davidaulloa/AmericanStories huggingface dataset:
New Orleans Republican. [volume] (New Orleans, La) 1867-1878, 1873-03-04
TO ANY ONE WHO CAN EQUAL
THE WONDERFUL MADAME ROSS,

Doctress, Astrologist and Healing Medium.
Who can be consulted at No. 80 Rampant street
near Customhouse. New Orleans, all the atfairs
of lite. As q female physician she is the best in
the country. Those living at distance, by send.
IN their names and ages in full, with 81, can get
by return of mail full ontline of their life. Those
contemplating business will find II to their advan.
taGe to consult Madame ROSS. Consultation fees:
Ladies' + so, gentlemen So. te9 Am
New Orleans Republican. [volume] (New Orleans, La) 1867-1878, 1873-03-04

ieokrlAeIp. on EIsaEA PAsS.l
New Orleans Republican. [volume] (New Orleans, La) 1867-1878, 1873-03-04

FRAUDS ON TEE BANK OF ENGLAND
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02
Man and UITc.

Thomas Jefferson wrote the following
excellent advice. There Is much human
nature aud good sense in II;
Harmony in the human state .s ..c
very first to be aimed at. Nothing can
preserve affections uninterrupted but =
firm resoluti never to differ To- Sill,
and 4 determination in each TO cln-
slider the love of others of more value
than any object whatever on which
wish can be fixed. How light In iact, IS
the sacrifice of any other wi-h Wien
weighed against the affection, ot one
with whom We are to pass our whole Ac'
And though opposition in a single in-
stance will hardly of itself produce alien.
alton, Yet every one has their pouch into
which all these little oppositions are put;
while that is filling the alienation is inc
sensibly going on, aud when filled }, is
complete. 1t would puzzle either 10 -ay
why, because no one difference oi
opinion has been marked enough to l.o
duce "A serious effect of itself. Ea he
finds his affections wea,ed out by "a COM
stant stream ollittle checks and obstacles.
Other sources of discontcut, very cou-
mon indeed, are the little cross purposes
OF husband aud vile, in common cou'cr-
sation, disposition III either to criUc.se
and question whatever the other says,
desire always TO demonstrate and
make him feel himself in the wrong. cs-
pecial!y in company Nothing !, 20
goading. Much better therefore, IL our
companion views thing in light dill
lerent from what we do, leave him in
quiet possession of his views. WHAT Il,
the use OF rectilying him it the thing lie
unimportant; let It pass for the present,
and wait 4 softer moment and more C9n-
ciliaiory occasion OF reviying the suh-
iect together. 1t is wonderful hoN
many persons are rendered unhappy uy
inattenton to these little rules oi uru-
dencc."
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02
Sflisttllanp.

Teachers Portland.
1t is well known that = five days lnsti
tu,e Was holden in every County in our
State the present Year. aud as the same
instructors were engaged in all, . report
Of The doinss OF one Will give iair idea
Of them all. The Portland Press gave a
daily synopsis of The proceedings of the
institute held in that city, from which
We obtain the following:
TuSr DAY.
The meeting was called 10 order by Mi.
y. J. Haines Of The Park street Grammar
school. after which Prof. Allen took the
institute in hand
The professor suggested that no pupil
should be admitted TO a school under six
wears OF age. A the limit OF age in the
school is usually sixteen years the teach.
er's work come chiefly among children OF
eleven years Of age. Two kinds of les
sons are to be taught, lessons OF facts
and lessons OF philosophy. When u
,hild is growing inordinatsly his parents
should not send him 10 school, but they
will, and the teachers should be careful
what instruction is given. As long as
boy or girl is growing it should not be
pressed. Ii requires to have his brain
rest, since all the nerve power then goes
to the stomach. When the child demands
simple processes alone. teach him facts,
but " hen he asks why thing is so then
teach him the philosophy Of the thing.
Then again. the child. until after ten
or twelve years of age should not have
more than three figures enter into hi.
arithmetic lessons; that is sums where
over three figures ara employed in the
column, say sos. Some excellent illus
trations OF the case with which figures
were added by combinations OF the ten
digits were given. Therefore the first
point 10 be impressed is the teaching OF
processes, the how to do a thing. In The
fact period Of life always teach facts SO
that child will not have to remember
something else before he can remember
the matter in hand. There should be
three studies, and only three, taught in
all schools until we desire TO study
profession. These should be lst Ian
guage. 2d Physical Science, 81 Mathe-
ms.ics In this way there would be no
separate individual Developments in
likes and dislikes; no preference fol
grammar over mathematics, or cases
where people had ran to seed in mathe-
msficS Il must be remembered that We
are now speaking OF the commencement
of teaching-that whsrs little boys and
Girl. are pupils. Under the head Of Ian
.usze comes:
First. Words, Tor the child is taught
by the ear. Under this head also Is in-
Guided correct articulation and prOnunci
alton. How many persons are there
who lisp in after lie who have received a
school education.
Second. Reading with oral compost
lion. Time enough 20 teach spelling
when you begin to teach how TO write.
Third. would embody all my teach
ing OF language under the heads of for
eigu, living and dead.
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02
NUMBER 46.

sympathy. God has implanted desire
for knowledge in the minds Of all child
ren. Take advantage OF this. Let them
show their activity, their desire OF doing
somelhing,in ways that will bring to them
knowledge. Utilize the boys surplus
amount OF steam. To attract the chiid's
sympathy show an interest in The subject
yourself. Ii the pupil sees you interested
it will awaken his interest. lie will be-
lieye the subject to be OF some impcr'
tance.
After recess the Professor continued bis
subject and took up the matter OF moral
training in schools. He did not attach SO
much importance rs some 90 TO The Biaie
readings. The unconscious influence ot
the teacher, uuspokcn and uncXpressed,
moulds The minds OF the pupils. II the
teacher be truly good the pupils cannot
well be else. The teacher must be a
Christian. The Christian Instructor with.
out Bible can do more than the iudiier-
ent one with ninety nine Bibles. a tue
reverence Tor Scripture does not ncce,~i.
tate the reading Of the King James, nor
the Douay versions. Indeed, in mt1 IN
some instances be better TO read neither.
Nothing is gained and much is LOST Dy
shocking prcjudiccs II you read scrip
ture don't read il with whine.
The necessity OF rules and organization
ia schools was insisted upon. The p..n
need of every rule must be felt, else .Ho
rule is useless Don't be govcmc! y
your whims and caprices. Children should
bo taught rules Of etiquc,le-schoo. r,i.
quette. They need 10 be recognized -
human beings It is as easy a task 90 asH
pupil to DO cert i'm thing rs tote.. n.m.
It does not cost much to thank the child
Tor his little acts of kindness OF couy 81.
The subject OF punishment va, tuen
taken up. The only Legitimate oUjoo. oi
punishment is reformation. WhcncFcya
boy comes to you and conlesscs his wrong
doing, punishment has become uanc.o'.
sary, Il is sometimes necessary 10 "H'p.
but not always. Punishment must be
certain. Don't indulge in threats which
you will never fulfil. Never punish ~
depriyins pupil Of his recess. Eece''
is an inalienable right. Let the pul#h'
ment be proportionate to the offence. It
should never be administered before nc
school, nor Immediately alter The offence.
1t should not be excessive on unnatu..i.
Prof. Allen brought hi. remark, aud
the exercises OF the week 10 close Uy
thanking the audience for its attention
lie paid high compliment TO tho teach
ers and schools Cf Portland.
The teachers tlen organized meeting
by the choice Of Nh Taylor as chairman.
Resolutions OF thanks to Mes>rs. Alien
and Corth-ll were Offered Ly Mr. HaHcs
and seconded by Mr.. Wentworth. 1.r.
Wentworth said he had attended eighteen
Institutes. hut none equai.cd Ihi, 10 y..i-
able suggestion, thrown out and Tie
amount OF practical school work cAem.
plfcd. The resolutions were given %
unanimous passage
The attendance during lac afternoon
was large and the intcles, displayed,
excellent. Indeed, all the sessions have
been profitable.
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02

The attendance during yesterdays pro
ceedings WAS quite good, and the inter.
est evinced by teacher. IN The exercises
seems TO be on the increase.
The exercises Of the afternoon were
opened by Mr.. CouhcIi with prayer and
with the readins ot scripture.
Prot. Allen then expressed his readi
ness to answer any questions in regard
to matters already treated of during the
progress OF the Institute. 1t was asked
at what age ofa pupil the question "why,
the reason for things should be asked.
Mr.. Allen thought it should not be asked
until the pupil developed desire to
know and To examine the grounds upon
which an assertion is based. The tend
ency is to "torcer the scholar in thi: re-
gard. This tendency should be care
fully guarded against. Sumo pupils are
SO stoid that curiosity and desire 10 learn
must be awakened but never forced.
Mr.. Wentworth ished To learn Prot.
Aliens views on the suggestion IN the
mornings Pass in regard 10 the study
of mental arithmetic. Prot. Allen re.
piled that the only matter necessary To
be remembered is the process in ariIhme.
tical operations. b. means Ol this the
business man performs the most inul
cate operations, and concerns himself
not in The least with the reasons. The
arithmetic makers have fearully mud
died the matter. There is much verbiage
in the books. Arthmetics should be
thrown out OF the schooi, and teachers ol
arithmetic put in their places. When II
pupil knows how to add and subtract.
multiply and divide VIII ilo and fractional
numbers, he knows the whole of arl;h-
metic proper. Ratio and proportion
have no place in arithmetic. They bo
long to geometry. Ii sou wish to know
of them study DR.. Hills little book which
is worth its weight in gold but the merits
ofwhich have been strangely overlooked.
Prot. Allen then took up the subject oi
the afternoon. Conducting Rccitatiuns,
and dwelt AT litst upon The teachers pre-
para,ion for the recitation, which h.
Judged to be usually All too Sn'all. HE
teacher should never go before class
unless she has something new and fresh
to present not combined in the book IL
il only be lesson in spelling YOU ought
to be able to give at least one fact be-
vond the mere definition ot the word.
Teachers should read upon the subjects
which they teach, not text books merely
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02
The Blind Men and the Elephant.

IA joins e.. SANg.
&C wa. -iN msu ot Iutl1stau,
ro lyamiug much Inclined,
VINO went Jo see an elephant,
Though all OF them were blind
Ths, ea.h boy observation
Might satisfy his mind.
The FIRST approached the Elephant,
AMI, happcuin. to l.l
Against h.s broad and sturdy .ije,
Al once began 20 b1Nl:
"Gsd ble-s u- HUT the Elephant
I. vegy ike a wail:'
Tsc Secoad fceliu. of the tu,k,
Cried no Wha. have We here
- ysry round and smooth and sharp
To inc 'tis mighty clear
This wonder q an Elephant
l. very like spear
The Third approached the animal,
Aud, happening TO take
Tie -guhm.ng trunk within his hands,
Thu, boldly up aud Ipakc.
IL sec. -" quoth -. ",he Elephau;
Is very Like = snake
Tho Foar'A reached ou, hi. eager hand,
And fg,t about the knee.
"Whst most ,hls wosirous bCsIi is Ike,
Is GiShty plain" quoth no
TT. clear enough the Elephant
I-vcyy Ike a Tree
The Fl(th, who chancci 10 touch the ear
said. Ken the biiudsst man
Cau tell what this r,>csbles most.
DENY the fac; who can.
That marvel Of 40 Elephant
very ike fam"
The Sirts NO sooner had begun
About the beast to srSpc
Than. --.zins on the swinging tail
Tual :eu Within hs scope,
81 SEE" qu,th Dee. The Elephant
4, yegy Ike rope"
AM 80 these men ol Iodo.tau
pi-plted loud anil loas,
Bach iu his own opinion
ENcceJl.s >tn au! strong,
though each wa parsiy In the right.
And @l, were .n the wrong
-NeS Y.rt Ledger.
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02
FIFTH DAY.

The attendance al tie opening OF the
morning session was not large. After
prayer and The reading of the Scripture
by Prof. Allen, questions on points not
quite cleai were asked by some one in
the audience, aud answered by tie Pro.
lessor. As regards rigid routine in
recitation. Mr.. Allen insisted upon sys
tcmatic thought. but deprecated that
ridgity which parslyzes independent
thinking Some leading thought, about
which the associated thought. naturally
group themselves. should be kept in mind
in each recitation. Never lose sight OF
this thought but let il be The cardinal
point OF your discourse The Prult .sor
here incidentally gave excellent advice
un school discipline and the detection OF
mischief. The advice may bc summed
up in keep your eyes open In 4 reci-
lation don't he chary Of encouragement
When the pupil loses sight of the leading
idea, bring it back TO him. Don't ill him
over the hard places but teach him to help
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02

EXCITEMENT. Rev. Dr.. Arnot. having
been charged with excitement when
speaking on total abstinence, has replied:
People need not tell me that / am eX-
cited on these questions. know that !
am. sho Id be ashamed before God
and man il were not. There i more
in the public houses OF Glasgow To STIR
the spirit OF Il minister than All that Paul
saw al Athens. In my ministry l meet
the hurrid fruits OF these whishcy Stops.
| sec men and women perishiue u .a,se
pitfalls. The number Of Victims l. SD
great that il oyerw helms me. Ny brain
l. burning; my Learl is breaking iae
church is asleep and the world too. and
they are hugging each other. l am
weary with holding in; | must cry J
must cry. would rather be cDuu. Ell
singular in the Judgment OF men than be
uniaithiul in the Judgment oi God
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02
AFTERNOON.

AFTERNOON.
la the afternoon Prof. Allen began the
exercises by writin. on the black. board.
Every pupil on entering the school has
a large amount OF unclassilied knowledge
and unOrganiZcd facts" Taking this as
the text, lie enlalged upon the necessity
ol the classifying OF these iacts by the
teacher. You must examine the pupil to
ascertain where his knowledge of sub
iect ends, what his assets are and the
nature OF his stock in trade. Begin to
teach where his knowledge ends, and
proceed from the known. Take what the
child knows and build on TO that. Use
your eyes and make your pupils use their
eyes. The trouble is that you don't use
ysur eyes. How many of you use the
black boark crayons in school? (Several
hands held up) Do you know where
these crayons are made? (No one knew
Use your eyes and you will see in black
letters on every box you use the name
aud place OF the crayon manufacturer, for
there is but one place in the United StaleS
where they are manufactured. But YOU
must be careful what you teach, and then
no matter how bad the stock, good will
come Take lesson from the man who
gratis The fruit is fruit of the graft not
of the original bad stock. OF course
there are limits. The apple cannot be
grated on the pine. Bear in mind, too,
not 10 work against natural bent. In
press upon the mind OF the pupil that
knowledge is power. The business OF
the teacher is TO train, balance aud disci
pline the powers by which knowledge is
attained; fit the mind to receive the
highest culture; to tit ii to receive and
assimilate the beautiful.
What are The responsibilities OF teach.
ers ? The teacher is responsible for the
| physical, intellectual and moral develop
ment of the pupil The simple laws OF
hygenie must be learned and pracliCed.
Cleanliness must be insisted upon. IN
school furniture. in habits OF school woI
AS well rs in person. The professor
found strict attention TO cleanliness To
be OF the greatest benefit in generating
proper pride and self regard in The
ouscasts taken into his orphan school.
Attention was called To the Necessity
of cutivaling the pelceptiye powers and
the memory. The power OF attention in
pupils needs to be developed. The atten
tion of pupils can be secured by slimu
latiug their curiosity, their activity, their
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02

himself over. The matter of fractions OF
prime importance, should be early taken
up, divested of its Fictitious errors, SIM
pIiIisd and taught thoroughly. Children
deal with fractions earlier than wo i'm
agins, Their first experiences are usually
with pies. In fractions there are'but three
underlying principles. All fractional
operations are but examples OF these,
separately or in combination. Very IN
tcrosIing practical illustrations ot the
manner of teaching these principles were
given. The books have loaded them
with verbose a.d burdensOme da:a il Is
not necessary 10 remember.
Ia response 10 inquiries the speaker
said he would teach pupils commercial
arithmetic. Not perhaps the commercial
arithmelic OF the book makers but the
commercial arithmetic of the merchants
After recess Mr.. Corlhell resumed his
remarks lett unfinished yesterday on the
use OF words. In teaching, the pereePt-
i've powers must be catered to. This holds
true in all our studies. To enlarge the
vocabulary OF the pupil ask him TO name
or TO seek for the name OF every object
he sees on his way TO school, or IN the
home that he leaves. This will he not
only study OF language but study in
natural history ~ well. Aler II time the
children may be asked to write. bearing
IN mind that they are 10 write only OF
what they understand. Composition, 1t
rightly managed. can be made the most
delightful OF all school exercises. Oral
teaching should be made the vehicle oi
teaching the correct use OF English.
Much uay be taught of this in the regular
course OF n recitation. Nothing is too
trivial to be touched upon. Precision and
drcclne,s OF statement should be encour-
agcl. Children will soon learn TO delight
in it, Facility OF eNpiession may bc
e.. lily attained The bent OF the child's
power or genius may often be determined
from these iniaulie themes. After
while the grammar book may be intro.
duced. but no! used for long. Reading
with running comments should be sub
.Iitutcd for analysis aud parsing. Obscr
walton OF the style and the peculiaritics
ol different authors can be made 10 result
in correct and vigorous style OF ones
own. The analysis, derivation and exact
use of words may next be taken up rs we
20 from generals TO details. The study
of synonyms is another step in advance.
\ great aid in the study OF language j.
The comparison ol style. This. and the
transpoSition OF poetical into prose forms
aud its corrclalve, will be found OF much
value. Rhetorical analysis may be prac.
ticaliy taught without the definition OF
figures with which the books are cum.
bered.
lu.reply 10 ~ question regarding tle
suppression OF truancy, Prot. Allen said
the disease must first be diagnosed. The
reason why the boy absen,s himself must
be found out. Sometimes il 10 the un-
kindness OF The the teacher sometimes it
il, the indifference Of parents. sometimes
it i. the unattractiveness OF the school
room. These faults must be obviated.
The speaker then resumed the subject
OF recitations. and spoke Of the assign
ment OF lessons. A lew suggestions in
regard to this matter closed the morning
exercises
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02
VOLUME 40.
G9t 0fior0 Democrat,
Published Bvery Tuesday Morning, by
F. Z. SHAW.

EDITOR AND PROPRIETOR
rsliN>.-rwo Dollars per ycsr-sI50 IL paid
m advance
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02

class exercise. Rewards and prizes in
school,, were severely condemned; first.
because ;hcy stimulate Ia action those
who do not need il; And secondly, be
cause they ITO not reach those who do.
Prof Allen then mentioned the com
mcnls ol newspaper correspondents. and
spoke substantially as follows:
desire Ia SAY word touching the dis-
cus>on now going ON in the papers "l
the city, relative 20 matters presented IN
lh, institute. And allow me tu say that
the discussion OF any topic pertaining TO
10 oul schoals whore teachers, parents
and committee, are engaged. can sci
dom or never he Improbable. The
danger lies in the other direction. IA.
rent, ate too apt TO throw the RESPONSE
biIItles ol the managing aud running 81
OF schools upon committees. Ii Is true
comaiittes are. aud ought to be held rc
sponsiblc lur tarir work. but do parents
take the pains to ascertain accurately
whether detects oi which they complain
belong To The committee or to the teaUhcl?
Then again. do they look At The w'rk
and plsus ul committee - whole, aud
thu. form au Intelligent judgment Of it,
or dolLcy isol.te a single thing. distort
in. and i.nillins it Ny impression
10 that every intelligent school commit.
tee would he glad t. counsel aud ala isc
with cvcrJ mc.iiscut lalhrr aud mother
touching the studies aud discipline oi
their pupils Tnon again. teachers atc
too apt lu thiuw their short cOmIugs and
imperfecliuu' OF wo,h upon ,chool COM
millees, - really 1t is not unh,quenl'y
the case that school committees Uccome
the 'Scapc goat vl The community. They
bind all the sins OF the parents aud
teacher upon their heals. and not only
send them into the wilderness but put
dogs after them. Those teachers who
have individuality are doubtless allowed
TO use it, But those teachers who do
only rote work. OF course must have roie
work given them. | viii venture the
assertion, that the school committee oi
this city demand not pages ol y book,
and book way OI doing thing, but prlrci.
pie and kuowIcdsc oI The subject II
-
pondont OF The Pass indicates, they du Il
wrong to the pupil And it school com.
niitees require .cachcr~ TO teach thus.
a wrong j, done to the teacher. L,tI
parents visit ,cLooiS with committees
and less fnulI viii be found.
Prol. Allen then took up, alter recess
the subject, Object OF Recitation.
and treated OF i, under the following
heads: FIRST, test the pupil, knowlcdsc
OF the subject; second, 10 train the
pupils to tell what lhey know in Suod
clean cut Eng lish, third, to iiupsrt in-tr uc-
ton. Each one OF these points were dwc,t
upon at some length in an interesting
manner, and happily illustrated.
This has, without doubt, been one Of
the most profitable sessions 81 tar Yet
held The topics presented were ol Vi
tai importance 10 tIe WORK OF the school
room. No theories, but practical. every
day, common sense work, presented IN Il
Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1873-12-02
4oetrp.
For the ONforl Democrat.
= q IL Il q ".

How can tell OF sorrow
When my heart i- full or glce
But know too well the morrow
VII, bring it back 10 me
Ths ala is fan of freshness;
AMI my heart beats high and gay;
Ard the little birds are singing
Throughout the livelouS day
But the Z sht co5.es on with anguish,
And the foul black bat OF crime;
While with his slew, slow Gitiug
Ny heart make moumful rhyme.
The Huntington argus. [volume] (Huntington, W. Va.) 1872-1905, 1873-04-26

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