Page 1

In studyJDa;, the Intellect nets under the control or 'he wtll. Tbna tbe facultlea are bllbltu· ated to the control or the wJII; In other worde, dl•olplloe ie secured. Dieclpllne in accordance wltb rl~bttullaw •• culture. To attain the ends or ttudy, ono must be dii posed to have bte thougbL& conforn\ ~ tbetr objects; be wbo Is tbus disposed, le truthflu in thousbt. One must also btl diapoaed to make bit language agr~o wllh bts thought; be wllo Ia thut dl•posed Ia trutnrul in language. How can a teach or promote tnllllfulneP.s? Tbls flUe&lion te ono of tbe moat imt>ort~nt a teacher can consider. In one of }OUr eaeaya anawer baa been made. Additlonlll suggoa· Ilona may be helpful. Train your l>uptla to natural methode or atudy. 'l'bo mind Ia adapted to truth aa tbe eye to lirht. Present rual objects o! thought to the pupil, guide bim In their atudy, and have him ata:u bt~ own ldcae In bts own language. Not bing can be real to tho pupil that does uo' rest uoon tbat wbich ho bas lonrned thrOUAtl tho activity of bts owu senses, or by hla own cooeciousoesa. 'l'be school days of moat cbll. dren are too Cew to sain much knowledoce. Help them 10 gain a method or study by which they may for tbemaelv~ open tbe troaaurce of knowledge. Bulp them to gain a method that shall be a direct aid to truthfulncae. Never waob, nor allow your pupils to study, In such a way that they will believe that tho acquisi· lion ot \90rda Ia the acqulaltlon or real trulb. Ue a ttudeot with your pupils, bavlng your. selves eucb a desire tor truth, that they will reel tbo warmth or yonr appreciation of It, and will emulate your zeal in gaming it. Would you teach tratbfulnees In language? Help your pupils to gain clear Idona II) their own tblokiug, and coneclenllouelv to adapt language to tbeir ideas. Teacblog and Cratning that will develop moral vigor Ia especially needed in our ecboola. Moral weakneas, ae abowa by untrulbfnlneae, ia pslnrully evident In e\"ery rank of eoctety. ro maintain a pretentious show, faUIIIIee stint tbclr charillea, shrivel tholr aympnthlea, aad too oCtcn by e);trava~raut expenditure involve tbemeelvea and othera In tloanclal ruin. Un. trutbtulneas ie tbe aource of tbe diatrust tbal paralyzes trade. It ell Ills all the channels or social Intercourse. It robs truth of Itt power. lt ruin a the soul. If children come under your care wbo have beoo led into tho groat mls\ali:o tbat deception Ia aomotlrl\ea prolltablc, apare no etlort to con. vlnce them cbat the material and tho aplriln&11 world are organized In lbe interest or trutb, that tbe welfare or the Individual ao<l 01 society, Ia Impossible wltboot it, and the~ tile retributions wbleh follow untrutbtulneea ar• inevitaule. Teach them to aacrJUce au i))'.";ne. diato good, cheerfUllY aud courageo-:.aly, lf truLb!ulneu io \9ord or dQed :requires tt, wltb the aaeuranoe that trutbntlnea<~ wlll bring a greater and a l!lsttug good. Lead tbem to so value trqtbfnlnese that "tbe gold and tbe crys. tal cannot ~qual It, lind the exobanse ot il aball not be tor jewels of line IJOid." We have aeon tbt\t the bigbeat dooartment or study le tile nn<ty of causes. In studying cauaea, one may stop with tbe knowledge of tho rorcee that so~m to Inhere in tbo things stnd· led; but the atudy of causes properly leads tnto tbe realm of peraonaiHy- to the reverent ap. preb.enalon of a personal God. All study ebould ultimately reveal God, and bring the soul in cloeerirelalione to Bim. He Ia the source or all trutb, aud from Blm we rcoolvo lis anne ttone. A knowledp;e of Him Ia the eourCd of the highest lnoentlvea to a trnthtuiiHe. Your Intellectual Loll 111<1 your lnwllectual vlcLortee, during your course, are juatl,y a aourco of Joy; but 110 Car as yoar love ror the truth, your purpose Lo be truthful, and your determination to holp otbere Lo Ito trutbful, bave bore gained stroogtb, ,your teachers, an<! you, too, I believe, have a areator Joy. In your prayerful endeavor everywhere and at all tlmee to llnd truth, and to be truthful in thought and life, you m!.y have tbe slad aunraoco that not only your words but the allent 111nd irrcal&llble forco of your example wlll aid otbcre In ~ecuring tbll.t beet etemunt or au gen. ulno culture, trntbfttlneaa. You have been mombera of tble aobool long eoouglllor oa to loeltbe ill\proas ot yonr per· eonat tnQueoce. I am at~d that thOre is ao much In your cila~acter that baa been ami that will bw belpiU\ lA> !1h. May you elob, amid ell the uoeertalnllea of tho btddeo future, hue the companionship of 1 Him who Is tbo "Way, tbe Truth an1l the Lift~.' ,· Tho valedictory Will given br lNward R. Blcu, ot Portsmouth, under the tltla of "The ~;ommon Scbool." 'lhia easay wa• a eoitable exponent of the unusual oegree of aebolarahiP and meotlll dlsulplinoJ wblcb Mr. lllcke brlnge w cbo tonoher'a work. ThO patrician and tbe plebeian saying whtcb baa passed iniO our literature as a motto, "All roaualead to Rome," louncl application In the exercises of tile day. Every et•aY uofoldel! eomo duLy or some privilege of the teacher. ~one of tne c!•!ly•, ll we except the ll11el:; 11-:,. tshetl ~ahllatory, called attenuon to I~ :rhel:::.r1c. They aeemed In some deg~ at tout, ~apply tbo l'uodamentalma xim of .l!<mOr.ton ~o ble diS· cu&ijion or rhotoricnl princlplea, "gave somethin~: Lo ear, ana 1t." At the close ol tbo uledictory, Gov. Van Zandt wa~ introduced and in one ot Ills bal)p1est ll<ldre>aes, awarded the diplomas to tho several graduates. lie complimented tbe eaaaylets, spoke aome pleaaaut words of encouragement, ani\ coocluned by paymg a trlbuto to the arcat work or the Normal Sobool. He was followed by Hon. Tbomae W. SLoek· well. Commiaslooer or Public Schools, who made a brtef but lntcreattng ad<!reaa. Then came the parting hymn, and tbo gradu· atlng exerclsee of ls&l were at au ond. Tho IUnnton, Following te tbo programme !or tbe re·union exorclsee tbls evening: Piano Dnet.-Miea McCloskey, Mlae White. Vocal Solo-"Waitlng" -Miea Graves. Piano Solo-Miea T!lylor. Vocal Quartetto-"Mer rv \'oleea"-:Miea Bryant, M1ae Getchel~t Mr. Kelley, Mr. Bloke. Solections-Brow n untver&lty Quartette. Plano Solo, "l"aust"-Miae ~cCtoelt:ey. Selectlone--Brow n Unlveratty Quarlet.te. Vocal Duell, :•o•er lltll and Date"-MlBB Gor. man, Mtaa McCloskey. Ctaaa Propbecy-MIU DA:V. Parting llymn-Ciaaa of Jan. '1>0.


- -NOltlU.L !SCHOOL. TBit SEMI-ANNUA L GRADUATION EXEROISES TO-DAY. Wt-11 Wrllt~n 'E"ays, J!:Ce.-AwaTdln& of

Diplomat by the Governor. The Normal School semi-annual graduation exercises lOOk place this forenoon, beginulng at 10 o'clock. There was tbe usual large at· tendanoe and great Interest manifested. After appropriate introducLory exercises, the aalutary address was given by lilies Ursula A. Bryant, of tble city. Her subject wae "Unwrlt· &en Mueic." Tbe coaay, thougb in prose, wae tn aubetanco a senuine poem, It we except the last part, wbich abo\9cd In what waya a teacher can lead her pupils l>eyocd the observa\lon of tho real to thaL In nature wblch relines and elevate& che soul. The ea88y of A. Florence Tnylor, of Provt· oence, treated ene of tbe moat Important or subjects, "Veracity." 'l'beru waa Ru earncnneas and a directness of treatmont that abo:we<l careful and elfecllve thought upon the subJeCt. l( Mise Tllylor carries ou~ tbu plana ab!! bas formed there will bo moral training 1n her achooltbal will make some of her pupils etrons In ad bering to tbc truth. Allee J. Eaatwood, a a;ratluace or tbe Provt. donee Hlgb school, real.! an excellent <Iorence of the policy or maintaining a good btgb school. Sbe admitted tbllt courses of study mlgbt be lmprov;od, but sbowed by aolld arguments that unless thO grammar grades weru reorgaube<l an<1 tbetr courte or atudy extended eo as 10 Include much or wlla' Ia now inclutled in bl11h acllool \9otk, tho blgb school must he maintained 1\8 a neceselly to the well-bctng of a tree people. Sbe au. awere<lthe obj•Mlon to tbe ex ponelveneaa uf the blgh school ae it exillta In the Untted States eo mol\ bat ing.,oloualy. Sbe Or at abowed tbat In these daya or raptd transit, tbs knowledge of tbe row rapidly teolled to become the wisdom of the many, and tbo fact tbat eo amalia pro· ortlon ot tboeo or school r.sce were found In rbe bi~b school WM a Strong argt,~ment in favor or thta luexpenatvo metbot.l ot enlla;btoolng whole commuoiuoa. Jielon 1!'. Ge~hell, also a graduate of tbe above-nalllOO blft& schOol, aul.l wbo, we ar" told baa mado an exCllfh:nt record prevtoil•lY In th~> 'lba:rcr ')treet Gra:nmer Acbool, save 11 plato, prac1lc~l and very teneible eesay. upon "!Jood Manner&." Tbla eaeay was admtrably renlll)r\ld wllll tbo avoidance of aoytbing oftbo canting manner or tbe elocuuonlat, but witb olear articulalton, appropruue lnllecuon and aut table t:xprell!lon. "Latent Power" was che next fl488Y by Henry A. Pease, ol Pawtucket. Tbougb tbe eubjeot Ia aomewbat trite, and the essay wee longer than those usual y presented on tbeee occasions, the tboup;htCul aoalogl~a and tile vlgorouaaenteocee of tho compoeluon, secured tbe clo•e attention ot the au1.11ence. Annie E. Campbell ma<lo a atrong_ plea for roltf(loua edncauon In ecboole, brlna:tng to the aupport ocher theme the utterances of Waab· ington, De Tacqueville and many others. "Heroism" was the subject or the next eaaay by Miea Allblo D. Day, of Providence. 'l'bu 1ae1 part oC tbla caeay brought out \lie eaeen\lal elemcnte ol moral hero lam and abo wed that II was not to be rer;arded as excepllonal, but at aometbing to be llonored iu tbe prlnte walk a of life. Whb that practical turn wbicb cb.lfAC· terur:t:dlall,tho eeeays,tbere wae dl&tlnctappllca. tlon to the duty and privllegP or the teacher In tho moral training of tho young. . Music by the acbool, under tbe direction of B. w. Hood, CliYidcd the eaaaya and gavu zetl to the ocoaalon. Tbe report or tbe Principal and the addreea to tbe f(r .. auatea we prlut enure! believing thM they will well repay a carelu per~teal. 'l'hc eubject ol IIH: address to tho graCinatea Ia cor· taloly worthy of the conalueratton ot every tbouabttul p.raon. 'l'be report Ia printed on the Oral page, noll the add reo a Ia at follows :



l I




Neutberl of t/11 Clall of &0 :

'l'be correspondence ol tbought and !La object Ia truth. Thinking In order to obtain truth or to gain U Ia study. we ll.nt etudy objects about ue, and tbua ca•n a knowledge or taota. By.atudylnfr tlle qualltlea and relattooa of tndtvldual ohjecl8, we lllaoover reaemblanees, group tbe objcctaln claaees, and, by a law or tbe miod, aolrm of all or a claea whnt wo llave found true of several. :By the atul1y or Individual tblng3 au1l or claoaea, we are led to tbo or caueea. All truths, then, may be groupo<! 111 tbe order of de~ndence inLo three claa8ee. } 1rat-Trotba relatms 10 tndlvldual objecla ol tbOugbt. Second-Truths rOIIILin.~t to c1~ •• ea, or acien,lllC trutb. Tutrd-Truthe relating to eaneee, or pbllosophlc trutb. This order ot depenl.lenca determines tho proper order of atudy.






Gro4ualloa Ex~rclae• '\\'tab Ueport by Prof. Greeaouab aad I•.reMata• •ioa e>f DiplollllliJ by Gov. LUIIefteld, Tbo gradualln~t exerclt~ of tbe Clau ot "'80," at the Slate Normal School, :retterday, were attended by a large and oultlvued audleucot. Tbe platform wu &nclrcled with a prorualon oC tl3wer. lng plat tl, aud the yonng !stile" &5d ~~:entlemen, el&nn lu ~;nmoor. oecu~le;1 aeate tllertoo. The programme ot entertainment wae aa tot;owt: Salulatory-Blato rya• an Ala to Oltlzenahlp, •................•. MauiJ S. Kelley, Pawtucket EsBAYI!: ~adloR' ...• .•... Elizabeth K. Pbllllpe, Providence Silent lotluence..•. Mary A. Mcl-:n~. Providence School Apparatua .....o. Winthrop t>mltll, Pl:1entx ttulle. Order •...••..•....... .'Mar~ret I. Colgan. Cnnaton 8elt-rellanco ........ Nelllo &1. Malkin, Wllltmaottc Juvenile Rea41og .... Wm. U. Gilbert, Woootocket Mu~lc. The New Metbo<l .. A.ngl\llne B. Wood, Providence Jl-:athetlc Culture ... Martha M. ,Jones. Ptovtdenco Work ••.....•..... Allee D. Grabame, Plainfield, Ot lluslc. The unoal report and addreaa tolbe gracluatee were tben delivered by Prot. Greenough, aa tol· lowe: Aaaaal Report. 2'ru11tt1 o!th~ 8tate Normal 8chOIJI: Gli:JSTI.Y.ltl<N-In accordance wltb your require· menta, 1 my nlntb annu•l report . Whole nnmber In echool durlog the year •.•••.. H5 Number tbat eot41rod the lint term ............. 23 Number til at bad prertonaly taugbt............ ~ Number tbat entere4 tile aeeond term ....•.... 2ll Nnmber that bad prevtooaly taught............ 6 Employment or parent or gnarcuan: l!"armen,

:~~:e~~~:a~iJ~~:~~"m!~~u.w:e:gl ~\!:e~~ri.o:::c~:~.4tal:C:.~o. .~r:::!: J>alotera and bu~llen.

2 eaeb; mleeel.l&neona. 46.

OD~Y~DJ ~;:=~:Co~~~~~~::. tb~~~~~~

atudlee tbo ..,ork of the Olll!eee will no&c marke4 cbangoa. Tile laat year baa been a very tueee ... tnl year In doyeloplng tbe course or ttndy and tra1Il.lnll. and In adaptlnll: tile clue work to tbe obJecta of the tcbool. A new aertee or le..ona upon form eopec:Jally a4apte4 to tile wanta of tho common acbool blia been Introduced. In that part of our work, the objee~ of wblch Ia to ore· pare the teacher to lead bit puplla to tbe study of tile phenomena of nature. much nu been gained, Tile ooUectlon of minerals which I brourllt to the school and whlcll baa tlnce been largely lncres,.

~u:te~ ~tb~ !:~ :r~nl1Jak~C:~~~~~::'~

much more uaeful tban before. Tile arrangements In tile laboratory tor teaching mloeral• bT. means of ·'J'Octmens ln Che hand~ of eaeh oupt , were never before so eatl.tactory as now. We can put additional specimens to good sentce and bol)O to obcaln them. Owing to the lestona glYOD to the claas In r.oolo· p;y. dnilog the tlrat term of theJear. by l'£Of. A. s. Packard, Jr., of Brown U Yer<ltr, Ml • Gardner baa boea able to make a very Important advance In tile clal!.; W<.'rk In that department.


tlloels or A~~,tz and bls co-laborers bne In a mea,ure been Introduced Into the school. Tbe conr•e In geograoby baR been subJected to a severe revision by IW« o. E. Deming wllo b&came one of the teachers of tile school at tbe beginning of the year. Beraucee5• ln a ebool connected wllb the :Sormal School from wlltch abe RT34oate<l and elsewnere, and the work whl•h ehe aeeomplhlled nor two_:reara or service In one of the acbools of Qnlney, Mass., gne J)rO· mise or large ancce&~ as teaober In our own Nor·


The couree In &eograpby u outlined In prevloa< catal()jluee Ia wnoily Inadequate to denote what hu been done In tills department dnrCog tlls Jaa! Je& a new aebe<lfllo will be found In th& JateatcatalOI{Ue. Tbe progreaalo tbla departm~ot tn mapping and modelllng baa exeeede<lmy ex pee. tai!g~~enone on planta lla•e been more tully developed thll term by lllae Kenyon tban ever be· foro, while Mill Short baa anangod a conrao tn drawing wlllcll, when fully deYeloped. w111. I be· !I eve. prove very aervtcoable In onr pnbUc achoots. IW.aalda M. Gardner, wbo baa been one or Cbe teacbera of tbe school for the put live yean. baa resigned. &be bu dl.aclllr"ed the dnuee of her poeltton witll marked aWI!tr tmd euceen. Wo are glad tbat abe doee not rellre from toaohtnll. Her rellow wacllere, her pupllt. and many other !rlendai earnestly wlah ber muCh ancce11 In her new fie d. We deprecate tbe Dece18lty of acceptIng M.111 Gardner's realgnaUon, bot It Ia tortu· nate tor the aollool tnat tile UOIIM of Troatoee have already al'Cored tile eorYieea ot a lady of raro talent. who will bring to the school the te· anita or a very aueeeaeful experience. both aa prt.nclpal of a training eohool and u a toaeber In one or tile Jargeet aud beet Normal Scboole In tbo t·nttf'd Statea. _ • •• ___ ---- ._ .. --~··

'l1te 1ueana ot eau~uuu. •lo wau7 au'-4 ••ut:N.. Tbe Orat te&cbiDg of the cbiiCl mutt be by m6&118 t('&Cber Ia to lead the cbltd Into a cl?tcr com mnnlon with Wlture. Aa the pupil comea to a .knowledge of written Jangna.~e. other meana of Instruction are nallable. The active et!orta now made by achool omcera and otllera, both 1n tble city and In other parte of the State, to eatabllsh and to lncre&ae the Ubrarlea already eatabllahed,

ot objecta. The tlrat bualneaa of the primary

~~ ~e~~: :;b~~~~J::d at~Jf.ftl~':~n:':«o th~


out from the Normal School aball be trained the tklllful nee Of bookll. Tbe topical methoel bore poraood compeJs the pnplla to atucly the real objecta; It abo compelB the nae of other booll:& than the text books. The conatant uta of our

f:r:e:of~~~~~~b~~t~re:e:~::r I t~~~e .~~

~g;?.~a:,~>~~~;go~rle~lth?':f ~h~~&~~~~ P~llc t.\brary. &t)l. ~'l,'~~ ':oCl.;~:ter~ef:e!~r;g:aa:r.~~~:::~:~g: 1

and of the l'rovldence achool.


aiding In the t>reparattoo of Jes.

r~~~-le.t: s ~b.r:~:~d~::k~e:r~~~ll:~t:e:::~: 1

ot a f(oodllbrar:r aa a meana of lnatructto•).

Ex·Govemor Boward, In hit addre.'" given In our hall to the members of the RhOda l$1&ndln· >Utote of Iv.,tructloo, a few montbi llgo, aUaded to the use or newapapera In the 'cbool·room. The tnbJect was worthy of a fuller conatdoratton than the limits ott he addre.<a allowed. Tbe education· ~I force of newspaper; has not yet be<)n folly de· veloped, nor has It yet been properly applied. 0 ~e :e~~~~~ :~o~,~~ttcitb~'::•t:; ~e~~~~1.



In geojtraphy, fact, ID nJ\tural ble·



of practical value are usually re.

~.:1i,r:~!~f. ~~';':~e~;~J~~tn~=~~:e~~~~:::~;

rg·~~~':..t ei~or~ga~~~!:Jg[~~~eyo~rett~88;\~~

or ja.tlata, cUv!Dea, atateamen aod thou~tbts •chotara, the newapaper seema deatlned to trench more and more noon the domain or bJOkt. Newa· J>apera must form a large proportion of the read· !ng matter of any Intelligent communlly. New•. papers arc made to render a Tatuable aenlcei.U the :Normal SChool. The obJections often urged

rr.;~~! u':.~:'J:J:~t at::tu,~~:i. ~r:ec"iuf~~~

tllat many are Immoral In their tondency, but emphaatze the necessity or tratulug pu.olls Ia our schools to a pr~per uae of ne•apapera. It <'ertatnly1.~ Important to train a child to let tllat utone whloll •~ aaeleiS or Injurious aud to ear·

~~~~l..:r~i~~~~ illt!i:rh~~~t~ ~':~~~~t\~~t::,~

lltel't\ture, whatever lte form, tho toaaber mutt tlrot aoteatlons and then grada&IIJ train them to mall:e their own aelectlon•. Tbe teacller who bel(1ns by cutting trom tbe new p\per and

r~~~~ rl':~u~w;:~ ~fd~lr,:t~g:rrdr~lc~~ie:~o.t~ :J'g;~~~~.-g~r~~'m~y .~~P!.C::oai~g::; se~~~


pu. how to eelect for tl:lemaelves, may. before olb leave •chool, have aome aaaoraMe U>at news· papers will be a help lna-d of a hlodr~ace to the culture of bls pupils. Ne:o:t to the home, there 11 no better place than tho aohool to which to train children to read wtth a purpo"' and to eacb&w tbat Idle, omnlverous and worso than ua&· Ius roac1lng that too II(Oneralll; prenlla. Pr<>1 f:~~~~o~ac;,he~~~~~0fJ~~e 'tagtt!1:


b~~~~l.~~· ~!b~~m·~~ r~ ~~~ft:e:;~~~~ much oractlcal valuetaaecnred.

wlntatare of JSewapapera may directly aldl)upllaln leaml!lg to reaa. Reading 18 a term uted to deaoto tho vroeeu bJ which one paaaea from written or the Ideas aad thonghtt or which J>rlnted worda to tho word a art> 11':'01. Readln& It alto und to de·

~~~d!~1 ~i~i~ 1~.~~ ~~~b~~~~ ~l~~~ 1~: 1 8 !'~n d~r~~~u:ea~~. ~~~~~\~n~,:~.t!J:.R· etf~~ 0

reading, suent reading Ia practlaed b{ au who are able to read: It 18 th& condition o au good oral reading. Bence anent reading It of primary tmponance. The te:o:t-bookt uaed In reading ctaeaea are adapud to traiD pupllt In oral readlqg; alone, they are lmn11lctent to trAin the pnpU In aUeut reading. !'iew r~ matter 1t required fronl tlmo to tlme ID reading claaaee at a m&ana of teacblrg reading and to ~t~ve zett to tbe e:o:er· ciJe. ln aome ctttea the treab reading roqulred I• turolthed tn tbe form of javenll& pob:icatlona. Cannot the local newapaper. with the co· operation or school omcera, meet tbta want by t.he weekly publication of a am11U e:o:tra of care· folly aelectod matter for the school, or by devotlnfi:~~~~':tU:,~~~~~~M~r.p:~~~ valaRblo course ot lectures b&> been give a bf: Prof. J. L Dlman. ot Brown ll nlverat~Yt noon "fhe CooaUtuttonal Dis tory of the t:nl~ Statea." None or the tut hooks a ed to teaCh the civil polity of the Unlted 8t&U•, and no other book• generally nnlltble tor tee.cbeu. Pffsent the bletorlcat fact• and the fan· damental prioelple.~ or our natloWII II'Overumeat they have been presented 1n r~ clearly u tbe&e lectute8. I do not see how Prof. Dlmau could render a more Taloable ~ervlce to tbe achooh or the State than by the lucid exposition whiCh he bas gtv&n of t he oriRID, tbe nature, the value and the dangers of our national government. It the tu•ooa or tbla course could be reprOduced by tbe teacberft of the State In eYery •cbool, a foundation for tile lnteUiaent and patriotic action ot t hoae who are to be ctuzeno would be securely laid. Through tbe &etiY& elforts of Bon. Seth Padel· for(!, willie nonmor of Rbode hland, and bl< co-workers. Boo. T. w. Blelmellanclother eam~t t rtends or oublla lnatructton, tbl a •cbool wat es· tablhbed In thlt city In 1871. At the ooenln& of the scbool, Oov.Padeltordmadeanappr oprlttead· dre••· and he wa• ever very eamt•t and tborouah Ia the dl•allarge or every duty that l)Ortatned to Its wellnre. Be wa• au ardent friend or ~oaad Jearnlol!'. and wii:Lt he bad been p&rmlttod to accomplloh for the Unprovewen~ or the schools of the State, by the esl:abtlahment ox tbls school IIDci by otner meaMI be considered the greatosl honor of hh admln ,tfatlon. My acquaintance led me to entertain tor him a hiRh t•-m. Bit falthtulutss lo the dlicharge of bl8 oftlclal dattea l hne !!ever aeon •urpaased. Soon after b1a retirement from public aervtce he ga,.e to tbe Pchool. at my reqaest. a large photol(l't\pb of 111m· ~<elf. TbOugb the picture wa• not wholly sausractory, It wu T&f1 T&loabte to ua. A feW' mootba ago, through the klnelreas of ex·Oovernor HoW'· ardJ. our deatre tor a more •ultable repre•entatlon of uov. 1'adeltord wu made known to hla d&UII'b· ter, Mitt Marla L. Padelford who at once em· ployed .J. !1. Llncoln 1 or tbls city, to llnltb a a portrait. Tbla valuaole gift haa, I believe, been formally acknowledged by the Board of Truatoea, but In behalt of the papUt,ln behalf or my aaao· clatea and myaelf, I wlab to e:rpreaa oor than lit for this appropriate memortal of one of tile touod· era or the achool.

We now haY& e:rcallent portraltt ot aU \be Got'· ernora who hne been ontclally connected wttb the IIChool at nee Itt or~antzatton. Sept. 6,1117l, f':rcept that of the Uoa. o. o. VanZandt. wno hat bot recentlJ' r eUred from omce. Bl8 offialal con· neetton wtth the achoolaud hla earnest work for lt, Orat aa Lieutenant Govem<>r and afterwards at Governor, coven 11 Jl&rlod of seven! rears,aad we hol)O he will aoon reave with ua a reminder ,or Ilia yaluable aervtce ane1 of b1e frtendablp. our thanka are due to John D. Frost. Etq., or tbl8 city, and othera tor tbe gUt of apectmena for our eabiDett. In behalf or poptlt and teachera, I thault tbe ~:euUemen otthe Hoard of B:ramiD~ra. and of tbe Moard of Trutteea, tor the Important aid they have rendered the echool duri.Ult the year. A.ddreM to the Grada a t ee.

'"W'~:r:g{,~";ff::Wte•sgf: PompQllwae unbnrlod, a Roman sentinel waa round at b1e post. At the aahea ten apan the doomed ctty1 tbe multitude :ruahedpaatbtm aeeltlnf! aotace ox aafety. Jo'alth· rut to bla trw;t, he cUd not flee. Be met d.eatb at bl~rua;o_day are commtaaloned by a better author· tty than that of Rome. Yourect'IYe a greater trust than that of the Roman aoldter. Yon are to defend again at the dangera aprlngi.UII' from llfll<>n.nce and moral WIOOII'· Io your banda more than In the banda or the Roman aentiDel, Ia the aafetJ or a IU&at PeOPle. You are not to e:rtend the bouncllu1ea of empire. It 1t youn to utond. tbe domaiD or troth and right. You are to render thoae who come under 70nr Influence loyal to au authority hiJi:her than that of Cresar. In Bome tlie Individual was tor the State; with ua the State e:llate for the lndtvldnal. The aov· erelgnty ot tbe American State d~ not belong to a u1onarcb nor to an arlttocraor...r. It belollltl to the J>800IO comprlt!Dg tile State. vulJ aa tboae who are to be cttlzem are tau~ht truth and trained to act Ia accordance with tt. can tbla aoverallf0t7 be Oonttltutlona are bat Idle 1ately e:rerctaed. sorma, civil Jawt are but empty wordt, unleae t bose who are to make. &PP.IT and enforce the tawa, recognize and obo7 Jawall.lgher than human Iar:ihe public aaboolt mutt be taught the lawa given t.n our very nature, and wblch are evolTed and reaffirmed liy diviDe revelation. To let~d oth· era to obey theao taw a, you muet youraelvea obey them. ln all moral traiDlng example Ia an tutor· orj~ ~ ~td:rata your po 118 to ' nobl&r valor thauthator the Roman aol~er. You aretode· velop a higher than mllltaiJ heroltm-that herol8tn wblcli aubordlna~• au elte to a aenaeof duty. You are to lead Into that treedom whlcb It oort when tncltnatlon and daty are one, wheo we 81• cape trom the nanow Umltt of a ael6tb aplrlt aad, loJ~•• to the right, enJoy the Uberty otlaw. Do not conalder any act wblcll duty reqatrea, ttlvltl. Law throt>ghout the material uulYerte accompllahea Ita mll!'hty reaut~, b7 acting apan the mlnuteat partlclea of mauer. Moral law , eachea to the tboul{htl andlutonte of the heart. Prove faithful ln the leaat aa In the greateet dlltlea. It Ia not In tbe external act, but to the 110fPOie and in the endeavor, that true gret.tn611 co.n~}!:uhtolneu of the teacher who, amid cUIII· cui Uta and cUtcoaral!'em@ntt. leada one chUd toto the freedom of a trae life, glvea that teacher au bonor which no earthly power caa confer. Jle It a coworker with God aod.conactout of Hlaapprov• al, auch a teacher mutt baY& joy. IIU.:t that joy be youra. The valedlctorltn, Mlat Elizabeth W. Gardiner. or Providence. then gave the oloa!Dg eaeaJ ou Aaptratlon. In tblt, u Ia the other etaart, marked originality of thOugM and sound, prac· tical reaaontng with no attempt at rhetorloal com· l'OIIUoo were t>romluent cbaraetorlttlca. Bts E:rceUency Gov. Lltue6eld. then ateppe<l forward, and with brief, tbuoghttnl remarkl awarded the diplomat to the grad.oatea. Jte wlahed to cooltl'&tolate them on the honorable record. they bad coml)lete<l, of which they ahould b6 juttl7 proud at It had been earned by faltbtal IDduatry. lie alto congrata· Jate<l them upau Jeavtog thoae halll or learning ao well prepared to enter up&u the battle ot Ute, and make uae or Ita oppertuniUea and cope with Itt cU111cultlea. Ro apectally congratulated them upon thelr entrance Into Ule noble army of edu· catora upon which the State and natloa 10 largely d.epen4. Be rererre4 to the 11fe or t be teacher aa ooe of utefo1nett to others.and thertf<>re frau;tbt 'lllth hap~lneu. ar•d Ia coocluelon, aa a fr14nd and reprcSfntattve of tbe Stat<>. tendered them hla b<>tt wlahea tbat h~altb and prosperity ml~ht ae· • ~ coms;e.r.y tbom throu~b 11£~1 The oar ling hymn wa.t thou snag, 1\ud the ox. ercuea cloaed whit prayer bt uev. c. 1. Staplea.

Graduating Exercises at the State Normal School  

Newspaper clipping from an unknown paper (likely the Providence Journal or The Morning Star) detailing the graduation exercises of the Rhode...