The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1881-06-24
ANSWERS TO QUESTIONS.

l. The annual rainfall Of Wisconsin
is from 80 to 81 inches, and is quite
uniform through the State.
/, 2. The mean annual temperature of
Wisconsin is 45 degrees Fahrenheit.
It is 40 degrees in the northern part,
and 48 degrees to 40 degrees in the
southern part. I. NJ.
3. The northern limit of the cotton
Rising district is an isothermal line
having a temperature of 60 degrees.
This is about the 9Oth parallel of north
Latitude.
4. The clause in our constitution pro-
hibiting senators from holding any of
fee which shall have been created dur
ing the time for which they are elected
was inserted to prevent dishonest pro-
ceedings between the executive and
senators. If a senator were permitted
to assist in creating an office and then
to resign his sent for the purpose of
obtaining that office, on being nomin-
ated to it by the President, it would
soon lead into corruption OF the
whole system Of government. n. NJ.
A great majority of the teachers who
have sent their opinions on the subject
of offering prizes in school are decided
" opposed to the practice. Below will
be found the views of writer on each
side of the case:
Shall we offer prizes in school?
What is the purpose of giving prizes ?
Is it not as an incentive to study?
Is it not to secure more thorough
and steady application of the pupils to
their studies?
Is it not to secure better attendance
and deportment, as we'll as better schol-
arship?
Will the offering of prize do this?
Will the prospect Of prize at the
end of the term stimulate aOhole class
or a aChoLe school to make greater or
more steady application throughout
the entire term?
\ do not believe it will. An in
centive must be continuous in Oper-
alton and effect to be of any bene-
fit to scholar. The offering of prize
to class or school will fire their minds
with an unusual zeal. They are all
urged on to make great efforts; but for
time only. Soon few of the more
brilliant ones have far outstripped the
others, leaving them far in the rear.
These few go ON with the grand
struggle, not for an education but for
the prize. The grand prize! The
great end and goal Of their ambition,
which is to be reached only by the pen.
Urged on by the great end in view,
the few work on, often beyond their
strength; for it is usually the quick
minded, nervous ones, instead of the
slower, strong-minded ones, who come
out first in the race. The prize is now
far out of the reach of the majority.
Nothing is left as an incentive for
them. Many Of them will lose interest
in all school work, while others who
understand the true end of all educa-
ton will work on faithfully.
Thus we shall see that all real, good,
steady work in the school is at an end.
The pupils fail to work together.
Some have gone or at break-neck
speed only to come to a dead stop by
and by; while the others bring up far
in the rear.
Besides breaking down the constitu-
ton and running the life and happiness
of some ambitious pupil, it often en-
genders feeling of hatred between
the most successful ones. Many cases
might be cited of ruined constitutions,
caused by over-exertlon in competing
for prizes at school. Thus we shall
see that instead of producing good re-
suits in school, it produces evil ones,
defeating the very end for which it
was given. c. E. W.
Prizes seem to me to be a good slim
ulus for any school, especially in
district one, where pupils often fail to
see the value and necessity of learning
each lesson from day to day, and who
do not, so directly, have promotion, to
which to look forward, as reward for
scholarship, as do pupils in a graded
school. Although | think scholars
should not study merely in hope of re-
ward, still 1 do think more interest
and enthusiasm is manifested by them
when they see some goal ahead for
which to strive. 1t seems to me there
is no scholar who would not be ambi-
tious of securing prize offered to his
class, be it ever SO small. c. ID. T.