RUE
NORMaL CoLLEcEe Ecno.
A COLLECE JOURNAL DEVOTED TO EDUCATION.
ALBANY, N. Y., MAY, 1897.
No. gy | ¢
A SINGER SANG A NOTE INTO A
HARP.
A singer sang a note into a harp
Of thousand strings, and one string echoed
back
In voice responsive to his own, and, in
Sweet sympathy, reverberated — One,
And only one, responded to his song,
From all the thousand.
A tender rose, just bursting from the bud,
Upturned its velvet petals to the blue,
And as the seven-hued sunbeam kissed its
face,
One hue, and only one, from all the seven,
In sympathy, responded to the flower,
‘And made it crimson.
‘A human soul went forth into the world,
And, mid the din and noise of care and strife,
Began alone to toil until, one day,
Another soul, in sympathy and love,
Responded to the throbbing of his heart,
And made earth heaven.
iG Ss G:
THE GEOLOGIST.
IF school he wrought,
And little thought
How soon he'd put in execution,
The facts acquired,
While he perspired
O’er acid tests in rock solution.
But as time sped
He wished to wed —
Her wealth could only be surmised.
What did he do?—
This lover true !
Her father’s “rocks” he analyzed.
C. A. Wooparp.
METHODS IN HISTORY.
The word is
Wie is History?
derived from istoria, defined as
“a learning through inquiry ;” it is not
a mere enumeration of dates or a collo-
cation of dead facts ; it is a name given
to that branch of education which sums
up the total experiences of the human
family ; it is living; it is a study which
deals with what man has done and
achieved in all ages. ‘The subject itself
being so broad, it is not sufficient to say
that its aim should be mental and moral
development; we must be more specific;
it should develop the reflective and
analytic qualities; it should refine all
one’s intellectual, spiritual and moral
life, From each day's work the pupil
should be able to take something into
his own personal life to uplift and en-
noble it, and so make the world better
for it.
But how are we to attain such results
even in the smallest degree? Let us
step into a class in English History in
the High School. ‘The pupils are as-
sembled for the first time ; they have no
text-books, but a large map of the world,
and also one of England, are at hand.
A few minutes’ conversation wins the
attention, and soon arouses the interest,
of the pupils; the maps show that the
southern boundary of Great Britain is
many miles farther north than Maine ;
but the pupils are eager to tell that the
Gulf Stream flows along the coast of
a THE NORMAL COLLEGE ECHO.
England, and so the climate of that
country is milder than ours. They
know the names of a few cities in this
far-away country, and take great pleas-
ure in finding them on the map ; but let
us see where these cities— London,
Liverpool, Southampton — are? On
the coast, or on rivers near the coast,
they tell us. This leads to a discus-
sion of the commercial importance
of England as compared with that of
other countries, emphasis being placed
upon the influence a jagged coast line
may have upon the history of a country.
One pupil after another offers a sug-
gestive thought, and, before the close of
the first hour, we have a bird’s-eye view
of these important islands and the adja-
cent waters ; we know the general phy-
sical characteristics of the country; we
have mentioned some of the probable
exports and imports, and have heard a
few intere:
ing bits of information which
One little
fellow told us how the passengers and
mails are transferred from the large
the pupils have volunteered.
ocean steamers to smaller vessels at
Southampton, because the harbor will
not admit “the giants of the sea to go
right up to the city,”
Interest is aroused. This is the master
step in the right direction, for the great-
est obstacle to the study of History has
been overcome, when the pupils appre-
* as he expressed it,
ciate that history is living, is growing,
and that to it each one of us may add
our mite by our own lives, Now we
are ready for the work of the year.
The pupils are provided with uniform
text-books and blank note-books. ‘The
topical method is pursued, and these
books form the basis for the work. In
the school for handy reference are du-
plicate copies of several other leading
text-books, as well as many books on
special topics or divisions of English
history, and lists of essays, articles, lec-
tures, etc., containing references to
historical points, together with their
library numbers. To all of these the
pupils not only haye free access, but
they are required to consult them daily.
At the outset we see, and try to keep
before us, that everything in history, as
in life, has its cause and its result; for
these we are constantly looking. In
treating of any subject in our history
work, the pupil may give a cause as re-
mote as he wishes, or a result as far-
reaching —the more diversified these
are the better — but he must try to give
one. Here we see the value of consult-
ing various authors; the point of view
of no two is the same; one side is given
more prominence than another; this
difference of opinion stimulates discus-
sion in the class-room. Not only is this
of advantage in aiding us to express our
ideas, but it is invaluable as a help in
forming judgments. Again, by refer-
ring to various books, the pupils learn
how to use their best friends, and this
certainly is of great importance. Having
common books for common use, a due
sense of property rights is inculcated in
the pupils, the wisdom of whic
understood.
teacher, from time to time, directs the
home reading of the pupils, correlating
A little judicious
praise for such work will be an incen-
tive to others in the class, We find that
the daily papers are read by many of
the boys and girls, and, now and then,
In this connection, the
it with their history.
interes
ing clippings are brought to the
class-room, that all may enjoy them.
Pupils are ever eager to tell what they
know; recognition of an outside work
will be the means of increasing it.
Lessonsare assigned from the uniform
text-book, special points of interest and
importance being touched upon in ad-
|
THE NORMAL COLLEGE ECHO. 3
vance by the teacher, and these the
pupils are to bear in mind in studying
the lesson in this book and that. We
find that the’ text-book gives us the
skeleton; the pupils give that skeleton
life and clothe it with the material they
find elsewhere. We must confess that
often the skeletons alone are brought
into the class-room, but little by little
animation is received from a neighbor,
and in a comparatively short time we
have few lifeless figures about us. In
the blank books the pupils record what-
ever they find bearing upon the lessons
or work in general; clippings, pictures,
drawings and crude bibliographies help
to make up this crude history note book,
which oftentimes is uniquely indicative
of the character of its owner. The
teacher has general supervision of these,
and by his corrections or suggestions
aids materially the work of the English
teachers.
It is a few weeks later in the same
class, The Conquest of England by
William the Norman is the general topic
of the hour.
haust the subject; far from it; but we
We do not mean to ex-
hope to have a well-defined, clear-cut
idea of the cause of the coming of this
Norman knight. A review of the pre-
vious lesson leads up to the subject in
hand; many and varied are the reasons
given for this invasion, each having its
two boys have
brought pictures illustrating William’s
landing at Pevensey, and his march
toward Senlac; another, a girl, has not
only copies of bits of the Bayeux tapes-
try showing the feasting of Harold and
his retainers before the memorable bat-
tle of Hastings, but an interesting arti-
cle, as well, telling us of these same
pictures, It is truly wonderful, the in-
terest that these arouse, and before we
are aware we are having an animated
own peculiar merit;
discussion as to the merits of the claim
of William and that of Harold, and
there is not a pupil in that class but
what has the better side of his nature
aroused in defending his particular hero.
In summing up these various points
brought forth by the pupils, great care
must be exercised by the teacher lest he
offend some one; he must give each
point its proper and due emphasis, yet
he must overlook none, no matter how
insignificant it may be. A pupil will
never forget a slight of this sort.
In close connection with the cause of
any event, are the facts themselves.
Here memory is strengthened ; one boy
states that William claimed the throne
through Edward the Confessor, and
when asked his authority, quotes the
words of Higginson and Channing ;
promptly some one replies that Ander-
son says that Harold promised : long
years before to surrender his claim to
the throne to William; another brings
forward the remarks of another author
on this point ; tactfully the teacher must
harmonize these discrepancies, and this
he cannot do unless he is thoroughly
familiar with these authors and under-
stands their standing ; great care must
be taken lest the pupils’ faith in these
authors be shaken through any decision
of the teacher.
Of no less importance than the cause
and facts themselves, are the results ;
these are almost boundless, True, the
Socratic method of questioning cannot
be used with perfect results, but skilful
questioning will bring forth a most re-
markable amount of latent force from the
seemingly inactive minds of the pupils.
Here excellent opportunity is given for
moral training, and it may be done so
indirectly on the part of the teacher
that the pupils unconsciously acquire a
keen sense of right and wrong; they
4 THE NORMAL COLLEGE ECHO.
like to see justice triumph and wrong
punished, and in no field are there as
many examples of the “might of right”
as in the study of history.
These three important elements,
cause, facts themselves, and result, are
largely aided by the use of maps. A
large map of England and also one of
Europe are constantly before the pupils,
and reference is made to them as often as
possible ; carefully we follow the routes
of the armies in the various conflicts,
stopping now and then to turn our at-
tention to some photogzaphs illustrating
points of interest. We try to have the
hour as far removed from the old-time-
recitation—from—the-text-book—-one as
possible; it is one of conversation on a
historical topic, in which each pupil
may, and does willingly, take part.
Small maps are placed on the boards by
the pupils, stenciled maps being used
for this purpose; these are especially
helpful in illustrating the complexion of
England during the different periods, as
the Roman Invasion, the Heptarchy,
the Earldoms under Canute. Colored
crayons may be used here with ad-
vantage.
For drill work, aside from the daily
review of the previous lesson, themes on
subjects assigned by the teacher are
helpful, and cultivate the powers of ex-
pression, again working hand in hand
with the English department. Occa-
sionally a period is given up to written
examinations ; the questions given are
few, but comprehensive, judgment, ones;
at first we found great difficulty in ob-
taining sufficiently detailed answers, but
the improvement has been steady and
marked. Once a week as drill which
we find very effective is this: small slips
of paper on which are written topics such
as “ The name England,” “Stonehenge,”
“Tsle of Thanet,” and similar key
words are passed around, one to each
pupil; he is to write whatever he
knows on that subject ; a minute or two
being given to the work ; the slips are
collected, and the teacher reads them
aloud ; the pupils are on the alert to
correct mis-statements, and in a short
time a large amount of ground is
covered.
We encourage the pupils to bring into
class curios and things in anyway con-
nected with the work, and already have
started a historical library and museum.
The outline maps published by Heath
&-Co. are of assistance in studying
history. On these, battlefields may be
accurately located, and by means of
colored crayons, the possessions of a
country at different stages may be
vividly defined.
Oftentimes the teacher has compiled
notes, which he wishes the pupils to
have, and yet he does not feel justified
in taking time for dictation from the
recitation period. With little trouble,
manifold copies of these notes may be
made on a typewriter, and then being
placed on the reference table, the pupils
may copy them at their own convenience.
If these copies are mounted on bristol
board, they will not be so easily worn
by handling.
from books and papers, if mounted in
this way, will do service for many years,
and certainly the appearance is enough
more attractive to repay one for the
trouble of mounting.
Photographs, pictures
These are but a few suggestive hints;
doubtless all teachers of history are able
to improve upon them, but such as they
are, they have helped to increase the
interest of our pupils a trifle, and with
interest, there is almost no limit to what
a teacher may attain.
A. D. H., ’96.
THE NORMAL COLLEGE ECHO. 5
CUPID AND THE BEE.
‘Translated from the’Greek of Anacreon.
(“The myth of Cupid meets us at
every turn in our reading, and is so
familiar to young and old, both in pic-
tures and poetry, that explanations
are unnecessary.” Joundation Studies
in Literature, p. 183.)
Wan day a schpalpeen by the name
av Cupid laid down on a lot av Mari-
choneil roses an’ wint to schlape. There
was a bumble-bee schlapin’ in the roses
contemporaneously at the same time
with the boy. Be O’Hoolihan’s shil-
lalah, the lad niver see the bee at all,
at all. But the bee saw him, be gorrah.
It’s not any bumble-bee that's lavin’
paple lay down on him without sayin’
“excuse me.” Little time it was that
the bee lost in waking up, an’ it’s divila
bit good natured that he was ather. As
quick as he clapped his gazers on the
schlapin boy he out with his stinger an
basted him wan betwixt the eyes av him,
An’ such howlin’ yez niver heard be-
fore. The big baby ran howlin’ an’
screechin’ to his mither, an’ sez he,
“Ma,” sez he, ‘some mucker av abum-
ble-bee,” sez he, “has bin gettin’ in his
work on me forehead,” sez he.
The auld lady's name was Venus, an’
whin’ the lad was through with his
howlin’ an’ screechin’, she grinned a
wee bit av a grin in her sleeve, an’ thin,
sez she to him, sez she, “My little
baby,” sez she, “hush yer cryin,” sez
she, “ an’ listen to yer mither,” sez she.
“Tf it hurts like that whin a small bee
stings yez in the forehead,” sez she,
“how d’yez think it feels whin the
likes ay yerself hits little girls in the
heart wid yer bow an’ arrow,” sez she,
An’ the lad niver answered a wurrd
at all, An’ the moral av’ me story is:
“Niver go to schlape with a bumble-
bee in a bed av roses.” S. G.
A PEEP INTO BOARDING-SCHOOL
LIFE.
HERE comes a point in everyone’s
life when they outgrow their im-
mediate surroundings, and feel the need
of more space in which to spread their
wings. This point is reached by a girl
when she receives her diploma from the
Regents, and looks out upon the great
arena of the world before her.
Then the great question of what to
make of her life confronts her, and
speculation is rife among parents and
friends as to where she will spend the
next year. Such was the case with me
when my public school course was com-
pleted, and, after looking at the matter
from every standpoint, it was decided
that I should spend one year at board-
ing-school.
For the benefit of all who have not
had this experience, I will say that it is
one of the pleasantest periods in a girl’s
life, if she goes into it with the right
spirit, resolving to make it as pleasant
as possible for herself and her school-
mates, and, as far as is reasonable, to
keep all the rules of the school.
The first day at boarding-school is,
perhaps, the most dreary time imagin-
able, for everyone is a stranger to her
neighbor, the dormitories are bare, and
confusion reigns supreme. You glance
at the girl sitting next you at the
table or at prayers, and wonder if she
is nice, and when she looks up with a
bright smile, you make some common-
place remark that soon engages you in
conversation.
In this way friendships are formed,
and before long the whole school is di-
vided up into sets of from five to ten
girls, who are always seen together, and
in time grow very fond of each other.
Boarding-school life is about the most
regular, methodical life that a girl can
6 THE NORMAL COLLEGE ECHO.
lead. There is a time for everything
and everything must take place in its
own appointed time —that is, the stu-
dents must rise at a certain hour,
study at certain hours, and, most im-
portant of all, have their lights out on
the stroke of the bell.
The last is one of the rules that every
girl delights to break, and many are the
ways in which it is done. It is the cus-
tom for the housekeeper to open every
door and Say good-night to the girls,
and if she finds a light still going, there
is apt to be some kind of a disagreeable
result; after the teacher has gone, it is,
of course, very easy to get up again and
enjoy the forbidden luxury, that is, it is
easy if you have a thick black curtain
arranged for the transom of your door.
“*Silent hour,” as it is called, is one
of the regular institutions of boarding-
school. Ten minutes every night are
devoted to perfect silence, and, of all
times in the day, this is the one when
you think of something that you “ posi-
tively must” tell your room-mate. The
result I will leave to your imagination,
It was rumored about the school that
T attended that two girls actually kept
“silent hour” every night, but the
truth of this statement was never dem-
onstrated.
Have you ever heard of midnight
feasts, or, still better, have you ever at-
tended one? If a girl leaves school
without having been at one of these
revelries, part of her education has been
neglected, for what could better train
the ear, the judgment, and the reasoning
powers than being constantly on the
alert to hear the heavy tread of a night-
watchman, teacher, or some other dread
personage?
One of these feasts created quite a
sensation, It was a pleasant June eve-
ning, and an hour when all respectable
people were in their beds; when several
girls crept stealthily through the halls
of the school, safely passed the sleeping
teacher, and soon emerged upon the
great, flat roof of the building to seat
themselves in a circle around an abund-
ant repast, which they had brought with
them. One of the men that worked in
the school happened to spy these dark
figures upon the roof, and, alarmed the
principal by telling her that burglars
were about, Word was immediately
sent to the police station, and three
burly policemen hurried to the scene
of action, Imagine their surprise to
find only rather a frightened crowd of
girls instead of the hardened criminals
they had expected, and imagine, if you
can, the chagrin of the principal at
being fooled so completely!
I have given you some idea of the
mischievous part of this life, but there
are also many legitimate pleasures en-
joyed, such as wheeling, riding, walking,
theatre-going, and the like. The study-
ing is generally done during three or
four hours of the afternoon and evening,
and all the morning is taken up with
recitations.
On the whole, I do not think a girl
can spend a year more profitably, health-
fully, and enjoyably, except, of course,
at college, than at boarding-school.
E.R. E.
The Cadet from Nashville, Tenn., is
teeming with news of the centennial,
This is the age of summer schools.
The means and methods for the ad-
vanced instruction and development of
teachers have kept pace with the evolu-
tion of music systems, and the most
prominent feature of this development
has been the perfection of the vacation
school, — £x,
or
THE NORMAL COLLEGE ECHO. ri
THE COLLEGE FRATERNITY.
AN is by nature a social being,
and capable of almost indefinite
improvement.” This is by no means
the revelation of a new truth, but merely
the repetition of an old truth so import-
ant as to warrantiits application at this
time.
As far back as dates the history of
man, in whatever occupation or pro-
fession he may have been engaged, we
find him conforming to the demands of
his nature for society, and following out
his natural tendencies of association and
organization.
The aims, the motives and the pur-
poses of organized bodies may be varied,
but whether they be for protection, for
social advantages, for charitable pur-
poses, for mutual aid or for any other
noble end, they should meet with our
highest approval and be hailed as a
benefaction to mankind.
Among the many organizations of the
present time the college fraternity has
its place. ‘he college student’s social
nature does not greatly differ from that
of other human beings on account of
his surroundings and the peculiar work
he is required to perform ; but we find
him a/so conforming to the same natural
law in its demands for society. From
this demand arose the desire for a col-
lege fraternity. Its chief purpose is to
secure in its members a higher standard
of moral and intellectual culture and re-
finement, independent thought, broader
ideas and sounder views. It seeks to
make good men better and offers valu-
able encouragement to those less
favored than their fellows.
There can scarcely be found a place
where one may better show his true worth
and ability than in a well organized and
properly regulated fraternity. It is here
that he may learn, if he has not already
“
learned, that very important lesson that
he constitutes but a very small part of
the world’s great makeup, that the world
can get along without him infinitely bet-
ter than 4e can get along without z¢, and
that others have rights which he is in
duty bound to respect.
Fraternal discipline is beneficial alike
to the faithful plodder at his books, to
the hero of athletic contests, and even
to the idle dreamer who is wont to waste
his precious moments in wool gathering.
One of the great objections to the Col-
lege Fraternity is, that it is secret; but
secret organizations have sometimes to
contend with serious objections raised
by those entirely unacquainted with the
designs, the purposes and the operations
of such organizations. They declare
that there must be something ignoble or
dishonorable about the order, or why
guard its secrets with such profound
zeal. They charge the members with
having no higher aims and motives than
to waste their valuable time in devising
schemes of mischief and lawlessness,
and some of the mare radical even go
so far as to enlist them in the same cate-
gory with the anarchist, the nihilist and
the famous Mafia.
The fallacy of such unjust and un-
reasonable charges only serves to por-
tray the gross ignorance of the accusers.
‘They deserve only silence in answer to
their absurd accusations.
The mystery of amy secret order is the
key to its success. In the College Fra-
ternity it is the vital element of its very
existence, without which it would soon
degenerate into a state of unhealthy
stagnation.
The formation of character and the
development of our social natures consti-
tute important factors in a college
education. When weconsider the influ-
ences of students on past and present day
8 THE NORMAL COLLEGE ECHO.
history, when we remember that the stu-
dents of to-day are to be the civil, social
and moral leaders of to-morrow, and,
finally, when we review the marvelous
growth of fraternal spirit in every phase
of Christian work among students, we
are forced to the conclusion that, if the
solution of the social problem is ever to
be realized, it must come through the
recognition of the brotherhood of man ;
and that a mighty power in bringing the
world to this recognition is the develop-
ment of the brotherhood of students; a
development which is going on with
such marked effect in these days, and
even in our own midst.
The college fraternity has done much
along the line of the development of the
mental, moral and social nature of its
members. It needs but a glance along
the lines of the professions to determine
the extent of its influence. It places
before its members high ideals and noble
purposes. Instead of being a foreign
organization, hostile to college spirit
and culture, it is a friendly ally. It
cultivates a spirit of conformity to order,
and promotes habits of business. It
introduces into the life of students the
element of home, and forms a strong
bond between members of different
classes, and former students, which, in
itself, presents a charm in the union of
kindred spirits, and the privileges of
congenial fellowship. It fills a necessary
and very important place in college life,
and supplies that element without which
the college course is not complete.
(he
HABIT OF INTERRUPTING.
FEW days since I was present at a
small lunch party of ladies, and I
noticed with some surprise the scant
courtesy they showed to one another
during conversation. One of the party
would start to say something, and before
she had finished another would break in
with another topic, only to be interrupted
in turn. I must confess that I was a bit
surprised, for all thesé women were sup-
posed to be well bred, and yet they were
disregarding one of the simplest rules of
polite behavior.
A little later I was calling on some
friends and I noticed the same thing.
Each member of the family would in-
terrupt the others, and the interruption
was considered quite as a matter of
Then I understood the situa-
tion better, and put the blame just where
it belonged, on the lack of home train-
ing. If the mother grows careless and
allows her children to contract the habit
of interrupting one another constantly,
she must not be surprised if this habit is
carried beyond the home circle, and her
children show in society the result of
indulgence or thoughtlessness.
The habit is one of the most unpleas-
ant that can be contracted, and the fact
that it is such a common one does not
course.
make it one bit the better or the more
excusable. It is a habit that grows on
one unconsciously, if one does not keep
close watch. It should be the care of
the mother in the home to teach her
children respect for one another, and
insist upon that courtesy of treatment
which she expects them to give to stran-
gers. Unless politeness isa habit it will
never be a grace. It must be ingrained,
and the teaching cannot be begun too
early.
I wish my girls would keep a little
watch upon themselves to see whether
they have fallen into the pernicious
habit, and, if they have, just set to work
to break themselves of it at once. It
may seem a little thing, but it is one of
the indications of fine breeding to treat
everyone with the respect due to him as
an individual. Golden Rule.
yi
a
THE NORMAL COLLEGE ECHO, 9
BASE BALL.
ATURDAY, May 15, the college
base ball team played its first game
of ball, and one which, though lost, re-
flects no discredit on the team, asthey
have not practiced together at any time
this spring. About forty of the students
visited Castleton to see the game, which
was very interesting, resulting in a score
of 2 to 5 in favor of Castleton. The
game played will serve to show the boys
where their weak points are, which they
can easily remedy. Mr. De Voe de-
serves much credit for his fine work in
the box, striking out fourteen of his
opponents, this being the second game
that he has ever played. With careful
practice and good judgment he will
make a fine pitcher.
The ball players at Castleton were
gentlemen, and the game was played
without the least sign of any disturbance
or ungentlemanly conduct. In this mat-
ter we hope that the boys will try to be
an example, both as students and as
those who expect to have students in
their charge.
In criticising their work, we would
say that they were very deficient in team
management. With good coaching the
game would have been won. We are
sorry to say that we saw one man who
was nota member of the college, and it
is to be hoped that hereafter the Nor-
mal College Base Ball Team will be a
purely representative aggregation, and
not degenerate into a combination of
nondescripts. We ask the management
of the ball team to take our criticisms
as they are meant, and we assure them
that the Ecuo will always endeavor to
make its comments in a spirit of un-
prejudiced loyalty to both the team and
the college.
ENGLISH LITERATURE.
MONG the numerous excellent
courses given in our College, we
desire to note particularly the one in
the comparative study of English Litera-
ture, based on material found in a work
edited by one of our own faculty. This
course, as intimated, deals not so much
with an analysis of details as with getting
a comprehensive view of the funda-
mental thoughts, feelings and teachings
contained in the literary masterpieces
used as a basis of comparison. For the
general and elementary student of litera-
ture the aim should be not so much to
delve into the minutia of literary
criticism as to gain that breadth of
thought, that elevation of feeling, which
results from contact with the greatest
minds and hearts of the ages. And
such results cannot fail of attainment
by following out the line of study indi-
cated. First of all, it will lead to a
habit of careful reading, till one will
acquire the desirable faculty of making
a mental tabulation of the important
features of whatever article or work
they may be scanning. And this insight
into the thought, feeling and true signi-
ficance of the piece will be got without
any conscious and exhausting draft
upon the mental energy. In short, it
will have become a Aadit of the mental
life.
Again, character culture comes from
grasping whole truths, and feeling their
force when enhanced by their relations;
from seeing the great principles which
have reached and left their imprint
upon our fellow-beings, especially those
prominent characters who stand as types
of advanced humanity. It is the syn-
thetic mind which is truly great, not
the analytic; the mind which can see
wholes and grasp truths in their broad
relations, not the microscopic mind,
delimited by pinhead vision. Hence, as
leaders of the blind, let teachers be
especially solicitous to cultivate a broad
and liberal view, a mind fitted to deal
with the wide-reaching problems of
modern society. And nothing will be
of greater service to this end than the
comparative study of literary master-
pieces.
pte) THE NORMAL COLLEGE ECHO.
Zhe Rormal College Echo.
Published Monthly by the Students,
‘Terms.—$r.00 per annum, in advance; $1.25 when
not paid by January ist; single copies 15 cents.
CONDUCTED BY
Edgar S, Martin Editor-in-Chief.
Edith Esselstyn.
Mary Buwles
Otillia M. Beha
Walter S. Clarke. 2.6) yo ry
Emma L. George. Aeon
Alice Jones...... le Neen
Edith H. Nichols. ....... WieeE acest
Laura P. Stafford io i
se oe | Bxchange Editors.
Leon J. Cook .
Literary Editors.
Business Manager
Contributions, especially items of interest concerning
our alumni and students are earnestly solicited from all
friends of the college. All matter intended for publi-
cation the same month should reach us not later than
the roth of that month.
In accordance with the U. S, postal law THe Ecuo
will be sent until all arrears are paid and notice of dis
continuance is received.
Address matter designed for publication to the
Editor-in-chief, business communications to the Busi-
ness Manager, Norma Cortrce Ecxo, College
Building, Albany, N.Y.
WEED-PARSONS PRINTING CO., - PRINTERS.
EDITORIALS.
UBSCRIPTIONS are now due.
Please attend to this matter before
June. :
The advance science classes are at
work in earnest and collectors are now
abroad in the land.
We shall endeavor to make the next
issue one of special interest to our read-
ers. It will contain accounts of the
commencement exercises, the different
society closings and where our gradu-
ates will be found another year.
With this issue the Ecuo completes
its fifth year. Next month it will start
out upon its sixth year with bright pros-
pects, not only from a literary but from
a financial standpoint. Upon the latter
depends the success of the paper to a
great extent.
The editorial board of the Ecxo after
another issue will rest from labor, thé
journalistic mantle has fallen on other
shoulders. We wish the new board all
speed in carrying onward the torch-of
letters. Some things, however, that we
have learned from experience we would
like to whisper in their ears; first, that
the race is not always to the swift, but
nearly always. Again, the success of a
school publication is measured by the
interest the school feels in it. Now,
although we are grateful for the articles
submitted by the students, yet we feel
that too few are writing. There should
be an honor attached to articles pub-
lished, and there is. A published article
must rank with a fine oration; the worth
is recognized, and then there is areward
in itself. We, the present board of edi-
tors, accepted the office entrusted to
us with sincere appreciation of its re-
sponsibilities, fortified by the determi-
nation to make any personal sacrifice
necessary to carry on the work.
We have striven under difficulties,
which can never be comprehended by
those outside the sanctum, to make the
paper a success, and we thank our sub-
scribers for their generous appreciation
when we have succeeded, and for their
charitable leniency when we have been
shortcoming. We have worked with
this aim, to raise the Ecuo to a higher
plane in College journalism, to make it
approach nearer the ideal College paper,
to make its pages so bright, thoughtful
and attractive, that it would be not only
THE NORMAL COLLEGE ECHO, 11
a pleasure to read, but an inspiration to
contribute.
Wherein we have succeeded, we heart-
ily thank our contributors, faculty, stu-
dents and outside friends, who by their
bright, well-written articles and kindly
advice and encouragement, have ren-
dered valuable assistance.
Wherein we haye failed, we ask you,
in all sincerity, before pronouncing judg-
ment, to answer the question, “ Have
you done your part?” How often have
we had to swallow disappointment over
promised articles, how often have we
met with refusal from those who should
have considered it a duty, if not a plea-
sure, to contribute.
The Ecuo has aimed to supply a
widely-felt want, but one which is, per-
haps, not fully felt by the under gradu-
ates of the institution.
It is only when one has severed direct
connection with d/ma Mater and gone
forth from her walls that he looks to the
College paper as a link between past
and present associations, a veritable
“etter from home,” as one grateful cor-
respondent puts it.
Then, too, the College paper is a liv-
ing exponent of the spirit of the insti-
tution which sends it forth, and as an
interpreter of the life peculiar to the
College as an individual, it has a special
mission to fulfill, We entrust this to
our successors with full confidence that
in their keeping the Ecuo will flourish.
They are equal to the task, and willingly
accept its duties, but they need the
hearty support and co-operation of the
whole College. We make the appeal to
you. Give it freely and fully. Remem-
ber we are but the Ecuo, the College,
the Voice.
Those who subscribe now will receive
the Ecuo for the remainder of the
school year free.
THE RESULT OF THE LAST ELEC-
TION.
E. F. Green, Buitor-in- Chief.
Miss Edith Esselstyn,
Miss A. G. Lander,
Miss Lilian Kibby,
Miss Anna E, Karner,
Miss Ruth Norton, 1 qr yp,
Mr. Charles Reed, 5 2°" "=
ae ane ques f Exchange Editors.
Miss Grace Cook, 1) pn. mje
Mics Bertha W, Baga ¢ Review divers,
E. S. Martin, Business Manager.
Miss Laura P. Stafford,
Miss Sara V. A. Collier, » Auditing Com.
Mr. Chas. V. Bookhout, J
Literary Editors.
THE FACULTY.
April 15 — Misses Russell and Mc-
Lelland addressed the Teachers’ associa-
tion at Copake.
April 21 — Misses Pierce and Bishop
attended the Saratoga Institute.
April 22—Dr. Milne attended the
same meeting.
April 27 — Miss Bishop was at the
Chatham Institute. Prof. Wetmore ad-
dresséd the teachers at the Chatham
Institute.
April 29 — Miss Isdell was at Chat-
ham,
April 29—Dr. Milne visited New-
burg, and April 30 was at Stony Point.
May 3 — Mrs. Mooney spent the day
visiting the New York schools, the
Horace Mann school among others.
May 5-6— Miss Isdell was at Wind-
sor.
May 12—Miss Bishop attended the
institute at Fishkill-on-Hudson,
Dr. Milne is in attendance at the
semi-annual meeting of ‘“‘ Normal School
Principals” in session at Geneseo.
12 THE NORMAL COLLEGE ECHO.
ALUMNI NOTES.
‘90 — Miss Marguerite I. McGarry
married to Mr. James Clark, Jr., in this
city April 21.
92 — Miss Elizabeth Longwell, who
is teaching at Ilion, N. Y., visited the
College May 7.
’93— Mrs. Elizabeth Sherrill Kent at
College May ro.
’94— Miss Theodore Ehman, of the
Chatham schools, visited the S. N.C.
April 20.
‘90 — Mr. Richard Van Beausekom,
of the class of '97 of the Albany Medi-
cal College, will start in practice at
Voorheesville.
S. N. C.NEWS.
ISS Clara McClintock has returned
for the last quarter.
Miss Grace Van Schaack, ’97, at
school May to.
Jean H. Moss, ’97, is teaching at
Pittsfield, Mass,
Mr. Harlow McMillan, ’97, finishes
the year as teacher in Kingston Acad-
emy.
Miss Rafter has returned to her home
in Rochester.
Mrs. Horne spent a week with her
daughter, Amy B. Horne, ’97.
Mr. Beach visited his sister, Miss
Edith Stetson, April 24 and 25.
Prof. L. N. Crane, of Fishkill, visited
the College April 22.
Prof. G. R. Miller, of Matteawan, a
visitor April 30 and May 4.
The order of graduating exercises has
been changed, greatly to the satisfaction
of the class, and instead of the usual
essays an address will be delivered to
the graduates by Hamilton W. Mabie,
L.L. D., editor of the Outlook.
The officers of the class of ’97 have
been invited by Mrs. W. W. Byington to
meet the graduating class of St. Agnes
May 15.
Those who attended the last meeting
of the class of ’97, held April 31, say
they had a grand time. It was a gather-
ing to warm one’s heart. It would have
been more suitable for April 1.
’97 Cass COMMITTEES,
Commencement — Miss George, Miss
Beha, Miss Bradshaw, Miss Fitz Patrick,
Mr. Sime.
Class Day — Miss Senior, Miss Pratt,
Miss Huntley, Miss Seaton, Mr. Cook.
Reception — Miss Delin, Miss Lynch,
Miss Barber, Miss Ast, Mr. Rosecrans.
Two of the most enjoyable events
of the school year were the lectures by
Professors White and Wetmore, given in
the College chapel under the auspices
of the Delta Omega Society.
Saturday evening, April 24, Professor
White entertained a highly delighted
audience bya talk on Venice, illustrated
with lantern views. The fact that Prof,
White has recently visited Venice and
that it is all real to him, made it real to
the hearers, who cannot express the
pleasure of the evening.
A week later, May 1, Prof. Wetmore
explained to us the theory of light under
the fanciful title, “ How the Rose Gets
its Color.” The lecture was essentially
scientific, but so well explained and
practically illustrated that every one
could understand and enjoy.
THE NORMAL COLLEGE ECHO, 13
No general celebration of Arbor Day
was held this year in the College. The
departments had prepared programs,
which were rendered in their own as-
sembly rooms.
One of the coyest of our girls con-
fesses that she has a ‘ fellow ’-feeling for
the boys.
There is nothing prettier than the
vista through the trees down Hudson
avenue, and the streets parallel to it.
There is great strife among the model
classes as to whose room shall be most
nicely decorated, which is leading to
very effective results.
Here is a statement found on a “well-
developed youngster’s ” examination
paper : “Active voice is a thing done by
skill in the present time!”
No criticisms were held in any depart-
ment May 6, in order that the teachers
might attend the Albany Musical Asso-
ciation Festival.
Mr. Fox Sponable, who is engaged in
teaching at Nelleston, has accepted the
same position for another year.
Froebel’s birthday, April 21,
prettily observed by the Kindergartners
of the College. The rooms were deco-
rated with the American and German
flags, and songs were taught the children
in his honor. The story of his life was
told the little ones, and reproduced by
them with their blocks and tablets.
In the evening a reception was held
by the Albany Kindergarten Association
in the Kindergarten rooms.
was
H.W. Van Allen will act as presen-
tation orator in place of Mr. C. S.
Gager, class day.
ATHLETICS.
E note with satisfaction the in-
creasing interest in athletics,
manifested not only by the members of
the association, but by the general
student body as well. The ball team
are doing as good work as can be ex-
pected, under the existing circumstances.
They sadly need a field by themselves
to practice, but as it is, we hope, by our
next issue, to have recorded some vic-
tories for S. N. C. Tennis and bicycle
clubs are in process of organization.
They all need your support. You can
help them in many ways. Think of at
least one way, and let them hear from
you.
Long courts and short courts, and en-
gayements
New courts and old ones revived!
“Fifteen love,” and pretty soon it is
returned, and “‘ Thirty love!” “‘ What
is the score, George?” “‘ Forty, love!”
Two tennis courts in the park. Some
play love and others rather love to play.
It is usually those just beginning who
play love. But nothing serious happens,
and it is well when a racket is broken.
Tennis is a fine game. It is worth
twice the same time of croquet. Let’s
have some fine playing this spring, and
have a regular tennis tournament some
day. The benefit that can be derived
from tennis is great. And it may doa
great deal of harm. Be temperate. Do
not slight the girls when looking for
some one to have a game with. Do you
not know that they acquire a marked
degree of skill and proficiency in hand-
Inquire of W. Schubert.
almost without number!
ling a racket?
Mr. Cottrell was catled home by the
sudden death of his mother last week.
The sympathy of the students is univer-
sally extended to him.
14 THE-NORMAL COLLEGE ECHO.
CHAPEL BAe IN THE MODEL
OOL
LL who have attended the chapel
exercises in the Model Chapel
agree in saying that they are exceedingly
interesting and instructive. Besides the
regular chapel exercises, very enjoyable
essays, recitations and musical selections
are rendered by the pupils.
Another feature, which will perhaps
be of interest to all, is the treatment of
pictures, one of which is placed on an
easel at the front of the room, another
in a frame hanging at one side.
The pictures in the frame are photo-
graphs of famous castles, cathedrals,
palaces, and universities of the Old
World, such as Holyrood Palace, Edin-
burgh Castle, St- Peter’s Cathedral. The
pictu on the easel are photographs
from the original, of the masterpieces in
painting and sculpture. Among those
already studied are the following:
PAINTINGS,
Ploraje.-. 55 Genco a0) .. Titian
Beatrice Cenci......... Guido Reni
The Entombment of Christ...... Titian
The Horse Fair...
The Last Judgment...
.,Rosa Bonheur
Michael Angelo
The Sistine Madonna...... .. +. Raffael
St. Michael..............+Guido Reni
(The) Madonna . Correggio
The Baptism of Christ ‘(Mosai os
Carlo Maratta
The Aurora,... Guido Reni
The Last Communion of St. Jerome,
Domenichino
-- Raffael
(The) Madonna..
(The) Madonna
The Transfiguration
The Last Supper.
- Leonardo da Vinci
SCULPTURES.
Laoco6n.s..+..% Riuwe vere ve (Vatican)
Winged Nike, or The Victory of
Samothirace...-...-..:.. (Louvre)
Venus de Milo............-- (Louvre)
The Last Days of Neneilaat oe
Moses.....---++ (S. Pietro in Vinculis)
TOV women . (Vatican)
Sleeping AMT lous . (Vatican)
Each Monday morning a different
picture is placed in each frame and left
there during the week. The pupils are
encouraged to notice the pictures and
find out all they can about them,
The picture in the frame is treated
accordingly as it is of historical or of
geographical interest. To give an idea
of the way in which the work is con-
ducted, take, for example, the picture
of the Alhambra. After sufficient time
had been given for observation, the
pupils were questioned concerning the
name of the building, where found, its
use, the history connected with it, the
style of architecture of the exterior and
interior, and the building in this country
modeled after it.
‘The picture on the easel is treated ,
from the standpoint of art. From the
discussions the pupils learn whether the
original is a painting, fresco or mosaic;
the name of the picture and of the
artist, and something of the artist’s life;
where the original is found, when exe-
cuted, and the artistic details of the
picture.
At the close of the week the discus-
sions are summed up by two pupils in
the form of essays, one on each picture.
The pupils show much interest in the
work, and the knowledge thus gained is
of great value to them, in making them
conversant with art, and with the great
masters and places of the world.
His coffee wasn’t settled,
But he didn’t fret and stew;
He dare not, for his board bill was
In that condition too,
THE NORMAL COLLEGE ECHO. 15
ALL SORTS,
Psychology — Dr. C.— What emotion
is aroused by a desire for knowledge ?
Mr. B.—A curious emotion.— 2x.
Boston Mamma—Suppose you have
four bunches of grapes, Willie, and
eat three, then what would you have?
Boston Boy — Appendicitis. —Zy.
She was walking with my rival,
‘As they chanced to homeward roam.
It was from my garret window
I was seeing Nellie home,— Zz.
Nonsense —Sense that differs from
your own.— Ex.
We all feel the need of a vacation — to
study up in.— Ax.
‘The definition of a dihedyal angle —
The meeting of two plain faces. — Zev.
Just she and I —all, all alone, beneath
The stars so calm and bright ;
I told her that to me her cheeks were
Like twin lilies, pure and white ;
But in the morning, as I brushed my
Powdered vest for half an hour,
I realized the lilies must have been
Some other kind of flower.— Zz.
“Mr. B—, did you say or did you
not say what I said you said? because
c said you said you never did say
what I said you said. Now, if you did
say that you did not say what I said
you said, then what did you say?”
“J said that that that that man said
was not that that that that one should
say, but that that that that man said
was that that that that man should not
say.”"— Ex.
"Tis sweet to love,
But, oh! how bitter,
To love a girl
And then not “git” her.
Far better ‘tis,
Aye, ten times hotter,
To “git,” than wish
You hadn't got her.— Zz.
AMONG OUR EXCHANGES.
HERE is a yery interesting article
in The Cue from the Albany
Academy giving briefly the history of
that institution from the time of the
granting of its charter by the Regents of
the University of New York about
eighty-four years ago.
There is an excellent story in Zhe
Normal College Echo of New York city,
entitled By the Shedding of Blood. Itis
a legend of revolutionary times and told
in a very fascinating manner.
What we need in our college papers
is plenty of short, interesting articles.
These are much more apt to attract the
eye of the public than are the longer
articles, no matter how excellent they
may be. The world demands thoughts,
not words. We are glad to notice that
many of our exchanges are adopting
this plan of giving us the kernel of the
fruit and not requiring us to break
through the hard shell in order to
reach it.
The
dium
hief article in the School Palla-
from Chittenango is entitled
Through Germany and Holland on a
Bicycle.
M . Holyoke College has received a
gift of $40,000 from John D.
Rockefeller for the purpose of building
COLLEGE NOTES,
a dormitory.
The largest salary given to any college
professor in the world is that given to
the professor of anatomy in Edinburgh.
This is $10,000 annually, whereas it was
formerly $20,000.
The commencement address at the
University of Virginia will be delivered
by William Jennings Bryan.
16 THE NORMAL COLLEGE ECHO.
The National Educational Associa-
tion, which brings together each year
teachers and other school officers of the
country by the tens of thousands, will
hold its convention for 1897 at Mil-
waukee, July 6-9.
The annual meeting of the American
Institute of Instruction will be held at
Montreal July 9-12.
Statistics of the colleges of the United
States show that one-sixteenth of the
students are studying for the ministry.
— Le.
Cornell has abolished the degrees of
Ph. B., B. S. and B. L., and has coal-
esced the four general courses into one,
leading to the degree of A. B. All
work in that course is to be made elective
during the entire four years, — Ax.
Secretary Olney has been offered the
chair of International Law in Harvard.
— Ex.
Cornell is to have a college of archi-
tecture, A four-year course will entitle
a student to a degree. —
In the Southern States there are thirty-
two colleges and 162 high-grade schools
devoted to the advanced education of
the negro. — Ex.
Owing to protests from many col-
lege faculties, the Dingley tariff bill has
been modified so as to admit school
books or scientific articles free of duty,
oka:
Woman suffrage has again been de-
feated in Massachusetts. — Ex.
A SCHOOL-GIRLS’ CONVENTION.
I tell you, Katie, there is no use talk-
ing, if you want to get the latest im-
ported novelties in photography, you
have got to go to Cornell & Dicker-
man’s, 67 North Pearl street.
EDUCATIONAL NOTES.
(CPE ACHING is the unfolding and
perfecting of the human spirit,”
There is, there can be no grander call-
ing, Oh, that all those endeavoring to
instruct throughout our country were
teachers. But it is not so. Does it not
appear then that the positive relation of
the teacher outside the school room de-
pends almost entirely upon the character
of the teacher? It certainly does. And
if the teacher is an individual of noble
character, his every contact with his
pupils and patrons will tend to realize
his one object. Every teacher needs
considerable time to himself. He needs
a place where he can read, plan and
prepare his lessons—a place where he
feels perfectly free. For this reason,
and possibly to avoid too great fa-
miliarity, it seems best that, for a board-
ing place, he select ‘some quiet family
other than the parents of his pupils.
— Ex.
Noble deeds, generous and persistent
acts in the interests of our fallen hu-
manity, with unselfish efforts to elevate
and improve the race, recorded in the
eternal world, are far, very far, more
yaluable and lasting than inscriptions
on the costliest marble, or the most en-
during granite. — Zx.
a keen
consciousness of all that his teaching
fails to accomplish, hé is on the road to
real success.— Ex.
When a teacher awakens to
It should be plainly made known that
the thing called “habit” is amore potent
force for good than for evil. We hear
much about the destructive effects of
habit, but not enough about its con-
structive value in building strong and
reliable character.— Z£x.
One must, in life,
observations, frame his own inductions,
make his own
THE NORMAL COLLEGE ECHO, 17
and apply them in action as he goes
along. The habit of finding out the
best thing to do next, and then doing it,
is the basis of character. A strong and
efficient character is built up by doing,
not by imitation, or by feeling, or by
suggestion.— Ex.
Instruction in drawing has been taken
up in the state prisons among several
schemes for overcoming the bad effects
of the idleness enforced by the new
law.— £2.
Life is a quarry out of which we are
to mould, chisel and complete a charac-
ter.— Goethe.
It is asserted that fully one-half of
the Americans who have acquired dis-
tinction in politics, in literature, in sci-
ence, and in business, have been in
great part self-educated. Some of them,
in spite of great difficulties, worked
their way to college and through col-
lege; others have pursued their course
with no aid except from books and the
advice of educated men with whom
they come in contact.— The Souvenir.
“The process of education, whether
at home or in school, is perpetually
going on. The instructor may guide,
but cannot stop it. Whether he is atten-
tive or neglectful, observation is at work,
intellect is developing, character is form-
ing, and all under the most powerful
influences from him, whether for good
or evil, What he says earnestly, and,
above all, what he does, is graving itself
on the tenacious memory of childhood.
His inconsistencies, partialities, _ ill-
temper, tyranny, selfishness, leave last-
ing traces. If his dispositions are
unfavorable, no check from without can
remedy the evil. Parents can control
him little. They are managed, through
their prejudices, at the expense of their
children. A superior authority, with
the most perfect machinery of inspec-
tion, will fail to get the work of good
men performed by bad ones, Its laws
will be no restraint on him to whom
their execution is intrusted; its best
systems fruitless, where they cannot in-
sure states of mind according with their
spirit. The government of children
must be a despotism; and it must have
all the vices of a despotism, if we can-
not purify the depositories of supreme
power. But, if the instructor be one
filled with a consciousness of his duties,
how mighty is his influence! He is the
fountain of instruction, and the prime
source of enjoyment, to his pupils.
Their little difficulties are brought to
him, and in his solution rest. His
casual remarks sink into their minds.
His opinions on men and things make
their way by the double force of author-
ity and affection. His companionship,
his sympathy, are, above all things,
delightful. The imitative principle, so
powerful in early life, is incessantly in
action. The children are daily assimi-
lating parts of his nature —making it
one with their own. What an influence
is his over their future destiny !”—
Teacher and Parent.
HE Manual of the Southern Teach-
er’s Bureau, Louisville, Ky., ex-
plains several plans of registering and
locating teachers, and contains a com-
plete $500.00 story, a true and charming
love story of college days. The story
is written by a Southern woman, but the
scene of the story is laid principally in
one of the Northern educational centres.
The book will be sent to any address
for ten cents (silver or stamps). Ad-
dress Rev. ©. M. Sutton, Manager,
Southern Teacher's Bureau, Louisville,
Ky.
18 THE NORMAL COLLEGE ECHO,
HOW TO MAKE MONEY
TUDENTS and others who wish to
improve their time profitably while
in school or during the summer months,
should take an agency for Everybody’s
Dictionary, vest-pocket size. This little
dictionary contains oyer 33,000 words
and is the most useful book published.
One man has sold more than 1,500
copies. It makes a splendid “side
line” in connection with other business.
Write for catalogue and terms to The
Practical Text Book Co., Cleveland,
Ohio.
BOOK REVIEWS.
“A Short History of Education,”
published by C. W. Bardeen.
This is a reprint of the article by
Oscar Browning on “ Education” in the
ninth edition of the Encyclopedia
Brittanica, which has been arranged for
use in the class-room by W. H. Payne,
L.L. D. From Socrates to Matthew
Arnold, the great educators are briefly
discussed, and pictures of their faces
and homes are plentifully scattered
through the pages. In the back of the
book there is an account of Comenius
and his writings, and also notes suggest-
ing further lines of investigation and
the names of books of reference.
LITERARY NOTES.
HE Macmillian Company announces
the publication at an early day of
a supplementary volume to the Oxford
Chaucer in all respects uniform with
that edition of Chaucer’s works in six
volumes, 1894. Its title is, “ Chaucerian
and Other Pieces,”edited from numer-
ous manuscripts by the Rey. Walter W.
Skeat, Litt. BD. G.L., ete.
tion includes all the most important
This selec-
among the numerous pieces in prose and
verse, which have been appended to
Chaucer’s works in various editions, in-
cluding those of Thynne, Stowe, Speght
and Tyrwhitt. Nearly every piece re-
printed now appears in an important
form, and in several cases manuscripts
not previously examined have been col-
lated and have proved to be the best.
It contains Thomas Usk’s “ Testament
of Love,” ‘‘Plowman’s Tale,” Jack
Upland, Gower’s “Praise of Peace,”
Thomas Hoccleve’s “The Letter of
Cupid,” etc, and Scogan’s “A Moral
Balade.”
Mr. William Gow, author of the im-
portant work on ‘‘Marine Insurance,”
published by The Macmillan Company,
has accepted the appointment of mana-
ger to the New York office of the Lon-
don Assurance Company, and will for
the present make his residence in this
city.
Teachers of Natural Science will find
in Mrs, Wright’s “Citizen Bird” a
delightful book for young people, writ-
ten especially for those who are making
a beginning in the study of bird life. It
will be fully illustrated with drawings
from nature. Lovers of Mrs, Wright's
larger and more technical work on birds
will not need to be told of the interest-
ing style of the new work, and for those
who have not yet read “ Birdcraft” the
association of Dr. Elliott Coues’ name
with that of Mrs. Wright on the title
page will speak for its accuracy and
scientific value.
“Blementary Drawing: A Series of
Practical Papers for Beginners,” by
Elizabeth Moore Hallowell, is the name
of a work soon to be published by The
Macmillan Company. The basis of
the work was a series of papers origi-
THE NORMAL COLLEGE ECHO. 19
nally printed in one of the art maga-
zines, but so great was the value placed
upon them and the interest shown in
them, that it was soon seen to be desir-
able to give them the wider circulation
possible only by their publication in book
form. Any one who expects to take
advantage of the coming holiday season
to add to the treasures of his sketch
book will find in this work many
able hints and suggestions. Even where
no such definite application of its hints
is expected it will be found very inter-
esting, and to school libraries,
cially, a valuable acquisition.
valu-
espe-
A most interesting little volume is to
be published by The Macmillan Com-
pany under the title “Burns and his
Times as gathered from his Poems,” by
J. O. Mitchell, LL.D. The volume has
grown out of a paper which appeared in
the Glasgow Herald, about nine years
ago on Burns’ birthday. One passage
after another is quoted, and these are
joined together with remarkable skill to
show the aspect of the country made
famous by Burns’ pen; and many a
topic is thus shrewdly illustrated until
one closes the book with a sense of
astonishment at the amount of informa-
tion gathered in this way in regard to
the food, drink and clothing, the church,
the politics, recreations and superstitions
of the various classess and masses for
whom and about whom Burns wrote.
Another volume is announced by The
Macmillan Company in. the uniform
the works of Friedrich
Two volumes have been
published, as follows: Volume XI con-
taining “The Case of Wagner,” “The
Twilight Idols," ‘‘ Nietzsche contra
Wagner,” and Volume IX “ Thus Spake
Zarathustra.”
series of
Nietzsche.
The new volume is en-
titled the “ Genealogy of Morals,” and
is justly considered scarcely less re-
markable than the author’s great prose
poem of Zarathustra.! eet
Has it ever occurred to yo
That the Normal College Echo is from our
na. couple, after a_conttship
day. It takes some people a long while to make up their minds
best printers for you and urn your order over to us
College work a specialty.
years, were married the other
‘Make up your mind at once that we are the
WEED-PARSONS PRINTING CO.,
39 and 41 Columbia St., Albany, N. Y.
Schermerhorn’s Teachers’ Agency,
ESTABLISHED 1855,
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Seeke Teachers who are ambitious for advancement rather
than those without positions.
TEACHERS CO-OPERATIVE ASSOCIATION
{ 101 THE AUDITORIUM BUILDING,
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20 THE NORMAL COLLEGE ECHO.
Read What our Advertisers Have to Say,
IT WILL INTEREST YOU.
BYRES «
Special prices given to Students on Designs and Cut Flowers.
L. D. TELEPHONE 208. on North Bearl Street.
TELEPHONE 104 State No Jormal College Pins
Co boning Bros.,
Can be obtained at §r.50 each
From A. S. GARDNER & CO.,
21 Maiden Lane, New York...
Manufacturing Jewelers and dealers in
Diamonds and Watches,
For Flowers. |
gest and choicest
collection of Flowers in Albany County
28 N. Pearl St., Albany.
We have the
The Fisk Teachers’ Agencies, Sys fct.tomaiet
Nombor of Positions Filled, 10,515, Aggvegite Sularien, $6,01,686,00. 2,009 Positions fled in New York State,
Referring to these Agencies, the EpucaT10n (Boston), says editorially: “The Fisk Teachers’ Agencies have
now become tle most extensive and influential of all the Teachers’ Agencies in the country.
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Printing 50 Cards, when Plate is furnished...
Printing 100 Cards, when Plate is furnished
Printing 50 Mourning Cards, when Plate is furnished_
Printing 10 Mourning Cards, when Plate is furnished
Engraving Address, or Reception Day, per line to Plate.
Card Envelopes, per package —.-.-..
Ne MANNING,” Art Stationer and Engrayer,
‘Telephone “Chapel,” 1062, 32 North Pearl St., Albany, N. Y.
SPRING, 1897 HATS ARE READY.
IN SILK, STIFF, AND COLLEGE SOFT HATS.
POPULAR PRICES RULE.
You are invited to buy your next hat
At BOYCE & MILWAIN,
Hatters to Young Men. 66 and 68 State Street,
COTRELL & LEONARD, —-—_
472 and 474 BROADWAY.
Hats, Caps, Furs, Cloaks, Trunks, Etc.
Special discount to students of Normal College.
Eoith H. Nicko.s Many Burr > WALTER S, CLARK Enna L.Geora
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