School N otes
Spring is surely here. \V>> know by
two infallible signs. The marbles on
“teacher’s” desk, collected from un
lucky small boys who drop them in
school-time bear mute testimony to
the fact. The other sign is just as
certain. Football has been superseded
by baseball. The playhouse is now
deserted after school, and the boys
may be heard down on the street,
with their yells of “Soak it to ’em!”
A game between the Town Boys and
the Boy Scouts was scheduled for 2
o’clock this afternoon. The winners
will be announced later.
* * *
The Eighth grade greatly enjoyed
the reading of “The Stranger Within
Our Gates” during the reading period,
Friday. This story of an Italian who
became an American, is by Mary
Shipman Andrews, the author of “The
Three Things” which the class so
thoroughly liked, earlier in the year.
* * *
The High School English class is
preparing to debate the following
subject: “Resolved, that every great
man is largely the product of his
age‘” '
* ¥ #
The closing weeks of school prom
ise to be exceedingly busy ones for
the teachers. There are tests to be
grade, reports to be made, books to
be sorted and mended, and other
things that, always accompany the
closing up of a year’s work.
¥ V V
Recently the High School English
class committed to memory, and later
recited, Van Dyke’s beautiful poem,
entitled, “My Work.” The Eighth
grade are going to memorize it next
week.
“Let me but do my work from day to
day,
In field or forest, at the desk or loon;
la roaring market place or tranquil
room.
Let me but find it in my heart to say
When vagrant wishes beckon me to
stray,
This is mv work* mv hlessina not bv
doom
Of all who live, I am the one by whom
This work can best be done in my
own way.
Then shall I see ’tis not too great nor
small
To suit my spirit and to prove my
powers;
Then shall 1 cheerful greet the labor
ing hours,
And cheerful turn, when the long
shadows fall
At eventide, to play and love and rest;
Because I know, for me, my work is
best.”
—HENRY VAN DYKE.
V._
Notes By Elizabeth O’Loughlin.
The High School history class is
studying the reign of Tiberius from
Botsford's Reference History.
# * *
The general science class are mak
ing a brief study of botany. The In
ternational Encyclopedia is a helpful
reference on the subject.
* * #
The High School English class are
enjoying an autobiographical sketch
of Mary Antin, which Miss Keever is
reading to them. The story of this
little Jewish child’s experience in the
public school^ of this country, as re
lated in “At School in the Promised
Land,” is intensely interesting. It
makes one wonder how many Ameri
can boys and girls appreciate as much
as did this little girl from Russia, the
great opportunities afforded them by
the public school system.
* * *
The cup of sorrow is over brimming
lUr Lilt; tU&ULU 51 auc. j. ^ * — «=»
their “Tempest” now, diagraming
sentences and parsing pronouns.
I»
Third, Fourth and Fifth Grades^
This week Miss Joslin’s room has
had tests in arithmetic, geogprahy,
and language.
Our teacher has been reading a
book which we all like very much.
Those who have received one hun
dred in spelling are as follows: Laur
ence Graham, Florence Rathwell, Len
ora Holden, Margaret Porter, Gene
vieve Dyson, and Pierre De Ville.
During the past five weeks there
have been no tardies in this room
which is a very good record indeed.
Miss Joslin gave the pupils a very
nice time on Friday by letting them
color Easter eggs for about 20 min
utes Friday afternoon.—Notes by
Genevieve Dyson.
The penmanship examination
papers that were sent to the A. N.
Palmer Co. at Portland on the last
boat were as follows:
The six pupils who submitted the
first one hundred drills for progress
button were: Dorothy Dooley, Wilma
Claveau, Frank Angerman , Harr:
Nelson, and Headlee Lamprey. Tin
six pupils who submitted the firs
twenty-five drills are: Brooke Lam
prey, John Rosswog, Garnett Rath
well, Ruth Donohoe, Harry O’Neill
and Billy Field. Those who alreadj
possess the First Palmer Button are:
Mathew O’Loughlin, Margaret Foster
Leona Churchill, Frank Angerman
Dorothy Dooley, Celia Friedman, Edna
Rathwell, Ophelia Howard and Wilma
Claveau.
The first and second grades had a
quarter holiday on Thursday after
noon.
Miss Kolbenson’s room had Mrs
Sherman and Mrs. Lacy as their vis
itors on Thursday.
A small program was given by room
one on Friday. Songs were given and
the little people enjoyed a merry houi
after the program. They each brought
two hard boiled uncolored eggs and
colored them at school. Some very
artistic decorations were made by the
pupils.
* * *
The playground which was cleaned
up for the children last year during
vacation, is about dry now. They‘will
soon be able to use it. As there was
not very much room for them to play
before they are very pleased at the
prospect.
* ¥ *
Second grade pupils this week paid
book fines for damges to books, before
they were issued a new set of readers.
All have promised to be so careful of
their new books in the future that
they will have no more fines to pay.
All books and supplies are furnished
tree of charge to Cordova children.
ind in many cases they have not
ihown a proper appreciation of this
blessing.
Learning to take care of property,
whether one's own or another’s is one
jf the most valuable lessons children
■an be taught. Many classes in turn
;an use the same set of books if they
ire given the proper care, resulting
In a great saving of expense, as the
lost of all books and supplies has
been steadily on the increase for
?ome time. Aside from this very im
portant consideration, the child who
tequires the habit of careful use of
school property loaned to him, is at
;he same time learning a valuable
ife-lesson.
* * *
The sixth grammar class learning
‘In Flanders Fields.” It is considered
perhaps the greatest poem the war has
produced. It was written by Lieuten
rnt-Colonel John McCrae, of the Can
idian expeditionary force, who died
parly in 1918 and was buried at his
jwn request in Flanders with the
ether fallen soldiers of the allies.
* * *
The sixth and seventh grades have
been memorizing quite a lot of poems.
Today, we learned “April Rams.” We
have some more to learn.—Headlee
Lamprey.
Y -f Y* t
The sixth grade are going to have
i history test next Monday. It will
pe on the early life of the Roman and
English people.—Edna Rathwell.
* * *
The sixth grade had their fifteen
niinntpfl hnliHnv Friday, having had
perfect attendance for one week.—
Ophelia Howard.
* * * *
The sixth and seventh grades en
joyed a quarter holiday on Tuesday
afternoon, which they earned through
twenty days of perfect attendance.
* * *
In the sixth grade reading class the
boys and girls are having a match
to see which side can make the least
mistakes. The girls won by eight.
* * *
The boys and girls of the sixth
grade have been having a test to se€
which could add, subtract, multiplj
and divide the quickest. The boys wor
by four points. The girls say the boys
will not be ahead long.
* * *
The eighth grade had a test ir
physiology Friday morning. This test
wil finish the work and s^on they will
have final examination—Alice Dag
gett.
¥ * *
At the Seaside.
I swim at the seaside. I dive in th<
sea, splash! The water comes ovet
my neck. The waves cpme over th<
land and then flows back.—Sam Nel
son, second graJe.
* * *
Easter.
The bunnies are coming. I will havi
Easter eggs. I like to eat them,
have an Easter lily at home. I lik<
Easter rabbits. “I must run how now,'
said Bunny. “Goodbye.”—Kennet!
MacCormac, second grade.
Easter.
Easter time has come agin. I an
going to have some Easter eggs. I
will see the rabbit. I am going to
hunt for Easter eggs under my bed.
I will look all over. I like to look for
Easter eggs. Goodbye, little rabbit,
! goodbye. — Philip O’Neill, second
grade.
* * *
"If a Hottentot taught a Hottentot tot
To talk ere the toto could totter,
Ought the Hottentot tot
To be taught to say “aught”
Or naught, or what ought to be taught
her?
If to hoot and to toot, a Hottentot tot
Betaught by a Hottentot tutor,
Should the tutor get hot, If the Hot
tentot tot
Hoot and toot at the Hottentot
tutor?”Anon.
Some Jokes About School Children.
Blamed the Teacher—
Tommy came home from school and
handed to his father the teacher’s re
port on his progress during the
month. “This is very unsatisfactory,
Tom; you’ve a very small number of
good marks. I’m not at all pleased
with it.” “I told the teacher you
wouldn’t be, but he wouldn’t alter it.”
* ¥ *
Recognized the Description—
Miss Hathaway, teacher in a
country school, always tried to make
the lessons as intreesting as possible
to her little pupils. “Now, children,”
she said, “you have named all the do
mestic animals but one. Who can tell
me what that one is?” Silence reigned.
“What!” cried the teacher. “Does no
one know? Now, think! It has bristly
hair, is fond of the dirt, and likes to
get in the mud.”' One little hoy at
the end of the class raised a timid
haid. “Please, Ma’am,” he said, re
flectively; “it’s me.”
¥ * *
Had Learned One Lesson—
At-one school the pupils were re
quested to bring five cents each for
the piano. Donations were slow in
coming, and the teacher was obliged
to remind the class frequently before
the total was collected. A few days
later at the physiology lesson, the
teacher asked, “What are the five
senses?” To which an earnest for
eigner replied, “Five centses is for de
piano.”
* ¥ *
Had A Good Excuse—
Doris was rather backward in her
studies, and one day when her father
was inquiring into her standing at
school the little girl admitted that she
was the lowest in her class. “Why
Doris, I am ashamed of you!” exclaim
ed the mother; "Why don’t you study
harder and try to get away from the
foot of the class?” “It ain’t my fault,”
replied Doris, in tones of injured in
nocence, “the little girls who lias al
ways been at the foot has left
school.”
* * *
Nothing—
The teacher had given the boys this
subject for composition: “What I
would do if I suddenly came into
possession of $10,000.” One little fel
low, after chewing his pen holder for
some time, returned a blank sheet.
“That,” replied the precocious youth,
“is what I’d do if I had $10,000.”
* * *
His Addition Was Right—
“I got one hundred this morning.”
“That’s lovely Sammy!” exclaimed
his proud mother. “What was it in?”
“Fifty in reading, and fifty in ’rith
metic,” was Sammy’s prompt reply.
* * *
Cure Worse Than the Cause
Small Tommy: “Our teacher whip
ped a boy today for whispering, but it
didn’t do any good.’ Mamma: “Why
not?” Small Tommy: “ ’Cause it
made him holler ten times louder
than he whispered.”
* * *
Caruso and Crusoe—
The children at their opening exer
cise had just listened to a selection on
the photograph. “Now,” said the
i._1_ nnn toll mo WVlII f
great singer we have just heard?”
“Caruso!” answered a small boy.
“Good!” said the delighted teacher.
“Now who can tell we what great
man sang with Caruso?” “Crusoe’s
man Friday,” was the unexpected
reply.
* * *
For First Grade Teachers—
Little Robert was very bright and
at the end of his first term at school
was promted to the second grade. He
was much attached to his first-grade
teacher, and was loath to leave her.
“Miss Eva,” he said, “I do wish you
1 knew enough to teach second grade,
so I wouldn’t have to leave you.”
* * *
Misunderstanding By Sound— "
A teacher was giving to her class
' an exercise in spelling and degning
1 words. 'Thomas,” she said to a curly
| haired little boy, "Bpell ‘ibex.’ ”
“i-b-e-x.”“Correct. Deflnt it.’”'An ibex,”
1 answered Thomas, after a prolonged
mental struggle, “is where you look
in the back part of the book when you
i want to find anything that’s printed
in the front part of the book.”
•¥ * *
Domestic Science in Arithmetic—
‘‘Now, boys,” said the schoolmaster,
“suppose in a family there are five chil
dren and the mother has only four
potaoes to divide among them. She
wants to give each child an equal
share. What is she to do?” Silence
reigned in the room. Everybody was
calculating diligently. Finally one
little boy put up his hand. “Well,
Johnny, what would you do?” asked
the teacher. “Mash the potatoes,
sir.”
* * *
Mistaken Sympathy—
A teacher, trying to impress on her
children the beauty of kindness
toward all animals, took them for a
walk,to bring the lesson home to them.
Hearing a scream from little Johnny,
she asked, “What’s the matter, John
ny?” “I’ve been sitting on a hornet,”
was the tearful response, “and I’m
afraid I’ve hurt the poor thing.”
* * *
A Youthful Reason.
The teacher in elementary mathe
matics looked hopefully about the
room. “Now children,” she said, “I
wish you to think very carefully be
fore you answer my next question.
Which would you rather have, three
bags with two apples in each bag or
:wo bags with three apples in each
bag?" asked the teacher. “Three bags
with two apples in each bag,” said a
boy in one of the last seats, while the
2lass still debated as to the best an- ,
wer. “Why Paul?” asked the teacher.
‘Because there’d be once more bag to
bust,” announced the practical young
mnthpmaHHnn !
Some Old Riddles.
There is a thing that nothing it,
And yet is has a name.
Its sometimes tall and sometimes
short;
It joins our walks, it«joins our sport,
And plays at every game.
What is it?
* * *
. Formed long ago, yet made today.
Employed while others sleep,
What few would wish to give away,
Nor any wish to keep.
Name it
* * *
A jiiddle, a riddle, as I suppose,
Ail.undred eyes, and never a nose:
\\iat if. this?
f f
Mi sides are firmly laced about,
Yet nothing is within:
Til’ll think my head is strange
indeed, .
Belitptiothing else but skin.
* * *
What am I?
Too much for one,
Enough for two,
And nothing at all for three.
Guess!
-«
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- " i
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I .... — - ---- - _
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