Newspapers / Roanoke-Chowan News-Herald (Ahoskie, N.C.) / Nov. 10, 1892, edition 1 / Page 1
Part of Roanoke-Chowan News-Herald (Ahoskie, N.C.) / About this page
This page has errors
The date, title, or page description is wrong
This page has harmful content
This page contains sensitive or offensive material
7T JTff FL01YERS COLLECTm.7 LASKER, THURSDAY, 1 .rn:; 10, 1892, Vol. I. Na 25. THE PATM '- I i i r ! IT' V. v A Oo)'s Cfllcf. It Un't much (or Irving, If Grtnlpi mys what' true That this is the j oil left time or life - That I'm a passing through. I'm afraid he can't r tue ruber- Wi betn 60 awful long; I'm sure if he could recollect He1 know pi at he was wrong. Did be ver hare, I wonder, ' ' A sister just like mine, i Who'd take bit skates or break his kite, Or tangle up his twine ? Did lie ever chop the kindling, s . Or (etch In coal and wood, y v :' Or offer to turn the wringer ?, If he did, ht was awful good ! In summer, it1 uWeed tlse garden !M In winter, itK Sbovel the enow !" For there lau't a. iugle'ea?ou -' But hab its work, you know. And then, when a fellow's tired. And hopes he" may just fit still, It' "Bring rae a pail of water, son, From the spring at the foot of the hill. IIow can grandpa remember A fellow grief or joy ? . Tweeu you and me, I don't believe lie ever waa a boy. Ii'tlila'the jolliett time o life? "lielieve It I uever can j ' Xor that it's as nice to be a boy A really a growu up man. . Eva Beet. Vocal Music la Schoels. h We have tried to impreas-upon the minds of the teachers of Xortbawp; ton the itDortAticep.f vocal 'uiutic id "our schools and it is a pleasure to .note that all the schools in Nortb , atnplon, both public and private, with only one or two exceptions, now open school with song, and many have a song at tbe close of the afternoon session. The following paper read before the Bertie Teachers Associa tion by one of it progressive teach ers, Miss Bessie Taylor, on Vocal Music a Needed Factor in Public Education if so good that we give ; , J K iti full and. commend .its cafeful per ui al to par Cuts anu UachersV be lieving that it is a subject that should interest all alike. Wj should not only open school with song, but as Hiss Taylor, suggests, tLe children should bav? some training and in atruction along this line. . 1 1 Dkib Tbaoiers and Friends or Education : The subject which has been assigned to me to present to this Intelligent Association, is one which shoald claim the special at tention of the teachers in the public 1 schools. This most log and important exercise has been too long neglected in our schools. Indeed it is a needed factor, and it is time for us to arouse from our bethargr as teachers along this line, and make this feauture more prom inent In our work. The most progressive schools we read of, are those of the Northern States, which have introduced vocal music as a factor. There is nothing that seems to delight and interest ' pupils in school more than singing.. The smallest children are always eager for the hour for singing-when ' they can join in the chorus of some song. They can be taught to sing while very young, and while trying to train and cultivate the voice in '- speech, we should devote' more time r to the training of the voice in sohg and teach them the beauty and im portance of. vocal music. What is more Inspiring than to see a class of little children with uplifted faces, singing praises to their Maker and Kedeemer f The most melodious f voices are those, which' are practiced ami taught the soonds of raosic while very young,' and as most chil dren begin their education in .the public schools, this is the proper place to begin thie branch ofstudj. To perform successful work of any kind it requires-some preparation, - and when W repai r ' to - the school : . ruonx In" tine' morning there is nothing tnore conducive to prepare the minds of bth teacher and pupils for the arduous tasks which lie before them than a song of praise. . It has a tendency to dispel the monotony of public school work, and So enables tbe pupils to go to their workfcelingtLat.it is more of & pleasure than' a task. Carl vie 6ays -'The man who sines at his work will do more in the 6atne time, do it bet ter, and persevere longer Again, vocal music contributes so much to the happiness of home, and children can be taught to render this pleasing exercifre in their homes j to the comfort and enjoyment of their parents. To the refinded and culti vated lover of harmony there is no source of recreation more enchanting than tbe Bound of tnuruc. - As tbe tired laborer returns home at night weary from the toils of the day, tne sound of u song seems to lighten his burdened heart, make, it glad in the midst of sorrow, and cause him to forget his vearines9. There is music in all nature ; the tiny rill, the whispering breeze and the little birds were all created to enliven this earth with their music, and when we 'consider the intellect and talent God in his wisdom .has given the human family we at once see how necessary it is to cultivate the musicalj talents of children and teach them to sing praises to their Creator. ' : ; j Ileal Friends. You may have heard your mother tell how. when she went to school, she had such a dear girl friend, and how they, two hare kept up the friend- lineit for many long years, and you have perhaps heard her say that school friendships are often the most enduring of any. Then you have wondered if you! aud your present best friend' will love' each other when both cf z: zfr- 2owetiHlee'li6w-thil;aTj,I te- tween you and your best friend Anna. Of course you like her very much, but you must -confess that -very fre quently there come a little VtinV and j'ou fall out.' When such a thing happens you straightway trans plaut your affections to some other girl, and your friend does likewise. You two scarcely speak when you meet, and generally make a point of showing great devotion to the new friend in the presence of the old one. Now isn't it rather silly to have these .unhappy differences so fre quently? (if Anna does some very UDwortuy act, then she deserves the loss of your friendship ; but is your regard so frail a thing that it cannot stand small differences of opinion ? ; i . , - Can cot you be more generous ? If j our friend is lovable and you are the kind of girl you ought to be, then you will bear with her inconsis tence? and put np with some of her faults. Perhaps, yo-u are not quite perfect yourself, ari- she may have to bear some things' from 3-ou. If your friendship is the real thing, you will remember.thatl,love-"hopcth all things' "l&areth all things," and so bearing all things,"; and so bearipg many things patiently and sweetly you- will find I that years will not weaken, but will rather strengthen your mutual bond of, intercourse.. Harper Young People. ' To PreserTe Ice. The following method for preserv ing ice in a pitcher will not come amis to thoc who need it for use all night or in the sick room : Fill the pitcher with ice water and set it on the centre of a piece of paper ; then gather the paper tip together at the top and bring the ends tightly to geter, placing a strong rubber band around them to hold it close, so as to f exclude Uie air. A pitcher of ice ! water treated in this "manner has! j been known to stand over night with can so far forget his natnal disposI-j other. Kacb place produces snrne ! scarcely a perceptible melting of (tion to lawlessness, or (what is often j tbin'j Tuc the world-market, and in ! the it.- Med. and Surg Hep. mifilakc;'-for. tgline) a natural s 4. return it rectus .Ltiaerous COiDSOl- SeGovernncct WcL:;! j Sel f contrrd is a power which,' for its happy pokeesorexercisps itself over mind and body to a greater or Ic?h decree according to the individ uai temperament, either; as inherited or as mods led by disciplino and training. . f v! f K- . No one will deny. the valae of self control as an aid Jri 'keeping the balance" of human thought and ac tion ; hence, the -earnest teacher, while she realizes that, in a measure, she is the controlling power in her school room, "the w within a wheel" of the mental machinery she keeps in motion, yet that she must, if she do her duty by the boys and Igirls com mitted to her charge, gradually lead them" to form habits of self-control. The motto she gives them is a very eAsy one to learn, but not so easy to practice.. "Take care of yourself," may seem a very small tisk for each one, but if the world be not equally divided, If there- be any thoughtless, careless, indifferent, or willful workers along the line, the thread of harmony 'becomes broken, and discord follows. The task of taking care of-one's own failings, irrespective of those of others, is not an easw one, and the average chill needs. to have.tact and encouragement brought to bear upon his efforts. Temperaments vary so much that a teacher is often at a loss to deal with isolated cases that defy all the agencies she has - brought to bear successfully upon most of the class, and she must devise some new agent, or adopt some fresh strategy, before she can ftsl inat'all her pa pils have become; their ,wrv mcuterw rather than, her ywsrvonU.. T?J ; One of the greatest aids In teach ing a'cijild:frrVnmwi ;Ts In teaching self respect. 1V r,UAt:tUttkH di nary observer1 whe)ber. a boy be encouraged to wear a neck-tie, or to come to school with his boots blacked oraot; but the feeling of self-respect awakened in the boy bythe recogni tion of the well-arranged neck-wear, or the freshly polished boots, will carry him through inany a well earned battle with himself, in the matter of selfoontrol; and he will find a little less easy to become a disturbing element In the school room at the next opportunity offered. There will be, however, "disturbers of the peace," and these most be dealt firmly with, if they show no in clination to exercise self-control for themselves, and indicate plainly a disinclination to yield to control over them on the teacher's part. Such children must be made to feel the impossibility of allowing disturbing elements in t the school room, and mu3t be subjected to the incoiivenience and undesirable, but inevitable results of tbe disobedi ence, unrulinesj. and- uncouthness exhibited in a well-conducted school, ! 1 - - i where each pupil governs himsfff proudly 'father than to depend week ly upon the teacher to govern him by strict rules, r j There is a natural pride in the heart of every child to excel in what- ever he undertakes. One has but to j done, and the pupil be set on tbe note tbe spirit of pride displayed in way to comprehend his environment the successful accomplishment of of nature, and of humanity and his some of the games of chUdhood to tory. There is taught in the hum realize this ; o, generally jspeaking. a child may so have his spirit of self- respect and worthy pride awakened as to make bin ah orderly citizen of tbe little world in -which lie. lives. But he out be encouraged ; his lit tle efforts must be recognized, and be himself must become an object of in terest In bis own estimation and, in that of others, especially in that, of his teacher. So aooii a? a disagreeable child gressive aelf-conscientiottsness, as to respond to a pleasant greeting from his teacher either at school or upon the street; so soon as he. can bo moved to lift his hat to her upon the street, or be led to say, when obliged to pass before her in tbe room, 'Ex cuse me," from the feeling of good comradeship between tb em, from that moment the teacher becomes the secondary controlling force over tbe boy's conduct, his own will becom ing the primary power that is to con trol bi m. "Patience and perseverance,H Lit tle by little," "Rome was not built in a day, A constant dropping will wear .a way . a stone," must often come to cheer tbe drooping spirits of ma ny a faithful teacher, wearied with the struggles over the apparent ex ceptions to tbe role that "Love be gets love," in her relations with the "black sheep" of her flock; bnt. sooner or later, a ray of light comes to gladden her, as she sees that the hitherto habitually "don't try" pui pils have begun to cjiange for the better, and she can cease to fear for themi since the majority have ruled in establishing a spirit of self-control throughout the class, generated from the motto, "Take care of your self." :;.f:;'' ' "j : With her class in this condition, she need have little fear of disorder should any unforeseen circumstances arise to interrupt tbe work ; while her class, perceiving her trust in them, take a natural pride in being worthy of being trusted and do not fail her wben she tests their power to attend each to bis own work, - I- whether she be there to direct it. is basied In a recitation with another division, or Is called from the room unexpectedly. In a won they have beccina conscloca of tha fact Ifvoti pleasant one. By Anna B. Badlara, Dorchester, Hass in The School Journal. 8 Uses ( tdocatlon. Education, intellectual and moral, is the only means yet discovered that is always sure to help people to help themselves. Any other species of aid may enervate the beneficiary, and lead to aiabit of dependence on outside help. But intellectual and moral' education develops self- respect, fertility of resources, knowK edge of human nature, and' aspira tion for a better condition in life. It produces that divine discontent which goads on the individual, and will not let htm rest. How does the school produce this important result? The school has undertaken to per form ? two quite different and op posite educational functions. The first produces intellectual training, and tbe second the training of the will. : ' . ; The sobool, for its intellectual function, causes the pupils tb learn certain arts, such as reading and writing, which make possible commu nication with one's fellow men, and impart certain rudimentary insights or ! general elementary ideas wifii j which practical thinking may be blest of schools something of arith metic, the science and Vrt of num- j bers, by whose aid. material nature is divided and combinedthe most practical of all knowledge of nature because it relates to the fundamen tal condition of the existence of na tore, the quantitative structure of 'time and space themselves. A little i geography, also, is taogbt the po- I pils acquires the idea of the inter re Jation of each localitv itb every ities of usesul and ornanenul art; cles of food, clothing, and shelter. The great cosmopolitan Idea of th- hamin race and its unity of iotere is born of geography, and evf n the smattering of it which U poorly tanght pupil gets enwraps th3 great general idea, which is fertile and prc-luctlve, a vegiuble knowl edge of power from the start. All school studies, moreover, de.M with language, the embodiment of the reason, not of the individual, bus of the Anglo-Saxon stock of pcopl v Now, th steps of becoming con scious of words involved in writit and spelling, and in making out th j meaning, and, finally, in the stuiiy of grammatical diatincUooa between the parts of speech, bring to the pj pil a power of abstraction, a power of discriminating form from con tents, substance from accidents, a tivity from passivity, subjective froru objective, which makes him a think er. For thinking depends on tl.s mastery of cathegories, the ability t . analyze a subject and get at its es sential element and see their necee- sary relation. The people who ar? tanght to analyse their speech into words have a constant elementary training through life that makes them reflective and analytic as com pared with a totally illiterate people. This explains to some degree tbe ef fect upon a lowtr race of adopting the language of a higher race. It brings op into consciousness, .by fur niaiiing exact expression for them, complicated series of ideas which re main sunk below the mental horizon Ol tbe Savage, It enabllTa tha rudi mentary intelligence to ascend from the thought of isolated things to the thought of their relations and inter dependencies. The schools teachts alto litera. tore, and trralns ths ; pupil to read by seulng blm lessons consisting of extracts from literary works of art These axe selected for their intensi ty, and for their peculiar merits In expressing situations of tbe soul brought about br external or inter nal circumstances. Language itself the categories of thought, and the study of grammatical structure makes one conscious of phases : of ideas which flit past without notice in the mind of the illiterate person. Literary genius invents modes of utterance for feelings and thoughts that were hitherto . below the the surface of consciousness. It brings them above its level, and makes them forever after conscious and articulate. Especially in the realm of ethical and religious ideas, the thoughts that furnish the regulative forms of living and actlng.literature is pre-emeinant for f its nscfulnes. Literature may be said, therefore, to reveal human nature. Its very ele mentary study in scheol makes the pupil acquainted with a hundred or more pieces of literary art, express ing for him with felicity his rarer and higher moods of feeling and thought. When, in mature aze, we look back over our lives and recall. to mnd the Influence that our schooldays brought us. the time spent over the school readers aeemv quite naturally to have been the mst valuable part of our education. Our thoughts on the conduct of life have stimulated by if .and tiiis ethical knowledge is of all knowledge the nearest re La ted to self-preservation. Win. T. Harris, in the Atlantic Monthly. f . " m m 1 t LLST OF OFFIOEBS Or SOSrHAMTTOX rOMOXA GlUSOt, T. or Mater A. E. Pele; OvenMr, Nex tic Dam ; Lecturer. J. It. Crown ; 5ir ard. G. ti. Soiltb ; An t Steward, I. C Laiter; Chaplain. . D. Bat . , Trtawrer, K. larh; Se5retary, IK ii Maddrey ; G. J. W. Grifln; Vi . h. Ml MaroU- Smith ; Flora If r . 1 GrlfSa ; Cere. Mr. I. J. - ( au J Siiaidj4, MiiilkirtAUirr.
Roanoke-Chowan News-Herald (Ahoskie, N.C.)
Standardized title groups preceding, succeeding, and alternate titles together.
Nov. 10, 1892, edition 1
1
Click "Submit" to request a review of this page. NCDHC staff will check .
0 / 75