In the Sentinel 100, 75, 50 and 25 years ago.
August 26, 1915: The editor is in receipt of a copy of the book “Alaska Days with John Muir” written by S. Hall Young, who is well known to many of the old timers here, having been in charge of the Alaska Mission at this place for several years. The story is the experiences of Dr. Young while traveling with John Muir and will be of special interest to Wrangellites on account of his descriptions of local people and his trip up the Stikine River if for nothing else, although his accounts of the noted naturalist are of interest to everyone. The book is published by the Fleming H. Revell Company, whose address is 125 North Wabash Ave., Chicago, Ill., and retails for one dollar.
August 30, 1940: Next Tuesday morning promptly at nine a.m. that good old sound so dear to children’s hearts, the school bell, will peal forth its summons to dust off the text books and concentrate young minds on the proverbial three Rs. Superintendent George J. Fabricus announces, to avoid confusion, school will open promptly at 9 a.m. and will hold throughout the morning session and part of the afternoon. “For the first day,” Mr. Fabricus states, “the departure time of the school bus will be at 3 p.m. and at the regular time of 3:50 p.m. afterwards." A new teacher selected to take the place of Austin Moe, who has surrendered the “hickory stick” for trolling gear permanently, is Harry C. Williams, a graduate of Kent State University in Kent, Ohio.
September 3, 1965: We heard a lot of promises for a long time but at last talk has turned to action as a crew made up of just about everyone from the Neighborhood Youth Corps to the administrative assistant to the mayor pitched in to pour the first section of curb and gutter, which will start at the Roberts building and ultimately reach to the City barn. The recent rains have slowed down the operation but it is planned to make two more pours on the next stretch. The curb and gutter will be poured and then they will move back and pour sidewalk behind the previously poured section.
August 30, 1990: The choices you make as a parent help determine the skills and knowledge your child will acquire, the values your child will adopt, and how your child will feel about learning. In addition, the way educators respond to your child is influenced by the kind of educational parent you elect to be. For example, it is easy to believe that silent parents don’t care about their children’s education. Teachers sometimes have lower expectations for these children, which research shows leads to lower student performance. And because silent parents don’t complain, their children may not receive quite as much attention as a teacher divides his or her limited time among many. Angry parents have likely attacked teachers and administrators alike. Teachers may have difficulty expressing warmth and positive regard-so important to effective instruction-toward the child of a critical and angry parent. All educators enjoy supportive parents. Teachers can rely on them for help with student assignments and know that their teaching efforts won’t go unnoticed. Administrators appreciate the efforts supportive parents make to keep educational programs running smoothly. But we also know that supportive parents tend to be patient and understanding and don’t wish to rock the boat. Educators may thus not be challenged to provide our very best education to the children of supportive parents.
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