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Do you know that the Normal Music Course leads all others? Do you know that Progressive Gymnastic Day's Orders by C. J. Enebuske presents the best system for physical culture? Have you decided to use Dr. Stowell's three books (Physiologies) A Primer of Health, A Healthy Body, and The Essentials of Health?

Are you duly impressed with the value of the Normal Review
System of Writing, by Professors Farley and Gunnison ?
Do you realize that we now have the best books and charts for
school use?

9. Do you know that we have in press the Normal Course in
Number, a series of Arithmetic in two books, by Pres. John
W. Cook, Illinois Normal University, and Miss N. Cropsey,
Assistant Supt. City Schools, Indianapolis?

Use our publications and keep up with the times. Catalogue Address the publishers,

free.

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Or 31 East 17th St., New York; or 262-264 Wabash avenue, Chicago; or 1028 Arch Street, Philadelphia.

CENTRAL NORMAL COLLEGE AND COMMERCIAL INSTITUTE.

A School of Review Work, also advanced work in nearly 100 different branches. COURSES: Elocution, Preparatory, Common School, Teachers, Scientific, Pedagogy, Classic, Commercial, Surveying, Music, Art, Phonography, Typewriting, etc. Tuition, $8 per term. Send for catalogue. Address,

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VOLUME X.

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219 NORTH CHERRY ST. NASHVILLE, TENN

More than a year ago when the Editor of the JOURNAL left for a year's study, in Europe, my name was placed at the head of this column as "Acting Editor." The name has remained there since, but the work of the position has been done by another. When in December my health failed so that early in the year my physician advised me to come to this delightful Southwestern country, the work of the JOURNAL was accepted by Miss Georgia Oliver, of the Nashville City Schools, and it has been done by her since December. During the summer she had two lines of work at the Monteagle Assembly, but the readers of the JOURNAL will bear me out in saying that the JOURNAL did not fall below its own standard.

With this number of the paper, my nominal connection with it actually ceases. But I would thank the many friends of myself and the JOURNAL for the kind words and many kinds of assistance received from them during the past sixteen months.

With hopes for the success of the JOURNAL, I am, very truly, DAVID G. RAY.

Children have feelings, as well as opinions. Respect them.

Is teaching a real pleasure to you? Then you have chosen the right profession.

If "Columbus Day" was celebrated in all the schools throughout the land with as much enthusiasm and spirit as it was in the Nashville public schools and the School for the Blind of this city, then the day was not spent in vain.

Pittsburg is to be congratulated on having a citizen so patriotic and philanthropic that he donated a ten acre park for the use of the school children of that city. This is one of the many good results of Columbus Day.

No. 8.

The State Board of Health has issued a pamphlet on "The Every one should read this and remember the principles involved, and then preserve it for future reference.

One little seven-year old boy in the city schools wanted to know of his teacher "what kin is Columbus to George Washington ?" And said he thought he was "kin" to him because everybody is talking about Columbus as much as they have been about Washington.

Sedalia, Missouri, has a new enterprise, and that worthy of success a school journal - The Missouri Teacher, which made its first appearance in September, with Messrs. A. J. Smith and R. M. Scotten, editors and proprietors.

How refreshing it is to go into a room where the teacher and pupils are "wide awake," as we say. Where the teacher steps around quickly, going from one pupil to another, then to the board to illustrate something; and the children stand instantly when called on, and recite intelligently, showing that they have been attentive. And how restful it is to step into another room where things are, apparently, not so lively, but everything is quiet and orderly, and earnest work is being done. Where the teacher is even sitting, thus showing her ability to command attention, and save her strength at the same time.

Each of these teachers is doing excellent work, as is shown by the results they achieve. If we were inclined to criticise either, we would merely suggest to the first that she can be alert without exhausting herself physically. If she expects to make teaching her profession, she will have need to econo mize her energy and strength. Without physical strength. we ean accomplish little.

ORNAMENTAL ARTICLES FROM WOOD PULP.

The utilization of wood pulp has lately taken some new and interesting forms, especially in the line of ornamentation. The pulp is taken as it comes from the mill, and after being first fully dried, or not, as circumstances may require, it is immersed in an indurating pickle, so called, with coloring if desired. This pickle is composed of any compound or solution capable of indurating the mass, and, after the material is taken out of the pickle and thoroughly dried, it is run through a mill and ground sufficiently fine to insure a mixture of the particles which have not absorbed the indurating substance with the particles which are fully hardened. The powdered pulp is then compressed, with the application of heat, in a mould or die, with the result of producing an article of manufacture composed of a homogeneous and cohesive mass of thoroughly indurated partlcles; and the objects produced in this manner may be polished or otherwise improved in their appearance, according as may be desired.-Penman's Art Journal.

PHYSICAL TRAINING FOR WOMEN.

It is said to be a Boston hobby to attend the gymnasium, but if so it is at least a very commendable one. The day of physical culture for women, outside of a few exercices with dumb-bells and "wands" at select boarding schools, is a development of recent years. It is gratifying to note how rapidly the idea has already spread. The clubs or classes for gymnastic training among women and girls are by no means confined to Boston, or even to Massachusetts. The movement is steadily gaining ground everywhere throughout the United States. Especially is this the case at the American colleges to which girls are now sent for higher mental trainIng. In many respects the gymnasium of a girl's college equal to that of any other college. The girl students hav boat clubs and regattas, into which they enter with as much spirit as if the scene were in New London and the event the varsity" race.

While the girl-students build up brain-cells by study, they also gain muscle by exercise, and the girl college graduate of the present day can "put up," a dumb-bell as neatly and proficiently as she can analyze the teachings of Kant or Schlegel. In fact, she does the one all the better for having done the other. In addition, the game of tennis has served to develop broader chests and stronger muscles.

The safety bicycle, the "tandem" and the tricycle, and more recently the bicycle, have won many young women and girls into knowing the delights of a healthy spin along co untry roads, and among those who can afford it, horseback riding has gained great popularity within recent years. In fact, every out-door sport which is not of too rough or too dangerous a nature has recently been adapted to feminine participa. tion, and the athletic girl of to day can row or fish, ride or walk, bowl or play tennis or golf as well as her brothers. A generation or so ago her accomplishments would have been considered unmaidenly; to-day she has every reason to be proud of her proficiency, and is generally admired for her skill and expertness by her brothers and envied by her less accomplished sisters.

There is much reason for satisfaction in this increase of health and vigor in womankind, all the more so as too many young men of the present day have not shown the same eagerness towards physical development.

It is to be hoped that the narrow-chested, thin, cigarettesmoking young man who is too often seen on the city streets may be shamed into athletic training by his sense of physical inferiority when compared with the girls of to-day who can walk two miles to his one and who show in every movement the perfect health which he lacks.

At all events, the development of a healthy athletic spirit among American girls means an important gain to the physical standard of the nation and, perhaps, a decrease in the mortality from hereditary diseases, and especially from consumption, which seems the curse of American and especially New England families. On that account alone the spread of On that account alone the spread of physical training is greatly to be desired.-Boston Advertiser.

Unselfish and noble acts are the most radiant epochs in the biography of souls. When wrought in earlest youth they lie in the memory of age like the coral islands, green and sunny amidst the melancholy waste of ocean.-Thoreau.

TENNYSON,

England has lost her poet laureate and the wortd its sweetest singer. Whatever critics may say about the shallowness of Tennyson's poetry, about the lack of real thought in his dramas, the fact remains that he was the century's most illustrious exponent of the sweet art of song. His "In Memoriam" is a veritable marvel of rhyme and rhythm; his "Brook," the most delicious of gems; his "Locksley Hall,' the perfection of melody. Tennyson was not a philospher. His work will not live on account of the great lessons the author meant to teach. As an instructor, guide and friend, the poet laureate was a fallure. But he will always stand foremost among English singers. His men and women are not the men and women of the period. He idealized princes and sympathized with peasants, but found no place in his writings for the great mass to whom the world owes its progress and development. Twenty years ago the poet was the most potent factor in the literary world. To-day his loss is not mourned by his own countrymen with the reverence to to which his life work has entitled him.- The Graphic.

FOR HISTORY AND GEOGRAPHY.

On the shore of Chautauqua Assembly, Lake Chautauqua, there is a miniature topographical representation of the Holy Land. It occurred to this note-writer, while examining the map-for such it was-that similar representations in the vicinity of school-house grounds would be found exceedingly valuable in the teaching of history and geography. It is certain that book descriptions often wholly fail to place before the pupil's eye-his mind's eye-clear as a picture the scene described. For instance, when the words Valley Forge, Saratoga, Gettysburg and Vicksburg are named, how wide of the reality is the pupil's conceptior. of the place named. The note-writer's conception of Jericho was entirely changed by one glance at the topographical map on the shore of Chautauqua. He had read, in the course of his life, volumes on Jericho, and doubtless could or should have formed a correct picture of it in his mind, but the fact is, he had formed in his boyhood, a wholly erroneous picture of it.

Where can the teacher be found who is courageous enough to make, in some corner of the school-grounds, a representation-say of Vicksburg and environment, as a beginning. It would be a refreshing variation to take the history class out, and have it recite around the earth at least once as an experiment. But these heterodox and unparliamentary suggestions must stop at this point. Yet we hope some brother heretic may report to us later.- Western Journal of Education.

THE USE OF TOBACCO.

A school supervisor in his report says: "It would astonish many citizens to learn how many boys in our schools use tobacco, and how many growing children-belonging even to the primary schools-who habitually drink at home both tea and coffee. The robust, well-balanced and steady-nerved American citizen will soon be a rarity, unless school, home, church, and society combine to prevent the physical degeneration that is sure to follow the habitual use of stimulants and narcotics by the young."—Christian Advocate.

A

In the dim traditions of Greece one fact is luminous. whole civilization, once firm in the Achæan lands, and especially in the Peloponnesus, was swept away by a wave of invaders from the North, the Dorians or children of Heracles. Of their invasion, with its destruction of an orderly society, Homer says nothing. It was believed till recently that he was a poet of the expelled Achæans, descendants of the heroes who colonized the coasts of Asia Minor after the Do

rian invasion, roughly dated about 1000 B. C. On this theory he dealt with old traditions, he purposely ignored the Dorian conquest, and he described a society and arts which were ideal, or survived only in tradition. A different complexion is given to these beliefs by Dr. Schliemann's discoveries at Orchomenos and Mycenae, and by the contents of the more recently discovered "Vaphæo tomb," near Amyclæ, in Sparta. It has become clear that Homer described a real but hitherto unknown civilization, of which true relics were found

at Mycena, Tiryns, Orchomenos and Amycle. The objects unearthed correspond to and verify the pictures of life and art in the Homeric poems.

We all remember what a confusion of tongues arose when Dr. Schliemann announced his discoveries. The doctor had "salted" the graves; the treasures had been buried by Celts, or by Attila, or Alaric, or anyone but Clytemnestra. They were the Mycenæans' share of the Persian loot, after Platæa, and so on. Now the treasures are acknowledged to be Homeric or pre-Homeric, Achæan or purchased by Achæans, and of a date between 1500-1200 B.C. They illustrate Homer most and best in his descriptions of art.-From" Homer," by Andrew Lang, in the October Scribner.

ENGLISH NOMENCLATURE.

It is well for every one crossing the ocean to know beforehand the difference between the use of certain words in England and America, writes the Rev. T. De Witt Talmage in "Through Victoria's Domain," in the October Ladies' Home Journal. The American says "depot," the Englishman says "station." The American says "ticket office," the Englishman says "booking office." The American says "baggage," the Englishman says "luggage." The American says "I guess," the Englishman says "I fancy." The American says "crackers," the Englishman says "biscuit." The American says "checkers," the Englishman says "draughts." The American says "yeast," the Englishman "barm." The American calls the close of the meal says "dessert," the Englishman calls it "sweets." The American says "sexton," the Englishman says "door-keeper." The American uses the word "clever" to describe geniality and kindness, the Englishman uses the word "clever" to describe sharpness and talent.

But it is not until you get into Wales that you feel yourself perfectly helpless. If ever there was a land of unpronounceable names, surely Wales is the foremost.

THE DUCHESS AS SHE IS.

Mrs. Hungerford has discovered that the best working hours are in the morning; and so for three hours every forenoon she may be found in her den. It is not the sort of a room you usually think of as a workshop, writes Isabel A. Malion, fresh faom a visit to "The Duchess " at her home at Bandon, Country Cork, Ireland, in the October Ladies' Home Journal. There is a huge grate in it, and the log fire blazes up as if to suggest the pictures in its flames for the fair occupant to see. Book cases are all about the room, overflowing with dictionaries, books of reference, novels and histories, while about are flowers in plenty. Charming pictures are on the wall, and lovely bits of the valuable old china to which "The Duchess" is devoted, The desk is a marvel of neatness, every package or bundle of manuscript being tied and labeled, and as she funnily enough says: " I scribble my notes on the last sheets of my friends, letters. Wouldn't they be surprised if they knew that the last sheet became the scene of a love affair, a full account of a murder, a boycotting, or, most likely of all, a flirtation? I am not a very good sleeper, so I am very apt to plan out my scenes at

night, and write them in ihe morning. Write with regularity? Sometimes I have written the last chapter of a book first-a good situation will come to me, I will write it out, and later on write all around it.

COLLEGE CHEERS.

Amherst." Rah, rah-rah; Rah! rah rah A-m-h-e-r-s-t." Bowdoin." B-o-w-d-o-i-! Rah, Rah! Rah!" Brown." Rah! Rah! Rah! Rah, Rah, Rah, Brown." Columbia." H'ray! h'ray! h'ray? C-o l-u-m-b-i-a!" Cornell." Cornell! I yell! Yell! Cornell! Dartmouth."Wah, who wah! wah, who wah! da-didi, Dartmouth! wah, who, wah!"

Harvard.-s Rah rah rah! Rah, rah, rah! Rah, rah, rah -Harvard!"

Iowa State College." Hip ha! Rip ra! Peda valoo valee! Huzza! Zip boorn! I. S. C."

Lafayette.-"Rah! Rah! Rah! Tiger! Lafayette." Ohio State University." Wahoo! Wahoo! Rip, Zip, Baz, Zoo! I yell, I yell, for O. S. S. U. !"

Rutgers. --"Rah! Rah, Rah! Bow-wow-wow! Rutgers!" Swarthmore-“Rah! Rah! Rah, Rah, Rah! Rah, Rah! Rah, Rah, Rah! Swarthmore!"

Union." Rah! Rah! U-n-i-o-n-Hikah! Hikah! Hikah ! Vanderbilt." Vanderbilt, Rah, Rah, Rah! Whiz-Boom! Zip-Boom! Rah, Rah, Rah!" Western Reserve.

"Rah! Rah! Rah! Bif! Bum! Bah! a la 'delbert, Rah! Rah! Rah!" Williams." Rah! Rah! Rah! Will-yums, yums, yums! Will-yums!"

Yale." Rah, Rah, Rah! Rah, Rah, Rah! Rah, Rah, Rah! Yale!"-N. E. Journal of Education.