Lakeland Evening Telegram Newspaper, June 14, 1913, Page 2

i * i i 4 i i i { ), I 1 PAGR TWO o iy T T T O U P Hunt For “HUNTS" No Lie on the Can No Lye in the Can Peaches Pears Apricots Cherries Hawaiian Pine Apple Pure Food Store W.P, Plllans & Co. PHONE 93 04 HSOPOPTHOSOSSTIGDSD SRS Lakeland Paving&Construction Co. Artiticlal Stone, Brick and Concrete Building Material Estimates Cheerfully Furnished on Paving and all Kinds of Artificial Stone Work 307 West Main Street- Phone 348-Blachk F.J HOFFMAN J. N. DAWIS J. P. NEWBECKER Pres. Sec.& Tres. Supt, & Gen, Man. V. Pres. & Asst Man Plumkbing For a House Com- plete Only $115.00 ° Consisting of a complete bath r oom, containing one enamelied ssw tub, one enameled lavatory complete , one closet complete with oak tax: and seat, ono 18x30 sink in kitchen and 130 gallon range boller Wit » mecessary pipes to complete job and pay nspection fees for §118 ! Call and talk it over, Hot and cold water to all fixtures ' | ) I ANN PLUMBING CO. Bowyer Bldg, 208 N. Ky., Ave. Phone 2567. reels are not rusty. Whenever the thought of hardware eaters your mind, also let in tha thought that our store is the place to buy reliable hardware. Tinning and Plumbinga Specialty The Model Hardware Co. | i you will “tackle’ our fishing tackle you'll land any fish that tackles yoar ba't. Our lines are new and fresh and strong; our IF YOU ARE THINKING OF BUILDING. SEE MARSHALL & SANDERS The Old Reliable Contractors Who have bleen building houses in Lakeland for years, and who never “FELL DOWN" or failed to give satisfaction. All classes of buildings contracted for. ‘The msny fine residences built by this firm are evidgnces of their abilityto make good. MARSHALL & SANDERS Phone 228 Bige SIS0 RTIDIETITINIII DIICITETI0I0000CIIR00 = THE EVENING (FLEGRAM, LAKFLAND, FLA, JUNE 14, 1913. IE JAPANESE boy has a school experience quite similar to that ! of the United States boy, writes Dr. Henry 8. Pritchett in the‘» Youth's Companion. He begins | his education at the end of the sixth year in a primary school, in which he! spends six years. In this school great stress is laid on moral education. The'! middle school, which follows it, lasts five years, and corresponds in part to the last years of the grades U. S.I schools and the first year of high; school. From the middle school a boy either goes to a college to learn a vocation ! or enters a higher school for a three years' course in preparation for the; university. On completion of the higher school he may enter one of the two imperial universities, which have professional courses in law, medicine, science, literature, philosophy, engl- neering and agriculture similar in all respects to the courses in the better universities of our own country. The Japanese boy thus begins his education at about the same age as the boy in the United States, enters the university a little younger than the United States boy, and finishes his professional school somewere be- tween the ages of twenty-three and twenty-five. The Same Form of Education, For girls the elementary school is om——— this. It has arisen not only out ot the need of the Japanese for a con venient medium of communication and ¢ the avallability of the English language for that purpose, but it means also a|’ genuine liking of the Japanese for the language and the institutions of Great Britain. It represents, in fact, an .et- fort on the part of this progressivej nation to adopt into her own civiliza- tion those moral and practical ideals which she has recognized with friend ly admiration in Great Britain and io America. Other Polnts of Similarity. Not only is the form of education much the same in America and Japan, but a comparison of Japanese and American student ideals shows extra ordinary points of similarity. The Ja: panese show alertness, resourceful: ness and power of initiative. Further- more, in the Japanese student is the extraordinary individual ambition tc succeed, coupled generally with an {dealistic impulse toward patriotic and social service. 13 { every reason to be glad and proud over Ai ¢ 1 a deep reverential devotion toward the imperial house which affects student) {deals as profoundly as those of other; groups of the population. This intense feeling is the heritage of many cen- turies, and all education has its roots | in it. From the time that the Tapan-| |Japmese youth and youths in Canada | i cannot fail to have an enormous ef- the same as for boys, but after the ele- ese boy enters the primary school until| mentary school they generally go for a | he leaves the university there are be: period of four or five years to a high. | fore him always and in every act of er elementary school, in which they | his student life the solemn words of | learn forelgn languages, history, the imperial rescript on education sclence, household economics, music,! AS a consequence of this deep nat-| gymnastics—subjects that many girls lonal feeling, the Japanese student The Japanese people have inherited | CHILDREN AT PLAY pursue in Canada and the United | takes his education not simply as a States. So far, therefore, as the char- | personal opportunity, but as a part ot acter of the schools is concerned and | his service to his sovereign and to his the subjects that boys and girls study, | country, It goes without saying that in Japan, and the United States are educated in | as in other parts of the world, there much the same way. are students who are lazy and indif. Dr. Pritchett points out, however, i ferent and who fall by the wayside; there is one remarkable difference of | but on the other hand, the average detail in the school curriculum in! college student of Japan looks upon Japan and in America that arises out . his education less in the light of a per of the comparatiwe isolation of the sonal opportunity and more in the Japanese people from other highly | nature of a call to serve his sover- clvilized industrial nations, and which elgn and his country. College spirit is with him eynonymous with patriot- ism. It is not local, but national, fect, not only upon the intellectual de- velopment of the youth of the nation, but also upon their relations to the citizens of other countries. The peo- {ideal of serving his native land. | ple of Japan speak a language which!| The Influence that goes far to con- the citizen of no other civilized nation ceal from the outside observer the expects to learn. | fact that the underlying ideals of the In order, therefore, that Japan may A Japanese and American student are be in touch with other nations, Japan- | much alike is the difference in the ese children must learn a foreign lan- | philosophy of life between the east guage, and must learn it well. The | and the west. international language of Japan is ] The philosophy that the Japanese English, and it is not to> much to say | student learns teaches him to repress that in Japan today English, with his emotions, to conceal from the the resulting knowledge of the litera- | world the evidences of suffering and ture, is the most iInfluential single! of joy, of love and of hate. The phil- study that the Japanese child pursues. | 0sophy of the westcrner permits him Every Japanese child who goes bo-' to exhibit freely these emotions. yond the primary school takes up ln| But the educ:t»d westerner who can the middle school a five-year course in | ook below t! riace to the human the English language; and if he goes; nature bencr ' n through the high school he must hlve' Japanese ger three years more of it; if he completes | bosom, even ! his education in the university, he has | him to express joy and his sor- four additional years of training in|row in ways tha. to western eyes English. seem cold. Every one, therefcre, of the thou- sands of graduates of the Japanese universities has had a thorough grounding in the English language and is, In fact, effectively equipped for us- ing English as his medium of com- munication with the rest of the world. The English-speaking nations have understand that g u has a heart inhig >cde of life teaches Life Fued. “Cannot this quarrel be patcheq up between Mrs. Wombat and Mrs, Wal laby “No; this quarrel cannot be 3 e ratch Wallaby's cook $2 more per weqp™ i TAMPA ~AIORNCYON 10 (T2 S A0VP0 LOPEQPOFOPHOTOEOBOBPOPOFOBCEE PO SOLOSOHI0H - y " With him, education is a matter o’ personal ambition, but always with the | ' ® . Mrs. Wombat offered M"_Mudltino Ce sK us fo,- ) This is the most complete hardwarf" store in this community. We supply fan needs and requirements of everybody, g And we are determined that every g tomer who enters our store shall be ¢y pletely satisfied or we refund their mone:z The best thing about us however, isai prices. We buy in car load lots--take g smallest possible profit on each articleig sell-- and depend on our volume of sig, for what proft we make. We invite yir to call and inspect our stock and prit flln to The J acksmé and ilson Co v Smohed Meal- An Endless Variety V: Of the Best Brands ‘ HAMS--With that rict., spicy flavor BACON--That streak of lean and streak(of fati SAUSAGES--Most any kind to your liking Potted Meats Canned Med¥. Pickled Meats A different kind for every day in the me® Cottolene, 10 pound pails.........................- v Cottolene, d-pound pails. ... Wis s i Bnowdrift, 10-pound pails S | 3 cans fanily size Cream 6 cans bahy size Cream : T 18 barrel best Flour R Octagen Soup, § for ' § qallens Kerosens L. 6. TWEEDE L Accounting System’ & ._”9.-_ M. WOODWARD =