The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1892-05-26

echoes of her successful achievements.
Truly hath the poet said;
"We rise by things that are meath our feet.
| BY what we have mastered of good and gain,
| BY the pride deposed and passion slain,
And the vanquished ills we hourly meet"
Miss Kate Naftzger had for her subject,
| Extracts From Teachers Notebook"
This very plcturesquely set forth the trials
and labors of II teacher when she went out
in search of a school, and her subsequent
| experience with school boards and people.
The production ought to be published for
the benefit of the thoughtless and lndif-
| ferent. Her conclusions were IN regard to
the profession, saying it was so honorable
that it confers dignity upon all who enter
it worthily and borrows dignity from
none. No one was ever so great that they
might not have found In teaching expert
ences for which their greatness would not
suffice. This was an excellent production.
Miss Mary Kelley had for her subject,
| 'Glimpses into an Ideal School," This
subject embraced all the points and
characters developed in the environments
and work of a school-order, neatness and
beauty-as we'll as the politeness, manner
!
forth in a pleasing and forcible style, and
showed Miss Kelley to be in full harmony
with all the principles involved in the
successful teacher and the ideal school
She concluded in the following beautiful
words:
''To inspire and direct, to be the guiding
architect in building up noble character
and fitting it for Immortality, is privilege
| filled with eternal delight"
Miss Lalla Browns subject, Education
by Doing" This was a fine dissertation
on the results of the practical over the
mere theoretical and fanciful. Miss Brown
believes in doing, and while she acknowl-
edges the necessity of thorough study and
the intoxicating of high requirements. She
believes in making them all constantly
subservient to the realities and uses of
| living-constant exercise Of the muscle
makes strength, and constant application
of the lessons of study builds temple
bristliug with the brlliants and beauty of
knowledge, which forms life of fine col
oring and rich texture.
"The tissue of the life to be
| We weave with colOrs all our own,
And in the field of destiny
| We reap as we have SOwn."
Miss Eva MCGEE chose for her subject
| "Discipline-Eorce versus Influence"
This was well defined and shown to be an
important subject for the study of the
teacher. 1t is the foundation of good
teaching. One can be competent to gov
ern school, yet not competent to teach
the same; but one cannot in the highest
and truest sense teach a school unless he
can also govern it. Discipline gives power
One hundred we'll drilled soldiers are
worth more on a battlefield than several
hundred raw recruits. Railroads are a
grand exhibition of the power of system.
| Energy is the sesame which opens all
| iS q bat ba
movements of the school.
Mrs Ruby Ellis had for her subject,
Character Building"
The drift of this lady's thought was to
subordinate all in mind, heart and purpose
to the moral. Morality subjects all mo-
tives to one supreme motive" The essen
tial element of social culture is moral cul-
ture" This was production of rare merit
and showed Miss Ellis in full accord with
the work of a teacher. She closed in the
following strong and pertinent language:
when we stand before a sea of fifty lit
tie faces, and realize the responsibility of
| training each one for a noble manhood,
and womanhood, we are forced to submit
ourselves to the guidance of the Great
Teacher aud pray with one of old, God,
make me beautiful within.
| Miss Gertie Jackson took for her SUBJ
ject, wit and Wisdom of Childhood"
"Who can tell what a baby thinks?
| Who can follow the gossamer links
| By which the Mannikin fells his way
Out from the shores of the great unknown,
Blind and wailing and alone,
Into the light of day"
After this expression Miss Jackson went
on to solve how the key to the nature of
children may be found, and illustrated
| in beautiful word painting the character
| istics of childhood, and how the wisdom
of age often shine forth in the youthful
mind Some of the finest literature of the
age is the wisdom of children. They are
the links in the chain of inspiration which
holds the mortal to the immortal, and
give music to language and color to life.
Her production was delightful in its
pleasant illustrations, aud beautiful in
| thought.
Miss Emma Allison spoke OF 1.-THE
School Master of the Past" This was a
fine showing of the mode and practice of
teaching in the past as compared with the
teaching OF today In the past many times
men were employed to teach because of
physical powers, or their Inability to do
anything else. In the course OF three TO
five months boys were sent out equipped
for the business of life; when they could
not spell or pronounce. Today society Is
| calling earnestly for men and women OF
broad culture and noble natures: for men
and women of quick intelligence, OF large
| hearts and of generous impulse to take
|
! into the pleasant ways OF wisdom, virtue,
usefulness and happiness.
Miss Mary BsrwIse took for her subject
| "The Teacher of Today" "Old thing
| have passed away. and all things have he
come new" Miss Barwise traced the
| growth of education, the changes in the
! manner and custom of teaching, showing
1 the demands this age required. She pro-
nouuced In unmistakaOle words the
necessity of training and practice, and
1 illustrated the advantage OF the normal
discipline over the discipline acquired by
| experience. She said the normal school
has melted 10 effort and furnished with
the necessary Instrumentalities. Thus the
| teacher strives TO advance in the art, en-
| couraged in times of encouragement By
the words OF the poet.
| Yet do thy work, II shall succeed.
| In thine or II another's day.
And II denied tie victors mead
| Thou shalt not lack the toilers pay.
After this Miss Rowe made short ad-
dress TO the class, speaking OF their &C
ouiremsnts and the responsibility resting
upon each, and recommended them TO DR..
Stevenson, the superintendent OF city
schools DR. Stevenson then addressed