Newspaper Page Text
THE MAUI NEWS, SATURDAY, MARCH 2, 1912.
THE MAUI NEVAS
Entered at the Post Office at Wailuku, Maui, Hawaii, as second-class matter
A Republican Paper Published in the Interest ol the People
Issued Every Saturday.
You I Publishing: Company. Limited.
Proprietors and Publlahern
riuBsciPTtoN Rates, in Advance $2.00 per Year, $1.25 Six Months
$2.50 por year when not in advance
Chad C. Clark ... Editor and Manager
SATURDAY. - MARCH 2, 1912
GOVERNMENT employees never did and never will, work as
hard and earnestly as those employed by private concerns, but
there are many of them who receive and deserve commendation
for intelligent effort. A notable exception to this class are the sanitary
This county paid out $2,380 last year in salaries to food and sanitary
inspectors; almost twice as much as was paid to county physicians, and
what have we received in return? Absolutely nothing. The reports of
the Sanitary inspectors each month to the Board of Supervisors, are
quite satisfactory, but if the board would start out some morning early,
and investigate for themselves they would find that the difference be
tween actual conditions and what appears in the reports are vastly dif
ferent. The inspector for the Wailuku district is either absolutely in
competent or else wilfully refuses to see and remedy, many of the evils
existing in the oriental district- The orientals pay absolutely no atten
tion to him, and when he does order sanitary improvement, his orders
go unnoticed in most instances-
Almost any morning a visit to the poi shops run by Chinese, would
reveal a condition so unsanitary as to cause the visitor to turn away in
One day last week we visited the fish market. The inspector was
there. he is always there but his eyes were closed in slumber, and
he was perhaps dreaming of the days when fish would need no inspec
tion, and when orientals would no longer indulge in the filthy practices
of their race. He was there, but with his eyes he saw nothing. The
gutters about the market floor were filled with filth and corruption, and
the general appearance would do credit to the slums of Canton.
These are only two of the more aggravated instances, but there are
enough lesser ones to fill a book. A little intelligent persuasion on the
part of the board of supervisors should work wonders with these so
called sanitary inspectors, who see only the front of things, and do not
ferret out and destroy the undesirable pest holes which abound out of
sight of the front streets of Wailuku.
Read Before the Maui Teachers At
, The correspondent of the Honolulu Bulletin, evidently was not in
touch with the Chamber of Commerce committee, who were to receive
the officers of the fleet when they arrived at Kahului last week. He
sent a very much garbled report of the fleets stay here, and incidentally
charged the Maui people with inhospitality. Nothing could be farther
from the truth. The committee on hand, with enough automo
biles to accommodate all the officers of the fleet, and after sending word
to the commanding officer that they were waiting to extend the hospi
tality of Maui to the fleet, they stood about on the wharf till noon, but
no word was received from the ships. As a matter of fact, this was a
business trip and the officers were not looking for entertainment. They
came ashore individually, later, and from all reports, were very
properly taken care of.
(By E. V. Wilcox.)
A SAVAGE sold for gaudy beads
The skin of a proud old buffalo,
Whose tracks ranged over boundless plains.
We smile with worldly wisdom's sneer
At childish eye that can not shun
Hypnotic influence of glass.
A gardener plucked from his proudest trees '
A basket of dew-kissed fruit for me.
It had sipped all the wine and honey of earth,
Had inhaled the deep perfume of tropic dreams.
The softness of summer's languid air
And tha fire of the sun were upon its face.
For a sordid coin le left it there
A coin that was tainted with sin and blood
And tears and sorrow and blighted lives.
The gardener smiled on the coin in his hand,
And thanked me for yielding the tainted thing.
But the coin rolled on with its history.
It was hugged by a miser with jealous care,
Till a robber found it hidden away,
And sent it forth on its mission of crime.
It purchased" the gin to craze the man,
And murdered the wife with frenzied hand,
And spent itself in the hangman's noose.
It bought a vote for an alderman,
And helped him to shelter a nest of vice,
Where he won it back all coated with slime,
And purchased the shame of a woman's name.
It paid the rent for a tenement,
And returned once more to the miser's clutch.
The buffalo skin and the blushing fruit,
The shining beads and the sordid coin,
The simple savage, the gardener
Now which was the wiser bargainer?
And where are the scales to weigh the worth
Of the products of life which we barter and sell?
(By Miss Ruth Hilen.)
In my experience in teaching this
subject I have tried to constantly
keep in my mind, one central thot
around which the details and de
vices of each day's recitation, are
but so many small paths one lead
ing into the other in such a way
that the child's mind is kept con
stantly moing in one direction
that of the central thot. This thot
is to lead the child to think for
Some psychologists tell us that a
thing once learned cannot be for
gotten. Others consider this too
broad a statement be that as it
may we do know this to be a fact
-that the mind will retain some
thing which it constructs for itself
when it will throw off with remark
able ease that which is taken in
from the printed page without any
regard for the "Whys?" or
In other words, if the child can
be made to think and to reason for
himself and to build his facts upon
a foundation of his own making,
his development along any line is
an accomplished fact; and in no
subject, it seems to me, can this be
brought about more easily or" more
thoroly than in the study of geogra
phy. The central thot then, in teach
ing geography, I would say, is
reasoning from the known to the
unknown step by step in such a way
that, tho he may be unconscious of
this himself, the pupil is making
his own mental text book. I
This is what I have .tried to do in
the teaching of this subject and I
shall show in detail just how, I have
gone about it.
A map of the world should hang
in some conspicuous place in the
I can remember very distinctly
the light which burst upon my con
ception of locations of countries,
oceans and islands when, in the
eighth grade, my teacher taught
the correlation between the small
maps in our books and the oilier
continents by means of a map of
the world. Prior to this time I
had had very little idea of the earth
as a whole Europe, Asia, Africa,
North America, South America and
Australia being so many separate
maps on different pages of the text
book. Even the United States was
divided into sections as no attention
was paid to any connection between
them I, conseuqently had not a clear
mental image of even our own
country. I have found a large
percentage of pupils in the upper
grades who have had the same diffi
culty so I cannot think mine an
For this reason a map of the
world has always hung in my
school-room and many an odd
moment during the day has been
spent in journeys by land and sea
to all parts of the world.
I will try to illustrate my method
of teaching geography by taking up
the study of one grand division as
the general method would be the
same for all. Let us suppose the
class is ready to begin the study of
For the first few lessons I do not
use the text book at all nothing but
the map of the world. Our first
lesson is a conversational lesson on
location with regard to all the othe
continents and the oceans with such
questions as, What direction is it
from N- A.?" from Australia? from
Europe? from Asia? from Africa?
In what zones is it?" What
bodies of water touch it?'' ''How
does its size compare with N. A.?
Africa? Asia? etc." Is its position
an advantage or a disadvantage? or
for the lower grades, "Is it a good
thing for S. A. or not that it lies
where it does?" Why?
The children like to take sides
on a question like this and a little
debate always follows, rather excit
ing at times, too, and I have found
that the class usually comes to a
fairly correct decision or, if not,
the teacher can step in with a word
or a leading question which turns
tho tide in the right direction and
the class feels that it has accom
plished something for itself. Let
the child think he is doing it all, if
posnible, and the question of arous
ing interest is done with.
The next step is the study of
coastline. "Is it regular or irre
gular or both?" Is such a coast
line an advantage or a disadvantage?
Why? Which is the best coastline
for a country one like N. A. or one
like S. A. Why?
Next comes comparison of the
shape of the continent with the
other continents. I usually have
one lesson on sketching the general
shape, at this time.
The class is now ready for the
purely mechanical part. These les
sons 1 would give from a large
separate map of S. A., the class
using tkeir text book maps at their
seats so that every member follows
every location. I always insist up
on the text books being flat open on
the desks and the locations being
made with the eraser end of the
pencils so I can tell at a glance if
each pupil is making his locations
correctly. We learn the bodies of
water touching, the mountain
plains, plateaus, rivers, lakes, isl
ands, and countries. I have found
it a great saving of time to insist
upon learning these in their right
order. For instance if we decide
to learn everything in . A. as the
hands of a clock move, a recitation
with one body of water or a moun
tain out of place is not satisfactory.
In this way, when a pupil can name
them he has also his locations.
In studying the mountains, rivers,
bays, etc., the same central thot is
kept in mind to let the child
reason out for himself the advan
tage or the disadvantage of each
the Andes as compared with the
Rockies the former with few water
gaps and passes the latter broken
and with many of them. The chil
dren will decide for themselves in
favor of the Rockies and it has often
been surprising to me how they see
the reasons facilities for railroads
and travel and effect on climate be
cause of the possibility of winds
sweeping thru the gaps before losing
The rivers always lead to a dis
cussion their advantages being
facility for shipping and travel if
flowing thru a plain, and water
power if flowing thru a mountain
Now the class is ready for the
text for the .first time and at least a
week or two has been spent on the
foregoing work. I have found that
a very slow, thoro beginning leads
to wonderfully quick results when
the text book comes to be used. .
All assignments from the text are
made subservient to the child's own
reasoning. For instance when the
class has decided about the kind of
surface, coastline, drainage and ad
vantage or disadvantage of each, I
would eay, "Now let us compare
what we think with our books and
see if we agree." The children are
much delighted to find that what
they have found out for themselves
tallies with the text and it is a
great satisfaction to them.
In all text assignments I put on
the board a topical outline from
which to study, and I make this
follow very exactly the order pre
sented in the text.
We use our text books, then, un
til we reach the study of climate
when they are again put away.
We begin the Btudy of climate
with a conversational lesson on sur
face, zones and winds.
I have an easy outline scheme
for climate for each continent and
it has saved me a great deal of
time. We draw South America
with five lines. The winds are put
in with arrows, to show directions,
the winds of northern South Amer
ica blowing frornthe east, those of
the southern part from the west.
Thus they reason out that the east
side of the northern part and the
west side of the southern part of
South America are moist, while the
east (h eward) side of the southern
Andes must be practically a desert
and they are much elated when
they find the desert region by refer'
ring to their maps.
(To Be Continued.)
Card ot Thanks.
Mr. and Mrs. C. Hansen wishes to
thank their friends for their many acts
of kindness in their recent bereavement.
The work of setting up the poles for
the electric light wires is progressing
and the bids for the new building is be
ing opened today.
The new steel shovel for Wilson &
Baumau was tried out Tuesday. The en
gineer in charge taking it. along the
road. Later it was taken over to Pan
wela and put to work.
A family of Russians going from Ha
waii to Honolulu, missed the boat at
Harm, and have been seeing the sights
over there, while waiting transportation
to the capital.
REPORT OF THE CONDITION OP
the Lahaina National Bank, at
Labalna, in the Ter. of Hawaii,
at the close of business, Feb.
Resources , Dollars
Loans and Discounts 77,5o6 20
Overdrafts, secured and un
secured 87a 04
U. S. Bonds to secure circula
tion 6250 00
Bonds, securities, etc 23,680 00
Banking house, Furniture, and
Due from National Banks (not
reserve agents) 2,737 03
Dne from State and Private
Banks and Bankers, Trust
Companies,, and Savings
Banks 14,256 28
Due from approved reserve
agents 9,862 65
Checks and other cash items... 1,454 68
Fractional paper currency,
nickels, and cents 56 39
Specie 11,681 35
Redemption fund with U. S.
Treasurer (5 of circulation).. 312 50
The regular annual meeting of the.
stockholders of the Maui Land & RaiU
road Company, will be held at the office
and principal place of business of the
Company at Kahului, Maui, T. H., on
Friday, 29th day of March, 1912, at 10
o'clock a. m.
J N. S. WILLIAMS,
One Model 10 Buick Runabout, in first
class condition. Enquire
C. D. LTJFKIN.
Lots of 5 to 11 acres in the vil
lage of Makawao, Maui, suitable
for grape culture and general farm-
These lots will be sold by auc
tion nt 1 p. m., Saturday the 9th
of March, 1912.
The auction will take place in
front of the Catholic church in Ma
kawao. Terms: Half cash, the balance
at one and two years with interest
at 7 per cent.
VENDA DE TERRAS EM
Total 149,979 12
Capital Stock paid in 25,000 00
Surplus fund 4,000 00
Undivided profits, less ex
penses and taxes paid 415 84
National Bank notes outstand
ing - : 5,95000
Individual deposits subject to
check 104,796 92
Demand certificates of deposit 2,1041
Time certificates of deposit...- 7,656 95
Total 149,979 12
Ter. of Hawaii, County of Maui, ss:
I, C. D. Lufkin. Cashier of the above-
named bank, do solemnly swear that the
above statement is true to the best of my
knowledge and belief.
C. D. LTJKIN,
W. L. DECOTO
GEO. FREELAND Directors.
R. A. WADSWORTH
Em lotes de 5 a 11 alqueires
(acres) na villa de Makawao, Maui.
Bons terrenos para a cultura de
uvas e outraa culturas.
Trez lotes serao vendidos em
lcilao no dia 9 de Marco de 1912 a'
uma liora da tarde. i
O leiloa tera' lugar em frenta da
egreja Catholica de Makawao.
lermos da venda, metade do
dinheiro a '.vista e o resto cm um
e dois annos com juro a 7.
for ordem da,
SUBSCRIBE FOR THE
MAUI NEWS COMBINATION
ALOHA LODGE NO. 3 KNIGHTS
Regular meetings will be held at the
Knights of Pythias Hail, Wailuku, on the
second and fourth Saturdays of each
All visiting members are cordially in
vited to attend.
C. H. HANSEN, C. C.
ARTHUR BETTS, K. R. & S.
New Photography Outfits and Materials Received.
Handsome Designs and Shapes in Woodwork for
Burning. Beautiful Colored Leathers. Island Orders
HONOLULU PHOTO SUPPLY CO.
Importers & Dealers
WHOLESALE and RETAIL
GASOLINE and DISTILLATE IN DRUMS
! LAHAINA STORE i