LECTURES. As I have already stated, the Lexington Normal was exceptionally favored in having, as a part of its course really, a series of free public lectures, mainly by distinguished professors. Our sense of obligation to these gentlemen is such that I cannot omit from this report a fuller statement in regard to them. I give the following list, therefore: Dr. J. A. Quarles, Professor of Philosophy, Washington and Lee University, gave three lectures on "Psychology." Professor W. LeConte Stevens, Professor of Physics, Washington and Lee University, gave a lecture, illustrated by splendid lantern slides in his fine electric lantern, on "Naples and its Volcanic Surroundings, Including Pompeii, &c." } Col. Marr, Professor of Engineering in the Virginia Military Institute, gave a lecture on "A Noted Biblical Character." Prof. J. Lewis Howe, Professor Chemistry in the University, gave three lectures, one on the "Relation of Science to Education," and two experimental demonstrations as to how nature study may and should be conducted in schools. Prof. D. C. Humphreys, Professor of Civil Engineering, Washington and Lee University, gave a lecture, illustrated by fine lantern slides, on his "Experiences Among the Indians in the North-West." Prof. H. D. Campbell, Professor of Geology and Biology, gave a lecture illustrated by a series of lantern slides on the "Elements of Geology." Prof. Campbell also met the normal teachers by engagement and took them through the admirable museum of the University, and accompanied the exhibition of specimens with a running lecture. Dr. Stiff, of Richmond, read an interesting paper before the Normal on "Oral Hygiene." Prof. Addison Hogue, Professor of Greek, gave a lecture on "An Episode in Greek History." Capt. Morton, of Staunton, gave the final lecture on "The Confederate Negro." To these gentlemen who thus freely gave us their valuable services, and to Superintendent Saville, through whose instrumentality mainly these services were secured, the profoundest thanks of the normal are due. Examinations and Other Items.-As provided for by you, the examinations were held at the times specified-the Peabody on July 19th and 20th, and the State on July 18th, 19th and 20th. My report on these, together with the papers accruing, has already been sent to your office. Four went through with the Peabody examination, while only one took the professional, and this one tried only three subjects. I cannot close this report without some words of special and well-deserved praise of the local manager, Superintendent Saville. Fully alive to the wants of his teachers, patient, kind, earnest, laborious, constant in attendance, his heart was set on the success of the normal and all his energies were bent to this end. We cannot speak too highly of our obligations to him. Two excursions were provided for us by Mr. Saville-one through the famous Goshen Pass, the other to the Natural Bridge. Both were greatly enjoyed. Conclusion.-The Lexington Normal, though smaller in numbers than many that have preceded it, will rank high in respect to the breadth and thoroughness of the work done. It is well known that smaller classes, that bring teacher and taught into closer contact, are favorable to the best work. In another respect also is this Normal noteworthy. Held as it was under the shadow and in the very class-rooms of two of our higher institutions of learning, whose professors took part in the instruction and showed a sympathy with its operations, it cannot but have some effect in bringing into closer relation and fellowship the two extremes of our educational system-the University, or the College, and the Public School. How desirable the recognition of this community of interests of those engaged in all the grades of education has been pointed out by yourself, is known to us all, and need not be here discussed. I take occasion to renew my expression of faith in the Normals, and to reiterate my belief that, with the improvements and adjustments which we should be constantly striving to make, as experience and better knowledge point them out, the Normal School is an indispensable factor in the growth and development of the public school system of our State. Respectfully submitted, CHAS. H. WINSTON, Conductor. Richmond College, Va., Aug. 9, 1900. FAIRMOUNT SUMMER SCHOOL. HON. JOSEPH W. SOUTHALL, Superintendent of Public Instruction. Richmond, Va. DEAR SIR,-The undersigned, as Conductor by your appointment, with the following faculty, held a Peabody Summer Normal School at Fairmount, near Richmond, Va., from July 2d to July 27th, inclusive: Prof. L. S. Edwards, Richmond, Va.-History and Civics. Miss Virginia Reynolds, Farmville, Va.-Geography and Nature Study. Miss E. V. Faris, Richmond, Va.-Physiology and Primary Methods. Miss E. V. Moffett, Richmond, Va.-English Literature. The building-Fairfield High School-is very commodious, having eight large rooms-four on each floor-and a wide hall above and below extending the whole length The instructors were not only earnest and faithful in their work, but enthusiastic, and this enthusiasm created and held the interest of the teachers to the end, in spite of the very hot weather during a part of the session of the school. HISTORY. The essentials were dwelt upon, relieved by the introduction of such incidents and details as seemed necessary to give life to the narrative, and to make plain the underlying causes of the great social and political revolutions resulting in the development of the nation. No history presents more elements of vital and dramatic interest than that of our country. History, it was insisted, should be studied and taught as a living science, not as a mere record of dead facts-a skeleton to be attained. The work done by Mr. Bruce, President Tyler, and the S. P. V. A., was highly recommended to the teachers. CIVICS. The duty of teachers is to become acquainted with the governments around them, that pupils might be prepared for citizenship. The systems of gov-ernment were discussed, the need of law and order and the machinery of county, State and National governments was explained. An effort was made to show the great ethical value of the study. GEOGRAPHY. The growing importance in the colleges and universities of the country, and the scope and importance in the public schools of this study, were dwelt upon. Geography-Mathematical, Physical and Political-was discussed and reThe dependence of Political upon Physical Geography was emphasized and explained. viewed. NATURE STUDY. Its meaning, growing importance and what led to it. The Cornell Nature Study pamphlets were recomended and their use explained. The Morning Glory and Geranium were studied. ARITHMETIC. The course, from primary work through percentage, was covered, giving the greater portion of the time to simplifying commercial transactions and to rapid work in handling common fractions. The inexpediency of a multiplicity of rules and processes was shown by a constant reference to the principles of simple numbers. In brief, the aim of the instructor was to make the science of arithmetic logical and progressive instead of a collection of independent processes. The teachers already best grounded were the most interested, while all paid close attention. READING AND SPELLING. Position, breathing, muscle-training, phonetic drill, tone, quality, rate, were all fully expained and experimental lessons given in illustration. Rules for spelling, accent and pronunciation were explained as fully as time would permit, Webster's International Dictionary being taken as authority. PHYSIOLOGY. The outline suggested was carefully followed the aim being to present the subject that the teachers might recognize the important relation a thorough knowledge of physiology sustains to the health and to the development of both body and mind. The disastrous effects of stimulants and tobacco upon upon the system were proven by imparting a knowledge of the organism of the body. The application of hygienic laws in the school-room and the effect of their observance on the mental work done was frequently dwelt upon. PRIMARY METHODS. The work included methods of teaching Reading, Arithmetic, and Language Lessons. The idea of number from one to ten was developed by means of objects. The child should be taught to number objects in groups without counting. In reading mere rote may be avoided by a careful analysis of each paragraph. The importance of the best methods for word-mastery received much attention. ENGLISH GRAMMAR. The fundamental principles of English Grammar, as outlined by Whitney, were presented in as simple manner as possible The subjects studied were the classification and inflections of the parts of speech, syntax and analysis of the sentence. ALGEBRA. The range of subjects discussed embraced addition, subtraction, &c., of simple expressions, factoring, H. C. F., L. C. M., equations, embracing simple equations of one, two or more unknown quantities and quadratus-involution, evolution and theory of exponents. ENGLISH LITERATURE. The work consisted of the study of Shakespeare's Macbeth and of the argument and finest passages of the first two books of Paradise Lost, with special reference to Milton's Satan. Burke's Speech on Conciliation with America was also studied, and a rapid review given of the History of English literature to the Age of Elizabeth, with a view to showing that our literature has been a growth, a development and in close connection with the social and political history of England. The chief object of the course was to encourage the love of good literature. THEORY AND PRACTICE OF TEACHING. The characteristics, by nature and acquirement, of a good teacher were dwelt upon, and the teachers were urged to study beyond the ordinary branches of the public school, to broaden themselves by reading and culture. Pedagogy was studied as applied psychology. At every step in the lectures upon psychology its application to successful teaching was enlarged upon. In fact, the Theory and Practice of Teaching-pedagogy in its broadest sense was correlated with the study of the mind of the teacher and the child throughout the whole course of lectures. I am happy to be able to say that I found the teachers of this Normal School better read and better versed in books relating to pedagogy, school management, and, in fact, to education in general. This is due, no doubt, to the presence of so large a number of graduates of the High School of Richmond, Va. VISITORS. We were very much cheered and encouraged by the great number of visitors interested in the cause of public education. In addition to your two helpful and cheering visits, we had the pleasure of having with us the Governor, Attorney-General and Messrs. Brent and McGilvray, all of the State Board of Education. Governor Tyler gave a short but interesting talk to each section, after which a reception was held, at which the teachers were pleased to meet our Chief Executive. Attorney-General Montague gave us a nice address upon |