The Findlay Jeffersonian. [volume] (Findlay, Hancock County, Ohio) 1870-1881, 1876-12-08
Gh afiofal .Gninmn.
Conducted by c. p. PALMER
MCCoMR O. Noy. 9th 1876.

I say bth. say u O'h'""' 'hi'
thirds ssIn- as one. Or 'aking on
for 81 isa>i-. il does contain fi'.e 'hird
% ore. i, j. sp. cited that they are (
b.. thirds f one. PI-ase al swer j
nDx' JEFF. <. spectfuily,
DEACON q MITCHELL
IT j. perfectly proper to 81! ) cor
tai, i,r- thirds. Unless it iS Other
Wis. stated II i aways understood tina
parts of unity are meant. q L l..
THE Union Literary So. ie;y of las
week WAS pos p"ned in c"I's' quenc
of lac yacat;on II the schools "u Thurs
day aud Friday
THE Ohio L iucaiioral Month";
completes its twenty fifth year. wit
the. December number. and claims t
be the oldest E.iucatiJn Journal in TIN
United States.
A GOOD n:anv young men have with
dra wn from the A Grammar and Hig'
School Depar'mer Is, of the Findla.
Public Schools. to commence teaching
Their pieces are however, to erea
extent. supplied by Others.
1HE Findla, School Eoa'd are III tx
ing preparations for the or. ction Of {
four room building in North Fiudlay
A DANBURY school teacher las ii
upon al ingenious device, for the
punishment Of children who laugh il
school. Size stands them on a chair
with Il cloth over ia. ir heads
This hn ,cks the. levity out of them
a:.i adds much 10 the scenery of tie
room -Ne,Cs
THK meeting at MrC"rnh, was pot
poned on nccouII; of :i.e bad condition
of lie roads
f II. TUFTS, formerly of 'i:- place
reports hius. II H. very p!'sseurly si;
uated as Superintendent; OF the Aurora
Indiana Schools. He has n corps oi
-hirt Ell teachers.
If teachers would more fr, qT-ntly
look beyond rieir own sphere they
would e ,siIy learn that The conditions
of success in other calling are essen
TALLY the same es in their own. OIheI
producers of results must cX-rcise the
same unremitting. drIjgiug care, OF
their labor would be as resultless as
that of a teacher who spends more
time in lamenting the drudgery of his
profession than in earnest, well direct
ed efforts to promote the advancement
of his pupils.
Tie painful resuiIiess character oi
many lives without, as well as within,
tie teachers advocation must be as
cribed, doubtless, to TIE bugbcar Of
drudgery which haunts the minds oi
men and women at the threshold oi
active life. The chief desideratum OF
the young in entering upon an inde
pendent existence seems to be in toe
many instances, not mode and kind
of activ ty which will produce the best
and most useful results, but rather q
sphere of action which will conduce
most largely to personal ease and com
fort. The pernicious tendency of this
unreasonable desire to escape the
drugery essential to success has become
a source of grave apprehension on the
part of those who have the welfare OF
society at heart. Parents look with
dismal forebodings upon the extreme
reluctance of their children to enter
employInehts most productive of re-
suits because of the apparently cease
less drudgery which they entail.
You should visit your school house
at least once before your school begins,
in order to know that everything is
ready, and that your weapons, such ss
you may have, are sharpened for the
fray. l have known some benighted
regions, where they were destitute even
of bell in school. If your evil for
tune has led ytu to such a place, and
if the trustees, upon application, de-
cline to supply the lack, go witnout
the new ribbon you intended to get
next week, and buy a bell. You will
never regret it. There is something
in the sharp, sudden stroke of a call
bell, attracts instant attention, and in
sures promptness which words would
fail to secure. When your bour fol
opening arrives, let one stroke call the
scholars to their seats, the second viii
announce the opening exercises. Il
you are not in one of those localities
where the Bible is considered danger
Gus, by all means first read few
verses, and then if you and youl
scholars know any simple hymns, sing
one, and then all together repeat the
Lords prayer. If you must omit the
first exercises, you can certainly al
join in the last.
l was visiting friends school, no
long since, where this was the OIL,
opening exercises: and when, with
bowed heads and reverent voices, the
whole school united in this simple anG
beautiful petitition, l felt as though
nothing more was needed.
PRINCIPAL Dawson, of Montreal,
says that I'VE do not usually give TIE
child credit for the very complex and
difficult task in learning to read.
First, there are twenty six different
letters to become familiar with; ther
the pupil is told that these letter.
merely represent certain sounds, and
some of the letters several sounds
these letters are afterwards grouped
and words are formed, but words de
not generally represent more thar
sounds, and they have to be again
grouped before they represent oul
ideas. 1t should be the aim of th,
teacher to break up as fine as he car
this complex task, and give it in yer!
little bits to the children"
- CARD
To all who are suffering from the crror