Patriotism, and Secretary Brent frequently charmed the teachers by lecturing upon English Grammar and once upon Civics. Among the visitors I am glad to mention Superintendents Fox, of Richmond; Pulliam, of Manchester, and Blankenship, of Chesterfield county; Trustees Broaddus, Smith, Allen and Pilcher, of Henrico county; Professor Pollard, of Richmond College; Principals (of the Richmond schools) Harwood, Flournoy, Turner, Hill, Binford, Cox and Perkins; of the School Board of Richmond city, Messrs. Dickeson, Capers and Hutzler, and Miss Wescott, of the Washington schools, who briefly addressed each section upon what she was pleased to call the New Education.

LECTURES.

In addition to the charming address of welcome by Congressman Lamb and addresses by Superintendent Fox, Superintendent Fussell and Secretary Brent, on the first Tuesday night of the session, we were entertained by Professor Easter, of Randolph-Macon Colelge, and Professor Britt, of our faculty. Professor Easter gave a very scholarly address upon Greek Life in the time Pericles, and Professor Britt was exceedingly happy and entertaining in his Illustrative Readings and Recitation. The weather prevented us from having the pleasure of being addressed by Rev. M. Ashby Jones and Dr. Stiff, the later on the care of the teeth of the children in the schools. As has been my custom for many years, gold medals were awarded for best spelling and best recitation or declamation. The medal for the best speller was awarded to Miss Yarrell, of Emporia, and that for the best recitation to Miss Bauer, of Henrico. Professor Crenshaw, Instructor in English, also awarded a gold medal to Miss Thompson, of Ashland, for the best essay on the English Gerund. Miss Reynolds, Instructor in Geography, delivered a prize-a handsome geography-to each section as the result of a test in Political Geography.

I cannot close my report without thanking the good people of Fairmount, and I may say Richmond, for the pleasant and comfortable manner in which we were entertained, and especially Superintendent Fussell, our local manager. A Normal School never had a more attentive and faithful manager. He was with us every day of the session, and by his unremitting attention to our comfort endeared himself to us all.

In conclusion-pardon me for the seeming egotism-may I not add that it was the verdict of teachers and instructors that the Normal was a decided success.

However, I sincerely trust that it may be productive of great good.

Yours respectfully,

T. J. STUBBS, Conductor.

FOR COLORED TEACHERS.

HAMPTON SUMMER SCHOOL.

HAMPTON, VA., August 7, 1900.

DR. JOSEPH W. SOUTHALL, Superintendent of Public Instruction.

DEAR SIR,-I have the honor to submit the following report of the State Peabody Normal Institute held at Hampton, Va., July 5 to Aug. 1, 1900.

The sessions were held in the Hampton Normal and Agricultural Institute. The buildings, shops, and their equipments were thrown open to the various classes, furnishing an advantage in these particulars, which cannot be secured at any other place in the State.

The organization was as follows:

Conductor Professor Hugh M. Browne, Hampton Normal and Agricultural Institute-Physics.

Mrs. Ruth E. Lander, Principal Lincoln School, Brookline, Mass.-School Economics.

Miss A. M. Goding, Principal Normal School, Washington, D. C.-Nature Work.

Mr. W. B. Evans, Principal Mott School, Washington, D. C.-Arithmetic. Miss Mary I. Platt, High School, Brookline, Mass.-Geography.

Miss Dorcas C. Higgins, Brookline, Mass.-English.

Miss Georgia L. Martin, Private School, Germantown, Pa.-Primary Methods.

Mr. W. G. Price, Gloucester High School, Va.-Drawing.

Mr. C. B. Dyke, Hampton Institute-Civics and Psychology.

Mrs. C. B. Dyke, Hampton Institute-Child Study.

Miss E. B. Kruse, Principal Howard School, Wilmington, Del-Vertical Writing and Home Cooking.

Mr. A. L. Stafford, Public Schools, Washington, D. C.-History.

Mr. J. H. Jinks, Hampton Institute-Manual Training.

Miss J. A. Weir, Hampton Institute-Sewing.

Miss Grace E. Jones, Newark, N. J.-Technical Cooking.

Mr. Harris Barrett, Hampton Institute-Business Forms and Methods.

Mr. C. L. Goodrich and Mr. W. S. Sweetser, Hampton Institute-Agriculture.

Mr. J. F. La Crosse, Hampton Institute-Upholstering.

Miss J. F. Winter, Hampton Institute, Custodian-Book Exhibit.
Capt. Allen W. Washington, Hampton Institute-Local Manager.

The following programme of daily work was followed through the entire session of four weeks, excepting three days, when it was partially suspended to permit the teachers to attend the Hampton Negro Conference, which meets. annually at this institution.

This afforded an opportunity for the teachers to listen to the discussions of questions of vital interest by many of the most cultivated and scholarly men and women of the race.

To show the character of the subjects and discussions, I respectfully invite your attention to the accompanying copy of the resolutions.

The following schedule was carried out:

There were present 229 teachers-192 female and 37 male. One hundred and for were present every day and at all their classes, and forty-five others were present more than four-fifths of the session. Eight cities and twentytwo counties were represented.

Notwithstanding the class-room system is adopted in the Hampton Normal, and teachers are marked, 124, a little more than half performed the work in three or more subjects satisfactorily.

The course this year was elective, but the teachers were required to elect at least three major subjects. This, the first step toward a graded course, worked admirably, and we feel quite sure that next year we shall be able to thoroughly grade the work of the Summer Normal.

The character of the work of both instructors and attending teachers this session was far superior to that of any previous session.

I respectfully submit the following short statements of the instructors on the methods pursued by them in their respective subjects.

Nature Work.-The subject was taught from natural objects and field lessons. Trees, leaves, flowers, fruits, seeds, the honey-bee, butterfly, birds, cat, dog, rabbit and simple lesson on weather were taught. Composition, drawing and literature were discussed and illustrated.

Arithmetic.-Fundamental operations-objective.

Relations objective.

Practical applications of compound numbers and percentage.

Geography.-Written lessons given on the following subjects: Winds, currents, rainfall and their influence on climate. Interpretation of pictures and maps, action of water, modelling in sand, flour and earth, topical study of continent section, city, presentation of forms of land and water.

English.-The work in this department has been suggestive lessons in English based upon geography, history, arithmetic, science and spelling, developing the work through primary and grammar grades, together with method to be pursued in studying literary works.

Drawing.-One lesson was given each class relative to the primary methods and aims in perspective drawing. The main work consisted of making outlines of natural objects presented.

While there was no set course the class went from simpler to more complex forms and finishings.

Civics. The recitation method was pursued, together with many class discussions. Questions were asked and answered so far as possible by the class. The instructor gave numerous short explanations. A few written papers on particular questions were required of all students.

Psychology.-The recitation method was pursued as far as possible. The class was encouraged to ask many questions involving the application of psychology to education.

Much experimental work was done to illustrate principles of the subject. For each recitation the instructor prepared a syllabus, as a basis for argument and study.

Child Study.-We conducted during last year studies on colored children. Financial sense, games, reasoning, ambitions, poetry, class discussions, summary of results. Comparisons with northern children, application to schoolroom and talks by instructor, on above subjects, together with ideals, adolescence, superstition, lies, and imaginary companions, and discipline.

Vertical Penmanship.-Position and movement taught by counting; alphabet taught in exercises that give practice in movement and results in easy and rapid hand. All work written on blackboard and no copy books used.

General History.-Lessons assigned in text-books, recitations by students, illustrations and discussion of the same by instructor. A general summary

of each lesson kept in note-books by students from topical outlines prepared by instructor.

Manual Training.-1. Discussion of manual training.

(a) Its educational value.

(b) Its force as a character builder.
(c) Its utility.

2. Drawing freehand or mechanical of each model.

3. Model made from drawing.

4. Inventive work.

Sewing.-A set of exercises have been made on which the various stitches used in fine sewing were taught, and these exercises have been mounted in book form.

In advanced class. Five lessons in drafting of undergarments. Two model garments have been made, and eight lessons on drafting of dress waists given.

Technical Cooking.-Typical lessons from which the underlying principles of cookery can be developed. Experiments with food showing the effect of heat and moisture. Microscopic work with starch and yeast.

Methods of teaching cooking.

Home Cooking.-Recipes written on blackboard, and individual work done by the class.

Simple business forms and methods.
Lectures and recitations combined.

Agriculture.-Laboratory and excursion.

Dairying.-Talks and questions upon care of milk composition, value as a food, creaming, ripening, churning, and working of butter. Laboratory work upon Babcock test, and testing acidity of cream, care and feeding of dairy cattle.

Upholstering.-Same as in practical work of upholstering furniture—namely, setting springs, tying, reeding, making, roll single and double seat, drawing on cover, puffing and cording, making cushions, stitching, tufting, etc., as in mattresses, chair caning in splints and cane.

Physics. An elementary course in the following subjects: Force of gravity, atmospheric pressure and heat. We used home-made apparatus, such as pupils may construct themselves. The course serves to begin the development of the pupil in correct methods of observing and inferring; and as the observations and inferences must be both stated and written, it forms a basis for language work. Among other things, the teachers were urged when reproducing the course to lead the pupils to discern that everything that happens is the effect of some cause.

To make evident the fact that the material progress of the world is the re