Bemidji Daily Pioneer Newspaper, June 16, 1909, Page 4

below. Bulletin No. 57, Table 84, page 76, issued by the Department of Commerce and Labor, Bu- reau of Census, published by the United States Government in 1906, gives the following sta- tistics relating to the value of certain articles manufactured in the United States as follows: Artificial feathers and flowers. .$ 5,246,822 Blacking . 5,941,042 ‘Cigar boxes . . 17,786,286 Brooms and brushes ... . 21,108,776 ‘Children’s carriages and sleds . 6,370,911 Jewelry . Y & . 63,225,681 Liquors .. . . 440,726,471 Mineral and soda waters . . 30,251,150 Patent medicines ........ . 74,620,765 Perfumery and cosmetics . 11,132,859 Tobacco pipes . 2,834,496 Sporting goods .. veeas veees 17,032,22 Chewing and smoking tobacco...... 116,767,630 Cigars and cigarettes ............... 214,350,051 Toys and games ...... cove 5,677,693 ‘What have we to say with reference to the vanity of the people of the United States? Do you realize the great American shoe requires six million dollars annually to keep it polished? Do you think it adds to our glory and wisdom when we bedeck our heads with over five million dollars” worth of artificial feathers and flowers every vear? Would you say it is our desire to smell to heaven when we expend, dur- ing twelve months, over eleven million dollars for perfumery and cosmetics? Do you think the American people are subjected to all the ills of man and beast?—if not, why do we expend an- nually seventy-four million dollars for patent medicines? Please bear in mind that these amounts are expended cheerfully, willingly and gracefully. Can we say as much of the meager twelve million expended for school books? The City of Troy, New York, is renowned for its manufacture of collars and cuffs. The value of these articles made in the city of Troy in the year 1900 was $13,460,196, which is over a million more than the entire output of the school book business in the United States, and this school book output is the result of the labor of over one hundred and eighty separate pub- lishing houses located in different parts of the United States. The gratification of our desire to smoke, pours into the coffers of the tobacco manufac- turers in the city of St. Louis over twenty-four million dollars every years, which is double the amount expended for school books. From the reports of the Superintendent of Public Instruction of the State of Minnesota, the cost of school books per pupil per year is about sixty cents. The United States Commissioner of Education reports that the expenditure per pu- pil for educational purposes per year is $27.98, and when we consider school books are edu- cational tools, to be used by teachers and pupils, we surely must say the expense of these tools —which is sixty cents per pupil—is most rea- sonable and small. How many carpenters and how many masons are able to procure their tools for sixty cents? Th: same economic principles entering into the sale of all articles govern, in a great mea- sure, the sale of school text-books. During the past fifteen or twenty years, the middle-man or local dealer has, in a great many states, been eliminated, and as a consequence, schools are enabled to buy their books direct from publish- ers at a saving of from fifteen to twenty-five per cent. In some instances where school dis- tricts buy books through some appointed agent, the district allows such agent a small commis- sion, varying from five to fifteen per cent, for his trouble, and this consequently increases the cost. Again, where there is a permanency of market afforded the published for a term of years, such publisher gives to the purchaser a better discount. In the State of Minnesota the school law permits school districts the privilege of contracting for their books, and when this is done these districts purchase their books at the lowest prices. Qur text-book law is elastic, as it should be, for the school book market affords teachers and school officers a wide field of selection, and no matter what the environments of the school, no matter what the capabilities of the pupils or the abilities of the teachers may be, it is not a difficult task to find texts that will exactly meet with the many different requirements. Publishers of all classes act as “clearing houses” for the thoughts of men,—gathering their great works into unity, so that any section of the world is able to particlpate in the fruits of all sections. Manuscripts of school books have been prepared and are now in preparation in great numbers by educators of ability, and these find an outlet to all the schools of the land through the agency of the school book pub- lisher. By putting into book form the success- ful methods which have been wrought out by the teacher of skill, not only those who come into direct contact with that teacher, but the pupils of the entire country are benefited. Thus, it is equally possible for schools near or remote te take advantage of talent wherever mani- fested through the instrumentality of the school book. Through years of toil and special prepa- ration a teacher may be peculiarly qualified in some specific branch of study and his methods of instruction accepted as a model. By means of the book embodying the results attained, all teachers of the land are bettered and enriched. The schools of Minnesota, no matter what their needs, are enabled, under the present law, to secure text-books that meet the require- ments. Of course we know that a text in any given subject which is well adapted to the needs of rural schools, with only one teacher, without close supervision and gradation, and with many daily cla: cannot be used to good advantage in the highly specialized schools of our citles, where the term is several months longer, where there are specially equipped teachers, a well graded course of study, close supervision, and where a teacher has but one grade of pupils to manage. In our selection of text-books we should not only keep in mind the method and matter of the book itself, but the needs of the schools, the capabilities of the pupils, and the ability of the teacher. SUGGESTIONS (1) A training school is for work, and not for entertainment. Every one should come pre- pared to study and to do the best school work she has ever done. A wise teacher, however, will remember her limitations in personal strength and will not allow her ambition to load her with more than she can do. It should be the aim of every one to learn a few things well. (2) No student should take more than three solid subjects which require daily preparation, each one of which will require at least two hours of persistent study a day. Ralse your standings by taking those subjects in which your marks are the poorest. Spelling, reading, or methods may be taken in addition to the regular studies. (3) Give special attention to methods. Many can pass examinations and prove their own knowledge, but few can teach a child in such a way as to enable him to grasp the central thought of the new lesson readily, and lead him to prepare the lesson for an acceptable recitation entirely through his own efforts. Few can tell what points should be drilled upon and how to fasten them into the mind of the child so that he never will forget them. Every teacher should know these things, and be able to present the knowledge so' that the child’s mind will not only grasp what is given but will hunger and thirst for a broader and better edu- cation and life. (4) Take plenty of exercise in the fresh air daily. Have regular hours for your work and exercise. Plan, then work to your plan. Rely upon your industry for success (6) If the school is of greatest value to you it will manifest itslef as follows: (a) You will be interested in and delighted Wwith your work. You will feel that you are ob- taining something which will make you a better and stronger teacher, by having studied more carefully and thoroughly into the subjects taken than ever before. (b) You will have made pleasant and valuable acquaintances who will be free to advise as you will feel free to ask assistance. (e) You will go back to your school work with confidence and greater enthusiasm and thus will be enabled to do more for the boys and girls of your school than you have done and thus better serve the interests of the state which has gener- ously assisted you. (6) It is impossible to be a live teacher and do one’s duty as such without giving some time to preparation. Those who have neglected to attend a summer school and give some attention to the work of the Reading Circle should not expect recommendations to the department. HELPFUL THOUGHTS. It is possible to be good without brooding over how bad we really are. Good, the more communicated, the more abun- dant grows.—Milton. It is of far more importance to cultivate a child’s taste, to teach him the right sort of thing to love, than to teach him facts. The little things are the large things Of which our lives are made; The common things are the rare things, More precious even than jade. The simple things are the wondrous things, ‘With beauty rich and strange; The true thiings are the new things That know not age nor change. The foundation of education consists in train- ing a child to work, to love work, to put the energy of his entire being into work; to do work which best develops his body, mind and soul; to do that work most needed for the ele- vation of mankind.—Parker. The skill of the teacher reaches its highest level in the ability to have the pupils draw the spiritual essence out of all facts, and therewith quicken their true ethical life—Roark. The value of vour teaching is not the informa- tion you put into the mind, but the interest you awaken.—G. Stanley Hall. The most valuable result of education is the ability to make yourself do the thing you ought to do when it ought to be done, whether you like to do it or not.—Huxley. The final result of a true education is not a selfish scholar nor a scornful critic of the uni- verse, but an intelligent and faithful citizen who is determined to put all his power at the service of his country, and mankind.—Henry Van Dyke. THE TEACHER’S DAILY EXAMINATION. (1) Is my school room neat and clean? (2) Does the interior of my school room have a homelike appearance? (3) Do my mottos and memory gems lead to better conduct? (4) Do my morning exercises tend to develop good character? (5) Is every pupil in my room busy? (6) Is attention becoming a habit in my room? (7) Are my pupils acquiring a habit for good literature? (8) Do I correct all the grammatical errors of my pupils? (9) Is my school a good substitute for a good home? ROBERT C. SHAW. TEACHERS’ READING CIRCLE. Many inquiries are made about the work of the Reading Circle. The purpose of this work is to provide a course of reading for the teacher aimed to improve her general information and to increase her efficiency along professional lines. The names of the books adopted by the reading circ.e board are in themselves suggestive of what has been said. They are Practical Peda- gogy, by Barrett, and Reading in Pub.c Schools, by Briggs and Hoffman. Both are good books and should form a part of each teacher’s reading and study during the vear. Practical Pedagagy by Barrett can be secured by enclosing one dol- lar and writing D. C. Heath & Co., 378-388 Wa- bash Avenue, Chicago, Ill. Reading in Public Schools costs one dollar, and can be secured by writing Row, Peterson & Co., Chicago, Ill. The reader will make an outline of her study of the books, and when the work is thus done and accepted by the county superintendent a certificate of credit furnished by the reading circle board will be issued to the one doing the work. Four such certificates earned in two vears will entitle the holder to the diploma issued by the board. This work is required for a renewal of any grade certificate by the State Superintendent. To assist teachers in this work the above books will be used as texts so far as convenient in the summer school work. It is believed such a course will be of more value to the individual than if studied alone without the aid of sug- gestions from others. Where convenient, teach- ers should form a circle by having a place of meeting and appoint a leader for each evening, thus having a definite program arranged for study. Such a plan will make the work more in- structive as well as more interesting. Where the work can not be taken in summer school it is hoped teachers will voluntarily avail themselves of the work. PATRON’S DAY, Teachers, the work of your 'school, the pro- gress of your children, is very largely what you make it. You are the head of the institution and by precept and example are daily moulding the character of those about you. Are you as in- terested in your work as you would like to be? Do you desire encouragement? Are the parents of your pupils in full sympathy with you and have you their co-operation in your work? If not, why not? Whether you have or have not all you desire, try a friendly suggestion. Ap- point a day and ask the parents to visit your school. If you and your pupils make an effort they will come. Vary the daily program enough to make the children feel that they are in some measure individually responsible for the success of the day. Be tactful in the arrangement of your work, and you can have one of the most enjoyable occasions of your term. Teacher, try this the first part of your term and report to the county superintendent, telling him of your success, and answering the following questions. (1) Number of school officers present. (2) Number of parents present. (3) Number of other visitors present. (4) Number of pupils enrolled. (5) Number of pupils present. Children Going to School. Children going to school should have their eyes examined by a competent specialist to discern the exact state or con- dition their eyes are in when commencing school, We kindly solicit your fair, impartial judgement in this matter to determine for youeself what would be the greatest aduantage for your children. We judge that every child should have their eyes examined each and every year and that the examination should be performed by one who makes a specialty of and having the proper qualifications to per- form this delicate work. So many people have neglected having their eyes properly examined by a specialist for several reasons. First, they think it will cost too much to go to a specialist; second. they think that if they go to a specialist that glasses will always be prescribed, whether they are really necessary, or not: and in this way the eves of many children have been neglected and consequently there are children who are dull in school for the reason that their eyes are not in a position to handle the work without fatigue. It is a well known fact that children are not able to with- stand the work they are compelled to perform as well as a person of matured age. The eyes of children are soft and pliable and_easily stretched out of shape and parallelism. ‘When this deformity has once started it will, without ques- tion increase the strain and finally come toa stage when cleri- cal work is intolerable and the vision greatly reduced, and the child is unable to perform any work. School children’s eves should be examined carefully by a specialist every year before entering school and if the eyes are found not in a normal condition proper glasses should be fitted that will correct the deformity and relieve unnatural strain. thereby stopping the defect from increasing and in many cases bringing the eyes to a nermal condition. Parents and guardians are responsible for the welfare of the children’s eyes and should consider a small defect and have same properly treated before it is too late. Drs. Larson & Larson are wellknown specialists of the very best qualifications, they having books printed for the pur- pose of recording all matters regarding eyes and examination s0 whoever have had their eyes examined there once can call at any time later and compare their eyes with prior examina- ations to discover whatever changes have taken place. The fee is only $1 for examination and all defects are properly re- corded for future comparison, and if glasses be necessary, they are fitted to the eye. It is dangerous for anyone to wear glasses that are not fiitted to the eve. Mothers’ Day. The movement to found a day in honor of the mothers had its origin with an unmarried lady, Miss Anna Jarvis ot Philadelphia about one year ago. The idea met with a hearty response and appealed to so many that the second Sunday in May has been chosen as the permanent date for Mothers’ Day. The white carnation and the white rose are the flowers chosen as appropriate for this day. The real object of the day is to pay tribute to the women of America who labored and sacrificed in helping to found the republic and to those who are today doing their part to upbuild the nation. The special features which theobservers of the day adopt are the writing of a letter, a visit or the giv- ing of some token of love or gratitude and the wearing of the appropriate flower. Teachers are kindly requested to observe this day on the Friday proceeding by asking the children to write a letter to mother, do some appropriate work for her, to wear a paper carnation or rose and if you cannot visit the mothers ask them to visit the sehool at this time as the exercises will be In their honor. ‘We areall mothers’ sons and daughters. The fathers may be very good men but where there is special merit invosterity you will nearly always find great superiority in the mother. George Washington was significantly his mother’s son. Abrabam Lincoln was *his mother’s son in a most peculiar manner. He declared reverently that all he was or hoped to be he owed to his mother's influence. When Gen. Garfleld was inaugurated presi- dent he kissed the Bible on one side then on the other then turning to his aged mother who stood behind him kissed her first on one cheek and then on the other and said, “Mother, I owe it all to you,” Teachers will you not join in this noble work and teach your pupils to have all the more respect for their mothers? Begin early to plan the nice things you are ®oing to have on Mothers’ Day and so many interesting things will be found that it will be difficult to select fust what you will have. Do this and report your suc- cess. S ————————————————————————————————————————————————————————————————————————————————————————— Program of Recitations T TIME ‘f HAY PALMER LECTRA JONES SAND 7:30-8:15 Arithmetic I | History II General History Literature II Methods 8:15-9:00 Pedagogy Civics II Physics I . Geography I Methods 9:00-9:45 Arithmetic IT Algebra IT Grammar I Language and Drawing 9:45-10:00 Morning Exercises Spelling Intermission ' 10:00-10:40 Physical Geography Civics I Grammar II Literature I Methods 10:40-11:20. | _______ . _____.___ History I Physics IT Geography IT Luntm(.e and 11:20-1155 Agriculture Algebra I Physiology Literature I Drawing 11:55-12:00 2:00-2:45 Miscellaneous, Miscellaneous, Miscellaneous, Individual Work | Industrial Work 2:45-3:30 Individual Work Individual Work Individual Work Physical Culture | Individual Work : and Music Note—This program is subject to change. The New Watch. The young man drew forth a fine gold watch. A “Please regulate this,” he said. “A birthday present, eh?’ gaid the watchmaker. “Now, listen, and I’ll give you some pointers about how to keep this watch in fine condition. “Wind it in the morning instead of at night. “At least once a year have it ofled. Remember that its balance swings 18,- 000 times a year, all on one little drop of oll. A wheelbarrow wouldn’t stand such treatment. It would shriek for lubrication, but the small voice of the watch cannot be heard. “After mending or cleaning examine your watch’s screw heads and frames. If they are scratched the workman has been careless. He is a man to be avoided. Patronize him no more. “Don’t grumble if your mainspring breaks. This accident is due to some unknown ' condition of the weather. There are mainspring epidemics, like Influenza ones. Just now such an epi- demic is afoot. I have taken out sixty fractured mainsprings this week.”— New Orleans Times-Democrat, He Got It. He had the air of a man who was particularly well satisfied with himself. “I tell you,” he said, “there’s nothing like having sickness in the family to eonvince a man that he can do a good many things that he never would have dared to attempt before. Now, today-I am going to buy a gown for my little girl. Her mother can’t get out, you know, and so I am going to do it my- self.” On the day following he had the air of 2 man who was particularly dissat- isfled with himself. “What's the matter?” he was asked. “Couldn’t you get that gown?” “Couldn’t I get it!” he repeated. “Couldn’t I get it! Hang it all, the trouble is that I did get it!” “Something wrong with it?” “Something! If it was only ‘some- thing’ I wouldn’t mind. My taste is wrong, my judgment is wrong, the color is wrong, the size is wrong and the price is wrong.”—Chicago Post. Seeing Ourselves. “The man who can pick out the best picture of himself is a rare bird,” said a photographer. “Even an author, who 1is reputedly a poor judge of his own work, exercises vast wisdom in selecting his best book compared with the person who tries to choose his best photograph. Every famous man or ‘woman who has been photographed re- peatedly has his favorite picture. Usually it is the worst in the collec- tion. It shows him with an unnatural expression sitting or standing in an unnatural attitude. “The inability to judge of his best picture must be due to the average man’s ignorance as to how he really looks, or perhaps it can be partly at- tributed to a desire to look other than he does. A stout man will swear that the photograph most nearly like him is one that makes him leok thin, a thin man the one that makes hMm look stout. The solemn man selects the jol- liest picture, the jovial man the most cadaverous. On Again, Off Again. A young New York artist who is almost as noted for his convivial tend- encies as he is for his genius was re- cently asked by a friend: “What does your wife think of these spells? I should think she would not submit to them.” “When I have a spree,” confessed the intemperate ome frankly, “she is Just as good to me as any one possibly could be. She takes care of me and nurses me back to decency with a kindness that is superhuman—it is an- gelic and beyond belief. “But once I am sober again she be- gins to nag me to promise her and swear to her that I never, never, never again will drink a drop, and she keeps at me so determinedly and so persist- ently that—by Jove—she makes me so desperate that I have to go and fill up again so I can forget it.” Her Name. One needs patience to succeed as a teacher of the young, as this brief dia- logue in one of our elementary schools may show: Scholar—I've left home now, ma'am. I'm living with my auntie. Teacher—What's her name? “She’s called after me—Fanny.” “Yes, but what’s her other name?” “She has no other.” “But what does the woman next door call her?” “She doesn't speak to the woman next door.” A Hard Job. “Didn't you say six months ago that if Miss Tipkins wouldn’t marry you you would throw yourself into the deepest part of the sea? Now, Miss Tipkins ‘married some one else three months ago and yet you haven't”— “Qh, it’s easy to talk, but let me tell you it is not such an easy matter to find the deepest part of the sea.” Substitutes. Doctor—Have you given him the champagne and oysters, as I ordered? Patient’s Wife—Well, no, sir, I couldn’t afford that, so I got him some ginger. beer and whelks instead. Do it mat- ter, sir?—London Telegraph. Reminders. Counsel (to witness)—Now, allow me to remind you of what happened to Balaam. Witness—Certainly. But al- low me to remind you that it was the ass that warned him. Let us be of good cheer, remember ing that the misfortunes hardest to bear are those which never come.— Lowell. e e SrORSS N Ayer’s Hair Vigor, new im- pt(_)ved formula, is a genuine hair-food. Itfeeds, nourishes, builds up, strengthens, invigor- ates. The hair grows more rapidly, keeps soft and smooth, and all dandruff disappears. Aid nature a little. Give your hair a good hair-food. Does not change the color of the hair. Formula with esch bottle Show it to your doctor You need not hesitate about using this new Hair Vigorfrom anyfear of its chang- ing the color of your hair. The new Ayer’s Hair Vigor prevents premature grayness, but does not change the color of the hair even to the slightest degree. ===Made by the J. C. Ayer Co.. Lowell, Mass, = BLACKHEA WRINKLES FRECKLES PIMPLES and all SKIN DISEASES Quickly and permanently removed and cured by HOME TREATMENT SENT BY MAIL For patients who can come to the Offices, our Chief Surgeon, by PlasticSurgery, quickly removes every faciai blemish and corrects per- fectly all disfigurements of the Forehead, Eyes, Ears, Cheeks, Nose, Mouth, Chin and Neck, without medicine, knife or pain. All work guaranteed. New booklet just out, sent free, Write today, address EARLE INSTITUTE. Minneapolls, Minn. Tubular Wells I am prepared to drill from two to ten inch Tubular Wells, and test wells for iron, and so- licit the patronage of those desiring this class ot work done. I also handle Wind- mills, Gasoline Engines and Buggies. Real Estate bought and sold. 0. J. WEEKLY Bemidji, Minnesota *“ Devices for Hangir the Little Thiny Moore Push-Pins Moore Push-Points Moore Push-Tacks Moore Push-Buttons You've used thecelebrated MooreGlass Push-Pins all —the fine quallty STEE ts! This quartette covers the entire decorative field irom the picture of ‘At statiouery. hacdware and drug stores o 10 conts will bring you full assortnient and particulars. HERE'S A PIN—PUSH ITIN For Sale at T HE PIONEER OFFICE There is no beverage made that so well combines delicious flavor and refreshment from fatigue and nervousness as good beer—such as This beer is full of the ele- ments which build up body and brain and its small amount of alcohol (about 3% per cent) is an acknowledged aid to di- gestion. A few bottles kept 1n your ice box will be a source of ‘enjoyable refreshment and health. FITGER BREWING C0. Order of J. F. Walkan, Local Agent, Bemidji, Minn.