University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS)

 - Class of 1915

Page 1 of 70


University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS) online yearbook collection, 1915 Edition, Cover

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Text from Pages 1 - 70 of the 1915 volume:

Iirrfnrr HIS little volume has been prepared by the Class of 1915 with the hope that it will be of interest to every one and especially to those who stand for better rural schools. The Class has tried to avoid send- ing out anything that cannot be appreciated except by those Who have attended this in- stitution. Each article is a voluntary con- tribution and pertains to some phase of the work of the Normal College. The topic of every article is believed to be of interest to all the people of the state, and the purpose of them all is to further the cause for Which the Normal College exists-a fuller and more efficient rural life in Mississippi. We return thanks to the faculty and student body of the Normal College for sympathetic criticism, encouragement, and aid. Brhimiinn En ihe rhilhrrn nf ililiauiaaippi me hehiraie thin "Filip Nun Spirit" nf ninetven fifiven X. I sru- -, . xi' V1 , ' 5- I I ' 5 ' w I 1 A 6. . - gn' . Q, - A .f -x f up 'ft i gQg..,.f:'.1Q-nk, ' lg 2,3 ,Q 3-sa gr 4 , H ?Aif-1. ,rv "' X. ' HQ".-5I.?'f"P"'?'Xl:'7. ' A ' ' rf Jn A 1. rv' .' - ,gf . 'N A h ' .,.g- 4 . - 'RLS ' 'fy' -4 ' -Y 1, 1 ' . -1- , x f . -K1 5 ,. A R r 1 f P I r A X 0 Y , u A ,nu 'H .. I ff. 0, ,1 H .- 1 -Ysx. . if EJ f' P Q, ll M"- . .. gt' 5 " ' J 1 1' v ...Q ", X. M A. A .., ,gtk -.m Q , ., , ,,,:,..,,, .A ,Q 1 Y vi -v :M L ' ,, all jf, " I ' " .J . 'r' ww . Ja' Q 1 tr, I ' , . fi - I. -,'J-'Fail ' ' .' ., -'-P ' rw ',',' " MJ. ,... A L 4 - .,. f. N, ' I ,: " W-., ' L-f. ' ' Q' Ja , , ,M . 0 " , fi" , ' fn , , -1 , .. 5,.. , 1 . w J .Q 'V Q I ,I F Y . , O 1 4 , Q U .A 'La ..-. 'o W ny , !, A' r X. 1 'a fo fs- 3 , 4 x s 0 . 5 , V A .L7.'fL'. ...HQK .1 .Lk LI .g . .,, Y 1 YACULTY yu .,, A, E ' CE MissAnneAmigustus 1 ' ' J. NM9MUl1R. ' English V O . G.'Br1111, , ' EYLQUSN' h ' ' Edr.x.c.z-.tion .IQ " ' 'i A hiv Qgif af' wk 55' Ya V F r ' f V , 1 W.I.TImmes ' ww' Civics andticonomlcs ' Y 4, N5 fir 0 S 1 f 45" SH. ' , Miss.Wi1aBo1toru l , DY-NFJOHBS Geogzfaphrg V A HQQWVW' x . , 1 ,. Joe Look. 4 'Presid.e.1-Lt ' -3 ff, f ' ,gm F ' w'. 7y 'P Q Tflxckson " ' ' 1 . ' ' -, ' " xi , ' 4 339' Agrxcznlture gf ' , Q4 . ' .' "X Qwil v J: uh? . I'I'iss:Ka'ceB1'ovm L N Mlsggfiifgfjmes . Hxstoxg I . -X 3. . ' A 'X -H l , . P- A A 1 ,'- J' -I x ,Q X A.'B.Di11E-J - l Q3 5, I , ,N : L A. ,, W V," x A X Q gx , T-EZ5cottN1'ce-President A A 'Q DgiSSDd0raHN?ne1 Mathematics ' . . ' 'A Ex if- r -,gxgrri-is Wm M1ss.Mag91eDfeCAmpbe1L , A K Z D0l'RS5f.1.CSC1BI'LC6 3 -s -eg : . , H K , 1' ffl Im-,M . 'ff V.QfF ...Q . -3' . , f 'aiu 5' - 5 ML5s.Jess1eMz,gLomenc '- FT Observo:LionfTeacheT' A1 .1 1 V 4 . 3 A 'H . .1 . L I V Mmmlmuinmm MissLore1mTomson , ' ' English. Music . , ' . I"I1ss.LoreneT1mme5 ' Piano WFBOQH Hisiojqg ', fl G.H.Armstrong Ag1'iCr.L'Lfure, Qi., 1 CBBo1zmd Penm anal-up - 5111212111 Self Cfnurrnmrnt ... c. H. BISHOP SCOTT COUNTY X s HEN school first opened at the Mississippi Normal College in 1912-the first year the doors of the institution were opened for students-just how to govern the student body, was a question in the minds of the president and faculty. President Cook said, it was the aim and desire of the faculty and President of the institution, to furnish the students with every opportunity of becoming broader, and more efficient in their chosen profession. He also said that he believed that students who expected to be teachers were capable and should govern them- selves. . Such an idea was new to the majority of the students. It was discussed privately by the students for several days before they decided to take it up publicly. Mr. A. A. Burns called a meeting of the student body for the purpose of discussing publicly the question of Student Self Government. A motion was made and carried, that the students organize themselves into a "Student Self Government Association." The Association was organized October 8th, 1912. Candidates for the various offices were nominated at the same meeting. The officers of the Association are a president, a vice-president, a secretary- treasurer, and a council composed of seven women, and eight men, all members of the student body. The officers are elected by a vote of the student bodyg both men and women voting by the Australian ballot system. It is the duty of the council to try any student for alleged misconduct and recommend his punishment to the faculty. Every student of the institution is a member of the Association. He is placed on his honor. Misconduct is not suggested to him by a countless number of faculty rules. To observe the motto of the Associationg "Every Man aGentleman and every Woman a Ladyg" is all that is expected of any student. If every student ob- serves the motto, peace and harmony will always prevail between the students, and between the students and faculty. The Association offers an excellent opportunity for the development in each member the characteristics of true manhood and womanhood. It gives a most ex- cellent opportunity for the development of personal responsibility and self-control- two requisite features for success in the teaching profession. From a teacher's point of view there is nothing truer than the saying, "Before you are capable of controlling others you must first be able to controll yourself." Learn to do by doing. C. H. BISHOP. - 31112 "Nnrmal Spirit" , ALLENE CATHEY DESOTO COUNTY X.: HE word "Normal" as here used has not its usual meaning, it is not the spirit that is commonly found in Normals, not the customary thing, but rather the unusual spirit of this particular Normal school. New students feel it in the democratic atmosphere, and drop in line. Visi- tors comment upon it and ask, "I-low?" Yet if they remain here long it is easy to understand. The attitude of the faculty towards the students is one to inspire con- fidence, self-reliance, and respect. They are not cultured, learned gods, that hold themselves apart, but are comrades, friends, and advisorsg they do not exist for the recitation rooms alone, but are with us in our societies, religious organizations, games, and every phase of daily life. The President of the institution, Joe Cook, places all confidence in the students. No iron-clad rules are enforcedg only a very few necessary regulations and "Self-Control" are insisted upon. His confident, frank treatment of the students demands the same from them in return. Another reason for the Normal spirit is unity of purpose. The student body is not a heterogenous collection of future doctors, merchants, lawyers, business men, society girls, etc., but is made up of men and women who have determined upon the same life purpose. Every student has at heart, and is to be a helper in solving the one great problemg the development of the country child. The moving student body helps to maintain democracy. The same students are seldom here a second or third year, and more often they come for a part of the session, go away to teach and return after their schools are out. This constant changing of students, though lasting friendships are made, prevents social circles and squads from being formed. There is no Freshman or Senior here, no distinctions are made. The entire student body is one big social circle, every one having equal rights. Democracy is encouraged, not for democracy in itself, but for its helpfulness. And we hope to carry this Normal spirit back with us into every rural school and community throughout the state, socializing and unifying the many factors of rural life now dormant. ALLENE CATHEY. Srhunl Qlrehit fur 55111112 mark AIDA T. CLOWER HARRISON COUNTY -Q NE of the lpresent problems of the school is how it can be of real help to the home. One way in which to solve this problem is for the school to take into account home industrial work and regard it as of equal importance with the school work. By making it a subject of consideration at school the child's interest in his home tasks and in the school itself will be greatly increased. While this plan of giving school credit for industrial work, satisfactorily done at home IS comparatively new, it is one that will cost no money, will require little school time, and can and should be put into practice in every part of the State. The school must recognize the fact that the work done at home, if it is thoroughtfully, intelligently and carefully done is of equal value with that done in the various school subjects and must give the child just compensation for his time and effort used in performing home duties. If the child is given credit for his work at home it will stimulate his desire to help his parents do the tasks that need to be done and to do them in the most efhcient way. . The purpose of giving school credit for home work is to bring about more interest, better co-operation, and a closer relationship between the school and the home. The parents should be considered as teachers, and the school teachers will be given a better opportunity to study the habits and tastes of each child, which will re- sult in the development of the child's entire nature. It will give the child an in- centive to do, at home, some of the things that he has learned at school. In this way new ideas of working may be introduced into the home and perhaps adopted. Thus by coming into direct touch with the home and social life of the pupils the school will be in a better position to know the needs of the child and will therefore be able to plan the school work so that it may best meet these needs. The home also offers the best possible equipment for industrial work and the problems and situations to be met there are real. They provide for the child's initiative and individuality. But how can the school give credit for industrial work done at home? This may be accomplished by printed slips asking the parents to keep a record of the work the child does at home, and explaining that credit will be given for this work on the school register. In preparing these slips the child's age must be considered so that he will not be asked to do too much. The required tasks must not be too difficult, yet they must be real tasks. To add interest to the work, exhibitions are sometimes made at school or county fairs. U Wherever school credit for home work has been given it has proven to be practicable and successful. AIDA T. CLOWER. l ml Cflramping an at lgrufemiinn L HARRIS COOK FORREST COUNTY F it is true that travel broadens the mind, the teachers of Mississispi should be very broad-minded, for seventy-six per cent. of them move every year. If we believe in Formal Discipline, we should say that this travel would develop the child's ability to adapt himself to new situations, because each new teacher brings a new situation. In a certain community, the teacher has lived for ten years and has done a great work for that community. He has lived with the people, helped them to solve their problems, and has taken an active part in the community life. He is teaching now in a new building with modern equipment. He has formed his boys into corn clubs, his girls into canning clubs, has vitalized the curriculum, and started a move- ment, not "back to the farm" but "stay on the farm." Through his efforts in the Farmers' Union, the people of his community are having their children study farming and are studying it indirectly, themselves. His people back him up, for they believe in him. He did not accomplish this workin one year or two yearsg it took time to enlist their support and co-operation. In another community, there have been new teachers almost every year, just as good men, no doubt, as the one mentioned above, but too much interested in travel to stay long enough in the community to learn its problems or assist in their solution. These teachers apparently have no aim. The work of the present year seemingly bears no relation to that of the past year. There is no club work, no school library, no Farmers' Union. The building is still standing as it stood six or seven years ago, poorly equipped and badly in need of repairs. Every spring, the teacher is attracted by wander-lusty so he closes the door, forgets the community and its problems, and starts out to find another school. It is doubtful whether "long tenure of office" would have made the second school an asset rather tnan a liability. But "long tenure of' oflice" would have help- ed. It is not wise for all teachers to stay in the same community all the time. One of the best things some teachers can do for their community is to leave it. The teachers, themselves, are largely responsible for the attitude of the com- munity toward the school, because many use the teaching proffession as a makeshift. In a certain community, for the past seven years, the teachers have been young girls, who were teaching only for the purpose of making enough money to buy their trousseaus. In another community, a man took the examination and, when asked why he was just beginning to teach, said, "Times are so hard I could not get a job 'hustlin' lumber,' so I thought I would try school teaching." Thus the story goes: the traveling teacher is first here and then there, like some will-o'-the-wisp, never staying in a community long enough to be of real service. HARRIS COOK. 'ft " V - Rerrwtinn in 1112 illural Glnmmunitg ROLAND COWART MONRO E COUNTY 0 ECREATION has to do with that part of exercise which we generally call amuse- ment, entertainment, pastime, etc. We are prone to pass the idea of recre- ation by without very much consideration. There are two reasons why a person in the average rural community is prone to do this. One is the time element the other the attitude. He is very busy at his toil providing for his family never thinking that he is not exercising all of his being, and thinking he has not the time to spend in a few moments recreation. He notices that in many cases the people who enjoy hours of recreation neglect their duties. To guard against this he will not participate much in such deeds, and objects to his family's taking too big a hand. These reasons seem superficially sound but will not bear analysis. In the first place one wants to be broad-minded and not forget all the world While hewing to his own line. In the second place one must not put aside a good thing because some people misuse it and get evil results therefrom. Man is not measured altogether by his work at an occupation. Since the country is getting more densely populated, a man's occasional occupations are as much a matter of social concern as his special trade. It is almost, if not quite, as high an art to use one's leisure time well in his avocations as to use his time well in his vo- cation. To prove the truth of this statement, one has but to witness the large number of people to whom freedom from toil means liberty for the indulgence of low tastes and bestial impulses in some drunken revelry. Such a use of leisure as this is a menace to society, for it breeds corruption and crime: it is a menace to the individual, for instead of recuperating his strength and renewing his courage, it saps his energy, lowers his tastes, and sends him back to his work depleted physically and depressed mentally. We must learn to see ourselves as other people see us if we would ever be traveling the road to WELLVILLE. Rightly directed recreation will not lead one astray but will tend to make his career one of success and full of pleasure. Recreation is a necessity for the youth in order to develop his brain, promote his bodily growth and vigor, and secure muscu- lar control and co-ordination. His only way of gaining energy is through spending it. The adult needs the change and rest that is brought about by recreation, hardly less than the child. It is not a good idea for a person to play too steadily on one string. It is not work but continued work that kills. What a relaxation it would be for both old and young to spend the Saturday afternoon or evening, as the case would demand, in social intercourse at a good ball game, literary society, or exhibition of some kind. Besides fostering the enterprises and promoting the undertakings of individuals, it would create a co-operative spirit and make the community one great unit moving for the good of the whole as well as any part. ROLAND COWART. Chnnh illuahu RENIE DAUGHTRY COVINGTON COUNTY R O B A B L Y there is no one thing.that contributes more to the prosperity and happiness of a community than good roads do. From a commercial stand- point good roads give a means by which all farm products can be marketed more quickly and in greater amounts. The problem of hauling is also made less. In saving the farm wagons, buggies and horses from Wear, financially much would be saved which placed in good roads would be of lasting value, Whereas otherwise it would be lost Without any return. Here might be mentioned the saving of the man himself in contrast with the hardship and Worryings on a journey over rough roads. Good roads also contribute to social life. Surely no man can live the broad- est, best life who does not have an interest in his neighbors and the community at large. By meeting together in the capacity of Sunday School, School meetings and Church services the people learn each other better. They begin to see the good in their neighbors and have a more mutual love. But before. these conditions can in- fluentially exist the people must have good roads. How many people, especially in Winter, had rather stay at home than to attempt to drive over the bad, muddy roads? Educationally, the rural school children can not be given the advantages of the more fortunate children Who are nearer high schools until better rural schools are established. Consolidation is fast solving this question. But in many places until there are better roads over which to transport the children consolidation will not be successful. These are only some of the many general advantages of having good roads. No doubt, each community can think of more specific advantages good roads would bring to them individually. Naturally the question arises, "How are We to get these good roads?" The first and most essential thing is co-operation on the part of the individuals of the community. In fact, Without co-operation no community can ever reach its highest and best development. When the individuals of the community have decided to co- operate in this Work and have set good roads as one of their ideals, much of the battle is fought. Government bulletins will give many practical ideas in this Work. Then, too, those who have had experience along these lines will no doubt be glad to offer suggestions. It Will indeed be a step in the history of the country when all the com- munities realize their needs and determine to make their roads second to none. RENIE DAUGHTRY. Uhr Glrarhrr. Uhr main Tlhing OLA DYE COPIAH COUNTY . i , A fx , jf OT the school building, not the equipment, not the curriculum or the method but the teacher, the man himself is the main thing in a-school. The teacher who meets with greatest success is born and trained but not made. And the teacher who is educated in mind and not in heart meets with little success. No matter how Well a school is provided with material things such as building equipment, and cur- riculum it will not be a good school unless the teacher of that school puts his heart and soul into the work. A teacher can help his pupils but little unless he puts his soul in touch with their souls. This is expressed by Browning as the "What Is" of man, that spiritual inner consciousness of the mind which is the highest and most important feature of man. By knowing and doing noble and beautiful things the teacher must appeal to the "What Isi' in his pupils, and the appeal is made and answered more easily because of the development of the spiritual inner consciousness of the teacher. Christ the greatest of all teachers made his appeal to men in this way. A study of human nature teaches us that children learn largely by imitation. It then behooves the teacher to be all he teaches for by so doing he reaches the deeper consciousness of his pupils and they follow in his footsteps. Especially is this true of young children who are just forming habits and of high school pupils who are at the age of forming ideals. The teacher who does not "practice what he preaches," as the old proverb says, makes no lasting impression of the thing he "preaches" The right teacher has such moral fitness that he sees teaching as a spiritual process, and feels it both a joy and a duty to win children's hearts and control their minds, building them up and establishing in them sound characters. He must be able to arouse the strongest enthusiasm and engage the noblest power. With these two things secured on the part of the pupils the surroundings and material things of a school will soon be converted into the best possible. But the teacher who lacks the qualities which call forth strong enthusiasm and noble power does little to improve either the minds of the pupils of the material surroundings. The teacher then is the main thing in a school because it is through him that the greatest changes take place, and the right teacher will not teach long in surroundings unfit for children to live in daily. The school is a success that has a teacher who sees teaching to be the build- ing of human minds up into, their divine possibilities with the consequent reach of beauty and blessing to the world: who sees teaching as the highest and noblest and most delicate and beautiful and grand of arts. OLA DYE iixvrrinr ani! llvrrwiinn in this ' Glnuntg Svrhnnl BLISS FAIRLEY FORREST COUNTY I I HE country affords the natural playground for the child. There is plenty of room, air and freedom. But play, like other school work, needs to be learned. Rural children do not know how to play and they should be directed and guid- ed by the teacher. ' The use of play and exercise in the rural schools is vastly more important than the majority of the people realize. This phase of training is often-times neg- lected, because we assume that the desired exercise and play is taken without being planned and provided for on the school-grounds. This supposition is a great mistake, since the town and city children as a general rule take more exercise than the rural children, during the scholastic months. The former children are taught how to play, and playing apparatus is provided for them. They are also required to take a certain amount of exercise every day. Urge the students to design and make articles that can be used in the home, and you will find that once you get them started, it will serve a threefold purpose namelyg recreation, exercise, and service. The fact that hand work of students can be of some service, is a great incentive in favor of this form of training. Simple pieces of furniture, rugs, baskets, embroidery, etc., are some of the many articles that rural teachers can have made. These afford an effective means of exercise and recreation, since they are a diversion from the regular routine of work. Lectures, concerts, and libraries can also be used for their recreative value. The apparatus is a thing that should be taken into consideration. The swing is a common piece of apparatus for the play of younger children. If carefully managed, it will be of little danger. Although the see-saw does not secure much physical exercise for the child it will give him great pleasure and should not be con- demned. The horizontal bars should have a place in the equipment. Even the grown boys have a desire to show their muscular strength. A base-ball diamond should be permanently laid out on the school-ground. Basket-ball is a favorite game with both girls and boys, and the basket-ball court may well form a part of the equip- ment of the school-ground. Volley ball is another game that should have a place on the play-ground. It demands constant activity and accuracy of judgment. There are many other games that could be used in the rural schools. Such as: "Have You Seen my Sheep?" "Drop the Handkerchief, " "Hide and Seek, " "Hawk and Chickens, " gSheperdess and Wolf," "Tag," "Stealing Sticks," "Dare Base," and "Rolling the oop." Let us URGE you to investigate the matter of exercise and recreation at once, and be prepared to supervise some form of exercise, which is so essential to the welfare of the students that have been intrusted to your care. BLISS FAIRLEY. . llgrnprr Nnuriahmrni fur Svrhnnl i Glhilhrrn KATE FULLER FORREST COUNTY NE of the foremost questions which confront the parents and teachers of school children is that of proper nourishment. It is a serious mistake to send a child to school whose body is not properly nourished. Education from the physical standpoint should be considered bofore the intellectual side is even thought of. The child should be in the best physical condition possible in order to receive any intellectual instruction given him. A poorly nourished child is stupid and irritable. As a result of such a condition the child either has to remain in school from two to four years longer than he should or else he falls by the wayside and takes his place with those who never finish. ' It is often the case that the child is given enough to satisfy his appetite or perhaps he is given too much to eat, but the food he gets may not be what the grow- ing body demands. The body needs food to build muscles and tissues and give heat and energy. In order to perform these functions, the meal should be balanced-it should contain the right percentage of carbohydrates, fats and proteins. Proteins, or tissue-building foods, are such as meat, fish, milk, eggs, butter, cheese, etc. Carbohydrates, which give heat and energy, are starches and sugars. Fats, which also give heat and energy, are animal fats, and vegetable fats, as olive oil and cotton seed oil. From this one may readily see that the growing body needs all three constituents. If the child gets only carbohydrates and fats how are the muscles to be developed? If he gets only proteins how will the tissues be built up? In the struggle for existence it is the same with the human family as the animal-only the fittest survive. In the present generation, the demand is greater than ever before that the child have a fair start in life. Parents and teachers, this responsibility lies in our hands-it is wholly within our power to see that the young growing body has the proper nourishment so that the child will be physically able to compete and win the battles of life. Below is given a suggestive balanced diet that it will be well for us to study. It is not intended that this diet should be followed strictly, but something like it will afford a splendid nourishment for school children. And all of these things can be grown at home on the farm and in the garden. BREAKFAST DINNER Fruit lfigs or peachesl Cream Cream of Tomato Soup Eggs or Meat Peas or Beans Rice Mashed Potatoes Biscuit Grits and Gravy Toast Bread Butter Milk Milk Turnips, Cabbage or Spinach SUPPER Soft Eggs Bread or Toast Grits Butter Milk KATE FULLER - El1nprnurn1ent nf Uhr Glnnntrg Bums NINA HARDESTY FORREST COUNTY A N Y different factors are at Work for the betterment of the rural school and the church, but the rural home seems to some extent to have been neglect- ed. Movements for the improvement of rural conditions must start with the home. It is the center of influenceg the basic unit of all government. The for- mative period of the child's existence is in the home, hence its importance in shaping his ideals for life. As a healthy body is necessory to a healthy mind, the child's environment must be such as to insure this result. The home should be hygienic, sanitary and attractive. The house is not the home until it is clean and beautiful, it is simply a shelter. How many of our so called homes are mere shelters? unattractive, dirty, unsanitary places when a little time and labor would change all. The sanitary home Will not permit the entrance of flies and mosquitos. The house must be screened, and the farmer in a little time can do his own screening at a very small expense. Another necessity is a good system of Water-Works and sewer- age, vvhich will solve many questions of sanitation. These may be had in every rural home at moderate expense, and Will mean a saving in loss of time due to sickness. If a farmer can afford money for farm machinery and like improvements, he certainly ought to be Willing to provide these things to keep his family and himself in good health. Hookworm, typhoid, malaria, and like diseases, which keep people from regular Work for months, would hardly be heard of, if all the farms had perfect sani- tary conditions. Added to these should be a conveniently arranged interior equipped with labor-saving devices for the elimination of drudgery of the farm Woman, thereby leaving her leisure time for increasing the attractiveness of the home. Now, if We place in this home a Woman educated for home-making with training in household management, care and feeding of children, a knowledge of food values and scientific preparation, and an appreciation of the beautiful, we have in- deed advanced the humble farmhouse from a mere shelter to the dignity of a home. NINA HARDESTY. Pm Zlnrvntiuv in the Ninn Glurrirulnm RUTH HARGIS LAFAYETTE COUNTY X Nuxt I l 4 J S Jack Reed walked up to Miss Wellington, the new teacher in the little village of Deerfield, to give her his name, something in his face attracted her at- tention. Although his appearance showed indifference and carelessness, which gave her an insight into his home conditions, there was in his expression a suggestion of 'hidden genius. But when the usual work was begun, Jack showed no interest whatever. Miss Wellington became somewhat discouraged at this, but her first impression of him remained and she was determined to find and develop that faculty which she felt he possessed. A few days later when the work in manual training was begun, Jack at once refused to enter the class, saying that his former teacher had not given him work like that to do and he didn't see what good it would do him "anyhow," But Miss Welling- ton in a tactful way told him of several men who owed their success to the fact that they had been required to do manual work in their youth, and at last persuaded him to join the class. At the end of the first manual training lesson Miss Wellington knew wherein Jack's talent lay. Day after day as his work improved his interest also grew and almost before he knew it he became the "star" of the class. Jack began to realize that he had a talent and soon became so much interested that not only in school did he engage in his beloved work, but at home he found delight in constructing useful articles for father, mother and sister. This work wrought a great change in J ack's life. Heretofore, he had never had any definite aim, he had worked because he was forced to do sog now work be- came a pleasure instead of drudgery as it had been in the beginning. He knew him- self and realized that his ability lay in manual instead of professional work. So he began to specialize in this line. As he worked he thought of the future, and one day, suddenly and unforewarned, the thought came to him that he would be a great archi- tect. This idea gave him a new incentive for future study, so he at once began to work as a carpenter in order to make enough money to continue his training. By careful planning and economizing and by overcoming many difficulties he at last suc- ceeded in entering one of the large universities where he began to specialize in architecture. After finishing his rigid course, Jack devoted his entire time to his chosen work and in time became a noted architect. His first work after graduation was to beautify his old home, remodeling the house and exchanging for the old worn and broken furniture, new pieces which he himself had made from the ideas first given him by the little teacher of the village school, and broadened by his college training. The value of Miss Wellington's manual training work did not end here, but was evident through the entire village, as shown by the newly painted houses, well laid walks and neatly built fences. RUTH HARGIS. Uhr iKural Efrarhvr sinh 1611111 hr Ming 3521111 in at iliural Glnmmunitg A. E. JONES SCOTT COUNTY HE supreme need in Rural Mississippi is the rural leadership. The rural teach- ers of the past have not been equal to the task of efficient rural teaching. The course of study also does not suit the needs of a rural child. The teachers seem not to know how to handle the course of study we have. A teacher when beginning a school should look about him and see the real needs of that community. He will easily see that the farms, the churches, and the social phases of the community can be helpedg standards of living should be raised, ignorance should be stamped down, father and mother as well as sons and daughters should be given instruction that would make life easier and happier. The teacher should have an eye single to the help of that community in which he goes. Well trained teachers are needed. Teachers who propose to make teaching a life work and have the welfare of the community at heart, are the kind of teachers the world is looking or. We cannot drop any subject in our present free school course but the subjects that We have can be vitalized, made broader and some emphasized more than others. Latin, algebra and geometry should be taught after the eighth grade is finish- ed. Non-essential subjects should not be taught in the grammar grades, but subjects that deal directly with the child's experience and will give him most benefit in the occupation which he intends to follow. The curriculum is made for the child, not the child for the curriculum. The curriculum should be psychologized as well as pedagogically taught. The boy and girl are looking for vital things that appeal to them not mere rloutiaie and formal methods. The students often ask the question, what good will t is ome. Our present schools educate the boy and girl away from the farm. The rural community is all the while being drained of its best talent. The boy and girl will stay on the farm if the farm communities are raised to a worthy istandard. It is not money so much that the rural people need, butfhigher ideals. A rural community can be built up to a first-class standard without much money. Farms can be made more fertile by nitrogenous plants and yard fertilizer: homes can be beautified by flowers, shubbery, paints and cleanliness: by improved farms, food will be more abundant, the standard of living will be raised in many respects. With a small cost to each farmer, good school houses, churches, and roads can be built. The teacher can help in different phases of rural life mentioned above, but the word TEACHER implies accomplishment. A poorly prepared teacher will not get the respect and confidence of the people. A. E. JONES. Uhr '-Eftirivnt Elearhrr nf 1112 'Rural Smnhag Svrhnnl i MARTHA E. JONES LINCOLN COUNTY C U I LD in the souls of your pupils a wholesome and abiding love for the Bible." We are face to face with the great fact that our day schools cannot give the religious training which the child needs and that this is the sacred and consecrated Work of the Sunday School. We must develop means of making the Sunday School worth while to the children, the future men and women of our communities, so that its influences over them may be retained until they reach maturity. The heart of this reform is the teacher. The vital need of the Sunday School today is not so much a change from the uniform to the graded lessons, but efficient teachers. Let us now consider briefly the necessary characteristics of an efficient teacher. First, he must be in sympathy with each child. Did not Christ sympathize with every condition of human life? He seemed to love them that needed it most, to help those who were most helpless. It is easy for us to be interested in the bright, well dressed child, but, if we are to follow the example of Christ as a teacher, we must not let our personal feelings carry us away from the obligation we owe to the more unfortunate little child, to Whom the kind word and sympathetic touch of the teacher is perhaps the only bright spot in his life. Second, when the child is putting forth his best effort, no matter how poor, we should patiently and kindly help him to do his best. Third, we must love our pupils for what we want them to become: if there is no love, there is no teaching. No matter what equipment we have, what wealth of material, we cannot touch the life of the child until we have united all that we have and all that we are with the love in our souls for Chirst, and for His little ones. The recitation period each Sunday is the teacher's opportunity to guide the child's thinking, to lead him out of doubt and instill in him principles that cannot be erased. This hour is the opportunity of our lives to do something, and to do it well. To do this we must make a thorough preparation of the lesson. We must not stop the study of it when we know it but consider it learned, only when We know it well enough to present it in a clear and concrete way to the child. We must make each lesson we teach become a distinct advance to some goal. 7511 Some one has said "Upon the laws of the soul rest the laws of teaching." What is good teaching? Good teaching is generous giving. A good teacher must be willing to devote his best energies to the work. Christ stands out as the great teacher of the World who set aside every other purpose and devoted his efforts to the production of Christian character. Let us strive to teach as Christ taught. MARTHA E. JONES. Ellie Glnuntrg Glhurrh anh the I Rural Svrhnnl H. B. LONGEST PONTOTOC 'COUNTY HE country church and rural school are the important factors in the develop- ment of a good community. Then to have the best rural community there must not be a broad gulf between the church and school. They should work hand in hand. When convenience will admit they should be located close together. This will stimulate a mutual interest. For the greatest success in church and school work it is necessary for the pastor of the church and the teacher of the school to live in the community. This makes their work convenient for them and closely associates them with the people. The teacher and the pupils constitute a large per cent of the regular attend- ants at Sunday School and church services. The school can help the church by pre- paring to take care of the singing and music. This preparation can be made by de- voting only a few minutes to it during the opening exercises each morning. Also the opening exercises conducted in the right way give the pupils a knowledge of the scripture, which will serve as a basis for a more careful study of the Bible. It will prepare them to receive the greatest benefit from the church services. The teacher will very likely be expected to be superintendent of the Sunday School and to take an active part in the mid-week prayer meeting services. In doing this he becomes better acquainted with the needs of the people. Efficient service can not be rendered without the problems of the community are thoroughly understood. Interest is stimulated through service. The preacher will be better acquaint- ed and feel closer to the school if he has opportunity to conduct their opening exer- cises occasionally. The pastor who comes out from town, once each month, to preach does not do the community very much good. He should be personally acquainted with every person near the church. No wide awake man cares to be in a community where there is no church and school interest. The proper co-operation of the church and school will tend to make the country more attractive than the town or village. So long as the people of the country feel that they have to move to town for their children to have social and educational advantages the church and the school are not doing their duty. H. B. LONGEST. Uhr Qlhaprl iixvrriaw BESSIE MCCANN HARRISON COUNTY M 1 VERY school morning from 10:45 to 11:15 we spend the most enjoyable half hour in the day. We meet at this time in the chapel for the chapel exer- clses. The meeting is presided over by the president, or in his absence, the 'vice- president. The devotional exercises, consisting of a song, a Bible lesson with com- ments, and prayer, are conducted by the gentlemen of the faculty, beginning with the President and Vice-President, then the head of each department. The remainder of the period is given over to business. First the faculty an- nouncements are called for, then the student announcements. In noother institution of the College is the "College spirit" made more manifest than in the chapel exer- cises. There is amutual understanding among the Normal College students, that every one has a right to his opinion and to the expression of such. Every student feels free to express his opinion, and is always sure of an appreciative hearing from the president. If any one feels in a humor for it, he tells a joke, if one loses a book or pencil, or any other valuable he announces it in chapelg if any one takes an inter- esting trip the students hear about it in chapelg if there is any general advice or re- proof to be given, the chapel is the place for itg if there is any business relating to student government, such as nominating for offices and vacancies, appointing election commissioners, reading and expounding the constitution, it is transacted in chapel. Occasionally, we have visiting ministers, politicians and educators in chapel. These visitors are made to feel at home. They are usually called on for a talk or lecture. These speeches are very interesting and instructive. On one day in the week a County Club is responsible for the program. These programs are rendered on Thursday morning of each week. They give the historical, geographical, and industrial features of the county they represent together with a discussion of the educational feature in which the county either leads or is lacking in. A map of the county is placed on the board upon which are located the principle towns, streams, and railroads. The remarkable thing about the ,fchapel exercises is that although no one is forced to attend, there is an average attendance of 9570 of the student body. We have excellent order, as a rule. These two facts are but manifestations of two of the College slogans, "Co-operation," and "Self-control." The student body has a strong regard for the Chapel period, and co-operate to make it both interesting and instructive. BESSIE McCANN - EITP5 fur Uhr TQHIUP :mb Svrhnnl ALLENE MCCOLLUM COVINGTON COUNTY -lv 44 A S we go out into the rural communities to teach we are going to find that our school yards are bare and that many of the homes have no trees. By study and thought with co-operation on the part of the teacher and the people these may be remedied. We are familiar with the old adage "that the people may be reach- ed through their childrenf' I-1ere's one place to try if there are those in the com- munity which cannot be reached in any other way. In our agriculture classes the trees indigenous to the farms and school yard may be studied. The pupils must be led to see the beauty and pleasure of having trees. They must be taught how to select the trees and transplant them. After the trees have been planted on the school yard and the result seen the pupils will take these to heart and begin practicing it in their own homes. In selecting these trees great care must be used. For the home as well as the school trees are Wanted Wl1iCl1 will give the most beauty and pleasure to the grounds and to the occupants. We do not want a tree whose branches are short and whose foliage does not stay on very long. On the other hand we want trees which have long spreading branches and thick foliage which stays on the tree a long time, if not all the time. And of course we want those trees which are long lived. Some of the trees which may be profitably used are maple, oak, mulberry, cedar, china and various others. Perhaps the china tree is of the quickest growth, and will be of service quicker than any of the others. There are quite a number of oaks which may be used successfully as well as the cedar and maple. These trees may be gotten mostly from the woods surrounding the home and the school. Of course the soil and conditions favorable to the growth of these must be studied. ALLENE McCOLLUM. Elnfluvnrr nf Zlmprnurh Srhnnl Mrnnnha Hpnn Ihr ignmv MAJOR C. MCDANIEL JONES COUNTY O EOPLE are beginning to think of the school today not as being one set, definite- ly-planned agency that Works alone for the betterment of the child but as working With other agencies to accomplish the desired result. 'i he home and the school are the most influential agencies in educating the child. Then the Work of one must be so administered that it will re-enforce the Work of the other. This Work- Lng together will cause the home to stimulate the school and the school to improve the ome. This is the case in improving the school-grounds because through their improvements the home surroundings will be made more beautiful. Such improve- ments as grading the yard, sodding it, arranging and setting trees and shrubs, plant- ing flowers, arranging and constructing of out buildings, Walks, and fences can be and need to be carried into the home in order to make it more inviting. Here is the place for the training of the sense of beauty. When the child enters school he seems to be fully alive to his environment. His senses are at their best, his mind inquisitive, and his interest keen in all things that surround him. He Wants to explore things and can grasp readily the ideas about the World of nature. He learns to appreciate the life of the open country, which is very necessary because those vvho follow agriculture must live in direct Contact With the great out-of-doors. One cause of pupils dropping out of school is that the Work is not connected with the life that they are to live. The Work 'fails in interest because it is not connected with home activities and does not serve to make home a better place to live in. One of the causes of desertion on the farm is the monotony or sameness of Work which leads to over-Worry. This could be greatly relieved if every boy and girl Would become inter- ested in the changing of nature, if he Would cultivate his taste for it, learn to enjoy its companionship, and through this be led to build a home in keeping With nature's art. The cost of such improvement is but little. This is the greatest cost and this is Well spent because there are so many lessons taught in doing the Work. Teams can be secured in the community to do the Work that require teams. Trees, shrubs, and flower seeds are plentiful and can easily be obtained in almost any district. It is best to take time to have a good plan and arrangement for the trees, and When one tree dies it should be removed, for if left standing the children will not be encouraged in setting out and caring for trees at home. Finally We have come to see that the teacher should be responsible for the material as Well as for the mental interests of the school. If the Walks are cared for in the school-yard, the child Will care for the Walks in their homes. If the schcol- yard is movvn when necessary, is kept free from ashes, Waste paper and other rubbish, the yard at home will be kept in the same condition. If the fences and gates, the trees and shrubs, and the school-garden be cared for in school, the ideas Will be carried into the home surroundings. This Work at school is "Learning by Doing," which is the only sure Way to learn. MAJOR MCDANIEL. E112 HEIIIIP nf Srhnnl Munir ZOE MCDUFF FORREST COUNTY x ,. X XXX M!! gh., k '- USIC is the fairest gift of God, It is the universal language of the whole world, Every one, every where sings some song, It is the language of feeling and emotion. The purpose of music in the schools is to give the child a working knowledge of the rudiments of music an 1 culture, training that will lead to comprehension and enjoyment. Singing is closely related to health: to choices in lifeg to intellectual activities, consequently, it is vital to character. A man's success in business life de- pends largely upon his courage, peace of mind, and hopefulnessg singing is helpful in all of these.-"To make a man is more important than to make a mechanic, to make a good man is more important than to make a great man: to make a joyful man is still more important than to make a brilliant man." Longfellow has said, "Show me the home where music dwells and I will show you a happy, peaceful and contented home." We no more expect the child to become a famous musician from his study of school music, than we expect the child who studies science to become a scientist. We do expect their appreciation of music to be developed and a love for the beautiful to be developed. Someone has said, "We educate too much for getting a living and not enough for living. Too much time is spent on how to earn a dollar and not enough on how best to use it when earned". In learning to read music, the child receives a training in soeedy, accurate rythmic thinking that no other study furnishes. In all others he may take his time to think. In this the time is set for him and he must compel his mind to keep up. The habit of mental control which this work imparts, is sufhcient reason in itself for the subject to be taught. The motive of impulse in artistic education lies in the de- sire of the individual to express himself. If we would have this expression what it should be, we must begin the training in the early years of school life. Music is of practical value. If education is preparation for life, then why should we not prepare to live so as to get the most out of life. We do not think of the Church without the music. The hurt and the wounded soldier is soothed by it, and it isa necessary part ofa regiment. The child's physical life is aiected by school music. The first essential in learning to sing is deep breathing exercises and cirrect position. Music is needed to make study more interesting, attendance more regular, recitations easier. Music is needed for patriotism, for morality and healthy then let us train the children so that they can take their places as citizens in the great chorus of our country, equipped with pure hearts, willing hands, eager mindsg with a love for the right, the good, and the beautiful. ZOE McDUFF. Uhr iliural Svrhnul Qlurrirnlum SALLIE STEVENS MCLEMORE ' CLAY COUNTY -ax. HE purpose of the rural school curriculum is not to give the child just practical, helpful, necessary knowledge, but to give him this first to awaken in him an intelligent interest in the various forms of art, which in turn will add a new meaning to the common things of life. What should the elementary school do for the child? The boy finishing the eighth grade should know first of all, how to get from the printed page an understanding of its contents. He should have cultivated a taste for reading and literature, and should have the power to express his ideas, whether original or acquired, in a clear, intelligible manner. He should be familiar with the history of life about him and the progress of civilization, should know the elements of his government, national, state and country, his relation to his fellowman and con- sequent responsibility to society, and his obligations as a citizen. He should know the geography of his home region, including surface, climate, industries, products, and their relation to one another and to adjoining regions: the physical geography of the United States, the industrial and commercial life of its people in relation to climate, surface and coastline, the location of important cities and the cause for their location, the interdependence of our people and other people and countries, and a more general knowledge of other countries. He should know something of the mechanism of his body and the proper care of it, the cause and prevention of the ordinary illnesses and precautions against the spread of contagious diseases, some of the more important facts about bacteria, bear- ing on their relation to food and diseases, the proper sanitary arrangement and care of the home, and should have such mathematics as will serve his practical needs. He should know the science underlying agricultural work and the application of these principles of science, should have a knowledge of nature sufficient to give him a deep appreciation of the pleasures and possibilities of rural life, should know enough music to be able to enjoy it, and should be familiar with some great pictures, so as to have an appreciation of art. SALLIE STEVENS MCLEMORE lqigli Zlhrala Ihr Qlhirf iliartnr in 'ii ' illural Brurlnplnrnt J. J. MELVIN V, FORREST COUNTY HE people of Mississippi are a free, liberty-loving people. It is difficult to give us anything We do not Want, and when a majority of us decide that we WANT a thing it is hard to keep us from having it. But we all know that as a rural people We do not have all the conveniences of life that We need. Our past experience is sufficient to prove that all that is necessary for us to secure a thing is the desire for it--the determination to have or to attain to that thing. This is what makes us a FREE people. If We deny this We assert that we are bound-bound by tradition, igno- rance, indolence or selfishness. This zeal to possess or to attain to a thing, through individual effort, then, We may say is the result of an ideal. The trouble with us as a rural people is that our ideal stops short of what We really need-We are satisfied With less than the best. Now, since We have all that We desire, and have only to desire to obtain, but do not have what We need, and WILL NOT have What We do not desire, it is only for us to realize our needs and desire them in order to obtain them. And it is plain that We will never secure them until We do desire them. The ideal of more home comforts, happiness and contentment, and more com- munity conveniences and blessings is, and, from the nature of the situation, must be the forerunner of everything else that leads to better rural conditions. The material prosperity, the next thing in line needed to bring about these desirable domestic and social changes, will come as the result, and only as the result, of a spirit of dissatis- faction with conditions as they now exist, and a zeal for better thingsfinitheir places. Many rural families begin their careers with no money, but with high domestic ideals, and soon secure ample means, comforts, and advantages, and this is evidence that a great many more could do so if the ideal were present, and it is in communities Where such families as these are found that the highest social, .civic and religious attainments are found. As are the ideals of a majority of the individuals so is the community. J. J. MELVIN. .f:f'm" "rx, X' X i, - A Safe ani! Swann Fliirat nf April MABEL MlxoN FORREST COUNTY R. Joe Cook, the President of the Mississippi Normal College, knowing the nature of boys and girls, suggested that we change our way of observing April Fool's day and do something original. So after discussing the matter in chapel, we decided to have the usual lessons until chapel, have a rousing time in chapel, then have a general Field Day on the athletic field and a base ball game in the afternoon between the students and the faculty. The plan met with the approval of all and every one was satisfied. "April Fool's Day" dawned bright and clear. All holidays do, don't they- or do they? This one did anyway. After a glorious time in chapel everybody rushed out to the athletic field. Here the various contests were held: Mr. Cook, fat and short as he is, ran a race with a student and won! We had an egg race, a potato race, a fifty yard dash for the boys and one for girls, a shoe race, a blind hurdle race, and adoughnut contest. The latter caused, perhaps, the most fun. A long string was stretched across the field. From it hung other strings with doughnuts tied to them. The object was to eat the doughnut without touching it with the hands. He who ate his doughnut first won. To see the girls try to eat the doughnuts was worth the price of any first class rnin- strel. As sure as the doughnut was Within reach, somebody jerked the string, and away it went, swinging back and forth in a most tantalizing matter. There were about fifty contestants in every event and the winner was awarded a green ribbon. After dinner everybody went over to the base ball diamond and watched the faculty beat the student bachelors "all to pieces." Mr. Cook could steal bases like a veteran-he made the first score. Sheriff Harbison, who umpired the game, said that Mr. Cook ran bases with more determination and less speed than any man he ever saw. Mr. Scott asked the spectators which was "left field." Mr. Boland went back to the days of town ball and crossed out his man. O, that game was great. The day was a success in every way. If you don't believe it, try it next year in your school and see what will happen. Your students will scoff at the idea of hiding the bell-and call that baby's play. And you wont be given bites of marsh- mallows covered with quinine-if you will only help your students to be original in what they do. MABEL MIXON 1 A . Eurail Qiztnrg in thr Chrahrz EMILY NUNNERY f COPIAH COUNTY HE first and foremost aim of historical study is to make the world about us more intelligible. To realize this aim local history is invaluable as a starting point. Instruction in history should begin at home, broaden into wider fields and then come back home. The fundamental requisite of history teaching, making REAL the past, is best obtained through reality itself, or through material things, a wealth of which exists everywhere for the resourceful teacher. He should study the community, county and state in which he teaches and turn to account the material he finds there- people, schools, churches, industries, Indian remains, old swords, battlefields, and bones of noted persons, which are invaluable in making vivid impressions on the child's mind. By having his attention called to these things the child will, at an early age, realize the idea of CHANGE in the world. Ask him if white people have always lived here with homes, schools and churches. Other questions finally lead him back to the idea that no white man lived here at one time. "Then, who did live here?" "How do you know?" There are Indian mounds, arrowheads, bones, streams with names of Indian chiefs or tribes all around him to suggest the answer. "What were the Indians like?" Have simple descriptions from pictures, etc. Much construction work can be done in teaching the primitive life of the Indians. Have the child construct wigwams, bows and arrows, build indian villages, etc. Their simple industries such as modeling clay vessels, weaving mats, are both interesting and instructive. Tell stories Indians told about themselves, the many beautiful myths and legends. With primitive life as a back ground, teach the child the pioneer life of his own people. This he can comprehend easily. Few books are as yet accessible: but the teacher should give these pioneer stories in the lower grades if possible. From the beginning this work can be correlated with geography. Industrial history is a new field and one that bids fair to revolutionize our methods of teaching. Have the child make illustrative booklets showing the de- velopment of industries of his community and use them for exhibition in Field Day ggntests. Constructive work can be done in this study as in that of primitive Indian 1 e. After this preparatory work, the child easily comprehends the course in State History in higher grammar grades. He studies the development of every phase of the State's history, sees the problems that comfront the people at the present time. and realizes that he, as a citizen of to-morrow, must help to solve these problems. I Having learned to live the local past vividly, the child can carry his 'lex- perience over and live the larger past vividly. Community history therefore is ,the key to the larger past for the child, and a realization of the larger past makesiithe world around him more intelligible. EMILY NUNNERY Uhr iKPle11inn nf fhv Svrhnnl in thv Zliartnrz Arnunh 111 LILLIAN RAMSEY JASPER COUNTY U R purpose in studying the country school should be twofold. Realizing that a school which is quite up-to-date at first, unless there is a continual recon- struction, will soon become inadequate, we must study ways to avoid this. Then we should study how to make the school a real social efficiency. Since the school is only a supplementary agency, its success will depend on its ability to join with other educational forces of the community and work with them. There is a close relation existing between the school and home, and unless the two co-operate much progress cannot be expected. Their common aim is the efficient training of the child, for both have an important part in the process. The school represents the development of the community. The New Englanders started the school in order that their children might learn to read the Scriptures and thus get right ideas of their religious duty. Even after this idea gave way, the schools for years did little more than teach the use of the mere tools of knowledge. Then came the idea that the school should train children for citizenship. , The purpose of each study added to the course was to make better citizens. At last the idea is that the schools must train the child to fill its place in the world of men, to see all the relations of lifeg to be fitted to live in human society. Hence the idea is to train the child, not for himself alone, but for the good of society as a whole, not only this, but to train society itself as a whole. The first means of making the school a social center is through the course of study-not the introduction of new studies, but the teaching of the old studies in such a way as to make them seem vital and human. Another means of making the rural school a social center is through the social activities of the pupils. After the school building and grounds have been made beautiful and attractive this will become a social meeting place. There must be organized play. If this is lacking the young people will be found at the cheap amuse- ments in the town and city. Lastly, as a method for making the school a social center, is the suggestion that the teacher himself shall become a leader of club work, organization etc., in the farm community. He should lead in inspiring every one to read better books, buy better pictures, and take more interest in the things that make for culture and pro- gress. "The problem of the rural school teacher, therefore, is the problem of accept- ing conditions as they now exist-and of converting the rural school from decay and inactivity into a living, vital force for rural progress". LILLIAN RAMSEY Tlhr iiarvnt-Elearheru' Aaanriaiinn in the illural Glummunitg ALMA RAE coPlAH COUNTY' H E N we consider the aims, and the purpose it accomplishes, there can be no doubt but that a Parent-Teachers' Association is a good thing in the Rural Community. Such clubs have received the endorsement of prominent edu- cators all over the country. Charles A. McMurry says: "The purpose of the National Congress of Mothers to bring parents and school into closer relations is so important and so essential to our social well-being at the present time that we cannot overesti- mate it. The schools are suffering from lack of strong moral support from the homes. " Success in club work is like success in any other line. It should have its plans made out before beginning the work. The reason clubs or associations do not accomplish as much as they should is because they have no definite purpose. The purposes of the Association are: to study the childg to bring into closer relation the home, the school and the community so that parents and teachers may co-operate intelligently in the education of the child: to raise the standard of home life, and to arouse the whole community to a sense of its duty and responsibility to the child. Among other values to be derived from the association are the following: gives chance for co-operation by means of exchanging information, thoughts, and carrying out of plan suggested, encourages group spirit, works for good of communityg gives opportunity for teacher and parent to know each other better: and gives the teacher a knowledge of the child's home environment, which enables her to help him more. The best place to meet is in the school building. Notice of the meeting may be sent the parents, and announced from the pulpit. If local talent of a musical or literary order may be secured and announced in connection with the opening meeting, it adds to the probability of a large attendance. When meeting is called to order a temporary chairman is appointed, officers are elected, and committees are appointed. The duty of one committee being to prepare a constitution and by-laws, to report at next meeting. Phe association should meet not less than once a month. At the meetings topics of vital importance pertaining to children and child life should be dis- cussed. In these discussions the parents and health officer should be called upon to take an active part. Clf further information is desired, it may be had by writing to the State President, Mrs. J. B. Lawrence, Jackson, Miss.J A report, however small, should be sent to the county paper, so the public will know what the association is doing. The size of club is not always measured by the number of people in it. A few of the right kind may be a great dynamic force. ALMA REA. - Qurnl Eggivnr MEL RHINE SIMPSON COUNTY in ,um nr T has been said that, "cleanliness is next to Godlinessf' But judging from the hygienic and sanitary conditions of many of our schools, an outsider might say that this is not true of Mississippi. This is because hygiene has not been proper- ly taught. It has not been made practical. Very little constructive work along this line has been done. We all know the devitalizing effect of hookworm on childreng how it prevents children from maturing, and deprives them of the energy, enthusiasm, and joys of life to which they are justly entitled. Hookworm has been tolerated in our State chiefly because of ignorance and prejudice. Therefore, the problem is, how to get people that have hookworm, to take the treatment. This necessitates knowledge on the parent's part plus his co-operation with the teacher and the health authorities. In dealing with parents the teacher will find that there are three general classes: those who know every thing and can be told nothing: those who do not know but are willing to learn, and those who do know but don't care. Happily, the first and third classes are greatly in the minority and the best way to deal with them is to let them alone. It is with the second class with whom we have principally to deal. The solution of this problem means skilled and sympathetic work on the part of the teacher. It is done by patient and persistent showing. Tactfully com- pare people who have hookworm and those who have never had hookworm, those who formerly had hookworm, but have been treated. Compare the doctor's bills, the farm work done, and the health and disposition of the children. Finally show that the cure is free and has very little trouble and pain attached to it. Do not theorize and look wise. Of course there are many abstacles to be overcome. One is that two classes of parents mentioned above will try to hinder and annoy you. Another is that some of the second class are prejudiced against hookworm treatment for some reason, probably because owing to some external circumstances the treatment did not pro- duce the expected effect. Finally, there is a feeling of false modesty which prevents a sensible view of the question. The iirst two require a great deal of individual judgment and plain, every day common sense. The last requires the same thing and more of it. It is not a disgrace to have hookworm, but it is a disgraceful sin to continue a victim and carrier of it. This is not a laughable matter, but a serious, practical question. It has affected the past, is affecting the present, and will affect the future. Therefore, let every teacher plan and organize his work toward ridding Mississippi of this pest. Our future citizenship demands it. MEL RHINE. ll - y An iilrmrnt nf Surrraz EVELYN SCOTT COPIAH COUNTY HE yellow spotted cat thought that she was the only inhabitant of those hills as she noiselessly leapped the water from the stream that flowed among the straggling pines. A great big brown dog suddenly made his appearance. The little cat felt her insignificance as she stood before the rough creature that had dominated for years. Her first impulse was to flee and the dog was ready to pursue her, when all at once she assumed confidence and looked at him squarely. The dog recognized and admired her pluckg the little cat stood her ground. Faith in one's self, like faith in one's God, faith in one's friend, faith in one's purpose, grows by exercise. It is obtained by assuming it and it strengthens every time it is put into practice. Whether this self reliance is to grow from the tiny mustard seed to the large tree depends upon theindividual. The rural school teacher that does efficient work must use much self confidence for it is the thing that makes affective his scholarship and professional training. What is the ambitious young Normal student going to do when he goes into the country school? He is very well versed on the theory of education and his mind is filled with ideals of what the school should do for the child. The first thing to confront him is a school room poorly ventilated and lighted and an inadequate equip- ment, and unorganized course of study. He at once recognizes his opportunities and starts to execute a half dozen plans. In talking to the patrons about his plan he finds that some of them are indifferent to progress while others deliberately oppose it, at the end of two weeks the school room has not changed its appearance very much and the course of study, if changed, does not seem well adapted to the pupils because they do not take a great interest in it. It is the neighborhood gossip that the new teaceer is not satisfied with the school and is trying to make it over. No encouragement comes to the teacher from any source. He thinks about the lack of appreciation and the opposition he is experiencing. If he were to do the Way his unprogressive predecessors did it would mean less toil on his part and it would please the patrons. What is this young teacher going to do? Shall he be overpowered by the old dog of custom and yield to fright or shall he in reassurance stand firm by his purpose and plans for better rural life? EVE LYN SCOTT. Athlrtira in Uhr illural Svrhnnlz P. C. SCOTT FORREST COUNTY HE average rural school of today, does not have athletics as a part of its pro- gramme, Whereas athletics, if properly managed, will do as much towards making a good citizen of the child as will the regular text-book Work. I say properly managed, properly advisadly, because not all athletics is desirable as ameans of education. To begin with, this branch of school Work should be a means and not an end. If baseball is started in a rural consolidated school for the purpose of making good baseball players only, then it has no right to the time of any of the teachers of that school. If you have organized a boys basketball team for the sole purpose of beating some rival team, cut it out! because you may be beaten, and then you will have failed in your purpose. But a defeat is not a failure when your purpose in having a team is, first of all, to make fine, manly boys. Mr. Cook of the Normal College, says: "The kind of a report I like to hear from a team is not whether they Won or lost, but whether they played hard at the start, hard to the end, and played clean ball." Probably the best effect that athletic games will produce is the habits that are formed. By the use of suitable games the schoolboy will be trained in self con- trol, co-operation, initiative, respect for the rights of others, leadership, and indi- viduality. Such games are, baseball, basketball, football, tennis, and track events. It will be noticed that all of these games appeal to the group instinct that is present in boys during their latter grammar school years. Other games and various forms of play can be found that will suit children of younger age. But this, of course, will be left to the teacher 5 Who is, or should be, capable of teaching athletics in his or her school. Even though We decide to put athletics in the rural schools it Will never do much good unless We have teachers competent to direct the games. That athletics is desirable as a means of educating the child is recognized in all the city schools of today. But Why should not it receive just as important a place in rural consolidated schools or the district school Where the attendance is large enough to have any sort of games. The country boys and girls have a right to have as good an education as those in the city. Their play instinct is just as keen and they Will benefit as much from athletics as will anyone. I might end by saying that the Normal College is training teachers, not only for classroom management, but also for playground management. P. C. SCOTT. Bum tn Prepare fur an illielh Bag E. E. SMITH SMITH COUNTY OUNTY Field Day, when all the schools of the country come together for the purpose of exhibiting their work and competing in all events connected with the school, requires thought and hard work on the part of the President and Committee of the County Teacher's Association. It is necessary for this Committee to have the program which they map out published in the county papers, at least two months before the event. This gives each school time to make proper arrangements to enter the various contests. Definite arrangements in regard to literary contests must be made, Speci- fications governing the Spelling, Composition, Grammar, Mathematics, and History contests in regard to number and character of questions to be given, should be publish- ed with the list of prizes. The Committee should have judges selected who are dis- interested and can be counted on to give these questions and grade the contestants. The Expression and Declamation contestants should know how much time will be al- lowed them and the hour and place should be arranged for, so that the several literary contests may be in progress at the same time. Both for artistic and practical considerations much care should te taken in placing school exhibits. Sometimes the various drawing, manual training, needle work and industrial booklets are tacked up or tumbled together without any regard for law or order much less art. Besides showing these specimens of school work at a great disadvantage, this heterogeneous collection gives endless trouble and causes much waste of time for the judges. The following suggestion may be of practical value. Now, in regard to the athletic events that are to be pulled off, such as the races, pole vault, jump, shot put, hammer throw, etc., sufficient material should be on hand to conduct these events without delay. The distances, 100 yards, 75 yards,t250 yards, 35 mile, Z mile, and mile should be accurately measured oi for the races. The semicircle C7ft. radiusj for shot put should be prepared. The pole vault outfit should be on the ground and at some place where the earth has been dug up and softened in order that none of the contestants will be injured in falling. High jump stand should be ready with suflicient holes in the stand to allow one half inch raise at a time. The sacks for sack race should be on the ground and the distance already measured off. In fact, the amount of detail work that is done in organization and prepa- ration determines largely the zest in which things go off. Nothing kills enthusiasm like FATIGUE. And waiting and wandering about between events take away the pleasure of the occasion. Therefore, the same foresight that is exercised by the teacher in his regular school duties should also be carried into this phase of his work. E. E. SMITH. - Gln-npmliinn M ETA SMITH FORREST COUNTY HERE are many reasons why the people in the rural community have not worked together before now. The first is that they have an aversion to co-operative effort. The South is not very thickly inhabited and the farmers have become very independent. The farmer being "jack-at-all trade" everything that he needs is made on his own land, in his shops or in his mills. Now what does it matter if he never sees onyone or sells to a market for he has everything to eat that he and his family wish and plenty to wear? Agriculture has been a solitary work, therefore, a monotonous social life is lead by these people. As long as this system of work lasts there will still be much misunderstanding and rivalry between the farmers. Until the condition of lonliness are done way with the country people cannot co-operate. Until the parents go together and work for the welfare of the community, the children cannot, because they will not be permitted to associate with the other children. They have heretofore had to work at home and in the fields and been de- nied the comradeship which is necessary for a normal child. There are many ways by which these conditions may be remedied. The first means is to have in the community school a teacher who is a real "live wire." One who teaches practical knowledge instead of theoretical. The home and all of its surroundings are reached indirectly by the school. Government lectures and demon- strators may be secured to give advice and show the people what they can do with the common things that each farmer has on his farm. After the independent spirit is broken down and each one in the district lends a helping hand to the other the many things that are essential to good farming are secured. Some of these are good roads, better live stock, better farming imple- ments, better seed and a ready market. It also brings about better social conditions, such as, the church, the school, libraries and social gatherings. , This movement has already proven itself over and over. It puts life, joy and enthusiasm into the work that before was pure drudgery and unprofitable. It is one way of keeping the young people in the rural community and making life attractive for them. META SMITH. Uhr Glnuntg Snqavrintrnhrnt ann the Rural Srhnnl. T. H. STANLEY WAYNE COUNTY HE need today is for men as superintendents of the rural schools who can organize the county's educational forces into a unit working toward one great aim. The efficiency of the superintendent lies in doing this, not in the authority given him, nor in his well planned system, yet these are essentialg but in his conception of the function of the rural school, in his ideal set for accomplishment, in his value of efficient aid in his work, in his knowledge not only of the county at large, but also of the problems and needs of each distinct community. He should have practical ability necessary to solve these problems and supply these needs. ln many counties the superintendent is inconsistent and will not enforce the law of which he is the executive. By so doing, men and women who have not good character, or proper interest in the destiny of the rural boys and girls, are given license as teachers, while the superintendent draws his salary and studies the po- litical situation. But this kind of work is fast passing out, and the need, which is the demand of today, is men as superintendents who have not selfish motives, but who desire to enforce the law and to establish a new status for the rural school. The efficient superintendent will not only have experience, but will be a student of the intellectual and industrial affairs in his county, that he may formulate a course of study to meet the needs of the pupils, that they in their study may get the modern ideas that would have to do with bettering rural schools especially. He will organize clubs and other organizations that are beneficial in teaching the coming generations to use scientific principles in the different phases of agriculture. From this he will publish the course of study showing how and what parts should be taught, always keeping in mind what will do the boys and girls most good in a practi- cal way, thereby preparing them to meet modern problems. When the superintendent has visited the schools he knows wherein his teach- ing force is lacking. Then at the County Teacher's Association which should be held at least once per month these problems should be discussed and suggestions offered. In the discussion of the plans offered many of the teachers will catch a new spirit and renew their enthusiasm towards their work. Before any board of trustees elect their teachers the superintendent should be consulted, for many teachers are fiying their banner under a disguised color. This the superintendent is more apt to know than the trustees. Lastly, the superintendent can have rally days, where the people are shown the needs of better schoolhouses, equipments, and other conveniences that go to make school life ideal. In one county, slides ,were prepared that showed the average schoolhouse and the ones they hoped to have in that county. These slides were carried to each rural school, and there before the patrons and pupils of that school these were shown. When the people saw this they began to co-operate and make progress. T. H. STANLEY. ff ' -N X. X Q, X ,X f g it fr - Uhr Svtnrg Glvllrifz Tllvaguv - J. w. TAYLOR PRENTISS COUNTY ae l Y HERE are at least two distinct fields for story telling-the home and the school. When the child is no longer contented at his games, and toys do not satisfy, he seeks the mother, and seated in her lap begs for a story. Can he be re- fused? Such an opportunity! Plant the right ideal in childhood and later reap faith, obedience, strength of character, and purity of life. The rightly chosen and Well told story is the means. The accepted statement that a beautiful story is a source of the purest joy may not be sufficient to convince the doubtful teacher that story-telling has a place in the school. To give pleasure is not the only purpose of the school, which can also be said of story-telling. Children may differ from other children in some things but in listening to a story they all have a common meeting ground. They all feel the same emotion, and laugh or weep together. The emotional element lies close to the springs of conduct. The closed hand, the sigh, the tear that the story brings forth is felt by all alike and is due to the same emotion that prompts generous action. How else can group action be obtained so easily? This will also bring a close and happy relation between the teacher and pupils. The first "point of contact" to some subject or a childis life may be a story. The timid self-conscious child may be aroused to forget- fulness of self by a story. Part of a story told by a teacher may lead the child to devour volumes. Biographies of men are read because some child has heard only one story of a man's life. A story is the flesh for the dry bones of history and the back- ground for language work, composition, and literature. It is the first step to child study, the channel throught which you reach child life, and the tool with which you shape character. In fact when the school goes wrong, the pupils are cross, the teacher blue, the lessons not studied and nothing seems to dog lay down trouble, take up good humor, tell a story, and watch the change. Feeling that the above is true and realizing that stories were not being told as suceessfully in the home and school as they might be, the first students of the Normal College organized themselves into a Story Teller's League that they might learn the art of story-telling and thus be able to carry the work to the homes and sehools. Almost every student of the college has been or is now an active member of the league snd the interest is growing. J. W. TAYLOR. - Uhr Glnmmunitg liihrarg TH EODOCIA WHITEHURST SIMPSON COUNTY UCH is now being done for the promotion of rural life. The extension of li- braries to rural communities is but one phase of the movement for the better- ment of rural life, but this phase has not been emphasized in proportion to its importance. - An essential condition for effective work in rural improvement is cooperation of all its agencies. The library must cooperate with these agencies to work suc- cessfully. In our State the community library is almost a thing unknown only in so far as there are libraries in some rural schools. It is estimated that in New York there are about a million and a half people who have not access to books. If that is the case where active agencies for library extension have long been operating, what is it in Mississippi? How many homes have no books aside from the Bible? Many of our people take no periodicals not even a local newspaper? It seems to be a general idea that rural people do not care to read. The fact is that many of them do care but have not had access to reading matter. The rural reading habit must be established if we expect to bring the country to a realization of its social possibilities. One of the greatest problems of securing social progress is that of putting scientific knowledge into use. The library offers available means of putting facts and ideas about agricultural conditions into the minds who can use them. Not only can information be gained along agricultural lines but also on house- hold economy, country life problems, sanitation and health. The question of how to get the people to read will be solved when they have been thus shown that books con- tain something that can be taken home with them. ' Besides being a source of information the rural library can be made a source of pleasure. Imagine in every community a library connected with the school, per- haps, where the adults meet once a week and spend a few hours reading together. The library can be made the place of meeting for various clubs. Having the parents meet at the school house every few weeks would be one of the best means of securing cooperation of the community in school work. The matter of establishing a community library is one of the greatest problems to solve. The immediate thing to do is to use the means directly at disposal. We must bear in mind that the successful man is he who induces others to do. Even in the most sluggish community there are some who will become enthusiastic workers if only they are awakened to the good they can do. The leader should seek to enlist these workers. There are other agencies that may be enlisted after a community has been aroused. We need a good working library plan and more enthusiastic leaders. THEODOCIA WHITEHURST ' Bum A illural Svrhnnl man Zlmprnurh s. E. I.. WEATHERFORD . FORREST COUNTY I I BOUT the year 1898, there was established in one of the South Mississippi coun- ties a rural school, a little different from the schools of the surrounding neighborhoods. This particular school is used as an example on account of the experiences gotten in building it up. And these experiences are such as may be found in any problem of this kind. When this school was begun there were not more than forty pupils and one teacher. Two men.citizens of the community who were interested in improvind edu- cational facilities there, set about getting help from their neighbors to build a house and to secure equipments for the new school. The results were discouraging. A few subscribed some moneyg a few others were opposed to the movement-because of prejudice-and a majority of the people were willing to help do the work but could not give money. Soon the two men decided not to be overcome and agreed to furnish the money themselves. Plans were laid for a building, ten acres were secured for a site, a teacher was employed, and a rude teacher's home was erected on the campus. The building consisted of three school rooms on the ground floor: a dormitory on the second floorg and additional rooms in the attic. The school was supposed to keep boarding pupils. This plan for a school preceded the present idea of consolidation. It was an effort to bring a greater number of pupils together. But this plan failed. Dissensions aroseg the attendance diminishedg and another school sprang up near this one. Soon there was only one teacher where three had taught a year or two before. Then there came a better and brighter day. The people were enlightened on the new plan of consolidation. Enthusiastic educators came and helped make a con- solidation. Several small schools were transported to this central one. Five comfort- able wagons brought over one hundred additional pupils A new life seemed to ex- ist in the whole community. Many new subjects were added to the curriculum. Ex- penses grew higher, but a special levy was placed on the property and local taxation solved the problem. A new building is now needed. The special levy is inadequate. A bond issue is being discussed and will probably be passed. If this brings the desired funds, an ideal school with accessories such as water-works and a teacher's home can be built. The school can then reach the people in a social, industrial and economical Way. From this we learn several lessons. The consolidated school is a success. Local taxation is a better way of financing than is the subscription plan. Bond issues are better for buildings and equipments. Strong schools are more vital and service- able than the weaker ones. S. E. L. WEATHERFORD. B. F. VALENTINE JONES COUNTY mm' Bran' QDIII HH. N. 01. We love our dear old College We love her very name And We will Work with gladness To Win for her the fame That she so justly merits For all the changes wrought In boys and girls who daily Have, through her, knowledge sought. As flowers love the sunshine Which comes in early spring And makes the world in gladness To its Creator sing, As children love their mother Wherever they may be So we will love forever Our dear old M. N. C. M. D. DUNLAP. M. N. C. CERTIFICATE CLASS CLASS ROLL. Uhr Glrrtitimtr Gllawa nf 1915 N the Certificate Class of 1915 we have about 107 from thirty-eight Counties of the State. We can give no definite figures as to our number for already some have received Certificates and returned home, and others will come later in the session and get Certificates. We have come and caught the vision. Many of us will be numbered in the graduating class of 1916, more of us will return to the rural districts and there set to work to make concrete our vision. Among our number are found some of the leaders in all the phases of college activity. In fact we have representa- tives on the different athletic teams, in the inter-collegiate debates, and on the anni- versary programs, and we have contributed our number to the Honor Council, and to the Cabinets of the Y. M. and Y. W. C. A. So you see we have had an important share in all the activities of college life. -HISTORIAN. CLASS OFFICERS OF THE CERTIFICATE CLASS-1915. President-R. M. Nicholson. Vice President-Miss Ada Price. Secretary-Miss Oline Coffee. Treasurer-Miss Mattie Lee Peeler. Historian-F. H. Bass. Poet-M. D. Dunlap. Musician-Miss Lou Brannon. Artist-Miss Myrtle Larsen. Prophetess-Miss Georgette Brandao. Athletic Manager Cboysb R. L. Thompson. Athletic Manager fgirlsj Miss Velma Arledge. Adams, H. F. Avery, Mamie Bishop, Lenora Browning, Albert Collins, Gordon Cooper, Bertie Collier, Minnie Dixon, Jennie Ellzey, Bernice Furr, Annie Hancock, Luna Henry, Edgill Hilbun, Bennie B. Hooker, Grover Hughes, J. T. Jackson, Lorena Lee, B. F. Lowe, C. A. Miller, Jennie Lee McKay, Floy Nason, 'Lucy Overstreet, Mabel Parker, Ethel Philips, Annie Preston, Louise Rawls, Ella Shoemaker, Ollie Spicer, Olive Smith, Velma Tankersley, Alma Walker, Willanna Williams, W. B. Valentine, Mrs. B. Atkins, Linda Beard, Trugen Bingham, T. F. Brumiield, Olga Chapman, Mamie Cooper, Annie Curry, R. M. Draughn, Annie Felder, J. W. Grice, Clara Haden, E. S. Herrington, Bessie Hollingsworth, Ruth Howell, Cambra Hurlbert, Edith Jones, Lee Liddell, Francis Martin, Bonnie Moore, Ruby McLendon, G. M. Norris, Etha Parker, Ruth Pemble, Carrie Pope, Laura Preston, Lucille Sewell, T. A. Shields, Kate Smith, Mabel Smith, J. J. Turner, Virgie Walters, H. K. Wooley, C. J. Allen, Naomi Bishop, J. A. Booth, E. L. Bridges, Chana. Cooper, Lois Cooley, D. P Dearing, Vlfilhelmina Eaton, Grace Ferguson, VV. K. Gross, Velvie Harrison, Audie Hill, Pina Holden, Alice Huff, Annis Hutchins-on, Jas. XV. Land, Lala Long, E. E. Martin, Gladys McLeod, C. R. McAllister, Kate Nettles, Marion Ellis Peeler, Emma Pegues,-- Prados, Anita Ramsey, Jesse Shroeder, Ola Sides, Beulah Smith, Lela Suggs, Portia XValker, Georgia NVelch, Oina XYohl, Flora 1 4 I 4 I A K i Uhr Huang mnmrnra' Glhriatian Aaanriatiun HH. N. QI. HE Y. W. C. A. is the strongest organization for girls in the college. Its pur- pose is to lead students to Jesus Christy to enlist them in actual service for His cause here in the college and elsewhereg to promote growth in Christian character by influencing the girls to devote themselves in united effort with all Christians in making the will of God effective in human society throughout the worldg and to make leaders for christianity in the rural communities. The girls are indebted to Mrs. Brim, whom we like to think of as the "Mother of the Association", for its easliest organization and earnest promotion. Each year the Association grows stronger and stronger. Girls are sent annually to the Y. M. C. A. Conference, where they get knowledge and inspiration for the Asso- ciation work. The Association is greatly strengthened by our "Blue Ridge", and by the visits by the different ones of the National Y. W. C. A. officers. While Miss Sherre- beck, Sec. for the colleges in the South-central Held, was with us, she talked to the girls each evening on some phase of practical living and service. She also met the Y. W. C. A. and Y. M. C. A. cabinets each evening to offer helps in the Association Work. She helped us to secure a place in the "Blue Ridge" conference, for one of our girls to remain there this summer, where she will make a thorough study of the Y. W. C. A. We will also send our regular delegate this year. We also had a pleasant visit from Miss McFarland, Executive Officer of the South-central field. Our membership this year has increased to 163 girls, while practically every girl in the college attends the religious meetings. In no other place can the girls come together on such a common ground, where there is no formality, and worship and serve God in so simple and practical a way as they can in the Association. Under the auspices of the Y. W. and Y. M. C. A., Mission and Bible classes are conducted, and not only members of the Association, but others also study God's word and the missionary problems, both Home and Foreign. Already we see the fruit of this good work in the leadership of the students that we turn out each year, and we look to the future with hope and great expectations. Under the auspices of the Y. W. C. A. there has also been a small Sunday School conducted by two of our Association girls for the benefit of the children on the campus, who do not attend Sunday School in town. We trust that the small beginnings of each of our girls in the service of our Master here in college, may yield abundant harvest in whatsoever field she may go. COMMITTEE. P 3 1 I w V I i r I L ig. im. oi. A. HE Normal College Young Men's Christian Association was organized three years ago. Though the Association is still young, even in an experimental stage, the effectiveness of the work is second to no student Association in the State. Whatever may have been the success of the efforts in the work this year it is not due to the efficiency of the ofiicials, but to the cooperation and support of the members of the Association, other students and the faculty. The Association has never attempted anything that the students and faculty have not given cheerful sup- port. Our Association is extremely fortunate in having, at all times, the sympathy, interest, best wishes, and support of the faculty. Our men are always found lined up for the best things on the campus. They take a firm stand for the right. They have the best interest of the students at heart: work for the good of othersg stand for the preservation of the reputation of the in- stitution. The work done in the Bible Study Department of the Association has not been entirely satisfactory, but it has been a decided improvement on that done the other two years. About ninety per cent. of the young men in the college have been enrolled in some .Bible Study or Mission Class this year. The Mission work has been a study of the needy iieldsg how the Mission cause is being projectedg and by what institutions it is being supported. Mississippi, our own state, has been one of the fields for particular investigation. The conditions and needs of the country church having received the greatest consideration. The Associ- ation is at work on a plan by which the cause of Christ may be strengthened and vitalized in the rural districts by our men when they assume the intellectual leader- ship of such communities. We believe in the development of the individual. Therefore, every man is given a chance to serve on the programs of the weekly religious meetings which are attended by about fifty per cent. of the students, including almost every member of the Association. The Association has contributed in the way of labor, food, and clothing to the needy of a near-by community. Our men are untireing in their efforts to aid the un- fortunate on the campus. In fact, the spirit of service that prevails here distinguishes our institution from any other that I know. The Association contributes freely to the social satisfaction of the students in the way of receptions and entertainments. These occasions are attended by all, thus giving every member of the Association an opportunity to meet every student at a place of common enjoyment. The Students' Conference of Mississippi convenes at the Normal College in November, next. We are looking forward to that occasion, and planning the Associ- ation's part in making this the best Conference that Mississippi students have ever known in the State. I. A. W. ' 4 I, an zwgd - , Qu, yu If 3" 1 NVlNO.LV'Id A.L3IO0S AHVH3.LI'l fr- we fx ,- I v ' ' 1 i WV! ,V ....1......4.L SHERWOOD BONNER LITERARY SOCIETY ALEIOOS A!:IVH3.LI'l NVlNO.LS3Hd MISSISSIPPIAN LITERARY SOCIETY f ' , A A "1.gfs1 'fc: TI TEAM 5 F WT.Sizow5 1 Q , - lJ.Nelvii'z, I C.Wh1teheal COLLEGE lAlV3.L 'l"lVE .LOO.:I 'O 'N 'W 'fi' U .34 1 fy.: U ami! naw' 7'-T' -'T-r-un - I 1 J M. N. C. BASKET BALL TEAM 'IAIV3.L 'FIVE .LEMSVH 'O 'N 'W R, in-Q. M. N. C. BASE BALL TEAM E010 SlNN3.L 'O 'N 'W ,QW pr 1-" , , B CLU .C.TOMATO M.N MEIA W!:IV:l CINV NHV8 'O 'N 'W :hum 47 MISSISSIPPI HALL f I. S010 A.LNl'l0O .LS3HHO.:I -G I 1 rpg: A- .JI -.5 ' 4. .., '6 V x X X J f :MW ' . .. 4854-ff -ll . ,r .-., I ur 1 X 1 ,,', v , I .1 J U' W1 ,, 1' ,N 4011 . Mb. ,1-r. ' an N 1, ,, ,5 3.- 4-A A. e 1 I V ,,s,, . 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Suggestions in the University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS) collection:

University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS) online yearbook collection, 1914 Edition, Page 1


University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS) online yearbook collection, 1916 Edition, Page 1


University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS) online yearbook collection, 1917 Edition, Page 1


University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS) online yearbook collection, 1920 Edition, Page 1


University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS) online yearbook collection, 1921 Edition, Page 1


University of Southern Mississippi - Southerner Yearbook (Hattiesburg, MS) online yearbook collection, 1922 Edition, Page 1


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