Somerset Herali ot Publication rTerT Wednesday morning itC OC 4 10 adTaaca otherwise f so ilr I charged. .. a J be rtiwonrhitirrt an 01 aU 4 up. PosBsavten neglecting ubacriben -is not take oat theti j rttpaasffcia lor La. sanwarip- -HCOrtEg &ca one postc&c to an- ,cr:ta e tat SowXBsrr HiiALU NoaXSSOTT. Pa. , , p, ri-i- 1 '.rV-AT-LW. j .'.' - :;;...nd street, Pittsburgh, Fa. f '-K HY, T i ' Vv.ET-ATLAW. y. euuitn, Pa. ... v. -jwV Building i s ' iT-v-Y M BERKLEY tT" aTTUjOSY-AT-LA. 1 sUautxr. Pa. 4 . " ff LBF.F.T. Son Vjmenw. P. ' I - - r v. sTLL " '"aHOK-SEY-AT-LAW. fcomeriet. Pa , r-T FY. U 'ATTcRNrr-ATLA-W n 7 FIESECKEK. "' A7T e.EY-ATLAW F . p- c 'oue Row ot,i-u- court 1 J G. Cx.L i ' " 'I.E. . ;r.-.--c-) -a r -i-a B . schicsst. Pa. r ;.'.'er. F. --uS ZY-AT1AW. sctnenet. Pa. l rHjiiJ.i.Y-AT-LAW. ' sumerset, Pa., , r rr - :! -ent: n m tru.-; -e entnwed - i: er -et a."id lo,iHL'.!Jt fuULOt Vr.'-U-g iiots: Kow, ol.pofc.ic Lae UKH TT-VLY. E- CHELL, n Arrti-Ar-LAW. Simerset, Pa. -.. -y c; I siiou Asset G2ic in Jlamaioii tLDTINE HAT, " in'OtNY-AT- LAW, ooccrseL Pa. , , i.-r .2 E: Fj-iamv WU", anead to all " . uj care w:ui prumptceB. T 13' E. rilL, .1 ATiytyrr-AT-LAW. J iH-merjet, Pa. T r- t- fc"-n to all bi:-in- er.trutM , - ' ' ' on cci.'UuSA, Ac Of- - J 0. KIMMEL, inua'Ai-LAw, s 'Citrset. Pa., t ; i;:.-i a ''- biioae ectne3 lo bi car I . ; ;r..:y. ".&. oa Xaji iium einseU yiXisLPriui. J ATTatY-AT-LA'W. Botaerset, Pv t : Mjr-TEoth E'-oi k. r.p tirt. Eatraace J 0:Br:KS. l C. CoLBOA. LSOEX & COLT-ORS. A rT;kNY AT LAW. somerset. Pa. retTTti-d to our care be ; it:.f ..:y :tendrl av "ollcaoa s-cxasel. ixr-ii.T! auJ iijoiii.a coun- IT 1.S1ER. 11. AiieaxiY-AT -law. eorntrrset. Pa., Z'. prxt-.-.cT ia s.Trr!wt asd aUjoiiiiag eoun- A-i C'::l ei.uttcl w ia i reteie i 5 CrinTH. W. L KrrriL. c EF.0TII A RUTPEL, ATTOtOiEYs-Al LAW. Mcierset, Pa. i; kir.rr et!:ratd to tieir care will be 'y at i y.imi -.it..? r.Hti ui. Oftte on vj- ;"JttL, ot.i-.Uf jlammoth Block. TY. BILLS s COOPER. L DENTISTS. j ' r -z: ier Dri store. siner-i, Pa) t oc? r-taiBir.r ta Dtr.u.try k:::ful- J t..1. -i-r-;i arieutifR :vrn Ui nlucg j" .-.:. ti.tf ii;;irai trtn. Ar"iri'':iii . . - a.-v. ua inrte a io..u: pjAten. ' - . c-: .jr-.tr,iia crfa-t tuiur"l i :i;e eaiut- f i pr;lv l-lyr. i T . CAl,UTIIER, M. P. "J. lasIMAX A-SL) s! R'-Kl N. MltHftT. Pa. j t r- ,e rtr.t. next nunr to I'nauiiB I h . c n..? a: ti-ce. D IP. F MIAFFER. si.MtEJirr. Pa "r. : rvr.Ai vrrica u, loe rriuxea : hi. i T;i-uii:y ciw next dour to Tjl H. s. ki.mmei.u J"-"r- :t T-,f.-.oral aTTire to the ciEiena ' --'. ad T-.riiiy. ("nieMi protrtwionally j "--. a:, je I'jUia at usu on jAAa St. f)I J. M. UTTIIER, FHl.CLiX AND SVEGEOS, j! WJ.i.MMILLEX, -"; aaeurina to tie preserratlon of :a :r" - '"-:ri. A'-.irv'ai tf, icrtd. Aii J-'- i r -:'5 mtiwatrbiry. cSt in tim j ' H M. Trr.i.i ai Co. , AUire, cora -lEIilCAX HOTEL. Oaaol an d Operated by - - S.VE1TZER, CamtrUD,lf M. ' ' , ' 1 ji.t.a.-o'' trvrC " "..i 'T rTpnr ft moment-. " V-' '' . t .i tni-ri. Lmra,;? to Ihery KtablKhmeut9 r Of Imported Ciirar. : c .a:.L,2 in -rim 'st ran have - -' far- r-la-si i ii,uJi:u? tf 1 - ' .-!. u r-t-rr ;; rat ra l pn- ' fi. a rnars Iko t br lakea in a.- i::,fj, cuius Jirtct to liit i o h2! a i-vrg e stock of ;.' C9UTY WHISKY, old Rye, i i ' a: WhoitMt:e and in ttcall i i r-M it fj ir gallon. - " -A.. 0U - - 'T -!- '" N " and 1 SM- -,.a:.ia;a. 341. S- P sWEITZER, Proprii- A. H. HUSTON, ertuker and Embalroer. (SN (iiLet. and lUMs ' f ALL liRALEiOS HAND. Agood iievrse CTtr3r----- pna:niric t-i fmtrafa fanisbed I wi. siion iiiur.-e. si I j VOL. XL. NO. 30. -THE- FIRST NATIONAL BANK OF Somerset, Penn'a. o CAPITAL SURPLUS $50,000. S7.000. 0tOIT WCCCIVCOIN LA HOC A N 0 SHALL AMOUNTS. PAYABLE ON DEMAND. ACCOUNTS OF MERCHANTS, FARMERS. STOCK DEALERS. AND OTHERS SOLICITED. - DISCOUNTS DAILY. - BOARD OF DIRECTORS : LHri M. Hirx W H Millab. Joffl R ,YtTf Nit,- t . ahi N ri.L, . . Preii.et VlC PKCirENT Y"ALz-Tiri Hat, : : Harvey M. Ei;Ki.Er, The fun.Is anl w.r.fies of this bank sre wforely protect in a r-:t brated Cor liss BtTit.'ar-proof Safi. The only Safe made absolutely Bar,;!ar-prixf. Somerset Cconij National Bank Of Somerset, Pa. EstabHshed, tS77. O-yied as i Hitioai!, 1390. --O. CAPITAL, $50 000. Chas. J. Harrison, Pres't Wm. B. Frease, Vice Pres't. Milton J. Pritts, Cashier. Directors: Ws H. Kiontz, Juin pTht. Jot,n H. sy?r. Jaevf h B. liiTia, Rami nTier. JiT:a M. oul, Jbn SiurTt. Nuaia. Milr, Wra. Eai-iey. Cn.taew ot this Bank will revive the meat liberal treatment cocaicrit :ti fe bauk'-iig. Prt:tm h!ct to scad monev e.t or wt can be artX'iaidatea ty dnt:t i jr ay amount M ue arJ raJnabl.'S wnirM by one of Ke hoid Ce.rtraVi sales, nut approved tiiae loci- Ctr.ei!otui made in all para of the Called Acooum. A-id XtrpoaiU swLicted. marni FIDELITY TITLE AND TRUST COMPANY. 121 t 123 4th Ave., PITTSBURGH, P.-L (Capital, $500,000 full paid.) (Iajur t.t;o Ui Eal Estate.) Aali inrl to ''t as F.i--utor, A litinL-Traujr, j ard-an. Tru--e. A i, Eever, .c VEALEI IS RELIABLE INVESTMENT SECURITIES. Uita bolt? in its Superior Vault fmrn $5 pr annum upwanis. E-wivea drits an-i ).nsor.!y oa m-rtgjfs and approval coiuuerais. jr.ITV P .TAf K-"V. Prl.l.-nt. J X(K-J. T 'SNKI.I.. V. I'n t. C. U. JkVV. aud Tri-M. BOOT AND SHOE HOUSE. THE NEW K'X'J! IS THE DIBERT BUILDING, C orner Main an J Franklin Sts., u JS? Mens, Womens. And Cfcll Fuotwear. C f Brt Qoaiity, and at LOWEST FEICES can be fuucj, in styles ot all makes. I Am prepared- to ct.ru fre with one and all dealers in the State. All I ask is a trial. SCOTT DIBERT. KO. 88 FRAKKUX STREET. JOHNSTOWN SUPPLY EOUSL JOHN H. WATERS & BRO. PLUMBERS, STZaHI" CAS nT7Z2S. We arw now ertiV.ilet' in cor new tnildtng. whK-h. e cu 5. i tbe h-trraagvd lur ire-oiimc x-.-au : -g to tr.e Plutaoing, Steam WewlL afa-m irlT g-re rareftl attention to the STEAM AN u .1..T -ATK HEAT1.S. bua "nJ T Our f-rtTaer fl.ru this lice enbra-e enure w i full ...wTlmo Pip Fiii ng. Etc- appiicaiion. ARTISTIC JOB PRINTING A SPECIALTY. HARRY M. BENSHOFF, MANUFACTURING SUTIDSER AX&. BOOK MAKE It. HANKAH MLOCK, JOHNSTOWN. PA. XOTICE .V. k h-reMrgirewthU a petit!. ofei:J ln,.rf tercel b.Tufl i h .-a k-i ' "JfJ; Vo, . . o a i tne rrm'-r r . - j . . i....t ,.r iArw. i! nun ill it h. on. TAuU-d a rule irt j- '. . .n-iarr J, J Soi e Serves Are All Right And I Lave ga:;.el 10 ponnds In 6 months, a the rt-iu!t of Ukuig Hood Sar.iparMla, aay Mr. B. II. Ki! of t!i firm of Kose & Eddy. Rochester, S. Y. 1 had auaost Chronic Dyspepsia ity dijrfttioB bring i"ry bad. and I was broken down from overwork o that I could n.t sevp nifhl. But n,y stomach is now in pert e--t .-'Miditlou. and for al! the above benefit my gntirude b due Hood's Sarsapai iiLV "Water-Brash And dypt-psia troubled me for 10 years, and after try tug rarious tilings I eonciud.-d to taks H.iod'j riiT;ip.!riila. Tbe effeei ia aiwro nM ai I jtecni to !c almi-t entirely eurvd." .1. M- Jfiss, 427 li'th Strwt. Toledo, oiuo. if you y rfi-r from Indigestion Or d-sr-ptic tnjtiblos try Hood's Sir.npari!la. It gently uuf a!id st;uiu;j.U;s tiie storaacn, ao-bt4 d:etiun and crtab-s an a.-.tUte. Hood's Sarsaparilla S'ldb.a';! .lrngirist. fl ; ti for Ji Prepared only bv C. L IK" D e, l, ApothecaneA, Lowed. Mas. 100 Doses One Dollar k. 7s z -v m 9? m m J3 Jacob D. Swank, Watchmaker and Jeweler, Xext door et of Lctheraa Cbrcn. Somerset, Pa. Having opened up a shop ia this place, I ara now prepared to sup ply the public with clocks,, watxhes andjewc-b-y of all descriptious, as cheap as the cheapest. REP-AJIUN'O A. 6PKCI.LTi". All work guaranteed. Look at mv stock before making your holi day purclii-es. JP CD XT" T Z S HOUSE A'.D CATTLE POWDERS "-.- k H -r-r -l 1 J .r T"-r ,v Lrxo Fa- TIE. if F.-.!l7- J'l.i-. n Pii i c IT7 1 tn.-r ..1 rtt K."f7'j pw r. iw- if ii.w it f. I P n :-r w.l .n. u Miafltr fl . ...y r.vi r-rf r i-.t nt tiw RVAay FnTTTt f'n.'tU AIT. S AT!yACTIjS. Ml IO Z. ror-TZ. Wraart.t.r. AAXTLXCBZ. MUX mer SOMERSET, PA., THE SCHOOL AND THE FARM. An Address Delivered Before the Farmera' County Institute at Som erset. January 6, 1S92. BY J. M. BCRKtr. I eetttn it an honor to bo permitted (o address this body of rvpif sentative farm ers upon tbe mutual interest of the school and the farm. I nex-d n..t gay to yoa that I am not here to discuss with you the means and niethids of .ucresful i;rical ture. There as a time some fifteen or eighteen year. (fim hen, as a farmer's boy, I knew from a practical experience, the use of the scythe and the h ie, the grain-cradie an J tlie flii! ; whoa we u-te-J to gather rtrawbtrnrs from thr orri field and grains in the wild wood. F.at now, ad I Lear yoa ts'.k sj frtely and iuttlli gent'y about the u.-t and the n-.inon!y of cjnimercial fertiiiA rs, the.etio, the stecui thrtshet or the self-binder, I uiust con fess that such as these are but mriositii-s to ire, and I am ia no s.nse competent to di.ft-u.i8 their merits. Although a voting man yet, I am ready to admit that so far as a knowled-geof practical farming Ls conrned, I should be a veritable Rip Van Winkle among you at ieat twenty je:irs behind tlie age. Probably c de partment of American labor has made mure decided projjtvss within the last two decades than that of farming, and therefore only l e ah., has kept h:s hand tj the p!o, and Lx maiutair.e-1 a place in the front rack cf husbandry, has any rir!it to tell the farmer the ..), au l the !':, and lae n',nt of his bus!t;.-v5. The school in iti Jeveiupment and pro gress hat", we believe, kept pace with the farm. While we cannot show the rebuilt of improved methods of mind culture as ye;i show the improvement in Celd vV ' culture : and while this is not the time nor the place to compare the work and the worth of the schools pist and present, yet, we believe that ail who are intimately acquainted with their history and preheat condition, are ready to si-.b-s rilie to the statement that our roiuuin schools are moving onward and upward as rapidly as tlie meant-at their command ill permit, and are mettirg more and more the demands made upon them fur a practical education. I am not here, however, to .'.isca.-w the theories and principles of pedagogy, to advocate free schools, or to consider the best means and methods for their fuc cessfal management. As intelligent citi zens you already know the value of a good education, and as friends of the common schools yoa reiv-gniz in tiiem not only the safeguards of the future commonwealth, but a biasing to every home, rich and poor. As for principle and meth'nis of school work, theie be long properly to a convention of teachers and st hool oilicer?, as those who know the nature, the conditions and the needs of euecessf u! work ia the schoolroom. Assuming, then, that the school anil the farm have each mysteries of manage ment and methods of work peculiarly their own, and that both have kept pii-e w ith the progressive spirit of this won derful are, let us consider here only their cjmmon interests, their reciprocal needs, their mutual helpfulness. Under our present system of popular education ia IVnn.-i Ivania, the schools are essentially hat the people want them to be. Temporarily, or individual ly they may te better or wom?, but as a j w hole they are the expression of public sentiment. Teachers and directors, as t oe chosen leaders of the edn -atior.a! for ces, may discuss theories, improve the c-tho-ls, and strengthen the manage ment, b-it if they would make substantial aa-1 lasting progress in the schools, thy must reach out for the hand of public sentiment to sustain sbeirad anting steps and secure the co-oration of those for whom they labor to make their work re ally effective. The schools of any dis trict, therefore, are the index to the es timatetLe people put upon their ueand value. Some time ago my attention was called to a family of nine children, living on a farm, but none of them Lad ever attended school, although living within a mile of a schouihouse. The father de clares that he can make his living witn out an education, and his children must do the same. The ei lest, a young man, cast his fiigt ballot rccej.tiy, bu: could not read it. Some years ago a kind friend gave one of the children a book and urg ed him to go to school. While the oil schooled father was away from home, he started to school, and delighted witn the prospects of gathering knowledge from bucks, apta!ed to his father for encour agement at the first orportanity, n!y to have the book torn from his grasp, lock ed np, and his bright hopes ru lely blast ed- la tne same district i know men who give their time and money gratuit ously to the improvement of the schoolsi anl many more who advocate more com fortable s;hool houses, better jaa!it:ed teachers, aad more efficient schools. And so all along the line, from one of these extremes to the other, we nd the vary ing estimates of the use and the value t f a common school education to the boys and the girls who attend the schools and the airtoal or fanciid returns to the tax payers who maintain them. The question which yoa as farmera have a right to ask in any department of yoar Work, is, Lf U y? The same question applies with e-jual force to school support and management. Iloes it pay to make the sehool house as com- furtab'e and attractive as a well-ordered home ? Does it pay to empioy a teacher at forty or Sfty dollars per month, whea we can secure cne f.r twenty dollars? Does it pay to send the children to school when there is work for them at home ? Does it pay. in the truest sense, to spend the children' legacy in the school room, instead of planting it in broad acres, or iavin? it away in government bunds? If we can answer these questions rightly first for ourselves, and then help our neighbors and frknJi to answer them, then and only then will we bring our schools u? to the plane they have a right to occupy ia the economy of progress and the question of how to use the five luil as of J-Ute appropriation will take care of itself. If. Mays, a southern educator, declares that " It is the bottom charity of to-day to convince every American boy and girl that the ignorant and unskilled person verywbere tbe hod-carrier oa hts la J- der, or the t,ueen in her palace, ia at the mercy of th tr&iced axmy cf industry se ESTABLISHED 1827. WEDNESDAY, JANUARY 20, 1802. moving to the front to poster the earth." iHx-s it not -eem to yoa that nnderour system of free schools that .the problem is not so much to convince (lie boys and girls of this fact, as their fathers and mothers, the yoterg and taxpayers, many, too many, of whom will yet, sacrifice tbe sclnXM, with all its privileges and benefits, to the immediate ioterestatof the farm, the workshop or the mine, j When once the sons and daughters of toil learn the plain, honest trutk, that they will prosper in lifejast in propor tion as they mix brain with muscle, mind with body, thought with labor, then, and notjtillthen, will the schools re ceive the recognition and gupport their j worth demands. ' j In the discussion of this question, we d.i not assume that the rural school is es pecially adapted to the nee-kof the farm er any more than the city school is adapt ed to the special needs of the merchant or the mechanic The free common school dots nut discriminate in favor of any trade, avocation or profession ; it doej not inquire what that boy or th's girl sh.ill do in adult years, bnt seeks to cul tivate the mental and moral forces in both, and" thereby to lay broad and deep the conditions f jr success in any sphere of honest living. The fa'.hr, over anx ious about the future of his boy offender years, puts him into a room in whiih bad been placed a dollar, an apple and a Bi ble. "If, when I return," said he. " I tied him eating the apple, he shall be a farm er ; if playing with tlie dollar, he shall !? trained for a merchant; but if reading the I'.ible. I will educate, him for a minis ter." In a short time he returned, and what did he find? The boy perched upon tne Bible, eating the appie, with the dol lar in Lis pocket. Weil," 6aid the as tonished parent, " the only thing to do cow, is to make a politician of him." Ah ! my friend", we know net what grand possibilities, or what sublime in fluences may lie sleeping in little head and hearts ; but we do know that it ia the mission of the school, aided by the home, the church, and the state, t devel op talent, capacity and power, and thus bring out the noblest, the truest and the best in the boys and the girls. Then, with the ability to know, to think, and to do, ami with the impetus towards tbe good and the true, the individual will find the right place every time. The mittoion of onr common schools U to develop the power of indepenient thought and work, an 1 to lay the right track for acquired ability. To be able to stand alone, and to meet snceesifuily the duties and responsibilities of life, is a priceless boon to all, and the essential condition of true citizenship in any gov ernment of the people. Without this power life, at best, is bat in degree a fail ure. Tlie history of the wor'.i is made up largely of the story of ignorance, su perstition, misery and wrong on one hand and misguided ambition and misused pow er on the other. Henry Ward Bech er once declared that in every communi ty there are nine'eea persons who de pend npon the twentieth for direction and support. Whether this be true or not in every community, we do know that there are yet many, very many, in every community who are simply at the mercy of surrounding circumstances, be cause they lack the knowledge, the thought, power, and the skill to manage, to encourage, to control the forces about them, and s), shiftless and helpless, they drift with the current sometimes to the px.rbou.Te, sometimes into the ranks cf UiMirace and crime, but a.wavs a dead weight upon the community, It-cause they lack the essential principle of true manhood and womanhood, the ability and the impetus to think and know and do for themselves. The elements of this self-help, right living, and true citizenship, are: I. Vojrirjn.i lu-illh, (i.i iu jtwtityu kmiH 7. ' 'J ' !'''' t'l.' 'i. To stand upon the threshold of individual life with a strong body and vigorous health, constitutes an essential part of the capital with which to assume life's missior ; and without this capital the individual, however favored otherwise, Ls poor indeed. lie who by inheritance, instruction, training, and practice is thus equipped, will be prpir e l to fight the battles of life, to overcome obstacles, to surmount difficulties, to defy opposition, to achieve tuccess. Toiling with hand and brain, Le will go on through the three score and ten, it may be four-score years, until called by the Master to give an account of the talents entrusted to his keeping, not the least of which were rugged health and his power to preserve it for the purpose of right liv ing. But 1 think I bear some one say, " why talk to firmer about health and hygi ene ? they defy ail your rules, and yet are the ma-4 re sred and healthy people un der the sun." That is doubtless true of them as a class, and yet if the country grave yards could tell the causes as thev tell results, I fear there would be many a siid story of reckless abue and fatal ex posure. How many aie there even in this enlightened age who from ignorance of hygienic laws, self-abuse, exposure or over-work, are broken dewn in early life, and thus absolutely close np every ave nue for success in life. Cramped and crippled from aches and pains, stunted or stupefied from the excessive use of al cohol or tobacco, going down the hill of life at thirty, tottering on the brink of the grave at forty, they rest beneath the clods even before the meridian of real life is reachetf. How often do we attribuie to ( an " all-wise Providence the death of those just prepared to begin the work of life, when tbe fact is and I aay it rever ently Providence had nothing t do with it save so far as He establisned the laws of health and vigor, and to their vi olation attached penalties which must be paid as surely as effects follow causes. Ofeoursewedo not bold tha schools responsible for all that pertains to hygi ene, but as they are the common source of our intelligence, we know that from them must come the plain, practical les sons which shall Wail to a higher stand ard of physical well-being among all classes. The common schools now aim to teach these lessons to impress upon young life tlie true way of right living; the nature and importance of proper food, exercise, rest, sleep, pure air, clean linese, etc. ; the nature and baneful ef fects of stimulants and narcotics. Tbey seek to adapt all the appliances of the school room to the comfort and health of pupils. It is this that calls for more com- forUble schoolbouses, with healthful surroundings, good furnitare, proper heat- ID ing, ligbt, and ventilation ; better pre pared text-books, and that now calls loud ly for a better place for recreation and ex ercise than most school grounds yet af ford. Farmers, like ail others, should con trioute to this part of the school's mis sion by making the schoolhouse more healthful and attractive, and to give it the comforts and conveniences of a well regulated home ; to encourage the study of practical physiology in the school, and to carry into effect its helpful suggestions in the home. I would not and do not advocate phys ical culture as an end in itself, but as a necesbary condition of the success which can come only through mental and mor al culture. But if we would have a train ed intellect, we must have a strong, heal thy body aa its ready and faithful ser vant. If we would preserve the jewel, we must take care of the casket. II. A Oiluritft M'.: I. Another and even a more essentia! element of eelf- hetp is a disciplined mind. Tope ars : " On earth there's nothing trv.r but man. In man inert- noinmg grvi but miad." It is mind that nerves the arm and gives it leave to sow the seed and gather the harvest; that compels steam to do tlie work of man and beast ; that has made electricity; once the terror and the mystery of the world, to become the op tic nerve of the nations in these latter days to be the hand-maid of applied sci ence. It is min 1 that iioes a world's work by commanding a world's forces. This mind must be cultivated. How? By giv ing it proper food and exercise. Knowl edge is the food of the iuin-i, the eence of itasireogtu, the means of its activity. The child gathers it from nature, from books, and from teachers. The various branches are taught in the schoolroom, not simpiy for the information they im part, but by this process the mental fac alties are developed aad strengthened. Every fact, principle, or problem master ed and applied gites mental strength and thought power. Er. Burns says, To be able to find out knowledge, is worta more than the knowledge we have ac quired." The question which a pract'eat world propounds is not, 7irf 1j yon tito'c t Lt u luii out yiu d-jf Education in its truest sense, therefore, means a development, a training ; and to this end ail the lessons and exercises of the schoolroom should contribute ; thus securing to the individ ual the motive power of a disciplined mind as the essential requisite of a pros perous and happy life. But how often this is lost sight of, by measuring the worth of a teacher by the amount of matter he crowds into the child's mind.or determining the progress of pupils by the books used and the pages gm over. Food is strength only as it is assimilated and assumes new form ia Uiuscle. bone, and sinew ; but undigested it becomes an element of weakness. S knowledge must be understood, grasped by the mind, lose its identity, and work out in new forms; else it is simply go much mental rubbish. Permit me to say right, here, that one of the weaknesses of our schools ia in the fact that the pupils as a class have too many text books, and such as are frequently beyond their needs or their ability to handle. The remedy for this can be effected fully by having thoroughly competent teachers and free text-book. Under any circum stances let the teacher have the right and the privilege to determine the work and the proper books for every pupil. When once the truth has been learned that the end of school-work is not so much to get words, rules, or deputations, as thought, power and culture, then will we accom plish more in them for all clasps. III. tVut" ' rnt '.-.. and Pfidic-.d k:!L In the process of mind culture w e bring into the mental storehouse many facts and principles which will be of practical value in everyday life, and in the use and application of this knowledge we develop a skill of hand and eye which will be of equal value in every depart ment of labor. While the knowledge of the schrolroom is not an end in itself, but rather a means ia the development of thought, power and skill, yet so far as poso.ble, such knowledge should be gath ered as wilt in itself be useful informa tion in subsequent life. In this direction the schools of to-day aho a marked pro gress over the echools of the olden time, orce of you will remember how we studied and "recited" the long columns of words in the old spelling-book, with out learning anything about their mean ing or their use ; how we went ihr,;ijh the arithmetic with lightning speed every year, yet not a business man would trust us with a simple problem iu inter est or discount, nor would a lumberman let as measure a pile of boards. We sim ply couldn't do it. You remember well how we mernorizidthe rales and defini tions of graramer by the square inch, dia grammed by rule and parsed by the b-wk, yet never were we required to write a line ur compose a sentence in accordance with the rules or principles taught. We learn ed to read words, but not thought; to write in a copy-book as a fine art not as an everyday need in busineM forms. The true teacher of to-day aims to teach the use and tbe meaning of words as well as their crooked orthography; to practice and apply the principles of arithmetic, as weil as to master its intricacies ; to teach pupils the use of good English in writing and speaking, rather than the technicalities of false syntax. It is the demand of a practical age which calls for industrial drawing and manual training in the schools so that the work in them may be more and more linked with the every-day needs of the bread-winners. So that the graduates from the city schools may step from the schoolroom into tlie workshops where skilled mechanics are in demand ; that the graduates from the country schools (and we shall soon have them ia this county) can use the knowl ed and skill of the school room in the in dependent life upon the frm. The y'rindl LUmtiit n Elocution. I can refer but brieily to the normal factor in te school s miion ; although in it self it is of highest importance. "Charac ter is a criceleas iewe'. above rubies crowrs, and kingdom, and the work of forming it, the noblest work oa earth.' Education without it, is a curse, and the cultured brain w ithout the control of an honest heart and a tender conscience has bronght to mankind all its misery and woe. The schoolroom holds the nation's destiny, and there, as in the home, must be laid broad and deep the foundations of true character. Herala The teacher, if he be faithful to hi trust, will teach obedience to properly constituted authority until obedience be comes a privilege aad a yirtue. He will develop habits of industry so that boys and girls shall recogniie the dignity of honest toil and the condition of success everywhere. Ha will teach self-respect that hi pupils conscious of their own abilities, will aim to reach the highest and best in life. He will train in a broad charity, so that the golden rale shall make the neighbor or the stranger alike a brother and a friend. He will teach patriotism that shall reveal in the ca tion's banner the true emblem of liberty, unity and peace. And upon this found ation shall . he build the nobler vir 1 of the good and the true, and his ""l'1 Is shall go out into life as tbe upright the trusted members of society and the church, and worthy citizens of a great com mon weal th. This, then, is the mission of our com mon schools to deve'op the power of independent thought and work and to build a true character. The elements of tha independence and power a healthy body, a disciplined mind, useful informa tion, and practical skill ; the builder of character, the true teacher, who is not only master of his art, bat master of him self, and who had tbe power of heart and brain to teach the. better elements of hu man nature and lead his pnpilstoa high er, a purer, and a better plane of li irg ; who can play upon the thon-ands -rds of youthf-il aspirations an 1 attune all in harmony with eternal 1-eauty aad gidnesd aad truth. But you say they come far short of meeting this ideal in work and worth. Yes. but only so far aa our estimate of their use and value comes short of the ideal, and so far as we withhold the faci lities and needs for their highest devel opment. T).s trii'J 'irf k 'fit ti.if pftJf want t.h. -i to ft and if we wouhl reaiie all that is claimed for them all tiiat it is possible to accomplish in them there must be an adequate support and mutual helpfulness. The schoolhou must tw a fit place for the training of youth ; the teacher must be one of broad culture, pro fessional training, generous syintathies, and a true heart ; the pupils must be al lowed to attend school conticnotisiy and regularly ; and the patrons recogaiza ia the school their highest Lnte.tsU and their best friend. But the questions which concerns u most here is. Do the farmers' boys and girls need this school, this training, this preparation for life's mission ? Some one says, "most of them will be farmers in their generaties, and therefore a few years of schooling w ill answer There may have been a time in the early davs of frontier life w hen muscle rather than brain was needed to make the farm pro ddctive; but that time is not now. No one can sit in this convention of intelli gent farmers, and lj:eu to these discus sions without coming to the conclusion that the successful farmer of to-day must be able to think and read and knoar a man of generous cullnre and varied in formation. The rapid development of means and metaotis of farming, the com petition of the fertile prairies, and the combined power of capitalists have brought to the farmer from very necessity a wider range of Ituman thocght and knowledge. And in this proftreive age the farmer oi the fjtare will need to be more thoroughly schooled! that he shall be able to solve the problems of cost and profit, economy and p'.eiity, lab- r and leisure He nee-1 not Al must n)t be the slave of unremitting toil, the servant of grasping monopolies, or the educated humbugs. vic'.im of, j The farmer of tbe future mast go to j school therefore. Not a few ta-nthsevery i winter after tlie farm-work is a'.l done, nor graduate from the common schools' at fourteen or fifteen years of When the school opens then it should have first i claim to the time of the Iwys and g:r!s on the farm. They have six months to learn to work a blessing to all now let them have aa equal timeudeira to think and know and manage. In the sens.' of true economy it dv-ee not pay to deprive them of school advantages for what they can earn on tlie farm: and as an investment for them the school pays better than the farm, for it is a larger element in their success in subsequent life. Let us not forget, however, that there is a constant stream of biain and nerve going from the farm into otlier avenues of life ; and this stream, strong and pure snd fresh, gives to the city many of its best business men, to the trades its most skillful mechanics, to the bar some of its ablest jurists, and to the pulpit its most eloquent divines. But I plead not forthese. They will find their places and the world needs them just where they are called. They are usually the bright pumisof the country schools and as such are encour aged to attend school until development reveals to them their proper sphere. I plead rather for the nineteen out of every twenty who are not especially bright and because of this fact, are kept at home to work so long as there is work to do and then dron out of school at fourteen or fif'een years .f age, because "they are simply going to be laborers on the farm." With our at know led love for free schools let us look at the facts for a moment. Somerset eounty last year hid 10,21') pu pils enrolled, with an average attendance of 6,427. This w ould give us full schools for about 3 months and K day. Ah, but some one says : "The term is too long." (livens a shorter term and compulsory attendance, and then this problem of at tendance will be solved satisfactorily." But we torn back to the won! of five. four and three month's term. and we lied about the same proportion of attendance, while teachers were not paid as well as they are now. As for a compulsory at tendance law, public sentiment would docbtles sustain one of mild form prop erly enforced, and there is no doubt bn that it would greatly help the schools. But such a law at bet could not reach the boys and girls who leave school at an early age, because they haven't time to attend longer. There are yet too many who do Dot realize that the teens are the best years of school life, aad that ia most cases every one of them may be profita bly spent in the common schools. With wholesome Law, we must carry the con viction into every home that it is a sad misfortune aad a disg-ace, to remain un earned and unschooled. In view, then, of what the school shoald dt for the farmers' boys and girls what should be do for the school ? Give to its tus his best corner lot, aa l equip o WHOLE NO. 2112. that schoolhouse with facilities for elect ive work ; surround it with the attrac tions and conveniences of his own heme, cheerfully contribute hisshars to its ade quate support, demand a competent teacher lor the treasures of his house hold ; be willing that that teachershould be paid not only a living, but a working salary ; give hiai earnest support and cordial assistance ; send the bovs and girls the full term, regularly, and contin uously, year after year, so long as the law will permit, or until they shall get the highest benefit the school can be stowin short, make that sehool the spe cial object of his solicitude, the fountain of intelligence and worth, the pride of bis community, the hope of the future commonwealth, and a b.essing to his own home. Then, whether those of his household shall occupy the farm or the storeroom, sow arid gather ag-.tin the gol den grain upon the h.ils. or sow and wa ter i rod's precious truth in human hearts, serve as the chosen leaders in state or nation, or reign as queens of happy hearts or homes, they will be independent al ways, and worthy of their sphere. Were I an artist, I would paint for yon the ideal country home, with its health ful iciluences and beautiful surroundings. But I need not, for we have them already dott.ng the sloping hillsides aad the fer tile valleys of Somerset county. io and see, on some tine morning in June, just what I shall try to describe: There, close? by the Lnu-1 country road, stanls the farmer's mansion, large and handsome, surrounded by a neat lv-pain ted fence, en closing a profusion of rlowers, shade trees and shrubs. Back of the house is the garden, well-kept and bloi-ming. giving promise of many a wholesome dish for the family table. Over against the hill is the big red barn, complete in ail its apart ments aad affording comfortable quarters f r its inmates, even ia the coldest weath er. Yoader is the orchard, giving prom ise of fruit rich in abundance and varie ty. Oa the hills beyond are the cattle and sheep quietly grazing, while the gentle breees send wave after wave over the great wheat field. In a lield nearby is the farmer himself, turning down the 1 for next years' crop, while he looks with contentment over the promising hells of growing corn. In the home is the busy housewife, with skillful hands preparing for the noonday meal, and soon the kitchen table will invite the family to a feast fit for a king. We have but a moment's time to look into tbe fam ily sitting-room. 1 1 will not say "par lor," for there is not enough sunshine, pure air, or social cheer in that word.) -ve the white ceiling, the papered wails, tbe beautiful carpets, pictures and mot toes, a cabinet organ and plenty of good music, a line library of good books, aad a center table with papers, magazines and staple games. This is a busy season aad we cannot tarry here now, but when the work is done, and the wintry blasts come, then shall the family gather here and spend the long winter evenings ia reading, music, conversation and social cheer. Bat before leaving this beautiful coun try home, I am led to ask of the farmer now returned frsui the field, what that little old building is away down there by the forks of tbe road. W hy that," says the farmer, is our schoolhouse, and if you are very much interested, wait a moment aa 1 1 w ill go with you to see it, for it is right oa my way to the fiild." Aad so we go to s"e that schoolhome. nearby this beautiful farmhouse. It stands close by the roidside, among the rocks and scrubby brush, because then? was a quar- ter of an acre that couldn't be farmed, and therefore was sold for school ground. The wide, open porch has been a resting P!Ace for vagrant sheep. The boose had been painttd red many years ago, but now seems ashamed to own its original CJ;Or. Ssome of Uie Abutters are closed and hel l ia plae by stout fencerails. Several of them are hanging by one hinge, or resting easily upon the ground. The window glass has been broken in by boys who wanted soma faa. Now we remove the pillock, which ho'. Is by a hug chain the door to its f isteaings and enter the schoolroom. The tloor is cover el with ahes, coal and dirt, the low. j d-rk Veiling is dotted with paper-wads, and ink. The unpainted walls are dingy and bare, save for a few oatline maps of a former generation ; the small black board suspended by leather, holds has well-nigh lost its prefix and is h'-trt only in spots. The stove is rusty and red, and the pipe has many crooks to relieve the monotony of it- unpolished surface. The long home-ma le severely home-made-seats and desks are carved and cat by un skilled artists and not only a few are bro ken. The teacher's uesk is an old table, and his seat a long bench. There axe but two mottoes, btk finished ia "crayon." ae is" Welcome," ant the other "GJ Bless ocr Home." Friends, this ij not the schoolhome in your di strict ; it is over in the next town ship. "Bit," sars the farmer, bv way of apology, "We are gingto build anew schoolhouse. Tae state is giving such liberal aid. our farm? are paid for, anl our boys and girls nee I a-i' k -in x better school than this pl" affords. Come and see our school and schoolhouse of the future, and we will show von w more pleasing picture." ADd so, my friends, I in'-iteyou to go with me to see that ideal school of the future I hope of the n-ir future. ??e the schoolhouse by the broad public highwiy, protected by the grove of trees near by, and the shel tering hills beyond. It is sarroanded by a neatly painted fence, enclosing an acre of the best ground in the neighborhood. Around the outside and np by the pav ed walk are rowj of beautiful trees of maple and evergreen. The house itself L a handsome, yet substantial structure, newly painted and complete with shnt teis, turrets, and spire in which hangs a cleared-tonel school bell and from the top of which Moats the nation's banner, the stars and stripes. While now the belie sends out its first glad call, aal the chil dren are seen hurrying along the road eager tor school, let ns pass throuzh th.? arched gateway np th shaiel walk to the schooihoose. Oa either side are well orlerJ play grounds with ail the conveniences for pleasant recreation and healthful exercise A small covered portico shelters th ea -trance. We enter the open door and li ad ourselves in a spacious. hallway opening on either side to well furnished cloak rooms. We posh through the noiseless f witging doori an J tladiarselves ia the srtvxilroont proper. The floor of solid oak is clean and white; the- ceiling high and a tinted blue ; the walls a spotless white with darker paaelings beiow. tbe windows are wide and high and all fup plied with inside blinds of polished wood ; the stove, with a ventilating shaft be neath wears a cheetful polish and s shining blackness : the seats and desks for individual pupils are of the most ap proved pattern ; the black-board of solid alate extends half way round the room : overhanging it on one side is a full set of outline maps. rovideJ with roller and protecting case, tm the other side simi larly arranged are physiological and his torical charts. There by the window is a table for busy work by little bands, and by its side complete charts for the first lessons of the schoolroom. The teach er's desk is a neat but handsome table, and his seat is comfortable chair. Con venient of access is a Urge case filled with school apparatus, reference books and choice literature, and nearby anoth er that holds all the text-books that the pepils need and given to them free. By the teacher's desk is a small cabinet tf gan, back of it, up against the white wail is a large clock ; while all around the room are pictures and mottoes, tantefuliy arranged and each teaching some good lesson. But now it is time for .ehool to call. and while the papils cheerf ahy leave their play and gather quickly ana quiet ly into the schoolroom, let us pa up through the matted aisles, which give no sound of fuot-fall, to the front. Here let me introduce yoa to the teacher who stands there by the desk wailing for the pepils to gather, as yoa see, strong and vigorous in mind and body, cultured and cnrteous, earnest and true : whose Soul is ia sympathetic touch wita the geat Teacher, and whose heart is i:h that school and its work ; whose mission U not simply to teach so much from the reader, the arithmetic or the grammar, but who see sleeping in th"e young heads capacity, talent an power which must help to do the world's work in the world's to-morrow : who recognhus in those boj and girls the dearest treasure the home adris, the bright hopes a fu ture commonwealth and the grander pos sibilities of aChritiancivili-ation. And, therefore, whose hand and heart and brain comb.ne their best ecrg'.es, day after day, in the schoolroom and outside j of t. to bring out ail that is n-obie, true, aJ go1 those boys aad g:r!s. Lady j or gentleman .' I care not which, only so we find in that teacher the true man or the true woman. But now school is called, the signal is given, all are q iiet. Tae teacher has a few wor.ls of cheerful greeting an 1 then announces a song. om one steps to tha orgao. strikes the chord, and all joia ia the chorus. And now while they are singing their morning glee I leave the picture with you. Friends, ih:s may seem extravagant and visionary ; but so far as that picture ia in harmony with the best interests and the best future of your boys and girls, we invite you as tillers of the soil and as friends of education to join with the workers in and for the schools to make that ideal school of the future the real school of the present. Moses and Aaron. A characteristic West Virgin! or east ern Kentucky road ran up the hill ia its own wild fashion. The two stunted lit tle mules hitched to the old fachione I wagon tugged and staggered np the road, aiong the hill with a subdued air of dejec tion. The wheels of the vehicle were ridged deep with yellow clay from tbe last hollow passed, and the legs of the di minutive animals wera dau'oed up to the belly with the sticky compound cf water and virgin soil. The anti.jue driver sat npon a pile of meal sacks in the rickety wag-on looking even more backwoodsy and remote tha the rest of the out.it. Homespun, hick ory, brogans and a million or so burrs completed his toilet, further effective through a big red bandau about his scrawney neck and a vigorous twist to tha long, unkempt whiskers. Down the hill came a town-bred man, with his brisk cutaway coat and his Prince Albert self assurane on. The lea of his horsi wore thick paiated with the prevalent yellow dope from the roi 1 ia the bottoms beyond the hill. "tiling to SalyersviHe called the town bred mm to the patriarch upon his chariot. "I reckon. " "You can't get through."' "Why can't I ?" "There's a couple of muihoies don the road tilers a bit that wiil shallow both th ose rats of yours ?" g-ianed the fa. cetious town bred man, tipping his,whip toward the diminutive mules. The old man sat s.Ieatly a moment Then heg3tdon aal carefully tighten e 1 the bind 4, s'raps and tugs of his gear, aul bic ;1 o.r.:e t'iy giila g at the two propellers. Ciim'oing back into his sat he pondered dubiously awh-de. Then he scratched his head. "I them holes po:ty deep ?" "No bottom l"cbearfuily returned the town lirol man. ' Dil you com turougu 'em verself ?" "Yes." "Git throjg'i ali r.ghf" "Yes." Tne oid nun's grizzle 1 fa?a broke int a bright smile of rea-urance. He pulled up his lines, whacked the sci.l animals a ouple with his hoop pie gad and shoute i : "G'lang thera. Mses aal A iron ! A mule kin git through ef a jicka- kin " And the team went over ths hi'I oa the jump, wfjiie the town bred man ot down, venomously kicked the horse f r nothing at ail aa l loped d) an the da 1 with a facial expression that wou'd hive soured pickles. An American Boy. Frtmi the A:iArif;a Youth . I once knew a la ly whose son, a little lad of 10, was tbe admiration of everyor.e for his beautiful manner?. While be w is perfectly simple, frank aad stjlish, tr.s manners were assured and correct as thc-e of a grown man. Hj mother could send him in a carriage alone to the sta tion to bring a lady guest from the staticn, certain that he would give her every need ful attention. He couid take the check s, care for the baggage and bring her to the house with every eourtesy. And alwavs when visitors were at his home he d. l his little share of entertaining them. He was quick to wait npon them and show thetn every respect, and, though he was not forward, he was quite ready to con verse with them if they seemed so iu ciined. "How do yoa manage it ? What coarse of training did you pursue ? people used to inquire. "Well," I heard his mother ansAer. laughingly, at one time, "for one thing I never snubbed bin. He baa no idea that there are people in the worid w ho do t like boys. H suppooes that everybody U as friendly as himself. Then 1 hare always brought him np to take rare of me and be pol.t t me, and I am as careful to be considerate aad courteous to him aa I am to his father. " o he never has to be put on his g'Xd manners; they are the habit cf his l.fe. I think that jay V tare is to is,"
Significant historical Pennsylvania newspapers