tommy appeared at thefirst-grade teacher's door. She droppedher work, seized him by the arm, dragged him to the dressing room, turnedhim over her knee and did her duty.

When she had finished she said:"Well Tommy, what have you to say?"

"Please, Miss, my teacher wants thescissors."


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Alumni Notes.1905.

Miss lone Peacock of the class of 1905Western Normal, attended Marybille,College, Tennessee, after leaving thisschool and is now teaching in the highschool at Evart, Mich.

Miss Hebe Hunt taught in the Benton Harbor schools for a number ofyears and is now at Calumet, Michigan.

Miss Josephine Le Duke, '05 is teaching at her home in Lawrence.

Miss Bessie Ashton '05, is spendingher second year at the University ofChicago from which she will receiveher degree in 1911.

1906.

Miss Carrie Anway is spending thisyear at her home in Plainwell. Shetaught in Greenville after her graduation.

Miss Pearl Ashton is attending theUniversity of Illinois at Champaign,pursuing work in domestic science.

Miss Lois Bishop is in her fourth yearof teaching work in Grand Rapids.

Miss Daisy Brodhed until this yearwhich she is spending at her home inDecatur, has taught in the publicschools of Ironwood.

Miss Blanche Buckhout has taughtin the schools of California since completing her work in Western Normaluntil she became Mrs Edward H. Baut-zer last summer. She resides in San Pedro, Cal.

Miss Ruberta Hart, 1906, taught inDowagiac and Oshtemo after graduating and is now at her home in EastLeroy.

Ira J. Hayden is on a farm near Lowell, Michigan.

Miss Myrtle Hawley is at her homein Harbor Springs this year.

Miss Ethel Raab is teaching Latinand German in . the Bellevue HighSchool.

Miss Nina Waldorf is at Labam,Washington, teaching in the grades.

Mrs. Martin J. Dunkirk, formerlyMiss Winifred Scales of the class of1906, resides at Amherstberg, Ontario.She taught at Hudson, Michigan aftergraduating.

Allen's

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Alumni Notes.1907.

Miss Fern Abrams of this class isnow Mrs Ernest C. Chamberlin and resides at Mackinac City.

Miss Jennie Bender has taught in theKalamazoo public schools in the gradessince her graduation.

Miss Charlotte Coney is teaching inthe west this year.

Miss Ella Grable is at her home inOtsego this year on account of illhealth.

Miss Edith Griffin is teaching English in the Battle Creek High School.She graduated from the University ofMichigan in June.

Miss Mildred Grover taught in Black-duck, Minn., after graduating and lastyear was in Blue Island, 111.

Miss Stella Hayden is studying at theDrexel Conservatory of Music, Chicago.

Miss Hazel Hayden returned to Hasting this year as director of the kindergarten work.

Charles Johnson is superintendent ofschools at Fowler, Indiana. He attendedthe University of Michigan last year.

Norman Luneke is a senior at theUniversity of Michigan this year.

Miss Flora Moore is teaching in thegrades of the Kalamazoo public schools.

Miss Beth Scales is supervisor of artin the Plainwell schools for the thirdyear.

Miss Jessie Stout is teaching in thegrades at Waukegon, Illinois.

1908.

Clifford Ball is for the third yearteaching in the manual training department of the Butte, Montana schools.

Mrs. Guy B. Findley, formerly JennieCharles, resides at Elyria, Ohio.

Stanley A. Claflin is teaching atHancock, Michigan.

Miss Margaret Eldred is supervisorof music in the Hastings schools. Lastyear she assisted in the music department of the Normal.

Miss Florence Emmer is teaching inGrand Rapids.

Miss Florence Felton has taught inNew Mexico since completing the lifecertificate course in the Normal.

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THE BRADLEY WATER COLORS ™s - oUr new Bx long box eUrhtpans of semi-moist colors, Retail price25 cents.

Bradley New Tinted Drawing and Construction papers are made in fifteen beautiful colors. Send for sample book andprices.

Kindergarten Supplies—Complete Outfits, Furniture, Gifts, General Materialsand a full line of Kindergarten Books,including a new book, "What and How"especially adapted to the use of primaryteachers.

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Western State Normal, KalamazooA Steady Growth

Below are given the enrollment figures for each term of the firstsix years of the school:

Year

1904-'05

1905-'06

1906-'07

1907-'08

1908-'09

1909-'10

Summer

117

310

557

603

807

868

Fall

107

185

266

332467

589

Winter

119

205

268

344

468

572

Spring109

187

249

304

456

527

Total number ofdifferent students

232

483

815

927

1265

1419

In the summer term of 1910 students attending the Normal represented forty-four counties and one hundred ninety-nine townships, villages and cities in Michigan. Eight states and Canada wererepresented.


Alumni Notes.1908

Miss Edna Link has taught in theHolland public schools since her graduation in 1908.

Miss Lora Knevels is teaching atSturgis for the third year.

Miss Genevieve Miller is teaching ather home in Buchanan this year.

J. Byron Mott is in his third year assuperintendent at Climax.

Miss Helen Putnam is now Mrs. Howard Wolcott and resides at Climaxwhere she taught after graduatingfrom the Normal.

1909.Miss Lillian Grable is teaching in the

public schools of Detroit this year.John G. Chapel is superintendent at

East Tawas, Michigan. >Miss Bessie Arnold is at her home in

Climax.Miss Sadie Beardsley was in Gilles

pie, Illinois last year.Miss Anna Bender is teaching in the

grades in Kalamazoo.Miss Nina Bobb, after teaching in

Three Rivers is now in the publicschools of Detroit.

Miss Marie Buss is teaching at Zee-land.

Miss Lela Culver is teaching in Kalamazoo for the second year.

Miss Edyth Grimes is at her home inPaw Paw this year.

Miss Ethel Green is teaching in theZeeland schools and last year taught atSchoolcraft.

Emanuel C. Judd, 1909, is principalof the North School at Waukegon, Illinois this year.

Miss Miltina Lawton has charge ofthe primary work at Bellevue this yearand last year had similar work in Colo-

. ma.

G. I. Leavengood is for the secondyear superintendent at Shepherd, Mich.

Wayne McClintock is still in chargeof the manual training work at BentonHarbor and is also manager of athletics.

Palmer McGuinness is attending theUniversity of Michigan this year.

Miss Sue Neasmith is teaching at herhome in Vicksburg this year and spentlast year in Ludington.

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References: Western State Normal School, Kalamazoo Public Schools, also Jackson, Flint, Owosso,Albion, Benton Harbor, Gwinn schools.


Western State Normal SchoolKALAMAZOO.

ORGANIZED IN 1904

•= i

A High Grade School for theTraining of Teachers.

The faculty consists of 44 efficient instructors who have been trainedin the institutions named below:

Armour Institute, Albion College, University of Chicago, ChicagoArt Institute, Chicago School of Physical Education and Expression,Columbia University, Eureka College, Harvard University, Universityof Illinois, University of Indiana, Michigan Agricultural College,University of Maine, University of Michigan, Michigan State NormalCollege, New York Institute of Musical Art, Northwestern University,University of Ohio, University of Pennsylvania, Pratt Institute, SargentNormal School of Physical Training, Terre Haute Normal School,Wabash College, Western State Normal School, Yale University.

The buildings are new, large, well planned and attractive, and theequipment is excellent. The library numbers 8000 carefully selectedvolumes, all new, and is growing rapidly. The gymnasium is the largest structure of its kind among the normal schools of the Middle West.The training school building is a model of convenience, practicabilityand architectural beauty.

The school offers a two years' Life Certificate course for highschool graduates, an advanced Rural School course, and review courses.There are also special two years' courses in Public School Art, Kindergarten, Domestic Science, Domestic Art, Manual Training and PublicSchool Music, leading to the Life Certificate.

Students may enter at the opening of any term. The Winter Termopens Jan. 3, 1911. The year book will be mailed on application.

Dwight B. Waldo, President.

Kalamazoo, Michigan


Alumni Notes.1909

Miss Addie Slocum is teaching nearher home at Lawrence, in a ruralschool.

Miss Blanche Spalding is assistant inart in the Jackson public schools.

1910.

Miss Hazel Croskery has recently accepted a position in the lower grades ofthe Battle Creek schools.

Miss Neva Kline has a grade positionin the public schools of Evanston, Illinois.

Miss Sarah Turner is studying atParsons Business College this year.

Miss Rachel Barker is teaching inThree Rivers.

Howard Cramer is principal at Burlington, Michigan.

Miss Arietta Drew has returned tothe Normal to complete the DomesticScience and Domestic Art course.

Miss Sadie Friend is teaching in thegrades at Holland.

Miss Helen DeMerell is teaching inIronwood.

Miss Maude Pox is teaching in thegrades of her home town, Coldwater.

Miss Mary Gorthy is at Mt. Clemensthis year, teaching in the upper grades.

Miss Hazel Green has a splendid posi-sition in domestic science at Frostburg,Maryland.

Miss Virginia Greenhow has work inthe fifth grade of the St. Josephschools.

Miss Bernice Jordan is teaching in arural school near her home at Bedford.

Miss Theresa Haas is teaching in Otsego.

Miss Cleo Hill has a primary positionin the Three Rivers schools.

Miss Elsie Lukens is teaching atSault S'te Marie this year.

Miss Dorothy Swartout has a position in the designing department of alarge Grand Rapids firm.

Miss Marguerite Strough has a position in the office of the Board of Education this year.

Miss Maude Tyler is teaching in theKalamazoo schools.

Wm. O. HARLOW

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EACHERS' AGENCYPaul Yates, Manager

246 Michigan Avenue, Chicago

We have placed a great many graduatesof the Michigan State Normal Schools inboth high school and grade positions. Aswe operate all over the United States youwill have a wide range of choice if you become a member of our agency. Give usa trial and see what we can do for you.

STUDENTS

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makingpurchases mention the Record.

Documents

The Kalamazoo Normal Record Vol. 1 No. 4