Richmond Palladium (Daily), Volume 38, Number 224, 29 July 1913 — Page 8

AGE EIGHT

THE RICHMOND PALLADIUM AND SUN-TELEGRAM, TUESDAY, JULY 29, 1913 PALLADIUM'S MAGAZINE AND HOME PAGE

HOW THE DOC DID IT

By James J. Montague. jWHEX I was a lad I served a term As an office boy in an attorney's firm,

But the work was hard and the pay was rmail.

So I gave recitatiDus in the old Town Hall.

I soon became the village pet, And now I am the Premier of the Cnbintt. I found the law too much for me. So I went out a-swatting of the G. O. P. I got four dollars for a speech I made And suddenly discovered that patriotism paid. I talked cheap then, which I now regret. Although I am the Premier of the Cabinet. When that four dollars all was spent I thought it would be pleasant to be President. So I said that silver should be free, And the Democrats believed it, so they nominated me. I failed three times that job to get. But at least I am the Premier of the Cabinet. In a silk hat now I cut a dash, And when in need of a little extra cash I go out and talk on the needs of the nation (Terms and dates upon application). But I don't talk cheap any morj, you bet. For now I am the Premier of the Cabinet. So all young men who aspire to be A popular, prosperous man like me. Don't waste your time on legal lore. But get a lot of practice as an orator. Though the Presidency you may never get. You will surely be the leader of the Cabinet.

IS "TATTLING" JUSTIFIABLE? If the School Is Regarded in the Same Light As Government Then "Tattling" Becomes the Same As the Evidence a Witness of Any Wrong Is Obliged to Give.

(By DR. C. H. PARKHURST) OUGHT a schoolboy to "tell on" his mate when asked to do so by his teacher? Is the prejudice against what is called "tattling" justifiable? Is the question one that has two sides to it? This matter .has recently been discussed by one of our local magazines and opinions solicited from outside parties. Replies received are almost unanimous In their verdict that the teacher ought not to make any such demand of a pupil, and eighty out of a hundred claim that the boy ought not to yield to the demand when made. Such degree of unanimity deserves considerable respect, for the replies were evidently rendered by thoughtful people. Among boys themselves a tattler is held in universal contempt, and a boy's sense of honor is not a thing to be lightly regarded. At the same time the fact that twenty out of the hundred expressed the directly contrary view- would seem to indicate that there is something worth considering that can be said on the other side. At any rate there can be no harm in having both sides presented. The conception that the average schoolboy has of the schoolroom situation is that it is a kind of tug of war, in which the teacher pulls at one end of the rope and the entire body of pupils at the other. Teacher Has Interests of School at Heart; Not So with Pupils. In old-fashioned district schools, especially in the Winter term, the first day of the session was regularly devoted to determining whether the platform end or the desk end of the schoolroom was to rule. Although the tension between the two parties is at present less extreme than formerly, yet there are the remains of it still, and I have a distinct recollection of how it was when I was a pupil and still more definite remembrance of its presence in the schoolroom when I was myself teacher

in the primary department. Barring exceptions, the prevailing sentiment in the schoolroom is that the teacher is legitimate prey, and that any advantage that can be gained over him, any scheme by which he can be out-witted, lies distinctly within the rights of the pupils, and is to be credited to their sagacity. The two are working at cross pur-

; poses, or, at any rate, with distinct

purposes. The teacher has upon his heart the interests of the school. That cannot be said of the pupils. It is no care of theirs whether their

i mates get their lessons or do not get j them, whether they behave or misbej have. There is no esprit de corps wide i enough to hold in its embrace schol- ! ars AND teacher. The two elements j are not co-operant to the achievement j of a common success. It is one institution, but the two elements are consciously distinct from each other. ! When, therefore, a pupil makes a

good recitation the teacher is gratified,

j but the rest of the pupils do not care, j When one pupil breaks a rule or i creates some stealthy disturbance the

teacher is troubled, but the other pupils are not troubled. They Feel No Obligation to Help Him "Keep School."

They feel no responsibility for the j order of the school as a whole. It is ,

the teacher that keeps school and

j they feel under no obligation thereI fore to help him keep it. It is his school, they say, not theirs; j so that if he has difficulty in discovi ering who created the disturbance, j the position they take is that it is no part of their business to help him , find out. j That is not the attitude that government takes in ferreting out the authi ors of social crime. In the relations of common life we are all reckoned I as responsible for the maintenance of j good order. If, therefore, a crime is committed j any man who is presumed to know

; anything as to the guilty party is or- j j dered upon the witness stand and j compelled to tell under oath all that j he knows about, it. j ' He is obliged to turn informer, and ' it is just that he should be, for we j are all of us a part of the Govern- : ment, with responsibility, therefore, ! devolving upon us individually. My ; thought is that the same principle ' should obtain in the schoolroom, and that the school should be conceived of as a corporate institution in which ! ; the boys at their desks, as well as the : : teacher at his, should consciously share in the promotion of a common ! interest, in the encouragement of the ( ! life of the school, whether as relates ' to culture or conduct. j Make Each Responsible for All j ! and All for Each. In which case every instance of un- ' faithfulness in study and of disloyalty i : in conduct will be felt by all who are : studious and behaved as a reflection 1 upon themselves, because a reflection '

THE BASEBALL FAN-N1E

By Nell Brinkley

(J - NLJE rMFtiV.- J

i . "nemMv wni m--WEFXJt -j--trts . i . " -t- y 'y i .-i . - ... .... -. , . . .

If

This is me and I'm with Tad and didn't he have to answer a lot of foolish questions, oh! But he never peeped once.

Here is a fat, pretty woman j These two were at the game, too, but I saw at the game. Her hat i why I don't know they hardly ever nolooked like a postage stamp. j ticed it.

WHAT strikes you most about her is thatshe makes herself so "at home." Hat off so the air can keep the top of her pretty head cool; her parasol leaned against the railing; her own self slouched down in the middle of her back, which health-preachers say

is bad for us, but which is mighty comfortable; in one hand a fan fluttering hard like a butterfly the only thing about her that works; in the other hand a tall, frostly glass, or tall, cqol bottle the prickly liquid inside it going via a double straw to her lips that only stop drinking long enough to gurgle, "Good boy, Matty!"

upon THEIR school, and therefore to be resisted and avenged, not as an interference with the rights of the culprit, nor as an intrusion into the province of the teacher, but in fulfilment of obligations devolved upon pupils and teacher alike, because joint members of a common organization. If I were to teach school again I would start in by laying down the principle just stated, and would insist upon every pupil combining with me in maintaining, in every way in his power, the educational life and the moral discipline of the school, giving to the school to that extent the character of a republic in which each is responsible for all and all responsible for each.

Improve Your Completion. Your complexion as well as your temper is rendered miserable by a disordered liver and by constipation. Take Chamberlain's Tablets and you will improve them both. For sale by all druggists. (Advertisemsct

Married Life the First Year

THE DANGER POST (By MABEL HERBERT URNER.) ,the pillow It all added to the fear For three days Helen hovered very j that was growing in Warren's heart, near death. For three days Warren ; He seemed to find something menacwatched the anxious faces of the doc-j inS in every detail of the sickroom, tor and nurses, but they gave him lit- j Tn small table by the bed, with

tie hope. j its white cloth and glasses, the cli

The girl-baby was well and perfect. ! cal theremometer, the bent tube from

so the doctor said. But Warren would not be near it. And if it was to cost him its mother's life, he felt he would never want to see it.

For a few moments at a time he was allowed to be with Helen. But she

which she drnk to him they all

seemed instruments of torture. His mother came, but there was nothing she could do. To Warren that was the desperate part of it; there

was nnttiinp anv nf them pnnM rl n

not iuusu; uucuuscious, anu nen see 1 was not he wasn't permitted to talk to ' Even Anna' much to her indignation, her; she was too weak for that. So ! was not allowed to make the broths, he could only sit by the bed and hold i The doctor insisted everything must

her hand. be prepared by the nurse.

The Torture Room. The darkened room, the odor of

And very grudgingly Anna let the

! nurse take possession of her kitchen.

medicine, and Helen's white face on For in her heart was the strong con- j

viction that the chicken broth she could make would be better for her mistress than anything those nurses had learned to make at hospital or cooking-schools. The Husband's Cry. There was a day nurse and a night nurse, and Anne heartily disliked them both. Even to Warren they seemed needlessly officious, but the doctor id assure'' him they wore two of his

apable and experienced nurses.

In their starched whiteness they were always immaculate. And everything was done w ith clock-like punctuality while they moved noistless about in their felt-soled shoes. And if their faces were lacking in any expression of feeling or sympathy. Warren supposed it was from long association with the sick-room. And, after all. it was skillful attention he wanted these nurses to give his wife love and sympathy he himself could give. If only they could carry her

HABITS OF SPEECH By Mn. Frank Learned. Author of "The Etiquette of New York Today." CULTURE is the result of th constant choice of everything that mates life beaut.ful. In manners. hab;ts. thoughts, books, words or conversation the cultivated man or Ionian aims to choos the bet-t. If one has bf n negligent ia these matters a new start may be made. It may be a surprise when we realize how very limited is our vocabulary and how we have been satisfied mith it. A good vocabulary may be acquired by reading bocks which ar worth reading, as well as by talking with those who express themselves In the speech of educated people. Thought is back of speech, and those who think accurately have a discriminating sense of language and try to use the best word to say what is in their minds. It is neither pedantic nr is it affected to use well chosen words. It is not desirable to use long, difficult words. The simplest, most direct, most vigorous words are usually convincing. We may choose a descriptive or a beautiful word, expressing ourselves in clear, terse speech without using expletives or exaggerated terms hich are weak and without using in .ppropriate. ordinary language. The habit of using slang destroys the taste for good English. A slang phrase may seem crisp or condensed, but it is not w it. Usually it is coarse and cheap and may be compared to a counterfeit coin. If we were as anxious to add a descriptive or beautiful word to our vocabulary as to add the latest slang there might be hope for improvement in our speech. We should be as careful to choose correct words as to be careful In dress. Women give much thought to the selection of becoming dress, yet there are many pretty, well-dressed women who seem unconscious that their attractiveness suffers en eclipse when they speak. The pleasing impression they have made Tanishes when the voice is harsh or nasj.1. when words are clipped, or incorrectly pronounced, or grammatical mistakes are made. through! If only they would give her back to him safe and well! It was not until the fourth day that the doctor told him the fever was lessening and the greatest danger passed. And that afternoon for the first time, she was allowed to talk. Alone Together at LasL The room was still kept dark on account of the baby's eyes. But even in that dim light he could see that Helen was more herself. Her hair, combed straight back from -her forehead, and twisted in two long braids, as it had been ever since she was 111. made her look very much like a little girl. As he took her hands in his, he found that they were not so hot and dry as they had been. The nurse left them alone for a few moments, but with a warning to Helen not to talk too much. And then in this, their first moment alone since the birth of their child, the moment be had looked forward to. in which he had thought to kneel beside her, and murmur his love and reverence for her motherhood in this moment came tragedy of the commonplace. How rarely any situation Is ever what we think It will be! What a perverted, ironical sense of humour Fate must have, and what wicked delight 6he must take in buffonlng our most sacred moments! For now it was Helen who failed to rise to the occasion. Helen the sentimental, the romantic, the idealist, was for some strange reason at this moment only intensely practical. Her first words. In a weak but very maiter-of-fact voice were: "Warren, don't you think I could ttet along without the night nurse now? It will be so expensive keeping them both. For a second Warren was too disconcerted to answer. "Why dear, you mustn't think of such things yet. You have been very ill. you must have the best of care until you are stronger." But I'm better now. and these nurses charge so much. It's twenty-five dollars a week, isn't it. fifty for them both? And then the doctor?" her weak clasp on his 'hand tightened anxiously. "Warren do you know how much the doctor mill charge! Will it be just for the case, or will be charge for each visit V The Prosaic Ruled. "Helen, Helen! Do you realize how sick youVe been? Does It matter

"S'MA TTER POP?"

(Copyright 1913 by the Press Publishing Company. (New York World)

(Continued on Page Nine.)

Bv C. Al Payne

) WILLI El.KuM OVER7 I h - ,1 I NO! G0.N-PowiT5E.-R II I A C"1 F35F I stiV -X-f l To tHe STORE. AmT I To7,a1?eJ tea Slu5TTo TcT?,FZt LC no' V J N"HV ? X ( jJvr f Of ? S-HOOT n y es iAM' Tt-lE-Kl TALL 7 t J 6UN?owDER TEA (V) ; 5UM?iW7 r f HoWW.WIll) -T7 i-r V