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Page 12 text:
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4 10 T 111 ' : UNCOLNI A N mounted the bluff, sailed his cap in the air and shouted “La Libertie!” and from that first hurrah from the Kansas City bluffs his comrades gave him the name of “La Libertie.” The tendency that suggested the idea of a town where Kansas City now stands was the establishment of a fur trade on the account of its great trans- portation facilities. There were many different opinions about the prospects of the new town. Independence and Westport nicknamed it ‘Westport 1 anding” in derision, and on the ac- count of its developing so slowly for many years it became generally known by this name, but Thomas Benton des- tined it to become the greatest com- mercial center west of the Mississippi. The town grew and in 1860 it was the most prosperous and thriving city on the west border and ten years later it had a population of over 30,000. Perhaps there is nothing else that has contributed so much to the growth of Kansas City as the building of the great railroad and turn bridge over the Missouri river. After this was ac- complished, Kansas City became the money center of this region and the depot of its merchandise. During the few years following the civil war the little city grew slowly but solidly, and in 1880 its population was 60,000. It was about this time that Mr. Jay Gould became interested in the railroad system. About this same time, also, through the efforts of the Committee of Commerce, the govern- ment sent commissioners to locate a customs house and a post office, and the corner of Ninth and Walnut Streets was selected. The purchase price was $8,500 and the constructing of the building was begun at once. In 1880 the post office business grew from $98,948 to $123,953.09. ' flic cost of the building erected was about $2,200,000. The record of Kansas City has been one of continual progress; population increased and naturally more houses were built. In 1886 the number of houses built was 4,054, costing $10,- 393,207. The school system had been com- pletely destroyed bv the war, and the people were slow to reorganize, but in 1845 the legislature passed laws for the organization of schools. On the 1 5th and 18th of March, 1866, the leg- i skit are enacted laws providing for the establishment of schools in cities: towns and villages. The board of edu- cation was organized August 1, 1887. The first schools were in old base- ments and such places as could be found. The number of school children at that time wa s 2,150, and sixteen teachers were employed during the year. w Thus we are able to note from this brief history the steps by which this great city of ours reached its high point of progress. Gertrude M. B. Wheeler, ’ll. o- i LINES TO THE JUNIORS 1 . There is something to learn at every turn, Something you do not know. There is something to hear wijh an open ear That will make volt wiser grow. 2 . There is something to see, if watchful you’ll be That you never saw before. There is much to lay in your mind away To keep for future store. 3. There is something to spurn that you need not learn, That will give you nothing but pain. There is much to leave, that you should not receive Into vour eyes or brain. 4. There is something to learn at every turn, Something of good or ill. But the one who can choose, and also refuse, Is the one that climbs the hill. 5. There is something to learn, dear Juni- ors, Follow in our path and see If you study four years, and meet with cheers, O, what men and women you’ll be. J. ' C. W. r i x
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Page 13 text:
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11 » 1 ' HE LINCOLNIAN Black sailed out one evening, In •What To call on the fair young miss, days would she And when he reached her residence, Ion »• say if she this. ago (in saw girls like the six- t o-d a y with ♦ steps ties, VOll skirts the know) when clutch e d up ( i rand mamma so tight- Ran went walking ly they Her papa met him at the door, she held a 1 1 He did riot see the miss He’ll not go back there any more. For her skirts so. lo o k t; h is way ? 3l[ went u.uop like ■sun - O THE TEACHER AND THE PARENT Edward B. Thompson, ’01. The Apostle Paul the greatest evangelist of the Christian church, sent forth from his burdened soul to the church he had established at Rome, these words: “Brethren, my heart’s de- sire and prayer to God for Israel is, that they may be saved.” This great evangelist had a passion for the souls of men just as every true teacher has for the moral and intellectual success of his pupils. While it is not my desire to eulo- gize the teaching profession, yet I take the liberty to sav it is a most important one, scarcely taking a second place to that of the ministry. In every age there are men who stand forth in bold relief among their contemporaries, and leave their im- press upon succeeding generations. There are occasions which — though perhaps little known at that time — be- come historic because of their influence upon the future ; there are words of wisdom which the people will not suf- fer to die. Such should be the influence exerted by the teacher upon his pupils. A public school teacher deals direct- ly with all classes — the rich, the poor, the high, the low, a veritable “melting pot” of humanity. — In fact, he reaches a class the church does not. So the church, ‘ school and parent should be inseparable. ( )ur system of education possesses a philanthropic spirit. In many districts the teacher is the missionary carrying enlightenment, religion and morality. It is needless to say that the rela- tion ol teacher and parents should be an amicable one. They should work in harmony with each other, giving to each other strength and power. In our large cities I do not think it neces- sary that a teacher should visit the parents of his pupils. It is a fact that many parents expect too much of the teacher, and do not realize that it is incumbent upon them to visit the teacher in his school room and discuss the success or failure of their children and thereby understanding and assist- ing each other. It is too often the case that parents estimate the teacher ' s services in the same way as the day laborer. Obliga- tion and appreciation — that’s ancient history. Yet there is no estimating the amount of good or evil influence upon the growing mind of the child — extend- ing as it does through childhood, felt in riper years, operating unseen upon the principles and habits of all after life. So, I say, it is impossible to esti- mate in mere dollars and cents, the un- speakable value of a good teacher. No pecuniary emolument can ever cancel the obligation the parent owes the
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