davidaulloa/AmericanStories huggingface dataset:
Blackfoot news. (Blackfoot, Idaho) 1891-1902, 1898-03-19
Ladies I,

Be prepared for the grand opening
April LIST, with the incest line of milli-
merry ever in Blackfoot, consisting OF
Partisan patterns, ladies and children's
untrimmed shapes, walking hats and
sailors, with the latest novelty for
Misses in "The Texas Girl, "trimmings
In abundance.
Everybody cordially invited to in
spect goods.
Blackfoot news. (Blackfoot, Idaho) 1891-1902, 1898-03-19
NurserY Stock.

Ezra D. Wilson is agent for the Pio-
neer Nursery Co., of Salt Lake City,
the oldest company in the west, having
been established in 1850. Mr.. Wilson
will have samples Of his stock on hand
In front of Malm's, the tailor, all next
week. Call and see him.
Blackfoot news. (Blackfoot, Idaho) 1891-1902, 1898-03-19
For Rent.

The late residence of G. H. Woods,
four room house. pantry and cellar, two
acres land good we'll, barn, corral,
chicken house, buggy shed and other
out buildings, all for $1,000 month.
Inquire of John Montgomery, Black
foot, Idaho.
Blackfoot news. (Blackfoot, Idaho) 1891-1902, 1898-03-19
Social al GroYeIand.

The ladies Of the West Side will give
social at Groyeland school house Sat
urday evening after the regular liter
AIRY exercises. Everybody invited.
Blackfoot news. (Blackfoot, Idaho) 1891-1902, 1898-03-19

Reduction in Meal Tickets.
The Silver Moon restaurant will sell,
until further notice, meal tickets, good
for 81 meals, at the reduced price of $3.50.
Daily Kennebec journal., 1898-12-22
THE SCHOOL OF 1915.
Scion Chase, Chase.s Mills.

My schoolmarm friends, l am glad tc
see you. You see am not the handsome
est man in the world. | hope before get
through, that you will say l am better
than l look. ! am here to talk sense
Often this is mistaken, though. l remem-
Der once / met James G. Blaine at you,
station here. He was ever after firm
friend of mine. AT the time he introduced
rather eccentric. l replied: Common
sense is often taken for eccentricity, Mr..
Blaine" / am not a close stuoent of last
years almanac. There are no. birds in
last years nests. but l will gl4nce back
at the schools of long ago for N1minute.
Then we We're taught the three R'ssin the
little barn-like structures called schools.
There has, been a great Improvement IN
the schools, and they Will continrK to
improve. AS the educational advantages
are better, so will the world grow better,
armament of the nations of the worl$
and instead of going hunting for each
other, Uncle Sam and John Bull will go
out shooting together. All the. guns can
dren can use the ships for picnic excur-
sions. They, will not have to go around
the Cape. to. get to the Pacific. for the
canal will be open across the Isthmus of
Panama. We are inclined to look on the
dark side of things, and shut our eyes to
the sins of the world. like the ostrich who
buries his head in the sand 50 that he
about him, thinking if his head is safe
his. body is. It is. better for. the children
to build s:Castles in Spain" than to throw
stones afsthe schoolhouoes.
The babe is born savage The mother
and the teacher are the. ones wh6sSnoud
it's destination. The expenses of tNksMars
would have worked wonders ii1lst his eeafkh
had it been otherwise sBent If the bayAs
of 100 years ago had been educated ins enc
heart, as we'll as in the head, there would
now now being edlIratsa ID ID the M region of the
Daily Kennebec journal., 1898-12-22

spreading the reyo,,,tio,,arv fao,;,
er when they found this impossihia IL ."i.;
,he,s ne seat OF war was moved to New York
omes.ea ones San9hught hg they had this place con-
atte,In, NJ, pul Were defeated on about every
place. " ciose III upon the
~ spsah of the way France interfered. as-
fHIS5jilns Hojlassd ihe United States. How Spain and
War broke out In india M and and in ,susgie Ysie,
s,'5 s,iu5 assisting the Americans Make the
atuaent 81 thn understand the terrible condition
= on ~ tne nc GoiuntrN at the time, financially
uinb 'ah, soe,ally. Thepupils often learn in val
uabie ,s lessons from biography of men Of Of
M ane period; IN their acts of patriotism ana
fonIage. ton;c &c Debates are also good ON some
Care should be used, however not Of 70 car.
~ ~ so Iar as to make any bitterness
against the English people of today.
Daily Kennebec journal., 1898-12-22
THE SCHOOL OF TODAY-ITS MER-
ITS AND DEFECTS
Robert c. Metcalf, Boston.


BY the modern school we doubtless
think of the graded school as it exists,
IN comparison with the old-fashioned un-
graded school. Those old-fashioned
schools had their merits inasmuch as
they were the best that the money af-
forded. l believe the teachers were as
good as could be hired, even if the pay
was small. The teachers did good work
for their pupils, too. The old-fashioned
elective system was then in vogue, and
II is again being advised. 1t is not So
much i'll the information one gets IN
school; 1t is the education that counts.
Education is the ability to do things. An
educated man can do almost anything
but one who is uneducated can do but
one thing, and that what he has by prac-
tice learned TO do. Education is the pos
session of ones self; the knowledge OF
how to use ones faculties.
l believe the modern course of study is
one of the defects of the school OF today
There are too many for the pupils TO
master. The pupils are divided accord
ing to their advancement ami all are
made to keep a mental lock-step. / be-
lieve there is too much of this. There Is
a curse of too much recitation. Children
should be taught from books more, ana
When the pupil goes into the High school
he has to learn Ito use books for know
ledge, and why not before? The teachers
are doing a work that the pupil should
be doing, when so much time is spent on
recitations.
Education gears US into the world, and
q lack of it leaves us powerless. The
he can get living. The manual train
ing schools are doing much to accom-
plish this end, besides training the eye,
hand and mind.
Daily Kennebec journal., 1898-12-22
Rural School Section.
GRAMMAR IN GRAMMAR SCHOOL
Robert c. Metcalf. Boston.

The earliest work should be oral and
are so many difficulties to be overcome.
1nere is the spelling, capitals, punctua-
ton, all of which are known as the me-
chanics of composition. Dictation exer-
cises are good for the child. Have SEN
tence that is appropriate to the time and
place, and write it on the board. Let the
scholars study it for a time. Then draw
a curtain over it. Dictate it to them and
let them write it. Never dictate but once,
as they will learn to take it when once
dictated, as we'll as when dictated more
times. When all have written, let them
see how nearly like the copy they nave
come.
In teaching grammar build first upon
the solid foundation of language work
All through the pupils younger years ne
learns to use the English language as he
hears it, and though it can be improved
upon, he will always find himself using
the old language. In this condition IL Is
teach them to use words properly Gram
mar is the study of the English sentence
1t should be studied as one would stuay
d piece of machinery or a clock, to see
how it is put together. 1t should be taken
to pieces and in doing so every part
should become firmly familiar, and the
reason of its presence apparent. After
all has been explained to the children
they find that they knew before they
were told. just what had been told them
only they had not realized it,
(Mr. sMetcalf gave an illustration Of a
lesson in language, aided by black.
board, such as he gives in the Boston
schools, that was very instructive.)
Daily Kennebec journal., 1898-12-22
THE SPIRAL PLAN OF TEACHING
ARITHMETIC.
BY w. c. Crawford. Boston.

He was in favor of the spiral plan in
teaching arithmetic. He did not intend
to discuss objects and purposes of arith-
metic, nor devices of it, but would mere
" emphasize a plan by which arithmeti-
cal subjects and material should be pre-
sented to the chld's mind as objects of
study. He said the great problem of
American public schools was how to
reach the masses, and all methods and
devices are studied and applied with rel
erence to the development of those minds
which cannot reach lofty heights by sim
gle bounds, but must be carefully trained
in accordance with the natural laws of
mental Developments. He said that by
spiral system is meant the division of the
various arithmetical subjects according
to their difficulty, and the presentation of
the simplest processes first, followed by
the more and more complex ones, with
out regard to the logical order of the
subject or subjects themselves. He then
gave examples, by the system, in addi-
ton, multiplication, subtraction, division,
ETC., setting forth in a convincing man.
ner the advantages oil the system. The
spiral system is in use in many schools,
and is fast becoming general.
Daily Kennebec journal., 1898-12-22
Primary and Kindergarten Section.
THE KINDERGAR I'm.

nv Miss Virginia Wilson Evans Wistoii'
Moral education is the basis OF the XIII
.ar@,rtan given not by precept, Dut py
obaiience 10 the moral laW. The iunda-
n,nntlal principal of the kinuergdrteil ~ =
tarn is Expressed in Froebeis axiom. Ina !
Safore IDEAS can be defined, perceptions
must have preceded; objects must MnaIe M
bean presented to the senses ana py lheir
examination, experiences, acquiffeu ~ =
tnair heing quality and action or whlcn
;daas are the logical result. with Wn,cii ~.
they are inseparabiy connecteq. ne ne
,ar99od when tnese perceptions are mace
nf course our Childhood, during the
sJate of what is known as mentdf. ulicol.- .a
a;a,,snass Froebel studied deeply. IN e
s'',l'yat seluat workshops of a chsfdss soufyand
sstiecoyared the means foradeveloping Ihe
un,,ng mind in accordance with the laws
IF nature. The gift systeIp Is great on olig. :,
tnase gifts are some colofei map. pa.i,
q cNbe' or something of the SORT. we
hring out the typical slgnineance od the
piffs by seeking their dlslincllse aeasuis M,
e her objects. We encourage the child
-, ~ puiIding The child should be let iearn
y, ~ sraitate as he then begins to under
sYanI The directed games are 5000.
Nuns the surplus energy OF; .he ciiiiu is
MAD the Imagination cultivated. and
iSaul.aio1,,d. One important feature OF The
ues llss.ea f -tbe fostering of the. community
salie sii,.,s 'rt,ey are an aid to Self govern
p.nt spir.t The will of the child is guiaed
LII. ~, MES of Justice, honesty ana Klnd-
i,..ss r. inculcaded and he reprouucss the
nn,csieifies of the man he IS Initiating.
q,here is still much work 70 pe uolle es-
,,aciai,v to get the laboTing classes 20
hsve 4 proper understanding siipreeilssson ts.;11
a f
Daily Kennebec journal., 1898-12-22
High School Section.
SIGHT WORK IN ANCIENT Ian
GUAGES.
BY Principal G. II. Libby, Lewiston His
School.


BY Principal G. H. Libby, Lewiston High
School.
IL is not my purpose to discuss the
question whether Greek and Latin ought
70 De retained in our high school curricu-
luin. we do not study it in the right
manner, and wish TO offer some practi-
ca evidence to show that larger amount
ol slSnt work Is a step towards the rignt
way 1t is an old tale that average col
lege graduates cannot translate his Latin
diploma without dictionary The chief
thing TO know of a language is its thought
expressing power. We have degraded the
Greek and Latin by placing it in tht.
ha9ids OF drIli masters, rather than in the
nandS OF Interpreters. l did not think of
doing sight work. until l could read at
Signl. learned this and then began my
, llabors in that line. 1t was then for the
| first time that | enjoyed Greek literature
| as Well as the analytics of grammar.
ceased to have my classes read the re-
view, but / took up first the syrtax and
! had it translated and then pushed right
| ahead at sight in the next days work. It
| was remarkable the way the scholars got
| ahead and the interest they took in the
work. All test work should be upon
| sight work. 1t is coming to be thought
by educators that a problem should pc
| solved is Il better definition of the prinei-
pie involved, than the parrot like numb
/ ling of what has been memorized. 1t Is
| the same in these studies as in geometry
| This is next to useless where ii is COM
| mitted to memory and our school is TO
| adopt, next year, a book where there Is
nothing demonstrated but the illustration
Of each class, the rest being left for the
student to study. The primary object is
! to teach the pupil to think for himself
and ntelligently judge. If we are to learn
| a language why mot learn to speak it and
| think it, well as to read it.
Daily Kennebec journal., 1898-12-22
Grammar School Section.
OUTLINE OF STUDY OF UNITED
STATES HISTORY.


BY o. NJ Lord, Superintendent of Schools
Portland
Mr. Lords remarks were mainly an eX-
PLANTATION and resume of the plan OF
studying United States History adopted
in Portland, few years ago. He said in
part: re-
All teachers must be impressed with
the Importance of having the best ma
terial to work with at hand. If properly
taught history is the most important
only study in the grammar school course
which has any interest to the ordinary
child. A child doesn't take to nature
study or arithmetic, naturally. but watch
their converse ton and it will be seen that
they are constantly talking about events,
past, present and future, which are MIS-
tory.
terest, and it's advantages are many. 1t
broadens and makes more stronger ana
healthful the reasoning faculties OF a pu-
pill. 1t makes better the reasoning powers
Than mathematics A well conducted
history % recitation is worth a number OF
grammar lessons. 1t enlarges scholar
use of English much better than the
grammar ITSELF -, .oe
new and better ideals. The boys ana
girls make great men their heroes AM anu
the study creates hopes and aspirations: ,iiis
It builds character and , gives al ,he pup'''
am impetus to reach a high goal. j,
II should not be taught by assigning
section of a textbook to be committed to
ny In Portland, a few years ago, new
plan of teaching history was hd inausnffateu ar one
~ ,,t,,,,r "a We're nurchased 10 of some author
and i Of sin anothe5 na he a aoud dGPf look Mai it m up
aIs ~ ~ hook AT first there was some
IN anH pY but by careful oversight in six
months, the teachers haa & tier n9tninie W ~
nraise for the system. The adoption o.
his nlI;7 plan has caused great advance IN
the woih ,r tter henefits derived from the
Nam 'ji It has made student of the teach. M
er. as when pupil arose ,ieet 10 Ieci'e thnr- sr
o Now instead of three text.bookds n Hard derd
are eenee nenris hooks in the library It n has
spread 1mqng & fhat they the viii
ana tne ne o,,lH mich time to this study to the
despt Of nn3s 9ther now Drf@soss rtfhoroashy G
Woin s i.,,,,iect and recite in their OWN woi o9
tt,e the adyantage of which is maniles|
Daily Kennebec journal., 1898-12-22
LANGUAGE IN ELEMENTARY
SCHOOLS.

BY Supervisor Robert c. Metcalf, Boston.
MT Metcalf said in effect tina. the
greatest object to be attained in tra,ninc
oogs ana girls was to teach them TO write
ana speak the English language correct
| Y Inat in order to talk and write well
each. That TTheeesinry IA 6i 70 a1 great deal Or
teachers talked too much and the pupils
nol n;I enough. That by these remarks ne
nih niIs not ba mean Maine teachers That pu-
and that language work should be closely
ossohnected with every single study. That
n,,a teachers demand the best Ian
1n.s,,! the result will be good language il,
pGblic schools. He further said that
reading was the most important branch
hrst 1--WE years in school life should be
devoted to teac-.ing reading. That read
ing should not be taught as an accom-
PPmsnment, but as a means of gaining in
lOrinsttlon from books and an exchange of
thought. Pupils should be taught to read
IN the primary school and the teacher
should train their voices in that respect
al, as carefully as in singing. That the pu-
pill, when he has been trained to read
Well. must learn to translate thought of
Wnat ne has read, to gain accuracy ana
trouble in public. schools today, in the
study of arithmetic, is that the pupils do
NOT Know now TO read. That the pupil
should ll, be taught to, reproduce, orally
less this is done the rest of the work will
be harder. That teachers should COM
mend beginners in reading rather than
criticise, and that children never should
be allowed to criticise their classmates In
reading, the reason for which is obvious
That teachers should always remember
that. they are in school to teach and the
pupils to tell what they know.
In composition the best way to teach
the upper grades was to keep the teachers
in the lower grades. That composition
work should grow out of the work of the
school. That the teacher should demand
the best work OF pupils, examine few
compositions and commend rather than
criticise, and always to remember that
language teaching is simply teaching
children to write well and read well.
Daily Kennebec journal., 1898-12-22
THE DEVELOPMENT OF THE
STATES,
by Miss Mary E. Kilby, Jackson
School, Portland

by Miss Mary E. Kilby, Jackson
school, Portland
The most trying time Of all. the
critical period of our nations history
was in 1888, when the peace treaty was
signed. The pupil should have placed
2pelofe hlm the condition of the coun-
try at this time. We had emerged
from g war which had taxed our re-
sources; our agriculture had been
neglected and our commerce almost
destroyed; we had almost no manu-
factories; the states so widely scat
tered We're united in name only; fear
OF Great Britain only, had made a
slight bond between them; this being
broken all the old petty iealousies were
renewed. These brought about so
many quarrels that the European ma
tons said, Are we expected to deal
with one nation or 1872" Congress had
only the power of persuasion. 1t could
not lay on tax of any kind. Our cur
rency was worthless. If the pupil is
shown all these things he can readily
see that strong central government
was necessary. The first steps toward
union was when each state gave to
Congress what it considered its in
dividual right to the Northwest Terri
tory. This was sold to the soldiers
partly to serve as a payment of their
claims, and to raise a revenue. Later
followed the passing of the famous
ordinance of 1887. Blaine says the com
promise made between the. states in
order to secure the passage of this, dill
much to create a more friendly feeling
among the states.
Have some definite point in each
history lesson and use frequent illus
trations. Connect and compare events.
Search for results and show how they
are followed 10y certain causes. Teach
few dates-only those useful for land
marks. Revise constantly, using many
quick work papers. Make history a
live subject by frequent reference to
current events, also by using biog-
raphy freely. Arouse pupils curiosity.
Teach them how to use books profit
ably. Do not furnish pupils with too
many ready made opinions. Encour
age them to form their own opinions
after a careful study of the facts bear
ing upon the subject in question
Whatever subject we choose we should
consider from the beginning ito the
end Years and administrations are
not natural divisions of history to be
learned, each 10y itself; it is the sub
ject that we must keep in mind, not
the Presidents name.
Daily Kennebec journal., 1898-12-22
DRAWING IN CONNECTION WITH
NATURE STUDI.
BY H. w. Shaylor, Portland.

Mr.. Snaylor proved himself very
bright and Interesting speaker. He Illus
trated his remarks by blackboard work,
and by water colors drawn by pupils in
the grammar grade. He said in part:
While children love flowers, few OBJ
serve them closely and the only way 10
lead them to observe them more closely,
noting the form of each leaf and flower,
the order of growth, characteristics OF
margin, venation, etc, is to have them
try to draw them with pen or pencil.
There is no way to have them note the
various colors, with delicate blendings of
tints and shades like that of attempting
to reproduce them with brush and wafer
color. Their efforts will be. crude, at first
burt if wisely directed the love of nature
will be stimulated and the hablos of OBJ
servation formed.
One aim should be to give the child a
start toward an appreciation OF the beau-
tiful things of nature and thus lift 1T TO
a higher plane of living. Another aim is
to give the cnild some wholesome amuse-
ment, to develop a resource W1thln Itself
to entertain itself when left without COM
panionship.
All children do not like to read, and en-
forced idleness for lack oa knowing how
to engage in some healtnful occupation
or application of his energies mas lea
many boys to seek amusement on the
streets A small investment in box OF
water colors and a little help may otten
save them from seeking diversion on tne
streets at night.
II is the duty of the schools to do ALL
in their power to help make good citizens
Is not it wiser ITO do it by preoccupatlon
of the soil than to attempt to weed out
the evil after it has. once taken root!
There are boys in all schools who have
been counted dull. lazy and indifferent
to study and yet time has shown these
same bows to have read more of the open
book of nature than the very t,,ra teachefs is :
preat teacher and she often reveals things
to those whom we think stupid. Inc boy
Who is an original investigator will have
more available information at command
Than many teacher who has served ~
wears i'm humdrum teaclAIng.
He believed that if the privilege OF
lesson in water color work, every friuas
a 'ernoon. in connection with the nature
work was to be held out as a reward toE 10:
|n,lligence and fidelity in the regular work
of t7e week that it would not only prevent
truancy and increase the average a'ten1
study. ,.io, , ,,oooysi.y
frequently pupils are heard to say that
mil they began TO draw they hau not
begun to observe, or that they saw many iilans
thjnas which before had passed unop-
served.
Daily Kennebec journal., 1898-12-22
WHAT CAN WE TEACH IN OUR
COMMON SCHOOLS?
Mrs. Maggie IN. Bigelow, Easton.

Should the average teacher be asked
this, he would reply with list that
would reach from here to Halloween At
every meeting we are urged to teach thls
and that, until there seems to be a never
ending number. We may group t ne. AM
portant branches to be taug.at under four
heads-language mathematics, science
and history; Under language may be
classel oral and written composition,
spelling and writing. Under ma athenatics,
oral and written arithmetic, book-keel,-
ing, algebra and drawing. Under science.
geography, physiology, the elements Of
botany and as much natural history as
possible. Under history. the history OF
our own country assFell as the present
government. To teach to read well.
means, a great deal. Language is sue
practiced in recitation and general con-
versation In teaching mathematics as
rnucn prac ctieal work siiould be done as
possible Ne can teach drawing while
teaching arithmetic. by having iilustra-
trations of the work. As much practical
illustration should be used in the study
Of physiology. An tie common things In
life should be.nGticed and thus the pupil
should be made. to be more observing and
thus a better scholar. Singing patriot q
songs creates a love of country Finally