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.