Oh. LXXVI,
CENTRE HALL, PA. 22, 1903.
NO),
TOWN AND COUNTY NEWS.
wd
HAPPENINGS OF LOCAL INTEREST
FROM ALL PARTS.
TEACHERS’ LOCAL INSTITUTE.
Centre Hall, January 16-17— Topics Discussed by Teachers of | Yoree,
Experience—The Attendance of Teachers and Others| Few people outside the organization
148th Regiment, Pennsylvania . St I L I I ‘ L k { have a proper conception of the extent
Volunteers. wow that Local Institutes are Looked Upon with Favor, | of business don» by the Centre County
en I'he teachers’ local institute at Cen-| their children can not expect them to | Mutual Firg Insurance Company, Pa-
GENERAL REVIEW OF MAJOR AND MI | tre Hall Saturday was productive of | advance, From the audit-
NOR EVENTS, Miss Gertrude Wieland : Bome boys | ors’ statement the fact is learned that
The importance of local institutes say they have no time for home study. | t December 31, 1902,
can scarcely be overestimated, and al- | There is no doubt that good results | to $3,0973,644.00. The amount
though there were a number of teach- | could be obtained by teachers visiting | of insurance w ritten during the year
without « pupils in their homes and $1,139,935 00. The
:hool | how they spend the time, risks wus $355,094.00, The cost
CENTRE COUNTY
IN THE CIVIL WAR.
HIRE COMPANY MEETING.
New Officors Klected-—-Will Buy Hose
Erect Tower,
Million DoMars in Hinks
in
A regular meeting of the Centre Hall |
fire company wes held Tuesday even- |
ing, at which time the
officers were elected,
President, W, Frank Bradford
President, M. 1. Emerick
rer, Th GO
retary
following y
’ Governo: uel W. Pennypacker.
| trons of Husbandry. cted
[eee
much good, Vie
————— he risks in force Treas ‘entre
nor
File
dotes and Observations,
Experivoees of the Havok and Ane Rae ay
amount
Amgistant Beory
i ’ y y
Ps nuy pac ner,
absent
Bras SOTLIS
lack of
XCuse, learning | 1902 was gains
of
in
in-
: I'he borough will
except a interest in If
parents
On this night
bear
My brave soldiers !
must continuously in mind
the enemy's country.
we Baltimore Pike, the g
North aod the
approach to
this
road; in
il are it
reat
}
]y Oe
tween the
is the
main
our camp, and if the rebels come
night they will come by this
we must
if possible,
so I
reat gun down and remarked that be
were
fight and drive
We thought
brought
that event
them back
hig was all right, my
and that we
eady, and certainly would fight like
could count on us
ike everything. He reprimanded
me for interrupting him and saia he
from
he
Falling
hard
would have no back talk
Continuing, he said
e battle of
me
ans
was all
Waters, |
marches
one.
through th
very
In order to make you famil-
8 service I
He then asked me
will give
some instructions
p forward so he could more fulls
real way apd duties
guard. 1 stepped out
rs with good re
the
arger than at any similar gat
work, and othe ns
the attendance of teachers Was
held in sev 16 presence
wad
20 many teaches
tended to put lif all eu
Phere
omitted
ed into by
VAS juspiring,
100s,
was no part if the p!
gram
I'he discussions were enter-
ministers, school dircetors
and citize: {
opinions all were in sympathy witl
educational affairs,
Mrs. Annie Boozer, Mrs. Helen Bar-
tholomew, Mrs. 1 Moore and
Mrs. 8. 8. Kreamer comprised a quar-
omas 1,
furnished considerable pleas-
audience,
i Misses
Bartho
the hearers,
majority of
ort
he recitations by dna
Krumrive and Anna
were greatly en)
’
yed by
«1 in this demonstration
wt
You and here 01
ard, and for the time being I will
] low?
enemy I RO
d then I will give
will allow
if ¥
the d
i
a
head
ine, I supposed
0 decapitate apy |
ed
for cause or
OF ils OF NO CAalise,
theip
He
anothe
yut I would look cut for him, for
ylelling what he migat do
Lid
pike, l0OK
he
He was
Lhitn, that HH “a
to
bred me
COMmng
eotes there | ul he
nin
Let
houled, halt who
would not halt;
me
aud
of Falling Waters Was |
had instruet- |
Ir peated, Lait, still De came at
as st He Wis
the Lr
upon
Faight s WOle LOD Waid
ve tiger
and I did as he
I planted the poiut of the bay- |
took |
bayonet " Hel
i ie
ed me
ouel tq
P
aalie
uarcly on bis bDresst and
ition of "charge
considerable nut menium, |
hard
I
with
aud wy bayonet rested
breast before stopped.
give the countersign! He said]
not a word; be was very mad and
drew bis sword to strike, I said, don't
you try it! He put up his sword, and
the skirmish was over,
fie moved us out along the pike and
giationed us al the edge of a cornfield.
on his}
yelled, |
Le
me
There wae a beautiful house aboye the
cornfield, and we heard music over
there. The Lieutenant said he would
go over there and see what (hat meant
at this hour of the night and tbat, in
pase he called guard ! we should rush
pp in dopgble guick. He went and
staid; I said, let us go wo and pee what
is up over there. Billy and I went;
we found it was a pice place, There
was 8 banquet there, a fine company
of ladies and gentlemen around a ta-
ple pn a roomy vine covered porch,
pod opr brave Lieutenant in their
midst, completely opp of them and
with eatables and drinkablee, full ps a
tick.
The company invited us to join
{pem, but on declining the ladies load-
£4 us with sandwiches. We went
back, sud the pike guards also had a
Junch; then we hid ip ihe porn and
slept on a pile of straw until morning.
After day-break we roused up, the
Lieutenant came aud marched us back
go camp and reported all very quiet
and peacelyl put on the pike. We con-
gratulated ourselves for baying learned
po muuch sbout war in one night.
Just at the head of our tent was the
Cresh graye of an unknown soldier and
one day Williams and Henry Meyer
and [ were sitting on the ground by
gr: A
From experi
Ways
it is learned that the
Arrangeme:
Jason some Uses pu
is
main out of patil such bran
- v pp ey i Tr
are over ; a rearrangement will re
dy this,
Miss Adda Hayman: The keepin
and publishing in the local pape
the roll
of
of honor;
impress the inpor-
tance of pu :
clusiity ewards and
work segomplish
more {o prevent tardiness than pu
ment
altragtive nog
isle
Point out the losses to ot ora,
d
iu all avenues of life, in being behin
time,
Miss Eloi
way to prevent
The easiest
tardiness is to create a
Be SCLUY ler :
strong feeling against it on the part of
the children: they will then see that
their parents start them in time, The
best way to this sentiment,
aside from showing them the
vantage of missing the first part of the
session, is by baviog interesting open-
ing exercises—music, a helpful short
story, or the like,
H. M. Hosterman: Punctuality
should be one of the first lessons to be
impressed upon children; form the
habit of being prompt. The giving of
merits aud then redeeming them by a
suitable present is a good idea.
N. H. Corman : Punishment is not
the best method to prevent tardiness,
especially with small children.
The subject of ** Home Btudy !' was
discussed at some length. The first
speaker was
E. K. 8mith : The pupils are in the
school room byt +ix hours a day, and
a large part of the time is taken up in
reciting, giving little time to study in
the school room. You can oblige pu
pils to teke their books home with
them, but you ean not compel them to
study. Pareuvts should encourage home
study, There should be regular peri-
ods for home study sod the parents
should preside and wasteh over them
and examine their work, Parents
Create
diand-
Continued on Fifth Puge,
who take no interest in the progress of
EA
desire their children to advance they
must insist upon home study
‘Miss Florida Duck: The tr
has many to
thoughtiul one as well
acting one,
ie Lege
er Crosses meet; Lhe
as the
hasty
the mother, “I have no need of thee,”
no need of thee,’ for between them
ed. The teacher should be
give his whole time to the
necessary. Then the
»
school, if
parents should
When ehil-
1
ii
regularly and puunctually,
dren do make an eflort
home the teacher should
0 study
be able to
lesson from more than one text
80 as to have new material at
mand and to show the}
cannot acquire
book
iis Cong
upils that the;
ts -
Lilt
all even if
spend more than one period in pre
ing a
manifest an interest in thei
studies. Often they do
what their children
parent commonly of
3 .
lesson, hen pare:
Hnpares {
er's government wit
discipline. He forgets his
in his little circle, and
“unrestrained temper
h his own far ily
impatien
wonders
who is probably doing all
expected, with some
thir
whose tempers, capacities
are as different as their «
If the parents would
sympathy and ec
teachers of their eh
Ope perati i
iidren as well ¢
their children, and let them koe
il is u necessity to prepare Lhe
every evening
meals
as well as 1
profess
filled with devols
Wi
a day--Lhe
BOON De
ed men and nen
dis
silelr
Ww
willing to live and
fro
and when
should cast
m
back a ling
the scene of their lab
would amply conceal th
J. R. Bible;
in an iatelligent community
munity where education
ated than where
to the
children.
add to the store of k
pupils, but in order to obtain th
their studies in their homes
A teacher can «
Miele
tention worl
gC hood
: ’ ‘
All teachers will be
nowledge of
results scholars
must
“ Centralization of Schools
was the
last subject discussed. =. W
Gramliey,
who was to have opened the subjeet,
was absent, which
sibility upon
Hon. I. Rhone : [It
that a layman is obliged to open this
subjeot. The expression
on this subject would have
welcome.
placed that respon-
is unfortunate
03
teachers
been very
There is a practical and im- |
practical way of accomplishing central- |
ization of schools,
presented by
simply theoretical. There ure natural |
obstacles that can not be removed.
Two or more gehools can be united,
The farmers now have a bill prepared
which asks that rural school districts |
may divide their school term, The |
rural people are better satisfied with |
the present school system than they
are given credit with. The work of
the rural schools has in the past been
commendable, and for proof of this
one need only point to the long list of
leaders in all professions who got their
earl
Many of the ide as |
school enthusiasts are
8. W. SBmitl: Centralization of
schools is the only solution of the pub-
lie schools. If the edueating of the
rising generation were let hy contract
to a sorporation or to private citizens,
who would be bonded to morally ful-
fill their obligations, the present school
system would be abandoned immedi.
ately. It would be abandoned from a
stand-point of economy. A few ob.
stacles to centralization of schools are
lack of educational sentiment, expense,
poor roads, selfish motives, unpro-
grespivespirit. The chief obstacle to
good schools is, of course, lack of an
educational sentiment. Bar this hin.
drance and every other condition ean
be met. Centralizing schools would
necessitate the expenditure of a large
tsum of money at one time. The sys
tem io yogue draws only for the ex-
peuses for the current year, but under
‘this system no advances are made.
Poor roads are a great hindrance, The
rural free deliyery of mails will alti
| jaately result in the state and national
| government coming to the aid of build
ing roads in country districts. An in-
| itial step has already been taken.
The selfish motives of prominent
—————
suravce bas been exceedingly low,
cal organizations in all
parts
jenounty,
insurance fea-
the
| who ask for admittance, also
ty organization. The
ture besides increasing number
bids for
rer fe A we sme——
Fire in Bellefonte,
blacksmith
of Walter
$ Bellefonte,
I'he shop
Whippo, on Water street
after midnight Friday.
the
The origin of
fire is and was kept
Unguown,
Mr.
$600; insurance $400,
fire companies Whippo's loss is
The build-
the property of Jacob Bottorf.
it. His
UEUTRLICE,
(1
i Hi
at
loss
the policy
Ww days previous,
will =
nfluence
estimated
i=
having
taxpayers
heir will
location is being decided
rogressive in spirit will say
iL » ¥
enough for them
When
i dawns the school teach-
future generations
Zati
hemseives will be found opposed
sii t
Hs
The average teach-
sition—ounly the best,
twenty of those who
ofession, can eX pect
LO
the wipiog out of po
feito
Roiule
necessity
There are many
d by centraliza-
system of grad-
ru r«, comfortable
er and more regular
the
final-
lessening of expense
uvironments,
and
CIAling,
Hr
Pi
r
MH
iviieges end ved.
¢
for hastening ecentra-
Ke
of the present system
ionis is to tx the best
“ 5
F sStauilz
Ls ulratiziog
centralizing wealth
Hearick spoke in a gener-
ing most of the subjects
he superior education-
t pupil, of graded
established
:
vatitag y Lhe
FO.
ingraded schools is
I a doubt,
er it gives better oppor-
ies for the exercise of special tal-
instrue-
teachers are
work equally well with
of different
RE TE
ng particular lines of
*®
ion. Very few, it any,
ada ted to d
pupils «
Some are es-
pecially adapted to primary, others to
grees
Aen
intermediate, and still others to high
school work
The best educational opportunities
that the community ean afford is the
inalienable birth-right of every boy
and girl of this commonwealth, and
those of the cities and towns.
It has been demonstrated, and
universally accepted that the boys
from the rural districts who have
entered the professions, trades and the
various employments, have more than
held their own io industry, integrity
and general efficiency. This is due to
the splendid training in habits of in-
dustry which the farm affords, as well
as freedom from the frivolities, exoess-
es and vices of the centres of popula-
tion. Give these boys better educa-
tional facilities and they will prove
themselves still more efficient.
Ceatralization will give the facilities
for a high school education, and noth-
ing short of a high school education
will meet the higher social demands
of the future,
As to the abjactions offered, all that
have been advanced can easily be met,
ifexpenses will be increased by the
cost of taking pupils to and from
school, they will also be lessened by
requiring the employment of fewer
teachers. If townships are too large
they can be divided,
The objection sometimes offered that
a central school building could not be
located so as to be equally convenient
for all, is no argument. Bost offices,
railroad stations and churches are not
located equally convenient for every.
body and certainly that is no reason
for not having them at all,
Perhaps the best evidenos in favor of
centralization ofssheols is the fact that
those tawnships, in this and other
slates, that have adopted it have no
desire to return to the old way.
in
It is the intention of the
tion to purchase two additional fifty-
etc. The question of a tower was als
discussed, and it was concluded to con
struct a suitable tower as soon as prac-
ticable.
for out of the funds of the company.
The firemen also passed a resolution te
hold a festival on Memorial Day. The
early announcement {s made so there
will be no conflicting of dates.
—— er —
The Hang Hotel
When attending court vou will find
the Haag Hotel an ideal place to stop,
F. A. New-
makes special
whether juror er witness
corer, the proprietor,
preparations for h
he will be pleased to have you &
gatherings, and
sur
fot ‘
pp al
his hostelry.
The debate on the
ed that
good,” was argued in the
by Prof. J. Ds Hunter and
ative by Prof. C. R. Nef!
To prove that prizes are n
Mr. Hunter
four arguments : Ist. That
wrong incentives to study
tend to disco
3rd.
que
prizes are no
tive of good,
Jad
1
irage dall or backward
1
pupils, They will incite pupils to
use unfair means to ith
That it is slmost impossible to award
them justiy. He showed pris
held befor class Decome the goal
The
the
secure
them,
how
a
that the ¢
ass strives lo reach.
learning for
if learning be-
higher incentive of
ku
cause the state
and
When a prize ia
school yw led ge
or «
needs educated men
- * ¥ 3 ly & 1
women, is entirely set aside
offered, it soon be-
comes evident that | ill be w
one of two
“el don't
the remainder of the class, and becom-
they without
Pupils are hot usually of so
34] Oy
class. The
of Lharee Int
Care
he
i
§
“ irit gets possession «
ing discouraged, w
incentive,
ire
high a moral standard as not to resort
to unfair means when such means may
win the prize. Mr. Hunter
who take advantage of
coveted
told of men
this very weakness of pupils and reek
to advertise among pupils, their busi-
ness of writing essays,
for money.
letters advertising such business and
intended for members of
orations, etc
He said that several times
his gradust-
ing class, had come into his possession
By his own experience with a commit-
tee of three judges he showed how dif-
ficult it is to award a prize justly. A
prize should reward the effort the
natural talent. It is impossible for a
committee of judges to measure the ef-
not
fort put forth by those competing for
a prize. Thus the prize usually |
awarded to the pupil making the best |
show whether he be the
ing or not, :
Prof. Neff on the negative side pro-|
duced many arguments, and gave an |
entertaining talk, butsince he admit-|
ted insincerity at its close no further
reference will be made here, |
Prof. E. A. Zeigler, of Rebersburg, |
spoke on "Originality as the Goal of |
Education.” We first will glance at a
few ethical maxims, said the speaker.
1. Each child is born with individ-
ual characteristics—physically, men-
tally, morally.
2. The problem of each is the de-
velopment of this individuality for the
good of humanity,
(a) Here education begins its office.
The first stage in childhood is an out-
ward development by external means,
Imitation is the strongest factor. For
example : Boys play horse, imitate a
dootor; girls have dolls and play at
house-keeping. The child mind has
no mass of facts or fund of informa-
tion to begin work on, hence it learns
the alphabet, multiplication table, for-
mation of words, commits by rote—all
without a why or wherefore. This ap-
parently tangled mass is unraveled
during the second stage of education
by (b) the development of reason or
power of independent thought. This
is an internal development, The child
begins to build bimsell (note the
change of pronoun frou t to he.) He
explores new fields of thought and
constructs, He is no longer an imita-
tor but a constructor, an originator.
Originative, constructive thought
enabled Watt to see a steam engine in
the common every-day tea kettle,
This was the power that enabled
Morse to see a telegraph iu electricity
and magoetisma, This it was that
is
most deserv- |
traced the angel in the black of mar
“
ink
Harry
ngineer Theo
fever at th
:1phia.
Tusseyville
. H
recent iliness was
Meye I
considers
| ous nature, is again looking
interests of the Howard cres
poration on the south si
Every traveler
Anne O'Hagan’s art
| ronds I
Hom
igh MOO
}
of his having buried
previous. The same excuse was
the non-aj pear-
ance of Ward Gramley and Miss Or-
A permanent organization among
Such an organization would
be of great benefit to teachers in many
ways, and it would aflord Repor-
ter pleasure to announce t that
organization was a reality,
the
he fact
R. U., Wasson, a Senior at State Col-
lege, gave a good talk on “Relation of
School and County.” Mr. Wasson
has selected as his thesis for com-
mencement “Beginning of Education
in Centre County,” aud while in town
was looking up data on the subject.
C. R. Nefl' was zealous in speaking
of the good Millheim is doing for edu-
cation. He was very entertaining in
his talks, and since he got his early
training in Potter township, and much
of his education in Centre Hall, the
audience was very willing to acknowl-
edge him a gentleman of attainments,
The following is a list of teachers in
attendance : KE. K, Smith, Oak Hall;
Oron Grove, N, H. Corman, Lemont:
Maude Irvin, Pennsylvania Furnace:
Maude Hunter, Stormstown; H. N.
Hosterman Boalsburg; Gertrude Wie-
land, Linden Hall; H. M. Lonbarger,
Oak Hall; Jennie Sweetwood, J. R.
Bible, Potters Mills; J. J. Spangler,
Edua Krumrine, Tusseyville; D. R.
Foreman, Colyer; T. I. Moore, W. A.
Krise, Earl Grove, Centre Hall; Cor
delin Acker, Potters Mills; Vera Grove,
Centre Hill; R. L. Noll, Potters Mills;
J.D. Hunter, Adda Hayman, State
College; C. R. Neff, Millheim; E. A.
Zeigler, Rebersburg,
is A A Sot
Fresh fish—Star Store,
The Reporter $1.00 a year,