THE
Normal College Echo |
Vou. Vi. ALBANY, N. Y., JUNE, 1896. No, 1.
CONTENTS.
cal PAGE,
Parrine Langs .. x | Crass Oration,
Iypverive Meruons aw Science TeacHine . 2] Crass Sone -
‘Tas Conprriow or Epucation in THe Sours
Eprrorrat, Dz Atumnis.
‘Tus Crass or ’96 6 | Era Par
- 4 | IN Mumortam ..
Aims anp Merxons or Historicat Srupy 7 3
‘Tue Preparation ror THe Srupy or LrreRaTure IN THE x4
rex Scxoor . a 8 14
‘A Succussru, Meruop or TeAcminc GERMAN .. 9 | Tue Last Soctat oF ‘96... 14
‘Tux Kixpercarten a Factor in Soctan Rerorm . 10 | Promerneus. - 35
Crass Day ._. xo | AmonG Our Excuaneas .. Digg
PARTING LINES. And others, too,
E meet to part; Must travel through
Not every heart A ceaseless mill,
Can feel the pain, Whose heads are bowed with grief and care,
Nor every soul’s emotion grow Their crosses they must meekly bear
When comes the joy that mourners know To Calvary’s hill.
To meet again,
O, friends of mine!
Dost thou not know His ways divine
Why we should go We question not.
On separate ways? But through the clouds that darkly lower, |
Am I not called by grace divine Canst thou not see on yonder shore
To lead a different life than thine A blissful spot? 2
Through mortal days?
Let us then think
All cannot wend Upon the brink
Until the end Of grief complete.
The rose-strewn path ; Not only do we meet to part,
For some upon the field of strife But (faithful thought to christian heart) !
Must lay aside their very life We part to meet,
To quiet wrath. M.A. K,
427 BR:
Se ert MIN ee
a THE NORMAL COLLEGE ECHO.
INDUCTIVE METHOD IN SCIENCE TEACH-
ING.
Epwarp W. Wetmore, A. M.
“TNDUCTIVE Method” is a term to conjure
with in the present stage of educational
theory. Ask almost any teacher, of any grade,
in any school, whether he—or she, if this pro-
noun more appropriately applies — whether he
uses the inductive method in teaching, and an
affirmative reply will be promptly given, accom-
panied with a more or less open look of indigna-
tion as though you were casting a serious
reflection upon the said teacher's fitness for the
work, Ask again, “ What is inductive method ?”
The replies will be as varied as the individuals ad-
dressed, agreeing in but one respect, that the
deponent’s chief idea is that it is not learning a
lesson by rote and repeating it from memory.
So far they are right; probably, however, in little
else.
‘The answers can be classified readily under a
few general heads, It is observation, the pupil
taking actual things and, by examination of them,
getting the facts. It it experiment, the arrang-
ing of proper and pre-determined conditions for
the occurrence of phenomena. It 1s analysis, by
which a method of operation is picked to pieces
in order to a better understanding of the same.
It is synthesis, a putting together of things, words,
events or principles to discover just the nature
of the resulting compound, It is #/ustration, any
mechanical device by which the imagination may
be brought into closer and more correct relation
with phenomena difficult to be understood. It
is any process of ratiocination by means of which
pupils may be led to start from one principle and
proceed by logical steps to another previously
unknown,
Now I venture to assert that no one of these
expositions of inductive method is correct and
the look of incredulous surprise with which you
will be rewarded speaks a whole volume as to
the instructor’s real opinion concerning your
educational sanity.
Yet this is strictly true, No one of the above
mentioned notions is either in itself induction,
nor does it bear any essential relation to induc-
tion. Observation and experiment are most ad-
mirable ways of acquiring facts, but they are no
more induction than the putting on a table of
meat, suet, apples, cider, flour, butter and water
constitute making a first-class mince pie. They
are the raw material and nothing more. One can
treat facts cribbed from a text-book by purest
and most helpful induction,so as to get all possible
educational value out of it, just as well as facts
acquired through personal experience. Induc-
tion is a specific reasoning act of the mind, per-
haps the highest of which the intellectual
function is capable, and for purposes of that act
it matters nothing whence come the individual
data, how they were obtained or how many they
are in number.
Induction isthe mental process by which we
infer a cause or relation, previously unknown,
as being the law in accordance with which cer-
tain related facts occur. Inductive method, in
teaching, is the training of the mind to acquire
its knowledge of laws and principles by this
Whether the inferences so made are
correct or not is not an essential of inductive
method, though it is decidedly so of correct
method. It will be noted that inductive method
is not always correct, and that correct method
means.
does not always imply correct induction.
A light anda heavy ball are attached to two
strings, previously cut the same length. The free
ends of the strings are fastened to a horizontal
support. We have two pendulums. They are
set swinging at random and we count the number
of vibrations each completes in one minute. It
is observed that the heavy one makes less in
number than the other. We are to draw a con-
clusion as to the cause of this difference. This
is induction. Observe; in order to make the
inference we must have two pendulums, not one,
and they must be doing the same thing. We
conclude: “A heavy pendulum swings slower
than a light one.” But the induction is not com-
plete till we answer still farther the question of
the relation between weight and period of vibra-
tion. ‘lo do this we must try several different
weights. We note that there is no relation
between the rates of vibration corresponding to
THE NORMAL COLLEGE ECHO. EI
the changes of weight. Our figures are chaotic.
We look closely at the string and observe that
the heavier weight has stretched the string so
that they are of different lengths. Further
experiment with various lengths of string will
prove that we were on the wrong track, ‘lhe
inductive conclusion false. Weight had
nothing to do with it. In this is seen an example
of a most needful and instructive employment of
false induction, a method of highest educational
value, to be employed judiciously, yet not infre-
quently in correct science teaching. The trouble
was, there were several causes which might have
effected the result observed, and the most obvi-
ous one was not of necessity the real one,—a
condition of affairs not uncommon in practical
life, a recognition of which truth will enable one
to ayoid many mortifying, if not disastrous
failures.
The first principle of correct induction is that
was
scrupulous care must be exercised in the assem-
bling of only those facts which are bound to-
gether by one cause. Then, and only then, may
we reach a correct conclusion. It will be evi-
dent, also, that to keep the mind — particularly
one which is untrained —from hopeless confu-
sion as to which of many causes is the one to be
noted, the conditions surrounding the facts
should be as simple as possible. One thing al a
time, and be content with smail things, should be
the motto of every teacher who would develop
correct inductive power in the mind. Compli-
cated apparatus, brilliant and sensational effects
—the special temptation of every facile experi-
menter — haste, superficiality, overconfidence, all
must be shunned as in the highest degree mis-
chievous in the use of this method.
There are certain limitations and dangers in-
hering in the most perfect of inductive methods,
of which the teacher must take note. It is es-
sentially slow, and this must practically restrict
its application. The sole object of education is
not to develop the mind, using facts and princi-
ples as one would use the apparatus in a gymna-
sium, only to cast it aside when the muscle is
developed, but rather these things are as tools in
the hands of a first-class workman, who must not
only develop strength and skill by means of
them, but must have them accessible for practi-
cal use when needed. The purely development
idea is as false as the older one that education
consists solely or mainly in acquisition. Z me-
dia tutissina via applies to educational practice
essentially.
Inductive method then, should be used as the
mighty educational force that it is, yet not solely
nor to the exclusion of other means, equally
valuable in their sphere, such as deduction, to
test the correctness of our conclusions; analysis,
to stimulate close and accurate insight, experi-
mental illustration for the proving of principles
previously learned, because they are too involved
to be profitably developed; practical applica-
tions in problems or in explanation of natural
phenomena, that science may be felt to be, not
thing of the laboratory, a relation of the actio
of toys, but the inner thought of those works 0
nature which, as Oersted says, are “ the thoughts
of God.” And last, and not least, a wise using
of the accumulated results of the noble labors o:
the workers of the past, administered in the not-
to-be-despised old way of a good sound lessor
from a good text-book, which pupils are to study
with head between hands, and knitted brow, and
which they are not afterward to “recite,” but
upon which the skillful teacher shall build
another course of that worthy structure —the
temple of sound knowledge.
DIAGNOSIS.
N medicine the power to determine the exact
conditions existing in any particular case is
the highest test of medical attainments,
It is not the child of intelligent, well-bred par-
ents that taxes the utmost skill of the teacher.
It is the one whose mind, as well as body, has
been distorted and dwarfed by unnatural training
that demands a broad knowledge, on the part of
the teacher, of all classes of children. This
knowledge can be obtained only by a careful
study of unattractive as well as attractive chil-
dren. It was not beneath the great Socrates. Is
it beneath us, who, in comparison, are mere
novices ?
4 THE NORMAL COLLEGE ECHO.
THE CONDITION OF EDUCATION IN THE
SOUTH.
INCE there is so great a contrast between the
condition of education North and South,
and consequently so much danger of misjudging
Southern educational institutions, let us confine
ourselves to the statements of Southern educa-
tors.
‘The school age is from six to eighteen years,
few remaining in school after they are sixteen,
and a still larger number leave at the age of
fourteen.
The average salary of the teacher in the dis-
trict school for a year is $rr9, while the average
salary of the teacher in the cities is $452. In
both country and city the average school year
is nine months.
The school houses in Georgia are few and in
such a wretched condition that school cannot be
carried on during the winter because, contrary to
the idea of many who live in the North, we have
many cold days in the winter. In the mountain
|regions the air has a piercing, penetrating power
lwhich we do not feel in the North when the
thermometer marks the same temperature. This
being true, in nine-tenths of the country schools
of Georgia, school must be conducted during the
hot summer months, and sometimes when some
of the children are obliged to work on the farms.
Another reason for this summer session is be-
cause during July and August the people are
waiting for the cotton crop to mature, and so
have leisure.
Would that every reader of Tue Echo might
listen to the reports of girls who have had ex-
perience teaching in these wretched schools.
One of the colored teachers who taught in a
typical country school said that the first day she
had nine children, They took their seats on
benches of the rudest sort, without backs and
without desks, but why should they have desks ?
They had no books, slates or paper, the only
working material of the school room being a
black-board about four by five feet and three half
sticks of crayon. Those pieces of crayon were
used to teach arithmetic, language, spelling and
writing. The teacher said she watched that
crayon and was careful not to erase a letter un-
necessarily. She divided the board, having a
part for each study. ‘Those three half sticks of
crayon lasted during the school term of four
months. The nine pupils soon increased to
sixty. All were packed in this small room which
had no windows, the only opening being the door.
Here the poor teacher existed four hot summer
months, opening school at eight o'clock and
closing at five in the afternoon. The heat this
spring has been almost unbearable in a well
ventilated, airy, brick building, so imagine what
it would be in a windowless cabin made of one
thickness of boards. Add to this the extreme
heat of summer and it seems almost unendurable.
Not all of the school houses are built of boards,
but some are built of logs plastered with mud.
Another obstacle which the same teacher was
obliged to overcome was the obnoxious use of
tobacco and snuff. The teacher forbade the
pupils bringing snuff and tobacco on the school
grounds, but her jurisdiction went no further.
Another difficulty encountered by the country
teacher is, that about seventy-five per cent of
the colored population live in one-roomed cab-
ins. When a teacher goes to a place, she is ex-
pected to board with one of these families, al-
though the family number fourteen or more.
You ‘may say, “Let the teacher find a more suit-
able boarding-place;”” but in many communities
the only dwellings are one-roomed cabins.
It may be thought that while this state of
things is true in colored schools, that the schools
for the whites are much better; but according
to the report of Mr. Preston, the well-known
educator of Louisiana, the colored schools have
more college-educated teachers, who teach in
schools for white children, than there are in
the schools for white children.
Atlanta is a leader in educational lines, as well
as in other directions. A prominent Atlanta
teacher in one of the first schools of the South,
said that students who graduate from the high
schools of the South are from two to three years
behind the Northern high school graduates. We
have, in a general way, had a few of the advan-
tages and disadvantages of the common-school
THE NORMAL COLLEGE ECHO, 5
course in the State of Georgia, but Georgia, al-
though more advanced than many of the South-
ern States, is still typical of the South.
We must not judge, however, that Southern
people ate satisfied with their educational ad-
vantages. They are making strenuous efforts to
improve them, The following extract from the
State School Commissioner’s address to the Gen-
eral Assembly, advances Southern sentiments:
“T believe the time has come, when, if every
Southern Legislature would memorialize the Con-
gress of the United States on this important mat-
ter, the whole nation would come to our aid.
* * * We didn’t set the negro free. It is
not our responsibility that he is free. We are
taxed to support our own government; we are
taxed to educate our own children; we are taxed
to pension Federal soldiers; we are taxed to pen-
sion our one-armed and one-legged soldiers, and
we are taxed to bear the burden that we ought
not to bear alone.”
This elementary education is not the only
educational work in the South, but the collegiate
institutions and colleges are numbered by hun-
dreds; but this does not mean well-equipped in-
stitutions, each with a good library, hundreds of
students and many well-trained teachers.
“The names of the schools commonly represent
the hopes and ardent anticipations of their spon-
sors, not really, but in laudable fancy; college,
in hopeful anticipation, university in the ex-
uberance of misguided imagination.”
As has been said, the colleges are small, hav-
ing a faculty of from five to ten. They are usu-
ally located in small towns, and the expense of
living is small, the average cost of attending be-
ing about two hundred dollarseach year. There
is little opportunity for extravagance, and the
poor boy is offered social advantages he could
obtain in no other way.
In athletics the southern student has little, if
any, interest. The characteristic feature of dis-
cipline is the honor system which is carried out
here with a great degree of success.
‘The general trend of college life in the south
tends toward the practical and industrial; it is
not creative, aggressive, or critical, although the
spirit of the intellectual development is acquisi-
tive and optimistic.
The work done at Spelman Seminary, which is
of greatest interest to the readers of the Ecno,
is that of the “Normal Department.” This and
the normal work done at Bishop College, Mar-
shall, Texas, are the only true Normal Schools
for colored students in the south. Every school
has what is called a normal course in which stu-
dents in the academic course are required to
teach, although they have no methods or special
preparation for the work. The Normal Depart-
ment of Spelman is older and better equipped
than the Normal School in connection with Bishop
College. Tt has a faculty of thirteen, anda prac-
tice school of more than two hundred.
The candidate for admission to the Normal
Course must be a high school graduate, and the
course then takes two years. We want to bes
in mind, however, that high school graduates in
the south do not reach the standard of North
high schools.
Beside the Normal Department at Spelmait
there is a Nurse Training Course, an English Pr:
paratory Course, an Industrial Course, and a Mis
sionary Training Course. Some of the graduates
from this course are now doing missionary work
in Congo Free State.
The growth of Spelman is remarkable. Its
foundation was laid fifteen years ago by Misses
H. E. Giles and S. B. Packard, two New Eng-
land teachers, who opened a school in the base-
ment of one of the churches at Atlanta, The
attendance now is soo pupils, with a faculty of
thirty-nine northern teachers.
The first practical experiment that Georgia has
made to provide a way for white teachers to ob-
tain professional training was begun last April,
when a Normal Training School was opened in
Athens, Georgia.
One of the greatest needs of this south land to-
day is more fully equipped normal schools, which
will send out well-trained teachers who will put
their methods into practice.
MARGARET AITKEN, ’95-
6 THE NORMAL COLLEGE ECHO,
THE
NORMAL COLLEGE ECHO.
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conpucrED BY
Lewis M. Dougan, '97
Marguerite B. Mann, ’96. ..
Alice Derfla Howes, A. B., &
Jennie A. Delin, ’97
M. Agnes Kelly, ’97
May E. Chace, ’96,
K. Estelle Bradshaw, ’97.
Laura P. Stafford, ’97.
Jean C. Hamilton, ’96
Lillian V. Moser, B. A., '96.
Franc DeLand Sproul, '96.
Eugene Woodard, ’96..
Editor-in-Chief.
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EDITORIAL.
ITH this issue, the Ecuo enters upon its
fifth year as an exponent of modern
method in teaching.
REMEMBER ’96, that you can often easily do
some missionary work for your teacher friends,
with natural aptitude, by presenting to them the
advantages of your Alma Mater.
‘Tue term election, of necessity changes our
staff, but in the light of future experiences
we trust that our late associates will still use
their pens for the benefit of our readers.
Ir is with a feeling of pride that we speak of
parting with you, our newly graduated friends.
We are proud of your record here, proud of the
positions you will occupy, but prouder yet of the
influence you will exert for complete education.
The following are the newly elected editors, the other
positions having been filled by re-electio
Miss Mary A. Buttles, ’97.
Miss Sarah Collier, ’97
Miss Edith Stowe, ’97.
Henry W. Van Allen, *
Miss Jeanette Robertson, ’97
Miss Julia Ast, '97
Miss Ada C. Dunne, '97 <
Leon 7 Cooks oy: sn neon ner Business Manager.
If our subscribers will notify us when they change
their address we will sce to it that the Ecuo visits them
regularly. Remember this next September.
{ Literary.
...News.
.Exchanges,
t Reviews.
THE CLASS OF '96.
COLLEGIATE COURSE.
wane, rosr-orrice, counry.
ElizabethW.Bump,Ph.B, Binghamton... Broome.
Daniel S.Carpenter,A.B. Westport ... Essex.
Helen E. Gere, Ph. B... Belle Isle.... Onondaga.
Helen M. Hamilton, A. B. Greenwich... Washington.
Alice D. Howes, A. B.. Utica .. Oneida.
Charles M. Lillie, A. B. Gilbertsville. Otsego.
Lillian V. Moser, A. B.. Syracuse .... Onondaga.
Evans S, Parker, A. B.. Geneva. Ontario.
William H. Perry, A. M. Buskirk’s
Bridge..... Washington.
Mary A. Rice, A.B. .. Lawrence,
Kans.
CASSICAL COURSE.
Marian C, Chubbuck. Wellsville... Allegany.
Mary L, Cook. WestWinfield Herkimer.
Margaret G. Cox. Albany...... Albany.
Ruth E. Forrest. . New Brighton Richmond,
Katharine L. Gomph. .. Pittsford..... Monroe.
Nettie M. Goulden...... Troy........ Rensselaer.
M. Edna Hayes.. Herkimer.... Herkimer.
Louis R. Herzog . Albany Albany
Frances L, Leitzell West Troy... Albany
Florence B. Lockwood.. Port Jervis... Orange.
William F. Long....... New Scotland Albany,
Marguerite B. Mann... Groveland... Livingston.
Susan EB. McDonald .... Johnstown... Montgomery.
Elizabeth D, Newman... Owego.. Tioga.
Helen E, Pratt.......... Fairport Monroe.
Lewis K. Rockefeller... Valatie ..... Columbia.
Arrieta Snyder. . Newburgh... Orange.
Grace B, Stuart. . East Albany.. Rensselaer.
Elizabeth P. Sutliffe.
Anna O. Wood....
Cherry Valley Otsego.
North Urbana Steuben.
ENGLISH COURSE,
L. Louise Arthur. .. ., Schenectady.. Schenectady.
Alice U. Babcock. New London. Oneida.
Isabella Beggs Callanans.... Albany.
THE NORMAL COLLEGE ECHO.
NAME,
Evelyn M. Birch..
POSTOFFICE. county.
Elnora F. Boland. Cambridge... Washington.
Mary E. Boughton...... Mariner Har-
bor... Richmond.
M. Genevieve Crissey...
Mary C. N. Deane
Jennie C. Hamilton .
Jennie P. Hanna
Sarah J. }arper.
Mary B. Heard .
Martha M. Huggins.
Estelle Hunter......
Warwick Orange.
Crown Point. Essex.
Newburgh... Orange.
Rochester . Monroe.
Albany. Albany.
. South Bristol Ontario.
Oneida.
Newburgh ... Orange.
Alice M. Kautz. Menands.. . Albany.
Grace E, Mead. Stafford Spg's,
Conn.
Margaret M. Morey ..... Troy Rensselaer.
Gertrude C. Morton..... Marcellus .... Onondaga.
Herkimer.
Albany.
Westchester.
Daisy Northrup
Laura Owen.
Eliza Ann Powell.
Bertha M. Reed
Clara Selkirk.
Bertha Smith .
Mabel E. Tarr.
Meta Toohey
Jordanville ..
Cohoes .
Oscawana
Cambridg:
Selkitk...... Albany.
. Newburgh... Orange.
Gloversville... Fulton.
Fishkill - on -
Hudson. .. Dutchess.
Cora GTtipp vents Cambridge... Washington.
Minnie Van Essen Albany...... Albany.
. Waterville... Oneida.
Oak’s Corn’ts Ontario.
Clinton ..... Oneida.
Watertown... Jefferson.
Rose L. West..
A. Eva Weston. .
A. Blanche Willard...
Florence E. Williams...
N. Ella Wingate ...
C. Eugene Woodard
Silvia Youngs...
Hartford.....
Albany . Albany,
MASTER OF PEDAGOGY.
Harriet Wright Burton, Pd. B, (S. N. C. ’95).
SPECIAL COURSE.
Lena M, Angell. ...... Newark Val-
ley.......+ Tioga.
Lavinia C. Bacon. ..... Jericho.. ... Queens.
Helen C, Bunce Glen Cove... Queens.
M, Ella Gates . Rochester... Monroe.
Margaret G. Hunt Warrensburg. Warren.
Sherman W. Krull... .. Clarence Cen-
HE 25
Lucy H. Osborne....... Altamont
William J. Millar .
Mabel L. Overton.
Martha E. Palmer
Erie.
Albany.
Whitestone
Hartford
Queens.
Washington.
Ida L. Reveley.. . Rome.. Oneida.
Franc DeL. Sproul . Fairport. ... Monroe.
E. Marie Walradt....... Theresa...... Jefferson.
. Amsterdam .. Montgomery.
Washington.
Schenectady.. Schenectady.
Washington.
Peekskill.... Westchester.
KINDERGARTEN COURSE,
waste postornic counry.
Myra L, Adams......... Elmira ...... Chemung.
Charlotte E. Bancroft... Albany Albany.
Mary E. Chace . Warsaw ..... Wyoming.
Grace E. Long.
Katharine Orr...
Sarah D. Stewart .
New Scotland Albany.
. Schenectady. Schenectady.
+ Albany ...... Albany.
AIMS AND METHODS OF HISTORICAL
STUDY.
M* PERRY began by stating the nature of
history and showing how this ought to in-
fluence the method of presenting the subject.
The value of teaching the causal relations be-
tween events was pointed out. By this means,
“the pupil’s interest is aroused and stimulated
and history soon becomes something more than
a mass of lifeless dates.”
“Taught in this way, history is not merely a
memory exercise, but it appeals to the reason and
understanding,”
The speaker then went on to show the differ-
ence in reasoning power between a pupil taught
to memorize history and one taught to seek out
the underlying cause of events. This point was
made clear by numerous illustrations. The value
of the cause and effect method as an aid to the
memory was next touched upon. “It is desirable
to have at command some of the important his-
toric fac To accomplish this by a pure act of
memory is difficult, almost impossible, The best
method of retaining historical facts, is by first
studying these facts in their relation to each other,
and the power of association will enable one to
recall them.
“Tt is only by teaching that each event is the
outgrowth of a preceding one and finds its result
in a new event, that the pupil will acquire the
abilty to trace a long line of associations.” The
causal connection between events must be clearly
understood at the first hearing, or subsequent ef-
forts to command a long train of thought will be
fruitless.
“Pupils who are taught to study history solely
by means of a mechanical memory, may obtain
the required per cent in the examination, but in-
terest in the subject and power to think have
been absolutely disregarded by the teacher. But
the teacher who uses the cause and effect method
shows the true relation of events, develops the
reasoning powers, aids the memory in retention
of facts and creates an interest in a subject which
deals with the motives and actions of men, and is
well adapted to influence character.”
8 THE NORMAL COLLEGE ECHO.
THE PREPARATION FOR THE STUDY OF
LITERATURE IN THE HIGH SCHOOL,
HE complaint has often arisen in the past
that the study of literature in our high
schools does not accomplish what is expected,
and that the result to the pupil is generally little
more than a superficial knowledge of names,
which —never in themselves valuable — pass
from the mind soon after examination, Under
present conditions, how can it be otherwise?
Leaving methods of teaching literature out of
the question for the moment, let us see if there
is any likelihood that the pupils in most schools
are in any wise prepared for the study.
There is nothing in the world that can take
the place to the child of haying been brought up
among books. Indeed, if, from his earliest days,
he has seen them and handled them, and learned
to know them, there is, perhaps, little need for
‘Lim to study literature in a formal way. But
|the great majority of the pupils in our public
schools have not been so fortunate as this; they
come from homes where “a book’s a book, al-
‘though there’s nothing in it.”
The fact of this defective preparation is recog-
nized among educators. The Regents have tried
to do something toward bettering matters by re-
quiring, in connection with the study of English,
the careful reading of some entire piece of litera-
ture. They also include in their syllabus, plans
for courses of reading in English and American
literature. But the Regents’ courses, admitting
their merits, do not go far enough back. Be-
cause, as has been said before, most of the pu-
pils have had nothing to read at home, or worse
than nothing, and certainly no guidance, it is
necessary to begin at the very outset of the
child’s school life, in order to give anything like
a proper foundation.
In these days, when so much is said and writ-
ten about correlation, it is hardly necessary to
point out the subjects that may be naturally con-
nected, from the kindergarten to the high school.
Care should be taken in the grading of material,
which should be suited to the age and capacity
of the pupils, Here is the great danger of un-
derestimating the power of children to appre-
ciate, and so of making selections not really up
to their intellectual grasp. After the drudgery
part of learning to read is over —and with some
children this period is very short, owing to their
desire to read for themselves—the reading pro-
vided should be, as far as possible, in wholes,
not in fragmentary pieces, such as are given in
most readers lower than the fifth. Compare the
worth, to the child, of reading from Ivanhoe the
description of the tournament, with the value of
reading the whole book. ‘The fragment, by itself,
is good, but how little it tells of Scott’s treat-
ment of the subject, or of his power in the de-
lineation of character. Keen literary apprecia-
tion can never be found on scattered bits from
this author and that.
The gain to the child who is guided all along
in his reading by wise friends reaches in more
directions than one. There is not only the gen-
eral gain in the way of broadening the ideas ob-
tained in other studies, and in preparing for
future study, but there is also the special advan-
tage in intellectual and moral training. The
imagination cannot but be stimulated by the ma-
terial on which it feeds. From the standpoint of
morals the gain is apparent, If the taste for
good reading is early established, there is little
danger from bad books; one who has always read
what is good will find it impossible to read trash.
Reading gives the child something to think about.
The mind must be active; it cannot be active on
nothing, and, if something good is not furnished,
it will find food for itself, and the chances are
that the matter selected by the child will be
worthless, The reaction of reading on character
is certainly worth thinking about.
Will not pupils who have had a course of carefully
chosen and related reading all through the grades,
be somewhat prepared for the study of literature
in the high school? The superficial character
of such study, as we usually see it, will be done
away with, Pieces of literature may be com-
pared and their literary merit may be discussed
from the standpoint of actual acquaintance with
it. After such a course of preliminary reading,
a study of the history of literature will be valu-
able to the pupil because it will be intelligible.
THE NORMAL COLLEGE ECHO, 9
He will be able to appreciate the growth of Eng-
lish literature from its beginning to its present
state, and to trace its relation to the literature of
other nations.
We shall all hail the day when pure literature
will be used in the schools from the least unto
the greatest, for the purpose of holding up to
the young, lofty ideals of truth, goodness and
beauty, for in the words of Dr. Johnson: “A
book should either teach us how to enjoy life, or
how to endure it.”
Mary C, N. Dean.
A SUCCESSFUL METHOD OF TEACHING
GERMAN.
N all ages the great educators in making out a
system of education based on the principles
of philosophy have discussed the advisability of
teaching the living languages. Some would teach
them for the mental training derived from the
study; others, for utilitarian purposes. In this
day of progress and advanced civilization the
living languages are taught for both purposes
and also for the cultivation of the esthetic
sense.
As time goes on and ideas in regard to educa-
tion change, so the methods of teaching the
different subjects change and the old method of
teaching German falls far below the standard and
ideal method of to-day.
We realize that in the study of German, the
highest powers are to be developed, culture is to be
obtained and such a knowledge of the language
as will enable the learner to speak it readily and
to read its literature with pleasure. It is de-
sirable, therefore, to adopt a method that will be
successful in securing these ends.
That method is the most successful which is
in most close accord with the development of
nature. In teaching German by the natural
method begin by giving the names of objects
which you have to show. Emphasize the article
each time that the pupils may learn to give it
naturally in connection with the noun. They
should from the first associate the German word
with the idea and much drill should be given in
this direct association.
When teaching adjectives begin with those de-
noting color and size. Teach them by compari-
son and contrast, using objects. Introduce the
personal pronouns early and have the pupils give
both forms in answering as “ Der Fisch ist breit
oder er ist breit.”
When verbs are developed the action ex-
pressed by each verb should be performed by
the teacher while giving the word. Have the
pupils perform the action and question them.
Numbers and counting should be taught by
indicating the operations on the board. Do not
use objects for we are not teaching number but
German.
After all this oral work the teaching of read-
ing is begun. The pupils and teacher should
open to the first lesson and the pupils should
read after the teacher. They will progress
rapidly for they know the words by sound, but
must learn to recognize them from the printed
page. The writing may be taught later.
Speak German as much as possible in the class
room, developing words as needed in the work.
When pupils begin the study of the grammar
we combine the natural and scientific methods.
The pupils should not be required to learn the
paradigms. If they have been well taught from
the beginning they will certainly use the correct
forms. In teaching the declension of nouns
have sentences involving the use of all the cases.
Hav formal duill of the verbs, conjugating
them in sentences.
As early as possible begin the translation of an
interesting story, developing new words. Have
also much translation from English into German
to develop ease and skill in the use of the Ger-
man language.
Wherever this method has been tested the
most satisfactory results have been achieved by
it, therefore it may be called a successful method.
Conparing the old mechanical method with the
natural method, competent critics have shown
that the latter is far superior to the former. It
has been said that the old method does not
accomplish the purposes of the study. Since the
second does, why not adopt it? If this latter
method were tried by those who have used only
the former the experiment would prove so suc-
cessful that they would have no desire to return
to the old method.
Ruru E. Forrest.
10 THE NORMAL COLLEGE ECHO.
THE KINDERGARTEN A FACTOR IN SO-
CIAL REFORM.
N these days when “social reform”
of the nation, when statesmen and philan-
is the cry
thropists are planning schemes for the elevation
of our civil life, let us consider for a moment the
thought of form, not reform.
Let us turn from the discouraging task of at-
tempting to uproot habits of long year’s growth
and heredity, strengthened by uninterrupted
repitition and custom, and turn to the nobler
task of forming character.
Of all institutions working towards this, and
the elevation of the human race, in a practical
and scientific way, none equals the Kindergar-
ten.
| A plea for the early education of our future
citizens follows, and illustrations of how this is
‘accomplished in Kindergarten work. ‘Then the
effect on our future generations, if they had this
training in self-activity, self-government, and
inter-dependence ever before them.
“They would be indeed a brotherhood of men,
all working together for the general good, self-
thinking and reliant and capable of a government
based on the all pervading principle of right.”
The essay ends with a plea for free Kinder-
gartens.
“Let a generation of men be trained brothers,
standing on equal ground each doing his share
of work in a responsible way. Let them be
brought up to realize their dependence on others
and others on them, and help them to see always
self-goverment based on the right, and then re-
form will demand the attention it now does.”
Let the children have high ideals of truth, and
honor, and justice ever before them, let them be
busy and happy, let them have Kindergarten
privileges and then where can the need of reform
appear?
One guardian of public safety says: “If we open
more kindergartens we can close up the peniten-
tiaries.” Certain it is that free kindergartens in
every ward of our cities for the children of poy-
erty and vice, where the good thoughts would
starve out the inherited tendencies, would rescue
many whose paths lead towards the prison doors.
Giye us free kindergartens, give us chances to
start the formation of citizens for the future and
the world will see what the kindergarten can do
for “social reform.” May E. Cuace.
CLASS DAY-
HE deep, earnest, professional side of our work is
represented in the graduation exercises in Har-
manus Bleecker Hall; the bright social side of our
life in the gathering to keep class day. A degree from
our Alma Mater means intense thoughtful study, but
with all this study have been many good times, and
class day is indicative of this.
Each part of this program had special significance for
the class of ’96, from the racy address of the president
and the thoughtful oration, through the prophecy and
history to the essay, poem and statisticians report.
CLASS STATISTICS.
HE class of ’96 showed wisdom in their choice of
statistician, Miss Katherine L, Gomph.
Perhaps an idea of her article could best be given by
a few quotations :
“ But my duty lies before me
I mast give the class statistics,
Tell you each one’s height and measure,
Give you all the shapes of noses
Grecian, Hebrew, pug and Roman;
Tell of all the favorite poets,
Songs and characters of fiction,
Width of mouth when at its widest,
Size of shoe, of glove, of hat band.
All of these and many more things,
My good friends I ought to tell you,
But I fear if I attempt it,
Long before my verse were ended
Each one among your number
Would respose in deepest slumber;
So will not attempt to tell you
Something of each single member.
Tell you of their faults and follies
Tell you all we know about them.
But we find among our number
Certain types which we'll explain here.
% * * * ¥
Whether any one type means you
Try the shoe on, if it fits you
* # * * *
You may then quite rest assured
That the type's the one that suits you.”
Through each type the author goes and then
“Tf we could easily unite
‘The class within one common type,”
‘twould be a lady five feet six inches in height, one
hundred twenty-three pounds in weight, with a mouth
two inches wide, a lady having a decided preference for
teaching children.
THE NORMAL COLLEGE ECHO Bet
CLASS ORATION.
N the oration Mr. Lillie discussed the position of the
scholar in the active life of the world. In the
olden time a man’s learning set him apart from the
practical side of life. He was found dwelling in the
mountains, in the deserts, in the monastaries, spending
his days in speculating on idle questions of philosophy
and religious dogma.
All this has changed. To-day the scholar is found
in the front ranks, fighting the world’s battles and
doing the world’s work.
Society has become so complex, so many questions of
vital interest to civilization are coming up for solution
in these days, that it requires the man of the keenest
mind and broadest learning to cope with them all.
The socialist, the anarchist, the striker, on account
of their ignorance and narrow views of life, are not able
to understand the true relation and condition of things.
They do not understand that they are trying to bring
down to their own low level those above them rather
than to improve their own condition. Without the
thoughtful guidance of the scholar the world would
rush into these visionary theories and to the destruction
of civilization.
We want progress, but it mast be conservative pro-
gress. Society is too complex to be revolutionized in a
minute. The millenium must come slowly. It is in
the scholar and man of broad learning that you find
progress and conservatism united, and to him alone can
the helm of the ship of state be safely entrusted.
We, as teachers, must do our part to help on the
progress of the world by training the young for intelli-
gent citizenship and by always putting our influence on
the side of truth and honor. We must always stand
for purity—purity in politics, in morals, and in re_
ligion—making concessions only when principle is not
involved, otherwise standing firmly for what we believe
is the truth,
CLASS SONG.
All our classmates sing together
As we meet to-day,
Soon we'll all be leaving College,
Here we may not stay.
CHorus;
Students of the Normal College,
Let us sing to-day.
Violet and white, our colors,
In our love shall stay.
Through the two long years of study
Many friends we've made.
They will never be forgotten,
Nor their memory fade.
‘Though afar we wander teaching,
May we meet at last,
And talk o'er the merry mem’ries
Of the jolly past.
GENEVIEVE CRISSEY,
Grace does not permit us to give more than a passing
notice of the excellent productions of Mary L.
Cook, class essayist; Lewis K. Rockefeller, presentation
orator; Mary B. Heard, historian; or of the address of
William H. Perry, class president. When we come to
mention the baccalaureate sermon by Chancellor Day,
of the University of Syracuse, Sunday, June 14, we are
doubly impressed with the force of his text: ‘‘ Now we
know in part.”
Small as is the part we now know, it is certainly
somewhat larger than it was before the experimental
lecture on the X ray on Saturday evening, June 12,
‘The photographs taken by means of the rays were pro-
nounced equal to the best, while many had the rare
opportunity of looking at their own hand by means of
the fluoroscope.
HE following resolutions, in loving remem-
brance of Edith Taylor, of the High School
department, have been adopted by her late asso-
ciate
Wuerxas, It has pleased our Heavenly Father to take
from our midst, our dear friend and school-mate, Edith
‘Taylor, and
Wuereas, We feel that we have sustained a loss,
since she won many friends among us by her noblertess
of character; therefore, be it
Resolved, That we, the members of the Normal High
School, unite in extending to the bereaved family our
heartfelt sympathy, believing that God, having thus af
flicted them, will also comfort them;
Resolved, That these resolutions be published, and a
copy be sent to the family,
Lewis T. Hunt,
May E. CrAwrorp,
Jou F. Pornam.
He who sees man as he is, knows him as a being who
is carried onward, ever onward, by the good within him;
and who, in nature's own time, will reach the far away
goal to which we all struggle, and to which we all lool
forward as does the Mohammedan pilgrim to Mecca;
and as the pilgrimage of the human race has been long
and the road rough and hard, so will the reward be
great; for man is of all creatures the noblest, the near-
est to what man worships as an angel and’ what our
imagination pictures as perfection. Xocky Mountain
Collegian,
12 THE NORMAL COLLEGE ECHO.
DE ALUMNIS. ’93. May 29, a son was born to Mr. and Mrs. R. H.
’s0. H, H. Ingalsbe died at his home in Hartford, N. Y. Bellows of Fort Plain.
May 27.
*66. Miss Stoneman gave instructions in drawing at the
Institute held at Ravena, May 18-22, and ad-
dressed the Rensselaer County Teachers’ Asso-
ciation held at Averill Park May 3o.
68. The pupils of the High school took occasion on the
announcement that Prof. W. V. Jones, A. M. had
been granted the degree Ph. D., to express their
appreciation in the form of an elegant chair. The
Doctor responded ina very happy little speech to
the presentation.
*80, Dr. Caroline Bristol Kelliher, whose marriage was
noticed in the Ecto last January, was graduated
from the New York University Law Department
Tuesday, June 2, The commencement exercises
were held at Carnegie’s Music Hall in the even-
ing, when the degrees were conferred. Dr. Bris-
tol Kelliher’s career is one noticeable as showing
opportunities for young women in our new world.
The State Normal School at Albany gave its di-
ploma in '80; Cornell the degree of Ph. B. in’87,
the Woman’s Medical College, Philadelphia, con-
ferred the degree M. D. in’go. Dr. Bristol thea
passed with high rank the civil service examina-
|| tion for positions on the medical staff of State
| hospitals, and was resident physician at Ogdens-
burg, Wiliard and Long Island State hospitals.
By the transfer to Willard Dr. Bristol was enabled
to attend the Saturday lectures at Cornell Univer-
sity Law Department, and while living near the
New York University the opportunity was pre-
sented for completion of the course in law.
With all included in this busy life Dr. Bristol
found time for one year’s work as teacher at Mel-
rose, N. Y., and a year’s work as instructor of
those preparing for the profession of trained
nurses at the New England Hospital for Women
and Children.
86. Miss Myra Ingalsbe of Hartford, N. Y., has been
renominated for school commissioner of the se-
cond Washington county district.
'88. Miss Gertrude A. Riemann, a sister of Paul E, Rie-
mann ’93, was married May 28, to Dr, Robert
Lincoln Stagle, at St. Paul, Minn, At home,
Brookings, S. Dakota.
ot. W. B. Carhart, for the past two years connected
with the Albany business college has been elected
principal at Coeymans, in place of Geo. C. Lang,
90, who will re-enter college in September.
°g2. Ernest E. Daring of New York paid us a call
May 29.
93. Harriete Slater who is teaching at Rye, N. Y., spent
June 1, in Albany.
Prof. J. R. White has had conferred on him the
degree of bachelor of philosophy.
W. S. Coleman of the Fort Edward schools was in
Albany, June 1,
‘94. Samuel Slawson has been elected superintendent of
schools at Cortland.
‘95. G. C. Strasenburg will be principal at North Parma
during '96~’97.
‘95. Miss Margaret Aitken of Spelman seminary, At-
lanta, Georgia, visited the college a few days
since.
‘93. Miss Brigham, who teaches the training class in the
Troy high school, attended the class social May 23.
ETA PHI—AN OPEN MEETING.
N the evening of May 11th the members of Eta Phi
and the Faculty of the State Normal College were
addressed by Miss Cora Stranahan, grand president of
the Alpha Phi fraternity on “The History of College
Fraternities and what they have Accomplished.”
Miss Stranahan’s large experience and intimate ac-
quaintance with the inner life of college fraternities,
have well qualified her to speak on such a subject.
The address began with an outline of the first men’s
fraternities, what they purposed and what they have ac-
complished; then the origin and growth of women’s fra-
ternities, which though a later development, have fully
realized the hopes and aspirations of theirfounders, The
aim of such organizations has been to promote social
life among its members and to engender a strong feeling
of loyalty to each other and to their fraternity. While
these fraternities have had their origin and development
in literary colleges they are now growing in professional
colleges, Miss Stranahan’s interesting paper closed
with pleasant and encouraging words to Eta Phi,
ETA PHI BANQUET.
HE Eta Phi fraternity held its banquet Monday even-
ing, June 15. Miss Helen Pratt presided as toast-
master and proposed the toasts which were responded
to, as follows :
Eta Phi
Ori
Our Alma Mater.
The Faculty...
Our Honorary Mem
Our Seniors... .
Our Juniors . ..
The Out-going Officers.
‘The In-coming Officers
Miss Hannahs, Ph. D
Miss Mann
.. Miss Ast
Miss Delin
Miss Suits
-Miss Stafford
+ Mrs. Sproul
Miss Bishop
Miss Snyder
Delta Omega.. Miss Cook
Phi Delta and Gentlemen of the College.....Miss Moser
Our Three Invaluable Assistants. .... .Miss Daly
THE NORMAL
COLLEGE ECHO. 12
PERSONALS,
M* CROUNSE called at college May 18.
Mr. Bookhout was ill a few days recently.
Miss Ruth Sherrill left June 4 for Warren, Qhio.
Miss Dunn, '97, had company from Cohoes May 20.
Miss Mary Deane, ’97 spent June 6-8 with her aunt in
Schenectady.
Miss Jean Hamilton, '96, spent June 5-8, at her home
in Newburgh.
Miss Helen Hamilton, *96, was at her home in Green-
wich, June 5-8.
Miss Morgan, of Mohawk, spent June 8-r0 with Miss
Zinnia Wood, '97-
Miss Isdell attended an Institute at Chatham during
the week of May 19.
Mr. and Mrs, Fellows, from Newport, spent June 3-8
with Miss Mann, ’96.
Superintendent Skinner called in the model and pri-
mary schools May 29.
Miss Helen Pratt, ’96, spent June 24-26 with Miss
Brigham, ’95, in Troy.
Mr. Overbaugh, of the city, was at college May 20,
with Mr, Rockfeller, ’96
Mrs. A. F, Webster, of this city, spent one day with
Miss Sylvia Youngs, ’96.
Miss Orr, of Schenectady, visited her sister, Miss
Katharine Orr, May 28-30.
Miss Lilian Moser, ’96, entertained a friend, Mrs.
White, from Phelps, recently.
Mr. Deane, from Crown Point, spent May 26 with his
sister, Miss Mary C. Deane, '96.
Miss Clara Ewalt, ’96, and Miss Delin, ’97, spent
May 30 to June 1, with friends in Ravena.
The pupils of the Model school gave Prof. White
and his teachers a very pleasant day at Cedar Hill,
June 13.
Mr. and Mrs. Crissey, from Warwick, N. Y., spent
the week of June rst with their daughter, Miss Cris-
sey, ’96.
Mrs. Willard came, June 8, to remain until Com-
mencement, with her daughter, Miss Blanche Wil-
lard, ’06.
Mrs. D. M. Cauffman, of Warsaw, N. Y., is spend-
ing Commencement week with her niece, Miss Mary
Chace, ’96.
Miss Husted, ’95; Miss Payntar;’93, Miss Bump, ’96,
and Miss Crissey,’96, spent June 5 with friends in
West Troy.
Miss Jane Delin, '97, and Miss Derfia Howes, ’96,
spent May 22-25 at the home of the latter in Utica,
Mrs. Adams, from Elmira, came June 9, to spend
the remaining two weeks with her daughter, Miss Myra
Adams, ’96.
Miss Sarah J. Harper, a former student of the State
Normal College, who has been taking a course of lite~
rature at Radcliffe College, is preparing to go abroad.
Miss Arrietta Snyder, ’96, entertained Miss Mann,
96; Miss Moser, ’96; Miss Cook, 96; Miss Dunn, ’97;
Miss Hanna, ’96, and Miss Pratt, ’96, at her home in
Newburgh May 29-30.
The Newburgh people were all happy the day of the
Powell excursion, May 16, A number had friends re-
main over Sunday, among whom were, Miss Donoghue,
Miss Hamilton, Mrs. and Miss Gibb and Mrs, Emest
Clark, all from Newburgh.
Up to the time of going to press the following have
been elected to excellent positions even at this early
date, and many others will be elected within a very
short time :
Miss Myra Adams at Elmira.
Miss Estelle Hunter at East Orange, N. J.
Miss Martha Huggins at Oceanside.
Miss Susan McDonald at Sayville.
Miss Lilian Moser at Canandaigua,
Miss Katherine Orr at Glen Cove.
Miss Anna Powell at Peekskill.
Miss Blanche Willard at Schuylerville.
Lucy H. Osborne at Altamont,
Miss Grace Mead at Babylon.
Miss L. Louise Arthur at Woodside.
Miss Lavinia Bacon at Oyster Bay.
Miss May Chace at New Rochelle.
Miss Genevieve Crissey at Warwick.
Miss Mary C. N. Deane at Deposit.
Miss Ruth Forrest at Deposit.
Miss Ella Gates at Woodside.
Miss Katherine Gomph at Fairport.
Miss Mary Boughton at Newark, N. J.
Miss Mary L. Cook at West Winfield.
Miss Clara Ewalt at Warren, Ohio.
Miss Marguerite Mann at Walton.
Miss Clara Selkirk at Woodhaven.
Miss Elizabeth Beggs at Callanans.
William Henry Perry at Lowville.
Miss A. Derfla Howes at Utica.
The person who cannot learn to teach when home
among children is very foolish to waste money and time
going through a course of mechanical manceuvres in
which to learn to say mere words to pupils from a
teacher's desk.—Zx.
14
THE NORMAL COLLEGE ECHO.
ECHOES.
(Gee "96.
Success to you.
Come back often to visit us.
And do not fail to send us news or contributions.
A happy vacation to our friends.
People begin to look rather tired.
Did you see the fine exhibit of the Model?
| Put yourself in his place,” is the motto of 96. Very
appropriate for the profession of a teacher.
| The drawings of the High School class were excel-
| lent,
The last six meetings of the Quicksilver have been
| even more profitable than the former ones.
THE MODEL SCHOOL £XHIBITION.
EDNESDAY afternoon, Jane 10, occurred the
exhibit of the works of the pupils of the Gram-
“mar and Primary departments.
The rooms were tastefully decorated, there being a
Se ps of flowers, especially in the Model chapel.
}
‘A large nember of guests, parents of the pupils, teach-
ers of the city schools, and others interested in the suc-
cess of the Model school were present, all of whom
thoroughly appreciated the excellence of the wok dis-
played. Especially noticeable was the water color work
which has been done in the science classes in both de-
partments, and also that done by the grammar school
students in the line of copying artistic studies. ‘There
seems to be no hesitation in pronouncing it the best ex-
hibit ever given, and we think Miss Pierce and Prof.
[White should be complimented upon the success of
their pupils.
|
| THE LAST SOCIAL OF '96.
[TNO the last informal gathering of the class of ’96 the
| L Faculty were invited, and the committee wished to
provide something especially enjoyable for their enter-
tainment, and they certainly obtained the desired results.
Four scenes from ‘The Rivals” were enacted with the
‘following cast:
Mrs. Malaprop.
| Lydia Languish ......
Miss Ida Breakenridge
: .. Miss Arthur
Lucy. i aie ae
Sir Lucius O'Trigger ; { Miss witlara
| Sir Anthony Absolute, .Miss Bradshaw
| Captain Absolute ......-000cese00ee Miss Mary Cook
| In very happily chosen language Mr. Lillie explained
all connecting links in the plot which were necessary to
the understanding of the parts given if one were not
familiar with the play. After the guests had departed
the class business meeting was called, at which several
_ important matters were discussed.
PROMETHEUS.
HE ancient Greeks explained the creation of man in
the following beautiful myth.
Japetus, a Titan, had a son whose name was Prome-
theus. This son was very powerful both physically and
mentally, He often left the company of the other gods
and sought some secluded spot where he would remain
for several days. Often he watched the gray clouds of
carly morning turn rosy red with delight at the approach
of the lovely Aurora, watched her swing the gates of
heaven lightly open as Apollo, in his gleaming chariot
of gold, drawn by fire-breathing steeds, swept through
them; watched Apollo’s swift flight through the heavens,
and at evening saw him descend and coo! his burning
brow in the waters of the sea; he watched the fair, pure
Selene steal with noisless footsteps to gaze upon the
sleeping face of Endymion. Upon all these and many
other things did Prometheus gaze with thoughtful eyes.
Sometimes the winds whispered wonderful melodies in
his ears while the flowers smiled trustfully up in his
face and the birds fluttered fearlessly near. Then all
would change, the winds would shriek and moan while
the lofty pines chanted their solemn dirges and above
these sounded the thunders of mighty Jove. And still
Prometheus would sit grave and silent, pondering over
all things.
At last Prometheus determined to give form to his
thought and he took clay and moistened it with water
and modeled it into the shape of a god, only much
smaller. When he had finished his work the goddess
Athene drew near and breathed her spirit into the silent
form. Prometheus was much pleased with the work of
his hands and he decided to call this new being man.
This myth is somewhat similar to the Hebrew story of
the creation of man as we find it in the bible.
‘The study of the folk-lore of every ancient nation
shows that each has its story of the creation of man, and
very nearly all of them recognize the mingling of the
human and the divine in man’s nature.
Some one has said that, “ Myths are the far off voices
of nations calling after God.” When we think of them
in this way they cease to be mere fanciful stories of the
past and we learn to trace in them the growth of human
thought the slow blossoming of truth.
But we have not yet finished the story of Prometheus.
The gods met to decide what the position and duties of
man should be. Prometheus, as the friend of man,
was told to slay an ox and divide it into two portions.
Jove then chose one portion to be set aside in all future
sacrifices for the gods. Prometheus, wishing man to
have the more nourishing portion, hid the meat in the
skin of the animal and wrapped the bones in the white
fat. Jove pretended to be deceived and chose the latter,
but he was filled with anger and determined to revenge
himself by witholding the gift of fire from man. But
THE NORMAL COLLEGE ECHO, 15
Prometheus filled with love for man dared Jove’s anger
still further and stole some sparks from the chariot of
the sun, and brought them to man, Then Jove was
furious and ordered Prometheus to be chained to a
lonely rock on Mount Caucasus where daily a powerful
vulture tore at his liver, which grew whole again during
the night.
For three thousand long weary years Prometheus suf-
fered this wrong. Atthe end of that time he was re-
leased by Heracles.
The characters of Prometheus and Jove are in sharp
contrast. Prometheus was filled with love, Jove with
hate. Prometheus’ love dared all things, it was an un-
selfish love; Jove’s hate was intensely cruel, not the
passing feeling of a moment, but of centuries. Prome-
theus was brave and strong to endure suffering, know-
ing that the truth must prevail; Jove was cowardly in
his tyranny, knowing that the false must perish.
Prometheus reminds us of the words of Longfellow:
“« Sorrow and silence are strong,
‘And patient endurance is godlike.”
The conflict between Jove and Prometheus means to
us the struggle between right and wrong, wisdom and
ignorance, justice and injustice. Evil may seem to
triumph over good, but it is only a seeming triumph.
Jove thought that he had conquered Prometheus. But
while Prometheus’ body was bound by chains his
powers of thought grew stronger, his powers of endur-
ance greater, his vision clearer. Jove, on the other
hand, by indulging his passions, slowly but steadily
forged a chain which in the end bound him more surely
than the chains forged by Hephaestus could bind
Prometheus.
Nearly three thousand years ago this myth was used
by Homer and Aischylus in their poems. Goethe,
Byron, Shelley, Longfellow, Mrs. Browning and many
other modern poets have used it asa theme, From
this fact we can see that the myth must symbolize a
universal truth in a natural and beautiful form,
To us this myth is an added proof that all chains shall
bebroken. We are none of us quite free as yet; we
are bound by chains made up of links forged by wrong
thinking and wrong living. But we believe that—
“Truth shall restore the light by nature given,
And, like Prometheus, bring the fire from heaven.”
In the picture of Prometheus standing on lonely
Caucasus loaded with chains and torn by the vulture of
care and suffering, but with the glorious light of endur-
ing strength in his face, we find a needed inspiration.
ANNA M. BusstNc.
High School Department,
The Normal Exponent is an excelient little paper,
among other things it contains a very good exchange
column.
AMONG OUR EXCHANGES.
W consider the Ar? Education one of our best ex-
changes. The May number contains an account
of the New York State Art Teacher's Association which
is very interesting.
The School Bulletin contains a good article on State
History in Public Schools.
The race problem is quite thoroughly discussed in the
Crucible.
The Princeville Academy Sol contains the following:
“«Let us not view the lives of other men and be profited
not by it, But let us move on the swifter because our
glimpses of great minds have made the road plainer, and
we can run the faster and gain the greater goal.”
Good points on methods in the May Zeacher’s Insti-
tute.
We thoroughly appreciate the article on Higher Edu-
cation in France in the Oneontan. This paper also
contains a fine cut of Willard E. Yager, a member of
the local board of the Oneonta State Normal School.
The Signa? contains many interesting articles.
We are glad to welcome The Kalends.
much enjoyable reading.
It contains
Athletics again form a favorite subject for much of
the matter that is contained in some of our exchanges.
School days come but once in a lifetime and it is to
our interest to make the most of them. We go to school
not to receive an intelligent training only, but a moral
education as well, and for this we cannot rely wholly
upon the teachers; but must obtain it to a great extent
from association with our schoolmates. We also de-
pend upon our school life to develop our individuality
and foster school-spirit and patriotism.— The Tattler.
* The School Recorx contains some good hints as to the
qualities which a good teacher possesses and also those
which a poor teacher possesses, It might be interesting
for our prospective teachers to read these,
Ohio State University has added a department of
pedagogy and Dr. J. P. Gordy of Ohio University at
Athens has been placed at the head of this department.
= Ex, :
Truth is as impossible to be soiled by any outward
touch as the sunbeam. It is the golden key that opens
the palace of eternity. Truth is truth for evermore.
How lovely, how good, how delightful! With what
diligence should we seek her! She may lie hid, she
may be at the bottom of a very, very deep well, but her
discovery will well repay the Seeker.— Nez ideas.
We are glad to receive so many excellent exchanges
this month. But on account of our limited space we
are unable to mention all of the points that we should
like to note. We hope that with the beginning of the
next school year we shall receive our usual number of
exchanges.
: so ae
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16 THE NORMAL COLLEGE ECHO.
FOUNDATION STUDIES
IN LITERATURE.
By MARGARET S. MOONEY,
Teacher of Literature and Rhetoric, State Normal College,
Albany, N. Y.
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