Decatur Democrat, Volume 36, Number 28, Decatur, Adams County, 30 September 1892 — Page 5

1 — -- . — - ■ - Highest of all in Leavening Power.—Latest (J. S. Gov’t Report , ABSOLUTELY PURE

She gemorrai . Kate* o/ Subscription. One Tear, In advance 11 & Six Months i’ll Four Months & ▲ll subscriptions not paid during tho yeai will be charged at the rate of WOO. Office In Democrat Building, east side of Sec ond Street—ground floor. THE WAR TARIFF. It may no doubt be interesting tc some to know how high tariff was brought into existence, maintained and even made higher. The first high tariff law was what is known as the Morrill tariff act of 1861. The author of this bill and its supporters flaid that this act was simply intended to restore the duties of 1846 and substitute specific foi ad valorem duties. As a war neces- ’ * sity this raise of duties may have been justifiable. But as the plea for protection for hotae industries seems to be the only argument for protection, let us see whether the restoration of the duties of 1846 and 1857 were demanded by the manufacturers. There is no doubt that the period from 1846 to 1860 was a time of great material prosperity, interrupted but not checked by the panic of 1857. The reduction of duties in 1857 had the consent and approval of the main body of the manufacturing class. Right here let us inject a little history that may not be familiar to our Republican friends. They ■peak of the Free trade period of 1846 60. The nearest this country ever came to Free .trade was between 1857-60. 6 In 1857 a still further reduction was made from the act of 1846. The act of 1857 was passed with little opposition, and was the first tariff act since 1816 that was not affected by politics. On this assertion let as quote from geward, who said m the Senate.” The vote of not a single Senator will be governed by any partisan oonsideration whatever,” Appendix Congressional Globe 1856-57, page 844. It was agreed on all hands that a reduction of the revenue was imperatively called for, and, except from Pennsysvania, there was no opposition. We therefore caution our Republican friends, when they ' refer to the Free trade period in the United States, to give themselves due credit for tfieir part they took • ip giving us that important legislation. But did the manufacturer ask for an increase of duties.? Let us quote from Mr. Rice, of Massachusetts, who said m 1860. “The manufacturer asks no additional protection. He has learned, among other things, „ that the greatest evil, next to ruinous competition from foreign sources, is an excessive protection which stimulates a like ruinous and Irresponsible competition at home,’ Congressional Globe 1850-60, page 1867. Senator Sherman said: “When Ajr. Stanton says that the manufacturers are pressing this bill, he says what he must certainly knows is not correct, The manufacturers have asked over and Over again to be left alone. The tariff of 1857 is the manufacturers bill, but the present bill is more beneficial to the agricultural interest than the tariff of 1857, Congressional Globe 185960, page 2053. In later years Mr. Morrill himself said that the tariff of 1861 was not asked for, and but coldly welcomed by the manufacturer, who always and justly fears instability, Congressional Globe, 1869-70, page 1865. In December 1861 there was still a further increase of duties, and so on at every session of Congress to 1865. On July 1, 1862 the internal revenue act was passed and at the same time specific taxes were imposed on iron, steel, paper, leather, etc., and a general ad valorem tax op other manufactures. On Jdly 14(1852 the/ second great measure of fixation was passed. The wsr still went on and more revenue was needed. Now let us pass to the climax of the financial legislation of the war. The three revenue acts of June 80, 1864 practically form-one jntMure of taxation, and probably ■' W A '

, the greatest the world has evei ■ seen- The first provided for an enormous extension of the internal tax system. The second for a co- > responding increase of import duJ ties, and tho third authorized a loan . of 6400,000,000. ‘ Everything was taxed and taxed high. Railroad iron, |3 per. ton, pig iron 83. sugar 2c. a pound, salt 6c. on 100 pounds, ' and a general tax of 5 per. cent on all manufactured products. But the mischief of this system laid in the fact that almost every article was taxed in its different stages of production. For instance raw cotton paid 2c. a pound as cloth it again paid 4 per cent. David A. Wells, a great writer on economics says that every finished product paid from Bto 15 per cent. The act of 1864 formed the present tariff policy, and is the central point in the history of tariff legislation for the last twenty-five years. Thus far we have shown the origin and reason of our present tariff system. We next pass to the legislation following the war. It will be remembered that internal tafts and taxes upon professions and callings <&c., were included in the forgoing acts. To offset these taxes protective duties were imposed in consequence. Soon after the war the internal taxes were swept away. Would it not have been proper rignt at this period to also have swept away the protective duties when we remember that the only reason for their existence was as an offset to the internal taxes. It can certainly not have been intended that these duties were to be retained. Mr. Morrill as late as 1870 said, “For revenue purposes and not solely for protection.” In 1867 David A. Weft's, special commissioner of the revenue prepared a tariff bill, which had the approval of Secretary McCullough, which reduced duties on raw material and slightly lowered the duties on manufactured articles. This bill had the majority in both branches of Congress, but not the necessary tworthirds to suspend the rules and bring it before the house, it therefore failed to become a law. Had this bill been passed, the character of recent tariff legislation might have been very different. In 1870 a tariff bill was passed which reduced the revenue to some extent, but the reduction was on purely revenue articles, such a? sugar, tea, wine, etc. A reduction of this kind will tend to decrease the revenue going into the treasury, from the tact that all revenue derived from articles the like of which are not produced in this country, goes into the treasury. On the other hand this act increased the duty on a large number of protected articles, such as steel rails, marble, nickle, etc. We often bear it asserted by Republicans that they reduced-the revenue to a large extent since the war, this may be true, but it was done in the wrong way. Instead of reducing it on protected articles, it was reduced on revenue articles as before stated. Thus we see that of the protection duties remained. A Cure for Paralysis. Frank Cornelius, of Purcell, Ind. Ter says: “I induced Mr. Pinson, whose wife had paralysis in the face, to buy a bottle of Chamberlain’s Pain Balni, Tootheir d-reat surprise before the bottle had all been used she was a great deal better. Her face had been drawn to one side; but the Pain Balm relieved all p in and soreness, and the mouth assumed its natural shape” It is also a certain cure for rheumatism, lame back, sprains, sWellng® and lamopess. 50 cent bottles for sate by W. H. Nachtrieb. s The Gdlden secret of Long Life. Keep the head cool, the feet warm and the bowels open. Aunt Fanny’s Health Restorer is a veg< a'able preparation and acts as ana'ural Isxative, and is the great, est remedy ever discovered for the enre of dyspepsia, liver confplaiut, and all blood, liver at d kidne,’ diseases Call on Holthouse, Blackburn S. Co, sole agent*, and get a trial package free. Large size 5°Notice to Old Soldiers. We are prepared to prosecute all kinds of pension claims. No fees unless successful. A great many persons are not now drawing pensicns who are entitled to the same. Thousands are Jt&tly entitledto ncrekse. Call on or write u». 3<tf Hooper & Bbatty.

Are Students and Pupils Gon erally Weak In the Knowl edge of Grammar and Arithmetic. Dr. Hewrtt says; “Tire first thing tc be said about arithmetic is that it Mket much tuo large a proportion of the tlm« in a majority of our school*. Yet while th s is true, very few pupils become really accurate and expert In the practice ol arithmetic.” e I’rof Page, In speaking of the subject ol gianimur says: "In this science the mind naturally runs to bigotry; and there is no science where the learner is apt to be sc concerted upon email acquirements." Judj*ing from my experience as a teacher in the public and graded schools, and also review normals In this county I am compelled to state that pupils are gener ally weak in the knowledge of grammar and arithmetic. We think there are several reasons for this, some of which we will mention. _ In grammar, Fkfst the inability of tire teacher to teach jhe subject. Second. We have attempted to teach the science before the mental faculties of the children were sufHently developed to understand and comprehend the princ - pies ol the science. As a result the work of the learning consisted mainly in memorizing definitions and rules without any corresponding ability to apply- them in the construction of sentences. The work has been deductive while the true plan is inductive—first the idea and then the name then the definition. Third. Passing over the subject too readily. Fourth. Abusing the text book. Filth. Not giving enough supple merited work. The teacher who is weak in the knowledge of grammer cannot properly te-ch it. In no science, is it more neces-ary to be acquainted with several authors. The teachei’s use of a simple ti xt book, with no knowledge beyond is to be condemned. The teacher who goes before his cl?ss wi h no know ledge of anything cu'side of the text book used in school is not well fi'ted for his positi n. He may be able to deceive his pupils, if he be well verged in the textbook used, but the knowledge he may impart vyill be of little consequence and the enthusiasm which a teacher ought to arouse among, his pupils will in his case be found wanting. Language lessons are such lessons in the use of language as are adopted to give training to the correct use of mother’s tongue. They should precede any efforts to teach grammar as a science. Like most other primary teaching they are based properly on induction and the processes of teaching are essentially synthetic language kssons are important not only because they teach the child the correct use of language, but also because they lay the foundation for proper methods of teaching grammar as a science. The chief fault with many teachers is that they dispense with the language lessons too soon and begin the study of grammer as a science should be one of the last of the common school blanches taken up. It requires more maturity of mind to understand the relation and dependencies than any other; and that what is taught of grammar without such an understanding is a mere smattering of technical terms by which the pupil is injured rather than improved. It has been my experience in teaching grammar that advanced students and some teachers think that grammar mainly rests on definitions. They could give very nearlv every definition in the text books, but when called upon to analyze the definition, to make the practical use of it, they would utterly fail, which clearly proved that they had failed to get the conception. One great mistake with teachers is that they taks if for granted that the pupils know more about the subject than they really do and therefore do not give them the proper text. We believe that synthesis is neglected to a great extent in teaching this subject. If the students cannot construct original sentences illustrating all the relations in which a noun may exist, he has not the clear conception of case. If he cannot construct original sentences illustrating all the various kinds and uses of phrases and clauses, he is surely weak in the knowledge of their topics. Another great mistake with many teachers is thUt'tfiey fail to discriminate Ihe parts of speech have (heir peculiar Characteristics which shiuld soon be learned by the pupils. He should be taught to distinguish the subjunc ive m de form the indicative mode; the adjective from the adverb; the particpial adjective Irorn the jiarticipal; the strong verb from the weak verb; the present perfect tense from the past perfect tense, etc. Some parts of grammar are comparatively easy for students to'comprehend if the topics are taughf properly. There are, however, a few principles which present serious difficult!, s to a student Among these may be mentioned, partici ples.informitives. The transitive verbtactitives, restrictive and non-restrictive claus es, and the use of ’.he possession in cerlam constructions. The most profitable way of teaching these topics is to take up one at a time and dwell on that one point until it is, thoroughly 3 understood. The teacher should illustrate the language of the book with examp'es selected from other sources than the text book in use. We ’should encourage pupiis also to consult o her text books in order to get a clearer under standing of the top e. Very many teachers do not ha ea clear conception of the transitive verb or of phrases and clause, and very manv more are still less certain of their knowledge b ? participles and infind ives. Many have argued that teachr.ical grammar shornd not be taught tn the pubbe schools. We_entertain the idea that it should be taught. While lan pusge lessons and compositions will give tl.e pupil exercise and training in the correct speech, technical grammar is a uecesity to the propdk comprehension and undeistanding of the principles on which the practice is based. It bears the same relation to the use of language as the science ol atithmetic bears to themechan- . 'I ’ , .

HF-’ leal operations in that branch of study. The text br-ok is often abused by botl pupil and teacher. The pupil abuses i by committing everything verbatim, am the teacher by asking questions on the tex ’ or as found on the printed page. Th, teacher should inak< the text book mat ter the text or ground work on which t< base additit/na! instructions. A text bool after all, is a mer ■ outline of the study ti be pursued; many < xplanations oi princi pies arc demanded, many illustrations an to be giver, that the pupil mav fully under stand and comprehend the work. Hearing a lesson recited is not teaching Teaching in its proper sense derhandi close study on the part of the teacher tha lie may illustrate and explain, and thui interest and instruct. We will now proceed to give a fev reasons why pupils and students are gen erally weak in the knowledge of arithme tic: Firt. The inability of *the teachei to teach the subject. Sufficient care ii not taken to t?ach numbers themselves He is hurried too soon into notatior and a manipulation of abstract symbols ■he is not drilled in fundamental processei until he is master of them; he is offer taught by the abstract instead of the con crete method. Too much attention is given to the solu tion bf so many different problems anc not enough to principles. Mental arith jnetic is entirely too much neglected ir many of our schools. N ot - enough prac tical problems are given; the answers are glyen in the text books and the student! work to obtain the figures which represent the answer instead of solving the problems in a practical and independent manner opperations involving the same principles and essentially the same processes arc treated as if there were no likeness between them; not giving enough suppiemen‘al work. A teacher cannot properly , teach this subj-'ct unless he thoroughly understands it. How often do we hear some teacher »ay if it wasn’t for arithmetic I wouldn’t mind passing the teachers’ examination. How often do we hear students and some teachers sav that they havent a clear conception of bonds stock investments ex. change, insurance, etc. Well, fellow teacher, if you are weak in any one of these topics just named, how can you teach i*, and should you wonder why students a-e weak in this branch of study. Dr. Page in speaking of arithmetic says: "This everybody demands of the teacher and he is scarcely in danger of being without fair pre'entions in this branch. He should, however, know it by- its prin cipies rather than by its rules and facts He should so understand it, that if every arithmetic in the world should be burned he could still make anothe', constructing its rules and explaining their principles.. He should understand arithmetic so well, that he could teach it thoroughly though all text books should bs excluded from his school room. This is not de mar.ding too much. AritHpietic is a science and used every day of one’s life. The teacher should be an entire master of it.* In teaching arithmetic more attention should be given to principles than to the solution of so many different problems or to the learning by rate of so many definitions and rules. It is not the number of exercises given, or the number of problems solved that makesone thorough, but the number of principles mastered. These are what are brought into practical use in H‘e. Pupils, by the solution of individual problems, should be led inductively to understand the principles and formulate the rules for themselves. ..One great fault in the teaching of this subject is tr-at it is not taught practically and thoroughly. Aside from the disciplinary value of arithmetic, the science is one of those which have an important bearing on the work of every day life. From the very beginning pupils should be taught to see that the various processes learned have a practical use in life. Problems should begin which would include business operations, such as would be likely to characterize the community in which the subject is taught. The teacher should furnish a list of supplied problems for each and every topic in a: ilhmetic. The problems given under a topic in most text books need to be supplied to bring into plgy the various principles in the topics.and have then, evolve them independently of any text book. We should give our pupils combination problems that is, problems wlpch combine the application of several principles in their solution, these will do much to solve the thought on the part of the J’-tpil. Since the pupil cannot solve the problems by one rule, he is compelled to think out his own method of solution. . Also require pupil* to originate probl mis bearing the principles they have studied; this will not only give them it will also show that they have thought for them selves and’not merely .memorized the rules and worked for the ans wer. Every teacher should be thbrnughlv versed in. some good work, on mental arithmetic. It is not enough that the teacher is able in some way to obtain the answer to the problems; he should be able to give the reason for every ste'p in the process he takes to obtain them and to do it in a clear and concise manner. It is >n this which constitutes the value of this branch as a discipline for the mind. The princip cs should be illustrated. It is then the duty of the teacher to furnish numerous practical problems which will have a teniienev to fix these principles indelibly in the mind. Let the pupil know them and be able to u*e them, and the entire subject of men al arithmetic is mastered. As 1 have said before, the subject is en tirely too much neglected jh many of our schools. It shSild form an important factor in the study of arithmetic. The teacher must be full of illustrations, problems and solutions. None of these should be worked out by himselt, but he should so use his ingenuity to bring them all e.ut of his p ipils. This is th" great secret of the successful teacher. In conclusion -we will sav: Rise abo& the text book. Be original. Teach something beyond. JIo text bo k r an cover One-ii th the ground, particularly in prac tical ev'rcisea, that ought to be covered by a competent teacher. J. E. Kkrn.

: CHEATING - HORSE : BIAKItETS 1 Nearly every pattern of Horse Blanket is imitated in color and , style. Inmost cases the imitation looks just as good as the genuine, but it hasn't the warp threads, and so lacks strength,and while it sells , for only a little less than the genut ine it isn’t worth one-half as much. 1 The fact that $/a Horse Blankets are copied is strong evidence ’ that they are THE STANDARD, and every buyer should see that the & trade mark is sewed on the inside of the Blanket. t Five Mils /Ji BOM ■ / MB Electric Extra Te,t / « B Baker HORSE BLANKETS ARE THE STRONGEST. 100 5.A STYLES at prices to suit everybody. If you can’t get them from your dealer, write us. Ask foi the 5/a Book. You can get it without charge. WM. AYRES ft SONS, Philadelphia. »* Notice to Those who are Afflicted.* Those afflicted with Chronic or lingering disease. Dr. D. B. Snodgrass, for 23 years a constant practitioner df of medicine in Grant county, Ind.; founder of the Curtis Physiomedical Institute and. Sanitarium, of Marion, Ind.; having filled the chair of chronic diseases in three medical colleges; author of a new and unprecedented system ofjfreating chronic diseases, assisted by Dr. Joseph Duefee, have permantly established a branch office over Stone’s hardware store, Decatur, Ind., for the treatment of all forms of chronicriiseasc. Drs. Snodgrass and Dunfee will treat with great success all forms of chponic disease. Dr. Dunfee in the office every Friday and Dr. Snodgrass each second Friday. Dr. Snodgrass’ next visit will be on Sept. 16, Remember the dates and call early. Examination free and terms reasonable. D. B. SNODGRASS, M. D. JOSEPH DUNFEE, M. D. NEW MEAT Madison St., Opposite Court House. Schneider & Nichols. Fresh, Smoked and Salt Meats of all kinds. Bologna and Sausages BUTTS WANTED I The Briant & Berne Manufacturing Company will pay the highest cash price for the following class of timber delivered at their factories at Briant and Berne: Gray ssh heading butts Black ash Svcamore ' “ “ Maple “ Linn “ Cottonwood “ “ *• Hackberry “ “ Elin - Red Oak Stave Bolts Whiteash “ Elm " “ Also Hm, sycamore, cottenwcod, red oak and maple logs irom Slf to feet. All the above timber must be free from knots’ and other imperfections. Call at the factories, for full particulars. Briant £ Berns MTg Co. Dm U Middlepoint, Van Wert County, Ohio. Literary, Commercial, Pen Art and MusjcaL Write for Catalogue. Firt Fall term begins Aug. 9, Second fall term, 10 weeks, begins Oct. 13, Winter term, 10 weeks, begins Jan. 3, 1893, Spring terra, 10 weeks.* begins March 16, Summer term, 10 weeks, begins May 23. Address Rev. L. M. McCreery, President, or A. A. Kuhl, Principal, Middlepoint, Ohio. H. F. COSTELLO, Flxstololaxil & Slaxx*KOOxi, ■ Office over Terveer’e hardware store. Residence west side of Fourth street, throe doors i north of Monroe street AU calls promptly 1 attended to in city or coufltrj-, day or night ■'» * ■

J" S 11 pH SAY W a \ \ WI bnntfu.t somx o’th.it A Lx Vi o// r, W srpart. aryci tbek/irpwjfolks / fIU jUr-sAt' < lst a , s kwd asl kin dil if- fur’em • // , tp«u t/oniDtsttrrvtauoutdittina // JllArFi. . Washin masnyyn, AH of k«n F/ yr it I rcckoo.if you don t Lfpd to r Aabo rKDmwK&Co, «4L00KI» A.T THESE BARfSAIMS. Be;* Carjit Warp fe 18 and 20 cis. a lb. A Good Muslin for acts. A good Calico for sc.ts. A Heavy Frilled Red Fkinir I for 2acts. A good all wool blanket *2.50 a pair. An extra wool mixed pant goods for 30cts. a yard. A fine pair ot Chenille Draperies for $4- and $5 a pair. A good oil Opaque Blind 35cts. Now do not forget before buying to see us as we guarantee to save money on anytLiug in our line as we have the largest and best selected stock in the county. JESSE NUS > SOB.. Goods Delivered in all Parts of the City. -■ ■ ■ ■ - ■■ ' — ■ ■ ■ .■ • ; ■ '■ ' " ’ Hl I advertise your farm and town property. * • sell your properiy loan money at 6 per cent. write life and accident insurance. • I Several Pieces of Property to Exchange. SHERM -A.3NT MOTT, Real Estatc.Tjoan and Collection Agont. r • Office Across hall from Drs. Coverdale it Thomas, Decatur, Ind. MgSJr fell L ' ’ '' ' • ■ ’ ’ - 3 . ■ • L'm' Your can see Yager’s Furniture store. They arc sole agents for this county. At Magley, keeps a large stock, of Dry Goods, Notions, Groceries, Boots, Shoes ’ n laet everything kept-in a general ■ store. Buys all kinds ol Country Produce ’’f or w^lcla highest market jirico is paid. HOFFMAN & GOTTSCHALK | Keep a full line of Drugs, Patent Medicines, Paints, Oils, I Groceries, Lamps, Tobaccos, Cigars, and a general stock of I Merchandise. Prescriptions carefully compounded. I GROVE, IND. ’ 1 ... ■ ■■■■ ■ I - "■"■■■ .*■ THE DEMOCRAT FOU. ; ■' FINE /. JOB ■ PRINTING ■■i