Decatur Democrat, Volume 41, Number 26, Decatur, Adams County, 9 September 1897 — Page 2

The Same... Old Sarsaparilla. That’s Ayer’s. The same old sarsaparilla as it was made an 1 sold by Dr. J. C. Ayer 60 yea rs ago. In the laboratory it is different. There modern appliances lend speed to skill and experience. But the sarsaparilla is the same old sarsaparilla that made the record — 50 years of turn. Why don’t we better it? Well, we're much in the condition of the Bishop and the raspberry : “ Doubtless, ”he said, “God might have made a better berry. But doubtless, also, He never did. ” Why don’t we better the sarsaparilla? We can’t. We are using the same old plant that cured the Indians and the Spaniards. It has not been bettered. And since re make sarsaparilla compound out of sarsaparilla plant, we see no way of improvement. Os course, if we were making some secret chemical compound we might.... But we’re not. We’re making the same old sarsaparilla to cure the same old diseases. You can tell it’s the same old sarsaparilla because it works the same old cures. It’s the sovereign blood purifier, and— it's Ayers.

Teacher.' lu.Uiule. THURSDAY'S SESSION. Institute opened with singing and devotional exercise by Henry Lankenau, Horton being absent. Music, I’rof. Dale. The time was devoted to vocal practice. Mr. Lankenau. “Would it not be as well to use numbers in place of syllables?"' Prof. Dale. “I d<n’t know what to say about that. It is a method in use. If there is an objection to numbers it would be because they would not be harmonious.’" Dr. Weatherly continued his lecture on History. “If a great man is to continue great he must not tower above the ordinal? person but must be one of the common people and still be great. When the child finds that our great men are not perfect we should take pains to teach him that great good may exist in spite of weaknesses. There is liable to be a shock to the pupil's faith in greatness and goodness. This is a critical time in lives. The best method of bridging over this period is the right of biography. Adhere to the truth. Truth is not merely the fidelity to facts but the large moral truth. That is truth at any time which leads us to the greatest and highest natures. The heroic side ought to be emphasized to children. We should not try to destroy hero worship. I pity the teacher who tries to destroy the faith in the greatness and goodness of heroes. Os course, the teacher must be cautious in the use of biography. The revela tion of the weak side of great men ought to come into criticism after the seventh or eigh b year, when they be gin to look to the practical side. The disenchantment ought not to come suddenly or from the hand that stabs. The element of evidence should be used in the study of biography. Better let the child read directly the work of a hero than what some person has said in a flowery manner about him. The reading of personal letters is excellent for such a purpose. The child becomes somewhat akin to the person he is studying. Biography is useful to us to furnish examples or standards to measure ourselves. I believe in intensive rather than than extensive study of history. I believe that biography is the best adjunct that method.” State Superintendent Geeting was present and favored the institute with an address. “The child's notion of a teacher is similar to a child's notion of Alexander. On my first morning in school I had great apprehension as to whether I should ever come out alive. I did not look at my teacher tor ten days. The teacher's idea at that time was to act fiercely and sit upon his high throne and keep the pupils in submission. The teacher is regarded as separate from the world around him. We should not have any mannerism which puts us in a distinct class aside from other people We should make ourselves one of the

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pupils and the community. The teacher should be sociable. If we have, a more vivid idea of onr social relations with the world, we would not be “set in our ideas and be looked st in the light that the teacher generally is. If you cannot mingle with your pupils upon the play ground or upon the streets, you simply lack the character ti teach school. The ability to bring the child to your plane of living is necessary to bring them in sympathy with us and our work. In your school work for the coming year I bespeak for you success if you enter into sympathy with your pupils." Intermission. •Evolutionof Dodd,” Prof. Dale: “The story is full of pedagogical hints. In Dodd's relations with Mr. Bright, we learn of the great advantage of knowing the mind we are dealing with. The great secret of control is to use tact in all dealings with our pupils. To give help when necessary and reprove at the right time. If we are baffled in our efforts to help wayward pupils, we should not give up. The influence we exert is never lost though we do not immediately see the result. Have faith in your pupil." Nature Study, A. W. Gulick: “Nature study is to work a revolution in education in Indiana. In nature we do not find myths but truths in its purest form. Nature study cultivates the observation in the minutest details. It creates greater curiosity. The instructor should take his pupils into the field and work with them. This will arouse their interest.

Nature will make friendships. Nature study is valuable for original language work His language is spontaneous and has life in it. The greatest benefit from nature study is derived from study of life in action around us. «’e piefer to study living instead of cab'net specimens. The teacher should not do all the field work and require nothing from pupils. The child must feel he is a part of nature. Let the interest keep ahead of knowledge. Every teacher of science must rely upon himself as to methods. Text-book work should not be admitted into the category of nature study. Study nature when you study nature and not mytbs. Studv nature for its own sake. Noon Intermission. History and its Relation to Geography. W. F. Brittson. superintendent of Decatur city schools: "I will give you no method of teaching The teacher must look to the subject for his method. The idea that anyone can teach history has a great deal to do with retarding the study of it. The teacher must know his subject. The purpose of teaching history is not to learn historical facts as facts but to discover the principles of our government which bad their birth in these events. History is the unfolding of life. Unless the relation of events is clearly seen they are merely bubbles. In the successful teaching of history we must make geography a companion study. We need but reflect upon the effects of the geographical features upon Greece to convince ourselves ot the importance of considering

these relations.” "We and They,” D. B. Erwin, ot city schools: "We are tiist in the subject and we should be first in fact. We should be superior in power and action of our faculties to our i pupils. What we are the pupils will strive to become. We should be fit ideals for our pupils to imitate. If the school is not what it should be it is the teacher's fault. Study the nature of the pupils in order to meet their needs. We must consider moral education as w< 11 as tbe studies of history or geogra pby. I don't believe tbe public schools are wholly responsible for the moral welfare of tbe nature. Teach the pupil that an honest man is king of men though ever so poor. Your succes depends upon your ability to get the pupils to see and do that which is right." ’ Language Teaching, Prof. L. W. Fairfield, of the Tri-State Normal: “We are behind in tbe practice and knowledge of the English language. We can tell pupils about errors but we must 1 give them work thev can grasp. We should do our work honestly. You should have a sincere desire to acquire power in the use of langu<ge. The teacber must know the road ahead of the pupils in order to give them the proper guidance. The fundamental difficulty in teaching is in tbe language work. 1 think I should practice storytelling at home in order to get the power of expression. The danger in composition is that you will move too rapidly. In order to rise in the atmosphere of language we must best the air next our bodies. We must begin at

the ground to build up our language work.” Intermission. Singing by the institute. Teaching Myths. Dr Weatherly: “In teaching myths the child is led into the same difficulty as mentioned in the study of heroes. When the child finds out the real nature of myths he will have a shock to hie faith in other ideas bordering on the mythical. No class of stories so interest pupils as myths. They can be used as ethical stories All fa ry stones have a high moral strain. In children's stories beware of trash. Every child ought to read the classical fairystories They ought to read while young. It is easy to inculcate morals without the lesson to be taught being added to the story. I think the boy or girl thinks as much of a fable after .finding out the story is not true, as before. The good to be gained by the fairy tale or m>th will more than compensate for the disenchantment when the truth of the story is known. Myths are as real to a child as actual events. He can not comprehend the real events as readily as the myths. Our problem in teaching fairy stories is to adjust the story to the mind of the child. Every teacher should see that his pupils have a knowledge of the old mythology. This is to so ve the problem of the “yellow back' novel " Roll call. In stitute adjourned for the day. The following were Thursday's visitors: State Superintendent Geeting. I’rof. Fairfield. Rev. Freeman. Rev. Wendell. Trustees Buckmaster andNidlmger. This was the premium day ot the week. FRIDAY'S SESSION.

Devotional exercises conducted by Kev Horton. Sc ipture. Drill in music. Prof. Dale and institute Geography. Dr. Weatherly. The lesson was i upon land formations in their relation to civilizations. "The river formations have the most to do in influencing human conditions. Those countries whose coasts have few indentations by estuaries of rivers, are more liable to be in s state of barbarism As commerce is a leading factor in civilizing man, the number of navigable rivers indicate something concerning the state of life in a people. We need but glance at a map to venfv this statement. The direction of slope is a mat ter of importance as illustrated by the plain of Siberia. The river system not only influences the conditions of civilization. but ought to be the basis of geographical division. For example, we ought to teach the Siberian peninsula as a unity. The present boundaries of France accounts in a great measure for the fact of Europe being an armed camp. Other illustrations mav be found in Italy. Southern Germany. the eastern plain ot Europe. “Education, the Defense of our Country.” W. H. Miller, of Linn Grove I schools “Education is the keeping of our country. It insures to us our liberty and fteecom. A successful form of government depends upon the intelligence of the people Ignorance tends to monarchical and oligarchical government. The leaders of our country are the specialists. The educated class of people move the world. Education is our defense because it cultivates a spirit of freedom." Intermission. Rev. Wilfly entertained the institute with an excellent talk on Shakespeare, and closed with recitals from the prince of authors. The speaker was greeted with hearty applause by the teachers They received a taste of the rare powers of Rev. Wilfly to render a character selection. “Roderick Hume.” a pedagogical story. Prof. Dale. Some of tbe important lessons in the production are: “Some teachers are ashamed of their work. Find out what tbe difficulties of the pupils are and direct your efforts accordingly. Sometimes tbe principal gets the credit for work done bv other teachers. The members of some school boards act in mysterious ways. A teacher should be gentlemanly and frank. Have a clear understanding with the pupils as to your relation with them " Noo:. intermission. Geography, Dr. Weatberly: "The St. Lawrence and Mississippi river systems had a close relation to the Fiench and ! Indian war. The easy connection of tbe two systems permitted tbe French to settle tbe Mississippi valley. We can begin very young to teach the child the progress in transportation. The natural passes in tbe mountains enter as a factor in settlement of countries. One of tbe interesting features of west era life is irrigation, made possible by . the peculiar power of absorption of moisture by the mountains. In teaching geography give the pupils object lessons in modeling in clay and sand. Study nature's forms. We should not repress pupils when asking questions. Inspire them to be free in seeking the facts of nature around them." “The Reward ot Effort," J. A. Anderson, of Berne schools. “All strive for ideals in life. We sometimes accept remun eration as reward. The true reward is the satisfying realization of that success for which we are striving. We should have a worthy purpose and labor to see it materialize. This is our reward. We all work and I believe we find reward for what we do. not remuneration but satisfaction of conscience.” Intermission. “Rodsrick Hume." by Prof. Dale: “A teacher impresses his individuality upon bis school. Gossip should not be listened to by teachers j If the pupils have respect for the teach-

er the school will control itself. There sre skulking mean ways of inflicting corporal punishment. We need teachers who rule by love. We should be careful how we punish a sensitive child.” Roll call. Prof J. F. Snow, our former county superintendent, made an address to the institute. | When we find ourselves under new: conditions we are liable to feel lost We are almost sure to find ourselves under different environments. When you are in tbe school you aie tbe bead light for your pupils; when out of school you are the football of tbe community Some think there are too many school teachers. 1 like to see so many young people striving to enlighten the pupils of our count, y. Your ideas will live with your scholars. Be careful what those ideas aie. In your work keep at the front and work in harmony.” SATURDAY’S SESSION. In the absence of Rev. Vitz the de- j votional exercise was conducted by Rev. Wilfly. Rev. Wilflv gave some impressive remarks in parting from bis many friends he has left in the city and county. “In educational lines the two ideas I wish to call vour attention to are development of mind and character. The school is not a place for getting knowledge, not a place for getting facts to pour out into other, it is a place for culture, to develop tbe faculties, to develop the body, soul and spirit. The other idea of development of character is as essential as culture of intellect. In all religions tbe chief element is character. Your calling is as dignified and as holy as mine. The teacber cannot create character, hence he must give good ideas to the child in order to bring forth those ideas in the child.” Prof. Dale gave an instructive lesson in tbe theory of music. Mr. Lanxenau. "Why are most pieces of music written in the major key?” Prof. Dale. "My opinion is that it is because tbe melancholy pieces are written in minor and tbe major expresses joy and life ” Language Teaching. Dr. Weatherly: “Language is the medium through which all our learning expresses itself. Lang age is in tbe mind. In tbe child language is thought of in connection with ideas expressed That language which we grow up with, will modify all our speaking and writing, hence we ought to form a good foundation in our own language. Tbe first step in right languagr is right thinking. We ought to commit passages of classical literature. It will cultivate both language and memory. Tbe weak power of perception is tbe cause of much of our poor language. We continue in no one thing long enough to mate a permanent impression upon the mind. Be thorough if the work is slow. Don’t make the child conscious of his language too early. Grammar cannot be profitable to a child until he is con- i scious of bis language. It should come alter a great deal of ground has been cohered in tbe use ot language When grammar is taught it should be in tbe right place and not dwelt upon too long.” Geo. W. McKean, truant officer of first district, read and explained the state compulsory educational law "Some of the Prevailing Hinderances to tbe Use ot our Schools,” C. E Hock er. of the Peterson schools. “Too many teachers do not strive to better tbeir qualifications. Too much attention is given to older pupils to the detriment of beginners Don't make a routine of your program. An egotistical teacher is a hindrance Teachers who do not attend institutes aie a hindrance. Too many teachers "tell” instead of teaching Our system of examination is a biuderance to tbe profession of the teacber. Bad habits are detrimental The lack of interest on the part of patrons binders a teacber. Proper school I officials help a school. Too frequent change of teachers is not a good thing." The tollowing resolutions were read I and adopted: Your committee appointed to formulate resolutions for the county institute : ot 1897 beg leave to submit the following leport: Whereas. We the teachers of Adams county heartily appn elate the masterly way in which our new county superin Pendent, Irvin Brandy berry, has conducted the work of this session. Be it Resolved. That we extend a vote ot thanks to Ex-County Superintendent Snow tor his presence among us. Resolved, That we tender him a vote of thanks and trust the school interests of Adams county may never grow less We furthermore pledge our united support in helping him to make a success I ot tbe schools of Adams county. Resolved, That we express our thanks to tbe city council for lighting up the streets of Decatur during the week of institute, so that we tbe teachers, were not compelled to mope along in darkness. Resolved, That we express our thanks to all the members of the Choral Union and also to Miss Shafer for the entertainment given to the teachers on Monday evening. Resolved, That we extend our thanks to the trustees of tbe Presbyterian church for the use of their church for our entertainments. Resolved. That we extend to the citi zens of Decatur a vote of thanks for I our entertainments. Resolved. That we extend to the citi : zens of Decatur a vote of thanks for tbeir hospitality and interest manifesti ed in our work. Resolved, That we extend our heartfelt thanks to all that have worked to help further the interests of our school work by their lectures, papers and other interests shown. Respectfully submitted. By the Committee. The institute closed by farewell ad- : dresses by Superintendent Brandyberry, ; Dr. Weatberly and Prof. Dale. Every teacher present went away from the week's work feeling encouraged and I filled with an inspiration for their coming year's labor.

===== |j _L ''-=--==l l 188 1 Having sold my large stock of Hard- E ware and Implements to Ashbaucher I & Bell, the change of firm to take I place January I, 1898, I will now offer I my customers some Rare Bargains. I The stock must be reduced. In order I I to do so the prices are almost cut in I two. The deepest cut will be in ■ Sash, Doors, Nails, IFire, Buggies, I Cook and Heating Stoves, Ranges, | I Drills. Plows. Refrigerators, etc. I Prices in everything is reduced. Come before the stock is broken. lie can give you bargains that you seldom j read about. Thanking my many customers for their patronage during the last twenty-five ' years, and soliciting the same kind treatment for my successors, I remain Yours for low prices, B. J. TERVEER. I Il I $ > Te My Patrons. ♦ : $ + CONVENIENCE, ♦ EXPEDITION, * ECONOMY. | > "" ~ | These I offer you through the medium of f T this paper. By purchasing your Clothing of ♦ I. , . * ru me, you are in every way the gamer. f The truth of this is so apparent as to need f * + no comment. In calling attention to this it is + * only necessary to state that my tailoring de- <3 + partment is complete in variety and detail, Q NN m and that I can at all times, and with prompt- + es , 1 ♦j ness, supply you with what you want. t $ ♦ f My prices for Suits are $12.60 to $19.00 > f R 4 and Overcoats $11.40 to $19.50. f J * Ready money is the power that rules the f if ♦j world of commerce. I buy for cash, I sell + * - s 4. tor cash, I quote cash prices, and as a con-e f if if quence can save you at least 30 per cent. if - S if Call at my place before leaving your f jwi 4 if order and examine cloth and get prices. + f * if Most respectfully, f I C. E. OOT>i