The Pantagraph from Bloomington, Illinois • Page 9

THE PARAGRAPH, BLOOMINGTON, ILL, FRIDAY MORNING JUNE 3 1914 The Curtain Falls at Normal 1 In the high school it is Important that responsibility and a cooperative spirit Vim ilulralniLArl I lax than formerly. Modern fathers and inother3 do not exert the moral inflii- own aim, as each part of the body has Its own Individual function, but the child's knowledge 1b more keen and fcer efficiency greater, if site sees a definite relation between each of the units of Instruction, and appreciates th fact that they are practical. Correlation furnishes excellent motives for work. It gives the child a definite aim and makes her conscious of the end to be accomplished. It develops a spirit of responsibility and usefulness In the child, for Jt brings her to see her dependence on and relation to the whole outside world.

It nice over their children which marked the public school depends upon the older gem-rations. The bad motion awers to these three questions: Is all picture thcuier, Sunday paper "comic" i education a function of the state? mipplcmeut. crowded tenement db- I Should there be education provided for tru ts, produce a tendency toward children before the ago of six? Is ii lowering of moral standards wnlch I the kindergarten program an effective must counteract. one? In reply to the first; the stabll- ne two great questions involved ity of a self-governing nation depends happy, the kindergarten motive "Joy i- lltinir" Hhlttllrl It th all education. The relation of th kinderenrten ta upon the education of the Individuals ujjuii uio euuiuuun or ine individual that nation.

In reply to the second; the fact that children learn very readily during the year, before 23 cents per dozen. Meat, and Fish, Roast sells for 174 cents per pound, sirloin sells for 23 to 25 cents per pound, porterhouse Is selling tor 25 cents and porK chops sell for 20 to 23 cents per pound. Bacon sells for 18 to 85 cents per pound. Cat fish is selling for 20 cents, trout for 15 cents, halibut for 15 cents, croppies for 15 cents and white fish for IVA cents par pound. Tomlln-Deffenbaugh, Mary Tomlin, of Leroy, and E.

Deffenbaugh, of Iroquois, S. were united In marriage by Judge B. Hendryx yesterday afternoon about 8:30 o'clock. They will make their home on a farm in South Dakota, There was a large attendance of relatives and friends at the ceremony, it waa the opening of Judge Hendryx's marriage parlors. cents per dosen.

Apples sell for SO cents per peck and lemons are selling for 30 cents per dozen. Vegstablaa. Cabbage sells for cents per head, cucumbers bring 10 cents and radishes aro two bunches for 6 cents. Green onions are selling for four and five bunches for 10 cents, beets are 10 cents per bunch, and new potatoes are selling for 60 cents per peck. Green peas seil for 15 cents per measure, string beans are 15 cents per measure and green peppers are selling for 10 cents for three.

Excellent cauliflower sells for 16 cents, tomatoes are worth 15 cents per pound and asparagus sells for cents and three bunches for 10 cents. Head lettuce sells for 10 cents or three for 25 cents and the leaf Is worth 10 cents for four bunches. Spinach sells for 20 cents per peck, rhubarb Is three bunches for 6 cents, Burmuda onions sell for 5 cents per pound, carrots sell for 10 rents per bunch and turnips sell for 10 cents for three bunches. Butter snd Eggs. Fine country butter may be had for 30 cents per pound, creamery sells for 35 cents and fresh country eggs sell for except thru the study of man? All else that surrounds us is either only the element in which we live or the tool which we use.

It Is under this point of view that Goethe's pedagogy must be interpreted and when so interpreted, we can see how education can and should inculcate ln each Individual the greatest respect for himself a respect that will make him realize that he is the highest product of God snd nature. By Fremont Wlrth. Tho subject of the speech of Fremont Wlrth was "Improvement of Rural Schools ln Illinois." The salient points ot his theme are as follows: Illinois is one of the greatest agricultural states of this union and therefore a large per cent of the children of Illinois must be educated ln rural Bchools. The rural schools, however, have been much neglected. Educators have directed their attention to the city Bchools, and while they have changed and are now modern in every respect, the one-room schools are much as they were thirty years ago.

Because of this neglect, many young people leave the country and go to the city schools to be educated. Such migration from the country to the city Is undesirable, and if it is to be avoided the country school must be made equal to the city school. To do this, however, we must have better legislation for rural schools. We have ln Illinois the district as the unit of organization, which was already condemned by the leading educators fifty yearawiso. So one of the improvements needeJ is legislation that will make the county the unit of organization.

This will have a great advantage as means ot raising revenues. At present each district constitutes a unit for taxation and as a result there are many different tax rateB. This often is un. iiVL Ul domestic sc ence owes It to her pupils mv tn h.v". i to 8tudy lh course of study now ..,.5 JS.

i mial 8t 1 ught in the elementary grades, that effectiveness of the kindergarten pro- Xl-l a'n'd" Finally, the kindergarten' is not a ZZSow mect th need" of th vestibule of the school; it is the very great ifmorrow-foundation of our public school sys- Thomae Tammen Speaka. tem. It attempts a rational treatment i Thomas P. Tammen read his theme Houck-Garman Marriage. Mrs.

Anna Houck and Edward German, both residents of this city, were united In marriage yesterday afternoon about 8:45, by Judge W. Hendrys. There were a number of rela tlves and friends in attendance. AUCTION SALE OF CITY RESIDENCES AND 3 LOTS SATURDAY, JUNE 6. 1914 O'CLOCK P.

AT THE EAST POOH OK THE COURT HOX'SE. NOTE THE FOLLOWIKU PESCBIBEO I'ROPKRTIES. THE RESIDENCE COTTAGE locitfd 708 South Contfr itrtet. Omtiiiu tlzht mntni, iix down and two up. Has gu, cllar, rlty wgrrr ani two good cliterna.

Lot 67HN9 frft; new ronrnte walk, good aharie, and apwer In atiyct, THE RESIDENCE OOTTACE located at i3 fcouth Maaon itrnot. Contain! eight roonu, It down and two up. Una gal, cellar, good well and ciittru, Lot 67xil0 lept; good tliida; lower and water in atreet. THE RKWDEXi'E COTTAQE locatad at 0T South Maaon atreet. Contain! aljrlit roomi, ix down and two up.

Ilaa cellar and clftern. Lot WxKO feet; good ahade; water, aewtr and araa in atreet. THE RESIDENCE COTTAGE located at (09 South Maaon atreet. Contain! aeran rooma, Ave down and two up, llaa gal, well, ciatern and cellar. Lot 67Hx09 feet; good ahatic; aewer and water in atreet.

LOTS-The weit halt ot lot 1, ln ton block south Low atreet, feet; new concrete walk and good ahade; cfty water and area in atreet. Lot 4, ln t0 block South Low atreet. frt'xtw feet; new concrete walk and good ahade; city water and gaa in atreet. Lot 7, in 910 block South Low atreet, 67'ixl)9 leet; new concrete wulk, good ahade, and alley at tin aouth aide; city water and in atreet. AM.

OF THS PROPERTY. 13 DESIRABLE AND CLOSE AND OCCUPIED BY GOOD TENANTS. TERMH OP SALE Ten per eent raah on day of pale; 60 per cent of purchase prloa when deal ia closed, and balance mav lie carried on property for two yeari. Abetract ahowing merchantable title will be purchaeer. Inspect rteidencei any afternoon from till 8.

ALICE C. MARQUAM, Administratrix of William Shaw'l Katate. BEN SUMNER, Auctioneer, Office VR Norlh Center Street. BIG NORMAL UNIVERSITY CLASS IS GRADUATED TK EXERCISES YESTERDAY MORNING. Program Carried Into Effect at OutlinedSeven Speaker Heard Their Remarks.

Normal University graduated 130 7esterday mornlns in the manual arts auditorium, me exercises being well given and listened to by a large crowd, mostly relatives and friends the various Kiaduates. That Normal University Is growing waa shown yesterday. Seven years ago ninety-four graduated, the largest class up to that time and special efforts were made to get a big class at that time because of the fiftieth anniversary of the school being celebrated. There were 130 yesterday without special efforts being made. The program was carried into effect as outlined and the seven speakers did well, their remarks being timely and of Interest.

The various themes read were as follows: Miia Felmley's Speech. Miss Mildred Felmloy had for her theme "Dramatics in the High School." She spoke in part as follows: The question of the amount and kind of dramatic work that should be done in the modern high school is one which most wide awake principals are beginning to realize la a live issue of the day. In the first place, If the pupil docs well In his dramatics, he must learn to Interpret character. Incidentally it offers a problem. What types of character are best for the pupils to begin with, and how shall this study of character One very successful English teacher and coach worked out an effective note book system, In which the student recorded from actual observations various ways In which he had seen character displayed.

This Interest bore fruit the next year In a more sympathetic Interpretation of character In their classes In literature. Even tho life study Is not carried on In this formal way, the Incidental consideration that it receives from student thru participation in dramatic performances la of Inestimable benefit. They must learn to Interpret character well, thus gaining a deeper knowledge of mankind and becoming better citizens. They learn to forget themselves before an audience and thus become more proficient debaters or orators. They learn some of the fundamental principles of acting and become more Intelligent theater-goers.

One unfortunate circumstance often met in connection with amateur dramatics la that the play chosen Is not worth while. It is too light and trifling: It Is coarse and rough; it is a melodramatic thriller or It deals with problems and emotions far beyond the ken of the young people rendering it. A careful selection of the play, keeping In mlnf the needs, capacities and limitations both of the pupils ana of the community, Is a long step towards the reform in amateur dramatics. The shifting of the respnn- siblllty to pupils by requiring tho management to rest partly upon a staff of assistants, such as stage manager, property man, and mistress of the wardrobe, to eah of whom special duties are assigned will tend aiso to place dramatics upon a dlKrvt-fled footing. But most essential of all is it to have our high school dramatics in charge of persons possessed Of lofty Ideals, considerable acquaintance with literature, and a knowledge of the psychology of suggestion and the great fundamental principles of ex- pression.

Let our educators, mm, who ex- claim against dramatics in the high school, face the question squarely, and I give it fair trial under tnese imimv conditions, and we feel sure that this much abused subject of high school Jramatics will take an honored place. Mr. Lafhrop'a. Theme. Mr.

Harrv Lathrop had for the subject of his theme. "The Relation of Education to the Growth of Popular Government." A synopsis of his address is as follows: T-ifi "The government of the Unltea States controls three and one-half millions of square willcs of territory and 100.000,000 of people. The processes of government go on all about us, but the friction is so slight that most people do not realize that they are ln the midst of a phenomonon which is the growth of centuries. far as we know, at the dawn of hisj tory, government was the privilege tilths few. But there has been a grad- ual overtnrow ui ment and a rising of the authority of the Dcople.

Continuous nu In crease of democracy, there has been a rise in the intelligence of also the' children, leading them to do right aa much as possible for right's sake and avoiding all punishment save that which follows as a natural penalty of broken law. It endeavors to be a life school inculcating thru daily habits all of the practices of complete living. Mis, Sullivan'. Speech. Frances Sullivan spoke on "The Correlation of Iiomestic Science with the Subjects Taught in the Elementary Grades," a portion of her theme belna follows: "Correlation and domestic science two words, which tho common to are comparatively new.

A century ago there was little said of linking and strengthening one subject by uniting It to another. However, the time came when men and women realized that if school work was to mean anything to boys and girls fatcr in life Tiad to be practical, It had to pre sent snhiectn not valnahle tn themselves, but bearing a close relation to and increasing the value of other subjects. In other words, it was found that the aim of education, tho preparation of a child for complete living, could best be realized thru the correlation of the subjects taught in elementary and secondary schools with each other and with the life of child. "Some have considered domestic science as a unfc in Itself, not realizing close relation it bears to the other subjects already prescribed ln thj course Of study, while a few have wisely seen the value of correlating domestic science with the other part, of the curriculum of the elementary grades "Before determining whether It Is worth while and to what extent it Is advantageous to correlate domestic science with other subjects, It Is necessary to see with what subjects and what manner it may be done. "Physiology, which teaches the child functions of the various organs of body, may be correlated with domestic science, which teaches the child kind of food that is best suited to body, the amount that is required, the best methods of preparing food, showing the interrelation that exists between nourishment and the growth of all the parts of the body.

Arithmetic, nature study including both plants and animals, and history easily lend themselves to this system correlation. The girl must become skilled in fractions, multiplication and division, that she may be able to figure the cost of food, articles of clothing and materials for the home. Psychologists and others belive that tnat knowledge is retained longer wnich i introduced thru more tbaa on8 scnse organ. For that reason, a rhtM cains a. much better knowledge and appreciation of his present advantages in the way of machinery, he actually sees the difference in time and labor required for preparing things in the past and today.

Geography is one of the best means showing the girl that the whole world Is brought to her door. The field whidh geography opens to the teacher of domestic science is rich ln material which every girl as a future home maker has a right to know. Literature, composition, reading and spelling are other elenientary studies which readily lend themselves to this system of correlation. English must taught ln every subject so that the child realizes that it Is a useful practical requirement, and not merely a thirty or forty minute period of "cultural" study. It is much the same with the working and growth of the Intellect as it is with the body.

Each study has its Just to the children living in the poorer districts. Two districts may be situated next to each other, a railroad may run thru only one and the tax able property will therefore be vastly greater than that of the other. It may have a low tax rate and have a better school than the one across the way with a higher tax rate. Mong with better legislation wo must have better teaehtrs. We often find rural teachers who are young and poorly prepared and are not interested in rural conditions.

This problem, however. Is beginning to be solved by the special training of rural teachers. These rural teachers must be supervised. The county superintendents of Illinois today visit on an average 113 schools a year, located In a territory of over 650 square miles, so supervision must be poor. To secure better schools we must have rural supervision ln addition to the county super-intendents.

Many Improvements can be made in the one-room school. Adequate legislation, better teachers, and more effective supervision will do much to make the one room school better, but we still find one great disadvantage. We still have one teacher teaching from six to eight grades and hearing from twenty to twenty-five recitations a day. The only tying that will solve this problem is consolidation. Indiana already has 600 consolidated schools.

Ohio has 350. Illinois has twenty -three. Marked changes are brought about thru consolidation. Children must no longer wade thru snow, slush and mud, but Instead are brought ln covered wagons. The one room schools are replaced by modern school buildings.

The old stove has been replaced by a modern system ot heating and ventilation. Many other improvements have been made and the school has created such a community Interest that the young people are no longer leaving the country for the city schools. WATERMELONS A DOLLAR PER Southern Product Comes High Other Features of the Week's Markets. The principal featuie ln the markets this week is a shipment of watermelons from Florida, selling for $1 apiece. Cantaloupes sell for 15 cents and are shipped from California.

The vegetable market is green with produce which is most tempting to the eye. Spring fries are coming in good quantities and are worth 85 cents alive and 40 cents dressed. Fruits. Besides the cantaloupes and watermelons excellent strawherries sell for 15 to 18 cents a box, which, Is a slight increase over last week. Bananas sell for 15, 20 and 25 cents per dozen, pine apples are worth 10, 15 and 20 cents I and oranges sell for 20, 80, 40 and 60 Bliov.

hr that thr i nrnrtlral ubh leaVnmg the sublect matter taught he Elementary arades 'ViV tph nf on Goethe Pedagogy," dwelling ln part as follows: The great genius of the German peo ple, Helnrlch Wolfgang von Goethe, thru his wonderful personality, has impressed upon the soul of man a new higher humanity. Because he understood man so thoroly he was able to show more clearly than a mere student of pedagogy, the laws that Inhere In a rational system of education. To make possible the complete development of a human being within the limits of his endowments, Goethe considers the aim Hnd duty of education. However, this development cannot be brought about on a strictly scientific basis. All manifestations of human life, the sensitive faculties and reason, the imagination and common sense, must betducated to a definite unity.

That famous pedagogical novel, Wll-helm Meister, contains the direct and emphatic enunciation of his doctrine of education, ln it he calls out to everybody to devote himself to the cultivation of his own powers. We should make all life an education by growing in wisdom and knowledge, in insight into the world of humanity, and by perfecting our taste for what is noble. By these means we are to convert our lot in life into an oLJcct of study and improve it. Goethe believes it essential that certain laws be continually impressed upon the child to operate a sort of hold on life. It is better to be wrong by rule than to be wrong with nothing but the fitfui caprices of our own disposition to impel us hither and thither.

He lays great stress upon the environment in which a child receives its first education. "The first impressions of youth are not to be conquered. If a child has grown up in sociable freedom, surrounded with beautiful and noble objects, in constant intercourse with worthy men and women, if his teachers have taught him what he needed first to know for comprehending more easily what remained to be known, such a child will lead a more perfect and happier life than another who has wasted the force of his youth in opposition and With regard to the relation of content and method, another important consideration in pedagogy, Goethe remarks the content without method causes wandering, that method without content is an affectation of wisdom. Of interest is the emphasis that Goethe repeatedly lays upon the cultivation of the imagination. In this connection he exclaims with reference to the study of the ancient classics, a much-disputed subject today, "May the study of the Greek and Roman literatures always be the basis of higher education." And he was led to attach such Im portance to the classics because he i felt that thru them as thru no other means can that development of the imagination take place, upon which he justly lays great stress.

No mean scientist himself, Goethe's regard for the study of the sciences was of the highest, but he was nevertheless able to see far enough to recognize the fact that a teacher who can arouse worthy feelings over a single good deed or a single poem accomplishes more than one who gives us any amount of scientific knowledge. The more we study Goethe's pedagocy the more conscious we become of the embodiment of his observations In the educational thought of today. It must be evident that his pedagogy rests upon as comprehensive and thoro a knowledge of man and nature as any human being was ever endowed with. And how else can the truth in any field of endeavor be brought to light Jh, IB 1 i i 'f education problem are: (l ii iioral religious or fcho.il.? hi" character? und -') semea; Ths chief arguments of the oi religious instruction aro that l-elifrlcr. offers the best medium for moral teaching, and that there can i'9 no true trparatiun of religion and morals.

IU opponents say that there can be no method of eiving religious imitniction, and they insist that religion and morals are entirely separable. The question which arouses most discussion is whether or not morals oiiuum do taught as a separate and i Hpeciai course. The experience of "utner nations seem to show uL courses are not effective. i nere lias been too much emphasis on i times, the theory" of conduct, and not enougn on morals, which Is tho "prac- i tice conduct. Our schools have I the dir? timl money Aching the difference between right and wrong, but have neglected to train in right conduct.

The three irreat for-tnr. train ng arc: 1) the personal relationship of the teacher; (2) the influ-ence of school and home environment; U) the ordinary subject matter of the curriculum. The teacher Is the greatest single ractor in shaping character because of meaUzedhimy by and gMs 10 activities in the schools are Tho irouim. ouuui astonishlns: resulto oi an tnese attempts at that children learn to do right by doing It. to.

the ordinary subject mat- th6 ordlnary school processes nf.the m5t eflptive moral train- nrnn. tnat are Properly presented and conducted. VVhen every teacher realizes that v.aitHnfh,he'r P'ent 'tors lie's easUy ml h1.8 8rasp' then wl have made a tremendous step forward in the onward march of progress By Mary A. Stevenson, Pe on the subject, "Relation of the Kindergarten to the Public School." She said in part as follows: The kindergarten was founded by Frederick Froebel anJ is a practical application of his educational theories supplemented by modern educators. He saw the value of physical, intellectual anJ spiritual trainig and the necessity of giving children not only power to acquire knowledge, but also power to apply it and a ifesire to use it for a worthy purpose.

The children are developed physically thru plays and games, while each day they live in a little community with many problems at right and wrong, similar to those they will meet in the grown up world. The closest relation exists between the kindergarten and the primar, school, for here not only are the principles the same but aiso the methods and materials. There have been many changes in the curriculum, methods and discipline of the primary school in the last fifty years. Altho the kindergarten may ot have been istru- mentai in promoting all of tneso changes, yet they are each a part of the kindergarten daily program. The laws in many states are such that children younger than six may enter the schools.

These children are too young for formal school work ana are only a hindrance to teacher and class. Prominent educators agree thai the proper school for children under six is the kindergarten. There are other children of six who aj'e not six in mentality. Theso should remain in KA Irin.lrn.. on until thai.

motftll-tt sufflclently to do prlmary work. The relation of the kindergarten to the grammar high school, college and university is not so well marked, yet they are closely related principles. Learning must be connected with and grow out of the experiences of the life being lived by the learner. Current ideas, home and economic interests and amusements are all problems of vital Interest to children. The kin- Hapctq rlan rhllriron nrnrlr nnri nlax, tn gether; thus they learn to do team work where each has his part to take.

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Porch Dresses $2 to 15. Street Dresses 11.50 to $25. Evening Dresses $10 to $35. Alternoon Dresses $5 to $25. Graduation Dresses $5 to $25.

Wedding Dresses 17.50 to $35. See Our Big Special Lots at $2.95 and $5.00 bilk and Lisle iiose Beautiful Every Day. DON'T DARN HOSE. f-VV nair: HitU fArVs I.UU pair; ftn Guaranteed Kid Gloves aod Silk Gloves 81 IK 50e, $1.00, $1.25, $2.00. KID $1.00, $1,50, $2, $2.50, $3, $4.00.

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wvm i The Advance of messes. The best example of popular government on a large scale is the United States. Even from the beginning ot the two mother colonies, there has been a slow but steady increase In the popular control of government. Today the people are demanding direct legislation and the power to control the conduct of officials. To do this we have placed on our statute books direct legislative and election acts, direct primaries, corrupt practices acts and a long line of similar laws that are calculated to malte the people bu- This Increase in popular control or government has had its correlative in increased education.

Neither Democracy nor education can be said to be the cause of the other. Both must develop together. Karh furnishes a basis for the other. The dozen colleges of tbti constitutional era have increased to almost 600, with as many profes-tlontl schools and 250 normal school. The high schools enroll a million and a quarter students.

In 1911 18.000.000 bnvs ond frirts went up to our public schools. Illiteracy has decreased more than one-half since 1SS0. Thus as popular government has increased, insuring free education, the trained mind reacted, making Rafe and firm the suro foundations of Democracy." Theme by Ralph Garrett. Mr. Ralph Garrett spoke from the theme "The Problem of Moral Education," in part as follows: The ultimate aim of all educational effort is now generally conceded to be the development of moral character.

The inculcation and fixing of correct moral habits is what Bociety Is seeking to accomplish in the on-coming generations. The school is only one of a number of character-molding influences, bu. is rapidly assuming a larger responsibility, for two reasons: (1) because of the general elimination of the religious element from the public schools and (2) because of the looser moral-standards which bave been set up duo to the complexity of modern life. Church-controlled schools were Strong in ethical and moral teaching but weak In moral training. Our ideals of conduct ore much more p.

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H. ROLAND.