River Falls journal. [volume] (River Falls, Pierce County, Wis.) 1872-2019, 1877-11-29
Educational.
HI. 5. BAKER. A. r.. Editor

in large schools fail in small ones, be-
cause they do not try to do very much.
A very poor course. sst@rms4 se
SYLvENUs Brown will teach in district
No. I. Spring Lake. DR.. Akers in the
Vanosse district, and A. @. Lamport
at the Gosset school-house.
Teachers who consult their pupils
rather than their own judgment in
classification, should not expect
much progress. Make fewer classes
in arithmetic and geography.
WHEN the question contains more
words than the answer, the teacher
does not understand the art of ques-
tioning. Make the former as brief as
possible and so frame it as to involve
an answer containing something more
than a monosyllable. The pupil
should be the chief talker; the teacher
the chief questioner.
The workman who has great skill is
not likely to be out OF employment.
1t is the ordinary. uneducated, I'M
thinking, employe who is first dis
charged. He who has thought close
ly upon one thing, is prepared to Crap
pie with another and will do so if his
interests demand it. A trained mind,
then, is the laborer's most valuable
tool.
REPORT of the examination at the
close of the End month of the fall
term of the River Fails Institute,
showing the standing OF those who
were high in merit:
Spelling.-Clarance Stephens, Edgar
Teachout. w. E. Webster, Jennie Dick
ey, Chas. Harshman. John Aasterud,
each 100. Carroll Nye, I'll. Hall, F.
Dodge, each 95.
Higher Arithmetic.--Edgar Teach
out, 81; w. E. Webster, %; G. Harsh
man, % Maurice Human, 81.
First Practical Arithmetic-Frank
Day, %; G. Hutchinson, 30; G. Steph-
ems, 90; Jennie Dickey, 81.
Elementary Algebra--C. Harshman,
95; H. Hall, %.
Analy sis-Edgar Teachout. %; G.
Harshman, %; J. Aasterud, so.
Grammar-H Hall. %; Jennie Dick.
ey, 10, c. Stephens, rs.
Greene's NEUTRALITY-SUSPICIOUS. Van
Slyke, 20.
History-E. Teachout, 95; j. Aas-
terud. 95; @. Stephens, So; David Tay.
lor, So; Nj. Hinman, 80.
Constitution of Wisconsin--H Hall,
% /; c. Stephens, 90; E. Teachout, 90;
F. West, 81.
Second Arithmetic--L. Oakley, 80
c. Taylor. 81.
Geography. Oakley, rs.
Glasses in Reading, Bookkeeping,
Physiology and Latin not examined.
NJ. E. SEVERANCE, Principal.
SUPr. II. S.. BAKER:
Allow me through your Educational
Column to make an answer to lnquir'
les made of me as to the correctness OF
one of the causes of the Revolution.
Some months ago, | stated that the
expression Taxation without Repre-
sentation'' if it does not state an UNI
truth, certainly is calculated to lead
to erroneous conclusions. If the above
stereotyped expression states the truth,
it follows that Taxation nth Rep
resentation" would have been satlsfac-
tory to the Colonies. This was not
the case, no matter what the text
books say.
Now to the facts. On the 7th of
October, 1885, a Colonial Congress met
at New York. The keynote of the
proceedings of this Congress is en-
bodied in the instruction to Mr.. James
otis, by the Massachusetts House of
Representatives ito insist upon an
exclusive right in the colony to all
acts of taxation" This Congress
drew up Declaration of rights, bear
ing date Oct. 10, 1895. The portion
bearing upon Taxation" and ''Repre-
sentation" is herewith given.
"The members of this Congress es-
TEEN it our Indispensable duty to
make the following declaration of
our humble opinions respecting the
most essential Rights and liberties of
the coIonists. and of the grievances
under which they labor by reason of
several late acts of Parliament
III. That it is inseparably essential
to the freedom of a people. and the m-
doubted right of Englishmen, that no
taxes be imposed on them but with
their own consent, given personally or
by their representatives.
". That the people of these colo
MES are not, and, from their local cir
cumstances, cannot be represented in
the House of Commons in Great Brit
ain.
". That the only representatives of
the people of these colonies are per-
sons chosen therein by themselves, and
that no taxes ever have been or can
be eonstitutionally imposed on them
but by their respective legislatures. .
Putting this and that together, it
will be seen that, no matter how con-
venient the phrase Taxation without
Representation may be. it does not
conform to historic truth The super
fetal reader of History is satisfied with
the statements of textbook the
student of History searches deeper,
into official records, and often finds
=