Transcribed for this site by Jill Corfield and Betsy (Orr) Dodson. We are grateful for their assistance.

This document is incomplete. Please check back for updates as transcription continues.

Please note: Advertisements from the book will eventually be transcribed into a separate document on this site.

Announcement

We herewith submit for your consideration a report of the school activities of the county during the past year and ask for it your careful consideration. It deals not only with things accomplished during the past year but aims to plan for greater things during the coming school years.

Whatever of progress has been accomplished during the past year is due largely to an earnest and consecrated teaching corps, a school directorate which stood and worked for progress and a citizenship that demands better and more efficient schools for their children.

Our thanks are especially due those men, women and institutions who gave us liberal financial aid as well as enthusiastic moral support in our various contests.

With the most hearty appreciation of the earnest and loyal support of our teachers, directors and friends of the schools, we respectfully submit the following report.

N. E. Heeter, County Superintendent.
C. A. Middleswarth, Assistant Superintendent.

Statistics of Clarion County

Statistical Report

The following is a statistical report taken from the teachers' annual report to the County Superintendent. It contains facts which are significant in judging the worth of a teacher and the success of his school. School boards should examine the report after each teacher's name. It ought to aid them in determining the relative merits of teachers.

Explanation of Tabulated Reports.

In the following tables the columns are numbered from 1 to 16. The heading for each column is as follows:

Note -- An entire series of blanks after a teachers' name means that he made no report. All blanks signify lack of cooperation, carelessness, indifference and failure along these particular lines. However, we consider a report containing all blanks but one or two better than no report at all.

Table containing statistics for each school is being transcribed.

Observations and Suggestions upon the Above Summary

Wentlings Corners School had the highest percentage of Honor Pupils in the county, boroughs included. This school had an average attendance of 97 per cent and has fifteen pupils in the Edenburg High School – an exceptional record.

New Bethlehem, counting base ball, basket ball, etc., leads in the amount of money raised during the year. Owens School, Clarion Township, raised more money than any other rural school. Limestone Township more than any other township.

The patrons deserve great credit for the interest manifested on Patrons Day. Redbank apparently is most loyal.

There are 158 school libraries in the county. Many are very small. About forty rural schools do not have any libraries at all. We would urge the teachers of these schools to make a start for a library this year and all the teachers that have libraries in their schools to continue increasing them.

We recommend that the teachers continue to buy for the various grades, the books recommended by the state course, and such other books as will supplement and reinforce the daily recitation work. The brief recitation period can scarcely do more than create a hunger, and the library books should be so selected that the pupils, thus made hungry by judicious teaching in the class, may find satisfying food in the library books. A great library contains not only books but, "The assembled souls of all that men held wise." -- Devenant.

Results of Eighth Grade Examinations in 1915

Our records show that we examined four hundred applicants for high school entrance last year. Approximately one-third of this number failed to qualify. However, we made commendable progress over the previous year. In 1914 forty per cent of all examined failed and in 1915 33 per cent. This report does not include all the borough pupils examined. Some principals did not report the results of their borough pupils.

While we are making commendable progress in the matter of preparing pupils for high school, we must confess that the failures are still too great. Our teaching has not yet reached the thorough and efficient state that is necessary for better results. Some teachers still teach in an inefficient, hap-hazard non-practical way and the results of such teaching are discouraging. If we would only select the essentials in each subject and teach them well rather than spread our efforts over large masses of material, much of which is not essential, we would get better results.

All subject matter should fit the intelligence of the pupils. So much of our teaching goes for nought because the children do not understand it or are not interested in it. It is as cold and lifeless as an icicle and does not foster intellectual growth. Good teaching is a thought-provoking process. New ideas should be born in every recitation. Intellectual alertness should abound and intellectual growth should result.

Eighth Grade Examinations in 1916

Examinations for high school entrance and for public school diploma will be held in all the high school rooms on the second Saturday of April. Teachers should not fail to inform their pupils of the time of this test. Every year we have pupils come to us and ask for an examination after the test has been held, and on investigation find that the teachers of these pupils did not have interest enough in their welfare to notify them when the examination was to be held. Every pupil should know about this examination. The teacher should encourage all pupils to prepare for this first graduation exercise and as soon as they are ready to leave the common branches, should point them to the high school with its opportunities.

Our High Schools

The high schools of the county have had a phenomenal growth during the past few years. There are now enrolled in the various high schools of the county between seven and eight hundred pupils. Several of the high schools have their capacity taxed to the limit and something must be done in the near future if these schools are to maintain their rapid increase in numbers. The most noted of these are Edenburg and St. Petersburg. Both schools are crowded to their limit and the end is not yet. We are in hopes that the people of these two towns will soon recognize the great opportunity they have to place within the reach of their children and the children of the surrounding country high school advantages unsurpassed anywhere in the county. We hope the people of both these towns will make it possible for these excellent high schools to continue to grow by giving them better physical advantages.

We give below a list of our high schools, the Principal's name and address, the number of years in the course, the length of term, the number of teachers and the approximate enrollment. These statistics are for the present term.

Educational Meetings

Every district should have its teachers' organization. This organization should consist of all the teachers in the district and the directors, if they can be induced to join. The officers should consist of President, Vice President, and Treasurer. Such an organization can be of real, vital significance in the district if it will just comprehend its opportunities. The results of the School Fairs are sufficient evidence to the teachers who held one.

This organization need not be limited as to what it may do. Anything that will improve educational sentiment, buildings, grounds, method, social center work, club organization work, etc., will easily fit their sphere of usefulness. Here, however, we desire that this organization plan for the local institute. The Superintendent's office will give all the aid it can but must rely upon the teachers to plan the meetings and advertise them. Three meetings of the nature mentioned here have already been held and the results were encouraging. At Sligo there were over forty teachers in attendance and a spirited and profitable meeting resulted. At Hawthorn there were twenty teachers and many children and parents present. On December 3 and 4 the teachers of Limestone will hold a meeting at Frogtown and we expect to see a splendid meeting.

We are going to suggest the following plan for the method of procedure in these meetings:

Three sessions should be held. On Friday evening a lecture or local talent entertainment may be given or a combination of both. On Saturday morning, we believe the meeting should be exclusively for the teachers and directors. We find that more can be accomplished for the teachers by getting them together in the nature of a round table conference and having a heart-to-heart talk concerning school matters. This was a feature of the Sligo and Hawthorn meetings and it was the best part of each meeting. Saturday afternoon should be open to the entire community and questions of a community nature should be discussed. Let us give this plan a good trial this year and see if we cannot get better results than we have ever gotten before.

Local committees will notify the Superintendent's office as soon as they have arranged a meeting and we shall notify the teachers who can conveniently attend that we shall expect them to attend. A record of the teachers attendance at these meetings will be kept and reported to the school boards.

We feel sure that the high school teachers will be glad to aid in these meetings as they have always done. It has been through their efforts that the borough schools have reaped such an abundant harvest of rural pupils for high schools.

We give below a list of questions that may be discussed in the round table session, and every teacher should be prepared to discuss any of the following questions when called upon.

Topics for Round Table Conference

Physical Equipment

1. What should be the minimum equipment for each school?
2. How secure what is needed?
3. How beautify and make cheerful the school room?
4. How beautify the school grounds?
5. What has each one of you done to beautify and make cheerful your school room and school ground. Let each one tell.
6. School libraries.
7. What books should be added.
8. How get them?
9. Supplementary reading for the grades. What? and how to get it?

Method

1. In Reading.
2. In Spelling.
3. In Writing.
4. In Arithmetic.
5. In Geography.
6. In History.
7. In Grammar and Language.
8. In Physiology and Hygiene.
9. In Agriculture.

Miscellaneous

1. Standardization of rural schools.
2. How secure better attendance.
3. Problems of discipline.
4. The Course of Study.
5. Assigning the lesson.
6. Seat work for pupils.
7. The daily program.
8. How deal with backward pupils?
9. When is a school well governed?
10. When is a class well taught?
11. What should beginners accomplish in the first term?
12. How many recitations do your beginners have daily?
13. Suggestions for making our teaching more effective.
14. Organizing various kinds of clubs.
15. Can Manual Training be taught in rural schools?
16. Can Domestic Science be taught?
17. What pupils should be recommended to take the High School Entrance Examinations?
18. Monthly examinations?
19. Monthly reports to children.

Reading

Suggestions collected from bulletins and text books on reading written by such men as Dr. Snedden, Julius E. Warren and Dr. Huey.

I. Lower Grades.

To secure the highest efficiency in teaching primary reading one of the definite, complete systems dealing with this subject should be adopted and closely followed. The newer and better systems are using rhymes or cumulative stories as the means of teaching the first vocabulary. Most of these systems are pedagogically sound. The details have been thought out carefully, the exercises logically arranged and accurately graded, and debices planned to arouse and maintain the interest of the pupils. The processes of teaching have been analyzed and so arranged as to eliminate nearly all waste effort.

A recitation division of an entering class should not contain more than ten or twelve children. Instruction in the use of any system of reading includes detailed directions on the following topics:

• Teaching the first vocabulary.
• Devices for word drills.
• Seat work relating to reading.
• Dramatization.
• Phonics.
• Beginning to read from books.
• Order in which reading material should be used.
• Amount to be read.

More and better work in this subject can be done in a shorter time:

a. By using the actual experiences of children.
b. By using better methods of teaching.
c. By using the children to help each other.

Six first readers should be required in a nine months' term. Four to five readers should be required in an eight months' term. The rural schools can read three first readers. To read and reread only one reader for seven months is a positive waste of time and school funds.

II. Reading in Grades Above the Fourth

Reading in grades above the Fourth should include:

a. Oral reading of a few carefully chosen pieces for drill in expression.
b. Systematic exercises in silent reading for training in thought getting.
c. Silent reading of magazines and books.
d. The oral reading of articles of general interest which have been selected by the children.

a. A good way to improve the expression is to use two recitations a week for drill on a few choice selections. Each piece should be studied intensively. A position favorable to good reading, accurate pronunciation, clear enunciation, effective use of the voice and a mastery of the thought of each sentence should all be secured. The class should be drilled as thoroughly as though each pupil was preparing for a prize speaking contest.

Two periods a week for several weeks may profitably be devoted to the first piece. Less time will be required for later selections. Each selection creditably read becomes a standard by which the pupil judges his own and others' efforts. Thorough training on a few selections will improve all oral reading.

b. Reading is thought getting. Silent reading is more important than oral reading. Very few people read aloud in daily life. In school pupils fail to solve the problems in arithmetic and to learn the history, geography and physiology lessons because of their inability to read, i. e., to get the thought from the printed page. This power may be developed by practice. Teachers should give daily exercises with end in view. The class may be given a brief time in which silently to read a paragraph of a reading book or other text.

In determining efficient reading three factors must be taken into consideration. In the first place, of two readers whose grasp of content is equally great, that reader who can read the larger amount in a given time has greater reading ability. The rate of reading, then, appears to be a very important factor. Again, of two people who can read the same amount in a given unit of time, that one whose grasp of content is greater is the better reader. In this case the reader who can reproduce the larger amount of what he has read and can reproduce it more correctly is the more efficient. The whole question of reading efficiency reduces to this: the reader who can read the largest amount in a given unit of time, who can reproduce the largest proportion of what he has read, and who can reproduce it most correctly is the best reader.

The three things that must be aimed at by the teacher are 1, the rate of reading; 2, quantity of reproduction; 3, quality of reproduction.

The teacher, watch in hand, may give the following directions: Ready to read fourth paragraph, page 42. Read. (Allow two minutes,) Close books. Give (orally or in writing) the important thought in the fewest words possible.

The introduction of the time element arouses a spirit of emulation, and the exercise becomes as fascinating as a game to the children. The tendency to try to give the exact words of the book is counteracted by the request for the "fewest words possible." After a little practice the time allowance may be shortened.

Or another way: A chapter may be given the class to read, with the request that questions be written which, if answered, would give the thought of each paragraph. These questions may be read and answered during a recitation period. If the time element is considered in this method it adds to the interest and concentration of the pupils.

Still another method is the following: A selection may be assigned with the directions that the class write the key word or arrange topics for each paragraph.

Some magazine (Pathfinder or Current Events) on current literature should be in every elementary school, and at least one period a week should be devoted to a discussion of the topics which it presents. Information on these topics will be gathered from newspapers and other sources. The National Geographic Magazine and Travel have a message for all children. Even first grade pupils will get something from the pictures. The Worlds' Work, The Outlook, The Literary Digest and other literary and scientific magazines will be of value in any school. These magazines may be purchased by the school board or contributed by interested citizens. One copy of each issue of a few magazines would be sufficient in all our towns. This copy might be passed from school to school. A public library shelf or table should be placed in the schools having intermediate and grammar grades. This shelf should contain biographies, histories, books of travel, books relating to elementary science, practical arts and industry and plenty of good stories.

Children should be encouraged to read for pleasure at any time when their assigned tasks have been performed.

Reading Contest

We desire that our teachers continue to have each pupil read at least four of the books listed for his grade by the state course of study, or other books equally as good and as well adapted to their needs. The work in this sort of reading last year was very satisfactory and we are sure was very profitable to the pupils. Our reports on this matter from the teachers was too indefinite to make an accurate statement concerning the number of certificates sent out to pupils, but we are sure that the number was between three and four thousands. This means that practically half of the pupils enrolled in the schools of the county read at least four library books.

Any pupil who reads at least four good books a year is acquiring much valuable information and at the same time is forming a habit that will always be his friend. The desire for good literature is one of the finest emotions of the human soul and fortunate, indeed, are the children who acquire this habit in the days of their youth.

Reading Certificates for 1916

We shall continue to give to each pupil who has read four books required, a certificate of award, which shall contain the names of the books and shall be signed by the teacher and by the county superintendent. Teachers must supervise this reading and certify that each pupil recommended for this certificate has faithfully and intelligently read the books.

Certificates for Regular Attendance

In order that pupils secure these certificates, teachers must have kept a careful record of their attendance. A pupil who has been tardy is not eligible to get this certificate. We are quite sure that some teachers report pupils who have been tardy as honor pupils. This is a violation of the spirit of this plan. Please report for this kind of certificate only those pupils who have been neither tardy nor absent. The certificate certifies that the pupil to whom issued was neither tardy nor absent.

We shall furnish this certificate to all pupils who deserve them and must rely on the teacher for the evidence.

You will notice several pictures in this issue of the directory of pupils who have earned especial distinction in the matter of regular attendance. A pupil who can attend school, especially in the rural communities, for four, five and six years without being tardy or absent, has earned for himself a place among the honored heroes or heroines of our land and we are glad to honor them n this small way. We expect to keep these cuts and at some later time, when we have a larger number of cuts, use them in a book in honor of these little heroes.

The School Fair

The fact that approximately 15,000 people attended the School Fairs during the month of October is sufficient evidence of their success. From every quarter of the county come words of praise for the teachers who had the ambition the courage and the energy to take up this line of work and carry it to a successful conclusion.

There is no doubt in our mind about its effectiveness in stimulating interest in rural life and rural industries. We believe that the rural school must more closely ally itself to rural life if the boys and girls are to be trained to live on the farm. Clarion County is largely an agricultural county. Three fourths of our pupils live in rural communities and the rural schools of to-day that do not make an effort to enrich the lives of their pupils, to increase their opportunities, to brighten their homes and to foster a desire for rural life with its manifold advantages and blessings, is not living up to its highest possibilities.

Therefore, we cannot commend in too high terms those teachers and directors who helped to make October 22nd the greatest day in the history of rural schools.

This year there were three distinct types of School Fair. First, that type in which all the schools of the township met at one central place. We believe this type to be the most effective and beneficial, where the townships are not too large and where none of the schools is more than six miles from the meeting place. This type of fair was successfully held in the following townships and places: Beaver, Wentlings Corners; Highland, at the High School building; Licking, Easton; Limestone, Greenville,; Monroe, Reidsburg; Piney, at the County Home in connection with the Licking Valley Agricultural Association; and Salem, at the High School building.

Reports and pictures from these fairs indicate splendid results. We are sorry that some of the districts were not able to supply us with pictures because they had no photographer, but we know that these were up to the high standard set by the others. Our finances will not allow us to use all the pictures sent us. We picked from the number those which seem to best illustrate what we are trying to accomplish in order that the doubting Thomases may see and believe.

The second type of Fair is that in which several schools of the same district combined but not all of the schools. The best example of this type is found in Perry Township. In this district the schools met at three central points instead of one. One at West Freedom in which six schools participated, one at Black Fox in which three schools took part, and one at Dutch Hill, where three schools joined forces. Their Fairs were well attended and successful. This is, possibly, the best type for the very large districts. Other townships that followed this type are Farmington, Porter, Toby and Richland. In Toby and Richland only two schools joined.

The third type is the Fair in which the individual school participates. There were many of this type and the results were equally as good as in the other cases, but it does not foster the community spirit that is desired. We would recommend this type only when the first or second type cannot be adopted because of the lack of cooperation of teachers, which is an extremely bad sign.

By making the township the unit we have a definite geographical boundary, can have the teachers organization to manage it, and the school board as an advisory board. Furthermore, it is a fine thing for the teachers, directors, pupils and patrons of the entire township to meet in this great social, industrial and educational event once a year. The finest and most valuable exhibit that any district can make is that of its boys and girls. These should be the pride of every community and the entire community ought to come together at least once a year to do them honor. The social benefits of such a meeting cannot be overestimated. Then, the training of children to produce something that is the result of their own labor, to exhibit for inspection and comparison, is one of the finest lessons that can be taught them.

Later in the year we shall issue a bulletin for the purpose of planning and organizing this work for the next year.

Standardization of Rural Schools

We believe that the rural schools would respond to a plan of standardization if the requirements are kept within reason. We find that all of our boards of education are willing to make an effort to increase the equipment and efficiency of their schools, if the outlay in money is not beyond their reach. We believe that we can work out in a minimum standard that all rural schools may work toward, and not burden them in the least.

It is an easy matter to measure quantity, distance or value, but not so easy in the case of abstract things, as quality, ability, or efficiency. We can only approximate the measure of these. Our standard, therefore, for the material phase of school work can be specific and definite, but for the efficiency phase of it will of necessity have to be left to the judgment of the inspector. In other words we can set a minimum requirement for grounds, buildings, equipment which will be definite and visible and easily determined when fulfilled, but the standard for judging the teacher and the efficiency of the school can only show approximate results, and must be left to the judgment of the inspector.

We are now working on a scheme for the standardization of rural schools, which we shall submit to the teachers and directors at the close of the present term so that they may consider during the summer the matter of standardizing one or more of their schools. The problems to be considered in reaching this minimum standard will be the grounds, the buildings, the teacher, and community activity.

New School Buildings

Two new school buildings were built in the rural districts during the past summer -- one in Limestone district and one in Farmington. These buildings both conform to the latest architecture in rural school building and show a vast improvement over the old type of approximately the same cost. The biggest improvement is in the matter of lighting, heating and ventilating, seating and cloak rooms. The location of the buildings also expresses a great change in favor of the pupils.

In the not very distant past, the poorest, cheapest, roughest and most worthless plot of ground in the entire community was usually searched out upon which to build a schoolhouse. The best ground was kept for raising hogs and cattle, and for agricultural purposes. But to-day our people are beginning to realize that the raising of boys and girls is more important that the raising of livestock or agricultural products, and when some great philanthropist offers a worthless, swampy, unsanitary plot of ground, free of encumbrances but to be returned to the estate when discontinued for school purposes, and to be named after the philanthropist, the school boards are beginning to say "the public schools are not dependent upon charity for their existence. We want the finest acre of ground that we can get on which to build our school building and we have the money to pay for it." We believe in charity and economy, but that sort of charity and economy that limits or curtails the boys' opportunity for health, and strength and usefulness is not charity and economy at atll but extravagance, since it tends to weaken and limit the possibilities of the nation's greatest asset -- the boys and the girls.

Play Grounds

The sentiment for more and better play grounds is showing excellent results. A number of school boards have acquired more ground for play and in every case the ground is suitable. Following is a list of schools that have been given more play ground during the past year: St. Marks in Ashland; Strobleton, in Washington; Jacks, in Porter; Kingsville, in Limestone.

The play ground added to St. Marks School in Ashland Township, was given by a public spirited citizen and is a fine strip of farm land as can be found in the entire township. This is the sort of charity that means something to the children.

The new school houses that were built during the summer are well equipped with plan ground, each having practically an acre. That of the new school in Limestone is particularly fine, lying high and dry and being protected on one side by a grove. This is one of the finest play grounds in the county and the school board deserves much credit for giving these children this fine piece of school equipment.

Exhibits at the County Institute 1914

In 1914 the teachers of the county brought to the County Institute their best work in Writing, Drawing, Composition, Domestic Science, Domestic Arts and annual Training. This display was a revelation to those who had the privilege of seeing it. While the borough pupils excelled in the number of prizes won, the country children proved close competitors. Sixty-three dollars were expended for premiums on these exhibits.

Exhibits at Institute in 1915

This phase of our Institute Program was so successful last year that we deem it advisable to repeat it this year. We do not know how much prize money we shall have to offer for these exhibits but believe that the value of letting all the teachers and patrons see some of the best work of our schools in Writing, Drawing, Composition, Domestic Science and Arts and Manual Training and anything else that will be of particular interest and helpfulness, will be sufficient compensation for our efforts. The best instruction a teacher can receive is that derived from seeing the best work of other teachers' pupils.

The exhibits in Agriculture will be confined to corn and potatoes for which special prizes will be offered. All the exhibits will be entered according to grades, the graded schools competing against each other and the country schools against each other.

Special Prize

We shall award a prize of five dollars to the rural school that makes the best exhibit as a school and five dollars to the graded school that makes the best exhibit as a school. This has reference to but one room.

The Corn and Potato Exhibits

A peck of potatoes and ten ears of corn will be required of those boys who are trying for a prize in this contest. We cannot make any special promise of the size of the award in this contest at this time, but we will have either several free trips to State College during Farmers' Week or a money prize. It depends upon the generosity of our good friends who so generously financed our trip last year.

Prize Essay on How to Beautify and Make Cheerful a School Room

The following essay was written by Miss Lucille Lawrence, an eighth grade pupil in the St. Petersburg schools. It was decided by the judges to be the best one submitted on the above subject. It is an excellent description of what can be done, and how to do it, in the matter of beautifying a school room, and we would respectfully ask all our teachers to read it and take these suggestions from an eighth grade girl, who knows some of the rural teacher's problems.

The Essay

I finished school and had a desire to teach. There was a little school house about a half mile from where I lived. I sent in my application for this little country school and in due time my dreams were realized -- I had gotten the school.

The outside was in fairly good order, being quite nicely painted -- a clean white with green trimmings, and having window shutters painted green also; and there were no broken windows as there usually are in country school houses when the fall term begins.

But when I opened the door a different sight met my gaze, the plaster being all cracked and, off entirely in a great many places. The big round stove was an old, unsightly looking thing; and my heart sank within me when I looked around and I had a homesick feeling; but I was determined not to be outdone, so I went to work.

The first thing I did, with the help of the pupils, was to wash the windows and clean the floor. Then I polished the red-looking stove. The next thing was the walls. How to fix them was a problem. Of course I tried to get the directors to paint and fix them over, but failing in this I set about my task. For a very small outlay we got drawing paper, and the pupils, with my help, drew large maps of all the different countries which we arranged on the walls to the best possible advantage. That covered up a great many of the bad places. I had some pictures which I took and I asked the pupils to bring as many as they could and these were put on the walls also.

I remembered a display day we had when I went to school and, getting the pupils interested in this, we made a display of all the best work. We got a wire and strung it around above the wainscoting and placed the work of this, covering up all the unsightly places above the wainscoting as far as they would reach. In the back of the room we arranged hooks on which to hang hats and coats. We got some curtains for the windows, and I kept a bouquet of pretty flowers on my desk just as often as I could get them. I had interested the pupils in this and they brought flowers from home.

The pupils were much interested in keeping the school room looking nice; and the most untidy boy or girl I had made every effort to keep everything in perfect order.

We gave an entertainment and took the money we made and started a library that added to the appearance of our school room.

If you were to open the door some day and look over the room and see the rows of rosy-cheeked, bright-eyed girls and boys, and see the many things we did to beautify our school room, I am sure you would think as I do that our work was not a failure but a great success.

Social Center Meetings

We continue to urge our teachers to make use of the Social Center Meetings as a means of enriching country life and getting children and patrons more interested in the rural schools. We made commendable progress along this line last year as may be seen from the statistical report. There are great opportunities along this line for the teacher who is willing to do something outside of the ordinary routine work of the school. The schools must help to socialize and spiritualize rural life if we hope to keep the energetic and ambitious youth on the farm. Let us make this a great year in social center work.

Washington Letter

We are printing here a letter received recently from the Department of Education of the National Government. Its purpose is to help rural teachers prepare for the greatest possible service in their respective communities. The training set forth here is inexpensive. All teachers can afford it. The books to be read are selected by experts on rural education and are of the best in print. The rewards will be self-improvement, greater service to the community and a certificate of graduation in the course, which will mean much to the possessor in securing a position. I wonder how many of our teachers will avail themselves of this opportunity.

Establishment of a National Rural Teachers Reading Circle.

Purpose. -- The greatness and future of the 50,000,000 men, women and children who live in the open country and in rural villages must have more adequate opportunity for wholesome and remunerative living than heretofore. This calls for leadership which can come to rural communities only through the highest degree of education of a cultural and practical kind. Much of this must come about by the cooperation of Nation, State and local community through all the different agencies now available. The most important and indispensable agent in the accomplishment of this task must be the rural teacher.

The vital factor in education is the teacher. Without the well-educated, broad-minded, sympathetic teacher any system of education can only be a lifeless mechanism. Therefore, we must look to the country teachers and their preparation and see to it that they shall be men and women of the best native ability, the most thorough education, and the highest degree of professional knowledge and skill.

It is to assist in finding and equipping such educators that the United States Bureau of Education, with the assistance of a committee of the Association of State Superintendents has recently arranged the first Rural Teachers' Reading Circle, open to the teachers of every State under such rules as are set forth in this letter.

Organization. -- The plan for organizing the National Rural Teachers Reading Circle were first broached at the National Education Association meeting at St. Paul, Minn., in 1914. The final plans which have been worked out by the Bureau of Education in cooperation with an advisory committee of State Superintendents is now ready to put in operation, and teachers throughout the country may register at any time.

Thirty States have already joined the circle and, no doubt, this number will be largely increased in a short time. Only teachers residing within those States which have expressed a desire to cooperate in this work will be permitted to join.

Cost. -- The Reading Circle work will be without cost to the members aside from procuring the necessary books, which may be furnished from the publishers at regular retail rates, or they may be secured through local libraries or in other ways. There is no restriction as to membership, although it is highly desirable that applicants have a liberal acquaintance with the best literary works, past and present.

Study Course for the Years 1915-17. -- The books to be read are classified under five heads as Non-professional Books of Cultural Value, Educational Classics, General Principles and Methods of Education, Rural Education, and Rural Life Problems.

The work is intended as a two-year reading course, although it may be completed by the industrious teacher in shorter time. To those who give a satisfactory evidence of having read intelligently no less that five books from the general culture list and three books from each of the other four lists -- 17 books in all-within the two years of the time of registering will be awarded a National Rural Teachers' Reading Circle Certificate, signed by the United States Commissioner of Education and the chief school official of the State in which the reader lives at the time when the course is completed.

Correspondence. -- Teachers interested in the Reading Circle work should write for circulars, registration blanks, etc., to the Commissioner of Education, Department of the Interior, Washington, D. C.

Financial Statement of Moneys Received and Expended for Rewards in the Various Contests

Expenditures

Receipts

For the Corn Growers -- Expenditures

For the Corn Growers -- Receipts

Professional Study for 1915-16

We have selected for our reading circle work this year Five Messages to Teachers of Primary Reading, by Rand, McNally & Co., and Better Rural Schools, by Bobbs-Merrill Company. These books are well adapted to aid in the phases of school work we have been particularly emphasizing.

We feel that teachers need help in primary reading more than in any other subject. Many teachers fail in this very important subject because they have no method at all or do not know how to apply the method they think they know. Any teacher with a little common sense can take the work outlined in this book and get fairly good results in primary reading. It will be helpful to all teachers of primary pupils and this means every teacher who has pupils in the first grade. This book can be secured at institute and will cost $1.00.

Better Rural Schools covers practically every rural school problem that the teacher has to solve or help to solve. We think it is the biggest value on the market for the money. To see the book will be sufficient evidence of its value. It is listed at $1.25, but we get a special rate of $1.00 for our teachers.

School Papers

Every teacher should read at least two good up-to-date school papers. Many teachers are doing this and some are doing more. Provision has been made for the sale of this sort of literature at the institute. We believe that every teacher should have Normal Instructor and Primary Plans. The Pathfinder is good for current events.

Provisional Certificates

Applicants for this grade of certificate must have a thorough knowledge of all the common branches as well as some professional training. The two books on the Teachers' Reading Course must be thoroughly mastered. We also will insist that the applicant have some knowledge of the State Course of Study for the Elementary Schools of the State and a knowledge of the School Code. They must also have some definite system of teaching primary reading so that primary children will not lose a year's schooling because their teacher knows nothing of this most important subject.

The school code will disbar from the profession all those who have taught continuously on a provisional certificate since 1911 unless they can get a higher grade certificate. If these unfortunates desire to teach longer they should make every possible effort to qualify for the higher grade certificate. Following is the school code provision: Section 1302. No person entering on the work of teaching in the public schools after the approval of this act, shall teach more than five school terms on provisional certificates. This does not apply to teachers who were in the work before the passage of this act.

Professional Certificates

All applicants for Professional Certificates and their renewal must do the reading for each year. Normal School graduates who expect the County Superintendent to indorse their application for Normal Diploma must do this reading. Teachers who do not manifest interest in the professional work in which they are engaged should make room for those who do, and we are going to draw the lines tight on this point.

We have discovered last year that a number of the professional teachers who presented themselves in the examination to have their certificates renewed according to the new code seemed to think that this examination was a farce and had made little or no preparation for it. Several failed to have their certificates renewed because of this fact. We were somewhat lenient in this matter last year, but we give you fair warning now. What most of you need is a term of school in which you can get the proper instruction in the branches to be added.

The County Institute

We have made every possible effort to make this year's Institute the best in the history of the schools. We believe it will at least come up to the standard of other years. A special feature will be the exhibit of work done by the pupils, including domestic science and arts products, manual training and agricultural exhibits. This department last year was one of the surprises of a fine institute and we expect it to be even better this year. Many expressions such as the "The finest exhibit we ever saw," were frequently heard. This exhibit will be open to the public on Thursday. We cordially invite the patrons of the schools to be present on this day, if possible.

Enrolling

Teachers coming in on Saturday may enroll in the Superintendents Office for themselves and friends. The enrolling fee as usual will be $2.25. This fee covers the entire expense of the teacher in connection with the institute program. As soon as you enroll go to O. F. Dieffenbacher's Store and have a seat reserved for the week. There is no reserved seat fee on teachers' tickets. Half the Auditorium will be opened on Saturday, December 18th at 10 o'clock, and the other half will be kept in reserve until Monday at 9 o'clock.

Course Tickets

Reserved seat tickets to the general public will cost the usual $2.00 fee. This holds the seat for all evening sessions. We have an exceptionally strong night course and will be glad to have the patronage of the general public. Single admission reserved seat tickets will be respectively, 50¢, 75¢, 50¢, 75¢. It will be cheaper to get a course ticket.

To Teachers

The law requires all public schools to be closed during the week of the County Institute and that all teachers attend.

Teachers are allowed $3.00 per day for attending and are fined a similar amount if they fail to attend. The only legal excuse for not attending is sickness. We hope to enroll every teacher this year. Please do not ask the Superintendent to excuse you for any cause. Decide upon attending and you will be here.

Officers and Committees

President -- N. E. Heeter, County Superintendent

Vice President -- C. A. Middleswarth, Assistant Superintendent

Secretaries -- Madge Timlin and Martha Sansom

Enrolling -- E. H. DeVilder and L. W. Zuendel

Executive -- Lawrence Murphy, James Kerr, Geo. Howe, Wallace Mills and William Kerr

Resolutions -- William Melhattan, J. W. Rutherford, D. B. Peterson, John Mooney, Raymond Thompson, Nelle Weeter, Myra Curtis, Hazel Crooks

Permanent Certificates -- J. W. Rutherford

Reading Materials -- C. A. Middleswarth, Eddie DeVilder

To Enroll Teachers for S. E. A. -- Herbert Mills, James Hughes Robert Burnham, J. E. Harkless

Arrangements -- Herbert Linn, E. E. Brown, William Imhoff. Frank Chadman, Bird Davis, Amos Dolby

Judges for Public School Exhibits

Supt. C. A. Middleswarth will have charge of this department of the Institute Program. Refer all questions to him.

Writing -- C. A. Henry, Laura Craig, Madge Timlin

Compositions -- D. B. Peterson, L. W. Zuendel, Flora Johnson

Sewing -- Mrs. Geo. F. Whitmer Linnie Heeter, Effie Hepler

Drawing -- Lorena Givan, Robt. Burnham. Jennie Keck

Domestic Science -- Sara Nolan, Mary Seibert, Mrs. Oscar Altman, Caroline Heeter

Corn and Potatoes -- O. L. Altman, Herbert Mills, Jno. S. Love

To Award Two Five Dollar Prizes -- Prof. Amos Reese, Mary True, J. W. F. Wilkinson

Miscellaneous Exhibits -- L. L. Himes, N. G. Bachman, Jeanette Jardine

Committee on Arrangements -- Wm. McIlhattan, Herbert Linn, J. J. McLaughlin, James Hughes

• This committee should report at the Science Hall as soon as convenient Monday. Exhibitors should consult the above committee for general directions as to space, etc.

Directions for Those Exhibiting Work

1. Place your name, kind and amount of work on package.
2. Bring or check all work to second floor of Normal Science Hall.
3. Before an article is exhibited it must bear:
4. The name of the school.
5. The pupil's name, age and grade.
6. Only articles made by pupils should be exhibited.
7. Sewing should be so arranged that it may be fastened easily to a drawn cord.
8. Teachers are expected to arrange their work at their earliest convenience, also take care of it at the close of institute

Instructors

Dr. J. Geo. Becht, Executive Secretary of State Board of Education

Hon. Henry R. Pattengill, Ex -- State Supt. Of Michigan

Prof. O. L. Warren, Elmira, N. Y.

Dr. Willis Y. Welch, Clarion State Normal School

Miss Jeannette Turner Brommell, Entertainer, Philadelphia

Miss Flora Johnson, Pianist, Foxburg

Evening Attractions

Edwin Whitney, Humorist, Monday Evening

The L. A. C. Orchestra and Singing Quartet, Tuesday Evening

Judge George Alden, Lecturer, Wednesday Evening

The Davenny Festival Quintet, Thursday Evening

The Program

Monday, December 20

Forenoon Session

Afternoon Session

Evening Session

Tuesday, December 21

Forenoon Session

Afternoon Session

Evening Session

Wednesday, December 22

Forenoon Session

Afternoon Session

Evening Session

Thursday, December 23

Forenoon Session

Afternoon Session

Note – Thursday is Patron's and Children's Day. All are cordially invited to attend and inspect the exhibits.

Evening Session

Friday, December 24

Forenoon Session

[IMAGE]

Consolidated School at Charleston, Tioga County, Pennsylvania

Consolidation of Rural Schools

The following items of information have been assembled to stimulate a fair and intelligent considerations of the merits of consolidation.

Meaning of Consolidation

Consolidation of schools in rural districts is simply a plan whereby two or more small, weak, inefficient schools are united into larger and more efficient ones centrally located.

Consolidation does not mean the abandonment of the rural schools or any district, but it is a plan whereby the rural schools can be made equal to those in the towns and villages or more favored localities.

Extent of the Movement

The first law for the consolidation of school districts was enacted by Massachusetts in 1869. Since then the movement for consolidation of school districts has spread over more than thirty states. In Massachusetts 65 per cent of the townships have consolidated schools. In Rhode Island consolidation has been carried to such an extent that there are only 182 ungraded schools in the state, a smaller number than Clarion County has today. In Indiana 82 out of 92 counties have consolidated districts. In Pennsylvania 16 counties have completely consolidated townships, 32 partially consolidated townships. Clarion County has some centralized schools but no townships completely consolidated.

Clarion County has some schools which to all intents and purposes are consolidated or centralized schools. These schools were built to serve growing and densely populated districts and all within easy walking distance of the pupils, therefore requiring no transportation facilities. The following townships have consolidated schools of this type: Salem, Perry, Farmington, Richland, Ashland, Porter, Madison and Redbank.

Another plan provides for "partial consolidation." This plan limits the number of grades in one-teacher schools to four, five or six grades and provides a central school with or without transportation for children above these grades. This plan is highly commendable. -- Dr. Samuel Hamilton.

Consolidation by Transportation. A third plan provides for consolidation in a centralized school with transportation facilities. This plan is in operation very successfully in 32 states. In the above building in Tioga county seven teachers instruct the pupils that six years ago attended twelve one-room schools. Supt. Retan, of Tioga County, says: "Patrons would not think of returning to the old system."

The U. S. Commissioner of Education has made a careful investigation of the consolidated schools of the United States and in a booklet recently published states both the advantages and objections to the plan.

Advantages (Taken from Allegheny County Report)

1. Better grading and classification, with better results for the same length of time.
2. A larger number of recitations for the pupil and personal instruction from the teacher.
3. A longer time for recitation.
4. A broader and deeper school spirit.
5. A more comfortable and sanitary school building, properly lighted and heated.
6. Modern equipment, such as desks, black boards, charts, maps, globes, reference books and library.
7. The morals of the children are carefully guarded while at school and on the way to and from school.
8. The inspiration which comes from the association with their fellows in larger classes, hence causing them to have greater interest in their school work.
9. A more extended circle of acquaintances. This larger acquaintance improves their manners, strengthens their individuality and broadens their experience.
10. The health of the children is much improved, because when conveyed in wagons and landed dry and warm they do not suffer from colds and other winter diseases.
11. Greater contentment and happiness because the children appreciate a good school.
12. Adequate opportunity for athletics and games, literary societies and debating clubs.
13. Effective supervision.
14. It makes possible for every country child a country school equal in every sense to the best city schools, yet within reach of the farm house.
15. It affords an opportunity for thorough work in special branches, such as drawing, music, agriculture, domestic science, etc.
16. The school awakens healthy rivalry through the inspiration of numbers; large classes inspire the strong students to excel and others to imitate their example.
17. It quickens public interest in the schools. Pride in the kind and the quality of work done is made manifest.
18. Good teachers are more easily retained than in small ungraded schools.
19. The pupils are protected from storms; quarreling and fighting and the abuse of the smaller children by the larger children is prevented.
20. The school wagons can be used for transportation for entertainments, lectures and concerts.
21. It enhances the value of real estate, but the greater gain is in the enrichment of the lives of the young.
22. The central school has more dignity, more character, more force, than the rural school, and evokes more pride interest and support on the part of the people. At every point of comparison the consolidated school is superior to the one-room school.
23. The objections to consolidation are almost invariably Fanciful and selfish. Trivial excuses are afforded to outweigh the most precious inheritance that a child may receive.
24. It provides a large school site thereby furnishing ample play grounds, school gardens and agriculture demonstration work.
25. By centralization we go a long way towards the solution of the problem "How to keep the boys on the farm." We bring to the farm that which he goes to town to receive. Such a school may become the social center of community life.

Difficulties to be Surmounted

1. Without doubt the most serious handicap is bad roads. There are some roads in Clarion County where wagons could not get without difficulty. In Bulletin No. 41 published by the Department of Public Instruction of Minnesota, Supt. C. G. Shulz says, "Nothing stimulates good road building like the necessity for road travel. Consolidation has fairly intoxicated communities with a zeal for road building. "As long as the farmers of this country are wiling to wear out their vehicles and exhaust their horses on roads which are practically impassable, such roads will be with them. In the townships of Gustavus, Kinsman, Greene and Kingsville, Ohio, now famous for their consolidated schools and in recent years visited by hundreds of educators and school officials, the roads are practically all dirt roads. Indiana transports 20,000 pupils, one-third of them over dirt roads.
2. Tradition is a mighty force in our lives and conduct. We have been in the habit of doing things thus and so, therefore they must be continued in the same old way. But time alters the conditions of society, the means of transportation and communication, the soil and the house. Shall se let tradition tie our hands, so that experience, wisdom and counsel shall not alter our schools to fit into these new conditions. Let "good enough" pass out of Clarion County's curriculum. The call today is for the best there is in life for the school and home.
3. Geographical conditions form the third objection. There are a few sections where, owing to steep hills, sparsely settled communities and township lines that do not follow natural dividing lines, consolidation will never become practical. Clarion County has some such communities.
4. The fourth objection is cost. Dr. Saml. Hamilton says, "There are some people who consider nothing but the cost, no matter how efficient the schools maybe, how much comfort and health they give the child, they can see nothing but the dollar mark." The self-binder, too, costs more than does the cradle scythe it replaced, as does the steam thresher when compared with the flail. But no one uses that as an objection against the use of either one, for they give greater returns for the money invested in them. And so the consolidated school gives much greater returns in the greater number of better trained boys and girls that it enrolls than would ever be possible in the old school it supplanted.

Comparative Costs

The question of cost is one that necessarily enters into a discussion of consolidation. The cost depends upon local conditions and methods of consolidating. The University of Illinois some time ago made a careful study of the consolidated schools of Ohio and Indiana, and "over 60 per cent of them reported that the cost was less and the schools better than before consolidation; about 15 per cent, that the cost was the same; and 10 per cent that the system costs more but the results are better. **." Indiana's statistical reports show that the average total cost per pupil in consolidated schools is $25.64 while the average total cost in all other rural schools is $22.71.

Clarion County has about 13 schools in which the cost per pupil to the state and township will be from $30 to $40 or $50, and at least one school $61 dollars per pupil, basing attendance on last years average attendance.

Some Considerations

While there are some districts in Clarion County that could consolidate, not all should attempt consolidation, for many boards inherit conditions that prevent this change at present. But before replacing any of the old buildings it would be wise to carefully consider consolidation. "The school, adjusted to the neighborhood needs, is see corn from which shall spring first the blade, then the ear, and finally the full corn in the ear of the new conception of country life." -- Mrs. B. B. Munford.

The Annual Convention

The Annual Convention of School Directors will convene in the Court House on Wednesday and Thursday, December 22 and 23. Every Director is urged to be present. This is the Directors' opportunity to get help in the administration of his school duties. The law provides that directors receive $2.00 per day and mileage at the rate of three cents circular for attending this convention and makes it obligatory upon the director to attend. Let us make this the banner year for attendance. Note the program below. Come prepared to get help and to give some suggestions that may help other boards.

Directors will be admitted free to all sessions of the Teachers Institute. Come in and enjoy the week with us.

President, Vacant.
Secretary, F. L. Keefer
First Vice President, L. F. Bigler.
Second Vice President, Perry Allio.
Treasurer, W. C. Moore.
Delegates to State Directors Convention, L. F. Bigler, Elmer Sayers.
Alternate Delegates, [blank]

Program

Wednesday, December 22

Morning Session

Afternoon Session

Evening Session

We are keeping good reserved seats for the directors who attend this session. You need not have a seat marked on your ticket. This session will be in the Normal Auditorium.

Thursday, December 23

Morning Session

Afternoon Session

Financial Statement, 1914 Institute

Harry S. Manson,
Robert Burnham,
Auditors for Institute.

A Country Boy's Creed

by Edwin Osgood Grover

"I believe that the Country which God made is more beautiful than the City which man made; that life out-of-doors and in touch with the earth is the natural life of man. I believe that work with nature is more inspiring than work with the most intricate machinery.

"I believe that the dignity of labor depends not on what you do, but on how you do it; that opportunity comes to a boy on the farm as often as to a boy in the city, that life is larger and freer and happier on the farm than in the town, that my success depends not upon my location, but upon myself; not upon my dreams, but upon what I actually do; not upon luck, but upon pluck.

"I believe in working when you work and in playing when you play, and in giving and demanding a square deal in every act of life."

Individual Recognitions

Two Little Heroes

Kenneth and Clarence Marshall, ages nine and eleven. These boys have attended the Town Run School for four and five years respectively without being tardy or absent, an unprecedented record.

Advertisements

• New Men's Suits $10 to $25 -- F. L. Crooks & Co.
• A Hart, Schaffner & Marx Suit $15 to $30 -- F. L. Crooks & Co.
• Men's Dress Overcoats – $7.50 to $30.00 – F. L. Crooks & Co.
• Buy that New Overcoat Now, $7.50 to $25 -- F. L. Crooks & Co.
• Snappy Men's Overcoats -- $7.50 to $30.00 -- F. L. Crooks & Co.
• Men's Raincoats $3.98 to $15.00 -- F. L. Crooks & Co.
• Holiday Shopping Made Easy -- F. L. Crooks & Co.
• Neckwear, Gloves, Hosiery and Handkerchiefs -- Crooks & Co.
• Clarion Furniture Company, Funeral Directors.
• Smoking Stands -- Clarion Furniture Co.
• Motor Delivery -- Clarion Furniture Company.
• Dressers and Chiffoniers -- Clarion Furniture Company
• Sewing Machines, best makes -- Clarion Furniture Co.
• Linoleums and Carpets -- Clarion Furniture Company

School Supplies

Catalogue mailed free to Teachers. Speakers, Dialogues, Plays, Drills, Games, Scugs, Marches, Entertainment Books, Flags, Festooning, Drapery, Tableau Lights, Entertainment Material, Educational Books and Aids for Teachers, Reward Gift Cards, Drawing, Sewing, Coloring, Alphabet, Number, Reading, Report and Busy Work Cards; Records, Certificates, Diplomas, Drawing Stencils, Blackboard Stencils, Colored Sticks, Pegs, Beads, Stars, Papers, Reeds, Raffia, Needles, Sewing Card Thread, Paints, Crayons, Erasers, Scissors, Maps, Globes, Charts, Blackboards, Dictionary Holders. Address to A. J. Fouch & Co., Warren, PA

Popular books for Clarion County schools

Arithmetics: Buker Welter 3 or 6 books. Phillips Anderson, by Dr. Phillips and Prof. Anderson of West Chester State Normal School

Reading: Progressive Road to Reading. Rational Method of Teaching Reading [Ward] in more general use than any other before the American public.

Vocal Music: The Progressive Music Series is without a peer in the field of public school music. Makes the teaching of music a pleasure to the child, not a task. Marks a new era in music teaching in the public schools.

Progressive Lessons in Composition: Train the child in the USE of good English. May be used in place of a Grammar in Grades 3, 4, 5 and 6 or may be used to supplement any Grammar in all grades above the 3rd.

Have you seen The Bluebird? If not you have failed to see the most charming book written for children in the past decade. We have also a select line of popular High School books.

Address: Silver-Burdett & Company, New York City, N. Y.
or J. D. Anderson, 339 Fifth Avenue, Pittsburgh, PA.

"Hero" Heater

[IMAGE]

Note the following specifications of the "Hero" heater and school room ventilator.

1. Solid base cast in one piece.
2. Four large triangular revolving grate bars.
3. Heavy corrugated fire pot with deep cut joints.
4. Cast iron body with large radiating surface.
5. Tubular construction between body and radiator greatly increasing fire travel and doubling radiating surface.
6. Heavy cast iron radiator.
7. Sanitary feed soot and ash door, making it impossible to spill ashes and coal dust into air chamber to be distributed over the room.
8. Jacket of four layers made of impervious coated iron, absolutely rust proof.
9. Jacket extends all the way to the floor which gives control of recirculation of inside air with its dust, germs, etc.
10. Provisions for warming or drying wet feet by the foot warmer at base of furnace.

W. M. Jones, Agent, Reynoldsville, Pa.
Charles Smith Co., Manufacturers, Chicago, Illinois.

American Seating Company

Exclusive Manufactures of Furnishings for Schools, Churches, Auditoriums and Public Buildings
American Tubular Steel
-- and --
Pressed Steel School Furniture
Received the Gold Medal Award at the Panama-Pacific Exposition at San Francisco 1915.
Sales Offices in all Principal Cities

IMAGE

Through the courtesy of Supt. L. M. Jones, of Jefferson County, we insert the above scheme for Rural School Improvement. This plan was worked out by the teacher and pupils of Rouseville School in Jefferson County and was built by the school board of that district at a cost of $215. It has in it two sanitary chemical toilets, which are reported to be entirely satisfactory. The manual training room is also used as a play room for the small children.

Teacher's Record Book

The Teacher's Record Book is useful in keeping correct records, by having a place for all the important facts necessary to keep tabs on the many things a teacher must report at the end of the month and term. It saves time for the teacher and money for the district by having uniform blanks for the books and supply reports.

The names of the pupils written once in alphabetical order is all that is necessary for the semester or term. Having the total attendance in the first column, the teacher can tell at a glance how many days the pupil has been absent for the term. It also contains detachable monthly reports.

For Sale by all School Supply Houses.

For Further Information Address:
F. M Squibb, 2322 Jenny Lind Street, McKeesport, Penn'a

IMAGE

A Suite From Our Shop

Is invariable strikingly attractive. All other tailors try to imitate our style, but the results are always far from our kind of results. You can't afford a tailor-made imitation of a good suit any more than one that is ready-made. Come to us.

R. W. Guetthoff, The Tailor

Masonic Building
Clarion, PA.

The People's Supply Co.

Groceries and Produce

Main Street, Clarion, PA.

All Grades of Candy at 10¢ to 60¢

Every Number of the

Rimersburg Gazette

is a special number.

Sample Copies sent on Request.

To be continued...