The Globe-republican. [volume] (Dodge City, Kan.) 1889-1910, 1895-04-12


! should be followed by class recital COW
ering the same subject matter.-Normal
| Instructor.
What Books Are Read?
Librarian TeSSa L. kelSO, of Los
Angeles Public Library, has made a
close study of the reading Of their
books by the people. To be sure, it
is the old, old stOry-fictiOn was sos
per cent. of the whole amount, and
magazines % per cent, and it is fair
to suspect that these We're read large
ly for their fiction. Philosophy has
less than one per cent, but it is worthy
| of note that there are SCI different
works on philosophy in the library,
| and that these were taken out 4,O95
| times. There are also 1,141 works on
times; 1859 works on religion, taken
out 1912 times; 221 on philolOgy,
| taken out 1, 1S3 times. However much
| of fiction may be read, there is en-
enlargement in the fact that in these
four branches of thought there are
y
library, in a relatively new city, and
that they are read 15,947 times. To
these may be added 2, 454 works on lit
| erature that were read 1905 times;
natural science, 1927 books, read 1883
times; history, 1,6S6 books, read 9,2So
times; travels, 1,437, read II, 564; biOs-
raphy, 1877, read S,945.
The religious books were read BY
| two distinct classes, who chose Spur
geon, Phillips Brooks, TOttan, Blavat-
sky, Savage and IngersOll. The sOciO-
logical works were mostly on the tariff,
silver question and single tax.
Charles King, of all the authors, is
in the lead, followed close by Rosa
Nouchette Carey and Clara Louise
Burnham. The book most read in 1894
| was 'Dr. Latimer." There were nine
copies of this book required to meet
the demand. King was the favOrite
with boys, and Miss Carey with girls.
In five years they have had to pur-
| chase twenty-seven copies OF IRA
mOna," twenty-five of Lorna DOOne,"
and twenty of vanity Fair" to meet
| the demand.
Sympathy with Children.
In certain one of DR.. Talmage's SER
mons he put in some good pedagogical
doctrine. While it was addressed to the
parents, it applies equally well to teach
| ers, for are not parents teachers, and
| teachers, in a manner, parents!
do not put on a sort of supernatural
| gravity, as though you never liked
| spOrtfulness. You liked it just as much
as your children do. Some Of you were
| full of mischief you have never indi-
Gated to your children or grandchildren,
and you seldom got up in the morning
until you We're pulled out of bed! Do
not stand before your children pretend
| ing to immaculate goodness. Do not,
because your eyesight is dim and your
ankle stiff, frown upon the spOrtfulness
which shows itself in luster of the eye
and in the bounding foot of robust
health. Do not sit with the rheumatism
| wondering how the children can go on
so. Thank God that they are so light
| of spirit, that their laughter is so free,
that their spirits are SO radiant. Trou-
BILE comes soon enough to them. Dark
days will come soon enough to them,
and heart breaks and desOla tion and be-
reavements will come soon enough. Do
not try to forestall it. Do not try to an
ticipate it, When the clouds come on
the sky it is time enough to get out the
reef tackle"
A Device in Government.
Suppose that a pupil in the primary
room should go to the water pail three
times during a recitation, would it not
| be we'll to let him go without Interrupt
| ton. and then during the day, at some
| convenient time, have a general dis
cussiOn as to how long pupil can do
without water before suffering, and
whether, if a pupils wants have all
been supplied before the beginning Of
the recitation he could suffer before the
close Let the pupils point out the in
terruptiOn occasioned if all thus fire.
quently visit the water pail. Personal
mention of the offender need not be
made, but he should be drawn into the
| discussion. Or. if thought best, he
alone might discuss the matter with
the teacher. No matter about details;
mean only to insist that the pupil be
| led to set up his own standard of action,
| and make his own decision in regard to
| It. so far as possible. without any re-
gard for the mere authority Of the
teacher.
| Suggestions.
Don't rest till you do your best.
To smile is better than to smite.
Laugh with the children, not at them.
Prevention is better than punish
ment
Think before you speak, not after
wards