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Show 7 THE BEE. Mrs. H. H. Heller of Omaha, an educational writer, a club woman, and lecturer, writes ; Your picture of Mrs. Allen is good. It reminds me of Louisville where I met her. This year I am a delegate to the Mothers Congress at Washington, who from Utah will I meet there ? Echo (sotto voce.) Who? i j SAVINGS BANKS IN THE PUBLIC SCHOOLS. i Ht Prof. W. J. Me Cot. E theoretical aspect of School Savings Banks, at first glance may seem beautiful, but there are some few objections to animal forms ; John Spray and Will Naylor entertained by drawing typical heads and then changing the lines of expression, so that soon Spray and Naylor seemed to have, in some way, traded heads ; and Owings Sheckell and Kenneth Wool-lesurprised everybody (not in the secret) by painting two large creditable water colors on paper about two feet by three feet. This work was accompanied by beautifully subdued music, rendered by Irma Watson. C. 0QU1RRH 5CH00L ENTERTAINMENT. i X LAST Friday and Saturday nights at the First Con- y gregational church, the pupils of the Oquirrh school gave two high-clas- s enter- tainments for the benefit of the piano fund, which by the way, was augmented by the neat sum of two hundred dollars. While the programs differed considerably in character the first and second nights, the chorus and orchestra work were much the same on both nights. Special mention in this connection should be made of the valuable services of Lola Cochler, Lily Pye, Irma Watson, Judith Anderson and Jessie Weimer. The Misses Pye and Cochler were heard to a good advantage in special numbers also. Celia Levy and Alice Larsen also come in for a share of praise for a beautiful piano duet. The orchestra, which was a delightful surprise to the audience, form the subject of our illustration. Recitations were given by Henrietta Mitchell, Elizabeth Peterson, Anna Shier, Kitty Eager and Charles Meakin, the two last named being members of the class of 1897, Their work was but it may be said that exceedingly Anna Shier, class 98, seemed to share the honors with them, and Marguerite Donnellan, class 98, showed great ability and originality, through the columns of her paper, The Oquirrh Chronicle. Both the wand drill by the boys and the free movement drill by the girls were taking numbers, the former being noted for strength and precision, the latter for beauty and grace. Two very cute numbers were the doll song, by the little girls, of whom Dorothy Bescha was the leading spirit and who sang very sweetly the Lullaby ; and the Tinkers chorus by the little imitaboy tots, who made a strong hit in their tions of Barnabee and his band in Robin Hood. One great display of work, showing improvement along educational lines, was the Work in Color and Chalk, which was done in the presence of a silent, but admiring audience. Kenneth Crismon showed himself an adept at drawing well-done- The old bread board, the moulding: board. The board for kneading1 dough. Stern science with her microscope Now firmly says must go. It cannot stay, for microbes gay Their latest triumph win: They walk off with the old bread board, And wooden rolling pin. The Japanese are ruthless in their tampering with nature. If they decide that they want a bird or an animal of a certain shape or color they set about manufacturing the article, so to speak, by the exercise of exceedingly clever ingenuity and untiring patience. Here, for example, is how the white sparrows are produced : They select a pair of grayish birds and keep them in a white cage in a white room, where they are at- tended by a person dressed in white. The mental effect on a series of generations of birds results in completely white birds. Rural World. The rocks on the shores of Bornholm shoot magnetic rays over the wTater, affecting the compass or ships nine miles away ; but the human mind project a thought-wav- e never ! An invisible, mysterious thing called magnetism may be projected from pole to pole; butjthe human soul think outside imaginary fixed limits never ! Man may apparently set Natures laws at defiance ; Tesla may rend an iron bar by destroying the cohesion of its particles ; we may build, destroy, and rebuild ; but think beyond the con- , fines of the skull never! And yet these things the day. has writer The always maintained that real that is In thoughts are things. thought we this of have recent and unexbelief, support in evidence ; in the pected mechanical registering and measuring of in the boring of a hole through an and ; thoughts inch plank by the power of thought applied to specially devised apparatus. Surely, in view of such striking proofs of materiality, thoughts may be regarded as at least kin to reality. Dr. C. W. Hidden, in Mind. occur every hour in thought-photograph- I y them. I doubt if this question properly falls within the proviuce of the school ; if its responsibilities should rest upon the shoulders of the teachers; if our patrons are so incapable of looking after their own affairs that we must educate them in the way they and their children should go. Let me quote the opinion of There has been, for the last decade, another: a deplorable tendency to take the responsibility from the shoulders of parents, where it belongs, and fasten it upon the teachers, where it does not belong. The children become literally Children of the public. The trend of discussion and opinion among educators for some years has encouraged this wrong attitude on the part of many parents. I believe that if any stranger to our American system of education were to study onr educational literature for the past ten years, he could arrive at but one conclusion, viz: that we regard the school and teacher as principal, the home and parent as auxiliary. The whole position is The home and parents wrong and unnatural. are, should be, and of necessity must be, the principal agencies in the education of the child ; parents should be made to feel this much more than they do. I do not believe in relieving a parent of one iota of his duty and responsibility. So I believe wetake upon ourselves altogether too much of the work belonging to parents, and Savings Banks in public schools are open to that criticism. Recently I sent out communications to many school men of this country, most of them who had had experience with school banks. One of the questions asked was Is there in your opinion a tendency to introduce too many things into In most cases the anour schools these days? swer was in the affirmative. Speaking of the time required for the innovation Prof. McCoy says: On Monday a. m., the roll is called say the teacher has fifty pupils that means that fifty distinct trips may be made to the desk and two entries made for each pupil. That calls for 100 entries one on the card and one on the roll book. Then count the money and transmit to the principal to check up. The time of a minute per pupil. would be about The facts are that the circulars sent out are written by enthusiasts and people who want to sell supplies. From replies received from prominent school men the professor quotes as follows : Supt. Gove of Denver My personal opinion is that the proposed postal savings banks will be all that is necessary for this country. I do not care to encourage the addition of a savings bank department to the already overloaded administrative departments of these schools. Supt. Greenwood We have none of it. In of Kansas City says : my opinion it is far better to teach kindness, truthfulness, sympathy and kindred virtues than money getting and money hoarding. I have already intimated one point that should one-thir- d (Continued on Page 9.) |