The Kalamazoo Normal Record Vol. 1 No. 2

Western Michigan University

Kalamazoo Normal Record (1910-1918)

Western Michigan University Year 1910

The Kalamazoo Normal Record Vol. 1

No. 2

Western State Normal School

This paper is posted at ScholarWorks at WMU.

http://scholarworks.wmich.edu/kalamazoo normal record/29

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The Kalamazoo Normal RecordPublished Monthly, Except Jui-y and august <*- o^£^X-I^a>*-^IA-*>*w>

BY

THE FACULTY AND STUDENTS OF THE WESTERN STATE NORMAL SCHOOL

KALAMAZOO, MICHIGAN

Vol. 1 CONTENTS FOR JUNE, 1910 No. 2

EDUCATIONAL Page

The Normal School and Educational Research, Charles H. Judd - - ... 29A Day at Lake Farm, A Friend 32Comstock Consolidated School, A. M. Nutten - 33

LITERARY

Contributions by the Elementary School—A Trading Scene, Group Exercise by Third Grade - - 34

Contributions by Students—The Experience of Doubt, Edith M. Trattles --------- 36John James Audubon, Wallace Blood ---------- 36Character in Education, Nettie De Pagter 38

RETROSPECTIVE

Education Department, Minnie Williamson .-.-.. ... 39English and Expression, Edith M. Trattles 40Latin and German, Shirley Eberstein ---------- 41Art Department, Cecil Smith ----- 42Sciences, Charles Jickling and Lee Barnum ... ...... 43Mathematics, Carl Rolfe, -------- 44History, Vernon Culp ------- 44Music, Grace Newton . .... 1 -------- 45Domestic Science and Art, Carrie Briggs - - 45The Amphictyon Society, Nellie M. Bek - 46The Normal Literary Society, C. A. Bean --------- 46Rural Sociology Seminar, Nellie Cassel ---------- 47The Euosophian Society, Neil Verberg ----47

EDITORIAL

General < ----- 48Instruction in English, B. L. Jones ----- 49A Teacher's Bookshelf, F. A. Manny - 49

NEWS ARTICLES

Base Ball - - - 50Commencement ..i ------------ 51Training School Exhibit - 52The May-Day Festival ------- 53Hiawatha. A Dramatization .,.---------- 54

NEWS NOTESGeneral ---------------- ijo

ALUMNI

By Classes ----------- 57BOOKS AND PERIODICALS

Books to Read, F. A. Manny ------------ 59

For the Editorial and Business Advertisement of the Kalamazoo Normal Record see page 48.

ILLUSTRATIONS

* • • *Base Ball Team, 1910 FrontispieceManual Training - - opposite page 45Rural Observation School in Hiawatha - opposite page 55

THE KALAMAZOO NORMAL RECORD

GILMORE BROTHERS

Commencement and graduating days bring thoughts of approp

riate gifts for the young men and young women who have reached

this important mile stone in life's journey.

Something that will be appreciated and prized always as a souve

nir of the day and time.

This store is full of beautiful things, many provided especially

for the occasion to which we invite your attention.

A few suggestions are: Jewelry, Gloves, Hosiery, Neckwear,

Fans, Leather Goods, Purses, Bags, Suit Cases, Fancy Combs, Shell

Goods, Perfumes, Toilet Articles, Belts, Parasols, Umbrellas,

Embroidered and Lace Linen Pieces, etc.

It will afford added pleasure and bring joy

to the recipient if it comes from Gilmore's.

CHOOSING

A BANK

A prudent man always makes careful inquiry

in all matters involving money. But in the

matter of selecting a bank in Kalamazoo no

inquiry is needed, because everyone knows

the strength, the capital, the ample security

and high standing of the

KALAMAZOO NATIONAL BANKIN THE BIG BUILDING

We know your wants and we want your

business.


LET US BUILD YOUR EQUIPMENT

In the GRAND RAPIDS WAY, from selected raw materials in our up-to-date and fully equipped shop by competent workmen.

One piece or for the entire school.We offer you the most complete regular line of stock goods on the market,

but will build to your special plans if necessary for one department, or take thecontract for the furnishing of the entire school.

Our New Catalog Number Sixteen shows the regular lines

GRAND RAPIDS HAND SCREW CO.690 N. Front St.Grand Rapids, Mich

NORMAL SCHOOL

SOUVENIRS

F. W. HINRICHS

JEWELER

117 S. Burdick Street

LIBRARY

The Library has developed rapidly during the past year, and bythe opening of the summer term will number about 7,500 volumes;as the Library has been built up from the beginning in the last fiveyears, it has been possible to make a good working selection from thelatest as well as the standard authorities in the various subjects.Books are constantly being purchased, and all students of the NormalSchool are permitted to use the Kalamazoo City Library, whichnumbers 40,000 volumes.


FOUNTAIN

PENS

7LEADING MAKES

IN OUR STORE

YOUR BEST CHOICE HERE

80c to $10.00

Ihling Bros. - Evcrard Co.STATIONERS 233-9 E. Main St.

CAMERAS

PHOTO SUPPLIES

KALAMAZOO, MICHIGAN

THE AMERICAN

Is the leading Commer=

cial Hotel.

Rates $2.00 and up per

day.

Elegant rooms with

private bath $3.00 to

$4.00 per day.

Ernest McLean, Mgr.

UMBRELLAS

CUTLERY

WM. LOCHER

Dealer in

Sporting and Athletic Goods

Fishing Tackle and General Repairing

220 East Main Street


WALK-OVERSHOES

DO IT!

Your pride says Walk-Over, jour judgmentsays Walk-Over, your pocket book saysWalk-Over, why not let your tongue sayWalk-Over to us.

For Men and Women in all stylesPrices $3.50, $4 00, $4.50 and $5.00

BELL SHOE HOUSE 124 E. MainL. ISENBERG, Mgr.

Adams-Brander Company

Where Good Printing

Originates

All kinds of printed and engravedwork properly executed.

120 South Burdick St. Telephone 47

EXQUISITEChocolates, Bon Bons,

Ice Creams, Ices and Sherbets.and Salted Nuts

ALWAYS THE BEST

Harvey Candy Co.G. M. HARVEY B. L. KITCHEN

DRUGS, SURGICAL INSTRUMENTS,

PHYSICIANS' SUPPLIES AND

SICK ROOM APPLIANCES.

The *§&%oJlZ Store

THE COLMAN DRUG COSuccessors to H. (i. Colman & Co.

DRUGGISTS

123 West Main Street KALAMAZOO, MICH


TO THE FACULTY AND STUDENTSOF THE = —

WESTERN STATE NORMAL SCHOOL

In selecting a place of deposit for your funds the chief considerationshould be security and facility.

This bank is equipped to serve its patrons promptly in any capacityconsistent with conservative banking where the services of a strong bankare required.

Special attention given to Normal students or strangers in the citywhen desiring any business transacted in our line.

KALAMAZOO-CITY SAVINGS BANKLargest Capital and Surplus of any Bank in Southwestern Michigan

ASSETS OVER $3,000,000.00

MAIN OFFICE SOUTH SIDE BRANCH

Main at Portage Portage at Washington Ave.

"And Gasstoves too'

Kalamazoo Radient

Hard coal

Base Burning

double heater.

AKsd&mazosDirect to Tfov

"And GasStoves Too1

INDEPENDENT MONEY SAVING

STOVE BUYERSCAN SAVE FROM $5.00 to $40.00 IF THEY

BUY DIRECT FROM OUR FACTORY

WE SELL

FOR CASH or on EASY FACTORY CREDIT TERMS

Send for free Catalogue No. 1006 or if Gas Stoveis wanted Catalogue No. 1005.

WE MAKE ONLY ONE GRADE—THE HIGHEST

KALAMAZOO STOVE COMPANYMANUFACTURERS

KALAMAZOO = = MICHIGAN


THE LADIES

HOME JOURNAL

PATTERNS and

STYLE BOOKS

W. W. OLIN & SONDRY GOODS, CARPETS

READY-TO-WEAR GARMENTS

ALWAYS

THE LOWEST

PRICES

We invite you to make this store your headquar

ters not only are you welcome without buying but so also

are your friends, arrange to meet them at our store.

If you trade here you will save, no one who trades

here repents unavailingly and few buy once but are friends

of this store ever after.

All the Latest Novelties in Hosiery, Underwear,Ribbons, Laces, Gloves, Veilings and small Notions of

every description.

PRINTING

Is what we are interested in. We aim toproduce the kind that brings results, in fact

PRINTINGTHAT

I SPRINTING

When you want some of our kind, letsget together. Now, then, it's up to you!

C. H. BARNES & CO.2 16-218 North Burdick Street

LECTURERS—SUMMER TERM 1910

Friday, July 1.

Wednesday, July 20.

Monday, July 25

Wednesday, July 27.

Frank McMurry, Ph. D., Columbia University.

Mrs. Gudrun Thorne-Thomsen,University of Chicago.

Miss Mabel Carney, Teachers' College.

Charles H. Judd, Ph. D.,University of Chicago.

THE K:\l.\;\l:\/.00 :-:OR:\1.\L REC<>RTI

J. R. Jones' Sons & Col' T HE RIBBON STORE ~ I

Our \\ide and varied line make the old task ''selenion'' a positive delight-even the mo:.t exatt•ng nbbon criti<.:S ha' e no trouble in making a choH.:e.

The shades, the blends, the qualities and widths must be seen to be appreciated. Special Sale on beautiful qual ities now going on.

Lot A. One beautiful assortment qualities so ld up 19c to 50 cents

Lot B. This splendid collection inclu des all the new ideas in fancy and plain ribbon-sold 29c up to $1.00 jd.

Lot C. This handsome line is a mixture of the most beautiful ribbons ever brought to Kalama- 39c /.OO-values up to $1.50

THE LATEST SHAPES AND LEATHER.S AT KAlAMAZOO'S FOREMOST SHOE STOR.E

STYLES f or MEN are the New Hig h Arch, The High Life, Spy, Knoch u , S cout.

All leathers

Prices, $3.00 $3.50 and $4.00.

W. M. BR.YANT

S l YLES fo r W O·

MEN comprise the

new a nkle and instep

Pumps, Sailor T ies,

Oxfords in Cravan

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Colt, Vici Kid, Gun

Me ta l.

T he Royal $2.50

The P rincess $3.50

113 Main St., West _II

THE

Kalamazoo Normal RecordVol. I JUNE, 1910 No. 2

EDUCATIONAL

The Normal School and EducationalResearch.

There is one function which I believecould very advantageously be added tothe various functions now served byNormal schools. A normal school oughtto keep in professional contact with itsgraduates and to be a clearing housefor much information that could begathered from these graduates scattered over various fields of activity. Itcould also be a means for the distribution of information and the carryingout of certain experiments and investigations that need co-operation.

The advantage of undertaking workwith normal school graduates will, Ithink, be obvious on a brief consideration. The normal school could becomein this way a center for the continuedtraining of teachers. The difficulty withmuch of our normal school work at thepresent time is that it gives an initialproficiency in the art of teaching but itdoes not prepare the teacher to becomeindependent in later work. It gives somuch attention to reviews of academical subjects and to the inculcation ofmethods of instruction that it leaves thestudent without any clear recognitionof some of the problems which willarise and ought to be studied in laterprofessional life. To keep a teacheralive to the actual study of the educational problems is a relatively unsolvedproblem of American education.

Some concrete examples will makeclear the meaning of this general proposition. Suppose that a normal schoolshould undertake to investigate,through all of its graduates, the demands of various communities forchanges in the course of study in theschools which these graduates serve.The very raising of this question woulddraw the attention of the teacher to the

importance of studying his own relation to the community. He would be inspired to take up the careful examination of the needs of the community andsuch evidence of its intelligent demandsas he could collect. If he formulatedthese wishes of the community in whichhe lived and reported them to some central alumni committee, a body of veryvaluable comparative material could becollected. When this material is formulated and reported back to the variouscontributors each would become clearlyaware of the peculiarities of his owncommunity on the one hand, and oftheir participation on the other hand incertain general needs. No individualcould gain the broad view that couldthus be collected through a large bodyof graduates. At the same time each individual would be guided through thisinvestigation into productive channelsof private study and educational development.

Another type of investigation wouldconsist in the sending out from thecentral normal school a series of simpletests to be applied to the students indifferent communities. One of the greatdifficulties at the present time is theisolation of individual schools. A teacher and a group of pupils may think thatthey are doing good work and yet theabsence of any definite standards mayleave them so utterly without the possibilities of estimating their own efficiency or inefficiency that they stumble onand accomplish less than they might accomplish if they had the stimulus of arational comparison with the work ofothers.

To be sure we try to furnish themeans of such a comparison throughcounty and state supervising officers.These supervising officers are sometimessupplemented by an examinationscheme. The present agencies are, how-

30 THE KALAMAZOO NORMAL RECORD

ever, superimposed upon the individualteacher and upon the school system.The teacher and the pupils feel that theexamination is without clear bearingupon their work. Adverse criticismstend commonly to distress and discourage the teacher more than to helpin reform. Let the teachers become interested themselves in the comparisonof their methods and results with thoseof other teachers. Let the methods of investigation be worked out carefully andthe results of these investigations bemade accessible to all not as instruments of official condemnation or praise,but rather as instruments for the intelligent consideration of ones own schoolproblems.

I think a general test in arithmeticcould be devised along the lines of thetests used by Mr. Stone and Mr. Courtis and could be used by a committee ofgraduates in a very productive examination of the arithmetic work of awhole group of schools. The enormouscontribution to educational thinkingthat would come from a well-organizedstudy of this kind is one of the possibilities of the future which it seems tome ought to be recognized as the missionof the aggressive normal school.

A third type of investigation whichcould very properly be undertakenwould be the accumulation of information from various centers with regardto the elimination of students fromgrades and the relation of this elimination to the work of the school and tothe social condition of the families involved. It has been amply shown in allof the recent literature on eliminationthat this subject needs to be workedout carefully by many investigators inmany different communities. The ordinary normal school course does not furnish the opportunity to say very muchabout the reasons for elimination andits extent. Many a teacher who beginshis work fails to realize the significanceof the withdrawal of pupils from hisschool. He regards this withdrawal asdoes the pupil merely as a personalrelation. Sometimes it is a personal relation to which the teacher feels entirely indifferent. Sometimes the withdrawal expresses itself in forms of acutepersonal antagonism. The teacher oughtto be equipped with the general princi

ples that will lead him to see that theelimination of a single student is asymptom of a far reaching and a general condition in our school system. Theindividual anxieties that attach toschool organization will tend to fallaway in the light of these broader considerations. The teacher will gain anew insight into his functions as a member of a large profession, he will be ableto discuss with parents and with children in a broad way their relations tothe educational system of the country.In short, a study of elimination carriedon in this fashion would turn what isnow a vexing personal problem intogenuine constructive educationalthought.

These illustrations could be multiplied indefinitely. Let us turn, however,to the consideration of one or two of thepractical difficulties which prevent atthe present moment the carrying out ofthe program above suggested. Thegreatest difficulty is that normal schoolshave not regarded it up to this time astheir function to carry out such investigations and they are not equipped withthe means to give proper attention tosuch undertakings. This particular consideration means that we must enter upon a campaign for the education ofboards of trustees and governing officers of these institutions. The fact thatthis work has not been done means thatthe equipment is not now at hand. Itought not to mean that the equipmentcannot be obtained.

In the second place, graduates of normal schools and indeed all teachers aredisposed to regard themselves as sofully absorbed in their regular routinework that investigations of this typeare to be looked upon rather as nuisances than as sources of assistance intheir work. Here my only contention isthat teachers do not realize the possibilities of enlarging their influence andefficiency by a little additional attentionto such investigations. The plan of centralizing these investigations relievesany individual of the labor of carryingon the whole work. It is my belief thatthere would grow up a sentimentamong the graduates of any normalschool which undertook such a programthat would ultimately inspire individu-

EDUCATIONAL 31

als to bear a larger portion of such investigations.

That young teacher who found himself through the agency of a normalschool able to carry out a general investigation would cultivate a broad interest in education which would makehim instantly available for spheres oflarger influence. The ability to carry onresearch of this type ought to be oneof the largest recommendations that ateacher could have for supervisory positions. A teacher who had a smallschool could by this means accumulateexperience which would bring him intoeontact with the world more rapidlythan he can ever hope to learn the educational world through his own personal movements from school to school.In short, the disadvantages that wouldcome from additional work would bemore than counterbalanced by the advantages that would come in breadth ofexperience and opportunity for development into larger positions.

A third difficulty which such investigations would encounter at the presenttime would be the suspicion if not indeed the opposition of the local schoolpatrons. One can imagine some communities under the scientific microscopeabove suggested. There would be nolimit to the possible suspicions thatmight arise in their minds. The introduction of a new course in algebrawould become a very minor matter ofgossip as contrasted with the interestthe community would have in the investigations of their own peculiaritiesinstituted by the new teacher. Let it beconceded at once that the investigationswould have to be taken up with sometact on the part of the teacher. I doubtvery much whether any teacher singlehanded should venture to make certainof these investigations. This is anotherpoint at which the advantages of cooperation appear in clear outline. Ifthe teacher's inquiries were backedup by the authority of a co-operative investigation being made by the graduates of a public institution under thecareful direction of some central committee at that institution, public concernlest the investigations lead to some erratic ends, would be very much reduced. A teacher would feel himself, evenin the midst of a somewhat doubting

community as part of a larger organization and he would cultivate in thiscontact with a sympathetic organizationof co-workers a new feeling of independence and proper professional authority.

Other difficulties will undoubtedlysuggest themselves to those who do notfind themselves interested in the typeof organization above proposed. Thesedifficulties cannot be waived lightlyaside by one who makes this proposition, and yet I believe that every difficulty could be met as presented by theskeptics and certainly these difficultieswould be more than offset by the advantages to be gained by such an undertaking.

One can hardly refrain from indulging in extravagant speculation of thepossibilities of such an organized system ofresearch. The normal school wouldbecome the center for the life of thewhole school community. It would constantly have pouring into it a body ofinformation which would keep alive thecontact of the normal school with thecommunity that it supplies with teachers. The necessities of providing modification of courses of study would becontinually before the normal instructors and their students. The socialproblems of the individual communitieswould be constantly reported to thecentral institution.

That this work must be done and willbe done no one can doubt who has observed the recent development in American education. There are a number ofinstitutions now making an effort tocarry on investigations of this type.They are for the most part organizations in universities rather than organizations in normal schools. The work ofthese investigating institutions is tremendously handicapped at the presenttime by lack of general co-operation insuch work. The educational field is toovast to be cultivated by any small bandof laborers. The agencies of researchmust be multiplied and that rapidly.The normal schools and the schools ofeducation in universities must recognizethemselves as in no wise competitorsand they must take up common problems and push forward the research upon these problems as their legitimatecombined obligation.


At the present moment there is sometendency to regard the research problem as the peculiar problem ofthe higher institutions. It is for thepurpose of counteracting any suchassumption that the present suggestionis thrown out and the normal school isdesignated as the center for such investigations. It is certainly not in theexpectation of the present writer thatsuch research will be monopolized bythe normal schools and yet there is justas certainly no agency in the countryso well qualified by its relations to itsgraduates to develop a body of productive research as these same normal

schools.

Charles H. Judd.School of Education,University of Chicago.

A Day at Lake Farm.

My watch registered 5 :15 as the boystumbled out of bed with a whoop, andamid the hurry and scurry some olderboy cautioned the others, "Be sure youput on your work-waists and overalls."Shortly I met some of them in the washroom and as I was reading the "hot"and "cold" on the faucets a fat boysaid with a grin, "you can't git anyhot water till Harry starts the fire."This boy showed me the way to thekitchen where the day's work reallystarted, for they all passed out throughthe kitchen door; the oldest boy to thebarn with his milk-pails, three boys tothe wood-pile, one putting up the schoollunches, another preparing vegetablesfor the hot meal at night. Lamps wereto be filled, chickens to be fed, beds tobe made, tables to be set, floors andstairs to be swept, and even the smallestboy of six was bringing in the splitwood. Whistling, singing, laughing,yelling—and work took the chill off theearly morning air and brought them allin with rosy faces to a 6 -.30 breakfast.After the silent grace each enjoyed agenerous helping of oat-meal and milk—milk with thick yellow cream. Eachtable had a boy for waiter who removedthe bowls and returned with delicioushot johnnie-cake which was served tothe boys with cocoa, and to the olderpeople with coffee.

After breakfast again each boy hur

ried to his work—clearing the tables,dish-washing in the "serving-room"dish washing in the kitchen, moresweeping and cleaning, barn work andfield work and so on until the bell rangat 8 o'clock for washing nad changingto school clothes. At 8:30 I watchedthem scampering off down the road tothe country school, three quarters of amile away. The house was clean and allwas quiet.

The Superintendent came in, drewup chairs to the fire place and sittingdown I had my first chance to say tohim: "Well 'Uncle Joe' this is a busylife." "Yes, but a busy life is a happylife." "But what chance do these boyshave for play?" "To tell you thetruth, the boys are just learning how toplay. They have been running thestreets so long that all their efforts aremisdirected. That cleared space in thewoods yonder is where they play ball,but if left alone for half an hour theywill all be scrapping. That swing andhorizontal-bar just beyond were put upby Mr. Dewing with the help of theboys but even with those simple thingsthere must be a wrangle unless someone is with them to regulate things.Then they have their boats, fishing andswimming and altogether they have asmuch amusement as they can handlesafely.''

"What do you do with Sunday?""We try to make Sunday the hap

piest day in the week. We have a chapelservice of forty-five minutes at whichtime we are a little more serious thanat any other time in the week but notso serious as to make boys of this ageintrospective. The golden rule is whatthe boys try to practice in the daily lifeof the community and I might add, thatthis seems to me to be real religion."

During the rest of the day between"odd jobs" and visiting, we inspectedthe 55 acres, barn, chickens, pigs, etc.,everything paid for and with only onediscouragement—the lack of room formore boys.

At 2:15 I was a witness to a deadearnest foot-race. The fat boy won, thethin boy second and the "cotton top"third with the others straggling in,winded. They disappeared into thehouse, appearing later in their workclothes, and then disappeared again in.

EDUCATIONAL 33

two's and three's to their respectivejobs. The boys who work after supperhave an hour for play before supper;the boys who play after supper workuntil the supper bell rings. The supperwas a wholesome, hot meal, disposed ofquietly, except for here and there a slynudge or a wink.

Word had gone about that after thework '' King Arthur'' was to be read soI suspect the work was done up morequickly than usual. At 7 everythingwas clean again and there was a scramble to get as near the reader's chair aspossible because, as I learned afterward, they could see the pictures better.But "Uncle Joe" upset the plan, telling the boys that the weekly meetingwould be held tonight and not tomorrow night.

"Oh, I know what I'll talk about.""Yow, but I know what I'll bring

up.""Well youse fellers better believe

I'll git that ax settled tonight."So they jabbered until "Uncle Joe"

called for order, and by 8 o'clock allthe trouble was settled, some going tobed, sorrowful with no play time for aweek, others deprived of fishing, others"not to enter a boat" and so on untileach offense was fitted to its "punishment.''' "Uncle Joe" insists that everyboy must vote "for" or "against" every question and even the boy who isto be punished is consulted as to itsfairness before the fine is inflicted.Here's a square deal which every boyappreciates and one which he respectsa great deal more than if some grownperson were dealing with him.

"Uncle Joe" and I were talkingover the day's doings when a smallfigure clad in white stole up beside"Uncle Joe" to say: "Chuck's got astring tied to Bill's toe and we can't goto sleep." "Tell Bill to cut off his toeand the string won't bother him," andthe lad disappeared with a grin.

A Friend.

Comstock Consolidated Sohool.

In 1906, a little more than a halftownship consolidated into one largedistrict at Comstock, four miles east ofKalamazoo. This consolidation seems tohave been the outgrowth of advanced

ideals on the part of a good many public-spirited citizens of the entire community. In a very few weeks the olddistricts with their school houses, wereabandoned and in their stead was organized one large school district with afull high school course of study. It wasorganized as a graded district with aboard of education consisting of fivemembers.

The school has been in operation fouryears with good results. Twenty-oneboys and girls have been graduatedfrom the courses offered. Of these sevenfinished this year and of the remainingfourteen two will graduate from theWestern Normal this year, one is takingwork at Kalamazoo College, one in theMichigan Agricultural College, andthree have finished courses in goodbusiness colleges. Next year will findfour or five of these graduates attending the Western Normal School, onewill be located at Kalamazoo College,and three at the Michigan AgriculturalCollege.

The plan of the school is much thesame as all well regulated schools of itskind. Thorough courses in English,Latin and German, Mathematics, History and the Sciences are given; and inaddition practical work in elementaryAgriculture, Manual Training, Domestic Science and Domestic Art, Music,and Art, are all given the attentiontheir importance suggests.

Pupils who live considerable distances from the school are transportedin covered wagons, or on the interurbanrailroad. This means of getting toschool has proved very satisfactory tothose who have made the matter astudy. One has only to think of the experiences of walking through the coldand storm in groups of boys and girls,some of whom are not the most morallyinclined to conclude that it is far betterfor the child to get into a covered wagon and, under the care of a mature person, arrive at school dry and ready forwork.

The laboratory facilities are beingimproved, and a library of nearly athousand volumes is being enlarged.The rooms are light and airy, and thescenery in all directions from the building is all that can be wished as far asnature is concerned.


The school, during the last year, hasattracted some attention as a social center. A number of public gatheringshave been held intended to stimulatean interest in the school and to arousean activity on behalf of the childrenfor a better social condition. The schoolto a large extent entertained the Farmers' Institute and furnished music forthe occasion. The meetings were wellattended by the high school pupils whogave evidence of good interest and enjoyment.

A reunion of the old-time teachers,pupils, and citizens was held at theschool building and on this occasionhundreds of pupils, citizens and friendsof other days were present. All of theseefforts have done much toward bringing about the much desired object ofmaking the school a social center.

"The cost" is and should be lookedupon as quite a large factor in socialenterprise as well as other lines of endeavor. Perhaps its importance is sometimes allowed to overshadow the desired results. The average cost of sevenVillage schools of Kalamazoo Countyfor the year 1908-1909 acording to theofficial reports on file in the office of theCounty Clerk is $33.28 per capita. Ofthe Comstock school for the same timeit was, according to the same report,$24.20. For this amount, we have instruction in the courses usually given inVillage schools, plus music, art andmanual training.

Before consolidation but 56.6 per centof the children on the census list attended school. The first year after, 70per cent attended. The percentage ofattendance before consolidation basedon enrollment was 83.3 per cent, whilethe first year after showed 91 per centon the same basis, and the percentageshave been growing better each year.

The experience of the past four yearsin Comstock has made proof of severaladvantages of consolidation, viz:—Raising the average attendance and the ageat which children leave school, makingmore years of home life, larger classes,better teachers, better school spirit, better sanitary conditions, less exposureto bad weather, good library and laboratory facilities and making it possibleto teach agriculture and home making.It brings about a better social condi

tion. Pupils meet together in a largegroup, and the gulf between the cityboy and the country boy is eliminated.Loitering by the wayside and listeningto bad language is avoided. Teachingcultural subjects is made possible, thereby securing a happier and better ruralhome with happier and better citizensin it.

A. M. Nutten.

LITERARY

Contributions by the Elementary School

A Trading Scene.

Scene:—King Harald's palace in Norway (Soldiers sitting about the roomshining their shields and swords.)

First Soldier:—(looking at his shieldfondly) You have protected me frommany a blow and warded off many bitesof the enemies' sword.

Second Soldier:—You talk as if thatwere an enchanted shield.

First Soldier:—Sometimes I think itis because it has guarded me so faithfully. It's first owner, one of the bravest of our kingdom is now drinking inValhalla.

Second Soldier:—Who was it's firstowner ?

First Soldier:—Thorkel, the Mighty.When he received his death blow hegave me this shield and asked me tocarry it when I was on the battlefield.

Third Soldier:—(laying aside hiswork) My shield is again ready forbattle.

Fourth Soldier:—My spear is readytoo.

Fifth Soldier:—Where are the othermen this morning?

First Soldier:—They are guardingthe ships down in the fiord.

Second Soldier:—Here are some ofthem now. I wonder if they are bringing any news.

First Sailor:—(Enter men from theboat) Yes, we have news. A strangeboat is entering our fiord.

(Men spring to feet dropping shieldsand spears.)

First Soldier:—What does it looklike?

LITERARY 35

Seeond Soldier:—Does it carryfriends or foes?

First Sailor:—AVe do not know. Noboat like it has ever sailed in our fiordbefore.

(Enter Harald, noise stops. Soldierslook toward the king.)

Harald:—Why all this clatter?First Sailor:—A strange sail is enter

ing our harbor.Harald:—Tell me about it.First Sailor :—Its sails are of beautiful

purple. There are three banks of oarsand it carries more men than our dragons do.

(Thrall comes running in and bowsbefore the king.)

Harald:—What is it?Thrall:—A messenger is at the door.

He comes from the strange boat.Harald:—Show him in.(Thrall goes out and returns with

messenger.) From whom do you come?Messenger:—I come from Prince Hi

ram of Phoenicia. He lies below in hisboat. He sends greeting to King Harald.

Harald:—Tell Prince Hiram I welcome him and his sailors to our court.If he has brought goods to trade askhim to bring them in. (Messenger goesout) Thralls! (Two thralls come in.)You, make ready a seat for the prince,and you (turning to the second thrall)bring in the Queen and her ladies. (Anextra seat is made ready and Queen enters with her ladies.) We have gueststhis morning.

Queen :_So the thralls tell me. Whereare they??

Harald:—Here they are now. (Entermessenger with prince and his men.)

Messenger:—Prince Hiram.King:—I welcome you Prince Hiram.Queen:—I, too, welcome you.King:—Have this seat. Why have you

entered our fiord ?Hiram:—In far Phoenicia we have

often heard of your beautiful amber.The king, my father, wishes to give agift to my mother. He thinks she willlike nothing better than a necklace ofthis amber. So we have Qome this longway to trade for it.

Harald:—What have you to trade forit?

Hiram:—(turning to servants) Bringin the chests. (Chest is brought in) Unlock the chest and show the queen and

her ladies the beautiful silk. (Servant,holds up purple silk) This beautifulpurple cloth was woven in Tyre andwas dyed with the color taken from themurex, a shell-fish caught in the Mediterranean along the shores of Phoenicia.

Queen:—We must have some of thisbeautiful cloth for King Harald's royalrobe.

(Servant takes out of chest stripedsilk.)

Hiram:—Long caravans of our camels have travelled over desert to Arabiafor this silk.

Queen:—This silk will make apronsfor my ladies.

Harald:—Surely your people knowhow to make beautiful things. Thrall!(Thrall runs in) Bring in the chest ofamber. This is the most precious necklace we have. I am sorry to see this goaway from Norway but seeing you havecome this long way for it, I gladly sendit to your father, King Abebaal.

Hiram:—We are grateful, King Harald, I am sure it will please my fathervery much. How much of my silk wouldyou want for it?

Harald:—Let the Queen answer that.Queen:—Give us enough of your

beautiful purple cloth to make a robefor King Harald and enough of the Arabian silk to make aprons for my ladies,and we will be satisfied.

Hiram:—Certainly, that is a fairtrade. Come, my sailors, we must be off.

Harald:—Surely you will not go un-till you have had a horn of mead withus.

Hiram:—We shall be glad to drinkwith you.

Harald:—Thralls (Thralls come in)Bring in the tubs of mead. (Thrallsbring in tub.)

Queen:—(Turning to ladies) Willyou swerve these gentlemen? (Ladiespass mead horns.)

Hiram:—Haven't you a skald in yourcourt who can sing us a song beforewe drink?

Richard:—No we have no skald incourt now, but, perhaps we can all singyou a song.

Vikings sing:—The dragon head, hurrah!It shoots the water clear,There's clanging of the shields,And of the shining spears.


Thor, the war god calls us,To battle with our foes.O'er rough and stormy seas,How swift our dragon goes.Our enemy is met,The victory is won.We spread our rainbow saild,And home again we come.

Hiram:—That's a good fighting song.Harald:—Let us all drink to Prince

Hiram and his sailors and wish him asafe journey home.

Sailors:—King Harald! (all drink)Hiram:—Now, we must say farewell.Vikings:—Farewell!

Group Exercise—Third Grade.

Contributions by Students

The Experience of Doubt.

Doubt stood still contemplating Fortune with a downcast expression.

"Will you come?" asked Fortune."I dare not follow you," answered

Doubt. "I am afraid of the ugly giant,World. If I ever got in his clutches, Iwould perish within a very short time."

"But," replied Fortune, "You possess the magic robe of Youth, embroidered with Purity and Virtue. If youtake your sword, Confidence, along withyou, the giant, World, will not hinderyou from climbing the mountain ofAchievement, but will respect your efforts. Decide instantly! I must go!"

Off started the care-free god, singinga merry song. Doubt, desperate with indecision, made a leap and caught hishand. Away they flew over lakes, rivers and valleys, and all at once fickleFortune dropped Doubt right in thethick of the action of the Battle ofLife. It took Doubt some time to collecthis senses .Hardly had he done so whenhe saw the giant, World, advancing toward him. Emboldened by his sword,Confidence, Doubt rushed to meet him.He struck the monster with all hismight exactly in the middle of the forehead ,and lo! the giant, World, wastransformed into a majestic powerfulprince. Doubt was so astonished that heforgot his own name. The prince beganto speak with a voice that seemed tocome from the depths of Infinity:

"I am Opportunity, master of humandestinies am I. Your foe, Fear, changed

me into an ugly giant, and I could bereleased from the influence of his sorcery only through the power of one ofyour God-given forces, the force of Action. I love and favor those who dare,and do, and labor, and I give them thekingdom of Success, and the crown ofCharacter; but those who procrastinate, and neglect, and hesitate, I condemn to Insignificance; I imprison themin the dungeon of Poverty, and surround them with the impotence of Failure."

Edith May., Trattles, '10.

John James Audubon.

The constantly increasing interest innature study brings to our minds themen and the kind of men who were thepioneers in this branch of science. Thestudy of birds, especially, is today becoming very popular, this being shownby the great number of fascinating articles published in nearly all of the current magazines. Really the first manwho ever gave to the world a book presenting bird life in an interesting andeasily understood way was John JamesAudubon. Although his fame rested onpractically one book, namely, "TheBirds of America," nevertheless hiswork was so thorough and accurate inthe volume that it was a ver,y valuablebook to science.

Audubon was of French descent andwas born in New Orleans. From his early childhood the passion for naturestudy was well defined in him. He wassent to Paris when fifteen years old tostudy art under David the Painter. Hisknowledge of painting laid the foundation for his successful study of ornithology, because scarcely a bird in America was not impressed on his canvas. Onreturning to America, his father established him on a plantation in Pennsylvania and from here he began his firstexcursions into the primeval forests. Hetook many long and hazardous journeysin those early days and in these jauntshe acquired the faculty of making thewonderful life-like drawings of birdswhich added such value to his workspublished later. For fifteen years hetraveled and studied merely for hisown pleasure, because at this time he

LITERARY 37

had no idea of publishing the results ofhis research.

When he moved with his family to atown named Henderson on the banksof the Ohio river, new fields were opened for him and he spent several yearsin this locality completing his collectionof bird sketches. At length he set outfor Philadelphia with a wonderful portfolio of two hundred sheets filled withcolored pictures of about a thousandbirds. At this point came the most tragic event in his life. Being unexpectedlycalled out of town for a few weeks onbusiness, he deposited his portfolio in awarehouse owned by a friend. Upon hisreturn, to his intense mortification, hefound that all the hard earned fruit ofhis labors had been destroyed by rats.This terrible shock threw him into afever of several weeks' duration. Hisundaunted courage and rugged constitution, however, were displayed at theirbest at this stage of Audubon's life.Once more he took up his gun andbrushes and proceeded to do over againthe labors of many years.

After three strenuous years, he hadagain filled his portfolio. For the firsttime realizing the value of his works,Audubon set sail for England to exhibitthem before the great ornithologistsof the old world. Upon his arrival, themerits of his achievements were soonrecognized. He exhibited them in galleries in England and on the Continent,and everywhere the sketches receivedenthusiastic praise. He now began tothink seriously of publishing them insome form and his ambition was to havehis book eclipse every other of itskind. With this in view he had a mammoth volume printed on so-called elephant folio paper, each bird being exactly life size.

This developed a book which metwith instant approval, but because ofits expense, it was difficult to obtainsufficient subscribers to make the publishing profitable. However, enough people realized the beauty of the book topay for the cost of publication, althoughAudubon's remuneration for his extraordinary industry and skill was small.The entire works consisted of a seriesof four hundred and thirty-five coloredplates containing one thousand and fifty-five life-size bird pictures. While this

was being prepared for the public, Audubon made several excursions into theinterior of Great Britain, studying andsketching the foreign birds. For severalyears after this, he divided his time between the two continents. His American wanderings at this period wereconfined mostly to the Southern States.

In the summer of 1832, he set out forthe Northern States with the intentionof studying the immigration of birds,especially that of the Passenger Pigeon.

4His observations of the life of this birdhave proved to be of great value on account of its practical extermination.While working diligently at this latestbranch of his study, he was arrestedut Boston by a severe attack of cholera.This put a stop to his journeys in theUnited States for some time to come, although he took several long trips soonafter this into the central and easternparts of Canada.

He next took up his residence in Edinburgh and here wrote his second book,"The American Ornithological Biography," which filled five large volumes. This work was made wonderfully interesting by combining accuratebird observations with the thrilling adventures to be encountered by a naturalist of that period. In the year 1839,Audubon crossed the ocean for the lasttime and settling down again in hisnative land, he collected the most accurate and interesting of all his observations and gave them to the world inthe form of a book named, "Birds ofAmerica." Accompanied by his twosons, he took many more journeys fromhis home, the results of which were twobooks dealing with a new subject. Thesewere the "Quadrupeds of America",and the "Biography of American Quadrupeds."

Audubon died after a short illness athis home on the banks of the Hudson,after a long and well spent life.

He was an intelligent and accurateobserver, of vigorous and healthyframe. He had, essentially, the qualitieswhich make for friendship,—modest,unassuming manners, and the gift ofanimated and instructive conversation.He has won at all times the unstintedadmiration of lovers of nature.

Wallace Blood, H. S. 1910.


Character in Education.

We may speak of the world as God'sworkshop and men and women as theproducts of his industry. We are in theworld to be made to be worthy of being called children of God. This demands a triple process of acquisition;—that of knowing the outer world, ofknowing the inner worlds, and of deducing conclusions from our observations of both worlds. The result of thisprocess gives us what we call "knowledge." To get knowledge;—to getregulated passions, appetites, and desires, to get a strong will that gives uscontrol over ourselves—this is education.

A few years ago Dr. McManis askedhis students what they considered wasthe aim of education, and eighty-fiveout of the class of one hundred andninety-five said "to train the mind" or"to give knowledge." This seems to bea popular conception, and it is not entirely wrong if we consider whatknowledge is. Is it information? Notmore than a generation ago the aim ofeducation was to cram and train. Information was crammed into the youthful mind like sausage meat into skins.This method is applicable even today,though the idea and theory have improved beyond that extreme condition. Rather than thinking of the mind as a receptacle which is to be filled, let usthink of it as an organism capable ofgrowth. The mind absorbs and digestsuseful knowledge. By useful knowledge,we mean that which can be nourished.A mind that is filled but not nourishedis subject to dyspepsia.

But this knowledge alone is not sufficient. No doubt you have heard the saying "Knowledge is Power", but consider this :The Chinese knew gunpowderlong before the Europeans and Americans, but what did they use if for ? Fireworks, a mere plaything! Knowledge isapplied power. The function of knowledge is to supply—not power—butstuff that can be worked up into power. Thus it becomes the duty of theschool to provide this something, andthen to help the child apply his power,thus fitting him for the immediate future. It should also provide for thechild certain environments, reactions to

which will give him certain experiencesthat will become serviceable to him.

But our schooling constitutes only apart of our knowledge. In the words ofLyman Abbott," Knowledge is acquaintance with God, with his works and thenoble lives he has inspired." We neednot go to the theologian alone to learnabout God; we may go to nature—beauty, harmony, love—these are allattributes of God, revealed to usthrough nature. With this kind ofknowledge our moral powers are trained, we receive a strong will and a strongcharacter. I have heard men say thatstrong wills are needed for men, butweak and pliable ones for women. Noindeed! For a strong will implies -astronger character, and we need womenwith strong characters as well as men.

In order to develop this character wemust begin with the child. As individuals we are born free. Do you doubtme? You say there are obstacles, heredity, habit, environment. Is the graspof one's heredity stronger than one'sself? No indeed! Nature gives each anew start with which to begin life. Onlythe weak use heredity as a cause fortheir failures.

Habit ? Gain control over your habits !Break down the evil ones; "Habit is agood servant, but a poor master." Recall Demosthenes with his habit of stuttering, yet he became a powerful,world known orator.

Environment is the greatest obstacleyet it is surmountable. Rise above yourenvironment as did Joan of Arc, JohnBunyan, Martin Luther, and AbrahamLincoln whom we respect and even reverence for his honor and justice. AgainI say, '' as individuals we are free; freeto develop our own character."

There are two main requirements tobe satisfied before moral character cancome to its full maturity, that of forming co-ordinate habits and of soundjudgment. Aristotle's doctrine showsthat in any fully developed character,habit must be found side by side witha sound practical judgment. Therecome times in our lives when we meetproblems which must be solved, andthis cannot be done unless with ourhabits run prudence, shrewdness, sagacity, sound judgment—call it what you

RETROSPECTIVE 39

may—which is the crowning virtue ofgood character.But to what does this knowledge lead?

What does this character stand for?From the side of psychology thegrowth and development of character is synchronous with growth ofcontrol—control over instincts andimpulses which are the great dynamicfactors in human life. They supply theenergy that keeps the machine going.By means of knowledge we recall pastevents, and plan and anticipate for thefuture. In the act of acquiring knowledge the mind is disciplined.

Let me draw your attention to twoof our great educators of the past.What did they consider was theaim of education? Comenius, our firsteducator of any importance said, "Lifeis a preparation for eternity.'' But hownarrow! Instead of living for the future life alone, we should seek for "lifemore abundant here on earth." Weshould strive for the lateral look aswell as for the upward look, for"Not only in our infancy,Doth Heaven with all its splendor lie.Daily with souls that cringe and plotWe Sinais climb and know it not."

Herbart, a later educator, maintainedthat the ultimate aim and end of education was to develop moral character.The difficulty lies in the fact that wedo not all agree as to what constitutesmorality. Herbart says that the child isnot born a moral being but becomes soby a long process of training—a process that we may justly term education.Moral character must be developed andthe only way is by education. If aschool turns out young people who donot lie nor steal nor are unchaste inthought or deed, it has certainly accomplished its purpose. But a well trainedcharacter is not merely one who doesnot lie nor steal, but it is one, which,in these perplexing days of changingstandards and ideals, is able to discern wherein lying and stealing consists ; he must be able to judge betweenright and wrong. This reveals realmoral character.

Character, then, the fundamentalaim and end of education leads to thehard but lofty pathways of our mostdiffiemlt educational idealism.

Nettie DePagter, 1910.

^RETROSPECTIVE

Education Department.

One of the foremost departments inthe Western State Normal School is theEducation department. From 1904 'tillthe summer of 1908, Dr. J. T. McManiswas in charge of this department. Hewas assisted at first in the Methodswork by Miss Martha A. Sherwood andlater by Miss Ida M. Densmore. Duringthe period, besides the regular required work, elective courses in the Psychology of Occupations and EducationalClassics and Theory, were offered.

Dr. McManis left the Normal forwork in Chicago and Mr. Frank A.Manny of the Ethical Culture Schoolin New York, became the head of thisdepartment in September, 1908. Thedepartment now has three instructorsincluding Miss Emilie Townsend andMr. T. P. Hickey and eleven coursesare offered for some of whichcredits are given according tothe work done by the individual student. Among the electivecourses are: School Hygiene, SchoolOrganization and Administration, Secondary Education, The Curriculum asa Social Growth, and the Journal Club.

Mr. Manny has written the following statement of the required courses inEducation:

The old normal school student wassaid to be too devoted to methods andthe old college trained teacher had toomuch faith in bare subject matter. Theformer had the advantage of knowingwhat to do the first day of school eventhough he kept repeating that programto the end of his teaching. The latterhad more growth in him although hemight "waste a whole hatful of eyes"in learning at last to perform successful operations.

Modern conditions show each schooladvancing in appreciation of the other's services and an attempt to combine

* Retrospective in this number was intended to conclude the articles dealing with historical life of the institution. However, it has been necessary to omitspecial mention of the Department of Rural Schoolsand the Extension Department. These omissions willbe given attention in early Fall issues.


the good features of each with considerable elimination of former waste.

A part of this change appears in thecourses given in pedagogy or education.In this school the plan is something likethe following:—Education 101 is an introduction to the study of education.The student is helped to find out thathe has done more thinking and hasmore of a system in his own mind regarding his experiences in personal andsocial matters than he had supposed.Simple problems in psychology andsociology, personal and school hygienceetc., lead him to work over what hehas already thought out with the helpof text books, reference works and general reading and observation. He atleast finds out what are some of thesources from which help will come tohim in his thinking.

Next follow four courses taken according as a student is preparing formanual training, kindergarten, generalelementary or high school teaching.These are intended to help to acquaintance with the problems, terminology,references, etc. the student is likely tomeet in his special field. A part of thesecourses is given to child study, including observation in the class rooms, thestudy of some child, some comparisonwith subjects in biography and fictionand the organization of some curriculum material with reference to theneeds that are made evident by thestudyof the interests, activities and occupations of an individual. This coursewith Teaching 101 have especial reference to introducing the student to thepoint of view of the teacher and also tothe training school.

Much attention has been given tosocial problems and these are nowstudied against the background of thehistory of the modern school. Abouthalf the time is given to relating theseby a study of the work of eleven menfrom Comenius and Locke to Harris,Hall and Dewey. The rest of the timeis taken for continuing acquaintancewith the psychological problems thesesocial studies lead to and with the history of education in the making as seenin the journals, reports and other publications constantly appearing.

All of these courses will be mademueh more adequate when we have our

laboratory building with rooms inwhich psychological and educationalproblems can be worked at with reasonable economy. This need is especiallyevident in the concluding requiredcourse (107). To this the student comeswith the results of what has been outlined as well as with what has come tohim from his work in various subjectmatters and in teaching in the trainingschool. The course has as its aim anattempt to aid the student to relatethese various experiences and to restatefor himself his attitude toward teaching problems and the larger problemsthey represent.

Psychology in life, laboratory andtext book ought to be of considerableservice to him in his undertaking.

Minnie Williamson, 1910.

English and Expression.

Language is a medium of expression,and the purpose of all language studyis to develop ease and accuracy in itsuse. The aim of the English Departmentis two-fold, to train the student in theaccurate use of English as a means ofexpression, and to cultivate an appreciative understanding of the bestthought and feeling that has found expression in the form of literature. Ofnecessity, this work must include acareful study of the technique and license of literary art, such as form andfigurative language, the understandingof which is so absolutely essential tofull appreciation and interpretation ofliterature. Oral and written composition is made a part of all courses inliterature, and in the compositioncourses standard selections areposition courses standard selections arestudied as models of style. For the benefit of teachers methods of accomplishing the purpose of language instructionare incidentally suggested, and formally considered whenever suitable opportunity presents itself.

The history of the development ofthe department of English Languageand literature is typical of the development of the institution in general. Thisessential department was first in chargeof Miss Mary Lowell who came here in1904 to conduct the work in Life andPreparatory Courses. Miss Lowell came

RETROSPECTIVE 41

here directly from Vassar where shehad been Instructor in English for oneyear. Previous to this she had graduated from the Michigan State NormalCollege, had taught in Traverse City andOwosso, and had received the degree ofMaster of Arts from the University ofMichigan. Miss Lowell conducted thisDepartment for four years, establishinghigh standards of scholarship. She resigned in June, 1908, to travel in Europe. In the mean time, Miss MarionBrownell had been assistant in Historyand English for the year 1905—06.

Miss Alice Marsh came to the Normalin 1907 to assist in History and English.She had recently completed a two yearscourse in Teachers' College, ColumbiaUniversity, leading to the degree ofBachelor of Science, and had occupiedthe chair of Methods at Geneseo, NewYork State Normal one year. MissMarsh now has the entire charge of theEnglish work in the Preparatory andRural Departments, and has 160 pupilsenrolled in her English classes alone.Miss Christine Keck, principal of theSigsbee High School of Grand Rapidshas had charge of American Literaturefor Children during three Summerterms.

In September, 1908, B. L. Jones, headof the English Department in the Manual Training High School, Louisville,Ky., took charge of the Department ofEnglish Language and Literature. Mr.Jones received his degree of BachelorofArts from the University of Chicago,and since he has been in this institutionhe has pursued post graduate workthere. At the opening of the school year1910, Mr. George Sprau was added tothe department, and now divides thework with Mr. Jones. Mr. Sprau hadjust completed a two years' residencecourse at Harvard, leading to the degree of Master of Arts.

When this department was established m the Fall term of 1904 there werethree classes in the department, a classin the History of English Literature, aclass m Elementary Literature, and onem Method of Composition, with a totalenrollment of 46. Now, in addition tothis work there are courses in Elementary and Advanced English Composition, English and American LiteratureMythology, Technique of the Drama

Literary Materials for the Grades,Chaucerian Literature and Lyric Poetry, with a total enrollment this term of280.

The Department of Expression in thisinstitution has been in charge of MissMary M. Master, since its organizationin 1906. Miss Master is a graduate ofthe Cumnock School of Oratory, Evans-ton, 111., and before she came here wasAssistant in the Expression Departmentof the Michigan State Normal College.This department is now on a strongfoundation. Courses in Reading, StoryTelling, Extemporaneous Speaking,Shakesperian Reading and Oratory areoffered. Special attention is given tothe needs of individual students and, onthis account the enrollment is limitedto suitable numbers for each class. Story Telling is one of the most interstingand enjoyable courses. In this coursespecial emphasis is placed on the basisof selection of material. A study is madeof the special value and the place ofFairy Tales, Myths, Bible Stories andFolk Tales in the realm of story telling.Much attention is given in the Department of Expression to careful preparation for, and presentation of standardplays. "Twelfth Night", "The LittleMinister", "The Knight of the BurningPestle", "The Shoemaker's Holiday","The Chaplet of Pan", "The Land ofHeart's Desire", and "Messire's MouseTrap", besides several farces are amongthe plays that have been presented bystudents of the Normal under the direction of this department. The work ofthis department is not only of inestimable value to the students enrolled, butit furnishes much pleasure to the rest ofthe School and to the general public.

Edith M. Trattles, 1910.

Latin and German.

The work in Latin was not organizedinto a separate department until thesummer of 1908. Previous to that timethe Latin and German had shared equaldistinction under the broad classification of the Language Department. MissZimmerman at first, had charge of allthe classes in both of these subjects but,as the work became too heavy for oneteacher, Miss Braley had under hersupervision part of the work in ad-

42THE KALAMAZOO NORMAL RECORD

vanced Latin. Not only did the ever increasing number of preparatory students desiring this kind of work, makeit imperative that each branch shouldbe in a department by itself, but alsothelarge number ofHigh School graduates entering the regular Life Coursewho wished to take elective work m thelanguages. Therefore, it was divided.Since that time it has come to feel thedignity of its position and now the individuality of the Latin Departmentmakes itself felt as a strong factor inthe interests and activities of schoollife. Not only are the regular coursesof High School Latin taught, but alsotwo years of advanced Latin for allthose desiring to specialize in thisbranch. In this latter connection, a newand interesting feature of the department is worthy of note—the organization of practice work. By this arrangement, specializing students may obtaintheir practice in the preparatory classesof Latin.

The history of the German department is connected so closely with thatof the Latin Department that it is unnecessary to say more than a fewwords concerning its inception andgrowth. Miss Zimmerman has hadcharge of all the work in German sinceits introduction in 1905 and under herable management, it has steadily increased in size and efficiency.

A recognition of the cultural andpractical value of German has determined the aim of the course. This aim isto teach not merely the German language but German which includes thecivilization and culture of the Germanpeople together with the literary productions.

German is studied as a living, growing organism. The feeling for the language is developed by deducting thegrammar from the language itself, bythe discussions of texts, and by originalcompositions.

Students preparing to teach Germansupplement their work in practiceteaching in the preparatory classes ofGerman, with a course in German conversation. The German club organizedin connection with the German work isof great benefit to its members especially to those who are preparing to teachthe language. By means of games, in

formal talks, easy reading, the memorizing of poems, and by the singing ofGerman folk-songs, an ease and facilityin speaking German is acquired. Meetings are held, usually every week, atwhich no English at all may be spokenand if by some unlucky chance thatunruly member, the tongue, does let aword of English slip, its owner mustpay a fine of one cent for each word.At the end of the year the fund in thetreasury, consisting entirely of moneypaid for fines, is used for the worthypurpose of giving a banquet for themembers of the club.

Shirley Eberstein, 1910.

Art Department.

The Art Department was establishedthe summer of 1905. Miss Emelia Golds-worthy, formerly supervisor of Art mCalumet, Michigan and assistant artdirector in the public schools of Indianapolis, Indiana, was given charge ofthe department. Miss Goldsworthy received her training in the Art Instituteof Chicago, Pratt Institute, Brooklyn,and studied under various private masters in Chicago, New York, Indianapolis and London. Miss Goldsworthy hasbeen assisted in the Art work by MissMary Dennis, Miss Eleanor Judson andMiss Anna Morrison during summerschool work and by Miss Janette Reit-ler during three years of regular schoolwork. Miss Reitler received her training at Pratt Institute and was formerly art director at the Normal School atStevens Point, Wisconsin and assistantin the public school work at St. Louisand Cleveland.

The work of the art department hasbeen exhibited each year at the Western Drawing and Manual TrainingTeachers' Association and has been given recognition as equal to the bestwork done in the country. Besides theregular class work required of allstudents, there is a special artclass composed of students who aremaking a special study of art, preparatory for work as supervisors of publicschool Art. In this department are given courses in advanced drawing, painting, applied design, history of art andpractice teaching in the TrainingSchool, besides the usual courses in

RETROSPECTIVE 43

psychology, history of education, andother subjects.

Some of the graduates of this department are supervisors of Art in Michigan and Indiana. The special art students have contributed during the pastthree years, to the Moderator Topics, amonthly calendar which has been usedby teachers in the West for blackboard decoration. Miss Goldsworthyhas contributed numerous articles onpublic school art, illustrated by workdone by students in the department.

A correspondence course for primary,elementary, and grammar grades waspublished last year by the InterstateCorrespondence School of Chicago, illustrated principally by students' andchildrens' work. The school bulletin covers have always been designed byspecial art students.

The school has made yearly exhibitions of students' work at the Normalalong various art lines, including drawing, painting, hand-work, in weaving,clay modeling, stenciling, basketry,leather and metal work. Besides the exhibitions of regular school work, various exhibitions of fine works of art havebeen held, including exhibitions of water color and oil paintings from theHoosier group of artists, fine color andcarbon reproductions from the Thurbergalleries in Chicago—besides variousexhibitions of Japanese prints fromNew York and Japan.

The largest exhibition took place inthe Assembly room of the Normal Schoolthis spring from April 5th—12th underthe auspices of the Kalamazoo Art Association which was organized Jan 1st,1910, with a membership of 250 citizensof Kalamazoo.

Membership to the Art Associationis $1.00 a year and the money is usedto bring fine works of art to the city, toengage lecturers on art topics and toencourage the work of local art students.

This exhibition of fine works of artwas from American and European ar^tists, including Willy Martens, GeorgeInness, Joseph Israels, Johannes Leurs,Martin Rico, Henry Hubbell and others,besides a fine representation of theHoosier artists, consisting of T. C.Steel, William Forsyth, Otto Stark andJ. 0. Adams.

During the exhibit, the public schoolsof the city from third to eighth grades,were invited to attend, accompanied bytheir teachers. From five hundred toeight hundred children were in attendance daily and derived great pleasureand benefit from the fine exhibit.

The public showed great interest,and, including the attendance Sundayafternoon there were several thousandwho enjoyed the fine art treat affordedby the newly organized art association.

A permanent feature of this exhibition was the purchase through publicsubscription of one of the finest pictures shown in the exhibition—the Willy Marten's "Feeding the Chickens"—which will be placed in the Public Library and be loaned during the schoolyear to the various schools of the city.

Cecil Smith, 1910.

Sciences.

The scientific phase of the curriculum of the Western State Normal wasat first entirely in the hands of Mr. L.H. Wood; but as the school becamecrowded there was too much for oneman to handle, and Mr. Fox was secured to teach Physics from 1906 to 1907.The steady increase in demand fortraining in chemistry and physics hadnecessitated the securing of Mr. Worthto handle chemistry from 1905 to 1907.Mr. Worth, however, has handledchemistry and physics every summerterm since the institution was startedin 1904.

The general growth in every department of the school was well shared byscience and in 1907, William McCrack-en Ph. D., took charge of both Physicsand Chemistry. In 1909, existing laboratory facilities were found inadequateand more room was made just north ofthe original laboratory proper. This extra floor space is devoted to Physics.At the beginning of the present schoolyear W. J. Sprow was secured to aidin the teaching of Physics. AlthoughChemistry and Physics are now in aflourishing condition, we are all veryanxious for a new science building.

The courses in Geography have beenin charge of Mr. Wood from the beginning. Assistance has been given himduring the summer terms and at other


times by Misses Townsend and Harrison, Mr. H. W. Lee, and superintendentsC. H. Carrick and F. E. Robinson. Theequipment for instruction in this subject,which has been brought together by Mr.Wood, is the subject of very favorablecomment by visitors and students. Thelocal field work and the excursionsforming a regular part of the work inGeography are features of much interest.

The department of Biology wasfounded in the fall of 1908. Until theorganization of the department underthe charge of Dr. L. H. Harvey, theonly work of this nature offered waslimited to review courses in Botany andphysiology, given at the SummerSchool by Prof. W. E. Praeger of Kalamazoo College and Prof. E. N. Worthof Kalamazoo High School, and thecourses in Nature Study and Systematic Botany were offered by Prof. L. H.Wood in addition to his regular workin the department of Geography.

The department now offers twoyears required work in general Biologyand three years elective work in Zoology, Human Physiology, Botany, andField Biology. These courses are carried out by means of lectures, laboratoryand field work. This department has begun the introduction of native treesand shrubs in the campus. Advancedclasses in Botany are working on aFlora of the County and a biologicalsurvey of the region is in progress. Theequipment in this department is steadily growing, though rapid acquisitionof material and apparatus will be hampered by lack of room until the erectionof a science building. A plant house isplanned in connection with the newbuilding. At present there is a workinglibrary of nearly a hundred volumes,with ten periodicals, besides boundcopies of such magazines as, The Botanical Gazette, American Naturalist,Science, etc. A large number of microscopes, compound and dissecting, withmany prepared slides and much preserved material for morphological andhistological work; a lantern and severalhundred lantern slides; aquaria; nature study charts; a skeleton; and several pieces of Ganong's physiologicalapparatus make good results in laboratory work possible. Since the begin

ning of this year Miss Catherine Koch,a graduate of the Michigan Agricultural College, has assisted Dr. Harvey.Miss Koch has taught the Nature Studyand Agriculture in the rural schoolcourses.

Charles Jickling, 1910.Lee Barnum, 1910.

Mathematics.

Dr. David Rothrock of the University of Indiana, who was in charge ofthis department in the summer of 1904,was followed by Dr. Thos. J. Riley ofthe University of Chicago. Dr. Rileywas in our institution for two years,and then accepted a position in Missouri University.

The department of mathematics wasgiven to Prof. John E. Fox in the summer of 1906. This branch of the institution has grown rapidly. In 1906, the LifeCertificate and graded School Teachers'Arithmetic course was separated fromthe Rural course; the following yearpractice teaching, preparatory to special high school work, was begun inmathematics; and now, elective coursesin College Algebra, Trigonometry, Analytic Geometry, and Calculus are offered.

In these elective courses, especiallyin Trigonometry, much actual work isdone in the field. As an aid to this department, Mr. W. D. Cook, a memberof the present class, was instrumentalin obtaining a good outfit of surveyor's instruments for class use.

Carl Rolfe, 1911.

History.At the opening of the Normal in 1904,

the department of History was organized by President Waldo. In 1905, dueto the growth of the school, Miss Marian Brownell of the University of Michigan, assisted in History.

Miss Daisy Longwell, A. B. becamethe head of the department in 1906. In1908 and '09 another assistant was added, in the person of Mr. Spaulding, agraduate of Wabash College, and nextyear Mr. Hickey, a graduate of Michigan and for several years past the Principle of the Battle Creek high schoolwill teach some of the courses.

Vernon Culp, 1910.

RETROSPECTIVE 45

Music.

In January, 1905, the music department was organized in the Normal,Miss Florence Marsh supervisor ofmusic in the Grand Rapids publicschools having been added to the faculty at this time. A class of threestudents started at once to specialize inmusic, Miss Bertha Thorns, now director of music in a suburb of Chicago;Miss Grace Mosher a teacher in thekindergarten department of the Kalamazoo schools and Mrs. Bernice Cran-dall Forsythe now of Chicago. Sightreading, harmony, history of music,kindergarten music, methods and voiceculture classes were organized at thistime and many of the students in otherdepartments chose their electives fromthe music department.

The Choral Union had its beginningin the fall of 1905 and for its initialpresentation sang the opera "Martha"in concert form. The solo parts weresung by Mrs. Sheridan F. Master, MissWinifred McKee, now Mrs. Goble ofChicago, Gareld Whitney and ArthurWilkie of Detroit. Each year concertshave been given by the Choral Union,drawing large audiences on each occasion. Among these may be mentionedthe presentation of "The Rose Maiden"with Miss Gertrude I. Smith, Miss' Del-la Sprague, Gareld Whitney and LouisLehman as soloists; Haydn's "Creation '' in which the principal parts weresung by Miss Gertrude I. Smith, JohnRead of Chicago and R. R. Laughlin ofWaukegon, Illinois; "Olaf Trygvas-son" by Edward Grieg ,sung by thechorus and assisted by soloists of prominence. The most pretentious undertaking of the music department was theproduction of the opera "Chimes ofNormandy" in the spring of 1909, professional costuming and staging addingmuch to the event. The opera" Erminie"will be similarly produced next year.

In the summer sessions there havebeen a number of assistants in music,among whom are: Mrs. Alice SpencerDennis of the Detroit Conservatory ofMusic, who will be back in the Normalthis summer and Mrs. Bertha SheanDavis whose solo work was a most enjoyable feature of the summer sessionof 1908. Miss Margaret Eldred has beena member of the music faculty for two

years, assisting ably in the trainingschool.

The Normal Conservatory of Musicwas organized in 1905-06 and from timeto time has given recitals reflectingcredit upon its faculty. The followinginstructors have been associated withthe Conservatory: Gertrude I. SmithDelia Sprague, Marguerite Schau, Winifred Hutchins, Mrs. Edith ForbesHacking and Arthur Bryce of BattleCreek.

There have been a number of graduates m the special music departmentand among these Miss Ethel Fusselmanis teaching at Atlantic Mine; Mrs. Mabel Thorpe Jones, Indiana; Miss BerhaIhorns, Downer's Landing, 111., Florence Barrett, Lawrence ; Frances Dun-combe, Bellevue; Mrs. Jeanette Cauff-man Romeo; Hazel Sevey, Stanton,and Ruth East, Three Oaks.

Grace Newton, 1910.

Domestic Science and Art.

From an elementary beginning, theDomestic Science and Domestic Artdepartments of Western State Normalhave developed into strong features ofthe school curriculum. These courseswere started in 1904 and until the summer of 1908, were carried on in connection with high school classes in theManual Training building of the Kalamazoo public schools. The DomesticArt was in charge of Miss CharlotteWaite and the Domestic Science wastaught by Miss Louise Kingsbury, bothteachers in the city schools.

Miss Florence Pray, a graduate ofleachers' College, Columbia University,came in 1906 and continued to combineNormal and public school work untilthe new gymnasium was completed in1908 and rooms were fitted up in thebasement for cooking and sewing. Thatyear Miss Pray became the head of thedepartment of Domestic Science in theNormal.

For Domestic Science work there isa large cooking laboratory equippedwith all of the necessary utensils, thatwill accommodate twenty students atonce, a pantry, dining room, store-room,etc. The design class of last fall madeattractive stenciled curtains and runners for the dining room, the design


having been made by Miss TheresaMenge, a Domestic Science senior.

For the work in sewing there aretwo large rooms, one for juniors andthe other for seniors in this department,both having cutting tables, machinesand other equipment. MissAnne Wrighthas had charge of this work since thefall of 1908. She received her trainingat Teachers College and before comingto Western Normal assisted in DomesticArt work at Michigan Normal Collegeat Ypsilanti.

There were five graduates each for theyears 1906,1907 and 1908. In 1909 therewere seventeen graduates and the year1909-10 started with thirty-two juniorsand seventeen seniors. Out of the thirty-two graduates twenty are teachingDomestic Science, Domestic Art orManual Training. Among the cities towhich the Normal graduates in this department have gone are Kalamazoo,Jackson and Grand Rapids.

In the new training school buildinga laboratory, two pantries and a diningroom are equipped for DomesticScience and one large room for sewing.The pupils of the seventh grade havestenciled curtains for this dining room,the design having been selected from anumber submitted by the seventhgrade. Two attractive breakfasts wereserved in this room at the end of lastterm, one by the sixth and the otherby the seventh grade, each inviting twoguests.

From time to time there have beenopportunities for the young women ofthe Domestic Science and Art departments to put their abilities to a practical test. The largest undertaking ofthis kind was the banquet for theyoung men of the Normal in honor ofthe football team last November. Covers were laid for about 100 and all ofthe dishes were prepared and served bythe Domestic Science girls. The decorations and place cards were the workof the young women in the DomesticArt department.

Under the supervision of the Domestic Science department a lunch roomwas started for both Normal and Training School students in the fall of 1909.Each noon one hot dish was preparedand served at small cost to the students.Miss Marie Sayles, assistant in Domestic

Science, directed this work which isplanned as a permanent feature in theschool.

Carrie Briggs, 1910.

The Amphictyon Society.

Soon after the opening of the firstschool year, two societies were formed:the Amphictyon, for women; theRiley, for men, founded by Dr.T. J. Riley. The former had for itsfounder Miss Mary Lowell, then ofthe English department, while Mrs.Thomas James Riley was also interested. During the first years, the lives ofthese two societies were closely linkedand together they worked in harmony—becoming the center of social life.The Riley disappeared but the Amphictyon is still here in a most flourishingcondition. The latter derived its namefrom the Amphictyonic league whichguarded the temples in early Greekdays.

The object of this society is well expressed in their constitution,—"Topromote such a liberal interchange ofthought and social interests as will aidthe development of right character, thespirit of good fellowship, and the highest freedom and efficiency of mind."

Besides maintaining a high degree oflyceum work, the Amphictyon began,and continues to be, an important factor in social life of the school, weeklymeetings are held and at least one openmeeting during the term. Authors arestudied, current events reviewed, anddebates on questions of the day aregiven. Musical talent also has an important place in these meetings.

In the Oratorical Contests held during 1909 and '10 gold medals were wonby Edith Trattles and Nettie DePagterrespectively, both of whom were representatives from this society.

Nellie M. Bek, 1911.

The Normal Literary Society.

The first meeting of this society wascalled by Norman Luneke, on Fridayevening, November the fifth, 1906. Thechairman appointed the following committee to draft a constitution: the Misses Traut and Henderson and Messrs.Phelan, Overholt and Martin. At a

RETROSPECTIVE 47

meeting the next week, the constitutionwas submitted and adopted.* From a mere handful of hard workers, the society has grown until morethan one-sixth of the entire studentbody have added their names to its list.

The aims of this society, which isdemocratic in form, are well stated inthe preamble to the constitution: "Toattain through practice to a higher degree of excellency in the art of publicspeaking, and to enrich our lives by theculture that comes from mental contact and social fellowship."

Both literary and social meetings areheld, the former, once a week; the latter, about once a month. During thewinter term of 1909 '' The Sleeping CarFarce" was given in the gymnasiumof the Normal by the society.

The following people have served aspresidents of this organization: S. 0.Martin, John Phelan, Norman Luneke,Oscar Drake, John Salisbury, PalmerMcGuinness, Daniel Simons, ParnellMcGuinness, Lee Barnum, Chas. Poor,and Chas. Harper, the last of whom isacting at present.

C. A. Bean, 1911.

Rural Sociology Seminar.

The Rural Sociology Seminar had itsorigin in an informal discussion of theneed of such an organization as a meansfor making the students enrolled in thedepartment of rural schools familiarwith the questions of current progressin rural life, as well as with sufficienthistorical study along the same lines, toform a proper perspective for the matters of more immediate interest. At ameeting held January 18, 1905, a constitution was adopted.

During the first four and a half yearsof the organization, it was the customto hold monthly meetings, usually inthe evening and programs consisting ofmusic, book reviews, topical papers, debates, research reports and talks bymembers of the faculty were given.During the present year, meetings havebeen held every fortnight, as the number belonging has seemed to call formultiplied opportunities for individualparticipation. The Seminar was represented in the school oratorical contestin 1909 and again in 1910.

Membership and participation havebeen voluntary, but beginning nextfall the work will be required of allseniors in the rural school courses andthe organization will meet in two sections. Meetings will be held in theLibrary of the Practice School. TheJuniors in the rural school courses willbe organized for literary work underthe direction of Miss Koch.

Nellie Cassel, R. S. 1910.

Erosophian Society.

The Erosophian was founded in October, 1907, by students of the Preparatory Department. Starting withmembership of thirty-five,numbers more than oneand thirty on its rolls. Thethe society has been two-fold:a study of sociological conditions bothhere and elsewhere; and to develop inits members ease and power in thepresentation of material.

As first taken up, broad movements,such as the work of Tolstoi in Russia,the Bishop of London, Jacob Riis, andJane Addams were treated. Later, theclub grew into the feeling that themost effective way would be to studyits own environment. Hence, during1909-1910, parties of from ten to twenty students have visited institutions,industries, municipal buildings, etc., thematerial thus gathered, being preservedin magazine form for future reference.Plans for next year are already nearingcompletion. The origion and growth ofKalamazoo's educational institutionswill form the central theme.

Any account of the Erosophian Society would be incomplete without alist of those who have aided most,bringing the club to its present standing: Milton Billingham, Willis Cook,Frank Seager, Frank Martin, Neil Ver-burg, Robert Doherty, Jane Stoddard,Belle Sweetland, Edith Sweetland, Ke-turah Waite, Bessie Samson and Edoui-na Armstrong.

The society has taken part eachyear in the oratorical contests,and in 1909 one of its candidates,Milton C. Billingham won second placeand the silver medal in the "finals",participated in by all the societies.

Neil Verburg, H. S., 1911.

a

it nowhundredaim of

to make


THE

KALAMAZOO NORMAL RECORD

WESTERN STATE NORMAL SCHOOLKAUMAZOO, MICH.

BOARD OF DIRECTORS

D. B. Waldo Ida M. Densmore L,. H. WoodMamie Bishop Frances Bachelder

C. L,. Poor W. D. Cook

Ernest Bdrnham, Editor-in-chiefMinnie Williamson, Student Associate Editor

William McCracken, Managing EditorWillis D. Cook, Student Associate Manager

Advertisement: All communications intended for publication should be sent to theeditor. All correspondence relative to advertising, subscriptions and distribution should beaddressed to the business manager.

Numbers will be issued this year in May andTune. These numbers may be had for 15 centseach or 25 cents for the two. The subscriptionprice fornext year is 50*cents for ninenumbers.

Advertising rates will be made known uponrequest.

EDITORIAL

Future. Estimates of success in teaching are extremely difficult

to make, because teaching is a spiritual,intangible process. There is some objective evidence of success, but mostof the result is in soul growth, only dis-cernable by mutual qualities of spirit.Increased interest in life in general,and in subjects, objects and persons inparticular; increased power of mentalgrasp, i.e., more and clearer apperceiv-ing centers, and greater power of application both objective and subjective,—these are some of the proofs of a goodteacher's teaching. Personal excellencein a teacher is evidenced by classified,accurate and constantly used knowledge; by conduct sensitively responsive to the impulses and inspirations ofa personally refined and a sociallycultured nature ; and by a spirit mutually responsive with Christ's spirit to thehighest and best things in present, immortal life. We covet for the youngpeople who go out from this institutionand kindred schools this month the excellence and the exultation of personaland professional success.

Question. Long and familiar associationwith the activities of any

organization fixes certain centers of interest which are destined to be permanent. These interests have great initialimpetus given to them by some extraordinary wonder in environment, by themagic power of some personality, andby native inspirations. Schools conserve and develop these initial stimulations chiefly through science, societyand art. The vital questions of institutional introspection which each recurring Commencement reiterates focusthought upon the mastered, typical experiences in science, society and art forwhich the graduates are indebted totheir Alma Mater. The exhibit of theDepartment of Practice the first daysof June made adequate answer to theself conscious questions of the elementary school. The adult student and theinstructor must meditate seriously uponthe multiplied and far less obviously articulated activities of the year to derive any worth-while appreciation ofhis own increment of growth. Thegreatest institutional benefit from Commencement results from the socialization of the same serious inquiry. Doesthis school, both consciously and unconsciously, efficiently establish in thelives of the youth who attend it, truescientific, social and artistic types?—This is the question of the hour.

Sinews. As stated in our May issue thereal sinews of war necess

ary to the running of a magazine arefurnished by the advertisers. The firstquestion asked by the prospective advertiser is "how many subscribers haveyou?" The price one may ask for advertisements and the willingness of theadvertiser to take space, are both basedon the subscription list. We submit thisissue to you as a sample of what wehope to realize on a permanent scale inthe fall. A magazine to be of any useto the school must have readers, andthese readers must of necessity largelybe the alumni and students. The pricefor the year's subscription beginningwith the first fall number has beenplaced at the extremely reasonable figure of fifty cents. The managers entertain the confident hope that a numberof subscribers sufficient to secure the

EDITORIAL 4W

postal rates given to mail matter of thesecond class may be secured before theend of the Summer term so that we maystart next year with an increasing advertising patronage and with the additional advantage of economical postalrates.

Instruction When the question of thein English. aim of the department

of English in any normal school is raised, the ultimate purpose of this department must resolveitself into a clear conception of thepeculiar function of the normal schoolas an educational institution. In minordetails each particular normal schoolwill present a course of study in English that varies with the personnel ofthe faculty; but in the main it willnever be forgotten that the large bodyof its graduates become teachers in theelementary public schools. This narrowsthe problem, in general, to the presentation of practical composition and asolid groundwork in literature.

This statement is concerned with thelatter half of the problem. Briefly, thework of faculty and student teacher isto seek a practical knowledge of thepsychology of children between theages of six or seven and fourteen orfifteen years; added to this is the necessity of working out some useable system of literary criticism which willfacilitate the selection of such wholes orparts from the works of the masters aswill supplement the experience andtastes of children of public school age.This presupposes a fairly wide readingof literature on the part of students inthe normal school. Here lies the realproblem. Subject-matter, psychology,criticism: with the first insured, criticism will readily follow, and psychologywill strengthen either. Without a liberal sprinkling of subject-matter, theburden shifts; this is what actuallyproves to be the prevailing situation.

Barring the extention of the presenttwo year course, the following suggestsitself as a temporary method of procedure : an attempt at a more thoroughstudy of fewer masterpieces of epic and'lyric poetry (the drama may be betterapproached through composition) ; andof folk-lore, fable, myth, and shortstory, all with a constant and intensive

application of critical principles. Theresult should be, the ability of thestudent to select wisely a limited, butvarying number of good things fromthe wilderness of so-called children'sliterature.

B. L. Jones.

A Teacher's Modern life makes it pos-Bookshelf. sible to produce machi

nery which enables usto get at work in a moment's timewhich years ago would have called formuch preparation and the expenditureof energy now available for the task itself. Publishers have made great advance in furnishing us books and periodicals at little cost. One of the teach

er's problems is to equip a corner somewhere in which his reading and studying and writing will be ready for himwhenever there is a little time, whichbelongs to that side of life.

The desk may be only a refitted boxand the shelf a planed board, or one ofthe "unit" cases which can be addedto as the books increase in number, ora revolving case costing less than tendollars—these details are less important than it is to have desk and shelfnear together so that the worker neednot get up from his work to find hisdictionary or other advisers and thatthey are so placed that he can leave hiswork knowing that it will be ready forhim when its turn comes again.

It is good to have something in fictionalways here against the time even toread a page or two, as well as thoselonger sittings when the rest of theworld waits upon the end of the book.A rack like that on the back of achurch pew will hold the local paper,and some other paper that belongs tothe larger world like the WeeklySpringfield (Massachusetts) Republican costing a dollar a year. A magazine club will cost its members very little and will furnish them in turn theAmerican, McClure's or Everybodys;Harpers, Century, Scribner's or Atlantic ; Outlook or Independent, and by allmeans the Survey. An educational journal will be in place even though theclub members are not all teachers forhome and school are nearer togetherthan they used to be. The Journal ofEducation has much of general inter-


est. Of course the teacher needs hisstate paper and according to his specialinterest the School Review, ElementarySchool Teacher, School Science andMathematics, Manual Training Magazine, Journal of Home Economics orsome other of the happily increasingnumber of special journals.

A few minutes writing will bring tothis corner the reports of the UnitedStates Commissioner of Education, theState Superintendent, the State Boardof Health and of some communityenough like the one worked in fordirect helpfulness and enough unlike itto give the reader a broader outlook.Two or three pigeon holes (pasteboardboxes will serve) will hold the circularsetc., that come in response to cards sentout once in a while to the publishersand dealers mentioned in "Where tofind it" that you got at the normalschool or in the American School BoardJournal of Milwaukee. If there is not aplace ready these will go too easily into the waste basket (for of course awork corner has a waste basket in it.)

Whatever reference books can begathered together will be at hand.Among these will be an atlas or a goodgeography with a pocket pasted insidethe cover, where will be kept maps cutout of newspapers or copied hastilyfrom reference books in some largerlibrary for use in the quiet corner.

The respect felt for a book becauseit is a book is a vestige from the days ofmore general illiteracy. It is this feelingthat leads many families to place on theparlor table from year to year subscription books bought on the installmentplan. These lie in state in their fancycovers for the most part unread butvalued because they are books.

There are many books of use_tothe teacher today which will be improved upon within a few years. Sowhile looking to future value be sure ofa book's present service before puttinggood money into it. Beware of mostagent's bargains and of "sets" in general. Book loaning and borrowing isfrequently badly done, but done intelligently and co-operatively it is a greathelp. Book clubs are just as feasible asmagazine clubs. Both mark advancesin civilization over individualistic ex-clusiveness or theft.

In this number there is only space tomention a few educational books, thatmay well be placed where one can turnto them as he thinks over the questionsthat he has noted down during the dayspent in the school room. One realproblem hunted down for even a fewminutes is often worth hours of desultory "studying." There will soon appear from Macmillans an encyclopediaof education in several volumes whichwill serve better to answer one's questions than anything we now have. Butof what is now available there will bethe text books in Psychology and History of Education you studied. Shaw'sSchool Hygiene or one like Barry's (inthe State Reading Course) will be indispensable to one who wishes to makephysical conditions as good as it is inhis power to m&ke them. Kirkpatrick'sFundamentals of Child Study answersmany questions about physical andmental characteristics and needs. Thebest work dealing with one's specialsubject should be secured. Most of theseare in the series published by Longmans, Green and Co. (including Carpenter, Baker and Scott's book on English) *and by Macmillans (including Chubb'sTeaching of English). High Schoolteachers will find help in Brown's Making of our Middle Schools and Hollis-ter's High School Administration.

Remember that these books supplement "subject" books and "real" material. A few of them used will countfor more than many read.

Frank A. Manny.

NEWS ARTICLES

Base Ball.

The twentieth of May was an idealday for base ball and just to show hisappreciation, Spaulding led his balltossers down to battle against theDutchmen at Hope College. The Holland papers stated that the game wasthe best witnessed in that town for several years.

In the first inning the happy Dutchmen scored a home run and we evenedthings in the second by also getting one.Neither side could get two hits in thesame round after that, the game goingto the fourteenth inning when Hope

NEWS ARTICLES 51

added another run, and won two to one.Berger allowed only four hits andstruck out eleven men, but luck wasslightly against him. Martin, Damoth,and Maltby played their usually steadygame.

In a slow and loosely played game,we shut out Battle Creek High Schooland piled up a total of twenty scores.The high school boys were entirely helpless before our heavy hitters and at nostage of the game did they have anychance to score. In nearly every roundthe visitors were put out in one, two,three order and but one man reachedthe second station of the circuit. Thefeature of the game was the pitchingof Berger, who fanned fourteen of thevisitors and allowed but three scatteredhits. Martin, Fillinger, Parsons, andBerger all hit the ball hard.

Our ball team again won from AlbionCollege by the score of eight to threein a very fast and snappy game in whichboth teams showed good form. At thestart it looked as if the bleachers weregoing to be treated to a pitcher's battlebetween Berger who was at his best,and Miller, Albion's star, the first twoinnings resulted in blanks for bothsides. In the third, the Normals took toMiller's curves and piled up fourscores, in the midst of which Emmonsrelieved Miller in the box. Albion alsoannexed two scores in their half of thethird by succeeding in beating outthree bunts toward third base. In thefifth Albion scored another run. Thenfor the next three innings both sideswent out in one, two, three order. Inthe ninth our boys again hit the ballhard and when the smoke had clearedaway we had four more runs and asAlbion could do nothing in the hittingline the game ended eight to three inour favor. The feature of the game wasthe fielding of Sanford who by swellpegging cut off two scores at the plate.Soule caught a fine game and his basethrowing looked like big league variety.Berger, Blake and Captain Martin didexcellent work with their sticks. Allthree driving the ball for extra basesat opportune times.

The Normal Reserves closed theirseason by trimming the Galesburg Independents in a fast and errorless gameon May 28. Reynolds seemed to have

everything up his sleeve and forcedfourteen men to fan the ,air. Hutchins,Cramer, Wilson, and Gorbutt featuredin fielding while Snow, Knauss and McGuinness clouted the ball hard andoften.

Commencement.

For the sixth annual commencementof Western Normal an unusually attractive program has been arranged,opening Friday afternoon, June 17thwith the presentation of "As You LikeIt" by members of the senior class, andclosing Tuesday afternoon, June 21stwith the annual alumni banquet.

The cast for "As You Like It" whichwill be given in Normal grove underthe direction of Miss Master follows:Duke, living in exile. .Bernard RobertsAmiens Trevor MuffitJaques Otto W. Ling

Lords attending DukeOliver M. C. GorbuttOrlando Glenn SooyAdam, servant to Oliver. .Carl RodgersTouchstone, a clown Vernon GulpCorin, shepherd Charles StubigSilvius, shepherd Arthur CrossWilliam, a country fellow in love

with Audrey Lynn S. BlakeRosalind, daughter to banished Duke

Grace NewtonCelia, daughter to Frederick

Nettie De PagterPhebe, a shepherdess. .Eleanor GardnerAudrey, a Country Wench

Jane WakehamFirst Lord, attending Duke

Parnell McGuinnessOnly the forest scenes are to be pres

ented.

Costumes will be furnished bySchoulz of Chicago and the music willbe by the Normal orchestra. Songs usedby Amiens are taken from the Book ofShakespeare Songs. The scene is theForest of Arden in the 17th Century.

The play will be given at 3 o'clockin the afternoon and in case of rain thedate will be changed to Monday, June20.

On Sunday evening, June 19, the baccalaureate sermon will be given at St.Luke's Episcopal Church by the Rev.F. A. Roudenbush, rector of thatchurch.


For Monday, June 20, only one feature of commencement time is planned.This will be the party for the alumniand seniors in the gymnasium and isthe first event of its kind ever arranged. Many former students have expressed their intention of attending thecommencement festivities and this social reunion will be planned for a permanent event.

Professor Charles Zueblin of Bostonhas been engaged to deliver the commencement address Tuesday morning,June 21 at 10 o'clock. His subject willbe "Democratic Culture". ProfessorZueblin is a sociologist and author ofnational recognition who, for severalyears, was professor, of sociology at theUniversity of Chicago but who recentlyhas made his headquarters in Boston.He is numbered among the three mostpopular extension lecturers in America.

Following the address by ProfessorZueblin and presentation of diplomas,will be the alumni banquet at 12.30 inthe training school building. Dr. William McCracken of the faculty will actas toastmaster on this occasion, President Clark Doolittle of the Alumni Association, making the introductory remarks. Zell Donovan of the 1907 classwill speak for the alumni, Wm. J. San-ford, president of the class of 1910, forthis year's class and the commencementspeaker will respond to a toast. Therewill be other toasts and music by themusical talent of the "past and present".

Training School Exhibit.

The Training School held the firstexhibit of grade work in their newbuilding on June 1-2. During the morning sessions regular class work wasconducted in all grades and specialprograms showing typical features ofthe year's work were arranged for theafternoon sessions. There was also anexhibit of written exercises, art andconstruction on display in the graderooms and in special departments.

On Wednesday afternoon a programof elemenetary and domestic sciencewas given. In this program the mostdistinctive feature of the year's workwas selected by each grade. The exercises of the kindergarten, first and

fourth grades were illustrative of theiinature study observations. The pupilsof the sixth year took for their topic"The Weather" which was an out

growth of their work in geography. Itwas quite evident to the audience whythe seventh grade class rooms were theonly rooms equipped with electricbells after seeing the interesting experiments performed by the pupils of thatdepartment. The program in domesticscience especially pleased the mothersbecause it showed them most clearlyhow the work of the home was beingsupplemented by the skillful training inthe school.

On Thursday afternoon the programcentered around the reading and history.Stories were told and dramatized veryentertainingly by the Kindergarten,and the children of the first and secondgrades. The third grade gave an original dramatization of "A Trading Scene"between the Vikings and Phoeniciansabout whom they had studied duringthe winter term. The reading from"William Tell" was given by thepupils of the sixth grade in a most artistic manner. This program was planned to show the progression in readingthroughout the grades. The topics inthe history were selected by the children as being the most interestingphases of the year's work. Excellentmusical numbers from the variousgrades were interspersed throughoutthe program.

The physical training exhibition wasespecially pleasing because of the variety in the work and the skill in execution. The exercises shown fully exemplified the broadest aim of the physical training work in that it should berecreative as well as hygienic and educative.

Perhaps the most entertaining program of the exhibit was that given onWednesday evening when the parentsand friends were received by theTraining School faculty in the rotundaof the new building. The minuet wasdanced by eight fifth year childrendressed in colonial costume. In the Sargent free exercises, executed by agroup of children from the fourth gradethe corrective value of the physicaltraining work was well demonstrated.Keen interest was manifested in the

NEWS ARTICLES 53

spelling match between the two divisions of the fifth grade and their proficiency was the subject of much favorable comment. After the completion ofthis program the audience inspected theexhibits in the various departments.These exhibits were especially noteworthy because they showed how closely allied were the art and constructionto the regular class-room work. As oneafter another of the audience bade theirhosts farewell on Wednesday evening itwas the general verdict that this exhibit had been such a success that itwas hoped that the Training Schoolmight make it an annual affair. Thespecial programs of the exhibit wereas follows:

PROGRAM

Giving Typical Features of Work inElementary and Domestic Science.

Wednesday Afternoon at 2 o'clock,in the Rotunda.

Song—Daffodils Grade VIIElementary Science—

1. Our Garden Work. .KindergartenStory and Dramatization.

2. Story of Robin Grade I3. Story of Our Aquarium. . Grade IV4. The Weather Grade VI

(a) Instruments used in predictions.

(b) Making of a weather map.(c) A weather prediction.

5. Experiments in ElectricityGrade VII

(a) Making a wet cell.(b) The electro magnet.(c) The electric bell.(d) Telegraph instrument.

Song—Romance Grade IVDomestic Science—

1. Making of Butter and CheeseGrade II

2. Problems in Houskeeping Grade III3. Setting of Table Grade VI4. First Aid to the Injured. . Grade V

Song—Little Oh Dear, Boys of Grade VI

Wednesday Evening at 7:30 o'clock,in the Rotunda.

Song—Spring Quartette, Grade VStory of Arbor DayExercises, Grade VIIType Exercises in Physical Training—

Minuet Grade VSargent Free Exercises.... Grade IV

Song—Hark ! Hark ! the Lark, Grade VI

Spelling Match Grade VSong—The Naughty Tulip... H. HingaReception to Parents and Friends.General Inspection of Exhibits.

Thursday Afternoon at 2 o'clock, inthe Rotunda.

Song—Flower Songs Grade IIReading—

1. Story—" Little Red Hen and Grainof Wheat"

Dramatized by Kindergarten2. Reading and Dramatization

Grade I3. A Fairy Story Grade II4. Dramatization—' A Trading Scene'

.... Grade III5. Reading from William Tell

Scene at Altorf Grade VISong—Summer Rain Grade IIIHistory—

1. Stories of Early Discoverers andExplorers Grade IV

2. Debate—Who was the GreaterMan, Hannibal or Alexander?

Grade V3. Making of a Knight.... Grade VI

(a) The page.(b) The squire.(c) The ceremonies of Knighting.

4. The Story of Western ExpansionGrade VII

(a) United States at close of Revolution.

(b) The Louisiana Purchase.(c) The Oregon Claim.(d) Texas, California and New

Mexico.Song—Litle Boy Blue Grade VTypical Exercises in Physical Training.

Thursday Aftenoon, 3:30 o 'clock,Normal School Gymnasium.

Action Story Grade IFolk Dance Grade IIGame Grade IIIDumb Bell Exercise Grade VDance Girls of Grades VI-VIIExhibition in Marching

Boys of Grades VI-VII

The May-Day Festival.

The department of expression decidedthat the longed for return of springAvas rather neglected these days, andthat we really appreciated its comingvery much more than we acknowlegd-ed, so we planned to revive the olden


custom of holding a May-day Festivalin its honor.

When we began the preparation forthe festival, we were confronted by thefollowing problems: first, what shouldbe the nature of the festival; second,what should be our working basis;third, where should we find our material; fourth, how should the materialbe organized and presented; and last,of what value would the work be to us.

We knew in a general way that agreat many nations in all times havecelebrated the return of spring in various ways, and it was decided that aprogram which presented several typesof May-day festivals would be more in-eresting than one presenting only onekind. The Greek and English celebrations were selected as being mostcharacteristic and a third was added,to be of a miscellaneous nature. Thework was divided between three classes,one being given the Greek work, onethe English, and the third, the modern.

The method of working out the different parts was practically the samefor each class and the Greek part willbe taken for illustration.

The first thing necessary for anysuccess is to have the proper spirit;therefore we read all the Greek mythswe could, and told these in class untilwe became more familiar with the lifeand feelings of the Greeks. At the sametime we looked up all we could find ontheir festivals in general, and their may-festivals in particular. We learned thatthese usually consisted of songs, dances,games, and the dramatization of somemyth, and we planned to follow the program as closely as possible.

Several committees were appointed;one for games, one for music, anotherfor dances, and another for the myth.Each committee found material on its

subject and brought the reports toclass. The story of Plato and Proserpinewas chosen as being the myth most appropriate to the season, and the committee decided that the myth should betold, and the dramatization worked outin pantomime. The other committeesfound good material, a dance of Grecianmaidens, and parts of a flower dancefrom which they originated a completedance; and the music committee founda Greek song and some Greek games.

Each member of the class then wrote

out a complete program, using the reports of the committees. These wereread in class and criticized and a committee was appointed to look them over,select the best in each one, and formulate a composite program. The partswere assigned so that no one was without something to do, and the rest of thetime was spent in rehearsals.

After three weeks' work, the festivalreached its culmination in the presentation of the entire program on the campus, having for the first part a modernprogram devoted to the May-time spiritwith an original masque written byMabel Chaffee; and for the second partan old English program with a dram-atizaton of a Robin Hood Story, written by Aileen Hoffmaster and for thelast our Greek Program.

The sort of constructive work on festivals and pageants is not, as might besupposed, out of place in a course inexpression. The festival was not a finished product; it did not pretend to be,but was on the other hand rather crude.However, it was of far more value thanone on which was spent a greateramount of time, as is necessary in theinterpretation of a finished product:and in reality paved the way for thelatter. Every attainment of any worthmust have its foundation. So a greatcharacter cannot be interpreted justlyuntil the interpreter has built his foundations. The festival work illustrateson a small scale how the foundation must be constructed in workingout a process from its beginning. In thiswork a certain portion of the problemsare met which the dramatist has to facewhen he creates his characters andfabricates his drama. And, so throughrecognizing the greatness of small beginnings, our ability is increased andour experience is broadened, both toappreciate masterpieces and to interpret them.

Dorothy Upjohn, 1911.

Hiawatha—A Dramatization.

On May 19, the pupils of the RuralObservation School, under the directionof Miss Ensfield, gave an interestingdramatization of Hiawatha under theGreenwood at Lake Farm. It was theoutgrowth of the reading and language

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NEWS NOTES 5*

work of the sixth grade, all the children helping in the dramatization andin working out details of costume andingenious stage arrangements. Thewood and the lake formed a picturesque setting, especially for the scenesof the calling of the nations, with theapproach of the armed warriors fromacross the lake, and the impressive departure of Hiawatha, floating quietlyaway in his canoe.

The children's simplicity and utterlack of self-consciousness was the mostpleasing feature of the work and madethe presentation an ideal working outof the dramatic instinct in a group ofchildren. As a program of the LakeView Literary Club, it presented an interesting phase of the co-operation between the school and the community.

Anna French.

NEWS NOTES

Dr. L. II. Harvey has accompaniedthe students in his advanced botanyclass on a number of interesting tripsrecently. These have included trips tothe glacial out-wash valley at Alamo, toGull lake and on Saturday, June 4 toNew Buffalo to study the flora of thedunes.

The Juniors had charge of thechapel exercises on June 7. The features of their program were vocal andinstrumental musical selections by various members of the class and a story byHelen Andrews.

The Erosophians held their first annual banquet Tuesday evening, June 7that 6:30 o'clock, in the gymnasium ofthe training school building. Neil Ver-burg acted as toastmaster and severalmembers of the society responded totoasts.

The gardens for the training schoolare coming up in splendid shape andthe outcome will be a competetive display before school closes. In the ruralschool garden experiments in corn germination, soil innoculation for cloverand fertilizing have made an interesting study for the classes.

The seventh summer term of Western Normal will open Monday, June27th. At the present time indicationspoint to a large attendance representing a wide territory. Inquiries havecome in from many parts of Michiganand from other states.

For the members of the faculty whowill be away from the Normal nextyear, Miss Goldsworthy gave a farewelldinner Saturday evening, June 11. Theparty included Prof, and Mrs. ErnestBurnham, Prof, and Mrs. J. E. Fox,Miss Reitler, Miss Smith and others.

One of the most enjoyable of themeetings held by the Amphictyon society this year was one recently held inwhich original work constituted theevening's program. The society turnedout in a body for the oratorical contestand gave the winner, Miss Nettie DePagter, a great ovation.

On May 12th a lecture on historyand geography of Switzerland, illustrated by stereopticon views, was given byMiss Zimmerman of the faculty to thestudents of the second year Germanclasses and to the children of the sixthgrade of the training school who arereading an English adaptation of Wil-helm Tell.

A fine course of lectures for the summer term has been arranged and includes besides Dr. Frank M. McMurryof Teachers' College, Columbia University who will be here July 1, the following people: Mrs. Gudrun Thorne Thom-sen of the School of Education, University of Chicago, July 20; Miss MabelCarney, a rural school authority, July25 and Dr. Charles H. Judd of theUniversity of Chicago, July 27.

A wedding of interest to many of thegroom's friends took place Tuesdayafternoon, May 31, when Marion J.Bosier, a former student at the Normaland Miss Nina Robinson of Bangor wereunited in marriage at the residence ofthe officiating clergyman, the Rev. H.W. Gelston. Mr. and Mrs. Bosier wentat once to Jackson where the former isa teacher in the manual training department of the public schools. Mrs. Bosieris a graduate of Michigan State NormalCollege.


Two members of the Normal facultywill spend the summer in Europeantravel. Miss Mary M. Master of thedepartment of expression will sail inJune for three months of travel andProfessor George S. Waite of the manual training department left Kalamazoo June 1st for several months abroad.

The "play" spirit has been given animpetus in the Practice School sincethe installation of play-ground apparatus on the campus south of thetraining school building. A number ofteeters and swings have been put upfor the use of the children and are proving a most attractive feature of thespring term.

An interesting book has been compiled by the senior class for its souvenir.It contains the pictures of all membersof the class with the history and various other features of permanent interest to the class and cuts of the membersof the faculty. With its binding inbrown the book is a most attractive"memory book".

Miss Margaret Eldred who for twoyears has efficiently assisted in the department of music in the Normal hasaccepted the position of supervisor ofmusic in the Hastings schools. She willbegin her duties in the fall. Miss Eldredhas delighted many audiences in theNormal with her singing, having avoice of unusual beauty.

Western Normal faculty will havetwo valuable additions next year in thepersons of Principal T. Paul Hickey ofthe Battle Creek High School and Dr.J. B. Faught now of the Northern StateNormal at Marquette. Mr. Hickey willteach in the departments of mathematicsand history, and Dr. Faught will havecharge of the department of mathematics.

In a program prepared and presentedby the Rural Sociology Seminar forchapel Friday, May 27, many featuresof interest were discussed. Clarence DeVries presided and talks were given onrural school topics by the Misses PearlGeiger, Ellen Bachelder, Fanny Palmer, Alvin Granger and Karl Kel-ser. A voice number was given by MissBertha Collis.

Professor Ernest Burnham has hadthe following commencement addressesto deliver this month and last: Climax,May 22; Tustin, May 25; Richland,May 26; Berrien County Normal atSt. Joseph, June 1; Augusta,June 2;Cass County Normal at Dowagiac, June3; Tekonsha, June 10; Caledonia, June17 and for the eighth grade commencement of the Kalamazoo public schoolsJune 17.

Miss Janette Reitler has been theguest of honor on a number of occasions recently in honor of her approaching marriage, June 22, to Dr.Tasjian. A faculty party was givenJune 10 with a picnic supper as the principal feature. Many other social affairshave been given by individual membersof the faculty. Several of the instructors in the Normal will attend the wedding in Chicago.

President Waldo has had and willhave a number of commencement addresses to deliver this month. He addressed the High School students atKalkaska May 31st; gave the commencement address for the CountyNormal at Grand Haven June 3rd; theaddress at Sunfield, June 2nd; atAthens, June 8th, at Midland June 9th;for the Muskegon City Normal classJune 15 and on June 23 he will makethe commencement address at Parma.

The members of the special visitingcommittee appointed by the departmentof public instruction made their visitsto Western Normal in May. The first ofthe number was Superintendent F. A.Jeffers of Atlantic Mine who spent twodays at the school. He addressed thestudents in the chapel during his visit.Later in May Superintendent W. C.Martindale of Detroit and Mr. Van Leu-ven of Mt. Pleasant, visited the Normaltogether, inspecting the buildings andvisiting various departments of work.Both spoke in chapel.

An exhibition of work of studentswas sent to Minneapolis in May for themeeting of the Western Drawing andManual Training Teachers' Association. This exhibit consisted of thirty ormore art books made by students in thevarious classes of the art department,

ALUMNI 57

representing their class work andbound with decorated covers and titlepages. The exhibit covered representative work in nature study, animal andfigure work, cylindrical and rectangular, perspective, design and historyof art.

An event of interest especially to therural school department was the visitof Miss Mabel Carney to the schoolTuesday and Wednesday, May 31st andJune 1st. Miss Carney is one of theforemost workers in rural school advancement and has spent the past yearin Teachers College pursuing work.She will teach in the state of Washington next year. Miss Carney addressedthe rural students Wednesday afternoon and will return to the Normal fora series of lectures on rural topics July25th.

The first of the annual banquets planned by the Twelfth grade English classes under Miss Alice Marsh was heldMay 25 in the training school building.About 35 students were present, thisyear's class entertaining the class oflast year. George Albertson acted astoastmaster and toasts were respondedto by Allen Petrie on "Parodies", Win-ship Hodge with a parody on Virgil;Mrs. Emma Smith on "Thoroughness";Miss Bessie Samson on "Lords of Creation", and Mrs. Rhodes gave an originalpoem on "The Class of 1910."

Many former students have madevisits to the school within the past fewmonths and among these are the following: Blanche Pepple of BerrienCounty Normal; Charlene Fogarty ofJackson; Mary Fogarty, Lansing;Myrtie Smith, St. Joseph; Minnie Hart,Battle Creek; Mary Richardson, Jackson; Lena Hackett, Benton Harbor;Ruth East, Buchanan; Genevieve Miller, Hastings; Nora Colburn, Zeeland;Florence Esselburn, Traverse City; Annette Brody, Lawton; Jennie Mercer,Vicksburg; Virginia Forest, Detroit;Palmer McGuinness, Camden; BessieHaner, Sturgis; Zell Donovan and JohnPhelan, University of Michigan; LeoJ. Prichard, Pontiac, Illinois; NormanLuneke, University; Lulu Broceus, Holland ; Melvin Myers of Port Huron andothers.

ALUMNI

1905.

Lewis Fee of the class of 1905 completed a course at the University ofMichigan after leaving the Normal andis now principal of a school in the stateof Washington.

1906.

Charles Appleton who received a lifecertificate from Western Normal in

1906 is now superinendent of schoolsat Nashville, Michigan.

Miss Olive Breese who was active inclass affairs during her two years atthe Normal, has been teaching in thePortage Street school of Kalamazoofor two years and previously taughtin Holland.

Miss Maude Grill taught in Indianapolis the first year after her graduation and since that time has taught inBattle Creek with success.

Ira J. Hayden of this class was married to Miss Nellie Johnson a studentin the Normal soon after his graduation.

Miss Myrtle Hawley is teaching inthe Kalamazoo schools and last yeartaught in Dowagiac.

Miss Alcha Hinkle is teaching inMontana.

Miss Clara Hochstein has taught in thekindergarten department of the cityschools since her graduation.

Miss Lillian Knapp went to GrandRapids from the Normal and has sincetaught in the state of Washingtonwhere she married.

Miss Winifred McKee was appointed supervisor of music at Paw Pawafter her graduation and later had asimilar position in Polo, Illinois. Lastfall she was married to Mr. Goble andresides in Chicago.

Miss Marjorie Pritchard went toIronwood from the Normal and is nowteaching in Albion.

Miss Fannie Pierce has taught in thekindergarten department of Kalamazooschools since completing this courseat the Normal


Miss Lucretia Youngs taught in Indianapolis her first year out of the Normal and the following year taught inKalamazoo. Last summer she was married to Archibald D. Polley of the classof 1905.

Miss Maude Speyer is teaching in thekindergarten department of the Kalamazoo schools.

1907.

Miss Alice Barron holds a position inthe manual training department of theGrand Rapids schools.

Miss Annette Brody taught in Traverse City in 1907-08 and has spent thepast year at her home in Lawton.

Miss Winifred Brownell has taughtin Kalamazoo since her graduation.

Miss Cleo Hoyt accepted a positionat Manistique in 1907 and has sincetaught there.

Miss Marie Rasey taught in theGalesburg High School for one year andsince then has attended the Universityof Michigan from which she will begraduated this year.

Miss Jessie Stout was supervisor ofart at Traverse City for two years andthis year has held a similar position atSan Fernando, California.

Howard Rice has been teaching in themanual training department of the cityschools since his graduation and spentone summer at the University ofChicago. He married Miss MaudeScott.

Mrs. Lily Robinson has been directorof the Mason County Normal at Luding-ton since her graduation.

Marion J. Sherwood went to GrandRapids after his graduation, teachingmanual training in that city, and thisyear he has spent in study at theUniversity of Michigan.

Miss Jessie Kern was married to Hol-lister H. Savage of Marcellus the fallafter her graduation and resides on afarm near Marcellus.

Norman Luneke has held positions atNunica and Edmore since graduatingand is this year attending the University of Michigan.

Miss Doris Keables taught in Sturgisand Traverse City respectively aftel

completing her course at the Normaland this year has been in New Yorkdoing settlement work.

George Judson has taught continuously in the Kalamazoo schools since hisgraduation.

Miss Ella Grable has taught in Kalamazoo and Albion since leaving the Normal.

1908.

Miss Carmelita Barton taught highschool subjects at Comstock in 1908-09and next year will teach in the Grand-ville High School.

Miss Lulu Broceus has taught inHolland since leaving the Normal.

Mrs. Emma Edwards has held a position in the English department of theCassopolis schools for two years.

Miss Charlene Fogarty has assistedin the department of domestic scienceand art in Jackson for two years andMiss Mary Fogarty has held a positionin the Lansing kindergarten departmentfor a similar period.

Miss Grace Marshall has charge ofthe cooking and sewing in Paw Paw.

Miss Edith Klose is employed in theschools of St. Joseph and last yeartaught in Niles.

J. Byron Mott is superintendent atClimax.

Miss Lydia Dennis has taught in St.Joseph since her graduation.

Stanly Claflin has taught successively in Albion and Houghton.

Clyde W. Overholt has been superintendent at Richland and Caledoniasince his graduation.

Miss Ethel Monteith assists in thedomestic science and art department ofthe Kalamazoo Schools.

Miss Zoe Shaw who received a lifecertificate in 1908 has spent this yearat Teachers' College, Columbia University.

Miss Violet Trudgeon, since hergraduation in 1908 has taught at Escan-aba, Michigan. She has accepted a position in the schools of Boise City, Idaho,for next year.

ALUMNI 59

1909.

Miss Bonnie Adams has taught inKalamazoo the past year.

John G. Chapel is attending the University this year.

Miss Bertha Barkenbus is teachingin Cheboygan this year.

Miss Rosa Blomfield has taught inthe manual training department of theGrand Rapids schools the past year.

Carleton Ehle has attended Kalamazoo College this year, and he will teachin the Kalamazoo public schools nextyear.

Miss Winifred Trabert and MissBlanche Eaton have taught in Nilessince graduating.

Miss Lillian Grable, Miss Harrietand Miss Florine Barrett have taughtin Flint since their graduation.

Miss Florence Esselburn is teachingin Traverse City.

Dan Simons has held a position atHoughton during this year.

Miss Ida Shaffer has assisted in thedomestic science and art departmentsof the Normal since January.

Miss Blanche Spalding, since hergraduation, has assisted in the trainingschool.

Miss Sue Neasmith is teaching inLudington and Miss Elizabeth Neasmith in Hastings this year.

Miss Anna Murray has a position inSouth Bend, Ind.

Mrs. Lena Bauerle Barker is teaching in the manual training departmentof the city schools.

Miss Lizzie Day has accepted a position in Big Rapids for the second year.

Miss Florence Barrett has charge ofthe music at Lawrence.

Miss Cornelia Brinkerhoff has taughtin Kalamazoo this year.

Miss Edyth Grimes organized thedomestic science work in Albion lastfall.

Miss Minnie Hart has taught in theAdventists' Academy at Otsego thepast year. Next year Miss Hart willteach in Mt. Vernon College, Ohio., inthe Normal department.

Miss Barbara McAlvay has taughtin Lansing this year and next year willdo settlement work in New York City.

Mrs. Jeanette Cauffman has chargeof the music at Romeo, Michigan.

Joseph Walsh who finished the ruralcourse last year has completed a yerysuccessful year in a rural school inSanilac county and has re-entered theNormal.

BOOKS AND PERIODICALS

New Books to Read.

It is almost bewildering to go into alarge library and look over the newmaterial. One finds that he must learn

to choose and decide for himself. He

can use all the guides and helps available and then find that there are largefields whose charts he has no clue to.

One class of books is comparativelynew. It is like the new magazine articlewhich has learned to be accurate and atthe same time entertaining and popular. Gulick's "Efficient Life" I haveknown a half dozen persons to readwithin twenty-four hours after it wasbrought to a home from the library.Woods Hutchinson's "Instinct andHealth," "Preventable Diseases," and"The Conquest of Consumption" areof this delightful type. Allen's "Civicsand Health" is less successful, but isa remarkable book and well repaysacquaintance. The Gulick HygieneSeries is intended for use from GradeIV up through Grade VIII but adultsand children alike read the books withinterest and find answers in them toquestions they have often wonderedabout.

The Report of the Committee of 100on the Conservation of National Vitality is a valuable document. ProfessorFisher of Yale has put into it in attractive form an amount of substantialmaterial on personal, social, sex hy-

TAE KALAMAZOO NORMAL RECORD

giene, etc., not available before for thenon expert. The journal called Hygieneand Physical Education is the survivorof several experiments in publicationsin School Hygiene, etc., and serves toguide the reader who is concerned inhealth and the related subjects of whichevery village is coming to take account.

In social studies there is much thatis helpful. Best of all is Jane Addams'"Twenty Years in Hull House" beginning in the April American Magazine. Nowhere else has there been madeso clear and heartfelt a statement ofwhat modern social relationships mean."The Spirit of Youth and our CityStreets" by the same author shows notonly the waste of our most precious asset, young life, but also the means ofconservation which this expert hasfound to be most serviceable. The '' Survey'' each week gives one a host of contacts with things to be done and withwhat settlements, churches and thegreat company of new movements aredoing to meet the needs of people.

New writers are turning to thesequestions. James Oppenheim after giving us "Monday Morning and OtherPoems", and "Dr. Rast" has in theMay American "The Hired City". Thisis an arraignment of Pittsburg whichhas truths that smaller cities can drivehome to advantage. The illustrationswhich really illustrate are by Lewis W.Hine whose picture stories mean so muchto the readers of the'' Survey'', the'' Outlook", "Everybody's", etc. Mr. Oppenheim in the June American goes a stepfarther and tells under the title, "He'sonly a pauper whom nobody owns,"of conditions in county houses whichthe prison reformers of a century agohad to denounce elsewhere.

Woodberry's "The Torch" like his"Appreciation of Literature" will be agreat help to the student who wishesto come close to a simple and delightful statement of a great critic's view oflife as it appears in literature. Long'sEnglish Literature will find a place onmany teacher's book shelf not only forreference but also for reading for en

joyment.Mrs. Humphrey Ward in by no means

one of her greatest novels, Lady Mer-ton, has grasped the meaning of theCanadian west as no one else has seenit. This is a section which we need tounderstand for soon it will concern usconsciously more than older countriesdo. Her hero and heroine in the breathof the Canadian Alps attain to a humanity denied to most of her creations.

With the increasing interest in outdoor life there have come the gardenstories. Mabel Osgood Wright or "Barbara" began in "The Garden of aCommuter's Wife'' and has run througha half dozen volumes, the latest ofwhich is "The Open Window". Theymeet one side of a student's needs andit is a side he is apt to neglect. Evenmore entertaining are the '' Jonathanstories by Elizabeth Woodbridge. Theytell of the country life of the long termcity resident. Two have appeared in the"Outlook" during May.

The best work in "education" thisyear is Dewey's "How We Think". Init he puts into form for general readers (if they will exert themselves alittle) that material which was so longonly available for his students and inrecent years has only been accessiblein technical studies. In this book theethical view of life is predominant anddecisions as to what we shall do areshown to us in "How We Think."Charter's "Method of Teaching" is anadvance on other books of the kindand Miller's "Psychology of Thinking"will help students to get at the mostrecent statements of psychological material. Kirkpatrick 's Genetic Psychologygives more biological material than hasappeared in a psychology before. Millerand Kirkpatrick between them coverthe ground the teacher wishes to keepinformed upon. The Journal of Educational Psychology published in Baltimore is intended to make studies inpractical school questions available forschool workers. The three or four numbers that have appeared are feelingtheir way into this need and the Junenumber shows that the new periodicalhas found itself.

These are ramblings in a small arcof the circle of new books and articles.

Frank A. Manny.


THE

foundation of

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American Beauty Corsetsafford every comfort and comform perfectly to the newest dress ideas. Thebest popular priced corset in the world.

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Sold by the Leading Dry GoodsDealers everywhere

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HE'S COMING Back

To HUBBARD'S

For His STRAW HAT

107 West Main St.

GEARY ART SHOP118 South Burdick Kalamazon

A large collection of pictures for school andhome.

Artist materials and art supplies for schools.


W. O. HARLOW

SPORTING GOODS

Golf andTennis Supplies

111 South Rose Street

llfHETHER you go for* * recreation or for busi

ness; where clothes countfor a good deal, or whereyou're too busy to think ofclothes at all, you had betterbe sure they're

Hart Schaffncr & Marx

clothes; because then you'llbe sure they're just right; instyle, in all wool fabrics, infine tailoring.

H

Suits $18 to $30

ERSHFIELD121-125 East Main Street

KODAC CAMERAS

Photo Supplies all Kinds

geo. Mcdonald

DRUGS

Main and Burdick

II

THE KALAl\L\ZOO 'ORMAL RECORD

WE HAVE fill<.:!d nHUiy l::ug~ equipment orders for tht.

MANUAL T RAIN ING DE PARTMENT S of the

W EST ERN STATE NORMAL a1ul the

KALAMAZOO CITY SCHOOLS

In doing so we have acquired a knowledge that should be \aluable to committies ba\'tng the e-.tablishment and equipment of "uch departments in view.

\Ve shall be glad to correspond with or interdew such part ies

Strangers visiting Kalamazoo ''ill find our Store one of the s1ghts of the City and will always be cordially welcomed.

The Edwards & Chamberlin Hardware Company

TliJ~ SIEWERT ST{l ))JQ OF PllOTOGH A PBY

II I WJ!:ST J\1 \I N S T .

Where tht' Nomwl ~euior Classbooks of 190i-~U- 10 were made We carefully retain all ncg~tlin·s made for these photopublications and indi\'idual photographs of student.~ or faculty may be ordt•rcll at reduced rates any time. \\'e al•o 1dve rates to attending stuclcnts.

H. ~IE\VERT, Phone ll:i{).

A five years' definite policy of promotion by our State Comnuttee has led the Young Mt.•n's ChristJ:\11 Asmciation of ~1ichigan to make the following increases rrom 1!1():{ to l!KJ!o(.

Value of property, from ~iin.o;;o to $1,291i,101 - 11!1 Enrolled in Eclucationnl Classes, (j:{::l to 1 ,:~.-,\) I :W;,

Enrolled in Bible classes. I ,:~40 to~.:{();) 12' ,,

!I

Fees paid by students, $1,6~2 to $11,71\fi fi00',

1

II~====A=t=te=n=d=a=n=c=e=a=t=~=,=ho=p==J=3i=b=le==C=l=a~=·~=e=s=,~l=l=~=t=o=4=:=~.=~=l=4=============~=.;=~=~1f=i1. :1,,;, ~~ ~ - . Attendance, all Religious Meet111gs. :>-UJ40 to ~12,2~1 -" ='J II

Tf!E K \I,A;\1.-\ZOO ::-:OR;\J.\1, RE<."ORJ>

·--

The Appeal to Reason Thcrt; are men who will n~\'t:J get the "hunch" to try on a

Stein-Bloch Smart Suit. They are in the :\lerchant tailor habit. Tf onct: they wore a Stein Bloch the\· would hecome enthusiast:--.

But they never stop to consider that th{·rc may be right here in tbb :-;tore a better fitting s111l at a lower prict.• than you ha,·c e\·cr wom.

You, who belieYc these th•ngs are possible-we imrite you down to om ,.,tore to try un the ne\\ Stein-Bloch stylt's.

Propd weights ami fabric" with the real st· h~ of the great cenkrs or tashiou.

Suits, Top Coats and Cravcnelte rain or shine coal:>, ~ltl.OO to ~-W UO

Fo ale in Kalamazoo only at

The ''BIG CORNER" SAM FOLZ

Clothier , Hatter and Furnisher

£lark Pap¢r £o. Sd)ool Suppli¢5 OUic¢ Supplits

Offic¢ Equlpmtnt

OHic¢ Systtms

11% Soutl) Str¢d, Wnt •

Pap¢r of all kinds by wl)ol¢sal¢ or rdatl

"alamazoo

The se,·enth annual summer term of the \\'estern State Kormal School will open June 27 and continue stx weeks, closing August 5. Students will be enrolled and classified on Monday, June 27, and cla~ses in all departments will begin recitations on Tuesday June 28. Nearly ~II of the regular instructors of the Normal School will remain in residence ciuring the Summer term, and will be assisted by a number of outside teachers selected for their efficiency in ,.,peciallines of work.

12


TAILOROLDEST AND

MOST RELIABLE

Established 1868

Largest Stock

Best Facilities

H. F. Weimer107 W. Main St.

OFFICE FURNITUREAN D^

OFFICE OUTFITTERS

Blank Book Manufacturers

Printers, Binders, Stationers

Manufacturers of Loose Leaf Devices

Licensee of Jones' Loose Leaf System

DOUBLEDAY BROS. & Co.FRED U. DOUBLEDAY WILL A- WOODEN JOHN D. THACKERAY

304-306 North Burdick St. Kalamazoo, Mich.

PHONE 81

THE BRADLEY WATER COLORSThis is our New B 1 long box,

eight pans of semi-moisl colors.Retail price 25 cents.

Bradley New Tinted Drawingand Construction papers are madein fifteen beautiful colors. Sendfor Sample Book and Prices

Kindergarten Supplies—Complete Outfits, Furniture, Gifts,General Materials and a full lineof KindergartenBooks, includinga new book, "What and How"'specially adapted to the use ofprimary teachers.

Hand Work Materials—Reeds,Raphia, Weaving Yarns, etc.

Brown's Famous Pictures.

Thomas Charles CompanyNorthwestern Agents of

Milton Bradley Co.80-82 Wabash Avenue, Chicago

Send for 96 page Catalog, free.

COPIES OF THE

Kalamazoo Normal RecordMay be had at the office of the

Normal School and at the

Local News Stands

For 15 cents each


Fine Tailoring

If we make your clothes this seasonyour future patronage will take care ofitself.

A trial order convinces.

SOMERS - STROBERG124-5-6 Pratt Building

Rates given all Students on Pho

tographs at the

Hank Uutluuin,

All work guaranteed and always

the latest styles.

TEACHERS WANTED FOR SEPTEMBER

Albert Teachers' Agency378 Wabash Ave., CHICAGO

We are now in the midst of things,daily filling good positions in CollegesState Normal Schools and Private Schools.

If you want personal service, write us.8000 positions filled through this oneoffice.

Address C. J. Albert, Manager.

CHARLES A. WISE, DentistKalamazoo National Bank Building

PHONE t Ol 8

DR. EDW. J. BERNSTEIN

Practice Limited toDiseases of the Eye, Ear, Nose and Throat

KALAMAZOO, MICH.

w

GUje (feett Qfca fatSfea Snnm attft Art 8>h0u

154 S>. iSurJitrb £t.

T E LEPHON E

He He!!! Ha Ha!!! Ho Ho!!!

Trade at

DUNWELLSand be Happy

Normal Headquarters for Drugs,Candy, Soda and School Supplies.

TWO DRUG STORESKALAMAZOO, MICH.

Pisk Teachers' Agency203 Michigan Ave., CHICAGO

Twenty-Seventh Year Over 29,000 Positions Filled

We are always seeking well equippedteachers. We surpass all previous recordsof the Agency during the last year. Writeus if available now or the fall of 1910.

Other Offices: Boston New York,Washington, Denver, Portland, Berkley,Los Angeles.

Circular and Membership form Sent on Applicati#i

DR. EDWARD P. WILBUR

Practice Limited to Diseases of the Eye, Ear, Nose and Throat

Office: Suite 401-403 Kalamazoo National Bank Bailding

HOME PORTRAITURE

BY APPOINTMENT ONLY

MR. & MRS. J. E. FOXPHONE 1946J 707 W. VINE ST


We Solicit your patronage on such supplies as

Drawing Instruments,T. Squares, Triangles,

Norwood and CoronaDrawing Papers,

Posts Waterproof Drawing InksMADE IN BLACK AND COLORS

The free flowing and dense black Drawing Ink

Sole Manufacturers

THE FREDERICK POST CO.Chicago, 111. San Francisco, Cal.

Wholesale and Retail Dealers in Brass Goods, Iron Pipe andFittings, Rubber Goods, Packing, etc., Engineers' and Mill Supplies,Steam Boilers and Trimmings.

Wheeler=Blaney Co.Practical Plumbers

Heating and Ventilating Engineers

223-225 North Burdick Street

J. A. Wheeler, Prest.C A. Blaney, Secy and Mgr.N. B. Wheeler, Treas.

Telephone 111

Kalamazoo, Michigan

TJIF K.-\LA~L\ZOO NO!{;\!AL RF.CORil

KALAMAZOO NORMAL RECORD OFFICIAl ORGAN OF THE WESTERN STATE NORMAl SCHOOL

Published Monthly durmg the school

year, begining with October, by the

Faculty and Students

Subscriptit•n rirty cents a year, payable in advance. Sub

scriptions received at the Office of the Normal School.

MONTH BY MONTH BOOKS For Prim My und Rural !'oro<:hool Teachers

1~he"~t' corrc1o.l•· nnture "'tuclv with rcarlln)l lilt"rat"urt·, lunwun~c: ntttl thawing_ fhc:y rtl"'ll <·onlain Spt'~o:ial JJav Exetct!<it.'"' J><>enh, totm~ .... anti hu.;.v '\ ork,

keconJmt"11 ]et;J by the c-rit I( lf" IC'heJ S or t lu.• :'\Qrwal ·

Set of three ''01. i in doth l, $t 00 tf uHh·re•l with the bQnk .. vou niR\' h:l\'f!' l11t•

$01lowiu~ p:1pt:"t~. at j:,c c.•ac h keiutar prkt• f1 25.

Teachl'r~ :\1a~tuine I J>nmary Grade\) School Journal IGrammu Gr•d<''

\dtlres. .... 1 order.;, to

FRED E. DUNN, Ann Arbor, M ich. \H1 Gtetnwcm!l

.9Jeau!il'u/ /I.Jores

l'i/led with. {3/,orolatc's

/'or CJomnzenceiTLenl

.(_j/f'ts at

C. M .COOK PIANO TUNER

20 'YEA~S IN KALAMAZOO

803 W LOVE1.. ST

"There arc :-;triking examples of the wonderful power which one man', nn:-.elfi;,h persistency m a noble endc:l\'or may ac<Ittire 111 a democratic republic which thoroughly belie:vcs in education.'·

Report of Mosely Commis..,iou.

STUDF.I'\TS

Our advcrli..,ers are our fne]1d" :7ancl/ C!reams and Show yo liT appreciatiou by patro~ :

MEADIMBERS

L Sr, e,.eam Soda$ 11111g them .

...Ainin St .. co,.,.,,. of !/lo.<l<' I -~==~~~~~~ ======~

The Kalamazoo Normal Record Vol. 1 No. 2

Documents

Transcript of The Kalamazoo Normal Record Vol. 1 No. 2