davidaulloa/AmericanStories huggingface dataset:
The Washington times., 1895-06-19

bottom and west at the left hand. This
plan or map he reads easily with the thing
represented in view He adds to this map
the halls and other rooms on the same floor
OF his school building. He is sent TO OBJ
serve and pace the school ground, the block
in which his school is situated and the sur
rounding blocks. These he successively re-
produces on his sand board and represents
by maps working always to some deflmte
scale With an understanding OF the map of
his school block surrounded by few adja-
cent blocks he comprehends easily the plan
Of the entire city.
.Accompanied by his teacher he goes to the
Capitol, the geographical center, from which
he obtains an extended view OF the city
He notes the extension of the streets in all
directions the location of many of the public
buildings, the river, etc. A small portion
of the man of the city he builds for himself
in sand and dra ws before passing the printed
one With this knowledge of the city based
on actual observation the printed map De
comes full of meaning to him.
He visits other public buildings, and those
not visited be studies through pictures,
learning what is done in them, by whom
owned, material-of which they are Quit,
and other important facts concerning them
| He learns the different means of transpor-
! tation of the people by the various car
and steamboat lines; their means OF COM
munlCatlOn LitssclBSISf iDt'Oi7 -
| telephone and telegraph; how the city is
! lighted. provided with water, protected,
| and thus little eofitsgoveTnment. of
He now makes excursions with his teacher
| into the country surrounding the city. lie
| observes the hill, valley, brook and other
natural features, together with much OF
| the plant and animal life Through the
| questions of the teacher he is led to observe
! much that he would otherwise pass by un-
noticed He questions the why OF what
he sees. and is given the power to imagine
what is beyond his view. He molds
| draws. describes orally and through writ
ing what he has SEEN Through all this
Intelligent observation of surroundings,
through moldiag and drawing, through the
right use of the Imagination is the chllq
given the foundation for reading actualities
| from maps, and forga gainihg informationfrom
books, in each of which he has much exer-
| else in the school Written work accom-
panies each step in investigation, the same
| care being taken in expression as in all
| other subjects.
The Washington times., 1895-06-19

Juseph R. Keeue. Supervising Principal
OF Sixth division A, has been so closely
identified with what are Known as the
country schools" since their organization,
as to become part of their history, The
high standing which these schools have
attained is due in no small measure to his
connection with them
Mr.. Keene was educated in the private
schools of Clarke and Leudoun counties,
Va, the first uanaed being his native
county.
He taught first in the private schools
of his native state, and later in the private
aud public schools of Maryland. Moving
into the District OF Columbia he taught for
a time in the private schools of Washington.
Feb. 1, 1866, he was appointed principal
of the new school established near the
Soldiers Home, a position he held ten
years; in 1875 he was assigned TO ad-
ditional duties as assistant secretary 10
the County School Board and examiner or
teachers monthly reports, with an in
crease of salary.
In 1876 the city and county systems
consolidated, and the county schools con-
stituted the Sixth division of the general
system. Mr.. keene was appointed super
vising principal of the division, being the
first appointee in the county TO that office.
The rapid increase in number of schools
in the division necessitated it's sub di-
vision in 1850 into sections A, ard b; and
since that year Mr. Keene has had charge
of section A with his office in the Monroe
Building.
He has the thorough respect ndeonrloence
of his corps of teachers, as well as OF the
people of his section; ard his Eerylees TO
| the schools of the whole county can not be
estimated at too high value.
The Washington times., 1895-06-19
Seatnn school.

constitute a decidedly attractive feature,
especially to the boys, who would be thereby
influenced to join the organization.
1t is to be regretted that the work or
org anizing leagues in the schools was
begun so late in the school year, and the
department. OF narcotics of the W. T. L. U.
has been greatly hampered in its work III
this direction by the lack of assistants.
Great encouragement, however, has been
received from the principals and teachers
Of the schools visited. They haveshown the
utmost kindness and consideration and are
anxious to forward the cause, though pre-
vented, to a large extent, from active CO.
operation, by their extra duties at this
time of the year
Likewise The Times has giventhe depart
ment of narcotics most valuable assistance
by opening it's reading and editorial
columns, in times past, to further the anti
cigarette cause, and ii has in other ways
and on other occasions shown lively
interest in the work.
This seasons efforts have been neceS-
sariIy somewhat spasmodic and as re-
suit 500 or 600 boys and girls have signed
the pledge against cigarettes and other
forms of tobacco so that, with the leagues
due To the efforts of Mr.. B. I. Janney, 10
Georgetown. the total membership in the
District Of Columbia is from L, 200 TO
800.
During vacation the WOrk IN JHe sCHoolS
must rest but it is the intention of the de-
partment of narcotics to enter into an
active campaign with the new school year,
and it is confidently expected that. with
the experience of the past few mouths and
with the help of Almighty God TO further
the Work, every boy aud girl, white and
colored, in the public schools of this city,
who can be persuaded to accept and sign
the pledge VIII, by this time in 1896, be
enrolled as members of the Anti-cigarette
League and the little Acknowledgment
| badge will be a common sight in Wash
ingtou.
ALICE B. CHAPMAN,
| District Superintendent Department. Mar
The Washington times., 1895-06-19
NuMBER WORK.

The number work of the primary grades
is characterized by corresponding amount
of observation, thought, and expression
that is demanded in other work. In these
grades the many fundamental facts OF
number, upon a knowledge of which the
child's future work depends, must be
learned These facts he is led to dis
cover for himself through the handling
of objects. This number work is closely
connected with and becomes part of
each subject investigated in these grades
The child counts the petals OF the flower,
compares the number of seeds found in
various fruits, computes the number OF
toes, wings, or eyes certain NUMBER OF
birds have, etc. He accumGlates facts to
which he relates many others, and through
this thoughtful investigation gains the
power, in time, to see the relations with
out the aid of objects and TO deal with
symbols underst andingly. Each newly
discovered fact he represents pictorially
and by the symbols. Thus every figure,
every sign means to him numbers of things
or quantities in their right relation.
The Washington times., 1895-06-19

ton OF terms necessary to the setting forth
of the subject He becomes familiar with
these terms through his own oral use OF
them, through the reading of many sentences
containing them, and by writing sentences
himself involving their use New beauties
and new thoughts are givenhtm through the
stories and poems related or read 10 ulm
bearing on the subject.
With all of this preparation and with the
same, or a closely allied, specimen before him
the child is left to express himself through
writing This expression, as language
power is developed, becomes to the teacher
u test both of the closeness Of observation or
the child and the clearness with which he
has seen related facts. Through this con-
tinued daily work the child gains power
to express himself almost as easily and well
through writing as through speech
In connection with both oral and written
expression, knowledge Of forms is neces-
sary so that the use of the language may
be Intelligent and correct. The numerous
ideas or relations which are brought TO
the child's knowledge daily, in connection
with all subjects find expression in appro-
pirate idiom. The idiom, if not already
possessed by the child, is given him by the
teacher w he Il she isassuredhe is in possession
of the idea requiring its use for expression.
He thus learns to use correctly and,
but, when, where, for, because, after,
as soon as, while, whereas, before, who,
from, with, for, before, on, to, about, and
many of the participles taking the place
of relative clauses. Thus he acquires
astoek 0 fidioms ofwhichhe become master,
the use of which insures that variety of ex-
preston which can scarcely otherwise
be obtained. He now uses the complex
sentence as freely and as well as the
simple sentence.
The Washington times., 1895-06-19

the county schools, as they are called,
comprise all those schools, both coIOred
and white, which lie beyond Georgetown
on the west. beyond Florida avenue on
the north and across Eastern Branch on
the east These schools are under the
same supervision as are the white schools
of the city.
The enrolment Of the county schools in
October, 1894, was Zig white pupils
attending school at the Conduit Road,
Tennallytown, Brightwood, Mount Pleas
ant, Monroe, Soldiers Home, BrOOkland,
Van Buren and annex, BenninS, Congress
Heights, and Good Hope school build
ings, ard ,924 coIored pupils at the
Little Falls Road, Grant Road, Bright
wood, wilson, Orpha ans Home, Mott,
Fort slocum, Ivy City. MontelIo, Birney,
HillsdaIe, Garfield, BennIng Road, and
Burrville schools
Ninety-six teachers, fifty-five of whom
Were under the direction of Supervising
Principal j. r. Keene, and forty under
Supervising Principal John T. Freeman,
had the training OF these pupils In hand,
and that they Were eminently successful
is shown by the fine results which they
have obtained
The Washington times., 1895-06-19
wisdom From Great Authors.

Now is the constant ticking from the clock
of time. Now is the watchwoTd Of the
wise Now is the banner OF the prudent.
Keep this little word always in the mind
when you have work to do, remembering
that only Now is yours, that Then may
never Dickinson.
No entertainment is 80 cheap as reading,
nor is any pleasure so Iasting.-MOntague-
We all complain of the shOrtness OF time,
and vet we have much more than We know
what to do with Most lives are spent
indoing nothing at all, or nothing To the pur-
pose. We say that cur days are few, and
act as though there would be 10 end 70
thenI.-Seneca-
There is nothing Of which we are more
liberal than good advice, b. our stock or IL
ever so small-YOung-
The worst vices spTinging from the worst
principles, the eXCeSseS OF the hbertlne,
the outrages of the piunderer, usually take
their rise from early and unsubdued idle
ness.-Parr
An who have meditatcd on the art OF
governing mankind, have been convinced
that the fate of empires depends solely
on the education of youtb.-Aristotle.
Industry and economy will get rich While
sagacity and intrigue are laying their
plans.-Paley.
Discrimination in youth is the foTerunner
of perfidy IN old age The path OF false
hood is a pSTplexing maze After the
first departure from truth and sincerity
| il is not in cur power to stop One artifice
invariably leads to another, till, as the
| fntricacy OF the labyrinth increases, Wa
are left entangled in our snare.-Dr. Blair-
| 1t is impossible TO make people under
/ stand their ignorance: fer it requires knO7si-
! edge to perceive 1T. and therefore be that
J ean perceive il hath it nOt.-AddicOn-
| One should never be ashamed to acknovl-
| edge he has been in the wrong, which IS
| but saying that be is wiser to-day than
/ be was yesterday.-POpe.
| The minds OF youth resemble new wine
| in a state of fermentation and effeTves-
! ccnce. but the minds OF the mature resem-
| bic old wine, which has lost It's fire TO
gain strength ard TaciEesS.-Lady Bless
| ington.
/ Things should never be done by halves;
| if right. do thenI boldly; il wrong. leave
them und0Ee Every day is little life,
AMI our whole life is but tho day repeated
| Locke. uuzu.s.uuuua
The Washington times., 1895-06-19
PHONICS

From the earliest stage of the work errors
of the child in pronunciation, in distinct ar
tieulation and clear enunciation are
corrected by means of slow pronunciation.
His ear is trained to recognize the word
when slowly spoken and his vocal organs
to reproduce accurately what he hears. In
this early work the child's attention is
not distracted from the word as unit
by the too distinct separation of its ele-
ments. As he gains strength both in hear
ing and reproducing words slowly spoken,
his attention is dTa wn to the elements
composing them and he is m&de familiar
With the appropriate sound ano name OF
each. He learns TO spell orally and to
sound the words.
In connection with each development les
son the new words are properly marked and
sounded by the child, not for the sake Of
the sounding alone, but to give him the
means OF rediscoverjng the word If the
ability to recognize its form is lost. From
his knowledge of the force of consonants he
builds many words from certain type
forms (word building). He learns to
pronounce words when diacutical marks
are given. His errors in pronunciation
are corrected daily. Thus is secured to
him an ear-training, means for acquiring
for himself many new words, and by the
end of the third year a power to use
the dictionary intclligently.
The Washington times., 1895-06-19
GEOGRAPHY.

In the first and second years OF school
the child begins his study OF geography
in his observation of bis surroundings.
In the third year in addition to the study
of animal life and vegetation, he is led
TO observe and interpret Alright some OF
the other phenomena of nature. He
watches the water escape from the boiling
kettle in the form of steam or yapor ana
transforms this steam again into water
drops by bringing ii in contact with some
cold substance He discovers by these
and many other experiments the neces-
sity for heat in evaporation and cold in con-
densation. With these facts established
he is able to account accurately for the
many changesin nature which areoccurrng
conSt antly.
The power to interpret maps, to picture
mentally all that they are designed to ex-
press must be given the child If he is TO De
able to form adequate concepts or places
remote In this work he begins with hfs
immediate surroundings. He represents to
actual measurement the top OF his own or
his teachers desk He soon finds it i'm
possible at all times to make the drawing
equal the actual size and is Led to draw to
a scale He measures and draws TO q
scale his school room representing properly
desks and other objects.
With a knowledge of the directions north,
| east south and west he is made to see
! that north on a map is always found at the
| top, east at the right hand, south at the
The Washington times., 1895-06-19

the High School of the seventh and eighth
divisions of this city for several years
In 1888 Mrs Terrell went abroad and
remained couple of years, studying at
Lausanne, Berlin. Paris and Florence.
Since her return TO this country she has
not only taken a deep interest in school
work, but has been connected with sew
eral local organizations OF literary and
humanitarian character.
She is the only woman ever chosen pres
ident of the Bethel Literary and His
torical Association. and has been cbalT-
man Of the educational committee or the
Colored Wofnan's League since its or
oanfzasion. Mrs. Terrell is an active
member of the Woran's Suffrage Asso-
ciation of the District of Columbia.
The Washington times., 1895-06-19
Mrs. Mary Church Terrell.

Trustee Mary Church Terrell has been
identified with school work for many
wears. She received her early training IN
the public schools of oberiin, ONO, ana
was graduated from the classical depart
ment of Oberlin College with high dls-
tinction in 1884.
Tbree years later her alma mater con-
serred on her the degree Of A. NJ and IN
1890 offered her the position OF regis
trar of the college, which Mrs Terreh
was forced to decline for private reasons
Mrs. Terren's experience as teacher
hogan at WiIberforce University, Aena,
Ohio. where she taught the modern IAN
guages. She was also connected VIII
The Washington times., 1895-06-19

of the great International expositions,
Vienna, Paris, etc, to which ID each case
an award OF the medal OF highest honor
was made, and the superintendent re-
Cefved a special personal recognition from
the French government; the District was
supplied with school buildings With con-
stautly improved architectural, hygienic,
and pedagogiC arrangements until the
type of the ei.ht-rOOm building, since so
generally followed was planned and de-
signed t-y him. The motto OF his admins
tTatiOn of the schools was a thorough
mastery of few things rather than a
smattering IN many-non multa sed nultbm.
The Washington times., 1895-06-19
SPELLING

Spelling is connected with every exercise
OF the day AS new words are developed
with each subject their forms are impressed
by their frequent repetition in reading work.
and their immediate use in written work
The child from the start is made to feel
q responsibility in the retention of these
forms, consequently no help is given him
in spelling words used in written work until
be has tried to help himself. The effort
be puts forth to recall forms of necessary
words develops power for their re ention.
Frequent repetitions of words taught, both
in writing and reading, and constant cor
rection of wrong forms are necessary to
secure good results in spelling.
The Washington times., 1895-06-19

S25-TWENTY-FIyE DOLLARS REWARD
Will be paid to the teacher in the Wash
ingtou, u C., schDols who Will write the
best review OF hYDE'S LANGUAGE Les
SONS AND GRAMMARS-
The review should not contain more
than 1. goo words. and should be filed in
this office before the st OF August. II
can hc done in a day. VIII You Try ii!
The three books sent 70 stpaid for SI-35
d. c. HEATH & CO., Boston, Mass.
The Washington times., 1895-06-19
LANGUAGE

From the beginning of the learning Of
script forms the child is urged to express
himself through writing. With the re-
production of the single sentence at the
start, the work in original composition
is begun and is continued throughout his
entire school course The recitation pc
riod furnishes him the material for his
efforts. He observes for a definite pur-
pose the animal, flower, or other object,
and is led to put into correct English the
result of bis seeing.
His investigation is so directed by the
teacher that his expression must necessarily
be systematic and well arranged. HIS vo-
cabulary is enlarged through the introduc-
The Washington times., 1895-06-19
PENMANsHIP.

Writing, like spelling, is so closely con-
nected with all the work of the child,
that he is constantly receiving instruction
in it. Errors in the formation of letters
are constantly corrected by the teacher.
The Washington times., 1895-06-19
Warned.

Teacher-Frankie Fizzletop, you werelat
this morning.
frankie Fzzletop-Yes'm. We've got
new baby at our house.
Teacher-Well. don't let it happen again.
New York World -
The Washington times., 1895-06-19

in clay the various objects studied, builds
form by means of splInts, pegs, lentils, etc,
pproduces the many planta and animal forms
in worsteds by sewing, thus acquiring
power To See form, and a skill 10 reproduce
it, which is OF incalculable value to him
in bis subsequent acquisition of knowledge.
But the time has come when it is nee
essary and desirable for the child to ex
presss himself through writing, and to
gain the power to get ideas from the ar
bitrary written aud printed forms. Many
of the difficulties OF this process have been
lcSsened by his previous training. The
child's power to see form in other things
quickens his ability to see form in the
written and printed words. These words
are not given for the sake of slowing the
child's mind with a vocabulary which he
may or may not understand and use, but
they represent the ideas which he has OBJ
tanned through experience, The subject
of the lesson, bird, bee, flower, leaf or
other object is inves stigated by the child.
whose interest is increased 10y the skillful
guidance of the teacher
While acquiring this vocabulary the
child Is dong vast amount OF reading.
He sees his own expression of facts dis
covered which he reads with delight. He
reads his own thoughts expressed by the
teacher in various ways, aud later, when
more strength is gained, is sent to books.
Up Ia this period he has read nothing that
has not been the exposition of some truth
He has grown to look for thought in each
sentence presented Ia him, which makes
his reading when books are given him pur-
poseful No work is done with the aim
of having the child read a certain number
of books, but he reads each selection for
the verification of facts discovered, for
the interest he feels in the statement of
truths made by others or for the gaining
Uf knowledge. Upon this ability to ln-
terpret accurately what is read, Ia
obtain knowledge from the printed page
depends very largely the strength Of his
future work
The Washington times., 1895-06-19

The closing week among the country
schools is one of Joilification, not so
much as welcome TO The approaching long
vacation as a testimonial OF appreciation
of the pleasures and benefits which have
resulted from the past years work. The
schoolroom is transformed into bower
of flowers gathered from the neighhoring
fields or brought from the gardens at home
by the happy children, who come dressed
in their prettiest garb, with their parents
and friends. to spend the day with their
teacher in joyous singing, happy talk ana
laughter and invjgeratiEg games TIL the
setting sun announces, amid heartfelt con-
gratulations tnd adieus, that another rschooi
year has been brought TO suceesstui close
and that another long vacation has come
to prepare all for the ensuing years work
Who would not be a country school
pupil, either of to-day or of thirty years
ago?
nj
The Washington times., 1895-06-19

In the third year the reading of the sec
ond year is reviewed, two third readers
and one arithmetic reader are completed,
a second arithmetic reader and a health
primer are each partially completed As
supplementary work a collection OF Hans
Anderson's stories is read, besides an
amount of photographed work correspond
ing to that done in the first and second
grades.
In this supplementary work the teacher
in the main is obliged to originate her own
compositions, in order TO secure the mate
rial adapted to the needs OF the children, but
she has recourse to the writings Of
standard authors on many subjects under
invest ig alton. These writings she is
sometimes compelled to adapt in order
to bring them within the comprehension
of the children, but whenever possible
they are presented in the original, so that
none of the fineness Of expression and
beauty OF thought of the author may be
lost
The Washington times., 1895-06-19

However. special lessons are given on the
correct formation of letters, their con-
nections, relative heights, ETC. AS II is
desirable for the child to express his in
dividuality in his penHIanship as in all else
he does, lie is not constrained to use any
one style, but he is required to assume q
natural and healthful position of the body
His best fforts are at all times demanded.
The Washington times., 1895-06-19

The drawing, music and physical culture
have been presented elsewhere. The work
done in these branches forms considerable
and important part of the primary work. 1t
is based on and proceeds from the needs of
the child and contributes to his fuller de
yelopment and capacity for enjoyment Of
each branch OF study
AS shown by the above work it is the
aim to correlate all lines of work done by
the child. Instead OF so many separate
studies to occupy the day he is introduced
to some object of interest which he studies
in numerous phases and for varied purposes
His reading, number, drawing, modelling,
painting, singing, writing are thus mace 10
contribute what is possible TO the better un-
dArstandng and mastery of each subject
discussed.
ELIZABETH A. DENNEY.