The record-union., 1898-11-24

was due to one who has worked faith
fully in his position as Superintendent
for a number of years past, and who
should be proud of what he has accom-
plished. The people have just re-elect-
ed him as a token of their appreciation,
but the women had no vote and now
wish to do their share. They wished.
to present him with a watch chain and
charm and hoped that whenever he
looked at 1t he would remember as his
friends the teachers of the county.
She then presented him with a hand
some chain with a. beautiful diamond
mounted charm, engraved Sacramento
Teachers to Superintendent B. F. How
ard, November %, 189Ss'
Superintendent Howard was genuine
~ surprised, and said there were times
When we are overcome and cannot ex-
press our feelings in words. He had
always done his duty TO the best of his
ability, and no matter how long he
| might hold his position, he would al
ways look back to this occasion as one
OF the most pleasant in his life.
professor Heaton then took up THE
Study of a Continent as his subject
He showed an outline map which is
very cheap and which he thought the
| teachers could use to much advantage,
| inducing the Trustees to buy them He
said that in studying geography and
teaching 1t, he found that it was neces-
sary to study the laws of nature, which
are fixed.
ROBINSON Crusoe was a wonderful
man, but every citizen of this county
mas more to do with than he did, He
nad to do everything for himself, while
DIVISION Of labor gives US a chance to
get the products of the labor of all the
Others. He could not in all the years
| or his residence on the island, produce
spool of thread, but each one of his
hearers, through connection with the
| iapors OF others, produced many spools
oally. He explained this by taking up
tne wheat and fruit produced in the
county and followed it throughout its
journey TO the consumer and tracing
the exchange of products The child
can readily understand this and learn
now and why products are exported
ana imported, and where the different
dfticles are produced, either on account
OF climate or conditions of cheapness
ana opportunity; why lumber comes
from the mountains, where other things
VIII not grow; why wheat grows in
the valleys and how the various indus
tries are built up, roads and railroads
quit ana ships sent to distant parts
OF the world to sell our products and
pflHg pack those that We cannot nro-
duce.
| with outline maps that are marked
oy the children with the various pro-
uucts OF the different sections in their
proper places, they gather ideas of the
uiHefenl portions of the State. their
surface climate, and the reason for
.ne ulIerent industries that are prom
lhent In them. The text book has its
pace, and a valuable one, but books
OF lraVel written from a geographical
point OF view give the pupils a real
lsllc ldea OF the different localities and
tnelr points of difference, and compar-
Ing tnem with the outline maps the
information becomes fixed in their
memories, and give them a practical
knowledge of far more Importance
than long lists Of exports and
/ imports. 1t is the beginning of the
study of political economy and the
relation of nations to each other. Why
does a ship from Honolulu bring SUI
gar to San Francisco and take back a
load of sugar?
An outline map may be drawn on the
board, filling in mountains and rivers,
cities and ocean currents, and the
| child learns. little by little, as the
work progresses, the contour and
physical surface of the State. and the
reasons for various facts that he
learns Of it's climate and productions.
| INDIVIDUALISM
| Professor Kirk spoke on sIndividu-
alism and Glass Teaching"
| He said that the greatest conflict of
the past is the greatest conflict of the
present, and will be the greatest con-
fllct OF the future. 1t is the endless
struggle of the individual to free him
self from the burden of social institu-
| tlons. The great aim of education
should be the evolution of the individ-
ual, in order that he may at once Sc
cure this freedom and reshape civil in
stltutions in the light of new ideals.
Seeking the education of the indiyid-
ual In this way, we find him in bond
age. First, in bondage to his heredity.
| through his veins. with his blood.
i course the tendencies and passions of
his ancestry. Again, he Is in bondage
| to his family life. It's beliefs, antag-
onisms, hopes and fears now dominate
| him, or, anon, the subtle law Of con-
i genfality separates him in bitterness
from 1t. He is also in bondage to his
| social class. It's traditions and pres
/ ent modes of life bias his judgment
and blind his eyes to truth He is in
| bondage to his national life, as the
Irishman is to the conditions that had
their inception in the time of Pope
Adrian w.; the German, CALLED by
harsh militarism, is forced into So
cialism; the Russian to nihilism, and
! the democratic American citizen is
swayed by fierce partisanism Finally,
| the individual, in the struggle for
health and sustenance, finds himself
in bondage to the forces of nature,
working through his physical environ
ment.
These are bondages, not only of the
adult individual but of the child at
school. There chains are often riveted
| on him. He is subjected to the bond
| age Of Journalism and routine that
stretch away like, an endless Sahara
of gnawing hunger, burning thirst and
1 individual coma. He is further sub
! jected to the bondage and authority
Teachers are too often teaching in the
same line of pedagogics as his father
and mother were taught There is, too.
the bondage Of herding. confined daily
for hours and dwarfed mentally and
physically subjected to the bondage
of leveling and repression, that
stretches him to the bed of Procrastes,
which all must fit alike. no matter
what may be his mental stature
When he rebels he is f>epreSsed How