The new North-west. [volume] (Deer Lodge, Mont.) 1869-1897, 1880-03-19

! therefore wrong. The incentives that are
worthy of use are first, appreciation, or
| the good opinion OF his teacher; second,
the desire to be fitted for the future duties
OF life. The principles advocated were
clearly set forth by the essay, and it was
read IN an earnest manner. Prof. Smith
took ground against the essay, holding that
! prizes are TO be allowed; that child is a
selfish creature and must have such motives
! presented to him as are able 10 appeal to
him in the condition ne is in. The man
| that went around the city of London with
a hot potato to get children TO come To Sun
day school had the right idea. Supt. Har
deEbrook, whIie he thought that he had
| given some prizes successfully, did not
| believe IN bring chlld TO do what he
ought to do for itself. Mr.. Clingau was
opposed to giving prizes. Mr.. Thos. T.
! Baker thought that prizes were a good
| thing in the hands o. skIilful teacher, aud
poor one III poor haads; that priZ.s
ought to be used to stimulate the defective
parts of pupils.
The Quincy teachers teach their scholars
to write script at once, and not to learn To
| print. This method was discussed here,
and the conclusion arrived at, that the
method was at least worthy Of trial, though
some held with MISS Crossman that print.
ing is branch OF drawing, aud ought to
be cultivated.
| AFTERNOON SESSION.
Miss Nettie Emerson read an attractive essay on
"A Days Work in school,"
| Miss Sadie Hutchins held a recitation in geogra-
ply. She showed how the ideas, ct which child has
no correct experimentation, place, distance
shoud be developed by the. inductive method. %he
exercise skillfnlly and successfully conducted.
| The subject discussed then 10 some extent anu
the urgent need of oral instruction IN this study re-
| ferred to.
Master Barnett Fawcett then did some very skIiful
Work on the board IN the drawing OF maps. Mr. Reed
gave talk his ideas of teaching history. holding
that history Is the growth of ideas and not story
wors. lie held that but few dates should b. taught
and more discussion OF causes. Prof. Ha-scl and M
Marcun differed somewhat IRON the position taken.
A. f. Creswell also held that the therry was good but
| would not do for practice. Prot. Howell held thai
| the topical method wonld not work for school boys
"The lessons 100 indefini e. We have no good
history ind find II necessary to assign definite
MI Gilman fTG held that the topical men nS
ography IN one book. Adjourned with singing.
EyE~INo sEssIoS-TuEsDAY.
Lecture by Prof. Howell, of Virginia City, subject,
| " Compulsory Education"
| 'Citizens Of Butte-In wandering by your noble
school hOue saw today tor the first time the motto
knowledge Is Power engra'en above the door.
| Knowledge Is Power. OF all natljns on the globe
Know ledge il OF most value ana power III ours Ed
ucation s not morality, but 1t is fact that 1t IL al
! ways Its handmaid. The worth OF education is n
subject so trte that IL may he SAID 10 DC suOjtCi
Whose Old age demands reverence. But our good ma
toI is not In the OF educational progress. Ger
miny IL fnr ahead From until the end of the lat h
all children required 10 attend school, and are
tuught not only In the common branches, but in mu-
sic. IL Is also in Saxony, Italy, Switzerland and
other countries. Germany shows no grown person.
that cannot read and wTiIe. We feel far above the
| effetc monArches of the Old World, and no doubt
we shall time tar surptss them, now we are
behind them on this subject 10 not think all our
| children are educated In 1870 only oue-hal our
children were In school and in lSIS only 80 per cent.
have no doubt all of these could give some excuse,
but what a motley array OF excuses there would be.
Some would say, we stay away because II we 70 we
shall be classed children. and though we are a.
ignorant horse blocks, yet we cannot stand that.
| Others would say We stay away Ohe.haf the year
to plant crops and the other hall gather them.
| What iimsness! While four hfths IF 0ur criminals
are ignorant and such vast multitude OF Ignorant
| men AT large cEu scarcely be called an educa-
! ted people. Montana has four and one-per cent. ct
erates and spends three dollars per veal per capita
for school purDo-es. and this is one of the best rec
ords liz states the per centage is high as Al
per cent and the expenditure low as 70 cents per
capita per year. Can our nation be safe while kear-
neysm is Tife2 Can 1t be safe while great national
party whose principles of finance historically and
VIGOROUSLY bad fourshes p After further mastery
discussion of the subject, the speaker concluded n
follows d" Ii have been successful In my lecture
have shown these things-1st that education IL
strength in any government; I'd, that 1t Is pre-emi-
nently necessary in government Of the people 3D..
that we n people have not attained TO the educa-
tonal stains that might 4th that at the present
rate of attendance the Dext generation viii not pos
| scks lEt ueETee Oh " oiu
have the example OF the leading European States
in favor of Il compulsory educational law and also
come OF our own States in which education Is most
advanced 9Th, that if we are to attain Germany
position must follow her example; 7th, that such
laws are not only for the sef-preservation OF the
State bat for the highest welfare of the citizens
9Th, that such laws not tyranny and are not OPP
| posed to the spirit OF free government; 9TH, that
many things 20 to show that there is large and dan
gerous constituency of ignorance In the United States;
10TH that the perY OF the day gives the OPP
portunity of removing the cause of danger -iGso-
| RANCE"
The lecture was mastery production and held the
| attention and convinced the minds OF very large
audience. Mr.. Howell's friends and the college from
| which he comes may well be proud OF him.
| After the lecture Prof Hassell made an eloquent
speech against compulsory law which was received
| with enthusiasm by the audience 4 speech was
made in reply by FW. Reed During the evening Miss
Bessie Bartlett, of Virginia City, sang very sweet
| solo with quartette chorus.