GREAT NEED OF COLLEGE GIRLS.

to find young girls who believe the abnormal to be natural life, and the other unnatural. As one girl told me once in

English women are showing a marked superiority over American women in the college career. They are taking prizes and attaining marked intellectual distinction, not because of better physique, more normal nervous systems, and consequently greater power of endurance.

These contrasts emphasize the proposition which I maintain, namely, that the first, the greatest physical need for women is a training to rest: not rest in the sense of doing nothing, not repose in the sense of inanity or inactivity, but a restful activity of mind and body, which means a vigorous, wholesome nervous system that will make a woman to abandon herself to her study, her work, and her play with a freedom and ease which are too fast becoming, not a lost art, but lost nature. We have jumped at the conclusion that the style of training which is admirably suited to men must be equally adapted to women. However that may be in the future, there is a prior necessity with women. After their greatest physical need is supplied, they may-will probablyreach the place where their power will be increased through vigorous exercise.

It is evident that the gymnasiums and various exercises established in schools and colleges for women have done little or nothing toward supplying this greatest need. The girls are always defeating the end of the exercise: first, by entering into every motion of the exercise itself with too much nervous strain; second, by following in their manner of study, in their general attitude of mind and habit of body, ways that must effectually tell, against the physical power which might be developed by the exercise. Truly the first necessity now is to teach a girl to approach her work, physical or mental, in a normal, healthy way,-to accomplish what she has to do naturally, using only the force required to gain her point; not worrying all the time she studies for fear the lesson will not be learned; not feeling rushed from morning to night for fear her work will not be done; not going about with a burden of unnecessary anxiety, a morbid fear of her teachers, and a general attitude toward life which means strain, and constant strain. A glance forward intensifies the gravity of the

case.

Such habits once developed in a girl who is fitting herself to teach are strongly felt by her pupils when she takes the position of teacher. The nervous strain is reflected back and forth from teacher to pupil, and is thus forcing itself upon the notice of others, and proving day by day more clearly what is the greatest physical need.

Those who have observed this tendency are wont to say: "Give the girls plenty of exercise, plenty of fresh air, see that they eat and sleep well, and their greatest need will be supplied without thought." If the unhealthy condition we have noted were just making its appearance, the remedy would be sufficient. As it is, such a remedy suffices in a few cases, in most cases partially, but in some not at all. The habit has stood now through too many generations to be overcome without a distinct recognition of the loss of power and a strong realization of the need of regaining this power. Indeed, so great a hold on the community has this want of quiet and easy activity in study and in play that it is so rare

me terribly to carry a pitcher of water upstairs." This I know is an extreme instance, and yet not so uncommon as I wish it were. To swing such a girl, or one approaching so abnormal a state, suddenly back into the normal would be most disastrous; she would not recognize the world or herself and would really suffer intensely. She must be carried step by step. To restore her is like curing a drunkard.

SCHOOLS FOR THE DEAF.

The census bulletin, No. 140, relating to public schools for the deaf in the United States, gives the average annual number of pupils in such schools for successive decades as follows: From 1840 to 1849, 501; from 1850 to 1859, 912; from 1860 to 1869, 1,563; from 2870 to 1879, 3,159; from 1880 to 1889 5,910.

From these figures it appears that the increase in the decade 1850 to 1859 over the preceding one was a fraction over 82 per cent, in the next decade following it was 71.3 per cent, in the next 102 per cent, and in the last, 87 per cent, the percentage in each case representing the increase over the next preceding decade. The ratio of increase in the number of pupils was from two to three times the decennial rate of increase of population. It is not to be inferred, howtion has been increasing at the rate indicated by this stateever, that the population of deaf persons in the total populament, or, indeed, that it has been increasing at all. The relatively large increase in the number of pupils may and and probably does signify only that better provision has been made in each succeeding decade for the instruction of this class of unfortunates. In addition to the public schools statistics of eleven private schools are given. The number of pupils in these in 1889 was 276, of whom 135 were males and 141 were females. Of the pupils in the public schools that year 3,791 were males and 2,750 were females.

There were forty three public schools for the deaf in the census year, of which fourteen were in the north Atlantic states, nine in the north central, eight in the south Atlantic, seven in the south central and five in the western states. The thirteen states of Delaware, Indiana, Iowa, Louisiana, Maine, Montana, Nevada, New Hampshire, North and South Dakota, Vermont, Virginia and Wyoming do not appear in the bulletin as having any schools for the deaf. On the other hand, Maryland, Massachusetts, Ohio, Pennsylvania and Texas have two sɔhools each, and New York has no less than seven.

The average annual cost per pupil of the public schools making complete returns for the last decade was $252, against $275 for the decade 1870 to 1879, and $256 for 1860 to 1869 In 1889 the cost per pupil was $271, or nearly as great as the average for the decade of depreciated paper money prices. 1879 to 1879. The total expenditure rose from $877,106 in the decade of 1840 to 1849 to $14,629,774 in the last decade or nearly seventeen fold.

Kansas has a school population of 509,614 and an enrollment of 391,425. Nebraska has 316,806 and an enrollment of 232,344.

BURDETTE ON WOMAN.

Now, woman can do anything she tries, even to singing bass in her own quartette of girls, so that weak man is a superfluity in the choir, writes Robert J. Burdette in 7he Ladies Home Journal. She has harnessed her grace-hoops tan dem, and made a bicicle of them; she rows, she fishes, she shoots, insomuch that all men, and it may be that some game fear her shooting (joke); she weareth her brothers hat and his outing cap; his shirt front, his four-in-hand tie, and many other things that are her brother's. She is stronger than her mother, and can stand a great deal more rest; she is quite as happy, and far more independent. She hangs on to the to the strap of a street car when her mother had a seat in the omibus if every man rode outside in the rain. She gets jostled and pushed about in the crowd, when some bare-headed man bowing low, used to make way for her grand-mother. With weary patience she stands in line at the ticket office; woe is she if she presume on the privilege of sex to step in ahead of a man; she gets hustled back to her place. Much she hath gained by freedom; somewhat, also, hath she lost. She can. not eat her cake and keep it. Still, if she didn't eat it, it would become fearfully stale, or somebody elsy would get it. Any cake is only good to eat, anyhow. Scarcely would she exchange her independence for deference and helplessness. Her loss is more in form than fact. Men are more unselfishly chivalrous toward her than ever their fathers were: but this hurrying age of gallop and gulp has trampled upon the deliberate grace and studied elegance of a lazier day, when men bowed lower and did less; when men abandoned loafing and went to work, they quit wearing lace at their wrists and rapiers at their sides; they ceased to talk in blank verse, and conversed in plain prose; they cut off their long ringlets, and the curling tongs were dethroned by the clippers.

WOMEN AT THE WORLD'S FAIR.

Mrs. Potter Palmer, the President of the Board of Lady Managers of the forthcoming Chicago Exhibition, told a meeting of ladies in this city on Wednesday that at the great display of the products of human skill and industry "we want to impress man with the fact that women have really done important work" in painting, sculpture, and mechanical invention.

If the lady managers could secure examples of the best achievements in these departments by the women of all periods of history, they might present at Chicago a collection which would be respectable, if not deeply impressive, by the side of the works of the men painters, sculptors, and inventors of this immediate time only. It would not equal the display of the merely contemporary masculine genius and originality, but it would be interesting and would contain many beautiful objects of a high artistic elevation, though there has never been a feminine sculptor, painter or inventor who ranks with the best men in those fields at this present or any other period in the history of civilization. The number of women who have distidguished themselves as competitors in art and science is few in the aggregate, even if we include all those ancient and modern times entitled to be So called, and none of them has reached the supreme position

at

In literature the feminine intellect and imagination have been far more serviceable, but even there they have not attained the eminence reached by men. From Sapho to Mrs. Browning there has been no woman poet who has approached the creative genius of Shakespeare, or Dante, or Goethe, or Milton, or Byron. In fiction they have won a higher place, but the novels and romances for all time and for all mankind have not been written by women. In invention their contribution is insignificant, though we take the sum of it from the beginning of time until now. Their assistance in bringing about the improvements in manufacture which give employ ment to so many women and add to the comfort and luxury of them all, has been almost nothing. They have received these as gifts from the skill and intellectual superiority of

men.

Hence a display of the immediately contemporary performance of women in art, science and industry cannot be impressive when it is set off against so enormous an exhibition of the masculine acheivements in the same fields which will be afforded by the Chicago Fair. The difference between the two will only be made to appear more strikingly. The women will be beaten out of sight in such a competition.

They will have no reason for mortification at the defeat, however, for women are the mothers of men, and as such their glory transcends in its brilliancy any fame or honor, which men can win at the connection at Chicago or in any other contest of ability. The importance of their function in society does not require demonstration and vindication in the mere specimens of handicraft displayed at a World's Fair. -New York Sun.

WEST TENNESSEE TEACHERS' ASSOCIATION.

At the State Meeting of School Officers held recently at Nashville, it was suggested that a meeting of the educators of West Tennessee be called at an early day for the purpose of forming a permanent organization.

In order that an expression of Superintendents and Teachers may be had at an early day upon the subject of an organization, correspondence is hereby solicited.

Every Teacher and Superintendent receiving this notice is requested to given an expression (1) as to whether such an organization is desired; (2) as to the time and place of holding the first meeting; (3) as to the subjects that should be dis

cussed.

Hoping this may receive your favorable consideration, and that we may have the prompt assurance of your co-operation, we are, Very Respectfully,

M. R. Abernathy, Supt. McNairy County; M. Rose, Bell's Depot, Crocket county; Alvin Davison, Huntingdon; J. M. Baker, Supt. Gibson county.

Address all communications to M. R. Abernathy, Purdy,

Tenn.

"Paper, sir?" asked the news boy.

"No, I never read," was the blunt answer.

"Hi, boys, ccme here," called out the gamin; "here's a man as is practicin' for the jury!"

MANUFACTURING AND EDUCATION.

The Burlington Free Press says: The introduction of manufacturing industries in a town would not at first sight appear to have a very intimate relation to the cause of education, much less the power to promote educatiodal interests, yet there seems to be a peculiar connection between the two. The Portland Press is responsible for the statement that the growth of new industries in Maine is having a good effect upon the cause of education, and its line of reasoning is as follows: "For a long time the pay of school teachers in some of the towns of Maine has been anything but what it should be; but there seemed to be no way of bringing the people of those towns to see that a person who had expended time and money for an education was worth any more salary than a laborer who could tumble into a job without any of the labor and expense of preparation. It is announced from the town of Freeport, however, that recent events have demonstrated the propriety of considering the education of the teachers. Since the shoe factory has been in operation in that town some of the school teachers have found that they could make better wages in the factory than in teaching, and some of them gave up teaching, and some of them gave up teaching and entered the shoe factory. As a result the town. has raised the pay of its teachers, so that the competition of the shoe factory may not be quite so disastrous upon the intellectual life of the town. The town fathers at Freeport are wise and patriotic. Some town fathers might have concluded to take what teachers the shoe factory did not want."

REGARDING CO-EDUCATION.

At the University of Pennsylvania the faculty and trustees are warring on the admission of women. The trustees hold the purse strings and the women are still barred out. So strongly in favor of co-education are members of the faculty, however, that women are received in most of the classes by permission of the professor in charge. He does it quite on his own responsibility always, the privilege when asked of the trustee being invariably refused. The women receive no degree, of course, but certificates of their class standing are furnished them. The department of biology alone is open to both sexes because it was endowed by women who had self respect enough to insist upon it as one of the conditions of one of their gifts.

This department is the one of the whole college which has attained a national reputation. This may or may not be significant. Last year it was remarked that it boasted just one rule, and that was in regard to smoking. The young men, with great gallantry, support the trustees and fight the femi

nine intrusion. In one of the German classes where the four meek, young women, who were there by the courtesy of the professor, passed 'way ahead of the fifty men, the latter declared that they had not had a fair chance and that they should not have been expected to work under such disadvantages."

This was nearly equal to the argument advanced in another prominent seat of learning against the admission of women. The female it was urged, is a precocious animal. She is quick and shallow. She never really learns anything but she ap pears to, and that much more easily than the male; that her

presence in class rooms and the false progress she makes it apt to seriously discourage the men students.-Topska Capital.

IS THERE TOO MUCH POLISH IN OUR PUBLIC SCHOOL SYSTEM?

This is a question that in various forms is daily propoun ded by parents who are entrusting the education of their children to the public schools. It sometimes takes the form of opposition to the high school system, the argument being made that the time spent on the higher branches could be more profitably applied on the elementary studies comprised in "the three R's." There is doubtless in many cases some ground for such criticism. When the fascinations of a high school course are before the pupil a great temptation is presented to apply to the hot-house system and get results in as short a time as possible. The natural result is that the elementary branches are mastered as a means to an end rather than their actual merit. This danger may be avoided by making examinations for entrance to the high school so rigid as to require the highest grade of thoroughness in the branches they are supposed to have mastered. But we believe that our public school system is improving every day. The people are expecting and demanding educational value received for the value they so liberally give, and it is the duty of their educational servants to see that they get it.-Business Education.

WHAT A MAGAZINE COSTS.

A very good idea of the amount of money it costs to successfully conduct one of the magazines of to-day is aptly il lustrated in some figures regarding the editorial cost of The Ladies Home Journal of this city, says the Philadelphia Public Ledger. The Journal is edited by Mr. Edward Bok. For shaping the thoughts of his 750,000 women readers each month Mr. Bok is paid $10,000 per year, and has an interest in the business besides which nets him fully twice his salary. He has a staff of sixteen salaried editors, which includes men and women like Rev. Dr. Talmage, Robert J. Burdette, Palmer Cox, Margaret Parloa. The combined salaries of these editors exceed $20,000 a year. The Journal spends each month $2,000 or about $25,000 per year on miscellaneous matter not contributed by its regular editors, and the working force in the editorial department means at least $6,000 more in salaries, making over $60,000 a yea;, and this represents but a single department of the magazine; and I question whether any periodical is conducted on a business-like and economical basis than is the Journal. No wonder that J. B. Lippincott, when asked by a friend why he did not keep a yacht, replied: "A man can only sustain one luxury-I publish a magazine."

more

"Do you think there is any hope?" said a very sick man to Dr. Blister. "Your chances are the best in the world. The statistics show that one in ten recovers,” replied the doc "Then there is not much hope for me?" "Oh, yes, there is. You are the tenth case that I have treated, and the other nine are dead, I don't see how you can help getting well if the statistics are to be relied on."— Texas Siftings.

tor.

GEOGRAPHY AS SHE IS WROTE.

One of the latest school geographies published in this country emphasizes the idea prevalent in quarters of information. that there is room for considerable improvement in many of the geographical text-books. The particular book now in view is called an "Advanced Geography," and, to its credit be it said, its author advocates many methods of teaching which are approved by the geographers of to-day. The text however, is liberally sprinkled with nuggets of information and gems of illustration which would add gray hairs to the heads of Ritter, Petermann, and Guyot, were they alive to fathom the possibilities of an "Advanced Geography" of 1891. Not a few of the edifying remarks, to which attention is here. invited are found in "notes" to aid teachers to impart color and vivacity to the lessons.

The information that "the rumble of the (Niagara) Falls can be heard forty miles away, and the trembling of the earth fifteen miles. The spray is visible seventy miles away," probably comes under the head "important if true." Perhaps the atmospheric conditions of western New York make it possible to hear a tremble in that region at an unusual dis Then we are told that "there may be a significance in the name Cape Farewell at the south end of Greenland, for generally those who go beyond this cape northwerd bid farewell to this life," a melancholy state of things that will be best appreciated by the Danes and whalers who spend a large part of their lives north of the cape.

tance.

Few people, perhaps, know how the Zuyder Zee got its name. There is no longer any excuse for ignorance. "According to an old-time author Zuyder Zee was so named because a Dutchman while crossing with a load of cider was overtaken by a storm and had to throw his cargo overboard. He called out: 'The zuyder's in the zee.'" Dr. Ganzenmuller, the geographer, who has givǝn much time to the derivation of place names, has not yet added this gem to his collection.

It is interesting to be informed that "the dancing girls of Siam can pick up bits of straw with their eyelids, and do other curious tricks," that "the Anamese are called the big toed race because the big toe on each foot is very large and flat and some distance from the other toes;" that the Arabs of Egypt "think all Americans are Yankee Doodles;" that "some of the tribes of Central Africa insert pins into the sides of their lips, nostrils, and other parts of their bodies, until often one man is pinned up in a hundred different places," and that "sand columns waltz over the Sahara Desert like living creatures," which recalls the graphic remark of a re. porter at his first fire the other day when he saw a ladder, and wrote that "the fireman ran up it like a human squirrel."

But it will grieve the natives of New Guinea, proud of their Paupan, Malayan, or Polynesian blood, to read in their "Advanced Geography" that "they are negroes of small stature and salute by pinching noses;" and the wild Indian of our Western Territories will be all the wilder when he learns for the first time in his life that "his head is shaved except one spot on top." We are also informnd that the warriors are called by such names as Laughing Water and Drooping Lily. When the Hampton students read this they will harbor a

strong suspicion that the Sweet Singer of Michigan has gone into the business of writing school geographies.

We are asked to "contrast the florid, fresh-looking faces of the inhabitants of England and Ireland with the wrinkled old-looking countenances of the people of Arizona." Of course there are exceptions to all rules, and we are therefore informed that "Arizona has some fair, young-looking old inhabitants, while the British Isles have some old-looking young people." It would be really tantalizing if some explanation were not offered for the premature decay of the unfortunate inhabitants of Arizona. The enigma is solved for us on page 88, where we are informed that Arizona "forms a portion of the hottest and dryest region of the United States. It is that the dry atmosphere of these elevatéd plateaus dries up the juices of the face, leaving wrinkles and scars, thus making the people look older than they really are."

We leave unnoticǝd many playful little touches, such as "Tell about the rivalry between Paul (St.) and his sister Min nie (Apolis)." All these things are in lighter vein. But it is interesting to know that "Minnehaha sand is used in the kindergarten of the cities near. Bottles of this sand often sell as high as five dollars." And when we reach tropical Africa "it will be interesting to describe the effects of the rays of the full moon pouring straight down from the zenith. Trav. ellers find it as necessary to keep their umbrellas spread at midnight as at midday on account of the rush of blood to the head caused by the light of the moon."

The quotations thus far made show the science of geography in its more superficial aspects. But the volume contains also many solid chunks of information which are not in accord with generally accepted views. Only a few samples are presented here. We are told for instance, that the "Soudan is the limit of the Mohammedan dominion in Africa," though there is a prevailing idea that the tenets of Senoussi have won their way down the east coast almost to the Zambesi, and that Mohammedanism has great potency on the Upper Congo and Tanyika. Teachers are advised to "speak of the proposed plan to convert a portion of the Sahara into a vast inland sea." When they do they had better tell their pupils. that the first proposed plan" was dismissed long ago as ridiciulous, and that the second was abandoned four or five years ago as impracticable. Singapore, it appears, is "almost exactly on the opposite side of the globe from New York." The opposite side of the globe from New York, or in other words New York's antipodes, is commonly supposed to be in the ocean southwest of Australia, An explanation of the crippled feet of Chinese women, not commonly recorded by historians is given: "According to Chinese history, the custom of binding the feet originated several centuries ago in an insurrection of the women against the Government. punishment the feet of the rising generation were bound to prevent further troubles of the kind, thus giving rise to what in time became a fashion."

As a

It appears that the Negro "is found chiefly in central and southern Africa," in spite of the fact that no African tribes south of the equator are now known to ethnologists as Negroes.

This is an "Advanced Geography," large, full of maps and pictures, containing nearly 200 pages, published in 1891, and intended for the United States!"-N. Y. Sun.

THE VALUE OF CULTURE.

PROFESSOR WHARTON S. JONES.

Last but not least, I strenuously urge that the teachers take as many educational journals and buy every year as many works on education as their means will permit. Form a county circulating library, if you are not able to do this as individuals. A county with a hundred teachers, if each teacher pays only two dollars, has a fund of two hundred dollars. By this means and at your monthly teachers' meetings, the books can be exchanged. You must read to be fully equipped-"Reading maketh the full man." Would you employ a physician who quit reading as soon as he graduated from college? Would you intrust your business. affairs to a lawyer who considered himself so well equipped for his profession by simply securing his diploma that he never read any more law or consulted the decisions of the courts? Diplomas are too often but classical inscriptions upon sepulchral brains. So, my friends, do we reason about teachers who do not read journals or books, or who do not attend such gatherings as this. In our profession there is need of the widest possible scholarship: a scholarship, however, in which science and art and literature shall be subordi. nate to character, because of the position, scope, and bearing of character in our profession; a scholarship without bookish deadness; a scholarship that welcomes every thought, from whatever source it may come, and converts it into persona growth instead of succumbing to its sway and being yourselves transformed into automatons;ja scholarship that shall cultivate sentiment and impulse as well as reason, and not crush out instinct by the pressure of routine and formality. The qnalities that distinguish the perfect teacher are: "Sobriety of judgment, free from frozen stiffness; accuracy without morbid pedantry boldness chastened by humility, and independence restrained by charity; cordiality without slavish fawning; energy and not recklessness; fertility without a crop of tares mingled with the genuine grain; the present in harmony with the past, and a future as the product of both; worldly adaptations without worldly corruptions; souls as well as brains; religion free from degrading superstition on the one hand, and from the evils of excessive sectarianism on the other." The harmonious development of these, the keeping of them in their proper sphere that they may not cut each others' orbit, and the giving to each its needful culture, must have your constant care and attention.

A most important factor in a teacher's life is one's physical nature. Social dissipations, sleepless nights, and undigested meals have originated more trouble in the school-room than the concentrated meanness of all the proverbial bad boys put together. The successful teacher must recognize the interdependence of the physical and mental. Knowledge becomes wisdom whenever the heart appropriates to itself the ideas of the intellect: and the intellect is always invigorated and kept in hormonious working order by a well-regulated physical condition. When heart, mind, and body unite in action, the accomplishment is grand. All thought, all action should ever be the result of this union. Intellect would then be more trustworthy and impulse a safer guide. There would not be so many occasions for Tennyson's bitter wail

Knowledge comes but wisdom lingers.

All this culture is not simply to make you successful teachers. It will put you in more perfect accord with all life about you.

If it be true that beauty is not so much inherent in the object as in ihe delighted soul that looks upon it; that it is the warm glow of the heart and the rich flush of the imagination that aid in throwing so splendid a drapery about the eastern and the western sun; that the grand old hills "pillowed in cloud," and the happy valleys sleeping in sunshine, owe much of their loveliness to the eye that beholds them; that the solemn diapason of the winds in the somber woods, and the musical "sayings of the wild waves" beating upon the shore, are half given forth by the ear that hears; if it be true that nature's joy and beauty and song receive charms added and ever redoubling from the innerṣenses, who can estimate the importance of a culture that aids in developing and increasing the wondrous capacities of the human mind, in attuning the soul to harmonies still more rapturous, and in opening up fresher and fuller sources of delight? (Read before the Tennessee State Teachers Association.)

WHAT ONE TEACHER DID.

It was an ordinary school room, having a platform, the usual teacher's desk, one or two chairs, and some curtains that had been rolled up and pinned by the last teacher and the children till a row of pin holes dotted them (the curtains not the children) from top to bottom. The whole place was unattractive as a spot could be, where children were expected to like to come and be very happy after they get there.

The new teacher had her own ideas how a school room

ought to look. But where could she begin? Hei purse was a great deai lighter than her heart as she thought of spending the next ten months in that unattractive place. She had her plans for a new cloak that winter; she had not supposed it was possible to get along without it. But as she stood alone in that silent school room there arose a determination to sacrifice the cloak and "fix up" her room. She first found somebody to scrub floors and windows. After that she silently laid the perforated curtains in the basement and went to the store and bought new ones with a yellow tint that would look pretty with the sun shining through. Fixtures were too ambitious. She stitched the curtains herself after paying a few cents to the carpenter for window sticks.

Several things were accomplished by the next move; for she happened (?) to make the acquaintance of the terror of the school, who had been annually "turned out" for several winters, and pressed him into service to "help put up the curtains." By the time they were "up," she had a chilvalrous youth at her service now and evermore. But the win dow ambition was not yet satisfied. She adored drapery. Why shouldn't she have some? Again the "store" furnished some cream colored scrim for eight cents a yard, and again she had the recourse to the sewing machine. Another doubtful boy was added to the helpers this time, and in an hour every window was draped. How pretty they looked with folds looped back with fresh ribbon at a few cents a yard.

The blackboards came next. Sponging removed dust, if