Newspaper Page Text
DB TOMAN'S PAPEB, THURSDAY, MAT 14, 1896.
Seranfon Forging Co.,
uccc88or to Carriage Hardware, -
J. B. SAVAGE, 5outhington, Conn. Special Forclncs-
MISS ANNA CHASE, )
MISS JOSIE D. LEES, f
SCHOOLS AND TEACHERS.
Nkat Several Teacjiera m4 Clever
.Pupils Ha Sail
TUB TEACHERS' TRAINING.
lehools Free KIndertartsas Art teseh-tag-Stadr
of Literature aad Otkar
ahjeets DUoseeed by Promlaeat
Taaakara aad Bright Yoanc
Waaii af Oar City.
"True ease In witting comes from art.
As tboae movt easiest srhe have
learned to dance."
In junking our Initial bow aa journal
ists to our friends the publlo, allow ua,
first, to thank most cordially each and
very one who has assisted and thus
contributed to the success of the educa
tional posre of The Woman's Paper.
While casting about for interesting
and timely material, ail Institutions of
learning were visited and Invited to
co-operate. In nearly every Instance
we met with a kind reception and a
willing response, and If any are con
spicuous by their absence It may be at
tributed, not to Indifference, but to
urgvnt duties in other directions.
For our fair sisters, we bespeak only
kindly criticism, generous treatment,
and an unbiased Judgment where your
views do not correspond with theories
advanced or sentiments offered, for
"Men may, I find, ba honest though
they, differ." (EDITORS.)
Scraalsn Schools from tie Beglaalnf.
"We may build more splendid habita
tions, Fill our rooms with palatines and with
But wa cannot bun with (old the old
So we turn to memory's casket, and,
with here a smile and there a tear,
draw therefrom treasures of earlier
years, of school days past, of old,
familiar faces of the long' ago.
Many years ago, when you and I
were young, there sprang, as If by
magic, on the northeast corner of
Washington avenue and Vine street,
on what was then, perhaps, the most
commanding site of our borough, a
two-story brick building of four rooms,
designed to accommodate the children
of this already growing community,
who occupied the primary, Intermed
iate, grammar and high school depart
ments. It was our first publlo school and was
looked upon as a model of beauty and
elegance. As the population continued
rapidly to Increase, from time to time
additions were made, until the press
Ing need of a new building became so
great that three years ago the old Cen
tral school, as It had always been
called, the first graded school In the
Bcranton district, was torn down, to be
replaced Dy the commodious and 1m
posing structure now In process of
completion upon the same site, which Is
destined to be a thing of beauty and a
Up to the time of the erection of this
Central school building, there had been
various private schools In different
parts of the town, in Odd Fellows'
nail, in the basement of the old Ger
man Methodist church, on Franklin
avenue, Wyoming avenue, etc.
Some of our prominent citizens may
not wholly have forgotten the interest
Ing dialogues In which they were the
prominent participants in those early
days, not realizing that they were
preparing for a manifestation of their
powers at a later day. when the city
of Bcranton, with Its more than 100,000
Inhabitants, should do homage to their
After all.those were childhood's hap
py days, still to continue during the
years following the entrance Into the
central school. Standing aa that build
Ing did, on the eminence overlooking
Xjyde Park and Providence, and the
everlasting hills beyond, we might say
almost alone in its glory, so far as any
pretentious buildings were concerned
It welcomed to its halls both rich and
poor alike and bads them "feast and
We would pause a moment here to
(ay tribute to the memory of the three
men of those early days who, perhaps,
did more than any other persons in
helping to mould the destiny of those
wno were afterwards to figure so large
ly In the Interests of our crowing city.
A man of lovelier traits of character
than he who first presided at the in
tellectual feast there partaken of each
day one rarely meets.
Intensely sympathetic, keenly alive
to the needs of all his nunlls. his soul
reflected In his face, his very presence
was a benediction. To know him was to
love him, and if he had any fault it
was that of over Indulgence. Mr. E. D.
Rawson was a peer of the realm, and
line Arnom of Rugby fame, right roy
ally did he, whose only scepter was
love, hold sway over his pupils. His
reign over the High School was of ne-
eesslty brief, for In eleven months, on
account of 111 health, he was obliged to
resign, and, if we mistake not, long
since has passed to his reward. May
mere pe many stars in ms crown.
His successor, Mr. E. A. Lawrence,
was a Christian gentleman of sterling
worth of character, in many respects
resembling nis predecessor, both ae
serving a far greater tribute than this
poor pen can give. After remaining
hero for several years he, too, resigned
to ds succeeded by Mr. J. A. Llpplncott
whom many will remember not only as
a teacher but also as a minister of the
gospel. Many of the citizens of this
city spent the last days of their publlo
cnooi life under his tutelage.
His strength of character was great,
as his whole after life has shown, and he
exerted a wonderful Influence over his
After leaving Bcranton he held high
positions west and east both as minis
ter and teacher. He was for nine
years professor of mathematics and as
tronomy in Dickinson college, and Is
now eminently successful In the city of
brotherly love as pastor of the Arch
Street Methodist Episcopal church.
Time and space will not permit us to
speak at length of his successor, but we
cannot lay aside our pen without a
word of tribute to him who. for so
many years, was a familiar figure on
our streets and In our schools, and with
whom a large number had an intimate
Professor Roney's dignified bearing
and uniform courtesy of manner
marked him as a gentleman of the "old
school." It Is but a short time since he
laid his burdens down, and he is now
resting from his labors. May his rest
be sweet and his memory be held in
Of the gentle, patient, self-sacrificing
co-workers of these noble men what
shall we say? If the kind and encour
aging words of praise, that are so often
kept till our loved ones are laid away,
have been withheld, let them be spoken
now. Over the grave of her who might
rightly be named the "gentle" one the
grass has long been waving and she is
sweetly sleeping till the morning
Another, the reticent one, whose sad,
sweet face Is one of memory's treas
ures, of her we have lost all trace. She
too, doubtless has joined tha innumer
able throng on .the other side.
The last of these co-workers of whom
we shall speak is well known to many
of our city as a lady of Intelligence
and great strength of character. For
the last few years she has occupied a
position in the normal school of a
Where are the old familiar faces of
our classmates? The bell has pealed
forth its last note, name after name
has been called upon the roll, but how
few have responded to the call.
wo inok for their forms and faces in
the busy walks of life, but only here
and tiiere receive a wjrd of greeting,
for the many have usi-toil on befnre
and we must look for their names on
the ineffaceable roll over whljh the
Great Teacher presides, to which
names each shall respond In that day
when "H cometh to make u His
Of those who stand at the helm of
the leading Industries of this and other
cities many might be mentioned
whose Alma Mater was the Bcranton
Those stirring speeches of Clay.
Webster, Patrick Henry and others
even now ring in our ears, as with elo
quence, ardor and enthusiasm these
same persons tried to outrival those
glorious statesmen of old. And the
gentlemen did not carry off all the
honors In those days of yore, for the
ladies edited papers, then as now, and
while they might not compare favor
ably with the woman's page of today,
or with this wonderful Woman's Pa
per, they were an inspiration to the
students and were of no mean worth
In the estimation of those who contrib
uted, to their columns. We sometimes
wonder if while we are seeking for the
new in methods, devices, concepts, pre
cepts, etc., we are not losing sight
of things good and old.
'Be not the first by whom the new are
Nor yet the last to lay the old aside."
What grander monument do we need
to our publlo schools than the children
who have come forth therefrom and
are holding honorable positions in
nearly all the walks of life, some of
whom bid fair to rise to the highest In
In the coming days, with greater ad
vantages in the way of heat, light.
perfect ventilation and the luxurious
surroundings of our model high school,
with the Bcranton Publlo library as
Its next-door neighbor, and the X rays
brought to perfection, by which we
may be able to peer Into the brain of
each child to see what is therein con'
tained and how it may be developed.
as also into the mind of the teacher to
see whether she is fitted to train the
child, then may we hope for still great
er rruit tnan uacon or any other pbll
osopher ever dreamed of.
Then shall we look up and thank our
Heavenly Teacher that He hath per
mitted us to see the fruition of our
hopes and forward to the time when,
dwelling In that house not made with
hands, eternal in the heavens, we
may clasp hands with those we have
loved long since and lost a while, and
with them join In that new song of
thanksgiving to Him who slttsth upon
tne tnrons xor over and ever.
ELIZA J. CHASE.
S0MB UNPEDAQOQICAL NOTES.
Conceralnr the Responsibilities and Trials
of the Teacher.
In tha opinion of most people the sub
ject of training themlnds and morals
of the rising generation Is of such sol
emn importance that I am almost
arraid to approach it in anything but
The instructors at institutes and the
writers in educational journals never
fall to try to Impress upon the inner
consciousness of the teacher the re
sponsibilities of her position. Accord
ing to them, it all depends upon her
whether a boy becomes a preacher or
a pirate. Even the parents aren't "In
it," so to speak. ;
I suppose instructors nnd educational
editors are very much like other people
when you know them, but as I have
never been intimately acquainted even
with one, I always look upon them as
noble beings of a superior order. Now,
when a noble being talks to you about
responsibility, you cannot help being
impressed. I always am, but in spite
of that fact I cannot help agreeing
somewhat with Oliver Wendell Holmes
when he asserts that If you want to re
form a boy you must begin with bis
I do not wish the board of control to
Infer from this that I deBlre them to
Immediately Inaugurate a system of
higher education, in which the reform
ation of grandfathers shall play a
leading part, and set the teachers at
work in that direction.
We are also being constantly told
that our calling Is such a noble one we
ought to be glad to devote our lives to
it. We are promised the reward of
virtue in this world and a golden crown
in the next. For some time past I
CH.POND.rra. A. L. LEWIS. Vic Pres.
HHNRV BEUN. MU & P. CHAMURUN.
have felt o sure that all teachers will
go to heaven that I have not been very
particular about going to church every
Sunday, and have taken to studying
works on pedagogy instead of the
Bible. Again, we are gently reminded
tnat a teacher should possess every
virtuous trait found In the heavens
above or on the earth beneath, togeth
er with the qualities that help to make
the poet, the artist, the philanthropist,
the politician, the mother, the sage, tha
philosopher and the disciplinarian. All
to be procured and cheerfully given
for about $55 a month.
Away up at the top of the list of vir
tues, patience is presented, smiling as
blandly as though she were perched
upon the summit of the traditional
monument and we were personifying
grief at the bottom. Doubtless the
lines, "Patience Is a virtue; get It if
you can. 'Tis seldom In a woman, but
never in a man, nrst suggested1 tne
advisability of always paying men
teachers more than their sisters in the
profession, for the same amount of
The men have to work so much
harder to acquire patience.
Another discouraging thing connect
ed with teaching Is that people expect
you to know so much. When they can
not answer Questions themselves, they
say, "Go ask her. She Is a teacher and
she ought to know." Of course you
don't know, and then you feel about
an Inch high.
I do not care so much now as I ones
did. Not long ago I met a man who
had assisted in compiling many learn
ed works, and was then engaged upon
the revision of a well-known encyclo
paedia I approached him trembling
and with a fluttering heart. I confi
dently expected him to immediately
begin a dissertation upon the fauna
and flora of Central Africa, or to in
sist upon my giving in exact Inches
the height of the mountains in the
moon. Much to my relief, he began
the conversation by saying, "Is It hot
enough for you?" Since then my Ig
norance has not seemed so appalling.
If a man v:io know.) an cncyclopaeJia
from A to Z descends to asking if it is
liol enoujf'i. why should 1 two If au
occtisnntil question or two proves too
much for my poor intellect
Theie are various other matters tnat
distress the soul of the teacher. I
shall refer to but one more, and that
is the model conversations carried on
between the well-conducted pupils in
the educational journals and their
teachera They run somewhat as fol
Teacher Point to objects In the
school room that are north of you.
south, east, west.
John The clock is north of me; the
door, south: the teacher's desk, oast,
and the picture of Bodenhausen's Ma
donna westiOf ua
Teacher In what kind of a country
la the little brown babyt
Mary It Is in a warm country.
Teacher In what direction do ws
find warm countries?
Freddie They are found to the
Teacher If one goes north, what
kind of a country would one find?
Jennie One would find a com coun
try. Teacher Do you think tho people of
that country could live without
Charles They could not.
Prearranged conversations with pu
pils, like those found in the "Guide to
Polite Behavior," are all right so long
as you receive the answer you plan for,
but In real life they have a habit of
switching off into unexplored regions.
A teacher of my acquaintance was
catechising a class of small boys In
mental arithmetic. Bald she, "If one
apple costs four cents, what will three
Pupils, in concert "Twelve cents."
"Well," she continued, encouraging
ly, "and what will they cost at two
Pupils, with. alacrity, "Six cents."
"That is right," said tho teacher, be
stowing upon them an approving
smile. "And now, what will they be at
one cent?" .
"Rotten I" yelled a small boy, whose
reply evidently cams from tho depth
of his experlenca
Upon another occasion, during a
reading lesson, reference was made to
Pompeii. "Have any of you ever
heard anything about that city?'
queried the teacher. Up came a hand,
and its owner said, "Yes, I have; It
was destroyed a long tlmo ago by vio
lent eruptions of saliva"
In another school, there was once an
irronroHHlbla youns? miss, who had a
way of amusing herself by sticking hat
pins into ths boys who sat within arm's
reach. The prodded ones naturally
objected to this pleasant pastime and
made complaint Tne ieacnr wpi
tha iioiinnuent after school and remon
strated with her upon the error of her
m Kha ended her discourse by
saying severely, "How would you like
to have some one stick hat pins Into
Said the unrerenerate one. tranquil
ly, "I think that is a case where It is
better to give tnan to receive.
Timn. vou see. the best-laid conver
satlons, like the schemes of mice and
men, "gang aft a-gley," and the point
which the teacher sought so earnestly
to make becomes so deflected that its
recovery, except In an exceedingly di
lapidated condition, is well-nigh hope
WHY I AM STILL A TEACHER.
Having found that my work In the
schoolroom was slowly but surely de
stroying my health, beauty and amia
ble disposition and unlike the great
Pestalozzl, or the persecuted Horace
Mnnn. being unwilling to become a
martyr in the sacred cause and be re
warded with, a monument one hundred
years after my departure from this
life, I resolved to change my profes
sion, and seek some work, less irksome
and more soothing to my shattered
nerves. To make an advantageous
change, however, was not an easy mat
ter, as I very soon learned.
A friend, who represents a largo pub
lishing house in New York city, had
long desired me to join her, the pros
pect was alluring In many ways, but
one awful peril which threatens the
book agent's Ufa deterred me, my mor
bid fear of dogs. I frequently pictured
myself about to ring a doorbell, silent
ly rehearsing my Introductory speech,
when I am suddenly startled by the ap
pearance of a fierce dog bounding to
wards me, my screams attracting not
only the inmates of the house, but the
possersby as well, terror rendering me
Incapable of stating my mission, flight
and safety being my only desire: until
the vision became a terrible reality and
I decided that I was never intended for
the Bohemian life of a book agent
I was not disheartened, however, for
I knew of another field of usefulness
for which I felt well adapted, so I eag
erly watched tho advertisement column
of the datly papers and at length my
search was rewarded by the following
from a distant city: "Wanted An in
telligent refined and agreeable young
lady as a companion to a demented
youth. Must be a good walker. Ad
dress with references, etc." Now, al
though I had taken many long walks
accompanied by youths who were more
or less demented, yet I was not quite
equal to the constant society of such an
unsafe creature and the thought of
chasing him for miles, perhaps. It he
should try to escape from my surveil
lance, was too much for my poor brain,
so I did not apply for tho attractive
post and was again on the sea of un
certainty realizing that '"Tis better to
suffer the Ills we know" than fly to
those of a book agent or companion.
And now at last, after many anxious
days, vainly trying to determine my
future calling, 1 have an inspiration:
I will write a book, a marvelous book,
one which will cause a profound sensa
tion, which will give the authoress sud
den and lasting fame, whose advent In
the literary world will far outshine the
coming of the "Heavenly Twins" and
beside which even "Trilby" will sink
Into oblivion. How shall I begin? Will
my story be modeled after one of Rhoda
Broughton s exquisite love-talcs or will
a stately Romola be my heroine?Will
she be a weird Elsie Venner, or a lovely
Florence Dombey? Perhaps I may
have a hero as well, a Van Hlbber for
instance, or a modern Jack Harkaway
contending with the cultured Indians
of the East instead of the Western
braves. Whether my hero and heroine
will meet in the twilight or the moon
light, by the restless sea or on the
rugged mountain, whether the story of
their love will be a sad requiem or a
joyous anihem I do not yet know
But I am really getting too romantic
and all this may be considered entirely
too frivolous for a dignified teacher, for
I was requested to write some of my
experiences in the school-room and you
see I have not done so, on the contrary,
I have told you how I tried to leave the
noble army and failed In the attempt,
but I have been honest at least, for I
might have been a hypocrite and told
you that I would not exchange my posi
tion for even a titled foreigner, and I
can only hope that my honesty may be
rewarded by as flattering an encomium
as was given by my little pupil who
said "George Washington was a very
great and noble man, although he never
told a lie."
. Tet, after all. I know that my quest
has not boon entirely In vain substan
tiating as it does the beautiful truth
"Palma non sine pulvere."
NELLIE I MOFFITT.
LANGUAGE AND LITERATURE.
The poet has told us that the proper
study of mankind is man. That charac
teristic which In among the purely hu
man faculties distinguishes man from
tho brute anlrnnl in language. "The
study cf !ar: iruut-e Is the study of
thought and the study of thought is the
study of man." To say that language Is
the instrument of thought Is neither
complete nor exact; it Is rather Its em
bodiment. In which and through which
alone thought attains its own life. "Get
but the truth once uttered and it is like
a star, new-born, trembling in its
deptha" Language is tho wide open
portal to that beautiful domain in which
are reserved and crystallized In the en
during forms of poetry and prose, what
ever the authentic soul of man has
touched with her immortalizing finger.
To receive, to enjoy and In turn trans
mit this precious inheritance is the
sphere of Literature, the exceeding
great reward of its study.
U ram mar ana Literature noid a prom
inent place in the curriculum of our
schools, yet our children are not perfect
in their mother-tongue and the novel
of the day holds undisputed sway over
the young minds of the rising genera
tion. Grammar has of necessity its
place in our schools, but as the whole
means employed In teaching the Eng
lish language correctly, It is valueless.
The study of English Literature is for
the most part confined to a cram on the
personal biography of the author, or
at the best it is a reading about litera
ture, not a reading in literature. Drop
by drop the precious life blood of a mas
ters spirit Is coined out in endless dia
grams and searching analysis. A kind
of Intellectual gymnastics, excellent in
Its way, but for a training in real
thought, it is rather a hindrance and
creates a distaste for higher Literature
that will be difficult to eradicate.
A child is but the complete, undevel
oped human being, and the aim of all
education should be, not simply to de
velop this or the other faculty how
ever Indispensable, but to bring about
participation in the life of the race so
that It shall be quickened and made re
sponsive to the touch of things "seen
and unseen." The Intellect must not be
cultivated at the expense of the heart
The exclusive exercise of the reason
has a tendency to dry up all taste for
arts and letters and to starve out the
spirit of piety and devotion. On the
contrary one may refine the organs
of sense and cultivate taste and
sensibility, but if it la done to the
exclusion of right reason and the super
ior emotions of the soul, It degenerates
Into sentimentallsm and corruption of
heart. Human life Is faith, knowledge.
beauty, conduct, manner. Religion and
poetry, hope, love ana imagination are
as essential to our well being as science.
There Is one great society alone on
earth, "The noble Living and the noble
Dead." Our children must know what
Saints, Sages and Heroes have loved,
thought and done. In this society it is
the glorious privilege of Instructors to
lead the children under their care. Not
only Is it our duty to lead them to ap
propriate and assimilate the thoughts
of others, but the highest aim of all
work should be to lead them to think for
themselves, by Inducing thought, evok
ing thought, strengthening thought and
awakening self dependent thought If
this be accomplished the Uvea of our
pupils shall be elevated in their free
dom from the woes and worries that be
fore the strong powers of a nobly active
"Shall fold their tent like the Arabs
And silently steal away."
Where shall the study of Literature
begin? With the advent of the child
In the school, we answer. Literature
and Language should go hand In hand
throughout the whole of a child's course
In school. In the lower grades the kind of
readers In use have much to do in fos
tering a love for good literature, but
unfortunately the only excuse that can
be made for the most of those now in
use Is on the score of economy. The
copyrights of our classical works have
long since elapsed, and the price of
world-renowned authors has been re
duced to a minimum, so that excise can
no longer hold good. With the readers
banished and the complete works of the
best authors substituted, a course of
reading could be established which
would gradually develop the children's
minds and Imperceptibly Instill Into
thein, a taste for the best literature.
The parables of our Lord In simple lan
guage. Aesop's Fables and Canon
Sohmld's Short Tales and Parables, we
would deem suitable reading for the
lower grades. The other grades could
be supplied with Robinson Crusoe, Lit
tle Lord Fauntlcroy. the Vicar of
Wakefield, Fablola, RasFtelos, Cal-
llsta. Llfo of Ozamam, Dion and the
Sybils in prose; Pope s Essay on Man.
Bryant's, Scott's and Wordsworth's
Poems according as the children ad
vanced In school, Succursal reading
could be supplied from the works of
Irving. Goldsmith, Scott, Dickens,
Thackeray. Longfellow, Tennyson and
Head for the children and have them
reproduce either orally or In writing the
substance or what you .have read.
Children have retentive memories and
It Is an Important that la early Ufa
concrete standards of poetry, especial
ly in the form of passages from tho
great masters of song be Implanted la
their minds and feelings, later tho
poems as a whole might be committed
to memory. Only a teacher thoroughly
Imbued with the taste for good litera
ture and who has herself assimilated all
that Is beautiful and good In the works
of the masters can awaken In her pu
pils that sympathy which will enable
them to appreciate and respond aright
to the spiritual appeal that every true
literary work makes to tho human
"When we think of ths thousands of
children in our schools today who to
morrow may be the rulers of our land,
should we not wo who have the mould
ing of the yet unfashloned and un
trained youth endeavor to stem ths
torrent of pernicious reading by purify
ing the fountain head. It we can suc
ceed in teaching our children to love
only that which is best In literature we
may feci assured that he who in youth
loves the songs of Longfellow and Low
ell, the graceful tales of Hawthorne,
the studies of Thoreau and Burroughs
will never he In danger from coarser
literature and associations."
ST. CECILIA'S ACADEMT.
A BRIGHT SKETCH FROM A CLEVER
"Write us something from a teach
er's standpoint." was the request that
reached me through your representa
tive. In an unguarded moment I consented
and now that I'm about to fulfill that
rash promise, I'm puzzled t know
what subject would be most acceptable
to the readers of Our Woman's Paper.
I'm determined I shall not speak on
the follies and foibles of men, for I've
been asked to write only an article and
not an encyclopaedia
Neither will I write on tho question
of the teacher's salary. I fear that
toplo will be touched on more or less
by the other correspondents. I know
I'm yielding precedence which I cannot
hope to regain again by discussing any
other subject, for that Is the only toplo
on which I can grow divinely eloquent.
I could hold those twenty-one directors
spell-bound while I enumerated facts
and figures I mean facts, teachers un
fortunately having nothing to do with
the figures until in desperation they'd
buy up the whole stock of that "tired
feeling" which Is so extensively adver
tised, or they'd probably Join the
When one poor lono woman Is pre
pared to talk on gold and silver to
twenty-one men, it Is sixteen to one
Prepared, I said. I did not say pre
ferred. I prefer to talk to one man.
AN ASTRONOMICAL DUET.
Of course. In the latter case, we
would not discuss the fluctuations In
gold and silver. We would be more
apt to discourse on the heavenly bodies
or some other high and elevated sub
ject. While I would busy myself in admir
ing the brightest star In all the firma
ment, he would busy himself by having
me aamire tne brightest star on earth.
Ana I'd agree to the parallel that
would be drawn for mo between the
most beauteous orb In the celestial
vault and its radiant counterpart on
this world, and no doubt I'd remark
that I could see a closer resemblance
to him, not In a single beautiful star.
but In a constellation the Great Bear.
Or If I suspected that he belonged to
tnat class or thirsty gentlemen whom
the Woman's Christian Temperance
Union heartily condemn. I might
adroitly tell him he reminded mo of ths
But there, there! That Is a subnet I
naa agreed to escnew.
Now let me take you In Imagination
to any one of the many school rooms
in our city, and we'll revel In tho sight
of gladsome hearts and willing hands
as the little tots do tho bidding of the
What sweet Innocencst What arch
looks! What twinkling eyesl What
confiding tales of trust and promise!
ADVANTAGES OF A TEACHER.
Surely, you say. the school teacher Is
a favored one; to be the recipient of so
many childish commences, to be the
witness of so much happiness and slm
pllclty, to be the promoter of so much
She certainly Is In a position to enjoy
all that Is sweet and good and beat in
life. Did I hear you ask If it was not a
trial on one's patience and a strain on
one's nervous system? No doubt it is,
but it is not wisest to complain.
Much energy Is lost, I believe, In an
effort to be continually at variance
with one s surroundings. How much
better if people spent that energy in
trying to be cheerful.
Cheerfulness Is the keynote of a
teacher's success. I would that every
teacher had that last thought so en'
grained In her nature that she couldn't
be otherwise if she would.
THE GOSPEL OF CHEERFULNESS,
Certain It is our school would be
vastly improved if hateful drudgery
were converted Into happy, agreeable
work. A thoughtful Instructor can
successfully tide children over tho dif
ficult places and rugged spots on the
road to learning without lending them
too much assistance. A hint here, a
smiling acknowledgment there, now a
little encouragement and now an hon
orable mention, oft times make the
scholar when the work, work, work
of the unfeeling teacher make the dull
The ability to comprehend a child
and the tact to be always gracious
toward It are attained by experience.
The maxim that experience is a hard
teacher Is not applicable to the school
room. There a more truthful version
Is, Inexperience is a hard teacher, and
many a pupil has borne marks which
attest the strength of the statement.
Such pupils, no doubt, would regard it
as a bhvslcal truth.
No teacher can look back to his early
teaching days and fail to find the rue
ful errors due to his Inexperience.
can recall just such an incident that
occurred In my own school room.
A HEARTFELT REPLY.
I was conducting a lesson in physio!
ogy and my talk was directly on the
heart. The teachers' text book used an
apt Illustration when it said the heart
forced the blood through tne veins uxe
an engine pushed a train of cars. This
was told the children and I had them
locate the heart, feel the pulsations,
I flattered myself I gave a very sue
cessful and interesting lesson and I
was very certain that each child un
dorstood and would remember all that
had been said.
The following day the question waj
asked the school, "Who can tell me
something about the heart?" I ex
pected every hand in the room to be
raised and you can Imagine my disap
pointment when one solitary hand
"Well. Gwen, you may tell," I said.
She arose in her place and with the
greatest possible- naivete announced,
"The heart is like a goat."
What folly was this after all my fine
teaching but the day preceding! I can
easily recall my disappointment at
this absurd and outlandish reply. I
am very much afraid my face took on
a frown of displeasure and that my
manner was not as cordial as usual
when I turned to the child with:
"Gwen, Gwen, what makes you think
tho heart Is like a goat?"
"Oh, yes, Miss , it Is; 'cause It
That was the Idea that came to the
child when she felt the "beats."
But. teachers. I'm wiser now.
never teach the mysteries of the heart
in that way. Lately I have assidu
ously avoided the heart In every way.
It was a waste or time ana effort
discovered that boys and girls can And
out all the secrets of the heart without
dm in i i it
Also the new and modern
B. H. T. RANGES.
any assistance from the teacher. They
regard the study as a pleasant one.
and if they do get somewhat stuck, aa
they are apt to do, they never bother
the school teacher about It They rush
to a minister and he helps them over
the knot and if they dislike his solu
tion they rush to a lawyer and he pro
nounces the union null and void and
accordingly each party takes heart
TEACHERS AND REFORM.
And In all this proceeding the teacher
Is ignored. We are becoming a nation
of divorcees. This would not be if our
boys and girls were allowed to remain
with the teacher until they had passed
the plastic stage and their characters
had become strong and resolut?,
Let me make this point heio. A les
son should be so simplified that an In
congruous Idea cannot arise in the
We cannot be sure we are teaching
well because we know the principles
laid down in our methods. Under
stand the science of education, but
keep It In the background and be
cheerful and practical with the child.
The columns of the educational de
partment of the "Woman's Paper" will
doubtless abound In articles full of
brilliant ideus and scintillating with wit
from the many bright teachers of this
city, or else will deal with the profound
and abtruse problems which occupy
great minds only. Belonging to neither
olass the writer of this would essay the
plain and practical directed to the par
ents, for "the parents must provide the
children tor the schools" as the lato
Prof. Roney once wittingly replied when
asked where the children were to come
from to supply a new building with pu
We often wonder how many or tne
patrons of the public schools have any
idea of what is going on every day
in these "hives of industry." How
much they know of the routine and the
amount of work accomplished? They
know where their children go to school.
and, generally to whom. They may possi
bly know the teacher by sight and have
even a speaking
ACQUAINTANCE WITH HER,
but It may safely be said there are but
few who know more than that. We
lay the flattering unction to our souls
that this ignorance Is not so much the
result of Indifference as of the utmost
confidence In those who have charge
of them five hours of the day.
The teachers, however, might be en
couraged by a more Intimate acquaint
ance with the parents, and they, we
are sure, might be benefited by a knowl
edge of what la done In the schools, and
how It Is done. They should know the
curriculum of studies of each grade in
which they have children, just what,
and how much Is expected of both
teacher and pupil; how the recitations
and examinations are conducted: what
standard Is tequlred, and how the mark
ing is done. They should Inquire, ex
amine and sign promptly, the monthly
reports, ana make frequent inquiries
in regard to the advancement of their
children. All these things would tend
directly to the child's good and stimu
late the teacher to a greater faithful
ness In the performance of her duty.
The apparent lack of interest on the
part of the parents Is often the chief
drawback to the child's progress.
Perhaps this seeming indifference Is
due to the fact that so seldom are the
schools brought to the notice of the
public In any way except by means of
the newspaper reports of the semi
monthly meetings of the
BOARD OF CONTROL,
by a description of a new building, or
a brief programme of an entertain
ment which has been given.
In very few cities of the size and het
erogenous population of ours, do the
schools move along with so little fric
tion In the way of discipline and, al
though there are no cast-iron rules en
forcing dally attendance very little tru
ancy Is reported. It is evident that the
children love to go to school, and we
know of no higher compliment that
can be paid to a school than that fact
It is further attested by the happy,
smiling faces, the willingness with
which they do their work and the desire
for Improvement which they manifest.
Modesty forbids us to say how much of
this Is due to the teacher, but there Is
a saying current in educational cir
cles to the effect that "as is the teacher
so is the school." But we think we may
go tartner oock anu put it,
AS IS THE SUPERINTENDENT, SO
IS THE TEACHER,
therefore, so is the school. This, of
course, Is true only in a limited sense,
but to him more than anyone else Is
the excellence of the schools, as a whole,
due, for with a weak executive officer
at the head of affairs, a weak adminis
tration naturally follows.
This city has been singularly fortu
nate in having at the head of the schools
men of progressive spirit, broad culture,
liberal Ideas, clear convictions of their
needs and the courage to carry them
out; men who are not merely office su
perintendents, but who go Into the
schools frequently and become well ac
quainted with both teachers and pupils
ana wno give to tnem their sympathy
and hearty approval. L, jp p.
HUMOR FROM THE SCHOOL ROOM.
"Since" was a new word for the chil
dren and Miss Jones was explaining
"Now, James, give me a sentence with
our new word in it."
"Me little brother has no slnse," an
Mr. Warren was entertaining a minis
ter and tho first evening sent his sn,
aged five, to dine with his aunt. When
the child was brought home, the minis
ter who was acquainted with the aunt,
asked If she were not coming over that
Before Mrs. Warren could reply.
.Tack spoke up quickly. "They sa!d
they wasn't coming over tonight cause
you was here."
A few days later his mother was en
tertaining a visitor with some neighbor
hood gossip, which she did not wish
Jack to understand. He, apparently,
wan paying no attention to the conver
sation. At the conclusion of the story ho
said Impatiently: "Mamma.no one can
understand you when you tell a story.
Tou don't tell enough of it"
The children were singing a new
spring song, which contained this line,
"And earth groweth green without
bustle or noise." "Miss Smith" asked
J. D. PECK, Pres.
B. S. PECK,
PECK LUMBER MANUFACTURING CO.,
mt jContJ,iSt0,S. Bnlli" General Lumber Dealers, Munufsetnrers t ukDeem
BHnds and Mooldlnje, Scroll Bawls. Turning. Carving, Veneered Werk sad WUlWlsl
rialsa, Telepheae SB17. isi te lit Bast Uarket Street, Vcrsatea, Pa.
A. L. SPENCER'S
Cor. arm Ridg St and Dlnisoa Ara
Dealer la Dry Goo-Ji and Groceries
J. M. AT11ERTON, Masses
IVIUVUS til ,.
a W. HQSNBAKER & CO.,
nl l.,nf. tn ft,.. a c -
Uovds and Groceries. '
F. C. Hazzard,
MODERN MEAT MARKET, .
1613 Dickson Ave.
Choice Meats, Poultry, Gams,
T POPULAR PRICES.
JAMES F. HANG!. GROCER,
TCKITE SPONGE Cff HI TD
and P1LLSBURY nJLAJUK.
Always in Stock.
1609 DICKSON AVE.
Florists, Gardeners & Seedmen,
Annnunnt thnt thpv have on hind tllMaSa
of ttowerinir and gardening pUuta for ifllsg
6a East ilarket St., Green Ridge.
Satisfaction the rule.
330 North Washington Ave.
Cor. Mousey Ave. and Larch St
J. B. P00RE,
No. 1220 Washington Avenue,
Mine and Feed Water Pumps, Wed
Water Heatora Brass and Iron Cast
ings. We are teo
to write aa "Ad.1
& Supply Co.,
1500 to 1516 AlbrigM Aieaue,
Amy, "does that
mean a hustle like a
The teacher was new, and an object
of curiosity to the children.
One morning a little girl came to her
room, with a pair of mittens, and askee)
if any one had lost them. They were
duly exhibited, but no owner was found.
After the child had gone away, a
hand was slowly raised, and a meek lit
tle voice said: "Teacher, them was
her own mittens. She Just camo in here
so's she could see you." "Why," selA
the teacher, somewhat surprised,
"What did she want to see me forT"
"I don't know," replied the child, la
the same subdued tone, "I told her She
wouldn't ses rauoh,"
Augustus was four or five years older
than the othor pupils In his claaa He
weighed in the neighbbrhood of twe
hundred pounds and had a voice as grufl
as a saw-mill In full motion. He used
to sit in a corner made by the back
seat and the wall, where he towered
above the others like Mt Vesuvius
above the Bay of Naples. One day,
during a history lesson, a little girl was
asked to tell something about Roger
Williams. She began by saying,
"Roger Williams was a soldier," then,
hesitatingly, "No, he wasn't either, he
was a minister." "Well," Interrupted
the hoarse voice of Vesuvius, "It's all
the same anyhow a minister la a sol
dier he's a soldier of the Lord,"
In the arithmetic class, nge was be
ing discussed. A little German boy
slowly arose, and said he hnd an unole
who was six hundred and twenty-three
years old. The teacher was quietly try
ing to explain that he must have made
a mistake, when another youth Just
raised himself in his seat and said,
"That must have been the number et
Q. Whnt la the diaphragm?
A. The dlnphragm is something In
grammar that you put words In.
Ans. No. 2. The diaphragm divides
the lungs into the upper and lower
Teacher (trying to explain the dis
tinction between the porsof.slve and the
plural of nouns) "Tommle, what is ths
plural of cat?"
Tommle (with great pride) 'Kit
Some answers to examination ones
Q. What caused the death ot William
A. He drank too much hard older.
Q. If you were to go to Boston, whs
would you like to see?
A. I would like to sss the edaoatsc
Q. Name four early explorers?
A. Greenland, Iceland and the Main
land. Kindergarten and other educational
matter will be found In Becttan X.
C B. SHOEMAKER, See'y.