Mustn't Ride Wheels to School.

New York, 1895

The teachers in the public schools at College Point, especially those who ride bicycles, are aroused over an order issued by The Board of Education forbidding them to ride their bicycles to school. The board declares that the minds of the teachers are concentrated more upon their wheels than upon their work at school. They further declare that wheeling tends to create immorality.


Burglars at Sag Harbor.

Burglars got into the dwelling of Capt. Robert Hanna, U. S. A., at Sag Harbor, just before midnight Thursday night. Their entrance awoke the servant, who gave an alarm, and the burglars fled. The house was searched and the family silverware was found in a heap in the dining room, ready to be lugged off.

—The Long Island Farmer, Jamaica, NY, June 21, 1895, p. 1.

May Arrest the School Teacher

New York, 1895

The parents of Willie Umfricht, 12 years old, who is a pupil in the school at New Hyde Park, have been advised to cause the arrest of the principal of the school, William Dodge, on the charge of assault. Friday afternoon Principal Dodge had occasion to correct the boy, and when he called him to the platform the boy refused to obey. Then the principal went to the boy's seat and endeavored to pull him from it. Willie resisted, and during the struggle which followed he received an ugly gash in the cheek.


Fire at Harbor Hill

A spark from a Long Island railroad locomotive set fire to the underbrush in the Harbor Hill woods, east of Roslyn village, Wednesday morning. The flames quickly ran through the woods and burned throughout the day and night. A large tract of woodland was damaged.


Stealing Ivy from Graves

John Deickel, of Glendale, was arraigned before Justice Schmidt in Middle Village Friday charged with stealing ivy from graves in Lutheran cemetery. He was fined $20.

—The Long Island Farmer, Jamaica, NY, March 29, 1895, p. 1.

She Killed The Bear

1895

A YOUNG SCHOOLMISTRESS HAD AN ADVENTURE WITH BRUIN.

Miss Katie Didn't Show Fight Until She Had a Shade the Best of the Situation, but We'll Call Her Delay Generalship and Give Her Full Credit For the Victory.

Katie Rankin is a pretty 21-year-old schoolmistress in Cummings township, Lycoming county. She is also a heroine, as an adventure in which she was a leading character has proved. A 250 pound black bear was the other actor in the affair, and Katie's schoolhouse was the scene of combat. The structure in which pretty Miss Rankin conducts her school is located near the banks of Pine creek, in a sparsely settled district. Just back of the one story schoolhouse stretches a forest, up and across the mountain, which rises 500 feet or more. It is no uncommon thing to see bears or catamounts in these woods. The knowledge that there were wild beasts about caused Katie Rankin to carry a revolver, for her boarding place is fully half a mile distant from the schoolhouse. Diligent practice has made her a proficient markswoman.

One night snow fell in that locality to the depth of 20 inches. Next morning Miss Rankin started for her school, going quite early so that she could have the room warm before the pupils began to arrive. The task of trundling through the deep snow for a half mile was more than she had counted on, and when she arrived at the door of the little schoolhouse she was nearly fagged out. On opening the door she was surprised to find one of the windows in the rear of the room wide open. It had apparently been open all night, for the snow had drifted in.

Hurrying up the aisle to make fast the window, she was startled to see a big black bear lying on the floor close to the stove. She screamed, for she thought the form that of a tramp who had taken shelter in her schoolroom from the severe storm of the night before. She was about to flee when the black form raised up, and she was surprised still more to find it not a man, but a big black bear. Now, here was a predicament! Run she must. She sprang to the door; but, behold! in her hurry to get inside when she arrived, a minute before, she had failed to remove the key from the outside. The peculiar make of lock made it an impossibility to open the same on either side without the aid of the key after it had sprung shut, and thus was the now thoroughly alarmed girl made a prisoner, with a big black bear as a companion.

Old bruin sat up on his haunches and blinked at the terrified girl. It was evident that her screams had awakened him from a sound sleep, and that he was still drowsy was more than apparent from his lazy attitude. The bear had found the window of the schoolhouse open, and the aperture thus afforded being not more than three foot from the ground he easily got inside. That he had made himself at home was in evidence from the topsy turvy condition of affairs. A lunchbasket, left by one of the pupils, in which several extra pieces of cake remained, was on the floor empty. Books and maps and slates were thrown promiscuously about, and as the impertinent fellow sat looking at the timid little schoolma'am he seemed sorry for the disturbance he had caused in the schoolroom.

At last, having surveyed her to his entire satisfaction, bruin gave a loud grunt, showed two rows of teeth, then turned and shambled toward the open window. With his fore paws on the sill he looked back over his shoulder at Miss Rankin, who stood trembling at the door; then he raised his ponderous form and slid out into the snow. It was then that Miss Rankin bethought herself and rammed her hand into her coat pocket for the revolver. With this as a helpmate, and the bear on the outside of the building, all her bravery returned. She knew that bruin could not well get back if she barricaded the windows, and she did want to shoot a real, true bear so badly.

On going to the window she was surprised to find that the bear had not yet gone more than ten feet toward the wood. The snow was so deep and of such a feathery nature that it was next to impossible for the woolly coated creature to move. He first stood on his hind legs, and with his fore paws beat the snow from in front, but when he attempted to move forward he invariably tumbled headforemost into the snow, which at that point had drifted four feet high.

Miss Rankin judged that this was her chance. She did not stop to think that bears are not usually shot with a revolver. She watched bruin flounder in the snow and knew that he could not get back to her, even though the first few shots did no more than injure him. She waited until he stood upright, when she leveled the pistol at his head and fired. Simultaneous with the report of the firearm the bear jumped into the air several feet, then went rolling into the snowdrift. An instant later he was again on his feet, this time with his face toward the schoolhouse window. The sight of his pretty tormentor and the pain of the bullet wound in his head maddened the fellow, and his attempt to flounder through the snow back to the window was terrific.

Again Miss Rankin raised her pistol, this time taking aim for the bear's eye. The bullet went "home," and the bear fell again into the snowdrift. This time he was slow to rise, and before he accomplished this another bullet went plowing into his body, and he lay down to die.

The shooting at the schoolhouse was heard by those at a farmhouse just across the creek, and several of the men folks came hurrying through the snow, one of them carrying a gun. Upon arriving at the schoolhouse they were quickly acquainted with the situation.

The man with the gun made his way to where the bear lay and found that the beast was not dead. He raised his gun to fire the finishing charge, but was stopped before he could pull the trigger by Miss Rankin, who exclaimed, "Here, I want to kill that bear."

The man stepped back. Miss Rankin, from her position at the window, sent another bullet into the woolly mass that lay partly hidden in the snowdrift. That shot "fixed him," as one of the men said — when telling of the plucky girl's thrilling escapade.

Miss Rankin has had a rug made of the bearskin. It is an exceptionally fine one, and it will ever prove a ready reminder of the day that she was made prisoner in a country schoolhouse, with a wild beast for her only companion. — Pittsburg Dispatch.



An Embossed Shield

Figg — Suffrage is the shield that protects the American people.
Fogg — Yes, but a shield with too many bosses. — Boston Transcript.

A Native Satirist

1895

The editor of the Pumpkinville Pumpkin was buried in thought and a pile of bills when a visitor entered.
"I've got a funny item for your paper," he said, coming to the point at once.
"Yes," replied the editor wearily. "Yes?"
"What is it?"
"A paid up subscription for a year," and with a dollar the visitor healed the wound of his sarcasm. — Detroit Free Press.


Four Great Men

The manager of a French press clipping agency, who deals in newspapers of the entire world, made a calculation as to who is oftenest mentioned as a public character. Napoleon I stands first. Then comes the emperor of Germany, then Prince Bismarck, and in the fourth place, Mr. Gladstone.


An Explanation

The Boston Transcript tells a story of a large mission school for negroes in Georgia. Every day some laughable incident takes place, particularly in the primary room. One which occurred recently must be related. The teacher is a bright, wide awake, down east Yankee girl. She had a class of dozen or more little black skinned urchins out on the floor, whom for several days she had been teaching the words "dog" and "cat." She had written the words on the board, and had used them in connection with the picture of a house, and had had the children write the words and draw houses. This day, to vary the exercise, she drew the picture of a tree. In the top of the tree she placed the cat, and at the foot the dog. Then at the bottom she wrote, "The dog has run the cat up a tree." "Now," she said, "can any one tell me any word that they know here?" Up went a little black hand, shaking with excitement, in the air. "Well, Sidney," said the teacher, "you may tell me." At the top of his voice the little fellow shouted out, "The dog's done treed a possum!"

Miss Coote's Watch Returned

New York, 1895

Fred Simpson, Maurice Karp, and William Holly, who were arrested at Flushing charged with robbing their fellow students at the High school and stealing the watch of Miss Coote, one of the teachers, were arraigned before Judge Smith and admitted to bail for later hearing. Strong efforts are being made by influential friends of the boys' parents to have the charges dismissed. The watch stolen from Miss Coote three weeks ago was returned to her.

—The Long Island Farmer, Jamaica, NY, Jan. 25, 1895, p. 1.

Don't Begrudge Praise

1895

Why is it that, even with the nearest and dearest, praise is so begrudged, while blame is so freely bestowed? In nine cases out of ten the former does infinitely more good and incites to far greater exertion than the latter. Nevertheless, as a rule, the fondest parent, the kindest teacher, the most faithful friend, often hesitates to praise, while seldom failing to censure when the occasion calls for it.

There is ever the feeling latent that the recipient will be unduly elated by any approbation bestowed, and parents and teachers sometimes hesitate on that account to express unstinted commendation, while brothers and sisters and even friends often at heart really begrudge the satisfaction and perhaps self complacency they might evoke by giving expression to the admiration they may honestly feel.

While flattery is ever profuse and easy to obtain, honest praise is a rare commodity, seldom given even when most deserved and grudgingly withheld when most needed. How often a child feels "there is no use trying" simply because his feeble efforts for the right obtain no recognition, while his faults are constantly recapitulated. — Exchange.

Experience Proves It

1916

We see in one of these New York papers that women have a "Hereditary Fear of Man," that this fear has come prowling down the ages from the time when woman was not safe from the predatory male, and so on. Yes, we can prove it.

Some twenty-odd years ago or more we came face to face with our teacher over a small difference of opinion concerning a matter of deportment. We looked her right in the eye as lion tamers do now in moving pictures, and we talked up as United States senators have always done. We remember very clearly the haste with which she grabbed into her desk for her ruler. That hereditary fear was working.

Over what followed we draw a veil — no doubt she did it in self-defense and the interests of culture. We are still sorry we scared her so badly and it is rather nice to know that it was really her fear of us that made us such a model pupil for the next week or two. You see they didn't have all the advantages of sociology back in 1880 odd, but we can all live and learn and read the papers. — Collier's.


Where He Had It

Little Fred — I've been awful sick.
Little Harry — What was the matter?
Little Fred — I had brain fever — right in my head, too — the worst place anyone could have it.

Women Are Best Taught by Women

1901

Womanly graces of mind and heart are best taught by women. Nothing can make up for the lack of early mother love and mother care in a girl's life. The motherless daughter knows this too well. It is much the same in schools and colleges. Girls need the inspiration of a high type of womanhood always. They should have it before them at college, and they should also have while away from home the intelligent guardianship and guidance of woman instructors who command both love and respect. — Ada C. Sweet in Woman's Home Companion.

Small Lads Confess Murder

1916

Brothers, Aged 11 and 12, Rob and Shoot a Teacher.

BOISE, Idaho. — Lynn and Harold Lovelace, brothers 11 and 12 years old, have confessed to authorities at Twin Falls, Idaho, that they murdered F. Thomas Hamill, a teacher from Carson, Nev., whose body was found at his ranch recently. The lads, first taken into custody as runaways, were found in possession of Hamill's horse and wagon, pocketbook, provisions and eight guns and a revolver. Both have admitted the killing, which occurred when Hamill surprised them robbing his cabin.

He ordered them away, but they retreated into the house and covered him with his own guns. He parleyed and asked for food, and after they came out Lynn stood guard over him while Harold entered the cabin to get him some bread. Hamill grabbed the younger boy, and Harold then shot him in the head.

The boys then left in the wagon and drove 120 miles over a trackless country in six days, camping out at night. They were headed for Lebanon, Oregon, where they say a grandfather lives. The elder boy is moody and shows no regret, but the younger cries now and then and says he is sorry.

—The Saturday Blade, Chicago, Sept. 16, 1916, p. 5.

Schoolma'am Gets $100 for Slaying Five Lions

1919

Pretty Girl Did Not Know How to Load Gun Three Years Ago.

REDDING, Cal. — Miss Hazel Hightower, teacher of the Lone Pine School, is adding to her fame as a modern Diana. Miss Hightower called on the county clerk when she visited town the other day and was paid another $100, the bounty on five mountain lions she killed near her school.

Miss Hightower is making a specialty, out of school hours, as a lion hunter — or huntress. During the three years she has taught the Lone Pine school she has killed over a dozen mountain lions. The State of California pays a bounty of $20 for each lion killed and Miss Hightower, who says she expects soon to return to Chicago and get her aged mother to come to live with her, is putting by quite a "nest egg."

The pretty little school teacher did not know how to load a gun, let alone shoot it, when she came to this county, three years ago. A cowboy, who could neither read nor write, decided to go to school. He learned to read and write and Miss Hightower learned from him how to shoot. She can handle a revolver as well as a rifle. With a shotgun she is said to be hard to beat.

Weapons of the Teachers

1917

Evil Methods Inspiring Fear Not Conducive to Best Results

Power to produce fear is a poor weapon. The teacher who uses it is not doing his best work.

Snakes are feared by reason of their sting. So are lions and tigers for reason of their power to produce harm.

Fear is the weapon of an enemy. We do not fear our friends, nor can we fear anything that we love.

Evil is just absence of good; for it cannot exist where good is. And evil chooses fear for its weapon. Neither evil nor fear should exist in the schoolroom, says an exchange.

Good is always stronger than evil; love always stronger than fear. Why should teachers employ evil methods and inspire fear in the hearts of children when springs of love are bubbling up on every side?

There are smiles, and kind words, and kind thoughts, and deeds of kindness and — but the list is too great to complete. These inspire love, and as weapons are much more efficient than is fear.

And then there is faith! When good loses its trust in its ability to overcome, fear disarms and evil conquers. An animal will not attack a man who has absolutely no fear of it. That is the secret of the lion-tamer's power. Evil cannot defeat a man who is strong in good, and therefore he has no cause to fear evil.

Teacher Refuses Tribute to Santa Claus

1910

By Samuel Parker of Chicago

During the recent holiday season a teacher in one of the Chicago public schools was subjected to not a little criticism for refusing to pay tribute to the Santa Claus myth, declaring it to be wrong morally to teach a child a falsehood or to tell the child anything as a truth which it would discover to be false later on.

Instead of being a target for thoughtless ridicule that teacher should command the respect of every teacher and parent who conscientiously regards the moral training of children. The holiest thing this side of heaven is the faith of a little child and he who carelessly or purposely abuses it perpetrates a wrong from which the abused child seldom fully recovers. If parents and friends would sidetrack the heathen myth and bestow their endearing gifts in their own names the dear children would be just as happy and escape the shock of falsehood and deception at the hands of those who ought to love them too well to expose them to such danger.


Romance of the Future

"Do you see that cloud? It was behind one just like that that I first kissed you." — Town and Country.

History of Leon Public School

Leon, Iowa

By Miss Sue E. Bell

Thinking that it would be of some interest to the citizens and old settlers of Leon, I have endeavored to write a history of the Leon public schools. It has been a laborious task to obtain the information necessary. There may be a few facts omitted, but I have done the best I could. I desire to acknowledge the help received from some of the former professors and the old citizens of Leon.

In the year 1853 Humphrey Fullerton taught the first school in Leon in a 16 foot log cabin, where J. A. Caster's grocery store now stands. The following were his pupils: Martha Ellis James, Samuel Ellis, Mary Ellis Coffin, William Tharp, Luticia Wainwright, Belle Tharp Walker, Mattie Tharp Jordan, Martha Jordan Atkins, Charlie Jordan, Benjamin Jordan, Jane Shackelford, Lyman East, Julian East, Albert Tharp, Uz Tharp.

Joe C. Porter taught at the same place in 1854. Geo. T. Young in the summer of 1855 taught in the old court house, where Mayer and Hoffhine's stores are now located. One afternoon a wind storm passed over our little village and the walls of the upper story of the school house were blown down, and not one of the eighty pupils were injured. It was afterwards rebuilt and then destroyed by fire on March 31, 1874. In the winter of 1865 Miss Nellie Arnold taught in a log cabin situated on the south-east corner of the property owned by Mrs. A. E. Chase. Miss Arnold taught a summer school in 1857 at the same place.

In the winter of 1857 L. M. Hastings taught in the new school house in the east part of town near T. J. Gibson's residence, the term being only four months. Sarah Patterson Bashaw taught in the summer of 1858 in the east school house, better known to the old settlers as Gospel Ridge. In the winter of that year J. C. Porter taught. In the summer of 1859 Miss Higby Warner taught, and in the winter, Carr Porter. Between the years of 1860 and '64 there were more than one school taught at the same time, one room not being large enough to hold the pupils. Sarah Patterson Bashaw taught in a log cabin, back of Mr. Orslan's shoe shop. Where the Farmers & Traders bank now stands, Sam Sears taught up stairs and Mr. Strong down stairs. They were succeeded by the following teachers: Mr. Adams, Mr. Wainwright, Miss Higby and Sarah Kirkpatrick. Prof. Lewis taught in a small building east of Brown's hotel, and later in a building where Frank Clark's grocery now stands; also in the M. E. church on Commercial street. Miss Sil Jones taught in a frame building west of Teale Wharton's store, Miss Emma Higby taught several terms in a building where Frank Clark's grocery now stands. Andrew Warner taught during this time, and I. P. Martin taught in the M. E. church. During this time the first brick school house was built in the north part of town by John Kirkpatrick. The building was completed in 1864, and the bell that calls us to school now, is the one that was on the old court house, and was placed on the new school house. While the school house was being built L. M. Hastings taught in the M. E. church, Mrs. Hastings and Mrs. Lizzie Simmons Vail being his assistants. At the same time, I. P. Martin had a portion of the school in a building where Frank Clark's grocery store now stands. The schools at this time were not graded and four months was the longest term taught.

In the fall of 1864 only two rooms of the new school house were completed, and Prof. Hastings occupied the south room up stairs and Sarah Kirkpatrick the north room. For the school year of 1865 and 1866, S. P. Newcomb was elected principal, and the following teachers taught in the different departments: Sarah Kirkpatrick Baldwin and Sarah Patterson Bashaw. In '66 and '67 Prof. Abbott was elected principal, and re-elected each year for the next four years. The following taught under him: Gusta Smith, Emma Blair, Mrs. Reed, Linnie Arnold Horner, Eliza Avery, Emma Dawson.

Prof. Frazer graded the schools. There were four rooms and three grades in each room. On June 16, 1871, the first graduating class was sent out. They were as follows: Samuel Gates, T. W. Silvers, A. F. Woodruff, Mrs. Matilda Jordan Critchfield.

This class bought an organ for the school which cost $275. It also started the first library, and bought a globe, a dictionary, a microscope, an electric machine and a history chart. They gave exhibitions and festivals to buy these things. On January 2, 1872, the following teachers were elected for a term of ten weeks: Emma Dawson, Hettie Rogers, Mrs. Reed.

And on March 22, 1872: Mrs. Reed, T. W. Silvers, Emma Dawson.

August 16, 1872, W. S. Domer was elected principal, with the following teachers: Mrs. Reed, Ella Eaton, Mollie Miles.

It was ordered that school commence the second Monday instead of the first. September 27, 1872, the following teachers were elected for a term of twelve weeks, beginning the first Monday in January, 1873: Lucy Black, Emma Dawson, Mollie Miles.

W. S. Domer was re-elected principal on April 4, 1873, with the following teachers: Lucy Corbett, Emma Dawson, Mollie Miles.

On April 10, 1873, a committee was ordered to rent a room for part of the primary department. The basement of the Presbyterian church was rented. Miss Hyatt was elected teacher. In the school years of 1873 and 1874 Aaron Frazier was elected principal. The following teachers taught in that year: Emma Mills, Mollie Miles, J. L. Harvey.

In 1874 the Babbott writing book was adopted as one of the text books of the school. The teachers were: Lucy Corbett, Emma Mills, J. F. Kirkpatrick, Mrs. Hyatt, Esther Sanger, Laura Dye, Leota Haywood, Josie Miles, Mettie Pitman.

It was decided December 31, 1874, that five more months be added to the school year, with one week vacation. On July 28, 1875, R. L. Parrish was elected principal, and in 1876 was re-elected. The following teachers taught under him in 1875: Laura Dye, T. J. Hasty, Esther Sanger, Josephine Kellogg, Ellen Gammon.

In 1876 were: Kittie Stone, Josephine Kellogg, Belle Thompson, Laura Dye.

On August 12, 1876, it was ordered that this school year be held for nine months, and commence September 4, 1876. The first term seventeen weeks and two weeks' vacation; the last term nineteen weeks.

July 2, 1877, C. M. Des Islets was elected principal for the following four years. The teachers were as follows — between 1877 and 1881: Ellen Gammon, Emma Wilson, Esther Sanger, T. J. Hasty, William Field, Allie Porter, W. H. Albaugh, Mrs. M. A. Critchfield, I. P. Martin, S. J. Calhoun, Stephen Varga, Miss Davidson, Mrs. Reed.

Miss Pollard was elected to teach music in each department of the school, giving two lessons of fifteen minutes to each department, twice a week. The old school house which was completed in 1864 was torn down and the bricks sold, and a new one built in 1876 and 1877. It was completed September 13, 1877, B. F. Roberts being the contractor. On December 10, 1877, a new department was established in the school and was called the second intermediate department.

May 6, 1878, the school year consisted of ten months. For the school year of 1881 and 1882, A. B. Cornell was elected principal. The following teachers taught under him: Frank Gardner, Eva Kirkpatrick, Georgia Brown,Sarah Johnson, Retta Biddle, Finley Frazee, Merge Jordan, Augustus Roy, assistant principal.

—Decatur County Journal, Leon, Iowa.

Note: The second half of this article may be found at this link.

Teachers 1882-1898, Leon, Iowa

Leon, Iowa area — From old scrapbook

History of Leon Public School [second half of the article, see bottom for link to first half]
By Miss Sue E. Bell

July 3, 1882, B. F. Miller was elected principal for the next school year.

On June 18, 1883, S. M. Mowatt was elected principal, and was in charge of the school for the next seven years. The following teachers taught in 1883: Mrs. Reed, Mrs. M. B. Harvey, Eva Kirkpatrick, Esther Sanger, Sarah Johnson, Nellie Parris, assistant principal.

In 1884 the same teachers, with the exception that Grace Arnold took Mrs. Reed's place.

In 1885 W. J. Edwards was assistant principal. The same teachers taught, with the exception of W. M. Scott who took Grace Arnold's place, and Jessie Forrey was elected teacher.

In 1886 Susie Young was assistant principal. The new teachers were: Olive Logan, Cora Brooks.

In 1887 Miss May Wilson was assistant principal. The other teachers were: Emma Roy, Jennie Haskett, M. B. Harvey, Elva Noble, Cora Brooks, Esther Sanger.

On September 17, 1888, the following studies were introduced in the Public schools: Ray's Higher Arithmetic, Ray's New Practical Arithmetic, Eclectic U. S. History, Harvey's Revised Grammar, Eclectic Geography. Teachers in 1888: Emma Roy, Kate Hall, Henrietta Vogt, M. B. Harvey, Jennie Haskett, Esther Sanger, Lillian Howard, assistant principal.

In 1889 V. R McGinnis was elected assistant principal. The teachers were: Eva Kirkpatrick, Jennie Haskett, Mrs. Reed, Kate Hall, Lillian Howard, Emma Roy.

May 10, 1890, A. L. Lyon was elected superintendent of all the schools for two years, and V. R. McGinnis was elected principal of the High school. Teachers for 1890: Mrs. M. P. Lindsey, Mrs. Haskett, Hortense Dilsaver, Mary Parrish, Lillian Howard, J. E. Cummins.

Those who taught in 1891: Mrs. Lindsey, Mrs. Haskett, Hortense Dilsaver, Mary Parrish, Kate James, John Parrish, Cora Brooks.

May 2, 1892, V. R. McGinnis was elected principal and J. M. Howell assistant principal for two years. The teachers for this year were: Mrs. Lindsey, Mrs. Haskett, Eva Kirkpatrick, Mary Parrish, Homer Dye, Hattie Drake, F. R. Porter.

Prof. M. Schoenert was elected musical director. Teachers in 1893: Mrs. Linsey, Mary Martin, Mrs. Haskett, Mary Parrish, Eva Kirkpatrick, Mabel Horner, Hattie Drake.

M. Schoenert was re-elected musical director.

April 2, 1894, Sam L. Darrah was elected principal for the following four years. The teachers were: Mrs. Lindsey, Mrs. Haskett, Mary Martin, Mary Parrish, Eva Kirkpatrick, Mabel Horner, Carrie Hoffman, Hattie Drake, assistant principal.

April 1, 1885, M. Schoenert resigned and Miss Mame Penniwell was elected to fill his place. Teachers in 1895 were the same as in 1894. The new south school house was built in the summer of 1895, S. L. Lorey being the contractor.

In 1896 Miss Helen Radnish was elected first assistant principal and Miss Virginia McKee second assistant principal. Teachers at the North school house were: Mrs. Stuart, Henrietta Vogt, Eva Kirkpatrick, Mary Parrish, Ophie Clark, Mrs. Lindsey. South school house: Hallie Moore, Mae Lorey, Ella Kemp, musical director, Mabel Horner, elocution teacher.

In 1897 Miss Mamie Allen was elected first assistant principal and Harriet Shields second assistant principal. Teachers at the North school: Mrs. Lindsey, Mrs. Roy, Claudie Clapp, Henrietta Vogt, Mrs. Stewart. South school house: Eva Kirkpatrick, Hallie Moore, Mae Lorey, Ella Kemp, musical director.

In 1898 Miss Mamie Allen was reelected first assistant principal and Miss Maggie Young second assistant principal. Teachers — North school house: Mrs. Lindsey, Mrs. L. Roy, Ethel Bowman, Henrietta Vogt, Hoyle Gilreath. South school house: Hattie Kirkpatrick, Hallie Moore, Mae Lorey.

The schools since 1853 have progressed rapidly. The teachers are more competent than in former years.

The scholars numbered fifteen in the first school and they number nearly 500 at the present time, which goes to prove that the knowledge is more complete at this age than before.

Note: The first half of this article may be found at this link.

His First Oration

1899

The author of "Little Journeys to the Homes of American Statesmen" tells of his experience when a new teacher inaugurated "Friday Afternoons," to be devoted to "speaking pieces." He had been well drilled at home, but his spirits ran lower and lower as the fateful Friday drew near.

Thursday night I slept little, and all Friday morning I was in a burning fever. At noon I could not eat my luncheon, but I tried manfully, and as I munched the tasteless morsels, salt tears rained on the johnny-cake.

Even when the girls brought in big bunches of wild flowers and corn-stalks and began to decorate the platform, things appeared no brighter.

Finally the teacher went to the door and rang the bell. Nobody seemed to play, and as the scholars took their seats, some, very pale, tried to smile. Others whispered, "Have you got your piece?" Still others kept their lips working, repeating lines that struggled hard to flee.

Names were called, but I did not see who went up, neither did I hear what was said. At last my name was called. It came like a clap of thunder — a great surprise, a shock. I clutched the desk, struggled to my feet, passed down the aisle, the sound of my shoes echoing through the silence like the strokes of a maul. The blood seemed ready to burst from my eyes, ears and nose.

I reached the platform, missed my footing, stumbled, and nearly fell. I heard the giggling that followed, and knew that a red-haired boy, who had just spoken, and was therefore unnecessarily jubilant, had laughed aloud.

I was angry. I shut my fists so that the nails cut my flesh, and glaring straight at his red head, I shot my bolt:

"I know not how others may feel, but sink or swim, live or die, survive or perish, I give my hand and my heart to this vote. It is my living sentiment, and by the blessing of God it shall be my dying sentiment. Independence now, and independence forever."

That was all of the piece. I gave the whole thing in a mouthful, and started for my seat, got half-way there, and remembered I had forgotten to bow, turned, went back to the platform, bowed with a jerk, started again for my seat, and bearing some one laugh, I ran.

Reaching the seat, I burst into tears.

The teacher came over, patted my head, kissed my cheek, and told me I had done first-rate, and after hearing several others speak, I calmed down and quite agreed with her. — Youth's Companion.

Objects To Boys Sewing In School

Illinois, 1910

We received a very strong letter this week from a mother protesting against her boy being taught sewing in school when the time is needed to each branches more suitable for the scholars, at least the boys.

She says: "I think it's a shame. My son has to put two and three hours a week at sewing when they don't half know their arithmetic. John forgot to bring something to sew on this morning, so his teacher sent him home at 11:15 a.m. to get something to sew on, and as I was not at home he couldn't find anything, and when he went back to school again he forgot it. Well, his teacher got angry and shook him and sent him down to the principal. The principal sent him home, with a note and told him he couldn't come back to school again until his father came with him.

"I think it's an outrage in these civilized times to waste two and three hours a week at something they will never have any use for. I think every mother ought to sign a petition to have such nonsense stopped and to have that time devoted to the need of the times, which is business. I think it a shame taxpayers have to pay for such nonsense."

—Suburbanite Economist, Chicago, Oct. 28, 1910.


His Accent

An American-born girl was boasting of her English ancestry in public, and said: "Grandpa has lived in this country over 40 years, but he's just as English in his accent as when he went to Oxford; for instance," she added, "he still says horanges!" — Harper's Magazine.

Training for Left-Handedness

1915

Positive Results Not Seen as Anticipated

Some time ago the development of left-handedness in children was warmly advocated by various persons, not only because in this way reliance could be placed on both upper extremities for mechanical work, which would undoubtedly be of advantage in case of serious disturbance of the functions of the right arm, but also because the hope was entertained that by training the left arm a second speech center might develop in the right hemisphere of the brain in the same way as the well-developed right arm corresponds with the speech center place in the left half of the brain.

The Berlin physician, M. Frankel, was especially active in the advocacy of this idea — in fact, experiments in this direction were undertaken in various localities. The practical results which have been so far reported do not correspond in any degree to the optimistic expectations of the advocates of the method, says the Journal of the American Medical Association.

Doctor Schafer, on the basis of permission granted by the school deputation, collected statistics with reference to the left-handedness among about 18,000 pupils of the Berlin public schools. These statistics show that 4.06 per cent of all the children are left-handed, 5.5 per cent of all the boys and 2.98 per cent of the girls. The percentage of children in whom both hands are equally developed is very small, being only .21 per cent. The overwhelming majority, 95.73 per cent of all the children, are distinctly right-handed. In several school districts, among 448 teachers, there were ten who were left-handed.

L. Katscher's work on "Training the Left Hand" was the theoretical basis for the exercises to train the left hand. They included exercises in writing, arithmetic manual training and gymnastics; especially in the last two systematic efforts were made. In general, the result showed that the possibility of employing the hitherto unused left hand at first excited great joy and marked interest, but the physical awkwardness generally was a great hindrance.

The outcome of the whole experiment shows that in no case could a preference for the left hand be developed. It may be trained to be a welcome assistant to the right hand, but never a substitute for it. In teaching writing the complaint is made of a deterioration in handwriting. The children refused to write with the left hand, became nervous and worried over it, and increased intellectual development was in no case observed. Almost all those who gave an opinion were unanimous that the advantages stood in no relation to the expenditure of time, pains and patience.

Wise Compromise in Slang

1914

"Good slang is permissible among school children," according to Dr. G. Stanley Hall. Precisely the same thing is true of college boys, of college girls and of the rest of us.

Slang is inevitable. To thunder against it, to ignore it, to burlesque it is equally idle. Since we cannot end it — and really, we should not and would not if we could — the part of wisdom is endeavor to mend it. Let educators direct their satire and condemnation against vulgar, vicious, idiotic slang — of which there is abundance — and they will accomplish something. The slang that is racy, spontaneous, humorous, expressive deserves kindly toleration if not encouragement. Some of it establishes itself and becomes classical English.

As to the question what good slang is, it is manifestly foolish. There is no fixed test, but persons of taste and cultivation have no difficulty in differentiating between legitimate slang and grotesque, silly and offensive slang.

Comment: So, slang is manifestly foolish, yet it deserves kindly toleration if not encouragement, because some of it will establish itself and become classical English (like that's any kind of goal.) "We would not [end it] if we could." Somehow I don't believe you, anonymous writer of long ago.

Spelling vs. Other Things

1901

The Labors of Teachers Being Added to Daily

Anna Stuart Wroe writes to the Baltimore Sun: "It seems to me if I were a public school teacher — which, thank the fates, I am not — the present vacation would be peculiarly blessed and blissful, inasmuch as it succeeds such weary, harassing and anxious terms as was never known in the history of our public schools. At least, the poor teachers have a short respite from the eternal prod, and their first waking thought in the morning need not be 'What next?' — until September.

"Every day something new is introduced to add to the labors of teachers and scholars, and, it appears to me, so much that could be dispensed with. Of course it is right and proper for children to learn all they can, but surely the line must be drawn somewhere, as it is manifestly impossible to learn everything. Why not cut out a few of the 'isms and ologies' and abstruse studies that are all right in a college course, but needless for the average public school pupil, and pay more attention to such common subjects as spelling, punctuation, grammar and plain English composition?

"I am a typewriter, and during the past 11 years have had in my office 51 girls from the public schools, most of them from the eighth grade, and some having attended the high school one year or more, and I speak whereof know when I say that 49 of the above could not write a letter from dictation correctly to save their lives — correctly so far as spelling, punctuation, capitalization and paragraphing are concerned. Not three of the 49 had the remotest idea of dividing a word according to its syllables, and only today an eighth grade girl wrote the word 'transpose' with 'tr' on one line and the balance of the word on the next. I am told that each teacher is a law unto herself in this matter. What else the 49 girls knew it is not my province to ascertain, but I think everybody will admit that the aforesaid 'common branches' are of more practical value, especially where girls are compelled to support themselves, than so many things now taught, and of which they may at best get but a smattering; so, if there is not time for all, for goodness' sake let them at least be taught enough grammar, spelling and punctuation to enable them to write a decent English letter."

How to Secure a Good Country School-House

1879

Agriculture advances with the improved conditions of the common schools

There is more at stake in a little country school than some of us are aware of. The surroundings of a child exert a wonderful influence for good or ill. It is good economy to see that the school-house and its surroundings are convenient and pleasant. For beautifying the ground employ a landscape gardener or the man or men of your own neighborhood, who have displayed the best taste in beautifying their own homes. Before constructing a school, do not be afraid to pay a small fee for plans to be examined. Then, on these plans get the advice of a committee of teachers. Every man is not a landscape gardener or an architect, any more than he is a blacksmith or a doctor. By employing the best men for each place or business, time and money are saved and everything goes off better. There are numerous approved patterns of stoves and furnaces which are made for bringing into the room, in a partially heated condition, an abundance of fresh air, and for expelling the impure air. To do this may take a trifle more fuel but it will prevent cold draughts, drowsiness, pale faces, and poor health. Good health is a priceless treasure, often too little prized till it is taken from us. To regain it we are willing to spend fortunes; to preserve it in our children we should take all reasonable precautions.

A school-room, even the poorest, need not be destitute of ornaments. A little effort on the part of a teacher or of the school board, will secure some pictures, brackets and vases for flowers. Once in a while some evergreens may be tastily arranged and suitable mottoes placed about the room.

And now, after making all needful preparations in the house and its surroundings, do not neglect the most important part of placing a first-class teacher in charge. The people may be poor, the number of children small, the times hard, and the most rigid economy seem necessary; but here is one of the last places wherein to cut off expenses. The enterprising farmer does not try to hire poor, cheap hands to do his work, because produce is cheap or because he is in debt. He knows the best are the cheapest at any reasonable price. He hires men to drive his team, to feed his animals, milk his cows, plant, cultivate, and harvest his crops. He does not expect that even his best men will perform these duties with profit to himself without some of his personal oversight. To perform this work, he often pays a man more wages than is paid the teacher of the summer district school. He is willing to leave this cheap teacher with entire control of his children all summer for the best hours of the day, but he would not think of trusting the entire care of his swine to the best man he could hire. He could not afford it. He would lose money. Swine may live a year or two and that is the last of them. The children will probably live forty to sixty years, and mold the character of those who follow them, and, to some extent, of all those with whom they associate. There is no reason in thus discriminating between the care of our domestic animals and of our children. Is it not a wonder that the district schools are as good as they are, considering their management?

Every farmer does not know how to superintend a school. But few of them know how, and they are aware of it, hence they do not visit the schools or attempt to interfere with their management. In some States the people employ skilled or professional persons to superintend their schools, but in many places there is almost no supervision. The school runs itself, if the teacher and scholars can get along together. Every man ought to be expert at his own business, and has no reason to expect he can do everything and do it well.

To all I say, employ only good teachers. How can this be done? Certainly not without taking some pains to find out that they are good. The candidates should be thoroughly examined in various studies, by competent persons, who make this their entire business, or an important part of their business. This is not all. Good testimonials must be produced, vouching for moral character, correct habits, etc. If the person has ever taught school before, great care should be taken to learn that he has liked the business, kept good order, and succeeded in interesting his pupils. With thorough examinations and a searching inquiry of reliable persons as to character and former success, competent teachers can be selected.

There is no objection to hiring such persons at the lowest possible rates that will employ them, but hire them at any price, and do not take up, even for one term, with a person who does not bear the severest test. In hiring for low wages, this must be taken into consideration: the teacher will not be contented with his place or business. He may think it important to give part of his time to something else, to eke out his small salary. If he is possessed of good calibre, he will soon engage in some other business, where his energy will bring larger returns. This will make it necessary to employ new and untried teachers. Frequent changes of teachers are much to be avoided. — Prof. Beal.