Hawaiian Gazette, March 22, 1895

Hawaiian Gazette

March 22, 1895

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Issue date: Friday, March 22, 1895

Pages available: 10

Previous edition: Tuesday, March 19, 1895

Next edition: Tuesday, March 26, 1895

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Publication name: Hawaiian Gazette

Location: Honolulu, Hawaii

Pages available: 8,316

Years available: 1895 - 1904

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All text in the Hawaiian Gazette March 22, 1895, Page 1.

Hawaiian Gazette (Newspaper) - March 22, 1895, Honolulu, Hawaii VOL. XXX., NO. 1. HONOLULU. U. I.. FRIDAY. MAKCU JJ2, 18D5.-SEM1-WEEKLY. WHOLE NO. Hawaiian Gazette, Semi-Weekly BY------ HAWAIIAN GAZETTE COMPANY BVERY 1UJBDAY AHD FRIDAY MORH1NG Geo. H. Paris, Business Manager. Wallace S. Farrington, Editor. STJBSCRII'TIONr RAXES- Per 50 Per year................................. 5 00 Per year, Foreign..................... 6 Payable Invariable In Advance. all communications Hawaiian Gazette Company P. O. Box O, Honolulu, H. L MISCELLANEOUS. IS BETTER SOUND, E. [LIMITED.] Importers) and Dealers in Hardware, Plowe, Paints, Oils and General Merchandise, OFFICERS WmW Hull President aad Manager S-O Waito Secretary and Treasurer WmF Allen Auditor ThOB May and T W riobrou Directors Corner Fort and King 8tB y 1BS6 B. LEVTEItS. p. j. LUWHEY. O. H. COOKE. IL, K W E K S Successors to LEWEQS UIOBBOH, nd Dealero in And all kinds of Building Materials, 1858 Fort y PROFESSIONAL. CARTER 1858 No. 24 Merchant Street. A. ROSA. Ko. 15 KAAHUKANU STBEBT. 1356 __ Honolnln, H.I. ___ WIIJilAM C. FARKE, Attorney at And Agent to take Acknowledgments. 13 KAAHUMANC STBES, 1893 _ nonololu, H. I. _ 1 R. CASTLE, And Notary Public. Attends all the Courts of 1856 the Kingdom. _ J 3. ALFRED MAGOON, Attorney and Counselor At Law 42 Merchant Street. Honolulu, H. I. 1848 _ HONOLULU IRON WORKS CO Steam Coolers, Iron, Brane and Lead Casting Machinery of Every Description Made to Order. Partlcnlar attention paid to Snips' Blackt smithing. JOB WORKexoontedon tbeahortos 1856 notice. y II- WATERHOUKX, IHPOBTEB AND DEALEB IH OEJfZBAL MBBCHAHDISE. 1856 Qnocn Street. Honolulu y Dr. Northrop Tells How to Culti- vate a Retentive Mind. S 1 8 PROGRESS. Valuable Biota by Eminent Educa- Strengthened by the Will-Pride of WUdom the Pro-f uf by Aaaoclatlan. J. BL WHITNEY. M. D., D. D. 8 Booms on Fort "KBceiu Hotel and Fort 1858 y streets Entrance. Hotel street. C. E. W1M.IAMS. Importer, Manufacturer, Upholsterer, AKD DEALEB IK FURNITURE OF EVERT DESCRIPTION. Pianos and 1369 10B FOBT STRBKT. ly 8. GR1NBAUM BEPOETEBS OP CO.. 1356 Merchants. Honolulu. H. I. ED CO. King and Bethel Btreeti, Honolnln, H. L, Importeri and Commission 1856 _____________________ BROS.. Importers of General Merehandiie, FRANCE, ENGLAND, UBRMAHY AND THB UNITED STATES. 1278-7 No. 58 Quowl Street, Honolulu.H.I, HITMAN BROTHERS. Commission Merchants, 808 Front Street, Sen Francisco. Particular attention paid to filling and eh pping 1878 Island orders. y M. S. GRXNBATTM St CO., No. SIS Front Street, San Francisco, Cal. Post Office Box 3803. 1856 _____________________________y_ HAWAIIAN WINE CO. FRANK BROWN, Manager. 28 and SO Merchant Street, Honolulu, H. I. F. A. SCHA.EFEB 4fc CO. Importers A Commission Mrc's. 18E8 Honolulu, Hawaiian Islands. y BL. HACKFIUUn CO., General Commission Agents, 1856 Qneon Strcet.Bonolulu, H. I. y 6. W. MACTARLANE CO.. Importers and Commission Merchants, Honolulu, Hawaiian Islands, -----JLOBSTB ron----- Mlrrlees, Watson Co., Scotland Street Iron Works, Glasgow. Jonn Fowler Co., (Leede) Limited Steam Plow 1856 and Locomotive woike. ly YHEO. It DA.V1ES Co., Importern and Commission aeronauts, AND ASEBTB Lloyd's and the Liverpool Underwriters, British and Foreign Marino Insurance Co. 11M And Northern Assurance Company, y WILLIAM 0. SMITH. ATTORN EY-AT-LAW, BISHOP COMPANY. XXII 1 BANKERS. -----DBAW EXCHANGE ON----- THE BANK OF CALIFORNIA, SAN FRANCISCO ----AKJ> THCTR is---- Hew Yortt. Chicago, Boiton, AST -THE-MAIN.- Messrs, M.N. Rothschild Sons London The Commercial Backing Co. of Sydney, in London, and Sydney. The Bank of New Zealand in Auckland, Chrletchurcb, Dunedm and Welhncton. The HoBckonp and Shanghai Barking Cor- poration In norpkoiie and China; and Yokohama. Hlojro, and Japan. The Bank of British Colombia In Victoria, Van- con ver, Nanalmo, and Westminister, B. C.; and Portland, Oregon. And the Azores and Madeira Islands. 13S6-y DR. R. ANDERSON, STJCCKSSOB TO DBS. ANDEBSON LUNDY -DENTISTS, 68 Port Street, Honolulu. 13E6-y H. W. SCHMIDT SONS, Honolulu. Mfi. W. F. ALLEN, HA.S AS OFFICE OVEB MESSES. BISHOP OO..corner of Merchant and be will be plnosed to attend to anj oalnoaa entrastea to 1356-Cm C. HUSTACE. (Formerly with B. P. Bolleg 4 Co.) Wholesale and Retail Grocer, 111 King Street, under Harmony Hall. Family. Plantation, and Ships' Stores snp- pllcd at short notice. New Goods by every steamer. Orders irom the other Islands faith- fully executed. ISM TELEPHONE 119 Hotel St., Dr.J. S. McQrew1 ffgy-QA.8 ADMINJSTEREu Dr, LIEBIG CO Special Doctors for Chronic, Pri- vate and Wasting Disease, Ur Li. bit.' InvtRoralor the greatest remedy for Seminal Los? or Naubuod and Private overcomcn Preniatnreuefs and prepares all ronmarrlacr MrVr duties, pleasures ana ieei onslbilltles; glirlj I boiiloplvcn or sent free to ray ore describing eymptomo: call or address 400 Geary M., private en trance 4teM son oi_, San Ftandi-co a M. B3. ORO. Grocery, Feed Store and Bakery, Corner KIUR and Fort Streets, ISM Honolnlc. HI. V Canadian THB FAMOUS TODBIBT ROUTE or TUB WUOLD. IN CONNECTION WITH THE CAN AD1AN-AU8TRAL1AN STEAM- SHIP LINE, TICKETS ARK ISSUED To Aw. Ponrra IN THB TOUTED STATES AND CANADA, VIA VIOTOBIA AST> OODTKE. HOtTNTAIS BE80BT8, THE WTSTERN AJTD HAWAIIAN Investment Corrmanv, (Limited loaned for saon OW APPROVED SECURITY. Apj.Iy to W W HALL, Manager, m Block ForiHt. y WIILHEBl A Crnor of Port and Q.Qeon Stoote, Honoluln, tabor, Bsltft Bulldin s Banfi; Glacier, Mount Stephen and Fraser Canon. Imm line of Steamers froa Vucomi Tickets to all points in Japan, China, India and around tbe world. 1ST For Tickets and General Information THEO. H. DA VIES CO., Agents Canndinn Pnnfr Pnilwnv nn Canadian-A nstralian 8. 8. Lino 1426-lT There was a large crowd present at the Y. M. C. A. ball last night to bear Dr. B. G. Northrop lecture on "Memory and How to Train It." Promptly at President F. A. Hoemer of tbe Honolulu Teachers' Association, under whose auspices tbe lecture was given, delivered a few introductory remarks touching the occasion before introducing the lecturer. Before taking up the subject of his discourse Dr. Northrop made reference to this, his first visit to Honolulu, spoke of the people whom he had met since his arrival, and praised the beauties of the country. The learned lecturer spoke some- thing over an hour and a quarter, and the following is a complete report of the surject: The general outcry of the press against cramming has not been with out reavon. The surfeit following a pletborio indigestible diet illustrates a common me tal dyspepsia. With exacting examinations at baud, there is a BtrouR temptation to smatteiing. Where the mind is treated an a mere receptacle, tbe quantity rather than tbe quality of attainments is the meter of progresR. It Is a cardiual principle that tbe discipline of the mind is more important than its furniture. Knowledge, though esaen tfal to education, doex not conctuute it. Facts, however valuable, are to be learned, not primarily for tbeir own Bake, but as iustrumenta of culture. The school studies are each and all more thoroughly d when tliej are pursued, not as ends, but as means of mental discipline. As all truth is harmony, BO the mrest processes of acquiring truth accord with tbe laws of mental growth. Tbe best way to develop each fai-ulty is identical with the best methods of gaiuiug and re taiuing knowledge. If right habits of study are formed, and if tbecbil-1 thus gains a consciousness of poaer and a delight in doing in achievement, knowledge will come in due time as a matter of courve It is tbe teachers' duly, not to much to impart knowl- edge as to show his pupils bow to net it, insiiriog them wit love of study and of mattering difficulties. Tbis joy of conscious progress quickens the memory and all the other faculties. The culture of the miml is 10 be meaa ured, not primarily by wbatltoon- taius, but by what it can do. Effi- powt-r of using tbe facul- ties and resources of the mind, Is the test of progress The teacher's succei-s is to be measured, not by what be tells his pupils, but by what, through his instruction impul-e they are enabled to tell him. Such methods, if less productive of Imme diate and showy results, secure a bet ter training of the mind and heart. The process of cram retains little genuine knowledge, while the true method renders it acquisitions ever at conrmand. Worst of all, cram baa a moral taint, fostering ostenta- tion aud conceit. Superficial attaiu- ments are always chaotic.. Promising the substance, they give only the shell and semblance of knowledge There may be a rapid repetition of lew-ons and text bouts, with no n-al grasp of tbe subject. But it Is doing violence to tbe its iLnate love of trutb, and growth by the nu- triment of truth, to feed it thus with the mere hu-ks of knowledge rather than with knowledge Itself. Such cramming is quite as likely to make pupils Sippant as fluent. Those who learn everything and know nothing are apt to confound flippancy witb smartness, and to be more wotdy than wise. Cram is multiplying Shake- speare's "knave very bettei methods would train our youth as Isaac "lo put flippant scorn to the blush." Any method which inflates pupils with an over- estimate ot their attainments is barm ful. A prominent of true teaching is the greatness of our igno ranee aud the Jittlt-ntssof our knowl- ledae. The modesty of the true scholar is pioverblal, while "ihe pride of wisdom is the proof of foil} or, at. another has happily said, "ihe greater the circle of our knowledge, ihe greater the horizon of ignoiauce that bounds it.'1 Ttie proper revolt against parroting has lead to the oppo-ile extreme ami put memory in the background. In Ihe mature attempt to bring the refiVctlve faculties to the front, some have batiifthtd ami suhsti tuted ol ject lesboiis, and lec- tures. Iu a wisecourne of study, is a place for each of thei-e, though neither may exclusively occupy the Held The mlf-use or of ELH mor> does not Justify HH neyl. ct. An exiict mmjorj is a pricelei-ft blftMiig. Hald an ancient philosopher, "Ou earth there In nothing hut in man there Is nothing great but mind." It would not be Hue to ex- i Hucb experience amply proves that tend this saying aud affirm that in I this exercise favors clear perception inlud there Is nothing great but ineui and conception und exact memory of ory, for all our faculties ure God like visible ohjtcts. Tbe circumstantial and wonderful, but memory is one of memory should bo early exercised Iu the moat marvellous of the discriminating exercise human mind, and marvellou- most of: which rightly presented fascinates the all in its susceptibility to culture. youngest pupils. Too often Its traiulng has been inci J Next iu order comes number. After dental and without any careful study i this has heen duly taught with ob of ita laws of growth and devel. pmuut. the ICBMUHS Iu the ground rules Aatonir-hing feats of memory are und tables are drillx of memory. sometimes perfoimed by artificial aud Thei-e let-Hons should be so thoroughly uunatural-methods, which give no learned that all ordinary combina- discipline O' development to this fac tio sin addiiion, subtraction, multi- ulty, and wV ular or au'icular, or, in plain Baxou, the eye- link or eur link.' We remember form DR. B O. NORTHROP. Ing the results be has reached, be ous. Though at 2 years of age be shows bis pupils the road by which can speak but a lew woids, at 6 years of he reached them, aod incites each to work hia own way Tbe method which substitutes training for routine is not suggested by any system of mnemonics These objections do not apply to historical or any othtr charts which are based on the proper laws of association. A great memory for facts and dates is by no means a pi oof of intellectual power. There are many illustiatious of the old motto, "Great memory with little common sense." By the pro- cess of cram, one may have tbe multi- tudinous facts of history and science ou bis tongue's end aud become a walking encyclopedia, and yet be only a learned driveller. Take him off his beaten path and he is as helpless as a locomotive off the track. But such aonormal and one-sided development does uot warrant the coucluKlou that a great memory is in- cout-ist--nt with sound judgment. On the other baud, cuch a memory one of the conditions of the highest intelligence aud power. As a rule, the men of greatest ability have ex- celled iu grasp of menioiy. "This view easily be confirmed by facts which show that a strong memory has characterized the most emineut men in ihe world s history, Mr William Hamilton cites many historic illustra- tions of this principle. It is uot, how ever, claimed that intelligence and memory hold a uecesary proportion to each other. Memory changes with years and at- tainments. This cardinal priuclple of didactics is most suggestive to tbe teacher. In early life the memory is circumstantial, and therefore easily and holds items and like words and their forms. There flective lacultieB.are yet comparatively latent, but the perceptive puwere and clreumftautial memory are acute. Children can therefore learn spelling, and language In general, better than adults. It is afnmiliar saying, that those who neglect spelling in their childhood, seldom master it in aiter life. Then the memory becomes phi to grasp comprt-heu- sive truths aud principles, groups and classes, eeuera and species. But years before the child cao understand abstruse associations and perceive re- lations in their deepest significance, he can most profitably store up tho--e details and perceptions which furnish material for tbe play of the reflective (acuities. Among these earliest appeals to per- reptlon and memory should be foim. Ideas of extension are simpler and more attractive than those of number The Chlitl recognizes hundreds ol things by their Hhapes, before lie lie- Kins to count. He can easily learu the lew trie forms, which, MI gly or combined, are tbe patterns of nil vUlbie objects. The exjif rienoe of nil kindergMrieiif, and of the best primary fcbools in tills country a din Kuroj.e shown thiit learning the tnc forms by making them is one of iheir earliest and pleasantest occupations he rias a better command of bis ver nacular in conversation than a stu- dent of Latin ordiuaiily acquires after ten years of study of that language. The children of American families re- siding iu Europe learu French or Ger man more readily than their pa- rents. The children of recent immi grants in this country learn our language sooner than tbe adults whom they accompany Many such facts have come under my observation, which show how early in tbe order of nature the linguistic faculty is devel- oped This law of memory is full of prac- tical suggestions to tbe teaoher. It shows that language, especially in tbe form of reading, spelling and talking, should be made tbe most prominent of young children. The abil ity to recognize words at sight, aod thus read without cons, ious effort, gives to the juvenile mind the encour agerneiit and impetus which it most needs The question whether the child is to be fond of books or averse to tbem depends much on tbe previ- ous question, whether be is a pro- ficient in reading. The early mastery of oue's native tongue invites and facilitates other attainments, while poverty of language is a constant hin- drance and discouragement In pro portion as you the child's vocabulary, you promote his interest and .progress in all future studies. Tact and didactic skill needed in nothing more than iu the steps in teaching, reading aud spelling. In- stead of the old monotonous aud me- chanical drill, each should be rrude, and by our best teachers are now made, an intellectual exercise, pur- sued from the outset, not primarily to learn the literal elements of words, but for the higher aim of cultivating perception and memory, acquiring the power to bring before tbe mind's eye the form of each word as a whole, just as one would carefully observe a house or horse in order to draw the same from memory. It is an Important art iu memory to learn to see so accurate- ly that we can recall the exact image of tbe object, and form conceptions as clear and vivid as were the original perceptions. This process, If early developed in reading and spelling, may then he repealed readily, iu ref- erence to any objects of perception and memory, and thus the child gains a power which enters into all the higher operations of the mind in natural science and history, in poetry, be fine am, and indeed in all descrip- .1011 I To make it a disciplinary stu'iy, spei ing, and indeed every study, Hhould he by methods that Hccoid with ihe laws of memory and of imnlal development. Everything remembered ii retained by some law of a-i-orlailon. One cannot always j nariiC'the link in tlm uiiMeen cliiin whhli rlvtlt each it< m, but bow-ever it maj elude jour PHZP, it m only by some that fmtsare fixed in mind. Now what principle better than bound. No amateur in luunip can iu bilem-e recall the varied harmonies of a complex tune as vivid- ly the the still more numerous details of a landscape or a picture. until recently, the auricular atisociatious were mainly employed in teaching spelling Wbeu this study eacb pupil whis- pered the letter names In the several words, making a subdued bedlam, leas confusing but baaed ou the same phil- osophy of memory as that of the Chi- nese schools, where each body studies aloud, and he does best who shouts loudest. Not only should reading and spell- ing be so taught as to train the mem- ory, but language in all its higher ranges should be made subservient to the same end. Tbis is one application of the comprehensive motto of Pere Gerard, of Switzerland, "The mother tongue, the great educator." As the vehicle and vesture of thought, lan- guage is the grandest product of the human once the means aud measure of its growth, tbe greatest instrument of human investigation and progress. It is tbe index alike of iudividual and national character. To awaken greater interest in this grand culture study, American teaca- era should consider well tbe superior character of our language aud Its wealth of expression. Tbe boy who realizes how rich a heritage is the English toopue feels new zest in its study. The English language aud tbe English race are to play tbe most prominent part in the civilization and Christianization of tbe nations. The spread of this language and the in- crease of this race in numbers, wealth aud influence is one of the marvels of the age and uuparalled in history. We cannot well exaggerate the disci- plinary value of the right study of our own language. The culture of any cation is told by its tongue. Tbe lan- guages of savages are meager aud im- poverishing. To them every new gen- uine word represents an advance in civilizstion. The enlargement of one's vocabulary means the enlarge- ment of his range of thought and the acquisitions of new materials of knowledge. Abide from these general principles, certain rules apply to tbe culture of memory, and first in the order of time, if not in importance, is training the senses. Observation is tbe basis of memory. Clear and accurate percep- tions are the conditions of vivid and exact conceptions. Tbe senses are the pioneers of all knowledge. They open the royal avenues to the juvenile mind. Nature is the prime educator. Objects and events, tbe familiar things surrounding the child, these are tbe first Instruments for training the memory, as well as the other (ac- uities. To the child all things are new and attractive. He loves nature with enthusiasm. Her protean forms are cons'anlly revealing new beauties to bis wondering gaze. He is in closest sympathy with the external and material. While his reflective faculties are dormant, his perceptive powers are acute. He can reason little, but he can observe and remem- ber well. Books are yet dry or mean- ingless, but the minutiae and magnifi- cence of nature fill him with delight. It has been well said, ''books are the art of man, but nature is the art of God." Tbe direction, see and then tell, observe anil then de- scribe, fuiirges-ts the true method to gain facility aud felicity of illustra- tion aud expression, and develop both memory and imagination. Strictly speaking, things come before names, and ideas before words, but practically they should be conjoined, for language is tbe casket which holds the ideas. The more freely these are given out, the more firmly they are held in. Tbe child should be treated as an active as well as a receptive being, who needs to speak as well as to hear. Be pres- sion as well as ex prepsion has often been the result, if not the aim in school. A Mngle fact or truth which the child is stimulated to discover and describe is worth u. thousand which he passively receives. Every observa- tion and description thus made facili- tates others and imprints ihe facts de-cribed upon the memory. Fixing the attention is an impor- tant aid iu memorizing. The founda- tion of all education, but especially of memory, lies in tbe command of at- tention. Says Helvetius, '-Genius is nothing but a continued attention or, as Buffon cays, only a protracted patience Culver puts the same thought in fuller form: "It is the patience of a sound intellect, when invircible, which truly constitutes genius." The vividness of our recol- lections depends largely upon the in- tentness of attention. Such power of concentration is characteristic of men of great memories. Pupils should be stimulated to gain this attainment, and to realize that whatever dissipates their attention cheats them out of power and progress. Success is as- sured to him who applies the motto of Horace, "totos and is wholly absorbed in his subject. This power of concentrating the 01 any subject at will, and excluding irrele- vant ideas is by no an easy attainment, but ita difficulty is ex- ceeded by its importance Though men difJVr in natural aptitudes and capacities, each may he cultivated. Attention is not, as is often claimed, a mere gift, but a power which deeds to be developed hy pa'Keut labor, till it becomes a habit a babit can he lormed only i v persisteut effort and exercise 3. The memory may be ftreneth- enert by power ol will. This is Ihe retrnl fa< uliy which largely deter- mines one's and which in- deed dill' rentiates men. Coleridge pnid, "A perfectly educated character is lillle i I-e than a perfectly educated will Not that the will IB the only fmulty to he trained, but that us right i nlture Includes that of nil oihi r fuciilties, but especially of the atteii- (Continued on pace NEWSPAPER M, WSPAPERI ;