" : -
' . ' \I.w \ " " ' ' ' ' ' ' , . , . .
1' _ x
' " " " ' : : ; I
- ' '
-
Ihltle8 or Pnrellt1 In ' 1'ho Schoot.
( Wrlth11 ! for the Seplember prollram ot the
Nebrnqka 'Voman SlIlTrnlle CtubI ) ' Siale
Superllllendcl1t W. K. Itowler. !
The public school problcm is It
serious enc , yct it is not ltnin\'it-
ing from any point of vicw whcn
it is considcred in a fair impartial
manner , or discusscd with candid ,
frank and fricndly cxpressions of
opinion.
In r1iscUsit1g ! the duties of par-
. ( ; : 1l , lu t 11. , . ; ( : I""i. " . ill Iatherings
w01lln' club . . , ' mcet-
of ( ; > ; , IMtrun.
ings , or cven scwing societics , i
those taking part shoul < 1 nol forget -
get the subject fordiscussion , and
then turn the full battcries of
'
. thcir wrath upon thc schuol
Pr. teachers. No one knows bettcr
.
i ' than the writer of this paper that
. .
I . , ' , In too man.y schoo rooms 1t1 N . e-
' { . , braska there arc tcachers laclC1ng
. any degree of preparation for
their worl ! , with no inspiration
' . or "calling" for it , and sometimes
{ lacking even the womanly instincts -
: : stincts that would teach them
; proper management and control
. , of children without special training -
( . ing and preparati n for the work ;
but the number of earnest , progressive -
. : . gressive , hard-working and
hard-worked teachers outnumber
. ,
these by far. .
There are 24 hours in every day
and 365 } ( days intheyear. 'rhig
r is 9766 hours in a year.
: Schools are in session ( , hours a
I
day , or less , for 180 days , or less ,
during the year. In more than
" 1000 school districts in Nebraska ,
it is less than two-thirds that
number of hours but under the
most favorable conditions children -
ren are in the schoolroom less
, than one-eighth the time during
their school years. Now subtract
nine hours a day for sleep , and we
find that children spend less than
one-fifth their waking hours in
the school-room during the year.
In earlier times , a generation or
two ago , parents found time and
opportunity during the four-fifths
of the time that children were
not in the school-room '
- to ; nstruct
them in morals , in habits of industry -
dustry and cleanliness. What
Ilre the children of today doing
. .
.
I have had occulon to UII Jour
Black.Draught Stock and Poultry Medl.
cine and am pleased to laY tJut I nevu
! unci anything for .tock that gAVC half A.I
goqd .lusr.d1on. I hearUly rccom.
\ . mend It to .11 owners of .tock.
J. B. DE15"ER. St. louis , 1110.
Sick .tock or j > Oultry should not
eat cheap tock food nny more thn.n
.ick } ) CrBons should expect to be
c.uedby food. When your tock
and poultry are sick give them med-
icine. Don't stuff them , vith worthless -
less stock foods. Unload the bowels
and .tir up the torpid liver nnd the
nnimal will be curedJf it be ossi-
ble to cure it. Dinck-urnught Stock
nnd Poult ! ' ) ' Medicine unloads the
bowels nnd stirs up the torpid liver.
It cures every malady of stock if
taken in time.
Secure
n 25-cent cm
of Diack-Drnufht { Stock nnd Poultry
f Medicine and It will pay for itself ten
times over. Horses work better. CO'V8
give more milk. IIogs gain flesh.
And hens lay more eggs. It solves the
problem of making as much blood I
flesh and energy ns possible out of
the smallest amount of food con-
sumod. Buy n cm from your dealer.
.
- -
- ' - - -
_ . - - - : J ' " .d < 'W T \ . , . . . . . . . . lJ.U , > I. l ' , . "
" , . . , , . . ' . . , . ' ,
. . . . . . . . . . .
" 1 'r 'I. . . .r. . n .lWd.t It f
during this to\1r.iHth or.th ( ! Huw
that their mcntal activities are
,
awake ? Or are they HUPPOS < : II to
be in a comatosc condition ? l or
I
toda. } ' the schools arc expected to
' '
do everything for the child , cx-
cept feed him and sleep him , I I
( again excepting , of course , thc
schools where lunches arc pro-I I I
videdl ) during the onc-fifth or I
one-ei.gh t h the ti me they have I I I
him in charge. ' [ 'hc schools
must teach morals , anti pat rio-
. . I
tlsm , and hyglcnc , am agncu 1 t-I
ure , and manual training , lnd
domestic scicncc , and sewing , I
and weaving , and baslcctry , and j "
carpentry , and rope-splicing , and
fret-sawing , and other industrial
arts , and they must train him in
physical culture , and swimming ,
and incidcntally bathing , Now
my mention of these \'arious lines
of instruction is not of necessity
a condemnation of them , but it is
to call attention to them and to
ask this question : Is the four-
fifths of the child's time outside
the schoolroom as well employed '
as the one-fifth within , or is he I
there undoing the work of the
onefifthVe parents are fre-
guent1y told that we do not know
as much about what our children
are doing in the .schoolroom as we
should , but do we parents know
as much about the habits and employment -
ployment of our children during I
the four-fifths of their waking
hours when they are not under a
teacher's supervision as we do of
the onc-fifth when they are in
school ? As a matter of fact , how
much do we fathers know of the
five-fifths or the eight-eigths of
our children's time ?
Nearly five years ago Ex-Supt.
J. F. Saylor , of the Lincoln citj'
schools , pUbli ed the following
practical questions and suggestions -
ions in the Nebraska State Journal -
nal :
"If it is not right for thc child
to be idle in school , is it right for
him to be idle at home ? If it is
harmful for the child to be on the
street during schoo ] hours , and
wc use a truant ofiicer to prevent
it , is it harmful to bc on thc
street out of school hours , and
should an officer prcvent it ? If
a cross , irritating , nagging teach-
cr works harm in the schoolroom ,
why will not the same results
follow in the home ? If it is
wrong to force children to obey
by harsh means at school , why
will it not work the same harm
at home ? If it is harmful for a
child to read trashy stuff at
school , why will it not work thc'
same evil at home ? How can we
teach kindness , forbearance , and
cllarit ) ' towards others effcctivcly
if the thild hears the faults of
other " 1I1cha.ritably discussed at
home ? If the home educates , if
the same harm comes to thc child
from wrong teaching in the homc
that comes to it in the school ,
then why is it not also as important -
ant for the home as for thc school
to discuss and study educational
questions ? Our teachers are
Htudying educational joum ls , attending -
tending conventions and teachers'
meetings , yet , with all this , our
mistales arc common. 'rlmt
father who fails to question his
boy daily about his difiiculties , to
show a sympathiing interest in
the bo"s affairs , to assist the boy ,
I tu ounsel with him , to layout
hOllIc duties , to interest himself
in the hoy's associates , rcading ,
sports , etc. , is committing an absolute -
, solute positive wrong' . A short
- - - - _ - uC
_ _ _ _ _ _ _
Rumu. . . . . Andenon . . . . . , J. C. Moore
R..I. . . . . " ' , , , ,
ANDERSON & MOORE.
cLand. : : . tor , ale ODd rent III CUlter county and adjoIning coulIll . 1 ( IUllieH IIlId mortgage.
boagbt and .old Ab Lrll te plomptly aud neoth m.de.
uftce-Mal'l ! ' Street , 1Jotw cn 41b and GLI1 AvonnoHlIrokclI Dow , Cu ter county , Nebraska ,
. .
TI-IE P D. SIvII1'I-I COMPANY ,
Alwnvo have the best quality oC
, (
: IJumbcr Bnd other .
building .M-
. I
, I
toria18 at the Lowost' . PtiOOR.
'Phone No. 70.
C. R. JUDIrINS , Manager.
,
, . . . . . . . , 1M. . , . . . " ' ; 'It.
.
UW" -
M M' 1 'n r 1 nt 1 11If.-"nf l1
" "
, . ' ' ' ' . ' . . . . " . . . . - _ . . . /It. . ,
It'Ai.tr : . . - - : II , * ' ' ? . . .
I Hint ! g\ftl : ! to thtg ! tht.tghe . > : .
: ginning with thc child at twu
years of agc , will work won crs
in a child'g development. 'l'hc
I. .
'
most Important wor < lit t I Ie E Itg-
.1ish languagc whcn conncctcd
with the govcrnment of a child I
is 'no' , when givclt with firmness ,
tempcred with Idndness. Denial
wiscly used is even more import-
ant than gratifying child's -
de-I
Isires. . Children must be led up
to self-denial and self-govern-
.
I
menti they cannot he drIvcn or al-
Ilowed to drift. 'rl1C common
mistale made in too ntanY homes
is to be fo t11d in the endeavor to
gratif.r even notion of the child.
'l'his is too often couchc in the
exprcssion , "I do not intend my
child to have as hard a time as
I ha\'e had. 'l'hey oft < 'n forget
to give due credit to this sourcc
as the origin of their own
strength. "
There is a limit to what may
be accomplished during the one-
fifth time. For everything you
crowd in , you crowd something
ou t. If we teachers arc to teach
play and to teach work , give us
the children's evening hour , and
Saturduys and vacation time ( and
incidentally you might pay us
for it , too. )
And tben again we teachers do
not recd ve the children until the
close of the five or six most impressionable -
pressionable years of the child'
life. Has his training during
that time furnished him a foundation -
tion upon which the teacher may
build a structur altogether
beautiful ?
The Nebraska Society for the
Promotion and Improvement of
Religious Education published
recently a plan of work which
they expect to undertake , in
which the decay of parental religious -
ligious instruction is frankly ad-
mi tted.
Teachers have a right to insist -
sist that children be physically
and morally clean when received
from the home. Parents should
keep their children in the best
physical condition , if they expect
the best mental development in
the schoolroom. Otherwise , the
mind may be sluggish , or if the
ncrves are unstrung the mind.will
not be responsive. Late evening
parties and similar dissipations
arc cnemies to the brightest and
best school work. For good
school work a child's body must
be refreshed by sufficient sleep ,
will aB senses alert and respon-
sh'e to every demand that may be
made upon them b.y the school.
'l'he immature child has not the
judgment to bring about these
first class physical conditions because -
cause it can be accomplished only
through' rescraint , discipline ,
self-denial and self-control , and
children arc governed more by
impuises than by control or self.
'l'herefore , it is the parent that
must supervise these matters.
Parents sometiIlle claim that
they do not understand the newfangled -
fangled ways and methods of the
schools and that they find it
difi cult to assIst their children in
their home Lstudies. Granted.
But in one other matter they may
be of great assistance , and that
is in instructing their children in
the old-fashioned virtusi in teaching -
ing their children obed iencc and
respect for all authority , whether
of the home , the schoolrootU , the
cit.r , the statc. or the nation ; in
teaching" them to be law-abiding
citizens , not anarchists. "All
life is but a form of obedience. "
We must obcy the laws of nature ,
of lirc , air and water ; we must
recognizc the three great laws of
promptness , regularity and sil-
ence.-the laws of non-interfer-
encc , so-called , non-interference
with the rights of others. We
must observe the laws of honesty
in dcaling with our fellow-men
and we must subject ourselves to
thc legal requirements of the
state. Obedience to la wfltl authority -
thority is inevItable and is the
only way to secure freedom. The
h < ) Jue shoul < 1 endeavor to secure a
wi ling obedience of children to
the authority of parents and
teachers , to social customs , to
business exactions , and .to go\'ern-
mental and moral re < juiremen's. .
. . . -
_ "tJ I
" I )
- - - -
- . . - -
. J. . . . " . . III I -rTIJ . U 'I lL ! U " 11
_ . . . . . . , Jw. " ' _ ' , . . . . ' " . . . . . . . , . . . . " 'M.- . . . "
I
. . , r' ; ; : . : , . .r..i i. > t. " ' ' : . . . " _ , j . ; , . ' , " . , - , ! . _ .J
. . .
- - - - - - - - - -
Awarded
Highest Honors World's Fair. '
HI hlSt tlSts U. S. GOY' ! Ch.mlsts
This mention of social customs
reminds me that r cently I read
of a parents' association that
created a public opinion which
insisted upon wholesome play and
suitable hours and dress among
school children. According-
of its members "You
one : cannot -
not says to Mrs. , 'Your
child is over-dressed' , but you can
gradually develop a feeling in
your club which makes her realize -
lize it. "
One teacher has summed up a
style of excuse that she receivcs
from many parents in the following -
ing : "Plcase excuse Johnny for
being late ; excuse him from his
homc worki do not keep him in
after school ; do not punish him
for anything at any timei let him
out of school at half past two ;
excuse him for all delinquincies ,
past , present , and to come ; shut
your eyes to everything that is
wrong ; take. pretense for performance -
ance ; and , in short , make yourself -
self one in a partnership of three
to call wrong right and right
wrong. " I might sum up that
excuse in fewer words : Teacher ,
please assist Johnny's parents in
making an anarchist of him.
Parents may do their children
an incalculable. amount of harm
by speaking in .derogatory term
or in disrespect Qr ridicule of the
teacher or in the hearing of theit
children. I have known paren
to discuss with their chil ren tLc
personalitics of the teacher.
'rhey do not realize the amoun1
of mischief they may do in this
way. Far lJetter would it be in
many cases. to take the child ou1
of school , 'because it might leave
him with some regard or respec1
for future teac11erH. A teach.
cr's inf1uence over a child is fal
grcater when she has that child'
confidence an l respect. Instead
of discussing the failures an < 1
shortcomings and personalitim
ofthe teacher in cold blood around
thc tea table , it wOl d be far bet ,
ter to make that teacher an honored -
ed brucs in the home. 'We honot
the minister in that way. Is not
the teacher's inlluencc : even great-
cr ? And WIij ? ' should we fail to
confide in the teacher , who is
training the minds of our children -
ren , all that we know of thcir
mcntal defect , in the same way
that we speak freely to the physician -
sician of their physical ailments ?
\Ve should appreciate the fact
that t11e more the teachcr knows
of the disposition , the talents thc
shortcomings , and the habits of
our children , mHl the-mcthods wc
have found most suitable in thieI
care and gouc.nuaent , the more
able will she be to do her full
duty b ) ' them.
But it is not with the teachers
alone that parents may be able
most nobly and fully to fulfil ]
their duties to the schools , but by
assisting enc another , the stronger -
er helping the we < r , the talented -
ed and tactful and thinking ones
assisting 'those less gifted thal1
themselves and encouraging them
to do better by t11 eir children in
attendance at" the school and interest -
terest thercin. iml here I desire -
sire to quotc a paragraph froUl
an address deli\'erc d by an Omaha
principal some years ago to a
conve ltiol1 of mothers :
"Among' mothers , who arc pat.
rons of our schools , we have the
old , the young ; the wifS"e , the
foolish , . tJbe educat.ed , the illiteI' .
ate , the .culturcd , the uncouth ,
thc bro j-minded , 'the narrow ,
. . . ' , . . .uJ.J . _ : . . ' I :
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, . . . . . . _ " ' . . . . . . . . . . . . " ' * * . . . . _ . . . . . . . - . . . . . . . . . . . _ -
, .
'
' " . P. < J fI' " 'l".f. ' " - " ' . ; . ;
'
. . . . . . . . _ r. . . . . . .f' , '
- - - -
I thl' IllIiLJ tj'atl ! , Ut Itttf ) ! lUOllg , th
I proud , haughty , arrogant , thc
Imcek , humble , cringing , the con- ,
I ccitcd. those who do 110t possess
ul1icient sclf-cstecm , the scnsiblc ,
I the fri\'olous , the immaculate. the
filth\ ' ; thc thrift ) . , the indolent ,
thosc with fo 'cc of character ,
t11O e without it , thc cconomical ,
the extra\'agaltt , the liberal , the
stingj' , he appreciativc , the faultfinding -
finding ; the moral , thc immoral ,
the sane , the insane , the true , the
false , the criminal , the severe ,
the exccsslvely amiablc , the fmh-
ionablc , the dowdy , those with
kind , Ih "oted hnnh\I1ds , who
ha\0 illcomo.i ! ! , tho'1e with hus-
banliH harsh , cruel , tlissipated-
unablc or unwi11ing to procure
bread for tleir rapidly increasing
families , the rich , the pOOl' , and
all sorts and conditions of womcn
our own language , and foreigners
from a land where the very weight
of the 'yoke borne has cngendcred
in the women deceit , external
submission , not to right but
might , and an inability to appreciate -
ciate a commonwealth with free
institutions , making them undesirable -
sirable for motherhood as well as
for citizenship. All these ! And
then there is the ideal mother ,
loving , affectionate , cleanly ,
moral , cultured , honest , true ,
just , beautiful , hol ) , in the idcal
home , full of cheerfulness , joy
and sunshine surrounded by a
husband ideal in his life , and
children ideals , too. Blessings
to our schools , the comfort and
joy of the teacher , the city's future -
ture pride , the salvation of the
state. "
In an address before the Nc-
braska Federation of Women's
Clubs at Wavnc last October I
expressed the following :
There are fe v things that do
more to elevate the moral tone of
the school and place it upon a
dignified and law-abiding basis
than a kindly visit from a wise
and judicious mother-one who
is will to believe that the teacher
I is , next to the parent , more concerned -
cerned than anyone else in the
welfare of the school , one who is
willing to counsel with the tcach-
er , to concede the faults of her
child or childrcn , and to ask thc
co-operation of thc teacher in the
correction of the same , in brief ,
a mother who will work with the
teacher in every way to improve
the school without attempting-
I dictate its general policy. 'rhe
average teacher exprcsses fear of
visitors , and this is not strange
when wc consider that in the
_ schools of Ncbraska we have upwards -
wards of two thousand teachers
who ha\'c had less than six weeks'
experience , and that a majority
of these are under twenty years
of agc. And yet a visit from a
pleasan t memory in the daily
routinc history of the school and
an inspiration to greater and better -
ter en ort.
I would lil to urge parents to
visit the school and to notice particularly -
ticularly thcrcin thc material , the
physical , the nil. . tural or unn < l tural
conditions , - the general cnviron-
mcnt of the child-and to < lis-
, cuss in womcn's clubs or in pat-
on's meetings .huw they may be
l1nprO\'ed. Is It not trne that
from car windows we may see
hundreds or thousands of barn-
like structures , often resembling
a box-car in appearance , painted
. . - . . - J- . . ' . \ " " . " " " " ' ' . . . . . . . . . - '
i
)
- " - . I , ( , . . . , - . . . - , . , -.vt.fJIJt . _ \
ld pttH < ! 9H whll ( ! , If pafnted
at all , with staring windows , two
or three in each side and a door '
in enc end , aud all without any
proper protection from the hot-
cst rays of the summer's sun or
the kecncst blasts of the winter's
snows , no trees or other shade or
protcction , and of times with a f
board fcncc which it would bc
better without , And these form
I
a largc percentage of the schoolhouses - ,
houses in the state. Why cannot I
"
a schoolhouse have a widc porch'r- .
01' \'cranda at the front , with
climbing \ ' nes ? Why ma ) ' not
trecs be plantcd round about , and
beds of f10wers cultivated by the
children ? 'Why should not the
schoolhouse and its grounds be
thc most beautiful spot in the
school district ? Is it because it
is everyb y's business and therefore -
fore , nobody's.
' 1'0 be brought into tune with .
good things is the first step toward - /
ward being good. "
Do you attend the annual school
district mceting ?
Visit the school building and
thc school grounds and notice
there thc umount of room for
play for all the pupils. Do the
children havc grounds , or do they
play in the road or the strect ?
Have the ) ' shade , or is it all glaring -
ing sunshine ? Are the walks kcpt
up in good condition , and are the
outbuildings properl'y screened
with shrubbery ? Do these outbuildings -
buildings rival similar ones at
railroad depots and hotels as
breedcrs of immorality ? Is the
schoolhollse painted , and docs it
present an inviting appearance ?
Is there any attempt there at
architectural beauty ? Notice
thc lig-hting , the seating , the . .
heating and the ventilation. Are
the desks too far apart ? Are
there cloths hooks suffijient in
number for all the pupils , or do
three or four use the same hook
on which to hang thcir damp
wraps , laden with the odors of
the kitchen ? Are basement
rooms in use , and if so , are they
damp and poorlj' lighted ? If
there is more than one stor'y to
the building , arc the halls and
stairs of proper construction and
quite safe ? Are th rise and
tread of the stair , steps properly
proportioned ? Are the ward-
robcs warmed and properly venti-
latcd , or will the children be compelled -
pelled to put on damp wraps at
the close of school , and if so , will
the result be charged to Providence -
dence ? Is therc a wash basin and
a towel and soap , and if so , is the
teacher required to pay for thcm ?
I-lave thc windows becn washed
within three months ? Are the
primary pupils sitting in the - (
smallest sized desks and the larg-
cst pubils in the largest desks , or
arc the school board and teacher -
er indifferent to these matters ?
Are the desks battle-scarred , or
arc they the best the clistritt can
"
afford ? Is the black-board of the
best duB black and easilj' visible
fTom all parts of the room , and IS
it properly adjusted as to height ,
or the revcrse ? Is the schoolroom -
room properly furnishcd with
g-ood , clean , modern , up-to-date
textbooks , with supplementary
readcrs and a li brary , with a dictionary -
ionary and globe , some wall maps ,
one or two necessar ) ' charts , and
a sto\'C that will go ?
Notice all of these material
matters , all of which contribute
to the convicnce of the teacher
and the carc < lnd com fort of the
chilllren , and if the\ " are not as
theshonld bc , < lis uss them in
) 'Olir mcetingH and remcd } ' them
b.r l'ropt.1' ; means.
H'I'OI"t ! TIIH COtl ( 1I
. ' -NU 'VIU " Ol l 'III co. . . . . .
1aXIIUVI1 Urolllo.Qulnlne Tahlels cur A cold In
onu IIII } ' . No Curo. No I'ny lrlc 5 eenl. .
.
, ,
SQUIRES BROS. ,
lSuccessors to G o. Willing. I
:
.
DEALERS IN .
. . t. ' . . . . -4 ,
I Hardware , Furniture & Farm Implements. I
I
I : We are earryiug' a full line of Bug'gies ,
, Wagons , Feed Grinders , Corn Shellers , and
. Fence 'Vireo
We have in stock a large line of j
heating stoves , and cook & of the best \
manufactures. Call and see us and , ve , vill : I
l Inake the
, : Jrices .Fl..i h 1 . ; . . (
\
: At Willing's Old Stand. .J. . . , '
.
: SOU I RES BROS. , '
. Broken Bow , - - - - - - Nebraska ,
I
. . . . , , . ,
. . . . _ . ' _ ' t.- : _
