USA > Indiana > Henry County > Spiceland > Catalogue of the officers and students of Spiceland Academy : at Spiceland, Ind. for the year, 1900-1920 > Part 21
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('lara Patterson-Rothrock ... New Castle, R. F. D. 1 Lois Litts . Morristown. R. F. D.
Wendell Pitts
Morristown, R. F. D.
Lawrence Reeves Knightstown
Robert Reeves . Wilkinson
Etta Rifner-Parker Indianapolis
John Rogers . Mooreland
*llerbert Seaford
Ralph Silver .San Francisco, Cal.
24
Bernetha Smith Muncie
Charles Veach Dunreith
Ethel Wright-Hershaur Rushville
Harold Yockey Oklahoma City, Okla.
1905-Elsie Anderson-Conwell
. Mooreland
Walter Brandy
Washington, Pa.
Raymond Duke
Indianapolis
Alexander Gano
. Indianapolis
Oran Griffin
Indianapolis
Ruth Gardner
.New Castle, R. F. D. 1
Elva Kennard-Mueller .New Castle
Aura Lane-Lee
Lewisville
Edward Pope
New Castle, R. F. D. 6
Jessie Reece
Long Beach, Cal.
Ruby Reeves
.Knightstown Anna Reeves . Wilkinson, R. F. D. 1
*Arthur Rifner
Arden Stubbs .Splceland
Everette Test Hagerstown
Amy Thomas-Sherry
Willow Branch
,
Paul Wilson
New Castle
1906-Charles Bundy
.Muncie
Walter Bundy Basel Switzerland
Arthur Hudelson Connersville Hazel lindelson . Dunreith
*Ddna Kellar
Francis Nugen Hagerstown
Myron Painter
. Spiceland
Edgar Rogers
Mooreland
Olis Shaffer
Richmond
Mande Simmons-Bolln Zanesville, O.
Grover VanDuyn Shirley
Orville Wright
New Castle, R. F. D.
1907 -- Hazel Bartlett . Lowlsville
Irene Bell-Wright
Whittler, Cal.
Bertha Bowers-Rogers
Mooreland
Ruby MeDaniel-Retherford .. . New Castie, R. F. D.
Levinns Painter
. Poplar Ridge, N. Y.
Howard Seaford Spiceland
Clenna Smith-Moffitt Lewisville
Hassel Williams
Muncie
1
25
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1908-Herschel Alf . Lewisville
Clara Burcham-Hinshaw
New Castle
Ethel Chandler-Swindell
. Spiceland
Loma Delon-Humphrey
. Spiceland
Margaret Harden-Painter
Poplar Ridge, N. Y.
Ruby Julian-Reece
. Washington, D. C.
Everette Kennard
Knightstown, R. F. D.
Glenn Kirkham
Rushville, R. F. D. 9
Paul McDaniel
Knightstown, R. F. D. 3
Vida Redic-Cojault El Paso, Tex.
Hazel Reese-Clampett Greensboro
Bessie Sidwell
.St. Clairsville, O.
Mary Seaford-Alf . Denver, Col.
Edna Swindell . Greensboro
Lucile Wilson-Howard Pasadena, Cal.
1909-Benlah Arnold New Castle. R. F. D. 6
Loren Butler . Spiceland
Marie Clarke-Little springfield
Walter Hays
. Markleville
Ruth Hndelson-Gold
. New Castle, R. F. D. 10
Ethel Jackson-Clayton Straughn
Ada Jarrett-Hinshaw . Kennard
Lucile Mellcaine .Lewisville
James MeGrady .New Castle
Griffin Moffitt Knightstown, R. F. D.
Alma Osborn
. Winchester, R. F. D.
Elgar Pennington Hartford, Conn.
Hoyt Reese Whittier, Cal.
Hazel Skaates-Hance Newman
Minnie Simmons-Staley Knightstown
Margaret Smith . Spiceland
Clayton Teeter .New Castle
Ross Williams
. Richmond
Perry Wilson New Castle
1910-Mary Antrim-Wilson . Spiceland
Helen Bartlett-Poftenger Indianapolis Clarence Cartwright . Lewisville Nettie Grissom-AHon New Castle Marie Hendricks Stranghn
26
Bernice Henshaw . Dunreith
Mary Jessup-Smith . Spiceland
Minnie Kiser-Boyd New Castle
Andrew Markle
Middletown
Ruth May
. Straughn
Ruth Moffett
Pendleton
Clarence Rich
Mays, R. F. D. 25
Hazel Seaford-Wman
. Denver, Col.
Lena Shively-Test
.New Castle, R. F. D.
William Smith
. Spiceland
Edith Stigelman-Moffitt.
. Knightstown, R. F. D.
Leanna Taylor-MeNew
. Knightstown, R. F. D.
Ralph Test
. Spiceland
Kerney Wilson . Spiceland
1911-Roy Brown
Spleeland
Howard Caldwell Indianapolis
Hazel Cochran-Lane Spiceland
Ruba Cochran-Symons
Lewisville
Ralph Evans
Spiceland
Deeit Fields-Woolfam
. Spiceland
Ruth A. Harvey . Spiceland
Howard Harvey
New Castle
Clarence Hoffman
. Spiceland
Myra Hunnicutt-Beard . Economy
Margaret Hunnientt-Stuart
Hagerstown
Grace Myers-Hoover
New Castle, R. F. D.
Myra Painter-Rayle
Seattle, Wash.
Everett Pennington
. Spiceland
Erma Pierson-Smullen Lewisville
Rex Potterf
Lewisville
Merwin Symons
Lewisville
Ernestine Williams-Millikan
New Castle
1912-Sadie Bacon
Mt. Summit
Dorothy Bell-Lewellyn Mississippi
Ralpn Chandler . Spiceland
Edith Chew-MoffItt
. Knightstown
Ruth Conner
Lewisville
Gertrude De Witte-Catey
. Straughn
Russell Ewing
Knightstown
27
A
Paul Fletcher . Lewisville
Alvin Hardin
. Knightstown
Martha Hayes-Hicks . Portland, Ind.
Melissa Lane
Harlem, Mont.
Mabel Macy-Hardin
. Spiceland
Exie Moffett
Pendleton
Clara Montgomery-Bradway
New Castle
Norma Pierson
. Lewisville
Rachel Test-Fletcher
Lewisville
Margaret Toohey-Cornell
Florence, Ala.
Audrey West-Hays
Markleville
1913 -* Mabel Buck-Symons
Addie Butler New Castle, R. F. D.
Marie Bundy Spiceland
Olive DeWitte-Gauker Straughn
Jessie Draper-Pidgeon Spiceland
Anna Evans
. Spiceland
Iris Hall
llagerstown
Georgia Hodson-Wilson . Knightstown
Floss Kiser
Dunrieth
Mildred Mercer-Cox Elwood
Hazel Moffitt-Price
Knightstown
Lenora Pickett-Lord
. Dunreith
Lydia Sellers . Spiceland
*Raymond Stubbs
Zola Waddell
Indianapolis
Ereel Wilson-Richey
. Kokomo
1914-Marie Black New Castle
Harold Brown
. Straughn
Helen Dougherty
. Treaty
Cortez Ewing Knightstown
Pauline Haisley-Jackson
Knightstown
l'red Hardin
. Knightstown, R. F. D. 2
Carl Jarrett
. Spiceland
Lowell Jefferies New Castle, R. F. D. 2 Irene McDaniel . MarkleviHe
Albert Mellvaine lewisville
Marle Modlin
Marion
Agnes Pennington-Delon
Spiceland
..
28
Vivian Pickering
Spiceland
Clyde Rogers
: Dunreith
Maurine Shepherd-Gray
New Castle
Mary Swain
Muncie
Nerman Woodward
New Castle, R. F. D.
1915-Frank Delon
Spiceland
Doris Evans
Spiceland
Wannetta Hall-Stahr Hagerstown
Louise Hill
Richmond
Irene Pickering
Spiceland
Adrain Pratt
New Castle
Paul Reece
Knightstown
Mildred Stewart-Hardin
Knightstown
Leslie Trobaugh
Rushville
1916-Earl Antrim
Spiceland
Venton Brenneman New Castle
Ruby Brewer Indianapolis
Claude Deem
Dunreith
Royden Gorden
.Spiceland
Ezra Ilill
Spiceland
Ruth Holloway Spiceland
Ilazel Holloway
. Spiceland
Marie Hoffman-Jarrett Spiceland
Menia Jay
. Greensboro
Marion Jeffries New Castle
Clyde Mercer Indianapolis
Irene Pennington . Spiceland
Edward Poer
. Spiceland
Ruth Ratliff
Spiceland
Arnold Templeton Richmond
Mark Thomas Spiceland
Nellie Truc
Spiceland
1917-Mary Butler New Castle
Hollis Ewing Knightstown
Hugh Cannaway Harlem, Mont.
Caroline Gannaway
Harlem, Mont
Olen Kimbrel
. Dunreith
Hildred McNew
Indianapolls
Damon Poarch
. Richmond
29
Hazel Ratliff
Indianapolis
Kathleen Carter
. Indianapolis
Cash Essington . New Castle
Howard Hinshaw
. Dunreith
Ralph McFarland
Dunreith
Grace Pate
New Castle
Emma Poer
Spiceland
Myron Pike . Crawfordsville
1918-Edna Addison
. Spiccland
Robert Grau
Spiceland
Beatrice Boyd
Dunreith
Gertrude Chandler
Dunreith
Price Griffin
Richmond
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Robert Hinshaw
. Greensboro
Park Kirk
Richmond
Edna Painter
. Spiccland
Pauline Pickering
Spiceland
Opal Jackson
Spiceland
Arland McNew
Richmond
Ruth Pierson
Spiceland
·
Banner Print, Knightstown, Ind
30
أ
SPICELAND ACADEMY
REPORTER.
CONTENTS:
Greeting PAGE.
1
Spiceland Academy as a Normal School
Spiceland as a Business Center. .1
Science in Elementary Schools
Value of Schools in a Republic. Charles B. Newby.
Athletics at the Academy S
Personal Mention.
Some Things we Claim
Teaching Manners 11
Books and Reading
Reading in the Lower Grades. Virginia Griffin
Educational Notes
Local Items 10
Help for Students 17
Spiceland, Ind, December, 1890.
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PRINTED FOR THE ACADEMY.
.
General Hardware toves Pinware, Cutlery, Guns, - -Prices
~SECOND*TO*NONE.M
GAS FITTING ROOFING AND SPOUTING. Agent for PAGE WOVEN WIRE FENCE.
H. H. RAYL.
Spieeland.
HOLIDAY GOODS.
At the POSTOFFICE in Spiceland.
he Finest of Box Paper and Stationery.
Toilet Myrcons, hé Prettiest Photograph Albums. he most Handsome Toilet cases.
Picture
he cutest toys for the children.
Picture
Easels, he funniest games for both old and young. he best books for X-mas presents for boys and girls. FINE BRUSHES AND COMBS.
Frames, Autograph
In fact, almost every kind of
Albums. HANDSOME PRESENT At the Post Office.
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Greeting.
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N presenting the SPICELAND ACADEMY REPORTER to the public we. do so in the hope that it may prove both interesting and instructive. We are not only willing but desirous to let the public know what the Spiceland Academy is doing as an educational institution, and also to present the claims of Spiceland as a place where parents can find a pleasant bome, as well as a good educational center. We want clearly to place before our readers just what the school stands for and makes a pretension of doing. We do not pretend to run a college, or normal school, or a normal college, or a normal university. We are trying earnestly and persistently to do the work properly belonging to an Acad- emy. We believe we are located in a community where the school in- terest is as intense and united as anywhere in the State. The High Schools of this and adjoining counties are doing a good and efficient work, and not one word of opposition or denunciation do we have for them, but rather we wish to encourage them in their good work. And yet we feel that we ocenpy a position which is not and cannot be filled by the ordi- nary High School; at least this difference is great enough to warrant our continuance along the lines already started. The home life of our students is much more favorable for study than in larger towns and cities; from the nature of our surroundings the teachers can come into closer contact with the pupils, and thus more sympathy will be gener- ated. One strong point we claim is a system of personal supervision as opposed to class supervision. Withont boasting, we may justly claim that our teaching force is qualified, both by study and experience, for the work each one is doing. While we do not claim to run a normal school in the true sense of that torm, yet we point with pride to our facilities and snecess in the fitting of teachers for their work, and feel that we oc- enpy a needed field in this regard. But, we do not claim to turn ont proficient teachers with one or two terms work with us We strive to help teachers with the practical school-room problems quite as much as to get a good certificate. We believe that fitness for teaching is com- posed of two factors-natural ability and acquired ability-and we also believe that natural ability can be cultivated and acquired ability gained through study and contact with teachers of experience, and this is all we claim to do. In this regard we are glad to stand on the record al- ready made.
Again, when it is known that nearly fifty per cent of our graduates, and a large number of our undergraduates, have, after leaving the Acad- emy, entered other and higher institutions of learning, our work as a col-
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lege preparatory school will boapparent. This department we wish to en- courage and stimulate. The ideal teaching is that which gives the pupil au undying thirst for higher attainments. This is our highest ambition, and this end is ever kept in view.
The course of study is so arranged that a student can enter at any time and find work to suit. The conrse of study ineludes those subjects which are, in the opinion of edneators generally, best fitted for practical business life. The school has experienced a normal, healthful growth, as is shown by the uniform increase in the numbers attending the High School and Normal course during the past five years.
These words have been written in no boastful spirit, but in order to answer many enquiries which reach us from time to time. We desire to `claim nothing for the school and community which they do not possess, and to make no promises which we cannot fulfill. We want the school to stand on its own merits. We wish to express our grateful feelings to our friends and patrous for the support and encouragement of the Acad- emy, and will strive to work so that we will merit a still larger patronage and a fuller degree of confidence in the future. With this determination and hope we send forth the REPORTER.
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Spiccland Academy as a Normal School.
More than seventy-five per cent. of all the graduates of Spiceland Acad- emy have been teachers after graduation for a longer or shorter period. Besides this fact, a large per cent. of all the students who reach sufficient advancement have become teachers, Each year from twenty-five to forty young men and women teach in Henry aud adjoining counties who were students in Spiceland Academy the year previous. Of the whole umber of teachers in Henry county tifty-two per cent of them have been edu- cated in part or entirely at Spiceland Academy, and all the neighboring counties contain many teachers educated at Spiceland.
A consideration of these facts would lead any one to conclude that the Academy has influenced the teaching force of Henry and adjoining counties to a large extent. This leads us to consider two questions: What are the legitimate functions of a normal school; and second, does Spiceland Academy fulfill the functions to warrant the name of normal school? The idea of what constitutes fitness for teaching is the product of a growth, whose different stages are clearly marked in the history of edneational progress in this country.
One of our most thoughtful writers defines a normal school as a model school of secondary instruction, whose pupils purpose to become teachers, and are fitted to do educational work of a higher type through somne mastership of the history and the science of education.
The first notion of fitness for teaching certainly was and is scholar- ship. Withont this equipment no one can even make the pretense of teaching. Should a normal school give academic instruction or should this be presupposed on entering upon a normal course? It seems clear to the writer that it is the legitimate function of the normal school to
give academic instruction. First of all, the teacher must be a scholar, and under this term should always be included literary enlture, a love of books and a love of schools. The teacher should pursne a course of study which could rightly be termed liberal, and this course should include practical disciplinary studies, such as algebra, geometry and physics, as well as the culture studies, geography, history aud literature.
But the teacher of the present day needs more than mere scholarship. Teaching ability and scholarship are not equivalents, although the first must always include the second. The second stage in the growth of the idea of the fitness for teaching is method. This represents the art side of teaching; it is the mors to the end, but in order to know the means the end must be thoroughly known. Moreover, to know the end by way of schlarship, goes a long way toward suggesting some way of reaching that end.
Method may be acquired in one or all of three ways. First, it may be learned from books on pedagogy or by listening to lectures on the art of teaching. This may be called the scientific method, and every teach- er should get much to help him in his methods in this way. Second, the student may gain much in method by his experience as a student, by drinking in, so to speak, the methods and ways of his teachers. This is a legacy which every teacher has left to him, consciously or unconcions- ly. Third, the teacher may learu much by observation, which is the custom in training schools. The difficulty in this procedure is that so often the school observed is not the type of the one to be reproduced, hence when imitation is attempted an error is always found. But there is a third stage in the idea of fitness for teaching, which may be repro- sented by science or doctrine. It includes the principles that underlie the method. The strictly scientific or professional sindies of the normal school are psychology and the history of education. A seionce underlies every art ; the science may not be known, but the art will generally he better practiced if the fundamental principles upon which it rests are known. Hence, instead of the forumla "we learn to do by doing," we will substitute the scientific formula, "we learn to do by knowing and doing." It is only in reeout years that it has been at all generally acknowledged that mental science is of valne to teachers. It is of two principal uses to the teacher: it will enable him to judge scientifically of existing meth- ods, whether they be correct or not, and only then can he hope to devise ofher and beffer methods,
Then we may say that fitness for teaching includes the chat, the har, and the why, or scholarship method, and principles. The teacher must know more than he attempts to teach, he must know how he is going to teach it, and he must know why he thinks best to pursue a certain method.
Now as to the second question, has Spiecland Academy done the work that legitimately belongs to a normal school?
As to scholarship none will deny that the course of study is liberal for the scope which it intends to cover. It is intended to open up to the student some insight of himself and the world. The course is intended to reach that culture which Plato aseribes to the Philosopher: "A lover, not of part of wisdom, but of the whole; who has a faste for every sort of knowledge, and is curions to learn, and is never satisfied; who has .
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. magnificence of mind and is the spectator of all time and all existence; who is harmoniously constituted; of a well proportioned mind; who has a good memory, and is quick to learn; noble, gracious, the friend of truth, justice, courage, temperance." Here method is taught both by didactic and empirical processes. A text is studied on pedagogy, lectures are given to intending teachers on practical school management, and, as in wery other school, observation is free to all, and the methods of the class room are intended in some sense to give an insight to methods in other schools.
Psychology is taught with special reference to educational problems, and the principles underlying method are in some measures explained.
To coneinde, it may be said, without boasting, that Spiceland Acad- emy has in a large degree fulfilled the functions of a normal school, both in sending forth many teachers and in possessing the right to do so. It occupies a much needed field, a field that the ordinary High School can not ocenpy. This in the mind of the writer is the excuse for its exis- tence. It is needed, and must continue to occupy the field as heretofore, only more largely and efficiently .- Amount Anand.
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Spiceland as a Business Center. -()-
The town of Spiceland is a growing town of abont 800 inhabitants, sit- nated on the Lake Erie & Western Railway. "Pis the location of the well known Spiceland Academy, one of the best institutions of the State. The people are moral and temperate; never has been a saloon in the place. The business men are prosperous and enterprising, the mechanics and I boring men are busy at good wages, the buildings are much better on an average than they genera'ly are in towns of this size; the country around is very fertile and plenty of the best of timber near. The water is excellent and easy to get. Free, good roads lead in every direction from the town. Three churches are here. The citizens find it a very healthy place with but little sickness. There are four mails each day, with tele- graph and telephone offices, a daily hack line with Duureith and Greens- boro, taxes are low, three large libraries accessible to all, and cost of liv- ing small. A large supply of natural gas used for fuel and lighting the town ; plenty of natural gas here for manufacturing purposes. A Board of Trade to look after the interests of the towu, a large saw mill, planing mill and furniture factory now running, another saw mill and planing mill combined with a butter dish and wooden ware factory now being erected ; a large window glass factory, with almost two acres now under roof, will in a few weeks begin making window glass, to work seventy-five hands, the monthly pay roll to be $5,000 to $6,000; a large hub and spoke factory located here by a Pennsylvania firm to be built in the spring; other large factories are liguring to locate here. The town is on a boom ; a new addition called South Side has been laid out by a wealthy syndicate, on which many lots have been sold ; many buildings are in course of creetiou, aud the prospect for spring is that a great many residences will be put up. Men of wealth are investing large sums of money here, and the town is
bound to go. If you wish to change your location for any purpose, if you wish to live in a good moral town, if you want to invest your money, if you want to engage in manufacturing, we want you at Spiceland.
Science in Elementary Schools.
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The true teacher can no longer be satisfied with tread-mill work. Todo no better than our predecessors should make ns ashamed of ourselves. Long ago it was discovered the three R's would not suffice for education. Teaching is a significant term, and should contain a volume of meaning to all those who are numbered in its ranks. It means first of all that the teacher must give the child the ability to do something-as to read, to write, to draw, to see. Again, it is to enable the child to know something ; hence useful facts, very many of them, will be taught, and then the teacher is to help the pupil to think and to retson, and the recitation must look toward those important ends. But this is not enough yet, for the child must be led to feel right, and this is a matter of great importance. Education means much more than the piling up of faets. Wisdom has no objective existence, but is only found in wise minds; so science is not found in books, nor elsewhere in an objective form, but only in scientific minds. And the great aim of science teaching in any grade is to awaken thought, and to cultivate the observing powers. No teacher however wise or skilled can give his pupils science ; all he can hope to do in this direction is to give them directions for becoming scientific. Books, definitions and rules are often quite helpful, but let no one think they are science in themselves.
The teacher in the country school is often puzzled to know what matter to take up and the method to pursue. It is often urged that there is no time in the busy days of the school term. People as a rule do not refrain from eating their meals for the lack of time. It needs only to be realized that this work is an essential part of the course of study and time will be found for it. Careful preparation should be made for each lesson, and the teacher should have well in mind just what points he means to bring ont. The work will be carried on to a large extent by means of object lessons. Now, an object lesson is a lesson from an object -not merely about an object. The purpose of these lessons should be to gain a culture in attention, observation. reflection, and in the use of oral language. Now, suppose the subject is a study of plants, the following will indicate a method that may be used. There is no season of the year when plants ean not be had for study :
1. Lessons to point out the parts of a plant.
1. To describe the parts.
2. To name the parts, as root, stem, leaves, etc.
3. To describe the parts of each part, as of the leaf or flower.
11. Lessons to trace the growth of plants.
1. Embryo -- use a bean soaked for twenty-four hours.
2. Growth-use same bean after two or three days.
3. Leaf buds.
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4. Flower buds.
5. Fruit.
6. Seed.
Have all these parts so the pupils can examine them.
III. Lessons on pointing out the likeness and the differences in the parts. This will bring out comparison.
IV. Lessons on differences in the habits of plants, illustration ex- amples, Elm. Pea, Ivy, Squash, Grape, Etc.
V. Use of plants.
Which part is used? For what used? Why?
VI. Special lessons on a given tree, as the Oak or Maple.
These lessons may be continued indefinitely, but care must be used to know that the pupil knows from experience what he is talking about. Never allow gnessos.
Lessons like this on plants may be given in Physiology, Zoology, Geology and Geography, besides more elementary work in Size, Form, Color. Direction. Distance, etc. The work is abundant. The great trou- ble will be that we will try to do too much. The teaching in modern schools must touch many sides of the pupil, and this kind of work will tonel some phases of life which are missed by arithmetic and grammar.
Value of Schools in a Republic.
CHAS. B. NEWBY, PRINCIPAL ACADEMY, NEW PROVIDENCE, IOWA.
Yes, the schools are the hope of the republic, and the fact ought to be considered the welfare and happiness of the nation. We boast the free- dom of a republic founded upon equality of citizenship, a government . under which every citizen may have free exercise of his powers so long as he does not injure individuals or commit freason against the govern- mont. The wildest anarchist may use whatever speech or print what- ever defamatory articles against our institutions that he is able to con- jure up. The extremest fanatic feels the restraint of law no more than does the most pull-back conservative.
This condition of freedomt which we enjoy is pleasing and profitable, but it brings danger as well as protit, evil as well as good; for ' republies instead of direeting and shaping sentiment and character, are themselves formed and directed by the character of the citizens; instead of being educators of the people, they themselves are the results of education. Despotic governments exert much influence in shaping the course of at- tion of their citizens; in republies the citizens shape the course of action for the government. The force which controls our institutions is public sentiment, the desires of a majority of the citizens, and whatever defer- mines the direction of the desires gives character fo our institutions. The danger imposed upon us by these conditions arises from the quality of the good and the bad. The man who works with the most selfish of mo- tives has equality with him who is disposed to work only for the general
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