VOLUME X.

No. C

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ONE of the most important features of the work being done by the World's Congress Auxiliary is the organization of a World's Youths' Congress to be held in Chicago in connection with the Educational Congress proposed for the month of July. This Congress is to be a select assembly of the young from all nations. Its purpose is to inspire the youth throughout all nations with higher ideals of citizenship and to develop that broader patriotism which recognizes the common brotherhood of man.

The delegates for the United States will be selected from the students in the schools between the ages of twelve and twenty-one. Each county is allowed one representative, with one additional representative for each eight thousand inhabitants. These delegates will be drawn from these groups:

I. Pupils in the last two years of the High School course. II. Pupils in the two lower years of the High School

course.

III. Pupils in the two higher years of the Grammar School

course.

The Congress will be presided over by men and women who, as teachers and writers, have distinguished themselves in their work for the young. An arrangement will be made whereby the youth may to some extent participate in the exercises of the occasion.

4. Addison B. Poland, State Superintendent of Schools of New Jersey "The graded system of the rural schools of New Jersey."

5. William H. Maxwell, Superintendent of Schools, Brooklyn, New York-"The Supervision of city schools."

6. D. J. Waller, Jr., State Superintendent of Schools of Pennsylvania-"The supervision of county schools."

7. Charles B. Gilbert, Superintendent of Schools, St. Paul, Minnesota-The reconstruction of the grammar-school

course."

8. Francis Cogswell, Superintendent of Schools, Cambridge, Massachusetts-"The Cambridge experiment."

9. The Scholastic and Professional Training of Teachers. (a) Aaron Gove, Superintendent of Schools, Denver' Colo rado "Sources of supply of teachers in city schools." (b) Thomas M. Balliet, Superintendent of Schools, Springfield, Massachusetts What can be done to increase the efficiency of Teachers in actual service?" (c.) J. M. Greenwood, Su perintendent of Schools, Kansas City, Missouri-"What shall be done with non-progressive or retrogressive teachers ?"

10. The Comparative Merits of Literature and History for Moral Culture. (a.) Charles de Garmo, President of Swarthmore College, Pennsylvania-"The value of literature for moral culture." (b.) Charles M. Andrews, Professor of Literature, Bryn Mawr College, Pennsylvania-"The value of history for moral culture."

11. Albert P. Marble, Superintendent of Schools, Worcester, Massachusetts-"The study of English in public schools." 12. Virgil G. Curtis, Supertendent of Schools, New Haven, Connecticut-" Wood-work in grammar schools."

13. Oscar H. Cooper, Superintendent of Schools, Galveston, Texas-" Examinations and promotions in elementary schools."

14. W. Hudson Shaw, Fellow of Balliol College, Oxford, England "University extension in its relation to public educasion."

President Edward Brooks has made arrangements with the writers of papers for specified limits in respect to time so as to give ample opportunity for general discussion. The motto of the meeting will be-Short Papers and Full Discussions.

THE Department of Superintendence of the National Educational Association meets at Boston, February 21, 22, 23, 1893. Leading papers and addresses are:

1. William T. Harris, Commissioner of Education— "What do school statistics teach in respect to the moral influence of education?"

2. Andrew S. Draper, Superintendent of Schools, Cleveland, Ohio-" Plans of organization for school purposes in large cities."

THE PUBLIC SCHOOLS OF TENNESSEE.

The State Superintendent of Instruction, W. R. Garrett, has completed his annual report to the Legislature, covering the time from July 1, 1891, to June 30, 1892.

The reports from the various counties, the report recites, were more prompt and accurate this year than heretofore, though a number were defective. Great difficulty was experienced in obtaining reports from the County Superintendents. He attributes this trouble partly to the fact that though the school year closes June 80th, the district report is not due

until September 15th. The report recommends several changes in the provisions of the school law, looking toward expedition in making the reports.

The statistics show an increase in the white scholastic population of 14,119, or 2.7 per cent. The colored scholastic population, on the other hand, shows a decrease of 2,767, or 1-6 per cent. The white scholastic population is a little more than 75 per cent. of the whole. The daily average attend. ance was: White, 274, 482; Colored, 75,001.

A comparison of the statistics with those of 1890 shows a gratifying increase in enrollment and both total and average attendance. This is considered as one evidence of the efficiency of the public schools. The report of the State Superintendent will show an increase in day schools now open as compared with last year.

Mr. Garrett's term of office expires April 26. He then will retire to private life, as he is not a candidate for re-election. His record in the performance of his duties is unimpeachable both in point of capacity and honesty.-Nashville Banner.

I MAC, MAG, big.

I MAN, MEN, man, mind, stay.

2 MAN, MIN, project, tower.

3 MAN, MI, Small, less.

I MAR, weak, die.
MED, mean, middle.
MIC, mix.

MIT, send, throw.

I MU, MOV, move.

2 MU, shut, fasten.

I NA, NAV, NU, wet, swim.
NEB, NUB, cloud, veil.

I NEC, NOC, kill, hunt.

I NV, now.

I OL, OR, grow, rise.

I PA, feed.

PAC, PAG, fix, peg.

I PAL, PEL, PUL, drive, scatter. PAND, pull, jerk.

1 SER, SVAR, string, bind.

I SMAR, MAR, think.

SPA, PA, draw, stretch.

SPAR, PAR, scatter.

SPEC, see, spy.

STA, stand.

STER, STRA, STLA, strow,

spread.

STRV, spread, heap.

SVAD, Sweet.

2 TA, TEN,

stretch.

TAG, touch, seize.

TAL, TOL, TLA, lift.

TARC, TREP, turn, twist.

TEC, TAX, weave, arrange.

I TEM, TAN, cut.

2 TEM, TIM, stun.

2 TER, TERM, TERS, shake,

scare.

TERS, parch.

I PAR, PER, through, fare, TRAG, move, drag.

WOMAN are slowly but surely elbowing men out of the work of primary school teaching in this country, as they have done to a very considerable extent in the States. In 1870, of every 100 primary teachers of each sex and grade, 57 pupil-teaches, 60 assistants, and 48 certificate teachers were women. To-day, out of every 100 similary taken, 77 of the pupil-techers, 77 of the assistants, and 60 certificated teachers are women, which is bad for the men. The aggregate number of girl pupil-teachers in 1870 7,273; to-day this branch of the pedagogic service sums up to 21,771-an increase as nearly as bossible of 200 per cent. The boy pupil teachers in 1870 numbered 5,596 ;to-day they are 6,360, an increase of only 14 per cent. - Educational Journal.

PEABODY NORMAL COLLEGE.

THOUGHTS FOR TEACHERS.

THE MEMBRS OF THE ADELPHI SOCIETY.

Arkansas.-W. O. C. Hamm.
Georgia.-W. B. Howard.

North Carolina.-E. R. Harris, A. E. Hendley, P. E. Shaw, W. S. Sherrill, J. B. Swaringen.

Tennessee.-M. F. Cloys, G. W. Cross, D. J. Edwards, W. H. Ross.

Texas.-J. W. Ross, J. K. McBride, J. H. Morse.
Virginia.-G. L. Brown.

The Lecture Course of the Peabody Normal College for the season 1892-'93 offers the following:

Nov. 19.-Wilbur L. Davidson. Subject: "In and about Shakespeare's Home." Dec. 10.-Mr. and Mrs. Losey. Dramatic Recitals. Jan. 7, '93.-J. H. Boggess. Subject: "Wisdom's Jewelled Ring." Feb. 18.-James Hedley. Subject: "The Master Passion." March 4.-S. M. Spedon, "Editor of Talent." Subject; "Character and Characteristics." Drawing, Talking, Reciting, Sketching, at one and the same time. March 31.-Grand Concert. Under the direction of Mrs. M. F. Cheney.

The Lecture Committee consists of J. B. Aswell, Chairman, R. A. Hall, Secretary; B. B. Brown, Miss Hattie Bradshaw, Miss Grace Hall, W. O. C. Hamm.

E. C. Lewis, B. S., '91, is teaching in Kaufman, Texas.-G. G. Bond, '85, is Superintendent of the City Schools of Athens, Ga.-Miss Virginia M. Speer, '91, has a position in Roopville, Ga.-C. L. Hayes, A. B., '91, is Principal of the Cookeville (Tenn.) High School. -Miss Mattie McClary, '87, is teaching in the Public Schools in Bonham, Texas. —J. S. Ruffin, '85, is now teaching at Lake City, Fla.-W. N. McFarland, '86, is at work in the Auditor's office, Baton Rouge La. -A. A. Murphree, '91, is Principal of the Cullman (Ala.) High School.-Miss Bessie M. Haley, '88, is still teaching in the State Normal School at Jacksonville, Ala. — Miss Jennie Nichol, A. B., '91, is a teacher in the Eagleville (Tenn.) High School.-Miss Viola Boddie, '91, teaches Latin and French in the State Industrial and Normal School, Greensboro', N. C.-R. N. Little, '90, has the seventh grade in the Public Schools of Houston, Texas.

A very interesting place to visit is the gymnasium of the Peabody Normal College. It is known as the Ewing Gymnasium, in honor of a former President of the Board of Trustees of the University of Nashville. It was opened in 1884, and was furnished under the direction of Dudley A. Sargent, M.D., Director of the Hemenway Gymnasium at Harvard University. It was the first gymnasium opened for ladies south of Pennsylvania. —Banner.

USE OF COLORED CRAYON.-A bit of colored chalk kept upon the blackboard during the lesson is a wonderful little helper in bringing out the important words in a sentence. Let the pupils volunteer to tell the strong words as distinguished from the weak words. Mark over the strong words with colored chalk, and allow the pupil who volunteered to read the sentence, giving prominence to important words. The same device with colored chalk muy be employed in teaching time in music. Mark with colored chalk over the accented or first beat of every measure.

The best way of enriching our work is not to expand the programme, but to have the subjects taught better the they are. Better teachers, and not more subjects, should be the battle cry of reform.- John T. Prince.

Schools are uniformizing the knowledge and the sentiments of the world; men of all creeds, races, ranks, those who differ in everything else, unite in believing in the efficacy of the schools. The modern school is thus in a sense a church universal, and has all that deep consecration of a belief-a love now well-nigh universal.-G. Stanley Hall.

O Aristotle if you had had the adantage of being "the freshest modern" instead of the greatest ancient, would you not have mingled your praise of metaphorical speech as a sign of high intelligence, with a lamentation that intelligence, so rarely shows it self in speech without metaphor-that we can so seldom declare what a thing is except by saying it is something else.-George Eliot.

Anniversaries are the punctuations of history. They are the emphases given to events, not by the song of the poet or the pen of the rhetorician, but by the common acclaim of mankind. They are the monuments of the heroes and the saviors of the race. They are the Memnons that fill the heart with promise, the eye with gladness and the world with song.-Thos. W. Palmer, President World's Fair Commission. Real teachers are of various magnitude, and the humblest mistress of a country school who manages to inspire her pupils with a thirst for knowledge and an inspiration for veracity in character is in the class of real teachers as truly as Socrates. Blessed be the humble teacher who, without any chance for the great rewards of fame or money, renders noble service and leaves the impress of a genuine and generous character in one little corner of the world.-Edward Eggleston.

Good common sense is the best of apparatus you can have in your school room. It is handy to have about when you deal with children, and especially handy when you confront the whims of the parents. As long as you cannot purchase it ready made, you will be under the necessity of cultivating it. Give it a chance to grow, and keep it well in form by constant exercise, and you will find your stock improving every day. Don't make any mistake, but be sure you have the old fashioned kind, such as our fathers and mothers had.-Country Schools.

A better education and training in the common branches is We sadly needed by the young people in our public schools. believe in a higher education, an education that brings culture and liberal learning, but we do not believe in attempting to impart this higher education in our public schools at the expense of a thorough preparation in the common branches. There is a growing sentiment among our best educators that the course of study in our city grammar schools and the district schools of our land should receive more attention than has been accorded to it in the past. The high school has been severely criticised, not because our people believe it to be an unnecessary feature of public school education, but because pupils are admitted and encouraged to enter it before they have acquired a good English education.-The Educational Voice.

A correspondent who once taught a country school in the backwoods of the West one day received the following note brought to him by a new pupil, a dull-looking boy of about fifteen :

"Respected Sir: It is not my dezire that the bearer, my Son Reuben, be put intoe ether Gramor or Fizzpology neethea of which studies do I think of any praktical value to a plane farmer as he will Likely be, therefour you will not put him in anything but reeding, speling, Rithmeteck, goger. phy and riting, them being all I ever studyed and all I ever had any need of. By obeying this dezire yon will grately oblige his mother.

P. S I do not objeck to him being learned plane singing and Good manners if you are kapable of such instructions. " J. LAWRENCE in Wide Awake.

WORTH REMEMBERING. It means more to love flowers than to know botany.-Henry Ling Taylor.

The school must be made an apprenticeship in right living. -Dr. E. E. White.

That is the best questioning which best stimulates action on the part of the learner.-J. G. Fitch.

The frequent use of "thou shalt not" is an unfailing sign of weakness on the part of the teacher.-Aaron Gove.

The school will be shaped in accordance with what the teacher is rather than what she does, though the two are closely connected.-Sarah L. Arnold.

THE MOTTO, "IN GOD WE TRUST."

The motto, "In God we trust, "has a curious history. Until 1864 no religious motto appeared on American coins. In November, 1861, a clergyman addressed a letter to Mr. Chase, the secretary of the treasury, suggesting a recognition of the Deity on the coins. This letter was referred to James Pollock, director of the mint at the time, but it was found that the mottoes could not be changed without authority of law.

In December, 1866, the director submitted plans for a new three-cent, two-cent, and one-cent, on which it was proposed that one of the folowing mottoes be inserted: "Our Country," "Our God," "God, Our Trust." Mr. Chase suggested in lieu of these mottoes the one "In God we Trust." It was upon the two-cent piece that the motto of Secretary Chasǝ first appeared.-Moderator.

OUR FLAG.

Oh, flag of a resolute nation,

Oh, flag of the strong and free,
The cherished of true-hearted millions,
We hallow thy colors three!
Three proud, floating emblems of glory,
Our guide for the coming time;
The red, white and blue, in their beauty,
Love gives them a meaning sublime.

Thy red is the deep crimson life-stream,
Which flowed on the battle-plain,
Redeeming our land from oppression,
And leaving no servile stain.
The white is a proud people's honor,"
Kept spotless and clear as light;
-A pledge of unfaltering justice,
A symbol of truth and right.

Thy blue is our nation's endurance,
And points to the blue above;
The limitless, measureless azure,

A type of our Father's love.
Thy stars are God's witness of blessing,
And smile at the foeman's frown;
They sparkle and gleam in their splendor,
Bright gems in the great world's crown.
-Teacher's Echo.