other illustrative apparatus as he thought would be most useful to him in the execution of hischerished ideas, and returned to map out for the Oswego schools a new line of work.

Previous to his visit to Toronto, in the Annual Report of the Board of Education for the yearending March 31, 1859, the following paragraph indicates his interest in objective lines of work.

"ORAL TEACHING.?>"The method of presenting truth by means of oral instruction and thus awakening investigation,

quickening thought, and cultivating the powers of observation, is deserving of more attention than it atpresent receives. Especially is this true of our primary departments.

"In this respect, we feel confident that great changes for the better are yet to be made, especiallyin the lower grades of our schools.

"Something, it is true, is now being done in this direction, and teachers in these departments haveregular and daily exercises in object lessons; but for want of proper facilities much less isaccomplished than could be desired. We trust that by the introduction of proper text books as guidesand models, as also charts, pictures, drawing and other aids, we may see advancement made in thisdirection from year to year, until brought to a high degree of perfection.'^

In the next Annual Report for the year ending March 31, 1860, which was immediately after hisvisit to Toronto, the following syllabus of work for the primary schools appears:

KiRST term:.FIRST YEAR—OR 0. CLASS.Conversational Exercises or Lessons Ist and 2d steps. See ''Graduated Course."Lessons on Form, 1st step.—See ''Grad. Course" and Model Lessons, Part 1st." Color " " " " " " " " " "" Objects " " " " " " " " " 2d." Size, " " " " " " " " " 1st." Human Body, " " " " •' " " " " "" Animals, with pictures, begun, " " ** " " "Physical Actions and Employments.—See "Graduated Course." Moral Instruction, 1st step begun,

as found in "Graduated Course," as also lessons drawn from daily occurrences, and from variousmiscellaneous works, as "Cowdry's Moral Lessons," " Simple Lessons, " " Moral Class Book," "AKiss for a Blow," "Evening Readings," "Evenings at Home," "Peep of Day," Precept upon Precept,""Line upon Line," "Here a Little and There a Little."

Learo names of objects, qualities, and animals employed in lessons, and an additional number ofeasy words given on the board, so far as the objects, actions or qualities represented by the words,can be presented to the senses of the children, or where the children are perfectly familiar with them.

SECOND YEAR—OR B. CLASS.LessoDS on Objects, 3d step begun.' Form, 4th " Introductory Series.

*' Color, ' •'" Size, 3d "" Weight, Ist "*' Animals, 2d *' Continued." Human Body, 4th '' begun." Number, 1st ' continued, with objects.'' Physical Actions, &c 3d "

Moral Instruction, 2d '' continued, and miscellaneous topicsand selections as before. Beading, Progressive First Eeader to Lesson 35. Spelling, same as last

term. Printing lessons on Slates. Gymnastic Exercises, alternating with other lessons.THIRD YEAR—OR A. CLASS.Lessons on Objects,... .4th step, continued, <£/C., as last term.'' Form, " '' "'* Place, 2d ''in connection with ''Geography for Young Children."" Drawing,.. ..2d "in connection with "Tablets.''•' N'umber,... .4th " with objects." Animals, " " continued with additional pictures." Plants, In connection with pictures of the organs and parts of plants.Miscellaneous Exercises from "Occasional Lessons."Moral Instruction—4th step begun, with other topics and selections added as before.An occasional piece of descriptive poetry may be committed, during the three termsof this year, for recitation. Beading, Progressive 2nd Book, to Lesson 22.Spelling, in connection with reading and Town's Speller, to Lesson 35. Spelling, by the names of

the letters may now be introduced; but frequent exercisesshould be had in spelling by the powers of the letters. Gymnastic Exercises as in previous terms.SKCOND TERiVl.FIRST YEAR—OR C. CLASS.Lessons on Objects, 2d step begun,—Reference as before." Form, "Color,Size,Human Body,Animals, 1st " continued.ii ittc(I ii itLessons on Pictures of Common Objects—1st step, See ''Graduated Course."Physical Actions and Employments— 2d step begun, " "Moral Instruction,— Ist step completed, and miscellaneous topics and selections, asfirst term. Learn easy words from board and cards as first term, and read easy lessons in

Progressive Primer to page 40.SECOND YBAR—OR B. CLASS.Lessons on Objects, 3d step, continued." Form, 4th " Elementary Lesson begun." Color, 5th ''" Size, 4th "'' Weight, 2d "" Animals 3d "" Human Body, 4th *' • continued." Number, 2d *' with objects.Moral Instructions, 3d " begun, and other topics and selectionsas in previous terms. Eeading, Progressive First Reader to Lesson 57. Spelling, as before.

Printing lessons on Slates. Gymnastics as last term.THIRD TEAR—OR A. CLASS.Lessons on Objects, 5th step begun, and additional subjects, as before." Place, 3d '* in connection with "My Little Geography," and'* Geographical Charts" and ''Geography for Children."" Number, 5th " with objects.in Natural History, with pictures, including animals and plants." Drawing Lesson for 1st class in "Bye and Hand," and from "Tablets."Moral Instruction, 4th step continued, accompanied as before with miscellaneous topics and

selections. Reading, Progressive 2d Reader to Lesson 50. Spelling, as last term. Town's Speller, toLesson 55. Gymnastics as before.

Lessons arising out of incidental circumstances, showing the children wherein the disposition orconduct brought before them, agrees or disagrees with the standard of the Bible, should beintroduced, not only at this point, but throughout the entire course, as often as opportunity offers.

THIRD TER^d.FIRST YEAR—OR C. «CLASS.Lessons on Objects,....: 2d step continued. Reference as before." Fotm, : 3d " " "" Color, 3d " " "" Size, 2d " continued," "Lessons on Human Body, 3d step Eeference as before.** Animals, 2d " begun *' "'' Number, 1st " " with objects. "" Pictures of common objects,—^2d step, Eeference as '**' Physical Actions, <fec., 2d step continued.Moral Instructions,—2d step begun, in connection with miscellaneous topics and selections as

before.Reading, Complete Progressive Primer.Spelling from reading book by sounds or powers of the letters.SECOND TEAR—OR B. CLASS.Lessons on Objects, 4th step begun in connection with lessons on miscellaneousobjects.'* Form, " *' Elementary Lessons continued,*' Color, 6th '*' * Place, 1 St ' * in connection with''Geography for Young Children."" Number, 3d" with objects.** Animals, 4th'* begun.*' Drawing before the children,— Ist step. Also from "Boston Primary School Tablets."

Miscellaneous Lessons from Occasional Exercises, as found in the "Grad. Course.'' MoralInstruction,—3d step continued, together with additional topics and selections as before.

Reading, Progressive 1st Reader completed.Spelling, Printing on Slates, and Gjrmnastics as before.THIRD YEAR—OR A. CLASS.Lessons on Objects, 5th step continued, and additional subjects.'* Place, 4th " substituting State of New York and United

States of America, for England, &c." Number, 6th " with objects.in Natural History, Zoology, with pictures." Drawing Lesson for 2d Class in "Bye and Hand," and from "Tablet." Moral Instruction, as last

term. Reading, Progressive 2d Reader complete. Spelling, as last term, going to Part II. in Speller.Gymnastics as before.

In aU lessons on objects, where it is possible, the objects themselves should be presented to thechildren, and when they cannot be obtained, pictures should be used.

In all lessons on Animals, either specimens, or pictures should be presented to the children.No pupil will be permitted to advance to a higher department, until he has passed a satisfactory

examination in all that is required by the above program, and received a certificate of transfer, signedby the President and Secretary. Classes for transfer will be examined in March.

DAILY PROGRAM OF STUDIES FOR THE PRIMARY SCHOOLS.FIRST YEAR OR C. CLASS.MONDAY.Conversational Exercises, Moral Instruction, Physical Actions and Employments, Reading and

Spelling.TUESDAY.Lessons on Form, Lessons on Pictures of Common Objects, or Conversational Exercises,

alternating weekly, with Lessons on Animals, Reading and Spelling, Physical Exercises.WEDNESDAY.Conversational Exercises, Lessons on Color, Lessons on Size, Reading and Spelling, Physical

Exercises.THURSDAY.Lessons on Human Body, Moral Instruction, Conversational Exercises, Reading and Spelling,

Physical Exercises.FRIDAY.Lessons on Objects, Lessons on Number, or Conversational Exercises, Lessons on Color,

Physical Exercises, Reading and Spelling.SECOND YEAR, OR B. CLASS.MONDAY.Moral Instruction, Lessons on Animals, Lessons on Number, Reading and Spelling, Gymnastics.TUESDAY.Lessons on Form, Lessons on Weight, Lessons on Drawing, Reading and Spelling, Printing on

Slates, Gymnastics.WEDNESDAY.Lessons on Number, Lessons on Size, Lessons on Place, Reading and Spelling, Printiug on Slates,

Gymnastics.THURSDAY.Lessons on Color, Lessons on Human Body, Lessons on Physical Action, etc., Lessons on

Drawing, Reading and Spelling, Printing on Slates and Gymnastics.FRIDAY.Lessons on Objects, Lessons on Number, Occasional Exercises, Reading and Spelling, Printing

on Slates, Gymnastics.THIRD YEAR, OR A. CLASS.

MONDAY.Moral Instruction, Lessons on Place, Lessons on Number, "Writing on Slates, Reading, Spelling,

Gymnastics.TUESDAY.Lessons on Objects, Lessons in Drawing, Lessons on Number, Reading. Spelling, Gymnastics.WEDNESDAY.Lessons in Natural History, including Animals and Plants, Lessons on Place, Lessons on Number,

Writing on Slates, Eeading, Spelling and Gymnastics.THURSDAY.ILessons in Drawing, Moral Instruction, Lessons on Number, Reading, Spelling, Gymnastics.FRIDAY.Lessons on Place, Lessons on Form, Lessons on Number, Writing on Slates, Lessons in Nat.

History,—^2d and 3d terms, Reading and Spelling, Gymnastics.In the above plan of studies the object is not so much to impart information, as to educate the

senses; arouse, quicken, and develop the perceptive and conceptive faculties, lead the children toobserve, and awaken a spirit of inquiry. To this end the pupils must be encouraged to do most of thetalking and acting. They must be allowed to draw their own conclusions, and if wrong, led to correctthem. The books should only be used for reference, and as models for the lessons to be given. Everylesson should be previously and carefully prepared by the teacher, so that she may go before the classwith a feeling of ease and confidence. The children should be allowed to have two short recesses often minutes each, morning and afternoon, and gymnastic and singing exercises should be frequentlyintroduced, to give change of position and rest to the children, and keep up an animated and pleasantstate of feeling. The younger children should not be detained at the school building to exceed fourhours each day; and the older ones may be excused as they get through with their exercises, not toexceed one hour before the regular time of closing the other schools, both morning and afternoon.

PROGRAMME FOR A AND B CLASSES.8:308:458:559:159:209:359:45 10:00 10:25 10:30 10:50 11:00 11:20 to 11:40 to 12:002:002:202:302:352:558:103:15to to to to to to to to to to to toto to to to to to to toMONDAY MORNING.8:45, opening exercises.

8:55, moral Instruction.9:15, reading, B, sub. 1.9:20, ftymnastlcs.9:35, lesson on Number, B, sub. 2.9:45, recess.10:00, lesson on Place, A class. 10:25, reading, B, sub. 2. 10:30, gymnastics. 10:50, lesson on

Number, B, sub. 1. 11:00, recess. 11:20, reading, A class. 11:40, writing on slates, B, sub. 1. 12:00,lesson on Number, A class.

2:00, Intermission.2:20, lesson on Number, A class.2:30, lesson on Animals, A and B.2:35, gymnastics.2:55, reading, B sub. 2.3:10, lesson on Number, B, sub. 1.3:15, calling roll.3:30, recess.3:30 to 3:45, spelling, A class. 3:45 to 4:10, reading, B, sub. 1. 4:10 to 4:30, reading, A class.TUESDAY MORNING.8:30 to 8:45, opening exercises.8:45 to 9:00, lesson on Form, B, sub. 2.9:00 to 9:15, lesson on Weight, B, sub. 1.9:15 to 9:20, gymnastics.9:20 to 9:35, spelling, A class.9:35 to 9:45, recess.9:45 to 10:10, reading, B, sub. 2. 10:10 to 10:20, B, sub. 1, drawing. 10:20 to 10:25, gymnastics.

10:25 to 10.50, lesson on Number, B, sub. 1. 10:50 to 11:00, recess. 11:00 to 11:15, lesson onobjects, A class. 11:15 to 11:35, reading, B, sub. 1. 11:35 to 12:00, lesson on Number, A class.12:00 to 2:00, Intermission.

2:00 to 2:15, lesson on Number, B, sub. 2.2:15 to 2:30, drawing, A class.2:30 to 2:35, gymnastics.2:35 to 2:55, reading, B, sub. 1.2:55 to 3:10, lesson on Weight, B, sub. 2.3:10 to 3:15, calling roll.8:15 to 3:a0 to 8:45 to 4:00 to 4:10 to8:80 to8:45 to9:10 to9:15 to9:85 to9:45 tolOKX) to10:30 to10:26 to10:85 to

10:50 to11.-00 to11:20 to11:45 to12K)0 to2:00 to2:15 to2:40 to2:45 to8:10 to3:15 to8:80 to8:45 to4.-05 to 4:20 to8:80, recess.8:45, lesson on Number, A class.4:00, lesson on Form, B, sub. 1.4:10, spelling, A class.4:80, lesson on Number, B, sub. 1.8:808:458:559:109:159:859:4510:0010:2510:4010:6011:0011:1511:80 11:40 12:00 2.-00 2:25 2:50 8:00 8:10 3:15 3:30 3:50 4.-05to to to to to toto to to to to to to to to to to to8:45,9:10,9:15,9:35,9:45,lOKX),10:20,10:25,10:85,10:50,

11:00,11:20,11:45,12:00,2:00,2:15,2:40,2:45,8:10,8:15,8:80,3:46.4KXS,4:20, 4:80,8:45, 8:56, 9:10, 9:16, 9:35, 9:45, to 10:00, to 10:25, to 10:40, to 10:50, to 11:00, to 11:15, to

11:30,8:30 to8:45 to8:55 to9.-05 to9:25 to9:35 to9:45 to9:55 to10:05 to10:25 to10:35 to10:45 to10:50 to11:00 to11:20 to11:35 to12:00 to2:00 to2:05 to2:20 to2:35 to11:40, 12:00, 2:00, 2:25, 2:50, 3:00, 3:10, 3:15, 3:30, 3:50, 4:05, 4:30,8:45,8:55,9:05,9:25,9:35,9:45,9:55,

10:05,10:25,10:35,10:45,10:50,11:00,11:20,11:35,12:00,2:00,2:05,2:20,2:35,2:40,WEDNESDAY.openinjT exercises, reading, B, sub. 2. gymnastics.lesson on Number, B, sub. 1. recess.lesson on Place, A class, lesson on Size, B, sub. 2. gymnastics.printing on slates, B, sub. 1. writing on slates, A class, recess.reading, B, sub. 1. lesson on Number, A class, lesson on Place, B, sub. 1. intermission, lesson on

size» B, sub. 1. reading, B, sub. 2. gymnastics, reading, A class, calling roll, recess.lesson on Number, B, sub. 1. lesson on Natural History, including animals and plants, A. reading,

B, sub. 1. spelling, A class.THURSDAY.opening exercises.moral instruction.lesson on Number, B, sub. 2.gjrmnastics.reading, A class.recess.lesson on Human Body, B, sub. 1.reading, B, sub. 2.lesson in drawing, A class.lesson on color, B, sub. 2.recess.lesson on Number, A class.physical actions and employments,B, sub. 1. spelling, A class, reading, B, sub. 1. intermlssioD. reading, A class, reading, B, sub. 2,

printing on slates, B, sub. 1. lesson on Number, A class, calling roll, recess.reading, B, sub. 1. spelling, A class, lesson on Number, B, sub. 1.FRIDAY.opening exercises.C sub. 5 class, words.C sub. 4 class, phonetics.C sub. 3 class, primer.

lesson on color.Ist recess.C sub. 5 class, words.G sub. 4 class, phonetics.C sub. 3 class, primer.3hyslcal exercises.esson on Objects.Ittle children dismissed.2d recess.C sub. 2 class, primer.lesson on Number.G. sub. 1 class, primer.intermission.singing.C sub. 5 class, words.G sub. 4 class, phonetics.physical exercises.2:40 to 8K)0, G sub. 8 class, primer.8.-00to 8KXS, roll call.8K)6 to 8:10, singing.8:10 to 8:15, little chUdren dlsmlssed.8:15 to 8:80, recess.8:80 to 8:55, G sub. 2 class, primer.8:55 to 4:10, lesson on Number.4:10 to 4:80, G sub. 1 class, primer.PROGRAMME OF G GLASS.8:80 to 8:45 to 8:55 to9:06 to 9:15,9:15 to9:85 to9:45 to9:55 tolOKXS to10:25 to10:40 to10:45 to10:50 toIIKX) to11:20 to11:35 to12:00 to2:00 to2HXS to2.20 to 2:85,2:86 to 2:40 to 8:00 to 8:05 to 8:10 to 8:15 to 3:30 to 8:56 to 4:10 to

8:30 8:45 8:55 9:05 9.25to to to to to9:35 to9:45 to9:55 to 10:05 to 10:25 to 10:35 10:45 10:50 11:00 11:20 11:35 12:002:002:052:202:352:403:003:053:103:153:303:554:10to to to to to to to to to to to to to to to to to to toMONDAY.8:46, opening exerdses.8:55, moral instruction.9:06, G sub. 5 class, words and conversational exercises. Gsub.4 class, phonetics and con-

yersaüonal exercises.9:85, G sub. 8 class, primer.9:45,1st recess.9:55, G sub. 5 class, words. 10K)6, G sub. 4 class, phonetics. 10:25, G sub. 8 class, primer.

10:40, physical actions and employment. 10:45, singing.10030, Uttle children dismissed. 11:00,2d recess. 11:20, G sub. 2 class, primer. 11:35, lessons

on Number. 12H)0, G sub. 1 class, primer.2KX), intermission.2K)5, singing.2:20, G sub. 5 class, words and conversational exercises. G sub., 4 class, phonetics and

conversational exercises.2:40, phyäical exercises.3:00, G sub. 3 class, primer.3:05, roll called.8:10, singing.8:15, little children dismissed.8:80, recess.8:56, G sub. 2 class, primer.4:10, lesson on Number.4:80, C sub. 1 class, primer.TUESDAY.8:45, opening exercises.8:55, G sub. 5 class, words.

9:05, G sub. 4 class, phonetics.9:25, G sub. 3 class, primer.9:35, lessons on pictures of conmion objects, alt-mating weekly wltli lessons on animals.9:45,1st recess.9:55, G sub. 5 class, words. 10:05, C sub. 4 class, phonetics. 10:25, G sub. 3 class, primer.

10:85, physical exercises. 10:45, lesson on Form. 10:50, little children dismissed. 11:00, 2d, recess.11:20, G sub. 2 class, primer. 11:35, lesson on Number. 12:00, G sub. 2 class, primer.

2:00, intermission.2:05, singing.2:20, C sub. 5 class, words.2:35, G sub. 4 class, phonetics.2:40, physical exercises.3:00, G sub. 3 class, primer.3:05, roll called.3:10, singing.3:15, little children dismissed.3:80, recess.3:55, G sub. 2 class primer.4:10, lesson on Number.4:30, G sub. 1 class, primer.WEDNESDAY.I8:30 to 8:45, opening exercises. 8:45 to 8:55, G sub. 5 class, words and conversational

exercises.c,8:55 to 0:06,9KK>9.259:359:459:65 10:06 to 10-.25 to 10:35 10:45 10:60 UK» 11Ä) 11:35 12:002:002:06to to to to toto to to te to to to to to9:26,9.85,9:45,9:56,10K)6,10:25,10:85,10:46,10:50,11:00,

11:20,11:85,12:00,2:00,2:05,2Ä),2:20 to 2:85,2:35 2:40 3.-00 8.-06 3:10 8:16 3:30 3:56 4:10to to to to to to to to to8:30 to 8:46 to 8:55 to2:40, 3K)0, 3.*05, 3:10, 3:15, 3:30, 8:55, 4:10, 4:30,8:45, 8:56, 9:06,9:06 to 9:16,9:169:369:459:65 10:05 to 10:25 to 10:35 10:45 10:50 11:00to to to toto to to to9:35. 9:46, 9:56, 10:06, 10:25, 10:35, 10:45, 10:50, 11:00, 11:20,G sub. 4 class, phonetics and con-yersatlonal exercises.G sub. 3 class, primer.lesson on Golor.1st recess.G sub. 5 class, words.G sub. 4 class, phonetics.G sub. 3 class, primer.ph cal exercises.lesson on Size.little children dismissed.2d recess.G sub. 2 class, primer.lesson on Number.G sub. 1 class, primer.intermission.singing.G, sub. 5 class, words and conyer-sational exercises.G sub. 4 class, phonetics, and conversational exercises.physical exercises.G sub. 3 class, primer.roll called.singing.little children dismissed.recess.G sub. 2 class, primer.

lesson on Number.O sub. 1 class, primer.THURSDAY.opening exercises.moral instructions.G sub. 5 class., words and conversational exercises.Gsub. 4 class, phonetics and conversational exercises.G sub, 3 class, primer.1st recess.G sub. 5 class, words.G sub. 4 class, phonetics.G sub. 3 class primer.physical exercises.lesson on Human Body.little children dismissed.2d recess.G sub. 2 class, primer.2:20 to 2:85,11:20 to 11:35, lesson on Number. 11:35 to 12:00, G sub. 1 class, primer. 12:00 to 2:00,

Intermission.2:00 to 2:06, singing.2.-05 to 2:20, G sub. 6 class, words and conversational exercises. G sub. 4 class, phonetics and

conversational exercises.2:85 to 2:40, physical exercises.2:40 to 8:00, G sub. 3 class, primer.3:00 to 3:05, roll called.3:06 to 3:10, singing.3:10 to 3:15, little children dismissed.3:16 to 3:30, recess.3:30 to 3:55, G sub. 2 class, primer.3:56 to 4:10, lesson on Number.4:10 to 4:30, G sub. 1 class, primer.FRIDAY.8:30 to 8:45, opening exercises.8:45 to 8:55, G sub. 5 class, words.8:55 to 9:06, G sub. 4 class, phonetics.9K)6 to 9:25, G sub. 3 class, primer.9:25 to 9:35, lesson on color.9:35 lo 9:45,1st recess.9:46 to 9:65, G sub. 5 class, words.9:55 to 10:05, G sub. 4 class, phonetics.10:05 to 10:25, G sub. 8 class, primer.10:26 to 10:35, physical exercises.10:36 to 10:45, lesson on objects.10:46 to 10:50, little children dismissed. 10:50 to 11:00,2d recess.

11:00 to 11:20, G sub. 2 class, primer.11:20 to 11:35, lesson on Number.11:85 to 12:00, G sub. 1 class, primer.12:00 to 2:00, intermission.2:00 to 2:06, singing.2:05 to 2:20, C sub. 5 class, words.2:20 to 2:35, G sub. 4 class, phonetics.2:35 to 2:40, physical exercises.2:40 to 8:00, G sub. 3 class, primer.3:00 to 8:05, roll called.3:05 to 3:10, singing.3:10 to 3:15, little children dismissed.3:16 to 3:30, recess.3:30 to 3:55, G sub. 2 class, primer.3:55 to 4:10, lesson on Number.4:10 to 4:30, G sub. 1 class, primer.When this new scheme was presented to the teachers, they protested strongly against so

formidable a program. They said " we find it more than we can do to accomplish all that is nowrequired, and we have only reading, spelling, arithmetic and geography." The reply of thesuperintendent was, "I expect you will do the work required in these branches with very much moreease than before, and in a much more rational and efficient way." The result proved all that hepredicted, as the teachers frankly acknowledged.

Some features of this scheme are worthy of special attention; particularly the brevity of theexercises, the great variety, and the frequent change of work. In the lowest grade of the primaryschools, the program of all the natural history work changed every two weeks; in the highest grade,every month. During the first year of the introduction of the new work, the superintendent devoted themost of his time and attention to the work of the C. or lowest primary grade. He met the teachers ofthis grade

every Saturday morning and discussed with them principles and methods of work, giving suchillustrative lessons as seemed necessary to make the plan of work clear. During the week he wentfrom school to school inspiring and directing the work. The second year he treated the next grade inthe same wa^ and in this manner the new scheme was carried up through the various grades of theschools. The new methods soon attracted the attention of teachers and superintendents in otherlocalities, and they began to bid for the teachers who had been trained into the new work. Many tookthe bait of the higher salaries offered and left the Oswego schools. The superintendent soon found thathe was training teachers for other schools than his own, and he proposed to his Board that the '-should establish a Training School for the preparation of primary teachers. The proposition waspromptly adopted and the school was opened May 1st, 1861. It is unnecessary to say more in thisconnection. Thus much it seemed desirable to say as explanatory of the origin of the school. J

The following gentlemen were members of the Board of Education at the time of the introductionof the new program, which led directly to the establishment of the Training School: E. B. Tal-cott,Robert Oliver, C. T. Richardson, B. Doolittle, James Doyle,

A. C. Mattoon, Simeon Bates, E. C. Hart.At the time of the adoption of the resolution for the organization of the Training School, the Board

consisted of the following gentlemen: E. B. Talcott, Richard Oliphant, C. T. Richardson,

B. Doolittle, A. C. Mattoon, James Doyle, Simeon Bates, Chas. E. Allen. Members of the Board.of Education at the time of the opening of the Training School in 1861: Richard Oliphant, E. B.Talcott, B. Doolittle, M. Doyle, A. C. Mattoon, James Doyle, Chas. E. Allen, George Talcott.

Board of 1862.W. D. Smith, William Stewart, M. Doyle, B. Doolittle, A. C. Mattoon, David Harmon, George

Talcott, D. N. Judson.Board of 1863.William Stewart, Gilbert Mollison, Michael Doyle, Benj. Doolittle, A. C. Mattoon, David

Harmon, D. N. Judson, Simeon Bates.Board for 1864.Charles Rhodes, John McNair, Michael Doyle, Tracy Gray, A.C. Mattoon, David Harmon, Simeon Bates, A. P. Grant.Board for 1865.Charles Rhodes, John McNair, Michael Doyle, Tracy Gray, A. C Mattoon, David Harmon, A. P.

Grant, Daniel G. Fort.As indicating the advanced thought of the Public School authorities on educational principles and

methods of teaching in the early history of the Oswego schools, and as showing the fundamental ideason which the Oswego Normal and Training School was founded, we quote the following extractsfrom the Annual Report of the Board of Education for the year ending March 31, 1861.

" Viewing the past from our present standpoint it seems to us there has been little system, orphilosophic principle involved in our methods of teaching in this country.

" We have paid little regard to the philosophy of the human mind, to its various attributes, theorder of their development and the proper adaptation of the subjects of study, and modes of presentingthem, to the different states and stages of such development. We have treated the mind too much asthough it was composed of but two faculties, the memory and reason; and the severity with whichthese were taxed, was the true measure of success in mental discipline. In prosecuting this idea, itwould sometimes seem as though we had almost ignored the understanding as not worthy of beingtaken into account, or misapprehended its real power and the true sources of its development. Herewe have taken quite too much for granted. It is just here that the most fatal mistake is liable to becommitted. We begin by teaching the unknown through the medium of things, or their symbols orrepresentatives, which are equally unknown. We require the child to repeat the tables without givinghim the slightest conception as to the character of these numbers, or what they represent. He says sixtimes six are thirty-six, six times seven are forty-two, without having first formed a correct anddefinite idea as to how much 36 and 42 really are. He says nine is contained in sixty-three seventimes, in eighty-one nine times, but has no just idea of the process herein involved. He repeats threefeet make one yard, twenty-five pounds one quarter, three miles one league, without having beenpreviously taught what a foot, a pound, and a mile are. We are continually describing objects by theirposition, form, size, weight, color and number, without stopping to consider that the child has neverbeen taught the true meaning of the terms we are using. If describing an animal, we say he is six feetlong from the tip of his nose to the end of his tail, weighs forty pounds, is of a fawn color, and can runa mile in five minutes. But in all this we have conveyed no accurate idea of this animal

to the child. He has yet to learn what a foot, a pound, a mile and a minute mean; and of color heabsolutely knows nothing. We say of an object it is oblong, or triangular, or octagonal, or rhomboidalin some of its parts, has certain sides parallel, perpendicular, horizontal, or inclined, but not one ofthese terms conveys any clearly defined idea to the child, for the very simple reason that the meaning

of these terms has never been properly taught him. These names have never been applied to theseforms and lines while under the inspection of his senses, those faithful teachers upon which he solelyrelies for all his early acquisitions in knowledge.

" Thus we continue taxing the memory with, to him, unmeaning names and terms, and undertake toteach him to reason, before this faculty has scarcely any perceptible development, by giving himformulas to repeat, which convey to his mind no clearly defined ideas. In all this we are satisfiedwith mere form, without the substance; and can it be doubted that such a process fails to give ussymmetrical, harmonious development ? The habit in the child of accepting the words and formswithout thoughts, is in itself highly injurious. In this we are teaching him to be superficial—apernicious influence that will follow him in all his future progress.

PESTALOZZIAN SYSTEM—ITS AIMS." The system which we have adopted is justly termed Pesta-lozzian, for to Pestalozzi, that greatest

of all modern reformers in education, may be credited the development, and in many important points,the origin of those ideas which lie at the b;asis of this system. It is true that these ideas, and the modesof applying them in the development of the human faculties, have been somewhat modified andimproved during the experience of half a century, but they are none the less the real thoughts anddiscoveries of this great philosopher. Its principles have become more or less widely difl!used, buthave been more generally and thoroughly incorporated with the methods of teaching in some of thecountries of Europe, than in our own. Especially is this true of Germany, Switzerland, Prussia andFrance. But in no country, perhaps, have these principles been more thoroughly systematized anddeveloped than in a few training colleges in Great Britain. These are private institutions, or at leastbut partially sustained by government funds. From these institutions have been sent out thousands ofteachers thoroughly prepared for the work of primary instruction on these improved principles.

k" This plan claims to begin, where other systems have ever failed to commence, at the beginning,

and here, laying surely and firmly the foundation, to proceed carefully and by natural and progressivesteps to rear the superstructure, ever adapting the means to the result to be obtained. Following thiscourse, we first begin with things, the qualities of which are cognizable by the senses of the children—awaken, lead out, and guide the observation and quicken the perception. That the observation maybe more accurate, the various senses are carefully cultivated" These are the earliest, and inchildhood, the most strongly developed of the human faculties. This fact must settle, beyond a doubt,the correctness of this mode of procedure. Says Herbert Spencer: Every faculty during the period ofits greatest activity—the period in which it is spontaneously evolving itself— is capable of receivingmore vivid impressions than at any other period.' Moreover, if we fail just at the right time tocultivate these faculties, they become blunted and dull, and comparatively incapable of vigorous andhealthy action. Now these senses gain development by coming in contact with surrounding objects, indiscovering their visible and tangible qualities.

" There is a point here, however, that should be carefully guarded. The danger is, that we shallbegin with the complex, a point which the child can only reach through the medium of the simple,indecomposable elements. Following, therefore, the necessary law of progression from the simpleto the comt)lex, we should provide for the infant a sufficiency of objects presenting different degreesand kinds of resistance, a sufficiency of objects reflecting different amounts and qualities of light, anda sufficiency of sounds contrasted in their loudness, their pitch and their timbre.' We begin then bj^presenting simple forms, and the primitive and more distinctive colors. Once familiar with these, thechildren are led to trace them in the objects of nature about them, and lastly to observe their various

resultant combinations. In each object their attention is called to the individual characteristics orqualities which, combined, constitute the object, and distinguish it from every other object.

" From the concrete they are led to the abstract. Through the medium of things known, they are ledto the unknown. They are now prepared to form clear conceptions of things they have never seen,through the medium of things they have seen.

A year's experience —THE RESULTS." It is now a full year since we adopted this system of instruction, and of its superiority over the

old methods we can speak with some degree of assurance." The annual examination of these schools has just closed. The Examining Committee, who had

this in charge, have taken special pains to observe carefully the results of this system in awakeningmind, quickening thought, perception, and all the early faculties of the child, and they return the mostflattering reports of its success as a means of mental development.

" Wherever the teachers have caught the spirit of the plan, and made a practical application of it,the effect is very marked in the awakened and quickened faculties of the children. It was never ourpleasure before to witness so much interest in any class exercises. They were no dull routine ofquestions and monosyllabic answers, no mere recitation of dry and stereotyped formulas, no apparentunloading of the memory, but we seemed as in the presence of so many youthful adventurers freshfrom their voyages of discovery, each eager to recount the story of his successes. In theirexplorations, the fields, the woods, the garden, and the old house, from the cellar to the garret, willtestify to their vigilance. The knowledge both of the parents and the teacher is often put to the severesttest. They are constantly plied with questions too difficult for them to answer.

" Teachers now say to us, ' We have no longer any dull pupils.' All are wide awake. The childrensay it is ' real fun ' to go to school now. It is not that the work of the school-room is less real andearnest, but it is better adapted to their child nature, meets the demand of their young life energies.This is what we call education, in its true spirit and purpose. There is an evident fitness in it, whichmust commend itself to every intelligent observer.

THE TRAINING SCHOOL—ITS OBJECTS." Some of the principal reasons which led the Board to establish this school are given in a report

of the committee on Teachers, and in the remarks of the President found in another part of this report,and therefore little need be said here in explanation. It is to be a kind of practicing school, wherebeginners serve their apprenticeship. In many mechanical trades, years of toilsome apprenticeshiphave to be served out before the artisan is trusted alone with his tools. If then such great care is takento prepare for his work him who has to form the senseless block of wood or marble into lines andforms of beauty, how much more—infinitely more, important is it, that he who has to mould and giveform and

symmetry to the immortal mind, should make some preparation for his work; should at leastreceive some hints and suggestions from a master's hand. He ought also to have some understanding ofhis subject, as well as the tools he is to use, and the best method of using them. Pupils are expected tospend one year in observation and practice in this school, before receiving an appointment to teach inour city schools. At least one half of each day is to be spent in this way, and the other portion in studyand recitation in those branches of Natural History and Mental Science of immediate importance inconnection with this system of instruction. Two hours each day will also be devoted to instruction inmethods of teaching. Primary School No. 4 has been selected for this Model School. There areaccommodations here for three pupil teachers to be engaged in practice at the same time. The teacherwho is to organize and take charge of this school for the coming year is a lady who has for fifteen

years had charge of an important department of the Home and Colonial Training Institution, Gray's InnRoad, London—a school established by a pupil and friend of Pestalozzi twenty years ago, for thepreparation of teachers for the work of primary instruction on philosophic and Christian principles.Hence the training of teachers is with her a profession. In this arrangement the Board hope not only togreatly benefit and improve our own schools, but be the means of introducing the system into thecountry under the most favorable auspices. The Normal Schools of several different States havealready made arrangements to send representatives here to become familiar with this system, for thepurpose of introducing it into these institutions. Some of our best and most experienced teachers athome, and several from abroad, have also arranged to join this class. Persons of this character will, ifdesired, be exempted from the study and recitation as connected with the High School.

FURTHER CHANGES IN COURSE OF STUDY." Hitherto the Object Teaching has been exclusively confined to the Primary Schools. In the Junior

Schools a somewhat rigid course of discipline has been pursued in Mental and Practical Arithmetic,in connection with Geography, Reading, Writing and Spelling. In future, the course in Arithmetic willbe much more simple, and at the same time pass over much more ground. The more rigid forms ofanalysis required will be abandoned.

" The examples given will be simple, but abundant; and Mental Arithmetic will only be used byway of a few easy exercises for the introduction and explanation of each new principle, and for thereason that small numbers are more convenient for this purpose

Bthan large ones. These demonstrations should all be ocular, and as far as practicable,. through the

medium of objects. Few rules or definitions are to be used, but much practice given in the working ofexamples. To this course has been added Natural History, including Botany, Zoology and Minerology,to be taught orally as object lesson exercises, but with more system and thoroughness than in thePrimary Schools. Drawing is also to be pursued as a regular branch of school exercise.

" These modiflcations we regard as a decided improvement upon the former course, and they willadapt it more nearly to the system now in operation in the Primary Schools.

CONCLUSION.' In closing this report, although we may congratulate ourselves that a flattering degree of

progress has been made in our schools during the past year, we have by no means reached the acme ofour hopes and aims.

" Since the re-organization of our schools eight years ago, we can see that great improvementshave been made, but should we not during the next eight years make an advance equally marked, weshould clearly fail properly to fulflll our mission. If we mistake not, we are on the eve of a greatrevolution in our methods of teaching in this country. We say methods, for we have hitherto hadnothing that is worthj of being called a national system of education. We have been teaching toomuch at random ; with no intelligent views of the true character of the human mind in its earlydevelopment, and the proper adaptation of studies to such development. As educators, we have beenvery much in the condition of the farmers of this country. They till their land, or turn over the sod, andsow the seed, not stopping to inquire whether there is a proper adaptation of the condition andingredients of the soil, to the successful growing of the crop they anticipate. So we have beenendeavoring to cultivate and develop mind, without stopping to inquire whether the means we wereemploying were best adapted to the accomplishment of the desired end. But we are happy to say, anew day is dawning on our educational horizon; new light is beginning to break in; only just enough,as yet, it is true, to let us see that we are in the dark, but it is the sure harbinger of a full-orbed

luminarj' , whose genial light and heat shall awaken to new life, and lead into new channels that vitalenergy and unparalleled enthusiasm, which have ever characterized the teachers of our land; anenergy and devotion which have, even under a bad arrangement and much misdirection, wrought outresults worthy of a better system. We speak not the language of prophecy when

we say that we are on the eve of a great revolution in our methods of teaching in this country.Already the popular mind is more than waiting for it—it is demanding it.

Educational men everywhere, as if by some all-pervading impulse, are awake to its necessity, andare only stopping to inquire how this change is to be effected.

^* The first difficulty or obstruction that presents itself is the want of text books properly adaptedto improved methods of instruction. Those now in use are for the most part, but poorly adapted to themethods for which they were designed, much less to those we hope soon to see inaugurated. We must,then, have books adapted to our use; and for this we shall not have long to wait. As fast as the demandis felt, they will be produced. Some of the ablest minds in the country are even now engaged in thework; and have already issued through the press some valuable little books, happily adapted to theniches they are designed to fill, while others still are in progress.

" Teachers must be liberally supplied with apparatus, books of reference and specimens, pictures,&c., especially in the departments of Natural History, manufactures, and the mechanic arts; for todemand of our teachers to do this work, to effect this reform, without the proper facilities for carryingit forward systematically and successfully, would be as irrational and unreasonable as it was in theEgyptian task-masters to demand the full tale of bricks of the Israelites, without supplying them withthe necessary straw. They must have the materials with which to work.

* Much preparation is also necessary on the part of the teachers. It is important that they shouldhave a thorough knowledge of Natural History in all its departments; of the processes and history ofmanufactures and the mechanic arts; and have a ready hand at drawing; points hitherto» greatlyneglected in their preparatory education. They must also cultivate the habit of easy communicationwith children, learn to express themselves in language within their comprehension, and have thepower to arrest and hold their attention.

'* All this will require much labor and application, but the true teacher will find great pleasure init, and reap her rewards as she goes along. (We purposely use the feminine pronoun here, for we mustdepend upon woman solely for all the patient toil of teaching little children ; for as Horace Mannonce aptly said, For a man to teach little children, is like an elephant undertaking to brood chickens;the more he broods them, the more he crushes them.')

" Our preparatory and professional schools have also an important work to do in this reformation.The natural sciences and drawing" must have a more prominent place in their curriculums. OurNormal Schools must be no long er preparatory'- schools in the various branches of study, but in theart of teaching alone.

" This reformation is not the work of a day, but of years. That it is destined ultimately to triumph,and education become better known and understood as a science, with its well-defined laws andprinciples, and teaching more thoroughly studied and practiced as a great art, there can be noreasonable doubt; and he who will not join hands and aid in forwarding this great work, must consentto be left behind."

Report of Committee, 1860.The undersigned, committee on teachers, desire to call attention of the Board of Education to a

subject which they deem of vital importance to the interests and progress of our public schools. It isknown, at least to some members of this Board, that it has ever been a part of the plan, in connectionwith the High School, to have a teachers' class formed from members of the graduating class,composed of those who design to teach, who should spend a portion of their time, during the last yearof their course, in a sort of model class exercises in the primary and junior departments in the samebuilding, in addition to special instruction in the theory and practice of teaching. The plan, yourcommittee regard as an excellent one, but for several reasons, with the present arrangement, theydeem it impracticable; and experience has thus far so proved it to be.

In the first place, the course of study, as prescribed, leaves no time for additional studies orduties. It Is as much as the members of the class can do, to accomplish all that is required in thisdirection; and it seems to us there is no subject of study there required, that can be omitted, but on theother hand, there are some subjects, not here pursued, that would be of great utility to every person,and especially to the teacher.

Again, to have these model class exercises conducted so as to be of any great utility to the pupillearners, the teacher to take charge of them should be a person of large experience, eminentlj'successful, and in every way a model of excellence in her profession, a person of good judgment andgreat discrimination—one who can criticise closely, point out defects, and show their remedy.

Lastly, as is well known to the Board, we have been introducing into our Primary Schools asystem of instruction, in many respects quite new to our teachers, and while they are, for the mostpart, working into it very well, much better even than we could have anticipated, yet they feel agreater or less degree of awkwardness and diffidence in conducting the new exercises, and are notprepared to instruct others. The pupils coming from our

High School, and applying for situations as teachers, are, for the most part, quite young, andwithout any experience ; and if we should put these pupils, with their youth and inexperience, into ourPrimary Schools, the place where, even under the old system, the greatest de ee of judgment,discretion, patience, ingenuity, experience, and skill are demanded, with all our new methods, as nowadopted in these schools, we could expect nothing but failure as the result. These new methods alsorequire a thorough knowledge of Natural History in its various departments, together with a quick andready hand in linear drawing; subjects with which, in the present course of study, they havecomparatively little acquaintance. To obviate all these objections, and carry out the original design ofa model school department, your committee would offer the following resolutions, and move theiradoption:

Besolved, That in connection with the High School, there be organized a department composed ofgraduates from this school, and persons from abroad, who may apply for admission, to be styled theModel Primary School Teachers' Department, the object of which shall be to prepare teachers for theimportant work of primary instruction.

Besolved, That no person shall be admitted into this Department who does not hold a certificateof graduation from the Oswego High School, or from some institution whose course of study andmental discipline are equally thorough, or who shall not on Examination, give evidence that she hasthoroughly mastered those English branches taught in our best Academies and High Schools, and thatshe sustains a good moral character.

Besolved, That the time of this course shall be one year, and shall embrace the following subjectsof study:

First Term.—A review of Botany, Mental Philosophy, Zoology and Linear Drawing in itspractical application in delineating objects in nature on the black-board.

Second Term.—Mineralogy and review of Botany continued, and Moral Philosophy begun.Linear Drawing as last term.

Third Term.—Moral Philosophy and Mineralogy continued. Drawing as before.There shall also be a course of Reading, to be continued through the year, consisting of such

standard works on the theory and practice of teaching, as the Board shall approve.Besolved, That Primary School No. 2, located in the High School building, be regarded as a

Model or Experimental School, to be taught by the members of the Model Teachers' Class, under thesuperintendence of such a teacher as the Board shall provide.

Besolved, That the division of time between study, recitation and practice in teaching shall bearranged as may seem at the time best to subserve the interests of the class and the school.

Resolved, That a diploma, or certificate of gradnation, be awarded to all those who pass throughthe required course of this Department, and show by their practice in the school-room an aptness andability to teach; and that the necessary steps be taken to entitle the holder of such certificate to equalrank and privileges with those holding State certificates.

Resolvedf That the terms of tuition for the admission of foreign pupils into this Teachers*Department shall be eight dollars per term, payable in advance.

Resolvedj That the Secretary of this Board be, and the same is hereby directed to correspondimmediately with the Principal of the Training School (for the preparation of teachers for the primaryinstruction,) under the patronage of the Home and Colonial School Society in the city of London, witha view of obtaining a teacher of high order, one familiar with the system of primary teaching as nowadopted in our schools, and capable of taking charge of and instructing a teachers' class, such as theforegoing resolutions contemplate; and that he make all the necessary arrangements for entering uponthe proposed plan on the opening of the spring term.

B. DOOLITTLE,C. E. Allen, A. C. Mattoon,Committee.At the close of the commencement exercises in the Hig-h School in the Spring of 1861, Mr. C. T.

Richardson, President of the Board of Education, made the following remarks :" Ladies and Gentlemen : As the Board of Education has decided upon some changes, not only in

the organization of the High School, but in the system of teaching to be pursued in the other schools inthe City, it has been thought best at this time that I should make some explanation of those changes, ofthe reason for them, and their cost, that the Board ma}' not be accused of innovating rashly, or oftrying experiments from which no good may be expected; or the taxpayers be afflicted with thosequalms to which they are so liable.

" From a partial trial during the past year in the Primary Schools, which has been verysatisfactory, and from information obtained from various sources, the Board has decided to introduceas far as practicable the system of teaching known as Pestalozzian, the basis of which is ObjectLessons. It will be necessary to make a brief explanation of the S3' stem. The name originated withPestalozzi, a Swiss philanthropist of Italian extraction, who first, about one hundred years ago, amongthe children of Switzerland introduced its distinctive characteristics. Since his time it has beenmodified and improved, and his ideas have been established and developed, until under one name or

another, they form the basis of all truly philosophical mental culture. The central ideas of the systemare as follows :

First: That all education should be according to the natural order of development of the humanfaculties.

Second: That all knowledge is derived in the first instance from the perceptions of the senses, andtherefore that all instruction should be based upon the observation of real objects and occurrences.

Third : That the object of primary education is to give a harmonious cultivation to the faculties ofthe mind, and not to communicate technical knowledge.

" The development of the faculties of the mind in the natural order is in this wise,—first thepower to receive impressions; after that the power to conceive thoughts; after that the power toreason. In other words, the Sense, the Understanding and the Reason. The proper method, then,consists in presenting to the child's mind the quality of know ledge suited to its state of development.The ordinary method disregards this principle and is frequently just the reverse of this practice. Inarithmetic, for example, the children are taught to repeat rules. Now a rule is a generalization frommany simple facts, and to a child ignorant of those facts conveys no idea whatever, although it mayrepeat it by an effort of the memory.

"By the new method the idea of numbers is made familiar to the child by appealing to the facultiesthat are already developed ; that is, by showing them objects, marbles, pebbles, &c. When the idea ofconcrete number is attained, they are led to dispeifje with the objects and deal with figures which aresjanbols,. and rules which are abstract. How many children can repeat the ordinary tables of weightand measure, but how few have any real conception of what constitues an inch or a pound ! Usually achild is taught as a vessel is laden at the wharf, in bulk; facts are thrown in loose without any regardto the fitness of the child's faculties to receive them, and, when a certain amount has been committedto memory the child is considered educated. The true course is to present no other facts, and no faster,than can be assimilated and organized into the mind. By this method education answers its definition;it is to lead out the faculties. It is organic, it is growth from within, not an addition from without. It isjust the difference between knowledge chemically combined with the child's mind, and knowledgemechanically held in solution.

" Take the growing plant putting forth in all directions its roots and fibres seeking food. But putthe right elements in its way and the plant will organize them into its growth, varying its demandaccording to its different stages, obstinately refusing at a later period what is obstinately demanded atan earlier, and vice versa, till we have first the blade, then the ear, then the full corn in the ear. Sowith a child's mind. If when it requires simple im-

pressions on the senses you feed it with complex abstractions, it pines and withers, or at bestattains but the development of one faculty at the expense of the rest. But if you place before it the rightelements, it absorbs them, organizes them, each faculty taking what it needs, till the simple elementsre-appear, in the leaf, the flower, the ripe fruit, of vigorous, healthy mental growth.

" It is in simply placing in the child's way the knowledge suited to its natural requirements that theart of Teaching consists. The Teacher must furnish the material at the right time. The child musteducate itself.

" In order to accustom our Teachers to the new methods, the Board has organized a newdepartment in the High School, to be called the ^Model Primary School Teachers' Department.' Thecourse of study consists of Mental and Natural Science and the Art of Teaching by Object Lessons.The time occupied is one year, divided into three terms.

Pupils from abroad are admitted at the rate of $24 per year. In addition to the theory of teaching as

learned in this department, the pupils will be required to devote a part of their time alternately to thepractice in the Model Primary School, under the supervision of a thoroughly competent personaccustomed to the new method. Primary School No. 4 is devoted to this purpose.

" After due deliberation, and after corresponding with those best informed in Educational mattersin the country, and with the Secretary of the Home and Colonial School Society of England, the Boardhas decided to employ as Principal of the Primary School, a lady from London, England.

" The Home and Colonial School Society is supported partly by the contributions of individualsand partly by Government bounty. Its objects as expressed in its publications, are ' For the instructionof teachers, and for the Improvement and Extension of Education on Christian Principles.'

" This society has already trained some 2800 Teachers in the methods of the new system. Thelady whom we have employed has, for a long time, been principal of one of the Society's trainingschools, and is represented to be perfectly competent to explain and introduce the system here.

" Now what will all this cost ? I am happy to inform the taxpayers that exclusive of the fees offoreign pupils, the expense will not exceed thirty dollars over last year, the salaries of the teachers(three) displaced in the Primary School No. 4, which will of course be saved, amounting to the sumpaid under the new arrangement, within that sum.

" We, as a Board, think the arrangement a good thing, and so Miss Jones comes out in the nextsteamer to teach our Teachers the new system."

The papers which follow give a sufficiently clear connected history of the school; all, at least,that the limits of this book will admit.

At some future time we trust some one will undertake to make a more full and complete history ofboth the Public and Training schools of Oswego, in view of the important part they have taken in theintroduction into this country of what is sometimes termed, with very little appropriateness, as itseems to us, **The New Education.' Such an account would require more of detail, including plansand illustrations of work and the principles underlying them, than the space allowed this little volumewill admit. That this movement in the public schools of Oswego, which began in 1859, has had a verymarked influence in revolutionizing methods of instruction in this country, no one will presume todeny. We believe it was the first effort in the United States to systematically apply the objectivemethods to a system of public schools, carrying out the principles involved in all the grades, in all theinstruction, given, in all the branches of study pursued.

The following papers were read on the occasion of the 25th Anniversary of the School, held July8th, 1886 :

BY THE PRESIDENT, E. A. SHELDON.My Dear Fellow Teachers and Friends :—The occasion that has called us together to-da} is one

of no ordinary interest. Twenty-five years have passed since the organization of "The OswegoTraining School for Primary Teachers."

The unpretending aim of this School was to train primary teachers for the Oswego PublicSchools. The beginning was insignificant and, to all human appearance, not likely to attract muchattention or to work out great results. The first class in training consisted of nine pupils. The Schoolhad no funds of any kind for its support. Not even a building at that time had been set apart for itsoccupancy. In olden times, and intimes not so far away, the teachers sometimes "boarded around." Ifthe teacher (for the first faculty consisted of a single teacher) did not "board 'round," the School did.The teacher met her class one week in one school building, and the next week in another, endeavoringto show no partiality to any particular locality. Such was the beginning of the Oswego State Normaland Training School, which now has an attendance of nearly three hundred pupils and over 1,200

graduates, w ith a corps of fifteen teachers, an annual appropriation of §18,000, with a building thatis probably not surpassed by any in the country, for its convenience and adaptation for the training ofteachers.

We are here to-day to exchange congratulations on the work that has been accomplished in thisfirst quarter of a century in this School. With many of us it is our Alma Mater. We are bound to it byties of affection, that are ever kept alive by the remembrance of associations of the most endearingcharacter. We have been associated as teachers and pupils, and this means a great deal to thosewhose sympathies have ever been marked by genuine affection such as is known only to the faithfulteacher, and the loving, confiding pupil.

We welcome you who have been pupils in the School, and who now, as teachers, have pupils ofyour own. You are welcome to the old school home. We are right glad to take you by the hand.

and to welcome you, no longer as pupils, but as brethren,—as fellow teachers. We welcome youwho have been, not only pupils, but associate teachers in our school. You have made yourselvesdoubly dear to us as sharers of our toil, our responsibilities, our hopes and our successes. Wewelcome you, who, though never related to us in our School work, either as pupils or teachers, have,by your influence and by your sympathies, not only made it possible to carry on the work ofinstruction and training, but have given us constant inspiration to work for higher attainments, and amore perfect organization.

You may well claim a seat among us as friends and co-workers. You have done for the Schoolwhat you could not have done in any other capacity. To you, in fact, the School owes its existence, itsmaterial support, and its opportunities for usefulness. We welcome you most heartily to aparticipation in the congratulations and discussions appropriate to this occasion. None have a betterright to speak, and to none shall we listen with more pleasure. We welcome you all, pupils, fellowteachers, co-workers and fellow citizens. We have one interest and one aim,—to raise this School toits highest degree of usefulness. We are here today, on this twenty-fifth anniversary of its existence, toreview its successes and its failures; to gather lessons of instruction from the past, and inspiration forthe future. It will be quite in keeping with the occasion to both criticise and magnif}' our work. Inlooking over the work of the past twenty-five years, while we shall find some things to regret, workthat might have been better done, we shall find much of which we may well be proud, and in view ofwhich we have a right to rejoice. If our beginnings were small and unpromising, our growth has beenhealthful and vigorous, and has resulted in a noble manhood. We very naturally inquire what havebeen the causes that led to the origin, growth and prosperity of this School.

One of the surest elements of prosperitj in any undertaking is loyalty to truth. To this, more thanany other one thing, has our success been due. Thoroughly imbued with the belief that there are certainunchanging laws of mental growth which must form the basis of all true educational progress, wehave made them the foundation stones of our structure. The principles which have molded the work ofour School are by no means new in education. They did not have their origin in Oswego, nor in menof our day ; they have been urged upon teachers for more than three centuries, and always with goodresults, when wisely applied. The present centurj , however, has furnished the soil in which theyhave taken the deepest root, and are now bringing forth the most

abundant harvest. Individual influence and effort on the part of worthy citizens in procuringlegislative enactments and appropriations of money for the erection of a building, for providingbooks, furniture, apparatus and other facilities for instruction, have also been very important factorsin the growth of our School.

Another important element of success has been the character of the teachers who were employed

to carry on this work, especially in the early stages of its development. With less wise and capableteachers, the result of this movement might have ended in failure at the very outset. They laid well thefoundations on which those who have followed have builded. But in enumerating the causes whichhave contributed to our growth, I should leave out one of the most important elements, were I toneglect to speak of the influence of those who have gone out from us as graduates. In fact, if we wereto give more prominence to one human cause than another, I am sure this would bear off the palm.Yes, it is to you, my dear friends, the Alumni of the School, that we owe more for the reputation weenjoy, than to any other human agency. By your work you have made us known and given us characterabroad. Through your influence we have had the confidence and respect of educational men andinstitutions in all parts of the country; and you have kept us well recruited, not only with goodlynumbers, but with good-material.

It is no wonder that, with such an Alumni, the Oswego School has become famous. Such aninfluence would build up and give reputation to any school. All these I have emphasized as humaninstrumentalities; but rising far above them all, and in and through them all, there has been InfiniteWisdom to guide, direct, and control all efforts and all events, and give them success. TheProvidence of God has been ver '- marked in the whole history of this School. We can but regard it asan institution of His own planting and protecting, and to Him be all the praise of what we are andwhat we hope to be.

Thus far we have endeavored to trace the causes of success as related to our School. What thissuccess has been you all know. It is a matter of history. That we have grown externally is evident toyour senses. The evidences of internal growth require more time for observation and examination thanmost of you have been able to give.

Should you take the time to search carefully for such evidences, you would not fail to discoverthem. You would find less of the form and more of the spirit in our work. This you would not fail toobserve in all departments, from the Kindergarten to the

iClassical work in the Normal School. The gap that once existed between the School of Practice

and the Normal School, has been filled up by the addition of a Senior department and the properconnection has been made between the Kindergarten and the School of Practice, so that we have onecontinuous course from the entrance of the babies three years old in the Kindergarten, to thecompletely equipped graduate from the highest department of the Normal School.

Well, you say, this is all good ; we are glad to see that so much improvement has been made, butw^hat of the future ? Has the acme of your ambition been realized ? Have you nothing farther to reachforward to and attain ? These are fair questions to ask and deserve a candid answer. No institutioncan manifest a surer sign of decay and death, than to rest contentedly on the laurels already won. Weare happy to say to you that your Alma Mater cherishes no feeling of self-satisfaction. We have,indeed, grander hopes for growth in the future, than any we have yet realized. We have work beforeus quite as difficult to achieve and as worthy of our highest effort as any thing that we have as yetacquired. The idea that the work of the Normal School should be strictly professional, and that allnecessary work preparatory to this should be done elsewhere, is, without doubt, a correct one, and,sooner or later, we must all come to it. We have already taken one step towards it, in cutting off oneterm of the elementary preparatory work in some subjects. It is to be hoped that the day is not verydistant when it will all be removed, and we shall be left to do simple training work. This will be agreat point gained, and we shall never rest satisfied until it is attained.

At present, our work is quite elementary in its character, and must necessarily be so, on account

of our low standard of admission, and the amount of time that must be given to preparatory subjects.The only thing that we can do well is to train primary teachers. The preparations made, will warrantnothing more. This, it is true, is a very important work, and when it is well done, we have achievedgrand results ; but a still greater work lies before us. We shall not have fully met the demands of thepublic schools, until we can prepare teachers for training schools, for high schools andsuperintendents. Candidates for such positions should come to us from our Colleges and Universities,to receive the requisite professional training. This is one line of work that lies before us. The limitsof our work in other directions may not be so well defined, but the directions in which we ought tobend our efforts are none the less clear.

Theoretically, we say that the work of the public schools is to train the children who come tothem, physically and morally, as well as intellectually. But so far as this relates to the moral andphysical training, it is little more than empty profession. Especially is this true of the latter. More andmore the tendency has been and still is, to cut off opportunities for the physical development of thechild. The last, and as it seems to us, the most fatal step urged is the abolition of all recesses and openair sports in connection with the school. The tendency to multiply subjects of study, and consequentlyto increase the demands made upon the pupils to study at home, and thus cut down the hours ofphysical work, play and recreation—the only possible opportunities given for physical development—has had a rapid growth in the last half century.

It is true, that we, now and then, see stout protests made in some of our public journals against thispernicious tendency. We take our stand squarely against the no recess movement. On the contrary, weadvocate longer and more frequent recesses, with more ample and better appointed provisions forplay and physical exercise. Every school should have ample grounds, in which abundant room isprovided for a great variety of games. To facilitate these, the necessary apparatus should beprovided, and the teacher should be always present to give impetus and direction to these games. Toprovide against inclement weather, ample and well constructed sheds should be provided. In additionto this there should be a well-equipped gymnasium, with sufficient room and apparatus for suchbodily evolutions as may be required in a well-arranged course of physical training. For this part ofhis work the teacher must be as well qualified as for any other.

The carriage of the body in walking, in sitting, grace, ease and naturalness in all the movements ofthe body ; agility, strength and toughness of muscle, the laws of health as related to sleep, diet,exercise, work and play ; the kinds and preparations of food and clothing are among the subjects thatbelong to this side of child-culture, and the earlier it is begun the better. In this direction a wide fieldlies before us. We are happy to say that in this work we are able to show you to-day that we havemade a beginning. We point with pride to our new gj 'mnasium, with its ample equipments for thework in hand. Provision is made for pupils of all ages from the babies in the Kindergarten to thegraduating class in the Normal School. We have begun in earnest this work of physical training and,under the guiding hand of Dr. Lee, whose rare qualifications in this direction eminently fit her for thiswork, we hope, in time, to show results such as have never yet been

realized in our public schools. Unfortunately for the realization of all our ideas in this direction,we are badly cramped for outside room. We must confess that we are not entirely guiltless of the sinof Ahab in coveting the vineyard of Naboth, as we look out upon the more ample grounds of ouradjoining neighbor. As our covetous eyes survey the adjacent grounds, we sometimes wonderwhether our outdoor play accommodations may not, at some future time, be enlarged by something ofthe same process that has given growth to our buildings. We are careful, however, at present, tocherish this thought under our breath. At the semi-centennial anniversary, I hope some of you may see

outdoor arrangements as well appointed for physical culture, as the new gymnasium affords forindoor training. It is true, that twenty-five years hence some of us will not be here, but others will befound to take our places, and the work will go on.

In this outline, you have a hint of the work we have assigned to ourselves in the direction ofphysical culture, and in the training of teachers who shall carry it out in the public schools. We hope,at no distant day, to show illustrations of the good results of this kind of training, that will convincethe most incredulous of its utility. In the direction of moral training, also, we have an inviting field forstudy and growth. This is a subject that has, as yet, by no means been exhausted. That a knowledge ofthe common English branches is not sufficient of itself, to convert the boys and girls of our commonschools into good citizens, no one denies; but how to carry forward, side by side with this elementaryEnglish education, such a cultivation of the moral virtues, as shall insure to the state, moral as well asintellectual strength, has yet to be shown. In this direction no little apprehension is being felt on thepart of those who are the most thoughtful and observant in regard to the present products of our publicschool system. That this part of our work has not hitherto received the attention that it deserves, willnot be questioned. How to meet the deficiency is a problem that is yet before us. This is one of thequestions, the solution of which we have assigned to ourselves in the future development of our work.Of some things we are already satisfied. Moral maxims, moral lessons, and moral instruction in theordinary acceptation of these terms, are inadequate to produce the results desired. This is a work thatcan never be accomplished by lecturing or lesson giving. There must be silent, quiet, inob-trusiveinfiuences, which, like the all-pervading sunlight, shall vivify and invigorate the growth of those finerelements of the human soul, that can only be nourished into life and quickened into activity'' byinfluences that are intangible and imperceptible to

the human senses. These must emanate from the teacher. By the warm and genial influence of herown virtues must the growth of like qualities be induced in her pupils. Neatness in person and attire,neatness in the arrangement and keeping of her table, the blackboard, the furniture, in fact every nookand comer of her school-room; (coupled with the requii*ement of like habits on the part of thechildren;) punctilious promptness in executing all the appointments of the school, the opening andclosing of every exercise, the meeting of every engagement both in and out of the school; a scrupulousholding to exact truthfulness in every word and act, in all her dealings with her pupils; a clearmanifestation of ingenuous frankness on all occasions; a generosity that defies the possible accusationof selfishness; an impartiality in the administration of her duties that is above reproach; a faithfulnessin the performance of every duty that is unquestioned; a love that knows no bounds, but embraces inits fold every child of whatever condition, temper, or intellectual ability; with patience that knows noexhaustion, but is equal to every possible emergency ; a genuine politeness, emanating from the heartand carrying with it evidences of genuineness that lifts it entirely out of the atmosphere of mereformalism; with a cheerfulness that helps to light up every countenance that comes within its horizon,—by the unabated and uniform manifestation of these and kindred virtues on the part of the teacher,coupled with the encouragement and requirement of like exercises and habits on the part of thechildren, until repetition ripens into habit, and habit into character, may we hope to do much towardthe solution of this vexed problem. We do not claim for ourselves to have accomplished all this ; wecan only say that we have aspirations in this direction, and have made a feeble beginning. Our Schoolof Practice is located in the midst of the poorer classes— the day laborers. With few exceptions thechildren have little home culture, and yet, I must say for them that the boys of this neighborhood arethe only boys I meet who doff the hat to the gentlemen they meet on the street, who promptly offerseats to all chance visitors at the school, who are careful to pass around rather than in front of their

superiors in age, who never fail to politely bow and 'excuse me ' to all seeming violations of themore common civilities of every day life. A great deal remains to be accomplished, it is true, but, asstraws indicate which way the wind blows, so the little amenities indicate something of the directionin which we are striving to move. With proper conveniences for outdoor recesses much might beaccomplished, that is to us, now, impracticable. The recesses offer the best opportunities that evercome to the teacher for the moral

Ctraining" of the children. It is in their plays that the children let themselves out, as they do not at

any other time. The old adage is that you never know a man until you come to transact business withhim. It is then that the selfish nature comes out. So it is with children. They never manifest their realcharacter until brought in contact with other children in their plays. The play ground, then, is theplace, above all others, to study the children and g-ather material for moral instruction and training.

Another direction in which we can say that we have only planned a beginning", is toward aproper development of the aesthetic culture of children. In this too, as in moral culture, very much isto be done by the silent influences which environ them. In the dress of the teacher, its material, itsarrangement and combination of colors, in the school-room with its furniture and decorations, as alsoin the arrang-ement and beautifying* of the school-grounds, the opportunities come to us forcultivating* the taste of the children for that which is harmonious in form and color, and beautiful incombination. In drawing* and molding in clay they are led to imitate such beautiful forms as arepresented to them for study.

This line of culture, which has received very little attention in our public schools, has a veryimportant bearing on the lives, the homes and character of the American people. To encourage andhelp on this kind of culture by direct methods of work, is a resolution we have formed; and our plansare matured for the commencement of earnest work in this direction. Small beginnings have alreadybeen made, as perhaps some of you may have observed, but we have arranged to enter more earnestlyupon this work on the opening of the next term.

You will doubtless inquire, what is your position in regard to industrial education, of which wehear so much now-a-days. In this direction we confess that we have been slow to act. So much hasbeen said on this subject and so many conflicting opinions advanced, that we have been inclined towait a little, until the dust and smoke of the first onset should have passed away, and until, by carefulobservation and refiection, we might lay a permanent basis upon which to build. We are happy to beable to say to jou, that at last our decision is made, and our plans for future work in this direction arealready completed, and we are to make a beginning.

At the opening of the fall term a shop is to be fitted up and furnished and the children of theSchool of Practice will occupy it just to the extent that it can be made to promote the legitimateeducational work of the school. We have no thought of training boys and girls for any specific tradesor occupations. Our constant ef-

fort will be to make the best possible use of the limited time allotted these children in which toprepare for the serious work of life ; to make them as efficient as possible in any occupation to whichthey may be called. To teach them to read intelligently, to write a legible hand, and to perform withcelerity and correctness the simple combinations of numbers, to observe accurately and to expressclearly and concisely what they see, to make just inferences, to reason wisely, by the hand toconstruct with expertness and dexterity what the eye and the imagination perceive, to lay by in store alarge stock of concepts ready for use when demanded, with the power to call them up at will andcombine and re-arrange them in every possible, useful way, to impress upon them well-defined ideas

of form and color, with the ability to combine these into harmonious groups, and graceful andbeautiful relations, to make them familiar with some of the more common objects and forces of natureabout them, as represented in the plants, the flowers, the stones, the animals, the birds, the insects andthe simple phenomenon that daily forces itself upon the attention of every child, are among the thingsthat will most earnestly occupy the thought and effort of the primary teacher.

This industrial training has two lines of work, both educational in their character, but withdifferent ends in view. One aims toward the cultivation of the aesthetic nature, and the other towardthe cultivation of the constructive powers as related to the useful arts. The former is carried on bymeans of drawing, in which perspective and shading are largely employed, and molding in clay; andthe latter by geometrical drawing in which flat surfaces are mostly represented, and in the use oftools. Both of these lines are essential in every well arranged school curriculum. The boys and girlsalike should receive careful culture in both of these directions. In the practical execution of theseideas, some divergence is perhaps expedient as between the sexes. The boys will perhap», be moreoccupied in the shop, and the girls with the shears, the thimble and needle. The girls are providedwith dolls which they learn to dress in good taste, both as relates to form and arrangement, and thecombination of colors. In this they are acquiring something of the same power that the boys get withthe use of tools in the shop, but in a direction better adapted to their tastes and future necessities.

In this brief outline I hope I have made myself understood as to our ideas and plans in thedepartment of industrial education. How well we may be able to execute them remains to be seen. Wehave now rendered to you some account of the work in which we have been engaged for the past fewyears, and what we propose to

ourselves to accomplish in the near future. We have felt that it was hut just to you that we shoulddo this. We have asked this of you, and with a few rare exceptions you have cheerfully complied withour request.

Before the close of our sessions we hope to hear further from some of you. I trust we may alwayshold ourselves in readiness to give an account of our stewardship; and may we always be able torender such an account as will win for us the welcome plaudit, "Well done, good and faithfulservant."

Remote Causes Avhieh led to the Organizationof the Normal School.A PAPER READ BY HON. O. J. HARMON.The greatest men of this world are not its monarchs—not its warriors—^not its millionaires—

they are its Teachers,It is great to govern men— it is greater to teach them self-government.It is great to command the destructive forces of war— it is GREATER to teach man to love his

brother man.It is, in a sense, great to accumulate wealth—it is greater to teach the subordinate place of wealth,

and how to gather and distribute wisely.Teaching, is the baptismal idea of this Institution. Its remotest cause rests in the original grant of

power, to subdue the earth —this was man's appointed life work.He stood at the head of creation—in the midst of, and above the forces which the creative hand

had impressed on nature, around, within, and for him, and his appointed work was to know theseforces— to gain the mastery over, and reduce them to his service.

The intuitive activities of childhood—the toils of graver manhood, in field and shop andlaboratory—the glad "Eureka" at discovery of the hitherto unseen, all indicate this as the appointedchannel of human thought and progress. Here are the materials for the achievment of his highestpossibilities.

The forces emanating from» the creative energy—light, electricity, gravity, the storm cloud, theplanetary world—all beckon him to acquaintanceship and offer him their friendly ministries— but inhis ignorance he has believed them Deities, or Devils, and has worshiped or propitiated them.

Sad evidence of the fall, that man's God-given powers have been so distorted that, for more than4000 years, war has dominated his energies and diverted him from his appointed work.

In the Tower of London, covering some 12 acres of ground, there is one corridor extending nearlythe length of the building, devoted to the historic evidence of the progress of the race. On either sideof the central aisle are arranged, in chronological order.

the instruments which evidence and measure his employment and development.One passes sadly down this line of history, seeing at first only the most savage agencies for

destroying human life, and for more than three-fourths of its entire length. Every thing tells of battlefields, and only late begin to appear articles of peaceful industry and agencies for prolonging life.

Three thousand years ago, when war was the business of na-tions, it was prophesied the timewould come when instruments of war should be converted into those of husbandry and men should notlearn war any more. Whoever was the Prophet the Prophesy is true and the time is at hand —arbitration now replaces war in the settlement of differences.

It is sublime to contemplate the building in which we meet today, erected over the ruins of the oldfortification which hides the records of a hundred years of fighting. The school house rising on thebattle-fields of earth! Surely,

"Out of the darkness of the night, The world is rolling into light, Daybreak is everywhere."It is not pertinent to the object of this paper, to trace the forces which have transformed the life of

the nations—suflBlce it to say, this is but the beginning of the end which shall restore to earth the lostharmonies of Eden.

In the light of these truths, the people of Oswego, some forty years ago regarded with muchuneasiness the condition of our public schools. Divided into small districts by lines which did notdivide, hostilities were incessant.

Teachers were employed whose chief merit was their cheapness. Consolidation was bitterlyopposed because it would deprive those in power, of a little brief authority.

The education of the child was held to be in the interest of the parent, not the state, and the smallsums to be paid by the father kept hundreds of children out of school. In the fight for bread, the childhad only a money value, and was worth what he could EARN: what he was worth to the state —tohimself, had little consideration.

In 1848, E. A. Sheldon, then a young man—now, and for twenty-five years the honored Principalof this institution, found himself in Oswego, in one of those strange pauses in life which, to the outereye, seem accidental, but are in reality the source and spring of life's greatest work.

He was induced to canvass the city, especially among theneglected poor, and found some 2500 young people and adults who could not read.These disclosures greatly stirred the hearts of the christian and patriot, and the question, what can

be done, for a time ruled out all others and found answer in the organization of the "Orphan and Free

School Association." Donations of money, food, clothing and bedding came in freely. The basementof the old Tabernacle, then standing on West Second St., near the Vulcan Iron Works, was rented, andMr. Sheldon to his surprise found himself in the midst of 120 wild boys and girls, most of whom hadnever been in a school room.

To bring order out of confusion was attended with some remarkable incidents and some perils.Two brother boys, especially eminent for disorder, had the devil cast out of them by the

omnipotence of patient gentleness, and never again lapsed into bad conduct.A few days sincQ one of them, now grown to respectable manhood, took the hand of his old

teacher, who did not recognize him, and blessed him for the redeeming work done for him in that oldbasement.

The school prospered—a Sunday School was added in the belief that the entire man must beeducated to assure good citizenship.

A year passed and the sentiment in favor of consolidation and free schools had grown.A public meeting was held in the old city hall which developed opposition—there were those

who desired to retain control over the people, and free schools and free thought were not in theinterest of their plans.

Appeal was made to the legislature, but failed. It was renewed, and, thanks to the fidelity ofJames Piatt, in the senate, and D. C. littlejohn in the assembly—^names which Oswego honors,—consolidation and free schools were established by law.

The following year an effort was made for repeal, and a petition with 800 names went to thelegislature for that purpose.

It failed, and the law went into effect in May, 1853, with Leander Babcock, A. C. Mattoon, D. C.Goldey, Wm. H. Goit, Wm. F. Mason, A. B. Coe, John C. Churchill, and the writer of this paper forthe first Board of Education.

The work of reorganizing not only the public schools, but public sentiment as well, began inearnest.

Mr. Sheldon, who had gone to Syracuse, was induced to return and take charge of the work, andfrom that time to this, has

been the embodiment of the educational idea and the exponent and expression of its progress.Better schools inspired better teachers. Plans for training teachers were formed. Old methods

were criticised and abandoned. The laws of child-development as a study, came to the front.It has been said, "in a very deep sense all human science is but the increment of the power of the

eye; and all human art is the increment of the power of the hand. ' Seeing nature and copying it—these, in their countless and indirect and transfigured forms, are the two co-operating factors in all

intellectual progress. The mistake in the past has been the divorce of these two factors— words,instead of things, the abstract, instead of the concrete, the complex, instead of the simple, have beenforced as intellectual aliment upon the child mind to repletion. It is hard for the adult brain to g-raspthe subjective unless aided by the objective. For the child it is impossible; ideas grow out of facts,and the development and training" of the senses are essential to the acquisition of facts. This isNature's order, and it works easily. "The whining school hoy creeping like snail, unwillingly toschool," disappears, and he greets his school work as he does his games. Teaching by objects camelike the sunrise, and then came its logical complement, the Kindergarten. There is yet to come thefurther sequence, the tool house.

To secure the most advanced thought in the training class, Miss Jones, who for many yearsconducted the training of teachers in the Home and Colonial Training Institution of London, was

obtained, and for one and one-half years gave her life to this work. Many present will recall theirexperiences in those afternoon sessions in the old brown school house on Fourth street and at Mead'shall. East side.

We hoped for her presence to have graced this occasion, but our thoughts and benedictions followher sadly, as she returns to her home in England.

The Training Class prospered, and grew in ripeness and power—^yet not without opposition. Ithas ever been thus—a few minds have led the thought of the world, and often paid, with their lives,the penalty for knowing more than their fellows.

In February, 1862, at the invitation of the Board of Education, a large meeting of the principaleducators of the country, especially from New England and the Middle States, was held at the cityhall to consider the new methods. Three days were spent examining the new system, at the close ofwhich they said, "jPAe principles of the system are philosophical and sound, and in harmony with thenature of man*

yyBy an act of the Legislature of 1863, the State assumed the Training Class and placed it under the

control of the State Superintendent, provided for its support and made it free.The transition was easy from this point to the final act of incorporation which took place in 1865,

and so became the Oswego State Normal and Training school.Thus the Training Class, born of child-need and cradled in the old Tabernacle basement, grew in

the old brown school house, attained young manhood in Mead's Hall and the 4th Ward school house,at maturity was adopted by the State of New York, and received for its patrimony this beautifulbuilding for its home laboratory in which to work out its high destiny.

iHISTORY OF THE NORMAL SCHOOL-A PAPER READ BY HERMAN KRUSI.The historian on whom devolves the task of describing the rise, progress and present condition of

the Oswego Normal School, has to steer clear of two cliffs: 1st, he is not to show too much partialityfor events or persons which are yet too near his vision to enable him to see them in all their bearings,and the less, as he may say with the Trojan hero, quorum pars magni fui. He must secondly, not tracethe cause of the educational reform to a bright passing thought, proclaimed for the sake of novelty orglory, but refer it to a living principle, which, like the source of a river, does not have its realbeginning where it seems to babble out from the ground, but points to a still higher origin at the foot ofthe everlasting mountains, whose summits seem to touch the sky. The first consideration is somewhatrelieved by the thought that the Alma Mater of thousands of its sons and daughters scattered over thiscontinent, ought in justice to be reviewed by one, who has stood near it, who rejoiced in its growthand progress during a quarter of a century.

The second consideration is answered by the history of the school itself, more especially by thecircumstances attending the first introduction of improved methods of teaching into the City schools ofOswego.

The leading spirit of this movement, as we all know, is Mr. E. A. Sheldon, the man who has built

himself a lasting monument by the foundation of this noble building, but still more so by theopportunity he has given to thousands of pupils for their education, inspiring them for their task, and,lastly, by the undivided love and respect he has earned by his unwearied zeal and mild fatherlyinfluence.

While Superintendent of the City schools of Oswego he became more and more dissatisfied withthe results of the methods generally pursued in the schools. On a visit to the Normal school at Torontohe became acquainted with the publications of the Home and Colonial Society of London. In these,especially in the works of Miss Mayo, he found, systematically presented, many ideas connected withobjective teaching, which he had cherished in his heart

without having had adequate means for their realization. He at once procured the books uponObject lessons and in frequent sessions with his teachers began to discuss the various exercises andmethods contained therein. But, in spite of his earnest endeavors, he was aware that they required aliving interpreter to present them in symmetrical order, and a thoughtful mind, whose practicalexperience would suggest many valuable applications.

The following document, dated Nov. 1st, 1860, explains itself: In spite of its length, it deserves tobe given in full, as it forms a great contrast to the usual dry matter of fact resolutions proceeding fromBoards of Education, and because it is pregnant of high and important results and expresses distinctlythe original intention of its author:

Nov. 1, 1860.**The undersigned Committee of Teachers desire to call the attention of the Board of Education to

a subject, which they deem of vital importance to the interest and progress of our public schools. It isknown, at least to some members of this Board, that it has been part of the plan, in connection with theHigh school, to have a teachers' class formed from members of the graduating class, composed ofthose who design to teach, who should spend a portion of their time during the last year of theircourse in some model class exercises for the primary and junior department, in addition to especialinstruction in the theory and practice of teaching. This plan your Committee regard as an excellentone; but for several reasons, with the present arrangement, they deem it impracticable, and experiencehas thus far proved it to be so. In the first place the course of study, as prescribed, leaves no time foradditional studies or duties. It is as much as the class can do to accom-^plish all that is required inthis direction; and it seems to us that there is no study there required that can be omitted; but, on theother hand, there are some subjects not here pursued, that would be of great utility to every personand especially to teachers.

In order, however, to make these Model Class exercises of great utility, the teacher who has thecharge of them should be a person of large experience, eminently successful and in every way amodel of excellence in his profession, a person of good judgment and great discrimination, one whocan criticise closely, point out defects and show the remedy.

As it is well known to the Board, we have been introducing into our Primary schools a system ofinstruction in many respects quite new to our teachers ; and while they are for the most part workinginto it very well, much better even than we could have anticipated, yet they feel a greater or lessdegree of awkwardness

and diffidence in conducting the new exercises, and are not prepared to interest others. The pupilscoming from our High school and applying for situations as teachers are mostly quite young andwithout any experience, and if we should put those pupils with their youth and inexperience into ourPrimary schools, the very place where even under the old system the greatest degree of judgment,discretion, patience, ingenuity, experience and skill are demanded, with all our new methods, as now

adopted in these schools, we could expect but failure as the result. These new methods also require athorough knowledge of Natural History, in its various departments, together with a quick and readyhand in linear drawing, subjects, with which, in the present course of study, they have comparativelylittle acquaintance.

To obviate all these objections and carry out the original plan of a model school department, yourCommittee would offer the following resolutions and move their adoption :

1. Resolved, That in connection with the High School there be organized a department composedof graduates of this school and persons from abroad who may apply for admission, to be styled theModel Primary Teachers' Department, the object of which shall be, to prepare teachers for theimportant work of primary instruction.

2. Resolved, That no person shall be admitted to this Department who does not hold a certificateof graduation from the Oswego High School, or from some other institution whose courses of studyand mental discipline are equally thorough, or who shall, on examination, give evidence that he hasthoroughly matured the English branches generally taught in our academies and high schools, and thathe sustains a good moral character.

3. Resolved, That this course shall be one year and shall embrace the following subjects of study:1st Term. Botany, Mental Philosophy, and Linear Drawing in its practical application in

delineating objects from Nature on the blackboard.2d Term. Mineralogy, Review of Botany, Moral Philosophy, Linear Drawing continued.3d Term. Moral Philosophy and Mineralogy continued; also Drawing.Resolved, That a diploma or certificate of graduation be awarded to all those who pass through

the required course of this department, and show by their practice in the school room an aptness andability to teach, and that the necessary steps be taken, to entitle the holder of such certificate tp equalrank and privilege with those holding State certificates.

Resolvedf That the Secretary of this Board be directed, to correspond immediately with thePrincipal of the Training school for the preparation of teachers for primary instruction under thepatronage of the Home and Colonial School society, in the city of London, with a view of obtaining ateacher of high order, one familiar with the system of primary teaching as now adopted in our schoolsand capable of taking charge and instructing a teachers' class, such as the foregoing resolutionscontemplate; and that he make all the necessary arrangements for entering upon the proposed plan atthe opening of the spring term.

Ayes —Talcott, Oliphant, Doolittle, Mattoon, Allen. No —Richardson."As the result of this action, Miss M. E. M. Jones, a teacher in the Home and Colonial School,

London, England, was invited to Oswego and commenced her work on the 1st of May, 1861. Herteaching was essentially based on principles, which owe their chief advocacy and practicalapplication to the work of the Swiss school reformer Pestalozzi. The more exclusive attention toObject lessons as a separate branch of study, was of English origin, and has since been greatlymodified. Yet it was this new feature in particular, which struck casual observers as worthy ofattention and imitation, and a practical way to change the usual word—or book method for one, inwhich real objects could be studied, and thus establish a connection between the science taught inschool and the exigencies of life. More accurate observers, however, found that objective teaching inits broadest sense was the germ, from which better methods of teaching number, language, geography,etc., could be derived.

It did not matter, whether every thing said or done in this direction was altogether new. Theteachers and the public had ere this been regaled with beautiful theories of teaching and good advice

in regard to their execution. But the one thing wanting— and decidedly the most essential—^wasgiven to the teachers of Miss Jones' class. They were supplied with easy, naturally graded exercisesfor each branch, the facts of which were capable of being developed by them.

They also received instruction in philosophy of education and methods, which, when tested bytheir own work, were accompanied by suggestive criticism and useful advice.

The Oswego Training School, under Miss Jones' direction, or even a few years afterwards, couldnot boast of great numbers. It was composed of volunteers from teachers of the City schools, whowere willing to spend two hours of the afternoon for the acquisition of better methods of teaching.This and subsequent classes were reinforced by pupils from this and other States, some of whomwere graduates of Normal Schools, and generally came well grounded in the preparatory branches,and were eager to learn better methods of teaching them. In spite of a great deal of in-dijfferencemanifested in the neighborhood, and ill concealed hostility of the advocates of the old system, Mr.Sheldon's work soon attracted attention from a more liberal and progressive class of educational menin this and other States of the Union. One evidence of the increasing approval of his work lay in thefact, that his most promising graduates were much in demand, and would have been lost to theOswego schools, but for the unstinted liberality of the then Board of Education, who were not at thattime troubled

by the imperative demand, that only "citizens" should apply for situations.From the effect produced by the new method on pupils and teachers, Mr. Sheldon came to the

conclusion that its adoption into the schools of this country was a matter of vast importance.To promote this end he issued, in .December, 1861, an invitation to some leading educators of

different States, to come to Oswego, in order to observe the practical working of the method. Thisinvitation was cordially responded to, by W. F. Phelps, D. H. Cochran, David N. Camp, Thomas F.Harrison, H. B. Wilbur, W. NicoU and Geo. L. Farnham. *

There is something almost touching in the introductory words of Mr. Sheldon's address. Far fromboasting of great results already obtained, or giving vent to an excited imagination in regard to hopedfor results or laurels, he seems rather to be thrilled by the greatness of the task, and long for thesympathy and cooperation of kindred souls; we give it in full:

" For more than eight years we have been striving to improve our schools, and when we comparethem with what they were at the time of their organization, we feel that a decided progress has beenmade; but never have their deficiencies been so apparent as at the present moment. Whatever theimprovement, it certainly has not kept pace with our ideas of what it ought to be. }

We have asked you here to examine a system of instruoftion we have been endeavoring toincorporate into our schools, for the origin of which we claim no credit; neither do we claim that theprinciples of this system are new in this country. For years they have been quietly and almostimperceptibly creeping into our educational theories; and have, although in an isolated and disjointedmanner, made their way into our best schools. Good teachers everywhere are working more or less inaccordance with these principles—modified perhaps in some degree—and are there preparing theway for a system of primary education, of which they constitute the very web and woof. It is thisfeature which we claim as new in this country. We have never had any system of primary educationbased on sound philosophical principles, and practically carried out in a definite and well arrangedcurriculum. Whether such is the system to which we now call your attention, we leave you to judge; itis for this purpose we have presumed to invite you here today. Should your judgment, after a carefulinvestigation, accord with our own, it can but lead to a complete revolution in our methods ofteaching; it will make teaching a profession, a title it has yet to earn.

>?It would lead too far to enter into a minute report of the lessons observed by the committee,

accompanied, as they were, by valuable remarks and suggestions. We simply append the two closingresolutions of the committee:

*' Resolved, That in the opinion of your Committee the system of Object teaching is admirablyadapted to cultivate the perceptive faculty of the child, to furnish him with clear conceptions and thepower of expression, and thus to prepare him for the prosecution of the sciences or the pursuits ofactive life; and that the Committee do recommend the adoption of the system in whole or in part,wherever such introduction is practicable.

^^Besolved, That this system of primary instruction, which in a great measure substitutes theteacher for the book, demands of the teachers varied knowledge and thorough culture; and thatattempts to introduce it by those who do not clearly comprehend its principles, and who are nottrained in its methods, can result only in failure."

Miss Jones' labors ended in the summer of 1862, and will always be gratefully remembered. Herwork was continued by teachers, who had been her pupils, and by myself, who had assisted in theobjective work at the Home and Colonial, from which Miss Jones had drawn her inspiration.

The surviving instructors during the first two years of the Oswego City Normal school will lookback upon that period of its existence with a feeling akin to that which causes some men, after anhonest and successful struggle of life, to look back upon the small beginnings of their work, the littleworkshop, the small house quarters embellished by affection and hope, the first earnings, which smallas they were, gave them even more joy, than the later ones of apparently greater value. Aged ageswill look back with deep feeling toward a cozy room in the second story of the Fourth Ward schoolbuilding, where assembled each day the teachers and pupils of a school which was destined to stepout of its comparative obscurity, to become a favorite foster-child of this great State and a modelschool for similar institutions all over this commonwealth.

We have dwelt at greater length on the beginnings of this Normal School than we shall devote tothe remainder of its work and existence. We consider its beginnings analogous to the tender plant,which has at first to be carefully'- nursed, so that it may develope vigorous root, take a firm hold inthe yielding soil and send forth a trunk, from which branches, leaves, fiowers and fruit issue in duetime and order, each forming the necessary conditions for the growth of the next. But a cultivatedplant, whose progress is not to stop even during the rigors of Winter, needs an enlarged vase orreceptacle proportionate to its vigor and promise. It was thus with this school. As its managers neverstooped to

indulge in pompous advertisements, but preferred to let the facts speak for themselves, theynaturally felt the need of sympathy and encouragement from the Department of the State, whosefunction is to watch and protect the educational interests of the State. This encouragement they foundin the person of the then Superintendent of Public Instruction, Hon. Victor M. Rice,* who obtained in1863 a grant of $3,000 for its support.

Of the Act submitted to the Legislature, we shall only quote Sect. 1, besides some of theaccompanying remarks of the Superintendent relating to the objects of the school, cojirse ofinstruction, etc.

" The Treasurer shall slj annually, for two years, the sum of three thousand dollars for thesupport of a Training School in the City of Oswego, for the preparation of primary teachers for thecommon schools, provided that the citizens or the Board of Education in said city shall, within oneyear from the passage of this act, provide the necessary buildings, grounds and other accomodations

and appliances for such school, as directed by the Superintendent of Public Instruction; and providedfurther, that there shall be instructed in said school for a period of at least forty weeks in a year, notless than fifty teachers designing to teach in the common schools of this State; and provided further,that each of the Senatorial districts of the State shall respectively be entitled to send annually to saidTraining School two first class teachers, each to be appointed by the State Superintendent of PublicInstruction, after they have been duly recommended by two County School Commissioners or by aCity Superintendent of schools residing in the district for which the appointment is to be made, and allthe teachers thus appointed to said Training School may receive instruction and training in everythingtaught in said school, free of charge for tuition.

" The object of this School, which you should keep in view in recommending candidates forappointment, is to impart each year to a number of educated, gifted and zealous persons, a morethorough knowledge of the most approved and philosophical methods of teaching; and of these anequal number is tobe selected from each Senatorial district, that all parts of the State may haverepresentatives in it, who will impart the superior knowledge which they shall acquire therein, to theschools which they shall instruct, and to the teachers whom they will meet in Teachers' Institutes andin the voluntary educational associations of their respective counties. That the influence of such aschool may be thus widely spread as to affect beneficially the schools in all the counties of the State,need only be suggested to be understood."

COURSE OP INSTRUCTION." Philosophical instruction of children and youth requires that the teacher shall possess a clear

comprehension of their physical, intellectual and moral condition, and of the best means by which thiscan be improved and exalted, and to contribute freely and generously to the power and happiness ofthe pupils. Particular attention therefore be paid to the study of the laws of hygiene, and the neces.sityof obeying them will be earnestly inculcated—to intellectual and moral science and to suchbranches of natural science and natural history, including chemistry, botany, zoology, mineralogy andgeology, as are made to yield liberal contributions to the means of teaching employed, and to theuseful knowledge of those taught.

Careful and definite instruction will be given in vocal music and in methods of teaching andillustrating various other subjects by model lessons. Among these will be included form, size, weight,color, number, language, reading, spelling, drawing and geography.

The proper methods of classifying and governing schools will receive special attention. Therewill, therefore, be connected with the school a sufficient number of model and practising schools, toafford to every pupil an opportunity of observing and practising the methods pursued therein. One ofthe model schools will be but partially graded, and, in its general character, as nearly as may be likethe schools in the rural districts, so that the best methods of organizing and managing such schoolsmay be learned.

The school hours of the pupils will be divided between class recitation and instruction,observation in the model schools and teaching in the practising schools, under the immediatesupervision of the most competent critics, whose duty will be to point out defects and exhibit theproper methods. To the observation and practice and instruction in these schools, the highestimportance will be attached.

" Evidences of increasing solicitude for the proper instruction of the young, and of a growing andmore enlightened public sentiment in regard to the requisite qualifications of teachers, are dailyaccumulating. Even whilst making great and painful sacrifices and herculean efforts to save the life ofthe Republic, our people, faithful to themselves and to their posterity, have not remitted one jot or

tittle of their interest in the schools.,. On the contrary, they seem to appreciate fully, that though thelast rebel shall be subdued and the cause of the rebellion destroyed, they cannot, even then, hope thatthe Republic will march on with its pristine vigor and become ancient of years, * unless theyinculcate on children and youth, knowledge, virtue and an undying love of liberty. In

Dview of this statement, we may cheerfully and hopefully anticipate that the teacher is to be more

highly honored and rewarded for his services, and that those, who have an aptitude for teaching willavail themselves of the facilities for preparation, offered by the Normal and Training schools."

The preceding Act shows the original intentions of the promoters and leaders of the school, towhich it has in the main remained faithful, making allowance for modifications rendered necessary byaltered circumstances.

The fact of its adoption as a State school during a dark period of the last war, is an honorabletribute to the firm determination of one part of the nation—whilst compelled to bring heavy sacrificesin men and money for the defence of their beloved country— to be equally anxious for its intellectualand moral welfare.

In 1865 the Oswego Board of Education purchased the United States hotel property, North side ofSeneca, between sixth and seventh streets, at the cost of $11,500. They enlarged and fitted up thebuilding at an additional cost of $14,500, in all $26,000.

On the seventh of April, 1866, a general Normal School act was passed, providing for six NormalSchools in various parts of the State, to be governed by Local Boards appointed by the StateSuperintendent and removable at will by him. The annual grant made for them was $12,000,afterwards raised to $16,000. On March the 27th, 1867, the building, grounds and appurtenances ofthe Oswego school were accepted by the State.

The State Superintendent appointed a Local Board of thirteen, and this ended its connection withthe City schools, except that which necessarily arose from the existence of the Practice school, theteachers of which were and are still chosen by the City Board of Education.

Up to this time the entrance of pupils depended on examinations for admission, but it was soonfound, that whilst many could pass 1}he most necessary branches, they were ignorant of others, fromwhich general culture is equally derived. Hence it was necessary to create a new department; anAdvanced English Course.

Besides these two courses, the Elementary English and Advanced English, another wasafterwards added, called the Classical Course, in which Languages, Ancient and Modern, receivedparticular attention. At first the pupils of the latter were not required to teach in the Practice School,but were allowed to graduate without this ordeal. Although this might have given a great impulse tothe numerical representation of Classical scholars, it was afterwards rescinded, so that no scholarcan now graduate, without studying the methods and their application in the Practice school.

under the supervision of competent and experienced teachers or critics.In intimate connection with the growth of the school and necessary accomodation of various

departments of teaching, is the growth of the Normal School building. It is possible, that some amongthis audience, who have received their instruction in the old wooden structure arranged for theconveniences of a hotel, will miss the shady piazzas and pillars on the South and East side of thebuilding, which seemed convenient for private study or other private matters not mentioned in theprogram. They will also miss the ivies, these evergreen reminders of their respective classes andclass reunions. On the other hand they must concede, that the rooms now admit more light andsunshine, that they present conveniences and accomodations not dreamed of before. They will hail the

study room with all its rules of silence and order, remembering well how the dear old Hall (nowamongst the things of the past) was a very poor place for study, with its frequent interruptions,marchings in and out, and the ill-concealed whisperings going on at the back of the room and incorners.

The new brick building, as it now stands, (with the exception of one wing that was completed lastyear) was raised in the Fall of 1879, at an expense of $56,000. We have no room for the descriptionof its particular rooms, halls and manifold conveniences. A few words must be said in regard to themagnificent fitting up of the third story for the purposes of the Scientific Department, since it indicatesa great progress in its scope and efficiency. Inspired by the spirit and example of the great Agassiz,who wished his pupils to commence with Nature directly, not through books, our teachers of sciencefelt the necessity of separate working rooms for chemistry, natural philosophy, botany, zoology, etc.,also illustrative objects for observation and study. Our visitors will find that chiefly through theenthusiastic exertions of Prof. Straight these things have been liberally granted, and that thisdepartment will compare favorably with those of similar institutions. The same may be said of theGymnasium but recently fitted up under the direction of Dr. Lee with every kind of apparatus forhealthful exercise, in order to give to the youthful body the stamina necessary to battle with life and tostem the encroachment of premature weakness and disease.

From the building constructed yf bricks and stones let us turn our attention to the work built upfrom living souls, by its pupils and teachers.

Although the life work of each pupil, in one sense, is of as much importance to himself and to acircle of intimate friends, as that of

teachers, the latter must necessarily have some prominence in the history of a school, from theinfluence they exercised upon all the members. When the principal actors in the work of the schoolwill have gone to other vocations, or to their rest, it may be a suitable task for the future historian, tocommemorate some of the efforts, which have left a permanent mark or impression.

It is true that some have done long'er service than others. Of this institution it may even be said,that some of the first teachers (including" our honored leader) are still at their post after twenty-fiveyears of faithful service. It lies in the nature of things, that as pioneers in the method employed fortheir respective branches, they have contributed materials for the benefit of succeeding teachers,which will cause their work to continue, when their voices are no more heard in these halls. But therehave been and still are others, whose years of service have been less, but who have secured a safeplace in the shrine of the affections of their pupils.

Independent of their individual merits, the school may be congratulated for two features affectingits success: First, the permanency of teachers in some of the most important departments, saving theschool from the effects incident to frequent changes, which cause confusion in the minds of the pupilsas to the value of contradictory methods of teaching: Secondly, the co-operation and sympathyproduced by the fact, that nearly all the teachers were alumni, animated by feelings of reverence andaffection towards the school and its noble purpose.

It is a foolish error, (although sometimes committed by half-trained pupils) to call that a method,which forces the pupils to follow merely given directions, to anticipate the teacher and thus to gomerely in beaten paths and ever deepening ruts.

A natural method never does this, but rather requires an incessant effort, to bring the branches ofstudy in close relation with the exigencies of a progressive age. A close examination of the presentorganization of the normal department and the practicing school will show, that these exigencies havebeen respected by the introduction of new subjects or an improved method of illustrating the same. In

some branches, as for instance in the teaching of Languages, the method has been so modified, as togive the pupils more chance for expression, according to the example given by Dr. Sauveur, who weare happy to say is to come in closer connection with this school. There is yet room for theintroduction of exercises, which will enable the pupils to give expression to their practicaltendencies, by which Ingenuity and taste are developed at the hand of industrial exercises, of whichare already fostered in the Kindergarten. As long as the managers of this school and

their teachers are animated by sentiments like these, there is no fear that it will lose its highposition in the ranks of progressive institutions.

The introduction of a Kindergarten is another instance of this progressive movement. Started in1881, in a beautifully decorated room, under the able and genial superintendence of Mrs. C. A. Burr,it has done excellent work as a private school. But the real purpose of its founders has only latterlyfound its realization. We mean that it is now free to the children, who intend to enter the primarydepartment, whilst a number of exercises have been introduced into the latter, which are calculated todevelope manual skill, and give to their inventive talent and taste a pleasing occupation. Abouttwenty-seven ladies have availed themselves of the opportunity afforded them to be trained asKindergartners, of whom eighteen have graduated. Some of the work of the Kindergarten, such asmoulding clay, building with blocks, knitting, etc., is continued under the superintendence of theregular practicing teachers, with the children of the lowest primary class. The experiment hitherto hasbeen very successful, and will be soon extended to children belonging to higher grades.

We are now coming to a part of our subject where there is room for interesting statistics— wemean the pupils of the school.

It is, however, not so much the number of pupils, which forms a subject of gratification, as theirquality, character, the reasons for their coming, the spirit of attention and intelligence they haveshown here, and the missionary work they have performed afterwards in distant regions and otherinstitutions. The question, ^ why did so many pupils come from distant parts ? " need not beanswered with the fear of appealing to vanity and self-love. In many cases the question of those whoenter such a school, is not: " where do they display the most learning, or give the highest promises forits attainment ?" but rather : " Where do we find methods and practice so combined, that thej willshow us the way, by which we can enter consciously and intelligently upon the path of developmentand progress, and where we are preserved from making abortive experiments and blunders."

Now the Oswego Normal School has ventured to do that, which the older schools in the Union didnot dare to attempt, viz : To entrust its more advanced pupils with the instruction in the divers classesof the Practice School, making them, to some extent, responsible for the conduct and progress of theirclasses—not merely observers or imitators of teachers in so called Model Schools.

Shall we wonder, that graduates, who had passed through this ordeal and who could safely bereconunended to the direction of a school, should have given so much satisfaction to their pupils andemployers, as to encourage many others, to follow their example ? Nay more, shall we wonder, thatnewly founded Normal Schools in this as well as in other States of the Union should have " pickedout" our best pupils, in order to help them to introduce methods in Practice schools which everywhere were being organized ? On the other hand the managers of some schools sent us their bestpupils that they might receive the same kind of instruction by which they had been benefited, and towhich they acknowledged gratefully their success.

We remember once to have heard a lecturer say " That pupils either come to school or are sentthere." The former assumes a voluntary determination to gain knowledge and a proper selection ofsubjects wisely arranged for that purpose. It also presumes an age, in which the plays and allurements

of childhood are willingly abandoned and the mind is devoted to more serious reflections.The Oswego School has been fortunate in receiving a great number of intelligent volunteers,

whilst the average age of the pupils has always been between twenty-one and twent^ -two, which webelieve exceeds that of any other Normal School in the State, and perhaps in this Union.

Favored by all these circumstances, the career of the school has been an honored one and therespect in which it was, and is still held by educational men, and the influence it has had on theeducational work in our own State, may be gathered from the following particulars, which are farfrom being complete :

The Fredonia (N. Y.) State Normal and Training School, at one time took nearly its entire corpsof teachers from Oswego, Dr. Armstrong the principal, having been teacher here. The (N. Y.) StateNormal and Training Schools of Brockport, Potsdam, Gen-eseo, Buffalo, Cortland and New Paltzhave been organized on the same plan, and each has employed one or more graduates of the Oswegoschool as teachers of methods and for general training work.

The Oswego school may justly claim the credit, which is cheerfully accorded to her on everyhand, of having laid the foundation and paved the way for the establishment of all the newer Normaland Training schools in this State.

The great West, at a comparatively early period, sent urgent calls for teachers capable ofintroducing these methods into their training schools.

Graduates have gone to the State Normal School of San Francisco and San Jose, Cal.; Mankato,Winona and St. Cloud, Minn.; Leavenworth, Kansas; Kirksville and Warrensburg, Mo.; Terre Hauteand Indianapolis, Ind. ; Iowa City, Iowa ; Peru, Neb.; Trenton, N. J.; New Britain, Conn.; Worcester,Mass.; also to the Training Schools of Boston, Mass.; Cincinnati, O.; Cook County Normal School,Englewood, 111.; New York City; Davenport, Iowa; Portland and Lewiston, Maine; Toledo Ohio,and Detroit, Mich; New Haven, Conn.; Philadelphia, Penn.; Milwaukee, Wis.; Grand Rapids, Mich.

We also sent teachers to the South in behalf of the education of Freedmen— to Fisk University,Nashville, Tenn.; Atlanta Univ., Georgia; Tougaloo, Miss.; Avery Normal Inst., Charleston, S. C; andstill further South to some of the Republics of South America, Mexico, the Argentine Republic andothers.

The influence of the Oswego School in the West has not even stopped this side of the GoldenGate, but has extended to the Sandwich Islands and to Japan, where one of our graduates, HideoTakamine, presides over the two Normal Schools in Tokio, the one for men and the other for women.The combined number of the pupils in these Normal Schools and the practicing schools connectedwith them, amounts to several thousands. The normal course extends through four years, a fact thatwould seem to indicate that the Japanese have more correct ideas of the importance of thoroughnessin the preparation of teachers than we have in this country.

But whilst the principal influence of the Oswego school has been in the direction of publicinstruction, it would be wrong, not to mention the work of some private schools, the managers ofwhich have shown their affection and respect for the Alma Mater, by chosing some, if not all theirprincipal teachers, from graduates of this school. This we see for instance in Misses Master's LadiesSchool at Dobb's Ferry; in Miss Armstrong's school in Cincinnati, and the Albany Academy; theHasbrouck Institute at Jersey City; the German Academy at Hoboken, etc. Their work deserves themore mention, as there is, in the higher classes of society to which their pupils belong, a still greaterneed to counteract superficiality, frivolity and show, than even among the middle and lower classeswhich chiefly patronize the public schools.

It would be going too far, to mention the many and often distinguished visitors, which the school

has received at various times, more especially at the close of each term. Even the Canada Board ofEducation has sent delegates to observe our methods, of which they have made honorable mention intheir printed record.

And now, what shall we say in conclusion ?Many things said here refer to the past. To those who have been here for a q^uarter of a century,

visions of about four thousands of pupils are hovering before the eyes with more or less distinctness.Many, who have eüibai*ked on the deep, broad ocean of knowledge in order to reach land uponwhich to sow the seed for educational harvests, have'changed their course and returned to otherpursuits of life. Othfers, however, have been wafted by those half-yearly returning tides of- finalexaminations to the goal of graduation. Their number up to this time amounts to 1281— an honorablerecord, which could never have been reached if the 'institution had noi Strained every nerve alidmuscle to provide the 'State with teachers conscious of their high vocation, or if the pupils ;hadshown less intelligence and perseverance.

Statistics of pupils, in reference to the localities from which they came, show that, with oneexception, all the counties of this great State have been represented. If we except Oswego County,which naturally supplied an overwhelming number of pupils, we 'must name Jefferson and Suffolk asthe banner counties, the former supplying 147 and the latter about 90 pupils. It will be observed thatthe latter had to traverse ä considerable distance to come to Oswego ; but this distance was exceededby the pupils from other States, who were induced to visit the school, attracted by the reputation of itsmethods and teachers. The advantages reaped by these outsiders from exertions and sacrifices madeby the State of New York, are counter-balanced by the fact, that a great number of them remained inthis State, and devoted their energies to the advancement of its interests.

If we look about us we fail to see some of our beloved colleagues whom death has promoted to ahigher school of development. These will be mentioned afterwards, together with the vast number ofpupils, who in the prime of life have passed away from loving parents, relatives and friends.

Let us again turn to the living. The many pupils that peopled these halls during the last term, havemostly returned to their respective homes or places of destination. But on this day their places seemto be filled again. From many counties and many states we see the former pupils of the Alma Mater,riper in age and experience, assemble once more on the same spot, although in a somewhat alteredroom, to survey again the scene of their former labors and recreations, troubles and hopes. Theybehold the firm and massive building, which stands as a noble monument of the indomitableperseverance and self-sacrifice of one man and his active supporters.

The view from the windows in the north side still extends over the blue surface of the lake, boundby the distant line of yon horizon. Beyond this we are not permitted to look, little as we can scan theboimdary, which separates us from the future. One thing is sure : None of the aged, few of those inmiddle life, and a few more of the young will be able to celebrate our next quarter centennial ; butthis thought need not trouble us. Suflftce, that on the side on which we stand, there is still life andnoble purpose. That purpose is eternal. It will be taken up by others, when our bodies will bemouldering in the grave, and when the history of our lives, like the present unfinished record, will beclosed.

PAPER READ BY AMOS W. FARN HAMClass of '75.(our normal school as related to the work among freedmen.)We are told that when Luther made his famous journey to Rome, at sig-ht of the Eternal City he

prostrated himself and exclaimed : ^^Holy Rome, I salute thee! " Approaching Old Normal I feel adisposition to manifest a like deference. She has dealt kindly with hundreds of us, and honored uswith her name. Her influence is felt throughout our land, and across the seas. To-day I have the honorof bearing testimony to her influence in the New South.

About the time of my graduation in the sunmier of 1875,1 applied for work in colored schoolsSouth, under the care of the American Missionary Association, and was accepted. My onlytestimonial was from Mr. Sheldon, which said in substance that I was just completing the advancedEnglish Course of the Oswego State Normal and Training School; and during my five terms of studyunder his superintendence I had behaved myself. So far as I am aware I was the first one to enterSouthern work from our schooL Mr. Sheldon's words to me in the office when he found that I hadchosen my corner of work among the freedmen, were an inspiration and a benediction. He told me hewas glad that our work was to be extended to another section of our land, and to another race.

The Association that employed me gave me permission to engage three teachers for AveryNormal Institute, Charleston, S. C, the school to which it had appointed me Principal. I thereforeengaged Harvey J. Calvert, class of July, '73, Elizabeth F. Sheldon of my own class, and my brother,who having been taught in the schools of this city was imbued with the normal spirit, if ignorant of theletter. In the early autumn of 1875 we left for the land of magnolias, mocking-birds—and mosquitoes,and October first, with six others who were former teachers in the school, we organized our work.Our teaching force then consisted of three colored lady graduates of that school, a Southern whitelady of an old and highly respected family, two Massachusetts ladies educated in New Englandacademies, one pupil of the Oswego city schools, and

three Oswego Normal graduates. Beginning work with three hundred colored children and youthin the "Cradle of Secession/' and assisted by teachers who represented two races and three sectionsof the Union, we realized that we had proceeded "from the known to the unknown." Obstaclesconfronted us on every side. Many things were to be done on which we had never written a "sketch."We wondered that so many questions arose which had never been asked.in "School Economy; " andthat so much came up for which Dr. True had never given us a "Law." At last the whole case wascovered when we recalled the principle, "Never tell a child what he can find out for himself." Towhich principle we discovered that our instructors had rigidly adhered.

The officers of the Association said they understood that Oswego teachers were radical in theirideas. They farther said that in their minds it would be better to make changes gradually; to introduceour methods slowly. Perhaps in the minds of some people it would be-better for a boy to leave off hiswrong doings by degrees; to turn the cows out of the com gradually; to pull the weeds out of a gardenslowly. We honored their convictions, but followed our own. It had been suggested in Method classthat when we had any change to make, or any new thing to introduce into school, we should notproclaim it in the streets but do it quietly.

One of the early introductions was gymnastics, Dio Lewis' system. These physical exercisesresulted in ease of movement, grace in posture, and rest for mind and body. They proved a means ofmental discipline. Many pupils worked hard and long before matter could act in unison with mind.And when the movements were learned so that they could be gone through in a rhythmical manner, formany of them it was the first time that mind had ever gained a victory over matter. Gymnastics

became a factor in self-control. Whispering was more easily overcome. Classes were passed in lesstime with less noise. Simultaneous obedience to signals was secured. Politeness was cultivated. And,as we have all either experienced or observed, the body and mind were invigorated by thesesystematic and pleasurable exercises. The work has not ended in our pupils. The greater number ofthem teach after their graduation, and introduce these exercises into their schools. They find them anexcellent means to bring parents to visit school. And not infrequently gymnastics have furnished paidentertainments the proceeds of which have brought some useful apparatus to aid their teaching. Fouryears later I introduced this system of physical exercises into Atlanta University ; and from that centerhundreds of teachers have carried it to every county of Georgia.

From this page of my paper I will speak of our work with reference to Atlanta as well asCharleston; for the spirit of the work was the same in both schools. For those young men who hadbeen with us several years, and had become familiar with the marches and exercises with dumb-bellsand other light apparatus, and needed something new to maintain an interest in this department ofeducation, we introduced military drill, for which I had the services of ex-cadet Whitaker of WestPoint.

As soon as practicable we made provision for, and afterward devoted one period of eachWednesday to Industrial Education, which embraced scroll sawing; clay modelings; designs fordadoes, borders, oil cloths, etc.; outlined and filled-in embroidery; patchwork quilts; floor mats andrugs; printing; drawing; gardening and cookery. The work was supervised by the teachers who wereregularly employed in the schools. Boys as well as girls were taught to sew; and some of the bestsewing was done by boys. On Commencement days we had industrial displays, which in extent andexecution, surprised teachers as well as visitors. In Atlanta I found industrial education furnished ameans of school discipline. It was not an uncommon thing for a boy to take to the farm superintendenta note which read, "Please let this boy saw one half cord of wood, and oblige.' Sometimes the noteasked permission for the bearer to work a specified time in the garden. One day the farmsuperintendent said to me, " If you have a small boy who has been very troublesome, you may sendhim to me to ride horse to plow out com." He assured me that he got the best work from boys whom Isent him for discipline.

Throughout our Southern work we devoted one period a week to Bible study. This plan for moraltraining was adopted by our pupils, who very generally organized and superintended Sunday-schoolsin their school-houses. .

It was our custom to have a Teacher's meeting once a week for criticisms and conference. Thesemeetings were cheerfully attended and the criticisms and suggestions kindly accepted. Never but oncewas any ill feeling manifested and then it was by the language teacher because the Principal'sinterpretation of a rule in grammar did not coincide with that of the text-book. The next day onentering her room I saw the rule illustrated on the blackboard according to its interpretation inTeacher's meeting. Glancing toward the board she said to me, "Do you remember the young man ofthe Scriptures, who when his father said, ^go work to-day in my vineyard,' answered, *I will not,' butafterward he repented, and went ? " The same teacher four years afterward said to me in a letter,"Scarcely a day goes by but something you said in our

Teacher s meetings helps me to do my work better and more easily." I claim no credit for myself,only that I have tried to be faithful to the teachings received in my educational home. To the OswegoNormal school belongs all the honor.

Our teachers followed each other in giving a general lesson once a week. All teachers and thesenior class were present when this lesson was taught. At the close of school the teachers, without the

senior class, met to criticise the lesson. The senior class at certain hours visited teachers' rooms forobservation. This class was also allowed some practice, and each lesson was followed by criticisms.A lesson with criticisms became one of Commencement exercises, and invariably was the exercise ofthe day. The ability to criticise intelligently, brought our graduates into favor with our State Board ofVisitors at Atlanta University. Their ability was developed in method classes, where pupils wererequired to write "sketches." I have found nothing so beneficial in my Normal classes as sketchwriting for making pupils exact in their work. The foundation of what success I have had in my ownwork was laid in sketch writing. I look back upon that work with greater pleasure, however, than Iexperienced at the time. For it was by no means a pleasure-giving thing to get back a sketch withmuch more writing than it had when it was handed in. And which read, "Not to the point." "Illogical.""No development." "See me." Leaving the class, as I did, wounded by the teacher's pen whosetreatment was always heroic and without anaesthetics, I became convinced that "the pen is mightierthan the sword."

In South Carolina and Georgia a prominent feature of our primary and junior work was the studyof Nature. The greater part of this mind-forming as well as mind-developing study was confined tominerals, plants, insects, and the human body. In Atlanta we found text-books on English granmiar infive grades— each grade represented a school year. These pupils were attempting to learn thescience of the English language before they had learned the art of it. Many of them had no languagewhatever. Some had no need of a language because they had no ideas to express. We let Nature studysupplant English grammar in the first three grades, and take half of the time allotted to grammar in thefourth grade. The transforming influence of this change was enough to convince skeptics of itsimportance. For we have skeptics, and they were convinced. The senses of the pupils become acutethrough use. The development of their faculties brought them up to a higher civilization. Mind-fibrewas built in. Language was cultivated. A love of beauty was created. Buttercups and grasses becamesomething more to them than so much

fodder! The moral nature was trained. Manners were softened and refined. An interest in commonthing« was awakened. And rocks and plants and the dwellers of the air spoke to them in a languagewhich they understood. Superstition lost its grasp, and on every hand was revealed to them God'swisdom and love.

At the end of the first year in Charleston, Mr. Calvert's boys presented him with a collection ofinsects found there. This gift, simple in itself, showed that an interest had been awakened in a newfield of work, as well as their love for a faithful teacher who had opened to them the book of nature.During a subsequent year in that "city by the sea" C. P. Vanlnwegen, class of June, '76, taughtentomology with marked success. Insects were collected and kept for the pupils to observe themetamorphoses through which they passed. The microscope was brought into constant use, and everyother practical means employed that could make the work more effectual. Still later Miss HattieDowd, class of February, '80, was successful in introducing chemistry. Each member of her class wasfurnished apparatus, and taught to perform his own experiments and to observe and record all theresulting phenomena. In a like manner Wm. M. Aber, class of July, '72, taught chemistry in AtlantaUniversity. Perhaps all of you are familiar with DeGraff and Smith's Development Lessons, whichhave been adopted by the Chautauqua Teachers' Reading Union. The lessons on Insects which thatbook contains are a transcript of work done in Atlanta University by Margaret K. Smith, class ofJanuary, '83. She also gave in that Institution the Development Lessons on Form and Plants, and theplant illustrations which the book contains were engraved from drawings made by Miss Smith'spupils. It was her plan to have her pupils make drawings of all natural history specimens which they

studied. And at Commencement these drawings, with the pupil's collections, were admired by scoresof intelligent visitors, including the Governor of Georgia.

In Charleston, but more especially in Atlanta, our Normal Departments were visited by all theprominent teachers of the white schools, and also by some members of their School Board. It is plainto be seen in localities where good work is done for colored youth that the whites of those localitiesincreased their efforts for the education of white youth. And the more progressive patrons of whiteschools are on the qui vive that their children's school privileges shall not be inferior to those ofcolored children in their midst. The pastor of a prominent white church once asked to see my courseof study for one of my colored schools. After he had examined it he said that it made greaterprovision for the education of colored girls than the Ladies' Seminary of that city

<50uld offer to his daughter. He added, "I ought not to complain, for, as I am a clergyman. MissK. takes my daughter at reduced rates. Notwithstanding the favor I shall be obliged to send my childaway that she may have better advantages." Different School Commissioners of South Carolina saidthat the graduates of Avery Normal Institute were their best colored teachers.

Miss Eliza A. Bo wen, of Georgia, the author of "Astronomy by Observation," which is just beingpublished by the Appletons, after having visited a number of colored schools told me that she wasable to tell the graduates of the Normal Department of Atlanta University simply by their work. Theydo not bow down to Webster's Blue-Back Spelling-Book, which is the most prominent text-book inmany of the public schools of Georgia. They do not seem over-glad when parents tell with delighthow "Johnny, who is a right smart boy, has done learnt all the words clean to Bakery and Mary, whoknows aheap, hdis got to incoinprehensibility.^ Our graduates manage to put the Blue-Back into theback ground if they do not suppress it altogether.

In a recent letter from Miss Bowen she said to me, " I think the Normal Schools for the coloredrace have had a beneficial effect on the whites, of whom the lower class are much opposed tochanges." She also said, "It forces the results of progress before them. " In referring to the Blair billshe remarked : " When people here object to the Blair bill on account of the Federal supervision, Isometimes think a little wholesome supervision would be a good thing." And then, true to herconvictions, for which I admire her, she added, " I do not of course mean that I would be willing toteach United States History supervised. " On that she voiced the sentiment of the South. While theSouth is willing that we should interpret Nature in Colored schools, it is not willing that we shouldinterpret "state right" and define the causes and spirit of the Rebellion. I would not be willing to teachUnited States History supervised by the South. When the South and the North come together, they facein opposite ways; because of their geographical position it is impossible for them to see things in thesame direction. And to these geographical positions are due the differences in our social economy.We must be silent on political questions in working for the freedmen. If we are outspoken politically,we incur the displeasure, if not the persecution, of the whites. Either one of these manifestations oftheir mental attitude toward us weakens our influence upon the colored people, who are at all timesanxious that we should have the approval of their white employers and friends.

In closing I will say that I have made no attempt to write up the " much written up " coloredpeople. My subject did not call for it. Beside, the colored people have too great magnitude to beinclosed^within the boundaries of a paper ^ to be confined to fifteen minutes as the utmost limit. " Ihave only drawn the curtain aside suflciently to give you a glimpse of what I have seen of our NormalSchool as related to the work among the Freedmen.

MAL SCHOOL BOARDINQ HALL AND COTTAGE.The Influence of the Os^vego State NornnalSchool in the West.BY MRS. DELIA LATHROP WILLIAMS.To the young" whose life is yet an unexplored mystery, there is a consuming desire to peer into the

future, and by some art of divination to anticipate its events. But when one has advanced so far that hehas also a past, the season of reflection and reminiscence begins. The middle-aged live over again, inrecollection, the sports of youth and the joys of early manhood with such acute delight that they aremultiplied a thousand fold, and early experiences, be they never so satisfactory, are but the sources oflifelong streams of pleasure. Late in years the future loses all its charms, for at the best it promisesonly growing infirmities and failing powers. A beneficent Providence has tenderly ordered that timeshall heal the wounds made by bitter experiences, and when his soft hand has taken the edge from allthat was painful, are not "the former days better than these" which are filled with weakness andweariness ?

Our dear Alma Mater, whose birth-day we celebrate on this occasion, has in no sense, come tothese years of weakness, but she has lived long enough to make it possible for her to begin to indulgein retrospections, and to find real enjoyment in recalling the events of her younger days. like all fondmothers, no phase of this reminiscence gives her more unalloyed pleasure than the living over againthe lives of her children, noting their growth, and rejoicing in their successes and honors. Thechildren are all very grateful that she has invited them home again to assist her in recalling manyincidents which may have passed from her memory and to bring to her knowledge much, that with hernumerous family cares, may have been altogether unknown to her.

like all wise mothers, our mother has taught her children to be self-helpful. She has pushed themoff her lap, then away from her knee, and finally from the maternal roof altogether, across the rivers,beyond the lakes, over the mountains, east and west, anywhere, everywhere that they can find workingroom; for they have inherited from her the spirit and love of work. If she will let me I will whisper inher ear what I hear of some of her boys and girls

E\who have crossed the mountain line and sit facing the Father of Waters, the great middle highway

of the land.Through the agency of ardent and progressive men in charge of the public school interests of the

Mississippi valley, the " Oswego Movement, " as it was called twenty years ago, early made itselffelt in Ohio, Indiana, Illinois, Wisconsin and Minnesota. As soon as it was reported that a star hadrisen in the east, these men, Edwards, Hancock, Harris, Phelps, Pickard, Rickoff, Shortridge, Smart,White (E. E.) White (S. H.) and others, growing school men of their respective states, made apilgrimage to see the light of her rising; and they saw and believed.

As a result, a great impulse was given to elementary instruction in this section, and as a necessarystep towards the introduction of better and more philosophical methods into the schools, the work ofeducating teachers was most ardently advocated, and most hopefully entered upon. The decade from1860 to 1870 was one of intense educational interest as regards elementary instruction. Prior to 1860there were, according to the Report of the Commissioner of Education for 1883-4, but two StateNormal Schools west of the Alleghanies, one in Ypsilanti, Michigan, founded in 1852, and one inNormal, Illinois, founded in 1857. Besides these state schools there was a city Normal School in St.Louis, founded in 1857. During the decade from 1860 to 1870 inclusive, there were opened west ofthe Alleghanies eleven state normal schools, of which California had one Indiana one Kansas two,Minnesota three, Missouri one, Nebraska one and Wisconsin two. Of public city Normal and Trainingschools there were seven opened, including those of Cook and Peoria Counties in Illinois. Thesewere in the Cities of Davenport, Iowa; Indianapolis and Fort Wayne, Indiana; Cincinnati and Dayton,Ohio, each with an Oswego graduate at its head and over which Oswego still holds a mother's, or, atfarthest, a grandmother's sway. Winona, Man-kato, St. Cloud, Whitewater and other state schoolswere organized with training departments, at whose head was placed a trained teacher from Oswego.

Besides the graduates of this school in conspicuously responsible positions, a large number wentinto immediate work of teaching children and made their influence felt directly upon the school room.To-day it is safe to say, there is not a city or large village even, in all this tract of north middle states,which has not among its teachers a descendant of the Oswego Normal School, of the first or secondgeneration, while in many of them the teaching force is largely made up of these trained teachers.Cincinnati City Normal School alone has graduated, since its organization in 1868,

820 young" women all of whom, save some of the most recent graduates who have not yet beenappointed to positions, have been actually employed in teaching, and a large proportion of whom arestill in the school-room. The Dayton Normal School has graduated, since its organization in 1869,199 young women exclusive of this year's class, all of whom go through the school for the expresspurpose of becoming fitted to teach. Cleveland has a large and influential Training School establishedin 1874, which has graduated five hundred teachers. Sandusky had one for several years which isnow discontinued, and Columbus has organized one quite recently, with one of the ablest of Oswegograduates at its head.

I speak particularly of the Training Schools of Ohio, not because their record is exceptionally

good, but because I am better informed in regard to them.There is no problem so difl&cult as that of estimating, in the great march of affairs, the influence

of any one person or movement. The problem becomes doubly diflBlcult when the one who attemptsthe solution is himself part and parcel of the movement. But it cannot be an exaggeration to say thatour dear mother, whom we to-day so affectionately congratulate, by her graduates in State NormalSchools, City Training Schools, in Normal departments of high schools and colleges, in city andcounty institute work, in educational gatherings, by text-books on educational methods, anddiscussions in educational Journals, has molded the educational sentiment and practice of our ownland not only, but to some marked extent of lands beyond our own.

That I might not speak from the narrow circle of my own observation, I have asked some of thegentlemen to whom I have already referred as being familiar with the "Oswego movement," to givetheir opinions concerning it, after having observed and tested its work and its graduates for twentyyears.

I first quote from a letter written by a gentlemen who has been for many years familiar with all theeducational movements of the country, and himself has constituted a part of them all, William F.Phelps, of Mmnesota. He says:

' As to the influence of the Oswego formal school upon Education in the West, I And it is a themetoo fruitful to be passed over as hastily as I shall be compelled to do owing to pressure of duties.From the time when I served on a committee to investigate and report upon the plan of instructionintroduced in that school by Miss Jones, of the Home and Colonial Training Institution, I have beenprofoundly impressed with the value of its methods; and when, in 1864, I was called to Minnesota toorganize the first Training school established west of the Mississippi river, I chose the Oswegoschool as the model, in respect to its methods of teaching and the spirit of its work upon which tobuild up a system of professional training for the teachers

of the Iforth star state. The first teachers employed there were from Oswego, or else had beentrained by the representatives of that institution at Davenport, Iowa. Miss Mary Y. Lee, nowconnected with the Oswego school was one of the first who was called to duty there, and all whoknow her matchless skill, her earnest spirit, and her strong character, can well realize what apovrerful influence she exerted over her pupils and upon the destinies of the institution. Thoroughlyversed in the principles of her divine art, apt and skillful in their application, and enthusiastic in herdevotion to duty, her work when performed left nothing to be desired.

*' And such in a high degree was the character of her associates. "Whatever they touched, theytouched with a master hand. As teachers they were true artists. Precept and example, theory andpractice, were perfectly joined, and the result was that their pupils were inspired and built up in theirprofessional preparation to a degree that I had never witnessed before. This school at once took holdupon the community and upon the entire state, and became the foundation of two other state schools oflike character. From the begining the graduates of Oswego have been largely employed in the threenormal schools of Minnesota, and I attribute their phenomenal success largely to the wonderfulinfluence of this school.

'• The influence of Minnesota's example upon other states of the west and northwest is, in myjudgement, due in no small degree to the inspiration imparted to the disciples of the Oswego school.Wisconsin, Iowa, Indiana, Missouri and even Dakota, yet in its infancy, all are profiting by the newdispensation inaugurated by Dr. Sheldon and his able coadjutors."

Prof. Edward Searing, President of the Mankato Normal School, sends the list of names ofOswego graduates, eight in all, who have taught in that school, and adds :

' It is honorable for Oswego. All have been good teachers, most of them excellent. AM exceptthe first have taught since I came here. This is good evidence of my own high esteem for Oswego."

Dr. John Hancock, a man thoroughly conversant with the history of every public school movementin the Mississippi Valley says:

"I think possibly the word reminiscence will as well as any, explain the change in schools withinmy knowledge, brought about by Oswego Methods. I am sure the Institute of 1Ö67, in Cincinnati, inwhich those eminent teachers and Oswegoans, Dr. Armstrong, Prof. Krusi, Miss Seaver, MissCooper, and Mrs. Mary Howe Smith took part, marked an era in the schools ofthat city. Theypresented the business of teaching in a light in which it had not been seen before by the large body ofteachers there assembled. The spirit infused into this body by this new education was the main causeof the establishment of the City Normal School with Miss Sara Duganne, an Oswego graduate, at itshead. She was followed by Miss Delia A. Lathrop, another Oswego graduate, who, with theassistance of four other graduates of Oswego, carried forward the work for seven years. Here wasbegun the great fight between dynamic and mechanic instruction, a fight that has been going on eversince with somewhat varying success, but on the whole with a sure gain ot territory by the first ofthese belligerent parties.

Dayton renewed the force and influence of her N"ormal School by placing at its head MissBlackwood, a child of the Cincinnati Normal School and of Oswego training, with her wasassociated Miss Rice another Oswego graduate, and after six years service she was succeeded byMiss Mary F. Hall, whom I regard as one of the best teachers I have known."

Hon. James H. Smart, President of Purdue University, and who has been for many years intimatelyconnected with all the educational movements of the West writes :

'* I am very glad to give you my opinion concerning the influence of the Oswego Normal Schoolupon the educational interests of Indiana. I have had several Oswego graduates working under myimmediate supervision for a number of years, and during my term of office as state superintendent ofIndiana, I observed the work of many others. Oswego graduates have been employed in some of ourlarge cities as superintendents of training schools, and as teachers in other departments, and asinstructors in our State Normal school, I am free to say that to the influence of no class of teachers,are we so much indebted as to those who have come to us from Oswego. Those who are acquaintedwith the work and influence of the city Training school of Indianapolis, of the city Training school ofFort Wayne, and of the work of the Training teachers in the State Normal school will, I am sure,endorse this statement.

President Smart adds soto voce that one of the best things the Oswego Normal has ever done wasto send Miss Mary H. Swan to Indiana to become the wife of the President of Purdue, but he adds thatI am not to report this, so out of respect for his feelings I shall omit the mention of it from this report.

J. L. Pickard, for many years superintendent of the Chicago schools, but now President of theState University of Iowa, writes :

'*My distinct impressions are that Oswego graduates have taken prominent part in the advancedmethods of instruction of these later years. While in some instances I have considered them too muchtied to a method, it has always been on the part of fresh graduates, and I have been pleased to see thatexperience has led them to adopt the spirit rather than the letter of their professor's instruction. Thatthey do readily take this higher stand is evidence of their excellent training."

Dr. W. T. Harris, whom all recognize as one of the country's foremost men in education, writes:*'Only a few graduates of Oswego reached St. Louis. That few did excellent work. I often heard

of them in Illinois and other places. They were a ' live ' set of teachers. I went on a pilgrimage to the

shrine at Oswego, and saw some of the best work donfe there by Mr. Sheldon and Miss Cooper that Iever had seen. From the fact that the graduates laid so much stress on the oral side of instruction I hadfeared that the thorough work of mastering the book had been slighted, but to my intense gratification,I saw in Oswego Model work of text-book instruction."

Extract from a letter of A. J. Rickoff, late superintendent of Schools at Cleveland, O. :'' In response to your request that I state what I know of the influence of the Oswego Normal

school, I have to say that to it we owe the immediate impulse and the direction of the reform methodsof instruction which is now in progress in the schools of the United States. This judgment is based onmy knowledge of the fact, that as soon as the nature of the work, begun twenty-five years ago inOswego, became known, its graduates were eagerly sought for in the leading cities and in the ITormalschools East and West, and that these in turn became centers of influence whence the light wasdiffused with greater or less intensity, in every direction. All honor to Dr. Sheldon, who made theOswego Normal School what it was and is."

Dr. E. E. White, who is as critical and as competent a judge as we have in the country, says ofOswego:

** I take pleasnre in bearing testimony to fact that this school exerted in its early history, markedinfluence on primary instraction in Ohio and Indiana—a more effective influence than all the othernormal schools in the country. This influence was exerted in teacher's institutes and normal schools inwhich Oswego graduates and disciples were employed as instructors, and in educational journals. Itis not too much to say that the Oswego teachers reconstructed primary methods in many schools.

In the presence of such witnesses as these, there can be no question as to the respect andreverence in which the Oswego Normal School is held in the North Mississippi Valley States. Nextyear these states, the old North-West Territory, begin their historical Anniversaries. Their history, ahundred years old, will be read by every teacher and studied by every child, and in that history noinfluence will be recognized as so potent in molding its present educational methods, and in informingtheir spirit, as the school whose quarter-centennial we are here to celebrate, the * Oswego Normaland Training School. "

THE NORMAL SCHOOL IN AMERICA.BY A. D. MAYO.One of the most accomplished of the many g-ood women whom Oswego has sent forth, as lady

principals of important Training schools, used to say: "The first class of every new City Normalshould be composed of the school-board, the masters of the leading schools, the city government andthe distinguished citizens," The only claim I have upon your attention, to-day, is the fact that it was myprivilege to be initiated in the beautiful ways of the New Education by sitting, in manly style, at thefeet of a group of Oswego graduates, while serving for ten years as their nominal supervisor, on theschool board of a Metropolitan Western City-It is possible that this fact may account for the choice ofa speaker, on this ifotable day, who is neither a teacher nor, in common parlance, an "Educator."

The President of the Oswego Normal School is everywhere known as a man always seeking newthings and searching the horizon for the appearance of any person or tendency that may help in hisgreat work of training teachers for the American common school. He may have reasoned that,

whereas there are some four hundred thousand people in the United States now "keeping school,"there must be fifty-four mQlions six hundred thousand people who are not keeping school. While thisnumerous body is, in one sense, the constituency of the teachers, in various other ways it stands in themost intimate relations to the school-man. In this vast multitude are included the fifteen millionschildren and youth who are the subjects of the four hundred thousand teachers; also, the parents andnearest friends of these children, who must certainly be supposed to be as deeply interested in theirwelfare and, on the whole, as intelligent as their teachers, and, beside the foremost people of everyclass and calling, there is included in this majority that peculiar oflBlcial class known as "the SchoolAuthorities,"—the men and women, elected by the people, to disburse the $150,000,000 of theirannual contribution to public education, select, examine and overlook the work of the teachers, andsupervise the whole material side of the American common school. Our good Principal Sheldon,within the past

twenty-five years, has had abundant opportunity to appreciate the importance of this, the peoples'side of our educational life. Possibly he has thought it not inappropriate to ask a representative of thisvast constituency, after an experience of labor and observation covering the same period as the life ofOswego, to give his impressions concerning the work of the Normal school; especially the type ofschool represented by your institution.

I observe that now, as ever, a considerable body of the representatives of what is called **Thehigher Education," literary, scientific and pedagogic, are not backward in reporting the defects of thewhole department of Normal school instruction; sometimes declaring that the net result of its pasthalf-century's work has been "a disappointment," and that its most characteristic work, the elaborationof methods in common school instruction and the training of young teachers in the practicedepartment, has been the most conspicuous failure of all. Whatever may have been the intention" ofyour faculty in calling me to this platform, let it be distinctly understood in all I say that I speak notfrom the chair of the professor of pedagogy, and have no controversy with the numerous elaboratetheories proceeding from the high places of educational thought, at home or abroad; I only exercisethe common right of every American citizen who is called to support and, possibly, to superintend theorganization, of the common school; to look at things through the eyes of a layman and report my bestunderstanding of the estimate of your work made to-day, by the thoughtful portion of the people in allparts of our country.

And, perhaps, it will be no disqualification that your speaker represents in his own experience,the average New England bo ' of a generation ago, who made up his mind, at sixteen, to " get aneducation " and went about it with all his might, relying largely on his own effort and resources forthe cost. Up to that age m ' training was in the country district school of that far off day; assisted bythe village doctor and parson; one term at a country academy and another at the "fall school, " then theonly attempt at the secondary education in the ordinary New England village. At sixteen I became ateacher, at twelve dollars per month> " boarding round " the first winter, fighting my way to success.The remaining five years were distributed between winter teaching, summer attendance on aneighboring academy, close attention to the debating club, insatiable reading and such home study ascould be gained in the intervals of tending a village store. At twent^ , I entered one of the little ruralcolleges of Massachusetts— now one of the foremost in New England—as poorly qualified forcollege study as could be; though blazing with enthusiasm for every-

thing' lofty in scholarship, [character and professional life. Half my class of thirty went tophysical wreck before they passed the Rubicon of Sophomore year—I graduating, among theminority, with the full honors of the college dyspepsia of that day, never to enter the door of any

school again.I can appreciate the strength and weakness of that old system of discipline to the vast majority of

New England boys aspiring to an education. It has the solid merits of the powerful people from whomit came—the most intelligent, progressive, practical and moral people there are on the face of theearth. It did awaken that hunger and thirst after knowledge which raged in the soul of every superiorand claimed the reverence of every inferior member of that portion of American society. It was atremendous educational stimulant—for the moment a New England boy embarked onjthat enterprizehe became " the observed of all observers,' and all good men and women rejoiced in his success. Itdid hold up a lofty ideal of personal character, for these people demanded a noble manhood in theupper regions of life. It put every boy, save the small class of the wealthy, on his own feet. It is truethat, while this gospel of self-help did wonders for those who survived, it also filled the NewEngland of a generation ago with broken down scholars, sick clergymen and feeble teachers andpeopled the dismal old graveyards with thousands of the noblest youth that ever lived. Still thesewere surely great merits, for they belong to the very foundations of educational life. To loveknowledge; to glow with splendid ambition; to believ e in a character founded on the everlastingsanctities ; to give yourself altogether to the making of yourself; these are qualities so indispensablethat no education is good that weakens their force. No wonder that the stern life of that day sent forthone of the most powerful bodies of men and women this world ever saw, who built up the learnedprofessions, including the teaching class; colonized the great west; fought the decisive battle offreedom through argument and arms and, as the crown of their career, have left this mighty Republicunited, well over on the other side of Jordan, all ready to begin a second century of the nation's life.Whatever defect may be found in that original method of training the people, this must be said—thatno body of school men, however illustrious, ever inaugurated an educational discipline that has donehalf as much to push forward the great good cause of the people's upward march toward thecivilization of the sermon on the Mount and the golden rule.

But nobody so clearly as one of the survivors of that holy war can see the prodigious deficienciesof that American school life of half a century ago. like every war, it was wasteful, contemptuous

of physical life—to be tolerated no longer than demanded by the necessities of a new country. Itwas fearfully narrow and, too often, built up power at the expense of breadth and an implacablemorality, the next kin to fanaticism and bigotry. It largely ignored the whole esthetic side of man andeven failed to conceive the "beauty of holiness.' Of course, tried by all high scholastic and literarystandards, it was crude, superficial, tending to conceit; although its great propelling force did throwup an illustrious body of people in the higher realms of literature, learning, professional and publiclife, whose merits will be acknowledged in history.

But its most fatal defect was its strange neglect of childhood. It began at the top and shapedeverything on the narrow curriculum of the American college of that day. The Academy was a littleCollege; the district school a little Academy; and primary education was left to take care of itself. Itstemper was essentially aristocratic ; for, though all men were invited, yet only the few could succeedin such a desperate conflict. The little children doubtless got a good deal out of the schools, throughthe kindliness of the school-mistress and the petting of the big boys and girls; but for purposes ofinstruction, up to the age of ten, they might as well have been at home. You can inspect their wretchedapology for teaching the three R's in thousands of miserable country schools in all parts of our countryto-day. Nature was given the goby all the way up. From the age of six to twenty-one, with theexception of a few "experiments," no teacher ever directed my attention to the observation of theoutward world. I never heard the phrase "Physical Geography," till I stumbled on Goyot's "Earth and

Man," after leaving college. Worst of all, the college and academy life was largely out of sympathywith the people's school. I never heard the name of Horace Mann mentioned in my academy andcollege, though he was then at the height of his early fame in Massachusetts. I did not know there wasa public school in the academical and collegiate town when I was educated, from sixteen to twenty-one. Of course, there were natural teachers for the little ones in all the schools. The generalintelligence of the people was a great helper for infancy, and our wonderful human nature never sodecidedly resents the notion of being suppressed as in childhood and youth. But when all allowancesare made, whatever may be the opinions of certain great scholars, the intelligent people of thiscountry have long since decided that the old-time schooling, from six to twelve, was an experimentnot to be repeated and where ever now existing is to be changed as speedily as may be to some betterway. And a great deal of the indifference, hostility, even disgust with the whole matter of educationamong ex-

cellent and able people, in all parts of our country is the reaction of outraged humanity against thepedantry, stupidity and violence inflicted on themselves, as little children, in the schools fifty yearsago.

It was out of this condition of affairs that Horace Mann stepped forth and led the way for theorganization of the present form of the American common school. Horace Mann was always more ofa state man than an Educator; indeed, with Jefferson, he almost monopolizes this double honor of theeducational statesman in our country. With the sharp, broad, practical, passionate instinct of theintelligent, progressive masses of the older north, he saw, with indignation, how the mighty enterpriseof schooling the masses was being sacrificed, as it always is when any exclusive cultivated classassumes the right to school the whole people. He was the author of the graded school system, asdistinguished from the country district conmaon school of the old time, as Jefferson was the author ofthe State University, which crowns our national temple of popular instruction. His writings are stillthe people's handbook in the organization of education in every part of the land. His later work atAntioch College, Ohio, supplemented his service in New England and stamped his name as thenation's greatest leader in the training of the young. It was not strange that his attention was chiefiygiven to the general organization and management of public school affairs. The time had not come forthe thorough discussion or use of the natui*al methods in primary and grammar school work, althoughhere and there, in favored quarters, something was done. Mr. Mann, as he used to say, " was alwayshunting for an almanac with more days in it than the calendar year; " and longed for the time when hecould give his mind to a general overhauling of the vicious methods of instruction that everywhereprevailed. But that day never came and he died, as he lived, the statesman of the new educational lifeof his country.

But his establishment of the normal school system of New England, including the work of Page atAlbany, New York, was a mighty step forward in common school affairs. Set up on Lexington Green,Massachusetts, on the 4th July, 1839, the founding of that first normal deserves to rank with that othergreat event, half a century befolge, when the " embattled farmers " " fired the shot heard round theworld. " This little group of normals first insisted that something more is needed for the teacher thanacademical or university culture. The regulation College and Academy has never yet heartilyconfessed that its graduate needs any special preparation to step to the front as the teacher in anyschool. High scholarship and enthusiasm for good culture, with faithful imitation of

the professor in the Alma Mater, added to the lessons of experience, are supposed to carry himthrough. Of course, the man or woman with special genius for instruction will, sooner or later, hew apath to success. But the average graduate moves to his triumph, like the old-time warrior, cutting his

way with his broad sword, or beating down opposition with his war club.A distinguished lady was telling us, in the presence of her grown daughters, of the fearful trials

which she and her invalid husband, both people of rare culture, endured in their attempt, for one year,to teach their children, at home. " Ah,'' said the oldest girl, " we pitied you and poor father so muchthat we never told you what a fearful time we had of it. " It's all very weighty and classic for theUniversity professor of pedagogies to remind us that the graduate of the American college, withoutspecial training, has a better chance for success in the school-room than the graduate of the secondaryschool with normal training. Before we accept that as true in common school instruction, we wouldlike to hear what the children have to say about it.

The melancholy fact is—that a great deal of the poorest teaching in this country, even to-day, isfound in the hundreds of Institutions whose title to "college "and "university" is the most pitifulfeature of our educational life. Scores of young men and women are yearly sent forth from theseschools, often without a day's experience or observation, to take the most responsible posts in publicschool work. Often these young men are placed as masters or superintendents over women who haveenjoyed the opportunity of normal training, reinforced by successful work with different grades ofchildren. The inevitable friction between scholastic masculine confidence and feminine experiences,tact and practical skill, is one of the most disturbing elements in our present common school. HoraceMann, with the quick eye of the man of the world, saw this difficulty and struck the ke^mote ofprogress when he placed " Father Pierce," and Samuel J. May and Tilling-hast at the head of his ownnormal schools. From that day, the state normals of New England have been under the control of abody of men and women whose labors form one of the most instructive chapters in the history ofAmerican Education.

These early Normals were, also, the first public schools in New England—almost the firstAmerican schools — that offered to superior young women an opportunity corresponding to thecollege education of young men. Their earliest graduates include the ablest group of young womenteachers that New England had produced. Even to-day, in the face of the new development of thehigher education for women, I believe there is no place in New

England where a graduate from a good high school can acquire a more valuable education than inthe four years course of its leading State Normals. There is, certainly, no instruction in New Englandmore philosophical, searching, stimulating and expansive than may be gained there, provided thestudent does not attempt to use the Normal as an elementary or academic institution. Nobody whoseopinion is worth regarding will assert that the New England people have been disappointed in theirNormal schools of the past fifty years. The graduates of a dozen of these seminaries havereconstructed the whole public school life of these States; destroyed the second-rate academy;officered, largely, the high school and, indirectly, modified the most celebrated academies andcolleges; besides the great work of bringing women to the front in all departments of instruction.

But there was yet a great step forward to be taken. The spirit of the College and Academy stillbrooded over the New Normal school. Its leading teachers were College graduates, and still believedwith a mighty faith in the efficacy of exclusive lecturing and class-room instruction. Their pupils weregenerally very young people, with only the crude knowledge gained in country schools; and two yearsseemed quite too short a time to stack them with useful knowledge and give them an outfit in methodsand rules, for their coming work. Hence, with few exceptions, the practice school was ignored and, atbest, a system of class recitation, with occasional observation of school-work and lesson giving, usedin its place. The senseless objection of ignorant parent« and the stubborn opposition of jealousschool-masters often prevented the attempt to secure a great public school for observation and

practice under experts.This has turned out the one serious defect of the New England State Normal. Even to-day, with

few exceptions, their pupils graduate with no reliable test of their teaching ability. Now the veryquality of the student material in the State Normal, everywhere, makes the practice schoolindispensable. The vast majority of these students have neither the maturity, nor accuracy of mind,even to comprehend the elaborate philosophical scheme of instruction dispensed from the professor'schair. At best, it affects a mechanical lodgement and is not assimilated. If this graduate falls into aschool where a competent principal carries the new theory into practice, all well. Otherwise, theyoung teacher succumbs, after a brief struggle, and, at best, becomes one of the numerous " brokenlights " of the new education. The chief "disappointment " from these schools has come from thisstrange reluctance we have described, to carry forward precept and practice

in the only way that can make the natural methods of instruction vital to the mass of NormalSchool graduates. And this is owing to the strength of the exclusive academic spirit that so longobstructed the great upward movement of primary instruction by natural methods in the New EnglandStates. For this reason, a few years of good primary school-keeping in Quincy, Mass., b3 thateminent genius for primary instruction, Col. Parker, ten years ago, so amazed certain eminent scholarsand publicists of that locality, that the work was widely heralded as a discovery, and the " Quincysystem" was elaborately written up through the land. But, although no normal "system," these fewyears of beautiful elementary school-keeping in Quincy did give a great impetus to primaryinstruction, not only in the East, but even in the home of excellent work of this sort, the great cities ofthe new West.

But it was not reserved for New England to carry off all the honors of the novel movement ineducation. Her eminence is suflBlciently assured when compelled to walk abreast of other States inthe latest movement of the national common school. A hundred years ago Thomas Jefferson drew acircle around the New England denominational college, and became the father of the free StateUniversity, unsectarian and elective, which crowns every State west of the Hudson, and has largelymodified every eastern university. It was reserved for New York, alwaj' s the broadest and mostCatholic of the older States, to take up the work so well begun and establish the final type of theAmerican State Normal and City Training School. Nowhere has the New England character sodeveloped its best qualities as through the vast region from the Hudson to the Mississippi and thePacific, largely colonized by its progressive youth. When I was a boy, my greatgrandfather, at ninety-six, sold his farm in the valley of the Connecticut, moved to the west, then St. Lawrence County, NewYork, voted for "old Tippecanoe," at the age of one hundred, and then went to his reward. May andHosmer were transported to western New York, and numbers of the brightest youths of New Englandswarmed the new village of that broader New England beyond the Hudson, which, blended with theprogressive elements from every section, dominates the Republic to-day. Before 1860 the conmaonschool had been founded, largely by National Aid, in every western State, chiefly on [the ancientNew England pattern, often worked by teachers from the East. The great war brought the newNorthwest to the front, with its prodigious development of executive power, and removed the centreof political influence forever to the valley of the Missisippi. It was the most natural thing that a

people so awakened should demand *a thorough reorganization of the common school, and itsadaptation to the wants of its rapidly increasing' school population, A new institution was needed tofashion the fit teachers for this new public school.

That loud call was heard by the faithful ear of your President, here in the little border city ofOswego twenty-five years ago, long before Joseph Cabell, of Virginia, had come home from the

observation of the schools of Pestalozzi, and told the wondrous story to the unwilling ears of hisneighbors. Mann and Stow and Barnard, and the rare group of the early educators gathered aboutthem, had reported the superior methods in a literature that still remains unrivalled. A fewprogressive school masters were working out the natural everywhere. But your school-keepingPrincipal determined to test the work for himself. He called to his aid the accomplished lady fromEngland, whose presence you had hoped this week to witness, to give the result of the Britishadaptation of the Pestalozzi methods. He began the work as a training school for primary teachers.Out of that has grown the famous Oswego State Normal School of to-day; the City Training School, insome respects the highest embodiment of this idea; and the movement to establish a class in Pedagogyin the great colleges of several of our new commonwealth.

The characteristic points in the movement at Oswego were, in the true spirit of Pestalozzi, first—the beginning with the child. The one permanent distinction between the old and the new time

education is, that the former began with a university, constructed by a bachelor priesthood, on theprinciple that human nature in youth is clay to be moulded into a preordained shape according to acreed or philosophy possessed by an infallible class. The New Education begins at the other end oflife, by joining hands with the good mother, studying the child and working in faith, humility and hopefor its development, according to the Divine plan as learned in this, God's infant school. Your NewOswego Training school began by sitting at the feet of the little children and trying to learn how Godis working to lift them up through every sphere of broadening and ascending life.

Second— like Pestalozzi, it believed that woman stands nearer the child and nearer the InfiniteLove than man. So, a group of generous, loving and broad-souled women were set to work; on the onehand to receive the story of their English sister; on the other, by careful study and experiment, to mapout the first draft of an effective method for teaching the common branches in common schools.

Third— in this and other ways it aimed to do an essential service, by readjusting the fundamentalprinciples of elementary education to American needs and recasting them in methods of organization,discipline and instruction adapted to our new American life. A fatal blunder of many of our eminentscholars and pedagogues is the attempt to transplant European continental or even British methods,unaltered, to our American field of Educational activity. The American common school system is asoriginal and peculiar as our system of government. Its fundamental intention is not, hke the continentalsystem, to train a people, in classes, for the class life of a central imperial civilization ; nor, like theBritish, to impart the elements of instruction to the humbler classes by subsidy from the State. It is thepeople's University, reaching from the kindergarten to the state college including every department ;culminating, with the free library, the press and public speech, in the most complete scheme fortraining a people to self-government yet devised by man. It is no man's system; but, like thegovernment, the work of the whole people. The man who denies the right of the people thus to educatethemselves must go farther and knock the bottom out of the Republic itself—for here the people issovereign— is the government—and possesses the "divine right" to interpret all written constitutionsupward, toward a Christian civilization, instead of down-hill, towards that omnipotent individualismwherein materialistic philosophy and pagan religion go to seed. Oswego at once grasped the idea thatthe best thought of Europe must be incarnate in American methods if this ideal of national instructionshould be realized.

And, finally, it left all doors and windows wide open; invited everybody to come in, make hiscriticism and suggest improvement. It realized the great truth, that the most vital part of the NewEducation is its reverence for freedom of thought. It is built up, like all true science, by constantobservation, application, testing of methods and joyful acceptance of demonstrated facts. So it does

not fear rivals or devour its own disciples; but expects to see every generation grow wiser byavoiding its mistakes. At the same time it understands that the child is the great conservative, thathabit is slow and the most difficult thing on earth is to change hereditary tendency and liberate andguide the least little one in the upward way.

In saying these things I make no point against other Normal schools ; have, certainly, no motive toflatter; but am only trying to account to myself for the wonderful outcome of the little OswegoTraining School of twenty-five years ago. I can account for it only in this way— that it saw thepresent need of the new West;

the coming need of the new South; the permanent necessity of the old East; and began as all greatthings in this world begin, by laying foundations deep in the nature of childhood and trying to followthe glorious ways of Divine wisdom, as drawn through the wonder land of God's university, ourhuman life.

An institution with such elements of growth as yours could not fail of success. From the littlegroup of nine pupils, in 1861, you have expanded until you now send forth an, annual class of,perhaps, half a hundred graduates whom I h ?iid .represented in every one of the thirty states visitedby m o >ie pas six years. When you became a State institution, it -vs necessary to bring yourtraining class in line with the proper L cdemical work already so well done in the New Englandschools, li us'ucfö been accomplished, and the present Oswego Normal Scbool o; ers to theadvanced student an excellent education, grounded on j^hil-osophical principals, conducted bynatural methods. >.

But outside your own limits, your work has been great^^y magnified in New York. Half a dozennew State schools havo been established since the day when I used to drop in to the first Normal inAlbany; and all these have been organized according to your plan and largely set in motion by yourgraduates. If I am rightly informed, your vigorous institute system is working on the same lines; whilethe great city Normal Schools of New York and Brookl^m, with numerous local training schools andthe summer assemblies at Chautauqua, and elsewhere, are all but repetitions and applications of thenew primary education inaugurated here twenty-five years ago. In saying this I would do full justiceto the many celebrated teachers of New York who have never been connected with these institutions.But whatever may be claimed concerning priority of thought, we must certainly look to Oswego as theearliest and most successful embodiment of this great movement, which, in a quarter of a century, hasrevolutionized the primary instruction of the country.

I shall not soon forget my first visit to the Boston Training School of fifteen years ago, where oneof the most accomplished of your graduates, after many days, had compelled the attention of the mostself-contained body of public school men in America. Out of that beautiful school has been developeda great deal more than we Yankees are accustomed to pass to the credit of New York. There is noportion of the country now more thoroughly alive with primary and common school reform than themore progressive part of New England, and the best thing that can be said of Oswego is that she isonly too glad to gather in all these later fruits, with no offensive claims to her own service in theplanting time of twenty

years ago. When Thurlow Weed began to fill the columns of theAlbany Evening Journal with his inimitable little articles, eachlike a humming' bird or a hornet, he observed that large numbersof the country newspapers were copying them, without comment.He wisely concluded that it was just as well to edit the Rural WhigPress of the State, and put in his work at home in silence, content

to become ^ ' r ! '" ' Warwick of the Empire State. During an.1 . that dates from the opening of your schoolr ' h the whole Union east of the Rocky Moun-iii- ! I mbled against Brother Sheldon, in a heat,.(< enforcing the fact that somebody somewhere .» r i t of Oswego!1 i ( -* -it i myself that the Oswego Normal School »:.s uueii ) ■■ c<vd .o<i of several

influences that have built up the i V orlul ' ] 1 ..r'^< tvssive new system of public instruction in the - '-it N<^v,.ii \\ r-'-fi ates. I have saidthat, in 1865, no country ' . .V rso veil jr i »ed to receive the NewEducation as our - .! vi! \o ' A]) .luJi' J- in prosperity ; swarming with children of ri K. V >r \ u j^parentage, of all sections and every land ; »/:.ttv J V •' s. '»! UiU enthusiasm over its services inrestoring the I ii' ; :a "' :;: ipip*. v»rith all the ardor and the occasional arro- aiioo oi ^ouUi, ioj. thehigh places of national distinction; it was all ready to welcome the only system of education thatcould meet its demand for the training of citizenship. It was a proof of its penetration that it did not goto the sectarian priesthoods, the great university faculties, or the pretentious new school ofmaterializing scientists for its scheme of public schooling. Indeed, the western common school,including the State University, has come up in the face of the sharp censure, contemptuousindifference and subterranean intrigue of each and all these powerful agencies of culture. It has owedlittle to the Western metropolitan press; which has oftener been its ignorant enemy or boastfuladvocate, than its wise and helpful friend. It has owed much to a few great public schoolmen andmany skilful and devoted women from ^* down-east." A few of the school of foreign " professors "who have alternately hectored and petted the great west, have done inestimable service. TheCanadian scjiools have contributed many excellent teachers.

But I am inclined to think no one influence, during the past generation, has been so potent in thewestern common school room as the Oswego Normal. While whole sections of the older States, havebeen occupied in nailing normal sign boards on country academies of the old-time sort, the WesternStates, with the single exception of Ohio, have established one of the most

ett'ective systems of State Normal School and Institutes in the country. Ohio has perhaps led in thenumber and importance of her city Normal Schools, which, with the one exception of the admirableschool at St. Louis, have led all American cities in the training" of teachers. Every Normal School, asfar as I know, State or city, between Pittsburg and San Francisco, has been organized on the Oswegoplan and hundreds of her graduates have been at work in them, since 1865.

Of course, such leadership can only be temporary. In a country like ours, it is our boast that noWeÄUtjo ton, Beacons-field, Gladstone or Bismarck can long hold an entiiv. l i his iron grip; butleadership is constantly changing, at i.vv»dem2üid of a people given largely to thinking forthemselves. No\äa »»»eror of education; no pedagogic clique ; no great school can hope to -^o morethan accept the call of Providence for a brief direction oi American education. The growing West andPacific realm abound in admirable schools, a good number of which, in turn, will come to their ownday of command. And it will be well if, in the pride of her great success, our western school-men donot forget the old rock " from which they were hewn " and fall into the delusion that they have madeand now largely constitute the country whose promising child the new West certainly is.

I have just come from another portion of the country, which, for the next half century is to be themost interesting and responsive educational field in Christendom. Up to the day of your nativity, thesixteen great States we called "the South," with a territory' almost equal to civilized Europe, andtwelve millions of people, had not gone beyond the educational methods of old England and ourMiddle States of fifty years ago. That old South was not deficient in collegiate and academical

schools of the respectable class of that time and had already established the common school, forwhites, in several cities, besides making periodical spasmodic attempts to place on the ground thepresent English type of common school, for the lower white class. But, within the past fifteen years, anew educational South has sprung into vigorous life and, to-day, the progressive classes of both racesin every Southern State are more exercised with the educational question than any other save thefundamental problem of getting a living and developing their country. And the most hopeful feature inthis is— that the new Southern common school, in its most influential quarters, is being organizedaccording to the principles and methods so familiar to you.

Indeed, there is nowhere a more hopeful field for the New Education than among the five millionsof school children and youth

who are now, throug'h all its borders, like little Oliver in the story, asking for more. The whitechildren are very largel ' descended from the British stock, that has never failed to respond to g-oodtraining in school. The young women teachers are drawn perhaps more largely from the educated andsocially privileged class than in the North, and only need good schooling and professional training todistinguish themselves in the near future. A fair number of superior vmincy men are at work, assuperintendents; some of

11 \v lilt t cable success. The few State Normals are hope-:i 1 i.wi lir si;«ni ler Institute, often assisted b}' the most distin-;_;iii-» »'?! schoolmcu, are

generally working on right lines.I >' ' I 0 )i ! t need Northern teachers so much as a thorough ] ; : ii <r tiie ideas and methods of the

New Education; and; I , L- 4': I : 1 i; y receiving in various ways.hf' - , : fierii negro, in some respects, has been more fortunaehi . ii*' b]' ihren. At Hampton, Va., is established one of; Mt »t st [] « :tii. .ihools in the South, which has sent forth greatof '.'V< ; V. teachers for the colored children. The '*col-' : t ! ; >♦-?'•>;' : >' n I 'M^ cisities, perhaps a score in number, that have been established by northern missions

made the mistake, at first, of pitching the key too high and leaving out of account the mighty factor ofheredity in dealing with their pupils. It has been largely owing to the graduates of our NorthernNormal Schools, who have been employed as teachers, that this clerical and collegiate mistake hasbeen gradually overcome. The gift of Slater has now enabled nearly all of them to inaugurateindustrial training. Thus organized, these " universities " for the colored people are really, in somerespects, the most original schools in our country, and are destined to become a mighty power in theuplift of the American colored citizen.

When I first went south, I found plenty of northern men who knew all about what the negro could,and as many wise men of the south who were sure what he could not do. I have been trying, for sixyears, to find out what he has done already. I see that he is now, at the end of his three hundred years'residence with us, farther out of the woods of barbarism than any other people ever were in onethousand years before. He knows how to work; he has the language and religion of the world'sforemost people; he is eager to school his children; he is slowly growing a genuine upper class,intelligent, moral and prosperous; and he has gotten together, in his first twenty years of freedom, thesnug little sura of one hundred millions of dollars. While the southern white people are largely givento theoriziag on "the race question," every southern state has established the common school for the

negro and is doing about as much for his education as we should probably do under similar

circumstances. As things now are going on down south, the most interesting ** race question of the thefuture/* will be the **race" for educational superiority between the negro and the great multitude ofignorant white folks in the southern country. And no class of children respond so beautifully to thenatural methods as these little colored children of Nature, who represent the last group of the humanfamily that has come in from the schooling of '* all-out-doors " to meet the teacher who would leadthem from nature up, through letters, industry and science, to Nature's God.

The crown of the Oswego work has been the emphasis it has laid on the city training school. Herethe academical question is solved by the selection of superior material. The whole power of a citygraded system, with its skilled teachers, is concentrated on a year or more of professional training.The graduates are reasonably sure of positions and, as time goes on, their environment if favorable tosuccess. The practice department is ample and invaluable and the disparaging remark recently madeconcerning it by a distinguished university critic, is not borne out by m^ observation. On thecontrary, the city practice school easily becomes the model school of the town and those cities thathave worked the training school most thoroughly lead all others in their educational affairs. I see noother way than this of overcoming that fatal habit of time-serving school boards making the publicschools an asylum for incompetent men and their own impecunious "sisters, cousins and aunts.'' Oncea hard necessity, this practice has now become an intolerable public scandal which should bedenounced, without qualification, in every city and town in America.

The final outcome of the Normal and Training School of the present, I believe, is to cause, insome thorough system of training, competent teachers for the common school. The people of thiscountry are very fast coming to the point of demanding skilled labor in the school-room, as theydemand it everywhere else. I find everywhere a growing determination to make every poor school agood school, at all hazards, and the expert is the soul of a good school.

This great work cannot so much be accomplished by multiplying State Normals as by endowingthose we have; lifting up their conditions of admission, and making them true universities ofinstruction. From them will go forth the teachers to direct the city training schools, of which everyconsiderable town should have one, and superintendents of the new graded schools; each of whichshould have a teacher's class, which could do a great deal towards supplying the demand for the opencountry. Every ^ooöl ^qaakva s

should have a department of instruction under an expert. As fast as our colleges can outg-row thedelusion that they are making education below instead of being, themselves, very largely the productof the peoples' schools, they may wisely establish a chair of pedagogics and fill the chair with a manwho believes in and knows something of the normal idea. It would be a prodigious gain if everycollege graduate, of either sex, were compelled to read a good history of education and a fewvaluable books on methods, if nothing m ?.

Or' V V can we utilize the great element of womanhood in t school aright. A green girl,working for a salary,

> .i!ii of chudhood and of letters, reckless and "bumptious,'' not represent the woman element ineducation. Down East, ^ne average "school-ma'am" steps out at the end of five; in the new North-west, at the end of three years service; going to paradise or otherwise—sometimes to Chicago. Thiswe cannot help. But we, the people, will insist that these girls shall come to us with something ofpreparation and strike as high a figure the first day as may be. In return there is no preparation for theordinary life of an American woman more valuable than the training of an excellent public school,with Normal work and a few years in the school-room as teacher.

In these several ways, in connection with the improved institute and school journalism; the

teacher's reading circle, always the best where an intelligent reader is let loose into a good library;the vigorous inspiration of the Chautauqua and other summer assemblies; we [may hope, in time, toreconstruct the teaching element through the open country, where whole districts, almost States, arenow abiding in the shadow of a middle age dispensation of ineffectual instruction. And only as thebroad ideal of organization, discipline and instruction set forth in this and kindred schools is realized,will the American common school become the great central power in American life; blending thetraining of head, heart and hand in that worthy citizenship whose corner stone is the good woman, theupright man.

Will you bear with me a little longer, while I set forth a few of the draw-backs to the success ofthe Normal school and some of the more evident perils of the improved methods of instruction. I donot base these remarks on any abstract philosophy of education ; but simply tell you what a great manyintelligent people and close obser.vers, on school boards, are compelled to see in the practicalworking of the schools.

A few weeks ago I came up the Mississippi river, on one of the largest steam-craft—an enormousfloating storehouse, with an

upper-story hotel—at high water. The river was everywhere— all channels were drowned; andthe problem was, how to navigate this wide, weltering, muddy ocean without bringing up in a cottonfield or running down a submerged village. At almost every hour one would hear the call of the manheaving the lead—"six feet; seven feet; twelve feet; no bottom;" passed upward to the coloredHercules on the hurricane deck, who bawled it into the ears of the pilot away ott* in the wheel-house.It was a comfort to learn that the mighty machine would get on in five feet of water; but none the lessimportant to keep her off the sand-bars and out of the "old fields."

Just now, what we call "the boom of the New Education" may, perhaps be best described as highwater everywhere, that has obliterated ancient land-marks and drowned old channels, leaving theyoung t/eacher in the condition of a strange pilot trying to run a first-class steamer from New Orleansto St. Louis in an over-. flow. Like him you may fancy yourself cutting an original pathway when youare only sailing in an old rut, known to the pilots, since the first steamboat was launched, or you maybravely "sail off into the west" and bring up in shallow water in somebody's garden or astride theroof of a parish church. A few of these normal sand-bars I have had occasion to jot down on myextemporized chart while watching the vo^ ages of Normal graduates, now these twenty-five years,and you will require no apology for their exhibition.

The first danger to the Normal student is superficial culture. Our college friends say some thingsabout you to which we demur, but we stand by them in everything they urge concerning thoroughness,breadth and ceaseless aspiration in the acquirement of knowledge. You can never teach what you notdo know ; and you can teach only poorly what you know imperfectly. There is an advantage with youin methods of acquiring knowledge and some things called knowledge are of little worth to anybody.But no excellence of method can overcome the disadvantage of ignorance and superficiality; while theconceit that often goes with these defects is, itself, the worst deficiency of a teacher.

The second danger is the notion, into which even Pestalozzi is said to have fallen: that any methodcan teach school, of itself, Only a man or woman can teach school, and a great man or woman canoften do more with an imperfect method than a little man in a complete pedagogic armor ; just as agenius with a jack knife, will do more than a numbskull with a chest of tools. The best methoddegenerates to mechanisn whenever the man or woman behind it is too small to assimilate and work itas his own. And no

mechanism is more destructive in the school room, than a great deal of the fumbling with superior

methods by inferior teachers. If you have ever fancied that you can neglect yourself, in the endeavor tobecome an expert, it will be well to " clear your mind of that cant." The most worthless people in theeducational field are this class of '* skilled operators; " narrow, selfish, heartless ; oblivious of thecommon qualities of a Christian gentleman or lady; while pushing some little patent machine ofexpertism through the most sacred realms of life, with no concern for the humanities they outrage orthe noble calling they disparage. The chief toil of the teacher should always be with himself, to makehimself a larger and better man, a sweeter and stronger woman. Then, good methods will becomesecond-nature and the expert will be forgotten in the gracious teacher, doing all things in the finestway. A third danger is appearing in the zeal for teaching, what is .; i« i psychologj , or the science ofmind, as applied to the teachers' work. Under cover of this very desirable branch of study, I find, toooften, a little, shallow materialistic philosopher pushing in his theory of man, minus soul, and auniverse without a God, as the basis of the entire s '-stem of instruction for American youth. A goodmany of our new books of method and some of our school-books, are constructed on a theory that achild is only a superior sort of animal; and they would really be as appropriate for the learned pig orthe trained elephant as for the class-room. The mass of our Normal School students come to thesestudies without previous culture and are easily overawed by the monumental bigotry and pretensionof this school of "philosophers." Our secular press is often switched off from the track by the habit ofputting a college graduate, who never taught, in charge of its educational department; and I have foundgreat journals in the most eminent school States, dealing forth the heresies of Spencer against the rightof the State to educate, or denouncing national aid to extirpate the barbarism of illiteracy, on groundsthat would reduce the masses, everywhere, to a common herd of barbarians. The thoughtful lait '' ofour country are watching your schools and have not the slightest idea of supporting a type ofeducation that begins by resolving the soul of man into an annex of his body, or the harmony of amortal organization. General Grant voiced the overwhelming sentiment of the country when he said, "The common school must neither he a teacher of sectarian religion nor of Atheism,^^

Indeed, it is questionable if the teaching of a " cut and dried " system of mental philosophy is anadvantage in the Normal School. It only repeats the old mischief of the school-men, who hewed and

sciuared human nature by the philosophy of Aristotle. The psychology of most worth to the youngteacher is the trained habit of studying child-nature, by direct observation, aided by consulting wisemothers and teachers and reading the literature that children best love. It will be a great while beforeeven Prof. Stanley Hall gives us a knowledge of the " contents of children's minds " sufficient for abasis of a proper educational psychology. But every young teacher can do a good work for himself inthe experimental way. Meanwhile, as we introduce the children, first to the globe, and then talk aboutcontinents and sections, in their relations, the best introduction to this study seems to me the reading,under a broad and humane teacher, of some good compend of the History of Philosophy. This, at least,will save the pupil from receiving, as the final discovery of the human intellect, some little piece ofphilosophical rubbish, kicked down the back stairs by Plato two thousand years ago, nowrehabilitated and presented at the front door of American culture as the last reconciling word onthings, human and Divine.

Another most dangerous peril is— the exaggeration and abuse of the central moral maxim of theNew Education; that the school governs and teaches for the dicipline of the child into growingindependence and self-control. As held by Froebel and the great educational prophets, imbedded inhuman experience and worked in the atmosphere of reverent faith, it is the great gospel of disciplinefor the new time. As practically handled in thousands of American schools, it is simply thedisorganization of family and school life into that blended anarchy and despotism which makes a

crowd of spoiled American children an arrangement for whose name we must certainly retain thegood old monosyllable. Hell. The "go-as-you-please" system of child life, whether in study orbehavior, w\}l come to a speedy end, however dignified by handsome names. The first condition ofthe government of a school is self-control in the teacher; and the second is, a fist imbedded in thesoul; that through all the windings of child life now restrains, now guides and, like a goodProvidence, saves the little one from making a wreck of himself and all to whom he is bound in life,while learning to steer his own craft safely into the haven of manhood.

A whole group of weaknesses, conceits and superficialities is ■constantly jumping up before theeyes of the lay observer, even if no more than an average man of good sense.

There is the self-conscious teacher; so transported with her own charming ways that she soonforgets the little ones who, in turn, are changed, from pupils to be taught, into delighted spectators of aschool-room show.

A.1Here, Camilla in the school-room skims the field of tender grain, so swiftly that not one little head

retains the impress of her fairy footstep.The most seductive fault of the brilliant Normal graduate is the explosive rapidity or humming-

bird vivacity which excites the children to a sort of mental Saint Vitus' dance, but leaves no solidresult behind. Remember how slow is habit, how conservative is the child, and how difllcult it is tochange the hereditary and personal type of character he brings to you by the most patient, careful andpersistent tuition. Your pupil retains nothing which he does not make his own, and you must learn andrespect his power of assimilation, and often abate your high-stepping enthusiasms,, becomingyourself, ofttimes, like a little child, if you would do him good.

The last of these dangers I shall mention is the radical mistake of our normal institutes falling intothe hands of the ultra-secular theory of education, so positively commended as the true Americanideal of the common school. The American people, who furnish the children, pay the bills and mustabide the consequences of the national school-keeping, have no such idea of the secular school asthis. When they sweep the school-house clean of sectarian bigotry and ecclesiastical control, it is notthat it may be filled with the damp drift of Godlessness; but that the "pure and unde-filed religion" ofthe Lord's prayer, the Ten Commandments, the sermon on the Mount and the golden rule may come in,like the sunlight and the breeze—the very atmosphere in which the school is worked; the onlyatmosphere in which Republican institutions in this country can long exist. Where they insist on highcharacter in the teacher, they mean a manhood and womanhood vitalized, inspired, wholly informedby that central power of love, without which the broadest culture and the finest method are but"sounding brass." They do not mean by "character training" that the teacher shall build up a littlepersonal theory of "scientific ethics" out of his own narrow experience of life; but that he shall teachthat system of morals under which the world of two thousand years ago has grown to the bestcivilization of Christendom, and which ennobles every man and exalts every state in proportion as itbecomes the forming power in private life and public policy.

Our teachers are hardly aware with what earnestness the wisest and best people everywhere, arenow discussing the possibility of reinforcing the character-end of the peoples' school. YoungAmerica, just now, is in no state to tolerate neglect or false training, however defended by specious t'ories. Our teachers have often failed in permitting themselv^o cv/ be brow-beaten by

clerical bigots or infallible " come-outers/' and out of respect to the crotchety conscience of theclass that never can be pleased, to do great injustice to the mass of the children, whose parents expect

that the school will be more than half a school of " good morals and gentle manners/'Every urst-class educator, whose work has stood, has built his temple on the everlasting

foundations of the recognition of man's spiritual and immortal being, and the primal obligations oflove and obediance to God, reverence for conscience and love and service to man. No permanentstructure of popular education in our country can rest on any basis less broad and substantial than this.The triumph of ultra-secularism will only be a halting place on the road that will land the State, oncemore, in the slough of the old-time sectarian parochial school. And this question, really surpassing allothers of right methods of character-training in schools, depends far more on the teachers than onpublic discourse for its solution.

Industrial training in common schools, however useful in its way, will be found in the end, to befar more valuable for its moral than mechanical uses. No doubt, the American workman needs a betterskill, and all trades and professions can be improved by the applications of an industry based uponscience and labor-saving machinery. But the radical difficulty that underlies all these agitations oflabor, currency, tariff and civil service, was touched by old John Jacob Astor, when he said : ^^These New York merchants cheat each other and call that business." Train your child into the centralreverence for a truth that abides for evermore. Teach him that shirking work will never make him ascholar and only truth is science and knowledge. Teach him that business is business and no kind ofpublic or private cheating, from a swindle in trading jack-knives up to repudiation of public debts andtinkering with the National currency, can ever deserve that name. Teach him early to love his God,love his fellow man, love his country and work and live on the highest table-land of motive at whichhe can sustain himself. So will this beautiful New Education, which has gone forth from your halls tocharm the most generous minds and transform the school-life of American childhood, be found to benone other than the gracious dicipline of the Great Teacher— the gospel proclaimed by Him who' spake as never man spake," and who still, by Divine appointment, is president of God's greatuniversity we call our human life.

School of Practice.Class of '76.THE SCHOOL OF PRACTICE.To correctly understand the present, the present must be traced back to causes in the past. The

school of to-day is the product of twenty-five years growth; through this time it has held steadily onthrough storm and calm; the element of life being strong, storms have only strengthened and deepenedthe roots. The causes leading to the establishment of the School of Practice have been enunciated toooften to be repeated here.

In fixing upon the foundation principles, the advice of Rosseau was followed, "Take the roaddirectly opposite to the one in use and you will almost always be right. " This road was taken May,'61. The following, from a report of that year, explains itself* ^ Resolved that Primary School No. 2,located in the High School Building, be regarded as a Model or Experimental School, to be taught bythe members of the Model Teacher's Class, under the superintendence of such a teacher as the Boardshall provide." In '65 the Junior Department was added. For fifteen years the above plan wascontinued. The need of giving teachers [practice in the higher intermediate grades was felt and inFebruary, '80, the Senior Department was organized. The addition of this department has greatlyincreased the efficiency of the training work.

The connection from Primary to High School is now complete. In October, '85, the Kindergarten,which for several years had been a private Kindergarten, was made free and joined to the School ofPractice. The way is now opened for an unbroken line of work from the home to the High School, and

an opportunity given to connect Kindergarten and Primar^ School work.The Practice School now includes about four hundred fifty children. There are pleasant and

commodious assembly rooms for the various departments, nineteen well-arranged and well-furnishedrecitation rooms. The training teacher of to-day knows nothing of small, dark, deskless rooms. Nearlyevery recitation room has a cabinet containing specimens and products for illustrating the

ett'ective systems of State Normal School and Institutes in the country. Ohio has perhaps led in thenumber and importance of her city Normal Schools, which, with the one exception of the admirableschool at St. Louis, have led all American cities in the training of teachers. Every Normal School, asfar as I know, State or city, between Pittsburg and San Francisco, has been organized on the Oswegoplan and hundreds of her graduates have been at work in them, since 1865.

Of course, such leadership can only be temporary. In a country like ours, it is our boast that noWex\TTjo:ton, Beacons-field, Gladstone or Bismarck can long hold an entii'o jle in his iron grip; butleadership is constantly changing, at l;.^^dem2üld of a people given largely to thinking forthemselves. No\äa »»»eror of education ; no pedagogic clique ; no great school can hope to -^o morethan accept the call of Providence for a brief direction oi American education. The growing West andPacific realm abound in admirable schools, a good number of which, in turn, will come to their ownday of command. And it will be well if, in the pride of her great success, our western school-men donot forget the old rock " from which they were hewn " and fall into the delusion that they have madeand now largely constitute the country whose promising child the new West certainly is.

I have just come from another portion of the country, which, for the next half century is to be themost interesting and responsive educational field in Christendom. Up to the day of your nativity, thesixteen great States we called "the South," with a territory almost equal to civilized Europe, andtwelve millions of people, had not gone beyond the educational methods of old England and ourMiddle States of fifty years ago. That old South was not deficient in collegiate and academicalschools of the respectable class of that time and had already established the common school, forwhites, in several cities, besides making periodical spasmodic attempts to place on the ground thepresent English type of common school, for the lower white class. But, within the past fifteen years, anew educational South has sprung into vigorous life and, to-day, the progressive classes of both racesin every Southern State are more exercised with the educational question than any other save thefundamental problem of getting a living and developing their country. And the most hopeful feature inthis is— that the new Southern common school, in its most infiuential quarters, is being organizedaccording to the principles and methods so familiar to 3'^ou.

Indeed, there is nowhere a more hopeful field for the New Education than among the five millionsof school children and youth

who are now, through all its borders, like little Oliver in the story, asking for more. The whitechildren are very largel ' descended from the British stock, that has never failed to respond to goodtraining in school. The young women teachers are drawn perhaps more largely from the educated andsocially privileged class than in the North, and only need good schooling and professional training todistinguish themselves in the near future. A fair number of superior voiincr men are at work, assuperintendents; some of . ji viil, t cable success. The few State Normals are hope-

:,! ;i;.'i v!i< si.vnt ler Institute, often assisted b ' the most distin-L; iiis> j'li schoolmen, aregenerally working on right lines.

I ' V. [ \ C K: - ! t need Northern teachers so much as a thorough 1 ; : .1 « I llie ideas andmethods of the New Education; and

i i: u» I ! -lily receiving in various ways.

iif' - , ! !ie!n negro, in some respects, has been more fortunae ]i;< .. iNb ' ihren. At Hampton,Va., is established one of 1 iit »fsi li I -,ii. -jihools in the South, which has sent forth great 11'i >ris o[M r: VC teachers for the colored children. The ' col-t : >' .) 1 ' i] 'LlSities," perhaps a score innumber, that have been established by northern missions made the mistake, at first, of pitching thekey too high and leaving out of account the mighty factor of heredity in dealing with their pupils. It hasbeen largely owing to the graduates of our Northern Normal Schools, who have been employed asteachers, that this clerical and collegiate mistake has been gradually overcome. The gift of Slater hasnow enabled nearly all of them to inaugurate industrial training. Thus organized, these " universities "for the colored people are really, in some respects, the most original schools in our country, and aredestined to become a mighty power in the uplift of the American colored citizen.

When I first went south, I found plenty of northern men who knew all about what the negro could,and as many wise men of the south who were sure what he could not do. I have been trying, for sixyears, to find out what he has done already. I see that he is now, at the end of his three hundred years'residence with us, farther out of the woods of barbarism than any other people ever were in onethousand years before. He knows how to work; he has the language and religion of the world'sforemost people; he is eager to school his children; he is slowly growing a genuine upper class,intelligent, moral and prosperous; and he has gotten together, in his first twenty years of freedom, thesnug little sum of one hundred millions of dollars. While the southern white people are largely givento theorizing on "the race question," every southern state has established the common school for the

negro and is doing about as much for his education as we should probably do under similarcircumstances. As things now are going on down south, the most interesting ^* race question of the thefuture/'will be the "race" for educational superiority between the negro and the great multitude ofignorant white folks in the southern country. And no class of children respond so beautifully to thenatural methods as these little colored children of Nature, who represent the last group of the humanfamily that has come in from the schooling of "all-out-doors" to meet the teacher who would leadthem from nature up, through letters, industry and science, to Nature's God.

The crown of the Oswego work has been the emphasis it has laid on the city training school. Herethe academical question is solved by the selection of superior material. The whole power of a citygraded system, with its skilled teachers, is concentrated on a year or more of professional training.The graduates are reasonably sure of positions and, as time goes on, their environment if favorable tosuccess. The practice department is ample and invaluable and the disparaging remark recently madeconcerning it by a distinguished university critic, is not borne out by my observation. On the contrary,the city practice school easily becomes the model school of the town and those cities that haveworked the training school most thoroughly lead all others in their educational affairs. I see no otherway than this of overcoming that fatal habit of time-serving school boards making the public schoolsan asylum for incompetent men and their own impecunious "sisters, cousins and aunts. " Once a hardnecessity, this practice has now become an intolerable public scandal which should be denounced,without qualification, in every city and town in America.

The final outcome of the Normal and Training School of the present, I believe, is to cause, insome thorough system of training, competent teachers for the common school. The people of thiscountry are very fast coming to the point of demanding skilled labor in the school-room, as theydemand it everywhere else. I find everywhere a growing determination to make every poor school agood school, at all hazards, and the expert is the soul of a good school.

This great work cannot so much be accomplished by multiplying State Normals as by endowingthose we have; lifting up their conditions of admission, and making them true universities of

instruction. From them will go forth the teachers to direct the city training schools, of which everyconsiderable town should have one, and superintendents of the new graded schools ; each of whichshould have a teacher's class, which could do a great deal towards supplying the demand for the opencountr3\ Every good ae^dfexs^

should have a department of instruction under an expert. As fast as our colleges can outgrow thedelusion that they are making education below instead of being, themselves, very largely the productof the peoples' schools, they may wisely establish a chair of pedagogics and fill the chair with a manwho believes in and knows something of the normal idea. It would be a prodigious gain if everycollege graduate, of either sex, were compelled to read a good history of education and a fewvaluable books on methods, if nothing m .

Or' can we utilize the great element of womanhood int . ochool aright. A green girl, working for a salary,') Ml. of childhood and of letters, reckless and "bumptious," iiot represent the woman element in

education. Down East, ^ue average "school-ma'am" steps out at the end of five; in the new North-west, at the end of three years service; going to paradise or otherwise—sometimes to Chicago. Thiswe cannot help. But we, the people, will insist that these girls shall come to us with something ofpreparation and strike as high a figure the first day as may be. In return there is no preparation for theordinary life of an American woman more valuable than the training of an excellent public school,with Normal work and a few years in the school-room as teacher.

In these several ways, in connection with the improved institute and school journalism; theteacher's reading circle, always the best where an intelligent reader is let loose into a good library;the vigorous inspiration of the Chautauqua and other summer assemblies; we imay hope, in time, toreconstruct the teaching element through the open country, where whole districts, almost States, arenow abiding in the shadow of a middle age dispensation of ineffectual instruction. And only as thebroad ideal of organization, discipline and instruction set forth in this and kindred schools is realized,will the American common school become the great central power in American life; blending thetraining of head, heart and hand in that worthy citizenship whose corner stone is the good woman, theupright man.

WÜ1 3^ou bear with me a little longer, while I set forth a few of the draw-backs to the success ofthe Normal school and some of the more evident perils of the improved methods of instruction. I donot base these remarks on any abstract philosophy of education ; but simply tell you what a great manyintelligent people and close observers, on school boards, are compelled to see in the practicalworking of the schools.

A few weeks ago I came up the Mississippi river, on one of the largest steam-craft—an enormousfloating storehouse, with an

upper-story hotel—at high water. The river was everywhere— all channels were drowned; andthe problem was, how to navigate this wide, weltering, muddy ocean without bringing up in a cottonfield or running down a submerged village. At almost every hour one would hear the call of the manheaving the lead—"six feet; seven feet; twelve feet; no bottom;" passed upward to the coloredHercules on the hurricane deck, who bawled it into the ears of the pilot away otf in the wheel-house.It was a comfort to learn that the mighty machine would get on in five feet of water; but none the lessimportant to keep her off the sand-bars and out of the "old fields."

Just now, what we call "the boom of the New Education" may, perhaps be best described as highwater everywhere, that has obliterated ancient land-marks and drowned old channels, leaving theyoung t/eacher in the condition of a strange pilot trying to run a first-class steamer from New Orleans

to St. Louis in an over-. flow. Like him you may fancy yourself cutting an original pathway when youare only sailing in an old rut, known to the pilots, since the first steamboat was launched, or you maybravely "sail off into the west" and bring up in shallow water in somebody's garden or astride theroof of a parish church. A few of these normal sand-bars I have had occasion to jot down on myextemporized chart while watching the voyages of Normal graduates, now these twenty-five years,and you will require no apology for their exhibition.

The first danger to the Normal student is superficial culture. Our college friends say some thingsabout you to which we demur, but we stand by them in everything they urge concerning thoroughness,breadth and ceaseless aspiration in the acquirement of knowledge. You can never teach what you notdo know ; and you can teach only poorly what you know imperfectly. There is an advantage with youin methods of acquiring knowledge and some things called knowledge are of little worth to anybody.But no excellence of method can overcome the disadvantage of ignorance and superficiality; while theconceit that often goes with these defects is, itself, the worst deficiency of a teacher.

The second danger is the notion, into which even Pestalozzi is said to have fallen: that any methodcan teach school, of itself. Only a man or woman can teach school, and a great man or woman canoften do more with an imperfect method than a little man in a complete pedagogic armor; just as agenius with a jack knife, will do more than a numbskull with a chest of tools. The best methoddegenerates to mechanisn whenever the man or woman behind it is too small to assimilate and work itas his own. And no

compare them. She then held side by side* a fine photograph of Minerva and a picture of a groupof women arrayed in the latest styles, and again asked for comparisons.) If students can be brought toadmire the Greek figures and feel contempt for those which ornament the pages of fashion magazinesand the walls of dressmakers' rooms, they are nearing the desired haven; but this is, perhaps, the mostdifficult task the gynmastic teacher has to accomplish.

Waving grain, incoming waves, the soaring hawk—how we watch them because they are sobeautiful! Can children, can adults be made to feel this beauty ?

(Dr. Lee now gave with great vigor the fist-thrust exercises, which were followed by slow,rhythmical movements of the arms and hands.) Can children, can adults be led to like the latter betterthan the former? If so, right ideals of movements are being established.

Walking is the most complex of our habitual movements. Good walking involves good pose and abalanced motion of all parts of the body. A good walk is rhythmical, a continuous going on, not asuccession of stops. How much a walk indicates ! (The aggressive, the humble, the repressed, theaspiring, the morally indifferent and the physically energetic walks were illustrated by Dr. Lee andbriefly discussed. The audience did not find the energetic walk attractive.) But is not energy good ?Yes, when balanced by generosity, purity, moral courage and many other fine qualities. Did you everthink of Christ's having an energetic walk ? a sad walk ? a heroic walk ? a hopeful walk ? Neither ofthese, yet all of them; as all fullness dwelt in his spirit, so all fullness dwelt in his perfect body. Whatmajestic humility, what patient energy, what reposeful power, what S3rmpathetic sinlessness he musthave shown in face, figure and carriage! Were Christ to enter this room and walk before us now, Ibelieve conventionality would be thrown aside and according to our several needs and characters,we should call out—" My Lord and my God !" "What must I do to be saved ? " " What wouldst thouhave me to do ? " ^* Now lettest thou thy servant depart in peace."

Is it not possible to give ideals and to train the body to free, harmonious movements, to make itthe ready vehicle of the beautiful, enobling feelings that may be harbored ? Yes, but it is slow work.Teachers themselves have not true ideals; I might say they have no ideals. I recently visited a large

gymnasium, in the main splendidly conducted, but among the hundreds of pupils, I saw only one whohad a good walk. The teacher had no ideal of fine walking.

I heard a teacher groaning thus—"For years I've been working to teach my pupils how to walkwell and to-day I said to my principal—* Don't you think we walk better year by year ? ' What do youthink he said ? ' I never notice the way pupils walk/ Yet he has passed pupils from the room years andyeairs. I think principals ought to keep abreast of their teachers in ideals, know what the teachers aredoing and every half dozen years say Well done, good and faithful servant.' " Probably everysubordinate teacher echoes this moan.

We try to make our pupils appreciate that the body is the organ of mind—the medium ofcommunication between minds— the only means by which the spirit of man can show itself to otherspirits. Mind or spirit may express itself in every part of the body; nerves are the messengers, andmuscles the servants of the indwelling soul.

Another idea to be developed is the fact that mind forms the body.Carriages by passing over a street, change the street. The changes are great and easily seen if the

street be soft, as in early spring; but changes are produced even though it may be solid rock. The deepruts in the pavements of Pompeian streets are but the sum of impressions made by passing cart«. Justas certainly the mind leaves its impressions upon any part it employs as a means of expression. If themind do not use a member, that member is dumb, inexpressive, uninteresting—except as a specimen.

An Indian can tell by signs known to him what animals have passed along a path. By signs equallyclear, a quick, educated observer can tell what emotions and thoughts have habitually expressedthemselves through voice, face, trunk and limb. A man's history is unconsciously written by himselfall over his body.

A lady who often saw Victor Emmanuel riding through the streets of Rome, told me that crowdsthronged lovingly about him. " What was he like ? " said I. " Were you hungry, in trouble, in need of afranc, there was that in Victor Emmanuel which would lead you to turn to him for help. Strip him ofkingly dress, there would remain something to show him the king of helpers." The generosity of VictorEmmanuel pervaded his whole body; in other words, his soul had formed his body.

If you see this expression (elevating inner ends of brows, wrinkling the forehead and depressingthe corners of the mouth,) habitually upon the face, do you not know much of the habitual spiritualstate of the owner of the face ? If a person habitually talk to me with a sidelong glance and lids partlyclosed, I can judge very accurately his habitual mental condition. My acquaintance, B., always

gesticulates with the fore finger, which frequently is brought into contact with the extended forefinger of the left hand. Mr. C. often invites (?) his wife and children to follow him or to enter a roomby a gesture with the uplifted thumb. I am personally acquainted with B. and C, but were I to see thembut once, the waving fore finger of the one, and the lofty thumb of the other, would show me much oftheir characters. Back of the habitual facial expression, back of the habitual gesture, are the habitualstates, the characters of the men.

Isn't it a good thing for students to be grounded in the truth that they reveal themselves by thatwhich their thoughts and feelings write all over their bodies ?

Again, while it is true that carriages impress—rut—the street, it is equally true that the street oncerutted impresses the carriages. That which was the result becomes the cause. Carriages may make badroads ; bad roads make bad carriages. Thoughts and feelings form the body; the body moulds feelings.This reverse is truer than we think and more important than we dream. Take this attitude, (head thrustforward, chest depressed, jaw dropped,) how mean you feel! Now lift chest, erect the head, shut themouth, give the lips-line a horizontal direction; does not the feeling change to noble resolution ?

Maintain the chest and head attitudes, but depress the corners of the mouth ; note the change of feeling.Turn up the corners of the mouth; how quickly the feelings respond ! Bring the clenched fist beforeyour face, tightly close your mouth, incline your head and trunk forward, slowly move the fist; whatfeeling comes ?

In each of the above experiments the feeling was induced by the position of the body. In thebeginning of our experience, feeling was parent of expression; but now, as in the experiments justtried, expression becomes the parent of feeling. You all recognize this as one phase of the law ofassociation. So far as I know, no teachers of gymnastics, belonging to other than the Delsarte school—and but few belonging to that school—take cognizance of this fact that expression voluntarilyassumed, rouses the emotion which naturally produces the expression. I believe few have appreciatedthe fact, and I know but two or three who make any attempt to utilize the principle in training theirpupils. Dio Lewis ignores it, or seems to, by introducing exercises which rouse undesirable emotions.The Delsarte movements accomplish all that his system accomplished, and besides, reach a field ofwhose existence he did not dream.

To me it seems that this idea of bodily attitudes producing mental or moral ones, is a large idea—capable of unlimited appli-

cation by teacher, parent and individual. Miss Walter, one of the principals of our practicedepartment, tells me that the introduction of Delsarte exercises has greatly developed the spirit ofcourtesy among her pupils.

A gentleman, at the conclusion of a course of gjnnnastics with me, told me that a certain exercisewe had repeated daily was always accompanied by an inrush of noble sentiment, and that he knewthat his moral nature had been strengthened and purified by the gymnastics.

The teacher who understands the laws of expression can select exercises which will rousefeelings which need to be cultivated; the teacher who does not know the laws of expression will certainly choose exercises which develope undesirable qualities. Delsarte tends to make the teacher aphysician able to prescribe physical medicine to cure moral ailment.

If I seem to dwell too long on this point, remember the field is rich, but totally uncultivated. Ibelieve we are starting the work here on the right basis.

I cannot in a brief talk explain the Delsarte system—but I can state a few facts regarding theexercises we employ. First, the movements are slow and rhythmical. Rapid thrusts excite the nervoussystem and are, therefore, not restful. Slow, rhythmic movements soothe, compose, harmonize. Theyare in harmony with the rhythmic heart throb, the rhythmic respiration, the rhythmic sway of elm trees,the rhythmic swell of the sea, the rhythmic music of the spheres, the rhythmic poetry of man and ofnature. Rapid movements, particularly if abrupt and taken with apparatus, are believed to snap thefibers of muscle; they are not conducive to the building up of muscle.

Second. When apparatus is used, only very light pieces are employed; the growing needs of thegrowing muscle are met by increasing the number of times an exercise is taken, rather than byincreasing the weight swung or raised. This precaution prevents strain. Dr. Dowd, of New York, theinventor of "The Home Exerciser''—a kind of chest-weight—weighs one hundred and fifty-twopounds and can lift fourteen hundred and forty-two pounds. He brought his muscle up by lightgymnastic, chiefiy by chest weights.

Third. The free gymnastic exercises taken for development of the muscles of any part, are of acharacter to promote grace; they fit for life.

Fourth. Particular attention is paid to removing the ill effects of hard manual labor and improperposition. To this end the Aä —

or muscles are often stretched and the whole body "decomposed/' —i. e., the body is perfectlyrelaxed.

Fifth. The whole body is exercised evenly; no effort is made to develope eat power in one part.I believe the system here employed has the good features of the best modern gymnastics and adds

to them the idea of making the body a free, efiQcient, graceful organ of expression.

Reform Through the Kindergarten.MRS. CLARA A. BURR, CLASS OF '73.The question how to handle with advantage the numerous topics of the primary school is one of

moment. Teachers of higher grades have to contend with superficial ideas that years of afterworkcannot develope into a correct habit of thought, and they hold teachers of lower grades responsible.The primary teacher takes refuge in drill work, and as this substitutes words for ideas, it cannot addto vigor of mind, and does not remove the cause of complaint.

To form correct conclusions as to methods of teaching, the highest ideals should be studied andcompared. Nature stands revealed a perfect teacher, not because variety of expression and repetitionof idea mark each step of her work, but because she appreciates a principle of relation which co-ordinates part to part and the whole to a divine origin. Nature teaches objectively through tree andshrub, one a modification of the other and related through contrasts. The shrub is a repetition of thetree, the tree an expansion of the shrub, both are sustained by the earth and air, to which they returnagain through changing seasons. The cloud and spring are controlled by two opposing but relatedforces, one draws down from the cloud to form the spring, the other draws up from the spring to formthe cloud. Tree, shrub, cloud and spring are adjusted to the changing necessities of man.

Froebel drew his deduction from the study of God's highest conception, a child, and his work wasresolved into a study of related conditions essential to the development of the triune nature. In orderto relate conditions the teacher should be the exponent of the law she professedly follows, for shecannot conceive the method of its application to the development of another, until she experiences theeffects within herself.

Then will she be intelligent and just in her judgment of work of those in the same field as herself,and ambitious to promote the interest of grades above and below her own. Froebel, in thekindergarten system, has brought Nature's law, "Relation by Contrasts," within the grasp of primaryteachers and it is susceptible

of a broader application in the primary school than in the kindergarten.With kindergurtners and primary teachers lost to love of power and self-advancement, the

ultimate aim will be the elevation of all schools through a study of relations. Then kindergartners willnot discourage primary teachers in their efforts to relate their work to the kindergarten but will makeprimary and higher work a study, that difficulties may be removed and the school prepared for theinfusion of kindergarten life. Neither'will the primary teacher use kindergarten games as " rests,*' northe occupations for "variety," neither will the gifts be desecrated in their use in number and formlessons, because "convenient apparatus." Such work but tends to the destruction of one system and theconfusion of the other.

If the principle that makes the Kindergarten a distinct system is so subtle as to be lost in thedriving life of the school-room, then the conditions should be changed and the school prepared for its

inception. If this cannot be done, the Kindergarten must fail as an educational factor.Conclusions based upon experience prove that the bad effects that arise from " variety and drill '*

in the primary school may be overcome through the application of the law of relation. The generalprogram of work should be planned for each day of the week, for at least a month. While closelyfollowed, it should be beautifully flexible as the special wants of the child may require. The teacher'swork is to supply conditions without conscious effort, while the child responds to the influence hefeels and cannot see. To supply needed conditions, is not to give nor withold, and involves the wholeart of teaching.

To handle the various subjects of the primary school to the highest advantage, special points ineach subject should be related, and the whole related to every other subject. Then a habit of reasoningfrom cause to effect is established and continuity of thought is the result. The first exercise of the daythen, should relate the child to the spirit of Nature, and must be a Natural History lesson. Onlycharacteristic points should be emphasized to lay a basis for the day's lessons and future work inclassiflca-tion. To consider spontaneously any object a child may suggest, calls for a generalknowledge of science and special knowledge of types common to the locality.

If the subject of thought for the first day of the week is a bird, the special study of the structure ofthe feet, prepares the mind for the simplest classification. The language lesson may follow the fullstatements expressive of the ideas developed, from which any

part of speech may be studied. The reading* of these statements, with correct expression anddistinct enunciation, becomes the reading lesson, and the most suggestive statement of this lesson maybe made to emphasize any form of letter as a writing lesson. The form lesson in clay moulding, maybe a cylinder, related in form to the bird's foot. If a climber, the adjustment of two toes in front andtwo behind, places the bird in the order to which it belongs.

The drawing lesson should express the idea of the form modelled, while the work in number isclosely related to each and all. Physical exercises may illustrate characteristic habits of the bird, aseating, climbing and building of nests, from which a game may be evolved, the words of the song andgame a scientific description of the bird, set to music, subordinate to thought and action.

Experience proves too, that such games are more enjoyable to children than many others incommon use, and they are in strict accordance with Froebel's idea. His own games were more to himand his children than they can be to his followers, because of the experiences which made thesegames their own.

The work of to-morrow should be related to the work of to-day, and gift, occupation and gamemay bear an important relation to the ordinary work of the primary school, but these should only beused by such teachers as can appreciate the law of relation and follow its subtle course frombeginning to end. To such teachers the study of relations has peculiar fascination and the work of thelast day of the week will stand as a revelation of the first thought of the first day. While many lines ofthought have been suggested, the connection has been so close through co-ordination of parts andwholes, that the week's study has been a continuous thought.

This, then, is to be the mission of the kindergarten, to prepare the school for the application ofPestalozzian principle and kinder-g-arten spirit upon which the system is based. May the largestnumber enjoy the greatest good from the grandest conceptions.

PESTALOZZIANISM IN ENGLAND,BY MRS. M. E. M. JONES.The Home and Colonial School Society was instituted in 1836, hy Mr. Reynolds, Miss Mayo, and

Mr. Bridges, a solicitor who, as legal adviser to the Society, and as a member of its committee,

always remained in connection with it. Miss Mayo was the sister of Dr. Mayo, sometime principal ofthe school at North Cheam, which he had rendered celebrated by the introduction of the method ofPestalozzi. In England, it was first exemplified there. Thus, when Dr. Mayo retired from Cheam, therewas reason for apprehension lest a pattern of this education should be lost to the country. But, in thehour of danger, a great inspiration came to Mr. Reynolds and Miss Mayo, two persons who habituallysought to find and to do the best. They would popularize, yes, and nationalize Pestalozzianism athome, and in the Colonies.

They would present it with all its characteristic merits, and none of its incidental defects; for theyjudged that the system showed defects, not inherent in it, but springing from the suddenness of the re-action it'had initiated. Accordingly, one Fennders said, "Let not our teachers, while cultivating thesenses, the judgment, the reason, suffer the memory to lie fallow. Let them not, because they take loveas the ruling influence, faü to secure the obedience that springs from the subjugation of self-will. Letthem not in creating an atmosphere of sympathy, neglect to enlighten and exercise conscience, and toform principles."

There was yet another presumed defect of Pestalozzianism, which however, could not, just at thattime, have application to us. It was alleged, that having taken pains to form the mind, we failed tofurnish it, but as no children over the age of eight were at first admitted as scholars, it was obviousthat no great amount of mental furniture was here required.

The beginnings of the work were small. The early expenses were met by a capital of threehundred pounds, subscribed in equal proportions by the three founders of the Institution. Two roomsin a central street of London were taken, furnished, and on the first

day of June, 1836, opened to three students. Between that day and this, the college has sent outabout 5,500 teachers to all parts

of the world.It was soon discovered that the suitable illustration of Pesta-lozzian methods involved the

presence and help of the children, whom the method was meant to serve. In eighteen months from theformer date, the college reopened, in the Gray's Inn Road, to fifty-one students and a large number ofchildren.

Five years afterwards, it was the most eminent of its class in England. In its early period anumber of students, many of them foreigners, were trained for foreign mission work; Syrians,Hindoos, Africans and even Chinese were seen from time to time in the class rooms. I think they likedus—I know we liked them; but that was not surprising since they were ^^picked" people.

In these days Mr. Reynolds, our Honorary Secretary, sat daily in his oflBce, from 10 A. M. to 4 P.M., while Miss Mayo, who did a great deal of paper work at home, came to us regularly on one dayof the week. On this day, one of the students was chosen to give a lesson before these two verycompetent critics. The lesson was called a trial lesson, and the giving of it was always regarded as a"trial."

Our head master was Mr. Dunning, than whom our authorities found no English teacher moreimbued with the spirit of Pes-talozzianism. Mr. Dunning, though*afterward giving less time to us,never left us altogether, till he retired from work; and to-day, he sends at the age of eighty, a messageof sympathetic greeting to the schools of Oswego.

Then and for many years, a good custom obtained. The earliest half hour of the working day,which saw all the students assembled, was devoted by the head master to the elucidation of a textfrom scripture, including perhaps a variant reading, and such illustrations as were then available.

But our teacher's great aim was so to put the candle of the word in the hand of each of us, that

each should turn the light inward. The conclusion ever bore on practical duty. There were noplatitudes on the one part; no weariness on the other. No one did more to keep the lamp of sacrificeburning in our midst—to urge us to earnestness of mind and singleness of heart, than did Mr. Dunning.

In the second half of the hour, our teacher gave ua a bright little dissertation on some proverb oraphorism, called "the motto for the day," as :

" Sow an act, reap a habit; Sow a habit, reap a character, Sow a character, reap a destiny.*'" Prayer should be the key of the day, and the lock of the ni^ht.'* ^* There are two classes of

believers, those who believe that God owes them a life of happiness, and those who believe that theyowe Him a life of duty."

** A man's mind is wont to tell him more than seven men that keep watch on a high tower."" O God, we are Thine, even when we sin; but we will not sin because we are Thine."These mottoes may not have been actually given, but they are fair examples of those used. The

two that follow were given, with applications that have always been remembered by at least one ofthe hearers:

** Principles are as seed-corn, rules are as bread."" We must not look for fruit in the time of blossoms. Yet, where there is no blossom, there will be

no fruit."At an ordinary lesson, say, in grammar, our teacher's first words would be, " Please lend me a

grammar; " and, as no book on the subject had as yet been recommended by our authorities, therequest brought forth a dozen grammars, by as many writers. Taking the nearest, Mr. Dunning wouldbegin by reading aloud some specific rule; but his questions soon brought the class to see whether ornot a universal rule lay behind it. The comparison of the grammars, on the point under (Consideration,tended to show how profound was the unity of grammar, how superficial the differences ofgrammarians. Or the class would be led to consider the different aspects of the root idea—action orobject—and the corresponding development of those language-variations which express thesedifferences in aspect. To some of us, such lessons were as good as a claim in a " gold diggings; " butit may be, that others believed too much time and attention to be devoted to non-physical subjects,leaving too little for the acquisition of direct information.

Vainly it was, in effect, said to these students, " You do not come here to learn geography orhistory; these subjects, so far as you need them, you should have acqmired before, or you may acquirein the future; but your time of training is too precious to be spent on them. You are here to study, notgeography, but right methods of introducing and presenting geography to the young; not history, but themothers of history (soon to be)—the children of our period; how to train the senses, the hand, and thevoice, how to awaken the reason, and influence the moral nature, how to establish character, how, infact, to turn out from your school-rooms a perfectly equipped human creature. As means to this highend, you will study how best to communicate

«truth, and to impart knowledge, how to apportion your time-tables and how to organize and

discipline numbers.'*Much of this was beyond controversy—and always Mr. Dun-ning's lessons on the characteristics

of children, (he now thinks of publishing those) excited the strongest interest; yet, a healthy appetitefor secular information possessed the classes. The more because their lessons on general subjectswere given by the best teachers that could be obtained—Mr. Krusi, Mr. Keimer, Mr. Tegetmier andothers.

Our student said in effect, "Give us more information and we will be content with less

philosophy." For this and other reasons, near upon the beginning of the third decade of this century,the college entered on a new phase, by becoming a government institution.

Having taken this course, we rapidly gained its expansion. At one time our staff, students andchildren taken together, amounted to 2,000—^but, in proportion lost distinction. We became in ameasure assimilated to the character of other training colleges. We were, we hoped, more useful aswe ceased to be unique; yet, surely much of the old aroma must cling to us still.

In any case the Pestalozzian slip planted by the society has become a Banyan tree, having roots aswell as branches in all the territories of the British Empire, and beyond the bounds of that Empire.

This is the distinction of the Home and Colonial School Society, and it is sufficiently honorable.

Letters Read at the Quarter CentennialMeeting.London, June, 1886. To the Friends AasemhUd in Oswego:From the height (or depth) of my eighty years, whose strength has been spent in collegiate work, I

look in upon your celebration—a quarter centennial one. But what is a quarter centennial to a manwho sees a fourth quarter centennial a little ahead ? Well, it is as much as spring is to the year,showing that the seed has not merely germinated, but sprung up, and that the shoot has not merelysprung up, but blossomed, yea, crowned itself with blossoms. I will not smother my few heartfeltwords of sympathy by advice of any kind, nor even by any reference tt» your responsibilities to theyounger generation, to the English speaking world, to the human world, as if you did not constantlyconsider these things, asking the giver of wisdom and strength to make you sufläcient for them. I willsay but this—that there is no work, not even the ministerial and I, who write, have been a ministerfor many years, there is no work more interesting in the doing, more delightful in retrospect, moresafe of reward in this world, though not of worldly reward, than the work of a faithful teacher.

Dear friends, I now look on you, the colleagues of my friend Mr. Krtisi, as the special holders ofthe Pestalozzian torch. It is well to wave it high and wide, but it is best to keep it bright and clear. Ithink you know as well as I do the one method of doing this. By keeping a single eye, you shall bealtogether full of light!

The grace of our Lord Jesus Christ, the love of God, and the fellowship of theHoly Ghost be with you all.ROBERT DUNNING.Shelburnb Falls, Mass., July 2,1886. Dear Mr. Sheldon:A carriage accident this morning, fortunately without serious consequences, has left me with a

face so scratched and bruised that it will be disfigm'ed for some days. It becomes, therefore,impossible for me to perform the part you did me the honor to assign me on your program for July 7th.I notify you immediately, feeling assured that you will have no difäculty in supplying my place bysome one who will more worthily and ably represent the Association than would have been possiblefor me to do. I have had pleasant anticipations of the meeting ever since I knew that preparationswere making for a special anniversary; and it is a great disappointment to me to give up the hope ofbeing present; though I am confident the Association will lose nothing by reason of my absence. Praybe so kind as to excuse me to my old associates and friends, and accept hearty wishes for a joyful re-

union, and an enthusiastic celebration of the birthday of Alma Mater.Yery truly yours,MARY H. S. PRATT,Class of '63.Jena on the Saale, Thüringia, Germany, May 24, '86. To the Principal, Teachers and Alumni of the

State Normal School, Oswego, New York.Dear Friends :—From my niche at the feet of the Thuringian Hills where, for nearly a year, I have

been watching the world go by, I give you greeting, and beg leave to add to yours my felicitationsupon the respectable age to which our school has attained. Instead of sending this poor dumb letter,how much pleasanter it would be to grasp your hands, look into your faces and listen to your voices,and to join with you in celebrating the close of the first quarter century in the history of the OswegoNormal. Yet though very many of us must be absent in the body, it is good to believe that somewhereat this time we are all united in reviewing proudly the past of our school, in rejoicing over its presentprosperity and in praying hopefully for its future usefulness. God bless our Alma Mater, and grant hermany another quarter century anniversary. And as she grows in years may she grow in grace and inthe knowledge which opens the eyes of the understanding and fits men for right living in this world,while it prepares them for the world which is to come.

Mr. Sheldon says, ''Tell us of your observations of educational work abroad.'' Just at this momentI look out of the window and see more than two hundred school boys marching along the street, whilethe rain pours down. They are all ages, from six to fourteen, and though it thunders and lightens, not asmall boy flinches, but steadily makes his way through the mud, apparently as content as when hestarted at seven o'clock this morning for a tramp into the country.

This is the Yolk's Schule where the very poorest children go. Energy and endurance are among thevirtues in which they are trained, so that a thunder storm, more or less, makes not the least diflferenceto them. They must bear the cold of winter and the heat of summer without the slightest complaint.They have been gone seven hours, so will have no more school to-day. Not a boy among them haslooked into a book to-day, yet the educational wheel is turning and making a goodly record. They willhave many such a tramp before the summer is over. Last week in Dresden, in the early morning, I sawthe same thing, girls, boys, masters and directors, all going to the meadows instead of to the school-rooms to study. It was a pleasant sight.

To-morrow morning just before seven o'clock, if you could listen, you would hear the sound ofsmall feet, and if you possessed suitable vision you could See young Germany again on its way toschool. Girls and boys fill the long lines. They do not scamper and scream as our children do, butsedately march towards the duties of the day. Each child has a knapsack containing working utensilsstrapped upon his back, and not one in a hundred has forgotten pen, note-book or ink-wiper, and notone in five hundred, perhaps even in five thousand, will be late, although 7 a. m. is a little early tobegin school.

A great majority of these children are poorer perhaps than you can imagine, yet you will hardlysee an untidy garment, or a torn shoe. Patches and dams you will see in plenty, but no one patches anddarns so skillfully as the German house-mother, and clothes that have passed through her fingers arerather attractive than otherwise

As to school accommodations; Oh, you dear American teachers, who pine for increased salaries,better school-houses, larger grounds, more apparatus, etc., etc.! Thank the Educational Genius of theRepublic that you have half as many things as you need, and go right to work and make at least fivetimes more of your resources than you have ever done before; though at the same time I charge you, do

not abate one jot or tittle of your demands, for no good teacher was ever yet sufficiently paid; andliberal expenditure in the school-room, especially in a country such as ours, implies immense savingin reformatories, prisons, asylums, hospitals. Only see to it that, at least so far as you are concerned,the expenditure is intelligent and compatible with the principles of economy.

A little later in the day 70a might get a glimpse of military Grermany going through its eyolutions.Those ranks upon ranks of blue-coated young men from fifteen to eighteen years of age are the smallboys of a short time ago. Every one has served his time in the elementary school, and every one ofthem can, at the least, read and write intelligently. This military drill of three years is the secondgrade in the education of the German citizen, and the punctuality, forethought, readiness, tidiness andconcentrated attention enjoined upon the lad of ten years, are no bad preparation for the developmentof the cool, steady, courageous, enduring soldier.

The girls who a few years ago kept step with their brothers, have disappeared. A few of them maybe found in Teachers' Seminaries, Schools for needlework, '^Kliniks" where nurses are trained, etc.The great majority however, are pursuing their studies at home or in private ''pensions'' where theyare being inducted into the mysteries of washing, ironing, dusting, brewing and baking. Capability inhousekeeping is truly the end and aim of the German woman; yet in view of the fact that the countryboasts a yearly average of at least half a million of wt»men who have no houses to keep, suchelaborate preparation would in some cases seem to be a work of supererogation.

Later still in the day, in fact so late that if you could have a choice in the matter you would preferdreaming to listening, you might hear sounds of marching, shouting, singing, etc., and if you could lookinto the coffee rooms and public gardens in the University-towns, you might see Germany's highestgrade pupils. The elementary school, the gymnasium, the military drill, are all things of the past, andthe ''student'' so-called, takes his turn in the educational grind. He is nocturnal in his habits, and awayinto the wee small hours he is occupied in vigorously moistening with beer the thirsty soil in whichthe learned professors have laboriously sowed the seeds of science. Judging from the quantity ofliquids consumed, the soul of a German student must be a perfect Sahara as to dryness, yet that it isfar from barren the yield of later years abundantly proves. In his earlier years the university student ispicturesque. He drinks and smokes and fights and sings, and does everything which he ought not to do,in defiance of all rules for law and order, yet before his course is over, he gathers himself together,makes his examinations creditably, and enters the world with no more bad habits than the majority ofhumans, and furnished with no mean share of physical and mental ability. His career is phenomenaland contradicts all psychological law. How the quiet, thoughtful obedient boy breaks out into therollicking, careless, lawless, youth, and how he subsides again into the peace-loving, law-abidingcitizen are mysteries.

Germany and America are so difierent that it is difficult to state in what respects one country isdoing better educationally than the other. The system of education which suffices for a country wherethe tendency of thought even in this nineteenth century is strongly localized, and man only knows hisfellow-man through a knowledge of himself, and only knows himself through introspection and notthrough his knowledge of other men, must be insufficient for a country where the widest distances areunited and where a community of interests brings the people of the extreme east and west into asclos contact as if they were next door neighbors.

No peculiarly German institutions could, I think, flourish in America, yet in the work ofinstruction there are points of excellence calculated to command the respect and emulation of theeducator in America. And first, I may mention, the economy of money, time, physical and mental wearand tear. As the American cent has about four times the value of the German pfennig, so are the

American people about four times as wasteful—in school work as in everything else, as the Germans.Secondly. The German teachers are better trained than ours. I do not mean that we have not in

America individual teachers who compare favorably with the best in Germany, but we haveunfortunately a large class of untrained, unskilled

uneducated people who persist, and who are, I sometimes think, encouraged to persist inoccupying our school-rooms, to the incalculable injury of the children. Here every man and woman,who undertakes to teach, must be trained. Even the private schools are subjected to the inspection ofgovernment officials, while the teachers of sewing and knitting, etc., must at least go through the formof an examination in pedagogy.

Oh, this training! It saves time; it saves money ! It saves humanity! To it 1 should say the Germanschools owe their excellence. The work which I have everywhere seen is characterized with a degreeof thoroughness, steadiness, evenness and freedom from excitement, which cannot fail to have thefinest influence upon the disposition and character of the child.

And now I wish I had time to tell you of my beautiful Jena. A very insignificant little town it mayseem to many, as it lies here in the shadow of the everlasting hills with the Saale winding through itlike a thread of light. It is a satisfying place* You go away from it, and you long to return; you have anapproving glance for every old house and you feel like greeting the people as if they were of your kin.It is also no unimportant place in the educational history of Germany. Here was fought the battle ofJena, Oct. 14, 1806, which decided the defeat of Prussia and proclaimed the victory of Napoleon.And here on the afternoon of that day came Jahn, a vigorous young man of twenty-eight or thirty years.The sorrow over the hopelessness of the Prussian cause turned his beard white in a few hours. Hisresolve to fit Germany to resist a foreign enemy was made here, and the rest of his life was spent incarrying out the revolution. The few years that followed were truly the school-master's age.Pestalozzi was just beginning to be heard. Froebel had just seen Pestalozzi and was beginning his lifework. Schiller, of Jena, Herder, twelve miles away, had just died and left their works behind them.Richter, Goethe, Schleiermacher, Fichte and Herbart were aU vigorous men; Diesterweg was a boyof sixteen years. Indirectly the battle of Jena was the cause of the present educational system ofGermany. How nobly the school-masters did their work the triumphs of 1870 can tell. Pestalozzi andJahn secured the victory of Sedan, proving that while the pen is mightier than the sword, the livingword springing fresh and pure from the earnest, self-forgetting heart is more potent for good thaneither.

What Germany accomplished between the years of 1806 and 1870, France has but latelyundertaken in a manner which promises the finest success. The strife in Europe promises for sometime to be educational, in which let us hope the highest victory will be mutual forbearance and co-operation, when nations shall not learn war any more, and when self-seeking shall be lost sight of inthe common effort to reach a higher and nobler civilization. Faithfully yours,

MARGARET K. SMITH.Philadelphia, July 6,1886. Prof. E. A. Sheldo7i, Oswego, N. Y.Dear Sir :—The program and circulars so Kindly sent, received. I regret exceedingly that I cannot

be present at the commencement, one which promises so much that will be interesting and profitable.But since I must forego that pleasure, as well as that of meeting old friends, I shall comfort myselfwith the thought that if absent in body, I shall be present in mind, and in imagination shall take part inthe Assembly Room as of old, and watch for familiar faces among the sea of new ones that will bethere.

As I said in a former letter, I have nothing of importance to write, yet I felt that I wanted to send

my best wishes, not only for the success of the commencement, but also for the school, that it maybecome a veritable and acknowledged giant, towering far above every other educational institution inthe land; also that health and many

Hyears be given its honored principal, who has made the school all that it is now, andall that it will be in the future.With kind regards to the Faculty in general, and to Miss Cooper, Dr. Lee, andProf. Kriisi in particular, I remain,Yery truly yours,ANNIE T. COLLINS. Cor. Hamilton and Baldwin Sts.,Manayunk, Phila.Mexico, June 30, '86. Mr, Sheldon —My Deae Friend :—Although I am only a very small fractional part of the great body of

Normalites to whom your circular letter is addressed, and although I can neither be present nor inanyway contribute to the interest of the occasion, I want, at least by letter, to **take you by the hand"and thank you for what the Oswego Normal School has been to me.

It has been an inspiration throughout all my work as a teacher. I often wonder what sort of work Ishould have done had I begun teaching immediately after graduating in Rochester—as I had intendeddoing. But with all due deference to Mr. Whittier, I do not believe there is such a thing as amight havebeen—and I am sure that a kind Father directed me where I could be best fitted for the work I havesince engaged in. With His blessing I hope and believe that Oswego's influence will some day be feltin many an Indian village throughout Mexico. It has begun already, and there are always places for^^our girls" as soon as they are prepared for the work.

My ambition at present is to furnish a teacher for Yucatan, but I shall send no one until I am sureshe is worthy to represent Oswego methods in that progressive state.

I am positively homesick to be with you all next week, and am very sure that the re-union will bea delightful one. You of the north, with the *'summer schools" and constant contact with othereducators, can hardly imagine the starved condition to which one is reduced who has been practicallycut off from such advantages for five years; the longing to go and feast on the good things preparedthis year for the Normalites grows day by day, but I must content myself with reading about it.

Meanwhile dear friend, let me congratulate you on seeing your work thus crowned—and may Godgrant that for many years you may see its ever-widening influence.

With hearty wishes for the best of success in the school's future life, and with loving memoriesand warm gratitude for my share in its benefits, I remain.

Yours most sincerly,FANNIE C. SNOW. Apartado 247, Mexico.U. S. S. Omaha, Yokohama, Japan, June 2, 1886.Dear Sir :—Although late in answering the interrogatories sent out to the graduates, I do not wish

you or any of my former school friends to think that I have lost interest either in the school or thoseconnected therewith. The first circular was received just as I was on the point of leaving the UnitedStates and, what with family ashore and duties aboard ship to engage all my thoughts and time,answering it was deferred until your second reminder convinced me that delay was dangerous. Isuppose I may as weU follow the old Normal habit of honesty in regard to derelictions ' from dutyand own up that I have been lazy. I expect this plea to be received with your usual emphaticdisapproval of wrong doing, and therefore will only urge further that years ago my teachers did not

succeed in compelling me to conquer this badhabit. They tried faithfully, both by example and precept, I lüust admit, but as the habit still exists,

I suppose it must have been a very bad one to begin with. As I am its worst victim, I must regret theirwant of success.

Your circular calls up a host of recollections connected with four of the happiest years of my life,and as the object of the Alumni meeting is not only for old Mends to come together, but also to revivememories similar to mine, it has my heartiest sympathy. In the retrospect, what a lot of good fellowsthe word '* Kormal," recaUs! What happy memories of womanly grace, inteUigence and beauty areconnected therewith! But it is to the teachers' corps that existed during the four years that I was aformal pupil, that memory most frequently turns. It would take a long time to recount the impressionsmade upon my mind by them and always to be associated with their personalities. How frequently hasthe thought occurred to me, 'How would Miss Cooper say this ? " *'How would either Miss Rice orMiss Armstrong write such a sentence f I have often wondered how many obscure mathematicalmysteries could bear any relation to a steamboat. Thoughts of patience and kindness in dealing withothers, have been suggested to me by a recollection of a definition once given of the word *'gentility." "What Normal of my date can think long of any subject in Astronomy Chemistry or NaturalPhilosophy, without recalling Prof. Armstrong 1 It is useless, and seemingly a vain task to set it alldown in black and white, but what pleasure it will be to those who are privileged to meet and talkabout the old pic-nics, tug-boat rides and other social gatherings—possibly to participate [in themonce more ! Some time in the future I hope I may be in Oswego at an Alumni meeting.

Of personal information I fear I have but little of interest to communicate. I have been attached tothis ship a little over a year, and expect to serve two years more in her. We came out via Suez Canal,and hope to go home via San Francisco. I suppose my boy is the finest young feUow to be foundanywhere. I have not seen him yet. (In case the proposed history of the Normal School is published,please send me a copy. Enclosed is a P. 0. M. 0. for $2.00, to be applied for memorial purposes asproposed.)

"With many greetings and kind wishes to my friends, I remain.Your friend and attached pupil,G. B. RANSOM.July, 1869.Prof. E. A. Sheldon, Principal,State Normal and Training School, Oswego, New York,United States, America.Newark, N. J., July 4th, 1886. To the Class of June, 1880.Dear Classmates :—It is only absolute necessity that prevents my joining with you in the Alumni

celebration of our good old school. Many of the pleasantest memories of my life are clustered aboutthe time that I spent with you all as a pupil there, and during these six long years that have passedsince we stood together on the platform holding our diplomas in our hands, those memories havecrowded upon me in many places; the evening walks "down to the lake" that were such an essentialpart of divine service on Sunday; the society meetings; the oft-repeated remark 'Tlease step to theofläce ;" the struggles in the method classes ; the agonies and the fun of the practice term; the old storyof the evening criticism—all these things were then parts.of our lives, and now we can only recallthem with a smile or a sigh as they come up before us.

There are many in that class of ours whom I shall never see again, and a few whom I shall meet,but to all of you who gather in the building on the hill on Tuesday and Wednesday next, I send my

heartiest greeting and best wishes. It is with deep and sincere regret that I find it impossible to bewith you.

Sincerely yours,JOHN L. BABCOCK.Kansas City, Mo., July 3, 1886.Miss Walter :—I have hoped to be present at the Alumni meeting of this year to see in person the

teachers who so long and successfully have worked for a reform in education, and to hear the reportsof many who caught their first " enthusiasm for humanity " from the Oswego school, but other, notdearer, interests have interposed, and so I gladly respond to your invitation of January 5, to write abrief account of personal experiences in carrying out the principles enforced at Oswego.

To be brief as possible, my own work has been in the training department of Normal schools,where I have been engaged—sometimes alone and sometimes with other Oswego graduates—in thepreparation of teachers; (for a period covering fifteen years—during which time some hundreds havebeen trained.)

I recall the work of these years with pleasure, and am thankful for the enthusiasm and success ofthose who entered into the practical work for themselves. In the work of these years nothing has beenof such permanent, productive use in begetting intelligent enthusiasm as the Pestalozzian principleselaborated carefully in both pedagogical history and philosophy, and then carefully enforced andillustrated in practical work.

If the first is neglected, the result is mannerism; if the second, the students are at first impractical,and to a degree inefficient.

There seems to be no difficulty in arousing enthusiasm and a real spirit of self-fiiacrifice in youngteachers. The ardor of these young disciples is sometimes dampened by older teachers who, withoutlove, or real efficiency beyond ability, etc., conduct a small drill on technicalities (that is supposed tohave a direct influence on per cents, when the examination is of the right sort), and still manage toexert temporarily a depressing influence on beginners.

In the city schools, too, unless there is a strong superintendent, the incapacity of some Boards ofEducation to grapple with a question of importance, necessarily causes a discount in all school valuesby fluctuating policy or want of it. Still with all obstacles that are in the way, the tide is risingeducationally all over the country; and, without question, the impulse which is called the '*Quincy"movement, was given by and is directly traceable to the Oswego School. Toward that school thethoughts of many of the distant alumni must gratefully turn at this time.

Very truly,MART F. HALL.Class of July, '69.Greene, Iowa, June 12, 1886. Hon. E. A. Sheldon, Oswego, N, Y.,Dear Friend :—Your circular letter, and enclosures call to mind many pleasant recollections. In

my youth I attended several schools, but while all taught me, none trained my powers for work andsuccess as did the Oswego Iformal and Training School. All institutions with which I have beenconnected as pupil, imparted to me much valuable information, for which I shall never cease to begrateful, but to the Oswego school I must accord the highest place, as it did more, it called into actionsubjective powers of which I had before been partially unconscious and

OH which I have since learned to rely. My last school work was in this pleasant little village ofGreene, from '78 to '83, where I built up a public school which has liberal course of study fromwhich graduates are admitted to the Freshman Class of our State University. Since that time I have

been practicing law here. I prepared myself for admission to the bar during vacations in the yearswhile teaching. I have an established practice worth $3,000 a year, and under the continued blessingsof a Providence that has been so kind, I may look forward to useful and comfortable years. But morehelpful and of far greater comfort and happiness than all else on earth to me is my pleasant home, withthe best wife man ever had, and three bright and affectionate children. I hope some of these now babydarlings will be among the Alumni—at your semi-centennial.

Ever yours most truly,CASSIUS M. GREENE.Olassof July'69.London, July 5, 1886. Cablegram. Dr. Sheldonf Oswego, N, Y.:Tenderest greetings to Alma Mater, friends and pupils.SARAH J. ARMSTRONG.

ALUMNI EXERCISES.Twenty-fifth Anniversary.WED]S^ESDAY, JULY 7th, 1886, 9.00 A. M.Reading of Scriptures and Prayer.SINGIXG—DOXOLOGY.Address of Welcome by the President.Response by Mrs. M. H. Pratt, Class of '64.MUSIC. Yocal Solo—The Creole Lover— Dudley Buck, - - Miss Anna B. Sheldon. Remote

Causes which led to the Organization of the Normal Schoool,A Paper by Hon. 0. J. Harmon. Brief addresses on the subject of this paper hy prominent citizens.MUSIC. Yocal Duet, - - - - - - - TV. G. Rappleye, Chas. S. Sheldon.History of Pestalozzianism in England, - - Mrs. Margaret Lawrence Jones.Read by Miss M. S. Cooper.History of the Oswego Normal School, Herman Krtisi.2.30 P. M.Necrological Report, Mrs. M. D. Moore, Class of July, *72.Our Normal Schoool as related to the Work among the Freedmen,Amos "W. Famham, Class of June, 75. This paper will he followed by brief addresses by persons

who have beenengaged in this work.MUSIC.Instrumental Solo, . . . . . . _ . Miss Laura A. Sheldon.Our Normal School as related to the Educational Work in the West,Mrs. Delia Lathrop Williams, Class of Feb., '68. This paper will be followed by brief addresses

by persons who have beenengaged in educational work at the West.MUSIC.Yocal Solo, W. G. Rappleye.

Our Normal School as related to Educational Work in this State,W. J. Milne, Ph. D., L. L. D. The Kindergarten as related to the Normal and Public Schools,Mrs. Clara A. Burr, Class of July, '73. 9.00 P. M. Banquet at Doolittle House.THURSDAY, JULY 8th, 1886, 9.30 A. M. Devotional Exercises. The School of Practice— Its

Present and Prospective Work,Sarah J. Walter, Class of June, '76. Instrumental Duet—I Montechi e Capuleti—Bellini,Miss Gillette, Miss Laura SheldonThe Gymnasium—Its Mission, - - - - Dr. Mary Y. Lee, Class of 6: .The reading of Letters from Absent Members by the Secretary.Five Minute Speeches by Members of the Association.Meetings in Sections.2;30 P. M.Miscellaneous and Unfinished Business.Yocal Solo, Miss Mary E. Hutcheson.3.30 P. M.The Training School in America, Dr. A. D. Mayo.Singing by the Alumni, '* Auld Lang Syne."Brief Historical Sketch of the Association ofAlumni.The first meeting of this Association was held at Normal Hall, July 9, 1867. E. A. Sheldon

presided, and Ellen Seaver was recording* Secretary. The following program was presented.ORDER OF EXERCISES.1. ANTHEM—♦'How Beautiful on the Mountains."2. Reading Scripture and Prayer.MUSIC.Solo—''Come in and shut the door."Mary Perkins.3. ESSAY—Government. Margaret L. Andrews.4. POEM—Queens. Mary M. Holbrook.MUSIC. Instrumental Duett—Les Souvenirs.5. Letters from absent members and Reports of Historians.MUSIC.Duett—''Our Beautiful Mountain Home."Misses Holbrook and Funnelle.6. ESSAY—Something l ew —A Lecture to Teachers. - Miss Rebecca Jones.7. ADDRESS—Signs of the Times. - - - - Edward Trowbridge.MUSIC. Instrumental Duett.8. Transaction of Business.MUSIC. Chorus—''Auld Lang Syne."9. BE^^EDICTION. 10. SOCIABLE.At this meeting" was inaugurated the custom of planting the class ivy, and each class that had

graduated previous to this date planted a vine. This custom was kept up, with the exception of two orthree classes that planted trees, until the old building was torn down to give place to the new one.

To this custom the old building was well adapted. Along the entire length of the east and southfront of the east wing, and the south front of the west wing, were broad piazzas on each of the two

stories, supported by fluted columns after the style of Grecian architecture. At the base of eachcolumn was planted a class ivy. This gave a very pleasing effect to the building. Unfortunately, whenthe old structure was torn down, these vines had all to be taken up; and it was not deemed best by thebuilding committee to replant them. They were, however, preserved by the principal, and either theoriginal vines, or offshoots from them, have been planted about the trees in his own private grounds.This, of course, put an end to the custom of planting the ivy. As a substitute, the classes nowcontribute something for the general ornamentation of the Hall, which shall, at the same time, serve asmementoes.

The proceedings of the second meeting were printed in pamphlet form. At this meeting, held July6th, 1869, the Principal, E. A. Sheldon, presided, and Dr. John W. Armstrong, the Head Master, gavethe Address of Welcome.

Miss Cooper read a report containing statistics covering the entire period of the school from thetime of its organization. The following items from this report will be of interest to all.

"There have been nine Training Schools established outside of our own state, of which ourgraduates have sole charge, and in which our methods are exclusively used. Aside from these, anumber have been employed to instruct teachers in different localities, for the purpose of introducingthe methods into the public schools. A large number are also employed in State Normal and TrainingSchools in different parts of the country." Mrs. Mary Howe Smith, at that time a teacher in the school,read an original poem. At this meeting the classes of 1868 and '69 planted vines. The report says:"There -being no gentlemen in the class of Feb'y? 1868, the duty of planting the ivy devolved uponone of the ladies. Miss Eva S. Edwards, who handled the spade with as much ease and grace as anygentleman. The class motto was given, ^Labor wins Success,' and Miss Lun Delano read a selectedpoem, ^One by One,' by Miss Adelaide Proctor.

"Mr. Henry Douglass planted the ivy for the class of July, 1868, after which an original poem wasread by Mary D. Sheldon, a teacher in the school and a member of this class." "Mr. Manly T. Brownwas the one appointed to perform the ceremony for the class of Feb'y, 1869, which he did, making ashort impromptu speech. This was followed by a song arranged for the occasion."

" Mr. Charles Richards planted the ivy for the class of July, 1869, giving" an appropriatesentiment, after which an original poem was read by Miss Amelia Morey, a member of the class."

The report closes, "The scene was solemn and impressive, and will not soon be forgotten bythose assembled in the school-yard that morning. The day was one of the most lovely Summer gives,and nature seemed to smile her benediction on the enthusiastic young hearts, thus performing their lastloving service for their Alma Mater."

The third meeting was held at Normal Hall, Friday, June 30, 1871, E. A. Sheldon presiding. Thesession was opened at 9 o'clock a. m. The exercises consisted of addresses, reports, reading of lettersfrom absent members, and the planting of the ivy by the classes of 1870 and 71.

The triennial meeting of 1873 was held at Normal Hall, Tuesday, July 1st, commencing at 9o'clock a. m. The session was opened by the President, E. A. Sheldon, who, after reading a portion ofScripture and offering prayer, addressed the Association with words of welcome. The usual reportswere read and impromptu speeches made, and letters from absent members read, interspersed withvocal and instrumental music. Clara J. Armstrong read an original poem, and Edward Trowbridgeread an address. This was followed by ivy planting by the classes of 1872-3. Miss MarthaMcCumber, since deceased, who was at that time critic in the School of Practice, was correspondingsecretary.

An excursion to the " Thousand Islands " was planned for this meeting, to start on Wednesdaymorning and return on Saturday night. A boat was chartered for this purpose, and a large party, madeup of the Alumni and their friends, had a delightful time cruising in the St. Lawrence among the "Thousand Islands," and returned without an accident or a regret.

The meeting of June 29th, 1875, held at Normal Hall, was made somewhat memorable by thegrand excursion up the Sag-uenay river. A very racy account of this trip, which occupied about twoweeks, was prepared by Dr. Mary V. Lee and Mary D. Sheldon, who were members of the party.This was published in pamphlet form, entitled "Up the Saguenay." Only a limited number wereprinted and it would be difllcult, at this date, to obtain a copy.

The meeting of July 3d, 1877, was occupied by the usual reports, speeches and music. Words ofWelcome were given by the President, E. A. Sheldon. Two essays were read; one by Miss Juliet A.Cook, subject, ^*The Teacher's Ideal;" the other by Miss Helen Hamilton, subject, "Education inSociology." The

classes of Jan., '76, and the classes of Jan., '77, planted the ivy. The class of June, 1876, planted atree—the orange leaf willow, and the class of June, 1877, planted an everg-reen. These classes andthe classes of June, 1875, which planted an evergreen, are the only class that did not plant the ivy. Inthe grading of the grounds, the trees shared the same fate as the vines.

The exercises of this occasion were closed by a sociable in the evening, at the Boarding Hall.On Wednesday, July 4th, a small party took an excursion, for which arrangements had already

been made, to the Thousand Islands.The next meeting w^ould have come regularly in 1879, but at that time the old building was being

torn down and the new one was in the process of erection. For this reason the meeting was postponedto July 6, 1880. At this meeting Miss Cooper presided, having been elected at the meeting in 1877.Mr. C. W. Richards was elected Vice President, and Miss Ida J. King, Recording Secretary. GilbertMoUison, President of the Local Board, gave the address of welcome, to which Mr. W. Scott Smithresponded. The usual Alumni report, prepared by Miss F. E. Sheldon, was read by Miss E. Stocks.Several reports were also read by class historians. Miss Amelia Myers, a teacher in the school, gavea recitation. Mr. Sheldon, the Principal of the school, was compelled to go to the sea shore, onaccount of his health, and so was not present at the meeting. A letter and telegram were received fromhim, which were read. By motion of Mr. Wilcox the Association sent a response to Mr. Sheldon bytelegram.

At this meeting Mrs. Hattie Dairymple Eager presented a fine crayon portrait of Mr. Sheldon. Aresolution of thanks for the same was offered by Miss O. A. Lesler, and adopted. A portrait of Mr.Sheldon was also presented by Miss Anna Woolman, in behalf of the class of the summer of 1878. Inthe evening a sociable was held in the Normal School building, at which a collation was served. Atthis meeting no ivies or trees were planted. The old building had given place to a new structure, andthus was crowded out an old-time and pleasing custom. The new building brought greatly increased

facilities and accommodations for school work, but at the sacrifice of many delightful memories andassociations. The old building, with its pleasing proportions and light, airy piazzas, will not soon beforgotten by the pupils and teachers who assembled in it for so many j ears.

At this meeting the following ofllcers were elected: E. A. Sheldon, President, C. W. Richards,Vice President. Alice Williams, Recording Secretary, O. A. Lester, Corresponding Secre-

tary. At the meeting of June 28th, 1882, Miss Lester being absent, Miss A. B. M^ ers wasappointed Secretary pro tern.

Rev. Henry W. Sherwood, an alumnus of the school, opened the exercises by reading a portion ofscripture, and prayer. The time of this session was largely occupied by the reading of letters fromabsent members, and reports from class historians. Mr. Sherwood discussed the subject of " Teachingas an Element in Education." Dr. Lee read a very interesting paper on "Gymnastics." Miss MarySheldon and Mrs. Burr had also prepared papers for the occasion, but, for want of time, they wererequested to read them at the banquet to be held in the evening. After the singing of "Auld Lang Syne,"the Association adjourned. The banquet was at the Doolittle House, at which about one hundredmembers were present. The following officers were elected at this meeting: Henry W. Sherwood,President, Mary V. Lee, Vice President, Juliet Cook, Corresponding Secretary, Miss GeorgiaTimerson, Recording Secretary.

The meeting of July 2d, 1884, was opened bj'- the reading of Scripture, and prayer by thePresident, Rev. Henry R. Sherwood.

Mr. Sheldon offered words of welcome, to which the President responded.Letters from absent members were read by Miss A. B. Myers. In addition to the usual class

necrological and other reports, a very pretty, original poem, entitled, "The Amethyst," written byMiss Eleanor Worthington, was read by Miss Mary Sheldon.

Mrs. Burr read a very interesting paper on " The Kindergarten."Mr. E. A. Tuttle delivered an address on "Self-Preservation."Several subjects of considerable interest were discussed and committees appointed. Among the

more important of these were :1. Permanent Class memorials. By vote this was entrusted to the faculty of the school.2. Class reports—points to be included. This was referred to a committee consisting of Miss M.

K. Smith, Miss Cheney and Mr. Stimets, and Mr. W. G. Rappleye was made Secretary of ClassHistorians.

3. A suggestion was made that a history of teachers and graduates of the school be printed. Thiswas, on motion, referred to the faculty, and the following resolution was adopted:

'^Resolved, That the Alumni put themselves on record as being in favor of such a history beingprinted."

4. Teachers' Bureau, in connection with the Alumni of the school. This was referred to thefollowing committee : Miss O. A. Lester and Messrs. Tuttle and Stimets.

The following" officers were appointed for the succeeding year : E. A. Sheldon, President; LewisW. Jones, Vice-President; Sarah J. Walter, Corresponding Secretary; Margaret K. Smith, RecordingSecretary.

In the evening there was a reception and supper at the Doolittle House.QUARTER CENTENNIAL ANNIVERSARY.This was a meeting of rare interest and enthusiasm, and was largely attended by the graduates and

friends of the school. As the more important papers and letters read at this meeting are printed in full,it is not necessary to refer to them in detail. They speak for themselves.

In the absence of Mrs. Pratt, the response to the Words of Welcome was made by Miss HattieMorris of the Class of '67.

Miss Margaret K. Smith, the Recording Secretary, being absent. Miss Sarah T. Van Petten wasappointed Secretary jprö tern. Mr. W. G. Rappleye was appointed Treasurer of the Alumni MemorialFund until a permanent committee or treasurer should be appointed.

Mr. F. N. Jewett, and Misses Amy Roberts and EUor Carlisle ' were appointed a committee todevise means for defraying the expenses of the present meeting.

On Thursday afternoon several important reports were made.I. Report of Committee on Decoration of the Hall. Miss Sarah T. Van Petten, as Chairman of the

Committee, made the following report, and recommendations :"The amount received up to date for the Alumni Memorial Fund is $342.50. The Committee

would recommend :1. That the fund be applied to the decoration of the new hall with appropriate pictures and busts.2. That, to secure harmony between the room and its decorations, also harmony, together with

unity of design, among the decorations themselves, the President appoint a permanent decorativeCommittee, the majority of whose members shall be located at Oswego, or in convenient art centers,whose duty it shall be to disburse the fund in the purchase of suitable decorations.

3. In view of the importance of decoration in the school room, as a means of artisticdevelopement, and in view of the desirability that this hall should furnish to our pupils models ofgood taste in ornament, it is suggested that the committee act slowly and carefully, so that the resultsmay accomplish the end desired. "

The report was accepted and the recommendations adopted.A motion instructing the President to appoint a committee of five as a permanent decorative

committee was carried, and the following committee was appointed : Sarah T. Van Petteu, Mrs. H. H.Straight, Miss C. L. G. Scales, Mrs. Mary S. Barnes, and Dr. Mary V. Lee.

II. Report of committee on Publication of a Historical Sketch and proceedings of the meetings.^^The Committee recommend the publication of a historical sketch of the school, a record of the

proceedings of the twenty-fifth anniversary meeting, and the papers read at this meeting.The Committee also recommend the following topics for presentation in this sketch:1. Historical Sketch of Organization.2. Notable events and order of occurrence.3. Extracts from minutes of Alumni meetings.4. Constitutions and changes of Local Board.5. " " '' " the Faculty.6. Alphabetical list of. graduates, with locality from which they came to the school.7. Biographical sketches of graduates to include the following points :a. Name (husband's name) and present address.6. Years taught at positions filled.c. Subsequent studies and graduation.d. Subsequent occupations other than teaching.e. Studies and graduation preceding Normal course.8. Necrological report.9. Full text of papers and addresses presented.10. General remarks.11. General Statistics."

Mr. H. W. Sherwood moved the adoption of the report. Mr. W. S. Smith moved, as an amendment,that a condensed statement of the psychological principles which the school has set forth, beembodied in the published sketch. The amendment was adopted, and the report as amended wasadopted.

The committee then offered the following resolutions, which were carried :Resolved, That Mr. I. B. Poucher, E. A. Sheldon, Dr. Mary Y. Lee and Miss M. S. Cooper be

appointed a Committee on publication.Resolved, That this Committee be authorized to direct and supervise the work of preparing,

publishing, and distributing the historical sketch that has been approved by the Alumni.III. Report of the Committee on Finance.The Committee reported that $68.50 had been received and that $35 more were needed to meet

necessary expenses. Mr. Rappleye and Miss Van Petten reported a probable surplus from the sale ofbanquet tickets and Alumni badges.

IV. The Committee having charge of the nomination of officers for the next meeting, made thefollowing nominations, which were ratified : Lewis W. Jones, President; Charles C. Stimets, VicePresident; Sarah T. Van Petten, Recording Secretary ; Mary D. Moore, Corresponding Secretary;Franklin N. Jewett, Treasurer.

The retiring President made some remarks appropriate to the occasion, and introduced thePresident elect, who, thanking the Association for the honor they had thus conferred upon him, tookthe chair. After a vocal solo by Mary E. Hutchinson, the President introduced Dr. A. D. Mayo, ofBoston, a distinguished guest of the Association, who read a paper on "The Training School inAmerica.''

On motion it was resolved that Dr. Mayo's address be referred to the Committee on publicationwith reference to special publication for wider circulation.

After some remarks by Mr. Sheldon in regard to future plans and prospects of the school, theAssociation joined in singing "Auld Lang Syne," and adjourned.

We deem ourselves exceedingly unfortunate in not being able to include in the report of theproceedings of this meeting the address of Dr. W. J. Milne, Principal of the Geneseo State Normaland Training School, "On our Normal School as related to the Educational Work of this State." A*ö itwas not a written address, and no report was taken at the time, we have been unable to secure even anoutline of his speech. This is owing to the failure of Dr. Milne's health, which compelled him to layaside all work. He said many things that were very flattering to our school, and it would have givenus great pleasure to have made a permanent record of them.

History of the Athenean and AvalonianSocieties.One of the most pleasing rooms which a visitor will see in passing through the Oswego Normal

School, is situated in the third story of the building and is the assembly hall of the Athenean Society.The walls and ceiling are tastefully decorated, the floor is covered with a handsome carpet, and thechairs, officers' desks, &c., are of such appearance and quality as to happily harmonize with the otherparts of the room.

The members of the Society are enjoying this pleasant place of meeting, because of the earnestefforts of those who have preceded them, since the Society was organized in the Spring term of 1879from the old Avalonian Society. The latter had been in existence since the Fall term of 1866; it wasorganized at that time with the avowed object of promoting the intellectual and social growth of itsmembers.

This society met twice a month and in the evening, and was not under the direct supervision of thefaculty, joining it being entirely optional with the pupils. The work of the society was mostly of amiscellaneous character, consisting of music, charades, essays, recitations, declamations, debates,etc., somewhat similar to that of the debating societies in the school at the present time, no particularsubject or line of thought being followed for a longer time than one meeting.

In the Athenean Society the plan followed is entirely different. At the beginning of each term,subjects, usually two in number, are chosen by the society for the hterary work of the term. Then thesociety is divided into several different divisions by a committee appointed for that purpose; and thechairman of each division prepares essay subjects and other work, and assigns these to the differentmembers of his division for the week his program is to be rendered. Also twice during each term thesociety gives public exercises in Normal Hall, and the best of the exercises that have been given inprivate meetings on the subject are usually chosen for the public program.

Following this plan of work is very beneficial to the society, as besides growth in a rhetoricaland literary direction, much valuable information is gained that could not otherwise be secured.

The Society is now in a very healthy and prosperous condition. It is burdened with no debt. Thereare about thirty-five active members, among whom perfect harmony prevails, all working together formutual growth and the advancement of the best interests of the Society. The officers at the presenttime are Miss L. A. Sheldon, President; Mr. A. C. Howe, Vice President; Mr. C. N. Millard,Recording Secretary; Miss M. A. Lathrop, Corresponding Secretary and Mr. M. P. Connor,Treasurer.

While the members of the Society feel that they have great reason to be proud of their presentprosperous condition, they are by no means satisfied to rest and enjoy the labors of those who havepreceded them, but are determined that with progression as their motto, no effort shall be sparedwhich will tend to promote the growth of the society and strengthen it as an organization.

A Brief History of the Adelphi Society.The Adelphi Society was organized February 4, 1879, with fifty-five members enrolled. E. O.

Pearce was the first President, and Delos Radcliffe the first Vice President.The objects of the society were, to secure for themselves greater skill in literary work, greater

ease in speaking before an audience, and wider literary culture, the members considering theaccomplishment of these objects an important part of their education.

The regular meetings of the society were held every Wednesday afternoon, and the first publicmeeting was held February 19, 1879. Formerly, the society met twice each week, but since it wasdecided to have but one meeting during the week, the time of each regular meeting was changed toevery Friday morning.

The objects of the society have always been sustained, and the members of the Adelphi Societyhave derived great benefit from the work done by the organization.

At present, the Adelphi Society is in a fiourishing condition and bids fair to maintain in the futurethe reputation it has won in the past.

The Keystone Society.All students entering the Normal School are members of the Keystone Society, during the first

year of their work. This society was organized in the spring of '79, as the Hall Society, under thesupervision of Dr. Lee and Miss Lester ; this is the only society under the direction of the faculty.

In July 1880, Dr. Lee on going to Europe, resigned her position in the society, and Miss Myerswas associated with Miss Lester until July 1882, when the latter left the school, and Miss Coopertook her place. In the spring of '83, the Hall Society changed its name to the Keystone Society.

While under the direction of Miss Cooper and Miss Myers, the society have given four publicentertainments, a reading by James E. Murdock, the veteran actor and reader; a complimentaryconcert by Syracuse and home talent; a concert by Camilla Urso and M. Sauret ; and a dramaticentertainment by the elocution class of Miss Myers. With the proceeds of these entertainments, thesociety have presented the school with a German photograph of Longfellow, a fine crayon of MissCooper and one of Prof. Krusi, and have contributed largely toward the purchase of the stagedecorations.

Every other week the society meets for private exercises of an instructive character, and onceeach term gives a public entertainment. The work of this society is very beneficial, and fits itsmembers to carry on the work of the other two societies without the supervision of the faculty. As theother societies obtain their members from this society, it is indeed the Keystone Society.

History of the Normal School Prayer Meeting and Christian Association.At the time when the Normal School moved into the old building on the present site. Dr. Sheldon

invited about a dozen devout students to meet him in the office on Saturday evening to hold a prayermeeting. Such was the origin of a meeting which has been a powerful moral influence in this school.

These meetings, led by Mr. Sheldon, were characterized by such fervor and growth in membersthat the office became too small a place, and they were moved to "No. 14,"—dear old "No. 14!" aplace dear to many who will read this history, for there they were helped into a higher spiritual life,or there they first met their Redeemer.

At the time of the change of room, Dr. Sheldon suggested that the students should lead the meeting,the leader of one meeting appointing the next leader, while he would as heretofore, give them hispresence and aid. "No. 14" for years was crowded evening after evening with enthusiastic, devoutyoung men and women, eager to gain spiritual help from others, eager to give it, and as a

Iresult many who came into the school careless about the life of the soul, became converted. The

writer recalls the feeling among the Christian students about the year 1870, the feeling that no oneought to graduate unconverted, the earnest efforts made to accomplish this, and the exultant remark ofone man, "we've got them all but two! " It was a common saying during those years, "There neverwere such meetings anywhere before; " and one of the first questions asked when Alumni returnedwas, "Is the prayer meeting as good as it used to be ? That is the first thing I think of when Oswego ismentioned."

But in the year 1880, the meeting seemed to have lost its hold on the students; it was often thinlyattended, and in discouragement some of the faithful few asked, "Had we not better give it up ? " Inthe anxious discussion of plans for resuscitating it, there came the urgent suggestion for organization,in order that the students might have the advantage of one leader and an executive committee to carryon systematic work. This plan was adopted in May, 1881, and efficiently carried out by George H.Howe, the first President of the Normal Christian Association. About one hundred and seventy nameswere enrolled during the first year. Miss Ella Gerow—^who so early finished her earthly work, andwho accomplished so much for the Master in this school by her consecrated life— the Secretary atthe close of the first year, says in her report, "We have celebrated our first anniversary. In reviewingthe work of the past year we have realized more than ever before the utility of organization, and feelthat all things work for good to them that love God," and in another report she says, "A number haveconfessed their faith in Christ, and all feel they have been greatly blest."

The characteristics of the first year have marked the years since, and recall the former times ofearnestness; spiritual growth is quickened, timid christians are trained to greater self-reliance and

power to lead in christian work when they go out from us, secret Christians are brought to openconfession of faith, thoughtful ones to a decision, unbelievers are gradually molded by the religiousatmosphere about them, and some come to saving knowledge of the truth.

As the older Alumni used to look toward " No. 14" when Saturday night came, and offered aprayer for God's blessing and the far-off meeting, so do the latter Alumni look toward "No. 34 " astheir Mecca.

A list of the names of teachers who have been employed in the Oswego Normal and TrainingSchool.

Margaret E. M. Jones, E. A. Sheldon, Herman Xmsi, I. B. Poncher, Matilda S. Cooper, E. D.Weiler, Emerson J. Hamilton, Kate Davis, Ellen Seaver, Amanda P. Fnnnelle, Mary Howe SmithPratt, Yirgil C. Donglass, John W. Armstrong, Mary E. Perkins Hayes, S. C. Bancroft Tillinghast,Leonora T. Clapp Chnte, Lois Brant Erwin, Kate A. Whitney, Sarah M. Haskell Wood, C. C. Cnrtis,Joseph A. Prindle, John B. McLean, Anna T. Randall Beihl, Sarah J. Armstrong, Mary D. SheldonBarnes, Martha McCumber, Defransa A. Hall Swan, David H. Cmttenden, Wm. A. Aber, Mary Byan,Edwin A. Strong, Mary W. Hnnt Stickney, Emily J. Rice,

Mary Davis Moore,Nathaniel T. Trne,John G. Parkhnrst,Mary R. Ailing Aber,EUa M. Stewart Collins,Isabel Lawrence,Ordelia A. Lester,Mary Y. Lee,James N. Baker,Mary F. Crowe,Emma Dickerman Straight,Martha A. Keeler McKay,S. Ida WiUiams,Henry H. Straight,Rose Whitney,Sarah J. Walter,F. Elizabeth Sheldon,Jnliet A. Cook,Margaret W. Morley,Martha E. Chnrchill,Georgia A. Timerson,Sarah T. Yan Petten,Amelia B. Myers,Fannie C. Snow,Emily S. Comer,Carrie P. Herrick Wheeler,Clara A. Bnrr,Mary Mattison,Walker G. Rappleye,Carrie L. G. Scales,

Kate Bnndy,Mary Holbrook McElroy,Margaret K. Smith.Difficulty has been experienced in getting sketches of those who have taught in the Normal school;

there has been disinclination to indulge in autobiography, as the brevity of the sketches furnished byseveral of our best known and most successful teachers bears witness. In a few cases, friends of wellknown teachers have come to the rescue and given more adequate histories.

Editor.MARGARET E. M. JONES.For the details of the life of Margaret E. M. Jones, the first prinoipal of the Oswego Normal and

Training School, we are indebted to her sister, Mrs. Bessie Coghlan, of London."Mrs. Jones was born in Bond street, London, England, about 1824. Her father was a highly

intellectual man, a great reader and a rare conversationalist. Her mother was gifted with many graceswhich fitted her to adorn society and made her the idol of her husband and children. Margaret, thedaughter of these favored parents, had a fondness for learning, even when a tiny child. No one knewhow she learned to read, and at the age of four years, no book was too difficult for her. She masteredFrench and German with little help, committed pages of favorite authors, celebrated family events bypoems, at the age of twelve; and those not being the days of cheap books and circulating libraries, sheborrowed reading matter from all who would lend.

"Feeling that she was the eldest daughter of six children and therefore ought to support herself,she was advised by her friend, Mrs. John Valpy, to be trained at the Home and ColonialCoUege,London, for a governess. On entering this college she found herself delighted with everything taughtthere, especially every word relating to mental science and the theory of education. She listened to alllectures upon these subjects and reported them, even more fully than they were given—her clear, far-reaching thought enabling her to go beyond the thing said to the larger thought behind and below theexpression.

" At the end of her training at the Home and Colonial, she was appointed one of the HeadGovernesses. As the Home and Colonial College was the pioneer of all teaching. White-land'sTraining School applied there for a Head Governess who could give lessons on Education, Methodsand Criticism. Mr, Reynolds felt there was no one who would be so fit for this position as my sister.She was at Whiteland's about a year, I believe, but for certain reasons, so disliked the work ascarried on there, that she returned to the Home and Colonial and there remained until she wasselected to go to your College (Oswego Training school) in 1861.

"I do not think any work she ever did gave her more pleasure than that of Oswego. She loved youall and was never tired of

talking of the intellect of the Americans, and their enormous capability of acquirement as well asof all the love and kindness she met with whüe in Oswego.

"She returned to England in the summer of 1862, and about three and a half years after leavingOswego she married her cousin, Mr. Lawrence Jones.

"I may add that for some time she occasionly wrote poetry for a weekly newspaper, and that shepublished several stories, a book of poems, &c.

"Throughout her life, she has been most amiable and unselfish—religious in the widest andhighest sense—^possessing a power of seeing the best side of every one. Perhaps for her ownhappiness she has been too sensitive. Unkindness might vex and annoy others—it deeply woundedher. She had the highest moral nature and never left a difficult duty undone, though her nervous

temperament made her shrink from asserting herself."She was considered an excellent teacher; she thoroughly knew her subject, her selection of

words was perfect; all her explanations and illustrations were most clear. Her patience, her gentlevoice and her loving interest endeared her to all who learned from her."

The alumni of the classes of '62 and '63 remember Mrs. Jones with deep affection, respect andadmiration. In her there was a rare mingling of qualities ; she was all gentleness, love, persuasivepatience, diffidence, reverence for human nature. She had almost infinite tenderness for children, forthe suffering, for the erring. In all the gentler graces she was truly Christlike; but she was also brave,heroic, undaunted; she was far-sighted and large-minded; she came quickly with sympathy with thosewhose thinking and working were in fields remote from her own. She was in short, truly philosophic—possessing power to see things in their true relations.

Her pupils in America remember her criticisms upon lessons given before her as so many gems—clear, faultless, diffusing light. In their strong light, faults unseen before were plainly shown, but mostof all the virtues, the strong points in the lessons given were revealed for our inspection, appreciationand imitation. As a critic Mrs. Jones was a master; her language was classic; her influence refiningand inspiring, and when she returned to England she left upon us a blessing, spiritual as well asintellectual.

While in Oswego she assisted Mr. Sheldon in the preparation of " Sheldon's Manual forTeachers."

Many of the strongest graduates of our school, those who have taken charge of training classes,owe their first insight and

inspiration to Mrs. Jones. Thousands of teachers in the United States, and even in other lands towhich Oswego graduates have gone, little dream they owe much of inspiration and progress to thecritical work of the first Principal of the Oswego Normal—Mrs. M. E. M. Jones.

Nineteen years after Mrs. Jones returned to England, Miss Mary D. Sheldon and Dr. Mary V. Leewere making a protracted stay in England, and were invited to visit Mrs. Jones, then living inPontefract, Yorkshire. They will never forget the gracious and generous hospitality they received, northe kindly interest with which each one of Mrs. Jones' American pupils was remembered. Mrs. Joneswas in fullest possession of her remarkable powers, alive to all interests at home and abroad, herdeep and charming conversation shedding light upon various subjects, her tenderness and sympathycreating about her a heavenly atmosphere. Later Mrs. Jones visited Dr. Lee and Miss Sheldon atCambridge, their college home, and was intenselyjinterested in seeing all that famous university wasdoing for women.

Mrs. Jones is still living, and not infrequently sends to her Oswego friends papers narratingEnglish events which may be interesting to them.

^ J^ 'k. . ,....^Biographical Sketch of E. A. Sheldon.BY MARY SHELDON BARNES.There in the orchard, among* the beehives, stands my father, looking toward sunset; it is now

May, in the year of our Lord, 1887, and he was born in October, in the year of our Lord 1823; butheart and eye and step are those of a young man yet. For strong generations came to his birth on eitherside, generations of pioneer farmers, of long-lived New England Puritans. His father and mothercommenced life by coming from the Berkshire hills of Massachusetts to the "far west'' of the Geneseecounty, and there was he born, in a little, unpainted frame house of a single room. There in the hardy,multiform life of the farm, childhood and early youth were spent; Perry Centre, where the familyspeedily became leaders in all local matters, notably in church affairs, was the nearest village; andthere, in time, came an earnest, enthusiastic, young collegian, Charles ^Huntington by name, whostarted a private academy where Greek and Latin were taught, and where Mathematics rose to thedignity of Algebra and Geometry. Hitherto, my father had, to use his own phrase, "gone to school onan ash-heap,"—that is, he had for ten years been sent to one of those district schools set in some arid,useless spot and dispensing from year to year a mixed, uncertain diet of reading, writing andciphering, varied with a little geography. To this dreary and useless round, my father went with theutmost reluctance, the energy of his nature making him impatient of absence from the genuine work ofthe farm. Charles Huntington changed all this, and opened a new world of ambition and work to theseventeen-year old boy, who, fired with his teacher's spirit, hastened to borrow some Latin books andprepare for college. At the age of twenty-one, he entered Hamilton with the ambition of fitting himselffor the bar, after completing the regular Classical Course. But while preparing for a prize oration towhich he was appointed, his health broke and he was forced to leave college at the close of his Junioryear; not, however, before the college had enabled him to measure himself with men and things, andhad taught him to act with

confidence and energy. As for the impressions he had left behind him, I find his professors usingsuch phrases as the following:— "diligent and capable in business," "distinguished by regular andstudious habits, as well as by great excellence in character and scholarship," "a young man ofintelligence, ability, the firmest integrity and a warm heart."

He now went to spend a short time with the famous horticulturist, Charles Downing, in Newburgh,where he met a gentleman who persuaded him to,come to Oswego and join him in the nurserybusiness. But this enterprise was destined to failure, and for a few months the young man was in astate of suspense as to his future, and again and again his trustful, eager soul raised the prayer, "Lord,what wilt thou have me to do." My father has always felt that the answer came in the impulse hereceived during this waiting time to study somewhat into the condition of the poor; to him, reared inthe country, where all could read and write, and where all were comfortable, though none werelearned or rich, the ignorance and misery of the city poor seemed like a very revelation ofheathendom. Day after day he went through tenement houses and shanties, learning to laiow themiseries and wants of their inmates ; armed with a little book full of statistics he himself hadgathered, with his fresh young heart urging on to action, he persuaded some of his most influentialfriends to join him in forming an "Orphan and Free School Association," which should find some wayof giving a home to the orphans, and free school to the poorer children of Oswego. The wholemovement was in its essence at first religious, the meetings of the little society always opening withprayer, while it was to the churches that they looked for aid. Active results soon appeared, and aroom was rented and fitted for a school. But who should be the teacher ? To his own utter surprize,everyone turned to my father as a matter of course. He had just completed arrangements for enteringthe Theological Seminary at Auburn; but since no teacher appeared, and his associates declared thatunless he would teach the school thev would abandon the enterprise, he answered, trusting still thelead of Providence, "Very well, then teach the school I must." When asked what salary he wanted, hesaid, "It will cost me about $275 a year to live, and this is all I want; they gave him $300, and myfather entered what afterward proved his own chosen career.

Behold, then, in the early winter of 1848 and 1849, the 3''oung schoolmaster before his firstschool; utterly without experience, almost without a plan, he stands there face to face with onehundred and twenty "wild Irish boys and girls of all ages, from five to twenty-one," utterly rude anduntrained. Yet, he says, they gave

V/137him "no trouble; " if they engaged in a free fight, it was from ignorance of the proprieties of the

time and place, not from any desire to be ugly; if some of the boys became restless, they were sent outto race around the block and see who could be back first; thej' were called to order by rapping onthe stovepipe; they were held in order and kept to their work by the genuine love they bore theiryoung schoolmaster and by the genuine love he bore to them. I have not been able to find that any caseof discipline occurred in this rough "Ragged school." As mj' father went to his work of a morning,his warm-hearted Irish children trooped about him, seizing him by the fingers or the coat-tails,wherever they could best catch hold, to the great amusement of the store-keepers and the passers-by.Saturday morning he spent in pastoral work, that Is, in visiting his pupils at home and in seeing thatthey were not suffering for the necessaries of life. This was the hardest day of his week; and the youngschoolmaster generally found himself exhausted by noon, so great was the draft made on hissympathies by ignorance, sickness, incompetence and misfortune.

The w^ork could not stop here in my father's mind; and from this beginning, as may be seen in Mr.Harmon's excellent paper, sprang in time the organization of free and graded schools in Oswego andthe establishment of the orphan asylum. But while this movement was passing through the stages ofopposition and apparent failure, my father had been living with his usual energy. In May, 1849, while

yet a teacher in the "Ragged school," he had married Miss Francis A. B. Stiles, and in the next year heundertook a private school in the old United States Hotel, whose wide piazzas some of the Alumniwill remember as a pleasant social annex to the old Normal.

But he was not intended for the master of a private school, and his patronage proving insufficient,he applied for the position of Superintendent of Public Schools in Syracuse. Among therecommendations given him by Oswego citizens, I find the following from an old physician: "I speakfrom extensive experience, in saying that I have never known a person so successful in gaining theattention and exciting the energies of children as Mr. Sheldon. In rising to address his school, theearnest gaze of every pupil is riveted on him with the animated expectation of receiving bothentertainment and instruction. * * * This I have repeatedly witnessed."

In the two years of his Syracuse residence, he consolidated, graded and organized the lowerschools, brought together various ill-kept and ill-distributed collections of books into a CentralLibrary, now one of the flourishing and valuable possessions of Syra-

cuse, published the first annual school report of the city, and gave the impulse and the plan whichresulted in establishing one of the finest hig-h schools in our State.

In Oswego, meanwhile, the free-school party had at last succeeded, and naturally looked to myfather as the man to shape and execute their wishes. From May, 1853, dates my father's permanentresidence in Oswego. By September of that year he had already so thoroughly organized the schoolsthat they at once began their new cares on plans which have remained practically unchanged for thirtyyears. But nothing was ever finished for mj' father; there was still a class to be provided for, theyoung men and boys who sailed the lakes from early spring till early winter, but who were idle fromDecember to April; for them he organized the arithmetic schools, rough-and-ready ungraded schools,where the arithmetic was the basis of the work; and in 1859 an ' Unclassified School" was added tomeet the wants of irregular, laboring people, for whom the graded school was impossible. In additionto all this secular work, no one was more active than my father in lay religious work ; every Sundaysaw him still teaching, now in a regular Sunday School, now at the Orphan Asylum, and now in somepoverty-stricken little country school-house.

Meanwhile, his sincere and thoughtful nature had become dissatisfied, not only with the currentways of teaching in our public schools, but even with their range of subjects. His early life on thefarm, his taste for practical work, his sympathetic contact with the poor, had convinced him thatsomething better and more useful could be done in the way of education. He felt that children shouldlearn to know forms, colors, weights, the commoner facts and relations of their own bodies and thematerial world—not as mere names, but as objective realities. While working the problem over, hevisited Toronto, where he saw, in the National Museum, though not used in their own schools,collections of appliances employed abroad—notably in the "Home and Colonial Training School " inLondon. Well do I remember the delight with which he returned from this visit, armed with somematerial appliances for accomplishing his desires. The dark shelves of the little closets opening offfromjbhe dingy office where my father lived and worked all day, as Secretary of the Board ofEducation, became filled with wonders delightful to my childish eyes, and, I think, no less so to hisown—colored balls and cards, bright-colored pictures of animals, building-blocks, boxes in whichwere silk-worm cocoons, cotton balls, samples of all sorts of grain, specimens of pottery and glass.In school all day, I employed my lunch-time in hunting

over these precious treasures while my father was busily writing*, or, perchance, trying to reachthe heart and conscience of some "bad boy," sent to him as a last resource, from one of the public

schools.*

In 1859 and '60, a thorough detailed plan of work was introduced into the Oswego Schools,embracing lessons in form, color, size, weight, animals, plants, human body, moral instruction. Thewhole program was worked out with such attention to detail that the work of every hour, in everygrade, was printed in black and white. But a partial difficulty instantly arose, and the question wasasked on every side, "How shall we teach these things?" Every -Saturday, my father met his teachersfor discussion, and gave illustrations, as best he could. But he sadly felt the inadequacy of hisinstruction and determined, if possible, to obtain a model or training teacher from the " Home andColonial " itself. The Board of Education agreed to such an invitation, " on condition that it shall notcost the city a single cent." My father was ready to meet this condition; he at once went to the teachersinterested in the reform, and from them obtained the promise that in return for instruction in thetraining class, they would, for one year, resign half of their salaries.* Teachers from outside Oswegowho came for training, should pay a tuition fee; and a little would be saved to the city by using thesesame outsiders as free teachers in the schools selected for practice. For the history, circumstancesand temper of the first training class, for the Educational Convention called to examine the working ofthe new methods, and for the most interesting external history of the next few years, I must refer to Mr.Krusi's most admirable paper on the history of the Normal School. * f There it will be seen how thisundertaking grew from local to State and National importance, and how it has resulted in changes ofmethod, in the foundation of Normal and Training Schools, and in the practical dissemination ofsuperior teaching power throughout the country.

It must not be imagined, however, that these results were obtained without encountering healthyopposition; in the New York State Convention of 1862, and in the National Convention of 1864, thewhole system was very severely attacked from philosophical standpoints by Dr. Wilbur,superintendent of the State Idiot Asylum, a man everywhere noted for the successful

* Once In a long while, the " bad boy " needed a whipping—always administered reluctantly andgenerally joined with the argument and " moral suasion."

* Salaries ranging from $300 to $500.+ See also Mr. Harmon s paper on the "History of the Public Schools."* For the original discussion, see New York Teacher of October, 1862, American Journal of

Education, March, 1864, and the same for March, 1865,training of the unfortunates. These papers roused so much attention to what he called the '^vicious

tendencies" of the Oswego system, that a committee was appointed to examine more thoroughly intoits true practical bearings. The chairman of this committe, Prof. Greene of Brown University, aftervisiting our schools and testing the results as thoroughly and impartially as possible, made a reportbefore the National Convention of 1865, so intelligent, exhaustive and favorable, that it was acceptedas final, and since that time the underlying principles of the Oswego Methods have never met seriousopposition or discussion in any authoritative body.

These years from 1860 to 1870, were perhaps the busiest of my fathers busy life ; as Principal ofthe young Training School, a place which fell to him naturally, he was involved in an ever increasingcorrespondence and a certain amount of teaching. As Superintendent of the City Schools, he wasnecessarily engaged in a heavy and perpetual routine of visiting schools, keeping accounts, lookingafter cases of discipline, making out examination questions and marking examination papers,—inshort, in a thousand petty details known only to one familiar with the business. These were the barenecessities of the case; add to these, the preparation of various papers and addresses— the editingand publication of a graduated course of Object Lessons and of a Manual of Elementary Instruction—the preparation of a set of Reading Charts and Books—active labors in the Sunday School and church

—the cares of a growing family, lately transplanted to the newly fiaish-ed house by the lake, whichhas since become our dear, familiar home. It will thus be readily understood that my father's day wasbusy; he invariably rose at five, and after lighting the fires, wrote or studied until a seven o'clockbreakfast. After this, he was off for the schools, returning at five or six, for dinner, after which heworked or studied for at least two hours, before retiring at ten or half past. His chief recreationsconsisted in trimming trees, attending to his orchard, and in rare visits to his old country home. Butthese arduous years were no burden to my father. A strong physical constitution gave a good physicalbasis for these labors; worth far more were the facts that his home was happy, his work congenial, hisspirit enthusiastic and hopeful; worth most of all was the fact of my father's faith, the fact that, throughall his work, he felt that he was divinely guided and helped and that beyond his own mortal strength,the purposes of God would surely work their own best way.

These years of labor were, however, also years of honor and recognition. It is almost startling tosee how instantly the educa-

tional leaders of the day acknowledge the superiority of Oswego methods and ideas. In 1862 myfather was elected Superintendent of the schools in Troy, but he resigned the honor, although the placewas more important and central and the salary larger by some hundreds than that he then received, forthe simple but sufficient reason that he felt that the work in Oswego was not yet ripe for anindependent life; the books on methods not only stirred up teachers throughout our own country, buthad a good sale in England itself; while the fame of the Oswego schools brought to the modest homeby the lake many an educational pilgrim of distinction, among whom are especially remembered,Lowell Mason, B. G. Northrup, afterward Superintendent of Public Instruction in Connecticut, A. A.Calkins, Assistant Superintendent of Public Instruction in New York city, Prof. Da vies. Professor ofmathematics at West Point, A. G. Rickoff, Superintendent of Cleveland schools.

In 1865 the Oswego principles and methods had been accepted as sound by formal action of theNational Convention; in 1867 my father was invited to take charge of a pedagogical department in theUniversity of Missouri; and in the same year he was strongly urged to become the principal of theState Normal School at Albany. The reasoQS for his refusing these flattering offers, with their notablylarge salaries, will best be understood by reference to my father's letters in regard to the Albanyplace; he writes :

**I have endeavored to put myself in the position of willingness to pursue the line of duty, withoutany reference to personal inclinations, seeking simply to know my Father's will, and then to do it. * ** I am told positively that should I leave, all further effort for this school will be abandoned, and thatit cannot be sustained. I know much yet remains to be done and that there are many obstacles to beovercome in the accomplishment of what we wish to secure for this school; there are others who cando this as well as I, but this makes little difference so long as the feeling is such as it is. ** * * Itwould not be right for me to jeopardize the educational interests here unless a greater good could beaccomplished elsewhere. So far as Albany is concerned, there are many who can do the workrequired there, better than I can. * * * i can assure you, this has not been a hasty conclusion. I havecarefully and prayerfully weighed the whole matter, and after a severe conflict between inclinationand a sense of duty, I am led to decline your flattering offer."

Meanwhile, the training school had become the State Normal and Training School, and demandedmy father's energies so completely that in Sept., 1869, he resigned his.place as Superintendent of theCity Schools and gave himself entirely to the duties of this principalship. At this time, too, hereceived the degree of A. M. from Hamilton, an honor all the more gratifying from the fact that he hadbeen unable to take his first degree.*

* To this was added, in 1875, the degree of Ph. D. from the Regents of the University of NewYorlc.

It would now seem as thoug*!! success were assured, on the principle that " nothing succeeds likesuccess." Yet in 1872 began what my father always desig-nates as the " big fight; " yet it was confinedto the city of Oswego, and began by the offering of the following proposition to the Board ofEducation in that city:

" Besolved, That we discontinue object teaching in our junior schools and substitute insteadComeH's primary geography and Appleton's elementary arithmetic."

This simple, intelligible and intelligent resolution was the opening of a most severe and bitterattack upon what was understood as object teaching. This attack lasted the better part of a year, andits grounds, as appearing in the papers, were, that the pupils did not easily pass from one grade toanother, that teachers and parents wished text-books instead of oral lessons, that the expense ofsending children to school was greatly increased by having" to buy so many text-books, that the pupilswere not able to pass regents' examinations, that the pupils were held in school longer than formerly,and that the number of teachers had been increased.

My father had before encountered opposition; he had, in earlier years, been accused of teachingthe children " cruelty," on account of the collecting furor roused by some lessons on insects ; he hadbeen nick-named ^^The Pope" on account of his predominant influence in the Board of Education ; hehad had to meet sarcastic and serious criticism of Pestalozzian principles, but never had he metanything so bitter, personal and discouraging as this local attack; its nature and spirit can best beshown by the following extracts from the daily papers of the time:

'' The system, whatever it is * * was introduced here under the personal supervision and directionof its most eminent advocate. We had almost said its inventor. He selected and trained his teachers,without let or hindrance, and has succeeded in one way and another, in working out of their situationsnearly every teacher not especially trained in his methods, or who differed with him as to theirvalue."

'' I believe nine out often heads of families here look upon the Oswego system of schools as amischievous, expensive and cruel humbug. * * * * if your correspondent, Mr. Editor, had themanagement of public education in this city, he would make many changes. In the first place, he woulddiscontinue the High School * * There is no justice or propriety in levying a tax upon the wholepeople to teach a few children botany or geometry or Latin. * * He would drop from the [publicschool] course of study everything but reading, writing, arithmetic, geography and grammar. * * * Inthe next place, he would return to the kind and form of school-books that were in use twenty-fiveyears ago * * Object teaching and gymnastics should be sent out of doors again. Does a child need togo to school to learn about light and heavy, about rough and smooth ? * * Are our children moremuscular or more symmetrical than they were before they were taught to paw the air in rhythm ? * * *The introduction of this principle has of late tended to increase the number of teachers—. * * Themore teachers we have, the higher

price, of course, we must pay for each. A diminished demand would be more economicallysupplied.

'*The Pestalozzian propagandists are just now filling the Press with interminably long and drearyarticles or the 'great underlying principles' of the 'Objective Methods of Teaching.' ]S"obody but theman who writes these wrong wanderings reads them, and they are consequently, unworthy of seriousconsideration. At the election yi May the people will have something to say about a system by whichthey have been humbugged out of large sums of money and an incalculable amount of time.

*'The tax-payers of Oswego will see to it that their schools shall be run in the interests of soundpractical education, and not * * to build up fortunes of Book Publishing Kings, and Pestalozzianmonomaniacs.''

"We have very little hope that the people will effect a reform in this matter. Too many men live bythis humbug to render easy of destruction.

"We have yet to hear of a person outside of the Pestalozzi Ring, who does not believe thatObjective Teaching in Oswego schools has failed.

"We have yet to find a person not directly interested in the profits of 'the system,' who does notagree with us that Beading, Writing, English Grammar, Arithmetic and Geography—and thosebranches only—should be taught in the Public Schools at the public expense."

"Teachers can keep carriages, Common Council men have to travel on foot."My father, aided by a few strong* friends, met these charges seriously and temperately; admitted

that mistakes might have been made, indicated some errors of administration, and in a series ofcareful papers tried to show the good people of Oswego the innermost meaning and drift of objectivemethods. Nevertheless, the "popular reform" was carried; lessons in color, form, size, animals andplants were thrown out of the program after the close of the first primary year; map-drawing was athing of the past; ^^CorneH's Geography and Appleton's Arithmetic" had a clear field; no teacherswere to be employed who were not natives of Oswego ; for a short time, the High School itself wasabolished; and by their measures. Objective Methods were supposed to be slain.

Before 1880, years of toil and labor began to tell upon my father's firm constitution, and in 1879,he felt that he must resign his place as principal of the school, which had become a part of his verylife; it was then that strong friendships came forward to sustain him; the Normal School Board wouldaccept but a temporary resignation, and insisted upon continuing his salary; his faculty, hard-workedas they always were, generously divided his work among themselves, in order that he still might keephis place; and this was no sudden impulse, but through all the dark, depressing months of a prolongednervous prostration, with its slow and seemingly uncertain recovery, his friends never failed in theirconstancy of hope and helpfulness. It was during these dark days that my father turned to country lifeagain, and in light occupation about his orchard, about his hens and bees, began to find return-

ing interest, and, as days went on, returning health and hope; 1881 saw him once more ready toenter upon the full duties of his principalship, which he has since held with ever-increasing vigor.

In 1881, he added a Kindergarten to the departments of the '^Normal School, and he is, at present, at work on three practical problems. One is, how best to

connect the Kindergarten smooth, ly with the primary schools; the second, the unification of the schoolsystems of New York State ; the third, how to elicit from industrial work, its true educational value.*

But the prime study at present absorbing his mind, is one of theory, and perhaps even morefundamental than these; it is— What are the psychological facts which should underly our educationalmethods ? What can children themselves teach us of the ways by which they acquire knowlege, anddevelop mental power ? This study has led him to invite to our school, from the University of Jena,Germany, Dr. Mohlberg, a disciple of the famous Herbart. With his aid he hopes to make somegenuine progress in enlarging the psychological outlook of our teachers and in making our methodsmore soundly philosophical. /f-

*^ *^ ^^ ^^^And so my father stands among his trees and bee-hives, thinking, acting yet; and if you ask him his

ideal of a future state, he will answer promptly, smiling at you with his clear and steady eyes—"Constant activity."

To my own great pleasure, I find that I am not allowed to close this paper without sayingsomething of the part my mother has contributed to my father's success; perhaps no one has been amore intimate witness than myself of the ingenuity and cheerfulness with which she has combined agenerous life and a limited income ; of the bright and elastic spirit with which she has met thethousand petty burdens of life as if they were but play; of the unswerving steadiness of hopefulcourage with which she has sustained my father through his trial of ill-health, depression andopposition. Sprung from an intellectual stock, and originally endowed ^ with unusual talent, she hasnever failed to enter with intelligence and interest into all my father's plans and ideas; and in all hi&literary work, she has been his best and most effective aid. Indeed, in every direction, she has beenmost thoroughly a help meet for him, and he has found a thousand occasions to consider the 16th ofMay, 1849, as the most momentous and fortunate day of his life.

* This inquiry has already led to the establishment of shop-work along the lines Indicated by Mr.Straight.

^Al.HERMANN KRÜSI, A. M.Hermann Krusi was bom in 1817, at Yverdon, Switzerland. His father was teacher in the school

of Pestalozzi, then at the height of its popularity. Four years later, however, he resigned his position,and removed with his family to the Canton of Appenzel. Soon after he established a private Normalschool in Gais, and it was in this school that Hermann Krusi received his early education.

From 1835 to 1838 he pursued academical studies in Dresden and Berlin, visited and studied theworkings of the Prussian Normal schools, which were the best in Europe, and were chiefly conductedby men who had been students under Pestalozzi.

Returning to Gais, he assisted in the Normal school until 1846, when the death of his fathercaused the school to be given up, and Krusi was obliged to seek elsewhere for employment. Twosituations were offered to him—the one from Dr. Mayo, as teacher in a private school in England; theother as tutor in the family of a Russian nobleman. He chose the former and was soon on his way toEngland.

Dr. Mayo's school was situated at Cheam, fifteen miles from London, and was patronized by thewealthy classes and the nobility. But the method of teaching employed there—mainly the old routinesystem—was distasteful to Krusi, and he resigned at the end of the year.

On leaving Cheam, he visited the Home and Colonial School, in London, and while there was

invited to join the corps of teachers. This school aimed to have all its work based on the principles ofPestalozzi. Krusi accepted the situation, and became teacher of arithmetic and drawing, and alsoaided in working out methods of instruction in other branches.

During the three years that he was connected with the school, he arranged a course of inventivedrawing—the first that was ever prepared, and which was afterward introduced into Massachusettsby Mr. Whitaker, who had been his pupil in London. All work on this subject can clearly be tracedback to the work of Krusi, from which later authors have freely borrowed.

In 1852 he returned to Switzerland, intending to teach the youth of his own land ; but soon after,through the recommendation of Dr. Lowell Mason and others, who had seen his work in London, asituation was offered him b}'- Prof. William Russell, who had established a private Normal institutein Lancaster, Mass. This gave him an opportunity to realize one of his cherished dreams—to visitAmerica—and in 1852 he again left his mountain-home to begin work in a new land.

JFor three years he had charge in this institution of the departments of modern languages and

drawing, and also, for a time, the mathematical department. It was during this time that he wrote hisfirst work on perspective, which was published in 1857.

Krusi was afterwards engaged as a regular lecturer before vthe Massachusetts State Institutes, under the direction, first, of Dr. Sears, and afterward, of Hon.

George S. Boutwell. This work brought him into intimate association with his. own distinguishedcountrymen, Agassiz and Guyot, and also with Mason, Russell, Emerson, Northrop, Tenney, and otherwell-known educators. It was through the influence of these and later friends that, in 1871, YaleCollege bestowed upon him the honorary degree of Master of Arts.

In the Institutes, Krusi s subjects were arithmetic and drawing. In the latter subject his was trulypioneer work. Only a few educators in the great centres had awakened to the importance of drawingas a branch of instruction in common schools and people generally were much opposed to spendingtime and money on what was considered as only an accomplishment, and useless to the commonpeople. >r

In 1857 Krusi accepted a call to become one of the teachers in the State Normal School at TrentonN. J., retaining, however, for the first year, his connection with the Institutes of Massachusetts,devoting to them a part of his time. He remained in Trenton two years, and then returned toMassachusetts.

His Institute work was not confined to that State. It embraced New Hampshire also, and in 1860and 1861 he did the same work in Ohio.

In 1862 Krusi went to Oswego, N. Y., at the request of Mr. E. A. Sheldon, who had justestablished a Training school for teachers, founded upon Pestalozzian principles.

From that time until now (1887,) fully twenty-five years. Prof. Krusi's work has been chieflyconnected with that of the Oswego Normal School.

He was first employed to elaborate methods in Number, Form and Drawing. The latter subject hetaught and superintended in the Normal School as well as in the schools of the city.

The inventive principle, which induced the pupils to find designs for themselves, was alsoapplied to Geometry, where the members of the class found solutions for their problems by their owningenuity, i. e., not with the help of a book. This work was very successful, and it was pleasant towitness the animation and intelligence of his classes. He also taught Philosophy of Education,including Mental and Moral Philosophy, without a book, by

appealing to the experience and to the reflective powers of the pupils themselves.

It was to be expected that Krusi's mind should be greatly exercised by Pestalozzi. As the son ofthe earliest co-laborer of the great Swiss school reformer, he felt it his duty to contribute a share tohis better appreciation in America. This he did by the publication of a book entitled "Pestalozzi, hisLife and Work." Another publication, which has reached thousands of schools throughout the Union,is Krusi's Drawing Course, the systematically arranged exercises of which—based upon a gradedevolution of Form—^have contributed much to what is known as "Industrial Drawing."

The department of Modern Languages, French and German, was also under his charge. Althoughthe classes were not large, the instruction given has never failed to enlist enthusiasm and intelligentpupils.

After fifty years of teaching, of which twenty-five have been spent in Oswego Normal School,Krusi is about to retire from his labors as a public teacher. His unfailmg health has permitted him toattend to his duties with hardly a day's absence. Moreover, the friendly relations in which he hasstood to his colleagues and pupils have rendered his task so easy and pleasant as never to deprivehim of strength and courage. But duties towards his old home and distant members of his family,induce him to leave to younger teachers the task of carrying further on the work so auspiciously begunby the unwearied exertions of Dr. E. A. Sheldon.

Mr. Krusi has so endeared himself to his pupils during the past twenty-five years, that his namewill be long cherished in loving hearts. The clear, simple and logical way in which he analyzed asubject into its simplest elements, thus opening it up to the understanding, his quiet, conversationalmanner and pleasant humor made the conditions for mental activity and growth the best possible.Outside of class, too, the pupils had in him a genial, sympathetic friend, interested in their lives,entertaining and instructive in conversation, and full of poetic imagination, which helped others tolive with him in a world idealized by pure and noble thought. Added to their respect for his powerand faithfulness to duty, his simple, modest, and child-like spirit won for him the affection of all. " Astrong or cultivated mind may challenge respect; but there is needed a noble one to win affection."

ISAAC B. POUCHER.Mr. Isaac B. Poucher graduated from the Albany Normal school in 1847. In the winter of '47-48

he taught at Martville, Cayuga Co., N. Y., receiving seventy-five cents per day, and "boardedaround." In the spring of 1848 he came to Oswego and taught in the "red school house," near thecorner of West 8th and Van Buren Sts. From here he went to West 4th St., between Seneca and VanBuren, in the "j'ellow school house." Later he went, as Principal, to the Academy which stood on thesite of the present High school. He resigned this position in 1852, and went to New York, to attendMedical lectures at the Medical Departments of the University of the State of New York. After anabsence of six months he returned to Oswego and resumed his former position in the Academy. Whenthe present School Law went into effect, in 1853, a Board of Education being elected, he declined anappointment as teacher, expecting to return to New York in October, and finish his Medical studies,graduating in the following Spring. A Mr. Barstow, who was appointed Principal of Senior SchoolNo. 2, located in the old Court House in the East Park, was taken sick before beginning his duties andMr. Poucher was temporarily engaged to open and classify the school. Mr. Barstow died and Mr.Poucher was induced to remain. A new school building was erected on East 4th St., in the SecondWard, and Mr. Poucher and Mr. Douglass were appointed Associate Principals in 1855.

In 1859 a new building was completed in the Sixth Ward on East Fourth Street, and Mr. Poucherwas transferred, as Principal of Senior School, to this building, where he remained until the NormalSchool was moved to its present location. He was then appointed Principal of the Practice Schooland Instructor in Mathematics in the Normal school. During an absence of two years of the Principal

of the Normal school, Mr. Poucher was Acting Principal. He was Instructor in Mathematics untilAugust, 1885, when he was appointed Collector of United States Customs at the Port of Oswego, N.Y. By virtue of this position he is Superintendent of the American Light Houses on Lake Ontario andthe St. Lawrence River as far as Sister Island, and also a member of the Board of Designators ofLocal Steamboat and Hull Inspectors.

MATILDA S. COOPER.Matilda S. Cooper was born in Blauveltville, New York, Feb. 2, 1839. She received her early

education in district schools, chiefly from Normal graduates, afterwards attending Hardcastle's Insti-

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tute, at Nyack, New York, a short time, and Clinton Liberal Institute, two years. She then enteredthe State Normal School at Albany, New York, from which she graduated in the summer of 1856.

Immediatel}' on graduation she was employed by the Oswego Board of Education, to take chargeof a department of one of the Senior schools. She was afterward transferred to a Primary school; hersuccess as a teacher was so marked that on the organization of the City Training school, she wasappointed as one of the critics. As the work of the school developed she was succeeded to theposition of teacher of Language and Methods in the Normal school; and this work she retained untilher withdrawal. Thus, with the exception of a few months in Packer Institute, she has been connectedwith the Oswego school almost from the beginning of its existence; and here she has been always atMr. Sheldon's right hand, ready to do all he might ask, to the last degree of skill andconscientiousness. Her resignation, coming at the same time with the quarter-centennial anniversary,in 1886, seemed to emphasize the fact that the school had reached the end of its first era, and the newsof her intended departure was a great surprise to all who had known her—incredible, indeed to many—for to its graduates, it seems impossible to think of Oswego Normal without Miss Cooper.

She kept all the records of scholarship, attendance and location—a work calculated to test thosequalities of celerity and accuracy which have ever been characteristic of her. In connection with thiswork, her retentiveness of memory often astonished her friends. She knew almost invariably, withoutreference to her books, the name and location of every pupil connected with school, as well as theircharacteristics and attainments.

Of all the effective work accomplished by Miss Cooper, none was more so than that which shedid in her position as preceptress of the Normal Boarding Hall. No one who has not been in someway responsible for such a charge, can realize how much it involves—what tact, sympathy, justnessof judgment, and withal, what omniscience are needed ; how many are the possibilities ofinsubordination in spite of the exercise of utmost wisdom. But all who have ever lived in theBoarding Hall have wondered at the masterly ease with which Miss Cooper quietly carried all thecares, and firmly met all the vexations of her charge there, never seeming to feel the burden. Theyhave known, too, how steadily she grew into the affection of those under her care, in spite of the equaland unsparing severity with which she insisted on conformity to rules. For while she commandedadmiration by her strict justice.^

she yet more won love by her untiring, unostentatious fulfillment of the higher mission whichalways stands open to one in such a position. It is rare to find one so ready to see and to embrace themany opportunities to turn, at a critical moment, the current of a student's life, or to bring needed aidto one struggling under too great difläculties. And so delicately and unostentatiously was this missionfulfilled by Miss Cooper, that many, ignorant of this side of her work, have not fully appreciated hercharacter—and have been puzzled at the hold which she had upon the affection of manj'' of the pupils.

As a teacher she was distinguished for her keen, logical treatment of subjects, her severeadherence to principles in the least detail, her forcible exposition of all that she had to teach, and herunswerving strictness, accompanied with exact justice, in all that related to the conduct of the school.She demanded much of others, although no more than she demanded of herself. But she worked withso much ease, accuracy and celerity that she often expected of others more than they were able toperform, and did not always know just how much to allow for difference in capacity.

Perhaps her crowning grace was the modesty with which she bore all honor, and which made hershrink from any prominence which could be avoided in consistency with her duty.

KATE H. DAVIS.Miss Kate H. Davis, the subject of this brief sketch, was bom in the city of New York. Her early

education was received in Public Schools of Oswego—^passing from Primary Grade to High School,and graduating from that institution in April, 1861. Just at this time was started the "Oswego TrainingSchool, ' with Miss Margaret E. M. Jones of London, England, as principal. The first class consistedof nine members and Miss Davis was one of the favored nine. On completing the course of instructionfor one year, she was given a position as Principal and Critic in the Primary Department of theSchool of Practice in the "Oswego Normal and Training School.' This position Miss Davis filled forseveral years—resigning to accept a similar position as teacher at Oak Park, Illinois, at a salary ofone thousand dollars. Miss Davis remained in this school from September, 1871—to September,1876— resigning the school to take a much needed rest.

Still retaining a love for the work, and health being restored, she accepted an offer in September,1879, to take charge of a Training School at East Saginaw, Michigan, as its Principal and Critic.

This school is intended to fit the graduates of the High school for positions in the Public schools.Here Miss Davis is still to be founds laboring faithfully and with success to impart a thorough

knowledge of the methods and principles as taught in our much loved Oswego Normal School.MISS ELLEN SEAVER.The late Miss Ellen Seaver, born in the township of Albany, Orleans Co., Vermont, March 4th,

1829, at the age of seven years removed with her parents to Massachusetts. Her opportunities foreducation were limited to about five years in the public schools, ending when she was about fourteen.All of her later acquirements resulted from private home application, with little outside assistance.

In the year 1854 Miss Seaver became a teacher in the public schools, primary grade, at Oswego,New York, without any preparation for the position. She received much kind assistance from MissJane Bruce, her superior in the school, during her time of inexperience.

The intellectual power developed later in life, manifested itself in her childhood; when otherchildren were at play, she sought recreation in her books. Her reports from school were alwaysperfect, standing at the head of her classes.

Promptness, punctuality energy, intense concentration of thought, quickness of perception, acutereasoning, marked her intellectual life. Great love of country and kindred, an earnest advocacy of theabolition of slavery and the recognition of the higher education and equal rights of women, wereprominent points in her character.

She was an early and enthusiastic admirer of the Pestalozzian system of teaching and gave thewhole weight of her energetic mind, heart and soul to its development, and when the Normal schoolwas established at Oswego, the management selected her for one of its active members.

In obedience to calls from educators interested in this new system, she visited towns in Ohio andNew York, addressing large audiences, and was enthusiastically received, many permanent positionsbeing offered on fiattering terms. Large numbers of letters from prominent men in the different statestestify to their high esteem of her talents and skill in the work.

Although her lectures were mainly extemporaneous, she left a large mass of valuable manuscript,which she was intending tA

arrange and publish in book form, but it was found in too crude a shape to be made available afterher death.

The heavy labor of lecturing in the County Institutes and exposures of travelling during inclementseasons of the year, were the immediate causes that broke her powers of endurance. In Februar3%1869, she sought rest and recuperation at the home of her parents, then in the village of Stowe,Vermont. But this relief came too late, she had finished her part in the great work; slowly sinking, shedied on the 29th of August, of that year, greatly deploring to the last hour her inability to continue

what she termed her "Life work."AMANDA P. FUNNELLE.Birth-place, Hempstead, L. I., date, 1842. Parents, English ; education, common schools, some

studies in Oswego High School and private tuition. Entered Oswego Training Class in Spring of1861; was graduated a year from the following June. Taught two years in the Oswego Training Class.Left this position to take charge of the Model Primary department in the Albany State Normal. At theend of three years took charge of the City Training School at Indianapolis (then just organized). Gaveup this position to fill the place of teacher of Methods of Primary Instruction in the Indiana StateNormal. Remained in charge of this department for eleven years. Held position of Principal Teacherof Detroit Normal and Training Class for five years. These positions were held without intermission,and each at an increase of salary over the preceding. Salary in last position $1,800. Not teaching atpresent. Line of studies to which special time has been given : Pedagogy, Science and History ofPsychology, Literature, History, Philosophy and Ethics.

MRS. MARY HOWE SMITH.Mary Howe was bom in the town of Dryden, Tompkins Co., New York, the daughter of Squire

and Mary Howe. Her early life was spent in the country, amid the homely industries of the farm, andin daily communion with the beauties of Nature of which she has ever been an ardent admirer. Withfew opportunities for study, her insatiable thirst for knowledge led her to employ the time usuallygiven by the young to recreation and social enjoyment, in the eager study of such books as camewithin her reach. Thus habits of application were established, intellectual power de-

Vveloped, and a good foundation laid for those higher attainments which are sure to await those

determined to excel.Miss Howe began the work of teaching, in the district schools of her native country, at the age of

twenty. Success in this humble sphere secured for her an appointment to the State Normal School atAlbany, from which, after one year's study, she graduated with honor in July 1853. She was called, atonce, to the High School at Oswego, N. Y., where the public schools had been newly organized underthe superintendency of Mr. E. A. Sheldon, whose name has since become a synonyme for devotion tothe course of education, and improved methods of school work.

Here she taught, still filling all leisure hours with intense study, a little more than two years, whena serious affliction of the eyes compelled, for a considerable time, the cessation of all use of books.In 1857 she married Augustus Marshall Smith, and, four years later, was left a widow, with twochildren, and wholly without means.

Mrs. Smith was at once invited by Mr. Sheldon to return to Oswego, and share in the work, justbegun by him, of adapting the educational ^methods of Pestalozzi to the needs of the Elementaryschools under his care. By his direction Mrs. Smith gave her attention chiefly to the subject ofGeography. Such was her success in this department that, in 1864:, she was invited by the late Prof.Arnold Guyot of Princeton, N. J., the eminent scientist, to co-operate with him in the preparation of aseries of text-books in Geography. Having, through the kindness of the Local Board of the OswegoNormal and Training School, obtained leave of absence, she was enabled to enter upon this work.Returning to Oswego in the Autumn of 1866, she resumed her duties as Teacher of Geography andHistory, which position she continued to hold until February, 1870, when the pressure of other dutiescompelled her resignation.

Meanwhile, in the summer of 1866, Mrs. Smith was solicited to assist in the work of instructionin a series of State Normal Institutes to be held in Indiana, in the months of July and August. Such was

her natural diffidence and aversion to appearing as a public instructor, that only the most urgent senseof duty led her to enter upon this work. Her instruction everywhere aroused the greatest enthusiasm,and at the close of the engagement she complied with the almost imperative invitation of the Presidentof the National Teacher's Association, to appear before that body, at its coming session inIndianapolis. With an interval of but two days for preparation, she presented a paper entitled ^^OralInstruction,

its Philosophy and Methods," which received the highest encomiums of the leading educators ofthe country.

This introduction to the educational world, led to repeated calls for similar work, the largernumber of which were, necessarily, declined. But, for the next six years, every summer, together withfrequent intervals of a fortnight or a month during the school year, was filled with similarengagements. Mrs. Smith thus addressed bodies of teachers in all the states north of the Potomac theOhio, and the Missouri, excepting only Maine and Maryland. Everywhere " the Oswego methods,'' aspresented by her, aroused the greatest enthusiasm and called forth innumerable inquiries on the part ofteachers as to the practicability of obtaining a thorough knowledge of them.

It is no exaggeration to say that this educational-missionary work contributed very much to makethe reform begun at Oswego widely and favorably known, and to hasten the awakening in regard tomethods of instruction which has since become so general.

In 1873 Mrs. Smith married Hiram Alden Pratt, President of Peddle Institute y at Hightstown,N.J., and an alumnus of Amherst College, class of 1848. Her son, Harry Augustus Smith, wasgraduated from Amherst, in the class of 1883. Her daughter, Annie L. Smith, is the wife of Prof. E. F.Mearkle, of Hamline University, Minnesota.

Released from the burden of cares and duties which, for so many years made the pursuit ofknowledge for its own sake an impossibility, Mrs. Pratt resumed study with all the ardor of earlyyouth, finding in the Modern Languages and Literature a most inviting field, the proper complement ofthe chosen studies of former years. Her health, much impaired by the years of intense activity andceaseless care for the education of her children, has been completely restored by rest and the quietlife at home; and, though past the meridian, she is still looking forward to years of usefulness in herchosen vocation.

VIRGIL C. DOUGLAS.Virgil C. Douglas was born in Westmoreland, Oneida Co., March 22, 1820.In the spring of 1824 he removed with his parents to Richland, Oswego Co., and the same season

he began to attend the district school, in which he continued, except when at work on the farm, till1838.

Possessing more than average ability and being industrious, he occupied the front rank of pupilsof his own age. While he

made good proficiency in all subjects taught in school, he was most successful in Arithmetic.In the Autumn of 1838 he studied at Mexico Academy, succeeding well in his studies.The following winter he taught, and with fair success. After this, for several years, his time was

divided between farm work, studying at Mexico and at a select school near home, and teaching invarious districts, with the exception of one year spent as clerk in a store. As arithmetic was hisfavorite study in youth, so he excelled in other branches of Mathematics in his after student life.

In the year 1843 he was assistant teacher in Mexico Academy. In 1849 he entered CazenoviaSeminary and spent some time there as assistant teacher of Languages. In 1851 he came to Oswegoand engaged in teaching in the Public School. In 1864 and 1865 he taught Writing and Mathematics in

the Normal School. In 1866 he became Assistant Secretarj of the Board of Education and in 1869took charge of the Public Schools as Superintendant and Secretary of the Board of Education, whichposition he held till 1883, when he was called to his Heavenly home.

JOHN W. ARMSTRONG.Rev. John W. Armstrong, D. D., was born in Woolwich, England, September 20th, 1812. In 1824

his father moved to Canada and settled in Quebec, where he began his Academic studies. In 1836 heentered Cazenovia Seminary as a student. After finishing his course as a student, be became principalof the Nicholas Academy, Tioga County, in 1839. Here he first tried his skill in teaching. Exhaustedby his previous years of hard study, and the unfamiliar work of teaching, he went home to rest a littlebefore the end of the year; health having been restored, he found employment as a private tutor in thefamily of Colonel Bolton, Commandant of British Engineers of the Ottawa District, Ontario. Here fortwo years he availed himself of the scientific advantages of the department at Bytown (Ottawa), thensuperior to any in America. His next school was the Red Creek Academy, Wayne County, in 1841.During this year he was ordained a minister in the Methodist Episcopal Church, joining the BlackRiver Conference. Much against his wishes, he was taken out of the pastoral work and appointedPrincipal of the Gouverneur Wesleyan Seminary. Here he labored six years, then accepting a call tothe chair of Sciences in Cazenovia Seminary, where he remained four years; during this time theWesleyan University honored him with the degree of A. M. Subsequently he was Principal of FalleySeminary at Ful-

ton, N. Y., of Susquehanna Seminary at Binghamton, N. Y., and of Amenia Seminary at Amenia,N. Y.

He was made presiding elder of Watertown District from 1864 to 1865, and was a member of theGeneral Conference in 1860, 1864 and 1868.

In 1865 he accepted a call as Head Master and teacher of Sciences in the State Normal andTraining School at Oswego. Here he remained for four years; while at Oswego the Genesee Collegehonored him with the degree of Doctor of Divinity. In 1869, at the urgent request of Hon. AbramWeaver, Superintendent of Public Instruction, he accepted a call to the principalship of the StateNormal and Training School at Fredonia, N. Y., where he remained until his decease, the 12th ofAugust, 1878.

Dr. Armstrong was the honored President of the Association of Normal School Principals of thisState from 1869, the date of its organization.

The following tribute is from the pen of his friend and associate. Dr. Hoose, of the CortlandNormal School.

' Dr. Armstrong was a man of rare intellectual endowments and was a student in the highest senseof the term. While he was never under discipline of college teaching, yet he applied himself to studywith so marked success that he arrived at great eminence as a linguist, scientist, psychologist,mathematician, and artist. His mind was especially remarkable for its retentive powers. He alsopossessed superior powers of perception, and as a logician he took high rank.

" As ao. educator he was thoroughly inductive in his methods of study and practice. As a studenthe was not only intense in his habits of thinking, but he was habitually under self-control, was alwayscalm and composed. This enabled him to conserve his intellectual energies and to accomplish amaximum of mental labor daily with the least expenditure of vital and nerve force. In disposition hewas unassuming and modest, shunning publicity and parade. He was always thoroughly dignified inhis bearing and candid in his conversation. As a companion he was genial, entertaining, instructive,courteous, kind-hearted, and never wounded the feelings of others when it could be avoided.

''These traits of character marked his practice as a manager of schools. He always chose thehopeful side of the case and exercised great leniency towards the refactory.

" As a conversationalist he was almost without a peer, for he seemed equally at ease and ready inall fields of conversation, and with all classes of people. As a public speaker he was alwaysinteresting and instructive, never demonstrative, yet often eloquent. All who came in close contactwith him loved him as a friend; he was a true and valuable friend to all young people who werestruggling with poverty and adversity for a nobler living. Especially should his encouragement ofyoung men be noted. It was his constant practice to seek out and commend young men who were tryingto rise to position in their profession.

'* But it is as an educator in the State of New York that Dr. Armstrong will stand longest andbrightest before the public. The following will illustrate his unselfish devotion to the profession ofteaching: He steadily refused to leave his position in the Normal School at Oswego, which was muchto his taste, until some of the leading educators in the State urged upon him that it was his duty toassume charge of the

Normal School at Fredonia, because thereby his ability to aid the general cause of educationwould be vastly enhanced. "While he was always true to his convictions in educational matters, yethe was ever ready to learn the better ways.

" His earnest and intelligent efforts to elevate and enoble the profession of education, hisprofound comprehension of the theories of teaching, his sKill as an experimentalist, his tenacity ofpurpose, his confidence that a brighter day is dawning upon the Art and Science of Education—allthese joined to place him high among the men whose fame shall descend as a blessing upon theirfellow men. The thousands who knew him but to love him will clierish his memory, both in theirrecollections and in their living."

MARY E. PERKINS.Mary E. Perkins was born in Circleville, Ohio, May 6th, 1842. Her father moved to Constantia,

N. Y., in 1848, where she attended the district school, and the private school of a cultured Englishlady, to whose refining" infiuence, at an age when impressions are inefTaceable, she has always feltgreatly indebted. From thirteen to fifteen years of age she was a pupil at Mexico Academy and atWhitestown Seminary. About this time her father moved to Oswego, N. Y., that he might moreconveniently educate his children, and she entered the High school, hoping to fit herself for teachingin a few years. Home duties compelled her to leave school several times, and the High school coursewas never completed. Her studies were continued, however, for she never quite relinquished thehope of becoming a teacher of some sort, at some time, though the difficulties often seemedinsurmountable during those years.

Meanwhile, a j'-ounger sister graduated from the High school and entered the Training school,then in its third year. Near the close of the first term she was kept at home several weeks by illness,and Mary was allowed to take her place in the practicing department. She evinced some aptitude forteaching and was advised to enter the school. She passed the required examination, completed thework of the year, and graduated creditably April 6th, 1865.

The following term she began her work as a teacher in the Normal and Training School, beingappointed to assist Miss Cooper in the Practicing Department, and Prof. Krusi in teaching Drawingand Form in the Normal Department.

In September of that year, the school was removed to its present location, and she was appointedone of the critics in the Junior Practicing Department with Miss Seaver, and teacher of Form andDrawing in the Normal Department.

The following year she was changed to the Primary Practicing Department, a position she greatlypreferred, continuing the teach-

ing of Form and Drawing in the Normal school. She retained this position during her connectionwith the school, her pleasure and interest increasing each year. The teaching and management of littlechildren was a constant delight, and it was a satisfaction to find Drawing could be made aninteresting study, even to those who were at first unwilling to begin it. She reluctantly resigned herposition in February, 1872, and left the work so long desired, so much enjoyed. She was married toMr. M. D. L. Hayes, April 19th, of that year, and after a residence of three years in Brooklyn, came toRochester, her present home. Since her marriage, she has been fully occupied with home duties, andthe care and training of her three sons, though she still feels a deep interest in educational matters, andespecially in the rapid growth and progress of her Alma Mater.

SUSAN CHENERY BANCROFT.Susan Chenery Bancroft, was born in Montague, Massachusetts, May 18, 1844, her early

education being obtained in the public and private schools of that town. Her first experience inteaching, was during the years 1860-62, in a small district school. In the latter year she entered theState Normal School at West-field, Massachusetts, graduating in February, 1864. The followingApril, she began teaching in the Fourth Ward Grammar school in Oswego, New York, and whilethere employed, taught geography in the Training school for a time. On becoming the teacher of vocalmusic in the public schools of the city, the care of that branch in the Training school was alsoassigned to her. The protracted illness of a near relative required her to relinquish teaching for a time,and she ended her work in Oswego in July, 1866.

In May, 1867, she resumed work, going first into the public schools of New Haven, Connecticut;from that place, in 1868, to take charge of the Training school for teachers, in Springfield,Massachusetts, and thence in 1871, to teach in the Rhode Island State Normal school at Providence.She was married in 1877, to Leonard Tillinghast, of the latter city, and in the education of her ownchildren afterwards, made a special study of the kindergarten system and methods, carrying on aprivate kindergarten for several years.

LOUISE H. BRANT.In its earliest days Louise H. Brant was connected with the school as one of the Critic teachers.Born in 1843 in Oswego, she there spent all her early life.Passionately fond of study, she availed herself of the excellent educational advantages afforded

her by her native city; graduating from the High school in the class of '62, and from the Normal andTraining school in the year following.

After her graduation, and after teaching several months in the city schools, she became connectedwith the Normal school as Critic teacher in the Junior Practicing Department, in which position sheremained for three years and until her marriage in Feb., 1867, with M. E. Erwin, also of Oswego.

With her marriage, the work of teaching so fondly enjoyed gave place to the endearing cares andduties of family and home. With her husband and two children, a son and a daughter, bomrespectively in 1868 and 1872, she is living in that noble state of the West, Iowa, in the city ofDubuque, where their home has been for a number of years.

CATHARINE A. WHITNEY.Catharine A. Whitney was bom in Oswego and received her education in the private schools of

that city and in the Ladies' Seminary at Canandaigua. Early in life, having a desire to become ateacher, she entered the Normal Scdiool at Oswego, and upon her graduation in 1867, was appointedPrincipal of the Model Practice school. At the close of one year she resigned to accept a position in

the Adelphi Academy, Brooklyn, N. Y. After remaining there two years, she received from Dr.Armstrong the appointment of Critic teacher in the Normal School at Fredonia, N. Y. Here sheremained for three years, and then resigned to accompany her brother on an European tour.

After her return, she taught for two years in the Practice school at Oswego, and is now attendingthe Normal school preparatory to resuming again the position of teacher.

SARAH M. HASKELL WOOD.Sarah M. Haskell Wood, was born at Middlesex, New York, January 18th, 1842. She received a

good Academic education; commenced teaching at the age of seventeen; graduated from the OswegoTraining school April, 1867, and taught one year, after which she taught one year in the BrockportTraining school. December, 1868, she was married to Seth C. Wood, of Knowlesville, where she hassince resided.

In her private life she has engaged in missionary, temperance and Sunday school work. Thetraining received at Oswego has a;lways been helpful to her. •

SARAH J. ARMSTRONG.Sarah J. Armstrong, daughter of Charles Hamilton and Sarah McConoU Armstrong, was bom in

Waterloo, N. Y., May 7th, 1849. Soon after her birth, her parents removed to Phelps, where she liveduntil the ag-e of thirteen, when she was sent to Oswego to be educated.

On completing the High school course, she entered the Normal school, from which she graduatedin July, 1867. The following Autumn—at the age of eighteen—she become a teacher in the Normalschool, acting as Assistant in the Library Department, and Critic in the Training school. On theresignation of Miss Emily Rice, Miss Armstrong took charge of the Department of Composition,Rhetoric and Literature, which position she held until July, 1875, when she left Oswego to establish aprivate school in Cincinnati, Ohio. In September, 1887, "Miss Armstrong's School for Girls" entersupon the twelfth year of its existence.

MARY SHELDON BARNES.1.— Birth —High and ancient; oldest daughter of Mr. and Mrs. E. A. Sheldon, bom in the sky-

parlor of the United States Hotel, Oswego, N. Y., afterwards known as the " Old Normal," on the 15thof September, 1850.

2.— Education —Taught to read according to the word-method by her father; taught to count toone hundred by her grand-mother; sent to public schools at seven—not being able to "talk plain"before that age; passed through these schools in regular course, beginning Latin at thirteen in the Highschool; entered classical course in Normal at sixteen; same year began teaching gymnastics, in whichshe had been trained by Dio Lewis; graduated from advanced and classical courses in due time, doingmeanwhile some teaching of botany, spelling, Latia, etc.; entered Michigan University as Sophomorein classical course in September, 1871; elected as much science as possible in junior and senior year,in order to prepare Physics as a specialty; graduated in 1874, one of seven girls in a class of eightyodd.

3.— Education continued and consequent work —Greatly disappointed at being invited to returnto Oswego to teach Latin, Greek, botany and history, instead of a range of s ciences; revenges herselfby applying scientific methods to history; becomes interested in her revenge and projects a book; " Othat mine enemy would write a book! " determines to devote herself to completing this idea; invited in1876 to take chair of chemistry at Wellesley College; refuses, against the advice of her friends, on theground

of having chosen history as a specialty; shortly after, invited to become Professor of History, shegladly accepts ; remains at Wel-lesley two years and a half— teaching, studying, lecturing on her

chosen subject; becomes thoroughly committed and addicted to history and breaks down her health;remains a year at home for rest; in 1880, starts for Europe in company with her friend, Dr. Mary V.Lee; makes a tour of a year through England, France, Italy, Egypt, Germany, Switzerland; returns toEngland and enters Cambridge university as a special " out-student ' of Newnham College ; devotesher time entirely to modern history, in which she is especially guided by the advice and instructionsof Prof. J. R. Seeley; returns to America in 1882, and is not disappointed to become the teacher ofhistory and literature in the Oswego Normal; works out completely her method of teaching history,and embodies the results in a book entitled, " Studies in General History,' which is accompanied bya "Teacher's Manual," and which is considered a very " hard'' book, as it ought to be.

4.— Marriage. —Married, August 6th, 1884, Mr. Earl Barnes, but being unable to break off herold habits all at once, is still involved in " making a book; " this time a text-book in AmericanHistory.

But still I wish to say a serious word; when a grown-up person is asked to write his ownbiography, he is obliged to ask himself: * After all, what have I to show for the years and the toils ?"And where I come to ask myself this question, what can I say ? I have taught so many classes in somany subjects, I have written so many papers, I have read so many books, yes, I have even made abook of my own, and have, I hope, shown teachers a little more cle.arly how to bring their studentsinto living, thoughtful relation with historical realities; but what has it all been worth ? It is hard tomeasure, for it must be measured by the progress in sincerity, strength and happiness that I and mypupils have made. For them I cannot answer; for myself I can only say that the dearest prize that lifehas brought has been the confirmation of my creed, which runs somewhat as follows :

I believe in God, the immortality of the soul, and the progress of humanity; I believe that theultimate forces are spiritual, and that the ideal toward which the spirit strives and which it shall atlast attain, is absolute harmony with all that is.

MARTHA C. McCUMBER.Martha C. McCumber, youngest child of George and Eunice Comstock McCumber, was bom

August 19th, 1837, in Homer,¥LNew York. In 1840 she moved to Preble, New York, where she attended district school till 1852.

She studied at Homer Academy one year, after which she cared for an invalid mother till '56. She thenresumed her studies at Homer, and later attended the Academy at Cazenovia. In the spring of 1858 shecommenced her teaching in a district school, where she remained till February, 1866. She thenreceived an appointment from the State Superintendent to the Oswego Normal, from which shegraduated in February, 1867. She was Critic teacher till July, '74. The same year she becamePreceptress in the St. Cloud, Minnesota Normal school, where she remained till December, '76. InJune, '76, she married George S. Spencer, of St. Cloud, formerly of Corning, New York. She died atSt. Cloud, January 30th, 1880, leaving two children. The youngest followed the mother in three days.

She was an obedient child, an affectionate sister, a consistent Christian, a faithful teacher, adutiful wife and a loving mother.

DEFRANSA A. HALL SWANN.Defransa A. Hall Swann during her youth attended Academies located in Homer and Cortland ; in

1867 she graduated from the Oswego Normal. She taught in Nyack, N. Y., in the Oswego Normal, andfor thirteen years was connected with the Normal school of Mankato, Minn.

In 1875 she married Charles M. Swann. No children have blessed this union. Travel in the Westand South, reading of the best literature in educational matters—particularly drawing and methods—

together with home interests, fill the present life.DAVID H. CRUTTENDEN.David H. Cruttenden prepared for college at Fairfield Academy, N. Y., and was graduated from

Union College, Schenectady. On leaving öollege he took charge of the Lyceum of Schenectady'', apreparatory school of the college. Here he remained about four years, after which he took charge ofthe Academy at Amsterdam for several years. He then taught Greek and Latin in the Clark and Fanningschool on Washington Square, N. Y. From this school he went to the Mechanics' Society School as itsprincipal.

Prof. D. H. Cruttenden prepared for college at Fairfield Academy in New York State, andgraduated from Union College. On leaving college, he took charge of the Lyceum in Schenectady, apreparatory school of Union College, where he remained about four years. From this he went toAmsterdam, New York, and

took the Academy there, where he remained several years. He then went to New York city, first tothe Professorship of Greek and Latin, in the Clark and Fanning school, on Washington Square, andafterwards to the Principalship of the Mechanics' Society school.

Everywhere he did excellent work, far in advance of the methods of his day.During these years he was also engaged in writing and publishing text-books on Arithmetic and on

English Grammar and Rhetoric; and in lecturing at Teachers' Institutes throughout New York State.Wearied with the strain of his cares and labors, he purchased a farm m Michigan and retired to it

for needed rest. Unfortunately he there contracted malaria, which resulted in loss of sight and finallyin paralysis.

After this loss of sight he resumed Institute work in New York State, and in the Autumn of 1870was invited to the Oswego Normal school to take charge of the work in English Grammar and inGreek and Latin. He remained there two years, when the first approach of paralysis ended the activelabors of his busy life.

The most striking characteristic of his mind was its power of keen and exhaustive analysis of asubject, of selecting the vital points, and logically grouping under these heads the minor ones. But theman was stronger and greater than his work. Strikingly original and self-reliant, he impressed himselfstrongly upon pupils and teachers and awakened in them earnestness and enthusiasm.

His noble struggle during the last years of his life to continue his work against such heavy odds,would have been pathetic had it not been the rather inspiring to all who witnessed it, because he boreit so bravely and with such a cheerful courage. Possessing talents which insured success in almostany profession, he devoted his life to the cause dearest to him, the cause of education, ^nd died abrave soldier, true to his colors to the last.

WM. M. ABER.Wm. M. Aber was born in 1848, near the small village of Sparta, among the hills of northern New

Jersey.His earlier years were chiefly spent on a farm at his native place, with the opportunities for

education afforded by the district school. This was followed by a course in a business College andby three years employment as book-keeper and salesman in a dry goods store at Owego, New

York. In 1869 he entered the Oswego Normal school and graduated from the Classical course in1872. He began to teach in the Normal school before graduation, and afterward remained for twoyears in charge of History, Latin, Greek and Botany. He then entered Yale College and graduatedfrom the Classical course in 1878.

Since this graduation he has taught as follows: Physics, Latin and Greek, for one year in Lake

Forest Academy, Illinois; Common English branches with charge of schools, for one year at DelNorte, Colorado; Natural Sciences for three years in Atlanta University, Atlanta Georgia; Physics andChemistry for one year in private school at six East Forty-fifth street. New York City.

One year was spent in business at Waterbury, Conn., and one year in travel on the Pacific Coastand in study of Chemistry and Physiology at John Hopkins' University. He was married in 1884 toMiss Mary R. Ailing.

He is now engaged as Professor of Physics and Chemistrj'- in the Male High School ofLouisville, Kentucky.

MARY RYAN.Mary Ryan was born in Philadelphia, Pa., Nov. 23, 1839. She attended the public schools of that

city from the age of six years until the completion of her sixteenth year.During the eight years that followed she was principal of two unclassified schools and first

assistant in a grammar school. She took this position in order to become familiar with grammarschool work, prior to taking the principalship of the George W. Nebinger Grammar School. A firstclass certificate obtained from the Board of Education of Philadelphia, made her eligible to thisposition. Here she remained eight years.

In the mean time she prepared herself under the most competent instructors to teach elocution. InFebruary, 1871, she was appointed teacher of Elocution in the Oswego Normal School, and thereremained until July, 1872. In September of that year she entered the State Normal School of NewJersey, at Trenton, as teacher of Elocution. In April, 1880, she became preceptress in the sameinstitution. She is engaged in these two positions at the present time.

EDWIN A. STRONG.Edwin A. Strong was bom in Otisco, Onondaga County, New York, January 3, 1834. He spent

most of his youth on his father's farm in that town, with periods of residence at the home of his grand-parent in Hampshire County, Massachusetts. He attended Cortland Academy at irregular intervals forseveral years, and went from that school to Union College, from which institution he was graduated inJuly, 1858. Immediately upon graduation, he went to Grand Rapids, Michigan, to take charge of theHigh school of that town. Previous to this he had assisted himself in carrying forward his preparatoryand collegiate studies by teaching, one season each, in a district school, a private school, and themathematical department of Onondaga Academy. In February, 1863, he was appointed to theSuperintendency of the Public schools of Grand Rapids, a position which he held until February,1871, when he was called to take charge of the department of Physical and Chemical Science, in theOswego Normal school of New York. In July, 1872, he was asked to resume his old place at the headof the Grand Rapids, Michigan, Public schools, but preferring the work of instruction to that of schoolmanagement, it was arranged that his old friend and classmate, A. J. Daniels, who was there in chargeof the High school, should assume the Superintendency and leave him the Principalship of the Highschool. This position he held until July, 1885, when he was placed in charge of the department ofPhysics and Chemistry in the Michigan State Normal School at Ypsilanti, a place which he still holds.August 8, 1861, he married Harriet J. Pomeroy, of Auburn, New York. The two daughters, Lilly M.and Fanny P., are both living with their parents in Ypsilanti.

Prof. Strong's influence over his pupils was great and enduring; for they owed to him thedevelopment or increase of most valuable qualities of character. An incident will illustrate. A classin Chemistry is reciting. **What is an element ? " asks the master. A pupil replies, "An element is asubstance that cannot be divided into simple elements." The master repeats the question to the nextpupil. Eighteen pairs of eyes are lifted in surprise to the master's face, while one after another tries to

give the same answer in a satisfactory form.Then a silence ensues in which the master gravely looks at his desk. The pupils go over what has

been retained of previous teaching, knowing that, although the definition of an element has been askedfor the first time, somewhere in the previous work has been given knowledge sufficient for a correctanswer, and they

have already learned that text book statements are not always pleasing to the master. Like a flashcomes the true perception, and, springing unbidden to her feet, one of the pupils breaks the silencewith, "An element is a substance that has not yet been divided into simpler elements." The mastersmiles; the class approve; pupils are called upon to tell why the latter definition is preferable; and therecitation proceeds. Theories were carefully discriminated from facts; and facts, so-called, dividedinto the assured and the tentative.

Prof. Strong's laboratory was a place never to be forgotten by those who had the pleasure ofworking in it. Patient, reverent, earnest, accurate work had to be done there, and done by each forhimself. A pupiPs blunders were corrected, his unsuccessful experiments repeated, not by the teacherbut by himself.

A devotion to truth which tolerated no carelessly formed opinions; an attitude toward all forms ofinvestigation that brooked no irreverent trifling; a never failing courtesy of tone and manner and apoise and repose of character that kept his pupils from discouragement and haste,— these are hischief attributes as a teacher.

MARY W. HUNT STICKNEY.I was born at East Clarence, N. Y., July 26th, 1849, and remained at home until I was seventeen

years old. I entered the Buffalo Central school, Dec, 1866, and was graduated, June, 1868. I taught avillage school from April till September, 1869, when I went to Niagara Falls as teacher in a youngladies' boarding school, where I remained for one school year. In September, 1870,1 entered theOswego Normal school as a pupil, graduating in the class of June, 1871. I was assistant teacher in theJunior department of the Training school until Feb., 1873—when I took a position in the BuffaloNormal school as teacher of English, remaining there until my marriage in November, 1878. After Iwas married, until the death of my husband, March 1885,1 lived at Uxbridge, Ontario. Last year I wasteacher of History and Literature in Milwaukee College; at present I am teaching History'- andRhetoric in the High school of St. Paul. M ' work has chiefly led to study of History, Literature andArt. I have always been, even during my married life, enthusiastically interested in teaching, and nowthat I am left alone, I have returned to it with more than my old ardor.

EMILY A. RICE.Emily A. Rice was born in Clymer, Chautauqua Co., New York, June 19th, 1834. She was

educated in private schools and by elder brothers and sisters, all of whom were teachers. Shecommenced teaching a primary school March, 1847, receiving a Town Superintendent's certificate;taught the summer and winter of 1848; attended Buffalo High school in '49, and in September, '51,commenced teaching in the Public school No. 10.

She entered the State Normal school of Albany September, '54, and was graduated, July, '55. Shetaught there two and a half years and in the Classical department of the Union school of Schenectadyfive years; then in the Buffalo High school four years. She became one of the faculty of the OswegoNormal school in '66. After leaving Oswego, she became Principal of a Young Ladies' Boardingschool. We subjoin an extract from a recent letter from Miss Rice :

" I should enjoy sitting down to talk over the teaching days,— the early times and now—the timewhen a woman taught the summer school and a man must be employed in winter for, "Might was

right"—and when the royal David Page and the grand Horace Mann, urged upon men and women tomake teaching a profession, not a stepping stone to something else. I remember well the inspirationgiven by Rev. John C. Moses, one of the first graduates of the Albany Normal school. As I take up alittle yellow piece of paper and read the date July 12th, 1847, my first certificate, it seems to belongto some far-off period of existence. Could I paint for you in words that summer in the little schoolhouse in the woods, the twenty or thirty little folks coming, one, two and even three miles—thesesunny faces, bare feet and eager, gladsome spirits— it would be in strong contrast to that same schoolto-day with its two departments and school appliances. Then there was naught but bare walls andbenches—^not a chart, blackboard, or object—a few odd books inherited from parents or elderbrothers or sisters. Then and there I was introduced to DaboU's Arithmetic, brought by a girl of ten,because used by her brother at College. I had six to learn the alphabet and invented my own blocks—using a piece of sunbonnet pasteboard, cut into squares of an inch and a half. The letters were paintedin different colors—with yellow weed, berries and green leaves. How these reminiscences crowdone upon the other! What strides have been made in the cause of Public Education! Colleges andUniversities have also felt the impetus given by those who have labored so well to make a chance forevery child to be educated. Years ago, it was said the safety of

the nation is in the education of the people. He who stands by the altar of Public schools, certainlyserves in holy things. While for a few years my labor has been in a different field, circumstancesmaking a home life necessary, I have never lost the deep interest felt in the public schools. To traingirls to be noble, true-hearted women, has been full of charms, and I have often tried the mental andheart balance to see which outweighed the other in thought and affection—but could not find thescale to turn but in the estimation of a hair.' ''

MRS. MARY DAVIS MOORE.Mrs. Mary Davis Moore, born in 1845, was reared in Chenango Co., N. Y., receiving her earlier

education in a district school of the better sort; she taught for five years in the public schools, a partof the time on the " boarding round'' plan; studied three years in Oxford Academy and CollegiateInstitute under Principal Barber—well known in Chenango Co. for the fine quality of his work—^graduating in 1869; was led to go to Oswego for professional training, through meeting Prof.Johonnot at an institute; graduated from.Oswego Normal School in 1870; held the Princi-palship of aHigh School in the West for one year, returning to the Normal School to serve as tutor, and takefarther studies; graduated in 1872; taught in the Preparatory Department of the Albany Boys' Academyfor three years; married and returned to Oswego.

For the years 1877 and 1879, Mrs. Moore taught General History in the Normal School; and Latinand Greek 1879-1885, with the exception of one year's leave of absence spent in a voyage in amerchant ship to China and the Pacific coast.

During the last eight years, Mrs. Moore has given special attention to plans for the comparativestudy of Latin and English constructions, and to the application to subjective studies of the principlesand methods which are used in the best science teaching. The building up of forms, and, later on,topical studies in syntax in connection with Latin prose, also characterize the Latin course. The needwhich exists for better elementary linguistic training in our secondary schools, enhances theeducational value of this kind of Latin training.

DR. NATHANIEL TUCKERMAN TRUE.Dr. Nathaniel Tuckerman True was born in Pownal, Me., March 15th, 1812, being the oldest of

seven children of John True. The years succeeding childhood were mainly spent in labor uponhis father's farm, excepting about three months in each, during which he enjoyed the benefit of a

common district school. As it was not until he was eight years of age that even English Grammar (tosay nothing of Latin) was taught in the schools of his native place, it is not surprising that he hadreached his twenty-second year before, after a brief preparation at the Academy in Yarmouth, Me., heentered, in 1833, Bowdoin College. Here he remained only two years; though he subsequentlyreceived, from Waterville College in 1842, and from Bowdoin in 1868, the honorary degree ofMaster of Arts.

In the year 1835 he opened, in Bethel, Me, one of the first schools of a high grade which that townhad ever enjoyed. The year following he married Miss Ruth Ann Winslow, of Portland, by whom hehad five children, two of whom are still living. For the ten years, 1836-1846, he taught, to greatacceptance, the Academv at Monmouth, Me.

In the last named year, contemplating a change of occupation, he attended medical lectures atBowdoin College and Harvard University, and spent the next two years in the practice of medicine atDurham, Me. But, finding his new profession less congenial than the old one, in 1848 he returned tohis life-long work as a teacher; for that purpose removing, with his family, to Bethel, Me., where forthe thirteen years ensuing, he was Principal of Gould's Academy, and where he has ever since had hishome.

On the breaking out of the War of the Rebellion, in the spring of 1861, Dr. True earnestlysympathized with the loyal side, and at once formed his male pupils into a military company, whichhe himself daily drilled in company evolutions and manual of arms; in consequence of which timelyinstruction, several of them subsequently held commissions as officers in the volunteer force of theUnited States. But as some of the patrons of his school sympathized with the rebels, the Doctor'spatriotic course awakened disaffection in some, and led to his terminating his connection with theAcademy, in the following summer.

His first wife having died in 1849, in the same year he had married Miss Susanna WebberStevens, by whom he had three children, all of whom are still living.

The next eleven years, 1861-72, Dr. True spent partly as Superintendent of the Public schools ofhis own town and (during a part of the time) of those of the county also, as well as in holdingTeachers' Institutes; and partly in lecturing throughout his native State, on scientific subjects,particularly on Geology and Mineralogy, which he had always made a specialty of, and in illustrationof which he made several valuable collections, one of which

he still retains. He also contributed sundry papers on scientific topics to the Portland NaturalHistory Society, and to the Essex Institute at Salem, Massachusetts.

In 1872, he accepted an invitation to teach the Natural Sciences in the State Normal school atOswego, New York, and discharged the duties of that position until the summer of 1876.

From 1876 till 1883, Dr. True was engaged in his life-long profession in, or near, his native state;teaching High schools or Academies, successively at Gorham, New Hampshire, at Bethel, Maine, atMilan, New Hampshire, and Litchfield, Maine. It was while he was actively employed, as principalof the Academy in the last named place, that, in Spetember, 1883, he was stricken down, without amoment's warning, by a stroke of partial paralysis, which brought his activity to a sudden close. Foralthough, in the February following, he had recovered sufficiently to attend a large and enthusiasticgathering of his old pupils and fellow-townsmen assembled, at Bethel, Maine, to present to him äpublic testimonial of their affection and respect, and on that occasion to deliver an address ofconsiderable length ; yet, for the last three years, Dr. True has lived, for the most part, in an enforcedretirement from all active occupation.

He is now, September, 1886, in his seventy-fifth year, and is enjoying, at his beautiful home in

Bethel, Me., as well as his infirmities will permit, the tranquil retrospect of a laborious and usefulcareer of a half a century devoted to the cause of common school, academical and scientificeducation.

JOHN G. PARKHURST.I was bom in Ascutneyville, Vt., Dec. 7, 1840; moved my family from thence to Cohoes, N. Y.,

when I had arrived at the age of three months—a daring and difficult feat for one so young. It wassuccessfully accomplished, however, and I spent my boyhood's days in the classic precincts of thatnoted town. After the ordinary common school experience in Cohoes, I attended the MethodistConference Seminary at Charlotteville, N. Y., for two years, and a Presbyterian Institution atPrinceton, N. Y., for one year. Thus I obtained what little eductation I possess. My father was amanufacturer, during my early youth, of bedsteads, during my later youth, of knit goods. I learnedpractically both industries, and at the age of nineteen, superintended a knitting factory at Amsterdam,N. Y. When the war broke out I was one of the first to enlist; was a member of the band of the 3rdVermont regiment ; was discharged in August, 1862; went to Oswego and en-

gaged in the knitting business with Mr. Conde and afterwards with Strong & Hubbard.During all of this time I had made a study of vocal music— particularly the scientific use of the

voice, and, in 1864 I left Oswego for Chicago to engage in concert singing—having concluded that Ihad a little too much of the musical gift to thoroughly enjoy and perfect my business life, and that itwould be best for me to make music a profession. I spent the years from *64 to '71 in concerting—conducting musical conventions, festivals and in training the voice. I returned to Oswego in the latterpart of '70, I believe, taught singing and engaged in the piano business, also organized musicalfestivals for three seasons, upon a large scale, which occupied much of my time. It was during theseyears that I taught in the Normal school.

I left Oswego in the winter of '73 and *74; spent three years conducting musical festivals, andplacing, dramatic musical compositions on the stage. I came to Albany in '76 and have remained hereever since, as a teacher of the voice, of more or less reputation.

So far as my lines of thought are concerned, they are almost entirely in the direction of myprofession. I have struggled hard to get the mastery of the technical production of the voice, both insong and speech, and have succeeded.

I can truthfully say in conclusion, that my experience with the Oswego Normal School is one ofthe pleasantest recollections of my life.

MARY R. ALLING.Mary R. Ailing was born in 1851, in a small village of Northeastern Pennsylvania, but her home

since six years of age has been among the Catskill mountains, in New York state. Until entering theOswego Nomial in 1868, her opportunities for education were limited to irregular attendance at thehome country school, five months at a grammar school in New York city, one winter at a villageschool, and teaching the home school for four months.

She graduated from the elementary course at Oswego in June, 1869. After teaching two years shereturned and graduated from the Advanced English course in 1873, Since her first graduation she hasheld the following positions in the places and at the times designated : Principal of the Junior(Grammar) department of the Union School, Nyack, N. Y., 1869-70; Principal of the practicedepartment of the City Normal and Training school, Cincinnati, O., 1870-71; teacher of Gymnastics,Elocution, Penmanship, Drawing, Composition, and some methods at different times in

Oswego Normal School, 1872-75 ; teacher of Physical Geography, Geology, Astronomy, andGeneral History, in Cook county Normal school, Englewood, 111., 1875-76; teacher of Chemistry,

Botany, Zoology, Geology and EngUsh Literature, in High School Omaha, Neb., 1876-77, and part of1877-78; principal of the Girl's department and teacher of Rhetoric, American and English Literatureand Mental and Moral Philosophy, in High School, Springfield, Mass., 1878-80; Preceptress of StateNormal and teacher of English Grammar, Physiology, Zoology and Vocal culture. Providence, R. I.,1880-81; Principal of primary department of Mrs. Shaw's private school, Boston, Mass., 1881-84;Lady principal of Mr. Brearley's private school and teacher of the History of Hebrews and EnglishLiterature, New York city, 1885-86.

Since graduation at Oswego her time has been spent at teaching, except part of one year, 1877-'78, spent in study at Wellesley, and one year, 1884-'85, spent in Baltimore, Md.

Miss Ailing was married in 1884, to Mr. Wm. M. Aber, and is not now teaching.Her special lines of study since graduation have been in Natural Science and Literature. Part of

one year was spent at Wellesley college in study of French and German. While teaching atProvidence, she took private lessons on Saturdays in Zoology and Geology at the Natural HistoryRooms and Institute of Technology in Boston, and in Baltimore took private lessons in French andDrawing.

Her most important contribution to the profession is the results of an experiment which was madeat Mrs. Shaw's school in Boston. The experiment sought an answer to these questions : 1. Canchildren be so taught that there shall be a steady increase of the love of learning for its own sake ? 2.Can the mind be so trained that its processes will be trustworthy ?

All that could be done in the Boston school to answer these questions, was to make what wasthought to be the right beginning.

The experiment was conducted with children from five and a half to ten years of age andcontinued through three years. To develop a love of learning for its own sake, it was thought that thechild's mind must, from the very first of its school days, be brought in contact with great andpermanent realities. To this end the child's own trivial and transient world of games and toys wasabandoned.

The child was taken at once into an unknown and unfamiliar world, where his mind was broughtinto contact with ideas of real value as part of the furnishing of an educated mind. These ideas

the children were led to discover, as far as practicable, for themselves ; and the children's ownexpressions for the ideas so gained were the bases of lessons in reading, writing, drawing,computing, etc. Whatever the child did, his mind was intent oil some truth in nature, history or art; andwhile the expression for such truths were carefully and thoroughly taught, the child's mind being intenton the truth, rated the expression at its true value and did not mistake it for the knowledge.

It was thought that the human mind could not fail to love learning if from the first it deals withrealities instead of shadows, with the great instead of the trivial, with the permanent instead of thetransient.

The results of the three years' work were encouraging beyond all anticipations. The results inreading are shown in the little books, "The Childrens' Own Work," the prefaces to which give somedetail of the method pursued.

To reach the second aim, intellectual honesty, the children were led, in addition to the workalready named, to do individual independent work, and to apply the proper tests. After a time theycame to see and feel that to have opinions without knowledge is foolishness, and that one false step,however small, will spoil the result, however important. Nothing semed of so much value for thispurpose as the industrial work. The children had lessons in the use of the ten simplest tools of thecarpenter. Their work with rule, try-square, saw, chisel, plane, hammer, etc., gave constant concrete

illustrations of the fact that a perfect result is never attained with anything less than absolute accuracyand completeness at each step of the process. This re-acted on the mind and made them moreaccurate, patient, truthful and painstaking in all work.

ELLA STEWART COLLINS.Ella Stewart Collins was born in Berlia, Wisconsin, December 15th, 1851; graduated from the

Berlin High school in July, 1868 ; taught the next three years; one term in the country, one in charge ofthe village school at Dartfort, and two years as Principal of a ward school in Berlin.

She entered the Oswego school in September, 1871; returned to Berlin the following spring andtaught one term in the High school. She returned to Oswego in the fall of '72, and graduated from theAdvanced Course in July, '73. She was in charge of the Junior Practice school connected with theNormal the three following years.

After resting during the autumn of '76, she taught one and one half years at St. Cloud, Minnesota,having charge of a Practice school, teaching Methods and some classes in Mathematics.

She was married, September 4th, 1878, to L. W. Collins, of St. Cloud, Minnesota, and has hadthree children, of whom two are living.

ISABEL LAWRENCE.I was bom August 31, 1853, in Jay, Maine. When I was six years old, my family removed to

Portland, Maine. There I attended the public schools, graduating from the High school, in 1868. Ayear of study followed. After teaching in the public schools of the city, I entered the Oswego Normalschool in February, 1873, remaining there for two spring terms only. I graduated in July, 1874. Forthe next two years, I held the position of Critic teacher and Principal of the Primary Department of thePractice school.

I left Oswego in 1876, to superintend thirteen rooms in the Public schools of Yonkers, New York.I was called from this place to Whitewater, Wisconsin, in September, 1877, to take charge of the

Department of Methods, in the State Normal School at that place.In August, 1878, I began work as Principal of the Practice Department and teacher of Methods, in

the Normal school at St. Cloud, Minnesota, a position which I still hold, at a salary of $1,400.During the summer of 1883, I visited Europe for a short time.My studies have been largely in the direction of Philosophy and Psychology, with direct reference

to educational bearings.In the study of Method and in the training of teachers, I have been able to work with the utmost

freedom, and have been greatly assisted by the hearty co-operation of my fellow-workers.I am at present engaged in assisting Prof. Shoemaker, of the St. Cloud Normal, in preparing a text-

book in Arithmetic, for the Minnesota schools.O. A. LESTER.O. A. Lester was born in Oswego, New York, was taught at home till nearly eight years of age,

then entered Junior Department of Public school No. 4, Oswego. When just entering SeniorDepartment, a removal to Brooklyn, New York, led to a change in school life. In three years, sheremoved to Fulton, New York and soon

entered Falley Seminary in that village. In two years, it became necessary to leave school andbegin work by teaching a district school in Onondaga County—salary $2.50 per week and "boardingaround." The next summer, she taught the district school in Volney Centre, near Fulton. She enteredthe Training school in Oswego, New York, that fail (1869), and was graduated from the ElementaryCourse in July, 1871. The following year, she had charge of the Intermediate Grade in union school,Hamburgh, New York, then returned to Oswego for the Advanced Course; was graduated June, 1873,

receiving an appointment as Assistant Critic in Junior Department of Practice school. In June, 1875,she was appointed teacher of Rhetoric, Composition, Spelling and Vocal Music in NormalDepartment, which work was continued until June, 1882.

She entered Cornell University in September, 1882, for a special course in History, Anglo-Saxonand English Literature. In September, 1883, she became .teacher of English in the AcademicDepartment of the Packer Collegiate Institute, Brooklyn, New York. In June, 1884, she was appointedInstructor of Rhetoric and Composition in the Adelphi Academy, Brooklyn, and holds the position atthe present time.

During the nine years connection with the Normal school, attention was constantly directedtowards the best and most progressive methods of teaching, and study in this line is still continued.While in Cornell University, American History, and the study of the English language and literature,received special attention, and reading and study since 1883 have been with reference to the samesubjects.

MARY V. LEE.The year the British Enipire welcomed Victoria to the throne, George and Adaline Lee welcomed

to their home in North Granby, Conn., a strong baby girl, whom they named Mary Victoria. This homewas set in a high bird's nest among the hills, but looked out broadly towards Mts. Tom and Holyoke,and saw the early morning mists marking the course of the Connecticut river flowing between itsmountains, sixteen miles awa3\ Great oxen, cows, sheep, hens, dogs, cats, overshadowing maples, agreat flower garden, lichen-covered boulders, tumbling brooks, patient industry and unswervinghonesty were the early and late teachers of the child.

Before she was four, she was sent to the district school, and there she remained a faithfulattendant until she reached her

seventeenth year. That robust girl had the best of reasons for believing the outside world a vast,beautiful oasis, and the school a parched desert. The first terms in that school, gave her each day, afew minutes drill on A, B, C, and a-b, ab, e-b, eb, i-f, if. After four or five terms, addition tables froma book were sandwiched between the reading ? lessons; later came Geography; at nine came Smith'sGrammar and Penmanship; at fourteen Ü. S. History and Physiology; during several summers the girlcompelled the teachers to hear her recite from a "Book of Nature"—a little worn, yellow volumn shefound in the house, the short sketches of beasts, birds, fishes, plants, planets and people, delightingher greatly.

That was the age of single-blessedness. No teacher dreamed of wedding the oasis to the desert byquestions like,—" Mary have you ever seen the surface of the Earth ? " " How many legs has a fiy ?How many have two files ?" "If one meadow-lüy stalk bears three blossoms, how many meadow-lilies on five such stalks ?" Several of the biographies of our teachers state that no one knew

when learned to read; it is equally true that not one ofthe first four or five teachers Mary Lee had, knew when she learned to read ; it was not a thing

they could know. Not till she was fifteen was the desert blessed by a refreshing shower; then thedormant powers wakened to vigorous life. Wm. McLoud was the man who brought a Why ? into thatdistrict school, who asked for definitions and synonyms of words found in the reading lessons, whoput outline maps on the walls and compelled explanations of problems in arithmetic. Mrs. CarolineSoul, who taught for one term the Granby Academy, made the girl feel that it is legitimate to read aswe would talk, and Mrs. S. introduced the study of botany— from the book to be sure—^yet in suchfashion as to increase observation and love of nature.

Whüe the school life for ten or twelve years was for the most part utterly barren, the other life

was fruitful. Fortunately the girl's parents were large-minded and free; each possessed dramatic andpoetic sense; the father was remarkably refined, came of a teaching ancestry (Mrs. Emma Willard andMrs. Almira Lincoln Phelps, educational leaders of their day, were his aunts). He had an intuitiveknowledge of how to teach, was an amateur artist, had a sweet voice and was singing master andschool teacher during many winters; her sister, ten years her senior, was alwa3''s a refining infiuenceand her mother a stimulating one.

The girl early made intimate acquaintance with the domestic animals; learned their individualdispositions; tamed by kindly tact the wildest heifers, which she could milk long before the " hired

boys" could approach them; broke steers and colts; taught her beloved dog Dime to draw her on asled and obey words of direction ; knew every sheep in her father's flock by its countenance andconverted them into a pet flock, which, bleating, crowded about her as she strode over the stonypastures. She drove the oxen while her father plowed, and when particularly fine specimens of quartz,feldspar, mica or granite were turned up by the steel nose, her father would " breathe " the oxen whilehe named these stones and pointed out their peculiarities; flowers and their parts were taught her byher father, and on their long rides of twenty and forty miles, beauties of earth and sky, of meadow andmountain, were made subjects of conversation. She knew the haunts of all the spicy, aromatic thingschildren like to chew and which are good for light beer; and of course a girl whose spending moneycame from things she " picked,'' knew every chestnut and walnut tree, every clambering grape vine,every huckleberry patch and every " cranberry marsh " in her legitimate domain; and equally ofcourse, a girl who gloried in her strength, and who ran two miles over the farm for the horse that shemight ride on the side-saddle one mile, who would not be bound by any garment, who always "swelled up " when " Miss Liddy " was fitting her dresses, who, when she studied physiology " allalone by herself," promptly and forever gave up all unhygienic, and adopted all hygienic modes ofliving suggested, was *' as strong as an ox," and rejoiced in the fact that she could work " from rosymorn till dewy eve " in huckleberry lot, chestnut wood or grassy meadow, "just as well as a boy." Inall this the refined father saw education and cause for congratulation. But he did not approve when hisyoung daughter chastised a big girl " black and blue " because she was unkind to small children,organized a mob against a young man who "cracked nuts" on little boys' heads, and when she wasready to annihilate anyone who failed to affiliate with her pet protege—a beautiful olive girl called "nigger " by the before-named annihilated. The gentle father tried to teach a better way, and goodteaching reaches on to the years that are to be.

With the poorest tools, this child tried her hand at making all sorts of things, from a raft to a hen-house. She became useful and trusted on the farm; important interests were committed to her, anderratic ideas were executed, for instance, the taking of young chickens from the hens, in order that themothers might sooner resume laying. This involved artificial brooding; old flannels taking the placeof live feathers. The chickens did not prosper on crude, unscientific food, their crops enlargedfearfully, grew hard; the creatures looked so melancholy and so many ceased to live,

Lithat the girl seemed forced to perform her first surgical operation, which consisted in cutting open

the crops, emptying them of their contents and sewing them up. This was repeated often enough toconvince the child that the first deaths, which followed, were not coincidences. There was no cruelintention in this, quite the reverse. The experiments were conducted without interference on the partof the elders.

Anyone with half an educational eye, can see that in this free, out-door life of the child, were

splendid materials for school work— all the common branches, as well as Botany, Zoology,Geology, Political Economy, Industrial Education, and the germ theory of disease—but there was noteacher big, wise and brave enough to use these materials; and the girl who could never spell andhated at the age of nine. Smith's Grammar, did not dream that in spite of schools, she was gettingstraight from God's big book that which she would never forget and always enjoy. It is easy toimagine that such a child, confined in an uninteresting school-room, might be an object of wonder,dread and even terror to the inexperienced young women and men who taught in that district. No oneknew how to get the engine, which was under a full head of steam, upon a track.

By looking at the biographies of many of our teachers, one infers that they had no childhood. MaryLee had one, and it is in sad, loving remembrance of it that she has written the above, which she nowentitles " It might have been."

At the age of sixteen and a half years, having graduated from the common school, she straightwaybegan teaching in East Granville, Mass., at $1.75 a week, and boarded around. This was relativelythe largest salary she ever received, and this was the only school solicited by her or her friends. Inthe Fall of 1854, she entered the Connecticut Normal School at New Britain, and was graduated fromit in 1860. In order to defray expenses, she alternated study with teaching at the following places :Westfield, Hartford, Middlefield and New Britain. The Normal school had no course that deservedthe name of professional, and whatever improvement took place in her teaching, was due to force ofcircumstances and growing love for the work. There were noble teachers and noble pupils in theschool, and these were of far more importance to her future life than any study she pursued. Jane A.Bartholomew, long a teacher in the school, exerted great influence upon her character. Mr. and Mrs.James Dickinson, of Middlefield, gave her her broadest ideas of teaching. Throughout her teachingcareer she has found it wise to listen to the advice of persons outside the teaching rut.

The winters of '60 and '61, and of '61 and '62, were pleasantly spent in the graded school ofKensington, Conn. In the Spring of '62, Prof. David N. Camp, Superintendent of Public Instruction inConnecticut, chose her to go to Oswego to learn the Pestaloz-zian methods, there being introducedunder the superintendency of Dr. E. A. Sheldon, and the teaching of Miss Margaret E. M. Jones. Allinstruction received came after the day's teaching and on Saturdays, but there was compensation forthe hard work, in the growing conviction that the school and home lives ought to be more closelyrelated, and that there is a natural and beautiful way of teaching everything.

In September, '62, in company with Mrs. Mary E. McGonegal, she opened the Davenport, Iowa,Training school for teachers, under the general direction of Superintendent A. S. Kissell; this schoolis still a flourishing institution. The great kindness received there during a long and dangerous typhoidfever taught her what unselfish hearts may beat in the hearts of strangers; that illness gave her a life-long friend, Mary E. Gould.

In the spring of 1865 she became Professor Wm. F. Phelps' first assistant in the Normal school ofWinona, Minnesota, and first teacher in Minnesota from Oswego. Here she remained till she enteredMichigan university in '72. While in Minnesota she often attended Institutes and S. S. Conventions,where she gave lessons. There lessons led to a memorable summer spent with the great preacher, D.L. Moody, who brought her to Illinois that she might give before bodies of S. S. teachers, lessonstaught in accord with Pestalozzian principles. While in Winona, she taught Grammar without a bookby the Socratic method. She became convinced that by this method more intellectual labor is done bythe teacher than by the pupils, that the latter depend too much upon the former and that while seemingperfectly strong, they may become in reality'' intellectual infants; she, therefore, wrote a grammarcontaining sentence , or problems, with questions upon them which the pupils were to study by

themselves, reaching their conclusions without aid from the answers of bright pupils—as is the casein the ordinary question and answer method. This book was published by H. Hadley in 1873 as "Leeand Hadley's Grammar." Its plan is the same as that employed in Miss Sheldon's " Studies in History" published in 1885.

While in Winona, a long-cherished desire to study medicine was strengthened by a friendshipwith the gifted and lamented Dr. Charlotte Denman Lozier, with whom she planned to study andpractice in New York. The death of her friend delayed this study, but a growing conviction thatwomen should be trained to respect

and care for the body as the temple of the soul, and the conviction that a physician can speak withpower because with the authority of knowledge, led her to begin serious work under two liberal-minded physicians, Drs, Stewart and McGaughey, of Winona. With them she prepared for MichiganUniversity, the Medical department of which she entered in ^72, and from which she graduated in '74.At Ann Arbor she learned that not all medical students study to inculcate or practice hygienic rules.

In '74, Dr. Lee became connected with the Oswego Normal as teacher of Physiology, and sheresided in the Normal School Boarding House that she might have a general oversight of the health ofthe house; she also began the practice of medicine with Dr. Mary E. Little. The next year, in additionto Physiology, she taught Reading, Gymnastics and* Methods in Reading, Botany, Geography andForm. This position she held till the summer of '80. In partnership with Dr. Cynthia Smith and Dr.Elvira Ranier, she practiced medicine as school duties permitted. In '80, in company with her friendMiss Mary D. SheldoQ, she went abroad, spending two years in England, Scotland, France, Italy,Egypt, Germany, Holland and Switzerland. The last year she was an "out student" of NewnhamCollege, Cambridge, devoting her time to Physiology and Biology. On returning to Oswego in '82, shetaught Physiology, Zoology, Methods in Zoology, Botany and Human Body, and had charge ofPhysical Culture in the whole school. In '87, Botany Methods were exchanged for Readiug Methods,thus leaving in her hands the closely related subjects of Zoology, Physiology, Physical Culture and theMethods in these branches, and in Reading.

When Dr. Lee returned from Europe, through the teaching of a genius, Mrs. Henrietta Crane, shebecame acquainted with the Delsarte method of gymnastics, which seeks to produce bodies strongenough for life's uses, beautiful in form, pose and action ; it trains the body to smooth, rhythmicalmovement, in harmonj'-with the laws of expression and wonderfully quieting to the nervous system.Dr. Lee saw the advantages of this system, exchanged the old for it, and during the last five years hassought to introduce it into the Normal and Practice schools. The system grows in favor, the pupilsenjoy the exercises, and Miss Walter reports their refining influence upon the children whom she hasin charge.

Dr. Lee has endeavored in many ways to follow Prof. Straight in her Zoological work, making itthoroughly objective; she has become greatly interested in temperance; nearly all the members of herPhysiology classes sign the pledge, and she often lectures

upon this subject. She has spent different vacations at Salem, Martha's Vinej ard, Boston Schoolof Oratory, Cornell, Ocean Grove, and Des Moines, in the study of Natural History, Physical andVocal Culture. She often gives lessons and lectures at institutes. In 'S6, in company with MissMargaret W. Morley, she organized classes in Physical Culture in connection with the SauveurCollege of Languages. These classes are well attended. The quality of students in attendance at thepresent writing, July, '87, attests a sound interest in the Delsarte method.

Since reaching maturity. Dr. Lee has worked, not so much to give information, as to influence life.She often remembers the Granby girl she knew years ago and hopes that some other Granby girl mayhave her home and school lives wedded in healthful union, in fruitful union, through her direct orindirect influence. "The child is father of the man."

MARY F. CROWE.Mary F. Crowe, graduated July 1873. After graduation was, for a short time, employed as

assistant in the Primary Department of the School of Practice. Afterward she entered a convent. Herpresent name is Sister Mary Camilla, in the convent of St. Bernard, Cohoes, New York.

JAMES N. BAKER.Oldest child of Alden Sprague Baker and Elizabeth Wanton Baker, born at Sodus Point, Wayne

County, New York, November 10th, 1824; parents removed to Niagara County, where his early lifewas passed in the usual way of American boys ; graduated from the Albion Academy with the honorsof his class, at the age of eighteen; then engaged in business—studying music as a pastime; removedto Oswego in the year of 1855 and engaged in the milling business, and from there to Fulton; October23d, 1862, married Catherine Taylor, daughter of Samuel R. and Margaret S. Taylor; was teacher ofVocal Music, Composition and Harmony in the Oswego Normal school from 1874 to 1875. DiedMarch 10th, 1883, leaving Ave children.

EMMA DICKERMAN STRAIGHT.Emma Dickerman Straight is a native of Illinois. She attended a district school until her fifteenth

year, when she entered the High school at Canton, 111., where she remained three years, teaching inthe intermediate department of the school while completing her last year's course of study. Her father,Col. W. A. Dickerman, of the 103d Illinois regiment, was killed in May, 1864, in the famous "Marchto the Sea." She began at the age of fourteen her life as a teacher, as assistant in the district schoolwhich she had attended, under Miss Caroline Dutch, to whose thoroughness and rare teaching powershe feels she owes her own love for the profession. In November of 1868, she entered the seniorclass in the Twelfth street school, New York city, under Miss Wadleigh's principal-ship, andimmediately after her graduation in 1869, began teaching as governess. Later she entered a privateschool, which she left in February, 1870, to fill a position in Grammar school No. 35, in New Yorkcity, which position she resigned in July to enter the State Normal school at Oswego, from which shewas graduated in July, 1871. After assisting Mr. Johonnot in several institutes that same summer, inSeptember she accepted the position of preceptress in the State Normal school at Peru, Nebraska, butafter a few months, chose the work of Principal of the Model school in the same institution. InSeptember, 1872, she formed one of the corps of teachers in the State Normal school at Warrensburg,Missouri, under the principalship of James Johonnot.

In 1873 she was married to H. H. Straight, and with her husband taught in Warrensburg, until1875, when both were appointed to positions in the Normal school at Oswego, N. Y. As teacher ofLiterature and Drawing, she was connected with that school for four years.

In 1883 Prof. Straight was appointed to the Vice-principalship of the Cook County Normalschool. Normal Park, 111. In 1885, his failing health made it necessary that he spend the winter in theSouth. She re-entered the schoolroom to take charge of his classes and was also requested to continuethe Course of Lectures he had already begun, before the students of the Free Kindergarten Associationin Chicago. The course was repeated in the spring, and in the summer she taught in the Institute heldby Col. Parker, as well as in other Institutes in Illinois and Iowa. In the Autumn of 1886 she begananother year of work in the Cook County Normal school, which was early interrupted by aninoperative call to the care of her husband, then in California.

An omnivorous reader from early childhood, her preference in teaching was always Literatureand the kindred branches of

Rhetoric and History. But the summers of 1873 and '74 were spent at Penikese Island, where shereceived the impulse in the method of investigation which made her subsequent teaching* an endeavorto apply to her favorite studies the Scientific Method, and the success of her later work she attributedto this fact.

Different vacations were spent in special study of Drawing and Painting; of Literature, underProfessor Corson, of the Coruell University, and Professor W. J. Rolfe ; and of the Delsarte methodof expression.

While as ever deeply interested in Literature—and specially in the study of Shakespeare, she is atpresent absorbed in the problems of Primary education. The needs of the little children, theconsideration of truer, more scientific methods of instruction to follow the kindergarten, form thesubjects of her new lessons and lectures, and to this end all her preceding studies are but steps in anascending ladder. With peculiarly quick sympathies and instinctive knowledge of the needs of others,Mrs. Straight has endeared herself to all with whom she has come in contact, by her unselfish anduntiring thoughtfulness for the happiness of those about her.

As a teacher she is unsurpassed, possessing remarkable accuracy in detail and breadth of opinion,wedded to an enthusiasm which carries all before it. She stood shoulder to shoulder with her husbandin his work, and during the years when not engaged in the school room, she did a not unimportantwork at home, as scores of the beautiful charts with which Prof. Straight was wont to illustrate hisbiological lectures will testify, these charts being the work of Mrs. Straight's skilful hands.

Although a stranger to the school-room for several years, and although her former teaching hadbeen entirely in the direction of Literature and Art, upon Professor Straight's leaving his work torecruit in Florida, Mrs. Straight stepped bravely'' to the front, took up his unfinished biological workin the Cook County Normal school, as has been stated, and carried it on in a way to excite bothwonder and admiration. The difficulty of successfully carr^dng on a work begun by another, and thatother a master in his profession, will be appreciated by every teacher, yet such was Mrs. Straight'sdetermination to forward her husband's life work and keep his classes in good condition until suchtime as he could resume them, that she succeeded, not only in gaining hard work and enthusiasticdevotion from her pupils, but in making herself indispensable to the Cook County Normal school.

In addition to her regular school work she gave the weekly kindergarten lecture, whosepreparation required careful thought

and much time, and with all the rest, found time to give a mother's tenderness and care to her twolittle children.

As Prof. Straight's substitute, Mrs. Straight did his work in full, and received his salary ; the nextyear, 1886, appointed in her own right to the same work, her salary was reduced eleven hundreddollars.

Soon called to the bedside of her dying husband, Mrs. Straight displayed her usual heroism andendurance, cheering and comforting him to the last, sitting up nights' and teaching a littlje each day,that she might contribute to the support of her little family. After Prof. Straight's death, she returned toNormal Park and resumed her teaching there.

In the Spring of '87, much worn, and needing rest and change, Mrs. Straight received a flatteringinvitation to teach English in the High school at Tokio, Japan. It has been one of her life dreams tovisit Japan and identify herself with a civilization and art in which she is deeply interested, and herfriends rejoiced for her in the thought of the rest, mental and physical, the change will bring to her.

It has seemed well to the writer of this biography to do a little more justice to the remarkablepowers of Mrs. Straight, than the mere outline of her life could do,—^hence, has come this tribute in aform which is perhaps more commonly used of those whose life work is done.

MARTHA KEELER.Martha Keeler was born in Whitehall, N. Y., 1848. She received her early education at

Burlington, Vermont, to which place her parents moved soon after her birth. In 1869 she secured aposition as teacher in one of the schools of that place. Her work attracted the attention of the SchoolBoard and she was urged by several of the members to take a course in the Oswego Normal school.In accordance with their advice, she entered this school in 1870. Before the close of the year she wasoffered a position, which she accepted and held for two years. In 1874 she returned to Oswego andgraduated the following year. After graduating, she accepted the position of assistant critic in theJunior department of the Training school. The next year she was given the Principal-ship of thePrimary department, which she held till 1879, when she resigned because of poor health. After a restof six months, she took charge of the Training department of the Normal school at Indiana, Pa. In 1880she was married to John S. McKay, teacher of Natural Science in the same school. She has one child.

S. IDA WILLIAMS.S. Ida Williams was born in Weedsport, Cayuga Co., N. Y., April 16, 1852. She was graduated

from the Weedsport Union School and Academy, and, in Februar} 1872, from the Advanced EnglishCourse of the Oswego State Normal school. After teaching for seven years in the Oswego schools,she resigned and returned to her home in Weedsport.

HElSTRY H. STRAIGHT, A. M.Henry H. Straight was born in Chautauqua County, N. Y., July 20, 1846. Being left an orphan

while still a boy he supported himself by working on farms. When sixteen, he taught his first school,and with the thirty-nine dollars received for the three months' teaching, he entered the preparatorydepartment of Ober-lin College, Ohio. This amount, with additional money earned while studying,carried him through one year. During his junior and senior years he assisted in teaching the Latin andGreek classes in the preparatory school. His success in the languages determined him to makephilology a specialty, so at the end of his sophomore year he left college to earn money for study inGermany. But at this time, while Principal of the public schools at Galena, O., he began a course ofobject lessons in Science, and became filled with the idea that the natural sciences are specially fittedto develop the powers and to fit man for life. This idea was strengthened by special study at CornellUniversity during his senior year, under the lamented Charles Fred Hartt, from whom he received animpulse only second to that which he later received from Agassiz. After his graduation he gave half ayear to theological study, and then left Oberlin to become principal of the State Normal school atPeru, Nebraska. A growing conviction of the value of science in schemes of public education,induced him to resign the position at the end of the year (although he had selected a corps of teachersfor the next term), in order that he might take the more congenial situation of teacher of NaturalScience and Psychology in the same school.

Here he lay the foundation of all his future work, mapped out a scheme of education based uponscience and the industries, and in the winter of 1862, stated in his lecture, " What We Want and Howto Get It," the same beliefs and hopes that ever found expression in his later teaching. Acorrespondence with Prof. Shaler, in regard to a summer school of Science for teachers, called outmuch of his enthusiasm, and when the proposed school was

finally located at Penikese Island, Prof. Straight's name was one of the very first on the list ofprospective students. As a pupil of Agassiz he received the inspiration that was his guiding star. He

became positive that laboratories can be so managed that large numbers may profitably experiment inthem. He demonstrated this by converting the unfinished basement of the Missouri Normal school intolaboratories, where much enthusiastic work was done during the two years of his connection with thisschool.

In 1874, he was again at Penikese; in 1875 with Prof. Shaler, and with the State Geologist ofNorth Carolina, in geological expeditions among the mountains of Kentucky, North Carolina andTennessee. The school year of '75 and '76 was spent in special study at Cornell and Harvard, and inSeptember, 1876, he took the chair of Natural Sciences in the Oswego Normal school. In 1880, to hisduties as Professor in this department, was added that of Director of the Practice school, and in 1882,he was given charge of the History and Philosophy of Education. While connected with the OswegoNormal school the present building was erected, and he had the entire planning of the laboratories,which, as a whole, are probably finer than those connected with any other Normal school. Here heconducted classes of ninety-five, in dissection and experimentation, and began to carry out his plansof industrial education by the opening of a workshop for the manufacture of apparatus used inillustrating his teaching.

In the Spring of 1883, he was appointed one of the corps of teachers in the Cook Co. NormalSchool, 111., under the management of Col. F. W. Parker, and in the summer he took charge of theDepartment of Physical Science and Industrial Education in the Martha's Vineyard Summer Institute.The result of the Summer's work is best expressed, perhaps, by the appended resolutions..

M. Y. S. I., Cottage City, Mass. August 11, 1883. The students of the class in Physical Scienceand Industrial Education, desirous, of expressing the deep interest they have felt in ProfessorStraight's work, drew up-the following resolutions, which were unanimously adopted:

Resolved, That the members of this class testify to Professor Straight their feelings of satisfactionin regard to the following points which he has so clearly brought out:

I. The adaptation of scientific training in the physical sciences to elementary education.II. The possibility of introducing such training into elementary schools by means of simple and

inexpensive apparatus, which may be made by the teachers and pupils themselves.III. The practicability of teaching industrial processes through the making ot this apparatus, and of

interesting the pupils in those processes through the apparatus-which they themselves have made.IT. The possibility of giving a basis from which to decide the natural bent ot the pupils, and to

encourage them to follow this bent in schools for special work.Y, The educational value of a broad outlook into all industrial processes which will enable

students to do their own special work more intelligently.YI. The great importance of the intellectual and moral power acquired by the scientific method

pursued in the work, which will enable one to meet successfully the problems of daily life.YII. The great advantage of an early awakening and cultivation of the inventive faculty, in order

that the student may the more readily adapt himself to all possible environments. •And Besolved furthert That we go away from the Martha's Yineyard Summer Institute with a high

appreciation of Professor Straight's eflfbrts, and greatly encouraged to try to do better work, anddetermined to assist him in developing and carrying out the broad and deep ideas of the unity of life,and of the true educational process which he has so carefully presented.

It may be interesting here to note that from 1873 to 1885, but one summer found him free fromspecial work, either as student, teacher or collector. In the Summer school of Science at Salem,Mass., 1880 and 1881, he gave the course of lectures upon the " Comparative Anatom.y andPhysiology of the Vertebrates."

In the winter of '83 and '84 he left his school work at Normal Park for a fortnight's visit in theEastern States, the special object of his journey being to give lectures to teachers in New Haven andBrooklyn. At the Froebel Academy, in Brooklyn, he had the enthusiastic reception which wasdeserved by his interest in the enterprise from its very inception.

The summer of 1884 saw him again at Martha's Vineyard, this time in charge of the Department ofPedagogy, with Mr. Ö. W. Fitz, as director of the workshop—the two departments being indis-solubly connected. A large and enthusiastic class of students found his work most inspiring andhelpful— the lectures being of wonderful clearness and practicality. The next year he was insomewhat feeble health, but gave in addition to his class work, a course of lectures before the FreeKindergarten Association of Chicago, which were of great benefit to those teachers who formed theclass. His work at Martha's Vineyard was given up because of his delicate health.

But he occupied himself in the planning and making of a desk which should render it possible foreach Primary child to have collections of minerals, plants, etc., trays for sand and clay modeling, etc.,as well as a place for tools and a properly constructed workbench. He was also busy in writingstories from Indian legends, and folk-lore, designed to form the ground work for historicalinvestigation, and in working out details of instruction in Natural Science, Geometry, etc., for lowestgrade of schools, to follow closely upon the " gifts " of the Kindergarten, and to form the basis formaterial

for reading* lessons. In the Fall of '85, he was advised to seek a warmer climate. He spent thewinter in Florida—but was little beneftted, and returned in April to Chicago. In the summer he wentto San Diego, Cal., thence in a few weeks to Pasadena, where he grew rapidly worse. Here he wasjoined by Mrs. Straight and his two children. The fine climate, grand scenery, and the presence of hisfamily, delayed, but could not prevent death from consumption, which took place November 17th.

He leaves little in print to adequately convey an idea of his theories of education, a few lectures,a pamphlet on Industrial Education, guides to Laboratory Teaching, consisting of systematic andcarefull} arranged questions that simply direct and stimulate the student's powers of observation andinference. Carefully prepared lectures of which full synopsis remain, show something of his projectedwork on Psychology. But he had not time and strength to write—still more was it true that he did notfeel himself ready to write, until he had developed by actual demonstration, the ideas he had believedto be fundamental and irresistible.

The Board of Education of the Normal school, Oswego, in resolutions relating to his resignation,speak of his work, "that will remain a monument to his intelligent thought, his earnest effort, anduntiring industry." His whole conception in planning a course in Science, was to select the mostsignificant facts that lead most directly to the most significant laws. To him each laboratory wherepupils were at work, was a laboratory of mental science. When made Director of the PracticeDepartment at Oswego, he was relieved in part of the actual teaching of Science, and for two years hestudied carefully the problems of Primarj- Education, making the entire Practice School aPedagogical Laboratory. The result of this study was embodied in his lectures on Pedagogy, and inhis Science of Industrial Education. In 1885 he was elected one of the Directors of the Workingmen'sSchool in New York City, and appointed one of the Executive Committee of the same Institution torepresent the subject of Pedagogy.

Beginning as a special student of language, following this by special work in science, then byinvestigation of human industries, all the time viewing language, science and industries from thestandpoint of mental action. Prof. Straight's study and teaching was a steady, consistent advance in theone direction of his ambition to help build a science of education.

In these days, successful investigation brings scientific reputation. Prof. Straight had a scientificmind. But he never pursued reputation. His great aim during mature years, was to bring Science to thepeople, through which he believed better thinking

and better living could be secured; hence, he chose to work in Normal schools, (rejecting highersalaries and more honored positions in other educational institutions,) hoping thus to train teachers,who in turn would train the children and youth of our land. In his Normal school work, he never lostsight of this aim, and those most intelligent regarding, and most sympathetic with this aim, saw himever training the observing, reasoning and mechanical powers. He led his students to interrogatethings around them; to make simple, inexpensive apparatus to illustrate great truths in Physics andChemistry ; to prepare specimens in Zoology and Botany. He believed a teacher thus equipped, isbetter prepared to rouse in pupils interest in Natural Science, than one who has been through booksand seen experiments on expensive pieces of apparatus.

Prof. Straight believed that a teacher who can make a battery with materials worth twenty-fivecents will be more likely to introduce his pupils to electricity than a teacher who is dependent upon atwenty-five dollar battery ; that a teacher who can prepare the skeleton of a dog is more likely torouse enthusiasm regarding Physiology than a dependent upon a thirty dollar human skeleton; that onewho for three cents can prepare oxygen or carbonic acid, and illustrate the life-giving properties ofthe one and the life-destroying properties of the other, is more likely to impress the necessity of goodventilation than one who simply assigns a book lesson on these gases.

Prof. Straight had clear and correct ideas regarding the relating of branches pursued in school intoan organic whole which should fulfill the ends of education in the symmetrical development ofchildren and the fitting them for domestic, social and political life. Progress has been made ineducational methods during the last ten years, but the theories Prof. Straight attempted to carry out inOswego and at Normal Park are abreast of the newest and best methods. Col. Parker has said that themost perfect Primary work he has ever seen, was done under the direction of Prof. Straight. Prof.Straight was "visionary,'' i, e., he saw visions. St. Paul says, "The young men shall see visions." It issafe to say that many Normal school graduates are realizing the visions opened to them by Prof.Straight.

Prof. Straight was brave, but gentle; firm, but courteous ; yielding, yet persistent. His living wason a high plane—above small disputations, intrigue, deception, jealousy; it was pure from the heartout to the word and act. It is the universal testimony of Prof. Straight's noblest pupils that his life wasan inspiration to purity and to devotion to the pursuit of truth. He dies young.

but he has scattered wide and in the best soil, seeds that will germinate and bear fruit long* afterthe sower's name is forgotten on earth.

During the last few years of Prof. Straight's life his thoughts were more and more concentratedupon the life and development of the little child. The germ from which the man comes grew to him tobe the most important factor in the development of the race, and all that years of hard work and studyput into him was poured out finally along this channel. His delight was in planning for work forchildren, for surer and better methods of training them. One of his beliefs in regard to child-life wasthat the literature should be of the best from the beginning, and his own little son was as fond of andas familiar with the song of Hiawatha, the story of Evangeline, and the stories of the Greek Heroes, asmost children are with Mother Goose.

Prof. Straight's last illness was a fit close to his noble life, in the bravery with which he foughtsuffering and weakness, the brilliancy with which his mind blazed to the very last, full of enthusiasmand aspiration, and in the unfailing sweetness and tenderness, the lovingness which he shed about

him, which increased to the very last, so that his presence was a benediction.MISS ROSE WHITNEY.Miss Rose Whitney, came to Oswego from Binghamton, New York, where she was engaged as

teacher. After graduation, July, 1869, she was, for several years employed as principal of theIntermediate Department of the School of Practice. Later she returned to Binghamton to teach, whereshe is at present employed.

MISS MARTHA E. CHURCHILL.Martha E. Churchill, daughter of Judge John C. Churchill of Oswego, New York, graduated

January 29th, 1878 ; had for some time charge of the Primary Department of the School of Practice;taught for a short time in Yonkers, New York ; married Walter R. Fisher, and went to San Francisco,California, to live.

SARAH J. WALTER.Sarah J. Walter was born in Pomeroy, Ohio, in 1850. The Public schools of that place afforded

excellent advantages for a common and high school education, which was supplemented byattendance at an Academy for higher instruction.

At sixteen the care of a Primary school of eig*hty little ones, showed the need of something notpossessed—a knowledge of what and how to teach a Primary school; educational books, reports andjournals were read with eagerness, but the greatest help at that time was attained through the summerNormal schools or Institutes.

Four .years were spent in Primary work and four more as principal of a Grammar schooLIn September, 1874, the Oswego Normal school was entered and in the method course was

realized something of the fulfillment of the longings of the eight previous years. Upon graduating, inJune, ^76, the position of assistant in the Junior Practice school was taken for two years; the next yearwas most pleasantly and profitably spent as Principal of the Primary school. September, '81, thePractice schools were consolidated and organized into one department, with a supervising principalin charge. February of the same year the Senior department was added.

From entrance into the school, until the present time, the training of teachers and applying theprinciples of education to this training, has been the special work.

FRANCES E. SHELDON.Frances E. Sheldon, born at Oswego, April 12, 1857, was graduated from the Classical Course of

the Normal School in June, 1875. She spent the following year teaching English and Latin in AveryInstitute (for colored people), at Charleston, S. C, under the principalship of her class-mate, Mr. A.W. Farnham, who continued his work there for some years following. It seems impossible to omit anexpression of admiration for the quiet but decided manner in which Mr. Farnham took hold of theschool, bettering discipline and methods, giving a more practical tendency to the work, and arousing anew enthusiasm among the pupils. All this was done, moreover, in the face of opposition fromvarious quarters.

In the Autumn of '76, Miss Sheldon entered Cornell University, but was called in January to takecharge of the Latin and Greek in the Oswego Normal school, where she remained until June, 1879.She entered upon this work, feeling much dissatisfaction with the prevailing methods of teaching theselanguages. It seemed that they should be presented in a method similar to that employed by our bestteachers of the so-called " Sciences."

The student should first be made acquainted with the language as a means of expression, not as acollection of unrelated words to

be awkwardly put together into mechanical sentences; as a living-growth revealing to the

observer its own structure and laws, not as the rigid subject of a grammar full of arbitrary rules. Fromthe very beginning, the learners might be led, step by step, to observe the details from which theymight draw their own generalizations as to its formation and laws; and those generalizations andclassifications should be verified again and again as opportunity offered.

Again, by constant contact with the language in literary forms, and to some extent by actual dailyuse on the tongue, the vocabulary needed for sight reading might be acquired, to a great degreeunconsciously.

Meantime, both as an aid to full appreciation of the classic tongues, and as a means of reflectingtheir light upon our kindred tongue, there should be a constant thread of comparison between theii'Avords, forms and constructions, and those of the English. Though realizing the need of some changein these directions. Miss Sheldon felt incompetent as yet to make a radical experiment in the matter,but attempted in partial ways to render more live the study of the '' dead " languages.

About this time. Dr. Sau veur had been making bold experiments with like aims, and issued hispamphlet describing his views and methods. Miss Sheldon, finding great promise in these, attendedthe Sau veur Summer School of Languages at Amherst in 1878, thus becoming acquainted with thepractical working of the natural method. During the next year, she applied it, with some necessaryadaptation to circumstances, in the Normal school. The results of that year were not altogethersatisfactory, but the failure seemed due to lack of experience in the method, not to the method itself.

The next school year, Miss Sheldon resumed her University course at Cornell, devoting herselfchiefly to language studies. In the summer of 1880, she accompanied Dr. M. V. Lee and Miss M. D.Sheldon to Europe, and for the following three years, studied in Oxford, with intermissions of traveland study on the continent. Her chief subject was English Philosophy and Literature; she also gavesome attention to general Philology and German. At the end of the time, she passed, 1883, theexamination in English scholarship, under the auspices of Oxford Universit}'-, receiving inconsequence, the certificate of first-class honors, granted by the University.

The first year after returning to America, was passed in teaching English in the intermediategrades of a private school which had been established in Boston b^ Mrs. Quincy Shaw, with the

original purpose of testing the most advanced methods for preparatory school training.In the English work, the basis of instruction was chiefly the oral and written work of the children

themselves, together with supplementary reading adapted to the children's age and subject of study.The year's experience was such as to confirm the teacher's confidence in such a course.

In the summer of '84, Miss Sheldon accepted the post of teacher of English composition in theHigh school at Omaha, Neb., which position she still holds. This work was now first made arecognized department in the course there.

The main object of the plans instituted by Miss Sheldon is to test and develop the pupil's power oforiginal and systematic expression, largely in connection with the branches of science and literaturepursued at the same time. Imaginative, as well as literal treatment of school topics, is called for ; andbesides this, practice in the more general, lighter lines of composition, with both imaginative andliteral treatment, is found a valuable feature in the training. But experience has shown that in the caseof the majority of pupils, something must be done to cultivate literary taste in order to awaken adesire and a power to succeed to some degree in written expression. This need is met by the constantpresentation of attractive modern prose models in the various kinds of composition attempted by thepupils. In some cases a course of light reading is allowed for a time in place of a part of the writtenwork. Meanwhile, the principles of Rhetoric are deduced and illustrated by reference to standardwritings and those of the pupils; and exercises are given to cultivate facility in applying these.

Miss Sheldon has, from the beginning, been greatly encouraged and assisted in her work inOmaha, by freedom of action granted her, and by sympathy and co-operation of the school authoritiesand associate teachers; also by the fact that the English work in the lower grades has been for severalyears exceptionally good, and constantly improving under the guidance of an able Superintendent.

JULIET A. COOK.I was born June 29, 1852, in Pulaski, Oswego County, New York. I am unmarried. My education,

so far as school advantages are concerned, was obtained from the District schools of our own county,the Public schools of the city and the Oswego Normal

school. I graduated from the High school in 1869, and from the classical course at the Normal, in18T1. I began teaching in an academy in Martinsburg, in 1872, and remained there one term ; at theend of the term the school changed hands. During the next two years, I taught Grammar in the PotsdamNormal school. For three years, during the absence of Mrs. H. H. Straight, I taught in our own Normalschool. For the past three years I have been employed as first assistant in the Oswego High school.During the interval between my work in the Potsdam Normal school and the Oswego school, I spentsome time in the farther study of English Literature and History in the Normal, and occasionally actedas a supply teacher in the High school.

MARGARET WARREN MORLEY.Margaret Warren Morley was born on a prairie farm at Montrose, Iowa, February 17th, 1857.

When she was but a baby her parents returned to their home in the East, where she grew up, absorbedin books and Natural History objects, but caring very little for the companionship of those of her ownage. She was educated in a Brooklyn public school until she entered the New York Normal College,from which she graduated in the spring of ^78, having taken one year from her college time to teach. Itwas in the Normal College that her love of Nature was for the first time encouraged. Professor C. E.Day showed his pupils real things, encouraged them to look and find out for themselves, set themhunting cocoons, beetles, butterflies, &c., and opened a new world for meditation and enjoyment.

At about this time the theory of evolution was thought upon and accepted by Margaret Morley.Everything pertaining to life became full of a new interest to her. But not until February of '79, whenshe went to substitute for a year and a half for Mrs. Straight in the Oswego State Normal school, didshe meet the influences which lighted her future path and started her in many ways on a higher roadthan she might otherwise have found.

These influences came from the acquaintance of and intimacy with Dr. Mary V. Lee and Professorand Mrs. Straight. Scores of women all over the country are better and truer for having known Dr.Lee, and Margaret Morely gratefully and reverently testifies to the loving watchfulness, the great-hearted patience, the helpful strength which guided her inexperienced feet over one of the crises ofher life ; under Dr. Lee's strength and sweetness of spirit, order began to grow out of chaos, lifeseemed more precious and more worthy of noble deeds.

While Dr. Lee's influence was more immediate in its effect, work done in the laboratory, underthe direction of Prof. Straight, gave an insight into his thoughts in respect to teaching, which wasafterwards of inestimable value. In the summer of '83, Margaret Morley studied again under Prof.Straight in his Science classes at Martha's Vineyard. The enthusiasm of Prof. Straight's students therewas unbounded for the masterful way in which he led them, by observations, through their senses, todiscover the secrets of physical action and to apply their knowledge to the wants of the little child,and every member of the class burned with a desire to lielp in the development of the child-nature.

Margaret Morley began at once in a New Jersey High school to put into practice the ideas she hadreceived. Just as she entered upon her pleasant duties there, it was her good fortune to meet one

whom Dr. Lee and Prof, and Mrs. Straight had already found to possess a knowledge of great value tothe teacher, as well as to the individual. This was Mrs. Henrietta Crane, teacher of the Delsartesystem of expression.

It was the one thing that Miss Morley had long wished for, this power of easy and expressivemotion and voice control—and she entered with enthusiasm into the new work, which she found to bein perfect harmony with her science teaching and of much assistance to it. The great possibilities inthe Delsarte system, the power for helpfulness which it gave to its students, had but just dawned uponher, when Mrs. Crane was taken ill and was ordered to Florida by her physician. Thither MissMorley accompanied her and studied until summer, when the field of action was changed fromFlorida to the New Jersey coast, where the lessons continued until October, when she went West toteach the new art she had acquired. The summer of 1885 was spent in study with Mrs. Crane at DesMoines, la. Since then Miss Morley has devoted herself to teaching the Delsarte system. At presentshe spends four days of the week in the Milwaukee State Normal school, teaching drawing andgymnastics, the remaining two days being devoted to classes in Chicago.

Miss Morley wishes to prove in the Milwaukee Normal schpol, that the beautiful and valuableDelsarte gymnastics may be given in an ordinary class room with no other preparation than theintroduction of abundance of fresh air. Every day of work strengthens her belief in the efficiency ofthe Delsarte system to give improved physical and moral power to the student. It is a glorious subject,embracing all departments of art and based on the solid foundation of science.

GEORGIA A. TIMERSON.Georgia A. Timerson was bom at Oswego, N. Y., and attended the Qty schools there; entered the

Normal in '71, and graduated from the Advanced English Course in January, 1874; remained in theNormal part of the following year engaged in study. She taught in one of the City schools four and ahalf years, then as Critic teacher in the School of Practice at the Oswego Normal, five years. The nextyear was spent as Critic teacher in the Normal school at Winona, Minn. At present she is not teaching.

SARAH THERESA VAN PETTEN.Sarah Theresa Van Petten, was bom of Dutch and English ancestors, in the Town of Oswego, and

spent the first eight years of her life in the State of New York. Among her early, strong impressions,were the happy hours spent, when about four years old, in gathering garden and field flowers for hergrandmother, who showed her how to press and arrange sets of them in a book. She had greatpleasure in talking of these, listening to stories about them, and in reciting :

" How doth the little busy bee, etc."like the butterfly rather than the bee, she was not still a minute the whole day long, and remembers

as her most severe punishment, being required to sit still half an hour and say nothing, like otherchildren, she performed in miniature, all industrial processes executed by her elders, from the makingof a pie or dolFs bonnet to a house or garden. An early determination to become a teacher grew asshe ran to meet her father after school, played at writing at his desk, picked up chestnuts on theAcademy grounds, or watched with anxiety the expiring mouse in the jar of carbonic acid. How proudshe felt a little later, when she could help her father " teach school " by reading rolls and averages forhim to copy!

She does not remember when or how she learned to read, write, or cipher, but it was at home "incidentally " in connection with lessons in sewing "over and over," and knitting a certain stint, whenshe would rather have been testing the quality of the maple sap on the opposite hills, or fishing in thespring brook. One daily task, begun when five or six years of age, she remembers with gratitude, thatof reading and learning a verse from the Bible, and repeating the seven on the Sabbath. ^

When eight years of age, her parents moved to Peoria, 111. There she began her school life in theexcellent graded schools.

graduating" from the classical course of the High school in 1869, at the age of sixteen. The Highschool had a corps of thorough teachers and fitted pupils to enter a year in advance at MichiganUniversity. Her desire to be among the first ladies admitted at Ann Arbor was not gratified.

In the summer of 1869, she attended a teachers' institute which had for one of its instructors MaryHowe Smith, whose account of the Oswego Normal school awakened in her great interest. Thisinterest was further deepened by the reading of Dr. Sheldon's Manuals and other books on objectiveteaching in connection with her work with Primary grades.

The following year she assisted her father in a High school and was graduated from the PeoriaCounty Normal school. . Two years were then spent in teaching a Primary school of fifty children,teaching reading according to the " word method," and supplementary plant, animal, color and other"oral" lessons. The sentences thus obtained were written upon the board and used as reading andwriting exercises. Easy number combinations were taught with the use of objects, and a paper on theteaching of number was published in " T%e Illinois Teacher,^^

In 1872 she was appointed assistant in the Peoria County Normal school, where she taught forfour years the common school studies, chiefly grammar. For one term, during the illness of thePrincipal of the Practice school, she had charge of that department. The Principal of the school was S.H. White, one of the most prominent and progressive educational men in the State, editor for manyyears of " The Illinois Teacher,^ also a man of national reputation and influence, having beenSecretary and President of the National Teachers' Association. It was a rare privilege to beassociated with such a man, and to his example and wise counsel, Miss Van Petten owes thefoundation of her work as teacher, and a desire for growth in the profession.

In 1875, she attended a Summer school of Natural History at Peoria, at which Professors Wilderand Comstock, of Cornell University, and Prof. Wood, the author of botanical text-books, were theinstructors. Under this instruction, according to the best scientific methods, she became enthusiasticover Natural History, and desired to continue them under a specialist, having in mind Agassiz and theschool at Penikese.

Such an opportunity, not with Agassiz, but with one of his pupils, together with the fulfillment ofher desire to study Oswego Methods, was offered the next year when she visited Oswego. Prof.Straight generously offered special facilities for the study of Zoology and use of the microscope, andfrom his already overtaxed

time and streng'th, gave general oversight to the work. She remained in the school for two years,giving special attention to the study and methods of teaching Natural Science. She was in thoroughsympathy with Prof. Straight's ideas and methods in education, and found him a most suggestive,broad-minded, true-hearted teacher. What may be good in her Science teaching, she owes to hisinspiration.

With the idea of making nature studies a prominent element in the education of the young, shetaught the children in a family at Jamestown, N. Y. While here she became interested in theChautauqua movement, joining the first class of the C. L. S. C, and studying in the School ofLanguages.

In September, 1880, she returned to Oswego as Prof. Straight's assistant in the Scientificdepartment and as teacher of Drawing.

After three years, she went to Wellesley, Mass., to take charge of the Scientific department inDana Hall, a preparatory school for Wellesle^ College. While here, she continued her studies in

Science, especially Geology and Mineralogy, under the direction of specialists in Boston. The twosummers were spent in the school at Martha's Vineyard, in making apparatus in the workshop underthe direction of Prof. Straight and Mr. Fitz.

At the end of two years, the Scientific course at Dana Hall, not being required for entrance tocollege, was discontinued, and Miss Van Petten returned to Oswego, where she now is, teachingBotany, Familiar Science, Geology and Mineralogy and Drawing. She has charge of the workshop,and has supervision of the Form, Drawing and Handwork in the Practice school, having arranged acourse of work in that line. The industrial work has in view the carrying on of the work planned byProf. Straight, the object being to make clearer ordinary studies, to give principles of construction invarious materials, and to send out teachers to the common schools equipped with sets of inexpensiveapparatus, ready to make experiments for the illustration of important natural laws included in thestudy of air, water and common phenomena related to Geography.

Besides the ordinary course in drawing, in geometrical construction, designing, and objectdrawing. Miss Van Petten is especially interested in the use of drawing in the illustration of regularsubjects of stud^ , the practical application of the principles of design to the selection of home andschool furnishings, and in the working out of a course of concrete lessons for younger pupils in exactconstruction and calculation connected with geometrical figures, laying a good basis for geometry,believing that such a course develops exactness, decision, and reason, trains the mind

and hand to act together, that it is simpler, more practical and a better training of the reason thanthe arithmetic usually taught in the same grades. With these ends in view, she had much to do with thelate revision of the Manuals of the Krusi Drawing Course.

AMELIA B. MYERS.Amelia B. Myers was born in Buck's county, Pennsylvania. Her early education was received in

the district schools of the county and in the public schools of Philadelphia, to which place her parentsremoved while she was quite young.

From her earliest childhood she had desired to be a teacher, and as a means to this end she wassent to the Western Female Seminary at Oxford, O., where she remained until graduated. She thentaught in Delaware county. Pa., at the same time pursuing a course of study in elocution, gradutaingfrom the school of oratory in Philadelphia, in 1875.

In 1877 she entered the Normal school at Oswego as a pupil, in which school she has been ateacher since her graduation in January, 1879, with the exception of one year's teaching in Mrs.Sutton's private school in Philadelphia.

FANNIE C. SNOW HAMILTON.Mrs. Hamilton was graduated from the Normal school in February, 1880, and taught the

succeeding term in Hoosick Falls, New York. The next year she came back to Oswego as assistantcritic in the Junior Department.

The following year she was one of two ladies who went to Mexico city, U. S. M., to teach in agirls' school under the auspices of the Woman's Board of Foreign Missions. Before the close of theyear she was put in charge of this school, where she labored most successfully until her marriage withMr. Hamilton in January, 1887.

The Board of Foreign Missions recognized in Miss Snow's work the value of trained teachers inthe mission field, and attributed much of her success to this training, at the same time appreciating herversatility of genius and sweetness of character. She is, at present, living happily in Mexico City,devoting her time to husband and baby.

EMILY A. COilER.

I was bom in Osire and educated in its public schools. Graduating' from the Oswego Normalschool in 1S75, 1 obtained a position immediately as teacher of Arithmetic in Senior school Xo. 1, ofOswegx). Later the granmiar of that school was my ^ -ork. From this I was appointed to thePrincipalshipof the Junior school of Practice in the Oswego Normal school. After working- for overfive years in the latter school, I accepted the position of Critic teacher in the New Paltz Normalschool in September, 1SS6.

My present position is exceedingly pleasant. My aim to make the school life of my pupilsprofitable and delightful is strengthened as the yeai go by, and I realize something of what it is toteach school.

MRS. CLARA A. BURR.Mrs. Qara A. Burr graduated from the Oswego Normal school in 18T3. She has since paid much

attention to vocal music, French, German, Botany and Kindergarten work. She has taug>ht inCincinnati Normal school, Cincinnati Wesleyan College, Philadelphia Normal school, and in theOswego Normal school. Her aim in the latter school has been to extend the Kindergarten spirit andwork to the Primary grades. In this she has been successful.

At present, Mrs. Burr is Principal of the Primary work in the Practice school connected with theOswego Normal. She is also Principal of the Training school for Kindergarten teachers.

Mrs. Burr has done good work in Sunday schools, by showing* the adaptability of Kindergartenmethods to religious and spiritual culture.

MARY H. MATTESON.I was bom in Oswego in 1862, and educated in the public schools. I graduated from the Oswego

High school in February of 1880, and from the Elementary Course of the Oswego Normal Trainingschool in June, '81. After this I spent about a year and a half in Kindergarten work, graduating fromthat department of the Normal. In September, '84, I went to Albany", where for three years I hadcharge of a Primary Department of the Boys' Academy, at a salary of $700. The preparatorydepartment of the Academy was in charge of Miss E. A. Andrews, who had three associate teachers,all from the Oswego Normal, making the work and associations very delightful. In September I expectto go to Minneapolis, Minnesota, to do first year work at the same salary as above.

WALKER G. RAPPLEYE.Walker G. Rappleye graduated from the Oswego Normal school, Junej 1875; from Cornell

University, Junej 1882; taught at Fisk University, Nashville, Tenn.; Hasbrouck Inst., Jersey City; hastaught four years in Oswego Normal school.

CAROLINE L. G. SCALES.A.—Education obtained in :1. District schools of Cumberland County, Maine.2. High school, Portland Maine.3. Private classes.4. Wellesley College.a. As special student.5. Oswego State Normal and Training school.a. For four months only.B.—Teacher in :1. Public schools in Portland, Maine (three years).2. High school, Leominister, Massachusetts (three years).a. Of Latin, French, History, English Literature and Botany.

3. Oswego State Normal and Training school (three years).a. Of History, English Literature, French, Composition and Rhetoric.C—Special educational interests in the past:1. General reading as a means of culture.2. The study of the French language and literature.3. The study of the Latin language and literature and thebest method of teaching them.D.—Special educational interests at present:1. The application of the science method to the study of his-tory.2. The possibility of teaching the history makers of to-dayto profit by the experiences of the history makers of the past.3. The solving of the following problems :a. How best secure for the pupil accuracy, facility andforce in written expression ?b. How best make the study of English literature in ourschools a source of inspiration, and " a power that makes for righteousness ? "KATE A. BUNDY.Kate A. Bundy was born at Oswego, New York, and has always resided there. She attended

private schools exclusively, he-fore entering the Normal school. She entered Oswego Normal schoolSeptember, 1877 ; took Elementary Course with numerous advanced subjects, and graduated inJanuary,1881. After graduating, she spent sometime in Cambridge, Mass. In September, 1883, sheentered Mrs. Burr's Training Class, in the Kindergarten Department, and graduated from that Coursein January, 1884. In February, 1884, took position of Principal of the Primary Department, in theOswego Normal school, holding that position up to the present time, with a slight change of duty,which brings her into Kindergarten Work and its connection with the higher grades.

MARY H. Mcelroy.Mrs. Mary H. McElroy graduated in the class of 1867, taught for one year in the Adelphi

Academy, Brooklyn, married in 1869, returned to the profession in 187* as teacher in the HomeInstitute of Mrs. Hamilton at Oswego, where she remained for three years. In 1884, she entered theNormal school as assistant critic in the Practice school.

MARGARET K. SMITH.Margaret K. Smith is a native of Amherst, Nova Scotia. She is a graduate of a Normal school in

New Brunswick, Canada.She entered the Normal school at Oswego, 1875 ; graduated from the Oswego Normal in 1883.

After graduation, she occupied the chair of School Economy and Methods of Instruction in the StateNormal school at Peru, Nebraska.

In 1885 she went to Europe for the purpose of studying systems of Pedagogy. She returned,Februar^ , 1887, and entered the State Normal school at Oswego, as teacher. Her line of thought is inthe direction of Exact Philosophy as founded by Herbart

LOCAL BOARD.The Local Board of the Oswego State Normal and Trainings school was organized May 11th,

1867. Previous to this time the school had been under the supervision of the City Board of Education.The following gentlemen were appointed by Hon. Victor M. Rice, State Superintendent of Public

Instruction, as members of the first Local Board. Delos De Wolf, Daniel G. Fort, Samuel B. Johnson,

David Harmon, John M. Barrow, Gilbert MoUison, Benjamin Doolittle, Theodore Irwin, John K.Post, Abner C. Mattoon, Thompson Kingsford, Thomas S. Mott, Robert F. Sage.

The Board remained unchanged until the spring of 1870 when Mr. Sage removed from town. At ameeting of the Board held April 23rd, 1870, by a unanimous resolution, the Board recommended tothe State Superintendent the appointment of Alanson S. Page to fill the vacancy occasioned by theremoval of Mr. Sage. Mr. Page was appointed by the Superintendent in compliance with therecommendation of the Board.

In the spring of 1878, Mr. Thompson Kingsford resigned and Superintendent Neil Gilmanappointed Hon. George B. Sloan to fill the vacancy. This appointment bears date of May 31st, 1878.

The first of January, 1883, Delos De Wolf died, and before the close of the same month Mr. J. M.Barrows followed. The 9th of February, 1883, Superintendent Gilmore appointed Edwin Allen andJohn Dowdle to fill the vacancies occasioned by the death of these members.

Early in October, 1884, Daniel G. Fort died very suddenly while attending to business inChicago. In the death of Mr. Fort the Board lost a very active and efficient member. Nearly up to thetime of his death, he had been Treasurer of the Board, and from the time of the organization of theBoard to his death he had been chairman of the Committee on teachers.

As yet, July, 1887, no one has been appointed to fill the vacancy. The board as at presentorganized stands as follows : Gilbert Mollison, President; John K. Post, Secretary; Theodore Irwin,Treasurer; Samuel B. Johnson, Alanson S. Page, Thomas S. Mott, Benjamin Doolittle, John M.Dowdle, Abner C. Mattoon, Edwin Allen, George B. Sloan.

Janitors. —Patrick Malone was janitor from the time of the first occupancy of the building toSeptember, 1885.

John Bushinger served from September, 1885, to March, 1886.Frederick H. Cyrenius took the position on the resignation of Mr. Bushinger and is the present

incumbent.NECROLOGICAL REPORT.As a stranger to many whose names are recorded here, looks over the list of our Alumni dead—

the death-roll for a quarter of a century—it is like wandering in a churchyard where lie buried ourkindred, many of whom are only a name to us, some with their lives inwrought into our own. We turnour eyes hither and thither, reading the names and the few facts recorded on the stones; we gatherfrom other sources a few more facts concerning their lives and work—only these few data ; yet eachone lived his life as we do now, lives with their hopes, their aspirations, their cares, their work.

Such is the record I bring you to-day—the names, a few facts; some have served many years,others died just as the promise of future usefulness became apparent; a few have not taught. Butsurround the names and the few facts I bring with the interests of life, with the halo of a consecratedspirit to serve God by teaching, and you have the history of each life. Tenderly, then, let us call themby name; tenderly, as it becomes us to speak of out* kindred.

CLASS OF '62.Seven of the pioneer class of the school have died :Sarah P. Brewster, Oswego, died Jnne, 1868.Mrs. H. M. Harmon, (Martha A. Seeber,) died in Oswego, May, 1886. She was closely

associated with Dr. Sheldon, in his early work in the city schools, and left her mark here not only inthis respect, but through her deeply religious nature.

Mrs. Robert W. Jordan, (Matilda Lewis,) Oswego, died in San Francisco, October, 1884.Mrs. Frank Waugh, (Martha Miller,) Oswego, died July, 1883.

Flora T. Parsons, Oswego, died January, 1874. She had wide repute as a teacher in theShippensburg I 'ormal school, Pa., and did institute work in the West. Her sister, Elizabeth Parsons,died in April, 1872; another sister, Laura S. Parsons, died in March, 1881.

Eliza H. Weed, Oswego, died October, 1885. She served the city faithfully formore than twenty years.CLASS OF '63.Ellen Seaver, Vermont, died in August, 1869. She was a critic in the Training school, and a most

enthusiastic teacher of botany, working out methods in plants. She contested every inch of the groundwith her foe, consumption, not giving up her N"ormal School work until six months before her death;she died while attending a Teachers' Institute.

Mrs. James M. Brown, (Mary Williams,) Oswego, died August, 1885.CLASS OF '64.Mrs. Stewart Montgomery, (Amelia E. Hubbard,) Oswego, died at Grrand Kapids, Mich., June,

1871.Maggie J. Staats, died Feb., 1883. She leaves at least three memorials in this city—the many

years she conducted the Primary department of the Congregational Church Sunday School; her almosta score of years of Primary work in the city schools; and the use of script instead of print in workwith young children, originating the idea as far as Oswego is concerned, long before it was a matterof discussion in educational circles.

CLASS OF '65.Mrs. Putnam Fields, (Kate M. Burt,) Oswego, died in Jersey City, October, 1876.Mrs. John McKenna, (Eliza J. Hyland,) Oswego, died .Mrs. George N". Goble, (Lizzie Leffen,) Oswego, died December, 1870. Anna M. Tyler,

Oswego, died August, 1870. Jennie P. Yocum, died at Atlantic City, June, 1884.CLASS OF FEBRUARY, '66.Mrs. E. Stanton, (Augusta L. Grilchrist,; Onondaga Co., died "ovember, 1885. Anna Hauen,

Oswego, died N^ovember, 1867.Mrs. John M. Purdy, (Martha A. Pride,) of Monroe Co., died April, 1876. Gertrude Thurman,

Oswego, died January, 1867.CLASS OF JULY, '66. Hannah J. Collins, of Mt. Carmel, Ind., died December, 1875.CLASS OF FEBRUARY, '67.Alida J. Brant, Oswego, died March, 1871.Mrs. M. C. Spencer, (Martha McCumber,) Cortland, died, January, 1880. She was several years

Critic Teacher and Principal of the Junior Department of the Training school. She was characterizedby energy and earnestness. After leaving here, she taught in the St. Cloud Normal school, Minnesota,where she married, and there she died.

Mrs. E. P. Goodenough, (Emily M. Merriam,) of Franklin Co., died in Cincinnati, March, 188*2.CLASS OF JULY, '67.Mrs. A. P. Stevenson, (Harriet N. Benedict,) of Montgomery Co., died in Wilmington, Del.,

January, 1875.CLASS OF FEBRUARY, '68.Teen J. Delano, of Essex Co., died March, 1875.George Dunning, of Clinton Co., died October, 1870.Eudora F. Galloway, of Monroe Co., died October, 1877.Mrs. C. A. Robinson, (Elvinia 0. Hicks,) of Cortland Co., died January, 1875.

Mrs. D. L. Johnston, (Jennie Hughes,) of Monroe Co., died May, 1880.CLASS OF JULY, '68.Mrs. J. C. Grant, (Susan R. Henry,) of Cattaragus Co., died January, 1883. Mary A. Romans, of

LaPorte, Ind., died in her schoolroom, February, 1874. Mary E. Riggs, Oswego, died July, 1871.Mrs. Chas A. Jayoox, (Agnes A. Ste\censon,) Oswego, drowned on the Pacific Coast, July, 1876.CLASS OF FEBRUARY, '69. Addie F. Battis, Oswego, died September, 1870.EMILY A. COMER.I was born in Oswego and educated in its public schools. Graduating from the Oswego Normal

school in 1875, I obtained a position immediately as teacher of Arithmetic in Senior school No. 1, ofOswego. Later the grammar of that school was my work. From this I was appointed to thePrincipalshipofthe Junior school of Practice in the Oswego Normal school. After working for overfive years in the latter school, I accepted the position of Critic teacher in the New Paltz Normalschool in September, 1886.

My present position is exceedingly pleasant. My aim to make the school life of my pupilsprofitable and delightful is strengthened as the years go by, and I realize something of what it is toteach school.

MRS. CLARA A. BURR.Mrs. Clara A. Burr graduated from the Oswego Normal school in 1873. She has since paid much

attention to vocal music, French, German, Botany and Kindergarten work. She has taught in CincinnatiNormal school, Cincinnati Wesleyan College, Philadelphia Normal school, and in the OswegoNormal school. Her aim in the latter school has been to extend the Kindergarten spirit and work to thePrimary grades. In this she has been successful.

At present, Mrs. Burr is Principal of the Primary work in the Practice school connected with theOswego Normal. She is also Principal of the Training school for Kindergarten teachers.

Mrs. Burr has done good work in Sunday schools, by showing the adaptability of Kindergartenmethods to religious and spiritual culture.

MARY H. MATTESON.1 was born in Oswego in 1862, and educated in the public schools. I graduated from the Oswego

High school in February of 1880, and from the Elementary Course of the Oswego Normal Trainingschool in June, '81. After this I spent about a year and a half in Kindergarten work, graduating fromthat department of the Normal. In September, '84, I went to Albany, where for three years I had chargeof a Primary Department of the Boys' Academy, at a salary of $700. The preparatory department ofthe Academy was in charge of Miss E. A. Andrews, who had three associate teachers, all from theOswego Normal, making the work and associations very deUghtful. In September I expect to go toMinneapolis, Minnesota, to do first year work at the same salary as above.

WALKER G. RAPPLEYE.Walker G. Rappleye graduated from the Oswego Normal school, Junej 1875; from Cornell

University, Junej 1882; taught at Fisk University, Nashville, Tenn.; Hasbrouck Inst., Jersey City; hastaught four years in Oswego Normal school.

CAROLINE L. G. SCALES.A.—Education obtained in :1. District schools of Cumberland County, Maine.2. High school, Portland Maine.3. Private classes.4. Wellesley College.

a. As special student.5. Oswego State Normal and Training school.a. For four months only.B.—Teacher in :1. Public schools in Portland, Maine (three years).2. High school, Leominister, Massachusetts (three years).a. Of Latin, French, History, English Literature and Botany.3. Oswego State Normal and Training school (three years).a. Of History, English Literature, French, Composition and Rhetoric.C—Special educational interests in the past:1. General reading as a means of culture.2. The study of the French language and literature.3. The study of the Latin language and literature and thebest method of teaching them.D.—Special educational interests at present:1. The application of the science method to the study of his-tory.2. The possibility of teaching the history makers of to-dayto profit by the experiences of the history makers of the past.3. The solving of the following problems :a. How best secure for the pupil accuracy, facility andforce in written expression ? 6. How best make the study of English literature in ourschools a source of inspiration, and " a power thatmakes for righteousness ? "KATE A. BUND Y.Kate A. Bundy was born at Oswego, New York, and has always resided there. She attended

private schools exclusively, before entering the Normal school. She entered Oswego Normal schoolSeptember, 1877 ; took Elementary Course with numerous advanced subjects, and graduated inJanuary, 1881. After graduating, she spent sometime in Cambridge, Mass. In September, 1883, sheentered Mrs. Burr's Training Class, in the Kindergarten Department, and graduated from that Coursein January, 1884. In February, 1884, took position of Principal of the Primary Department, in theOswego Normal school, holding that position up to the present time, with a slight change of duty,which brings her into Kindergarten Work and its connection with the higher grades.

MARY H. Mcelroy.Mrs. Mary H. McElroy graduated in the class of 1867, taught for one year in the Adelphi

Academy, Brooklyn, married in 1869, returned to the profession in 187-2 as teacher in the HomeInstitute of Mrs. Hamilton at Oswego, where she remained for three 3 ears. In 1884, she entered theNormal school as assistant critic in the Practice school.

MARGARET K. SMITH.Margaret K. Smith is a native of Amherst, Nova Scotia» She is a graduate of a Normal school in

New Brunswick, Canada.She entered the Normal school at Oswego, 1875 ; graduated from the Oswego Normal in 1883.

After graduation, she occupied the chair of School Economy and Methods of Instruction in the StateNormal school at Peru, Nebraska.

In 1885 she went to Europe for the purpose of studying systems of Pedagogy. She returned,

February, 1887, and entered the State Normal school at Oswego, as teacher. Her line of thought is inthe direction of Exact Philosophy as founded by Herhart

LOCAL BOARD.The Local Board of the Oswego State Normal and Training school was organized May 11th,

1867. Previous to this time the school had been under the supervision of the City Board of Education.The following gentlemen were appointed by Hon. Victor M. Rice, State Superintendent of Public

Instruction, as members of the first Local Board. Delos De Wolf, Daniel G. Fort, Samuel B. Johnson,David Harmon, John M. Barrow, Gilbert MoUison, Benjamin Doolittle, Theodore Irwin, John K.Post, Abner C* Mattoon, Thompson Kingsford, Thomas S. Mott, Robert F. Sage.

The Board remained unchanged until the spring of 1870 when Mr. Sage removed from town. At ameeting of the Board held April 23rd, 1870, by a unanimous resolution, the Board recommended tothe State Superintendent the appointment of Alanson S. Page to fill the vacancy occasioned by theremoval of Mr. Sage. Mr. Page was appointed by the Superintendent in compliance with therecommendation of the Board.

In the spring of 1878, Mr. Thompson Kingsford resigned and Superintendent Neil Gilmanappointed Hon. George B. Sloan to fill the vacancy. This appointment bears date of May 31st, 1878.

The first of January, 1883, Delos De Wolf died, and before the close of the same month Mr. J. M.Barrows followed. The 9th of February, 1883, Superintendent Gilmore appointed Edwin Allen andJohn Dowdle to fill the vacancies occasioned by the death of these members.

Early in October, 1884, Daniel G. Fort died very suddenly while attending to business inChicago. In the death of Mr. Fort the Board lost a very active and efficient member. Nearly up to thetime of his death, he had been Treasurer of the Board, and from the time of the organization of theBoard to his death he had been chairman of the Committee on teachers.

As yet, July, 1887, no one has been appointed to fill the vacancy. The board as at presentorganized stands as follows : Gilbert Mollison, President; John K. Post, Secretary; Theodore Irwin,Treasurer; Samuel B. Johnson, Alanson S. Page, Thomas S. Mott, Benjamin Doolittle, John M.Dowdle, Abner C. Mattoon, Edwin Allen, George B. Sloan.

Janitors. —Patrick Malone was janitor from the time of the first occupancy of the building toSeptember, 1885.

John Bushinger served from September, 1885, to March, 1886.Frederick H. Cyrenins took the position on the resignation of Mr. Bushinger and is the present

incumbent.NECROLOGICAL REPORT.As a stranger to many whose names are recorded here, looks over the list of our Alumni dead—

the death-roll for a quarter of a century—it is like wandering in a churchyard where lie buried ourkindred, radüuy of whom are only a name to us, some with their lives inwrought into our own. Weturn our eyes hither and thither, reading the names and the few facts recorded on the stones; we gatherfrom other sources a few more facts concerning their lives and work—only these few data ; yet eachone lived his life as we do now, lives with their hopes, their aspirations, their cares, their work.

Such is the record I bring you to-day— the names, a few facts; some have served many ''ears,others died just as the promise of future usefulness became apparent; a few have not taught. Butsurround the names and the few facts I bring with the interests of life, with the halo of a consecratedspirit to serve God by teaching, and you have the history of each life. Tenderly, then, let us call themby name; tenderly, as it becomes us to speak of out kindred.

CLASS OF '62.

Seven of the pioneer class of the school have died :Sarah P. Brewster, Oswego, died June, 1868.Mrs. H. M. Harmon, (Martha A. Seeber,) died in Oswego, May, 1886. She was closely

associated with Dr. Sheldon, in his early work in the city schools, and left her mark here not only inthis respect, but through her deeply religious nature.

Mrs. Robert W. Jordan, (Matilda Lewis,) Oswego, died in San Francisco, October, 1884.Mrs. Frank Waugh, (Martha Miller,) Oswego, died July, 1883.Flora T. Parsons, Oswego, died January, 1874. She had wide repute as a teacher in the

Shippensburg J^ormal school, Pa., and did institute work in the West. Her sister, Elizabeth Parsons,died in April, 1872; another sister, Laura S. Parsons, died in March, 1881.

Eliza H. Weed, Oswego, died October, 1885. She served the city faithfully formore than twenty years.CLASS OF '63.Ellen Seaver, Yermont, died in August, 1869. She was a critic in the Training school, and a most

enthusiastic teacher of botany, working out methods in plants. She contested every inch of the groundwith her foe, consumption, not giving up her Normal School work until six months before her death;she died while attending a Teachers* Institute.

Mrs. James M. Brown, (Mary Williams,) Oswego, died August, 1885.CLASS OF '64.Mrs. Stewart Montgomery, (Amelia E. Hubbard,) Oswego, died at Grand Eapids, Mich., June,

1871.Bishop, Electa R El. July '67.Bishop, Mary A El Jan. '78.Black, Jenny El. '62.Blackwood, Belle El. Feh. '66.Blair, Charlotte M El. July '72.Blakeman, Estella J El. Jan. '79.Blanchard, Oliver R Ad. June '83.Blanch, Cornelia F El. Feh. '80.Blasdell, Amelia El. Jan. '74.Blasdell, Minnie El. July '77.Blasdel, Susan El. Feh. '69.Blood, Eliza A El. '62.Bloomer, Jennie El. July '69.Bodman, Miranda A Ad. June '83.Boggs, Mary J El. Jan. '77.Bogle, Alice I El. July '78.Bogle, Edith R CI. Jan. '81.Bond, Maggie L El. '65.Boyd, Ada E El. Jan. '81.Boyd, Andrew J. Ad. Feh. '68.Bradley, Mary F El. July '84.Bradt. Amelia H El. Feh. '66.Brangan, Harriet R El. Jan. '78.Brant, Alida R El. Feh. '67.

Brant, Louisa H El. '63.Brennan, Kate S El. July '71.Brewster, Sarah P El. '62.Brickell, George W Ad. July '78.Brickell, Mary E El. July '84.Briggs, Ida L El. Jan. '78.Brigham, Elva M El. July '71.Brodie, Hugh H Ad. July '80.Brooks, Mahel E El. June '83.Brooks, Minnie L El. Jan. '83.Brown, Ada B El. Feh. '67.Brown, Adella M El. July '84.Brown, Amelia El. July '67.Brown, Cora A Ad. June '75.Brown, Harriet J El. Jan. '75.Brown, John E Ad. Feh. '86.Brown, Josephine 0 El. July '78.Brown, Manüy T Ad. Feh. '69.Brown Mary J El. June '76.Bruce, Ellen M El. '62.Bruce, Ida Ad. Feh. '70.Bruce, Lizzie El. Jan. '85.Bryan, Coralie C.... = El. July '78.Bryan, Mary El. '65.Bryant, Marie E El. Feb.'66.Bryoe, Margaret E El. June '75.Buckland, Martha B El. June '85.Buell, Mary J Bl. .Ittly '73.Bullis, George E Ad. Jan. '81.Mrs. John Rogers, (Julia Fitzpatrick,) of Lewis Co., taught in this State and Tirginia; she died at

Carthage, i . Y., November, 1876. Anna H. Strong, Oswego, died January, 1880.CLASS OF JULY, '69.Mrs. Wareham Johnson, (Kittie L. Dempsey,) Oswego, died at "Wolcott, 2 . Y., April, 1883.Mary E. Dildine, of Steuben Co., died January, 1675. Lindley Edwards, Indiana, died August,

1881. Letitia J. Gillespie, Oswego, died May, 1885. Harriet D. Kendall, of Wyoming Co., diedOctober, 1870. Catherine Miller, of Suffolk Co., died October, 1872. Matthew Riggs, of Orange Co.,died September, 1870.

CLASS OF FEBRUARY, 70. Mrs. Wm. A. Gile, (Mary G. Waitt,) of Middlesex, Mass., diedJuly, 1876.

CLASS OF JULY, 70.Maria E. Davis, of Livingston Co., died 1880.Henrietta Munson, of Washington Co., died September, 1882, on the eve of her departure from

Colorado Springs to return home. She taught successfally for ten years in the Elmira Free academy,resigning her position to seek healing for her lungs in the West.

Mrs. John Munson. (Ida E. McLean,) Oswego, died ]S"ovember, 1875.

Jeannette L. Moody, of Franklin Co., died September, 1885, after teaching a long time inCleveland, 0.

Ida R. Noble, of St. Lawrence Co., was critic for several years in the Fredonia Normal School;she died in August, 1877.

CLASS OF JANUARY, 71.Helen A. Tiffany, a successful Primary teacher in Manistee, Mich., and in Hack-ettstown, N. Y.,

died in September, 1885.CLASS OF JANUARY, 72.Mrs. George Roberts, (Anna A. Rice,) died in January, 1881. She taught in South America for a

time, establishing work on the Normal plan.CLASS OF JULY, 72.Ella H. Green, of Suffolk Co., died in May, 1880.Mrs. Andrew DeMott, (Josephine Pearsall,) of Wayne Co., died in At ay, 1883.CLASS OF JAJ^UARY, 73. Kate H. Badger, Rochester, N. Y., died December, 1885.CLASS OF JULY, 73.This class furnished a missionary to Madras, India, Harriet A. Jewett, of Kent, Mich., married a

missionary—Samuel W. Nichols, and went with him to India; she died December, 1881.Mrs. George S. Merriam, (Nelly A. Riggs,) Oswego, taught several years in the city schools; she

died May, 1881.CLASS OF JUNE, 75.Eunice Chisholm, of Clinton Co., taught in Ithaca several years, dying in May, 1878.Mary E. Leffin, Oswego, taught successfully in the west; she died in Oswego, February, 1884.CLASS OF JUNE, 76.Emma E. Baker, a city teacher in Oswego, died February, 1884. Cornelia C. Bannister, Oswego,

died in March, 1880. Minnie H. Cram, of Rockland Co., died in November, 1883. Mrs. Jason M.Benton, (Hattie E. Morgan,) of Madison Co., died in April, 1879.

CLASS OF JANUARY, 77.Mrs. William Jones, (Jennie C. Robbins,) of Oneida, died in Oregon, October, 1883.CLASS OF JULY, 77.Oharles H. Ailing, of Greene Co., died May, 1879.Mrs. W. B. Smith, (Minnie Blasdell,) of Washington Co., died January, 1886.Mrs. Henry Hastings, (Emma H. Wright,) Oswego, died May, 1883.CLASS OF JULY, 78.Coralie C. Bryan, of Dutchess Co., taught in a Private School in Philadelphia, dying of

consumption in September 1883.George W. Brickell, of Rockland Co., died December, 1881.Mrs. Frank Y. Brown, (Mary E. Gaites,) of Suffolk Co., died September, 1881.Mrs. Thomas Burden, (Anna M. Kenefic,) Oswego, died November, 1884.Mrs. J. R. O'Gorman, (Isabella K. Nelson,) Oswego, died November, 1884.CLASS OF JANUARY, 79.Mrs. Wallace D. Lovell, (Josephine Hastings,) Oswego, was highly esteemed for her beautiful

character; she died February, 1886. Alice J. Smith, died April, 1880.CLASS OF JUNE, 79.Isabella G. Corwin, of Suffolk Co., died in August, 1881.Mary GriflSth, Indiana, died May, 1881.

Martha J. Hart, Ohio, died in April, 1883.Charles F. Hubbard, of Suffolk Co., died in October, 1884.CLASS OF FEBRUARY, '80. Cornelia F. Blanch, Nyack, died May, 1886.CLASS OF JULY, '80. Julia M. Fisk, Oswego, died in July, 18d3.CLASS OF JUNE, '81.Ella A. Gerow, of Ulster Co., died May, 1884. She took up training work in Leland University,

New Orleans, also in the New Hampshire Normal school. Herbrief professional life was useful, but she is remembered most of all for work in the Christian

Association of our school; for there are many who call her blessed because of her beautiful, unselfishwork here.

CLASS OF JAK, '82. Amy K. Shaw, of Clinton Co., died June, 1882.CLASS OF JUNE, 85. Delia M. Barrett, Oswego, died February, 1886.This is the record of our dead, as far as can be ascertained; eighty-three have died; seventeen

classes have their numbers full. But though the heart still aches for one and another who have gone,we can comfort ourselves with the thought that they have only left the earthly school a little soonerthan we.

ALPHABETICAL LIST OF GRADUATESOF THEOSWEGO NORMAL AND TRAINING SCHOOL,FOE THE FIRST TWENTY-FIYE YEARS,WITH CLASS AND DATE OF GRADUATION.•Aber, Wüliam M CI. July 72.Adams, Cornelia C Ad. June '85.Adrianee, Julia L El. July '72.Alden, M. Helen CI. June '81.Allen, John G Ad. Jan. '71.Allen, Margaret A El. Jan. 71, Ad. July '71.Ailing, Charles H El. July '77.Ailing, Harriet, S El. June '83.Ailing, J. Carey CI. June '79.Ailing, Mary R .El. July '69, Ad. July '73.Anderson, Augusta B CI. June '82.Anderson. Ellen S El. June '83.Anderson, John H CI. June '82.Anderson, Medora C El. Feb. '67.Anderson, Mercy A El. Jan. '84.Andrews, Eliza E El. June '81.Andrews, Esther A El. '63.Andrews, H. Adella Ad. July '77.

Andrews, Jane El. '62.Andrews, Margaret L El. '64.Aplin, K. Louise El. July ^69.Armstrong, Clara J El. July '68.Armstrong, George P Ad. July '84.Armstrong, Sarah J El. Feb. '67, Ad. July '67.Arnold, Fanny .Ad. July '68.Arnold, Helen M El. Feb. '69.Arnold, Marcia A Ad. Jan. '71.Arquit, Mary El. June '83.Atwood, Cynthia M El. Jan. '74.Avery, Jennie H Ad. July '70, El. Jan. '71.Aylesworth, Mary F Ad. Jan. '73kNBabcock, John L CI. July '80.Backer, Amy A El. Jul 'TZ,Backer, Stella M El. Feb. 'm.Badger, Kate H Ad. Jan. '73.3adger, J. Ward zVd. June '85.Baily, Alice F El. July '69.Baker, Emma E El. June '76.Baker, Lillian Ad. June '79.Baker, Louis W 01. July '78.Baker, :N'ellie El. Feb. '86.Balch, E. Alice El. Jan. '72.Baldrige, Fanny El. June '79.Baldwin, Anna G El. July '77.Baldwin, Frances A El. July '77.Baldwin, Maria J El. July '84.Baldwin, William A Ad. July '84.Banning, E. Adell El. Jan. '75.Bannister, Cornelia C El. June '76.Bannister, Elvira El. Jan. '72.Barber, Leila Jane Ad. July '86,Barber, Mary S El. -— '62.Barker, Hannah J Ad. Feb. '69.Barker, Mary , El. '62.Barlow, Daisy D El. June '85.Barlow, Jane El July '73.Barlow, Mary E El. July '67.Barnes, Earl H Ad. July '84.Barnes, Sarah A El. Jan. '73.Barr, William J Ad. June '85.Barrett, Delia M El. June '85.Barrett, H. Elbert Ad. July '72.

Barrett, Minnie El. June '85.Barrow, M. Augusta Ad. June '75.Barstow, Ellen El. Feb. '66.Barth, Eella J El. July '70.Bassett, Wayland G. S Ad. Feb. '70.Batcheler, F. May El. June '85.Baxter, J. Gertrude El. Feb. '86.Beaman, Mary E Ad. July '69.Becker, Helen El. '62.Beeman, H. Augusta Ad. July '71.Beman, Jessie B El. July '80.Benedict, Harriet N El. July '67.Benjamin, Amelia H El. June '85.Bennett, Emeline M El. July '72.Bennett, Ida W Ad. July '60, El. Feb. '70.Benson, Carrie El. June '81, Ad. June '82.Bernhard, Margaret ' Ad. June '81.Bero, Kate M El. Jan. '85.Bettis, Addie F El. Feb. '69.Bickford, Minnie A El. July '77.Bicknell, Helen M El. Jan. '78.Bierce, Sarah C CI. June '75.Bishop, Electa R El. July '67.Bishop, Mary A ..El Jan. '78.Black, Jenny El. '62.Blackwood, Belle El. Feb. '66.Blair, Charlotte M El. July '72.Blakeman, Estella J El. Jan. '79.Blanchard, Oliver R Ad. June '83.Blanch, Cornelia F El. Feb. '80.Blasdell, Amelia El. Jan. '74.Blasdell, Minnie El. July '77.Blasdel, Susan El. Feb. '69.Blood, Eliza A El. '62.Bloomer, Jennie El. July '69.Bodman, Miranda A Ad. June '83.Boggs, Mary J El. Jan. '77.Bogle, Alice I El. July '78.Bogle, Edith R CI. Jan. '81.Bond, Maggie L El. '65.Boyd, Ada E El. Jan. '81.Boyd, Andrew J. Ad. Feb. '68.Bradley, Mary F El. July '84.Bradt, Amelia H El. Feb. '66.Brangan, Harriet R El. Jan. '78.

Brant, Alida R El. Feb. '67.Brant, Louisa H El. '63.Brennan, Kate S El. July '71.Brewster, Sarah P El. '62.Brickell, George W Ad. July '78.Brickell, Mary E El. July '84.Briggs, Ida L El. Jan. '78.Brigham, Elva M El. July '71.Brodie, Hugh H Ad. July '80.Brooks, Mabel E El. June '83.Brooks, Minnie L El. Jan. '83.Brown, Ada B El. Feb. '67.Brown, Adella M El. July '84.Brown, Amelia El. July '67.Brown, Cora A Ad. June '75.Brown, Harriet J El. Jan. '75.Brown, John E Ad. Feb. '86.Brown, Josephine 0 El. July '78.Brown, Manily T Ad. Feb. '69.Brown Mary J El. June '76.Bruce, Ellen M El. '62.Bruce, Ida Ad. Feb. '70.Bruce, Lizzie El. Jan. '85.Bryan, Coralie C.... El. July '78.Bryan, Mary El. '65.Bryant, Marie E El. Feb.'66.Bryoe, Margaret E. El. June '75.Buckland, Martha B El. Jiine '85.Buell, Mary J Bl. .)hiy^73.Bullis, George E Ad. Jan. '81.KATE A. BUND Y.Kate A. Bundy was born at Oswego, New York, and has always resided there. She attended

private schools exclusively, before entering the Normal school. She entered Oswego Normal schoolSeptember, 1877 ; took Elementary Course with numerous advanced subjects, and graduated inJanuary,1881. After graduating, she spent some time in Cambridge, Mass. In September, 1883, sheentered Mrs. Burr's Training Class, in the Kindergarten Department, and graduated from that Coursein January, 1884. In February, 1884, took position of Principal of the Primary Department, in theOswego Normal school, holding that position up to the present time, with a slight change of duty,which brings her into Kindergarten Work and its connection with the higher grades.

MARY H. Mcelroy.Mrs. Mary H. McElroy graduated in the class of 1867, taught for one year in the Adelphi

Academy, Brooklyn, married in 1869, returned to the profession in 1872 as teacher in the HomeInstitute of Mrs. Hamilton at Oswego, where she remained for three years. In 1884, she entered theNormal school as assistant critic in the Practice school.

MARGARET K. SMITH.

Margaret K. Smith is a native of Amherst, Nova Scotia. She is a graduate of a Normal school inNew Brunswick, Canada.

She entered the Normal school at Oswego, 1875 ; graduated from the Oswego Normal in 1883.After graduation, she occupied the chair of School Economy and Methods of Instruction in the StateNormal school at Peru, Nebraska.

In 1885 she went to Europe for the purpose of studying systems of Pedagogy. She returned,February, 1887, and entered the State Normal school at Oswego, as teacher. Her line of thought is inthe direction of Exact Philosophy as founded by Herhart

LOCAL BOARD.The Local Board of the Oswego State Normal and Training school was organized May 11th,

1867. Previous to this time the school had been under the supervision of the City Board of Education.The following gentlemen were appointed by Hon. Victor M. Rice, State Superintendent of Public

Instruction, as members of the first Local Board. Delos De Wolf, Daniel G. Fort, Samuel B. Johnson,David Harmon, John M. Barrow, Gilbert MoUison, Benjamin Doolittle, Theodore Irwin, John K.Post, Abner C» Mattoon, Thompson Kingsford, Thomas S. Mott, Robert F. Sage.

The Board remained unchanged until the spring of 1870 when Mr. Sage removed from town. At ameeting of the Board held April 23rd, 1870, by a unanimous resolution, the Board recommended tothe State Superintendent the appointment of Alanson S. Page to fill the vacancy occasioned by theremoval of Mr. Sage. Mr. Page was appointed by the Superintendent in compliance with therecommendation of the Board.

In the spring of 1878, Mr. Thompson Kingsford resigned and Superintendent Neil Gilmanappointed Hon. George B. Sloan to fill the vacancy. This appointment bears date of May 31st, 1878.

The first of January, 1883, Delos De Wolf died, and before the close of the same month Mr. J. M.Barrows followed. The 9th of February, 1883, Superintendent Gilmore appointed Edwin Allen andJohn Dowdle to fill the vacancies occasioned by the death of these members.

Early in October, 1884, Daniel G. Fort died very suddenly while attending to business inChicago. In the death of Mr. Fort the Board lost a very active and efficient member. Nearly up to thetime of his death, he had been Treasurer of the Board, and from the time of the organization of theBoard to his death he had been chairman of the Committee on teachers.

As yet, July, 1887, no one has been appointed to fill the vacancy. The board as at presentorganized stands as follows : Gilbert MoUison, President; John K. Post, Secretary; Theodore Irwin,Treasurer; Samuel B. Johnson, Alanson S. Page, Thomas S. Mott, Benjamin Doolittle, John M.Dowdle, Abner C. Mattoon, Edwin Allen, George B. Sloan.

Janitors. —Patrick Malone was janitor from the time of the first occupancy of the building toSeptember, 1885.

John Bushinger served from September, 1885, to March, 1886.Frederick H. Cyrenius took the position on the resignation of Mr. Bushinger and is the present

incumbent.NECROLOGICAL REPORT.As a stranger to many whose names are recorded here, looks over the list of our Alumni dead—

the death-roll for a quarter of a century— it is like wandering in a churchyard where lie buried ourkindred, msmy of whom are only a name to us, some with their lives inwrought into our own. We turnour eyes hither and thither, reading the names and the few facts recorded on the stones; we gatherfrom other sources a few more facts concerning their lives and work—only these few data ; yet eachone lived his life as we do now, lives with their hopes, their aspirations, their cares, their work.

Such is the record I bring you to-day—the names, a few facts; some have served many ' ears,others died just as the promise of future usefulness became apparent; a few have not taught. Butsurround the names and the few facts I bring with the interests of life, with the halo of a consecratedspirit to serve God by teaching, and you have the history of each life. Tenderly, then, let us call themby name; tenderly, as it becomes us to speak of oui» kindred.

CLASS OF '62.Seven of the pioneer class of the school have died :Sarah P. Brewster, Oswego, died June, 1868.Mrs. H. M. Harmon, (Martha A. Seeber,) died in Oswego, May, 1886. She was closely

associated with Dr. Sheldon, in his early work in the city schools, and left her mark here not only inthis respect, but through her deeply religious nature.

Mrs. Robert W. Jordan, (Matilda Lewis,) Oswego, died in San Francisco, October, 1884.Mrs. Frank Waugh, (Martha Miller,) Oswego, died July, 1883.Flora T. Parsons, Oswego, died January, 1874. She had wide repute as a teacher in the

Shippensburg J^ormal school, Pa., and did institute work in the West. Her sister, Elizabeth Parsons,died in April, 1872; another sister, Laura S. Parsons, died in March, 1881.

Eliza H. Weed, Oswego, died October, 1885. She served the city faithfully formore than twenty years.CLASS OF '63.Ellen Seaver, Yermont, died in August, 1869. She was a critic in the Training school, and a most

enthusiastic teacher of botany, working out methods in plants. She contested every inch of the groundwith her foe, consumption, not giving up her Normal School work until six months before her death;she died while attending a Teachers Institute.

Mrs. James M. Brown, (Mary Williams,) Oswego, died August, 1885.CLASS OF '64.Mrs. Stewart Montgomery, (Amelia E. Hubbard,) Oswego, died at Grand Rapids, Mich., June,

1871.Maggie J. Staats, died Feb., 1883. She leaves at least three memorials in this city—the many

years she conducted the Primary department of the Congregational Church Sunday School; her almosta score of years of Primary work in the city schools; and the use of script instead of print in workwith young children, originating the idea as far as Oswego is concerned, long before it was a matterof discussion in educational circles.

CLASS OF '65.Mrs. Putnam Fields, (Kate M. Burt,) Oswego, died in Jersey City, October, 1876.Mra. John McKenna, (Eliza J. Hyland,) Oswego, died .Mrs. George N. Goble, (Lizzie Leflfen,) Oswego, died December, 1870. Anna M. Tyler, Oswego,

died August, 1870. Jennie P. Yocum, died at Atlantic City, June, 1884.CLASS OF FEBRUARY, '66.Mrs. E. Stanton, (Augusta L. Gilchrist,; Onondaga Co., died November, 1885. Anna Hanen,

Oswego, died N^ovember, 1867.Mrs. John M. Purdy, (Martha A. Pride,) of Monroe Co., died April, 1876. Gertrude Thurman,

Oswego, died January, 1867.CLASS OF JULY, '66. Hannah J. Collins, of Mt. Carmel, Ind., died December, 1875.CLASS OF FEBRUARY, '67.Alida J. Brant, Oswego, died March, 1871.

Mrs. M. C. Spencer, (Martha MoCumber,) Cortland, died, January, 1880. She was several yearsCritic Teacher and Principal of the Junior Department of the Training school. She was characterizedby energy and earnestness. After leaving here, she taught in the St. Cloud Normal school, Minnesota,where she married, and there she died.

Mrs. E. P. Goodenough, (Emily M. Merriam,) of Franklin Co., died in Cincinnati, March, 1882.CLASS OF JULY, '67.Mrs. A. P. Stevenson, (Harriet N. Benedict,) of Montgomery Co., died in "Wilmington, Del.,

January, 1875.CLASS OF FEBRUARY, '68.Teen J. Delano, of Essex Co., died March, 1875.George Dunning, of Clinton Co., died October, 1870.Eudora F. Galloway, of Monroe Co., died October, 1877.Mrs. C. A. Robinson, (Elvinia 0. Hicks,) of Cortland Co., died January, 1875.Mrs. D. L. Johnston, (Jennie Hughes,) of Monroe Co., died May, 1880.CLASS OF JULY, '68.Mrs. J. C. Grant, (Susan R. Henry,) of Cattaragus Co., died January, 1883. Mary A. Romans, of

LaPorte, Ind., died in her schoolroom, February, 1874. Mary E. Riggs, Oswego, died July, 1871.Mrs. Chas A. Jaycox, (Agnes A. Ste\censon,) Oswego, drowned on the Pacific Coast, July, 1876.CLASS OF FEBRUARY, '69. Addie F. Battis, Oswego, died September, 1870.Mrs. John Rogers, (Julia Fitzpatrick,) of Lewis Co., taught in this State and Yirginia; she died at

Carthage, X. Y., November, 1876. Anna H. Strong, Oswego, died January, 1880.CLASS OF JULY, *69.Mrs. Wareham Johnson, (Kittie L. Dempsey,) Oswego, died at "Wolcott, N". Y., April, 1883.Mary E. Dildine, of Steuben Co., died January, 1875. Lindley Edwards, Indiana, died August,

1881. Letitia J. Gillespie, Oswego, died May, 1885. Harriet D. Kendall, of "Wyoming Co., diedOctober, 1870. Catherine Miller, of Suffolk Co., died October, 1872. Matthew Riggs, of Orange Co.,died September, 1870.

CLASS OF FEBRUARY, '70. Mrs. Wm. A. Gile, (Mary G. Waitt,) of Middlesex, Mass., diedJuly, 1876.

CLASS OF JULY, '70.Maria E. Davis, of Livingston Co., died 1880.Henrietta Munson, of Washington Co., died September, 1882, on the eve of her departure from

Colorado Springs to return home. She taught successfully for ten years in the Elmira Free academy,resigning her position to seek healing for her lungs in the West.

Mrs. John Munson. (Ida E. McLean,) Oswego, died i^ovember, 1875.Jeannette L. Moody, of Franklin Co., died September, 1885, after teaching a long time in

Cleveland, 0.Ida R. N'oble, of St. Lawrence Co., was critic for several years in the Fredonia Normal School;

she died in August, 1877.CLASS OF JANUARY, 71.Helen A. Tiffany, a successful Primary teacher in Manistee, Mich., and in Haek-ettstown, N. Y.,

died in September, 1885.CLASS OF JANUARY, 72.Mrs. George Roberts, (Anna A. Rice,) died in January, 1881. She taught in South America for a

time, establishing work on the Normal plan.

CLASS OF JULY, 72.Ella H. Green, of Suffolk Co., died in May, 1880.Mrs. Andrew DeMott, (Josephine Pearsall,) of Wayne Co., died in At ay, 1883.CLASS OF JAJ^UARY, 73. Kate H. Badger, Rochester, N. Y., died December, 1885.CLASS OF JULY, 73.This class furnished a missionary to Madras, India, Harriet A. Jewett, of Kent, Mich., married a

missionary—Samuel W. Nichols, and went with him to India; she died December, 1881.Mrs. George S. Merriam, (Nelly A. Riggs,) Oswego, taught several years in the city schools; she

died May, 1881.CLASS OF JUNE, 75.Eunice Chisholm, of Clinton Co., taught in Ithaca several years, dying in May, 1878.Mary B. Leffin, Oswego, taught successfully in the west; she died in Oswego, February, 1884.CLASS OF JUNE, 76.Emma E. Baker, a city teacher in Oswego, died February, 1884. Cornelia C. Bannister, Oswego,

died in March, 1880. Minnie H. Crum, of Rockland Co., died in November, 1883. Mrs. Jason M.Benton, (Hattie E. Morgan,) of Madison Co., died in April, 1879.

CLASS OF JANUARY, 77.Mrs. William Jones, (Jennie C. Robbins,) of Oneida, died in Oregon, October, 1883.CLASS OF JULY, 77.-Charles H. Ailing, of Greene Co., died May, 1879.Mrs. W. B. Smith, (Minnie Blasdell,) of Washington Co., died January, 1886.Mrs. Henry Hastings, (Emma H. Wright,) Oswego, died May, 1883.CLASS OF JULY, 78.Coralie C. Bryan, of Dutchess Co., taught in a Private School in Philadelphia, dying of

consumption in September 1883.George W. Brickell, of Rockland Co., died December, 1881.Mrs. Frank V. Brown, (Mary E. Gaites,) of Suffolk Co., died September, 1881.Mrs. Thomas Burden, (Anna M. Kenefic,) Oswego, died November, 1884.Mrs. J. R. O'Gorman, (Isabella K. Nelson,) Oswego, died November, 1884.CLASS OF JANUARY, 79.Mrs. Wallace D. Lovell, (Josephine Hastings,) Oswego, was highly esteemed for her beautiful

character; she died February, 1886. Alice J. Smith, died April, 1880.CLASS OF JUNE, 79.Isabella G. Corwin, of Suffolk Co., died in August, 1881.Mary GriflSth, Indiana, died May, 1881.Martha J. Hart, Ohio, died in April, 1883.Charles F. Hubbard, of Suffolk Co., died in October, 1884.CLASS OF FEBRUARY, '80. Cornelia F. Blanch, Nyack, died May, 1886.CLASS OF JULY, '80. Julia M. Fisk, Oswego, died in July, 18d3.CLASS OF JUNE, '81.Ella A. Gerow, of Ulster Co., died May, 1884. She took up training work in Leland University,

New Orleans, also in the New Hampshire Normal school. Herbrief professional life was nseftil, but she is remembered most of all for work in the Christian

Association of our school; for there are many who call her blessed because of her beautiful, unselfishwork here.

CLASS OF JAN., '82. Amy K. Shaw, of Clinton Co., died June, 1882.CLASS OF JUNTE, 85. Delia M. Barrett, Oswego, died February, 1886.This is the record of our dead, as far as can be ascertained; eighty-three have died; seventeen

classes have their numbers full. But though the heart still aches for one and another who have gone,we can comfort ourselves with the thought that they have only left the earthly school a little soonerthan we.

ALPHABETICAL LIST OF GRADUATESOF THEOSWEGO NORMAL AND TRAINING SCHOOL,FOR THE FIRST TWENTY-FIYE YEARS,WITH CLASS AND DATE OF GRADUATION.•Aber, William M CI. July '72.Adams, Cornelia 0 Ad. June '85.Adriance, Julia L El. July '72.Alden, M. Helen CI. June '81.Allen, John G Ad. Jan. '71.Allen, Margaret A EL Jan. 71, Ad. July'71.Ailing, Charles H El. July '77.Ailing, Harriet, S El. June '83.Ailing, J. Carey CI. June '79.Ailing, Mary R El. July '69, Ad. July '73.Anderson, Augusta E CI. June '82.Anderson, Ellen S El. June '83.Anderson, John H CI. June '82.Anderson, Medora C El. Feb. '67.Anderson, Mercy A El. Jan. '84.Andrews, Eliza B El. June '81.Andrews, Esther A El. '63.Andrews, H. Adella Ad. July '77.Andrews, Jane El. '62.Andrews, Margaret L El. '64.Aplin, K. Louise El. July ^69.Armstrong, Clara J El. July '68.Armstrong, George P Ad. July '84.Armstrong, Sarah J El. Feb. '67, Ad. July '67.Arnold, Fanny .Ad. July '68.Arnold, Helen M El. Feb. '69.Arnold, Marcia A Ad. Jan. '71.Arquit, Mary El. June '83.

Atwood, Cynthia M El. Jan. '74.Avery, Jennie H Ad. July '70, El. Jan. '71.Aylesworth, Mary F Ad. Jan. '73k.Nbrief professional life was useful, but she is remembered most of all for work in the Christian

Association of our school; for there are many who call her blessed because of her beautifal, unselfishwork here.

CLASS OF JAN., '82. Amy K. Shaw, of Clinton Co., died June, 1882.CLASS OF JUNE, 85. Delia M. Barrett, Oswego, died February, 1886.This is the record of our dead, as far as can be ascertained; eighty-three have died; seventeen

classes have their numbers full. But though the heart still aches for one and another who have gone,we can comfort ourselves with the thought that they have only left the earthly school a little soonerthan we.

ALPHABETICAL LIST OF GRADUATESOF THEOSWEGO NORMAL AND TRAINING SCHOOL,FOR THE FIRST TWENTY-FIYE YEARS,WITH CLASS AND DATE OF GRADUATION.•Aber, WilKam M CI. July '72.Adams, Cornelia C Ad. June '85.Adriance, Julia L El. July '72.Alden, M. Helen 01. June '81.Allen, John G Ad. Jan. '71.Allen, Margaret A Bl,' Jan. 71, Ad. July '71.Ailing, Charles H El. July '77.Ailing, Harriet, S El. June '83.Ailing, J. Carey CI. June '79.Ailing, Mary R El. July '69, Ad. July '73.Anderson, Augusta E CI. June '82.Anderson, Ellen S El. June '83.Anderson, John H CI. June '82.Anderson, Medora C El. Feb. '67.Anderson, Mercy A El. Jan. '84.Andrews, Eliza B El. June '81.Andrews, Esther A El. '63.Andrews, H. Adella Ad. July '77.Andrews, Jane El. '62.Andrews, Margaret L El. '64.Aplin, K. Louise El. July ß9,

Armstrong, Clara J El. July '68.Armstrong, George P Ad. July '84.Armstrong, Sarah J El. Feb. '67, Ad. July '67.Arnold, Fanny .Ad. July '68.Arnold, Helen M El. Feb. '69.Arnold, Marcia A Ad. Jan. '71.Arquit, Mary El. June '83.Atwood, Cynthia M El. Jan. '74.Avery, Jennie H .Ad. July '70, El. Jan. '71*Aylesworth, Mary F Ad. Jan. '73k.Bundy, Kate V. D El. Jan, '81.Bunker, Josephine C. El. June '81.Bunnell, Hannah K El. '63.Bnrchard, Oscar R Ad. July '69.Burgoyne, Mary E El. Jan. '75.Burhaus, Oelina M Ad. June '76.Burke, Ellen B El. July '68.Burleson, Harriet R El. June '83.Bumes, Letitia H Ad. July '78.Bumes, Teresa E Ad. June 75.Bums, Fannie U El. July '84.Burr, Clara A El. July '73.Burrington, Lülia E El. July '73.Burt, Carrie M El. June '76.Burt, Hittie A El. June '76.Burt, Jessie M Ad. June '75.Burt, Kate B Ad. Feb. '67.Burt, Kate M El. '65.Burt, Lizzie El. July '77.Burt, Margaret M El. '64.Burt, Marion Y El. Feb. '66.Burt, Mary H CI. Jan. '72.Burt, S. Jennie. El. Jan. '81.Burton, Antoinette E Ad. July '73.Burton, Ella May El. June '82.Bush, Arthine A El. July '72.Butler. Amelia P El. July '77.Butler, Mary L El. Feb. '70.Butler Rachel A Ad. June '81.Butts, Flora E El. July '78.Butts, Melissa M El. July '72.Byrne, Mary A El. July '77.Cady, Lizzie P El. June '83.Calkins, Minnie H Ad. June '79.Callaghan, Anna C El. July '84.

Calvert, Harvey J Ad. July '73.Campbell, Anna El. '63,Card, Florence El. '63.Card, George N" Ad. Feb. '69.Card, Milton H , Ad. Feb. '69.Carlisle, Ellor E , El. Jan. '85.Carpenter, Hannah M &. July '73.Carpenter, Mara E El. July '69.Carpenter, Marian N El. July '67.Carpenter, Rosamond H El. Feb. '69.CJarpenter, Sarah ; El. '63.Carr, Georgia A Ad. June '85.Carrier, Mary E Ad. Jan. '71.Carter, Nancy J El. '63.Cartwright, Yirginia CI. June '79.Case, Pamelia C .. El. '62.Canlfield, Mary B El. Jan. '83.Chalmers, Angeline El. '65.ChalmerS; Julia A El. Feb. W.Champion, Anna El. July '71-Chandler, Eliza El. — '65.Chapin, Alvin P CI. Juiy 73.Chapin, Edward El. July 71.Chapman, Emma J El. June '82Charles, Libbie S El. July'67.Chase, Olive A El. July 71.Cheyney, Eliza A El. June '81.Chisholm, Anna B EL June '79.Chisholm, Eunice El. June '75.Chisholm, Lucy Ad. Jan. '74.Churchill, H. Jennie El. July '69.Churchill, Martha E El. Jan. '78.Churchill, Octa G Ad. July '72.Clancey, Marie L El. '64.Clapp, Eva H El. Feb. '68.Clapp, Lenora T El. '62.Clark, A gnes L, El. June '76.Clark, Alice M Ad. Jan. '84.Clark, Calvin J Ad. June '79.Clark, Charles D El. '62.Clarke, Fanny M El. Jan. '71.Clark, Elizabeth Y El. Jan.'76.Clark, Florence El. '63.Clark, Hattie El. Feb. '68.Clark, Margaret J El. July '80.

Clark, NelUe E Ad. Feb. '86.Clary, Caroline El. June '81.Clary, Charlotte A El. Jan '77.Cleghom, M. Jane El. June '74.Cleveland, Adella Y El. July '84.Clock, May Wood El. June '82.Clubbs, S. Anna El. July 72.Clute, Alfaratta El. June '81.Coats, Phoebe El. '63.Cole, Anna R .El. July '80.Cole, Ella J El. Feb. '67.Cole, Mary R El. Jan. '79.Collier, John El. July '78.Collins, Abigail L CI. July '80.Collins, Anna T El. July '80.Collins, Emma M El. July '79.Collins, Hannah J El. July '66.Colnon, Caroline M El. Jan. '84.Comer, Emily A , El. June '74.Comstock, Amy CI. June '83.Cook, Juliet A CI. July '71.Cooley, Helen CI. July '80.Coon, Emily El. Feb. '70.Cooper, Arthur Ad. July '71.Cooper, Clara F El. Jan. '85.Cooper, Fanny El. '63.NECROLOGICAL REPORT.As a stranger to many whose names are recorded here, looks over the hst of our Alumni dead—

the death-roll for a quarter of a century—it is like wandering in a churchyard where lie buried ourkindred, many of whom are only a name to us, some with their lives inwrought into our own. We turnour eyes hither and thither, reading the names and the few facts recorded on the stones; we gatherfrom other sources a few more facts concerning their lives and work—only these few data ; yet eachone lived his life as we do now, lives with their hopes, their aspirations, their cares, their work.

Such is the record I bring you to-day— the names, a few facts; some have served many years,others died just as the promise of future usefulness became apparent; a few have not taught. Butsurround the names and the few facts I bring with the interests of life, with the halo of a consecratedspirit to serve God by teaching, and you have the history of each life. Tenderly, then, let us call themby name; tenderly, as it becomes us to speak of out* kindred.

CLASS OF '62.Seven of the pioneer class of the school have died :Sarah P. Brewster, Oswego, died Jnne, 1868.Mrs. H. M. Harmon, (Martha A. Seeber,) died in Oswego, May, 1886. She was closely

associated with Dr. Sheldon, in his early work in the city schools, and left her mark here not only inthis respect, but through her deeply religious nature.

Mrs. Robert W. Jordan, (Matilda Lewis,) Oswego, died in San Francisco, October, 1884.

Mrs. Frank Waugh, (Martha Miller,) Oswego, died July, 1883.Flora T. Parsons, Oswego, died January, 1874. She had wide repute as a teacher in the

Shippensburg J^ormal school, Pa., and did institute work in the West. Her sister, Elizabeth Parsons,died in April, 1872; another sister, Laura S. Parsons, died in March, 1881.

Eliza H. "Weed, Oswego, died October, 1885. She served the city faithfully formore than twenty years.CLASS OF '63.Ellen Seaver, Yermont, died in August, 1869. She was a critic in the Training school, and a most

enthusiastic teacher of botany, working out methods in plants. She contested every inch of the groundwith her foe, oonaumptioa, not giving up her Normal School work until six months before her death;she died while attending a Teachers' Institute.

Mrs. James M. Brown, (Mary Williams,) Oswego, died August, 1885.CLASS OF '64.Mrs. Stewart Montgomery, (Amelia E. Hubbard,) Oswego, died at Grand Eapids, Mich., June,

1871.Day, DeUa M El. Feb. '69.Deacon, Jane El. July '78.Deering, Harriet A Ad. July '73,De Lano, Teen J El. Feb, '68, Ad. July '69.Dempsey, Ella A Ad. Jan. '75.Dempsey, Kittle L El. July '69.Dennison, "William Ad. July '78.Denton, Sarah L Ad. Feb., '69, El. July '69.Derby, Mary M CI. Juno '76.Dermot, Sarah A El. Jan. '83.DeShong, Harriet El. July '73.Dewey, Lola M Ad. July '7*2.Deyo, Mary El. Jan. '83.Deyo, M. Louise El. Jan. '81.Dickerman, Emma El. July '71.Dickinson, Helen El. July '78.Dickeman, Charlotte N El. Feb. '69.Düdine, Mary E El. July '69.Dilley, Mary L Ad. Jan. '73.Dinmore, Lizzie El. '65.Dobbie, E. Lina El. Feb. '68.Dobbie, Lucy M El. June '85,Dodd, Hattie M El. Jan. '85Donnan, Emma El. Jan. '77.Donnolley, Alice EL June '74.Doran, Minnie E El. July '73.Doris, Elizabeth L El. July '68.Douglas, Julia B El. June '76.Douglass, Henry M CI. July '68.Dowd, Harriet E El. Feb. '80, Ad. Jan. '82.

Downes, William B Ad. June '85.Downey, M. Elizabeth El. June '85.Dowse, Hattie Y Ad. July '70.Doyle, Carrie C El. July '80.Draper, Margaret A Ad. Jan. '75.Drew, Jeannette El. Feb. '67.Dubois, Ella M El. Jan. '77.Dugane, Sarah D El. '64.Dunning, George Ad. Feb. '68.Dunning, Ida L El. Feb. '80.Earley, Michael J .' Ad. July '86.Edic, li abella L El. June 79.Edmunds, Elizabeth M El. July '80.Edwards, Adeline S El. July '72.Edwards, D. Sophia Ad. July '72.Edwards, Ella I El. Jan. '75.Edwards, Eva S El. Feb. '68, Ad. Feb. '69.Edwards, Lindley M Ad. July '69.Eggleston, Henrietta M Ad. July '71.E\h, Amelia A El. Feb. '67.Enos, Fannie F El. July '78.Evans, Addie F El. June '76.Evans, Emma L El. June '83.Fairchild, Ella A El. June 75.Fairchild, Fanny M El. July '68.Famham, Amos "W Ad. June '75.Famham, LeRoy D CI. July 72.Farrington, Mary J EL June '82.Fearey, Sophia El. Jan. 73.Fenner, Emma J El. July '67.Ferguson, Sarah M El. July '69, Ad. July '71-Ferris, Jennie M El. July '73.Ferris, Laura E El. Jan. '85.Ficken, Emma C El. June '74.Finch, Adelaide Y El. June '83.Fisher Cora B El. June '81.Fish, Minnie U El. July '80.Fisk, Julia M El. July '80.Fitz, George W Ad. June '83.Fitzpatrick, Julia A El. Feb. '69.Flanagan, Mary W Ad. July '86.Flynn, Minnie G El. Jan. '81.Fogle, M. Yirginia Ad. June '83.Forbes, Anna E El. June '81.Forbes, Sarah M El. Jan. '77.

Forbush, J. Estelle El. July '71.Ford, M. Louise El. Jan. '85.Foster, H. Franklin El. June '79.Foster, Idaho P El. July '84Foster Mary F El. Feb. '67.France, Aaron R Ad. Feb. '70.Franklin, Lizzie J El. June '83.Franks, Maria B El. July '70.Fräser, Jessie S / El. July '78.Freeston, Mary C Ad. Jan. '85.French, Armina Ad. Feb. '67.Fuller, Reunette E El. June '76.Funnelle, Amanda P El. '62.Funnelle, Lena S Ad. Feb. '67, El. July '67.Furman, G. Monroe Ad. July '69.Furman, John W Ad. Jan. '71.Gage, L. Jennie El. Feb. '68.Gage, Mary E . El. '65.Gaites, Mary E .' Ad. July '78.Galloway, F. Eudora El. Feb. '68.Gaylord, Margaret K El. Feb. '69.Gardner, Ada E El. Jan. '77.Gardner, Helen R El. July '84.Garrison, Edith M El. July '86.Geer, GUes A El. July '84.Gerow, Ella A El. June '81, Ad. Jan.'83.Gibbs, Frank M El. Feb.'66.Gibbs, M. EUzabeth Ad. Feb. '67, El. July'67.Gilbert, Christina H El. '62.GUbert, Fannie S El. July '73.Gilchrist, Augusta L El. Feb. '66.CLASS OF JUNE, 75.Eunice Chisholm, of Clinton Co., taught in Ithaca several years, dying in May, 1878.Mary E. Lefin, Oswego, taught successfully in the west; she died in Oswego, February, 1884.CLASS OF JUNE. 76.Emma E. Baker, a city teacher in Oswego, died February, 1884. Cornelia C. Bannister, Oswego,

died in March, 1880. Minnie H. Crom, of Rockland Co., died in November, 1883. Mrs. Jason M.Benton, (Hattie E. Morgan,) of Madison Co., died in April, 1879.

CLASS OF JANUARY, 77.Mrs. "William Jones, (Jennie C. Robbins,) of Oneida, died in Oregon, October, 1883.CLASS OF JULY, '77.Oharles H. Ailing, of Greene Co., died May, 1879.Mrs. W. B. Smith, (Minnie Blasdell,) of Washington Co., died January, 1886.Mrs. Henry Hastings, (Emma H. Wright,) Oswego, died May, 1883.CLASS OF JULY, 78.

Coralie C. Bryan, of Dutchess Co., taught in a Private School in Philadelphia, dying ofconsumption in September 1883.

George "W. Brickell, of Rockland Co., died December, 1881.Mrs. Frank Y. Brown, (Mary E. Gaites,) of Suffolk Co., died September, 1881.Mrs. Thomas Burden, (Anna M. Kenefic,) Oswego, died November, 1884.Mrs. J. R. O'Gorman, (Isabella K. Nelson,) Oswego, died November, 1884.CLASS OF JANUARY, '79.Mrs. Wallace D. Lovell, (Josephine Hastings,) Oswego, was highly esteemed for her beautiful

character; she died February, 1886. Alice J. Smith, died April, 1880.CLASS OF JUNE, 79.Isabella G. Corwin, of Suffolk Co., died in August, 1881.Mary Grifläth, Indiana, died May, 1881.Martha J. Hart, Ohio, died in April, 1883.Charles F. Hubbard, of Suffolk Co., died in October, 1884.CLASS OF FEBRUARY, '80. Cornelia F. Blanch, Nyack, died May, 1886.CLASS OF JULY, '80. Julia M. Fisk, Oswego, died in July, 18r33.CLASS OF JUNE, '81.Ella A. Gerow, of Ulster Co., died May, 1884. She took up training work in Leland University,

New Orleans, also in the New Hampshire Normal school. Herbrief professional life was usefiil, but she is remembered most of all for work in the Christian

Association of our school; for there are many who call her blessed because of her beautiful, unselfishwork here.

CLASS OF JAN., '82. Amy K. Shaw, of Clinton Co., died June, 1882.CLASS OF JUNE, 85. Delia M. Barrett, Oswego, died February, 1886.This is the record of our dead, as far as can be ascertained; eighty-three have died; seventeen

classes have their numbers full. But though the heart still aches for one and another who have gone,we can comfort ourselves with the thought that they have only left the earthly school a little soonerthan we.

^ALPHABETICAL LIST OF GRADUATESOF THEOSWEGO NORMAL AND TRAINING SCHOOL,FOR THE FIRST TWBNTY-FIYE TEARS;WITH CLASS AND DATE OF GRADUATION.•Aber, William M.. CI. July '72.Adams, Cornelia C Ad. June '85.Adriance, Julia L El. July '72.Alden, M. Helen CI. June '81.Allen, John G Ad. Jan. '71.

Allen, Margaret A El.'Jan. 71, Ad. July '71.AUing, Charles H El. July '77.Ailing, Harriet, S El. June '83.AUing, J. Carey CI. June '79.Ailing, Mary R El. July '69, Ad. July '73.Anderson, Augusta E CI. June '82.Anderson, Ellen S El. June '83.Anderson, John H CI. June '82.Anderson, Medora C El. Feb. '67.Anderson, Mercy A El. Jan. '84.Andrews, Eliza B El. June '81.Andrews, Esther A El. '63.Andrews, H. Adella Ad. July '77.Andrews, Jane El. '62.Andrews, Margaret L El. '64.Aplin, K. Louise El. July ,69.Armstrong, Clara J El. July '68.Armstrong, George P Ad. July '84.Armstrong, Sarah J El. Feb. '67, Ad. July '67.Arnold, Fanny .Ad. July '68.Arnold, Helen M El. Feb. '69.Arnold, Marcia A Ad. Jan. '71.Arquit, Mary El. June '83.Atwood, Cynthia M El. Jan. '74.Avery, Jennie H Ad. July '70, El. Jan. '71*Aylesworth, Mary F Ad. Jan. '7a.NBabcock, John L CI. July '80.Backer, Amy A El. July '72.Backer, Stella M El. Feb. 'd6.Badger, Kate H Ad. Jan. '73.ßadger, J. Ward Ad. June '85.Baily, Alice F El. July '69.Baker, Emma B El. June '76.Baker, Lillian Ad. June '79.Baker, Louis W 01. July '78.Baker, Nellie El. Feb. '86.Balch, E. Alice El. Jan. '72.Baldrige, Fanny El. June '79.Baldwin, Anna G El. July '77.Baldwin, Frances A El. July '77.Baldwin, Maria J El. July'84.Baldwin, William A Ad. July '84.Banning, E. Adell El. Jan. '75.Bannister, Cornelia 0 El. June '76.

Bannister, Elvira El. Jan. '72.Barber, Leila Jane Ad. July *86,Barber, Mary S El. -— '62.Barker, Hannah J Ad. Feb. '69.Barker, Mary El. '62.Barlow, Daisy D El. June '85.Barlow, Jane El July '73.Barlow, Mary E El. July '67.Barnes, Earl H Ad. July '84.Barnes, Sarah A El. Jan. '73.Barr, William J Ad. June '85.Barrett, Delia M El. June '85.Barrett, H. Elbert Ad. July '72.Barrett, Minnie El. June '85.Barrow, M. Augusta Ad. June'75.Barstow, Ellen El. Feb. '66.Barth, Bella J El. July '70.Bassett, Wayland G. S Ad. Feb. '70.Batcheler, F, May El. June '85.Baxter, J. Gertrude El. Feb. '86.Beaman, Mary E Ad. July '69.Becker, Helen El. '62.Beeman, H. Augusta Ad. July '71.Beman, Jessie B El. July '80.Benedict, Harriet N" El. July '67.Benjamin, Amelia H El. June '85.Bennett, Emeline M El. July '72.Bennett, Ida W Ad. July '69, El. Feb. '70.Benson, Carrie El. June '81, Ad. June '82.Bernhard, Margaret ' Ad. June '81.Bero, Kate M El. Jan. '85.Bettis, Addie F El. Feb. '69.Bickford, Minnie A El. July '77.Bicknell, Helen M El. Jan. '78.Bierce, Sarah C CI. June '75.Bishop, Electa R El. July '67.Bishop, Maoy A El Jan. '78.Black, Jenny El. '02.Blackwood, Belle El. Feb. '66.Blair, Charlotte M El. July '72.Blakeman, Estella J El. Jan. '79.Blanchard, Oliver R Ad. June '83.Blanch, Cornelia F El. Feb. '80.Blasdell, Amelia El. Jan, '74.Blasdell, Minnie El. July '77.

Blasdel, Susan El. Feb. '69.Blood, Eliza A El. '62.Bloomer, Jennie El. July '69.Bodman, Miranda A Ad. June '83.Boggs, Mary J El. Jan. '77.Bogle, Alice I El. July '78.Bogle, Edith R CI. Jan. '81.Bond, Maggie L El. '65.Boyd, Ada E El. Jan. '81.Boyd, Andrew J Ad. Feb. '68.Bradley, Mary F El. July '84.Bradt, Amelia H El. Feb. '66.Brangan, Harriet R El. Jan. '78.Brant, Alida R El. Feb. '67.Brant, Louisa H El. '63.Brennan, Kate S El, July '71.Brewster, Sarah P El. '62.Brickell, George W Ad. July '78.BrickeD, Mary E El. July '84.Briggs, Ida L El. Jan. '78.Brigham, Elva M El. July '71.Brodie, Hugh H Ad. July '80.Brooks, Mabel E El. June '83.Brooks, Minnie L El. Jan. '83.Brown, Ada B El. Feb. '67.Brown, Adella M El. July '84.Brown, Amelia El. July '67.Brown, Cora A Ad. June '75.Brown, Harriet J , El. Jan. '75.Brown, John E Ad. Feb. '86.Brown, Josephine 0 El. July '78.Brown, Manily T Ad. Feb. '69.Brown Mary J El. June '76.Bruce, Ellen M El. '62Bruce, Ida Ad. Feb. '7o!Bruce, Lizzie El. Jan. '85.Bryan, Coralie C....: El. July'78.Bryan, Mary El. '65.Bryant, Marie E El. Feb.'66.Bryce, Margaret E. El. June '75.Buckland, Martha B El. June '85.Buell, Mary J Bl. J hiy '73.BuUis, George E Ad. Jan. '81.Bundy, Kate V. D El. Jan, '81.Bunker, Josephine C.. - El. June '81.

Bunnell, Hannah K El. '63.Burohard, Oscar R Ad. July '69.Burgoyne, Mary E El. Jan. '75.Burhaus, Celina M Ad. June '76.Burke, Ellen B El. July '68.Burleson, Harriet B El. June '83.Bumes, Letitia H Ad. July '78.Bumes, Teresa E Ad. June 75.Bums, Fannie U El. July '84.Burr, Clara A El. July '73.Burrington, Lillia E El. July '73.Burt, Carrie M El. June '76.Burt, Hittie A El. June '76.Burt, Jessie M Ad. June '75.Burt, Kate B Ad. Feb, '67.Burt, Kate M El. '65.Burt, Lizzie El. July '77.Burt, Margaret M El. '64.Burt, Marion Y El. Feb. '66.Burt, Mary H CI. Jan. '72.Burt, S. Jennie. El. Jan. '81.Burton, Antoinette E Ad. July 73.Burton, Ella May El. June '82.Bush, Arthine A El. July '72.Butler. Amelia P El. July '77.Butler, Mary L El. Feb. 70.Butler Rachel A Ad. June '81.Butts, Flora E El. July '78.Butts, MeUssa M El. July '72.Byrne, Mary A... El. July '77.Cady, Lizzie P El. June '83.Calkins, Minnie H Ad, June '79.Callaghan, Anna 0 El. July '84.Calvert, Harvey J Ad. July 73.Campbell, Anna El. '63,Card, Florence El. '63.Card, George N" Ad. Feb. '69.Card, Milton H , Ad. Feb. '69.Carlisle, Ellor E El. Jan. '85.Carpenter, Hannah M tl. July '73.Carpenter, Mara E El. July '69.Carpenter, Marian N El. July '67.Carpenter, Rosamond H El. Feb. '69.Carpenter, Sarah ; El. '63.Carr, Georgia A Ad. June '85.

Carrier, Mary E Ad. Jan. '71.Carter, Nancy J El. '63.Cartwright, Yirginia. CI. June '79.Case, Pamelia C .. El. '62.Canlfield, Mary B El. Jan. '83.Chalmers, Angeline El. '65.Chalmers, Julia A El. Feb. W.Champion, Anna El. July '71'Chandler, Eliza El. — '65.Chapin, Alvin P CI. July 73.Chapin, Edward El. July 71.Chapman, Emma J El. June '82Charles, Libbie S El. July'67.Chase, Olive A El. July 71.Cheyney, Eliza A El. June '81.Chisholm, Anna B EL June '79.Chisholm, Eunice El. June '75.Chisholm, Lucy Ad. Jan. '74.Churchill, H. Jennie El. July '69.Churchill, Martha E El. Jan. '78.Churchill, Octa G Ad. July '72.Clancey, Marie L El. '64.Clapp, Eva H El. Feb. '68.Clapp, Lenora T El. '62.Clark, A goes L, El. June '76.Clark, Alice M Ad. Jan. '84.Clark, Calvin J Ad. June '79.Clark, Charles D El. '62.Clarke, Fanny M El. Jan. '71.Clark, Elizabeth Y El. Jan. '76.Clark, Florence El. '63.Clark, Hattie El. Feb. '68.Clark, Margaret J El. July '80.Clark, Nellie E Ad. Feb. '86.Clary, Caroline El. June '81.Clary, Charlotte A El. Jan '77.Cleghom, M. Jane El. June '74.Cleveland, Adella Y El. July '84.Clock, May Wood El. June '82.Clubbs, S. Anna El. July 72.Ciute, Alfaratta El. June '81.Coats, Phoebe El. '63.Cole, Anna R .El. July '80.Cole, Ella J El. Feb. '67.Cole, Mary R El. Jan. '79.

Collier, John El. July '78.Collins, Abigail L CI. July '80.Collins, Anna T El. July '80.Collins, Emma M El. July '79.Collins, Hannah J El. July '66.Colnon, Caroline M El. Jan. '84.Comer, Emily A El. June '74.Comstock, Amy CI. June '83.Cook, Juliet A CI. July '71.Cooley, Helen CI. July '80.Coon, Emily El. Feb. '70.Cooper, Arthur Ad. July '71.Cooper, Clara F El. Jan. '85.Cooper, Fanny El. '63.Cooper, Matilda S El. '62.Copley, Euphemia D El. '63.Corwin, Carrie M El. June '76.Corwin, Isabella Gr El. June 79.Corwin, Isabella G El. July '84.Corwin, Martha J El. July '78.Cox, Martha E El. July '80.Cozzens, Laura W Ad. July '78.Crabb, Eugene M Ad. July '70.Cragin, Lucy M El '63.Craig, Josephine M El. Jan. '73.Crane, Marietta C CI. Jan. '82.Crawford, Charles H CI. July '70.Crippen, Elma C Ad. July '77.Crippen, Ella M El. July '78.Crockett, Alice J El. June '79.Crooks, Helen A Ad. Feb. '68.Cross, Helen G El. Feb. '67.Crossman, Alice L Ad. June '74.Crowe, Mary F El. July '73.Crura, Ella J El. Jan. '72.Crum, Minnie H El. June '76.Crura, Taylor Ad. July '72.Cuddeback, Charlotte B • El. June '74.Cuddeback, Olive El. July '80.Culkin, Mary C Ad. Jan. '79.Cullen, Alice F El. Jan. '85.Cullinan, George W CI. Jan. '81.Cummings, Byron. CI. Jan. '85.Cumraings, Erama El. Feb. '86.Curry, Sarah E Ad. July '73.

Curtice, Delia El '65.Curtis, Hannah Ad. July '69.Cusick, Mary Ad. Jan. '72.Cyrenius, Frank J El. Feb. '66.Dahryraple, Harriet A El. July'69, Ad. July'73.Daly, Lizzie M Ad. June '81.Daniels, Lottie C El. Jan. '84.Darrow, Henrietta L El. June '74.Darrow, Mary E El. July 71.Dashley, Eraily B CI. Jan. '84.Dashley, Marie L.. El. July '73.Davies, Adaline E El. Feb. '67.Davis. Ada Ad. Jan. '71.Davis, Anna E , El. Feb. 67.Davis, George H Ad. June '85.Davis, Hattie E Ad. Jan. '71.Davis, Helen A EL '62.Davis, Kate H El. '62.Davis, Maria E El. July '70.Davis, Mary E El. '62.Davis, MaryB CI. July '70, El. July'72.Davis, Mary Janet Ad. July '86.Day, Delia M El. Feb. '69.Deacon, Jane El. July '78.Deering, Harriet A Ad. July '73.De Lano, Teen J El. Feb. '68. Ad. July '69.Dempsey, Ella A Ad. Jan. '75.Dempsey, Kittle L El. July '69.Dennison, William Ad. July '78.Denton, Sarah L Ad. Feb., '69, El. July '69.Derby, Mary M CI. Juno '76.Dermot, Sarah A El. Jan. '83.DeShong, Harriet El. July '73.Dewey, Lola M Ad. July '7*2.Deyo, Mary El. Jan. '83.Deyo, M. Louise El. Jan. '81.Dickerman, Emma El. July '71.Dickinson, Helen El. July '78.Dickeman, Charlotte N El. Feb. '69.Dildine, Mary E El. July '69.Dilley, Mary L Ad. Jan. '73.Dinmore, Lizzie El. '65.Dobbie, E. Lina El. Feb. '68.Dobbie, Lucy M El. June '85.Dodd, Hattie M El. Jan. '85

Donnan, Emma El. Jan. '77.Donnolley, Alice El. June'74.Doran, Minnie E El. July '73.Doris, Elizabeth L El. July '68.Douglas, Julia B El. June '76.Douglass, Henry M CI. July '68.Dowd, Harriet E El. Feb. '80, Ad. Jan. '82.Downes, William B Ad. June '85.Downey, M. Elizabeth El. June '85.Dowse, Hattie Y Ad. July '70.Doyle, Carrie C El. July '80,Draper, Margaret A Ad. Jan. '75.Drew, Jeannette El. Feb. '67.Dubois, Ella M El. Jan. '77.Dugane, Sarah D El. '64.Dunning, George Ad. Feb. '68.Dunning, Ida L El. Feb. '80.Eariey, Michael J .' Ad. July '86.Edic, Isabella L El. June '79.Edmunds, Elizabeth M El. July '80.Edwards, Adeline S El. July '72.Edwards, D. Sophia Ad. July '72.Edwards, Ella I El. Jan. '75.Edwards, Eva S El. Feb. '68, Ad. Feb. '69.Edwards, Lindley M Ad. July '69.Eggleston, Henrietta M Ad. July '71.Ells, Amelia A El. Feb. '67.Enos, Fannie F El. July '78.Evans, Addie F El. June '76.Evans, Emma L El. June '83.Martin, Fannie E El. Feb. '68.Masters, Fannie H El. July '77.Masters, Lillie B El. Jan. '77.Mastin, Emma L El. Feb. '82.Matheson, Frances L El. July 72.Matheson, Helen W El. Jan. '83.Mathews, Elizabeth A Ad. June '81.Mathews, H. Jennie El. July '83.Matteson, Emma A El. June '76.Matthews, Frankie L El. June '83.Mattison, Kate A Ad. Jan. '75.Mattison, Mary H El. June '81.Maxwell, Ella H El. July '73.Maxwell, Fanny C El. July '66.MaxweU, Kate W El. July '77.

Mayboe, Sarah H El. Jan. '71.McArthur, Cassie El. Jan. '73.McAuley, Margaret L El. July '70.McAuliffe, Margaret F El. Jan. '83.McBride, Mary E Ad. July '70, El. July '71.McBride, Ruth Ad. July '69.McCabe, Frances J El. Jan. '85.McCall, Sylvia H El. July '73.McCanna, Anna L El. Jan '81.McCarthy, K'ellie Ad. Jan. '85.McChesney, Frances El. Jan. '79.McCleave, Esther A Ad. Jan. '73.McClure, Agnes Y. El. July '78, Ad. Jan. '79.McCool, E. Cecilia El. July '66.McCool, Jeannette A El. July '77, Ad. June '83.McCoy, Minnie E El. July '77.McCruddin, Sarah A El. Jan. '71.McCullough, Belle El. Jan. '79.McCumber, Martha C El. Feb. '67.McDonald, Isabelle I Cl. July '77.McDowell, Nora El. '65.McElroy, Alice E El. Feb. '67, Ad. July '67.McBntee, Lucy A El. July '78.McFarland, Mary A Ad. July '80,McFarlane, Jennette El. Feb. '68.McGonegal. Mary A El. '63Mcllwaine, Anna A El. June '83.McKay, Esther E Ad. Jan. '85.McKee, Eimer B El . June '82.McLean, Ida E El. July '70.McLean, Louisa H Ad. June '83.McLeish, Anna Ad. July 71.McLellan, John W Ad. July '72.McMillan, Elizabeth A .El. June '83.McPeok, Sarah El. Jan. '81.MoWeeney, Maria A El. Jan, '78.Mead, Emma A El. Feb. '67.Meredith, Lizzie El, July 73.Mergler, Mary J CI. July 72.Merriam, Emily M Ad. Feb. '67. El. J[uly '67.Merriam, Eunice J El. July '69.Merriam, S. Agnes El. Jan. '73.Merrill, Elizabeth R Cl. July '80.Merritt, Ellen J •. Ad. July '69.Merritt, John W Cl. Jan. '75.

Messenger, Frances E El. Jan. '79.Meyers, Ida Gr Cl. Jan. '85.Miller, Adaline B Ad. July '69.Miller, Catharine L Ad. July '69.Miller, C. Lucretia id. Jan. '72.Miller, Eleanor S El. July, '86.MiUer, Ella El. June '74.Müler, Ida U.. El. Jan. '73.Miller, Lizzie El. July '77.Miller, Martha El. '62.Müler, Maud A EL July '80.Miller. Sara H El. July '72.Miner, Carrie E El. June '81.Monk, Harriett I El. July '78.Moody Jeannette L Ad. July '70.Moore, Adelaide G .El. July '72.Moore, Agnes M El. July '78.Moore, Nancie I El. Jan. '81.Morden, S. Elizabeth El. June '74.More, Mary F El. June '82.Morey, Amelia El. July '69.Morey, Charles R Ad. July '70.Morey, Fanny A El. June '79.Morey, Helen El. July '70.Morgan, Abbie B El. July '66.Morgan, Hattie E El. June'76.Morris, Fannie M El. July '71.Morris, Harriet i .El. July '67.Morris Sarah M .El. July '71.Morris, Susan C El. Jan. '75.Morrison, Emma S El. Feb. '67.Morrison, Jeannette T Ad. Jan. '73.Morrow, Alcinda L El. July '68.Morton, L. Ann - El. Jan. '76.Morton, Lizzie H El. July '67.Mott, Clara E El. July '73.Mott, Elzina E El. July '69.Mott. Emma M El. July '73.Mowbray, Mary E Cl. Jan. '83.Moul, Sophia L El. July '72.Moulton, Kate Ei. July '80.Mullaney, Margaret El. June '83.Mulliner, Mary L El. Feb. '66.Munsell, Margaret E El. Jan. '83.Munson, Henrietta E Ad. Feb. 70, El. July '70.

Murdock, Edith El. Jan. '84.Cooper, Matilda S El. '62.Copley, Euphemia D El. '63.Corwin, Carrie M El. June '76.Corwin, Isabella G El. June '79.Corwin, Isabella G El. July '84.Corwin, Martha J El. July '78.Cox, Martha E El. July '80.Cozzens, Laura W Ad. July '78.Crabb, Eugene M Ad. July '70.Cragin, Lucy M El '63.Craig, Josephine M El. Jan. '73.Crane, Marietta C CI. Jan. '82.Crawford, Charles H CI. July '70.Crippen, Elma C Ad. July '77.Crippen, Ella M El. July '78.Crockett, Alice J El. June '79.Crooks, Helen A Ad. Feb. '68.Cross, Helen G El. Feb. '67.Crossman, Alice L Ad. June '74.Crowe, Mary F El. July '73.Crura, Ella J El. Jan. '72.Crum, Minnie H El. June '76.Crum, Taylor Ad. July '72.Cuddeback, Charlotte B • El. June '74.Cuddeback, Olive El. July '80.Culkin, Mary C Ad. Jan. '79.Cullen, Alice F El. Jan. '85.Cullinan, George W CI. Jan. '81.Cummings, Byron. CI. Jan. '85.Cummings, Emma El. Feb. '86.Curry, Sarah E Ad. July '73.Curtice, Delia El '65.Curtis, Hannah Ad. July '69.Cusick, Mary Ad. Jan. '72.Cyrenius, Frank J El. Feb. '66.Dahrymple, Harriet A El. July'69, Ad. July'73.Daly, Lizzie M Ad. June '81.Daniels, Lottie C El. Jan.'84.Darrow, Henrietta L El. June '74.Darrow, Mary E El. July 71.Dashley, Emily B CI. Jan. '84.Dashley, Marie L... El. July '73.Davies, Adaline E El. Feb. '67.Davis. Ada Ad. Jan. '71.

Davis, Anna E , El. Feb. 67.Davis, George H Ad. June '85.Davis, Hattie E Ad. Jan. '71.Davis, Helen A EL '62.Davis, Kate H El. '62.Davis, Maria E El. July '70.Davis, Mary E El. '62.Davis, MaryE CI. July '70, El. July'72.Davis, Mary Janet Ad. July '86./215Day, DeUa M El. Feb. '69.Deacon, Jane El. July '78.Deering, Harriet A Ad. July '73.De Lano, Teen J El. Feb. '68. Ad. July '69.Dempsey, Ella A Ad. Jan. '75.Dempsey, Kittie L El. July '69.Dennlson, William Ad. July '78.Denton, Sarah L Ad. Feb., '69, El. July '69.Derby, Mary M CI. Juno '76.Dennot, Sarah A El. Jan. '83.DeShong, Harriet El. July '73.Dewey, Lola M Ad. July '72.Deyo, Mary El. Jan. '83.Deyo, M. Louise El. Jan. '81.Dickerman, Emma El. July '71.Dickinson, Helen El. July '78.Dickeman, Charlotte N El. Feb. '69.Dildine, Mary E El. July '69.Dilley, Mary L Ad. Jan. '73.Dinmore, Lizzie El. '65.Dobbie, E. Lina El. Feb. '68.Dobbie, Lucy M El. June '85.Dodd, Hattie M El. Jan. '85Donnan, Emma El. Jan. '77.Donnolley, Alice El. June '74.Doran, Minnie E El. July '73.Doris, Elizabeth L El. July '68.Douglas, Julia B El. June '76.Douglass, Henry M CI. July '68.Dowd, Harriet E El. Feb. '80, Ad. Jan. '82.Downes, William B Ad. June '85.Downey, M. Elizabeth El. June '85.Dowse, Hattie Y Ad. July '70.Doyle, Carrie C El. July '80,

Draper, Margaret A Ad. Jan. '75.Drew, Jeannette El. Feb. '67.Dubois, Ella M El. Jan. '77.Dugane, Sarah D El. '64.Dunning, George Ad. Feb. '68.Dunning, Ida L El. Feb. '80.Earley, Michael J ' Ad. July '86.Edic, I^ abella L El. June '79.Edmunds, Elizabeth M El. July '80.Edwards, Adeline S El. July '72.Edwards, D. Sophia Ad. July '72.Edwards, Ella I El. Jan. '75.Edwards, Eva S El. Feb. '68, Ad. Feb. '69.Edwards, Lindley M Ad. July '69.Eggleston, Henrietta M Ad. July '71.Ells, AmeUa A El. Feb. '67.Enos, Fannie P El. July '78.Evans, Addie F El. June '76.Evans, Emma L El. June '83.Joslin, Jennie E El. Jan. '77.Joslin, Sylvia P El. July '69.Judson, Hattie R El. Jan. '79.Kearney, Anna J Ad. JrUy '73.Keeler, Esth er J El. July '69.Keeler, Martha A El. June '75.Kehoe, Alice M Ad. Jan. '78.Keller, Clara A El. July '84.Kellogg, Charlotte E El. June '75.Kellogg, Corralmn A , Ad. Feb. '70.Kellogg, Gertrude A El. June '82.Kelly, Margaret L Ad. Jan. '85.Kelly, Margaret T El. Feb. '86.Kendall, Harriet D El. July '69.Kenitic, Anna M ; El. July '78.Kenific, Maggie El. Feb. '66.Kennedy, Julia A El. Jan. '74.Kent, Louise T El. Jan. '79.Kenyon, Nellie M Ad. July '78.Kerr, Kittie El. '65.Kerr, Mary El. Jan. '84.Kerr, Sarah M El. Jan. '79.Ketcham, Addie S El. June '81.Ketchum, Angeline H El. July '67.Keyes, Sarah L Ad. Feb. '67.Kilboum, Hannah L El. July '78.

Kilbourn, Mary A *.. El. '62.Kimball, Jessie M El. June '83.Kimber, Anna A Ad. Jan. ^74.Kimber, Fannie C El. Feb. '70, Ad. June '74.King, Elizabeth J Ad. Jan. '76,King, Georgia A .El. Jan. '83.King, Ida J Ad. June '76.King, Isabella CI. July ^77.King, Jeannette C El. July '67.Kingsford, Elizabeth El. July TO.Kinkade, Mary A El. Jan. '71.Kirchhoff, Anna F El. Jan. '85.Kirkland, Minnie F. El. June '83.Krusi, Hermann CI. Jan. '78.Kuhl, Lizzie H El. July '84.Kyle, Eliza J EL Jan.'76.Ladd, Myron C Ad. July '78.Lake, Sarah I El. June, 'a5.Laing, Mary E » El. June '74, Ad. June '81.Lapping, Martha El. '65.Lathrop, Delia A El. Feb. '68.Lawrence, Isabel El. July '73.Lawrence, Maria B El. Feb. '68.Lawrence, Mary L Ad. July '69.Leach, Sarah H .' El. Feb. '68.Leary, Jennie K El. '65.Lee, Charlotte J.. El. Jan. '77.Lee, Mary V El. '63.Lee, Kellie .». EL '65.Lee, Susan C El. Jnly '86.Leeds, Lucy E El. June '81,Leete, Harriet R , ... El. Jan. '71.Le Febvre, Minnie E Gl. Jan. '85.Leflto, Lizrie El. '65.Leffin, Mary E El. June '75Leffin, Ursula M Ad. Jan. '78.Leichhardt, Anna M El. July '86.Leonard, Game S El. July '84.Leonard, Ella F EL July '78.Leonard, Kate A El. June '77, Ad. Jan. '81.Leonard, Mary A EL July '67.Leroy, Lydia A EL Feb. '86.Lester, Ordelia A El. July '71, Ad. July '73.Lewis, Glara M EL June '81.Lewis, George A Ol. July '77.

Lewis, Grace A Ad. Jan. '77Lewis, Mary E EL July'71*.Lewis, Matilda El. '62.Lindsay, Robert S EL June '85.Lines, Anna M El. '63.Littlefield, Addie EL Jan. '84.Locke, Abbie A EL Feb. '67.Locke, Helen B El. July '72.Locklin, Nellie EL Jan. '8LLockwood, Carrie L • El. Jan. '83.Loughridge, Sarah F El. Jan. '71.Lovecraft, Mary L EL Jan. '81.Lovejoy, Emma A El. Jan. '81.Lowell, Franklin A Ad. Jan. '84,Lowry, Kate E EL Jan. '73.Luce, Anuie M EL July '78.Lynch, Helen EL July '72.Lyons, Margaret A Ad. Jan. '73.Lytle, Marion C Gl. June '74.Lytle, Sarah J EL Jan. '74.Mace, Josephine El. June '81.Macken, Ghauncey B , Ad. Feb. '68.MacMillan, Mary E El. June '76.Mäher, Frances G EL July '84.Manley, Fanny N Ad. Feb. '80Mann, Lucy * EL June '76.Manning, Delia EL '62.Mansfield, M. Edith D EL June '85.Manter, Pamelia H El. June '74.Manwaring, Gora L EL Jan. '78.Marean, Laura A EL July'73.Markham, Florence N" El. Feb. '80.Marsden, Frank M EL July '69.Marsh, Laura G EL June '81.Marsh, Lillie G EL June '76.Martin, Fannie E El. Feb. '68.Masters, Fannie H El. Jnly '77.Masters, Lillie B El. Jan. '77.Mastin, Emma L El. Feb. '82.Matheson, Frances L El. July '72.Matheson, Helen W El. Jan. '83.Mathews, Elizabeth A , . .Ad. June '81.Mathews, H. Jennie EL July '83.Matteson, Emma A El. June '76.Matthews, Frankie L El. June '83.

Mattison, Kate A Ad. Jan. '75.Mattison, Mary H El. June '81.Maxwell, Ella H El. July '73.Maxwell, Fanny C El. July '66.Maxwell, Kate W El. July '77.Maybee, Sarah H El. Jan. '71.MoArthur, Cassie El. Jan. '73.McAuley, Margaret L El. July '70.MoAuliffe, Margaret F ., El. Jan. '83.McBride, Mary E Ad. July '70, El. July '71.McBride, Ruth Ad. July '69.McCabe, Frances J El. Jan. '85.McCall, Sylvia H El. July '73.McCanna, Anna L El. Jan '81.McCarthy, Xellie Ad. Jan. '85.McChesney, Frances El. Jan. '79.McCleave, Esther A Ad. Jan. '73.McClure, Agnes Y. El. July '78, Ad. Jan. '79.McCool, E. Cecilia El. July '66.McCool, Jeannette A El. July '77, Ad. June '83.McCoy, Minnie E El. July '77.McCmddin, Sarah A El. Jan. '71.McCullough, Belle El. Jan. '79.McCumber, Martha C El. Feb. '67.McDonald, Isabelle I Cl. July '77.McDowell, Nora El. '65.McElroy, Alice E El. Feb. '67, Ad. July '67.McBntee, Lucy A El. July '78.McFarland, Mary A Ad. July '80.McFarlane, Jennette El. Feb. '68.McGonegal. Mary A El. '63Mcllwaine, Anna A El. June '83.McKay, Esther E Ad. Jan. '85.McKee, Eimer B El. June '82.McLean, Ida E El. July '70.McLean, Louisa H Ad. June '83.McLeish, Anna Ad. July'71.McLellan, John W Ad. July '72.McMillan, Elizabeth A El. June '83.McPeck, Sarah El. Jan. '81.McWeeney, Maria A El. Jan. '78.Mead, Emma A El. Feb. '67.Meredith, Lizzie El. July '73.Mergler, Mary J CI. July 72.Merriam, Emily M Ad. Feb. '67. El. J[uly '67.

Merriam, Eunice J El. July '69.Merriam, S. Agnes El. Jan. 73.Merrill, Elizabeth R CI. July '80.Merritt, Ellen J •. Ad. July '69.Merritt, John W CI. Jan. '75.Messenger, Frances E El. Jan. '79.Meyers, Ida G CI. Jan. '85.Miller, Adaline B Ad. July '69.Miller, Catharine L Ad. July '69.Miller, C. Luoretia id. Jan. '72.Müler, Eleanor S El. July, '86.Miller, Ella El. June '74.Müler, Ida U El. Jan. '73.Miller, Lizzie El. July 77.Miller, Martha El. '62.Miller, Maud A El. July '80.Miller. Sara H El. July '72.Miner, Carrie E El. June '81.Monk, Harriett I El. July '78.Moody Jeannette L Ad. July '70.Moore, Adelaide G El. July '72.Moore, Agnes M El. July '78.Moore, Nancie I El. Jan. '81.Morden, S. Elizabeth El. June '74.More, Mary F El. June '82.Morey, Amelia El. July '69.Morey, Charles R Ad. July '70.Morey, Fanny A *.. .El. June '79.Morey, Helen El. July '70.Morgan, Abbie B El. July '66.Morgan, Hattio E El. June '76.Morris, Fannie M El. July '71.Morris, Harriet i El. July '67.Morris Sarah M El. July '71.Morris, Susan C El. Jan. '75.Morrison, Emma S El. Feb. '67.Morrison, Jeannette T Ad. Jan. '73.Morrow, Alcinda L El. July '68.Morton, L. Ann El. Jan. '76.Morton, Lizzie H El. July '67.Mott, Clara E El. July '73.Mott, Blzina E El. July '69.Mott, Emma M El. July '73.Mowbray, Mary E CI. Jan. '83.Moul, Sophia L El. July '72.

Moulton, Kate El. July '80.Mullaney, Margaret El. June '83.Mulliner, Mary L El. Feb. '66.Munsell, Margaret E El. Jan. '83.Munson, Henrietta E Ad. Feb. 70, El. July '70.Murdock, Edith EL Jan. '84.Murphy, Mary J Ad. June '74.Murray, Esther A El. Feb. 70.Murray, Margaret El. Jan. '84.Murray, M. Jane Ad. Jan. '75.Myers, Amelia B El. Jan. '79.Kacey, Eliza A f Ad. Jan. '79.Nash, Jennie F El. July 'ÖO.Nelon, Bridget M El. July '70.I 'elson, Carrie M El. Feb. '86.Kelson, Isabella K Ad. July '78.Kesbitt, Emma J Ad. June '81.»"esbitt, LiUie I El. Feb. '86.Newby, Nathan Ad. July '69.Newman, Carrie E El. Jan. '85.Newton, Jennie M El. Jan. '84.Nichols, Eliza J El. '63.Nichols, Helen M El. June '75, Ad. June '79.Nicholson, Anna : El. June '81Nitteraner, Thirza W El. June '85.Noble. Ida R , Ad. July '70.Nolton, Fanny S Ad. July '77.Norman, Louise El. '62.North, OUve El. July '69.Norton, Lizzie A El. Jan. '78.O'Brien, Agnes H Ad. July '77.O'Brien, Susan M El. Jan. '85.O'Geran, Mary L El. Jan. '85.O'Gorman, James R Cl. June '79.Olds, Alice L. Ad. Jan. '74.Oliver, Carrie M Ad. Jan. '79.Ormiston, Julia E Ad. July '72.Ormsby, Celia L Ad. Jan. '76.Orton, Julia R El. July '73.Osborne, Abbie P El. June *85.Osborne, S. Katharine , El. July '67.Otis, Clorinda El. Jan. '73.Owen, Elizabeth A Ad. July '86.Owen, Josephine El. Jan. '81.Owens, Florence E .Ad. Jan. '77.

Owens, Marion I El. June '85.Paddock. Armada G El. '63.Palmer, Althea A Ad. Jan. '71.Palmer, Kate L El. .Tan. '74*Parker, Elizabeth G El. Jan. '78.Parker, Florence J Cl. Jan. '83.Parks, Minnie El. July '69.Parsels, Isabelle Ad. Jan. '72.Parsons, Alice M El. Feb. '07.Parsons, Elizabeth El. '62.Parsons, Emma S .Ad. July '67, El. Feb. '68.Parsons, Flora F El. '62.Parsons, Jennie A El. Feb. '68.Parsons, John C Ad June 83.Parsons, Laura S * , El. '«2.Parsons, Mary A El. '62.Parsons, Mary G El. Feb. '86.Partridge, Josephine Ad. Jnne '82.Pateman, Edna El. June '81.Payne, Angusta F Ad. July '72.Payne, Emeretta F El. Jan. '71.Peacock, Anna B El. July '67.Peake, Mary E El. Jan. '83.Pearce. C. EUa El. Jan. '85.Pearce, Otis E 4 .Ad. July '80.Pease,'Anna A Ad. June '74.Pease, Fanny W El. '62.Pease, Jennie S Ad. Feb. '86.Pease, i ellie M El. July '78,Peebles, Mary S El. June '85,Peene, Laura K El. Feb. '80.Pendleton, Maria El. June '76.Penfield, Philomela El. '65.Perkins, Anna H : El. July '68.Perkins, iJlma E El. Feb. '80.Perkins, Emily H ; El. '65.Perkins, Mary E El. '65.Perley, Melissa S El. June '76.Perry, Alice E El. Jan. '75.Perry, F. Ella El. July '73.Perry, Mary E El. July '80.Perry, Sarah L El. Feb. '70.Perry, S. Ella El. July '77.Petrie, Florence A El. July '78.Pettigrew, Martha A El. Jan. '78.

Phair, Mary A El. July '72.Phillips, Anna El. July '80.Phillips, Emily E El. July '69.Phillips, Hattie A El. June '76.Phillips, Jane E. El. July '80.Phillips, Julia E Ad. June '85.Pierce, Julia A El. June '79.Pierce, Ruth A El. Feb. '69.Piersall, Josephine M Ad. July '72.Pike, Anna L El. Feb. '66.Pitman, Mary R El. Feb. '68.Place, Marcia A El. July '78.Plumb, Louisa C El. '62.Pond, Olive A El. Feb. '69.Pool, Mary E El. June '79.Pope, Martha A El. July '73.Porter, Ida M El. July '84.Porter, Lucretia El. July '66.Potter, Harriet A El. Feb. '67.Poucher, Florence M Ad. July '69.Poucher, Kate M Ad. July '84.Poucher, Lucy A Ad. June '85.Poucher, W, Allen Cl. June '79.Powers, Louisa A El. '64.Preston, Kate L El. July 'öO, Ad. June '81.Pretlow, Isabella Ad. July '86.Price, Jennie El. Jan. '78.Prichard, John S El. July '77.Pride, Martha A El. Feb. '66.Pulver, Elnora El. Feb. '86.Pulver, Lucy C El. June '85.Purcell, Sarah H Ad. Jan. '77.Pyne, Sarah J El. July '70.Quackenbush, A. Cordelia , El. '64.Quigg, Addie M El. June '79.Quigg, Fannie M El. July '78.Radcliff, Margaret C El. Jan. '84.Radcliffe, Anna L El. June '85.Radcliffe, Emily H El. June '85.Radley, Nellie M El. June '82.Randolph, Harriet Cl. Jan. '85.Ranger, Sarah A •. El. '65.Ransom, George B Ad. July '69.Rappleye, "Walker G Ad. June '75.Reardon, Ella M El. June '75.

Reed, Sarah A El. Feb. '80.Reese, Lizzie A El. June '74.Regan, Alice A El. Jan. '85.Regan, 1311a L :. El. July '78.Remington, Ida L El. Jan. '85.Rennie, Julia E El. July '86.Reynolds, Ellen Ad. July '69.Reynolds, Frank Cl. Jan. '79.Reynolds, Myra M El. Jan. '7*2.Rhoads, Mary G El. July '80.Rice, Anna A Ad. Jan. '72.Rice, Belle 0 Ad. Feb. '70, EI. July '70.Rice, Emily J El. Jan. '72.Rice, Kittie B Ad. July '84.Rice, Lucy K El. June '74.Rice, R. Elizabeth El. June '74.Rice, Sarah E El. July 70.Richards, Charles W Ad. July '69.Richardson, Alfred W Cl. June '79.Richardson, Evaline E El. July '80.Richardson, Kate G El. Feb. '86.Richardson, Myrtis J Ad. July '84.Rider. Lucy Ad. Feb. '70.Riggs, Mary E Ad. Feb. '68, El. July '68.Riggs, Matthew B Ad. July '69.Riggs, Nelly A .* El. July '73.Riley, Mary A El. Jan. '71.Roat, Mary B El. Jan. '85.Robb, Jeannette A El. Feb. '69.Robbins, Delia El. Feb. '66.Robbins, Jennie C ». A«!. Jan. '77.Roberts, Amy J Ad. Jan. 72.Robertson, Elizabeth EL '65.Robinson, Caroline E El. Jan. '78.Robinson, Lncy M El. Feb. '80, Ad. July '80.Robinson, Marian M Ad. June '76.Robinson, Myra L El. July '77.Rockwell, Adaline B CI. July '86.Rodie, Anna C El. July '78.Rodie, Nena M El. June '81, Ad. June '82.Roe, Martha El. '62.Rogers, Alice B El. July '84.Rogers, Antoinette C \ ; Ad. July '86.Rogers, Lizzie H El. Feb. '86.Rogers, Lucy T Ad. June '83.

Rollinson, Elizabeth G El. July '72.RoUinson, Sarah M El. June '75.Romans, Mary A El. July '68.Root, Emma L El. Feb. '67.Root, Martha J El. July '68.Rope, Kate E El. July '67.Ross, Marguerite S El. July '78.Ross, Minnie A El. July '68.Row, Sarah M El. July '86.Rowell, Harriet L El. June '75.Rowler, Burdett D Ad. July '71.Royall, Mary E El. Feb. '80.Royce, Millicent A Ad. July '72.Roys, Addie E El. Juno '79.Rulison, ISTellie S El. Jan. '85.Russell, Calvin L .*T Ad. July '77.Russell, Lizzie B El. July '78.Russell, N". Jennie El. Jan. '73.Safford, Louise M El Feb. '67.Salisbury, Clara A El. June '81.Salmon, Carrie B El. July '86.Salmon, Lizzie Ad. Feb. '70, El. July '70.Salmon, Mary J El. Feb. '66.Sanford, Emily S El. Feb. '70.Santley, Elizabeth D El. June '82.Satterlee, Ophelia El. Jan. '78.Savage, Anna El. Jan. '77.Sawdey, Myrtis El. July'86.Sawyer, Laura A Ad. July '68.Sayre, Harmie J El. July '67.Schofield, Elizabeth H Ad. June '83.Scott, Emma C Ad. June '79.Scott, Mary E El. '65.Scott, Tillie A El. '64.Scrlbner, Ernest E Ad. June'82.Seaman, Anna A El. July '73.Seaman, Kate Q El. July '78.Seamans, Nellie C El. Jan. '75.Seaver, Ellen El. '6:?.Seeber, Martha A El. '62.Sewell, Anna M El. July 84.Sexton, Ellen Ad. July '70.Shaw, Amy R El. Jan. '82.Sheak, Elizabeth El. Jan. 72.Sheldon, Anna B Ad. June '81.

Sheldon, Charles S CI. June '75.Sheldon, Edward A El. '62.Sheldon, Ella D El. July '78.Sheldon, F. Elizabeth CI. June '75.Sheldon, Mary D CI. Julv '68, Ad. Feb. '69.Sheldon, Phinie C '. El. Feb. '69.Shepard, Abbie L El. June '85.Sheridan, Catherine E El. June '81.Sherman, Auronett M El. July '71.Sherman, Fannie B El. June '76.Sherman, Josephine I Ad. July '70.Sherman, Moses H Ad. July '73.Sherwood, Henry W CI. Feb. '70, Ad. July '70.Sherwood, Yiola Ad. July .'73.Shippey, Seville B Ad. July '70, CI. July '77.Shore, M. Yictoria El. June '81.Short, Abbie, L El. June '83.Sibbitt, Anna E El. Jan. '82, Ad. Jan. '83.Sikes, Almira E Bl. Jan. '72.Sikes, Yiletta G El. July '72.Simmons, M. Elizabeth El. July '71.Sinnamon, Eliza W El. Julv '77.Sisson, Emma D El. July '72.Sisson, Eugene P Ad. July '68.Skidmore, Emma W El. July '86.Skinner, E. Avaline Ad. July '70.Slater, Lois S El. Jan. '73.Slater, Louise El. '63.Slattery, Mary A El. June'79, Ad. July'80.Sloan, Helen L El. Jan. '78.Smith, Alice J El. Jan. '79.Smith, Alice Y El. June '83.Smith, Anna E El. Jan. '84.Smith, Cora A Ad. July '72.Smith, Cynthia R El. Jan. '71.Smith, Elizabeth S El. July '80.Smith, Ella L El. June '81.Smith, Fannie G El. June '75.Smith, Florence M El. Feb. '86.Smith, Hannah M Ad. July '70.Smith, Helen C El. June '74.Smith, Helen M El. July '69.Smith, Ida B El. July '66.Smith, Lena M El. July '72.Smith, Margaret K CI. Jan. '83.

Smith, Mary E El. Feb. '67.Smith, Mary Howe El. '63.Smith, Khoda R El. '65.Smith, Rose M El. July '73.Smith, Sarah B Ad. June '75.Smith, William A Ad. July '70, CI. July '71.Smith, Winfield S .01. Jan. '77.Snell, Bertha Anna El. Jan. '85,Snell, Ida May El. June '85.Snow, Fannie 0 El. Feb. '80.Snow, Mina F Ad. Jan. '83.Snyder, Matilda E El. June '75.Soule, Emma 0 El. July '73.Soule, Mary E El. July '77.Southwell, Alfaretta Ad. Jan. '72.Southwell, Mary S. El. July '80.Sowles, Mehetable Ad. Feb. '70.Spencer, Jane S CI. Jan. '71.Spicer, Florence H Bl. June '76.Spicer, Lizzie S CI. June '82.Spier, A. Louisa El. Jan. '77.Spier, Joanna R El. June '76.Sprague, Clara Y Ad. June '75.Sprague, Sarah E El. July '73.Springstead, Ida A El. Feb. '86.Sprott, Mary El. Feb. '70.Squier, Sarah F...." El. July '77.Staats, Margaret J El. '64.Staats, Maria A El. July '71.Staats, Matilda C El. Feb. '67.Starr, Ellen D El. Feb. '66.Stearns, M. Elizabeth Ad. Jan. '74.Steber, Emma A Ad. Jan. '72.Steele, Grace A A«l. July '77.Steele, M. Isabella Ad. June '75.Stephenson, Sarah J El. July '73.Sterling, Sarah C El. '65.Stevens, Anna E El June '76.Stevens, Florence Gr Ad. Jan. '84.Stevens, Harriet E Ad. Julv '72.Stevens, Frances A El. Jan. '75.Stevens, M. Jeannette El. Jan. '75.Stevenson, Agnes A CI. July '68.Stevenson, Rosanna El. 64.Stewart, Ella M Ad. July '73.

Stewart, Mary C. '. Ad. July '68, El. July '69.Stickney, Jenny H El. '63.Stiles, Mary B Ad. June '74.Stillman, Phebe A El. June '79.Stimets, Charles C CI. July '72.Stisser, Margaret M El. June '82.Stocking, EUen El. Feb. '70.Stocks, Emma E Ad. June '75.Stocks, Kate S Ad. Jan. '73.Stockwell, Frances C El. July 72.Stoddard, M. Louise El. Jan. 72.Stoel, Martha W El. '65.Stone, Wesley 0 CI. July '86.Stoneroad, Rebecca El. Jan. '85.Storer, Charlotte A Ad. July '78.Storms, Minnie El. July '84.Storms, Orie D El. July '80.Stowell, Alice El. '65.Stratton, George H El. June '85.Streeter, Carrie A El. Feb '80.Strong, Anna H El. Feb. '69.Strong, Bertha A El. June '82.Strough, Anna B El. June '82.Stymus, Mary El. June '82.Sumner, Harriet B El. July '67.Sutcliffe, Thomas El. June '82.Sutton, Lucia El. July '70.Sutton, Sarah M Ad. July '70.Swaim, J 'ancy J El. Jan. '79.Swan, Mary H Ad. July '67.Swanger, Emma I Ad. July '68.Swanger, Maria M Ad. July '68.Swartwout, Ellen . .Ad. July '84.Taber, Ida ; El. Jan. '78.Takamine, Hideo • El. July '77.Talbot, Ada E El. July '80.Tanner, Helen M El. July '84.Taylor, Eliza Agnes Ad. June '76.Taylor, Evalyn I El. Jan. '82.Taylor, Grace El. June '85.Taylor, Helen M Ad. Feb. '6rt.Taylor, Margaret C El. Jan. '75.Taylor, Sarah El. '65.Taylor, Sarah M El. June '75.Teague, Clara M El. July '78.

Teague, :N'ettie M El. Jan. '81.Teal, Wyllis J Ad. June 'H5.Teare, Mary J Ad. Feb. '86.Tenney, Mary P El. July '86.Terry, j . Wesley Ad. July '70.Terry, Sarah E El. July '71.Thomas. Margaret M Ad. June '7.5.Thompson, Emma J • El. Feb. '80.Thomson, Lizzie C '. El. June '83.Thomson, Ulric Ad. July '80.Thurman, Gertrude El. Feb. '66.Tiffany, Dewitt C - El. July '66.Tiffany, Helen A El. Jan. '71.Tiffany, Jane R Ad. July '71.Timerson, Emma C El. Jan. '77, Ad. July '78.Timerson, Georgia A Ad. Jan. '74.Titus, Mary J Ad. Feb. '70.Tomm, Julia H Ad. June '75.Town, Maggie A El. '65.Towsley, Anna L El. July '84.Tozer, Mary J Ad. Jan. '71.Trask, Adele Ad. Jan. '72.Treadway, Kate L El. Jan. '78.Treadway, Minerva G El. July '80.Trowbridge, Edward A Ad. Feb. '67.Trowbridge, Mary L El. July '69.Trunk, Lena El. July 78.Tubbs, Helen M El. '62.Tubbs, Rhoda A El. Feb. '69.Tucker, Florence E El. Jan. '78.Turner, Louise J El. June '85.Turner, N"ellie E Gl. July'86.Tuttle, Ezra A Ad. June '75.Tuttle, Helen A El. Feb. '67.Tuttle, Mary E El. Jan. '79.Tuttle, Susan E ; *. El. June '76.Tyler, AnnaM El. '65.Tall, Lucia M .El. Jan. '73.Tan Cleef, Lillian M El. July '84.Tanderbelt, Delia M El. Jan. '71.Tan Husen, l ancy L El. July '68.Tan Inwegen, Clarence P Ad. June '76.Tan Fetten, Sarah T El. July '78, Ad. Feb. '80.Tan Wagenen, Charlotte E El. July '68.Tan Tleck, Icy J El. June '76.

Taughn, Sena C El. July '66.Tickery, Anna J El. Jan. '76.Tidaud, Nathalie L El. Jan. '81.Tolz, Josephine El. Jan. '81.Tose, Charles 0 Ad. Jan. '78.Waful, Liüan K El. June '83.Wait, Susan A El. July '72.Waitt, Mary G ..El. Feb. '70.Waldt, Lizzie E Ad. Jan. '81.Waldt, Mary A El. July '78.Wales, Lucretia H El. Feb. '68.Walker, Jeannette El. Julv '84.Wallace, Inez E El. Jan. '75.Wallace, Mary E Ad. June '85.Wallace, M. Louise El. Feb. '70.Walsh, Kate F '. El. July '86.Walsh, Margaret L El. June '85.Walter, Sarah J El. June '76.Waring, Georgia A El. June '83.

Warner, Martha J El. June '76.Warner, Sarah E El. June '76.Washburn, Irving El. June '81.Washburn, Jacob El. July '77.Washburn, Morgan Ad. July '78.Waters, Minnie E Ad. Feb. '86.Martin, Fannie E El. Feb. '68.Masters, Fannie H « El. July 77.Masters, Lillie B El. Jan. 77.Mastin, Emma L El. Feb. '82.Matheson, Frances L El. July 72.Matheson, Helen W El. Jan. '83.Mathews, Elizabeth A Ad. June '81.Mathews, H. Jennie El. July '83.Matteson, Emma A El. June '76.Matthews, Frankie L El. June '83.Mattison, Kate A Ad. Jan. '75.Mattison, Mary H El. June '81.Maxwell, Ella H El. July '73.Maxwell, Fanny C El. July '66.MaxweU, Kate W El. July '77.Maybee, Sarah H El. Jan. '71.McArthur, Cassie El. Jan. '73.McAuley, Margaret L El. July '70.McAuliffe, Margaret F El. Jan. '83.McBride, Mary E Ad. July '70, El. July '71.McBride, Ruth Ad. July '69.McCabe, Frances J El. Jan. '85.McCall, Sylvia H El. July '73.McCanna, Anna L El. Jan '81.McCarthy, N'ellie Ad. Jan. '85.McOhesney, Frances El. Jan. '79.McCleave, Esther A Ad. Jan. '73.McClure, Agnes Y. ..- El. July '78, Ad. Jan. '79.McOool, E. Cecüia El. July '66.McCool, Jeannette A El. July '77, Ad. June '83.McCoy, Minnie E El. July '77.McCruddin, Sarah A El. Jan. '71.McCullough, Belle El. Jan. '79.McCumber, Martha C .El. Feb. '67.McDonald, Isabelle I Cl. July '77.McDowell, Nora El. '65.McElroy, Alice E El. Feb. '67, Ad. July '67.McBntee, Lucy A El. July '78.McFarland, Mary A Ad. July '80.

McFarlane, Jennette El. Feb. '68.McGonegal. Mary A El. '63Mcllwaine, Anna A El. June '83.McKay, Esther E Ad. Jan. '85.McKee, Eimer B El. June '82.McLean, Ida E El. July '70.McLean, Louisa H Ad. June '83.McLeish, Anna Ad. July 71.McLellan, John W Ad. July '72.McMillan, Elizabeth A El. June '83.McPeck, Sarah El. Jan. '81.McWeeney, Maria A El. Jan. '78.Mead, Emma A El. Feb. '67.Meredith, Lizzie El. July 73.IVilliams, Rose B El. Jan. '72.Williams, S. Ida Ad. Jan. 72.Wilson, A. Florence El. June 74.Wilson, Helen M El. '62Wilson, Julia A El. Feb. '69.Wütse, EUen Ad. July '68, El. Feb. '69.Winans, Theodore El. July '77.Wing, Cora B El. July'77, Ad. July '78.Witbeok, J -ellie L El. June '81.Wood, EUen A El. July '78.Wood, Fannie M El. Feb. '80.Wood, Hannah J El. Jan. '81.Wood, Ida H El. July '80.Wood, JuHa 0 El. July'84.Wood, Marthal El. July '80.Woodford, Diana El. June '75.Woodhull, Victoria I El. Jan. '82.Woodward, Ella P Ad. June '75.Woodward, Katharine D CI. July '80.Woolman, Anna Ad. July '78.Woolworth, Clara N El. Feb. '70.Wooster, Harriet A Ad. June '74.Worden, Esther A El. July '77.Worthington, Eleanor CI. Jan. '72-Wright, Emma H El. Jan. '78.Yarrington, Adrian M Ad. July '84.Tawger, Mary CI. June '82.Tawger, Sarah L Ad. June '74.Tocum, Jane P El. '65.Young, Mary L El. June'79.Young, Melinda Ad. July '70.

HISTORY OF GRADUATESOFOswego State Normal and Ti[aining School,TO JULY 6th, 1886, INCLUSIVE.Following each name are two addresses, the first, the person's address on entering the school, the

second, his address July, 1886, or his permanent address.In some cases the statistics are very imperfect, owing to failure to get answers to letters. In a few

cases persons refused to answer, a few others were doubtless careless about it, and the address ofothers we are unable to ascertain.

This is very much to be regretted, as some of the information asked for is of the highestimportance in the history of our work,, and as related to the Normal School work of the State.

FIRST CLASS— April 10, 1862.Andrews, Jane, Oswego, ]J . T. Mt. Yeraon, N. Y.Taujfht ten years in Oswejfo, N. Y., and twenty-three years in New York city; has done a great

deal of Sunday school and missionary work.Barber, Mart S., Oswego, N. Y. Detroit, Mich.Taught twenty-five years; in Oswego, In Detroit public schools and in Detroit Female Seminary^Barker, Mary, Kichville, N. Y.Mrs. Gardiner Lord, Athol, Mass. Taught eleven years in Oswego public schools.Becker, Helen S., Oswego, lH. Y.Mrs. Benjamin R. Sweetland, Tucson, Arizona. Married In 1862, has two children; lived in

Sacramento several years.Black, Jenny, Oswego, N". Y.Mrs. J. N. White, Albany, N. Y. Taught in Albany a few years; has one child.Blood, Eliza A., Saratoga, ]J . Y.Mrs. C. A. Rockwell, Saratoga, N. Y. Taught in Oswego six months and in Huntington, N. Y.,

thirteen years.Brewster, Sarah P., Oswego, m. Y.Taught in Oswego several years; died in June, 1868.Bruce Ellen M., Oswego, K Y.Has taught in Oswego public schools thirty-two years.Oase, Pamelia 0. (Mrs.), Beverly, New Jersey.Mrs. Calvin H. Haie, Olympia, Wash. Territory. Taught In Beverly and Elizabeth, N. J., and in

Olympia, Wash. Ty. ; been School Superintendent of Thurston Co., Wash. Ty., five years, andmember of Territorial Board of Education five years; one child.

Clapp, Leonora T., Lafayette, Onondaga Oo., N. T.Mrs. James T. Chute, Minneapolis, Minn. Was first married to John N. Groenendyke, who died in

1869; one child; taught twelve years in Oswego, N. Y., and three years in Lafayette, Ind.Olark, Oharles D., Oswego, N. Y. Syracuse, N. Y.Taught one year in Bridgeton, N. J.; is author and journalist.

Cooper, Matilda S., ifyack, N. Y. Oswego, N. Y.See history of teachers.Davis, Helen A., Oswego, . Y.Mrs. Frank B. Lewis, Paxton, 111. Taught several years, in Oswego, N. Y., Beverly N. J.,

Richmond, Ind., Lexington, Ky., and Indianapolis, Ind. ; is now principal of Paxton public schools.Davis, Kate H., Oswego, if. Y. East Saginaw, Mich.Taught twenty-five years, in Oswego, N. Y., Oak Park, 111., and East Saginaw; has worked

chiefly in training schools.Davis, Mary E., Oswego, N. Y.Mrs. David R. Klinger, Owensboro, Ky. Taught in Oswego, N. Y., and Aurora, 111., about five

years, and in Owensboro, nineteen years; is now in Vaughn Seminary; one child.Funnelle, Amanda P., Huntington, 'N. Y. Detroit, Mich.Taught since graduation in Training Schools in Indianapolis and Terre Haute, Ind., in Albany» N.

Y., and in Detroit, Mich.Gilbert, Christina H., Fredonia, [N". Y.Taught two years in Roslyn, N. Y., two years in Germantown, Pa., in Winona, Minn., eight years,

and in Macon, Ga., three years.Hanen, Mary J., Oswego N. Y. Taught in Oswego since graduation.Jenkins, Helen M., Oswego, N. Y.Mrs. Ulric King, Chicago, 111. Taught a few years in Oswego; married and lived in Milwaukee

some time before removing to Chicago; two children.KiLBOURN, Mart A., Oneida, N. Y.Mrs. N. Volney Burgess, Oswego, N. Y. Taught in Oswego ten years in public schools and five

years in a private school; three children.Lewis, Matilda, Trenton, N. J.Mrs. Robert W. Jordan, San Francisco, Cal. Taught in Trenton, N. J., and in San Francisco Cal.;

died Oct. 3,1884.Manning, Delia, Oswego, 1 . Y. Taught in Oswego since graduation.Miller, Martha, Oswego, N". Y.Taught a short time in Oswego; married Frank Waugh; two children; died July 19,1883.Norman, H. Louise, Oswego, N. Y.Taught fifteen yeai's, in Oswego, New York and Brooklyn, N. Y.Parsons, Elizabeth, Hannibal, N. Y.Taught in lUon and Rochester, N. Y.; died April 21,1872.Parsons, Flora T., Hannibal, N". Y.Taught in Rochester, N. Y., and in normal school at Shippensburg, Pa.; did considerable institute

work; died June 21,1874.Parsons, Laura, Hannibal, N. Y.Taught in Oswego, N. Y., Oshawa, Ont., and in New York City; died March 5,1881.Parsons, Mary A., Hannibal, N. Y.Mrs. Daniel H. Dennlson, Oswego Falls, N. Y. Taught twelve years before marrying Custlce C.

Rice of West Dover, Vt.; lived five years In Baltimore, Md., w^hen Mr. Rice died, after which Mrs.Rice taught three years; two children.

Pease, Fannie W., Oswego, ^N". Y.Taught in Oswego, in public and in private schools, since graduation, except a short time in

Huntington, N. Y.Plumb, Louisa C, Oswego, N . Y.Mrs. Ephraim M. Andrews, Oswego, N. Y. Giuduated from Albany normal school in 1851; taught

twelve years, chiefly in Oswego; two children.Roe, Martha, Cortland, l! . Y.Taught in Oswego five years, in Iowa three years, and in normal school at Cortland, N. Y.,

seventeen years.Seeber, Martha A., Oswego, N. Y.Taught several years in Oswego ; also t!aught in School for Mutes in Cleveland, O., married H.

M. Harman of Oswego; died May 2,1886.Sheldon, Edward A., Oswego, 2 . Y. See history of teachers.TuBBS, Helen M., Oswego, N. Y. Taught in Oswego since graduation."Weed, Eliza H., Oswego, K Y.Taught in Osw^o several years and in Fort Wayne, Ind., one year; died Oct. 5,1883.Weed, Frances E., Oswego, N". Y.Mrs. V. C. Douglas, Oswego, N. Y. Taught several years In Oswego before marriage; one child;

has taught two years slncelhus-band's death.Weller, Eugene D., Oswego, K Y. Philadelphia, Pa.Taught in Oswego a few years; removed to farm near Avon, N. Y., afterward to Philadelphia, Pa.;

has been agent for publishing house several years.Whitney, Emily H., Oswego, N. Y.Mrs. Chas. W. Sexmlth, Oswego, N. Y. Taught in Oswego eight years before marriage; one child.Wilson, Helen M., Oswego, K y/Mrs. Daniel L. Couch, Oswego, N. Y. Taught in Osw ego six years before marriage.SECOND CLASS— April T, 1863.Andrews. Esther A., Oswego, N. Y. Albany, IST. Y.Taught in Albany Academy for boys, nineteen years.Brant, Louisa H., Oswego, IN". Y.Mrs. M. E. Erwin, Dubuque, la. Taught three and a half years in Oswego; two children.Bunnell, Hannah K., Oswego, 25". Y.Mrs. H. S. Watson, Ottawa, Canada. Taught twenty-three years; in Ogdensburg, N. Y., in

Wheeling, W. Va., in Augusta, Ga., and in Oswego. Is a graduate of Albany normal school.Card, Florence, Oswego, X. Y.Mrs. D. H. Mann, Terre Haute, Ind. Taught a few years in Lafayette, Ind., before marriage.Carpenter, Sarah L., Oswego, ^N . Y.Mrs. S. L. Davis, Philadelphia, Pa. Taught in Clarksdale, Miss., a few months; taught French,

German and music in private families for years; one child.Robbins, Jennie C ». A<1. Jan. '77.Roberts, Amy J Ad. Jan. '72.Robertson, Elizabeth El. '65.Robinson, Caroline E El. Jan. '78.Robinson, Lucy M El. Feb. '80, Ad. July '80.Robinson, Marian M Ad. June '76.Robinson, Myra L El. July '77.Rockwell, Adaline B CI. July '86.

Rodie, Anna C El. July '78.Rodie, Nena M El. June '81, Ad. June '82.Roe, Martha El. '62.Rogers, Alice B El. July '84.Rogers, Antoinette C i i Ad. July '86.Rogers, Lizzie H El. Feb. '86.Rogers, Lucy T Ad. June '83.Rollinson, Elizabeth G El. July '72.Rollinson, Sarah M El. June '75.Romans, Mary A El. July '68.Root, Emma L El. Feb. '67.Root, Martha J El. July '68.Rope, Kate E El. July '67.Ross, Marguerite S El. July '78.Ross, Minnie A El. July '68.Row, Sarah M El. July '86.Rowell, Harriet L El. June '75.Rowler, Burdett D Ad. July '71.Royall, Mary E El. Feb. '80.Royce, Millicent A Ad. July '72.Roys, Addie E El. June '79.Rulison, Nellie S. El. Jan. '85.Russell, Calvin L .*T Ad. July '77.Russell, Lizzie B El. July '78.Russell, N. Jennie El. Jan. '73.Safford, Louise M El Feb. '67.Salisbury, Clara A El. June '81.Salmon, Carrie B El. July '86.Salmon, Lizzie Ad. Feb. '70, El. July '70.Salmon, Mary J El. Feb. '66.Sanford, EmUy S El. Feb. '70.Santley, Elizabeth D El. June '82.Satterlee, Ophelia El. Jan. '78.Savage, Anna El. Jan. '77.Sawdey, Myrtis El. July'86.Sawyer, Laura A Ad. July '68.Sayre, Harmie J El. July '67.Schofield, Elizabeth H Ad. June '83.Scott, Emma C Ad. June '79.Scott, Mary E El. '65.Scott, Tilli« A El. '64.Scribner, Ernest E Ad. June '82.Seaman, Anna A El. July '73.Seaman, Kate Q El. July '78.Seamans, Nellie C El. Jan. '75.

THIRD CLASS— April, 1864.Andrews, Margaret L., Kewburyport, Mass.Mrs. William F. Allen, MadJ^n, Wis. Taught three years in private school In Syracuse; three

children.Burt, Margaret M., Oswego, N. T.Taught most of time since graduation. In the public schools of Oswego, N. Y.Clancy, Marie L., Schenectady, N. Y. Chester, Pa.Taught in Charlton, Amsterdam, Schoharie and Poughkeepsle, N. Y., in New Haven, Ct., and

about twenty years In Chester, Pa.DuGANE, Sarah D., Oswego, N. Y.Mrs. Ira L. Jenkins, Peru, Neb. Taught in Boston, Mass., and in Cincinnati, 0., before marriage,

after which resided in Oswego, a few years; then taught in Polytechnic Institute, Brookl3m, N. Y.; onechild.

Hamiton, Anna E., Oswego, N". Y.Taught in Oswego, public schools twenty-two years.Hubbard, Amelia E., Oswego, N. Y.Mrs. Stewart Montgomery. Taught a few years before marriage, in Grand Rapids, Mich., where

she resided at time of death, June 1st, 1871.Powers, Louisa A., Watertown, K Y.Mrs. L. A. Hall, Rochester, N. Y. Taught short time in Watertown, N. Y.^UACKENBUSH, A. CORDELIA, OswegO, N". Y.Mrs. William Kenyon, Butte City, Montana. Taught two years in Oswego; married and removed to

Independence, Iowa, where she resided several years before removing to Butte City; three children.Scott, Tillie A., Oswego, K. Y.Mrs. William L. Becker, Warwick, N. Y. Taught in Oswego a few years.Staats, Margaret J., Oswego, K Y.Taught in public schools of Oswego until her death, Feb. 4,1883.Stevenson, Kosanna, Oswego, N. Y.Mrs. William Gray, Oswego, N. Y. Taught In Oswego a few years.FOURTH CLASS.— April 6, 1865.EOND, Margaret L., Chippewa, Ont. I ew York City.Taught twenty-one years in New York city schools.Ertan, Mart, Oswego, N. Y.Mrs. William Parsons, Oswego, N. Y. Taught in Oswego several years before marriage.Burt, Kate M., Oswego, i . Y.Taught a short time in Oswego, before married Putnam Fields; removed to Jersey City, N. J.

where resided until death, October 14,1876.Chalmers, Mart Angeline, Oswego, iS'. Y.Mrs. Chapin E. Church, Canandaigua, N. Y. Taught in Oswego, ten years before marriage; two

children.Chandler, Eliza, l ew York City.Mrs. William Carlisle, Federal Point, Fla. Taught one year in Poughkeepsle, N. Y., and eight

years in schools of Children's Aid Society, New York; five children.Curtice, Delia, "Webster, IS". Y. Rochester, N". Y.Taught twenty-one years in public schools of Rochester.

DiNMORE, Lizzie H., Oswego, l .Y. Taufifht in Oswego sixteen years.Oage, Mary E., Boston, Mass.Mrs. Peter Peterson, Chicago, ni.Hanford, Marion A., Honeoye Falls, i?". Y.Mrs. Napoleon Goodsell, Minneapolis, Minn. Taught two years in Rochester, N. Y., three years

in Aurora, 111., and one year in Oak Park, 111.; four children.Harmon, Mary J., Oswego, N. Y. Buffalo, K. Y.Taught six years in Oswego public schools; since that time in Buffalo Normal school.Hyland, Eliza J., Oswego, N. Y.Mrs. John McKenna. Died in Grand Rapids, Mich., several years since.Kerr, Kittie, Oswego, . Y.Mrs. Ed. A. Cooke, Oswego, N. Y. Taught several years in Oswego, before marriage.Lapping, Martha F., Oswego, K Y.Mrs. Dewitt C. Draper, Fulton, N. Y. Taught in Oswego four years; five children.Leary, Jennie K., Oswego, K Y. Brooklyn, N. Y.Taught one year in Oswego, and nineteen years in Brooklyn, N. Y.Lee, i^ELLiE, Oswego, N. Y.Mrs. Nicholson C. Goble, Oswego, N. Y. Has not taught; two children.Leffin, Lizzie, Oswego, N. Y.Taught in Oswego a few years before married George Goble; died December 7,1870.McDowell, Nora E., Oswego, K. Y.Mrs. Francis Heartwell, Jarvis, Ontario. Taught five and one-half years before marriage; two

children.Penfield, Philomela, Delhi, K. Y.Mrs. W. F. Wood, South Oil City, Pa. Taught before marriage, one year in Trenton, N. J.; one

child.Perkins, Emily H., Oswego, ]N". Y.Mrs. B. E. Wells, Syracuse, N. Y. Taught a short time In Oswego before marriage.Perkins, May E., Oswego, K Y.Mrs. M. D. L. Hayes, Rochester, N. Y. Critic teacher In Oswego normal school, six years before

marriage; three children.Ranger, Sarah A., Oswego, N. Y.Mi's. H. A. Jones, Oswego, N. Y. Taught in Oswego seven years before marriage; three children.Robertson, Elizabeth, Tremont, Ind. New York City.Taught twenty-one years in German Industrial school. New York. Is working in microscopy ; has

collected cabinet of minerals and native woods, and a herbanlum of more than one thousand plants.Scott, Mary E., Oswego, N. Y.Mrs. Mary S. Duryea, Accord, N. Y. Taught eight years in Oswego, and a year in Accord.Smith, Rhoda R., East Kendall, N. Y.Mrs. James Austin, East Kendall, N. Y. Taught three years In Rochester, N. Y.; four children.Sterling, Sarah C, Three Rivers, Mich.Taught nine years, in Nlles, Manistee, Whitehall and South Haven, Mich. ; in poor health.Stoel, Martha W., Oswego, N. Y.Taught in Harrisburg, Pa., and In Oswego, twenty-one years.Stowell, Alice, Oswego, N. Y.

Mrs. Alice Townley, Oswego, N. Y. Taught several years in Oswego public schools.Taylor, Sarah. No report.Town, Margaret A., Oswego, N". T.Mrs. William Hart, Syracuse, N. Y. Taught in Syi-acuse twelve years; two children.Tyler, Anna M., Oswego, ]J . Y.Taught In Indianapolis, Ind., until her death, August 11, 1870.YocuM, Jane P., Germanton, Pa.Taught In Norrlstown, Pa.; died in Atlantic City, June 17,18&4.FIFTH CLASS.— February 6, 1866.Barstow, Ellen, Oswego, !N". Y.Mrs. Clarence Denton, Kansas City, Mo. Taught a short time In Oswego before marriage; two

children.Blackwood, Belle, Oswego, K Y.Mrs. F. W. Bloomburg, Syracuse, N. Y. Taught In Oswego before marriage.Bradt, Amelia H., Oswego, 2 . Y.Mrs. Irving H. Palmer, Cortland, N. Y. Taught In Oswego before marriage, and after her husband,

Thomas E. Lyon''s, death.Bryant, Marie E., ^N'ewark, Wayne County, N". Y. No report.BüRT, Marion Y., Scriba, Oswego Co., N. Y. Taught in Oswego, N. Y., and Princeton, 111.Cyrenius, Frank J., Scriba, IN". Y.Mrs. William S. Tiuner, Oswego. Taught in Oswego three years.GiBBS, Frank M., Oswego, K Y.,Mrs. John W. Alvord, Oswego, N. Y. Taught in Oswego nearly all time since graduation; one

child.Gilchrist, Augusta L., Manilas, Onondaga Co., X. Y.Taught in Nyack, N. Y., and in Bay City, Mich., before marrying Mr. E. Stanton; died In Flint,

Mich., November 23, 1885.Gill, Emily I., Henderson, X. Y.Mrs. W. B. Howard, Fort Morgan, Col. Taught in Sackett's Harbor, N. Y., one term. In

Mannsvllle, N. Y., one term. In Antwerp, N. Y.» one year, and in Hoimdsfleld, N. Y., Ave years.Hanen, Anna, Oswego, X. Y. Died November 8,1867.Haskell, Sarah M., Penfield, Monroe Co., X. Y.Mrs. Seth C. Wood, Knowlesville, N. Y. Taught one year in Oswego, N. Y., and one year in

Brockport, N. Y.; two children.KenifiC; Margaret, Oswego, N". Y.Taught In Oswego public schools since graduation.MuLLiNER, Mary L., Penfield, Monroe Co.,N. Y.Mrs. Alanson Hlgbie, Fairport, N. Y. Taught one term in Oswego, N. Y., and a year In Rochester,

N. Y.PiKB, Anna L., Brockport, Monroe Co., K. Y.Mrs. J. C. Carwlle, Red Bluff, Cal. Taught four years,ln Rochester, Spencerport and Penfield, N.

Y.; married Ellas Wilcox; one child.Pride, Martha A., Honeoye Falls, Monroe Co., 'N. Y.Taught In Osw^o, N. Y., and in Ottumwa, Iowa ; married John M. Purdy ; died April 11,1876.RoBBiNS, Delia E., Honeoye Falls, N. Y.

Mrs. Daniel H. Sherman, Brooklyn, N. Y. Taught five years. In Huntington, N. Y., Flushing, N. Y.,and New York city; three children.

Salmon, Mary J., Oswego, 1 . Y. Taught in Oswego since graduation.Starr, Ellen D., Lenox, 2 . Y. Chittenango, ]J . Y.Taught in Indianapolis, Ind., one year, in Wilkesbarre, Pa., one year, and in Bridgeport, Conn.,

one year; written The Teacher's Guide to the Word-Card and Letter-Card Method.Thurman, Gertrüde, Oswego, ]J . Y.Taught a short time In Vevay, Ind., died January 22,1867.Whitney, Kate A., Oswego, ¥. Y.Taught in Oswego nine years, in Brookl3m, N. Y., two years, and In Fredonia, N. Y., three years..SIXTH CLASS.— July 25, 1866.Collins, Hannah J., Cannel, Ind.Taught in Indianapolis, Ind., and in Maryville, Tenn.; died December 15,1875^Hopson, Edla E., Scriba, Oswego Co., JS . Y.Mrs. Burton Rice, Atkinson, Neb. Taught in Scriba and Volney, N. Y., two and a half years; six

children.Maxwell, Fanny C, (Mrs ), Kenneth Square, Chester Co., Pa. Has not taught for years; has been

post-mistress.McCool, E. Cecilia, Hannibal, Oswego Co., N. Y.Mrs. Silas M. Allen, Denver, Col. Taught in Nyack, N. Y., in Oswego, N. Y., and in Ilion, N. Y.Morgan, Abbie B., Elmira, X. Y. Orange, N. J.Taught in Adelphi Academy in Brooklyn, N. Y., afterwards established private school in Orange,

N.J.Porter, Lucretia, Grahamsville, Sullivan Co., ] . Y.Taught in Wilmington, Del., three and a half years, in Deposit, N. Y., one year, in Flushing, N. Y.,

eight years, in Jericho, N. Y., three years.Smith, Ida B., Oswego, N. Y.Mrs. Arthur Bumam, Chicago, 111. Taught in Osw^ two and a half years; one child.Tiffany, Dewitt C, Scriba, N. Y. St. Charles, Mich.Taught in Oswego, N. Y., in Bridgeport, Mich., and in St. Charles, Mich., about eleven years; Is

now a merchant.Taughn, Sena C, Meridian, Cayuga Co., ]J . Y.Mrs. Milton Clark, Wolcott, N. Y. Taught in Port Byron and Auburn, N. Y., three terms, in

Jacksonville, 111., two years, and in Lincoln, 111., one year.SEYENTH CLASS.— February 6, 1867.ELEMENTARY.Anderson, Medora C, Oswego, N. Y.Mrs. James Morrow, Fulton, N. Y. Taught in Oswego, N. Y., Nyack, N. Y., and Fulton, N. Y.Armstrong, Sarah J., Oswego, N. Y. Cincinnati, 0.Taught in Oswego a few years and then established a private school in Cincinnati, Ohio. Brant,

Alida R., Oswego, N. Y.Taught in Oswego a short time; died March 6,1871.PBrown, Ada B., Oswego, N. T.Mrs. J. Dorr, Falley, Lafayette, Ind. Taught In Lafayette, Ind., four months before marriage ; two.

children.Chalmers, Jflia A., Oswego, N. Y. Elmira, IS. Y.Taught in Oswego two years. In Buffalo nine years, and then established private school in Elmira,

N. Y.Cole, Ella J., Minetto, Oswego Co., N. Y.Mrs. Milton S. C!oe, Oswego, N. Y. Taught in Ilion, N. Y., two years ; five children.Cross, Helen G., Chaumont, Jeff. Co., N. Y.Mrs. Fred. Noterman, Hlllsboro, 111. Taught before marriage, in Chaumont, N. Y., in Battle

Creek, Mich., and in Topeka, Kan.Davies, Adaline E., Oswego, N. Y.Mrs. John R. Preston, Oswego, N. Y. Taught three years before marriage, in Oswego, N. Y., and

in Wilkesbarre, Pa., one year since marriage; six daughters.Davis, Anna E., Port Jefferson, Long Island, i . Y.Mrs. George H. Smith, Port Jefferson, N. Y. Taught a short time in Brooklyn, N. Y.Drew Jennette, Hammondsport, Steuben Co., N. Y.Mrs. Marcena H. Dildine, Hammondsport, N. Y. Taught in Hammondsport, N. Y., two years.Ells, Amelia A., Oswego, K. Y.Mrs. James Eggleston, Newton, Mass. Taught three years before marriage, in Oswego, N. Y.;

three children.Foster, Mary F., Oswego, IS". Y.Mrs. Henry J. Ferguson, Akron, O. Taught two years in Oswego.Gray, Laura M., Oswego, N . Y.Mrs. George W. Collins, Denver, Col. Taught a short time in Nyack, N. Y.; one child.Jenne, Amelia H., Oswego, I . Y.Mrs. Horace O. Brown, Oswego, N. Y. Taught two years in Illlon, N. Y.; five children.Jones, Kebecca, ]S"ashua, K. H. "Worcester, Mass*Taught a short time in Albany, N. Y., and for seventeen years in Normal school at Worcester.Locke, Abbie A., Buffalo, K. Y.Mrs. James B. Stone, Worcester, Mass. Taught in Buffalo, N. Y., in Richmond, Ind., in

Northampton and Boston, Mass., and in Evans-ville, Ind. ; has given a great deal of instruction to deafmutes; two sons.

McCumber, Martha C, Preble, N. Y.Taught in normal schools in Oswego, N. Y., and St. Cloud, Minn., before married Mr. Spencer,

dledJanuary30,1880.McElroy, Alice E., Oswego, K Y. Cincinnati, Ohio.Taught in Oswego, N. Y., Westboro, Mass., Sellns Grove, Pa., Vassar, Mich., and Cincinnati, O.Mead, Emma A., Fulton, JS . Y.Mrs. T. A. Rose, Waterloo, Iowa. Taught before marriage in Nyack, N. Y., one term, in Muncie,

Ind., two years, in Lockport N. Y., two years, and in Waterloo, I., five years; two daughters.Morrison, Emma S., Oswego, iST. Y.Mrs. Eugene M. Collins, Oswego Center, N. Y. Taught one year in Philadelphia, Pa., and two

years in Oswego, N. Y.; four children.Parsons, Alice M., Binghamton, N. Y.Mrs. H. M. Keeler, Chenango Bridge, N. Y. Taught in Nyack, Greenwich and Binghamton, N. Y.,

and in Jacksonville, 111.

Potter, Harriet A., Cooperstown, i ". Y.Mrs. William Douglass, Grass Valley, Cal. Taught in Baldwinsville, N. T., one and a half years,

in Jersey City, N. J., four and a half years. In New York two years, and in Grass Valley, Cal.; twochildren.

Root, Emma L., Pulaski, N. T.Mrs. William H. Sullivan, Osbom, Ohio. Taught four years In Indianapolis, Ind. ; four children.Safford, Louisa M., Redwood, JS . T.Mrs. George V. Webster, Bossie, St. Law. Co., N. Y. Taught in Lafayette, Ind., and in Redwood,

N. Y.; six children.Smith, Mary E., Oswego, K Y.Mrs. Thomas W. Morley, Marysvllle, Pa. Taught in Oswego six years; four children.Staats, Matilda C, Oswego, N. Y.Mrs. Theodore D. Kellogg, Oswego, N. Y. Taught in Oswego fifteen years, and in Ft. Dodge, la.,

one year; resided after marriage in Mayberry, D. T.Swan, Mary H., Albany, N. Y.Mrs. James H. Smart, LaFayette, Ind. Taught in Fort Wa3me, Ind., and Fredonla, N. Y.; two

children.TuTTLE, Helen A., Oswego, N. Y. Skaneateles, N". Y.Taught in Oswego one year, and in Fairport, N. Y., ten years.ADYANCED.Burt, Kate B., Oswego, N. Y.Mrs. Oscar R. Burchard, Denver, Colo. Taught in Oswego, and in Normal school, Fredonla, N.

Y.Fjiench, Armina, Friendship, Allegany Co., iN. Y.Mrs. A. L. Metcalf, Bradford, Pa. Taught four yeai-s, in Wellsville, Waverly and Fredonla, N. Y.;

three children.FuNNELLE, Lena S., Huntington, Long Island, if. Y.Mrs. William W. Rope, Brooklyn, N. Y. Taught one year in Nyack, N. Y., and three years in Fort

Wa3me, Ind. ; five children.OiBBS, M. Elizabeth, Oswego, ] . Y.Mrs. A. A. Thresher, Englewood, 111. Taught in Oswego, N. Y., Philadelphia, Pa., and Chicago,

111.Holbrook, Mary M., Oswego, N. Y.Mrs. Chester W. McElroy, Oswego, N. Y. Taught before marriage, one year in Brooklyn, N. Y.;

since marriage, three years in private school in Oswego, and in normal school In same town; twochildren.

Hubbard, Maria H., Oswego, !N". Y.Taught a short time in Oswego and Nyack, N. Y.Xeyes, Sarah L., Kochester, X, Y.Taught in Rochester, and Franklinville, N. Y., and in Bridgeton, N. J.; for the last Ight years in

Rochester, N. Y.Merriam, Emily M., Malone, N. Y.Taught in Cincinnati, 0., until married Mr. E. P. Goodenough; died March 28,1882.Trowbridge, Edward A., Waterburgh, N . Y. Trumansburg, N. Y.Taught since graduation, in Keokuk, I., in Belding, Mich., in Slaterville, N. Y., in Jacksonyille,

and in Trumahshurg; two children.EIGHTH CLASS— July, 10, 1867. ELEMENTARY.Barlow, Mary E., Oswego, N. Y.Mrs. John A. Read, Peoria, III Did not teach.Bbnbdict, Harriet N., Amsterdam, N. Y.Taught in Wilmington, Del., and Independence, I., before married A. P. Stevenson; died January

24, 1875.Bishop, Electa R., Oswego, N. Y. New York City.Taught two years in Alleghany City, Pa.; taught since 1868 in Industrial Schools of Children's Aid

Society, New York City.Brown, Amelia, Ticonderoga, N. Y. Buffalo, N. Y.Taught in Evansyille, Ind., Plainfleld, N. J., St. Albans and Burlington, Vt., in Whitehall and

Ticonderoga, N. Y., and in Champaign, 111.Carpenter, Marion N., Ilion, N. Y. Taught eight years in Ilion, N. Y.Charles, Libbie S., Batavia, N. Y.Mrs. Edward R. Craig, Homellsvllle, N. Y. Taught in Oswego two years, Batavia two years, and

in private schools in Homellsvllle, N. Y. seven years.Fenner, Emma J., Rochester, N. Y.Mrs. Eugene M. Wooden, Chili, N. Y. Taught in Rochester, and in Henrietta, N. Y.FuNNELLE, Lena S.See Adv., Feb. 6,1867.GiBBs, M. Elizabeth. See Adv., Feb. 6,1867.Hall, Defransa A., Preble, Cortland Co., N". Y.Mrs. Charles M. Swann, Mankato, Minn. Taught in Nyack, and Oswego, before marriage; in

Mankato, Minn., ten years since marriage.Hubbard, Maria H.See Adv., Feb. 6, 1867.Hughes, Emily L., Rochester, N. Y.Mrs. George C. Hard, Plttsford, N. Y. Taught in Rochester about five years, and in Cincinnati, O.,

three years; two children.Ketcham, Angeline H., Bushneirs Basin, N. Y. Cleveland, 0.Taught one year in Nyack, N. Y., three years in Oswego, N. Y., one year in Mankato, Minn. and

in Cleveland, 0., five years.King, JeannetteC, Oswego, K Y.Mrs. Freeman L. Twiss, II on, N. Y. Taught in Ilion a few years before marriage; one child.Leonard, Mary A., Oswego, J . Y.Taught since graduation in Oswego, N. Y.Merriam, Emily M., See Adv., Feb. 6, 1867.Morris, Harriet, N"., Lebanon, 0. Brooklyn, N. Y.Taught In Leavenworth, Kan., and for many years has been principal of a public school in

Brooklyn, N. Y.Morton, Lizzie H., Fulton, J . Y.Mrs. E. G. Adkins, Syracuse, N. Y. Taught five years in Oswego; one child.Osborne, S. Katherine. Geneseo, J . Y.Mrs. E. p. Goodeneough, Loveland, Ohio. Taught in Lafayette, Ind., Lake Forest, 111.,

Whitewater, Wis., and Cincinnati, O. (ten years.)Pb ACOCK, Anna E., Albany, 1 . Y. Dublin, Ind.Taught Ave years In Yellow Springs, Ohio.Rope, Kate E., Oswego, K Y.Taught a short time in Oswego, N. Y.Sayre, Harmie J., "Wadham's Corners, Essex Co., N". Y.Mrs. H. H. Longsdorf, Carbondale, Pa. Taught two and one half years In Wllkesharre, Pa; also

three years In Binghamton, N. Y. one child.Sumner, Harriet B., Oswego, K Y.Mrs. Eugene Copley, Antwerp, N. Y. Has never taught.Watson, Jane S., East Avon, N. Y. Aurora, N. Y.Taught five years in Wilkesbarre, Pa., one year in Howard Mission School in New York, and

seven years in school for Deaf Mutes, New York; is teaching deaf mutes in Aurora, N. Y.ADYAJSrCED.Armstrong, Sarah J., See El. Class, Feb. G, 1867.McElroy, Alice E., '' '' " ''Parsons, Emma S., Binghamton, N. Y. Whitney's Point, N. Y.Taught fifteen years, in Lisle, Binghamton and Fairport, N. Y., in Jacksonville, HI., and in New

Rochelle, N. Y.Staats, Matilda C, See El. Class, Feb. 6, 1867. Swan, Marf H., '' '' " "NINTH CLASS— February 5, 1868. ELEMENTARY.Olapp, Eva H., Lafayette, Onondaga, Co., N. Y.Taught sixteen years in Whitney's Point, N. Y., and two years in Washingtonville, N. Y.Clark, Hattie, Oswego, N. Y.Taught two years in Oswego, N. Y., and in Bay City, Mich., twelve years.De Lano, Teen J., Ticonderoga, N. Y.Taught a short time in Oswego, N. Y., and in Vergennes, Yt., before death, March 8,1873.DoBBiE, E. Yalina, Oswego, N. Y.Mrs. William D. Allen, Oswego, N. Y. Taught in Oswego a short time, before her marriage; two

children.Edwards, Eva S., Prattsburg, N. Y. Bvanston, III.Taught in Oswego a few years, and in Evanston, 111., until present time.Gage, L. Jennie, Macedon, N. Y.Mrs. Benjamin Long, Avon, N. Y. Taught in Oswego four years, and in Lima one year; three

children.Galloway, F. Eudora, Kochester, N. Y.Taught in Rochester, Minn., four years, in Bed Wing, Minn., two years, and in Rochester, N. Y.,

untU death, Oct. 24, 1877.Jones, Lewis, H., Spiceland, Ind. Indianapolis, Ind.Taught one year in Jonesboro, Ind., four years in Normal School at Terra Haute, Ind., and nine

years in Indianapolis, Ind.; been superintendent of schools in Indianapolis two years; three children.Jones, Mirriam P., Nashua, N. H.Mrs. Charles F. Mecomey, Worcester, Mass. Taught two and a half years in Worcester, Mass.Lawrence, Maria E., Fulton, 25". Y.Mrs. David Golladay, Holden, Mo. Tauflrht In Holden, Mo., one year; one child.

Lathrop, Delia A., BaldwinsviUe, N. Y.Mrs. William G. Williams, Delaware, Ohio. ^Principal of the Worcester City Nonnal School for one and a half years, and principal of the

Cincinnati Nonnal School nine years; two sons.Leach, Sarah A., Winfield, [N". Y.Mrs. James P. Tuttle, Oswego, N. Y. Taught before marriage, a short time in Oswego.Martin, Fannie E., Dexter, Mich.Mrs. Frank Perry, Jefferson, Texas. Taught a short time in Oswego, and in Richmond, Ky.McFarlane, Jknnett, Westbrookville, Sull. Co., If. Y.Mrs. Thomas Gait, Aurora, 111. Taught in Aurora eighteen months before marrying Rev. T. Gait;

seven children. Gives public addresses on temperance, and on religious subjects.Parsons, PJmma S., See Adv. class, July 10, 1867.Parsons, Jennie A., Binghamton, N. Y.Mrs. George R. Seymour, Whitney's Point, N. Y. Taught eighteen months before marriage, in

Winona, Minn., and in Wilkesbarre, Pa.; since then for nearly six years in Whitney's Point, N. Y.;three children.

Pitman, Mart R., Buffalo, N. Y.Taught in Emporia, Kan., and in Albany, N. Y., before married Thos. Ould.; died April 23,1875.

it.Wales, Lucretia H., Oswego, N. Y.Mrs. John M. Hanley, Paxton, 111. Taught in Oswego one year, in Indianapolis, Ind., five years,

and in Greencastle, Ind., three years»ADVANCED.Boyd, Andrew J., East Groveland, N. Y. Federalsburgh, Md.Taught about five years; is now a lawyer.Crooks, Helen A., East Bloomtield, Ontario Co., 2 . Y.Mrs. Edward A. Trowbddge, Trumansburg, N. Y. Taught in Keokuk, I., Beldlng, Mich., and

Trumansburg; two children.Dunning, George, Coopersville, Clinton Co., N. Y.Taught in Saranac, N. Y., and in Warren, O., before death, October 26,1870.Hicks Elvenia C, McGrawville, N. Y.Taught In Fort Wayne, Ind., and in Winona, Minn.; manled Mr. C. A. Robinson, died January

3,1875.Hughes, Jennie E., Rochester, N. Y.Taught in Rochester, N. Y., and in Keokuk, I., married Mr. D. L. Johnson; died May 27,1880Macken, Chauncey B., Wellsville, Allegany Co., N. Y. Taught seven years in Wellsvllle, N. Y.RiGGS, Mary E., Oswego, N. Y.Taught in Nyack, N. Y., and in Oswego, N. Y.; died July 23,1871.Taylor, Helen M., Parish, Oswego, Co., 1^ . Y.Mrs. W. M. Beckham, Petoskey, Mich. Taught in Napoleon, O., four years.TENTH CLASS.— July 8, 1868.ELEMENTARY.Armstrong, Clara J., Springbrook, N. Y. Catamarca, S. A.Taught in Oswego and Fredonla, N. T., in Haddonfleld, N. J., in Indianapolis, Ind., and in

Winona, Minn., before going to South America, in Normal School work.

Burke, Ellen B., Madrid, St. Lawrence Co., N. Y.Mrs. Charles Burke, Malone, N. Y. Taught, before marriage, in Burlington, Vt., Fredonia, N. Y.,

and Indianapolis, Ind.Doris, Elizabeth L., Mumford, N. Y.Mrs. Archelaus Pugh, St. Paul, Minn. Taught six years in EvansYllle and Indianapolis, Ind., and

eight years in Chicago, 111.; one child.Fairchild, Fanny M., Ilion, N. Y.Mrs. Millard F. Rogers, Frankfort, N. Y. Taught in Nyack, N. Y., three years; and in Ilion, N. Y.,

three years; three children.Hammond, Marcia C, Dexter, K Y. Chicago, 111.Taught in Oswego one term, and in and near Shakopee, Minn., twelve years; has published

Common Sense Method of Teaching Elementary Reading.Henry Susan R., Gowanda, K Y.Taught in Lafayette, Ind., Lake Forest and Kenwood, 111.; married Mr. J. C. Grant; resided in

Chicago; died January 14,1883.Morrow, Alcinda L., Marion, Ind. Rosario, S. A.Taught in Fort Leavenworth eight years, in Lawrence, Kan., three years, in Louisville, Ky., one

year, in Winona, Minn., one year and in Rosario, Argentine Republic, S. A., three years.Perkins, Anna H., Fair Dale, 2 . Y. Ilion, X. Y.Taught eighteen years in Dion, N. Y.RiGGS, Mary E., See Adv., Feb. 5, I860.Romans, Mary A., La Porte, Ind.Taught in Westville, Ind., and Anoka, Minn.; died Febniary 9,1874.Root, Martha J., Pulaski, N. Y.Mrs. Henry M. Douglas, Middle Falls, N. Y. Taught a short time before marriage, in Ilion, N. Y.,

and in Champaign, 111.; four children.Ross, Minnie A., Oswego, K Y.Taught a short time in Nyack, N. Y., the rest of time since graduation, taught in Oswego.Tan Husen, jS'ancy L., Bufialo, ^N". Y.Mrs. Woodhull S. Van Doren, Brookings, Dak. Taught thirteen years, in Leavenworth, Kan.,

Geneseo, N. Y., Omaha, Neb., Ferguson, Mo., and Brookings, Minn.; one child.Yan Wagenen, Charlotte E., Fulton, 'N. Y.,Mrs. (Jeorge F. Jenkins, Keokuk, Iowa. Taught in Nyack, N. Y., a short time.Werner, Julia E., Albany, 'N. Y.,Mrs. Joseph M. Lauson, Albany, N. Y. Taught in Wilkesbarre, Pa., one year, in Fort Wayne, Ind.,

one year, and in Albany, N. Y. two years.Wheeler, Sophronia M., Prattsburgh, N. Y.Mrs. Leonidas Walruth, Ilion, N. Y. Taught in Dion until marriage.ADVANCED.Arnold, »Fanny, Frewsburg, N. Y.Mrs. M. H. Bliss, Pasadena, Cal. Taught seven months in Kiantone, N. Y., one year in Cedar

Falls, la,, and seven years in Fort Dodge, la.; one child.Douglass, Henry M., South Richland, I . Y. Middle Falls, N. Y.Taught a short time In each of the following places: Osw fo, Pulaski and Union, N. Y.;

Champaign, Oakland, Equality and Dixon, 111.; is pastor of Baptist church at Middle Falls, N. Y.;

four children.Hbrries, Isabella, Sterling Centre, N. Y.Mrs. John Edgar, Sterling Valley, N. Y. Taught in Oswego a short time before marriage.Sawyer, Laura A., Lawrenceville, N. Y.Mrs. Lindley M. Edwards, Philadelphia, Pa. Taught in Trenton, N. J., and in Carthage, N. Y.SissoN, Eugene P., Georgetown, X. Y. Hamilton, N. Y.Taught in Hamilton, N. Y., since graduation; is now teaching in Colgate Academy; three children.Stewart, Mary C, Sterling Yalley, N. Y.Mrs. L. H. Stanton, Bay City, Mich. Taught six years in Bay City; one son.SwANGER, Emma I., Ogdensburg, J . Y.Mrs. J. C. 0. Bedington, Syracuse, N. Y. Not taught; four sons.SwANGER, Maria M., Ogdensburg, K Y.Mrs. Festus Day, Fredonla, N. Y. Taught in Syracuse, N. Y., and in Normal school in Fredonia."WiLTSE, Ellen, Fentonville, N. Y.Taught in Fredonia, three years, and a short time in Buffalo, and in Binghamton, N. Y.CLASSICAL.Douglas, Henry M., See Ad., July 8, ISO-i.Sheldon, Mary D., Oswego, N. Y.Mrs. Earl H. Barnes, Oswego, N. Y. Taught in Osw^o normal school five years and in Wellesley,

Mass., two and one-half years; resided in Hoboken, N. J., first year after marriage; has written textbooks.

Stevenson, Agnes A., Newburgh, N. Y.Taught in Placerville, Cal., before manled Charles E. Jaycox; died July 3,1876.ELEVENTH CLASS.— February 3, 1869.ELEMENTARY.Arnold, Helen M., Cayuga, N. Y.Taught six years, one year in Oswego, N. Y., and the remaining time in towns of Montezuma

Aurelius, in Cayuga Co., N. Y.Bettis, Addie f., Oswego, N. Y.Taught in Oswego a short time before her death, September 6,1870.Blasdel, Susan, Guilford, Ind.Mrs. William 8. Taylor, St. Louis, Mo. Has not taught; is interested in Baptist missionary work.Carpenter, Rosamond H., Havana, N. Y.Mrs. R. H. Merritt, Chicago, 111. Taught a short time in Oswego, N. Y.Day, Delia May, Livonia Center, N. Y.Mrs. L. H. Morey, Seneca Falls, N. Y. Taught in Oswego one year, in Nyack, N. Y., two years

and in Geneseo, N. Y., two years; five children.DiKEMAN, Charlotte N., East Kush, Monroe County, IJ". T.Mrs. James M. Hlmes Oswego, N. Y. Taught one term in Oswego, in New Orleans, La., two

years, and in Geneseo, N. Y., four years ; four children.FiTZPATRiCK, Julia A., Carthage, N. Y.Taught in Nyack, N. Y., and in Culpepper, Va., before married John Rogers; died Nov., 1876.Gaylord, Margaret K., Utica, 25". Y.Mrs. William H. Russell, Cooperstown N. Y. Taught eight years in Ilion and Cooperstown, N. Y.;

two children.

.BÄ.LL, Belle, Pulaski, K". Y. Newark, N. Y.Taught two terms in Watertown, N. Y., and five terms in Pulaski and vicinity ; not teaching.Hunt, Emma S.,Taught in Oswego, since graduation.Jones, Eleanor E., Springville, N. Y. Great Valley, N. Y.Taught in Oswego and Potsdam, N. Y.; also in training schools in liewiston. Me., Indiana, Pa.,

and Manchester, N. H.; took Kindergarten course in Oswego.Pierce, Ruth A., Marathon, N. Y.Mrs. Hiram B. Hoxie, Raymond, la. Taught three terms in Oswego, N. Y.; taught in Institutes at

Sabula, Waterloo and Iowa Falls, la.; three children.Pond, Olive A., New Britain, Conn.Mrs. Joseph H. Amies, New Haven, Conn. Before marriage, taught in Tarrytown, and Yonkers, N.

Y., and in Lewiston, Me.; six children; edits Primary Department of Sunday School Helper.HoBB, Jeannette a., Malone, X. Y.Mrs. George Hawkins, Malone, N. Y. Taught in Malone two and a half years; one child.Sheldon, Phinie C, Yersailles, N. Y.Mrs. Willis C. Dewey, Mardin, Turkey in Asia. Taught about six years in orphan asylum for

Indians on Cattaraugus county reservation, and one and a half years in Quincy, Mass.; husband ismissionary in Turkey ; one child.

Strong, Anna H., Oswego, X. Y.Taught a short time in Oswego before death, January 2,1880.SwANGER, Maria M., See Adv. July 8,1868Tubes, Rhoda A., Oswego, N". Y.Mrs. Eugene A Taylor, Syracuse, N. Y. Taught about six years in Oswego, before marriage.IVhite, Franc E., Port Byron, N. Y.Mrs. Edgar R. Beach, St. Louis, Mo. Taught two years in St. Louis, before marriage; since then

assisted husband in editing a paper; four children.IViLSON, Julia A., Canastota, N. Y. Little Falls, N. Y.Taught a few years in Oswego; since has been telegraph operator at Little Falls, N. Y."WiLTSE, Ellen, See Adv., July 8, 1868.ADVANCED.Barker, Hannah J., Clay, N . Y.Mrs. Charles McKissick, Amenla, D. T. Taught twelve years, in Green Point, Fairport, and

Jordan, N. Y.Brown, Manilt T., North Barton, N. Y. Davenport, I.Taught in Davenport, la., three and a half years; since then in employ of A. J. Johnson & Co.,

publishers: one child.€ard, George K., Copake, N. Y. Pittsford, N. Y.Taught in Uniontown and Marion, Ala., about eight years; taught a few years in Avon and in

Pittsford, N. Y.; two children; is now a farmer.Card, Milton H., Watkins, i! . Y. Penn Yan, N. Y.Tauf^bt fifteen months in Binghamton, N. T.; Is book-keeper.Denton, Sarah L., Mendham, N. J.Mrs. William H. Roddis, Milwaukee, Wis. Taugbt in Nyack, N. Y., and in Milwaukee, Wis., eacb

two years; two children.

Edwards, Eva S., See El. class, February 5, 1868.Harkness, J. Warren, Keeseville, J . Y.Taught about four and a half years in Peru, Black Brook, Au Sable and Cllntonville, N. Y.; two-

children ; is now a farmer and civil engineer.Sheldon, Mary D., See Classical, July 8. 186» .TWELFTH CLASS.— July *i, 1869.ELEMENTARY.Alling, Mary R., Hunter, Green Co., N. Y.Mrs. William M. Aber, Louisville, Ky. Taught about fourteen years, principally in Normal

Schools, in Oswego and Nyack, N. Y., in Cincinnati, 0., in Englewood, 111., Omaha, Neb., inProvidence, R. I., and in Springfield, Mass.;. in Boston, Mass., in private school.

Aplin, K. Louise, Moscow, 2>r. Y.Mrs. Charles E. Medlng, Paterson, N. J. Taught in Rochester, N. Y., two years, in Bayonne N. J.,

two years, and in Paterson, N. J., thre& ^years; two children.Bailey, Alice F., Trenton, N. J.Taught one year in Trenton; married William Matthews: lived in Scranton Pa.; died March 12^

1886.Beaman, Mary E., Antwerp, Jeff. Co., K Y.Mrs. Emgene Joralemon, Cazenovia, N. Y. Taught in Bloomsburg, Pa., and in Binghamton and

Antwerp, N. Y., about eight years; two boys»Bloomer, Jennie, Horseheads, Chemung Co., N. Y.Mrs. J. B. Prentice, Elmira, N. Y. Taught in Wilkesbarre, Pa., and in Whites Comers and

Horesheads, N. Y.Carpenter, Mara E., Osceola, .Y.Mrs. Washington Dutcher, Nyack, N. Y. Taught in Nyack a short time before marriage.Churchill, H. Jennie, Oswego, . Y.Mrs. Charles T. Croft, Little Falls, N. Y. Taught one year in Oswego; one child.Dalrymple, Harriet A., Oswego, K Y.Mrs. Henry B. Eager, Brookllne, Mass. Taught in Hamburg and Rondout, N. Y., and Brookllne,

Mass.; one child.Dempsey, Kittie L., Oswego, iff. Y. *"Taught in Oswego a time before married Wareham Johnson ; died April 24,1883.Denton, SarahL., See Adv., Feb. 3, 1869.DiLDiNE, Mary E., Hammondsport, X. Y.Taught in New York and in Oswego; died January 20,1875.Ferguson, Sarah M., Wright's Corners, N. Y.Taught in New York, Oswego, and Youngstown, N. Y., and in Grand Rapids, Mich.Gillespie, Letitia J., Parish, X. Y.Taught ten years in Bay City, Mich.; was also assistant City Librarian three years; died May 23»

1885.Gray, May E., Oswego, N. Y.Taught in Gowanda, N. Y., two years and in Oswego fifteen years.Hubbard, Zilpha. S., Antwerp, N. Y. Peru, Neb.Taught In Blnghamton, N. Y., two yeare, in Council Bluffs, la., two years, and in Normal Schools

at River Falls, Wis., and at Peru, three years.Johnson, Namcy P., Altona, 111. Mrs. Charles Button, Marquette, Mich.Taught In Aurora and Bloonrington, 111.JosLiN, Sylvia P., Springville, N. Y.Taught two terms In schools among Indians; has since been unable to teach.Keeler, Esther J., Malone, N. Y.Mrs. Sanford A. Child, Malone, N. Y. Taught two years in Grand Rapids, Mich.; six children.Kendall, Harriet D., Attica, N. Y.Taught a short time in Cortland, N. Y., died October 31, 1870.Marsden, Frank M., Oswego, N. Y.Mrs. C. Fred. Beiden, New Orleans, La. Taught in Ilion, N. Y., three years, and in Mamaroneck,

N. Y., three years.Merriam, Eunice J., Malone, N. Y,Mrs. George L. Eastman, Potsdam, N. Y. Taught two years in Potsdam, N. Y., and one year in

Cincmnati, O.; four children.Mbrbitt, Ellen J., Potsdam, N. Y. Red Oak, Iowa.Taught twelve years; in Potsdam, N. Y., in Pueblo and Colorado Springs, Col., in Red Oak, la.,,

and in Hartford, Conn.■ • MoRKY, Amelia, Binghamton, N. Y. Potsdam, N. Y.' Taught in Normal school at Potsdam since graduation.MoTT, Elzina E., Blue Point, N. Y. Patchogue, N. Y.Taught in Ilion, N. Y., one year, and ten years in Patchogue.North, Olive, Alexander, N. Y.Mrs. Edward H. Putnam, Attica, N. Y. Taught six years in Hamburgh, Attica and Batavia, N. Y.,

and one year in Paterson, N. J.Parks, Minnie A., Yictor, N. Y.Mrs. Ambrose Lane, Victor, N. Y. Taught In Wllkesbarre, Pa., one year, and in Victor three years

; two children.Phillips, Emily E., Gazenovia, 1 . Y.Mrs. John J. Coard, Plainfleld, N. J. Taught ten years In New York and Brooklyn, N. Y.; four

children.Smith, Helev M. (Mrs.) Attica, N. Y. Prairie City, Oregon,Taught In Cortland, N. Y., one term, and in Attica, N. Y., one term ; three children.Stewart, Mary C, See Ad., July 8, 1^68.Trowbridge, Mary L., Mexico, K Y.Mrs. J. H. Sammis, Logansport, Ind. Taught in Binghamton, N. Y., two years, in Kenwood, 111.,

one year, and in Logansport, Ind.» six years.Whitney. Kose, Binghamton, N. Y.Taught In Binghamton and Osw^o, since graduation.ADVANCED.Beaman, Mary E., See Ele., July 6, ltf69.Bennett, Ida W., Lyons, If. Y. Hackensack, ' . J.Taught about thirteen years, in Ilion, Fulton, Wolcott, New Rochelle and Irvlngton, N. Y., and in

Crawford, Montcalm and Hackensack, N. J.BuRCHARD, Oscar R., Binghamton, if. Y. Denver, Col.

Taught in Fredonia state normal school twelve years; is broker In Denver ; A. B. (Yale.)Curtis, Hannah, Maine, N. Y.Mrs. Frank L. Jones, Owego, N. Y. Taught in Owego a short time.DbLano, Teen J., SeeEle., February 5, 1868.Edwards, LindleyM., Spiceland, Ind.Taught iu Carthage, Falrport and Bondout N. Y.; died in August, 1881.FuRMAN, G. Monroe, Haverstraw, N. Y. Binghamton, If. Y.Taught in Painted Post and Binghamton, N. Y.Greene, Cassius M., Fulton, N. Y. Gre ene, la.Taught in Olean, N. Y., one year, in Keokuk and Greene, la., Ave years ; editor of Iowa School

Journal six years; practiced law since 1876 ; three children.Hall, Mary F., Spencer, N. Y. \l)ayton, Ohio.Taught in normal schools at Cortland, Potsdam and Buffalo, and at Dayton, Ohio.Lawrence, MaryL., Fulton, K Y.Taught In Binghamton and Painted Post, N. Y., four years ; in Garo, 111., two years, and in

Fulton, N. Y., eight years.McBride, Ruth, Mumford, X. Y. Pine Bluff, Ark.Taught in New Haven, Conn., one year, in Wilkesbarre, Pa., two years, in Miami, Mo., one year.

In Cairo, 111., two years, and in Pine Bluff, Ark., nine years.Merritt, Ellen J., See Ele., .July 6, 1869.Miller, Adaline B., Miller's Place, N. Y.Taught ten years, in Miller's Place, Oswego, and Patchogue, N. Y.; in Bloomfleld and Plain-field,

N. J., and in Oakland, Cal.Miller, Catharine L., Miller's Place, N. Y.Taught a short time In Oswego and Nyack, N. Y., before death, October 3,1872.Newby, Nathan, Spiceland, Ind. Terre Haute, Ind.Taught in Binghamton, N. Y., one year, and in Normal school at Terre Haute eight years;

practiced medicine two years ; published an arithmetic.PoucHER, Florence M., Oswego, N . Y.Mrs. Henry A. Westcott, New York City. Taught in Van Norman Institute, New York, two years ;

two children.Eansom, George B., Plattsburg, N. Y. Washington, D. C.Taught in Ü. S. Naval Academy, Annapolis, Md., six years ; is marine engineer.Reynolds, Ellen, Clockville, N. Y.Mrs. Arthur M. Wright, Moravia, N. Y. Taught six years; In Northampton, Mass., in Pittston, Pa.,

and in DeRuyter, and Skaneateles, N. Y.; three sons."* Richards, Charles W., Acra, N. Y., Oswego, N. Y.Taught in Hamburg, N. Y., three years; since then in High school in Oswego, N. Y.; two children.RiGGS, Matthew B., Amity, Orange Co., N. Y. Taught in Glenwood, N. Y.; died September

26,1870.Williams, Helen M., North Lawrence, N". Y.Mrs. Fernando Roys, Rico. Col. Taught in Indianapolis, Ind., two years, and in Columbus, 0., one

year.THIRTEENTH CLASS.— February 1, 1870.ELEMENTARY. Bennett, Ida W,

See adv. July 6, 1869. Butler, Mary L., Plattsburg, N. Y. Chicago, 111.Taught in Portsvllle, N. Y., a short time, for years has taught private pupil? and classes ; is deeply

interested In Sunday school work; Is teaching music; studied in Berlin, Prussia.Coon, Emily, Oswego, N. Y.Taught in Oswego since graduation.HoDGKiNS, E. Theodosia, Carthage, K T.Mrs. H. H. Howe, San Jose, Gal. Taught in Fredonia Normal school five and one-half years ; in

Antwerp, N. Y., one year and In Bozeman, Mont., one year ; one child.Kellogg, Corralinn A., Oswego, N". Y.Mrs. H. £. Famham, Syracuse, N. Y. Taught five years in Oswego ; two children.KiMBER, Fannie C, Barrytown, N. Y.Mrs. Clarence M. Boutelle, Decorah, Iowa. Taught about eleven years; in Norwalk, Conn., In

Logansport, Ind., and in Winona and Rochester, Minn.; two children.Murray, Esther A., Saratoga, If. Y.Taught about seven years, In Nyack, N. Y., one term, and In Saratoga, N. Y., the rest of time.Perry, Sarah L., Malone, N. Y.Taught three years In BInghamton, N. Y., and In Malone, N. Y., twelve years; Is superintendent of

schools In Malone.Sanford, Emily S., East Setauket, N. Y.Mrs. William A. Hopkins, Port Jefferson, N. Y. Taught In Gastleton, Vt., In Bergen, N. J., and In

Nyack, N. Y., In all about eight years ; one child.Sprott, Mary E., Fortsville, N. Y. Nyack, N. Y.Taught about fourteen years; In Potsdam, Irvlngton and Nyack, N. Y.Stocking, Ellen, Hemlock Lake, if. Y. Lansing, Mich.Taught In Fairport, N. Y., and in Bay City and Lansing, Mich.Waitt, Mary G., Wakefield, Mass.Taught in Portville, N. Y., and In New Haven, Conn.; married Wm. A. Gite; died In July, 1876.Wallace, Mary Louise, Oswego, N. Y. Philadelphia, Pa.Taught In Warrensburg and Kansas City, Mo., in Shlppensburg and Myerstown, Pa., and Is now in

a private school In West Philadelphia, Pa.Wool WORTH, Clara K, PortLeyden, N. Y.Mrs. Arthur C. Fuller, Scranton, Pa. Taught In Illon, N. Y., two years ; four children.ADVANCED.Bassett, Wayland G. S., Yolney, N". Y. Rochester, N. Y.Taught eight years, in Canandalgua, Afton, Boonville, and Newark, N. Y.; Is now engaged In

insurance business.Bruce, Ida, Aurora, 111. Cincinnati, Ohio.Taught in New York Normal College four years ; since then In private school, Cincinnati, Ohio.

A. B. (Cornell.)France, Aaron R., Cornwallville, N. Y.Taught a short time at Oak Hill, N. Y., and In other towns; is a farmer.Hopkins, Amanda J., Westfield, i . Y.Mrs. John M. Seacord. Batavia, N. Y. Taught five years In Westüeld, N. Y., one year In Ripley,

N. Y., one year In East Bloomfleld, N. Y., and six years In Cortland normal school; two sons.Kellogg, Corralinn A., See Ele., February 1, 1870.

MuNSON, Henrietta E., Salem, N. Y.Taught In Elmlra several years ; died September 30,1882.Rice, Belle 0., Greigsville, I . Y.Taught one and a half years In Nyack, N. Y., and In York, two years.Rider, Lucy, Buffalo, N. Y.Taught In Oswego, and in Council Bluffs, Iowa.Salmon, Lizzie, Oswego, N". Y. Taught In Osw^o since graduation.SowLES. Mkhktable, East Dickinson, K T.Tauffht a short time in Oswego, N. Y., and In Fort Dodge and Cherokee, Iowa.Titus, Mary J., Hingham, Wis. San Jose. Cal.Taught two and a half years In Ogdensburg, N. Y., since then In normal school at San Jose, Cal.Waughop, Maryettk 0. (Mrs.), Washington, 111.Mrs. M. C. Adams, Chicago, 111. Taught in Rutland. Vt., and in Chicago, 111.CLASSICAL.Sherwood, Henry W., Apalachin, J . Y. Syracuse, N. T.Taught in Appleton, Wis., three years, and In Nyack, N. Y., two years; graduated from course of

theological study at Crozer Seminary, July, 1878; pastor at Baptist church at Montrose, N. Y., threeyears, and since at Syracuse; five children.

FOURTEBJ^TH CLASS.— July 1. 1870.ELEMENTARY.Barth, Reilla J., Ifew Albany. Ind.Mrs. Clinton E. Reynolds, Minneapolis Minn. Taught fourteen years; five years in New Albany,

Ind., and nine years in Minneapolis.Davis, Maria E., Hemlock Lake, N. Y. Taught in Indianapolis, Ind., and Omaha, Neb.Pranks, Maria B., Jersey City, N. J. Bogota, S. A.Taught in Wllkesbarre, Pa., Nyack, N. Y., and Jersey City, N. J., before going as missionary to

Bogota, S. A.Hopkins, Amanda J. See Adv., February 1, 1870.KiNGSFORD, Elizabeth, Oswego, N. Y. Taught in Oswego since graduation.McAuLEY, Margaret L., Oswego, N. Y. Chicago, 111.Taught six years in Bay City, Mich., since then taught in schools in or near Chicago.McLean, Ida E., Osweiro, 'N. Y.Taught in Oswego and Nyack, N. Y., before married John M. Munson; died Nov. 34,1875.MoREY, Helen, Binghamton, IN". Y.Taught in Oswego and Binghamton, since graduation.MuNSON, Henrietta E., See Adv., February 1,1870.J elon, Bridget M., Oswego, N. Y. Sioux City, Iowa.Taught in Sioux City sixteen years; has studied music.Pyne, Sarah J., Hamilton, IN". Y.Mrs. David N. Foster, Fort Wayne, Ind. Taught two years in Ogdensburg, N. Y., and six yearns in

Grand Rapids, Mich.; one child.Kice, Belle 0., See Adv., February 1, 1870.Rice, Sarah E., Fulton, N. Y. Hoi yoke, Mass.Taught In Oswego and Hannibal, N. Y., twelve years; in Auoka, Minn., one year, and in Ellza-

bethtown, N. Y., one ye r.

Salmon, Lizzie, See Adv., February 1,1870.Sutton, Lucia, Williston, Yt.Mrs. William D. Chandler, Hackensack, N. J. Taught in Nyack, N. Y., a short time.ABYANCED.AvERY, Jennie H.,TVestfield, I . Y. Cleveland, 0.Taught in Syracuse, N. Y., two and a half years, and in Cleveland, thirteen years.Crabb, Eügkne M., Redwood, X. Y. Clarendon, N. Y.Tauffht for several years in Jefferson county; Is practicing medicine; M. D., (Syracuse); two sons.

^Crawford, Charles H., Owego, N. Y. Chenango Forks, J . Y.Taught six years in Rochester, Addison, Ovid, and Osceola, N. Y., and In Omaha, Neb.; is a

minister.Dowse, Hattie "V., Bridgewater, K Y.Mrs. Thomas J. Burdlck, Alfred Centre, N. Y. Taught a short time in Leonardsvllle, N. Y., and in

Alfred Centre, N. Y.Hawkins, Hattie E., Stony Brook, N. Y. Patchogue, N. Y.Taught in New Village, Moriches, and Patchogue, N. Y.Jones, Lewis H., See Ele. CJass, Feb. 5, 1868.McBride, Mary E., Mumford, N. Y.Mrs. W. J. Alexander, Mulberry, Ark. Taught in Clinton, la., in Wilkesbarre, Pa., and in Xenia, 0.Moody, Jeannette L., South Bangor, N. Y.Taught in Carthage and Malone a short time, and in Cleveland, O., until death, September

30,1885.MoRET, Charles, R., Georgetown, N. Y. Chicago, 111.Taught in Belfast, Weedsport, and Cicero, N. Y., in Burlington, Northfleld and Burlington, la., in

Highland Park, 111., and in San Mateo, Fla.; was postmaster at San Mateo five years ; now teachingin Chicago, 111.; two children.

Noble, Ida R., Canton, N. Y.Taught in Normal school at Fredonia, N. Y., until death, Aug, 34,1877.Sexton, Ellen, Oswego, 'S. Y.Mrs. E. S. Sahnley, Binghamton, N. Y. Taught in Oswego and Binghamton, N. Y.Sherman, Josephine I., Fulton, N. Y. Oswego, N. Y.No report.Sherwood, Henry W., See Classical, February 1, 1870.Shippey. Seville B., Gowanda, N. Y. Omaha, J eb. *,Taught in Nyack, N. Y., four years, in Dunkirk, N. Y., three years, and in Omaha, Neb., six years.Skinner, E. Avaline, Oswego, N, Y,Mrs. Myron W. Chandler, Oswego, N. Y. Taught live yeare in Oswego, N. Y., and in Vermont

several terms ; two children.Smith, Hannah M., Logan, N. Y. Davenport, Iowa.Taught in Davenport, Iowa, several years.Smith, William A., Tollesboro. Ky, Nashville, Tenn.Taught in Falrport, N. Y., and In Holden, Mo.; is a book agent.SuTTON, Sarah M., Williston, Yt.Mrs. Greeley Benedict, St. George, Vt. Taught in Nyack and Cortland, N. Y., and In Grand

Rapids, Mich.; one child.Terry, N. Wesley, Searsburg, N". Y. Johnson City, Kan.Taught in Kiddville, Mo., and towns near, during winters of six years after graduation ; has been

carpenter and builder ; has four sons.Young, Melinda, Upper Aquebogue, N. Y.Mrs. Harrison Howell, Baiting Hollow, N. Y. Taught a short time in Baiting Hollow, N. Y.CLASSICAL.Crawford, Charles H., See Adv., July 1, 1870.Davis Mary E., East Greene, N". Y. Oswego, N. Y.Mrs. John M. Moore, Oswego, N. Y. Taught in Marshalltown, Iowa, one year; in Albany, N. Y.,

three years, and In Oswego nine years.FIFTBEN"TH (CLASS.— January 30, 1871.ELEMENTAKT.Allen, Margaret A. (Mrs.) Rochester, N. Y. Taught one year In Rochester, N. Y.Avery, Jennie H., See Adv., July 1, 1870.Clarke, Fanny M., Rochester, N. Y.Mrs. J. C. Mllllron, North Manchester, Ind. Taught one year In Wabash, Ind.Hall, Mary F., See Adv., July 6, 1869.KiNKADE, Mary A., Des Moines, Iowa.Mrs. Charles R. Morey, Chicago, 111. Taught In Nyack, N. Y., In Des Moines, and Burlington,

la., and in Highland Park, 111.; three children.Leete, Harriet R., Lockport, N. Y.Mrs. Edward Wilson, Lockport, N. Y. Taught in Peterboro, Ont., a little more than three years ;

five children.LouGHRiDGE, Sarah F., Oskaloosa, la., Iowa City, la.Taught in Iowa State University ; has been superintendent of public schools in Iowa City.Maybee, Sarah H., East Norwich, ' . Y. Huntington, L. I.Taught in Nyack, N. Y., one term, and in Huntington fifteen years.Payne, Emerett F., Binghamton, IN". Y.Mrs. Charles Beeman, Romulus, N. Y. Taught in Binghamton. N. Y.Riley, Mary A., Northampton, Mass. Florence, Mass.Taught in Westerly, R. I., three years, in Mount Vernon, N. Y., one year, in Plattsburgh, N. Y.,

three years, in Rutland, Vt., one year, and in Gloucester, Mass., one year; now has private school inFlorence, Mass.

Smith, Cynthia R., Binghamton, N. Y. Brooklyn, N. Y.Taught one and a half years in Binghamton; been book-keeper for several years.Tiffany, Helen A., Mexico, N. Y.Taught in Oswego and Hoosick Falls, N. Y., in Hackettstown, N. J., and in Manistee, Mich.; died

September 7,1885.TozBR, Mary J., Canandaigna, N. Y. Nyack, N. Y.Taught in Yonkers, Victor and Nyack, N. Y.Yanderbelt, Delia M., Geneseo, N. Y. Northfield, Minn.Taught in Greneseo Normal school ten years; since then in Minneapolis and Northfield, Minn.ADYANCED.Allen, John G., Rochester, N. Y.

Taught in Rochester public schools since graduation; is now in charge of Rochester FreeAcademy; one child.

Arnold, Marcia A., Foster Center, R. I.Mrs. Walter Stone, Foster Center, R. I. Not taught.Carrier, Mary E., Little Falls, N. Y.Taught a short time in Oswego, and the rest of the time since graduation, in Little Falls, N. Y.Davis, Ada, Coram, N. Y.Taught in Fresh Pond and Stony Brook, N. Y., each one year, in Yaphank, N. Y., and Sayvllle, N.

Y., each two years, and in Center Moriches, three years.Davis, Hattie E., Miller's Place, N. Y. Boston, Mass.Has taught but little; is book-keeper.FuRMAN, John W., Haverstraw, N. Y.Taught eleven years, in Binghamton and West Chester, N. Y.; is now practicing law.Howard. Ellen E. (Mrs.) Ogdensburg, N. Y. Burlington, Vt.Taught four years in Ogdensburg and Massena, N. T.Howard James S., Ogdensburg, 1^ . Y. Burlington, Vt.Taught eight years in Ogdensburg and four years in Massena and Norwood, N. Y. M. D.

(Burlington.)Spencer, Jane S., Blodgett*s Mills, N. Y.Mrs. Francis M. Taylor, Cortland, N. Y. Taught in Oswego, N. Y., in Atlanta, Ga., and in

Charleston, 8. C; married Mr. F. Sebold of Yankton, Dak., where she resided until his death In 1879 ;two children.

Tozer, Mary J.See Ele., January 80,1871.CLASSICAL. Spencer, Jane S.See Adv., Jan. 30, 1871.SIXTEENTH CLASS.— July 3, 1871.ELEMENTARY.Beeman, H. Augusta, Clarence, Erie Co., N. Y.Mrs. Edwin H. Nourse, Englewood, 111. Taught seven years in Lockport, N. Y.Brenn AN, Kate S., Syracuse, N. Y. Cleveland, 0.Taught a short time in Bergen and Brockport, N. Y., and since '73 In Cleveland, 0.B RICH AM, Ely A M., Westford, Yt.Mrs. Chauncey Brownell, Burlington, Vt. Taught in Burlington and Brandon, Vt.Champion, Anna, Brooklyn, N. Y.Taught in Brooklyn four years and In New York nine years.Chapin, Edward, Chapinville, N. Y. Brooklyn, N. Y.Taught at Union Springs four years ; is practicing medicine in Brooklyn, N. Y.Chask, Olive A., Broadalbin, N. Y.Mrs. S. M. Burroughs, London, Eng. Taught in Potsdam and Gloversville, N. Y., three years; in

Kansas City, Mo., three years, and in Minneapolis, Minn., Ave years ; one child.Cook, Juliet A., Oswego, N. Y.Taught in Potsdam, N. Y., two years; since, In Oswego.COOPKR, Arthur, Woodstock, N. Y. Has taught in Eddyvllle, N. Y.Darrow, Mary E., West Eaton, N. Y.

Mrs. John Coleman, Mitchell, Ind. Taught several years in Mitchell, Ind.DiCKERMAN, Emma, New York City.Mrs. Henry H. Straight, Normal Park, 111. Taught In normal schools in Peru, Neb., In

Warrenburgh, Mo., in Oswego, N. Y., and in Normal Park, 111.; two children.Eggleston, Henrietta M., Henderson, N. Y. Englewood, 111.Taught In Whites' Comers, N. Y., in Mackinac and Grand Rapids, Mich., in Madison, Wis., and'

in Englewood, 111.FoRBUSH, J. Estelle, Gowanda, N. Y.Mrs. John N. Treadwell, St. Peter, Minn. Taught in Gowanda, N. Y., six years, and in St. Peter,

Minn., five years.Hemenway, Jennie, DeKalb, N. Y.Mrs. William M. Lannlng, Trenton, N. J. Taught In Hamilton, N. Y., two years, and in Trenton

normal school eight years.QHunt, Mary W., East Clarence, N. Y. .Mrs. Lewis P.. Stickney, East Clarence, N. Y. Taught about ten years, In Clarence, Niagara Palls,

Oswego, and Buffalo, N. Y.; and in Milwaukee, Wis.JoNKs, Ellen Lloyd, Piney Point, Md.Mrs. D. C. Heath, Newtonvllle, Mass. Taught in Brockport a short time; married James Knox;

worked in institutes in New York State; has written two books on English language; three children.Lkster, Ordklia a., Fulton, N. Y. Brooklyn, N. Y.Taught in Hamburg, N. Y., one year, in Oswego, nine years, and in Brooklyn in Packer Institute

and in Adelphi Academy.Lewis, Mary E., Haverford, Pa.Mrs. Levi DeLand, Fairport, N. Y. Taught a few years in Falrport, N. Y.McBride, Mary E., See Adv., Jnly 1, 1870.McLeish, Anna, Johnstown, N. Y.Mrs. Eugene Moore, Johnstown, N. Y. Taught one year in Binghamton, N. Y.; two children.Morris, Fannie M., Binghamton, N. Y.Mrs. Eugene H. Kinney, Binghamton, N. Y. Taught eight years in Binghamton ; one child.Morris, Sarah M., Binghamton, N. Y.Mrs. George G. Landers. St. Louis, Mo. Taught one year in Binghamton, N. Y.Palmer, Althea, A., Poolville, N. Y. Earlville, X. Y.Taught one year in Oswego, and two and a half years in Mitchell, Ind., has since been in poor

health.Rowlee, BubdettD., Fulton, !N". Y. Conway Springs, Kan.Taught in Fulton, N. Y., one year, in Titusville and Sunville, Pa., three years. In New Orleans,La., three years, and in New York City, one and a half years; is now engaged in mercantile

business.Sherman, Amonett M., Greenwich, N. Y.Mrs. H. B. Waterman, Normal, 111. Taught six years, in Moline, Chicago and Belvidere 111.;

two children.Simmons, Mary Elizabeth, Beloit, W is.Taught in Lake Forest, 111., and in Logansport and Fort Wayne, Ind.; also seveml years in private

school in Beloit, Wis.

Staats, Maria A., Gowanda, N. Y. New York City.Taught in New York thirteen years.Terry, Sarah E., Oswego, N. Y.Mrs. John Cooper, Oswego, N. Y. Taught one year in Mitchell, Ind., and eight years in Oswego.Tiffany, Jane R., Mexico, N. Y.Mrs. John E. Jones, Prattham, N. Y. Taught in Plattsbui , N. Y., nearly two years ; two children.Williams, Florinda E., Canton, N. Y.Mrs. William Anderson, Findlay, Ohio. Taught in Burlington, Vt., and in Indianapolis, Ind.ADYANCED.Allen, Margaret A., See Ele., January 20, 1871. Beeman, H. Augusta, See Ele., July 3, 1871.

Cook, Juliet A., See Ele., July 3, 1871. Cooper, Arthur, See Elementary, July 3, 1871. Eggleston,Henrietta M., See Elementary, July 3, 1871.

Ferguson, Sarah M., See Elementary, July 6, 1869. Hbmenwat, Jennie, See Elementary, July3,1871. McLeish, Anna, See Elementary, July 3, 1871. Palmer, Althea A., See Elementary, July 3,1871. Rowlee, Btjrdett D., See Elementary, July 3, 1871. Tiffany, Jane R., See Elementary, July 3,1871.

CLASSICAL.Cook, Juliet A., See Elementary, July 3,1871. McBride, Mary E., See Advanced, July 1, 1870.

Smith, William A., See Advanced, July 1, 1870.SEVEIS^TEBNTH CLASS.— January 30, 1872.ELEMENTARY.Balch, E. Alice, Lamb's Comers, X. Y.Mrs. Edgar Zabriskle, Omaha, Neb. Taught in Union and Binghamton, N. T., in Lombard and

BaTensWood, 111., and in Omaha, Neb.; eight years in all.Bannister, Elvira, Geneva, N". Y. Chicago, 111.Taught in Oswego a short time, and in Bavenswood and Chicago, 111., since that time.Burt, Mary H., Oswego, K Y.Mrs. Frank E. Hamilton, Oswego, N. Y. Taught in Bondout, N. Y., and in Peru, Neb.; two

children.Crum, Ellen J., Baldwinsvllle, N. Y.Mrs.. G. W. Boyden, Chicago, 111. Taught in Oswego. N. Y., in Oak Park and Winnetka, 111.,

and in Omaha, Neb.CusiCK, Mary, Oswego, N. Y.Mrs. M. Bulger, Oswego, N. Y. Taught in Oswego several years before marriage.Ingraham, LucretiaF., Clinton, Dutchess Co., N. Y. Hunter, N". Y.Taught seven years in Sandwich Islands, at Honolulu and at Hilo, Hawaii.Jackson, Margaret, Oswego, N". Y. Taught in Oswego since graduation.Jayne, S. Augusta, East Setauket, N. Y. Kirksville, Mo.Taught in Patchogue, Stonj Brook and Moore's Mills, N. Y., in Bloomfleld, N. J., and in

Kirksville, Mo.Miller, C. Lucrktia, Plattsburgh, K Y. Chicago, 111.Taught a short time in Plattsburgh and in Albany, N. Y., and in Chicago, twelve years.Parsels, Isabella, Owego, N". Y. New York City.Taught in normal school at Trenton, N. J., and in New York normal college.Reynolds, Myra M., Attica, N. Y. Ilion, N. Y.

Taught about ten years, in Illon, Fayetteville and Mohawk, N. Y.Rice, Anna A., Bath, N. Y.Taught in Flint, Mich., St. Cloud, Minn., and Parana, S. A., before married George Roberts ; died

Jan. 34,1881.Rice, Emily J., Westford, Yt. Englewood, 111.Taught a short time in Johnson. Vt.; since in normal school at Englewood. 111.Roberts, Amy J., Philadelphia, Pa. Germantown, Pa.Taught since graduation in Friends' School, Germantown, Pa.Shbae, Elizabeth, Binghamton, N. Y.Mrs. E. R. Warriner, Hancock, N. Y. Taught some time In Binghamton, N. Y.SiEES, Almira E., Antwerp, N". Y.Has suffered with rheumatism since granduatlon, hence been unable to teach.Southwell, Alfaretta, Oswego, N. Y.Mrs. Fred B. Smith, Fairfield, Neb. Taught about five years, in Oswego, N. Y., In St. Peter,

Minn., and In Clay Co., Neb.; four children.Steber, Emma A., Ilion, N. Y.Mi's. Daniel D. Morgan, Ilion, N. Y. Taught in Dion three terms; three children.Stoddard, M. Louise, Lisle, N. Y.Mrs. George Whitney, Binghamton, N. Y. Taught a short time in Binghamton.Trask, Adele, Oswego, N". Y.Mrs. Clarence W. Streeter, Fulton, N. Y. Taught in Montclair, N. J., six and a half years.Williams, Kose B., Bloomfield, Can. West.Mrs. Morgan S. Frost, Oswego, N. Y. Taught nine years in Oswego, N. Y.; one child.Williams, S. Ida, Weedsport, N". Y. ^Taught seven years in Oswego, N. Y.WoRTHiNGTON, ELEANOR, Chillicothe, 0. Milwaukee, Wis.Taught in normal schools in Cincinnati, O., Philadelphia, Pa., Englewood, 111., and Milwaukee«Wis.ADVANCED.BuRT, Mary H., See Elementary, January 30, 1872. CusiCK, Mary, See Elementary, January 30,

1872. Jackson. Margaret, See Elementary, January 30, 1872. Miller, C. Lucretia. See Elementary,January 30, 1872. Parrels, Isabella, See Elementary, January 30, 1872. Rice, Anna A., SeeElementary, January 30, 1872. Roberts, Amy J., See Elementary, January 30, 1872. Southwell,Alfaretta, See Elementary, January 30, 1872. Steber, Emma A., See Elementary, January 30, 1872.Trask, Adele, See Elementary, January 30, 1872. Williams, S. Ida, See Elementary, January 30, 1872.Worthington, Eleanor, See Elementary, January 30, 1872.

CLASSICAL.Burt, Mary H., See Elementary, January 30, 1872. Worthington, Eleanor, See Elementary, January

30, 1872.EIGHTEENTH CLASS.— July 2, 1872.ELEMENTARY.Adriance, Julia L., Oswego, N. Y.Mrs. W. H. Moore, Chicago, 111. Taught In Red Wing, Minn., one year, and in Omaha, Neb., one

year; five children.Backer, Amy A., Horseheads, N. Y. Catliii, N. Y»

Taught about four years, in Elmira and Catlin, N. Y.Bennett, Emeline M., Cuba, 2 . Y.Taught in Bed Wing and Rochester, Minn.Blair, Charlotte M., Oswego, N . Y.Mrs. Henry D. Parker, New York City. Taught in Bay City, Mich., and in Dubuque, Iowa.•Bush, Arthine A., Liberty, N. Y.Mrs. A. L. Carpenter, New York City. Taught twelve years in New York Institution for the blind.Butts, Melissa M., Xew Bremen, N. Y.Mrs. Dickinson C. Griffith, Ogdensburg, N. Y. Taught two years in Ogdensburg; three children.Clubbs, S. Anna, Rochester, N,Y.Mrs. George H. Morley, Grand Bapids, Mich. Taught lour years in Grand Bapids; two children.Davis, Mart E., See Classical, July 1, 1870.Edwards, Adeline S., Prattsburgh, N. Y. • Columbus, Ohio.Taught in Bondout and Uornellsvllle, N. Y., in Big Bapids, Mich., and in Columbus, Ohio, total

fourteen years.Gillespie, Mary A., Schenectady, Ii ". Y. Evanston, 111.. Taught two years in Mt. Vernon, N. Y.; health too delicate to teach more.Green, Ella fl., Sayville, N. Y.Taught in Catchogue and Biverhead, N. Y.; died May 6,1880.Hubbard, Grace A., Phoenix, :n . Y. Taught in Bay City, Mich., three years.Locke, Helen E., Gowanda, 2 . Y.Mrs. George Stowe, Buffalo, N. Y. Taught a short time in Bay City, Mich.Lynch, Helen, Yergennes, Yt.Mrs. H. L. Dill, Denver, Colo. Taught in St. Albans, Vt., two years, and in Denver, Colo., nine

years.Mathkson, Frances L., Ogdensburg, N. Y. Albany, N. Y.Taught in Ogdensburg, ten years, and in St. Agnes' school, Albany, N. Y., four years.Miller, Sarah H., Horseheads, K Y.Mrs. D. S. Fletcher, WolcottvUle, N. Y. Taught in Winona, eight years: two children.Moore, Adelaide G., Brooklyn, 'N. Y. Bethlehem, Pa.Has not taught.MouL, Sophia L., Victor, N". Y.Mrs. E. W. B. Johnson, Oswego, N. Y. Has not taught.Phair, Mary A., Elizabethtown, N. Y.Mrs. Charles C. Holden, Mamaroneck, N. Y. Taught in Patterson, N. J., three and a half years, and

in Spencerport and Mamaroneck, N. Y., two years; two children.RoLLiNSON, Elizabeth G., Gowanda, N. Y.Mrs. Hudson H. Parke, Buffalo, N. Y. Taught in Lebanon, O., and in Omaha, Neb.Sikes, Yiletta G. (Mrs.), Watertown, N. Y.Mrs. A. F. Sheffner, Pamelia, N. Y. Taught six months in Fulton, Wis.; two children.SissoN, Emma D., Fulton, K Y.Mrs. Henry M. Maguire, Ogdensburg, N. Y. Taught two years in Ogdensburg; three boys.Smith, Lena M., Columbus, Pa. Taught in Corry, Pa., a few years.Stockwell, Frances C, Meridian, ^T. Y. Taught a short time in Meridian."Wait, Susan A., Swanton Center, Yt.

Mrs. Charles Ellison, Le Grand, Iowa. Taught in South Boston, Mass., and in Troy, Iowa.ADVANCED.Churchill, Octa G., Attica, N. Y.Mrs. Richard M. Eorty, Middletown, N. Y. Taught in Paterson, N. J., one and one-half years; five

children.Crum, Taylor, West Candor, N. Y. Fargo, Dakota.Taught four years, in central New Yori and in Fargo; is now practicing law; three sons.Dewey, Lola M., Columbus, Pa.Mrs. Daniel O. Barto, Ithaca, N. Y. Taught in Bondout, Binghamton, Trumansburg and Ithaca, N.

Y., and Paterson, N. J.Edwards, D. Sophia, Sayville, N, Y.Mrs. Thomas B. Skidmore, Sayville, N. Y. Taught seven years in Patchogue, N. Y.; three

children.Houghton, Mary F., Holden, Mo.Mrs. Harry A. Jones, Sherman, Texas. Tauiht four yexrs in Warrensbarg, Mo., two years in

Lockport, lU and two years in Lexington, Mo.; three children.McLellan, John W., LaPorte, Ind. Valparaiso, Ind.Taught one year in Door Village, Ind. ; followed photography twelve years; three children.Ormiston, Julia E., Gouverneur, N. Y.Mrs. Thomas C. Warrington, Peotone, 111. Taught in Illinois eight years, in Roscoe, Oak Park,

Austin and Hyde Park; in Muskegon, Mich., one year; two children.Payne, Augusta F., Hamilton, N. Y.Mrs. Jacob L. White, Franklin, Ind. Taught in Scranton, Pa., two years; then in Franklin until

marriage; has one child.Piersall, Josephine M., South Butler, N . Y.Married Andrew DeMott and resided in Oswego until her death. May 13,1883.RoYCE, MiLLiCENT A., Noiwalk, 0. Gallipolis, 0.Taught since graduation in Grand Ripids, Mich., and in Gallipolis, O.Smith, Cora A., Holley, iN". Y.Taught in Bergen, N. Y., in Bloomfleld, N. J., and la Holley, N. Y.; health not parmit teaching.Stevens, Harriet E., Oswego, N . Y. Taught in Oswego since graduation.CLASSICAL.Aber, William M., Owego, N. Y.Taught in Oswego, N. Y., in Lake Forest, 111., In Del Norte, Col., in Atlanta, Ga., and in New

York City; has taken course of study at Yale and received A. B. from that college; is now teaching inLouisville, Ky.

Barrett, H. Elbert, Fulton, N. Y. Syracuse, 2f. Y.Taught in Chittenango, N. Y., one year, in Bloomsburg, Pa., four years, and since in Syracuse, N.

Y.Farnham, Leroy D., Owego, N. Y. Binghamton, X. Y.Taught six years in Candor, N. Y.; studied medicine in New York, Berlin and Vienna; is M. D.;

one child.Merolee, Marie J., Wheeling, 111. Chicago, Ill-Taught four years in Englewood, 111.; is M. D.; studied medicine in Chicago and Zurich.Stimkts, Charles C, Highgate Center, Vt. , Jersey City, N. J.

Tauf^ht matbematics four years in New Jersey State Normal scbool at Trenton, N. J. ; since hashad private school in Jersey City with branch in New York City.

Williams, M. Alicb, Weedsport, N. Y. New York City.Taught in Benton, Mich., one year, and since in New York; has taken classical course at Michigan

University; A. B. (Michigan University.)NINBTEBNTH CLASS— January 28, 1873. ELEMENTARY.Baenks, Sarah A., Beekman, N. Y. Nashville, Tenn.Taught in Jefferson City, Mo., three years, in River Falls, Wis., one year, in Ripon, Wis., one

year, in Illinois three years, and in Nashville, Tenn., three years.Craig, Josephine M., Canton, 111.Mrs. Field Parsons, Washington, D. C. Taught in Omaha, Neb., one year before marriage; has

since been in Post-office Department, Washington, D. C.; one child.Fearey, Sophia, Albany, N. Y.Mrs. Joseph Harper, Albany, N. Y. Taught in Bay City, Mich., a short time.Hayward, Emma J., Martville, N. Y.Mrs. E. J. Bushner, Sterling Center, N. Y. Taught in Danville, Pa., a short time.JOHONNOT, Marion H., Oswego, N. Y.Mrs. W. E. D. Scott, Princeton, N. J. Taught two and a half years in Warr isburgh, Mo.LowRY, Kate E., Shelburae, Yt. Burlington, Yt.Taught one year in normal school at Johnson, Vt., a private school two years, four years at

Shelbume, Vt., and five years in Burlington, Vt.McARTHUR, Cassib, PlatteviUe, Wis. Grand Rapids, Mich.Taught eleven years in Grand Rapids, Mich.Merriam, S. Agnes, Oswego, N. Y.Taught in Gloversville, N. Y., until her death, November 10th, 1877.Miller, Ida Y., Fulton, N. Y.Taught since graduation in schools in Fulton and Oswego Falls, N. Y.Russell, N. Jennie, Gowanda, N. Y.Mrs. Thomas Orr, Omaha, Neb. Taught in Buffalo, N. Y., and in Omaha.Slater, Lois S., Copenhagen, N. Y.Mrs. L. S. Sargeant, Pine Island, Minn. Taught a short time in Red Wing, Minn.Yail, Lucia M., Plainfield, N. J. Newark, N. J.Taught in Christiansburg, Va., Montgomery, Ala., Raleigh, N. C, East Orange, N. J., and Fort

Wayne, Ind.Weaver, Sylvia J., Deerfield, N. Y.Taught at Whitney's Point and Ovid, N. Y., and at Norwalk, Conn.diploma of date of this class granted TOOtis, Clarinda, Oswego, N. Y.Taught for twelve yeai-s in Nyack, N. Y.ADVANCED.Aylesworth, Mary F., Oswego, N. Y.Taught one year in Cari;hage, N. Y.; since then in public schools of Oswego, N. Y.1Badger, Kate H., Kochester, N. Y.Tauscht in Napoleon and Toledo, O., until death, December 5,1876.

DiLLEY, Mart L., Rodman, N. Y. Denver, Col.Taufrht in Bloomfleld, N. J., In Dobbs' Ferry, N. Y., In Kellysvllle, Texas, and In Denver, Col,Lyons, Margaret A., Oswego, N. Y.Taught in public schools of Oswego since graduation.McCleave, Esther A., Oswego, N.Y. Ventura, Cal.Taught in Oswego, N. Y., in Elkhart, Ind., and In a private school in Albany, N. Y.Morrison, Jeannette T., Oswego, N. Y.Mrs. James K. Cochran, Oswego, N. Y. Taught in Oswego public schools about twelye years.Stocks, Kate S., Oswego, N". Y. Wilkes Barre, Pa.Taught In Wilkes Barre, since graduation.TWEIs^TIETH CLASS— July 1, 1873.ELEMENTARY.Barlow, Jane, Binghamton, N. Y. Chicago, 111.Taught in Binghamton, N. Y., one year, in New York City, one year, and in Chicago six years.BuELL, Mary J., "Westerly, R. I.Mrs. Franklin Clarke, Westerly, R. I. Taught two years in Westerly; two children.Burr, Clara A. (Mrs.), New Albany, Ind. Oswego, N. Y.Taught in Cincinnati, O., six years, in Philadelphia normal school two years, and in Oswego,

Kindergarten, four and a half years; two children.BuRRiNGTON, LiLLiA E , Oswego, N. Y.Mrs. Charles J, Watson, Buffalo, N. Y. Taught a short time in Nora, 111.Carpenter, Hannah M., Highland, N. Y. Rondout, N. Y.Taught since graduation in Rondout and Kiagiton, N. Y.Crowe, Mary F., Oswego, N. Y. Cohoes, N. Y.Taught in St. Louis, Mo., and in Troy, Binghamton, North Troy and Cohoes, N. Y.; is Sister Mary

Camilla, in Convent of St. Bernard, at Cohoes.Dashley, Marie L., Oswego, N. Y.Mrs. William G. Harvey, Oswego, N. Y. Taught in Utica, N. Y., ten years; has studied drawing

and painting; one child.De Shong, Harriet, Ashland, Ohio.Mrs. I. H. Good, Ashland, Ohio. Taught In Lake Forest, 111., and Omaha, Neb.; was assistant

postmaster in Ashland, two and a half years.DORAN, Minnie E., Oswego, N. Y. Taught in Oswego since graduation.Ferris, Jennie M., Lawrenceville, N. Y.Mrs. Z. T. Savage, Moreland, Cook Co., 111. Taught a year in Nicholville, N. Y., and a year in

North Lawrence, N. Y.Gilbert, Fannie S., Oswego, N. Y.Mrs. Henry L. Strong, Hartford, Conn. Taught three years In Oswego; two children.Jewett, Adelaide L., Grand Rapids, Mich.Mrs. Lester M. Davis, Fitchburg, Mass. Taught two and a half years in Grand Rapids, Mich.Jewett, Harriet A., Grand Rapids, Mich.Married Rev. Samuel W. Nichols, and went sä missionary to Madras, Ind., where she died,

December 17,1881.Lawrence, Isabel, Portland Me. St. Cloud, Minn.Taught In Oswego, three years, In Yonkers, one year, in Whitewater, Wis., one year, and In

normal school at St. Cloud, Minn., eight years., Marean, Laura A., Maine, K Y. St. Joseph, Mo.Taught in Newark, N. J., one year, and in St. Joseph, Mo., twelve years; studied drawing and

painting.Maxwell, Ella H., Oswego, N. T. Taught in Oswego since graduation.McCall, Sylvia H., Oxford, N". Y.Taught in Grand Rapids, Mich., nine years; has studied art two years in New York; taught

painting.Meredith, Lizzie, Crosswicks, N". J. Cleveland, Ohio.Has taught in Cleveland, O., since graduation.Mott, Clara B., Ohateaugay, N". Y. Washington, D. C.Taught in New York, Malone, and Elmira, N. Y., and in Brookllne, Mass.; is In Treasury

Department at Washington.Mott, Emma M., Chateangay, N". Y.Taught in New York, and in Fond-du-Lac, Wis.«Orton, Julia R., Lincoln, 111. Taught two years in Cleveland, O.Perry, F. Ella, East Palmyra, 2 . Y.Mrs. J. R. Stephenson, Grand Rapids, Mich. Taught in Grand Rapids until marriage.Pope, Martha A., Boston, Mass.Mrs. Henry L. Sawyer, Boston, Mass. Taught in Brookllne, Mass., two years, and in Boston, two

years; two children.RiGGs, Nellie A., Oswego, K Y.Taught in Oswego until married George S. Merrlam; died May 26,1881. Seaman, Anna A.,

Nyack, N. Y.Taught in Mamaroneck and Nyack, N. Y.; is now stenographer. Smith, Rose M., Franklin, Ind.Mrs. Mark W. Harrington, Ann Arhor, Mich. Taught one year in Emporia, Kan.; one child.SouLE, Emma 0., Oswego, N". Y.Mrs. John D. Martin, Penfleld, N. Y. Taught in Bay City, Mich., Franklin, Ind., and Penfleld, N.

Y.; two children.Sprague, Sarah E., FuUerville, ^N". Y.Taught in Grand Rapids, Mich., Emporia, Kan., Lewlston Me., Gloucester, Mass., and

Manchester, N. H.; is state institute conductor of Minnesota.Stephenson, Sarah J., Osceola, ^T. Y.Mrs. Albert W. Terry, Oberlin, O. Taught seven years in Rondout, N. Y., and a short time in New

York and in Charlotte, N. C; one child.Wealthy, Josephine, White's Corners, ]!f. Y.Mrs. Josephine Bradshaw; married upon graduation. Welch, Sarah A., Oswego, N. Y.Taught nine years in Bay City, Mich., and one year in Oswego.ADYAN^CED.Alling, Mary R., See Ele., July 6, 1869.Burton, Antoinette E., Rodman, N. Y.Taught in Northampton, Mass., and in St. Joseph, Mich.Calvert, Harvey J., Sterling Centre, N. Y. Sterling, N. Y.Taught in Kingston and Accord, N. Y., in Charleston, S. C, in Wahoo, Neb., in New Orleans, La.,

and in Garden City, N. Y.

CtJRRY, Sarah E. (Mrs.), Oswego, N. Y. Albany, N, Y.Taught in Albany since graduation; now has private school in that city; one daughter.Dalrymple, Harriet A., See Ele., Jnly 6, 1869.Beerino, Harriet A., Portland, Me. Deering Place.Taught four years in Augusta, Me.; and four years in normal school at Gorham, Me.Gillespie, Helen F., Fulton, N. Y.Mrs. W. N. Ferris, Big Rapids, Mich. Taught in Franklin, Ind., Rock River, 111., and in Big

Rapids; one child.Haydon, Susan M., Lysander, N. Y.Taught one year in Institution for blind. New York; trouble with eyes has prevented her teaching

since.Hicks, Amanda M., Kalida, 0. Clinton, Ky.Taught one year in Paducah, Ky.; since then in Clinton, Ky., where she has established a college.Kearney, Anna J., Oswego, N. Y. Hoboken, N. J.Taught in Hoboken since graduation.Lester, Ordelia A., See Ele., Jnly 3, 1871.Sherman, Moses H., West Rupert, Yt. Phoenix, Ariz.Taught a short time in Hamilton, N. Y., and nine years in Prescott, Ariz., where he was also

Superintendent of public instruction; is President of bank in Phoenix, Ariz.Sherwood, Yiola, Binghamton, N". Y.Taught in Binghamton nearly all lime since graduation.Stewart, Ella M., Berlin, Wis.Mrs. Loren W. Collins, St. Cloud, Minn. Taught in Oswego, three years, and in St. Cloud, Minn.,

more than a year; three children.Whitney, Lucien J., Clayton, N. Y.Taught about eight years, in Bay City, Mich., and in Chaumont and Clayton, N. y:CLASSICAL.Chapin, Alvin p., Binghamton, N, Y. Rochester, X. Y.Taught in Fulton, Le Roy and Warsaw, N. Y.; is editor of Educational Gazette, Rochester, N. Y.Hill, Lena L., Isle La Motte, Yt.Mrs. Frank H. Severance, Buffalo, N. Y. Taught in Corry, Pa., East Orange, N. J., Omaha, Neb.,

and New York City; B. S. (Cornell.)TWENTY-FIRST CLASS— January 27, 1874.ELEMEN^TARY.Atwood, Cynthia M., Burlington, Yt.Mrs. James Little, Stapleton, L. Island. Taught six months in New York City.Blasdell, Amblia, Smith's Basin, N". Y. Ynlcan, Mich.Taught in Peterboro, Ont., in Greenville, N. Y., and in Mousay and Vulcan, Mich.Kennedy, Julia A., Providence, Pa. Scranton, Pa.Taught in Scranton, Pa., twelve years.Lytle, Sarah J., Wadsworth, 0. Laramie, Wyo.Taught in Akron, O., one year, in Wadsworth, O., two years, in Kearney, Neb., two years, and in

Laramie, Wyo., four years.Palmer, Kate L., Akron, 0.Mrs. Marion C. Lytle, Laramie, W. T. Taught in Corry, Pa., and in Akron, O.

ADVANCED.Chisholm, Lucy, Chazy, N. T.Taught one year in New York, in Plattsburgh, N. Y., six years, and in Middleburgh, N. Y., one

year.KiMBEB, Anna A., Barrytown, 2 . Y, Indiana. Pa.Taught a short time in Cleveland, O., ten years in East Orange, N. J., and since in Indiana, Pa.Olds, Alice L., Ogdensburg, ^NT. Y.Taught in Plattsburgh, N. Y., five years, and in Ogdensburg, five years.Steaens, Elizabeth M., Oswego, N. Y Taught in Oswego since graduation.TiMERsoN, Georgia A., Oswego, K Y. Taught in Oswego, and Winona, Minn.TWENTY-SECOND CLASS— June 30, 1874. ELEMENTARY.Cleghom, M. Jane, Lewiston, N. Y. Cleveland 0.Taught in Niagara Fallp one year, and eleven years in Cleveland.Comer, Emily A., Oswego, N. Y. Taught in Oswego since graduation.CuDDEBACK, Chalottr B., Cuddebackvillc, N. Y. Paterson, N. J.Taught in Warwick, N. Y., six years, in Logansport, Ind., one year, and in Paterson, N. J., three

years.Darrow, Henrietta L., "West Eaton, N. Y.Mrs. Edson 8. Wood, Savannah, N. Y. Taught in Clyde, N. Y., three years; two children.Donnolley, Alice, Oswego, N. Y.Taught since graduation, in Oswego, N. Y.FicKEN, Emma C, Jericho, N. Y.Mrs. Edward J. Brooker, Morrisville, N. Y. Taught in Lebanon, O., seven and a half years; two

children.Gillies, Emily A., Plainfield, N. J. Taught in Plainfield, and in Fergus Falls.HuMPSTON, Millicknt E., Plainfield, N. J. Taught in Plainfield, since graduation.Johnson, Mary L., Rome, N. Y.Mrs. Clinton P. Case, Watertown, N. Y. Taught four years in Watertown; one child.Laing, Mary E., North Hebron, N. Y.Taught in Plainfield, N. J., five years, in Brooklyn, N. Y., three years, and in St. Cloud, one year.M ANTER, Pamela H., Grafton, 0. Cleveland, 0.Taught in Cleveland, O., since graduation.Miller, Ella, Penn Yan, N. Y. Minneapolis, Minn.Taught in Logansport, Ind., two years, in Nyack, N. Y., seven years, in Cedar Falls, la., one year,

and in Minneapolis, Minn.Morden, S. Elizabeth, Canoga, N. Y. Logansport, Ind.Taught eleven years in Logansport, Ind.Fergus Falls, Minn.St. Cloud, Minn.Keese, Lizzie A., Westmoreland, N". Y. Minneapolis, Minn.Tauprht In Burlington, Vt., nine years, In W. Bay City, Mich., one year, and in Minneapolis, Minn.Rice, Lucy Klinck, Hamilton, N. Y.Mrs. Robert Hosea, Clifton, Cincinnati, O. Taught a short time in Hoosick Falls, N. Y., and two

years in Dayton, 0.Rice, R. Elizabeth, Hamilton, N. Y. Cincinnati, 0.

Taught In Morristown, N. J., four years, and two years in Mt. Auburn Institute, Cincinnati, O.since has had private school In Cincinnati, O.

Smith, Helen C, East Hampton,Mass.Taught a short time in Farmington, Me.; health too delicate to teach.Wellman, Mary E., Osceola, K". Y.Mrs. Junius J. Coules, Fair Haven, N. Y. Taught in Scranton, Pa., four years, and one year in

Zanesville, O.; three children.Wilson, Florence A., Cane Hill, Ark. Tahlequah, I. T.Taught eight years at Tahlequah, Cherokee Nation, I. T., and about two years In Little Rock,

Arkansas.ADYANCED.Crossman, Alice L., Elton, N. Y. Butte City, Montana.Taught In Keokuk, O., two years, and since in Butte City, Montana. Gorman, Jane, Oswego, N".

Y.Taught in Oswego, since graduation.Kimber, Fannie C, See Ele., February 1, 1870.Murphy, Mary J., Oswego, N. Y.Mrs. P. J. Cullinan, Oswego, N. Y. Taught in Oswego until marriage.Pease, Anna A., Oswego, N. Y.Mrs. C. P. Smith, Burlington, Vt. Taught three years in Burlington before maiTiage; three children.Stiles, Mary B., Glensdale, N". Y.Mrs. William G. Watson, Muskegon, Mich. Taught two years In Burlington, Vt.; three children.Williams, Ella C, Watkins, N. Y. Burdett, N. Y.Taught in Huntington, N. Y., one year, in Castleton, Vt., one year, and in Rockford, JH., two years;

studied in Ann Arbor University, In Germany, in England and in Bryn Maur; M. A. (Ann Arbor.)Wooster, Harriet A., Lysander, N. Y.Mrs. H. A. Van Derveer, Lysander, N. Y. Taught two years in Onondaga County, and one year in

Iowa; two children.Yawger, Sarah L., Union Springs, N. Y. Cincinnati, 0.Taught two and a half years in Potsdam, N. Y.; since, in Miss Armstrong's school, Cincinnati, O.CLASSICAL.Lytle, Marion C, Wadsworth, Ohio. Laramie, Wy.Taught in Wadsworth, Ohio, one year, in towns in Illinois, eight years, and in Laramie, Wy., two

years.TWENTY-THIRD CLASS— January 26, 1875. ELEMENTARY.Banning, E. Adell, Poolville, N. Y.Mrs. G. S. Comstock, Bloservllle, Pa.Did not teach; has two sons. Brown, Harriet J., Matteawan, N. Y. Dobbs' Ferry, N. Y.Taught in Hoosick Falls, Newburgh and Dobbs' Feny, N. Y.BüRGOYNE, Mart E., Oswego, 1 . Y.Mrs. Harry A. Jones, Brooklyn, N. Y. Taught seven years In Oswego.Edwards, Ella I., Northampton, Mass.Taught five years In Plalnfleld, N. J., one year in Bloomfleld, N. J., and one year in Albany, N. Y.Hunter, Clara, Cincinnati, Ohio.Taught in Mt. Auburn, Cincinnati, Ohio, since graduation.

Inman, Ada, Oswego, N. Y.Taught in Oswego since graduation.Morris, Susan C, Amityville, N". Y.Taught Hve years in Hoosick Falls, N. Y., and six years in Albany, N. Y.Perry, Alice E., Oswego, N. Y. Has not taught.Seamans, Nellie C, Ilion, N. Y. Taught in Uion since graduation.Stevens, Frances A., Oswego, N. Y.Taught in New Orleans three years, and a short time in Henderson, Sandy Creek and Oswego, N.

Y.Stevens, M. Jeannette, Malone, N. Y. Jujuy, R. A. S. A.Taught two years in Massena, N. Y., two years in Malone, N. Y., five years in Burlington, Vt.,

and two years in normal school at Jujuy, S. A.Taylor, Margaret C, Pgrtland, Me.Taught one year in Hackettstown, N. J., and since in Portland, Me.Wallace, Inez E., Oswego, N. Y. Taught in Oswego, since graduation.ADYANCED.Comer, Emily A., See Elementary, June 30, 1874.Dempsey, Ella A., Oswego, N. Y. Taught in Oswego since graduation.Draper, Margaret A., Oswego, N. Y.Mrs. Edward McLaughlin, Oswego, N. Y. Taught a few years in Oswego, N. Y.Mattison, Kate A., Oswego, N. Y.Mrs. George B. Stevens, Watertown, N. Y. Taught in Oswego four and a half years.Murray, M. Jennie, Oswego, N. Y.Mrs. Felix Riley, Oswego, N. Y. Taught ten and a half years in Oswego.CLASSICAL.Me R RITT, John W., Brewerton, N. Y. Jacksonville, Oregon.Taught ten years in Jacksonville; one child.TWENTY-FOURTH CLASS— June 29, 1875.ELEMEISTTARY.Bryce, Margaret E., Clifton, JsT. Y.Mrs. Thomas Gallan, Caledonia, N. Y. Taught a short time in Caledonia.Chisholm, Eunice, Chazy, N . Y.Taught in Ithaca a short time before her death, July 18,1878.Fairchild, Ella A., Ilion, N. Y.Mrs. Wesley 6. Tloe, Minneapolis, Minn. Taught in Jacksonville, 111., in Yonkers, N. Y., and in

Minneapolis.Haskell, Alta S., Malone, N. Y. Taught six years in Malone.Hunt, Kate E., Habbardsville, N". Y.Mrs. Alfred Owen, Brooklyn, N. Y. Taught until marriage. In Bloomfleld, N. J.Keelkr, Martha A., Burlington, Yt.Mrs. John S. McKay, Malone, N. Y. Taught in Oswego, four years; in Indiana, Pa., four years, and

in Lock Haven, Pa., one year; one child.Kellogg, Charlotte K., Springville, N. Y.Taught a year in Port Byron, and two years in Attica, N. Y.Leffin, Mary E., Oswego, N. Y.

Taught in Omaha, Neb., and in Oswego; died May 21,1883.i 'iCHOLs, Hellen M., Granby Center, N. Y.

Mrs. D. E. MiUer, Bolivar, Mo. Taught two years in Forestport, N. Y., one term in GranbyCentre, N. Y., two years in Henry-ville, L. I., and nearly one year in Alburg, Vt.

Reardon, Ella M., Malone, N . Y.Mrs. John H. Baird, Burlington, Vt. Taught since graduation in Burlington; had private school last

four years.RoLLisoN, Sarah M., Gowanda, N". Y. Taught a short time in Omaha, Neb.Bowell, Harriet L., Brooklyn, N . Y. Taught since graduation in Brooklyn, N. Y.Smith, Fanny G., Cooper's Plains, N. Y. Oakland, Cal.Taught four years in Elmira, N. Y.; since in Oakland, Cal.Snyder, Matilda E., Mansfield, 0. Taught nine years in Mansfield, O.Taylor, Sarah M., Portland, Me.Taught one year in Hackettstown, N. J.; since in Portland, Me.Woodford, Diana, Candor, N. Y.Taught in Oswego, three years, in Candor, one year, and in Binghamton, N. Y., three years.ADYAN^CED.Barrow, M. Augusta, Oswego, N. YMrs. Jesse B. Low, New York City. Taught one term in Islip, N. Y., and two years in Oswego, N.

Y.; three children.Brown, Cora A., Oswego, N". Y. Taught in Oswego since graduation.Burnes, Teresa E., Oswego, N. Y.Mrs. John Dorsey, Oswego, N. Y. Taught in Omaha, Neb., until marriage.Burt, Jessie M., Scriba, N. Y.Taught for some time in country schools near her home; is stenogi'apher. Farnham, Amos W.,

Fulton, N. Y.Taught in Charleston, S. C, four years, In Atlanta, Ga., three years, and in West Chester, N. Y.,

two years.Hakes, Alberta A., Clay, N. Y.Mrs. H. W. Childs, Fergus Falls, Minn. Did not teach.Hunt, Mary J., Oswego, K Y. Taught in Oswego since graduation.Rapplete, Walker G., Minetto, N. T. Oswego, N. Y.Taught In Nashville, Tenn., two years, In Jersey City, one year, and since in Oswego normal

school: B. S. (Cornell.)Smith, Sarah B., Oswego, N. Y. Taught In Oswego since graduation.Sprague, Clara Y., FuUerville, N.Y. Yankton, Dak.Taught in Ogdensburg, N. Y., in Portland, Me., and since in Yankton, Dak.Steele, Isabella, Shushan, W. Y.Mrs. C. N. Woodworth, Cohocton, N. Y. Taught a short time in Minneapolis, Minn.Stevens, Frances A., See Ele., January 26, 1875.Stocks, Emma E., Oswego, N". Y.Mrs. Clarence T. Jenkins, St. Louis, Mo. Taught in Albany five and a half years; one child.Thomas, Margaret M., Middleville, N . Y.Mrs. Andrew V. V. Raymond, Plainfleld, N. J. Taught three years In Fostoria, Ohio, in

Whitewater, Wis., and in Kirks ville. Mo.; two children.

Thomm, Julia H., Oswego, N. Y.Mrs. Myron A. Campbell, Syracuse, N. Y. Taught four years In Canastota, N. Y.TuTTLE, Ezra A., Adams, N. Y. New York.Taught two years In Bay Shore, N. Y., and in SayvlUe, N. Y., one year ; now lawyer in New York

City.Wilcox, E. Random, Chazy, N. Y. New York.Taught four years in Islip, N. Y., two years in Babylon, N. Y., and two years in Irvlngton, N. Y.;

real estate agent in New York City.Wilkinson, Mary E., Lincoln, 111. Chicago, 111.Taught in Springfield, 111., one year, in St. Louis, Mo., three years, in Madison, Wis., and in

Chicago, 111.Williams, Rebecca T., Cleveland, N. Y. New Y<»rk.Never taught; postmistress at Cleveland two years; now type-writer in New York City.Woodward, Ella P., New York.Mrs. Henry W. Foote, Helena, Montana. Taught one year in Nyack, N. Y., one year in Institute for

Blind, New York, and two years in Memphis, Tenn.; two children; is teaching in parish school.CLASSICAL.BiERCE, Sarah C. (Mrs.), Danby, N. Y.Mrs. W. S. Scarborough, Xenia, O. Taught in Raleigh, N. C, in Macon, Ga., and in Wilberforce

University, Xenia, O.; eight years in all.Sheldon, Charles S., Oswego, N. Y. Kirksville, Mo.Taught In Alexandria Bay, N. Y., two years, and since in Kirksville, Mo.Sheldon, P. Elizabeth, Oswego, N. Y. Omaha, Neb.Taught in Charleston, S. C, one year, in Oswego two years, in Boston one year, and since in

Omaha; studied In Cornell, In Oxford, Eng., and in Germany.Williams, E. Anna, Cleveland, N. Y. New York.Taught in Nyack one term. In Pacific, Mo., one year, and in Omaha, Neb., thiee years; is

stenographer.TWENTY-FIFTH CLASS.— January 25, 1876.ELEMENTARY.Clark, Elizabeth Y., Oswego, N. Y.Mrs. Charles Miller, South Richland, N. Y. Taught one year in Italy, N. Y.; two children.Hawkins, Cornie L., Oswego, 1 . Y.Mrs. L. Mills Place, Oswego, N. Y. Taught a few terms in New York State and two years in

Oxford, O.; two children.Kylb, Eliza J., Oswego, N. Y. Glen Cove, 2 . Y.Taught several years in Glen Cove.Morton, L. Ann, Groton, N. Y. Elmira. X. Y.Taught for a time in Elmira.YiCKKRY, Anna J., Oswego, N . Y.Mrs. Edwin M. Collins, Oswego, N. Y. Taught one term in Oswego Center; three children;

studied photography.ADYANCED.King, Elizabeth J., Oswego, 1 . Y. Taught in Oswego since graduation.MoTT, Clara E., See Blementary, July 1,1873.

Ormsby, Celia L., Oswego, N . Y.Mrs, Samuel G. Merriam, Oswego, N. Y. Taught three and a half years in Oswego; one child.TWEN^TY-SIXTfl CLASS— June 27, 1876.ELEMENTARY.Baker, Emma E., Oswego, N. Y.Taught in Oswego until her death, February 23,1884.Bannister, Cornelia C, Oswego, K Y.Taught in Englewood, 111., and in Gainesville, Fla., until death, March 24, 1880.Brown, Mary J., Eaton, N. Y.Mrs. George Mayo, Burlington, Vt. Taught in Burlington until marriage.BuRT, Carrie M., Minetto, if. Y.Mrs. Horace L. Porter, Minetto, N. Y. Taught a short time in Minetto.Burt, Hittie A., Minetto, I^T. Y.Taught in village schools since graduation.Clark, Agnes L., Port Chester, K Y. Greenwich, Conn.Taught in BaiUng Hollow, N. Y., one year, in Elmira, N. Y., four years, and in Greenwich, Conn.,

five years.Corwin, Carrie M., Riverhead, If. Y.Taught five years in Riverhead, one year in Oneida, N. Y., and two years in Port Chester, N. Y.

Crune, Minnie H,, New York City.Did not teach, died November 29,1883.Douglass, Julia B., Oswego, N. Y. Montclair, N.J.Taught in Oswego, six years, in West Chester, N. Y., one year, and in Montclair, two years.

Evans, Addie F., West Eaton, N. Y.Mrs. Orson C. Bates, Knoxboro, N. Y.Taught about five years in Pierceviile, Morrisvllle and Munnsville, N. Y.; one child.Fuller, Reunette E. (Mrs.), Syracuse, N. Y. Macon, Ga»Taught one yeai- in McGrawville, N. Y., and two years in Morrisvllle, N. Y.; studied medicine at

Syracuse University; practicing at Macon; M. D. (Syracuse.)GOKEY, Delia, Rondout, N. Y. Jersey City, N". J.Taught eight years In Kingston, N. Y.; not teaching.Harm AN, Mary G., Oswego, N . Y.Taught in Norwalk, Conn., and in Oswego.HoLEUR, Elizabeth E., Oswego, N. Y. Troy, N. Y.Taught in Troy since graduation.HowLY, Mary, Oswego, N . Y. Taught one teim near Oswego.Jknkins, Eva E., Oswego, N . Y.Mrs. C. F. Perkins, Oswego, N. Y. Not taught; two children.Leonard, Kate A., Peru, Ind.Mrs. Edward L. Miller, Peru, Ind. Taught one term in district school, and three years in Peru.MacMillan, Mary E. (Mrs.), Malone, K Y. Taught five years in Argentine Rupublic, S. A.Mann. Lucy, Kingston, N. Y. Has not taught.Matteson, Emma a., Hannibal, N". Y.Mrs. H. A. McCool, Anoka, Minn. Did not teach; one child.Marsh, Lillie C, Oswego. N. Y.

Mrs. Charles J. Mattison, Oswego, N. Y. Taught a few years in Oswego.Morgan, Harriet E., Earlville, N. Y.Taught in Burlington, Vt., before marriedilason M.^Benton; died April 8,1879.Pendleton, Maria, Brooklyn, 25 . Y.Taught in Chester Hill, N. Y., one year, and in Brooklyn nine years.Perley, Melissa S., East Berkshire, Yt. Dayton, 0.Taught nine years in Dayton, O.Phillips, Hattie A., Ilion, N. Y.Mrs. H. E. Noyes, Bellport, N. Y. Taught in Ilion, N. Y., and in New York; one child.Sherman, Fannie B., West Rupert, Yt.Mrs. Charles T. Drew, Meridian, N. Y. Taught in Institution for Blind, New York, for thi*ee

years.Spicer, Florence H., Unadilla Forks, N". Y. Oneida, 2 . Y.Taught ten years in Waterville and Oneida, N. Y.Spier, Joanna R., Delhi, N . Y. Oneonta, N". Y.Taught in Newton, N. J., two years, and in Brandts, Pa., two years.Stevens, Anna E., Horseheads, N. Y.Taught in Mt. Pulaski, 111., and in Elmira, N. Y.TuTTLE, Susan E., Adams, N". Y.Mrs. John E. Kingsbury, Lansing, N. Y. Has not taught.Yan Yleck, Icy J., West Schuyler, N. Y.Mrs. Charles S. Cobb, Eaton Rapids, Mich. Taught in Deposit, N. Y., one year, and in Ithaca, N.

Y., three years; two children.Walter, Sarah J., Pomeroy, 0. Oswego, N". Y.Taught in Oswego ten years.Warner, Martha J., Sei ma, 0.Taught three years in Baltimore, Md., and two years in school near home.Warner, Sarah E., Selma, 0. Not taught.Weaver, Sylvia J., Deerfield, N". Y. Taught a short time in Manhattan, Ga.RWheeler, Susan M., Skaneateles, N. Y.Mrs. Rolland R. Roberts, Fresno, Cal. Taught three and a half years in Skaneateles; one child.Wlcox, Myra E., Undaclilla Forks, N. Y.Mrs. Herbert H. Bassett, Piqua, O. Taught a short time in Leonardsville, and Unadilla Forks, N.

Y., and four years in Elmira, N. York; studied drawing.ADVANCED.BuRHANs, Celina M., Rondout, N. Y.Taught in Elmira, five years, in Stone Ridge, N. Y., two years, and in Rondout two years.Hawkins, Cornie L., See Ele., January 25, 1876.Johnson, Littleberry, Arcana, Ind. Oswego, N. Y.Taught in Fairmount, Ind., one year, and in Jonesboro, Ind., two years; is gardener and speculator.King, Ida J., Oswego, N. Y. Brooklyn, N. Y.Taught in St. Augustine's Chapel, New York, seven years, and in Brooklyn, N. Y. two years; is

now in Polytechnic Institute, Brooklyn, N. Y.Robinson, Marian M., Oswego, N. Y.

Mrs. Frederick C. Dettmers, Flatbush, N. Y. Taught in Norwalk, Conn., two years, in Red Creek,N. Y., one and a half years, and in Flat-bush a short time; one child.

Taylor, Eliza A., Portland, Me. Taught in Portland since graduation.YanInwegen, Clarence P., Ouddehackville, K Y. Chicago, 111.Taught two years in More's Mills, N. Y., one year in Charleston, S. C, and one year in Chicago; is

a traveling agent.Watkin, Adelaide Y., Oswego, N". Y. Taught in Oswego since graduation.CLASSICAL.Derby, Mary M., Stockholm, N. Y.Taught in Marlon, Ala., and in Albert Lea, Minn.Jewett, Franklin N.. Xorth Bangor, X. Y. Fredonia, !N". Y.Taught in Theresa, N. Y., one year, in Lake Forest, 111., one year, and in Fredonia, N. Y., a short

time; taken course in Rochester university and in Rochester Theological Seminary.TWENTY-SEYENTH CLASS.— January, 1877.ELEMENTARY.BoGGS, Mary J., Oswego, K Y.Taught nearly two years in Oswego and Fulton, N. Y.; is compositor on daily paper.Clary, Charlotte A., Jamaica, N. Y.Mrs. Wm. G. Hannum, Jamaica, N. Y. Taught in Hempstead and in Jamaica, twelve terms.DONNAN, Emma, Indianapolis, Ind. Taught in Indianapolis since graduation.Dubois, Ella M., Oswego, N. Y.Mrs. Frank Galloway, Buffalo, N. Y. Taught twelve terms in Scrlba, N. Y.Forbes, Sarah M., Pulaski, N. Y.Mrs. Asahel B. Banks, Walla-Walla, Washington Territory. Taught a short time in Mattetuck, N.

Y., and three years in Laramie City, Wyoming ; three children.Gardner, Ada B., Attica, If. Y., Tekamah, Neb.Taught three years in Strykersville, N. Y., two yeardin Attica, N. Y., and two years in Tekamah,

Neb.Graham, Anna, Wilna, K T.* Mrs. Mel25ar C. Paul, Carthage, N. Y.Taught in Carthage three years.Hawley, Emeltne a., Putnamville, Ind. Germantown, Pa.Taught In Newark, N. J., and North Parma, N. Y., about seven years.JosLiN, Jennie E., (Mrs.), Oswego, N. Y.Taught in Hannibal, N. Y., one year, in Hartwick, N. Y., two years, and in Oswego Town six

years ; one child.Lee, Charlotte J., Laurens, üf. Y. Davenport Center, N. Y.Taught in Plymouth, N. H., one and a half years, and in Littleton, N. H., seven and a half years.Masters, Lillie B., Matteawan, N". Y. Dobbs' Ferry, N". Y.Taught in New York a short time, has private school at Dobbs' Ferry.McGruddin, Sarah A., Oswego, N. Y. Denver, Col.Not taught; been stenographer seven years.Savage, Anna, Oswego, N. Y. Evanston, 111.Taught a short time In Theresa, N. Y., in Princeton, Ind., and in Evanston, 111.Speir, Amanda L., Ballston, !N". Y.

Taught one term in Corinth, N. Y., and one term in Batchellerville, N. Y., before health failed.TiMERSON, Emma C, Oswego, N. Y.Mrs. Claude C. Sears, Trumansburg, N. Y. Taught in Burlington, Vt., one year, and in

Trumansburg, N. Y., three years.ADYANCBD.Hill, Prances, Amsterdam, !S". Y.Mrs. Robert H. Carothers, Louisville, Ky. Taught in Shippensburg, Pa.; two children.Lewis, Grace A., Oswego, N". Y.Taught one year in Scriba, N. Y., and nearly two years in Oswego.Owens, Florence E., Oswego, I . Y.Mrs. Thos. E. Stevenson, Oswego, N. Y. Taught five terms in district schools near Oswego; one

child.PuRCELL, Sarah H. (Mrs.), Xew York. Washington, D. C.Taught one year in Washington, D. C.; since in employ of one of the departments there.Bobbins, Jennie C, Stittville, K. Y.Taught in Burlington, Vt.; married William Jones; died October 28,1883.CLASSICAL.Howe, Anna D., Sanford, ü . Y. Dobbs' Ferry, N". Y.Taught in Miss Masters' school at Dobbs' Feary, since graduation.Smith, Winfield S., Oswego, K Y. Elgin, 111.Taught in New Orleans, La., two years, in Oneida, N. Y., three years. In Mt. Morris, N. Y., three

years, and in Medina, N'. Y.; is Superintendent of Schools in Elgin, 111.TWENTY-EIGHTH CLASS— July 3, 1877.BLBMBNTAKY.Alling, Charles H., Hunter, N. Y.Taught in Liberty and Hannibal, N. Y., until death, May 20,1879.Baldwin, Anna G., Union Springs, N". Y. Hampton, Ya.Taught in Winona, Minn., six years, and In Hampton, Va., till present time.Baldwin, Frances A., Oxford, N. Y. Bainbridge, N. Y.Tau£rht in Deposit, N. Y., seven years, and in Bainbridge, two years.BiCKPORD, Minnie A., Rochester, J?". Y.Mrs. Lewis P. Eldridge, Denver, Col. Taught two years in Rochester, N. Y.; one child.Blasdkll, Minnie, Smith's Basin, N. Y. Married B. W. Smith; died January 39,1886.BüRT, Lizzie, Minetto, N. Y.Taught one year in Sing Sing, N. Y.Butler, Amelia P., Cincinnati, 0. Lexington, Ky.Taught in New York, two years, in Swarthmore, Pa., five years, and one year in Philadelphia»

Pa.; has private school in Lexington, Ey.Byrne, Mary A., Jamesville, i . Y. Washington, D. C.Taught in South Syracuse, N. Y., two years; entered Community of Sisters of Charity, February,.

1880.Collins, Emma M., Oswego, N. Y. Jersey City, N". J.Taught in Oswego and Jersey City.Guernsey, Amanda J., Liverpool, I . Y.Mrs. William H. Rdfeers, Briar Hill, N. Y. Taught three years, in Brewerton and Morristown, N.

Y. ; one child.HoEFLER, Elizabeth C, Ilion, i . Y.Mrs. E. M. Draper, Ilion, N. Y. Ha» not taught.HuNTTiNG, Caroline C, Southold, !N . Y.Mrs. Jesse Terry, Southold, N. Y. Taught in Southold until marriage.Irland, Mary C, iNTorth Sterling. N. Y.Mrs. Richard Blaikie, Sterling Valley, N. Y. Taught about two years in Oswego Town; one child.Jones, Maria L., TJtica, K Y.Mrs. A. Lamott Henry, Kingsley, O. Taught in Big Rapids, Mich., one term, and in Big Bock,

111., one year; three children.Masters, Fannie H., Matteawan, N. Y.Mrs. Jas. F. Johnson, Osw^ ), N. Y. Taught two years at Dobbs' Ferry, N. Y.; one child.Maxwell, Kate W., Oswego, N. Y. Taught in Oswego since graduation.McCooL, Jeannette a., Hannibal, K Y. Winona, Minn.Taught in Dion, N. Y., two years, and in Winona, two years.McCoy, Minnie E., Chateaugay, N. Y.Mrs. Edward S. Clock, Bayshore, N. Y. Taught in Bayshore two years, in Chateaugay four years,

and in Leadville, Col., three years.Miller, Lizzie, Chillicothe, 0.Mrs. Henry H. Howland, Newark Valley, N. Y. Taught one year in Chillicothe, O.; married Fred.

L. Todd, after whose death, taught in Chillicothe, 0., one year, and in Ithaca, N. Y., one year.Perry, S. Ella, Oswego, N". Y.Mrs. Alfred N. Raven, Auburn, N. Y. Taught two terms near Oswego, and one term In Auburn.Prichard, John S., Trenton, K Y.Taught about three years in schools near Trenton; is merchant.Robinson, Myra L., Xew Haven, N. Y.Mrs. Philip W. TuthlU, Mattltuck, N. Y. Taught in Southold, one year; one child.SiNNAMON, Eliza W., Oswego, X. Y.Taught in Oswego until ber eyesight failed.SouLE, Mary E., Kichland, i . Y.Mrs. Walter L. Chappell, Gilbert's Mills, N. Y. Taught in Orwell, N. Y., one year, in Ames, N.

Y., one year, and one year in Gilbert's Mills; two children.Squier, Sarah F., New Haven, Yt.Mrs. Albert A. Bliven, Nyack, N. Y. Taught one and a half years in Nyack; three sons.Takamine, Hideo, Tokio, Japan.Taught in Imperial University, Japan, since graduation.Washburk, Jacob, Billings, N . Y. New York City.Taught one year in New York orphan asylum, one year in Yonkers, and two years in Hastings, N.

Y.; studied law in Columbia law school; is practicing law.White, Ellen M., Essex Junction, Yt. Omaha, N'eb.Taught in Omaha since graduation.Wing, Cora B., Oswego, N. Y. Carthage, N". Y.Taught in Princeton, Ind., one year, and Carthage, five years.•Worden, Esther A., Kinney's Four Comers, N. Y.Mrs. C. P. Campbell, Hannibal, N. Y. Taught two years in and near Fulton, N. Y.

ADYANCED.Andrews, H. Adella, Logan, i . Y.Mrs. Edward G. Fowler, Omaha, Neb. Taught in Omaha since graduation.C RIPPEN, Elma C, Elba, N. Y. Riverhead, l! . Y.Taught in Winfleld, Kan., two and a half years, and since in Riverhead, N. Y.NoLTON, Fannie S., Holland Patent, I . Y.Taught in Deposit, N. Y., one year, and in Coming, N. Y., three years.O'Brien, Agnes H., Oswego, N. Y.Mrs. Cornelius C. Kelliher, Pl^Uips, Wis. Taught two and a half years in Phillips, and seven

months in Lemont, 111.; assistant postmistress at Phillips, Wis.Russell, Calvin L., Oswego, i . Y. Bolivar, Mo.Taught in Bellefonte, Ark., one year, and in Bolivar, Mo., five years; is lawyer in Bolivar.Seamans, Nellie C, See Ele., January 26, 1875.Steele, Grace, A., Shushan, N. Y. Minneapolis, Minn.Taught in Minneapolis since graduation.WiNANS, Theodore, Owego, K Y. Osceola, Mo.Taught in Bolivar, Mo., two years, in Nichols, N. Y., one year, and in Osceola, Mo., three years.CLASSICAL.King, Isabella, Oswego, i . Y.Mrs. Joseph V. Downs, Illon, N. Y. Taught two years in Moore's Mills, N. Y., and after that until

marriage, in Ilion, N. Y.Lewis, George A., Brewerton, JS". Y. Morristown. N. Y.Taught four years in Morristown, N. Y.; school commissioner in St. Lawrence Co., N. Y.; one

child.MacDonald, Isabelle I., Potsdam, IS". Y.Mrs. Allen E. Day, Plattshurgh, N. Y. Taught a year in Willlsville and Sissionville, N. Y., a year

in Burke, N. Y., and a year in Rouse's Point, N. Y.Shippey, Seville B., See Advanced, July 1, 1870.TWEKTY-NINTH CLASS.— January 29, 1878.ELEMENTARY.BiCKNELL, Helen M., Malone, N. Y.Taught in Malone, three years, in ChateauKay, N. T., one year, in Bangor, N. T., one year, and in

Grand Haven, Mich., one year.Bishop, Mary A. (Mrs.), Granby Centre, N. Y.Taught Ave years in Matteawan, N. Y.; is canvassing for Cassel & Co.; one son.Braugan, Harriet R., Antwerp, N. Y.Mrs. H. R. Gifford, Brooklyn, N. Y. Taught in Clyde and Mexico, N. Y., until marriage.Brioos, Ida L., Malone, N. Y. Minneapolis, Minn.Taught in Malone and in Minneapolis, Minn.Churchill, Martha E., Oswego, K. Y.Mrs. Walter B. Fisher, San Francisco, Cai. Taught In Yonkers, N. Y., and In Oswego, N. Y.Hamilton, Charlotte B., Oswego, N. Y.Mrs. E. B. Underwood, Washington, D. C. Taught one term In Osw^ .Haskins, Carrie L., Oswego, K Y.Mrs. Clinton J. Backus, St. Paul, Minn. Taught in Chicago, 111., seven years.

Manwarikg, Cora L., Oswego, N". Y.Mrs. J. C. Pitman, Bainbridge, N. Y. Taught a short time in Oswego; one child.McWeeney, Maria A., Malone, ]N". Y.Taught six years in district schools, and one year in Chateaugay, N. Y.N'orton, Lizzie A., Oswego, K". Y. Not taught.Parker, Elizabeth Gr., Oswego, K Y.Mrs. William J. Barry, Oswego, N. Y. Not taught; one child.Pettigrew, Martha A., Oswego, N. Y. Taught in Oswego since graduation.Price, Jennie, Grant Park, 111. Hinsdale, 111.Taught two years in Kankakee, m., one year in Grant Park, 111., and four years In Hinsdale, 111.Robinson, Caroline E., Oswego, iN". Y.Mrs. Fred. A. Atkins, Oswego, N. Y. Never taught; two children.Satterleb, Ophelia, Greenville, Mich. Kal£tmazoo, Mich.Taught in East Saginaw, Mich., one year, In Big Rapids, Mich., one year, and in Kalamazoo«

Mich., four years.Sloan, Helen L., Oswego, N. Y.Mrs. John W. Danenhower, Annapolis, Md. Has not taught; one chUd.Taber, Ida, Horseheads, N. Y.Mrs. John A. Lawrence, Brooklyn, N. Y. Taught in Klmlra, N. Y., four years; two children.Tread WAY, Kate L., Oswego, JS". Y.Taught one term in Dohbs' Ferry, N. Y., and one term in Scranton, Pa.; since then in OswegouTucker, Florence E., Oswego, N. Y.Mrs. James A. Wheeler, Oswego, N. Y. Taught in Paterson, N. J., a short time; three children.Wright, Emma H., Oswego, N. Y.Taught in lUon, N. Y.; married Henry Hastings; resided in Oswego until died. May 25,1883.ADYANCBD.Kehok, Alice M., Oswego, IS". Y. Taught In Oswego since graduation.Leffin, Ursula M., Oswego, i . Y. Taught in Oswego since graduation.YosE. Charles 0., Spencer, !N . Y. Joliet, 111.Taught one year in Spencer; In real estate business.CLASSICAL.Krusi, Herman, Jr., Oswego, N. Y. San Francisco, Cal.Not taught; civil engineer; B. C. E. (Cornell.)THIRTIETH CLASS.— July 2, 1878.ELEMENTARY.Bogle, Alice I., Mercer, Pa.Mrs. Robert A. Stewart, Mercer, Pa. Taught in Philadelphia, Pa., in Soldiers Orphan Home, until

marriage.Brown, Josephine 0., Otto, IS". Y.Mrs. Jos. J. McKee, Bethlehem, Pa. Taught one year in Washington, la.; two children.Bryan, Coralie C., Poughkeepsie, N. Y.Taught in Philadelphia, Pa., until health failed; died September 1,1883.Butts, Flora E., North Greece, N". Y.Mrs. John Desmond, Rochester, N. Y. Taught in Burlington, Vt., two years: one child.Collier, John, Allegheny City, Pa. Mansfield, Pa.

Taught in Pittsburg, Pa., two years, and in Oil City, Pa., one year; in iron business in Mansfield,Pa.

Corwin, Martha J., Riverhead, K. Y. Summit, If. J.Taught in Rockville, Conn., one year, and in Summit four years.Crippen, Ella M., Elba, N. Y.Mrs. Fred D. Wheeler, Oswego, N. Y. Not taught; three children.Deacon, Jane, "Wappinger s Falls, N. Y.Mrs. James W. ColvUle, Hilo, Hawaii, S. Islands. Taught in Ithaca, N. Y., one year, in Rondout

one year, and in Hilo one year,Dickinson, Helen, Ifew Haven. N. Y. Gloversville, N". Y^Taught in Gloversville, N. Y., since graduation.Enos, Fannie F., Kankaka, 111.Mrs. John E. Lydecker, Kingman, Kan. Taught in Le Grange, 111., and in Oak Park, 111.Eraser, Jessie S., Oswego, . Y.Mrs. Charles G. Haydon, Oswego, N. Y. Taught in Hannibal, N. Y., one term, and in Sterling, N.

Y., one term.Hempton, Jennie M., "Watertown, N. Y. Taught in Adams Centre, N. Y.Hinckley, Adeline, Oswego, N. Y. Taught in Oswego since graduation.Hooker, Cora, Park Ridge, N. J.Mrs. Albert T. Covert, New York City. Taught in Hackensack, N. J., three years; one child.Howard, Lillah B., Mexico, N. Y.Mrs. W. Ward Allen, Miller, Hand Co., Dak. Taught in South Richland, N. Y., one term, and in

Mexico, N. Y., two terms; one child.Jones, Eliza M., Charleston, S. C.Mrs. Lawton Graves, New York City. Taught in Hoosick Falls, N. Y., and Washington, D. C.Kenific, Anna M., Oswego, K Y.Taught in Osw^ ) until married Thomas Burden ; died November 4,1884.KiLBOURN, Hannah L., Oswego, K Y.Mrs. Eben E. Pierce, Penfleld, N. Y. Taught one term in Webster, N. Y.Leonard, Ella F., Hamiibal, N. Y.Mrs. Judson S. Stevenson, Hannibal, N. Y. Not taught.Luce, Annie M., Aquebogue, N. Y. Riverhead, N. Y.Taught one year in Northville, N. Y., one year in Baiting Hollow, Harford Mills and Orient, N.

Y., and one year in Oregon, N. Y.McEntbe, Lucy A., New York Mills, N. Y.Taught in Waterville, N. Y., one term, and in New York Mills, three years.McClure, Agnes Y., Sterling Center, N. Y.Mrs. WUliam Hutton, Southfleld, Mich.; one child. Not taught.Monk, Harriett I., Cohoes, K Y. Taught in Cohoes since graduation.Moore, Agnes M., Mohawk, N. Y.Mrs. D. C. Spencer, Lake Forest, 111. Taught in Herkimer a short time.Pease, Nellie M., Oswego, N. Y.Mrs. Kingsley T. Boardman, Minneapolis, Minn. Taught in Gates, N. Y., two terms, and in

Burlington, Yt., three years; one child.Petrie, Florence A., Canastota, N. Y. Manistee, Mich.

Taught in Wampsville and Canastota a short time, and five years In Manistee, Mich.Place, Marcia B., Oswego, N. Y.Mrs. Ira Pease, Oswego, N. Y. Taught five terms in Norwich, N. Y.; three children; studied

drawing and painting.QuiGG, Fannie M., Oswego, N. Y.Taught in Gloversville, N. Y., and in Bay City, Mich.Regan, Ella L., Oswego, N. Y. Oskaloosa, la.Taught in Oskaloosa six years.RoDiE, Anna C, Rondout, N. Y.Taught in Rondout, N. Y., Ave and a half years, and in Charlotte, N. C, one and a half yeai's;

studied music.Ross, Marguerite S., Scipioville, N. Y. Aurora, N. Y.Taught one term in Scipioville and in Ledyard, N. Y., two years; health too delicate to teach

more.Russell, Lizzie B., Oswego, N. Y. Chicago, 111.Taught at Newburgh, N. Y., six years, and at Chicago two years.Seaman, Kate Q., Nyack, N. Y.Taught three years in Nyack, N. Y.; is now stenographer in New York.Sheldon, Ella D., Oswego, N. Y.Taught about two years in schools in Oswego and Wayne counties.Teague, Clara M., Hannibal, K Y.Mrs. C. G. Rose, Patchogue, N. Y.Taught in Patchogue until marriage.Trunk, Lena, Gowanda, N". Y.Mrs. Eugene M. Savage, Buffalo, N. T. Taught in Otto, N. Y., a short time.Tan Petten, Sarah T., Peoria, 111. Oswego, N". Y.Taught In Jamestown, N. Y., two years, In Wellesley, Mass., two years, and in Oswego, four

years; has written drawing manuals.Waldt, Mary A., Oswego, 1 . Y.Mrs. Albert Mitchell, Oswego, N. Y. Taught in Oswego until marriage.ITTheeler, S. Adella, Fayette, N". Y.Mrs. Frank C. Howell, Coming, N. Y. Taught in North Granby, Conn.IViLLiAMS, Cora A., Ilion, K Y. Frankfort, IS". Y.Taught in District schools of Herkimer county since graduation.IVooD, Ellen A., Herkimer, N. Y.Mrs. Charles Lawrence, Wichita, Kan. Taught in Wichita six years.ADVANCED.^RiCKELL, George "W., New City, N. Y.Taught in Nyack and Mount Kisco, N. Y., untU death, December 1,1881.IBuRNES, Letitia H., Oswego, N. Y. Taught in Oswego since graduation.Cozzens, Laura W., Oswego, N. Y.Mrs. Harrison B. Starr, Yonkers, N. Y. Taught In Flatbush, N. Y., until manlage.J)enni80N, William, Owego, N. Y. Windsor, N. Y.Taught about two and a half years, in Lisle, Bed Creek and Hannibal, N. Y.; Is traveling salesman

for the Cobum Whip Company.

•Gaites, Mary E., Center Moriches, N. Y.Taught in North Granby, Conn., and Greenport, N. Y., until married Frank V. Brown ; died

September 28,1881.GiLLETT, John N., Cuddebackville, N. Y. Emporia, Kan.Taughtin Prospect Hill, Port Jervis,. Oakland, Port Orange, Howell's Depot, Narrowsburg, Fulton

and Cutchogue, N. Y., in Milford, Pa., Omaha, Neb., Longmont, Col., and in Burlingame andEmporia, Kansas; is farmer.

-Kenyon, Nellie M., Oswego, N. Y. Taught in Oswego since graduation.Ladd, Myron C, West Schuyler, N. Y.Taught in Sterling and Mohawk, N. Y., and in Harbor Springs, Mich.IfELsoN, Isabella K., Oswego, N. Y.Married James R. O'Gorman; died July 4,1885.Storer, Charlotte A., Ogdensburg, N. Y. Hoboken, N. J.Taught in Albany, N. Y., one year, in Watertown, N. Y., two years, and in Hoboken three and a

half years.TiMERSON, Emma C, See Ele., January 30, 1877.Washburn, Morgan, Billings, N. Y.Taughtin Hartford, ct., one term, in Islip two years, and in Milwaukee, Wis., one year; in office of

Racine Hdw. Man^g Co.IViLCOX, Mtra E., See Ele., June 27, 1876.IVns'G, Cora B., See Ele , July 3, 1877.IVooLMAN, Anna, Philadelphia, Pa.Taught in Moorestown N. J., three years, and since in Philadelphia.CLASSICAL.Bakbr, Louis W., Holland Patent, N. T. Oswego, N. Y^Taught in Red Creek, N. Y., Ave years, and in New Orleans, La., one year; practicing law In.

Oswego.THIRTY-FIKST CLASS.—January 21, 1879.ELBMEi^TARY.Blakeman, Estella J., Hamilton, N. Y.Taught In Westmoreland, N. Y., one year. In New Hartford, N. Y., one year, and in Hamilton three

years.Cole, Mary R., Burlington, Yt.Taught in Burlington since graduation.Hastings, Josephine, Oswego, N. Y.Did not teach ; married Wallace D. Lovell; resided in Boston, Mass., died February 27, 1886 ;;

three children.•Haviland, Alice, Brooklyn, N. Y.Mrs. Ulrlc Thomson, Hoboken, N. J. Tanght in New York; studied nursing in N. £. Hospital,

Boston, Mass.; two children.JuDSON, Hattie R., Oswego, N. Y.Mrs. Fred. G. Chamberlain, Utica, N. Y. Not taught.Kerr, Sarah M., Oswego, N. Y.Mrs. Garrett Van Slyke, Mohawk, N. Y. Taught in Herkimer, N. Y., until marriage.Kent, Louise T., Hannibal, N". Y.

Mrs. Frank J. Barnes, Hebron, Jeff. Co., Wis. Taught in Duluth, Minn., two and a half years.McChesney, Frances, Chicago, 111. Englewood, 111..Taught in Englewood since graduation.McCuLLOUGH, Belle, Minetto, I . Y.Mrs. William M. Kellogg, Minetto, N. Y. Taught in Volney, N. Y., three years; two children.Messenger, Frances E., Jericho Centre, Yt. Burlington, Tt..Taught In Mamaroneck, N. Y., and in Burlington, Vt.Myers, Amelia B., Philadelphia, Pa. Oswego, N. Y.Taught in Philadelphia one year, and in Oswego six years; studied science and art of expression.Smith, Alice J., Oswego, K. Y. Died AprU 26, 1880.SwAiM, ISTancy J., LaFayette, Ind. Newton, Kan.Taught a year in Eugene, Ind., and six months in each of following places: Bloomingdale,.

Waterman and Rockville, Ind.TuTTLE, Mary E., Oswego, K. Y. Elk Grove, Cal.Taught in Sacramento, Cal., three years, in Elk Grove, Cal., two years, and In Livermore, Cal.^

two years."WiLDK, Anna E., Manaynnk, Pa.Mrs. Marcus D. Ring, Philadelphia, Pa. Taught in Philadelphia one year; one child.ADYAKCED. CuLKiN, Mary C, Oswego, K Y.Taught in Oswego, GuiLFOY, Mary E., Oswego, N. Y.Mrs. Thomas F. Gleason, Oswego, N. Y. Taught in Oswego five years.McClurb, Agnes Y., See Elementary, July 2, 1878.Nacy, Eliza A., Oswego, N". Y.Mrs. Michael Culllnan, Oswego, N. Y. Taught in Oswego until marriage.Oliver, Carrie M., Oswego, l! . Y. Grand Rapids, Mich.Taught in Grand Rapids, Mich., since graduation.Weeks, Esther E., Bath, N. Y.Mrs. Frederlf-k M. Lewis, Chateaugay, N. Y. Taught In Prattsburg, N. Y., one term, in Wheeler,

N. Y., two and a half years, in Port Allegany, Pa., and in Ghateaugay, one year; one child.CLASSICAL.Reynolds, Frank, Greenwich, N". Y. Jersey City, if. J.Taught in Greenwich, Wellsville, and Bolivar, each a short time, and in Jersey City, three years;

two children.THIRTY-SECOND CLASS.— June 3, 1879.ELEMENTARY.Baldrige, Fanny,. Rupert, Tt.Mrs. Abram S. Gould, Gharlestown, Mass. Taught in Clinton, Ky.Chisholm, Anna B., Chazy, N. Y. Leavenworth, Kan»Taught in Charlotte, Mich., and in Leavenworth, Kan. Corwin, Isabella G., Baiting Hollow, N".

Y.Died August 21,1881.Crockett, Alice J., Sterling Yalley, N. Y.Taught in Sterling, one year, and in Fair Haven, N. Y., two years.Edic, Isabella L., Utica, N. Y. Mt. Union, 0.Taught in Chili, N. Y., two and a half years, and in Mt. Union, 0., two years.

Foster, H. Franklin, Oswego, N. Y. Pnlaski, N. Y.Taught several terms in District schools near home; is a farmer.Griffith, Alice B., Richmond, Ind. Fairbury, Neb.Taught in Fairbury since graduation.Griffith, Mary, Richmond, Ind. Did not teach; died May 14, 1881.Hart, Martha J., Pomeroy, 0. Did not teach; died April 2,1883.Hicks, Emma I., Belleville, N. Y.Mrs. Emma Gerry, Wausau, Mo. Taught in Stockhridge, Wis.Hubbard, Charles F., Islip, N . Y.Taught in Bay Shore, N. Y.; studied law; died October 1,1884.MoREY, Fanny A., Binghamton, N. Y. Taught in Binghamton since graduation.Pierce, Julia A., Pierce's, l! . Y.Taught three years, in Illon and Webster, N. Y., and in Marshalltown, la.Pool, Mary E., Cape Yincent, N". Y. Watertown, ;N'. Y.Taught five years in Watertown. QuiGG, Addie M., Oswego, N. Y. Youngstown, 0.Taught In Greenport, N. Y., Dryden, N. Y., Indiana, Pa., and in Washington, D. C.Roys, Addie E., Newark Valley, N". Y.Mrs. Arthur Clinton, Newark Valley, N. Y.Slattery, Mary A., Oswego, N. Y.Taught in HaDOibal, N. Y., one term, and in Oswego five years.Stillman, Phebe a., Potter's Hill, R. I. Mariner's Harbor, N". Y.Taught in Mariner's Harbor since graduation.Young, Mary L., Upper Aquebogue, N. Y. Riverhead, N". Y.Taught in Greenport, N. Y., one year, in Riverhead one year, and in Baltimore, Md., four years.ADVANCED.Baker, Lillian, Oswego, I . Y.Mrs. Samuel H. Wright, Volney Center, N. Y. Taught in Minetto one term, in Volney one year, and

in Volney Center four years; one child.Oalkins, Minnie H., Pulaski, N. Y.Taught in Redfleld, N. Y., one year, and five years in Elk Grove, Oakland, San Francisco, and

Benicia, Cal.Olark, Calvin J., Oswego, K. Y. Meridian, I . Y.Taught in Cato, N. Y., one term, in Marcellus, N. Y., two years, and in Syracuse, N. Y., two

years; is a farmer; one child.HopsoN, Mary P., Scriba, 1^1. Y.Mrs. F. M. Hiett, Red Oak, la. Taught in Williamson, N. Y., one year, and in Red Oak one year;

one child.:N'ichols, Hellen M., See Ele., June 29, 1875.Scott, Emma C, Oswego, N . Y.Mrs. Wm. G. Adams, Oswego, N. Y. Taught two years in Clayton, N. Y.; one child.CLASSICAL.Alling, J. Carey, Hunter, i . Y. Chicago, 111.Taught seven years, in Hannibal, N. Y., in Marion, Ala., in Mankato and Albert Lea, Minn., in

Jersey City, N. J., and in Oakland and Chicago, 111.•Cartwright, Yirgi'nia R., Oswego, N. Y.

Mrs. William L. Welsh, Oswego, N. Y. Taught one year in Babylon, N. Y.; two children.Ballock, Emma R., Riverhead, K Y.Mrs. Daniel I. Hallock, Riverhead, N. Y. Taught in Plainfleld, N. J., one year, in Riverhead, N.

Y., two years, in Salamanca, N. Y., one term, and in Sauquoit, N. Y., two terms.•O'GoRMAN, James R., Oswego, JS". Y. studied law; is practicing law in Oswego.Poucher, W. Allen, Oswego, l! . Y.Taught a short time; studied at Cornell; health failed.Richardson, Alfred W., Colosse, N . Y. Brooklyn, N. Y.Taught about a year in Mexico and Orwell, N. Y.; is Secretary and Treasurer of Union Publishing

House, New York City.THIRTY-THIRD CLASS.— February 4, 1880.ELEMENTARY.Blanch, Cornelia F., Nyack, N". Y.Taught in Nyack until death. May 25,1886.DowD, Harriet E., Oswego, N. Y. Chicago, IlLTaught in Charleston, S. C, two years, and in Oswego five months.J>UNNiNG, Ida S., Oswego, K Y. Canajoharie, N. Y.Taught one term in Scriba, N. Y., and three and a half years In Canajoharie.Griffin, Ida L., North Volney, N. Y. Mexico, N. Y,Taught two terms In Parish, N. Y., two terms In Greenport, N. Y., and four years in Mexico.Markham, Florence K, Oswego, N. Y. Utica, K Y.Taught two terms In Lewis County, and one and a half years in Fulton, N. Y.Mastin, Emma L., Oswego, N. Y.Taught in Virginia two terms, in Lacona, N. Y., four years, and in Sandy Creek, N. Y., one year.Peene, Laura K., Yonkers, N. Y.Mrs. Chas. E. Sawyer, Yonkers, N. Y. Taught in Yonkers two years; one child.Perkins, Elma E., Addison Hill, N. Y.Taught in Elkland, N. Y., two years, one term in Dakota, and one term in Addison Hill.Reed, Sarah A, Yonkers, N . Y.Mrs. Clarence C. Miles, Greenport, N. Y. Taught in Greenport three years.Robinson, Lucy M., Richfield. N. Y. Minneapolis, Minn.Taught one year in New York Institute for blind, one year in Bichfleld, three years in Charlotte, N.

C, and one in Minneapolis.RoYALL, Mary B., Lewiston, N. Y. Chicago, III.Taught in Tuckahoe, N. Y., in Troy, O., and in Chicago, 111.Snow, Fannie C, Rochester, N. Y. Mexico, U. S. M.Taught one term in Hoosick Falls, N. Y., one year in Oswego, and five years in Mexico, under the

auspices of Woman s Boar d Foreign Missions.Streeter, Carrie A., Fulton, 1 . Y.Mrs. Edward C. Davies, Bement, 111. Taught in and near Fulton, two years, and in Bement, 111.,

one year.Thompson, Emma J., Oswego, X. Y.Taught in West Bay City, Mich., two and a half years; is operating manager of Telephone

exchange.Wood, Fannie M., Omaha, Keb.

vTaught in Omaha since graduation; studied art in Cooper Institute, N. Y.ADYANCED.Manly, Fanny K, Richmond, Ya. Georgetown, Col.Taught in Mankato, Minn., one year, and in Georgetown, Col, four years. YanPettbn, Sarah T.,

See Ele., July 2, 1878.THIRTY-FOURTH CLASS.— July 6, 1880.ELEMENTARY.Beman, Jessie B., Chateaugay, N. Y.Taught In Chateaugay for a time; studied elocution.Clare, Margaret J., Greensburgh, 0.Mrs. William Henry, South Pueblo, Col. Taught one term near Geneva, 0., one term in Greene, O.,

and one year in Williamsburg, Col. one child.Cole, Anna R., Greenwich, X. Y.Mrs. Daniel Hill, Greenwich, N. Y. Taught in Charlotte, Mich., one year, in Greenwich, N. Y.,

two years, in Cambridge, N. Y.. one year, and in Hightstown, N. J., one year.Collins, Anna T., Manayunk, Pa.Taught in Scarsdale, N. Y., and Manayunk; is stenographer.€ox, Martha B., Hannibal, ^N". Y.Mrs. C. E. Woodworth, S. W. Oswego, N. Y. Taugbt in HannibaLtbree terms, In Hoosick Falls

one year, and in Mexico, N. Y., one year.OuDDEBACK, Olive, CuddebackviUe, 1 . Y.Taught four years, in Poughkeepsie, N. Y., and in Patterson, N. J.Doyle, Carrie C, Oswego, N. Y.Taught in Ilion, N. Y., two years; since then has been teaching in Oswego.Edmonds, Elizabeth M., Mt. Yernon, 2 . Y.Taught in Mt. Vernon, four years, and in Yonkers, N. Y., two years.Pish, Minnie Y., Maunsville, N. Y.Mrs. Alfred W. Richardson, Brooklyn, N. Y. Taught in Freedom, 111., one term, in Adams, N. Y.,

one year, and in Marseilles, 111., one term.FisK, Julia M., Oswego, N. Y.Taught a short time in Elllsburg, N. Y.; died July 31, isas.Oriswold, Anna S., Sycamore, 111. Rockford, 111.Taught in Charlotte, Mich., five years.Bays, Addie L., Chateaugay, N. Y. Malone, . Y.Taugbt in Shelter Island, N. Y., two years, in Chateaugay, two years, and in Elgin, 111., one year.Herrick, Carrie, Oswego, X. Y.Mrs. William D. Wheeler, Helena, Mont. Taught two years In Oswego; one child.HiCKOK, Mary Estelle, Meridian, N. Y.Mrs. William Van Duzer, Horsehe s, N. Y. Taught in Aurora, N. Y., two years; one child.Hitchcock, Katharine L., Oswego, N. Y.Taught in Mount Morris, N. Y., two terms, and in Palmyra, N. Y., three years,Howell, Micah, Baiting Hollow, N. Y. Has not been well enough to teach.Hunt, Hattie E., Bloomfield, K J. Brooklyn, N. Y.Taught in Bloomfield, N. J., one year, and in Adelphi Academy, Brooklyn, N. Y., five years.Miller, Maud A., Shelburne, Yt.

Mrs. Hobart Shanley, Burlington, Vt. Taught in Burlington until marriage.MouLTON, Kate, Cicero, ]! . Y.Mrs. H. D. Merwin, Cicero, N. Y. Taught three years in and near Cicero, N. Y.]S"a8h, Jennie F., Xew Haven Mills, Yt. Hoosick Falls, K. Y.Taught in Greenport, N. Y., two years, and in Hoosick Falls four years.Perry, Mary E., Oswego, i . Y. l ew York City.Taught a short time in Brooklyn, N. Y.Phillips, Anna, Hughsonville, N". Y.Mrs. Alton H. Wilcox, North Granby, Conn. Taught in Poughkeepsie, N. Y., one year, and in

North Granby one year.Phillips, Jane E., Hughsonville, N. Y. Brooklyn, N. Y.Taught one term in Old Westbury, N. Y., and five years in Brooklyn.Preston, Kate L., Yonkers, N. Y. Taught in Yonkers since graduation.Ehoads, Mary G., Fredericksburg, Ya. St. Peter, Minn.Taught in Bay Shore, N, Y., two years, and about three years in St. Peter, Minn.Richardson, Evalina E., Auburn, !N . Y. Renova, Pa.Taught in Renova since graduation.-Smith, Elizabeth S., Oswego, N. Y. Janesville, Wis.Taught in Mt. Carmel, 111., five years.Southwell, Mary S., Oswego, K Y.Taught for a short time in Sandy Creek, N. Y.Storms, Okie D., Hannibal, I . Y. Anoka, Minn.Taught In Babylon, N, Y., two years, and In Ilion, N. Y., one year.Talbot, Ada E., Berlin, Wis. Minneapolis. Minn.Taught In West Bay City, and Bay City, about five years, and in Minneapolis, Minn., one year.rkadway, Minerva G., Oswego, N". Y. Dunkirk, JS". Y.

Stenofirapher in Dunkirk for three years.Wilcox, Marie E., Cbazy, 1 . Y. Rutherford, X. J.Taught in Babylon, N. Y., one year, and in Rutherford, N. J., three and a half years.WiLLKTT, Alida A., Bloomfield, if. J.Mrs. Frank J. Miller, New Haven, Conn. Taught in Clinton, Ky., in Greenport, L. I., and in New

Rochelle, N. Y.Wood, Ida H., Woodville, K Y.Mrs. George E. Bullls, Manlius, N. Y. Taught in Bay Shore, N. Y., two years, in Sandy Creek, N.

Y., one year, and in Lewiston, N. Y., two years.Wood, Martha I., Herkimer, 'N. Y.Mrs. Frank Dale, Wichita, Kan. Taught one year near Herkimer, and three years in Wichita.ADYANCED.Brodie, Hugh H., Woodville, N. Y.Taught in Woodville, one year, and in Morristown, N. Y., one year; graduated from Cornell

University.McFarland, Mary A., Oswego, X. Y. New Haven, Conn.Has not taught; studied in Germany, and in Yale School of Fine Arts.Pkarce, Otis E., Hannibal, N. Y.Taught a year in Sand Bank, N. Y., and one year in Rose, N. Y.; graduated at Cornell; died

September 11,1886.KoBiNSON, Lucy M., See Elementary, February 4, 1880.Slattery, Mary A., See Elementary, June 3, 1879.Thomson Ulric, Greenwich, N. Y. Hoboken, N. J.Taught In Catchogue, N. Y., and in Hoboken.CLASSICAL.Habcock, John L., Oswego, K Y.Taught In Oswego one year, in Yonkers one year, and in Hoboken, N. J., two years; studied

medicine; M. D. (university of City of New York.)€0LLiNS, Abigail L., Little Falls, N". Y. Brooklyn, K. Y.Taught in Old Westbury, N. Y.; is in college hospital, training nurses, in Brooklyn.€ooLEY, Helen, East Coldenham, N". Y.Taught in Mt. Carroll, 111., two years, and in Farmington, Conn., two years; studying at Boston

School of Technology.Merrill, Elizabeth R. Portland, Me.Taught in Mt. Morris, N. Y., and in San Diego and Descanso, Cal.TYooDWARD, Katharine D., Mount Hope, N. Y. Babylon, :N . Y.Taught three years In Babylon.THIRTY-FIFTH CLASS.— January 25, 1881.BLBMEJJ^TARY.Boyd, Ada B., Maraaroneck, K Y.Taught in Mamaroneck one year, and in Port Chester, N. Y., three years.BuNDY, Kate Y. D., Oswego, N". Y.Taught in Oswego three years; took kindergarten coui'se.Burt, S. Jennie, Minetto, N. Y. **Taught near Mlnetto« six terms.Deyo, M. Louise, Rondout, N. Y.Taught a short time in New Palz, N. Y., and five years in Rondout, N. Y.Flynn, Mary G., Oswego, i . Y. East Orange, K J.Taught in Woodville, N. Y., three years, and in East Orange, N. J., two years.Hanrahan, Kate F., Lewiston, N". Y. Tonawanda, N". Y^Taught in Tonawanda since graduation.HOLTON, M. Adda, Eaton, N". Y. West New Brighton, X. Y.Taught in St. Peter, Minn., six months, in Mankato, Minn., two years, and in West New Brighton,

two years.LocKLiN, l^ELLiE R., Clajton, N. Y. Hoosick Falls, N". Y.Taught in Shelter Island one year, and in Hoosick Falls two years.LovECRAFT, Mary L., Mt. Yemon, N". Y. i ew York.Taught in Orphans' Home, New York, since graduation.LovEJOY, Emma A., Earlville, X. Y. Greenport, X. Y.Taught in Greenport since graduation.McCanna, Anna L., Oswego, i . Y. Patterson, N. J.Taught in Patterson since graduation.McPeck, Sarah, Union Springs, N . Y. Macedon, X. Y.Taught one term In Sclpioville, N. Y., and five years in Macedon.

Moore, JiTANCiE I., Grrahamsville, ]N". Y.Taught in Livingston Manor, N. Y., two years, and in Grahamsville, two years,Owen, Josephine, Matteawan, iJ. Y. Taught in Matteawan, since graduation.Teague, Nettie M., Hannibal, N. Y. Patchogue, N. Y.Taught in Hannibal, N. Y., one term, and in Patchogue five years.YiDAUD, Nathalie L., Brooklyn, N. Y.Taught in Greenport, N. Y., five months, and in New York three and a half years; now has private

school in Brooklyn.YoLz, Josephine, Westchester, N. Y.Mrs. Samuel J. Bergen, Westchester, N. Y. Taught in towns of Westchester county, four years.Wood, Hannah J., Woodville, N. Y. Sandy Creek, N. Y.Taught in Greenport, N. Y., two terms, in Woodville, N. Y., four terms, in New Haven, N. Y.,

two years, in Hannibal, N. Y., one term, and in Sandy Creek, N. Y., about two years.ADYANCED.BuLLis, George B., Oswego, N. Y. Manllus, N. Y.Taught in Parish, one term, in Woodville, two terms, and in Lewiston, three years.Leonard, Kate A., Peru, Ind., See Ble., June 27, 1876.Waldt, Lizzie B., Oswego, N. Y.Taught in Westmoreland, N. Y., one year, in Babylon, N. Y., one year and in Oswego High

School three years.CLASSICAL.Bogle, Edith R., Pittsburg, Pa. Mercer, Pa.Taught in Philadelphia, Pa., two years, in Charlotte, N. C, one year, and in Brooklyn, N. Y., one

year.CüLLiNAN, George W., Oswego, N. Y. Buffalo, N. Y.Did not teach; practicing; law in Buffalo. HUTCHESON, Mary E., Oswego, N. Y. Mt. Carmel,

111.Taught in Hankato, Minn.« three years, and in Mt. Carmel, two years; studied music in London,

Eng., and in America.THIRTY-SIXTH CLASS. -June 28, 1881. ELEMENTARY.Andrews, Eliza E., Sandburg, N. Y. Ellenville, K Y.Taught in Ellenville since graduation.Benson, Carrie, Nanuet, K Y. Buffalo, N. Y^Taught in Mosestown, N. Y., one year, and in Kiver Vale, N. J., two years.Cheyney, Eliza A., West Chester, Pa. Taught in Mankato, Minn., four years.Clay, Caroline, Jamaica, N". Y.Taught in Flushing, N. Y., four years.OLUTe, Alfarata, Schenectady, N. Y. Marysville, 0.Taught in Mt. Carroll, 111., one year, and in Marysville, O., four years.Fisher, Cora B., Oswego, K Y.Mrs, 0. A. Lamoree, Osw^o, N. Y. Taught in Sandy Creek, N. Y., one year, and in Glen Cove, N.

Y., three years.For BKS, Anna E., Pulaski, X. Y,Mrs. Pitt Covert, Cheyenne, Wy. Ter. Taught four years in Cheyenne.Gerow, Ella a., Plattekill, . Y.

Taught in New Orleans, La., one year, and in Plymouth, N. H., until death. May 11,1884.Hallock, Philadelphia S., Milton, liT. Y. Pulaski, N. Y.Taught three years in Chappaqua, N. Y., and one year in Pulaski.Hargreaves, Jeannette, Yonkers, JiT. Y. Taught in Yonkers since graduation.HoLCOMB, Etta M., Naples, N. Y.Mrs. A. T. Jennings, Seneca Falls, N. Y. Taught in Sandy Creek, N. Y., one term, in North

Chocton, N. Y., one year, and in Villisca, I., one year; one child.HopsoN, Kate A., Oswego, N. Y. Ked Oak, I,Taught In Mexico, N. Y., one year, and in Red Oak, four years.HoPSON, ZoE W., Oswego, N. Y. Ked Oak, I.Taught in Pulaski, one term, in Villisca, I., three years, and in Red Oak, one year.Howe, Mary S., Antwerp, N". Y. Minneapolis, Minn.Taught three years in Mankato, Minn., and one yeai' in Minneapolis.Hunt Mary J., Frankfort, K Y.Taught three years in Riverhead, N. Y.Ketcham, Addie S., Islip, N. Y.Mrs. George C. Raynor, Riverhead, N. Y. Taught in Riverhead, N. Y., two and a half years; one

child.Leeds, Lucy E., Yonkers, JiT. Y. Omaha, N"eb.Taught in Dobbs' Ferry one year, in Flatbush, N. Y., two years, and in Omaha, two yeai-s.Lewis, Clara M., Oswego, !N . Y.Mrs. Henry E. Lower, Oswego, N. Y. Taught two terms In Sandy Creek, N. Y.; one child.SMace, Josephine, Jerome, X. T.Mrs. J. Hanrey Norrls, Oswego, N. Y. Has not taught.Marsh, Laura G., Kingston, N. Y. Babylon, N. T.Taught In Babylon since graduation.Mattison, Mary H., Oswego, N". Y. Albany, N. Y.Took kindergarten course; taught In Oswego six months, and In Albany two years.Miner, Carrie E., North Hannibal, N. Y. Bnglewood, 111.Taught two years In Santa Paula, Cal., and two years in Chicago, 111.Nicholson, Anna, Haddonfield, N. J.Taught in Marshallton, Pa., one year, and in Passaic N. J., one year.Pateman, Edna, Yonkers, N. Y. Brooklyn, N. Y.Taught in Greenport, N. Y., one year, in Yonkers, two years, and in Brooklyn, N. Y., two years.RoDiE, Nena M., Rondout, N. Y.Taught In Bay Shore, N. Y., two years, in Charlotte, N. C, two years, and in Rondout one year.

Salisbury, Clara A., Sandy Creek, N. Y.Taught In Sandy Creek one year. In Watklns, N. Y., one year, and In Sayville, N. Y., two years.Sheridan, Catherine E., Oswego, N. Y^Mrs. William Sullivan, Oswego, N. Y. Taught in Sandy Creek one term, and in Oswego one and a

half years; one child.Shore, M. Yictoria, Oswego, N. Y.Mrs. M. H. Anderson, Santa Paula, Cal. Taught in Santa Paula, two and a half years; one child.Smith, Ella L., Chateaugay, N. Y.

Mrs. John L. Bowditch, Prospect Grove, N. Y. Taught In Chateaugay one year, and in ShelterIsland, N. Y., one year; one child.

"Washburn, Irving, Billings, N. Y. New York City.Taught in New Orleans one yea», and in Stony Point, N. Y., one year; is in manufacturing business

in New York.WiTBECK, Nellie L., Oswego, N. Y. Yonkers, N. Y.Taught in Greenport, N. Y., four years, and in Yonkers one year.ADYANCED.Bernhard, Margaret, Saginaw, Mich.Taught in Bay Shore, N. Y., one year, and in Saginaw two years; studied in Germany.Butler, Kachel A., Bath, N. Y.Mrs. John Suydam, East Hinsdale, N. Y. Taught in Queens and Greenport, N. Y.Daly, Lizzie M., Oswego, N. Y.Mrs. William J. Baker, Oswego, N. Y. Taught two years in Oswego; one child.Laing, Mary B., See Elementary, June 30, 1874.Mathews, Elizabeth A., .Oswego, N. Y.Mrs. William 0. Dunbar, Altoona, Pa. Taught in Altoona until marriage.Nesbitt, Emma J., Oswego, N. Y.Taught one term in Kinney's Four Comers, N. Y., two terms in Westmoreland, N. Y., one year in

Chaumont, N. Y., and one year in Oswego.Preston, Kate L., See Elementary, July 6,1880.Sheldon, Anna B., Oswego, N. Y.Taught in Boston, Mass., one year, and in Clinton, N. Y., one year; studied music in Boston and

Syracuse; graduated from Department of Fine Aits, Syracuse University.CLASSICAL.Alden, M. Helen, Sycamore, III.Mrs. John Q. Brown, Longmont, Col. Taught in Sycamore, 111., three years, and in Nordhoff,

Cal., one year.Bunker, Josephine C, Oswego, N. Y. Has not taught.THIRTY-SBYBNTH CLASS.— January 24, 1882.ELEMENTARY.Orow, Clara R., Oswego, N. Y. Winona, Minn.Taught in Minneapolis, Minn., two years, and in Winona, Minn., one year.Shaw, Amy R., Plattsburgh, N. Y.Taught in Greenport, N. T., and in St. Albans, Vt.; died June 16,1883.SiBBiTT, Anna B., Oswego, K Y.Taught in Greenport and Sandy Creek, N. Y.Taylor, Evalyn I., Fulton, !N. Y.Mrs. George E. Gilman, South Scriba, N. Y. Taught about two years in Yolney and Scriba, N. Y."Weed, Florence A., Oswego, N. Y. Grand Rapids, Mich.Taught two years in Matteawan, N. Y., and one year in Grand Rapids."Whiteley, Florence M., Grrahamsville, N. Y. Alamosa, Col.Taught one year in Roscoe, N. Y., and two years in Alamosa, Col."Woodhull, Anna S., Port Jefferson, JiT. Y. Tarry town, K Y.Taught one year in Bellport, N. Y., and three years in Tarrytown, N. Y.

ADVANCED.DowD, Harriet E., See Elementary, February 4, 1880.CLASSICAL.Crane, Mariette C, Penn Yan, N. Y. Englewood, 111.Taught in Mt. Morris, N. Y., one year, in Medina, N. Y., two years, and one year in Englewood,

111.THIRTY-EIGHTH CLASS.— June 27, 1882.ELEMENTARY.Benton, Ella May, Middleville, N". Y. Taught in Patchogue, N. Y., two years.Chapman, Emma J., Williston, Yt. Burlington, Yt.Taught one year in Dryden, N. Y., and since in Burlington, Vt.Clock, May W., Islip, N. Y.Mrs. Eugene Smith, Islip, N. Y. Taught two years in Hampton, Va.Farrington, Mary J., Fishkill, 1>l. Y. Lakewood, N". J.Taught one year in Fishkill, N. Y., one year in Matawan, N. J., and two years in Matteawan, N. Y.OoODMAN, Mary B., Omaha, Neb. Taught in Omaha since graduation.Oreene, Lida L., Fulton, N. Y.Taught in Volney, N. Y., two terms, in Hannibal, N. Y., two terms, in Granby, N. Y., two terms,

and in Fulton, one term.Harbington, Mary H., Oneida, N. Y.Mrs. Jesse L. Case, Peconic, N. Y. Taught In Greenport, N. Y., three years; one child.Harris, Isabelle J., Antwerp, N . Y. Yonkers, N". Y.Taught in Greenport, N. Y., four years, and In Yonkers, one year.Hewitt, Kittib I., New Haven, N. Y. Mexico, K Y.Taught In New Haven one year, and In Mexico three years.HuBB8, Temperance A., Central Islip, N. Y.Taught about one year, in Greenport and Central Islip, N. Y.; health not permit more teaching.Jagger, Ida W., Islip, N. Y. Patchogue, N. Y.Taught in Greenport, N. Y., four years.Kellogg, Gertrude A., Jamesville, Wis. Minneapolis, Minn.Taught in Phoenix, Mich., one year, and in Bilnneapolis, two years.McKee, Elmer B., Towanda, Pa.Taught in Sajnre, Pa., one year, and in Towanda, Pa., one year; editor of Towanda Review.More, Mary F., Walton, N". Y. Charlotte, Mich.Taught in Charlotte since graduation.Radley, Nellie M., Cape Yincent, N. Y.Mrs. Daniel P. Simpson, St. Paul, Minn. Taught two years in Manistee, Mich.Santley, Elizabeth D., N"ew London, 0.Taught in Wellington, O., and in Savannah, Ga., since graduation.Stisser, Margaret M., Oneida, i . Y.Taught one year in Mt. Morris, N. Y., and one year in Auburn, N. Y.Strong, Bertha A., Washingtonville, JiT. Y.Taught in lona, N. Y., six months, and two years in Washingtonville.Strough, Anna B., Clayton, N. Y.Taught in Watkins, N. Y., one year, and in Hoosick Falls, N. Y., six months.

Stymuh, Mary, Bayshore, 1 , Y.Taught in Bayshore, one year, and in Irvington, N. Y., three years.SuTCLiFFE, Thomas, Eaton, JiT. Y.Taught in Brewerton, N. Y., one year: studied at Harvard.Wells, Ida S., Peconic, N". Y. Yonkers, N". Y.Taught in Bayshore, N. Y., two years.TVheeler, Louise S., Oswego, X. Y.Mrs. Eliot B. Mott, Oswego, N. Y. Did not teach; one child."WiLLARD, Louise, Fnlton, N. Y.Mrs. Ch. Dudley Miller, Oswego, N. Y. Did not teach.ADYAISrCED.Benson, Carrie, See Elementary, June 28, 1881.Green, Charity JiT., Sayville, X. Y.Mrs. H. B. Knowlton, Hastings, Neb. Taught in Mankato, Minn., two years, and in W. New

Brighton, N. Y., one year.Partridge, Josephine, Nyack, N. Y.Mrs. Peter G. McMillan, Nyack, N. Y. Taught in Flatbush, N. Y., one year, and in Nyack two

years; one child.RoDiE, Nena M., See Elementary, June 28, 1881.ScRiBNER, Ernest E., Scriba, N. Y. Oswego, N. Y.Taught one year in Alexandria Bay; studied at Cornell University.CLASSICAL.Anderson, Augusta B., Oswego, N". Y.Taught one term In Salem, Va., and one term in Federalsburg, Md.Anderson, John H., Oswego, X. Y. Taught since graduation in Philadelphia.Howe, George H., Orwell, Pa.Taught in Talladega College since graduation.Hunt, Matthew I., Oswego X. Y.Taught in Woodville, N. Y., two years, and in Adams, N. Y., one year.Spicer, Lizzie S., Plattsburg, X. Y. Taught in Dobbs' Ferry three years.Yawger, Mary, Union Springs, N. Y.Federalsburg, Md.Philadelphia, Pa.Talladega, Ala.Madison, N. Y.Dobbs' Ferry.Taught in Patchogue, N. Y., one term, and in Union Springs since that time.McGregor, la. Charlotte, N. C.THIRTY-NI^^TH CLASS.— January 30, 1883.BLBMEN^TARY.Brooks, Minnie L., Forestport, . Y.Mrs. George P. Armstrong, Tougaloo, Miss. Taught in Manistee, Mich., five months, and in New

Berlin two years.Caulfield, Mary B., Oswego, N". Y.Taught in Minneapolis, Minn., one year, and in Oswego one year.

Dermot, Sarah A. (Mrs.), Springfield, Mass.Taught in Greenport, N. Y., one year, and in McGregor, la., two years.Deyo, Mary, Rondout, N. Y.Taught in Osceola, N. Y., one term, and in Charlotte three years.HovEY, H. Alwilda, Forestport, N. Y.Taught in Barnes' Comers, N. Y., one term, and in Forestport, one year.Jagger, Jessie B., Westhampton, I . Y.Mrs. John Young, Patchogue, N. Y.King, Georgia A., Greenport, N. Y.Taught in Patchogue, one year, and in Greenport, one year.LocKWOOD, Carrie L., Melville, N . Y. Woodhaven, N". Y.Taught in Huntington, N. Y., three years.McAuliffe, Margaret F., West Chester, N. Y. Taught in West Chester since graduation.Mathbson, Helen W., Ogdensburg, ]N . Y. New York.Taught in Mt. Morris, N. Y., two and a half years, and in New York City, one year.MuNSELL, Margaret E., Wolcott, N. Y. Taught two terms in Newark, N. Y.Peake, Mary B., Chateaugay, N. Y.Mrs. Albert Brown, St. Joseph, Mo. Taught two terms in Manistee, Mich., and three years in

Chateaugay, N. Y."Webster, Minnie R., Rutland, Yt. New Haven, Conn.Taught in Manistee, Mich., two terms, and in New Haven, Conn., three years.ADYANCED.Gerow, Ella A., See Elementary, June 28, 1881. SiBBiTT, Anna E., See Elementary, January 24,

1882.

Snow, Min a F., Rochester, N". Y.Tauffht in Rochester since graduation.CLASSICAL.Mowbray, Mary E., Bayshore, K Y. Taught in Bayshore two years.Parker, Florence J., Geneva, N. Y. Taught in Geneva since graduation.Smith, Margaret K., Frederickton, N. B.Taught in Peru, Neb.« one and a half years; studied in Grermany one year.Plymouth, Ind.Deposit, N". Y.Rutland, Yt.Minneapolis, Minn.FORTIETH CLASS.— June 29, 1883. -ELEMENTARY.Alling, Harriet S., East Durham, N. Y. Taught in Charlotte, Mich., two years.Anderson, Ellen S., Callicoon Depot, N". Y.Taught half a year in Princeton, Ind., and two years in Deposit.Arquit, Mary, Brooklyn, N". Y.Taught in Hampton, Va., two years, and in Orange, N. J., one year.Brooks, Mabel E., Forestport, N. Y.Mrs. Mathew I. Hunt, Madison, N. Y. Taught in New Berlin, N. Y., two years.Burleson, Harriet R., Oneida Castle, N. Y.Taught one year in Oneida Castle, and two years in Durhamville, N. Y.Cady, Lizzie P., North Williston, Yt.Taught in Bristol, Vt., in West Bay City, Mich., and in Minneapolis.Evans, EmmaL., Carthage, N. Y.Mrs. Benjamin F. Wood, Carthage, N. Y. Taught two years in Carthage.Finch, Adelaide Y., Amagansett, N. Y. Taught in West Bay City, Mich., two years.Franklin, Elizabeth J., Berlin, Md. Taught in Queens, N. Y., two years.GooDiER, Lillie L., Cedar Lake, N. Y. Taught three years in Manistee.GrOODMAN, MiNERVA A., Springfield Centre, N. Y.Taught In Charlotte, Mich., one year, and in Boonshoro, Ark., one year.Grafftey, Eliza, Oswego, N. Y. S. New Berlin, N. Y.Taught in Riverhead, N. Y., one year, in Pierrepont Manor and S. New Berlin, N. Y.Hallock, Minnie W., Riverhead, N. Y. Taught in Riverhead three years.Hutchinson, Nellie G., Hannibal, N. Y. Mankato, Minn.Taught in Mankato two years.Kimball, Jessie M., Fulton, N. Y. Taught in Fulton three years.Kirkland, Minnie f., Rome, N. Y. Manistee, Mich,Taught in Riverhead, N. Y., one term, and in Manistee, Mich., two years.Matthews, Frankie L., Gowanda, N. Y. Taught in Gowanda three years.MolLWAiNE, Anna A., Otego, N. Y. Plattsburgh, N. Y.Taught in Rouse s Point, N. Y., three years.Greenport, N. Y.Plainfield, N. J.Manistee, Mich.

McMillan, Elizabeth A., Salem, N. Y.Tauebt in Ventura, Cal., one year, and In Downey, Cal., two years.MuLLANEY, Margaret, South Addison, N. Y. Taught in Homellsvllle three years.Short, Abbik L., Honeoye, . Y. Taught In West Bay City three years.Smith, Alice V., Geneva, N". Y. Taught in Marysvllle, O., three years.Thomson, Lizzie C, Matteawan, K Y. Taught In Flshklll, N. Y., three years."Waful, Lilian K., Great Bend, N". Y. Taught in Felt's Mills, N. Y., twrfterms."Waring, Georgia A., Wolcott, K Y.Mrs. T. G. Henderson, Wolcott, N. Y. Taught In Charlotte, Mich., two years.ADYAlSrCED.Downey, Cal.Hornellsville, N. Y."West Bay City, Mich.Marysville, 0.Fishkill, N. Y.Blanchard, Oliver R., Spring Yalley, !N . Y. Taught in Jersey City three years.BoDMAN, Miranda A., Theresa, N. Y. Taught in Redwood, N. Y., one year.FiTz, George TV., Peconic, ^N . Y. Taught three years in Englewood.Fogle, M. Virginia, Mt. Gilead, 0. Taught in New Haven three years.Grow, Clara R., See Elementary, January 24, 1882.McCooL, Jkannrtte a., See Elementary, July 3, 1887.McLean, Louisa fl., Oswego, N. Y.Taught in Sandy Creek, N. Y., and in Saratoga, two years.Parsons, John C, Marcellus, N. Y. Taught in Jersey City three years.Rogers, Lucr T., Sodus, X. Y. Taught in Nortbport two years.ScHOFiELD, Elizabeth H., Oswego, N. Y.Taught in Williarastown, N. Y., one term, and in Oswego two and a half years.Weed, Florence a.. See Ele., January 24, 1882.CLASSICAL.COMSTOCK, Amy, Plattsburgh, N. Y.Taught in Medina, N. Y., one term, and in Plattsburgh two and a half years.Jersey City, N. J.Englewood, III. ew Haven, Conn.Saratoga, i . Y.Jersey City, N. J.Northport, 2 . Y.FORTY-FIFTH CLASS.— January 29, 1884.ELEMENTARY.Anderson, Mercy A., Shelburne, Mass. Taught In Hohoken since graduation.OoLNON, Caroline M., Oswego, N. Y. Not taught.Daniels, Lottie C, Brooklyn, N". Y.Taught in Patchogue, N. Y., nearly two years, and in Yonkers six months.Howell, Emeline C, Riverhead, N. Y. Taught in Riverhead since graduation.Hoboken, N". J.Yonkers, N. Y.

LiTTLEFiELD, Addie, Oswego, N. Y. Tau^bt in Manistee two years.Murdoch, Edith, Oswego, Jf. Y.Taught in Scriba two terms, and in Oswego a year,Murray, Margaret, Dobbs' Ferry, N. Y. Taught in Greenport since graduation.li^EWTON, Jennie M., Baiting Hollow, X. Y. Taught in Rocky Point two years.Radcliffe, Margaret C, Yonkers, 1 . Y. Taught in Yonkers since graduation.Smith, Anna E., Springfield, Mass.Taught in Blandford, Mass., one term, and two terms in Ourtisvllle, Mass.Manistee, Mich.Greenport, !N . Y. Rocky Point, N. Y.ADYAI^CED.Sandy Creek, N". Y.Clark, Alice M., Oswego, N. Y.Taught in Sandy Creek since graduation.Lowell, Franklin A., Savannah, N". Y. Taught in Savannah two years.Stevens, Florence G., Oswego, N. Y. Hoosick Falls, N. Y.Taught in Westhampton, N. Y., one year, and in Hoosick Falls one year.Wilcox, Alice E., Oswego, N. Y. Gouverneur, N". Y.Taught in Wegatchie, N. Y., two terms, and since in Gouverneur.CLASSICAL.Dashley Emily B., Oswego, N". Y. Manlius, N". Y.Taught in Pulaski, N. Y., one term, in Woodville, N. Y., one year, and in Cleveland, N. Y., two

terms.Kerr, Mary, Gorham, N. Y. Minneapolis, Minn.Taught in Minneapolis since graduation.FORTY.SECON"D CLASS.— July 1, 1884.ELEMEIS^TARY.Baldwin, Maria J., Yolney, N. Y.Taught in Hampton, Va., since graduation.Bradley, Mary F., Watertown, N. Y.Taught in Sandy Creek, N. Y., one term, and in Watertown one term.Brickkll, Mary E., New York City, N. Y. Taught in Nyack since graduation.Brown, Adella M., Macedon, N. Y.Mrs. Arthurs. Westfall, Walworth, N. Y. Taught in Macedon one year.Burns, Fannie M., Fairmont, W. Ya. Taught in Towanda since graduation.Callaghan, Anna C, Charlton, N. Y. Taught in Newburg since graduation.Cleveland, Adella Y., Canton, Penn. Taught in Marion, 0., one year.Corwin, Isabella G., Riverhead, K Y.Taught in Brooklyn, N. Y., one year, and in Yonkers, N. Y., one year.Nyack, N. Y.Towanda, Pa. Newburgh, N. Y.Brooklyn, N. Y.Foster, Idaho P., Antwerp, N. Y. Cottage City, Mass.Taught one year in Mystic Bridge, Mass., and since in Cottage City.Gardner, Helbn R., Evans Mills, N. Y. Taught in Philadelphia, N. Y., two years.

Keller, Clara A., Oswego, N". Y. Charlotte, Mich.Taught in Hoosick Falls, N. Y., one year, and in Charlotte one year.KuHL, Lizzie H.', Lawrenoeville, Pa. Taught a year in Lindley, N. Y.Leonard, Carrie S., Oswego, ÜT. Y. Pulaski, N". Y.Taught in Pulaski since graduation.Maher, Frances G., Hastings, N. Y. Has not taught.Porter, Ida M., Connellsville, Pa.Taught in Geneva, N. Y., one year; studied in University at Ann Arbor, Mich.BoGERS, Alice B., Matteawan, N". Y. Taught in Glenham, N. Y., two years.Sewell, Anna M., Fishkill, X. Y.Taught in Patchogue, N. Y., one term, in Norwalk, Conn., one year, and since, in Fishkill.Storms, Minnie, Nyack, N". Y. Taught in Nyack since graduation.Tanner, Helen M., Bloomfield, i?". J. Montclair, N". J.Taught in Pulaski, N. Y., one year, and in Montclair, one year.Towsley, Anna L., Oswego, N. Y. Pulaski, N. Y.Taught in Pulaski since graduation.Van Cleef, Lillian M., Seneca Falls, N. Y. Lansingburg, N. Y,Taught in Lansingburg two years."Walker, Jeannette, Irvington, i . Y. Taught in Flatbush» N. Y., two years.Wood, Julia 0., Woodville, N. Y.Taught in Ellisburgh, N. Y., one term, and in South Richland, N. Y., two terms.ADYAJSrCBD.Armstrong, George P., Speedside, P. of 0. Tougaloo, Miss.Taught one year in Madison, N. Y., and one year in Tougaloo, Miss.Baldwin, William A., Volney, N". Y. Philadelphia, N. Y.Taught in Philadelphia, N. Y., two yeai-s.Barnes, Earl H., Martville, N. Y. Taught two years in Hoboken, N. J.Poucher, Kate M., Oswego, N. Y.Mrs. Edward W. McColm, Columbus, 0.Rice, Kittie B., Oswego, N". Y.Taught a short time in Sandy Creek, N. Y.Richardson, Myrtis J., Colosse, X. Y. Minneapolis, Minn.Taught in Mankato, Minn, one year, and in Minneapolis one year.Swartwout, Ellen, Huguenot, N. Y. Taught in Huguenot two years.Whitaker, Sarah E., Frederica, Del. Taught in Winona, Minn., two years.Williams, Louise M., Oswego, N. Y.Mrs. U. Irving Towsley, Oswego, N. Y. Taught a year in North Brookfleld, N. Y., and a year in

Woodville, N. Y.Yarrington, Adrian M., Sayville, N. Y. Pearsalls, N. Y.Taught in Babylon, N. Y., one year, and in Pearsalls one year.CLASSICAL.Geer, Giles A., Stittville, N". Y. Hoosick Falls, N. T.Taught two years in Hoosick Falls.Mathews, Jennie H., Oswego, N. Y. Altoona, Pa.Taught in Fulton, N. Y. one year.

FORTY-THIRD CLASS.— January 20,1885.ELEMENTARY.Bero, Kate M., Oswego, N. Y. Not taught.Bruce, Lizzie, Yonkers, N. Y.Taught in Manistee, Mich., one term, and in Yonkers one year.Carlisle, Ellor E., Mt. Gilead, 0.Taught in New Britain, Conn., one and a half years.Cooper, Clara F., Oswego, N. Y. Omaha, Neb.Taught in Oswego one year, and in Omaha, Neb., six months.Cullen, Alice F., Oswego, N. Y. Not taught.DODD, Hattie M., Orange, N. J.Taught in Montclair, N. J., and in Bloomfleld, N. J.Ferris, Laura E., Oswego, N. Y.Taught as supply in Oswego since graduation.Ford, M. Louise, Babylon, N. Y, Taught one year in Isllp, N. Y.Hennessey, Mary E., Oswego, N. Y. Not taught.HiLBERT, Sophie M., Oswego, N. Y. Taught in Osw^o one year.Jones, Mary Anna, Germantown, Pa.Taught in Westtown, Pa., one term, and in New Britain, Conn., one year.Krichhoff, Anna F., New Rochelle, N. Y. Taught one year in New Rochelle.McCabe, Frances J., Palatine Bridge, N. Y.Taught one term in Hoosick Falls, N. Y., and one year in Greenport, N. Y.Newman, Carrie E., Oswego, N. Y. Taught one term in Oswego, N. Y.O'Brien, Susan M., Oswego, N. Y. Taught in Oswego one'year.O'Geran, Mary L., Oswego, N. Y. Taught in Oswego one year.Pearce, C. Ella, Hannibal, N. Y.Mrs. Robert S. Lindsay, DeRuyter, N. Y. Not taught.Regan, Alice A., Oswego, N. Y. Taught in Lycoming, N. Y., one year.Remington, Ida L., Omaha, Neb. Taught in Omaha since graduation.Roat; Mary B., Riverhead, N. Y. Taught in Riverhead since graduation.RuLisoN, Nellie S., Ilion, N". Y. Taught In Illon since graduation.Snell, B. Anna, Palatine Bridge, K Y. Taught in Patchogue since graduation.Stoneroad, Eebbgga, MeadviUe, Pa.Taught In Stillwater, Minn., one term, and In Washington, one year.Wheldon, Lrah J., Oswego, N. Y. Taught In Greenport, N. Y., one year.TVhitson, Mary E., West Deer Park, N". Y. Taught In Patchogue one year.ADYANCED.Freeston, Mary C, Oswego, N". Y. Taught In Homellsvllle since graduation.Kelly, Margaret L., Oswego, N. Y. Taught In Oswego one year.McCarthy, Nellie, Oswego, N. Y. Not taught.McKay, Esther E., Oswego, N. Y. Taught In Patchogue since graduation.CLASSICAL.CuMMiNGS, Byron, West Bangor, N. Y.Taught a short time In Gouverneur, N. Y., and In S. New Berlin, N. Y.HoDGKiNS, Amelia F., Carthage, N. Y. Taught In Grand Island since graduation.

LeFebvrk, Minnie E., Oswego, N. Y.Taught in New Paltz, one term, and In Sodus Point, N. Y., one year.Meyers, Ida G., (Mrs.), Wolcott, N. Y. Taught In Washington since graduation.Randolph, Harriet, Philadelphia, Pa. studying In Bryn Mawr College.Patchogue, N. Y. Washington, D. C^Patchogue, N. Y.Homellsville, N. Y.Patchogue, N. Y.Grand Island, Neb. Sodus Point, N. Y, Washington, D. C.FORTY-FOURTH CLASS.— June 9, 1885.ELEMENTARY.Barlow, Daisy D., Walton, N. Y.,Taught one term In Walton, and two terms In Newton, Kan.Barrett, Bella M., Fruit Yalley, N. Y. Not taught; died February 20,1886.Barrett, Minnie, Matteawan, N. Y. Taught one year In Pulaski.Batchelder, F. May, Herkimer, N. Y. Taught one year In Gloversvllle, N. Y.Benjamin, Amelia H., Aquebogue, N. Y.Taught one term In Buffalo, N. Y., and two terms in Southampton, N. Y.Buckland, Martha E., Memphis, N. Y. Taught one year In and near Cazenovla, N. Y.Bobbie, Lucy M., Calumet, Mich. Taught In Calumet one year.Downey, M. Elizabeth, Gouverneur, N. Y. Taught one year In Talladega.Newton, Kan.Pulaski, N. Y.Grloversville, N. Y.Brooklyn, N. Y.Fleming, N. Y,Talladega, Ala.Lake, Sarah I., Shelburne, Yt. Taught in Sutton one year.Lindsay, Robert S., !N ewport, N. Y. Taught in DeRujrter one year.Mansfield, M. Edith D., Morrow, 0. Taught in Indiana one year.Nitterauer, Thirza W., Fort Washington, Pa. Not taught.Osborne, Abbie P., Oswego, K Y. Taught one year In Hoosick Falls.Owens, Marion J., Locust Grove, N. Y. Taught one year in Port Leyden, N. Y.Peebles, Mary S., Oneida, N. Y. Taught one term In Orwell, N. Y.Pulver, Lucy C, Oswego, N. Y. Taught one year in Sandy Creek.Hadcliff, Anna L., Oswego, K Y. Taught one year In Gazenovia, N. Y.Radcliff, Emily H., Oswego, J^T. Y. Taught one year in Hoosick Falls, N. Y.Shepard, Abbie L., Oswego, i . Y. Taught in Patchogue one year.Snell, Ida May, Palatine Bridge, N". Y. Taught in Lansingburg one year.Stratton, George H., Newport, N. Y. Taught in Newport one year.Taylor, Grace, Oswego, N. Y. Taught two terms in Oswego.•Turner, Louise J., Hoosick Falls, N. Y. Taught in Hoosick since graduation.Walsh, Margaret L., Oswego, N. Y. Not taught.ADYANCED.Adams, Cornelia C, Oswego Center, N". Y. Not taught.

Badger, J. Ward, Havana, N. Y. Taught one year in Marcellus.Barr, William J., Elba, N. Y. Taught in Elba since graduation.€arr, Georgia A., Yonkers, 1 . Y.Taught a short time in Yonkers; since, in Buffalo.Davis, George H., N^orth Hannibal, N. Y. Taught in Bayshore, N. Y.DovTNES, William B., Scriba, . Y. Taught in Scriba one term.■Gregory, Ida L. (Mrs.), Ledyard, N". Y. Taught in Greenport one year.Oregory, S. Maud, Carpenter's Eddy, N. Y. Taught one year in Mt. Morris.Phillips, Julia E., Oswego, K Y. Not taught.Sutton, Neb. DeRuyter, . Y.Indiana, Pa.Hoosick Falls, I5". Y. Port Leyden, N". Y.Sandy Creek, I5". Y.Albany, NT. Y.Hoosick Falls, K Y.Patchogue, N. Y.Lansingburg, N". Y.Marcellus, N. Y.Buffalo, N. Y. Bayshore, N, Y.Greenport, N". Y.Mt. Morris, :S. Y.Poucher, Lucy A., Oswego, N. Y. Not taught.Teall, Wyllis J., Marcellus, JS". Y.Taught a term In Collins Center, N. Y. ; book agent.Wallace, Mary E., Oswego, N. Y. Not taught.CLASSICAL.Hedges, Carrie B., Spencer, N. Y. Brooklyn, N. Y.Taught one year in Adelphi Academy, Brooklyn.Watson, Bruce M., Onaquaga, I5". Y. Syracuse, JiT. Y.Taught one term in Pulaski, N. Y., and one term in Syracuse.FORTY-FIFTH CLASS.— February 16, 1886.ELEMENTARY.Backer, Stella M., Catlin, N". Y. Not taught.Baker, Nellie, Oswego, N. Y. Not taught.Baxter, J. Gertrude, Westchester, N. Y.CuMMiNGS, Emma, West Bangor, N. Y. New York City.Taught six months in New York.Gilman, Beulah J., Canajoharie, N. Y. Gloversville, N. Y.Taught six months in Greenport, N. Y.Hamilton, Nellie A., Oswego, N. Y.Not taught.HOYT, Arthur S., Mallory, N. Y. Not taught.Kelly, Margaret T., Lewiston, N. Y. Taught one term in Lockport, N. Y.Leroy, Lydia A., Oswego, N. Y. Not taught.Nelson, Carrie M., Watervüle, N. Y. Taught one term.

Nesbitt, Lillie I., Oswego, N. Y.Mrs. Edwin B. Harman, Ogdensburg, N. Y.Richardson, Kate, Oswego, N. Y. Not taught.Rogers, Lizlie H., West Hampton, N. Y. Taught one term.Smith, Florence M., New Haven, N. Y. Not taught.Springstead, Ida A., Geneva, N. Y.Not taught.ADYANCED.Brown, John E., North Hebron, N. Y. Taught one term in Mt. Pleasant, Pa.Clark, Nellie E., Oswego, N. Y. Substitute in city schools.Hayes, Mary A., Castle Creek, N. Y.Mrs. George F. Stackpole, Biverbead, N. T. Tauglit one term in Riverbead.Peasb, Jennie S., Oswego, 2 . Y.Taugbt one term in Fruit Valley, N. Y.Tbare, Mary J., Jamestown, N. Y. Not taugbt."Waters, Minnie E., Oswego, N". Y.Mrs. Lorin J. Eggleston, Millerton, N. Y. Taught one term in Millerton.CLASSICAL.Oreen, Cynthia A., Mexico, N. Y. Charlotte, Mich.Taught one term in Charlotte.Halgin, Robert J., Jr., Matteawan, N. Y. Not taught.Johnson, Charles S., Brier Hill, N". Y. Taught one term in Pulaski, N. Y.FORTY-SIXTH CLASS— July 6, 1886.ELEMENTARY.Oarrison, Edith M., Mt. Yemon, N. Y. Oriswold, Jessie N"., Scriba, N. Y. Hanrahan, Ella E.,

Lewiston, N. Y. Howe, Florence A., Ilion, N. Y. Lee, Susan C, Jericho Center, Yt. Leichhardt, AnnaM., Afton, Kansas. Miller, Eleanor S., Saranac Lake, JiT. Y. Parsons, Mary G., Oswego, K Y.Pulver, Elnora, Sodus, !N . Y. Rennie, Julia E., Omaha, Neb. Row, Sarah M., Indiana, Pa. Salmon,Carrie B., Fulton, N. Y. Sawdey, Myrtis M., Poolville, N. Y. Skidmore, Emma W., Riverhead, K Y.Tenney, Mary P., Chelsea, Mass. Walsh, Kate F., Lewiston, N. Y. Webster, Emma C, Port Ontario,N. Y. Welch, Mary L., North Hebron, N. Y. Whitaker, Hattie L., Fulton, N. Y. Whyte, Jennie A.,Malone, N. Y.

ADVANCED.Barber, Lella Jane, Richville, N. Y. Davis, Mary Janet, Oswego, N. Y. Earley, Michael J.,

Savannah, N. Y.Flanagan, Mart W., Camillus, N. Y. Hoover, Jennie L., Oswego, K Y. Owen, Elizabeth A.,

Oswego, N. Y. Pretlow, Isabella, Dublin, Ind. BoGERS; Antoinette C, TVatertown, N. Y. TVhitmore,Francis E., Georgetown, N". Y.

CLASSICAL.Rockwell, Adaline B., Oneida, N. Y. Stone, Wesley C, Minetto, N. Y. Turner, Nellie E., Oswego,

N. Y.

ERRATA.P. P. P. P. P. P. P.18 36 44 4974 81 92P. 104 P. 120 P. 133 P. 136 P. 137 P. 155 P. 156 P. 179 P. 185for ** Minerology " read Mineralogy, last word of second line for " this " read as much, for "

matured " read mastered. after " particular intention " insert will, for " Goyot's " read Ghiyot s, for ^*principals " read principles, for ** Rosseau " read Rousseau, for " withold " read withhold, for **Lon Delano " read Teen DeLano, for " with sympathy " read into sympathy, for " surprize " readsurprise, for " Francis " read Frances, for " Superintendant" read Superintendent, for " refactory "read refractory, for " hearts of strangers *' read breasts of strangers. for "Here he lay the foundations"read laid the

foundations.-V ^ - -.f , ■■•-..•:..• .-- f-«-',i-;:' ''•• • - ■■■ ■■'■ '■ • " • ., . • ■ ••■ ;. ,. ,.V «■•'■» •: "5 -

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