USA > Indiana > Henry County > Spiceland > Catalogue of the officers and students of Spiceland Academy : at Spiceland, Ind. for the year, 1900-1920 > Part 22
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good. The vote of the honest man is counterbalanced by that of the most dishonest knave, that of the most intelligent, by that of the most ignorant. The opportunities are the same for degradation and for eleva- tion. It is a free-for-all struggle between the good on one side and the bad on the other.
Now, what are the means which the good may use to overcome the bad, to create such desires in the masses that the tendeney of our insti- tutions may be npward? The press, powerful as it is, belongs little more to the good than to the bad. The stage yields more to the sentiments of its patronage than it adds to the creation of higher sentiments, and politics does likewise. The rostrum, however, puts forth most of its effort in the elevation of sentiment, while the pulpit in all its great power strives to accomplish the same result. But both the rostrum and the pulpit labor under the very serions disadvantage of having to deal with matured minds, with characters whose habits are somewhat firmly established, and consequently these agencies do not accomplish results commensu- rate with the efforts put forth. All these instrumentalities, unaided by more efficient means, are not able even to check the downward tendency of our civilization. The most enthusiastic patriot, seeing the welfare of his eountry to depend alone upon these agencies, would throw up his hands in despair.
Fortunately there is one means greater than all th seacting in harmo- ny with them, by the influence of which our progress has thus far been up- ward. It has been very generally observed that intelligence is a neces- sary quality in a useful citizen. It has also been observed that an intel- ligent man with bad motives or uncontrolled desires is much more to be dreaded than the man who is ignorant, and, hence another, a controlfing quality must be added to intelligence in the make-up of a good citizen.
It will readily be admitted that the school- are the greatest factor in the formation of intelligence among the masses. They take the young minds which are yot plastic and mould them into shape with the greatest case and facility. Their aim is correct formation rather than reforma- tion. They go directly at the process of building np character without first having to break down a great number of habits and prejudices already established. Reformation is a slow, minatural, unprofitable way of getting reliable men; formation is rapid, natural, sure. But the schools which aim only at intelligence do not occupy the highest rank among the means for making good citizens of a republic. True, intelli- genee, a correct knowledge of truth, has much to do in making men moral, useful citizens, yet it must be admitted that those schools whose highest aim is to give to intelligence moral self-control exert a still greater influence in the process. The public schools, being controlled by the sentiment of the masses, have not yet a much higher aim than to make young people intelligent, and hence the value and necessity of private and denominational schools, controlled by a higher sentiment than that pervading the masses. The fact is certainly patent that Christian institutions produce the best citizens, and their point of excel- lence lies in the fact that they give the intelligence a controlling power which directs if to the most useful ends.
Then, as means for elevating the standard of citizenship we must
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honor the rostrum, the pulpit, the press, the public school; but most of all must we do reverence to the private and denominational schools whose highest aim is the formation of character. Of all institutions which tend to make good citizens and elevate the character of the re- public these are most worthy. It is pleasant to know that in this highest class of institutions stands Spiceland Academy. May her supporters become stronger and her influence for good greater and greater.
December, 1890).
Athlelies at the Academy.
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The ideal education is a threefold process, mental, moral and physi- cal. The Academy is not behind in any of these, The Field Day last June gave ns an impetus which is still felt. Foot ball has been enthusi- astically engaged in during the beautiful weather of the past fall. The Athletic Association has been re organized, and men are already in train- ing for the sports of Field Day next spring. Systematic practice and ex- ercise during the winter months will tell wonderfully at the final con- test, and those who are most persistent in following ont this line of work will carry off the honors. We have men who are competent to make the very best records, and we are not fearful of the outcome. The manage- ment is in hearty accord with this movement, and desires to promote the athletic interests in the Spiceland Academy in every way possible.
Personal Mention.
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William (. Ridgeon, class of "75, is principal of Friends' Academy, Washington, Kan. He is also preaching considerably.
S. J. Wright, a former teacher in the Academy, is principal of the Springport schools, and we have good reports from his work.
Prof. John E. Parker is book-keeper for the Abernathy Furniture Co., Kansas City, and reports the work pleasant. His many friends will be glad to learn of his good position.
We are.sorry to learn that Mr. Hoober is at his home, Springport, in a critical condition with lung trouble. His work will be remembered very pleasantly by all who came in contact with him while connected with the Academy, and he has the best wishes of a host of Spicelanders.
Mrs. 11. E. Davis and Miss Carrie Unthank are both studying at the University of Michigan this year, and report pleasant and profitable work.
Miss Ratie Sheridan, our primary teacher for several years, severed :
her connection with the Academy the first of November to take work in the Indianapolis schools. Cynthia Fries, of No. 3, has been placed in charge of the primary work, and Virginia Griffin, of the class of 'S4, has charge of No. 3. Since Miss Sheridan must leave, we congratulate our- selves on being able to make such satisfactory arrangements.
County Superintendent F. A. Cotton has issued a neat, full and in- structive County Mannal. He is making a very efficient superintendent, and is deservedly popular with his teachers.
We wish to express onr appreciation for favors from the business men of Spiceland, whose advertisements appear in this paper, and com- mend them to all our readers who have needs in their lines. THE RE- PORTER wishes all honorable enterprises in Spiceland abundant pros- perity.
Estella Symons, a former student of the Academy, is now in the High School at Lawrence, Kansas.
The time-honored literary societies connected with the Academy have ceased to exist as such, but have been consolidated into one society called the "Triumvirate," composed of both ladies and gentlemen. The society has started out under favorable auspices, and is composed of good working members. It has been arranged so the members of the new so- ciety have the use of the libraries as formerly. We wish the society abundant prosperity, and hope the Triumvirate may live to do much good. Students can hardly overestimate the value of the culture gained in a literary society. A former student of the Academy writes as fol- lows: "I feel that I owe everything to the training gained in the literary society at Spiceland. I connt that that training placed me in the position I now occupy." Students should think carefully before they decide they have not time for this work.
Not among the least of Spiceland's favorable surroundings is the Christian Endeavor Society. This society now numbers about seventy active members, and the meetings are always well attended by the young people of the neighborhood. The movement has been a great help to the school as well as to the neighborhood at large. Many of the students are actively engaged in the work of the committees. The meetings oc- cur at 6 o'clock each Sabbath evening, to which all who are interested will be cordially welcomed.
The lecture course will be opened by Prof. D. W. Dennis, of Earlham College, on Saturday evening, December 20th, on "The Strength of Rome." Prof. Dennis comes from a year's residence and study abroad, and the lecture will be a rich treat. Other lectures will follow later in the season.
We are glad to announce to our friends and former students that the Academy is now in possession of the astronomical instruments owned by the late William Dawson. This adds a new inducement for the study of astronomy, for the class will have the use of one of the best telescopes in the country. When properly mounted, our students and friends will from time to time have free access to view the wonders of the starry
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heavens. This purebase was made possible by the liberality of many friends and former students, and by the energy and perseverance of Prof. Edwin E. Starbuck and Mrs. Mattle E. White, who were so successful in securing the means necessary. The purchase was made at an expense of about $150.
Few schools in this part of the country have such good fibrary facili- ties as we possess. Besides the dictionaries, cyclopedias and numerous books for reference, our students have access to about 1,000 books in the two society libraries, and in the Academy library there are about 1,500. All these libraries are well selected, and are very helpful to the school. The librarians should be kept busy.
Some Things We Claim. 0- -
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We invite the attention of teachers, parents, and all who are inter- ested in educational matters, to the benefits and opportunities offered by the Spiceland Academy. All we ask is that you investigate our claims. We suggest the following things for you to think about:
1. The pleasant location of the school in one of the most desirable towns in the gas belt.
2. The equipment of the school for good, solid work.
3. The apparatus, specimens, and appliances for work in science.
4. The moral tone of the community.
5. Excellent libraries and reference books.
6. Personal supervison and oversight of pupils.
7. The arrangement of the course of study, so that students can enter at any time and work to suit.
8. Superior advantages for normal training.
9. The social advantages offered to students.
10. Expenses are reasonable.
In addition to the foregoing inducements, the Spring Term, beginning April 6., 1891, is a
SPECIAL NORMAL TERM.
In the regular Academic Department, classes will be taught in Trigo- nometry, three classes in Latin, three classes in Algebra, General History, Zoology, Rhetoric, Botany, Moral Science, English Literature, Civil Government, Philosophy of History, Mental Science and Physical Gie- ography. Classes will be taught in all the common school branches, Composition and Book-Keeping. For the benefit of Teachers and those preparing to teach, Normal Review classes will be formed in all the legal branches, in which instruction will be given in methods of teaching, as well as a thorough review of all the principles of these studies. Spo- cial attention will be given to the teaching of English and methods for its presentation.
Daily recitation will be held in the Science and Art of Teaching and Mental Science, in each of which classes the practical problems and dif- ficulties of the school room will be freely discussed.
Much thought aud care have been given to meet the needs of teach-
ers and those preparing for teaching, in arranging the course of study. Besides the review work, much of the High School work is of very great importance to teachers, and has direct relation to their school work. Students can enter any classes for which they are prepared, and other classes not named will be formed if there is sufficient demand.
The term is of sufficient length to enable students to do good. per- manent work. In the Normal Course it is not intended to condnet a scheme of cranning for examination, but it is our intention to help teachers in their schools quite as much as to aid them to get good licen- ses. A series of talks will be given in this course on school management, methods of instruction and the practical work of school teaching.
If you wish to take Review Work, if you wish to take a Normal Course, if you wish to take Advanced Work, or if you wish a regular Academic Course, we invite your attention to the advantages we offer, believing that if your wants lie among any these lines, we are better able to satisfy them than ever before. If, however, you wish to complete a college course in a few weeks, you had better go elsewhere. We desire to stand for that which is permanent and useful, being opposed to shams and pretensions in education.
This term is specially fitted for those who have taken a grammar school diploma, and for those who have been teaching during the winter months. Make your arrangements how to attend. Visit us if possible, or write for further information. Terms reasonable and satisfaction guaranteed.
For information, call on or address:
THOMAS NEWLIN, Sup't.
Teaching Mangers.
We are glad to transfer to these columns the following sensible sug- gestions upon an important part of the teacher's work. We wish to com- mend it to the consideration of teachers and pupils alke. Let us not negleet the weightier matters of the law.
"Many people complain of the decay of the old time courtesy, and say that the boys and girls of to-day are lacking in the elements of good breeding. Really refined parents sometimes ignore their duty and leave the teaching of politeness to other agencies.
"It is right here, then, that the teacher's opportunity begins. Some may think that to attempt to teach manners would be a waste of the pupil's time, that he had better be doing sums or parsing. On the contrary, these lessons may be the most important ones the pupil learns. The whole child should be sent to school, and the whole child should receive attention while there.
"The teacher should give lessons on behavior in the street, in public places, in the parlor, and even on the playground. Hints about dress, the care of the hair, the nails, the teeth, will also come under the subject of manners.
"The teacher should also try toremedy any defeet, as a squint, a sloven-
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ly gait, a habit of stooping, taking care, of course, that his words do not give offense. This could be done better in private.
"There should be drills about the proper way of entering and leaving a room, receiving visitors, performing introductions, etc. They should also be taught how to write notes of invitation, acceptance, and regret.
"The teacher should be careful that they return thanks for favors received, that they ask to be exeused when obliged to pass before people, that they do not interrupt one another, or snatch things, or crowd to be first.
"They should be taught that these thinge are impolite because they are selfish. The difference between well-bred and ill-bred people should be pointed out, and some man or woman of perfect breeding might be held up as an example.
"The careful teacher will watch the pupils' manner of addressing one another. He will make them see how innch better "good morning" sounds than "hello." He will dissuade the boys from saying Bill and Pete, and teach the girls that Mary and Sarah sound better than Maine and Sade. In a word, he will teach them to respeet themselves and one another.
"In this way politeness will become popular. The pupils will set a watch upon themselves, and there will be good manners, not only in the school-room, but also on the playground".
Books and Reading.
FROM MANY SOURCES.
The value of books manufactured in the United States in 1871 is esti- mated at $40,000,000-3,500 volumes appearing in that year alone. Probably not less than 25,000 new books appear every year now. An experienced reader, Lenglet du fresnoy, says that nobody could read more than 900 folio volumes in a lifetime. To keep up to the present annual reinforce- ment to literature of books alone would require the reading of about 68 volumes a day, without allowing for reading up the books already pub- lished-histories, classics, etc.
A great book that comes from a great thinker-il is a ship of thought deep freighted with truth, with beauty, too, It sails the ocean, driven by the winds of heaven, breaking the level sea of life into beauty where it goes, leaving behind it a train of sparkling loveliness, widening as the ship goes on. And what a treasure it brings to every land, scattering the seeds of truth, justice, love, and piety, to bless the world in ages vet to come !- Theodore Parker.
Read not to contradiet and confute, nor to believe and lake for grant- ed, nor to find talk and discourse, but to weigh and consider. Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in parts; others to be read, but not seriously ; and some few to be read wholly and with dili- gence and attention .- Lord Bacon.
Every book that we take up without a purpose is an opportunity lost of taking up a book with a purpose; every bit of stray information which we cram into our heads without any sense of its importance is for the most part a bit of the most useful information driven out of our heads and choked off from our minds .- Frederick Harrison.
To-day it is reading that Furnishes both news and knowledge to the people at large, and that moulds their opinions and determines their ac- tions. Conversation is a meager appendix to the use of books, periodi- cals, or newspapers, and is seldom much besides a retailing of what they have furnished .-. 1. Curtis .Umy.
If a book comes from the heart, it will contrive to reach other hearts; all art and author-craft are of small account to that .- Thomas Carlyle.
A good book is the precious life-blood of a master spirit, embalmed and treasured up on purpose to a life beyond life .- John Milton.
In order that pupils may acquire a taste for good literature, there must be an organized effort to influence their reading from the first. There is ample testimony that the pupils of our public schools can be taught to appreciate the best literature, and for the best abandon the worst or the indifferent. But it is also certain that they must be taught. Such preference for the best seldom comes of itself. It is not enough that school-houses are built and books furnished gratuitously to pupils, nor that free libraries are at every man's door. What every good book in the hands of a child needs, is a good teacher behind it-a living per- sonal influence, as constant, as active, and as well systematized as any of the regular work of the schools, directing the reading of every youth until his judgment, matured by age and good associations, shall uner- ringly direct him to the best fields of literature .- Robert C. French.
Reading in the Lower Grades.
VIRGINIA GRIFFIN.
As in every branch taught, each lesson must be prepared and made attractive, and more, there should be a purpose in every lesson. These facts are so potent that they need no further comment.
The fact that so great a per cent. of all the knowledge acquired through life is gained from books, makes the subject of vital importance. Seldom before the pupil reaches the fourth year of his work has he ac- quired sufficient skill in reading to get thoughts readily from the print- ed page, miless it be particularly adapted, by the use of large type and short and easy words, to his nse. Indeed, often after this period the task is a very laborious oue ; but, as a rule, the average child is, by this time, ready to begin ordinary reading.
'The grading of most of our schools considered, there is no year after the fourth when the pupil can devote so much of his time during school hours to reading; not that there is not much else to require his time then. The eye needs continual training. The sight is not sufficiently accurate
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is why there is so inuch trouble in looking from the book without awk- ward pauses. Quickness of sight may be helped by reading the lesson backward, every other word, words in columns, numbers, etc. Lessons read from the board, the child's own work and that of his follows, will all be some help, and give drill in reading script. Allowing pupils to ex- change work not only gives drill in reading, but a practical example of the use of capitals and punctnation marks, for it is hard to read another's work when not properly written. The importance of sight reading can hardly be over estimated. One book or paper is suthicient for the class. Be sure that the selection is not too difficult for the average of the class to read with ease. Let one pupil read a paragraph and pass the paper to the next. With a little care this can be done so nicely that the interrup- tion will be very slight. The advancement of pupils under this kind of drill is remarkable, for it enltivates the closest attention, and any pupil is chagrined to have his paragraph read by another because his own reading was not well understood.
After a sight lesson, or any other, the suggestive words may be used as an interesting memory test.
Pronounce a few of the suggestive words, and see if they can not be used exactly as they were in the lesson.
If a word has been used in more than one sense this is a good time to impress the fact. If it can be used in more, then the occasion is equally opportune.
These facts help to lay a foundation for seeking beauty in language by choice of words. Selections written on the board and "eut up" les- sons are often very useful. Pictures of lessons, especially poetry, often makes a lesson very attractive, and are good to keep the imagination active. A teacher who has very little ability to draw, eau sketch a lesson so that it will not only be more impressive, but more instructive.
The children are easy to please. In sketching before the class it is usually more interesting for the pupil to suggest what is to be drawn.
When done outside the class keep the board covered with a map or chart until time to recite, then have the pupil select the verse or para- graph which the drawing illustrates. Children will soon be anxious to illustrate their own lessons.
To allow a pupil to show the difference, by motives, between contrast- ed words, as rush and glide, throw and place, is sometimes helpful in getting a good fone on such words.
Good questions are alwaysuseful. The aim in questioning is not, usu- ally, to lead pupils to grasp the bare thought. If new words have been properly explained when the lesson was assigned, that has already been done, but to aid him in general thought-getting, so that he will be better able to grasp thought for having reeiled that lesson. Not that he is not to understand what is direelly expressed, but if what is indirectly sig- .gested is brought out, the direet must necessarily be understood, and he will also have a clearer insight into language.
Hence, I would not question upon those things directly given, unless I am merely seeking data by which to determine an indirectly suggested thought, or to find if the lesson has been carefully read. Remembering that one of the chief aims in teaching reading is to develop thought
power, we shall find that mental aenteness is rapidly stimulated by bring- ing out what each one has discovered half nnconsciously, behind and beyond the words. To form an opinion is to grow mentally, and the child is always pleased when he is able to do this.
Deal with the lesson itself; keep the class fixed upon it. Do not in- troduce thoughts that are foreign to the subject in hand.
It is a question whether it is always a proper thing to tell a pupil to read like he talks. So many have such loose habits of pronunciation that in some cases it seems far more in place to tell a pupil to talk like he reads.
After all methods are discussed it is the teacher who, in addition to some natural ability, has a heart in the work, who will be a snecess. The high ideal set before the teacher, is to aid in the development of clear thinking -- in broadening the intellectual horizon.
Educational Notes.
It is a matter worthy of congratulation that three of America's most noble women and best public speakers, Mrs. Mary A. Livermore, Miss Frances E. Willard and Mrs. Mary 11. Muut are of lale speaking so fre- quently and so sen-ibly on educational topics before teachers institutes in New England andthe Eastern States. The influence of such women will be very great, and speaks for better things in our schools.
Wisconsin had a school issne in the last election; it was an Ameri- ean question as well. The question was whether American children should be tanght the American language in American schools. The American school house was buried under 20,000 ballots. The German Lutherans and the German and Polish Catholics did it. It is a sad state of affairs, and will work sad havoe with the schools, it is feared.
In the present Congress, of the seventy-six senators, thirty have a college edneation and forty-six have been educated in the lower schools. Of the three hundred and thirty-three representatives and territorial delegates, one hundred and eight are college men, and two hundred and twenty-five are not. This is a fine showing for the ability of college men, when it is known that only one-half of one per cent. of those eligible to Congress are college men. This one-half of one per cent. gains forty per cont. of the senatorships and thirty-two per cent. of the congressional delegation. This is a large premium on advanced education.
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