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Copyright. 1912, by the Interstate Board of the Perry Victory Centennial Commission

THE PERRY MEMORIAL AT PUT-IN BAY, LAKE ERIE

TO THE

THE SHAFT WILL BE 320 FEET HIGH AND WILL BE SURMOUNTED BY A MARINER'S LIGHT.
LEFT WILL BE A MUSEUM OF HISTORICAL RELICS, AND TO THE RIGHT A STATUE, SURROUNDED
BY A COLONNADE, TO COMMEMORATE AMERICA'S HUNDRED YEARS' PEACE WITH THE
BRITISH EMPIRE. DESIGNED BY MESSRS. J. H. FREEDLANDER AND A. D. SEYMOUR

before the battle, and to this sheet of water
the squadron returned with the captured
British ships. The high bluffs of Gibral-
tar Island were occupied by the look-outs
that kept watch for the opposing fleet.
The battle itself took place about eight
miles to the northwestward. After the
victory, troops under command of Gen
eral William Henry Harrison were brought
in Perry's ships to South Bass Island.
There they were drilled and from there
they set out for the Battle of the Thames
and the capture of Detroit.

The accepted design consists of a plaza 1,000 feet long by 200 feet wide, in the centre of which is placed a simple shaft in the form of a Doric column, towering to a height of 320 feet and bearing on its top a light of the first order to illumine the adjacent waters. Flanking the shaft, at one end of the plaza, is a Museum of Historic Relics, and at the other a statue surrounded by a colonnade in commemoration of the hundred years of peace.

The plan provides that both the museum and colonnade shall occupy terraces that are raised slightly above the main plaza. In the Museum there are to be mural

paintings descriptive of the more important events in connection with the Battle of Lake Erie. Another proposal is to re-inter, in a crypt underneath the shaft, the bodies of officers and sailors, both British and American, that are now buried on the island.

A feature of the design that doubtless had much to do with its choice from among the many submitted was the complet isolation of the shaft, so that the two minor buildings in no way interfere with the view of its full height from the water on both sides of the isthmus.

An interesting fact in connection with these waters is a provision of the treaty made after the war. Each of the two contracting powers was permitted to maintain in the vicinity only one gunboat, armed with one twelve-pounder, to preserve its respective rights. I believe the two ships are still on duty. The Commission will try to arrange for a suspension of the treaty during the Centennial celebration so that there may be a naval pageant and perhaps a sham battle between American and British warships as a feature of the dedicatory ceremonies.

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WHO FOUNDED THE CHAUTAUQUA MOVEMENT AND WAS THE PIONEER OF THE MODERN SUNDAY SCHOOL -A VIGOROUS WORKER AT EIGHTY

THE FOUNDER OF "CHAUTAUQUAS"

THE VARIED AND HELPFUL CAREER OF BISHOP JOHN H. VINCENT

B

BY

HENRY OYEN

ISHOP John John Heyl Vincent couldn't go to college, and as a consequence nearly three quarters of a million people all over the world have had an opportunity for self education through Chautauqua reading courses and lectures. On February 23, 1912, representatives of this army showed that they remembered the "father of the Chautauqua idea." was the Bishop's eightieth birthday, and from the far and near corners of the world, from Keokuk to Calcutta, there came a flood of letters to Bishop Vincent's home in Chicago, homage from people of all

races.

It.

Sixty-two years ago, in 1850, Circuit Rider Vincent, carrying his message from cabin to cabin in the Pennsylvania hill country, was forced to face the fact that a university course was not for him.

In 1874 the circuit rider, now in charge of the Sunday School work of the Methodist church, caused the first Chautauqua Assembly to be held at Chautauqua Lake, N. Y. Primarily, his idea was to stimulate and broaden the work of Sunday School teachers of the Methodist Church. But in the eagerness with which it was received Bishop Vincent saw the opportunity for its broader mission of popular education.

He understood young folks, because he always has been young at heart himself. He knew the yearning of the young for knowledge, and their bitter disappointment when circumstances kept them from acquiring it. He had educated himself, by the light of a cabin fire-place, as Lincoln had; now he began to educate others.

The growth of the Chautauqua Literary and Scientific Circle has been one of the remarkable educational movements of this country. From the beginning in 1874 at Chautauqua the movement has spread to most countries of the world.

Close to 750,000 names now are on the rolls of the Chautauqua courses. They embrace all the races of mankind and most of the nationalities. Fifty thousand visitors come to the original home of the movement, Chautauqua, N. Y. every summer; and there are few towns in this country in which Chautauqua assemblies are not an influence at assembly time.

Bishop Vincent has worked longer than most men live. He was born in Tuscaloosa, Ala., in 1832. He grew up in Pennsylvania. He became a minister in the Jersey District of the Methodist Church in 1850, when he was only 18. His talents made the Sunday School his natural field of work, and Sunday Schools as they exist to-day are largely due to his efforts. He was the pioneer in this work. He established the Sunday School "Quarterly," and he was one of the originators and promulgators of the system of International Sunday School Lessons, that have carried their message to the young of all peoples. He worked for sixteen years to complete his scheme of Sunday School labor. These years won him international fame before he was 35.

He became Bishop Vincent of the Methodist Episcopal Church in 1888, and served as bishop in Buffalo and Topeka. In 1900 he was placed in charge of the European missionary work of the church, with headquarters at Zurich, Switzerland. He remained there for four years. His work in the mission field has taken him on seven journeys through Europe, two African tours, and once across the Andes. In 1904 he was retired, but he has continued serving as preacher to Harvard, Yale, Wellesley, Cornell, and other colleges. He is equally at home in the cabin of the settler and in the halls of a great university.

At eighty, after sixty-two years of work, Bishop Vincent lives, and enjoys living, in his home near the University of Chicago.

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THE SIMPLE MOTTO BY WHICH MISS JESSIE FIELD HAS MADE A WONDERFUL TRANSFORMATION IN EDUCATION IN PAGE COUNTY, IOWA

BY

W. K. TATE

(STATE RURAL SCHOOL SUPERVISOR FOR SOUTH CAROLINA)

T WAS my privilege recently to spend two days with Miss Jessie Field, County Superintendent of Education in Page County, Iowa, in an endeavor to discover the secret of the reputation that her schools have attained among the country schools of the United States. I found it in Miss Field herself, and in the application of her motto. "We must teach a country child in terms of country life."

Page County lies off the beaten travel routes, on the Missouri line in southwestern Iowa, and Clarinda, the county seat, is somewhat hard to reach. As our train moved leisurely through the fertile, rolling valley I saw everywhere the signs of rural prosperity. The homes and farm buildings were comfortable and attractive, the roads were fair, and the rural telephone was universal. The shocks of corn, the harrowed fields ready for the wheat crop, the hay stacks, the barrels of apples under

the trees that were being stripped of their red and golden burden, and the bluegrass pastures with their droves of cattle, hogs, and sheep, told a story of intelligent, diversified farming.

Miss Field herself greeted me at Clarinda; she was expecting my visit.

"Your train is late," she said, "but I have a runabout here, and we will have time to see one school before closing time."

Without further ceremony we stepped into a little car and were off to a country school three miles from Clarinda.

It didn't take us long to reach the school - it never does in Iowa. The consolidation movement has made little headway, in this country at least, and there is, in general, a one-room school every two miles. miles. As we entered the room Miss Field was greeted by a battery of smiles from the teacher and the children, who knew her and rejoiced at her coming. She knows by name most of the school chil

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TEACHING COUNTRY CHILDREN IN THE TERMS OF COUNTRY LIFE' AFTER A BOY HAS LEARNED HOW TO JUDGE SEED CORN HE HAS SOMETHING DEFINITE TO SAY WHEN HE WRITES HIS COMPOSITIONS IN ENGLISH; AND HE HAS A NEW INTEREST IN ARITHMETIC WHEN THE PROBLEMS ARE MADE TO DEAL WITH CORN

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dren of the county. They also knew how to welcome a stranger, and in a quiet way each endeavored to show me a thoughtful attention. I was soon decorated with the Page County badge an enamelled clover leaf bearing three H's and the words "Page County, Iowa." The spirit that pervaded the school made it easy to guess what the H's stood for "head," "hand," and "heart."

In the school room I immediately perceived a wholesome country atmosphere that characterized all the schools we visited. Many of the boys were dressed

in "jumpers" and they wore them proudly as a uniform of a most honorable calling. In addition to the maps, globes, and other equipment of the ordinary school there were tables and seed testing boxes made by the boys with ordinary farm tools, while collections of seeds and exhibits of insects were displayed on the walls. The composition book of one grade was entitled, "Things we should know about home," and the index showed such subjects as, "Why I like to live in the country," "How to make a loaf of bread," "How to make a bed," "How to use the

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