MISSISSIPPI INDUSTRIAL COLLEGE FOR GIRLS. MRS. FANNY CAMP DUGGAR. In an extremely picturesque old town in Eastern Mississippi, is a new and progressive college, the first of its kind in the United States. The Industrial Institute and College on Washington Ave. nue in the town of Columbus! Well does this school deserve its connection with two such illustrious names, for as Columbus discovered a new geographical world, Washington a new political, so I believe the Industrial Institute and College is destined to open to woman a new educational world. The interest, love, and pride of the Mississippians center in this great enterprise, and few strangers ever visit Columbus without making a tour of inspection through the college. Let us follow such a party of visitors, thus gaining a glimpse of this great school. It is a bright December morning, and as we approach the building the first object to become visible is the college clock in demitory tower which is now striking half past eight. A square or two further brings to our view an imposing scene. Facing the broad avenue are two state. ly brick structures, with a smooth green lawn in front, a lovely flower garden to the back and stretching toward the east-a sylvan park of many acres. The lawn and flower garden are tastefully ornamented and kept in perfect order by the patient efforts and untiring energy of the matron, Mrs. Edwards. Approaching the Main Building by a wide gravel walk, and entering the President's office near the door, we are delivered into the charge, perhaps, of a member of the senior class, Miss Rhoda Carr, a dignified, intelligent student who makes our visit to the College interesting and instructive. Soon after our entrance at 8:30, we hear a whistle blown. At once the first chords of a march are struck. Now long lines of students, all dressed in navy blue, file out of the lecture rooms in perfect silence; nothing is heard save the regular tramp of more than three hundred pairs of feet keeping time to the music. The presence of so many earnest girls cannot fail to arouse our interest at once; we follow the advancing files to the Chapel which occupies the second and third stories of the main building, and seats about fifteen hundred. The stained glass windows cast a dreamy light, making the artistic interior of the Chapel a delightful scene, but the most beautiful sight of all is the assemblage of three hundred earnest, intelligent faces into which we look from our visitors' seat on the rostorium. We perceive even at the first glance that we are not in an ordinary "girls' school" the oldest students of most such schools are rarely more than sixteen or seventeen, while here few are under sixteen, and the members of the senior class, almost without exception nineteen, twenty, or older. This fact is significant. At schools where the majority graduate at sixteen or seventeen, we know a thorough collegiate course is impossible. While we are willing to claim much for women we do not consider them such prodigies that they can acquire by sixteen what their brothers cannot without earnest endeavor gain till they are twenty or more. But to return to our visit. If we are distinguished, one of our party will now be invited to address the students. If the speaker be a true champion of womankind, and speak true, manly words-or womanly words, as the case may behe will be repaid with responsive glances expressing enthusiasm, sympathy, and gratitude. If the words are dull and narrow, the speaker will still be greeted with profound silence for these girls are taught to be good listeners even to dull speakers. I have often smiled over a speaker's satisfaction at eliciting such attention, when poor man, this was the result of causes he did not comprehend. After Chapel exercises, we are conducted through the corridor leading to the domitory, the other large brick building previously mentioned. We glance into one of the rooms and find it neat, comfortably though simply furnished, and heated by steam, as are all the College buildings. We are now shown the immense dining room, china closets, pantry and kitchen. Everything is spotlessly clean, and the extensive cooking preparations are carried on with unwonted system due to the excellent management of Mrs. Edwards: On the second and third floors there is little to interest us, but on reaching the fourth Miss Carr proudly shows us the bright, prettily furnished Young Woman's Christian Association Hall, and the Society Hall. We are now told of the wonderful good done by the Y. W. C. A., how girls are here changed from thoughtless, careless students, to earnest Christian workers; how, in this college, the Christian life is developed hand in hand with the intellectual. But Miss Carr is too modest to tell us that she is the faithful President of the Association. We pass on to the Society Hall. What a source of pride is this to the students! Its pretty red carpets, bright window hangings, rich society banners its portraits and comfortable chairs do indeed make it a cherry, attractive place. This is the joint property of the Peyton and Callaway Orr Literary Societies. The former is named for Mrs. Peyton, whom all love and reverence for her great and unselfish efforts to secure the college for the girls. We soon learn that Miss Carr is a member of the Callaway-Orr Society by her glowing accounts of its debates and other exercises, and of its President, her gifted classmate, Miss Bessie West. Now turning to us a countenance aglow with enthusiasm, pride, and love, Miss Carr tells us how the Callaway-Orr love their society and most of all their name, because it is bestowed in honor of those wonderful women-Miss Callaway, Mistress of Mathematics, and Miss Orr, Mistress of English-who have done such noble work in the college. In her enthusiasm she hur ries us at once back to the main building to their recitation rooms. In Miss Callaway's room we find the class in Calculus. The quickness and accuracy with which the students find differential co-efficients, or demonstrate Taylor's theorem, convinces us at once of their exceptionally fine training, equal to that at our best Universities and Colleges. We are fortunate enough to meet Miss Callaway and learn for ourself how great is the soul as well as the mind of this noble woman. We now enter Miss Orr's room where we find the sophomore class reciting Anglo-Saxon. We are gratified to fina here a genuine English course which trains the student to use accurate and expressive language, acquaints her with the great masters of English Literature, and gives a historical knowledge of the structure and growth of language. We happen to be present on a lecture day and indeed have a feast. As we listen to the beautiful language of the lecture expressing such depth and originality of thought, such knowl edge and such noble sentiments, we do not wonder at the students' enthusiastic admiration of Miss Orr. We now enter the Chemical lecture room, and Laboratory, which are well equipped and afford opportunities of gaining a practical knowledge of this Science not to be had at any other Southern College for girls. Under the efficient guidance of Miss H. M. Inniche, this department is also remarkably thorough and accurate. From there we are led to the Latin department in charge of Miss Minnie Pasley, a graduate of the Institution and an honor to her alma mater she is such a fine Latinist that under her instruction pupils see a new beauty and meaning in this important study. The next room is that of mental and moral Philosophy. Here we are introduced to Mrs. Peyton, the lady so loved and honored by Mississippi girls; we are so charmed with her gentle bearing and appearance that we could not doubt Miss Carr's judgment, even if we were so inclined, when she tells what a power for good are the precepts of Moral Philosophy as taught by this Christian woman whose life enforces her words. But by this time it is growing late, and we hurry on to the steam laundry where all the college washing is done with slight expense: indeed board and washing combined rarely amount to over $9.00 a month. We now hasten to the White House where all the Industrial studies are taught except Book Keeping which is taught in the main building. On reaching the White House there comes to our ears a confused sound made up of the clicking of telegraph instruments, typewriters and sewing machines of vocal and instrumental music; of hammering, pounding, etc. All these noises are soon explained by inspection of their respective sources. On the first floor you visit the Phonography and Telegraphy room, the type writer room containing nine caligraphs, the printing department and numerous piano rooms. Ascending to the second floor we inspect with great interest the departments where are taught dress making, cutting and fitting, embroidery, hammering in brass, modling in clay, free hand drawing, designing, crayon drawing, and painting in oil and in water colors. All this time we are interested by accounts of how efficient is each industrial teacher, how each has sent out representatives who are a credit to the college. You will wish to pause a long time in the art department where there are many busy girls, much beautiful work, and an accomplished teacher, Miss S. C. McLaurin who has been invaluable to the college ever since its organization in her own department and in many other ways. By the time our visit closes we will conclude that there was never before such a devoted, competent faculty, such earnest, enthusiastic girls. It is indeed an interesting and hopeful sight to see so many girls busily engaged in preparing hand, head, and heart for active, useful, unselfish career, for honest, ennobling work in some industrial or literary pur suit We realize with joy that the dark night of grinding poverty, false pride, and perverted views of life has passed away, and that woman's busy, happy, working day is here when she is prepared and allowed to use her energies to make her own surroundings comfortable and good, and to benefit the world. As we pass away from the college we are shown the fountain, arbor and fountain, erected to the memory of the respective graduating classes of the Industrial Institute and College, for there have been only three since its opening in '85, counting the names on the marble slabs you find that the graduates number twenty five in all. Miss Carr tells you how most of them are teaching in Colleges and High Schools, how one of the brightest is still pursuing her course of study and will be indeed a cultured specialist in Ltain at the close of this session, and how one of those that loves the College best is married and living far away is Your Correspondent. \ Fort Hill, S. C. THE STARS AND STRIPES. There is now no nation that is not familiar with the Stars and Stripes. In the seaports of ancient China the star-spangled ensign is known as the "flower-flag," its brilliant dyes suggesting to the fanciful Chinese a ready figure of speech. So that wandering Americans are sometimes spoken of as "the flower-flag people." To millions of men in other lands it is an emblem of popular liberty and human rights. To us it now means more than ever. It means a flag saved from dishonor, a nation preserved from disunion. President Lincoln used to say during the war that though he saw that flag every day, he never regarded it for a moment steadfastly without emotion. To him it represented a Republic in danger. So, to-day, as it floats in sunny splendor from numberless spires and spars, on land and on sea, in pompous folds. or in the tiny leaflet of the children, we may well regard it fondly, as bringing back the wonderful history of a hundred years. It glitters on the proudest frigate as it glittersd first on the ranger of Paul Jones. It floats peacefully from Maine to Alaska, and from the lakes to the Gulf, as it waved amid shot and shell on the fields where the Republicwas born and our right to a national flag was established. We do well to cherish a sentiment of passionate devotion to the old flag. No star is blotted,no stripe erased. It is the glory of countless homes. "And when the wanderer, flonely, friendless, The flag unrolled, 'Twill be a friendly hand Stretched out from his native land, Filling his heart with memories sweet and endless." EXAMINATION OF TEACHERS. BY PROF. B. W. WILLIAMS. The best method of ascertaining the qualifications of teachers and admitting them to professional fellowship is a subject well worthy of consideration. A judicious system of examinations is needful to protect our schools against incompetent teachers and to stimulate those who are worthy. A few thoughts as to the character and methods of such examinations are here offered. The board of examiners should be composed of professional educators, and not of clergymen, lawyers, or business men. Non-professional men, who have never had any experience in school work, are unqualified to judge of the applicants' fitness for teaching. No one should be considered eligible to the office of examiner who is not a practical and successful teacher. The frequent disregard of this truth has worked much injury to the teaching profession. The examiners should propound practical, common-sense, questions, and not riddles, conundrums, and puzzles. They should aim to give fair and reasonable tests to the applicant's general intelligence, his knowledge of the branches to be taught, and his aptness in imparting instruction. Due allow ance should be made for differences between authors, and answers which show intelligence and good judgment should rec ive credit even if not in perfect accord with the views of the examiners. There should be uniformity in the various county exami nations throughout the State. It should be no more or no less difficult to procure a certificate in one county than another. To this end it would be better perhaps, that the questions be furnished by the State Superintendent or some central authority. He should also prescribe rules governing the examination, and the examiners should make affidavit that they have faithfully observed such rules. When a teacher has passed satisfactorily the examination prescribed by the law and obtained a certificate of high grade it ought to be good anywhere in the State, and as long as he continues to teach successfully and show by his zeal and interest a professional spirit. He should not be professionally decapitated every time he crosses a county line. And it would seem a gross injustice that he should be subjected to annual re-examinations in order to continue the work. The teacher's certificate is a license to ply his vocation,and should be placed on a basis similar to that of other profes sions and take rank as it deserves. It would seem absurd to enact laws compelling lawyers, physicians, and clergymen to be re-examined every year in order to see if they are keeping up with the times. Why, I ask, should we be more exacting with the men and women who teach in our public schools. — Educational News. I have laid it down as a rule in my judgment of men, to observe narrowly whether some (of whom one is disposed to think badly) do not carry all their faults upon the surface. And others (of whom one is disposed to think well) do not carry many more beneath it -Charles Dickens. She (after the services)—"You dreadful fellow! Why did you smile during the offertory?" He "I couldn't help it. There was Miss Addie Pose singing 'Had I the Wings of a Dove.' The mental picture of a two-hundred-pounder trying to fly with a pair of four-inch wings was too much for me." HOW TO TEACH ORTHOGRAPHY. WOODWARD E. GRIFFIN. PART I. Orthography, derived from orthos, correct, and grapho, I write, properly means the correct writing of words. It would be well if the term now meant what its derivation indicates only, because written spelling is the only true spelling, and the written method is the only excellent method for teaching it. Orthography, however, in its modern acceptation, is generic, and is made to include the species, pronunciation and spelling-pronunciation the proper utterance of words, and spelling, the proper combining of letters into signs of ideas. Pronunciation has not much to do with writing;neither has spelling a great deal to do with oral expression. We do not in childhood study pronunciation in order that we may, in writing, express the correct utterance of a word, neither do we study spelling in order that we may go about the streets and inform the people how educated we are by crying aloud the letters that compose any given word. Hence pronunciation and spelling have no relation, the one with the ⚫other. This is particularly true with regard to the English Language, Every word is an entirety, and depends solely upon itself, both for correct pronunciation and spelling. Generally spelling rules are of but little practical advantage in spelling. ling. Hence spelling is a kind of memory exercise, each word constituting a seperate and, in most cases, a distinct function of that faculty. rect The purpose of teaching orthography then is two fold; first to give the pupil an excellent pro unciation, and secondly, to establish a correct spelling. It has been written that corpronunciation can be acquired only in youth. This is, in a great measure, true. Still, however old we may be, we should never give up trying to make ourselves wiser and better, because we are never too old to learn how to do a good deed. Pronunciation comes before spelling. The infant pronounces from the time of his entrance upon the stage of life's drama. Correct pronunciation therefore should be taught before the words are spelled. Each lesson therefore might properly be pronounced by the teacher and then by the pupil on the day previous to its recital. Let the teacher pronounce the words, and afterward the class in concert. By this means, the pupil will never hear the erring pronunciation of any word. In oral spelling, during the recitation require each pupil to pronounce his word just before spelling it. He then has not the excuse for failing to "understand the word" for not spelling it. This is beneficial in old fashioned spelling matches, which often give enthusiasm and healthful rivalry. Pupils should never be allowed to see nor hear a word spelled improperly. It takes a longer time to relieve one of improper spelling. In oral spelling, if the word begins with a capital letter, have the pupils mention this fact. For instance, the word God should be spelled "Capital, G-o-d." When there is an apostrophe in a word, have the pupils mention the fact. For instance, ne'er would be spelled, "n-e- apostrophe -e-r." The pupils may keep lists of the mispelled words, the teacher giv ing an extra mark for the neatest and most accurate list. The plan of the teachers giving out the words and of the pupils writing the same on their slates or paper and then exchanging slates or paper with each other and marking corrections, is good. All the pupils in the class may be sent to the black board. The pupils are numbered. The teacher pronounces the word, number one spelling the first word, number two the second, and so on. The pupils of course in this method, are to pronounce their respective words and then write them on the board. After all the words of the lesson have been written, have the pupils correct one another's work. After this is done, let the pupils write sentences, giving them the same numbers as the words which appear sn the sentences corresponding. Require intelligent sentences. Good re sults come from a combination of the oral and written methods of teaching spelling. The following plan may be used. Send half of the class to the board. Number both divisions, -giving them at their seats and them at the board the same numbers, number one at his seat being paired with number one at the board, number two at his seat being paired with number two at the board and so on. The teacher prououn ces the first word in the lesson for number one at his seat. Number one pronounces and spells orally while number one at the board writes the word correotly on the board. The second word is likewise orally pronounced and spelled by number two at his seat while uumber two at the board writes the same, and so on. By this means, no word is ever improperly written, and the eye, the most accurate of all the senses, is not abused by seeing wrong forms. A CABINET OF CURIOS. Purdy Institute, Purdy, Tenn., has a large collection of curious things both natural and artificial. In the collection of rocks all the grand divisions of the earth are represented. There are an agate from the Sierras weighing five pounds, a pebble from the Suez canal, a small piece of paving stone from Jerusalem, Sand from the seashore of Joppa, Parian marble from Greece, an igneous formation from old Vesuvius, a lump of peat from the "Emerald Gem of the Sea," shells from St. Augustine, Fla., gold quartz from south Africa, a fossilferous formation from Brazil, an Indian plow, some battle axes, and earthern vessels, a reap hook that did service in Virginia one hundred and fifty years ago, shop-made lamp ninety years old. Among the petrifications, a turnip, a tomato, a walnut and an Irish potato. These and many other things too numerous to mention are among the collection and afford instruction to students. The latest contribution is a pair of andirons centuries old. These have They weigh a been added recently by Miss Maggie Meeks. about forty pounds. The front portion is made of brass richly carved.-Purdy Symposium. Wool. A friend of mine recently wrote a poem for a magazine with one hand and thumped the piano with the other, to amuse the baby. Van Pelt.-What was the poem about? Wool. Nothing; didn't I say it was for a magazine ?-New York Sun. SPELLING "KITTEN." A dear little girl, With her brain in a whirl, Was asked the word "kitten" to spell. And thought she had done very well. And the teacher's surprise With mirth and impatience was blent. And she looked as she felt-quite content. HELP ONE ANOTHER. "Help one another," the snow flakes said, One of us here would quickly melt; And then what a splendid shade there'll be !" "Help one another," the dew-drop cried, Seeing another drop close to its side; "This warm south breeze would dry me away, And I should be gone ere noon today; But I'll help you if you'll help me, And we'll make a brook and run to the sea." "Help one another," a grain of sand Said to another grain just at hand; "The wind may carry me over the sea, And then, O! what will become of me? But come my brother, give me your hand, We'll build a mountain and there we'll stand." And so the snowflakes grew to drifts, The grains of sand to mountains; The leaves became a pleasant shade, And dew drops fed the fountains. SPEAKING OF PRODIGIES. They forget that no one can be taught faster than he can learn.-Samuel Johnson. Whoever heard of slandering a man? Who ever heard of counterfeiting a bad note? Slander, as a rule, is the re venge of a coward. It is generally the best people who are injured in this way. Let us as teachers do our duty, our whole duty, and nothing but our duty to the boys and girls.- Oscar Chrisman. LITERATURE IN 1891. Like its immediate predecessor, the year 1891 has not been a great year in literature. It is perhaps more remarkable for the one severe loss to letters in the person of James Russell Lowell than for any work of distinction. There has been no newcomer in the field of genius, and there has been no book which has created a positive sensation and had an immense sale. Nevertheless, there has been a large amount of good work done, especially in the direction of biography, fiction, poetry, history, and social science. If we have fallen upon a period not yet enlightened by the advent of new men of positive genius in letters, we have yet to congratulate ourselves on the large product given us by men and women of decided talent, the rising level of literary workmanship, and increasing excellence of style. In several respects the most notable success of the year in fiction has been won by Mr. H. B. Fuller in his Chevalier of Pensiori-Vani. Mr J. M. Barrie's delightful novels of earlier date have been made known to Americans, and his Little Minister has confirmed his reputation. The American shortstory tellers have increased their number, so far as publication in book form is concerned, by the notable additions of Mr. R. H. Davis and Mr. J. L. Allen; but Mr. Bunner, Mrs. Phelps-Ward, Octave Thanet, Mr. Harris, Mr. Janvier, Miss Wilkins, Mr. Arlo Bates, and Miss Jewett have well sustained their good names. Mr. Hall Caine's Scapegoat; Miss Dougall's Beggars All; Mrs. Kirk's Ciphers; Dr. Eggleston's Faith Doctor; Miss Murfree's In the "Stranger People's" Country; her sister's Felicia; Miss Corelli's Wormwood, and Lucas Malet's Wages of Sin, with Mr. Stockton's amusing House of Martha and Mrs. Catherwood's Lady of Fort St. John, to mention no others, make up a list of good novels, the general excellence of which few recent years can equal. Mrs. Oliphant's Life of her gifted kinsman has been the most notable biography. Mrs. Orr's Life of Browning failed to meet expectations; Messrs. Holland and Rockstro's Jenny Lind-Schmidt is interesting, but diffuse. Among other good biographies of the year Father Bridgett's Sir Thomas More; Mr. Dobson's Hogarth; the translation of Professor Villari's Machiavelle and of Jules Breton's Life of an Artist; Dr. Hale's biography of James Freeman Clarke; Mr. Adams' of R. H. Dana; and, most steadily interesting of all, Mr. Reid's biography of Lord Houghton, deserve to be named. Professor Lounsbury's Chaucer belongs both to biography and to literary criticism. In poetry Mr. Aldrich's Sisters' Tragedy easily heads the year's product, but Miss Cone's Ride to the Lady; Miss Reese's Handful of Lavender; Dr. Mitchell's Psalm of Deaths; Mr. Snider's Homer in Chios, and Mr. Rawnsley's volume are all worthy of note and reading. Professor Palmer's admirable translation of the Odyssey, although in prose, should be mentioned here. Mr. Winsor's work on Columbus belongs almost as much to history as to biography. The completion of Mr. Lecky's History of England in the Eighteenth Century; further volumes of the translation of Von Sybel's Founding of the German Em pire; a first installment of Professor Freeman's History of Sicily; M. Taine's Modern Regime; the second volume of Mr. H. M. Stephens' French Revolution; with two minor but valuable volumes, Professor Hosmer's Anglo-Saxon Freedom and Mr. Stephens' Story of Portugal, bring us to the last work, but not the least deserving of mention, in-Mr. Fiske's American Revolution. In the religious field Dean Church's Oxford Movement has been, perhaps, the most important volume judged by literary standards; but two volumes of sermons by the late Rev. Dr. Hedge and Bishop Brooks; Mrs. Earle's Sabbath in Puritan New England; Mr. Lyon's Study of the Sects; Professor Bascom's exposition of The New Theology and Dr. Allen's Positive Religion should not fail of mention. In the line of Biblical literature, we have had the important popular work by Dr. Cone on Gospel Criticism; Professor Cheyne's valuable work on The Psalter; Dr. Driver's Introduction to the Old Testament, with the special studies on Proverbs by Mr. Horton and on Isaiah by Mr. G. A. Smith. Mr. Gore's Hampton lectures and Dr. Abbott's Philomy us are especially vigorous. Women have written the best books of travel and adventure this last year, in Mrs. Martin's Home Life on an Ostrich Farm, Miss Dowie's Girl in the Carpathians, and Miss Scidmore's Jinrikisha Days; but Sir Edwin Arnold's two volumes on Japan, Mr. Child's work on South America, and Mr. Rockhill's Land of the Lamas stand high. There has been no lack of attention, of course, to social and economic problems and their solution. The especially helpful volumes of the year have been Mr. Charles Booth's second volume; Professor Graham's book on Socialism; the enlarged edition of Mr. Rae's work on the same subject; Prof. Bohm-Bawerks Positive Theory of Capital; Mr. Woods' account of English Social Movements, and Professor Sedgwick's and Professor Burgess' treatises on Politics. One of the best books of essays of the year has been Professor Jones' volume on Browning; but Lowell's Latest Literary Addresses are strong, while Miss Repplier's Points of View, Mr. Buchanan's Coming Terror, Mr. Morley's Studies and Mrs. Mason's account of the French Salons are very readable. Two contributions to the literature of rhetoric should not be overlooked, in Professor Earle's and Professor Wendell's vol umes. The young folks have been fortunate this last year, as usual, in the large number and the good quality of the books written for them. They have had volumes from most of the standard writers in this field, while Mrs. Loughead, Rev. J. C. Atkinson, and Mr. R. H. Davis have been new-comers deserving of welcome. In art there has been hardly a volume to name by the side of Mr. Dyer's Gods in Greece, unless it is Miss Edwards' Pharoahs. In popular natural science the three volumes by M. Guillemin on Electricity and Mr. Chamberlain on Ornithology are almost as attractive as Mr. Gibson's Sharp Eyes. In philosophy, Mr, Johnson's What is Reality is very able, and Dr. Shoup's volume is a clever performance. In ethics, Mr. Spencer's Justice should be compared with Dr. Bixby's able criticism, while the teacher of practical ethics may now have the aid of Professor Everett, the volume on Conduct as a Fine Art, and Mr. Dole's book on the American Citizen. -Literary Worbd. If there were no more to be said than that scientific education teaches us to think, and literary education to express our thoughts, do we not require both?-John Stuart Mills. |