VOL,.XX. VII.
COUNTY INHTITUTK.
Keport of Frocclngii SynopilH of III*
NpeectieM—CoimikiltooH Appointed,
Promptly nl 2 o'clock Tuesday after
noon County Superintendent Leceli
calied the County Institute to order. The
large court room was well tilled with
bright faces, such as only are seeu at a
County Institute of Pennsylvania teach
ers. Rev. Ilill offered a prayer after
which the County Superintendent gave a
short introductory. The work of organ
ization then began. Messrs. Charles
Elrick and Thomas J. Itell were appoint
ed a committee to nominate officers for
permanent organization. Jlr. J. C. Car
roll was named as temporary enrolling
■secretary.
The Committee on Nominations retired
and upon returning placed before it"' in
stitute the following nominations : PlTS
blent, J. VV. I.eech, ex ojjlcio ; Vice Pres.
i den Is, William P. Keese, Millviiie, and
it. 11. Biter, G dlitzin ; Bending Secre
tary, Miss Allie Lloyd, Ehelishurg ; Be- <
curding Secretary, Miss Annie MeGinde. 1
Portage ; Treasurer, T. 11. Allison, Eb- i
eusburg ; Enrolling Secretary, J. G. Car- ;
roll, Millviiie.
Ou motion the nominations were tinuti- i
imously approved, and ttie permanent |
organization was llius completed. The !
enrollment, which was compiled at B.ln ;
p. M., showed 222 teachers present. Prol. i
G. W. Inties, of Blnirsville, led in music, i
Professor G. VV. Innes spoke of me
value of music in school. "Gel hold ut
the'litllc boys and train Ihein to singjrmn
childhood and then there will be no difll
culty with them when they get older.
There will be little trouble with the girls*'
At the close of the remarks a soug,"Bye
lo-land," was sung by the Institute, Pro
fessor Innes leading.
Dr. U. X. Snvder, Principal of the Slate
Normal School, Indiana, Pa., was intro
duced and spoke on the "Modern Teach
er." "Dr. Talmnge answered the self
asked question, What is the teacher? by
saying She is a Queen. The function of
the teacher demands an education of head
anil heart. She is indeed a queen. I
know no profession that demands a no
bler quality than a touches. The first ele
ment of success is a sweet disposition,
plenty of sleep, plenty of rest,, healthy
food aud prayer to get the conscience
right, are ull necessary to physical quali
fications. Somebody says that the teach
er should bound into the succeeding day
over the high wall of eight hours sleep.
Cleanliness is the next qualification. The
teacher must be neat, tidy aud pretty.
Tlie teacher must have a skilled band,
not only writing, drawing, sketching, but
industrial skill are necessary. A healthy
head—common sense is a characteristic
of the teacher. Teachers must be trained
to see the relations of common things.
Teachers are now studying the nature of
the child. It would be just as consistent
to draw a line and stand twenty-five boys
under it and command them to grow to
it in a given time, as to expect of all the
members of a class to do the same intel
Icctuol work. Teachers should know the
relation of the body aud the mind of the
child. Some minds develop later in life
than others, aud it is the business of the
teachers to know it. Teachers should
know what they arc doiug. They lose
respect of pupils and patrons by not
knowing fully the subjects taught. The
modern teacher must be able te read na
ture. She must know a little of every
thing. That may seem sweeping, but it
is not necessary to get everything
from books, if you arc unable
to bear the expense of an
extended sclicol course. A clean heart,
good morals. The teacher should re
solve that she shall be a living example
of morality. A sympathic nature is
necessary. The law of human sympathy
is almost like the law of gravity. Be de
voted to your work although the cotnpen
satiou is small. I look forward to the
day when every teacher in this and every
other county will get at least fifty dollars
a month.
A song, " Ferryman, How," was lead
by Professor lunes.
Dr. E. E. White, formerly Superintend
ent of the Cincinnati schools, was intro
duced, and spoke on the "Elements of
Government." Some old things arc
worthy of consideration. The prime
factor in every school is the teacher. A
method is a pulseless mechanism, but a
teacher puts life into it. Teachers should
not look for their failures not very far from
themselves. What constitutes the power
of control ? The first element of strength
and real power is scholarship. A thorough
and fresli knowledge of what is to ba
taught. No other cause of failure
Is so great as it want of
scholarship. Scholarship is power.
It begets confidence, and nothing con
duces to better order. Mistrust of a
teacher's knowledge will kill any tcacher'a
power. Suppose the teacher, in every
thing he undertakes, shows himself
above the text-book lie uses, lie lias no
lack of confidence. Knowledge must he
fresli as well as thorough. ' Take the
lesson into your minds,' said Garfield,
' and work it out before giving it to the
pupils.' Where there is one teacher snf
fertng from over-study there are ten suf
fering from want of study. Give more
JOHNSTOWN, CAMBRIA COUNTY. PA.. FRIDAY, NOVEMBER 22, 1889.
j thought to how tilings are to he done
than to a s'udy of the subject iiself. I rile
I teaching is joyous, and sunny and full uf
power.
MONDAY NIGHT.
A parked court room greeted the re
appearance of Be v. Rnssel I 11. ('unwell,
of Philadelphia, on Monday night. The
lecture, •' Acres of Diamonds " was
neartily applauded throughout.
TCKSDAY MOItNISG.
The 1 istitutc assembled in Armory
Hall, It being necessary tor the Court to
have the court room. li. was '.1:10 o'clock
when the Institute joined in a i-ong. "At
the Cross," after being called to order by
t the County Superintendent.
Judge Johnston spoke byway of ex
i pi, malum of why the Institute was obliged
to vacate the court room. Tim County
I Superintendent is in no way to blutuc.
j The Act of Assembly relating to the inat
| ter gives the County Institute the right of j
t using the court rooms, but of course it j
j never was intended tlmt it should lake ,
j precedence of tlie Court. The County j
j Superintendent hud set the lime lor hold
ing the Institute during a lime v. hen J
| tlu-re was no regular session cf Court. 1
| Judge curst, who heid Court hero at the j
i last session, not knowing that the Insli- j
; lute had been set for November 18th, tie- j
' cided upon lliat date for holding the
special term. Then it was thought that
I it could be held in lite Arbitration room,
j But when the case came up for trial yes-
I terdav morning, it proved to be a very
{ large one, being tin extensive land case.
1 It was necessarry to have more room
! than the Arbitration Boom afforded.
Prof. Snyder spoke on " What it is to
Teach." lie spoke of the growth, the de
vclopment in modes of harvesting, in
lighting our homes and streets, and in
travel. He askud the question, " Have
we as Teachers kept pace with this
progress ?" He then briefly reyiewed the
progress made in education. First idea
of school, was the rule of the rod, then
came the three R's, and then came the
idea that teaching is causing to know.
This idea prevails, as yet, to a large ex
tent. Teaching is developing the possi
bilities wrapned up itt the child. Teach
ing is training to talk, training to act.
The teacher who is not spiritually good
can not lead lite child to he good. Think
ing comes before knowing. Thinking is
seeing relations. Prof. Snyder illustrated
his talk by using some geometrical forms.
He.spoke of methods in Geography and
History Pupils must be led to see rela
tions. He also spoke on the natural
science and illustrated by examples of
lessons how he leads pupils to see rela
tions iu those branches.
After music, Superintendent Leech ap
pointed a Committee on Instruction, also
a Special Committee on 'Memorial lies -
lutious, composed of Mr. Titos. J. Itcll,
Chairman; Mias Clara Englebaob, Miss
Mary Jenkins, Mr. E. H. Burkhardt, Mr.
Frank Buyer, and Miss Annie Kratzer. A
Committee on General Resolutions was
also appointed as follows": Mr. Clots.
Elrick, Chairman ; Mr. G. W. Williams,
Mr. J. S. Foley. Misses Maggie Rcilly,
Eliie Myers and Sara Hill.
After a short intermission and a song,
Prof, Bennett, of the Morrell Institute,
Johnstown, spoke on drawiug. The
straight line comes first. Drawing
should be from the object. A stick may
be used from which to draw the line in
all positions. Angles come next. In
teaching curves, which comes next, use
a piece of wire, by means of which all
curves may be made. Neatness is vary
necessary. You cannot have art without
it. Objects from nature can be used.
Models ot for n should be used. ,
A song, " Memories of Gallilee," was
sung, after which Dr. White took up the
subject of " School Management." A
ladder of seven rounds constitutes the
way to success. The first is scholarship,
the second skill in teaching, which be
gets confidence, skill in mechanism. No
good teaching is copy work. The
method that is full of vital power in the
school room is the teacher's own method.
The teacher must know what others do
and how they do it, only to make the
method her own. The third clement of
easy controlling is heart power. There is
in every school a few pupils, the control
•f which determines the success of the
teacher in that school. The teach
er can lead a child, especially
a wayward one, she does not love.
The secret of governing a wayward
child is not in allowing the conduct of
the child to come between his heart and
yours. There is no personal matter in it.
The love of the teacher muA be most con
scientiously shown toward those who need
it. Backbone is the next element of easy
governing power. Evenness of adminis
tration, putting a school in a condition
and keeping it there uniformly. A boy
respects u steady will. A will has most
power when there is a silent teacher be
fore it. The teacher who scolds much is
a fickle teacher. The fifth element is
good eyes and good ears—the ability to
see ail that goes on in the schoolroom.
The sixth element is common sense
practical wisdom iu the little things that
control a child's life.
Here the hour of noon was struck by
the Court House bell and the Institute ad
journed to meet at 1:30 p. M.
TUESDAY AFTERNOON.
At twenty minutes of two o'clock the
Institute was railed to order, and the
minutes of Monday afternoon's and Tues
day morning's sessions were ap
proved as read, after one slight correc
tion. Professor lnnes conducted several
pieces of music, after which Dr. Snyder
gave a talk on Geography. This subject,
has been excluded to make room for other
subjects. All the deeds of our forefath
ers—all the deeds of the race have helped
to make us just what we are. All tiie
aspirations ami sayings of all the wise
and good men of the race are summed up
in you. The study of man in relation to
the earth that surrounds linn is geogra
phy. The -tudy of the deeds of the lace
is bistort. <• study of the great thoughts
and asp s is literature. Develop
power ir. •ht pupil to think geographi- j
caiiy. To. si element in the child, a
sense of ; em. K lueators teucli form be
ca is.? eveiy thought lias an (dement of
form i.i it. An element of form enters
into i very geographical idea. Any land
scape that you may mention you give
color to, unless you make your children
s c in Hie mind those countries that they
eon n> ver lay their eyes on. Color lessons
and form lessons are given lor their tcs
tlietic value. An individual who admires
beautiful colors and beautiful form is con
ditioned for education. Sound must also
lie taught through music. A sense of dis
fanes is another element in geography.
Pupils must be able to take an imaginary
trip and see all that is to be seen on the
way. Little folks must he led to ses the
relation of cause and effect.
Music, led by Professor lnnes, after
which the Institute took a recess of ten
m in II tea.
TUESDAY AFTERNOON.
After rece-s Mr. If. H. Biter, of Gui
ld/an, read a paper on " Percents." It
was as follows :
•' How do I comoare with my neigh
bor?" is a question that constantly pre
sents itself to every thinking person-
How natural it is for us to wish to know
how we compare with others and to wish
supremacy over them ? The ever active
mind constantly sees perfections in self,
and imperfections in others; and is,
thereby, a poor judge of its own powers.
It i< miturallv inclined to follow a certain
course, though influenced by its environ
ments and circumstances. 80 in child
hood, before we know in what particular
channel to direct our thoughts; we need
some one U> decide fir us. Directed in a
way not especially pleasing, the mind ex
periences a certain amount of aversion—
consequently a stimulus is necessary to
accomplish the desired end.
Very few children study for the love of
study. The cnild, naturally, does not care
for the things which will prove beneficial
in after life. While it is true, some early
acquire a love for study and seem with
out effort on their part to perform intel
lectual work ; vet there is another and a
much larger class who require with all
the incentives a teacher can employ to
induce them to bring their wills under
subjection.
Labor is a God-given command. To
many of us, physical labor is a necessity
to provide for temporal wants. Not so
with mental labor. The raiud is left free
to accept or to reject; hence the reason
for some special inducement to engage
in it. Of the many means employed in
serving such a purposf, perhaps none is
more widely used as the giving o' numer
ical values or per ceuts.
Each child is give.: an opportunity to
compare himself with his fellows, and if
he finds his work not equal or corre
spondingly good incites him to re
newed effort. Such a renewal
on the part of one almost
invariably stimulates his associates also.
In this way, any child that is at all ambi
tious, or cures to keep pace with his fel
lows, will make an additional ullort;
thereby creating a rivalry that will prove
a lasting benefit to all engaged. While
this rivalry maybe carried to such an ex
tent as to waeltl a dangerous influence,
yet constant vigilance and proper treat
ment will correct all such cases.
Pereents, showinga comparative stand
ing, given in a judicious way, may prove
a grcul benefit and aid to a teacher, by
adding system and efficiency to his work.
The teacher's work is signally charac
terized by lack of system. That there are
many well systematized schools can not
be disputed ; yet a greater number, espe
cially those in rural districts, have no
definite plan of work laid down. Eacli
teacher works as he pleases, irrespective
and oftentimes ignorant, of the work of
former teachers or of what should
be done by succeeding ones. The work
of the present is not a continuation of the
past, neither is it a preparation for the
future. Several factors each exert an in
fluence in bringing about such a con
dition, but by far the greater is lack of
school registers or improperly kept ones.
All school information given to school
officers or to teachers must he traced to
some source and that fountain head is
usually an approximate numerical value
E laced upon the subject considered. No
etter or simpler way has yet been intro
duced—no way by which ideas, defflnite
and valuable can be more easily under
stood. A brief examination of previous
work, tells the new teacher where lie
should begin, ability of Individual pupils,
etc.
While many benefits are to be derived,
yet an immeasurable amount of barm may
be done. The teacher who employs
them as an instrument of favor
itism and flattery has done both
himself and his pupils a serious
wrong. How often noes it happen
that a teacher, having a particular
friendship for some pupils and a similar
enmity for others, resorts to this means
of expressing his feelings! Children,
naturally close observers, understand the
teacher's action ; and feelings of hatred
and Jealously are- engendered— not only
toward the teacher, but also toward the
more favored classmates. A degree of
antagonism is thus brought about, that
frequently leads to deception and in fex
ireme eases even to open rebellion. Re
spect for teacher is gone and harmony
banished from the class room.
Again, in order to leave the impression
that conditions are belter than they are,
or to avoid any unpleasantness on tiie
part cf parent or pupil; teachers some
times resort to exaggerations in marking
Thus actuated. the system wields
a most pernicious intlneuce and
the teacher sacrifices tl't best
interests of the pupils in his charge,
that his school may enjoy a brilliant rec
ord. All xvork should be done conscien
tiously. He who is afraid to lie truthful
through fear of making enemies has no
place in a school room. Let ail maiks
have value compared with the quality of
work, and the receiver will appreciate
them—ii"t only appreciate hut he bene
fitted by them.
Teachers not infrequently experience
trouble iu enlisting the sympathies 01 pa
rents in school work. Many parents do
uot visit the school, are ignoraut of what
their children are doing, and seldom re
fer to anything in that connection unless
to criticise or cast retlectiou on those con
nect' d witli it. Too true it is, that many
opportunities are given parents to refer
to their school in 1111 unpleasant way, yet
right here the teacher has an importaut
work to do. It is his duty
to place his school iu a
condition worthy of admiratiou, get the
pupils interested and through them reach
the parents. To accomplish this end,
nothing serves the puipose better than
per cents. Formulate them into a repoit
and send to parents. While this is done
111 many schools of our country, yet iu a
greater majority nothing is attempted,
i'arents are scarce, who care nothing
about the progress of their children—few
who are not glad at a child's progress,
proud of his good behavior, or willing to
assist a teacher correct his had habits.
Too frequently a child conducts himself
improperly, practices tardiness, truancy
and many other irregularities, simply be
cause lie tliiuks no account of it is likely
to reach his parents.
By the giving of reports many of the
annoyances common to school work may
be removed or kept under proper restraint.
Pupils are proud when they can make
their parents and friends glad tiy haying
good reports to show them, and are will
ing frequently 10 sacrifice many pleasures
rather than neglect school duties.
This brings us to the foundation upon
which the previous discussion has been
based. How shall these per cents, be
pi imarily obtained ? Severl conditions,
time and advancement of pupils, must be
considered. The teacher of advanced
pupils, having longer recitation periods,
can record the actual work of individual
pupils in each recitation. This method,
however, is ail imposibility in a primary
or ungraded school, owing to number and
length of recitations. The impractica
bility of this method readily suggests it
self. Mince reviews are a test of actual
work accomplished, the averages of re
views must necessarily give the desired
information with much less work. This
method constantly used in good schools
of city and country is strong proof of its
success.
It is not meant that a teacher should
be directed by actual work alone. He
should he ready at all times to recognize
aud reward earnest effort, originality and
independence in whatsoever form* they
may appear. Let all progress in the right
direction receive encouragement, and re
suits that wield 1111 influence for good,
not only in the school hut elsewhere, will
follow.
While the system of per cents, used as
it generally is, has many enemies ; yet its
place in successful school work of to-day
indicates very plainly that nothing better
has yet bceu found. Teachers should
always employ the best means at their
command, and until something better can
take the place of per ceuts, let all endeav
or to accomplish any good that may be
derived from them.
After the prayer Dr. White spoke on
"School Government." Dr. White briefly
reviewed the poiuts of his former talks,
having the teachers name the points.
The seventh elemcut in governing
power, the other six having been given in
the forenoon, is a real positive moral
character and life. If I could write just
one law—one sentence—that would be
written over every school house door, I
would write the following : "No man or
woman shall enter this room as teacher
whose moral character is not a fit model
for the pupils." There are two ends in
school government, first to train to right
conduct in life, not only in school; sec
ondly, to secure good order and right con
duct in school. The live conditions to easy
government in school are first, a
teacher possessing requisite qualifications
and recognized authority, secondly, con
fidence and support of the best people of
the community and of the school officers,
thirdly, a pleasant aud attractive school
room and surroundings. The school
house should bo beautified. The fourth
condition is proper heating and ventila
tion. The fith condition for the right
training of a school is to have very few
rules, if any. One of the problems now
confronting thoughtful men now-a-tlays,
especially in cities, is that law is trampled
npon. They are enforced only spasmod
ically ; the enforcement should be regular
and even.
After some music and announcements
for the following day the Institute ad
journed at 4:30 i'. M.
TUESDAY NIGHT.
The Ebensburg orchestra furnished
some pleasing music, as on the previous
evening. Mr. J. 8. Foley recited " Not
afraid of a Ghost." Judge Johnston then
introduced Hon. D. K. Bruce, the col
ored ex-Senator from Mississippi, who
lectured on the " Race Problem." The
lecturer received the most thoughtful at
tention, and was frequently interrupted
by hearty applause. Senator Bruce showed
clearly the disadvantages under which
the colored race has labored ever since
emancipation, ne does not look with
| favor upon the predicted race contlict,
j that some assert is forthcoming. The
! remedy for the amelioration of the con
dition of the colored race is education.
He favors national aid to the work of
banishing the illiteracy existing in inuny
j sections of the country, especially in the
Mouth. Many of the teachers called on
the Senator at the close of the lecture and
paid him their compliments.
WEDNESDAY MOI'.NINO.
Institute was called to order at 9 o'clock.
After music Senator Bruce addressed the
teachers for about ten minutes. He spoke
admirably and knowingly on education,
and pleased the teachers very much. A
rising vote of thanks was teudered him,
and he left 011 tiie train.
Dr. White then spoke of lunguage.
Language should go in to the schools as a
daily exercise. The ability to express iu
good language his thoughts should be cul
tivated iu the pupils by the teacher. " I
would rather a child of miue would
come from school at the age of ten years
able to write me a letter in good English,
than to be able to solve all the difficult
problems in the elementary text-books.
The first aim of all true language work
is to euable the pupil to tell well and then
to write well." Dr. White spoke of his
methods of teaching language by having
tiie pupils tell their observations of ob
jects. This is the first work in the teach
ing of language. Telling stories comes
next and then writing them.
The enrollment up to this time was2B4,
the greatest ever present at any institute
in the county.
After a short recess and music, led by
Professor lnnes, Mr. Thomas J. Itell read
a paper on "l'he Teacher" as follows :
The real teacher is yet an impossibility.
The world is not yet prepared for him.
Tile measure of a teacher's success now
a-days is not a correct one. One teacher
holds his present position because he kept
good order last year; another because he
is a son or some other relative of a direc
tor, another because of political or other
affiliations, and another bccauso nothing
has been said "against liira." When a
teacher applies for a positiou the ques
tions are never asked, "Can he educate?
Docs he know anything about the laws of
mental development? Can he trace the
solution of a problem in mathematics
back to first principles and axioms? Can he
prepare a course of instructions to suit the
gradual progress of a child's mind? Does
he know what is the difference between
instruction and education ? " The very
best teachers of our day arouse the most
opposition in many pluces, while those
who seek to get through so as to insure
re-election receive the loudest applause.
The progressive teacher, by reason ot the
very fact that lie is not content with
things as they are, and attempts new
ideas often has the majority against him.
.Existing opinions are intrenched in
tiie public mind ; it is his task to as
sault the position. lie may use persua
sion, strategy, artifice, deception or any
other means, but he must conquer or be
conquered. " Let a man espouse human
ity's cause, and lie will have humanity
against him," suid a noble man not three
months before ho perished in the Johns
town flood. The Great Teacher was cru
cified, for attempting to change an estab
ished order of things—an order of things
that will always fill many dark pages in
the world's annals, We were told from
this platform three years ago, that even
such a beneficent measure as the law es
tablishing the common schools had to be
carried by fraud. The teacher is expected
to guide the ship of learning, yet he is
not allowed at the helm. If he have new
ideas, no matter liow good they be, he
must either be branded as au innovator
or stultify himself and quietly sail with
tne tide. Some Superintendents and
Principals assume to know it all, and
even deny to those under them the right
of an appeal from their rulings. A teach
er sees the pressing need of a piece of ap
paratus, and before he can get it. he will
often have to put the School Board
through a course of instruction to show
them the necessity for it. Ido not mean
that this is always the case, but
there is not a teacher here
who couldn't do better work, if bet
ter means of working were supplied.
Thus far our glance at the teacher and
his work has bccu from a pessimist's point
of view. The optimist sees things differ
ently, and as fas as his vission carries he
is correct. It is this side of the matter
that is usually presented. We all delight
in watching the youug mind expand.
The evolution of a mature and fully de
veloped human mind from the possibilities
bound up ill the child, gives to him who
leads out the child's mind a great satisfac
tion. The teacher who is able to lead his
pupils to a higher plane of thought than
they ever occupied before, is the man
for which the age is looking. Let
them diink at the perennial spring
of knowledge. Lift up their tastes;
elevate their purposes ; lead them to a
contemplation of the immensity of God's
work; the endlessness of duration the
all-extent of space. Did there ever a man
stand and peer into the infinite depths of
the starry heavens and contemplate the
vastness, the boundlessness, the majesty
of the creation, without being lifted up ?
Alust he not see that there is over and
above all this, in guiding, controlling,
supervising, governing tne whole uni
verse a great and master Power—God.
Oh, how it stirs the verv soul 1 Religion,
you say, has no place in the common
school. It has. Such thoughts can
not fail to inspire the soul till
it feels the Divine touch. It is not sec
tarian ;it is above all sects. There are
intellectual pleasures in which pupils
should be led to delight. How many a
poor wretch finds pleasure in the social
sloughs because he has never known bet
ter. Let the youth taste of the pure
pleasures of exalted life; let the young
feel the joy that comes with culture and
refinement, and what is gross will for
them have no charms. Before the sun
light of purity, the shadow of vice disap
pears.
Befort the ■ git of \,!-.d. will come the
reign of tin- r leacto- . To him tiiey
will loon ;•>.■ i In- in his
work Fliev d look to is progress
of the fof it; <*, i mdUg of
future men a • I he left, to
ltim. The toi'orilv it. should tie Ills *
j will be his. r o-.ti i ■ r will
[ when civil : z: i.tn in coudlbions
that will in ■ po . ' coming, Imt
before he e.lii <■ HP . ~ ive p-oved
liitnself wort - f • •••-■• l trust to be
reposed in lhi
Dr. Z. X. st . I r spot •* What it is to
Teach." Tin- |wineipul p ds to be always
held in mind tiv e ehers were first, activ
ity characterize, the eh'.l ccondly,tlio re
sultof activit.- i - change rowtlt; thirdly,
teaching is cPI un it m being to act;
fourthly, on Hie ineutai 'c it embraces "
thinking, knowing, ex •■ .i p ; fUth'y,
thinking is seeing the ielation of ideas.
If you uru causing 'm-c to tiiiuk, you
are doing \oii. work. ICn - ledge ac
quired should hcaniiHsiii in thai it shall
lose its identity, as tin- oo| loses its
identity in becoming p of (lie body
Thinking is n pio-e > ; ki ving is the re
sult. You cau not expr®>.- till yon have
something to express, I symbols by
which to express. Pl'C.f. Snyder showed
specimens of trainings i ' .bj els anil es
says written on iliem by im- pupils of the
Reading public se mols. • < nicli Prof.
Snyder was superintend) 1 prior to going
to Indiaua. Examples of tin- work done
in molding, drawing, sewing, &c., as a
means of expression, were also shown.
Adjourned to 1:30 t*. M.
XVI l. 1 DUB NO i i s.
WILMOKK, I'A., November 18, 1889.
'Joint Editor if Ihe JuhnstoxcH Dvmivrat.
Tho finding of a slip of i. i mr on the
person of Henry bchulthic. whose body
was found nt Blairsville, on nicii was
written, among other nam - of persons
from Johnstown, those oi I'. A. lirown,
and Sadie J. Brown, throws ;t ray of light
on the heretofore unknown fate of tliree
members of the family i .hr. Peter
Brown, of 2- Maple aveuiie. Woodvale—
the two above mentioned ; . 1 Miss Gertie
Brown. The inmates of Brown
homestead on that occ. -km were Mr.
Brown, his son, Tom, ; ■ .lighters,
Emma, Gertrude, Sadie,ml Lizzie,
and his grand-daughter, Mi-- Laura Mc-
Cauliff, of Somerset count . I'.te bodies
of Mr. Brown and his da • <i , mizzle,
were found on .Main street, no of .Miss
McCnuliif near the Poin , uid lliat of
Emma in the Stouycreok, m-tir , in- Balti
more & Ohio bridge, with in- no.ly of a
child named Shoemaker el. ] ii> her
urms. All four were deceuti . i i erred in
the Old Catholic Graveyard by the Mc-
Caulifl family, wito scare e I keg and
faithfully for the oilier thre., ■i. iU'out
success.
Of that once large family > r mem
bers now survive. Mrs. v Vt ,i.un Mc-
Cauliff, of Somerset <■ •ii \ , bister
Cecelia of the order of Mi te-. Vnoona,
Mrs. P. P. McCormick, o. ll o e-ville,
Minn., and Michael Brows . of Barnes
villc, Minn. Mrs. McCaulilV was so pros
trated by tlie news of the -aster that
her life was despaired of. u.ul .Sister
Cecelia was also ill for a considerable
time.
John McGlade, son of Mr. Elwards,
McGlade, of Portage, and .Miss lluttia
Turner, also of Portage, are to tie mar
ried in the Catholic Church in Wilmore
on Tuesday. j. m.
An Unique Feature ot the IVnimylvanUt
Limited.
The Pennsylvania Limited, performing
a daily service between No* York and
Chicago, needed but one feature to com
plete the perfection of its appointment.
The men had their porter and tmrber,
and now the ladies have their untid and
hairdresser. The introduction of the maids
is as novel as it Is a unique feature. It
exists on no other regular l uta in the
world, and the ladies who travel will ap
preciate it heartily. The maids are col
ored women, aud their is one employed
on each train. They are especially
charged to look after the contort of
ladies, children, and invalids. They are,
to assist the ladies in making their toilets,
to dress their hair, and serve as a hand
maid to them in the fullest .-ense >f the
term. They will have an eye to the chil*
dren, and have a care for invalids and
ladies who may travel without a male es
eort. The convenience and comfort of
having an attendant of one's own sex
will be cordially appreciated by timid
womee and those who are inexperienced
in travel. The Pennsylvania Railroad
Company and the Pullman Palace Car
Company deserve great credo for their
persistent efforts to enhance the comfort
and pleasure of thoir patrons.
Removal of the Bodies at Nineveh,
The work of lifting tho bodies of vie.
time of the flood that were take i from the
river and interred at Nineveh began Tues*
terday. The bodies will be brought here
and interred in the Grand View Ceme
tery. There is a large number of
at Nineveh, and many friends of the de
ceased went down from this place yetw
terday morning to be present when the
bodies are taken up. The removal of the
remains from Nineveh will complete the
work of transferring the dead from their
temporary to their final resting places, ex*,
cept a few picked up here and there along
the river banks and interred near where
they were found.
NO 32